Basic
Oxford
Practice
Grammar
Lesson plans and worksheets
Rachel Godfrey
© Copyright Oxford University Press
Contents
1
Unit 4
Present Simple (2) 4
2
Unit 5
Present Continuous (1) 8
3
Unit 13
Present Perfect (1) 12
4
Unit 20
Used to 16
5
Unit 22
Will and shall 19
6
Unit 26
Future 22
7
Unit 27
Nouns, verbs, adjectives, etc. 26
8
Unit 32
How long/far/often …? 31
9
Unit 39
Ability: can, can’t, could, couldn’t 35
10
Unit 42
Have to 39
11
Unit 50
Articles (2): a/an, the or no article 43
12
Unit 53
Countable and uncountable nouns 48
13
Unit 71
Comparative adjectives 51
14
Unit 74
Adverbs (2): adverbs of frequency 55
15
Unit 78
Prepositions of place and movement 59
16
Unit 82
Other uses of prepositions 63
17
Unit 89
Passive sentences (1) 67
18
Unit 92
Infinitive with/without to 71
19
Unit 97
Zero Conditional and First Conditional 76
20
Unit 100 Reported speech (1) 81
21
Unit 108 Relative clauses (2) 84
2
© Copyright Oxford University Press
Introduction
These lesson plans have been prepared as a resource for teachers, to accompany
classroom use of the Oxford Practice Grammar series. There are 21 lessons,
each based on a particular unit in the book.
How the lesson plans work
Alongside the detailed grammar information and controlled written practice
activities provided in the book, the plans provide these lesson components:
• a demonstration stage to show the language points in context and use
• suggestions for teacher-led clarification, including concept-check questions,
form-check questions, timelines and other board-based ideas for making
meaning and form clear
• extra activities whose purpose is to give additional ‘heads-up’ practice of
an aspect of the grammar point, and to change the pace and energy of the
lesson. Some of these are very controlled practice activities: whole-class oral
drills, including transformation drills, cue/response drills and substitution
drills, as well as open-pair (or ‘across the class’) activities. Others are short
games or speaking activities.
• extended, freer speaking and writing practice activities to activate the
language that has been clarified.
About the worksheets
Every lesson plan includes a photocopiable worksheet. The worksheets are
interactive, calling for pair work, group work or a combination of both.
Most of the worksheets are used towards the end of the lesson as the basis of
a final communicative speaking or writing activity. Many of them allow the
students to personalize the language they have just studied.
Some of the worksheets are adaptations of the exercises in the book, so that an
interactive element is brought to the controlled practice stage of the lesson.
In a very few cases (mainly in the Intermediate book), the worksheet is used at
the demonstration/clarification stage to informally test the students’ knowledge
of the grammar point.
‘At a glance’
Each lesson plan begins with an ‘At a glance’ section, providing a summary
overview of the lesson. It shows the lesson aims and objectives, and gives a
guideline to the staging of the lesson, the use of the worksheet, and the final
lesson outcome.
It shows which grammar points from the book unit are focused on in the
lesson (in some cases the lesson covers all the points in a unit, in others it only
focuses on one or two).
Preparation
The lessons are designed to be prepared quickly and easily. For some lessons
flashcards and pictures need to be prepared in advance for the clarification
and/or demonstration stages. Some of the extra activities require prompts on
the board: these can be written or projected.
3
© Copyright Oxford University Press
1 Unit 4 Present Simple (2)
At a glance
1 This lesson focuses on the use of the Present
Simple to talk about:
• feelings, opinions and thoughts
• facts, habits and routines.
2 The lesson includes a focus on the question
form of the Present Simple.
3 Exercises A and B in the book provide
4 Exercise C provides controlled practice of
Present Simple questions to ask about facts,
habits, routines and opinions.
5 The worksheet ‘You and your friend’ extends
Exercise C and provides an opportunity for
freer, personalized practice of the language
area.
controlled practice of the Present Simple to
talk about feelings, opinions and thoughts.
Lesson length
2 Ask the students: What tense are the verbs in these
sentences? [Present Simple.]
45–60 minutes
3 Ask the students: Which sentences describe a thought?
Preparation
• Bring one or two modern art images to the class (e.g.
postcards) or paste images into a presentation to
project on the board for Demonstration 1. You could
also draw your own picture consisting of simple
shapes (e.g. a line and two circles).
• Photocopy one worksheet for each pair of students
in the class. Cut the worksheets in half.
Demonstration 1
[I don’t understand modern art. My friend thinks
I’m crazy!] And a regular event? [I go to art galleries
every month.] And what are ‘like’ and ‘want’? [‘Like’
is an opinion and ‘want’ is a feeling.]
4 Direct the students to look at page 8 of their copy of
Oxford Practice Grammar Basic for further examples
of the Present Simple to describe feelings, opinions
and thoughts.
Practice 1
1 Show a modern art picture to the class and ask for
their reaction. Do they like it? Do they understand
it? Don’t worry about the accuracy of the students’
language at this stage.
2 Say these sentences to the class, and show them on
the board:
I go to art galleries every month.
I don’t understand modern art …
… but I like this picture and I want to buy it.
My friend thinks I’m crazy!
Exercise A (pairs)
• Put the students in pairs to complete Exercise A.
Check the answers with the whole class.
Exercise A Extension Activity (whole class)
transformation drill
• Use this drill to give your students very controlled
practice in the third person of the Present Simple
and to practise pronunciation of the final -s sound.
T: I love films. She …
SS: She loves films.
T: I feel sick. He …
SS: He feels sick.
Clarification 1
Feelings and opinions, thoughts (1)
1 Underline ‘go’, ‘don’t understand’, ‘like’, ‘want’ and
‘thinks’ in the sentences:
I go to art galleries every month.
I don’t understand modern art …
… but I like this picture and I want to buy it.
My friend thinks I’m crazy!
T: I don’t understand the question. She …
SS: She doesn’t understand the question.
T: We don’t like that painting. He …
SS: He doesn’t like that painting.
T: I don’t have Jasmine’s number. She …
SS: She doesn’t have Jasmine’s number.
4
© Copyright Oxford University Press
Lesson 1 • Unit 4 Present Simple (2)
3 Underline he and ask: What other words could be
T: They want something to drink. He …
SS: He wants something to drink.
here? [She, it, a person’s name.] Elicit further Present
Simple questions about likes and dislikes, e.g. ‘Does
she like golf?’ ‘Does Karen like fish?’, and show these
on the board.
• Repeat the drill a couple of times, confirming or
correcting the students’ grammar and pronunciation
as necessary.
*student support If students are having difficulty
with the form of the Present Simple positive and
negative, direct them to Unit 3 ‘Present Simple (1)’. You
may decide to use Exercise A and Exercise C from that
unit, and to omit one of the later stages of this lesson.
4 Ask the students what the question form and short
answers for you are, and show them on the board.
Do you like coffee?
Do you like films?
Yes, I do.
No, I don’t.
Exercise B (individuals)
• Tell the students to complete Exercise B individually.
Check the answers with the whole class.
5 Remind the students that the Present Simple is
also used to ask and talk about things that happen
regularly (see Unit 3 ‘Present Simple (1)’, Section 3),
so Present Simple questions are used to ask about
people’s habits and routines.
Exercise B Extension Activity (individuals, pairs)
likes and dislikes
• Tell the students to use the prompts in the book to
write sentences about their own likes and dislikes,
e.g. I love tennis. I don’t like music. Put the students
into pairs to compare and discuss their sentences.
• Regroup the class so that each student has a new
partner. Each student can now tell their new partner
what they learned about their first partner, e.g.
Mario loves tennis. He doesn’t like music. At this last
stage, go round the class as the students are talking
to make sure they’re remembering to use the third
person with -s.
Demonstration 2
1 Tell the students to close their books. Tell them you
are going to test their memories! Ask questions
about Peter’s likes and dislikes from Exercise B, e.g.
Does he like tennis? Does he like music? See how
much the students can remember.
2 Now ask the students to recall some of the questions
Practice 2
Very controlled practice (whole class)
• Nominate individual students to ask each other
questions across the classroom, e.g. Do you like fish?
Yes, I do. Do you like your job? No, I don’t.
Exercise C (individuals, pairs)
• Tell the students to complete Exercise C. Ask the
students to compare their answers in pairs before
you check the answers with the whole group.
• Point out to the students that here Speaker B doesn’t
use short answers in answer to Speaker A’s questions,
but gives more information.
Worksheet (individuals, pairs)
•
that you asked. Put them on the board, e.g.:
•
Does he like coffee?
Does he like films?
•
Clarification 2
Present Simple questions (2)
1 Underline Does and remind students that they don’t
•
2 Elicit the short answers ‘Yes, he does.’ and ‘No, he
•
need to use the third person -s in questions.
doesn’t.’ from the students, and show these on the
board too.
you and your friend
Put the students in AB pairs. Tell the students to
write the name of a friend (or family member) on a
piece of paper and give it to their partner.
Hand a Student A worksheet to Student A and a
Student B worksheet to Student B in each pair.
Give the students ten minutes to prepare questions
about their partner and their partner’s friend (or
family member), using the prompts from the box.
You could ask a stronger student to do one as an
example for the whole class.
Go round the class to correct and support as the
students write their questions. When they are ready,
the pairs interview each other using their questions.
Remind the students to give extra information in
their answers wherever possible, as Speaker B does
in Exercise C.
5
© Copyright Oxford University Press
Lesson 1 • Unit 4 Present Simple (2)
• When the students have finished speaking, invite
some of them to report back on what they found out.
Exercise D (individuals)
• Point out to the students that Present Simple
questions are often used in and about public places
such as libraries, cinemas and stations. Exercise D is
based in a Tourist Information Centre. Give students
five to ten minutes to do the exercise, then check the
answers with the whole class.
Extension activity (pairs)
• Extend Exercise D by getting the students to role-
play short conversations at a Tourist Information
Centre. They can use the questions from the book as
a starting point.
6
© Copyright Oxford University Press
Lesson 1 • Unit 4 Worksheet
Lesson 1 Worksheet
You and your friend
Student A
Make questions about Student B and one of Student B’s friends or family members.
Use the ideas from the box. Start the questions with Do or Does.
like films drive a car read books like pop music listen to the radio drink coffee play the piano like cats Questions
Answers
1 Do you
?
2 Does
?
3 Do
?
4 Does
?
5
?
6
?
7
?
8
?
✁
………………………………………………………………………………..………………………………………
Lesson 1 Worksheet
You and your friend
Student B
Make questions about Student A and one of Student A’s friends or family members.
Use the ideas from the box. Start the questions with Do or Does.
watch TV like dogs play a musical instrument go to the theatre speak any foreign languages smoke play golf like classical music Questions
Answers
1 Do you
?
2 Does
?
3 Do
?
4 Does
?
5
?
6
?
7
?
8
?
© Oxford University Press 2019
© Copyright Oxford University Press
Photocopiable
7
2 Unit 5 Present Continuous (1)
At a glance
1 This lesson focuses on the use of the Present
Continuous to describe:
• actions and situations in progress now
• actions and situations around now, but not
exactly now.
2 A noughts and crosses game focuses on the
spelling of the -ing form.
Lesson length
controlled practice of the tense.
4 The worksheet ‘An email to a friend’ extends
Exercise B in the book, and also provides an
opportunity for students to practise the two
uses of the Present Continuous in a freer
writing activity.
3 Ask: What tense is this? [Present Continuous.] Does
it describe George’s regular habit or the situation now?
[The situation now.]
45–60 minutes
Preparation
• Prepare a simple picture of a man sleeping (similar
to the first picture in Exercise A on page 10). The
picture must be large enough so that all the students
can see it on the board.
• Photocopy enough Student A worksheets for half the
class and enough Student B worksheets for the other
half of the class.
Demonstration 1
1 Show a picture of someone sleeping. Say to the class:
This is my friend George. Point at your watch or a
clock, and say: George eats a sandwich at this time
every day. Point to the picture of George sleeping
and say: What about today? Is it true today? [No.]
Say: At the moment, … and see if the students can
finish the sentence in either of these two ways: …
George is sleeping. … George isn’t eating a sandwich.
2 If the class needs help, say the sentences yourself,
and tell students to repeat them. Then write the
sentences on the board.
* student support If students need further information
about the use of the Present Simple to describe regular
habits, direct them to Unit 3 ‘Present Simple (1)’. For
information and exercises contrasting uses of Present
Simple and Present Continuous, see Unit 7.
Form (1)
1 Underline the be + -ing components of the Present
Continuous on the board:
George is sleeping.
George isn’t eating a sandwich.
2 Direct the students to look at all the forms of the
Present Continuous on page 10.
Spelling of the -ing form (2, 3)
1 Tell the students to close their books. Put the
following verbs on the board and invite different
students to come to the board to write the -ing
forms:
work
read
sit
write
2 Leave the students’ spellings on the board. Tell
Clarification 1
Use 1 – actions and situations in progress now (4)
1 Show this timeline on the board:
Past
3 Exercises A and B in the book provide
X
Future
s l e e p i n g
2 Point to the X on the timeline and ask: What time
is this? [Now.] Point to the wavy line and ask: Did
George start sleeping now or before now? [Before now.]
Will he stop sleeping now or after now? [After now.]
the students to look at page 10 to see whether
the spellings are correct or not. They should pay
particular attention to the irregular spellings. Let
students come to the board to make any adjustments
that are necessary.
* student support If students need further information
about the spelling of the -ing form, direct them to
Appendix 2, page 243.
8
© Copyright Oxford University Press
Lesson 2 • Unit 5 Present Continuous (1)
Practice 1
Clarification 2
Warm-up (two teams)
Use 2 – actions and situations around now, but
not exactly now (4)
• Tell students to close their books. Show the
following noughts and crosses grid on the board:
win
shop
travel
get
dance
play
shine
listen
swim
• Arrange students in two teams, O and X. Teams
1 Referring to your sentence from Demonstration
2, ask: Am I sleeping at my parents’ house at this
moment? [No.] and: Do I always sleep at my parents’
house? [No.] What about last night? [Yes.] And
tonight? [Yes.]
2 Draw this timeline on the board:
Past
take turns to choose a verb and spell the -ing form
correctly out loud. If the spelling is correct, put an
X or O in the appropriate square. Teams compete to
make a line of three Os or Xs.
• Play another round using the same verbs, or
different ones from Appendix 2 on page 243.
• Put the students in pairs to complete Exercise A.
•
•
Exercise B (individuals)
• Direct the students to Exercise B and the
•
•
Demonstration 2
1 Refer the class back to Exercise A by asking: What’s
George doing? [He’s sleeping.] Say to the class: I’m
sleeping at my parents’ house this week. Show it on
the board.
s l e e p i n g
Future
Worksheet (individuals, pairs)
•
accompanying picture. Ask the students: What kind
of text is this? Give them 30 seconds to find the
answer. [A postcard.]
• Give the students five to ten minutes to complete
the exercise. Allow them to compare their answers
with a partner before you check the answers with the
whole class.
X
Practice 2
They should discuss the pictures before writing their
sentences. Allow about ten minutes for this stage,
then check the answers with the whole class.
memory game
• Put the students back into the same pairs, indicating
who is A and B in each pair.
• Student A closes her/his book. Student B chooses
one of the sentences for one of the pictures, e.g.
They are sitting in the garden. Student A must say
the other sentence from the exercise, e.g. They aren’t
working.
• After a few turns, Student B closes his/her book, and
is tested by Student A.
Use the timeline to show the students that the
Present Continuous can also be used to talk about
actions and situations in progress around now but
not exactly at the moment we speak.
Exercise A (pairs)
Exercise A Extension activity (pairs)
•
an email to a friend
Show the class the Student A and Student B
worksheets and tell them that each of the two
worksheets has a different email on it. Divide the
class into pairs, giving one student in each pair a
Student A worksheet, and the other a Student B
worksheet. Give the class five to ten minutes to
complete the emails by putting the verbs in brackets
into the correct form.
Put the students into AB pairs to test each other.
Each student has the correct answers for their
partner on their worksheet.
Remind students that they have looked at two pieces
of writing containing different uses of the Present
Continuous in this lesson – a postcard and an email.
They are now going to do a short piece of writing
themselves using this tense.
Direct the students to Exercise 2 on the worksheet.
Ask them to read the prompts. Give them a few
minutes to think about their ideas and to make
notes. Point out that they will need both uses of the
Present Continuous in their writing.
When the students start writing, go round the class
and give support and guidance where needed. It will
probably take students about 15 minutes to complete
their texts.
Encourage students to read each other’s work when
they have finished.
Exercise C
• You might like to set this exercise for homework.
9
© Copyright Oxford University Press
Lesson 2 • Unit 5 Worksheet
Lesson 2 Worksheet
An email to a friend
Student A
1 Complete Peter’s email by putting in the correct form of the verb in brackets ( ).
Hi James
Thanks for your postcard. I think I need a holiday too – everything’s a bit crazy here at
the moment!
(stay) with
I’m sleeping in the living room because my aunt (1)
us this week. Tom’s worried about his exam. He (2)
(study) more
now because he wants to get a good mark. And my father’s not very happy. He (3)
(take) some medicine so he is feeling quite drowsy.
One good thing – we (4)
oven is broken!
(eat) in a restaurant this week, because our
See you soon, Peter
Student B’s answers
1 am sleeping 2 is working
3 is staying 4 am going
2 Write a short email to a friend. Use the Present Continuous to tell your friend about:
•
•
•
•
the weather today
how you are feeling
what you are doing at the moment
something that you are (or someone you know is) doing differently today or this week, and why.
Dear _______
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
© Oxford University Press 2019
© Copyright Oxford University Press
Photocopiable
10
Lesson 2 • Unit 5 Worksheet
Lesson 2 Worksheet
An email to a friend
Student B
1 Complete Zoe’s email by putting in the correct form of the verb in brackets ( ).
Hi Jenny
Thanks for your postcard. I think I need a holiday too – everything’s a bit crazy here at
the moment!
My aunt is staying with us this week. She’s got my bedroom, so I (1)
(sleep) in the living room. Anna’s not in the office this week because she
(2)
(work) at home. Charlotte doesn’t feel well, so she
(3)
(stay) at home today. And I (4)
(go) to work by
bike this week, because I haven’t got money for petrol. I’m feeling really tired!
See you soon,
Zoe
Student A’s answers
1 is staying 2 is studying
3 is taking
4 are eating
2 Write a short email to a friend. Use the Present Continuous to tell your friend about:
•
•
•
•
the weather today
how you are feeling
what you are doing at the moment
something that you are (or someone you know is) doing differently today or this week, and why.
Dear _______
_______
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
© Oxford University Press 2019
© Copyright Oxford University Press
Photocopiable
11
3 Unit 13 Present Perfect (1)
At a glance
1 This lesson focuses on the use and form of the
Present Perfect to talk about:
• recent actions
• events in our lives.
2 Exercise B provides controlled practice of the
3 Exercise C in the book contrasts the two uses
of the Present Perfect looked at in this lesson,
and gives practice in the question form.
4 The worksheet ‘Have you ever …?’ provides
an opportunity for freer, personalized spoken
practice of all the lesson content.
Present Perfect to talk about events in our lives.
Lesson length
3 Ask the class: Where do I put the four sentences from
the demonstration? Mark the letters A to D on the
timeline:
45–60 minutes
Preparation
• Make enough copies of the worksheet so that when
it has been cut into three pieces, each student in the
class will have one questionnaire.
Demonstration
1 Tell the students that you are going to tell them some
things about yourself. Some of the things are true
and some of the things are false. As you say each
sentence, show it on the board:
a
b
c
d
I’ve called my friend today.
I’ve taken my dog for a walk this week.
I’ve been to New York.
I’ve climbed a mountain.
2 Ask the class to call out whether they think the
sentences are true or false. Tell them whether or not
they are correct. Leave the sentences on the board.
Clarification 1
Use of the Present Perfect – to talk about recent
events and events in our lives (3)
1 Put this timeline on the board and tell the students it
represents someone’s life:
c?
d?
T H I S W E E K
T O D A Y
NOW
c? a ? b ? a?
4 Ask: Do we know exactly when these things
happened? [No. We know that c and d happened
some time in the past, but we don’t know when. We
know that a and b happened not long before now,
but we don’t know exactly when.]
5 Ask the students: What tense are these sentences?
[The Present Perfect.]
6 Summarize this stage of the clarification by saying
that the Present Perfect can be used to talk about
recent events (point to a and b on the timeline) and
also events in our lives any time until now (point
to c and d on the timeline). You could also label the
‘events’ on the board:
Recent events
a I’ve called my friend today.
b I’ve taken my dog for a walk this week.
Life events
c I’ve been to New York.
d I’ve climbed a mountain.
Forms of the Present Perfect (positive and
negative) (1)
T H I S W E E K
T O D A Y
NOW
1 Using a different colour, highlight the forms of
2 Check that the students know where the past and the
future are on the timeline. Then ask: Is this person’s
life finished? [No.] Is today finished? [No.]
the Present Perfect on the board. Just focus on the
positive and negative forms at this point:
Subject + have + past participle
I’ve climbed a mountain.
Subject + haven’t + past participle
I haven’t been to New York.
12
© Copyright Oxford University Press
Lesson 3 • Unit 13 Present Perfect (1)
Regular and irregular past participles (2)
1 Ask the students: Is ‘climbed’ a regular or irregular
past participle? [Regular: regular past participles end
in -d or -ed.] How about ‘been’? [Irregular.]
* student support Point out to students that they can
find examples of regular past participles on page 243 and
irregular past participles on page 244.
Practice 1
• Tell the students they are first going to practise the
Present Perfect for talking about life events.
Exercise B (individuals or pairs)
• Direct students to the picture of James sitting with
his grandson. Ask the students to suggest how old
James is.
• Put these interests on the board:
driving
swimming
painting
eating in restaurants
singing
skiing
taking photographs
• Go through the drill a few times until the students
are producing the sentences confidently.
• With stronger classes, you could extend the drill
further by saying the prompts with a questioning
intonation and getting individual students to give
their own answers. For example:
T: see … a lot of beautiful places?
Avo: I’ve seen a lot of beautiful places.
T: travel … in South America?
Alicia: I’ve travelled in South America.
T: drive … across Mexico?
Pavel: I haven’t driven across Mexico.
T: be … Argentina?
Oscar: I’ve been to Argentina.
Clarification 2
Question form of the Present Perfect (1)
1 Remind the students of the four sentences from the
• Give the students a few minutes to read the text
quickly and find James’s interests from the ones on
the board. [James is interested in all the activities
except painting and skiing.]
• Now give the students five minutes to complete
Exercise B by putting the verbs in brackets into
the correct form. Allow the students to compare
their answers in pairs before you check the correct
answers with the whole class.
Exercise B Extension activity (pairs)
cue drill
• Give the students extra very controlled oral practice
with this cue drill based on Exercise B.
T: see … a lot of beautiful places
SS: He’s seen a lot of beautiful places.
T: travel … in South America
SS: He’s travelled in South America.
T: drive … across Mexico
SS: He’s driven across Mexico.
T: be … Argentina
SS: He hasn’t been to Argentina.
T: swim in … the Atlantic Ocean
SS: He’s swum in the Atlantic Ocean.
T: make … much money
SS: He hasn’t made much money.
T: meet … a lot of interesting people
SS: He’s met a lot of interesting people.
demonstration and show them on the board again if
necessary. Elicit the question form of each sentence:
a
b
c
d
Have you called your friend today?
Have you taken your dog for a walk this week?
Have you ever been to New York?
Have you ever climbed a mountain?
2 Highlight the question form:
Have + you + past participle
Have you called your friend?
ever and never (4)
1 Highlight the use of the word ever in questions
about life experiences. Point out that it cannot be
used in questions about recent events.
2 Elicit the possible answers for each question,
pointing out that never can only be used in the
answer to questions c and d:
aHave you called your friend? Yes I have.
OR No, I haven’t. OR No, not yet.
cHave you ever been to New York?
No, never. OR Yes, I have. OR Yes, once/
twice/many times.
13
© Copyright Oxford University Press
Lesson 3 • Unit 13 Present Perfect (1)
Practice 2
• Check the answers with the whole class by asking
Exercise C (whole class)
• Books closed. Show the two example questions on
the board:
Have you had coffee?
Have you been to Jamaica?
• Ask the class which question refers to a recent event.
Put a tick against the first question. Ask: What do
I need to add to the second question? [Ever.] Invite
a student to come to the board and add ever to the
question in the correct place.
• Go through the other questions in Exercise C with
the whole class, checking the concept of everyday
event or interesting life experience as you go.
the students to call out the past participles for each
number. The class may be surprised to find out that,
although each group has a different questionnaire,
with different questions, they’ve all got the same
verbs as each other. Don’t ask the students to read
out the whole question – things might get confusing!
[1 swum 2 slept 3 sung 4 lost 5 made 6 travelled]
• Reorganize the class into ABC groups and give them
about ten minutes to ask each other their questions
and talk about their answers.
• At the end of the activity, invite some students to
report back on what they found out about each
other.
Exercise C Extension activity (pairs)
• Extend Exercise C with this practice activity. Remind
the students of the different ways of answering the
different types of Present Perfect question in this
lesson:
Everyday events
Unusual life experiences
Yes, I have.
Yes, I have, thanks.
No, not yet.
Yes, I have.
Yes, once/twice/many
times.
No, never.
• Put the students in pairs to ask and answer questions
from Exercise C.
• Show a few more everyday activities on the board,
and a few more unusual life experiences. You could
elicit these from the students, use your own ideas, or
use these examples:
Everyday events
Unusual life experiences
do your homework
check your email
drive a tractor
lose a lot of money
• Put students into pairs again to practise forming the
questions and answering them appropriately. After a
few minutes, use open pair work to get the students
asking and answering questions across the class.
Worksheet (groups)
have you ever …?
• Divide the class into three groups, A, B and C. Give
a copy of Questionnaire A to each student in Group
A, Questionnaire B to each student in Group B and
Questionnaire C to each student in Group C. Tell the
class that each group has a different questionnaire.
• Give the groups three to five minutes to complete
their questionnaire with the correct form of the
verbs in brackets.
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© Copyright Oxford University Press
Lesson 3 • Unit 13 Worksheet
Lesson 3 Worksheet
Have you ever …?
Questionnaire A
1
2
3
4
5
6
Complete the questions with the correct form of the verb in brackets.
Have you ever ………………………… (swim) in a river?
Have you ………………………… (sleep) in a hotel this year?
Have you ever ………………………… (sing) in public?
Have you ………………………… (lose) anything important this week?
Have you ………………………… (make) any English grammar mistakes today?
Have you ever ………………………… (travel) somewhere overnight?
✁
………………………………………………………………………………..………………………………………
Lesson 3 Worksheet
Have you ever …?
Questionnaire B
1
2
3
4
5
6
Complete the questions with the correct form of the verb in brackets.
Have you ………………………… (swim) in the sea this year?
Have you ever ………………………… (sleep) under the stars?
Have you ………………………… (sing) in the bath or shower this week?
Have you ever ………………………… (lose) your passport?
Have you ever ………………………… (make) a birthday cake for someone?
Have you ever ………………………… (travel) by train in a foreign country?
✁
………………………………………………………………………………..………………………………………
Lesson 3 Worksheet
Have you ever …?
Questionnaire C
1
2
3
4
5
6
Complete the questions with the correct form of the verb in brackets.
Have you ever ………………………… (swim) at night?
Have you ………………………… (sleep) well this week?
Have you ever ………………………… (sing) a love song to someone?
Have you ever ………………………… (lose) a lot of money?
Have you ………………………… (make) a lot of money this year?
Have you ever ………………………… (travel) first class on a train or plane?
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15
4 Unit 20 Used to
At a glance
1 This lesson clarifies and provides practice of
the structure used to to talk about past habits
and situations:
• in contrast to the Present Simple for describing
present habits and routines
• in addition to the Past Simple for talking about
past habits and routines.
Lesson length
2 Exercises A and C in the book provide
controlled written and spoken practice.
3 The worksheet ‘Your lifestyle – past and
present’ provides the students with an
opportunity for freer written and spoken
practice in a personalized context.
a These days, people often travel abroad.
b In the 1950s people wrote letters, not emails.
c In the 1950s people used to smoke on planes.
dIn the 1950s people didn’t use to carry their
phone everywhere.
45 minutes
Preparation
• Copy each of the four verbs for the demonstration
on to large pieces of card. They need to be big
enough for all the students in the class to see.
• You’ll need Blu-tack or a similar adhesive to stick
them to the board.
• Make one copy of the worksheet for each student in
the class.
Demonstration
1 Show the following on the board:
Lifestyle
In the 1950s
These days
Stick cards with these verbs in random places on the
board:
carry
smoke
write
travel
Present and past habits and situations (1, 2)
1 The Present Simple and Past Simple are used to talk
about present habits and situations and past habits
and situations. Show these sentences on the board,
and underline the tenses in Sentences a and b:
aThese days, people often travel abroad.
Present habit
bIn the 1950s people wrote letters, not
emails. Past situation
Used to (3, 4)
1 For habits and situations which happened in the past
but which are different today, we use used to:
2 Tell the students to listen carefully. Read these
sentences out to the class – don’t write them. Invite
students to come to the board and stick the verbs in
the correct column according to what you say.
a
b
c
d
Clarification
People often travel abroad.
People wrote letters, not emails.
People used to smoke on planes.
People didn’t use to carry their phone everywhere.
[Answers: In the 1950s: carry, smoke, write. These
days: travel.]
3 See if the students can remember your exact
sentences, then put the sentences on the board as
follows:
cIn the 1950s people used to smoke on
planes.
dIn the 1950s people didn’t use to carry their
phone everywhere.
2 To check understanding of the concept, ask: Do
people smoke on planes now? [No.] Did they in the
1950s? [Yes.] Just once, or regularly? [Regularly: that
was the situation in the past.] Do people carry their
phones with them now? [Yes, many people have
mobile phones.] Did people have mobile phones in
the 1950s? [No. It’s a new situation.]
3 Point out that used to is also used to talk about
changes in people’s individual lifestyles, not just
to talk about social change, e.g. I used to carry my
mobile phone with me all the time, but now I don’t.
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Lesson 4 • Unit 20 Used to
4 Highlight the positive, negative, and question forms
Go through the drill a few times until the students
are producing the sentences comfortably. Make sure
the students are pronouncing used to as /justə/.
of used to:
Positive: People used to smoke on planes.
Negative: People didn’t use to have mobile
phones.
Question form: Did people use to eat burgers and
chips?
Ask: What form is the main verb in each sentence?
[Infinitive without to – smoke, have, eat, etc.]
5 Remind students that we can’t use use to for present
habits and situations: People use to eat burger and
chips.
Practice
Exercise A (pairs)
• Direct the students to Exercise A. Explain that the
table shows the changes in some people’s eating and
drinking habits.
• Give the students five to ten minutes to complete
the exercise. Let them compare their answers with a
partner before you go through the correct answers
with the whole class. Make sure students realize that
the exercise continues on page 43.
Exercise C (individuals)
• Give the students five to ten minutes to complete
Exercise C. Check the answers with the whole class
by nominating different students to read out their
answers.
Exercise C Extension activity (pairs)
• Divide the students into AB pairs. Student A closes
his/her book. Student B reads out the first part of
each sentence from Exercise C, and Student A tries
to say the whole sentence from memory.
Example:
Student A: Andrew used to get up at seven o’clock but
now …
Student B: Andrew used to get up at seven o’clock but
now he gets up at half past seven.
• After working on the six sentences, Students A and B
reverse roles.
• This activity can also be done in ABC groups.
Student A reads out the first part of the sentence,
then Students B and C compete to be the first to say
the whole sentence.
Extra activity Worksheet (individuals, pairs)
Exercise A Extension activity (whole class)
drill
• Give the students very controlled oral practice with
this drill based on information from Exercise A.
T: Anna eats fish. She …
SS: She used to eat meat.
T: Tom drinks tea. He …
SS: He used to drink coffee.
T: Robert eats brown bread. He …
SS: He used to eat white bread.
•
•
T: Grace drinks bottled water. She didn’t …
SS: She didn’t use to drink bottled water.
T: Mary eats fresh fruit. She didn’t …
SS: She didn’t use to eat fresh fruit.
T: Lucy eats butter. She didn’t …
SS: She didn’t use to eat butter.
•
T: Anna eats fish. Did …?
SS: Did she use to eat fish?
T: Tom drinks tea. Did …?
SS: Did he use to drink tea?
T: Mary eats fresh fruit. Did …?
SS: Did she use to eat fresh fruit?
•
•
your lifestyle – past and present
Tell the students they are now going to be talking
about their own lifestyles. Show the students the
worksheet. Give the class a few example sentences
about yourself, showing where you would put some
of your own habits and situations in the table.
Give a worksheet to each student in the class. Give
the students five to ten minutes to choose eight
of the habits and situations and write them in the
appropriate place in the table. Go round the class to
check that the students are doing this.
Now give the students about ten minutes to use the
ideas in the table to write sentences about their past
and present habits. Go round as they work to check
they are using the grammar correctly.
Put the students into pairs or small groups to read
out their sentences to each other. Encourage them
to discuss whether their past and present habits are
similar to or different from each other’s.
Invite the groups to report back anything interesting
that they learnt about each other. Affirm correct use
of used to.
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Lesson 4 • Unit 20 Worksheet
Lesson 4 Worksheet
Your lifestyle – past and present
1 Look at the activities and situations below. Do you do them now? Did you do them in the
past? Choose eight of them and write them in the correct place in the table.
drink a lot of milk drink coffee drink tea work hard watch TV
have swimming lessons play the guitar drive a car eat meat go to the seaside for holidays get up early eat sweets ride a bicycle have lots of energy like vegetables live with my family
Past habits and situations
Present habits and situations
drink a lot of milk
drink coffee
2 Write sentences about some of your past and present habits and situations.
Example: I used to drink a lot of milk.
I didn’t use to drink coffee. Now I do.
1
2
3
4
5
6
7
8
3 Compare and discuss your answers in pairs or small groups.
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© Copyright Oxford University Press
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18
5 Unit 22 Will and shall
At a glance
1 This lesson focuses on the use of will for
talking about:
• future facts and things we believe are going to
happen in the future
• decisions we have just made, including offers
and suggestions.
The lesson also presents shall for offers and
suggestions.
2 Exercise A in the book gives controlled
written practice in the use of will for talking
about future facts and things we believe are
going to happen in the future.
3 The worksheet ‘Problems and offers’ gives
the students controlled spoken practice of
making offers of help using I’ll and Shall I …?
4 Exercise C gives controlled written practice
in using Shall I …? and Shall we …? for offers
and suggestions.
5 The extra activity ‘Suggestions and offers’
allows the students to practise using Shall I …?
and Shall we …? in freer spoken practice.
Lesson length
Clarification 1
45–60 minutes
will and won’t (1, 2, 3)
1 Referring to Demonstration 1, ask: How old is Sam
Preparation
• You may wish to copy the questions used in
the Exercise A extension activity and Exercise
C extension activity on different slides of a
presentation.
• Photocopy one worksheet for each pair of students.
Cut the worksheets in half.
Demonstration 1
now? [29.] And next week? [30.] Is he sure about this?
[Yes.] Which parts of the sentences tell us this? [Will
and won’t.] Is it his decision to be older or a belief
about the future? [A belief about the future.]
2 Tell students that will and won’t (will not) are used
for future facts and things that we feel sure are going
to happen in the future.
3 Get the students to practise saying the sentences on
1 Put a picture on the board of someone looking a bit
sad. Label the image ‘Sam’. Put this beneath it:
the board, and focus on the pronunciation of the
short forms I’ll /aɪl/ and won’t /wəʊnt/.
Practice 1
I’ll be ______________ next week.
2 Ask the class to guess Sam’s missing age. When one
of the students says ‘30’, write it in the gap. Add this
gapped sentence, and ask the students to complete it:
I ­__________ be young any more.
3 Leave the two complete sentences on the board for
Clarification 1:
Exercise A (individuals, pairs)
• Give the students ten minutes to complete Exercise
A. Let them compare their answers in pairs before
you go through the correct answers with the class.
• When checking the answers, nominate different
students across the class from one another to read
Parts A and B of the dialogues.
Exercise A Extension activity (individuals, pairs)
I’ll be 30 next week. I won’t be young any more.
• Show these questions on the board:
What time will you go to bed tonight?
Where will you be this time tomorrow?
What day of the week will your birthday be
next year?
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Lesson 5 • Unit 22 Will and shall
• Put the students into small groups to discuss their
answers to the questions. Invite students to share
their answers with the whole class at the end.
Demonstration 2
1 Remind the students of Sam and his forthcoming
birthday. Tell the students that Sam’s feeling a bit sad
about his age. What can they do to help? Put these
ideas on the board:
See if the students know I’ll and Shall I …? If not,
say some example sentences, e.g. I’ll make a cake for
you. Shall I plan a party for you? I’ll take you to a
restaurant. Put some of the sentences on the board.
1 Show these sentences on the board:
[One.] And in b? [More than one.]
3 Practise the pronunciation of Shall I …? /ʃəlaɪ/ for
offers and Shall we …? /ʃəwi/ for suggestions.
Practice 3
• Give the students ten minutes to complete Exercise
I’ll, Shall I …? (4, 5)
1 Referring to the example sentences from
Demonstration 2, ask: When did you decide to do
these things? [Just now.] Underline I’ll and Shall I
…? Say: We use I’ll when we make a decision to do
something. Both I’ll and Shall I …? can be used for
making offers. The next exercise gives practice in the
use of these two structures.
Practice 2
Worksheet (pairs)
•
Shall we …? (5)
Exercise C (individuals)
Clarification 2
•
Clarification 3
2 Ask: How many people will make the cake in a?
2 Ask students how they can make offers to help Sam.
•
the worksheet. To check the answers, use open pair
work (i.e. Student A from one pair speaks across the
classroom to Student B from another pair).
a Shall I make you a cake?
b Shall we make a cake?
make you a cake
plan a party for you
take you to a restaurant
•
• Allow about ten minutes for the pairs to go through
problems and offers
Ask the students to close their books. Mime carrying
a heavy load of books and say: I want to take these
books home but they’re very heavy.
Tell the class to offer you some help, using I’ll and
Shall I …? [e.g. Shall I help you? I’ll carry some of
them.] Explain that the students are going to work in
pairs and practise making offers of help in the same
way.
Divide the class into AB pairs. Give one Student A
worksheet and one Student B worksheet to each pair.
Tell students that Student A should begin by reading
out one of the problems on their worksheet. Student
B looks at the offers on his/her worksheet, chooses
the most suitable one, and makes an offer using I’ll.
Student A can reply with ‘Thanks very much.’ or
‘That’s very kind of you.’
C. Let them compare their answers in pairs before
you go through the correct answers with the class.
• When checking the answers, use open pair work (i.e.
nominate different students across the class to read
Parts A and B of the dialogues).
Exercise C Extra activity (pairs)
suggestions and offers
• Write some more ideas for Sam’s birthday on the
board:
Offers:
plan a surprise for you
buy you a big present
Suggestions:
go to the cinema
go to the beach for the day
go shopping
• Put the students in pairs and indicate who is Sam
and who is Sam’s friend in each pair. The students
can practise making and responding to offers and
suggestions based on the ideas on the board.
• Bring the activity and lesson to a close by using
another round of open pair work. The students can
either use the ideas on the board, or think of their
own offers and suggestions.
20
© Copyright Oxford University Press
Lesson 5 • Unit 22 Worksheet
Lesson 5 Worksheet
Problems and offers
Student A
Example: Problem I want to take these books home but they’re very heavy.
Offer
I’ll carry some of them.
Thanks That’s very kind of you.
Problems
1 I feel sick. It’s so hot in this room.
2 I want a cup of coffee, but I don’t have any money.
3 I’m hungry. I didn’t have any lunch.
4 I want to learn Japanese.
Offers
ask her to phone you tonight
help you look for it
carry some of them
go with you
phone for a taxi
NB Don’t forget to say ‘That’s very kind of you.’ or ‘Thanks.’ when somebody offers to help you.
✁
………………………………………………………………………………..………………………………………
Lesson 5 Worksheet
Problems and offers
Student B
Example: Problem I want to take these books home but they’re very heavy.
Offer
I’ll carry some of them.
Thanks That’s very kind of you.
Offers
carry some of them
give you the name of a language school
give you some money
make you a sandwich
open a window
Problems
5 I’ve lost my passport.
6 It’s ten o’clock. I’ll be late if I walk.
7 I want to speak to Jasmine. It’s very important.
8 I want to go to the museum but I don’t know the way.
NB Don’t forget to say ‘That’s very kind of you.’ or ‘Thanks.’ when somebody offers to help you.
© Oxford University Press 2019
© Copyright Oxford University Press
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21
6 Unit 26 Future
At a glance
1 This lesson reviews and contrasts different
ways of talking about the future, with a
particular focus on will, be going to and the
Present Continuous.
2 The lesson contrasts the concepts of:
• events in the future that are not in our control
• events in the future that are in our control.
4 The worksheet ‘Ann’s diary’ is an adaptation
of Exercise C in the book and provides
controlled spoken practice.
5 The extension activity ‘My future’ provides
an opportunity for the students to use the
language in freer, personalized practice.
3 Exercise A in the book provides controlled
written practice of the lesson content, and is
followed by a spoken extension activity.
Lesson length
Present Continuous and the Present Simple. This
lesson contrasts three of these structures.
60 minutes
Preparation
• Prepare a presentation for the demonstration and
Practice 2 if you plan to project them on the board.
• Photocopy one worksheet for each pair of students
in the class. Cut the worksheets in half.
* student support This lesson is intended to review and
contrast different ways of talking about the future. For
information on and practice of the individual structures
contrasted in this lesson, see Units 21 to 25.
Events in the future that are not in our control:
will and be going to (2)
1 Add time markers to the events on the board that are
Demonstration
not in our control:
1 Put this list on the board:
The weather
What I eat and drink
The result of an international sports event
My free-time activities
2 Ask the class to think about the things on the board
in the future – for example, tomorrow and next
year. Ask the class: Which of these things can you
control? [Generally, we can control what we do in
our free time and what we eat and drink.] Which
of these things can’t you control? [We can’t control
the weather or the result of an international sports
event.]
3 Tell the students that this lesson is a review of
different structures for talking about the future.
Clarification 1
Different ways of talking about the future (1)
1 Remind students that there is no ‘future tense’ in
The weather – tomorrow
The result of an international sports event –
next summer
2 Invite students to make sentences about the future.
Avoid using any future forms yourself at this stage,
and don’t worry if the students make mistakes.
3 Show these sentences on the board:
It’s going to be hot tomorrow. It will be hot
tomorrow.
Germany’s going to win the World Cup next
summer.
Germany will win the World Cup next summer.
4 Say: When we talk about events in the future that we
expect to happen but that are not in our control, we
can use will or be going to.
Note: We often use phrases like I think … and I’m
sure … with these sentences.
English. Instead, different structures are used to talk
about the future. These include will, be going to, the
22
© Copyright Oxford University Press
Lesson 6 • Unit 26 Future
Practice 1
Extra activity (whole class)
substitution drill
• Give the students very controlled oral practice with
this simple substitution drill:
T: I think it’s going to be hot today. (cold)
SS: I think it’s going to be cold today.
T: I’m sure it’s going to rain today. (snow)
SS: I’m sure it’s going to snow today.
T: I think she’ll win the match. (lose)
SS: I think she’ll lose the match.
T: I’m sure he’s going to be the first. (last)
SS: I’m sure he’s going to be the last.
• Go through the sentences a few times until the
students can produce them comfortably.
Clarification 2
Events in the future that are in our control: will,
be going to and the Present Continuous (3, 5)
1 Point to ‘What I eat and drink’ on the board. Show
these two sentences on the board:
Present Simple after if, when, before, as soon
as, after and until (4)
1 When a sentence has two parts that refer to the
future, we use the Present Simple after the future
time markers if, when, before, after, as soon as and
until, and in the other part of the sentence we use
will or be going to:
Future time marker + Present Simple + be
going to
As soon as this lesson finishes, I’m going to
have a coffee.
Note: This future structure is not practised in this
lesson; however, if you wish to include it in your
lesson, Exercise B in the book provides controlled
practice.
Practice 2
Exercise A (individuals)
a I don’t know … I think I’ll have a cup of tea.
b I’m going to cook some pasta this evening.
2 Ask the class: Which sentence is about a decision
made just now? [Sentence a.] When did the speaker
make the decision in Sentence b? [Some time before
speaking.] We use will and be going to differently
when we talk about events in the future that are in
our control. We use will at the time we decide to
do what we do; we use be going to after we have
decided what to do.
3 Point to ‘My free-time activities’ on the board.
Remind the class that these are events within our
control. Show these two sentences on the board:
aI’m going to read my new book this
evening.
b I’m going to Sam’s party on Saturday.
Ask the class: Which sentence is about an
arrangement with other people? [Sentence b.] Which
future form is used? [Present Continuous.] What
is Sentence a about? [A private plan.] Which future
form is used here? [Be going to.]
4 Check that the students can make questions about
people’s future arrangements and plans.
Arrangement: What are you doing this
afternoon? (Present Continuous)
Personal plan: What are you going to do next
year? (be going to)
• Tell the students they are going to read a
conversation between a woman called Liz and her
brother Tom. Liz and Tom are at a train station.
Show these questions on the board:
a
b
c
d
Where has Liz been?
Was she on holiday or a business trip?
What’s Tom’s plan for this evening?
Who is Liz going to phone this evening?
• Give the students two minutes to read the
conversation in Exercise A and find the answers
to the questions. Tell them not to worry about the
grammar at this stage. Let the students compare
their answers, then check the correct answers with
the whole class. [a Amsterdam b business c He’s
going to a Mexican restaurant. d Their dad.]
• Give the students five to ten minutes to complete
Exercise A. Let the students compare their answers,
then check the correct answers with the whole class.
Exercise A Extension activity (individuals, pairs)
• Put the students in pairs and tell them to look
through the corrected conversation in Exercise A
again and find:
A Six decisions made at the time of speaking.
B Two decisions made before the time of speaking.
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Lesson 6 • Unit 26 Future
C Two comments on events that the speaker cannot
control.
D One arrangement made with another person.
• As you go through the answers, get the students to
repeat each sentence after you so they can practise
the pronunciation. [Answers: A I’ll have a tea. I’ll
carry your bag. We’ll go to that café over there. I’ll
have a sandwich. I’ll probably cook something.
I’ll get you a taxi. B I’m going to talk to the boss
tomorrow. I’m going to ask him if I can move to
another department. C I’m sure he’ll give you what
you want. He’ll be 50. D I’m taking Charlotte.]
• Put the students in pairs to practise reading the
conversation. Make sure they read the conversation
twice and reverse roles.
Exercise C Worksheet (pairs)
•
•
•
•
• Give the students five minutes to complete the
sentences. One of their answers should be true and
three of their answers should be false. It’s important
that you go round the class and check the students’
sentences at this stage so that you can check that
their grammar is correct. [Example answers: I’ll/I’m
going to be 27 next year. I’m going to write some
letters tomorrow. I’m going shopping with my best
friend next week. I think it will/is going to snow
tomorrow.]
• Put the students into small groups. Each student
should read out all four of their sentences. The
others in the group should decide which of their
sentences is true and which three are false. (Note:
If you think any of the students might be sensitive
about their age, leave that question out.)
anna’s diary
Remind students of the question forms when asking
about someone’s future arrangements: What are
you doing tomorrow/on Monday/next week, etc.?
Ask: Which future form do we use when we have
an arrangement with someone else? [The Present
Continuous.] And when it is a personal plan? [Be
going to.]
Divide the class into AB pairs. Hold up the two parts
of the worksheet. Explain that it is a diary, which
belongs to a woman called Anna. Anna is a very
busy woman – so busy that she has two secretaries
(indicate the pairs of students)! Each secretary has
different information about Anna’s week.
Give a Student A worksheet to each Student A and
a Student B worksheet to each Student B. Tell the
students not to look at each other other’s worksheets.
They must ask each other questions about Anna’s
arrangements on different days to find the missing
information.
As the students are working, walk round the
class to make sure that they are using the Present
Continuous and be going to correctly.
Exercise C Extension activity (small groups)
my future
• Show these sentences on the board:
I ___________ next year. (age)
I________________________ tomorrow.
(personal plan)
I ______________next week. (arrangement
with someone else)
I think it __________________ tomorrow.
(weather)
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Lesson 6 • Unit 26 Worksheet
Lesson 6 Worksheet
Anna’s diary
Student A
This is Anna’s diary for next week. Complete the missing parts by asking Student B
‘What’s she doing on …?’
Answer Student B’s questions about Anna’s diary. Use the Present Continuous if Anna
has an arrangement with someone else, but if she does not, use be going to.
Morning
Afternoon/evening
Monday
1
wash the car
Tuesday
do some shopping
2
Wednesday
11.00 take the dog to the vet
3
Thursday
4
buy a new squash racket
Friday
9.00 play squash with Mary
5
Saturday
6
6.00 meet Tim at the airport
✁
………………………………………………………………………………..………………………………………
Lesson 6 Worksheet
Anna’s diary
Student B
This is Anna’s diary for next week. Complete the missing parts by asking Student A
‘What’s she doing on …?’
Answer Student A’s questions about Anna’s diary. Use the Present Continuous if Anna
has an arrangement with someone else, but if she does not, use be going to.
Morning
Afternoon/evening
Monday
10.00 take Tim to the airport
1
Tuesday
2
free
Wednesday
3
tidy the flat
Thursday
12.30 cook lunch for mother
4
Friday
5
paint my bedroom
Saturday
wash my hair
6
© Oxford University Press 2019
© Copyright Oxford University Press
Photocopiable
25
7 Unit 27 Nouns, verbs, adjectives, etc.
At a glance
1 This lesson provides:
• an overview of parts of speech (including
nouns, verbs, auxiliaries, adjectives, adverbs,
pronouns and prepositions)
• practice in using word order correctly.
2 Exercise A in the book gives practice in
identifying and naming parts of speech.
Lesson length
Preparation
• Copy the words for the demonstration on to large
pieces of card.
• You’ll need Blu-tack or similar adhesive to stick
them to the board.
• Copy one Worksheet 1 for each pair of students in
the class. Cut the worksheets in half.
• Cut out the five word sets on Worksheet 2. Put the
sets in five separate envelopes and label them 1 to 5.
Demonstration
1 Stick these word cards randomly on the board:
about
lesson
making
will
English
teach
sentences
you
correctly.
gives further practice in a pair-work format.
4 Exercise D focuses on word order. It is
extended by Worksheet 2 ‘Word sets’, a
group-work activity.
You might like to direct students to pages v to vii in
the book to remind them that all the grammar areas
mentioned in this lesson are explained in more detail in
the book.
45–60 minutes
This
3 Worksheet 1 ‘What’s the missing word?’ is
an adaptation of Exercise B in the book and
Nouns (2)
1 Ask the students: Which two words in the sentence
on the board are nouns? Move ‘lesson’ and ‘sentences’
to the ‘noun’ column of the grid. Ask the students:
What do nouns identify? [Things, people or animals.]
2 Ask: When do nouns have a capital letter? [When
they are ‘proper nouns’ – the names of people, places
and things.]
Note: ‘English’ is an example of a proper noun. In
the sentence on the board, however, it operates as an
adjective.
Ask students to look around the classroom and find
more examples of nouns and proper nouns. [E.g.
door, student, Martin.]
* student support In the sentence, ‘lesson’ is preceded
by ‘This’. For more information about this, that, these and
those, direct students to Unit 52.
2 Invite students to come to the board and stick the
words into the correct order to make a sentence.
Clarification
1 Show this grid on the board:
Noun Verb Auxiliary Adjective Adverb Pronoun Preposition
verb
* student support For most students these
grammatical terms will be familiar. For students who
have acquired their English without studying grammar
formally, some of the terms may be unfamiliar. Reassure
these students that the lesson will make the terms clear.
Verbs (3)
1 Ask the students: What is the main verb in the
sentence on the board? Move ‘teach’ to the ‘verb’
column of the grid. Ask students to find another
verb in the sentence. Move ‘making’ to the ‘verb’
column, pointing out that this is a verb in the -ing
form. Ask the students: What do verbs describe?
[Actions and situations.] Ask students to give
some examples of verbs connected to their English
lessons. [E.g. listen to the teacher, write essays, speak
English.]
* student support For more information about the
infinitive and the ­-ing form of verbs, direct students to
Units 92–94.
26
© Copyright Oxford University Press
Lesson 7 • Unit 27 Nouns, verbs, adjectives, etc.
Auxiliary verbs (4)
Prepositions (8)
1 Ask the students: What is the auxiliary verb in the
sentence on the board? Move ‘will’ to the ‘auxiliary
verb’ column of the grid. Ask the students to name
other auxiliary verbs. [must, did, can, be, do, etc.]
Adjectives (5)
1 Ask the students: What is the adjective in the sentence
on the board? Move ‘English’ to the ‘adjective’
column of the grid. Ask: What kind of words do
adjectives give information about? [Nouns] Ask the
students to suggest other adjectives to describe
sentences. Write some in the grid. [E.g. long, short,
simple, complicated, German, Spanish, etc.]
2 We can put very before some adjectives to make
them stronger, e.g. very long, very short, very simple,
very complicated.
3 Adjectives usually come before nouns. However they
are also used after the verbs be, look, seem, feel, for
example: He’s hungry. She looks tired.
Adverbs (6)
1 Ask the students: What is the adverb in the sentence
on the board? Move ‘correctly’ to the ‘adverb’ column
of the grid. Ask: What kind of words do adverbs give
information about? [Adjectives, verbs, and other
adverbs.] Point out that many adverbs end in -ly.
Pronouns (7)
1 Ask the students: What is the pronoun in the sentence
on the board? Move ‘you’ to the ‘pronoun’ column of
the grid. Ask: What does ‘you’ mean in the sentence
on the board? [The students, the class.]
2 Ask the students to name other pronouns (I,
we, them, they, us, etc.). Remind the class that
in English they should use pronouns whenever
possible to avoid repeating nouns. Put some practice
sentences on the board and ask students to replace
the underlined words with appropriate pronouns,
e.g.:
I wrote this sentence. This sentence is short.
→ It is short.
I called James and told James about the
homework.
→ … and told him about the homework.
1 Ask the students: What is the preposition in
the sentence on the board? Move ‘about’ to the
‘preposition’ column of the grid. Remind the
students that many prepositions are connected with
places and times. Ask the students these questions to
elicit answers with prepositions: Where are we now?
[E.g. In Room 22.] When did the lesson begin? [E.g.
At ten o’clock.] When did this course begin? [E.g. In
September.]
Practice
Exercise A (pairs)
• Put the students in pairs to complete Exercise A.
Check the answers with the whole class by asking
students to call out all the nouns, all the verbs, all the
auxiliaries, etc.
Extra activity
sentence change
• Rearrange the words on card into the correct order
on the board:
This lesson will teach you about making
English sentences correctly.
• Explain to the students that you are going to give
them some more individual words. They will need
to identify what kind of word each is and then
substitute it for one of the words in the existing
sentence. As the words are replaced, remove the
piece of card with the original word from the board
and put the new word on the board in its place.
T: book
SS:This book will teach you about
making English sentences correctly.
T: us
SS:This book will teach us about
making English sentences correctly.
T: didn’t
SS:This book didn’t teach us about
making English sentences correctly.
T: food
SS:This book didn’t teach us about
making English food correctly.
T: Japanese SS:This book didn’t teach us about
making Japanese food correctly.
T: eating SS:This book didn’t teach us about
eating Japanese food correctly.
T: politely SS:This book didn’t each us about
eating Japanese food politely.
27
© Copyright Oxford University Press
Lesson 7 • Unit 27 Nouns, verbs, adjectives, etc.
Exercise B Worksheet 1 (pairs)
what’s the missing word?
• Show the following on the board:
Word types
1 adverbs
2 auxiliary verbs
3 adjectives
4 nouns
5 pronouns
6 prepositions
7 verbs
Examples
a on, at, in
b beautiful, sick
c I, you
d must, do
e find, pass
f job, match, Saturday
g badly, easily, carefully
• Ask students to come to the front and match a
word type with a set of examples by drawing a line.
[Answers: 1g 2d 3b 4f 5c 6a 7e.]
• Now divide the students into pairs, giving one
student in each pair a Student A section of the
worksheet and the other a Student B section. Each
student should attempt to complete the sentences on
their sheet using some of the example words on the
board, and then get their partner to test them and
tell them whether they are right.
Exercise C (individuals)
• Set this exercise if you feel your students need help
with identifying proper nouns. If not, go directly to
Exercise D.
Exercise D (groups)
• Divide the class into five groups. Ask them to
work together to do Exercise D in the book. Check
the answers with the whole class then extend the
practice with the exercise below.
Extension activity Worksheet 2 (groups)
word sets
• Keep your students in the same five groups. Give
each group one of the sets of words you prepared. Get
students to order the words and write their sentence
down on a piece of paper. Then ask the groups to put
the words back in the envelope and exchange them
with another group, until everyone has written down
five sentences. Ask a member of each group to write
their final sentence on the board so that you can
check that everyone has the correct answers.
28
© Copyright Oxford University Press
Lesson 7 • Unit 27 Worksheet
Lesson 7 Worksheet 1
What’s the missing word?
Student A
Complete the sentences using some of the words on the board.
1 You’ll
2
3 She played
4
weekend.
the books
the table.
bought some
flowers and gave them to my wife.
and lost the tennis
.
haven’t seen your grandfather for a long time – you
visit him at the
Answers for Student B.
5
6
7
8
Don’t worry. You’ll pass the exam easily.
Listen carefully! The money is in the box.
I’m playing golf on Saturday. Do you want to play with me?
I feel sick. What did we eat at the restaurant?
✁
………………………………………………………………………………..………………………………………
Lesson 7 Worksheet 1
What’s the missing word?
Student B
Complete the sentences using some of the words on the board.
5
6
7
8
Don’t worry. You’ll
Listen
I’m playing golf on
I feel
the exam
! The money is
.
. What did we eat
.
the box.
you want to play with me?
the restaurant?
Answers for Student A.
1
2
3
4
You’ll find the books on the table.
I bought some beautiful flowers and gave them to my wife.
She played badly and lost the tennis match.
You haven’t seen your grandfather for a long time – you must visit him at the weekend.
© Oxford University Press 2019
© Copyright Oxford University Press
Photocopiable
29
© Copyright Oxford University Press
© Oxford University Press 2019
Chelsea
Set 5
Mike
Set 4
Walk
Set 3
They
Set 2
We
Set 1
played
gave
slowly
me
or
you
’ll
and
at
in
have
they
old
film
Madrid
very
funny
to
a
well
a
driving
watched
’re
won
book.
an
the
the
Cup.
cinema.
accident.
June.
Lesson 7 • Unit 27 Worksheet
Lesson 7 Worksheet 2
Word sets
Photocopiable
30
8 Unit 32 How long/far/often …?
At a glance
1 The lesson focuses on questions with How,
including How long …?, How far …?, How
often …?, How much …?, How many …?
and How old …?, which ask for specific
information about numbers, quantities and
times.
2 The lesson presents and gives practice in the
questions in conjunction with their typical
answers, e.g. from … until, every hour, etc.
Lesson length
practice in forming questions with How in a
variety of tenses.
4 The worksheet ‘Find someone who …’ gives
further practice in How question formation
and an opportunity to use the questions in a
personalized communicative activity.
Clarification
1 Underline all the How parts of the sentences on
45–60 minutes
the board – How many, How long, How old, How
often, How far and How much.
Preparation
• Copy the words and phrases for the demonstration
on to large pieces of card. You’ll need Blu-tack or
similar adhesive to stick the pieces of card to the
board.
• Copy one worksheet for every four students in the
class. Cut each worksheet into four.
Demonstration
1 Stick these answer cards randomly on the board:
Every hour.
£2.
10 miles.
Nine years old.
About 25.
About an hour.
2 Ask: What kind of information are all these questions
about? [Numbers – e.g. quantities, distances and
times.]
3 As outlined below, go through each question in
more detail, checking concepts and making sure
students are clear on what answers are possible for
each question.
How long …? (1)
1 Ask: Is this question about quantity, distance or time?
[Time.] Point out that the answer to How long did
you stay? can also include from … until or from …
to, e.g. from 3.30 until 4.30 or from 3.30 to 4.30.
2 Tell the students to listen carefully. Read these
sentences out twice to the class (don’t write them
down), then invite students to come to the board
and put the cards in the correct order.
a
b
c
d
e
f
3 Exercises A and B in the book give controlled
How many people were there?
How long did you stay?
How old is he now?
How often does it go?
How far is it to Manchester from here?
How much does a ticket cost?
How far …? (2)
1 Ask: Is this question about quantity, distance or time?
[Distance.] Point out that this question can either be
How far is it to Manchester from here? or How far is it
from here to Manchester? Explain that answers can be
given in exact distances, e.g. 10 miles, 279 kilometres,
or in approximate expressions, e.g. (It’s) not far, (It’s)
quite a long way.
How often …? (3)
3 Now show the questions on the board. Stick the
relevant phrases beside each sentence. Put the
students in pairs to decide what Questions a to c are
about, and what Questions d to f are about. [a to c
are about a birthday party and d to f are about a bus
or a train.]
1 Ask: Is this question about quantity, distance or time?
[Time – frequency.] Elicit possible answers to this
question and show some of them on the board, e.g.:
always, sometimes, never, etc. (adverbs of
frequency)
every day, once a week, three times a year,
etc. (adverbial expressions of frequency)
31
© Copyright Oxford University Press
Lesson 8 • Unit 32 How long/far/often …?
* student support For extra information on adverbs
and adverbial expressions of frequency, direct the students
to Unit 74.
How much …?, How many …? (4, 5, 6)
1 Ask: Are these questions about quantity, distance or
time? [Quantity.] Direct the students to Sentence f
on the board. Point to much and ask: What is the
question asking about? [Money.] Grammatically,
is ‘money’ a countable or uncountable noun?
[Uncountable.]
* student support For extra information on countable
and uncountable nouns, direct the students to Unit 53.
2 Show this sentence on the board and ask the
students how they could answer it:
How much cheese did you buy?
[Possible answers: 100 grams, a kilo, two packets.]
3 Direct the students to Sentence a on the board. Point
to people. Ask: What about ‘people’? What kind of
noun is this? [A plural noun.]
* student support For more information on plural
nouns, direct the students to Unit 51, and Appendix 1 on
page 242.
How old …? (7)
1 Ask: Is this question about quantity, distance or time?
[Time – age.] Direct the students to Sentence c on
the board. Check that students know the three ways
to answer this: He’s nine. Nine. He’s nine years old.
Remind the students that He’s nine years. is not
possible.
Practice
Exercise A (individuals)
• Give the students five to ten minutes to complete
Exercise A. Let them compare their answers with a
partner before you check the correct answers with
the whole class.
• Get the students to practise saying the questions
a few times. Encourage them to pronounce the
questions with falling intonation.
Exercise B (pairs)
• Put the students into pairs to do Exercise B, then
check the correct answers with the whole class.
• Working in the same pairs, get the students to
practise reading the questions and answers to each
other.
• As a follow-up, invite students to ask each other the
questions from the exercise across the class (open
pair work). They can either use the answers from the
book, e.g. ‘I bought half a kilo.’, or invent their own
answers.
Extra activity (whole class)
prompt drill
• Give the students some very controlled practice
with this prompt drill. Before you begin, remind
the students that these questions with How … are
used to get specific information from people. In this
activity, they will practise asking you, the teacher, for
information: whether you answer the questions or
not is up to you!
T: I’ve got lots of books.
SS: How many books have you got?
T: I’m very old!
SS: How old are you?
T: I’ve been a teacher for a long time.
SS: How long have you been a teacher?
T: I spent lots of money yesterday.
SS: How much money did you spend?
T: I like going to the cinema.
SS: How often do you go to the cinema?
T: I walked a long way yesterday.
SS: How far did you walk yesterday?
Go through the drill a few times until the students
are producing the questions comfortably. Make sure
the students are pronouncing the questions with a
falling intonation.
Extra activity Worksheet (whole class)
find someone who …
• Show this example on the board:
Find someone who goes to the dentist twice a
year. _________
• Ask the class to make a question with How … that
would find this information. [How often do you go
to the dentist?]
• To demonstrate the activity, address the question
to a few students in the class. When someone says
‘twice a year’, write their name on the line. Explain
that everyone is going to prepare and ask similar
questions so that they can find out information from
each other.
• Divide the class into four groups, Group A, Group
B, Group C and Group D. Give Section As to all the
students in Group A, Section Bs to all the students in
Group B, and so on.
32
© Copyright Oxford University Press
Lesson 8 • Unit 32 How long/far/often …?
• Give the groups about five minutes to prepare their
five questions. Go round the class as the students are
working so that you can check their questions and
give help where necessary.
• When all the groups are ready, get the students to
stand up and move around the class asking their
questions. After about ten minutes get the students
to return to their original groups and to compare
answers. To bring the lesson to a close, invite the
groups to report back on what they found out about
other students in the class.
33
© Copyright Oxford University Press
Lesson 8 • Unit 32 Worksheet
Lesson 8 Worksheet
Find someone who …
A Find someone who …
paid more than Є100 for their shoes.
goes to the hairdresser every month.
slept for more than eight hours last night.
is between 25 and 31 years old.
lives more than 100 km from their best friend.
✁
………………………………………………………………………………..………………………………………
Lesson 8 Worksheet
Find someone who …
B Find someone who …
has got more than two brothers and sisters.
lives in a house or flat that is more than 100 years old.
has done a lot of work today.
can run more than 5 km.
reads a newspaper every day.
✁
………………………………………………………………………………..………………………………………
Lesson 8 Worksheet
Find someone who …
C Find someone who …
goes swimming every week.
has done a lot of work today.
is between 19 and 24 years old.
has studied English for more than two years.
lives less than 2 km from the school.
✁
………………………………………………………………………………..………………………………………
Lesson 8 Worksheet
Find someone who …
D Find someone who …
can swim 500 km.
has got more than two pairs of jeans.
has lived in their house or flat for more than 15 years.
checks their email more than three times a day.
spends more than five hours on homework every week.
© Oxford University Press 2019
© Copyright Oxford University Press
Photocopiable
34
9 Unit 39 Ability: can, can’t, could, couldn’t
At a glance
1 This lesson clarifies and gives practice in can,
can’t, could, couldn’t and will be able to for
talking about past, present and future abilities.
2 Exercise A in the book gives controlled
written practice in can, can’t, could and
couldn’t. This is followed by an extension
activity which includes will be able to.
Lesson length
spoken practice of can, can’t, could, couldn’t
and will be able to.
4 Exercise 2 on the worksheet gives freer,
personalized spoken practice of the lesson
content.
3 Check that students can make the question form
correctly:
45 minutes
Can you speak German?
Can you hear any music?
Preparation
• Copy the Student A worksheet for half the class and
the Student B worksheet for the other half of the
class.
• You may wish to copy the questions used in the
Exercise A extension activity into a presentation.
Demonstration
1 Put these four sentences on the board:
1
2
3
4
3 Exercise 1 on the worksheet ‘Past, present
and future abilities’ gives controlled and freer
I can see a red car outside the classroom.
I can speak German.
I can’t play the piano.
I can’t hear any music.
2 Put the students in pairs to decide whether or not
each sentence is true about you, their teacher. After
a minute or so, ask the students what they think. Tell
them whether they are correct or not.
Clarification
can and can’t (1, 2)
1 Ask the students: Which two sentences on the board
are about ability in general? [Sentences 2 and 3.]
Which are about things we are able to do at the
moment? [Sentences 1 and 4.]
2 Highlight the form of the structures with can and
can’t, reminding students that can is always followed
by the infinitive without to:
I can see a red car outside the classroom.
I can’t play the piano.
could (3)
1 Ask the students to change the sentences on the
board into sentences about the past:
I could see a red car outside the classroom a
few minutes ago.
I could speak German when I was young.
I couldn’t play the piano.
I couldn’t hear any music.
Again, highlight the use of the infinitive without to
after could.
Note: all of these sentences could also be expressed
with was/wasn’t able to, but this is not focused on in
this lesson.
was able to, managed to (4)
1 We also use was able to and managed to to talk
about something that was possible on a particular
occasion in the past. We do not usually use could in
this situation.
will be able to (5)
1 Remind the class of the two sentences on the board
which talk about ability. Ask the students to change
them into sentences about the future:
I will be able to speak German soon. / I’ll be
able to speak German soon.
I will be able to play the piano next year. / I’ll
be able to play the piano next year.
Highlight the use of the infinitive with to in this
structure.
35
© Copyright Oxford University Press
Lesson 9 • Unit 39 Ability: can, can’t, could, couldn’t
Practice
• Direct the students to Exercise 2 ‘My abilities’ on the
Exercise A (pairs)
• Put the students in pairs to complete Exercise A.
While they’re doing the exercise, write the sentences
for the extension activity on the board.
• Let the students compare answers in pairs before you
check the answers with the whole class.
Exercise A Extension activity (pairs, whole class)
• Show these sentences on the board:
1 He _______ play next week.
2 He’s lucky that he _______ afford it.
4 I _______ hear the actors very clearly.
6 Her sister _______ read music.
8His wife spoke very slowly and I _______
understand everything.
11 I _______ talk to you later this evening.
worksheet. Give the students about five minutes to
think about and complete the four sentences. They
can use the abilities in the word pool, or think of
their own ideas.
• When the students are all ready, get them to walk
around the classroom and talk to other students.
Can they find anyone with four sentences the same
as theirs? Three sentences? Two? One? (If you don’t
have enough classroom space, put the students into
groups of five or six.)
• When the activity is over, ask students to report back
on what they found out about each other.
• Tell the students that these sentences are connected
to Sentences 1, 2, 4, 6, 8 and 11 in Exercise A.
Working in pairs, they should complete each of
the sentences with can, can’t, could or will be able
to. Check that students understand ‘afford’ and
‘read music’. They will also need to understand this
vocabulary for Exercise 2 on the worksheet.
Check
the correct answers with the whole class. [1
•
will be able to 2 can 4 could 6 can’t 8 could 11 will
be able to.]
• Make sure the board is clear. Read out Sentences 1,
2, 4, 6, 8 and 11 from Exercise A in the book. Can
the students remember each of the related sentences
from the extension activity?
Extra activity Worksheet (pairs)
past, present and future abilities
• Divide the class into two halves, A and B. Give
Student A worksheets to all the As and Student B
worksheets to all the Bs. Direct them to the first
exercise, ‘Six friends’. Working in AA and BB pairs,
give the students a few minutes to look at the table
and prepare the information they are going to give
another partner.
• Regroup the students into AB pairs. They can
now give each other the information they need.
Make sure the students don’t look at each other’s
worksheets. Go round the class as the students are
working to give help or correct errors as required.
36
© Copyright Oxford University Press
Lesson 9 • Unit 39 Worksheet
Lesson 9 Worksheet
Past, present and future abilities
Student A
1 Six friends
Student B needs some information from you. Prepare to tell him/her about …
1
2
3
4
5
6
Joy’s hopes for the future.
Mark’s present ability.
Anna’s hopes for the future.
Laura’s ability last year.
Tom’s present ability.
Lucy’s ability last year.
Listen to the information Student B gives you. Use it to fill in the gaps in the table below.
Last year
(could)
Joy
Mark
Now
(can)
swim
type 2
Anna
speak only a little French
Laura
only cook omelettes
Tom
type 30 words per minute
speak French 3
cook quite well
play the piano and the
violin
only 5
Lucy
metres
swim 1
words per
minute
Hopes for the future
(will be able to)
ride a bike
drive a car
swim for her club team
work as an administrator
work as an interpreter
work as a 4
be a professional musician
drive 6
2 My abilities
Complete these four sentences so that they are true about you. You can choose from the words and
phrases from the box below, or think of your own ideas.
speak English very well
stand on my head
drive
sing
read music
dance
afford expensive clothes
1 I can
2 I can’t
3 I could
when I was a child.
4 I hope I’ll be able to
one day.
© Oxford University Press 2019
© Copyright Oxford University Press
Photocopiable
37
Lesson 9 • Unit 39 Worksheet
Lesson 9 Worksheet
Past, present and future abilities
Student B
1 Six friends
Student A needs some information from you. Prepare to tell him/her about …
7 Joy’s present ability.
8 Mark’s ability last year.
9 Anna’s present ability.
10 Laura’s hopes for the future.
11 Tom’s ability last year.
12 Lucy’s hopes for the future.
Listen to the information Student A gives you. Use it to fill in the gaps in the table below.
Last year
(could)
Now
(can)
Joy
swim
swim 1000 metres
Mark
type 15 words per minute
Anna
speak only a little French
Laura
Tom
Lucy
only cook 4
type 2
per minute
Hopes for the future
(will be able to)
words
speak French quite well
cook quite well
only play the piano
play 5
work as an administrator
work as an 3
work as a chef
be a professional musician
drive a car
ride 6
swim for her 1
drive a racing car
2 My abilities
Complete these four sentences so that they are true about you. You can choose from the words and
phrases from the box below, or think of your own ideas.
speak English very well
stand on my head
drive
sing
read music
dance
afford expensive clothes
1 I can
2 I can’t
3 I could
when I was a child.
4 I hope I’ll be able to
one day.
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38
10 Unit 42 Have to
At a glance
1 This lesson clarifies and provides practice
of the structure have to to talk about things
that are necessary because of rules and
circumstances.
2 The lesson also clarifies and gives practice in
don’t have to, have got to, had to and will
have to.
3 Exercise A in the book is adapted to give the
have to and don’t have to. Exercise B in the
book gives controlled written practice of all the
lesson content.
4 The worksheet ‘What’s your life like?’ gives
students an opportunity to use the language
more freely in a personalized context, by
talking about rules and circumstances in
their lives.
students very controlled spoken practice of
Lesson length
2 Point out that obligation can come from rules and
also circumstances. Contrast these two sentences
spoken by the same teacher:
50 minutes
Preparation
• Prepare a presentation for Demonstration 1 and
Exercise A if you plan to project them on the board.
• Make one copy of the worksheet for each student in
the class.
Demonstration 1
1 Ask the students: Which job is more difficult – being a
shop assistant or being a teacher? Why? Listen to the
students’ suggestions. You may notice them using
have to correctly or incorrectly in their answers, but
don’t focus on the language at this stage.
2 Show these sentences on the board and ask: Who is
saying each sentence – a shop assistant or a teacher?
1 I have to work at home in the evening.
2 I have to learn everyone’s names.
3 I have to work with money.
I have to work at home in the evening. (rule / part of
the job)
I have to walk to school because I don’t have a car.
(personal circumstances)
3 Point to Sentences 1 and 2 on the board. Ask the
students What does the shop assistant say? to elicit
the sentences I don’t have to work at home in the
evening and I don’t have to learn everyone’s names.
Write these sentences on the board and underline
don’t have to. Ask: Does ‘don’t have to’ mean that it’s
forbidden or not necessary? [Not necessary.]
4 Direct the students to the coloured box on page 92
to study the forms of have to in the Present Simple.
Practice 1
Exercise A (whole class)
cue drill
• Show this table from Exercise A on the board:
Shop
Bank
assistants clerks
3 Put the students in pairs to discuss their answers
briefly, then ask the whole class what they think.
Leave the three sentences on the board for
Clarification 1. [1 Teacher 2 Teacher 3 Shop
assistant.]
Clarification 1
have to, don’t have to (2, 3, 4, 1)
1 Underline have to in each of the three sentences on
the board. Ask: Is this what the people want to do or
need to do? [Need to do – have to refers to necessity
or obligation.]
Doctors Teachers
deal with
the public
✓
✓
✓
✗
be polite
to people
✓
✓
✗
✗
work with
money
✓
✓
✗
✗
wear
uniforms
✓
✗
✓
✗
• Use it to give very intensive spoken practice with
this choral drill.
39
© Copyright Oxford University Press
Lesson 10 • Unit 42 Have to
• Point to different ticks and crosses on the board
to elicit different positive and negative sentences.
Keep the pace up and make sure you use a variety of
sentences. Return to sentences which students find
difficult, to give lots of intensive practice:
T: [Point to top left tick.]
SS: Bank clerks have to be polite to people.
T: [Point to bottom right cross.]
SS: Teachers don’t have to wear uniforms.
• Make sure the students are pronouncing have to as /
hæftə/ and not /hævtʊ/.
• Increase the challenge by changing the top row to:
A shop assistant
A bank clerk
A doctor
A teacher
1 Point out that the Past Simple of have to and have
got to is had to. The future form of have to and have
got to is will have to.
2 Check that students can form the negative and
question forms of will have to: I won’t have to wear a
uniform. Will you have to wear a uniform?
Practice 2
Exercise B (individuals)
• Give the students about ten minutes to complete
Exercise B. Let the students compare their answers
with a partner before you check the correct answers
with the whole class.
Exercise B Extension activity (whole class)
The drill now goes like this:
T: [Point to top left tick.]
SS: A bank clerk has to be polite to people.
T: [Point to bottom right cross.]
SS: A teacher doesn’t have to wear a uniform.
Clarification 2
have got to and have to for talking about the
future (5, 8)
1 Remind the students about the teacher in
Clarification 1. Show these four sentences on the
board:
1
2
3
4
had to, will have to (6, 7)
I have to do some work every evening.
I’ve got to do some work every evening.
I have to do lots of work this evening.
I’ve got to do lots of work this evening.
2 Ask the students to identify whether each sentence is
grammatically correct or not. [1 Correct: the Present
Simple of have to refers to a general obligation. 2
Incorrect: have got to cannot be used to talk about
general obligations. 3 Correct: the Present Simple
of have to can be used to talk about obligation in
the future. 4 Correct: the Present Simple have got
to refers to an obligation at a particular time in the
future.]
3 Point out that have got to is slightly more informal
than have to. Check that students can form the
negative and questions forms of have got to: I
haven’t got to do any work tomorrow. Have you got to
do any work tomorrow?
memory test
• Extend Exercise B with this short activity. Ask the
students to close their books and tell them you are
going to test their memories. Read the following
sentences from Exercise B. Are the students able to
recall the associated sentence with have to?
T: I’ve got an appointment at the dentist’s, so …
SS: I have to leave now.
T: The job was very easy …
SS: I didn’t have to work hard.
T: Can I do this work tomorrow or …?
SS: Do I have to do it now? / Have I got to …?
T: I was late …
SS: I had to run to school.
T: Can I pay in cash next week or …?
SS: Will I have to transfer the money online? /
Do I have to …?
T: You can tell me tomorrow …
SS:You don’t have to tell me today. / You haven’t got
to …
• With stronger groups, you could use the sentences as
a prompt drill, going through the sentences several
times and getting the class to reply to the prompt
sentences chorally.
Extra activity Worksheet (whole class)
what’s your life like?
• Show the students the worksheet and explain that
they are going to be talking about the rules and
circumstances which affect and don’t affect their lives.
40
© Copyright Oxford University Press
Lesson 10 • Unit 42 Have to
• Give a worksheet to each student in the class. Give
the class about ten minutes to read the statements
and tick the ones which are true for them. Go round
the class as the students are working to give support
where needed.
• When the students have finished, get them to stand
up with their worksheets and move around the class,
comparing their answers with each other. Their aim
is to find someone who has ticked three or more
of the same sentences that they have ticked. (If it’s
not feasible for your students to move around the
classroom at this stage, ask the students to work in
groups.)
• At the end of the activity, get the students to report
back on what they found out about each other.
41
© Copyright Oxford University Press
Lesson 10 • Unit 42 Worksheet
Lesson 10 Worksheet
What’s your life like?
1 Tick ✓ the statements that are true for you.
I’ve got to make an important phone
call after this lesson.
[ ]
I haven’t got to get up early
tomorrow.
[ ]
I never have to get up early.
[ ]
I always have to do the washing up. [ ]
[ ]
I’ve got to go to an important
meeting tomorrow.
[ ]
I’ve got to go to the dentist’s this
month.
[ ]
I don’t have to go to work or school
tomorrow.
[ ]
I have to wear glasses when I read. [ ]
I’ll have to drive my car every day
[ ]
next week.
I’ll have to go to the supermarket [ ]
tomorrow.
I never have to cook dinner.
I had to help clean the house when
[ ]
I was a child.
I had to wear a uniform when I
was at school.
I have to take the bus every day.
[ ]
I don’t have to think about money. [ ]
[ ]
2 Talk to different people in the class. Can you find someone who ticked three of the
same statements as you? Five of the same? More than five?
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42
11 Unit 50 Articles (2): a/an, the or no article
At a glance
1 This lesson contrasts the use of:
• a, an and the with singular, plural and
uncountable nouns to show whether the
people or things are known or unknown/
unspecified
• the and no article with singular, plural and
uncountable nouns to show whether the
people or things are specific or general.
There is also a focus on the use of no article
with specific noun types such as the names of
languages, rivers, meals, cities and countries.
Lesson length
2 Exercise D gives controlled written practice in
the use of a, an and the.
3 Worksheet 1 ‘Test your partner’ is an
adaptation of Exercise B in the book, and
provides controlled practice of all the lesson
input in a pair-work format.
4 Worksheet 2 ‘Four questionnaires’ provides
freer written and spoken practice of the lesson
content in a personalized context.
Clarification 1
45–60 minutes
1 Show the text on the board. Invite a few students to
Preparation
• Copy the text for the demonstration on to a
presentation if you plan to project it on the board.
• Copy one Worksheet 1 for each pair of students in
the class and cut it into the two parts.
• Copy one Worksheet 2 for every student in the class.
Demonstration 1
1 Read the text below to the students twice, slowly
and naturally. Tell the students to write down all the
nouns that they hear.
Yesterday, I had lunch with an old friend. We met
at a restaurant in London. The restaurant was busy
but we found a table. The food, the drinks and the
music were all excellent. The meal was very expensive.
Fortunately, Jenny is a rich businesswoman and she
paid the bill!
2 Put the students in pairs or threes to compare
the nouns they wrote down. Ask them to try to
remember the story. After a few minutes, ask them
to say what they can remember. Don’t worry about
the accuracy at this stage, just focus on the details in
the story.
come to the board and underline all the common
nouns [lunch, etc]. Then invite some other students
to come to the board and circle all the articles [a, an,
etc.]:
Yesterday, I had lunch with an old friend. We
met at a restaurant in London. The
restaurant was busy but we found a table.
The food, the drinks and the music were all
excellent. The meal was very expensive.
Fortunately, Jenny is a rich businesswoman
and she paid the bill!
a/an (1, 2)
1 Remind the students that we use a/an with singular
nouns. We can use it with things or people when it
isn’t necessary to make it clear which thing or person
we are talking about. We found a table. (There were
many tables in the restaurant.) Jenny is an old friend.
(I have many old friends.)
2 A/an is also used when talking about people’s
jobs. Ask students to find the example in the text.
[Fortunately, Jenny is a rich businesswoman.]
the (3, 4)
1 Direct the students to this sentence in the text:
The food, the drinks and the music were all excellent.
Ask the students to identify the types of noun in the
sentence [singular noun, plural noun, uncountable
noun]. We can use the with these types of noun.
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Lesson 11 • Unit 50 Articles (2): a/an, the or no article
Clarification 2
* student support For more information on countable
and uncountable nouns, see Unit 53 ‘Countable and
uncountable nouns’.
2 Direct the students to these two sentences in the
text:
no article (5, 6)
1 Tell students that it may help them to refer
to the explanations on page 110 for the next
three questions. Focus on the sentence from
Demonstration 2.
We met at a restaurant in London. The restaurant
was busy …
People say good food is expensive: it’s true.
Ask: Why does ‘a’ change to ‘the’? [Because the
restaurant has already been mentioned. It is clear
which thing or person we are talking about, so we
use the.]
Say: ‘People’ is a plural noun and ‘food’ is an
uncountable noun. Why is there no ‘the’ in these
sentences? [The speaker is talking about people and
food in general.]
3 Direct the students to these two sentences in the
text:
2 Write on the board:
The meal was very expensive. Fortunately, Jenny …
paid the bill.
Ask: Which meal? [The meal in the restaurant with
Jenny.] Which bill? [The bill for the meal.] Explain
that in each of these sentences, it is clear from the
context – but not directly from the text itself – which
thing is talked about.
I had lunch with Jenny. We met at a
restaurant in London.
Ask: Why don’t we use an article with these nouns?
[We don’t use a, an or the with the names of meals,
people and cities.]
3 Ask the students if they know other things whose
names don’t need an article in English. [Languages,
cities, most countries, most streets, airports, stations,
single mountains, and lakes.]
Practice 1
Exercise D (individuals)
• Direct the students to Exercise D. Give the students
one minute to read the text and choose the best title:
a A conversation with a stranger
b A criminal on the train
c An old newspaper
• Check the answer with the whole class. [b.]
• Give the students about five minutes to complete
the text with a, an or the. Tell them to think in each
case if the thing or person is known or unknown,
specified in the text or unspecified.
• Let the students check their answers with a partner
before you check the correct answers with the
whole class. When checking the correct answers,
keep reinforcing: Is the thing known? Is the person
specified?
Demonstration 2
• Write the following sentence on the board:
People say good food is expensive: it’s true.
Ask: Where can we put this sentence in the restaurant
text? [The restaurant text should read as follows,
with the new sentence included: ‘The food, the
drinks and the music were all excellent. People say
good food is expensive: it’s true. The meal was very
expensive.’]
Practice 2
Exercise B Worksheet 1 (pairs)
•
•
•
•
test your partner
Show the worksheets to the students and explain
that they will be working on different versions of the
same worksheet. Divide the class into two halves.
Give Student A worksheets to half the class and
Student B worksheets to the other half.
Give the students five to ten minutes to complete
the exercise by adding a, an, the or no article to the
sentences. Student As can work with other Student
As at this point, and Student Bs can work together.
They should then get their partner to test them and
tell them if they are right.
At the end of the exercise, go through the sheet with
the whole class, to make sure that they all have a
correct set of answers.
Extra activity Worksheet 2 (groups)
four questionnaires
• Show the worksheets to the class and tell them they
have one minute to read through the questionnaires
and match the headings 1 to 4 to Questionnaires A
to D. Hand out the worksheets. After one minute,
check the correct answers with the whole class. [1B
2A 3C 4D.]
44
© Copyright Oxford University Press
Lesson 11 • Unit 50 Articles (2): a/an, the or no article
• Give the students about five minutes to add articles
to the questionnaires where necessary. Let them
check their answers in pairs before you go through
the correct answers with the whole class.
[Answers:
A1 No article 2 No article, No article 3 No article
4 No article 5 an, an
B1 a, a 2 No article, No article 3 a 4 the, No article
5 No article
C 1 the 2 a 3 the, the 4 a, the 5 the, the, the
D1 a 2 No article 3 No article, No article
4 No article 5 the]
• Divide the class into groups of four. Each student
uses one of the questionnaires to interview the other
students in the group. After about ten minutes, invite
some students to report back on what they found
out about each other.
Exercises A and C
• Exercises A and C could be set for homework.
45
© Copyright Oxford University Press
Lesson 11 • Unit 50 Worksheet
Lesson 11 Worksheet 1
Test your partner
Student A
Complete the sentences by putting in a, an or the if required. Leave the gap empty if nothing is
required. (Note that the following words in this exercise are uncountable nouns: breakfast, electricity,
education, lunch, sugar.)
Example: She read the letters that had arrived that morning.
1
2
3
4
5
6
It was a nice morning, so we had … breakfast in the garden.
We phoned for … taxi to take us to … station.
Without … electricity, … computers don’t work.
She doesn’t believe that … education is important.
After … lunch, I washed … knives and forks.
A: Where’s … sugar? B: It’s in … cupboard next to … oven.
Student B’s answers:
1
2
3
4
5
6
I’m just going to the shops. I’ll be back in a few minutes.
I like playing music when I come home.
John was at home. He was reading a book in the kitchen.
Rosie doesn’t like meat; she never eats it.
Did you like the food at the hotel?
Doctors say that fruit is good for everybody.
✁
………………………………………………………………………………..………………………………………
Lesson 11 Worksheet 1
Test your partner
Student B
Complete the sentences by putting in a, an or the if required. Leave the gap empty if nothing is
required. (Note that the following words in this exercise are uncountable: music, meat, food, fruit.)
Example: She read the letters that had arrived that morning.
1
2
3
4
5
6
I’m just going to … shops. I’ll be back in a few minutes.
I like playing … music when I come home.
John was at home. He was reading … book in … kitchen.
Rosie doesn’t like … meat; she never eats it.
Did you like … food at … hotel?
Doctors say that … fruit is good for everybody.
Student A’s answers:
1
2
3
4
5
6
It was a nice morning, so we had breakfast in the garden.
We phoned for a taxi to take us to the station.
Without electricity, computers don’t work.
She doesn’t believe that education is important.
After lunch, I washed the knives and forks.
A: Where’s the sugar? B: It’s in the cupboard next to the oven.
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46
Lesson 11 • Unit 50 Worksheet
Lesson 11 Worksheet 2
Four questionnaires
1 Match the following headings to Questionnaires A to D.
1 Your family 2 Your eating habits 3 Your home 4 Your country
2 Complete the questionnaires with a, an, the or no article.
Questionnaire A ________________________
1
2
3
4
5
Do you always have _____ breakfast?
Do you eat ___ snacks (chocolate, crisps, fruit) between ___ meals?
Do you like ___ vegetables?
Do you drink ___ water with your meals?
Do you eat ___ apple or ___ orange every day?
Questionnaire B ________________________
1
2
3
4
5
Is anybody in your family ___ teacher or ___ doctor?
Does anybody in your family speak ___ Italian or ___ Chinese?
Does anyone in your family have ___ dog?
Has anyone in your family visited ___ USA and ___ Canada?
Does anyone in your family live in ___ London?
Questionnaire C ________________________
1
2
3
4
5
Can you walk to ___ local shops from your home?
Have you got ___ garden?
Can you see other houses from ___ window in ___ living room?
Is there ___ television in ___ kitchen?
Do you know ___ people who live in ___ house or ___ flat next to you?
Questionnaire D ________________________
1 Is there ___ famous river or mountain in your country?
2 Can you fly to ___ Heathrow Airport from your country?
3 Do people drink ___ tea and ___ coffee in your country?
4 Do young children learn ___ English in your country?
5 Do people in your country like ___ government?
3 Use the questionnaires to interview each other.
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47
12 Unit 53 Countable and uncountable nouns
At a glance
1 This lesson focuses on countable and
uncountable nouns, including:
• the associated determiners a, the and some
• words often used in front of uncountable
nouns such as a slice of, a piece of and a
spoonful of
• nouns which can be both countable and
uncountable.
Lesson length
50 minutes
Preparation
• Bring the following items to class: a small bottle of
water, a glass or cup, and a spoon. Alternatively,
draw these items on flashcards.
• Make one copy of the worksheet for each student in
the class.
Demonstration
1 Show the class the bottle of water (or show the
flashcard). Write ‘water’ in the middle of the board.
Pour a little of the water into the glass. Pour a drop
of water on to the table or your hand. Pour some
water into the spoon.
2 Put this spidergram on the board. Elicit the words
2 The worksheet ‘Noun maze’ gives the
students practice in identifying countable and
uncountable nouns.
3 Exercises B and C in the book give the students
controlled practice in the lesson content.
4 The extra activity ‘What can I offer you?’
allows the students to practise all the lesson
content more freely.
Singular
Plural
a
a bottle
––
some
––
some bottles
the
the bottle
the bottles
2, 3, 4 …
––
2, 3, 4 … bottles
As you complete the table, keep hovering the pen
over the board asking Can I put ‘bottle’ here? Or
‘bottles’? to keep the students engaged.
2 Ask: Does water have a plural form? [No – water is
an uncountable noun.] Use the same table format
to show how some, the and no article are used with
uncountable nouns.
Uncountable nouns
a
––
We need water. (No
article)
some
some water
I’ve got some water.
the
the water
Where’s the water?
2, 3, 4 …
––
––
and phrases around it if possible:
A bottle
of …
A glass of …
Some … / The …
water
A spoonful of
Nouns which can be countable and uncountable
(4)
Leave the spidergram on the board for
Clarification 1.
1 Some nouns can be both countable and uncountable,
with a slight change in meaning. Put on the board:
Clarification 1
Noun forms – countable and uncountable (1, 2)
1 Show the bottle again. Remind the class that most
nouns, like ‘bottle’, have singular and plural forms:
bottle, bottles. These are called countable nouns.
Draw this table on the board:
I like tea.
Three teas, please.
Ask: What does ‘teas’ mean here? [Three cups of tea.]
Sometimes the meaning is very different. Compare
‘paper’ and ‘a paper’ (newspaper), ‘glass’ and ‘a glass’ or
‘glasses’. The meaning is usually clear from the context.
48
© Copyright Oxford University Press
Lesson 12 • Unit 53 Countable and uncountable nouns
Practice 1
Practice 2
Exercise A Worksheet (pairs)
Exercise B (individuals)
noun maze
• Tell the students to close their books. Give one
worksheet to every student in the class and arrange
the students into pairs. Explain that the aim of the
activity is to find the way through the maze from
the start to the finish by moving horizontally or
vertically (indicate these directions with your hand)
from uncountable noun to uncountable noun. Do
the first move with the class as an example, then
give the pairs three to five minutes to complete the
activity.
• Let pairs compare their routes with other pairs
before you check the answers with the whole class.
[START, advice, money, cheese, bread, golf, toast,
news, information, milk, homework, snow, water,
luggage, petrol, tennis, rain, sugar, FINISH.]
Clarification 2
Words used with common uncountable nouns
(3)
1 Refer to the water spidergram on the board again.
Ask: Is ‘glass’ countable or uncountable? [Countable.]
Is ‘spoonful’ countable or uncountable? [Countable.]
Point out that words like these are often used with
uncountable nouns to give quantities, e.g. two glasses
of water.
2 Choose a few of the uncountable nouns from the
worksheet, and see if the students know which
words they can use with them, for example: a slice
of toast, a game of tennis, 20 litres of petrol, a round
of golf. Direct the students to page 116 to see more
examples.
* student support For more information on talking
about quantities with countable and uncountable nouns,
see Unit 60 ‘Much, many; how much/many; more’ and
Unit 61 ‘A lot of, lots of, a little, a few’.
3 Put ‘a slice of bread’ on the board and say the phrase
naturally. Ask the class: Which words are stressed?
[Slice, bread.] Point out that because of is not
stressed, it is pronounced /əv/. Highlight the link
between the last consonant of the quantity word and
the /ə/ of /əv/: a slice_of. Model some more examples
and get the class to repeat them after you, e.g. a piece
of advice, a cup­of coffee, etc.
• Direct the students to Exercise B in the book. Give
them five minutes to complete the exercise. Let the
students compare their answers in pairs before you
check the correct answers with the whole class.
Exercise B Extension activity (whole class)
memory test / prompt drill
• Tell the students to close their books. One by one,
say the quantity words from Exercise B, and see if
the students can remember the related uncountable
nouns from the sentences in the exercise:
T: a cup of …
T: a slice of …
T: two pieces of …
T: a bottle of …
T: a piece of …
T: a glass of …
T: pieces …
T: three spoonfuls …
T: 40 litres …
T: a piece of …
T: half a kilo …
SS: a cup of coffee
SS: a slice of cheese
SS: two pieces of advice
SS: a bottle of milk
SS: a piece of homework
SS: a glass of water
SS: pieces of luggage
SS: three spoonfuls of sugar
SS: 40 litres of petrol
SS: a piece of information
SS: half a kilo of coffee
• Go through the drill a few times and keep the pace
quite fast. At first, the students will probably be
trying to remember the nouns. As this gets easier for
them, you can focus more on their pronunciation.
Exercise C (pairs)
• Divide the class into pairs and give them five to ten
minutes to complete Exercise C. When checking the
correct answers with the whole class, make sure students
know the correct version of each incorrect sentence.
Extra activity (pairs)
what can i offer you?
• Show these problems on the board:
I’m bored.
I’m thirsty.
I’m hungry.
This coffee is disgusting!
I don’t know what to do.
• Divide the class into AB pairs. Student A should tell
of a problem, e.g. I’m bored. Student B should offer a
solution using a countable or uncountable noun, e.g.
Would you like a game of tennis? Encourage the students
to be imaginative in their suggestions, and to use as
much of the language from the lesson as possible.
• After about five minutes, invite confident pairs to
perform their conversations in front of the class.
49
© Copyright Oxford University Press
Lesson 12 • Unit 53 Worksheet
Lesson 12 Worksheet
Noun maze
Find your way through the maze. Move from uncountable noun to uncountable noun to find your
] and vertically [ ].
way from START to FINISH. You can only move horizontally [
START
advice
money
holiday
cup
city
clock
cheese
office
park
road
shoe
bread
car
cloud
news
toast
golf
ball
chair
information
nose
house
cat
cigar
milk
homework
snow
water
luggage
museum
banana
exam
bike
petrol
lemon
apple
watch
hour
tennis
school
television
FINISH
sugar
rain
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50
13 Unit 71 Comparative adjectives
At a glance
1 This lesson focuses on comparative
adjectives and comparative adjective + than
3 Exercises B and C in the book give the
2 The worksheet ‘Comparative adjectives’
4 The extra activity ‘London and my city’ gives
to compare two things.
allows the students to test their knowledge of
comparative adjective forms and then check
their answers with a partner.
Lesson length
the students the opportunity to practise the
language more freely in a personalized context.
3 See if the students are able to complete the sentences
45–60 minutes
Preparation
• Copy a simple version of the two pictures of hotels
from page 154 on to the board, a presentation or
large pieces of paper that you can stick on the board.
Make sure the name of each hotel is clearly visible.
• Write out the following adjectives in large print on
to thick paper or card, ready to stick on the board in
Exercise C:
old big expensive cheap modern small fast
long slow
• You will need Blu-tack or a similar adhesive to stick
the cards to the board.
• Photocopy one worksheet for each pair of students.
Cut the worksheets in half.
• You may wish to copy the fact file used in the extra
activity into a presentation.
Demonstration
1 Tell the students to close their books. Show the class
the pictures of the two hotels (see Preparation), and
write the price per night on the board underneath
each one. Ask the students to call out some different
adjectives to describe the two hotels, and show
them on the board. [Suggested adjectives: expensive
cheap big small old modern.]
2 Say to the students: Let’s compare the size of the two
hotels and the price of the two hotels. Put this on the
board:
Size: The Excelsior Hotel is
_________________ the Plaza Hotel.
Price: The Excelsior Hotel is
_________________ the Plaza Hotel.
students controlled written practice in using
comparative adjectives with than.
correctly. If not, supply the correct answers. [Size:
The Excelsior Hotel is bigger than the Plaza Hotel;
Price: The Excelsior Hotel is more expensive than
the Plaza Hotel.]
Clarification
Making comparisons (1, 3)
1 Referring to the sentences on the board, ask
the class: How many things are we comparing in
these sentences? [Two.] Focus on the form of the
comparative structure:
Noun
is/are comparative
than
adjective
The
Excelsior
is
bigger
than
Hotel noun
the Plaza
Hotel.
2 Practise the pronunciation of the sentences with the
class, and make sure the students are pronouncing
than as /ðən/.
Point out that it is possible to say just The Excelsior
Hotel is bigger, when the two nouns being compared
are clear in the speaker’s and listener’s minds.
Students will practise this structure in the prompt
drill in the Exercise A extension activity.
Form and spelling of comparative adjectives (2)
1 Direct the students to the four coloured boxes on page
154 to see how to form and spell comparative adjectives.
Give them a couple of minutes to study the rules.
2 See if the students can use the rules to form some
more comparative adjectives. Put these adjectives
on the board and ask the students to provide the
comparative forms:
pretty
wet
smart
wide popular
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© Copyright Oxford University Press
Lesson 13 • Unit 71 Comparative adjectives
[Answers:
pretty
wet
smart
wide
popular
• Go through the drill a few times until the
prettier
wetter
smarter
wider
more popular]
students are producing the comparative adjectives
comfortably. Correct the students’ pronunciation
when necessary.
Exercise B (pairs)
* student support More information is given on the
form and spelling of comparative adjectives in Appendix
4 on page 245.
Practice
Exercise A Worksheet (pairs)
• This exercise focuses on the formation and spelling
of comparative adjectives. Ask the students to close
their books. Show the class the worksheets. Hand a
Student A worksheet to half the class, and a Student
B worksheet to the other half of the class. Give the
students five to ten minutes to complete the missing
sections. Student As can work together and Student
Bs can work together at this stage.
• Reorganize the students into AB pairs to compare
their tables.
• Go through the table with the whole class, to make
sure they all have the correct set of answers and
to practise the pronunciation of the comparative
adjectives.
• Put the students into AB pairs again and tell them
to test each other. One student says an adjective,
the other covers their worksheet and says the
comparative. They then change roles.
Exercise A Extension activity (whole class)
prompt drill
• Remind the students of the two hotels from the
demonstration. Provide some very controlled
practice of comparative adjectives with this prompt
drill:
T: Cheap – which hotel?
SS: The Plaza is cheaper.
T: Modern – which hotel?
SS: The Excelsior is more modern.
T: Nice – which hotel?
SS: The Excelsior is nicer.
T: Expensive – which hotel?
SS: The Excelsior is more expensive.
T: Old – which hotel?
SS: The Plaza is older.
T: Good – which hotel?
SS: The Excelsior is better.
• Direct the students to Exercise B in the book. Tell
them to cover the second part of the exercise so
that just the pictures are showing. Working with a
partner, students should look at the pictures and
think of adjectives they can use to describe the
people and places in them. If the students start using
comparative adjectives and sentences that’s fine, but
it’s also fine for them just to use basic adjectives at
this stage.
• Now give the students five to ten minutes to look at
and complete the exercise in the book.
• Go through the correct answers with the whole class
at the end.
Exercise C (individuals, whole class)
• Divide the board into two columns. Put a simple
boat at the top of the first column, labelled ‘The
Queen Anne’. Put a smaller boat at the top of the
second column, labelled ‘The King John’. Put the
following facts in the two columns:
The Queen Anne
length: 14 metres
area: 40 metres2
top speed: 35 knots
year made: 2005
price: £9,000
The King John
length: 9 metres
area: 23 metres2
top speed: 30 knots
year made: 1997
price: £3,500
• Using Blu-tack or a similar adhesive, stick your
previously prepared adjectives around the edge of
the board. Get students to come to the front of the
class, pick one of the words and make a sentence
comparing the Queen Anne and the King John.
• Now give students five to ten minutes to complete
Exercise C in the book. Let the students compare
their answers in pairs before you go through the
correct answers with the whole class.
Extra activity (small groups)
london and my city
• Show this London fact file on the board:
London fact file:
Built – AD 43
Population – over 8 million
Average summer temperature – 21°C
Average number of wet days per month – 10
Average price of a house – £480,000
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© Copyright Oxford University Press
Lesson 13 • Unit 71 Comparative adjectives
• Put the students into small groups and invite them
to use the information to compare London with
their own town or city. They should discuss their
answers and write sentences.
• Invite students to read out some of their sentences
at the end. You could also ask students where they
would prefer to live, and why.
53
© Copyright Oxford University Press
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Student A
© Copyright Oxford University Press
© Oxford University Press 2019
friendly
hot
wonderful
bad
difficult
long
hungry
cheap
new
modern
fat
expensive
Adjective
big
smaller
sadder
older
more beautiful
nicer
happier
more delicious
richer
younger
more famous
better
more careful
Comparative adjective
Comparative adjectives
Lesson 13 Worksheet
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Student B
Photocopiable
small
sad
old
beautiful
nice
happy
delicious
rich
young
famous
good
careful
Adjective
friendlier
hotter
more wonderful
worse
more difficult
longer
hungrier
cheaper
newer
more modern
fatter
more expensive
Comparative adjective
bigger
Comparative adjectives
Lesson 13 Worksheet
Lesson 13 • Unit 71 Worksheet
………………………………………………………………………………..………………………………………
✁
54
14 Unit 74 Adverbs (2): adverbs of frequency
At a glance
1 This lesson clarifies the use of adverbs of
frequency and adverbial expressions of
frequency with the Present Simple to describe
habits and routines.
2 Exercise B in the book gives the students
controlled written practice in the use of
adverbs of frequency such as always and never.
Lesson length
3 Exercise C in the book gives practice in the
use of adverbial expressions such as once a day
and three times a week.
4 The worksheet ‘My habits and routines’
gives freer, personalized written and spoken
practice of all the lesson content.
Let the students compare answers in pairs before you
go through the correct answers with the whole class.
[A 365 B 10 C 0 D 52 E 2]
30–45 minutes
Preparation
3 Ask the class if they can remember the five
• Prepare the following adverb flashcards for
Clarification 1:
never
often
hardly ever
normally
rarely
usually
sometimes
always
sentences. Put them on the board for the
clarification stages of the lesson.
Clarification 1
1 Highlight the adverbs and adverbial expressions of
frequency on the board:
• You will need Blu-tack or a similar adhesive to stick
these cards to the board.
She always has a cup of tea at breakfast.
Adverbs of
She sometimes goes to the cinema.
frequency
She never walks to work.
• Make one copy of the worksheet for each student in
the class.
Adverbial
She goes swimming every week.
expressions of
She goes on holiday twice a year.
frequency
Demonstration
1 Ask the students to close their books. Write these
numbers clearly on the board:
0
2 10
52
365
Inform the class you are going to tell them about
your friend Emilia’s habits and routines. They should
listen and decide how many times Emilia does each
thing in a year. The numbers are all on the board;
the students need to write them down in the correct
order according to what you say.
2 Read these sentences to the class twice, slowly and
clearly – don’t put them on the board yet:
A
B
C
D
E
She always has a cup of tea at breakfast.
She sometimes goes to the cinema.
She never walks to work.
She goes swimming every week.
She goes on holiday twice a year.
Explain that these adverbs and expressions are often
(but not only) used with the Present Simple. In this
lesson, they are looked at with the Present Simple to
talk about people’s habits and routines.
2 Point out that the adverbs indicate generally how
often we do things, but the adverbial expressions say
exactly how often we do things.
For further information about the Present Simple
for habits and routines, direct the students to Unit 3
‘Present Simple (1)’.
Meanings of always, usually, often, never, etc.
(3)
1 Ask students to close their books. On one half of the
board put up percentages, on the other half stick the
adverb flashcards, mixed up:
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© Copyright Oxford University Press
Lesson 14 • Unit 74 Adverbs (2): adverbs of frequency
100%
90%
80%
70%
30%
10%
5%
0%
Clarification 2
usually
sometimes
always
never
Expressions of frequency: every day, three
times a week, etc.
rarely
often
• Direct the students to the last two sentences about
hardly ever
normally
Match always and never with their percentages as
an example. Invite students to come to the board
and match the rest of the adverbs to the percentage
meanings.
2 When all the words are matched, get the students
to check the answers by looking at page 160 in the
book. Check that the students can pronounce all the
adverbs correctly.
3 Direct the students to the first three sentences about
Emilia on the board. Ask: Where do the adverbs go in
the sentence? [After the subject and before the main
verb.]
4 Show these two sentences on the board:
She is late.
She can remember people’s names.
Ask the class: Where can I put ‘always’? [She is
always late. She can always remember people’s
names.]
Tell students that we put adverbs of frequency after
be or an auxiliary verb.
Practice 1
Exercise B (individuals)
Tell students to close their books. Put these examples
on the board:
Liz / walk to work 30%
Nathan / walk to work 0%
• Elicit the example sentences Liz sometimes walks to
work and Nathan never walks to work and put them
on the board.
• Give the students five to ten minutes to complete the
exercise individually and to compare answers with
their partner. Then check the answers with the whole
class.
Liz on the board. Remind the class that these
adverbial expressions give more exact information
about how often we do things. These expressions
always go at the end of a sentence.
Practice 2
Extra activity (whole class)
prompt drill
• Put these time words on the board:
day
week
month
year
• Point to a time word and say a number. The students
must give the expression of frequency. For example:
T: (points to ‘week’ and says 3)
SS: three times a week
T: (points to ‘year’ and says 1)
SS: once a year
T: (points to ‘day’ and says 2)
SS: twice a day
Check that the students are pronouncing the phrases
correctly (e.g. /wʌnsəwik/).
Exercise C (individuals, pairs)
adverbial expressions of frequency
• Direct the students to Exercise C. Give them five to
ten minutes to complete the exercise individually.
Then put them into pairs and ask them to compare
their answers with their partner. When you check
the answers with the whole class, ask different
students to read out their answers.
Extra activity Worksheet (whole class)
my habits and routines
• Put the example sentence I clean my teeth on the
board. Ask the students to suggest a way to expand
it using an adverb of frequency, e.g. I never clean my
teeth. Put the expanded sentence on the board. Then
ask the students to expand it using an adverbial
expression of frequency, e.g. I clean my teeth three
times a day.
• Show the worksheet to the class and explain that you
want the students to add an adverb or an adverbial
expression to each sentence so that each sentence is
true for them. Hand out the worksheets and give the
students about ten minutes to complete them.
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© Copyright Oxford University Press
Lesson 14 • Unit 74 Adverbs (2): adverbs of frequency
• Walk round as the students do the exercise to check
their work, especially the position of adverbs in
Sentences 4 and 6.
• When all the students are ready, ask them to move
around the class to compare their sentences and try
to find someone with four or more sentences that are
the same as theirs. If it isn’t feasible for your students
to move around the classroom, or if you have a small
number of students, ask the students to work in
groups.
• At the end of the activity, ask different students to
report back on whether or not they found someone
with the same sentences as theirs, and to read these
sentences out using both, e.g. We both play golf once
a week.
57
© Copyright Oxford University Press
Lesson 14 • Unit 74 Worksheet
Lesson 14 Worksheet
My habits and routines
1 Add adverbs and expressions of frequency to the sentences so that they are true for you.
I clean my teeth.
I never clean my teeth.
or
I clean my teeth three times a day.
1 I play golf.
2 I eat a big meal for lunch.
3 I go to the theatre.
4 I am at home in the evening.
5 I go skiing.
6 I am late for class.
7 I wake up in the middle of the night.
8 I go to the hairdresser.
2 Read your sentences to different students. Can you find someone who has four or more sentences
that are the same as yours?
© Oxford University Press 2019
© Copyright Oxford University Press
Photocopiable
58
15 Unit 78 Prepositions of place and movement
At a glance
1 This lesson clarifies and gives practice in
prepositions of place such as in, on, at,
above and behind, and prepositions of
movement such as into, along and out of.
2 Exercises A and B in the book give controlled
practice in using prepositions of place.
3 The worksheet ‘Prepositions of place: test
your memory’ provides further practice in
4 Exercise D in the book gives controlled
written practice of prepositions of both place
and movement. The extension activity ‘Town
race’ is a pair-work information-exchange
activity based on Exercise D.
5 The extra activity ‘Tell me the way’ gives
freer practice of the lesson content.
prepositions of place in an interactive pairwork activity.
Lesson length
Prepositions of place – in, on, at (1)
1 In, on and at give information about places.
50 minutes
Preparation
• Photocopy one worksheet for every two students in
the class. Cut the worksheets in half.
• You may wish to copy the sentences used in
Demonstration 1 and Clarification 1 into a
presentation.
Demonstration 1
1 Show the following sentences on the board:
We are in Europe.
Our school is at a central location in town.
This classroom is on the second floor.
There are more than ten people in the
classroom.
There are some pictures on the wall.
There is a clock above the door.
There is a picture next to the door.
2 Put the students in pairs to discuss whether
each sentence is true or false about the school
and classroom, then check the answers with the
whole class. Leave the sentences on the board for
Clarification 1.
Underline the phrases ‘in Europe’, ‘in town’ and
‘in the classroom’. Point out that in is used with
enclosed spaces and limited areas (use gestures to
reinforce the meaning). Ask the students to suggest
more examples (e.g. in my bag, in China, in the
kitchen).
2 Underline the phrases ‘on the second floor’ and ‘on
the wall’. Point out that on is used with surfaces and
lines (indicate the board and draw a line on it to
demonstrate the meanings of surface and line). Ask
the students to suggest more examples (e.g. on the
table, on the grass, on the coast.)
3 Underline the phrase ‘at a central location’. Tell
the students that at is used with points and with
buildings (draw a point and a house on the line
on the board). Ask the students to suggest more
examples (e.g. at my house, at the cinema).
Point out that when we use at with a building, it can
mean either inside or outside.
Practice 1
Exercise B (individuals)
• Give the students five minutes to complete Exercise
B. Check the answers with the whole class.
Exercise B Extension activity (whole class)
Clarification 1
1 Underline the prepositions in the sentences on the
board. Ask the students: What kind of words are
these? [Prepositions of place. They give information
about places and positions.]
in–on–at cue drill
• Extend Exercise B with this quick drill to give very
controlled oral practice.
59
© Copyright Oxford University Press
Lesson 15 • Unit 78 Prepositions of place and movement
T: Japan
SS: in Japan
T: the carpet
SS: on the carpet
T: the line
SS: on the line
T: a bus stop
SS: at the bus stop
T: the bedroom
SS: in the bedroom
T: my pocket
SS: in my pocket
T: the end of the road
SS: at the end of the road
T: the ceiling
SS: on the ceiling
Go through the drill a few times.
• Divide the class into AB pairs and tell the students to
close their books. Hand out a Student A worksheet
to each Student A, and a Student B worksheet to
each Student B. Each student should read their
sentences and mark them true or false according to
what they remember about the pictures.
• To check their answers, Student A reads out each of
his/her sentences and says whether he/she thinks it
is true or false. Student B looks in the book, listens
to Student A, and confirms whether his/her answers
are true or false. Student A and Student B then
reverse roles.
Demonstration 2
1 One by one, give these instructions to different
students and see if they can follow them. Encourage
students to help each other, and demonstrate the
actions yourself where necessary.
Clarification 2
Prepositions of place – outside, above,
between, etc. (2)
1 Other prepositions of place give information about
position.
2 Underline the phrases ‘above the door’ and ‘next to
the door’. Invite two students to come to the front
of the class. Give them a book, and ask them to
position it above the door, next to the door, in front
of the door and behind the door. Encourage the rest
of the class to say whether they have got the book in
the right place each time.
3 Direct the students to the picture of the town on
page 170 and the ten sentences which describe it, so
that they can see more prepositions of place in use.
Practice 2
Exercise A (pairs)
• Put the students in pairs to complete Exercise A.
After about five minutes check the correct answers
with the whole class.
Extra activity Worksheet (pairs)
prepositions of place: test your memory
• Give the students two minutes to study the town
pictures on pages 170 and 171. Warn the students to
concentrate hard, because soon you’re going to test
their memories!
Move your book across the table.
Put your book into your bag.
Push your pen off the table.
Walk out of the classroom.
2 Go through the instructions a few times until the
students are following them comfortably. Don’t put
anything on the board at this stage.
Clarification 3
Prepositions of movement – into, onto,
across, etc. (3)
1 Show the sentences from Demonstration 2 on the
board, with the prepositions missing, and ask the
students to supply the missing words:
Prepositions of movement
Move your book ­__________ the table.
Put your book ­__________ your bag.
Push your pen ­__________ the table.
Walk ­__________ the classroom.
2 Point out that so far the lesson has looked at
prepositions of place. Now it turns to prepositions
of movement. Direct the students to look at other
example sentences containing prepositions of
movement in Point 3 on page 170.
60
© Copyright Oxford University Press
Lesson 15 • Unit 78 Prepositions of place and movement
Practice 3
Exercise D (individuals)
• Direct the students to the picture in Exercise D.
Remind them that earlier in the lesson, they looked
at positions and locations in the picture. Review a
couple more locations by asking the students: What
sign can you see in front of the town hall? [A ‘start’
sign.] What can you see under the start sign? [Six
people – ready for a race.] Are they still or moving?
[Still – but they’re about to move.]
• Give the students about five minutes to complete
Exercise D. Let the students compare answers in
pairs. Then check the correct answers with the whole
class.
Exercise D Extension activity (pairs)
•
•
•
•
•
town race
Tell the students that they are going to draw another
route for a race on the picture of the town in
Exercise D, and explain it to a partner.
Divide the class into two halves, A and B, to draw
their routes on the picture. Group A’s route should
start from the Railway Station, and Group B’s from
the Town Hall. Don’t let the As and Bs see each
other’s books at this stage.
Ask students to underline the verbs used in the text
in Exercise D: ‘start’, ‘go’, ‘run’, ‘turn’, ‘finish’. Give
the students a few minutes to think about what
prepositions they will need to describe their route to
their partner.
Regroup the students into AB pairs. Student A must
tell Student B their route, without Student B seeing
Student A’s map. Student B should mark the route on
his/her picture.
Students then reverse roles. Student A now listens
to Student B’s route and marks it on his/her picture.
This could be done as a writing and reading activity,
with students writing a description of the route and
giving it to their partner to read and follow.
Extra activity (small groups)
tell me the way
• Students give directions from the school or college
to a secret location. Other students must listen and
identify where the location is.
61
© Copyright Oxford University Press
Lesson 15 • Unit 78 Worksheet
Lesson 15 Worksheet
Prepositions of place: test your memory
Student A
Are these sentences about the town picture on page 170 true or false? Write T or F.
There is a man in a phone box.
The are ten windows above the ‘BANK’ sign.
There is a bicycle on the road.
There are two women outside the bank.
There is a red car on the road.
There is a woman with shopping in front of the café.
What about these sentences about the town picture on page 171?
There is a car on New Bridge.
The railway station is behind the castle.
There are two fountains in the main square.
✁
………………………………………………………………………………..………………………………………
Lesson 15 Worksheet
Prepositions of place: test your memory
Student B
Are these sentences about the town picture on page 170 true or false? Write T or F.
The clock above the cinema entrance says 8 o’clock.
There is a rubbish bin next to the post box.
The post box is opposite the café.
The café is between the cinema and the bank.
There is a hill behind the town.
There are some buildings behind the bank.
What about these sentences about the town picture on page 171?
There are four boats on the river.
There is a house next to the castle.
There is a clock above the railway station.
© Oxford University Press 2019
© Copyright Oxford University Press
Photocopiable
62
16 Unit 82 Other uses of prepositions
At a glance
1 This lesson raises students’ awareness of
common phrases with prepositions and
presents and gives practice in several examples.
The prepositions focused on are at, by, on, in
and for.
2 The worksheet ‘Prepositions spidergram’ is
introduced and used during the clarification
Lesson length
stage to encourage the students to research and
record the new items systematically.
3 Exercises A and C in the book provide
controlled practice of the language point.
4 The extra activity ‘Prepositions in action’
allows the students to practise some of the
expressions in a personal context.
the class that there are many common phrases in
English which contain prepositions. This lesson will
introduce the students to some phrases with the
prepositions at, by, for, in and on.
50 minutes
Preparation
• Prepare the word and phrase cards to stick on the
board in the demonstration.
• You’ll need Blu-tack or similar adhesive to stick the
cards to the board.
• Copy one worksheet for each student in the class.
Demonstration
1 Stick these meanings and phrase cards on the board,
mixed up:
Meanings
immediately
WRITTEN LIKE THIS
accidentally
burning
now
permanently
for ever
on fire
in capitals
by accident
at once
at the moment
Phrases
2 Invite students to come to the board and match
the phrase cards to the meaning cards. [for ever
= permanently. on fire = burning. in capitals =
WRITTEN LIKE THIS. by accident = accidentally.
at once = immediately. at the moment = now.]
at (1)
1 Ask the students: Which of the prepositions on the
board is often used in phrases that are connected with
time? [at] Give the students some examples, e.g. at
9 o’clock, at lunch time, and ask if they know any
more. Tell the students at is also used with speed,
e.g. Claire was running at six miles per hour.
2 Tell students to close their books. Give a worksheet
to each student in the class and put the students
into pairs. Point to the at area of the worksheet and
give the students a couple of minutes to make five
phrases with at using the words at the top of the
sheet. Check the correct answers with the whole
class. [at the beginning at last at once at 200 kms
an hour]
by (2)
1 Ask the students: Which of the prepositions on the
board is often used when talking generally about
means of transport? [by] Give the students some
examples, e.g. by bus, by boat, by ship, and ask if
they know any more.
2 Point out that we use different prepositions when
talking about a specific means of transport: for
example in my car, on his bike, on the train.
3 We also use by in phrases describing processes, e.g.
Clarification
Worksheet (pairs)
prepositions spidergram
1 Ask the class: What do you notice about all the
phrases? [Each phrase contains a preposition.] Tell
sending something, ordering something, paying for
something, making something. Give the students
some examples, e.g. by air, by machine, and ask if
they know any more.
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Lesson 16 • Unit 82 Other uses of prepositions
4 By also appears in other common phrases, e.g. by
accident, by mistake.
5 Make sure the students all have their books closed.
Point to the by area of the worksheet and give the
students a couple of minutes to make seven phrases
with by using the words at the top of the sheet.
Check the correct answers with the whole class.
[by bus by chance by credit card by email by post
by phone]
on (5)
1At, by, for, in … I can remember all the
prepositions _____________ one!
2Let’s practise the prepositions
_____________ studying them.
[1 except (for) 2 instead of]
Note: these two phrases aren’t practised in this
lesson but appear in Exercise D in the book.
Practice
Warm-up drill (whole class)
1 Ask the students: Which of the prepositions on the
board is often used in phrases that are connected with
travel and communication? [on] Give the students
some examples, e.g. on holiday, on the radio, on the
phone, and ask if they know any more.
2 On also appears in other common phrases, e.g. on
strike, on fire.
3 Tell students to close their books. Point to the
on area of the worksheet and give the students a
couple of minutes to make five phrases with on
using the words at the top of the sheet. Check the
correct answers with the whole class. [on the bus on
business on a trip on the Internet on strike]
for, in (3, 4)
1 Tell the students that many unconnected phrases
contain the prepositions for and in.
Give these examples of phrases with for: for
example, for sale, for ever. Give these examples of
phrases with in: in advance, in a hurry, in general,
in the past.
2 Show this on the board:
• Ask the students: Are the prepositions stressed when
you pronounce the phrases? [No.] Get the students to
practise saying some of the phrases after you for the
pronunciation.
• Use this transformation drill to give the students
very controlled practice of some of the phrases.
T: Do it immediately … at
SS: Do it at once.
T: It happened accidentally … by
SS: It happened by accident.
T: It’s burning … on
SS: It’s on fire.
T: You can stay here permanently … for
SS: You can stay here for ever.
T: Write it like this (point to capital letters) … in
SS: Write it in capitals.
T: I’m doing it now … at
SS: I’m doing it at the moment.
• Make sure the students are stressing the words in
bold. Go through the drill a few times until the
students are producing the sentences comfortably.
Exercise A (individuals)
• Give the students a few minutes to complete Exercise
__________ writing / pen / pencil
Ask: What’s missing – ‘for’ or ‘in’? [in] Point out that
many phrases connected with writing include the
preposition in.
3 Give the students a couple of minutes to decide
whether the remaining words at the top of the
worksheet go with for or in. [in advance in capitals
in cash in fashion in (the) future in a hurry in
writing for ever for example for sale]
except (for), instead of (6)
1 Show the following sentences on the board. Ask the
students if they are able to complete them.
A. When checking the answers with the whole class,
make sure students know what each phrase means.
Exercise C (individuals)
• Direct the students to Exercise C. Give them one
minute to read the text and answer these two
questions: 1 Where has Nick moved to? 2 Is he happy?
[1 A big city. 2 No.]
• Give the students three to five minutes to complete
the exercise. As the students are working, put these
words and phrases on the board:
accidentally
responsible
permanently
when I first came here
for a short break
it’s like this:
busy
immediately
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Lesson 16 • Unit 82 Other uses of prepositions
• Check the correct answers with the whole class.
Remind the students that they always need to learn
the meanings of new phrases. Look at the example
in a hurry. Ask them to find the meaning of in a
hurry on the board. [busy]
• Put the students in pairs to match the other
phrases from the text to the meanings on the
board. Check the correct answers with the whole
class. [1 immediately 2 it’s like this 3 responsible
4 accidentally 5 when I first came here 6 for a short
break 7 permanently]
Extra activity (small groups)
prepositions in action – speaking
• Show the sentences on the board. Elicit the correct
preposition to complete each sentence.
1When did you last travel somewhere
_____ train?
2Have you ever left something important
_____ the bus or train?
3How much time do you spend _____ the
Internet each day?
4What do you usually do _____ the
weekend?
5Do you usually pay for things _____ card
or _____ cash?
6What are you doing _____ the beginning of
next week?
7Would you like to live in your country
_____ ever?
[1 by 2 on 3 on 4 at 5 by, in 6 at 7 for]
• Put the students into small groups to discuss their
answers to the questions for five to ten minutes. At
the end of the discussion, invite students to report
back to the whole class what they found out about
each other.
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Lesson 16 • Unit 82 Other uses of prepositions
Lesson 16 Worksheet
Prepositions spidergram
Write the words in the box next to the correct preposition. Look on page 178 for help.
advance bus the bus the beginning business capitals cash chance bank transfer
credit card email ever example fashion (the) future a trip a hurry
the Internet last writing once post phone sale strike 200 km an hour
in
on
at
by
for
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17 Unit 89 Passive sentences (1)
At a glance
1 This lesson clarifies and gives practice in the
Present Simple passive and the Past Simple
passive to give information about things such
as cars, sports, songs and drinks. The lesson
includes a focus on passive question forms.
2 Exercise A in the book gives controlled
written practice of affirmative passive forms,
while Exercise B focuses on passive question
forms.
3 Exercise D contrasts active and passive forms
of the Present Simple and Past Simple in a text
about the history of the Fiat car company.
4 The worksheet ‘What do you remember
about Fiat?’ extends Exercise D in the form of
a communicative pair-work activity.
5 As an optional extra activity, students prepare
and do a general knowledge quiz.
Lesson length
Clarification
45–60 minutes
Use of passive forms (3, 4)
1 Tell the class that you are feeling happy because
Preparation
• Bring to class some pictures of large cars for the
demonstration and Exercise D.
• Prepare a presentation for the demonstration if you
plan project it on the board.
• Photocopy one worksheet for each pair of students.
Cut the worksheets in half.
Demonstration
1 Show the class pictures of cars, and elicit some ideas
about what kind of cars the students like and don’t
like.
2 Put these car companies and countries on the board.
Can the students match them? Give them a few
minutes in pairs to do the task.
Car company:
Daewoo
Renault
BMW
Honda
Country:
Germany
Japan
France
Korea
you’ve just got a new car. It’s a BMW. Show these two
sentences on the board:
1 BMW cars _____ in Germany. (make)
2My new BMW car _____ yesterday.
(deliver)
Can the students complete the sentences using the
verbs in brackets?
2 Write the completed sentences on the board:
1 BMW cars are made in Germany.
2 My new BMW car was delivered yesterday.
Ask the students: What is the focus of Sentence 1 –
the cars or the people who make them? [The cars.]
What is the focus of Sentence 2 – my new car or the
person who delivered it? [My new car.] Explain to
the students that we use the passive when it is not
important who does (or did) the action, or we don’t
know who does (or did) it.
3 Highlight and contrast the sentence structure of
3 Go through the answers with the whole class orally.
Use the passive, but don’t focus attention on the
grammar.
[Daewoo cars are made in Korea. Renault cars are
made in France. BMW cars are made in Germany.
Honda cars are made in Japan.]
passive and active sentences on the board:
They make these cars in Germany. ACTIVE
(‘These cars’ is the object of the sentence.)
These cars are made in Germany. PASSIVE
(‘These cars’ is the subject of the sentence.)
4 Point out that the passive is often used when talking
about objects and products, when the object itself
is the focus of attention rather than the person who
made it or worked with it.
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Lesson 17 • Unit 89 Passive sentences (1)
• Put the students in pairs to look at Exercise A. Tell
Present Simple passive form (1)
1 Highlight the form of the Present Simple passive:
Subject + am/are/is (not) + past participle
These cars are made in Germany.
They aren’t made in Japan.
* student support For information on the forms of
regular past participles see Appendix 2 on page 243, and
for irregular past participles see Appendix 3 on page 244.
2 Check that students can make the question form:
them to look at Sentences 2 to 8 and decide whether
each sentence is about present or past time. They
don’t need to complete the sentences at this point.
• Give the students five to ten minutes to complete the
exercise individually.
• Put them in pairs to compare their answers. Put ‘is’,
‘are’, ‘was’, ‘were’ on the board to remind them of the
possible forms of be used in these sentences.
• Check the answers through with the whole class by
asking different students to read out their answers.
Exercise B (individuals, pairs)
Where are these cars made?
Are they made in Italy?
• Tell students to close their books.
Past Simple passive form (2)
1 Highlight the form of the Past Simple passive:
Subject + was/were (not) + past participle
My new car was delivered yesterday.
It wasn’t delivered in the morning.
2 Check that students can make the question form:
When was your car delivered?
Was it delivered yesterday?
Put ‘Where …?’ ‘When …?’ and ‘How often …?’ on
the board. Check that students know how to form
the question in the passive by asking them to turn
the example sentences on the board from Exercise A
into questions.
• Give the students five to ten minutes to complete
Exercise B.
• Put the students in pairs to compare their answers
before checking the answers with the whole class.
Exercise C (individuals)
• Set Exercise C if you feel your students need further
guided written practice of Past Simple and Present
Simple passive sentences.
Practice
Exercise D (individuals)
• Show the class a picture of a small car. Ask the
Exercise A (individuals, pairs)
• Tell students to close their books. Show these
sentences on the board (they are the first three
sentences from Exercise A in the book):
1 Scotch whisky _____ in Scotland.
2 The car _____ last week.
3 The Olympic Games _____ every four years.
• Ask: Is each of these passive sentences about present
or past time? [1 present 2 past 3 present] Ask: Is the
subject of each sentence singular or plural? [1 singular
2 singular 3 plural] Put ‘repair’, ‘make’, ‘hold’ on
the board and ask the students to use them in the
example sentences on the board:
1 Scotch whisky is made in Scotland.
2 The car was repaired last week.
3 The Olympic Games are held every four years.
students to name some different small cars. Write
‘Fiat’ on the board. Ask the class if they can answer
the following questions:
1 Where are Fiat cars made?
2 How old is the Fiat company?
3 Can you name any famous Fiat cars?
(If you are teaching Italian students you can
probably skip this stage!)
• Give the students two minutes to scan the text in
Exercise D and answer the questions. Check the
answers with the whole class. [1 Italy 2 more than
100 years old 3 students’ own answers]
• Give the students five to ten minutes to read the
whole text again and choose the correct form from
the options in brackets to complete each gap.
• Check the correct answers with the whole class.
• Leave these sentences on the board for when you set
up Exercise B.
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Lesson 17 • Unit 89 Passive sentences (1)
Extra activity Worksheet (individuals, pairs)
•
•
•
•
what do you remember about fiat?
Tell the students to close their books. Show the
worksheet to the class, and explain that they are
going to complete some questions about the text in
Exercise D. Hand out the Student A worksheets to
half the class and the Student B worksheets to the
other half. Give them five minutes to complete the
questions with the correct word.
When the students have finished, put the correct
answer words (not whole sentences) on the board, so
that everyone can check their answers.
[Student A: 1 was 2 did 3 called 4 is 5 export;
Student B: 1 did 2 were 3 start 4 tested 5 are]
Give the students five minutes to find the answers to
their five questions in the Exercise D text. Students
can work in AA and BB pairs or groups at this stage.
Tell the students to close their books. Put students in
AB pairs to ask their partner their questions and see
how much their partner can remember.
Extra activity (groups)
general knowledge quiz
• If you have time, finish the lesson with this extra
activity. Students work in groups to prepare general
knowledge questions using Present and Past Simple
passive questions. They can then use their questions
in a general knowledge quiz.
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Lesson 17 • Unit 89 Worksheet
Lesson 17 Worksheet
What do you remember about Fiat?
Student A
1 Use these words to complete the questions about Fiat:
called
1
2
3
4
5
did
export
is was
Fiat started?
When
When
Fiat launch the Fiat 500?
What was this car
?
Where
Fiat based today?
How many cars did Fiat
in 1963?
2 Find the answers to your questions in the text on page 195.
3 Ask your partner the questions. How much can your partner remember about the history of Fiat?
✁
………………………………………………………………………………..………………………………………
Lesson 17 Worksheet
What do you remember about Fiat?
Student B
1 Use these words to complete the questions about Fiat:
are
1
2
3
4
5
did
start
tested
were
Fiat produce in 1903?
How many cars
Where
some of these cars exported to?
When did Fiat
making cars at Lingotto, near Turin?
Where were the cars
at this factory?
Where
Fiat’s cars sold today?
2 Find the answers to your questions in the text on page 195.
3 Ask your partner the questions. How much can your partner remember about the history of Fiat?
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70
18 Unit 92 Infinitive with/without to
At a glance
1 This lesson clarifies and gives practice in
different verb patterns including the
infinitive with and without to. These include:
• verb + to infinitive (e.g. I want to buy
something.)
• verb + object + to infinitive (e.g. I want you to
help me.)
• modal verb + infinitive (e.g. He can speak
Spanish.)
• and make/let someone do something (e.g. She
made me cry.).
2 Exercise A in the book is used for a quick
3 Worksheet 1 ‘Test your partner’ is an
adaptation of Exercise B in the book and gives
the students productive controlled practice of
all the verb patterns in an interactive pair-work
format.
4 Worksheet 2 ‘Is it true?’ gives the students
freer written and spoken practice of the
language point in a personalized and
communicative context.
5 The lesson ends with a game to review the
verb patterns.
‘recognition race’ activity.
Lesson length
and ask: What kind of verb is ‘to visit’? [The infinitive
with to.]
45 minutes
2 Explain that when there are two main verbs together
Preparation
• Copy the words for the sentences in Demonstration
1 and Demonstration 2 on to large pieces of card.
• You’ll need Blu-tack or similar adhesive to stick the
words to the board.
• Photocopy one Worksheet 1 for each pair of students
in the class. Cut each worksheet in half.
• Photocopy one Worksheet 2 for every three students
in the class. Cut the worksheets into three sections.
Demonstration 1
1 Stick these cards to the board in the wrong order:
I want to visit Dan but Dan doesn’t want
in a sentence, the second verb is sometimes in the
‘infinitive with to’ form.
* student support After other verbs, the verb takes the
-ing form. Direct students to Units 93 and 94 for more
information on the verb + -ing pattern.
3 Ask the students if they can name any more verbs
which are followed by the infinitive with to, e.g.
agree, forget, arrange, plan.
Subject + verb + someone + to do something (2)
1 Put on the board:
… but Dan doesn’t want me to go.
Underline the verbs and circle ‘me’.
me to go .
Invite some of the students up to the board to put
them in the correct order. Encourage the rest of the
class to help the students at the board.
2 Give examples of other verbs which follow this
pattern, e.g. invite: I invited Claire to sit with us. and
ask: They asked her to talk to them.
Demonstration 2
Clarification 1
1 Repeat the procedure from Demonstration 1 with
Subject + verb + to do something (1)
1 Put I want to visit Dan ... on the board. Ask the
students: How many verbs are in this sentence?
Underline the verbs:
these cards:
I can talk to you and you can talk
to me!
I want to visit Dan …
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Lesson 18 • Unit 92 Infinitive with/without to
Subject + verb + do something (3)
Exercise B Worksheet 1 (pairs)
1 Put ‘I can talk to you’ on the board. Ask: Which is
the main verb in this sentence? [Talk.] Underline
‘talk’. Ask: What kind of verb is ‘can’? [A modal verb.]
Underline ‘can’.
•
I can talk to you …
2 Ask: What kind of word is ‘to’ in this sentence?
•
[A preposition.] Remind students that after a modal
verb they need to use the infinitive without to.
3 Ask the class to give other examples of modal verbs
(will, should, may, etc.).
•
Make and let (4)
•
1 Show on the board:
The film was funny. It made me …
test your partner
Show the worksheets to the students and explain
that they will be working on different versions of the
same worksheet. Divide the class into two halves.
Give Student A worksheets to half the class and
Student B worksheets to the other half.
Give the students ten minutes to finish the exercise
by completing each sentence so that it has the same
meaning as the sentence in brackets. Student As
can work with other Student As at this point, and
Student Bs can work together.
They should then get their partner to test them and
tell them if they are right.
At the end of the exercise, go through the sheet with
the whole class, to make sure that they all have a
correct set of answers.
Extra activity Worksheet 2 (small groups)
See if the students can finish the second sentence
correctly. Put the sentence on the board and
underline the two verbs:
•
It made me cry.
2 Ask the class if they know which other verb is used
in this pattern. [let] Put this example sentence on
the board:
•
•
She let me stay.
3 Ask: Which verb means ‘allow’ – ‘make’ or ‘let’? [let]
Practice
•
•
Exercise A (teams)
recognition race
• Divide the class into teams and direct them to
Exercise A. Tell them that only four of the sentences
need the infinitive with to. They must look through
the sentences quickly and find those four sentences.
When they are ready, the team should stand up.
• When a team stands up, stop the race. Ask the
standing team to read out the four sentences with
the to infinitive. If they are correct, the race is over.
If not, they should sit down and the race continues
until the four sentences have been identified.
• When the race is over, invite different students to
read out the complete sentences, to be absolutely
sure that everyone has the right answer.
•
•
is it true?
Demonstrate the activity by saying to the class: I
can’t dance, and asking: What do you think, is it true?
Once they’ve had a chance to guess, tell them
the truth.
Divide the class into groups of three. Hand out the
A, B, C worksheets so that each student in each
group of three has a different worksheet.
Give the students two to three minutes to read
Questions 1 to 3 and decide whether they are true
or false for them. They should write T or F, without
letting the others in their group see their worksheet.
Tell students to read their sentences to each other
and guess whether they are true or false.
For Sentences 4 to 6, the students need to complete
the sentences with their own ideas and once again
write T or F. This time you’ll need to go around the
class and monitor the students’ work carefully to
check that they are using the correct patterns. Allow
about five minutes for this stage.
If you have enough classroom space, get the
students to walk around the classroom reading their
sentences to each other and guessing whether they
are true or false. If you do not have enough space to
do this, the students can work in the same groups
of three.
Invite students to report anything interesting they
learned about each other. Make sure students are
using the verb patterns correctly.
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Lesson 18 • Unit 92 Infinitive with/without to
Review activity (two teams)
game
• Put the following noughts and crosses grid on the
board:
her
him
might
offer
them
hope
let
should
me
• Arrange students in two teams, O and X. Teams
take turns to choose a word and make a sentence
using a verb pattern from the lesson. If the sentence
is correct, put an X or O in the appropriate square.
Teams compete to make a line of Os or Xs to fill the
square.
Exercise C
• Exercise C could be set for homework.
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Lesson 18 • Unit 92 Worksheet
Lesson 18 Worksheet 1
Test your partner
Student A
Complete each sentence so that it has the same meaning as the sentence in brackets ( ).
(I don’t think it’s a good idea to argue with him.)
I don’t think you should argue with him.
1
2
3
4
(I won’t be able to come to the meeting on Friday.) I can’t
(I’m meeting some friends tonight.) I’ve arranged
(Listen to what I’m telling you.) I want you
(It’s important that you lock the door when you go out.)
Don’t forget
5 (Perhaps we’ll go out for a meal this evening.) We may
6 (Allow me to pay for the meal.) Let
Answers for Student B:
7 to do a course in Art History.
8 to pay the bill.
9 to sit in this chair?
10 me laugh a lot.
11 be angry with you.
12 me drive her new car.
✁
………………………………………………………………………………..………………………………………
Lesson 18 Worksheet 1
Test your partner
Student B
Complete each sentence so that it has the same meaning as the sentence in brackets ( ).
(I don’t think it’s a good idea to argue with him.)
I don’t think you should argue with him.
7
8
9
10
(I’d like to do a course in Art History.) I want
(He said, ‘I’ll pay the bill.’) He offered
(Should I sit in this chair?) Do you want me
(His stories were very funny, and I laughed a lot.)
His funny stories made
11 (It’s possible that Tom won’t be angry with you.)
Tom might not
12 (Jasmine allowed me to drive her new car.) Jasmine let
Answers for Student A:
1 come to the meeting.
2 to meet some friends tonight.
3 to listen to me.
4 to lock the door when you go out.
5 go out for a meal this evening.
6 me pay for the meal.
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© Copyright Oxford University Press
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74
Lesson 18 • Unit 92 Worksheet
Lesson 18 Worksheet 2
Is it true?
Student A
1 Read Sentences 1 to 3. Are they true or false about you? Write T or F.
1 I must do some work this evening.
2 I’d like to be famous.
3 I couldn’t speak English two years ago.
2 Now complete Sentences 4 to 6. Are they true or false about you?
4 I can
5 I’ve decided
6 My teachers let us
.
next year.
at school.
✁
………………………………………………………………………………..………………………………………
Lesson 18 Worksheet 2
Is it true?
Student B
1 Read Sentences 1 to 3. Are they true or false about you? Write T or F.
1 I can’t cook.
2 I’d like to be on television.
3 I want my teacher to correct all my mistakes.
2 Now complete Sentences 4 to 6. Are they true or false about you?
soon.
this evening.
4 I’m hoping
5 I might
6 My teacher made me
at school.
✁
………………………………………………………………………………..………………………………………
Lesson 18 Worksheet 2
Is it true?
Student C
1 Read Sentences 1 to 3. Are they true or false about you? Write T or F.
1 I’ll go shopping after the lesson.
2 I’d like to live in another country.
3 Sad films make me cry.
2 Now complete Sentences 4 to 6. Are they true or false about you?
4 I can’t
5 I’ve arranged
6 I want
.
next week.
next year.
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75
19 Unit 97 Zero Conditional and
First Conditional
At a glance
1 This lesson clarifies and gives practice in:
• the Zero Conditional for talking about facts
that are related or believed to be related
• the First Conditional for talking about events
that may happen in the future and their results.
2 The worksheet ‘Facts or opinions?’ gives
controlled and then freer written and spoken
practice of the Zero Conditional.
Lesson length
4 Exercise C in the book gives controlled
written practice of the First Conditional.
5 The extra activity ‘What about you?’ gives
the students the opportunity for freer spoken
practice of the Zero and First Conditional in a
more personalized context.
and point out that the clauses can also be reversed:
45–60 minutes
Present Simple
+ if + Present Simple
Students make good progress if they do regular
homework.
Preparation
• Photocopy enough Student A worksheets for half the
class and enough Student B worksheets for the other
half of the class.
• Prepare a presentation if you plan to project the
extra activity on the board.
Demonstration
1 Tell the class some things about the way people learn
English, using Zero Conditional sentences. Then put
the sentences on the board:
If students read a lot, their vocabulary grows
quickly.
If students do regular homework, they make
good progress.
Explain that in this case, we don’t use a comma.
3 Point out that because the Zero Conditional is used
to talk about things that are related, it can be used to
talk about:
General facts and opinions, e.g. If you heat water
to 100ºC, it boils. (This use is practised on the
worksheet.)
Personal facts and opinions, e.g. If I eat too much,
I feel sick. (This use is practised in the final extra
activity.)
Practice 1
Worksheet (Part 1) (pairs)
fact or opinion?
• Put these two sentences from the Student A and
Student B worksheets on the board:
Clarification 1
Zero Conditional (1, 2)
1 Referring to the sentences from the demonstration,
ask: Are these sentences about the present or the
future? [The present.] Are they about specific students
or students in general? [Students in general.]
2 Highlight the form of the Zero Conditional:
If + Present Simple,
+ Present Simple
If students do regular homework, they make good
progress.
Doctors treat people who are ill.
Doctors earn a lot of money.
• Ask the students to rewrite the sentences as Zero
Conditional sentences starting with the clause ‘If
you’re a doctor, …’:
If you’re a doctor, you treat people who are ill.
If you’re a doctor, you earn a lot of money.
• Ask the class to say whether they agree or disagree
with these sentences. [Most students will probably
agree with Sentence 1; Sentence 2 may generate
more discussion.]
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Lesson 19 • Unit 97 Zero Conditional and First Conditional
• Divide the class into Student As and Student Bs.
Give a copy of the Student A worksheet to each
Student A, and a Student B worksheet to each
Student B. Give the students five to ten minutes to
complete their worksheets. When they are ready, let
the students compare their answers in AA and BB
pairs.
• Reorganize the students into AB pairs. First, ask
them to check their answers with each other, using
the answer key on the worksheet. Then ask them to
discuss whether they think each sentence gives a fact
or an opinion.
• After about five minutes, invite different pairs to say
whether they agree or disagree with the different
sentences.
Worksheet (Part 2) (pairs, small groups)
writing
• Direct the students to the writing section at the
bottom of the worksheets. Give the students about
ten minutes working in the same pairs to complete
the Zero Conditional sentences. They can write
either facts or opinions.
• Join pairs with other pairs to read and discuss the
sentences they have written.
Clarification 2
First Conditional (3, 4, 5)
1 Put the two sentences from the demonstration
on the board again:
If students read a lot, their vocabulary grows
quickly.
If students do regular homework, they make
good progress.
2 Remind the class that these are general statements.
Ask: How can I make these statements personal to
you? Give the clue ‘If you …’ and see if you can elicit
the sentences from the students. Show the correct
sentences on the board:
If you read a lot, your vocabulary will grow
quickly.
If you do regular homework, you will make
good progress.
Highlight the meaning and form of the First
Conditional:
Future possibility Future result
If + Present Simple, + clause with will or won’t
If you read a lot,your vocabulary will grow
quickly.
4 Remind the class that, as with the Zero Conditional,
the clauses can be reversed (but without a comma):
Your vocabulary will grow quickly if you read
a lot.
Practice 2
Exercise C (individuals, pairs)
• Direct the students to Exercise C in the book. Give
them five to ten minutes to complete the exercise.
Let students compare their answers in pairs before
you check the correct answers with the whole class.
• Put the students in pairs to practise reading the
conversations. Make sure they reverse roles at some
point so they each practise being A and B.
Exercise C Extension activity
memory test
• Extend Exercise C with this activity. Tell the students
to close their books. Divide the class into three
teams, A, B and C.
• Read the first ‘A’ line from the exercise: We must
be at the airport at two o’clock. Give the teams one
minute to discuss and write down the ‘B’ line from
memory. After a minute, invite Team A to read their
line. If it’s correct, they win three points. If not, the
turn passes to Team B. If they can give the correct
sentence, they get two points. If not, the turn passes
to Team C. If they can give the correct sentence they
get one point.
• Repeat the procedure with the next ‘A’ line from the
exercise. This time, Team B begins, going to Team C,
then Team A if necessary. Use all the ‘A’ lines from
the exercise. The winning team is the one with the
most points at the end.
3 Ask: Are these sentences about the present or the
future? [The future.]
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Lesson 19 • Unit 97 Zero Conditional and First Conditional
Extra activity (individuals, groups)
what about you?
• Show these sentence stems on the board:
1 If it rains tomorrow, I’ll ________________
2 I feel bad if ________________
3 I’ll be very surprised if ________________
4 If I can’t sleep at night I _______________
5If I have lots of grandchildren
________________
6 I get angry if ________________
7If my English gets a lot better,
________________
8 I’ll be very happy if ________________
• Invite the class to suggest different ways of finishing
the first sentence. For example: If it rains tomorrow,
I’ll go to the cinema.
• Give the students five to ten minutes to complete
each sentence so that it’s true for them.
• Get the students to get up and move around the class
reading their sentences out to other students. Can
they find anyone with three sentences the same?
Four? More? (If you don’t have enough space in
your classroom for this, get the students working in
groups of five or six instead.)
• At the end of the activity, get the students to report
back on who had the same sentences as theirs.
Exercise B
• Exercise B could be set for homework.
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Lesson 19 • Unit 97 Worksheet
Lesson 19 Worksheet
Fact or opinion?
Student A
Part 1
1 Put these facts and opinions about people into Zero Conditional sentences.
Doctors treat people who are ill.
If you’re a doctor, you treat people who are ill.
1 Vegetarians don’t eat meat.
If you’re a vegetarian,
2 People who live in a hot country don’t like cold weather.
If you live
3 Teachers have to work very hard.
If you’re a teacher
4 People who do a lot of exercise stay fit and healthy.
If you
5 Mechanics understand engines.
If you’re a
6 People who read a lot of newspapers know what’s happening in the world.
If you
Answers for Student B
1 If you’re a vegetarian, you never get ill.
2 If you live in a hot country, you are very relaxed and friendly.
3 If you’re a teacher, everybody respects you.
4 If you do a lot of exercise, you sleep well at night.
5If you’re a mechanic, you don’t understand people.
6 If you read a lot of newspapers, you don’t have your own opinions.
2 Discuss your sentences with Student A. Which sentences are facts? Which sentences are opinions?
Part 2
Complete the Zero Conditional sentences with facts or opinions.
1
2
3
4
5
If you’re very rich
If you don’t have brothers and sisters,
If you watch a lot of TV,
If you’re a student,
If you have a dog,
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Lesson 19 • Unit 97 Worksheet
Lesson 19 Worksheet
Fact or opinion?
Student B
Part 1
1 Put these facts and opinions about people into Zero Conditional sentences.
Doctors earn a lot of money.
If you’re a doctor, you earn a lot of money.
1 Vegetarians never get ill.
If you’re a vegetarian,
2 People who live in a hot country are very relaxed and friendly.
If you live
3 Everybody respects teachers.
If you’re a teacher, everybody
4 People who do a lot of exercise sleep well at night.
If you
5 Mechanics don’t understand people.
If you’re a
6 People who read a lot of newspapers don’t have their own opinions.
If you
Answers for Student A
1 If you’re a vegetarian, you don’t eat meat.
2 If you live in a hot country, you don’t like cold weather.
3 If you’re a teacher, you have to work very hard.
4 If you do a lot of exercise, you stay fit and healthy.
5 If you’re a mechanic, you understand engines.
6 If you read a lot of newspapers, you know what’s happening in the world.
2 Discuss your sentences with Student A. Which sentences are facts? Which sentences are opinions?
Part 2
Complete the Zero Conditional sentences with facts or opinions.
1
2
3
4
5
If you’re very rich
If you don’t have brothers and sisters,
If you watch a lot of TV,
If you’re a student,
If you have a dog,
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20 Unit 100 Reported speech (1)
At a glance
1 This lesson clarifies and gives practice in the
tense change in reported speech. It also
3 Exercise C gives practice in using say and
2 Exercises A and B in the book give controlled
4 The worksheet ‘Seven questions, seven
people, seven answers’ gives the students
focuses on the reporting verbs say and tell.
oral and written practice in the tense change.
Lesson length
tell and is followed by an optional pair-work
extension activity.
the opportunity for freer spoken practice of
all the lesson input in a personalized and
communicative context.
3 Highlight the tense changes in the reported speech
by underlining the tenses:
45 minutes
Preparation
• Make one copy of the worksheet for each student in
the class.
Demonstration
1 Tell the class that you have just come back from
holiday. On the plane you spoke to the man sitting
next to you. These are some of the things that he said
to you:
‘I’m going to an important meeting.’
‘I don’t like flying.’
‘I’ll travel by train next time.’
2 After saying these three sentences, show them on the
‘I’m going to an important meeting.’
He said he was going to an important meeting.
‘I don’t like flying.’
He said he didn’t like flying.
‘I’ll travel by train next time.’
He said he would travel by train next time.
4 Ask the students: How does the tense change? [It
goes back one tense, e.g. from Past Simple to Past
Perfect.]
5 Direct the students to the coloured table on page
218 to study the other tense changes. Ask a few
form-checking questions such as: What do Present
Continuous sentences change to? [Past Continuous.]
What does ‘can’ change to? [Could.]
board.
Practice 1
Clarification 1
Exercise A (whole class)
Tense change in reported speech (+ that) (1, 2)
1 Now put He said … on the board. Ask the class if
they can change the three sentences on the board
into reported speech sentences. Show the reported
speech sentences on the board:
He said he was going to an important meeting.
He said he didn’t like flying.
He said he would travel by train next time.
2 If the students include that in their sentences explain
that this is correct, but not necessary:
transformation drill
• Use the sentences in speech bubbles in Exercise
A as prompts for a whole class choral drill to give
controlled oral practice. Repeat the drill a few times.
The first time through, allow plenty of time for the
students to formulate their answers. Then gradually
increase the pace of the drill. Make sure that the
students are stressing the sentences naturally, for
example:
He said he was visiting friends.
She said she was going to a conference.
• Repeat the drill until everyone is saying the
sentences comfortably and naturally.
He said (that) he was going to an important
meeting.
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Lesson 20 • Unit 100 Reported speech (1)
Exercise B (individuals)
• Direct the students to Exercise B in the book.
Tell the students to look at Claudia and Nicole’s
conversation and to answer these three questions:
1 Why is Claudia in France?
2 Where is she staying?
3 What does Nicole offer to do?
[1 She’s on holiday. 2 With friends, in a flat in the
city centre. 3 She offers to give Claudia French
lessons.]
• Now give the students about ten minutes to
complete Exercise B.
• Let the students compare their answers in pairs
before you check the correct answers with the whole
class.
Clarification 2
Say and tell (3)
1 Remind the students about the man you met on
the plane (in the demonstration). Write these two
gapped sentences on the board:
He ________ he was a businessman.
He ________ me he was famous in his
country.
2 Ask the students to read the sentences. Ask: What
She said she wasn’t feeling very well → ‘I’m not feeling
very well.’
• Go round to check the students’ answers as they
work.
Answers:
1 ‘I will buy the tickets.’
2 ‘The train is going to be late.’
3 ‘I’m very angry with you.’
4 ‘I can’t help you.’
5 ‘He’s/She’s leaving.’
6 ‘We’re leaving in the morning.’
7 ‘I don’t know what’s wrong with the car.’
8 ‘I have four sisters.’ OR ‘I’ve got four sisters.’
9 ‘Tom works in a factory.’
10 ‘I’m a doctor.’ ‘I’m a dentist.’
2 Regroup the students into AB pairs. Get them to test
each other by reading out the actual words, e.g. ‘I
will buy the tickets’, and seeing if their partner can
turn them into reported speech without looking at
Exercise C.
Worksheet (whole class)
•
•
•
are the missing words?
3 Write the correct completed sentences on the board:
He said he was a businessman.
He told me he was famous in his country.
4 Circle ‘me’ and ask the students: Can I delete this
word? [No.] What else could I put here? [Some
possible answers: everyone, Fred, us.]
Practice 2
Exercise C (individuals)
•
•
seven questions, seven people, seven answers
Hand out a copy of the worksheet to each student.
(A) Ask them to make seven questions by choosing
from the options in Sentences 1 to 7. This stage
should take less than five minutes.
(B) Now get the students to get up, move round
the classroom and ask their questions to seven
different people in the class. (If it’s not feasible for
your students to move around the classroom at
this stage, ask the students to work in groups.) For
each question they ask, they must write down the
student’s name and answer on their worksheet.
(C) After about ten minutes, ask the students to sit
down and use reported speech to write about what
they found out, e.g. Katarina told me she wasn’t
feeling tired.
When the students have finished writing, invite
them to read out their most interesting sentences to
the rest of the class.
• Give the students five minutes to complete Exercise
C, before checking the answers with the whole class.
Extension activity (pairs)
• After doing Exercise C, extend the practice with this
optional activity.
• Ask half the class (Student As) to write down what
the actual words were for Lines 1 to 4 of the reported
speech in the exercise. The other half (Student Bs)
should do the same for Lines 6 to 9. Do an example
with the whole class first:
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Lesson 20 • Unit 100 Worksheet
Lesson 20 Worksheet
Seven questions, seven people, seven answers
A You are going to ask seven people a different question each. Make your seven questions by choosing
from the words in brackets ( ), or making up your own question.
1
2
3
4
5
6
7
How long have you had your (shoes/glasses/necklace/watch)?
Are you feeling (hungry/tired/happy/worried)?
What is your lucky (number/colour)?
Can you remember your first (teacher/best friend/bedroom/classroom)?
(Where will you go / What will you do) after this lesson?
Who are you going to (speak/talk) to next?
What did you (eat/drink/do/see/learn) yesterday?
B Use these questions to interview seven different people. Write their names and answers on the lines.
1 Name:
Answer:
2 Name:
Answer:
3 Name:
Answer:
4 Name:
Answer:
5 Name:
Answer:
6 Name:
Answer:
7 Name:
Answer:
C Report what the seven people said using say and tell.
1
2
3
4
5
6
7
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21 Unit 108 Relative clauses (2)
At a glance
1 This lesson focuses on features of defining
relative clauses, including:
• when relative words can be omitted
• prepositions in relative clauses.
2 The lesson emphasizes the fact that it is usual
to omit relative words where grammatically
possible in more informal speech.
* student support For information on the basic use
and structure of defining relative clauses, see Unit 107
‘Relative clauses (1)’. You might find it helpful to use
Exercise A or Exercise C from that unit before teaching
this lesson.
3 Exercises B, C and D in the book provide
controlled written practice of these points.
4 The worksheet ‘Decisions, decisions’ gives
further freer practice of the language in the
context of defining and discussing different
options.
1Do you know the woman who my father’s
talking to?
2Do you know the man who is talking to my
mother?
2 Ask the class: In which sentence can ‘who’ be omitted?
Lesson length
[Sentence 1.] Why? [Because in that sentence who is
the object of the relative clause.] Cross out who in
Sentence 1:
45–60 minutes
Preparation
• Bring a picture of a famous man to class, and a
picture of a famous woman, or create a presentation.
These need to be people who you think your
students will know.
• If you are bringing in pictures, you will need Blu‑tack
or a similar adhesive to stick them to the board.
• Copy one worksheet for each student in the class.
Demonstration
1 Put two stick figures on the board. Tell the class that
these are your mother and father. Put the picture of
a famous man next to the ‘mother’ stick figure. Put
the picture of a famous woman next to the ‘father’
stick figure. Ask: Do you know the woman my father’s
talking to? and Do you know the man who is talking
to my mother? See if your students can name the
famous people.
Clarification 1
Omitting who, that or which in defining relative
clauses (1)
1 Referring back to the demonstration, ask the
students if they can say back to you the two
questions you asked. Allow time for the students to
formulate the questions, as this is likely to be quite
difficult for them. When the students are ready, put
these two questions on the board and underline the
relative clauses:
Do you know the woman who my father’s
talking to?
Point out that in Sentence 2, who is the subject of
the relative clause.
3 Write this sentence on the board:
This is the boy who broke the window.
Ask the class: Can I omit ‘who’ in this sentence? [No.]
Why? [Because in that sentence who is the subject of
the relative clause.]
4 Point out that this is also true for the relative
words that and which in defining relative clauses.
Emphasize that it is common in English to omit the
relative words whenever possible, especially in more
informal speech.
5 As a final check show this sentence on the board:
The first book which she wrote it was Lost
Steps.
Tell the students to identify the unnecessary word
[which] and the wrong word [it].
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Lesson 21 • Unit 108 Relative clauses (2)
Prepositions in defining relative clauses (2)
3 Once again, remind the students that it’s always
better to omit relative words in informal speech if
possible.
1 Direct the students’ attention once again to the
question about your father on the board. Circle the
preposition to:
Do you know the woman who my father’s
talking to?
Practice 2
Exercise C (individuals)
• Put the example on the board:
2 Ask the class: Does this question sound formal or
informal? [Informal.] Ask: Do you know how we can
make it sound formal? Present this structure to the
students:
Do you know the woman to whom my father
is talking?
Ask: Can we omit the relative word ‘whom’ in this
sentence? [No.]
3 Point out that this sentence structure can also be
used with which, but not that:
The job for which she’s applied is in Paris.
I lent you a book. Have you read it?
• Ask the students to combine the two sentences into
one using a relative clause. Make sure that they omit
the unnecessary relative word which or that.
• Give the students five to ten minutes to complete the
exercise. Put the students in pairs to compare their
answers. Then check the answers with the whole
class.
Exercise D (individuals)
• Put two happy faces on the board. Tell the class that
•
Practice 1
Exercise A (pairs)
• Put the students in pairs and give them five minutes
to do Exercise A. Point out that students need
to cross out words which are not possible or not
necessary.
• Let pairs compare answers with other pairs before
you check the correct answers with the whole class.
• When checking the correct answers, make sure
students say whether the crossed-out words are not
possible or not necessary.
Clarification 2
•
•
•
•
When, where and why in relative clauses (3)
1 Show these sentences on the board with the key
words underlined:
That was the year when I finished university.
Do you know of a place where we can get a
good sandwich?
The real reason why she came was to speak
to my father.
That’s the way that they make beer in
Germany.
2 Invite students to come up to the board to cross out
this is Freda and Jacob. Freda and Jacob are talking
about their holiday.
Give the students two minutes to read Freda and
Jacob’s conversation in Exercise D and find the
answers to these questions:
1 Where are Freda and Jacob going on holiday?
2 Which of these things don’t Freda and Jacob talk
about: shoes, cameras, maps, clothes, sunglasses, guide
books, suitcases.
Tell the students not to worry about the gaps at this
stage. [Answers: 1 Corsica. 2 maps and sunglasses.]
Give the students five to ten minutes to complete
Exercise D. Put the students in pairs to compare
their answers. Then check the answers with the
whole class.
Point out that Freda and Jacob are using relative
clauses to talk about options and make decisions.
Put the students in pairs to practise reading the
conversation together.
Worksheet (pairs)
decisions, decisions
• Put the example on the board:
Which hat do you prefer – the one (I bought it)
or the one (I made it)?
and elicit the complete sentence from the class. Show
it on the board.
Which hat do you prefer – the one I bought or
the one I made myself?
the unnecessary relative words. [when where why
that]
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Lesson 21 • Unit 108 Relative clauses (2)
Get the students to practise saying the question with
the correct intonation:
Which hat do you prefer – the one I bought or
the one I made myself?
• Hand out the worksheets. Give the students about
•
•
•
•
ten minutes to complete the other questions on the
worksheet. Put the students in pairs to compare their
answers.
When checking the answers with the whole class,
make sure students are using the correct intonation
pattern.
Choose a confident student to demonstrate the final
activity on the worksheet. Ask: Which hat do you
prefer – the one I bought or the one I made myself?
Mime showing two hats at the same time. Encourage
the student to give an answer with a relative clause,
e.g. I prefer the one you made yourself!
Put the students in pairs to have more miniconversations based on the questions on the
worksheet.
After five to ten minutes, invite pairs to repeat their
conversations in front of the whole class. Listen out
for any unnecessary relative words!
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Lesson 21 • Unit 108 Worksheet
Lesson 21 Worksheet
Decisions, decisions
1 Look at these sentences about decisions. Use the words in brackets ( ) to make relative clauses. Only
include which, where or who if it is necessary.
Which hat do you prefer – the one (I bought it) or the one (I made it)?
Which hat do you prefer – the one I bought or the one I made myself?
1 Which hotel shall we stay in – the one (my friend recommended it) or the one (we stayed there
last year?)
Which hotel shall we stay in – the one
?
2 Which shirt shall I buy – the one (I really like it) or the one (it isn’t so expensive)?
Which shirt shall I buy – the one
?
3 Which sound system is better – the one (it needs batteries) or the one (it uses solar power)?
Which sound system is better – the one
?
4 Where shall we have lunch – the place (we went there yesterday) or the place (the coffee is free
there)?
Where shall we have lunch – the place
?
5 Who should I employ – the man (he has lots of experience) or the man (I went to school with
him)?
Who should I employ – the man
?
6 Which chair do you prefer – the one (I’m sitting on it) or the one (it’s next to you)?
Which chair do you prefer – the one
?
2 Work with a partner. Use the sentences in Exercise 1 to start mini conversations like this:
A Which hat do you prefer – the one I bought or the one I made myself?
B Oh definitely the one you made yourself.
A Really? Why?
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