Inside Out Upper-Intermediate Resource Pack

Contents Out Worksheet Timing Task

lA Common ground 20 minutes To find students with similar opinions and experiences.

lB You do, don't you? 30 minutes To find out and check the accuracy of information about each other.

lC Would you mind telling 30 minutes To ask each other questions from me ... ? prompts.

2A Secret message 15 minutes To decode some words and a sentence.

'

2B Single vowel dominoes 20 minutes To match words with single vowel sounds to their phonetic symbol using dominoes.

2C Vince's bike 40 minutes To compare the styles of an informal e-mail and a formal letter.

3A Life is a journey 30 minutes To make metaphors by choosing the correct alternative.

3B Money talks 15 minutes To play pellmanism.

3C Storytellers 30 minutes To invent and tell a story using linkers.

4A Who should get what? 45 minutes To match definitions to vocabulary items. To take part in a pyramid discussion.

4B Phrasal verbs crossword 20 minutes To complete a crossword with the verbs of phrasal verbs.

SA Keep talking 30 minutes To speak about various topics for thirty seconds.

SB Action replay 30 minutes To match football collocations. To complete a football match report.

6A Digital world 15 minutes To complete two different texts using the same set of missing words.

6B What have I been doing' 40 minutes To give and ask for information in order to guess what someone has been doing.

6C Dot com 30 minutes To discuss and develop an idea for a dotcom.

7A A good bet 30 minutes To identify grammatical errors.

7B Greetings from San 30-40 minutes To read

Worksheet Timing Task Aim (lexis, grammar, pronunciation, skills) SA Computer helpline 30 minutes To put in order and report a To practise reporting verbs.

telephone conversation.

SB Wish you were here 45 minutes To write a letter of complaint to a To practise reporting verbs. travel agent.

9A Ever had it done? 20 minutes To interview classmates to complete To practise the structure have a survey. something done.

9B Character search 20-25 minutes To find words in a word search To review compound adjectives of needed to complete sixteen character.

c compound adjectives. To use the words in discussion.

9C Dominoes 20 minutes To match suffixes to words to form To practise noun formation. nouns using dominoes.

lOA Albert Einstein 30 minutes To exchange information on Albert To practise past tense questions. Einstein.

lOB Why would a person 30 minutes To make deductions about people's To practise modals of deduction. do this? behaviour in certain situations.

llA The door-to-door 1-2 hours To perform a one-act play. To practise pronunciation, stress and salesman intonation.

llB Inspirational marketing 50 minutes To devise a marketing plan. To take part in a meeting to devise a marketing plan.

llC Product reviews 40-50 minutes To match review extracts to the To practise language related to products they refer to. product reviews. To write product reviews.

12A When are we going to 1-2 hours To share information to put a play in To reinforce future forms . get there' order. .. To practise pronunciation, stress and

To perform a one-act play. intonation.

12B Right person for the job 50 minutes To compare and rank three potential To practise presenting information, candidates for a job. discussing and decision-making.

13A Massive numbers 30 minutes To exchange information. To practise large numbers. To match numbers to facts.

13B Home Sweet Home 30 minutes To prepare a short presentation of an To review vocabulary related to homes. ideal home.

13C It's like talking to a 30 minutes To make expressions/idioms by To revise and practise expressions/ brick wall! choosing the correct alternative. idioms related to the home and

To use the expressions/idioms in houses. discussion.

14A Oh, no! 30 minutes To play a board game. To review and consolidate vocabulary from Units 8 to 13 of Inside Out Upper intermediate Student's Book.

14B Matching halves 20 minutes To match two halves of a sentence. To review and consolidate grammar To play pellmanism. from Units 8 to 13 of Inside Out

Upper intermediate Student's Book.

14C Against the clock 15 minutes To do a vocabulary quiz against the To review and consolidate vocabulary clock. from Units- 8 to 13 of Inside Out

Upper intermediate Student's Book.

TEACHER'S N 0 T E 5

Common ground Miguel Angel Almarza

Type of activity Speaking. Whole class.

Aim To practise agreeing (so and neither) and disagreeing.

Task To find students with similar opinions and experiences.

Preparation Make enough copies of the worksheet so that each student can take three cards. Cut up the cards as indica ted.

Timing 20 minutes

Procedure 1 Place the cards face down on your desk and

ask the students to each take three. 2 Ask the students to complete the sentence on

each card with information that is true for them.

3 Ask the students to walk around, pause with a student they meet and take turns to read their sentence or react to their partner's sentence. For example: Student A: I like eating lamb. Student B: Really? So do I. I I don't. Student B: I didn't watch TV yesterday. Student A: Really? Neither did I. I I did. The students then continue circulating, pausing with other students to read (or react to) the other sentences. Circulate and monitor, helping as necessary.

4 When they have finished, the students report to the class what they found out about each other. For example: I used to wear glasses as a child, and so did Sara. I'm currently learning how to ride a motorbike, but Juan isn't.

Notes & comments This activity works well as an ice-breaker with students who do not know each other very well. You may want to precede the activity with some controlled practice of auxiliary verbs in different tenses, including examples with never. For example: Student A: I've never visited France. Student B: Neither have I. I I have.

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',~ ~:if IJI Common ground i :if ~"' ~:

i1 I wouldn't like to ___ _ I've never visited ___ _ ~ !] 3 !')

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I like eating ____ _ I didn't ______ _ yesterday.

:J 3 I've got a friend called My favourite film is __ _ 3 3 3

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::! I'm currently learning how to _________ _ I don't want to ____ _

l :! l ~ ~:- ~ I love listening to ___ _ I can't _______ _ ~ ;! very well. ~ 3 . . . : . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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I had ______ _ I'll never ______ _ ~ 3 for breakfast today. 0 aga1n. ;;;: ~ -"

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I used to ______ _ I'm not keen on ___ _ .. ::I -

as a child.

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I've always wanted to __ Last Saturday I ___ _

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Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

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I I T E A c H E R' 5 N 0 T E 5

You do, don't you? Jon Hird

Type of activity Speaking. Group work.

Aim To practise question forms and question tags.

Task To find out and check the accuracy of information about each other.

Preparation Make one copy of the worksheet for each group of three students. Cut up the worksheet as indicated.

Timing 30 minutes

Procedure 1 Divide the class into groups of three and give

one of the question prompt sheets (A, B and C) to each student.

2 Tell the students they are going ask each other the questions on their sheets. Allow the students a few minutes to prepare the questions. Before starting the activity, elicit a few examples: Teacher: favourite colour? Student 1: What's your favourite colour? Teacher: country I like to visit? Student 2: Which country would you like to visit? Teacher: how long I learn English? Student 3: How long have you been learning English?

3 Ask the students to take turns to ask and answer all the questions. Explain that the students must not write down any of the answers.

4 Tell the students they are now going to check how much they can remember by using tag questions. For example: Student A (to Student B): Your favourite colour is blue, isn't it? Student B: Yes, it is. I Yes, that's right. I No, it isn't. It's red, actually. Student A (to Student C): And your favourite colour is green, isn't it? Student C: Yes, it is. I Yes, that's right. I No, it isn't. It's pink, actually. Student B then asks his/her first question, and so on. For each correctly remembered fact the student gets one point. The students record their own points by putting a tick (,f) or a cross (X) next to each question prompt. When all the facts have been checked, the student with the most points is the winner.

Follow up Ask the students to change groups and report to each other as much as they can remember about the students in their first group.

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INSIDE 0 U T Resource Pack

Ill You do, don't you? ~~

FIND OUT ... favourite colour? country I like to visit? where I born? what I last film I see? what I do last night at seven o'clock? which languages I speak? how long I learn English? afraid of flying? hobbies?

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~TTTTTTT TTT

B ~ FIND OUT ... favourite film? what time I get up this morning? married? where I go on holiday last year? lucky number? mother's name?

what I do next weekend? how long I have that hairstyle? ride a horse? ~ AAAAAA .AA..O.AAAAAAAAA A..._AAA..._ A A ..._AAA A

c FIND OUT ... favourite food? birthday? best year of your life?

nickname? what I have for dinner last night? how long I have these shoes? where I go on holiday next year? member of any clubs? like classical music?

SuE' Kay and Vaughan Jones. 2001. Published by Macm1llan Publ1shers Limited. This sheet may be photocopied and used within the class.

I T E A c H E R' s N 0 T E S

Would you mind telling me ... ? Jon Hird

Type of activity Speaking. Pair work.

Aim To practise direct and indirect question forms.

Task To ask each other questions from prompts.

Preparation Make one copy of the worksheet for each pair of students. Cut up the cards as indicated.

Timing 30 minutes

Procedure 1 Divide the class into pairs. Explain that the

students are going to have the chance to ask questions to find out more about each other.

2 Give each pair a set of question cards face down in a pile. Explain that each card has the start of a direct or indirect question. Elicit from the students why we use indirect questions (when the question is of a personal nature and/or when we want to be polite).

3 Ask the students to take turns to turn over a question card and complete the question with anything appropriate to ask their partner. Encourage follow up questions and discussion. The students continue asking and answering questions until all the cards have been used. Circulate and monitor, helping

4 as necessary. When they have finished, pairs report to the class what they found out about each other.

Follow up Ask the students to write the questions for homework.

Notes & comments This activity also works with small groups of three to four. An alternative to cutting up the questions is to give each student the complete worksheet and have them ask questions, crossing off each question as they ask it. Another alternative is as above, but have the students circulate around the class asking different students the questions.

INSIDE OUT Resource Pack

Would you mind telling me ... ? ~ ................................................................................................................................ .

Would you mind telling me ?

What's the best thing about ... ?

.......................................................................................................................................

Would you .say ... ? : Do you have any "d ? 1 ea

................................................................... ................................................................. .

Would you like to ... ? : When did you last ... ?

....................................................................................................................................

How long have you ... ? . I'd like to know .. ?

Have you ever ... ? i What's the sin!Jie most ... ?

How do you feel about ... ? , What's your favourite ... ?

..................................................................

Do you think you'll Do you mind if ever ... ? I ask you ... ?

In an ideal world, ... ? Could you tell me ? ...................................................................................................................................

When do you suppose ... ? : I was wondering ... ?

Sue Kay and Vaughan Jones, 2001_ Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class

T E A C H E R' 5 N 0 T E 5

Secret message Ruth Sanchez Garcia

Type of activity Problem-solving. Pair work.

Aim To revise vocabulary related to the family.

Task To decode some words and a sentence.

Preparation Make one copy of the worksheet for each pair of students.

Timing 15 minutes

Procedure 1 Divide the class into pairs and give each pair

a copy of the worksheet. 2 Explain to the students that each number in

the boxes corresponds to a letter of the alphabet. Their task is to decode the twelve words in the word puzzle. Tell them that each word is related to family. (If you want to add a competitive edge, you can either set a time limit or say that the first pair to finish is the winner.)

3 When the first pair has finished (or the time is up), check the answers with the whole class.

4 Then, ask the students to use the grid to decode the secret message.

5 Hold a class discussion about the saying in the secret message.

Answers Word puzzle: granny, parents, aunt, cousin, dad, nephew, relatives, grandchild, uncle, niece, brother, in-laws Secret message: Children should be seen and not heard.

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2 Secret Message

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rn 110 113 11315 I 12 15 19 I 15 1171151 II 113 12 11219 I Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited_ This sheet may be photocopied and used within the class

I T E A c H E R' 5 N 0 T E 5

Single vowel dominoes Jon Hird

Type of activity Pronunciation. Group work.

Aim To practise the twelve single vowel phonemes and phonetic symbols.

Task To match words with single vowel sounds to their phonetic symbol using dominoes.

Preparation Make one copy of the worksheet for each group of three to four students. Cut up the dominoes as indicated.

Timing 20 minutes

Procedure 1 Explain that the students arc going to play

a game of dominoes where single vowel phonetic symbols are connected to words which contain that single vowel sound.

2 Divide the class into groups of three to four students and give each group a set of dominoes. Ask the students to divide the dominoes so that each person in the group has the same number.

3 Ask the student who has the domino with 'dog' to start by placing this domino on the table. Tell the students to take turns to try to place their dominoes. For example:

1 t 11 i: I dog I '-1 n _ _ji_P_in---' If students do not have a domino that works, they miss a turn. The first person to play all their dominoes wins.

4 Circulate, checking that students have found the correct connections.

Answers i: tree, tea o dog, watch

pin, swim a: car, heart A cup, sun u: shoe, school

Follow up

"' hat, bag

o: door, four 3' bird, word 0 the, teacher e leg, bed u book, good

1 Divide the class into different groups and play again.

2 Ask the students to think of more words for each vowel sound.

Notes & comments You may want to precede the activity with some revision of the phonetic symbols on page 18 of Inside Out Upper intermediate Student's Book. To maximise oral practice, ask the students to say each sound and word as they play.


II Single vowel dominoes g,< :,-:

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I: dog D pm car I ..................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

o: cup A shoe u: hat

....................................................................................................................................

door bird the

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...... ........................... ..... .. ........................... ..

leg e book u tree

.............. . ..................... . ......................... ............. ............... . .................... ..

I: watch D SWim heart I ......... . .. ......... ... ........... ............ ............... .......... .. ................ ..

o: sun A school : u: bag

....................................................................................................................................

four word teacher

.......................................

~----------~ ~----------~~----------~

bed e good : u tea

Sue Kay and Vaughan Jones. 2001 Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

TEACHER'S N 0 T E 5

Vince's bike Vincent A. Desmond

Type of activity Reading. Pair work.

Aim To raise awareness of features of informal and formal writing.

Task To compare the styles of an informal e-mail and a formal letter.

Preparation Make one copy of the worksheet for each student. Fold the worksheet in half as indicated.

Timing 40 minutes

Procedure 1 Write the words bike, stolen, work, police,

insurance and bananas on the board and ask the students to predict what happened.

2 Divide the class into pairs and give each student a copy of the worksheet, folded in half. Ask the students to read the e-mail version of th' story and check their predictions.

3 Ask the students to look at the underlined words in the e-mail and try to guess their meaning from the context. Do the first one as an example with the whole class, i.e. nicked= stolen.

4 Ask the students to unfold the worksheet, read the formal letter and compare the language in it to the language in the e-mail. This may help them clarify the meaning of some of the language in the e-mail they were unable to understand.

5 Check the answers with the whole class. 6 Ask the students to look at the two texts again

and note any features or conventions that differentiate the informal and formal versions of the story. Do an example with the whole class first, e.g. the informal e-mail uses contractions (they'll pay up) and the formal letter avoids contractions (I am writing).

7 Check the answers with the whole class.

Answers Comparison of language:

e-mail nicked locked up

?ish

formal letter stolen locked ('up' is used to emphasise) - ---- ---- ------- ~----

approximately 7.00 pm - - " ---~----- - ----------

got back when the penny

go bananas

for ages

no way pay up

'cos

returned as soon as I realised

(not in formal letter, but 'go bananas' = 'become very angry'): ........... .

extremely unlikely (not in formal letter, but 'up' is used to emphasise) ---- - -- -- -- ------ - ------- --

as (meaning 'because') --------------- ---------------------- --- -------------

need get to

require travel to

............

Comparison of features or conventions:

e-mail contractions note-form sentences idiomatic language and phrasal verbs abbreviations no set phrases

formal letter no contractions full-length sentences

-- -----------------------

formal language

full words ---

use of standard phrases, e.g. I would appreciate it if ..

---'---------

Follow up Ask students to think of something that has happened to them recently that they might complain about and then develop informal and formal texts about it, e.g. an e-mail to a friend and a letter of complaint.

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Vince's bike

Hi Bren! Had a terrible day yesterday - someone nicked my bike! I locked it up outside work as usual. After work I went to the pub with Steve (my boss) and Roger (a colleague) for a few beers. I headed off at 7ish because I didn't want to ride home too drunk. When I got back to where I'd left my bike, I found it had gone. At first I couldn't believe that someone had nicked it, but when the penny dropped I went bananas. I went straight to the local police station to let them know but I had to wait for ages. A policewoman eventually saw me after 45 mins and took down the details. She said there was no way they'd find whoever had nicked it, but they did offer to put me in touch with a victim support group! Anyway, I've written to the insurance company and I hope they'll pay up soon 'cos I need a bike to get to work. Anyway, such is life. Hope life with you is better - e-mail soon, Vince : ( xxx

--- ---- FOLD ------------------------------------------------------------------ --------------------

Dear Sir/Madam,

I am writing to inform you that my bicycle (frame no. TTJ 58394751) has been stolen and to make a claim on my insurance policy (ref: VD/29684AA). As requested, I have provided a report of what happened below.

The theft occurred on Thursday 5th June between 9.00 am and 7.00 pm. My bike was securely locked outside my workplace (106 Piccadilly). I realised that the bicycle had gone when I returned from a social event with work colleagues at approximately 7.00 pm. As soon as I realised what had happened I went directly to the local police station and reported the incident. The police constable provided me with a crime reference number (CD346300), although she informed me that it was extremely unlikely that the thief would be caught.

I would appreciate it if you would process my claim as quickly as possible as I require a bicycle to travel to and from work .

Yours sincerely,

VA. Desmond Vincent A. Desmond

Sue Kay and Vaughan Jones, 2001 Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class

T E A C H E R' 5 N 0 T E 5

Life zs a JOUrney Jon Hird

Type of activity Reading and speaking. Pair and group work.

Aim To revise and practise metaphors.

Task To make metaphors by choosing the correct alternative.

Preparation Make one copy of the worksheet for each student.

Timing 30 minutes

Procedure 1 Give one copy of the worksheet to each

student. Elicit/Teach the literal meaning of any unfamiliar vocabulary.

2 Divide the class into pairs and ask the students to choose which they think is the correct alternative to make metaphors. Encourage them to think about similar metaphors in their own language.

3 Check the answers with the whole class, establishing meaning as you do this. Ask students to tell you metaphors which are similar in their own language.

4 Divide the class into small groups. Ask students to think about times when any of the sentences were true for them and discuss these situations. Circulate and monitor, helping with vocabulary as necessary.

Answers 1 peak 9 food 2 odds 10 on top of the world 3 drifting 11 warm 4 digest 12 enemy 5 half-baked 13 race 6 sank 14 sea 7 rocky road 15 waste 8 precious

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Life is a journey

I felt as if I was at a crossroads I rouruiabout

in my life.

1 Choose the correct alternative to make metaphors.

1 I was at the top I peak

of health.

4 The news was difficult to eat I digest at first.

7 It was a rocky road I

stony street, but we're still friends.

10 I felt on top of the

world I over the earth.

13 It turned into a run I

race against time.

2 I managed to do it even though the

odds I chances were against me.

5 It was such a

half-fried I half-baked idea I still can't believe

it worked.

8 It was one of the most

valuable I precious moments in my life.

11 To my surprise they

gave me a really warm I hot welcome.

14 All I could see was a sea I lake of people.


3 I spent years

drifting I floating from one thing to another.

6 My heart sank I slipped when I heard the news.

9 It gave me a lot of

drink I food for thought.

12 I was my own worst

opponent I enemy.

15 It was a total

waste I loss of time.

2 Think about times when these sentences have been true for you. Discuss in groups.

Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited_ This sheet may be photocopied and used within the class

T E A C H E R' 5 N 0 T E 5

II Money talks Russell Stannard

Type of activity Vocabulary. Pair work.

Aim To match pairs of expressions about money.

Task To play pellmanism.

Preparation Make one copy of the worksheet for each pair of students. Cut up the cards as indicated.

Timing 15 minutes

Procedure 1 Divide the class into pairs and give each pair

a set of pellmanism cards. Ask the students to place the cards face down on the desk.

2 Explain to the students that on the cards there are ten pairs of expressions about money which are similar in meaning and the aim is to match these pairs.

3 Explain that they should take it in turns to turn over two cards, one at a time. If the expressions are similar, the student keeps the pair and gets another turn. If the expressions are not similar, he/she turns the cards face down again and ends his /her turn.

4 The game continues until all the pairs of cards have been won. The student with the most pairs is the winner.


Answers She blows money. I She burns money. I'm broke. I I haven't got a penny to my name. It's worth a fortune. I It's priceless. She's stinking rich. I She's rolling in it. He lives from hand to mouth. I He lives on the breadline. It costs next to nothing. I It's dirt cheap. It isn't worth a bean. I It's worthless. It cost an arm and a leg. I It cost a fortune. I paid through the nose. I I paid over the odds. He lives like a king. I He lives in the lap of luxury.

Follow up Give the cards to one student in each pair. This student says one of the expressions and his/her partner tries to remember the matching expression. Then students change roles.

Notes & comments You may want to precede stage 2 with a matching activity. Ask the students to place the cards face up on the desk and match the ten pairs of expressions about money which are similar in meaning, using dictionaries if necessary.

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money money. . . : to my name. : l--o-$'7"::-c-$7-:::-:-c$c-=-$~~ $$$$ $$$$ : $$$$ :

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$$$$ $$$$ $$$$ $$$$ It's worth a fortune.

It's priceless. She's stinking rich.

She's rolling in it.

$$$$ $$$$ $$$$ $$$$ ......................................................................................................................................

$$$$ $$$$ $$$$ $$$$ He lives

from hand to mouth.

$$$$

He lives on the breadline.

It costs next to nothing.

It's dirt cheap.

$$$$ $$$$ $$$$ ..........................................................................................

$$$$ $$$$ $$$$ $$$$ It isn't worth

a bean. It's worthless. It cost an arm

and a leg. It cost a fortune.

$$$$ $$$$ $$$$ $$$$ $$$$

I paid through

the nose. $$$$

..........................................................................................

$$$$ $$$$ $$$$ I paid over the odds.

He lives like a king.

U$$$ $$$$

He lives in the lap of

luxury. $$$$

Sue Kay and Vaughan Jones, 2001_ Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class

TEACHER'S N 0 T E 5

Storytellers Vincent A. Desmond

Type of activity Speaking. Group work.

Aim To practise using linkers.

Task To invent and tell a story using linkers.

Preparation Make one copy of the worksheet for each group of four to five students. Cut up the cards as indicated.

Timing 30 minutes

Procedure 1 Elicit different types of book (romance, thriller,

science fiction, biography, autobiography, history book, detective story, etc.).

2 Divide the class into groups of four to five students and give each group the top section of the worksheet with the word cards removed. Ask the groups to make three new book titles using some of the words, e.g. Love Ship (a romance), Robot Killer (a science fiction story), etc. Ask the groups to read their titles to the class.

3 Ask each group to choose one of their titles. Explain that each group is going to develop this story. Then ask the groups to decide on the first line of their story.

4 Place a set of linker cards face down in the middle of each group. Students take it in turns to pick a card and add the next sentence to their story. For example, the first sentence of the story Love Ship is: John and Camilla were sunbathing on the ship. Student A picks up the card because and continues the story: John decided to get some cocktails because he was thirsty. Student B picks up a card and adds the next sentence to the story. Thi& continues until all the cards have been used. (Encourage students to make notes about the story as they add each sentence to,help them when they retell the stories in stage 5.) Circulate

and monitor, helping with vocabulary as necessary.

5 Regroup the students and ask them to tell each other their stories.

Follow up 1 Immediately after the activity, it may be

useful to conduct an error correction session based on the students' accuracy in using narrative tenses and linkers.

2 For homework, ask students to write up their stories or even create a class book of short stories. Consider copying this book and distributing it to other classes or displaying the stories on a noticeboard.

Notes & comments This activity is designed to practise linkers and the stories the students produce may not sound natural as there will be an unusually high number of linkers. This should be pointed out to the students, especially if they go on to develop and write up their stories for homework.

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shaJDe f killer never KING sudden shp travel HOTEL

for love IN murder the time ANGEL DEAD man robot nights PlANET two

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as soon as : and while then because ..................................................................... ................ . ................. .

by the time : so just as after just as ............................... ................................ ............. ............ . ..... .... .. ......... .

.--------.

during as but when before . . . . . ' . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used wtthin the class.

TEACHER'S N 0 T E 5

m Who should get what? Helen Barker

Type of activity Reading and speaking. Individual and group work.

Aim To practise vocabulary related to health problems.

Tasks To match definitions to vocabulary items. To take part in a pyramid discussion.

Preparation Make one copy of the worksheet for each student. Fold the worksheet twice, as indicated.

Timing 45 minutes

Procedure 1 Introduce the topic by asking the students:

What are the six most common causes of death in the world? Are any of these preventable? Write students' suggestions on the board.

2 Give a copy of the worksheet to each student with sections two and three folded under so that only the text is showing. Ask the students to read the text quickly to check their predictions.

3 Ask the students to unfold their worksheets once only, read the definitions and find a word in the text that matches each definition.

4 Check the answers with the whole class. 5 Ask the students to unfold the last portion of

their worksheets. Explain that they are health advisers for the country in which they are studying. Tell them they are going to decide on the three most important areas for government health funding and what percentage of the health budget should be spent on each area.

6 Divide the class into pairs and ask each pair to agree on the three most important areas.

7 Then combine the pairs into groups of four. Ask the groups to discuss their choices, justifying them where necessary, and agree on the three most important areas.

8 Continue combining groups until a class consensus is reached.

Answers a hereditary b treatment c cream

d pills

e vaccination f symptom g cure

Notes & comments The diseases mentioned may have very similar names in the students' first languages, and students will probably have an awareness of the causes and issues involved. The main idea, then, is to generate discussion about prioritising, and students often feel strongly about 'self-inflicted' illness.

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Heart Disease is often hereditary but can also be caused through bad diet and a lack of exercise. It can be prevented, and public awareness levels are high in some countries. However, some sections of the community seem to ignore advice. Treatment is possible, but prevention is obviously preferable in the long term. Cancer takes many forms and is caused by a number of factors. There is strong evidence that smoking and other lifestyle factors contribute significantly, especially to lung and throat cancers. Treatment can be through chemotherapy (being injected with chemicals) or radiotherapy, and success rates are increasing. Some people believe that this, like heart disease, is self-inflicted, and that patients should be asked to pay extra for their treatment. HIV/AIDS. Awareness levels around the world vary a great deal as to the causes and risks associated with this disease. It is preventable but, as yet, although there is treatment available, there is no known cure. Research continues in the hope of finding one.

Malaria is a disease which is spread via mosquito bites. It is easily prevented with the use of mosquito repellents (electronic devices, creams and sprays). It can also be avoided by taking pills regularly, which protect the body from the disease. There is no vaccination available yet. Malaria cannot be cured as such, though its symptoms (headache, fever, and shaking) are treatable. Road Traffic Accidents. Road safety standards vary a lot from country to country. Drink driving and the use of unsafe vehicles contribute to the deaths of hundreds of thousands of people around the world. Publicity campaigns and stricter laws have made a dramatic difference in some countries. Diarrhoea is one of the most common causes of death, especially among children, in Africa. It is caused by polluted water and a lack of food hygiene. It can be prevented by making water supplies safe. It is also important that public awareness is raised as to the causes of water contamination. Diarrhoea itself is easily treated with rehydration medicine.

- ------ ----------------- FOLD

Definitions a

b c

d e

f g

________ (adjective) passed on from parent to child (noun) the use of medicine or therapy to make a sick person well again

________ (noun) smooth, thick liquid which you put on or rub into your skin _________ (noun) small, solid pieces of medicine to swallow, e.g. aspirin _________ (noun) an injection which prevents a person from getting a disease ________ (noun) a change in your body which is the sign of an illness _________ (noun) the removal of a disease or illness so that a person is well again

--------------------------------------------------------- FOLD ---------------------- -------------

Health spending budget

Disease Percentage Reasons of budget

1

2

3

Sue Kay and Vaughan Jones, 2001_ Published by Macmillan Publishers Limited This sheet may be photocopied and used within the class.

I T E A c H E R' 5 N 0 T E 5

1'1 Phrasal verbs crossword Jon Hird

Type of activity Reading and writing. Pair work.

Aim To practise phrasal verbs.

Task To complete a crossword with the verbs of phrasal verbs.


Timing 20 minutes

Procedure 1 Divide the class into pairs ands give each

student a copy of the worksheet. 2 Ask the students to complete the crossword

with the missing verb of the phrasal verbs in the dialogues. Tell the students that they will need to put the verbs into appropriate tenses or forms.

3 When the pairs have finished, ask students to compare their crosswords with another pair.


Answers Across Down

2 let 1 stop 4 put 2 look 5 Go 3 turn 6 use 4 put 8 get 7 dawned

10 pick 9 ended 12 gave 11 come 14 made 13 count 16 doing 15 carne 17 takes 18 saw 19 see 20 went

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Across~ 2 A: That's the second time he's me

down this week. (3)

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B: Yeah, he's becoming quite unreliable these days. 4 A: Are you going to Linda's party this weekend?

B: Oh, you haven't heard. She's it off until the week after. (3)

5 A: Do you think I should do it? B: Absolutely' for it! (2)

6 A: Can 1 borrow your camera? B: Sure, but try not to up all the film. (3)

8 A: I feel terrible. B: Don't worry. You'll soon over it. You'll

be fine in a few days. (3) 10 A: Have a good trip. By the way, do you speak any

Spanish? B: No, but I'm sure I'll ___ up a few words

quite quickly. (4) 12 A: Cigarette?

B: No, thanks. 1 up last month actually. (4) 14 A: Do you think he's telling the truth?

A: No, 1 don't. 1 think he ____ the whole thing up (4)

16 A: Do you remember what a mess the house was in when 1 bought it?

B: Yeah, you've done a great job of it up. It looks wonderful. (5)

17 A: She really ____ after her mother. (5) B: You're right. They're very alike.

19 A: Where are you going? B: To the airport with Jon to ___ him off. Do

you want to come? (3) 20 A: Wasn't she just so boring?

B: You can say (hat again. She just ___ on and on and on. (4)

Down T 1 A: Late again'

B: Sorry. 1 had to ___ off at the shops on the way here. (4)

2 A: How did this happen? B: 1 don't know, but I'll find out. I'll __ _

into it straight away. (4) 3 A: can you the music up a bit? I can't

hear it. (4) B: Sure.

4 A: What's the matter? B: Oh, the second I the phone down I

knew I'd said the wrong thing. (3) 7 A: Have you decided what to do?

B: Yes, I'd been trying to think what to do for ages before it suddenly on me. (6)

9 A: Where did you go last night? B: We went all over the place and up in

that new bar near the river. (5) 11 A: I've lost my keys.

B: Have you? l'lllet you know if I __ _ across them. (4)

13 A: Where is she? It's the same time after time. B: Yeah. You can always on her to be

late. (5) 15 A: Why on earth did you do that?

B: I've no idea. I don't know what over me. (4)

18 A: He tried to tell us that he wasn't involved, but we right through him. (3)

B: Yeah, he's always been a terrible liar.

Sue Kay and Vaughan Jones, Z001. Published by Macmillan Publishers Limited. Th'1s sheet may be photocopied and used w1thin the class_

TEACHER'S N 0 T E 5

Keep talking Jon Hird

Type of activity Speaking. Board game. Individual and group work.

Aim To practise verb + gerund and verb + to + infinitive structures.

Task To speak about various topics for thirty seconds.

Preparation Make one copy of the worksheet for each group of two to four students. Each student will need a counter and each group will need a dice.

Timing 30 minutes

Procedure 1 Divide the class into small groups of two to

four students. (Larger groups are possible if you have a particularly large class.)

2 Give each student a counter and each group a copy of the worksheet and a dice.

3 Explain the game: The students take turns to roll the dice,

move along the board with their counter according to the number on the dice and talk, for thirty seconds without stopping, about the topic on the square.

The students should begin talking by using the prompt in the square, putting the verb in brackets into the correct form. For example: Something I really hate doing is ironing shirts because ... , I started learning English because ... , A famous person I'd really like to meet is Prince William because .

One student in the group acts as timekeeper and the rest decide if he/she successfully spoke for the full thirty seconds without stopping. If successful, the student can play next time round. If not, he I she misses a turn.

The winner is the first'person tO reach the 'finish' square.

4 When they have finished, ask the students to report to the class anything interesting they found out about each other.

Answers 1 learning 9 singing 17 doing 2 doing 10 doing 18 to do 3 to watch 11 to do 19 doing 4 doing 12 to see 20 to do 5 to do 13 to eat 21 doing 6 to visit 14 doing 22 studying 7 to do 15 to meet 8 to do 16 visiting

Follow up 1 Give a copy of the worksheet to each student

and ask them to write in the correct form of the verb.

2 Ask the students to choose one or more of the prompts and write a few sentences either about themselves or, from memory, about another student with whom they played the game.

Notes & comments The students, as a group or individually, can decide the correct form of the verbs before the game is played.

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I T E A c H E R' 5 N 0 T E 5

II Action replay Pascual Perez Paredes

Type of activity Vocabulary and reading. Pair work.

Aim To practise football vocabulary and collocations.

Tasks To match football collocations. To complete a football match report.


Timing 30 minutes

Procedure 1

2

Divide the class into pairs and give each student a copy of the worksheet. Explain that the students have to join the verbs (1-20) with the words or phrases (a-t) to form common football collocations. Allow students ten minutes to do this.

3 Check the answers with the whole class. At this point, it may be useful to discuss the potential particip~nts (striker, midfield player, goal keeper, defender, referee, coach, football team, etc.) in the actions.

4 Now ask the students to complete the match report using verbs from the first exercise in their appropriate form. Circulate and monitor, helping as necessary.


Answers 1

6r blow the whistle 7 c take I miss I be awarded a

penalty I corner I free kick 8 f commit a foul 9d wave play on

lOp open the scoring lls dominate possession 12m take the lead 13n put the ball in the back of the net 14b score a goal 15j make a substitution 16g qualify for the Champions' League 17a fail to score 18i create a chance (of scoring) 19e protest against a decision 201 shoot wide

2 1 qualified 12 awarded 2 take 13 take 3 score 14 shot 4 forced 15 open 5 created 16 failed 6 deflected 17 taken 7 hit 18 put 8 committed 19 dominated 9 waved 20 made

10 stopped 21 blew 11 protested

Follow up 1 Using match reports from English language

newspapers, ask students to read and find more football collocations and expressions.

2 Ask the students to write a commentary of a football match.

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1 hit_!_ 2 take _E._ 3 stop _h_ 4 deflect _q_ 5 force I a to score 6 blow b a goal m

7 take I miss I be awardea c a penalty I corner I n the ball in the free kick back of the net 8 commit d play on 0 a free kick I 9 wave e against a decision corner

10 open __ a foul p the scoring 11 dominate g for the Champions' q a shot 12 take League the whistle

13 put_ h play s possession a chance (of scoring) a save

14 score j a substitution 15 make k the post/ crossbar I 16 qualify_ woodwork 17 fail 18 create 19 protest __ 20 shoot

2 Complete the match report using appropriate forms of the verbs (1-20) above.

Leeds take control against Munich Leeds United last night (!) ____ _ for the Champions' League group stages after Alan Smith gave

In what was an eventful period, Smith then fell m the box and was (12) a penalty. Vinduka stepped up to (13) ___ _ (14) ___ _

it, but wide.

them a l-0 victory in Bayern Munich's Olympic Stadium. Moments later, a defensive The young striker struck left-footed in the 46th minute to (2) the lead and (3) the vital away goaL

Five minutes into the game, a Paul Agostino header (4) ___ _ the first important save from Nigel Mm1yn, the Leeds goalkeeper, and at the other end Leeds also (5) two early chances of scoring following left wing crosses. First, a Mark Vinduka shot was (6) and then Danny Kelly saw his shot (7) the woodwork.

There was a moment of controversy in the tie when Borimirov (8) a foul against Michael Ouberry in the penalty area, but referee Claus Bo Larsen (9) play on. Play was ( l 0) for two minutes while the Leeds players (II) _____ against the decision.

mix-up gave Vmduka another chance to (15) ___ _ the scoring, but with only Michael Hofmann to beat, he ( 16) to score.

Immediately after half-time, Leeds forced a corner, which was quickly ( 17) _____ by Lee Bowyer and Smith ( 18) the ball in the back of the net with a superb strike from twenty metres.

This changed the pattern of the game and Leeds ( 19) possession for the rest of the game. Both teams (20) a couple of substitutions, but Bayem Munich failed to equalise. There were smiles of relief on the faces of all the Leeds players when the referee (21) the final whistle after four minutes of injury time.

Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class

T E A C H E R' 5 N 0 T E 5

Digital world Pascual Perez Paredes

Type of activity Vocabulary and reading. Pair work.

Aim To practise using everyday words in a computer context.

Task To complete two different texts using the same set of missing words.


Timing 15 minutes

Procedure 1 Explain to the students that they will be given

a worksheet with two gapped texts- one in an everyday context, the other in a computer context. They are going to complete both texts using the same set of words.

2 Divide the class into pairs and give each student a copy of the worksheet. Ask the students to fill in the gaps in both texts using the words in the box. Every word occurs once in each text.

3 When most of the students have finished, check the answers with the whole class.

Answers A B 1 virus 1 memory 2 window 2 click 3 menu 3 window 4 notebook 4 crash 5 crash 5 mouse 6 mouse 6 virus 7 bug 7 bug 8 click 8 notebook 9 memory 9 menu

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We had a terrible evening. For a start, Peter was coming down with a (I) and he felt awfuL We had to wait half an hour for our table, which was in the corner, even though I specifically asked for one next to the (2) and then another half-hour just to get the (3) _____ . The waiter was useless. We had to ask for everything about three times and then he brought the wrong order anyway. I don't know why he didn't just write it down in a little (4) like they usually do. We'd just got the first course, which was actually quite good, when there was this huge (5) _____ from the kitchen and the chef stormed out with a big ladle in his hand and started shouting and swearing at the waiter in front of all the customers. Frankly, I knew how he felt. But for me, the worst thing was just after the first course when we suddenly saw a (6) running across the floor, closely followed by the restaurant cat. Well, that was it for me. I couldn't eat another thing. Peter struggled on until he found a bright green (7) in his tomato salad. Honestly, you should have seen his face! At that precise moment there was a (8) and a flash and I looked up to see a photographer. He'd just taken our picture. 'Something to preserve your (9) _____ of this evening?' he said. I'm not going to tell you what I said'

I had a terrible evening. I got home late from work and still had a report to finish. As you know, my computer is really old and slow- I really need to install more (I) . Anyway, when I tried to double-(2) on the file I wanted to work on, a (3) appeared telling me that the file could not be opened. So I decided to try opening it using a different programme but that only made my computer (4) completely. The screen went blank and the (5) froze. By this time, I was tearing my hair out- it was past midnight and I still hadn't started working on that report. I phoned my computer guru friend, Matt, and he told me I probably had a (6) in my system. I must have got it from one of those stupid joke e-mail attachments -you know, like the 'Love (7) _____ ' one. I had to resort to using my (8) but I hate the keyboard on it- it's too smalL At least I got my report finished. Matt's going to send me some software to fix the problem. He also told me in future to go to the applications (9) and launch a good protection programme before opening unknown files. Good advice and better late than never, I suppose.

Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used w1thin the class.

I T E A c H E R' s N 0 T E S

I'll What have I been doing? Ruth Sanchez Garcia


Aim To practise using the present perfect continuous.

Task To give and ask for information in order to guess what someone has been doing.

Preparation Make one copy of the worksheet. Cut up the cards as indicated.

Timing 40 minutes

Procedure 1 Divide the class into two teams, A and B, and

place the cards in a pile face down on your desk. 2 Explain the rules of the game:

A student from team A comes and picks up a card. This student has three minutes to describe to team A what he/she has been doing. The student can give any kind of information but must not use any of the underlined words in any form. For example, if the underlined word is work, he/she cannot use worked, working, etc.

0

During these three minutes the other members of team A can ask the student questions about what they have been doing to which he/she can only answer with yes or no. If team A guesses the sentence in the allotted time, this team scores 10 points. If team A does not guess the sentence, or time runs out, it is team B's turn to try. If team B guesses correctly, it scores 5 points.

If the student describing the card mentions any of the 'forbidden words', his/her team loses 5 points and the turn goes to the other team.

Then, a student from team B comes to the front of the classroom and the game continues in the same way.

3 The winner is the team with the most points at the end of the game.

Notes & comments If you have a very large class, you can divide it into two groups and then assign teams A and B within each group.

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You have been mowing the grass.

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You've been walking in the rain.

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You've been running in the forest.

You've been makina a

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You've been studying mathematics in the library.

You've been playing a football

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You've been doing the housework.

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You've been babysitting for your neighbour.

You've been talking to a classmate on the phone.

You've been in town

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You've been writing a letter to your girlfriend/bovfriend.

You've been Jving in .bill! because of the flu.

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You've been travelling by train.

You've been c:::::::;;-1 helping your little sister with her

homework.

You've been doing an aerobics class at the avm.

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T E A C H E R' 5 N 0 T E 5

Rlvotcom Vincent A. Desmond

Type of activity Reading and discussion. Group work.

Aims To develop reading skills. To develop discussion skills.

Task To discuss and develop an idea for a dotcom.


Timing 30 minutes

Procedure 1 Ask the students to define the difference

between a traditional company and a 'dotcom'. (A dotcom interacts with its customers on a website. It is open twenty-four hours a day, every day of the year and most transactions are done on the Internet. Dotcoms tend to be cheaper to run as they have lower staff and location costs.)

2 Write the following statements on the board. Ask the students in pairs or groups to discuss whether these statements are true or false for their countries. a Young people are more interested in

dotcoms than older people. b Most people would quit their jobs if they

had a good dotcom idea. c Most people envy dotcom entrepreneurs

who have made a lot of money. d A TV competition to win 2,000,000

funding for a dotcom would attract a lot of interest.

3 Give a copy of the worksheet to each student. Ask the students to read the text and find out if the statements on the board are true or false for the UK.

4 Divide the class into groups of three to four students. Ask each group tb come ~p with an idea for a dotcom which meets the

requirements mentioned in the text, i.e. interesting, original, practical, clear and economically strong. Ask the groups to consider the following questions: What service, product or information will

you sell/provide? Why is the Internet the best place for this

business? Will the website be free and make money

from advertising or will customers pay? How will customers pay? How will you send the product or

information to the customers? What makes your idea different from a

conventional business? 5 Ask each group to explain its idea to the

class. The class can then vote on which should receive the 2,000,000 investment mentioned in the text.

Answers a True b False c False d False

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Dot com

e entertainment JD..QDfu' e work SQQ!l .c.i.Mi.M e education

only exist on the internet

are global from the start because they are located on the www

advertise products and services on the internet

have low staff and location costs as most business can be automated and the company can be sited in a cheap location

have got customers that can do business at any time, 24 hours a day, 365 days a year

INTERNET VENTURES FAIL TO STIR THE IMAGINATION

Dote om Ask people whether they are interested in Internet companies and most yawn. Ask if they want to appear on television to compete for Internet start-up funding and only 7,000 apply. That's the lesson of an opinion poll carried out for the Financial Times .

In the FT.com poll only seven per cent of the 2,000 people questioned said they would like to be part of the dotcom industry. Only three per cent would give up their iobs if they had an idea for a dotcom business.

Younger people were only a little more enthusiastic. Only twelve per cent of people aged between fifteen and thirty-four would like to be part of the industry, and only four per cent would quit their iobs if they had a dotcom idea.

These are the sort of people who comprise the would-be entrepreneurs who have applied to the Channel 4 e-millionaire TV show, presented by Jon Snow. The show aims to combine business ideas with 2 million of funding raised from a group of business investors.

Staff at the show's UK DOT-COM centre are examining the applications, looking for interesting ideas, originality, practicality, clarity of presentation and strong economics.

They will shortlist fifteen, to be questioned on TV by a panel of business experts and celebrities. The five winners, chosen by TV viewers, will reach the final where their plans will be presented to the group of investors, who will decide who is funded.

James Hill, head of the centre, says that the quality of the applicants is variable, but that there will be at least one hundred worth considering.

Jon Snow expects a variety of contestants, but unless they are compelling, the programme may struggle to awaken interest. The Financial Times poll shows that only twelve per cent of the British public envy dotcom millionaires. Twenty-two per cent of people say they are overrated and overhyped, and eighteen per cent think they are opportunists.

But ten per cent say the country needs more risk-takers like them and eighteen per cent say the country needs mare creative people like them.

Adapted from the Financial Times, 22 May 2000


T E A C H E R' 5 N 0 T E 5

A good bet Ruth Sanchez Garcia

Type of activity Grammar. Pair work.

Aim To review and consolidate grammar from Units 1 to 6 of Inside Out Upper intermediate Student's Book.

Task To identify grammatical errors.


Timing 30 minutes

Procedure 1 Divide the class into pairs and give each

student a copy of the worksheet. 2 Explain that the students are going to look

at twenty sentences and decide if they are grammatically correct. Tell them they are also going to bet on how sure they are of their decision.

3 Ask the students to work through the sentences putting a tick(,/) or a cross()() by each one. In the BET box the students write the number of points (from 1 to 5) they bet on their decision being correct. (5 points if they are certain, 1 point if they are really doubtfuL)

4 When most of the pairs have finished, check the answers with the whole class. Tell the students that if their answer was correct they win the number of points they bet. If it was incorrect, they lose the number of points they bet.

5 Ask the students to add up the total number of gains and losses. The grand total will be the number of gains minus the number of losses. The winner is the pair with the most points.

Answers 1 The weather's been terrible ever since we

arrived last Friday. 2 Do you mind telling me how old you are? 3 I'm very fond of cats, but unfortunately I'm

allergic to them. 4 Correct 5 Correct 6 Correct 7 As a child I used to have a good memory but

as I've got older it's got worse. 8 I'll never forget seeing the eclipse of the sun

last year. 9 Correct

10 I've been watching television since I came home from work this evening.

11 Correct 12 I was wondering why he was always late for

work. 13 Correct 14 All I want in life is" good health, .jfte.

happiness and a little money. 15 If I were you, I'd go to the doctor immediately

-that cut looks very deep. 16 Correct 17 Centuries ago, people used to think the world

was flat. 18 Correct 19 Correct 20 He's tried to break the world record four times

but he has always failed.

Follow up 1 This exercise may well reveal some language

areas that need reviewing. Be prepared to refer to the relevant units in the Inside Out Upper intermediate Student's Book.

2 Ask the students, in pairs or small groups, to write some correct and incorrect sentences of their own for another pair I group to do.

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The weather was terrible ever since we arrived last Friday.

Do you mind telling me how old are you?

I'm very fond for cats, but unfortunately I'm allergic of them.

Simon Brown, a specialist in contemporary music, was interviewed on the radio recently.

When you're on a plane, it's important not to drink too

I've had a cold for three weeks now and I can't get rid of it.

As a child I would have a good memory but as I've got older it's got worse.

I'll never forget to see the eclipse of the sun last year.

I don't have time to meet you today, but tomorrow is fine.

I've watched television since I've come home from work this evening.

Try to be more careful! That's the third time you've broken a cup.

I was wondering why was he always late for work.

If you aren't very good at running, why don't you concentrate on cycling instead?

All I want in life is a good health, the happiness and a little money.

If I were you, go to the doctor immediately -that cut looks very deep.

If she hadn't slept in, she wouldn't have missed her flight.

Centuries ago, people would think the world was flat.

My parents wouldn't let me go to piano lessons so I taught myself.

Why are you smelling the meat? Do you think it's off?

He's been trying to break the world record four times but he has always failed.


Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers limited. This sheet may be photocopied and used within the class

TEACHER'S N 0 T E 5

II Greetings from San Francisco Jon Hird

Type of activity Grammar. Individual or pair work.

Aim To review and consolidate grammar from Units 1 to 6 of Inside Out Upper intermediate Student's Book.

Task To read an e-mail and identify and correct twenty-five grammatical errors.


Timing 30-40 minutes

Procedure 1 Give a copy of the worksheet to each student

and explain that the e-mail contains twenty-five grammatical errors.

2 Ask the students to work individually or in pairs. Allow them plenty of time to read the e-mail and identify and correct the errors.

3 Ask the students to compare their corrected e-mails in pairs or small groups.


Follow up This exercise may well reveal some language areas that need reviewing. Be prepared to refer to the relevant units in the Inside Out Upper intermediate Student's Book.

Answers Hi Virginia and Lena,

Sorry I haven't been in touch recently. I've been intending to write to you for ages, but I've been so busy studying for my exams that I haven't had time to do anything else for weeks now. I really am fed up with it!

However, as soon as the exams are over, I'm planning to spend a couple of weeks on a beach somewhere. Because -ef I've been studying so hard, I haven't had time to go out and I've managed to save up a bit of money. I'm thinking of going to Thailand actually. You have both been there, haven't you? Do you remember the names of any cheap hotels in Bangkok, and is it i'! good idea to book a room before I go? Do you think two weeks is enough time to see the place?

Despite the exams, I am still really enjoying being here in San Francisco. It's .1 great city with lots to do. It's really clean, relaxed and very cosmopolitan. There are some excellent shops and

..ffle.. most things are much cheaper than back home. My apartment overlooks the bay and you can see the Golden Gate Bridge and Alcatraz, the famous prison, from my bedroom window. I visited the prison a few days ago actually. Everything there is exactly the same as the day they stopped using- it as a prison. Did you to know the gangster AI Capone spent ten years there? Apparently the worst thing about being there was that in the evenings, they used to be able to hear laughter and parties from the mainland. With all the work I'm doing- at the moment I know that feeling!

Anyway, time to do more studying- if only I ~ad worked harder earlier in the course! Please write back soon and tell me all the latest news. I miss you lots.

Love, Marcella xxxxxx

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II Greetings from San Francisco Read the e-mail and correct the twenty-five grammatical mistakes.

Hi Virginia and Lena,

Sorry I haven't been in touch recently. I've been intending writing to you for ages, but I've been so busy studying for my exams that I don't have time to do anything else for weeks now. I really am fed up for it!

However, as soon the exams are over, I'm planning spending a couple of weeks on a beach somewhere. Because of I've been studying so hard, I haven't been having time to go out and I've managed to save up a bit of money. I'm thinking to go to Thailand actually. You had both been there, didn't you? Do you remember the names of any cheap hotels in Bangkok, and is it good idea book a room before I go? Do you think is two weeks enough time to see the place?

Despite the exams, I am still really enjoying to be here in San Francisco. It's great city with lots to do. It's really clean, relaxed and very cosmopolitan. There are some excellent shops and the most things are much cheaper than back home. My apartment overlooks the bay and you can see the Golden Gate Bridge and Alcatraz, the famous prison, from my bedroom window. I have visited the prison a few days ago actually. Everything there is exactly the same as the day they stopped to use it as a prison. Did you to know the gangster Al Capone was spending ten years there? Apparently, worst thing about being there was that in the evenings, they would be able to hear laughter and parties from the mainland. With all the work I do at the moment I'm knowing that feeling!

Anyway, time to do more studying - if only I worked harder earlier in the course! Please write back soon and tell me all the latest news. I miss you lots.

Love, Marcella xxxxxx

Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. Th1s sheet may be photocopied and used within the class.

TEACHER'S NOTES

II Ask me Peter Maggs

Type of activity Writing and speaking. Individual and group work:

Aim To practise question forms.

Task To write questions for each other and discuss the answers.


Timing 20 minutes

Procedure 1 Explain to the students that they are going to

write some questions for each other. Tell students that the questions have already been started, so they will only need to think of an appropriate ending.

2 Give one copy of the worksheet to each student. Ask the students to write their name at the bottom of the worksheet where it says 'Questions for __ '. Then tell them to pass their worksheet to the student on their left. Explain that the questions they write will be for the student whose name is at the bottom of the worksheet.

3 Ask the students to complete the first question and write their name on the right. Then, ask them to fold the worksheet back so that their question is hidden and then pass the worksheet to the student on their left who repeats the same procedure. (If the class is small and a student sees his/her name at the bottom of the worksheet, he/she should pass it to the left without writing a question.)

4 When all the questions have been written, ask the students to return the worksheet to the student whose name is at the bottom of the page.

5 Ask the students to unfold their worksheets and read the questions. Ask them to find the person who asked each question and answer it.

6 Conduct a class feedback session. Students report to the class the most amusing or interesting questions they were asked.

Notes & comments For a more controlled activity, ask students to work in pairs. Each student writes questions to ask his/her partner.

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Howlonghaveyou ____________________________ _ ______________________________________ ?

FOLD - -----------------------------------------------

Are you looking forward to-------------------------

---------------------------------------------? FOLD ---------- -------------------------------------

Is it easy for you-----------------------------------------------------------------------------7

F 0 L D ---------------------------------- --------- -- ------ ----- -- ------- ---------------------- -------- __ --------------- _ _ _ _ __ _ _______ ------------------- ------ ----------------- ________ -------

If you could --------------------------------------------------------------------------------7

FOLD ----------- -------------------------------- -------------------------.----------------------------------------------- ------- --------- --------- ------ ------- ------ __ _

If you were me, ---------------------------------

---------------------------------------------? FOLD ---------------------------------

Have you ever tried -----------------------------

---------------------------------------------7 FOLD ---------- ----------------------------------

Doyougetannoyedby __________________________ __ __________________________________________ ?

FOLD ------ ----------------------------------------------- ---------------------------------------------------------- ------------------ ---------------------------------- -----------------

Could you tell me ------------------------------________________________________________ ?

FOLD ------ -------------------- --------------------- ------------- -------------------------------------------------

Do you think it's important ________________________ _

---------------------------------------------7 FOLD -- --------------------------------------------------------- ---------------------- ------------------------------------

Did you ever use to ------------------------------__________________________________________ ?

Questions for ____________________________ _ Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

T E A C H E R' 5 N 0 T E 5

Computer helpline Piotrek Steinbrich

Type of activity Reading and speaking. Pair work.

Aim To practise reporting verbs.

Task To put in order and report a telephone conversation.

Preparation Make one copy of the worksheet for each pair of students. Cut up the worksheet as indicated.

Timing 30 minutes

Procedure 1 Explain that the students are going to report a

conversation in which a man calls a help line about a problem with his computer. Before starting the activity, brainstorm reporting verbs with the class, e.g. said, told, suggested, insisted, shouted, added, assured, explained, repeated, recommended, confirmed/ stated, confessed, instructed, etc.

2 Divide the class into pairs and divide the eight conversation strips equally between the students in each pair. Tell the students not to show their strips to their partner.

3 Explain that their task is to reconstruct the conversation by reporting what was said in the correct order. Tell the students to work out which is the first part of the telephone conversation and report it to their partner, then the second part, and so on until they have reported the eight sections of the conversation. Encourage students to use as many different reporting verbs as they Can. Circulate and monitor, helping as necessary.

4 Ask some (or all) of the pairs to report their version of the telephone conversation to the class.

Suggested answer A man was having a problem with his new computer. He phoned Computer helpline and explained that when he was typing, the words just disappeared. The assistant asked about the screen and the man replied that it was blank. He also mentioned the screen wouldn't accept anything he typed. The assistant asked if he could move the cursor around the screen and the man said he couldn't. He repeated that it wouldn't accept anything he typed.

Then the assistant asked the man if the monitor had a power indicator. The man confessed that he didn't know. The assistant suggested that the man check where the power cord went into the back of the monitor. He also recommended that the man check if it was plugged in properly. The man confirmed that it was.

Then the assistant asked the man if he had seen a second cable when he was looking at the back of the monitor. The man confessed that he hadn't. The assistant confirmed that there were two cables and asked the man to look behind the monitor again and find the other cable. When the man said that he had found the second cable, the assistant asked him to follow the cable and tell him if it was plugged securely into the back of his computer. The man stated that he couldn't see. The assistant suggested that he put his knee on something and lean over but the man confessed that he couldn't see because it was dark. Then he added that the office light was off and the only light he had was coming in from the window. The assistant told the man to turn the lights on but the man said he couldn't because there was a power failure.

After a few moments the assistant assured the man that he had the problem sorted out. He asked the man if he still had the boxes the computer had come in. The man said he did, so the assistant instructed him to get the boxes, unplug the computer and pack it up in the boxes. He told the man that he had to take the computer back to the shop he had bought it from. When the man asked if it was really that bad, the assistant insisted that it was. When the man asked what he should say, the assistant shouted that he should tell the shop assistant that he was too stupid to own a computer.

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Computer helpline Assistant: Computer hefpline. May I help you? Caller: Yes, well, I'm having a problem with my new computer. I was typing a report, and

all of a sudden the words disappeared. Assistant: Hmm. So what does your screen look like now?

Caller: Nothing. It's blank. It won't accept anything when I type. Assistant: Can you move your cursor around the screen? Caller: There isn't any cursor. I told you, it won't accept anything I type. Assistant: Does your monitor have a power indicator?

Caller: Assistant:

Caller: Assistant:

Caller: Assistant:

Caller: Assistant:

Caller: Assistant: Caller: Assistant:

Caller: Assistant: Caller: Assistant:

Caller: Assistant:

Caller: Assistant:

Caller:

I don't know. Well, why don't you then look at the back of the monitor and find where the power cord goes into it. Can you see that? Yes, sure. Great. Follow the cord to the plug, and tell me if it's plugged in properly.

Yes, it is. When you were behind the monitor, did you notice that there were two cables plugged into the back of it, not just one? No. Well, there are. I need you to look again and find the other cable.

OK. I've found the cable. Follow it for me, and tell me if it's plugged securely into the back of your computer . I can't see. Even if you put your knee on something and lean over?

Oh, it's not because I don't have the right angle- it's because it's dark. Dark? Yes. The office light is off, and the only light I have is coming in from the window. Well, turn on the office light then.

I can't. There's a power failure . A power ... A power failure? Aha. Okay. We've got it sorted out now. Do you still have the boxes your computer came in? Well, yes . Good. Get them, unplug your computer and pack it up just like it was when you got it. Then take it back to the shop you bought it from.

Really? Is it that bad? Assistant: Yes, I'm afraid it is. Caller: Well, all right then, I suppose. What should I tell them? Assistant: Tell them you're too stupid to own a computer!

Sue Kay and Vaughan Jones, 2001 Published by Macmillan Publ"rshers limrted_ This sheet may be photocopied and used within the class.

TEACHER'S N 0 T E 5

II Wish you were here Helen Barker

Type of activity Writing. Individual work.

Aim To practise reporting verbs.

Task To write a letter of complaint to a travel agent.

Preparation Make one copy of the worksheet for each student. Fold the worksheet in half as indicated.

Timing 45 minutes

Procedure 1 Introduce the topic by asking students if they

send postcards when they travel or are on holiday. Invite students to report on the last postcards they sent (or received) and what they wrote (was written) on them.

2 Give each student a copy of the worksheet, folded so that the checklist is face up. Explain that this is a holiday checklist completed by a customer after talking to a travel agent. Brainstorm as a class examples of phrases students might expect the customer to write on a postcard from this holiday. Write the suggestions on the board.

3 Ask the students to unfold the worksheet and quickly read the postcard to see if their ideas were correct. (The postcard is surprising because it is so negative.)

4 Ask the students, in pairs, to look at the postcard again and write phrases for the same subjects but conveying a more positive impression. (Food is delicious. Hotel is comfortable/friendly/lovely! luxurious. Weather is lovely/warm and sunny/ gorgeous. Beach right next to the hotel. Wonderful shopping. Wish you were here!)

5 Ask the students to imagine that they are the customer and they have just rehlmecl from the

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bad holiday. Explain that they are going to write a letter to the travel agent, complaining about the

holiday. Using the postcard and checklist, ask the students to decide which reporting verbs would be most appropriate for each complaint, e.g. claim, imply, state (clearly), suggest, recommend, persuade, convince, assure, etc. Help the students with useful expressions and guidance on how to struchlre a formal letter of complaint (see list below). Ask the students to discuss what compensation the customer deserves.

6 Ask the students to write their letters of complaint to the travel agent, demanding compensation. Circulate and monitor, helping with vocabulary and ideas as necessary.

7 When the students have finished, display the letters for the whole class to read.

Structuring a letter of complaint 1 State your reasons for writing the letter 2 Give details of your complaints 3 Request compensation 4 Close the letter

Useful phrases Dear Sir /Madam I am writing in connection with ... I to bring to your attention ... I with reference to ... I am sorry to tell you that ... I I regret to inform you that ... As I am sure you will understand, I was very disappointed to find that ... Unless you ... ,I will be forced to ... I must insist that you ... In/under the circumstances, I think that it would be appropriate for you to refund the cost of (something) I to provide some compensation in the form of ... I look forward to hearing from you at your earliest convenience. Yours faithfully,

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1!1 Wish you were here ~ Things to check at travel agent's:

Details of hotel, e.g. location. Brochure shows busy main road. Also brochure says it's the most popular hotel in resort. Is it noisy?

Swimming pool?

Check brochure details - are accommodation and meals included in price? Insurance?

Children's activities?

Weather in July?

How far to beach? Easy to get to with pushchair? Would a bigger resort be better for family entertainment?

How much money to take? Example prices?

in gardens, close lo beach, qMiel, no lraffic in resorl

in hole/ garden, he says il's lovely - he wen! /asl year

all inclusive excepl alcohol

,/ Kids' club every morning - sMpervised

./ Dry. sunny, warm - average 25oC

./ Close lo hole/, only a few sleps, should be no problems, lois of families go !here - he showed me a piclure o{ lhe beach

./ Cheap, especially markels

Paid $600 deposil in case II {ills quickly

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Holiday Hell, July

Dear Jane,

The piclure shows where we're slaying - awful Our hole/'s lhe pink one beside ihe molorway. Accommodalion excrucialing, food inedible and wealher alrocious. Beach a 3 mile walk down sleep sleps, and fillhy dirly. Wen! shopping al lhe markel yeslerday - couldn'l afford a ihing!

Clad you're nol here/ Can'! wail lo come home. Never again!

Love Brenda & Mall xxx

Ms Jane Carr

The Old Bakehouse

27 Greenville Terrace

Glasgow CA42 OYP

Creal Brilain

Sue Kay and Vaughan Jones. 2001 Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

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T E A C H E R' 5 N 0 T E 5

Ever had it done? Jon Hird


Aim To practise the structure have something done.

Task To interview classmates to complete a survey.


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Inside Out Upper-Intermediate Resource Pack