Académique Documents
Professionnel Documents
Culture Documents
VocabltlaTy
=
=
PTactlc
Interactive vocabulary
activities for all levels
Felicity O'Dell
CAVTBRIDGE
UNIVERSITY PRESS and Katie Head
Contents
Introduction 4
MaP 5
Unit I Personal
information t0
Unit 2 Thefamily t5
Unit , Dailyactivities 22
--
Unit 4 Homes 28
-
-- Unit 5 In the town,in the city 54
--
Unit 6 Travelandtourism 40
--
Unit 7 Foodanddrink 46
-
- Unit I Describing
people 52
a
Unit 9 Describing
things 58
Unit l0 Friends
andrelationships 64
Unit | | Thehumanbody 70
Unit t2 Leisure
time 78
Unit | 5 Education 84
Unit 15 Moneyandshopping 96
Unit | 7 Science
andtechnology r08
Unit | 8 Socialandenvironmental
issues I t4
Thanksandacknowledgements 120
3
F--L
I
F
Introduction F-
F
What roles can games play in TheTime allocated for eachactivity is usually 40-45 minutes,
F
vocabutayfealningP thorrphsomeacti vi ti es
areshorter. Thesrrssested ti mesincr ucea
suggested
Theactivities
teachsetsof completely
gamesfartoo difficult.
consolidate
students
in thisbookare,thus,not intendedto
newvocabulary.
Rather
theirknowledge
fort he
throrrphthis
r"r
for
, " naner .
I
:
!
w hendeci drng
secti on w hethera gamei s appropri ate
for a
parti cul group
ar of l earners.
Th e rear e lB t opic - ba s eudn i tsi n th i sb o o k .Ea c hu n i th a stnree
games,one at eachof threelevels- elementary, intermediate
TheWarm-up sectron suggests waysof familiarisingthe students
a n dupper - int er m ed to a d v a n c eT
i a te dh. e rersa ma po f the book,
withthe language whichwill be required in the activity.
whichgivesa clearoverview of the topicsof the units,the
D ependi ng youmayneedto spend
on the l evelof thecl ass,
vocabulary focus,activity typesandstudentinteraction patterns
-
longeron thrspartof the lesson thoughwithstronger groups
u se di n eac hof t he 54 p a m e si n th e b o o k . :
\/oumAVneedto snendlittleor no time on thissection.
Hout i1 eaclt garnealTanged?
the stepsof the activity
TheMain activitysectionexplains asclearly
consists
Eachactivity of tv'ropages.a pageof notesfor the
as
andconcisely possrble.
Wewouldrecommend in mostcases that
anda phot oc o p i a bpl a
te a cher e g eth a tma yb e fre e l yd u p l i cated
youdemonstratethesestepsto the studentsinstead of justreading
Theteacher's
for students. noteson the left-hand Dapesnrovide =
themoutto them.ln somecases youmayfeelit wouldbe helpful
youwith information
about: =
to notedownthe kevstepson the classroom
board.
Time
TheVariationsectionsuggests the basicgame
waysof adapting
Ai m fordifferent
classroom or contexts.
situatrons there
Occasionallv =
Materials
Key vocabulary
2 r p q r r o o p q t i n n c f n r : r - n m' nr .l "e. t" c' / l" v' ' ' "d, "i f' 'f .eb r" e
samephotocopi abl
materi
e al s.
TheFollow-upsectionsuggests activities
optlonalclassroom to
' |n
| v t/ U o amtr
v L hr rt still rrsino the
4
=
developandpractise
furtherthe languageworkedwith rnthe
Warm-up
maybe usedin a laterlesson,
games.Thesefollow-upactivities if
:l
!
or theymaybe omitted.
thatis moreappropriate,
Main activity
+
==
=
What about the photocopiable
materials?
Thematerials pagescanbe freelyphotocopied.
on the right-hand
Quiteoftenyouwillalsohaveto cutup the materials
intn <on:r:te
r r r l v J L H U |
rarrlc, ac indi.ated
v J / v J
hv the rt rftino Iinpc lf vnr r
Aboveall,we verymuchhopethatyourstudents
willenjoy
n l a ' i n o t h e c , e o a m t r ^ d- ^l l. u. 1 +Ul r- o- +L+r .Lr ^E, y, .v^v, l: ll llo
a lrs) n
l . -h
r. rreEl nr HtUh recmr r r tro, r J
r,-/.,,t) o-...->
theirknowledge
consolidate of English
vocabulary.
Practice
t
LI
UNIT 1
"ffim'wmwrkffi.fte
zzzffr*Tmmtz*w. __
1 . 1A l li n a d a y Flornont:nr Everyday
expressions
formedwrththe verDs
B oardgame C roupsof 3-4 40-45 l0 r.l
rln nef nn hnrta
L--l
am l?
1 .2Hows pec ial
moke,toke
In te rm e d i a te Waysof talkingabout Questi onnai re Indi vi dual l y, 40-45 12
:l
y o u rs eal fn dfi ndi ng
th i n g si n c ommon
anddi scussi on
game
theni n groups
of 4-6
:j
lE-J
withothers _l
)--J
1 .5Thedat inggam e U p p e r- Expressing personal
intermediate Ii k e sd, i s l i kes
and
Questi on
answ er
and
game
l ndi vi dual l y,
thenw hol e
40-45 l4
:l
to advanced preferences to fi ndan cl ass
:
i dealpartner l6-J
UNIT 2 Ttrrefamily
:t
:
2 .1 Fam r ly
t r ee E l e me n ta ry F a m rlre
y l a ti onshi ps lnformation
gap Pairs 40-45 t6
2 .2 Thehappyc ouple In te rme d i a te Stages in a Storytelling
and Pairs,
then 40-45 IB :
re l a ti o n shi p roleplay groupsof 4
idiom s
2 .5 Fam ily Upper- l d i o msre l a ti ng
:
Cardgame Croupsof 4 35-45 20
intermediate to familylife
:
to advanced a n dre l a ti o nshi ps
:
UNIT3 Dallv aetivities >1
:l
5 .1 Whatpeopledo Elementary \./-e. r- h' -s- "d- e' ,s" r' -, 'rci h) i n o
' l l n '
l JescrrD rng
and P arrs 35-45 22
everyday
actions -" "' '()"
a r r a n o i n o n i r - t rr r c q .
plac es
5 .2 Change if . . . In te rm e d i a te Everyday
activities - l
Changrngplaces
I r n , l I
Whole class
I
25-35 24
:
in resnonse to nr laroe oror rnc, ]-l
.-i
;-r
.-i
,d/
:-l
)-/
--..]
*-r
.4
q
6
),/
E!.
Map of the book
UNIT 4'ffi*'w"ww
4 .1 At hom e E l e me n ta ry F u rn i tu re
and I \ / l r m ea n d p r r e s s ( r r o rl n s o t \ - 6 1 50-35 2B
h o u s e h o lidte ms
4 .2 Fu llyf ur nis hed In te rme d i a te F u rn i tu re
and B oardand | ,rr\t tnc nf
a -
\ 40-45 30
h o u s e h o lidte ms /irc o:me
4.5 Dreamrooms Upper- Language to describe Questi onnai re l ndrvi dual l y, 40-45 32
i n te rm e d i a te ro o m sd, e c o iand a n df i n da theni n pai rs
to advanced furniture partner
UNIT 7 Wmr*ffi
{k"ffi{h
ffir:zw-fu"
7 .1Wh a tI hadf or dinne r El e m e n ta ry Itemsof food C ardand C roupsof 4-B 30-35 46
lastnight a n dd r i n k memorygame
7.2Twentyquestions In te rm e d i a te V e rb s ,a d j e c ti vesand Yes/noquestions Croupsof 5-6 40-45 48
nounsrelating to food
7.5Oddone out llnner-
"Yr"' F o o da n dd ri nkand Fi ndi ng
the odd P ai rs 40-45 50
i n te rme d i a te l a n g u a geex p l ai ni ng oneourS ame
to advanced differences
UNITI Describingpeopie
8 .1 Wh oam l? El e m e n ta ry Wo rd sd e s c ri bi ng hai r, Yes/nonictrrre Pairs 3O-4O 52
b u i l da n dc l o t hes game
8.2 Compoundadjective Intermediate Compoundadjectives Dominoes Croupsof 4 40-45 tr,4
J -
7
a
l-
UNIT9 ffiwmw:rnfun:w"ry
Efuwwrym :
objects
9.1 Everyday Elementary Namesand usesof B i ngo Indi vi dual l y 35-40 5B :
everyday
objects
9 .2 K im ' sgam e l n te rme d i a te N a me s a n ddescri pti onsMemorygame l ndi vi dual l y, 40-45 60
of objects theni n pai rs
v
9 . 5 N a m et h i st h i n g " (("'
llnnor- N a me sa n ddescri pti ons B oardgame C roupsof 3-4 35-45 62
intermediate ofobjects ='
to advanced
Y
t
intermedidle feelinps
to advanced 14-
F
the body Elementary
I l.l Describing Partsof the body Wordsquares and Twogroups, 35-40 70
gap
informatron thenpairs
Fr
doctor
| 1.2 Doctor, Intermediate lllness,
symptoms
and R ol epl ay W hol ecl ass 45+ 73
treatment +
| 1 .3l diom sof t he bod y U p p e r- l d i o m sb a sedon parts C ardgame C roupsof 6-8 40-45 76
intermediate ofthebody Lt-
to advanced
F-
UNIT 12 Lrmwmwrffi
tzwwry --
l 2 .l My s t erev
y ening
out E l e me n ta ry T a l k i nagb o utan S torycompl eti on l ndi vi dual l y, 30-35 7B H-
e v e n l no gu t thenin pairs
your
| 2.2 Picture lntermediate Leisure (- +
activities D rawand ( , r a ] |t n q n r 1 - 4 30-35 BO
freetime guess
3-
1 2 .5C any oudo any U p p e r- Leisure
activities, Surveyand Indi vi dual l y, 40-45 82
conjuringtricks? intermediate interests
and di scussi on then in ornr rnq '---
to advanced experiences OI J-4
:--
UNIT 13Education
+
l5.l My firstschool Elementary People,placesand Spotthe Pairs 40-45 B4
objectsin a school difference +
| 5.2 Secondary school: Intermediate Experiences
durrng B oardgame C roupsof 3-4 40-45 B6
the bestdaysof schooldays -^.] -^^-t.:^^
d r r u > P t r d K i lr B
+
yourlife?
+
1 5 .5Suc c es s flear
ul n i n g U p p e r- L e a rn i nsgtyl es Questionnaire Croupsof 3-4 40-45 BB
i n te rme d i a te a n de n v i ronment anddi scussi on +
to advancec
'gl +
3
Map of the book
qrwm"whffi
UNIT 14 Wfu.m mff,*a*wW
t4 .l W ho,wher eand E l e me n ta ry J o b sa n dw orkpl ace Cardgame P arrs 30-35 90
what?
1 4 .2Cues sm v iob l n te rm e d i a te J o b sa n dd e scri bi ns Veq/nn nrrectinnc W hol ecl ass 35-40 92
them
and
1 4 .5Danger ous U p p e r- Jobsand why they C ategori siand
ng C roupsof 3-4 40-45 94
ctreccfr rl inhs i n te rm e d i a te a red a n g erous
or ranki ng
to advanced stressful
UNIT 15 W*mffiyffiThffi
,vfu"r*ppzw"ffi
l 5 .l B r ingandbuys a l e El e m e n ta ry P ri c e sb,u y i ng R ol epl ay W hol ecl ass 40-45 96
a n ds e l l i n g
| 5.2 Crossword lntermediate Moneyandshopping, Crosswords and Pairs 40-45 9B
conversattons a n dd e fi n ing
l anguage defi ni ng
1 5 .5Cetr ic hquic kqu i z U p p e r- l d i o msa n dl anguage Qurz Croupsof 2-3 35-45 r00
intermediate connededwith money
to advanced
UNIT 16Wmm%
wwpwwz*mwmm
l 5 .l P asttim edom in o e s El e m e n ta ry P a stit mee xpressi ons Four-si ded C roupsof 3 35-40 t02
comtnoes
verbsauction Intermediate Phrasal
15.2Phrasal verbsin Auctionof correct Pairs 40-45 104
sentencesabout andincorrect
the past SCNICNCCS
f -+^^^-i-i
16.5Whata greatstoryl Upper- I* -a,n. oo-r-roa-o e f, n. -r. d- -e, c- r r i ,LD: ^r n
-8 LaIeSOnSlnS C roupsof 3-4 40-45 106
i n te rme d i a te a n dre v i e w i ng a fi l m wordsandwriting
to advanced or book a fi l msummary
and man-made
objects
17.5Definitions Upper- Modernconceptsin n ^{:^^ -^) ^,,^-^
L_./trililC dil(l E,Utr>> W h o l ec l a s so r 3O_4O 112
intermediate computers,
entertainment, groupsof 6- I 0
to advanced work,transport
andscience
I
F
UNIT I mw.mw"mh
bwffmwyszmtz*m
F-
i-
All in a day !
F
Lwrar.h
Flamonte rrr
I Drawsixcolumnson the board.Writeone of theseverbsat the top of eachcolumn'. do,get,go, t
hove,moke,fcke.Askstudentsto copythis.
Ytu??#
2 Civeeachstudenta copyof the Vocabulary grid. E-
40-45 minutes
3 Tellstudents thateachvocabulary itemgoeswithone of the sixverbs.Elicrt hrvoexamples
and
]- .nr
To practiseeveryday
+ As ks tu d e n ts
to c o mpl ete l yi n pai rs
thei rtabl e,ei theri ndi vi dualor _l
5 Checkthe answers withthe wholeclass. Students maysuggest otherpossible
answers
thatare
expressions formedwith the
verbs do, get, go, have,make
and toke
not givenin the Keyvocabulary or usedlaterin the game,e.g.fokeo shower,mokeo meol. :j
Main activity :l
T&mt*lrnm1g"
ForWarm-up,one copy of the
I Dividethe students intogroupsof threeor four.Civeeachgroupa copyof the board,a dice,anda f
Vocabularygrid for each
student
setol counters.
2 P l a y i nth
g e g a me : :l
Onecopyof the boardfor each
group of three to four students
Onedice for eachgroupof
I S tu d e n ts ta k etu rn sto throwthe di ceandmovethei rcounter
I W h e nth e yl a n do n a square,
pictureandthe word in the square
theymakea sentence
al ongthesquares.
abouta studenti n the groupusi ngt he
, e.g.Morco,I thtnkyou go swrmmtng.
f
three to four students =
I Theotherstudentshaveto decidewhetherthe sentence is grammaticallyrightor wrong.
Onecounter(or equivalent)for
eachstudent
lf the sentence
I lf a studentarrives
is right,theystaywheretheyare.lf it iswrong,theygo backhr'rosquares.
on a squarewitha ladder, theymaygo up the ladderif theymakea
f
ForFollow-up,a picture of a
personthat the studentswill all
be ableto see
grammatically
downthe snake.
correctsentence. lf theyarriveon a squarewitha snake's head,theygo
f
t Thewinneris the firststudentto reachscuare30.
K*y w*r;afuwkaxy =
do: the cleaning,the cooking,
the ironing, the washing-up,
trnttr hnmorttnrk
Variation
Theboardcanbe usedto practise
particular
grammatical at different
structures levels,
e.g.
f
get: cold, dressed,angry, tired presentcontinuous He'sgoingswimming.They'rehovtngo porty. =
go: clubbing,running, presentperfectquestions Hoveyou beenswrmmrngtodoy?Hoveyou donethe cleonrngyet?
shopping, swimming, to bed, conditionalsentences lf you don't tokethe bus,you'llbe lotefor theporty lf shegoesdoncing =
1--a
upstorrs
have: a drink, a meal, a party,
toniqht,she'llbe trredtomorrow.
J
0 rest, a shower
make: 0 mess,a noise,a phone
follow-up
ffi il ;;; ; ;i.il ;i; ;.; ;;;;;;; ;;; ;i;,;,n.,,,a..i;
;il,; .,,"r.u.,,,n"
f
call,friends,the bed
take: an exam,a photo, the p e rs o n 'dsa i l yro u ti n eu,si ngl anguage
fromthe game,e.g. =
bus,the train, your coat off StudentA'.Fvervdav Sollvoefsun ot 7 o'clockond shehos o shower.
=
StudentB'.Everydoy Sallygetsup ot 7 o'clockond shehos o shower.Shemokesthe bed,then ...
C o n ti n uien th i sw a yu n t i al
l lthe students
havehada turn. =
Homework =
A Writesixquestions
usingthe vocabulary anotherpersonandwrite
thenintervrew
fromthe activity,
=
a b o u th
t em.
B Writesixsentences
abouta daywhenyouwereverybusy,usingvocabulary fromthe activity. =
-l
)--t
Acknowledgement
W e f i r s tc a m e a c r o s st h e i d e a o f u s i n gS n a k e sa n d L a d d e r si n l h s l a n o r : o e r l a . , c r n rnn i q C r o m m o r C o m e s b y -)=-.4
M a r i o R i n v o l u c r(iC a m b r i d g eU n r v e r s i t P
y r e s st 9 S 4 ) .
-l )-a
.H
-)
to :
_F-
-
All in a day
Vocabulary
grid
tired y o u r h o me w o rk s w rm m rng the bed a party the cl ean ing
27
yfr
F
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ry- l-*"
s go
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18 f :-^=---{\=' L
have
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nk
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F
UNIT l W*wrc*ffiffik
amff*wmmtzww*
E
Tl!:l;iii I.
E
LeveS i
Intermediate I Writethesecategories on the board.Positivechorocteristtcs,
Negotivechorocteristics,
Hobbiesond E
'3"35?A* tolents,Plocesto go on holidoy,Signiftcont
yeors,lnfluenttolpeople,Treosured possessrons
Fovouritecolours,Seosonsof the yeor. E
40-45 minutes
2 Askstudents to suggest wordsand ideasthatfit eachcategory. Writetwo or threeexamples
for
j"&"3ffi"a eachcateporu on the board. E-
To practisevocabularyfor
Main actiuity
_i
tsl
talking aboutyourselfand
finding out what you have in
I C i v ee a c hs tu d e nat copyof the sheetandaskthemto compl ete i t i ndi vi dualSl y.
eta ti melim itf or l-J
commonwith otherpeople
fuTateriaSs 2
thisactivity and monitoras necessary.
Checka few answers withthe class.Duringfeedback makesurethatstudents understand the
:l
Onecopy of the sfreettor eacfr e x p re s s i o' hna v es o m ethi ng
i n commonw i thsomeoneiby aski ng themquesti ons suchasDoes =
studentin the class onyonehovesomethrngin common with Thomos?
Two dice for each group of four
to six students
3
+
Dividethe students
Tellstudents
intogroupsof fourto sixstudents. Civeturodiceto eachgroup.
thattheyeachstartwithten pointsandtheiraim is to provethattheyaredifferent
:j
W*y w**mhmlary fromthe otherstudents in the group.Students taketurnsto throwthe diceandspeak.For :
example, if a studentthrowsa threeanda five,theymustspeakabouteitheritemthreeor item
Positivecharacteristics
e.g. energetic,fun-loving, fiveor itemeight(thesum of the dice)fromthe sheet. :
generous,intelligent 5 Ex p l a ith
n a tw h e nth e ytal kaboutthei ri temtheycanbe chal l enged by another studenti n t he
Negativecharactedstics g ro u Pi,f th a tp e rs o ncancl ai mthei row n i temhassomethi ng i n commonw i ththem,e g My :
e.g. bad-tempered,selfish, fovouriteseosonof theyeoris sprrng.Thenanotherstudentin the groupmightchallenge that
unreliable.untidy ctrr.lenthv <:vi11g My fovouriteseosonof theyeoris olsospring.lf a claimis successful, the
=
Hobbiesand talents s tu d e nwt h ow a sc h a l l enged hasto gi veaw ayone poi ntto the otherstudent. Onl yonech allenge
e.g.Wmnlstics, Iearning =
m a yb e m a d eo n e a chturn.
Ianguages, photogTphy,
singtng 6 Youmaywantto writethe keypointsof the rulesandscoring systemon the boardto help =
Placesto go on holiday students.
e.g. a city, an island,the beach, 7 T h ew i n n e ri sth e p e rsonw i ththe mostpoi ntsat the endof the game. =
the mountains
Significantyears Variation =
e.g. tfte year you first fell in
Iove, the yeff you were born Students
takeit in turnsto play,but insteadof throwingthe dice,the personto the rightof the player
maysaywhichitemfromthe sheettheywouldlikethe playerto talkabout. :
Influentialpeople
e.g. a friend, a neighbour,a
-
teacher,a TVpersonality
Treasuredpossessions
Askstudentsto writetheirnameon the top of theirsheet.Collect
the sheetsand redistribute
themro =
e.g. a letter,a photograph,a
plece of jewellery, a toy the class.
Aska studentto readoutfourdifferentpiecesof informationaboutthe persontheyhave,
withoutsayingwho theyaredescribing. =j--a
Favouritecolours haveto guesswho the personis.
Theotherstudents
Seasonsof the year
_)
Homework
'l00 =
A Write wordscomparingyourselfwithone of the otherpeoplefromyourgroup.Whatdo you
havein commonand howdo you differ? :
B Asksomeoneoutsideyourclasswhattheiranswers to the sheetwouldbe (in yourown language, -)H
if necessary)andthenwritea shortprofileof the person.
-)\.-a
-)..r
-)L.A
)4.
.)
t2 -
-)
-:
qE
How specialam I?
3 I a m v e r yg o o da t
Something
4 I h a v ed o n ew h i c hI a m p r o u do f
Something
5 Something
I w o u l dl i k et o b e f a m o u sf o r
6 I w o u l dd o i f I h a de n o u g hm o n e y
Something
7 A y e a rw h e ns o m e t h i n g
s i g n i f i c a nht a p p e n etdo m e
8 A p e r s o nw h o h a si n f l u e n c e d
mea lot
.......;............
I A p l a c ew h e r eI w o u l dl i k et o s p e n da h o l i d a y
10 A colourthat makes
mefeelgood
11 My idealdinnerguestor guests
1 2 My mosttreasured
possession
FromcomesforVocnhtt|nnltPrnrficpbyo,Del|&Head@CambridgeUniversityPress2OO3@ l3
F
UNIT t WwwwmffiffiT.
smff* w"mTn*w
u" F
1.3 Thedatinggame L
T
I-ewel
i
Upper-intermediate I Elicitthe meaningof the expression on the board:I con't
con'tstond.Writean examplesentence L
to advanced stnnrineonletruhoore selfishwiththeirDosscss/ons
"a"axKzffi 2 Civeeachstudenta copyof the sheet. t:
3 Checkthatstudentsunderstand Tellthemto choosefivefromthe
beginnings.
the othersentence
40-45 minutes
listandcompletethe sentencesin anywaytheywish.Monitoras necessary. b
&3rx?
Main activity -b'
To practiseexpressingpersonal
Iikes,dislikesand preferences
I
E x p l a ith aregoi ngto pl aya dati nggamernw hi chthe mai ncontestant
n a ts tu d e n ts asksth r ee L.J
in the contextof choosinga !
partner for a date othercontestants personal questions in orderto finda date.Theaudience thenvoteson which
--
of the threecontestants wouldbe the bestdatefor the maincontestant. F-
&rat*ria3s Note: lf it is inappropriate or not possible to makethisa realdatrngscenario withpeopleof the --
ForWarm-up and Main activity, oppositesex,you cansayinstead thatstudents arelookingfor a suitable personto go on holiday Ea
one copyof the sheetfor each with,or to sharea housewith,or to go intobusiness with,etc.
student l-
2 Demonstrate howto adda questionto the examplesentence on the board,e.g.
Stickylabels for the contestants
I con'tstondpeople who ore selfishwith thetr possessrons. Whotis your mostprecious --1
Sixprizeenvelopeseach t-
possesston ond how couldI persuodeyou to lend it to me?
containinga sliP of PaPerwith
exoticholidays(e.9.a holiday I hove o tendency to forgetpeople'sbirthdoys.Whenis your brrthdoyond how wouldyou help 74
l'-
diving off the GreatBarrier me rememberit?
Reef) --_-
3 Tellstudents to choosethreeof the fivesentences theyhavewrittenandadda question to each l--
one. Monitor and help students as necessary.
Key wmcabnaSary
+ Pl a y i nthg eg a m e : l.-
admire
I Arrange fourchairsat the frontof the classroom, onefor StudentA (thepersonseeking a date)
be amazed 7 J
be committed to and three for Students B, C and D (the possible partners)The rest
of the classwill be the l--
be upsetby audience. ? 4
winsthe date. F-
I Thehr'rocontestants who havenot beenchosenreturnto theirseats. Thewinningpairchoose "-
l-<
a prizeenvelope and readout whattheyhavewon.
-4
Variations F-
l-
Homework <
:-
A Complete the otherfivesentences for youranswers.
fromthe sheetandgivereasons
l-
B Writea personal advertisement andsayingwhyyou arethe perfectpartnerfor
yourself
describing
th e ma no r w o ma nof yourdreams. -
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The dating game
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UNIT 2 T"tum
trmwwx"kw
'--''u"-" L
L I Familytree !-
:
X"ewe3 :
Flomontarrr
I Checkthatstudentsunderstand the conceptof a famrlytree.Thengiveeachstudenta copyof the '
s h e eat n dte l lth e mthatthe di amonds aremal erel ati vesandthe oval sarefemal erel ati ves.
?9ss?m
2 Tellstudents Tellthemto frndsomeof the relatives
to lookat the listof relatives. on the familytree i-
40-45 minutes
by askingthemsomequestions, e.g.Whereis Steves ount?
r*
&Arxz 3 Tellstudents to writethe wordsin the correctspaceson thetree,leaving enoughroomto writea
s e c o n dw o rdi n e a chspacel ater.
Moni toras necessary andthencheckansw ers w i ththeclass. -J
I
To practisethe vocabularyof
family relationships Finallv, askstudents whatrelation Steveis to hiswife,i.e.
husband.
grandmother
husbond
Variation t-t-l,
mother
mother-in-law
Tomakethe gamelonger, eachstudentcanwritein allthe namesfromthe boardon theirfamilytree I
,LJ
cn thefiherrh:vo to askeachotherabouteveryrelative.Forthrsvariation will needa second
students
nephew
copyof the treeto writetheiranswers
on. )
niece t-a-J
sister
sister-in-Iaw Follow-up __
,J-a
son
uncle
wife
. r"'"'ir;;i; ;;";n"i'
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relationships
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UNIT 2 TWwtrmmxhw
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Thehappycoupte
2:,,2!i!---'-- F'
t-
LwwsS Note: Marriage
break-upmaynot be an acceptable topicin somecountries.Thepictures
on the F
photocopiable to emerge,andteachers
sheetareintendedto allowfor a varietyof stories mayalso
Intermediate
chooseto excludecertainpictures itemsif theyseeminappropriate.
andvocabulary t
"g'339?#
o-4sminutes
E
&1rs? I Selectfromthe Keyvocabulary the itemsyouwantto useandwritethemon the boardin random t--
order.Askstudents to guesswhatthe topicis.
To practisevocabularyrelated 7-<.
2 D i v i d eth e s tu d e n ts
intopai rsandaskthemto organi se
thevocabul ary i n orderof w hatha ppens E
to finding a girlfriend or
first,second, third,etc.in a relationship.
boyfriend.developinga
relationship,getting married
(and,optionally,problemsin
3 Checkstudents' answers andencourage aboutpossrble
discussion orders. Youmayfindthat r
s tu d e n tsd o n o ta l la greeaboutthe orderdependi ngon thei rcul ture
andupbri ngi ng. .)
the marriageand marriage
break-up) Possibleorder:foncy,go on o dote,go steody,foll in love,propose,get engoged,get morrreQgo
ry I
_)
W,atry.ximhw
on honeymoon,move rn together,settledown,storto fomily,grow trredof eoch other,seporote. b'l
I
T--J
Oneset of pictures,cut up, for
each pair of students
Main actiuity ry I
I D i v i d eth e s tu d e n ts i ntopai rs.
l f possi bleach
e pai rshoul dhaveone mal eandonefemalest udent , ---d
Oneset of questionsfor each
pair of students h rrti h o :ri i v i h c, a nsti lw C i veeachpai ra setof pi ctures
l orkw i thotherpai ri ngs. andquest ions.
ry I
ForVariation,four magazine
-)
2 Tellstudents to orderthe picturesto makea storyabouta marriage. Theyshouldgivethe
pictures:two of men and two
H I
characters in the picturesnamesanddecidehowoldtheyare,whatkindof worktheydo and how
of women ,)
theyspendtheirfreetime.Students shouldusethe questions as prompts. L-d
-1
Homework u
A Writethe storyyou invented fromthe pointof viewof eitherthe husbandor wife,makingsurethat "-J
4
you includeat leasteightof the keyvocabulary expressionsdealtwith in class.
-/
B Writeyourown storyusingpastor futureforms,imagining youridealboyfriend/girlfriend
or F
husband/wife. Beginwithhowtheymet or will meet,whattheyfirstsaidor willsayto one
_-/
another,etc. --U
Acknowledgement y
Thrsactivrty
wasinspired
bya picture tn UsePreJntermedote
storyrnLonguoge byAdrian
DoffandChristopher 4
Jones(CambridgeUniversity
Press1991). _t--t
-,-
-
l8 :-,J
The happy couple
vb
v
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Questions
Wheredidtheymeet?
Whendidtheydecideto settledown?
Whatdidtheylikeabouteachother?
Howdidhe propose to her?
Whatwasthefirstthingtheysaidto
eachother? f o* lolg-weretheyengaged before
thewedding?
Wheredidtheygo on theirfirstdate?
Whatwastheweddingceremony like?
Howoftendidtheymeetafterthat?
Wheredidtheygo fortheir
Howsoondidtheyfallin love?
honeymoon?
Whatdidtheirparentsthinkaboutthe Howdidtheirliveschange afterthey
relationsh
ip? gotmarried?
FromGomesfor vocobuloryProctice
by o'Dell & Head@ CambridgeUniversrty
press 2oo3 r9
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UNIT 2 Wtu*trmmnkza
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2,$iiiil"--"''-:'Familyidioms F
K-mve3 T
Upper-intermediate
to advanced
I Dividethe students intopairsandgiveeachparra setof cards.
2 Writeon the boardthe firstpartof one of the idioms.Askstudents to findthe otherhalfof that
r
Yirate i d i o ma n dtryto e l i cithe
t meani ng.
3 Askpairsto matchthe remaining Thencheckanswers
halves. withthe wholeclassanddiscuss
35-45minutes
w h a te a c hi d i o mm e ansandhow rtcanbe used. >
l&1x3?
Todeveloprecognition
of Main activity
idioms which relate to family
I Puteachpairof students withanotherpairto makea groupof four.Students combinetheir L-
Iife and relationships r
setsof cards.
WatwxxmLw Tal krhrnrroh
2 C i v ee a c hg ro u pa s etof rul es. thp rrrl ec
' ,vi th
the cl assandcheckthatthey F-
ForWarm-upand Main activity. u n d e rs ta nthd e m.
one set of cards,cut up, for 3 Letstudents playthe gamefor an appropriate time.lf a groupfinishes quickly,
tellthemto shuffle t
each pair of students th e c a rd sa n dp l a ythe gameagai n. Moni torandhel pasnecessary.
Oneset of rules for each group F.
of four students
Variation
.F-
W* ww**fuzxl-mr'y Dividestudentsintogroupsof fourandgiveeachgroupa setof cards.Students spreadthe cardsface
be os oltke as tvvopeos rn a pod downon the table.Studentsthentakeit in turnsto turnoverhruocards,makingsurethe restof the l|-
be as different as chalk and groupcanseethem.lf the studentthinksthe cardsmakea pair,theycankeepthem,if not,theyturn
cfteese
the cardsfacedownagain.Thewinneris the personwho hascollected the mostcorrectpairswhenall F-
be the apple oI your father's eye
be the black sheep of the family the cardshavebeentaken.
be tied to you mother'saprcn F.
strings Follow-up
be your mother'sdaughter .ts-
blood is th[cker than water 'il;;'i;; ;il;i;';;;;;il ;il ;ilil;;l; ;;;i,.ir".'
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"*'i.;ii;;;i .",i1
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follow in your father's footsreps d e s c ri b euds i n gth e s ei di oms. F-
twist someoneround your little
finger
whlle the cat's away the mice Homework -4
D*
wiIIplay
A Chooseone of the idiomsasthe titlefor a story.Prepare
to tellyourstoryto the class.
Your 71
It-
classmates
willtryto guesswhichidiomyou choseasyourtitle.
B Writesentencesusingeachof the idiomsfromthe activity.
F-
-F-
F-
t.-
-F-
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ll-
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Familyidioms
your mothe/sapron
be tied to while the cat'saway the micewill play
strings
x
Rulesof the game - Familyidioms
-_:
: FromComesforVocobu|oryProcttcebyo,De|I&Head@CambridgeUniversityPress2oO3@ 2l
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UNIT 3 "ffimzhzr
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l--
3rI "--",-"what
peopledo l-*
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&eve3
Elementary I Dividestudents intogroupsof four.Civeeachgroupan envelopeof cards. Tellone studentin the l--
Topractise
wordsfor everyday 3 Whengroupshavefinished, eachstudenttakesit in turnto telltheirgroupwhattheirpersonis
activities doing.Theotherstudents writedownanynewverbs.Checkanydifficult vocabularywiththe
wholeclass. Collect the envelopes of cards. b,-
&#ateriaSs ;*
ForWarm-up,one copy of the Main activity
sheet,cut up and put in an
envelope,for each group of fout 1 Dividestudents intopairs.Askthemto sitbackto backwitha tableor flatsurfacein frontof eacn
students of them.Civeeachstudentan envelopeof cards. :-
Onecopyof the sheet,cut up 2 D ra wa th re e -b y th ree gri don the boardandl abelthe col umnsAB, , C andthe row s| ,2, 3.
and put in an envelope,for StudentA takesninepictures out of the envelope andarranges them rnthreerowsof three,like .L:
eachstudent --
th e g ri do n th e b o a rd.S tudentB mustnotbe abl eto seeS tudent A s pi ctures.
ForHomework,one copy of the ys
3 StudentB thenasksStudentA for information , e.g.Whotls C I doinglStudentA looksat whatcard
sheet,not cut up
theyhavein thatpositionandreplies, e.g.Theboyis cleonrnghisteeth.StudentB thentakesthat Ff-
Key ur*cmfuzxlary cardfromtheirenvelopeandplacesit in frontof them in the correctposition.
-,{
brushyour hair + Thegamecontinues untilStudentB hasarranged the ninepictures.Student A checkstheirpartneis E-
clean your teeth answers. ThenStudentB arranges ninepicturesin a different
orderfor Student A to workout.
cook
F-
do your homework
drive a car
Variation .../
go shopping l f y o u rc l a s si s a l re a dfa
y mi l i ar
w i thpreposi ti ons
of pl ace, maypl aythe samegamein pair s,
students -
Itstento a CD butwithoutusinga grid.Checkstudents arefamiliar withnexfto,obove,below,between,to the _-J
make tea
left/rightof.Thestudentwho hasarranged the ninecardsthendescribes the arrangement
to therr
-
play football
posta lefter partner,e.g.Ihe boy cleoninghisteethis nextto the grrllisteningto o CD.Therrpartnermayask .d
j-
put on shoes cY ul rL e s t i o nl Js tt o
Jtlul \-c
/ Lhl e
l \c
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r ra
L r ur rar unr o
1 6er m
r r re
L tnt Lt , c\ , ^. 8 , . /tJ^ +t f Ai t ;^ A ^"'^'L^:'r^lenninnhictecthfnfhcleftnf
UUy VVIlL/ /) LrLUittrrg ttrJ rLLUi r- . -, t, ,h. -e n i r l
J,,.
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read a newspaper w h oi s . . . ?
ride a bike #
run
sleep
follow-up *tlz
StudentA to remember. -/
I
tJ-/
Homework 2
I
4-l
A Writedownthe verbsdescribingthe pictures
ThingsI do everyday I ThingsI sometimes
on the sheetunderone of theseheadings,
do ThingsI neverdo
e.g.
tl-/
-l
cleonmy teeth
Write50 - I 00 wordsaboutwhatyoudidyesterday, usingas manyas possibleof the verbs
.J
'1-a
illustrated
on the sheet. -l
--/
Acknowledgement
Thetdeator thisactivily
wasinspired
by a seminargivenat IATEFL
2001by AntheaHome,EFLCames L/
.J
(www.eflgames.com), Switzerla
nd.
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Procticeby O'Dell& HeadO CambridgeUniversrtv
press2OO3 23
I
UNIT 3 ffimsk,zg
m*tzwwtkwm
L-r
-12
:
4
--
:,
ilewe3
Intermediate I Civeeachstudenta copyof the sheetand brainstorm answers with
for tuuoor threesentences
y o u rc l a s s .
Tirme
2 Thenaskstudents withthingswhicharetruefor them.Monitor
to completethe sheetindividually >
5-
(5) did my homework / stayed lf it is not possible to playsuchan activegamewithyourstudents,
or appropriate a gamecanbe
at home thatthisgamedependson
playedusingthe samesheetbutwithallthe students sittrngdown.Stress =-
(6)petrol / somechocolate/
a newspIper players taketurnsto choose
beingtotallyhonest.Students a from
statement the sheetandcompleteit --
(7)phoned / went out with in anywaytheywish.However, Civeyourself
theyshouldbegintheirstatements: o pointif you ... .
(B) Ietter/ pen / book / cheque totalup theirpointsto see
allplayers
Aftereverystudenthashadthe chanceto maketwo statements, - 1
book
(9) the cinema/ a friend's w h o i sth e w i n n e r.
house/ do somesport >':
a magazine
(20) the radio / clossicalmusic i-
la-
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t--
L2-
td-
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24 It-
Changeplacesif ...
FromComesforVocobu|oryProcticebyo,De|l&Head@CambridgeUniversityPress2Oo3@
J
UNIT 3 ffimxkw
mwtkwztwmm
checkin cheerfully
3.$ii':it"-t'
3,evetr
Upper-intermediate I Civeeachstudenta copyof the sheet.Askstudents to tellyouwhentheylastdid eachof the
to advanced phrasalverbson the sheet,e.g.I lostcheckedin ot the otrportin AugustwhenI woson my woy
Yzwz* to Modnd.
2 Discuss different verbphrases thatwouldseemlikelyto go withthe adverbs
on the sheet,e g.fo
35-45 minutes
woit nervouslyfor on exomresult,to wolknervouslyinto the dentist'ssurgery.Checkthat students
d*asffi u n d e rs ta nadl lth e a dverbs.
To practisecommonphrasal 3 Collectin the sheetsbeforebeginning the Mainactivity.
verbs and adverbsof manner
I
Main activity :--
MatwrzaLm
ForWarm-up,one copy of the I Dividethe students intoteamsof fourto sixpeople.Civeeachteamtwo envelopes: one
sheetfor eachstudent c o n ta i n i nth
g eA d v erbcardsandonecontai ni ng the P hrasalverbcards.
Onecopy of the sheet,cut up, 2 Onestudentfromeachteampicksone phrasal verbandone adverbfromthe envelopes. Tell
for each team of four to six studentsnotto returnthe cardsto the envelopes afteruse.Thisstudentthenactsout the phrasal
students.Put the Adverb cards v e rbi n th e m a n n eor f theadverbforthei rteamto guessw hatcardstheypi cked. S tudentshould
s
in one envelopeand the
usemime,notwords.Theotherstudents mayreferto theirsheetsif necessary.
Phrasalverb cardsin another
envelope. 3 Whenthe teamhasguessed boththe phrasalverbandthe adverbcorrectly, the nextstudenttakes
a cardfromeachenvelope andactsthemout.
ffi*y v*c afuwha'xy + T h eg a mec o n ti n u es i n thi sw ayunti loneteamhasactedandguessed al lthe phrasalverbsand
F-
Seephotocopiable
sheet adverbs fromtheirenvelooes.
opposite =-
Variation
r r> d- - +Li .l, rv
Tl-i- ir,
rL
L dy nLl ru
^^^ ^
ma demorechal l engi ng
by maki ngadverbcardsw i thl essfrequent
adverbs
or any
adverbs
you havebeendealingwith recently.
Youmayalsoincrease
the challenge
by introducing r-
somedifferent
phrasal
verbexpressions
for students
to actout.
Follow-up --
F--
Dividestudents
intopairsandaskthemto writedownwhichadverbs, fromthe sheetor otheradverbs
theyknow,wouldbe mostlikelyto collocate
witheachof the phrasal
verbsfromthe sheet.
Homework
A Dividethe adverbsfrom the sheetintothreegroups:positiveossociottons,
negotrveossociotions,
con hovepositiveor negotiveossocrotions.
B Chooseeightof the phrasal verbexpressions
andwritea sentence sayinghowyou usually do
eachof thesethings.Youmayusean adverbfromthe sheetor a different one if you prefer,
e.g.I usuollytrdyup o room reluctontly.
,-.
<
--
<
26
Check in cheerfully
Adverbs oo
X
I I
I I
angrily ttl
bravely : calmly : carefully
1t!
L---- r---- J,--- ----.i
i i
cheerfully
rl
clumsily i defiantly i
I
despairingly
ll I
F---- -----+ ----+
l
disgustedly enthusiastically gracefully i impatiently
I
I
rapidly
E
E
Phrasal
verbs VP
x
put on a hat put on some put out the soft out yourbag
E
make-up rubbish
- FromGomesforVocobu|oryProcttcebyo,De||&Head@CambridgeUniversityPress2Oo3@
27
J
II
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UNIT 4 Wmxwww
=-
At home ts
Lewe}
Elementary I Dividestudents intoteamsof fiveto sixstudents,TeamA,TeamB,etc.,andgiveeachteama
;"3"3tr93#
" labelled envelope witha setof cut-uppicturecards.
2 Askteamsto spreadthe picturecardson the tablein frontof them.
30-35 minutes
3 N a m eth e i te mss h ow non the cardsandaskteamsto hol dup the correct
pi ctures.
D othisas
J&33?? rapidlyas possible withallthe pictures,
repeatinganythatthe studentsarenot sureof.
To revise and practisecommon
vocabularyitems relating to Main actiuity
houses
I Students returntheirenvelope of cardsandyou placetheseon a tablein frontof you. t
i _
ftyTaterials 2 Explain thatthe aim of the gameisfor students to mimeobjectsfromtheirenvelope for the restof
ForWarm-up and Main activity, theirteamto guess.lf necessary, demonstrate thisby mimingan objectfor the class.
one copy of the sheet,cut up. 3 Onestudentfromeachteamgoesto the tableand picksa cardfromtheirteam'senvelope, loor<s
for each team of five to six a t i t a n dth e np l a c es
i t facedow non thetabl e.l f a studenti s unsureof thew ord,theycanwhisper
students.Put eachset in an it to youto check.
envelopelabelledTeamA,
TeamB, etc.
+ Students thenreturnto theirteamand mimethe itemfor therrteamto guess. Thestudents who
Forthe Follow-up and
a rem i mi n ga ren o tal l ow ed to useanyw ords. --
HomeworksA and B, one sheet, 5 Eachteamgetsa pointwhentheyguessa wordcorrectly andshouldkeepnoteof theirscore.
not cut up, for each student Whenthe teamhasguessed the wordcorrectly, the nextstudentin turngoesto picka card
-
to m i me .
Kmpvmeamaxearyr -_-
6 Sto pth e g a m ea fte raboutl 5 mi nutes, or w henal lthe cardshavebeenused.Thew i nni ng t eamis =-_<
armchair
th e o n ew h i c hh a sg ai nedmostpoi nts.
bosin
bath !-
bed Variation
bookcase
- ---
F o ra q u i c k egr a m eth
, e teamspi ckcardsfromj ustoneenvel ope
andthe gamei sfi ni shed
w h enall J-<
carpet
CDplayer
the cardshavebeenusec. _-
chair
chest of drawers follow-up -'-
computer --
cooker I Divide
rtra.n,,
ini"'p.i"..a
il ;; ;il;; ;;;; il; ;il, ;;;i ;o - 1
knife --
Iamp A Askstudents to writedownthe itemsfromthe sheetunderthesetuuoheadings:
{
mirror ThingsI useeverydoyand Thingst could ltve without. =-
plate B Writel2 of the wordsfromthe sheetin a phrasewithan appropriate verbor adjective, *-
remote control
e g fo sitrn on ormchorr,
o lorgebosin.Tryto usea differentverbor adjectiveeachtime. --
saucepan
shelf <
E-
shower
sofa
spoon =-
table
<
toothbrush -<
towel
TV <
wardrobe
washing machine <
<
-
28
E
At home
l.G. '
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UNIT 4 ffimwwmw
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4.2!'!-""--Fuilyf
urnished b-
hevel Walm;11n
Intermediate I Askstudents to closetheireyesand imaginetheyarein theirfavourite room.Whatcantheysee !
a ro u n dth e m ?
.&&&r,&ffi
2 Askone or two students to describe theirroomsin as muchdetailas possible.
Astheydo this,
40-45 minutes
e l i c iat sm u c hv o c a bul ary
rel ati ng
to furni ture
andotherhouseholidtemsas possi bland
e t r yt o
FA33?? covea r l lth e m a i nroomsof a house. b
To reviseand practise
vocabularyof furniture and Main actiuity f.:
householditems
I Dividestudents
cizotho .arti'ihr
intogroupsof five.lf therearenot enoughstudents in yourclassfor groupsof this r
ffiateriaXs canbe donein smallergroupswherestudents takeresponsibility for morethan
Onecopyof the sheetfor each o n e ro o m . ! -.4
!-qJ
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F
_/
F
-/
21
1
-
_/
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30
>/
-?---
Fully furnished
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L*,.
UNIT 4 K&*mwm
+,3ilii*i--""Dreamrooms ->
i
3,*ve3 i
Upper-intermediate I Tellstudents thattheyhavean unlimitedbudgetto designandfurnishtheirdreamroom.Ask
to advanced th e mto c l o s eth e i reyesandthi nkfor abouta mi nutew hatthi sroommi ghtbe l i ke.
'g'33?3# 2 Civeeachstudenta copyof the sheetandaskthemto checkthe meanings of anynewwordsin L
th e i rd i c ti o n a ri oe rsb y aski ng
you
nO-nUminutes
3 Askstudents to completethe sheetindividually.
Tellthem notto put theirnameson theirsheets.
d&s3?3
To practisetalking aboutrooms, Main actiuity >
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32 t..J
Dreamrooms
My dreamroom
e
tr phot o s
Mork fhese ifems with either:
T mops A - would love fhis or
T {'=,
eff
oilpointings B - don't feel strongly obout fhis or
tr WOTCTCOIOUTS C - don't wont this
T mirrors Ihen odd two other things you'd like.
T postcords I I stote-of-ihe-ort
musicsystem
| | well-stocked
bookshelves
r roomy w ororooe
T l z i n ,n\ J- c iJzr aL v
r\r,
har'l
vvv
-_
T bosketbol lnet
T w el l -l i tdesk
T T Vo n d v i d e o
3 Whot kind of furniture would you I computerwithInternelc o n n e c t i o n
prefer? Circle one in eoch poir.
I l o t e sgt o m e sc o n s o l e
- m o d e r no r o n i i q u e
e l e g o n to r c o m f o r t o b l e
-
beout if ulor p ro c ti c o l
- s i m o l eo r o r n o t e
FromGomesforVocobu|oryProcticebyo,De|l&Head@CambridgeUniversityPress2OO3W 33
UNIT 5 E":ra
tfu.*EffizMWh"
zwa
tfum*ztw _-z
_!
--.
Findingplaces _!r
:
"--"
--
H"*w*X _>
Elementary I Askstudents whichplacestheygo to in townandelicitthe wordsfromthe Keyvocabulary. Ask L
s tu d e n ts
to e x n l a i where
n a parti cul ar
pl acei s i n thei rtow n,e.g.the ci nema.
Yi.xm*
2 Drawa verysimplestreetmapwithtwo or threeplaceslabelled of place
andelicitprepositions :
30-35 minutes
from students, e.g.nextto, befuveen. =<
D
l&3.x93
To practisesayingwhere you
Main activity
>
can do drfferentthings in a I Dividestudents intopairs,StudentA andStudentB,andaskstudents to sitfacingeachother.
town and explainingwhere
2 CrveStudentA a copyof mapA andgiveStudentB a copyof map B.Tellstudentsnotto lookat bt
placesare usingprepositional I
n l a re cth :i fh o i ;p a r tner i s l ooki ng for.Telthem l thatthe pl aces markedi n bol dareon bot hm aps. y
&vXmfmrials 3 Tellstudents to lookat the listof thingsthattheyneedto do in town.Thenstudents taketurnsto _-1
W{*yw**mfuwLmry + Wh e ns tu d e n ts
h a v efoundal lthe pl aces, thei rmapsandchecktheir
tel lthemto compare _-.
'1!r.-
bank answers.
car park -1
b-.
chemist
Chineserestawlnt _1,
cinema I In theirpairs,students
lookat the mapstogetherandtaketurnsto saywhereplacesare. lr-
,-4
news0gent
park A Choosesixfacilities
in yourtownandwritesentencesto describetheirlocation
usingexpressions --.
petrol sfotion of place. >-L
-
sftoe shop
supermarket _1,
L-
swimmingpool
train station _1
travel agency --
betvveen
next to L--
on the corner
-1
on XXX Road t4.
opposite
1
te
-1
--
1
ts
4.
I
e
Fa,
34 ;'J
-? --
Findingplaces
A
Where can I go to:
send a letter?
clothes
shop
see a doctor?
APPLE TREE ROAD
buy a newspaper?
train station
B
Wherecan I go to:
booka holiday? cp
AV E N U E
m
buya sandwich? C hi nese m
Pub restaurant o
go swimming?
chemi st F
gettravellers'
cheques?
o
buysomeclothes? CHESTNUT TERRACE
U
shoe
takemy dogfor a walk? shop
hairdresser
catcha train?
post
newsagent
office
getsomepetrol?
APPLE TREE ROAD
checkmy emails?
FromGomesforVocobu|oryProcticebyo,De||&Head@CambridgeUniversityPress2Oo3@ 35
L_
tfuw{dhgw
UNIT 5 Twtfuwtffiwm,zwz. _1
L-
5,.2[!!"---'*.Mysterywordpairs --
_F-
_=
:--
Intermediate I Civesomeexamples of wordswhichareformedby puttingtwo otherwordstogether,
-
L_
To practisecompoundnouns _1
ForHomeworkA and B, one 3 Askthe classto providethe nextsentence in the story.Thesentence mustcontainanotherword _1
copyof the sheet,not cut up p a i r.W ri teth e s e n te nce on the board,underl i ne b-
thew ordpai randtel lstudents to putthosecar ds
lFkrly
w**afuw3ary to o n es i d e . -,-
+ Stu d e n ts w o rki n p a i rsanddi vi dethe remai ni ng y
20 w ordcardsbetw een themso thateach
art gallery
athleticstrack s tu d e nht a sl 0 w o rdp ai rs. -1
lr.-
businesspork 5 ln theirpairs,students takeit in turnsto adda newsentence to the story,beginningwiththe two
bus stop sentences above.Students haveto useone of theirwordpairsin the sentence and laydownthe _1
car park !-
wordpairon the table.
concert haII --
department store 6 l f a s tu d e nits u n a b l et o makea sentence usi ngoneof thei rw ordpai rs,
theymi ssa go.Mo nit or !-
footballstodium and helpas necessary. Thefirststudentto laydownalltheircardsis the winner.
-. 1
health centre
-
industrial estofe Variation _,-
Iaw courts
parking meter T h i sa c ti v i ty
c a nb e m a d emorechal l engi ng by addi nga memoryel ement. W henstudents l aydown !-
pedestrian crossrng[ theircardsandsavtheirJsentence L t t L V t t L s / thev first have
LttLy tilJL ttuvu to sav the nreviorrs
Lv Ju), tl tu HtLvtvuJ sentences
JUt ttLt tL\ in the correctorder -4
rushhour Follow-up
shoppingmaII --
swimmingpool
n)r\ >ur rc pdr> Lutelltheir storiesto the whole class.Then ask the classto vote on the best story :-
taxi rank they heard. --a
tr.-
traffic /igltts
youth hostel Homework -1
9-
Notethat althoughalternative
A Writedownthe storyyou madeup in classand underline allthe wordpairsyou used.
pairingsare possible,e.g. <a
shoppingcentre,taxi meter, B Writedownthe word pairsin tuuolists:My townhos ... andPlocest wishmy townhod. l--
<
2d
<
E1
<
-4!
<
--
<
--
a
-
36
---
Mysteryword pairs
X
art gallery lr
DUSrness park
3Z
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_1
J_
UNIT 5 Hmtfuw tffiwwr nwEfu*ffihYw -
_,-
5:3iF"cityrire j"-
1.
-.
---'
LeveS
<'
Upper-intermediate I lntroduce of wherestudents
the lessonwitha briefdiscussion liveandwhattheylikeanddislike
to advanced aboutthe placewheretheylive. --.
'i^lsxh# 2 Askthemto listsomeof the problemsof livingor workingin a bigcity.Writetheirideason the
board.lntroduce the wordsandexpresslonsfromthe Keyvocabulary, if theydon'tcomeup <'
35-40 minutes t
soontaneouslv.
andcheckthatstudentsunderstand
, v v v J , l l them.
Aixst 3 Encourage to
students briefly
discuss
the keyissues to someof theseproblems.
relating _1.
To understandand use
vocabularyfor describingsome Main activity -:_
hJ
each group of four students s tu d e n ts i n th e s a m egroupto thi nkof di fferent fromanyof thosethei rotherS r ouP
probl ems
me mb e rsh a v e . _1.
Kmyvorabulary l-
3 Explain thatstudents whichis responsible
aremembersof a committee for decidinghowthe local
See photocopiable sheet
Thegroupshaveto compi l ea l i stof thetop ten pro blem s
r-n rrn ci si lto s n e n di t sannualbudget. _.-.
t,a
opposite
th e yw o u l dl i k eto s pendthe budgeton.
-1
+ Tellstudents thattheygeta pointeachtimetheymanageto persuade the othercommittee !--
me mb e rs th a to n e o f thei rfi veprobl emi ssues
shoul dbe on thefi nall i stof ten. -<
5 Afteraboutl5 minutesaskstudents to writeup theirfinalliston the boardandto countup their !-1
SCOTCS. _ < l
Variation -.-
ua.
Withsmallerclasses, dividestudents two blanK
intopairsandgrveeachstudentten cards,including
--<
cardsfor themto fillin.Together discuss
students the issuestheyfeelaremostimportant and >-1
-<
Fr<
Homework
.-
A Chooseone of the problems in classandwritedownsomeideasfor dealingwith it.
discussed - 1
-,-
2d
<
-d
<l
- d
<
<
Z-
<
<l
L-
38
City life
FromComesfor|u/nrnh,tlnrllDrnrfir.|yo,De||&HeadoCambridgeUniversityPress2oo3@ 39
UNIT 6 TwwaryT
mre#tr.*znwzffi'wz
Namethe country
LsveS
Elementary I Civethe students two minutesto writedownthe namesof as manycountries as possible.Then
"3'38?3# d i v i d es tu d e n ts
i n topai rsandaskthemto compare thei rl i stsw rtheachother.
2 D ra wfi v ec o l u m n o s n the boardw i ththefol l ow i ng
headrngs: E urope, A si a,A meri ca,
A ust r alasia,
35-40 minutes
Afri c aA. s kth e s tu d ents to cal loutthe namesof countri es fromthei rl rstsandtel l you w hi ch
ffi"zwz c o l u mny o us h o u l dw ri tethemi n.
To practisethe Englishnames 3 Teachanyitemsof Keyvocabulary thatyouthinkyourstudents will not know.
of countries
Main activity fl
WHate;vz,ahm i -
for each group of four students a c o p yo f th eA c l u e s,onea copyof the B cl uesandonea copyof the C cl ues.
2 Thestudentwiththe crossword choosesa mrssing wordandtellsthe otherstudents whatnumber _-<
Kwyw*amhaxSarg it is and how manylettersarein it.Theotherstudents eachreadout theircluesandthentogether )-4
I
</
L-J
i
y
I
r
)
F
#
40
--t/
Namethe country
A clues
--- Across
2 ThisMediterranean countryhaslotsof islands.
F--: 4 Thiscountryis in EastAsia.
6 Thi scountry
i sfamousfor cheese andw i ne.
7 Thiscountryis veryverybig.
l 0 Thi scountry
rsi n S outhA meri ca.
12 Thi scountryhasa famousvol cano cai l edMountV esuvr us.
Down
I Thiscountryis iamousfor baconand butter.
3 Thelanguage r,fthiscountryisArabic. (turowords)
5 Thi sbi gcountry i s partl yi n E urope
andpartl yi n A sia.
B Thiscountryis famousforjazz,hot dogsandjeans.(tu;owords)
9 Thi scountryi s i n the mi ddl eof E urope.
I I Thiscountryis a verybigisland
B clues
Across
- 2 Thiscountryhadthe firstOlympicCames.
4 Thi scountryhasfourmai ni sl ands
6 Thereis a tunnelunderthe seabetweenthiscountry
andE ngl and.
f Thiscountryhasverycoldwinters.
10 Thi scountryhasa famouscarni val .
12 Thi sE uropean
country
i s l ongandnarrow .
Down
I Thecapitalcityof thiscountrybeginswiththe letterC
3 Thiscountryis in the MiddleEast.(twowords)
5 Thiscountryborderson the BlackSea.
B Thelanguage of thiscountryis English(turowords)
9 Thiscountryis famousfor chocolate andwatches.
I I P eopl e
speakE ngl i sh
i n thi scountry.
C clues
Across
2 Thecapitalcityof thiscountrybeginswiththe letterA.
4 Thi scountry
hasa famousmountai caln l edMountFu ji.
6 Thisis one of the largest
countries in Europe.
7 Somefamouscomposers werebornin thiscountry.
l0 Thelanguage of thiscountryis portuguese.
12 Thi scountry
i sfamousfor artandmusrc.
Down
I Thiscountryis in the northof Europe.
3 Thiscountryproducesa lot of oil.(tr,vowords)
5 Thecapitalcityof thiscountrybeginswiththe letterA.
B Thiscountryhasmanydifferentstates.(tr,vowords)
9 Therearemanyhi ghmountai ns i n thi scountry.
I 1 Thi scountry
i sthe homeof the kangaroo.
>
X"even
Intermediate I El i c ist o mee x a m p l es
of an adventure bungeej umpi ng.
e.g.hanggl i di ng,
hol i day,
'g'xffi?tr 2 Askif anyonein the classhaseverbeenon an adventure holiday, Askthemwheretheywent,
whattheydid andwhattheytookwiththem.
30-40 minutes
3 Dividestudents intopairsandgiveeachpaira copyof the ltemcards,not cut up.Elicitthe
vncahtrlanr fnr the itemsandaskstudents ;
f&XHg? *
" ' /
' - ' r whatkindof holidaythe itemswouldbe usefulfor.
To practiseexplainingwhat
you want when you do not Main activity >
--
Suggestedmatchbetween o btcycle pump?lf the personhasthatitem,theygiveit to the student.In returnthe student
itemsand holidays: givesthemone of theiritemswhichtheydo not need.
A month on a desertlsland: Or the studentcanofferanotherpersonan itemwhichtheydo notwantto keep,e.g.lhoveo
binoculars,book' Poisonous --
Plants",canoeand paddle,
mop of the Htmoloyos. Do you needir?lf the personneedsthat itemtheytakeit and givethe -
fishing rod, mosquitonet, sun studentone of theiritemswhichtheydo not needin return. --
cream, torch I Students shouldalwavshavesevenitems.
Walking to the NorthPole: I lf an offeror a requestis successful, thenthe playermayhaveanotherturn,up to a maximum -_-
book "Wildlifeof the Arctic". o f th re etu rn si n a nyonego. -
chocoloteand tinned food, t Students --
exchange itemsin thiswayuntileachpersonin the grouphasa setof sevenitems
composs.first-aid kit. hat and ]r-
Homework t<
<
_-
F-
+2
l--
t-- Happyholidays
t-
t Holidaycards
t.- qp
x
t-
t-- A month on a desert island Walking to the North Pole
t--
t-- Cyclingacrossthe USA Trekkingin the Himalayanmountains
L
t.
L Item cards
L- x
L
L
L
L
L.
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43
l-
colourfulholidaycollocations
!
ffi
fuewe3
Upper-intermediate I (i.e.olleys,beoches,c/rff5etc.).Tell
Dictatethe listof featureslistedin bold in the Keyvocabulary
to advanced the students to writethesenounsin a listdownone sideof a pieceof paper.Checkthatthey
Tiffi?* understand eachof thewords.
2 Askstudents to thinkof adjectives whichareused,for examplein holidaybrochures, to describe
40-45 minutes
rt lhl o . o ru ll lillEf lac lr a nl Lr fl e
E)g C -a
o ttuU
l cfJe S \O
r l f tLh
l le
c ll oal ln
\ ld
J Lsuc
Pa e. .6p. . S
L rn e . L r L tv U
t n
n n y /g/ J<r n
t i tl ,n L Lo
( ur L- f n r ^ r r l nh
r cnrfigS. Thefe iS nO need tO
holiday destinations
1 Dividethe studentsintogroupsof threeto four.
WmtwvAmAw and Nouncardsandaskthemto findappropriate adjective-
L
'++ |
. . . . . . . . .
l
Colourfulholiday collocations
Adjectives qp
X
horizons slopes
FromComesfor|/nrnhttlnnlPrnrfira|yo,De|l&Head@CambridgeUniversityPress2OO3@ 45
'I
UNIT Wm*ffimwffiffiwzmW
i&3x?3 somegarlic,
etc.
3 Checkanswerswiththe wholeclass.
of
TopractisebasicvocabularY
food and drink
a
Tffiat"mxi"mhw
ForWarm-up,one coPYof the L
W*Wnr#cebffiAetrY
apple
banana
bar of chocolate
biscuifs
bowl of Pasta
bowl of rice
cake
c0rrot
Variation
chlcken Fora morechallenging game,eachtime it istheirturnstudentsnametwo food items- onethatis
chtps picturedon the cardandonethattheychoosethemselves, e.8.I hod o lemonond o hot dog for
cup of coffee by anotherstudent'
ffsh dinner lostnight.Theycanchooseanyitemas longas it hasnot beenmentioned
garlic lf theychoosea blankcard,theyonlyneedto nameone ttem.
glossof milk
glossof orangeiuice -
grapes
hamburger
ice cream
Iemon
Ioaf of bread
mushroom
onion -
orange
pineaPPle -
pizza
s0usoges I
sweers
tomato Frrstcourse Secondcourse Thirdcourse
Doy
I
46
What I had for dinner last night
w
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o FM
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Proctice
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university , 47
''y.'*r;*ffi'#-Thm
UNIT 7 ffiyz:rzfu, a
a2 1
<
L*rxq*X
Intermediate ITellstudents you arethinkingof a food item,e.g.a banana. Tellthemto askyouyes/noquestrons
"h"zxffi# to try to identify what the food item is,e.g.
ls it o Conyou fryitt
vegetoble?
-
2 C o u n th o wm a n yq u estrons the students ask untrltheyguessthe i tem.l f theyhavenotguessed
40-45 minutes
afterasking20 questions, tellthemthe answer.
i42ffi1 3 C i v ee a c hs tu d e nat copyof the sheet.C o throughthe questi ons w i ththemandel i ciort explain
To practiseverbs and adjectives
any of the words that they do not understand. Checktheyunderstand all the food items.
usedwith fooditems
Main activity -
Wmtr;vkals
I D i v i d es tu d e n ts
i n togroupsof fi veto si x.C i veeachgrouDonesetoI pi cturecardsandtellt hemt o
ForWarm-up,one copy of the
nl:ro thornf.arol6yyJ1 in a pileon the table.Askstudents to foldoverthe sheetfromthe Warm-up
sheetfor eachstudent
Oneset of picturecards,cut
s oth a tth e yc a no n l yseethequestrons.
up, for each group of five to 2 S tu d e n ts
ta k ei t i n tu rnsto pi cka card.Thei team
r mustaskthemyes/noquesti ons, i ncl u ding
six students questions fromthe sheet,to guesswhatwason the card.
3 T h eg ro u p sh a v eto g uessthe pi cture by usi ngno morethan20 yes/noquesti ons.
W"*gw**mfuzxhmuy
+ T h es tu d e nwt i thth e cardkeepsa noteof howmanyquesti ons haveoeenasked. l f thegr ouphas a
Foodpreparation:
n o tg u e s s eth
d e w o rdby questi on 20,thestudent w i nsa porntandshow sthe groupthe pict ur e.
bake, barbecue,blend,boil,
chop, cooked, dessert,dry, 5 Thegamecontinues untileachstudenthashadat leasthr'rochances to prcka card.Thestudent
fatlening, fry, grate, grill, w i thth e m o s tp o i n t s
w i ns.
healthy,pickle,poach, raw,
roast,savoury,slice,squeeze, Variation
steom, stew, sttcky, stir fry,
sweet, toost Instead of cuttingup the pictures, allowstudents to chooseanyfood itemtheywantfromthe sheet.
Foodstuffs: T h e ys h o u l dn o tc h o o s ean i temw hi chhasal readybeenusedonce. --
apricot, beans, (bread)roll,
cabbage,cheese,cream,
cucumber,duck, egg, garlic,
grapefruit, grapes, rcecream, l n th e i rg ro u p so f fi v eto si x,askstudents
to l ookat the sheetandpl ana mealforthei rcl assmat es --
lamb chop,lentfls,mustard, u s i n gth efo o di l l u s tra ted.
Theyshoul dtryto useas manyaspossi blof e thew ordsi n theque st ions
to 2-
nuts,olives, oysters,peas,
d e s r r i h e h n r n rt hr cu /v \v nv vi unr ru l r l n r a n : r o tr h o . p p ; 1 . r rhr ser nr e
r lu tt rLur, T L ua
LCr h p f O tl n n r e S e nr r tJ Str h
r re
s iil r S
J ur6r 6pl g
J Le
r vSr tiOI n
tLO
v tLh
r re
u r
r ueJ s t O f -
pepper,potato,prawns, roisins, Hrururs | 6 ruuH rrLJU|
A-
-
L
-J
-l
I
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c-i
tl
I
I
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48
'l
)
II
i
l- Twenty questions
I
I
l-
1-
1--
Questions
I ls it sweet/ savoury / sticky/ healthy/ fattening?
l--
2 Do you usually eat it raw/ cooked?
l-_ 5 Wouldyou useit in a soup/ salad/ sandwich / cake/ drink?
L-..
4 Would you eatit with meat/ fish/ a dessert?
It-
t--.. 5 Couldyougrate/ chop/ slice/ blend/ squeezeit?
II 6 D o y o ub a k e / b a r b e c /ubeo r l l r o a s /t f r V/ g r i l/lp o a c h / s t i r f r y / s t e w / s t e a m / t o a/ ds ,t y / p i c k l e i t ?
l-
l-_
II
l--
II
I
I
t_-
t-
t'
I
L-
I - -u-P-tlt-ol sllrytyit______
I
r----
(bread)roll
-----T I
@ cabbage cheese
I g ))
@
I
F--
I
l -
I
@ cucumber
_T_"_*1{ __:l:* cream eg8
t-
I /-'
.f)= S7
d q,D W
t-
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t- s'
t- o
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olives
W
sPflngonton oysters Peas
sweru%$
-:
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-= 0
---
PePPer Prawns --l.i:'r-'_ nce
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yoghurt graPes vinegar (sweet)pepper green beans
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I
_b-
UNIT 7 W*r*ffi.ffimffiffi"wzwW"
-:-
7r3"-"'-'odd
oneout b-
5"ewg3
Upper-intermediate I Dividestudents intopairs.Civeeachpaira copyof the sheet. -5=
to advanced 2 Eachpictureillustrates the pictures
to identify
one of the wordsfromthe sheet.Askstudents on
'a"zwh* the sheet. :
3 Askstudents forthe eightsets.
to identifycategories
40-45 minutes b.
relatingto
Topractiselangnrage 'odd thatit is possibleto finda reason
I Checkthatstudents understand the term one out'.Explain
the theme of eating and
why eachwordin eachsetcanbe considered asthe odd one out.Civean examplefromthe b-
drinking and to practise
explainingdifferencesbetween Suspested answers belowandelicitsomemorereasons fromthe class.
items 2 Askeachpairto lookat tuuoof the eightsets.Tryto givethe differentpairsdifferent sets. -:-
3 Allowthe pairslO minutesto findas manyodd onesoutas possible
and to writedown the
Tu#,mtwxzmlm _:-
different reasons. lf a pairhasfinished theirown sets,theymaychooseanothersetfromthe sheet.
ForWarm-up and Main activitY, + Askpairsto readouttheiranswers to the wholeclass. Suggested answers aregivenbelow,but
one copyof the sheetfor each -l-
allowotherlogicalsuggestions. Cive pairs one pointfor each corrector logical
answer, andtwo
pair of students
pointsif a pairhasfoundan odd one outfor everywordin a set.
Onecopy of the Suggested _F-
answersfor each pair of 5 Civeeachstudenta copyof the Suggested answers belowandaskthemto readthe answers to
students th e o n e sth a tth e ydi d notfi nd.D i scussanyquesti ons thatari sefromthi s.
_t--
Dictionariesmay be useful
Variation
W.*yw*r,afuuzlmwg _lE
This
" " " .oame Dividethe classintotr,voteams.Calloutthe wordsin
) * ' canhe doneasa wholeclassactivity.
Seephotocopiable
sheet
the setsin turn.Civea markto whichever teamis firstto explain wordcouldbe the
why a particular
opposite
odd one out.
Vocabularyused to define and
differentiate
e.g. are typesof, tftings used
for, the odd one out is F=
Thepairsmustbe
or;;;;; ; ;irir.r l.f fourfooditemsfortherestof theclass.
Inpairsstudents
"f
prepared whyeachof thefouritemsintheirsetcouldbeconsidered
to explain writetheir
odd.Pairs F
_!--,
f, Writesentences howeachof theverbsin sets3 and5 is used.
illustrating
phrases
B Writethewordsin sets2, 4 and7 in appropriate e.g.o mugof coffee.
or collocations,
*------------
suggestedanswers _5-
I Fruitsorange:
sklnnotnormally normally
tomato:seeds
eaten; cheny:youusually
eaten; eatmorethan
one;plum:comesin different colours !-
2 Crockery - mug:hasa handle;saucer:you don'tdrinkoutofone;bowl:youusea spoon with;tumbler:
usually notpottery
rnadeof 8lass, ]-
3 Cooking verbs boil: requires oilor butter;roast:donein anoven;grill: heataPPlled
water;fry: requires
directly
to food
4 Kitchen - skewer:remains
utensiis in placeduringcooking; grater:usedforpreparing,nothandling food;
tonSs:a pluralnoun;sgatula:canbemadeof plastic or woodinstead of metal
5 Eatingverbs- chewrnotaboutliquid;sip:doesnotfocuson noticeable mouthmovements; swallow:can
bedonewithnothing inyourmouth;lap:animals, notpeople, dothis
6 Meatitems mince:doesnotinclude a bone;chop: canbegrilled; shoulder:the onlyonethatisnotalso
usedasa verbin cooking;joint:mayor maynotinclude a bone
? Usedfor cleanlinesstable matris usually hard;napkin:touches yourIips;tablecloth:everyone atthe
tableshares;dishcloth:notputonthetable
8 andvegetablesaubergine:ofteneatenhot;beellootrsamecolourinsideasoutside;
Fruits watermelon:
notredonoutside; radish:youusuallyeatmorethanone
;
50 FromCameSforVocabu|aryPracticebyo'De||&HeadoCambridgeUniversityPress2O
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i- {
_|
UNIT 8 ffiwru*wztukmry
WffiffiW:naffi It
.a,...{
J
Who am l? f
- -.<
J
Flomontrnr
Lew*,X
I Civeeachpairof students a setof picturecardsandaskthemto spread
an envelopecontaining
f
d.-{
W*y w**,mfuzxLm.rg
3
StudentA. StudentB pretends
Student
to be the personon the picture.
A mustfrndoutwho StudentB is.Student
e.g. Are you femole?
A asksyes/noquestions, f
-4
Hair: lf B says
'yes',
thenA canput allthe malepictures to oneside. J
J-{
bald, beard,moustache,
curly/ dark/ f airAon g/ short/
Hoveyou got dorkhotr?
'noi
lf B says thenA canputallthe pictures of womenwithdarkhairto oneside. J
ctrninhf
Height:
hnir
+ Playcontinues
card.
untilStudent A guesses StudentB'sname.Thenit is StudentAs turnto choosea
f
medium height, short, taII
Size:
5 Al l o wth e g a meto c onti nue for I O- I 5 mi nutesor asl ongasyoufeelappropri ate.
f
I
Iarge, medium build, slim
Clothes:
boots, coat, dress, glosses,
AsK d srucenr+ro
n-1, - -+,,)^^+ ^ )^
anotherstudentin the classwithoutnamingthem,by givinginformation
cescribe
handbag, hat, jeans, sondolg
sftifi, sftoes, sftortg skirf, suif, abouttheirhair,theirclothes, tryto guesswho is berngdescribed.
etc.Theotherstudents
sunglosse& swelter, tie, top,
Homework
+
|/ousers, f-shtrf
example,Enily ond Anno ore sisters.Anno is toll ond slim with shortcurlyhotr.Doveis Anno's
bovfrrend.
He is o student...
B Writea descriptionof the peoplein yourfamily,usingthe vocabulary fromthe activity.
Ij
If
I
52
1
I
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L
L-
l - Who am I?
l-
L
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FromcomesforVocobu|oryProcticebyo,De||&Head@CambridgeUniversityPress2OO3@ 53
-
X,eveI
Intermediate I Dividethe boardintofourcolumns. ln the far leftcolumnwritethe firstpartsof the compoundsas
"9"33?3# Iistedin the Keyvocabulary, in the nextcolumnthe secondparts.At the top of the thirdandfourth -
columnswriteAppeoronceandChorocferrespectively :
40-4|minutes
2 Askstudents to suggest wordsby combining elements fromthe firsttwo columnsandask
#h1s?t students to tell you whetherto writethe wordsin theAnncnrnnr-p r-nlrrmn
or the Chorocter :
To practisecompound
column. !
\-{
Firstpartsof compound nl:rocnno n{ theirdominoeseitherbeforeor afterit to forma compoundadjective. E.g.lf the first
a d i entirroc'
studentplacesthebocked/b,rgl domrno,the nextstudentcouldplace,for example, the I
Compoundadjecttvesformable
from theseparts include: classdecides whethertheyagreewithallthe compounds. Discuss anynewor difficult vocabulary. -.-
\-
(Appearanc el big-eyed,
blue-eyed, broad-shouldere d, Variation Z
brown-eyed, brown-haire d, L-
o f th e l i n e Sto
. pa fte ra n a ppropri ate
ti me.Thepai rw i ththe l ongest l i new i ns.
conti nuous
f air - skinned, Iight-haired,
Iight-skinned, Iong-f aced, <l
t-
54 t.1
1
>-.
L
L- Compoundadjectivedominoes
L qp
L
a-
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rt---
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't'
I
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L_ -backed big i
-backed light i -haired big i
+'
I
ti
I I
I I
.J--- - - L - -
J-, .r
-backed dark -headed narrow -handed blue
L
t_
], -/ -handed broad -hearted brown -eyed curly
L-
L'
] -,1 -haired oPen -haired dark -skinned short
L- '-l
L'
L"1
-eyed light -eyed light -faced Iair
L-
t: -eyed lair -haired long -shouldered straight
L
L-__*a
-hearted -hearted -haired
L straight single oPen
L=
l,_'. r
-haired dark -haired dark -haired blue
L
L-
I I I
I I I
L-
L-t
r
L-,-l
-headed long
I
-necked long
I
-headed round
L
r
r
E'2
-hearted fair -skinned short -minded round
U
L- g
-minded blue -skinned fair -minded long
L
L " i
L-
-;
FromAomesfor Vocobulory
Proctice
by o'Dell & Head@Cambridge Press2OO
University s @EEE@ 55
T
UNIT 8 ffiww*wz"fuzrsry
WffiffiW'hffi -.
S,Siiiilii-'--'-"Thepeople'sarphab
L
fusve}
Upper-intermediate I usedon the gameboard,i.e.Adjective:
Writeon the boardthe sevencategories oppeoronce,
to advanced Arliartirro'
yu, rhnrr1g[g1',
!, ,ur L etC. CheCk that StudentS UnderStand theSe CategOrieS.
"1"1X9?ffi 2 Pointto the categories to thinkof a word
Askstudents
in turnand nameanyletterof the alphabet.
in thatcategorybeginningwiththatletter.
30-40 minutes
3 Chooseone category, e.g.Verb.how peoplespeok.Askstudentsto suggesta word in that
&kwe category beginning excluding
witheachlefterof the alphabet, X andZ 1
:
ro practise
in, tunnuun.
,o
describe people's appearance, Main activity ,1
character, feelings, qualities,
movement and speech I Dividestudents intogroupso{ fourto five.Civeeachgroupa diceandthe sheet.Eachplayer
needstuvocounters (e.9.coins).
e/Tet8tria?s 2 Pl a y i nth
g e g a me :
Onesheetfor each group of ) Stu d e n ts ta k etu rnsto throwthe di ceandmovethei rcounter al ongtheC ameboard.lf t hey
four to five students l a n do n a b l a n kspace, pl ayi mmedi atelpasses
y to the next ayer.
pl l f thei rspacehaswor ds,t hey
Onedice for each Woup of four throwthe diceagainand movetheirothercounteralongthe Letterboard,starting at AB.They
to five students
h a v eto n a m es o methi ng w heretheyl andedon the C ameboard,beg innr ng
i n the category <a
delighttul
Adjective:how people
sometimesfeel
awkward, bored, cold, o Askstudents whichcategories and letterscausedplayers
to missturns.Findsomeanswersfor <
disErusted
s u c hc o m b i n a ti o wi
n sththew hol ecrass. _:-
Noun:a quality you Iike in o Askstudents to choosea wordtheyusedin the activity. Thenaskthemto acttheirwordfor the <
people _:-
ambttion, bravery, courage, restof the classto guess.
<
delicacy __-
Noun:item of clothing Homework
oprcn, belt, cap, dress
A Writea paragraph
describingsomeoneyou know.Useat leasttwo wordsfromeachcategory
tn
Verb:how peoplemove
the boardgame. <
accelerate,bolt, crawl, dash
B Finda description novel.Write150wordscommenting
of someonefroman English-language on _-:-
Verb:how peoplespeak
apologise, bo ast,complain, how goodthe description
is andwhy.
-l=-
declare
_-
.'-h
<
_=-
56
The people'salphabetgame
Game board
64 63 62 61 60 59 5B 57
ts 5
Noun
a quality
Adjective
a p p e ar an c e
Verb
h o wp e o p l e
Adjective
how people
Verb
h o wp e o p l e
Noun
i t e mo f
s o m e t i m e sf e e l
END you likein
people
s p e ak move c lo t hi n g
49 50 51 52 53 54 55 56
Adjective Verb Adjective Noun Verb Noun
character h o wp e o p l e appearance a quallty how people i t e mo f
s p e ak y o u l i k ei n move c l o t hi n g
people
4B 47 46 45 44 43 42 41
Verb Noun Noun Adjective Verb Adjective
h o wp e o p l e a quality i t e mo f how people how people c h ar a c t e r
s p e ak c lo t hi n g s o m e t i m e sf e e l
y o u l i k ei n move
peopre
33 34 35 36 37 38 39 40
Verb Adjective Verb Noun Adjective Adjective
how people i t e mo f character
howpeople how people a p p e ar an c e
s o m e t i m e sf e e l c lo t hi n g
move s p e aK
32 31 30 29 2a 27 26 25
Adjective Adjective Noun Verb Adjective Noun
character a p p e ar an c e a quality h o wp e o p l e now peopre i t e mo f
move s o m e t i m e sf e e l c l o t hi n g
y o u l i k ei n
people
17 1B 19 20 21 22 23 24
Adjective Noun N oun Verb Adjective Verb
how people i t e mo f a quality how people appearance how people
s o m e t i m e sf e e l you likein move s p e ak
c l o t hi n g
peopre
16 t5 14 13 12 11 10 9
Verb Adiective Verb Noun Adjective Adjective
how people h o wp e o p l e h o wp e o p l e a quality character
appearance
s o m e t i m efse e l you likein
move s p e ak
people
1 2 3 4 5 6 7 B
Jr1 Adjective Noun Noun Adjective Adjective Verb
a p p e ar a n c e a quality i t e mo f c l o t h i n g character how people h o wp e o p l e
START you likein s o m e t i m e sf e e l s p e ak
peopre
Letter board
_l
FromComeSforVocobu|oryProcttcebyo,DeIl&HeadoCambridgeUniversityPress2OO3@ 5Z
a
4
Efurkmry.w
UNIT 9 ffimwwwkfukmg J
Everydayobjects
3"eve3
!Fr lvor m
r r vo rnr tr eq rr r r J I Dlvidestudents intopairsandgiveeachstudenta copyof the sheet.
2 Askpairsto matchthe descriptions withthe pictures.Checkanswers withthe wholeclassandelicit
Tvm*
the namesof the objects.Writeup anynewvocabulary on the board.
35-40 minutes
3 Tellstudents theyhaveone minuteto lookat the sheetand rememberas manypictures as
&zffi nnccihloTho' 5ftegldnotwriteanything duringthistime.Afterone minute,studentsturnover
theirsheetsand,in pairs,writedownas manywordsas possrble. Checkanswers andseewhich
To practiseidentifYing
everydayobjectseither bY theit paircorrectlyremembered the mostwords.
namesor by a descriPtionof Note: Youmaywishto bringin realobjectsfor the Warm-up. Forstep3, placeten or moreobjectson
thet use a tablethatallstudents cansee.Allowthem one minuteto memorise beforeyoucover
the objects,
&rTaterials thenhaveto writedownthe objectstheyremember.
themwitha clothor coat.Thestudents _-=
ForWarm-up,one coPYof the
sheetfor eachstudent Main activity > :
blanket r--.1
envelope
hairdryer
key
map intopairs.Students
Dividestudents it to their
taketurnsto picka cardfromtheirsetanddescribe _-.
mirror
partner.
Theirpartnerhasto guessthe nameof the object.
mobilephone
-1
needle and thread
plaster Homework _:-4
postcard <E
A Thinkof sixmoreeveryday of eachone.Bringyourdescriptions
objectsandwritea description to _-
purse
safety pin the nextclassandseeif yourclassmatescanguesswhatthe objectsare. __1
_:.-
<
<
_1
-:
58 >,J
-='
L-
L-
L-
Everydayobjects
t--
t-
t--
L_
oo
x
t_
L_
\\
It-
i_
t-
I
t-_
!
I
-
l--
i
t-
i
-
--:
--
I a thing that wakesyou up in the morning 13 a thingyou useto seein the dark
: 2 a thing for fasteningthingstogether 14 somethingyou washyour hairwith
3 a thing you put on your skinovera cut 15 a thing you look at yourselfwith
4 a thing you open the door with 16 a thing you put a letter in
5 a thingyou dry your hairwith 17 a thing you usefor talkingto people
: 6 a thing you put on your bed 18 a thingyou wearon your wrist
7 a thing you keep moneyin 19 a thingyou needwhen it rains
8 a thing you cleanyour teeth with 20 somethingyou put on your skinin the sun
9 a thing you take pictureswith 21 thingsfor repairingclothes
10 a thingyou dry yourselfwith 22 a thing that showsyou where to go
11 a thingyou write on holiday 23 a thingyou put on an envelope
12 a thing you tidy your hairwith 24 thingsyou wear overyour eyeswhen it's sunny
FromComesforVocnhtl|arvPrnr^fir^cbyo,De|I&Head@CambridgeUniversityPress2oo3@ 59
UNIT 9 ffiww*wnfuzwry
tfukw"rym
9 .2!;!"1"-,:
Kim,sgame
H,ewel Warm;up
Intermediate I civea copy il;;;;;, ," ...n ,,ra".,
2
"f of eachobject
Elicita descriptlon Tryto elicitthe wordsfromthe Keyvocabulary
'j'3ffi3* fromthe students.
-^^+i^^ -l+l-^,,^
)cLl,rr,,c,t,ruugfhyour studentsmay come up with additionalpointsof detail.Writeany new
4i,--i,;t"t"r,.t
vocabularyon the board.
t&33??
To practisevocabularyof
Main activity
everydayobjectsand their
descriptions
i il il;.i; i; iil;id;".i l.*r,liur"' ..ail ;"il'u"';;';;;
"."'L;;;; il;,;
areon it.Afterone minutecollectthe sheets. _a
ffimtmrimSs 2 Dividestudents intopairs. Tellthemto dividea blankpageintotwentysquares, fouracross and
ForWarm-up and Main activity, fivedown,andto labelthe columnsA, B, C,D andthe rows| , 2, 3 , 4, 5. _-.-
one copyof the sheetfor each 3 Askpairsto noteon theirgridwhereeachitemwasby writingdownthe nameof the objectand ---.
student :nrr rleqrrinfivo p9{g5aboutthe object,e.g.crockedcup witho prctureof roseon if (writtenin _i'
ForVariation(optional),objects squarelA of theirsheet).Theyshoulddescribe, not draw,the objects.
that approximatelycorrespond + Stopthe students afterfiveminutesandcheckhow manvitemsthevhaveremembered. -:-=
to aboutten of the objectson
5 Civestudents one pointfor eachitemin the correctplace,e.g.one pointfor cup in the top left-
the sheet,and a clothor coat -
h a n dc o rn e r.
C i v eth eman addi ti onal
poi ntfor eachdetaiof
l descri pti on
thattheyw rote,e. g.an
ForFollow-up,one set of cards,
cut up, for each student extrapointfor crockedand anotherextrapointfor witho pictureof o roseon it.
_4"
6 Pairstotaltheirscoresto seewhichpairgotthe bestscore.
Key wmeahwSaryr
baseballcap
blade
Variation
--1.
blunt Bringin as manyobjectsthatcorrespond
to the pictures on the sheetas possible.
lt is not necessary
to -4
broken
- tenwouldbe enough.lt is alsonot necessary
findallthe objects to haveidentical -
objects your
buckle J
chewed
yourstudentsyourobjectsandelicithowtheydiffer. Thenplaceyourobjectsin a specific
orderon a _L
chipped -4
circular tableor traythatallthe students
cansee.Askthemto memorise the order.Thencoverthe objects
with
corkscrew a blanketor coatandaskthe students ---1
in pairs, aspreferred,
or individually to writedownwhereand
cover _-L
dolphin
vqivs
Follow-up .
frame -:--
half-empty
half-tuII 2 Dividestudents intopairsandaskthemto sitbackto backwitha tableor flatsurfacein frontof
_-_1
hlgh-heeled them so thattheycannotseeeachother'scards.
loces
3 TellStudent A to arrangetheircardsin fiverowsin anyordertheylike.StudentB maythenlookat
Iogo -a-
missing the cardsfor ten seconds.AfterthisStudentB mustturnroundandtryto arrange theircardsin
oval exactlythe sameorder.Theymayasktheirpartnerquestions to helpthemwiththe onesthey
padlock and chain
pencil case cannotremember,e.g.Where'sthe chrppedmug?WhenStudentB hasfoundthe correctorder,it
--1.
npnknifp istheirturnto arranRetheircardsfor Student A. -:-
plain
rectangular
rose
Homework _-
rubber
sandal
A writedescriptions
oftheobjectsil; ;;"f fr, int il; il;;;; ;;;;;i ;;il; ;;;;;;i;; -:
_4
"r
e.g.o crockedcup witho pictureof o brrdon it. ln the nextlessonshowyourdescriptron to a
shabby
spors -
partnerwho hasto identify
whatthe differences
arebetweenyourdescriptions
andthe original *:.-
stamped oddressed
prctures.
stem -
srone B Cutout ten pictures andstickthem in rowson a sheetof paperto
of objectsfroma magazine _-
snop makea new Kim'sgamefor yourclassto play.On a separate
sheet,writea briefdescription
of
strrpes I
| ' .: -:1
60, --J
l-_
! Kim's game
!
!
!
!
!
t.
!-
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.
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L
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-Ja
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6b \N
\)t
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U N I T9 D e s c r i b i n gt h i n g s
9,3 Namethisthing
Level
Upper-intermediate I D ra wa ta b l ew i thfi vecol umns at thetop of eachcol umn:
headi ngs
andw ri tethefol l ow i ng
to advanced o thingwitho ..., o thrngmodeof ..., o thingwhichis ..., e thingwhichyou ..., o thingwhrch...
Tisme Askstudents to copythe table,leaving enoughroomfor up to ten wordsundereachheading.
2 Saya wordfromthe Keyvocabulary. Elicititsmeaningor demonstrate as necessary.
Thenask
35-45minutes
students to tellyouwhichheadingit belongsunderandwritert in the correctcolumn.
l&3x?? 3 Do the samefor allthe Keyvocabulary, introducing the wordsin randomorder.Spenda coupleof
andpractise
Tounderstand minutesbrainstorming withthe wholeclassobjectsfor the various words,e.g.thingswitha screen,
fordescribing
vocabuiary thingswitha handle,etc.
objects
Homework
A Writeten moredescriptions of objectsthatcouldbe usedin a gamelikethis,e.g.o thrngmode
of lycro;o thrngwhichis sltmy.Tryto thinkof as unusualwordsas possible.
B Writean appropriatethingin eachof the spaceson the board.Do notwriteanywordmore
tn a no n c e .
62
Namethis thing
something something
with o plug with a frame
something something something
mode modeof modeof
of leather gfoss wood
something something
modeof modeof
plostic rubber
something something something
mode whichis whichis
of metol heovy rough
something something
modeof whichis
cloth light
something something something
which whichis whichyou
is smooth sticky pull
something something
whichis whichis
shiny prickly
something something
something
whichyou whichyou
whichhums
push turn
something
something
whichyou
whichrings
squeeze
something
something something
which
whichteors whichspins
rott Ies
something
something
which
whichmefts
bounces
FromGomesforVornhtt|nrvPrncficc|yo'De||&Head@CambridgeUniversityPress2oO3@ 63
-l
>....
I ,t
L*v*A
Elementary I Putan exampleof the kindof poemusedin thisactivity on the board.Usethe examplebelowfor
th e n a meT h o ma so,r createan exampl usi
e ngthe nameof someone youor thecl assknows.
Tixw*
_ a l la n dh a n c s o m e
40-45 minutes
* a p p ys m i l e
T&ZYffi _ ptimistic
To practiselangnrage
for talking _ a k e sm e l a u gh -J
aboutfriends _ lwayshelpful
_ peaksgoodEnglish
j
T&at*xx,mh"x
Onecopyof the sheetfor each -|
student
Onesheetof blank paperfor
eachstudent
2 Don'texplain the format.Helpthe classto workit out.Theyhaveto findthe missing
. h e s es p e lal name.Thenamei sthe l astIi neof the poem.
e a c hl i n e T
firstletterof
f,
may be useful
Dictionaries 3 Askstudents to suggest
e.g.tolkso lot, hos blue eyes,etc.
wordsor phrases
alternative for eachof the leftersrnthe namechosen,
-l
KeSrtr*cafuzx'axY
The foliowing*orJ. and Main activity J
phrasesare usedon the sheet
but studentswili probably I Theyw orkout i ndi vi dualwl yhothethreepoemsar eabout .
C i v ee a c hs tu d e nat c opyof the sheet. J
comeup with many other ways
of describingpeople.
Checkanswers withthe wholeclass.
J
f
Answers I Anito 2Louise SJohn
afraid of nothing
always smiling
2 Dividethe students intopairsandaskthemto completethe otherphrases on the sheet.
bestfriend Clue:theyneedto useeachletterof the alphabet once.SeeKeyvocabulary for the answers.
can singreally well
doesn'tget angry
3 Discuss how someof the phrases
friendly,krnd,helpfulor smtlrng.
couldbe varied,e.g.olwoyscouldbe followedbyhoppy,
J
energetic and enthusiastic
friendly
great to be with
+ Civeeachstudenta pieceof blankpaperandtellthemto writetheirfirstname.atthe inn Thsp
cnller-t the nanersandsiveoneto eachstudent.
J
-4
interestedin everything p h ra s eassw e l la sth e oneson the sheet.Moni torandhel pasrequi red. =
is always with me
jokes a lot
6 Students givetheirpoemsto the peopletheywroteabout,lf anystudents finishearlierthanthe
J
I
jolly rest,askthemto swappageswitheachotherandwritea newpoem.
kind and friendly
Iovely Variation
Iovesfootball
makesyou feel good I Followsteps1 to 4 above.
l
never lngry 2 Thenaskstudents to writea poemfor the nametheyreceive, leaving
the firstletterblankandthen
never nasty fo l d i n gth eto p o f th e paperoverso the namei s notvi si bl e.
nice and kind
one of tfte best
3 Collectand numberthe sheets, then pinthem up roundthe classroom. Students writea listof the
open-hearted n u mb e rs i n th e i rn o te books.
Theyreadthe poemsandw ri tea nameagai nst eachnumbe whenr
original theyidentrfy who eachpoemis about.
party animal
4 Checkanswers withthe wholeclass.
quick to help you
reods aII the time
sometlmessod
sweet
talks a lot allknow- perhaps
Choosea personthe students a film staror a sportspersonality.
Pairsthenwrrtea
thinks of others poemaboutthatperson.Compare whatpairswrotefor eachletterof the nameandaskthe classto
understandtng
unselfzsltand untidy
choosewhichseemsto be the mostappropriate phrasefor eachletter.ln thiswaytheybuildup a
very good at art new poem,usinglinesthoughtup by different
pairsof students.
wIII always be therefor you
xylophone player
young 0t heart
Homework
zestful A Writea poemaboutyourselfor someoneelsein yourfamily.
B Writea poemaboutsomeoneelsein the classbut providetuuoor threealternative for
suggestions
eachletter.Showthe poemto the studentandaskthemto choosewhichof the linesto use.
6,4
"
2 3
_fraid of nothing ovefv
t
o ff v
- lwaysfu n _ weet
_ nthusiastic
H e r ea r e s o m e p h r a s e st h a t m i g h t h e l py o u w r i t e s o m e p u z z l ep o e m s .
_ a k e sy o u f e e l g o o d _ n s e l f i s ha n d u n t i d y
_ a n s i n g r e al l y w e l l _ oesn'tget cross
_ a p p y t o h e l py o u _ o m e t i m e ss a d
_ a r t ya n i m a l _ oves football
_ e a d sa l l t h et i m e _ reatto be with
_ estfuI _ r i e n dl y
_ e s tf r i e n d _ y l o p h o n ep l a y e r
_ e v e ra n g r y _ u i c kt o h e l py o u
_ h i n k so f o t h e r s _ n e r g e t i ca n d e n t h u s i a s t i c
_ i l l a l w a y sb e t h e r ef o r y o u _ i n d a n df r i e n d l y
_ l w a y ss mi l i n g _ okesa lot
ne of the best _ o u n ga t h e a r t
FromGomesfor|/prnh,tlnrtlDrnrf;.^bYo,Del|&Head@CambridgeUniversityPress2oo3@ 65
)
--i
U N I T l 0 F r i e n d sa n Cr " * ] e t i * n s h i : : s -l.J
!-J
people
10 .2 Interesting _lJ
J
.J
-L-t
L*zs*h
-:-:ermedtate I Showthe classa pictureof a personthatthe classcanallsee'
I
L,.r
To practiselanguagefor talking
aboutpeople'slivesand
practise
Main actiuity
thosequestions
too.
J
backgrounds )
IDividestudents intogroupsof fourto six.Civeeachgroupa setof pictures andquestioncards.
Wmt"*wAmkx th e p i ctures
C ro u p s p re a d
facedownon the table.
outfaceup i n frontof them. Theypl acethe questi cardsi n a pile
on
-J
ForWarm-uf. a picture of a
personthat the studentswill all
be ableto see
2 Eachstudenttakesturnsto throwthe dice.lf theythrowa 3, forexample,
a n ds a yw h a tth a tp erson'name
s age,
i s,thei r mari status
tal and w hether
theylookat picture3
theyhaveanychildr en.
J
Oneset of picturesand 3 lf the nextplayerthrowsa differentnumber,theygivethe name,age,maritalstatusandchildren =l
theyrepeatthe
J
questrons, cut uP,for each for the prcture withthatnumber.lf theythrowthe samenumberasthe firstplayer,
group of four to six students theyalso turnover a question
card and answerthat
basicinformation that the player
first gave but
Onedice for each group of four
to six students
ForHomeworkB, a coPYof the
c rre s ti oanb o u tth aperson. t
+ Pl a yc o n ti n u el si k eth rsunti al
Theyl eavethequesti on
l lthe questi ons
cardbesi dethatpi cture.
havebeenused.E achti mea pl ayerw i l lei therbe J
sheet,not cut up, for each
student
givinginformation
-h n ,,t : n rrr ,.o
abouta new pictureor willbe repeating
morei nformati on
d u u u r - c P r L t u l E 3 p l addi ng basedon a new questi The
on,
previously
allthe information
otherstude
given
ntcan
s J
h e l pth e mi f th e yc annotremember previ ousl y
al lthe i nformati on gi ven. :|
W*yw*xafuux\"mwY -4
afraidoI
ambition
Variation J
bestfriend Dividethe students intogroupsof srxor fewer.Eachstudentin the SrouPtakesone of the pictures
characteristic and is the onlypersonto talkaboutthatcharacter. Studentstaketurnsto picka questioncardand
colleagues ruuu rL vur. | | l!y Lr I
w i ththatnumberm ust
rp a di t n rrtT h e vth e nth rowthe di ceandthe personw ho hasthe pi cture
enjoy eachstudentcantaketwo or
answerthe cuestion. Wherethe grouphasonlyfuuoor threestudents,
favourite
happen threenir-trrrps theycanthrowthe diceuntilthe numberthrown
lf therearefourto fivestudents,
item of clothing r n r r e c . n n n d c , l o a s , t rr d e n t ' s n i c t t t r p
neighbours
parent
proudestmoment
regret Askstudents to stayin the samegroups. Tellthemto shufflethe questioncardsand placethem in a
relationshiP
nilcfare dnrnrnStrrdents
rUL! taketurnsto picka cardandaskthe question
UVVvr r, J[L
to the personon theirleft.The
romantic life P[U
'you'ratherthan'they'.
seuet studentshouldrewordthe question to read
spendtime
typically Homework
upser
win a million dollars A Chooseone character thatyourgroupworkedwith.WritewhatthatPersonmightwritein a letter
The activity shouldalso tellingformerschoolfriendswhattheyhavebeendoingslnce
or writeon therrold schoolwebsite,
activatea lot of other leavingschool.Useas muchlanguage as possible.
fromthe activity
vocabularyin this toPicarea. withthe characteryou choseusingsomeof the
B Chooseone of the characters.Writean interview
cuestions
thatwerenot answered duringthe mainactivity.
by thatcharacter
Acknowledgement
forthispamewasinspired
Therdea grven
bya session atIATEFL EFLCames
Home,
2O0lbyAnthea
(www.eflga
mes.com),
Switzerland.
66
l--
! Interestingpeople
!
!
!
t-
I
t-
i:
t-
i:
.x
What's their favourite \\hat's the worst
music and where do they What's their What has been their
greatestambition? thing that has ever
listen to it? happenedto them? proudestmoment?
Where did they spend What exactly is their job What's their relationship How do thry
their last holiday? and how do thev feel like with their feel about their
about it? neighbours? colleagues?
-i------- - --------------
i whot theirbestfrierrdf i
fAlrat.kindof car i Ho\,vdid_tlE,meetand i Wf,at secretdo they i Wt utt tt
do they drive? i ho* do thqr norru
spend i tu* in their livesi i "i,
main resrerr
- i time together?
- Ii - - - - - - - - - - - - - - - - - - - - - - - - l - - - - -
*1,^,1"^ j How.a9 tley Wicaily j uo* did they spend urnn do they tike
oolngt?:r*
mostj i spendtheir weekends?i their last birfhday?
i
j to read?
;
r---- +---- |
I I What'stheirb;rt----1-
what arethey i uow wouldyou describei cha*.a..irii. i wrrat,stheir
most afraidofl i their home? ;;;'rh;";; ""j r"vourite food?
i i
characteristic?
FromComesfor Vocobulory
Proctrce
by o'Dell & Head@ CambridgeUniversity
press2oO3 67
L- _:
UNIT lO Wwnwwffir*
ffiffi{X
wwkraEhmmwfuzww ---
l_
-.-.
I0,Wi,Feetinss L*-
- J
l-
\-
Leve}
Upper-intermediate I Askstudents howtheyfeelrndifferent e.g.beforean exam,aftera holiday.
situations, Brainstorm \_
to advanced wordsfor feelingson the board. r-<i
40-45 minutes
Main activity L
&kxffi
I Dividestudents intogroupsof fourto five.Civeeachgroupa diceandthe cut-upsheet.(Youcan L
To practisetalking about the removesomeof the adjectives fromyourstudents' setsif youfeelthattheyarenot relevant or you
Ianguageof feelings
c a na d dy o u ro w n i n the bl anksquares.)E achpl ayeral soneedsa counter,e.g.a cotn. v
fu?atsrials 2 Students spreadout the wordsfaceup in rowsto makea board.
Onecopyof the sheet,cut uP,
p u tt hei rcounters
3 In tu rn ,s tu d e n ts anyw hereon thei rboard.Theymustthental kabouta sit uat ion v
for each group of four to five whentheyhavefelt or wouldfeelthatway,e.g.I feltthrilledwhenI leorntthot I hod won o pnzein -.1
j-
players the poetrycompetitionor l wouldfeel upsetif o friendor o memberof my fomrlylosttheiriob.
Note: you may wish to remove + In turn,students thenthrowthe diceand movetheircounterthe numberof spacesindrcated. They --
somewords which are not ma ym o v ei n a n yd i recti on theyl andon.
but mustthental kaboutthefeel i ng
-:--:
relevantor add your own in the
5 lf studentslandon a squarethattheyhavealready talkedabout,a newexamplesituation mustbe -,J
blank squares .F
foundfor thatfeeling.
Onedice for each group of four
to five students 6 Pl a yc o n ti n u eusn ti leachpl ayerhashadei ghtto ten chances thei rfeel i ngs.
to descri be L-:
Onecounter(or equivalent)for
each student Variations -^J
J:--
For Follow-up,for the first . Do not- -cut
- - * ruo
' the sheet. startat anypointtheywishon it and moveroundthe boardin
Students - - J
-
Variationand for HomeworkA, -r^h-k^+i'-r^'der,movingtheircounterstraight
o r P l r o u c r , r L o ru r ( backto onnoyedwhentheygetto upsef.Follow t---
are,say,Mr Effrcient
or Ms Clamorous. -1.
4 Whenstudents theyshould
goeswithwhichstudent,
thinkthattheyknowwhichcharacteristic t--
to help
writeit downon theirpaper.Theycanusethe wordson the boardfromthe Warm-up _1,
L-:
tn e m.
5 Stopafterten minutesandcheckwho wasidentifiedcorrectly. --J
l---
-.2.
Homework t>-^
.J
54.
to makea pair.
sheet,thinkof a newadjective
.1
t---,J
Acknowledgement
forthrsgamewasinspired
Therdea given
bya session atIATEFL
2OO1 Home,
byAnthea EFLCames _.1
'>2
(www.eflgames.com),
Switzerland.
68 'J
qp
I
i
I
i
I
i
annoyed apprehensive ashamed i astonished bored
I
I
=romComesfor|/prnhttlnntDrnrfirasyo,De||&Head@CambridgeUniversityPress2oo3@ 69
s
UNIT lI "Tfu*fu,wwzm"m
W*mffirer
:
I Lfi Describing
thebody :--
l-_
_-4.
5--
Y"WzsmE
1.
Flomontrrrr
!rvrrrvrrlsr,t
I Elicitthe Keyvocabularyfor the partsof the bodyandwntethe wordson the board. -r--.:
2 Practise the vocabulary
withstudents to thosepartsof your
by sayingeachwordand pointing
Tiwx* t-
body.Askstudents to standup andcopywhatyou aredoing.Thenporntwithoutspeaking and
35-40 mtnutes
encourage students to saythe word. _-
payingpartrcular
attention
to --
&hxw 3 Practisethe pluralformsof the Keyvocabulary
whereappropriate,
To practisenaming and foot/feet, tooth/teeth andhotr/ho rr. - 1
:-
descrrbingparts of the body
Main activity ?
fu$ateriaSs
I Dividethe classintohnogroups, A and B.Civeeachstudentin groupA a copyof WordsquareA -4
Onecopy of Word squareA for
andeachstudentin groupB a copyof WordsquareB.WipeanyKeyvocabulary fromthe Warm- F
half the studentsin the class
Onecopy of Word squareB for up off the board.
2 Askstudents to workwithanotherpersonin theirgroup.Together theyfindthe l2 wordshidden :-
half the studentsin the class
Onecopyof the body picture usi ngthe cl ues.E achw ordi sthe nameof a partof the body.Moni torand
i n th e i rWo rds q u a r e, .J
W*yw**mhwlary 0 7 R lvr +i I
t P + + 0 B D
ankle U E. B B W L ,Ft X \
I
+ R L]
II
(- J $ --t
0rm V U \ R I F U B F J
-!-ll
back M rt t L ,t E U U N I P
-J
chest
A X s, N \ \ fi K T L \ $ T K S h(
chin
e0r
elbow
K
++
P \
0
(\
5 $ L
I WJ
R
E
Y
*
L \
I
T K r
L \ _l
alfa
finger
fr B fi M J T E Y L W P W Y -l
!-I
K N 0 0 N R \ A \ P P
foot (feet)
hair
I Y F E J U 0 W L \ t P B \ K \ E \ .l
-_
L-J
hand
Variation
head
heel Studentsworkin pairs.Onestudentin eachpairhasone of theWordsquares andthe other --J
knee
Ieg
mouth
Thestudentwiththe cluesreadthemone by oneand
hasthe cluesforthatWordsquare.
the studentwrththeWordsquaremustfindthe appropriate wordfor eachclue.Thefirstpair
-_
neck to findthewordsto matchallthe cluesin the Wordscuareisthe winner.Thisshouldthen
nose
shoulder
be repeatedwiththe otherWordsquare, thenlookat the bodysheet.
beforestudents
--J
stomach
toe
rofow:uI .J
tooth (teeth)
waist
Allowstudents wrrtedownas manyof the wordsfor partsof the
one minuteto individually =_
wrist
how manydifferent
wordstheyremembered
Thenin pairstheycomparetheirlistsandcount
bodythattheyrememberfromthe activity.
betweenthem.Findout whichpairwrote
---
downmostwords. =-
r-rt
Homework -l
tl
.J
A Makea newWordsquarewithas manyof the wordsfromthe activity
a n o teo f a l lth e w o rdsyoumanaged i n yoursquare.
to i ncl ude
as possible. Keep
B ri ngi t to the nextcl ass
=-
-J
70 )L-, I
I
.{
Describingthe body
S.
Word square A
- Find these words in squareA:
0 Z R N[ 0 U T H I W . you put your food into this
b-<a
S D E B B W E 0 L R o you have ten on your feet
b-
--------------*
Word square B
Find these words in square B:
P S C H E S T 0 B D you hear with these
V A X A G L E G S R theseare where your armsbend
F U B N F J B C S E theseare at the ends of your arms
you smellthings with this
E U C D N I A 0 P A theseare between your armsand the
Y L A S T K C S W R main part of your body
W J E N E C K Y L S o you use thesefor walking
a this getsbigger if you eat too much
A R Y L K S N T K C a you lie on this when you are in bed
I Y L W P L E 0 W Y o this movesin and out when you
S H 0 U L D E R S P breathe
o theseare in the middle of your legs
T P I B S K S S E E o the collar of your shirt fits round here
o thesejoin your feet to your legs
-'{ FromComesfor|/pr^nhtt|nntPrnrfiresyo,Del|&Head@CambridgeUniversityPress2oo3@ 7l
F
Describingthe body F
_ 1
t--"
t--
.-.
-
--,
-r--l
sl
--J
.J
:j
J- l
-l
L_J
T
-l
l-J
ll---.I
.J
,.J
-|
.|
bI
-|
-
-|
r-l
J
.f
r-{
.I
-{
J
Instructions - Describing the body
fJ
StudentA:
Reada clue from your Word square. l
StudentB:
Try to name the word.
If you don't know the answer,ask your partnerto tell you.
Then write the correctword in the box.
Taketurns to read your cluesuntil you have filled in all the words on the picture.
72 FromcomesforVocobu|oryProcticebyo'De||&Head@CambridgeUniversityPress2oO3@
I
I
t-
r{
t-
t- UNIT ll *{'Yaw
fuwmmwzfury#"w
LJ
t-
I
I 1,H!!:-'Doct
\--
L..l
t-
I
l-
L-<
tI -
ot,doctor
l-
L-<
t- L*wwZ
l-
E-l Intermediate I Askthe classto brainstorm reasons why someonemightgo to seethe doctor.Makea liston the
tI -
"1"effi?# boardof the problems andsymptoms, focusingon the Keyvocabulary.
l-
2 Askstudents to discussin pairswaysof treatingeachof the problems. Thendiscuss asa whole
t- 45 minutesfor Main activity;
I
t-- you may wish to do the
classthe treatments, eliciting
the Keyvocabulary.
!-=<
t-
eachdoctor Main actiuity
L Onecopyof the Patient
I Dividethe classintotwo equalgroups;one groupof doctorsandone groupof patients.
instructionsfor each patient
l-
I 2 Arrange the classroom so thateachdoctorhasa surgery behinda desk,witha chairin frontof it,
L- Onecopyof the Doctor
instructionsfor each doctor a n dm a k eo n e p a rtof the cl assroom thew ai ti ngroom.
lI -
ForFollow-up,six sticky gold or 3 Civea stickylabelto eachdoctorand eachpatient. Askthemto choosea name,writeit on the
t--
silver stars(or equivalent)for l a b e la, n dw e a ri t asa badge.
l-
I eachpatient + Civeeachpatientone of the Patient cardsandthe Patient andgiveeachdoctora
instructions,
t--
L--
Doctor's treatment cardandthe Doctorinstructions.
t-
I
W*y ww*.ahmtrar5r
l- 5 Co throughthe instructions sheetwiththe wholeclassandcheckthattheyunderstand the task.
Symptoms:
t- be itchy 6 Allowstudents to do the roleplaysandstopthe activity afteran appropriate
time.
I
t- catch a cold
have a cough Variation
t-
t-- have a headache
have a high temperature Forsmallgroups,putthe Patient
cardsfacedownin a pileon the docto/sdesk.Thepatientstudents
t- have a rash
I picka cardwhentheyvisitthe doctor.Alterthe doctorhassuggested the patientgoesto
a treatment,
l-- have a sore throat
anotherdoctorand picksa newcardfromthe pileon the doctoistable.
t- have backache
I
t-_ have insomnia
hTve stomachache
i-.j Ioseweight
put on weight I Civeeachpatientsixstarsto be awardedto the doctorsasfollows:threestarsfor the mosthelpful
t-
I
rub doctor,hrvostarsfor the secondbest,one starfor the thirdbest.
t-_ scratch
!- 2 Students go andstickthe starson the doctors'namebadges. lf you do not havestarstickers,
you
sneeze
It- sprain canwritethe doctors'nameson the boardandwriteup the numberof starsthe students awardto
:l suffer from stress eachdoctor.Askstudents to explain
to the classwhytheyawardedstarsastheydid.
Treatments: 3 Askthe doctorswhichpatients werethe easiest andwhichwerethe mostdifficult to dealwith.
=j antibiotics
bandage
cough mixture
Homework
cream A Writea listof sixcommonmedicalproblems andthe possible treatmentsfor them.
diet
exercise B Makea listof the thingsthatit is usefulto havein a first-aid
cabinetat home,explaining
why each
-
go to hospitalfor some tests th i n gi s u s e fu l .
=,. have an operation
I'lI glve you 0 prescriptionfor ...
injection
=_: painkillers
physiotherapy
=.__j sfftcftes
tob/ets
:--- vitamins
X-ray
--; z3
Doctor,doctor -
Doctor'streolmenlcord
M edic ines :
O t h e rh e o t m e n t s :
Iob/els B o n d o ge S+i/ches
:-=
9" F;;1p""'a- :-
Creom q,h _==W Diefsheef iil i: *
t**.-
' l
I --
tr!t
Couoh # -
Resf
mixfJtre l: l
___
i---------.t 1--\
:-
m>- .1 ^^^
eovY
Anfibioticr 6,.rfi\_) Exercise :-- ^
*-.-) Y
F]
vtamhs A ^a
:-
R) X-ray ^3
;4
\_7
)-l<
tniection"\% Operofion
!:-
ata;,hal
J'!V /V/
/n '.: f-
+*
/ : . t
42.
't','
/ /
/ \ -- 1^
Pornkillers F-
5$cg{ze--
re?? Physrofherapy
\>+:=:* --
k )-
g
Pqtientcords
Q -
!-
--
=-
--
:-
--
=-
'm putfing "l've gof o heodoche
on f oo "l've gof an ifchy "l've cut my fingerqnd j -
:-
m u c h w e i g h f. " and my throof issore." rosh on my arm." if 's b/eeding a lot."
--
=-
-
<
-
I
-
,_/
-i
L.-
"l'm fired all " I 've gof terible " l t h i n k/ ' v e s p r o i n e d can't gef lo s/eep </
--J
the fime." bockoc he." my ankle." a f n i g h f. " I
I
I
1
rr-.d
7+ FromcomesforVocobu|oryProcticebyo,De||&HeadoCambridgeUniversityPress2oo3ffi I
--J
II
I
-
Doctor,doctor
-
-
Potientinstruclions
Y o u o r e n o t f e e l i n gw e l l ,o n d y o u w o n t s o m e m e d i c o l o d v i c e . y o u h o v e h o d b o d
e x p e r i e n c e sw i t h d o c t o r si n t h e p o s t ,s o y o u d e c i d e t o v i s i t h r e e d i f f e r e n td o c t o r st o
- s e e w h o w i l lg i v e y o u t h e b e s t t r e o t m e n t f o r y o u r p r o b l e m .
Y o u s h o u l dw o i t i n t h e w o i t i n g r o o m u n t i lo d o c t o r i s f r e e t o s e e y o u .
-
T h e d o c t o r w i l lo s k y o u :
-
o whot your problem is
o how long you hove hqd the problem
o whqt you think cqused il
Y o u s h o u l do n s w e rt h e q u e s t i o n sw i t h o s m u c h d e t o i l o s p o s s i b l e .
A f t e r e o c h v i s i ty o u s h o u l dr e t u r ni o t h e w o i t i n g r o o m .
W h e n y o u h o v e s e e n t h r e e d i f f e r e n td o c t o r s ,y o u s h o u l dd e c i d e w h i c h i st h e b e s t
-
doctor ond why.
-
- x
Doclorinsfructions
Askthe potient:
o whol theirproblemis (Whotcon t do for you? Whotseemsfo be the troubte?)
. how long they hqve hod lhe problem(How long hoveyou hod fhis
trouble/problem?)
o whol they thinkcousedit (whot do you think cousedit?)
Listento theironswers
ond thensuggesto treotmentthot willhelpthem.
Youwillfindout loterwhethereoch potientwos sotisfied
withthe odviceyou
govethem.
7romcomesforVocobu|oryProcttcebyo,De|l&Head@CambridgeUniversityPress2oO3M z5
UNIT ll Tfuwfuwwrem:rz
fur*ffi,a =
--
11,-Siiiii'"
rdiomsofthebody =
X,ew*3
<
Upper-intermediate I Writethesesixpartsof the bodyon the boarCheac' fcce hond,eye,finger,foot andthen write
to advanced o n eo f th e i d i o mso n the board. Trytoel i crtthen:a^' g of the i di omandaskstudents i f they
"3"1sme k n o wa n yo th e ri d i omscontai ni ng any of those :.c' .:' l r of
D arts the body.
intopai rs.
2 D i v i d eth e s tu d e n ts C i veeachparra se::' :rc- cardsanda setof D efi ni ti oncar ds.Ask -=-
40-45 minutes :-:
th e s tu d e n ts to ma tcheachi di omw i thi tsdefi n,trc^
J&AHffiS 3 C h e c ka n s w e rs C ol l ecthe s3:s:' :::C s
w i tht hew hol ecl ass. -
JI
ro introou.; ;;; ;t;;,t;;
idiomswhich includeparts of Main actiuity ,--/
I
I
rhe body
I D i v i d e t h e c l a s s i n t o g r osuipx st ooef i g h t s t u d e--: :^s. ' . : - : r s t a r o u n d a t a b l e a n d g i v e e a c h I
-)
fuTaterimls s. ) ro
' " " ru D
a s e to f l d i o mcardsandD efi ni ti on cards.
I
I
ForWarm-up,one set of Idiom 2 C i v eo n ep e rs o ni n e achgroupa copyof the ans\' .e: s-:-: ,c- l ' aveprepared. Thei di omsshould
cardsand one set of Definition b e n u mb e re dl -3 0 andthe answ erdefi ni ti ons nur-1.' = : ::" espondi nglThi y. sstudent willbe '-
cards,cut up, for eachpair of t h e r e f e r edeu r i n g t hgea m ea n ds h o u l dn o ts l ^ o ' :. -r = - - - = = : : : ' e g r o u p . -)
students
3 A s kg ro u p sto d i v i d ethei rcardsi ntotw o pi l es- i i c-s :^: ::: " rtrons. Theyshoul dpl ac eeach I
Oneset of Idiomcardsand one pilefacedownon the table. -/
I
set of Definitioncards,cut up
and combined,for each group + T e l sl tu d e n ts to ta k et urnsto pi ckup onecardfron-tne ' .-) :' = ach prl e.Tow i n poi ntsthe st udent I
of six to eight students hasto tryto do the following two things:
Onecopyof the sheet,not cut a ) F o ro n e p o i n t,g i vethe partof the bodyi n the Lcro-:ra: -atchesthedefi ni ti on cardth ey I
up, for each group of six to
_)
p i c k e dF. o ra n a d di ti onal
poi nt,correctlgrve y the' .' .-c,ec om thatmatches the defi nit ion. -l
eight students.The idioms
b ) F o ro n ep o i n t,e xpl aithe n meani ng of the i dror"c.' d p c< eC . I
I
shouldbe numbered1-30 and
the definitionfor each idiom l f a s tu d e nits l u c k ye noughto pi cka matchi ng i dror-a' c defi ni ti on, theygetfourpoi nts.
I
shouldbe numbered
T r-^" ^ { ^ " ^ ^' ^ ' ;* th
I I IC IEICICC VVILI
h e numbered answ ersheetreco' :s:he sco' esforthegroup.Y oumaywant I
-1
correspondingly. to writethe keypointsof the scoringsystemon the boardto helpstudents.
I
Dictionariesmay be useful 5 Whencardshavebeenused,theyarereturned to the bottomof the pile.lf the setof cardshas
I
I
-)
I
II
i n topai rsandgi veeachpai rone l di omcard.
I D i v i d es tu d e n ts I
I
Homework -a
4
II
A Lookup the wordsorm,bock,hoir,heort,leg,neck,nosein a gooddictionary. Makea noteof one _/
-l
interesting
idiombasedon eachof thesewords.
II
Doy,usingas manyas possibleof the rdiomsfrom the
B Writea storywith the titleAn Extroordinory -J
-/
activity.
+l
J
z6 )
I
Idioms of the body
Idiom cards
na
X
say something I i
grve someone keep an eye on have a finger in
off the top of in.tt ott a brave face ! put your foot in it
I
a hand something every pie
your head : l
I I
need eyes in
keep your head save face have a free hand stand on your
the back of cross your fingers
own feet
your head
do something
live from hand be up to your eyes have your finger
standing on pull a face get itchy feet
to mouth in something on the pulse
your head
'1
I
I
I
bury your head come face to face have your pull the wool over put your finger I
I
Definition cards
FromComesfor|/nrnhttlnrllDrnrfir^$yo'De|l&Head@CambridgeUniversityPress2oo3@ 77
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UNIT 12 fuwzw&wffi L<
I
_ a
!2'l Mysteryeveningout
L-
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L-
hevetr
Elementary I Writeon the boardthe ten categories people,
i.e.Adjectivedescnfung
from the Ker''.'ocabulary, lr<
'3"39$3# LeisureoctiviU,etc.
2 Askstudents to suggestwordsthatfit eachcategor]ard rvritethemon the board.
3O-35 minutes
o d d n u mb e rs(1,3 , 5, etc.)of thei rMystery w orC ss^e:: -:o ti e appropri ate sP aces i n their
Onecopy of the sheet,cut uP,
for each student M y s te ry g utsheet.Makesurestudents
e v e n i no i ookc.' e' - ' , 3ti ne numbers because nu m ber s
I a n d l 0 a rere p e ated i n the storyi ntenti onal l y .}
W*gw*uahextrary i n t opai rsandaskthemto exchange
3 D i v l d es tu d e n ts the'
' ." ,
eveni ng
s:en,' Thent ell
out sheets.
AdjectivesdescribingPeoPIe th e mto w ri teth e i re ven-numbered w ordsi n the re* a .r" g l c\.es(2 4, 6, etc.).
e.g. beautifuI.clever,taII,thin + In p a i rss, tu d e n tstaketurnsto readeachotherthe stor,c- ::e s.eettheyhave.P ai rs discuss
Leisureactivities whichof theirtwo stories theythoughtwasthe betiero^e
e.g.jogging. PlaYingthe guitar,
swimming
Noun
e.g. bicycle,hat, horse Eachpairreadsthe betterof theirhruostoriesout to the reslof the classTheclassthenvoteson the
Adjectivesdescribinga film beststory.
e.g. exciting, funnY, interesting
Food Homework
e.g. apple, chiPs,rice
Drink i n cl ass.
A R e d ra ftthseto ry y oucreated buttryandmaketherestoft he
K eepthesan' epeopl e,
e.g. mllk, orangeiuice, water storymorerealrstic.
Question B Writea paragraph abouta realeveningout.
e.g.Do youloveme? What's
your name?
Answer
e.g.Black, without sugor./t's
holf posf sx.
Verbsin pasttense
e.g. danced,ran, swam, talked
Adjectivesdescriblnghow You
can feel
e.g. bored.cold,haPPY
Oddnumber
e . g .1 . 3 ,5
Evennumber lE-
e . g .2 , 4 , 6
r--
L-
\--
r.--
\--
<
f.-
78
L
Mysteryeveningout
Mysterywords
The nameof a man (someonethe classknows,e.g.a filmstaror a memberof the class)'.
1
Twoadjectivesthat can be usedto describea person:
-
23
Twoleisureactivities: 4 5
A number: 6
A noun'. 7
- describinga film: 8
Twoadjectives I
The nameof a woman(someonethe classknows,e.g.a filmstaror a memberof the class)'.
10
- describinga person:
Twomoreadjectives
- 11 12
A typeof food: 13
-
A t y p eo f d r i n k : 14
- A question: 15
An answer: 16
A placewhereyou can go in yoursparetime'.17
- Twothingsyou did lastweekend(withverbsin the pasttense):
18 19
An adjectivedescribinghow you can feel: 20
I
FromComesforVocobu|oryProcttcebyo,De||&Head@CambridgeUniversityPress2oo3@ z9
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UNIT 12 L*zwwrffiEzrw.* 1
T"*qrg.A
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intermediate I A s ks l u d e n ts
w h a tth eyl i kedoi ngi n thei rl ei sure
ti me.Fncorrrapethemto produce someo f t he Ir-{
"a'xffiffi Keyvocabulary.
2 C h e c ka n yi te m so f Keyvocabul ary thatyouthi nkthe cl assmaynotknowA . skquesti ons
for som e
-J
L -
30-35 minutes
itemsthatyouwantto check,e.g Whotdo you hold rn yourhond whenyouploy tennis?(tennis
racket). Alternatively, drawsimplepictures on the boardto elicrtotherrtems,e.g.dice,golfclub,
.l
fE={
&xwb
Torevisethe vocabularyof
beochboll,bottleopener.
J
leisureactivities
Mwtwwzmh*
Main activity J
Onecopyof the sheet,cut up
and put in an envelope
I D i v i d eth e c l a s si n toteamsof threeor fourstudents
nanerTellthe teamsto writethe headin
(uur
andgi veeachteamsomebl ankshee t sof
s Ct tesse(l
WorCson one sheet.Theothersheetswill be
y yt
J
J'l
rvrr lr ru rrJ tv vvt ttL Lt tL lILUUlt t6 vuLJJLw
K*y w*wafuaalarSr I Whenthe teamguesses whatwaswrittenon the card,the artistwritesit downon the
.|
CuessedWordssheet,whileanothermemberof the teampicksanothercardfromthe --{
People
discjockey, goalkeeper,
Wmnast, mountaineer,referee,
e n v e l o p el f.th e ypi cka cardthatthei rteamal ready
membersof the teamtaketurnsto be the artist.
has,theychooseanother one.A l lthe J
-{
snookerplayer,
Activities
I l f a fte ro n e mi n u t ethe groupdoesnotguessthew ord,thestudent tel l sthem. J
to dive, to go clubbing, to high
jump. to kick, to paint, to play
) Playthe gameuntileachstudenthashadat leasthruoturnsat beingthe artist.
I Thewinningteamisthe onewhichhaswrittendownthe largest numberof guessed words. l
sguosir. to play the violin, to
score o goal, to skate,to
sunbathe,to window-shop
Things
Variation
Withsmallerclasses
thisactivity
canbe playedasa wholeclass. takeit in turnsto picka card
Students
f
+
fromthe envelope.
Theythendrawthe itemon the boardandthe otherstudents guesswhatis beinp
baseb aII bat, bi.noculars,
bowling alley, camcorder, drawn.Thefirstpersonto guessthe drawingcorrectly
getsone point.
cftessboard,comicbook,
computergame, diary, dice,
exercisebike, goggles.golf
club,headphones,helmet, Civeeachstudenta copyof the sheet,not cut up.Askthemto putthe wordsin groupsrnanyway
horror film, inline skates, th a ts e e m sl o g i c ato
l th e m .Thenaskthemto compare
andexpl aithei
n rgroupi ngs
to otherstudent s.
mountain bike, murder mystery
book, orchestra,road map,
sorellitedish,skateboard, Homework
speakers,sunglosses,
A Writea paragraphaboutyourown leisureactivities
usingas manyof the wordsfromthe sheetas
swimmingpool, swimming
trunks, tennis racket, tent p o s s rD re .
B Choosefivewordsor expressionsfromthe sheetandwritedownthreecollocations for eachof
them,e g fo borrow/buy/useo tennisrocket.
80
Pictureyour free time
nn
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E
F ffi
-'t'
u/ @@ \= v"
basebaflbat binoculars bowling alley camcorder chessboard
computer game
----::i:P"-f i -----r
diary dice scjockey
,
,,,
exercisebike to go clubbing goggles
J2
V
seif:lvl-: r----
gvmnast i
r----
headphones
-----T i helmet
O,r*- 4'
/il\
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*&0,
horror film to kick mountain bike mountaineer murder mystery
-i
*:i
-
to play the viofin referee
-Y
/o
skateboard
i. -::9-"f:-ql"-v-::
-i :q_":fl_ sunglasses
-- @& X4\.
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UNIT 12 T"mzmwrffi <l
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Upper-intermediate I Elicitthe lersure fromthe sheetandwritethemon the board.Alternatively,
activities youcould
.l
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to advanced
'E'zxffi*
dictatethemto students.
2 Askstudents in one of the following
to writedowneachof the activities categories:
-J
>{
40-45 minutes
Outdooroctivittes, lndoorpostimes,Artsond crofts. J
f=g
student
ForHomeworkB, a copyof the
Colf
H a n g -g l i d i n g
S al sa
danci ng
\A/ohnaoe dpc,ion
P hotography
a musi cal
P l ayi ng i nstrument
=l
=
sheetfor eachstudent
Kite{lying Pottery !-{
W*y w**aTxzxTmry In -l i n e
s k a ti n g
S k . a t e h n . ar i i n o
.I
r-a
See photocopiable sheet
opposite Skiing J
-l
-J
Main activity {
I
2
C i v ee a c hs tu d e nat copyof the sheetandaskthemto compl ete
i n togroupsof threeto four.A skrhemto compare
D i v i d es tu d e n ts
i t i ndi vi dual l y.
howtheyfi l l edi n thei rsheet s
J
a n dte l le a c ho th e raboutanyexperi ences theyhavehaddoi ngtheseacti vi ti es, expl ai ning why
f
th e yw o u l do r w o u ldnotl i keto trythem(agai n)
3 T h es tu d e n ts w h o h aveputti cksrnthethi rdcol umnshoul dexpl aiw
wouldgivestudentsin theirgroupwho wantto learnaboutthatactivity.
n hatteachi ng t hey
advi c e f
Variation
S tu d e n ts
w o rki n p a i rsandfi l li n the sheets eachotherquesti ons
foreachotherby aski ng ab outwhich
of the activities theyhavetriedandwhichtheywouldliketo try,etc.Encourage students justto tick
not
the boxesbutto explain
the reasons
for theiranswers.
Homework
A Write150-200 wordsexplaining whichof theseactivities youwouldbe mostinterested in
g o re )a b o utandw hrchyouw oul dl eastl i keto l earn(more)about.
l e a rn i n(m
thecl assandaskthemquesti ons
B F i n ds o m e o n eo u tsi de thesheetaboutl eisur e
to compl ete
activities. lf necessary askthemfor the information you needin yourfirstlanguage. Thenwrite
I50 -200 wordsexplaining whatyou learntaboutthatperson.Describe whatexperiences they
havehadandexplain whytheywouldliketo learnmoreaboutthe activities of theircholce.
82
\
IlWrich ol these ... have you tried? ,.. would you tike ... could you teach
leisure activities .,, to learn (more| someone else?
aboutif
o o o
(/ Canoeinq )
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
o o o
FromComesfor\/prnh,tlnrttDrnrf;.abYo,De||&HeadoCambridgeUniversityPress2oo3@
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L--J
UNIT 13 ffiffizzwm%z"*m _l
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I3,I Myfirstschool ).-..J
I
lr-J
-l
Flementanr
L*wr.3.
I Askstudents to describe the classroomtheyarein.Writeup a listof keyclassroom objectsor
f
l---l
Tzzvx*
furniture on the board. J
40-45 minutes
2 A s kth e mi f th e i rfi rs ts choolcl assroom
3 Dividethe classintotu'rohalves,
w asl i kethi sone.D i scuss si mi l ari ti and
es di fferen ces.
A and B.Civea copvof TextA to eachstudentin halfA, anda _l
to practise tu
#4^hTffi copyof TextB to eachstudentin halfB.Tellther to readthetextwithanotherstudentfromtheir
h a l fo f th e c l a s sa n dcheckthattheyunderstand i t ' , o- i or andhel pas necessary. f
"r.ui"t"ru
describingwhat you remember
aboutyour first school Main activity f
ffi&mte.xsmhw I Stickan enlarged
a n o th ew
copyof TextA to one wallof the class'ocr--
r a l l .F o rl a rg er
andan enlarged
you mayw i shto ha' .' *e:' : :crreson thew al l .
cl asses
copyof TextB to
_l
>--J
0"" ."pV i.", n to,nutftn,
"t
studentsin the class
2 Divide
meqs,enotrr
g ro u pA i n top a i rsanddi vi degroupB i ntoparrs.e :-e pai rsthatoneof themi sthe
andthe otheristhescribe(orwriter).
_l
Onecopy of TextB for half the
studentsin the class frontof them.Explain thatthe messenger
Thesc'ibEs-c-ld havea copyof theirowntexttn
hasto run tc :^: .'.: a'3 Look atthe othergroup's text,i.e. :l
Oneenlargedcopyeachof
TextsA and B for the classroom
wall; you may need more 3
anA studentgoesto lookatTextB andviceversa.
paper.
Explain thattherearea numberof differences
The': esse-q3rs rot allowed to havea penor
L-/
picture,reading, row, share,
reportanydiiferences to theirpartner. Theynotethe d,ffererces on theircopyof TextA.Thefirstpair
slow, strict,teacher,writing
Answers
is the r,vinner
to findand notedownallthe differences *l
>,1
strict/kind I
I
frightened/fond F
fircf /nrnttnrl
r l r U v l / l v q : t g
Writethe following
questions on the board. aa
thirty/tvventy !-
front/back How old wereyou whenyou stortedschool?Whotdo you rememberoboutyour ftrstdoy ot school?
door/board Whowosyour fovouriteteocher?Whotwosyour fovouritelesson?Wheredid you sit,ond who did
slow/fast you sitnextto?Drdyou eot lunchot schoolor drdyou go home?Whotis yourbestond worst
F
reading/vwittng
hnnk/nonril<
memorvof thotschool? )1
l-
vvv'v
l,v'rv..v
=
84
-:4
My first school
Text A
I reme-mbe'rna fusb schooLvery wdl. -fhe herdtza,rh?x w&s qu.ea M r J e n n ^ g t .
He wo's a- s*inL man o,nd.ey?x!.onew&s y?,rg(rt4hLeneAof hcm. Mg d.assroom
wo,s on
the fixst flaor, a& the end-of a. tangcnrriA.or. lL had. LhAL! d,zsks tf, rois,
and, I so,L
tn the konL roN. 'fhe.re -fhe
wl.s a- d,ocka,boveLhe daor. d,ock w*s ilNxus sLow,so
we ney?xknenrwha*,LLmetL wos.
We beganthe dny wU*t o- reaA)ng Lesson.Somet)mes| (nrgoLtn brtngnngbookto
schooL,
so I sho,reAw'ulhmg net"ghbour
. We haj_ a haL{_hour brenk0t, 10.3O, and, Lhenwe
ild' a.rLunLil.ttnchilme. I usud.t4 broughLo, pa,*eA lunch.
Mg favouri*n txnrhex truasMrs Rose. She qme tn the *(tes.noonso,nd.
Lo,t,,ghL
us
gengraphg.She sntled- a I'obo,nd.hex Lessonsw?xe nev?.rbortng. She showed-
us bLs
ol naPs and" we sometimeslLstnn?ALo cnsseLlx.sa,bouLtntsesttng ptnrns
. I L,oved,
mg
$xsL schooL.
-x
Text B
I remembex nA fixsL schooLve,ry wd,J-.-fhe herdtx.0\rh?xwa.squeA Mr Jenn^gr.
He wo's a" ktnd" man and eY?x1oneNes vwA {nnd, of htm Mg d,o,ssroom
w&s on
the ground {lnor, o,Llhe end, of o, tangcnrriA.or. lL h6t" tnent4 desks
i.n rorus, Md I saL
'n the bl(k roN. -fhexe -lhe
w&s a- d'ocko,bovethe boa,rd-. chck wa.s aLw%sto,sL, so
we ney?xknew whorL,
Line tL wws.
We bEan the d'oq wi*h a- wriktngI'e.sson.Sometimes| {orgobLo brtngmg penals
Lo schooL,
so I shwreA wi'th my nd4hbour. We hat" a fi,ftenn-mtnuix, brenk 6L
11 o'd,ock, and-then we
di'd-musir unLil'luncht)ne. I usuoJ.l4htd" .;,.;lnch
tn the schooLcnal*.en.
Mg favouri*n t*n'chexwas Mrs Rose. She cnmetn the a{*x,rnoonsa,nd-
LaughLus
hLsLorg.She l"a,ughed"
a- I'oLand' het Le,ssons
w?xe ney?xM$attt,. She showeAus LoLs
of pinLuresand. we someLimeswo'.kheAv;l"ens obouLrntxxesLtngpenpLe.
I toveAmg
fitsL schooL.
=the
best
UNIT 13 ffi&wffimT:k*w =
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I 3 *2 ffit?lT"il?fl? :l
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Intermedtate I Writethe headin g Secondory schoolon the board.Checkthatstudentsunderstand whichschool
:l
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'g'3Hga# y e a rsb e l o n gto th e s e condary
vocabulary.
D o a qui ckbrai nstorm
l evelof educati on. of topi c-rel ated
J
40-4Sminutes thatthe students in
did not suggest
2 Writeon the boardanyof the wordsfromthe Keyvocalulary
the brainstorm. Askstudents to define them. =
i&hzw
To aid recognitionof
Main activity J
vocabularyitemsrelatedto
experiences at secondary
school,and providesPeaking
J
practice 2
3
C i v ee a c hg ro u pa c opyof the sheet,a di ceanda se:t' :t.-^:-rs.
g e g a me :
Pl a y i nth >J
:l
fu?aterlais
Onecopyof the sheetfor each
r Strrdentsnlacetheircountersonthestartsquarea-c:-'c."..hedice.Thestudentwiththe
highestscorebegins.
:l
=_
group of three to four students r Stu d e n ts ta k etu rnsto throwthe di ceandmovetherr::-' :e' s ai ongthe board.
Onedice for eachgroupof l l f th e s tu d e nlta n dson a topi csquare, e.g.schoolc," :' : :: = -:e
three to four students
l e s s o n sth, e yh a v eto speakfor one mi nuteaboutrhat:c: : l :^er-members of :
Onecounter(or equivalent)for - s : - }-J
t h eg r o u pa r ea l l o w etdo a s k t h es t u d e nqt u e s t i o nCs, - r s::ne
each student
I l f th e s tu d e nlta n d son another square, theyshoul C fc; :,' , :^= :structtons. :l
Wmgw*uafuzxkwvy r Thefirststudentto reachthe finishisthe winner
:
break ttme LJ
clossmote Variation
detention _)
l f s tu d e n ts
l a n do n a to p i csquare,
theynomi nate son-eo^e erse-,the groupto tal kon thatto pic.
headteacher
T h e ym a yn o tn o mi n a te the student ^
w ho w asthe l asrD e' sc :r sD eaK
schoolbully =
teacher'spet
timetable =
to be picked for the schoolteam
to break up for the holidaYs Students taketurnsto tellthe restof the classsomethngrhattheylearntduringthe activity
about
:
to get a place at university
to play trulnt
a n o th em
r embeo r f th e i rgroup. .--l
tu rcnm your library books _-l
to win a schoolPrize
Homework
Schoolsubjects A WriteI 00 - I 50 wordsaboutMy best(or worst)expenence
ot school. __
e.g.Art, Langaagelessons, LH I
B Write100-l50 wordsaboutA teocherwhornfluenced me o lot.
Music,PE,Science _)
Verbsrelating to exams
e.g. do badly in, do weII in, fatl,
pas& reuisefor, take
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UNIT 13 ffi&w*mtzr*w* -<l
bd
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I {,
Successfullearning
".',';",i,.'{' ;!r-
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%*v*k 5-
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Upper-intermediate I Dividestudents intopairs.Askstudents to thrnkof something thattheylearntsuccessfully, e.g.a
!-
to advanced n e wl a n g u a goer a computer programme, andof somethrng el sethattheytri edto l earn,
b utwit h
'9"3I?3* lesssuccess. Civepairsa few minutesto tellthe r storresto theirpartner. -
2 Askpairsto feedback to the wholeclassand write ul keyvocabulary
an',' on the board. l
40-45 minutes I!--:l
;;
iLvvw Main actiuity -)
To practisevocabularyto I C i v ee a c hs tu d e nat copyof the sheet.C heckthai ::e,-i derstandal lthevocabul ary.
describepersonallearning
styles
2 As kth e mto c o mp l ete the sheeti ndi vi dualE nccur' :E,-e:
l y.
s D a c eisn e a c hl i s t.Ci vethema ti mel l mi tforthi s.
. to addthei row n i deasi n the blank
-_
.
X{eywmcahaa}aryr Variation :
Aftercompleting the sheetsindividually,
students C.3 3'rtner abouthowtheycompleted
interr.'e!',
Seephotocopiable
opposite
Page
theirsheet.Aftertheyhaveinterviewedas manypeope as lcss ; e s::dentsdecidewho theywould :l
studymostsuccessfully with,
:
b-J
:l
I anddi vi deth: -.-:erts ;rto pai rs.
D i s p l a y thlei s tsa ro undthecl assroom A skthepai rstocir culat e
a ro u n dth e c l a s s ro omandreadeachl i st. :
2 Pairsthenvoteon whichlistwasthe bestandexpiain ',',hl'
:
Homework :
A Write200 -25Owordson How l leornbest,usr-rg fromthe activity.
vocabulary
:
B Write200 -250 wordsexplaining you madeand
the choices whattheyrevealaboutyourpersonality
:
:
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=4
Successfullearning
L-l supportive
L-l creative I timemanagement
I fun to be with T r e v i e w i n gm y l e a r n i n gr e g u l a r l y
I truthful T w r i t i n gd e t a i l e dn o t e s
L-l opinionated l s e t t i n gm y s e l fo b j e c t i v e as n d d e a d l i n e s
I serious-minded T c o l l a b o r a t i nwgi t h o t h e rl e a r n e r s
I s i m i l a rt o m e T u s i n ga v a r i e t yo f m a t e r i a l as n d
I d i f f e r e n tf r o m m e t e c h n i c arle s o u r c e s
T l i s t e n i n tgo r e l a x i n gm u s i c
n t a k i n gr e g u l a b r reaks
I authoritarian
I easy-gorng
Ll well-dressed T I s w i t c ho f f a n d l o s em y p l a c e
tr knowledgeable tr I g e t u n c o m f o r t a b l ea n d s t a r tt o f i d g e t
I caflng T I getdistracted b y o t h e rp e o p l e
! unpredictable tr I s u d d e n l yu n d e r s t a n d s o m e t h i n gt h a t
! well-organised l ' d b e e n p u z z l i n go v e r f o r a g e s
Ll fair T I w i s h t h e l e s s o nd i d n ' th a v et o f i n i s h
so soon
q
T I p r e f e rt o l i s t e nt o t h e t e a c h e rt h a n
I
c o n t r i b u t em y s e l f
I m y m i n dg o e sb l a n kw h e n aske d
- a question
t L_J rSSpaCTOUS
LJ h a sf l e x i b l es e a t i n g
Ll h a s a c a r p e t e df l o o r
I
t
I h a sn a t u r a l i g h t
I
I h a ss t a t e - o f - t h e - aer tq u i p m e n t
! h a sa c o s ya t m o s p h e r e I l e a r na l o t f r o m o t h e r s
i
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UNIT 14 ryi''nr* r*K,,r.,,rmff"*{k
wrffiT"hffi
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Flomontarrr
I D ra wo n th e b o a rdo r showstudents a pi cture
of someone j ob,
dorngan easi l yi denti fi abl e e. g.a :
.H
30-35 minutes
"A"Affi& cookor a firefighter.
2 Askstudents
Askstudents to identifythe job
Wheredoeshe/shework?(kitchenor restaurant for the cook;firestationfor the J
-J
firefighter). AskstudentsWhotdoeshe/sheuse?(food l.,nrves, saucepans, etc.for the cook;fire
i\1TA3 engine,ladder, etc.for the firefighter).
Topractlsebasicjob and
workplacevocabulary
3 T e a c ha n yw o rd sfro mthe K eyvocabul ary
d ra w i n th
g e m.
thar' .r, :e ^= .. ro 1' ourcl assby mi mi ngor :l
ffimtwzm\m .
Main actiuity
Oneset of pictures,cut up and
put rn an envelope,for each 1 D i v i d es tu d e n ts
i n topai rsandaskthe pai rsto drar'r-'
. e3 rt,;l rrs w i ththe headi ngs
:l
pair of students Who,Where,Whot.
=
ForVariation,one set of 2 C i v ee a c hp a i ra n e n vel ope cut-upp..-' es -,s<st,dentsto sortthepi ctures
contai ni ngthe int o
pictures,cut up, for each te n s e tso f th re eWh : o(thew orker); W here(w here:-:, . . :' l : .' ,' hat (w hattheyuse). =
student 3 Whenthe pairshavesortedallthe cardsintosetso{ i^'3= :s( .^e:'-to writethe wordsdownin
ForVariation,approximately2O '':-
t h ea p p r o p r i act oe l u m n se,. g n. u r s eh, o s p i t at h
l ,e r n: - z ' . = ' . - ' a r d h e l pa sn e c e s s a r y . :
counters(or equivalent)for
4 Wh e na l lth e p a i rsh avefi ni shed, check through the' .rc.C :.c
: g re pai rsa markfor eachpict ur e
eachstudent
ForHomeworkB, one copyof
c o rre c tlnya me da n dcategori sed. :
the sheet,not cut up. for each
student Variation :
___1
--
-
L.r
90
=a
Who, where and what?
ao
x
-
r
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UNIT 14 Wfum
w*wkffiwffwmwW"
>.J
myjob
!4 lffitili;tGuess _)
L..J
_l
L-J
_)
H"-mwe}
Intermediate I Tellthe classthatyou havea secretsecondlob rvhichtheyhaveto guessby askingyouyes/no
=
"3"3Xle# q u e s ti o nC oneof thej obsfromthe photocopi abl
s .h o o s e page.
e
:
2 Brainstorm the kindof questions they mightask,e.g Do you workoutdoors?
ls it monuolwork?
ri-no;t;;;;
;" 3
Are you welLpoH?Do you needo degreeor quc,,frc::ro. to do thisjob?
Students tryto guessyourjob by askingyes/noquestons Puta markon the boardfor each
:j
i&s313
t" Or".,tr",n" t"t*"g, ,iiri,
and their characteristics
^ " n c ri nI n+
9UEJLIUT
h ' + " 2 1a.1
L rr O L y \
Theseareyourtotalpoints.
W henstudents
n sw er. j ob,countup the markson the boar d.
haveguessec:he :l
scr-: ,f the Keyvocabulary
you maywantto pre-teacr
Note: Withweakerclasses theywillnot know.
rugatsJiaas .
:
Variation
Thismayalsobe usedasa Follow-up afterdoingthe ir,'lain
activrty. :
I Civeeachstudenta job cardanda pieceof stickl, tape.Tellthemto sticktheircardon another
student's backand makesurethatthe studentdoesnot knowwhatthe cardis. :
2 S tu d e n ts th e nm o v earoundthe cl assroom askrng eachotheryes/noquesti ons i n ordert o
j
d i s c o v ethr e i r o b .T hestudent theyaskthe questi onto l ooksat the cardon thei rbackandgives =
fho :nnrnnri:ta
'"" "rr 3i15yysr. Encourage themto askdifferent questions to as manydifferentstudents
a sp o s s i b l e . :
3 T h eg a mec o n ti n u es unti al
l lthe studentshavei denti fi edthei rj obs.
=
Follow-up :
;i;;;; il";; ; .";;;iil 'n".i.."i ;;;;; ^ili;;' tomark jobs
therive wourd
they most =i
liketo do witha tickandthe fivejobstheywouldleastliketo do witha cross.
Theythencompare -J
.H
whattheymarkedwithtuuoor threeotherstudents andexplain whytheywouldor wouldnot like
_)
to do the jobstheymarked.lf thereistime,checkwiththe wholeclasswhichwerethe mostand *':
l e a spt o p u l ajro b s . _)
-t-J
Homework --1
:-
L_z
,,,92
E
2)-
- Guessmy job
oo
x
ballet travel
cook accountant builder architect
_- dancer agent
:
conductor
lawyer physicist gardener (of an p o p s i n g e r politician
orchestra)
English
interpreter car airline
surgeon magrcran l a n gu a g e
mechanic pilot
teacher
weather investment
vet carpenter baker butcher
forecaster banker
painter
and king or
lorry driver removal prison
- queen clown
decorator man warder
-
I
-tt r - -
dress ptzza
film critic
stunt ski
-
designer person anaesthetist delivery
instructor
person
93
1FromComesforVocobu|oryProcticebyo,Del|&HeadoCambridpe[jniversitvPress2oo3@
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UNIT 14 ''Tfum
v,#ffi'tr"TtT
r*ff,"r,amwvw. I
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f4"s Dangerous jobs
andstressful
L.J
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upper-intermediate IA s ks tu d e n ts to w ri t edow n(a) the mostdangerous 1obtheycanthi nkol and(b) the mo st
to advanced job
stressful theycanthinkof.
"a"3.whw 2 D i v i d eth e s tu d e n tisntogroupsof threeto fo-r a^d askthemto compare thej obstheysuggest ed.
40-45 minutes
A s kth e mto d e c i d ew hatmakesa j ob parti cul ar' ,
3a^gerous or stressful . :j
&AYTL Main activity :l
To practiselangmageof jobs
and talking aboutlobs
I
Civeeachgroupof threeto fourstudents
2
Ex p l a rn
th a tth e yh a vepi ctures of 24 j obs
a setof ..'cs.
rel atrng .r : )-' ,:' .' aboutthe mostdangerous a nd :J
ffimt*rAm\w
c tre c c ftrl
thatbelongs
i n h ci " th e U S AThe
. pi ctures can
to bothof the firsttwo categories.
be d' r,
C = : -._ :-.= ecategori es; there i s one p ict ur e
:l
>-J
Oneset of cards,cut up, for
each group of three to four
I n i n ej o b st h a tU Si n s u r a n cceo m p a n i el iss ta st i - . - : ) : : a - g e r o u s
I n i n ej o b st h a tU Si n s u r a n cceo m p a n r el iss ta st h e- : s . s . ' : s s i u l
_l
students
Dictionariesmay be useful ) sevenjobsthatareon neitherthe mostdange'-o.- - ^ -' :- e r oststressf ul list :l
See photocopiable page
3 T e l sl tu d e n tsth a tth eyhaveaboutten mi nutes
W*y wwwmk"*zzlar-y F n c o rrra ptheee ro uDto
+ A fte rte n mi n u te w
s di scrrss
s ri tethe answ ers
the reasons
to C t,.c= :-:' :.r.s rntothethreecatego r ies.
for:" e ' :^ --::;
on the boardancq .: :::- _q,oup a markfor eachj ob which
f
opposite
theyput in the correctcategory. =
Answers
D,rnoerntrc
""''ct"'
inhc- fireftghter, CreW membefSOfOtrCrCt. )CC.S..C^,5,t,,:nneller, OtlOrgOSfig WOfker, f
demolition controctor,
Strpccfrrl
steeplejock,
inh<- nir trcffi6controller,
miner, diver, o sbeslas.'.a,<='
ostronout, frrefighte, -c,,tt', i'uotrcnol FootbollLeogueployer, f
nsfennnfh , / nolir^e nffirer
rv,wv v , - , rnr-inn cnr drit, V e f , S U f g e A P
Nloithorlict - ii ',1no g6ygfiot,ombossodor,ormy geierc . c^, :-r,'Cer, ltfeguord,lumberjock
Juvyvl
BothIists- frrefighter
f
5 A s kg ro u p sto ra n ke achof thej obsi n thetrn,o categor es dangerous
l obsandstressfulj obsin =
o rd e ro n eto n i n e b
, egi nni ng
at onew i ththe mosrcangerous j ob.
or moststressful
6 C h e c ka n dd i s c u sasnsw ers Tei students
w i ththew hol ecl ass. l to aw ardthemsel vesone p ointf or :
everyjob theyput in the correctpositron. Thetean-rviththe highestscorewrns.
Answers =
Most dangerous
I asbestos worker 5 firefighter
Most stressful
1 firefighter G nnlira afiiror f
2 c re wme mb e rs
of
aircraft/boats/trains
3 demolitioncontractor
6
7
B
mi ner
oil or gasrigworker
2 raci ngcardri ver
3 astronaut
4 surgeon
/
, . l
u)LUUPOT-r l
B airtraffic
controller
f
steeplejack
4 diver 9 tunnel l er 5 N ati onal
Footbal l q rn2\/nr :
r'" / ''
I A20t tF nt2\/Fr
:
Variation
Instead askgroupsto notedownat leastone reasonwhy eachjob
of doingstep5 in the Mainactivity, =
is particularly
dangerous Civegroupsone pointfor eachgoodreasonsuggested.
or stressful. They
:
maynot givethe samereasonfor morethanonejob.
:
thejobsthatwereon neitherlistandconsider :
Askstudents to discuss
eachcouldbe.Then,if appropriate, askthemto discuss
howdangerous
howdangerous
or stressful
theyconsider
or stressful their
-J
l-J
j o b o r th ej o b so f th e i rfrrends to be.
andrel ati ves l--.
Homeworlr _l L-J
A Writea paragraph
explaining
aboutonejob fromthe dangerous
whytheyaredangerous or stressful.
category
andonefromthe stressful
category _-
--J l'-J
--
-_
acrobat air traffic controller ambassadon army general
-_
crew membersof
-
.- asbestos worker childminden aircr aft/ boatsltra in s
-._
-
> -
- dlT_"li'r
:l ::Ti1"'_"r_
- diver firefighter
ll_ds_"_
-
:__:
-
*_=
-
-
-
H-
b-_
E-t
b--
:
-
:!
- National Football
H'
b--
-j
b--
*4
>,.1
--
-,{
racing car driver steeplejack surgeon tunneller
t arf
'5
b-
FromGomesforVocobu|oryProcticebyo,Del|&HeadoCambridgeUniversityPress2oo3W 95
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UNIT 15 ffiffi"mwzffiW
ffiffiffirifu{sryWzmu# f
--{
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Bringandbuysale f
=
F
u rl ov m
rro
r vnrfrrrrqr rr J
ilewe3
I Dividestudents intopairsandgiveeachparra setof cut-upprcture cards.Checkthattheyknow J
Yirs?e
the wordsfor eachof the itemsandwritethe wordson the board. J
40-45 minutes
2 Pretend thatyouwantto buyan itemfroma studentin the class.
thentryto buyit for a muchcheaperprice.
Askthem how muchit is,but
f
To practisetalking aboutthings
}\Affi 3 Writeup the followingkeysentences
I wont somethingcheoper.
on the board
f
you want to buy and sell, and
what things cost
It'snot worth10.
l'll give you 5 for it. f
Tffimtw,';Lnhs
It's worthmuch more thon thot.
l'lltoke it.
_I
r{
ForWarm-up,one set of picture
cards,cut up, for eachpair of
It'so deol.
-J
students
OneYou'dlike to buy... cardfor
each student
It'snot whot l'm lookrngfor.
It's too expensive- | con't offord it.
It's verygood quolity.
f
.-..{
Enoughcut-up picture cardsto As ks tu d e n ts w how oul dbe morel i kel yi o .se :3.- sei tence- the buyeror theseller .
to i d e nti fy _l
r-r{
allow each studentto have four C o l l e c t t h e n i r - t r l r ec a r d s .
pictures.Make surethat there
are approximatelythe same Main activity
I
h-l
Kmywmmahwlmry
w e l la s l o o k i n g fo rthi ngs
to buy.C i veeachstudento-e
c a rd sl.f y o uh a v eg i vena studenta pi cture
Y ci c ,< ei o buycard andfourpi ct ur e
cardrvhch s c" e cf the i temson therrY ou' dl iket o
I
r-rl
alarm clock
bicycle
r T e l sl tu d e n ts
th a tt hei rai mi sto sel las man,v aspossi blto
of i herroD j ects
b u ya s m a n yo f the thi ngson thei rl i stforthe bestpr ce.E xpl aithat
e otherstude ntand
s
n al lthe i temsaresecond-
J
bookcase
briefcase h a n da n dth o u g hsomeareol derthanothers, theyareal lw orthapproxi matel the
y same.
calculator r
=
th a tt heyeachhave50 ro spera b,r thattneymayal sospendanymon eyt hey
T e l sl tu d e n ts
camero
CDplayer
receive fromsellingitems. J
.--l
I
J
chessset C i v es tu d e n tsa b outl 5 mi nutes to movearoundthecl assroom tryi ngto buyandsel lth eir
gaitar i te msE . n c o u ra ge
studentsto tal kto as n" anypeopl easpossi blien orderto getthe bestpr ice.
Iamp
moblle (phone)
personal stereo
r lf a studentbuysan item,theytakethatprcture
h o w mu c hth e ys p endandrecei ve
of the item.Students
for eachi temtheysel l .
shouldkeepa noteof
I
ld
surfuoard
tennis racket
Alsoallowstudents
wouldhavel0 extrapoints).
one extrapointfor every5 theystillhave(e.g.if theystillhave50 they I
r4l
numbersand prices
Variation J
r--l
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Students tellthe restof the class:
price;how muchmoneytheyhaveleft.
whattheyboughtandat whatprice;whattheysoldandat what
J
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You'd like to buy You'd like to buy You'd like to buy You'd like to buy
a bicycle,a GD a camera,a a suitcase, a an alarm clock,
playenand a guitar and a tennis racket and a bookcaseand
chess set. briefcase. a CD player. a camera.
You'd like to buy You'd like to buy You'd like to buy You'd like to
a m o b i l ep h o n e , a calculator, a briefcase,an buy a chess set,
a camera and a suitcase alarm clock a suitcase and a
an alarm clock. and a bicycle. and a guitar. personal stereo.
FromComesforVocobu|oryProcticebyo'De|l&Head@CambridgeUniversityPress2oo3@
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UNIT l5'rt:ffi.*"ra{.*r/'e,w"#"
ri"rz.ffiT;,;}Wnr,aqg I
15 ,,H'icrossword
conversations =
T**qs*1
Intermediate I D i v i d eth e c l a s si n topai rsandgi veeachparrdr erre ,oD econtai nrnB a setof di al ogue
strips.
"AZYffi# 2 Askstudents to matchthe firstpartof eachdialogL-,.', th the secondpart.Thencheckanswers -
withthe class. ----
40-45 minutes
3 T h e na s ks tu d e n ts al lthe i temsof vocab-l :' .' i thedi al ogues
t o i denti fy rel ati ng
to mon eyand
s h o p p i n gE.x p l a rn
--
iLam a nyneww ordsandcheckthais:.-:= -.sL' l nderstand the meani ngs. The ncollect
To practiserecognising
th e d i a l o g usetri p s .
vocabularyused in dialogues . V a ri a ti oonn W a rm-uo:
aboutmoneyand shopping, F o ra m o rec h a l l e n g i ng Warm-up gi veeachpai ra she= :- : r.' . -= :rl ' ,,thesecondhal fof eac h -
and defining words
d i a l o g u eAs
. ks tu d e n ts to w ri tea sui tablfiersthal ffor ea:- t^:
Wmt"*xzaSm
ForWarm-up,one set of
Main activity
dialoguecards,cut up and put I l n th e i rp a i rsg i v eo n estudent a copyof C rossw otc - .^: : ..' .-- otherstudenta copyo f
in an envelope.for eachpair of
C ro s s w o rd B .T h e ys houl dnotl ookat each.other s ci ::s.' t' . :: =
students
2 E x p l a i n t h a t b o t h c r o s s w o r d s h a v e v o c a b u l a r y f r o r ' . . - : :C: 'n. 'C. .r-o, .s: s, w o r d At ah lel
Onecopyof Crosswords A and 1
rcceipt I
refund foIIow-up -l
sonngs Iccount I
-d
<noninl nffar Choosea wordfromthe crossword and makestudents askyouyes/noquestions to tryandworkout r-J
subscription whichwordyou arethinkingof,e g. ls it o wordfor o sum of money?ls it o nounTts it o preceof I
I
I
till
poper?Afterdemonstrating
the activity, studentstakert in turnsto do the samein parrs. r-/
worth
Homework
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x
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l- Were those shoes ex?ensive? --!il Not at all. Ther' \\'ere a reC b.u'gain.
L
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Are lou going to buy that new coat? --#
a'
I can't. Mv account is alre'ird\'()\'cfcha\\1.
L.
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Do rou rvant to pay by credit card? **--*-: No, I'11pay cash.
L *-*-"@; I
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I can't possibly eat any more. ------+i Neither can I. [,et's ask for the bi]l.
I. --
;';-itu.;; ;;;-; ;;;;;; ;"""*:
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Certarnlv. How much do lou n'ant to inre.<t?
l_-
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['m afraid Ive broken your vase. Don't worry. It wasn't worth anrthrng.
t_-
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I think I've been overcharged. **4 Really?Could you show me vor.rrreceipt plea--.ei)
l_
l-l Where do I pav for these? -------*: There's a till over there, near the cloor.
l_-
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How many tickets would I'ou like? --*"i Ten please.Do we get a group discount?
l_-
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Can I ty this jacket on before I buy it? ------*-i Of course.I'll show you to our fitting rclor.n.
t_
L- .l ..;r:r-*g1*:er:.;g::t----------.11.:.*r,iliil.li:i::.
...."............--
t-
l_ Do you sell fresh praums? *-*-*-l Yes we do. Thev'reover on the fish counter.
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UNIT 15 ffiffirywawy
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Upper-intermediateto I As ks tu d e n ts w h a ttheyw oul ddo w i tha mi l l i onE uros,
or the equi val ent i n yourcurrency, if t hey -
advanced w o n i t i n a c o m p e titi on.
'&"aqxa#, 2 T e l sl tu d e n ts
th a tth eyaregoi ngto havethe oppo' .ttni to W w i n up to a mi l l i onE urosbyta kingpar t -
i n a q u i za, n da l lth e questi ons
areaboutthe l anguage of n oney.
35-45 minutes r-
ForFollow-upand Homework 3 T e l sl tu d e n ts
th ev a l ueof thef i rstquesti on, thenreaCa J -: :^e uesti on q andthefour possible
B, one copyof the sheetfor
each student
a n s w e rsC.i v eth ete ams20 seconds to choosethe rg^: :^s.' ,3'a:rdw ri tei t dow n. F
+ C o n t i n uien t h es a m ew a yu n t iyl o uh a v ea s k e da l t h e q - = : : : - : .
ffiey w*c mfuzxhaxy 5 Aska representative from eachteamto comeup to the ?..'. ..irr-thetranswers. Thencheckthe tt
ftrtnfnnt6a
yuulurarvu
inheritance
Homework I
b..-{
joint account
Iivefrom hand to mouth
A Pre p a re
a n o th esr e to f 15 questi ons
l i keth s qui zbuton another
b u s i n e s s ."$, "p' ci,l s v/ n r t r n t i z fr n
v rr n
topi csuchaseconomi cs
and
t h e r S t U d e n t St O d O i n t h e n e X t l e S S O n .
v L r r l l
J
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mongoge
pension
rainy day
B Lookat the l5 correctanswers
illustrate
to the questions
howthesewordsor expressions
of yourownto
on the sheet.Writesentences
areused. i
rebate
receipt
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1 I f y o u rb a n l <a c c o u n it s o v e r dr a w n a
t r ey o u :
t (a) inthered? ( b ) i n t h e p i n l < ? ( c ) i n t h e o r a n g e ? ( d ) i n t h eb l a c k ?
2 Y o ub u ya h a ir d r y e rb u t i t d o e s n ' w
t o r l < . Y otua l < ei t b a c l <t o t h e s h o p .
=
D o y o ua s l <f o r :
7 (a) a receipt? ( b ) a g u a r a n t e e ?( c ) a r e b a t e ? (d) a refund?
J 4 W h a ti sa m o r t g a g e ?
(a) inherited ( b ) a l o a nt o ( c ) a n i n i t i ap l a y m e n(td ) s u b s i dtyo h e l p
t
m o n e yo r b u ya h o u s e t o g u a r a n t e ae s t u d e n t sp a y 60,000
land or flat later p u r c h a s e f o r t ui t i o n
!
5 Y o u rf r i e n di n v i t e ys o uo u t f o r a m e a la n d i n s i s t so n p a y i n gH
. e o r s h es a y s :
a ( a ) T h i si s m y g i f t . ( b ) T h i si s m y ( c ) T h i si s m y o f f e r . ( d ) T h i si s m y r o u n d . 60,000
treat.
_{
6 W h e nt w o p e o p l ee, . g .a h u s b a n da n dw i f e ,s h a r et h e s a m eb a n l <a c c o u n ti t i s
I cal ed:
7 (a) a sharing (b) a joint (c) a deposit (d) a partnership 60,000
account account account account
!
7 I n m a n yc o u n t r i ew s h e ny o ua r et o o o l d t o w o r l < , t h ge o v e r n m e n
p ta y sy o u :
! ( a ) a n i n h e r i t a n c e ( b ) a n a l l o w a n c e( c ) a p e n s i o n (d) a benefit 65,000
! 8 W h e ns o m e o n e r e t i r e sf r o m w o r l <a f t e ra l o n gp e r i o do f s e r v i c et ,h e ym a y b e
g i v e na g o l d e n :
I (a) goodbye (b) gesture (c) handshal<e (d) wave 65,00 0
I 9 I f y o u r e c e i v es o m er n o n e yu n e x p e c t e d yl yo,u m a yc a l l i t :
(a) a windfall (b) a rainfall (c) a waterfall (d) a snowfall
:
10 I f a r i c h m e m b e or f y o ur f a m i l yd i e s i, t i s p o s s i b lteh a t y o uw i l l :
! ( a ) c o m ei n t o (b) fall into ( c ) m o v ei n t o ( d ) 9 e ti n t o 75,000
s o m em o n e y s o m em o n e y s o m em 0 n e y s o m em 0 n e y
I
11 I f a p e r s o ns p e n d sm o n e yc a r e l e s s lw
y ,e s a yt h a t t h e ya r e s p e n d i n m
g oney:
: (a) lil<e juice (b) lil<e water ( c ) l i l < er a i n ( d ) lil<e chocolare 75,000
L 2 Y o u re x p e n s ehsa v ei n c r e a s ebdu t y o u rs a l a r yh a sn o t .S h o u l dy o u :
( a ) t i g h t e ny o u r ( b ) t i g h t e ny o u r ( c ) t i g h t e ny o u r ( d ) t i g h t e ny o u r 75,000
purse? trousers? collar? belt?
L3 i f y o uh a v eh a r d l ye n o u g hm o n e yt o l i v eo n ,y o ua r e s a i dt o b e l i v i n g :
( a ) f r o m h a n dt o ( b ) f r o m m o m e n t ( c ) f r o m e y et o ( d ) f r o m d a vt o 80,000
mouth to moment stomach 0ay
L4 A n o t h e rw a y o f s a y i n gt h a t a p e r s o ni s v e r yr i c h i s t o s a yt h a t t h e ya r e :
, a ) r v e l il n ( b ) w e l lo f f ( c ) w e l lo v e r ( d ) w e l lu p 80,000
15 i f y o us a v em o n e yf o r t h e f u t u r e ,y o u m a y s a yy o ua r e p u t t i n gi t b y f o r :
( a ) a r a i n yd a y (b) a blacld < a y ( c ) a r e d - l e t t edra y ( d ) a b a dh a i ro a y 100,000
forVocobuloryProcttcebyo'Del|&Head@CambridgeUniversityPress2oO3@ rot
UNIT 16 Wnmt ffiiL..?v7a2#,yi,r'..i'iiii'i4
t:::T
=
16*l Pasttimedominoes
<
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=
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F rl vorm
u r r ov rnr t( a
u .n r t I D r a w s e v e n c o l u m n s o n t h e b o a r dt.hLeacboel lu m nisn:, o n , o t , f o r , l o s t , oagnod p u t a d a s h ( - ) =
to re p re s e n t' nwoo rd'i n the l astcotumn.
Yxxxvw
2 Askthe students to forma queuein frontof the board.Choosea wordfromthe Keyvocabulary,
35-40 minutes
e.g.Februory, andwriteit in the correctcolumn,i.e.the in column.Nowgivethe firststudenta
_l
W*yw*wafuxx\mxy
I Drawa few four-sided
fittedtogether
dominoesfromthe sheeton the boardAskstudents
to formthe rightconnections.
howtheycanbe
f
in + months
intogroupsof three.C i veeachgroupa setof domi noes.
2 D i v i d eth e s tu d e n ts
ta k efi v ed o mi n o eas ndto pl acethe restfacedow ni n a prl e.
Tel each
l per sont o _l
L.J
in January, in February, etc.
in + seasons
3 P l a y i nth
g eg a m e :
I Stu d e nAt s ta rtsby pl aci ng onedomi noon thetabl e.
_l
L-.-l
in spring, in summer,etc.
on + days
r Stu d e nBt p l a c e a w ordsmakea t im e
s domi nobesi dethefi rstoneso thatthenruoadj oi ni ng
or not.
e x p re s s i oTnh. egroupshoul ddeci dei f i t i s correct
J
on Sunday,on Wednesday,on
6 January, on my birthday, on r S tu d e nCt p l a c e a s thi rddomi nobesi dethe secondone.Thel i necango i n anydi rect ion but J
\-l
ChristmosDay, on New Year's e a c hd o mi n om u stbe pl acednextto thel asrone pJI dow n S oforexampl e, S tudent C's
Day, etc. d o m i n oma yn o t be pl acednextto S tudent A s domrno. J
at + timesof day
at middTy, 0t midnight, 0t 7
o'clock,eIc.
r l f a s tu d e nct a n notpl acea domi no, theytakeonefromthepi l eandw ai tunti il t i sthei rtu r nagain.
I T h ew i n n e ri sth efi rstpersonto putdow nal ltherrdomi noes. J
for + periodsof time
for a week, for a long time, for
Variation J
sx monffts, for ten years, elc.
last + days,weeks,months,
Dividestudents intopairsandgiveeachparra setof domrnoes. Together
areused.Thefi rstpai rto compl ete
l i n ei n w h i c ha l lth e d o mi noes
studentstryto createa
a correctlconnected
y l i newins.
J
r{
years
Iastnight,last weekend,/osr
J
FolIow-up !-{
year
periodsof time + ago l; il;-;r; ;;;; ; *n"1".r.'; il;; il;;ili;"*. sentences thepast,
about using
the J
sx montfts ogo, ten Years
ago, eIc.
time
. ' ' ' ' ' " exnressions
, . r ' ' . . ' " b " ' . ' from b " . "pame
. . . ' ' ' / the , . " r " . ' Thev pet one ooint for each correctsentence.
f
-l
yesterday,lost night, lost
weekend, Iast month, Iastyeat
Homework J
A Askstudents
to writesixsentences usingthe pasttrmeexpressions
aboutthemselves, theyhave
f
f
Pracusec.
B Askstudents withsomepasttimeexpressions
to preparesixquestions to useto interview
a
classmateor anotherperson,e.g.Whotdid you do lostweekend?Whendrdyou lostgo on
holidov?
Thiskindof interviewcanalsobe doneon email.
l
Acknowledgement l
f
\Ai^
v v . L, d
- - , , ^ - - . 1- ^ + ^ - . 1 + L ^
C o m e s b y M a r k H a n c o c k( C a m b r i d g e
v c o u d p L c u. ., - i d e a o f f o u r - s i d e dd o m i n o e s f r o m P r o n u n c t o t t o n
U n i v e r s i t yP r e s s19 9 5 ) .
t02
I
Pasttime dominoes
I
ti
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a
t
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(r.
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bo U)
N:)
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- a
O a
a,
phrasat
-1
16 .Hiiili verbsauction =
id
<a
L-
&eve3
=<
"3"1s13# e.g.put your coot on, turn the light off, the plone took off ot I 0.30. -l
>..
2 Dividestudents intopairs.Crveeachpaira setof Phrasal verbcards. Tellthemto spreadthemout
4o-4sminutes parti cl e(s).
o n th e ta b l ea n dfi n dthe matchi ngpai rs, andcorrect
i .e.sentence r-
;"
f&Xsx? 3 Wheneveryone hasfinished, checkthattheyhavethe correctpairsandaskstudents to explain
the
on meaningof eachphrasal verb.Thencollectin the cardsbeforestarting the Mainactivity. <l
Tofocusstudents'attention >-4
themeaninganduseof some
common phrasalverbs Main actiuity -
&4aterials I Ex p l a iwn h a th a p p e ns andi ntroduce
at an aucti on someof theassoci ated vocabul ary -/
e.g.oucttoneer, hommer,to bid for somethrng, going,gotng,gone.t, soldl.
ForWarm-up,one set of
Phrasalverb cards,cut up, for
eachpair of students
2 T e lth l e s tu d e n ts th eyhave5000,ortheequi val ent
T h el o w e sat c c e p ta blbiedi s 200.Thei ai i s
r m to buy
rnthei rcurrency,
as man),
to spendattheauct ion.
correct sentences asposs ible. -l
J
Oneset of Sentences for 3 F i rsat s kp a i rsto d e c i deon thei rmaxi mumbi dfor eachsentence, andw ri tei t i n thefi rstcolum n. -)
auctionfor each patr of --
Resist givinganycluesaboutwhethersentences arecorrector not I
students -/
+ Tobeginthe auctionreadout the sentences one at a trmeandaskfor bids.Selleachsentence
she ethow
to
=i
K*y w*cafuaaSary th
r " - e "h' oi' s h e sb
t i d d e rs
andtel lthemto w ri tedow ni n the secondcol umnof theaucti on
_)
breakdown m u c hth e yp a i d .
break up 5 W h e na l lth e s e n te nces havebeenaucti oned, go through the l i standtel lstudents w hethereach
bring up sentence wascorrector not.Trynotto elicitthe correctsentences untilthe Follow-up. =
cut down on
cut off
6 Thewinnersarethe students
Answers
who haveboughtthe mostcorrectsentences. I
r---l
'_)
cutout
find out The incorrectsentencesare- 3 (brokedown),a (tookme on), B (let me down),9 (giveup),
gtve up 1| (put me throughto). .:
Iet dovvn
pur ocross
put down
Variation
put through Aska studentto takeon the roleof auctioneer. =
run out of
take after .l
r-.J
take on
take up Askstudentsto changeeachincorrect intoa correctsentence.
sentence correcttons
Checksuggested J
teII off
withthe wholeclass.
f
r,--l
Homework
I
A Lookup eachof the phrasal
downmoreexamoles
B Writequestions
verbsfromthe activity
of theiruse.
lesson,
for a classsurveyin the following
English
in a monolingual
usingphrasal
and note
dictionary
verbsfromthe activity,
f
r-{
Acknowledgement J
l-l
byMario
Asfaraswe know,
theideaof auctroning
(Cambridge
Rinvolucri University
Press
language
1984).
Crommor
itemswasfirstsuggestedin Gomes
I
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t04
-a
J Phrasalverbs auction
J
{ Phrasalverb cards
{
-= ; DOtntooKsand personatlty.
----i-
o- n
I i Shewas taken - as a S h ed e c i d e d t o t a k e
I [aboratoryassistant. m e d i c i n ea s a c a r e e r .
I
{
d own Shebroke - in tearswhen up i rney broke . justa month
shefaited her drivingtest again. i beforetheirwedding.
{
out of They ran --------- moneyso they had to dow n i H e sai dhe w oul dfi ni shthe w ork by Fr iday
-{ I
' but he l et me -- - --
find work to pay the bitts. I
i Sentences
for auction
{ Maxi mumbi d P ri cepaid
t
-.'_j:^esforVocahtt|arvPrnr-fir^cbyo'Del|&Head@CambridgeUniversityPress2OO3W l05
UN IT 16 Wm,r*rr" r*wzry;'rar;ffiffi
ry;ww
40-45 minutes
Tzwm*
tATffi
th e m?
2 Writethe followinglistof genreson the board. onrnotron,eprc,historrcdodventure,
romontrccomedy,sotire,scrl, thrrller,
Senres.
3 Askstudents
melodromo,
western.Askthem for namesof filmswhichmatchthese
fi l mu s i n gth e F i l msummary
directly namingthe characters
headi ngs.Theymust:rl : s .e t;reti tl eof thefi l mandshouldavoid
or the actorsi,vhopla',:ien-.
_l
r--{
Variation
I
>-J
Thisactivity
canalsobe usedin the samewaytoni'rterer"'ter,vs
of books. I
\.J
FolIow-up _l
tJ
Homework J
A Writethe storyof yourpartner's
film basedon yourpartne/sfilm summaryandthe additional
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t-J What a great story!
l_
r{
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L-
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animation eprc adventure melodrama
historical
L-
L.
r- -{
comedy
romantic satire sci-fi thriller western
L-
t--{
L- -rrrr----I -r-r-r---J
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r-{
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biographical contrived convoluted disturbing
L-
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L-
r-I entertaining episodic gripping moving (un)predictable
L-
ul
L-
ul
sentimental slow-moving thought-provoking thrilling true-life
l_-
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L-
LT
rr--rr-r-l
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-r--rrr--J----rr-r-
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bizarre contemporary everyday i fairytale
L-
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L-
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futuristic historical macabre spectacular: surreal
L-
t-{ r----r-----rrr---r-- rr-rrrr-r-l - - I I I - I - -
L-
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(un)believable comic (un)convincing eccentric
L-
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endearing engagrng exaggerated heroic menacing
L-
r-,i
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L-t monstrous pretentious tragic villainous mysterious
1-_.
r---t
l__
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Filmgenre 0pening
headings
Filmsummary
sequence highlights
Special ofthefilm
r--.4
Myopinionof thefilm(three
L
r-.{
Setting
Maincharacters
Mainevents
Climax adjectives)
L-
r-.4
Summaryofplot(onesentence) Closing
sequence
L-
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UNIT 17 ffimnwnhffiffi
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Civeeachstudenta copyof pictureA.Askthemto describe andmemorise the picturein as much
f
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Tim* d e ta ial s p o s s i b l e
Ma. k esurethatal lthew ordsi n the K eyvocabul aryareusedi n the course of t his _l
40-45 minutes
activity. Afterthe prcturehasbeenfullydescribed,
Main activity
collectin allthe pictures.
f
iLzT{a
To practisevocabularyrelating I D i v i d eth e s tu d e n ts
i n topai rsandgi veeachpai ra copyof pi cture
B.
f
to working in a modernoffice,
particularlylanguagerelating
2 Pairslookat the piclures
lookedat in the Warm-up.
andtryto findthe l2 differencesbetweenpictureB andthe picturethey
Whentheyfinda difference, tellstudentsto noteit down.
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to computeruse
3 Afteraboutfiveminutes, stopthe students andaskwhichdifferences theyfound.Whichpair
WEmt"*wzmTw foundmostdifferences?
ForWarm-up,one copy of 4 Afterstudents havegiventheiranswers, giveeachparra copyof pictureA andaskthemto find .I
pictureA for each student
Onecopyof pictureB for each
pair of students
a n yre m a i n i ndgi ffe rences.
Answers
PictureA
f
r-J
PictureB
ForVariation,one copy of Womonis movrngmouse with left hond .|
with rrighthond r--a
pictureA and one copy of
pictureB for each pair of
students
Thereis o floppy disk on her desk
Thecursoris pointingto the 'prtnt'icon
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to the
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Intermediate \A/ritc
thc ratoonrio5
of Keyvocabulary
on the board,i.e.-sciences,
-scienfisfs,
Codgets,etc.Checkthat
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understand
the categories
by askingthemto giveyoua few examples
of wordsin each J
35-45 minutes
caregory.
Main actiuity
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To revisebasicwords for I Dividestudents intogroupsof fourto five.Civeeachgroupa copyof the sheetanda dice.Each
f
inventionsand sciences
T&mtwwymLm 2
studentalsoneedsa counter.
Players takeit in turnsto throwthe diceand moveroundthe boardfromthe startscrraretf rhey
landon a squarewithwords,theyfollowthe instructions.
f
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Onecopyof the sheetfor each b--J
group of four to five students 3 P l a y e rs
ma yn o t n a mesomethi ng thathasal ready
beennamedi n thegame.Onepersonin t he
Onedice for each group of four g ro u ps h o u l dn o ted ow neachw ordthati s namedi n thegame. _-
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to five students + lf students arenot sureif an answeris correct, theymaycheckwiththe teacher.lf a playercannot
Onecounter(or equivalent)for d o w h a tth e i n s tru c ti ons
askthemto do,theymi ssa turn. f--J
eachstudent
ForFollow-up,one smallpiece
of paperfor eachstudent
5
6
T h ew i n n e ri sth efi rstpl ayer
Wh e ng ro u p sh a v efi ni shed
to throwthe numberthattakesthemexactlto
pl ayi ng
y thefi ni shsqu ar e.
the game,askthemto countup the numberof w ordsnam ed.
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T h eg ro u pth a th a sth e mostw ordsw ri ttendow ni sthew i nni nggroup.
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explorer, invention, inventor
Sciences
Variation
Be fo rep l a y i nth
g e g a m eask
, students
to fi l li n the bl anksquares
on the boardw i thaddi ti onal
f
\--t
e.g. biology,botany,chemistry,
genetics,meteorcIory,physics,
instructions
of theirown.Theythenplaythe game.Afterthe game,groupstelleachotherwhatextra _l
instructions
theyaddedand howwelltheyworked.
zoology
-
Scientists >-J
e.g. biologEt,botanist,chemist,
geneticlst,meteorologist. Thismaybe doneaseithera wholeclassactrvity or withgroupsof fourto sixstudents,dependingon
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physicist. zoologist
Gadgets
th e s i z eo f th e c l a s s .
I c i v e e a c hs tu d e nat smal pi
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l eceof paperandaskthemto w ri tedow n:
e.g.penknife. stapler,tin
opener a th e n a m eo f a m eansof transport :
r-J
b th e n a m eo f a sci ence
Inventions
e.g. clmera, computer,DVD c th e n a m eo f a n i nventi on J
J
player, fridge, mobilephone, 2 Tellstudents to passtheirpieceof paperto the personsittingon theirright.
satellite, telephone, TV, video
3 Students thentakeit in turnsto definethethreewordstheyhavebeengivenfor the other
recorder, washing machine
students in the groupto guess. Thepersonwho wrotethe wordsis obviously
Namesof planets
e.g. Mars, Juptter, Soturn $uess. Thestudentdefining
not allowedto
the wordsis notallowedto usethosewordsin theirdefinitions. .l
Typesof transport
e.g. bicycle,boat, bus,car, Homeworlr
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helicopter,motorbike,plane,
ship, train
A Describe threeinventionswhichareveryimportantto you.WriteaboutI OOwordsto explain why -l
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theseinventions
Materials
e.g.fabric,metal,plastic, wood
areparticularly
B Writea listof sciences
to you.
important
andtheircorresponding e.g.physics- physicistUsea dictionary
scientists,
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UNIT 17 ffiwwwffiffiffi
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!7.&tti Definitions ts
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Upper-intermediate I Writethe followingfivecategories
on the board:computers,entertoinment,tronsport,
work, \<a
to advanced
science. I
'3'3X93tr 2 Dividestudents intopairsandgiveeachpairan envelope of words.Tellstudents
to dividethe >
cardsintothe fivecategories
andto checkthe meanings of anywordstheydo not know.Monitor I
I
30-40 mrnutes </
p a rtn eto
r g u e s sPl
. a yc onti nues
unti lal lthew ordshavebeonorroccod
Thon6i pthatdefi nes
a nd !-J
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guesses allthe wordsin the envelope firstisthe winner. -<
Seephotocopiable
sheet !-
opposrle
roffow:ur -
b-
students
work
inp.;;'il';; i'' ir'.' i"o"n; ;;'a t.' in.i;;;;;l;;ililffi ;iil; ; I
partnerto guess.
whichpaircandrawandguessmostwordsin fiveminutes? L-
Homework
A Takeone of the areasthatthesewordsfocuson, i.e.computing,tronsport,work,entertoinment or
-
science,andwriteI 00-200 wordsdescribing howyouthinkthiswill be different
in the future.
<
Usesomeof the wordsfrom the activity. :-
B Writeallthewordsfromthe sheetin one of thesecolumns:
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UNIT 18 ffim*kmkmmffiffiffis#gwffiffiffiffiTetmh
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18.1 Findfive J
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I the categories
understand
Civeeachstudenta copyof the sheet.Checkthatstudents andelicrt
f
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Flomontrrrr
35-45 minutes
2 Tellstudents
Main activity
wordin the firstcolumnon theirsheet.
to writethatexample
f
I&BX3?
frr?at*rla3s
car-h r-alcroanr
2 Stopthe activity
afteran appropriate
time. f
ForWarm-upand Main activity,
3 Tellstudents
thinkof.
to
to workwitha partnerandto comparel-on'manvwordstheyeachmanaged
_l
one copyof the sheetfor each
student + Checkanswers withthe wholeclass.
J
Kmyw*cafuzxTaxy Variation l
l--{
l,unOsrupefrutur",
e.g. beach, desert,forest, hiII,
mountain, valley, wood
w o rki n g ro u p sof threeto fourrather
S tu d e n ts
eachcateporv asthevcan Tellstrrdents
vr
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pet
r. rurr JLuuut
l ' ,' haveto fi ndas manyw ordsf or
thani ndi vi dualard
thev one roint fo' rhef;rstfivewordsin ear^h
t(J Lr r! caiepory _l
b-J
Wild animals
e.g. elephant.fox, giraffe.Iion,
a n dth e ntw o p o i n tsfo r eachw ordafterthat.
won the mostpoints.
S toppl ayafterten mi rutesandseew hi chgrouphas
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UNIT 18 $*cial ased*xzwsw*wxxz*xz*mk
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Intermediate I Askstudents to suggest problems
anysocialandenvironmental thattheycanthinkof Tryto elicit H
'i-3sm* someof the wordsfromthe Keyvocabulary.
2 Writeon the boardanyof thewordsfromthe Keyvocabulary
thatyouthinkyourstudents maynot
J
5{
30-35 minutes
know Elicitor explain
whatthesewordsmean. J
J&3331
To practisevocabularyrelating
Main activity f
to socialissueslike crime,
governmentand the
environment
r cive
each
stude;i
; .;;;;iilil;i
/ " ' . ' ' " ' ' r ' " . - ;ili
o f a p p ro x i m a tetel yn mi nutes.
' ;; ;;;ili.,il ;;; ;;i il;;i; ; ;i;; il;
f
Materiatrs
2 Whenallstudents
students.
havecompleted dividethe classintogroupsof threeto four
theirsheets,
_l
Onecopyof the sheetfor each
student
3 Askstudents to discuss andexplaintheiranswersto theirgroup.
J
ForHomeworkB, an extra copy
of the sheetfor each student
Variation _l
L--l
Weyw*e,abuXaryr
Askstudents
classroom
to completetheirsheetsindividually.
interviewing
as manyotherstudents
Thenallowstudents
as possible
to movearoundthe
in orderto finda partnerwiththe most
-l
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armed forces
deathpenalty
s i m i l aar n s w e rs .
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diseose
drought I
fca
earthquake
eco-friendly
education
Discuss
withthe wholeclassthe moreopen-ended
youfeelyourstudents
willfindparticularly
questions
interesting
fromthe surveyor anyquestions
or controversial.
that
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facility
famine
Homework J
fine
flood
A Choosethreeof the questions
y o u ro p i n i o n .
givingandexplaining
fromthe sheetandwritea few sentences J
rI
forest ftre
geneticallymodified food
global warming
B Usethe sheetto interview
English.
someonefromoutsidethe classand notedowntheiranswersin J
'{
government
health care
J
-a{
hurricane
mode of tansport
J
murder
organicfood l
overpopulation
pollution f
poverty
president
prime minister f
prison
punishment
recycle
shoplifting
j
shortage of natwal resources
snowstorm
unemployment
WQT
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F Sociaf issuessurvey
F
r 4 What do you think shoufdbe the punishmentfor murder- the death penafty,fife in prison,
or somethingelse?
rr r-\
5 What do you think shouldbe the punishmentfor shoplifting- prison, afine, or somethingefse?
rr 6 What would be the first changeyou woufd make if you becamePrimeMinisteror President
rr of your country?
rr a)
7 What new facility would you like to seein the town you live in at the moment?
r
rr I What is your favourite mode of transport?Why?
r O
| | Which three of thesedo you think are the main problemsfor the future of the world -
poverty,famine,unemployment,war, disease,potlution,overpopufation,gfobalwarming,
shortageof naturafresources?
$ snowstorm,forest fire?
F FromcomesforVocobu|oryProcttcebyo'De||&Head@CambridgeUniversityPress2oo3@ lt7
UNIT 18 ffimmzmk
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Upper-intermediate understand
1 C h e c kth a ts tu d e n ts w hatcompound nounsare.E l i cisome
t exampl es,i ncl u ding
one
f
t-{
35-45 minutes
2 Dividestudents intogroupsof threeto four.Civeeachgroupan envelope
themto matchthe cardsto formcompoundnouns.
of wordcardsandask
I
&xgrs annronriate \^/ave.p comooLrnds
the compounds
w i ththe w hol ecl assandtel lthemto di vrde
3 C h e c ka n s w e rs
relatedto crime.Thenaskstudents
i ntoS roups
to explainthelr
in any
f
f
" Y t . ' " Y ' l , U . b . v v |
To practisecommoncomPound to othergroups.
categorisation
nounsrelatedto the themeof
socialand environmental
issues
Main actiuity
I In the samegroups,students shufflethe cardsanddealsevencardsto eachplayer.Therestare l
&ffaterimSs p l a c e dfa c ed o w ni n a pi l e. -J
for Warm-up and nnan actwrtY,
one set of cards,cut uP and Put
2 Pl a y i nthg e g a me :
r S tu d e n ts l o o ka t thei rcardsandputanycompl ete compound w ordsto onesi de.E achst udent f
in an envelope,for each grouP
of three to four students
ForHomeworksA and B, one
th e np l a c e a
r Players
s n yo neof thei runpai red
taketurnsto play.
cardsfaceuPon thetabl e.
f
--{
copy of the sheetfor each
student
Eitherthestudentcanuseone of theirown cardsto matchanyof the face-upcardson
th eta b l el.f th e yareabl eto makea pai r,theyputthosetw o cardsto onesi de.
-J
W*gw**afow3.ary
Or the studentcanpicka cardfromthe pileandtryto matchit witha cardfromtheirhandor
fromthosefaceup on the table.lf theyareableto makea pair,theyputthosetuuocardsto one
l
acid rain
animal rights
battery farmtng
black market
blood sports
bottlebank
side.lf theycan'tmakea pair,theymustkeepthe card.
Notethatstudents
r Whenever
mayonlymakepairsfromthe Keyvocabulary.
a playermakesa pairwrthone of the face-upcardson the table,theyhaveto place
one of theircardsfaceup on the table,so thattherersalwaysthe samenumberof cardsface
i n the 8ame.
u p o n th eta b l eastherearepl ayers
ll
l
capital punishment I Thefirstplayerto get ridof alltheircardsisthe winner.
drug addiction
footballhool[gan
global warmtng Variation
greenhouseeffect shufflethe cardsandlaythemfacedownin frontof them.
I In groupsof threeto four,students
health hazard
Iifter bin
2 Playerstaketurnsto turnoveranytwo cards.lf the cardsforma compoundfromthe Key
oil slick vocabulary,theymaykeepthe cardsandhaveanotherturn.If theydo notform a compounc
ozone layer fromthe Keyvocabulary, theyputthe cardsbackin the sameplace,facedownon thetable.
power cut 3 The game continues untilallthe cardshavebeenmatched. Theplayerwiththe mostpairsis
road rage
the winner.
sexualhorassment
shanty town
sniffer dog
trafficjam
waste disposol In theirprouDs.
o ' . " " r " , 'students
'" Theynamethe compoundword
taketurnsto picka wordfromthe envelope.
wlter shortage associated withthatwordandtalkfor one minuteon thatsubject, theyhaveto
e.g.rftheypickbottery,
welfare state talkaboutbatteryformrng.
Notethat althoughsomeother
compoundsare Possible,e.g. Homework
blood bank, studentswill only
be able to use all the cardsif ustngcompounds
A Writeten sentences fromthe activity wantto remember.
whichyou particularly
they make the compounds B Frndothercompounds whichuseone partof the wordson the page,e.g.bottle
photocopiable
listed above
oDener,bloodbonk.
118
--
Compounds
I
greennouse effect ozone troffic lqm
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