Prospects Up-Int TB.pdf

8/21/2019 Prospects Up-Int TB.pdf

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1 Read and write A (asteroid) or C (comet).

Asteroids

Asteroids are pieces of rock that are usually found between Mars and Jupiter. The first one wasdiscovered by the Italian astronomer Giuseppe Piazi in 1801. He named it Ceres, after theRoman goddess of grain.

Most asteroids aren’t spherical like planets. They are usually very strange shapes. Small ones areoften shaped like peanuts or potatoes.

Asteroids are probably pieces of planets which collided and were smashed to pieces.

Comets

Comets are lumps of ice and dust that travel through space orbiting the sun. When they getclose to the sun, they heat up and start to burn leaving a trail of gas which looks like a tail.

The most famous comet is called Halley’s Comet , named after the English astronomer Edmund

Halley. He was not the first person to see the comet. There are records from China from as farback as 240 BC which talk about the comet. However, Halley realised that comets come back atregular intervals and predicted that it would return in 1758.

In ancient times people thought comets were signs of disaster. In fact, the word disaster comesfrom the Latin word aster which means star .

1 These were discovered more recently.

2 People used to think something bad was going to happen when they saw one.

3 These are made of frozen water.

4 The first one was named after an ancient goddess.

5 These travel round the sun in a pattern.

6 These used to be part of a planet.

7 These are found in a particular area of the solar system.

8 The most famous one is named after an Englishman.

2 Complete the text with a/an, the or no article (–).

On 21 December 1968 (1) United States launched (2) Apollo 8

from (3) Kennedy Space Center. (4) astronauts on board,

Frank Borman, James Lovell and William Anders, were (5) first humans to

journey to (6) moon. They orbited (7) moon ten times and

sent television pictures of its surface back to (8) Earth.

On 16 July 1969 (9) Apollo 11 was launched. Neil Armstrong, Edwin

‘Buzz’ Aldrin and Michael Collins went into space with (10) lunar module,

(11) Eagle, which would land on (12) moon.

Six hours after (13) successful landing on (14) moon,

Neil Armstrong was ready to leave (15) Eagle. He wore (16)

special spacesuit and heavy boots. He placed his foot on (17) moon’s surface

and said ‘That’s one small step for (18) man, one giant leap for(19) mankind.

1 Space

This page has been downloaded from www.prospects-macmillan.comIt is photocopiable, but all copies must be complete pages.© Macmillan Publishers Ltd 2004

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Procedure

1 Write asteroid and comet on the board. Askthe students what they know about themand write their ideas on the board.

2 Ask the students to read the two texts and seehow many of the ideas on the board appear inthe texts.

3 Ask the students to read the eight sentencesunder the texts. Answer any questions they mayhave.

4 Explain that some of the sentences refer to theasteroid text and some to the comet text. Putthe students into pairs to read the text againand decide which sentences refer to each text.Tell them to put an A for asteroid or a C forcomet in each box at the end of the sentences.Encourage them to underline the section of thetext which helped them to make their choice.Monitor and provide help where necessary.

5 Check the answers with the class. Ask thestudents to read the underlined section of thetext out loud.

Answers1 A 2 C 3 C 4 A 5 C 6 A 7 A 8 C

1

1 Tell the students to read the text all theway through, ignoring the gaps at thisstage. Answer any questions they mayhave.

2 Tell them to read it again and complete thegaps.

3 Put them into pairs to compare their answers.Check the answers with the class by askingindividual students to each read one sentenceout loud.

Answers1 the 2 – 3 the 4 The5 the 6 the 7 the 8 –9 – 10 the 11 the 12 the

13 a 14 the 15 the 16 the17 the 18 a 19 –

2

PROSPECTS WEBSITE Upper-Intermediate

1 Space

TEACHER’S NOTES

This worksheet covers language from unit 1. It is for use after unit 1.

Language focus: Vocabulary: planets and stars; Grammar: articlesSkills: Reading Vocabulary GrammarAims: To read and understand two texts; to complete a text using articles.

Preparation: Make one copy of the worksheet for each student.Time: 25 minutes


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1 Read and complete.

I have always been (1) (amused/amusing ) by stories about unusual people or people

who do strange things. I find it (2) (interested/interesting ) to see what crazy things

people will do to get on the news. For example, I was recently (3) (shocked/shocking )

to discover that over eight million people had watched a man sit in a glass box for 44 days. I think

I would have been more (4) (bored/boring ) than he must have been. It’s rather

(5) (astonished/astonishing ) to think that anyone could be so stupid. However, I must

admit that I find it (6) (excited/exciting ) when someone decides to do something very

dangerous like walk across a tightrope high above the street. I guess it’s the thought that something

might go wrong. I feel (7) (frustrated/frustrating ) and happy when the person finishes

and is safe. My friends are often (8) (confused/confusing ) by my interest in such strange

things.

Cut ✂

Student A

Ask student B these questions. Make a note of their answers.

1 What makes you excited?

2 What is the most amusing thing you have ever seen?

3 When was the last time you were shocked? What happened?

4 What is the most boring film you have ever seen?

Cut ✂

Student B

Ask student A these questions. Make a note of their answers.

1 What is the most interesting thing you have ever done?

2 When was the last time you were confused? What happened?

3 What makes you frustrated?

4 What is the most astonishing thing you have ever seen?

2 How interesting!


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Procedure

1 Tell the students to read the text all theway through ignoring the gaps at thisstage. Point out that this may help themto choose the correct adjective later.Answer any questions they may have.

2 Tell them to read it again and complete thegaps.

3 Put them into pairs to check their answers.Check the answers with the class by asking

individual students to each read one sentenceout loud.

Answers1 amused 2 interesting3 shocked 4 bored5 astonishing 6 exciting7 frustrated 8 confused

1

1 Put the students into pairs. Tell them todecide who is A and who is B. Give As andBs their part of the activity.

2 Ask the students to read their questions. Answerany queries they may have.

3 The students take it in turns to ask and answerthe questions.

4 Monitor and encourage them to find out moreabout their partner’s answers if they areinterested. Point out that they should make anote of their partner’s answers.

5 Ask pairs to tell the class about each other.Allow the other students to ask more questionsif they want to.

2


2 How interesting!

TEACHER’S NOTES


Language focus: Adjectives ending in -ing and -ed Skills: Grammar Reading SpeakingAims: To read and complete a text using adjectives; to talk about experiences.

Preparation: Make one copy of the worksheet for each student, cut as shown.Time: 25 minutes


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1 Listen and match.

2 Listen to the news report again. Answer the following multiple-choice questions.

1 What is the radio station called?a FM19 b AM9 c FM9

2 Where is the crisis?a the Far East b the USA c Camp David

3 How many trains crashed?a 1 b 2 c 3

4 What kind of celebrity got married?a

An actor b

A pop star c

A footballer5 Which team lost 3-0?a Chelsea b West Ham c Fulham

6 What will the weather be like tomorrow?a Fine b Rainy c We don’t know

3 What is the latest news you have heard?

3 It’s in the news


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A weather B the economy C sport D politicsE crime F celebrity and entertainment G an accident H a natural disaster

Item Category

1

2

3

4

5



Procedure1 Ask the students to read the eight

categories of news. Make sure they knowwhat type of news each one is.

2 Explain that you are going to read a radio newsreport out loud and that it is divided into fivedifferent types of news. Tell the students tomatch each section of the report with the typeof news it is. Point out that three types in thebox are not needed.

3 Read the report out loud at a steady pace. Pause

after each section to give the students time towrite their answers. Try to use appropriateintonation. Read it once only.

Good evening! Here is today’s news from radio FM9.

Earlier today the American president met with theChinese leader at Camp David. One item on theagenda was the crisis in the Far East.

In London there was another crash on theunderground. Two trains collided at Covent Gardentube station. That’s the third incident in the last month!

On a happier note the lead singer of the Notemarried his childhood sweet-heart at a church inChipping Norton.

In football, West Ham beat Fulham 3-0 (three-nil)to win the Premiership title for the first time.

And, finally, tomorrow will be sunny withtemperatures around 26 degrees.

4 Put the students into pairs and ask them tocompare their charts. Check the completedcharts as a class.

1

Answers

Note: This is a more detailed listening

activity using the same news report asactivity 1.

1 Ask the students to look at the six questions andthe possible answers (a–c) for each question.

2 Tell the students to try and answer the questionsfrom what they have heard so far. Do not checkthe answers at this stage.

3 Read the news report again. Tell the students tocircle their answers as you read.

4 Put the students into pairs to compare their

answers. Check the answers with the class.

Answers1 c 2 a 3 b 4 b 5 c 6 a

Note: This activity can be done in pairs,small groups or as a whole class.

1 Ask the students to think about an item of newsthey have recently heard (listened to).

2 If they need prompting, ask the students to lookat the categories listed in activity 1.

3 Ask the students to spend two or three minutesmaking notes about the news item.

3

2


3 It’s in the news

TEACHER’S NOTES

This worksheet covers language from unit 3. It is for use after unit 3.Language focus: Radio news reporting

Skills: Listening SpeakingAims: To listen to and understand a radio news report; to talk about current news stories.



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Item Category

1 D (Politics)

2 G (An accident)

3 F (Celebrity news)

4 C (Sport)

5 A (Weather)



4 In pairs, groups or as a class ask the students totalk about this piece of news. Monitor thediscussions and provide help where necessary.

Follow-up■ In the same pairs or groups, ask the students to

make their own short news broadcast based onthe story they discussed in activity 2.

■ They can read their news stories to the rest of the class.


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1 Match the words (A–H) with the descriptions (1–5).

1 It usually has two wheels that are of similar size, although one of the earliest models was famous forits large front wheel and very small back wheel. It was called the penny-farthing.

2 This is a type of boat which travels between two places. It is often used to carry cars or people fromone side of a river or channel to the other side.

3 This is a big vehicle that is often used to transport goods. Another name for this vehicle is a lorry.

4 In the last thirty years more and more people have used these to travel from one place to another.Sometimes people will go from one side of the world to the other in one of these. The Wrightbrothers were the first people to make a successful trip using one (although their trip was veryshort).

5 Flying above the sea in one of these is a strange experience. They move by pushing air downwardsonto the surface below. They then move forwards, or backwards, using what look like big fans.

2 Read the following advert in a magazine. Write your article.

4 Let’s go!


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A truck B shuttle C plane D liner E hovercraft F glider G ferry H bicycle

Gliding, sailing, flying!Have you ever wantedto do any of these?

All you have to do is write a shortarticle telling us about the best orworst journey you have ever had.

Articles should be between 120 and 180 words

Write to The Travel Mag P.O. Box 14, New York

W e hav e t w oamaz ing pr iz est o giv e aw ay .



Procedure

1 Tell the students to read the list of transport types. Make sure they knowwhat each one is by asking whether eachone is land, water or air transport.

2 Tell the students to read each description all theway through. Answer any questions they mayhave.

3 Put the students into pairs to match each type

of transport with a description. Point out thatthree of the transport types are not needed.Monitor and provide help where necessary.

4 Check the answers with the class.

Answers1 H2 G3 A4 C5 E

1

Follow-up■ Ask the students to write definitions for the

three types of transport that were not needed inactivity 1 (shuttle, liner and glider).

■ Ask the students to read their descriptions to apartner who should guess what type of transportthey are describing.

Note: This activity could be set ashomework.

1 Ask the students to read the advert and checkthey understand it.

2 Set a time limit (around 20 to 25 minutes – butthis depends on your students).

3 Ask the students to write their article about theirbest or worst ever journey. Monitor and providehelp where necessary.

4 You may want to ask the students to read theirarticles to the class. The class could decide whoshould win the two prizes.

2


4 Let’s go!

TEACHER’S NOTES


Language focus: Transport on land, on water and in the airSkills: Reading Vocabulary WritingAims: To match means of transport with their descriptions; write an article about a

journey.Preparation: Make one copy of the worksheet for each student.

Time: 40 minutes


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1 Read the text and decide if the sentences below are true (T) or false (F).

When young people are asked about what job they would like to have when they are older

the answers given are often predictable. Teenagers often want glamorous careers like popstar, actor or actress, footballer and so on. Others want practical jobs that they see as beingworthy, jobs like doctor, teacher, policeman etc.

However, choosing a career is one of the hardest things to do. Recent research has foundthat more than eighty percent of people in their thirties are in different jobs from the onethey dreamt about in their youth. Although they may have had a clear idea of what theywanted to do, with time these ideas have changed or the dream ‘bubble’ burst as realitydawned.

It used to be easier to choose your future career. Boys used to follow in their father’sfootsteps. They would take on the job of their father in the same way as he had taken onthe same job as his father. At least they knew what the job involved and there was a model

to copy. Women used to work in secretarial jobs or caring jobs until they got married. Theywould then give up work and have children.

So, what do you want to do when you’re older?

1 Most youngsters want the same kind of jobs.

2 All teenagers want to be pop stars or footballers.

3 Teenagers think that jobs like teacher or doctor are useful.

4 Most people end up doing the job they dreamt about.

5 The reality of life has no effect on the kind of work people do.

6In the past children did the same jobs as their parents.

7 People didn’t use to know what their parents did.

8 Women worked after they married.

2 Answer the questions.

1 What two jobs would you like when you are older?

2 What two jobs would you never do?

Talk to your partner and find out …■ what jobs they would like and why.■ what jobs they would never do and why.■ what their parents do.

5 A job for life


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Procedure1 Before giving the students the worksheet,

elicit different types of jobs and writethem on the board.

2 Quickly check that the students know what eachjob involves (what they do).

3 Ask the students how they would choose theirfuture job/career.

4 Give each student a copy of the worksheet. Askthem to read the text in activity 1. Answer any

questions they may have.

5 Ask the students to read the true/false questions.Encourage them to underline the key wordswhich may help them find the answers in thetext e.g. youngsters, jobs.

6 Tell the students to read the text again andanswer the true/false questions. Point out thatthey should write T or F in the box at the end of each sentence.

7 Monitor and provide help where necessary.Check the answers with the class.

1

Answers1 T 2 F 3 T 4 F5 F 6 T 7 F 8 F

1 Ask the students to read the twoquestions, think about and write downtheir answers. Give the students time todo this.

2 Put the students into pairs (or small groups).

3 Ask the students to discuss their answerstogether using the prompts provided and to find

out the reasons behind their partner’s choices.4 Ask some of the pairs/groups to share their

choices with the class.

2


5 A job for life

TEACHER’S NOTES


Language focus: Used to/would ; the world of workSkills: Reading SpeakingAims: To read and understand an article about work; to talk about jobs



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1 Read the answers that Ellen MacArthur gave in an interview. Match questions (A–G) with heranswers (1–7).

2 Which of the following challenges would you like to do and why?

Sail single-handed across the Atlantic.Climb Everest.Walk around the world.Swim 42 kilometres.Walk to the North Pole.

6 A sailor’s life


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A Did you go sailing a lot? B What do you enjoy most about sailing?

C What was your first big success? D When did you first go sailing?

E When did you first sail across the Atlantic? F When did you get your first boat?

G Why did you win that award?

Here is an interview with Ellen MacArthur,

Britain’s most famous yachtswoman.

1

I was eight years old and I went on holidaywith my aunt. She took me sailing and Ihaven’t looked back since then.

2

Not really. I was brought up in Derbyshirewhich is just about as far as you can getfrom the sea.

3

Well, after the holiday with my aunt Irealised how much I enjoyed sailing so Istarted saving up. I used to save my schooldinner money and it took me three yearsuntil I had enough to buy my own smallboat.

4

I guess it was winning the BT/YJA Young Sailor of the Year when I was only 18.

5

I had sailed alone around Britain.

6

My first crossing was when I was 20 and ayear later I did a solo transatlantic voyage.

7

Oh! The sense of adventure. There you arewith nothing but sea all around you. Andthe dolphins are incredible. The first thing you know about them is when you hear asplash. It’s such a simple joy.



Procedure

1 Ask the students if any of them have beensailing. Let them briefly tell you abouttheir experience.

2 Tell the students they are going to read aninterview with a famous yachtswoman – EllenMacArthur. Tell them that she sailed around theworld single-handed in 2002 and broke therecord for doing it in the fastest time.

3 Tell the students to look at the interview. Tell

them that these are Ellen’s answers to questions.Point out that the questions are in a box at thetop of the page.

4 Ask the students to read the interview all theway through, ignoring the gaps at this stage.Then tell them to read the questions. It mayhelp, to underline key words in the questionswhich will help them to find a match in theanswers. Answer any questions they may have.

1

5 Put the students into pairs to match thequestions with the answers. Monitor andprovide help where necessary.

6 Check the answers with the class by asking onestudent to read out the question and another togive the answer.

Answers1 D 2 A 3 F 4 C5 G 6 E 7 B

1Ask the students if they can think of anymore great challenges. Write them on theboard.

2 Tell the students to look at the list of fivechallenges and choose the one they would mostlike to do.

3 Either put the students in groups and ask themto discuss their ideas, or discuss the choices as aclass.

2


6 A sailor’s life

TEACHER’S NOTES


Language focus: Questions and answersSkills: Reading SpeakingAims: To read and complete an interview; to talk about challenges.



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1 Listen and match.

2 Listen again. Choose the correct answer a, b or c.

1 The first person finds soapsa funny b relaxing c makes them think

2 According to the first person soaps area easy to follow b educational c boring

3 The second person thinks Charlie Chaplin isa old b relaxing c good quality

4 The third person oftena goes to the cinema b videos films c gets bored

5 The fourth person likes toa learn about animals b see how much they know c learn new things

3 Work with a partner and find out about what they watch on TV.

7 TV! What else?


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A chat show B comedy C documentary D drama E film F game show G soap H sport

Person Type of programme Reason they watch it

1

2

3

4



Procedure

1 Ask the students to read the eight categoriesof TV programme. Make sure they knowwhat type of programme each one is.

2 Explain that they are going to listen to four peopletalking about their favourite TV programme andthat each one prefers a different type of programme. Tell the students to match each personwith the type of programme they like. Point outthat four types in the box are not needed.

3 Read each one out loud at a steady pace. Pauseafter each person to give the students time towrite their answers. Try to use appropriateintonation and perhaps use different voices tomake it clear that a different person is speaking.Read each one once only.

1 Well, I work so hard during the day that I’m tootired to think. All I want to do when I get home isunwind. I like the characterisation and the simplestorylines that go from week to week.

2 I like a good laugh so that’s why I like these types

of programme. I still think that some of the old classics like Charlie Chaplin are the best.

3 I love going to the cinema but I just don’t haveenough time, at least at home I can video it sothat I can watch it when I do have time. For meit’s great that the whole story can fit into an hour and a half or so.

4 I’ve always liked to find out new things so that’swhy I enjoy this type of programme. Last week I watched a programme about tigers in Kamchatka.

It was really interesting.

4 Tell the students that you are going to read the

texts again and that this time they must listen tocheck their answers but also to make a note of why the people like what they do.

1

5 Read the texts again, pausing as before.

6 Ask the students to compare their answers witha partner’s. Read the texts for a final time forstudents to check their answers.

7 Check the answers with the class.

Answers

Note: This is a more detailed listeningactivity using the same listening as activity 1.

1 Ask the students to look at the five sentencesand the possible answers (a–c) for each question.

2 Tell the students to try and answer the questionsfrom what they have heard so far. Do not checkthe answers at this stage.

3 Read the news report again. Tell the students tocircle their answers as you read.

4 Put the students into pairs to compare their

answers. Check the answers with the class.

2


7 TV! What else?

TEACHER’S NOTES


Language focus: Describing your favourite TV programmesSkills: Listening SpeakingAims: To listen to and understand people talking about their favourite TV programmes,

interview; to talk about favourite TV programmes.Preparation: Make one copy of the worksheet for each student.

Time: 40 minutes


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Person Type of Reason they watch itprogramme

1 Soap too tired to watchother programmes.

2 Comedy like to laugh.

3 Film don’t have time to goto the cinema. And/or– they like a story thatis told in 90 minutes.

4 Documentary like to find out newthings.



Answers1 b 2 a 3 c 4 b 5 c

1 Put the students into pairs and ask themto find out what their partner watches onTV and why.

2 Set a time limit of about 5 to 6 minutes.3 Ask some of the students to tell the class about

their partner. Which type of programme is themost popular in the class?

3


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1 Read the text and choose the correct word (a–c) to complete each gap.

Two of the topics that we need to find (1) for are the (2) of the

rainforest and the thinning of the ozone layer. Neither of these two (3) catastrophes

are (4) . They are both caused by our disregard for nature and the world that

(5) us. In the last ten years the levels of (6) have doubled and yet we

seem to be oblivious to this (7) of our planet.

There are a number of (8) that have been campaigning and protesting against this

(9) behaviour. But, ultimately, it is up to us as individuals to take action.

The (10) of such action depends on a concerted effort to make people more aware

of the consequences of our failure to (11) our world against ourselves.

1 a solved b solutions c soluble2 a destroy b destructive c destruction3 a environment b environmental c environmentalist4 a accidental b accident c accidents5 a surrounds b surrounding c surround6 a pollute b polluted c pollution7 a poison b poisoning c poisonous8 a organises b organised c organisations9 a destroy b destructive c destruction

10 a success b successful c unsuccessful11 a protect b protected c protection

2 Use the word in bold to complete the second sentence so that the meaning is similar to the firstsentence. You may need to change the form of the word in bold.

Example

The river was very dirty and full of rubbish.

polluteThe pollution in the river was very bad.

1 At this rate all the rainforests will be cut down within fifty years.

destroyThe of the rainforest will be complete within fifty years.

2 The re-introduction of the wolf into the wild was a great success.

successThe wolf was reintroduced into the wild.

3 It’s important to find answers to the problems and not just ignore them.

solveIgnoring the problems isn’t going to help. We need to find

4 Where is the most likely place to find these rare animals?

locateWhat is the most likely for these rare animals?

5 If we can stop the problems before they happen, that would be a better solution.Prevent

would be the best solution.

8 Our world


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Procedure

1 Ask the students to read the text all theway through, ignoring the gaps at thisstage. Point out that this will help thestudents to choose the correct answerslater.

2 Put the students into pairs and tell them to gothrough the text together and decide whethereach gap needs an adjective, a noun or a verb.Give them a few minutes and then check theirsuggestions.

3 Tell the students to work on their own andcomplete the text with the most suitable wordfrom the choices given. Monitor and providehelp where necessary.

4 Check the answers with the class by askingindividual students to each read one of thecompleted sentences out loud.

Answers

1 b 2 c 3 b 4 a5 a 6 c 7 b 8 c9 c 10 a 11 a

1

Note: This activity is a sentencetransformation exercise (one grammaractivity that often appears in exams). Makesure the students understand that themeaning of the second sentence should bethe same (or similar) as the originalsentence.

1 Go through the example sentence with theclass. You might want to write it up on theboard and show the process of ‘transforming’

the original sentence into the second sentence.2 Put the students into pairs to transform the

remaining sentences. Monitor and provide helpwhere necessary.

3 Check the answers with the class. If the studentsfound any of them particularly difficult, dothem on the board as a whole class.

Answers1 destruction2 successfully

3 solutions4 location5 Prevention

2


8 Our world

TEACHER’S NOTES


Language focus: Verbs, adjectives and nounsSkills: Reading Grammar VocabularyAims: To read and complete a text with the correct form of words; to transform sentences

using the correct from of a given word.Preparation: Make one copy of the worksheet for each student.

Time: 30 minutes


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1 Read the story about the Loch Ness Monster and choose the best sentence (a–i) to complete thegaps (1–8).

The story of the Loch Ness Monster, (0) f , began in the year 565. Saint Columba had

heard stories about a seahorse that lived in the loch and attacked people. One day, (1) ,

he came across a swimmer who was being attacked by a monster. He saved the swimmer and then set

off in his boat (2) and ordered the beast to stop attacking people.

(3) a man reported seeing a strange creature in the loch. He was walking along a path

and stopped to rest. (4) a large ‘snake-like’ animal appeared in the water. The man

watched as it swam towards the shore (5) . Night after night he visited the same spot

in the hope of seeing Nessie again, (6) . He made up his mind to tell some friends,

(7) later that year.

Nobody knows if there really is a monster, (8) has made this part of Scotland very famous.

a to the middle of the loch

b and one of them photographed the monster

c As he looked out over the loch

d but the legend of Nessie

e but was always disappointed

f or Nessie as she is often called

g Then in 1933

h where it suddenly disappeared

i while he was rowing

2 Find words in the story that have a similar meaning to the words below.

1 dangerous animal

2 place

3 started

4 the edge of a lake

5 told

6 unusual

9 A bit of a mystery


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Procedure

1 Brainstorm what the students canremember about the Loch Ness Monster.

2 Give each student a copy of the worksheet. Askthem to read the text all the way through,ignoring the gaps at this stage. Answer anyquestions they may have.

3 Ask the students to read each phrase under thetext. Make sure they understand each one.

4 Go through the example with the class. Pointout that it can be useful to read what comesbefore and after each gap as this will provide acontext and an idea of whether a noun,adjective, verb, preposition etc. is neededimmediately after the last word and before thenext word.

5 Tell the students to continue completing theother gaps. Monitor and provide help wherenecessary.

6 Check the answers with the class by askingindividual students to read the completed text

out loud.

Answers1 i 2 a 3 g 4 c 5 h 6 e 7 b 8 d

1

1 Ask the students to read the words in thelist and make sure they understand them.

2 Put the students into pairs. Tell them to findand underline words in the text which have asimilar meaning to the words in the list. Pointout that the words in the list are not in order,i.e. the students will have to read through thetext from the beginning each time to find them.

Note: If you think your students will find thisdifficult, provide each pair with monolingualdictionaries which they can use once they have

done as much as they can without them.

Answers1 beast or monster 2 spot3 began 4 shore5 ordered 6 strange

2


9 A bit of a mystery

TEACHER’S NOTES


Language focus: Phrasal and prepositional verbsSkills: Reading VocabularyAims: To read and complete a text with phrases; to find the meanings of words.



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1 Read the letter written to a magazine called Opinmag and answer the questions.

1 What was the title of the article the writer refers to?

2 Does the writer agree with the author of the article?

3 Does Mr English speak another language?

4 Why doesn’t he have problems when he’s on holiday?

5 When does he think it is important to learn a second language?

6 Does he think Chinese will be more widely used than English?

7 What’s Mr English’s opinion about learning English?

2 Read the letter from activity 1 again. Do you agree or disagree with the comments in the letter?

10 English – the world’s language?


one stopenglish.com

Dear Opinmag,

I am writing about an article that recently appeared in your magazine entitled ‘Why it’simportant to learn another language.’

In the article the author states that anyone who can’t speak another language will haveproblems with work and holidays. I don’t know how to speak a second language and havenever found it to be a problem. I go on holiday once a year and find that a lot of peopleuse English to communicate. So why should I learn another language?

I guess that I am lucky as I speak English. If English is not your first language then it isclearly important to learn it, but to learn any other language is just a waste of time.

In the article it also stated that soon English will not be the most widely spokenlanguage in the world – I think it said that Chinese will be. I don’t see how that can betrue as Chinese is only spoken in China. English is spoken in Britain, the USA, Australiaand many other countries.

Finally, the article said that English was a very difficult language to learn! How ridiculous!It’s easy to learn and it’s easy to speak.

Yours truly,

Mr I.M. English




10 English – the world’s language?

TEACHER’S NOTES


Language focus: Giving reasons and opinions; to + infinitiveSkills: Reading SpeakingAims: To read and answer questions on a text; to express an opinion about English

language learningPreparation: Make one copy of the worksheet for each student.

Time: 25 minutes

Prospects Up-Int TB.pdf

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