Gamesfor

VocabltlaTy
=
=
PTactlc
Interactive vocabulary
activities for all levels

Felicity O'Dell
CAVTBRIDGE
UNIVERSITY PRESS and Katie Head
 Contents
Introduction 4

MaP 5

Unit I Personal
information t0

Unit 2 Thefamily t5

Unit , Dailyactivities 22
--
Unit 4 Homes 28
-
-- Unit 5 In the town,in the city 54
--
Unit 6 Travelandtourism 40
--
Unit 7 Foodanddrink 46
-

- Unit I Describing
people 52
a

Unit 9 Describing
things 58

Unit l0 Friends
andrelationships 64

Unit | | Thehumanbody 70

Unit t2 Leisure
time 78

Unit | 5 Education 84

Unit 14 Theworldof work 90

Unit 15 Moneyandshopping 96

Unit 16 Pastexperiences r02

Unit | 7 Science
andtechnology r08

Unit | 8 Socialandenvironmental
issues I t4

Thanksandacknowledgements 120

3
 F--L
I
F

Introduction F-
F
What roles can games play in TheTime allocated for eachactivity is usually 40-45 minutes,
F
vocabutayfealningP thorrphsomeacti vi ti es
areshorter. Thesrrssested ti mesincr ucea

Researchers saythatvocabularymustbe encountered at least

warm-upactrvity andsomefollow-up workin the classroom. The F
teachercan,of course,makethe gamesfit intoa shorterlesson
seventrmesbeforeit istrulylearnt.
Theyalsoadvise thatwordsare
thew arm-upor fol l ow -up
by omi tti ng or by do ingt hem
acti vi ti es, F
mosteasilylearntwhenstudents manipulate themandmakethem
lessons.
in different
theirown in somememorable way.Forboththesereasons, games
havea particularly
imporlantroleto playin vocabulary
learning:
cl earlsummari
TheA i m for eachacti vi ty y the ki ndof language
ses :
theyprovidean enjoyable wayof revisitingwordsandtheygive
to be focusedon.
students to usethemin a memorable
the opportunity context.

suggested
Theactivities
teachsetsof completely
gamesfartoo difficult.
consolidate
students
in thisbookare,thus,not intendedto
newvocabulary.
Rather
theirknowledge

Howis th9 bookolganised?

thatwouldmakethe
the activities
areintendedto help
of Englishvocabulary.
TheMaterialssectron
the ar-ti
L rr L u l r r v r L yvi
. tv
rl Lt ir Js u

K eyvocabul aryl i ststhevocabul ary

pame. l t i s i moortant
5"'''"''r".."'''""o.'.'', that
teachers
assumed
JJur
listseverything
thatstudents

rhati s requi red

shoul dread
thatwillbe required
havenens.rnd

fort he
throrrphthis
r"r
for
, " naner .

I
:

!
w hendeci drng
secti on w hethera gamei s appropri ate
for a
parti cul group
ar of l earners.
Th e rear e lB t opic - ba s eudn i tsi n th i sb o o k .Ea c hu n i th a stnree
games,one at eachof threelevels- elementary, intermediate
TheWarm-up sectron suggests waysof familiarisingthe students
a n dupper - int er m ed to a d v a n c eT
i a te dh. e rersa ma po f the book,
withthe language whichwill be required in the activity.
whichgivesa clearoverview of the topicsof the units,the
D ependi ng youmayneedto spend
on the l evelof thecl ass,
vocabulary focus,activity typesandstudentinteraction patterns
-
longeron thrspartof the lesson thoughwithstronger groups
u se di n eac hof t he 54 p a m e si n th e b o o k . :
\/oumAVneedto snendlittleor no time on thissection.
Hout i1 eaclt garnealTanged?
the stepsof the activity
TheMain activitysectionexplains asclearly
consists
Eachactivity of tv'ropages.a pageof notesfor the
as
andconcisely possrble.
Wewouldrecommend in mostcases that
anda phot oc o p i a bpl a
te a cher e g eth a tma yb e fre e l yd u p l i cated
youdemonstratethesestepsto the studentsinstead of justreading
Theteacher's
for students. noteson the left-hand Dapesnrovide =
themoutto them.ln somecases youmayfeelit wouldbe helpful
youwith information
about: =
to notedownthe kevstepson the classroom
board.
Time
TheVariationsectionsuggests the basicgame
waysof adapting
Ai m fordifferent
classroom or contexts.
situatrons there
Occasionallv =

Materials

Key vocabulary
2 r p q r r o o p q t i n n c f n r : r - n m' nr .l "e. t" c' / l" v' ' ' "d, "i f' 'f .eb r" e

samephotocopi abl
materi
e al s.

TheFollow-upsectionsuggests activities
optlonalclassroom to
' |n
| v t/ U o amtr
v L hr rt still rrsino the

4
=
developandpractise
furtherthe languageworkedwith rnthe
Warm-up
maybe usedin a laterlesson,
games.Thesefollow-upactivities if
:l
!
or theymaybe omitted.
thatis moreappropriate,
Main activity

Variation TheHomework sectron provides

a coupleof different
for homework
suggestions tasksbasedon the workof the activity.
Follow-up optionalbutwe strongly
Thesetasksare,of course, recommend
thatyouchooseone of themfor yourstudents,in orderto help :
Homework them learnthe keyvocabulary
moreeffectively.
:

+
==
=
What about the photocopiable
materials?
Thematerials pagescanbe freelyphotocopied.
on the right-hand
Quiteoftenyouwillalsohaveto cutup the materials
intn <on:r:te
r r r l v J L H U |
rarrlc, ac indi.ated
v J / v J
hv the rt rftino Iinpc lf vnr r

areluckyenoughto haveaccess to a laminator, we would

re co m m endpr epar inl g
a mi n a tesde tso f m a te ri asl soth a t
th e yc anbe eas ilyr eus e d .

Learning from others

In someactivities youwillalsoseean acknowledgement. Thisis
because many of the games we have used in this book have
b e e nl ear ntf r omor ins p i rebdy o th e rp e o p l eo r b y p o p u l ar
or
traditional gamesthatwe know.

We hopethat,justaswe haveadaptedgameswe learntfrom

youwilldo the samewiththe activlties
others, we presenthere.
Wefeelsurethatmanyof the photocopiablematerials
we offer
herecanbe usedin different
waysfromthosewe havesuggested.
Similarly, described
manyof the activities canbe usedwitha
vocabulary
different focusto meetthe needsof different
groups.
We hopethatyouwillfindlotsof interesting
waysin whichyou
canadaptandbe creative
withthe activities
in thisbook,

Aboveall,we verymuchhopethatyourstudents
willenjoy
n l a ' i n o t h e c , e o a m t r ^ d- ^l l. u. 1 +Ul r- o- +L+r .Lr ^E, y, .v^v, l: ll llo
a lrs) n
l . -h
r. rreEl nr HtUh recmr r r tro, r J
r,-/.,,t) o-...->
theirknowledge
consolidate of English
vocabulary.

FelicityO'Delland Katie Head

 t*
Garnesfor Vocabulary t

Practice
t

Mapof the book L

LI

UNIT 1
"ffim'wmwrkffi.fte
zzzffr*Tmmtz*w. __
1 . 1A l li n a d a y Flornont:nr Everyday
expressions
formedwrththe verDs
B oardgame C roupsof 3-4 40-45 l0 r.l
rln nef nn hnrta
L--l

am l?
1 .2Hows pec ial
moke,toke
In te rm e d i a te Waysof talkingabout Questi onnai re Indi vi dual l y, 40-45 12
:l
y o u rs eal fn dfi ndi ng
th i n g si n c ommon
anddi scussi on
game
theni n groups
of 4-6
:j
lE-J

withothers _l
)--J
1 .5Thedat inggam e U p p e r- Expressing personal
intermediate Ii k e sd, i s l i kes
and
Questi on
answ er
and
game
l ndi vi dual l y,
thenw hol e
40-45 l4
:l
to advanced preferences to fi ndan cl ass
:
i dealpartner l6-J

UNIT 2 Ttrrefamily
:t
:
2 .1 Fam r ly
t r ee E l e me n ta ry F a m rlre
y l a ti onshi ps lnformation
gap Pairs 40-45 t6
2 .2 Thehappyc ouple In te rme d i a te Stages in a Storytelling
and Pairs,
then 40-45 IB :
re l a ti o n shi p roleplay groupsof 4
idiom s
2 .5 Fam ily Upper- l d i o msre l a ti ng
:
Cardgame Croupsof 4 35-45 20
intermediate to familylife
:
to advanced a n dre l a ti o nshi ps
:
UNIT3 Dallv aetivities >1

:l
5 .1 Whatpeopledo Elementary \./-e. r- h' -s- "d- e' ,s" r' -, 'rci h) i n o
' l l n '

l JescrrD rng
and P arrs 35-45 22
everyday
actions -" "' '()"
a r r a n o i n o n i r - t rr r c q .
plac es
5 .2 Change if . . . In te rm e d i a te Everyday
activities - l

Changrngplaces
I r n , l I

Whole class
I

25-35 24
:
in resnonse to nr laroe oror rnc, ]-l

5.5 Checkrncheerfully Upper- Ph ra s avel rbsand

Promprs
lvllmeand
l ^

LroupsoI 4-6 35-45 26

"l
tsi
In te rm e d i a te a d v e rbosf manner guess ,-)
to advanced i- - )
*4/

.-i
;-r

.-i
,d/

:-l
)-/
--..]

*-r
.4
q
6
),/
E!.
 Map of the book

UNIT 4'ffi*'w"ww
4 .1 At hom e E l e me n ta ry F u rn i tu re
and I \ / l r m ea n d p r r e s s ( r r o rl n s o t \ - 6 1 50-35 2B
h o u s e h o lidte ms
4 .2 Fu llyf ur nis hed In te rme d i a te F u rn i tu re
and B oardand | ,rr\t tnc nf
a -
\ 40-45 30
h o u s e h o lidte ms /irc o:me

4.5 Dreamrooms Upper- Language to describe Questi onnai re l ndrvi dual l y, 40-45 32
i n te rm e d i a te ro o m sd, e c o iand a n df i n da theni n pai rs
to advanced furniture partner

UNIT 5 :n the town, in tba eitv

plac es
5 .1 Fi nding Elementary Places in the town gap
Information Pairs 50-35 34
a n dp re p o s iti onal
p h ra s e s
wordparrs
5.2 Mystery In te rme d i a te C o mp o u n n
d o unsfor /- ^"4
\-dru
^-^^ ^^A
6or I rE or ru P ai rs 35-45 36
placesin the town storytelling
5.5 Citylife U p p e r- C o mmo np ro bl ems D i scussi on
and (lrnr rn< nf Z
35-40 38
i n te rm e d i a te rnto w n sa n dci ti es debate
to advanced

UNIT6 Traveland tourism

6 .1 Na m et he c ount r y E l e me n ta ry Countrynamesand Crosswords C roupsof 4 35-40 40
d e s c r i h i nt 6o rL U- Un rr| n| (tt rt iL eJ .

5 .2 H a p pyholiday s In te rme d i a te Ite m sfo r h o l iday CarA oarnc Croupsof 4 30-40 42

luggage
holiday
5 .5 C o l our f ul U p p e r- C o l l o c a ti oused
ns in Cardgame- Croupsof 3-4 40-45 44
co l loc at ions i n te rme d i a te h o l i d a b
y ro c h ures pai rs
matchi ng
to advanced

UNIT 7 Wmr*ffi
{k"ffi{h
ffir:zw-fu"
7 .1Wh a tI hadf or dinne r El e m e n ta ry Itemsof food C ardand C roupsof 4-B 30-35 46
lastnight a n dd r i n k memorygame
7.2Twentyquestions In te rm e d i a te V e rb s ,a d j e c ti vesand Yes/noquestions Croupsof 5-6 40-45 48
nounsrelating to food
7.5Oddone out llnner-
"Yr"' F o o da n dd ri nkand Fi ndi ng
the odd P ai rs 40-45 50
i n te rme d i a te l a n g u a geex p l ai ni ng oneourS ame
to advanced differences

UNITI Describingpeopie
8 .1 Wh oam l? El e m e n ta ry Wo rd sd e s c ri bi ng hai r, Yes/nonictrrre Pairs 3O-4O 52
b u i l da n dc l o t hes game
8.2 Compoundadjective Intermediate Compoundadjectives Dominoes Croupsof 4 40-45 tr,4
J -

d o minoes ttcorl :hnr ri nonnlo

8 .5 Th epeople' s Upper- Ve rb sn, o u n sand B oardgame Croupsof 4-5 3O-4O 56

:lnh:hef oamtr
b"'',"
intermediate a r l i e r t i v e c r r q p . l
to advanced a b o u tp e o p l e
;
a

7
a
 l-

Map of the book l-

UNIT9 ffiwmw:rnfun:w"ry
Efuwwrym :

objects
9.1 Everyday Elementary Namesand usesof B i ngo Indi vi dual l y 35-40 5B :
everyday
objects
9 .2 K im ' sgam e l n te rme d i a te N a me s a n ddescri pti onsMemorygame l ndi vi dual l y, 40-45 60
of objects theni n pai rs
v
9 . 5 N a m et h i st h i n g " (("'
llnnor- N a me sa n ddescri pti ons B oardgame C roupsof 3-4 35-45 62
intermediate ofobjects ='
to advanced
Y
t

UNIT t0 friends and relatlonshins

l0.l Poems Elementary and phrases
Adjectives poems
W ri ti ng l ndi vi dual l y, 40-45 64
y:-
to describe
people thenrn pai rs
people
10.2Interesting lntermediate People's
livesand C ardanddi ce C roupsof 4-G 40-45 66 +
backgrounds game
1 0 .5F eelr ngs I tnnor-
Adjectives
describing Boardgame Croupsof 4-5 40-45 6B 1.4-

intermedidle feelinps
to advanced 14-

UNIT ll Tkz.m "?*r*ffi"y

fu.wwmyz.
14-

F
the body Elementary
I l.l Describing Partsof the body Wordsquares and Twogroups, 35-40 70
gap
informatron thenpairs
Fr
doctor
| 1.2 Doctor, Intermediate lllness,
symptoms
and R ol epl ay W hol ecl ass 45+ 73
treatment +
| 1 .3l diom sof t he bod y U p p e r- l d i o m sb a sedon parts C ardgame C roupsof 6-8 40-45 76
intermediate ofthebody Lt-
to advanced
F-

UNIT 12 Lrmwmwrffi
tzwwry --
l 2 .l My s t erev
y ening
out E l e me n ta ry T a l k i nagb o utan S torycompl eti on l ndi vi dual l y, 30-35 7B H-
e v e n l no gu t thenin pairs
your
| 2.2 Picture lntermediate Leisure (- +
activities D rawand ( , r a ] |t n q n r 1 - 4 30-35 BO
freetime guess
3-
1 2 .5C any oudo any U p p e r- Leisure
activities, Surveyand Indi vi dual l y, 40-45 82
conjuringtricks? intermediate interests
and di scussi on then in ornr rnq '---
to advanced experiences OI J-4

:--
UNIT 13Education
+
l5.l My firstschool Elementary People,placesand Spotthe Pairs 40-45 B4
objectsin a school difference +
| 5.2 Secondary school: Intermediate Experiences
durrng B oardgame C roupsof 3-4 40-45 B6
the bestdaysof schooldays -^.] -^^-t.:^^
d r r u > P t r d K i lr B
+
yourlife?
+
1 5 .5Suc c es s flear
ul n i n g U p p e r- L e a rn i nsgtyl es Questionnaire Croupsof 3-4 40-45 BB
i n te rme d i a te a n de n v i ronment anddi scussi on +
to advancec
'gl +
3
 Map of the book

qrwm"whffi
UNIT 14 Wfu.m mff,*a*wW
t4 .l W ho,wher eand E l e me n ta ry J o b sa n dw orkpl ace Cardgame P arrs 30-35 90
what?
1 4 .2Cues sm v iob l n te rm e d i a te J o b sa n dd e scri bi ns Veq/nn nrrectinnc W hol ecl ass 35-40 92
them

and
1 4 .5Danger ous U p p e r- Jobsand why they C ategori siand
ng C roupsof 3-4 40-45 94
ctreccfr rl inhs i n te rm e d i a te a red a n g erous
or ranki ng
to advanced stressful

UNIT 15 W*mffiyffiThffi
,vfu"r*ppzw"ffi
l 5 .l B r ingandbuys a l e El e m e n ta ry P ri c e sb,u y i ng R ol epl ay W hol ecl ass 40-45 96
a n ds e l l i n g
| 5.2 Crossword lntermediate Moneyandshopping, Crosswords and Pairs 40-45 9B
conversattons a n dd e fi n ing
l anguage defi ni ng
1 5 .5Cetr ic hquic kqu i z U p p e r- l d i o msa n dl anguage Qurz Croupsof 2-3 35-45 r00
intermediate connededwith money
to advanced

UNIT 16Wmm%
wwpwwz*mwmm
l 5 .l P asttim edom in o e s El e m e n ta ry P a stit mee xpressi ons Four-si ded C roupsof 3 35-40 t02
comtnoes
verbsauction Intermediate Phrasal
15.2Phrasal verbsin Auctionof correct Pairs 40-45 104
sentencesabout andincorrect
the past SCNICNCCS

f -+^^^-i-i
16.5Whata greatstoryl Upper- I* -a,n. oo-r-roa-o e f, n. -r. d- -e, c- r r i ,LD: ^r n
-8 LaIeSOnSlnS C roupsof 3-4 40-45 106
i n te rme d i a te a n dre v i e w i ng a fi l m wordsandwriting
to advanced or book a fi l msummary

UNIT l7 $cienceand technology

l7.l A dayin the modern Elementary Themodernoffice Spotthe P ai rs 40-45 r0B
office andcomouters difference
boardgame Intermediate Namesof inventions,
17.2Sci-tech Boardgame Croupsof 4-5 35-45 il0
c.tA^. . erinnt,r+e
) L t E t t L E > , ) L l g t t L t > t - 5 ,lI l a n e t S

and man-made
objects
17.5Definitions Upper- Modernconceptsin n ^{:^^ -^) ^,,^-^
L_./trililC dil(l E,Utr>> W h o l ec l a s so r 3O_4O 112
intermediate computers,
entertainment, groupsof 6- I 0
to advanced work,transport
andscience

UNIT 18 Socialand environmentalissues

l 8 .l F indf iv e Elementary Thenaturalworld C ri dcompl eti on lndividually, 35-45 114
theni n pai rs
s ur v ey
1 8 .2S oc ial In te rm e d i a te So c i ai ls s u es Surveyand Indi vi dual l y,then
30-35 r r6
di scussi on i n groupsof 3-4
1 8 .5Com pounds I Inner-
" Y('' C o m p o u nndo u n s CarA aarno Croupsof 3-4 35-45 I tB
intermediate of socialand
to advanced environmental issues

I
 F
UNIT I mw.mw"mh
bwffmwyszmtz*m
F-
i-
All in a day !
F
Lwrar.h
Flamonte rrr
I Drawsixcolumnson the board.Writeone of theseverbsat the top of eachcolumn'. do,get,go, t
hove,moke,fcke.Askstudentsto copythis.
Ytu??#
2 Civeeachstudenta copyof the Vocabulary grid. E-
40-45 minutes
3 Tellstudents thateachvocabulary itemgoeswithone of the sixverbs.Elicrt hrvoexamples
and
]- .nr

t'&3Xg? writethem in the correctcolumnson the board.

To practiseeveryday
+ As ks tu d e n ts
to c o mpl ete l yi n pai rs
thei rtabl e,ei theri ndi vi dualor _l
5 Checkthe answers withthe wholeclass. Students maysuggest otherpossible
answers
thatare
expressions formedwith the
verbs do, get, go, have,make
and toke
not givenin the Keyvocabulary or usedlaterin the game,e.g.fokeo shower,mokeo meol. :j
Main activity :l
T&mt*lrnm1g"
ForWarm-up,one copy of the
I Dividethe students intogroupsof threeor four.Civeeachgroupa copyof the board,a dice,anda f
Vocabularygrid for each
student
setol counters.
2 P l a y i nth
g e g a me : :l
Onecopyof the boardfor each
group of three to four students
Onedice for eachgroupof
I S tu d e n ts ta k etu rn sto throwthe di ceandmovethei rcounter
I W h e nth e yl a n do n a square,
pictureandthe word in the square
theymakea sentence
al ongthesquares.
abouta studenti n the groupusi ngt he
, e.g.Morco,I thtnkyou go swrmmtng.
f
three to four students =
I Theotherstudentshaveto decidewhetherthe sentence is grammaticallyrightor wrong.
Onecounter(or equivalent)for
eachstudent
lf the sentence
I lf a studentarrives
is right,theystaywheretheyare.lf it iswrong,theygo backhr'rosquares.
on a squarewitha ladder, theymaygo up the ladderif theymakea
f
ForFollow-up,a picture of a
personthat the studentswill all
be ableto see
grammatically
downthe snake.
correctsentence. lf theyarriveon a squarewitha snake's head,theygo
f
t Thewinneris the firststudentto reachscuare30.
K*y w*r;afuwkaxy =
do: the cleaning,the cooking,
the ironing, the washing-up,
trnttr hnmorttnrk
Variation
Theboardcanbe usedto practise
particular
grammatical at different
structures levels,
e.g.
f
get: cold, dressed,angry, tired presentcontinuous He'sgoingswimming.They'rehovtngo porty. =
go: clubbing,running, presentperfectquestions Hoveyou beenswrmmrngtodoy?Hoveyou donethe cleonrngyet?
shopping, swimming, to bed, conditionalsentences lf you don't tokethe bus,you'llbe lotefor theporty lf shegoesdoncing =
1--a
upstorrs
have: a drink, a meal, a party,
toniqht,she'llbe trredtomorrow.
J
0 rest, a shower
make: 0 mess,a noise,a phone
follow-up
ffi il ;;; ; ;i.il ;i; ;.; ;;;;;;; ;;; ;i;,;,n.,,,a..i;
;il,; .,,"r.u.,,,n"
f
call,friends,the bed
take: an exam,a photo, the p e rs o n 'dsa i l yro u ti n eu,si ngl anguage
fromthe game,e.g. =
bus,the train, your coat off StudentA'.Fvervdav Sollvoefsun ot 7 o'clockond shehos o shower.
=
StudentB'.Everydoy Sallygetsup ot 7 o'clockond shehos o shower.Shemokesthe bed,then ...
C o n ti n uien th i sw a yu n t i al
l lthe students
havehada turn. =

Homework =
A Writesixquestions
usingthe vocabulary anotherpersonandwrite
thenintervrew
fromthe activity,
=
a b o u th
t em.
B Writesixsentences
abouta daywhenyouwereverybusy,usingvocabulary fromthe activity. =
-l
)--t

Acknowledgement
W e f i r s tc a m e a c r o s st h e i d e a o f u s i n gS n a k e sa n d L a d d e r si n l h s l a n o r : o e r l a . , c r n rnn i q C r o m m o r C o m e s b y -)=-.4
M a r i o R i n v o l u c r(iC a m b r i d g eU n r v e r s i t P
y r e s st 9 S 4 ) .

-l )-a

.H
-)

to :
_F-
 -

All in a day

Vocabulary
grid
tired y o u r h o me w o rk s w rm m rng the bed a party the cl ean ing

to bed your coat off th e w a s h i ng-up a shower upstairs clubbing

a drink a rest angry col d the trai n a norse

a p h o n ec a l l runnrng th e c o o ki ng fri ends the i roni ng shoppi ng

a meal th e b u s A MCSS a photo dressed an exam

27
yfr
F
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N
$I
I ffi#W,ts
ry- l-*"
s go
H

"_A(?,) {11
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18 f :-^=---{\=' L

have

M -I t l t f;--;, -u" -_
*ts
nk
j\cSN

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tJ IIII

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FromComesfor|/pr^nhtt|nntPrnrfira|yo,Del|&HeadoCambridgeUniversityPress2oO3@ tt
 F
UNIT l W*wrc*ffiffik
amff*wmmtzww*
E

Tl!:l;iii I.
E
LeveS i
Intermediate I Writethesecategories on the board.Positivechorocteristtcs,
Negotivechorocteristics,
Hobbiesond E
'3"35?A* tolents,Plocesto go on holidoy,Signiftcont
yeors,lnfluenttolpeople,Treosured possessrons
Fovouritecolours,Seosonsof the yeor. E
40-45 minutes
2 Askstudents to suggest wordsand ideasthatfit eachcategory. Writetwo or threeexamples
for
j"&"3ffi"a eachcateporu on the board. E-
To practisevocabularyfor
Main actiuity
_i
tsl
talking aboutyourselfand
finding out what you have in
I C i v ee a c hs tu d e nat copyof the sheetandaskthemto compl ete i t i ndi vi dualSl y.
eta ti melim itf or l-J
commonwith otherpeople

fuTateriaSs 2
thisactivity and monitoras necessary.
Checka few answers withthe class.Duringfeedback makesurethatstudents understand the
:l
Onecopy of the sfreettor eacfr e x p re s s i o' hna v es o m ethi ng
i n commonw i thsomeoneiby aski ng themquesti ons suchasDoes =
studentin the class onyonehovesomethrngin common with Thomos?
Two dice for each group of four
to six students
3
+
Dividethe students
Tellstudents
intogroupsof fourto sixstudents. Civeturodiceto eachgroup.
thattheyeachstartwithten pointsandtheiraim is to provethattheyaredifferent
:j
W*y w**mhmlary fromthe otherstudents in the group.Students taketurnsto throwthe diceandspeak.For :
example, if a studentthrowsa threeanda five,theymustspeakabouteitheritemthreeor item
Positivecharacteristics
e.g. energetic,fun-loving, fiveor itemeight(thesum of the dice)fromthe sheet. :
generous,intelligent 5 Ex p l a ith
n a tw h e nth e ytal kaboutthei ri temtheycanbe chal l enged by another studenti n t he
Negativecharactedstics g ro u Pi,f th a tp e rs o ncancl ai mthei row n i temhassomethi ng i n commonw i ththem,e g My :
e.g. bad-tempered,selfish, fovouriteseosonof theyeoris sprrng.Thenanotherstudentin the groupmightchallenge that
unreliable.untidy ctrr.lenthv <:vi11g My fovouriteseosonof theyeoris olsospring.lf a claimis successful, the
=
Hobbiesand talents s tu d e nwt h ow a sc h a l l enged hasto gi veaw ayone poi ntto the otherstudent. Onl yonech allenge
e.g.Wmnlstics, Iearning =
m a yb e m a d eo n e a chturn.
Ianguages, photogTphy,
singtng 6 Youmaywantto writethe keypointsof the rulesandscoring systemon the boardto help =
Placesto go on holiday students.
e.g. a city, an island,the beach, 7 T h ew i n n e ri sth e p e rsonw i ththe mostpoi ntsat the endof the game. =
the mountains
Significantyears Variation =
e.g. tfte year you first fell in
Iove, the yeff you were born Students
takeit in turnsto play,but insteadof throwingthe dice,the personto the rightof the player
maysaywhichitemfromthe sheettheywouldlikethe playerto talkabout. :
Influentialpeople
e.g. a friend, a neighbour,a
-
teacher,a TVpersonality
Treasuredpossessions
Askstudentsto writetheirnameon the top of theirsheet.Collect
the sheetsand redistribute
themro =
e.g. a letter,a photograph,a
plece of jewellery, a toy the class.
Aska studentto readoutfourdifferentpiecesof informationaboutthe persontheyhave,
withoutsayingwho theyaredescribing. =j--a
Favouritecolours haveto guesswho the personis.
Theotherstudents
Seasonsof the year
_)
Homework
'l00 =
A Write wordscomparingyourselfwithone of the otherpeoplefromyourgroup.Whatdo you
havein commonand howdo you differ? :
B Asksomeoneoutsideyourclasswhattheiranswers to the sheetwouldbe (in yourown language, -)H
if necessary)andthenwritea shortprofileof the person.
-)\.-a

-)..r

-)L.A

)4.

.)
t2 -
-)
-:
 qE

How specialam I?

that describeme (positiveor negative)

Threeadjectives

My favouriteseasonof the year

3 I a m v e r yg o o da t
Something

4 I h a v ed o n ew h i c hI a m p r o u do f
Something

5 Something
I w o u l dl i k et o b e f a m o u sf o r

6 I w o u l dd o i f I h a de n o u g hm o n e y
Something

7 A y e a rw h e ns o m e t h i n g
s i g n i f i c a nht a p p e n etdo m e

8 A p e r s o nw h o h a si n f l u e n c e d
mea lot

.......;............

I A p l a c ew h e r eI w o u l dl i k et o s p e n da h o l i d a y

10 A colourthat makes
mefeelgood

11 My idealdinnerguestor guests

1 2 My mosttreasured
possession

FromcomesforVocnhtt|nnltPrnrficpbyo,Del|&Head@CambridgeUniversityPress2OO3@ l3
 F
UNIT t WwwwmffiffiT.
smff* w"mTn*w
u" F

1.3 Thedatinggame L
T

I-ewel
i
Upper-intermediate I Elicitthe meaningof the expression on the board:I con't
con'tstond.Writean examplesentence L
to advanced stnnrineonletruhoore selfishwiththeirDosscss/ons
"a"axKzffi 2 Civeeachstudenta copyof the sheet. t:
3 Checkthatstudentsunderstand Tellthemto choosefivefromthe
beginnings.
the othersentence
40-45 minutes
listandcompletethe sentencesin anywaytheywish.Monitoras necessary. b
&3rx?
Main activity -b'
To practiseexpressingpersonal
Iikes,dislikesand preferences
I
E x p l a ith aregoi ngto pl aya dati nggamernw hi chthe mai ncontestant
n a ts tu d e n ts asksth r ee L.J
in the contextof choosinga !

partner for a date
&rat*ria3s
ForWarm-up and Main activity,
one copyof the sheetfor each
student
2 Demonstrate
Stickylabels for the contestants
othercontestants personal questions in orderto finda date.Theaudience thenvoteson which
--
of the threecontestants wouldbe the bestdatefor the maincontestant. F-
Note: lf it is inappropriate or not possible to makethisa realdatrngscenario withpeopleof the --
oppositesex,you cansayinstead thatstudents arelookingfor a suitable personto go on holiday Ea
with,or to sharea housewith,or to go intobusiness with,etc.
l-
howto adda questionto the examplesentence on the board,e.g.
I con'tstondpeople who ore selfishwith thetr possessrons. Whotis your mostprecious --1

Sixprizeenvelopeseach t-
possesston ond how couldI persuodeyou to lend it to me?
containinga sliP of PaPerwith
exoticholidays(e.9.a holiday I hove o tendency to forgetpeople'sbirthdoys.Whenis your brrthdoyond how wouldyou help 74
l'-
diving off the GreatBarrier me rememberit?
Reef) --_-
3 Tellstudents to choosethreeof the fivesentences theyhavewrittenandadda question to each l--
one. Monitor and help students as necessary.
Key wmcabnaSary
+ Pl a y i nthg eg a m e : l.-
admire
I Arrange fourchairsat the frontof the classroom, onefor StudentA (thepersonseeking a date)
be amazed 7 J

be committed to and three for Students B, C and D (the possible partners)The rest
of the classwill be the l--
be upsetby audience. ? 4

can't stand I Chooseyoursetof contestants andgivethema stickylabel,on whichtheywritean invented F-

disapproveof
name.Theyshoulddecidehow oldtheyare,whatsortof job theydo,and,for StudentA,what
feel at easewith l.-
, > 4

have a tendency to theirhobbiesareandwhatsortof partnertheyarelookingfor.

keep your distancefrom I T h eh o s t(th i ss houl dbe theteacher thefi rstti methegamei s pl ayed)i ntroduces the showand 71
t-
asksthe contestants to introduce themselves.
I S tu d e nAt re a d so utthei rfi rstquesti on andasksS tudents B ,C andD to answ eri n turn.Repeat -{
F.-
the process for the othertwo questrons.
--=-
t Afterallthe contestants havereplied, the hostasksmembersof the audience to summarrse F-
eachcontestant's answers. Thenthe audience votesto decidewhichof the threecontestants __41

winsthe date. F-
I Thehr'rocontestants who havenot beenchosenreturnto theirseats. Thewinningpairchoose "-
l-<
a prizeenvelope and readout whattheyhavewon.
-4

Variations F-

. M e m b e rs takei t i n turnsto deci dew hata surtablpri

o f th e a u di ence e zemi ghtbe for eachpair . L--
I

. Students playthemselves insteadof inventing a characterto playin the game.

!-
Follow-up <
L-
,,rc 6o' rc Lorruc repedtedwith differentcontestantsas often as time allows.Afterthe game has been
nlavedonce vou can ask a studentto take on the role of the host.
v ' , v v /

l-

Homework <
:-
A Complete the otherfivesentences for youranswers.
fromthe sheetandgivereasons
l-
B Writea personal advertisement andsayingwhyyou arethe perfectpartnerfor
yourself
describing
th e ma no r w o ma nof yourdreams. -
l-

t+ \J

_!r+?
I

I
I

I
The dating game

--:

Fromcomesfor|/pr.nhtt|nrltDrnr-fira|yo,Del|&HeadoCambridgeUniversityPress2oo3@ t5
 I
UNIT 2 T"tum
trmwwx"kw
'--''u"-" L

L I Familytree !-
:

X"ewe3 :
Flomontarrr
I Checkthatstudentsunderstand the conceptof a famrlytree.Thengiveeachstudenta copyof the '
s h e eat n dte l lth e mthatthe di amonds aremal erel ati vesandthe oval sarefemal erel ati ves.
?9ss?m
2 Tellstudents Tellthemto frndsomeof the relatives
to lookat the listof relatives. on the familytree i-
40-45 minutes
by askingthemsomequestions, e.g.Whereis Steves ount?
r*
&Arxz 3 Tellstudents to writethe wordsin the correctspaceson thetree,leaving enoughroomto writea
s e c o n dw o rdi n e a chspacel ater.
Moni toras necessary andthencheckansw ers w i ththeclass. -J
I
To practisethe vocabularyof
family relationships Finallv, askstudents whatrelation Steveis to hiswife,i.e.
husband.

matergags Main activity :..1

,fr/

ForWarm-upand Main activity, -/

I Dividethe boardintotwo columnswith the headings Englishmole nomesandEnglishfemole =rl
one copy of the sheetfor each
student n o me s E . l i c int i n emal enamesandni nefemal enames, andw ri tethemon the board. J
s pai rs.
2 D i v i d eth e s tu d e n tinto =)
ForVariation,one copy of the
sheetfor eachstudent
l tu d e nAt to w ritea man' snamefromthe boardi n eachdi amondspaceon thei rcop yof t he
3 T e lS
familytree.TellStudentB to writea woman'snamefromthe boardin eachovalspaceon therr ,)-/
W*g wm*mfuwhary tree.Theyshouldnot lookat eachothe/stree. _J
aunt + Practise the questionforms:Whot'sthenomeof ...?Whotis ...colled?
brother
brother-in-Iaw
5 Students taketurnsto askeachothercuestions. StudentA asksStudentB aboutthe womenin _J
Steve'sfamily,e.g.Whot'sthe nome of Steve'smother?Whot'sSteve'snrececolled?and Student
cousin :
daughter B a s k sS tu d e nAt a b outthe men i n S teve'fami
s l y. w ri tethe repl i es
S tudents i n the corre ct
spaces lJ-a
father
father-in-Iaw
o n th e i rtre e .
6 Whenstudents theycomparetheirtreesto checktheiranswers.
havefinished,
-J
:l
nrnn llfnfh ( vo rr
yi ui (uruLr

grandmother
husbond
Variation t-t-l,

mother
mother-in-law
Tomakethe gamelonger, eachstudentcanwritein allthe namesfromthe boardon theirfamilytree I
,LJ
cn thefiherrh:vo to askeachotherabouteveryrelative.Forthrsvariation will needa second
students
nephew
copyof the treeto writetheiranswers
on. )
niece t-a-J
sister
sister-in-Iaw Follow-up __
,J-a
son
uncle
wife
. r"'"'ir;;i; ;;";n"i'
il r
HUIJ

relationships
JtuuLrrLJ i.' r';';; ;;..i.:;;;"; ;;:;;
."'"1","a
UJL L rr u i l LUr rrprLL\,\J t-...,.,1 r.---.)C

othermembersof Steve'sfamily,e.g.Morgoretis Jeff'smotherrn-low.

betuueen
lllcf\lll5 >El lLEl lL( .;";il" *l
='4-l
Homework -)

A Drawyourownfamilytree.Choosesixpeoplefrom it andwritea sentence abouteachone.

B lf you haveaccess
a b o u th
t e m.
useit to findout abouta famousfamily.Writesixsentences
to the lnternet, I
L1

-l
J.J

-)
u
I
t

#l
-/
J.1

J-<

I
4

#
t6
F
 Familytree

-
+r'6o
cf,L)
f,oc
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gEH

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F.9al
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v
to
L(gE
P Et
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-obo@
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*FromComesforVocobuloryProcttcebyo,Del|&Head@CambridgeUniversityPress2OO3@
 F
UNIT 2 TWwtrmmxhw
E

Thehappycoupte
2:,,2!i!---'-- F'
t-
LwwsS Note: Marriage
break-upmaynot be an acceptable topicin somecountries.Thepictures
on the F
photocopiable to emerge,andteachers
sheetareintendedto allowfor a varietyof stories mayalso
Intermediate
chooseto excludecertainpictures itemsif theyseeminappropriate.
andvocabulary t
"g'339?#

o-4sminutes
E
&1rs? I Selectfromthe Keyvocabulary the itemsyouwantto useandwritethemon the boardin random t--
order.Askstudents to guesswhatthe topicis.
To practisevocabularyrelated 7-<.

2 D i v i d eth e s tu d e n ts
intopai rsandaskthemto organi se
thevocabul ary i n orderof w hatha ppens E
to finding a girlfriend or
first,second, third,etc.in a relationship.
boyfriend.developinga
relationship,getting married
(and,optionally,problemsin
3 Checkstudents' answers andencourage aboutpossrble
discussion orders. Youmayfindthat r
s tu d e n tsd o n o ta l la greeaboutthe orderdependi ngon thei rcul ture
andupbri ngi ng. .)
the marriageand marriage
break-up) Possibleorder:foncy,go on o dote,go steody,foll in love,propose,get engoged,get morrreQgo
ry I
_)
W,atry.ximhw
on honeymoon,move rn together,settledown,storto fomily,grow trredof eoch other,seporote. b'l
I
T--J
Oneset of pictures,cut up, for
each pair of students
Main actiuity ry I
I D i v i d eth e s tu d e n ts i ntopai rs.
l f possi bleach
e pai rshoul dhaveone mal eandonefemalest udent , ---d
Oneset of questionsfor each
pair of students h rrti h o :ri i v i h c, a nsti lw C i veeachpai ra setof pi ctures
l orkw i thotherpai ri ngs. andquest ions.
ry I
ForVariation,four magazine
-)
2 Tellstudents to orderthe picturesto makea storyabouta marriage. Theyshouldgivethe
pictures:two of men and two
H I
characters in the picturesnamesanddecidehowoldtheyare,whatkindof worktheydo and how
of women ,)
theyspendtheirfreetime.Students shouldusethe questions as prompts. L-d

W*yw**mfuzxlawy 3 Whenstudents havedecidedon theirstory,theywritenotes based on the questions. )

faUin love + Joineachpairwithanotherpairto makegroupsof four.Explain to students thattheyshouldnow
fancy eachtakeon the roleof one of the characters Eachpairis theninterviewed
in theirstories. by the :
get engaged ur r.r ^pdr
^+l^^. -i- -l-^,,r
ouuut theirmarriage.
Afterthe interviews,pairsdecideon the futureof the marriage,
get marr[ed
whetherit is likelyto be happy,etc -
go on a date 1--J
go on honeymoon
go steady Variation _)
grow tired of each other
r
Bringin magazinepicturesof nrvomen andtwo womenthatallthe classwillbe ableto see.Askthe
move in together _)
studentsto chooseone of the men and one of the womento be the couplein theirstoryandtel, r--J
propose
separute themto giveeachcharacter a name,a job,etc. _)
settledown >-1
I
I
sfort o family follow-up _)
l--J
.; ;il il.a."i".ilkil ;;; il; ;;;;il ;;;G ;;;;;; ;;ii""i,r "';;;; _)
I
why.Askstudents
to nominate
the beststories
theyhaveheardduring
the activity. >-1

-1
Homework u

A Writethe storyyou invented fromthe pointof viewof eitherthe husbandor wife,makingsurethat "-J
4
you includeat leasteightof the keyvocabulary expressionsdealtwith in class.
-/
B Writeyourown storyusingpastor futureforms,imagining youridealboyfriend/girlfriend
or F
husband/wife. Beginwithhowtheymet or will meet,whattheyfirstsaidor willsayto one
_-/
another,etc. --U

Acknowledgement y
Thrsactivrty
wasinspired
bya picture tn UsePreJntermedote
storyrnLonguoge byAdrian
DoffandChristopher 4
Jones(CambridgeUniversity
Press1991). _t--t

-,-

-
l8 :-,J
 The happy couple

vb
v
I
t,#,
./>

Questions
Wheredidtheymeet?
Whendidtheydecideto settledown?
Whatdidtheylikeabouteachother?
Howdidhe propose to her?
Whatwasthefirstthingtheysaidto
eachother? f o* lolg-weretheyengaged before
thewedding?
Wheredidtheygo on theirfirstdate?
Whatwastheweddingceremony like?
Howoftendidtheymeetafterthat?
Wheredidtheygo fortheir
Howsoondidtheyfallin love?
honeymoon?
Whatdidtheirparentsthinkaboutthe Howdidtheirliveschange afterthey
relationsh
ip? gotmarried?

FromGomesfor vocobuloryProctice
by o'Dell & Head@ CambridgeUniversrty
press 2oo3 r9
 ts-
UNIT 2 Wtu*trmmnkza
-}

2,$iiiil"--"''-:'Familyidioms F

K-mve3 T
Upper-intermediate
to advanced
I Dividethe students intopairsandgiveeachparra setof cards.
2 Writeon the boardthe firstpartof one of the idioms.Askstudents to findthe otherhalfof that
r
Yirate i d i o ma n dtryto e l i cithe
t meani ng.
3 Askpairsto matchthe remaining Thencheckanswers
halves. withthe wholeclassanddiscuss
35-45minutes
w h a te a c hi d i o mm e ansandhow rtcanbe used. >
l&1x3?
Todeveloprecognition
of Main activity
idioms which relate to family
I Puteachpairof students withanotherpairto makea groupof four.Students combinetheir L-
Iife and relationships r
setsof cards.
WatwxxmLw Tal krhrnrroh
2 C i v ee a c hg ro u pa s etof rul es. thp rrrl ec
' ,vi th
the cl assandcheckthatthey F-
ForWarm-upand Main activity. u n d e rs ta nthd e m.
one set of cards,cut up, for 3 Letstudents playthe gamefor an appropriate time.lf a groupfinishes quickly,
tellthemto shuffle t
each pair of students th e c a rd sa n dp l a ythe gameagai n. Moni torandhel pasnecessary.
Oneset of rules for each group F.
of four students
Variation
.F-
W* ww**fuzxl-mr'y Dividestudentsintogroupsof fourandgiveeachgroupa setof cards.Students spreadthe cardsface
be os oltke as tvvopeos rn a pod downon the table.Studentsthentakeit in turnsto turnoverhruocards,makingsurethe restof the l|-
be as different as chalk and groupcanseethem.lf the studentthinksthe cardsmakea pair,theycankeepthem,if not,theyturn
cfteese
the cardsfacedownagain.Thewinneris the personwho hascollected the mostcorrectpairswhenall F-
be the apple oI your father's eye
be the black sheep of the family the cardshavebeentaken.
be tied to you mother'saprcn F.
strings Follow-up
be your mother'sdaughter .ts-
blood is th[cker than water 'il;;'i;; ;il;i;';;;;;il ;il ;ilil;;l; ;;;i,.ir".'
r.,n"'
"*'i.;ii;;;i .",i1
u"
follow in your father's footsreps d e s c ri b euds i n gth e s ei di oms. F-
twist someoneround your little
finger
whlle the cat's away the mice Homework -4
D*
wiIIplay
A Chooseone of the idiomsasthe titlefor a story.Prepare
to tellyourstoryto the class.
Your 71

It-
classmates
willtryto guesswhichidiomyou choseasyourtitle.
B Writesentencesusingeachof the idiomsfromthe activity.
F-

-F-

F-

t.-

-F-
I

L-

ts
I

F
I

v
I

*
-
:
z

-F
20
ll-

-D
 Familyidioms

be as alikeas two peas in a pod be your mothe/s daughter

be as differentas chalk and cheese bloodis thickerthan water

be the appleof your fathe/s eye follow in your father'sfootsteps

be the blacksheep of the family twist someoneround your little finger

your mothe/sapron
be tied to while the cat'saway the micewill play
strings

x
Rulesof the game - Familyidioms

I Shufflethe cardsand placethem facedown on the table in a pite.

2 Takesix cardseach.Don'tshow them to the other players.

5 spreadthe remainingcardsfacedown on the tabre.

4 Taketurnsto play.Theaim of the game is to arrangethe cardsin your handto makethree

completeidioms.Turnoverone of the cardson the table,tryingnot to let the other playerssee
it. You caneitherpickthis cardup and keepit, if you think it completesan idiom or turnit face
,
down againon the table.lf you decideto keepthe card,youmust put one of yourothercards
facedown on the table.You must onty havesixcardsin your hand at any time.
-:
5 Thefirstpersonto havethreecompleteidiomsis the winner.
> . 1 -

-_:

: FromComesforVocobu|oryProcttcebyo,De|I&Head@CambridgeUniversityPress2oO3@ 2l
-J
 l--

UNIT 3 "ffimzhzr
mmLwwzLs*m
l--

3rI "--",-"what
peopledo l-*

LF-,

L":
&eve3
Elementary I Dividestudents intogroupsof four.Civeeachgroupan envelopeof cards. Tellone studentin the l--

"a"egm* o rn ,,ntn t:L o ,l l th e pi ctures

b'""r of a boy,onethoseof a gi rl another
, thoseof a w omanandt he last
studentthoseof a man.Eachstudentshouldhavefivecards. :
35-45minutes
2 Askeachstudentto writedownwhattheirpersonis doingin eachpicture, e.g.Ihe boyis cleoning
f&3333 histeeth.Monitorand helpas necessary. -D-

Topractise
wordsfor everyday 3 Whengroupshavefinished, eachstudenttakesit in turnto telltheirgroupwhattheirpersonis
activities doing.Theotherstudents writedownanynewverbs.Checkanydifficult vocabularywiththe
wholeclass. Collect the envelopes of cards. b,-
&#ateriaSs ;*
ForWarm-up,one copy of the Main activity
sheet,cut up and put in an
envelope,for each group of fout 1 Dividestudents intopairs.Askthemto sitbackto backwitha tableor flatsurfacein frontof eacn
students of them.Civeeachstudentan envelopeof cards. :-
Onecopyof the sheet,cut up 2 D ra wa th re e -b y th ree gri don the boardandl abelthe col umnsAB, , C andthe row s| ,2, 3.
and put in an envelope,for StudentA takesninepictures out of the envelope andarranges them rnthreerowsof three,like .L:
eachstudent --
th e g ri do n th e b o a rd.S tudentB mustnotbe abl eto seeS tudent A s pi ctures.
ForHomework,one copy of the ys
3 StudentB thenasksStudentA for information , e.g.Whotls C I doinglStudentA looksat whatcard
sheet,not cut up
theyhavein thatpositionandreplies, e.g.Theboyis cleonrnghisteeth.StudentB thentakesthat Ff-
Key ur*cmfuzxlary cardfromtheirenvelopeandplacesit in frontof them in the correctposition.
-,{
brushyour hair + Thegamecontinues untilStudentB hasarranged the ninepictures.Student A checkstheirpartneis E-
clean your teeth answers. ThenStudentB arranges ninepicturesin a different
orderfor Student A to workout.
cook
F-
do your homework
drive a car
Variation .../
go shopping l f y o u rc l a s si s a l re a dfa
y mi l i ar
w i thpreposi ti ons
of pl ace, maypl aythe samegamein pair s,
students -
Itstento a CD butwithoutusinga grid.Checkstudents arefamiliar withnexfto,obove,below,between,to the _-J

make tea
left/rightof.Thestudentwho hasarranged the ninecardsthendescribes the arrangement
to therr
-
play football
posta lefter partner,e.g.Ihe boy cleoninghisteethis nextto the grrllisteningto o CD.Therrpartnermayask .d
j-
put on shoes cY ul rL e s t i o nl Js tt o
Jtlul \-c
/ Lhl e
l \c
- LkNt hL e
r ra
L r ur rar unr o
1 6er m
r r re
L tnt Lt , c\ , ^. 8 , . /tJ^ +t f Ai t ;^ A ^"'^'L^:'r^lenninnhictecthfnfhcleftnf
UUy VVIlL/ /) LrLUittrrg ttrJ rLLUi r- . -, t, ,h. -e n i r l
J,,.
--J
read a newspaper w h oi s . . . ?
ride a bike #
run
sleep
follow-up *tlz

swim I Dividestudentsintodifferentpairsand makesurethateachpairhasan envelopeof cards. _-/

talk on the phone
StudentA takesninecardsfromthe envelope andarranges them in threerowsof three,likethe
wash your hair I

gridon the board.StudentB shouldnotwatchwhileStudent A doesthis. _-/

watch TV
write a letter 2 WhenStudent A is ready,StudentB looksat the pictures
for halfa minute.StudentB thenturns I
-/
awayanddescribes whichpicturesarein whichpositions, e g CJ - Themon is running. 1-'/
3 StudentA givesStudentB one pointfor eachcorrectverbremembered andanotherpointfor I
--/
beingableto saycorrectlywhat positionthe cardis in.StudentB thenselectsand placescardsfor ,J-/

StudentA to remember. -/
I

tJ-/

Homework 2
I
4-l
A Writedownthe verbsdescribingthe pictures
ThingsI do everyday I ThingsI sometimes
on the sheetunderone of theseheadings,
do ThingsI neverdo
e.g.
tl-/
-l
cleonmy teeth
Write50 - I 00 wordsaboutwhatyoudidyesterday, usingas manyas possibleof the verbs
.J
'1-a

illustrated
on the sheet. -l
--/
Acknowledgement
Thetdeator thisactivily
wasinspired
by a seminargivenat IATEFL
2001by AntheaHome,EFLCames L/
.J
(www.eflgames.com), Switzerla
nd.
-J
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UNIT 3 ffimsk,zg
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$ ,,ffiGhangeplacesif ..r |'

:
4

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:,
ilewe3
Intermediate I Civeeachstudenta copyof the sheetand brainstorm answers with
for tuuoor threesentences
y o u rc l a s s .
Tirme
2 Thenaskstudents withthingswhicharetruefor them.Monitor
to completethe sheetindividually >

25-35 minutes endhelnac n..essary. aswellas positive

sentences,
Remindstudents thattheycanwritenegative _-
b

f&3Xs? e.g.I didn'twite on emoil thismorning.Possible answersaresuggested in the Keyvocabulary

c a r f i n n ,, h
--"
r r f r r n r or yourstudents
/-J maywellhavemanyotherrnteresting waysof completingthe
To practisethe language
neededto talk about everydaY statements.
activities g
:
-
Y n r r n e ea
d l a r q e , - l e a r a r e a w i t h n o t a b l e s f o r t h i slaf tcht i vs il tsyn.o t p o s s i b l e , u s e t h e V a r i a t i o n . W i t h :-
ForWarm-up and Main activttY,
one copy of the sheetfor each verylargeclasses, intotwo or threegroups.
you maypreferto splitthe students --
student
I Askstudents to sitin a circlewiththeircompleted sheets. Thereshouldbe one chairin the circle
-.-
K*Y Tr#cffihffiXer'r lessthanthe numberof students. Theremaining studentstandsin the centre. -
The key vocabularyfor this 2 Demonstrate the gameby readingout a sentence, e.g.Chongeploceswithsomeoneif you ote -,-
activity may vary but is Iikely to cornflokes for breokfosttodoy.Whileallthosestudentswho ate cornflakes for breakfast are l-

be that coveredin the Possible c h a n s i nnpl a c e sth e strrdent

i n the mi ddl etri esto fi nda seati n thecrrcl e.
r L r r I L t t 9 Thestudent w h o r slef t
answersbelow.
withouta seatin the circlethenstandsin the middleand readsone of theirsentences. Writeup F-
(1)had cornflakes/ ate fruit /
had coffee/ didn't eat the promptChongeplocesif you... on the boardand remindstudents to change theirsentence --
'l'to'you'. 5-
anything from
(2) got up / naa a shower 3 Al l o wth e g a meto conti nue l lor moststudents
unti al havehada turnstandi ng i n the mi d dle.
(3)bus/bike/car l--

(4) cleaned my teeth/ got

dressed
Variation -.4

(5) did my homework / stayed
at home
(6)petrol / somechocolate/
a newspIper
(7)phoned / went out with
(B) Ietter/ pen / book / cheque
5-
lf it is not possible to playsuchan activegamewithyourstudents,
or appropriate a gamecanbe
thatthisgamedependson
playedusingthe samesheetbutwithallthe students sittrngdown.Stress =-
players taketurnsto choose
beingtotallyhonest.Students a from
statement the sheetandcompleteit --
in anywaytheywish.However, Civeyourself
theyshouldbegintheirstatements: o pointif you ... .
totalup theirpointsto see
allplayers
Aftereverystudenthashadthe chanceto maketwo statements, - 1

book
(9) the cinema/ a friend's w h o i sth e w i n n e r.
house/ do somesport >':

(10)go to the cinema/ do some

sport/ go out with friends
(11)several/ no / nvo Askstudents andwhichwerethe mostunusualactivities.
whichwerethe mostcommonactivities
(12)wrote/ received
(13)the USA/ Africa / Japan Homework lc-

flQ go shopping/ have a lie-in

(15)boughtfood in A Writea diaryentryin Englishaboutallthethingsyou did yesterday. lz-

(16)have a party / do some a typicaldayin yourlife.

B Writea letterto a penfrienddescribrng
gardening
(17)have a bath/ read
(18)tennis/ Iootball/ cards Acknowledgement
(19)thenewspaper/ Welearnt
thisactivity
fromPaulDavis Plumb.
andKatie F<

a magazine
(20) the radio / clossicalmusic i-

la-

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td-

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 Changeplacesif ...

FromComesforVocobu|oryProcticebyo,De|l&Head@CambridgeUniversityPress2Oo3@
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checkin cheerfully
3.$ii':it"-t'
3,evetr
Upper-intermediate
to advanced
Yzwz*
35-45 minutes
d*asffi
To practisecommonphrasal
verbs and adverbsof manner
MatwrzaLm
ForWarm-up,one copy of the
sheetfor eachstudent
Onecopy of the sheet,cut up,
for each team of four to six
students.Put the Adverb cards
in one envelopeand the
Phrasalverb cardsin another
envelope.
ffi*y v*c afuwha'xy
Seephotocopiable
sheet
opposite
26
UNIT 3 ffimxkw
mwtkwztwmm
I Civeeachstudenta copyof the sheet.Askstudents to tellyouwhentheylastdid eachof the
phrasalverbson the sheet,e.g.I lostcheckedin ot the otrportin AugustwhenI woson my woy
to Modnd.
2 Discuss different verbphrases thatwouldseemlikelyto go withthe adverbs
on the sheet,e g.fo
woit nervouslyfor on exomresult,to wolknervouslyinto the dentist'ssurgery.Checkthat students
u n d e rs ta nadl lth e a dverbs.
3 Collectin the sheetsbeforebeginning the Mainactivity.
I
Main activity :--
I Dividethe students intoteamsof fourto sixpeople.Civeeachteamtwo envelopes: one
c o n ta i n i nth
g eA d v erbcardsandonecontai ni ng the P hrasalverbcards.
2 Onestudentfromeachteampicksone phrasal verbandone adverbfromthe envelopes. Tell
studentsnotto returnthe cardsto the envelopes afteruse.Thisstudentthenactsout the phrasal
v e rbi n th e m a n n eor f theadverbforthei rteamto guessw hatcardstheypi cked. S tudentshould
s
usemime,notwords.Theotherstudents mayreferto theirsheetsif necessary.
3 Whenthe teamhasguessed boththe phrasalverbandthe adverbcorrectly, the nextstudenttakes
a cardfromeachenvelope andactsthemout.
+ T h eg a mec o n ti n u es i n thi sw ayunti loneteamhasactedandguessed al lthe phrasalverbsand
F-
adverbs fromtheirenvelooes.
=-
Variation
r r> d- - +Li .l, rv
Tl-i- ir,
rL
L dy nLl ru
^^^ ^
ma demorechal l engi ng
by maki ngadverbcardsw i thl essfrequent
adverbs
or any
adverbs
you havebeendealingwith recently.
Youmayalsoincrease
the challenge
by introducing r-
somedifferent
phrasal
verbexpressions
for students
to actout.
Follow-up --
F--
Dividestudents
intopairsandaskthemto writedownwhichadverbs, fromthe sheetor otheradverbs
theyknow,wouldbe mostlikelyto collocate
witheachof the phrasal
verbsfromthe sheet.
Homework
A Dividethe adverbsfrom the sheetintothreegroups:positiveossociottons,
negotrveossociotions,
con hovepositiveor negotiveossocrotions.
B Chooseeightof the phrasal verbexpressions
andwritea sentence sayinghowyou usually do
eachof thesethings.Youmayusean adverbfromthe sheetor a different one if you prefer,
e.g.I usuollytrdyup o room reluctontly.
,-.
<
--
<
 Check in cheerfully

Adverbs oo
X
I I
I I

angrily ttl
bravely : calmly : carefully
1t!
L---- r---- J,--- ----.i

i i
cheerfully
rl
clumsily i defiantly i
I
despairingly
ll I
F---- -----+ ----+

l
disgustedly enthusiastically gracefully i impatiently
I
I

miserably neruously proudly

L-

rapidly
E

reluctantly romantically sleepily timidly

E
Phrasal
verbs VP
x

checkin at the dishup a meal fill in a form get out of a car

airport

handround hangup yourcoat heatup some leanbackin

somesweets soup yourchair

lookfor yourbag lookout of the lookroundthe pickup a coin

window room

put on a hat put on some put out the soft out yourbag
E

make-up rubbish

tidy up a room tie upyour turn off your wrapup a parcel

shoelaces alarmclock
E

- FromGomesforVocobu|oryProcttcebyo,De||&Head@CambridgeUniversityPress2Oo3@
27
J
 II
I

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UNIT 4 Wmxwww
=-

At home ts

Lewe}
Elementary I Dividestudents intoteamsof fiveto sixstudents,TeamA,TeamB,etc.,andgiveeachteama
;"3"3tr93#
" labelled envelope witha setof cut-uppicturecards.
2 Askteamsto spreadthe picturecardson the tablein frontof them.
30-35 minutes
3 N a m eth e i te mss h ow non the cardsandaskteamsto hol dup the correct
pi ctures.
D othisas
J&33?? rapidlyas possible withallthe pictures,
repeatinganythatthe studentsarenot sureof.
To revise and practisecommon
vocabularyitems relating to Main actiuity
houses
I Students returntheirenvelope of cardsandyou placetheseon a tablein frontof you. t
i _

ftyTaterials 2 Explain thatthe aim of the gameisfor students to mimeobjectsfromtheirenvelope for the restof
ForWarm-up and Main activity, theirteamto guess.lf necessary, demonstrate thisby mimingan objectfor the class.
one copy of the sheet,cut up. 3 Onestudentfromeachteamgoesto the tableand picksa cardfromtheirteam'senvelope, loor<s
for each team of five to six a t i t a n dth e np l a c es
i t facedow non thetabl e.l f a studenti s unsureof thew ord,theycanwhisper
students.Put eachset in an it to youto check.
envelopelabelledTeamA,
TeamB, etc.
+ Students thenreturnto theirteamand mimethe itemfor therrteamto guess. Thestudents who
Forthe Follow-up and
a rem i mi n ga ren o tal l ow ed to useanyw ords. --
HomeworksA and B, one sheet, 5 Eachteamgetsa pointwhentheyguessa wordcorrectly andshouldkeepnoteof theirscore.
not cut up, for each student Whenthe teamhasguessed the wordcorrectly, the nextstudentin turngoesto picka card
-
to m i me .
Kmpvmeamaxearyr -_-
6 Sto pth e g a m ea fte raboutl 5 mi nutes, or w henal lthe cardshavebeenused.Thew i nni ng t eamis =-_<
armchair
th e o n ew h i c hh a sg ai nedmostpoi nts.
bosin
bath !-
bed Variation
bookcase
- ---
F o ra q u i c k egr a m eth
, e teamspi ckcardsfromj ustoneenvel ope
andthe gamei sfi ni shed
w h enall J-<
carpet
CDplayer
the cardshavebeenusec. _-
chair
chest of drawers follow-up -'-
computer --
cooker I Divide
rtra.n,,
ini"'p.i"..a
il ;; ;il;; ;;;; il; ;il, ;;;i ;o - 1

CUP 2 Askpairsto writethe wordsfor eachof thethingsnextto the pictures.

Monitoras necessary -F-
n tnhnn rrl
wqlJvvvt v
andthencheckanswers withthe wholeclass.
curtains
3 lf thereistime,askstudentsto discuss
withtheirpartnerwhichthingstheyhavein theirown ?-
door
fridge nome.
gloss =_<

kenle Homework - <

knife --
Iamp A Askstudents to writedownthe itemsfromthe sheetunderthesetuuoheadings:
{
mirror ThingsI useeverydoyand Thingst could ltve without. =-
plate B Writel2 of the wordsfromthe sheetin a phrasewithan appropriate verbor adjective, *-
remote control
e g fo sitrn on ormchorr,
o lorgebosin.Tryto usea differentverbor adjectiveeachtime. --
saucepan
shelf <

E-
shower
sofa
spoon =-
table
<
toothbrush -<

towel
TV <

wardrobe
washing machine <

wastep\per basket E<

<

-
28
 E

At home

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FromComesforVocobu|oryProcticebyo'De||&Head@CambrrdgeUniversityPress2oO3@ 29
 >-
UNIT 4 ffimwwmw
L

4.2!'!-""--Fuilyf
urnished b-

hevel Walm;11n
Intermediate I Askstudents to closetheireyesand imaginetheyarein theirfavourite room.Whatcantheysee !
a ro u n dth e m ?
.&&&r,&ffi
2 Askone or two students to describe theirroomsin as muchdetailas possible.
Astheydo this,
40-45 minutes
e l i c iat sm u c hv o c a bul ary
rel ati ng
to furni ture
andotherhouseholidtemsas possi bland
e t r yt o
FA33?? covea r l lth e m a i nroomsof a house. b

To reviseand practise
vocabularyof furniture and Main actiuity f.:

householditems
I Dividestudents
cizotho .arti'ihr
intogroupsof five.lf therearenot enoughstudents in yourclassfor groupsof this r
ffiateriaXs canbe donein smallergroupswherestudents takeresponsibility for morethan
Onecopyof the sheetfor each o n e ro o m . ! -.4

group of five students 2 C i v ee a c hg ro u pa c opyof thesheetanda di ce.Makesurethatthateachstudental soha sa pen

Onedice for each group of five a n dp a p e r.
students 3 Talkthroughthe ruleswithstudents andcheckthattheyunderstand them.Youmayalsowantto _)
ForFollow-up,five extra copies demonstrate the game. >-/
of the sheet + Discuss withthe students whatkindof itemsmaybe named,e.g.furnitu re (toble,choir, etc.); --)
I
lrl-/

Kegwocamuaarg household items(knife,toothbrush, etc.),but notfooditemsor clothing. Explainthatif thereis any II

d i s a g re e methn t,e teache/sdeci si on
on w hatrsappropri atei sfi nal . --)
Thingslikely to be found in l--J

specificroomsin a house/flat. 5 Askstudents to startthe game.Stopthe activrty afterl5 to 20 minutes. I

I
_-)
Kitchen L,-/

e.g.frying pan, grater.rolling Variation II

pin, sink, tin opener, washing T h eg a mec a nb e ma d emorechal l engi ng
by i ntroduci ng
a memoryel ement.
W henstudenttshr ow P
machine I
the diceandgeta room,theyhaveto nameallthe itemsthathavepreviously
beenusedfor that -)
Dining room >-/
e.g. bowls, crockery, cutlery,
roomandthenhaveto addtheirown irem.
I
jug, table,table mats _)
Qitfinn
urrrrrrv
rnnm
rvvrrr
FoIIow-up II
--/
e.g. armchair,bookcase,coffee
table, rug, sofa
i ti,J.ilil;; s;",;;
;.;'ai.ei'
in.;;;;il.il;;;.;p;;il; s;ll;;;;,;;;;" F2

hadthe bathroomshouldforma group,etc. II

Bedroom --/
e.g. alarm clock,bedsidetable, 2 In thesenewgroups,students comparetheirlistsandworkout theirindividual scoresasfollows: r-l
II
chestof drawers, duvet,sfteets, theygetone pointfor eachitemon theirlistandtwo additional pointsfor anyrtemthatno other
wardrobe th o u g hot f.C roupsthencal cul ate
w hi chof the ori gi nal
groupsgotthe best' bathr oom '
Sro u P
Bathroom score,best'kitchen' score,etc. _-) i
e.g. flannel, shower, soop dis/r,
l
toilet.toothbrush,towel rail
Homework --/
I

!-qJ

A Finda pictureof a roomfroma maoazine\A/rite a description

of thatroomandcommenton wny -J
you likeor do not likeit. >4

B Writet50 wordsdescribing youridealflatand itscontents. __J

-
_4
L<

_-/
F
_/
F
-/
21

1
-
_/
-<

-1
-F-

30
>/
-?---
 Fully furnished

Rulesof the tame - Fullyfurnished

I Taketurnsto throwthe diceandthen namesomethingaccording to the numberyou throw.Youhaveto name
an itemthatyou wouldfind in a specificroomaccording
to the numberon the diceyou throw,so
I : kitchen2 : diningroom 3 sittingroom 4: bedroom5 = bathroom
2 lf youthrow a 6,you cannameanotherplayerandsaywhichroomthat playermustnamean itemfor.
3 Youmaynot namean itemtwicefor the sameroom.
4 Eachplayerin the grouphasresponsibility
for one,or moreif necessary
of the fiverooms.Asthingsarenamedfor that
room,that playershouldmakea noteof them.
5 Youmissa turnif youcannotthinkof a suitable
itemforthe roomrequired
or if yourepeatan itemthathasalready
beennamedtorthatroom.
6 Thewinneris the Dersonwho missedthe fewestturns.

FromComesforVocobu|oryProcticebyo'Del|&Head@CambridgeUniversityPress2oO3@ 31
 L*,.

UNIT 4 K&*mwm

+,3ilii*i--""Dreamrooms ->
i

3,*ve3 i
Upper-intermediate I Tellstudents thattheyhavean unlimitedbudgetto designandfurnishtheirdreamroom.Ask
to advanced th e mto c l o s eth e i reyesandthi nkfor abouta mi nutew hatthi sroommi ghtbe l i ke.
'g'33?3# 2 Civeeachstudenta copyof the sheetandaskthemto checkthe meanings of anynewwordsin L

th e i rd i c ti o n a ri oe rsb y aski ng
you
nO-nUminutes
3 Askstudents to completethe sheetindividually.
Tellthem notto put theirnameson theirsheets.
d&s3?3
To practisetalking aboutrooms, Main actiuity >

their d6corand furniture

I Explain thateachstudentis goingto askquestions to tryto findsomeonewithwhomtheyhaveat LbJ
!

kXatms"fals l e a sfit v ei h i n g si n c ommon.

--
ForWarm-up,one copy of the
2 Civestudents someexamples of questionstheymightaskeachother,e.g Whyis it importontfor t4

sheetfor eachstudent you to hoveo cosyroom?Whosephotoswouldyou hovern yourroom?Thenaskstudentsto

Onecopyof the sheetfor each movearoundthe classroom withlfreir<hectc:ckinopachotheraboutthe roomstheyhave
pair of students designed. _-
l><
Dictionariesmay be useful 3 Whentheyhavefoundsomeonewithwhomtheyhaveat leastfivethingsin common,theysit
downwiththatpersonanddiscuss the restof theiranswers. _,-
Keg w*c afuaxkaxy F
+ Tellstudents to imaginethattheywill haveto sharetheirdreamroomwiththe persontheyhave
Adjectivesto describerooms ---
found.Civeeachpaira newcopyof the sheetwhichtheynow haveto completeasa pair.Ask
and their d6cor: l--
air-conditioned,airy, antique, th e mto d e c i d ew h atto do aboutthethi ngsthattheydi d notori gi nalhave
l y i n common.
5 lf students
__-
be au{tfuLbr ight. comlort able, cannotfindsomeonewithwhomtheyhavefivethingsin common,theymustworK
-!r-
cosy,elegant,functionaL w i tha n y o n ea n dd i scuss howto compl etethei rj oi ntsheet.
Iuxurious,modern, original, ---
6 Pairspresent theirshareddreamroomto the restof the class, !-.<
omote,posfel shade,patterned
wallpaper,practical, quiet, -.r'
relaxing, shady, stmpla Variation F
spacious,sunny,tidy, vibrant lf you havea largeclass,
you maypreferto put students
intogroupsof sixto eight,insteadof asking _/
colour, w arm, whit e/ off-white -F-
students to movearoundthe classroom. In thesegroupstheyaskeachotherquestions
to finda
Things that might be found in
p a rtn ewr h o h a sth e mostsi mi l ar
roomto them. -.1
rooms: -ts
basketballnet, computerwith
_-1
Internet connection,fifted ,-4
carpet, fuIl-Iength mirror, king-
size bed,Iatestgamesconsole, I Collectthe individually completed sheets. Makesurethatstudents havenotwrittentheirnames --1

Iino, maps.oII paintings, o n th e m. E-=4

photos,polished wood, 2 Keepstudents in pairsandgiveeachpairtwo sheets. Checkthatthesedo not includeeitherof _d
postcards,posterc,rcomy bz
theirown sheets. Tellstudents to tryto identify
whosesheetstheyhave.
w ardrobe. rug (s), state- of-the-
lrt music system,tiles, TV and 3 Eachpairexplains to the classwhosesheetstheythinktheyhaveandwhy.Aftereachpairhas __1
t-.-
video, watercolours,weII-Ht madetheirguess, the students who theythinkcompleted thosesheetstellthe classwhetheror
de sk, w ell-stocked bookshelves ..<
notthe guesswascorrect. At the end of the class, whosesheetshavenot beenidentrfied
students l-
s h o u l ds a yw h i c hth ei rsheetsw ere.
-,-
F
Homework -<
l-.<
A WriteI50 -200 wordscomparing yourdreamroomto youractualroom.
B Write150-200 wordsaboutthe mostimportant thingsthatyouwouldwantto havein your _-<

ro o m ,e x p l a i n i nwgh yyouw oul dw antthem.

<
w<

<
v4

<
U.4

I
,-1

-1
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32 t..J
 Dreamrooms

My dreamroom

Whot would you like on fhe floor?

Tick o moximum of two.
I fittedcorper r u g( s )
Tick 2 odjectives from fhe lisf. fhen I polishedwood linoleum
write 2 other odjectives of your own. tr tites
I oirv T ti d y
I soocious T b ri g h t
r sunnv n o i r-c o n d i ti o ned
Whot colour would you want for the wolls?
I?ck one ond then odd more defoils.
cosy T l u x u ri o u s
=
| | fu n c t i o n o l I shody whiteor off-white
tr reloxino tr WOTM
nncialvr
f/vJr
chn
Jr
r]o
rvvv

I quier T originol vi bront col our

potterned w ol l poper
di fferentcol oursfor di ffereniw ol l s

Tick two things for the wolls ond then

write more obout them, e.g. posfers
of footboll sfors.
n posters
w

e
tr phot o s
Mork fhese ifems with either:
T mops A - would love fhis or
T {'=,

eff
oilpointings B - don't feel strongly obout fhis or
tr WOTCTCOIOUTS C - don't wont this
T mirrors Ihen odd two other things you'd like.
T postcords I I stote-of-ihe-ort
musicsystem
| | well-stocked
bookshelves
r roomy w ororooe
T l z i n ,n\ J- c iJzr aL v
r\r,
har'l
vvv

T ful l -l engthmi rror

-_
T bosketbol lnet
T w el l -l i tdesk
T T Vo n d v i d e o
3 Whot kind of furniture would you I computerwithInternelc o n n e c t i o n
prefer? Circle one in eoch poir.
I l o t e sgt o m e sc o n s o l e
- m o d e r no r o n i i q u e
e l e g o n to r c o m f o r t o b l e
-
beout if ulor p ro c ti c o l

- s i m o l eo r o r n o t e

FromGomesforVocobu|oryProcticebyo,De|l&Head@CambridgeUniversityPress2OO3W 33
 UNIT 5 E":ra
tfu.*EffizMWh"
zwa
tfum*ztw _-z
_!
--.

Findingplaces _!r

:
"--"

--
H"*w*X _>
Elementary I Askstudents whichplacestheygo to in townandelicitthe wordsfromthe Keyvocabulary. Ask L

s tu d e n ts
to e x n l a i where
n a parti cul ar
pl acei s i n thei rtow n,e.g.the ci nema.
Yi.xm*
2 Drawa verysimplestreetmapwithtwo or threeplaceslabelled of place
andelicitprepositions :
30-35 minutes
from students, e.g.nextto, befuveen. =<
D
l&3.x93

To practisesayingwhere you
Main activity
>
can do drfferentthings in a I Dividestudents intopairs,StudentA andStudentB,andaskstudents to sitfacingeachother.
town and explainingwhere
2 CrveStudentA a copyof mapA andgiveStudentB a copyof map B.Tellstudentsnotto lookat bt
placesare usingprepositional I

phrases eachother'smaps.Explain thatthe mapsarethe same,but eachstudenthasinformation about

L

n l a re cth :i fh o i ;p a r tner i s l ooki ng for.Telthem l thatthe pl aces markedi n bol dareon bot hm aps. y
&vXmfmrials 3 Tellstudents to lookat the listof thingsthattheyneedto do in town.Thenstudents taketurnsto _-1

Onecopy of map A and one a s kth e i rn a rtn e l

VrA
V /
I Ihcrc
C I C rnn
L U I l l l
g nn
U tn
L U htu
u u y , , . , 2and
' u r r \ r thei
u r \ , i l rni
p d l-*
t l ^^-
l c l
^' .^r-;^-^ - bor is on
( : ^ P l c l l l ) , U . 6 . Thesondw i ch
---
f-,.,,-l
copy of map B for eachpair of OokAvenuenextto the pub, oppositethe supermorkef. Students label places
the correct on their ---
students -!.-
MADS.

W{*yw**mfuwLmry + Wh e ns tu d e n ts
h a v efoundal lthe pl aces, thei rmapsandchecktheir
tel lthemto compare _-.
'1!r.-
bank answers.
car park -1
b-.
chemist
Chineserestawlnt _1,

cinema I In theirpairs,students
lookat the mapstogetherandtaketurnsto saywhereplacesare. lr-

clotftesshop 2 Aftera few minutesone studentturnstheirmapoverandtherrpartnerteststheirmemoryby _,1

footballstodium askingthemwhereplacesare.Students win one pointfor eachcorrectanswer. A has
AfterStudent lr-
health cente ^-1,^)
o)r\s\rr,,,,gr.t,ions, they turn over their map and StudentB can ask Stude"t A <ivntteqtinnc
-i., ^, ,^-+,
-'-1
hotel I.-
Internet cafd
Iibrary Homework -,1

,-4
news0gent
park A Choosesixfacilities
in yourtownandwritesentencesto describetheirlocation
usingexpressions --.
petrol sfotion of place. >-L

post office B Writea paragraph andwhatyou

aboutsomeof the placesyouvisitedin a town recently _4,
pub ,--e
did there.
sandwich shop
school G4

-
sftoe shop
supermarket _1,
L-
swimmingpool
train station _1
travel agency --
betvveen
next to L--

on the corner
-1
on XXX Road t4.
opposite
1

te

-1

--
1

ts
4.

I
e

Fa,

34 ;'J
-? --
 Findingplaces

A
Where can I go to:

buy some shoes? w

OAK AVENUE
m
parkmy car? sandwich m
Pub shop n
-r
eat a Chinesemeal?
travel lnternet
F
buy somemedicine? agency caf6
o
seea film? ESTNUT TERRACE
U
watch a footballmatch? bank

send a letter?
clothes
shop
see a doctor?
APPLE TREE ROAD
buy a newspaper?
train station

B
Wherecan I go to:

booka holiday? cp
AV E N U E
m
buya sandwich? C hi nese m
Pub restaurant o
go swimming?
chemi st F
gettravellers'
cheques?
o
buysomeclothes? CHESTNUT TERRACE
U
shoe
takemy dogfor a walk? shop
hairdresser

catcha train?
post
newsagent
office
getsomepetrol?
APPLE TREE ROAD
checkmy emails?

FromGomesforVocobu|oryProcticebyo,De||&Head@CambridgeUniversityPress2Oo3@ 35
 L_

tfuw{dhgw
UNIT 5 Twtfuwtffiwm,zwz. _1
L-

5,.2[!!"---'*.Mysterywordpairs --
_F-

_=

:--
Intermediate I Civesomeexamples of wordswhichareformedby puttingtwo otherwordstogether,
-
L_

'g'sffi?ffi e.g.trointicket,toblelomp, sportsccr.Elicitmoreexamples from the class.

2 Dividestudents intoparrsandgiveeachpaira setof cards. Askthemto findthe wordpairsfor :
35-45 minutes
placesin a town.
i4affi3 3 C h e c kth e a n s w e rs
w i ththew hol ecl assandexpl ai any
n newvocabul ary. l,

To practisecompoundnouns _1

which describeplacesand Main actiuity >

facilitiesin a town or city

I E x p l a ith
n a ts tu d e n ts
a regoi ngto makea storyaboutan i nci dent
thathappened i n tow nyest er day, \J
:._
Mmtr.vzmlm usingallthe wordpairstheyhavemade.Writethe followingsentence on the board.Yesterdoy I
. 1
rnn<<rnnrlinn
,",',J hy the bus stop when I sow o strongemon corryingo brtefcose.
,o, *um-up tu,n O.,,ur,y, "'
"tO 2 Askstudents to identify the wordpairin the sentence, i.e.busstop,andto putthosewordcardsto
one set of cards,cut up, for _-I

eachpair of students o n es i d e . >,.

ForHomeworkA and B, one 3 Askthe classto providethe nextsentence in the story.Thesentence mustcontainanotherword _1
copyof the sheet,not cut up p a i r.W ri teth e s e n te nce on the board,underl i ne b-
thew ordpai randtel lstudents to putthosecar ds
lFkrly
w**afuw3ary to o n es i d e . -,-
+ Stu d e n ts w o rki n p a i rsanddi vi dethe remai ni ng y
20 w ordcardsbetw een themso thateach
art gallery
athleticstrack s tu d e nht a sl 0 w o rdp ai rs. -1
lr.-
businesspork 5 ln theirpairs,students takeit in turnsto adda newsentence to the story,beginningwiththe two
bus stop sentences above.Students haveto useone of theirwordpairsin the sentence and laydownthe _1

car park !-
wordpairon the table.
concert haII --
department store 6 l f a s tu d e nits u n a b l et o makea sentence usi ngoneof thei rw ordpai rs,
theymi ssa go.Mo nit or !-
footballstodium and helpas necessary. Thefirststudentto laydownalltheircardsis the winner.
-. 1
health centre
-
industrial estofe Variation _,-
Iaw courts
parking meter T h i sa c ti v i ty
c a nb e m a d emorechal l engi ng by addi nga memoryel ement. W henstudents l aydown !-
pedestrian crossrng[ theircardsandsavtheirJsentence L t t L V t t L s / thev first have
LttLy tilJL ttuvu to sav the nreviorrs
Lv Ju), tl tu HtLvtvuJ sentences
JUt ttLt tL\ in the correctorder -4

phone box L.^{^-^ +l-^., --^ -^.. F

u c r u r uu r c yL d r r> o yt h e i r n e w s e n t e n c el.f t h e y c a n n o tr e m e m b e ra l l t h e s e n t e n c e st ,h e y m i s sa t u r n .
police sfotion
nnef nffi na
_,-
vttLwv
F..<
PvoL

rushhour Follow-up
shoppingmaII --
swimmingpool
n)r\ >ur rc pdr> Lutelltheir storiesto the whole class.Then ask the classto vote on the best story :-
taxi rank they heard. --a
tr.-
traffic /igltts
youth hostel Homework -1
9-
Notethat althoughalternative
A Writedownthe storyyou madeup in classand underline allthe wordpairsyou used.
pairingsare possible,e.g. <a

shoppingcentre,taxi meter, B Writedownthe word pairsin tuuolists:My townhos ... andPlocest wishmy townhod. l--

studentswill only be able to -.-4

use all the cardsif they make te

the pairingslisted above

-l
-<

<
2d

<
E1

<
-4!

<
--
<
--
a
-
36
---
 Mysteryword pairs
X

bus stop ipedestriani crossing

E

rush hour youth hostel

taxi rank traffic lights

department store car Park

parking meter football stadium

police station swrmmrng pool

phone box athletics track

concert hall industrial estate

art gallery lr
DUSrness park

health centre shopping mall

I
I

law courts post office

3Z
:FromComesforVocobu|oryProcticebyo,De|l&HeadoCambridgeUniversityPress2Oo3@
 _1

J_
UNIT 5 Hmtfuw tffiwwr nwEfu*ffihYw -

_,-

5:3iF"cityrire j"-

1.

-.
---'
LeveS
<'
Upper-intermediate I lntroduce of wherestudents
the lessonwitha briefdiscussion liveandwhattheylikeanddislike
to advanced aboutthe placewheretheylive. --.
'i^lsxh# 2 Askthemto listsomeof the problemsof livingor workingin a bigcity.Writetheirideason the
board.lntroduce the wordsandexpresslonsfromthe Keyvocabulary, if theydon'tcomeup <'
35-40 minutes t
soontaneouslv.
andcheckthatstudentsunderstand
, v v v J , l l them.
Aixst 3 Encourage to
students briefly
discuss
the keyissues to someof theseproblems.
relating _1.

To understandand use
vocabularyfor describingsome Main activity -:_
hJ

commonproblemsof city life

I Dividestudents intogroupsof fourandgiveeachstudentin the groupa setof fiveof the cards, 1.
>,-L
fulaterials i n c l u d i nogn eb l a n k .
Oneset of 20 cards,cut up. for 2 Askstudents to eachcompletetheirblankcardwithanothercommoncitylifeproblem. Tell I

each group of four students s tu d e n ts i n th e s a m egroupto thi nkof di fferent fromanyof thosethei rotherS r ouP
probl ems
me mb e rsh a v e . _1.

Kmyvorabulary l-
3 Explain thatstudents whichis responsible
aremembersof a committee for decidinghowthe local
See photocopiable sheet
Thegroupshaveto compi l ea l i stof thetop ten pro blem s
r-n rrn ci si lto s n e n di t sannualbudget. _.-.
t,a
opposite
th e yw o u l dl i k eto s pendthe budgeton.
-1
+ Tellstudents thattheygeta pointeachtimetheymanageto persuade the othercommittee !--
me mb e rs th a to n e o f thei rfi veprobl emi ssues
shoul dbe on thefi nall i stof ten. -<
5 Afteraboutl5 minutesaskstudents to writeup theirfinalliston the boardandto countup their !-1

SCOTCS. _ < l

Variation -.-
ua.
Withsmallerclasses, dividestudents two blanK
intopairsandgrveeachstudentten cards,including
--<
cardsfor themto fillin.Together discuss
students the issuestheyfeelaremostimportant and >-1

theymustcreatea listof the top ten issues.

together
_.-

-<
Fr<

to lookat allthe listson the board.As a wholeclasstheydecideon a top ten list.

Tellstudents
>-a

Homework
.-
A Chooseone of the problems in classandwritedownsomeideasfor dealingwith it.
discussed - 1

B Writean essayof l50 -2OOwordson the advantages of citylife.Referto at

anddisadvantages -
9-
leasteightof the issuesyou discussed
in class.
--
i-<

-,-
2d

<

-d

<l
- d

<

<
Z-

<

<l
L-

38
 City life

deprived disputeswith faulty burglar parking

areas neighbours alarms restrictions

litterin vandalism lackof public

the street transport

traffic street potholesin night-time

gridlock beggars street break-ins

late-night schoolchildren streetlighting industrial

disturbances playingtruant pollution

FromComesfor|u/nrnh,tlnrllDrnrfir.|yo,De||&HeadoCambridgeUniversityPress2oo3@ 39
 UNIT 6 TwwaryT
mre#tr.*znwzffi'wz

Namethe country
LsveS
Elementary I Civethe students two minutesto writedownthe namesof as manycountries as possible.Then
"3'38?3# d i v i d es tu d e n ts
i n topai rsandaskthemto compare thei rl i stsw rtheachother.
2 D ra wfi v ec o l u m n o s n the boardw i ththefol l ow i ng
headrngs: E urope, A si a,A meri ca,
A ust r alasia,
35-40 minutes
Afri c aA. s kth e s tu d ents to cal loutthe namesof countri es fromthei rl rstsandtel l you w hi ch
ffi"zwz c o l u mny o us h o u l dw ri tethemi n.
To practisethe Englishnames 3 Teachanyitemsof Keyvocabulary thatyouthinkyourstudents will not know.
of countries
Main activity fl
WHate;vz,ahm i -

I Dividestudents intogroupsof four.Civeone studentin eachgroupa copyof the crossword, one

Onecopyof the sheet,cut up, I

for each group of four students a c o p yo f th eA c l u e s,onea copyof the B cl uesandonea copyof the C cl ues.
2 Thestudentwiththe crossword choosesa mrssing wordandtellsthe otherstudents whatnumber _-<
Kwyw*amhaxSarg it is and how manylettersarein it.Theotherstudents eachreadout theircluesandthentogether )-4

Arabic, Asia,Australia,Black students workoutwhatthe answeris andwriteit in the crossword. --/

Sea,Brazil,Denmark,EostAsio, 3 l f a g ro u pfi n i s h eqsui ckl y,
askthemto thi nkof another sentence for eachof the countri ein
s t he
Europe,European,France,
crossword. _-1
Greece,Italy,Japan,
Mediterranean, Middle E ast, + W h e na l lg ro u p sh a vefi ni shed,checkansw ers payi ngparti cul afte
w i ththew hol ecl ass, ar nt ion to
Porturyese,Russio,Soudi p ro n u n c i a ti o n . _/
l--/
Arabia, Sout/tAmerica, Answers
Switzerland, Turkey, United (Across)2 Creece 4 Jopon 6 Fronce 7 Russio t 0 Broztl I2 ltoly __1
,Sfofes E-/
(Down) I Denmork 3 SoudiArobro 5Turkey B UnitedSfofes gSwitzerlond ll Austrolro
borders on, carnival, composer, --/
,--d
island,kangaroo, mountatn, Variation I
OlympicGames,sto.te,tunnel, -2
volcano D i v i d es tu d e n ts
i n toth re egroups.
C i veonegrouptheA cl ues,
onethe B cl uesandonethe C clues.I n F1
I
thesethreegroupsstudents listallthe countries
theycanthinkof whichmightbe an answerto each _)
,--a
c l u eT . h e nre g ro u th
p e s tudentssothattherei s oneA , one B andoneC studenti n eachgroup. II
Together theyworkout whattheythinkthe answers will be beforetheyseethe crosswordgrid.Then -2
Fi
oirre
o'"--
o.arh
- " - ' or^,rn^ .o?y of the crossword. Askthem to check theiranswers
and complete the grid. I
_-J
^l--Jr
I
--/
>-a
Dividestudents intopairs.Tellthemto choosethreedifferent countries andwritea cluefor eachof I
I
th e m .T h e na s ks tu d e n ts
to w orkw i thanother
pai randreadoutthei rcl uesforthe otherpai rto guess .-/
the countries. I
_2
Homework I
I
-1
f-J
A Listthe namesof allthe countries fromthe crossword together
wrththe nameof theircapitalcrry I
I
a n dth e ma i nn a ti o n al
Ianguage. .2
B Writesixsentences aboutwhichof the countries
in the crossworc
vouwouldmostliketo visit I
I
andwhy.
t--d

I
</
L-J

i
y
I
r
)
F

#
40
--t/
 Namethe country

A clues
--- Across
2 ThisMediterranean countryhaslotsof islands.
F--: 4 Thiscountryis in EastAsia.
6 Thi scountry
i sfamousfor cheese andw i ne.
7 Thiscountryis veryverybig.
l 0 Thi scountry
rsi n S outhA meri ca.
12 Thi scountryhasa famousvol cano cai l edMountV esuvr us.
Down
I Thiscountryis iamousfor baconand butter.
3 Thelanguage r,fthiscountryisArabic. (turowords)
5 Thi sbi gcountry i s partl yi n E urope
andpartl yi n A sia.
B Thiscountryis famousforjazz,hot dogsandjeans.(tu;owords)
9 Thi scountryi s i n the mi ddl eof E urope.
I I Thiscountryis a verybigisland

B clues
Across
- 2 Thiscountryhadthe firstOlympicCames.
4 Thi scountryhasfourmai ni sl ands
6 Thereis a tunnelunderthe seabetweenthiscountry
andE ngl and.
f Thiscountryhasverycoldwinters.
10 Thi scountryhasa famouscarni val .
12 Thi sE uropean
country
i s l ongandnarrow .

Down
I Thecapitalcityof thiscountrybeginswiththe letterC
3 Thiscountryis in the MiddleEast.(twowords)
5 Thiscountryborderson the BlackSea.
B Thelanguage of thiscountryis English(turowords)
9 Thiscountryis famousfor chocolate andwatches.
I I P eopl e
speakE ngl i sh
i n thi scountry.

C clues
Across
2 Thecapitalcityof thiscountrybeginswiththe letterA.
4 Thi scountry
hasa famousmountai caln l edMountFu ji.
6 Thisis one of the largest
countries in Europe.
7 Somefamouscomposers werebornin thiscountry.
l0 Thelanguage of thiscountryis portuguese.
12 Thi scountry
i sfamousfor artandmusrc.

Down
I Thiscountryis in the northof Europe.
3 Thiscountryproducesa lot of oil.(tr,vowords)
5 Thecapitalcityof thiscountrybeginswiththe letterA.
B Thiscountryhasmanydifferentstates.(tr,vowords)
9 Therearemanyhi ghmountai ns i n thi scountry.
I 1 Thi scountry
i sthe homeof the kangaroo.

:rom comes for vocobuloryProctice

by o'Dell & Head@ CambridgeUniversity
press2oo3 +l
 !--
UNIT 6 Twmwwk
mmffit*wwxmm --
:--
--

6.' llli-----'Happyholidays _:.-"!

>

X"even
Intermediate I El i c ist o mee x a m p l es
of an adventure bungeej umpi ng.
e.g.hanggl i di ng,
hol i day,
'g'xffi?tr 2 Askif anyonein the classhaseverbeenon an adventure holiday, Askthemwheretheywent,
whattheydid andwhattheytookwiththem.
30-40 minutes
3 Dividestudents intopairsandgiveeachpaira copyof the ltemcards,not cut up.Elicitthe
vncahtrlanr fnr the itemsandaskstudents ;
f&XHg? *
" ' /
' - ' r whatkindof holidaythe itemswouldbe usefulfor.
To practiseexplainingwhat
you want when you do not Main activity >

know the exactname for an

item
#latersals
ForWarm-up,on. set of Item
cards,not cut up, for each pair
of students
Oneset of Holidaycards,cut
up, for each group of four
students
Oneset of Item cards,cut up,
for each group of four students
K*y v*cahwlmry
I D i v i d eth e c l a s si n tog roupsof fourandexpl aithat
n eachmemberof the groupi s goi ngon a -
different kindof adventure holiday.
-
2 Civeeachgroupa setof Holidaycardsanda setof ltemcards,andtellstudents notto lookat t-
them.Tellstudents to takeone Holidaycardeachandto dividethe ltemcardsequallybetween
them.Tellstudents to now lookat theircardsbutto keepthem hiddenfromthe restof the group.
3 Theaim isfor eachplayerto collectthe sevenitemswhichtheymostneedto packfor their --
^-.+i^,,l-- l-^l:..1-
p d ru L U rd rrur rru dw| ,i t houtgi vi ngaw aythe secretof w hatthe hol i day
i s.Thei temsroughl y -
correspond to sevenperholiday. However the possibility
thatmorethanone personmightwant --
-
certainitemsmakesthe activity astheythenhaveto negotiate.
moreinteresting,
+ Pl a y i nthg e g a me : --
I Students taketurnsto speak. Theycanaddress anyothermemberof the group.
Eitherthe studentcanrequesta particular itemfromanotherperson,e.g.Do youhove
- a

--
Suggestedmatchbetween o btcycle pump?lf the personhasthatitem,theygiveit to the student.In returnthe student
itemsand holidays: givesthemone of theiritemswhichtheydo not need.
A month on a desertlsland: Or the studentcanofferanotherpersonan itemwhichtheydo notwantto keep,e.g.lhoveo
binoculars,book' Poisonous --
Plants",canoeand paddle,
mop of the Htmoloyos. Do you needir?lf the personneedsthat itemtheytakeit and givethe -
fishing rod, mosquitonet, sun studentone of theiritemswhichtheydo not needin return. --
cream, torch I Students shouldalwavshavesevenitems.
Walking to the NorthPole: I lf an offeror a requestis successful, thenthe playermayhaveanotherturn,up to a maximum -_-
book "Wildlifeof the Arctic". o f th re etu rn si n a nyonego. -
chocoloteand tinned food, t Students --
exchange itemsin thiswayuntileachpersonin the grouphasa setof sevenitems
composs.first-aid kit. hat and ]r-

gloves,skis,thermometer thattheythinkwillbe usefulfor theirholiday.

I Eachpersonin turnnamestheirsevenitems,andthe othergroupmemberstryto guesswhat
Cyclingacrossthe USA: D-,-

American English phr asebook, s o rto f h o l i d a iyt i s.

--
bicyclelights,bicyclepump,
ts
book "The USAfrom Coastto Variation
Coast",cycling sftorft mossogre _-
oil, puncture repair kit Dividestudents intogroupsof four.Civeeachstudentsevenitemcardsandone holidaycard.Tell -
Trekkingin the Himalayas: ctrr.lentc
th:t thovhaveto justifyto the othersin the groupwhy eachof the itemswouldbe usefulfor -
map of the Himalayas,plosters, F
theirparticular Theygeta pointfor eachitemthattheycanjustifyto the satisfaction
holiday. of the rest
rope, rucksack, sleeping bog, -
of the group.
video camera,walking boots ts
Follow-up {
f<

;,;; il;; il; ;;;";;;i;;il ffi il ;;; ;;il;; ffi; ;;;;;;,;;;",;; -

itemqtherrrhnco \rVere
thereanydifferences?
Whohadthe bestsetof Sevenitems?Askstudents
to F

l i s tte n m o reth i n g sth e ywoul dtakeon a hol i day

of thi ski nd. 2<

Homework t<
<

A Listallthe thingsthatyou usuallyliketo takewithyou on holiday. {

,l00- 2-
B Writea storyof I 50 wordsthat beginsor endswiththe wordsThonkgoodnesst hod token
it on holidoywith me! <
D<

_-
F-

+2
l--
t-- Happyholidays
t-
t Holidaycards
t.- qp
x

t-
t-- A month on a desert island Walking to the North Pole

t--
t-- Cyclingacrossthe USA Trekkingin the Himalayanmountains

L
t.

L Item cards
L- x

L
L
L
L
L.
l--.
r-_
% ,9, ;'S,
r
llr

t.
t. ffin
L-
L.

L-

w
L=
L-
L--
)'
r

L
i-*:
l-

-=
t- .m il@
F
+
L-
-

!
ffi w @
b-

l.
ffi @4
\.\

FromComesforVocobu|oryProcticebyo'De|l&Head@CambridgeUniversityPress2Oo3@
\
v-

43
 l-

UNIT 6 Wwmwwk tmwwzmm

mwaffi t-

colourfulholidaycollocations
!

ffi
fuewe3
Upper-intermediate I (i.e.olleys,beoches,c/rff5etc.).Tell
Dictatethe listof featureslistedin bold in the Keyvocabulary
to advanced the students to writethesenounsin a listdownone sideof a pieceof paper.Checkthatthey
Tiffi?* understand eachof thewords.
2 Askstudents to thinkof adjectives whichareused,for examplein holidaybrochures, to describe
40-45 minutes
rt lhl o . o ru ll lillEf lac lr a nl Lr fl e
E)g C -a
o ttuU
l cfJe S \O
r l f tLh
l le
c ll oal ln
\ ld
J Lsuc
Pa e. .6p. . S
L rn e . L r L tv U
t n
n n y /g/ J<r n
t i tl ,n L Lo
( ur L- f n r ^ r r l nh
r cnrfigS. Thefe iS nO need tO

l&3Xx3 elicitthe exactvocabulary usedin the activity thiswillemergeduringthe activity.

because
^ L

To encouragestudentsto create 3 Askstudents whichadjectives couldcollocatewithwhichnouns,e.g.spectoculor

their own colourfulcollocations cliffs/ ponoromos/coosfline,etc. b

of the kind used ln tourist

brochuresto describeattractive Main activity IF

holiday destinations
1 Dividethe studentsintogroupsof threeto four.
WmtwvAmAw and Nouncardsandaskthemto findappropriate adjective-
L

2 Civeeachgroupa setof Adjective

Oneset of Adjectiveand Noun nouncollocations.Thereis a rangeof possible so encourage
collocations, to seehow
students
cards,cut up, for each grouPof Thereareat leastthree
if necessary.
manydifferent theycanfind,usingdictionaries
collocations
three to four students
possible for eachnoun.Checksomecollocations
adjectives with the andwriteanydifficult
class l-
DrctionariesmaYbe useful
vocabularyon the board.
ForHomeworkB, a copy of the
sheet,not cut uP, for each 3 Whenstudents arefamiliar askthemto sortthe cardsbackintonounsand
withallthe vocabulary,
student Then
adjectives. askstudents to turnthe face
cards downandspreadthem on the table,the
nounson one half,the adlectiveson the other. l--

Kmgv*cabuSary + Students taketurnsto play.Thefirststudentturnsovertwo cards- one adjective andone

Suggested :
collocations noun- andplacesthemon the tableso thatthe otherscansee.Thestudentsayswhetherthey
cobbled/hidden/winding alley s 'no',
thinkthe turowordscollocatesuccessfully. lf theysay theyputthe cardsbackin the same
abondon ed/ isoIated/sondy 'yes' usingthe collocatron
places,facedown.lf theysay , the studenthasto producea sentence
beaches
craggy/ pre cipitous/ towering Therestof the groupjudgeswhetherthe sentence
correctly. and if it is,the student
is acceptable,
clitts keepsthe two cards.
dramattc/rocky/rugged 5 shouldtryto remember
Students wherethe cardsareso thattheycanpickcorrectpairs.
coastline
Thestudentscontinue,untilallthe nouncardshavebeentaken.Monitorand helpas necessary.
porched/ran-soaked/
undulating countryside 6 Thestudentwiththe mostcardsat the end isthe winner.
barr erdp ot ched/ sun-dren ched
deserts Variation l-

denselu sh/ ver donf fores fs justoneAdjective

dusky/windswept/w ooded h flls
dusky/ r emote/ shimmer n g
horizons
gtassyfieofy/Iusftmeodows
br e athtaking/ dramatic/
spectaculotpanoramas
Fora quickergame,students playin groupsof threeto fourand beginby selecting
cardto matcheachof the twentyNouncards. Theythen playwiththoseforfycardsand putthe
unwantedcardsaside.They placethe fortycardsfacedownon the table.Playerstakeit in turnsto
turnovertwo cards.lf theyfinda collocatingpair,theykeepthe cardsand haveanotherturn.lf theydo
Thewinneris the playerwith most
notfinda pair,theyput backthe tuuocardsrnthe sameplaces. L

j agged/ snow- capped/tow ering cardsat the end of the pame.

pecks L

barr erdcragW / cnmbling ro cks

gr assy/un dulating/ w ooded
Follow-up
slopes withthe classwhichof the possible
Discuss collocations for
for eachnounwouldbe mostappropriate
ice-cooVmeandering/
theareawheretheyare.
shimmerutgstrectns L

cobbled./tree -Iined/win dag

sfreefs Homework I

hi dden/ pictttresque/ plungtng

or theirmemoryof a placethey
basedeitheron a picture,
A Writethe textfor a touristbrochure
valleys
abundant/Iush/overgrovvn knowwell.
vegetation B Chooseten adjectives fromthe lessonandfindone new nounwhichcollocates witheachof
br e athtoking/ dramatic/ mountoins.
them,e.g.snow-copped
spectaculorviews
ancient/ crumbling/ r emote
villages

'++ |
. . . . . . . . .
l
 Colourfulholiday collocations

Adjectives qp
X

windswept barren sun-drenched meandering

breathtaking jagged dusky rocky

snow-capped winding verdant parched

rugged precipitous craggy isolated

dense spectacular abundant picturesque

cobbled lush plunging dramatic

undulating sandy hidden leafy

grassy ice-cool ancient crumbling

towering remote overgrown abandoned

wooded rain-soaked tree-lined shimmering

horizons slopes

streams cliffs alleys

beaches meadows rocks peaks

forests countryside deserts vrews

panoramas streets coastline hills

FromComesfor|/nrnhttlnnlPrnrfira|yo,De|l&Head@CambridgeUniversityPress2OO3@ 45
 'I
UNIT Wm*ffimwffiffiwzmW

What I had for dinner last night

LeweS
Askstudents itemsof foodanddrink
whattheyhadfor dinnerlastnight.Elicitas manydifferent
ElementarY I
a sp o s s i b l e .
Yzwa* the namesof the items
2 cive eachstudenta copyof the sheet,not cut up,andaskthemto write
'a(n)'or'some'nextto the name,e'8'an apple,
ro-Ji;t;;,;; besideeachof the pictures. Askstudents to write

i&3x?3 somegarlic,
etc.
3 Checkanswerswiththe wholeclass.
of
TopractisebasicvocabularY
food and drink
a

Tffiat"mxi"mhw
ForWarm-up,one coPYof the L

sheet,not cut uP, for each

student
OnecoPYof the sheet,cut uP'
for each group of four to eight
students

W*Wnr#cebffiAetrY
apple
banana
bar of chocolate
biscuifs
bowl of Pasta
bowl of rice
cake
c0rrot
Variation
chlcken Fora morechallenging game,eachtime it istheirturnstudentsnametwo food items- onethatis
chtps picturedon the cardandonethattheychoosethemselves, e.8.I hod o lemonond o hot dog for
cup of coffee by anotherstudent'
ffsh dinner lostnight.Theycanchooseanyitemas longas it hasnot beenmentioned
garlic lf theychoosea blankcard,theyonlyneedto nameone ttem.
glossof milk
glossof orangeiuice -
grapes
hamburger
ice cream
Iemon
Ioaf of bread
mushroom
onion -
orange
pineaPPle -
pizza
s0usoges I

sweers
tomato Frrstcourse Secondcourse Thirdcourse
Doy
I

TomatosouP Fishwith rice P i neap ple

Su n d a y
I love',
of threeSrouPS: -
B Writedownallthe wordsfor the foodanddrinkitemsfromthe sheetin one
I don'tlike.
I like', -

46
 What I had for dinner last night

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university , 47
 ''y.'*r;*ffi'#-Thm
UNIT 7 ffiyz:rzfu, a

a2 1

Irfr,' Twenty questions =:

<

L*rxq*X
Intermediate ITellstudents you arethinkingof a food item,e.g.a banana. Tellthemto askyouyes/noquestrons
"h"zxffi# to try to identify what the food item is,e.g.
ls it o Conyou fryitt
vegetoble?
-
2 C o u n th o wm a n yq u estrons the students ask untrltheyguessthe i tem.l f theyhavenotguessed
40-45 minutes
afterasking20 questions, tellthemthe answer.
i42ffi1 3 C i v ee a c hs tu d e nat copyof the sheet.C o throughthe questi ons w i ththemandel i ciort explain
To practiseverbs and adjectives
any of the words that they do not understand. Checktheyunderstand all the food items.
usedwith fooditems
Main activity -
Wmtr;vkals
I D i v i d es tu d e n ts
i n togroupsof fi veto si x.C i veeachgrouDonesetoI pi cturecardsandtellt hemt o
ForWarm-up,one copy of the
nl:ro thornf.arol6yyJ1 in a pileon the table.Askstudents to foldoverthe sheetfromthe Warm-up
sheetfor eachstudent
Oneset of picturecards,cut
s oth a tth e yc a no n l yseethequestrons.
up, for each group of five to 2 S tu d e n ts
ta k ei t i n tu rnsto pi cka card.Thei team
r mustaskthemyes/noquesti ons, i ncl u ding
six students questions fromthe sheet,to guesswhatwason the card.
3 T h eg ro u p sh a v eto g uessthe pi cture by usi ngno morethan20 yes/noquesti ons.
W"*gw**mfuzxhmuy
+ T h es tu d e nwt i thth e cardkeepsa noteof howmanyquesti ons haveoeenasked. l f thegr ouphas a

Foodpreparation:
bake, barbecue,blend,boil,
chop, cooked, dessert,dry,
fatlening, fry, grate, grill,
healthy,pickle,poach, raw,
roast,savoury,slice,squeeze,
steom, stew, sttcky, stir fry,
sweet, toost
Foodstuffs:
apricot, beans, (bread)roll,
cabbage,cheese,cream,
cucumber,duck, egg, garlic,
grapefruit, grapes, rcecream,
lamb chop,lentfls,mustard,
n o tg u e s s eth
d e w o rdby questi on 20,thestudent w i nsa porntandshow sthe groupthe pict ur e.
5 Thegamecontinues untileachstudenthashadat leasthr'rochances to prcka card.Thestudent
w i thth e m o s tp o i n t s
w i ns.
Variation
Instead of cuttingup the pictures, allowstudents to chooseanyfood itemtheywantfromthe sheet.
T h e ys h o u l dn o tc h o o s ean i temw hi chhasal readybeenusedonce. --
l n th e i rg ro u p so f fi v eto si x,askstudents
to l ookat the sheetandpl ana mealforthei rcl assmat es --
u s i n gth efo o di l l u s tra ted.
Theyshoul dtryto useas manyaspossi blof e thew ordsi n theque st ions
to 2-

nuts,olives, oysters,peas,
d e s r r i h e h n r n rt hr cu /v \v nv vi unr ru l r l n r a n : r o tr h o . p p ; 1 . r rhr ser nr e
r lu tt rLur, T L ua
LCr h p f O tl n n r e S e nr r tJ Str h
r re
s iil r S
J ur6r 6pl g
J Le
r vSr tiOI n
tLO
v tLh
r re
u r
r ueJ s t O f -
pepper,potato,prawns, roisins, Hrururs | 6 ruuH rrLJU|

rice, salmon solt, sordtnes, th e c l a s sa n dth e c l a s sv o teson the mostappeti si ng

meal .
spring onion, steak,
strawberry, sweetcorn, (sweet) Homework
pepper, vlnegar, yogurt
A Writea recipeusingas manyas possible
of the wordsfromthe activity.
B Writedowneachof the verbsin questions withtuyothingsthatcouldbe
5 and 6 together
rrsed a
uJUu u Js o
f n r i hr tat ! 'v,Lot u' A
V UhJ iUeL rL -J t s r V t /
o ^
L.6.
v/ u^u t t r nL Un/ , O r o l e LC/ ThL e
\/rutL L Je
L Se Ond COffOtS.

A-

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48
'l
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II

i
l- Twenty questions
I
I
l-

1-
1--
Questions
I ls it sweet/ savoury / sticky/ healthy/ fattening?
l--
2 Do you usually eat it raw/ cooked?
l-_ 5 Wouldyou useit in a soup/ salad/ sandwich / cake/ drink?
L-..
4 Would you eatit with meat/ fish/ a dessert?
It-
t--.. 5 Couldyougrate/ chop/ slice/ blend/ squeezeit?
II 6 D o y o ub a k e / b a r b e c /ubeo r l l r o a s /t f r V/ g r i l/lp o a c h / s t i r f r y / s t e w / s t e a m / t o a/ ds ,t y / p i c k l e i t ?
l-
l-_

II
l--

II

I
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t_-
t-
t'
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I - -u-P-tlt-ol sllrytyit______
I
r----
(bread)roll
-----T I
@ cabbage cheese

I g ))

@
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@ cucumber
_T_"_*1{ __:l:* cream eg8
t-
I /-'
.f)= S7
d q,D W
t-
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t- o
t-
I

garlic ice cream l amb chop sardines lentils

t-
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t-
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-,:
olives
W
sPflngonton oysters Peas

sweru%$
-:

E=-: R$ \*
L-
-= 0

---
PePPer Prawns --l.i:'r-'_ nce

r
*-.:
d,Tr
\,\'li/
\v
E=
-TlT-"t- --__-:t_Ty-b-"-1ry_
____

@
%^ &
>- 4:
:
>L=

-=
w
\\y7
g =
yoghurt graPes vinegar (sweet)pepper green beans
t - '

FromComesforVocobu|oryProcticebyo,De||&HeadoCambridgeUniversityPress2oO3@ 49
I
 _b-

UNIT 7 W*r*ffi.ffimffiffi"wzwW"
-:-

7r3"-"'-'odd
oneout b-

5"ewg3
Upper-intermediate I Dividestudents intopairs.Civeeachpaira copyof the sheet. -5=
to advanced 2 Eachpictureillustrates the pictures
to identify
one of the wordsfromthe sheet.Askstudents on
'a"zwh* the sheet. :
3 Askstudents forthe eightsets.
to identifycategories
40-45 minutes b.

sL33?? Main actiuity >

relatingto
Topractiselangnrage
the theme of eating and
drinking and to practise
explainingdifferencesbetween
items
Tu#,mtwxzmlm
ForWarm-up and Main activitY,
one copyof the sheetfor each
pair of students
Onecopy of the Suggested
answersfor each pair of
students
Dictionariesmay be useful
W.*yw*r,afuuzlmwg
'odd thatit is possibleto finda reason
I Checkthatstudents understand the term one out'.Explain
why eachwordin eachsetcanbe considered asthe odd one out.Civean examplefromthe b-
Suspested answers belowandelicitsomemorereasons fromthe class.
2 Askeachpairto lookat tuuoof the eightsets.Tryto givethe differentpairsdifferent sets. -:-
3 Allowthe pairslO minutesto findas manyodd onesoutas possible
and to writedown the
_:-
different reasons. lf a pairhasfinished theirown sets,theymaychooseanothersetfromthe sheet.
+ Askpairsto readouttheiranswers to the wholeclass. Suggested answers aregivenbelow,but
-l-
allowotherlogicalsuggestions. Cive pairs one pointfor each corrector logical
answer, andtwo
pointsif a pairhasfoundan odd one outfor everywordin a set.
_F-
5 Civeeachstudenta copyof the Suggested answers belowandaskthemto readthe answers to
th e o n e sth a tth e ydi d notfi nd.D i scussanyquesti ons thatari sefromthi s.
_t--
Variation
_lE

This
" " " .oame Dividethe classintotr,voteams.Calloutthe wordsin
) * ' canhe doneasa wholeclassactivity.
Seephotocopiable
sheet
the setsin turn.Civea markto whichever teamis firstto explain wordcouldbe the
why a particular
opposite
odd one out.
Vocabularyused to define and
differentiate
e.g. are typesof, tftings used
for, the odd one out is F=
Thepairsmustbe
or;;;;; ; ;irir.r l.f fourfooditemsfortherestof theclass.
Inpairsstudents
"f
prepared whyeachof thefouritemsintheirsetcouldbeconsidered
to explain writetheir
odd.Pairs F

setsontheboard fordiscussion bytheclass.

-!-

_!--,
f, Writesentences howeachof theverbsin sets3 and5 is used.
illustrating
phrases
B Writethewordsin sets2, 4 and7 in appropriate e.g.o mugof coffee.
or collocations,
*------------
suggestedanswers _5-
I Fruitsorange:
sklnnotnormally normally
tomato:seeds
eaten; cheny:youusually
eaten; eatmorethan
one;plum:comesin different colours !-
2 Crockery - mug:hasa handle;saucer:you don'tdrinkoutofone;bowl:youusea spoon with;tumbler:
usually notpottery
rnadeof 8lass, ]-
3 Cooking verbs boil: requires oilor butter;roast:donein anoven;grill: heataPPlled
water;fry: requires
directly
to food
4 Kitchen - skewer:remains
utensiis in placeduringcooking; grater:usedforpreparing,nothandling food;
tonSs:a pluralnoun;sgatula:canbemadeof plastic or woodinstead of metal
5 Eatingverbs- chewrnotaboutliquid;sip:doesnotfocuson noticeable mouthmovements; swallow:can
bedonewithnothing inyourmouth;lap:animals, notpeople, dothis
6 Meatitems mince:doesnotinclude a bone;chop: canbegrilled; shoulder:the onlyonethatisnotalso
usedasa verbin cooking;joint:mayor maynotinclude a bone
? Usedfor cleanlinesstable matris usually hard;napkin:touches yourIips;tablecloth:everyone atthe
tableshares;dishcloth:notputonthetable
8 andvegetablesaubergine:ofteneatenhot;beellootrsamecolourinsideasoutside;
Fruits watermelon:
notredonoutside; radish:youusuallyeatmorethanone

;
50 FromCameSforVocabu|aryPracticebyo'De||&HeadoCambridgeUniversityPress2O
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cherryplum
L-
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bowl,tumbler
-

l.': 5 boil,fry roast,

grill
t-
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L-=1
grater,
tongs,spatula
L
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tablecloth,
dishcloth
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aubergine,
beetroot,
watermelot,
radish
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 _|

UNIT 8 ffiwru*wztukmry
WffiffiW:naffi It
.a,...{

J
Who am l? f
- -.<
J
Flomontrnr
Lew*,X
I Civeeachpairof students a setof picturecardsandaskthemto spread
an envelopecontaining
f
d.-{

Tvw* them out in frontof them.

2 Choosea pictureand pretendto be the personon the picture. Describe yourself
in fivesentences
J
30-40 minutes
withoutmentioning yourname E g / hovefotrhorr,not dorkhotr.I om o womon.My horris short, *i
&Am
To practiseIanguageof
not long.I om weonng..., elc.
Afterfivesentences, askstudentsto guesswho the personis. :i
physicaldescriptions- hair,
build and clothes
3 Repeatstep2 two or threetimes.Thenelrcitanyotherwordsfromthe Keyvocabulary
students needto know.
thatyour
ll
ffiatsrlm3s
ForWarm-upand Main activity,
Main activity rl
*1
one copyof the sheet,cut up
and put in an envelope,for
I C i v ee a c hs tu d e nat n envel ope contai ni nga setof pi cture
cards.
S tudentsthenpl ayi n theirpar r s.
J
eachstudent
ForHomeworkA, one copyof
2
Stu d e nAt p u tsa l lth e i rpi cturesfaceup on thetabl e.
TellStudentB to chooseone picturefromtheirown envelope and lookat it withoutshowingit to f
the sheet,not cut up

W*y w**,mfuzxLm.rg
3
StudentA. StudentB pretends
Student
to be the personon the picture.
A mustfrndoutwho StudentB is.Student
e.g. Are you femole?
A asksyes/noquestions, f
-4

Hair: lf B says
'yes',
thenA canput allthe malepictures to oneside. J
J-{
bald, beard,moustache,
curly/ dark/ f airAon g/ short/
Hoveyou got dorkhotr?
'noi
lf B says thenA canputallthe pictures of womenwithdarkhairto oneside. J
ctrninhf

Height:
hnir
+ Playcontinues
card.
untilStudent A guesses StudentB'sname.Thenit is StudentAs turnto choosea
f
medium height, short, taII
Size:
5 Al l o wth e g a meto c onti nue for I O- I 5 mi nutesor asl ongasyoufeelappropri ate.
f
I
Iarge, medium build, slim
Clothes:
boots, coat, dress, glosses,
AsK d srucenr+ro
n-1, - -+,,)^^+ ^ )^
anotherstudentin the classwithoutnamingthem,by givinginformation
cescribe
handbag, hat, jeans, sondolg
sftifi, sftoes, sftortg skirf, suif, abouttheirhair,theirclothes, tryto guesswho is berngdescribed.
etc.Theotherstudents
sunglosse& swelter, tie, top,
Homework

+
|/ousers, f-shtrf

A Choosefourpictures fromthe sheet.lmaginethatthe peoplein the pictures

allknoweachother.
\^ /" ;+- ^^ -' -^ " ' :h a boutthem.D escri be
vvilLc d themandal soi nventmorei nformati onaboutthe m .For
ParaBroI

example,Enily ond Anno ore sisters.Anno is toll ond slim with shortcurlyhotr.Doveis Anno's
bovfrrend.
He is o student...
B Writea descriptionof the peoplein yourfamily,usingthe vocabulary fromthe activity.

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52

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FromcomesforVocobu|oryProcticebyo,De||&Head@CambridgeUniversityPress2OO3@ 53
 -

UNIT 8 ffiw wwntuzwry

WffiffiWZffi a

ffiffi compound dominoes

adjective -

X,eveI
Intermediate I Dividethe boardintofourcolumns. ln the far leftcolumnwritethe firstpartsof the compoundsas
"9"33?3# Iistedin the Keyvocabulary, in the nextcolumnthe secondparts.At the top of the thirdandfourth -
columnswriteAppeoronceandChorocferrespectively :
40-4|minutes
2 Askstudents to suggest wordsby combining elements fromthe firsttwo columnsandask
#h1s?t students to tell you whetherto writethe wordsin theAnncnrnnr-p r-nlrrmn
or the Chorocter :

To practisecompound
column. !

adjectivesfor describingpeople 3 E l i c iat n yo th e rw o rd sfromthe K eyvocabul ary l i standputthemon the boardunderthe

a p p ro p ri ahtee a d i n g . 4
fu{at*ria3s
Oneset of dominoes,cut up, for Main activity :-:
each group of four students
Dictionariesmay be useful
lDividestudentsintogroupsottou,cJ;;;;;;;;';i;iJ;i;; -
! i

2 T e l el a c hs tu d e nto andpl acethe resti n a pi l efacedow non thetable.

t takeei ghtdomi noes
W*yw*xafuwkw"ry 3 Thefirststudentplacesone of theirdominoesfaceup on the centreof the table.Thenextstudent ---J

\-{
Firstpartsof compound nl:rocnno n{ theirdominoeseitherbeforeor afterit to forma compoundadjective. E.g.lf the first
a d i entirroc'
studentplacesthebocked/b,rgl domrno,the nextstudentcouldplace,for example, the I

big, blue, broad, brown, curly,

heorted/stroight dominoto the left,formingthe wordstrotght-bocked, or placethe
dark. fair, hard, Iight, Iong, {
norrow, open,pig, round, short, heorted/stroight dominoto the right,formingthe wordbig-heorted. \-,
single, straight lf the nextstudentcannotforma wordfromthe dominoesin theirhand,theymustpickonefrom
Qonnn rl n a rte
lJqrtu.
'
th e p i l e fo
, rmi n ga w ordw i thi t i f possi bl e. e, pl ayerkeepsthatdomi noandplay
l f i t i s i mpossi blthe \.-
backed. eyed, faced, haired, Dasses to the nextstudent.
handed, headed,hearted, Thewinneristhe firststudentto useallof theirdominoes. lf thereis time,students \--
canshufflethe
minded,necked,shouldered,
d o mi n o eas n dp l a ythe gameagai n.
skinned <
'.
Whenstudents havefrnished, askgroupsto readtheirdominolineto the class. Therestof the !-

Compoundadjecttvesformable
from theseparts include: classdecides whethertheyagreewithallthe compounds. Discuss anynewor difficult vocabulary. -.-
\-
(Appearanc el big-eyed,
blue-eyed, broad-shouldere d, Variation Z

brown-eyed, brown-haire d, L-

brown- skinned, curly-haired, Stu d e n ts

w o rki n p a rrs
w i thonesetof domi noes.
Theyproduce asl onga conti nuous
l i neof dom inoes
I

dark-eyed. dark-haire d, as possible, so thatcompoundnounsareformedasyou passfromone dominoto the next,e.g. \-

dark-headed, dark-skinned, -backed/big-heorted/brown-eyed,/curly, etc.Studentsmay placedominoesto the leftor the right
fair-haired, f air-headed, <

o f th e l i n e Sto
. pa fte ra n a ppropri ate
ti me.Thepai rw i ththe l ongest l i new i ns.
conti nuous
f air - skinned, Iight-haired,
Iight-skinned, Iong-f aced, <l

Iong-haired, round-eyed, >-

round-shouldered, L
I Dividethe students intooairsandtellthemto writedownthe namesof allthe students in the class.
short-hair ed, straight-backed, >-
straight-haired 2 Askstudents to lookat the two columnsof compoundadjectives underAppeoronce and
--
(Character)big-headed, Chorocter, whichyouwroteon the boardduringthe Warm-up. Askstudentsto writedownone !<
big-hearted. broad-minded, ,^) -)i^
L\r,,,H\Ju,ru
ouleCtivto describe eachstudent.Theyshouldnotwritethe sameadjective for more
fair-mtnded, hard-headed,
,--
thanone student.
hard-hearted, Iight-headed,
Iight-hearted, narrow-minde d, 3 Callthe namesof the students in turnand pairstellyouwhichadjectives
theywrotefor that I

open-handed, op en-hearted, student.

open-minded,pig-headed, <

single- h anded, single- minded Homework :-

Othercombinationsmay also .-
be possible A Writedownallthe compoundadjectives your
thatcouldbe usedto describe
fromthisactivity
appearanceandcharacter. <
B Writedownten compoundadjectives thatyou particularly
fromthe activity wantto learnandfind :--
hrvocollocating
nounsfor them,e.g.olight-heorted
remork,o lightheortedfilm. <
!:
Acknowledgement -
t-
Thisideawasinspired
bytheword-building games
domino devised andA/ario
byPaulDavis Rinvolucri.

t-

54 t.1
1
>-.
L
L- Compoundadjectivedominoes
L qp

L
a-
4FI
rt---
v
't'
I
I
I

L_ -backed big i
-backed light i -haired big i
+'
I

ti
I I
I I
.J--- - - L - -

J-, .r
-backed dark -headed narrow -handed blue
L
t_
], -/ -handed broad -hearted brown -eyed curly
L-
L'
] -,1 -haired oPen -haired dark -skinned short
L- '-l

L'
L"1
-eyed light -eyed light -faced Iair
L-
t: -eyed lair -haired long -shouldered straight

L
L-__*a
-hearted -hearted -haired
L straight single oPen

L=
l,_'. r
-haired dark -haired dark -haired blue
L
L-
I I I
I I I

-haired broad -handed pig -handed hard

L
L---.-1

L -eyed fair -headed long -headed oPen

L=
L- -,'l

L -skinned hard -hearted short -hearted hard

L-
L-t

L- -minded short -eyed light -shouldered single

r
L-,-l
-headed long
I

-necked long
I

-headed round
L
r
r
E'2
-hearted fair -skinned short -minded round

L -minded big -minded short -headed narrow

L- I

U
L- g
-minded blue -skinned fair -minded long

L
L " i

L-
-;
FromAomesfor Vocobulory
Proctice
by o'Dell & Head@Cambridge Press2OO
University s @EEE@ 55

T
 UNIT 8 ffiww*wz"fuzrsry
WffiffiW'hffi -.

S,Siiiilii-'--'-"Thepeople'sarphab
L

fusve}
Upper-intermediate I usedon the gameboard,i.e.Adjective:
Writeon the boardthe sevencategories oppeoronce,
to advanced Arliartirro'
yu, rhnrr1g[g1',
!, ,ur L etC. CheCk that StudentS UnderStand theSe CategOrieS.
"1"1X9?ffi 2 Pointto the categories to thinkof a word
Askstudents
in turnand nameanyletterof the alphabet.
in thatcategorybeginningwiththatletter.
30-40 minutes
3 Chooseone category, e.g.Verb.how peoplespeok.Askstudentsto suggesta word in that
&kwe category beginning excluding
witheachlefterof the alphabet, X andZ 1

ro practise
in, tunnuun.
,o
describe people's appearance,
character, feelings, qualities,
movement and speech
e/Tet8tria?s
Onesheetfor each group of
four to five students
Onedice for each Woup of four
to five students
:
Main activity ,1
I Dividestudents intogroupso{ fourto five.Civeeachgroupa diceandthe sheet.Eachplayer
needstuvocounters (e.9.coins).
2 Pl a y i nth
g e g a me :
) Stu d e n ts ta k etu rnsto throwthe di ceandmovethei rcounter al ongtheC ameboard.lf t hey
l a n do n a b l a n kspace, pl ayi mmedi atelpasses
y to the next ayer.
pl l f thei rspacehaswor ds,t hey
throwthe diceagainand movetheirothercounteralongthe Letterboard,starting at AB.They
h a v eto n a m es o methi ng w heretheyl andedon the C ameboard,beg innr ng
i n the category <a

Two counters{or equivalent)

for each student
Dictionariesmay be useful
Key v*cahualary
Suggestedhere are words for
the first four lettersof the
alphabetfor each category.You
and your studentswill comeup
with many more possibilities.
Adjective:appearance
aftracttve,big, curvaceous,
dainty
withone of the letterswheretheylandedon the Letterboard.
I l f th e p l a y ecr a n notnamesomethi ng theymi ssa turn.
r Players maynot usea wordmorethanoncein anyone game.
I Onestudentin the grouplistsallthe words,by category, namedby theirgroup.Thrsstudent
alsonotesdownthe categories whichmade
and letters players missa turn.
I Thefirstpersonto reachthe end isthe winner.
<
Variations
. Simplify the gameby allowing students to playin pairs,one pairversusanotherpair,andto usea
dictionary to helpthemfindappropriate words.
o Tomakethe gamemorecompetitive, if a playercannotnamea word,thenthe otherplayers may I

Adjective:character q r r o o e q t A n a n q \ ^ / p r T h e f i r c t n l a v o r to namean appropriate

--oo--, r,-/-, word can move theircounterforuuard
aggr essive, bo ssy,c autious, to th e n e x tb l a n ks cuare.
-<

delighttul
Adjective:how people
sometimesfeel
awkward, bored, cold, o Askstudents whichcategories and letterscausedplayers
to missturns.Findsomeanswersfor <

disErusted
s u c hc o m b i n a ti o wi
n sththew hol ecrass. _:-
Noun:a quality you Iike in o Askstudents to choosea wordtheyusedin the activity. Thenaskthemto acttheirwordfor the <
people _:-
ambttion, bravery, courage, restof the classto guess.
<
delicacy __-
Noun:item of clothing Homework
oprcn, belt, cap, dress
A Writea paragraph
describingsomeoneyou know.Useat leasttwo wordsfromeachcategory
tn
Verb:how peoplemove
the boardgame. <
accelerate,bolt, crawl, dash
B Finda description novel.Write150wordscommenting
of someonefroman English-language on _-:-
Verb:how peoplespeak
apologise, bo ast,complain, how goodthe description
is andwhy.
-l=-
declare

_-

.'-h

<

_=-
56
 The people'salphabetgame

Game board
64 63 62 61 60 59 5B 57
ts 5
Noun
a quality
Adjective
a p p e ar an c e
Verb
h o wp e o p l e
Adjective
how people
Verb
h o wp e o p l e
Noun
i t e mo f
s o m e t i m e sf e e l
END you likein
people
s p e ak move c lo t hi n g

49 50 51 52 53 54 55 56
Adjective Verb Adjective Noun Verb Noun
character h o wp e o p l e appearance a quallty how people i t e mo f
s p e ak y o u l i k ei n move c l o t hi n g
people

4B 47 46 45 44 43 42 41
Verb Noun Noun Adjective Verb Adjective
h o wp e o p l e a quality i t e mo f how people how people c h ar a c t e r
s p e ak c lo t hi n g s o m e t i m e sf e e l
y o u l i k ei n move
peopre

33 34 35 36 37 38 39 40
Verb Adjective Verb Noun Adjective Adjective
how people i t e mo f character
howpeople how people a p p e ar an c e
s o m e t i m e sf e e l c lo t hi n g
move s p e aK

32 31 30 29 2a 27 26 25
Adjective Adjective Noun Verb Adjective Noun
character a p p e ar an c e a quality h o wp e o p l e now peopre i t e mo f
move s o m e t i m e sf e e l c l o t hi n g
y o u l i k ei n
people

17 1B 19 20 21 22 23 24
Adjective Noun N oun Verb Adjective Verb
how people i t e mo f a quality how people appearance how people
s o m e t i m e sf e e l you likein move s p e ak
c l o t hi n g
peopre

16 t5 14 13 12 11 10 9
Verb Adiective Verb Noun Adjective Adjective
how people h o wp e o p l e h o wp e o p l e a quality character
appearance
s o m e t i m efse e l you likein
move s p e ak
people

1 2 3 4 5 6 7 B
Jr1 Adjective Noun Noun Adjective Adjective Verb
a p p e ar a n c e a quality i t e mo f c l o t h i n g character how people h o wp e o p l e
START you likein s o m e t i m e sf e e l s p e ak
peopre

Letter board

_l

FromComeSforVocobu|oryProcttcebyo,DeIl&HeadoCambridgeUniversityPress2OO3@ 5Z
a
 4

Efurkmry.w
UNIT 9 ffimwwwkfukmg J

!Fr lvor m
r r vo rnr tr eq rr r r
35-40 minutes
To practiseidentifYing
everydayobjectseither bY theit
namesor by a descriPtionof
thet use
ForWarm-up,one coPYof the
sheetfor eachstudent
Everydayobjects
3"eve3
J I Dlvidestudents intopairsandgiveeachstudenta copyof the sheet.
2 Askpairsto matchthe descriptions withthe pictures.Checkanswers withthe wholeclassandelicit
Tvm*
the namesof the objects.Writeup anynewvocabulary on the board.
3 Tellstudents theyhaveone minuteto lookat the sheetand rememberas manypictures as
&zffi nnccihloTho' 5ftegldnotwriteanything duringthistime.Afterone minute,studentsturnover
theirsheetsand,in pairs,writedownas manywordsas possrble. Checkanswers andseewhich
paircorrectlyremembered the mostwords.
Note: Youmaywishto bringin realobjectsfor the Warm-up. Forstep3, placeten or moreobjectson
a tablethatallstudents cansee.Allowthem one minuteto memorise beforeyoucover
the objects,
&rTaterials thenhaveto writedownthe objectstheyremember.
themwitha clothor coat.Thestudents _-=
Main activity > :

ForWarm-up(oPtional|, ten or I Civeeachstudenta setof picturecards,cut up. ---

>a:
more everydayobjectsand a
2 Askeachstudentto chooseany 16 of the cardsand laythemout in fourrowsof four in frontof
coat or cloth to coverthem
them.Thecardscanbe in anyorder.Makesureeachstudentalsohasaboutl2 counters, these
Oneset of picture cards,cut uP,
for each studentand for the
canbe coinsor smallpiecesof paper.
teacher 3 Oneby one pickcardsfromyoursetof pictures andgiveshortdescriptions of whateachobjectis a4=

Oneset of 12counters(or usedfor.lf a studenthasa picture

of thatobjectin frontof they
them, put a counteron the picture.
1

equivalent)for each student Thefirststudentto completea vertical, diagonal is the winner.

rowof counters
or horizontal e

+ Y o uc a np l a yth e g a measmanyti mesasyoul i ke.

W*yw*u,afumlary <E
-
alarm clock Variations -1

blanket r--.1

camerQ . Foran easierversionof thisgame,simplynamethe objectsinsteadof describrng them.

comb o w i thonestudentpi cki ng
Pl a yth e g a m ei n g roups, the cards.
anddescri bi ng 1

envelope
hairdryer
key
map intopairs.Students
Dividestudents it to their
taketurnsto picka cardfromtheirsetanddescribe _-.
mirror
partner.
Theirpartnerhasto guessthe nameof the object.
mobilephone
-1
needle and thread
plaster Homework _:-4

postcard <E
A Thinkof sixmoreeveryday of eachone.Bringyourdescriptions
objectsandwritea description to _-
purse
safety pin the nextclassandseeif yourclassmatescanguesswhatthe objectsare. __1

shampoo B Choosesixof the oblectsfromthe sheetandwritea different for eachone.

description _:'.-
sfomp -1
sun cream __:..-
sunglosses
-1
toothbrush
torch
_-
towel
umbrella
watch <l

_:.-
<

<

_1

-:
58 >,J

-='
L-

L-
L-
Everydayobjects
t--
t-

t--
L_
oo
x

t_
L_
\\
It-
i_
t-

I
t-_
!

I
-
l--

i
t-

i
-

--:

--

I a thing that wakesyou up in the morning
: 2 a thing for fasteningthingstogether
3 a thing you put on your skinovera cut
4 a thing you open the door with
5 a thingyou dry your hairwith
: 6 a thing you put on your bed
7 a thing you keep moneyin
8 a thing you cleanyour teeth with
9 a thing you take pictureswith
10 a thingyou dry yourselfwith
11 a thingyou write on holiday
12 a thing you tidy your hairwith
13 a thingyou useto seein the dark
14 somethingyou washyour hairwith
15 a thing you look at yourselfwith
16 a thing you put a letter in
17 a thing you usefor talkingto people
18 a thingyou wearon your wrist
19 a thingyou needwhen it rains
20 somethingyou put on your skinin the sun
21 thingsfor repairingclothes
22 a thing that showsyou where to go
23 a thingyou put on an envelope
24 thingsyou wear overyour eyeswhen it's sunny

FromComesforVocnhtl|arvPrnr^fir^cbyo,De|I&Head@CambridgeUniversityPress2oo3@ 59
 UNIT 9 ffiww*wnfuzwry
tfukw"rym

9 .2!;!"1"-,:
Kim,sgame
H,ewel Warm;up
Intermediate I civea copy il;;;;;, ," ...n ,,ra".,
2
"f of eachobject
Elicita descriptlon Tryto elicitthe wordsfromthe Keyvocabulary
'j'3ffi3* fromthe students.
-^^+i^^ -l+l-^,,^
)cLl,rr,,c,t,ruugfhyour studentsmay come up with additionalpointsof detail.Writeany new
4i,--i,;t"t"r,.t
vocabularyon the board.
t&33??

To practisevocabularyof
everydayobjectsand their
descriptions
ffimtmrimSs
ForWarm-up and Main activity,
one copyof the sheetfor each
student
ForVariation(optional),objects
that approximatelycorrespond
to aboutten of the objectson
the sheet,and a clothor coat
ForFollow-up,one set of cards,
cut up, for each student
Key wmeahwSaryr
baseballcap
blade
blunt
broken
buckle
Main activity
i il il;.i; i; iil;id;".i l.*r,liur"' ..ail ;"il'u"';;';;;
"."'L;;;; il;,;
areon it.Afterone minutecollectthe sheets. _a
2 Dividestudents intopairs. Tellthemto dividea blankpageintotwentysquares, fouracross and
fivedown,andto labelthe columnsA, B, C,D andthe rows| , 2, 3 , 4, 5. _-.-
3 Askpairsto noteon theirgridwhereeachitemwasby writingdownthe nameof the objectand ---.
:nrr rleqrrinfivo p9{g5aboutthe object,e.g.crockedcup witho prctureof roseon if (writtenin _i'
squarelA of theirsheet).Theyshoulddescribe, not draw,the objects.
+ Stopthe students afterfiveminutesandcheckhow manvitemsthevhaveremembered. -:-=
5 Civestudents one pointfor eachitemin the correctplace,e.g.one pointfor cup in the top left-
-
h a n dc o rn e r.
C i v eth eman addi ti onal
poi ntfor eachdetaiof
l descri pti on
thattheyw rote,e. g.an
extrapointfor crockedand anotherextrapointfor witho pictureof o roseon it.
_4"
6 Pairstotaltheirscoresto seewhichpairgotthe bestscore.
Variation
--1.
Bringin as manyobjectsthatcorrespond
to the pictures on the sheetas possible.
lt is not necessary
to -4
- tenwouldbe enough.lt is alsonot necessary
findallthe objects to haveidentical -
objects your
J

buffons crackedcup mighthavea differentpictureon it,for example.

Afterdoingthe Warm-upactivity,
show -e

chewed
yourstudentsyourobjectsandelicithowtheydiffer. Thenplaceyourobjectsin a specific
orderon a _L
chipped -4
circular tableor traythatallthe students
cansee.Askthemto memorise the order.Thencoverthe objects
with
corkscrew a blanketor coatandaskthe students ---1
in pairs, aspreferred,
or individually to writedownwhereand
cover _-L

cracked cup whatthe objects

were.Stopafteraboutfiveminutesandgivepointsas in the Mainactivity
above.
diamondring _>2.
rfvnn-anrorf
u y

dolphin
vqivs
Follow-up .
frame -:--
half-empty
half-tuII 2 Dividestudents intopairsandaskthemto sitbackto backwitha tableor flatsurfacein frontof
_-_1
hlgh-heeled them so thattheycannotseeeachother'scards.
loces
3 TellStudent A to arrangetheircardsin fiverowsin anyordertheylike.StudentB maythenlookat
Iogo -a-
missing the cardsfor ten seconds.AfterthisStudentB mustturnroundandtryto arrange theircardsin
oval exactlythe sameorder.Theymayasktheirpartnerquestions to helpthemwiththe onesthey
padlock and chain
pencil case cannotremember,e.g.Where'sthe chrppedmug?WhenStudentB hasfoundthe correctorder,it
--1.
npnknifp istheirturnto arranRetheircardsfor Student A. -:-
plain
rectangular
rose
Homework _-
rubber
sandal
A writedescriptions
oftheobjectsil; ;;"f fr, int il; il;;;; ;;;;;i ;;il; ;;;;;;i;; -:
_4

"r
e.g.o crockedcup witho pictureof o brrdon it. ln the nextlessonshowyourdescriptron to a
shabby
spors -
partnerwho hasto identify
whatthe differences
arebetweenyourdescriptions
andthe original *:.-
stamped oddressed
prctures.
stem -
srone B Cutout ten pictures andstickthem in rowson a sheetof paperto
of objectsfroma magazine _-
snop makea new Kim'sgamefor yourclassto play.On a separate
sheet,writea briefdescription
of
strrpes I

torn eachobjectin the sameplaceason the sheetyou havemade.Useyoursheetof pictures in _:<

transparent anotherlessonto playKim'sgameagainwitha groupof students.Co throughthe vocabularyfor

zip _-
describing
yourobjectsbeforeyou playthe game.

| ' .: -:1

60, --J
l-_
! Kim's game
!
!
!
!
!
t.
!-
I
.
t-

'#fi[
l-

ffi
:.
L

'H
,V'

!.'
ta'

1 . -o
-Ja

ffi
ryt v

6b \N
\)t

FromComesfor|/prnh,tlnrltDrnrf;.^bYo,Dell&Head@CambridgeUniversityPress2oo3@ 6l
 U N I T9 D e s c r i b i n gt h i n g s

9,3 Namethisthing
Level
Upper-intermediate I D ra wa ta b l ew i thfi vecol umns at thetop of eachcol umn:
headi ngs
andw ri tethefol l ow i ng
to advanced o thingwitho ..., o thrngmodeof ..., o thingwhichis ..., e thingwhichyou ..., o thingwhrch...
Tisme Askstudents to copythe table,leaving enoughroomfor up to ten wordsundereachheading.
2 Saya wordfromthe Keyvocabulary. Elicititsmeaningor demonstrate as necessary.
Thenask
35-45minutes
students to tellyouwhichheadingit belongsunderandwritert in the correctcolumn.
l&3x?? 3 Do the samefor allthe Keyvocabulary, introducing the wordsin randomorder.Spenda coupleof
andpractise
Tounderstand minutesbrainstorming withthe wholeclassobjectsfor the various words,e.g.thingswitha screen,
fordescribing
vocabuiary thingswitha handle,etc.
objects

T#Emtwrxmlw Main activity -"

Onecopyof the sheetfor each
group of three to four students
I Dividestudents intogroupsof threeor fourandgiveeachgroupa copyof the sheet.Makesure
thateachstudenthasa counter, or equivalent.
.j
Onecounter{orequivalent}for 2 P l a y i nth
g eg a m e :
eachstudent I Telleachstudentto placetheircounteron one of the Iettercirclesmarked'start'.
ForHomeworkB, a copyof the
sheetfor eachstudent
r Explain thatthe aim of the gameis to moveacross the boardto reachthe samelettercircle J
K*y w**ahuSarp
ma rk e d ' fi n i s h ' .
I T h efi rs tp l a y ebr e gi nsby choosi ng the hexagonnearestto thei rl etterci rcl eandnami ngan J
A thing wrth a:
button,frame,handle,plug,
objectwhichmatches
cancorrectly
the description.
namean object.
A playermayonlymoveto an adjoining hexagon if they
J
screen
A ihinn merlp nf'
I Players taketurnsto play.Theymaymovein anydirection,
a n o th epr l a y eirsthere.l f a pl ayercannotnamean obj ect,
but maynot moveto a hexagon
theymi ssa turn.
if
I
cloth, glass,Ieather,met\I,
plastic,rubber, wood
I Thefirstplayerto reachthe finishcirclefor theirletterwrns.
3 Monitorandhelpas necessary andstopthe gameafteran appropriate lengthof time. J
A thing which is:
heavy, Iight, prickly, rough, J
-_-q
shtny,smooth, sticky
A thing which you: I Senda studentout of the roomandaskthe classto thinkof an object.Thenbringthe student
J
- -1
pull, push,squeeze,turn
A thing which:
backintothe room.Nowthe studenthasto guesswhatthe objectis by askingdifferent members
J
l
of the classquestions usingthe Keyvocabulary. lf the guesses
student the object,they choosethe
bounces,hum& melfs, rattles,
rings, sprn& feols
nextstudentto go outside. lf the studentcan'tguessafteraskingeverystudentin the classa
q u e s tro n
th, e c l a s sw i ns.
2 Thisactivity canbe playedseveral timeswithdifferent objects

Homework
A Writeten moredescriptions of objectsthatcouldbe usedin a gamelikethis,e.g.o thrngmode
of lycro;o thrngwhichis sltmy.Tryto thinkof as unusualwordsas possible.
B Writean appropriatethingin eachof the spaceson the board.Do notwriteanywordmore
tn a no n c e .

62
 Namethis thing

something something something

with o hondle with a screen with o button

something something
with o plug with a frame
something something something
mode modeof modeof
of leather gfoss wood
something something
modeof modeof
plostic rubber
something something something
mode whichis whichis
of metol heovy rough
something something
modeof whichis
cloth light
something something something
which whichis whichyou
is smooth sticky pull
something something
whichis whichis
shiny prickly
something something
something
whichyou whichyou
whichhums
push turn
something
something
whichyou
whichrings
squeeze
something
something something
which
whichteors whichspins
rott Ies
something
something
which
whichmefts
bounces

FromGomesforVornhtt|nrvPrncficc|yo'De||&Head@CambridgeUniversityPress2oO3@ 63
 -l
>....
I ,t

UNIT l0 Fr3*ndsand r*1a{i*xships ,-rl

-:- 'r

10,1 poems *-*

L*v*A
Elementary I Putan exampleof the kindof poemusedin thisactivity on the board.Usethe examplebelowfor
th e n a meT h o ma so,r createan exampl usi
e ngthe nameof someone youor thecl assknows.
Tixw*
_ a l la n dh a n c s o m e
40-45 minutes
* a p p ys m i l e
T&ZYffi _ ptimistic
To practiselangnrage
for talking _ a k e sm e l a u gh -J
aboutfriends _ lwayshelpful
_ peaksgoodEnglish
j
T&at*xx,mh"x
Onecopyof the sheetfor each -|
student
Onesheetof blank paperfor
eachstudent
2 Don'texplain the format.Helpthe classto workit out.Theyhaveto findthe missing
. h e s es p e lal name.Thenamei sthe l astIi neof the poem.
e a c hl i n e T
firstletterof
f,
may be useful
Dictionaries 3 Askstudents to suggest
e.g.tolkso lot, hos blue eyes,etc.
wordsor phrases
alternative for eachof the leftersrnthe namechosen,
-l
KeSrtr*cafuzx'axY
The foliowing*orJ. and Main activity J
phrasesare usedon the sheet
but studentswili probably I Theyw orkout i ndi vi dualwl yhothethreepoemsar eabout .
C i v ee a c hs tu d e nat c opyof the sheet. J
comeup with many other ways
of describingpeople.
Checkanswers withthe wholeclass.
J
f
Answers I Anito 2Louise SJohn
afraid of nothing
always smiling
2 Dividethe students intopairsandaskthemto completethe otherphrases on the sheet.
bestfriend Clue:theyneedto useeachletterof the alphabet once.SeeKeyvocabulary for the answers.
can singreally well
doesn'tget angry
3 Discuss how someof the phrases
friendly,krnd,helpfulor smtlrng.
couldbe varied,e.g.olwoyscouldbe followedbyhoppy,
J
energetic and enthusiastic
friendly
great to be with
+ Civeeachstudenta pieceof blankpaperandtellthemto writetheirfirstname.atthe inn Thsp
cnller-t the nanersandsiveoneto eachstudent.
J
-4

happy to help you

honest
5 Tell students
IL LV
,

to writea poemlikethe oneson the sheetfor the personwhosenameis on their J

infalli nanf
niarpnf n:ner
r " r - ' ' Theyshouldnot leavethe initialletters
blank.Encourage themto usetheirown
a r( ( u ( ( r y v r r (

interestedin everything p h ra s eassw e l la sth e oneson the sheet.Moni torandhel pasrequi red. =
is always with me
jokes a lot
6 Students givetheirpoemsto the peopletheywroteabout,lf anystudents finishearlierthanthe
J
I
jolly rest,askthemto swappageswitheachotherandwritea newpoem.
kind and friendly
Iovely Variation
Iovesfootball
makesyou feel good I Followsteps1 to 4 above.

l
never lngry 2 Thenaskstudents to writea poemfor the nametheyreceive, leaving
the firstletterblankandthen
never nasty fo l d i n gth eto p o f th e paperoverso the namei s notvi si bl e.
nice and kind
one of tfte best
3 Collectand numberthe sheets, then pinthem up roundthe classroom. Students writea listof the
open-hearted n u mb e rs i n th e i rn o te books.
Theyreadthe poemsandw ri tea nameagai nst eachnumbe whenr
original theyidentrfy who eachpoemis about.
party animal
4 Checkanswers withthe wholeclass.
quick to help you
reods aII the time
sometlmessod
sweet
talks a lot allknow- perhaps
Choosea personthe students a film staror a sportspersonality.
Pairsthenwrrtea
thinks of others poemaboutthatperson.Compare whatpairswrotefor eachletterof the nameandaskthe classto
understandtng
unselfzsltand untidy
choosewhichseemsto be the mostappropriate phrasefor eachletter.ln thiswaytheybuildup a
very good at art new poem,usinglinesthoughtup by different
pairsof students.
wIII always be therefor you
xylophone player
young 0t heart
Homework
zestful A Writea poemaboutyourselfor someoneelsein yourfamily.
B Writea poemaboutsomeoneelsein the classbut providetuuoor threealternative for
suggestions
eachletter.Showthe poemto the studentandaskthemto choosewhichof the linesto use.
6,4
"
 2 3
_fraid of nothing ovefv
t
o ff v

_ ice and kind _ rigfnal _ pen-hearted

_ nterested in everything _ nderstandfng _ onest

_ a l k sa l o t _ ntefligent ever nastv t

- lwaysfu n _ weet

_ nthusiastic

H e r ea r e s o m e p h r a s e st h a t m i g h t h e l py o u w r i t e s o m e p u z z l ep o e m s .

_ a k e sy o u f e e l g o o d _ n s e l f i s ha n d u n t i d y

_ a n s i n g r e al l y w e l l _ oesn'tget cross

_ a p p y t o h e l py o u _ o m e t i m e ss a d

_ a r t ya n i m a l _ oves football

_ e a d sa l l t h et i m e _ reatto be with

_ estfuI _ r i e n dl y

_ ery good at art _ s alwayswith me

_ e s tf r i e n d _ y l o p h o n ep l a y e r

_ e v e ra n g r y _ u i c kt o h e l py o u

_ h i n k so f o t h e r s _ n e r g e t i ca n d e n t h u s i a s t i c

_ i l l a l w a y sb e t h e r ef o r y o u _ i n d a n df r i e n d l y

_ l w a y ss mi l i n g _ okesa lot

ne of the best _ o u n ga t h e a r t

FromGomesfor|/prnh,tlnrtlDrnrf;.^bYo,Del|&Head@CambridgeUniversityPress2oo3@ 65
 )
--i

U N I T l 0 F r i e n d sa n Cr " * ] e t i * n s h i : : s -l.J
!-J

people
10 .2 Interesting _lJ

J
.J
-L-t

L*zs*h
-:-:ermedtate I Showthe classa pictureof a personthatthe classcanallsee'
I
L,.r

2 Askthe classquestions aboutthatperson- name,age,maritalstatus, family,home,job, _^1ll

I
Yzm* l f ther ear e :-,
s , a rsl,i k esanddi sl i kes,
a m b i ti o n fe the cl assto usethei ri magi nati on.
etc.E ncourage
40-45 minutes anvcrrestions on the photocopiable sheetthatyouthinkyourstudents mayhavedifficulty with,
J
ffi"zwb

To practiselanguagefor talking
aboutpeople'slivesand
practise

Main actiuity
thosequestions
too.
J
backgrounds )
IDividestudents intogroupsof fourto six.Civeeachgroupa setof pictures andquestioncards.
Wmt"*wAmkx th e p i ctures
C ro u p s p re a d
facedownon the table.
outfaceup i n frontof them. Theypl acethe questi cardsi n a pile
on
-J
ForWarm-uf. a picture of a
personthat the studentswill all
be ableto see
2 Eachstudenttakesturnsto throwthe dice.lf theythrowa 3, forexample,
a n ds a yw h a tth a tp erson'name
s age,
i s,thei r mari status
tal and w hether
theylookat picture3
theyhaveanychildr en.
J
Oneset of picturesand 3 lf the nextplayerthrowsa differentnumber,theygivethe name,age,maritalstatusandchildren =l
theyrepeatthe
J
questrons, cut uP,for each for the prcture withthatnumber.lf theythrowthe samenumberasthe firstplayer,
group of four to six students theyalso turnover a question
card and answerthat
basicinformation that the player
first gave but
Onedice for each group of four
to six students
ForHomeworkB, a coPYof the
c rre s ti oanb o u tth aperson. t
+ Pl a yc o n ti n u el si k eth rsunti al
Theyl eavethequesti on
l lthe questi ons
cardbesi dethatpi cture.
havebeenused.E achti mea pl ayerw i l lei therbe J
sheet,not cut up, for each
student
givinginformation
-h n ,,t : n rrr ,.o
abouta new pictureor willbe repeating
morei nformati on
d u u u r - c P r L t u l E 3 p l addi ng basedon a new questi The
on,
previously
allthe information
otherstude
given
ntcan
s J
h e l pth e mi f th e yc annotremember previ ousl y
al lthe i nformati on gi ven. :|
W*yw*xafuux\"mwY -4

afraidoI
ambition
Variation J
bestfriend Dividethe students intogroupsof srxor fewer.Eachstudentin the SrouPtakesone of the pictures
characteristic and is the onlypersonto talkaboutthatcharacter. Studentstaketurnsto picka questioncardand
colleagues ruuu rL vur. | | l!y Lr I
w i ththatnumberm ust
rp a di t n rrtT h e vth e nth rowthe di ceandthe personw ho hasthe pi cture
enjoy eachstudentcantaketwo or
answerthe cuestion. Wherethe grouphasonlyfuuoor threestudents,
favourite
happen threenir-trrrps theycanthrowthe diceuntilthe numberthrown
lf therearefourto fivestudents,
item of clothing r n r r e c . n n n d c , l o a s , t rr d e n t ' s n i c t t t r p
neighbours
parent
proudestmoment
regret Askstudents to stayin the samegroups. Tellthemto shufflethe questioncardsand placethem in a
relationshiP
nilcfare dnrnrnStrrdents
rUL! taketurnsto picka cardandaskthe question
UVVvr r, J[L
to the personon theirleft.The
romantic life P[U

'you'ratherthan'they'.
seuet studentshouldrewordthe question to read
spendtime
typically Homework
upser
win a million dollars A Chooseone character thatyourgroupworkedwith.WritewhatthatPersonmightwritein a letter
The activity shouldalso tellingformerschoolfriendswhattheyhavebeendoingslnce
or writeon therrold schoolwebsite,
activatea lot of other leavingschool.Useas muchlanguage as possible.
fromthe activity
vocabularyin this toPicarea. withthe characteryou choseusingsomeof the
B Chooseone of the characters.Writean interview
cuestions
thatwerenot answered duringthe mainactivity.
by thatcharacter

Acknowledgement
forthispamewasinspired
Therdea grven
bya session atIATEFL EFLCames
Home,
2O0lbyAnthea
(www.eflga
mes.com),
Switzerland.

66
l--
! Interestingpeople
!
!
!
t-
I
t-

i:
t-

i:

.x
What's their favourite \\hat's the worst
music and where do they What's their What has been their
greatestambition? thing that has ever
listen to it? happenedto them? proudestmoment?

Where did they spend What exactly is their job What's their relationship How do thry
their last holiday? and how do thev feel like with their feel about their
about it? neighbours? colleagues?
-i------- - --------------
i whot theirbestfrierrdf i
fAlrat.kindof car i Ho\,vdid_tlE,meetand i Wf,at secretdo they i Wt utt tt
do they drive? i ho* do thqr norru
spend i tu* in their livesi i "i,
main resrerr
- i time together?
- Ii - - - - - - - - - - - - - - - - - - - - - - - - l - - - - -
*1,^,1"^ j How.a9 tley Wicaily j uo* did they spend urnn do they tike
oolngt?:r*
mostj i spendtheir weekends?i their last birfhday?
i
j to read?
;
r---- +---- |
I I What'stheirb;rt----1-
what arethey i uow wouldyou describei cha*.a..irii. i wrrat,stheir
most afraidofl i their home? ;;;'rh;";; ""j r"vourite food?
i i
characteristic?

If they won a million

dollars, what would What's their favourite \tVhat do they do when What hnd of parent are
they spend it on? item of clothing? they are upset? they, or would they be?

FromComesfor Vocobulory
Proctrce
by o'Dell & Head@ CambridgeUniversity
press2oO3 67
 L- _:

UNIT lO Wwnwwffir*
ffiffi{X
wwkraEhmmwfuzww ---
l_

-.-.

I0,Wi,Feetinss L*-

- J
l-

\-
Leve}
Upper-intermediate I Askstudents howtheyfeelrndifferent e.g.beforean exam,aftera holiday.
situations, Brainstorm \_
to advanced wordsfor feelingson the board. r-<i

Yixww fromthe Keyvocabulary

2 Tryto elicitas manywordsas possible list. L

40-45 minutes
Main activity L

&kxffi
I Dividestudents intogroupsof fourto five.Civeeachgroupa diceandthe cut-upsheet.(Youcan L

To practisetalking about the
Ianguageof feelings
fu?atsrials
Onecopyof the sheet,cut uP,
for each group of four to five
players
Note: you may wish to remove
somewords which are not
relevantor add your own in the
removesomeof the adjectives fromyourstudents' setsif youfeelthattheyarenot relevant or you
c a na d dy o u ro w n i n the bl anksquares.)E achpl ayeral soneedsa counter,e.g.a cotn. v
2 Students spreadout the wordsfaceup in rowsto makea board.
p u tt hei rcounters
3 In tu rn ,s tu d e n ts anyw hereon thei rboard.Theymustthental kabouta sit uat ion v
whentheyhavefelt or wouldfeelthatway,e.g.I feltthrilledwhenI leorntthot I hod won o pnzein -.1
j-
the poetrycompetitionor l wouldfeel upsetif o friendor o memberof my fomrlylosttheiriob.
+ In turn,students thenthrowthe diceand movetheircounterthe numberof spacesindrcated. They --
ma ym o v ei n a n yd i recti on theyl andon.
but mustthental kaboutthefeel i ng
-:--:
5 lf studentslandon a squarethattheyhavealready talkedabout,a newexamplesituation mustbe -,J

blank squares .F
foundfor thatfeeling.
Onedice for each group of four
to five students 6 Pl a yc o n ti n u eusn ti leachpl ayerhashadei ghtto ten chances thei rfeel i ngs.
to descri be L-:

Onecounter(or equivalent)for
each student Variations -^J

J:--
For Follow-up,for the first . Do not- -cut
- - * ruo
' the sheet. startat anypointtheywishon it and moveroundthe boardin
Students - - J
-
Variationand for HomeworkA, -r^h-k^+i'-r^'der,movingtheircounterstraight
o r P l r o u c r , r L o ru r ( backto onnoyedwhentheygetto upsef.Follow t---

one copyof the sheet,not cut pornts5and6above.

up. for each student L-1:
. Thisvariation gamewiththe samecards:
is a different
K*y w*aafue"a3ary I Choosethe samenumberof cardsastherearestudents in the classandwritethe wordsfrom -1.
t--
SeephotocoPiable
sheet thesecardson the board.Meanwhile, writethe namesof allthe membersof the class
students
opposite on a pieceof paper.
-H
2 Civeeachstudenta card.Students lookat theircardandthengiveit back.
_,J
3 Explainthatstudents aregoingto havea par\ wheretheyshouldspeakandactaccording to l-4:

the feelingon theircard.Assignone studentto be the hostof the party. movearound

Students
: .J
the classroom chatting astheymightat a partybuttryingto showthatthey
to otherstudents l;-{:

are,say,Mr Effrcient
or Ms Clamorous. -1.

4 Whenstudents theyshould
goeswithwhichstudent,
thinkthattheyknowwhichcharacteristic t--

to help
writeit downon theirpaper.Theycanusethe wordson the boardfromthe Warm-up _1,
L-:
tn e m.
5 Stopafterten minutesandcheckwho wasidentifiedcorrectly. --J
l---

-.2.

Askstudentsto writeone of theseadverbs- usuolly,often,sometimes,hordlyever,never- beside ---J

L.r
eachwordon the sheet,dependrng on how oftentheyexperience Theythencompare
thatfeeling.
theiranswerswitha partner, oneswheretheychosea verydifferent
discussing adverb. _1,
L---

Homework t>-^
.J

A Choosesixwordsfromthe sheetthatbestdescribe howyou havefeltduringthe lastweek.Writea

.J

paragraph usingthesewordsto describewhenandwhyyou hadthesefeelings. t>_-F

B Divrdethe adjectives lf youcannotfindan oppositeon the

on the sheetintopairsof opposites, _-J

54.
to makea pair.
sheet,thinkof a newadjective
.1
t---,J
Acknowledgement
forthrsgamewasinspired
Therdea given
bya session atIATEFL
2OO1 Home,
byAnthea EFLCames _.1
'>2
(www.eflgames.com),
Switzerland.
68 'J
 qp
I

upset uncomfortable thrilled tense tender

sensitive shocked shy sick susprcrous

scornful scared satisfied romantic resentful

proud refreshed relaxed relieved reluctant

passionate optimistic numb miserable lonely

homesick impatient indecisive jealous Iethargic

helpless guilty grateful glamorous furious

exhilarated fascinated fed up foolish frustrated

exhausted excited en\10us embarrassed efficient

i
I

disappointed disgusted dissatisfied i dizzv ecstatic

t"
I
I

i
I

confused confident comfortable i brave

I
I
"heerful
I

i
annoyed apprehensive ashamed i astonished bored
I
I

=romComesfor|/prnhttlnntDrnrfirasyo,De||&Head@CambridgeUniversityPress2oo3@ 69
 s
UNIT lI "Tfu*fu,wwzm"m
W*mffirer
:

I Lfi Describing
thebody :--
l-_

_-4.

5--
Y"WzsmE
1.
Flomontrrrr
!rvrrrvrrlsr,t
I Elicitthe Keyvocabularyfor the partsof the bodyandwntethe wordson the board. -r--.:
2 Practise the vocabulary
withstudents to thosepartsof your
by sayingeachwordand pointing
Tiwx* t-
body.Askstudents to standup andcopywhatyou aredoing.Thenporntwithoutspeaking and
35-40 mtnutes
encourage students to saythe word. _-
payingpartrcular
attention
to --
&hxw 3 Practisethe pluralformsof the Keyvocabulary
whereappropriate,
To practisenaming and foot/feet, tooth/teeth andhotr/ho rr. - 1

:-
descrrbingparts of the body
Main activity ?
fu$ateriaSs
I Dividethe classintohnogroups, A and B.Civeeachstudentin groupA a copyof WordsquareA -4
Onecopy of Word squareA for
andeachstudentin groupB a copyof WordsquareB.WipeanyKeyvocabulary fromthe Warm- F
half the studentsin the class
Onecopy of Word squareB for up off the board.
2 Askstudents to workwithanotherpersonin theirgroup.Together theyfindthe l2 wordshidden :-
half the studentsin the class
Onecopyof the body picture usi ngthe cl ues.E achw ordi sthe nameof a partof the body.Moni torand
i n th e i rWo rds q u a r e, .J

and instructionsfor each

ts
checkas necessary.
student 3 Whenstudents havefoundallthe words,regroupthe classso thata studentwithWordsquareA is
-4

ForVariation,one copy of the

ts
pairedwitha studentwithWordsquareB.
sheet,cut up, for eachPairof --J
4 Civeeachstudenta copyof the bodypictureand instructions.Readthroughthe instructions
on ts
students.Youshouldalso cut
the cluesfrom the Word the sheetwiththe wholeclassand checkthattheyunderstand the task.
_/
squares 5 Whenpairshavecompleted checkanswers
theirsheets, withthe wholeclass.
I
Answers --/
I

W*yw**mhwlary 0 7 R lvr +i I
t P + + 0 B D
ankle U E. B B W L ,Ft X \
I
+ R L]
II
(- J $ --t
0rm V U \ R I F U B F J
-!-ll
back M rt t L ,t E U U N I P
-J
chest
A X s, N \ \ fi K T L \ $ T K S h(
chin
e0r
elbow
K
++
P \
0
(\
5 $ L
I WJ
R
E
Y
*
L \
I

T K r
L \ _l
alfa

finger
fr B fi M J T E Y L W P W Y -l
!-I
K N 0 0 N R \ A \ P P
foot (feet)
hair
I Y F E J U 0 W L \ t P B \ K \ E \ .l
-_
L-J

hand
Variation
head
heel Studentsworkin pairs.Onestudentin eachpairhasone of theWordsquares andthe other --J
knee
Ieg
mouth
Thestudentwiththe cluesreadthemone by oneand
hasthe cluesforthatWordsquare.
the studentwrththeWordsquaremustfindthe appropriate wordfor eachclue.Thefirstpair
-_
neck to findthewordsto matchallthe cluesin the Wordscuareisthe winner.Thisshouldthen
nose
shoulder
be repeatedwiththe otherWordsquare, thenlookat the bodysheet.
beforestudents
--J
stomach
toe
rofow:uI .J
tooth (teeth)
waist
Allowstudents wrrtedownas manyof the wordsfor partsof the
one minuteto individually =_
wrist
how manydifferent
wordstheyremembered
Thenin pairstheycomparetheirlistsandcount
bodythattheyrememberfromthe activity.
betweenthem.Findout whichpairwrote
---
downmostwords. =-
r-rt

Homework -l
tl

.J
A Makea newWordsquarewithas manyof the wordsfromthe activity
a n o teo f a l lth e w o rdsyoumanaged i n yoursquare.
to i ncl ude
as possible. Keep
B ri ngi t to the nextcl ass
=-
-J

for anotherstudentor pairof students to findthe wordsin it.

B Findthreemorewordsfor differentpartsof the body.Writecluesfor the wordsand
=_
-l

bringthemto the nextclass. r-a

70 )L-, I

I
.{

Describingthe body

S.
Word square A
- Find these words in squareA:
0 Z R N[ 0 U T H I W . you put your food into this
b-<a
S D E B B W E 0 L R o you have ten on your feet
b-

T V U Y S R E I E I . you wear your watch aroundthis

. you shouldbrush these after meals
0 M R F E E T L A S o you seewith these
M X H N I S H K R T o theseare at the ends of your legs
A K A E P N C G N/I I . you have ten on your hands
. mostpeoplehave this on their head
C H I N E 0 G B S Z o when you are hungry, this makes
H B R M S L J E T E strangenoises
K N 0 0 N R S A R P . this part of your faceis between your
mouth and your neck
I Y F E J U 0 W L S
theseare between your shoulders
and your hands
theseare the back parts of your feet

--------------*

Word square B
Find these words in square B:
P S C H E S T 0 B D you hear with these
V A X A G L E G S R theseare where your armsbend
F U B N F J B C S E theseare at the ends of your arms
you smellthings with this
E U C D N I A 0 P A theseare between your armsand the
Y L A S T K C S W R main part of your body
W J E N E C K Y L S o you use thesefor walking
a this getsbigger if you eat too much
A R Y L K S N T K C a you lie on this when you are in bed
I Y L W P L E 0 W Y o this movesin and out when you
S H 0 U L D E R S P breathe
o theseare in the middle of your legs
T P I B S K S S E E o the collar of your shirt fits round here
o thesejoin your feet to your legs

-'{ FromComesfor|/pr^nhtt|nntPrnrfiresyo,Del|&Head@CambridgeUniversityPress2oo3@ 7l
 F
Describingthe body F
_ 1

t--"

t--
.-.
-
--,
-r--l

sl
--J
.J

:j
J- l
-l
L_J

T
-l
l-J

ll---.I

.J
,.J
-|

.|
bI

-|

-
-|
r-l

J
.f
r-{

.I
-{
J
Instructions - Describing the body
fJ
StudentA:
Reada clue from your Word square. l
StudentB:
Try to name the word.
If you don't know the answer,ask your partnerto tell you.
Then write the correctword in the box.

Taketurns to read your cluesuntil you have filled in all the words on the picture.

72 FromcomesforVocobu|oryProcticebyo'De||&Head@CambridgeUniversityPress2oO3@
I
I
t-
r{

t-
t- UNIT ll *{'Yaw
fuwmmwzfury#"w
LJ
t-
I

I 1,H!!:-'Doct
\--
L..l
t-
I
l-
L-<
tI -
ot,doctor
l-
L-<

t- L*wwZ
l-
E-l Intermediate I Askthe classto brainstorm reasons why someonemightgo to seethe doctor.Makea liston the
tI -
"1"effi?# boardof the problems andsymptoms, focusingon the Keyvocabulary.
l-
2 Askstudents to discussin pairswaysof treatingeachof the problems. Thendiscuss asa whole
t- 45 minutesfor Main activity;
I
t-- you may wish to do the
classthe treatments, eliciting
the Keyvocabulary.
!-=<

tI - Warm-upin a previouslesson 3 Tellstudents to imaginethattheyareat the doctor's surgeryandtryto elicita typicaldialogue

from
t- ;- them.Writeup the keyphrases on the board,e.g.
L... <
d&affi3 Doctor:Coodmornrng.How con l helpyou?
t-
I
l- To practisevocabularyrelated Patient:l'vegot o roshon my orm.
t- to everydayillnesses,their
I
Doctor:How longhoveyou hod it?
t- symptomsand treatments
Patient:Abouttwo dovs.
t-
I
!q#*&^***
svaauwremSg Doctor: l'll giveyou o prescriptionfor some creom.
t-
Stickylabelsfor each student Patient:Thonkyou, Doctor.Coodbye.
t- Askstudents to practise
I
l- OnePatientcard for each the dialoguein pairsandsubstitute healthproblems
different
patient andtreatments.
t-
I
l- OneDoctor'streatmentcard for

t-
eachdoctor Main actiuity
L Onecopyof the Patient
I Dividethe classintotwo equalgroups;one groupof doctorsandone groupof patients.
instructionsfor each patient
l-
I 2 Arrange the classroom so thateachdoctorhasa surgery behinda desk,witha chairin frontof it,
L- Onecopyof the Doctor
instructionsfor each doctor a n dm a k eo n e p a rtof the cl assroom thew ai ti ngroom.
lI -
ForFollow-up,six sticky gold or 3 Civea stickylabelto eachdoctorand eachpatient. Askthemto choosea name,writeit on the
t--
silver stars(or equivalent)for l a b e la, n dw e a ri t asa badge.
l-
I eachpatient + Civeeachpatientone of the Patient cardsandthe Patient andgiveeachdoctora
instructions,
t--
L--
Doctor's treatment cardandthe Doctorinstructions.
t-
I
W*y ww*.ahmtrar5r
l- 5 Co throughthe instructions sheetwiththe wholeclassandcheckthattheyunderstand the task.
Symptoms:
t- be itchy 6 Allowstudents to do the roleplaysandstopthe activity afteran appropriate
time.
I
t- catch a cold
have a cough Variation
t-
t-- have a headache
have a high temperature Forsmallgroups,putthe Patient
cardsfacedownin a pileon the docto/sdesk.Thepatientstudents
t- have a rash
I picka cardwhentheyvisitthe doctor.Alterthe doctorhassuggested the patientgoesto
a treatment,
l-- have a sore throat
anotherdoctorand picksa newcardfromthe pileon the doctoistable.
t- have backache
I
t-_ have insomnia
hTve stomachache
i-.j Ioseweight
put on weight I Civeeachpatientsixstarsto be awardedto the doctorsasfollows:threestarsfor the mosthelpful
t-
I
rub doctor,hrvostarsfor the secondbest,one starfor the thirdbest.
t-_ scratch
!- 2 Students go andstickthe starson the doctors'namebadges. lf you do not havestarstickers,
you
sneeze
It- sprain canwritethe doctors'nameson the boardandwriteup the numberof starsthe students awardto
:l suffer from stress eachdoctor.Askstudents to explain
to the classwhytheyawardedstarsastheydid.
Treatments: 3 Askthe doctorswhichpatients werethe easiest andwhichwerethe mostdifficult to dealwith.
=j antibiotics
bandage
cough mixture
Homework
cream A Writea listof sixcommonmedicalproblems andthe possible treatmentsfor them.
diet
exercise B Makea listof the thingsthatit is usefulto havein a first-aid
cabinetat home,explaining
why each
-
go to hospitalfor some tests th i n gi s u s e fu l .
=,. have an operation
I'lI glve you 0 prescriptionfor ...
injection
=_: painkillers
physiotherapy
=.__j sfftcftes
tob/ets
:--- vitamins
X-ray
--; z3
 Doctor,doctor -

Doctor'streolmenlcord

M edic ines :
O t h e rh e o t m e n t s :

Iob/els B o n d o ge S+i/ches
:-=

9" F;;1p""'a- :-
Creom q,h _==W Diefsheef iil i: *
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Couoh # -
Resf
mixfJtre l: l
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Anfibioticr 6,.rfi\_) Exercise :-- ^
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F]
vtamhs A ^a
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tniection"\% Operofion
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ata;,hal
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42.
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Pornkillers F-
5$cg{ze--
re?? Physrofherapy
\>+:=:* --
k )-

g
Pqtientcords
Q -

!-

--
=-
--
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'm putfing "l've gof o heodoche
on f oo "l've gof an ifchy "l've cut my fingerqnd j -

:-
m u c h w e i g h f. " and my throof issore." rosh on my arm." if 's b/eeding a lot."
--
=-

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-
I
-
,_/
-i
L.-

"l'm fired all " I 've gof terible " l t h i n k/ ' v e s p r o i n e d can't gef lo s/eep </
--J
the fime." bockoc he." my ankle." a f n i g h f. " I
I
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7+ FromcomesforVocobu|oryProcticebyo,De||&HeadoCambridgeUniversityPress2oo3ffi I
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Doctor,doctor
-

-
Potientinstruclions

Y o u o r e n o t f e e l i n gw e l l ,o n d y o u w o n t s o m e m e d i c o l o d v i c e . y o u h o v e h o d b o d
e x p e r i e n c e sw i t h d o c t o r si n t h e p o s t ,s o y o u d e c i d e t o v i s i t h r e e d i f f e r e n td o c t o r st o
- s e e w h o w i l lg i v e y o u t h e b e s t t r e o t m e n t f o r y o u r p r o b l e m .
Y o u s h o u l dw o i t i n t h e w o i t i n g r o o m u n t i lo d o c t o r i s f r e e t o s e e y o u .
-
T h e d o c t o r w i l lo s k y o u :
-
o whot your problem is
o how long you hove hqd the problem
o whqt you think cqused il
Y o u s h o u l do n s w e rt h e q u e s t i o n sw i t h o s m u c h d e t o i l o s p o s s i b l e .

A f t e r e o c h v i s i ty o u s h o u l dr e t u r ni o t h e w o i t i n g r o o m .
W h e n y o u h o v e s e e n t h r e e d i f f e r e n td o c t o r s ,y o u s h o u l dd e c i d e w h i c h i st h e b e s t
-
doctor ond why.
-

- x
Doclorinsfructions

A numberof potientsore woitingto seeyou with differentproblems.

Theywillosk
y o u t o h e l pt h e m .
Thepotientsore woitingin the woitingroom.Whenyou ore free,you shouldcoll o
potientinio yoursurgery.

Askthe potient:
o whol theirproblemis (Whotcon t do for you? Whotseemsfo be the troubte?)
. how long they hqve hod lhe problem(How long hoveyou hod fhis
trouble/problem?)
o whol they thinkcousedit (whot do you think cousedit?)
Listento theironswers
ond thensuggesto treotmentthot willhelpthem.
Youwillfindout loterwhethereoch potientwos sotisfied
withthe odviceyou
govethem.

7romcomesforVocobu|oryProcttcebyo,De|l&Head@CambridgeUniversityPress2oO3M z5
 UNIT ll Tfuwfuwwrem:rz
fur*ffi,a =
--

11,-Siiiii'"
rdiomsofthebody =

X,ew*3
<
Upper-intermediate I Writethesesixpartsof the bodyon the boarCheac' fcce hond,eye,finger,foot andthen write
to advanced o n eo f th e i d i o mso n the board. Trytoel i crtthen:a^' g of the i di omandaskstudents i f they
"3"1sme k n o wa n yo th e ri d i omscontai ni ng any of those :.c' .:' l r of
D arts the body.
intopai rs.
2 D i v i d eth e s tu d e n ts C i veeachparra se::' :rc- cardsanda setof D efi ni ti oncar ds.Ask -=-
40-45 minutes :-:
th e s tu d e n ts to ma tcheachi di omw i thi tsdefi n,trc^
J&AHffiS 3 C h e c ka n s w e rs C ol l ecthe s3:s:' :::C s
w i tht hew hol ecl ass. -
JI
ro introou.; ;;; ;t;;,t;;
idiomswhich includeparts of Main actiuity ,--/
I

I
rhe body
I D i v i d e t h e c l a s s i n t o g r osuipx st ooef i g h t s t u d e--: :^s. ' . : - : r s t a r o u n d a t a b l e a n d g i v e e a c h I
-)
fuTaterimls s. ) ro
' " " ru D
a s e to f l d i o mcardsandD efi ni ti on cards.
I
I
ForWarm-up,one set of Idiom 2 C i v eo n ep e rs o ni n e achgroupa copyof the ans\' .e: s-:-: ,c- l ' aveprepared. Thei di omsshould
cardsand one set of Definition b e n u mb e re dl -3 0 andthe answ erdefi ni ti ons nur-1.' = : ::" espondi nglThi y. sstudent willbe '-
cards,cut up, for eachpair of t h e r e f e r edeu r i n g t hgea m ea n ds h o u l dn o ts l ^ o ' :. -r = - - - = = : : : ' e g r o u p . -)
students
3 A s kg ro u p sto d i v i d ethei rcardsi ntotw o pi l es- i i c-s :^: ::: " rtrons. Theyshoul dpl ac eeach I
Oneset of Idiomcardsand one pilefacedownon the table. -/
I

set of Definitioncards,cut up
and combined,for each group + T e l sl tu d e n ts to ta k et urnsto pi ckup onecardfron-tne ' .-) :' = ach prl e.Tow i n poi ntsthe st udent I
of six to eight students hasto tryto do the following two things:
Onecopyof the sheet,not cut a ) F o ro n e p o i n t,g i vethe partof the bodyi n the Lcro-:ra: -atchesthedefi ni ti on cardth ey I
up, for each group of six to
_)
p i c k e dF. o ra n a d di ti onal
poi nt,correctlgrve y the' .' .-c,ec om thatmatches the defi nit ion. -l
eight students.The idioms
b ) F o ro n ep o i n t,e xpl aithe n meani ng of the i dror"c.' d p c< eC . I
I
shouldbe numbered1-30 and
the definitionfor each idiom l f a s tu d e nits l u c k ye noughto pi cka matchi ng i dror-a' c defi ni ti on, theygetfourpoi nts.
I
shouldbe numbered
T r-^" ^ { ^ " ^ ^' ^ ' ;* th
I I IC IEICICC VVILI
h e numbered answ ersheetreco' :s:he sco' esforthegroup.Y oumaywant I
-1
correspondingly. to writethe keypointsof the scoringsystemon the boardto helpstudents.
I
Dictionariesmay be useful 5 Whencardshavebeenused,theyarereturned to the bottomof the pile.lf the setof cardshas
I
I

beencompletely workedthrough,bothpilesareshuffledbeforecontinuing the game. I

${eyvmeahadary I
6 Thestudentwiththe highestscorewhenyoL-, stopthe gameis the winner. I

See photocopiable sheet

II
opposite
Variation -J
-)
I
S tu d e n ts i .e.a mi xedpi l eof i di omsand
w o rki n g ro u p sof si xto ei ghtw i thoneprl eof cards, I
definitions. Onestudentin the grouphasthe numberedanswersheet.Students taketurnsto pickone
II
card.lf it is a definition cardandtheycangivethe correctpartof the bodyfromthe idiom,theywrn -)
o n e p o i n t.T h e yw i n a n extrapoi nti f theycangi vethew hol ei di om.l f i t i s an i di omcardandtheycan II
givethe correctdefinition, theywin one pornt. -/

-)
I
II
i n topai rsandgi veeachpai rone l di omcard.
I D i v i d es tu d e n ts I

2 Askthemto thinkof a situation howthatidiommightbe used.

to presentto the class,illustrating
II
Forexample, if a pairhasput o brovefoceon ir,theymight givethe classthe following
situation: -/
-1
Annewos veryupsetwhen shelost herjob. However,shedidn't wont her dod to reolisehow II
worriedshewos,so when he oskedobout it, shesotdthot she wossure shewouldeosilyget _)
onotherjob ond thot she'dneverreollylikedthe oldjob.
I
3 Pairspresent theirsituations to the classandthe classhactn oneqqthe r-op1"s6{ idiom. -J
hJ

I
Homework -a
4

II
A Lookup the wordsorm,bock,hoir,heort,leg,neck,nosein a gooddictionary. Makea noteof one _/
-l
interesting
idiombasedon eachof thesewords.
II
Doy,usingas manyas possibleof the rdiomsfrom the
B Writea storywith the titleAn Extroordinory -J
-/
activity.

+l
J
z6 )
I
 Idioms of the body

Idiom cards
na
X

say something I i
grve someone keep an eye on have a finger in
off the top of in.tt ott a brave face ! put your foot in it
I
a hand something every pie
your head : l

I I

put your head i try to keep a let something

i have time on start off on the
turn a blind eye slip through
on the btock i straight face yo,tt hands wrong foot
I
I
i your fingers
I
I I

need eyes in
keep your head save face have a free hand stand on your
the back of cross your fingers
own feet
your head

do something
live from hand be up to your eyes have your finger
standing on pull a face get itchy feet
to mouth in something on the pulse
your head

'1

I
I
I
bury your head come face to face have your pull the wool over put your finger I
I

in the sand with someone I put your foot down

hands full someone'seyes on something I
I
I
I
I

Definition cards

say the first ty not to show watch to make be involved in sa1'thewrong

thing that you that you are help someone sure if something many different thing and feel
think of unhappy is safe activities embarrassed

take a big risk i

n{rich may i do your best not have too little pretend not to make a bad start
miss an
rl
damage your i to smile or laugh to do when meeting
see something opportunity
position someonenew
i

protect yourself be ableto need to be hope that be independent

stay calm and
from being make your o\\Tl watching in all everything will and not rely on
in control
embarrassed decisions directions work out well other people

do something know all the

very easily, show dislike have very little want to travel or
latest news
without needing or disgust be very busy to move on to
money to live on and what is
to think about it something new
happening

pretend that suddenlymeet see exactly

deliberately
somethingisn't someoneby what the problem assertyour
be very busy mislead
happening chance is, or what the authority
someone
answer is

FromComesfor|/nrnhttlnrllDrnrfir^$yo'De|l&Head@CambridgeUniversityPress2oo3@ 77
 L<

tzwTsw
UNIT 12 fuwzw&wffi L<
I

_ a

!2'l Mysteryeveningout
L-

-<
L-

hevetr
Elementary I Writeon the boardthe ten categories people,
i.e.Adjectivedescnfung
from the Ker''.'ocabulary, lr<

'3"39$3# LeisureoctiviU,etc.
2 Askstudents to suggestwordsthatfit eachcategor]ard rvritethemon the board.
3O-35 minutes

js"3gffi Main activity

To practisetalking about an
evening out in an entertaining
way
ftvtateriaSs
I Civeeachstudenta Mystery wordssheet.Askther- t: ::-rlete it individually withanywordsthey
c rannudml 6breerssp e c t i v e l y .
l i k e . M a k e s u r e t h e y w r i t e a c o m p l e t e q u e s t i o n a ^ c - ^ s . ' , e : fl 5
g
Monitorandcheckas necessary.
2 Civeeachstudenta Mystery eveningout sheetanc .s( :-e- to rvritethe wordstheyput in the 4

o d d n u mb e rs(1,3 , 5, etc.)of thei rMystery w orC ss^e:: -:o ti e appropri ate sP aces i n their
Onecopy of the sheet,cut uP,
for each student M y s te ry g utsheet.Makesurestudents
e v e n i no i ookc.' e' - ' , 3ti ne numbers because nu m ber s
I a n d l 0 a rere p e ated i n the storyi ntenti onal l y .}
W*gw*uahextrary i n t opai rsandaskthemto exchange
3 D i v l d es tu d e n ts the'
' ." ,
eveni ng
s:en,' Thent ell
out sheets.
AdjectivesdescribingPeoPIe th e mto w ri teth e i re ven-numbered w ordsi n the re* a .r" g l c\.es(2 4, 6, etc.).
e.g. beautifuI.clever,taII,thin + In p a i rss, tu d e n tstaketurnsto readeachotherthe stor,c- ::e s.eettheyhave.P ai rs discuss
Leisureactivities whichof theirtwo stories theythoughtwasthe betiero^e
e.g.jogging. PlaYingthe guitar,
swimming
Noun
e.g. bicycle,hat, horse Eachpairreadsthe betterof theirhruostoriesout to the reslof the classTheclassthenvoteson the
Adjectivesdescribinga film beststory.
e.g. exciting, funnY, interesting
Food Homework
e.g. apple, chiPs,rice
Drink i n cl ass.
A R e d ra ftthseto ry y oucreated buttryandmaketherestoft he
K eepthesan' epeopl e,
e.g. mllk, orangeiuice, water storymorerealrstic.
Question B Writea paragraph abouta realeveningout.
e.g.Do youloveme? What's
your name?
Answer
e.g.Black, without sugor./t's
holf posf sx.
Verbsin pasttense
e.g. danced,ran, swam, talked
Adjectivesdescriblnghow You
can feel
e.g. bored.cold,haPPY
Oddnumber
e . g .1 . 3 ,5
Evennumber lE-
e . g .2 , 4 , 6

r--

L-

\--

r.--

\--

<
f.-

78
L
 Mysteryeveningout

Mysterywords
The nameof a man (someonethe classknows,e.g.a filmstaror a memberof the class)'.
1
Twoadjectivesthat can be usedto describea person:
-
23
Twoleisureactivities: 4 5
A number: 6
A noun'. 7
- describinga film: 8
Twoadjectives I
The nameof a woman(someonethe classknows,e.g.a filmstaror a memberof the class)'.
10
- describinga person:
Twomoreadjectives
- 11 12
A typeof food: 13
-
A t y p eo f d r i n k : 14
- A question: 15
An answer: 16
A placewhereyou can go in yoursparetime'.17
- Twothingsyou did lastweekend(withverbsin the pasttense):
18 19
An adjectivedescribinghow you can feel: 20

I
FromComesforVocobu|oryProcttcebyo,De||&Head@CambridgeUniversityPress2oo3@ z9
I
 _-
UNIT 12 L*zwwrffiEzrw.* 1

!2.2 pictureyourfreetime =-l --d

T"*qrg.A
-lI
r--J

intermediate I A s ks l u d e n ts
w h a tth eyl i kedoi ngi n thei rl ei sure
ti me.Fncorrrapethemto produce someo f t he Ir-{

"a'xffiffi Keyvocabulary.
2 C h e c ka n yi te m so f Keyvocabul ary thatyouthi nkthe cl assmaynotknowA . skquesti ons
for som e
-J
L -

30-35 minutes
itemsthatyouwantto check,e.g Whotdo you hold rn yourhond whenyouploy tennis?(tennis
racket). Alternatively, drawsimplepictures on the boardto elicrtotherrtems,e.g.dice,golfclub,
.l
fE={
&xwb
Torevisethe vocabularyof
beochboll,bottleopener.
J
leisureactivities

Mwtwwzmh*
Main activity J
Onecopyof the sheet,cut up
and put in an envelope
I D i v i d eth e c l a s si n toteamsof threeor fourstudents
nanerTellthe teamsto writethe headin
(uur
andgi veeachteamsomebl ankshee t sof
s Ct tesse(l
WorCson one sheet.Theothersheetswill be
y yt
J
J'l
rvrr lr ru rrJ tv vvt ttL Lt tL lILUUlt t6 vuLJJLw

Somebiank sheetsof paperfor

eachteamof threeto four
players
ForFoilow-up,one copy of the
sheet,not cut up, for each
student
ForHomeworksA and B, one
copyof the sheet,not cut up,
for each student
usedfor drawingpictures. Placethe envelope of prcture
cardson a deskat the front.
2 P l a y i nth
g eg a m e :
I O n ep e rs o nfro me achteamcomesto the deskat thefrontandprcks a card.Theyl ookat t he
!-.-{
cardandthenreturnit to the envelope.
I T h es tu d e ngt o e sbackto thei rteamandi ndi cates by hoi di ngup theappropri atenumberof .|
r--a
fingershow manywordswerewrittenon theircard.Thestudentthendrawstheirown picture
to represent whatwason the card.Theothermembersof the teamhaveto guessthe word(s) .|
L---
fro mth e d ra w i n g.
yesor no respectively.
Thearti stmaynotspeakandmayonl ynodor shakethei rheadto i ndicat e
J
\-l

K*y w*wafuaalarSr
People
discjockey, goalkeeper,
Wmnast, mountaineer,referee,
snookerplayer,
Activities
to dive, to go clubbing, to high
jump. to kick, to paint, to play
sguosir. to play the violin, to
score o goal, to skate,to
sunbathe,to window-shop
Things
baseb aII bat, bi.noculars,
bowling alley, camcorder,
cftessboard,comicbook,
computergame, diary, dice,
exercisebike, goggles.golf
club,headphones,helmet,
horror film, inline skates,
mountain bike, murder mystery
book, orchestra,road map,
sorellitedish,skateboard,
speakers,sunglosses,
swimmingpool, swimming
trunks, tennis racket, tent
I Whenthe teamguesses whatwaswrittenon the card,the artistwritesit downon the
.|
CuessedWordssheet,whileanothermemberof the teampicksanothercardfromthe --{
e n v e l o p el f.th e ypi cka cardthatthei rteamal ready
membersof the teamtaketurnsto be the artist.
has,theychooseanother one.A l lthe J
-{
I l f a fte ro n e mi n u t ethe groupdoesnotguessthew ord,thestudent tel l sthem. J
) Playthe gameuntileachstudenthashadat leasthruoturnsat beingthe artist.
I Thewinningteamisthe onewhichhaswrittendownthe largest numberof guessed words. l
Variation
Withsmallerclasses
thisactivity
canbe playedasa wholeclass. takeit in turnsto picka card
Students
f
+
fromthe envelope.
Theythendrawthe itemon the boardandthe otherstudents guesswhatis beinp
drawn.Thefirstpersonto guessthe drawingcorrectly
getsone point.
Civeeachstudenta copyof the sheet,not cut up.Askthemto putthe wordsin groupsrnanyway
th a ts e e m sl o g i c ato
l th e m .Thenaskthemto compare
andexpl aithei
n rgroupi ngs
to otherstudent s.
Homework
A Writea paragraphaboutyourown leisureactivities
usingas manyof the wordsfromthe sheetas
p o s s rD re .
B Choosefivewordsor expressionsfromthe sheetandwritedownthreecollocations for eachof
them,e g fo borrow/buy/useo tennisrocket.

80
 Pictureyour free time
nn

:*:9
E

F ffi
-'t'
u/ @@ \= v"
basebaflbat binoculars bowling alley camcorder chessboard

computer game
----::i:P"-f i -----r
diary dice scjockey

,
,,,
exercisebike to go clubbing goggles

J2
V
seif:lvl-: r----
gvmnast i
r----
headphones
-----T i helmet

O,r*- 4'
/il\
\-{3
*&0,
horror film to kick mountain bike mountaineer murder mystery
-i

*:i

-
to play the viofin referee

-Y

/o

road map in-line skates to score a goal

skateboard
i. -::9-"f:-ql"-v-::
-i :q_":fl_ sunglasses

-- @& X4\.

swimmingtrunks tennisracket to window-shop

Fromcomesfor|/prnhttlnnlDrnrfirasyo,Del|&Head@CambridgeUniversityPress2oo3@ 8r
 t"zrmr*
UNIT 12 T"mzmwrffi <l

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[2.S canyoudo anyconjuringtricks?

L-

_-

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-J
L*w*&
Upper-intermediate I Elicitthe lersure fromthe sheetandwritethemon the board.Alternatively,
activities youcould
.l
-t--J
to advanced
'E'zxffi*
dictatethemto students.
2 Askstudents in one of the following
to writedowneachof the activities categories:
-J
>{

40-45 minutes
Outdooroctivittes, lndoorpostimes,Artsond crofts. J
f=g

the activitresandaskthemto justifyany

J
3 As a wholeclass, comparehow students classified
iTkK{t choices thatweredifferent fromthe suggestionsbelorv.
To practisetalking about leisure
activities
Outdoor activities
Rrrnocc-irrmnino
Indoor pastimes
Cardgames
Arts and crafts
Cookery
J
Wd\mtwrxaks Canoeing
J""'r,"c)
C onj uri ng K nrttrng -l
Onecopyof the sheetfor each Cardening Pool P , a i n r , n o( r n r a t e r r ^ n lrnr sr n r n i l s , )
' o \ v ' v \ v '

student
ForHomeworkB, a copyof the
Colf
H a n g -g l i d i n g
S al sa
danci ng
\A/ohnaoe dpc,ion
P hotography
a musi cal
P l ayi ng i nstrument
=l
=

sheetfor eachstudent
Kite{lying Pottery !-{

W*y w**aTxzxTmry In -l i n e
s k a ti n g
S k . a t e h n . ar i i n o
.I
r-a
See photocopiable sheet
opposite Skiing J
-l

-J
Main activity {
I
2
C i v ee a c hs tu d e nat copyof the sheetandaskthemto compl ete
i n togroupsof threeto four.A skrhemto compare
D i v i d es tu d e n ts
i t i ndi vi dual l y.
howtheyfi l l edi n thei rsheet s
J
a n dte l le a c ho th e raboutanyexperi ences theyhavehaddoi ngtheseacti vi ti es, expl ai ning why
f
th e yw o u l do r w o u ldnotl i keto trythem(agai n)
3 T h es tu d e n ts w h o h aveputti cksrnthethi rdcol umnshoul dexpl aiw
wouldgivestudentsin theirgroupwho wantto learnaboutthatactivity.
n hatteachi ng t hey
advi c e f
Variation
S tu d e n ts
w o rki n p a i rsandfi l li n the sheets eachotherquesti ons
foreachotherby aski ng ab outwhich
of the activities theyhavetriedandwhichtheywouldliketo try,etc.Encourage students justto tick
not
the boxesbutto explain
the reasons
for theiranswers.

Askstudents to mingleandfindtv'roor threepeoplewho havesomeof the sametrcksin the

rnttl,lvnrt fanrhSOmeOne
/ v u
e/SeZ
COlumn.
( L U r , , - In thesenewgroupS,
StudentsShouldChOOSe jUStone of
the artirritiec
thov,re goodat.lf possible, areworkingon different
makesurethatgroupS activities.
E a c hg ro u ps h o u l dc o m pose
a fl yerencouragi ng
someone or do a cl assin it .lf
to takeup theacti vi ty
th e rei sti me n i nrroth efl yersaroundthe cl assroom andaskstudents to readthemandvoteon t he
mostpersuasive
flyer.

Homework
A Write150-200 wordsexplaining whichof theseactivities youwouldbe mostinterested in
g o re )a b o utandw hrchyouw oul dl eastl i keto l earn(more)about.
l e a rn i n(m
thecl assandaskthemquesti ons
B F i n ds o m e o n eo u tsi de thesheetaboutl eisur e
to compl ete
activities. lf necessary askthemfor the information you needin yourfirstlanguage. Thenwrite
I50 -200 wordsexplaining whatyou learntaboutthatperson.Describe whatexperiences they
havehadandexplain whytheywouldliketo learnmoreaboutthe activities of theircholce.

82
 \

Canyou do any conjuringtricks?

IlWrich ol these ... have you tried? ,.. would you tike ... could you teach
leisure activities .,, to learn (more| someone else?
aboutif

o o o
(/ Canoeinq )
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
FromComesfor\/prnh,tlnrttDrnrf;.abYo,De||&HeadoCambridgeUniversityPress2oo3@
 J
L--J

UNIT 13 ffiffizzwm%z"*m _l
>-l

_l
I3,I Myfirstschool ).-..J

I
lr-J

-l
Flementanr
L*wr.3.
I Askstudents to describe the classroomtheyarein.Writeup a listof keyclassroom objectsor
f
l---l

Tzzvx*
furniture on the board. J
40-45 minutes
2 A s kth e mi f th e i rfi rs ts choolcl assroom
3 Dividethe classintotu'rohalves,
w asl i kethi sone.D i scuss si mi l ari ti and
es di fferen ces.
A and B.Civea copvof TextA to eachstudentin halfA, anda _l
to practise tu
#4^hTffi copyof TextB to eachstudentin halfB.Tellther to readthetextwithanotherstudentfromtheir
h a l fo f th e c l a s sa n dcheckthattheyunderstand i t ' , o- i or andhel pas necessary. f
"r.ui"t"ru
describingwhat you remember
aboutyour first school Main activity f
ffi&mte.xsmhw I Stickan enlarged
a n o th ew
copyof TextA to one wallof the class'ocr--
r a l l .F o rl a rg er
andan enlarged
you mayw i shto ha' .' *e:' : :crreson thew al l .
cl asses
copyof TextB to
_l
>--J
0"" ."pV i.", n to,nutftn,
"t
studentsin the class
2 Divide
meqs,enotrr
g ro u pA i n top a i rsanddi vi degroupB i ntoparrs.e :-e pai rsthatoneof themi sthe
andthe otheristhescribe(orwriter).
_l
Onecopy of TextB for half the
studentsin the class frontof them.Explain thatthe messenger
Thesc'ibEs-c-ld havea copyof theirowntexttn
hasto run tc :^: .'.: a'3 Look atthe othergroup's text,i.e. :l
Oneenlargedcopyeachof
TextsA and B for the classroom
wall; you may need more 3
anA studentgoesto lookatTextB andviceversa.
paper.
Explain thattherearea numberof differences
The': esse-q3rs rot allowed to havea penor

beh''ee^tr-: :.',: :exts,but do not sayhow many.

f
copresfor largerclasses rt' ^ * ^ --^ ^ ^l B ^E r- h a sto readthe othertexton the' " ,ale^c
il rE lilE))Et i -3-:r' se anythi ng w hi chseemst o be :
ForVariation,one copyof TextA --e
different to theirtext,thengo backandtellthe scribe. s:r i: :otesthisdifference on theirtext.
for eachpair of studentsand -r-l-^ * ^^- ^ ^ ^^ - ^e\: :
severalenlargedcopiesof TextB , rtrr rs ))E ,,g ., th e nr eturnsto thew al landmernorsas:-: c fference,
etc.unti they
l t hink b--J

Stickytape or drawing pins

+
theyhavefoundallthe differences.
Wh e na l lth e p a i rsh a vefi ni shed, tel ltheA pai rsto frnCc 3 2arr. Together theycheckto seehow
_l
Wwyw*xafuzxhawg manydifferences theyfound.
:
art, board, book, break, canteen, 5 C h e c ka n s w e rs w i ththew hol ecl assandseew hi chpa' fo,nd the l argest numberof di ffer ences.
cla.ssroom, clock, corridor, desk, Theactualnumberof differences is I 9. (Theans\\'ers ai'e, nderthe Keyvocabulary.) :
fast, first floor, fond of,
frightene d of, geography, Variation :
ground floor, headteacher,
history. kfnd. lesson,mop, Dividestudents intopairsandaskthem allto lookat
--text
,q !\/hentheyhavereadit,stickseveral *i
music,packed lunch,pencil, e n l a rp ecdo n i e so f T e x B
t on thew al l .l n thei rnarrsstr,der-ctaketrrrnsto so andl ookatTextB and I

L-/
picture,reading, row, share,
reportanydiiferences to theirpartner. Theynotethe d,ffererces on theircopyof TextA.Thefirstpair
slow, strict,teacher,writing
Answers
is the r,vinner
to findand notedownallthe differences *l
>,1

strict/kind I
I

frightened/fond F
fircf /nrnttnrl
r l r U v l / l v q : t g
Writethe following
questions on the board. aa
thirty/tvventy !-

front/back How old wereyou whenyou stortedschool?Whotdo you rememberoboutyour ftrstdoy ot school?
door/board Whowosyour fovouriteteocher?Whotwosyour fovouritelesson?Wheredid you sit,ond who did
slow/fast you sitnextto?Drdyou eot lunchot schoolor drdyou go home?Whotis yourbestond worst
F
reading/vwittng
hnnk/nonril<
memorvof thotschool? )1
l-
vvv'v
l,v'rv..v

h alf-h our/ f ifteen - minute A s ks tu d e n ts

to ta l ka b o u these
t questi ons
i n pai rsor smalS
l roups.
10.30/11o'clock =
art/music Homework
brought a packed lunch/had -1

Iunch in the schoolclnteen A Writesomesentencesaboutyourfirstschool,usingthe questionsfromthe Follow-up. fr-

geography/history B Findsomeoneoutsideof the classandaskthemthe questions fromthe Follow-up.

lf necessary
smiled/Iaughed askthemthe questions
in yourfirstlanguage.
Thenwritedowntheiranswers in English. =
boring/difficult -4
maps/pictures \-
listenedto cassettes/ Acknowledgement
watched vtdeos T h e i d e a 'ot h
f e m e s s e n g e r a n d t h e s c r i b e ' c o m e s f r o mt haantancatm
i vei D
tiyntocft o t rboynP a uDl a v i s a n d
MarioRinvolucri (Cambridge University Press lgBB).
-=
places/people
\-

=
84
-:4
 My first school

Text A
I reme-mbe'rna fusb schooLvery wdl. -fhe herdtza,rh?x w&s qu.ea M r J e n n ^ g t .
He wo's a- s*inL man o,nd.ey?x!.onew&s y?,rg(rt4hLeneAof hcm. Mg d.assroom
wo,s on
the fixst flaor, a& the end-of a. tangcnrriA.or. lL had. LhAL! d,zsks tf, rois,
and, I so,L
tn the konL roN. 'fhe.re -fhe
wl.s a- d,ocka,boveLhe daor. d,ock w*s ilNxus sLow,so
we ney?xknenrwha*,LLmetL wos.
We beganthe dny wU*t o- reaA)ng Lesson.Somet)mes| (nrgoLtn brtngnngbookto
schooL,
so I sho,reAw'ulhmg net"ghbour
. We haj_ a haL{_hour brenk0t, 10.3O, and, Lhenwe
ild' a.rLunLil.ttnchilme. I usud.t4 broughLo, pa,*eA lunch.
Mg favouri*n txnrhex truasMrs Rose. She qme tn the *(tes.noonso,nd.
Lo,t,,ghL
us
gengraphg.She sntled- a I'obo,nd.hex Lessonsw?xe nev?.rbortng. She showed-
us bLs
ol naPs and" we sometimeslLstnn?ALo cnsseLlx.sa,bouLtntsesttng ptnrns
. I L,oved,
mg
$xsL schooL.

-x
Text B
I remembex nA fixsL schooLve,ry wd,J-.-fhe herdtx.0\rh?xwa.squeA Mr Jenn^gr.
He wo's a" ktnd" man and eY?x1oneNes vwA {nnd, of htm Mg d,o,ssroom
w&s on
the ground {lnor, o,Llhe end, of o, tangcnrriA.or. lL h6t" tnent4 desks
i.n rorus, Md I saL
'n the bl(k roN. -fhexe -lhe
w&s a- d'ocko,bovethe boa,rd-. chck wa.s aLw%sto,sL, so
we ney?xknew whorL,
Line tL wws.
We bEan the d'oq wi*h a- wriktngI'e.sson.Sometimes| {orgobLo brtngmg penals
Lo schooL,
so I shwreA wi'th my nd4hbour. We hat" a fi,ftenn-mtnuix, brenk 6L
11 o'd,ock, and-then we
di'd-musir unLil'luncht)ne. I usuoJ.l4htd" .;,.;lnch
tn the schooLcnal*.en.
Mg favouri*n t*n'chexwas Mrs Rose. She cnmetn the a{*x,rnoonsa,nd-
LaughLus
hLsLorg.She l"a,ughed"
a- I'oLand' het Le,ssons
w?xe ney?xM$attt,. She showeAus LoLs
of pinLuresand. we someLimeswo'.kheAv;l"ens obouLrntxxesLtngpenpLe.
I toveAmg
fitsL schooL.

FromComesfor vocobuloryProcticeby o'Dell & Head@ CambridgeUniversrty

press2oo3 85
 _-

=the
best
UNIT 13 ffi&wffimT:k*w =
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I 3 *2 ffit?lT"il?fl? :l
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Intermedtate I Writethe headin g Secondory schoolon the board.Checkthatstudentsunderstand whichschool
:l
}-.
'g'3Hga# y e a rsb e l o n gto th e s e condary
vocabulary.
D o a qui ckbrai nstorm
l evelof educati on. of topi c-rel ated
J
40-4Sminutes thatthe students in
did not suggest
2 Writeon the boardanyof the wordsfromthe Keyvocalulary
the brainstorm. Askstudents to define them. =
i&hzw

To aid recognitionof
Main activity J
vocabularyitemsrelatedto
experiences at secondary
school,and providesPeaking
J
practice 2
3
C i v ee a c hg ro u pa c opyof the sheet,a di ceanda se:t' :t.-^:-rs.
g e g a me :
Pl a y i nth >J
:l
fu?aterlais
Onecopyof the sheetfor each
r Strrdentsnlacetheircountersonthestartsquarea-c:-'c."..hedice.Thestudentwiththe
highestscorebegins.
:l
=_
group of three to four students r Stu d e n ts ta k etu rnsto throwthe di ceandmovetherr::-' :e' s ai ongthe board.
Onedice for eachgroupof l l f th e s tu d e nlta n dson a topi csquare, e.g.schoolc," :' : :: = -:e
three to four students
l e s s o n sth, e yh a v eto speakfor one mi nuteaboutrhat:c: : l :^er-members of :
Onecounter(or equivalent)for - s : - }-J
t h eg r o u pa r ea l l o w etdo a s k t h es t u d e nqt u e s t i o nCs, - r s::ne
each student
I l f th e s tu d e nlta n d son another square, theyshoul C fc; :,' , :^= :structtons. :l
Wmgw*uafuzxkwvy r Thefirststudentto reachthe finishisthe winner
:
break ttme LJ
clossmote Variation
detention _)
l f s tu d e n ts
l a n do n a to p i csquare,
theynomi nate son-eo^e erse-,the groupto tal kon thatto pic.
headteacher
T h e ym a yn o tn o mi n a te the student ^
w ho w asthe l asrD e' sc :r sD eaK
schoolbully =
teacher'spet
timetable =
to be picked for the schoolteam
to break up for the holidaYs Students taketurnsto tellthe restof the classsomethngrhattheylearntduringthe activity
about
:
to get a place at university
to play trulnt
a n o th em
r embeo r f th e i rgroup. .--l
tu rcnm your library books _-l
to win a schoolPrize
Homework
Schoolsubjects A WriteI 00 - I 50 wordsaboutMy best(or worst)expenence
ot school. __
e.g.Art, Langaagelessons, LH I
B Write100-l50 wordsaboutA teocherwhornfluenced me o lot.
Music,PE,Science _)
Verbsrelating to exams
e.g. do badly in, do weII in, fatl,
pas& reuisefor, take
:-l L.-a

_-
+]
b.<r

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t+
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 \

Secondaryschool:the bestdaysof your life?

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 F-
UNIT 13 ffi&w*mtzr*w* -<l
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, .,.,.i,
{
Irl rffi,
I {,
Successfullearning
".',';",i,.'{' ;!r-

:-

%*v*k 5-
<l
Upper-intermediate I Dividestudents intopairs.Askstudents to thrnkof something thattheylearntsuccessfully, e.g.a
!-
to advanced n e wl a n g u a goer a computer programme, andof somethrng el sethattheytri edto l earn,
b utwit h
'9"3I?3* lesssuccess. Civepairsa few minutesto tellthe r storresto theirpartner. -
2 Askpairsto feedback to the wholeclassand write ul keyvocabulary
an',' on the board. l
40-45 minutes I!--:l

;;
iLvvw Main actiuity -)
To practisevocabularyto I C i v ee a c hs tu d e nat copyof the sheet.C heckthai ::e,-i derstandal lthevocabul ary.
describepersonallearning
styles
2 As kth e mto c o mp l ete the sheeti ndi vi dualE nccur' :E,-e:
l y.
s D a c eisn e a c hl i s t.Ci vethema ti mel l mi tforthi s.
. to addthei row n i deasi n the blank
-_
.

h4atmriaSs 3 D i v i d eth e c l a s si n togroupsof threeto fourstude.ts '

' ^.' qrcups,students compare a nd -_
}'.J

Onecopyof the sheetfor each

student
Onesheetof paPerfor each
d i s c u sth
s e i ra n s w ers,
+ Afte ra n a p p ro p ri ate
successful study.
gi vi ngreasonsforthei rchoi ces.
ti me,tel lthe groupsto w ri tea s: :' ' ' .: : ecesof keyadvi ce for =l
group of three to four students

X{eywmcahaa}aryr Variation :
Aftercompleting the sheetsindividually,
students C.3 3'rtner abouthowtheycompleted
interr.'e!',
Seephotocopiable
opposite
Page
theirsheet.Aftertheyhaveinterviewedas manypeope as lcss ; e s::dentsdecidewho theywould :l
studymostsuccessfully with,
:
b-J

:l
I anddi vi deth: -.-:erts ;rto pai rs.
D i s p l a y thlei s tsa ro undthecl assroom A skthepai rstocir culat e
a ro u n dth e c l a s s ro omandreadeachl i st. :
2 Pairsthenvoteon whichlistwasthe bestandexpiain ',',hl'
:

Homework :
A Write200 -25Owordson How l leornbest,usr-rg fromthe activity.
vocabulary
:
B Write200 -250 wordsexplaining you madeand
the choices whattheyrevealaboutyourpersonality
:

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 Successfullearning

How do you learn best?

T i c ka m a x i m u mo f t h r e eo p t i o n st o c o m p l e t ee a c ho f t h e s e n t e n c e s .
l f y o u d o n ' t a g r e ew i t h t h e o p t i o n sp r o v i d e dy, o u c a n w r i t e y o u r o w n .

L-l supportive
L-l creative I timemanagement
I fun to be with T r e v i e w i n gm y l e a r n i n gr e g u l a r l y
I truthful T w r i t i n gd e t a i l e dn o t e s
L-l opinionated l s e t t i n gm y s e l fo b j e c t i v e as n d d e a d l i n e s
I serious-minded T c o l l a b o r a t i nwgi t h o t h e rl e a r n e r s
I s i m i l a rt o m e T u s i n ga v a r i e t yo f m a t e r i a l as n d
I d i f f e r e n tf r o m m e t e c h n i c arle s o u r c e s
T l i s t e n i n tgo r e l a x i n gm u s i c
n t a k i n gr e g u l a b r reaks

I authoritarian
I easy-gorng
Ll well-dressed T I s w i t c ho f f a n d l o s em y p l a c e
tr knowledgeable tr I g e t u n c o m f o r t a b l ea n d s t a r tt o f i d g e t
I caflng T I getdistracted b y o t h e rp e o p l e
! unpredictable tr I s u d d e n l yu n d e r s t a n d s o m e t h i n gt h a t
! well-organised l ' d b e e n p u z z l i n go v e r f o r a g e s
Ll fair T I w i s h t h e l e s s o nd i d n ' th a v et o f i n i s h
so soon
q

T I p r e f e rt o l i s t e nt o t h e t e a c h e rt h a n
I
c o n t r i b u t em y s e l f
I m y m i n dg o e sb l a n kw h e n aske d
- a question

t L_J rSSpaCTOUS
LJ h a sf l e x i b l es e a t i n g
Ll h a s a c a r p e t e df l o o r
I
t

I h a sn a t u r a l i g h t
I
I h a ss t a t e - o f - t h e - aer tq u i p m e n t
! h a sa c o s ya t m o s p h e r e I l e a r na l o t f r o m o t h e r s
i

L--l has a good view I h a v em o r ef u n

rl
L - - l i s v e r y s i m p l yf u r n i s h e d L--l l i k e h a v i n ga t a s k i n c o m m o n
anddecorated I feel more motivated
t Ll g e t d i s t r a c t e df r o m t h e l e a r n i n gt a s k
! g e t i m p a t i e nw t ith people
L--l rely on other people
L - - l d o m i n a t et h e g r o u p
i
i

i
FromComesforVocobu|oryProcticebyo'De|l&Head@CambridgeUniversityPress2oO3@ 89
g
 _-
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>J
UNIT 14 ryi''nr* r*K,,r.,,rmff"*{k
wrffiT"hffi
-_)
>d/

!4. I who,whereandwh at? L-ra

_-
LJ

E*w*A
:l
Flomontarrr
I D ra wo n th e b o a rdo r showstudents a pi cture
of someone j ob,
dorngan easi l yi denti fi abl e e. g.a :
.H

30-35 minutes
"A"Affi& cookor a firefighter.
2 Askstudents
Askstudents to identifythe job
Wheredoeshe/shework?(kitchenor restaurant for the cook;firestationfor the J
-J
firefighter). AskstudentsWhotdoeshe/sheuse?(food l.,nrves, saucepans, etc.for the cook;fire
i\1TA3 engine,ladder, etc.for the firefighter).
Topractlsebasicjob and
workplacevocabulary
3 T e a c ha n yw o rd sfro mthe K eyvocabul ary
d ra w i n th
g e m.
thar' .r, :e ^= .. ro 1' ourcl assby mi mi ngor :l
ffimtwzm\m .
Main actiuity
Oneset of pictures,cut up and
put rn an envelope,for each 1 D i v i d es tu d e n ts
i n topai rsandaskthe pai rsto drar'r-'
. e3 rt,;l rrs w i ththe headi ngs
:l
pair of students Who,Where,Whot.
=
ForVariation,one set of 2 C i v ee a c hp a i ra n e n vel ope cut-upp..-' es -,s<st,dentsto sortthepi ctures
contai ni ngthe int o
pictures,cut up, for each te n s e tso f th re eWh : o(thew orker); W here(w here:-:, . . :' l : .' ,' hat (w hattheyuse). =
student 3 Whenthe pairshavesortedallthe cardsintosetso{ i^'3= :s( .^e:'-to writethe wordsdownin
ForVariation,approximately2O '':-
t h ea p p r o p r i act oe l u m n se,. g n. u r s eh, o s p i t at h
l ,e r n: - z ' . = ' . - ' a r d h e l pa sn e c e s s a r y . :
counters(or equivalent)for
4 Wh e na l lth e p a i rsh avefi ni shed, check through the' .rc.C :.c
: g re pai rsa markfor eachpict ur e
eachstudent
ForHomeworkB, one copyof
c o rre c tlnya me da n dcategori sed. :
the sheet,not cut up. for each
student Variation :

W*y w**mfuwkawy T h i sma ya l s ob e u s e da sa Fol l ow -upafterdoi ngtf' e V a ^ .c . :..

:
U s eth e c a rd sto p l a yBi n go.
cashier, supermarket, tilI
I C i v ea s e to f c a rd sa n dapproxi matel 2O y counters to -.achstudent. Thecountersmaybe coinsor
denflst,dental surgery,drill :
farmer, field, tractor s ma l pl i e c e so f p a p er.
Tel each
l student to take25 prcti res fromthe envel ope
andarrange t hem
hairdresser,hair salon,scissors faceup in fiverowsof five. :
nurse, hosp ital, thermometer 2 C a lo l u tth ew o rd sfromthe K eyvocabul ary i n randonorder.If youcal louta w ordfor a pi ct ur e
police officer,police stotion,
th a ta s tu d e nht a si n frontof them,theymayputa counter on thatcard. :
walkie-talkie
3 T h efi rs st tu d e nto t c ompl etea verti caldragonal
, ' B i nso'
receptionist,hotel. computer or ho' i :o-rtal
rowoI counters
shouts andis
teacher, classroom,board th e w i n n e r. :
slrop ossistont,shop,clothes
hanger :
waiter, restaurTnt,plc.tes
Placea n e n v e l o poef p i ctures
at thefrontof the cl assroom. taketurnsto pi cka pi ctu r fer om
S tudents =
the envelopeandthe restof the classhaveto dentifywhattheyhavechosenby askingyes/no
nrrectinncp o /c i, ,i job?Do you workoutdoors? Do you useo computerT,
eIc.Withstrongerclasses :
>--J
y o uc a nte l ls tu d e n ts
to th i nkof otheri obsw hi charenoton thecards.
_l
LEAJ
Homework
A Writea paragraphaboutyourfamilyor friendsdescribrng whatjobstheydo andwheretheyworr<,
:l
*i
e.g.My motheris o dentist.Shework<rn n denfnlq,ttrnp^/in thc fntrunr enfye.My fotheris on )
!-<
engineer.He worksin a foctory.
B Writesentencesusingallthe wordsillustrated
on the sheetandaddone moreitemwhicheach :.J L-<
Personmightusein theirjob,e.g A nurseworksin o hospitol.Sheuseso thermometerond o
wotch. _-
--
_)
--
-'
I--<

___1
--
-
L.r

90
=a
 Who, where and what?
ao
x
-

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FromComesforVocobu|oryProcttcebyo,Del|&Head@CambridgeUniversityPress2OO3@ 9l
a:
 _l
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>J
UNIT 14 Wfum
w*wkffiwffwmwW"
>.J

myjob
!4 lffitili;tGuess _)
L..J

_l
L-J

_)
H"-mwe}
Intermediate I Tellthe classthatyou havea secretsecondlob rvhichtheyhaveto guessby askingyouyes/no
=
"3"3Xle# q u e s ti o nC oneof thej obsfromthe photocopi abl
s .h o o s e page.
e
:
2 Brainstorm the kindof questions they mightask,e.g Do you workoutdoors?
ls it monuolwork?
ri-no;t;;;;
;" 3
Are you welLpoH?Do you needo degreeor quc,,frc::ro. to do thisjob?
Students tryto guessyourjob by askingyes/noquestons Puta markon the boardfor each
:j
i&s313
t" Or".,tr",n" t"t*"g, ,iiri,
and their characteristics
^ " n c ri nI n+
9UEJLIUT
h ' + " 2 1a.1
L rr O L y \

Theseareyourtotalpoints.
W henstudents
n sw er. j ob,countup the markson the boar d.
haveguessec:he :l
scr-: ,f the Keyvocabulary
you maywantto pre-teacr
Note: Withweakerclasses theywillnot know.
rugatsJiaas .

Onecopy of the sheet,cut uP

and put in an envelope
Main activity :l
I Placethe envelope of cardsat the frontof the classrco-.-\sKa studentto comeand picka card
ForVariation,sticky tape =
fro mth e e n v e l o paendmemori se w hati s on tt.l f the' ,ere-ns-reaboutthej ob chosent hey
, m ay
ForFollow-upand HomeworkB,
:l
a
one copy of the sheet,not cut c h e c kw i thy o uo r a d i cti onarybutshoul dmakesure:-.r ::-er students do notseeor hearwhat
up. for each student th el o b i s .
2 Theotherstudents thenaskyes/noquestions to dete'r-'^ c ,',^ai thatstudent's
job is.
Key wmcabaxlary j ob questi ons
3 T e l th
l e s tu d e nwt i ththe cardto keepa noteof tne " ,--be' of Theywin one
asked.
See photocopiable Page pointfor eachcuestionasked. :
opposite
+ T h ep e rs o nw h o e v e ntualguesses
ly thej ob getsthreepo -:s anc rs' ext to pi cka card.l f one
c trr/e not rp c c p fu
s r therj obscorrectlthat
y, studentge:stt.E eooi -tsagai nbut nomi nates a :
different studentto choosea cardnext.
:
5 C o n ti n uth ti meor unti lal lthecardshavebeenused.
e e g a m ef or an appropri ate

:
Variation
Thismayalsobe usedasa Follow-up afterdoingthe ir,'lain
activrty. :
I Civeeachstudenta job cardanda pieceof stickl, tape.Tellthemto sticktheircardon another
student's backand makesurethatthe studentdoesnot knowwhatthe cardis. :
2 S tu d e n ts th e nm o v earoundthe cl assroom askrng eachotheryes/noquesti ons i n ordert o
j
d i s c o v ethr e i r o b .T hestudent theyaskthe questi onto l ooksat the cardon thei rbackandgives =
fho :nnrnnri:ta
'"" "rr 3i15yysr. Encourage themto askdifferent questions to as manydifferentstudents
a sp o s s i b l e . :
3 T h eg a mec o n ti n u es unti al
l lthe studentshavei denti fi edthei rj obs.
=
Follow-up :
;i;;;; il";; ; .";;;iil 'n".i.."i ;;;;; ^ili;;' tomark jobs
therive wourd
they most =i
liketo do witha tickandthe fivejobstheywouldleastliketo do witha cross.
Theythencompare -J
.H
whattheymarkedwithtuuoor threeotherstudents andexplain whytheywouldor wouldnot like
_)
to do the jobstheymarked.lf thereistime,checkwiththe wholeclasswhichwerethe mostand *':
l e a spt o p u l ajro b s . _)
-t-J
Homework --1

A Chooseanyjob fromthe activity andwritea paragraphaboutwhyyouwouldor wouldnot liketo

-ts
=4
d o th a tj o b . \-
B Divideyourpageintothreecolumnswiththe followingheadings:lob, Coodpoints,Bodpoints.
:-
chnncpton inh5fromthe photocopiable sheetandwritethem downin the firstcolumn,Then -5d
writedownone goodpointandone badpointfor eachjob you chose,e.g.
_1
occountont/ eorn o lot of money/ workcon be boring LZ

:-
L_z

,,,92
E
2)-
- Guessmy job
oo
x

ballet travel
cook accountant builder architect
_- dancer agent

:
conductor
lawyer physicist gardener (of an p o p s i n g e r politician
orchestra)

English
interpreter car airline
surgeon magrcran l a n gu a g e
mechanic pilot
teacher

weather investment
vet carpenter baker butcher
forecaster banker

chat show estate

astronomer model iournalist plumber
host agent

painter
and king or
lorry driver removal prison
- queen clown
decorator man warder
-
I

fortune- web computer

poet sculptor tour guide
- teller designer programmer

-tt r - -

dress ptzza
film critic
stunt ski
-
designer person anaesthetist delivery
instructor
person

93
1FromComesforVocobu|oryProcticebyo,Del|&HeadoCambridpe[jniversitvPress2oo3@
 _l
>-J

UNIT 14 ''Tfum
v,#ffi'tr"TtT
r*ff,"r,amwvw. I
,>--J

_l
f4"s Dangerous jobs
andstressful
L.J

_l
\---{
:l
LJ
X.*w*k
_l
f
upper-intermediate IA s ks tu d e n ts to w ri t edow n(a) the mostdangerous 1obtheycanthi nkol and(b) the mo st
to advanced job
stressful theycanthinkof.
"a"3.whw 2 D i v i d eth e s tu d e n tisntogroupsof threeto fo-r a^d askthemto compare thej obstheysuggest ed.

40-45 minutes
A s kth e mto d e c i d ew hatmakesa j ob parti cul ar' ,
3a^gerous or stressful . :j
&AYTL Main activity :l
To practiselangmageof jobs
and talking aboutlobs
I
Civeeachgroupof threeto fourstudents
2
Ex p l a rn
th a tth e yh a vepi ctures of 24 j obs
a setof ..'cs.
rel atrng .r : )-' ,:' .' aboutthe mostdangerous a nd :J
ffimt*rAm\w
c tre c c ftrl
thatbelongs
i n h ci " th e U S AThe
. pi ctures can
to bothof the firsttwo categories.
be d' r,
C = : -._ :-.= ecategori es; there i s one p ict ur e
:l
>-J
Oneset of cards,cut up, for
each group of three to four
I n i n ej o b st h a tU Si n s u r a n cceo m p a n i el iss ta st i - . - : ) : : a - g e r o u s
I n i n ej o b st h a tU Si n s u r a n cceo m p a n r el iss ta st h e- : s . s . ' : s s i u l
_l
students
Dictionariesmay be useful ) sevenjobsthatareon neitherthe mostdange'-o.- - ^ -' :- e r oststressf ul list :l
See photocopiable page
3 T e l sl tu d e n tsth a tth eyhaveaboutten mi nutes
W*y wwwmk"*zzlar-y F n c o rrra ptheee ro uDto
+ A fte rte n mi n u te w
s di scrrss
s ri tethe answ ers
the reasons
to C t,.c= :-:' :.r.s rntothethreecatego r ies.
for:" e ' :^ --::;
on the boardancq .: :::- _q,oup a markfor eachj ob which
f
opposite
theyput in the correctcategory. =
Answers
D,rnoerntrc
""''ct"'
inhc- fireftghter, CreW membefSOfOtrCrCt. )CC.S..C^,5,t,,:nneller, OtlOrgOSfig WOfker, f
demolition controctor,
Strpccfrrl
steeplejock,
inh<- nir trcffi6controller,
miner, diver, o sbeslas.'.a,<='
ostronout, frrefighte, -c,,tt', i'uotrcnol FootbollLeogueployer, f
nsfennnfh , / nolir^e nffirer
rv,wv v , - , rnr-inn cnr drit, V e f , S U f g e A P
Nloithorlict - ii ',1no g6ygfiot,ombossodor,ormy geierc . c^, :-r,'Cer, ltfeguord,lumberjock
Juvyvl

BothIists- frrefighter
f
5 A s kg ro u p sto ra n ke achof thej obsi n thetrn,o categor es dangerous
l obsandstressfulj obsin =
o rd e ro n eto n i n e b
, egi nni ng
at onew i ththe mosrcangerous j ob.
or moststressful
6 C h e c ka n dd i s c u sasnsw ers Tei students
w i ththew hol ecl ass. l to aw ardthemsel vesone p ointf or :
everyjob theyput in the correctpositron. Thetean-rviththe highestscorewrns.
Answers =
Most dangerous
I asbestos worker 5 firefighter
Most stressful
1 firefighter G nnlira afiiror f
2 c re wme mb e rs
of
aircraft/boats/trains
3 demolitioncontractor
6
7
B
mi ner
oil or gasrigworker
2 raci ngcardri ver
3 astronaut
4 surgeon
/
, . l

u)LUUPOT-r l

B airtraffic
controller
f
steeplejack
4 diver 9 tunnel l er 5 N ati onal
Footbal l q rn2\/nr :
r'" / ''
I A20t tF nt2\/Fr

:
Variation
Instead askgroupsto notedownat leastone reasonwhy eachjob
of doingstep5 in the Mainactivity, =
is particularly
dangerous Civegroupsone pointfor eachgoodreasonsuggested.
or stressful. They
:
maynot givethe samereasonfor morethanonejob.
:

thejobsthatwereon neitherlistandconsider :
Askstudents to discuss
eachcouldbe.Then,if appropriate, askthemto discuss
howdangerous
howdangerous
or stressful
theyconsider
or stressful their
-J
l-J

j o b o r th ej o b so f th e i rfrrends to be.
andrel ati ves l--.

Homeworlr _l L-J

A Writea paragraph
explaining
aboutonejob fromthe dangerous
whytheyaredangerous or stressful.
category
andonefromthe stressful
category _-
--J l'-J

B Writea job advertfor one of the jobsfromthe activi\.Theadvertshouldindicate whatkindof

|_4
q u a l i fi c a ti oenxsp, eri ence thej ob appl i cants
andqual i ti es shoul dhave.
94
;)
 Dangerousand stressfuljobs
oo
--_ x

--

-_
acrobat air traffic controller ambassadon army general

-_
crew membersof
-
.- asbestos worker childminden aircr aft/ boatsltra in s
-._

-
> -

- dlT_"li'r
:l ::Ti1"'_"r_
- diver firefighter
ll_ds_"_
-
:__:
-
*_=
-
-
-
H-

lifeguard lumberjack mayor mtnen

!--j

b-_
E-t

b--

:
-
:!

- National Football
H'

Leagueplayer oil or gas rig worken osteopath police officer

--
-j

b--
-j

b--
*4

>,.1

--
-,{
racing car driver steeplejack surgeon tunneller
t arf

'5
b-
FromGomesforVocobu|oryProcticebyo,Del|&HeadoCambridgeUniversityPress2oo3W 95
 -l
UNIT 15 ffiffi"mwzffiW
ffiffiffirifu{sryWzmu# f
--{
_I
I5 .fiiii'-"--
Bringandbuysale f
=

F
u rl ov m
rro
r vnrfrrrrqr rr J
ilewe3
I Dividestudents intopairsandgiveeachparra setof cut-upprcture cards.Checkthattheyknow J
Yirs?e
the wordsfor eachof the itemsandwritethe wordson the board. J
40-45 minutes
2 Pretend thatyouwantto buyan itemfroma studentin the class.
thentryto buyit for a muchcheaperprice.
Askthem how muchit is,but
f
To practisetalking aboutthings
}\Affi 3 Writeup the followingkeysentences
I wont somethingcheoper.
on the board
f
you want to buy and sell, and
what things cost
It'snot worth10.
l'll give you 5 for it. f
Tffimtw,';Lnhs
It's worthmuch more thon thot.
l'lltoke it.
_I
r{
ForWarm-up,one set of picture
cards,cut up, for eachpair of
It'so deol.
-J
students
OneYou'dlike to buy... cardfor
each student
It'snot whot l'm lookrngfor.
It's too expensive- | con't offord it.
It's verygood quolity.
f
.-..{
Enoughcut-up picture cardsto As ks tu d e n ts w how oul dbe morel i kel yi o .se :3.- sei tence- the buyeror theseller .
to i d e nti fy _l
r-r{
allow each studentto have four C o l l e c t t h e n i r - t r l r ec a r d s .
pictures.Make surethat there
are approximatelythe same Main activity
I
h-l

numberof copiesof each

picture. I n e i d e ao f a b rrngandbuysal e:thi si s a sai e\.1,rer:
E x p l a ith e' .:n/orebri ngs
somethi ngto sellas J
r.*{

Kmywmmahwlmry
w e l la s l o o k i n g fo rthi ngs
to buy.C i veeachstudento-e
c a rd sl.f y o uh a v eg i vena studenta pi cture
Y ci c ,< ei o buycard andfourpi ct ur e
cardrvhch s c" e cf the i temson therrY ou' dl iket o
I
r-rl

afford, buy, cheapt,expensive, h r r r r r a r dv , q . r n r : nt h o n i r f r r r o f a r e A i l l o r a n t n i r t r t r c e a ' l

Jvvur urrruru,'.
good quality, seII,worth
r'-.r'
.|
2 P l a y i nth
g eg a m e : .-J

alarm clock
bicycle
r T e l sl tu d e n ts
th a tt hei rai mi sto sel las man,v aspossi blto
of i herroD j ects
b u ya s m a n yo f the thi ngson thei rl i stforthe bestpr ce.E xpl aithat
e otherstude ntand
s
n al lthe i temsaresecond-
J
bookcase
briefcase h a n da n dth o u g hsomeareol derthanothers, theyareal lw orthapproxi matel the
y same.
calculator r
=
th a tt heyeachhave50 ro spera b,r thattneymayal sospendanymon eyt hey
T e l sl tu d e n ts
camero
CDplayer
receive fromsellingitems. J
.--l
I
J
chessset C i v es tu d e n tsa b outl 5 mi nutes to movearoundthecl assroom tryi ngto buyandsel lth eir
gaitar i te msE . n c o u ra ge
studentsto tal kto as n" anypeopl easpossi blien orderto getthe bestpr ice.
Iamp
moblle (phone)
personal stereo
r lf a studentbuysan item,theytakethatprcture
h o w mu c hth e ys p endandrecei ve
of the item.Students
for eachi temtheysel l .
shouldkeepa noteof
I
ld

I Afteryou havestoppedthe activrty, tellstudents to countup theirscores. Allowstudents hr'ro

rucksack .|
suifcose pointsfor everyitemthathasbeensoldandhrvopointsfor everyitemthathasbeenbought. r.d

surfuoard
tennis racket
Alsoallowstudents
wouldhavel0 extrapoints).
one extrapointfor every5 theystillhave(e.g.if theystillhave50 they I
r4l

numbersand prices
Variation J
r--l

workin pairsandfirsthaveto agreeon whatpricestheywantto sellor buythingsfor.

Students J
r--l

J
r-a
Students tellthe restof the class:
price;how muchmoneytheyhaveleft.
whattheyboughtandat whatprice;whattheysoldandat what
J
r-l

Asa w h o l ec l a s sd e c i d ewhi chstudentdl d besti n the bri ngandbuysal e.

J
Homework
Besideeachitemwritein wordshow muchit cost.
A Writea Iistof ten thingsyou boughtrecently.
f
r-a

B Whatcountries haveyouvisitedor do you knowabout?Whatis cheapandwhatis expensive I

there,compared to yourown country?
Writea shortparagraph.
=
96
 Bring and buy sale

,/W
-

w
g M .54

oo

You'd like to buy You'd like to buy You'd like to buy You'd like to buy
a bicycle,a GD a camera,a a suitcase, a an alarm clock,
playenand a guitar and a tennis racket and a bookcaseand
chess set. briefcase. a CD player. a camera.

;;Jiik;;il; You'd like to buy You'd like to buy You'd like to

a CD player, a guitar, a a tennis racket, buy a bookcase,
a personalstereo nucksackand a surfboard and a lampand
a n da l a m p . a surf board. a bicycle. a rucksack.
I
I

t;;;iik;;;;; You'd like to buy You'd like to buy Y;';];ilro buy

a personal stereo, a rucksack, a a surfboard, a a table lamp,
a m o b i l ep h o n e calculator and a briefcase and a a chess set and
and a bookcase. tennis racket. m o b i l ep h o n e . a calculator.

You'd like to buy You'd like to buy You'd like to buy You'd like to
a m o b i l ep h o n e , a calculator, a briefcase,an buy a chess set,
a camera and a suitcase alarm clock a suitcase and a
an alarm clock. and a bicycle. and a guitar. personal stereo.

FromComesforVocobu|oryProcticebyo'De|l&Head@CambridgeUniversityPress2oo3@
9Z
 =
UNIT l5'rt:ffi.*"ra{.*r/'e,w"#"
ri"rz.ffiT;,;}Wnr,aqg I

15 ,,H'icrossword
conversations =

T**qs*1
Intermediate I D i v i d eth e c l a s si n topai rsandgi veeachparrdr erre ,oD econtai nrnB a setof di al ogue
strips.
"AZYffi# 2 Askstudents to matchthe firstpartof eachdialogL-,.', th the secondpart.Thencheckanswers -
withthe class. ----
40-45 minutes
3 T h e na s ks tu d e n ts al lthe i temsof vocab-l :' .' i thedi al ogues
t o i denti fy rel ati ng
to mon eyand
s h o p p i n gE.x p l a rn
--
iLam a nyneww ordsandcheckthais:.-:= -.sL' l nderstand the meani ngs. The ncollect
To practiserecognising
th e d i a l o g usetri p s .
vocabularyused in dialogues . V a ri a ti oonn W a rm-uo:
aboutmoneyand shopping, F o ra m o rec h a l l e n g i ng Warm-up gi veeachpai ra she= :- : r.' . -= :rl ' ,,thesecondhal fof eac h -
and defining words
d i a l o g u eAs
. ks tu d e n ts to w ri tea sui tablfiersthal ffor ea:- t^:
Wmt"*xzaSm
ForWarm-up,one set of
Main activity
dialoguecards,cut up and put I l n th e i rp a i rsg i v eo n estudent a copyof C rossw otc - .^: : ..' .-- otherstudenta copyo f
in an envelope.for eachpair of
C ro s s w o rd B .T h e ys houl dnotl ookat each.other s ci ::s.' t' . :: =
students
2 E x p l a i n t h a t b o t h c r o s s w o r d s h a v e v o c a b u l a r y f r o r ' . . - : :C: 'n. 'C. .r-o, .s: s, w o r d At ah lel
Onecopyof Crosswords A and 1

B for eachpair of students d o w nw o r d sa r em i s s i n g a ,n do n C r o s s w o B

r da l l r = a , ' : r : . . - ' : : . ' e m i s s i n g .
3 T e lthl e s tu d e n ts th a tthei rtaski sto gi veeachotl .' : .-:: ' -' ..:- :r the mi ssi ng w ordso n t her r
W*y w*u,mfuaakmry p a rtn e r'csro s s w ord. S tudents taketurnsto sa1a --- ):' = ' - : .-: Ij r partner for a cl ue. =
bargain + W h e ns tu d e n ts h a vecompl eted thei rcross\\' orcs :' ... -.. :-::,.:^ei r answ ers w i thoneanot her . <
btll 5 l f s tu d e n ts askthemto tryto remeob:::-: :' g ^. : 3 cguesw hereeachw o r d
fi n i s he arl y,
browse
a p p e a re d .
cosft =
change
counrcr Variations
credit card
discount
I D i v i d eth e c l a s si n totw o hal ves.C i vecopresof C rossw ordA to one hal fof the cl ass,
andgive
fare copiesof Crossword B to the otherhalf. =
fiftinn rnnm 2 Thestudents workwitha partnerfromtheirown halfof the classandtogether theywritecluesfor
invesf -
the wordsin therrcrossword. Bothstudents needto writedownthe setof clues.
arrorrhnrrto
3 Students thenexchange therrsetof clueswitha studentfromthe otherhalfof the class. -
overdrawn
pensron T h e n i,n d i v i d u a lthl y,eytryto compl ete the crossw ord i he rl rresthevrecei ved.
l rsi no t-

rcceipt I
refund foIIow-up -l
sonngs Iccount I
-d
<noninl nffar Choosea wordfromthe crossword and makestudents askyouyes/noquestions to tryandworkout r-J
subscription whichwordyou arethinkingof,e g. ls it o wordfor o sum of money?ls it o nounTts it o preceof I
I
I
till
poper?Afterdemonstrating
the activity, studentstakert in turnsto do the samein parrs. r-/
worth

Homework
-l
i-l

A Wri tea d i a l o g uth

e a tmi ghttakepl acei n a shopusi ngsomeof the l anguage
practi sed
i n t he -J
r-l
activity.
B Writea setof cluesfor the 1Bwordsin the crossword.
-l
r-/

_l
-il

.-l
.J
t-l

..J
I
.J
l-{

98 ) I
L
L
l-J

L-
r-.I Crosswordconversations
L
t-={ Y V
x
L
l--{

L-
:'
Ll

l- Were those shoes ex?ensive? --!il Not at all. Ther' \\'ere a reC b.u'gain.

L
r-{
Are lou going to buy that new coat? --#
a'
I can't. Mv account is alre'ird\'()\'cfcha\\1.

L.
t---{
Do rou rvant to pay by credit card? **--*-: No, I'11pay cash.

L *-*-"@; I

\'!hen is 1'ourfather retiring? t J

Next vear. He's looking fonurt'tl tr' {cr[ini hi: pen:ionl
L-.{

L-
l-, I
I can't possibly eat any more. ------+i Neither can I. [,et's ask for the bi]l.

I. --
;';-itu.;; ;;;-; ;;;;;; ;"""*:
e&4!+

*-*--**'
l^..r
Certarnlv. How much do lou n'ant to inre.<t?
l_-
1-t
**-*-*-i
t-

['m afraid Ive broken your vase. Don't worry. It wasn't worth anrthrng.
t_-
r-l
I think I've been overcharged. **4 Really?Could you show me vor.rrreceipt plea--.ei)
l_
l-l Where do I pav for these? -------*: There's a till over there, near the cloor.

l_-
t-l

I
l_-
l-l
How many tickets would I'ou like? --*"i Ten please.Do we get a group discount?

l_-
r-l
Can I ty this jacket on before I buy it? ------*-i Of course.I'll show you to our fitting rclor.n.

t_
L- .l ..;r:r-*g1*:er:.;g::t----------.11.:.*r,iliil.li:i::.
...."............--
t-
l_ Do you sell fresh praums? *-*-*-l Yes we do. Thev'reover on the fish counter.
I
l-I

t-
t_
t-l

t- A
t- XB
-

ri*'
L_

r
t--

L . t

It-
--11
t--
i-. I

t--- -
t-. I

-r:1

-,rl--l

-*1

E. !!r

FromComeSforVocobu|oryProcttcebyo,DeI|&HeadoCambridgeUniversityPress2oo3@ 99
-.!
 =
UNIT 15 ffiffirywawy
m'waffi
,rufump*pzw"ffi J

t-

I5,g Getrichquickquiz =
-

E"*w*3 =
Upper-intermediateto I As ks tu d e n ts w h a ttheyw oul ddo w i tha mi l l i onE uros,
or the equi val ent i n yourcurrency, if t hey -
advanced w o n i t i n a c o m p e titi on.
'&"aqxa#, 2 T e l sl tu d e n ts
th a tth eyaregoi ngto havethe oppo' .ttni to W w i n up to a mi l l i onE urosbyta kingpar t -
i n a q u i za, n da l lth e questi ons
areaboutthe l anguage of n oney.
35-45 minutes r-

AuEffi Main activity

To introduceand review words I Dividestudents intoteamsof tr,voor threestudents. Ea:^teamshouldchoosea namefor itself. =
and phrasesrelatedto money,
Wri teth e n a m e so f theteamson the boardanddra' .'a. :: l mn undereachname.
buying and selling -
2 E x p l a ith
n a tth e rea re l 5 mul ti pl e-choiquesti
ce ons e3:- .' .orth a certai amount
n of mone y.For
Wwtwwzmkw e a c hc o rre cat n s w er t heyw i n moneyandtheamou-::-:, :a. ,.,,, n gradualilncreases
y . I

ForFollow-upand Homework
B, one copyof the sheetfor
each student
ffiey w*c mfuzxhaxy
3 T e l sl tu d e n ts
th ev a l ueof thef i rstquesti on, thenreaCa J -: :^e uesti on q andthefour possible
a n s w e rsC.i v eth ete ams20 seconds to choosethe rg^: :^s.' ,3'a:rdw ri tei t dow n. F
+ C o n t i n uien t h es a m ew a yu n t iyl o uh a v ea s k e da l t h e q - = : : : - : .
5 Aska representative from eachteamto comeup to the ?..'. ..irr-thetranswers. Thencheckthe tt

a n s w e rs w i thth ew hol ecl ass. ' ^

Theteamrepresentati ves :-e :ol umnson the boardwit ht he -/
I
Note:Thesewords shouldnot
be activelytaught as it will ruin amountsof moneywon for eachcorrectanswer. b-/
I
the fun of guessing. 6 Thewinnersarethe teamwiththe mostmoney. )
b-J
allowance Answers
be in the black l o 2 d 3 c 4 b 5 b 6 b 7c B c 9o t)o H b t2d t3c t15 i 5c -l
I
\-I
be in the red
benefit
be well off
_l
r,<l

come into money

cwrency
I C i v ee a c hs tu d e nat copyof the sheetandaskthemtc c;r' cLe
s tu d e n ts
to u n d e rl i ne
anyal ternati ve
answ ersr,r,hi ch
the correct
arereaiE ngl i sh.
answ ers.
Thenask I
>-.-J
denomlnation
exchangerTte
goldenhandshake
2 Asa c l a s sd,i s c u sthe
s meani ngs of theseal ternati ve
ans\.\/ers. I
L..J

ftrtnfnnt6a
yuulurarvu

inheritance
Homework I
b..-{

joint account
Iivefrom hand to mouth
A Pre p a re
a n o th esr e to f 15 questi ons
l i keth s qui zbuton another
b u s i n e s s ."$, "p' ci,l s v/ n r t r n t i z fr n
v rr n
topi csuchaseconomi cs
and
t h e r S t U d e n t St O d O i n t h e n e X t l e S S O n .
v L r r l l
J
\--I
mongoge
pension
rainy day
B Lookat the l5 correctanswers
illustrate
to the questions
howthesewordsor expressions
of yourownto
on the sheet.Writesentences
areused. i
rebate
receipt
_J
t-I

round (of drinks)

spendmoney like water
I
L,J
subsidy
tighten your belt _l
L,-l
ueat
windfall J
TJ

J
rd

J
>_l
J
L-l

J
!_.r
J
!<.r

J
b-.r
J
Ld
roo
{

J Getrich quick quiz

J

{
1 I f y o u rb a n l <a c c o u n it s o v e r dr a w n a
t r ey o u :
t (a) inthered? ( b ) i n t h e p i n l < ? ( c ) i n t h e o r a n g e ? ( d ) i n t h eb l a c k ?

2 Y o ub u ya h a ir d r y e rb u t i t d o e s n ' w
t o r l < . Y otua l < ei t b a c l <t o t h e s h o p .
=
D o y o ua s l <f o r :
7 (a) a receipt? ( b ) a g u a r a n t e e ?( c ) a r e b a t e ? (d) a refund?

1 3 T h eJ a p a n e syee n ,t h e A m e r i c a nd o l l a rt,h e B r a z i L i arne a l ,a n dt h e i n d i a n

a r e a l l e x a m p l eosf d i f f e r e n t :
J ( a ) d e n o m i n a t i o n s( b ) c o i n s ( c ) c ur r e n c i e s ( d ) e x c h a n g rea t e s

J 4 W h a ti sa m o r t g a g e ?
(a) inherited ( b ) a l o a nt o ( c ) a n i n i t i ap l a y m e n(td ) s u b s i dtyo h e l p
t
m o n e yo r b u ya h o u s e t o g u a r a n t e ae s t u d e n t sp a y 60,000
land or flat later p u r c h a s e f o r t ui t i o n
!
5 Y o u rf r i e n di n v i t e ys o uo u t f o r a m e a la n d i n s i s t so n p a y i n gH
. e o r s h es a y s :
a ( a ) T h i si s m y g i f t . ( b ) T h i si s m y ( c ) T h i si s m y o f f e r . ( d ) T h i si s m y r o u n d . 60,000
treat.
_{
6 W h e nt w o p e o p l ee, . g .a h u s b a n da n dw i f e ,s h a r et h e s a m eb a n l <a c c o u n ti t i s
I cal ed:
7 (a) a sharing (b) a joint (c) a deposit (d) a partnership 60,000
account account account account
!
7 I n m a n yc o u n t r i ew s h e ny o ua r et o o o l d t o w o r l < , t h ge o v e r n m e n
p ta y sy o u :
! ( a ) a n i n h e r i t a n c e ( b ) a n a l l o w a n c e( c ) a p e n s i o n (d) a benefit 65,000
! 8 W h e ns o m e o n e r e t i r e sf r o m w o r l <a f t e ra l o n gp e r i o do f s e r v i c et ,h e ym a y b e
g i v e na g o l d e n :
I (a) goodbye (b) gesture (c) handshal<e (d) wave 65,00 0
I 9 I f y o u r e c e i v es o m er n o n e yu n e x p e c t e d yl yo,u m a yc a l l i t :
(a) a windfall (b) a rainfall (c) a waterfall (d) a snowfall
:
10 I f a r i c h m e m b e or f y o ur f a m i l yd i e s i, t i s p o s s i b lteh a t y o uw i l l :
! ( a ) c o m ei n t o (b) fall into ( c ) m o v ei n t o ( d ) 9 e ti n t o 75,000
s o m em o n e y s o m em o n e y s o m em 0 n e y s o m em 0 n e y
I
11 I f a p e r s o ns p e n d sm o n e yc a r e l e s s lw
y ,e s a yt h a t t h e ya r e s p e n d i n m
g oney:
: (a) lil<e juice (b) lil<e water ( c ) l i l < er a i n ( d ) lil<e chocolare 75,000
L 2 Y o u re x p e n s ehsa v ei n c r e a s ebdu t y o u rs a l a r yh a sn o t .S h o u l dy o u :
( a ) t i g h t e ny o u r ( b ) t i g h t e ny o u r ( c ) t i g h t e ny o u r ( d ) t i g h t e ny o u r 75,000
purse? trousers? collar? belt?
L3 i f y o uh a v eh a r d l ye n o u g hm o n e yt o l i v eo n ,y o ua r e s a i dt o b e l i v i n g :
( a ) f r o m h a n dt o ( b ) f r o m m o m e n t ( c ) f r o m e y et o ( d ) f r o m d a vt o 80,000
mouth to moment stomach 0ay

L4 A n o t h e rw a y o f s a y i n gt h a t a p e r s o ni s v e r yr i c h i s t o s a yt h a t t h e ya r e :
, a ) r v e l il n ( b ) w e l lo f f ( c ) w e l lo v e r ( d ) w e l lu p 80,000
15 i f y o us a v em o n e yf o r t h e f u t u r e ,y o u m a y s a yy o ua r e p u t t i n gi t b y f o r :
( a ) a r a i n yd a y (b) a blacld < a y ( c ) a r e d - l e t t edra y ( d ) a b a dh a i ro a y 100,000

forVocobuloryProcttcebyo'Del|&Head@CambridgeUniversityPress2oO3@ rot
 UNIT 16 Wnmt ffiiL..?v7a2#,yi,r'..i'iiii'i4
t:::T
=

16*l Pasttimedominoes
<
\-

=
--
\-
5"*w*E
F rl vorm
u r r ov rnr t( a
u .n r t I D r a w s e v e n c o l u m n s o n t h e b o a r dt.hLeacboel lu m nisn:, o n , o t , f o r , l o s t , oagnod p u t a d a s h ( - ) =
to re p re s e n t' nwoo rd'i n the l astcotumn.
Yxxxvw
2 Askthe students to forma queuein frontof the board.Choosea wordfromthe Keyvocabulary,
35-40 minutes
e.g.Februory, andwriteit in the correctcolumn,i.e.the in column.Nowgivethe firststudenta
_l

&xfi{k pen.Sayanotherwordf romthe Keyvocabulary , e.g.Christmos Doy,andaskthe studentto writeit -

Topractiseuring *orA, und
in pasttime
prepositions 3
i n th e c o rre ccto l u mn.
C h e c ke a c ha n s w ew r i ththe cl ass. i n thi sw ayunti each
C onti nue l studenthashada go.l f st udent s J
expressrons preferto stayrntheirseats,letthemtellyouwhichcolumnto writethe wordsin.
-J
Oneset of dominoes,cut up, for
Wmt*xzmLx
Main actiuity _l
each group of three students

W*yw*wafuxx\mxy
I Drawa few four-sided
fittedtogether
dominoesfromthe sheeton the boardAskstudents
to formthe rightconnections.
howtheycanbe
f
in + months
intogroupsof three.C i veeachgroupa setof domi noes.
2 D i v i d eth e s tu d e n ts
ta k efi v ed o mi n o eas ndto pl acethe restfacedow ni n a prl e.
Tel each
l per sont o _l
L.J
in January, in February, etc.
in + seasons
3 P l a y i nth
g eg a m e :
I Stu d e nAt s ta rtsby pl aci ng onedomi noon thetabl e.
_l
L-.-l
in spring, in summer,etc.
on + days
r Stu d e nBt p l a c e a w ordsmakea t im e
s domi nobesi dethefi rstoneso thatthenruoadj oi ni ng
or not.
e x p re s s i oTnh. egroupshoul ddeci dei f i t i s correct
J
on Sunday,on Wednesday,on
6 January, on my birthday, on r S tu d e nCt p l a c e a s thi rddomi nobesi dethe secondone.Thel i necango i n anydi rect ion but J
\-l
ChristmosDay, on New Year's e a c hd o mi n om u stbe pl acednextto thel asrone pJI dow n S oforexampl e, S tudent C's
Day, etc. d o m i n oma yn o t be pl acednextto S tudent A s domrno. J
at + timesof day
at middTy, 0t midnight, 0t 7
o'clock,eIc.
r l f a s tu d e nct a n notpl acea domi no, theytakeonefromthepi l eandw ai tunti il t i sthei rtu r nagain.
I T h ew i n n e ri sth efi rstpersonto putdow nal ltherrdomi noes. J
for + periodsof time
for a week, for a long time, for
Variation J
sx monffts, for ten years, elc.
last + days,weeks,months,
Dividestudents intopairsandgiveeachparra setof domrnoes. Together
areused.Thefi rstpai rto compl ete
l i n ei n w h i c ha l lth e d o mi noes
studentstryto createa
a correctlconnected
y l i newins.
J
r{
years
Iastnight,last weekend,/osr
J
FolIow-up !-{

year
periodsof time + ago l; il;-;r; ;;;; ; *n"1".r.'; il;; il;;ili;"*. sentences thepast,
about using
the J
sx montfts ogo, ten Years
ago, eIc.
time
. ' ' ' ' ' " exnressions
, . r ' ' . . ' " b " ' . ' from b " . "pame
. . . ' ' ' / the , . " r " . ' Thev pet one ooint for each correctsentence.
f
-l
yesterday,lost night, lost
weekend, Iast month, Iastyeat
Homework J
A Askstudents
to writesixsentences usingthe pasttrmeexpressions
aboutthemselves, theyhave
f
f
Pracusec.
B Askstudents withsomepasttimeexpressions
to preparesixquestions to useto interview
a
classmateor anotherperson,e.g.Whotdid you do lostweekend?Whendrdyou lostgo on
holidov?
Thiskindof interviewcanalsobe doneon email.
l
Acknowledgement l
f
\Ai^
v v . L, d
- - , , ^ - - . 1- ^ + ^ - . 1 + L ^
C o m e s b y M a r k H a n c o c k( C a m b r i d g e
v c o u d p L c u. ., - i d e a o f f o u r - s i d e dd o m i n o e s f r o m P r o n u n c t o t t o n
U n i v e r s i t yP r e s s19 9 5 ) .

t02
I
Pasttime dominoes

I
ti

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Pro c trcbey O ' D e l l& H e a dO Cambri dge press2oo3
U ni versi ty 103
 UNIT 16 Wmmt
ry,mwmwzmwr;;r*ra b'4
I

phrasat
-1

16 .Hiiili verbsauction =
id

<a
L-

&eve3
=<

Intermediate I E l i c ist o m ep h ra s avlerbsthatstudents

areal ready w i thby mi mi ngor paraphrasing,
fami l i ar f,<

"3"1s13# e.g.put your coot on, turn the light off, the plone took off ot I 0.30. -l
>..
2 Dividestudents intopairs.Crveeachpaira setof Phrasal verbcards. Tellthemto spreadthemout
4o-4sminutes parti cl e(s).
o n th e ta b l ea n dfi n dthe matchi ngpai rs, andcorrect
i .e.sentence r-

;"
f&Xsx? 3 Wheneveryone hasfinished, checkthattheyhavethe correctpairsandaskstudents to explain
the
on meaningof eachphrasal verb.Thencollectin the cardsbeforestarting the Mainactivity. <l
Tofocusstudents'attention >-4

themeaninganduseof some
common phrasalverbs Main actiuity -
&4aterials I Ex p l a iwn h a th a p p e ns andi ntroduce
at an aucti on someof theassoci ated vocabul ary -/
e.g.oucttoneer, hommer,to bid for somethrng, going,gotng,gone.t, soldl.
ForWarm-up,one set of
Phrasalverb cards,cut up, for
eachpair of students
2 T e lth l e s tu d e n ts th eyhave5000,ortheequi val ent
T h el o w e sat c c e p ta blbiedi s 200.Thei ai i s
r m to buy
rnthei rcurrency,
as man),
to spendattheauct ion.
correct sentences asposs ible. -l
J
Oneset of Sentences for 3 F i rsat s kp a i rsto d e c i deon thei rmaxi mumbi dfor eachsentence, andw ri tei t i n thefi rstcolum n. -)
auctionfor each patr of --
Resist givinganycluesaboutwhethersentences arecorrector not I
students -/
+ Tobeginthe auctionreadout the sentences one at a trmeandaskfor bids.Selleachsentence
she ethow
to
=i
K*y w*cafuaaSary th
r " - e "h' oi' s h e sb
t i d d e rs
andtel lthemto w ri tedow ni n the secondcol umnof theaucti on
_)
breakdown m u c hth e yp a i d .
break up 5 W h e na l lth e s e n te nces havebeenaucti oned, go through the l i standtel lstudents w hethereach
bring up sentence wascorrector not.Trynotto elicitthe correctsentences untilthe Follow-up. =
cut down on
cut off
6 Thewinnersarethe students
Answers
who haveboughtthe mostcorrectsentences. I
r---l
'_)
cutout
find out The incorrectsentencesare- 3 (brokedown),a (tookme on), B (let me down),9 (giveup),
gtve up 1| (put me throughto). .:
Iet dovvn
pur ocross
put down
Variation
put through Aska studentto takeon the roleof auctioneer. =
run out of
take after .l
r-.J
take on
take up Askstudentsto changeeachincorrect intoa correctsentence.
sentence correcttons
Checksuggested J
teII off
withthe wholeclass.
f
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Homework
I
A Lookup eachof the phrasal
downmoreexamoles
B Writequestions
verbsfromthe activity
of theiruse.
lesson,
for a classsurveyin the following
English
in a monolingual

usingphrasal
and note
dictionary

verbsfromthe activity,
f
r-{

e.g.Wherewereyou broughtup? Whotwouldyou most like to cut down on? J

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Acknowledgement J
l-l
byMario
Asfaraswe know,
theideaof auctroning
(Cambridge
Rinvolucri University
Press
language
1984).
Crommor
itemswasfirstsuggestedin Gomes
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{ Phrasalverb cards
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-= ; DOtntooKsand personatlty.
----i-
o- n
I i Shewas taken - as a S h ed e c i d e d t o t a k e
I [aboratoryassistant. m e d i c i n ea s a c a r e e r .
I

{
d own Shebroke - in tearswhen up i rney broke . justa month
shefaited her drivingtest again. i beforetheirwedding.
{

= Shewas her father's leastfavourite w ere cut .----- -

S i xvi ttages by the
c hit da n d h e a tw a y sp u t h e r heavysnowthat hadfal tenoverni ght .
{
across He foundit hard to put his ideas : down on i to ,uu" moneyshetried to cut
i
J After her husbandteft shebrought I W e phonedthe ci nemato frnd
th e i r c h i td re no n h e r o wn. I w hat ti me the movi estarted.
J
I

out of They ran --------- moneyso they had to dow n i H e sai dhe w oul dfi ni shthe w ork by Fr iday
-{ I
' but he l et me -- - --
find work to pay the bitts. I

i Sentences
for auction
{ Maxi mumbi d P ri cepaid

1 1 My father atwayssaidI took after him but I don't agree.

I 2 After my parentsdied I was broughtup by my grandparents.

- 3 Whensheheardthe sadnewsshebrokeup and cried.

r{ 4 The job interviewwent badty,so I wassurprisedwhenthey took me up.

-J 5 The car ran out of petrol on the way home.

6 At schoolI wasatwaysbeingtotd off for tatkingin ctass.

i
1
7 W hydid B it ta n d J u d yb re a ku p ?
{
J aner ealt yle t m e o u t b y n o t h e tp i n gm e w h e n I neededher so badty.
.J
9 | had to givein my job becauseI hatedmy boss.
{
10 Eventhoughshecut down on sweets,shewas stitl very overweight.
i
11 The receptionistput me acrossto Mr White'sextension.
v 1 2 Didy ou m ana g eto fi n d o u t w h a t th e fi tm w a sabout?

{ 13 My manageratwaysusedto put me down in front of other peopte.

{ 1 4 T o het pim pr o v emy c o n c e n tra ti o Into o k u p y oga.

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16.3 what agreatstory!

L*w*k
Upper-intermediate I Askif anyof the studentshaveseena film recently. Whatfrlmshavetheyseen?Didtheyenjoy
to advanced

40-45 minutes
Tzwm*

tATffi
th e m?
2 Writethe followinglistof genreson the board. onrnotron,eprc,historrcdodventure,
romontrccomedy,sotire,scrl, thrrller,
Senres.
3 Askstudents
melodromo,
western.Askthem for namesof filmswhichmatchthese

whichof thesetheypreferandwhy.Civethema few minutesto discuss in pairsa

lf
To practisevocabularyfor
talking about a film or book you
h
r r qc rvrvo a
vnr li lnvr rl vo rsi
Main activity
y, thetypeof fi l mther -ost l i keor di sl i ke.
fi l mth e yh a v es e e nrecentl or
f,
_l
h&wt*wAakm i or'iJ.;;
il;;il;;;;" "f,n'".;r;' ;; -;1.'.'.il;; il;; ;;;;il;;il --.{
Oneset of cards,cut up and put
rn an envelope,for eachgroup
2 C i v ea s e to f c u t-u pcardsto eachgroup.Telrhe-
fo u rg ro u p su n d e rt hese headi ngs:
l I. : --:-:sI:e rvordsandcategori se
genre,storyr' e f rr :e* -s c^aracters.
themr nt o
Tel students
l that t hey
-I
of three to four students. h a v eth e s ec a te g orres on cardsi n the setof cardsi or i -a' .'g' e .er them.(A possi blcate e gor isat ion
Onecopy of the Film summary =
i s i n d i c a teodn th e p hotocopi abl e opposi teb-: a^s' ,' ,e'n-E s yvary)
headingsfor each student
Dictionariesmay be useful
3 Mo n i toar n dh e l pa s necessary.
sheet
W henstudents ha' ,' e' -s-:: ; s:ussansw ers w i ththew h ole _l
'-{
class.
-|
W*rgw**mfuwAmxy + C i v ee a c hs tu d e nat copyof thew hol esheet.C f-e:it-a: . :^e' ,rrC erstand al lthefi l msum m ar y ---.{
See photocopiable page
opposrte
headings.
5 A s ks tu d e n ts to th i n kof a fi l mw i tha goodstorr'.-c
, :: ..r:e a three-paragraph summarof y t he
I
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fi l mu s i n gth e F i l msummary
directly namingthe characters
headi ngs.Theymust:rl : s .e t;reti tl eof thefi l mandshouldavoid
or the actorsi,vhopla',:ien-.
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Variation
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Thisactivity
canalsobe usedin the samewaytoni'rterer"'ter,vs
of books. I
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il;' ''' ;;;;;.',t'rr rr".''"'*'il; ;;;".;; ;i; il;' il;;;ffi'r'

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th e i n fo rm a ti oann da s k rng questi ons

oneanother to getmoredetai l s.
rl''s I
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Homework J
A Writethe storyof yourpartner's
film basedon yourpartne/sfilm summaryandthe additional
_l
f-,-l

informationyou gotfromthe questions youaskedthem.

B Writea reviewof a filmyou haveenloyed,usingas manyof the wordsfromthe activity
as
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animation eprc adventure melodrama
historical
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comedy
romantic satire sci-fi thriller western
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biographical contrived convoluted disturbing

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L-
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sentimental slow-moving thought-provoking thrilling true-life
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bizarre contemporary everyday i fairytale
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futuristic historical macabre spectacular: surreal
L-
t-{ r----r-----rrr---r-- rr-rrrr-r-l - - I I I - I - -

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(un)believable comic (un)convincing eccentric
L-
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endearing engagrng exaggerated heroic menacing

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1-_.
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Filmgenre 0pening
headings
Filmsummary

sequence highlights
Special ofthefilm
r--.4
Myopinionof thefilm(three
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Maincharacters
Mainevents
Climax adjectives)
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Summaryofplot(onesentence) Closing
sequence

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UNIT 17 ffimnwnhffiffi
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!7'I A dayin the modernoffice >--J

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Flomonfarrr
fuwwwZ
Civeeachstudenta copyof pictureA.Askthemto describe andmemorise the picturein as much
f
--a

Tim* d e ta ial s p o s s i b l e
Ma. k esurethatal lthew ordsi n the K eyvocabul aryareusedi n the course of t his _l
40-45 minutes
activity. Afterthe prcturehasbeenfullydescribed,

Main activity
collectin allthe pictures.
f
iLzT{a
To practisevocabularyrelating I D i v i d eth e s tu d e n ts
i n topai rsandgi veeachpai ra copyof pi cture
B.
f
to working in a modernoffice,
particularlylanguagerelating
2 Pairslookat the piclures
lookedat in the Warm-up.
andtryto findthe l2 differencesbetweenpictureB andthe picturethey
Whentheyfinda difference, tellstudentsto noteit down.
f
J
to computeruse
3 Afteraboutfiveminutes, stopthe students andaskwhichdifferences theyfound.Whichpair
WEmt"*wzmTw foundmostdifferences?
ForWarm-up,one copy of 4 Afterstudents havegiventheiranswers, giveeachparra copyof pictureA andaskthemto find .I
pictureA for each student
Onecopyof pictureB for each
pair of students
a n yre m a i n i ndgi ffe rences.
Answers
PictureA
f
r-J
PictureB
ForVariation,one copy of Womonis movrngmouse with left hond .|
with rrighthond r--a
pictureA and one copy of
pictureB for each pair of
students
Thereis o floppy disk on her desk
Thecursoris pointingto the 'prtnt'icon
o CD on her desk
to the
'sove'
icon
I
L-l

W*yw*x*fuuz\mvy
Thetitleof the documentis AnnuolReport2AOJ'
Thecomponynome is'SoftworeSoluttons'
'Anntrnl
'R' -ern" o' r f 2 O O 4 '
'Hordwore
Solutrons'
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calendar
CD
l he clockreods 12. 15 reoostz.2u
/ r ^ ^ ^

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Thewindow is sltghtlyopen is closed

chair
coffeemachine Themop is of Creot Britoin is of the world -|
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cursor
desk
Themon's computerrso desktopcomputer
Thecoffeemochineis on o desk
is o loptop
is on o choir
J
desktopcomputer
fax machine
floppy disk
Thefox mochrneis on the left of the prtnter
Thereis o colendorobovethe photocopier
is on the right of the prrnter
thereis no colendorobovethe photocopier
f
hardware
icon Variation =
Iaptop
m0p Students do not lookat one of the pictures
as suggested
in the Warm-up.
Instead,theyaredivided _|
mouse
nhnfnr-nnicr
intnn:ir< :nrl o.erftakeone of the pictures.
describe
J / v , , v v u l r I

theirown pictureto theirpartner.

Theymaynot lookat eachother'spicturebut should
Theytryto discover
whatthe tuuelvedifferences
areby
f
print
prtnter listening
carefully
to eachother'sdescriptionsandaskingfurtherquestions
if theywishto.
l
f
SOVE
softvvare follow-up
table
title of document Studentsworkin pairsandwritea description
theirdescription
of the officein pictureA. However,theyshouldalter
in at leastfivewaysfromthe officein pictureA (but in different
waysfrom pictureB). f
Theygivetheirdescription to anotherpairwhichmustfindwherethe frvedifferences are,
f
Homework
A Writea description of a modernofficethatyou knowor the typeof officethatyouwouldliketo
l
w o rKrn .
B l f p o s s i b l el o, o ka t a c omputer programme w hi chyouarefami l i ar
w rthandw hi chhasi ts
commandsin English. Lookat the different
menusand makea noteof the different commandsin
e a c hme n u W . h a td o e achof themmean?

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UNIT 17 ffimzwffiffiffi
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Intermediate \A/ritc
thc ratoonrio5
of Keyvocabulary
on the board,i.e.-sciences,
-scienfisfs,
Codgets,etc.Checkthat
I
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"g"33gt* students
understand
the categories
by askingthemto giveyoua few examples
of wordsin each J
35-45 minutes
caregory.

Main actiuity
_l
l&39s1
To revisebasicwords for I Dividestudents intogroupsof fourto five.Civeeachgroupa copyof the sheetanda dice.Each
f
inventionsand sciences

T&mtwwymLm 2
Onecopyof the sheetfor each
group of four to five students 3 P l a y e rs
Onedice for each group of four
to five students + lf students
Onecounter(or equivalent)for
eachstudent
ForFollow-up,one smallpiece
of paperfor eachstudent
5
6
studentalsoneedsa counter.
Players takeit in turnsto throwthe diceand moveroundthe boardfromthe startscrraretf rhey
landon a squarewithwords,theyfollowthe instructions.
f
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ma yn o t n a mesomethi ng thathasal ready
beennamedi n thegame.Onepersonin t he
g ro u ps h o u l dn o ted ow neachw ordthati s namedi n thegame. _-
-l
arenot sureif an answeris correct, theymaycheckwiththe teacher.lf a playercannot
d o w h a tth e i n s tru c ti ons
askthemto do,theymi ssa turn. f--J
T h ew i n n e ri sth efi rstpl ayer
Wh e ng ro u p sh a v efi ni shed
to throwthe numberthattakesthemexactlto
pl ayi ng
y thefi ni shsqu ar e.
the game,askthemto countup the numberof w ordsnam ed.
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T h eg ro u pth a th a sth e mostw ordsw ri ttendow ni sthew i nni nggroup.
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explorer, invention, inventor
Sciences
Variation
Be fo rep l a y i nth
g e g a m eask
, students
to fi l li n the bl anksquares
on the boardw i thaddi ti onal
f
\--t

e.g. biology,botany,chemistry,
genetics,meteorcIory,physics,
instructions
of theirown.Theythenplaythe game.Afterthe game,groupstelleachotherwhatextra _l
instructions
theyaddedand howwelltheyworked.
zoology
-
Scientists >-J
e.g. biologEt,botanist,chemist,
geneticlst,meteorologist. Thismaybe doneaseithera wholeclassactrvity or withgroupsof fourto sixstudents,dependingon
_l
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physicist. zoologist
Gadgets
th e s i z eo f th e c l a s s .
I c i v e e a c hs tu d e nat smal pi
.l
l eceof paperandaskthemto w ri tedow n:
e.g.penknife. stapler,tin
opener a th e n a m eo f a m eansof transport :
r-J
b th e n a m eo f a sci ence
Inventions
e.g. clmera, computer,DVD c th e n a m eo f a n i nventi on J
J
player, fridge, mobilephone, 2 Tellstudents to passtheirpieceof paperto the personsittingon theirright.
satellite, telephone, TV, video
3 Students thentakeit in turnsto definethethreewordstheyhavebeengivenfor the other
recorder, washing machine
students in the groupto guess. Thepersonwho wrotethe wordsis obviously
Namesof planets
e.g. Mars, Juptter, Soturn $uess. Thestudentdefining
not allowedto
the wordsis notallowedto usethosewordsin theirdefinitions. .l
Typesof transport
e.g. bicycle,boat, bus,car, Homeworlr
-J
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helicopter,motorbike,plane,
ship, train
A Describe threeinventionswhichareveryimportantto you.WriteaboutI OOwordsto explain why -l
\<l
theseinventions
Materials
e.g.fabric,metal,plastic, wood
areparticularly
B Writea listof sciences
to you.
important
andtheircorresponding e.g.physics- physicistUsea dictionary
scientists,
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to h e l py o u .
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UNIT 17 ffiwwwffiffiffi
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!7.&tti Definitions ts
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Upper-intermediate I Writethe followingfivecategories
on the board:computers,entertoinment,tronsport,
work, \<a
to advanced
science. I
'3'3X93tr 2 Dividestudents intopairsandgiveeachpairan envelope of words.Tellstudents
to dividethe >

cardsintothe fivecategories
andto checkthe meanings of anywordstheydo not know.Monitor I
I
30-40 mrnutes </

and helpas necessary. -.<

*13383 3 Checkanswers withthe wholeclass.Notethatsomeof the wordsmayfit intomorethanone I

I
To review vocabularyrelating categoryso students mayhavedifferentanswers.Thisisfineas longasstudents canjustifytheir
to variousaspectsof science answers.Collect the envelopes
of words. )
and technologyand to practise -)
giving concisedefinitions
Main activity
fuTateriaSs
ForWarm-up,one set of cards,
I Thisactivity maybe doneaseithera wholeclassactivity
c l a s so r e a c hg ro u pneedsoneenvel ope of w ords.
or in groupsof sixto ten students. The _t
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cut up and put in an envelope,

for eachpair of students
2 Eachstudenttakesturnsto picka wordfromthe envelope.
^ " i ^ t ' 't -' - ^ ^ ^ ^ ' b l e f o r t hoert.hr eer S
Theyhaveto definetheirwordas .l
c llda5s5tsLo_ o _ _ ,q, , sb r r t t h_ ,e r,v,nt d' \Y'n
p r e n o^l +u
" 's^e a- n^ y" o^ r{l+n er -
b-/
L { u r L t \ tdy> P u s 5 t u l cr u r r -rrc u r sLtUuUdeen n
t ri5tn
nstr h
-|e
eL
ForWarm-up.dictionariesmay
be useful
w o rd so n th e c a rdForexampl
bicycleor pump in theirdefinitron.
. ie,
f theyw eredefi ntngbrcycl pump,
e theymaynot useei ther Ib-l

Setsof cards,cut up and put in lf theydo so,theylosea pointandthe gamepasses

an envelope,eitherjust one set immediately to the nextstudentwhoseturnit rsto givea definition. Thefirstpersonto guesswhat )
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for the whole classor enough is beingdefinedgetsthreepoints.
I
for each group of six to ten 3 Pl a yc o n ti n u eusn ti le achstudenthashadat l eastonechance to defi nea w ord. -)
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students II
ForHomeworkB, one copyof I
Variation --1
b.-J
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the sheet,not cut up, for each
student Playthe Samein pairs.Students taketurnsto picka wordfromthe envelopeanddefineit for their I
--r/

p a rtn eto
r g u e s sPl
. a yc onti nues
unti lal lthew ordshavebeonorroccod
Thon6i pthatdefi nes
a nd !-J
Key er*eahu3aryr
guesses allthe wordsin the envelope firstisthe winner. -<
Seephotocopiable
sheet !-
opposrle
roffow:ur -
b-

students
work
inp.;;'il';; i'' ir'.' i"o"n; ;;'a t.' in.i;;;;;l;;ililffi ;iil; ; I
partnerto guess.
whichpaircandrawandguessmostwordsin fiveminutes? L-

Homework
A Takeone of the areasthatthesewordsfocuson, i.e.computing,tronsport,work,entertoinment or
-
science,andwriteI 00-200 wordsdescribing howyouthinkthiswill be different
in the future.
<
Usesomeof the wordsfrom the activity. :-
B Writeallthewordsfromthe sheetin one of thesecolumns:
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Usefulforme directly Usefulfor me lndirectly Notusefulfor me rn ony woy

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UNIT 18 ffim*kmkmmffiffiffis#gwffiffiffiffiTetmh
1

18.1 Findfive J
J
f
LeweS
I the categories
understand
Civeeachstudenta copyof the sheet.Checkthatstudents andelicrt
f
f
Flomontrrrr

n n p o Y : m n l p f' n" 'r e : r h r : t p o n n r

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35-45 minutes
2 Tellstudents

Main activity
wordin the firstcolumnon theirsheet.
to writethatexample
f
I&BX3?

To practisevocabularyrelating I A s ks tu d e n ts the restof the sheeti ndi vi dualfrndi

to c o m p l ete at l eastfourmoreexamples
l y ng f or f
to the naturalworld

frr?at*rla3s
car-h r-alcroanr

2 Stopthe activity
afteran appropriate
time. f
ForWarm-upand Main activity,
3 Tellstudents
thinkof.
to
to workwitha partnerandto comparel-on'manvwordstheyeachmanaged
_l
one copyof the sheetfor each
student + Checkanswers withthe wholeclass.
J
Kmyw*cafuzxTaxy Variation l
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l,unOsrupefrutur",
e.g. beach, desert,forest, hiII,
mountain, valley, wood
w o rki n g ro u p sof threeto fourrather
S tu d e n ts
eachcateporv asthevcan Tellstrrdents
vr
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Lur
pet
r. rurr JLuuut
l ' ,' haveto fi ndas manyw ordsf or
thani ndi vi dualard
thev one roint fo' rhef;rstfivewordsin ear^h
t(J Lr r! caiepory _l
b-J

Wild animals
e.g. elephant.fox, giraffe.Iion,
a n dth e ntw o p o i n tsfo r eachw ordafterthat.
won the mostpoints.
S toppl ayafterten mi rutesandseew hi chgrouphas
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monkey, snake, tiger

Domesticanimals J
e.g. cat, chicken,cow, dog,
duck, horse, pig, sheep I In pairs,students
choosesixwordstheyfoundrnthe Mainactivity.Theythenjumblethe lettersof _l
L.J
Countries
e.g.Ausfralia,Brazil,Canada,
thosewordsto createsixanagrams.
2 Tellpairsto exchange
theiranagrams tryto unjumblethe lettersand
withanotherpair.Students
_J
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France,India, Japan, Russio
In the sky
thenchecktheiranswers withthe otherpair.
_l
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e.g.cloud,moon,planet,
rainbow, stot sun
Homework l
flJ

Thingsthat grow A Listallthe newwordsyouwouldliketo learnfromthisactivity to helpyou

anddrawpictures
e.g. daffodil,flower, grlss, rose, rememberthem.Youmaywantto usea picturedictionary to helpyou. .|
L-.J
tree, tulip
Waterfeatures
e.g.bay,Iake,ocean,river, sea,
froma new penfriend.Writeyourreply.
B Thisis partof an emailyou receive

Tellme oboutyour country.I om portrculorlyrnterestedrn onrmols.Whotktndof wild onimolsore

J
steam, waterf\ll
therern your country?Whotdomesticontmolsdo peoplehove? _l
LJ

Also,whot is the countrysidehke?Do you hovemountorns,good beoches,big lokes,forestsor

deserts?Pleosetell me oll vou con.
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UNIT 18 $*cial ased*xzwsw*wxxz*xz*mk
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18i,,,fu,ii,,.,socialsurvey -J
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l-eqrel
:
Intermediate I Askstudents to suggest problems
anysocialandenvironmental thattheycanthinkof Tryto elicit H
'i-3sm* someof the wordsfromthe Keyvocabulary.
2 Writeon the boardanyof thewordsfromthe Keyvocabulary
thatyouthinkyourstudents maynot
J
5{
30-35 minutes
know Elicitor explain
whatthesewordsmean. J
J&3331

To practisevocabularyrelating
Main activity f
to socialissueslike crime,
governmentand the
environment
r cive
each
stude;i
; .;;;;iilil;i
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o f a p p ro x i m a tetel yn mi nutes.
' ;; ;;;ili.,il ;;; ;;i il;;i; ; ;i;; il;
f
Materiatrs
2 Whenallstudents
students.
havecompleted dividethe classintogroupsof threeto four
theirsheets,
_l
Onecopyof the sheetfor each
student
3 Askstudents to discuss andexplaintheiranswersto theirgroup.
J
ForHomeworkB, an extra copy
of the sheetfor each student
Variation _l
L--l

Weyw*e,abuXaryr
Askstudents
classroom
to completetheirsheetsindividually.
interviewing
as manyotherstudents
Thenallowstudents
as possible
to movearoundthe
in orderto finda partnerwiththe most
-l
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armed forces
deathpenalty
s i m i l aar n s w e rs .
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diseose
drought I
fca
earthquake
eco-friendly
education
Discuss
withthe wholeclassthe moreopen-ended
youfeelyourstudents
willfindparticularly
questions
interesting
fromthe surveyor anyquestions
or controversial.
that
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facility
famine
Homework J
fine
flood
A Choosethreeof the questions
y o u ro p i n i o n .
givingandexplaining
fromthe sheetandwritea few sentences J
rI
forest ftre
geneticallymodified food
global warming
B Usethe sheetto interview
English.
someonefromoutsidethe classand notedowntheiranswersin J
'{
government
health care
J
-a{

hurricane
mode of tansport
J
murder
organicfood l
overpopulation
pollution f
poverty
president
prime minister f
prison
punishment
recycle
shoplifting
j
shortage of natwal resources
snowstorm
unemployment
WQT

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Li Socialsurvey

F Sociaf issuessurvey

$ 1 What do you think your governmentshouldspendmost moneyon - education,health care

or the armed forces?

E 2 Would you prefer to live in a big city, a smalltown or a village?Why?

F 3 What do you do to be eco-friendly,e.g. recyclepaper/glass?

F
r 4 What do you think shoufdbe the punishmentfor murder- the death penafty,fife in prison,
or somethingelse?

rr r-\

5 What do you think shouldbe the punishmentfor shoplifting- prison, afine, or somethingefse?

rr 6 What would be the first changeyou woufd make if you becamePrimeMinisteror President

rr of your country?

rr a)
7 What new facility would you like to seein the town you live in at the moment?

r 8 Do you try to eat organicfood and avoid geneticalfymodified food? Why?

r
rr I What is your favourite mode of transport?Why?

rr | 0 What transport-relatedproblemshaveyou experienced?

What could be done to solvethem?

r O
| | Which three of thesedo you think are the main problemsfor the future of the world -
poverty,famine,unemployment,war, disease,potlution,overpopufation,gfobalwarming,
shortageof naturafresources?

$ l2 Which of thesehaveyou personallyexperienced- drought, flood, earthquake,hurricane,

$ snowstorm,forest fire?

F FromcomesforVocobu|oryProcttcebyo'De||&Head@CambridgeUniversityPress2oo3@ lt7
 UNIT 18 ffimmzmk
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lrJ

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18,3 compounds b--l

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f
LeweX
Upper-intermediate understand
1 C h e c kth a ts tu d e n ts w hatcompound nounsare.E l i cisome
t exampl es,i ncl u ding
one
f
t-{

to advanced or two fromthe Keyvocabulary list,if possible. J

'g'3s&?*

35-45 minutes
2 Dividestudents intogroupsof threeto four.Civeeachgroupan envelope
themto matchthe cardsto formcompoundnouns.
of wordcardsandask
I
&xgrs annronriate \^/ave.p comooLrnds
the compounds
w i ththe w hol ecl assandtel lthemto di vrde
3 C h e c ka n s w e rs
relatedto crime.Thenaskstudents
i ntoS roups
to explainthelr
in any
f
f
" Y t . ' " Y ' l , U . b . v v |

To practisecommoncomPound to othergroups.
categorisation
nounsrelatedto the themeof
socialand environmental
issues
Main actiuity
I In the samegroups,students shufflethe cardsanddealsevencardsto eachplayer.Therestare l
&ffaterimSs p l a c e dfa c ed o w ni n a pi l e. -J
for Warm-up and nnan actwrtY,
one set of cards,cut uP and Put
2 Pl a y i nthg e g a me :
r S tu d e n ts l o o ka t thei rcardsandputanycompl ete compound w ordsto onesi de.E achst udent f
in an envelope,for each grouP
of three to four students
ForHomeworksA and B, one
th e np l a c e a
r Players
s n yo neof thei runpai red
taketurnsto play.
cardsfaceuPon thetabl e.
f
--{
copy of the sheetfor each
student
Eitherthestudentcanuseone of theirown cardsto matchanyof the face-upcardson
th eta b l el.f th e yareabl eto makea pai r,theyputthosetw o cardsto onesi de.
-J
W*gw**afow3.ary
Or the studentcanpicka cardfromthe pileandtryto matchit witha cardfromtheirhandor
fromthosefaceup on the table.lf theyareableto makea pair,theyputthosetuuocardsto one
l
acid rain
animal rights
battery farmtng
black market
blood sports
bottlebank
side.lf theycan'tmakea pair,theymustkeepthe card.
Notethatstudents
r Whenever
mayonlymakepairsfromthe Keyvocabulary.
a playermakesa pairwrthone of the face-upcardson the table,theyhaveto place
one of theircardsfaceup on the table,so thattherersalwaysthe samenumberof cardsface
i n the 8ame.
u p o n th eta b l eastherearepl ayers
ll
l
capital punishment I Thefirstplayerto get ridof alltheircardsisthe winner.
drug addiction
footballhool[gan
global warmtng Variation
greenhouseeffect shufflethe cardsandlaythemfacedownin frontof them.
I In groupsof threeto four,students
health hazard
Iifter bin
2 Playerstaketurnsto turnoveranytwo cards.lf the cardsforma compoundfromthe Key
oil slick vocabulary,theymaykeepthe cardsandhaveanotherturn.If theydo notform a compounc
ozone layer fromthe Keyvocabulary, theyputthe cardsbackin the sameplace,facedownon thetable.
power cut 3 The game continues untilallthe cardshavebeenmatched. Theplayerwiththe mostpairsis
road rage
the winner.
sexualhorassment
shanty town
sniffer dog
trafficjam
waste disposol In theirprouDs.
o ' . " " r " , 'students
'" Theynamethe compoundword
taketurnsto picka wordfromthe envelope.
wlter shortage associated withthatwordandtalkfor one minuteon thatsubject, theyhaveto
e.g.rftheypickbottery,
welfare state talkaboutbatteryformrng.
Notethat althoughsomeother
compoundsare Possible,e.g. Homework
blood bank, studentswill only
be able to use all the cardsif ustngcompounds
A Writeten sentences fromthe activity wantto remember.
whichyou particularly
they make the compounds B Frndothercompounds whichuseone partof the wordson the page,e.g.bottle
photocopiable
listed above
oDener,bloodbonk.

118
 --

Compounds

I
greennouse effect ozone troffic lqm

boftery forming wqsle disposol drug oddiction

ocid rorn bonk globol wqrming

copitol punishmenf slick ro9e

block mqrket litter footboll hooligon

welfqre onimql righrs shqnty

wqfer shortoge sporls sniffer

power heolth hqzqrd sexuol hqrqssmenf

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