5th edition

Unit 8 Grammar
Building a better future  SB p80 Intermediate

Worksheet A

Building a better future

Complete the questions with the correct form of the word in brackets.
1 What skills do you think will be looking for in the future? (employ)
2 How do you think cities will change to make them for the challenges of the future? (suit)
3 Which species of animal do you think might in the next fifty years? (appear)
4 Do you think housework will be done by robots in houses of the future? (automatic)
5 What gadgets do you think will be invented in the future? How will they be ? (use)
6 What small things do you do to help the environment? (regular)
7 Do you believe scientists’ about global warming? Why/Why not? (predict)
8 In what ways would you like to be in the future? (success)

Ask and answer the questions with a partner.

Worksheet B

Building a better future

Complete the questions with the correct form of the word in brackets.
1 What should people make for a happy retirement? (arrange)
2 What do think will be more important in the future, practical skills or a mind? (create)
3 Do you think humans will make contact with beings in the future? (terrestrial)
4 What’s your idea of perfect for the future? (happy)
5 How can we encourage between different countries about the future of the Earth? (agree)
6 What’s your when people say we should ban air travel? (react)
7 Would you take part in an environmental campaign in your town/city? Why/Why not? (active)
8 What everyday things do you think will become more in the future? (expense)

Ask and answer the questions with a partner.

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 5th edition
Unit 8 Grammar Teacher’s notes
Building a better future  SB p80 Intermediate

Pre-activity  (10 minutes)

Aim
• Write the word excite on the board. Elicit prefixes and suffixes that can
To build words in a personalized pairwork be used to build more words: excitement, exciting, excited, excitedly,
activity and discuss aspects of life in the unexciting.
future • Write the following words on the board: behave, imagine, responsible.
Language • Put students in groups of three and ask them to build as many words as
Suffixes and prefixes , future forms possible from the base, using dictionaries if appropriate.
• Check the answers and decide which group has built the most words.
Skills
Speaking Procedure  (20–25 minutes)
Materials • Explain that students are going to build words to complete questions
about the future and then interview a partner.
One copy of the worksheet, cut in half, per
pair of students • Put the students in pairs. Give Students A worksheet A and Students B
worksheet B. Explain that A and B have different questions and remind
students not to show each other their worksheets.
• Students work individually to build the words and complete the
Answers questions. Remind them that they need to add a suffix/prefix to all the
words in brackets. Allow students to use dictionaries if appropriate.
Pre-activity (You could get students to work in A/A and B/B pairs during this stage.)
behave – behaviour, misbehave, well-behaved, • Explain that students are now going to interview each other using the
badly-behaved questions on their worksheet.
imagine – imagination, imaginary, imaginative, • Students interview each other. Encourage them to ask as many follow-
imaginatively up questions as possible and to give reasons for their answers.
responsible – responsibility, responsibly, • Have a class feedback session. Invite students to tell the class anything
irresponsible, irresponsibility, irresponsibly interesting they discussed with their partner.

Main activity Extension  (15 minutes)

A B
1 employers 1 arrangements • Ask students to take five words each from the vocabulary section on
2 suitable 2 creative p86 of the Student’s Book and write one question with each word to
3 disappear 3 extra-terrestrial ask their partner.
4 automatically 4 happiness • Students work in pairs and ask their partner their questions.
5 useful 5 agreement
6 regularly 6 reaction
7 predictions 7 actively
8 successful 8 expensive

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 Unit 8

multi- patient luck spell legal respect regular -ness

-ate
pre- -ful
Vocabulary

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-ence
re- predict history culture correct honest possible
-ment
-en
un- -less
Prefix and suffix Blockbusters 

colour complete interpret pure hope appear -ity

in- -able
-ing
im-
SB p86

-ive
excite friend organize mature care perfect -ance
il- -ly
-al
dis- -lly
suit employ visible lock educate formal
-er
ir- -tion
-est
5th edition

mis-
Intermediate

take confident create kind imagine conscious -sion

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 5th edition
Unit 8 Vocabulary Teacher’s notes
Prefix and suffix Blockbusters  SB p86 Intermediate

Pre-activity  (10 minutes)

Aim
• Write the words decide, write, honest, care, mobile, down the left side of
To race across the board by making word the board and ask students to make as many words as possible from
families these base words in two minutes, e.g. decision, decisive. Write across the
Language top of the board: verb, noun, adjective, adverb, opposite. Ask students to
call out their words and decide where they fit in the table.
Parts of speech, prefixes and suffixes.
• Point out that
Skills a) sometimes there is no part of speech for a base word,
Speaking and dictionary skills e.g. honest = to be honest.
b) sometimes there are irregular spelling changes, e.g. written doubles
Materials the -t and mobility loses the e.
One copy of the worksheet per group of four c) some words can add two suffixes, e.g. decis + ive + ly.
students. Each group will need two different d) some words have more than one possible form and the meaning
coloured pens and a dictionary. may be different, e.g. mobility/mobile are both noun forms.
• Ask students to pick a word and make a sentence to show how they
know which part of speech it is. Write some examples on the board and
ask if students agree, e.g. Honesty is the most important quality.

Procedure  (25 minutes)

• Explain that students are going to play a team game called
Blockbusters (based on a popular TV series) to practise making word
families with prefixes and suffixes.
• Put students in groups of four, and then divide each group into two
pairs to compete against each other. Give each group a copy of the
board and time to read through the words.
• Explain that the object of the game is to make a path across the board
by winning words and joining up spaces into a line. One team must
make a path from one side horizontally to the other; the other team
must make a path vertically from top to bottom. Teams can choose any
word in any position on the board, i.e. they do not have to start at one
side and they can block each other by winning spaces.
• To win a space, a team must make two more words from the base
word – at least one with a prefix and one with a suffix – and then make
a correct sentence with one of those words, e.g. Team A chooses friend
and makes friendly and unfriendly, and then makes a sentence My
English teacher is very friendly. Team B will decide if Team A has used the
correct part of speech in the sentence, and can check in a dictionary
or with the teacher if unsure. If Team A wins the space, they write their
words in it with their coloured pen. Then it is Team B’s turn to choose
a word. If a team cannot complete the challenge, the space remains
available for either team in a new turn.
• Depending on the level of the group, decide if you will allow
comparative/superlative adjectives, as this can make for an easy option.
Students do not have to use all the prefixes/suffixes around the board,
but they are there to encourage variety. Also, decide if students can use
dictionaries from the beginning or only to check answers.
• Do feedback as a class, checking any common errors or confusion.

Extension  (5–10 minutes)

• For a quick extension activity, students can choose five words from the
grid and try and think of all the parts of speech from that base word.
• Students can make their own game for homework, and provide an
answer sheet with possible answers and parts of speech.

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 5th edition
Unit 8 Communication
Find someone who …  SB p87 Intermediate

1 Complete the diary. Remember to make a note of who, when, and where you’re meeting.

before work/school morning afternoon evening

Thursday
Friday
Saturday
Sunday

2 Find someone who would like to …

1 help you with a new computer programme/game/domestic appliance you bought recently.
(What is it?)
2 get together to do English homework.
3 try the new sports centre/swimming pool/gym in town and try a new sport or activity.
(Which activity?)
4 meet for coffee and practise speaking English.
5 help you move some old furniture out of your house, before the new furniture arrives on
Saturday afternoon. (Which item of furniture?)
6 look after your pet (What animal?) for a few hours at the weekend when you’re
having some noisy building work done.
7 try a new restaurant in town. (Which one?)
8 meet your brother or sister (Name?) who is looking for a new girlfriend/boyfriend.
9 go for a walk/bike ride/picnic (Where?) if the forecast is good over the next few days.
10 plan a leaving party for a friend who is going abroad for a year. (Which friend?)

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 5th edition
Unit 8 Communication Teacher’s notes
Find someone who . . .  SB p87 Intermediate

Pre-activity  (10 minutes)

Aim
• Tell students that there is a new English film on at the local cinema and
To find a time to meet together in a whole ask if they would like to see it together. Using phrases from SB p87 to
class mingle activity suggest times, alternatives, etc. try to reach an agreement to go to the
Language cinema with a group of the students. Before the lesson, warn a couple
of the students that you are going to do this, and ask them to come up
Phrases for arranging to meet with some reasons why they can’t meet you. e.g. I’d love to, but I’m away
Skills this weekend.
Speaking • Ask students what phrases they heard for suggesting, refusing,
accepting, and agreeing to meet. Write these on the board and ask
Materials students if they can think of any others.
One copy of the worksheet per student
Procedure  (25–30 minutes)
• Explain that students are going to try to find times when they can meet
to do different activities.
• Give each student a copy of the worksheet. Give them time to read
through it, and deal with any vocabulary queries.
• Explain that the object of the activity is to fill up their diary with
different activities with different people. Ask students to fill in six
blocks of time in their diary, so that they have ten left blank. They can
fill them in with real commitments or imaginary ones, e.g. they are
only working/studying a half-day on Friday, or they have to take their
children swimming on Saturday morning.
• Ask students to personalize and complete the ‘find someone who …’
phrases, e.g. try a new restaurant in town (the new Italian).
• Explain that they must meet different students for different activities,
i.e. they cannot repeat an activity or a student (unless you have a small
class). They should write down the details of who they’re meeting in
the space on their diary, including when, where and any further details.
• Tell students they now have 15 minutes to fill their diaries, and ask
them to stand up and talk to different people in the room, without
showing their diaries to each other. Monitor and help where necessary,
making a note of general errors.
• Stop the activity after 10 or 15 minutes. Tell students that they can
renegotiate or change some of their options, e.g. if someone is free to
go to dinner at the Chinese restaurant at the same time, but you have
written down Italian, then one of you can change the option to the
same restaurant. Allow the activity to carry on for another five minutes
to see if students can complete any more gaps by renegotiating.
• Do feedback together as a class. Find out who managed to fill up their
diary completely and who still has some gaps. Correct any general
errors together on the board.

Extension  (10 minutes)

• Students choose one of the appointments from their diary and write an
email/text message to another friend giving details of where and when
they’re meeting and inviting them to join. Students shouldn’t write the
name of the friend, only sign it with their own name at the end.
• Collect in the messages and redistribute them around the class at
random. Students reply to the sender either accepting or refusing, with
a reason, and asking one question, e.g. what time, where to meet. They
then return the paper to the original sender, who can reply with another
short message. Monitor and help where necessary. Remind students that
written English in this form is very informal, like conversation.
D000971

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