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\I\,-ERSITY PRESS Mick Gammidge
 Contents

Mop of the book 4

lntroduction 7

Thonks ond ocknowledgements 9

unit 1 personol informotion 10

Unit 2 The fomily 16

Unit 3 Doily octivities 22

Unit 4 Homes 28

Unit 5 Town ond country 34

unit 6 Trovel ond tourism 40

Unit 7 Food ond drink 46

Unit 8 Describing people 52

Unit 9 Describing things 58

Unit 10 Friends ond relotionships 64

Unit 11 Heolth ond fitness 70

Unit 12 Leisure time 76

Unit 13 Educotion 82

Unit 14 The world of work 88

Unit 15 Money 94

Unit 16 Post experiences ond stories 100

Unit 17 Science ond technology 106

unit 18 sociol ond environmentol issues 112

Recording script 118

l
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t
L 2
 Theme Title Tpic Activity type Speaking focus Time
personal information
Elementary 1.1 What aOOUt you? asking people moving around askrng questions, 40-50 mins
about lhemselves and mingling giving inormation

lntermediate 'l ,2 Life map Iife experience information recounting personal 45 minS -
exchange information in a 'l hour
conversation c,onversationa]
9ontelt
U pper-ntermediate 1.3 Spy calcher personal roIe-play game conversatlon and 30-40 mins
information asking personaI
questiOn5

2 The family
Elementary 2.'l She's got her, family pairwork game describingsimilarities 20-30mins
dad's eyes resembIance between fami|y members
lntermediate 2.2 Family lensions heIping with role play giving advice, asking 45 mins -
falni]v Rloblems helnfu|
9uesti9ls ] lour
Upper-intermediate 2.3 Family values fami|y rights and ranking task expressing opinions, 35 mins -
duties and discussion agreeing and 1 hour
disagreeing

3 Daily activities
EIementary 3.1 Whose Saturday? typicalSaturday groupinformation rephrasing 20-25 mlns
3ct]vitl9: "".hl!g"., _. 1nforma_t1_91

lntermediaLe 3.2 Life's what you changing our Iives interview asking questions, 40-50 mins
make it making hypotheses,
5tating intentionS

Upper-lntermediale 3.3 Beyond the routine unusual jobs discussio n talking about possibiIity 35-45 mins
COmpetition and probability, making
deductjons

4 Homes
Elementary 4.1 House Doctor rea rran gi ng pairwork making suggestions 40 mins -
inteliors dlscuslon and glving
9dylce
1 hour

lniermediate 4.2 A perfect home what features pairwork taIking about 30-40 mins
people wouId like discussion hypothetical situations,
in a house making comparisons,
bargaining: agreeing
and disagreelng

U pper,intermediate 4.3 A messy home the ancient art of discussion discussing and 30-35 mins
means a me55y Feng 5hui evaluating ideas,
mind making suggestion5

5 Town and country

Elementary 5.1 A nice inding pairwork role play asking for and 30-45 mins
neighbourhood accommodation n giving information
a new neighbourhood

lntermediate 5,2 Then and now changes to the ind the diference, a"r.ripiion,' 25-35 mins
urbanlandscape discussion comparison and
contraSt

U pper-intermediate 5.3 n business placing a new group discussion suggestion, persuasion, 30-40 mins
proposition business venture agreeing and disagreeing

Travel and tourism

Elementary- .'| Hotels phoning to find a pairwork role play asking or and giving 30-40 mins
suitable hotel informatlon
lnterme d ia|e .2 Travellers' tales holiday class survey asking and 30-45 mins
exoeriences answelng questions
Upper,intermediate .3 Life's an adventure! adventure holidays pairwork drscussion comparing, discussing 40 mins -
and presentation and 5electing option5 1 hour

4
l-
Theme Title Topic Activity type Speaking focus Time

7 Food and drink

Elementary 7.1 Recipes preparing ood game giVing inStruciion5 30 mins

Intermediate 7.2 Menu, please ordering ood in roIe-play game making 5uggestions 30-40 mins
a restaurant

U pper-intermediate 7.3 Food for thought alternative diets: interview and rephrasing notes into 40 mins -
Ayurveda feedback ull sentences and 1 hour
queStion5

8 Describing people
Elementary 8,1 Logt| acial appearance game describlng faces 30 mlns

lntermediate 8.2 Who's who? appearances, group information giving descriptions 30 mins
activities and gap of people and actions
and asking questions
intereSts
Upper-intermediate 8.3 Star quality placing musicians role pIay giving descrptions, 35-45 mins
with bands drscussion and making
suggestions

9 Describing things
Elementary 9.1 Can you describing spot the diference giving descriptions of 20-30 mins
descrlbe
]i?
changes puzzle
|tems
and their positions

tntermediate 9.2 Lost property trying to find Iost role-pIay game giving descriptions 20-30 mins
itemS o oblects

Upper-intermediate 9.3 ln your mind's eye an imaginary guided visualisation describing scenes, 30-45 mins
journey comparing experiences

10 Friends and relationships

Elementary 10.1 What kind of personality and questionnaire and discussing 35-40 mins
f1l9f ale vou|
l
b9h91l1our" dls"9us1191 alternatives

lntermediate 10.2 Moral dilemmas dificult personal role play in pair5 expIanation, persuasion 30-40 mins
sitUation5 and apology

Upper-intermediate 10.3 Whal are character and group discussion, expressing opinions, '1 hour
friends for? f riendsh ips ranking giving expIanations,
agreejng and disagreeing

1 Health and fitness

Elementary 11.1 We|l-being lifestyle and class or group asking and answering 30-40 mins
attitude Survey questions, giving
reason5, making
sugge5!ion5

lntermediate i n".rrr,l, *uurti v keep

.,

1lt a jigsaw picture description, :-+o,i.l

'.' and wlse 5tory sequencIng, narratlye

l Upper-intermediate 1 1.3 First Aid *l,ulto Oo un

not do in medica|
pairwork quiz and
role play
explaining situations,
asking for and giving
45 min5,
1 hour
crise5 advice

12 Leisure time
Elemenlary 12.1 What's on? planning a group conversation making suggestions, 30-45 mins
weekend agreeing and disagreeing

ln[ermediate 12.2 Focus on leisure Iiestyle focus group discussing ideas, 30-50 mins
discussion making suggestions
and reaching decisions
l Upper intermediate 'l 2.3 Leisure centre local facilities role-play group argument and 25-35 mins

u discussion/debate persuasion

!.
s
q 5
 Theme Title Topic Activity type Speaking focus Time

13 Education
Elementary 13,1 Learning to learn learning sty|es qu estionn aire describing and 35-45 mins
comparing routine5
and activities

lntermediate 13.2 What is educatjon educationa l pairwork planning discussion and 35-50 mins
for? phrlosophies and negoiiation
styles

Upper-intermediate 13,3 A preparation alternative spIit reading paraphrasing actual 45 mins -

for Iife education information inormation, making 1 hour
exchange, group comparisons,
discussion expressing opinions,
agreeing and disagreeing

'l4 The wor|d of work

Elementary 14.1 Why work? reasons why pairwork interview giving reasons 30-40 mins
people work or not
Intermediate 14.2 The right person job interviews discusston and interview technique 50 min5 -
for the job interviews 1 hour
U pper-intermediate 'l4.3 Great perks! the right job group discussion .orpurlng opil;; 30-45 mins
and reaching decisions

15 Money
Elementary 15.1 Easy money moneyless split reading paraphrasing actual 35-50 mins
exchange information informaton, asking
schemes exchange, group questions for
discussion cIarlf icatlon

lntermedIate 'l5.2 Sale or exchange buying and selling role-play game asking prices, buying 35-45 minS
and selling, bargaining

Upper-intermediate 15.3 lt's all about image advertising group discussion discussion, making 45 min5 -
and p|anning decisions and planning 1 hour

16 Past experiences and stories

Elementary 1.1 Really? personal board game storytelling, past 25-35 mins
experiences and narrative and
memor]es de5cription
lntermediate 'l ,2 |nterruptions relating personal game storytelling, asking 30-45 mins
narratlve.s_ and answertng quesrions

Upper-in|ermediate 16.3 5mall ads stories behind reading and past narrative,giving 40 mins -
objects dlscussion reasons and ] hour
explanattons, speculating

17 Science and technology

EIementary 17.1 Gizmos and unusual pairwork discussion describing the uses 30-40 mins
gadgets of thlngs
1nventlon1
lntermediate 17.2 lt will never happen the fulure group discussion making compar|sons, 40-50 min5
task agreeing and disagreeing
rylklls
Upper-intermediate 17,3 lt will change advanced split reading paraphrasing ideas,45 mins -
our lives technology information giving explanations, 1 hour
exchange, group making comparisons
d iscussion and reaching decisions

18 Social and environmental issues

,

Elementary 18.1 How green recycling and pairwork discussion describing, making +S mins -
are you? saving energy suggest]ons 1 hour
lntermediate 18.2 Something has issues and group discussion explaining facts and 1 hour
to change! solutions and information discussing information
exchange
Upper-iniermediale 18.3 Keepingan rights and qUestionnaire presenting and 1 hour
open mind responsibiities debating opinions

 #*tE t Fersonal information

Whot obout you?

Worm up
1 Te ll sludenls io imagine they are at a pariy and io irnagine that |hey meei 5orneone new.
Ask wnat information lney want to know about the person Wrile their tdeas on t]re bcarC
2 Use lheir ideas io check/revise making questions. Heip lhem to maKe some quesiions
about some of the inormation they wanled to know.

Moin octivity
1 Teil sludents lhey are going ro find out about the other people in the cjass Put them in
pairs and give out the pholocopies Tell lhem to Ioor at the words and ask their partner,
about any they do not know,
2 Ask if there are any words that they still do not know_ Ask other students to explan them
before giving ihe meaning yourself,
3 Explain lhat they should work with lheir partner and help each o|her to write two
queslion5 for each o the six sublecls. They can use the words with each subject for heIp,
or other words if they wani. They can use lhe words in the mrddle or aIl the subjects if
tneywant,ExpIainihatlheycanavoidanyinformationiflheywish Doanexampieortwo
together on lhe board, e,g.
IIoru old are you?
Ior.u tttttty brothers u,Ld sisters haae tlot.L got?
4 Go around giving help and checking lhat their questions are correct.
5 Ask them to lalk w]lh their partner and compare their own answers to the questions,
Ask them to sland up, and tell ihem lhat they should go around the class asking other
students their questions For each queston, they should try to find someone who gives a
similar answer to iheir own, Tel] them to make notes about lhe answers lhey get.
7 Check rheir results, Ask if anyone found a person with similar answers Ask i lhere were
any questions that no one answered in a similar way. Ask if they got any surprisrng answers.

,srlfrieid ihgbby; Follow up

hi me, ho?r, i n{qre9ts, o IndividuaiIy, sludents write answers to their own ]2 questions on a sheet of paoer. They
joiib, mother, ,'] ] .
must write full sentences |o make the inormation ciear, e^g, When is your birthday? My
birthday is an 14 May
nyina|fu, ichool,
'*itr, sPoit,study, r They sign the sheet - not with their name, but with a key word they wi|l remember easiiy,
o Exchange lhe sheets around lhe class. ln pairs students try to identify the people fr,om
rheir answers l-hey keep a list of the key words and their guesses,
,question frms, r colIect in the sheets and say the key ,,ryord, hear the class's guesses, and then check the
present simPle,,pqst real identity,

PREPRATION
One photticopy for

::::::::
gach student; fr
Follow up, one iheet of
pper,for each student

10
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s1 Fram Soeakinq Fxf ra bv fulick Gammieloe O Caml]ridse Universitv Pre55 2004 ,J!Elfi?!61!ill!ltt
 {3rypt t Fersona| information

Life mop
Worrn up
1 On the board, wtite lhe ollcwing questions:
1 Wten LIOL! illeT l cliiLi, a,rls lllerc ntytlLing tlllottt ttduLts tJlat aotL thought ulas sirange
l)r,71ntl<i11o1

2 Ale there, a,ny

,tuays
tltttt vou lee li,fe differenty nor.u tlltlt you are alcer?

]ji
3 Il\,hat is the most stLlprisittg or tlnexpected thing abotLt the uay your liie has davloped?
Ask students to talk with lheir neighbours about the quesllons,
2 Take t}te questions one by one and ask students if their neighbours had any interesting
answers. Encourage comments and questions rom the class,

Moin octivity
Tellstudents that lhey are going to talk to each other about their lives and experiences.
Put them in pairs and give out the photocopies, making sure that both partners have the
same sheets: Student A with Studenl A, and Student B with Studenl B
Ask students to interview each other using the questtons. Explain that they should write a
short tit|e for each o lheir partner's answers in |he correct pIace on the 1ife map. The titles
should be short - just enough to al|ow them to remember their answer. Tell them to help
each other with words they do not understand and ask you if there is anything they are
not sure about. Reassure sludents that lhey do nol have to answer any questions they do
nol want to. You could leach the phrase l'd rather not say or l'd rather nottalk gbout that.
When they have finished, ask them to exchange sheets, so they each harle the map o
lheir own life. Tell them to check they understand the titles given by their partner"s.
Sludents then tear off the questions and keep the map of |herr lie.
Ask students to find a new partner with the opposite sheet: StuCent A with Sludent B" Tell
lhem to exchange their life maps. Explain that the map contains dlfferent information
about different things or each student. TelI them to ask each other queslions about the
titles on their partner"s map and find out what they mean,
Ask what was the most interesting or surprisrng inormaton they heard from lheir partner.
Encourage cornments and questions from the class.

Follow up
l In pairs, sludents use the headings from the question sheets and write a Iist oten other
questions,
e pairs exchange lheir sheets witn another pair. They lhen taIk with their partner about the
new ques|tons they have been given.
r Ask what was lhe most interesling or surprising inormation they heard rom their partner
Encourage commenls and questions from the class.
so that you have a pile
of A sheets and a ple

,::.,: .. |.,:..,,:: :|...:.:.,:|,,;| |...l. .,,1

12
 A
Interview your partner about their experiences. Then write a short tle {or each answer in the correct
place on the life map.

j tn th" beginning
] 1 What is your earliest memory?
. ns a child
in the
i- *n.a was your favourite room
you grew up?
t.,ouiu wheie
person you
3
' what was tbe name of a young?^
;;;ld uarni."a when you were
Life experience
place you
4 What is the most interesting
have ever been?
you've ever
5 What is the strangest thing
seen or done?
Looking back on your life
- you've
6 Wiat is the biggest success that
had?
that
7 What was the biggest opportunity
you missed?
-' present
The '*no time
do you most like spending
with?
doing?
9
What do you most enjoy
your future
Want to change
lv What do you most
10 or your life in the future?
vo""rt
"'Uoiri

B
Interview your partner about their experiences. Then write a short title for each answer in the coTect
place on the life map.

ln the beginning
you received?
t Whai was the irst present
'As a- child
*n.a was the most interesting place in
'' ii" where you lived as
""ighUourhood
a child?
?' As a child, what was the
first job you
you grew up?

I
il,."t"J i do when
Life experience
person
4 Who was the most interesting
you ever met?
or
5 is the most dangerous
" What
irigii"^.9 thing that ever happened
to you?
Looking back on your life
g Wrrat do you most regret doing?
\ l What are you most proud of?
The present _
you spend most of your time? i
.

8 Where do
o

9
llt,,,- -,-,

What is your avourite thing

that i:,

il Your
10
you own?
uture
What is your blgge_
st dream
__
or ambition?
i.
i,

ilT1 _

#
l1 From Speakng Extro by N4ick Garnmidge 10 Can:brjcge Urllvers;iv Pre55 2OO4 ffitrt$Efit!|!| 13
 {.ret " Personal information

Spy cotcher
Worm up
1 Ask siudents what a spy is. lf they do not know, give examples, either real orfictionai, that
they wil| know, e.g. James Bond, or explain the meantng. t

2 Ask what they think a spy's 1ob invo|ves. What do they usual|y do in iheir working day?
3 Ask how they think a spy catcher catches spies.

Moin octivity
Listening
Tell students to imagine they are spy catchers. On the board, write
You are at a party at your country's embassy in Lond,on,
1, Your mission: Find the spy.
Information:
o Code name OCTOBER
o Noi marned
o Has arml1 elperience
o Does not liae in Europe or the USA
o plays some fupe of sport, maybe tennis or golf

2 There is another spt/ catcher at the party. Identify that person.

Check that students understand the vocabulary,

@ Z Tell students they are going to hear a conversation at the party. They shou|d listen ancj
complete their mission. Play the recording once.
3 Tell them to compare ideas quickly with their neighbours.

@+ Play the recording again. Check their answers. Ask how they knew.

'aierie Dumoirt. She:. ,,' . :,, "'., , : ',' ],'

ed and so not married, . !,Works in South Arnerica

present simple, hove

got, past simple

PREPARAT|oN ,,
,. ",,
Speaking
1 TeIlstudents they are going to a party at their country's ernbassy in London. Put them in
0ne:photocopy:for] aeach:,,
0ne:photocopy:for, ch,,,:. :, :
groups osix and give outthe role cards, Tell them to read the information, but notto look
at each other's. lf the class does not divide exactly into groups of six, make some groups
,l: roup of six str.rdent' ,, , : ,,,
larger using roIe cards A-D, not E or F because they are specific spies.
+L.^ ^!.^}^^^^;^_ _, r+ ;}^
the photocopies cut into
!lt9,Prt{Jw
' .,;rl.^:i 2 Ask if they have any questions about vocabulary or other details.
-;,, ,"

3 Explain that they can use their own names but they shouid use the inormation on the
cards, and they should use their imagination to add other information about themse|ves,
Tell them they have 5 minutes to complete thetr missions. Ask them to stand up and
,1

introduce themselves to another guest.

4 Go around the groups joining ]n the conversations a5 a guest and getting the activity
going. lf they are talking in one big group of six, encourage them to start smaller
conversations with one or two other guests. lf they are staying with the same partner for
too long, tell everyone to change partners in their group.
5 Finish by asking who was successuI anC how the successful students guessed the identity
of the spy.

Fol|ow up
. students write up a short report saying how they identiied their target and achieved their
mission,

14
 IIBOUTYO: YOR SEGRET l}illOil:
. you met the ambassador army.
in the you are a spy catcher, and you are lookng for a spv-,
o Family: l4aried, no chi\dren. code name RED FOX
. Present home: New York, USA. Description:
o Trainng: Army officer until 11ve years ago. . lnves scme,rirhere in Europe or Asia,
e Hobbies and interests: ALl spotts. Musc Lover - . Might have big family inibrmation rrncertain.
ploys and teaches saxophone, r Probably poce ofiicer rrntil recentl_v
r Goocj sportsperson.

B
. You met the ambassador when you were n the Yu are a spy catcher, arrd you are loohng for a spy,
1lympic team. code name THE SINGER.
o FamiLy: Divorced, one chiLd. Description:
. Present home: Tokyo, Japan. . Lives somewher in Ai.-ica or the Americas.
. Training: In army at present; fficer for Last 11 years. o Not married,
c Hobbies and nterests: Training youth footbaLl teams. o Army experience.
Athletcs - ran 1,500m for 1Lympic team. e Musiciarr oisome sort,

x-----------------------------------------
c ABOUT YOU: YOR EGRET MlSlON:

I
. you met the ambassador at a jozz concert. you are a spy catcher, and you are lookirrg ior a spy
. FomiLy: SingLe, no chLdren. code. name FED FOX.
. Present home: Cairo, Egypt. Descriptionl
e Training: Police officer untiL lastyelr: never inarmy. . Livcs somewhere rnEurope orAsia.
. Hobbies and interests: Listening to music. Singing in o Might have big ianrly, irrformation uncertain,
friend's jazz group. o probably po}ice officer

l* x---------------------------------------------
rrnti1 receny.
o Good spoTtsperson,

t
D YOUR SEGRET MIION:
11 . You met army.
the ambassador in the You are a spy catcher, and you are looking or a spy,
o FamIy: Maried, three chiLdren. code name T|IE SINCER
. Present home: Pais, France. Description;
o Training: Police at present; army fficer untiL e,Lives somewhere,in Africa or the Americas.
recentLy. . Not married,
l Hobbies and interests: Music. Watching baSketbaLL r Armrr pxnpripnep
-bigfon. : d;'.;;;;.".,

E ABOT YO:
. You met the ambassador n the army. You are a spy, secret code name T-Ffr STNGffi, arrd you
o Family: Divorced, two chiLdren, are 1ooking for a spy, code name BED FOX
. Present home: Rio de Janeiro, Brazil. Description;
o Trainng: Army officer ot present; high rank for tast . Llves somewhere tn turope or Asia,
six years- . Migtit have big fam:.lir inlorrrration rrncer:|ain
o Hobbies and interests: FootbatL llusic - you play o probirbly po]ice oiltcer rrntl recently.
Piano weLl, r Good sportsperson.

F ffi
. you met the ambassador pLaying in a goLf
You are a spy secret code name RED FOX, and you are
competitan. looking for a spy eode name Tt-{E SINGER.
o FamLy: lvlaried, five chiLdren.
.
Description;
Present home: Rome, ItaLy. r Lves somewhere n frica or the Amedcas.

il C Training: PoLice fficer until two years o Not married,

r Army experience,
; . Musician of some sort.
in
I

qt From Speaking Extro by Mick Gammidge @ CambriCge University Press 2004 15
 |,.lnit 2 The family

She s got her dod's eyes

Worm up
1 Ask students how they are different from the other people in their family.
2 Ask fiow they are similar to other people in their family,
3 Ask if they look like their parents or other family members in any way. Use this to practise
the question Who do you look like? Teach ihe expression l've got my mum's eyes, and get
students to use it in a few examples about their own family, e.g. My sister has got my
dod's nose. Explain that we also use it to compare people with other family members like
aunts, uncles, brothers and sisters,

Moin octivity
1 Tell students they are going to play a game about families. Put them in pairs and give out
the photocopies: A to one and B to the other. Tell them not to look at each other's sheets
2 Check that they are all clear about the names of amily members by writing them on
the board:

mother father
sister brother
grandmother grandfather
aunt uncle
niece nephau
cousitt
Then ask questions aboutthe re|ations between the people on their photocopies, e.g. Ken
is Gino's ... and ask them to finish your sentences,

Explain the game:

o Each person has a family tree with different aces missing.
. They ask each other about the people without faces, Say the examfle: who does kay
look like?
The other student describes the person, but they must not say the other people's
names; they must use the word for the family member, Say the example: Kay's got her
mother's mouth. Get students to say other sentences about Kay in the same way.
a As their partner describes the people, they must draw their aces onto the family tree.
a When they have described and drawn all six people, they can look at each other's
sheets to check if they are correct,
4 Choose one of the people on the photocopy, but don't tell students the name. Instead, lel]
them to guess who you are describing_ Describe the person,
5 Ask them to do the same with their partners. They describe a person so that their parlner
can guess who jt is. Tell them to take turns and keep score of how many they guess right,
Ask how many they guessed and ind out who guessed most.

Follow up
o students write a short paragraph about how they are similar, in their looks and in other
ways, to the rest o lheir family.

16
 Wendy

Anna

Wendy Bob

il
t# Mark Anna Gina Jef Dave

et Frorr .Speoking Extra b,1 fulick Gammlclge (0 Cambricge jn]Versily Press 2004 1v
-t t$gti The fami|y

Fomily tensions
Worm up
1 Tellstudents that you are going to talk about how to heIp peop|e with difficult situations.
write on the board:
Your rLeighbour throws tltbbisJt in yorLr garden.
Ask several students in turn to tell you the problem and you reply with any of the following
questions:
What would you like to do about that?
How do you feel about that?
ls there anything you can do about it?
Then get the students to rep|y, e.g.
STUDENT: My neighbour throws rubbish in my back garden.
TEACHER: How do you feel aboutthat?
STUDENT: Angry
,Ask
students to dictate the questions to you, or write them up as blank lines with first
letters to he|p students remember, illing in word by word, e.g,
H_ d_ u_ f_ a_ t_7
With the questions on the board, ask students how they help. Eliclt that they do not offer
suggestions or advice, just help people to see how they feel.

@ Z Now tell students they are going to hear two riends discussing the same problem. Ask
students to write down any other questions they hear. Play the recording three times.
check thejr answers, and write lhem on the board:
1 Is there anything you cal1 do ctbout it?

2 \htat zuould you like to happen?

3 Huu about asking them?
4 Wtat would you lke to do about that?
5 IMy
don't you ask them round for cffie?
Ask which questions give advice (3 and 5). Explain that in Eng|ish, advice is oten in
question form, Elicit other forms of How about ...? and Why don't you .. .?: Whot about .. .?
, and Why nat ...?

Moin octivity
1 Tell students that they are going to give advice on difficult situations. Put them in pairs and
give out the role cards. Explain that they shouId use the information to tell their partner
about their problem. Their partner should ask helpfuI questions and give advice. Check
that lhey understand the cards-
2 As an example, role-play just the start of 41 yourself, getting any Student B to respond"
3 Te|| them they should take it in lurns to give advice. Ask Student A to start with A,] .

4 Go around helping them towards solutions.

5 Compare the different solutions to each of the six problems. Ask which solutions students
think are the best.

Follow up
. ln pai15, students invent other diicu]tfamiiy situations and write short descriptions of
them Encourage them to think of unusual or humorous ones.
r circulate them around the class so that other pairs can write advice on underneath.
Encourage them to make it unusual or humorous
r The pairs 1ook at the advice given for their problem and report to the class on the most
useul, interesiing, amusing, etc.

1a
 )
o'*\
Family tensions 2.2

1 You gre a son/daughter, 2 You are qn uncle/aunt.

parents very old your sister is married with children
need a lot of care does not look after them well
spend a lot of time looking after them goes out - leaves them alone
you do not have any time to meet her husband very strict
people shouts a lot
you feel very tired all the time is violent sometimes

t
brother never does anything to help

4 You are o husbandlwife.

your partner has an old pet dog
3 You qre a parent.
costs a lot of money at vet
children all grown up and left home
very old, sick and unhappy
l: some live in other cities
some live overseas
very smelly and disgusting
partner loves it very much
never visit
argue a lot about it
do not write
sometimes do not answer your letters

6 You are a parent.

have teenage son and daughter
5 You are d brother/sster.
son does not respect you
have a brother
he shouts at you or ignores you
mother and father adore him
does not help at home
he is lazy - they give him lots of
money argue a lot
he does not respect them daughter starting to copy him
you do a lot for parents - he does
nothing
J parents prefer him

il
E
l V
db
ilt From Speoking Extra by Micl< Gammidge O Cambridge Universitv Pr.ess ]004 19
t

Wm& The amily

Fomi|y volues
Worm up
1 0n lhe board, write Family values and ask whar it means, l nobod,v knows, give a coupie
cf examples of family rralues from ihe sludents' own culture, or, with mr,rlrilingual cIasses,
of the hcst culture Eiicit or explain that family values are about the rights. responsibilities
anc dutles of family menrbers.
2 Te]| Sludents lhey are going to look at sorne western famiIy values, Put them in groups cf
four and give out the photocopies. Ask them to work logether to march seniences 1-] 0
with expJanations a-1. They shouid help each other with anything lhey do not understand,
but they can ask you if they need to.
3 Check lheir answers.

'irqe, [eY .i; ,, ,,,:,' ,

r, :;" ,

., i1 i,O +;6si,'o.qll,e:b,}
Moin octivity
Ask the sludents to discuss the ten 5enlences with their partners in the group of fou1 and
io choose four sentences which they wish either to defend or to attack; they can attack
some and deend others.
Ask them lo cooperate to Ciscuss lhe sentences and prepare a list of points that support
their opinion for each o their chosen sentences Teil them noi to write sentences, only
very short notes.
SpIit each group into ttvo pairs, and le|| each pair io take two of the senlences, Ask lhem
|o talk with their partner about how they can present their views to lhe class, They must
nol write sentences lo read aIoud, bu| they should lhtnk of usefuI phrases, expressions
anc structures to use and add these to their notes
Te ll each person lo present one of lhe choices io the class, who ask questions and make
comments after each presenlaljon.

Follow up
o sludents work a|one to pul lhe sentences in order, from the one they agree with most to
the cne lhey agree wilh least They should write the nurnbers of the sentences in a list,
wilh the one they agree with most at the top. lt is alI right for them to agree with all lhe
sentences or disagree with them, but thev must rank them in order of
agreementidi5agrement.
Ask them lo cornpare their ranking with their partner's and explain their reasons and their
opinions They can change their minds if they wish and change their ranking o sentences.
o Ask which Sentences they disagreed with each other about most and rvhy.
a Ask which of their partner's opinions or comments lhey found ihe mosl interesting or
surprising.

2a
 ."*"*t
Family valus:
]'
2.3,

!l
Match the expressions with the explanations,
1 children should be seen and not heard,
p.. ,ir"b stay together or the sake of the children, f
3 parents should uito*.o to smack their children E
; A fr*lhui'pruy, together stays together,
; A f.*ily ys together stays together, t

iratm"nt for their children .

. **-:ry:;@"**ry:**-
;.E
7ltisachild'sdutytolove,reSpectandobeyitsparent:
;;;ife shold obey her husband, E

re of their elderly parents,

USA
' ]i the :
and, in
trl. uk;,u*" i. ti..,:geO's Ueng the state's resPonsibilitY,
:

rn

ffi; ;;;#;l-[ *iti tr,.;'prei*rri.g thm to go into care homes instead.

'
:'.':
, b- There ha ben a lot of deb-ate in Britain recently about
whether Punishing ':

;i;';;;;;pe ng *.a shou]d be illega{,

urgent
ben u],.u*h"r. o,i..r., wher9 parents have resist.d 99':.9|''
,. ,'c, lher,e]hue
dviee on ,*riogiounJr, for example tkre resistance
of Jehovah,s Witnesses to
] ..:], :.: ., :.:, - , :. . : j -. ,^,^ ,,.L^^ li{^ ie lt riclz
is at risk,
accepting n..'"rrur! blood transfusion5 even when life
,.. ,:.

;|, a inis nmer.ican christan saying suggests that there is Jess divorce if the whole
-iu*ity,5ay5'pray'ersto.gether,thomeaswe[lasinchurch.

]ir.,i,s i]n"t eti"*;n ,o m,ost cultures to degrees, althoughthe :

',:: !ltten|g
'-" *Crn.t.e J,,is to r:eard r:epe:ct as something that mtt,st be earned,

.f This is a poputl"ised,Americn saying in response.to saying

4, meantr

but now it s often ignored

g This,wu, u .o*mony r.,utj belit in Britain ahd America,
as divorce rates rise,
are naturalIy loyat to each
h This old proverb refers to the fact that family members
, other, but tr,ui,tis'.un d. both a god thing and,a bad
, ; tn holn nr
thing, sometimes leading
nrntPCt relatives,
relat'
-' |.-l., ^,,^^-i-[^^nncilrr to help or protect
^,- even-dishonestly
or
popl,to oeave'unfairly
children should stay
i' This saying from nineteenth_century England means that
l il;i;."y;;; b; .;;;irliy watcrrea so-they can not misbehave, but
should be
quiet so that they do,not disturb adults,

j This used to be the law in Brrtain until women gained
equal rights,
*
y
ill Extrq bv iViick Gammidge O Cambridge University Press 2004
&

fi
Daiiy activities

t
ll
t
Vvhose Soturdoy?
i
is
i
,*

!l
Worm up
t
,1
];
ij
]i
Explain that in Britain, most people do not work or go to school on a Saturday. Ask
students how Saturday is diferent from Sunday and from Monday to Friday for them,
,i
:j
2 Ask students what they and their family usually do at the weekends
]i
3 Ask what their favourite day is,
l
:
Moin octivity
: Tell students they are going to find out about a usual Saturday for an English family caIled
:)

i the Coxes. Putthem into groups offour. Give outthe photocopies, one section to each
student in a group; and tell them they must not look at each other's.

i,
Ask them lo look at their information and underline anything they do not understand.
While they are reading their photocopies, draw the following chart on the board:

-Lom Lox Cox

:,.
]rn
Lucy i Carl Cox
Ij!:".9::
.
get up
.-
breakJast

,::*,,""
**3*
lv- lunch t

,.{ternoo;n
dinner
nenu,Lg

Explain anything they do not understand. Tell them that each person has different
inforrnaton, but together they have got all the information in the chart on the board. They
shou|d talk about the inormation they have got and ask each other questions lo comp|ete
the chart. Ask them to copy the chart into their notebooks before they begin.
4 Ask i they need any more time. Check their answers and write the information on the
board, Ask if everyone agrees as you go along. lthere js any information they have
missed, do not give the answer but direct them to the relevant picture on their
photocopies and elicit the answers_

Answeriev'.r'."'......,'''''.'''-'|.
.1i, Tom Cox
: ;Rita Cox , Lucy Cox : Carl Cox :

' getup 9am 7am "7am 9am ,'

' -, cofee
breakfast bacon and eggs toast ao cofee bacon and eggi
,lr,,, moinlng , shoping caf basketOlt -:i;
rden, works in
shopping from 8.30 am , practice

,r:'j afternoon , golf works in caf makes dinner

visits her sister ,:
|ii
dinnr hineru food Chines food burger Chinse food ],
, evening TV TV cinema, dancing j
; film ,
:,late TV
l]am
ii.

go to bed 1 am itam ,afterlam :i:

5 Let students see each other's photocopies and ask you any final questions about ihem

Follow up
r Each student in the group o four chooses one of lhe family members.
o Using their completed table and wiihout referring to the photocopies, they write a
paragraph describing their Saturday.
r Students with the same characters gettogether in groups of three orour. They compare
each other's work and co-correct any mistakes together.
22
 The Cox family
A The Cox family
J we go or a burger.
t-
|,
7
t.
f The Cox family
My wife gets up early with
Lucyto make her some toast
and coffee. Lucy starts work at
8.30am, so they're up at 7am.
l get up late on Saturdays,
My friends and l go dancing
on Saturday night, l stay out
late and l need my own key
because my parents are always
asleep when l get home.
F.,
l1 From Speoklns Extro by |v4ick
l spend some time in the
garden, until my husband and
son get up about 9am, l Tom and l usually watch
always cook them bacon and TV in the evenings. Lucy
eggs for breakfast. Then l do always comes home to
the family shopping. watch the late-night ilm
with us. She is crazy
about films!
My Saturday job is fun and l
meet lots of people. The free
lunch is good too. Their
Lucy's caf is near the gym,
special salads are amazing!
so l usually have lunch with
her. She always knows the
best thing on the menu!
After work, l meet
my friend Claire and
I
l am never Very
hungry in the
morning. l usually
l always help my wife just have coffee.
in the morning. Then
we go for lunch at
the local ltalian
restaurant, We
usually have pizza.
Carl loves cooking. He has
got an old cook book called My mum always visits her
Eat East, He always makes sister in the afternoons, and With my money from
something from that for l make dinner for us. work, l can see all the
dinner. lt usually takes him
new films at the cinema.
the afternoon to make it!
l go every Saturday
ttaty
10.30
ffi, Footuatttrom
(1991)
Ghost Dance
11.30
HoBRoB FILM:
WEATHR
1,00
NEWS AND
V
db
Gammidge l Cannbridge iJniversity Press 2004 23
 {3gtit 3 Daily activities

Life s whot you moke it

Worm up
1 Ask students what they do in lheir free time. Ask how many hours of the average day they
spend doing it. Ask what ihey spend most of their time doing. Ask what they would like to
spend more time doing. Use this to conlrasl present simple and would like to-. l do this / l'd
like to do that.

2 Ask them to imagine that lhey couid change their life in some way, Ask them what they
would change and what effect it would have. Tell them to talk about it with their
neghbour,
Check their ideas, Use this to practise second conditional: lf l could chonge/do X,l'd do Y.
3 Ask them what they can actually do to change their Situation. Tell them to think about it
with their neighbour and help each other wiih suggestions i they can.
Say OK, you knaw what you can change, but what are you going to change? Ask for some
i ntentions.

Moin octivity
1 Tell students they are going
lo do a 'lie-changing' activity. Put them in pairs and give out the
photocopies. Ask them to look at the seven aspects o |ife and check they understand them.
2 Tell them that they are going to interview each other about their lives and make notes.
Ask them to write their partner's name and the date in the centre of the top chart. Do
number 'l together as an exarnple. Ask How many hours a day do you spend with your
famly? They can choose weekdays or the weekends. Tell the students to write down their
partner's information in section 1 of the chart. Then ask:Whatdo you usually do duflng
thot time? Tell your partner. Again, ask the partners to make notes.
3 TelI them to continue the interview for the other six aspects,
4 When they have finished, ask them to look at their charts together and talk about how they
would like their lives to be different in a year from now. Tell them to write their partner's
name and the date a year from now in the centre ofthe second chart, and go around the
aspects again, making notes about possible and realistic changes they hope to make.
Ask for some examples.

Follow up
o students look at their own chart and choose the changes they honestly think they can make.
o They write a letter to themselves, dated today, describing the changes they are going
to make.
o somewhere where they will see it in a year. you could collect the letters
Tell them to put it
and l<eep them as long as you can beore giving them back.

I
t
J

24
q
l

o yeor

f
J
Ft
J
,rt
? Fi,cn Speckirrg Exrro by Mick Gammidge 8; Cambridge Univer-siiy Pre55 2004

) Z
Tll!1E
35-45 minutesl
KEY LANGUAGE
bathe, choin saw,
de spai r, double-decker
bus, lonely, posh,
rewarding, slums;
language of possibility,
probability and
deduction, e.g, might,
could, must, can't
PREPARATlON
One photocopy for each
student, the photocopies
cut into their three
sections; a dictionary
for each group of four
students if they do not
have their own
it'., irack 4
26
Daily activities
Beyond the routine
Worm up
t Ask students about their jobs, cr weekend or holiday jobs i ihey are still at school or college
ASk them to describe a typical days activiiies.
Te jl
them they are going to hear a man cal|ed Jeremy P|ank la|king about his typical day.
On the board, write:
starting time: ...........,
It
tl
Vs
t4
ls,
finishing time: ........,.,.
A5k them to listen to him and write down his activitjes
Play the recording at least twice. Then check their answers.
itarting time:7 am 1 check animals i feed ducks 3 look after cows 4 mend fences
or machinery 5 eed cows finishing time: 5 p.
,
3 Ask questions to eliclt/revise language of possibility and probability, e.g
What's his job? He must be a farmer because he drives tractors,
Does he own the iarm? He mght do Perhaps/Maybe the farm is his,
ls he ich? He can't be because the wages are low.
Moin octivity
1 Tell students they are going to have a team competition io guess unusual jobs,
2 Put them in groups of lwo to four and give out photocopy A, one per student. Tell lhem to
read the inormation and help their partnerwith any unknown words. or u5e a dictionary.
They should disculss jobs, and write down rhree guesses, Tell them they can still get extra
points for wrong guesses if they can give good reasons for them.
Answer key
3 Tell them to put their three guesses in order: most likely, next most likely, least likely. Say
that they can swap ideas with a neighbouring group.
4 Give the answer and scores: lhree points or each irsl guess thal is correct, two points for
each second guess and one point for each third guess. You can give extra points or close
but incorrect answers or for c!ever or creative guesses.
5 Repeat sleps 2 to 4 for photocopy B and then for photocopy C,
B: 2 plumber; 3 criminal in prrson in Singapore for financial raud, now freed
C: 4 travel representative; 5 environmental campaignr or Greenpeace
Check their tota| 5cores [o find the winning group,
Follow up
r The members o each group cooperate to write a paragraph about a job,
o CircuIatc [he paragraphs arcund ihe class or put them on ihe walI for lhe class to see,
r 5iudents guess lhe jobs.
 JoB 1

Clare's day starts at 7.30 am, She works her way throu9h job sheets* until about 4.30 pm.
'The physical side of climbing and using a chain saw isn't really a problem, butyou need
strong arms. l don't like heights much and l hate the rain, bui l love the job,' she says.
(Adapted from Reach for the sky, Forward Publishln)

" Job sheets: lists ofjobs

JoB 2
He says every day is different: '|'m often up at 6.15 to beat the traffic - sometimes l do five
little jobs in one day or l'll do a job that lasts me a whole week. l meet loads of people,
see some right slums and some really posh places ... lf l've done a big job, l know l've done
it well and the customer's over the moon* because they've had cowboys* in the past. lt's
really satisfying.'
(Adapted from Reach forthe sky, Forward PubIishin)

" Cowboys: people who have no trainin and their work isn't very $ood
*
0ver the moon: really happy

JoB 3
'l used to cry a lot. l didn't cry from Monday to Saturday because there were other things
to occupy my mind, but Sunday was full of despair,
l had to sleep in the dust on a bare floor. lt took a year to get used to it. l got one flimsy
tea towel every three months. And there was a toilet we had to bathe out of if the
running water* was cut off.'
(Adapted rom }bserver Magazine, 21 l 4l02)
*
Running water. water from a tap

c
JoB 4
'You miss English food, TV home and family. There are bad days when you feel lonely,
tired and very hot, but the social side is excellent - though you have to remember you're
there to work. There's a lot of difficult behind-the-scenes* work and you've got to keep
smiling! But it's very rewarding when everything runs smoothly and everyone's happy.'
(Adapted from Reach for the sky, Forward PubIishinS)
*
Behind-the-scenes: peopie don't know about it

JoB
l

5
'On my first day at work l was told to be in at 4 am and not to tell anyone where l was
going. l spent the day driving around London in a double-decker bus* with people dressed
up as penguins.'

ll
(Adapted from Reach for the sky, Forward Publishin)
*
Double-decker bus. a bus with two leveIs; one is upstairs

From specklng Extrahy lvlick Gamrnidge rO Cambridge University Press 2004 filllltllllllilllll 27
 I
Beyond the routine , 3,3 t
3d

JoB 1

Clare's day starts at 7.30 am, She works her way through job sheets* until about 4,30 pm.
'The physical side of climbing and using a chain saw isn't really a probIem, but you need
strong arms. l don't like heights much and l hate the rain, bui l love the job,' she says.
(Adapted rom Reach for the sky, Forward Publishin)
*
Job sheets: lists of jobs

JoB 2
He says every day is dfferent: 'l'm often up at 6.'l5 to beat the traffic - sometimes l do five
little jobs in one day or l'll do a job that lasts me a whole week. l meet loads of people,
see some right slums and some really posh places .,. lf l've done a big job, l know l've done
it well and the customer's over the moon* because they've had cowboys* n the past. lt's
really satisfying.'
(Adapted from Reach for the sky, Forward Publishin)
*
Cowboys: people who have no trainin and their work isn't very ood
*
0ver the fioon: [eally happy

JoB 3
'l used to cry a lot. l didn't cry from Monday to Saturday because there were other things
to occupy my mind, but Sunday was full of despair,
l had to sleep in the dust on a bare floor. lt took a year to get used to it. l got one flimsy
tea towel every three months. And there was a toilet we had to bathe out of if the
running water* was cut off.'
(Adapted from 1bserver Magazine, 21 l 4102)

" Running water. water from a tap

c
JoB 4
'You miss English food, TV, home and family, There are bad days when you feel |onely,
tired and very hot, but the social side is excellent - though you have to remember you're
there to work. There's a lot of difficult behind-the-scenes* work and you've got to keep
smiling! But it's very rewarding when everything runs smoothly and everyone's happy,'
(Adapted rom Reach forthe sky, Forward Publishin)
*
Behind-the-scenes: people don't know about it

JoB 5
'On my first day at work l was told to be in at 4 am and not to tell anyone where l was
going" l spent the day driving around London in a double-decker bus* with people dressed
up as penguins.'
(Adapted from Reach or the sky, Forward Publishin)
*
Double-decker bus: a bus with two Ievels; one is upstairs

From Specklng Extra b,1 Mick Gammidge rO Cambridge University Press 2004 PHOTOCOPiABLE 27
 Uttt Horrres

House Doctor
Worm up
t Revise furniture and prepositions of place: ask students about what urniture ls in each
room in their house ano'where it is.
2 Ask about the colours of the walls, furniture, curtajns, etc. and if they like them.

Moin octivity
Listening
1 Explain English people usually go to an estate agent to buy a house. The estate agent
shows them houses. Tell students they are going to hear some people looking at a house
Students should listen and decide if the peop|e like lt.

@Z Play the recording once. Check students' answers.

Answer key
Theydonotjikethehouseandv;illnotbuy1t

@S Write on the board:

I\hat are the problems with the rooms? liaing room dining room kitchen
t] noUr
Te|l students to listen again and make notes about the problems. Play the recording twice

4 Ask them to compare their answers with a neighbour. Then check them.
ll'E-, L,ifllrAu,:
Language of
J9LJL|wl i q| rq qV v l!9,

:
nrcnncitinnc vln r.Yv:v,
},t9yvJl!,v,,J
nl.arp
Tl]rnlllre
IUlr llLul notln
l lvul lJ

or advice about what to change. Ask students to use their notes and talk with their
PREPARAT!ON neighbours for two minutes about advice for the owner of the house.
One photocopy for Listen to their ideas and e|icit/revise |anguage o suggestioniadvice, e.g. You should "

Let's .., Why don't you ...?, How about ...?

Speaking
to be House Doctors, Put them in pairs, Give out the
TeIl students they are going
photocopies. Ask them to look at the urnilure and he|p each other with unknown words.
lf there are stiIl any unknown words, ask other students before gving them yourself.
do tne F9ttow up acrVlty; write on the board:
FurnittLre for: Wtat colours for: Other things to use, e.g
- lrAfv La
- dining room? - walls? paintings
- liuing room? , catpets? min,ors, etc.
INhere to put it? - utrtains?
- fl,nnittLre?
Te|l them Student A is the House Doctor and Student B wants help. Explain that they
should look at Siudent B's plan and talk about the questions on the board. Student B
makes suggestions, but Student A decides what to do and draws the things onto B's plan.
4 Tell them Studeni B is now the House Docto1 and they should do the same with A's p|an.
5 Put two pairs together into groups of our. Tell them to Iook at each other's plans and
explain their ideas
Tell the As to choose the best plan A in their group, and the Bs to choose the best plan B.
,,
Listen to ideas about why they chose which plan and encourage comments.

Follow up
r Put students into new pairs: AA and BB. TelI them not io look at each other's plans.
Give students new photocopies so lhey have a clean version and thelr completed p|an
o Students describe their plans and their partner completes their new photocopy.
. They compare plans and see how correct they are.
28
f
! A

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ffi ==_off-
ffi, a
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il
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r.
ry FromSpeckingExtraby N,lickGammidge) Cambridge University Press2004 GEEfrtErilFl 29
 W** 4 Homes

A perfect home
,i

Worm up
1 Ask siucjents aboutt:eir robbies and interests, Askwnich need special faciIiljes, anc
which lhey can do al home
2 Tell ihem lo imagine lnev were very rich and could have any acilities at home they
wanied. What wouid lhey have? Give |hem a few,"ninutes lo talk wiih a neighbour.
VYii. i;
::,:|!,i::i ,,j

l::.l 3 Lisien lo their ldeas [ncourage comments and questions frorn other sludents,

,I
,:]|]1::i!.]
Moin octivity
ii
,]i':]],1i].;':],;i

:!r!ll,Pa
gi! Reading
::.|.l1:ll]nl.:i]]1
1 Teil sludents lhey are going to read about people's dream homes, Put thern in pairs and
gve out the photocopies_ Tell them to look at the words in the box and ask ther
'':r,,,l neighbours about any they do not know.
2 Ask if there are any words they stili do not know, Ask other students to explain before
expIaining yourself.
TelIthem lo take lurns reading the articles out to their partner, one by one, and then to
decide logether what the people are taIking about.
Check their answer5,

Svetlana: ballroom, Rajil: wor:kshop, Arnan{.g: ield, li: towe1 Ct,,rii, grnt oor,',

Speaking
1 Draw this lable on the board,
Nly top
"fiae
Next Jiue l They are OK. i Thanks, but |m not interested.

Explain lhat students should think ulhat lhev would like in lheir dream home lf lhey could
have the things in lhe box on the photocopy, The top five are the lhings they would ]ike
most; the next five are the five lhey would choose next The last section i5 thin95 lhey
tvould not want at aIl, Ask students to work alone and complete the tab|-

Ask lhem to compare what they chose with their partners and exp|ain why. Give them
five minutes.
Ask if any of lheir partner's choices were surprislng and why, lnvite comments and
questions from other students
Tell them ihat logeiher lhey can choose six lhings from lhe box, and they musl agree
which six to choose. Tell lhem they should try to do [wo lhings; write them on ihe board:
. Alree io let tlour slnrhrcr htlae something they ruatft i,|'thcy'll let yott ltaue sotLet|ting
yott zuari.
o '[hit*
of li,fJerent uses Jor thirLgs, so tltlt t/ott cgn both use them itt diferent r.uays,

Give them ten rninutes.

5 Ask i anyone got everr7thing they wanted, Ask what things they were able to agree aboul
Ask what diferenl uses they thought of for things. lnvite commenls and questionS rom
other students.

Follow up
o Pairs discuss their iCeas for a dream home wrth anything they want.
l Tbey draw uc a design for their perfe ct home with plans, abels and sentence's 3lving
short descriptions or explanations of important de |ai|s

o Dlspiay cr ctr-cuiaie the rJesigns for the class |o see and ask questions about
l Vote tc choose the best design.

3o
 llfrat are these people talking aboui? Read their texts and choose words from the box,

Sr,el ;na ___

Kd]lL

Amarda

Ali

Chr'rS

5ardy

arti5t's studio game5 room gym recording studio tennis court

balcony garage )acuzzi roof garden tower
ballroom garden libra ry Sauna tree-house
field greenhou5e private cinema swimming pooI workshop

lI
L
I|
t FromSpeaklng Exi,raby Mlck Gammidge (O Cambridge Universiiy Press 2004 lilEE6tEEMr 31
 {Jnt:t,4 Hornes

A messy home meons

o messy mind
Worm up
1 Ask students if they think that where we are can affect lhe way we feel and think-
2 Ask if they have any speciai piaces that always make ihem eel a particular way
3 Ask if they have got any suggestions for improving our surroundings to make us eel
better, e.g. our room or our house- Ask them to chat about it wilh a neighbour first.
Listen to suggestions and encourage comments,

Moin octivity
Listening
1 On the board, write Feng Shui [f.tr1 'fwer] and ask if anyone knows anything about it. lf not,
tell them it is a way of improving our surroundings, and that they are going to hear a radio
programme about it. Write these questions on the board:
1 lMere is Feng Shui from?
2 IMat is chi? [t!i;]
3 lNhat are three benefits of Feng Shui?
4 lNhat is clutter?
5 IMat should we do with it?
6 tNhy?
Ask them to listen to the programme and answer the questions.

@z Play the recording twice. Then ask them to compare their answers with a neighbour,
3 Ask if they need to Iisten again.
4 Check their answers:

5 Ask what they think o Feng Shui so far.

5peaking
1 Tell students they are going to read more information about Feng Shui Put them in pairs.
Give out the photocopies and ask them to read the text in section 1 and discuss what they
think about the information. ls it sensible and useful?
2 Ask their opinions and encourage comments on each other's ideas.
3 Tell them to look at the rooms in section 2. Ask them to discuss how Feng Shui could be
used and make notes.
4 Ask their opinions and encourage comments on each other's ideas.
5 Ask which room has the biggest probiem, and why.

Follow up
. |n groups of three or four, students discuss
how they might use the ideas in their own
rooms, houses, the classroom and the school building They make notes on each other's
SuggeStion5.
o The class exchange ideas and comment on each other's suggestions.

32
r
l
l
1 Read the article about Feng Shui.

en Fens Shtti
ips for the horne
$ Mirrors lift energy and expand spaces, but need to be used with
caution in the bedroom. Mirrors should never face each other
because they bounce chi between them,

$ Water features or aquariums encourage money to flow into your

life. Water or an image of water in the bedroom can cause ."'"''."'2
relationship problems. i,,,,ll , r,Sh
t q_-lz]Z
,$ Lights bring strong energy into the home, Candles give a soft i l'
light to an area and can create a romanticatmosphere. =i\ ,;,/,
,A*W
&Crystalsattractener9yandcanhelpwithhealingandyourffi
career. lt is good to hang them in the centre of a window
R &
$ Plants have healthy positive energy and can be used everywhere except ffi -{- \;-
ffi
near the cooker, where they can make the {ire energy too strong.
[ffif]
$ Wind chimes can be used to slow down chi, ln a hall, for example, 3l1U _ l.ffi
they can stop the chi rushing straight upstairs and help it circulate.
t # f
$ Paired items represent togetherness and romance and can help ,ffi W .W
strengthen a relationship. ffi \= Ej

2 How could Feng Shui be applied to these rooms?

l
fi
f
#
ry From Speoking Extroby Mick Gammidpe o cambridee univers]tv Pre55 2004 G!filllllrEElTlt 33
 Town and country

A nice neighbourhood
Worrn up
Ask siudents abourrheir neighbourhocds anC introcuce vocabulary, e.g Are there cny
schcois, restaurartts, parks? etc, Do yott like your neighbaurhoocj? Why / Why not?

Moin octivity
Listening
1 Tell them lhey are going to hear a woman ta|krng about her neighbourhood,

L2 On ihe 0oaro wrlle:

t\re t],tese things itt ller neghbotLrl,Load? . Does she like thetn?
shops
cqf
restaurant
sports ientie

Cll,Lernn
lsnts itop ,

iruirntning paol

TeiI them you will pIay the recording twice. PIay the beginning: stop ater lt's got a lot of
good shops, and the people are very friendly.
3 Ask for answers to questions about shops. Write Yes, Yes next to shops.

@+ Te|l the students to answer the other questions. Play the recording twice.
5 Tel| them to compare answers with a partner before you check thern.

,",nn*,eilte,,;,",",],;.:'i,',"":""",',',.i.:..u,,:i;;i:l|1;",,,';,;l;:;tr;::liii:;..:;;,
,:: s.hb'ps;,Yb,:Yeii. ca; Ves,,Y.ssi;.resiaurqnt,;T,"",,ltri-,ibcji,g,$rfrti,Y"eh",&*,""jl.-,,;':..',:,:"",
' ,*1[6, Y:;, rir", V6r;,:Puuip, v"1,'t*,;;,o*rr}iirr|!ffi[.xa"""-,,",';:,,...
"li: i,ner1'
Te|l them they are going to hear the same woman phoning about a lat. On the board, write:
1Wrhat's her natrc? 3l,\hat's she going to do on SLttttrdny?
)I\1,ite tlotttlt the plnces she n-rks nbout. :]WiIl she rent the fltlt?

w ' lvl' LllcllILl lcY Vvlll jlgql Lllc LvvlL.' l loY lL L\

:rj;,nsa:rt;'fb7,f7rh, ""', .: r ,,, -, ''LUlulll5
i]:"ii]:"::,i i r',l-:", _{ .]: _;_,',]:a i
-
,::ir"t*];.;,i-o^;,,,':,-"'.'',r" . .;k why / why not?
.,.: -__ ,,",; :,_, ,, ar..-_,_ __i..__:;- : ]1,:- , _:,r:::,::! .: :: ,i;, _ : " , :

,,, ,tr Suzanne Giles":;2 lh'e flati.qljqpsi rEstg,qi9rits,gnd'orii9fh'ere! .ao,sorts ,,3 Sh's-
]going t'o s.e th.flat. *::!.'!!"rh. *iilljslilfs_ tle bin'ina' nd,:swiryrning pot).
i] j';]i:,,|i;,!!i};i: j5ii:i: ,t
; #il'
'1 Pul students into pairs, You could have them sit back-to backto do the phone call.
2 Telllhem lhey are going to have a phone conversation like the one on the recording, and you
are going |o grve lhem information first, but ihelr must noi look at each olher's information.
3 Girle out the role cards: one person has A and the other has B
4 Tell lhem they have two minutes |o study their card and underline anything they do not
understand Mlove around the class expIaining lvhere necessary, Check very iarge c]asses
all rogpllp1 |o save lime,
5 Tel| rhenr to starlthe ccnversarion. Go around helping, bul do not in|eri,upt Llniess necessary.
\A/hen rhey have jnishec, le]l better palrs io repeat it for lhe class

Follow up
r Ask slurjents ]f thev ]ike rhe neighbourhood
n ill groL-tp5, they say what lhe,v,,\,anl ln the neighbourhco.d and aOd inin95 lo ihelr rraps
. ira5s the altereo maps around rhe cIass or put ihe map5 Lrn ihe tvaii fcr compariscn,
34
 ,'f
l- A nice neighbour}rood' 5.t
. _.n!

1 A
You are going to move to a new town for your work.
You have got an advert or a flat. It looks good.
You want to know about the neighbourhood. Large two-room flat.
About you:
t380 a month.
31 East Road, Grinton.
1

You haven't got a car.

You like sports, Phone 367841
You don't Iike cooking.

Think about what you want in the neighbourhood.

You are going to phone and ask about the neighbourhood.

At the end of the conversation, say if you want the lat or not.
you can start the conversation like this:

Hello. My nafite's .., altd l'm phoning about the Jlttt.

B
You put this advert in the newspaper.

You have got a flat and you want someone to rent Large two-room flat.
it rom you.
t380 a month,
Someone is going to phone you to ask about the 31 East Road, Grinton,
neighbourhood.
Phone 367841

Study the map.

you can start the conversation

like this:

367841. (Your name) speaking.

l
}j
+
l,
ry From gpeaking Extra b\/Mick Gammidge to Cambridge University Press 2004 35
 nit Town and country

Then ond now

Worm up
1 Ask the class about the neighbourhood around the school, e g. Are there any schaols,
restauront;, parks? Hcw many shops, cafs are there? Use this to revise any words from
lhe Key language and to teach any new words.
2 Ask what has changed in this neighbourhood.
3 Put students in pair5. Tell them to describe their home neighbourhoods to each other
and include any changes they know about or have heard about.

Moin octivity
Speaking
1 Give out the photocopies to the pairs: one person has photocopy A; the other has
photocopy B, Tell them they must not look at each other's photocopies,
2 Tell them to ialk about their pictures and find four main changes that have happened in each.

3 Check their answers With strong cIasses you can do this as a dictation, but inciude wrong
tnformation and tell them to correct it.

KEY LANGUaG,,
bank, block of flats,
Answer key
ln Wellham: ln Marlord.
. -The dico haS.]becom a theatre,." . lhe pub used to be a police 5ration,
. The restaurant used to be a bank . The sports cenLre has replaced the factory
. The footbridge has replaced lhe . ]'hey have buit the Lilcklof lats',on |he"park.
pedeStrian crossing. l The supermarket ha5 ciosed, . . ] ,1,.
. They have built an olice block on
the market,
,,,

b dgei disco, factory, Listening

1i
mar!et;, offi9e bloik, 1 Tell the students that they are going to hear a radio interview about Wellham, and they will
,,,',',
hear the interview twice. Tell them to make notes on what people think about the changes.
pedestrian,crossing,,,
pub,,,ryitauradft, @ Z Play the interview twice.

'
,

3 Tell them to compare their notes with a partner beore checking their answers.
|poltsentre,, ,,
4 Ask how many peopie spoke to the reporter, and who they were.
u F er ma rke,t,,th e atre;,
preserlt, slmp lq, there., , Answer key
There were three people:,th,e,o|d ryan, the womgn who is his daug.hter, and her daughler:
is/are, there wm/werq,
used fo,,present 5 Ask whal the peopie say.
perfec!,, PrPositions
Answer key
q p[ace,
,, |,,
O]d man: Woman:
. . , , .Weilham is better. : ,, .,:
:

Wejlham is getling worse. l ,,,i ,:, ,

PREPARAT|oN,, .The footbridge ,s good.

One photocopy for,
. Business is more importnt than peoo1e .The new theatr js fantaslic.
. There are |oo many cars. Girl:
each pair of 'students, . Weilham is gel ting worse.
the photocopies cut . The disco Was 0ette1 lhan the tnealre.
ihto their'two sections

iE:] track 9 Follow up

o Ask students or their opinions on the comments made by the speakers, Are they sensible
comments?
o Put two palrs Logether into groups of four.
r TeIlstudents to look al all the pictures, and discuss the changes in both towns. Tell them
they have ten minutes lo decide which changes are good, which are bad, and why.
r Go around helping where necessary, and listening for interesting comments.
l Ask the better groups to explain iheir ideas to the class.

3
# E# it l| Il ,!t
T
x
3
tf
A B
(D
a Yottr partrrer has a picture of Wellham today and Marlfotdin1,975. Your partner has a picture of Marlford toclay and Wellharn in l975.
to
lr Dot-t't shor,r, each otlrer your pictures, but describe them and find four Don't show each other your pictures, but describe them and find fclr-rr
big charrges that have happenecl to each neighbourhood. big changes that have lrappened to each neighbourhood.
a
o-
S Wellham in 1975 VIarlford in 1975
-
6)
o
3
3.
a
o
O
o
-
U
3
5,
a
o
o
3
=
O

1)
o

r**
U
c
}:

Marlford tociay Wellham today I

t
rI
&

I
t

*
ffD
ll,
ln
l!,
lGt
clt
u,
q {

l,,*}
 *nit S T"own and country

A business proposition
Worm up
1 Put students in pairs. Teil them to describe their home neighbourhoods lo each other.
2 Ask questions about iheir neighbourhoods. Ask i there are schools, restaurants, parks,
etc. to lntroduce the vocabulary in the Key language.
Tell them to discuss what acilities would improve their neighbourhooo and why. Ask for
examples of their ideas.

Moin octivity
1 Tell the class this anecdote:

There is a story by Somerset Maugham (an English novelisl) about a young man who visits
a small town and wants to buy some cigarettes. He walks neariy a mile (about 'l .5 km)
before he finds a shop, so he goes backto the place where he started from and says, 'l'll
open a tobacconist here.' He does and it is a grea| success. For the next 20 years, the man
walked the streets o England looking for cigarettes. When he had to walk too far, he
opened another shop. He was a mjllionaire by lhe time he was 35.
2 TelI them they are going lo start a business as the nran in the story dld.
3 Put them in groups of four.
4 Give out the photocopies,
minutes
5 Teil them to evaluate the three different neighbourhoods and decide which one site wouid
be the best to open a shop or start a business in, They musl decide what type of shop or
business they think would be successful and choose the best area for it. You could give
thern examples to heIp them, e.g. an lnternet caf, gym i health club, late night
convenience store. (A |ate night convenience store is usually open until about ,l 1.00 pm. lt
sells newspapers, cigarettes, basic groceries and often alcohol. |t also stocks other simple
nece55itie5 |ike pens, notebooks, aspirins, etc,)
After discussion, one student rom each group gives their group's decision and reasons to
the class. There is not one obvious, best location.

Follow up
o Ask the groups if they think their business idea would be successful in their town or the
immediate neighbourhood around the schoo|, and why i why not.
e Te|lthe groups to think about the best shop or business proposition for their town or
immediate neighbourhood around the school, and where exactly to put it, Tell them to
think of a good name for their shop or business.
o After discussion, one student from each group expiains their group's idea and reasons to
the class.

PREPARAT|ON
One photocopy for each
student

38
 j
buslness proposition
,l'

5,g

Imagine that you are business people who are going to open a shop or start a business
together. There are three possible shops available that you could rent shown in the maps
below. Discuss the alternaves, Decide what type of shop or business would be successful
and choose the best neighbourhood for it.

+
U
+ Fr,cn,l Speoking Lxrc b,v fuljck Gamnriclge :tit C.rrrlOr. Unive rsrty Pre55 2001i 39
 Un*t & TraveI and totlrisrn

HoteIs
Worm up
1 Ask students if they siay in hoiels on holiday, or on business. Ask them about the best
hotel they stayed in. .

2 Ask what informatjon they need to know beore they choose a hotel, Give them two
minutes lo talk about it with their neighbour, Tell them to make a list.
3 Write iheir ideas on the board_ Elicit any key vocabulary that they do not mention: meals:
breokfast,lunch, dinner,, sing|e raom, double room; charge; Iocation.

Moin octivity l
1Explainthathalftheclassaregoingtobetouristslookingforahotel.Theotherhalfare
going to be hotel workers. They are going to have a phone conversation.
2 Put students into groups o four. Give out the photocopies, one card to each student in
the group. Tell them to look at their own card and ask you about anything they do not
I
understand. a

3 0n the board, write:

HOTEL WORKER: Hello. XXX Hotel.
TOURIST; Hello. I'm looking for rooms. l'd like . .. !
Explain this is how to start the conversation. The tourist should tell the hotel worker what they
want and ind out the information they need. Check that students understand.
4 lhat they shou ld phone both hotels and then decide wh ich is better for
Tell th e tourists
them. Ask the tourists to put up their hands, and then ask the hotel workers to put up their
hands, so students know who is who. TeI| lhem to find a partner wilhin their group of four
a
5 Ask them to make the phone call. You could tell the tourists to sit back-to-back with a
hotel worker to make the call.

preselt_9im Ask tourists to change partners in their group, and sit with the other hotel worker.
7 Teil them to make the phone call.
8 Ask students to exchange photocopies so that the tourists are now hotel workers and
hotel workers are now tourjsts.
9 Repeat steps 4 to 7,
1O Ask students which hotel was better or them a5 tourists and why.
11 Letthegroupseea|lfourro|ecardstogetherandaskthemiftheythinktheychosethe
better hotel for them

Follow up
o ln the groups o four, two students work together with the hotel worker role cards, and
they change the jnformation on the cards in any way they want and add rnore inormation.
The othertwo students worktogether with the tourist role cards, and they change and
add to their information.
o Each student has a role card and the tourists make two phone calls to the hotels and
choose the better one for them.
. you can have students exchange the role cards and repeat if there is time.

40
 r
I ToURlsT A ToURlsT B
Two o1d h,iends of your famiil, first met in You arrd ).our kend love goif. Dunmeath in
Dunmeath in Scotiarrc1 70 \,,ears ago. They Scotland has a very famous golf course.You
tvant to rrsit lhe cih, again. want to go there for a golfing holida,v.
Thev asked you to go with them. Thev want You want to do some shopping too.
vou to help them because they are qulte old.
In the evenings, vott want tb enjoy the ci{s
She is 88 and he is 92, and they can not ltaik
nightlife, so vou do not want to get up early
very welJ.
for breakfast.
You ,"vant one single room for you and one
Goif is expensive, so you want a cheap hotel.
double room for your friends.
You have got the names and phone numbers
They want somewhere quiet, but near the
of two hotels.You want fwo single rooms;
Centre.
one for you and one for your riend.
They have not got a lot of money, so they
You have goi the names and phone numbers
want somewhere cheap.
of trvo hotels:
They prefer to have dinner in the hotel, so
they can go to bed early.
o Golfer,s Hotel: 03897 784596 (Rooms from E0)
. Central Hotel: 03897 862664 (Rooms rom 50)
They gave you the names and phone
numbers of two hotels:
o Golfer's Hotel: 03897 784596 (Rooms from f0)
o Central Hote|: 03897 862664 (Rooms from f50)

x---------

HoTEL WoRl(ER c HoTEL WoRl(ER D

You work at the Golfer's Hotel in you work at the central Hotel in
Dunmeath, Scotland. Dunmeath, Scotland.

Rooms and charge Rooms and charge

o 1st, 2nd and 3rd loor: [75 single, [100 . 50 single (with breakast) ONLY ONE 5lNGLE
double (with breakfast) 0NLY SlNGLE ROOMS RooM LEFT.
LEFT oN THESE FLOORS.
. E75 doub|e (with breakfast) ONLY TWO
r 4th loor (NO LlFT): E0 singIe, 85 double DOUBLE ROOMS LEFT _ ON GROUND FLOOR,
(with breakfast) 0NLY DOUBLE ROOMS LEFT
oN TH|S FLOOR- Meals
Breakfast only, no other meals in hotel.
Meals
Breakfast included, 7.00-B.30.
Breakfast included, other meals extra,
Breakfast 7.00-10 30 Location
Lunch 1 2.00-14.00.
ln the city centre.
Dinner]900-21.30.
Very busy shopping street.
Next |o caf/restaurant and a night ciub.
Location
Lots of buses and taxis.
About 5 km from the centre,
Quiet part o city next to the golf course.
F
Lots o buses and taxis.

+
l# V
oo

l ffi lrom 1peakng Extra hy Mick Cammidge (0 Cambridge University Press 2004 4,t
 Travel and tourism

Trovellers' to les
Worm up
1 Ask sludents where lhey go on holiday and what ihey like lo do
2 Ask what they think mosl peop|e like to do on holiday.

Moin octivity
Listening
1 Tell students they are going to hear a TV programme about holidays. Ask them to answer
the questions you write on the board
1 Wo is the intmsiauer? 5 Does she like the beach? IAhy / WLty not?
2 Hozo many people did she questiott? 6 Where did the second tnan go on holiday?
3 Were cLoes the first nun like to go? 7 W does he remember the holidtly?
4 |Wat type of place does the woman like? 8 Wat zoas the animal's problem?
|;' ,.,
1;..;,,1;::.' .. . .. ::.'.:
q@ Z PIay the recording twice, and then ask i they want to hear it again.
3 Tell them to
-':
compare their answers with their neighbour beore checking them.
, , ,", , ,, .] , ', --:. .'--, i, rI,,:i,,. -, ,,,i,,,,
30_.a5 minute' ::"
, r lrlrtrra ]ones. ,2100. nnywhiewittr a
sobd]neJr,, +:ptuei,*tn Nsto.v: , , ,
:.

s rvo .iir does. nol tke 9li trre people"*itnbiiioroti,ei, o,rh.e"vatlev, oi tire r<iirss, riear, i;
'KY IANGUAG,, Luloiin Egypt;' 7 Bcause,of ,acizy,donkeytiat,ran of witii;hrri;,8'ltwas jealous: li ,

Present simple, use_ajoUethenumberoneOonky,,brlrwasnoWthe'numbe,rqwgdonkeybeuse',it,

present perfect, ,,

past simple
Speaking
1 Tell them they are going to do the survey from the TV programme. They are going to ask
PREPARAT|ON other students about their holidays, Put them in pairs and give out the photocopied
'
,
,.One photocopy for] ,.,
sections,

, each,pir of students, l,
2 Ask them to look at their section and ask about anything they do not understand.

_ the'photocopies cut]: . 3 Tell the pairs they are going to work apart and ask five diferent peopIe. They should write
, i*to their two sections the names and take notes about the answers.
4 Go around the class helping and noting interesting answers.
q' track 10
5 On the board, write;
sECTio}
|: Wrut did most people nnsruer for questiotLs 1-4?
What were the tttost interesting answers for qttestiotts 5 ttnd 6?
SECT/OI,i B
:, \htat did ruost people answer for question 1?

:;
I

IArhat uere the most interestittg anxoers for questions 2-7?

,1 Tell them to go back to their partner and exchange information.

li 6 Choose a pair and ask lhem to tell the class what their partner said, For jnformation like
. 'most people said', ask other pairs i they got the same resu|ts. For lhe 'mosl interesting'
l information, get examples from other pairs.

Follow up
o Put section A students together and section B students together in groups of four.
. They put their information together lo make a poster:
Section A students use charts or graphs to show their information, e.g. where most
people go and what they do on holiday. They also choose the |wo most interesting pieces
of personal information and write a short description.

Section B students use charts or graphs to show their information, e.g. how often people
travel. how manv places people have visited, the most popular foreign countries. They also
choose lhe two mosl interesting pteces of personal information and write a shon description.
42
$t lf-F ,X,
r n
T

(n
-o
o
3
sEcTloN A sEcTloN B
a
3 1 In the city, rvhiclr places are most important for a good holiday? 1 TIorv oftcrr do you go or-r iToliday?
/o
rn o good shops and restaurants
o
(, o galleries and museums ._________-___-----__-_

6,
o caf s and discos

6)
D
. otner (ask what) 2 \Mhere have you visited in your own country?
3
3,
o
,o
(D
Irr the courrtryside, whi,c}r places are most interesting to you?
o
c)
o . forests
3
a, o mountainS
-,
3
.__----------------_.--
Which was your favourite place, and why?
o
o_
,a
o river
C
=
o
o other (ask what)

-o
Orr tlre bcach, what do you usually spend most time doing?
N
O o swimming in the sea 4 Have you visited any other countries?
O

l
'
o olher Water SpotS
tl o lying in the sun
. none of these (ask why)
5 Which was yoll favor.trite country, and why?
\Arhere do you usually spend most ot yor-rr holiday tinre?
. in ihe countryside
o in [he city .------.

o on the beach 6 \{hich counLry do you want to visit the most?

. othe (ask where)

5 \A/hat do yor.r like doing nrost on hoiiday?

7 Whiclr 1roliday clcl ytltt renretnbct: the t,ttost, and lvlry?

6 Wlrat is 1,ottt, iclea of t)-re perfect holictay?

u,
 **,gt & Travel and tourism

Life's on odventure!
Worm up
1 Give out the section o the pholocopy that has the photo. Ask what it is (an advertisement
or an adventure holiday). 1

2 Ask if it is the type of holiday they would like, and why / why not.
3 Ask what other adventure holidays they know of.

Give them a ew minutes to think of other ideas for adventure ho|idays with a partner.
Listen to suggestion5 and invite comments"

Moin octivity
Tell students they are bosses of an adventure travel company. Put them into groups of
eight or more. Divide each group into four pairs.
2 Give out the photocopies face down. Explain that the photocopies have information about
four diferent holidays- Ask each pair to take one without looking at it.
3 Tell them to read it and ask you about anything they do not understand. Write any
unknown words on the board and ask students to explain before giving the meaning
yourself.
4 Ask them to discuss the extra services on their sheet, and decide which ones they would
choose.
5 Tell them they are going to make a radio advertisement for their holiday and present it to the
class. ]t should be about a minute long, with the following information. Write on the board:
where?
,cG e, coves, facliti es;,
na
ten days
galleon,Iuxury, oasis,
packoge holiday, accommodation - hotel?

p rof its, tem pl e, wate rfal l, actiaities

wildlie, wreck; any other information?

language of comparison,
sensational adjectives
PREPARAT|ON
:,
0ne,photocPy for ..g6
group of eight students,
the photocopies cut into
their ive sections
Explain that they should try to make it imaginative and sound like an advertisement, with
lots of sensational adlectives. Refer to the first photocopy as a style guide_ They can also
use short pieces o interview with past customers |f they want. Go around helping as they
prepare and practise.
6 Before they present their adverts to the class, tell everyone they have won a hoIiday
, , , ,1 competition, and they can choose any one of the holidays, except their own, as a prize.
7 Have the pairs present their advertisements in tum.
8 Ask students if they want to ask questions about any of the holidays before they choose.
9 Keep score of which holidays are chosen on the board.
1o Declare the most chosen holiday the 'Best Holiday of the Year' and give the winning pair
a clap.

Follow up
o ln their pairs, students design holiday posters with:

- name o company
- name of holiday
- short paragraph giving a general outline
- headings of speciaI features with basic details
- drawings with capLions
They can use the information they were given or design a cornpletely new holiday rf they wish
o Students look at each other's posters, ask questions and make suggestions.
o you could take a vote on:

- the best ho|iday

- the best poster
44
 -]
,ffiffiffi
ji,'+li-i_.,*
]= brings you:
The holiday o a lietime or people lvith a thirst ot adcenture!

t Get away from the crowds and enjoy the mystery and

t
e;<citement of a place that even time otgot. Irek high into
the breathtaking mountains of Petu on horseback, and see
or yourself the amazing ancient city o Machu Picchtl at
sunset. [xplore lhe ruins of the lost city of the lncas and
feel its history surround yor.r. Trek to the beautiul *earby
-,rillages and meet th fa5clnatiflg local,people, hare in
I_

t-
A Amazonian rain forest holiday
two nights in a luxury tree-house 0 eur05
Your travel company must book faciIities and services in
jungle survival course 20 euros
advance or other package companies will book them first.
wildlife trip into the deep forest 30 eur05
Market research has shown that most customers will not pay
I more than a certain price for your holidays. To maintain your locai peopie - musjc, dancing and food 30 euros
profiis forthat price, you can afford to spend only 150 euros day trip by 1eep to the enormous wateraiIs 40 euros
per person on extra services, in addition to your basic costs. fishing trips up the river by canoe 30 euros
Opposite are the choices of services and their prices.

l.
t B Himalayan mountains holiday

r
climbing course 30 euros
Your travel company must book facilities and services in
trip to the glaciers and ice caves 30 euros
advance or other package companies will book them first.
hang,gliding course 0 euros
Market research has shown that most customers will not pay
more than a certain price for your holidays. To maintain your market tours with local guides 20 euros
profits forthat price, you can afford to spend only 150 euros white-water rating Cown the river 40 euros
per person on extra services, in addition to your basic costs. horseback visit to ancienl temples 30 euros

I
Opposite are the choices o services and their prices.

J c Caribbean coast holiday

weekend diving course 40 euros
Your travel company must book facilities and services in
m]nl-submartne visit lo the wreck of an
advance or other package companies will book them first. anc ent Spanish galleon and pirate ship 0 euros
Market research has shown that most customers will not pay
more than a certain price for your holidays. To maintain your
water skiing with high-powered speed boats 30 euros

proits for lhat price, you can afford to spend only 150 euros boat trip for shark ishing 20 euros
per person on extra services, in addition to your basic costs. boai tour exploring lhe is|ands 30 euros
Opposite are the choices of services and their prices. horse riding along the coast to nearby
ishing villages 30 euros

D Egypti a n d ese rt ho li day

two-day camel trip to a desert oasis 30 euros
Your trave| company must book facilities and services rn
visit tc ancient tombs 30 euros
advance or other package companies wiIl book them first
Market research has shown that most customers will not pay market tours wilh local gutdes 20 euros

more than a certain price for your holidays. To maintain your boat trip down the Nile 30 euros
profits for that price, you can afford to spend only 150 euros balloon trip 0 euros

+ per person on exlra services, in addition to your basic costs,

Opposite are the choIces of services and their prices.
weekenrj divlng course in the Red 5ea 40 euros

3|
* From ;oeaking Extra v Mick Gammidge (O Cambrldge Universlty Press 2004 45
 iJmit P Food and drink

Recipes
Worm up
1 Put the students into group5 of lhree. Check each group has a dictionary.
On the board write the headings:

food/drnk waus of mnkins food/drilk

Tell the studenls to copy them.
Te|l the students this is a competition. You are going to write 20 words on the board and
their team must work together to write the words in the correct list as fast as they can.
Tell them to shout 'Finished!' when they inish.

2 Write the words and headings below on the board:

beat heat pour food/drink uaus oi tnakitp food/drink

bOil lunon salt andpepper
cheese letttLce slice
cucumber milk spread
alt ol stir
rv omelette tomato
gTill onion

When the winners finish, stop the other teams.

Askthe winners whlch list each word goes in and write the words in the lists,
Check everyone understands the meanings, asking the winners to explain any unknown words.

Moin octivity
Demonstration
1 Mime making a fried egg sandwich, giving instructions as you do it. Say:
Take some bread. Slice it. Cut two slices. Butter it. Spread butter on both slices. Take
two eggs. Break them tnto a dish. Beat the eggs. Add a little salt and pepper, Stir the
PREPARAT|ON eggs. Toke a frytng pan. Pour in a little oil. Heat the pan" Pour the eggs into the pan
and f ry them. Put the fried eggs on the bread. Put the other slice on top.
'*,':' 2 Mime eating the sandwich. Ask the c|ass what you are eating.
Zi! il
1.1..ri:,:!: 3 Ask lhe wlnners to come to the front. Repeat the instructions, Tell them ro acl out the
instructions as you speak.
4 Then tell them to repeat the instructions to the class. Help where necessary. TeIl lhe cIass
to mime the actions.
Speaking
1 Give out the sets o recipes to the groups; each member has one recipe. Te|| them not to
look at each other's or tell iheir partners the name of their recipe.
Ask who has recipe A. Tell those students to give instructions to the team member on
lheir Ieft. TeII the member on the left to act out the instructions, TelI the olher team
member to guess the recipe. lf they can not guess, iell students to repeat the instructions
and aclions again.
When they have finished, teIl the students who acted |ast time to give instructions for their
recipe to lhe person on their let, the person on the left to act them out, and the other
team member to guess the recipe.
Repeat until everyone has had a go tnstructing, acting and guessing.

Follow up
o Tell team members to work together and write a list of instructions or another recipe.
. Tell one team to give inslructions to another team who acts them out. Team members
take turns giving one line of instructions each.

46
 Recip*s

A cheese ond cucumber sondwich

-
B Vegetoble omelette

dz

i
Mixed solod

F Frcm Soeaklnp Extrabv Mick Gammidpe O Cambridpe []n]ve!,sliv Press 2004 fiffiE?lllllrlllltt 47
 nt 7 Food and drink

Menu,pleose
Worm up
t Ask if any students or their friends are vegetarian, or if they know any vegetarians.
Do they eat any ktnds of'meat? Do they eat fish?
2 Ask if they or their friends are aIlergic to any food. lf any students do not know the
meantng, ask another student to explain, or explain it yourself.
3 Ask if they or their friends ca n not eat or drink anything because of their reIigion. You
could mention that Jews and Muslims, for example, do not eat pork, or that Hindus do not
eat beef.

Moin octivity
Listening
1 Give out the photocopies. Tell the students to read the menu without dictionaries and
underline any words they do not know.
2 When they have finished, tell them to talk with their neighbours and explain each other's
underlined words i they can.
3 Ask i there are any words they still do not know, and invite other students to explain
before you give the meanings yourself.
4 Tell students they are going to hear stx different people choosing from the menu, and that
they must match the speakers with characters listed in question 2. Ask students to read
the descriptions of the people and check that they understand.

@ S Play the recording twice, and then ask if students want to hear it again.
6 Check the answers.

Speaking
1 Put students in groups of four
Tell them they are customers in the restaurant, but they must pretend that they are one of
the characters from the list in question 2" Tell them they must not tell their partner which
character they are. They must talk together about the menu and decide what to order
They should suggest dishes to each other and oerto share dishes. They must guess their
partner's character after they decide what to order.
As they talk, you can go around pretending to be a waiter/waitress, makng
recommendations about the dishes on the menu.
After the first game, ask how many students guessed their partner's character. Remind
them they should try to find out by suggesting dishes to each other and offering to share.
Play t'he game again with students pretending to be diferent characters from the list.
Students could change partners for each new game.

Follow up
o ln pairs, students write down three new mea|s, each with a starter, main course, side dish,
dessert and drink, using the menu or their own ideas for dishes. Each meal must be
impossible for one o the characters to eat. Pairs then exchange notes with another pair
and decide which characters can not eat which meal.
 1, Read the menu and underline any words that you do not know.

Tjsten to the people speaking in the restaurant. Match the speakers with the inormation
about who they are.

man
Woman

2 man

3 man
Woman

4 woman

a Vegetarian - does nol eat meat or fish,

b A||ergic to seaood - it makes the person ill
c Heallh Proolem - can not have strong food or drink like cofee, pepper, garlic, chilIi, other spices.
d Religious - can not eat pork or any part of a pig"
e Not much nnoney - does nol wanl to spend a iol,

t f Trving to lose weight - want5 to avoiil atlening foocis

H
rm
#m* F Food and drink

Food for thouqht

Worm up
1 Ask sludenls if tney lhink different oods can Cnange oUr slate of i,nind, i e. change the
way we think or feel.
Ask lf they think that certain personaIity rypes tend to prefer cerlain |ypes o ood.
l Do pgsstonate peaple tend to prefer hot, sptcy food?
o some peopie think eating a lot of meat makes people aggressive,
2 the c|ass that they are going to hear a description of Ayurveda /aleverde/. Wriie the
TeIl
word on lhe board. Ask if anyone has heard of it, lf anyone has, askthem to tellthe class
what they know. Tell the class that Ayurveda ]inks our personaiity with what we eat-

Moin octivity
Listening
1 Before you play the recording, write these questions on the board under Ayurveda:
7 Whgt s its histoly?
2 How manll elements itre there?
3 |\hat t]re doshas?
ici) z Play the recording, Ask the studenis if they want to hear it a second time
3 check the answers.

4 Clean the questlons off the board. Write the names of the three doshas on the board. Tell
the students they are going to hear the interview again. They should make notes about
the posilive and negative aspects of the personaljties of each type o person.
5 Play the recording, Then ask lhe siudents lo compare thejr answers before you check them

,. ,: positive: se]f-confident, ,posilive: energellc, po5ilive: eaSy-golng,

iively, do lhings organis9d, warm, liend|11 re|axed
.qulcklv
negative: anxious, negalive: critical- criticjse ' negative: bored, boring
other peop|e and
themselves

Ask the studenls which iype they think they are. Then te|l them that they are gcing to do
an activi[y to fino cul.

Speakng
1 Divide the cIass into pairs and cail one person A and the other B,

2 Give a photocopy lo each student face down. Tell Student A to turn over their pnotocopy
Check ihey understand the first instruclion Do lhe firsl question logelher: Do you aften
get excited by thtngs?
3 Go around the c]ass and help where necessary.
4 When Siudent,A has iin]sheC interviewing Student B, Student A puts down their sheet and
Studenl B picks up theirs and becomes the intervretver.

Follow up
l Asl< stucjents to write a ,,vrilte n r,eport about what theV ha,re been toId,

5o
r
1 Intervrerv your partner about their personaliw and habits. Ask them how much the following
characteristics appl;r to ihem, and write a score lrom 1 to 5 for their answers. If a statement is not
at all true for them, score 0; i it is 100% ue, score 5, \Vlren you have finished, find the total
score for each body ne.

Va,ta Ptta ' I(,apba

Oten get excited Like to have an caim, relaxed
by things organised life perSon

f Do not put on
weight easily
Become angry
easily
Gain weight quickly
but lose it slowly
Learn quickly but Have a good Tend lo walk

I
forget qUiCkly appetite slowly
often have cold Like ice-cold Like to get up
hands and feet drinks late

I
Like to talk Do not like spicy Learn slowly but
An imaginative ood like chillies remember well
per5on Critical of myself Do nol like cool,
Often have dry and others wet weather
t skin often feel too
hot
Fee|
eating
tired after
Making decisions
is difficult Have a good Eat slow|y
Walk quickly appetite Do not get angry
often find it hard Often impatient easily
to s|eep Become tired in Kind, riendly
Oten worry hot weather person
about things Prefer regular Need a lot of
Do not have many meals sleep
reguIar routlnes Like challenges Not easiIy
Total excited

2 Look at the three scores for,vour partner. If one score is a 1ot higher than the other two, then the
high score shows their body pe (e.g.Vata 45, Pitta 24,Kapha22 means iheir body type isVata).
If their top two scoes are similar, then they are a mxed body pe (e.g.Vata 36, Pitta 38, Kapha
17 means their body tlr:e isVata/Pitta).
J Tell,vour parine their type. Do they recognise their personaiity from the description of their type
in the radio programme?
4 Ask your partner about their diet and give them advice from ihe information below.

,. Vata Pitta I<vPba ...:

Good Good Good
warm ood and drinks cool ood and drinks warm ood and drinks
Sweet, sour and salty tastes Sweet tastes Bitter ta5te5

E 5picy, oily food

Small, frequent meals

Bad
Regular meal times
Vegetables and sa|ads
Light meals, salads and soups

Bad
cool ood and drinks

E
Bad ,

Cold foods, raw vegelables and Sour and salty tastes Sweet and sour and salty tastes
quick

j
iced drinks lrregular meal times and Snacks between meals
Heavy, infrequent meals snacks
Danger foods
Danger foods Danger foods . Tomatoes, poLatOes
o Spinach, potatoes, peppers, o Tomatoes o very juicy ruits
mushrooms, lomatoes, o Bananas o Milk, cheese, yoghurt
aubergines r Oils o Fat, fried food, oi|y food
r Apoles, a|| dried fruits r Seafood r Sugar and all sweets except honey
e Beef . Hot 5pices, salt, garlic
. White Sugar
 Ljmt Desgribing peopie

Lost!
Worm up
1 Elicit: eyes, hair, skin.
wavy.
{
On the board, write: curly, dark, fair,long, short, straight,
2 Make sentences about students, or famous people, io teach/revise the adjectives, e.g.
Paulo hqs got short hair. Tina's hair is long and curly. Include darklfair skin and eye colou r
3 Ask them to describe a student in class, so others can guess who they are describing.

Moin octivity
Listening
1 Put students into groups of four. Give each group one copy of the complete photocopy.
2 TelIthem they are goingto hear information about a lostchild. They rnustfjnd the chiId on
their photocopy.

@ e Play the record|ng twice. Ask each group to decide which child is lost. Ask if they want to
listen again.
4 check their answers

5peaking
1 Tell students they are going to play a game.
2 Give one student in each group the phoiocopy of the complete page. Put the separate
cards in a pile face down, Students take a card each.
3 Exp|ain the rules:
o The student with the photocopy of the complete page describes one of the children,
but does not show which one. They must not describe the child on their own card,
o |f nobody has the card with that child on it, they give the photocopy of the page to the
next student, and they describe a child.
o when someone thinks that they have got the card with the |ost child, they show it to
the speaker.

- lf they have got the correct card, they keep it and take another from the pile.
They cross out that picture on the photocopy. Students must not describe crossed
out pictures.

- |f the card is wrong, they put the card on the bottom of the pile and take another.
They do not cross out the picture on the photocopy,
o The game continues until all the pictures are crossed out and a|| the children are
found, The person with the most cards is the winner.
4 Start the game and go around checking students are following the rules.
5 When the games are finished, ask how many cards each winner has, to ind the
class champion.

Follow up
r Each student draws a picture of a face, and writes a description on a separate piece of paper.
o col|ect the drawings and give [hem out randomly. check that nobody has got their own
drawing back.
. sludents move around the class describing the picture they have got. They can ask
questions about the pictures, but they must not show them to each other.
o They make a note of who might have their picture.
o when everyone thinks they have found their own picture, they look to ind out who is right
and wrong.
f
:
4

L l^
i.., LL'

eyes: brown eyes: brown eyes: blue eyes: biue

l
t
t

i
rb eyes: blue
eyes: brown eyeS: brown eyes: brown

t
t
i eyes; brown eyes: brown eves: brown eyes: bIue

t
r
t
t
l
1 eve5: brovvn eyes; brown eve5' biue eyeS: blue

, From speokirrg Extra hy iVick Gammicise O Cambr]dge University Press 2OO4 |r!!fiE!!E|r'!!t 53
 &"nt Describing people

Who's who?
Worm up
1 Draw a ma|e ace and proile on the board and use them lo eiicit the names of features:
eyes, noe, edrs, etc.
2 Change the hairstyle to elicit curly, dork, fair, long, short, straight and wavy. Add the ollowing
one by one and elicit or pre-teach them: ponytail, moustache,tattoo.
3 ExpIain that tattooing is popular in lhe UK at the rnoment and ask what they think of the
fashion. Ask them to describe anyone they know who has one.

Moin octivity
1 Put students into groups o four. Tel| them that they are going to have a picture each, but
they must not look at each other's pictures.
2 Give out the photocopies.
3 Tell them to look at their pictures to check if there is any vocabulary they do not know.
4 Ask them how many people there are in their picture (eight), Ask them how many peopie
in their picture they have names for (two)" Tell them to write numbers ] to 6 on their
:
picture next to all the people they do not have names for. Tell them to write a Iist 1 to in
their books,
Remind them they must not show their picture to each other but they can ask questions
about each other's pictures. Ask lhem to describe the people in their pictures to each
other and find the names o the other six people, Tell them each person has a special
interest/hobby, and they must find those too,
Ask what ihe eight names are and write them in a list on the board. Go through the names
picking students to describe the person. Ask ithe class agree. Askfortheir hobby and
check if the class agree,

Follow up
o Each group of four look at all their four pictures and together talk about the characters.
They imagine their personalities, jobs, relationships to each other, other hobbies and
interests, other deiails of their life, etc.
. They choose the most interesting person and write, or describe to the class from notes, a
description of the person's typicaI weekend.

54
 Wr^
?V
U c
--,:-,.
j,".
,/'.

V
db
9 From Speoklng txlro bv Mic|< Gammida,e 9 press 5
 {.mt S Describing people l

Stor quolity
I

l
Worm up l
This activity is more suitable for ieenagers and younger adults.
1 A5k about students' favourite musicians/bands, I
2 Ask them to describe their style and appearance, and why they like lhem
l
Moin octivity l
Listening
1 Write these questions on the board: l
1 lNhat are Pete and Marty's jobs?
l
2 Wat is MarQ's problem?
3
4
How many people does Pete recommend?
INhy are they not suitable? l
2 Tell students to listen to the recording and answer the questions,

@ a Play the recording twice and check the answers.
l
l !

l
1
5peaking
1 Putstudents into groups of four, divided into pairs, Tell each pairtheyare business r
partners. one pair are agents; the other pair are managers. Give outthe photocopies
Explain that they can look at their partner's card, but not at the others" l
2 Tell them to discuss the problem on their card with their partners.
l
3 Explain that the managers are going to phone the agents, Write these instructions on !

the board: l
Manapers
o Describe who is leaoing and who you need. Make notes about possible replacements,
t
o Make notes about possible musicians for your partner's bands. ?
Aqmts
o Try to persuade them to hire your musicians.
o If they do not want to, adaise them to phone your partner. l
4 Tell each manager to phone an agent; you could ask them to sit back to-back for this.
5 Ask managers to phone the other agent.
l
6 TeIl students to go back to their partners. l.
o Ask managers to talk about who they want to choose.
o Ask agents to discuss who the managers might choose.
,
Tell both managers and both agents to get together and look at the pictures of the
musicians. Tell managers they can change their choices if they want.
8 Ask which managers chose weil and who had to change their minds, Ask which agents r
were most persuasive.
a
Follow up
r The groups o four work together and dtscuss what the main audience wiil be for each
!|

band. What type of people wi|| most of their fans be? They should lhink about: age, male
or femaIe, other interests, and anything else they can think of. I
a They write a short'audience profile' for each band, describing the typical fan
lr
a They think how and where lhey should advertise to connect with those fans.
a Groups compare ideas.
56
r
AGENT A AGENT B
These nruslcans are your ciienls What type of banc These musicians are your clients. What type of band
snoulct r/ou find for them? should you find for them?

Name: Spider ]ohn Dee Name: Jo Chang

Age:34 Age: 20
Eyes: brown Eyes: brown
HeignL: 1 B m Heighi: 1 .8 n
5inger, drums Singer, dancer

Name: Matt Keynes Name: Emma Rider

Age: '19
Age: 1 9
,loc
L/UJ, nroon
5l Utl Eyes: blue
Height: 1 ,84 m Heighl: 1 ,55 m
Singer, dancer Dancer, singer

Name: Candicc Le Clerc Name: Bash

Age: 20 Age:3'1
Eyes: brown Eyes: blue
Height. 1 .70m Height: 1 0 m
Singer, dancer 5inger, guitar, drums

MANAGER c MANAGER D
These two bands are your respon5ibiIity. The people These two bands are your responsibility, The people
who are circled are going to leave. What type of who are circled are going to |eave. What type of
musician wiIl you need to replace them? musician will you need to replace them?

KITTEN CLUB RAP IT UP

|i HEAD K|CK 5PLASH

ln
n V
db

From speoklng Extra by Mick Gammidge o Cambridge University Press 2004 ffifrtEEilEl'lll 57
I ffim*t S Describing things

Con you descri be it?

Worm up
1 Pui a chair on a desk anci ask Where's the chair? to get the answer lt's on the Cesk. Change
1tsposirjonatrdaskagaintcget,e,g Nexriothedoor. Doafewrnoretoellctprepositions
and nouns in the iist of Key ianguage.
2 Then start asking What hcve l rjone? lo get answers like You've naved the chair next to
the table,
Do the changes aster and fasrer and ask specific students for the answers.
3 Get students to move things and to ask the questions of other students.

Moin octivity
Put them in groups o three and give out the pictures face down. TelI lhem that things in
lhe pictures have moved. They should find six diferences between their,pictures and the
olher lwo: that is 2 diferences from their piclure- They can look al their own picture but
,1

they must nct look al each other's. They should describe lheir pictures and ask questions
lo find the diferences.
Draw on the board objects they might not know in the pictures, e"g. the vase. Elicit or pre-
teach lhe word and write it on the board next to the picture,
Teli them to start. Ask them to find the differences and find which pictures are irst and
|ast Go around he|ping where necessary
Ask thenr how many dierences they have found, and ask or a ew examp|es. |f any
students have not found six, invite them to ask the class for help, Students must not look
KEY LANGUAGE at each olher's pictures yel
agoinst, between, bin,
5 Ask whjch of |he pictures is first, second and th]rd.
chair, cup, desk, door,
6 TelI them to ]ook at each other's pictures and check their ideas.
flowers, in the middle,
jacket, next to, on , ..,,,,,AntBi,'ky1' ',,
",l,',,.
l5L" L
)n-
paint brush, painting, ^
3rd: B
toble,tin of paint, under,
vase, wall;
Follow up
prepositions of place, r In thelr group5 of three, students look altheir pictures together in sequence. They identify
there is/are, present be, all the evidence that shows lhe sequence,
present perfect . They cooperate to write 5entences describing the evidence , e.g. someane has broken the
cup Ihe lhings lo ocus on are:
PREPARAT|ON - lowers
One photocopy for each - table
group of three students,
- paint
* brush
the photocopies cut into * wall
th
l tn rea,-.| b'"i. - CUp
'
o
rl
:: .: ...,;; :
,
_,, . .. .
::,,,,,.'::
check their senience s and elic]i corrections from the class if needed.

58
 ]

A
Find slr differences betlveen vottr
picture and picture B, anci lind
six diferences behveen lrour
piLfu],P JnL1 picrure C.

l
I

B
Find six differen,ces belween your
t picture ancl pictr-tre,\ and find
six differences befu/ecn vour
picfure lntl picture C.
I
I

t
i

c
Find six differences betw,een \rour
picture and picture A" and find
six differences between vour
picturre and p]iglLllg 6.

J
}
J
il _Et;ttEtFEl
 t3ttt Desca,ibing things

Lost property
Worm up
1 Draw the three SCarveS frorn the photoCOpy cn lhe boaro. Use them to el]c][,qlrlpes,
ncrraw and wicie, ocross and o1ong. Do not rub them out - ieave them on ihe board.
Draw other ]tems rom the photocopy to elic:t lhe orhel words in lhe Key language lhat,
you lhink they will not know,
2 Tell students you are going to describe something on the board; lhey must guess what it
rs. They shou|d ask questions
Beginwith lt'sascarf.EliciLWhat'sitlike?Coniinue/l5gotblackanCwhitestripes.E|icit,
Has it got stripes acrass it or alongil? Continue untii they guess the correct scarf,
3 Choose a student to describe another one of the scarves for the class to ask about and guess.

Moin octivity
Explain they are going to pIay a game. They are tour guides, and they must ind items lost
by their tourists. Put students into groups,
Explain that lhree o them work at a restaurant, taxi office and station" Give out those
sheets to three studenls in each group. Give the pictures to other students in rhe group
face down to share out.
Te||them they must not look at each other's pictures. They must phone the three places,
describe the things and ask questions_ lf they think they have ound an object, they make
a note of where it is.
4 Tell them to make their firsl cal|; you couid have them 5it back-to,back or this. Remind
them that some lhings look very similar" Go around helping and making sure they phone
all three places.

5 After rhey have phoned the different pIaces, lelI them lo compare pictures to see if lhey
were correct. Ask how many objects they got right.
TelIthe groups to change roles; put new people at the pIaces, and shuffle the pictures
before sharing them oul again,
7 Repeat steps 4 and 5
8 Compare the results o both games.

Follow up
o Each group puis its pictures face up, and students divide into pairs or groL]ps othree.
o wth lneir partners, lhey choose three items lo describe without telling the other
pairs/groups what ihey have chosen.
. They write up a 'Lost prope],ly reporl', describing their items
. They exchange reports wiih others in their group
o They lry to identify the lost ilems from ihe descriptions

6O
 Taxi ofice
Train station

Restarrrant

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tr F|om,qpeokinp Extra'av NlicK Gammicge O Cambrrctge Universlty Press 2004 61
 .jgtit 9 Describing things

ln your mind s eye

Worm up
1 Ask students how easy the;l find it to see pictures in their mind.
Tellthem they are going to try an experiment. Advise them thai it is better i they close
their eyes, but they do not have io. Tell them you are going to say a word, and they should
see a picture in their mind. Say dog.
Tell them to open their eyes. Ask what they saw. Do they know the dog or was it a dog
they have never seen beore? What did it look |ike? Could they hear it?
i,'
2 Elicit heor, smell, taste and feel, Write them on the board.
:, 3 Tell students they are going to try another experiment, Advise them to cJose their eyes
:
Say Think of your favourite food and your favourite ploce to eat.
Tell them to open their eyes, Ask them to describe their experience. Ask or adjectives and
write them on the broard.

Moin octivity
Listening
1 Tell them they are going to hear a description. Advise them to close their eyes i they want

@Z Play the recording once.

3 Ask them to compare experiences with their neighbours.
4 Ask for examples of interesting details. Add any new adjectives to the board,

5peaking
1 Tell students they are going to describe short journeys or each other to imagine.
Put them in pairs and give out the photocopies.
2 Ask them to read their instructions and ask if they have any questions.
3 Tell them to discuss the stages of the journey together. They do not have to plan the same
journey, but they should help each other think of ideas and words.
When they have finished planning, ask students to change partners.
Ask one of the pair to describe their journey from their notes. Advise them to speak quite
s|owly and leave some time or their listener to imagine the scenes. Remind the listener
that closing their eyes if they want can he|p them imagine more clearly,
6 When they have finished, ask the other student to describe their journey.
7 Ask them to compare their experiences,
E Ask if anyone had very strong or unusual experiences.

Follow up
o Students write an account of the journey they listened to and the experiences they had

62
 HOW TO PLAN YOUR JOURNEY
l Begrn by describing the time of year and the weather.
o Then start the journey vnth: you are walking along a quiet road in the countryside ..,
o The journey should have another seven different stages.you can choose stages foom the box or
think of others. }

Possible stages:
garden path rjver castl e hill tempie bridge

field lake forest house beach viIlage walei,fall

Talk about the details of the things at each stage of the journelr, is there anl-thirrg interesting or
unusua1 abotrt them? \,\4rat other things are there? Remember to use some adjectir,,es.
lvlake short notes for each step of the ;'ourney, Do not write sentences - just add verbs of sense/
some nouns, and some adjectives, e.g. wtell grnssisee bealttiful tree.
End r,vith a sunset.

PLAN YoUR.|oURNEY
Describe the time of year and the weather.

|au are walKing alonq a quie+ road h the ooun+ryalde .-,

C1 lna 1

Stage 3

cir^^ ,4
JLust __-_

qi; E

Stage

I Stage 7

h
f, De:cr-ibe tlre >LLnse l.

}
B From Speokrng Extraby Mick Gammidse o cambridse universjty Pre55 2004 fi!?!ft:n!E7r!!t
 Bjg"nt 'S Friends and relationships

Whot kind of friend ore you?

Worm up
t Ask what students think is important in a friend's personality, Give the example. They
should be friendly.lNrite friendly on the board. Ask wfiat other ihings they lhink are
imporlant and write them up on the board.
2 Eiicit or teach: confident, generous, reliable and other words from the Key language.
3 Ask for the opposites of the adjectives on the board and wrte them beside their positive
words.

Moin octivity
Tell them they are going to find out about their own personalities. Put them in pairs.
Give out the photocopies.
Ask them not to answer the questions, but to read them and underline any words they do
not understand. Tell them to ask their partner to explain any words they do not understand
Ask ithere are any words they still do not know. Ask other students to explain before you
expIain yourself.
On the board, write:
Ihhat do most people do?
It\hat should they do?
Tell students to talk about these two questions in relation to the questions in the
questionnaire, and then to choose the true answers for themselves.
5 Tell them to check their scores.

6 Ask if lhey agree with the description of themselves and of their partner.
7 Ask which questions had a big difference between what people should do and what
people really do, Ask what they answered for those questions and why.

Follow up
r The class choose four adjectives of good personality from the list they produced during
]l the Warrn up session at the beginning o the |esson.
Put students into three groups. Each group thinks of one question, with a, b, c answers
like in the questionnaire, or each of the four adjectives, For easy scoring:

i
- Make a the most positive/best answeL scoring 'l 0.

- Make b the medium answer, not so good and not so bad, scoring 5,
* Make c the negative/worst answer, scoring 1.

Each group writes each question on a separate piece of paper, making a class set of 12
questions a|togethe1 lil<e in the original questionnaire.
Combine ail the questions into a single questionnaire by putting them on the waIl under
the four adjectives they chose.
Each group writes a short score sheet in their own words for one of the adjectives. You
write the remaining one. As a guide, write on the board:
3-7: personalifu desciption = not aery good
8-20: personttlis descriptialx = better
21-30: personality descrption = good
a Students do the questionnaire and check their scores.
a You can photocopy their questionnaire so they can try it on their friends in other classes.

64


l
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l =':n Speckng Extro i:y tViick Garlr. Cge ,a] Cdmbricige University Pre55 2004 5
 ep,t * Friends and relationships

Morol dilemmos
Worm up
On the board, write Moral dilemmo. Ask what it means, or for an example. l no one
knows, give examples yourself, e.g.
o Yaur friend has bought a new jacket. He loves it ond asks what you think. You knaw
the jacket is awful, but if you tell him, he will be hurt. lf you say you like it, you will be
lying, and people might laugh at him when he wears t.
c Another friend is very clever but hates exoms.She gefs very scared and can not think,
ln one exam you see her looking at onother student's work. You know that the other
student is very stupid. What should you do? lf you tell her to stop, you might be seen
speaking and be kicked out of the exam yourself . lf you do not tell her to stop, she will
copy the wrong answers and perhaps fail Should you tell the teacher that she is !
: ;]
cheoting? Cheating is wrong, but you know she should pass the exam.
I
lt is dif|cult to do anything right in moral dilemmas.
2 Ask what students would do in these two examples and why.
3 Ask them if they can rernember a moral dtlemma they or their riends have been in,

Moin octivity
Tell students they are going to look at more moral dilemmas" Put them in pairs and give
out the photocopies. Tell them not to |ook at each other's. l
2 Explain there are four situations. They must imagine they are in the situations.
3 Tel| them to read situation 1 and ask about anything they do not understand. Explain any
problems, and ask if everyone is ready to start the conversation. Tell them to imagine this l
is a real situation. They should think how they would feel in this situation and act that way,
Tell them to try to agree on an answer to the problems in the situation.
T
4 Ask if anyone ound an answer,
5 Repeat steps 3 and 4 for the other situations.
Ask which was the most dificult situation and why.
7
l

Ask good pairs to repeat their best performances for the class.

Follow up
o Each pair of students works together to think of a new di|emma involving two people like l
those they looked at, and make notes.
o A student from each pair joins a student from a different pair.
. They explain their dilemmas and give each other advice about what the people should do
They make notes on the advice they receive.
r They go back to their first partner and compare the advice they were given.
o Ask what the best advice lhey received was.

l
1
h
A
1 . your rjeno borrowed your expensive car or
FridaV even jng - nolv 5unoay
. you need il for work tomorrow - rravei|tllg sa{es-
person, car looks good to customers
t- r lenl riend car because you want to borrow
some rnoney - nq saies recently, so money
r l
problems
friend has money - spending lhousands on brg
wedding nexl week
. your fianc/fancein Canada for last year -
comes home next month
. car is real|y ianc/fiance's - wanls it back
loves it more than anything
Ask \,otrr trienc1 for the car.
o your best friend has a secret problem and told
you about it
. you promised not to lell anyone
. you were sending your best friend an email
about |he problem - accidentaIly sent it lo their
ex-boyfriend/girlfriend
. your best friend hates their ex - does not know
you sltlI keep in louch
o do not want to admit what you have done
o best riend knows some really secret things
about you that you do not want anyone to know
Your best friend is going io ask votr rvlrat has
happened.
B
1 . you borrowed friend's expensive car Friday
evening - crashed lr
r can not pay for damage because you have
already borrowed money from the bank for your
big wedding next week
r fianc/iancewould leaile you if you cancelled
wedding
o friend has no money - friend keeps asklng to
borrow money; you keep saying no, because
friend would not pay you bacl<
o do not know how friend can afford expensive car
Your triend is goirrg |o ask t,or,r for the car,
. you io|d your best friend about secret problem
of yours
. you told nobody e|se
. now everyone knows your secret
. your best friend would never telI because you
know some very big secrets about them too
how wou]d they feel i you told?
o you think your ex-boyfriend/girlriend is
spreading the gossip, but your best friend never
speaks lo |hem
. you lhlnk your ex is spying on you you knor,v
they hate 1lou
;\sk rrour bt:st frienc1 i| Llrev toic1 arrvorre anL1 sav
lvhat r.oi_r th.irrk.
}
E From Speoklng Extrabv Mick Gammidge o Cambridge Universitv Pre55 2OO4
. vou have some really good news - otd riend
contacted vou; have nol seen them for iwenty
years; going on a lrip togelner next weekend for
your OIi oirthday
. Wanl io le1l youl, son/daughler ihe good neWS -
make them feel betler; been acring strangely for
.
weeks
you think there is something they are not telling
you maybe they have got probiem or in serious
irouble
r really want to see your o]d fi,]end - will stop you
lhinking about sonidaughter
Te11 your son/daughter _vou news.
4 . you have been discussing starting a recycling
business wiih your friend
o both thought about leaving your jobs
. not a good idea really - no detaiIs in the pian
. no money in recycling - loo much hard work
r been offered a big promolion next year - lots of
money; accepted it yesierday
Your triend is going to te1l vott some news.
3o you are arranging surprise party for mum/dad's
Oth birthday next weekend
o a neighbour says mum/dad's thinking of going
away next weekend
a nee d to stop her/him
o can not lell her/him about party - would ruin it
for everybody who has worked hard lo arrange
it and keep it secret
a maybe mum/dad wou|d prefer lo go away, bui i
you lelI mum/dad about party, she/he will fee]
bad and come even if she/he does nol want to
Yotlr mum/dac1 is goir.g to te11 \.ou some news.
. you and your friend have worked out an idea for
a new business
friend has some bri]lanI ldeas or recycling
rubb]sh
a make lots of money and save the environment
- a left your 1ob this afternoon
a boss was really angry - had a huge argument
because they had Just promoted you; told them
lo drop dead
your friend wi]l be really excited
Tel1 r-our frlerrd tlre gotld ner,vs.
67

Unit S Friends and relationships l
l
whot ore friends for? l
l
Worm up l
1 Ask students what they think are aspects of personality they look for
t
peoplein when
orming friendships or relationships. Write'their ideas on the board.
2
3
Ask which they think is ihe mosl important" Tell them to talk about il with neighbours briefly
Check their ideas and ask why.
t
Moin octivity l
1 Tell students they are going to see some typical comments about personality and J
J
relationships. Put them in groups of four. Give out the photocopies.
2 Direct them to the first section and ask them to work together to match the comments

3
with the aspects of personality and relationship.
Check their answers:
f
f
f
l.
l
t
4 Tell students to think alone for a while about their personal experiences in friendships and F
relationships, and to try to find an experience to ilIustrate each othe eight aspects. lt can
be a positive or negative example, e.g, |oyalty or disloyalty. Askthem to make notes. }
5 Ask them to explain their notes about their experiences to their group.
l
Ask each group to choose the best example of each aspect.
7 Listen to some examples and encourage questions and comments.
8 Direct students' attention to the second section of the handout. Tell them to discuss the
i
eight aspects and to try to decide which ones are more important, They should try to put l_
them in order of importance with the most important at the top. They should try to
include all eight from the first seciion of the photocopy. lr.
9 Ask what each group's bottom choice was and why-
}
1O Ask which were the top three from each group and wrtte them on the board. Ask each
group to explain their choice of the most important one. l
11 lf any other aspects come second or third in importance with several groups, ask why they
are important too.
Follow up l-
o The groups o four work together to wriie typical comments, like those on the photocopy,
for aspects from their lisi o ldeas they made at the very beginning of the lesson. The
f_

.
comments can be positive or negative, but should not include the aclual name of the aspect,
They read out their comments and the other groups have to decide which aspect they
L
relate to. T-
f
lI
fl
ll
Ft
8
IrTE-tI

T
3
-Lo
fu
a
1 \A|hich conrments reflect which aspects of
personality and relationship?
!a
q
pYou need fiens
who'll etand by you
S
o' in a crlaia.
6)
o
corl ficlentiality
3
3
o
o 1tlyalty
o
o
a)
o
-
].
O_
0"o
o
C temperament amusement

r
f,

o k TeIl Laura an the n You oan talk to Lena

-

.+
whole neighbourhoo wll about anything and you
T know wthin a week, knowit will go no furthen
o
N ] ike-nrirrdedness generosity
C) i Ronne'a aa aool
O
ag a cucumben

intelligence g Paul would 1ve I Thereb never a ull

you the ghirt off momenb with km
around.

e Lenny an l were
frienda, untl Elane move
best
j 1ome people are l
as thick as a brick.
nto the street, but l hardly
see him theae days,
c l like people you can
[-

lr
have a really good
convergation with,
I
lo
h Pennyb the life an
soul of the party,
1rt
!o
Jl-| .*.
f Lnab problem 6 that
she loges her temper too
2 Which of the eiglrt aspects

l*
are more important tl-ran
I wouln't. trugt
-
the others in formirrg a [,

t8
Bill as tar as I aould
b Denny an I grew up strong friendship or
together in Belfast, relationship witlr another
person?
o\ [,

[r*
 txtt "
1 Health and fitness
|-
l
Well-being l
t
Worm up ;
.l

lr
Ask students how they keep fit, e.g playing sports. Ask what advlce they can give to
someone who is not fit Elicit sentences wilh should using their inormation about how
they keep it, e.g, You should play sports.
2 Write on the board:
Health is more than just being Jit.

Good for you ; ;i:":___: ,: l

l_

Then ask students what other things are irnportant to health. Tell lhem to talk about it with
t
the students around them. L
3
Write up their ideas on the board and ask which they think are more important,
Tel| the class that experts say lots o things are important to health. Write up on the
r
board next to their Iisi any of the o|lowing that students have not mentioned and ask for
their opinions:
l
Liking your life I

I
Optimism / positiue thinking
Liking the way you look
Other people liking or louing us L
Moin octivity F
Give every student a copy of the survey sheet Ask them to read it and ask about anything
that is not c|ear. r
Tell them to find a partner and interview each other and score their partner's answers ], 2
or 3 or each question. Explain that any answers they give are going to be repeated to a
l'
group later, and that they do not need to answer a question |f they do not want to.
When everyone has finished their interviews, te|l the students to make groups of between
l
five and eight people. L
4 Tell students to report to their group about their partner's answers.
F-
5 0n a separate piece of paper, tell each group to ind the total for each question; add up all
the scores or question 1 to find its group total, then for question 2, and so on"
}
TeIlthe groups to look at the questions with higher scores and those with lower scores.
Ask them to discuss: I

l
Why are the high scores high?
Why are the low scores low?
How can we make the low scores higher? |-
Ask the class to listen to the different results and ideas. Ask for comments,
L
Follow up
. on the board, suggest ways of comparing the scores of different groups o people to find
b
any interesting differences. For example, you could compare:
|-
- male with female
- lalI peopre with shorr people a
-
I
birthdays in spring or summer wrth birthdays in autumn or winter
Ask students or other suggestions.
Students choose one way of comparing. Then they find five peop|e of each type and copy l
lhe interview resu|ts for lhose people from the first hal of the Iesson.
They write a report in class or for homework describing their results. L
7a
r
 W*il=beir..llg . 1 1.1

Closs survey: A heolthy life

Find a partner and ask them the questions in the survey, Give them a score for their answers.
They score 3 f or always or usually.
They score 2 f or sometmes or often.
Tlrcy score 1 for rarely or never.

U'-l ) tl;
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Y]

o o o o
12E3 1

1E 2J 3E 2 Do you think you have got good friends?

[--| )a1
l -J --- 3Tl 3 Are you rela:<ed?
-

1E 2E 3 4 Areyouhappy?

1 2[ 3n 5, Is your life interesting?

1E 2 3 6 Do you like the way yoll}ook?

1n ,zf],, ':lfJ,,, 7 Do
you think peopie like you?

1E 2E 3E 8 Do you eat five portions of fruit and, vegetables

a day?

1[f 'zf] 3[J 9 Do you drink two litres of water a d,ay?

iE2E3EloDoyousleepbetweensixandninehoursanight?

r z 3n lt Do you exercise for half an hour three

times a week?

t2 Do you think you are a good person?

??,
lE 2 3E
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l, From Speoklng Extra by Mick Gammidge {O Cambridge Univers]ty Press 2004 71

 [.$ffig Flealth and fitness

Heolthy, weolthy ond wise

Worm up
1 Ask students what rhey do to keep fit; i lhey play sport, exercise, use a gym cr ever use
,],
:
machines. 4

2
|,

Ask them if ioo much exercise can be dangerous, to elicit hurtyourself .

Moin octivity
Hold the backs of the pictures up to lhe c|ass and tellthem this is a story about people
trying to keep fit Tell them:
You are going to work in graups of eight people, but each persan will have only one
picture, You can talk about yaur pictures with the other people in your group, but you
must not look ot each other's pictures. You must find the story and find out where your
picture is in the story,
check that students understand the rules.
:' :1:
i,
:
:
:
| :::):',|i:::i:|:'|', Divide the cass into groups. Students work ln groups of eight and each group will share
illii.,99$9l'C one set of pictures; each group member wii have a single picture from the story.
lf your class does not divide equally into groups o eight and you have spare students, let
i
,-.l,,:_ ;n ar.r..ative
:,_:r.;.,.. .,....]].._,,:.-,_
j]:,] .]
|.. .,]l:.:..;]_,.:... ;._. the weaker sludents work together sharing a picture so they can help each other.
:',,,:,; fffi ,
lf you have a class smaller than eight, give the stronger students more than one picture.
With weaker classes you can iet aIl the students work jn palrs for support and have groups
'1.
of
Go around each group with the pictures face down and let each member, or pair, choose
a picture,
Ask students to think how to describe their picture to their group. Tell thern to make notes
of important words, but not to write fuil sentences. Help them while they practise, and
make a note o words they ask about.
Make a list on the board o words students asked about. Checktheir meaning with the
whole class. Check if students need any other words.
Tell the students to describe their picture to their group. Go around giving help
where necessary.
When the groups have found the story and decided the correct sequence, aIlow them to
look at all lheir pictures together and arrange them into the correct sequence.

Alternative version
A livelier way lo do this activity is to have all students working in pairs or small groups
sharing a single picture. They take it in turns to sit down with their picture and describe it
to other pairs or groups while their partner moves around the class getting information
about the other pictures Every few minutes, they go back to their partner to share
information and change roles.

Foltow up
o students can write up the story either in their teams or for homework. The written story
will practise past tenses.

72
 lM-c

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Frorn Soec;king Extra by Mick Ganmidge o CamDricjge 1.]niversiry Press 2OO4 73
 i-nt ", Health and fitness
l
First Aid l
l_
Worm up L
This information is based on information rom the 5t John's Ambulance Brigade, but First Aid
h
r
information may vary from country lo country,
1 Write First Aid on the board and elicit or pre-teach its meaning,
2 Ask the class if any of them has studied any First Aid.
3 Ask how useful they think it would be. a
Mqin octivity l
1

2
Divide the class into pairs and give one copy of the quiz face down to each pair to share.
students not to do the quiz yet. Tell them to look through the quiz and explain any
a
L
Tell
words that their partner does not know. i a word is unknown to both of them, they must
underline it.
Ask the whole class if they underlined any words and invite other students to explain r
4
them. Explain any that are completely unknown yourself.
Tell the students to discuss the questions and agree on an answeroreach.
l
5 Check the answers and see which team has the highest score, l_

l_
6 Give out a set of situation cards face down to each pair of students. Tell them to shuffle L
F
the cards without looking at them. Explain the ruIes:
Students must hold their cards with the quiz answers upside down and not look at them.
Partners take it in turn to take a card and they do not show the card to their partner. They
must pretend that there is a medical emergency, and so they phone their partner for r
advice. They use the notes on the card to explain the situation and ask for information
about what lo do. Their partner must give advice. When the partnr has inished advising l
whal to do, they can both look at the correct answer on the bottom of the card
l
Follow up
o The partners use the information from the lesson to write |ocal newspaper reports about
L
an imagined emergency and how it was dealt with by someone with First Aid knowledge.
Put the stories on the wall or circulate them so they can read each other's,
F_
t
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L
tr-

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1
L
74
r
 Work with a partner and choose the correct answer for each question.

First Aid quiz
1 What is normal body temperature?
33" 35'
a b
2 How many heart beats a minute is normal
for a healthy adult?
a 40-60 b 60-80
3 How many breaths a minute is the normal
breathing rate for a healthy adult?
b18
a16
4 How do you know if someone is going to
faint? They feel aint and their skin is:
a pale, dry and cold
b palq sweary and cold
c pale, sweaty and hot
5 lf you want to know i someone is
unconscious, what should you do?
a gently shake their shoulders
b slap their face
c poke them in the stomach
6 lf someone is stung in the mouth by a
beq what should you give them?
a milk to drink
b ice cubes to suck
c nothing to eat or drink
7 To remove an insect from someone's
ear, you should sit them down with
the affected ear:
a higher b |ower
8 Why are jellyfish stings difficult to avoid? 'l2 lf someone is bleeding badly, how long
a 3riohi]y coioL,reo swlnminq tcstunes should you put pressure on the wound to
,l,
slow the blood low?
att[aCr ihei
c 37o
b t is O]f]cu t tc see them it lhe ,,,later, a 10 minutes
'10;
C l-V .o ati:ck s,,v n-e,s, b 20 minutes
9 Why do people who have just survived c untll the bleeding stops
c 80-100
nearly drowning still need to see a '13 How long should you hold a burn under
doctor? cold running water?
a Hvpothernia c;n ceveiop
a at least
iatei. 2 minutes
c20 b Water in the chest oi, iungs can cause b at least 5 minutes
'l0
dar,,rage 1ater, c at least minutes
c They may have gOt a disease from the ,,^latet 14 Which of these items should you not use
10 How can you find out if a bandage is too to cover a burn?
tight around an arm? a a clean fluffy towel
a The person complains about ihe oain, b clean pIastic kitchen ilm
b lf you press a fLnger nail, ihe coiour coesn't c a clean sheet
return when you release. 15 A child has drunk some bleach. What
c The blood goes into the fingers ald thev swel1. should you give them?
An accident victim has a badly broken
1 1 a a drink o salty water to make them sick
arm and you can see the bone. What b a piece o dry bread to eat
should you give them? c srps o cold water or miIk
a scme aspirins or the pain
b several qlasses of water or a hot drinr
c noth ,g to eat or d,,nk untii tl.ey see
a doctor
c horizontal

- . friend fever a you see car crash outside your house o caf with friend
a temperature 38o . woman - broken leg a bee in can orange juice
o high? . bone visible o sting friend's mouth
,7gpnsn ltt8tqlqv o give sweet tea? . what to do?
,6uglou ,I)ns 01l a^!9
nq aug

!
- o you just nearly drowned r bleach in lemonade bottle r cooking chips
a 0K now r child drank it o hot oil on arm
a what next? . drink/food/doctor? r bad burn
lalopawu n1lop aa5 ,I|w )o ]ap& pp) aN1 . cover with what?
,wltlltlsold n qlop qpous

I
,
r i
I

bandage on your leg o oicnic with friend o take verv hot dish from oven
t'
. I
l'
really hurts r ants everywhere! i r burn hand
.
I

l
I

too tight?
,pwlpaww
o ants in friend's ear i o under tap?
un4u plnotls
i r
I

i
I

! help! o how iong?

]nol aql,|ou ao1 D ssaJd ,splnndn 8wlutod |
l
n1
I

1 salnuu 0l trsoaltrD Jo! dol p1ol npu71

2-- l l
_-)<_
'll

o friend unconscious i r cutting wood r friend feels iil

t
l
o breathing 24iminute - slow? i r deep cut in hand r going to faint?
o heart 50 * s|ow? I r pr.r, woulrd or near it? O pale, dry skin
jsq 3uqlaalg
i r
,Mols ,yn|o13uto31o1,1
uDaq how longl

h
'SalnUU

t
', )O}0l PUnOl^ SSild
_-_-i-----_-
---_---- V
'i
t
db oE)

Fro m Speoklng Extra by M ick Gammidge @ Cambridee Univers ity Pre55 2004 ?5
 [.nt 12 Leisure time

Whots on?
Worm up
1 Ask students whal lhey do at weekends.
2 Ask them where they get ihe information from about what is happening in town.
Introduce the expression What's on.
3 TelI themto imagine that English friends are visiting the town. Ask where the students
would take them Ask what they wou|d say. Elicit the language of suggestion in the Key
Ianguage. Practise suggesting going to different places using different expressions.

Moin octivity
Put students in groups of two to four. Ask them to imagine that they are studying English
together in England. They are staying in an English town called Westone, and they are
going to plan their weekend there together.
Give outthe photocopies. Tell them to look atthe information and decidewhattheywant
to do together.
Go around the class helping with anything they do not understand. Make sure that all the
people in the group are being included in the decision-making,
Ask for a few examples of what the groups decided to do, Ask if there were any things
that were dificult to agree about. Find out which things were general favourites.
Tell them that their plans are going to change: they have just got a letter from their
parents, grandparents, or another oid relative, and the person is going to visit them this
weekend. They must think about their p|ans again and change them so that their family
wilI enjoy their visit.
Go around the class again, making sure that all the people in the group are being included
in the decision-making.
5,
Ask i everyone was able lo agree about what to do. Ask i there were any big problems.
Find out which things are general favourites now compared with before.
FinaIly, ask what they think of Westone and if they would Iike to visit.

Follow up
. ln groups o two to ou1 students plan the perfect day of their dreams; they can do
anything, go anywhere and meet anyone they want.
o 0n the board write:
Plan your perfect day. Think about:
* Whut?

- Where?

- Who?

- When?
o share and compare their ideas around the class.

76
 stone's _ffiekend ffiat's 0n
."j ,: {l
P izz:l P,a,Iace (1 2. 00*2,i.00)
Taste o India (i9.00-21+.00)
Cl-rina Town (12.00-2 j.00)
Uncle Sam's A11 American Burger Bar
( 12.00-2,i,00)
Little ltalv (19.00-24.00)
McKay's Sea Food Restaurant (i8.00-24.00)
Caf France (20.00-2'i.00)
Old English Kitchen (8.00-23.00)
Rock and Pop Dance Ga
Friday night:
Road Death (heavy rock)
Saturday night:
Garage Party (house and garuge)
Sunday night:
Techno Trash (trance and techno)
Just Jazz
Friday night to Sunday night:
Benny Beil's New Orleans Blues Nfen
Saturday and Sunday iunclr:
Trad Jazz Trio
Crazy
Friday and Saturday night:
Late niglrt disco 22.00-2.00
The Ghost Tour
Visit all the places with famous ghostsI
Friday, Saturcla1, lnd Sunday night, starts 21.0()
River Trips
See the sights of Westone from a boat,
Every hour, L0.00-L9.00, Sarurdtry and
FrOrn Sec](lng E)rtra'x\/ \4lck Gamr-nioge rO
,'" ,. ;
Saturdey and Sunday night,
Shakespeare's Hamlet
(National Shakespeare Players)
St Peter's Theatre
Friday and Saturday night, 19.00:
The Best o Classical Music
Sunday night, 19.30:
Opera Favourites
(St Peter's Music Group)
SuperScreen Cinema
Films start: 12.00, 15.30, 19.00
Screen 1: Someone to Love
Screen 2: It Came frorn Space
Screen 3: Murder in the Dark
Screen 4; 7ar Hero
Screen 5: Vampire Party
Westone Castle 0pen Day
See parts of the castle that are usually closed.
Sunday i 0.00-] 8.00.
Art History at the Wilson Gallery
FIear experts talk about some of our greatest
paintings.
Sunday 12.00-17.00.
The History of Flight Air how
Classic planes from the 1920s*1990s in action!
festone Airfield, Saturday and Sunday,
13.00-16.30.
westone park Flower show
Saturday and Sunday, 9,00-18.30,
Si-rnda,v. Grand 0penin
The new King Street Shopping Centre opens
Saturday, 10.00.
Cambridge Unlvers ty Press 2004 77
 'g-$*t ' |-eisure tirne

Focus on leisure
Worm up
1 Ask students what types of magazine they read and why they like them.
Ask if they know of any free magazines or newspapers, and what th'y think of them.
Ask if they have ever worked on a magazine, for example a school magazine.

@ Z Tell them they are going to listen to people designing a magazine. Write these questions
on the board:
1 Do they aII agree about the photos?
2 Do they put the photos in the magazine?
Play the recording once, or twice i really necessary. Check their answers:

@ a Tell them to listen again and note how people do the following. Write on the board;

1 giue opinions 3 agree

2 make sugestions 4 disagree
PIay the recording a few times, asking for answers in between and putting them on
the board:
7 Ithink,lf youaskme,lnmy opinion J l'm ulith you on that,You're ight.
2 lNhy don't ule ..,?, How abot,tt ...? 4 I'm not srLre, I disagree, I can't agree uith you.
Leave them on the board,

Moin octivity
Tell the class that they are in 'focus groups' to design a new 'community lifestyle
magazine'. Explain:
When business people have an ideo, they need to know if people will like it. So they ask a
focus group of people to discuss it ond answer questions about it.
A community lifestyle magazine is a free magazine. lt makes money ram the adverts in it.
lt contains tnformaton and articles about how people spend their time.
Put students into groups of six. Explain that each group will have:
r a chairperson to control the group and ask questions
. a secretary to keep notes of their ideas
Allow groups to choose their own or choose them yoursel
Give out the photocopies to lhe chairperson and secretary in each group. Tel| them to |ook
at their photocopies quickly and ask about anything that i5 not clear, While they are
Iooking at their photocopies, tell the others to think about what they would like in a
magazine like this-
4 Ask the chairpersons to begin asking the group for their ideas, using their sheets for some
ideas to start. Remind veryone to use the expressions on the board.
5 Go around checking they are fo|lowing the procedure, and he|ping i needed.
6 When they have finished, ask them to choose their ive best ideas.
7 Ask the secretaries to explain the five ideas to the class Ask the class what they think

Follow up
r The group5 design the cover of their magazine with headlines, sub-headlines and
captions. They also design the contents page with outlines of articles and features. They
can include drawings or photographs. When finished, putthem on the wall or circulate
them around the c|ass for comparison and comments.

7a
 CHA|RPERSON
Ask about the five subjects one at time and ask the group for their ideas.
a
You can use _the suggestions from each subject to help people to thin if they need them, but get lots of
D
other ideas from them too.
After each subject ask the secretary to tell the group the list of ideas they had, before they start talking
about the next subject.

Who are your readers? Who do you want 3 Facilitie and activities in the arda
to read your magazine? Possible 5uggestions:
For exampIe: . restaurants and cafs . sport
r Think about the age group: teenagers and young o cinema e music
people, families, the who|e community of all ages.
. theatre
o ls it for men, women or both?
4 Community issues and news
2 Hobbies and interests in the home
PossibIe suggestions:
Possible suggestions: o events
o cooking
o environmenl
o health
o
o community projects
Tv and radio
o
o charities
new books
r local poIitics
o fashion
5 other ideas
What other types of articles and information wouId it be
good to include?

x-------
SECRETARY
Make notes about the group's ideas on each of the five subjects below.
After the group have finished talking about each subjec! use your notes to tell them the list of ideas
they had, before they start talking about the next subject. Check that your notes are complete for
each subject.
l

1 Who are your readers? Who do you want 3 Facilities and activities in the area
|- to read your magazine? Notes:
Notes:
t

l
1
4 Community issues and news
Notes:

l
I 2 Hobbies and interet in the home

l
Notes:

5 other ideas
Notes:

FrOm speoklne xro bv Mick Gammidpe o Carnbridse universitv press 2004 GlfiFElltillnilr 7q
 Wrat 1? Leisure time

Leisure centre I

Worm up I
1 Ask students what are the most important places in the town for leisure activities Ask
what they do there, to revise the present simple. i
2 Revise the second conditional by giving a couple of examples of other faciiities you would
like, and what you would do if you had them. Ask the students whatthey would like and r
what they would do there. Ask i others agree or not and why.
l
Moin octivity
l
Tell students they are on a committee to decide how to improve a leisure centre. Explain that:
o There is a small community centre with some |and around it. l
o They have a grant to spend on improving the community centre.
o The committee can afford the money or only one improvement,
t
Put students in groups of five, i possibIe, or put extra students together in pairs sharing a t
single role card; the activity works best if all five cards are used. Give out the ro|e cards,
and tell students they must not show their card to anyone. I
Explain that the cards:
o describe their suggestion
I

o show the secret reason they want their idea accepted t

the students to explain their ideas, and persuade the others why their idea is best.
TelI
They shouId not teIl anyone their secret reason. t
After a while, ask them to take a vote to exclude one or two ideas they like least. The
people whose ideas are excluded must now choose to support other people's
5UggeStionS.
6 After a while, ask them to vote out another one or two suggestions.
l
7 Continue in this way untl only one suggestion remains. Compare the winning suggestions l
of the diferent groups and see i there is an overall favourite in the class.
Ask them if they can guess the secret reasons of the other students, Ask students to give l
each other clues to heIp the guessing.
t
Follow up l
o put the students who had lhe same ro|e card together into groups of up to four.

o They prepare a publicity campaign poster with a slogan and bullet points giving reasons l
why the townspeople should support their idea, The poster should be sty|ed as an eye-
catching advert and can use images if students wish, I
r In addition, the groups can prepare a short lalk of about a minute outlining lheir case in
the style of a politicaI ad for TV. l
I

8o
l
ilp A
you want a swimming pool because the town has not got one.
A swimming pool would be expensive and it would need a new bui|ding added to the centre, but all the schoois in lhe town
could use ii.
(you are an education officer in the local Education Department. You ihink you might be promoted to Head of Department if
you can do something useful for the schools in the area.)

x-------
B
You believe everyone is bored because the town is dull and there is nothing to do here. You think having a good time is what

t everyone really needs.

You do not want to spend a lot of money on buildings or equipment because you would prefer to spend the rnoney on social
events, especially trips to other places.
(Your family has the only bus company in town and you hope to organise these holiday trips.)

x-------
t
c
You want a large hall added to the buiIding with a good quality floor for dancing. lt would aIso need an expensive, high
quaIity music system.

r You think dancing js wonderful: it is good for people physically, mentally and socially.
also own a dancing school and think that a new dance hall would be very good for your business.)

i x-------
(You

D
You think a |ocal football team would be good for the community. You also want to start a Young Players League in the town
to give young people something to do. Allthe local schools could join in the competition.
You want to keep the land free for a footbal| pitch. The present buildings are big enough to use as changing rooms. You want
to spend the money on equipment and hiring a good trainer.

I
(You love ootball, but you also own the locai sports shop which would sell all the clothes and equipment.)

ll
l
You are a keen itness enthusiast but there is no gym in the town.
One idea you have is for a big new gym and fitness centre.
(Your brother has got a building company and you want to get him a building contract, so you want a project that needs a lot

/ of extra buildng work.)

!
l
{

From Speakng Extra by Mick Gammidge O Cambridge Universlty Press 2004 81

 &"gtt Education l
l
Leorning to leorn l
!

l.
Worm up I
1 Ask students how they |earn new lnformation
t
or revise before tests or exams. Have ihey
got any special or unusual ways of revising? i

2 Ask where they study outside school or col|ege. Do they usually work in the same place?
Do they study with music or the TV on? Do they prefer quiet? T
3 Ask if they think the same ways of studying or revising are good for everyone. Or are some
ways better or different people?
Moin octivity l
1 Tell students psychologists believe that different types of people learn, think and -
remember things in different ways. Explain that they are going to find out what type they
are. Put students in groups of three or four. Give out the photocopies" }
2 Ask students to read the questions together and talk about their answers. Tell them to
he|p each other with words they do not understand and ask you i there is anything they r-
are not sure about.
When lhey find their score, ask who are the visual types. Do they think the description of -
the type is true for them? Do the same or the other two types, and 'mixed types'.
Ask them to |ook at the lists of help. Explain that psychologists think that good learners
l
use rnore ways of learning. On the board, write:
Which jdeas do you:
C
. use already? l=
o
o
think might be useful?
F
C
wont to try?
Ask them to talk with their partner about it.
5
6
Check their answers and encourage questions and comments.
Ask them to taIk to their partner about other useful ways of studying.
l
While they work, write the headings on the board: C
Visual Auditory Haptc
check their ideas and ask which list the ideas should be in. write the ideas in the
a
appropriate Iist. Ask which are good ideas that they mighl try,
G_
Follow up
. For fun, the groups think of unusual ways of studying or each of the three types
E
o The class Iisten to each group's ideas and ask questions aboutthem. l
o The ciass vote on which ideas are:
E
- the most useuI

- the strangest t_
- the ones they want to try
Keep score and announce the winner in each category.
3.
G
r-
C
rg
-
l,
82
}
 !2

What type o leaneae you?

Many psychologists believe that dierent people learn in different ways. Answer the questions and
find out how you earn. Seore each question rom 1 to 5:
1 Almost never 2 Not usually 3 Sometimes 4 0ten 5 Usually J

Questions

il than ,,
' writing essays.
::i*:,^.]_.:l:
ir easier
t
.- 'l.,l.:O
to have a lot o breaks
when l'm studying,
t Maps are easy to understand.

lT ilthem
forget things i l don't write
down. lT
.- ''quiet
preer to go somewhere
f] '' Music helps me study.
when l study.

|| , , like to finish a job before l

;-| a l'm not very tidy but l know |l Seeing a person talking is a
staft the next one. 'l
|| n' make notes in class but l 9 ltteasy to see pictules in my tapes.
don't tead them later. head.
|-l when l tead, l hear the

lT l l'mmove my hands a lot when |.l ltt hald to see pictures in 'n
talking. L-----J
'o my head.
.-
|-T Talking about things helps
'u me to understand them.

Questions:

14

13 15

Total v score Iotal A scote Iotal H store

t
i

I
, ;rom lpokino r,|rrn A,,1iriz ri:mmiilro iil l:mhri,;r, l l/rill^r-i-l/ ar^--.A^
 *jg"e Education

whot is educotion for?

Worm up
1 Ask siudents what their favourjte school subjects are or were. Ask them what lhey think ls
or was ihe most useul part of lheir education.
Ask them what they wouid change about their education if they couId. Tell them to laik
about it with a neighbour.
Ccmpare ideas as a class.
2 Give out the photocopies, and explain lhat experts in education have many dierentideas
about what education is. Te]l them to look at the definitions, and ask them lo discuss them
{
with a partner.
Ask which they agree with most and why,
3 Ask lhem to |ook at the three adverts with their partner, and think what the attitudes o
the places wouId be, TelI them to match them with the def!nition5.
Check their !deas.

Braowell lecnntca! College2

- , ",. ''
:; ],,:l]]i ].]]_],..:],1r]_ .::..r|, |.:|,: :.
Liberty r,,r.* S.tloot*:"'""'
.nJ iistory r
,

The Rusten Academy of the Rrts

, ,, ,
:

TelIlhem aIl three are for students aged 16 to 18 Ask them what subjects would probably
be laught at each place. Take them one by one and write the subjects up on the board.
Ask about subjects lhey might not lhink of, e.g" ballet, engineering, drawing, creative
writing, meditaiion Use lhis to practise would
Ask them to compare the schools and say which they would prefer to attend and why Use
this to practise comparative forms,

Moin octivity
1 them they are going to be school head teachers. Ask them to work in pairs and to
Telt
choose logether two of the schools to manage"
2 Ask them to plan a weekly limetable for the schools they chose. Teli ihem to include:
a suitable subjects for each period, or choices of subject
a free study periods, or periods when students can do research on a given choice of
topics
a pro]eCt tilies
o a school trip to a suitabIe place
a lesson times and lenglhs
Explain lhat afler age 1 in the UK, no subjects are compuIsory. Encourage them lo really
use their imagination to produce interesilng and unusual timetables, but tell thern that
they must represent the educational attitudes o lhe schooi,
3 Put pairs into group5 of four or 5ix to compare ideas
4 Ask lhem to feed back to the class on the ideas o the other pairs that impressed them"

Follow up
. Tel] students in their original
pairs to discuss their ideas and intentions when they were
planning the timetables Ask what educalional aims and vaiues they had ]n mind
r Ask ihem io write a new cefinition of r,vhat education ls or.
 Match the adverts w,ith the definitions.

Iiberty #|
Three definitions of education:
1 Teaching lhe young the culture ancj traditions
of society.
2 Introducing the young to sensible and
productive ways of thinking and doing. New,Sehool
3 Helping the young to develop their natural
personal talents.

ffiradw@
trecpegca
G,oIee
lived, Austen Academy
or lif e as it is really both
^ training
A in of the

quarltication5 at ali level5 and l

theory and practice,

Onty bt uppreciatitlg ottr pas

!,un
w? hope Io protect our.furure.

Complete the timetables.

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Frcm Speoklng Extra by Mick Ganrmidge iO Cambridge Universiiy Press 2004 85

 jln t Education l

A preporotion for life I

Worm up l
1 Ask about the school students artended cr aitend. Ask about the school rules: any they
would change or add; the strangest? l
2 Ask about specific features of the school they think are especially useful, or would change
3 Ask how weII it prepared or is preparing them for life.

Moin octivity 1

Te|| sludents they are going to read about real but unusual schools. Go around the class
te||ing students they are A, B orC in turn, Putthem in groups of three orfour, with each
group being all the same letter, e.g. AAAA, BBBB, CCCC. l
Give out one sheet to each student. TelI them to read their text and help their group w|th
t
anything they do not understand
3 On the board, write: j-

lnormation Your apinian

. Upe of school? o unusttal features? I

' type of students? o positiae features?

o daily routine or programme? l possible problems?
. most surprising features and why? l_
Ask students to discuss the points and make notes.
While they work, write these questions on the board:
]_
1 Wat are the main similarities and dffirences between the schools?
2 Wmt is the most swprising feature and zohy?

3 How do the schools compare with yotu, own experiences?

4 \Nhiclt school do you think is likely to be the most successful and why?
5 lMich school offers the best preparation for liJe? ]

6 lMich school ulould you like to haae attended and why?

Now put students in groups of at least three so that each group has a person who has
read each text, e.g, ABC, ABC, ABC, ABC. Show the questions on the board and explain
that students should tell each other about their text. They must work from their notes and
turn their text face down so they can not read aloud from it or see each other's.
Ask for their opinions and invite comments.

Follow up
o ln their groups, students use ideas from their notes cn the schools, their experiences and
lheir own ideas to design the perfect school. They should think about;
- type of school? - unusual eatures?
- type of students? - positive features?
- daily routine or programme7 - possible problems and how to avoid or deal with them?
They make notes about lhe daily routjne.
],a students describe their ideas lo the class.
'a They vote on which school is:
a) the most interesting c) likely to be the most successul
b) the most unusual d) the best preparation for life

8
 A
5ands 5chooi, in lhe town of Ashburton, England, is a day school for chrldren aged 10 to 1 B, li is based on lhe value of social
equalily belween students and staff, anci has few rules. Sands be]ieves lhat lhe well-being o a chiId is more important than
acaoemic 5ucce55, lt ofers a variety of iessons and activities for students to choose from, and free time or children to folIow
their own interests. cIasses are small anc based on the individual needs o each child. The timetable is fixed, but
democratically decided, and students are expected to attend.
The weekly school meeting is at the centre of the way 5ands ts organised. lt makes aIl the decisions that affect the school,
includrng rules, the timetable and accepting or rejecting new students and teachers. Participating in these meetings gives the
children an understanding of democrattc decision-making, and helps them deveIop their skills of argument and persuasion.
The most important advantage of the school meeting is that it shows the children that the school ts really theirs, They have
the right to decide on changes, and the school's success or failure depends on iheir decisions and their behaviour.
Sands employs no cooking or cleaning sta;theselobs are done by the students and teachers. Decorating and simple repairs
are also done by the students. There are three reasons for doing this. Firstly, it saves money, so that school fees can be kept as
low as possible, Secondly, it gives people the opportunity to learn praciical skills in a practical way that is more memorable than
a lesson. Finally, the school feeIs that it is wrong to encourage the idea that there is a social group or leveI of people in society
whose job it is to serve. For the school to truly belong to those who use t, they must take responsibility for its maintenance.

--------
B
Brockwood Park School is a boarding school set in beautiful English countryside for students aged 14 to 20. lt was founded by
the philosopher and educator Jiddu Krishnamurti (1895-198) in 1969,Ihe inientions of the schooI include giving students an
appreciaiion of the natural world, our place in it and responsibility or it- lt also encourages students to explore freedom and
responsibiIity in relationship to other peop|e in society. Physical, psychologicaI and spiritual health are among its aims.
Each school day begins before breakf astat7.45 arn with the morning meeting, All students and staf sit quietly together for
ten minutes to encourage seltreflection. Sometimes someone plays music or reads a poem. The inteniion of morning
meeting is to begin the day quietly together, Everyone is required to attend. The day ends at 9.30 pm, and students should
be in their rooms at 10.00 pm.
Having a maximum of 0 students gives the school a relaxed family feeling. lt has a number o'Agreements', which are similar
to rules, but reviewed every year by staf and students and can change. Students a|so help with the day-to-day decision-
making, and everyone assists in the care of ihe grounds and buildings, and with other small jobs like washing the dishes after
meals, One Agreement is that all staff and students are vegetarian, and a great deal of attention is given to prepartng meaIs.
Many ingredients are grown in the school's large vegetable garden, which students help care for.
Another Agreement s that students must ollow a balanced educationaI programme which they and the school consider
reasonable. Students cooperate with teachers in planning their individualised sludy programmes, where environmental
educaiion, human development, visual and perorming arts are equaIly as important as maths, sciences and languages. There
are classes every morning and afternoon, and in the early evenings there are also classes, meetings and other activitjes.

x-------
c
Albany Free School is based on reedom and democratic principle5, with students and staff taking decisions together at a
weekly meeting. Bui unlike many similar schoo]s, this one is also open to children of the poor. lt has children aged2to 14,
and nobody is rejected for fnancial reason5, lt is located in a racially and socio,economically mixed neighbourhood of central
New York. About half of the children come from the inner ciiy, a quarter from richer neighbourhoods, and the remainder from
surrounding suburbs and towns. Approximately 80 per cent of them are poor enough to qualiy for a free or reduced price
breakast and lunch.
ln some ways Albany Free School is like a normal school wlth books, computers and other equipment. Some rooms even
have blackboards and desks. ln other ways it is very dierent. lt does not have a curriculum or even any compulsory c|asses.
Classroom sessions are informal and last only as long as children remain interested. Learning happens best when children
want lo Iearn. There are no tests either. External rewards or lhreats are Iess motivating than an inner desire to learn. There is
generally more noise than quiet, with children moving around constantly and playing free|y
Learning certainly happens at Albany Free School, but differently. Daily maths and reading c|asses are provided for those who
I- want lhem, but there is no typical day at the school. Every day develops according to any number of infiuences, from
spontaneous ideas for activities or outings to world events. There are ongoing projects too, often in the surrounding city or
,! doing work or charity organtsations. The school runs a small farm cn the block, where students learn the basics of working with
anima{s and growing flowers, herbs and vegetables- O|der studenis take part rn a wide-ranging training programrne, working
with actors, magicians, chefs, carpenters, midwtves, |awyers, vets, archaeologists, computer programmers and even pilots.

E
J-

Snit "4 The wor|d of work

Why work?
l
I

Worm up l
1 Ask students what job they do and i they enjoy it. lf they are still at school or coilege, ask
about weekend jobs or what bhey want to do after they inish their studies. I
2 Ask why they do their jobs, or why they want particular jobs.

Moin octivity
Listening
i
1 Tell them they are going to hear people talking about their jobs. On the board, write:

factory worker
sports centre manager
;
nurse
Check they understand the meanings, Ask them to listen and say which person does
'-
which 1ob.
,F) z Play lhe recording twice and check their answers:
]
rflanager ' ,' ' ,
1 nurse 2ficrory worker 3 sports centre ,: ,

Ask them to listen again and say why the people do the jobs, On the board write:
a
Whttt is each person's motiantiott? Wmt are the rea,sons why they do their jobs?
Check they understand lhe meanings of motvation and reasons"
r@a PIay the recording. Ask if they want to hear it again. Tell them to compare answers wiih )
their neighbour before you check lhem,
a

1 The nurse likes helping people. 2 The factory worker doei it for the mone!; and;also
likes the peope there. 3 The sports centre manager loves sports 1

On the board, write:

I dott't do it.ibr the nnney.
I work to liue; l don't liue to work.
lt4y work is my life. !
Ask what studenis think of these opinions. Do they agree or disagree with them?
a
5peaking
1 Tell students they are going to think about why people work, and reasons for not working.
Dividethe class in haif: A and B Put each half into groups of two orthree. Give outthe
photocopies.
I

2 The A and B groups do different things:

r Ask the A groups to read their sheets and heIp each other with anything that they do
notunderstand" Tell them notto interview each otheq butjust read the instructions.
o Ask the B groups to lalk together about reasons for working and not working.
They should make notes.
3 While the B groups are talking, go around the A groups and help with any problems.
4 Put students into pairs: A with B. Tell Student A to intervlew Student B and find their score
5 Compare scores around the class, and ask what students think. Ask the B students if their
score is a good description of them. Ask A students what good reasons, or bad reasons,
they heard for working or not working.

Follow up
r students write a paragraph abouttheir ideal job and a paragraph aboutwhy itwould be
perfect for them.
r you can circulate the paragraphs and have students guess who wrote them.
il
 A
You are going to interview someone. First, read and check that you understand.
The interview

Reasons for working Reasons for NOT working

1 TeiI your partner that you 2 Read the reasons t0 yOur 6 Ask your partner if they can j Very impOrtant
are going to give them ten pafiner and write their: think of any reasons or not 2 irnportant
reasons for working. Ask ScOres" woiking lf they can, write
3 quiie important
your partner to give each 3 Ask your partner i they their reasons in the Iist.
reason a score from 1 to,5: 4 not very important
have got any other reasons. 1 . Ask your partner to glve
1 not important at all write their reasons in the each reason a score from 5 not important at alI

2 not very important l ist. 8' Find the total:

3 quite important 4 Ask your panner to give

4 important
their reasons a sCOre. fil
5 Very impOrtant
5 Find the otal score. .E:
n']
:.::::] ]!:

tl
:)::.:

fi-.,
n:i
2 To hetp other poopie; ,,],:

J l0 learn new sKllls, L-l 12

;.
4lo do,sonlth no.ilsef,l
,:,H,
,i,:rr,'.:;,;::;r::i.:1. 'ri.:ii.i; ffi ,

Ei:
-
5 lo nave power. LJ 3 ffi:i

6 To meet new people. I r-1

! m
', 1 1 -,,- ---- -, :,.. -.---, E.
/ I0 irave|, LJ
[l
"
14
: :,:: ., :: .,...,:::."a:,:.a :.:,::a',:a:

E l0 Keep lt. Ll n ffi tffi ffiryjffi#i:#**Ji,:lrli;:::iiiiii1i. - . E],

9 To be part of a team: f]
' ]l5 1^ t]

How to find the final score:

Reasons for working TOTAL ff + Reasons for not working TOTAL f] = finai score f]
Under'] 5: You will have lo win a lot of money ormarry a millionaire because you have no interest in work!
15-19 You must be more positive oryou will never be happy in your job.
Over 20: You are quite rnterested in working, bul you can also see the positive side of not working,

_ Over 30: You are quite interested in wcrking Good luck with your future.

--------
B
]. How many reasons can you think of for working and not working? Talk with other students and
make notes.
Reasons for working Reasons for not working

2 How important are the reasons? \^/hat do you think? Give them you score from 1 to 5:
Reasons for working scores Reasons for not workng scores
1 not important at a]| 4 important 1 Very ]mportant 4 not Vey ilTportant
2 not Very important 5 Very ]mportant 2 important 5 not impor,tant at all
3 quite importanl

Adapted rom Getflng Your First Job, Penny Hitchin (1999|, How To Book

i,om Speoking Exi,ra by A/ick Gammidge O Camcridge Unlversily Pr,ess 2004 89

7_-
#m* The wor|d of wonk

The right person for the job

{

l
Worm up L
't Ask students ithey can remember job interviews lhey nave had, and what kinC of
questionsiheywereaskeC, lfyourstudentsarestjll atschool orcoiIege,askthemwhat o

question5 ihey expect at job interviews,
2 On lhe board write:
Company name: In or Out to Lunch Catering Set,oices
Job: Catering Assistant l
Ask if any words are new. lnvite other students to expiain before you give meanings yourself.
:
Ask studenls to talk with a neighbour about what lhe company might do and what the job
might invoIve, t
Listen to 5uggestion5, lf they do not guess, explain lhat it is a company that provides
luncnes in lts own caf but aiso delivers to ofices and other work places.
3 Ask what questions might be asked al the inlerview
L

.-
Moin octivity I

Listening
1 Tel]students they are going to hear two interviews for the job. Ask them to write down the
interviewer'5 questionS.
I
ei P|ay the recording at leasl twice. Ask them to compare their questions with a neighbour.
'3 check answers and write lhem on the board.
l

@+ Ask students to listen again and decide who will get the job and why. Play the recording I
once more.
5 Check answers.

'l An*ri;*"6.:'.',,-.,"ri,,,,;,.,,...',,.,,:';:;,;,1,i1'.'1,1';l;l;;;rli!-,:;;!h',:.{,r;.:1,:,t:,t,,,'.f.;;;tj:,,r:,;:.'
l
, .iilrfue;secoftb;pbH_rytn,ell g,v-u iibii,:Ve:qffiwb.:ifrd"xaqiSpf#nefidr;,f*j,i.:':i;

i Speaking
,i, 1 students that they are going |o practise job interviews. Give out the photocopies. Ask
l,]i students to look at the first job idvert. Ask them what type of person would be good for
Te||

the job. Use the questions on the board a5 prornpts.

1
2 Put students in groups of four. Ask them to ihink aboul people for the other jobs.
3 Divlde the groups of our into two pairs. Ask each studentto choose a diferent job to
app|y or. Exp|ain thatthey can jnvent experience thatthey do not reallr7 have
t
them to act out the interviews. The inierviewer should use questions from the board
Te||
and others ifthey are needed, and fi l in the Interview notes
When both interviews are complele, the interviewers give feedback and say if the
,ntevievvees got tne job.

Ask studenrs to choose anolher adverl from lhe sheet and repeat 5tep5 4 and 5.
7 Ask the c ass how thelr inlervie,"vs wenl, Ask if nrost people got the jobs or not"

Follow up
. In groups o our, siudents ci,eate fourlcb adverts of their own. Tell them to use their
imagtnation io think of vet,rl unusual .;cbs_
r Each student in the group iakes one advet,t without iooking-
I They tnrerview each other, In pairs as before.
9o
 )

Playrn-n.r=
I
Drarna Gentre Freedom Fgshions --.
ff T', P "*l:,?H?;;J
:T#r,?i n,
",.
J,, ;,1;.il',:'i,7,.Jo?3,.jT.,,:;
u' u,
fl] ff H! Ti f#, |; u, Posjtion is
w]ndow design
.oo
I::::|:: i ,ffi ;,,T.T, ffi!;;jl,j,:,o
"o_11iu,.,"l.".:;;?k;;

l
Planet Systems P[c

As manufacturers of retail equipment, we have built a multi-million

pound business. We now need exceptional people to help us
maintain the highest standards of qua|ity at our London factory.
Your job wj[[ inctude:
r testing products
. fault-finding on electrical systems
. repairs
. reporting on production and problems
You wil"[ also use your knowledge and experience to help us improve
our production processes,
If you have the abitity and ambit,ion to be part or our future, please
send your CV to:

Interview notes
] can the person do the job7 ls the person
able to work to the required standard?
V", r possibly [_-l rrro l
Notes:

2 will the person do the

]ob? ls the person well motivated?
vu, ! rossibly l--l ruo r
Notes:

3 How will tne Rer'oP into the team? Wili we be able to work
well with the personi
yes L_] nossibty l l ,o f]
Notes:

FromSpeaknsExfrobvMickGammidee@CambrideeUniVer5itVPres520O4.IITffi
 -X,4
ijatt The world of work }

Greot perks!
Worm up
1 On the board, write perk and ask what ii means. lf students do not know, describe
examples to e]icit the meaning. You could use some of the examples rom ihe first part of
the photocopy {Flexi-hours means flexible working hours, workers can vary them )
2 Ask for other examples of perks, and ask if they have ever had any perks in jobs that they
have done.
j
Moin octivity
1 TeIl students that they are going to look at other examples of perks. Put lhem in groups of

2
four and give out the photocopies.
Direct their attention to question 1 . Ask them to read lhe information quickly and
t
under|ine any words that they do not know
3 Ask them to he|p each other with unknown words.
:
4 A5k if there are any words they still do not know. lnvite other students lo explain them
before you give the meaning yourse|f
l
5 Ask lhem to work together and answer the question. Explain that there may be more than
TlME one answer for some perks.
30-45 minutes check their ideas.
I
KEY LANGUAGE
accommodatia,!.
g, but also public services like c, and possibly any of the bigger: companies
2 d, but possibly any of the bigger eompanies
child care, flqxi.hours, ,
!
,':,",,3.
,a;:,&li,whee times ar:e.nqt:Fgir:,,:9.hoidly:'s1,617:dery9!1{],O.-lh .:.*i l..ll,',.;,,.,':,l] ,,
pensi o n schem, p e:rkl, .:;,l.+.,t..lernr.tikly;;.butpogstbiyani,:a:i]tcil!*er.-omp.api.1..11',.:.:..
sheltered housitng, 5i ,
i
6 c, but possibly any of the companies that require particular skills, e.g. a, e,,8
travel pass; ,

second conditional and 8fseemslikely,butpo5siblycancianyofthebiggercornpaniesrnayhave

other language of ubsidied nrel I

hypoihesis,
9a,e
10k
comparptivs" modts|" ,
any of the bigger companies
verbs of possibility and 12! I

probability ' :

7 Direct students' attention to question 2. Ask them to work together in their groups to
choose the best jobs for the people and prepare notes, not sentences, explaining the i
PREPARATlON reasons |or lheir decisions.
One photocopy or 8 Check their decisions and reasons and compare ideas around the class.
each student
uggegted, .nwers
.:.Mar:]!lReceptionist;r"educed.ee.t1o'n..qi1eo'*rss,hiitd,.carelac!|ities I
5heila: Ticket in5pector - socal club, pension; Oflce assistant - flexible hours,
pension, friendly
Jeff:Caretaker_freehousinginschoolgrounds l
Angela: Ticket inspector - family travel asses

Follow up
o ln their groups of four, students imagine how life has changed or the people since they
took one of the job5, They shouid include descriptions of their working ]ife and
deveiopmenLs in their personal lie that have happened as a resu|t of taking the job
o Each group member adopts |he role o one of lhe characters, a different one each, Thev
p|ay the part to the c]ass. speakng as i the character themselves, describing the changes
to their working and personal lives,

92
 1 \Ailrich companies wouid be most able or likely to provide which perks?

l gcod pension scheme a) arcniteclurai design cc|npany

2 conparV ca, ...._______._,_. .
b) bLrs cr train companv
L] LUlle?e
3 lexi hours
d) detergent manufacturer'5 sales divisiort vlilh
1 chi]d care nationwide saIe5 network
5 goods aL reduced prlces ,_________ e) eCilIng company working in book publisning
trainrng and educaiion allowance f1 |ast'ood resrauranl chair
g) inanciai 5ervices advisors
7 f amily LraveI pass
h) large factory producing basic components for the
B free rneals electronics lndustry
9 working ai home i) old people's sheltered housing centre
10 free horidays j) supermarket chain
,] '1 k) trave| company specialising in tourrsm
spofts and social c|ub ___

l) very large company manufacturing cuddly toys

12ree accom,rodation . ___.._..

jobs would be most

;;mF
\Atrhich City Adu]t
suitable for which people?
_{19_11ion College
-'Yf .
Frierrdll inrlivirlurl r.erluir.ed lQoi;-, ,
10 tvrrrk l,tt r.ectpfirr11 i]1,.I
;,?;5:::nesded lc
dealing rvith ui.it,r,.. g.,"..t.
and general enquiries.
cn o o t,
s
i n' )1'ltunun.u oi
Wguld 6^,|,IluUncl5
. clrild care 1acilitir:s l[:l:l,!;:lY:3i,.
. frce tneals
. free use of sporls flrcilitits
3lffii,l,s; ,irii;:?
. reclucr:t] ees on a]l courses s.o,rnji''nS in sch
;

W
ij:",9,,:,l:,T.;".,,

Price Plus Superrrnrket

ffi
As s sLant
Hcrest aI\C frrencily p-r-scn
rvant-ed fo:: work cn cash
oesks artd other genera-
dutles.
TSi$$;;;;=*"- .20? csocl-trt or all
soCs
;":#:ffi;*J . 4 -day Week
o free overalls

,:}prr*,r'r"i*""

Mark Jeff
Having voung twins is really demanding, but lhey're My wie Mar,v is a regisiered Disabled Person, but we
worth it! They're my whoie life now reaIly. When my don't get much heIp from rhe slate. She's fine ] | don't
wife died, I couldn't manage at first Of course l had |o leave her on her own loo rnuch, a5 long as I check
give up college, which limits my future, That's she's OK now and then The hospilal appointrnents
worrlring. c;n be awkward to 'iL in

Iwas dir,lorced slx years ago when our kids let home.
got the house, but he's go| the pension! l cjo feel
1onelv, thourgh. l've got rnv own little hairdressing
business, going |o peopIe's houses, but l'd like to rneet
someone special.
1 Seven chiidren take a lot of looklng ater But now
they're al] at school, l can go back to work. We neeci
the moneyI Living oul in the countryside gives u5 room
lo grow our own vegetabies, but we're so isoiaied.
Four of the kid5 trave] near"lv Lwo hours to schcoi.

1;nq Qaani.i^,- -rr- ,, nl]-l/ i-^ l;1 a-*"il^^ 1 _,,,,."-i+,, Dr'a,-- an^l
 Jgtt ' Money lI

Eosy money L
1

Worm up l-
1 Ask how students usually pay when they buy something. Elicit different ways peoo|e
can pay for things. e.g_ coins, notes, credit cords. Ask about the advantages,or problems i_
l
with each,
--
2 On the board, write: !

Local Exchange Trading Scheme

Explain that it is another way of paying for things. Ask what any of the words mean. Elicit !
or explain the meaning of local and exchange. Tell them that to trade is similar to to I

exchange, and that scheme is like a plan here, Ask if anyone can guess what a Local
Exchange Trading Scheme is. l_
Moin octivity 5
t Tell students they are going to read about Local Exchange Trading Schemes and find out if
l
their guesses were near" Go around the class telling students they are A, B or C in turn,
Put them in groups of three or fou1 with each group being a|l the same letter, e.g. AAAA,
BBBB, CCCC, l
2 Give out one sheet to each student Tell them to read their text and help their group with
anything they do not understand.
3 Tell them to talk about the text again and
information.
each make notes about the most important L
While they work, write these questions on the board:

1 lNhat do L.E.T.S. do?

2 Are they populax and are they successfttl?
3 How do they make exc|tanges easier? t
4 Do they use notes or coins? INhat do they use?
Now put students in groups ofat leastthree so that each group has a person who has
read each text, e.g. ABC, ABC, ABC, ABC. show the questions on the board and explain
that students should te|l each other about lheir text. They must work from their notes and
l
turn their text face down so they can not read aloud rom it or see each other's.
Check their answers.
l-

PREPARAT|ON
One Phot.io,[y, for: eadil, :,
|7
:
E.T.5., and l
|1 8
L
Follow up
o In groups, students plan a L,E,T5. They should think about: ,
- where they have the central bank, and who wou|d be the banker
* a name for it
- what money they will use l
- who they will ask to join
- what kind of things they will want people to sell
- prices; the cost of different things
I
- how much they will pay the banker
- other information
o Each group makes an advertising poster for their scheme with re|evant and necessary
information.
94
 A
Local Exchange Trading Schenres (L.E.T.5.) dc not make money, butlhey help people to help themselves
and help each orher" They are very good for locai areas, and peopie welcome them L E.T5 are becoming
very popular. There are more than 200 the UK, and some of them have hundreds of members. None of
rn

them are exactiy the same because different people have different ideas. Butthey all offertheir members
many advanlages. L,E.T.S. are very friendly. Members meet new people and make new friends. People learn
to use their free tjme better. An important advantage is that people without any money can still buy lhings.
They can still pay oiher people to do things for them too, People do not have to pay a bank to borrow
money.

o 5o what do L.E.T,S. do, and how do they do it?

--------
B
You and your friends or neighbours might not have a lot of money to spend, lrut you are rich in other ways.
Everyone has lots of abilities; we all have things that we can do. Some o us are experts in special subjects,
For example, we might be doctors or artists. Others are good at simpler things like cooking or decorating.
Maybe we can on|y do easy things like cleaning, but we all have something we can exchange with other
peopIe, And we aIl need each other's help, but of cour5e, life is always difficull. For example, my neighbour
is a hairdresser and lcan cookfantastic cakes" Unfortunately, he does not like sweetfoods, so lcan not get
a haircut. 5o l need to find a third person who likes cakes, a per5on who has got something the hairdresser
wants, Then perhaps all three o us can do an exchange together. lt wi|l not be easy!

. we need an easier way to exchange things, but how?

Have you ever thought of making your own money? Do not think o dollars or euros; invent and use your
own money. You can call your money anything you like, for examp|e, a Pop, and ask other people to;oin you
inthe'Pops Trading Club'. You get Pops by doing something for someone; they pay you in Pops, You can
spend your Pops on something that someone else does or makes for you. You do not need coins or notes,
but you do need a central bank. This can be a telephone answering machine where peopie can leave
messages about their exchanges. The Pops Trading Club banker listens to the messages and puts aIl the
inormatton into a computer, so everyone knows how many Pops they have got. The c]ub pays the banker in
Pops for the work they do. Simple!

o So how big are these trading clubs, and are they successful?

I
h From Speoking Extra y- Mick Gammidge O Cambridqe Univer"si|v Press 2004 ,Jt1ll6rfiF[ETl| 95
 t\
.jnit ?5 Money Il
l,
t

Sole or exchonge l

Worm up I
Elicit or teach antiques.
Ask what antiques people collect, Elicit or teach: furniture, clothing, toys, husical a

tnstruments, jewellery. Elicit examples of each. :-

2 On the board, draw an old clock and write f 700. Write cost, worth, price, pay, afford, buy,
sell, exchange. Ask, elicit or explain what they mean.
I
Ask students to work with a oartner and write a sentence or a ouestion wilh each word
about the clock.
Check they are Sentences, and have the c]ass repeat them.
3 I
Te|l students to ask and answer questions about lhe c|ock with their neighbours.

Moin octivity >

a
Tellstudents that they are antiques collectors. Give out the strips. Tell lhem to read the
instructions and ask if they have any questions.
2 Tell them to tear their strips into five 5eparate antiques. l
3 Explain the rules:
o The prices on the antiques are or help: students can sel| them for as much as they want.
o They can exchange antiques for others, or exchange antiques for others and money. i
E . They must get as many antiques and as much money as possib|e to win the game.
o |f they have five of the type in their instructions at the end of the game, they get an
lc extra E500, t
a Everyone can spend as much as they want.
a They must keep a note of the money they spend and make. 0n the board write
l

f, spent i to person f made frompeson

i
]

] iJiv
a

50 Peter 30 .

100 . Anrra, 75 ' Ua*t4 ,

)
]

. ]

150 ] 105

20
i

; Solrt 20 ll
Nellq
ll
]
I_
170 125 l

Explain that to stop people cheating, they mu5t get the other person bc sign their accounts.
4
i
Give students 20 minutes to move around the class buying, selling and exchanging as
many antiques as they can,
5 Go around helping, and checking they are keeping correct notes of their dea|s,
6 Find the winner:
Studentstotallhetoppricesprintedontheirantiques, e.g.guitarE5O-E100=1100.
They add their antiques' value to the money they made,
L
They take away the money they spent.
lf anyone has lhe five items in their instructions, add [500,
The person with most money wins. Form a line from the person with the most money
down to the person with lhe least.

Follow up
. students wrile a paragraph describing their best buys and their biggest mistakes.
L

96
 jewellery
A gly 1ltrlq har,e fir.e furniture instruments toys clothing
items,\bu mllsi bu\i seli desk n ecklace drum puppet su it
or exchangL, ltems to E5O*E1 00 E75-E1 25 E100_E1 50 El 25-E1 75 EI501200
makL- mone\,. At ihe end
ot lhe gal]lc, lou rr,rll gci
a bontis of 1500 if vou
have got tive PIECES
OF JEWELLERY.

B Now _vou lrave five clothing furniture jewellery instruments toys

items.You mr-tst bu_v, se1l jacket chair earrings trumpet car
or exchange items to t5O_E100 E751125 E100_E1 50 E1251175 El501200
make monev. At the end
of the game/ you will get
a botrus of f500 if you
irave got ijve MUSICAL
INSTRUMENTS.

c Norv v<lu have five toys clothing furniture jewellery instruments

items.\bu must bul,,, 5g]] teddy uniform table brooch violin
or exchange items to E5o1100 E75_E1 25 E100-E1 50 t125_E175 El504200
make monev, At the end
of the game/ yorr lviJl get
a bonus of 500 ifvou
havc got five TOYS.

D Now vou have five instruments toys clothing furniture jewelIery

items.You must buv, sel1 guitar steam engine dress wardrobe cuflinks
or exchatlge itenrs to E501100 t754125 El001150 El251175 El 50_t200
make nronev. Ai the end
of the game/.,-ou vvil1 get
a bonus oi 500 if ,voti
have got live PIECES
OF CLOTHING.

E Now \rott have five jewellery instruments toys clothing furniture

items.You must bul,, ring saxophone doll diver's helmel couch
se[l or crchang,e items to
E5041a0 E75_E1 25 El 00_t1 50 El25_E175 El5012aa
make moner.. At the enci
tli t}re ganre, vou r,r,ii[ get
a bonus of 1500 if vou
have goL five PIECES
ol, i.U1iNITURE.
P
r Frarn inpnkinl Fyf rq hv j\il jak G;mmi.iop c-l f :mhrieioo i ]nirlarc]frl prr.c<
 #xtt 1 Money I l-

Its olI obout imo9e ,_

I

Worm up L-
1 Ask students what their favourlie advert is and why they like it.
2 'Ark how much inluence lhey think advertising can have on what we buy. r
3 Tell them ]t is often said |hat Advertising seIls us a liestyle or a se|f-image, not a product'
Ask for lheir opinions,
i
l
Moin octivity
Tel| them they are going to read about types of adverts. Give out the photocopies and ask

L
them to read the first text: The art of advertising.
2 Ask ihem which type is most effective and why. Ask if they can think of any other types.
3 Tell them that they are going to become advertisers themse|ves. Put them in groups of
l-
four_ Direct them to the second activity on the photocopy: Advertising executives,Tell
them to read the instructions, and ask ifthey have any questions. a--

Explain that they should discuss the projects and choose two to advertise. They should
think about the style o advert that they might use to sell the products.
Tell them they need to think in detail how they wiIl advertise their chosen products.
l
write on the board:
Product image - what can you emphasise about the product to make it attractioe?
l
Target market - who will btty it?
Budgets - where is the best place to adaertise it and why?
Style - what wll the qdaerts be like? Describe your ads, l
Go around helping with ideas and language,
Tell the groups to choose iheir best advertising project to describe to the class. They must
aIso decide who will describe the different parts o their advertising plans. l_
7 Groups take turns to explain their plans to the class. lnvite questions and comments
8 Ask which products they might buy and how the adverts affected their choices.
t

Follow up
o Groups choose one of the products and design a Tv or radio advert for it.
o They act the advert to the class. lf you have the facilities, you can video or record the
l_
adverts.
r Ask the c|ass to vote on which advert:
* uses the best English

- is most creative -
- would be most likely to persuade them to spend their money I

;
 l-Fr !

'Jlre ar rrf adver isng

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t'|.'ffi ll;q;;i"T$1-1;:;
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Afectitlns,
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with its pl".:il'_'::l: :'i".i", ig., i, _ l:

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o
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f,,
c. prorlul,t. {fter
wilhout tiving any ideo of rhe
a
:
n
I;::T::;,r""ffir:: iJ:ij'_'"]'il ;;;;;;;u" "" " posl r or ]v ir""i y"" a",perate lo buy whstpver il ib,
=
the name, By that lime, lhe .n,_*;.: "*
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hecome r.all) .urious, they add l"_:::;;.i:i,i'r,,"i,
=,
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i::iliTT.],"'r., i,;,;;;'il ;* ,,,,,*,,, u,-,.] ,"" lvill lluy arrything. or so thr:Y think'
1->-.--\t__^____/^**-a<1:-^.<: ]l.:-. -i- }-=,- --
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N)

R
Advertisin g executives You must think of the best way to spend your budgets and the type of advcrt
that you would use for media or posters. What would your ads be like ?
Your compan), Iras firre products to advertise:
- smal|, plaslic, three-wheel car (capable of carrying the driver and one passenger) Media advertising costs
. toy tool sels for little girls, for working w;th wood national TV national radio
. very expensive, plastic jewellery (it mightbo]designrlllb|Pr:eio,uP11,,l',l.,, ,i.i:l1:,l]]]
day t20,000/rninute day [10,000/minute
. disposable paper clothes (wear them and throw them away}
evening f40,000/minute evening [5,000/minute
. hot arr body drier (instead of towels for use after a bath or shower}
national daily newspapers national monthly glossy magazines ..}
Yott have tlrree budgets for caclr product:
fullpage 120,000 fullpage 40,000 t
t1 million or media advertising
half page 10,000 page
half 120,000
)

quarter 5,000 quarter t10,000 ,

E200,000 for a publicity event
sma|l f2,000 small t5,000 o
-lfiri
You also nced to think of a publicity event tlrat r,voujd catch petlple's !l
attcntiotr, e.g. using a celcbrity to do sometlring with your procluct. -
nt
00
\O
\O
o
(,
(.i)
 {"ra X & Past experience and stories s
I

Reolly?
I

a
I

Worm up I_
1 Te|l some story from your past, but change the story in some interesting and exciting ways
so that it is not completely true, You can use the cards on the Photocopy page lo give you
some ideas.
t
2 Ask the students if they have any questions about the story, -
3 Ask the students if they believe your story. Tell them that it is not completely true, and ask
them if they can guess which parts are true and faise. Ask them which parts they believe
l
or do not believe and why.
l
Moin octivity )_
TeIlstudents thatthey are going to play a storytelling game. Tellthem they must guess if
the stories are true or false. L
2 ?utstudentsingroupsoffourtosix.Giveeachgroupaboard,asetofcardsandadie.Tell
F-
them each to ind something to use as their marker to move around the board, |ike a coin

3
or some personal item.
Explain the rules:
l
o Everyone throws ihe d|e once. l-
o
.
The student with the highest score starts.
They throw the die and move their marker the number of squares on the die.
l_
o lf they |and on a square with instructions, they must follow the instructions" L
o they get a card, they must tell the group the story on the card.
F-
|f

o The other students should ask questions and try to decide if the story is true or false,
o when everyone has said what they think, the storyteller tells them who is right I
and wrong.
o Then the person on lhe left of the storyteller throws the die, and so on until someone --
l
inishes.
o The irst person to finish is the winner,
4 Be ready to help with any difficult vocabulary on the cards. 1_
5
l-
lf one team finishes before the other, they can go and listen to another team's stories
and try to guess i they are true or false.

Follow up
o Tell students to write up an account of their favourite story from the game they played on
a loose sheet of paper- Tell them to write their own name on the sheet, but not to give the
name of the storyteller.
I-<
Collect the stories and put them on the wall arranged in the same groups that the
students were in when they played the game-
Tell the students to go around and read the stories. Ask them ifthey can guess who any of
the storytellers were. t_
Ask for comments about which they liked and which they believed. Check if their guesses
are correct. a

l
l.
 lI

- Oive a card
-fo any other so baek three

perso
paOe
l
M
akeacard
andtell us
it
about
tr}
M #
0ivs a card
ffi
to the psrson
fiiveaeard akeacard
to the person arrd tell us about
on your lsft
,* on your riohf if
i-
mk,
akeacard sive a card
and tsll us abouf to tha person
it on your righf h
,
,:|.

, so back fuur
5Y,"
Ll{1 =rf
akeawrd
"q

Dace 0ive a card

{,ffi
arrd tell us about
/ to the person

I
#i, ,
on your left

''-
.

)<;
..
: ake,acard so forward
i
,

,t
and tell os about two spacOs ]Gl,,
k*, r! a

W
i ive a card
::':'

Takea card 3z 0o backiwo to any oher

iarrd tell us abou
., it
pa0ss persOn

3-<::::::-
what is the most what was the what is the what was the
dangerous thing biggest surprise of sttangest best bargain you
that you have ever your lie? coincidence that ever got?

x
done? happened to you?

what was the What was your what was the best what was the nicest
happiest day of stangest dteam? place you ever pesent anyone
youl life? went to? gave you?

}<
What is your When you were what was the who was the most
earliest memory? young, who did strangest food you interesting peson
I yOU admire most ever had? you ever met?
l and why?

l V
db ob
V V
db

t From Speoking Exlrc by Mick Gammidge @ Cambridge University Pre55 2004 PHOTOCOPlABLE 101
 Ljrj "$ Fast xperience and stories

lnterruptions
Worm up
1 On the board write. to interrupt l an interruption. Ask what it means. lf nobody knows,
elicit ihe meaning by asking questions, and interrupting before they inish,
2 Tell them they are going to play a game called lnterruptions. Dernonstrate: tell them you
are going to lell a story and they nnust ask Iots o questions to stop you finishing your
story.
3 Tell a story, you could use a card from the photocopy. lf they are not asking questions,
pause and elicit possible questions. lf they are slow to get going, tell another story to give
more practice.

Moin octivity
1 Put students in groups of our.
2 Give each group a set of cards face down. Tell them to spread them face down.
3 Explain the ru|es:
o when you say Go, one person must ta|k or two minutes about the sublect on the card
The others must ask questions to stop them finishing, Wlth strong classes, you can
make it three minutes.
o the story, or if the group run out of questions before two
lf the speaker finishes
minutes, then the speaker wins.
. lf the speaker has not finished after two minutes, or if the group are still asking
questions, then the speaker loses.
r lf the speaker wins, they keep the card; if not, they put it on the bottom of the piie.
o The winner is the person with the most cards at the end.
4 Decide who starts. They take a card. Check they understand it and they are ready to start.
5 Looking atyourwatch, say Go and starttiming. When thetime is up shoutSfop. You may
need to referee, to decide if the questions are still relevant to the story, and to decide i
the speaker has won or lost.
The player on the left of the speaker chooses another card, and the process is repeated.
You can stop the activity before ali the cards are gone.

Fol|ow up
o Ask the winners to come to the front. TeIl everyone they are going to find lhe champion.
o Each win n er takes a ca rd. lf they have had the card already, they ta ke a diferent one. with
small classes, they may have seen all the cards so you may need to think o other things
for them to talk about.
They take turns speaking to the class, and the whole class interrupts. l it becomes too
chaotic you could ask them to put up their hands and you choose questioners.
Those who finish take another card and repeal the process until only one student remains.

102
 Where did you go and what What happened on your
did you do on your last first day at this school?
holiday?

Tell everyone the story of Tell everyone the story of

the last fi!m you saw. the last book you read.

TelI everyone the story of TeIl everyone the story of

your favourite film. your favourite book.

What was the happiest day What is the most interesting

of your !ife? What happened place you have ever been to
and what did you do? and what did you do there?

What is the funniest thing that what is the most

has ever happened to you? interesting experience
you have ever had?

Who is your favourite What is the strangest thing

person in history and what you have ever seen?
did they do?

Fr.om5peokirrgFxtrobyMickGammidgeG)cambridgeUniVer5ilyPress20O4@ 103
 "'t&
mt Fast experiences and stories

Smoll ods
Worm up
1 Give out the photocopies. Tell studenis to look at section 1 and ask lhem what it is and
where it js from. Check that they all recognise that it is a selection.of small advertisements
known as 'smail ads'from a newspaper or magazine.
Ask them if they or anyone they know has ever bought anything rom a small ads page.
Ask them what was bought. Ask them if they know why the person was selling the tem.
2 Tell them to read the circled ad. Ask them what the object is exactly. Who would wear it?
When, where and why?
3 Ask them why the person might be seiling it. Tell them they have two or three mnutes to
talk about possible reason5 with their neighbours.
Listen to their suggestions,

Moin octivity
Reading
1 Explain that the article teIls the true story behind the wedding dress,
Tell students to read the first 5nippet only and talk about the question with
their neighbours.
TaIk about their answers before giving the real one.

TIME,:l Answer key

OO ,r,,;nulgs -,:l l 1 Her visa ran out,

Repeat the process with the other snippets and questions

,KEY LANGU,I one by one
beg,dlsappgnt
'he,arlblealling,,i
maTioge,;marr1
pfopase, skelch
, '.weddhg,' ndl
' past tenes, {an]

,, o,cause,and:e Speaking
, lEnguageofpos 1 Put the students in groups o three or four.

' and]probabilit}' 2 them to read the other ads. Ask if there are
TelI a ny words or details they do not
understand, and explain.
Tell them to discuss the ads and think of the story behind the items and why they are
,, PREPARAT|o
being advertised, Tell them to try to think of unusual stories and make notes of their ideas
. One photocopy,
for each ad,
; eaeh,student
Listen as they discuss and try to make suggestions for making their stories more
.,' , '] , interesting" Make a mental note of the groups with better stories.
5 Ask the groups with more interesting stories to teli them to the class.
6 Ask them who they think will want the items.

Follow up
e Each group chooses one of the ads.
a They work together to write up their story from the notes they made,
a They exchange their stories with another group.
a They read each oiher's stories and underIine anything they thrnk is incorrect English.
a The groups that exchanged siorles jon together and discuss the underlined possible
mistakes- Give help where needed.

04
 , '.i
rlraill ads lts.s;
'-d'

1 \A/hat is this text and where is it from?

ffifo
RAciNG TANDEM.
High quatity, good
condition, 12 qears.
-:"#j1i,,',[i f200 for quick sate.
_enguines

*-,"nt**lf"yiry r_noTilrcvcG *it
iuggage tra[er. As
f 199 or nearesf
.oellow lv't!-,"
J".r..j"-;#*'w,
^.s ffi-r1---"
--. "c rih
'on othcr ttr
' \/la-n,^
MAGtCtan,,-
-
DENTAGaUlP MENT, dssorro,.,"lJ bQUlpl
present daY,
1 930s -.

Also,collection o .,;i" :i.3,r,r;i2. I ii {,

^-"::^y n,s c
specimen teeth,
a
^]'jnusldsl.
ages Any of er
#i=[Ti,,iry,
Read the article and anslver the questions.
Small ads

/ nen, a struggng DJ with no mone)/, proposed e night bebre Felicity erv lrome
\,

to Melbourne. They ltad been going out for rwo years. When he proposed, she thought
)

rnariage,was exactly what she wanted.

1 Why did Felicity fly back to Melbourne?

Backin Melbourne, her grandmother insisted on paying tbr the dress.

2 Why did her grandmother want to pay or lhe dress?

Her mother knew a fashionable y,oung diessmaker. Feliciry sketched, a design, and
as the dressmaker gradually put it together, Felicity became carried along by it all.
Now she wonders why she stayed away f,rom London for so long.

3 How long did she stay away and why?

She relumed to London ready to mar{l,But things had changed.

4 What had changed?

For:three,months she told herself thaLevervlhitrs would be OK,

Therr'during another silly argument. Ben tinally said it.

5 What did he te|| her?

,,^==-- _,-_-=-,/.-----1^-:.-_,,
-:__==-.-
Feliciry beggecl him not io leave her, So they slayed togct_her unti]. a month later,. slre
finally sai "Well, you]re actually riht.' Ir was a heartbreaking decision. Everyone
i backhome knerv she had lett to get married. She t'elt she r.vould disappoilt all of them.

What did her triends and fami|y say?

,- --j -\r'1-,:--.&+}
\ Thut is when she realised, she had jrrst beconre caugirt up in everything- Ben
I and Felicity are still iiends. She is in antltlrer relationslrip now.
7 Why does she want to sell the dress?

The Observer vlagazine.21 April 2002

From Speoklng Extra by Mick Gammrdge CD Cambridge Unlversity Press 2004 105
 #m* Science and technology _U

Gizmos ond godgets

Worm up
1 gtzmo and gadget on the board and ask if anyone knows lhe meaning or can glve an
\^lrite
example. lf not, give some exampies yourself, e.g.
o keyrings thal sing back lo you when you have Iost ihem and sing to them
o gIasses wilh lights on the side so you can read in the dark

Explain ihat gizmos and gadgets are unusua|, usefulthings, but they are nol really
n eceS5a ry.

2 Ask for more examples of gizmos and gadgets, and ask what lhey are or, Use lhis to
check or revise We use it for lng and We use if lo + infinitive

Moin octivity
1 TeiIstudents they are going to look at some more unusual gizmos, and they must guess
whatthey are, Putlhem into pairs and give outthe photocopies, This is nota reaIWebsite,
but a search for 'gizmos gadgets' on the Internet wilI find lots.
Ask them to look at the narnes o the gizmos for heip, TeiI them lo talk with their partner
and make notes about what the names mean. While they are working, go around giving
them c]ues.
check lheir ideas.
Maxi like maximum = a |ot o something, Data = inormation
Auto |ike autornatic; help they shouId know

Sure = certain; Shol like from a gun

Video they should know
Sur ]ike surfing or surfboard; Cycle like in bicycle
Ask them to la|k with their partners and make noles about what the gizrnos are or. Write
these questions on the board:

7 |A,4lat is it?
2 Ihhat do peo7lle tlse it for?
checktheir ideas and write lhem on ihe board There are no correct answers forlhis, but
if lhey can not lhink of any uses, you can give them clues to guide them to the following
possible uses:

6 Write these questions on the board.

1. I,,\,4.tt,Lt tqpe o.f 1:lersotttigltt hLa it?

? Dtl 1.1tllL tt-ttttt cnt:? Wu1 /Wlry not?
7 Check their ideas. Ihere are no correct answers.

Follow up i
!
. ln pairs, studenls thtnk of thejr olvn gizmos and draw them
. They exchange lher gizmos wllh another pair, They guess whatihey are and ansr,verthe
other questions from ear ier.

o The)i check with l-he designers to see i lheir cjeas ai,e.orrect,

 Gizmos and gadget .t1_.!

'1,

File Edit View Go Bookmarks options Directory Window Help

Address

See what's new in the Gizmos Gallerg.

The hest in modern technology.
: luoxi Dtlttl Uideo t

ffi a''.U here for information

ffi Clicl< here for inormation

AutO.hltr Surf Cycle

a''.n here for information

@ @ C''.n here for information

sue Shot

ffi Click here for information

From Speoklng Extra bY Mick Gammidge ro Cambridge University Press 2004 107
 {":ttt
,j7
Science and tectrnology \T, '

lt will never hoppen T

I
]

Worm up
1 Ask studenis for examples of inventions or sc]entific discoverjes since their grandparents
were young. Write them on the board
Ask which they imagine their grandparents thought were more useful and most surprising.
__]

I
Use this to check or revise ianguage of comparison.
2 Ask thern or examples that have happened in their own lietime. Write them on the board.
3 Ask which they think are more useful and most surprising. Check or revise language of

I
comparison.

Moin octivity
Tell students that they are going to read about inventions and discoveries that might
happen in the future. Put lhem in groups of four. Give out the photocopies.
Ask them to read the paragraphs Tell them to under|ine any words they do not know and
ask the other students in their group about them,
_]
Check if there are still any unknown words. lnvile other students to explain them before
you give the meanings yourself.
l_]

I
Write these questions on the board:

It\h ic h p arngra p hs m e t io n :

1 traael?
2 bad sents?
3 medical science?
4 space?
_]

Ask ihem to compare their answers.

5 Check their answers.
:_]

1A,D2B3C,E4D,F .: ]_]
Ask them to lhlnk about the paragraphs on their own without talking to their partner. Tell
lhem to decide which are more probab|e and write numbers '1 to next to them. Number
1 is the most probable, number 2 is the next most probable, and so on, number is the ._]
least probabIe.
Ask them to talk with the others in their group and compare the numbers they gave to
each paragraph They should explain their opinions and try to agree who is right. __]
Ask i any groups were able to agree about alI the numbers for the paragraphs- Compare
the order decided by diferent groups. Were there any big diferences? Ask them to
explain their opinions. __]

Follow up
l ln lheir groups, students brainslorm the technicai advances described on the photocopy __]
and try to think of as many advantages and disadvantages for each as they can.
r compare ideas around the class and see who has thought of most and which are the most
i nteresting.

108
 lt will nevr happen

A Matter transportation: every

scientist's dream
This is technology that can transport people or
things from one place to another instantly.
lmagine something like a telephone box: you
go n, dial the number of the place you want to
go, and then you disappear and reappear in
another box at your destination. Some scientists
think we can even do it without boxes!
;
B Machines take Qver: robots rule the world
Scientists are designing better robots and,more intelligent
computers every,day. There is already a computer that can
beat chess champions and, progr.arns that can learn for
themselves. Many experts believe machines will be more
intelligentthanhumansoneday,andwhentheyarethey
will not need us any more. Goodbye, humans! r"l
]|

Scientists hope to find cures for all diseases, and are making
good progr.ess. They are also trying to find out why people
get old, and they are making progress on that too. Some l6'',^
scientists suggest that with better knowledge it will be
possible to slow down ageing or stop, i{ completely. We could ,W
lve to hundreds of years old, or olderl Tl
ll

D Space colonies: cities an other planets

Space travel is expensve at the moment, but building
space ships in space,at spacelstations,,would be cheaper.
Scientists are developing engines that are faster and use
energy from the sun. They suggest sending several
families together to distant planets,
Some journeys could take hundreds of years, with
,LJ1---1
children born on the wayl

E is a dinosaur! clones of,extnct animals

Scientists,are making enormous advances in genetics.
ln addition to its value in health care, 9enetics might'
have other uses. Several projects at the moment are
trying to bring back animals that are extinct, for
example, the Tasmanian Tiger. Scientists hope to use

make living clones!,

;
F Cantact: ls there anybody aut there?
Scientists.have been sending radio messages into
space for years. They are hoping to get an answer one
day from an alien civilisation. They would probably be
more advanced than us, and would be able to teach
us about their science and technology. With their
help, we will solve every problem on the planet!
n

=ron 1peaking Extra by fulick Gammiige (O Cambridge Universiiy Pres; 2004 PHOTOCOP|AELE 09
 Unit Science and technology

lt will chon9e our lives

i

a
:_

Worm up |--
'l Ask students what new technologies have deve|oped in the last hundred years. Write
them on the board. ir
2 Te|l them to decide with their neighbours which are the most important, and why. _
3
I

Ask for opinions and invite comments. Use this lo check or revise |anguage of comparison.

Moin octivity
I

Tell students they are going to read about technology of the future.

Go around the class telIing students they are A, B or C in turn. Put them in groups o three
.:,..,.:dni
or four, with each group being all the same letter, e,g. AAAA, BBBB, CCCC, ;.
Give out the sheets. Tell them to read their text and help their group with anything they do
not understand.
t
l::
On the board, write: l

1 IMat will be the main uses of the technology?

|-
2 INhich use will bring the biggest benefi,ts and why?
3 Wat rtre the most alrprising predictions and why?
Ask students to discuss the questions and make notes.
While they work, write these questions on the board: i
1 l,Alnich teclmology raill bring the biggest benrtB and why?
2 Wat is the most sutprising prediction and why? l,
3 lNhich technology do yott like the idea of most?
4 \Mich technology do yott think is the most likely to happen and why?
artiticial,;latom, 5 Ihhich technology do you think is the most unlikely to happen and why?
autamatic,
1( bacteria,
tr Now put students in groups o at least three so that each group has a person who has
cgncer, eorphones,
n exotic,
,
read each text, e.g, ABC, ABC, ABC, ABc. Show the questions on the board and explain
that students should te|l each other about their text. They must work from their notes and
l
expond, goggles, turn thetr text ace down so they can not read aloud from it.
Ask for their opinions and invite comments.

Follow up
o ln their groups, students imagine a typical day in the uture when all three technologies
are in common use. They make notes about the daily routine.
r students describe their day to the ciass.
o They vote on which day is:
. the most interesting
o the most like|y
. the weirdest

11o
 ,l : , .'.*/ !

t
j,
|t nrill change,or ri$i;,oir *
,-sj
<
A: VlRTUAL REALITY
lmagine watching a ilm, but with video goggles that go around the sides of our heads ioo, so that we can see an image all
around us like in real life, We do not watch the film from a distance, we are in it! The film, of course, is a computer image. The
goggles are sensitive to the movement of our heads: the image moves when we turn our heads as il does in the real world
Built-in earphones a|so change the direction lhat sounds seem lo come from a5 we move past objects, Gloves that can
expand to put pressure on our ingers ailow us to feel thar we are louching objects in the virtual environment. All this
already exists, so what is new?
As computer programs get'faster and more detailed, much more will be possible. We already have flight simulators for
training pilots, but programs will be developed or training in almost anyihing, We will be able to meet friends or colleagues
in virtual environments. luxury conference rooms, exotic landscapes, virtual art galleries or impossible antasy spaces.
lmagine treating phobias by allowing people to meet their fears in a virtuai, harmless worId. Doctors wiIl be able to attend
operations thousands of miles away, and when robot arms are developed, they will be able to actually take part in the
operations, This type o remote expertise wilI be available to many professions.
But there is more, Experts believe ihat, sooner or later, the technology will be developed to allow us to link computers directly
into the brain. Then everything will be possible: sights, sounds, touch, smells, tastes, even emotions. lt is even suggested that
we can go further still, and input memories to create completely new virtuai identities. We can become whoever we want to
be. We could have a whole catalogue of parallel Iives and personalities. The possibilities are truly endiess.

k-------
B: ART!FlC|AL lNTELLIGENCE
We aiready have intelligent, automatic lawnmowers that can find their way around the gardens, cut lhe grass, and then find
their way back to the shed and plug themselves in to recharge. There are vacuum cleaners too just as clever. At a more
exotic leve|, there was the Mars Pathfinder robot that did its job without human help.
There are all sorts of other uses for intelligent robots that can operate with little or no human control" Dangerous or
unpleasant work, like clearing poisonous waste or landmines, are obvious examples, Research is being done on a car that will
drive itsel more saely than a person could. lt would communicate with the other computerised cars around it and with
electronics in the road to avoid accidents. Road deaths will become a nightmare of the past.
lt is not just robots that are being considered, but all types o other machines carrying out a wide range of tasks. For
example, the intelligent ridge that can read microchips attached to food packaging and warn you when the food needs to
be eaten or thrown away. lt will also reorder more food over the lnternet when needed. Robols or general housework are
sure to come. Honda, among other manufacturers, is researching a humanoid robot that can wa|k and carry things around.
Some experts believe ihat the entire man-made world could be populated with all kinds of intelligent machines by the
middle o this century.
ln addition to the machines, more intelligent computer programs are predicted: program5 that can learn and eventually think
for themselves. One idea in education is interactive programs. For example, imagine a history program that would allow you to
talk with an artiicial expert historian and ask for explanations of anything you did not understand, or a |anguage program that
speaks every known human language, and can telljokes in them too.

x-------
C: NANOTECHNOLOGY
Everyone is aware that lechnology has become able to buiId machines on an increasingly small scale. Today's desktop
computers are more powerfuI than the room-sized machines othe 1970s. Nanotechnology is a special type of
manufacturing technology and, according to the experts, it i5 the next step. 'Nano' means very small, and nanotechnology
aims to build things an atom at a time, exact and perect, This will give us computers billions of times more powerful than at
present, but its other uses are endless. By working with individual atoms, it ls possible to make anything. The silicon in
microchips is just sand with the atoms rearranged. By rearranging Lhe atoms in coal we can make diamond. Rearranging the
atom5 in dirt, water and air we get rice,
Working at the leve| o the aiom will also mean we can produce things without the pollution from today's methods, We
should be able to recycle aIl the waste. Manufacturng will be cheaper as a result. lt shouId be possible to build machines
that will rernove the poisons from the air we breathe or the water we drink, and we can start cleaning up the environment.
We should even be able to reverse the centuries of air pollution by taking chemicals out of the atmosphere-
Another advantage of working on the atomic scale is that we can buld machines that can go places impossible loday.
Scientists are dreaming of machines smail enough to travel inside the human body. They wi|| find and deslroy cancer cells,
viruses or bacteria. They could hea| wounds, or even replace a misstng arm or a damaged heart, Some people suggest that
wjth nano-computers, we could carry comp|ete libraries inside our brain.

From Speoking Extra bY Mick Gammidge o Cambridge University Press 2004 11t
 Mmffi*Hffi

m* social and environmental issues

How green ore you?

Worm up
1 Ask siuCents how much of their rubbish they recyc|e and wnat kinds of things they
recycle.
2 Write rhe questions be]ow on ihe board. Teil rhern they havetwo minutes to taIkto lheir
neighbours and guess the answers
1 lfout tnuch ntbllish does n person in Britntn thror,u away euery yetlr (in tonnes)?
2 Wtat per cent o,i their nLbbish do people in Brtgin rerycle?
3 How nurut tlrinks cans do they use euery uear?
-tr Wtat per cent do they recycle?
5 IIow maru1 glass contairLers do people in Britain throw aruay euery year?
3 Ask for the]r guesses and write lhe highest and lowest values or each question
on lhe board.

Moin octivity
Listening
1 Tell studenls they are going to hear a short talk aboul recycling. Tell them ihey wiIl hear it
twice and to listen and check thelr guesses. Te|| them to answer this question too, and
write ir on the board:
6 IMry is recycLutg important?
r,6)z
.V Play the recording lwice, and then ask if they want to hear it again
3 Check |heir anSwel-s:

Speaking
1 Tell students they are going to see some examp|es o otherways people waste energy and
give out the photocopies of section A.

,ljr;:'i;ii;;t::;;il;:#i';iji.i,, , .
,a?ii:jYjEjdini]isiiiii*:4ii:!&!i:!:l!;l i.|.!:::,:..*|.1].ft*:,i: oro how many examples they have founcl and tell them to describe the problems.
:*i_?_fl Hr*';j;i*;;li _ u '.'''*ro.nts
they are going to see all 12 answers and give out the photocopies of section B.

;*;l9;|"!.**#*.iH|:;|, . students.to look at the differences between the pictures in A and B and find the
Te|l
,12

l;:"Sll$Ii,lti$,ni!O,Ef_Pje+;;:l. ' ways the people are saving energy in B. Tell them lhey have ten minutes to say what we
thei.i,try:lHctbnq',,,. ,' shoulcl and shouId not do to save energy-
;, 1;cullntg.
,r..''@'*opri,,..,".,'.,;,'',
;, .'i. o Goaroundardhelpthemtoworkoutall 12ways:

: .',"
, l ',,': . picture t:,6ayakiuotiteji,paersl*s;ieiott:s.'iri*'roa;,'irroweii'ht]kitirs,sv,
] ]Wajigr;:n,OJ,Wash1!|iilgs under tl,te tap, ue a bow|;,av:W$.ti;..t11,,o{;lJ:igllts.;an,d1T$,,l;l'

aIone, travel togelher

7 Check lheir answers using should/shauldn't_

Follow up
r ln grolrps of four, students design lheir own How green are yau? quesiionnaire and
exchange them ,ovith olher groups or ask other classes.

112
 *o*
,:]i,,i,,,,
$

gree are,,fo?'iila
"]

'{ow 1
24
rf , * ,-1.--_r-_
L *" they wasting energy? Find 12 examples. - ---
9 L:---

q
W=iss:.
i0

11

11

B
How are they saving energy? Find 12 examples.

2 ---
3 ---
4 ---
5 ---
6 ---
7 ---
B _--
9 ---
10

11

12 --

From Speoklng Exfro bv Mick Gammidge O Cambridge University Press 2004 113
 ila"gt i social and environmental issues

Something hos to chonge! L

Worm up
on the board, write Human rights, and ask what the students know about it. Write Animal
rlghts, and ask what lhey know about it. lf they do not know much, exp|ain that animal
rights organisations want us to stop using animals in cruel ways, e.g. in cruel sports or
testing new products to find out if ihey are sae for people. Like human rights, animals
have rights too. Ask students whai they think.
oui the
Tell them they are going to read a page from an animal rights Website. Give
photocopies and direct them to section 1. Ask which organisation the page is from
(Fightfor their rights). Ask what the text is about (anlmal testing).
Tel| students to read the Web page and help their neighbours with anything they do not
understand. Ask them to compare their opinions on the diferent tests. Put these
questions on the board:

INhy do we do the test?

ls it useful?
INhat would happen if we did ttot do it?
should we allow it?
IMat should we do about it?
Check what they think of each test in turn: smoking dogs, Draize, LD50, but be sensitive
to students with strong feelings. Use this exchange to practise the structures in the
Key language.

Moin octivity
1 Tell students they are going to look at another important issue, Put them in groups of
three or four. Direct them to the information on Globol warming and Clean water for
everyone, and ask each group to choose one. While they are deciding, write these
questions on the board:
1 INhat are the main parts of the problem?
2 INhy is it a problem?
3 INhat are the catLses?
4 ItVhat are the restts?
5 Ih4tat should zue do about it?
Ask them to talk about the information and the questions. Tel| them they should each
write short noles, not sentences, about the problem. Go around helping them to use a|l
the information and fit it into their notes.

'.: 3
:i:
Tell them they are going to explain their subject to the class. Choose a Global warming
i:i
j;l group to talk aboul question 1. Ask other groups who did Globalwarming if they agree.
Let the groups who did Clean water ask questions.
4 Repeat step 3 for all the other questions with diferent groups until the topic has been
covered.
5 Repeat steps 3 and 4or Clean water.
Ask them to discuss with iheir group which topic is the most important problem and whal
we should do about it.
7 Ask [or their opinions,

Follow up
o Students write a brief summary o their topic using the questions as a guide to its structure

11A
 ,!, .i,]l'jN{&l

i-t Sornething has to cbange!: la.a,

-
:,

,-.;
4
x

Animal testing is used in many ways for many reasons. ln

smoking tests, for example, dogs breathe cigarette 5moke
continuously to ind out how dangerous smoking is for people.
.1

Two of the most common tests are the Draize eye test and the
LD50 test.
The Draize eye test is used to find out i a new product, like a
new soap, will affect people's eyes. ln the tests, rabbits'eyelids
are kept open with cIips, and they can not move their heads.
Then the product is put in their eyes. The tests last a week, but
many animals break their necks trying to escape from the pain
before the test is complete.
ln the LD50 test, LD means 'Lethal Dose'- that is how much of
something you can take before it kills you, lt tests any chemical
by giving more and more of it to a group of animals until 50
per cent o them die.
Some experts say animal tests correctly predict effects on people
only 38 per cent of the time, and there are other ways o testing
that do not need animals. 5o why do we do them?

Global Warming rom burning lncrease in Co2 Causes o wor|d CO, World popuIation
coal, oil and gas or energy pollution. 1990

1gth century today

Europe's glaciers are world's forests and

becoming smaller their animais

1 850 today

We need to reduQe COz by 6O per cent justto stay as

We]ar now. And if sea level rises by]ovr a metre, wht
will,happen to low countries lke Bangladesh?

,a
hlmln,r!ht.' {United Nations)

i The world Easy access to

Dirty water causes;80 p9 cent o the disease and
clean drinking water
1 Average family water use/day 34,000 deaths/da! = 100 iumbo jel cashes. A, child
dies every eight seconds.
^^
\::4- \9
!ems*N\ ] - Women and children carry water long distances:
WJ]
W/ Wl#|v/
\-]]j^\ - average walk: 1&-15 lq/day
w qffie)
Canada Europe Arica - average weight: 12-25 kg
350 litres 165 litres 20 litres - average time: +-5 hours/day

]The developing world

I Easy access to
i clean drinking Water
- average cost:
5 euros to 1O euros per person
WorId's popUlation - cost in some parts of Asia and Arica:
Without enough 2 to 4 euros per person
v,
-
"i:

Frorr Speaking Extra by Mick Gammidge (O Cambridge University Prc1s 2004 115
 *r,xt " social and environmental issues

Keeping on open mind

Worm up
1 on the board write up the tille and the headings of the six seclions of the questionnaire:

social and enaironmental issues

Social zuelJare

T".^L:^^
] ubLIcC

Education

Social equality

'Ihe enuironruent

Animal rights

Te|lstudents to work with a partner and think of an example of an issue for each of the six
sections.
2 Check their ideas and write them in the appropriate lists, just a word or two for each. Ask
questions about them.
3 Ask which of the six areas is most important and why.

Moin octivity
1 Tell them that they are going to do a questionnaire on the issues.
2 Glve out the photocopies. Tell students to quickly read the questions but not to answer
any. Tell them to underline any words they do not know
3 Ask which words they underlined and ask other students to explain before you explain any
yoursel.
4 Check that students undersiand the instructions for doing the questionnaire and for
checking their scores.
5 Tell them to complete it, talking about the ideas with a neighbour as they go.
Ask if the comments describe them accurately.
7 Clean the board, Ask which are the six areas they had their highest and lowest scores in,
and on the board write the areas which showed the most difference of opinion.
8 Tell them they are going to discuss one of the topics on the board. Point to the topics on
the board one by one, telIing students to put up their hand or the topic they prefer, For
each topic they choose, ask who scored above nine and who scored below nine, Put the
high-scoring students on each topic together and the low-scoring students on each topic
together,
9 Divide the students into groups of our to six.
1o Tell them to discuss theirtopics and prepare to explain their opinions to the class.
1 For each topic, aliow the high-scoring groups to speak to the cIass, foIlowed by the low-
scoring groups. Invite questions from the class and ask questions yourse|f.
12 Before moving on to the next topic, take a class vote with a show o hands on whether
they now agree with the high-scoring groups or the |ow. lf for any topic there were only
groups of one point of view, ask students to put up their hands ! the groups made them
change their opinions on anything.

Follow up
r Students ch oose a su bject that th ey did not speak on, and write an account of the most
valid and interesting points maCe by the other teams.

I 116
 Keeping

ocial and environmental issues questionnaire | 1 |strongly disar,ee

| 2 l disaree,
Complete the questionnaire by ivina score of 1 to 5 3 l do not agree Or diSagree.
for each opinion according to how much you aree or 4 l aree-
disaree with it. Then find your total for each sebtion. 5 l stronly aree.

ocial welfare Keeping! an open mind comments

1 The care sick and elderly is the state's responsibility.
of the Social welfare and justice
2 Beggans on the street is the sin o an uncaring society, f, 0-12 You place reat emphasis on
3 Poverty is the result of social exploitation by the rich. E individual responsibility and self-
Total ____________ reliance, You may feel that our ability
t0 cneate ouf own futune is one of
the key things that makes us human
Justice
13-18 Although you have a developed sense
4 Rehabilitation, ratherthan punishment, is more likelyto
of social duty and a belief in carin
reduce crime.
for others, you also believe that
5 Criminals are victims of the society that made them the way people must learn to take control of
they are. E
thein own lives.
6 Capital punishment makes society as bad as the murdenens it
19-30 You are deeply socially aware and
condemns. E
responsible. You believe that it is
Total ___-__--,_-- society's dutr/ to take care of its
vuinerable members, who may often
Education have little control over their lives.
7 Society should try to provide a basic education for all youn Education and social equality
children. E &-12 You probably fee] that education
8 Education until adulthood is a human r"iht. E should be for a practical purpose
9 Society's provision of lifelong Iearnin is essential to rather than for its own sake, you
personal development. probably have a strong sense of
Total tradition.
"_-__-_--_-_
13-1B You have a stronl belief in social
.1ustice and equal opportunities or
ocial equality all, You may feel that fate is a
10 lnherited social or politicalpower, as with monarchy and
strongeI force in people's Iife than is
aristocracy, for example, is fundamentally wron. E sometimes acknowleded,
11 lt seems unfair that some people inherit fortunes while 19-30 You believe in social equality and
others are born into poverty. [J have a verv stron social conscience,
12 The inhenitance of wealth is socially unjust and should be you believe in education as a force
stricily controlled and heavily iaxed. E for equality and personal
Total ____________ deveIopment,
The environment and animal rig|hts
The environment 0-]2 You are a stron beIieven in personal
13 We are not doing enouh to protect the planet. E freedom. You may have a sense o
14 Recyclinof all possible materials should be compulsory. there bein a hierarchy of living
15 Can ownership is an unnecessary luxur"y that endan!ers the beins.
-l5-18
environment and should be severely restricted, fJ You have a healthy respect or the
planet and the other species ihat
Total ______-___-_
share it with us, and you believe that
it is our" moral duty to take care of
Animal right them if we can.
16 KiIlins animais for sport is cruel f 19*30You feel a keen sense of urency
17 KiIlin animals for scientific or medical research is immoral D surroundin$ the ecoIoical problems
18 Eating meat is murder acin our planet. You pnobably find
Total __________,,
tt difficult to undenstand the
sometimes selfish behaviorln of othen
peopl e,
Now check your scores in the Keeping an open rnlnd comments box.

From Speaking Extra by Mick Gammidge {O Cambridge University Press 2004 PHOTOCOPIABLE 117