Os Pa eet) Words Resource Pack 1 A Way with @ Vocabtilarygactivities # Lower intermediate to.intermediate Stuart Redman, Robert Ellis with Brigit Viney CAMBRIDGE tiga teraatssPe Ea ty aE Nate ¢ i a . ALO Resource Pack 1 Vocabulary activities Lower Intermediate to intermediate This redesigned version of the popular A Way with Words series allows teachers greater flexibility in their vocabulary teaching. In this new, convenient A4 format the original fresh approach to vocabulary learning has been retained. This resource pack is easy to use as the 24 varied units contain detailed teacher's notes on the left hand pages and facing photocopiable worksheets on the right. A Way with Words Resource Pack 1 develops vocabulary learning as a skill and helps learners to become more efficient in organising, storing and remembering new vocabulary engages students in stimulating tasks which require them to use the target vocabulary * provides a wealth of useful practice of new vocabulary * pays particular attention to important lexical features including collocation, compounding and affixation * actively involves learners’ own experience and knowledge of the world The resource pack is accompanied by a cassette containing the listening exercises for further practice of the key vocabulary. A Way with Words Resource Pack 1 consists of Resource book Cassette CAMBRIDGE UNIVERSITY PRESS ISBN 0-521-67775-1 4 I 9 M780521"47775:Contents Introduction “Thanks and acknowledgements 1 Learning words Worksheet I Worksheet 2 Worksheet 3 2 Around the house Worksheet 1 Worksheet 2 3 Prefixes Worksheet 1 Worksheet 2 4 Weather 5 Food and restaurants Worksheet 1 Worksheet 2 6 Compounds Worksheet | Worksheet 2 7 Time Worksheet 1 forksheet 2 8 Directions 9 Transport Worksheet 1 Worksheet 2 10 Phrases and phrasal verbs Worksheet | Worksheet 2 Worksheet 3 11 Money Worksheet 1 Worksheet 2 12 Entertainment page 10 12 4 16 18 22 24 26 28 30 32 34 36 42 44 46 15 16 7 18 19 20 a 2 23 24 Worksheet 1 Worksheet 2 Collocation Worksheet | Worksheet 2 Bureaucracy Clothes and shopping Worksheet 1 2 Workshe People and relationships Worksheet 1 Worksheet 2 Suffixes Worksheet | Worksheet 2 Night and day Crime Worksheet 1 Worksheet 2 Synonyms and opposites Worksheet 1 Worksheet 2 Sport and leisure Worksheet 1 Worksheet 2 Everyday expressions 48 50 52 54 62 80 82 84 88Introduction A Way with Words Resource Pack 1 is a new resource book for teachers containing photocopiable materials for use in the classroom, The activities in the pack come from the original A Way with Words, Books | and 2, although some of the listening passages have been rerecorded, and in a limited number of exercises new activities and listening material have been added. Who is it for? A Wey with Words Resource Pack 1 is for adults and upper secondary students at the pre-intermediate and intermediate level, At a slightly higher level, however, students may also welcome the opportunity to revise vocabulary which they already know but rarely use, and in some cases learn a number of important words which have slipped through the net. A Way with Words is designed to be flexible. It can be used to supplement a coursebook, for a vocabulary option, or to add variety to a listening or reading class. How is it organised? ‘The 24 units deal with topics which might typically be included in coursebooks at this level, e.g. travel, crime, relationships, along with a number of linguistically based units which concentrate on important features in vocabulary learning e.g. prefixes and suffixes, and phrasal verbs. The units are not graded in any way, so it is possible to work through the pack in any order, selecting the units or worksheets which will be of most interest and relevance to your, students. , What does a unit consist of? ‘Most units have two, and occasionally three worksheets, with each worksheet containing a series of staged activities around a target group of lexical items. These activities serve to guide the learners to the meaning of the target items in a variety of different ways, and then provide controlled and/or freer practi Some worksheets may require as little as twenty minutes, others may take twice that long; much will depend on the amount of interest generated by the ‘open- ended’ activities which allow for freer practice and are a feature of many of the worksheets. With each worksheet, there is also an accompanying page of teacher's notes containing answer keys, tapescripts, and a list of key words and expressions from the worksheet.vi Main Features + An approach which recognises that vocabulary does not just mean single words: compounds, phrases, and even, on occasion, whole sentences can be items of vocabulary. + Ideas and activities to help students to become more efficient vocabulary learners. These include suggestions for storing words, remembering them, and recycling them. + Constant encouragement throughout to make full use of the context, dictionaries, fellow students, the teacher, knowledge of the world, and so on. In this way, students are creatively involved in the learning process and should, over a period of time, become much more self-reliant. + Aide range of exercise types to keep students motivated and cater for a range of Gifferent learning styles. + An attempt throughout the material to provide students with the opportunity to use the vocabulary they are learning and so facilitate long term re + An tion, ccompanying cassette containing recordings for the listening exercises which present new ite 's of vocabulary. It also provides vital help with the pronunciation of many items and adds further variety to the lesson.Thanks We would like to extend our thanks once again (o all the people who helped us with the original A Way with Words, Books | and 2: McCarthy (advisory editor), Ruth Gairns, Eun Bahng, Michael Swan, and the teachers at ne McCarten (commissioning editor), Mike ‘The London School of English and The Bell Language Institute, London. Finally, thanks to our desk editors Judith Aguda and Alison Silver, and the rest of the production team at CUR For this new Resource Pack, we would also like to thank Lindsay White for setting the project in motion; Brigit Viney for all her work and creativity in adapting and improving the original material to fit this new format; Noirin Burke and Isabella Wigan for their supervision of the project at its various stages; Liz. Driscoll for taking over the sub-editing and Andrew Robinson and the rest of the design and production team at CUP. Acknowledgements The authors and publishers are grateful to the authors, publishers and others who have given permission for the use of copyright material identified in the text. It has not been possible to identify the sources of all the material used and in such cases the publishers would welcome information from copyright owners. Punch for the cartoon on page 15; Addison Wesley Longman Ltd for the extract on page 27 from the Longman Active Study Dictionary; AC. Press Services for the cartoons on page page 43 which first appeared in the Daily Mirror, Gero Productions Ltd for the advertisement on page 47; London Independent Books for the cartoon on page 51; Solo and Syndication Ltd for the article on page 79 which first appeared in the Daily Mail; Nigel Luckhurst for the photographs on page 87 (top); Jeremy Pembrey for the photographs on page 87 (bottom), Ilustrations by Simon Turner, Ros Asquith and Amanda Abbitt Book design by Barnabas HawardWorksheet 1 @ The main purpose of this experiment is to highlight the importance of organisation in vocabulary learning, i.e. if students impose some kind of meaningful order upon the barrage of new words they may encounter, they are more likely to be able to retrieve them from their memory. Key words - Nouns Adjectives accident life chock-a-block apple line ball nightmare bed peace cat pen Christmas picture cloud pig cow politics dog. pyjamas door rabbit dream shape examination sheep field sleep flower sky foot snow head water hill wind home year horse% Learning words 1 1 4 Try this experiment. Study the following list of words for one minute and then cover up the list and write down all the words you can remember. water fife rabbit line home field ball dog apple sheep head picture year sky chock-a-block » hill cloud horse shape pen wind pig cow foot door snow flower cat D Now read on and answer the yes/no questions. In this experiment did you remember either the first word water or the last word caf? [ves/no] This is very common, because we often remember the information we hear first or the information we hear last. And what about chock-a-block? Did you write that down as well? [yes/no] Some people remember this word because it is‘so unusual. More important, however, is the zeay that you wrote down your list of words. Did you write down the names of the animals together? [yes/no] Most people do, and they sometimes include names of animals that are not on the list. The reason for this is that we automatically group words together in our memory. In other words, the brain is organising the words we learn so that we can remember them more easily. Some people write down flwer and field together because flowers grow in fields; or they write cloud and sky together because they are both associated with weather, or they write down the words in the order they appear on the page (water, life, rabbi, etc.) Did you do any of these things? [yes/no] Now compare your answers with a partner's, (This experiments adapted from The Bain Baby Peter Rese, Roedge & Kegan Pl Li) 2. _ Tey this short experiment, Read each of the following words and write down any other words which immediately come into your mind. The first one has been done for you. sleep bed,.dreaen,..peate,..nightonart,,..pyiaenas. accident examination politics Christmas Compare your answers with a partner’s. Are they similar or different? If they are different, why are they different? French | French | Franch. ver | |S “(did | do “going to frum the doctor © Cambridge University Press 1996 31a 2a 1b 2b Worksheet 2 ie With a group of verbs you could also introduce new questions to ask. For example: Is it regular or irregular? Is it transitive or intransitive? — Does it have more than one meaning? Answers _ = 2 See tapescript below. 3° ‘eesjipt or /isdgrpt/ 4 anoun 5 informal 6 Possible answer: I’ve been waiting at least half an hour for her. explain: give the meaning of a word or idea translate: change from one language into another concentrate: keep your attention on one thing improve: get better choose: select from different possibilities revise: study something again expand: become or get larger understand: know the meaning of somethi explain + explanation translate ~ translation concentrate -> concentration improve improvement choose choice revise ~* revision expand + expansion understand ~* understanding | translation expand 2 understand 6 concentrate 3. explanation 7 chose 4 revise & improve Tapescript. _~ a _ _ Listen to the questions about words and phrases and write the answers. 1 What does ‘awful? mean? 2 How do you spell ‘accident’? 3. There's a country in Africa which is spelt F-G-Y-P-T. How do you pronounce that? 4 Is ‘choice’ a noun or a verb? 5. Is the word ‘guy’ formal or informal? 6 How do you use ‘atleast’ in a sentence? explain explanation concentrate concentration choose choice , expand expansion, translate translation improve improvement understand understanding Key words and expressions Nouns Verbs Verbs and nouns Other words and expressions ap cover choose / choice comfortable paper clip fil in (a form) concentrate / concentration hang on recipe guess expand / expansion How do you do? ook up (a word) explain / explanation How do you pronounce (this word)? rewrite improve / improvement How do you spell (this word)? underline revise / revision on the tip of my tongue translate / translation What does (this word) mean? understand / understandingesa 1a 2a i Learning words 1 ‘When you learn new words or phrases there is certain information that you need to know. To find it, you can ask questions like these: Ficcuse me, whae ‘What docs this word/expression/phrase mean? ‘does ‘fragile’ What's a © 2 How do you spel it? How do you pronounce it? Is ita noun, a verb (or could it be either?), How do you use it in a sentence? in adjective, etc.? =] Listen to the questions about words and phrases, and write the answers. Example: ‘What does “awful” mean?” “Awful” means “very bad”, Now compare your answers with a partner's. In pairs, ask each other the questions in @ to find out about the words and phrases in the box below. If you cannot answer, ask your teacher. comfortable fillin recipe guess hangon rewrite look something up How do youdo? gap cover (something) underline on the tip of my tongue paper clip Ask your partner to find a difficult English word in the dictionary. Now ask lots of questions about the word. Can your partner answer all your questions? The verbs below, on the left, are useful for talking about ways of learning vocabulary. Match the verbs with the correct definitions on the right. explain —— » become or get larger concentrate. _~ change from one language into another choose, give the meaning of a word or idea expand > , study something again translate - < SC /— know the meaning of something improve —_ «keep your attention on one thing get better understand — » select from different possibilities Write down the nouns that are formed from the verbs in @. Use a dictionary to help you. Mark the main stress on both words. Example: explain > explanation 3) Now listen and check your answers. Fill in the gaps in the following sentences, using words from @ and b, 1 When Tearn a new word, I write down a in my own language 2 UTdon't word, [look it up in my dictionary. 3. A picture is often better than an ofa word. 4 Ifyou don’t what you learn, you will forget it. 5 Reading is a good way to your vocabulary 6 You can't on your work when people are talking around you. 71 this dictionary because itis very small and so I can put it in my pocket. 8 CanTuse a dictionary to my pronunciation? Look again at the sentences in C. Do you do I and 2 yourself? Do you agree with 3, 4 and 5? And what is the answer to the question in 8? Discuss in groups. LITMAN © Cambridge University Press 1996 514 1b Worksheet 3 When students record new vocabulary, they tend to write one-word translation equivalents. For many items this will be an accurate and efficient way of recording meaning. For some items, however, translation equivalents will be inaccurate and misleading. For this reason students should be encouraged to consider different ways of recording meaning, and be made aware of the fact that sometimes a translation and/or a definition is needed, plus examples. For example, the word afraid has different meanings and different syntactic features governing its use. For this reason example sentences are important: i) Pmaffaid I can’t come. (mot I'm afraid but I can’t come.) ii) 'm afraid of the dark. When students have completed the activity, discuss the answers with the class as a whole. This may take some time, but it will be worthwhile if it helps to establish clear principles about recording meaning. With a monolingual group it can be very interesting to discuss the validity of different translation equivalents. Answers A translation would be suitable for: pork, overtake, plug Example sentences would be suitable for: too, therefore, on purpose, equals, What’s the matter2, leave. » explanation would be suitable for: pork, launderette, rug. ‘A picture would be suitable for: overtake, plug, between, Key words and expressions ‘Nouns Verbs Other words and expressions cricket leave between, department store overtake equals (e.g. x equals y) dog Pmafraid launderette on purpose plug therefore pork too ( = as well) rug under What's the matter?: Learning words 1 4 When you learn new words, it is important to write them down to help you remember the meaning. But what is the best way to remember the meaning? Isit best to: —write a translation? write an example sentence in English? write an explanation in English or your own language? draw a picture? ‘The answer will be different for different words. Look at these examples: Translations: department store = 44 $F 4. dog = AS Example sentences: 'm affaid we haven't got the book you want, Explanations Gricketis a strange English ball-game. Pictures: under pre Of course, a translation is not the only way to record the meaning of ‘department store’ and a picture is not the only way to record the meaning of ‘ander’. Could you give an explanation of ‘department store’? Could you draw a picture of ‘cricket’? Talk to your partner about the advantages and disadvantages of these different ways of recording meanings. D Look at the following words and phrases. What is the best way to record the meaning? In the boxes below write a translation, an example sentence, an explanation or draw a picture for each one. Compare your answers with a partner's, 1 too (= as well) 7 Jaunderette = = = 2 pork | 8 plug — zl Lo 3. therefore 9° What's the matter? + overtake | 10. leave 5. on purpose 11 between i 6 equals 12° rug TIAA © Cambridge University Press 1996Worksheet 1 Answers Vocabulary networks of this type are a simple and efficient way of recording vocabulary, and you could follow up this activity by asking students to create one of their own. This is a more abstract and personalised way of making connections between different items of vocabulary, Put students in pairs and encourage them to add more ideas of their own. ‘You may want to start by practising the pronunciation of some difficult items such as stale /stelll, cupboard Ikabad!, wardrobe Iwo:draub/ and drawer Idro:(9). Possible answers The shirt was damp, so I put it in the tumble dryer. The shirt was clean, so I put itin the wardrobe. ‘The shirt was clean, so I put itn the cupboard. The plate was broken, so I put it in the bin, ‘The plate was clean, so I put it in the cupboard. The plate was dirty, so T put it in the dishwasher. The ice cream was melting, so I put it in the freezer The butter was melting, so I put it in the fridge, The bread was stale, so I put it in the bin. ‘The bread was dirty, so I put it in the bin. ‘The bottle was broken, so I put it in the bin. * ‘The bottle was empty, so I put it in the bin, “The knife was broken, so I put it in the bin. ‘The knife was clean so, I put it in the drawer. ‘The knife was dirty so, I put it in the dishwasher. Key words Nouns Verbs Adjectives alarm clock freezer sink melt broken bin fridge sofa clean chest of drawers. kettle towel damp coffee table lounge tumble dryer dirty washbasin saucepan video empty dishwasher sheet wardrobe stale cupboard shower drawerAround the house 1 2 Here is a ‘vocabulary network’. Can you complete it with words from the box? Then add one more object for each room. saucepans shower sofa sheets sink — washb b In which room do you normally: listen to music? waste time? daydream? think about your problems? have arguments? feel most relaxed? Now compare your answers with a partner’s. © Why do you have certain things in certain rooms? For example, why not put the television in the bathroom? Why not put the sofa in the kitchen? Think of some more examples and ask your partner to explain them. 2. Make sentences from the words in the box. (There are at least 15 possible sentences.) Example: The plate was dirty, so I put it in the dishwasher. shirt | broken, drawer. | plate damp, | fridge. ac erean | clean, tumble dryer. | The | butter was | stale, so I put it in the bread | melting, oa | bottle empty, fs “czer. knife | dirt, pin. on _divahes LHCIELIA © Cambridge University Press 19961a 16 10 Tapescript _ Worksheet 2 Answers a caravan acastle a detached house atent a cottage "terraced houses semi-detached houses abungalow \~ block of flats a bungalow a flat a semi-detached house acastle Listen to these five people describing their homes and follow the instructions on your worksheet, 1 We've got three bedrooms, a sitting room and a kitchen and a bathroom. Everything’s on the ground floor. In the sitting room we have big French windows so we can walk straight into the garden from there if we want to 2 As well asthe kitchen and bathroom I have one bedroom and a sitting room. I have a lot of neighbours ~ about fifty. But I only know a few of them — the ones who live above and below me and the ones across the hall. 3. My kitchen, siting room and bedroom are all in one room. The bed can be changed into a sofa during the day. At the back there is a separate toilet and shower. The number of neighbours I have depends on where Iam, Usually ies about ten 4 Downstairs we have a sitting room, a fairly large dining room and a small kitchen. Upstairs we have two bedrooms and a bathroom. We only have neighbours on one side. They're a very nice young family who moved here a few months ago. 5. Tdon’t really know how many rooms there are here! Some are too dangerous to go in. We just use a few of them ~ the ones on the south side and the ones next to the tower. In the summer we are open to the general public. We have quite a lot of visitors as it’s a very interesting building historically Key words and expressions Nouns Other words and expressions bungalow block of flats caravan detached house castle semi-detached house > cottage terraced house flat tentAround the house 2 Misia ablock offlats terraced houses acastle adetached house atent | OF aie! acottage semi-detached houses a caravan _a bungalow = Listen to these five people describing their homes. Write the type of accommodation each person lives in. With a partner, write down one advantage and one disadvantage for each type of accommodation. Then compare your ideas with another pair’s. Advantage Disadvantage a block of flats terraced houses acastle a detached house atent a cottage semi-detached houses acaravan a bungalow Walk round the class. Find people who have lived or stayed in at least two of these types of accommodation. Which did they prefer and why? Name | Tivo places stayed in | Which preferred? | Why? | Anna | tent; conan tent could camry on back. © Cambridge University Press 1996 n14 12 Worksheet 1 j Answers Make sure students understand what a prefix is before they begin this exercise. It is important to point out that the use of il-/ir- /im- is partly predictable but that un- (by far the most common of the four prefixes) is not. ‘The rule is that we use: it- before the letter ‘ ir before the letter ‘t? in- before the letter ‘p un- before different letters Examples which follow the pattern are: illogical, irrelevant, imperfect, etc. One which doesn’t is: unlucky. Key words Adjectives (legal legible (literate {impatient fim)potite jim)practical (injrational (irregular {irresponsible (un)friendly (un)satisfactory \ (untidyPrefixes 3 Woche) 1 Anumber of prefixes have the meaning ‘not’ in English. Look at the following examples using il- / ir-/ im-/ un-. What do they tell you about the use of these prefixes? For example, which kind of words take the prefix il-? Itisillegal to drive a car in England without insurance. You can try and read the letter but my handwriting is almost illegible. There are still millions of people in the world who are illiterate. Some people think itis irrational to be frightened of flying, Journalists often work irregular hours T think it is very irresponsible of people to drink and drive. T'm afraid it's impractical for me to work in two different buildings because T spend more time travelling than working. 8 In England people think you are being impolite if you don't thank you. Mousene say please and WARNING ANGRY DRIVERS: 10 I'matraid his work unsatisfactory, so we may have to dismiss him. 11 My bedroom is often untidy because I leave my clothes all over the floor. 12. When I started work, [found many of my colleagues were unfriendly. 'b Can you think of more examples which either follow the pattern or break it? 2 @ Look at the following grid and put a circle (©) round the cross (x) which describes your own personality. Example: means you are very patient. means you are not very patient and not very impatient - i.e. average. patient eo x ® x _ impatient ‘means you are quite impatient but not very impatient. patient x XX XX impatient [ polite XX =X OX OX _ impolite practical XX XXX _impractical [rational XOXOXO irrational | responsible x XX tidy x x x Xx irresponsible nity frien _unfiiendly Now compare your grid with your partner's. Have you got similar personalities? LMA © Cambridge University Press 1996 13Ans wers Worksheet 2 1 @ The prefix ‘re’ cannot be attached to every verb but it is a very generative prefix, and students are pleasantly surprised to discover that they can often guess the correct answers in @ and generate further examples of their own in D. 2a 2a Possible answers Some other examples with ‘re~’ are: Are they going (o rebuild i? ‘Are you going to redo it? ‘Are they reopening somewhere else? Yes, it needs reorganising. Couldn't you rearrange your appointment? reconsider, reconstruct, refill, refresh, regain, rehouse, rename, replay, reprint, rethink de mis ant- inde understaffed, underequipped overcrowded, overcharge, overworked, overripe defrosting, decaffeinated, deodorant, dehumanised mismanagement anti-social, antifreeze, antiseptically ‘The meanings are: over means too much of Something de often means that something is removed mmis- often means badly or incoretly anti usually means against under- is the opposite of our. It means not enough. Tapescript _ _ Listen to the conversation and follow the instructions on your worksheet. A: Tdon’tknow why itis but whenever I go to that supermarket in Sokely T come back feeling so anti-social! B: Tve noticed. A: Well it's just so overcrowded ona Saturday afternoon, You queue for half an hour and then they get it wrong and try to overcharge you. It’s enough to drive you mad, B: Don't they have machines to do the calculating for them? A: Ofcourse they do, but they're really ancient and don’t seem to work properly. You can’t really blame the staff; they're Key words Verbs defrost reorganise overcharge reread rearrange rewrite rebuild redo reopen overworked and tired. The A: And, I'm affaid they only had whole place is understaffed and that deodorant that smells ike underequipped. antifreeze, so 1 didn’t bother B: Anyway, diel you get getting any, [¢really isan avfil everything? place! {hate it! Talk about mis- A: No, no, I didn't. All the management! potatoes were packed in five- B: Well why don’t you go to that kilo bags. Imean ~ who wants five kilos of potatoes? And the freezers were defrosting all hypermarket in Conborough instead? It's enormous and ultramodern, with masses of over the floor so I decided parking space. against frozen food. And also, __A:_Yes ... but it’s so antiseptically they didn’t have any decaffeinated coffee, and all the peaches were overripe so T got appl clean and sort of dehumanised, ‘There's no atmosphere, no character. I’s worse than this instead. one « B: That's OK: it doesn’t matter, decaffeinated dehumanised overcrowded overripe overworked Nouns Adverbs underequipped antifreeze antiseptcally understaffed deodorant mismanagementSs Prefixes 3 - - — 1 4 The prefix re- can be used with certain verbs, where it often has the meaning ‘to do something again’. Example Tm going to reread that chapter. = I'm going to read it again. Write a logical response to the following sentences, including a suitable verb with the prefix re-. Example: A: T'm sorry but I can’t read your essay. B: Do you want me to reniite it? ‘They knocked dowa that house last month, ‘My teacher said my homework was terrible. ‘That shop's closing down next month. PPe Pe p> : The department is in a terrible mess ~ it’s so inefficient, z If [meet you on Tuesday, I won't be able to keep my appointment at the dentist's, D Can you think of more verbs where you can use the prefix re- 2.4 [= Listen to the conversation between two people talking about their local supermarket and write down all the words you hear which begin with the five prefixes below. overs de- mis- anti- under- b Discuss the meanings of these prefixes with your partner. . © Now think of other words which begin with these prefixes. Make sure the prefixes in your words have the same meaning as the examples from the cassette. (Use a dictionary if necessary.) di With a partner, write a short dialogue in which you include an example of each of the five prefixes above. Then read it to another pair and listen to their dialogue. Note down any new words they use. OME CENT “This one frankly adits its ooerprced.* © Cambridge University Press 1996 15stents siete tila Worksheet 1 Answers 1 Mawes Adjectives climate climatic sun sunny ice iy fog fogey mist misty shower showery warmth warm humidity humid heat hot b You could put these phrases on individual slips of paper, give each student one slip of paper, and tell them to move round the class until they find a suitable phrase to complete their sentence. At the end highlight this use of get (= become) and add further examples, e.g. getting warmlcoldllight. Also check the pronunciation of mild Imaild/ and pour [po One possible set of answers is: Tc was getting hot, so I decided to sit in the shade, Tt was incredibly humid, so I decided to have a swim. Tk. was very bright, so I put on my sunglasses. Tt was pouring with rain, so I couldn't go out. Ic was getting dark, so I put the lights on. It was quite mild, so T didn’c take my overcoat It was beginning to rain, so I put my umbrella up. Tt was extremely icy, so T decided not to go by car. € Encourage students to use the new vocabulary in different permutations. For example: Tt was beginning to get dark Tt was incredibly bright. Tewas quite hot 2 There may be lots of places like this, but we had Korea in mind. Key words and expressions. Nouns Adjectives Verbs Other words and expressions climate bright pour (with rain) extremely fog clear ‘put (the lights) on incredibly heat climatic put up (an umbrella) in the shade humidity cold snow ice dark mist ary , overcoat foggy shade fresh shower hot sun humid sunglasses icy thunderstorm, marvellous . warmth mild misty pleasant showery 16Woh) _—_—_— 1 4 Complete the table with the correct adjectives and nouns. Check the meanings of any unfamiliar words in the dictionary. Nouns Adjectives climate sun ice fog mist shower warmth b Different places have different climates. Make sentences from the words in the table. getting hot, put my umbrella up. very bright, put the lights on. getting dark, | decided to sit in the shade, beginning to rain, didn’t take my overcoat. Tewas » | sol y incredibly humid, couldn't go out. pouring with rain, put on my sunglasses. quite mild, decided to have a swim. extremely icy, decided not to go by car. € Think of more things you did because of the weather (like the right-hand column of the table in D) and get your partner to finish your sentences like this: You T bought a long cool drink because ‘Your partner: . because it was incredibly hot and humid. 2. Read the following description of the typical weather in January, April and August in a particular country. Try to guess where it might be. In January it often gets extremely cold, occasionally as low as 20°C. However, it’s always wonderfully clear, bright and sunny at this time of year, and the air seems to be dry even if'it snows. There's a very definite spring season in April. It’s quite warm and sunny but it may be showery and it gets misty sometimes. Of course, this is when all the plants, start flowering, It's marvellous. August is not very pleasant at all because it’s incredibly hot (about 30°C) and humid. Sometimes there’s a thunderstorm and it pours with rain for a while. This makes the air a bit fresher ~ but not for long. D Write about the typical weather in your country (or another country) in January, April and August. HOINTA © Cambridge University Press 1996 Weather 4 7Answers Worksheet 1 1 @ Students usually enjoy working on these puzzles individually. STORET G)R A N E B) Tapescript b Listen and repeat the words. grape pineapple strawberry pear cherry melon cauliflower mushroom carrot. onion peas pepper Key words garlic Nouns carrot cauliflower cherry garlic grape melon mushroom peach pear pepper pineapple strawberry 18“. Food and restaurants 5 1 4 The names of all the fruit and vegetables below can be found in the puzzle. The words may be horizontal, vertical, or diagonal. How many can you find? er ye R N U MyOQHO RS Oa Jl cow>mio I b © Listen and repeat the names of the fruit and vegetables that appear in the puzzle. Did you find them all? © Now try to think of eight more kinds of fruit, eight more kinds of vegetable, eight kinds of meat, and complete the chart. Fruit Vegetables ‘Meat Do you find all these fruits, vegetables and kinds of meat in your country? Which are the least common? Make a list and then compare your lists in groups. © Cambridge University Press 1996 19Hi 12 2a 1b 20 Worksheet 2 Answers Students should be able to deduce the meaning of unknown items, so do not preteach them. The order is usually: 1 decide to go out for a meal 8 have the main course 2 book a table 9 have dessert 3. goto the restaurant 10 ask for the bill 4 sit down 11 pay the bill 5 lookat the menu 12 give the waiter a tip 6 order the meal 13 _ leave the restaurant 7 have the starter The differences are: They didn’t book a table. ‘They asked to move to another table. ‘They ordered aperitif. ‘They ordered wine. They had some coffee and brandy. They didn’t give the waiter a tip. coffee steak or beef pepper onions garlic vinegar or lemon juice butter or ice or chocolate alcohol Tapescript Listen to the conversation and follow the instructions on your worksheet. W> ... and then of course we went for another table they were M: Mmm, Sounds nice. Ist out last night. very nice about it, and after pric M: Oh yes, what was it like? that the service was great. W: Well, its about twenty-five W: Very nice ... Pd definitely Anyway, we had an aubergine pounds each I guess, which recommend it. But if you want dish to start, with a yoghurt isn’t bad when you consider to go, you'll probably need to sauce and masses of garlic. that we had a bottle of wine, book, because it gets very bus ‘And then for the main course, coffee and Greek brandy at the especially at the weekend. We Thad lamb, which was very end of the meal, and the other didn’t bother as it was a tender, and the others had two had aperitifs as well and Tuesday, but even so, there some kind of casserole ~ pieces service is inctuded so you don't were quite a few people there. of pork marinated in oil and need to give a tip. M: And the food was good? herbs and lemon juice (mmm!) M:-Yeah, that’s not bad these W: Yeah, excellent. We had a and then cooked with onions days, [think TU give ita ty. slight problem to start with and peppers and so on. And Where did you say it was because they put us ata table we finished with one of those exactly? near a window which was a bit sticky sweet desserts made draughty, but when we asked from nuts and honey Keywords ee Nouns Verbs Adjectives bill restaurant book (a table) order (a meal) medium rare dessert starter chop pour rate hangover tip ay smell main course waiter ave (= allow to remain) sneeze meal melt menu mixFood and restaurants | Worksheet 2 When you go out for a meal, you usually do a number of things. Look at the list of actions below and put them into the correct order. The first one has been done for you. look at the menu Q And would give the waiter a tip Sir Like Som Garlic bread ? have dessert pay the bill book a table decide to go out fora meal A. leave the restaurant have the starter go to the restaurant have the main course sit down order the meal ask for the bill b El Listen to the story of an evening in a restaurant. In what ways is the order of events different from the order in @? € Ofcourse you do not always follow the sequence in @, What happens in: a hamburger (fast food) restaurant? apub? a restaurant or bar in your country? 2.4 What are the people talking about in the following sentences? In some cases there may be more than one answer. Inever have it late at night because it keeps me awake. like it rare or medium rare. Itmakes you sneeze if it goes up your nose. ‘They often make you cry when you chop them. T often use it in cooking but it makes your breath smell, Just mix it with oil and salt, and pour it over the salad, If you leave it in the sun, it will mel, It makes me happy, and then gives me a hangover. wud Ueere D Look at the use of the following constructions: nom [adjective] sce 8 make | + | or + jor pronoun} [infinitive | sence 3, # and 5 [ Keep_] + | or + |adjective | sentence 1 ~~ | pronoun noun [ give + | or + |noun sentence 8 pronoun, Using these constructions, make some more sentences. Examples: ‘Smoking makes me cough.’ ‘Wine gives me a headache.’ MMII © Cambridge University Press 1996 2Answers Worksheet 1 1 @ Some possibilities are: landing/boarding/birthday/membership/identity news/examination/toilet/file/note/writing waiting/living/sick/stock/dressing/cloak/bath/bed wheel/easy/electric/rocking/deck/ push 2a The objects in the pictures are: a knife sharpener 1 2 a food processor 3. apotato pecler 4 acolfee pot/percolator 5 atin opener 6 adishwasher 7 a cheese grater b 1 awashing machine 2 ahammer 3. acorkscrew 4 asaw/an axe 6 ascrewdriver 7 scissors 8 adril/a hole punch _ 9 acamera 10 akey Key words _ Nouns Verbs alarm clock babysit botde opener cheese grater coffee percolator coffee pot corkscrew credit card dishwasher drill food processor hammer hhole punch key knife knife sharpener potato peeler scissors screwdriver tin opener washing machine 22 Adjectives easy-goingCompounds 6 Look at these examples of compounds: One word + — One word = New word alarm + clock = _ alarm clock (a compound noun) easy + going = easy-going (a compound adjective) baby = + sit = babysit fa compound verb) ‘The most common type of compound is a compound noun, You can often create compound nouns in English by using your first language and a little imagination. For example, how many compound nouns can you find using the following words? (Use a dictionary to check your answers.) Example: . credit... card paper room chair In English you can build some compound nouns from two nouns like this: A bottle opener is a thing you use to open bottles Can you complete these compound nouns and match them with the correct pictures? atin © a knife acoffee Fo a potato G adish GFA ® a food a cheese © ‘i ® a | Check in your dictionary to see which of your words exist in English. Of course, there are lots of gadgets and tools around the house for which we have a word which does not follow this pattern. Example: a food cutter is called a knife in English, mot a food cutter, What are the real words in English for the following invented words? a clothes washer a nail hitter cork remover a wood cutter a clothes flattener screw turner a paper cutter ahole maker a picture taker a door locker Sowususene EGE © Cambridge University Press 1996 23Answers Worksheet 2 A hang siting water skiing ‘weight training oil painting sightseeing parachute jumping rock climbing stamp collecting rifle shooting window shopping dressmaking bird-watching ‘windsurfing sunbathing motorcycling flower arranging 2 @ Probable answers are: Junch (time) table shop (assistant) manager toilet (paper) towel phone (number) plate wheel (chair) person burglar (alarm) clock window (shopping) list bed (room) service table (tennis) racket soft (ware) house identity (card) board Key words - ‘Nouns Hobbies and leisure activities bird-watching dressmaking flower arranging hhang gliding motorcycling oil painting parachute jumping rifle shooting rock climbing, sightseeing stamp collecting sunbathing, water skiing weight training windsurfing window shopping, 24 Others alarm clock assistant manager bedroom burglar alarm cardboard chairperson identity card Junch-time number-plate paper towel phone number shop assistant shopping list software speed limit table tennis, tennis racket timetable toilet paper top speed warehouse wheelchairs Compounds 6 1 @ Match words in the left-hand box with words in the right-hand box to form 16 compound nouns describing different hobbies and leisure activities, hang rifle watching shooting gliding painting water window cycling seeing making climbing weight dress jumping collecting surfing arranging oil bird skiing shopping training bathing sight wind al aa parachute sun rock motor stamp flower b Move round the class and find out if anyone does any of these things. If'so, find out more about this particular hobby or activity. 2 @ Can you find a word to go in each of the brackets below, so that you have a compound with the word before the brackets and a compound with the word after the brackets? Example: top (.Speed..) limit 1 lunch ( ) table 7 window ( ) list 2 shop ( ) manager = 8 bed ( ) service 3 toilet ) towel 9 table ( ) racket 4 phone ( )) plate 10 sot ) house 5 wheel ( ) person 11 identity ( ) board 6 burglar ( ) lock Now write sentences which combine both of the compounds in each case. Example: You can’t go at top speed 70 mph. ‘most cars in Britain because the speed limits only EOMICGA © Cambridge University Press 1996 252a 1b 26 Worksheet 1 Answers 9 | How long are you staying? (delete time) 2 Tsaw him last night. (or yesterday cening) 3. [didn’t sleep very well ast night. 4 Thaven’t seen her for three weeks. 5 What are you doing tonight? (or this eening) 6 When did you arrive in London? 7 Larrived two days ago 8 What time shall we meet? (delete ws) 9 Vm going there next month, (delete te) 10 Before leaving we must get some souvenirs. 11 Thaven't seen her in the last few days. (or recently or lately) 12. Pm going to the shop but I'll be back in half an hour. from time to time on time had a great time / had the time of our lives for the time being / for a time in good time All of these replies from B would require some kind of acknowledgement from A, either to register pleasure or simply understanding. In these examples ‘I see’ or ‘Oh, good’ would seem to be the most likely and appropriate. Here are some possible answers: 1 Lthought so, / 2 Maybe he’s got lost. 3 Oh, good. 4 Lsee, 5 Oh, good. Tapescript Listen and check your answers. How long are you staying? I saw him last night. or I saw him yesterday evening, I didn’t sleep very well last night. Thaven’t seen her for three weeks What are you doing tonight? When did you arrive in London? Tarrived two days ago. What time shall we meet? P'm going there next month. 10 Before leaving we must get some souvenirs. 11 Thaven’t seen her in the last few days. or] haven’t scen her recently. 12 Pm going to the shop but I'l be back in half an hour. Key words and expressions Adverbs Prepositions Adjectives Time expressions Other expressions ago before (leaving) punctual fora time next week/month havea good time normally for (three weeks) for the time being _on time hhave the time of our ives occasionally in (half an hour) from time to time tonight How long are you staying? recently since (last week, in good time yesterday evening What time shall we mea? usually 1985, Monday) in the last few days last night/weeky Time @ There are mistakes in all the sentences below. Try to find the mistake in each of the twelve sentences and then compare your sentences with your partner's, 1 How long time are you staying? 2 Isaw him yesterday night. 3. Ididn'tsleep very well this night. 4 Thaven’t seen her since three weeks, 5 What are you doing this night? 6 When did you arrive to London? 7 Larrived two days before. 8 What time shall we meet us? 9 I'm going there the next month, 10 Before to leave we must get some souvenirs. 11 Thaven't seen her in the last days. 12. P'm going to the shop but I'll be back after halfan hour, * b [3 Now listen carefully to the correct sentences and check your answers. 2. @ We often confirm statements and questions by repeating what someone has said, but we use a different word or phrase. For example: A: You've been here for ten years? B: Yes, since 1987 A: It’sa beautiful place, isn't it? B: Yes, lovely. Now you respond to the following statements or questions by rephrasing the sentence. You will find the expressions you need in these definitions from a dictionary entry for time. 1A: Ithappens occasionally. Yes, : He's normally punctual, : Yes, he’s usually You enjoyed the holiday, then? Yes, we : Are you going to stay in the flat for a while? : Yes, We should get there before it starts. Oh yes, we'll be there sn'the? |e come ere tom time (=ocrasioallyDo the rai eer ra ine (at hehe ie) hore? The people came in wo at 2 time (io roupe of) told ou te ee Siete and nga (=rpeatelly) not Yodo ht. 7 [C often paral peri ancien tines |i Quon Vitra ane had pod tine (= ened oot seve) athe pat awrite who aad of et ine (has deas to modes or orginal forthe peo in Sehch she es) AL ne time (oformer) I ued o ie her, but mot enor eed or time (=o 8 short period) in Span. 8 (U]the ate of sped of & space Of mun You beat tne nd psy |The ‘Players a the ack aren esp ine. 9 he sme fume in pit ofthis et: He ean be tery rade but ot {he se tne Fa ep in 1 fo the ae lng for ante period: [et you keep the Book {forthe tie being, at watt hack net eek 1 have no tne fo inn to nike 12 ave te Une of ‘ones fe fo havea et enjoyable experience 1 in food time athe right ume eatyeocugh 14 In e's god te Dyin when ones ead and not betore 18 ine early enough: we mu make sure earn nine to fet ood sea (From the Longman Active Study Dictionary) D Can you add another word or two from A to finish each conversation? OMAGINTA © Cambridge University Press 1996 She's a bit ahead of her tine. 27Answers 1 2 Most British people would answer something like this: a baby = 0 to 2 (approximately) a 100d = 2 t0 12 (approximately) an adolescent/adolescence = 14 to 17 (approximately) a teenager = 13 to 19 3 to 18 (approximately) 16/18 upwards Joner = afier 60 or 65 uswally youth = teens to early twenties middle age(d) = between 35 and 60 (depending on your age) old (age) = after 70 (approximately — depending on your age) elderly = after 70 (approximately ~ depending on your age) a 2 to about twelve per student. Examples include: on Tuesday morning just afier seven o'clock last night yesterday evening almost two years ago just over four weeks in 1975 last Christmas in the afternoon J on April 10 atnight Key words and expressions, Nouns Verbs Adjectives Expressions with time adolescence begin elderly about 3 weeks ago adolescent cry middle-aged almost (2 years ago) adult end old at (4 o'clock) baby cravel young in January, 1993) child tase just alter (10 o'clock) childhood retire just over (2 years) middle age worry (about something) ‘on (Tuesday) old age ; pensioner teenager youth 28 4 Worksheet 2 7 ‘The permutations are endless here, so it may be advisable to restrict the number of expressions Other expressions get drunk et into trouble 0 bald Tose weight ‘make (alot of money make a will put on weight take examsTime WES @ Using the scale below, indicate the time period for each of the words in the boxes below: ‘ababy achild an adolescent a teenager a youth anadult a pei | countable nouns: uncountable nouns: [childhood adjectives Example: teenager a 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 young middle-aged elderly old 0 Compare your answers with a partner’s, These constructions may help you: ‘Adolescence begins at 14 (years old) and ends at 17.” ‘Adolescence lasts from 14 to 172 ‘I think you are an adolescent from 14 to 17.’ b Which of these periods do you associate with the following? (Look up new words ina dictionary and then discuss your answers in groups.) Example: ‘puting on weight’ 1 going bald 2 getting drunk 3. crying a lot putting on weight 4 5. trying to lose weight 6 getting into trouble “Many people put on weight between 35 and 50.” 7 retiring 8 worrying about money 9. making a lot of money 10 crawling on the floor 11 taking exams 12. making a will How many past time expressions can you make from the following table? 2a Example: ‘about seven months ago’ fiom columns 2, 3, 4, 5 i 3 [4 5 6 17 afiernoon |, j days | ago Christmas about hours | ‘April 10 evening at) just after | 7 | Minutes | last January on | Fastener | 10 | months | 1975 | the | ‘month im | aimost | 12] weeks | Tuesday morning 2 | years | yesterday night ‘ o'dock ree year b Give your partner a list of column numbers from the table and see if he or she can make a correct time expression in English. For example: You: Your partner: One, seven. At Christmas (or MMA © Cambridge University Press 1996 In January) 29Worksheet 1 j Answers __ - 1 bus stop 4 main road 7 2 T-junction 5. pedestrian crossing 3 wali lights 6 roundabout b The map should look like this when you have finished: QO = % corm @ = 7 ime 2 He uuneteacey Cand d See Tapescript 1b below. The missing words are in italics. € These are possible sets of directions: 1b 30 1 Tapescript Now you are outside the restaurant. Go back down this road, turn right and then turn left at che trafic lights. When you come to the main road, turn left and then turn right just after the pedestrian crossing. Take the first road on your right and you will see the supermarket on your left. Now you are outside the supermarket. Go back down this road and turn left. When you come to the main road, turn left and then take the second road on your left. The post office is on the right, almost opposite the chemis. Look at the map and find the place which says ‘You start here’. Now follow the directions. 1 Go along this road, turn left at the trafic lights, uum, and then ‘ake the, oh, the second on the right. You'll sce the bus slop on the lf-hand side, just gfer the cinema. Mark the bus stop on your map and follow the next set of directions. Remember you are now at the bus stop. Now you keep going along this road in the same direction. ‘Then you turn right at the main road andl then take the second on the left. You'll see the bank about halfway along on the right side of the road. Mark the bank on your map and follow the next set of directions. Key words and expressions Nouns Verbs bus stop roundabout get = (reach) ‘main road Tjunetion go (along/back/past) pedestrian crossing traffic lights 3. Go back down this road, er, turn left and then keep going for, er, oh, about five minutes. The anderground’s on your left er ... er, it’s just byfire you get to the roundabout. Mark the underground on your map and follow the final set of directions. 4 OK. Take the road on your right at the roundabout, and then turn right again when you ge toa T-junction, Now when you've done that, you've got to fallow the road, pasta church, over a st of traffic lights, and then take the nex road on your left ‘The restaurant’s about halfeay along on the righthand side. Mark the restaurant on your map. Giving directions halfway along just after/before keep going ‘on the lef-/right- (hand side) opposite take the first/second (turing) turn left/right (at/into)Directions 8 1 2 Use the words in the box to form six new words or phrases below. road about junction stop lights crossing 1 bus 4 main 2 T 5. pedestrian 3 traffic 6 round. bE) Look at the map below and then listen to the four passages on the cassette. As you listen, follow the directions on the map and follow the instructions at the end of each passage. Read the directions below and try to fill in the missing words. 1 Goalong this road, turn left at the , and then the second on the right. You'll see the on the - side, just the cinema. 2 Now you keep going along this road in the same direction, Then you turn right at the and then take the on the left. You'll see the about halfway along on the side of the road. 3 Go down this road, turn left and then keep going for about five minutes. ‘The ’son your left, it's just you get to the 4 OK. Take the road your right at the roundabout, and then turn right again when you toa - Now when you've done you've got to the road, achurch, over a of traffic lights, and then take the road on your left. The “s about along on the side, Listen to the directions again and check your answers to C. Now work with your partner and you give the directions. How do you get to: 1 the supermarket? 2 the Post Office? (Remember, you are at the restaurant now.) © Cambridge University Press 1996 3118 Answers ___ 1 anambulance 4 2 acoach 5 3 abus 6 ‘The order of the sentences is: a lorry 7 a motorbike avan 6.241, a bike Worksheet 1 ‘Whose fault was the accident? Possible answers are: the lorry driver; the car driver; the van driver. Key words and expressions Nouns ambulance bike bus coach lorry motorbike pedestrian crossing roundabout traffic lights Verbs brake change (to red) come (out of) crash (into something) damage hit injure knock (someone) down roll . stop Other words and expressions at the bottom/top badly (injured) opposite direction parked cars slightly (damaged) stationary the wrong way‘ Transport Q Dna 1 4 Match the words and pictures below. avan alorry abus abike acoach amotorbike an ambulance b Here is a description of an accident, but the order of the events is mixed up. Number 6 is the first event, but can you put the others in order? Use the map in Cto help you. 1 On the way it hit several parked cars which were slightly damaged and then it knocked down a man on the pedestrian crossing, He was quite badly injured. 2. Arred car, which was coming from the opposite direction, was trying to get to the traffic lights before they changed to red. When the driver saw the lorry, he braked but he could not stop in time. 3. The van finally stopped when it crashed into a stationary coach which was waiting to come out of Radcliffe Avenue. 4 The lorry swerved and hit a van which was parked in Windsor Hill, very close to the traffic lights. The van began to roll down the hill towards the roundabout. 5. At the bottom of the hill, it started going round the roundabout the wrong way and hit a motorbike coming out of Cambourne Road in front of it. 6 There is a ‘no right turn’ sign at the top of Windsor Hill, However, a lorry came up Windsor Hill and turned right at the traffic lights. © Now mark the following on the map: Windsor Hill Cambourne Road Radcliffe Avene the traffic lights the pedestrian crossing the top of the hill the bottom of the hill where the van started where the van stopped Whose fault was the accident? Now draw a diagram of the accident on the map. Can your partner use your diagram to explain what happened? EAMIGGEEMA © Cambridge University Press 1996 3314 2a 34 Worksheet 2 Answers Infinite Past tense Past participle to get got got toride rode ridden todrive drove driven to take took taken tocatch caught caught ‘The wrong answers are: acar a motorbike a bike ataxi ‘The most natural answers are: take a taxi (any correct sentence with ride or drive) got on / olf took a plane / caught a plane got into the car J want a ticket to go to Manchester but not to come back again. (coach station or railway station) {ata coach station} Does this train go all the way to my destination? (railway station) Can I buy food and drink on the train? (railway station) Do I have to pay ify luggage weighs more than an agreed weight? (at an airport) Where is the place in the station to buy tickets? (coach station or railway station) How much is a ticket to go to Glasgow and come back again? (coach station o railway station) (probably on the underground) Exactly where in the station do I get on the train? (railway station) Can I get a train to Edinburgh with a special place to sleep during the journey? (railway station) Tam looking for the office where they keep things that people have lost in the station or on the train/coach, (railway station or coach station) 12. Do I need to pay for a special ticket with a seat number or will there be enough places on the train or coach for everyone to sit down? (railway station or coach station) Key words __. Nouns Verbs buffet car catch (a bus) coach change (trains) excess baggage drive (a cat) line Bet into (a car) lost property get off (a bus) + platform get on (a bus) return et out of (a car) single miss (a bus) sleeper reserve (a seat) ticket office ride (a horse) take (a taxi)14 2a Transport 9 Look at the verbs in this table and fill in the [Tyjniie | Past we Past participle past tense and past participle for each one. = Use your dictionary to check if you are not | © 8¢t sure, toride to drive to take to catch ‘The verbs in @ are often used with particular forms of transport. In each of the following there is a form of transport which does not go with the verb. Which one? Example: acar j a imo | arowing boat | ™® a a dite a co get Ess use the other nouns. Now look at the verbs out af and nouns below and indicate the wrong word. 1 abicycle | 2 Ta horse 3 to get || # horse ronde | # motorbike | |, Gre © et oft | a train onde | a car 0 drive | acar abike a motorbike 4 | a bike 5 atain | rotake | 2 ain catch | hus aplane miss ataxi ataxi Complete these sentences using the verbs and nouns from @ and b. y 1 I missed the bus this morning so I had to 2 Tdllke to learn how to. 3. The train arrived at the station and we 4 Thad to get from London to Madrid very quickly so I 5. Thitmy head on the roof when T What do the following sentences mean? Where would you expect to hear STATION answers. For example: A: Is there a buffet ca? B: No. Not on this train. different questions. For example: A: Where's the buffet car? B: It’s that way. © Cambridge University Press 1996 them? . 1 Can [have a single to Manchester? 7 How much is a return to Glasgow? Is there "y= 2 What time does the coach leave? 8 Which line do I take? la sleeper ES 3 DoT have to change? 9 Which platform? ua 4 Isthere a buffet car? 10 Can I get a sleeper to Edinburgh? 5 DoT have to pay excess baggage? 11. Where's the last property office? 6 Where's the ticket ofce? 12. Do I need to reserve a seat? Work in pairs. Take it in turns to ask the questions in @ and provide logical Now do the exercise again. This time use the words in italics in @ to ask 351a 36 Answers hang it up, Pilwake him up. OK, Pilturn it up. Yes, Pil tum it off Yes, Pil put it out OK, Plltidy it up. OK, Pt turn it on. Yes, PU take it out, Some possible answers are: 1 That music is very loud, 2 The light’s of 3 Your coat’s dirty. 4 These tomatoes are bad. washing machine: turn it on/off, switch it on/off sero: turn it on/off, turn it up/down, switch it on/off TV:turn it on/off, tum it up/down, switch it on/off Aettle: turn it on/off, switch it on/oft rubbish: throw it away, take it out, pu it out ‘mong: take it out clothes: tidy them up, hang them up, take them off, throw them away computer: turn icon/off, switch it on/oft things: tidy chem up, throw them away, take them out, put them out fre: tar it on/off, turn it up/down, switch it on/off, put it out Key words and expressions Nouns Verbs computer hang (something) up fire put (something) out kettle switch (something) off money switch (something) on rubbish take (something) off stereo take (something) out (of) things throw (something) away Tv tidy Something) up washing machine turn (something) down tum (something) off turn (something) on turn (Something) up wake (someone) up ae Worksheet 1Phrases and phrasal verbs 1 O | MS ee | 4 Look at the verbs in the box and read A's remarks and questions. Complete B’s answers, using the verbs in the box. | tidy something up turn something on turn something off hang something up take something out switch something off turn something up put something out wake someone up Example: A: This light is very bright. B OK, lll susitth..dt..off. Your coat’s on the floor. B: OK, Tl Is John still asleep? Yes, can’t hear the radio. Is that tap still running? + Is that cigarette still burnin .: This room is in a mess, : ‘There's a good programme on TV. A: Is the ice cream still in the freezer? B A A A A: A: A PRP eee 1 2 3 4 5 6 7 8 b Now write 4’s words in these dialogues: 1 2 OK, I'llturn it down, OK, P'll switch it on. OK, I'll take it off. OK, I'll throw them away. paee € Practise the dialogues in @ and D with a partner. d. Which of the verbs in @ and D could you use with these nouns? washing machine stereo TV kettle rubbish money clothes computer things fire Can you think of other possibilities? € Give a partner some commands, using the verbs in . Your partner should carry out your instructions. For example: “Take some money out of your pocket.” ‘Hang your jacket up.” “Tidy up my room? I have!!” HOTA © Cambridge University Press 1996 3714 14d 38 Worksheet 2 Answers _ _ ‘They seem to be trying to raise money for something, possibly to build a swimming pool. Last night they had a meeting or money-raising event of some ‘except for ~ apart from to tell you the ruth —to be honest for some time ~ for quite a while T.guess s0~ 1 suppose so generally speaking — on the whole upto now — so far by myself—on my own that’s a pity — what a shame good luck — all the best ‘The seven further changes are in italics in the tapescript below. Tapescript Listen to the conversation and follow the instructions on your worksheet. How many people turned up last night? Almost everyone apact from Tom. Oh, what happened to him? T haven’ the faintest idea. To be honest, I haven't seen him for quite a while, so I think he’s more or less given up, Well, that’s a bit poor, isn’t i? T mean he's going to benefit as much as anybody when it's completed. Oh yes, he’s mad about swimming. Stil, we'll just have to manage without him. suppose so. How’s it going, anyway? Well, on the whole we're doing quite well. So far we've raised nearly four thousand and I'm hoping for another couple of hundred from my sponsored walk next week thought Jil was doing that with you. She was, but unfortunately there’ something zerong with her back, so T'll have to do it on my own, Oh, what a shame. Anyway, all the best ~I hope it goes well FER PREP Pewee Key words and expressions Verbs Prepositional phrases Conversational expressions Other words and expressions sive up by myself {@) couple of apart from turn up for quite a while all the best except for for some time ‘good luck generally speaking on my own, How's it going? manage without on the whole guess so . so far up to now Thope it goes well sponsored walk suppose so that’s a bit poor that’s pity to be honest to tell you the truth what a shamePhrases and phrasal verbs 1 O Wish? _—_ 1 2 Read through the following dialogue. What are the two people talking about? A: How many people turned up last night? Just about everyone except for'Tom. : Oh, what happened to him? : [ve no idea. 6 tell you the truth, I haven't seen him for some time so I think he’s more or less given 1 A: Well, that’s a bit poor, isn't it? I mean, he’s going to benefit as much as anyone when it’s finished. B: Oh yes, he’s a very keen swimmer. Still, we'll just have to manage without him. A: I guess so, How’s it going anyway? B: Well, generally speaking we're doing quite well. Up to now we've raised almost four thousand, and I'm hoping for another couple of hundred from my sponsored walk next week. A: I thought Jill was doing that with you. B: She was, but unfortunately she’s done something to her back, so I'l have to do it by myself. A: Oh, that’s a pity. Anyway, good luck — I hope it goes well. b Work with a partner. Look at the words and expressions in italics in the dialogue in A. Can you replace these parts of the dialogue with the following phrases? onthe whole apart from so far onmy own all the best for quite awhile tobe honest what a shame _I suppose so © Make seven more changes to the dialogue. The meaning must stay the same. Work with a partner and, when you have finished, read your dialogue to another pair. Discuss any changes which you think are incorrect. one, : How many people tuened-up last night? Example: © Listen to the dialogue from a. It includes the nine phrases from the box in D, and seven further changes. Mark the changes in your dialogue. Are they the same as those you made in C? ETMIGEEUA © Cambridge University Press 1996 391a 24 Answers in business/advance/time by _heart/mistake/choice/chance on _strike/business/fire/time/foot The probable answers are: 1. still on strike. + f00k it by mistake. .. took it by choice. it by heart ‘met him by chance. ’s gone on business °s tll on fire. got there on time. need to book in advance. Some phrases you could elicit are: in control, in danger, in love by accident, by hand, by post on average, on holiday, on purpose She's getting off the bus. ‘The plane has just taken off She's falling off her horse. He's taking off his jacket. They are driving off / seting off in a car. The handle has broken off / come off In all the sentences off suggests ‘separation’ or ‘leaving’. Here, too, the sentences have the idea of ‘separation’ or ‘leaving’. Key words and expressions Prepositional phrases by chance by choice by heart by mistake in advance in time on business on fire on foot on strike on time Verbs be off (to) break off come off cut off chive off fall off get off fa bus) hurry off see someone off set off take off tum off Worksheet 3 Iie13 Phrases and phrasal verbs 10 Many phrases in English are formed with a preposition and another word, usually a noun or a verb. How many different prepositional phrases can you find by combining the prepositions on the left with the nouns on the right? Use a dictionary to check your answers. in strike heart business fire advance by | [mistake time choice foot chance on Respond to the following questions, using a suitable prepositional phrase in your answer. When you have finished, practise the dialogues with a partner. For example: A: Did you go by bus? B: No, I went on foot 1A: Have they gone back to work? she there on holiday? B: No, they're No, she 2 A: Did you mean to take her coat? A: Have the fire brigade put it out? B: No, 1 B: No, it 3. A: Did you have to take the exam? 8 A: Were you late for class this B: No, I morning? 4A: Did you give your speech from B: No, notes? A: Can you buy tickets on the night? B: No, Hearnt No, you 5. A: Were you planning to meet him? B: No,I © Can you think of any more prepositional phrases with in, by or on? 2a Write a sentence including the word off to describe what is happening or what has just happened in the following pictures. What meaning (or meanings) does off have in the pictures in @? © Look at the following sentences. Is the meaning of off the same as above or different? When she saw me, she hurried When are you off to Switzerland? We didn’t pay the bill so they cut off our electricity. went to the airport to see them off. Follow the main road and turn off just before you get to the motorway. T’m going to take a few days off work next week. Tin the opposite direction. © Cambridge University Press 1996 a1a 2a 42 Answers This is a matter of opinion. These are the likely answers. 1 dishonest 2 tucky 3. generous + careless 5 stupid 6 wise/careful 7 Iucky/clever 8 clever/wise Worksheet 1 @ Hardly ever is likely to be the only new item here, but you should remind students of the word order with these adverbs, i always often quite often sometimes occasionally hardly ever Key words and expressions Nouns Verbs change earn cheque find counterfoil give (something) away credit card inherit purse invest wallet lend lose spend real tip waste Adjectives careful careless clever dishonest generous lucky stupid before the verb, with the exception of the verb to be. Other words and expressions hardly ever ‘occasionally (quite) often. sometimes1 2 There are lots of different ways you can get money. Here are five: carn it steal it win it inherit it find it Which are the most common? Put them in order, then compare with partner. b There are also lots of things you can do with money. Here are six: lose it spend it give it away invest it save it waste it Of these six, which give you the most pleasure and happiness? Put them in order. Compare your answers with your partner’s. C Complete the sentences below with adjectives from the box (or any others you would like to use). 1 Someone who steals a lot is 2 Someone who inherits money is 3. Someone who gives their money away is 4 Someone who often loses money is 5 Someone who wastes their money is, 6 Someone who saves most of their money is 7 8 Someone who earns a lot of money is Someone who invests most of their money is always never b In pairs, ask each other the questions below. Try to use the words from @ in your answers. For example: ‘Do we accept cash?” You: Do you lose money? ‘Your partner: Hardly ever. Do you ever find money? Do you give money to strangers in the street if they ask you for money? Do you carry a lot of money on you when you go out? Do you pay for things with a credit card? Do you fill in the counterfoil when you write a cheque? Do you tip waiters? Do you keep your money in a wallet or a purse? Do you keep a record of the money you spend? Do you check your change in shops? Do you lend money to friends? See vds8sene © Which of your partner’s answers were surprising? LIMITA © Cambridge University Press 1996 43Answers 12 Worksheet 2 How much did that watch cost (you)? 1 2 Gould I borrow a pen? 3. Pm afraid I can’t afford that car. 4 Learn about £15,000 a year: 5 Some friends are going to rent his house. 6 This picture is worth a Jot of money. 2a Sh computer clothes coffee maker 360 97 5 She ended up with £103. Problem? | decanter and glasses 60 | presents for family 224 (halfof £448) | cassettes 66 | painting 40 | lunch and taxi 15 total spent 897 What happened? trical computer Tapescript ‘wo eracked gl couldn’t get used to it sold it to her brother 2b M: This afternoon, I thought I’ gota few things in the sales. Well, be careful. I bought loads of things in the January sales and some of them turned out to be abit ofa disaster. ‘Oh yeah? Yeah. I gota decanter and a set of wine glasses, and when T got home and unpacked them, discovered that two of them had a litle crack in them. Did you take them back? Yeah, but you can’t get your money back on sale goods; all I got was a credit note, which w M: Ww: M: w Key words and expressions Nouns Verbs coffee maker (can’t) afford decanter borrow dozen cost fare get money off cil painting Tend retail price let (a house) salary pay (£5) for something sale rent tip spend money on Listen to the conversation and follow the instructions on your worksheet. wasn’t much use as there was nothing else I wanted to buy. Dut never mind. Oh... and the oil painting got i eally M: Yeah, that’s always the way. one of my favourite things. W: And do you remember that M: The one beside the bookcase coffee maker I told you about? in the fiving room? M: Er, yeah, I think so. Ws Yeah. I got that in a sae, Hove W: Well, that never worked it wish I could say the same properly; there was something about that computer; coulda’ ‘wrong with the electrics and in get the hang of it at al. I soldi the end I threw it away. to my brother in the end, M: Oh, what a shame. M: Really? I've been thinking of W: Well, I suppose that’s the risk getting a computer for ages. you take. [got a lovely jacket W: You could look for one in the and skirt and I wear them all. the time, Unfortunately, I lost the scarf I got to go with them, sales. You might get one really cheaply. Adjectives Other words and expressions expensive be worth valuable for ages have (£5) left Talmost forgot to mention (lo percent /L3) of reduced from(£9) to (£7) set (of wine glasses) spending spreeEsse 1 2 Money 4] @ Rewrite the following sentences, using one of the words below for each sentence. The meanings of the sentences must remain the same. Use your dictionary to look up any new words, and look carefully at any example sentences in your dictionary; they will help you with the grammatical constructions you will need. ———_——_—. borrow afford rent worth earn sell cost Example: I bought it from John. .Jaha...Sold,.it..1...000. 1 How much did yon pay for that watch? 2 Could you lend me a pen? 3. ['m afraid that car is too expensive for me. 4) My salary is about £15,000 a He’s going to let his house to some friends, 6 This picture is very valuable. low make questions using the verbs in @. Each question must have a Yes or b Now mak i ing the verbs in @. Each i have a Ye No answer. Go round the class asking your questions and continue until you get a Yes answer to each question. Example: ‘Please can I borrow your dictionary” @ Joanna went shopping with £1,000. Read the text and then answer this. ¥ ‘question: from the original £1,000 how much money did Joanna have left? First of all she bought herself a computer as she'd wanted one for ages. The retail price was £400 but, as she bought it in a sale, she got 10% off. Afier that she went to a boutique where she got a jacket and matching skirt for £85 and a silk scarf, which cost her £12. In another sale she got a very smart cofiee maker reduced from £45 to £35, plus a decanter and set of six wine glasses for 25% less than the normal price of £80, Half of what she had left went on presents for her family, and she then finished her spending spree with half a dozen music cassettes at £11 each, and a small oil painting. The man in the shop wanted £50 for the painting but she persuaded him to sell it for £40. Oh yes, I almost forgot to mention £5 that she spent on lunch; and the taxi fare home, which cost her another £10 including the tip. Listen to Joanna talking about the things she bought and fill in the table. Problem? What happened? 1 [decanter and glasses 2 | coffee maker 3 | scarf 4 | computer LOMIINHA © Cambridge University Press 1996 45Worksheet 1 Answers = ____ “The Great White Hope’. Howard Sackler, At the Mermaid Theatre. Hugh Quarshire Nicolas Kent Boxing. It sounds very good, but I don’t know until I see it Questions you can use about a book: 2, 3, 7, 8 Questions you can use about a film: [, 2, 4,5, 6, Questions you can use about a TV programme: ‘When students have decided upon appropriate questions for a book, film and TV programme, put them into pairs to interview each other on an example of their choice. For example: Have you read David Copper? (What's it ike/ about?) —Have you seen The Last Emperor? (Where's it on? Who's in it?) Tapescript Listen to the questions and answers. 1A: Isthereanything on.at the moment? ‘There’) __| aren COUNTRY OCCUPATION MARITAL OF ORIGIN: STATUS: PERMANENT ADDRESS: ‘TEMPORARY ADDRESS PURPOSE OF Vis: TENGTH oFvistr SIGNED: DATE: - b © Listen to the interview and fill in the form in @. C 5 Listen to the interview a second time. Does the interviewer use the same question forms as you did? If not, write down the question forms she uses. di. Imagine you are an official and your partner is someone who has just arrived in Britain. Practise the conversation. 2.4 Alison Gook has decided to live and work in your country for one year. Look at the three columns below. Next to each item put ‘N’ for necessary, or ‘A’ for advisable, or 'U’ for unnecessary, or ‘I’ for impossible. Work with your partner and use a dictionary if necessary. Before eaving England When she arrives Essential documents to take have lessons tolearn your | get a work permit passport language register with the police | birth certificate have injections register with the British | credit cards get a visa, Embassy British driving licence buy traveller’s cheques open a bank account examination certificates take out medical insurance | get a permanent address | vaccination certificates take out travel insurance (not a hotel) international driving get an international driving | look at job licence licence advertisements in the local paper b Is there any more advice you could give Alison? Discuss your answers in groups. © Cambridge University Press 1996 6114 24 Worksheet 1 Answers ‘When you go through the answers, check the pronunciation of brooch [oraut// bracelet Ibrerstatl, vn cyace Ineklas, tie Maul, and gloves /alav?/- earrings. €28 gloves: hands socks fect tie. neck belt: waist ring. finger bracelet: wrist ‘ap: head droock: chest hat: head scarf neck ‘Tell students to use each item of vocabulary & east once. With a multilingual class itis advisable Ae pring something swede and silk into the ass, otherwise these words will be very difficult to explain. If you work in a very Bot ‘climate or very cold climate, you may wish to change some of the vocabulary in order to make it more or want to your students. In this ease, write ‘the items on the board. ‘There are a lot of possible answers. Here are some of them: a thin cotton blouse a tong silk scarf ‘warm leather gloves a thick suede jacket Key words and expressions ‘Nouns Adjectives belt overcoat -sleeved louse ring thick boots scarf thin bracelet shoulder warm brooch silk woollen cap silver chest skirt , cotton socks carvings suede finger tic gloves trousers gold ‘T-shirt hat waist cs jacket wrist Teather neck necklaceClothes and shopping 1 7 1 4 Match the clothes and accessories on the left with the correct part of the body on the right. earrings — waist gloves wrist socks | = | hands belt ears ring finger bracelet fe cop feet brooch neck P hat head Ay boots iS necklace ee ? scarf neck and shoulders b Who is wearing what? Count the number of people in the class who are wearing these items. 2. Combine the following words in different ways. For example: thick woollen trousers overcoat jacket tie earrings skirt blouse sleeved woollen, cotton thick thin “| arm | silk scarf Tong. | leather | belt ; suede short silver gold Who would wear these clothes? When would they wear them? For exampl Someone on a beach might wear a thin cotton T-shirt. © Work with a partner. Describe your partner’s clothes using the adjectives in the table above. d Describe the clothes of someone in your class, using the same adjectives. Do not mention the person's name. The other students should try to guess who you are describing. LCT © Cambridge University Press 1996 6314 24 2 64 Worksheet 2 Answers ~ = 1 Shop assistant: Can I help you? Customer: I'm being served, thanks. 2 Customer: Excuse me. Have you got this blouse in size 12? Shop assistant: No, I'm afraid we've sold out. Customer: Oh, what a pity. 3 Customer: Could I try on this dress? Shop assistant: Yes, of course. The changing-room’s over there. Customer: (A few minutes later) Pm afraid it’s too small, Shop assistant: Well, would you like to try on a bigger size? Customer: Yes, please. You can start on the 5th floor or in the basement: Sth floor: a bed 4th floor: a cassette, a novel, a notepad 3rd floor: a tracksuit, an exercise bike, some underwear 2nd floor: some underwear Ist floor: two single sheets ground floor: a tube of toothpaste, needles and thread basement: a kettle, knives and forks The present for Ted could be from any department. ‘The additional things were: a couple of other books some envelopes some toys (Jean bought these.) Tapescript Listen to Bob talking about his visit to the department store and answer the questions on your worksheet. Bob: Well, I went with Jean, my Anyway, I went back and back down to the ground wile, and first of all we went found Jean buying more toys floor where I got some straight to the furniture for our two nephews so 1 toothpaste in toiletries and er, department on the top floor quickly dragged her away Jean went and bought some and ordered a bed. Then we and headed for the lift to take ‘needles and thread. ‘went down a floor so Jean us to the sportswear Anyway, we finished up in could go to the audio department; I wanted to buy the basement; we bought a department and get a cassette a tracksuit for jogging and kettle and some knives and she wanted. So I eft her have a look at some exercise forks and, er, oh, one or two there while [ bought a, a bikes as well. Jean wasn’t very things and as we were there novel and a couple of other interested so she went on we decided to have a cup of bbooks ~ I thought one of down to the ladieswear coffee, That was when I nice department to look at some suddenly remembered I present for Ted ~ and just clothes. We met up again in forgot to buy underwear next door T got a notepad the bedding department ‘when I was up in the and some envelopes at the because we had to get some menswear department. same time, sheets, and then ... er, went Key words and expressions. Nouns Verbs Other words and expressions changing-room —_ farniture ry on Ymatraid sold out customer ete P'm being served, thanks. What a pity department store _ knife (pl knives) in size (12) envelope needle and thread in the basement folk music notepad on the first/second/top floor fork over thereClothes and shopping 1 7 MISS 1 @ Make three short conversations from these mixed-up sentences. The three conversations are all between a shop assistant and a customer. No, I'm afraid we've sold out. Well, would you like to try on a bigger size? Could I try on this dress? I'm being served, thanks. Ob, what a pity. (afew minutes later) I'm afraid it’s too small. Yes, please. Yes, of course. The changing-room’s over there. Can Ihelp you? Excuse me. Have you got this blouse in size 12? 'D Now move round the class, practising similar conversations with different people. 2.4 Youare going to a large department store to do some shopping: Here is your list. Can you put the list in the best order to save time while you are shopping? The store directory will help you. Db 5th FLOOR: Furniture D> 4th FLOOR: Audio, Books, Stationery, Toys » 3rd FLOOR: Sports Equipment 2nd FLOOR: Ladieswear and Lingerie 4st FLOOR: Towels and Linen, Bedding, Sewing Machines, Curtains GROUND FLOOR: vv Hats and Gloves, Tobacco, Confectionery BASEMENT: China and Glass, Kitchenware, Cutlery, vv Luggage, Coffee Shop Menswear, Childrenswear, Sportswear and Toiletries, Haberdashery, Fabrics, Jewellery, Electrical Appliances, Lighting, Gardening, b Listen to the recording about Bob’s visit to the department store. Is the order the same as yours? What additional things did Bob and his wife buy? LCTIGLAMA © Cambridge University Press 1996 65— 1 Answers 14 3 sn 4 danghter-in-law 8 uncle 9 niece 10 aunt 12 grandfather 13. granddaughter 15 cousin 17. sister-in-law Key words ee Nouns aunt brother-in-law cousin — daughter-in-law father-in-law granddaughter grandfather grandmother grandson mother-in-law nephew sist uncle widow widower law 66People and relationships 1 8 1 2 Look at the family tree and the names of some of the relationships on the left. Then complete the sentences below. grandmother grandfather granddaughter grandson mother father daughter | son aunt uncle niece nephew cousin, daughter-in-law —son-in law sister-in-law brother-in-law Simm, Thomas Sheila Simm is Henry Simms daughter. Edward Fowler is Henry Simms son-in-law. Walter Simm is Henry Simm’s Ann Dean is Henry Simm’s Maria Fowler is Walter Simm’s niece. - John Simm is Sheila Simm’s nephew. wae Sheila’ Walter Simm Simm. iward Walter Simm is Maria Fowler’s uncle. ee 8 Edward Fowler is Matthew Simm’s 9 Maria Fowler is Ann Dean’s 10 Ann Dean is Maria Fowler’s lL Ada Thomas is Elizabeth Fowler’s grandmother. e 12 Henry Simm is Elizabeth Fowler's 18 Elbabeth Fowler Henry Sin’ a bathe eth Fowler is Henry Simms Elizabeth Maria. John Matthew 14 Matthew Simm is Elizabeth Fowler's cousin. Fowler Fowler Simm = Simm 15 Maria Fowler is John Simm’s 16 Edward Fowler is Walter Simm’s brother-in-law. 17 Ann Dean is Sheila Simm’s, Compare your answers with a partner's. b Draw your own family tree and give it to your partner. They can test you on the names of your relatives like this: Example: ‘A: Who's Alfredo? B: He's my cousin. or ‘A: What's your grandfather's name? B: Pedro Sanchez, * COMI © Cambridge University Press 1996 671a 1° Answers ‘This might be the order: 1 You meet someone 2 You get to know them, 3. You fall in love with them. 4 You get engaged. 5 You get married 6 You get pregnant. 7 8 You have a baby. Worksheet 2 You get divorced. 1 false 2 ime 3 true 4 false 3 false = 6 ime 7 true 8 ine Tapescript Listen to Paul talking about his marriage and follow the instructions on your worksheet. P: Well, I guess things started to was actually looking afer him, W: And did you tell ane about go wrong just afier we had but Fused to lose my temper your feelings? Tom. We both knew it was with Jane and we had terrible Ps Well, Tried, once or twice, but going to be dificult but, wel, it arguments and there never seemed to be much was the flat really; itjust wasn’t“ W: Did they become physical time and when there was, we big enough for the three of us, fights? ‘were both too tired. Anyway, sowhen he ctied—he seemed P: No, no, no, no, nothing like er, in the end Hef; I just to cry all the time — it disturbed that; I never touched Jane but couldn't stand it, and we finally us both during the day and T used to shout at her and got divorced last year. kept both of us awake at night smash things and ~ at first she And how do you feel about it and we just couldn’t get away shouted back at me, but after a now? from it and have any time to while she responded by P: Well, Lregret it, I regret it very ourselves. spending more and more time much, But looking back on it, Anyway, [started to lose my with Tom and she just ignored think we were probably both temper very quickly — you ‘me. And when I saw her giving too young. T mean, I don't know, easily ~ not with the all her attention to him, I... 1 think I was ready for the baby baby, I, [don’t mean, no, Twas suppose T was jealous of him and things. very calm and patient when I and I felt very lonely. Key words and expressions Verbs Adjectives Other words and expressions hit adventurous fallin love with someone ignore cautious get divorced leave (someone) (un)friendly get engaged regret hard-working get married shout at intelligent get pregnant jealous get to know someone lazy have a baby lonely lose one’s temper optimistic meet someone (isjorganised pessimistic pregnant self-confident shy stupid (unjtidyPeople and relationships 1 8 @ What is the usual order for the following events? Number them 1-8 and then compare your order with your partner's. You get married. You fall in love with someone. ¥ EG BY Ss SEQ You get pregnant. You get to know someone. You get divorced. You have a baby. 7 ‘You mect someone. ‘You get engaged. b Study the following sentences. Use a dictionary to find the meaning of any new words. 1 He ignored her. 2 He shouted at her. 3 He lost his temper. 4 He was jealous of her 5 Hehit her. 6 He felt lonely. 7 Helefi her 8 He regrets what happened. ¢ Ei Now listen to Paul talking about his marriage. Put true or false beside the sentences in 2.4 Make sure you understand the words in the box. Use a dictionary to help you. Then use these words to complete the sentences below. optimistic pessimistic stupid intelligent | organised disorganised | tidy untidy cautious adventurous People who always wear a suit and tie are usually People who never clean their shoes are usually People who wear bright colours are usually People who nearly always wear black clothes are usually People who wear matching clothes are usually were Compare and discuss your answers in groups. LGMAGEGA © Cambridge University Press 1996 691a 14 an Worksheet 1 It is better to illustrate and develop these different word-building patterns on the board; you can then elicit examples from the class as you go along. When students carry out the activity, they should be encouraged to use dictionaries to check their answers. Answers — The words in brackets are not very common words in English. ne a aio t agi adapt prediction invention enjoyment | imagination | adaptation’ (predictor) inventor enjoyable | imaginative | (adjuster) | adaptor (predictive) inventive | (imaginable) adjustable | adaptable predictable | Some possible answers are: 1 Abelt, a strap, 2 'Gone with the Wind’, ‘A Room with a View’ 3. British weather, the result ofa race/match. 4 The computer, seat belts, washing machine... 5 Human beings, the sparrow. 6 You will catch a cold next year. 7 television, 8 The radio, 9 Chess. 10 Boxing, knitting, driving Key words and expressions. _ ‘Nouns Verbs, nouns and adjectives ' Adjectives actor adapt ~ adaptable ~ adaptation — adaptor ~ unadaptable affirmative confusion adjust — adjustable ~ adjuster — adjustment ~ unadjustable attractive education enjoy ~ enjoyable — enjoyment - unenjoyable convertible improvement imagine ~ imaginable - unimaginable — imagination readable organisation imaginative ~ unimaginative sensitive owner invent ~ invention ~ inventive ~ inventor predict ~ predictable ~ prediction — predictive ~ predictor ~ unpredictable i | i‘~ Suffixes 1 9 1 4 We can make many nouns by adding suffixes in the following way: Suffix Example nouns ment improvement veb+ 70 education, confusion -ation organisation | -er/or ‘owner, actor | And we can make many adjectives like this: | Example adjectives - sive attractive verb+ ——-ative/itive affirmative, sensitive -able/ible readable, convertible NB You will notice there is sometimes a change in spelling. One of the most common changes is to drop the final ‘e’. For example: sense ~ sensitive organise — organisation Study the verbs at the top of the table below. How many nouns and adjectives can you form from them using the suffixes above? predict adapt b Work in groups of three. Can you think of an example for each of these? 1 Something you wear or part of something you carry which is adjustable. | A film which has been adapted from a book. Something you can never predict accurately. A recent invention which has had a great effect on your life. ‘An animal or insect which is very adaptable. A prediction which will almost certainly come true. A product which is adjustable but should not require adjustment. An invention which helps some people to wake up and others to go to sleep. ‘A game which requires imagination but is often very predictable. 10 Something which one of you finds enjoyable and the others do not. couds4eeNn You're too sensible. Please be More sensitive onmy birthda, LLMREGMA © Cambridge University Press 1996 nAnswers 1a est tactful thoughtful harmful She's careless Ts useless. He's very thoughdless, Irs tasteless. Ic was painless. He's brainless Its harmless Fm very tactless. 2.4 Suggested answers Yes, they need to modernise it. ‘You can darken them. o, they are going (o strengthen it Yes, they need to economise You can lengthen them, Do you think they will privatise it? You can sharpen it with this. D Other verbs that students might mention are: Worksheet 2 blacken, deepen, frighten, harden, heighten, lighten, loosen, roughen, shorten, soften, tighten, straighten, thicken, whiten centralise, computerise, criticise, industrialise, legaise, publicise terrorise Key words and expressions Adjectives Adjectives /nouns and verbs brainless dark ~ darken endless fength — lengthen homeless sharp ~sharpen tasteless strength ~ strengthen toothless wide ~ widen careful careless economy ~ economise , harmful ~ harmless modem — modernise painful ~ painless private — privatise tactful —tactless thoughtful ~ thoughtless@ The suffix “less’ often has the meaning ‘without’, e.g. a toothless man is a man without teeth. The opposite meaning is often conveyed with the suffix ‘ful’, e.g. careless and careful are opposites. (You must be careful, though. ‘The opposite of toothless is not toothful.) Which of the following adjectives can form an opposite with ‘ful’? useless endless tactless thoughtless homeless harmless b Try to think of a word with ‘less’ for the following sentences. You will need some words from the list in A, but others you will have to guess. Check ina dictionary to see if your word exists and has the correct meaning. Example: These people have nowhere to live. They’re .hanaeless. 1. She makes a lot of silly mistakes in her She's compositions. 2. This tin opener doesn’t work at all. Is 3. He never thinks about other people. He's very 4 This soup has no flavour at all. It’s 5. Thad an injection but it didn’t hurt. Tewas 6 That boy is so stupid He's 7 Don't worry, the dog won't bite you. I's 8 P'm always putting my foot in it. Pm very 2a We can form a number of verbs in English by adding ‘en’ or ‘ize’ (often ‘ise? in British English) to an adjective or a noun: sharp + en = sharpen (to make something sharper) modern + ise = modernise (to make something modern) economy + ise = economise (to make economies, be economical) (NB spelling change) Respond to the sentences below. Form verbs by using the adjectives or nouns in the box + ‘en’ or ‘-ise’, and use one in each reply. [[sharp “modern wide private economy strength dark length | Example: A: This road is too narrow and cars cannot overtake. , B: Yes, they need to widen it 1A: The town centre is looking terrible. 2A: These photocopies ae to ight 3 Ar This bridge song enough fr lange lonice 4 A; Thay an speniing wo nach woney “ 5 A: Tews wows oo shor 6 A: The wangport gute run bythe sate 7 ‘ This knife is blunt. b Practise the dialogues with a partner. Can you think of any more verbs formed in these two ways? LETTE © Cambridge University Press 1996 73Worksheet 1 Answers Allow students about ten minutes to complete the activity, and then if you have access to good monolingual dictionaries, tell them to look up the entries for day and night to see how many answers they can find. day/night shift one of these days nightclub day return night watchman daydream, last night nightlife sgoodnight/day nightdress ‘overnight the other day/night the day before yesterday the night before last lastnight day return Tore C T "ne Teaver t i ayo whe a I i watcman tie day before fare past time NIGHT & DAY the night before ast ‘one ofthese days goodnight One possible grouping is: = insomnia sleeping pills go fora walk count sheep do exercises ~ gotobed fallasteep haveanap wakeup awake get up dream snore have a nightmare sleepwalk ~ steep like a log have a restless night be fast asleep Encourage students to follow up initial questions, i. if someone has a recurrent nightmare, try and find out what it is. Key words and expressions Nouns Verb phrases Time expressions Other expressions daydream ‘count sheep last night awake day return, do exercises overnight fast asleep insomnia fall asleep one of these days | nightclub 0 for a walk the day before yesterday nightdress go to bed the night before last nightlife have a nap the other day | night shift have a nightmare the other night night watchman have a restless night | sleeping pill sleep like a log sleepwalk | snore™ Night and day 20 1 2 There are a number of compound words or phrases containing day or night. Look at the lists below. Is the missing word day or night or could it be either of them? shift dream over. one of these last the other club life the before yesterday return good. the before last watchman. dress b Transfer the above words and phrases to this network. future [<—— past time e 2.4 Organise the following words and phrases into groups. You must decide what the groups are and how many groups there are. Work with a partner and compare your answers with another pair’s when you have finished. sleeping pills fllasleep go fora walk dream count sheep go to bed get up wake up insomnia, have anightmare sleepwalk —_sleep like a log do exercises snore have a restless night be fast asleep have anap awake “ D Move round the class interviewing other students. Find someone who Name used to sleepwalk as a child. has a recurrent nightmare. .- does exercises either before they go to bed or immediately after they wake up. finds it difficult to sleep in a strange bed. — | .. can fall asleep easily when travelling on a coach, ee train or plane. | «+ never takes sleeping pills —— | .. enjoys having a nap during the day. — likes a hard bed. — | suffers from insomnia. snotes alot. | LOGAIATA © Cambridge University Press 1996 75Answers __ 14 ey i b= 4 1 robber _L ED Ce eS Key words and expressions. Nouns Verbs Crime, person and verb prison sentence arrest burglary ~ burglar —burgle victim be armed crime ~ criminal ~ commit (a crime) charge kidnapping ~ kidnapper — kidnap investigate murder ~ murderer ~ murder prevent rape ~ rapist ~ rape question robbery — robber — rob search shoplifting ~ shoplifter ~ shoplift witness theft ~thiet — steal vandalism ~ vandal - vandalise 76 Worksheet 1crime 2] 1 4 Use a dictionary and your own knowledge to complete this vocabulary network. b Read through the questions and make sure you understand the words in italics. Use a dictionary to help you. 1 Have you ever been the victim of a burglary or robbery? If'so, what happened, and how did you feel about it? 2. Have you ever witnessed a robbery, a burglary or shoplifting? If'so, what happened, and what action did you take? 3. Isthe theft of car phones and car radios a common crime in your country? Ifso, what action do people take to prevent it? 4 Do you believe that bank robbers should have longer prison sentences than burglars, or are the two crimes very similar? 5. Are the police armed in your country? If'so, do you think that is right, or would you prefer to see policemen without guns? 6 Isthere any crime which makes you particularly angry? Why? Discuss the sentences in groups. * MAGNA © Cambridge University Press 1996 71 Worksheet 2 ‘You may have to preteach average and arrest (and burgle if students haven’t done Worksheet 1). Answers — _ aandb 2b 78 1 2 3 4 Tre 5 6 7 False True True 1 alarm 2 locks 3 key 4 neighbours; police 5 light Tapescript Listen to the advice on what to do if you wake up and hear a burglar in the house and follow the instructions on your worksheet. Ifyou wake at night and hear someone in another room, or trying to break in, put all the lights on. Make a lot of noise by moving about. Do not go into the place where you can hear the noise Phone the police from your bedroom, if possible. Find something you can use as a weapon if you are attacked ~ a comb or a bunch of keys. Ifyou are on your own, call out loudly to an imaginary male companion: “Tom, there's someone in the house.” Look out of the window after you hear the burglar leave. Note down what the burglar looks like, where he goes and the number of his car, if he has one. Call the police again, Key words and expressions ‘Nouns Verbs Other words and expressions burglar burgle Tate at night burglar alarm install burglary protect lock7 Crime D1 14 24 With a partner, discuss the following statements about burglaries in Britain. Do you think they are true or false? No one will) believe Pm a. real burglar. if | dress like this, ‘The average burglary takes about 45 minutes. ‘Most burglars are young men. Most burglars live quite near the houses they burgle. Most burglaries happen when houses are empty. Most burglaries take place late at night. ‘There is a 4% chance that you will be burgled this year. Very few burglars are arrested ooRene The text below gives information about burglaries in Britain. Read the text and compare the information with your answers to the questions in a. PROFILE OF A BUR Na @ The average burglary back window in the fakes fiveminutes.” afternoon’ and "early 4, Sever out of, ton SVN murglars’ are ‘young @ There is a chance in men, living within 25. that you. will. be mile or two of your burgled this year. house and locking ft Most burglaries result cesvopperunites’ | Suaoss of tinge 10 @ Most burglaries wil Qccur ins Unoccupied ® Most burglars are houses through the Never caught. How can you protect your house and prevent a burglary? Here are five things you can do, Complete each sentence with a suitable word and then write down three more ideas. 1 Install a burglar . 2 Fic ‘on all doors and windows. 3. Never leave the in the door o under the mat. 4 Tell your OF thE mn if You're going on holiday. 5 Leave the ‘on when you go out. 6 7 8 When you have finished, discuss the ideas in groups. Which are the most effective and which are the least effective? What would you do if you woke in the night and heard a burglar in the house? Discuss your ideas in groups and make a list of possible actions. (Now listen to some instructions on what to do if you hear a burglar in. your house. Make notes. Are any of the points the same as those on your list? If there are any different ones, do you agree with them? OMANI © Cambridge University Press 1996 79ss siti Worksheet 1 Answers 13 | { Srronyms. Opposites | [Jumper pallover optimise posimisic | | waita minute hang on Jaugh oy | | rude impolite dirty lean | | wealthy rich cruel kind | healthy fit thin fat |_ nervous tense ugly good-looking b Other possible synonyms and opposites are: [Opposites jumper sweater rude polite ‘wait a minute hold on rich, poor optimistic positive healthy unhealthy/ill pessimistic negative fit unfit fat overweight, nervous/tense —_caltn/relaxed thin skinny clean unclean uly unattractive kind unkind |_ good-looking attractive ugly beautiful (No possible synonyms for laugh and cry.) jumper/pullover ‘wait a minute / hang on nervous/tense laugh 8 open ansvers Key words and expressions Nouns Verbs jumper ay pullover laugh Other words and expressions marvellous hang on nervous wait a minute optimistic pessimistic rich, rude « tense good-looking thin healthy ugly impolite wealthy kind wonderful 8013 Synonyms and opposites 2 2 A.useful way to learn new vocabulary is to organise it into pairs/groups of synonyms or opposites. For example: wonderful and marvellous (synonyms) dead and alive (opposites) Find six pairs of synonyms and six pairs of opposites in the box, and complete the table below. Use a dictionary to help you. jumper laugh rich fat wait a minute impolite clean cry optimistic dirty tense ugly rude healthy cruel hang on pullover fit pessimistic kind wealthy nervous thin good-looking [Synonyms Opposites Look at each pair of words again. Can you find another synonym or opposite for either word? Use a dictionary to help you, then compare your answers in groups. From the words in @ and D, write down something that ... you wear: you may say to someone in a hurry. you may be before an important exam. you like to do. you think you are. you don’t think you are. you would like to be in the future, you were in the past. euSUsEN— Discuss your answers in groups. Clarissa was attracted to Dave because he was so different from anyone she had ever met. CTIA © Cambridge University Press 1996 81Worksheet 2 1a R? Answers _ ‘The numbers here relate to @. The near synonyms are: holiday travellers ~ holidaymakers delays ~ hold-ups 2 dispute — row 1,2 failure ~ breakdown 1,4 chaos ~ confusion unable o leave ~ stranded at 2 ‘When students have completed the activity and you have checked their answers, it is important to point out that textual synonymy is not always a matter of two words which are almost identical in meaning - often the two words will only act as synonyms in one particular context. Students must be prepared for the fact that the contextual meaning is not always identical to a dictionary definition of a word’s meaning. (The numbers here relate to d.) colleagues ~ friends 1,2,3,4 —ittumed out that - apparently 4 finance ~ money 1,3 bumped into - met 2,4 seared ~ frightened wealthy ~ well-off liver ~ meat 1,4 shop — butcher's 1 problen ~ trouble 4 suprising - abitofashock 2 dog ~ animal 1 disgusting — revolting because ~ as. 4 shy ~ embarrassed 4 ids — children 2 said - toldme 4,5 This final activity redresses the balance, and it may also reassure you if you were worried about sending your students away with the idea that shy and embarrassed mean the same thing. ‘The answers are in @ and D above. (If there is no number, it means they are almost the same in meaning and the types do not apply.) Key words and expressions Nouns Verbs Adjectives Opinion markers Other words and expressions armchair bump into disgusting apparently bit ofa shock breakdown hold up embarrassed it turned out that had a bad day chaos frightened strict vegetarian colleague ghastly ; confusion revolting j delay scared of » | dispute shy { failure stranded | finance surprising guy terrible holidaymaker wealthy kid well-off * liver | troublees Synonyms and opposites 22 1 4 We often repeat information in a text using different vocabulary. Find synonyms in this text for the underlined words. Holiday travellers faced long delays today after a French air traffic control dispute and a double computer failure threw —_Europe’s airways into chaos. A number of flights were held up for more than six hours and one group of holidaymakers was unable to_leave Portugal today, as scheduled. So far, they have been stranded at Faro Airport for more ‘than 20 hours. A row over working conditions is responsible for the problems with the French air traffic control and the resulting holdups, but the confusion has been made worse by the simultaneous breakdown of important computers at Brest and Prestwick. 'b Find synonyms in the box for the underlined words in the text, well-off meat abitofashock money as trouble butcher's toldme embarrassed revolting met frightened apparently children friends animal eeEeEeEE—E—EETr>> esa Tbumped into an old colleague of mine yesterday. His name is Oliver Knight, but he was always known as ‘OK’ to his colleagues. I bumped into him buying liver in a shop down the road. Now this was surprising because OK is a strict vegetarian and has always felt that liver is disgusting, ‘It's for the kids,’ he said by way of explanation. This too was surprising because OK had always been a bachelor and certainly hadn’t had time to become a father since T last saw him, “They're my wife’s from a previous marriage,’ he said shyly. Itturned out that he had married someone called Petra, and she had come complete with a family —a boy and a girl, and a dog, I knew that OK was scared of dogs, so I asked him how he managed. It turned out that he had been scared at first, but now they were the best of friends; in fact, the huge dog I had seen waiting outside the shop was the dog in question. ‘It must have affected your finances, taking on a family? I said. You see, OK. ‘wasn’t a wealthy man. He looked a little shy for a moment. ‘Finance isn’t a problem, Petra’s rather wealthy, you see, and she’s got a very good job,’ he said. ‘The problem is that I stay at home and have to cook all this disgusting meat for the kids.” © Two words may act as synonyms in one text, but that does not mean they are exactly the same. There are many possible differences: 1 One word is more general than the other, eg, seat is more general than armchair. 2 One word is more formal or colloquial than the other, e.g, guy is more colloquial than man, 3 One word is more common than the other, e.g terible is more common than ghastly. 4 The meaning may be similar in one context but not in another, €.g. you can say a busy shop and a crowded shop. You can say a busy day at work but not a crowded day at work. ‘The words have the same meaning, but different grammar, e.g. Can I borrow your peri, but Can you lend me your per? d Find examples of 1-5 in Parts @ and D above. LOGAN © Cambridge University Press 1996 83Worksheet 1 Answers _ — 1 @ The activities are: skiing, water skiing, climbing, volleyball, hiking (walking), windsurfing riding, scuba diving (skin diving), jogging, basketball squash, camping, sailing, weight training, Keywords es Sports Other nouns basketball skill camping stamina climbing strength hiking (walking) jogging riding sailing skiing | scuba diving (skin diving) squash volleyball water skiing weight training windsurfing | 84 j“Sport and leisure 23 Woosh ___—_—, @ Look at the pictures. What activities can you see ? Use a dictionary or ask other students if you don’t know the answers. Then try and find a person in the class who enjoys each of the activities. You can ask questions like this: _ ‘A: Do you ever go (skiing)? Do you ever do any ( Do you ever play (volleyball)? B: Yes, sometimes. A: Do you enjoy it? 1b What abilities do you need for these sports and activities? In groups, discuss and then complete the following chart like this: YF = Youneed a lot of strength/skill/stamina. = You need quite a lot of strength /skill/stamina, ¥ = You don’t need much strength/skill/stamina. X = You don't need any strength/skill/stamina. Activity Strength Skill Stamina Teaging v x W/ LHMAGETA © Cambridge University Press 1996 85 sejitairwinaiiWorksheet 1 Answers — 1 A The activities are: skiing, water skiing, climbing, volleyball, hiking (walking), windsurfing, squash, camping, sailing, weight training, riding, scuba diving (skin diving), jogging, basketball Key words Sports Other nouns basketball skill camping stamina climbing strength hiking (walking) Jogging riding sailing skiing scuba diving (skin diving) squash volleyball water skiing weight training windsurfing 84“\. Sport and leisure 23 1 4 Look at the pictures. What activities can you see ? Use a dictionary or ask other students if you don’t know the answers. Then try and find a person in the class who enjoys each of the activities. You can ask questions like this: A: Do you ever go (skiing)? or Do you ever do any (skiing)? or Do you ever play (volleyball)? Yes, sometimes. Do you enjoy it? ee b What abilities do you need for these sports and activities? In groups, discuss and then complete the following chart like this: Y¢/ = You need a lot of strength/skill/stamina. YF = Younced quite a lot of strength/skill/stamina Y = You don’t need much strength/kill/stamina. X = You don’t need any strength/skill/stamina. Adtvity Strength Sill Stamina Seaging lV x VW © Cambridge University Press 1996 85Worksheet 1 Answers 1 A The activities are: skiing, water skiing, climbing, volleyball, hiking (walking), windsurfing, squash, camping, sailing, weight training, riding, scuba diving (skin diving), jogging, basketball Keywords Sports Other nouns basketball skill camping stamina climbing strength hiking (walking) jogging riding sailing skiing scuba diving (skin diving) squash volleyball water skiing weight training windsurfing 84“\ Sport and leisure 23 MUS 1 @ Look at the pictures. What activities can you see ? Use a dictionary or ask other students if you don’t know the answers. Then try and find a person in the class who enjoys each of the activities. You can ask questions like this: _ A: Do you ever go (skiing)? or Do you ever do any (skiing)? or Do you ever play (volleyball)? B: Yes, sometimes. A: Do you enjoy it? b What abilities do you need for these sports and activities? In groups, discuss and then complete the following chart like this: V//~ = Younced a lot of strength/skill/stamina. YA = You need quite a lot of strength/skill/stamina, v You don’t need much strength/skill/stamina. X = You don't need any strength/skill/stamina, Activity Strength Skill Stamina x Ws Teging 7 85 EMEA © Cambridge University Press 1996Answers. ___ Worksheet 2 Daand b These are some possible answers. The answers from the cassette are underlined: 2b 86 meet people / make friends fun keep fit competing relaxing/satisfving/ enjoyable exciting/exhilarating Tapescript Listen and follow the instructions on your worksheet. 1 M: Well, I haven't really got any hobbies, but, er Pve only 3 recently moved to this area, so W: T decided to join this bridge club because I thought it might be a good way to meet people. ‘To tell you the truth, I haven’t really made many friends, but Ido enjoy bridge ~ very much so it’s been quite good for me. 4 M: W: play quite alot of badminton actually, just for fun -Tdon’t believe in taking sport too seriously. You know, some when they play team games. I hate that. suppose my main relaxation is aerobics ~ ifyou can call it relaxation, I do it twice a week, mostly to keep fit, because Pm in a desk job and I really don’t get that much exercise unless I force myself to do something energetic. Well, I play a lot of football in the winter, mostly for pleasure nothing serious. But my rain sport is athleties and I think the thing I like about itis, people get very aggressive cer well, [, enjoy competing Key words and expressions Sports and leisure activities Other mouns Adjectives. Verbs aerobies jan active compete athletics ‘machine operator bored badminton, ‘musical instrument creative bridge pharmacist exciting chess team ‘monotonous ‘do-it-yourself (‘D.LY.) workaholic relaxing flower arranging, satisfying fying stimulating gardening stressful hang gliding tiring Jogging unemployed squash worried yoga . against other people, and er, oh, I get a lot of satisfaction when I win! zo [: [spend most of my free time in the garden. ‘There always seems to be something that needs doing, but I don’t mine: Lenjoy it. I find it very relaxing and very satisfying. W: My latest craze is hang gliding, and the thing I love about itis, that i's so exciting. You just can’t imagine, unless you actually do it, what it's lke to just float in space hundreds of feet up. It's fabulous. Other words and expressions do aerobics do something for (fun) do something for (pleasure) go toa class in (photography) join (a club) keep fit make friends take up (photography)“~, Sport and leisure 23 14 Read the texts and then choose the best hobby for each of these people from the box. Work in groups and use a dictionary where necessary. Susan is a Mary used to be a pharmacist and teacher, but she has spends most of her been unemployed for day working alone. almost a year. She She has several spends most of her hobbies ~ she makes day reading but is her own clothes and now getting very enjoys gardening, bored. She is also but she would like to very worried abut get out of the house her future. and meet people. John has a very ‘stressful job in an advertising agency His friends think he is a workaholic and he does not have much time for hobbies. However, he would like to find a hobby which is both stimulating and relaxing. Brian is a machine operator. His job is tiring but very monotonous. He spends most of his spare time watching his local football, p teamandlisteningto jazz, but he would like an active, a creative hobby which would give him more personal satisfaction. Tearn to play a mu ament join a chess club ] take up photography take up “do-it-yourself” (D.LY) take up squash | ‘ake up yoga go to an evening class in flowei ging go jogging take flying lessons Can you think of one more hobby (not in the box) for each of these people? Complete the following sentences with a suitable word or phrase. Speaker 1: I joined a bridge club because it’s a good way to Speaker 2: play badminton just for . . aker 3: Ido aerobics mostly to Speaker 4: Ido athletics mostly because I enjoy agai Speaker 5: Ido a lot of gardening and I find it very Speaker 6: ‘The thing I love about hang gliding is that it’s so [=] Now listen to what the six people above actually say, and write down their answers (if they are different from yours). Think of your favourite sport or leisure activity. Why do you do it? In groups, discuss what other people do and why they do it. LOMA © Cambridge University Press 1996 87siete Worksheet 1 Answers, — FE Thanks very much, ‘Not at all” 2 ‘Anything else?” “No, that’s al, thanks.” 3 ‘Can Thelp you?” ‘Vm being served, thanks.” 4 ‘PmsorryP'mlate? ‘Never mind, don’t worry.’ 5. ‘What's the matter? ‘Nothing. Why?” 6 ‘How long does it take” ‘About twenty minutes.” 7 ‘Have a nice weekend.” “Yes, you too. 8 ‘Could Leave a message?” “Yes, of course, P'l just get a pen.” 9 ‘Have you got alight?” sorry, [don't smoke.” 10. ‘Could Thorrow your pen?” “Yes, help yourself” 11 ‘Have you got the time?” “Yes. Quarter to seven.’ 12 ‘Do you mind ifLopen the window?” ‘No, go ahead. © Here are some possible answers: 1 ‘Have a good day.” 2 ‘Anything else?” 3. ‘Have you got the time?’ / “What's the time?” 4 ‘Could/Can J have a biscuit? / borrow this cassette?” “What's the matte ‘Gan Uhelp you?” “How long does it take?” ‘Could/Can Heave a message?” “Have you got a light?” “Thanks very much,’ / “Thanks a lot” ‘Do you mind if shut the door? ‘Vm sorry Pm late.’ / ‘Pm sorry I forgot to phone you.” Key words and expressions Questions Replies Anything else? No, that’s all, thanks Gan T help you? Yes, please. / I'm being served, thanks. Could I leave a message? Yes, of course. / Sure. Do you mind if (do something)? No, go ahead. Have you got alight? Yes. / Sorry, [don't smoke, Have you got the tim Yes. (Quarter to seven.) How long does it take? (About twenty minutes.) ‘What's the matter? “Nothing. Why? Statements Replies Have a nice weekend. Yes, you too. I'm sorry P'm late, Never mind, don’t worry. Thanks very much. Not at all 88Worksheet | Everyday expressions 2 4 Choose a suitable reply from B for each of the statements or questions from A. Asays ‘Thanks very much. Anything else? Can Thelp you! 4 Pmsorry I'm late. What’s the matter? How long does it take? Have a nice weekend. 8 Could I leave a message? 9 Have you gota light? 10. Could I borrow your pen? 11 Have you got the time? 12. Do you mind if T open the window? B replies .. Yes, help yourself, Never mind, don't worry About twenty minutes. I'm being served, thanks No, go ahead. Yes. Quarter to seven. Sorry, I don't smoke. Not at all. Yes, you too. No, that’s all, thanks Nothing. Why? Yes, of course, I'l just get a pen, b Practise the exchanges with a partner. Make sure you can say the expressions clearly and without hesitation. © Now cover up a above and write suitable statements or questions that would produce these replies from B. Example: A: Thanks. sey crush, TA: QA: 3A: 4A: 5A: 6A: TA 8A: 9A: 10 A: ILA: IQA: d. Check your answers with a. B: Not at all. B: Yes, you too. B: No, that’s all, thanks. B: Half past six. B: Yes, help yourself, B: Nothing, Why? B: I'm being served, thanks. B: About halfan hour on the bus, B: Sure, P'lljust get a pen. B: Sorry, I don’t smoke. B: Notat all. B: No, go ahead. B: Never mind, don’t worry. € Practise the different questions and statements and see if your partner can give you logical replies in each case. (Sometimes these will be the same as the answers above, but sometimes there may be many possible answers.) LEMREENA © Cambridge University Press 1996 89