Photocopiable Activities Overview: Grammar
Photocopiable Activities Overview: Grammar
Photocopiable Activities Overview: Grammar
GRAMMAR
Target language Activity type Dynamic Teacher’s notes
1A Adverbs and adverbial phrases Narrative maze Groups of four p.180
1B The perfect aspect Find someone who ... Pairs / whole class p.180
2A Comparison Competitive debates Pairs / whole class p.180
2B Intentions and arrangements Discussion / group Groups of four / whole p.181
presentation class
3A Inversion Grammar auction Groups of four p.181
3B Future in the past; Narrative tenses Text completion / Pairs / whole class p.181
Roleplay (solving a
crime)
4A Noun phrases Game: sentence chains Groups of four p.182
4B have / get passives Text completion / Pairs p.182
discussion
5A Relative clauses Crossword Pairs p.182
5B Willingness, obligation and necessity Discussion / roleplay (job Pairs p.183
interviews)
6A Simple and continuous verbs Sentence completion / Pairs p.183
roleplay
6B Participle clauses Rewriting / writing a Pairs / groups of four p.183
story
7A Speculation and deduction Reading / retelling / Small groups p.183
discussion
7B Cleft sentences Reordering statements / Individually / small p.184
discussion groups
8A Gerunds and infinitives Dominoes Small groups p.184
8B Conditionals Grammar analysis / Pairs p.184
discussion
9A Reflexive and reciprocal pronouns Sentence completion / Individually / pairs p.184
questionnaire
9B Ellipsis and substitution Rewriting / telling / Individually / pairs / p.185
writing a story whole class
10A Regret and criticism structures Text completion / writing Individually / small p.185
criticisms / advice groups
10B Passive reporting verbs Roleplay (media Pairs p.186
interviews)
176
VOCABULARY
Target language Activity type Dynamic Teacher’s notes
1A Language learning Questionnaire / Individually / groups p.186
discussion / advice
1B Describing changes Describing graphs Pairs p.186
2A Multi-word verbs: Social interaction Sentence completion / Pairs p.187
narratives guessing game
2B Verbs of movement Writing a story Pairs p.187
3A Wealth and poverty Text completion / giving Pairs p.187
advice
3B Landscape features Writing for a travel Pairs p.188
website / discussion
4A Instinct and reason Guessing characteristics / Individually / whole class p.188
discussion
4B Memory Matching / questions and Pairs p.188
answers
5A Crime and justice Information gap / Pairs p.188
discussion
5B Employment Find someone who … Whole class p.188
6A Adjectives: Describing arts and Questionnaire / Pairs p.189
culture discussion
6B Emotions Sentence completion Pairs p.189
7A Compound adjectives Defining words Pairs p.189
7B Nouns with suffixes: Society and Discussion / debate Pairs / groups of four p.189
relationships
8A Sleep Odd one out Groups of three p.190
8B Ageing and health Writing a brochure for a Groups p.190
spa
9A Verbs with re- Sentence completion / Pairs p.190
questions and answers
9B Describing buildings Crossword Pairs p.190
10A Communication verbs Describing and guessing Groups of four p.191
10B Superstitions, customs and beliefs Questionnaire Individually /pairs p.191
177
WORDPOWER
Target language Activity type Dynamic Teacher’s notes
Unit 1 Idioms: Body parts Describing and guessing Individually / pairs p.191
game
Unit 2 Idioms: Movement Matching / writing Individually / whole class p.191
sentences / find someone
who …
Unit 3 Idioms: Landscapes Vocabulary test / text Individually / pairs p.192
completion / giving
advice
Unit 4 mind Find someone who … Groups / whole class p.192
Unit 5 Idioms: Crime Board game Pairs p.192
Unit 6 Idioms: Feelings Describing and guessing Groups of three p.192
game
Unit 7 self- Matching puzzle Pairs / groups of three p.192
Unit 8 and Pelmanism Groups p.193
Unit 9 build Matching / discussion Pairs p.193
Unit 10 luck and chance Sentence completion / Pairs / groups of four p.193
discussion
178 178 178
PRONUNCIATION
Target language Activity type Dynamic Teacher’s notes
Introduction Terminology and phonetic Pelmanism / wordsearch Pairs p.193
symbols
1B Sentence stress Reading out quotations / Pairs p.194
discussion
1C Sound and spelling: ea, ee Recognising sounds / Pairs p.194
and ie challenge board
2A Consonant–vowel linking Dictation / guessing Pairs p.195
punchlines
2C Emphatic stress Odd one out Groups of three p.195
3A Tone in inversion Pelmanism Small groups p.196
structures
3C Consonant groups across Sound maze Pairs p.196
words
4A Sound and spelling: /ʃəs/, Recognising sounds / Small groups p.196
/iəs/, /dʒəs/ board game
4C Homophones in words and Aural discrimination Pairs p.197
connected speech
5A Sound and spelling: s and Sound maze Pairs p.197
ss
5C Main stress Ordering / acting out a Pairs p.197
dialogue
6A Sentence stress Roleplay (shortlisting Pairs p.197
candidates) / discussion
6B Main and emphatic stress: Reacting to news Pairs p.198
adverbs and adjectives
7A Main stress: compound Fortune-telling game Pairs p.198
adjectives
7C Sound and spelling: ou Board game Groups of four p.198
and ough
8B Pitch: extra information Logical puzzle Groups of four p.198
8C Intonation in implied Negotiating game Pairs p.199
questions
9A Sound and spelling: re- Crossword Pairs p.199
9C Sound and spelling: Information gap Pairs p.200
foreign words in English
10A Word groups and main Describing and Pairs p.200
stress discussing experiences
10C Tone in question tags Roleplay Pairs p.200
179
Teacher’s notes for photocopiable activities
Thankfully, we soon found the keys next to the box. Put students into pairs and give each student a sheet. Ask
students to make the three sets of phrases into questions
Write these question words on the board and elicit with the perfect aspect including past, present, future,
examples of adverbs and adverbial phrases in each simple and continuous (sometimes both simple and
category: continuous are possible). Check answers as a class.
how? = very well, angrily, as fast as possible, by chance, Students go round the class and ask each other the
gradually, gently questions. They then ask follow-up questions to get more
when? = later, the next day, at the break of dawn details and write down the answers. Monitor and make
sure they are using the perfect aspect correctly in questions
where? = there, in the corner, in front of me and answers. The first student to find a name and answer
how often? = rarely, never, frequently for all the questions is the winner. You could set a time
limit, e.g. 15 minutes, and ask students to ask as many
how likely? = definitely, obviously, without a doubt questions as possible to as many people in that time.
comment? = unfortunately, surprisingly, clearly As feedback, ask students to report on interesting
degree? = a bit, extremely, quite, absolutely information they found out about each other using the
perfect aspect.
Put students into groups of three or four and give each
Answers
group a sheet. Set the scene for students. They are hiking
1 Had you moved
alone through the mountains when the weather starts to
2 Had you started
get worse. Ask them what they would do in this situation. 3 Had you met
Read the first square together and explain that students 4 Had you learned / been learning
must add appropriate adverbials instead of the words in 5 Had you thought / been thinking
brackets, e.g. (how?). Elicit appropriate adverbials: 6 Have you won
7 Have you worked or studied / been working or studying
You are hiking through the mountains in autumn. There’s
8 Have you travelled / been travelling
almost certainly going to be a storm. 9 Have you not had / been having
With weaker groups, you may wish to do the whole 10 Have you done / been doing
activity once as a class, before asking groups to work 11 Will you have saved / been saving
12 Will you have celebrated / been celebrating
independently.
13 Will you have achieved
In their groups, one student reads out the first square and 14 Will you have taken / been taking
the group suggest and agree on suitable adverbials. The 15 Will you have prepared or trained / been preparing or training
reader then reads out the options and the group choose
what to do next. They continue in this way until they find
one of the endings. Monitor and help with any unknown 2A Comparison
vocabulary. Check students know what a yeti is (a big Photocopiable activity on p.203
creature like a human covered in hair that is believed by some
people to live in the Himalayas). You will need one sheet for each pair of students, cut in half.
As feedback, get students to read out some sentences Ask students if they would rather have a cat or a fish
with adverbs and adverbial phrases. As there are different as a pet. Elicit comparisons using modifying words and
endings, students can play the game several times in the expressions: It’s a bit easier to look after a fish. It’s a lot
same and different groups. more rewarding to have a cat as a pet because they keep you
company. Encourage students to use a range of modifying
words and expressions. Encourage students to challenge any
EXTRA ACTIVITY statements they think are not true, e.g. Actually, fish are more
Students work alone and use the sheet to write a story. Tell difficult to care for, because you need to maintain their tanks.
them they can add any additional details they wish. Give
Split the class into two teams, A and B. Give each student
students ten to fifteen minutes to do this. Students read their
their part of the sheet, A or B. Explain that each team has
stories out to their groups. At the end, each group votes for
opposite statements to justify on their half of the sheet.
their favourite story.
180 Grammar
Ask students to work in pairs in their teams and think with a mistake with inversion. Monitor and make sure the
of as many reasons as they can to defend each of the mistakes are with an inversion structure.
statements on their sheet. Give students three minutes to
Check which sentences are correct so groups can see
come up with reasons for statement 1 and ask them to
how much they have won. As feedback, write some of the
make notes. Point out that they should pretend to agree
incorrect sentences on the board for the whole class
with the statement even if they have the opposite opinion
to correct.
or no opinion at all. Ask teams to give their reasons in
turn. Any pair with a new idea can contribute it. The other Answers
team can challenge a reason if it isn’t true / it’s similar to The following sentences are incorrect in Activity A:
a reason already given / there’s no evidence – the teacher 4 Seldom have been I in such a situation. have I been
is the judge. The team with the most correct reasons wins 6 Not only once did the idea come into her head. Not once
a point. Then teams move on to the next statement. The 7 Only then John did realise he was in big trouble. Only then did
John
winning team is the team with the most points at the end.
8 Not we did waste a dollar while travelling around the world. Not
As feedback, ask for students’ true opinions about some of a dollar did we waste
the statements. 9 Scarcely had we arrived it was time to leave. arrived than it /
when it
Grammar 181
4A Noun phrases Ask students to discuss which people they think were
unlucky, and which people caused their own problems. As
Photocopiable activity on p.207 feedback, ask if students know of anyone who has had a
You will need one sheet for each group of four students, similar experience to any of the events in the stories.
cut up. Answers
Write on the board: I didn’t have any money. Ask students, Andy 1 getting sacked / fired / made redundant 2 got his
hair cut 3 got his old suit cleaned 4 he had it stolen / it got
in turn, to add one element at a time to make the noun
stolen 5 got his neighbour to lend him her bike 6 got him
into a complex noun phrase, e.g.
sweating 7 had him waiting / got him to wait
I didn’t have any spending money. David 1 got (himself) trapped 2 have/get it fixed 3 got
David to tell him 4 had been paying him 5 got the lift working
I didn’t have any spending money for my holidays. / to work 6 David got introduced by the CEO 7 get fired/
sacked 8 had him repaying the money / got him to repay the
I didn’t have any spending money for my holidays from my
money
parents. Gerard 1 he got stopped by a security officer 2 had him open
I didn’t have any spending money for my holidays from my / got him to open 3 having the security officer search his bag
parents which I could use to pay for the damage. 4 had/got the coin valued by an expert 5 got himself arrested
6 had/got him to pay a fine
Elicit from students different ways of making noun phrases Serena 1 had her practising / got her to practise 2 she got
complex, e.g. adding adjectives, prepositional phrases, criticised by her mother 3 got her mother to believe 4 she had
relative clauses. her photo taken 5 had Serena staying in
Pam 1 she had had it stolen 2 got her neighbour 3 It got
Put students into groups and give each group a set of cards. Pam thinking 4 the house might get burgled (by the man)
Ask students to put the cards face down on the table. One 5 to get the man arrested 6 had Pam waiting 7 to have/get
student takes a card and says the sentence, and then adds the locks changed
to the noun to make it more complex. Another student Karmel 1 (she) got thrown off her horse 2 had her leg
adds to the noun phrase in the same sentence, and so on. broken / her leg got broken 3 She got taken to hospital in an
ambulance 4 had/got her leg set by the doctors 5 had her
The final student to add to the noun phrase and make a
lying down 6 to get shouted at (by everyone) 7 got her friends
meaningful sentence gets a point. Another student begins
to bring 8 got her other leg broken
again with a new card. Play for 20 minutes and see who
has the most points.
As feedback, see what the most interesting sentences were
5A Relative clauses
and analyse the noun phrases on the board. Photocopiable activity on p.209
You will need one sheet for each pair of students, cut up.
NO-CUT VARIATION
Write these definitions with relative clauses on the board:
Students choose sentences to start with and then cross the
sentences off. A person who steals things. (thief)
The place in which trials take place. (court)
EXTRA ACTIVITIES Whatever the judge decides to do with a criminal. (sentence)
1 As a group, students write down the final version of the Elicit the word that is being defined and elicit the relative
sentences. They then check with the rest of the class to clauses in each sentence. Give each student a sheet, A or
find out who made the longest sentence for each card. B. In Activity A, students should work in AA and BB pairs.
2 Students make cards to add to the game. Ask them to complete the relative clauses in each clue.
Monitor and help as necessary. Check each pair’s answers.
4B have / get passives In Activity B, ask students to work in AB pairs. Students
read the clues to each other. Their partner tries to guess
Photocopiable activity on p.208 the correct word to complete the crossword. If necessary,
You will need one sheet for each pair of students, cut up. students can expand the definitions further in order for
their partner to guess the answer correctly.
Start with a review of have / get passives. Tell students:
Someone stole my car. Elicit: My car got stolen. I had my car As feedback, ask students to tell you which clues they
stolen. Tell students that actually it was someone else’s found the most difficult to guess.
fault: My husband left the car running outside a shop so it was Answers
stolen. Elicit: My husband got my car stolen. Tell students: Student A
I couldn’t persuade the police to look for the thief. Elicit: I
1 whose 4 of which 6 by whom 7 who/that
couldn’t get the police to look for the thief.
8 by which 9 who/that 10 in which 11 whoever
Put students into AB pairs. Give each student their part of 14 which/that 16 when / at which
the sheet. Ask them to read about the people and rewrite Student B
the parts in italics using have / get passives. Tell students 1 in which / where 2 that/which 3 whose 5 who
that there are sometimes different ways of rephrasing the 9 when / in which / during which 12 to whom
text. Monitor and help as necessary. For weaker classes,
13 of which 14 when / in which / during which
put students into AA pairs and BB pairs first.
15 for whom / to whom / whose
In their AB pairs, students tell each other their three
stories, ensuring they use the passives.
182 Grammar
5B Willingness, obligation and necessity 6B Participle clauses
Photocopiable activity on p.210 Photocopiable activity on p.212
You will need one sheet for each student. You will need one sheet for each pair of students.
In Activity A, put students into pairs. Give each student Write this sentence on the board and ask students to
a sheet and ask students to read about the zookeeper. rewrite it using participle clauses:
Then ask students what requirements there would be for
We were excited by the plans to donate our old clothes and
a person in that role. Elicit some ideas, e.g. It would be
I started organising the collection. (Excited by the plans to
essential to have experience of working with animals. Some
donate our old clothes, I started organising the collection.)
kind of qualifications in ecology would be desirable. Ask: What
would the working conditions and the pay be like? Elicit ideas, Ask students if second-hand shops are common where they
e.g. working outside. (You may wish to tell students that the live and if they use or would use them.
pay for a zookeeper in the UK is around £14,000 per year,
Give each student a sheet. In Activity A, tell students to
which is less than half the national average pay.)
work in pairs and rewrite the story using participle clauses
Students discuss all the jobs, and complete the where possible. Monitor and check.
requirements section and the conditions and benefits
In Activity B, put students into groups of four. Ask them to
sections for each job. Monitor and make sure they’re using
discuss how the story might end, using the prompts to help
the structures for willingness, obligation and necessity
them, then write the continuation. Give a word limit of
where necessary. Take class feedback on students’ ideas.
150 words. Remind students to use participle clauses. Each
In Activity B, each student chooses a job to apply for and group reads out their stories to the rest of the class, who
tells their partner what it is. Then each student works can then decide which story is the most interesting.
alone to prepare interview questions to ask their partner,
Suggested answer
using their completed job descriptions from Activity A
Walking down the street one day, I noticed a second-hand shop.
and the language of willingness, obligation and necessity, Not having much time, I was going to pass by but my eye was
e.g. Would you be willing to live on site? Do you have any caught by a coat in the window display. It seemed strangely
objection to working weekends? Students conduct both familiar. Going up to the window, I looked at it more closely. It
interviews and each interviewer decides whether or not was my old winter coat! Not having worn it for years, I had left it
their partner is suitable for the job they applied for. Take hanging with all my other old clothes at the back of my wardrobe.
class feedback on the results of the interviews. Wanting to find out how the coat, bought with my own money, had
got there, I went inside the shop. The shop assistant was cashing
6A Simple and continuous verbs up for the day and, suddenly feeling quite angry, I rushed up to
her and demanded, ‘Give me my coat!’ Smiling, the shop assistant
Photocopiable activity on p.211 said, ‘Don’t you remember the day you gave it to us? And don’t
you remember why?’ Staring at her, I realised she was right. A long-
You will need one sheet for each student. forgotten memory was surfacing in my mind …
Read out some sentences in the simple and continuous,
and ask students to say if they are correct or incorrect, 7A Speculation and deduction
e.g.: That fresh coffee smells lovely. (correct) What are you
thinking about nuclear energy? (incorrect, are you thinking do Photocopiable activity on p.213
you think) Do you feel all right at the moment? (correct) Your You will need one sheet for each student.
attitude is astonishing me. (incorrect, is astonishing astonishes)
Tell students this puzzle: A man is lying injured in the middle
In Activity A, give each student a copy of the sheet. Ask them of a field and there is a bag next to him. What happened?
to complete the sentences with the best form of the verb Elicit explanations using the language of speculation and
in brackets, thinking about the tense and whether the verb deduction, e.g. There could have been something dangerous
should be simple or continuous. Tell students that there may in the bag. Give the solution – the man is a parachutist and
be different correct answers. Check answers as a class and the bag contains his unopened parachute.
ask students to explain why the verb is simple or continuous.
Put students into groups of four, ABCD, and give each
In Activity B, put students in small groups. Students need student a sheet. Ask students to focus on their own story to
to decide on a single situation in which four or more of start with, reading it and thinking of three explanations for it,
the sentences might come into conversation. They then using the language of speculation and deduction in the box.
choose roles and practise a conversation which uses as Point out that there are no correct answers – these mysteries
many of the sentences as possible. Each group performs remain unsolved. Ask students to take it in turns to present
their conversation for the class. Give each group a point for their mystery to their group and discuss possible solutions for
every sentence they use correctly and points for creativity it. The group should think of as many explanations for what
so that there is a winner. happened as they can. Then compare explanations as a class.
Answers
1 was / had been hoping 2 don’t suppose 3 were leaving EXTRA ACTIVITY
4 don’t recognise 5 have been thinking 6 really depends
Students work in pairs to rewrite the Tamam Shud mystery,
7 will have been living / lived 8 impresses; ’ve achieved
9 is being 10 didn’t mean 11 have been seeing / seen changing the following details: the beach location and the
12 regard 13 is / was / has been constantly complaining country; the words on the paper and their language; the
14 Are; following 15 was / had been wondering place where the book was found; what the woman said on
the phone. Students exchange mysteries with another pair
and think of as many explanations as they can, using the
language of speculation and deduction in the box.
Grammar 183
7B Cleft sentences grammatically correct, e.g. Wouldn’t you rather / speak to
her?, The best thing is / I’ve got enough money, etc.
Photocopiable activity on p.214
If the student can’t find a correct domino or puts one
You will need one sheet for each student. down that isn’t grammatically correct, the other player
Read out some statements and ask students to make them has another turn. The activity is designed so that most
into different types of cleft sentences: dominoes have several options, but monitor and help as
necessary. The game continues until all students have
She needs a good holiday. (What she needs is a good placed their dominoes correctly.
holiday. It’s a holiday that she needs.)
I went to England to study. (The reason I went to England NO-CUT VARIATION
was to study. The place I went to study was England.) Students work in groups and take it in turns to make
Give each student a sheet. In Activity A, ask students to sentences using the sentence halves on the sheet, e.g.
work individually and rearrange the sentences. Students Wouldn’t you rather have finished?, and crossing out the
compare answers in pairs, then check answers with the class. squares that have been used. Students are eliminated from
the game when they can’t make a correct sentence. The last
In Activity B, students discuss the statements in small groups,
student left is the winner.
seeing how far their classmates agree with each. Encourage
them to use cleft sentences where possible during their
discussion, e.g. It’s not computer games that are the problem.
EXTRA ACTIVITY
As feedback, find out which statement most students Students work in pairs. Give each pair two dominoes (four
agreed with and which most disagreed with. sentence halves) and ask them to write a short dialogue
Answers containing the sentence halves. Ask a few pairs to role play
1 What worries me is the amount of time kids spend on computer their dialogues for the class.
games.
2 The reason online education is so popular is simply its
convenience. 8B Conditionals
3 What technology does is replace face-to-face communication.
Photocopiable activity on p.216
4 It’s only people with too much time to waste who use social-
networking sites. You will need one sheet for each pair of students.
5 The worst thing is that our personal data is all over the Internet.
6 It’s these online dating sites that are dangerous. Write these sentences on the board and ask students to
7 It is just older people who still prefer printed books. correct them:
8 What the government shouldn’t do is monitor and regulate
If I would speak French, things would be easier. (would speak
people’s Internet use.
spoke)
Have you reminded me, it would have helped. (Have Had)
EXTRA ACTIVITY
Students rewrite four sentences so that they express their Don’t go in case you’re worried. (in case if)
own opinions, e.g. What worries me is the amount of time In Activity A, put students into pairs and give each pair a
kids spend online unsupervised. Then put students into new sheet. Ask students to read the conditional questions and
groups to discuss the sentences. decide which type of conditional they are. Check answers
as a class.
184 Grammar
In Activity B, put students into pairs. Students ask each Suggested answers
other the questions, record their partners’ answers and I finished work as usual, put my coat on and left the office. I decided
then read the analysis. As feedback, find out who had to walk home for a change because it was a sunny day. I turned
mostly As, Bs and Cs. the corner and was going to go up my drive but didn’t because I
couldn’t. Why not? My house wasn’t there! It had just disappeared!
Answers I couldn’t believe it! There was a gap where it had stood, a
1 A me B myself C myself completely empty space. My neighbour’s house was there and so
2 A herself B her, her C each other / one another was her car. Anyway, I decided to take some action; I went to my
3 A himself B himself C him neighbour, an old lady, and knocked on her front door. She came
4 A yourselves B myself C them to the door, opened it and asked, ‘Who are you?’ I said, ‘I am your
5 A ourselves B each other / C myself neighbour. I’ve lived here for ten years.’ She looked at me but didn’t
one another seem to recognise me and said, ‘I don’t know you. Nor do I want to.
6 A myself B myself C him Now go away.’ She slammed the door and left me on the doorstep.
7 A it B itself C myself It was like a dream, a bad dream, and I wanted to wake up but I
couldn’t. The bad dream was reality. I thought about phoning the
police but didn’t because they would probably think I was crazy.
EXTRA ACTIVITY (You might think so too.) Just as I was beginning to feel desperate, I
Put students into pairs. Ask some pairs to write ‘Five rules for noticed something on the floor. It was an envelope and inside was
a message: ‘Do you want to get your house back? If so, follow these
playing it safe’ and the others to write ‘Five rules for living
instructions and you will. You need to remember someone you
life on the edge’, using at least three reflexive and reciprocal met yesterday, find them and help them more than you did before.
pronouns. As feedback, elicit one rule from each pair. That person has / They have the key to your house in more ways
than you think.’
9B Ellipsis and substitution
Photocopiable activity on p.218 10A Regret and criticism structures
You will need one sheet for each pair of students, cut in half. Photocopiable activity on p.219
Write on the board: I never wanted to become a teacher but You will need one sheet for each student.
I became a teacher and I enjoy being a teacher. Ask students Tell students about a situation in the past where you feel
to write the sentence down in a more natural way using you, or someone else, did something wrong, e.g.:
ellipsis and substitution. (I never wanted to become a
teacher but I did and I enjoy it.) It was my birthday and I had a really big party in my flat. The
neighbours got really angry because they couldn’t get to sleep.
Put students into AB pairs. In Activity A, give each student
their half of the sheet and ask them to read it. Then ask Invite students to criticise what you did and didn’t do, and
students to work on their own and rewrite their story half, give you some advice. Write the key structures they use on
making it more natural using ellipsis and substitution. the board: You could have ... , You shouldn’t have ... , If they
Monitor and help as necessary. Accept all appropriate had known ... , etc. Then share a few of your regrets and
versions. write the key structures on the board: If only I had (told
them about the party in advance); I wish I had (invited
In Activity B, Student A reads their version of the first part them); it would have (been a great opportunity to get to
of the story to Student B. In Activity C, Student B reads know them better).
their version of the second part of the story to Student A.
In Activity D, give students 15 minutes to work in their Give each student a sheet. In Activity A, ask them to read
AB pairs and make an ending to the story. You could ask the problems and choose the correct verb forms. Check
them to write an ending or just make notes. If students are their answers as a class.
struggling for ideas, provide some prompts: In Activity B, put students into small groups. Ask them to
How could the house have disappeared? Are there any natural criticise the people for what they did or didn’t do, and then
explanations? discuss what advice they would give to each of the people
using the language of criticisms and regrets. Tell them to
Was the neighbour lying when she said she didn’t know the write at least two sentences for each post.
narrator? Could she be involved in the mystery?
As feedback, find out which group has the best advice.
Who was the person the narrator met yesterday?
What help did that person need? EXTRA ACTIVITY
How could that person help get the house back? Students think of their own situation where they regret
something they have/haven’t done. Other students then
Ask them to compare their endings with the rest of the criticise and give advice.
class. The class can vote on the most interesting ending.
As you monitor this stage, write down examples where Answers
students could have used ellipsis and substitution better
1 would 2 hadn’t bought 3 wouldn’t have taken 4 should
and write these on the board for whole-class feedback. 5 have taken 6 would 7 If only 8 would have liked 9 left
10 spoke 11 tried 12 should have warned 13 lived
14 shouldn’t
Grammar 185
10B Passive reporting verbs VOCABULARY
Photocopiable activity on p.220
1A Language learning
You will need one sheet for each pair of students, cut up.
Photocopiable activity on p.221
Write these sentences on the board and tell students to
transform them into sentences with passive reporting verbs: You will need one sheet for each student.
A lot of taxpayers’ money is wasted. (It is widely believed In Activity A, tell students they are going to think about
that a lot of taxpayers’ money is wasted.) how easy or difficult they find their English studies. Give
each student a sheet. Demonstrate by asking a strong
Corruption is getting worse. (It is thought that corruption is student: Do you find it easy to pick up new English expressions?
getting worse.) and ask the student to give his/her answer a score of 1
Many government ministers abuse their power. (Many (very strongly disagree) to 5 (very strongly agree).
government ministers are said to abuse their power.) Tell students they have to read each statement and give it a
Divide the class equally into Deputy Ministers of Culture score according to how much they agree with the statement.
and journalists and give students the corresponding parts Give students five minutes to complete the questionnaire.
of the sheet for Interview 1. Ask Deputy Ministers to work Monitor and help as necessary.
in pairs and discuss what the possible questions might be.
Tell the journalists that they have to be careful about what In Activity B, put students in groups of four or five so they
they say. Ask them to work in pairs and prepare questions can discuss their answers.
with passive reporting verbs. Encourage students to ask for and give advice on how to
Put students into new pairs (a Deputy Minister of Culture improve various areas.
and a journalist) to conduct the interview. Monitor and
check that the journalists are using passive reporting verbs EXTRA ACTIVITY
appropriately. Ask the groups to think of a piece of advice for each of the
Students swap interviewer and interviewee roles, and statements. As feedback, ask the class to decide which is the
repeat the procedure for Interview 2 between a Minister best piece of advice for each statement. Produce a definitive
of Culture and a journalist. list of advice for the class. This list can be shared on a class
noticeboard or class wiki.
As feedback, elicit the sentences with passive reporting
verbs used by the journalists and compare with the
suggested answers. Discuss whether the journalists have 1B Describing changes
enough reliable information from the two interviews to
Photocopiable activity on p.222
publish a story.
Suggested answers
You will need one sheet for each pair of students, cut in half.
Interview 1 Put students into AB pairs. Give each student their part of
It is said that you were the only candidate allowed to apply for the the sheet. Point out that they each have two graphs: one
post. complete, one blank. Tell students not to show their graphs
The Minister and you are reported to be old school friends and to each other.
former business partners.
It is alleged that you left business because you were fired for Demonstrate the activity by drawing a simple line graph on
misuse of company finances. the board to represent the following information. Describe
800,000 euros are believed to be unaccounted for in the latest it to students: In January, there were 68 students in the
accounts of the Ministry. school. There was a barely perceptible change in February, and
It is rumoured that you bought a new yacht costing an estimated
then there was a rapid rise through March and April. There
800,000 euros.
Staff at the Ministry are understood to have been made to work
was a steady upward shift over the summer months before
overtime for no extra pay. there was a noticeable downward trend until November. After
It is suspected that several staff who complained about this were which numbers rose substantially to finish the year on 105.
fired.
Ask students to take turns to describe their graph to their
The Ministry is understood to have recently closed down a website
partner, who then draws the graph on their blank graph.
which was critical of its work.
Student A starts. Tell students they can give the January
Interview 2
and December percentages, but not the percentages of the
It is rumoured that the extension to the Ministry of Culture building
months in between.
cost the taxpayer two million euros.
Funding for the arts is understood to have been cut. When they have finished, students compare graphs to see
It is said that your salary has increased 300% since you came into how accurate they were.
office.
Cleaners in the Ministry are reported not to have been paid for
three months.
Your partner is said to work as your secretary on a large salary but
is never actually seen at work.
It is reputed that you received a personal loan to build a swimming
pool in your mansion.
Your son is believed to have received a loan to start a tourism
company.
It is alleged that you have just come back from a six-week holiday
in Barbados, paid for by the taxpayers.
Students then take it in turns to choose a situation from Put students into pairs and give each pair a sheet. In
the sheet and describe it to their partner, who guesses the Activity A, ask students to work together to complete the
situation and the verb. Encourage them to be as descriptive article. Point out that sometimes more than one answer is
as possible and tell them to describe all the situations. possible.
For strong classes, ask students to turn over their sheet so In Activity B, put students into new pairs and ask them to
that they can’t see the situations or the multi-word verbs. discuss the questions. As feedback, find out what the most
common opinions are.
Answers
1 fit in 2 bombarded; with 3 brought out 4 come across Answers
5 hold; back 6 cut; off 7 slip out 8 relate to 9 ran; down 1 disposable income 2 hardship 3 impoverished/deprived
10 went on 4 make ends meet 5 destitute/impoverished 6 live within our
means / make ends meet 7 well-off 8 prosperity 9 affluent/
well-off 10 deprived
EXTRA ACTIVITY
Tell students to write sentences summarising their partners’ EXTRA ACTIVITY
descriptions of the situations, e.g. When Pedro had an
Play Backs to the board using the vocabulary from lesson 3A
interview, it was important that he came across well.
and the guidelines from the Teaching Plus notes on p.175.
Vocabulary 187
3B Landscape features Tell students to take it in turns to ask and answer the
questions.
Photocopiable activity on p.226
Monitor and note any interesting answers to go through as
You will need one sheet for each pair of students. feedback.
Put students into pairs and give each pair a sheet. Go Answers
through the instructions with the class. Point to the 1 e 2 h 3 i 4 l 5 g 6 b 7 j 8 k 9 f 10 a
first picture of a campsite in the desert and elicit any 11 c 12 d
vocabulary related to deserts (e.g. arid, huge sand dunes,
remote area, untouched wilderness, etc.). Ask students which
of these phrases it would be appropriate to use to sell this VARIATION
destination to prospective customers (untouched wilderness, As above, but cut the grid in two. Give the first halves of the
remote area). Ask them why these features might be a questions to Student A, and the second halves to Student B.
good selling point and how they would change the current Students take it in turns to read out a half question and their
description to include these phrases. partner supplies the other half. They then ask and answer
Students work in pairs to improve the website descriptions the questions.
for each destination. Remind students to use the vocabulary
of landscape features from lesson 3B in order to sell each
destination. Give students 15 minutes to complete the task.
5A Crime and justice
Monitor and help with any vocabulary as necessary. Photocopiable activity on p.229
Students then swap their descriptions of the holiday You will need one sheet for each pair of students, cut in half.
destinations with another pair. They read and discuss the Divide the class into two groups, A and B. Give each
other pair’s descriptions and choose the most appealing student their part of the sheet. Tell students each group
destination, giving reasons for their choice. has the same story, but with different information missing.
As feedback, discuss which destination is the most popular Give each pair a sheet. In Activity A, put students in
and why. AA and BB pairs. Ask them to read the story and try to
complete as many gaps as they can. When students have
finished, tell them to work out the questions they need to
EXTRA ACTIVITY ask to check their answers.
Ask pairs to consider the activities that tourists might be
able to do in each of the destinations (e.g. scuba diving in In Activity B, put students into AB pairs, telling them
Thailand). They then add these activities to the descriptions not to show their sheets to each other. Students then ask
they’ve already written, again considering how to best sell questions to check their answers are correct or complete
the gaps.
the activities as part of the holiday package.
Students then discuss the text and the questions in their AB
4A Instinct and reason pairs.
Put students into pairs and give each pair a sheet. Students
work together to match the question halves. Monitor and
help as necessary. Check answers as a class.
188 Vocabulary
EXTRA ACTIVITY Students can then change partners and repeat the activity.
Write the different sectors (manufacturing, financial, public, As feedback, ask students if they learned anything
etc.) on the board. For each sector, ask Who would like to interesting about their classmates.
work in this sector? and Who would hate working in this
sector?, and write the numbers under the sectors on the EXTRA ACTIVITY
board, to see which are the most and least popular ones. Tell students to swap their sheets with their partner.
Divide the class into three groups. Give each group one of Students focus on their partner’s negative sentences and
the three most popular and one of the three least popular give suitable advice or a solution for those situations, e.g.
sectors. Give them five minutes to think of advantages and students could suggest to someone who was absolutely
disadvantages for each one. Then ask the questions above devastated over the death of their pet rabbit that they could
again, to see if any students have changed their mind about have bought another one. As feedback, ask for examples
working in any particular sector. of advice offered and ask students whether they think it is
useful or not.
6A Adjectives: Describing arts and culture
Photocopiable activity on p.231
7A Compound adjectives
Photocopiable activity on p.233
You will need one sheet for each pair of students.
You will need one sheet for each pair of students, cut up.
Ask a strong student: What was the last book you read? How
would you describe it? (e.g. exciting). Write on the board: Put students into two groups, A and B. Give each student
A book you think is exciting and then write the title of the their part of the sheet. Point out that students have a grid
book the student gave you next to it. made up of words and pictures. Tell them to focus on the
words. Ask students to work out how they can describe
Tell students they are going to work together to write
the words that they have, e.g.: My friend always forgets
the names/titles of books, people, etc. according to
things – other people’s birthdays, where he has parked his car,
descriptions on the sheet.
appointments – he is very ... to describe absent-minded. An
Put students into two groups, A and B. Then divide each experience that is a little bit dangerous, but very exciting, is …
group into pairs and give each pair a sheet. to describe hair-raising.
In Activity A, students work in their pairs (Pair A or Pair B) Give students time to work out how to explain the words.
to think of their examples. Tell students that they need Monitor and help as necessary.
to be able to explain their choices. Monitor and help as
Put students into AB pairs. Tell them not to let their
necessary. In Activity B, an A pair works with a B pair to
partners see their sheet. Tell students to take turns to
compare and discuss ideas. Students then compare ideas in
ask for an explanation of the missing words by choosing
a new AB pair.
a picture and giving the code (e.g. A1, A2, etc.) to their
As feedback, ask a strong student Have you found out about partner. Student A starts by giving a code to Student B.
a film you would like to see? or What interesting thing did you Student B gives the explanation, and Student A uses the
find out? explanation and the picture to work out the word. Students
continue until they have worked out all the words.
VARIATION
You will need one sheet for each pair. VARIATION
Put students into pairs. Give each pair a sheet. Tell students Instead of taking turns to choose a picture and give a code,
to work together to complete the 16 gaps. To make the students take turns to select a word at random and give
activity shorter, tell students to complete only Pair A’s eight the explanation. Their partner then guesses the word and
gaps. Each pair then works with another pair to compare matches it with a picture.
ideas and make a new list. The group of four then works with
another group of four to make a new list, and so on, until a 7B Nouns with suffixes: Society and relationships
definitive class list has been drawn up. Photocopiable activity on p.234
6B Emotions You will need one sheet for each pair of students.
Tell students they are going to create a new community
Photocopiable activity on p.232
where they can decide on the qualities people have. Put
You will need one sheet for each pair of students, cut up. students into pairs. Give each pair a sheet. In Activity A,
ask students to look at the words and elicit a few desirable
Give each student their part of the sheet. In Activity A,
qualities/behaviours and a few undesirable qualities/
students work alone to complete the sentences so that
behaviours. Make sure students understand the meaning
they are true for them. Monitor carefully to make sure the
of all the words. Ask students to work in their pairs and
examples are appropriate for the adjectives.
agree on three desirable qualities their new community or
In Activity B, demonstrate the aim of the activity by the people in it should have, as well as three undesirable
saying: When I was ten, I was absolutely devastated when my qualities. Tell students to explain how their community
pet rabbit died. Put students into AB pairs. Students then would ensure the principles were maintained. Set a time
read their sentences to their partner without using the limit of ten minutes. Monitor and help as necessary.
adjectives in italics, and their partner tries to work out the
adjective in each sentence.
Vocabulary 189
In Activity B, put students into groups of four. Ask students In Activity A, give students time to choose three signs of
in each group to explain their lists to their group and ageing and add three of their own, and discuss and decide
to agree on two new lists. Do a class survey at the end how each will be treated at their clinic. Ask students to
to find out the three most desirable and the three most then decide on five promises they will make to clients.
undesirable qualities/behaviours. Monitor and help as necessary.
In Activity C, ask students to stay in their current groups In Activity B, students work in their groups to create their
of four and take turns to talk about the community they’re leaflet. Monitor and help as necessary. If your students
living in at the moment. Ask them which qualities/ have completed lesson 8D, you may wish to review the
behaviours they would change if they could and why. techniques of promotional writing covered there for use in
their leaflet.
As feedback, find out what most people would want to
change.
EXTRA ACTIVITY
EXTRA ACTIVITY When students have prepared their leaflets, tell them to
research anti-ageing clinics online and compare their
In pairs, students write definitions for four words they didn’t
promotional material with the leaflets produced by the class.
use from the words on the sheet. They then swap definitions
with another pair and try to guess which words are being
described. 9A Verbs with re-
Photocopiable activity on p.237
8A Sleep You will need one sheet for each pair of students.
Photocopiable activity on p.235
Put students into pairs and give each pair a sheet. In
You will need one sheet for each group of three students, Activity A, tell students that they’re going to complete the
cut up. questions with re- verbs in the correct form. Use the first
question as an example. Elicit the correct verb (recreated)
Put students into groups of three. Give each group a set of
from the class. Ask students why they have chosen this
cards: one for each student (Student A, Student B, Student
verb (because it means to make something exactly the same as
C) and one group card. If there is a group of four, two
the original). In their pairs, students complete the questions.
students could share a card.
Check answers as a class. Where students have struggled to
Students take it in turns to read a sentence on the group
get the correct answer, elicit the rationale for the correct
card. They then check the responses on their individual
answer from another pair.
cards (including the student who read the group card) and
the student who has the correct response reads it out. You In Activity B, put students into new pairs. Students discuss
could demonstrate the first item as an example. Monitor the questions in A. As feedback, students share interesting
and help as necessary. answers.
As feedback, go through the sentences and their correct Answers
responses. Then ask students to turn over their cards and 1 recreated 2 revamp 3 redeveloped 4 restore
read out a sentence from the group card yourself. See if 5 regain 6 reinstated 7 rejuvenated 8 regenerating
students can remember the answer. 9 renovate
Answers
1 Student A 2 Student C 3 Student C 4 Student B EXTRA ACTIVITY
5 Student B 6 Student A 7 Student B 8 Student C In pairs, students choose one of the questions and prepare a
9 Student C 10 Student A 11 Student B 12 Student B
short speech to answer it. They should explain their reasons
or ideas. When all pairs have given their speech, the class
EXTRA ACTIVITY votes for the most interesting answer.
In their groups of three, students discuss the sentences
and comment on, or provide advice for, the situations. As 9B Describing buildings
feedback, find out what suggestions the class has for staying
Photocopiable activity on p.238
awake till midnight, if any students suffer from insomnia and
if any of them have ever fallen asleep in a meeting or in class. You will need one sheet for each pair of students, cut up.
Explain that Student As will have a crossword with half
8B Ageing and health the answers given and Student Bs have the same crossword
with the other half of the answers given. Put students into
Photocopiable activity on p.236
AA and BB pairs. Ask them to think of clues for their words.
You will need one sheet for each group of three or four Give an example clue, e.g.: What do you call an area of a
students. town or city where a lot of buildings have been built for people
to live in? (housing estate). Monitor and help as necessary.
Tell students they are going to open an anti-ageing clinic
and they need to produce a publicity leaflet. Put students into AB pairs. Students complete their
crosswords by taking it in turns to ask for a clue, e.g. What’s
Give each group a sheet and draw students’ attention to 5 across? and giving clues. Monitor and help as before.
the pictures. Ask students: What problems or signs of ageing
could an anti-ageing clinic help with? What services and
products could it offer? Elicit students’ ideas.
190 Vocabulary
FAST FINISHERS EXTRA ACTIVITY
Ask students to work in their pairs to divide the vocabulary Divide students into groups of three or four and ask them to
into nouns and adjectives. They then find as many suitable think of three common superstitions. Tell them to discuss
collocations as possible, e.g. an innovative retail park. possible origins of the superstitions. As feedback, open this
out to a class discussion. If the class is interested, this could
10A Communication verbs be extended into a homework research project.
192 Wordpower
T-shirt (the letters are an anagram of a three-letter name). Unit 9 build
Take feedback as a class. Check students know what the
names are short forms of (Stu – Stuart; Ann – Anna; Bob – Photocopiable activity on p.249
Robert; Meg – Megan; Max – Maximilian; Val – Valerie or You will need one sheet for each pair of students.
Valentine).
Demonstrate the activity by writing on the board:
Answers
1 STU Then: I couldn’t run more than 1 km without stopping.
2 ANN (A Of course I’ll pass the exam!)
Now: I can run a marathon.
3 BOB
4 MEG (M I love fashion and I make my own clothes.) Ask students: What have I done? and elicit an answer with
5 MAX (M I realise I have to work harder at my English studies.; build: You have built up your stamina.
A I know what my strengths and weaknesses are.)
6 VAL (A I taught myself to play tennis and could play Put students into pairs. Give student a sheet. In Activity A,
professionally.) tell students they have to match the ‘then’ sentences with
the ‘now’ sentences. Check answers as a class.
Unit 8 and 1 f 2 h 3 i 4 c 5 d 6 j 7 g 8 l 9 e 10 b
11 k 12 a
Photocopiable activity on p.248
You will need one sheet for each group of three or four EXTRA ACTIVITY
students, cut up. Students work in pairs to write their own ‘then’ and ‘now’
Put students into groups of three or four. Give each group a sentences, which they swap with another pair. They then try
rectangular set of cards and a square set of cards. Students to link the sentences using an expression with build.
spread the cards out face down on the table, keeping the
two sets separate. Explain that the cards are two words of
an expression with and. The rectangular cards are the first
Unit 10 luck and chance
words of the expressions and the square cards are the final Photocopiable activity on p.250
words of the expressions after the word and. You will need one sheet for each pair of students.
Demonstrate the activity: turn over one rectangular card Put students into pairs and give each pair a sheet.
and one square card and ask the class if they make an Demonstrate Activity A by saying: I think England have a
expression with and. If they do, use the expression in a fighting chance of winning the next World Cup. Ask students if
sentence, e.g. This classroom is showing signs of wear and any of them agree with you.
tear, and pick up and keep the cards. If the cards don’t
make an expression, turn them back over and turn over Write three topics on the board: Sport, Famous people, Work
another pair until you can make an expression. and study. Tell students they can use any of these topics (or
anything else) when they complete the sentences. Students
Students then do the activity: Student A turns over two then work in pairs to complete the sentences. Monitor and
cards. If the cards match and if Student A can make a help as necessary.
correct sentence, then he/she keeps the cards. If the cards
don’t match, the cards are turned back over and the next In Activity B, ask each pair to work with another pair to
student has a go. Monitor and help as necessary. compare their ideas and find out how many they agree with.
The winner is the student with the most cards at the end of As feedback, ask each group of four to read out the more
the activity. interesting version of each sentence, and see if the rest of
the class agree or disagree.
Answers
far and wide, far and away, sick and tired, wear and tear, part and
parcel, loud and clear, neat and tidy, short and sweet, safe and PRONUNCIATION
sound, bits and pieces
Introduction Terminology and phonetic symbols
NO-CUT VARIATION Photocopiable activity on p.251
Give each student a sheet. Students work alone to match the You will need one sheet for each pair of students, cut up.
halves of the expressions. Students then compare answers in
The aim of this sheet is to help students learn some basic
pairs and work together to make sentences for each expression.
pronunciation terminology and reinforce phonetic script.
In Activity A, put students into pairs to play pelmanism.
VARIATION Give each pair the two sets of cards from the top half of the
When two cards make an expression, each student in the sheet: the cards 1–10 have the terminology, and cards a–j
group makes a different sentence using the expression. The have the definition.
group decides which is their favourite sentence (the funniest, Spread the cards out face down in two separate piles.
the most difficult, etc.) and that student keeps the cards. Students take it in turns to turn over a card from each pile
ɒ k v tʃ s ɪ l ə b ə l
EXTRA ACTIVITY
n f aʊ k ə l s ə i m aʊ Students find their own favourite quotations (any grammar)
s ɔː ə ɪ d ɪ f θ ɒ ŋ ə
and read them out with appropriate sentence stress to the
rest of the class.
ə m l tʃ r ʒ r ɔː θ p l
Write on the board: An invasion of armies can be resisted, but In Activity B, put students into pairs and give each pair
not an idea whose time has come. Ask students if they know two dice. The first student rolls two dice and adds the two
whose quotation this is and which century it was written numbers on the dice. The student finds the corresponding
in (Victor Hugo, 19th century). Then ask students what tense six sounds in the table for that number. Their partner
the verb phrase in the second clause is in (present perfect) must then say words for the six sounds which match that
and which three syllables/words are stressed in this second number in order, e.g.: 5 =
clause (idea, time and come). Elicit that auxiliary verbs are
/e/ /ɪə/ /ɜː/ /iː/ /e/ /iː/
usually unstressed and main verbs are usually stressed.
Put students into two groups, A and B, and give each student so the student might say friend, career, learn, meet, head,
their sheet, A or B. In Activity A, students work individually Greek. Students cross out each row of correctly pronounced
and read the quotations and underline the syllables/words sounds so they don’t do the same row more than once.
which are stressed in the perfect verb phrases. Monitor and Monitor and make sure students are pronouncing sounds
check. correctly. As feedback, find out which pair has crossed out
most rows of sounds.
Put students into AB pairs. In Activity B, students read the
quotations to their partner but do not say whose quotations
they are. Their partner needs to listen and say which one
was written more than 700 years ago. Monitor and check
they are using sentence stress well.
In Activity C students work in their AB pairs and discuss
whether they like the idea in each quotation. Monitor and
encourage students to give reasons for their feelings.
As feedback, ask students what their favourite quotation is
and why.
194 Pronunciation
Answers Student B: Text B
A genius walksinto a cafe and says, ‘I’m going to prove thatI’m
/iː/ /e/ /eɪ/ /eə/ /ɪə/ /ɜː/ the cleverest person here. Justask me a question and I’llask
meet friend great bear cheerful research you one. If you can’tanswer my question, give me five euros. If
cheat breathtaking steak underwear deer Earth I can’tanswer your question, I’ll give you five thousand euros.’
referee ahead Anold lady in a corner says, ‘I’ll try. Aska question.’ The genius
thief says, ‘What’s the capitalof the USA?’ The old lady thinksa
bit andanswers, ‘No idea atall, here’s your five euros’ and
gives him the five euros. ‘Here’s my question: whatanimal
2A Consonant–vowel linking has fivearms in the day and four armsat night?’ The genius
thinks longand hard, then says, ‘That’sa difficult one! I don’t
Photocopiable activity on p.254 know … ’ andas he gives the old lady five thousand euros, the
geniusasks, ‘Well, what’s the answer?’ The old lady replies …
You need one sheet for each pair of students, cut in half. ‘I don’t know. Here’s your five euros.’
Write these phrases on the board and drill them.
Put students into A/B pairs. Give each student their sheet,
A or B. Tell them to read the complete text on their own 2C Emphatic stress
sheet and mark where there is consonant–vowel linking. Photocopiable activity on p.255
The first is done as an example. If necessary, elicit another
example – one from a Student A and one from a Student B. You will need one sheet for each group of three students,
cut up.
Student A dictates text A to Student B so Student B can
complete the gaps. Monitor that Student A is reading out Revise the concept of emphatic stress by writing the first
the text at a natural speed and linking the consonant– item on the board, changing the stress and asking students
vowel sounds in the marked words. Read out the whole to think of and say appropriate explanations:
text aloud for students to listen and check. Students then I think it’s going to rain tomorrow. But who knows?
practise reading the whole text aloud, concentrating on the
consonant–vowel linking. They then try to guess what the I think it’s going to rain tomorrow. That will be good for the
worker says. Take guesses from the whole class and then garden.
tell them the worker says: ‘That was a big tip for a pizza.’ I think it’s going to rain tomorrow. We’ll be all right today.
Repeat the procedure with Student B reading out Text B Divide the class into groups of three. Give each group a
to Student A. They then compare ideas about what the old set of cards: one for each student (Student A, Student B,
lady says. Take guesses from the whole class and then tell Student C) and one group card. Students take it in turns to
them the old lady says: ‘I don’t know. Here’s your five euros.’ take the group card and say the sentence, putting emphatic
As feedback, drill some of the consonant–vowel linking stress on the underlined word. Then they each read the
from the two texts. corresponding replies on their own card and the student
who has the correct response reads it out. Monitor and
Answers help as necessary.
Student A: Text A
A factory is doing badly and they geta new managing director Check and drill answers with the class.
to improveefficiency. The new director comesin and the first
Answers
thing she doesis to takeawalkaround the factory and see
1 B 2 A 3 B 4 B 5 C 6 A 7 C 8 B 9 C 10 B
whateveryone’s doing. Everything seemsall right but there’sa
11 C 12 A
man just leaningagainsta wall and playing witha mobile
phone. ‘Whatare you doing?’ the director asks. ‘Nothing,’ the
mananswers, ‘I’m just waitingaround to get paid.’ The director is
furiousand says, ‘Well, here’s five hundred euros, getoutof my
EXTRA ACTIVITIES
factory and don’t come back!’ The man leavesimmediately and 1 Check and drill all the sentences on the group card. Then
the director turnsaround to oneof the workers and says, ‘What ask students to turn over the group card, and listen to you
does that tell you?’ The worker replies … read out a sentence. See if students can remember the
answer or think of another appropriate response.
2 Students go through the group card and put emphatic
stress on other words to make the other follow-up
sentences appropriate, e.g. the second item:
My brother knows French. But his English isn’t great.
My brother knows French. Not my sister.
Pronunciation 195
3A Tone in inversion structures EXTRA ACTIVITY
Photocopiable activity on p.256 Put students into groups to make a story containing all the
phrases with consonant groups pronounced across two
You will need one sheet for each pair of students, cut up.
words, e.g. Student A: We wrapped things to protect them on
Write this statement on the board: I came back from holiday the long journey. Student B: It was exciting to think everyone
and went straight to work. Elicit how to say this using No would be watching us take off as a live broadcast. Continue
sooner: No sooner had I got back from holiday than I went until one student cannot think of a sentence. See which
to work. group has the longest and most interesting story.
Ask students to say the sentence and then elicit the
intonation in the underlined word group (the adverbial): it
rises at the end of the word group, and then falls at the end
4A Sound and spelling: /ʃəs/, /iəs/, /dʒəs/
of the sentence. Photocopiable activity on p.258
Put students into pairs to play pelmanism. Give each pair You will need one copy of the board game on p.272, a
a set of cards. Students spread the cards out face down in dice and counters and one sheet for each group of three
two separate sets: adverbials and endings. students, cut up.
Students take it in turns to take an adverbial and then an Ask students how they keep up with the news and ask for
ending. If they match, the student reads them aloud with any interesting stories they have heard about. Write this
the correct intonation and keeps the pair of cards. If they headline on the board:
don’t match, the cards are turned over again. The winner is shoppers break into supermarket. Elicit adjectives
the student who has the most cards at the end of the game. to complete the gap. Suggest the word furious as an answer.
As feedback, check answers and drill all the sentences with Ask students how the -ious ending is pronounced (/iəs/)
the appropriate intonation. and what the story could be about.
Answers Put students into groups of three. In Activity A, give each
1 g 2 c 3 j 4 a 5 f 6 i 7 b 8 k 9 e 10 l group the top half of the sheet. Students add the words into
11 d 12 h the correct sound group according to the pronunciation of
their suffixes. Monitor, check and drill the words. Ask the
class for other words to add to the groups.
3C Consonant groups across words
In Activity B, give each group a set of cards, a dice and
Photocopiable activity on p.257 counters and a board game. Explain that they spread out
You will need one sheet for each pair of students. the cards a–n face down on the table and take it in turns to
roll the dice. When they land on a numbered square, one of
Write these phrases on the board and ask students which the other students in the group takes a card and reads the
has a consonant group across two words (wrapped things): newspaper headline and says the sound on the card. The
wrapped things explore other student should answer with a word with the sound on the
card to complete the newspaper headline.
In Activity A, put students into pairs and give each pair
a copy of the sheet. Ask them to circle the phrases in the Students must give an appropriate answer and pronounce
maze with consonant groups across two words. Elicit that the word correctly. If they do, they move forward two
the /t/ in wrapped things is not pronounced clearly because squares. If they don’t, they move back two squares. If they
it precedes a consonant in the next word /θ/. In spite of land on Go on four squares, or Go back four squares, they
this, there is still a consonant group /pθ/. Elicit that /d/ is obey the instruction. Monitor and help as necessary, and
not pronounced clearly before consonants either. note problematic words to drill with the class afterwards.
In Activity B, students work with their partners and move As feedback, elicit answers to Activity B and drill
from wrapped things to deep space using phrases which have problematic words.
consonant groups pronounced across two words, paying Answers
attention to words that end in /t/ and /d/. Demonstrate by A
asking: After wrapped things would the next phrase be live
/ʃəs/ /iəs/ /dʒəs/
broadcast or weighed two kg or what you’d? (live broadcast
because the /d/ in weighed and the /t/ in what you’d are not suspicious obvious various contagious
clearly pronounced before the following words). Monitor delicious previous luxurious
serious
and help as necessary. Drill all the phrases with consonant
groups across two words when students have finished. Suggested answers
B
Answers
a ambitious b Courageous c Curious d outrageous
wrapped things; live broadcast; long story; thanks to; e cautious f delicious g hilarious h Gorgeous i Precious
Max Redwood; both kinds; aliens look; wealth creation; j Prestigious k luxurious l Simultaneous
waste money; science fiction; warning shriek; deep space m Spontaneous n subconscious
EXTRA ACTIVITY
Groups expand news headlines into stories. See which
groups can include the most words with -ous endings in their
story.
196 Pronunciation
4C Homophones in words and connected speech Put students into pairs. Give each pair the 14 cut-up strips
from the dialogue. Tell them to reorder the sentences and
Photocopiable activity on p.259 mark the main stress in each sentence. Check answers as a
You will need one sheet for each pair of students, cut up. class. Students then practise reading out the dialogue. They
swap roles and practise the dialogue again.
Dictate some homophones and get students to write down
the different words, e.g.: Take away the strips and give each pair the gapped
dialogue. Tell students to complete the dialogue,
/səʊ/ so, sew remembering the words with the main stress. Monitor and
/weðə/ whether, weather check students are using main stress appropriately.
/haʊz/ how’s, house (verb) As feedback, drill all the lines from the dialogue.
Answers
Put students into AB pairs and give each student their part
of the sheet. In Activity A, Student A reads out pairs of favour; Another; often; enough; off; drove; weeks; twelve/12; your;
sports; know; driven; seen; trust; driving
sentences with homophones. Student B must listen and tick
which word or phrase they hear first. Point out that paying
attention to the context is important to help them decide. 6A Sentence stress
When Student A has read all the sentences, Student B can
check his/her answers. Monitor and check the pronunciation. Photocopiable activity on p.262
In Activity B, students swap roles. You will need one sheet for each pair of students, cut up.
As feedback, drill all the pairs of sentences (1–16). Write these sentences on the board without the underlining
and ask students to identify the stressed syllables and say
them.
5A Sound and spelling: s and ss
We are looking for an editor for a photography magazine.
Photocopiable activity on p.260
Promising candidates will be contacted for interview.
You will need one sheet for each pair of students.
Elicit that auxiliary verbs are usually not stressed.
Dictate the tongue-twister She sells sea shells on the sea shore
for students to write down. Identify the sound contrast (/s/ Put students into two groups, A and B. Give each student
and /ʃ/). Ask students to say these sounds (/z/ and /ʒ/) and their part of the sheet. Explain the situation: they are
to give you examples with the letters s and ss (e.g., dessert, looking for an editor for their photography magazine
television). Ask students to practise saying the tongue and are shortlisting candidates based on their CVs and an
twister in pairs. informal meeting. Student A has met two candidates and
Student B has two different candidates. Arrange students
Put students into pairs and give each pair a sheet. In
into pairs and give them their sheets.
Activity A, students need to move through the maze from
mission to necessary using words which have a /s/ or /ʃ/ In Activity A, students work individually and underline the
sound only. Demonstrate by saying: After mission would stressed words in the sentences.
the next word be usual, assault or vision? (assault). Students
In Activity B, put students into AB pairs. Students take
work in pairs, taking it in turns to identify and say the next
turns to exchange the information they have by asking
word, until they reach the end of the maze. Monitor and
and answering questions, and completing the table in
help as necessary.
note form. Monitor and make sure that students are using
Check answers and drill all the words with /s/ and /ʃ/ sentence stress appropriately.
sounds when students have finished.
In Activity C, students discuss in their pairs which, if any,
In Activity B, students repeat the activity in the second of the four candidates should get an interview.
maze, but with /z/ and /ʒ/ sounds. Monitor and help as
Take feedback as a class.
necessary. Check answers and drill all the words with /z/
and /ʒ/ sounds when students have finished. Answers
Kylie Rogers: Kylie is editing a fashion magazine. She was a
Answers
freelance editor. She's been involved in publishing for five years.
A mission; assault; permission; comparison; Russian; essay; She's hoping to do an MBA. She's constantly been phoning about
assassin; impression; tissue; muscle; (dismiss;) necessary the job!
B evasion; vision; possessive; cousin; reason; dissolve; usually; Ivan Ivanov: Ivan's having a career break. He was working as a
measure; (occasion); rise; positive; dessert cameraman. He's been in the profession for seven years. He's been
thinking of starting his own magazine. He was asking about the
5C Main stress salary.
Amelia Lopez: Amelia is writing for a photography website. She
Photocopiable activity on p.261 was writing for IT magazines. She's worked in publishing for six
years. She'll be staying in publishing. She's had her work published
You will need one sheet for each pair of students, cut up. in our magazine.
Claudio Torres: Claudio is working for a competitor as an editor.
Write on the board:
He's always had the same job. Soon he'll have been working there
He drove really well in the race. for ten years. He's looking for management experience. He's being
interviewed by other magazines.
He came close to winning the race.
Ask students which word would have main stress in the
second sentence and why (winning because it is new
information).
Pronunciation 197
6B Main stress and emphatic stress: adverbs and Answers
2 warm/kind-hearted 3 heartbroken 4 hair-raising /
adjectives mind-boggling / heartbreaking 5 open-minded 6 narrow-
minded 7 light-hearted 8 back-breaking 9 warm/kind-
Photocopiable activity on p.263
hearted 10 mouth-watering 11 mind-boggling / heartbreaking
You will need one sheet for each pair of students, cut up. / jaw-dropping 12 half-hearted
Ask students to tell you about times when they felt really
shocked, completely exhausted and so surprised. Write these VARIATION
adverb + adjective combinations on the board and elicit When students hear their predictions they react to the
the emphatic stress (a rise in pitch on the adverb and then prediction and ask more questions, e.g. That sounds
a high fall on adjective).
extremely unlikely to me? Will this happen at school? Their
Put students into pairs and give each student their part partner tries to convince them of the prediction by adding
of the sheet, A or B. Give each pair a set of cards and ask more details, e.g. Yes. It will be a close friend of yours.
them to shuffle them and take half of the cards each. Alternatively, the student can withdraw the prediction, e.g. I
think the dice may be wrong today.
Student A reads the first sentence from his/her sheet and
Student B chooses a card with an appropriate adverb +
adjective to give a response, with emphatic stress. Remind 7C Sound and spelling: ou and ough
students to respond with further reactions, e.g.: Photocopiable activity on p.265
A We lost 6–0 today. You will need one copy of the board game on p.272, a
B That’s terrible news. I’m absolutely devastated. dice, counters and one sheet, cut up, for each group of four
students.
Students then swap roles and continue to work through
the sentences and give responses using all their cards, if Write the English town Loughborough on the board and see
possible. which student can come closest to pronouncing it
(/lʌfbrə/).
EXTRA ACTIVITY Put students into groups of four. Give each group a set
Ask students to write two true sentences and two false of cards. Ask students to make sure the cards are in the
sentences about themselves using the adverb + adjective correct order. Tell students to put the cards face down in
cards. Students read the sentences using appropriate a pile on the table with card 1 at the top of the pile. They
emphatic stress and their partners have to decide whether take it in turns to roll the dice and go round the board.
the sentences are true or false. When a student lands on a square with no instruction, the
student to their right picks up a card and reads the clue
to him/her, taking care not to reveal the answer. Remind
7A Main stress: compound adjectives students that it’s important that the cards are used in their
numbered order. Tell the class that all the answers are
Photocopiable activity on p.264
words containing ou and ough. If students give an incorrect
You will need two dice and one sheet for each pair of answer, don’t know the answer or pronounce the word
students, cut up. incorrectly, they miss a turn. If students give a correct
answer, pronounced correctly, they move forwards one
Write these compound adjectives on the board:
square. Monitor and help when necessary.
cold-hearted
As feedback, drill all the answers.
heart-warming
Ask students to repeat them and say which word is NO-CUT VARIATION
stressed, the first or second. Elicit the rule that whether the Divide the class into two teams. Each team takes it in turns
body part is used as a noun or an adjective in the first or to answer the clues you give them. If they answer correctly
second parts, it is usually stressed. and with the correct pronunciation, they get a point. If they
Put students into pairs and give each pair a set of cards. answer incorrectly, don’t know the answer or pronounce
Ask students to match the cards to make 12 compound the word incorrectly, the rival team gets the opportunity to
adjectives. Ask them to mark the stressed word in each answer. If they get it right, they get two points. The winning
one. Drill the words. team is the one with the most points.
198 Pronunciation
Cabin 1 2 3 4 5 8C Intonation in implied questions
Name Photocopiable activity on p.267
Age You will need one sheet for each pair of students, cut up.
Nationality
Read this statement to students twice, once with question
Profession intonation (rising) and once without:
Luggage
I could give you £30 for it.
Destination
(country) Elicit the difference and why people use this intonation
in implied questions (to be tactful). Check that students
Explain the situation. The computer booking system of a know what a landlord and tenant are. Put students into AB
European cruise company has broken down and passenger pairs. Give each student their part of the sheet. Don’t give
details are all mixed up. Luckily, some of the staff students the points calculation.
remember details about the passengers in the five cabins.
In Activity A, tell them that they are landlords and tenants
They need to share information so they can enter the
and that they are going to negotiate the terms of the rent.
correct passenger details into the new booking system.
Ask them to choose three statements in the box to use with
Write these sentences on the board: implied question intonation.
Trevor Jones, a doctor, is in the first cabin. In Activity B, students negotiate the rent using the
implied questions they chose in Activity A to agree terms,
Rachel Lopez, American, is in a cabin next to the doctor.
writing down the final figures in their table. Monitor and
Ask whether the pitch is higher or lower on the underlined help when necessary. Make sure students use question
information added (lower). Drill the sentences. intonation. At the end, give each pair the points calculation
so they can see who was successful in the negotiation.
Ask students where Trevor Jones is (cabin 1) and where
Rachel Lopez is (cabin 2) and tell them to add this Landlord Tenant
information to their grid. Monthly rent + 1 point for every euro + 2 points for every euro
over 2,200 under 2,400
Put students into groups of four. Give each group a set of
cards. Tell students that they must share information to Deposit + 1 point for every euro + 2 points for every euro
over 1,500 under 1,800
find out about the passengers. Students take it in turns to
take a card and read the information using the correct tone Rental period – 20 points for every – 30 points for every
for the added information. Groups should work together month under 32 month over 24
to complete their grids. The first group to finish is the Alternatively, if you want students to repeat the
winner. Set a time limit of 15 minutes. Monitor and help as negotiation with different partners and roles, ask students
necessary, making sure that students read, not show, their to tell you their terms and give them their points, so that
sentences and use the correct pitch. the points calculation is kept secret.
As feedback, drill some of the sentences.
EXTRA ACTIVITY
NO-CUT VARIATION Students could think of a different situation where people
Students work in groups and take it in turns to read out a need to negotiate, like in a market, and make their
sentence and use the information to complete the grid. conversations using implied questions.
Pronunciation 199
Answers Suggested answers
/iː/ recharge, reconsider, recreate, redevelop, reinforce, reinstate, I would much rather have been told the truth.
relocate, revamp If I’d known it would be so dangerous, I would never have tried it.
/ɪ/ recruit, refresh, regain, regenerate, rejuvenate, remove, replace, I ought to have thought more about my family than myself.
restore It’s about time they did more for young people where I live.
I wish I had made a better impression at the interview.
200 Pronunciation