The
1A  Getting to know you
Aim
• To practise all the grammar forms from the tense review.
To encourage students to use English to talk about their
everyday lives.
Preparation
Make one copy of the resource sheet for each group of
three students. You will also need one coin and three
counters for each group.
Procedure
Students work in groups of three. If necessary because of
numbers, two students can do the game playing as A and B.
Students use the coin to move. If they toss heads, they
move one square. If they toss tails, two squares. Check
students understand which side of the coin is which.
Explain that students will take it in turns to toss the coin
and move their counters around the board. The student
who reaches the end of the board first wins the game.
One square says ‘change squares with another student!’.
Explain how this works. The student swaps their counter
with another student. It’s their choice which of the other
two players they change with, but the student must change
with someone (i.e. they may move backwards in doing
this). The idea here is to force students to concentrate on
all squares of the game, and not to sit mentally preparing
their answers just for their own line of squares.
Students answer the questions so that they are true for
them. To encourage discussion, time students allowing
them one minute to give as much information as they
can. You could use the stopwatch feature in the Digital
Book for Teachers, especially for smaller classes.
Fast finishers
Ask groups who finish early to answer any outstanding
questions on the board. Time them to see who can
talk about a subject the longest. If no squares remain
unanswered, encourage students to identify all the
grammar forms used in the questions. Ask students to
compare these with the rules given in the grammar box
on page 7 of the Student’s Book.
Extension
In their groups, students take six pieces of paper. They
write one question on each paper, using the present
simple, present continuous, past simple, present perfect,
will and going to. They fold the papers and exchange them
with another group. Each student has to open a paper and
answer the question, giving as much information as they
can. Time students. Can they talk for a minute?
1 ©Richmond Publishing, 2012
1B  Breaking the ice BIG
Picture
Aim
• To practise functional language for breaking the ice.
Preparation
Make one copy of the resource sheet for every two
students in the class. Cut the resource sheets where
indicated.
Procedure
Divide the class into two. Give one half A cards, and the
other half B cards. Check students understand the words
bride, groom and wedding. Explain that students will do
two short role plays. Students will be meeting people
and breaking the ice to start a conversation. In both
conversations they need to share all the information on
their card.
The A students work together deciding what language
they will need in the two role plays. The B students do
the same. Then put students in pairs, one A student with
one B student.
As students break the ice and begin their conversations,
they should try to use the phrases on the top of their role
card. Each time a student uses one of the phrases, their
partner ticks it on their card.
Explain that students do conversation 1 first, then move
on to conversation 2.
At the end of the lesson, find out which students used
the most new phrases in their conversation. Did any
students do the conversation without the phrases for
breaking the ice?
Fast finishers
If any groups finish quickly, ask them to swap cards and
play the role of the other student. However, this time,
they should cover the target phrases with a piece of
paper and try to use them from memory.
Extension
Ask students to choose one of the dialogues and write
it as a script. Then students can exchange scripts with
another group to check their work. This shared writing
can be a very good way of developing competence with
functional language. Students often learn phrases in
the classroom without having many opportunities to
use them in real life. Shared writing allows students
to work carefully with the new language and see how
it works in context. If students are asked to perform
their dialogues to the class, it also builds confidence
in weaker students, who may feel nervous when doing
freer, fluency-based tasks.

2A  Book quiz
Aim
• To review the language for types of reading materials, books
and genres.
Preparation
Make one copy of the resource sheet for every four
students, and keep one copy for yourself. Cut the sheet
where indicated.
Procedure
Students work in groups of four (with one group of three
if necessary).
Give half of each group section A, and the other half
2B Snap!
section B. Pairs should not show each other their cards.
Ask A pairs to move to one side of the room and B pairs
to move to the other side. (This is to try to prevent A and
B pairs from listening to each others’ conversations.)
All pairs read the cards and complete the gaps with the
correct words for forms of reading materials.
Answers
A: 1 novel  2 detective  3 plays  4 picture  5 humorous
B: 1 script  2 reference  3 horror  4 autobiography 
5 historical
Pairs then return to their original groups of four. Pairs
read the questions to the other group, who try to answer
them. They get one point for each correct answer. Pairs
should not give the answers (at the bottom of the page)
until the end.
Which pair scores the most points? Did any pairs get all
the answers correct?
Fast finishers
Ask groups that finish early to explain why the other
authors in A4, A5 and B1 are famous.
Answers
Dr Seuss (1904-1991) wrote many children’s
books including The Cat in the Hat and How the Grinch
Stole Christmas!
Maurice Sendak (1928-2012) wrote the children’s picture
book Where the Wild Things Are.
Douglas Adams (1952-2001) wrote The Hitchhiker’s Guide to
The Galaxy.
George R. R. Martin (born 1948) wrote A Game of Thrones.
Stephenie Meyer (born 1973) wrote the Twilight series.
Susan Hill (born 1942) wrote The Woman in Black.
2 ©Richmond Publishing, 2012
The
BIG
Picture
Extension
Ask pairs to write three more questions for the quiz,
using language from the Student’s Books. Note: if
students find it difficult to think of ideas, suggest that
they use any phones or tablets they have to research
facts on the Internet.
Pairs then find a new pair to work with, and take it in
turns to ask and answer their questions. Who gets the
most points? Which question was the most difficult?
Ask pairs to report back to the class on the most
interesting fact they have learnt.
Aim
• To review narrative tenses and how to describe photos.
Preparation
Make one copy of the resource sheet for every six
students and keep one copy for yourself. Cut the sheet
where indicated.
Procedure
Whole class. Explain that your students are in a photo
club. Each student has taken a photo and they are going
to tell the others about it.
Write these question words on the board: When, Why,
Who, What, Where, How. Elicit questions from the class
that they could ask about the photo. Possible answers:
When did you take the photo? Why did you take the
photo? Who were you with when you took the photo?
What was happening when you took the photo? Where
did you take the photo? How did you feel after you had
taken the photo?
Draw students’ attention to the tenses in the questions
on the board. Remind them that we use past simple, past
continuous and past perfect when narrating stories.
Students prepare their story. They should not write
anything at this stage. Allow them to look up a
maximum of five words in their dictionaries. This
helps weaker students whilst also weaning students off
complete dependence on dictionaries.
Students now take turn turns to tell the story of their
photo. The other students should ask and answer
questions to find out as much information as possible.
If you have six or fewer students in your class, you can
do this as a whole class mingle. Students stand up and
walk around the room to discuss their pictures.
At the end, ask students to vote on the best or most
imaginative explanation for the photos.
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2B Snap! (continued) BIG

Picture

Fast finishers
Students work in pairs to write the story behind the
photo following the instructions on page 23 of the
Student’s Book.

Extension
Ask students to prepare for the next meeting of their
photo club. Every student has to take a new photo on
their mobile phone or camera and bring it to the class.
Again, they will have to explain the story behind the
picture. Give the students a week to complete this
task. You might also encourage each group to think
of a theme for their photo, such as friends or colours
(the more open the theme, the more imaginative your
student’s responses to the task will be.) Next week,
students can vote on the best photo.
You can also draw students’ attention to the photo blog
on The Big Picture website if they need further ideas.

3 ©Richmond Publishing, 2012


3A  Art today
Aim
• To review the language of art and artworks.
Preparation
Make one copy of the resource sheet for every four
students and keep one copy for yourself. Cut the sheet
where indicated. Each student should have one image
and the explanation. Fold each card so the picture is on
one side and the information is on the other side. If you
have a smaller class, work in pairs with two cards for
each student.
Procedure
Whole class. Explain that each of your students has a
picture of an interesting artwork. They should each
show their picture to the other students, who have to
describe the picture.
Write these questions on the board: What does the picture
show? Describe it. What is it made of? Why did the artist
make it? Where might you see it?
Students work in groups to give their opinions of each
artwork.
When students have given all their opinions, the student
with the card should reveal the true explanation. Were
the students correct in their guesses?
At the end, ask students to vote on their favourite artwork.
Fast finishers
Students give their personal opinions of the artworks.
Which one is most interesting? Most unusual? Their
favourite? Are there any images that they don’t like? Why?
Extension
Ask students to research an artwork from the Internet
and to find similar information about the image (they
should choose an image with a story). If possible,
students should try to find an artwork from their own
country. Then students repeat the task in their next
lesson with their own ideas.
4 ©Richmond Publishing, 2012
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3B  English survey BIG
Picture
Aim
• To review writing a class survey.
Preparation
Make enough copies of the cards so that every student can
have one card. If you have more than 16 students in your
class, ask the students to work in large groups of 8-10.
Procedure
Whole class. Give every student a card. They have to write
a question about the Internet using the key words on the
card. Take the word home as an example. Elicit possible
questions that students might ask. Students need to think
of a general question to ask all the other students in the
class, e.g. “Do you surf the Internet at home?”
Note that the question does not need to have a yes/no
answer.
Students write their question on their card. Go around
the class monitoring.
Example questions:
Do you write a blog?
How many passwords do you have?
What’s your homepage?
Do you read websites in English?
How many hours do you spend on the Internet each day?
Do you have your photo on any websites?
Do you use Twitter?
Do you usually check facts on Wikipedia?
Where do you listen to music online?
What are your favourite sites for online shopping?
When do you write comments online?
Do you have your own website?
How do you usually access the Internet: laptop, phone, etc.?
How many computers do you have in your house?
What’s your favourite time to surf the Internet?
Which website do you read most often?
Students mingle, taking it in turns to ask and answer
questions. Students need to record the answers, either
the numbers of yes/no responses or other information.
They will need this to complete their survey results.
Stop the activity after a set time.
At the end, ask students to work in groups of five or six
to write up their survey reports, using the lesson on
page 33 as a model.
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3B  English survey (continued) BIG

Picture

Fast finishers
Students ask the other questions on the cards and find
out as much information as they can. Alternatively, ask
students to add three new questions to the survey about
technology, the Internet, mobile phones, etc. E.g. Where
do you usually surf the Internet? Do you play online
games like World of Warcraft? Do you use a Mac, Windows
or another operating system? If you use Facebook etc.,
how many friends or contacts do you have?

Extension
Ask students to think of another subject for a survey
(e.g. home, family, work, clothes). Ask them to write
six questions for their family and friends. Students can
then use this survey as a homework exercise.

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4A  Find someone who…
Aim
• To review questions with the present perfect simple.
Preparation
Make one copy of the resource sheet for every student in
the class.
Procedure
Whole class. On the board, ask students what question
you would ask for question 1. Elicit the answer and write it
on the board. Have you (ever) visited an ancient ruin? Check
students understand the word ‘ever’ means ‘in your life’.
Go round the class asking the question until you have a
yes. Write the student’s name next to the category.
Then write these follow-up questions on the board:
When did you visit the ancient ruin? Which ruin did you
visit? Ask students what tense is used in these follow-up
questions (the past simple).
In pairs, students take two minutes to read the other
categories and to think of the present perfect questions.
Remind students that there is a list of irregular verbs
on page 168 of the Student’s Book. Students should not
write anything at this stage. Ask students to think of
possible follow-up questions.
Students stand up and mingle. They have to find
someone who can answer yes to each category, and then
ask a follow-up question. Alternatively you could give
each student a single question from the list to ask.
When students have asked all fifteen questions they sit
down.
At the end, ask students if there are any questions
where no one answered yes. Can you answer yes to these
categories? If yes, encourage the students to ask you as
many follow-up questions as they can.
Fast finishers
Ask fast finishers to choose one of the categories that
they can answer with yes. Challenge them to talk about
this subject for as long as possible. How many follow-
up questions can they answer? Alternatively, use the
stopwatch feature in the Digital Book for Teachers to
challenge the students to speak for a certain length of time.
Extension
Ask students to write their own question starting with
‘have you ever ... ?’. Try to choose something unusual
but not impossible. Students then do a quick whole
class mingle, sitting down when they have one answer
to their question. Who is the last student standing? Can
you the teacher answer yes or no to his/her question?
6 ©Richmond Publishing, 2012
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4B Checking BIG
Picture
information
Aim
• To review echo questions when checking questions.
Preparation
Make one copy of the resource sheet for every three
students in the class.
Procedure
Whole class. Cut the resource sheet in three and give
one story A, B or C, to each student. Students should not
look at each other’s news stories.
Elicit three ways of checking information by asking echo
questions. Write these on the board (Alternatively, you
could use the highlight feature in the Digital Book for
Teachers to show these in exercise 4b on page 46 of the
Student’s Book):
(1) repeating the object of the action
(2) use subject pronoun and auxiliary verb
(3) use a subject pronoun, an auxiliary verb and a question.
Explain the game. In groups, students take it in turns to
read their stories. Student A begins. When the student
reaches the gap, they knock on the table. The other
students have to ask an echo question. In the gap, write
the initials of the first student to ask an appropriate
follow-up question. Students are free to repeat the
sentence as many times as they like.
Repeat the task for students B and C. At the end of the
game, the winner is the student with his/her name in
the most gaps.
Fast finishers
Ask students to write the echo questions for each
conversation. Can they improve the echo questions now
they have more time to think about their answers?
Extension
Ask students to think of a news story from their country,
or a story from their own life. They tell the story to the
other students who have to react with appropriate echo
questions. If students have phones or devices with
Internet access, they could look up news stories online
to give inspiration.

5A  FUTURE PLANS
Aim
• To review future forms.
Preparation
Make one copy of the resource sheet for every four
students, and keep one copy for yourself. Cut the sheet
where indicated.
Procedure
Students work in groups of four (or in pairs if necessary).
Give half of each group section A, and the other half
section B. Pairs should not show each other their cards.
Ask A pairs to move to one side of the room and B pairs
to move to the other side. (This is to try to prevent A and
B pairs from listening to each others’ conversations.)
All pairs now design a future plan. A students are
preparing a party. They have to work together to
complete the party information. B students are
preparing a one-day excursion to see or do something.
Encourage students to be as imaginative as they like in
giving their answers.
Whole class. Write these questions on the board. What
are you ____ ____ do for your party / excursion? Elicit the
missing words (going to for future plans) and complete
the question.
Students mingle in their A/B pairs. They need to explain
their party/excursion to the other students. They should
ask and answer questions to find out what the other pair
is going to do.
At the end, each A student will choose an excursion to
go on and each B student will choose a party to go to.
They make this choice at the end. Students write the
names of their guests on their cards.
Whole class. Which party/excursion was most popular?
Fast finishers
For fast finishers, prepare a role play. The two A students
work together and the two B students work together. The
weather has changed. This weekend it will be sunny/
snowy/rainy etc. (choose as appropriate). How will they
change their plans for the party/excursion? Students
discuss the new plan with their partner. They then
explain the changes to the other pair. What are they
going to do now?
Extension
Your students want to write an email inviting your
friends to your party/on your excursion. Students write
the email in pairs. Include all the information on the role-
card. How many different future forms can they use?
7 ©Richmond Publishing, 2012
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5B THREE-MINUTE TOPICS BIG
Picture
Aim
• To review language of debating.
Preparation
Make one copy of the resource sheet for every group of 6
students, and keep one copy for yourself. Cut the sheet
where indicated.
Procedure
Students work in two teams of three.
Place the sixteen debate cards at the top of the page face
up so that students can read all of them. Check that
students know all the vocabulary. One way of doing this
is for students to mark the words that they are not sure
about and then each student looks up a different word
in their dictionaries. Then they explain the definitions
that they find to the group.
Place the six expressions cards face down on the table.
Ask the students to choose an issue. It is better for
students to choose their own topic so that they choose
the one that relates most closely to their own experience.
Students work in teams to be for or against an issue.
Take a coin and ask them to toss it each time to decide.
Heads will argue for the statement. Tails will argue
against it.
Students have three minutes to debate each issue. You
could use the stopwatch feature in the Digital Book for
Teachers, especially for smaller classes.
At the beginning of the debate, students turn over one
expression card. The first pair to use this expression in
the debate wins the card. Alternatively you could use
the spotlight feature in the Digital Book for Teachers to
highlight one expression for the whole class.
The winners of the debate will be the team with the
most expression cards at the end. For this reason, repeat
the debates an odd number of times, perhaps three or
five times.
Fast finishers
In their teams, students can choose one of the debates
and try to use all the expressions. They can take as long
as they like to do this.
Extension
Students write an essay for or against one of the issues
using the text on page 57 of the Student’s Book as a model.

6A  Celebration!
Aim
• To review the language of festivals and practise making
deductions.
Preparation
Make one copy of the resource sheet for every four
students, and keep one copy for yourself. Cut the sheet
where indicated.
Procedure
Do this lesson after lesson 6.2 in the Student’s Book
(pages 62-63).
Students work in groups of four. Give half of each group
section A, and the other half section B. Pairs should not
show each other their cards.
Ask A pairs to move to one side of the room and B pairs
to move to the other side. (This is to try to prevent A and
B pairs from listening to each others’ conversations.)
All pairs read the cards and make deductions to guess
what is happening in their picture. They should try to
complete the table with their own ideas.
Students then work in new AB pairs. At the bottom of
their card, they have information about their partner’s
festival. Students ask and answer questions to complete
the information for their festival.
Did any pairs get all the answers correct?
Finally ask students to compare and contrast the
festivals. Which one would they prefer to go to? Why?
Fast finishers
Ask groups to imagine that they are at one of the
festivals. Write a short 100-word email to a friend,
describing what they have seen and how they are
feeling.
Extension
Ask pairs to research a festival from their country or
another place they know well. Complete the table and
find three photos from the Internet (or photos they took
themselves). Repeat the task with the students’ own
festivals.
8 ©Richmond Publishing, 2012
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6B  Clarifying BIG
Picture
Aim
• To review the language of clarifying.
Preparation
Make one copy of the resource sheet for every four
students, and keep one copy for yourself. Cut the sheet
where indicated.
Procedure
Do this lesson after lesson 6.4 in the Student’s Book
(page 66).
Students work in groups of four.
First of all, with the whole class, show students the
photos on the sheet. If you have the Digital Book for
Teachers, you could project these images on the board
and use the spotlight function to reveal part of the picture
at a time. Ask students if they know what the two pictures
show. One is a ferry and the other is a Japanese capsule
hotel. The capsule hotel is a place where people stay very
cheaply, especially in an emergency (i.e. they miss the
last train home from work). They sleep in a very restricted
area, with one room (a ‘capsule’) on top of the other.
Cut up conversation A and mix up the sentences. Do
the same for conversation B. Then give A to one pair of
students and B to the other pair.
The pairs race each other to put the conversation in
the correct order. Once they have finished, the A and B
students should check each other’s work.
Then turn over the responses in each conversation so
that you can only read the first speaker’s comments. Can
the students remember what the replies were?
Fast finishers
Ask groups to practise reading the conversations in
pairs. Practise the pronunciation, especially raising
the voice appropriately for questions. At the end, you
should model the conversation by reading both roles.
Then ask the students to copy your pronunciation as far
as possible.
Extension
Ask pairs to use the dialogues as a framework for writing
a similar conversation for a new situation, perhaps
checking in at the airport, or buying a ticket for the train
or an underground system.

7A  Auction hunt!
Aim
• To review language for talking about possessions.
Preparation
Make one copy of the resource sheet for every group of
three to five students, and keep one copy for yourself.
Cut the sheet where indicated.
Procedure
Give the top part of the sheet to each group of students.
Do not give them the bottom part at this stage.
Students work in groups. Explain to students that they
are on a TV show, Antique Hunt. They have been given
all of the objects in the pictures. They need to find
out which objects are antiques, and which objects are
valuable.
First of all, ask students to study the pictures carefully.
For each object, they should guess its country of origin,
its age, its purpose and its value. Write these categories
on the board.
Now students need to make a decision. They have to
choose one object to throw away, one object to keep, and
one object to give away to the group on their right.
Bring the class back together. Students then present
their decisions to the class. They should make a note of
the object that they have thrown away, what they have
kept, and the object that they have been given.
Give students the answers. Who has picked the most
valuable object? Which group has the most money at the
end? Have any of the groups just got a load of junk?
Fast finishers
Ask groups to write as many sentences as they can using
these objects and the comparative / superlative. Refer
students back to page 29 of the Student’s Book if they
need to review the grammar.
Extension
Ask pairs to imagine they discovered the $27,000,000
Ruyao washer bowl in their house. They describe what it
is, where it was, and who owned it. Write about 50-100
words. How many words from the key vocabulary box on
page 73 of the Student’s Book can students use in their
story?
9 ©Richmond Publishing, 2012
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7B  Being vague BIG
Picture
Aim
• To review using vague language.
Preparation
Make enough copies of the cards so that every student
can have one card. If you have more than 16 students in
your class, ask the students to work in large groups of
8-10.
Procedure
Elicit types of shop. Write these on the board. Include
chemist’s and hardware store and any other shops on the
cards.
Give every student a card. Students are both customers
and shopkeepers. Tell students to look up any words
that they don’t know in their dictionaries. They should
not ask another student to help at this point. Note that
there is a lot of new lexis on these cards (screwdriver,
collar, lead, wig, etc.). This is to replicate the real-world
situation of describing unknown objects.
Students mingle, taking it in turns to ask and answer
questions.
Students move around the class, asking if they can buy
the product on their card at the other person’s shop.
Students may not say the word(s) in capital letters on
their card: they must use vague language (something for,
stuff like, etc.).
When students find the correct shop, they write the
student’s name on their card.
They also listen to the other student’s question, and
decide if they have the other person’s product in their
shop. If they do, they write the customer student’s name
on their card.
When students have found a shopkeeper and a
customer, they sit down.
Fast finishers
Ask students to think of two more products from their
shops. Then they role play a conversation with a customer
and shopkeeper, asking for these products. Students have
to use as much vague language as they can.
Extension
When you learn new vocabulary, write it on a piece of
paper and put it in a special vocabulary box in the front
of the class. Then you can ask students to pick out words
and describe the word using vague language. Can the
other students guess what it is? You can challenge the
students in teams to describe as many words as they can
in one or two minutes.

8A  Story-telling
Aim
• To review reported speech.
Preparation
Make one copy of the page for every three students in the class.
Procedure
When you give the page to the students, cover it so
that they cannot see the text. Draw their attention to
the picture. If you have a projector, you could use the
spotlight feature in the Digital Book for Teachers to
reveal this picture on its own. Check that students
understand the words merchant (an old word for a
person who buys and sells things), parrot, and cage.
In groups of three, students now read the text line by
line. They only reveal one line at a time. They have to
guess the first word on the following line. They should
write this at the end of the previous line. This is a
reading skill that encourages students to concentrate on
the underlying structure of a text, rather than to read it
word by word.
At the end, students count up how many words they
guessed correctly. Did anyone get all of them right?
Fast finishers
Ask students to give their opinion of the story. What do
they think the story is about? Do they like myths and
legends like this or do they prefer more real stories? Ask
them to give the story marks out of five and to write a
one-line comment under the story with their opinion,
like a website comment.
Extension
Once students finish, ask them to work through the text
underlining all the examples of reported speech and
reported instructions. Then in their groups of three,
they should write the sentences in direct speech, writing
exactly the words that the characters said.
10
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8B  Future plans BIG
Picture
Aim
• To review leaving phone messages.
Preparation
Make one copy of the page for every two students in the
class. Cut the sheet where indicated.
Procedure
Put students in pairs. Explain that they are going to do
two role plays. In role play 1, Student A leaves a message
and Student B takes it. In role play 2, Student B leaves a
message and Student A takes it.
Working alone, students read their card for role play 1.
Student A needs to invent some information. He/she
should write this information on the card.
Then students perform the role play.
Once finished, working alone, students read their
card for role play 2. This time, Student B needs to
invent some information. He/she should write this
information on the card.
Students do role play 2.
Once finished, they compare the information on their
cards. Did they manage to communicate the message
successfully? Are there any errors?
Fast finishers
Ask students to turn back to page 90 of the Student’s
Book and look at the Focus on Language section
(exercise 2). Did they use any or all of these phrases
in their role plays? If not, ask students to repeat the
role play, using as many of these phrases as possible.
Repeating role plays and speaking tasks like this can be
very useful in the classroom as it gives the students the
opportunity to master what they have learnt, and thus
build confidence.
Extension
Students have completed the role plays with their own
ideas. Tell the A students to swap role cards with the B
students. Now they work with a new partner to pass on
the messages. This time, they do not have a pen or paper
and must remember all the information that they hear.
After the call ends, they have one minute to write down
all the information that they can. How good are they at
taking messages on the phone?
©Richmond Publishing, 2012

9A  Signs of the times
Aim
• To review the language of permission and prohibition.
Preparation
Make one copy of the resource sheet for every two or
three students. Cut the sheet where indicated.
Procedure
Students work in pairs (or one group of three). Give one
student an A card and one student a B card.
Explain that students have information about what three
of the signs mean. They should not show their card to
their partner. The A students have information about
images 1-3. The B students have information about
images 4-6.
Students take turns to ask questions to find out what is
prohibited in each picture. Students should guess the
answers to the other signs. Students may make three
guesses for each question before they get the answer.
When they have finished, students should explain clearly
what their sign shows, using as many of the words as they
can from the Key Vocabulary panel on page 93. They
should not just read the answers from their card.
Fast finishers
Ask students to discuss the rules. Which ones do they
consider to be the most important? Do they have similar
rules in their country?
Extension
Once students finish, ask them to choose one photo.
Imagine they have taken the photo and they are putting
it online. Write a short description of the photo (from
memory) explaining what the rule is and why it is
important.
11
The
9B  Who's talking? BIG
Picture
Aim
• To review the language of polite requests.
Preparation
Make one copy of the resource sheet for every three
students.
Procedure
Students work in groups of three. Explain that they
overhear all of these sentences. Can they guess who is
speaking and what they are speaking about? They should
write their ideas under the speech bubble.
Tell the students they have to race to be the first ones to
finish the exercise.
Afterwards, the whole class share their ideas. If there are
different opinions, ask students to vote on the best one.
Possible answers
1 a teenager asking a boy/girl on a date for the first time
2 cleaning the bathroom or the floors
3 someone with a computer problem
4 someone preparing a party with lots of people
5 someone leaving their dog with a neighbour
6 an elderly lady has a problem opening a can
7 someone doing the ironing or the laundry
8 someone going to the supermarket
9 someone offering to give directions to a visitor
10 asking someone to meet them at the airport with the car
11 visiting a relative in hospital
12 someone has a problem with a mobile phone
13 one student asking another to make notes from a class
because he/she will not be there
14 a tourist asking someone to take a photo
15 someone having problems with their homework (e.g. maths)
16 someone with lots of heavy shopping in the supermarket.
When they have finished, students should try to role-play
each situation, working in threes. One student should say
the sentence on the paper (this will probably be the first
line of the conversation, but it does not need to be). The
other student must use one of the phrases at the bottom of
the page. Students should try to speak for thirty seconds
in each case. The third student times the conversation and
ticks the phrase at the bottom of the page when the second
student uses it. They should rotate the order of the students
so they take turns timing the conversation.
Fast finishers
Ask students to practise the pronunciation of the
sentences. Remind students that intonation rises at the
end of requests. Encourage students to raise their voice,
and not to speak too low when making requests.
©Richmond Publishing, 2012
 The

9B  Who's talking? (continued) BIG

Picture

Extension
Once students finish, ask them to choose one of the
situations and write a short dialogue using as many of
the expressions on the page as they can. Then students
perform this dialogue for the rest of the class.

12 ©Richmond Publishing, 2012

 The

10A  Brainstorm BIG

Picture

Aim Fast finishers

• To review relative pronouns and clauses.
Ask students to answer all the remaining questions in the
game. When they have done that, ask them to look again
Preparation at the relative clauses in their answers. Decide whether
they can omit who or which in any of these clauses.
Make one copy of the resource sheet for every four
students.
Extension
Procedure Once students finish, put them in pairs. Ask them to
write two new questions like those in the game, using a
Students work in two teams of two. Explain that they
relative clause. These should review language from the
are trying to draw a line of hexagons across the board.
course so far. Students should base their questions on the
Team 1 are moving horizontally left to right. Team 2 are
language in any of the vocabulary panels in the opening
moving vertically bottom to top. If you are using the
spread of each unit, or the vocabulary extension section
Digital Book for Teachers, you could demonstrate this by
in each unit of the Workbook (if students have these).
drawing Xs in lines across the board.
Then students pass their questions to the next pair. Can
Each team chooses to answer one question each turn. the students remember all the answers?
Teams can answer a question on any hexagon on the board.
Students must complete the sentence on their chosen
hexagon with who or which (they can use that in all cases
here, but that is not part of the game). Then they need
to answer the question in the hexagon. If they answer it
correctly, they write ‘1’ or ‘2’ in the square to show that
their team has won it. The other team cannot answer
the question on the hexagon, or try to win it back. This
means that students can block the other team’s progress.
If a team cannot answer the question, they cannot mark
the hexagon. The other team can try to win the hexagon
on their next turn if they choose.
The game ends when one group has created a complete
line of hexagons across the board with their team number.
Possible answers
1 be (been), have (had), eat (eaten), make (made),
think (thought)
2 student, teacher
3 mouse, printer
4 guitarist, singer, pianist
5 yellow, yes, yesterday, you
6 mother, father, sister
7 fish, shark, prawn
8 boots, flip-flops, sandals, slippers, trainers
9 actor, director, producer
10 cook, manager, waiter
11 zero, zoo
12 arm, eye, head, hand, leg
13 question, quick, quiet
14 blog, book, comic, magazine, newspaper
15 bike, horse
16 sofa, TV, curtains
17 basketball, football, tennis
18 coffee, tea, milk, orange juice, water
19 cat, dog, hamster
20 doctor, nurse
21 sunny, rainy, hot, cold
22 baby, child, teenager
23 jeans, joke
24 passenger, pilot
25 be (was/were), come (came), drive (drove),
run (ran), sleep (slept)

13 ©Richmond Publishing, 2012

 The

10B  Getting it fixed BIG

Picture

Aim Extension
• To practise functional language for getting things done.
Once they have finished, give the students the dialogue
with only two or three words in each line. If you are using
Preparation the Digital Book, you could project the whole dialogue on
the board, and then block out all the other words in the
Make one copy of the sentence cards and two copies of the dialogue so that only these words are visible:
dialogue cards per class. Cut the sheet where indicated.
know repaired
can here problem?
Procedure connect Internet
With a class of twelve students, give each student one Doesn’t When start?
sentence card. They must not show each other their
cards. With classes of fewer than twelve students, give fine nothing’s fix
some students two cards. With classes of more than can common laptop
fourteen students, ask some students to work in pairs, Great When long
and give then one card between two. Let need minutes
Explain that students have been given different parts Thirty anywhere glasses
of a dialogue. Students should mingle, reading their
optician road tested
sentences to each other. They should then try to
form a line, with each part of the dialogue in order. go while thanks
Show students a place where the line should start, for problem luck
example, by the door. If some students have two cards, Working in groups of three or four, students try to
ask them to lay down their extra card in the correct place reconstruct the whole dialogue and write it down.
on the floor.
When students are in line, give two students a dialogue
card, keeping one dialogue card for yourself. Ask these
students to read their card aloud to the rest of the class.
The other students listen and check that they are in the
right place in the line. Were there any changes?
When students have made any corrections, ask each
student in the line to read their sentence aloud in order,
and check their answers against the dialogue card. Ask
some follow-up questions to check understanding.
For example: How many problems did the customer have?
Where did the customer go at the end of the conversation?

Fast finishers
If students find their place early, ask them to try and
remember what the other sentences are in the dialogue.
Can they remember the full dialogue?

14 ©Richmond Publishing, 2012


11A  If I were…
Aim
• To practise talking about imaginary situations.
Preparation
Make one copy of the resource sheet for each group of
three students. You will also need one coin and three
counters for each group.
Procedure
Students work in groups of three. If necessary, two
students can do the game playing as A and B.
Students use the coin to move. If they toss heads, they
move one square. If they toss tails, they move two
squares. Check students understand which side of the
coin is which.
Explain that students will take it in turns to toss the coin
and move their counters down the board. The student
who reaches the end of the board first wins the game.
Before playing, check that students understand ‘miss a
turn’. They must wait and do nothing on their next go.
Students complete the sentences so that they are true for
them. The other students must agree that the sentence
made is grammatically correct. If it is, they can move
on next turn. If the sentence is wrong, the student must
move back one square.
Fast finishers
Ask students to write down the endings to the sentences
on pieces of paper, e.g ‘I would be at primary school’
for ‘If I were ten years younger’. Then, when the whole
class has finished, read these sentence halves out to
the whole class in random order. Can they guess which
square the sentences come from?
Extension
Ask students to look at the final questions on the board.
Tell them to choose one square, either the desert island,
the Antarctic or the Sahara. Tell students that they can
bring six different objects with them in each case:
•  something to help them survive
•  something to read
•  something to put on their feet
•  something to eat or drink
•  something small enough to put in their pockets
•  any other object of their choice
Ask students to work together to agree which objects they
would take (each group must choose the same six objects).
15
The
11B  Help! BIG
Picture
Aim
• To review the language of giving advice.
Preparation
Make enough copies of the cards so that every student
can have one card. If you have more than 16 students in
your class, ask the students to work in large groups of
8-10.
Procedure
Brainstorm ways of giving advice from page 124 of
the Student’s Book. Put these on the board. If you are
using the Digital Book for Teachers, you could use the
highlight tool to focus on the language in exercise 6 on
page 124. Also pre-teach students the negative answer:
“I don’t know what I would do.” Alternatively, you could
use this exercise in place of exercises 9 and 10 on page
124 in the Student’s Book if you feel your students need
some extra support.
Whole class. Give each student a card. Students are
looking for a solution to their problem. They should
mingle, taking it in turns to present and get answers to
their solution. Their aim is to find the best solution to
their problem. When they have this, they should write
the student’s name and some notes about the solution
on their card.
Students also listen to the other student’s problem, and
produce their own solution to the problem.
At the end, students read out their solutions. The winner
of the game is the student who produces the most
possible solutions to the problems.
Fast finishers
Ask students to think of their own solution to the
problem on their card. If several students finish early at
the same time, ask them to rank their problems from 1
(the most serious) to 16 (the least serious).
Extension
Once students finish, ask them to choose one of the
situations and to write a short dialogue using as many
of the expressions on page 124 of the Student’s Book as
they can. Then students perform this dialogue for the
rest of the class.
©Richmond Publishing, 2012

12A  Memory game
Aim
• To review the language of unit 12.
Preparation
Make one copy of the resource sheet for each group
of nine students. Students should do this lesson after
lesson 12.3 in the Student’s Book.
Procedure
First, all the students work together. Distribute the
cards so each student has one card. For smaller
classes, students can have one or two cards at this
12B Sorry!
stage. Students are given one minute each to mime the
sentence on their card. They cannot say anything. At this
Aim
• To practise functional language for saying sorry.
stage, one student is miming the card for all the other
students. To give some help, show students to make
the shape of a question mark with their fingers to show
questions. At the beginning, they should also hold up
fingers to show how many words are in the sentence.
You could use the stopwatch feature in the Digital Book
for Teachers to time the students here, especially for
smaller classes. When students finish, they should show
the card to the other students.
It is not important at this stage that the students guess
the card correctly. They are simply being exposed to the
sentences for the next stage of the game.
Once students have seen the sentences on all the cards,
take all the cards and mix them up. Shuffle them and
place them face down on the table.
Now students work in three teams of three to play the
game. One student from team 1 goes up to the table and
chooses a card. He/she then mimes the card. The other
two students in the same team try to remember the
exact words on the card. If they say the exact words, the
team wins the card. The student then chooses another
card and mimes it. The object is to try to win as many
cards as possible in two minutes.
If students do not guess a card correctly, it is returned
to the pack. The student miming the cards can simply
refuse a card at this stage and return it to the pack to
mime another one.
After two minutes, the next team repeats the task. Once
every team has had a turn, count up the cards they have
won. The winning team is the one with the most cards.
Fast finishers
Ask students to repeat the game, with a different student
miming. However, this time they have to do it even
faster: in one minute. This is also a good idea for the
whole class, as it keeps the excitement.
16
The
BIG
Picture
Extension
Ask each student in the class to write their own sentence
on a piece of paper. Then place these in a pack and play
the game following all the stages above. This is a great
way to practise both vocabulary and sentence structure
(for phrasal verbs etc.). Note that students should avoid
abstract words (believe, idea, etc.) and include at least one
thing or action that is easy to mime (e.g. ski, car, etc.)
Students then read their paragraphs aloud, and the rest
of the class tries to guess who it’s about.
Preparation
Make one copy of the resource sheet for every two
students in the class. Cut the resource sheets where
indicated.
Procedure
With the whole class, brainstorm different ways of
saying sorry. Put these on the board. If you are using
the Digital Book for Teachers, you could highlight the
phrases in exercise 3a on page 134 of the Student’s Book.
Put students in pairs. Give one student the A role, and
one student the B role. Students should not look at their
partner’s cards. Check students understand the words
delete and shrink. Note also that this is an irregular verb:
shrink, shrank, shrunk. Explain that students will perform
two short role plays. In each role play, one student will
describe problems and the other student will apologise.
In both conversations, they need to share all the
information on their card.
As students do the role play, they should try to use the
phrases on the top of their role card. Each time a student
uses one of the phrases, their partner ticks it on their card.
Students do conversation 1 first, then move on to
conversation 2.
At the end of the lesson, find out which students used the
most new phrases in their conversation. Did any students
do the conversation without the phrases on the card?
Fast finishers
If any groups finish quickly, ask them to swap cards and
to play the role of the other student. However, this time,
they should concentrate on the pronunciation of the
phrases to say sorry. Encourage them to use the correct
intonation for these phrases.
©Richmond Publishing, 2012
 The

12B Sorry! (continued) BIG

Picture

Extension
Students work in pairs to write an email chain, using the
information on the cards. Student A writes to Student
B to complain about the computer. Student A mentions
one of the four problems in each email. The emails can
be written on paper.
After writing an email, Student A sends it to Student
B, who writes an email response with an apology.
Student B sends this back to Student A, who responds
to the apology and adds another complaint. The chain
continues until they have discussed all four problems.
At the same time, Student B writes an email to complain
about the washing and the washing machine. Student
B passes the email to Student A. This ensures that both
students are writing at the same time and not sitting
passively waiting for a response, as the two email chains
are being written concurrently.

17 ©Richmond Publishing, 2012