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MAKING DECISIONS PracticeContents Introduction
Acknowledgements
Places There is/are; has/has got; location prepositions; have something done; non- defining relative clauses.
Decisions and intentions I'll; shall we?; going to/planning to/intending to/thinking of doing; Present Continuous.
Jobs and routine Present Simple active and passive; frequency adverbs and phrases; compound noun phrases.
Direction Direction prepositions; sequence adverbs; street directions. Activities Past events Past Simple active and passive; sequence expressions; past time expressions. Talking about now Present Continuous active and passive; there + Present Continuous. Activities Requests and offers Requests and requests for permission; offers and offers of permission; reporting requests and offers. Recent actions and activities Present Perfect and Past tenses; Present Perfect and Present tenses; Present Perfect Continuous and Simple. Activities Comparison Comparison of adjectives and adverbs; comparisons involving two verbs; superlatives.
The past and the present Used to; remember; would; not any more/longer; Present Perfect active and passive; time comparison. Activities
Likes and dislikes 'Like' and 'dislike' verbs; active and passive gerund forms; prefer; like doing/like to do.
Events and circumstances Past Continuous and Past Simple; Present Perfect and Past tenses; see/hear someone do/doing.
Activities
Leisure activities and skills Go + -ing; do; expressions of quantity; 'skill' expressions. Advice Basic advice structures; try doing; reporting advice; if/in case/so that; predictions with 'might'.
Activities
Origin and duration 'Origin' structures; 'duration' structures; 'since' with clauses; negative origin and duration.
Location In/on/at; phrases indicating precise location; geographical location.
Activities
Similarities and differences I do too/I don't either/So do I/Nor do I; myself; both/neither/either; both ... and .../neither ... nor ...; whereas.
Obligation Modals of obligation and permission; 'make' and 'let'; 'freedom of choice' structures.
Activities
Prediction Probably/certainly; may/might/could; I expect/I should think/I doubt if; 'if' and 'unless'; 'will' and 'going to'; 'will be doing' and 'will have done'.
20. Objects Compound noun phrases; 'with' for describing features; defining relative clauses; use for ... -ing.
Activities
21. Degree Too/not enough + infinitive; so/such ... that...
22. Setting a scene Past Continuous structures; Past Simple; participle structures; Past Perfect Simple.
Activities
23. Criticising Should/shouldn't + infinitive forms; if + Past tense; if + Past Perfect tense; keeps doing/is always doing.
24. Explanations Because/in order to/so that; 'general purpose' structures; cause and effect structures; although/even though/in spite of/despite; because of.
Activities
Listening texts
Drills
Introduction
This is the first of the two Meanings into Words Student's Books. It contains 24 units, each of which is based on a major functional or notional area of English. Each unit includes: - Presentation material which introduces key language items. - Intensive controlled practice. - Freer communicative practice and writing activities. - Listening and reading passages. - A Language Summary which lists the main points covered in the unit.
After every two units (starting at Unit 4) there is an Activities page. These activities give an opportunity to combine and extend the language learnt in earlier units.
Meanings into Words Intermediate Student's Book is accompanied by: - A Workbook which contains extra written practice of the language taught in each unit. - A Test Book which contains six Progress Tests and a Final Achievement Test. - Drills (on cassette) which give intensive manipulation practice of key structures introduced in the unit, for use in the language laboratory. - A Teacher's Book which includes a general description of the course as well as detailed teaching notes on each unit. A Cassette of all recorded material in the Student's Book.
Acknowledgements
The authors and publishers would like to express their thanks and appreciation to the following institutions for their invaluable assistance in testing the course material and helping the authors to make many necessary improvements: The Bell College, Saffron Walden; The Bell School, Cambridge; The Bell School, Norwich; NATO, Brussels, Belgium; The Newnham Language Centre, Cambridge; The Studio School of English, Cambridge; The University of Lyon, France. Parts of the material have also been tested by the authors at the British Council, Beirut and Stevenson College, Edinburgh. The authors would like to give special thanks to David Jolly and David Scarbrough, whose wide-ranging ideas about communicative language learning have contributed much to the development of this course. They would also like to thank the following people for their contributions to the recorded material: Carolyn Becket, Gregor Graham, Josephine Jones, Sheena McDonald, Patrick Rayner and Doreen Taylor. The authors and publishers are grateful to the following for permission to reproduce photographs, illustrations and texts: The British Tourist Authority (photographs on pp. 6, 13, 41, 70); British Airports Authority (photograph on p. 17); Ronelle's Discotheque, Cambridge (photograph on p. 17); The Sunday Times (article on p. 20); Gerald Duckworth & Co. Ltd (illustration on pp. 24 and 181 from Inventions by Heath Robinson); Private.Eye (passage and illustration on p. 49); Richard and Sally Greenhill (photographs on p. 63 - nurse and policeman, 73, 74, 79, 93 - bottom left and top right, 101, 140 — top left, bottom left and top right, 159- left and right); David Lewis (miner on p. 63); Dona Haycraft (teacher on p. 63); Chefaro Proprietaries Ltd (Bergasol advert on p. 64); Bryan and Cherry Alexander r (photographs on p. 67); The Mansell Collection Ltd (illustrations on p. 68); Barnaby's Picture Library (photographs on pp.93 - top middle, 140 — bottom right and middle left, 174); Sylvester Jacobs (photograph on p. 93 - top left); Space Frontiers Ltd (photograph on p. 95); Hodder and Stoughton Educational (article on p. 126); Cambridge Evening News (photograph on p. 140 - middle right); Hamlyn Paperbacks (article on p. 141); The Guardian (article and photograph on pp. 155 and 156); John Walmsley (photograph on p. 159 - middle); John Topham Picture Library (photographs on pp. 169 and 170); The Scottish Health Education Group (poster on p. 172); The Samaritans (advert on p. 173); Shelter National Campaign for the Homeless (advert on p. 173); Spokes and Jerry Neville (cartoon on p. 177); Mercedes-Benz, Levi Strauss & Co., London Transport and Diner's Club (p. 115). The photographs on pp. 2, 3,14,17 — office, hotel, theatre and hospital, 59, 63 — lorry driver, 93 - bottom right, were taken by Nigel Luckhurst. The illustrations on pp. 1, 2, 22, 23, 25, 26, 27, 59, 60, 113,114, 123, 139, 143, 144, 160 and 165 were drawn by Chris Evans; on pp. 4, 11, 16,19, 33, 71, 98 and 159 by John Walsh; on pp. 9, 31, 44, 51, 53, 76, 87, 91, 106, 108,121, 130, 137,145, 146, 166 and 179 by Dave Parkins; on pp. 38 and 39 by Brian Warwick; on p. 47 by William Le Fever; on pp. 116,118,125 and 135 by Reg Piggott.
Book designed by Peter Ducker mstd
Unit 1. Places
1.1 ROOMS AND FURNITURE
Presentation
You will hear a phone conversation between a landlady and a student who is looking for a room.
1. Mark the window of Stephen's room on the picture.
3. What is the name of the landlady's street ?
4 According to the landlady, where are the following:
Practice
Work in pairs. Student A: You are Stephen. Ask the landlady questions about the room. Student Â: You are the landlady. Answer Stephen's questions.
1.2 WHERE THINGS ARE Practice
Look at the room below. Say what there is in it and where each thing is, using words from the box.
Now say where things are in the room you are in now.
1.3 YOUR OWN ROOM
Free practice Work in pairs. Student A: Tell your partner about your own room or flat. Describe it in as much detail as possible. Student Â: Take brief notes. Ask your partner further questions if necessary.
Writing From your notes, write a description of your partner's room.
SERVICES
At most hotels, they make your bed and wash your clothes. You can have your bed made. You can have your clothes washed. 1. What else can you have done at most hotels? 2. What can you have done at the Supercontinental?
Practice All the places below provide services. Write in their names.
What can you have done at each of these places?
1.5 ASKING ABOUT SERVICES Practice
Example: Your hair's too long. A: I want to have my hair cut. Do you know a good hairdresser's around here? Â: I usually have mine cut at Toni's. A: Toni's? Where's that exactly ? Â: It's in Davies Street, opposite the cinema.
Have similar conversations, using the ideas below. Give true answers if yon can.
1.6 AMENITIES
Presentation What different kinds of places can you think of: 1. where you can stay for a few nights ? 2. where you can find something to read ? 3. where you can get some fresh air and exercise ? 4.where you can take your children for a day out? 5. where you can follow your cultural interests? 6. where you can spend a night out ?
Practice Make sentences about each of the places you thought of. Give one important piece of information about each place, using which or where, as in the examples. Example: Spending a night out There are night clubs, which stay open till 4 o'clock in the morning. There are pubs, where you can sit and have a glass of beer. There are ...
1.7 TALKING ABOUT AMENITIES Free practice
You will hear a conversation in which someone tells a visitor about different places to stay in his town. 1. What different places does he mention ? 2. What information does he give about each one ?
Now have similar conversations about your own town. Talk about:
1.8 ALONG THE COAST
Reading
1. Which of these pairs of adjectives best describes Torquay ? a) sophisticated and expensive b) crowded and lively c) remote and beautiful 2. What information does the writer give about: a) accommodation in Torquay ? b) beaches around Torquay ? c) the cliffs around Torquay ? d) entertainment in Torquay ? e) the sea around Torquay ?
3. If you don't like crowded places, where can you go: a) near Torquay? b) further away from Torquay ?
4. What is special about the model village?
5. What are the following ? a) coves (line 12) b) refreshments (line 15) c) deck chairs (line 15) d) beach huts (line 16) e) variety shows (line 27)
6. Look at the photo. What is it a photo of, and what is there in it ?
7. Imagine that you are visiting Torquay for one day only. What would you do there What wouldn't you do ? Why ?
Writing Write part of a magazine article describing your town and what visitors can do there.
Unit 2 Decisions and intentions
2.1 WILL & GOING TO
Presentation Four friends have just won £800,000 on the football pools. They celebrate in a restaurant:
Later, a reporter interviews them:
Why do the friends use I'll in the restaurant, and I'm going to in the interview ?
Practice Work in groups. 1. You have just won £800,000 between you on the football pools. Decide what to do with the money. Use I think I'll and I don't think I'll. 2. Tell other people in the class about your decisions, using I'm going to. MAKING DECISIONS Practice
Decide to do/not to do these things, and add a reason.
Decide:
Now add a decision to these remarks 1. I'm getting much too fat.. 2. I'm fed up with my job ... 3. She seems very friendly ... 4. I'm a bit tired tonight ... 5. I really must try and get rid of this cough ... 6. I hope they're not worried about me ... 7. I've had enough of these mice running about all over the flat ...
2.3 CHANGING YOUR MIND Practice
A: I think I'll get a bus to London. Â: Don't do that. It takes much too long. A: Does it ? Well, in that case I'll go by train instead. Ñ: Train ? Don't be silly — it's terribly expensive. A: Is it? Oh, well in that case perhaps I'll hitchhike. D: Hitchhike?...
Work in groups. Have similar conversations, and continue as long as you can. Take it in turns to be A.
1. A decides to ask Maria (or Mario) out. 2. A decides to give George a tie for his birthday. 3. A decides to go on holiday to London. 4. A decides to buy a Mercedes. 5. A decides to spend the evening in Anabelle's discotheque.
2.4 INTENTIONS AND PLANS
Presentation You will hear two students talking about what they are going to do when they leave college. Listen to the tape and answer the questions. 1. What plans has each student got: a) for the immediate future ? b) for the more distant future ? 2. What exactly does the first student say about: a) a holiday? b) a job? c) advertising? 3. What exactly does the second student say about: a) a restaurant? b) a temporary job? c) work and money ? d) a waiter? 4. What isn't (a) the first student (b) the second student completely sure about?
Practice What do you think the following people are going to do? Talk about their intentions using:
1. Roger has decided that he doesn't earn enough money. 2. Wendy has decided that her life isn't exciting enough. 3. Grandfather has decided that it's not safe to keep his money under his mattress. 4. The Robinsons are worried because their house is full of valuable antiques. 5. Janet has just bought ioo kilos of cheese. 6. Alex has taken all of his money out of his bank account.
Now what about these people?
2.5 MAKING MONEY
Free practice Work in pairs. You and your partner have decided to join together to find a new way of making money (one that is different from your present occupation). Working together, decide what you are going to do. Work out as many details as you can.
Useful expressions
Now form new pairs. Interview each other about what you are planning to do.
Writing Write a paragraph, explaining what you and your partner are planning to do to make money.
2.6 ARRANGEMENTS
Presentation Ludwig and Samira are students on a summer course in Cambridge.
Ludwig: Are you coming on the excursion on Saturday? Samira: What excursion? Ludwig: To Stratford-on-Avon. We're spending the day there, and then we're seeing a play in the evening. Samira: Who's going ? Ludwig: Lots of us. They're hiring a coach. Why don't you come too ?
Here's the programme. Go through it and say what the students are doing on Saturday. Example They're leaving at quarter to nine.
Practice It's Saturday morning, and the students are waiting for the coach. Samira has lost her programme, and asks Ludwig some questions about the day's arrangements.
In pairs, act out their conversation. These are Samira's questions: 1. time/leave ? 2. stop/see Coventry Cathedral on the way? 3. stop anywhere on the way ? 4. when/arrive/Stratford ? 5. lunch? 6. visit Shakespeare's birthplace? 7. afternoon ? 8. dinner together? 9. which play? 10. start back straight after the performance? 11. stop on the way back?
2.7 YOUR OWN PLANS Free practice
In groups, talk about your own arrangements and plans for the future. Talk about:
If you haven't got any definite plans, make some decisions! 2.8 A CELEBRATION Listening
Alan and Jane go to a restaurant, and later Charles joins them. Listen to their conversation.
1. Listen to the first scene again, and write in the missing words. Waiter: Good evening. Would .......................................................................... ? Alan: Er, no..................................................................................................... . We'll need ............................................................................................. . Waiter: Ah,............................ , perhaps ............................................................. . Jane: Thank you. Waiter: ............................................................................................................... before..................................................................................................... ? Alan: Er, no. I ................................................................................................. . We'll................................. Can ............................................................. ?
2. a) At the beginning, what do Alan and Jane decide not to do? b) What does Alan decide «of to eat? c) What does Jane decide not to eat? 3. Exactly what does each of the three friends order (a) to eat ? (b) to drink ? 4. Exactly how does Alan ask about (a) wine? (b) paying? 5. Do you think (a) Jane (b) Charles has been to this restaurant before? Why? 6. The three friends made two arrangements yesterday. What were they ? 7. Why are they having a meal together?
Unit 3 Jobs and routine
3.1 JOBS Presentation and practice
What do the others do ?
What are these people's jobs ? Example: Fred drives buses. He's a bus driver.
Now explain what these people do:
3.2 WHAT'S YOUR JOB? Practice
A: Where do you work ? Â: I work at the local hospital. A: Oh, so you're a doctor, are you ? Â: No, I'm a gardener – I look after the gardens around the hospital.
Have similar conversations, using the ideas below. Each time, say exactly what you do in your job. 1 police station / policeman ? / secretary 2 railway station / ticket collector? / porter 3 supermarket / cashier? / store detective 4 library / librarian ? / cleaner 5 ski resort / ski instructor ? /............. 6 language school /.............. ? / 7 restaurant/................. ?/......... 8 nightclub/................ ?/.......... 9 airport /................ ? /............. 3.3 PLACES AND PEOPLE Practice
A lot of different people work in these places. How many can you think of for each? airport nightclub theatre
Choose one of the six workplaces, and one of the jobs that can be done there (e.g. airport - barman). The other people in your group try to guess what your job is. They can only ask about what you do. Example: A: I work at an airport. C: Do you carry the passengers'suitcases? B: Do you fly planes? A: No, I'm not a porter. A: No, I'm not a pilot. D: Do you.......... ?
3.4 YOUR OWN JOB Free practice
Work in groups. Find out from the others: 1 what jobs they have 2 what they do exactly 3 what jobs other people in their family have DAILY ROUTINE
Presentation You are asking someone about his/her daily routine. How do you ask about:
Put each of these expressions into the sentence below, in the right place: ‘I have lunch in the office canteen.’
Practice Work in pairs. Use the language you have practised to: 1 ask about your partner's daily routine 2 talk about your own daily routine
Writing Now write a short paragraph describing your partner's daily routine.
3.6 PRECISE FREQUENCY
Presentation and practice
How often: 1. do leap years occur ? 2. do you have elections in your country ? 3. does a normal heart beat ? 4. do you have an English lesson ? 5. do you wash your hair ? 6. do you clean your teeth ? 7. do you go on holiday ? 8. do you have your hair cut ? Practice A: I really take good care of my teeth. I brush them twice a day. Â: That's nothing. I clean my teeth at least three times a day ... And I go to the dentist every six months. A: Is that all ? I go to the dentist at least every four months ... And I use dental floss once a week. B: Only once? I...
Work in pairs. Have more conversations like this, beginning with the remarks below. Continue each conversation for as long as you can. 1. I like to keep in touch with my parents. 2. I keep my house spotlessly clean. 3. I have a fantastic social life. 4. My boss treats his employees very well. 5. I'm very keen on keeping fit.
3.7 ALL IN A DAY'S WORK: THE PASSIVE
Ron Glib is a successful journalist. His newspaper pays him a huge salary, and they publish all his articles. They send him all over the world, and ask him to cover major world events. 'Only I don't like covering big demonstrations,' he says. 'Sometimes the police mistake me for a demonstrator, and arrest me.'
Instead of saying 'His newspaper pays him a huge salary', we can say:
What other things happen to Ron Glib? Use these verbs in the Passive: 1 publish 2. send 3 ask 4 mistake 5 arrest
Practice Now talk about these people, using the Passive. What good and bad things do you think happen to them ? 1 a pop star 2 a doctor 3 a policeman 4 a politician 5 you 3.8 A LIFE IN THE DAY OF... Reading
In this passage, Janet Thompson and Warren Maxwell describe a typical working day. Janet: The alarm goes off at 4.30.1 get up and go and wake Warren. Then I go downstairs, make some tea, and take a cup up to Warren. He has lived with us ever since he came over here from New Zealand ten years ago, and we are like brother and sister now. Warren: It takes us about 45 minutes to wake up and get ready. We always leave the house at exactly a quarter past five. I drive us in Janet's dad's car, and we arrive at the ice rink at exactly twenty past five. The cleaner arrives just in time to let us in. We get changed and we're on the ice by twenty to six. Janet: At a quarter past eight, we get changed and go off for breakfast in a little Italian cafe round the corner. I have toast and tea, and Warren usually has something like sausages, eggs and tea. We both eat terribly fattening foods, but neither of us seems to get fat, which is very lucky. At nine, we go back to the rink and work through until twelve. Then we go for a run in Hyde Park for about half an hour. Warren: Yes, it's quite nice in the park, except when you get chased by dogs. After our run we just buy a sandwich and eat it at work. Janet works in a department store and I work in a betting office. They're very good to us: they let us have as much time off as we need for skating - although of course we don't get paid. In the evening we meet up again just before six in the Dance Centre, for a modern dance class. We get back to Janet's parents' flat by about eight, have dinner and a bath and go straight to bed. Although it's a very long day for us, I never really feel we are missing out on anything. We sometimes see friends at weekends: they're married, they've got ordinary jobs and they go out in the evenings, but they're envious of what we do, rather than the other way round. (from The Sunday Times (adapted)) 1. a) What is Janet and Warren's main occupation? b) What do they do to earn a living? 2. Choose the correct answer. Are they: a) married? b) boyfriend and girlfriend ? c) brother and sister ? d) friends? 3 a) Where do Janet and Warren live ? b) Why do you think they live together ? 4 Exactly when do they skate ? 5 What problems are involved in: a) running in Hyde Park? b) taking time off work ?
6 Write T (true) or F (false) against these statements: a) The rink is closed when they arrive. b) They live a well-organised life. c) They don't think they have enough free time. d) Their employers let them skate during working hours. e) They envy their friends. 7 Make brief notes about Janet and Warren's daily routine. Use these times as a guide:
3.9 TALKING TO JANET AND WARREN Free practice
Work in groups of three. Student A: You are going to interview Janet and Warren. Ask them questions about their daily routine, and ask anything else you like (e.g. how they feel about their life; how they met; what they like about skating; their future plans). Students  and C: You are Janet and Warren. Using your notes, answer the interviewer's questions about your daily routine. When you are asked about other things, invent suitable answers.
Unit 4 Direction
4.1 PREPOSITIONS OF DIRECTION Presentation
What possible directions can you go in if you are: 1 in a street? 5 near a house? 2 by a low wall ? 6 in a field? 3 by a bed ? 7 standing near a tunnel ? 4 a fly on a wall? 8 near two trees?
Now write appropriate prepositions in the gaps. 1. When the bull began to run......... me, I jumped........... the fence........... the next field. 2. He took two books.......... the shelf. He put one of them......... the table, and the other one his briefcase. 3. She ran.......... the corridor, and........... the stairs into the basement. 4. His bullet whistled......... my ear, so I shot him right.......... the eyes. 5. He came.......... her, and put his arm........... her waist. 6. The prisoner jumped.......... the window, ran........... the street, and jumped ............... a car that was waiting for him on the other side. 7. Looking........... the microscope, she saw the two cells separate and move slowly ............... each other. 8. They couldn't get.......... the high wall, so they dug a tunnel......... it.
4.2 WHERE DO THEY GO? Practice
Look at the three pictures below, and say: r exactly where the road goes 2 exactly where the burglar went, from the evidence of his footprints in the snow 3 exactly what the soldier has to do to complete the assault course
4.3 HOW DO YOU DO IT? Practice
Example: You've got a coconut, a screwdriver and a cup. How do you get the milk out? First you push the screwdriver into the end of the coconut and make two holes. Then you pour the milk out of the coconut through one of the holes into the cup.
In the same way, say how to do these things. Be as precise as possible. 1 You've got a rope and a rock. How do you anchor your boat ? 2 You've got a matchbox, two needles, a candle, and a knife. How do you make a model car? 3 You've got a rope, a sheet and six pencils. How do you make a tent ? 4 You've got a bottle of beer and some jam. How do you make a trap for wasps ? 5 You're walking along a road and you come to a crossroads. There's a four-way signpost, but it has come out of its hole and is lying at the side of the road. The name of the place you want to go to is written on one of the arms of the signpost. How do you find which road to take? 4.4 DESCRIBE AND DRAW Practice
Here is an incomplete picture of a burglar in a house. Where are the following in the picture? 1. a soda siphon
3. a horn 4. a weight 5. a roller
Work in pairs. Student A: Your partner will describe the missing parts of the picture. As you listen, draw them in. Student B: Turn to page 181 and look at the complete picture. Don't show it to your partner! Describe for him/her exactly where the pieces of string go, and what they are tied to. Now check your results.
From your completed pictures, describe exactly what happens when the burglar picks up the watch. 4.5 GIVING DIRECTIONS Presentation
1 To which destinations do these directions take you? a) Go down this road and take the third turning on the right. b) You go straight along this road and take the second turning on the left.
2 Now give similar directions to destinations B, G and E.
3 To which destinations do these directions take you? a) You keep straight on until you get to the end of the road. Then you turn left. b) Go along this road as far as the Post Office, and then turn right. c) £o straight down this road and turn left at the supermarket. 4 Now give similar directions to destinations I, Ñ and Ê.
5 To which destinations do these directions take you? a) Keep straight on past the school and then take the first turning on the right. b) You go down this road and take the first turning on the right after the hotel.
6 Now give similar directions to destinations J, G and C.
4.6 FINDING YOUR WAY Practice
Work in pairs. You are at the bus station. Ask each other the way to: 1 the castle 4 the bank 2 the library 5 the comprehensive school 3 the boat club 6 the swimming pool
Now imagine you are somewhere else on the map. Choose a place you want to go to, and ask your partner how to get there.
4.7 YOUR OWN AREA Free practice
Work in groups. Tell each other how to get to these places, from where you are now. 1 the nearest Post Office 2 the nearest station 3 the nearest supermarket 4 your house 5 anywhere else you like 4.8 MAKING PUPPETS Listening
You will hear a woman describe two ways of making puppets, and tell the story of how she once gave a puppet show.
1. Before you listen,
to embroider sleeve to stuff elastic band cardboard tube frame b) mark the following on the hand on the right: thumb forefinger middle finger wrist
2. Listen to what the woman says about the first way of making a puppet. a) How do you make the head ? the hair ? the eyes? b) Where do you put the cardboard tube ? Why ? c) How is the puppet's dress different from an ordinary doll's dress ? d) How exactly do you put the puppet on your hand ?
3 Listen to what she says about the second way of making a puppet. a) Make a list of all the materials you need, and what each thing is for.
b) Explain how you put the puppet together on your hand. Begin ‘You take the handkerchief, and you put it...’
4. Listen to the story about the puppet show she gave in Cornwall a) What kind of puppets did she use ? b) How did she make her theatre ? c) How did she find an audience ?
Make a matchbox puppet.
Activities
ROOM TO LET
A student sees this advertisement in a newsagent's window, and phones the owner.
Student: Phone the owner, and: 1. ask him/her to describe the room z ask for any more information you need 2. decide to go and see it 3. ask how to get there Owner: When the student phones you: 1. describe the room 2. answer any more questions about it 3. ask if he/she is coming to see the room 4. tell him/her how to get there
COMPOSITION
Write a short magazine article (100-150 words), entitled 'A day in the life of (your name)'. Include information about: your job people you come into contact with the work you do things that often happen to you breaks for meals travel
SITUATIONS
1 You want to go swimming, but a friend tells you the pool's closed. Decide to do something else. 2 Someone asks you the way to the nearest bank. Give directions. 3 Explain the weekly routine of your English classes to a new student. 4 Explain to someone how to get the milk out of a coconut. 5 You're in a strange town and your bicycle has a puncture. Ask a passer-by about a place that will repair it. 6 Someone you meet at a party asks you to recommend a good place to spend an evening in your town. What do you say to them? Unit 5 Past events
5.1 RELATING PAST EVENTS
Presentation
You will hear an interview in which a famous writer and film maker talks about some of the events in his life. Listen to the interview and answer these questions: What did the writer do: 1 before he went to Indonesia ? 2 while he was in Indonesia? 3 after he came back from Indonesia? 4 three years later? 5 two years after he published The Cold Earth?
Practice
1. The writer left school in 1959. A year |later / after that|he wrote his first novel.A year |later / after that|he... Go through the other events in the writer's life in the same way.
Go through the other events in the writer's life in the same way.
Date: 2015-12-24; view: 954
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2. Which is Stephen's room ?
Presentation
A bus driver is a person who drives buses.
office
hotel
hospital
Presentation
2. a pulley
The plan shows a number of destinations, marked A-L.
a) make sure you know the meaning of the following words and expressions:
