Total Advanced Resource Bank OXFORD

Contents
Activity Language focus Activity name
Unit 1
Grammar 1 verbs/adjectives/nouns with prepositions Preposition pairs
Grammar 2 passives: distancing Where’s Johnny Star?
Vocabulary 1 collocations Collocation maze
Grammar 3 present perfect Perfect sports stars
Vocabulary 2 prefixes Prefix dominoes
Communication respond in detail 40 things to do before
you die
Unit 2
Vocabulary 1 communities/recommending places/adjectives to Try not to say it!
describe places
Grammar 1 verb patterns Life changing verbs
Grammar 2 comparatives Compare it!
Grammar 3 introductory it Where was I?
Vocabulary 2 phrasal verbs Phrasal verb eliminator
Communication present ideas clearly in an informal context Holiday nightmares
Unit 3
Vocabulary 1 books Literary critics
Grammar 1 narrative tenses Two great hoaxes
Grammar 2 participle clauses Sentence conversions
Vocabulary 2 compound words Who sits where?
Vocabulary 3 metaphors Metaphor snap
Communication tell an extended story Don’t lie to me!
Unit 4
Vocabulary 1 progress Technology crossword
Grammar 1 future probability Dice of prediction
Grammar 2 inversion Inversion conversion
Grammar 3 future forms Personal contract
Vocabulary 2 two-part expressions Scream and shout
Communication present and argue a convincing case for something Mission to Mars
Unit 5
Vocabulary 1 business and finance Business crossword
Grammar 1 emphasis Cleft sentence mingle
Grammar 2 conditional sentences Conditional board game
Grammar 3 sentence adverbials Business adverbials
Vocabulary 2 idioms Money idioms
Communication negotiate The charity
Photocopiable © Pearson Education Limited 2012

Contents
Activity Language focus Activity name
Unit 6
Vocabulary 1 power Power snap
Grammar 1 articles How do they do it?
Grammar 2 whatever, whoever, whenever etc Whatever checkers
Grammar 3 link words of time and contrast Life on the edge
Vocabulary 2 personal characteristics Ex-Presidents of Imberia
Communication argue your case Manifesto
Unit 7
Vocabulary 1 animals and their environment Animal jumble
Grammar 1 relative clauses Amazing animal fact or
fiction
Grammar 2 verb patterns Infinitive or -ing?
Grammar 3 as … as As board game
Vocabulary 2 suffixes Word formation race
Communication develop and justify your ideas Save our species
Unit 8
Vocabulary 1 contrasting opinions Have your say!
Grammar 1 reported speech Fox and hound verbs
Grammar 2 the continuous form Continuous gamble
Grammar 3 fronting Fronting jumble
Vocabulary 2 academic English Academic crossword
Communication present different points of view What’s the big issue?
Unit 9
Vocabulary 1 the arts Name that word
Grammar 1 dependent prepositions Lots of prepositions
Grammar 2 discourse markers Making small talk
Grammar 3 It’s all unreal unreal past
Vocabulary 2 describing art The gallery
Communication present a proposal The investment fair
Unit 10
Vocabulary 1 feelings/emotions Feeling faces
Grammar 1 modals Modal hat-trick
Grammar 2 modals of deduction What’s the story
Grammar 3 uses of would Would you believe it?
Vocabulary 2 phrasal verbs and particles What’s the phrasal verb?
Communication express strong feelings Love it or hate it?

1 Grammar 1
verbs/adjectives/nouns with
prepositions
Preposition pairs
$
opt distinguish between with
short stem to about
lacking rely from in
bother benefit for on
nervous appeal from in
succeed riddled about of
$
1 Where to send your children to school is a difficult decision, but in the end we
______ ___ private schools for both our kids.
2 The library has been ______ ___ up-to-date resources ever since the college ran into
financial problems.
3 To be honest, this book is ______ ___ clear explanations and useful exercises.
4 I’ve never really ______ ___ organising my notebook but I can certainly see the benefits.
5 At first I was ______ ___ making mistakes when I was talking to a native speaker but now I
don’t really think about it.
6 I find it almost impossible to ______ ___ American and Canadian accents, though some
people say the difference is obvious.
7 Juan’s problems ______ ___ his inability to listen carefully to what he’s being asked, as well
as the fact that he’s a bit lazy.
8 I think I ______ ___ my dictionary far less these days than when I first started learning
English here.
9 Self-study doesn’t really ______ ___ me. I want to be in a class with other learners and a
teacher who can answer all my questions.
10 I tell students to proof-read their work before handing it in but I still get essays
______ ___ errors.
11 He believes he would ______ ___ studying more grammar, but in actual fact it’s his
vocabulary that’s weak.
12 Because of the fact she works with native speakers she’s ______ ___ moving up three levels
in just six months.

1 Grammar 1
verbs/adjectives/nouns with
prepositions
Preposition pairs
Target language: verbs/adjectives/nouns with prepositions
Activity type: pelmanism and sentence completion
When to use: Use this activity after Lesson 1.1.
Time taken: 20 minutes
Preparation: Photocopy and cut up one worksheet for each pair or group of four students in
the class.
Procedure
Put students into pairs or groups of four. Give each group one set of cut-up cards and the
list of sentences. The cards are placed face down and spread out across the table in front of
the students.
Students then take it in turns to try to turn over a matching pair, for example opt and for.
They can only turn over two cards at a time and if they are not a pair they have to put them
back face down in the same place. If the two cards are a pair they then have to find the
correct sentence to put them into, changing the tense if necessary. If the others agree, then
they win that sentence, keep the cards and get a point. This continues until all the pairs
have been made and the correct sentences formed.
Answers
1 opted for
2 lacking in/short of
3 lacking in/short of
4 bothered about
5 nervous about
6 distinguish between
7 stem from
8 rely on
9 appeal to
10 riddled with
11 benefit from
12 succeeded in

1 Grammar 2
passives: distancing
Where’s Johnny Star?

$
Reporter A Reporter B
Where’s Johnny Star? Where’s Johnny Star?

People believe Johnny has checked into an exclusive It is believed that Johnny has checked into an exclusive
clinic. (believe) clinic.
He is said to be suffering from chronic depression. People say he’s suffering from chronic depression. (say)
People think that he has checked into the Rita Ford He is thought to have checked into the Rita Ford Clinic.
Clinic. (think)
People say that treatment there costs £4000 a day. (say)
It is said that treatment there costs £4000 a day.
It seems as if/though the record company will cancel the
People think the record company will cancel the forthcoming tour.
forthcoming tour. (seem)
People think that cancelling the tour will cost the record
It is thought that cancelling the tour will cost the record company over £3m. (think)
company over £3m.
It appears that his girlfriend Suzy Lee is back with her ex-
It looks like his girlfriend Suzy Lee is back with her ex- boyfriend, actor Eddie X.
boyfriend, actor Eddie X. (appear)
It’s likely they have gone on holiday together. (seem)
They seem to have gone on holiday together.
It is claimed the reason she’s got back with Eddie is she
People claim the reason she’s got back with Eddie is she hates Johnny’s mood swings.
hates Johnny’s mood swings. (claim)
It seems there is a lot of bad feeling between Johnny and
There appears to be a lot of bad feeling between Johnny Eddie. (appear)
and Eddie.
X is believed to have broken Star’s nose in a fight recently.
People believe that X broke Star’s nose in a fight
People think the reason for this is that Star called X’s
recently. (believe)
films a load of rubbish. (claim)
It is claimed the reason for this is that Star called X’s films
It seems as if/though that his relationship with Suzy is
a load of rubbish.
over.
It looks likely that his relationship with Suzy is over.
It looks as if this isn’t the last we’ll hear about the
(seem)
notorious Johnny Star. (appear)
It appears that this isn’t the last we’ll hear about the
notorious Johnny Star.
$

1 Grammar 2
passives: distancing
Where’s Johnny Star?

Target language: passives: distancing
Activity type: sentence conversion
Time taken: 20–25 minutes
Preparation: Photocopy and cut up one worksheet for each pair of students in the class.
Procedure
Put students into pairs (Reporter A and Reporter B) and give them the relevant parts of
the worksheet. Reporter A starts, by converting the first sentence in bold into the passive,
using the word in brackets. If the word in brackets is in the original sentence, it has to be
changed when making the converted statement. If the word is not in the original sentence,
it must be used in the converted sentence.
The statement is read to their partner who has the answer. For example, Reporter A has,
People believe Jonny Star has checked into an exclusive clinic and the word believe in
brackets. They have to say, It is believed that Jonny Star has checked into an exclusive
clinic. If it is exactly right, then they move on and Reporter B has to convert their first
sentence in bold.
This continues until the conversation is complete. Reporters can give each other extra clues
if their partner is having difficulty.

1 Vocabulary 1
Collocations
Collocation maze
START
set goals deal with the top a learning experience exceed
rivals burning problems exceed the potential face expectations
risk challenges face an achievement have daunting pursue
an ambition make potential an element of risk difference a dream
take on a difference rise to achievement set an opponent take on
the right the right

have head a memorable face pursue
attitude attitude
make for the top a burning ambition believe in barriers attitude
a dream come
a daunting challenge face a risk head for the top
true
FINISH

1 Vocabulary 1
Collocations
Collocation maze
Target language: collocations
Activity type: word maze
Preparation: Photocopy one worksheet for each pair of students in the class.
Procedure
Put students into pairs and give each pair a maze. Tell them they have to find collocations,
starting in the top left-hand corner as indicated. Collocations run horizontally and vertically
but not diagonally. These can be adjective-noun or verb-noun combinations, but all relate
to the theme of challenges and achievements.
Once students have found a collocation they can then move horizontally or vertically to
another square, where they have to find another collocation.
After covering most of the maze, students will eventually arrive at the finish. The first pair to
get to the finish are the winners.
Answers
set goals
deal with problems
face challenges
make a difference
have the right attitude
make a dream come true
a daunting challenge
a burning ambition
a memorable achievement
an element of risk
have the potential
a learning experience
exceed expectations
pursue a dream
take on an opponent
face barriers
head for the top

1 Grammar 3
perfect aspect
Perfect sports stars

Student A
Adam Samson – Footballer (aged 33)

interviews Tanya Smythe – Ice-skater
Questions
1 You’ve had a fantastic career – is it true that you won an Olympic Gold at just 18?
2 Was this the highlight of your career?
3 You’ve never won a World Championship Gold. Is this a major disappointment?
4 Why did you pull out of the National Championships last month?
5 Is it better now?
6 You said you might retire next year. Is this true?
7 How did you meet Tony Scott, your present coach?
8 Well, thanks for talking to me.
Answers
a None really, I’ve scored more goals than any other England midfielder.
b Well, I started young, and I guess I’ll have been playing for 15 years next season.
c To be honest, I’m getting on a bit and I hadn’t been getting on with the coach.
d It’s certainly something I’ve been thinking about.
e Apart from the fact that I won’t have captained my country at a World Cup, yes.
f Basically, because he’d left me out of the last few games and I’d been playing really well.
g I’ve been surrounded by so many great players and I’ve been able to learn so much from them.
h It’s funny, because I’d never won anything like that before, so it was a bit of a shock.
$
Student B
Tanya Smythe – Ice-skater (aged 26)

interviews Adam Samson – Footballer
Questions
1 Why did you quit the national team?
2 So, no regrets about leaving international football then?
3 There are reports that you called the coach a ‘stupid idiot’. Why?
4 So how long have you been playing professionally?
5 What’s been especially important to your career?
6 So will you retire having fulfilled all your ambitions?
7 So how did you feel winning World Player of the Year Award two years ago?
8 Final question Adam, are you going to go into coaching?
Answers
a Well, I’ve been going to a specialist, so it should be fine soon.
b Yes, I’d only been skating professionally for three years so it was a bit of a surprise.
c Actually, I’d been spotted by a former skater of his and later he offered me coaching.
d It’s been a pleasure.
e I’ll have been skating for almost 20 years soon, so maybe it’s time for a change.
f Kind of. I’ll have been to six by next year, so hopefully I’m due some success.
g Well, I’ve certainly never done any better, so I guess it is.
h Because I’d injured my ankle in training.

1 Grammar 3
perfect aspect
Perfect sports stars

Target language: perfect tenses
Activity type: interview
Procedure
Tell students they are sports stars and they are going to interview another famous sports
star. Put students in pairs and give them the footballer or the ice-skater worksheet. They
have to take it in turns to interview each other, asking the questions in order, and choosing
the correct answer from the options. All the answers use perfect tenses but sometimes
there is not such a straightforward match between the tense and form of the question and
the response. Encourage students to improvise, adding further details.
When the activity has finished the students can match the questions with the letters and
these can be checked as a class.
Answers
Student A (Adam’s questions, Tanya’s answers): 1b 2g 3f 4h 5a 6e 7c 8d
Student B (Tanya’s questions, Adam’s answers): 1c 2a 3f 4b 5g 6e 7h 8d

1 Vocabulary 2
prefixes
Prefix dominoes
$
‘Don’t worry,
‘Yeah, I was
‘I had no idea he ‘Why were you it was just a ‘I’m not sure I
‘That’s irrelevant.’ totally unaware of
was seeing Josie!’ arguing with her?’ little misunder- want to continue.’
it too.’
standing.’
‘Yes, the
‘I can’t think of disadvantages ‘She’s looking
‘Why, do you feel ‘I don’t know what Don’t be so
one good reason seem to rather large these
demotivated?’ to do.’ indecisive.’
to go.’ outnumber the days.’
advantages.’
‘I’ve painted ‘I think she’ll be ‘Do you think

‘Yeah, she is a ‘Isn’t that a little ‘Don’t
my sitting room much better than we’ll finish before
little overweight.’ unimaginative?’ overestimate her.’
cream.’ me.’ Friday?’
‘Yes, but it’ll

‘How did the ‘Rubbish! He ‘Absolutely, they ‘He never ever
require a ‘Do you think they
meeting with the claims my work is were totally says
superhuman deserved to lose?’
boss go?’ sub-standard.’ outplayed.’ “Thank you”.’
effort.’
‘Who do you ‘I don’t mind,

‘I know. He’s so ‘I’m overworked ‘Is there anything
‘You look fed up.’ want to win the I’m completely
impolite.’ and underpaid.’ he’s not good at?’
election? apolitical.’
‘I didn’t think
‘Not really. You ‘I agree. The start ‘It seems too
it was a ‘He’s a typical ‘What, moody and
could say he’s was particularly risky. I think I’ll
particularly good teenager.’ mono-syllabic?’
multi-talented.’ unimpressive.’ wait.’
performance.’
‘Don’t be so ‘He sailed around ‘He gets out of ‘But he killed her
‘What’s he famous ‘Yes, he’s not
overcautious. Just the world single- breath just going because she had
for?’ exactly super-fit’.’
go for it!’ handedly.’ up stairs.’ cheated on him.’

1 Vocabulary 2
prefixes
Prefix dominoes
Target language: prefixes
Activity type: dominoes
When to use: Use this activity after Unit 1 Vocabulary.
Preparation: Photocopy and cut up one worksheet for each group of three or four students in
the class.
Procedure
Put students into groups of three or four and give each group a set of cards. The cards are
divided equally and placed in front of the players, face up. The first player puts a card down
and the other players take it in turns to place correct responses to the comments on the
right-hand side of the cards or correct comments for the responses on the left-hand side.
There needs to be unanimous agreement in the group that the response or comment is
correct before the next player can take their turn.
If a player can’t place a card, they miss a turn. The first player to put down all their cards is
the winner. Students can check with the teacher if they are not sure.
As an alternative, one student can act as referee by being given the complete worksheet.
In this way, there is less chance of incorrect cards being put down and the students can
continue without needing to consult the teacher.

1 Communication
respond in detail
40 things to do before you die

1 Throw a huge party and invite every one of your friends
2 Swim with dolphins
3 Skydive or do a parachute jump
4 Be an extra in a film
5 Buy a round-the-world air ticket and a
rucksack and run away
6 Grow a beard, shave your head or
grow your hair long
7 Give your mother a dozen red roses
and tell her you love her
8 Send a message in a bottle
9 Ride a camel into the desert
10 Plant a tree
11 Learn to ballroom dance properly
12 Fall deeply in love - helplessly and unconditionally
13 Get a tattoo or get something pierced
14 Shower in a waterfall
15 Spend a night in a haunted house by yourself
16 Experience weightlessness
17 Drive across the USA from coast to coast
18 Sleep under the stars
19 Learn to juggle with three balls
20 Run a marathon or do a
triathlon
21 ……………………………………………….
22 ……………………………………………….
23 ……………………………………………….
24 ……………………………………………….
25 ……………………………………………….
26 ……………………………………………….
27 ……………………………………………….
28 ……………………………………………….
29 ……………………………………………….
30 ……………………………………………….
31 ……………………………………………….
32 ……………………………………………….
33 ……………………………………………….
34 ……………………………………………….
35 ……………………………………………….
36 ……………………………………………….
37 ……………………………………………….
38 ……………………………………………….
39 ……………………………………………….
40 ……………………………………………….
and never ever ………………………………………….

1 Communication
respond in detail
40 things to do before you die

Target language: respond in detail
Activity type: group discussion
When to use: Use this activity after Unit 1 Communication.
Preparation: Photocopy one worksheet for each group three or four students in the class.
Procedure
Put students into groups of three or four. Students first discuss which of the things on the
list they have done and whether or not they would ever consider doing the others, saying
why or why not.
After class feedback, students work in the same groups again to complete the list with
another ‘twenty things to do before you die’. They also have to think of one thing you
should never do in your life. When this is complete the lists are exchanged with other
groups. Once more, students discuss which things they have done and whether or not they
would consider doing any of the other things, again saying why or why not.

2 Vocabulary 1
communities/recommending places/
adjectives to describe places
Try not to say it!

Student A
cost of living charming overrated

• price • pleasant • opinion
• life • attractive • think
• expensive • nice • better
crime rate racial tension no-go areas

• level • black • places
• law • fight • dangerous
• wrong • white • visit
nightlife off the beaten track bustling

• nightclubs • tourist • busy
• pubs • place • move
• bars • go • people
unspoilt tranquil touristy

• natural • peaceful • attract
• change • calm • commercial
• beautiful • relax • visit
$
Student B
a must-see stunning gaze

• important • beautiful • look
• place • gorgeous • eyes
• go • fantastic • long
stroll standard of living vast

• walk • life • big
• slow • level • huge
• relaxed • quality • large
run-down diverse dull

• condition • different • boring
• poor • variety • uninteresting
• look after • various • weather
cosmopolitan infrastructure be wary of

• people • roads • careful
• mixed • systems • problem
• variety • services • danger

2 Vocabulary 1
communities/recommending places/
adjectives to describe places
Try not to say it!

Target language: communities/recommending places/adjectives to describe places
Activity type: paired guessing game
Procedure
Put students into pairs. Give them the appropriate worksheet (A or B) and emphasise that
they must not show their worksheet to their partner. Tell them they are going to take it in
turns describe words to each other and guess their partner’s words.
Students have a time limit of one minute to describe each word/phrase in bold on their
worksheet. However they must not use any form of the three words written below it. For
example, if one of their forbidden words is attract they can’t say attractive. Their partner
tries to guess the word they are describing.
If a student describes a word without saying any of the forbidden words and their partner
successfully guesses the word, they both receive a point. However if the student describing
the word accidentally says one of the forbidden words, they have to be honest and declare
it to their partner, and they lose a point.
The activity continues until all the words have been described. The winner is the person
with the most points.

2 Grammar 1
verb patterns
Life changing verbs

Student A Student B
You left city life in the UK for a small Mediterranean You and your partner have recently moved from the UK
fishing village but after five years have decided to to a cottage in rural Italy. It’s in an isolated location
return home. You had wanted to set up a business and at present it’s in need of a lot of renovation work –
but bureaucratic and legal problems meant this never it doesn’t even have water or electricity!
happened and you are now broke.
force / urge / order / allow / recommend / encourage /
fancy / don’t mind / advise / warn / succeed in / detest / adore / look forward to
dislike / can’t stand / persuade / afford
We still haven’t managed to sell our house in the UK.
I’m really excited about moving home.
You still haven’t succeeded in selling your house in the
You’re looking forward to moving home. UK.
I used to really hate spending so much time stuck We didn’t have enough money to move to somewhere
in traffic. like Tuscany.
You used to detest spending so much time stuck You couldn’t afford to move to somewhere like Tuscany.
in traffic. We have never been keen on having to spend winters
I absolutely loved living next to the sea. in the UK.
You adored living next to the sea. You’ve always disliked having to spend winters in the
UK.
My parents persuaded me and supported my decision People said we shouldn’t move until we spoke the
to come home. language better.
Your parents encouraged you to come home. People advised you not to move until you spoke the
language better.
I didn’t get permission to open a tourist bar in the
It was my brother who gave us lots of good reasons to
village.
go.
You weren’t allowed to open a tourist bar in the village.
It was your brother that persuaded you to go.
The court said I had to pay the legal costs of the case.
A friend said we shouldn’t leave the property empty for
You were ordered to pay the legal costs of the case. long periods.
Your friend warned you not to leave the property empty
In the end, I had to leave because of financial for long periods.
problems. It’s not a problem not having running water at the
You were forced to leave because of financial problems. moment.
You don’t mind not having running water at the
I would advise you to rent a house rather than buy one.
moment.
You’d recommend renting a house rather than buying I hate people worrying about us unnecessarily.
one.
You can’t stand people worrying about you
I really think you should consider a big step like this unnecessarily.
carefully.
Would you like to visit us next summer?
You’re urging me to consider a big step like this
carefully. Do I fancy visiting you next summer?
$

2 Grammar 1
verb patterns
Life changing verbs

Target language: verb patterns
Activity type: sentence transformation
Procedure
Put students into pairs (A and B) and give them a worksheet each. They read the profile
at the top of their worksheet and explain their situation to their partner. Students have to
work their way down the worksheet exchanging comments about their situations.
Student A starts and reads the first statement in bold which Student B has to echo in a
‘conversational’ way, using a verb from the top of their worksheet. The other student has
the correct echo response on their worksheet and has to elicit a correction if there are any
mistakes. Do the first one as an example.
Student A (gives prompt): I’m really excited about moving home.
Student B: Oh really! You’re looking forward to coming home.
(gives prompt) We still haven’t managed to sell our house in the UK.
Student A: Oh, you still haven’t succeeded in selling your house in the UK.
Students continue this, taking it in turns and eliminating verbs from the boxes at the top of
their worksheets as they go.

2 Grammar 2
comparatives
Compare it!
men cats football guns ONE

START
women dogs basketball knives • slightly
+----er
• marginally
+----er
summer email old age shopping GO BACK

winter letters youth working FIVE TWO
• much/far/
miles
+----er
• considerably
oranges cinema the beach bread aeroplanes +----er
lemons theatre mountains cakes ships
THREE
• not as
_______ as
lions GO BACK autumn Russia golf • not quite as
wolves SIX spring China polo _______ as
FOUR
• nothing like
bananas houses chocolate rock bicycles
as _______
grapes flats fruit jazz motorbikes • nowhere
near as
_______
Germany opera GO BACK trains snakes FIVE

France musicals FOUR buses crocodiles • I’d sooner...
• I’d prefer…
Picasso friends USA religion Pelé

Dali family Mexico politics Maradonna SIX
• the +----er...,
the more/
less…
The Beatles • the more…,
GO BACK tea republics the more…
FINISH The Rolling
FOUR coffee monarchies
Stones
2 Grammar 2
comparatives
Compare it!
Target language: comparatives
Activity type: board game
Preparation: Photocopy and one worksheet for group of three or four students in the class.
Provide a dice and counters for each group.
Procedure
Put students into groups of three or four. Give each group a board and dice, and each
student a counter.
Students put their counters on the START square and take it in turns to roll the dice and
move along the board. In order to stay on the square they have moved to they have to
make a comparison between the two words/phrases in the square. The structure they have
to use depends on the number they throw; if, for example, they throw a five they use one
of the structures in the ‘five’ box on the right. For example, I’d sooner travel by ship than
aeroplane if I had lots of time. If the others in the group think this is a sensible comparison
then the student can stay on that square.
Players should be encouraged to use all the different structures in the boxes if possible.
The winner is the first player to reach the finish.

2 Grammar 3
introductory it
Where was I?
$
Student A Student B
Description: Description:
What you did there: What you did there:
Your opinion of the place: Your opinion of the place:
You must use these phrases: You must use these phrases:
It was amazing ... It cannot be denied ... I could hardly believe it ... It frustrated me ...
I loved it ... It appeared ... It was fantastic ... It was a shame ...
It really surprised me ... It was no wonder ...
Student C Student D
Description: Description:
What you did there: What you did there:
Your opinion of the place: Your opinion of the place:
I liked it ... It was no use ... It was a pity ... It shocked me ...
It annoyed me ... It seemed strange ... It was great ... It was essential ...
I appreciated it when ... I didn’t like it ...

2 Grammar 3
introductory it
Where was I?
Target language: introductory it
Activity type: guessing game
Preparation: Photocopy and cut up one worksheet for each group of four students in the
class.
Procedure
Divide the class into groups of four. Give each student in each group either a Student A, B,
C or D worksheet. Ask the students to think of a place that they have visited in the past, but
not to tell anyone the name of the place they are thinking of. The place could be a village,
town, city or tourist attraction and should be somewhere that the other students will know
if possible.
Tell the students that they are each going to speak about their place for three to four
minutes. They should describe the place, say what they did there and give their opinions
about the place but they should not say the name because other students are going to try
and guess where it is. They should also use the expressions on their worksheets while they
are speaking. Demonstrate the task by talking about a place you have been to and asking
the students to guess where it is.
Give the students five minutes to make notes on their worksheets and prepare what they
are going to say. The students then take it in turns to speak for three to four minutes using
their notes as a guide. The other students should listen and when the speaker has finished,
try to guess the name of the place. After each student has had a guess, the speaker can
finally reveal which place he/she was talking about. Each student who guessed correctly
gets one point.
When all the speakers have spoken and the places have been guessed, the student with
the most points in each group wins.
As an extension, put students into pairs with someone from a different group and ask
them to report what they learnt about the people in the group, using introductory it where
possible.

2 Vocabulary 2
phrasal verbs
Phrasal verb eliminator

$
Student A Student B
come fill
away
come up catch to down to up turn in take
from
get see with up come with carry get keep in
hold across on by up fit out up through get
do to
He arrived late again. It’ll never become popular.

He turned up late again. It’ll never catch on
I don’t feel socially comfortable here. It’s difficult to survive financially here.
I don’t fit in here. It’s difficult to get by here.
You need to complete the form immediately. We’re going to redecorate the house this summer.
You need to fill in the form immediately. We’re going to do up the house this summer.
He was only following orders. I found an old diary by chance.

He was only carrying out orders. I came across an old diary.
I liked John from the moment I met him. Generally my personal assistant organises everything.
I took to John from the moment I met him. Generally my personal assistant sees to everything.
I never thought I’d successfully complete the course. Who thought of this absolutely ridiculous idea?
I never thought I’d get through the course. Who came up with this absolutely ridiculous idea?
I know about the latest trends in the fashion world. I tell you, it’s essentially all about commitment.
I keep up with the latest trends in the fashion world. I tell you, it all comes down to commitment.
I need some time off work for a while. I’m sorry I was delayed.
I need to get away from work for a while. I’m sorry I was held up.
$

2 Vocabulary 2
phrasal verbs
Phrasal verb eliminator

Target language: phrasal verbs
Procedure
Put students into pairs (A and B) and give them the appropriate worksheets. Student A
begins by reading out the first sentence in bold. Student B has to reformulate the sentence,
using a phrasal verb from the grid. Student A has the correct sentence in italics and tells
Student B if they are correct. If they are, the phrasal verb can be crossed out, making
subsequent sentences easier to reformulate. If there is a sentence which the student can’t
reformulate, it can be missed out and returned to later when there are fewer phrasal verbs
to choose from.
Students then continue taking it in turns to read and reformulate their sentences in bold.

2 Communication
present ideas clearly in an
informal context
Holiday nightmares
Put the following in order of how bad they are. Give the worst experience ‘1’ and the You Partner Group
least bad ‘15’.
1 You book a one-week holiday in a ‘romantic hideaway’ in the French countryside but
the cottage is 10 km from the nearest village. To say it’s primitive is an understatement;
there is no running water, only a well.
2 You arrive at your beachside hotel only to find that it is not fully completed. Although
your room is very pleasant, you are basically staying in a building site with a lot of
noise, dust and rubble, and the pool is not yet finished.
3 You realise after checking in that a large group of football hooligans are also staying
at the hotel. They behave appallingly; shouting at staff, swearing, getting drunk and
making comments to all the women they see.
4 You are going on holiday for a week but because of delays caused by an air traffic
controllers’ strike you lose in total nearly three days of your holiday, both flying out and
returning. This time is spent in airports.
5 You are on a luxury holiday on a different continent for two weeks. After two days, a
neighbour emails you to say your house has been broken into and lots of things have
been stolen. They reassure you that they are taking care of the situation.
6 You’ve booked a beach holiday on an island which is usually hot and sunny at that time
of year but the weather is terrible. It’s raining and windy and, as there’s not much to do
other than go to the beach, you’re getting bored.
7 The city you are staying in has rather a dangerous reputation and you are robbed at
gunpoint on the first day. The robber only took a little cash and the rest of the holiday
is fine.
8 You’re staying in a tropical resort where there are plagues of mosquitoes, and you get
badly bitten. As well as this, there are cockroaches everywhere and even some running
around your room.
9 You love the beach but get terrible sunburn on the first day. It’s so bad that you can
barely sleep at night and you have to stay out of the sun for the rest of the holiday.
10 You booked a long weekend in Paris, the ‘City of Love’, but you have a massive argument
with your partner on the first day about a very trivial matter. He/She refuses to speak
to you until you get home.
11 You go on holiday with a group of five friends for a week but they seem not only to like
different beaches to you but different places of interest and even different restaurants.
You end up not doing anything you really wanted.
12 You are staying in the jungle for a week and whilst exploring a lake a huge snake wraps
itself around your leg and tries to pull you into the water. Luckily, your friends beat it
until it releases you.
13 You are stopped by the police for a minor traffic violation but they then believe you are
a dangerous criminal they have been looking for. You spend 48 hours in police custody
before being released.
14 Your hotel catches fire one night and although everyone escapes unharmed the hotel is
destroyed and you lose all your possessions. You are given alternative accommodation
and are later fully compensated.
15 Exploring the rocky coast of a resort, you don’t notice the tide coming in. You become
stranded in a small bay. As the sea is rising, you’re screaming for help, believing you’re
going to drown. Luckily you’re seen and rescued.

2 Communication
present ideas clearly in an
informal context
Holiday nightmares
Target language: present ideas clearly in an informal context
Preparation: Photocopy and cut up one worksheet for each student in the class.
Procedure
Give students a worksheet each and ask them to rank the fifteen holiday scenarios in order
of how bad they are in the ‘You’ column, number one being the worst.
Then put students into pairs. Ask them to compare their rankings and agree which the
five worst ones are, writing numbers 1–5 the ‘Partner’ column. After that, students can be
put into larger groups and try to agree on a top three, writing numbers 1–3 in the ‘Group’
column.
Finally, if there is still room for further discussion, the class as a whole can try to agree on
the worst one. Students should justify why they think something is particularly bad or not.
There are also some further questions to be discussed in small groups:
• Has anything like this ever happened to you? If it has, tell your group about it.
• What other disastrous things can happen on holiday?
• What would you do in the situations on the worksheet?

3 Vocabulary 1
books
Literary critics
$
$
Critic A Critic B
a Yes, you're right, but did you know it was a 1 Yes, I know, I was almost crying; and the plot is
fictionalised account? fascinating.
b No? What's the problem with it? 2 FINISH Yeah, who are you calling bookworm?
c That's the new one by A.J. Wolf, isn't it? You're 3 Absolutely, I couldn’t put it down! And it really
not hooked on it then? comes alive towards the end.
d START I’m reading Orange Pants by C.S. Murphy 4 For starters, some of the characters are a bit
at the moment. It’s very readable, don’t you one-dimensional and it’s so slow. I don’t rate
think? Wolf very much as an author.
e You have to be in this job! So, see you later, 5 Yes, but anything that depicts the rich behaving
bookworm. like animals will sell.
f That’s strange. He’s written some critically 6 Let’s hope so, I’ve got three books to finish this
acclaimed best-sellers. week. Luckily I’m an avid reader.
g That’s true. Anyway, what’s next on your list? 7 Not at all. It’s not what I’d call a
Something more gripping perhaps? page-turner.
h Oh no! Don’t tell me what happens at the end! 8 Really? I thought it was based on a true story.
It’s such an incredibly moving story, At any rate, it’s much better than Legless in
isn't it? Surburbia.
$
Discuss the following questions in small groups.
• Are you an avid reader? How many books do you read a year? What types of
books are they?
• What was the last book you couldn’t put down? Why was it so good?
• Do you know any bookworms? What do they read?
• Do you prefer books that depict real events or fictional ones? Why?
• What’s the worst book you’ve ever read? Why was it so bad?

3 Vocabulary 1
books
Literary critics
Target language: books
Activity type: role-play and discussion
Procedure
Put students into pairs and give each student a Critic A or B worksheet. Tell them they are
literary critics discussing some books and the aim of the activity is to put the conversation
in the correct order.
Student A starts and reads prompt d, which Student B has to find the reply to. Student A
then finds the correct response to Student B’s comment, and so on. Students have to look
for synonymous expressions and words, as well as linkers and appropriate answers to
questions to do the task. Students must not show each other their worksheets.
When students have put the conversation in order, give them the worksheet with the
discussion questions. Students can work in pairs or small groups and finally report any
interesting findings to the whole class.
Answers
d–3–h–1–a–8–c–7–b–4–f–5–g–6–e–2

3 Grammar 1
narrative tenses
Two great hoaxes

Student A
The Surgeon’s Photo
a had been suspected of being fake by some, this had never been proven.
b made a rather crude 20 cm neck and head which they had stuck to a toy
c supposedly taken by a highly respectable British surgeon, Colonel Robert
d respectable surgeon as a front for the plot. The picture, whilst never being
e taken the grainy black and white picture one morning in April 1934 from
f maker grandfather, Duke Wetherell, were behind the hoax. The pair had
g authenticated, was never exposed as being a fraud; thus the pair had
1 h In 1994 the defining image of the Loch Ness monster, which was
i been humiliated by a national newspaper. Already known to the press,
j the shores of the loch as the creature was surfacing. Although the image
k pulled off one of the most successful hoaxes of the 20th century.
l submarine. Their motive was simply revenge, since Wetherall felt he had
m Wilson, was finally revealed to be a fake. The Colonel claimed he had
n and with a dubious reputation, Wetherell had had to use the
o Shortly before his death, Christian Spurling confessed that he and his film-
$
Answers: 1h 2c 3m 4e 5j 6a 7o 8f 9b 10l 11i 12n 13d 14g 15k
$
Student B
The Hitler Diaries
a Ger Heidemann who discovered them claimed the diaries had been
b diaries were little more than poor quality and rather obvious fakes. Not
c speeches. There were even historical errors. Within two weeks of
1 d In 1983, German magazine Stern published extracts from what they
e to be genuine in April 1985. However, it soon became apparent that the
f rescued from an air crash in 1945, kept safe for many years until recently being
g Konrad Kujai, a notorious forger responsible for creating them, and
h only were they written on post-war whitened paper but some of the
i claimed were the diaries of Adolf Hitler. The magazine had paid $4 million
j entries had simply been plagiarized from a well-known book on Hitler’s
k smuggled out of East Germany. Whilst Heidemann was trying to find a
l Heidemann went on trial and were each sentenced to 42 months in prison.
m for sixty small books covering a period from 1932 to 1945. The journalist
n publication, Stern reluctantly admitted they had been duped and both
o buyer, he had them verified by leading historians and they were declared
$
Answers: 1d 2i 3m 4a 5f 6k 7o 8e 9b 10h 11j 12c 13n 14g 15l

3 Grammar 1
narrative tenses
Two great hoaxes

Target language: narrative tenses
Activity type: story telling
Procedure
Put students into two separate groups, A and B. Within each group, students work in pairs
and are given the appropriate text with the lines in the wrong order. Students number the
order of the lines; the first is already indicated. When this has been done, the answers can
be given out to each group so students can check their answers.
Give the students a few minutes to reread their story and to remember as much as they
can. The class then needs to be reorganised so a student from group A is now working
with a student from group B. The new pairs have to tell their stories to each other, paying
attention to narrative tenses and without looking at the original story. After this, students
can be asked to report what they heard to the rest of the class and any gaps in the story
can be filled in by the other students.
The students then discuss the following questions:
• Why was one hoax so much more successful them the other? Would you have believed
either hoax?
• If you had worked for Stern magazine, would you have been so eager to publish the
diaries?
• Can we believe any of the images of UFOs, monsters, etc. that people sell to the media?
• What makes a good hoax?
• What other hoaxes do you know about? Tell the group.
Answers
The Surgeon’s Photo: 1 h, 2 c, 3 m, 4 e, 5 j, 6 a, 7 o, 8 f, 9 b, 10 l, 11 i, 12 n, 13 d, 14 g, 15 k
The Hitler Diaries: 1 d, 2 i, 3 m, 4 a, 5 f, 6 k, 7 o, 8 e, 9 b, 10 h, 11 j, 12 c, 13 n, 14 g, 15 l

3 Grammar 2
participle clauses
Sentence conversions
Student A
I felt tired, so I went to bed. It’s impossible to get him to She picked up the book and
listen to you. started to flick through it.
Feeling tired, I went to bed. Getting him to listen to you is Picking up the book, she started
impossible. to flick through it.
He was really intelligent but this If you mix it with fruit juice, it Since he had forgotten his ID, he
made no difference. tastes even better. wasn’t allowed to enter.
Being intelligent made no Mixed with fruit juice, it tastes Having forgotten his ID, he wasn’t
difference. even better. allowed to enter.
James, who was shot by the As they brought no food, they The boy remembered the time
burglar, eventually died. drew attention to themselves. and started to run.
Shot by the burglar, James Not having brought any food, they Remembering the time, the boy
eventually died. drew attention to themselves. started to run.
$
Student B
I saw the spider, so I screamed. He hadn’t studied so he couldn’t These machines, which are made
do any of the exam. in Germany, are very reliable.
Seeing the spider, I screamed. Not having studied, he couldn’t Made in Germany, these machines
do any of the exam. are very reliable.
If you look after them well, They were dishonest. This was Michelle lost her balance. She
they’ll last you a lifetime. second nature to them. fell over.
Looked after well, they’ll last you Being dishonest was second Losing her balance, Michelle fell
a lifetime. nature to them. over.
He got out of bed. He put on his The most difficult thing to do is Gary had spent all his money, so
dressing gown. say sorry. he had to go home early.
Getting out of bed, he put on his Saying sorry is the most difficult Having spent all his money, Gary
dressing gown. thing to do. had to go home early.

3 Grammar 2
participle clauses
Sentence conversions
Target language: participle clauses
Procedure
Put students into pairs and give them the appropriate worksheet. Students take it in turns
to read out the sentences in bold, which their partner has to convert using a participle
clause or a gerund. If this can’t be done, the student can read the first word of the
converted sentence (in italics) to help. Students must not show each other the unconverted
sentences; they must be dictated.

3 Vocabulary 2
compound words
Who sits where? Compound Character

Adjectives
• hard-working
• fun-loving
• single-minded
• self-sufficient
• thick-skinned
• stand-offish
• career-orientated
• level-headed
• absent-minded
Office Workers
• Mrs Johnson
• Ms Farina
• Mr Bradley
• Mrs Hunt
• Mr Ibbs
• Miss Jones
• Mr Beaumont
• Ms Marlow
• Miss Drew
$
Student A
• The person who can take criticism is next to the door. (Start with this one)
• Miss Drew sits next to a window.
• Miss Jones is level-headed.
• The hard-working person has a desk nearer the window than Mr Beaumont.
• The absent-minded person is next to the person who thinks their job and work are the
most important things.
• The central desk belongs to the person who likes to have a good time.
• The person who is generally determined and focused person is in a corner.
• The career-orientated person is between the forgetful person and Mr Ibbs.
• Ms Marlow and Ms Farina are next to each other.
• The person next to the water-cooler isn't very friendly.
$
Student B
• The person who doesn’t panic has a desk nearer the window than Mr Bradley.
• Ms Marlow is forgetful.
• The single-minded person is next to the self-sufficient person.
• The person who works 12 hours a day has a desk behind Miss Jones.
• Mr Beaumont is further from the window than Miss Drew.
• Ms Farina is opposite the lift.
• The thick-skinned person is Mr Ibbs.
• Mrs Johnson is in front of Mrs Hunt.
• The fun-loving person is behind Mr Bradley.
• The stand-offish person is Mrs Hunt.

3 Vocabulary 2
compound words
Who sits where?

Target language: compound words
Activity type: information puzzle
Procedure
Put students into pairs (A and B) and give them the appropriate worksheet each and a plan
of the office to share. Tell students not to show each other their worksheets. There are nine
desks in the office and students take it in turns to read out their information to their partner
so that they can find out the names and characters of the nine office workers. For students
to do this effectively they need to listen out for synonymous words and expressions about
the workers.
For example, if Student A says, The person who can take criticism is next to the door,
Student B looks for related information and reads, The thick-skinned person is Mr Ibbs.
The office workers’ names can then be filled in on the office plan. To help students think of
the compound adjective, they can look at the reference box to the right of the plan, which
also has the names of the office workers.
It is only through sharing the information that the task can be completed and students
should not fill in any names unless they are absolutely certain they are correct.
Answers
1 Miss Jones: level-headed
2 Miss Drew: hard-working
3 Ms Marlow: absent-minded
4 Mr Bradley: self-sufficient
5 Mr Beaumont: fun-loving
6 Ms Farina: career-orientated
7 Mrs Johnson: single-minded
8 Mrs Hunt: stand-offish
9 Mr Ibbs: thick-skinned

3 Vocabulary 3
metaphors
Metaphor snap
Next year I’ll be earning

I’m going to become a doctor I don’t know which direction I want to get a job with some
double and have loads more
like my dad. to turn. opportunities for promotion.
responsibility.
He knows exactly what he

He didn't make me feel I haven't been feeling too
He’s so friendly and kind. wants. In this case, it’s a
welcome. good recently.
new job.
Our relationship goes from

He’s the boss. I just do what It’s been really hard to find a
I’m going to lose my job next. one extreme to the other.
he says. new job.
We’re often rowing.
$
$

3 Vocabulary 3
metaphors
Metaphor snap
Target language: metaphors
Activity type: matching activity
class.
Procedure
Put students into groups of four with two students on each team. One team has the picture
cards and the other team has the phrase cards. One card from each set is turned over
simultaneously by both teams and placed in the middle. If they match, the first team to say
‘Snap’ can try to say an appropriate sentence which uses the metaphor on the picture card
with the phrase on the prompt card.
For example, the picture of someone following in someone’s footsteps and the card which
says I’m going to become a doctor like my dad, would require something like, I’m going to
follow in my father’s footsteps. If the students agree that the sentence is appropriate, the
team wins that pair of cards, and the game continues. When all the cards have been turned
over, the cards are picked up and shuffled so that the game can continue. This goes on until
all the pairs have been won. The winning team is the team with the most pairs at the end.
Depending on the strength of the class and when the Students’ Book activities were done,
students could be given just the pictures and asked to remember the metaphor before
doing the activity.
Answers
(Tenses could vary)
I’m going to follow in my father’s footsteps.
I’ve reached a crossroads in my life.
My career is taking off./I don’t want a dead-end job.
He gave me a frosty reception./I’ve been feeling under the weather recently.
He’s got a warm personality./He has his sights set on a new job.
I’m next in the firing line.
The boss calls the shots.
It’s been a struggle to find a new job.
We have a stormy relationship.

3 Communication
tell an extended story
Don’t lie to me!

$
Tell a story about a time

Tell a story about a time Tell a story about a time
you got into trouble
you were embarrassed. you made a big mistake.
when you were young.
Tell a story about a time Tell a story about a time

Tell a story about a great
when you had to tell you received a fantastic
day in your life.
a lie. present.
Tell a story about Tell a story about

something unexpected something funny that
you felt frightened.
that happened to you. happened to you.

Tell a story about Tell a story about a time
you had to work hard to
something that made you were either very
persuade someone to
you furious. lucky or very unlucky.
do/believe something.

3 Communication
tell an extended story
Don’t lie to me!

Target language: tell an extended story
Activity type: story-telling and guessing game
Preparation: Photocopy and cut up one worksheet for every 12 students in the class.
Procedure
Divide the class into pairs. Give each pair a different story card. Students tell each other a
personal story based on the topic on their card. They should try not to let other students
around them hear the stories.
When they have finished, the students in each pair should choose the most interesting of
the two stories. Both students are going to tell the class this story, trying to convince them
that it is their story and not their partner’s. The rest of the class will try to guess whose
story it is and will be able to ask questions. The student in each pair whose story was not
chosen must therefore learn the story by asking his/her partner lots of questions about it,
e.g. What was the weather like? What time of day was it? Who was there? etc. Give them ten
to fifteen minutes for this. It is a good idea to advise students not to choose stories that
will immediately give away their owner, for example that take place in a particular place or
involve an activity that only that student does.
In turn, each pair now tells their story to the class. One student starts the story and
the other student finishes it. The other students then have two minutes to ask as many
questions as possible to try to determine whose story it is. Each pair then votes on whose
story it is. Each pair that guesses correctly gets one point. For each pair that guesses
wrongly, the storytelling pair gets one point. If you have very large classes, divide the class
into two or three groups and the pairs tell each other the stories within their group.
The winners are the pair with the most points after all the pairs have told their stories.

4 Vocabulary 1
progress
Technology crossword
Student A
1 2
3 4
H A C K E R
5
6 7
M I C R O W A V E
8 9
C L O N I N G
10
N E T W O R K
11
12 13 14
S U P E R B U G
15 16
T H E L A T E S T T E C H N O L O G Y
17 18 19
T E S T T U B E N E R D C E L L
20
M I C R O C H I P
Student B
1 2
S O
3 4
C R F
5
A B I T
6 7
S N I R E
8 9
O C T E C
F R B H
10
T A A N
11
W S L O S
12 13 14
U A H L P G H
P R A H A U
15 16
T E L S O D T
O A Y B G T
17 18 19
D U S E E L
A N T T E
T C E
20
E H M

4 Vocabulary 1
progress
Technology crossword
Target language: progress
Activity type: crossword
When to use: Use this activity after Unit 4 Lead-in.
Procedure
Put students into pairs (A and B) and give them the appropriate worksheets. Tell them not
to show their worksheet to their partner.
Student A has to describe ‘across’ words and phrases to their partner and Student B
describes those going down. Student A asks student B for a word first, which B describes
giving clues and hints if A cannot remember the word. It’s important that the answer is not
just given if the student cannot remember it, and students should be encouraged to be
inventive in this respect, so their partner can eventually get the word or phrase.

4 Grammar 1
future probability
Dice of prediction
• • •• • • ••• •• ••
• • • • • • • •
• no hope of/ • slight/slim/ • the chances • may well • almost • no doubt
chance of remote chance are • distinct definitely will • in no doubt
• no way • could conceiv- • it’s possible possibility • will • absolutely/
• inconceivable ably • there’s a • there’s every presumably definitely
that • I doubt possibility likelihood • bound to
whether
see your find a job or get

humans visit vote in an do a bungee jump
START country win the a promotion this
Mars by 2015 election this year (again)
next World Cup year
be sunny go skiing this go to bed tonight use public hotels in space

travel to China
tomorrow winter before midnight transport today by 2025
improve your
be arrested this move home this swim with go to the cinema buy a new mobile
English
month year dolphins (again) this week this year
dramatically
eat something go to a wedding see an alien in travel to read five books

rain tomorrow
later today this year your lifetime Antarctica this year
have an operation
make a speech see the pyramids wake up early tell someone you
be ill this year in the next five
this year (again) tomorrow love them today
years
lose something
go to prison in buy a computer or take an exam this have a glass of
FINISH your lifetime
important this
car this year year wine today
month

4 Grammar 1
future probability
Dice of prediction
Target language: future probability
Preparation: Photocopy one worksheet for each group of two to four students in the class.
Procedure
Put students into groups of two, three or four and give them a counter each and one dice
and board per group. The counters are placed at the start. The first player moves to the
first square but they do not roll the dice yet. The square says, See your country win the
next World Cup. The student makes a prediction using any one of the prompts from the
six boxes. For example, the player decides, My country may well win the next World Cup,
choosing to use a prompt from box 4.
The next player must now roll the dice to see if their prediction comes true or not. If the
player rolls a four, the prediction has come true and the player that made the prediction
can move the number of spaces indicated (4). If the player rolls any other number, then the
prediction doesn’t come true and they stay on the same square, only moving to the next
square when it’s their turn again. (Players always move forward one square when it’s their
turn, regardless of whether their last prediction came true or not). It’s then the next player’s
turn.
Students should be encouraged to make sensible predictions but also use all three
prompts in each box if possible.

4 Grammar 2
inversion
Inversion conversion
$
He didn’t speak to me I don’t love her any He’s lazy but also rude. I have never seen such
once. longer. beauty before.
Not once did he speak to No longer do I love her. Not only is he lazy but Never before have I seen
me. also rude. such beauty.
I rarely go to the theatre I knew little about her I had hardly started when I realise I was mistaken
these days. reputation. he interrupted me. only now.
Rarely do I go to the Little did I know about her Hardly had I started when Only now do I realise I
theatre these days. reputation. he interrupted me. was wrong.
He gave me permission There’s no way I am She didn’t offer to help We don’t need him
only when I begged. apologising. once. anymore.
Only when I begged did No way am I apologising. Not once did she offer to No more do we need him.
he give me permission. help.
It was difficult and very I have never eaten such He’s rarely seen in public We know little about
time-consuming. nice crab before. these days. these creatures.
Not only was it difficult Never before have I eaten Rarely is he seen in public Little is known about
but also time-consuming. such nice crab. these days. these creatures.
They had hardly set foot We are beginning to un- You can leave only when There’s no way I’m going
outside when it started derstand its complexity you’ve finished your food. to tell him.
raining. only now.
Hardly had they set foot Only now are we Only when you have No way am I going to tell
outside when it started beginning to understand finished your food can him.
raining. its complexity. you leave.
$
Complete these sentences so that they are true for you. Then discuss with your group.
1 Only now do I realise .

2 Never before have/had I .
3 Rarely do I .
4 No way am I .
5 Only when I am will I .
6 Not once have I .
7 Not only am I but also .

4 Grammar 2
inversion
Inversion conversion
Target language: inversion
Activity type: sentence transformation card game
Preparation: Photocopy and cut up one set of cards for each group of three students and one
set of incomplete sentences for each student in the class.
Procedure
Put students into groups of three and give them a set of cut up cards per group. The first
player picks up a card and reads the sentence in bold to the player on their right, who has
to invert it. This is checked by the player reading the sentence, the answer being in italics
underneath. If it is incorrect, the next player has a chance to invert it and if they don’t get it
right it goes back to the first player. If a student gives a correct sentence, they win the card.
After the card has been won the next player picks up a card and reads it to the player on
their right. The aim of the activity is to win as many cards as possible.
Students stay in the same groups and are given the second worksheet each which they
have to fill in. They then tell the other students their ideas. Those listening should be
encouraged to ask questions about what has been said.

4 Grammar 3
future forms
Personal contract
I hereby promise myself that this time next year,

• I’ll have definitely
.
• I’ll probably have
.
• But I won’t have
.
I can also truthfully state that in six months time, two things I’ll still be doing
are,
• and .
• And I won’t be
.
• But I hope I’ll be
.
I can honestly say that one day
• I’m going to
.
• And
.
• But I’m never going to
.
However, this weekend
• I’m
.
• And I’m
.
I also predict that when I die
• I’ll
.
• And I’ll
.
Signed .
Date .
Witnessed by .
4 Grammar 3
future forms
Personal contract
Target language: future forms
Activity type: presentation to a group
Preparation: Photocopy one worksheet for each student in the class.
Procedure
Give the students a contract each to fill in. You could remind weaker groups beforehand or
during monitoring that in the second section they need to use future continuous and in the
final section just will plus infinitive.
After the contracts have been completed, students sign them in front of a ‘witness’. Then
in pairs, or groups of three or four, the students present their contracts to each other,
justifying and explaining decisions made.

4 Vocabulary 2
two-part expressions
Scream and shout

Part A Part B
$
ready and
Sally and Justin have been on holiday and
are about to check out of the hotel and go
now and
home. However, Sally disappeared for a while
and Justin is angry as they are late checking
waiting out. Sally has just returned. Complete the
dialogue by filling in the gaps with word pairs
that you find.
again
sick and
Justin: Where have you been? You’re late!
facts and Sally: None of your business. I’ve just been (1)_____ and _____.
Justin: What do you mean? It says here we were supposed to check out at
tired 11.30. It’s now 2.00 and we’ll have to pay extra.
Sally: It’s just (2)_____ and _____. It’ll be fine, they won’t charge us. Who
figures
cares, I was busy.
aches and Justin: Well, I care, I’m (3)_____ and _____ of you just switching your phone
off, disappearing, or turning up late.
out and Sally: Yeah, whatever! Don’t tell me, you’ve been (4)_____ and _____ for
three hours?
pains Justin: Actually, I have. So, where on earth have you been?
Sally: God, you’re so nosy, but if you really must know, I’ve been to the
about
doctor’s.
song and Justin: Again! I knew it! What unusual (5) _____ and _____ do you have this
time?
rules and Sally: Come on! I don’t go that often, just (6)_____ and _____.
Justin: Yeah right! You mean every week!

dance
Sally: Don’t exaggerate. (7)_____ and _____ , I’m quite healthy but it’s
always better to be safe than sorry.
regulations
Justin: Look! For (8)_____ and _____ just admit it; you’re a complete
once and hypochondriac.
Sally: Rubbish! I read that 25% of the population go to the doctor’s at least
by and three times a year, so I’m completely normal.
Justin: Don’t give me some of your (9)_____ and _____. It doesn’t matter
for all what you say, you are obsessed with your health.
Sally: Look, stop making a (10)_____ and _____ about it, and let’s go and
large check out before they do actually charge us for another day.
$

4 Vocabulary 2
two-part expressions
Scream and shout

Target language: two-part expressions
Activity type: pelmanism and sentence completion
Preparation: Photocopy and cut up one worksheet for each pair or group of four students in
the class.
Procedure
Put students into pairs or fours (two on each team). Give them one set of cut up cards
(Part A), and either one or two copies of the dialogue (Part B). The cards are placed face
down and spread out across the table in front of the students. They then take it in turns to
try and turn over a matching pair, for example the song and dance cards. They can only turn
over two cards at a time, and if they are not a pair they have to put them back face down
in the same place. If the two cards are a pair, they then have to find the correct part of the
dialogue to put them in. If the others agree, then they keep the cards and get a point.
This continues until all the pairs have been found and the dialogue is complete. The winner
is the student/pair with the most points.
After the activity, students can practise the completed dialogue in pairs, though guidance
might be needed on intonation and tone as a lot of remarks are quite sarcastic or scornful.
Answers
1 out and about
2 rules and regulations
3 sick and tired
4 ready and waiting
5 aches and pains
6 now and again
7 by and large
8 once and for all
9 facts and figures
10 song and dance

4 Communication
present and argue a convincing
case for something
Mission to Mars
There has been a terrible environmental global disaster and the Earth can no longer sustain human life. A
spacecraft is ready to take off to Mars, where special emergency biodomes have been set up to support
human life. The spacecraft’s on-board navigational systems will work as an auto pilot. The colony biodomes
are controlled by a computerised system that allows plants to be grown that provide oxygen and food. There
will also be space for several farm animals (currently on board the spacecraft) to be bred once the colony is
operational. There are stocks of food and medical supplies to last the colonists for at least a year.
Unfortunately, the original crew of eight people have not survived the disaster so a new crew has to be chosen.
There are twelve people standing at the gates, all wanting to get on the spacecraft which has just eight seats.
You must decide which eight people should go to Mars to start a new world and continue the human race.
Thomas Gareth
A 40-year-old ex-soldier who served as an engineer A 30-year-old food science PhD student who has
for 20 years before he was injured and retired from been studying the growth of vegetables in extreme
the army. He has a good understanding of survival conditions. Unfortunately he has recently been
techniques and the use of weapons. He is now in a diagnosed with a long-term serious illness which means
wheelchair and sometimes suffers from depression. he cannot carry out strenuous activities.
Megan Margaret
A newly-qualified doctor at just 27 years of age who A 70-year-old retired history teacher who grew up on
recently started training to be a surgeon. She’s single a farm. She’s a keen gardener and spends her time
and has no interest in getting married or having growing flowers and vegetables which she has won
children. She’s ambitious and isn’t always a team prizes for at local agricultural competitions.
player.
Bill
Lee The country’s ex-president who was considered to be
A 45-year-old supermarket owner who is married the greatest leader the country had ever had. He had to
to Carolyn and has one son, Luke. He’s skilled in resign after he was accused of corruption although he
accounting. He has a pilot’s licence and enjoys flying his was never charged with a crime. He is 66 years old and
small two-seater plane in his free time. He won’t go to a qualified lawyer.
Mars without his wife and son.
Hannah
Carolyn
A 20-year-old mechanical engineering student who
A 44-year-old poet who has published several popular
is top of her class. She finds it difficult to build
books. She is Lee’s wife and Luke’s mother. As working
relationships and has few friends, preferring to spend
parents, Carolyn and Luke employ a cook and cleaner to
time on her own.
take care of the house while they focus on their careers.
Luke Jack
Lee and Carolyn’s ten-year-old son. He attends a school A 30-year-old biochemist who finished a one-year
for pupils who are academically intelligent and has prison sentence last year. The crime he committed is
shown excellent skills in maths and computing. He’s a unknown but since he got out of prison he has returned
diabetic and needs regular medication. to work and has not been in trouble with the police.
Alexa Olivia
A 19-year-old woman who is pregnant with her first A 60-year-old pharmacist with over 40 years’
child. She left school with no qualifications but enjoys experience. She recently decided to retire from her job
cooking and wants to become a chef. She takes very because she is losing her eyesight due to a genetic
good care of her health and the health of her baby. illness, although she is otherwise fit and healthy.

4 Communication
present and argue a convincing
case for something
Mission to Mars
Target language: present and argue a convincing case for something
Activity type: discussion
Time taken: 45-60 minutes
Procedure
Give each student a copy of the worksheet and ask them to read the introduction. Answer
any questions they may have.
Ask the students to now read about each of the twelve people and choose eight that they
think should go to Mars, making a note of why. Give them around ten minutes to do this.
Divide the class into groups of five or six. Together, the students discuss the people that
they think should go to Mars and put their cases forward until they finally come to an
agreement.
Ask each group to present their final list to the rest of the class, explaining their reasons
behind each person.

5 Vocabulary 1
business and finance
Business crossword
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
$
Student A
1 To launch a business, you need some to pay for staff, offices etc. (5, 2, 5)
3 A new business needs to get people’s attention. (9)
5 An increase in taxes for workers means anyone who earns over £100,000 pays an extra 10%. (4, 6)
7 The Mona Lisa is . You can’t imagine how much it’s worth. (9)
9 The place where shares are bought and sold is the . (5, 6)
11 Some people turn their hobby into a job and out of it. (4, 1, 6)
13 My friend always with market sellers to get the best possible price. (7)
15 The main aim of all businesses is to make . (1, 6)
$
Student B
2 When your business is not competitive, there’s a good chance it’ll . (2, 8)
4 Employers prefer to employ staff who have had work experience. (5, 2)
6 Companies try to attract the best staff with such as a car or health insurance. (6, 8)
8 If someone rich dies and leaves you money then you come . (4, 1, 7)
10 If companies have financial problems, they often have to ask the bank to . (4, 4, 3)
12 If your business is a , all employees receive a percentage of the money made. (6, 5)
14 I was by a big multinational company before I’d even finished university. I started working there the
day after I graduated. (9)
16 In their first year, few small businesses make money. Most are lucky if they . (5, 4)

5 Vocabulary 1
business and finance
Business crossword
Target language: business and finance vocabulary
Activity type: word puzzle
Procedure
Divide the class into pairs. Give one student in each pair a Student A worksheet and the
other a Student B worksheet. Tell the students not to look at each other’s worksheets. The
aim is to fill in the grid and eventually discover the vertical phrase in the shaded squares in
the centre. Explain that hyphens are not included in the grid.
Students take it in turns to read their clues to their partner who has to give the answer. If
they do not know it or cannot remember it, then the students work together to try and work
out what the answer is before filling in the grid. It is important to emphasise that students
must try to guess each other’s clues rather than just look at their own clues and fill them in.
It is also helpful if the student who is listening is told if the word is divided into two or more
words, and how many letters are in each. This information is in brackets at the end of each
clue.
Answers
1 start-up funds
2 go bankrupt
3 publicity
4 hands-on
5 high-income
6 fringe benefits
7 priceless
8 into a fortune
9 stock market
10 bail them out
11 make a living
12 profit-share
13 haggles
14 recruited
15 a profit
16 break even
The vertical phrase in the shaded squares is paid on commission.

5 Grammar 1
emphasis
Cleft sentence mingle

$
• What I can’t stand is _____________. • What I can’t stand is _____________.
• What I really love is _____________. • What I really love is _____________.
• What I really need in life is _____________. • What I really need in life is _____________.
• The thing that upsets me most is _____________. • The thing that upsets me most is _____________.
• The reason I’m learning English is _____________. • The reason I’m learning English is _____________.
• The person who makes me laugh the most • The person who makes me laugh the most
is _____________. is _____________.
• It’s _____________ who has helped me • It’s _____________ who has helped me
most in life. most in life.
• It’s _____________ that I most respect in • It’s _____________ that I most respect in
people. people.

is _____________. is _____________.
people. people.

is _____________. is _____________.
people. people.

5 Grammar 1
emphasis
Cleft sentence mingle

Target language: emphasis
Activity type: class mingle
Preparation: Photocopy and cut up one worksheet for every six students in the class.
Procedure
Give the students a card each to fill in. After everyone has filled in their card, students
mingle and ask each other questions related to the statements they have just completed.
For example the question for the first statement is What can’t you stand? The student has
to reply using what they have written, but the person who asked the question should be
encouraged to ask further questions, for example, Why?
Students can either be asked to find as many other students with the same or similar
answers as they can, or to talk to at least four other students.

5 Grammar 2
conditional sentences
Conditional board game
FINISH
? If I‘d been born fifty I wouldn’t be in this
years earlier… classroom now if…
I buy flowers or
chocolates if…
I wish I had never…
If it’s nice weather

this weekend…
What would you
?
What do you If the car hadn’t
I’ll watch TV If someone sneezes have done if
wish you’d never been invented…
tonight if… in my country… you had been a
bought? (consequence now)
Pharaoh?
?
If a policeman
Supposing If Bill Gates
If we turned green
whenever we lied…
electricity hadn’t
been discovered…
stops me for
speeding in my
country…
? I always laugh if… hadn’t been born…
(consequence now)
?
What would you How would life
I wish I had…
What will you do
when you retire?
be doing now if
you hadn’t come to
class?
? have been different
if Elvis hadn’t been
born?
As long as you
return it, I’ll…
?
?
What’s the first What would you do
If I had a time What do you wish If I think I’m getting
thing you’re going if you only had six
machine... you’d never eaten? a cold…
to do after class? months to live?
How would life be

different if you’d
been born the
opposite sex?
Do you wish you’d
?
What would you The Titanic
If it hadn’t been for started learning
START Columbus…
change about your
English earlier?
wouldn’t have sunk
appearance? if…
Why/Why not?

5 Grammar 2
conditional sentences
Conditional board game

Target language: conditional sentences
class. Provide a dice and counters for each group.
Procedure
Put students into groups of four and give them a board, counters and a dice. Students
take it in turns to roll the dice and move around the board either finishing the conditional
prompts, adding the main clause or answering the question. If a student lands on a
question mark, they have to think of a question (using a conditional) to ask the student to
their right.
The winner is the first player to reach the finish. Students should try to settle
disagreements about correct answers among themselves but check anything they are not
sure about with the teacher.

5 Grammar 3
sentence adverbials
Business adverbials
Student A
fundamentally / essentially / broadly speaking / principally / primarily
apparently / seemingly / surprisingly enough / up to a point
essentially / on the other hand / believe it or not
looking back / with hindsight / by and large
1 Broadly speaking, the last campaign was a success. (CORRECT)

2 Although there are differences, we are with hindsight talking about the same thing. (INCORRECT – essentially)
3 Of course there are advantages, but on the other hand we are taking a big risk. (CORRECT)
4 Believe it or not, our company was the very first one to introduce this feature. (CORRECT)
5 We are surprisingly enough interested in buying 50 of your machines but we may want other things too.
(INCORRECT – primarily / principally)
6 Essentially, the founder of the company left school at 14. (INCORRECT – surprisingly enough / believe it or not)
7 By and large, we have excellent industrial relations. (CORRECT)
8 I seemingly agree with you that it would far too risky to change suppliers at present. (INCORRECT – fundamentally)
9 Up to a point, he has been offered a much better job by a rival company. (INCORRECT – apparently)
10 Apparently, this computer uses a unique state-of-the-art processor. (CORRECT)
Student B
fundamentally / essentially / broadly speaking / principally / primarily
apparently / seemingly / surprisingly enough / up to a point
essentially / on the other hand / believe it or not
looking back / with hindsight / by and large
1 What I am essentially saying is that it’s not too late to reconsider our strategy. (CORRECT)
2 Although we only invested £2m, on the other hand we made over £100m over the next three years. (INCORRECT –
surprisingly enough / believe it or not)
3 I think using a celebrity to endorse our campaign was, with hindsight, not the best option. (CORRECT)
4 There’s a seemingly endless supply of skilled, cheap labour in the country. (CORRECT)
5 I’m not sure exactly what happened, but by and large head office failed to tell the branch about the new
specifications. (INCORRECT – apparently)
6 Broadly speaking, the key factor was that we misjudged the time it would take to build the plant. (INCORRECT –
looking back / with hindsight)
7 Principally, we are a supplier of sheet metal but we do do some plastics too. (CORRECT)
8 Our fantastic success is down to us apparently understanding customer needs. (INCORRECT – fundamentally /
essentially)
9 I agree with you up to a point as I think we’ll need to make a few minor modifications. (CORRECT)
10 Looking back, we are fairly widespread in Latin America but want to expand into the Far East. (INCORRECT – broadly
speaking, by and large)

5 Grammar 3
sentence adverbials
Business adverbials
Target language: sentence adverbials
Activity type: sentence correction
Procedure
Put students into pairs and give them the appropriate worksheet. They take it in turns
to read their sentences to each other. The focus is on adverbials and the student who is
listening has to say whether the sentence is correct or not. If they think it is incorrect, they
need to say which adverbial from the box could be used instead. Tell students that more
than one adverbial may be possible. They get a point for successfully identifying correct or
incorrect sentences and an extra point for a successful correction.
The winner is the student with the most points.

5 Vocabulary 2
idioms
Money idioms
$
It was really I could sell it for £1m. I’m fairly rich. It was half price –
expensive. really good value.
It cost a fortune. It’s worth a fortune. I’m fairly well-off. It was a bargain.
Let’s share the cost. Do you think you could I haven’t got a lot of The company isn’t
reduce the price? money. making a profit.
Let’s split the bill. Do you think I could get I’m hard up. The company is in the
some money off? red.
Let’s pay 50% and you His parents are really That must have cost a I bought a brand
pay 50%. rich. fortune. new top-of-the-range
computer.
Let’s go halves. His parents are rolling That must have cost an I splashed out on a
in it. arm and a leg. brand new top-of-the-
range computer.
He always owes people It’s hard to survive on I can’t come out. I’ve I’ve got absolutely no
money. £150 a week. got no money. money.
He’s always in debt. It’s hard to get by on I can’t come out. I’m I’m absolutely broke.
£150 a week. skint.
My husband/wife kept It was really, really The company has lots I bought myself a
all the money I won. cheap. of money. new bike as it was my
birthday.
I didn’t see a penny of It was dirt cheap. The company is in the I treated myself to a
the money. black. new bike as it was my
birthday.

5 Vocabulary 2
idioms
Money idioms
Target language: idioms
Activity type: guessing game
Preparation: Photocopy and cut up one worksheet for each group of three students in the
class.
Procedure
Put students into groups of three and give them a set of cards per group. Explain that they
must take it in turns to pick up a card and read the sentence in bold. The other two students
should say a sentence with the same meaning, using a money idiom. The first student to
give the sentence written in italics wins the card. In some cases there could be more than
one possible answer but students must give the exact phrase on the card. The next player
then picks up a card and reads the prompt to the other players.
The winner is the student with the most cards at the end.

5 Communication
negotiate
The charity
Charity wish list
You are on the committee of a
charity which helps different Local orphanage: new heating system £350,000
groups and organisations in your create a school farm £100,000
local area. Each year a group of £70,000
build a new playground
local business people each donate
money to the charity and the Children’s hospital: state-of-the-art equipment £750,000
committee meets to decide how to open a library £200,000
spend that money. This year there £50,000
is £1,500,000 to spend and four
relaxation treatments
worthy charities, each with various Soldier’s retirement home: move to a new building £450,000
projects in mind. £100,000
three new qualiﬁed nurses
weekly entertainment £80,000
Animal sanctuary: buy more land £500,000

employ three more vets £150,000
weekly advertising to ﬁnd homes £100,000
$
Student A
You support the local orphanage which has been helping people for over 80 years, but almost exclusively relies on
donations to survive. Despite the tragic circumstances in which children arrive, there are many success stories with
lots of children going on to lead successful lives. You believe this is because of the excellent care they receive at the
orphanage. Unfortunately, if the heating system cannot be replaced, it may face closure. The current equipment in the
playground is rusty and dangerous and has been out of use for over six months. A school farm will give the children a
chance to have pets and learn about rural life. It will also help to teach them about responsibility.
Student B
You support the local children’s hospital which, over the years, has developed a reputation for excellent quality care.
It has pioneered a range of treatments, especially for children with cancer and heart problems, which now benefit
children around the world. While the hospital is government-funded, the quality and innovation cannot be continued
without receiving money from benefactors. Technology changes all the time and without state-of-the-art equipment the
hospital cannot continue to pioneer new treatments. A hospital library will give children who miss school the chance
to learn while in hospital. Spending time in hospital can be very stressful and relaxation treatments such as meditation
and relaxation spa pools can help with this.
Student C
You support the local retirement home for soldiers, where the residents are elderly, retired veterans who all fought for
their country. Many are war heroes who were disabled in the line of duty and who have no family. Without this home
these people would die alone and forgotten, in relative poverty. The current building is old and damp which is causing
unnecessary illness amongst the residents, and at present there is no funding available to resolve this. The home is
understaffed and the few nurses are overstretched, so many residents are not receiving the one-to-one care they need.
There are few organised activities and most residents are unable to leave the home. Without something to do they can
easily become depressed.
Student D
You support the local animal sanctuary which caters for virtually all abandoned, abused or unwanted animals from
around the entire country. They include zoo animals, pets and exotic animals. You successfully find homes for many
of the animals but some live in the comfort of the sanctuary after terrible ordeals. The sanctuary survives entirely on
donations, fund-raising activities and volunteers. You are receiving more abandoned animals than ever before due
to a poor economy. You therefore need more land and more vets to cope with this situation. Because you need to
find homes for as many animals as possible, you need to advertise weekly to attract new owners. Unfortunately this
advertising is costly.
5 Communication
negotiate
The charity
Target language: negotiate
class.
Procedure
Divide the class into groups of four. Explain to the students that they are all members of a
charity committee which helps different groups and organisations in your local area. Each
year, a group of business people donate money to the charity and the committee meets to
decide how to spend that money. This year, there is £1.5 million (£1,500,000) to spend. The
committees can spend less than this amount but they cannot spend any more than this.
Give each group one or two copies of the wish list and explain that the five groups and
organisations on the list each have three projects that they would like money for. The cost
of the projects are listed on the wish list.
Give each student an A, B, C or D worksheet, so that students in the same group all have
different worksheets. Give the students time to read their worksheets and think about what
arguments they are going to make in support of the charities they favour most.
The students now role play the meeting, discussing the various options until they allocate
the money to the projects of their choice. They should try to persuade the others to give
money to the projects they support, but in the end they will have to negotiate as not all of
the projects can be funded.

6 Vocabulary 1
power
Power snap
$
nuclear power powerful argument
spending power powerful speech
solar power powerful medicine
brain power powerful reason
tool power powerful influence
world power powerful people
political power powerful army
consumer power powerful performance
hungry power powerful athlete
come to power powerful arms

6 Vocabulary 1
power
Power snap
Target language: power vocabulary
Activity type: matching card game
Preparation: Photocopy and cut up one worksheet for each group of three students in the
class.
Procedure
Put students into groups of three and give each group a set of cards. The cards are divided
among the players, who keep them face down in front of them. The first player turns over a
card and places it in the middle. The next player turns over a card and places it next to the
first card. If there is a collocation or compound noun with either power or powerful a player
has to say Snap!.
The player then makes a short sentence or gives a definition of the collocation, and if the
other players agree it is correct they keep that pair of cards. The next player then turns
over a card and the activity continues. If a card is placed down that is not a collocation or
compound noun, cards are turned over until one is seen.
At some stages of the activity there will be a number of cards placed in the middle and
these are won whenever a player correctly says Snap! and gives a correct definition or
sentence. When all the cards have been turned over, the cards are picked up and shuffled
so that the game can continue.
The winner is the student with the most pairs at the end of the activity. Players must not
look at their cards as they are turning them over.

6 Grammar 1
articles
How do they do it?

$
Student A
David Blaine began his career with street magic, performing card tricks and illusions such as levitating or bringing
dead flies back to life. Encouraged by his mother every step of way, he used small camera crew to record his act live in
front of audience of everyday people. This act provided basis for his television specials of street magic which defined
his cool style and won him friendships with celebrities like Leonardo DiCaprio and Madonna. Magician later turned
his attention to feats of endurance; these included being buried alive for week, spending 61 hours in block of ice and
standing on tiny platform at the top of 27 m high pole for 35 hours. Most famously, Blaine spent 44 days without food
in transparent box above River Thames in London. However, stunt became the subject of much media attention due
to mischievous minority. Eggs, sausages, water, beer cans, paint-filled balloons and golf balls were all thrown at box
and he was even subjected to having hamburger flown round him by radio-controlled model helicopter. One man was
arrested for climbing scaffolding supporting Blaine’s box and attempting to cut power and water supply.
Student B - correct version

Escapologist Harry Houdini was born Ehrich Weiss on 24th March, 1874 in Budapest, Hungary. He initially focused on
traditional card tricks and was known as the ‘King of Cards’ but also did illusions. One of the most successful of these
was performed in a London theatre in 1901 with Houdini making a full-grown elephant vanish from the stage. He
soon began experimenting with escape acts and his big break came in 1899, when he met the showman Martin Beck.
Impressed by Houdini’s handcuffs act, Beck advised him to concentrate on escape acts and within months, he was
performing at the biggest theatres in the country. As Houdini’s fame spread, he travelled to Europe and continued to
develop his act, freeing himself from handcuffs, chains, ropes and straitjackets, often while hanging from a rope or
suspended in water, sometimes in plain sight of the audience. In 1913, the escapologist introduced perhaps his most
famous act, the ‘Chinese Water Torture Cell’, in which he was suspended upside-down in a locked glass and steel tank.
Lowered into the water, Houdini would hold his breath for over 3 minutes before escaping from his handcuffs. Legend
has it that he died from a punch to the stomach.
Student B
Escapologist Harry Houdini was born Ehrich Weiss on 24th March, 1874 in Budapest, Hungary. He initially focused
on traditional card tricks and was known as ‘King of Cards’ but also did illusions. One of most successful of these
was performed in London theatre in 1901 with Houdini making full-grown elephant vanish from stage. He soon began
experimenting with escape acts and his big break came in 1899, when he met showman Martin Beck. Impressed by
Houdini’s handcuffs act, Beck advised him to concentrate on escape acts and within months, he was performing
at biggest theatres in country. As Houdini’s fame spread, he travelled to Europe and continued to develop his act,
freeing himself from handcuffs, chains, ropes and straitjackets, often while hanging from rope or suspended in water,
sometimes in plain sight of audience. In 1913, escapologist introduced perhaps his most famous act, ‘Chinese Water
Torture Cell’, in which he was suspended upside-down in locked glass and steel tank. Lowered into water, Houdini
would hold his breath for over 3 minutes before escaping from his handcuffs. Legend has it that he died from punch to
stomach.
Student A - correct version

David Blaine began his career with street magic, performing card tricks and illusions such as levitating or bringing dead
flies back to life. Encouraged by his mother every step of the way, he used a small camera crew to record his act live in
front of an audience of everyday people. This act provided the basis for his television specials of street magic which
defined his cool style and won him friendships with celebrities like Leonardo DiCaprio and Madonna.
The magician later turned his attention to feats of endurance; these included being buried alive for a week, spending
61 hours in a block of ice and standing on a tiny platform at the top of a 27 m high pole for 35 hours. Most famously,
Blaine spent 44 days without food in a transparent box above the River Thames in London. However, the stunt became
the subject of much media attention due to a mischievous minority. Eggs, sausages, water, beer cans, paint-filled
balloons and golf balls were all thrown at the box and he was even subjected to having a hamburger flown round him
by a radio-controlled model helicopter. One man was arrested for climbing the scaffolding supporting Blaine’s box and
attempting to cut the power and water supply.

6 Grammar 1
articles
How do they do it?

Target language: articles
Procedure
Put students into pairs (A and B) and give them the appropriate worksheet each. Tell them
not to show their worksheets to their partner. The top text in each case has the articles
missing. Student A starts and has to read the first sentence of the text aloud to their
partner absolutely correctly, with the appropriate articles inserted before they can move
to the next sentence. Student B can follow what’s being read by looking at the lower of the
two texts.
It’s important that the student who is listening only says correct or incorrect when the
whole sentence has been read, not as they go along. So if it isn’t right, the sentence must
be reread. When Student A has finished reading their text, Student B then reads their text.
You could give students a few minutes to add the articles before the reading aloud starts.

6 Grammar 2
whatever, whoever, whenever etc
Whatever checkers
A B
however
much/many on holiday whatever forget a name whenever
lose something
get bored wherever/whoever lose weight wherever/whoever
important
whenever go shopping however + adv./adj. retire whenever
celebrate my
whatever try to learn English whatever meet new people
birthday
whenever wake up however + adv./adj. miss someone whenever
wherever/ forget something wherever/

fall in love sing
whoever important whoever
however
whenever fall asleep whatever laugh a lot
much/many
C D

6 Grammar 2
whatever, whoever, whenever etc
Whatever checkers
Target language: whatever, whoever, whenever etc
Preparation: Photocopy and one worksheet for each group of three or four students in the
class. Provide a dice and counters for each group.
Procedure
Put students into groups of three or four and provide one board and a counter each.
Students choose a letter and put their counter on it. The object of the activity is to visit two
other letters by moving across the board before returning home. For example, if a student is
on letter A they could go to D then C before returning to A. They move across the board by
taking it in turns to make correct sentences using a word on a white square with a prompt
on one of the adjacent grey squares. For example, if a student starts on letter A, they
have to choose however much/many but could move to on holiday or get bored. If they
choose on holiday they could say, However many clothes I bring on holiday, I always forget
something. If the other students agree that this is correct then the student can stay on the
square with on holiday.
Students cannot be on the same square at the same time or move diagonally. The winner is
the first player to return to their starting letter having visited two other letters.

6 Grammar 3
link words of time and contrast
Life on the edge

Student A
1 Whilst descending Siula Grande in Peru, Joe and Simon, experienced climbers and best friends, had the most
dramatic life-changing experience. On reaching (1)
2 he had managed to compose himself again, Simon, deeply traumatised, continued the down the mountain alone. On
reaching
3 feeling really upset, Simon was absolutely exhausted and could do nothing but sleep. Three days passed, by which
time
4 Simon and Richard were leaving, they heard a voice. It was Joe’s. Were they imagining it? As soon as
5 cutting it would mean he would survive, it would mean certain death for his friend. Impossible as
6 Simon had cut the rope, symbolic of the unbreakable bond between climbers, Joe wasn’t angry. Hard as
7 that disaster struck, Joe fell and broke his leg. Simon had to make a very difficult decision. Whilst
8 it was, Simon decided to risk lowering Joe down the mountain single-handedly. During (7)
9 they were heading back down the mountain they encountered a massive storm. Despite
10 this happened when Simon realised he was being pulled towards the crevasse too. At this point
Discuss: How did Simon survive and would you have cut the rope?
$
Student B
a Simon was feeling strong enough to leave base camp and return home. However, just as
b they realised it was really him, overjoyed, they ran to find their friend who was in a dreadful state, but alive. Although
c the base camp, Simon told Richard, the other climber with them, the bad news. Despite (14)
d it would be easy for him to go on and get help, leaving Joe would probably kill him. Hard as
e the summit a few hours earlier, things had looked much better but just as
f the now even more hazardous descent, disaster struck again when Joe fell into a crevasse. Hardly had
g he had to make a split-second life or death decision to cut the rope or not. Even though
h it was, Simon cut the rope and Joe fell into the crevasse. When
i the freezing temperatures, driving snow and zero-visibility they continued slowly down the mountain. It was at this
point
j it was to believe, they had both survived and lived to tell this remarkable story. (20)
Discuss: How did Simon survive and would you have cut the rope?

6 Grammar 3
link words of time and contrast
Life on the edge

Target language: link words of time and contrast
Activity type: story ordering and discussion
Procedure
Put students into pairs (A and B) and give them the appropriate worksheet. Explain that
they are going to piece together an incredible true story, about which a film (Touching the
Void) has been made.
Student A starts, and reads the first sentence to their partner, who has to find the next one.
Students find alternate lines of the story until it is complete. There are some numbers given
to help students with the ordering.
Students can then be asked to speculate how Joe survived and what they would have
done in that situation. In this case, he landed on an ice-shelf half way down the crevasse
and, dragging his body, managed to find a path that led to base camp. However, he only
just survived. Despite what happened, the two remained friends and continued to climb
together.
Answers
1, e, 9, i, 7, d, 8, f, 10, g, 5, h, 2, c, 3, a, 4, b, 6, j

6 Vocabulary 2
personal characteristics
Ex-Presidents of Imberia
Student A Student B
Jones was a reliable, honest Abraham Jones 1879-85

and sincere president who
always conducted himself in a 1 t………………………………y
calm and serious manner and
was deserving of his people’s 2 d…………………………….d
respect. He filled his people
Abraham Jones 1879-85 with passion and exciting new 3 i……………………………….l
trustworthy dignified ideas.
inspirational
Rupert Mathias 1901-11 Mathias was not the most
popular president. He
1 a……………………………………f seemed to be an unfriendly
and distant man. However,
2 t…………………………………….s he never stopped working to
improve the lives of his people.
3 i…………………………………….c Critics say his beliefs and
Rupert Mathias 1901-11 perfectionism were unrealistic.
aloof tireless idealistic
The country’s first woman Michelle Montague 1978-81
president was friendly and easy
to talk to, but accepted large 1 a……………………………………e
amounts of money illegally
from powerful people. Despite 2 c…………………………………….t
this, she’ll be remembered for
Michelle Montague 1978-81 being sensible, practical and 3 d………… – ……… – …………h
approachable corrupt easy to be with.
down-to-earth
Lucas Lopez 1956-59 Rather unkindly remembered
as the dullest, most
1 n……………………………………t uninteresting president of the
republic, Lopez also didn’t
2 l………………. ……………….e seem to have much energy or
desire to achieve great things.
3 l………………. ……………….s Lucas Lopez 1956-59 As a public speaker, what he
non-descript lacked drive said didn’t carry enough weight
lacked gravitas or seriousness.
Possibly the most unpopular Serge Goldstein 1973-78

president. Although he
certainly excited people and 1 i……………………………………g
gave them new ideas, he was
fundamentally dishonest and 2 u…………………….…………….y
Serge Goldstein 1973-78 unreliable. He was famous for
inspiring untrustworthy hesitating and being indecisive 3 w……………….……. in the
wavered in the face of when there were difficulties.
…………………….. of ……………………….s
problems
Martin Duval 1959-68 The republic’s longest-serving
president had a powerful
1 c………………………………….c attraction and ability to
impress people with extreme
2 r………………………………….e strength and determination.
A heavy drinker, some of his
3 u………………………………….d Martin Duval 1959-68 behaviour made him look silly
charismatic resolute and he lost the respect of some
undignified people.
$

6 Vocabulary 2
personal characteristics
Ex-Presidents of Imberia
Target language: personal characteristics
Activity type: paired guessing game and discussion
Procedure
Put students into pairs (A and B) and give them the relevant worksheet which they must not
show to their partner. Students read the descriptions of their presidents to their partner,
who has to guess and fill in the three aspects of their character being described. These can
be individual adjectives or adjectival phrases. The first and last letter of the word or phrase
is given. If necessary, the student reading the description can reread any parts the listener
wants to hear again.
When both students have filled in all the adjectives and phrases they can see each other’s
worksheet and check their answers. The correct adjectives and phrases are written under
the pictures. Students can then discuss the following questions in pairs or small groups:
• Which of the traits on the worksheet are most desirable in a president?
• Which are least desirable?
• Which traits would you use to describe the president of your country?
Answers
Abraham Jones: trustworthy, dignified, inspirational
Rupert Mathias: aloof, tireless, idealistic
Michelle Montague: approachable, corrupt, down-to-earth
Lucas Lopez: nondescript, lacked drive, lacked gravitas
Serge Goldstein: inspiring, untrustworthy, wavered in the face of problems
Martin Duval: charismatic, resolute, undignified

6 Communication
argue your case
Manifesto
The __________________
Party’s
Ten Manifesto Promises
1
10
Remember: Vote _____________________

(SLOGAN) ____________________________
6 Communication
argue your case
Manifesto
Target language: argue your case
Activity type: group planning and presentation
Preparation: Photocopy one worksheet for each group of three or four students in the class.
Procedure
Put students into groups of three or four and give each group a manifesto worksheet. Tell
the students that the context is a local election, and each group is a political party trying
to win in the town or city in which the students are studying. Students need to decide on
a party name, a slogan and ten realistic promises or policies which they have five years to
implement. Their policies also need to be attractive to the public.
The political parties can then present their policies to the other students and also answer
questions. A vote can be taken to decide which party is going to govern. Students are not
able to vote for their own party.

7 Vocabulary 1
animals and their environment
Animal jumble
1 These are animals with warm blood. slammma ccccccc
2 This happens when there’s too much exploitation of the

sea’s resources. ginovreshif c c c c —c c c c c c c
3 This is the trapping of animals and the use of their coats to

make clothes. fuetrrathed c c c c c c c c c c c
4 This is the name for an animal that kills and eats other animals. reprotad cccccccc
5 This is the name for an animal that eats meat. revoranic ccccccccc
6 This is the place where a bird lays its eggs. sten cccc
7 This describes a wild animal which is not afraid of people. meat cccc
8 Insects, reptiles and birds all do this to reproduce. laggyes c c c c c c c
9 This is the place where animals are found in the wild.

lathitabnurata c c c c c c c c c c c c c c
10 This is when you move quietly and slowly towards an animal to catch it. klast ccccc
11 This is a political movement that wants to defend creatures

from exploitation. limtganrhias c c c c c c c c c c c c
12 This is the place where you keep animals, for example in zoos. gace cccc
13 This is what animals do when they reproduce. dereb ccccc
14 This describes animals and plants which are exciting and unusual,
maybe because they are from a tropical country. citoxe cccccc
15 This is when certain animals like bears spend the winter in

a deep sleep. rienbathe ccccccccc
16 This is an area where wild animals or birds are protected and encouraged
to breed. cranuasty ccccccccc
17 This is an area where wild animals and plants

are protected. resetanurerev c c c c c c c c c c c c c
18 This is the use of creatures by companies who want to see the

effects their products might have on people. leminnistagat c c c c c c c c c c c c c
19 This describes a very rare animal or one that is perhaps on the

verge of extinction. degerendan cccccccccc
20 This is an egg-laying, cold-blooded creature like a snake or lizard. peliret ccccccc

7 Vocabulary 1
animals and their environment
Animal jumble
Target language: animals and their environment
Activity type: letter ordering
Procedure
Give students one worksheet between two to encourage them to work together. For each
definition they have to find the correct word by ordering the letters and putting them in the
boxes. Another worksheet can be given out in feedback so everyone gets one.
Alternative procedure: Divide students into groups of four (two pairs). Give definitions 1–10
to one pair, 11–20 to the other. Students write the answers for their definitions and check
answers with the teacher. Then one pair reads their definitions to the other pair, who guess
the animal being described.
Answers
1 mammals 11 animal rights
2 over-fishing 12 cage
3 the fur trade 13 breed
4 predator 14 exotic
5 carnivore 15 hibernate
6 nest 16 sanctuary
7 tame 17 nature reserve
8 lay eggs 18 animal testing
9 natural habitat 19 endangered
10 stalk 20 reptile

7 Grammar 1
relative clauses
Amazing animal fact or fiction

T F 4/8
1 The blue whale has a heart which is as big as a large van.
2 Mice which are kept in laboratories will run up to 3.5km a night on their wheels.
3 The ancient Japanese thought that earthquakes were caused by a giant spider on which the
Earth rested.
4 Polar Bears, which live in the Arctic, are all left-handed and have black skin.
5 Bats which are exiting caves at dusk always turn right.
6 Male emperor penguins, which are responsible for incubating the egg, will fast for up to 130
days.
7 Crocodiles have digestive juices that are so strong they can digest a steel nail.
8 There are a number of animals whose tongues are blue, including the black bear, giraffe and
chow chow dog.
9 Hummingbirds are the only birds which can fly backwards.
10 Beavers, which have recently been reintroduced to the UK, can hold their breath for 60
minutes.
11 In the event of losing a limb, there are some species of salamander which can grow new
ones.
12 China and the north of Vietnam are the only places in the world where you can find giant
pandas in the wild.
13 Giraffes, every one of which has a unique pattern, stand up when they are sleeping.
14 Butterflies, whose feet contain tiny sensors, taste their food by standing on it.
15 There are some species of animal, like armadillos, opossums and sloths, which spend up to
70 percent of their lives sleeping.
16 Elephants are the only animal that can’t jump.
17 Reindeer eat moss because it contains a chemical which stops their body from freezing.
18 The strongest animal in the world is the rhinoceros beetle which can lift 850 times its own
weight.
19 The chameleon has a tongue which is twice as long as its body.
20 A cockroach which has lost its head can live for up to nine days.
21 Baby amarobia spiders eat their fathers when they are born.
22 The ostrich has an eye which is bigger than its brain.
23 It’s only male mosquitoes that bite, female mosquitoes are vegetarians.
24 Chimpanzees are one of the few mammals which can go bald as they age.

7 Grammar 1
relative clauses
Amazing animal fact or fiction

Target language: relative clauses
Activity type: paired quiz and discussion
When to use: Use this activity after lesson 7.1.
Procedure
Put students into pairs and tell them to decide if the statements are fact or fiction. They tick
the appropriate box and then pass their worksheet to another pair to mark. The teacher
reveals the answers and the worksheets are marked and then returned. Discuss with the
students which facts they find surprising.
You can also ask the students to decide which statements can have the relative clause
reduced. For example, The blue whale has a heart which is as big as a large van could be
The blue whale has a heart as big as a large van.
Answers
All the statements are true except:
1 the heart is as big as a car
5 they turn left
10 they can hold their breath for 45 minutes
12 pandas are only found in China
15 they spend 80% of their lives sleeping
19 it’s the same length as its body
21 they eat their mothers
23 it’s the females that bite, the males that are vegetarian

7 Grammar 2
verb patterns
Infinitive or -ing?
A GOAL! START B GOAL!
Student A Student B
• I must remember calling my mum tonight, it’s • I tried not drinking coffee before going to bed but
her birthday. 8 I still couldn’t sleep. 4
• I really regret to get married when I was • I was tired of driving so I stopped having a coffee. 8
so young. 8
• I’ll never forget to see the pyramids for the first

• Could you please stop tapping your finger? 4 time. 8
• Working for us will mean to live abroad for at • She just didn’t stop. She went on talking about her
least three years. 8 boyfriend all night. 4
• I’m sorry I forgot to send you the information. 4 • I meant to tell you but it just slipped my mind. 4
• As I was driving home I saw Joe walk down • As we stood there in the jungle, I could feel something
the street. 8 crawl up my leg. 8
• After he finished high school he went on going • I dread thinking what might have happened if I hadn’t
to university. 8 found him. 8
• I tried to call you but your phone was switched • We regret to inform passengers that there will be
off. 4 delays to all services. 4
• I hate telling you, but your work is simply not up • As I sat there, I heard him breaking a glass in
to standard. 8 the kitchen. 8
• I dread going to the dentist more than • The lights went out and I remember falling on the
anything else. 4 floor, but nothing else. 4
$

7 Grammar 2
verb patterns
Infinitive or -ing?
Target language: animals and their environment
Provide a counter for each student.
Procedure
Put students into pairs (A and B) and give them the appropriate worksheet and one start/
goal worksheet between them. Students place their counters on the START square.
Students then have to take it in turns to read each of their sentences to their partner, who
says whether they are correct or not. If they are incorrect, they should say the correct
sentence. If they answer correctly they move their counter one space towards their goal (A
goal or B goal). Two moves either right or left of the start square will score a goal and the
coin is returned to the start.
The winner is the student with the most goals. The teacher should explain or elicit why
sentences are incorrect at the end.
Answers
Student A corrected sentences:
I must remember to call my mum tonight, it’s her birthday.
I really regret getting married when I was so young.
Working for us will mean living abroad for at least three years.
As I was driving home I saw Joe walking down the street.
After he finished high school he went on (to go) to University.
I hate to tell you, but your work is simply not up to standard.
Student B corrected sentences:

I was tired of driving so I stopped to have a coffee.
I’ll never forget seeing the pyramids for the first time.
As we stood there in the jungle, I could feel something crawling up my leg.
I dread to think what might have happened if I hadn’t found him.
As I sat there, I heard him break a glass in the kitchen.

7 Grammar 3
as … as
As board game
A
A
not as…as he as much as £10
as ever as usual as much as £10 as hungry as usual
expected
as easy as as possible as as many as
as late as
as usual as possible as ever as strong as ever
2.00 am
B C
AS
not as…as he as little as £1
intended as free
as many as
as few as three not as…as he not as…as they

as many as as possible as possible
times wanted remembered
not as…as she

as usual as blind as as many as
used to be
as early as
as ever as possible as many as as usual as ever
6.00 am
D

7 Grammar 3
as … as
As board game
Target language: as … as
When to use: Use this activity after Lesson 7.3
Preparation: Photocopy one worksheet for each group of two to four students in the class.
Procedure
Put students into groups of four (groups of three and even two are also possible). Each
player should put their counter on a letter. The object is to get to the opposite side of
the board to the square with the letter in it (for example A has to get to D). If you want to
extend the activity, you can make students go back to their square again.
Students take it in turns and move just one space at a time and have to use the as prompt
in the square in a sentence. They don’t need to make a sentence for the phrase in the
square they start in, just the squares they are moving to and their square if they return.
If the sentence is accepted by the others, then the player can stay on that square. For
example, player B could say when moving to square A, A pizza can cost as much as £10 in
some restaurants.
The winner is the first to the other side or to return after reaching the other side.

7 Vocabulary 2
suffixes
Word formation race

$ Make people Make abstract nouns Make verbs Make adjectives
impression impressionist possessive possessiveness motive motivate self selfish
garden gardener realise realisation broad broaden tolerate tolerant
apply applicant embarrass embarrassment note notify hope hopeful
business -man/woman/ diplomat diplomacy critical criticise practice practical
person 
Make people Make abstract nouns Make verbs Make adjectives
economy economist clarify clarification straight straighten child childish
create creator kind kindness emphasis emphasise please pleasant
defend defendant enjoy enjoyment terminal terminate deceit deceitful
door doorman literate literacy intense intensify history historical

burgle burglar ruthless ruthlessness sympathy sympathise magic magical
assist assistant settle settlement simple simplify dominate dominant
social socialist moderate moderation long lengthen fool foolish
chair -man/woman/person accurate accuracy regular regulate tear tearful

inhabit inhabitant agree agreement short shorten green greenish
perform performer empty emptiness apology apologise respect respectful
gun gunman efficient efficiency donor donate office official
feminine feminist modify modification horror horrify permanence permanent

immigration immigrant redundant redundancy category categorise help helpful
crafts craftsman employ employment light lighten snob snobbish
illustrate illustrator explain explanation differ differentiate distance distant
piano pianist dark darkness class classify economy economical
$
People Abstract Nouns Verbs Adjectives
- er / - ar / - or - cy - ate -al / -ical
- ant / - ent - ation / - isation - ise / - ize - ant / -ent / - ient
- ist - ment - ify - ful
- man / - woman / - person - ness - en - ish
Start
Finish

7 Vocabulary 2
suffixes
Word formation race

Target language: suffixes
Procedure
Put students into pairs. Give each pair a set of cards and a board. Each student also needs
a counter. The counters are placed at the start and the cards placed face down.
The players take it in turns to pick up a card and try to elicit the words in italics from their
partner. On the cards there are titles which should be read first to the listening player e.g.
Make verbs. The words in bold are then read to the player, who has to say what, in this
case, the correct verbs are.
To help them, players have a table of the suffixes they have to use at the top of the board.
Although it may be possible to add other suffixes to the cue words, only suffixes in the
boxes can be used. For every correct answer they give, they move one space around the
board.
Roles are reversed and the other player now picks up a card and reads and elicits the
words. Incorrect answers can be corrected by the player eliciting. Cards can be placed at
the bottom of the pile and can be reused if the players run out of cards before they reach
the end.
Once the game has finished, the cards could be used to highlight the shift in word stress
between word forms (e.g. donor, donate).

7 Communication
develop and justify your ideas
Save our species

$
Ecologist A - The Baiji Ecologist B - The Ivory-billed
China - Total Population 9 Woodpecker
USA – Total Population
The Baiji is a type of freshwater unknown/possibly extinct
dolphin. The distribution of the
Baiji originally included not The Ivory-billed Woodpecker
only the whole of the Yangtze was once widespread in virgin
River right down to the river’s forests throughout much of the
mouth, but also lakes. It’s a south eastern United States
graceful animal, with a long, and up the Mississippi and Ohio
narrow and slightly upturned Rivers. However, little is known
beak. It’s bluish-grey above about this rare bird; it’s one of
and ashy-white below. It weighs the biggest woodpeckers, being
up to 200kg and measures up to 2.5m in length. Groups some 50cm in length with a
congregate in eddies for 5-6 hours to catch small fish. They distinctive red crest and strips the bark off dying trees with its
generally live in small groups of 3-4. powerful beak to get to insect grubs beneath.
Now just found in one isolated location, deaths from Truly on the verge of extinction, the bird had been declared
entanglement in or electrocution by fishing gear, collisions extinct as it hadn’t been seen in the USA since a 1944 sighting
with ships and illegal hunting are partially responsible for in Louisiana. However, in the 1980s sightings of the bird were
the Baiji’s decline. However, the damming of rivers, over- made and as recently as 2004 and 2005 there have been
fishing of its prey and the increasing degradation of its various unconfirmed reports in the Mississippi basin.
environment by heavy river traffic are also important factors. Decimation of its habitat by logging and the subsequent
In the past, the Baiji had been protected by custom, since collecting of specimens have led to its current status as
the Chinese considered it to be an incarnation of a drowned the rarest bird in the world and has inspired many people
princess. However, further planned dam projects leave it to prove either its existence or extinction. You have led two
right on the very edge of extinction. You’ve studied these unsuccessful expeditions to find it but passionately believe
beautiful creatures for 5 years and have even had the awful it is still exists and can be saved. Indeed, the prospects for
experience of finding dead specimens that had been caught survival would be good as there is still suitable habitat.
in nets.
Ecologist C – The Javan Rhino Ecologist D - Queen

Java / Vietnam - Total Population 25 Alexandra’s Birdwing
Papua New Guinea – Total
Formerly, the Javan rhino Population 500
was widespread across
most of Southeast Asia The largest butterfly in the
but now there are only two world was once widespread
known populations, both in the rainforests of Papua
in national parks on Java New Guinea but is now
and in Vietnam. Covered confined to just the Owen
in thick grey skin with Stanley Mountains in the north. Females are larger than
one 25cm horn, they are males and can have a wingspan of 28cm and a body length of
hairless except for their 7.5cm. They have brown wings with white markings, whereas
ears and tail tip, weigh 1500-2000 kg and have a length the males have brown wings with blue and green markings
of 3-3.5m. Preferring tall grass and reeds in wet lowland and a bright yellow abdomen.
rainforests near rivers, its diet consists of young plants and The female lays about 27 eggs on species of toxic vine and
fallen fruit. when the caterpillar (larva) hatches it will only eat leaves
There are two major reasons for its decline. The first is the from that plant. Fully grown from egg to adult in only one
poaching of the rhino for its horn, which is highly valued in month, the butterfly has an average life span of three months.
Eastern medicine and in the carving of traditional dagger They protect themselves with a poison which comes from the
handles in Yemen. The second reason is habitat loss due to vine plant.
clearing of lowland forest to provide agricultural land for a The larva’s dependency on one single food plant means this
growing Javanese population. species has become especially vulnerable due to the habitat
The Javan rhino can actually tolerate disturbed forest. destruction caused by oil palm plantations. Collectors who
Despite this fact, the few surviving rhinos have been forced prize their size, beauty and coloration are also playing a part
to retreat to less desirable upland habitats because of the in its disappearance and it is now extremely rare. You’ve
intense pressure from human settlement in its preferred played a leading role in encouraging the local government to
lowland habitat. You’ve been studying their habitat in fine those involved in collecting.
Vietnam and know they can be saved if more are protected.

7 Communication
develop and justify your ideas
Save our species

Target language: develop and justify your ideas
Activity type: presentation and debate
Preparation: Photocopy and cut up one worksheet for each group of five of students in the
class.
Procedure
Tell the students that a new conservation organisation has been set up to help save
endangered species. Four species have been shortlisted as particularly needing to be
saved, and a meeting is now being held to reach a decision as to which one should be the
main focus of the organisation’s help. At the meeting there are four ecologists who will
present facts about a species they have had experience of trying to save, and who will try
to justify to the chairperson why they believe it is right for the organisation to save this
species.
Students work in groups of five, with four students acting as ecologists, assigned a species
each, and one student acting as chairperson, who will ultimately make the final decision
about which one to choose.
Give out the ecologist cards and give students time to read and remember as much
information as they can. While they are doing this the chairperson should think about
questions they can ask the ecologists. They then have to take it in turns to present the
information about their species and justify why it would represent the organisation
perfectly. The chairperson should encourage healthy debate and also consider the
following questions:
• Which species will appeal most to the public and encourage them to support the
organisation?
• Is it better to save a mammal, insect or bird?
• Which species can the new organisation actually help?
• Can any of these species realistically be saved?
• Could a species which is lost perhaps be a stronger image for the organisation?

8 Vocabulary 1
contrasting opinions
Have your say!
ONE TWO THREE FOUR FIVE SIX
• It/They does/ • It’s/They’re • It’s/They’re • It’s/They’re • It’s/They’ve • It’s/They’re

do more harm a waste of overrated. deadly. been invaluable.
than good. space. disastrous for
• It’s/They’ve • It’s/They’re humanity. • We can’t do
• We can do • It’s/They’re had big indispensable. without
without it/ underrated. benefits for • It’s/They've it/them.
them. humanity. been a force
for good.
the motor car the aeroplane the bicycle giant corporations biotechnology
the washing
censorship the internet ID cards immigration
machine
freedom of the vacuum

aspirin democracy the right to vote
speech cleaner
global warming the telephone globalisation the computer penicillin
space exploration the TV cloning the radio multi-culturalism

8 Vocabulary 1
contrasting opinions
Have your say!

Target language: contrasting opinions
Activity type: dice game
Provide each group with a dice.
Procedure
Put students into groups of three or four and give them one worksheet and dice per group.
Students then take it in turns to win squares by rolling the dice and formulating a sentence
using a phrase from the box containing the number on the dice, and a suitable item from
one of the squares on the board. For example, if a student rolls a four, they choose a phrase
from the two options in the Four box, and could choose the motor car from the board. They
then combine the two to make a sentence, for example, They’re deadly because thousands
of people die every year on the roads. If the other students agree that the sentence is
correct and that the justification makes sense, then the player can initial that square and it
cannot be used again.
The activity gets progressively more difficult and students may need to pass if they can’t
think of anything, but this should also push them to experiment more and come up with
more elaborate justifications. Encourage students to go beyond sentence level answers.
The winner is the person who has won the most squares at the end of the activity.

8 Grammar 1
reported speech
Fox and hound verbs
answer agree warn me add guarantee
deny recommend admit blame state
congratulate say offer threaten refuse
thank propose decide point out inform me
accuse remind me conclude suggest allow me
insist boast confess mention invite me
$
Referee’s answers
warn me + that/+ guarantee +
answer + that agree + that/+ inf. add + that
inf. that/+ inf.
deny + that recommend + that admit + that blame for + ing state + that
congratulate on + say + that/ threaten + that/+

offer + inf. refuse + inf.
ing something to me inf.
propose + that/+ decide + that/+
thank for + ing point out + that inform me + that
inf./+ ing inf./on + ing
remind me + suggest +
accuse of + ing conclude + that allow me + inf.
that/+ inf. that/+ing
insist + that/on + boast + that/ confess that/to + mention + that/+
invite me + inf.
ing about + ing ing ing to me

8 Grammar 1
reported speech
Fox and hound verbs

Target language: reported speech
class. Provide three counters for each group.
Procedure
Put students into groups of four with three students as players (two ‘hounds’ and one
‘fox’) and one as the referee. Give each group a copy of the verb board and the referees the
Referee’s answers. Emphasise that only the referee should look at the Referee’s answers.
The hounds place their counters on the top two dark squares and the fox on the one at
the bottom. The object is for the hounds to catch the fox by moving across the board one
square at a time to reach the square the fox is on and catch it. The object for the fox is to
escape from the hounds.
Students take it in turns to move by forming a correct sentence using the verb in the box
they want to move to. For example, for warn me they could say, The teacher warned me
that if I didn’t study hard I wouldn’t pass the exam. The referee checks the form and if they
think the sentence is acceptable then the player can move to that square. If their answer is
incorrect, the referee must not say what the correct form is, and the player doesn’t move.
Remind students that in some cases a preposition is needed too. Players cannot use the
same sentence twice.
The winner is the hound who catches the fox, or the fox if they evade capture. Students
can then swap roles, with the referee becoming a fox or a hound. It’s advisable to make the
strongest student the fox at the start.

8 Grammar 2
the continuous form
Continuous gamble
Decide if the following sentences are correct or incorrect and bet between £1 and £5 in
4/8 Bet £
the second column – leave the third column empty.
1 When I was waking up, it was raining heavily.
2 I wasn’t agreeing with anything he said in the meeting.
3 I’ve been jogging every day for the last year.
4 I tell you, life is getting harder every day.
5 I’m coping with it all my life so I’m used to it.
6 When people ask me, I tell them I’m loving it.
7 You need to add some salt, it’s tasting really bland.
8 I’m thinking about telling her but I can’t decide.
9 While I was watching TV, he was cooking in the kitchen.
10 When I woke up this morning, it had been snowing.
11 The ferry to the mainland is always leaving at 6.00 am.
12 I was wondering if you could baby-sit for me this weekend?
13 You go there by yourself. I’ll be working ‘til late as usual.
14 Oh dear! It looks like you’ve been cutting your finger.
15 I’ve been meaning to phone him but I haven’t done it yet.
16 People are wanting a better level of service these days.
17 This box is containing new state-of-the-art navigational equipment.
18 I’ll have been working here six years tomorrow.
19 I’m sorry, I’m forgetting my manners. Please, have a seat.
20 It’s raining tomorrow according to the forecast.
21 I was studying German in Munich when I met Marlene.
22 I’m finding the course really difficult and I may drop out.
23 Sorry, I’ve been completely forgetting your name.
24 I can’t go. I expect I’ll be working on Saturday afternoon.
25 He’ll be appearing as Macbeth in the production.
Total £

8 Grammar 2
the continuous form
Continuous gamble
Target language: the continuous form
Activity type: sentence gambling
Procedure
Put students into pairs and give them a worksheet between two. They need to work their
way down the list of sentences and decide if they are correct or incorrect. They need to
put a tick or a cross in the first column and then bet a sum of money between £1 and £5,
depending on how confident they are of their answer.
After all the bets have been placed they need to swap with another pair. The teacher then
gives the answers with justifications, if needed, and the markers have to fill in the third
column with the amount won or lost. If a pair bets £3 on the first sentence and believes it is
true and they are correct then they win £3, but if they are incorrect, they lose that sum. The
markers add up the figures, both plus and minus, and put a total figure at the bottom.
The winners are the pair with the most money at the end.
Answers
1 7 (wake up is a very short action)
2 7 (agree is a permanent state)
3 3 (repeated action)
4 3 (action in progress)
5 7 (unfinished action with definite starting point)
6 3 (controversial, but love is like enjoy)
7 7 (describes a state)
8 3 (dynamic use of think - tentative)
9 3 (two simultaneous actions)
10 3 (focus on the action not completion)
11 7 (timetabled event)
12 3 (polite request)
13 3 (expected future action)
14 7 (short action)
15 3 (dynamic use = intend)
16 3 (dynamic use over longer time period)
17 7 (state)
18 3 (emphasis on action and duration completed by a future point in time)
19 3 (dynamic and temporary = I’m being rude)
20 7 (weather can’t be arranged)
21 3 (background action)
22 3 (temporary situation)
23 7 (specific instance, not dynamic)
24 3 (expected future action)
25 3 (repeated action = appearing on stage every night)

8 Grammar 3
fronting
Fronting jumble
Student A
Put the words in the correct order and read them to your partner.
1 just a is never say The trouble she to listens word I . ,
2 isn’t gentleman A genius a he may but he be . ,
3 he couldn’t did as Try her to he persuade leave . ,
4 I though asked for Reluctant was still his I help . ,
5 is matter always ask you of The fact should the first . ,
6 like wanted never do I’ll something Why that he to know . ,
7 fact me What is lied I can’t the to forgive he .
8 time be in The question will everything ready is ? ,
9 remains no The fact that alternatives are other there .
The fact of the matter is, your car was parked illegally. 9 What they told him I’ve absolutely no idea. 4
Where they disappeared to nobody knows. 8 The fact remains that I simply don’t have the money. 3
Funny he may be, but refined he isn’t. 7 The question is, will they really believe my story? 2
Try as she did, she couldn’t forget what he had said. 6 The problem is, there isn’t enough room to sleep four people. 1
Hungry though they were, they carried on working. 5 Student B’s answers
$
Student B
Put the words in the correct order and read them to your partner.
1 is The problem people room to there sleep enough four isn’t . ,
2 believe they my The questio n really is will story ? ,
3 money the don’t that have The fact I remains simply .
4 absolutely I’ve idea What him they no told .
5 they on Hungry though were working they carried . ,
6 as forget she Try did had what he she said couldn’t . ,
7 refined he Funny but be he isn’t may . ,
8 disappeared they knows to nobody Where .
9 car the your illegally The fact is was matter of parked . ,
The fact remains that there are no other alternatives. 9 Reluctant though I was, I still asked for his help. 4
The question is, will everything be ready in time? 8 Try as he did, he couldn’t persuade her to leave. 3
What I can’t forgive is the fact he lied to me. 7 A genius he may be, but a gentleman he isn’t. 2
Why he wanted to do something like that, I’ll never know. 6 The trouble is, she just never listens to a word I say. 1
The fact of the matter is, you should always ask first. 5 Student A’s answers

8 Grammar 3
fronting
Fronting jumble
Target language: fronting
Activity type: word ordering
Procedure
Put students into pairs and give them the appropriate worksheet. They take it in turns to
put the jumbled words in the correct order to make sentences with fronting. To help them
do this they should start the sentence with the word or words in bold. Their partner will be
able to elicit corrections and say whether or not they have done this correctly by looking at
the answers at the bottom of the worksheet.

8 Vocabulary 2
academic English
Academic crossword
1 2
3 4
5 6
7 8 9 10
11
12
13
14
15
16
17
18 19
20
Across
1 Produce or create e.g. ideas, interest (8 verb)
3 Suggest something without saying it directly (5 verb)
6 Emphasise something so people give it more attention (9 verb)
11 Emphasise something and show its importance (9 verb)
12 Present the other side of the argument (2, 3, 5, 4 adv. phrase)
15 To be very exact (2, 2, 7 adv. phrase)
16 State the main points in short and clear form (2, 3, 2 adv. phrase/verb)
17 Introduce exact and detailed information (6 adv. phrase)
18 Introduce a good or important example (7 adv. phrase)
19 Introduce more information about what’s been stated (11 adv. phrase)
20 Say something indirectly to subtly show what you’re thinking (4, 2 verb)
Down
2 Refer to a subject (9 adv. phrase)
4 Mention something in order to give someone more information (5, 3 verb)
5 Carefully form an opinion about the amount, value, or quality of something (8 verb)
7 Finally consider all the information (2, 10 adv. phrase)
8 Reach an opinion on the basis of information available (5 verb)
9 Judge something’s quality or nature, can be similar to test (6 verb)
10 Emphasise a specific point (2, 10 adv. phrase)
13 Emphasise another related point (4, 2, 4 adv. phrase)
14 Create or prepare something carefully e.g. an idea (9 verb)

8 Vocabulary 2
academic English
Academic crossword
Target language: academic English
Procedure
Put students into pairs and give each pair a worksheet. Students work together to complete
the crossword. Draw their attention to the information in brackets after each clue, which
gives word length and word class (either verb or adverbial phrase).
Answers
Across: Down:
1 generate 2 regarding
3 imply 4 point out
6 highlight 5 evaluate
11 underline 7 in conclusion
12 on the other hand 8 infer
15 to be precise 9 assess
16 to sum up 10 in particular
17 namely 13 what is more
18 notably 14 formulate
19 furthermore
20 hint at

8 Communication
present different points of view
What’s the big issue?

Part One
With your group discuss:

• What are the issues illustrated here and what are their causes?
• What are the possible consequences and effects of the issues shown here?
Part Two
Discuss with your group:

• Which of these things are an issue in your country?
• What can be done in regard to these issues to make the situation better? Make a list of practical suggestions.

8 Communication
present different points of view
What’s the big issue?

Target language: present different points of view
Preparation: Photocopy one worksheet for each group of four students in the class.
Procedure
Put students into groups of four and give each group a worksheet. There are two parts to
the discussion. For the first part, they follow the instructions and discuss the questions.
Feedback can be done as a whole class.
The second part, which requires them to think of practical solutions, is done in the same
groups but when enough ideas have been gathered the groups are rearranged so that
students share their ideas with students from each of the other groups. So, for example, in
a class of 16 there are four groups of four (group A, B, C and D); reorganise each new group
so that it has one A, B, C and D student in it. Ideas are exchanged and the best solutions are
presented to the class.
Answers
Possible consequences and effects include:
Four-wheel drive cars: dangerous for pedestrians, unnecessary for inner city driving,
take up too much space and waste petrol
power-lines in residential areas: inconclusive but claims range from headaches to cancer
supermarkets in cities/towns: can undercut traditional corner shops put them out of
business, unfair competition, limits choice
children arriving home alone after school: parenting issues, changes in roles of parents,
women working
disabled access: political correctness, inconveniencing the majority
drinks machines: children’s health, waste of energy
mobile phones: anti-social, radiation
pirate CDs and DVDs: funding organised crime, illegal immigrants, robs the artists and
stifles creativity
pigeons: disease, human wastefulness
litter: polluting, look unsightly
children playing computer games: lack of exercise, obesity, lack of social skills
elaborate Christmas decorations: lights use a lot of unnecessary energy, excessive, lose
the real meaning of Christma

9 Vocabulary 1
the arts
Name that word

$
The actors gave a very The BEEP in the play was Many people consider I didn’t enjoy the play.
disappointing BEEP. stunning. this to be his finest The acting was BEEP.
BEEP.
performance scenery poor
piece
I recommend this book – The buildings have an I prefer BEEP The film’s BEEP effects
it’s a BEEP read. interesting BEEP style. architecture to were astonishing!
traditional.
fantastic gothic special
contemporary
This artist is well-known The painting was of a The characters in This is excellent, it’s
for her BEEP. beautiful rural BEEP. the play weren’t very definitely your BEEP
realistic. They were too piece of work.
BEEP.
sculptures landscape
finest
stereotyped
The film received awful I didn’t really like this Some of the BEEP in the This film is rightly
reviews because of the book, it isn’t one of his film was a little over the considered an absolute
BEEP acting. BEEP. top. BEEP.
appalling best acting masterpiece
The audience booed The play was brilliant. This novel is hard to The film was shot in
after what was a truly Ann Yates gave the most understand at times. Venice and has the most
BEEP performance. BEEP performance. In short, it’s a difficult BEEP scenery.
BEEP.
dreadful spectacular breathtaking
read
This book is a BEEP He is famous for his The actors seemed to try I really like the
read, it’s very long and BEEP of the royal family. too hard, they were very contemporary BEEP of
difficult. BEEP. architecture.
portraits
heavy over the top style

9 Vocabulary 1
the arts
Name that word

Target language: the arts
Activity type: group guessing game
the class.
Procedure
Put students into groups of three or four and give them one set of cut up cards per group.
The players take it in turns to read each other the prompts on the cards. The first player to
correctly identify the word that the BEEP represents (written in italics under each prompt)
wins the card.
The winner is the player with the most cards at the end of the activity.

9 Grammar 1
dependent prepositions
Lots of prepositions
Part One
Complete the text with the prepositions in the box.
as at at at at by for for for in in in in in in in in in of
of of of of of of of of on to to to with with with without
Charles Babbage was born (1)______ Walworth, London in 1792. Known (2)______ some (3)______ the ‘Father (4)______
Computing’ for his contributions (5)______ the basic design (6)______ the computer, he died a largely forgotten
man, disillusioned (7)______ life. Educated (8)______ Cambridge, Babbage was seriously disappointed (9)______ the
mathematical instruction available there and (10)______ the end failed to graduate. However, he had tremendous ability
and vision, excelling (11)______ a variety (12)______ fields including politics and philosophy. (13)______ Babbage’s time,
complex calculations were done (14)______ humans called ‘computers’ who used numerical tables. (15)______ Cambridge
he saw the high error rate (16)______ the people computing the tables and thus started his life’s work in trying to
calculate the tables mechanically. He began in 1822 (17)______ the ‘Difference Engine’, and (18)______ completing it in
1832 he conceived (19)______ an even better idea; a machine that could perform not just one mathematical task, but any
kind (20)______ calculation. This was the ‘Analytical Engine’, which had some (21)______ the characteristics (22)______
today’s computers. In spite of receiving much funding (23)______ the project, he did not complete it and this ultimately
cost him his reputation. Babbage was an eccentric man, who took pleasure (24)______ counting even the most boring
things. Obsessed too (25)______ fire, he once baked himself (26)______ an oven (27)______ 130°C (28)______ four minutes
‘without any great discomfort’ to ‘see what would happen’. Despite his many achievements, the failure to construct his
calculating machines, and (29)______ particular the failure (30)______ the government to lend support (31)______ his work,
left Babbage (32)______ his declining years a disappointed man (33)______ the recognition (34)______ brilliance that he
deserved. He died (35)______ his London home in 1871.
Final Score: ____ out of 35
$
Answers:
1 in 2 to 3 as 4 of 5 to 6 of 7 with 8 at 9 in (with) 10 in 11 in 12 of 13 in 14 by 15 at 16 of
17 with 18 on 19 of 20 of 21 of 22 of 23 for 24 in 25 with 26 in 27 at 28 for 29 in 30 of 31 to
32 in 33 without 34 for 35 at
$
Part Two
Without looking at the text, fill in the missing prepositions in these phrases from the text.
prepositional phrases
verb + object + adjective +
verb + preposition noun + preposition (beginning with a
preposition preposition
preposition)
excel ___ lend support ___ contributions ___ disillusioned ___ ___ particular
conceive ___ take pleasure ___ recognition ___ obsessed ___ ___ the end
(eventually)
Look at the text again. Can you add any other phrases to these categories?

9 Grammar 1
dependent prepositions
Lots of prepositions
Target language: dependent prepositions
Activity type: text completion
Procedure
Ask students when they think the computer was invented and by whom, as an introduction
to the text. Put students into pairs and give them the top half of the worksheet (Part One).
They complete the text with the prepositions at the top of the page, deleting them as they
go.
When everyone has finished, the completed worksheet is exchanged with another pair
and the answer sheet is handed out for checking. The total number of correct prepositions
needs to be entered at the bottom. The winners are the pair with the highest number
correct.
For part two, students have to turn over the text and try to remember the prepositions from
the five categories and fill in the table. After this they can look at the text to check and also
to find other examples.
Answers
verb + preposition: excel in, conceive of, known as, begin with
verb + object + preposition: lend support to, take pleasure in
noun + preposition: contributions to, recognition for, rate of, kind of, characteristics of,
failure of
adjective + preposition: disillusioned with, obsessed with, disappointed in
prepositional phrases: in particular, in the end, in Babbage’s time, on completion, in his
declining years, at home

9 Grammar 2
discourse markers
Making small talk

Student A
You and your partner have just met for the first time and are about to board a plane, but
have just heard that it’s going to be delayed for a few hours. You are tired of reading your
book and want to have a conversation with someone. Speak to your partner and try to keep
the conversation going for as long as possible by talking about the topics below. Start with
‘travel’ and your teacher will tell you when to change to the next topic. You must try to use
the discourse markers below in each conversation as naturally as possible, so your partner
doesn’t notice you using them. Your partner has to do the same thing, so try and listen for
the discourse markers they use.
Conversation Topics
• Travel: the current trip, past trips, future travel plans, the price of travel,
airport security
• Weather: recent bad/extreme weather, the weather when you were younger,
climate change and pollution, favourite climate/weather
• Crime: young people’s behaviour, friends’ experiences, recent news stories,
punishments
Discourse markers:
• Regarding, … • As I was saying, …
• All the same, … • As far as… is concerned, …
• And yet, … • As a matter of fact, …
• In fact, … • … more or less …
• … kind of … • Anyhow, …
Student B
You and your partner have just met for the first time and are about to board a plane, but
have just heard that it’s going to be delayed for a few hours. You are tired of reading your
book and want to have a conversation with someone. Speak to your partner and try to keep
the conversation going for as long as possible by talking about the topics below. Start with
‘travel’ and your teacher will tell you when to change to the next topic. You must try to use
the discourse markers below in each conversation as naturally as possible, so your partner
doesn’t notice you using them. Your partner has to do the same thing, so try and listen for
the discourse markers they have to use.
Conversation Topics
• Travel: the current trip, past trips, future travel plans, the price of travel,
airport security
• Weather: recent bad/extreme weather, the weather when you were younger,
climate change and pollution, favourite climate/weather
• Crime: young people’s behaviour, friends’ experiences, recent news stories,
punishments
Discourse markers:
• On the other hand, … • Actually, …
• Anyway, what I was going to say was … • Still, …
• As regards …, • At any rate, …
• … sort of … • It’s …, so to speak.
• As for … • Mind you, …

9 Grammar 2
discourse markers
Making small talk

Target language: discourse markers
Activity type: role play
Procedure
Put students into pairs (A and B) and give them the appropriate worksheet. Students read
the scenario then have to make small talk using the three conversation topics provided. As
they do so they also have to slip the discourse markers into the conversation as naturally
as possible so their partner doesn’t notice. Explain to students that there are three
separate conversations and they have to try to use as many of the discourse markers as
they can in each one, and if possible in all the conversations.
Start the activity and give the students about four or five minutes for each conversation
topic, then tell them to change to the next topic. It’s important that they don’t do this until
you tell them to. Encourage students to listen for the discourse markers their partner is
trying to use, as well as using those listed on their own worksheet.
After the activity, students can tell their partner which discourse markers they noticed
being used.

9 Grammar 3
unreal past
It’s all unreal

Your partner has to
You prefer to travel
You prefer listening go away on Your child is very late
START to opera and not rap. business when it’s
alone and not with
for bed.
others.
your birthday.
You regret the fact

You regret the fact
What if you can’t get you had plastic Suppose you went Suppose you’d been
you weren’t taught
home tonight? surgery and it went blind? born in the USA?
Spanish at school.
wrong.
You regret the fact You regret the fact

You regret the fact
you didn’t visit the What if it’s raining all What if you went you didn’t remember
you went to prison for
Louvre when you weekend? deaf? your anniversary
not paying taxes.
were in Paris. (again).
Your best friend is

Someone you like
getting married but You prefer to arrive You’ve lost your You work too much
asks you to go
you are away and really early and not glasses and can’t find and never see your
dancing but you can’t
can’t go to the risk being late. them anywhere. family.
dance.
wedding.
Your best friend Sitting on a plane,

Your friend hasn’t You fell in love and
always does embar- Your colleague never the person behind
washed his hair for married the wrong
rassing things at does any work. you keeps kicking
two weeks. person.
parties. your seat.
Sitting on the train,

Your friend wants to You are annoyed Your sister always It’s really late. You
the person next to
smoke in your house because your partner tells totally want your friend to go
you is talking
and you don’t want never listens to your unbelievable lies to home and they want
really loudly on their
her to. advice. impress people. to stay.
mobile.
You are late for your

Your partner has been What if you could
What if you’d been plane and your
unemployed for 18 really hypnotise
born 100 years ago? partner is still FINISH
months. people?
packing their case.
It’s high time/ would rather/

wish/if only + wish/if only + wish/if only + What if/Suppose
about time + past sooner + simple
past tenses object + modal past perfect + past tenses
tenses past

9 Grammar 3
unreal past
It’s all unreal

Target language: unreal past
Procedure
Put students into groups of three or four and give each group a worksheet, dice and
counters. Students take it in turns to roll the dice and move around the board. When a
student lands on a square they have to formulate an appropriate response to the prompt
on that square. The prompts elicit unreal past forms, all of which are shown at the bottom
of the board. Each student must use all of these past forms in order to finish.
When a student gives a response, the other students decide if they have used the form
correctly. If it is correct, the student can stay on that square and they write their initials in
the box with the form they used. If it is incorrect they must move back to their previous
position on the board. If students land on a square with a prompt beginning What if or
Suppose and they give a correct response, they can also initial the What if/Suppose square.
If students haven’t got all forms as they approach the finish, they are allowed to move
backwards (and forwards) until they have them. The winner is the first player to reach the
finish with all six boxes initialled.

9 Vocabulary 2
describing art
The gallery
$
1 2 3 4
‘Palette’ ‘David and Lamp-post’ ‘Church on Hill’ ‘Psycho’

Sean Sweeney Celia Holme Nora Musa Cameron Black
1971 1980 2001 1983
$
Student A Student B
You like the first and third painting but you don’t like You like the second and fourth painting but you don’t
the second and the fourth. like the first and the third.
You must use these adjectives: You must use these adjectives:
• figurative • abstract
• tranquil • striking
• colourful • avante garde
• disturbing • traditional
• monochrome • plain
• stunning • dull
• It’s not my kind of thing at all. • It’s not really my taste.

• I’m really/not really into his/her work. • I’m a big fan/not a big fan of his/her work.
• It’s not my cup of tea. • I can’t relate to this kind of thing.
• I’ve always admired his/her work. • He’s/She’s one of my all-time favourites.
$

9 Vocabulary 2
describing art
The gallery
Target language: describing art
Procedure
Divide the class into pairs (A and B) and give them ‘The gallery’ to look at and the
appropriate worksheet. Tell them to imagine that they are art critics at an art exhibition and
are leisurely discussing their strong opinions about the pictures as they circulate.
Students have to look at the paintings one at a time and use the adjectives and phrases
on their worksheet correctly and as naturally as possible. As explained, Student A likes the
first and third picture but not the second and fourth, and vice versa for Student B. It’s very
important to encourage students to justify these opinions and enthuse or criticise as much
as possible, as you might expect art critics to do.
The teacher should ensure during monitoring that the adjectives and phrases are being
used correctly.

9 Communication
present a proposal
The investment fair

You have a great idea for a new service in your local area. Prepare to present your idea to a group of potential investors.
Think about:
• what the service is
• why the service is needed
• who benefits from the service/who your customers will be
• what equipment, staff etc. you need to start the business
• why someone should invest in your idea
$
Student A
Present your idea to investors and persuade them to invest money in it. Your aim is to obtain £100,000 of investment
for as small a percentage share as possible. You should give no more than 50% of a percentage share away in total. It
is unlikely you will receive all of the investment from one investor, so you will need to persuade two or more to invest,
but try to persuade them to invest as much as possible. Keep a note of any investments you receive:
Investor’s name Investment Percentage share

1 £ %
2 £ %
3 £ %
4 £ %
5 £ %
$
Student B
You are a businessperson with £100,000 to invest. Today you are going to attend a fair where local entrepreneurs
present ideas for new services in your local area. At the fair…
• listen to each proposal.
• ask any questions you may have about the service being proposed.
• decide whether you want to invest in the company.
• decide how much you want to invest in the company.
• decide what percentage share of the company you would like to have in return (usually between 5% and 50%).
It is not a good idea to put all of your money into one project. If it fails, you will lose £100,000 in one go. Try to
invest in at least two different ideas. Keep a note of your investments below:
Entrepreneur/idea Investment Percentage share

1 £ %
2 £ %
3 £ %
4 £ %
5 £ %

9 Communication
present a proposal
The investment fair

Target language: present a proposal
Activity type: class mingle
Procedure
Divide the class into pairs and give each pair a copy of the top section of the worksheet.
Explain that each pair should come up with an idea for a new service in their local area and
decide on each of the bullet points on the worksheet. Encourage them to take notes.
When they have finished, ask one student in each pair to be Student A and the other to be
Student B. Give the students the appropriate Student A or Student B worksheets. Tell them
to read the information and answer any questions they may have.
The students now role play the investment fair. Ask the entrepreneurs (Student As) to
spread themselves out around the room, either seated or standing. Investors (Student Bs)
visit each of the entrepreneurs in turn and listen to their proposals, asking any questions
they have. Tell Student Bs not to visit the Student A that they partnered at the beginning of
the activity as they will already be familiar with the idea.
When the entrepreneurs have presented their proposals, the investors should decide
whether to offer to invest in the project, and if so how much to offer and what percentage
share in the business to ask for in return. They can return to the entrepreneur at a later
stage if they do not want to invest immediately.
When the investors have had time to speak to all of the entrepreneurs, stop the task. Find
out how many entrepreneurs received all £100,000 investment and who gave away the
lowest percentage share in total. Find out which investors invested all of their money and
which received the highest percentage share in total. Ask one or two investors which idea
they think will be the most successful and why.

10 Vocabulary 1
feelings/emotions
Feeling faces Student A
thrilled
miserable
down in the dumps
[smiley face] 1 indifferent
over the moon
terrified
2 taken aback
fuming with anger
furious
ecstatic
3 upset
uninterested
petrified
4 wound up
flabbergasted
outraged
chuffed
5 dumbstruck
livid
delighted
6 Student B

10 Vocabulary 1
feelings/emotions
Feeling faces
Target language: feelings/emotions
Activity type: matching and sentence formation
Preparation: Photocopy one worksheet for each pair of students in the class. Provide a dice
and counters for each pair.
Procedure
Put students into pairs (A and B) and give each pair a worksheet, dice and two counters.
Counters are placed on the Student A/Student B boxes. The first student rolls the dice
and looks at the face on the left that the number on the dice corresponds to. They must
move the same number of spaces and try to land on an adjective/adjectival phrase which
corresponds to the face. To do this they can move in more than one direction; they can
move up or down can change direction mid-move, depending on where they want to go.
For example, if a student throws a six, which corresponds to the angry face on the left, they
have to land on an angry adjective e.g. livid (by moving up and down if necessary). If they
manage to do this they have to complete the sentence, I was livid because… If the other
student accepts the sentence, the word is won and the box initialled. If players can’t reach
the box they want, they have to choose another box related to their original adjective.
If a word has already been won, students can still land on it en route to other adjectives/
adjectival phrases. The students soon realise they always have a number of options in
terms of which words they can land on, so every move they are constantly thinking about
the adjective and the kind of emotion/face on the left.
When all the adjectives have been won, the winner is the student with the most adjectives.
Answers
1 thrilled / ecstatic / chuffed / delighted / over the moon
2 miserable / upset / down in the dumps
3 indifferent / uninterested
4 taken aback / flabbergasted / dumbstruck
5 terrified / petrified
6 furious / outraged / livid / fuming with anger / wound up

10 Grammar 1
modals
Modal hat-trick
I took my umbrella and it You can wear a helmet if You don’t think your You’ve missed the last You ordered a taxi. It’s
didn’t rain. you want to, but it’s your friend’s age will affect bus home and there’s no expected soon at your
choice. their job application. option but to get a taxi. home but your partner is
still getting ready.
need have to should might will
The new employee was Arriving at the airport, The Brazilian football You partner wants to You father takes your
told to start at 8.00 am. your friend tells you team are going to play phone your friends but mother for granted.
It’s now 9.00 am and there was no food on Wales. You think Brazil you know they are having
they are not at work. their long flight. will win. lunch at this time.
suppose must bound will must
It’s a cold morning and You know your boss’s The vaccination wasn’t It is customary to take a
You are lost and are sure
you can’t get the car to routine and are certain absolutely necessary but present to a wedding if
this isn’t the right street.
start. she is in her office. you had it anyway. you’re a guest.
Someone asks where she
is, you say…
can
will will need suppose
Sometimes living with The notice said that it’s Your friend is talking You friend irritates you There’s a strong
other people is difficult. not a good idea to leave really loudly in the sometimes and has just probability that
bags unattended. library. annoyed you again. hyperactive people will
die young.
can should must can likely
Your friends are late and Your friends tell you You don’t require a visa You are uncertain about You can arrive any time
you expected them an they are hitch-hiking to to enter the country so how safe an area is and before midday.
hour ago. Australia. you didn’t get one. ask about taking a taxi.
should must need should have to
Referee’s Answers
Your age shouldn’t

I needn’t have taken You don’t have to I might as well get a Hurry up! The taxi
affect your job
my umbrella. wear a helmet. taxi. will be here soon.
application.
The new employee
You must be hungry/ Brazil are bound to They’ll be having You mustn’t take
was supposed to
starving. win. lunch. Mum for granted.
start at 8:00am.
She’ll be in her This can’t be the I didn’t need to have You’re supposed to
The car won’t start.
office. right street. the vaccination. take a present.
Living with other Hyperactive people

Bags should not be You mustn’t talk so You can be so
people can be are likely to die
left unattended. loudly. annoying.
difficult. young.
They should have You don’t have to
You must be crazy/ I didn’t need to get a
been here an hour Should I take a taxi? be/arrive there until
mad. visa.
ago. midday.

10 Grammar 1
modals
Modal hat-trick
Target language: modals
class.
Procedure
Put students into groups of four with one student as the referee. They need one board and
one copy of the Referee’s Answers. The three players take it in turns to choose squares and
reformulate the sentence using the modal given at the bottom of the square. For example,
if a student chooses the first square, I took my umbrella and it didn’t rain, they have to use
need in the new sentence. If they say what is in the referee’s answers, in this case I needn’t
have taken my umbrella, or something which, in the referee’s opinion, is acceptably similar
then they win that square and it’s the next player’s turn.
The aim is to win three squares in a line either horizontally, vertically or diagonally. Players
may want to block and stop each other from making lines. The winner is the player with the
most lines at the end of the activity. It’s possible for players to use squares that they have
already won in order to begin new lines. However, if there are four squares in a straight line
this does not count as two lines, there must be five. An example of how the board might
look is below:
X O
X X O
X X O
O
O

10 Grammar 2
modals of deduction
What’s the story?

Part A
With your group, think about the stories behind the pictures below. Try to make at least three deductions about
what happened in each case.
$
Part B
With your group, think about the stories behind the headlines below. Try to make at least three deducti0ns about
what happened in each case.
ds 4
1 Brazil 0 - The Faeroe Islan
Explorers reach South Pole despite appa
lling weather
2
t in d r a m ati c electi on loss

3 Gov e r n m e n
ta r H it s P h o to g r ap her
4 S
5 Archaeologist believes pyramids not just used as tomb
Kelso PLC profits drop sharply
6
Police say bank robbers disappeared into

thin air
7
10 Grammar 2
modals of deduction
What’s the story?

Target language: modals of deduction
Activity type: group speculation
the class.
Procedure
Put students into groups of three or four. Give each group Part A of the worksheet and tell
them they have to use the pictures as prompts to make deductions about the past using
past modals (e.g. He must have forgotten to send the invitations). Students should try
to make at least three deductions for each prompt. Although it’s often possible to make
deductions about the present, they should be encouraged to speculate only about what
happened before and not speculate about the present situation.
When students have finished making deductions for the pictures, hand out Part B and tell
them they have to do the same thing for the headlines.
As an extra stage, it’s possible for students to change groups and compare their ideas with
their new partners. Alternatively, ideas can just be exchanged in open class feedback at the
end.

10 Grammar 3
uses of would
Would you believe it?

Student A
1 1 2 2
(like/hear/story? meet/stunning girl/train in Italy/last (just/pluck up/courage/tall man/come over.)

summer.)
_____________________________________
_____________________________________ _____________________________________
_____________________________________
3 3 4 4
(return home/e-mail/every day/a while. (end up/chat/ask/give/e-mail address.)

hope/see/again.)
_____________________________________ _____________________________________
_____________________________________ _____________________________________
$
Student B
a a b b
(year /later/new neighbour/move in. believe (see/struggle/rucksack/ask/like/help.)

it? same girl/train in Italy.)
_____________________________________ _____________________________________
_____________________________________ _____________________________________
c c d d
(wish/ask/meet up/year ago. maybe/move in/ (agree/and/take/photo/not forget.)

my house.)
_____________________________________ _____________________________________
_____________________________________ _____________________________________

10 Grammar 3
uses of would
Would you believe it?

Target language: uses of would
Activity type: ordering a story
Procedure
As a lead-in, ask students if they have ever met someone interesting on a journey and
introduce the activity as being about an encounter between two people travelling on a train
through Italy.
Put students into pairs (A and B) and give them the appropriate worksheet each. They have
to piece together the story by making complete sentences from the given prompts, reading
them to each other and putting the story in order. Each part of the story uses would in one
of a variety of ways. You can mention this to students or not, depending on the students’
abilities.
It’s important that students don’t show their worksheets to each other, and that they read
aloud clearly. The students can then, referring to the course book, identify how would is
being used in each case.
Answers
(in correct order)
1 Would you like to hear a story? I met a stunning girl on a train in Italy last summer.
b I saw her struggle with her rucksack, so I asked her if she would like some help.
4 We ended up chatting. I asked her if she’d give me her e-mail address.
d She agreed and I took a photo of her so I wouldn’t forget her.
3 When I returned home, we e-mailed every day for a while. I hoped I would see her
again.
a A year later, a new neighbour moved in. Would you believe it? It was the same girl
from the train in Italy.
2 Just as I had plucked up the courage to talk to her, a tall man came over. Judging by
the ring on her finger, I’d say it was her fiancé.
c I wish I had asked her to meet up a year ago. Maybe then she’d be moving into my
house.

10 Vocabulary 2
phrasal verbs and particles
What’s the phrasal verb?

1
3 4 5
6 7 8 9
10
11
12 13 14
15 16
17 18 19
Across
3 This boomerang won’t come down. (4)
5 We had nothing to do so we just hung up. (6)
6 Stop messing off, you’ll break something. (6)
10 When I tried to talk to him he just clammed down and wouldn’t speak. (2)
11 They struggled for years but eventually the business passed under. (4)
12 It was a hot day so we faced for the coast. (6)
14 It was hard work but we soldiered along. (2)
15 I got up too quickly and passed up. (3)
17 Slow up! You’ll get us killed. (4)
19 The manager counted down the money and left. (2)
Down
1 My room is a disaster. I need to neaten it up. (4)
2 I need to cut up on the amount I eat. (4)
4 I was exhausted so I smashed out for a few hours. (7)
5 We lounged under at home, waiting for him to return. (6)
7 The lake has completed dried out. (2)
8 During the lecture it’s important you write up some notes. (4)
9 I always take off for work at 8.00pm. (3)
13 Just relax, would you? You need to calm away. (4)
14 The teacher handed in the students’ assignments. (3)
15 I can’t do any more. I’m worn in. (3)
16 The three friends drank down and left the pub. (2)
18 I hit my head and knocked myself down. (3)

10 Vocabulary 2
phrasal verbs and particles
What’s the phrasal verb?

Target language: phrasal verbs and particles
Procedure
Put students into pairs to complete the crossword. To do this they need to find the incorrect
word in each clue and correct it. The incorrect word could either be the verb or the particle
of the phrasal verb. It’s worth pointing out to students that more than one of the same
particle can appear in the crossword, for example, around occurs three times.
Answers
Across: Down:
3 back 1 tidy
5 around 2 down
6 around 4 crashed
10 up 5 around
11 went 7 up
12 headed 8 down
14 on 9 set
15 out 13 down
17 down 14 out
19 up 15 out
16 up
18 out

10 Communication
express strong feelings
Love it or hate it?

Love it Hate it
modern art
tiny dogs as pets
TV talent shows
hot weather
football
clowns
fishing as a hobby
rap music
celebrity gossip
tattoos
olives
wind turbines
walking in the countryside
online gaming
first day back at work/college after a holiday
charities asking you for money
grapefruit
coffee
soap operas
status updates on social networking sites

10 Communication
express strong feelings
Love it or hate it?

Target language: express strong feelings
Activity type: discussion and ranking
Procedure
Give each student a copy of the worksheet. Ask them to read the different items and decide
whether they love or hate them. They should put a tick in the relevant box in the table. If
they neither love nor hate an item, they do not need to put a tick anywhere.
Put the students into pairs. Ask them to rave about the things on the list that they love or
hate, and find out if their partner has the same feelings. When they have finished, they
should choose the top three things they both love the most and the top three things they
both hate the most in the list.
Then, put two pairs together to create groups of four. If you have an odd number of pairs,
split one pair and have two groups of five students. The students now discuss their
top three items they love and top three items they hate. They should try to come to an
agreement about which two they all love the most and which two they hate the most in the
group.
The groups then report the items they have chosen as their top two most loved and most
hated items to the class. The class should discuss their choices and try to find the item that
is loved the most and the item that is hated the most in the class.

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Activity Language focus Activity name

Photocopiable © Pearson Education Limited 2012

Activity Language focus Activity name

Photocopiable © Pearson Education Limited 2012

short stem to about

lacking rely from in

bother benefit for on

nervous appeal from in

succeed riddled about of

Photocopiable © Pearson Education Limited 2012

Photocopiable © Pearson Education Limited 2012

Where’s Johnny Star?

Where’s Johnny Star? Where’s Johnny Star?

Photocopiable © Pearson Education Limited 2012

Where’s Johnny Star?

Photocopiable © Pearson Education Limited 2012

set goals deal with the top a learning experience exceed

rivals burning problems exceed the potential face expectations

risk challenges face an achievement have daunting pursue

an ambition make potential an element of risk difference a dream

take on a difference rise to achievement set an opponent take on

the right the right

make for the top a burning ambition believe in barriers attitude

Photocopiable © Pearson Education Limited 2012

Photocopiable © Pearson Education Limited 2012

Perfect sports stars

Adam Samson – Footballer (aged 33)

Tanya Smythe – Ice-skater (aged 26)

Photocopiable © Pearson Education Limited 2012

Perfect sports stars

Photocopiable © Pearson Education Limited 2012

‘I’ve painted ‘I think she’ll be ‘Do you think

‘Yes, but it’ll

‘Who do you ‘I don’t mind,

Photocopiable © Pearson Education Limited 2012

Photocopiable © Pearson Education Limited 2012

40 things to do before you die

Photocopiable © Pearson Education Limited 2012

40 things to do before you die

Photocopiable © Pearson Education Limited 2012

Try not to say it!

cost of living charming overrated

crime rate racial tension no-go areas

nightlife off the beaten track bustling

unspoilt tranquil touristy

a must-see stunning gaze

stroll standard of living vast

run-down diverse dull

cosmopolitan infrastructure be wary of

Photocopiable © Pearson Education Limited 2012

Try not to say it!

Photocopiable © Pearson Education Limited 2012

Life changing verbs

Photocopiable © Pearson Education Limited 2012

Life changing verbs

Photocopiable © Pearson Education Limited 2012

men cats football guns ONE

summer email old age shopping GO BACK

Germany opera GO BACK trains snakes FIVE

Picasso friends USA religion Pelé

Photocopiable © Pearson Education Limited 2012

What you did there: What you did there:

• What I can’t stand is _. • What I can’t stand is _.

• What I can’t stand is _. • What I can’t stand is _.