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8/11/2019 FCE TEACHER.pdf
1/50
S
kills
for
First
Ce
r
tifica
te
IW v ti > -.mail Iiiu iv iu u rt i JJHJUL* UI cl M lU Sld iltl? SUCH
as sand. salt, or sugar 2 a. [singular] [+ofj a very smallamount of a quality or feeling: a grain of truth There wasmore than a grain of truth in what he'd said.3 [u] the arrangement, pattern, or direction of fibresin substances such as wood, stone, cloth, or paper: Therewere deep cracks along the grain of the wood.4 [c] an old unit for measuring weight, equal to 0.065
GRAMgo against the grain to be completely different fromwhat you fool is right, natural, or normal for you
SALT1
g r a i n e d /g r a n d /adj with fibres in a clear arrangement.
fibres '.fine-grained rock2 used with some adjectives for
insist of small individual[mrse-grained salt-> c l o s e -
..re made up of small spots,usually because they are old: photographs shot with
g ra m / gn-em/ noun [C] a unit for measuring weight inthe m e t r i c s y s t e m . There are 1.000 grams in a kilogram,
gram m ar / gnema/ noun 1 [u] the set of rules tha t describe the structure of alanguage and control the way that sentences are formed:errors in spelling and gramm ar the teaching of grammar The book covers all the essential points of Englishgrammar.2 [c] a book explaining the rules of a language: Did youborrow the Italian grammar?
gr a m m a r i a n /gro meorion/ noun [c] an expert in thestudy of gramm ar
gram m ar . school noun [c] 1 a school in the UK for
children between the ages of U and 18 who have passeda special examination to be allowed to go there 2 Am Ea PRIMARY SCHOOL
gr a m m a t i ca l /gr o 'm ict ik l / adj *1 [only before noun] relating to grammar and the studyof grammar: grammatical analysis grammatical errors2 a grammatical sentence follows the rules of grammar
meaning. Examples are words such as of and for,g r a m m e /gra*m /another spelling oi gram
G r a m m y /'grieini/ noun [c] a prize given in the USeach year to the best performers and writers of music
I
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8/11/2019 FCE TEACHER.pdf
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S
kills
for
F
irst
C
e
r
tific
a
te
Use of
EnglishT e a c h e r ' s B o o k
Malcolm MannSteve Taylore-Knowles
&M A C M I L L A N
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(lj n i t Films
W a r m - u p - see page 29
D e v e l o p y o u r U s e o f
E n g l i s h s k i l l s
Note: You may wish to draw students' attention now to
the extra sections at the bac k o f their book as
students m ay wish to refer to these regularly
throughout this course:
Exam Know-how
Key First Certificate Collocations and patterns
Phrasalperfect phrasal verb glossary and exercises
UCLES specimen Paper 3 answer sheets
Q D o s an d D on tsAsk students, either in pairs or individually, to
write Do or Dont in each gap to complete the
sentences. Check answers.
1 Do
2 Do
3 Do
4 Do nt
5 Do
6 Do
7 Dont
^ S i g h t a nd s eei ngAsk students to circle one word or phrase to
answer each question. Check answers and check
they understand the meanings of all the words
and phrases.
Note: catch vision o f is no t a phrase in English.
1 audience
2 spectators
3 sightseers
4 viewers
5 witnesses
6 stare
7 glance
8 observe
9 catch sight of
10 glimpse
C h o o s e t h e c o r r e c t a n s w e r Ask students to read each passage quickly to get a
general idea of what it is about. Then ask them to
circle the correct word to fill each gap, using the
words in bold in the passages to help them. Check
answers.
Text 1
1 D
2 C
3 C
4 D5 A
Text 2
1 C
2 B
3 D
4 A5 B
^ ^ M o v e m e n t a n d m o v i n gAsk students to circle the correct word to
complete each phrase. Move on to exercise E
without revealing the answers.
cruise border
speed route
trip aheadway way
trip take
tour miss
speed set off
direction speed
trip
J ^ C o m p l e t e t h e f i l m r e v i e wAsk students to read the passage quickly to get a
general idea of what it is about. Then ask them to
write a word from the box in each gap. Point outthat words can be used more than once and that one
word in the box will not be used. Check answers.
1 way 5 borderway
2 trip
3 missing
4 direction
taken
speed
off
I ^ T h o u g h t a n d o p i n i o nAsk students to complete the sentences by writing
one word in each gap. Explain to them that the
first letter of the word is given, and that they
should use the words in italics to help them.
Check answers.
1 impression 6 change
2 mind 7 questioned
3 view 8 reached
4 hold 9 head
5 com e 10 bear
TimeAsk students to circle the correct word to
complete each phrase. Check answers.
1 take 5 take 9 find
2 spent 6 passes 10 being
3 that 7 first 11 considerable
4 right 8 takes up
M o n e yAsk students to write a-o in each gap to complete
the sentences. Check answers.
1 h 4 k 7 a 10 d 13 i
2 m S 1 8 n 11 c 14 g3 f 6 j 9 e 12 o 15 b
2
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U s e o f E n g l i s h S k i l l s / T e a c h e r ' s B o o k
Q C h o o s e t h e c o r r e c t a n s w e r Ask students to read the passage quickly to get a
general idea of what it is about. Then ask them to
circle the correct word or phrase to fill each gap.
Check answers.
1 A 5 A 9 B
2 C 6 B 10 C
3 B 7 D 11 D
4 D 8 B
G r a m m a r f o c u sAsk students to circle the correct word or phrase
to complete each sentence. Check answers. Now
ask them to match each of the sentences 1-10 with
the correct explanation as to why the verb is in
that form. Check answers.
1 am watching B 6 am living H
2 is always changing F 7 are getting J
3 teach A 8 contains C
4 go D 9 had G
5 am having E 10 spent I
P h r a s a l p e r f e c tNote: You ma y wish students to now complete
Phrasalperfect I on page 151 of their books. Ask
students to read the example sentences. Ask
students if they have an y questions regarding
unknown vocabulary. Then ask students to write the
words in bold in the gaps in the sentences below.
Rem ind students that, if necessary, they can consult
the list of phrasal verbs a t the back of their book.
You may wish to set this exercise for homework.
1 look, up
2 come down with
3 brought, up
4 turned down
5 takes up
6 looked up to7 bring up
8 take up
9 handed down
10 looks down on
E x a m p r a c t i c e see page 29
1 B 6 A 11 D
2 D 7 B 12 A
3 B 8 D 13 B
4 B 9 A 14 D5 D 10 C 15 A
W a r m - u p see page 29
D e v e l o p y o u r U s e o f E n g l i s h s k i l l s
J P a t t e r n s : v erb s a n d p r e p o s i t i o n s
Ask students to write a preposition in each gap to
complete the sentences. Check answers.
1 from 7 as 13 of
2 on 8 in 14 in
3 on 9 about 15 on
4 between 10 on 16 for
5 of 11 as 17 on6 for 12 of
| ^ C o m p l e t e t h e p as sa geAsk students to read the passage quickly to get a
general idea of what it is about. Then ask them to
write the correct preposition in each gap. Check
answers.
1 for 7 of 13 about
2 in 8 with 14 in
3 to 9 at 15 for
4 from 10 between 16 on5 about 11 as
6 on 12 as
B Pa t te r n s : a d je c t iv e s a n d p r e p o s i t i o n s
Ask students to write the correct letters on the
lines provided to match the sentence halves.
Remind them to pay particular attention to the
prepositions. Check answers.
1 h 4 1 7 k 10 e
2 j 5 b 8 d 11 13 a 6 c 9 f 12 g
Q Pa t te r n s : n o u n s a n d p r e p o s i t i o n s
Ask students to circle the correct word to
complete each phrase. Check answers.
1 at 7 on 13 on 19 on 25 in
2 in 8 in 14 for 20 in 26 for
3 in 9 at 15 in 21 on 27 at
4 at 10 at 16 on 22 for 28 of
5 at 11 in 17 in 23 in 29 in
6 on 12 in 18 on 24 in 30 of
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Q ExceptExplain to students that 'except' is not always
followed by for, as it depends on the words that
come next in the sentence. Ask students to choose
the correct word to fill each gap. Check answers.
1b 2 c 1 c 4 a 5 b 6 b
Q C o m p l e t e t h e p a s s a g eAsk students to read the passage quickly to get a
general idea of what it is about. Then ask them to
write the correct word in each gap. Move on to
exercise G without revealing the answers.
1 on 5 in 9 in 13 at
2 at 6 for 10 in 14 at
3 of 7 at 11 for 15 on
4 as 8 in 12 in 16 in
0 DiscussAsk students to discuss their answers to exercise F in
pairs. You may also wish to do this as a class activity.
Bring the students together to check their answers.
Q Dos and Don'tsAsk students, either in pairs or individually, to
write Do or Dont in each gap to complete the
sentences. Check answers.
1 Do 4 Do 7 Do2 Do 5 Dont 8 Do
J Do 6 Do 9 Do nt
G r a m m a r f o c u sAsk students to circle the correct word or phrase
to complete each sentence. Check answers. Now
ask them to match each o f the sentences 1-10
with the correct explanation as to why the verb is
in that form. Check answers.
1 saw G
2 walked C3 knew A
4 had already arranged D
5 have been F
6 were discussing E
7 used to travel C
8 would drive C
9 was working, were sitting B
10 had been working H
P h r a s a l p e r f e c t
Note: You may wish students to now completePhrasalperfect 2 on page 151 of their books. Ask
students to read the example sentences. Ask
students if they have any questions regarding
unknown vocabulary. Then ask students to write the
words in bold in the gaps in the sentences below.
Rem ind students that, if necessary, they can consult
the list of phrasal verbs at the back o f their book.
You may wish to set this exercise for homework.
1 takes off 6 turned into
2 look into 7 go into
3 gone off 8 go off
4 came into 9 took off
5 take off 10 go off
E x a m PRACTICE see page 29
1 as 6 in 11 as
2 from 7 to 12 made
3 in 8 from 13 as
4 off 9 depends 14 of
5 instead 10 between 15 in
P r a c t i c e E x a m 1Note: You may wish students to do Practice Exam 1on pages
18 - 21 before moving on to Unit3. This Practice Exam
can either be done under exam conditions in class, or
it can be assigned for homework.
Part i
I B 4 B 7 D 10 A 13 B
2 A 5 C 8 D 11 B 14 C
3 B 6 A 9 C 12 D 15 D
Part 2
16 as
17 from
18 let
19 consist
20 the
Part 3
31 looked up to
32 the (single) exception of Harry
33 responsible for making sure (that)
34 if she realised how late
35 in case we are
36 is always putting me down
37 wish I had not / hadnt left
38 look unfamiliar words up in / look up
unfamiliar words in
39 have a talent for
40 tell the difference between
Part 4
41 it 45 that 49 on 53 to
42 have 46 / 50 / 54 with
43 over 47 did 51 more 55 /
44 / 48 out 52 such
21 its 26 to
22 this 27 in
23 able 28 had / seen
24 provide 29 Like
25 into 30 under
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U s e f E n g l i s h S k i l l s / T e a c h e r ' s B o o k
Part 5
56 employer 61 strengthen57 ambitious 62 proof
58 encouragement 63 training59 security 64 qualified
60 imagination 65 unsuccessful
(unit 3 EducationW A R M - U P see page 29
D e v e l o p y o u r U s e o f E n g l i s h s k i l l s
Q Dos an d Don 'tsAsk students, either in pairs or individually, to
write 'Do ' or 'D ont in each gap to complete the
sentences. Check answers.
1 Do 5 Do nt 9 Do
2 Do 6 Do 10 Dont
3 Do 7 Do
4 Do nt 8 Do nt
Q The pa s s i ve voiceExplain to students that two schools have the same
school rules, but one school writes them in the
active and the other in the passive. Ask students to
decide if the sentence on the right means the same
as the one on the left. If it means the same, they
should put a tick. If not, they should rewrite it so it
means the same. Check answers.
1 A jacket must be worn at all times.
2
3 Pupils are expected to be polite to teachers.
4 /
5 All fees must be paid in advance.6 /
7 Lunch may be eaten by pupils in the school
canteen.
B Changes in tenseAsk students to rewrite the sentences using the
tenses and the words given. Check answers.
1 I have been attending this school for three years.
2 John hasnt visited his old teacher for two years.
3 I last had a music lesson / M y last music
lesson was six months ago.
4 M r Platt has been working as a teacher for
twenty years.
5 I have not / havent taken an exam since
December.
6 I have been doing my homework since seven
oclock.
Q C o n r f / f / o n o f s and unlessAsk students to match the sentence halves to make
sentences. Then ask them to match the meanings,
A-F, with the sentences, 1-6. Check answers.
1 c 4 e A 3 D 5
2 f 5 b B 1 E 4
3 a 6 d C 2 F 6
f j ^ R e p o r t e d s p e e c hAsk students to complete the sentences using the
key word given. Remind them that they can only
write between two and five words in the gapincluding the key word. Check answers.
1 Anna if she had done
2 accused Fiona of stealing her
3 school had been closed for
4 apologised for not coming
5 who the pen belonged
6 denied breaking the window
7 the class not to forget
Q Results
Ask students to rewrite the sentences using thephrases given. Check answers.
1 I had to catch the bus to school because it was
too far (for me) to walk.
2 Ours was / We had such a big school that you
could easily get lost in it!
3 I got up early in order to finish my homework
before school.
4 Andrew said his bad mark was a result of being
tired during the test.
5 The failure of the school trip / The fact that the
school trip was a failure was caused by the rain.
B Concess ionAsk students, either in pairs or individually, to
decide whether the statements are true or not.
Check answers. Then ask them to rewrite the
sentences using the key words given. Remind
them to look at the true/false statements if they
are not sure. Check answers.
F, T, T, F, F, T
1 (our) not having many facilities
2 although there are so many3 spite of our teachers trying
4 despite the fact that he
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M o d a lsAsk students to rewrite the sentences using a
different word from the box for each sentence.
Remind them not to write more than five words in
each gap. Check answers.
1 must have been very tired2 long as you give it
3 might not have heard what
4 case we have
5 should have done your homework
J ^ C a u s a t i v e f o r mElicit the causative form from students (have/get
sth done). Ask students to rewrite the sentences in
the causative form, using the key words given.
Remind them not to write more than five words in
each gap. Check answers.
1 having a new roof built
2 to get my hair cut
3 had our exam papers marked
4 had my money stolen
5 having our photograph taken
G r a m m a r f o c u sAsk students to circle the correct word or phrase
to complete each sentence. Check answers. Now
ask them to match each of the sentences 1-6 withthe correct explanation as to why the verb is in
that form. Check answers.
1 have known E
2 have walked B
3 have passed F
4 have ever been A
5 have been talking D
6 have been living C
P h r a s a l p e r f e c tNote: You may wish students to now complete
Phrasalperfect 3 on page 152 of their books. Ask
students to read the example sentences. Ask
students if they have any questions regarding
unknown vocabulary. Then ask students to write the
words in bold in the gaps in the sentences below.
Rem ind students that, if necessary, they can consult
the list o f phrasal verbs at the back o f their book.
You may wish to set this exercise for homework.
1 put, down 6 put, down to
2 put down 7 let, down
3 ran over 8 settle down
4 take down 9 go over5 turn over 10 settle down
E x a m p r a c t i c e see page 29
1 have not / havent seen Al ison for
2 are having our car repaired
3 were such expensive CDs (that)
4 not warm enough
5 as long as6 invite Emma unless we call
7 despite (his) having so
8 have been learning Russian since
9 was too hot for
10 would fall if he was
( u n i t 4 Sport
W a r m - u p " see page 29
D e v e l o p y o u r U s e o f
E n g l i s h s k i l l s
Q D o s and DontsAsk students, either in pairs or individually, to
write Do or 'Dont' in each gap to complete the
sentences. Check answers.
1 Do 3 Do 5 Dont 7 Do
2 Do 4 Do 6 Do 8 Dont
^ Tick t he c o rr e ct s en te nc eExplain to students that one sentence in each pair
is correct and one contains an extra word. Ask
students to tick the correct sentence and circle
the extra word. Check answers.
1 a / b up 5 a up b /
2 a out b / 6 a down b /
3 a over b / 7 a in b /
4 a / bof f
B C h o o s e t h e c o r r e c t a n s w e r Ask students to circle the correct word to fill each
gap. If no word is required, they should circle no
word. Check answers.
1 c 3 a 5 c 7 b
2 b 4 c 6 c 8 c
Q J Cir c le th e c o r r e c t a n s we r Ask students to read the passage quickly to get a
general idea of what it is about. Ask students to
decide for each choice whether the word given isnecessary or not. If it is necessary, they circle the
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u s e f E n g l i s h S k i l l s / T e a c h e r s B o o k
word. If it is not necessary, they circle the dash.
Check answers.
1 with 3 on 5 - 7 off
2 - 4 - 6 - 8 -
0 C / r c / e th e e x t r a wo r d sExplain to students that there are one or more
extra words in each sentence. Ask students to
circle all the extra words. Check answers.
1 up 4 down, about
2 up, out 5 off, on
3 out 6 out
Q C o m p l e t e t h e s e n t e n c e sExplain to students that four of the gaps in the
sentences can be filled by the words in the box. In
the other gaps no word is necessary. Ask studentsto write the words from the box in the correct
gaps, and to put a dash where no word is required.
Check answers.
1 down 3 up 5 -
2 - 4 off 6 through
Re a d th e p a s s a g eAsk students to read the passage quickly to get a
general idea of what it is about. Ask students to
decide whether the words in italics are
unnecessary words or not. If an italicised word is
unnecessary, they write the word on the line. If it
is not, they tick the line. Check answers.
1 out 5 / 9 /
2 / 6 off 10 /
3 / 7 down
4 8 /
C o m p l e t e t h e s e n t e n c e sAsk students to complete the sentences either by
writing a word or by putting a dash (if no word is
required) in each gap. Check answers.
1 down 3 into 5 - 7 away
2 - 4 up 6 up 8 -
Q Re a r r a n g e to ma k e s e n t e n c e s
Ask students to rearrange the words to make
sentences. Point out that the first word of the
sentence has been given to them, and that one
word in each set is unnecessary. Ask them to circle
the extra word and write their sentences on the
lines provided. Check answers.
1 (off) wonder if I should take up a new sport.
2 (over) players decided to take a break.3 (down) trainer let us go home early.
4 (up) does you a lot of good.
5 (out) wanted to grow up to be a footballer.
G r a m m a r f o c u sAsk students to circle the correct word or phrase
to complete each sentence. Check answers.
will become
is going to hurt
I'll take up
Im going to see
Im taking part
Shes going to stay
Ill be playingI will have finished
I will have been learning
starts
arrive
P h r a s a l p e r f e c tNote: You ma y wish students to now complete
Phrasalperfect 4 on page 152 of their books. Ask
students to read the example sentences. Ask
students if they have any questions regarding
unknown vocabulary. Then ask studentsto write thewords in bold in the gaps in the sentences below.
Remind students that, if necessary, they can consult
the list o f phrasal verbs at the back of their book.
You may wish to set this exercise for homework.
1 let of f 6 get through
2 comes off 7 put, through
3 let, off 8 puts, off
4 wore off 9 flicked through
5 put, off 10 turn off
E x a m PRACTICE - see page 29i / 6 up 11 over2 the 7 on 12 up
3 on 8 / 13 it
4 up 9 across 14 in
5 / 1 0 / 15 /
R e v i s i o n T e s t : U n i t s 1 - 4Note: You ma y wish students to do the photocopiab le
Revision Test. Units 1-4 on pages 30 - 32 o f this
Teachers Bo ok before moving on to Unit 5.
We recommend this test being done under exam
cond itions in class.
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A
1 for
2 on
3 in
4 from
5 of
Part 3
mind
decision
conclusion
impression
head
C
1 glanced
2 spectators
3 witnesses
4 sight5 trip
D
1
2
3
4
5
6
6 in 11 in 31 have put the match off / have put off the
7 of 12 in match
8 of 13 on 32 nothing but watch
9 on 14 for 33 1had better
10 for 15 on 34 is no point (in)35 has been an increase of
6 take
7 spend
8 find
9 pass
10 take up
11 fee
12 profit
13 subscription
14 receipt
15 income
36 is / has been two months since
37 succeeded in persuading
38 being unable to speak French
39 had a quick look
40 refused to put up
Part 4
41 which 46 to 51 /
6 cruise 11 Bear 42 on 47 getting 52 /
7 miss 12 first 43 / 48 / 53 to
8 border 13 way 44 than 49 there 54 /
9 trip 14 charge 45 had 50 itself 55 one10 off 15 being Part 5
must be paid
are not / arent allowed
have not / havent seen Fiona
moved here
was not / wasn't ill, she would / shed go
had not / hadnt been ill, she would /shed
enjoyable
broaden
educational
56
57
58
59 viewers
60 neighbourhood
61
62
63
64
65
responsibility
honesty
rapidly
majority
highly
have gone
7 for not sending / having sent her
8 breaking / having broken9 such a boring film
10 too windy (for us)
11 not studying / having studied
12 though she is shy
13 have been pleased
14 should have helped
15 is being built
P r a c t i c e E x a m 2Note: You may also wish students to do Practice Exam 2 on
pages 34 - 37 before moving on to Unit5. This PracticeExam can either be done under exam conditions in
class, or it can be assigned for homework.
5
Part i
1 C 4 A 7 A 10 B 13 A
2 A 5 D 8 B 11 D 14 B
3 C 6 D 9 C 12 B 15 C
Part 2
16 Although 21 these 26 In / During
17 much 22 However 27 a
18 until 23 being 28 which
19 used 24 were 29 like
20 with 25 the 30 of
|u n i t People
W a r m - u p - see page 29
D e v e l o p y o u r U s e o f
E n g l i s h s k i l l s
J Which word?Ask students to circle the correct word to answer
each question. Check answers.
1 b 4 c 7 b 10a
2 b 5 a 8 b 11 c3 a 6 b 9 c
t h e m n e g a t i v eAsk students to complete the gaps with the negative
forms of the adjectives. Remind students that, in
each case, they will have to add a prefix onto the
adjective to make it negative. Check answers.
1 unattractive 5 unemployed
2 unhelpful 6 impatient
3 illegal 7 inaccurate
4 impossible 8 uncomfortable
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U s e o f E n g l i s h S k i l l s / T e a c h e r ' s B o o k
B C o m p l e t e t h e t a b l eAsk students to circle the correct negative noun
to complete the table. Check answers.
1 disadvantage 7 inability
2 disapproval 8 untidiness
3 impossibility 9 disbelief4 unhappiness 10 dishonesty
5 disobedience 11 insecurity
6 impatience 12 uncertainty
Q J p / n d the verbsExplain to students that three of the verbs in the box
cannot be made negative by adding the prefix dis-.
Ask students to write these verbs, and their negative
forms, on the lines provided. Check answers.
1 dress undress
2 pack unpack
3 screw unscrew
Q Find the odd one outAsk students to circle the word in each group
which is not the negative form of a positive word.
Check answers.
1 imprisoned 3 disturb 5 aboriginal
2 unless 4 invaluable 6 illustrated
0 D o 5 an d D on tsAsk students, either in pairs or individually, to
write Do or Don't in each gap to complete the
sentences. Check answers.
1 Do 3 Do 5 Don 't 7 Do
2 Do 4 Do 6 Do 8 Dont
3 Re a d a n d wr i te t r u e o r falseAsk students to read the passage quickly to get a
general idea of what it is about, ignoring the gaps.
Ask students to decide whether the statementsare true or not. Move on to exercise H without
revealing answers.
1 F 2T 3T 4F 5T 6T
B DiscussAsk students to discuss their answers to exercise G
in pairs. If you wish, this can be done as a class
activity. Check answers.
f l y y / i a f k in d o f wo r d ?Ask students, either individually or in pairs, to
look at the passage again and decide what kind of
word fills each gap. Ask students to make notes
on the lines provided, encouraging them to give as
much information as possible. Move on to exercise
J without revealing answers.
1 adjective - must be negative
2 verb
3 adjective - must be negative
4 adjective
5 adverb
6 adjective - must be negative
7 adjective
8 pronoun - must be reflexive referring to T
9 adjective
10 verb
11 adjective
12 adjective - must begin with a vowel (because
of an before)
13 pronoun / noun
14 adverb15 verb
Q DiscussBring students together to discuss their answers to
exercise I. Accept all logical, sensible suggestions.
C o m p l e t e t h e g a p sAsk students to use the words given to complete
the gaps in the paragraph. Point out that all the
words need a prefix, that they may also need to
change other parts of the word and that all o f thewords are negatives, apart from two. Remind
students to read through the paragraph again
when they have filled in all the gaps to make sure
it makes logical sense. Check answers.
1 impossible 9 unpopular
2 disapprove 10 disappear
3 unenthusiastic 11 impatient
4 uncomfortable 12 independent
5 especially 13 nobody
6 unrecognisable 14 unbelievably
7 unattractive 15 dislike8 myself
G r a m m a r FOCUSAsk students to complete the table. Check answers.
Adjective Comparative Superlative
1syllable large larger largest
adjectives: fat fatter fattest
1or 2 syllable happy happier happiest
adjectives
ending in -y:
adjectives comfortable more mostwith 2 or comfortable comfortable
more
syllables:
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Irregular Adjectives/Determ iners
Adjective / Comparative Superlative
determiner
good better best
bad worse worst
far farther or farther or
further farthestmuch / many more most
little (= not much) less least
Irregular Adverbs
Normal Normal
adjective adverb
good well
bad badly
Comparative Superlative
adverb adverb
better best
worse worst
P h r a s a l p e r f e c tNote: You ma y wish students to now complete
Phrasalperfect 5 on page 153 of their books. Ask
students to read the example sentences. Askstudents if they have an y questions regarding
unknown vocabulary. Then ask students to write the
words in bold in the gaps in the sentences below.
Remind students that, if necessary, they can consult
the list of phrasal verbs at the back of their book.
You ma y wish to set this exercise for homework.
1 throw away 6 takes after
2 passed away 7 get away
3 look after 8 chased after
4 do away with 9 gave away
5 named after 10 asked after
E X A M P RA C TIC E - see page 29
1 disagreements
2 invaluable
3 unprofessional
4 behaviour
5 themselves
6 logically
7 unwilling
8 meeting
9 understanding
10 solution
n i . 6
Travel
W a r m - u p - see page 29
D e v e l o p y o u r U s e o f
E n g l i s h s k i l l s
ime 7//Ask students to match the sentence beginnings
with their endings. Check answers. Ask students to
look at the question in the exercise rubric. Elicit
answers. Accept all sensible, logical suggestions.Ensure students understand that 'spend time
emphasises how long you do something for,
w he r ea s ' p a s s the t i me ' em p ha s i s e s t ha t y o u d o
something to prevent yoursel f from becoming
bored.
1 d 2 a 3 b 4 e 5 c
Q C o m p l e t e t h e p a t t e r n sAsk students to look at exercise A again and then
complete the patterns by circling the correct
words or phrases. Check answers.
1 passes 3 to do 5 doing
2 takes 4 doing
B O b l i g a t i o n a n d a b i l i t yAsk students to use the words from the box to
complete the sentences. Check answers.1 capable 3 let 5 make 7 allow
2 arrange 4 cause 6 able
Q C o m p l e t e t h e p a t t e r n sAsk students to look at exercise C again and then
complete the patterns by circling the correct
words or phrases. Check answers.
1 do 4 do 7 to do
2 to do 5 to do
3 to do 6 of doing
Q O b l i g a t i o n a n d a b i l i t y (p a s s iv e f o r m)
Ask students to read the sentences and decide
whether they are grammatically correct or not.
Students tick or cross as appropriate. Check answers.
1 / 3 / 5 /
2 / 4 X 6 /
Q C o m p l e t e t h e p a t t e r n sAsk students to look at exercise E again and then
complete the patterns by circling the correctwords or phrases. Check answers.
1 to do
2 to do
3 to do
4 rented
B SpeechAsk students, either individually or in pairs, to
write the verbs from the box next to the
grammatical patterns the verbs can take. Point out
that most o f the verbs take more than onepattern. Check answers.
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U s e o f E n g l i s h S k i l l s / T e a c h e r ' s B o o k
announce, approve, claim, mention, say, suggest,
tell
announce, suggest, mention, say
tell
agree, announce, claim, suggest, pretend,
mention, say
convince, inform, persuade
convince, tell, persuade
agree, claim, pretend
convince, tell, persuade
approve
suggest, mention
agree, announce, claim, suggest, mention, say
agree
Results and successAsk students to match the sentence beginnings
with their endings. Check answers.
1 c 4 b 7 d
2 a 5 g 8 f
3 e 6 i 9 h
n C o m p / e f e t h e p a t t e r n sAsk students to look at exercise H again and then
complete the patterns by circling the correct
words or phrases. Check answers.
1 to do 4 to do 7 to, doing
2 in doing 5 - 8 in, doing
3 something 6 doing 9 doing
Q BlameAsk students to complete the sentences using the
words from the box. Point out to students that they
can use each word more than once. Check answers.
1 fault 5 accuse
2 blame 6 blame
3 blame / criticise 7 charge
4 blame / criticise 8 blame
C o m p l e t e t h e p a t t e r n sAsk students to look at exercise J again and then
complete the patterns by circling the correct
words or phrases. Check answers.
1 for 3 for 5 for 7 of
2 on 4 on 6 with 8 with
Q C / i o o s e t h e c o r r e c t a n s w e r Ask students to read the passage quickly to get a
general idea of what it is about. Ask students to circle
the correct word to fill each gap. Check answers.
I B 3 C 5 A 7 A 9 A
2 A 4 D 6 D 8 D 10 D
G r a m m a r f o c u sAsk students to match each example sentence
with a reason A-K why the modal verb in each
sentence has been used. Students write the letters
on the line. Check answers.
I E 3 A 5 C 71 9 D 11 F2 H 4 J 6 B 8 G 10 K
P h r a s a l p e r f e c tNote: You may wish students to now complete
Phrasalperfect 6 on page 153 of their books. Ask
students to read the example sentences. Ask
students if they have any questions regarding
unknown vocabulary. Then ask students to write the
words in bold in the gaps in the sentences below.
Rem ind students that, if necessary, they can consult
the list of phrasal verbs at the back o f their book.
You may wish to set this exercise for homework.
1 handed out 6 handed in
2 run out of 7 stand in for
3 put out 8 bring out
4 pop in 9 pull in
5 drowned out 10 cross out
E x a m p r a c t i c e - seepage 29
1 B 6 A 11 A
2 D 7 C 12 B
3 C 8 B 13 B4 D 9 D 14 D
5 A 10 C 15 A
P r a c t i c e E x a m 3Note: You may wish students to do Practice Exam 3 on
pages 50 -53 before moving on to Unit7 This Practice
Exam can either be done under exam conditions in
class, or it can be assigned for homework.
Part i
1 B
2 A
3 C
Part 2
16 which / that 21 very / that 26 are
22 though
23 where
4 D 7 B 10 B 13 A
5 A 8 A 11 D 14 B
6 D 9 C 12 C 15 D
17 of
18 being
19 the
20 all
Part 3
31 be a better spot than
32 had a discussion about where
33 only a few34 as old as
35 to have our car serviced
27 a
28 whole
24 anywhere 29 have
25 for 30 to
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36 deserve to fail
37 am used to driving
38 has a tendency to worry
39 wish I had visited
40 might not have heard
Part 441 it
4 2 /
43 that
44 the
45 was
PartS
56 similarities
57 instantly
58 effective
59 practical
60 relatively
46 on 51 /
47 to 52 like
48 much 53 be
4 9 / 5 4 /
50 been 55 see
61 suitable
62 incorrectly
63 explanation
64 development
65 unexpected
................ 7 Food and DrinkW a r m - u p - see page 29
D e v e l o p y o u r U s e o f
E n g l i s h s k i l l s
' ^ R e l a t i v e p r o n o u n sAsk students to complete the sentences using the
words from the box. Point out that they may use the
words more than once, and that there may be more
than one answer for some sentences. Check answers.
1 when 5 which 9 what
2 who 6 which 10 whom
3 where 7 where 11 whose
4 who / that 8 which / that 12 which
0 Modal verbsAsk students to complete the sentences by
writing one word in each gap. Point out that one
of the gaps in each sentence requires a modal
verb, and that there may be more than one
possibility for some gaps. Check answers.
1 should, each 5 would / might, what
2 would, were 6 been, would
3 the, had / used 7 have / ought, them
4 would, if
B P r e p o s i t i o n sAsk students to read the passage quickly to get a
general idea of what it is about. Then ask students
to fill the gaps using the prepositions from the
box. Point out that they will have to use some
prepositions more than once. Check answers.
1 in
2 in
3 over
4
5 on
6 In
From 7 at
8 down
9 on
10 in
11 on
12 on
Q C o m p a r i s o n sAsk students to write one word in each gap to
complete the sentences. Check answers.
1 than 3 more 5 as 7 enough
2 much 4 to 6 much 8 too
Q Pr o n o u n s a n d p o s s e s s iv e p r o n o u n s
Ask students to circle the correct words to
complete each sentence. Check answers.1 b 2 b 3 a 4 b 5 b
Q Auxil iary verbsAsk students to complete the sentences using an
appropriate form of have, do or be. Check answers.
1 been 3 had 5 be 7 was 9 does
2 does 4 have 6 be 8 having 10 being
0 Ar t ic le s
Ask students to circle the correct word tocomplete each sentence. Check answers.
1 the 3 a 5 one
2 a 4 the 6 a
Q Find the missing wordsAsk students to read the passage quickly to get a
general idea of what it is about. Then ask students
to write one word in each gap. Point out that the
type of word they require is given before the gap.
Check answers.
1 their 4 them 7 Having 10 have2 in 5 the 8 its 11 for
3 which 6 into 9 can 12 be
G r a m m a r f o c u sAsk students to circle the correct modal verb to
complete each sentence. Then ask students to
circle the correct description o f the sentences
meaning. Check answers.
1 should a 6 would b
2 could b 7 must a
3 may b 8 ought to a4 neednt b 9 might a
5 cant a
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U s e o f E n g l i s h S k i l l s / T e a c h e r s B o o k
P h r a s a l p e r f e c tNote: You may wish students to now complete
Phrasalperfect 7 on page IS4 o f their books. Ask
students to read the example sentences. Ask
students if they have any questions regarding
unknown vocabulary. Then ask students to write the
words in bold in the gaps in the sentences below.Remind students that, if necessary, they can consult
the list of phrasal verbs at the back of their book.
You may wish to set this exercise for homework.
1 come up with 6 turned up
2 passes out 7 make out
3 pull out 8 make up
4 made out 9 make out
5 set up 10 make up
E x a m iPRACTICE see page 29
1 much 6 the 11 a
2 be 7 such 12 these
3 when 8 to 13 by
4 has 9 out 14 had
5 than 10 which 15 so
C n i t 8 The MediaW a r m - u p - see page 29
D e v e l o p y o u r U s e o f
E n g l i s h s k i l l s
Q C o m p l e t e t h e p h r a s a l v e r b sAsk students to complete the sentences using the
verbs from the box. Point out that they will need
to use some o f the verbs more than once. Check
answers.
1 put 6 took
2 cut 7 looked
3 took 8 pulled
4 turned 9 put
5 put 10 ran
f ^ M a t c h
Ask students to look at exercise A again and
match the phrasal verbs in exercise A with the
verbs and phrases in exercise B that mean
approximately the same thing. Check answers.
A 7 C 8 E l G 2 1 3
B IO D 5 F 4 H 6 | 9
Q C o m p l e t e t h e s e n t e n c e sAsk students to complete the sentences using the
key words given. Point out that all of these
sentences contain phrasal verbs. Remind them they
must write between two and five words for each
sentence, including the key word. Check answers.
1 is often taken for 5 took place
2 cut down on 6 look up to
3 put up with your 7 you put me up
rudeness 8 have run out of
4 you put me through
^ j N o u n s f r o m v e r b sAsk students, either in pairs or individually, to
write as many nouns from the verbs as they can
think of on the lines provided. Check answers.
1 application, applicant 7 (mis)behaviour
2 visit, visitor 8 permit, permission
3 song, singer 9 discussion
4 swim, swimmer, 10 solution
swimming 11 description
5 (dis)appearance 12 tendency
6 (dis)agreement 13 intention
Q No uns from a d j e c t i v e sAsk students, either in pairs or individually, to
write as many nouns from the adjectives as they
can think of on the lines provided. Check answers.
1 (in)accuracy 4 (un)kindness
2 difficulty 5 rudeness
3 (ir)responsibility
f l C i r c / e t h e c o r r e c t w o r d sAsk students to circle the correct words to
complete the phrases. Check answers.
1 have, in 5 have, for
2 have, about 6 be, with
3 find, to 7 have, to do4 give, of
C o m p l e t e t h e s e n t e n c e sAsk students to complete the sentences using the
key words given. Remind them they must write
between two and five words for each sentence,
including the key word. Check answers.
1 many applicants / applications for
2 follow ing their appearance
3 had difficulty in arranging
4 has a tendency to ask5 find a solution
6 had a discussion about
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Co mp le te th e wo r d sAsk students to complete the words (the first letter
has been given to them) so that the second sentence
means the same as the first. Check answers.
1 wonder 5 note
2 interest 6 attention3 look 7 blamed
4 necessary 8 permission
Q C o m p l e t e t h e s e n t e n c e sAsk students to use the words from the box to
complete the sentences. Check answers.
1 lend 5 receive
2 work 6 go
3 hear 7 remember
4 arrive 8 tell
Q C o m p l e t e t h e s e n t e n c e sAsk students to complete the sentences using the
key words given. Remind them they must write
between two and five words for each sentence,
including the key word. Check answers.
1 not like Dave to be
2 tell the difference between
3 did not / didnt remember to cancel
4 still hasnt / has not /havent / have not
sent me
5 did not / didnt let me go
G r a m m a r f o c u sAsk students to circle the correct word or phrase to
complete the sentences on the right. Check answers.
1 was 9 might
2 was 10 not to, was
3 had 11 it had felt
4 hadnt, that 12 we couldnt
5 had been 13 wanted
6 thought, would 14 would, the next day7 could 15 run
8 had
P h r a s a l p e r f e c tNote: You may wish students to now complete
Phrasalperfect 8 o n page 154 of their books. Ask
students to read the example sentences. Ask
students if they have an y questions regarding
unknown vocabulary. Then ask students to write the
words in bold in the gaps in the sentences below.
Remind students that, if necessary, they can consult
the list of phrasal verbs at the back of their book.You may wish to set this exercise for homework.
1 dropped out
2 t u r ned o u t
3 gets on
4 take on
5 break out
6 backed out7 is g e t t i n g o n
8 went on
9 break out
10 went on
E x a m p r a c t i c e see page 29
1 never forget Harrys kindness
2 as good a swimmer as
3 behaviour was so bad
4 have not received any applications
5 it really difficult to accept
6 described in detail
7 has taken a careful look
8 has (the) responsibility for dealing
9 put up with your rudeness
10 has turned down the offer / has turned the
offer down
R e v i s i o n T e s t : U n i t s 5 - 8Note: You may wish students to do the photocopiab le
Revision Test: Units 5-8 on pa ges33 - 35 of this
Teacher's Book before moving on to Unit 9. We
recomm end this test being done under exam
conditions in class.
A
1 inability 9 disagreement
2 disprove 10 inaccurate
3 impatient 11 uncomfortable
4 inefficient 12 disobedience
5 insecurity 13 illogical
6 unemployed 14 disbelief
7 unhelpful 15 disapproval
8 abnormal
B
1 a 6 c 11 b
2 b 7 c 12 b
3 b 8 b 13 c
4 b 9 a 14 b
5 c 10 a 15 b
C
1 up 6 up 11 down
2 after 7 up 12 down
3 on 8 through 13 out
4 up 9 out 14 on
5 down 10 after 15 after
D
1 over 6 yours; 11 which
2 much 7 had 12 what
3 a 8 to 13 whom
4 does 9 wheni 14 been
5 would 10 of 15 one
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U s e o f E n g l i s h S k i l l s / T e a c h e r s B o o k
P r a c t i c e E x a m 4Note: You may also wish students to do Practice Exam 4 on
pages 66 - 69 before moving on to Unit 9. This Practice
Exam can either be done under exam conditions in class,
or it can be assigned for homework.
Part 1I B 4 A 7 C 10 D 13 A
2 D 5 A 8 B 11 C 14 C
3 C 6 A 9 D 12 D 15 A
Part 2
16 to 20 rid 24 than 28 make
17 been 21 up 25 in 29 It
18 as 22 before 26 be 30 why
19 a 23 them 27 which
Part 3
31 not really interested in
32 wish you would not / wouldnt spend
33 Kay liked / enjoyed most
34 told him not to leave
35 made a note of
36 dont you let Tony
37 as long as you promise
38 took place even though
39 was an American who invented
40 do not / dont belong to
Part 4
41 did 45 what 49 / 53 to
42 / 46 that 50 of 54 do
43 / 47 off 51 / 55 will44 part 48 will 52 a
Part 5
56 importance 61 boredom
57 knowledge 62 psychological
58 worldwide 63 variety
59 protection 64 daily
60 scientific 65 unconvinced
1 a the b / 5 a day b /
2 a / b of 6 a / b the
3 a the b / 7 a / b more
4 a the b /
|u n i t 9 The WeatherW a r m - u p - see page 29
D e v e l o p y o u r U s e o f
E n g l i s h s k i l l s
JT/c/c t h e c o r r e c t s e n t e n c e
Explain to students that one sentence in each pair
is correct and one contains an extra word. Ask
students to tick the correct sentence and circle
the extra word. Check answers.
0 F / n c / th e e x t r a wo r dAsk students to circle the extra word in each
sentence. Check answers.
1 of 6 all
2 quite 7 of
3 very 8 extra
4 more 9 than
5 many 10 much
| Cir c le th e c o r r e c t a n s we r Ask students to read the passage quickly to get a
general idea of what it is about. Ask students to
decide for each choice whether the word given is
necessary or not. If it is necessary, they circle the
word. If it is not necessary, they circle the dash.
Check answers.
1 all 4 - 7 - 10 -
2 - 5 though 8 - 11 -
3 - 6 far 9 -
Q C o m p l e t e t h e s e n t e n c e sAsk students to write o f in three of the gaps to
complete the sentences. Ask students to write a
dash (-) in the sentences which do not require a
word. Check answers.
1 - 2 of 3 - 4 of 5 of 6 -
Note: You could discuss, as a class, how the sentences in
exercise D that require 'of' are different to the
others. Mo nito r the discussion. Accept all logical,
sensible suggestions. Ensure students understand
that o f here is followed by a noun or a noun
phrase, rather than a clause (subject and verb).
J Re a d th e p a s s a g eAsk students to read the passage quickly to get a
general idea of what it is about. Ask students to
decide whether the words in italics are
unnecessary words or not. If an italicised word is
unnecessary, they write the word on the line. If it
is not, they tick the line. Check answers.
1 myself 5 in 9 /
2 on 6 about 10 of
3 / 7 of4 on 8 of
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Q Choose the co r rect an swer
Ask students to circle the correct word to fill each
gap. If no word is required, they should circle 'no
word'. Check answers.
1 c J c S c 7 c
2 b 4 c 6 b 8 c
0 Comple te the sen tence s
Ask students to complete the sentences either by
writing a word or by putting a dash (if no word is
required) in each gap. Check answers.
1 - 3 to 5 - 7 though
2 - 4 - 6 as 8 -
Find the extra word
Ask students to circle the word in italics in eachsentence which should not be there. Check answers.
1 other 3 one 5 other
2 else 4 other
G r a m m a r f o c u sAsk students to circle for each sentence the
correct explanation of the meaning of the words
in italics. Check answers. Then ask students to
circle the correct words and phrases to complete
the rules. Check answers,
l a 2 b 3 b 4 b
1 who 3 where 5 dont put
2 which 4 put 6 dont use
P h r a s a l p e r f e c tNote: You may wish students to now complete
Phrasalperfect9 on page 155 of their books. Ask
students to read the example sentences. Ask
students if they have a ny questions regarding
unknown vocabulary. Then ask students to write the
words in bold in the gaps in the sentences below.
Remind students that, if necessary, they can consult
the list o f phrasal verbs a t the back of their book.
You ma y wish to set this exercise for homework.
1 come on 6 taken on
2 cut down on 7 come on
3 breaks down 8 carry on
4 die down 9 brings on
5 bend down 10 close down
E X A M P R A C T I C E - see page 29
1 in 4 the 7 to 10 / 13 hardly
2 it 5 mysel f 8 she 11 if 14 /
3 / 6 the 9 that 12 on 15 very
n , , 1 O ' The Environment
W a r m - u p - see page 29
D e v e l o p y o u r U s e o fE n g l i s h s k i l l s
J w h o f k ind o f wo rd ?
Ask students, either individually or in pairs, to
write the kind of word that is usually formed from
the given suffix. Point out that there may be more
than one answer for some suffixes. Check answers.
nouns
verbs
nouns, adjectives
nouns
adverbs
adjectives
adjectives
nouns
nouns, adjectives
adjectives
adjectives
adjectives
nouns
nouns, adjectives
adjectives
verbs, adjectives
nouns
adjectives
nouns
nouns
nouns
nouns, adjectives
nouns
adjectives
0 D i s cu s s
Ask students, either in pairs or as a whole class, totry to think of one more example for each suffix.
Accept all sensible suggestions.
j W r / ' f e the correct noun
Ask students to write the nouns from the verbs.
Point out that the nouns either end in -ment or
-tion and that students may have to make other
changes to the words. Check answers,
achievement entertainment
action excitement
addition explanationagreement improvement
amusement information
announcement intention
appreciation invention
argument investigation
arrangement involvement
association judgement
competition measurement
construction obligation
conversation observation
decoration organisation
development payment
embarrassment preparation
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U s e o f E n g l i s h S k i l l s / T e a c h e r ' s B o o k
employment production
encouragement qualification
enjoyment variation
Q W r / ' f e the correct noun
Ask students to write the nouns from the verbs.Point out that the nouns either end in '-ance' or
-ence and that students may have to make other
changes to the words. Check answers.
appearance
attendance
correspondence
difference
distance
disturbance
evidence
existence
importance
independence
insistence
occurrence
patience
performance
reference
residence
Q C / r c / e the correct noun
Ask students to circle the correct nouns. Check
answers.
accuracy majority
activity mixture
anxiety popularity
delivery possibility
fitness repetition
freedom security
inhabitant tendency
knowledge varietymachinery willingness
Q Com ple te the pas s age
Ask students to read the passage quickly to get a
general idea of what it is about. Then ask students
to write an appropriate noun in each gap by
changing the word given. Check answers.
1 argument 9 improvement
2 recycling 10 distance
3 achievement 11 consumption
4 awareness 12 contribution
5 pollution 13 organisations
6 burning 14 development
7 involvement 15 production
8 appearance
Comple te the word s
Ask students to write one letter in each gap to
complete the words. Then, ask them to circle the
words which are not people. Check answers,
container inventor customer researcher
director freezer sailor actor
investor explorer inspector protector
c o n t a in e r a n d f r p p 7p r a re n o t p e o p U
l a Write the adverbsAsk students to write the adverbs formed from
the words given. Check answers,
amazingly (un)happily
(un)believably (ab)normally
easily originally
extremely recently
generally repeatedly
Q Comple te the sen tence s
Ask students to write an appropriate verb in each
gap by changing the word given. Check answers.
1 emphasise 3 special ises 5 widen2 tighten 4 realise
Q Complete the tab le
Ask students to write an appropriate adjective in
the correct column(s) for each word. Point out
that one of the words has an entry in all three
columns. Check answers.
-able -ful -less
believable
careful careless
comfortablecountable countless
desirable
endless
enjoyable
harmful harmless
helpful helpless
hopeful hopeless
powerful powerless
profitable
successful
suitable
usable useful uselessvaluable valueless
Write the suff ix
Ask students to write an appropriate suffix to
complete each adjective. Check answers.
1 attractive 6 expensive
2 anxious 7 impressive
3 effective 8 political
4 practical 9 additional
5 industrial 10 depressed
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G r a m m a r f o c u sAsk students to circle the correct option to
complete the sentences. Then, ask them to tick
the sentences a-c which mean the same. Point out
that they may have to tick more than one
sentence in each case. Check answers.
1 to support a, c 3 that a
2 that a, c 4 to cause a, b, c
P h r a s a l p e r f e c tNote: You may wish students to now complete
Phrasalperfect 10 on page 155 of their books. Ask
students to read the example sentences. Ask
students if they have any questions regarding
unknown vocabulary. Then ask students to write the
words in bold in the gaps in the sentences below.
Remind students that, if necessary, they can consult
the list of phrasal verbs a t the back of their book.
You may wish to set this exercise for homework.
1 see, off 6 put, by
2 bringing in 7 turn in
3 get by 8 took, in
4 give off 9 fill in
5 come by 10 set off
E x a m p r a c t i c e see page 29
1 inhabitants 6 specialists
2 popularity 7 extremely3 construction 8 comfortable
4 harmful 9 secondary
5 countless 10 growing
P r a c t i c e E x a m 5Note: You may wish students to do Practice Exam 5 on pages
82 - 85 before moving on to Unit 11. This Practice Exam
can either be done under exam conditions in class, or it
can be assigned for homework.
Part i
1 B 4 A 7 C 10 A 13 B2 D 5 B 8 D 11 B 14 D
3 A 6 C 9 B 12 C 15 A
Part 2
16 since 21 how 26 made
17 be 22 was 27 at
18 had 23 which 28 of
19 on 24 to 29 there
20 where 25 became 30 and
Part 3
31 is not / isnt interested in
32 must have been
33 nothing left in
34 is not / isnt far from
35 wish I could come
36 (high / about) t ime Tim learned
37 are thought to be hiding
38 put me through to
39 the (single) exception of Melissa
40 as well as bringing up
Part 4
41 was 46 the 51 to
42 of 47 S 52
43 / 48 out 53 have
44 the 49 did 54 for
45 there 50 of 55 too
Part 5
56 evidence 61 arrangements
57 lawyers 62 responsibilities
58 correspondence 63 activities
59 useful 64 currently
60 customers 65 unemployment
(u n i t I I I Technology
W a r m - u p - see page 29
D e v e l o p y o u r U s e o f
E n g l i s h s k i l l s
J C h oo se the co r r e c t an swe r
Ask students to circle the correct word or phrase
to fill each gap. Check answers,
l a 3 b 5 a 7 c 9 b
2 c 4 c 6 c 8 b 10 b
0 Comple te the pas sage
Ask students to read the passage quickly to get a
general idea of what it is about. Then ask them to
circle the correct word or phrase to fill each gap.Check answers.
Because
Although
even if
otherwise
though
regardless of
3 Comple te the sen tence s
Ask students to complete the sentences using the
words from the box. Check answers.1 better 3 rather 5 rather
2 further 4 better 6 further
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U s e 0 f E n g l i s h S k i l l s / T e a c h e r s B o o k
Q c h o o s e the co r rect an swer
Ask students to circle the correct word to fill each
gap. Check answers.
I d 2 a 3b 4 c 5 b
^ ^ C o m p I ete the pa ssa geAsk students to read the passage quickly to get a
general idea of what it is about. Then ask them to
fill the gaps using the words from the box. Check
answers.
1 so 4 better 7 further
2 such 5 too
3 enough 6 rather
Q C / r c l e the correct word
Ask students to circle the correct word to fill eachgap. Check answers.
1 still 3 just 5 still
2 already 4 still
J ^ C h o o s e the co r re ct verb
Ask students to circle the correct verb to fill each
gap. Check answers.
l c 2 a 3 b 4 c 5 b
Q j M o f c h to make sentences
Ask students to match the sentence halves. Checkanswers.
l b 2 c 3 a 4 d 5 e
Q C / r c / e the correct word
Ask students to circle the correct word to fill each
gap. Check answers.
l b 2 a 3 a 4 b 5 c
G r a m m a r f o c u sAsk students to circle the letters to complete the
sentences. Point out that there may be more than one
correct choice for each sentence. Check answers.
a, b
a & c, a
b, a & c
a & b, b
P h r a s a l p e r f e c tNote: You ma y wish students to now complete
Phrasalperfect 11 on page 156 of their books. Askstudents to read the example sentences. Ask
students if they have any questions regarding
unknow n vocabulary. Then ask students to write the
words in bold in the gaps in the sentences below.
Remind students iiiai, ir necessary, They can consult
the list o f phrasal verbs at the back of their book.
You may wish to set this exercise for homework.
1 taken aback 6 make for
2 give out 7 leave, out
3 fell for 8 come forward
4 fall out 9 put forward
5 fall for 10 bring, forward
E x a m p r a c t i c e see page 29
1 A 4 A 7 D 10 C 13 B
2 B S B 8 A 11 A 14 A
3 D 6 B 9 B 12 D 15 B
(T77712 Health an d FitnessW a r m - u p see page 29
D e v e l o p y o u r U s e o f E n g l i s h s k i l l s
3 M a k e o r d o ?
Ask students, in pairs or individually, to write
make or do on the lines provided.
make make domake do makemake make makemake do do
do make makemake make do
do do makemake make makemake do make
make make do
make make domake do makem a k e d o d o
do make d odo do
0 / - / o v e or take?
Ask students, in pairs or individually, to circle the
odd one out for each set of words and phrases.
1 a decision 4 difficulty
2 pity on someone 5 to do something
3 the blame
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0 H a v e , or have and take?
Ask students to decide whether the words and
phrases go with the verb 'have' or with both 'have'
and 'take'. Ask them to write have or have/take
on the lines provided.
1 have / take 9 have2 have / take 10 have / take
3 have / take 11 have / take
4 have 12 have
5 have 13 have
6 have / take 14 have / take
7 have / take 15 have / take
8 have / take 16 have
Q D i s cu s s
Ask students, in pairs or as a whole class, to look
at the phrases in exercise C that go with both'have' and take. Ask them to discuss whether the
choice of verb for each one affects the meaning.
Main differences:
'have a da y o ff suggests the day o ff is given to you whereas
take a day o ff suggests you choo se not to go to work
have a job' means you are not unemployed whereas take
a job' means yo u accept a job offer
'have something to do means yo u must do something
whereas take someth ing to do' means you take something
with you to occu py you, e.g. take a book to read
'have time to do somethingrefers to the amo unt o f time
given to yo u whereas take time to d o something refers to
how long you need
| ^ C o m p l e t e t h e p a s s a g e
Ask students to read the passage quickly to get a
general idea of what it is about. Then ask students
to fill the gaps using make, 'do', have or 'take' in
their correct forms. Check answers.
1 made/took 12 took
2 had 13 made
3 have 14 had
4 doing 15 make
5 making 16 do6 doing 17 take
7 making 18 make
8 made 19 done
9 doing 20 made
10 had 21 does
11 do 22 had
Q Phrasal verbs
Ask students to circle the correct words to
complete the sentences. Check answers.
Note: You could discuss, as a class, the mean ings of the
phrasal verbs in exercise F. Accept all sensible
suggestions.
Ma in meanings: 1 continue 2 put sth in the place where
you usua lly keep it when yo u re not using it 3 disconnect
A s t a r t , f o r m , c r e a t e 5 n o t h a v e a n y l e f t in s t o c k 6 t h i n k & f ,
invent, create 7 kill an animal because it's very old or ill, etc
8 become ill with 9 solve 10 recover from
1 on 5 out, of 9 out
2 away 6 up, with 10 over3 off 7 down
4 up 8 down, with
G Take place, happen and occur
Ask students to write take place, happen or
occur in each gap to complete the descriptions.
Check answers. Then ask them to circle the
correct verb to complete each sentence and to
write it in the correct form on the line provided,
Text 1 Text 2
1 occur 1 take place2 occur 2 occurs
3 happen 3 occur
4 occur 4 happened
5 take place 5 happen
Q^ C o m p l e t e t h e passage
Ask students to read the passage quickly to get a
general idea of what it is about. Then ask students
to write one word in each gap. Check answers.
1 up 5 on 9 happens
2 came 6 had 10 place3 down 7 did 11 sort / work
4 occurred 8 over 12 take
G r a m m a r f o c u sExplain to students that each of the sentences in
the passive voice contains a mistake. Ask students
to rewrite the words in bold so that the sentence
is correct and to add any words that are missing,
as appropriate. Check answers.
1 are held 7 will be informed
2 is being treated 8 going to be given
3 has been used 9 will be cut off4 was hypnotised 10 by
5 was being shown 11 with
6 had been prescribed
P h r a s a l p e r f e c tNote: You ma y wish students to now complete
Phrasalperfect 12 on page 156 of their books. As k
students to read the example sentences. Ask
students if they have any questions regarding
unkn own vocabulary. Then ask s tudents to write the
words in bold in the gaps in the sentences below.
23 made
24 made
25 made
26 make
27 have28 do
29 makes
30 have
31 made
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U s e o f E n g l i s h S k i l l s / T e a c h e r s B o o k
Remind students that, if necessary, they can consult
the list of phrasal verbs at the back o f their book.
You ma y wish to set this exercise for homework.
1 bank on 6 show off
2 cut off 7 caught on
3 caught on 8 keep on
4 made off 9 cut off5 called off 10 try on
E x a m p r a c t i c e see page 29
1 more 6 out 11 have
2 known 7 of 12 done
3 to 8 come 13 as
4 one 9 not 14 was
5 There 10 becoming 15 told
R e v i s i o n T e s t : U n i t s 9-12Note: You may wish students to do the photocopiab le
Revision Test: Units 9-12 on pages 36 and 37 o f this
Teacher's Book before moving on to Unit 13. We
recommend this test being done under exam
conditions in class.
A
1 more 6 of 11 your
2 the 7 of 12 of
3 of 8 all 13 of
4 of 9 else 14 at
5 quite 10 to 15 about
B1 fitness 9 distance
2 explanation 10 competition /
3 appreciation competitor
4 difference 11 accuracy
5 addition 12 majority
6 security 13 freedom
7 knowledge 14 entertainment
8 anxiety 15 evidence
C
1 inventor 9 emphasise /
2 freezer emphasize3 repeatedly 10 successful
4 tighten 11 comfortable
5 industrial 12 hope less
6 impressive 13 effective
7 depressed 14 contribution
8 sailor 15 useless
D
1 do 6 Take 11 down
2 made 7 occurs 12 off
3 take 8 do 13 down
4 have 9 make 14 out
5 made 10 up 15 out
P r a c t i c e E x a m 6Note: You may also wish students to do Practice Exam 6 on
pages 98 - 101 before moving on to Unit 13.
This Practice Exam can either be done under exam
conditions in class, or it can be assigned for homework
Part i
I B 4 A 7 D 10 B 13 A
2 D 5 C 8 B 11 B 14 B
3 A 6 C 9 A 12 C 15 DPart 2
16 its 21 made 26 from
17 of 22 the 27 since
18 that 23 for 28 been
19 out 24 as 29 allowing / enabling
20 had 25 all 30 out
Part 3
31 were you I would use
32 at the age of33 as a result of
34 accused Darren of breaking
35 in case it rains
36 you mind if I make
37 to have our house painted
38 has a tendency to get
39 put me up
40 was not / wasn't necessary for Ed
Part 4
41 that 44 of 47 50 say 53 less
42 / 45 in 48 a 51 / 54 to
43 so 46 for 49 we 52 it 55 that
Part 5
56 famous 61 photographers
57 entertainment 62 unacceptable
58 journalists 63 valuable
59 growing 64 inaccurate
60 unreasonably 65 obligation
13|u n i t i o |TransportW a r m - u p see page29
D e v e l o p y o u r U s e o f
E n g l i s h s k i l l s
Q A b i I i t y
Ask students to tick the correct sentences and to
rewrite those that are incorrect. Check answers.
1 /
2 Tanya is very good at driving.3
4 Darren didnt succeed in catching the ferry.
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5 Darren didn't manage to catch the ferry.
6
7 Bob isn't really capable of sailing in rough
weather.
8 Its impossible for me to get there by four
o'clock.9 /
10 She wants to know if I can pick up the tickets
for her.
11 /12 /13 Inga had difficulty (in) landing the plane.
14 /
0 C h a n c e a n d p r o b a b i l i t yAsk students to complete the sentences using the
key words and patterns given. Point out that theymay need to write more than five words for each
one. Check answers.
1 is no chance of the airport being
2 has no chance of passing
3 is unlikely (that) there are / will be
4 is unlikely to arrive
5 is no doubt (that) the tickets will be more
Q R e s p o n s i b i l i t yAsk students to circle the correct words to
complete the patterns. Check answers. Then askstudents to complete the sentences using the key
words given so that they all mean the same as the
example sentence. Check answers.
1 to do 3 for doing
2 for doing 4 to do
1 is Kevins responsibil ity to check
2 has responsibility for checking
3 is responsible for checking
4 is Kevins duty to check
J Pr e f e r e n c e a n d r e g r e tAsk students to complete the sentences so that
they mean the same as the sentences, given. Check
answers.
1 like taking the bus today / not take the bus
today
2 like to learn how to skateboard / in learning
how to skateboard
3 able to hang-glide / hang-glide / being able to
hang-glide
4 why he hadnt learned how to hang-glide before.
5 he hadnt crashed his mothers Porsche6 he had driven more carefully / not driving /
having driven more carefully
22
J Force , pe r mis s ion and r e c o m m e n d a t i o n
Ask students to tick the correct patterns and
rewrite the incorrect ones. Check answers.
1 let someone do something
2 /3 be allowed to do something
4 make someone do something
5 /
6 /
7 would advise someone to do something
8 had better do something
9 /
10 be no point (in) doing something
11 see the point (of / in) doing something
12 be worth doing something
13 /
14 /
15 it is (high) time someone did something
16 give someone permission to do something
Q Comple te the sen tence s
Ask students to complete the sentences using the
key words given. Remind students that they must
write between two and five words in each gap.
Check answers.
1 wasn't / was not allowed to borrow
2 had better wear
3 were you I would
4 is no point (in) getting
5 see the point (in / of) getting
6 (high) time you learned
7 gave us permission to use
T ime and regu lar i ty
Ask students to rewrite the second sentence of
each pair correctly. Check answers.
1 How long did it take you to fly from London
to Athens?
2 It too k us an hour to walk to the garage.
3 Phil spent the whole flight complaining.4 Its unusual for Intercity trains to stop at this
station.
5 Rebecca cant avoid getting lost all the time.
O p i n i o n a n d d i s c u s s i o nAsk students to circle the sentence in each pair
which does not contain any mistakes. Check answers.
1 b 2 b 3 a
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U 5 e 0 f E n g l i s h S k i l l s / T e a c h e r s B o o k
G r a m m a r f o c u sAsk students to decide if the statements are true or
false. Check answers. Then explain that each of the
sentences contains a mistake. Ask students to rewrite
the words in bold so that the sentence is correct and
add any words that are missing. Check answers.
I T 3 F 5 T
2F 4 F
1 has cleaned
2 are getting, delivered
3 has had, stolen
4 got, fitted
5 was having, repaired
6 had had, painted
7 will have, towed
8 are going to have, polished
9 will have had, pulled
10 by
11 with
P h r a s a l p e r f e c tNote: You ma y wish students to now complete
Phrasalperfect 13 on pa ge 157 o f their books. Ask
students to read the example sentences. Ask students
if they have any questions regarding unknown
vocabulary. Then ask students to write the words in
bold in the gaps in the sentences below. Remind
students that, i f necessary, they can consult the list of
phrasal verbs at the back of their book. You may
wish to set this exercise for homework.
1 put on 6 think, through
2 see, through 7 getting on for
3 sailed, through 8 dawned on
4 picking on 9 grown on
5 pull through 10 see, through
E x a m PRACTICE * see page 29
1 d idnt / did not succeed in getting
2 found it difficult to carry
3 if / whether John could meet him4 has no chance of making
5 are responsible for carrying
6 didnt / did not feel like doing
7 regrets not being
8 was made to sit
9 isn't / is not worth you / your coming
10 looking forward to going
C. . .1 4 FashionW a r m - u p - see page 29
D e v e l o p y o u r U s e o fE n g l i s h s k i l l s
Q C o n d i t i o n a l s
Ask students to circle the correct option to fill
each gap. Point out that for some gaps there may
be more than one correct option. Check answers,
l b & c 3 a & c 5 b 7 a
2 b 4 b 6 a 8 c
Q A u x i l i a r y verb s a nd m o d a l sAsk students to tick the correct sentence in each
incorrect sentence. Check answers.
1 a be b / 8 a being b /2 a would b / 9 a / b being
3 a been b / 10 a can b /
4 a / b got 11 a / b did5 a / b had 12 a / b to6 a being b / 13 a / b have7 a / b been
0 R e / o f ; ive clauses
Ask students to circle the correct option to
complete each sentence. Check answers.
1 - 6 - 11 -2 who 7 they 12 to
3 - 8 - 13 -4 - 9 -
5 - 10 -
Q A r t ic l es
Ask students to read the passage quickly to get a
general idea of what it is about. Then ask students
circle all of the articles (a, an, or the) in the passage
which are extra, incorrect words. Check answers.
Were studying @)fashion at @ )sc ho ol at the
moment, and ^he) last week our teacher arranged for
us to go on a trip to see a fashion shoot. It w a s @
very exciting! we travelled Dy c o a c n to an old
quarry which hasnt been used fo r@ )year s, near a
small village surrounded by (he)beautiful
countryside. When we arrived, the photographer
was just setting up his camera, and the models were
putting on their make-up and generally getting
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ready. It was a fashion shoot for a mail-order
clothing @)catalogue. The weather was0 lovely -
perfect for taking photos. We watched as the
photographer told the models where to stand and
how to pose. At the end of the shoot, which lasted
(fh^four hours, he took a photo of us, with the
models. I've got a copy of it framed on my bedroom
wall. Then, we talked to the models for a while and
they told us what(a)life was like working in the
fashion @ industry. It was all(a)very useful
information for my course and I realised that they
dont have an easy job to do. It was a very
educational trip, and we all had(a)fun too.
Q Time
Ask students to circle the extra word in each
sentence and write it on the line provided. Check
answers.
1 have 4 being 7 will
2 than 5 before
3 will 6 will
Q S o , s u c h a n d to oAsk students to complete the sentences by
writing so , such or too in the gaps, or a dash (-)
if no word is required. Check answers.
1 - 5 - 9 so 13 so
2 such 6 so 10 so 14 such
3 too 7 so 11 such 15 too
4 such 8 - 12 - 16 too
3 Ad je c t iv e s . c o m p a r a t iv e s a n d s u p e r l a t i v e s
Ask students to circle the correct option to
complete each sentence. Check answers.
1 - 4 -
2 much 5 rather
3 more 6 -
J ^ A m o u n t s
Ask students to circle the correct word or phrase
to complete each sentence. Check answers.
1 b 3 a 5 b 7 b 9 a
2 a 4 b 6 a 8 b 10 b
G r a m m a r f o c u sAsk students to tick the sentences that are
grammatically correct and put a cross if they are
grammatically incorrect. Their ticks and crossesshould be in the first column of lines. Check
answers. Then, ask students to think, for each
correct sentence, whether the phrase in bold is
referring to the past, now, generally, or the future.
Ask them to write past, now, generally or
future on the second line. Point out that they
might need to write more than one time word
on some of the lines. Check answers.
1 / future 9 X
2 / future 10 / generally
3 / past 11 / now / future
4 past 12 A
5 / future 13 / now
6 / future 14 / now
7 / generally 15 / now
8 now / future 16 / past
P h r a s a l p e r f e c t
Note: You ma y wish students to now completePhrasalperfect 14 on page 157 of their books. Ask
students to read the example sentences. Ask
students if they have any questions regarding
unknown vocabulary. Then ask students to write the
words in bold in the gap s in the sentences below.
Remind students that, if necessary, they can consult
the list o f phrasal verbs at the bac k o f their book.
You may wish to set this exercise for homework.
1 put, to 6 coming (a)round
2 coming round 7 come round
3 came round / to 8 set to
4 put, to 9 see to
5 turn round 10 coming (a)round to
E x a m p r a c t i c e ~ see page 291 she 5 V 9 the y 11 have2 a 6 the 10 / 14 which
3 been 7 of 11 so 15 did
4 a 8 / 12 more
P r a c t i c e E x a m 7Note: You may wish students to do Practice Exam 7 on pages
114 -117 before moving on to Unit15. This PracticeExam can either be done under exam conditions in
class, or it can be assigned for homework.
Part i
1 B 4 C 7 D 10 A 13 B
2 D 5 C 8 C 11 A 14 C
3 A 6 A 9 B 12 D 15 A
Part 2
16 through 22 as 28 and
17 what 23 are 29 has
18 of 24 There 30 between
19 to 25 such
20 or 26 Although / While
21 is 27 to
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U s o f E n g l i s h S k i l l T e a c h e B o o k
Part 3
31 is supposed to be
32 doesn't / does not approve of me / my
33 would rather not
34 havent / have not seen Joe for
35 if you hadnt / had not helped
36 been very good at
37 am (really) looking forward to
38 behaviour was so bad (that)
39 turned it down
40 didnt / did not deserve to be
Part 4
41 too
42 a
43 /
44 being
45 /
Part 556 advertising 61 latest
57 customers 62 decision
58 competition 63 powerful
59 useful 64 valuable
60 fashionable 65 worldwide
46 doing 51 which
47 same 52 to
48 53 one
49 an 54 /
50 55 so
|un i 11 5 Crime
W a r m - u p - see page 29
D e v e l o p y o u r U s e o f
E n g l i s h s k i l l s
Q D i s t a n c e , s iz e a n d p o we r Ask students to circle the correct words to
complete the table. Check answers.
length
shortness
widthbreadth
depth
largeness
height
lowness
strength
weakness
lengthen
shorten
widenbroaden
deepen
enlarge
heighten
lower
strengthen
weaken
[ ^ C o m p l e t e t h e s en t en c esAsk students to complete the sentences by forming
a word from the word in bold. Check answers.
lengths
height
b r o a d e n e d
enlarged
breadth
strengthenedwidth
8 heighten
9 length
10he i ghts
11 depth
12 strength
13 widens
I r regular nouns f rom verbsAsk students, either individually or in pairs, to
complete the table. Check answers,
attention
belief
choice
decision
defence
descriptiondeath
explanation
furniture
gift
intention
loss
marriage
permi s s i on
practice
pretence
p r o o f
safetysight
solution
s u c ce s s
thought
variation
Q I r r e g u la r n o u n s f r o m a d j e c t i v e s
Ask students, either individually or in pairs, to
complete the table. Check answers,
ability evidence
anxiety truth
Q I r r e g u la r a d je c t iv e s f r o m n o u n s
Ask students, either individually or in pairs, to
complete the table. Check answers,
beneficial
daily
humorous
horrible / horrid / horrific / horrifying /
horrified / horrendous
imprisoned
scientific
terrible / terrific / terrifying / terrified
Q C o m p l e t e t h e p a s s a g eAsk students to read the passage quickly to get a
general idea of what it is about. Then ask them to
use each word in bold t o form a new word which
fills the gap. Check answers.
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beneficial 17 practice
explanations 18 safer
terrible 19 ability
imprisoned 20 successful
prisoners 21 proof
choice 22 decisions
truth 23 thought
attention 24 death
Ask students, either individually or in pairs, to
complete the table. Then ask them to check their
answers by looking at the table on page 42. Ensure
all students now have the correct answers.
Comparative adjective Superlative adjective
1 beliefs 9
2 defence 10
3 safe 11
4 loss 12
5 daily 13
6 evidence 14
7 solution 15
8 scientific 16
f ^ l r r e g u l or
better best
worse worst
farther / further farthest /furthest
more most
less least
Normal Comparative Superlative
adverb adverb adverb
well better best
badly worse worst
3 Ci rcl e t h e c o r r ec t w or dAsk students to circle the correct word to
complete each sentence. Check answers.
1 M os t 3 well 5 worst 7 further
2 less 4 worse 6 best 8 least
| I rr eg ul ar verbsAsk students to complete each sentence by changing
the form of the verb in bold. Check answers.
1 brought
2 Written
3 dug
4 broken
5 stolen
6 chosen
7 caught, found
8 drove
Q PeopleAsk students, either individually or in pairs, to
complete the table. Check answers,
advisor / adviser
criminal
employer / employee
lawyer
relation / relative
sailor
scientist
surgeon
G r a m m a r f o c u sAsk students to decide whether the nouns are
usually countable or uncountable, or both and to
write C, U or C/U next to each one. Check
answers. Then, ask them to decide whether the
statements are true or false. Check answers.advice U furniture Uglass C/U information Uluggage u news usheep C travel ucake C/U fish C/Uhair C/U knowledge Umoney u person Ctime C / U work u
1 F 7 T2 T 8 T3 T 9 T
4 F 10 T5 T 11 T
6 T 12 F
P h r a s a l p e r f e c tNote: You ma y wish students to now complete
Phrasalperfect 15 on page 158 of their books. Ask
students to read the example sentences. Ask students
if they have any questions regarding unknown
vocabulary. Then ask students to write the words in
bold in the gaps in the sentences below. Rem ind
students that, if necessary, they can consu lt the list
of phrasal verbs at the back o f their book. You may
wish to set this exercise for homework.
1 set out 6 get, down
2 narrow down 7 tear down
3 set out 8 Look out
4 go down 9 backed down
5 stands out 10 set out
E x a m PRACTICE - seepage
1 evidence 6 carefully2 description 7 choice
3 information 8 freedom
4 appearance 9 advice
5 lawyer 10 truth
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U s e o f E n g l i s h S k i l l s / T e a c h e r s B o o k
U n i 16ShoppingW a r m - u p see page 29
D e v e l o p y o u r U s e o f E n g l i s h s k i l l s
Note: You may wish to poin t out to students that this is a
revision unit. Everything in this unit has already
been covered in previous units.
J C on fu sab l e wo rd s and p h ra se s
Ask students to choose the correct word from
each word group to fill each gap. Point out that
there is one word in each group which will not be
used. Check answers.1 recipe
2 receipt
3 prescription
1 spectators 4 viewers
2 witnesses 5 audience
3 onlookers
1 profit
2 wages
3 salary
1 cruise 3 voyage
2 trip 4 tour
1 spends 3 takes
2 finds 4 passes
1 came in
2 got back
3 came to
1 in 2 at
1 missed 2 lost
Q Correct the mistakes
Ask students to rewrite the words and phrases in
bold so that they are correct. Check answers.
1 go 9 hadnt2 would 10 hadnt bought3 hadnt 11 had
4 have ever bought 12 was coming /5 was could come6 would 13 hope
7 have paid 14see8 bought 15 started
| ^ C o m p l e t e t h e s e n t e n c e s
Ask students to write one word in each gap to
com p lete the sentences. Che ck answers .
1 of 6 about 11 for 16 at
2 for 7 for 12 as 17 to
3 between 8 of 13 of 18 of4 from 9 in 14 of 19 to5 in 10 on 15 on 20 for
them negat ive
Ask students to write a prefix on each word t