Beruflich Dokumente
Kultur Dokumente
2
ZOOM IN on grammar
Read the following out to your partner. He/she is going to draw what you tell
him/her to draw. (Don’t let him/her see your paper.)
Have a pen or pencil ready. Follow your partner’s instructions and draw what
he/she tells you to draw. When you have finished, check your drawings. But hide
the bottom part of your paper from Student A.
Method
1 Write the words ‘Grandma Grammar’s
Problem Page’ on the board and invite
students to tell you what they would
expect it to be about. Tell them Grandma
Grammar has taken a holiday and so they
are going to have to answer the letters she
has received this week.
2 Give each student one of the letters
• 60 fun activities per book for practising and (numbers do not have to be equal). They
revising key grammar points have ten minutes to circulate in the class
• Wide range of activities at all levels including to tell different people their problem and
jigsaw-reading, bingo, questionnaires and much note down any answers. They should
more underline the answers they think are true.
• Photocopiable handouts, full teaching notes and 3 After this, students should form small
answer keys
groups with others who had the same
problem and talk together to come up with
the best and clearest answer. They should
write this in a few sentences and give some
examples.
Teacher’s Notes
4 Now proceed to whole class feedback. Each
group reads out their problem and their
Ask Grandma Grammar! answer. The rest of the class can be invited
Time: 25 minutes to comment. Do they find the answer clear
Activity type: Mingle and group work and useful? If not, how could it be better?
Preparation: Make enough copies of pages 6
and 7 so that each student has
one of the problems to answer; cut
out the individual letters.
Grammar points
Use of definite and indefinite articles
the sea/a river
Future idea expressed by present continuous
I’m visiting my mother on Sunday.
There is/There are
There is a woman with a baby.
few/little with countable and uncountable nouns
a little butter/a few apples
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ZOOM IN on grammar
Method
1 You might like to start by holding up the
picture of the London Eye and explaining
that it is a big wheel sponsored by British
Airways and erected next to the River
Thames in London to celebrate the
Millennium. It’s called the ‘Eye’ because it’s
round and gives you a great view of the
capital. Then go on to say: Would you be
afraid of going on this?/I’d be afraid/not afraid
of going for a ride. Are you impressed by it? In
the answers focus attention on the use of
adjective plus preposition (afraid +
• 60 fun activities per book for practising and of/impressed + by)
revising key grammar points
2 Now divide the class into pairs (A and B)
• Wide range of activities at all levels including and give each person a copy of page 9
jigsaw-reading, bingo, questionnaires and much
more (the London Eye) and the appropriate half
of page 10 with ten questions. Explain that
• Photocopiable handouts, full teaching notes and
answer keys they are going to answer these questions
about themselves and write the answers in
the capsules of the London Eye. Allow time
for this and circulate to give help where
needed. At this stage, everyone is working
Teacher’s Notes individually and they should not discuss
their choices with others.
3 When people are ready, explain that they
Pre-intermediate/ are now going to work in pairs and ask
Intermediate each other to explain what is written in
each capsule. You might like to revise
The London Eye appropriate questions: What does this
mean?/What does this refer to? etc. Remind
Time: 20–25 minutes
students that in their answers they will be
Activity type: Pair work – personal discussion
using adjective plus preposition
Preparation: Make one copy of page 9 per
constructions, e.g. This is somebody I’d love
student. Make one copy of page 10
to talk to./This is something I’m saving up for.
per pair of students and cut in half.
etc.
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ZOOM IN on grammar
The London Eye is the name of a big wheel on the bank of the River Thames in
London. Write your answers to the questions in the capsules.
10
4
8
7
5
Student A
Student B
Method
1 Copy the two handouts on pages 12–13 – two sheets
for each student.
2 Explain that students have fifteen minutes to read the
eight texts and to decide which six texts best fit the
descriptions in the grid below the texts. They tick the
boxes which correspond to their decisions. For example,
if they think Text 1 is the most exciting, they tick that
box.
3 When time is up, students work in groups of four and
compare their results. They should discuss any
disagreements.
4 Groups then report back in full class session. Put the
grid on the board or overhead projector (OHP). Groups
• This series features 50 varied and enjoyable then vote for ‘The most . . .’ in each category. Texts
photocopiable activities per book, including with the most support are the final choices. Discuss the
role-plays, card games, discussions, prediction and results. Were there any texts which were put in more
quizzes. than one category? Were there any texts which were
not chosen at all?
• Photocopiable lessons help prepare and motivate
students to read but can be used with or without Variation
the Penguin Readers titles.
Divide the class into eight groups. Give each group one of
• Detailed teacher’s notes and keys provided. the eight texts and the grid sheet. Groups are then given
just five minutes to decide which box to tick for their text.
Groups then exchange texts with another group and
repeat the process. Continue until each group has read
every text.
Follow-up
Rewrite one of the extracts as a gap passage and give it to
students.
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ZOOM IN on reading
THE MOST. . .
Read the eight texts. Then decide which of them are ‘The most . . .’ in the grid below the texts and fill
in the boxes.
1 When Bowen woke up, he was inside the 2 She listened to his quick, quiet words. She
dragon’s mouth. He pulled out his sword closed her eyes. ‘I can’t answer,’ she
and shouted, ‘Don’t bring your teeth down, thought.
Dragon. Or my sword will go up.’ Nothing
‘I want to marry you, you see,’ he said
happened.
again quickly. He waited for her answer.
Bowen sat in the dragon’s mouth all day. She was very near him and he wanted her.
Outside, Brother Gilbert watched and But he waited.
waited. In the evening the dragon tried to
speak, but it was difficult with Bowen in his (The Fox. pp.10–12. Level 2.)
mouth.
(Dragonheart. p.16. Level 2.)
3 ‘Slowly take out your gun,’ they told him. 4 Harry spoke on the radio to the scientists
‘Put it on the floor and stand back.’ at the hotel. ‘Is anybody there?’ he asked.
‘Mr Bean was very afraid. He carefully ‘Harry, where are you?’ said Dreyfus.
put his hand in his jacket . . . and took out ‘Up at the lake,’ Harry said. ‘We’re OK,
his two fingers. but there’s no road for us to come back
‘It was only a game,’ he said. ‘I haven’t down the mountain.’
really got a gun.’ ‘Harry,’ Paul said, ‘this mountain is
The policemen looked at him. Who was going to explode . . . and soon. I’ll send a
this strange little man? helicopter up to get you.’
(Mr Bean. p.7. Level 2.) (Dante’s Peak. p.32. Level 2.)
7 Do you really think I’m crazy? Listen to me, 8 ‘The helicopter is coming back!’ says Andy,
and you won’t think that. I had to do in the kitchen.
something with the body. I had to be very
‘They can’t see us, they’re too far away,’
careful.
George tells him.
I didn’t have a lot of time before the
Suddenly, Harry shouts, ‘Something’s
morning, so I worked quickly, but quietly.
burning! Look! There’s smoke coming from
First, I cut up the body. I cut off the head,
the back of the barn!’
the arms, and the legs. Then I pulled up the
floor. I put everything into the place under Everybody looks out of the window and
the floor, then I carefully put the floor back. sees the light and smoke from the fire.
(The Tell-Tale Heart, from A White Heron. ‘Stay with the boy!’ George tells Petra.
p.35. Level 2.) The three men run out of the house and
round to the back of the barn. Harry sees
the black bags. ‘Somebody’s burning our
money!’ he shouts.
(Money to Burn. p.26. Level 2.)
1 2 3 4 5 6 7 8
Most exciting
Most romantic
Most violent
Most mysterious
Most humorous
Most visual
Teacher’s Notes
Follow-up
Make a wall display of the pictures alongside the texts
which inspired them.
◆ Where a phrase has been omitted from the Penguin
Readers edition it is indicated by three dots (. . .) in
this activity.
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ZOOM IN on reading
1 No smoke came from the house. He was afraid. He did not want his wife or the children
to go into the farm.
‘Do what I say, please,’ said Nat.
She pulled Jill and Johnny under a tree out of the wind and he went into the farm
without them. He saw the car in front of the house, not in the garage. There was no
glass in any of the windows of the house and there were hundreds of dead gulls near the
front door. There was a crowd of living birds on the roof and on the trees round the
house. They did not move. They watched him.
2 One morning in June a large crowd of people waited outside the prison door. They wore
dark clothes.
‘Hester Prynne is the child of the Devil,’ said an ugly woman in the crowd . . .
‘Be quiet!’ somebody called from the front of the crowd. ‘They are opening the prison
door.’
The crowd was quiet. The door opened and a small man in black clothes came out. A
woman in a colorful dress followed him. She was a tall woman with a strong, beautiful
face and large, dark eyes. Her long, black hair shone in the sunlight. There was a baby in
her arms and a big, red letter ‘A’ on the front of her dress.
3 It is a wet afternoon in November, and the winds are strong. On a road near the river,
three men are cutting down a tree. When the tree is down, they pull it on to the road and
then go to wait behind some other trees. Their red car is near them, ready to drive away
quickly. It is a small, quiet road.
A hundred metres away, a woman called Petra is watching the big road from the city.
She is waiting for a blue security van. Next to Petra, there is a sign across the road near
the river. It says: ROAD CLOSED.
(Money to Burn. p.1. Level 2.)
16
ZOOM IN on reading
Describing places
1 Work in pairs. Look at the pictures. Write 4 Work in pairs. Answer the questions below.
the words below beneath the right pictures.
lake mountain town hill The island is big and has lots of tall, thick trees. First
village tree river Sam and Jenny look for food and water. They find
a small river. The water is cold and clean. They
drink and drink and drink. There are coconuts on
the island too . . . Sam opens two of them and
gives the first one to Jenny. That night Sam and
Jenny sleep on the beach. They are very tired. In
the morning they start to make a small house with
1 _______________ 2 _______________ grass and wood. They work very hard. After four
days they finish.
7 _______________
We live on (1) _____________ small island. There aren’t
(2) _____________ houses or phones. There aren’t
2 Draw an island. Choose four items from
Exercise 1 to put on your island. Then find a (3) _____________ people. We are all alone. How do we
partner and make sentences about your live? There are (4) _____________ small animals and we
island. kill them. We have two guns. But
Example:
(5) _____________ animals are dangerous and we must
There’s a lake. There are some hills. There aren’t
any mountains. There are a lot of trees. be careful. There are (6) _____________ of trees. We
take the wood and make fires with it. Then we cook our
3 Work with a different partner. Don’t show
food. There (7) _____________ some fruit trees too. We
your partner your island. Ask your partner
questions about his/her island. eat the fruit. There (8) _____________ a river and the
Example: water is very clean. It’s hot here and we like that. We
live in (9) _____________ small grass house.
Is there a lake?
18
ZOOM IN on reading
Love
1 Work in pairs.
a Underline the verbs describing speech in the sentences below.
Morris came to see Catherine. He said suddenly, ‘I’m going away to New Orleans. I’m going to buy
some coffee.’
‘Take me with you,’ said Catherine.
‘No, it’s a dirty and dangerous place. People get ill there.’
‘Then you must not go. When people are going to marry, buying coffee is not important. Think
about me, not coffee. We must not wait too long.’ She spoke strongly, her hands on Morris’s arm.
Was this the time to break with Catherine?
‘I don’t like this noisy Catherine. I like you when you’re quiet,’ said Morris.
‘But I don’t ask much of you. When are you coming again?’
‘Saturday,’ he answered and smiled.
‘Come tomorrow. I’m very quiet now. Please, tomorrow.’
‘I said Saturday,’ he said, but did not smile this time. ‘Tomorrow I’ll be in the office.’ She looked at
his hard, cold eyes.
‘Morris,’ she said quietly, ‘you’re going to leave me.’
‘Yes. I’ll write to you – that’s better.’
‘Morris, I gave up everything for you!’ she cried.
‘You can have it all back.’
‘Morris, why are you doing this now? What is different?’
‘Wait for my letter.’
‘Ah, you’re not coming back.’
He got away from her and closed the door behind him.
1 What is Catherine and Morris’s relationship 3 How does Catherine feel about Morris?
at the beginning of the conversation? 4 How do you feel about Morris?
2 How does Morris feel about Catherine?
3 In pairs, read the passage in Exercise 2 again. Write in more verbs describing speech and adverbs.
Example: ‘Come tomorrow. I’m very quiet now. Please, tomorrow,’ she said quietly.
4 Imagine that Catherine tells her best friend that Morris has left her. Make that conversation. Then
write the conversation, using five adverbs.
• Extracts from a variety of Penguin Readers titles, Note: If time is short, omit Exercise 2.
promoting reading skills, are used. With language
presentation and plenty of practice, students are Key
able to read more effectively.
1 a Story 1 Two students, a boy and a girl, went into a
• Detailed teacher’s notes and answer keys included. small shop. It sold old stamps and coins. The coins
were very valuable. They looked at some of the coins.
Level: 1 The shopkeeper watched the students carefully. The
Skills: Reading; speaking; writing girl student thought, ‘He thinks we’re going to steal
the coins!’ There was a girl shop assistant. The girl
Function: Understanding a dramatic scene
student smiled at her, but the girl did not smile back.
Language: Past simple, affirmative form, with ‘She isn’t very friendly,’ the girl student thought. The
emphasis on irregular verbs telephone rang in the room behind the shop. The
Vocabulary: ‘Crime’ words shopkeeper went to answer it. After some minutes,
the students left and went to a café. Suddenly, the
shopkeeper came into the café. ‘Where are my coins?’
Presentation (25 minutes) he said. ‘They’re not there. You stole them!’
1 a Put students into pairs. Their task is to separate out b Story 1 Someone stole some valuable coins from a
the two stories in the texts. To do this, they should shop. Story 2 A man had a bag of dangerous drugs.
underline the sentences of one story. The easiest way
c went/to go; sold/to sell; were/to be; looked/to look;
for students to do the exercise is to start with the first
watched/to watch; thought/to think; ran/to run;
sentence and go through the text, underlining that
put/to put; was/to be; smiled/to smile; rang/to ring;
story. They can read through the second story (which
left/to leave; found/to find; came/to come; said/to
has not been underlined) and check that they have
say; took/to take; saw/to see; had/to have; stole/to
done the exercise correctly. Encourage students to use
steal; started/to start
their dictionaries for new words. Check answers
orally. 2 d closed, listened, opened, lived; t watched, stopped,
worked, finished; Id started, waited, shouted, wanted
b Elicit answers to the question from a number of
students and give help where necessary. 3 (1) had (2) held (3) stopped/arrived (4) got/climbed
(5) had (6) shouted/said (7) shouted (8) picked up
c Check that students understand how to form the
(9) threw (10) hit (11) fell (12) took (13) threw
past tense of regular verbs. Check that students
understand that they must learn the past simple tense 4 b The shop assistant took the coins and went to the
of irregular verbs. In pairs, students then go through window. There was a flute player outside. She threw
the stories and do the exercise. Check answers orally. the coins into his hat. He walked away with the coins.
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ZOOM IN on reading
Crime
1 a Work in pairs. There are two stories in the text below. Both stories are about two students, a boy
and a girl. The stories are mixed up. Separate the two stories. Underline the sentences of one story.
Two students, a boy and a girl, went into a small shop. It sold old stamps and coins. Two students, a boy
and a girl, were on holiday in Barcelona, Spain. The coins were very valuable. They went for a walk in the
little streets behind the market. They looked at some of the coins. The shopkeeper watched the students
carefully. The girl student thought, ‘He thinks we’re going to steal the coins!’ Suddenly a man ran out of a
house. He ran across the street and put something in a rubbish bin. There was a girl shop assistant. The
girl student smiled at her, but the girl did not smile back. Then he ran away. ‘She isn’t very friendly,’ the
girl student thought. The telephone rang in the room behind the shop. The students went to the rubbish
bin and looked inside. The shopkeeper went to answer it. After some minutes, the students left and went
to a café. They found a small white bag. Suddenly, the shopkeeper came into the café. ‘Drugs!’ said the
boy student. ‘We’ll take this to the police.’ The girl student took the bag. ‘Where are my coins?’ he said.
‘They’re not there.’ Then they saw the man again. He had a knife. ‘You stole them!’ ‘Give me the bag,’ he
said in Spanish. The girl student started to run.
(Based on The Missing Coins and Run for your Life. Level 1)
b In your own words, answer this question: What is the crime in each story?
c Write down all the past simple verbs in the story. Beside each verb, write the
infinitive form. Example: went/to go
2 Listen to the pronunciation of these regular verbs. What sound do they end in?
Draw a table and put the verbs in the right column.
stopped listened wanted closed worked opened watched
started lived finished waited shouted
3 Work in pairs. The passage below finishes 4 a Work in pairs. Look at this picture. It
the story about drugs in Exercise 1. In this shows who stole the coins. The girl at the
story, the girl is called Kim. The man who window is not the girl student. Who is she,
wants the drugs is called Vidal. Complete do you think?
the gaps with a verb in the past tense.
b Explain how the two people in the
Vidal (1) _______ a knife in his hand. He (2) _______ picture stole the coins. You will need these
words: shop assistant flute player
the knife near Kim’s face. A car (3) _______ and a
policeman and policewoman (4) _______ out of the
car. They (5) _______ guns. ‘Throw the knife down!’
(6) _______ the policeman. But Vidal (7) _______
‘No!’ Suddenly, Dave (8) _______ _______ a rubbish
bin and (9) _______ it. It (10) _______ Vidal and he
(11) _______ down. Kim quickly (12) _______ the
knife and (13) _______ it away.
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ZOOM IN on reading
Humour
1 a Work in pairs. The word ‘to’ has been omitted from this passage. Put ‘to’ in the passage where
necessary.
In 1978 Señor Abel Ruiz of Madrid found out that his girlfriend did not want marry him. He decided kill
himself for love. There are many ways of dying for love. He chose jump in front of the fast Gerona to
Madrid train. But when he jumped, he landed between the railway lines and the train went safely over him.
He was not seriously hurt and was able leave hospital after a few hours.
Later that day Ruiz tried again. This time he jumped in front of a lorry, but only got a few knocks. When
they saw him back at the hospital so soon, the doctors asked him talk someone about his problem. Finally,
Mr Ruiz agreed that it was foolish kill himself. He decided go on living and look for a new girlfriend. Glad be
alive, he left the hospital and a horse knocked him down in the street. They took him back the hospital for
the third time that day, seriously hurt this time.
2 Work in pairs. Answer the questions below or follow the instructions. Talk in complete sentences.
1 Make a promise to your partner. (I promise to . . .)
2 Do you intend to keep your promise?
3 Ask your partner to do something impossible.
4 What did you ask your partner to do? Did he/she refuse to do it?
5 What are you trying to do at the moment?
6 What do you aim to do after this lesson?
7 Do you want to do it or is it something you have to do?
8 Is there anything that you planned to do in the last week but didn’t manage to do? What was it?
3 a Work in pairs. Read this story. Which ending do you like best, A or B? Explain why.
b This is a true story. Which is the real ending, do you think? Why do you think this?
In 1969 Mrs Beatrice Park decided to take her driving test – for the fifth time. During the test she
managed to drive into the River Wey at Guildford. She and her examiner climbed on to the roof of the
car and waited for someone to come and save them. The examiner went home feeling ill. He was still
holding his test paper and pencil.
A Mrs Park decided to take her test again. She had the same examiner as the last time. When he saw her,
he fainted. He then refused to sit in the same car as Mrs Park. She agreed to have another examiner.
B Mrs Park wanted to be sure: Was that all right, she asked, or did she have to take the test again?
They told her, ‘We cannot say anything until we have seen the tester’s report.’
4 Work in pairs. Tell the story outlined below. Put the verbs into the correct tense.
Seventy-five prisoners – agree – try – escape – prison – Northern Mexico. Plan – dig – tunnel – under –
prison wall. Start – dig – tunnel – November 1975 and – manage – finish it – April 1976. Go through –
tunnel – come up – courtroom. Judges – very surprised. Send – prisoners – back – prison.
(Based on The Book of Heroic Failures. pp.22-24. Level 3.)
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ZOOM IN on reading
Heroes
1 Work in pairs. What is happening in this c Which parts of the story are true, do you
picture? What century is it, do you think? think? Which parts do you think are
What country could it be? probably untrue and are there to make a
good story?
b1Listen
He is afraid
again.ofWhat
flying.new
He isthings
frightened ______ .
do we
2 Jealousy
learn in thisispassage?
often a problem with brothers and
2 a What do you know about the film sisters. Brothers and sisters are often jealous
Braveheart? The passage below tells the ______
c Write .
down the sentences in this listening
story of the novel and film Braveheart. The 3 Please don’t
passage that have treatthe
mesame
so cruelly. Pleaseasdon’t
meaning the
story is based on the life of William Wallace. be so cruel
sentences below. ______ .
Read the passage and match the picture in 4 He spoke angrily to his son. He was angry
1 The English were very cruel to the Scots.
Exercise 1 with a sentence in the passage. ______ .
2 The Scottish nobles fought each other, not the
5 The idea of the party is exciting. I feel excited
English.
During the thirteenth century, the English wanted ______ .
3 With an army of only two thousand men,
to control Scotland. The Scots were frightened 6 Your work really pleased me. I was pleased
Wallace defeated the English.
(1) _______ the English, who were very cruel ______ .
(2) _______ them. The Scottish nobles were jealous 4 In a second battle at Falkirk, the English
7 His words surprised everyone. Everyone was
(3)_______ each other and fought each other, not defeated Wallace and the Scots army.
surprised ______ .
the English. William Wallace was a farmer’s son.
The English killed his father, his brother, and many 4 Completebe
8 Please polite
the when
second you talk so
sentence to him.
that Please
it has
be polite ______ .
years later, the woman he loved. Wallace was very the same meaning as the first. Use these
angry (4) _______ the English. He started fighting prepositions:
45 Work in pairs or small groups, if possible, of
the English and many Scots came to fight with
the same
at nationality.
about by Chooseto with a national
of hero
him. His men were good (5) _______ trapping and
killing groups of English soldiers. Then the English or heroine and prepare a short talk about
sent an army of ten thousand men to Stirling in 1his/her life. of flying. He is frightened ______ .
He is afraid
Scotland. With an army of only two thousand men, 2 Jealousy is often a problem with brothers and
Wallace defeated the English. Because of this, he sisters. Brothers and sisters are often jealous
was made Guardian of Scotland by the Scottish ______ .
nobles. Shocked (6) _______ England’s defeat, the 3 Please don’t treat me so cruelly. Please don’t
King of England sent his son’s wife, Isabella, to talk be so cruel ______ .
to Wallace. The young man and woman were very 4 He spoke angrily to his son. He was angry
attracted to each other. Then, in a second battle ______ .
at Falkirk, the English defeated Wallace and the 5 The idea of the party is exciting. I feel excited
Scots army. This was because many Scottish ______ .
nobles fought with the English! Once again the 6 Your work really pleased me. I was pleased
English King sent Isabella to talk to Wallace. The ______ .
King wanted to trap Wallace, but Isabella told the 7 His words surprised everyone. Everyone was
Scotsman and he got away. The English finally surprised ______ .
killed Wallace with great cruelty in 1305. As he
8 Please be polite when you talk to him. Please
died he cried, ‘We will be free!’
be polite ______ .
(Based on Braveheart. Level 3.)
5 Work in pairs or small groups, if possible, of
b Complete the gaps in the passage with the same nationality. Choose a national hero
these prepositions: or heroine and prepare a short talk about
by of (2) with to at his/her life.
+ Homework
Ask the students to draw and make up gapped
sentences for the following compound nouns:
bookcase, bagpipes and haircut.
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ZOOM IN on vocabulary
A
B C Foot + ball = football
A Match words from column 1 with words from column 2 to make compound
words.
1 It’s something people wear – usually men.
_____________ column 1 column 2
✂
B Words
A
B C Foot + ball = football (continued)
B Drawings
+
C Fill in the missing words. To help you, the first and last letters of each word are
given.
1 ’What’s your favourite sport?’
‘F____________l, of course.’
2 I got this camera from my parents for my b____________y.
3 Shall I buy a suit with or without a w____________t?
4 John Wayne often played a c____________y in films.
5 ‘Where’s Paula?’
‘She’s in the b____________m washing her hair.’
6 When you travel by car you should always wear a s____________t.
7 Don’t forget to send me a p____________d from Spain!
8 ‘Is there a letter for me?’ ‘I don’t know. The p____________n hasn’t come
yet.’
9 Sit down in that a____________r over there.
10 ‘Where are the plates and glasses?’
Prefixes
Aim To show how prefixes are used in forming the opposites of adjectives.
Preparation Copy the handouts on pages 30 and 31 – one copy per student.
A
B C Prefixes
A Which prefix would you put in front of these adjectives? Arrange the words
under the correct headings. (The number in brackets after each heading says
how many words are needed.)
accurate avoidable comfortable conscious considerate correct
dependent employed existent experienced honest legal literate logical
loyal mature necessary patient popular possible regular relevant
resident responsible ripe sane satisfied sincere understood violent
ir- (3)
im- (3)
mis- (1)
A
B C Prefixes (continued)
B Fill in the missing adjectives in the following sentences. (They are all to be found
in Activity A) To help you, the start of the words are given for sentences 1-10.
1 If you are unable to read or write, you are il______.
2 The accident couldn’t be helped. It was un___________.
3 What an un_________ chair! I’d hate to sit on this for too long!
4 Sorry, that answer is in________. Please try again.
5 It was very dis__________ of him to keep the money.
6 The present government is very un_________ at the moment. In a recent poll,
only 15% of the population think they are doing a good job.
7 My visits to church are very ir_________ – just once or twice a year, maybe.
8 Since he was a non-______________ he didn’t have to pay income tax.
9 The boxer was knocked un___________________ .
10 It was very in__________ of you not to phone me to say you would be late coming
home for dinner.
11 My uncle lost his job just before Christmas, and has been _____________ ever since.
12 It is ___________________ in Britain to buy alcohol at a pub if you are under
eighteen.
13 Generally speaking, boys at the age of thirteen are more ___________ than girls of
the same age.
14 You don’t need to meet me at the airport – it’s quite ___________________.
15 They say it is _____________ to sneeze and keep your eyes open at the same time.
16 It was very ________ of your sister to let the children play with matches.
17 That’s not what I meant. I’ve been _____________ again!
18 They didn’t believe in fighting. They preferred to solve problems using
____________ means.
19 Our country has been ___________ since 1965. That’s when the French left.
20 They told her she was too ____________ for the job. They needed someone who
had taught for at least two years.