Games Grammar Vocabulary and Reading Activities

Grammar 1 Games and Activities

Teacher’s Notes

Up, down, left, right

Time: 20-30 minutesType of activity: Giving and receiving

instructions in pairs

Grammar pointsUsing the imperative to give instructionsstart, go, copyPrepositionsin, up, down, left, right, above, below

Method1 Revise prepositions up, down, left, right

using arrows on the board. Then draw twostars to revise above, below.

2 Divide the class into pairs (A and B) andgive each student the appropriate handout.They must keep this sheet a secret fromeach other.

3 If necessary, revise the names for the tenobjects on the sheet.

4 Student A starts by reading the instructions1-6 out loud to Student B, slowly enoughfor Student B to follow them and draw theobject in the appropriate square. Student Acan repeat the instructions but must notpoint to the correct square or give anyother help.

5 When this is finished, students change roles and it is now Student B’s turn to readout their instructions (1-6) for Student A to follow.

6 When both have finished, they look at theanswer on each other’s sheets.

7 As a follow-up, ask students to draw in fivemore objects in their answer grid (thesecould be the same objects or completelynew ones). Then they find a new partnerand give this partner instructions. This isgood practice of the grammar points as ofcourse they have to use the imperatives andprepositions in their own sentences.

8 This could be extended to homework where they make up grids and write theinstructions.

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• 60 fun activities per book for practising and revising key grammar points

• Wide range of activities at all levels including jigsaw-reading, bingo, questionnaires and much more

• Photocopiable handouts, full teaching notes and answer keys

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Up, down, left, right Student A

Read the following out to your partner. He/she is going to draw what you tellhim/her to draw. (Don’t let him/her see your paper.)

1 Start in the square above the picture of a flower.2 Go left 2 squares, then down 2 squares. In this

square copy the picture in the square below.3 Go right 4 squares and copy the picture in the

square on your left.4 Go up 2 squares, then left 1 square. In this

square copy the picture in the square above.5 Go left 3 squares then right 2 squares. In this

square copy the picture in the square below.6 Go down 2 squares then left 3 squares. In this

square copy the picture in the square above.

Now check your drawings.Now it’s your turn to listen to instructions. Have a pen or pencil ready. Follow yourpartner’s instructions and draw what he/she tells you to draw. When you havefinished, check your drawings.

Answer

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Up, down, left, right Student B

Have a pen or pencil ready. Follow your partner’s instructions and draw whathe/she tells you to draw. When you have finished, check your drawings. But hidethe bottom part of your paper from Student A.

Now it is your turn to give your partnerinstructions. Read out the following. He/she isgoing to draw what you tell him/her to draw.

1 Start in the square below the house.2 Go down 2 squares, then left 1 square. In this

square copy the picture in the square on your left.3 Go left 2 squares, then up 2 squares. In this

square copy the picture in the square on yourright.

4 Go down 1 square, then right 4 squares. In thissquare copy the picture in the square on your left.

5 Go down 1 square, then left 5 squares. In thissquare, copy the picture in the square above.

6 Go up 3 squares, then right 3 squares. In thissquare copy the picture in the square on your left.

Now check your drawings.

Answer

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Ask Grandma Grammar!

Time: 25 minutesActivity type: Mingle and group workPreparation: Make enough copies of pages 6

and 7 so that each student has one of the problems to answer; cutout the individual letters.

Grammar pointsUse of definite and indefinite articlesthe sea/a riverFuture idea expressed by present continuousI’m visiting my mother on Sunday.There is/There areThere is a woman with a baby.few/little with countable and uncountable nounsa little butter/a few apples

Personal pronounshe/she/itcan/cannot/can’tHe can’t come this weekend.Subject and object personal pronounsMaya and I have the same birthday./She invitedMaya and me.Use of apostrophe (it’s/its)It’s a nice day./The cat cleaned its ears.

Method

1 Write the words ‘Grandma Grammar’sProblem Page’ on the board and invitestudents to tell you what they wouldexpect it to be about. Tell them GrandmaGrammar has taken a holiday and so theyare going to have to answer the letters shehas received this week.

2 Give each student one of the letters(numbers do not have to be equal). Theyhave ten minutes to circulate in the classto tell different people their problem andnote down any answers. They shouldunderline the answers they think are true.

3 After this, students should form smallgroups with others who had the sameproblem and talk together to come up withthe best and clearest answer. They shouldwrite this in a few sentences and give someexamples.

4 Now proceed to whole class feedback. Eachgroup reads out their problem and theiranswer. The rest of the class can be invitedto comment. Do they find the answer clearand useful? If not, how could it be better?




Teacher’s Notes


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Dear Grandma Grammar,

Please help me! Why do we talkabout the sun but a star? Is it amoon or the moon?


I have a question about the futuretense. Is it better to say ‘I’mhaving a party next week. Wouldyou like to come?’ or ‘I’ll have aparty next week. Would you liketo come?’ Or are both correct?


In an English cookbook, I read‘You need a little milk and a feweggs’. How do you know when touse ‘few’ and when to use ‘little’and can you say ‘little eggs’?


I know ‘he’ and ‘she’ are onlyused for people in English, butwhat do I use when I talk aboutmy cat, Sooty. Do I say ‘she’ ormust I say ‘it’?

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Dear Grandma Grammar

When do you use ‘there is’ andwhen do you use ‘there are’? I’mconfused by this sentence: ‘Thereis a man and three children at thedoor’. Is it correct?


What’s the difference between‘can’, ‘can not’ and ‘cannot’ andwhat tense are they?


I’m not always sure when to use‘I’ and when to use ‘me’. Is it ‘Hegave the tickets to Helen and me’or ‘He gave the tickets to Helenand I’?


I know ‘it’s’ has an apostrophe sowhy is there no apostrophe in thissentence: ‘The dog ate its dinnerhungrily’?

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Teacher’s Notes

Pre-intermediate/Intermediate

The London Eye

Time: 20–25 minutesActivity type: Pair work – personal discussionPreparation: Make one copy of page 9 per

student. Make one copy of page 10per pair of students and cut in half.

Grammar pointsAdjectives followed by prepositionsnice to/talk about/take part in/depend on/shockedby/good at/bad at/impressed by/bored by/anxiousabout, etc.

Asking for informationWhat does this mean?/What does this referto?/Could you tell me about this please? etc.ExplainingThat means/refers to, etc.

Method

1 You might like to start by holding up thepicture of the London Eye and explainingthat it is a big wheel sponsored by BritishAirways and erected next to the RiverThames in London to celebrate theMillennium. It’s called the ‘Eye’ because it’sround and gives you a great view of thecapital. Then go on to say: Would you beafraid of going on this?/I’d be afraid/not afraidof going for a ride. Are you impressed by it? Inthe answers focus attention on the use ofadjective plus preposition (afraid +of/impressed + by)

2 Now divide the class into pairs (A and B)and give each person a copy of page 9(the London Eye) and the appropriate halfof page 10 with ten questions. Explain thatthey are going to answer these questionsabout themselves and write the answers inthe capsules of the London Eye. Allow timefor this and circulate to give help whereneeded. At this stage, everyone is workingindividually and they should not discusstheir choices with others.

3 When people are ready, explain that theyare now going to work in pairs and askeach other to explain what is written ineach capsule. You might like to reviseappropriate questions: What does thismean?/What does this refer to? etc. Remindstudents that in their answers they will beusing adjective plus prepositionconstructions, e.g. This is somebody I’d loveto talk to./This is something I’m saving up for.etc.

4 Give about ten minutes for students todiscuss their answers together. Then go onto whole class feedback, going round ‘theEye’ and asking for interesting or unusualanswers to the questions.





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The London Eye

The London Eye is the name of a big wheel on the bank of the River Thames inLondon. Write your answers to the questions in the capsules.

1

2

3

4

5

6

7

8

9

10

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The London Eye

Student A

1 Something I’m good at.

2 Something I’m afraid of.

3 A public figure I’m impressed by.

4 A subject or hobby I’m bored by.

5 Something I sometimes get anxious about.

6 Something I have dreams about.

7 Something I would really like to succeed in.

8 A famous person I would love to talk to.

9 Something I am saving up for.

10 A team sport I would not like to take part in.

Student B

1 Something I’m bad at.

2 Something I’m shocked by.

3 A public figure I’m not impressed by.

4 A subject or hobby I’m interested in.

5 Somebody I can always depend on.

6 A subject I like to talk about.

7 Somebody who is usually very nice to me.

8 A team sport I would like to take part in.

9 A word or expression that is typical of me.

10 A person I would like to go on holiday with.

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The most . . . Level 2

The aim of this activity is to promote fast reading foroverall understanding of the information in a text.

Method

1 Copy the two handouts on pages 12–13 – two sheetsfor each student.

2 Explain that students have fifteen minutes to read theeight texts and to decide which six texts best fit thedescriptions in the grid below the texts. They tick theboxes which correspond to their decisions. For example,if they think Text 1 is the most exciting, they tick thatbox.

3 When time is up, students work in groups of four andcompare their results. They should discuss anydisagreements.

4 Groups then report back in full class session. Put thegrid on the board or overhead projector (OHP). Groupsthen vote for ‘The most . . .’ in each category. Textswith the most support are the final choices. Discuss theresults. Were there any texts which were put in morethan one category? Were there any texts which werenot chosen at all?

Variation

Divide the class into eight groups. Give each group one ofthe eight texts and the grid sheet. Groups are then givenjust five minutes to decide which box to tick for their text.Groups then exchange texts with another group andrepeat the process. Continue until each group has readevery text.

Follow-up

Rewrite one of the extracts as a gap passage and give it tostudents.

• This series features 50 varied and enjoyable photocopiable activities per book, including role-plays, card games, discussions, prediction and quizzes.

• Photocopiable lessons help prepare and motivate students to read but can be used with or without the Penguin Readers titles.

• Detailed teacher’s notes and keys provided.

Games and Activities Book 1

Teacher’s Notes

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THE MOST. . .

Read the eight texts. Then decide which of them are ‘The most . . .’ in the grid below the texts and fillin the boxes.

1 When Bowen woke up, he was inside thedragon’s mouth. He pulled out his swordand shouted, ‘Don’t bring your teeth down,Dragon. Or my sword will go up.’ Nothinghappened.

Bowen sat in the dragon’s mouth all day.Outside, Brother Gilbert watched andwaited. In the evening the dragon tried tospeak, but it was difficult with Bowen in hismouth.

(Dragonheart. p.16. Level 2.)

3 ‘Slowly take out your gun,’ they told him.‘Put it on the floor and stand back.’

‘Mr Bean was very afraid. He carefullyput his hand in his jacket . . . and took outhis two fingers.

‘It was only a game,’ he said. ‘I haven’treally got a gun.’

The policemen looked at him. Who wasthis strange little man?

(Mr Bean. p.7. Level 2.)

5 ‘Alan!’ Sarah screamed.

They turned and saw two big crocodilesin the water.

A table moved out of the next room onthe water. Alan climbed on to it, thenpulled the others up with him.

‘Where are the crocodiles?’ said Sarah.Suddenly a crocodile jumped up, and shescreamed.

‘Climb!’ shouted Alan.

(Jumanji. pp.27–8. Level 2.)

2 She listened to his quick, quiet words. Sheclosed her eyes. ‘I can’t answer,’ shethought.

‘I want to marry you, you see,’ he saidagain quickly. He waited for her answer.She was very near him and he wanted her.But he waited.

(The Fox. pp.10–12. Level 2.)

4 Harry spoke on the radio to the scientistsat the hotel. ‘Is anybody there?’ he asked.

‘Harry, where are you?’ said Dreyfus.

‘Up at the lake,’ Harry said. ‘We’re OK,but there’s no road for us to come backdown the mountain.’

‘Harry,’ Paul said, ‘this mountain isgoing to explode . . . and soon. I’ll send ahelicopter up to get you.’

(Dante’s Peak. p.32. Level 2.)

6 He walked with the two old sisters back totheir hotel and tried to tell them aboutseeing Laura with them in the boat thatafternoon.

‘Yes, you did see us with her,’ the sisterwith the white hair said, stopping outsidetheir little hotel and looking at him againwith her strange, empty eyes, ‘but nottoday. You saw us with her next week.Coming back to Venice, next week. Nottoday.’

(Don’t Look Now. p.32. Level 2.)

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THE MOST. . . (CONTINUED)

7 Do you really think I’m crazy? Listen to me,and you won’t think that. I had to dosomething with the body. I had to be verycareful.

I didn’t have a lot of time before themorning, so I worked quickly, but quietly.First, I cut up the body. I cut off the head,the arms, and the legs. Then I pulled up thefloor. I put everything into the place underthe floor, then I carefully put the floor back.

(The Tell-Tale Heart, from A White Heron. p.35. Level 2.)

8 ‘The helicopter is coming back!’ says Andy,in the kitchen.

‘They can’t see us, they’re too far away,’George tells him.

Suddenly, Harry shouts, ‘Something’sburning! Look! There’s smoke coming fromthe back of the barn!’

Everybody looks out of the window andsees the light and smoke from the fire.

‘Stay with the boy!’ George tells Petra.

The three men run out of the house andround to the back of the barn. Harry seesthe black bags. ‘Somebody’s burning ourmoney!’ he shouts.

(Money to Burn. p.26. Level 2.)

Most exciting

Most romantic

Most violent

Most mysterious

Most humorous

Most visual

1 2 3 4 5 6 7 8

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Games and Activities Book 1

From text to picture Level 2

The aims of this activity are:

� to develop students’ ability to visualize scenes andcharacters from reading texts.

� to encourage discussion about different views of what ascene means.

� to introduce students to a sample of interesting textsfrom the Penguin Readers series, so that they go on toread the full stories later.

Method

1 Copy enough of the handouts on page 15 to allow everystudent to have one text. (You would need six sheets fora class of eighteen students.) Students will need blanksheets of paper to draw on. Cut out the texts anddistribute one to each student.

2 Students should read the text carefully. Walk roundand check students understand the text – give themhelp if they need it. Tell them to be especially attentiveto visual detail. Then tell them to draw theirvisualization of the scene they have just read. Point outthat most of the extracts describe a sequence of events,but that students need draw only one scene, (probablythe final one). Emphasize that you are not looking forartistic talent – even a very rough picture will do. Allow10–15 minutes for students to do this.

4 Students then work with a partner who has been usinga different text from theirs. They exchange theirdrawings but do not show each other the texts. Theythen describe to each other what they think theirpartner’s picture represents. The student who hasdrawn the text may need to correct his/her partner’sdescription and the person describing the text maywant to ask questions. Examples of language thatstudents may need to use are: Present continous tense,there is/are, I can see, this is/these are.

5 Finally, students exchange texts so that they can readthe text that the picture was actually based upon.Leave time for them to discuss any points ofdisagreement.

6 If you wish, students can change partners and gothrough the same process with a new drawing. If youhave time, students could work through all thetexts/pictures.

Follow-up

Make a wall display of the pictures alongside the textswhich inspired them.� Where a phrase has been omitted from the Penguin

Readers edition it is indicated by three dots (. . .) inthis activity.

Teacher’s Notes

• This series features 50 varied and enjoyable photocopiable activities per book, including role-plays, card games, discussions, prediction and quizzes.

• Photocopiable lessons help prepare and motivate students to read but can be used with or without the Penguin Readers titles.

• Detailed teacher’s notes and keys provided.

1

2

3

4

5

Cut out the passages.Students work in pairs. They read one of the passages and draw the scene. Then their partnerdescribes their picture.

1 No smoke came from the house. He was afraid. He did not want his wife or the childrento go into the farm.

‘Do what I say, please,’ said Nat.

She pulled Jill and Johnny under a tree out of the wind and he went into the farmwithout them. He saw the car in front of the house, not in the garage. There was noglass in any of the windows of the house and there were hundreds of dead gulls near thefront door. There was a crowd of living birds on the roof and on the trees round thehouse. They did not move. They watched him.

(The Birds. p.33. Level 2.)

2 One morning in June a large crowd of people waited outside the prison door. They woredark clothes.

‘Hester Prynne is the child of the Devil,’ said an ugly woman in the crowd . . .

‘Be quiet!’ somebody called from the front of the crowd. ‘They are opening the prisondoor.’

The crowd was quiet. The door opened and a small man in black clothes came out. Awoman in a colorful dress followed him. She was a tall woman with a strong, beautifulface and large, dark eyes. Her long, black hair shone in the sunlight. There was a baby inher arms and a big, red letter ‘A’ on the front of her dress.

(Adapted from The Scarlet Letter. p.1. Level 2.)

3 It is a wet afternoon in November, and the winds are strong. On a road near the river,three men are cutting down a tree. When the tree is down, they pull it on to the road andthen go to wait behind some other trees. Their red car is near them, ready to drive awayquickly. It is a small, quiet road.

A hundred metres away, a woman called Petra is watching the big road from the city.She is waiting for a blue security van. Next to Petra, there is a sign across the road nearthe river. It says: ROAD CLOSED.

(Money to Burn. p.1. Level 2.)

FROM TEXT TO PICTURE

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Presentation (25 minutes)

1 Put students into pairs. Students match the wordswith the pictures. Encourage them to use theirdictionaries to look up new vocabulary. Checkstudents’ answers and if necessary, teach the words.

2 Teach the word island by sketching an island on theboard and drawing the sea around it. Then quicklysketch in some mountains and three rivers. Sketch ina lot of trees. Also sketch in a lake. Say: Tell me aboutthe island. Elicit: There’s a lake, there are some mountainsand rivers. There are a lot of trees. Point out that if thereare three or more, we usually say some.

Level: Easystarts

Skills: Reading; speaking; writing

Function: Describing places

Language: There is/are + a/some/a lot of; Is/arethere + a/any? There aren’t any . . .

Vocabulary: ‘Nature’ words

Write the words town and village on the board andelicit/teach the meaning. Elicit the followingquestions and answers: Is there a town on the island?Are there any villages? There aren’t any villages/towns.Point out that we use some with affirmative sentencesand any with interrogative and negative sentences.Then write the structures on the board for students tocopy.

Put students into pairs. Each student draws an islandand puts four items from Exercise 1 in it. (Threevillages counts as one ‘item’.) With their partner, eachstudent then describes his/her island, using thestructures given in the example. Then as a wholeclass activity, ask some students to describe theirisland and correct where necessary.

3 (Optional activity) Put students into different pairs.Students do not show each other their islanddrawings. They take turns to ask each other questionsabout their islands, as in the example. Then as awhole class activity, listen to some student pairs andcorrect where necessary.

Practice (15 minutes)

4 Put students into pairs. Ask students to read thepassage and answer question 1. Check answers orally,explaining and helping students to guess the answersfrom the context. Students then read the passageagain and answer questions 2–5. Encourage them touse their dictionaries to look up new vocabulary.Check answers orally, explaining and correctingwhere necessary. If there is sufficient time, askstudents to write answers to question 5.

Further practice (20 minutes)

5 Look through the passage and pre-teach anyvocabulary you think necessary. Students read thepassage and complete the gaps. Check answers orally,correcting and explaining where necessary.

6 Put students into pairs. Read through the rubric andcheck students understand what they have to do.Students then do the exercise, without referring toExercise 5 if possible. Walk round and give help whereneeded. As a whole class activity, listen to somestudents. Correct major errors and teach any newvocabulary that arises.

Key1 1 hill 2 mountain 3 tree 4 river 5 town 6 lake

7 village

4 2 They find water in a river. 3 They sleep on thebeach. 4 They start to make a small house. 5 Theisland is big. There’s grass and there are a lot of tall,thick trees. There’s a small river with cold, cleanwater. There are coconuts on the island. There’s abeach.

5 1 a 2 any 3 any 4 some 5 some 6 a lot/lots 7 are 8 is 9 a

• This series features 45 one-hour ready-to-go lessons, which focus on a particular language area and can be used immediately in the classroom.

• Extracts from a variety of Penguin Readers titles, promoting reading skills, are used. With language presentation and plenty of practice, students are able to read more effectively.

• Detailed teacher’s notes and answer keys included.

Instant Lessons Book 1

Teacher’s Notes

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Describing places

Draw an island. Choose four items fromExercise 1 to put on your island. Then find apartner and make sentences about yourisland.Example:There’s a lake. There are some hills. There aren’tany mountains. There are a lot of trees.

Work with a different partner. Don’t showyour partner your island. Ask your partnerquestions about his/her island.Example:

3

2

Work in pairs. Answer the questions below.

(Adapted from Tinker’s Island. pp.8-9. Easystarts.)

1 Guess the meaning of these words: coconut, grass, beach

2 Where do Sam and Jenny find water? 3 Where do Sam and Jenny sleep? 4 What do they start to make the next

morning? 5 Describe the island.

Read the passage and fill in the gaps.Choose from these words:

Work in pairs. Imagine that you are on thisisland. Talk about the island and your lifethere.

6

some any is are a lot a

5

4

We live on (1) _____________ small island. There aren’t

(2) _____________ houses or phones. There aren’t

(3) _____________ people. We are all alone. How do we

live? There are (4) _____________ small animals and we

kill them. We have two guns. But

(5) _____________ animals are dangerous and we must

be careful. There are (6) _____________ of trees. We

take the wood and make fires with it. Then we cook our

food. There (7) _____________ some fruit trees too. We

eat the fruit. There (8) _____________ a river and the

water is very clean. It’s hot here and we like that. We

live in (9) _____________ small grass house.

The island is big and has lots of tall, thick trees. FirstSam and Jenny look for food and water. They finda small river. The water is cold and clean. Theydrink and drink and drink. There are coconuts onthe island too . . . Sam opens two of them andgives the first one to Jenny. That night Sam andJenny sleep on the beach. They are very tired. Inthe morning they start to make a small house withgrass and wood. They work very hard. After fourdays they finish.

Is there a lake?

Yes, there is.

Are there any mountains?

No, there aren’t.

Work in pairs. Look at the pictures. Writethe words below beneath the right pictures.

lake mountain town hillvillage tree river

1

1 _______________

7 _______________

6 _______________

5 _______________

4 _______________3 _______________

2 _______________

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1 a Put students into pairs. Ask students to read thesentences. Write the words say and answer on theboard and ask students to underline verbs like thesethat tell us that someone is speaking or describe howsomeone speaks. Encourage students to use theirdictionaries. Check answers orally and giveexplanations where necessary.

Level: 2


Function: Describing how people say and dothings

Language: Adverbs

Vocabulary: Verbs describing speech

b Go through the example with students.Elicit/explain the fact that kind is an adjective andtells us more about a noun. Elicit/explain the fact thatkindly is an adverb and tells you more about a verb.Elicit/explain the fact that you make an adverb byadding –ly to the verb. Ask students to think of moreadjectives and write them on the board in a column.Get students to tell you what the adverbs are andwrite them in a second column. Point out thatadverbs ending in consonant + y add –ily. Point outalso that there are some exceptions where theadjective and adverb are the same (hard – hard, fast –fast, early – early, late – late). Elicit/point out the factthat the adverb of the adjective good is well. Studentsthen do the exercise in pairs. Check answers orallyand give explanations where necessary.


2 Put students into pairs. Check that studentsunderstand the questions. Students read the passageand answer the questions. Encourage them to usetheir dictionaries to look up new vocabulary. Checkanswers orally and give explanations where necessary.Encourage discussion for question 4.

3 Explain that in this exercise, students’ task is to addin verbs describing speech (i.e. the verbs used inExercise 1) and adverbs to the dialogue in the passagein Exercise 2. Go through the example given andelicit more examples. Point out that we can say saidMorris or Morris said. Students then do the exercise inpairs. Walk round and give help where needed. Checkstudents’ work. Ask some pairs to read out their workand correct where necessary.


4 Put students into pairs. One student in each pair playsCatherine, the other plays her best friend. Askstudents to imagine that Catherine tells her friendthat Morris has left her. Her friend is shocked andsympathetic. Students make the conversation. Walkround and give help where needed. Ask some pairs toact out the conversation for the class. Correct majorerrors. Then students write the conversation, addingat least five adverbs. Walk round and give help whereneeded. If time allows, check students’ work.

Key1 a 1 asked 2 shouted 3 reply, said 4 whispered

5 screamed 6 said 7 cried 8 spoke

b 1 slowly 2 angrily 3 carefully 4 deeply 5 loudly 6 badly, late 7 well, hard, early 8 fast

2 1 They are engaged (going to marry). 2 He’s notinterested in her and feels cold towards her. He wantsto leave her. 3 She loves him and wants him to staywith her. She ‘gave up everything’ for him. 4 Openanswer





Teacher’s Notes

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Love

Work in pairs. a Underline the verbs describing speech in the sentences below.

b Change the adjectives in brackets into adverbs.Example: She smiled (kind) at him. She smiled kindly at him.

1 ‘Why are you driving so (slow)?’ he asked. 2 ‘Get out!’ he shouted (angry).3 ‘Think (careful) before you reply,’ he said.4 ‘I love you (deep),’ Matthew whispered.5 Maria screamed (loud) and then jumped out of the window.6 ‘You do your job (bad) and always arrive (late),’ said Mr Morrell.7 ‘That’s not true. I do my job (good). I work (hard) and always arrive (early),’ Peter cried.8 He spoke (fast) and she couldn’t understand him.

Work in pairs. Read the passage. Answer the questions below.

1 What is Catherine and Morris’s relationship 3 How does Catherine feel about Morris?at the beginning of the conversation? 4 How do you feel about Morris?

2 How does Morris feel about Catherine?

In pairs, read the passage in Exercise 2 again. Write in more verbs describing speech and adverbs. Example: ‘Come tomorrow. I’m very quiet now. Please, tomorrow,’ she said quietly.

Imagine that Catherine tells her best friend that Morris has left her. Make that conversation. Thenwrite the conversation, using five adverbs.

4

3

2

1

(Washington Square. pp.34-35. Level 2.)

Morris came to see Catherine. He said suddenly, ‘I’m going away to New Orleans. I’m going to buysome coffee.’

‘Take me with you,’ said Catherine.‘No, it’s a dirty and dangerous place. People get ill there.’‘Then you must not go. When people are going to marry, buying coffee is not important. Think

about me, not coffee. We must not wait too long.’ She spoke strongly, her hands on Morris’s arm.Was this the time to break with Catherine?

‘I don’t like this noisy Catherine. I like you when you’re quiet,’ said Morris.‘But I don’t ask much of you. When are you coming again?’‘Saturday,’ he answered and smiled.‘Come tomorrow. I’m very quiet now. Please, tomorrow.’‘I said Saturday,’ he said, but did not smile this time. ‘Tomorrow I’ll be in the office.’ She looked at

his hard, cold eyes.‘Morris,’ she said quietly, ‘you’re going to leave me.’‘Yes. I’ll write to you – that’s better.’‘Morris, I gave up everything for you!’ she cried.‘You can have it all back.’‘Morris, why are you doing this now? What is different?’‘Wait for my letter.’‘Ah, you’re not coming back.’He got away from her and closed the door behind him.


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1 a Put students into pairs. Their task is to separate outthe two stories in the texts. To do this, they shouldunderline the sentences of one story. The easiest wayfor students to do the exercise is to start with the firstsentence and go through the text, underlining thatstory. They can read through the second story (whichhas not been underlined) and check that they havedone the exercise correctly. Encourage students to usetheir dictionaries for new words. Check answersorally.

b Elicit answers to the question from a number ofstudents and give help where necessary.

c Check that students understand how to form thepast tense of regular verbs. Check that studentsunderstand that they must learn the past simple tenseof irregular verbs. In pairs, students then go throughthe stories and do the exercise. Check answers orally.


2 Explain to students that regular verbs end in threedifferent sounds: phonetic symbol d (stayed, rained);phonetic symbol t (talked, danced); phonetic symbol Id(started). Write these phonetic symbols on the boardin three columns. Students copy them down, also inthree columns. Give the examples above very clearly,so that students can really hear the ending andunderstand that it is the sound of the ending thatmatters, not the spelling. Check students understandthe list of verbs in the exercise. Slowly read out thefollowing list of verbs, which are the same as the listin the worksheet, but in a different order: started,closed, listened, watched, waited, stopped, worked, opened,lived, shouted, wanted, finished. Students put each verbin the appropriate column according to the sound ofthe ending. Check answers orally.

If time allows, explain that the pronunciation of theendings depends on the base form of the verb. If itends with a soft sound (live, listen) the pronunciationof the –ed ending has a d sound. If the end is hard(stop, work) the pronuncation of the –ed ending has a tsound. If the base form ends with a –t sound (wait,shout), the –ed ending is pronounced Id.

Note: If time is short, omit Exercise 2.

Level: 1


Function: Understanding a dramatic scene

Language: Past simple, affirmative form, withemphasis on irregular verbs

Vocabulary: ‘Crime’ words

Key1 a Story 1 Two students, a boy and a girl, went into a

small shop. It sold old stamps and coins. The coinswere very valuable. They looked at some of the coins.The shopkeeper watched the students carefully. Thegirl student thought, ‘He thinks we’re going to stealthe coins!’ There was a girl shop assistant. The girlstudent smiled at her, but the girl did not smile back.‘She isn’t very friendly,’ the girl student thought. Thetelephone rang in the room behind the shop. Theshopkeeper went to answer it. After some minutes,the students left and went to a café. Suddenly, theshopkeeper came into the café. ‘Where are my coins?’he said. ‘They’re not there. You stole them!’

b Story 1 Someone stole some valuable coins from ashop. Story 2 A man had a bag of dangerous drugs.

c went/to go; sold/to sell; were/to be; looked/to look;watched/to watch; thought/to think; ran/to run;put/to put; was/to be; smiled/to smile; rang/to ring;left/to leave; found/to find; came/to come; said/tosay; took/to take; saw/to see; had/to have; stole/tosteal; started/to start

2 d closed, listened, opened, lived; t watched, stopped,worked, finished; Id started, waited, shouted, wanted

3 (1) had (2) held (3) stopped/arrived (4) got/climbed(5) had (6) shouted/said (7) shouted (8) picked up(9) threw (10) hit (11) fell (12) took (13) threw

4 b The shop assistant took the coins and went to thewindow. There was a flute player outside. She threwthe coins into his hat. He walked away with the coins.





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Crime

a Work in pairs. There are two stories in the text below. Both stories are about two students, a boyand a girl. The stories are mixed up. Separate the two stories. Underline the sentences of one story.

1

b In your own words, answer this question: What is the crime in each story?

c Write down all the past simple verbs in the story. Beside each verb, write the infinitive form. Example: went/to go

Listen to the pronunciation of these regular verbs. What sound do they end in? Draw a table and put the verbs in the right column.

stopped listened wanted closed worked opened watchedstarted lived finished waited shouted

2

Work in pairs. The passage below finishesthe story about drugs in Exercise 1. In thisstory, the girl is called Kim. The man whowants the drugs is called Vidal. Completethe gaps with a verb in the past tense.

3 a Work in pairs. Look at this picture. Itshows who stole the coins. The girl at thewindow is not the girl student. Who is she,do you think?

b Explain how the two people in thepicture stole the coins. You will need thesewords: shop assistant flute player

4

(Based on Run for your Life. Level 1.)

Two students, a boy and a girl, went into a small shop. It sold old stamps and coins. Two students, a boy

and a girl, were on holiday in Barcelona, Spain. The coins were very valuable. They went for a walk in the

little streets behind the market. They looked at some of the coins. The shopkeeper watched the students

carefully. The girl student thought, ‘He thinks we’re going to steal the coins!’ Suddenly a man ran out of a

house. He ran across the street and put something in a rubbish bin. There was a girl shop assistant. The

girl student smiled at her, but the girl did not smile back. Then he ran away. ‘She isn’t very friendly,’ the

girl student thought. The telephone rang in the room behind the shop. The students went to the rubbish

bin and looked inside. The shopkeeper went to answer it. After some minutes, the students left and went

to a café. They found a small white bag. Suddenly, the shopkeeper came into the café. ‘Drugs!’ said the

boy student. ‘We’ll take this to the police.’ The girl student took the bag. ‘Where are my coins?’ he said.

‘They’re not there.’ Then they saw the man again. He had a knife. ‘You stole them!’ ‘Give me the bag,’ he

said in Spanish. The girl student started to run.

(Based on The Missing Coins and Run for your Life. Level 1)

Vidal (1) _______ a knife in his hand. He (2) _______

the knife near Kim’s face. A car (3) _______ and a

policeman and policewoman (4) _______ out of the

car. They (5) _______ guns. ‘Throw the knife down!’

(6) _______ the policeman. But Vidal (7) _______

‘No!’ Suddenly, Dave (8) _______ _______ a rubbish

bin and (9) _______ it. It (10) _______ Vidal and he

(11) _______ down. Kim quickly (12) _______ the

knife and (13) _______ it away.


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1 a Put students into pairs. Tell them that this passagetells an amusing story. Explain that the word to hasbeen omitted in this passage. Students read thepassage, using their dictionaries to look up newvocabulary. They write to in where necessary in thepassage. Check answers orally and give explanationswhere necessary.

b Check students understand the questions. For


2 Explain that all the sentences in this exercise containverbs that are followed by the infinitive. Go throughthe sentences with students and check theyunderstand them. Make sure that students understandthat sentences 1 and 3 ask them to say something totheir partner. If you feel students need the help, gothrough the sentences, eliciting answers. Studentsshould speak in complete sentences. Students then dothe exercise in pairs. Walk round and give help wherenecessary. When students have completed theexercise, as a whole class activity, elicit answers fromthem and correct where necessary.


3 a Look through the passage and pre-teach anyvocabulary you think necessary. Students read thepassage and choose the ending they like best, A or B.Ask a number of students which ending they like best.Ask them to explain why.

b Elicit answers and explanations. (B is the realending.)

c Ask two students to each tell part of the story. Otherstudents can help if necessary. Then put students inpairs to tell the story, choosing the ending they likebest. Give help where necessary.

Note: If time is short, omit part c and do it as afollow-up activity.

4 Look through the exercise and pre-teach anyvocabulary you think necessary. Students tell the storyin pairs. Point out that a dash (–) does not necessarilymean that students must put in a word. Walk roundand give help where necessary. As a whole classactivity, elicit the story from students and correctwhere necessary. If time allows, students can thenwrite the story.

Key1 a . . . his girlfriend did not want to marry him. He

decided to kill himself for love. He chose to jump infront of . . . He was not seriously hurt and was ableto leave hospital after a few hours. . . . the doctorsasked him to talk to someone about his problem.Finally, Mr Ruiz agreed that it was foolish to killhimself. He decided to go on living and look for anew girlfriend. Glad to be alive, he left the hospital . . . They took him back to the hospital for the thirdtime that day . . .

b 1 Because his girlfriend did not want to marry him.2 He tried twice. 3 The first time he jumped in frontof a train. The second time he jumped in front of alorry. 4 The train went safely over him. When hejumped in front of a lorry he only got a few knocks.5 Ruiz decided to go on living and find a newgirlfriend. But when he left the hospital, a horseknocked him down and he was seriously hurt. 6 Six (want, decide, choose, be able to, ask someone to,talk to) 7 Open answer

4 Seventy-five prisoners agreed to try to escape fromprison in Northern Mexico. They planned to dig atunnel under the prison wall. They started to dig thetunnel in November 1975 and managed to finish itin/by April 1976. They went through the tunnel andcame up in a courtroom. The judges were verysurprised. They sent the prisoners back to prison.





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Humour

a Work in pairs. The word ‘to’ has been omitted from this passage. Put ‘to’ in the passage wherenecessary.

(The Book of Heroic Failures. pp.32-34. Level 3.)

b Read the passage again. Answer the questions.1 Why did Ruiz decide to kill himself? 5 What is the ‘twist’ at the end of this story?2 How many times did he try? 6 How many verbs are there in this passage that 3 How did he try? have ‘to’ after them? What are these verbs?4 What happened each time? 7 What would you like to say to Ruiz?

Work in pairs. Answer the questions below or follow the instructions. Talk in complete sentences.1 Make a promise to your partner. (I promise to . . .)2 Do you intend to keep your promise?3 Ask your partner to do something impossible.4 What did you ask your partner to do? Did he/she refuse to do it?5 What are you trying to do at the moment?6 What do you aim to do after this lesson?7 Do you want to do it or is it something you have to do?8 Is there anything that you planned to do in the last week but didn’t manage to do? What was it?

a Work in pairs. Read this story. Which ending do you like best, A or B? Explain why.

b This is a true story. Which is the real ending, do you think? Why do you think this?

c Tell the story.

In 1969 Mrs Beatrice Park decided to take her driving test – for the fifth time. During the test she managed to drive into the River Wey at Guildford. She and her examiner climbed on to the roof of the car and waited for someone to come and save them. The examiner went home feeling ill. He was stillholding his test paper and pencil.A Mrs Park decided to take her test again. She had the same examiner as the last time. When he saw her,he fainted. He then refused to sit in the same car as Mrs Park. She agreed to have another examiner.B Mrs Park wanted to be sure: Was that all right, she asked, or did she have to take the test again? They told her, ‘We cannot say anything until we have seen the tester’s report.’

(Based on The Book of Heroic Failures. p.14. Level 3.)

Work in pairs. Tell the story outlined below. Put the verbs into the correct tense.Seventy-five prisoners – agree – try – escape – prison – Northern Mexico. Plan – dig – tunnel – under –prison wall. Start – dig – tunnel – November 1975 and – manage – finish it – April 1976. Go through –tunnel – come up – courtroom. Judges – very surprised. Send – prisoners – back – prison.

(Based on The Book of Heroic Failures. pp.22-24. Level 3.)

4

3

2

1

In 1978 Señor Abel Ruiz of Madrid found out that his girlfriend did not want marry him. He decided killhimself for love. There are many ways of dying for love. He chose jump in front of the fast Gerona toMadrid train. But when he jumped, he landed between the railway lines and the train went safely over him.He was not seriously hurt and was able leave hospital after a few hours.

Later that day Ruiz tried again. This time he jumped in front of a lorry, but only got a few knocks. Whenthey saw him back at the hospital so soon, the doctors asked him talk someone about his problem. Finally,Mr Ruiz agreed that it was foolish kill himself. He decided go on living and look for a new girlfriend. Glad bealive, he left the hospital and a horse knocked him down in the street. They took him back the hospital forthe third time that day, seriously hurt this time.


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1 Elicit answers to the questions. (Students will find theanswers in the next exercise.)

2 a Ask students: What do you know about the filmBraveheart? Tell students that the passage that followsis about William Wallace, the man called Braveheartin the film. Pre-teach any vocabulary necessary. Inpairs, students match the picture with the relevantsentence in the passage. Check answers orally.

Level: 3

Skills: All four skills are practised

Function: Talking about interactions

Language: Adjective + preposition

Vocabulary: Gender nouns

b Do the first example with the whole class. Explainthat many adjectives (for example, frightened) must beused with a particular preposition. Students then dothe exercise in pairs. Check answers orally.

c Check students understand the questions. Whatthings actually happened and what things wereinvented to make a good story for the film? Studentsdiscuss this in pairs. Elicit answers, encouragediscussion and ask them to give reasons.


4 Pick out the adjectives in the exercise (frightened,jealous, cruel, angry, excited, pleased, surprised,polite) and write them on the board, followed bytheir prepositions. Ask students to make sentencesusing these adjectives and prepositions. Students canthen do the exercise in pairs. Check answers orally.


5 If possible, put students into pairs or groups of thesame nationality to do this exercise. Ask students toprepare a two-minute talk about the person they havechosen. Encourage students to use adjective andpreposition combinations they have practised. Choosesome students to talk in front of the class.

Key1 Five men have surrounded three soldiers. The soldiers

look very surprised. The men have swords and knives.They are going to attack the soldiers. (It’s thethirteenth century, and it takes place in Scotland.)

2 a His men were good at trapping and killing groups ofEnglish soldiers.

b 1 of 2 to 3 of 4 with 5 at 6 by

c Open answer

4 1 . . . of flying. 2 . . . of each other. 3 . . . to me. 4 . . . with his son. 5 . . . about the party. 6 . . . withyour work. 7 . . . by/at his words 8 . . . to him.

Follow-upIn pairs, students say what they know about the realWilliam Wallace.

3

4

3




Teacher’s Notes


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25

Heroes

a What do you know about the filmBraveheart? The passage below tells thestory of the novel and film Braveheart. Thestory is based on the life of William Wallace.Read the passage and match the picture inExercise 1 with a sentence in the passage.

During the thirteenth century, the English wantedto control Scotland. The Scots were frightened (1) _______ the English, who were very cruel (2) _______ them. The Scottish nobles were jealous(3)_______ each other and fought each other, notthe English. William Wallace was a farmer’s son. The English killed his father, his brother, and manyyears later, the woman he loved. Wallace was veryangry (4) _______ the English. He started fightingthe English and many Scots came to fight withhim. His men were good (5) _______ trapping andkilling groups of English soldiers. Then the Englishsent an army of ten thousand men to Stirling inScotland. With an army of only two thousand men,Wallace defeated the English. Because of this, hewas made Guardian of Scotland by the Scottishnobles. Shocked (6) _______ England’s defeat, theKing of England sent his son’s wife, Isabella, to talkto Wallace. The young man and woman were veryattracted to each other. Then, in a second battle at Falkirk, the English defeated Wallace and theScots army. This was because many Scottish nobles fought with the English! Once again theEnglish King sent Isabella to talk to Wallace. TheKing wanted to trap Wallace, but Isabella told theScotsman and he got away. The English finallykilled Wallace with great cruelty in 1305. As he died he cried, ‘We will be free!’

(Based on Braveheart. Level 3.)

b Complete the gaps in the passage withthese prepositions:

by of (2) with to at

2

c Which parts of the story are true, do youthink? Which parts do you think areprobably untrue and are there to make agood story?

a Listen to this passage about WilliamWallace. It gives you the facts that we knoware true. Were you correct in your answer toExercise 2, part c? What parts of the story inExercise 2 are not included in this passage?

b Listen again. What new things do welearn in this passage?

c Write down the sentences in this listeningpassage that have the same meaning as thesentences below. 1 The English were very cruel to the Scots.2 The Scottish nobles fought each other, not the

English.3 With an army of only two thousand men,

Wallace defeated the English.4 In a second battle at Falkirk, the English

defeated Wallace and the Scots army.

Complete the second sentence so that it hasthe same meaning as the first. Use theseprepositions:

1 He is afraid of flying. He is frightened ______ .2 Jealousy is often a problem with brothers and

sisters. Brothers and sisters are often jealous______ .

3 Please don’t treat me so cruelly. Please don’tbe so cruel ______ .

4 He spoke angrily to his son. He was angry______ .

5 The idea of the party is exciting. I feel excited______ .

6 Your work really pleased me. I was pleased______ .

7 His words surprised everyone. Everyone wassurprised ______ .

8 Please be polite when you talk to him. Pleasebe polite ______ .

Work in pairs or small groups, if possible, ofthe same nationality. Choose a national heroor heroine and prepare a short talk abouthis/her life.

5

at about by to with of

4

3

Work in pairs. What is happening in thispicture? What century is it, do you think?What country could it be?

1

Complete the second sentence so that it hasthe same meaning as the first. Use theseprepositions:

1 He is afraid of flying. He is frightened ______ .2 Jealousy is often a problem with brothers and

sisters. Brothers and sisters are often jealous______ .

3 Please don’t treat me so cruelly. Please don’tbe so cruel ______ .

4 He spoke angrily to his son. He was angry______ .

5 The idea of the party is exciting. I feel excited______ .

6 Your work really pleased me. I was pleased______ .

7 His words surprised everyone. Everyone wassurprised ______ .

8 Please be polite when you talk to him. Pleasebe polite ______ .

Work in pairs or small groups, if possible, ofthe same nationality. Choose a national heroor heroine and prepare a short talk abouthis/her life.

5

at about by to with of

4

4

3


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26

KeyA 1 waistcoat 2 keyboard 3 postcard 4 toothbrush

5 bathroom 6 birthday 7 armchair 8 suitcase 9 handbag 10 lighthouse

Ask the students if they can guess what theword is from the drawing. (The answer isearring.) Tell them it is common in English to

put two words together to form a completelynew word. Give them another example, namelyfootball. (Draw it if you can!) Ask the studentsfor any other examples they know.

+


Activity A Divide the class into pairs. Give eachstudent a copy of the handout. Explain thatthey have to use the clues to match words fromcolumn 1 with words from column 2 to maketen completely new words. Some words in thecolumns will not be used.


Activity B Students work alone at first. Giveeach student one of the words on page 27 plus a copy of the blank drawing sheet on page 28. Before they start, make sure theyunderstand the meaning of the word they aregoing to draw. Tell them to try to represent theword on the blank sheet of paper by drawingtwo pictures, one for the first part of the wordand one for the second. Allow approximately 5 minutes.When everyone is ready, they now walk aroundthe class talking to as many people as possible.They take it in turns to try and guess eachother’s words.At the end of the activity, get one or twovolunteers to draw their word on the board.

Foot + ball = football Aim To teach the students some common compound nouns.

Preparation Copy handouts on pages 27 and 28 – one copy per student. Cut up the words inActivity B.

Homework

Ask the students to draw and make up gappedsentences for the following compound nouns:bookcase, bagpipes and haircut.

Conclusion (10 minutes)

Activity C This is a quick check to see if thestudents have remembered some of the wordspractised in the lesson. They can work in pairs.Check orally.

• This series features 45 one-hour ready-to-go lessons, which focus on a particular language areaand can be used immediately in the classroom.

• Extracts from a variety of Penguin Readers titles, promoting reading skills, are used. With languagepresentation and plenty of practice, students are able to read more effectively.


Introduction (5 minutes)

Draw the following on the board:

Instant Lessons 1 Elementary


27

Foot + ball = football

A Match words from column 1 with words from column 2 to make compoundwords.

1 It’s something people wear – usually men._____________

2 A musical instrument. It’s like a piano._____________

3 You can write this when you’re on holiday._____________

4 You use it to keep your teeth clean._____________

5 Where you have a shower. _____________

6 Everybody has one of these once a year._____________

7 You can sit in it. _____________

8 You put clothes in this when you go onholiday. _____________

9 Women keep their money and makeup inthis. _____________

10 A tall building near the sea. It helps boats.____________

B Words

AB C

column 1 column 2

arm bag

bath ball

birth board

boy brush

hand card

key case

lamp chair

light coat

post day

suit house

tooth room

waist table

bedroom butterfly nightdress cowboy

penknife screwdriver schoolgirl farmhouse

headphones lipstick seatbelt sunglasses

lamppost housewife rainbow moonlight

timetable basketball cupboard postman

✂

PHOTOCOPIABLE From Instant Lessons 1 © Penguin Books 2003


28

Foot + ball = football (continued)

B Drawings

C Fill in the missing words. To help you, the first and last letters of each word aregiven.

1 ’What’s your favourite sport?’

‘F____________l, of course.’

2 I got this camera from my parents for my b____________y.

3 Shall I buy a suit with or without a w____________t?

4 John Wayne often played a c____________y in films.

5 ‘Where’s Paula?’

‘She’s in the b____________m washing her hair.’

6 When you travel by car you should always wear a s____________t.

7 Don’t forget to send me a p____________d from Spain!

8 ‘Is there a letter for me?’ ‘I don’t know. The p____________n hasn’t comeyet.’

9 Sit down in that a____________r over there.

10 ‘Where are the plates and glasses?’

AB C

Which word is it?

+

PHOTOCOPIABLE From Instant Lessons 1 Elementary © Penguin Books 2003


29

Instant Lessons 2 Intermediate


Activity A Let the students work in pairs. Giveeveryone a copy of the handout. Explain whatis to be done (do the first example orally inclass, if necessary) then let them complete theexercise. Check orally, pointing out that theprefix non- is used differently from the otherprefixes – a hyphen is needed to connect it tothe adjective, for example non-existent.As a quick revision, the students can test eachother. One student reads out an adjective whilehis/her partner gives the opposite, using thecorrect prefix. They can take it in turns to readout and answer.

Introduction (5 minutes)

Introduce the subject by writing the followingon the board:legal conscious possible correctAsk the students if they can give you theopposites of the above (illegal, unconscious,impossible, incorrect). Explain that il-, un-, im-and in- are called prefixes. Ask the students ifthey know any other adjectives that start withthese prefixes. Add them to the board.Tell the students that in this lesson you will belooking at various prefixes used with adjectivesto give the opposites of the words.

PrefixesAim To show how prefixes are used in forming the opposites of adjectives.

Preparation Copy the handouts on pages 30 and 31 – one copy per student.

KeyA dishonest, loyal, satisfied

illegal, literate, logicalim- mature, patient, possiblein- accurate, considerate, correct, dependent,

experienced, sane, sincereir- regular, relevant, responsiblemis- understoodnon- existent, resident, violentun- avoidable, comfortable, conscious, employed,

necessary, popular, ripe

B 1 illiterate 2 unavoidable 3 uncomfortable 4 incorrect 5 dishonest 6 unpopular 7 irregular 8 non-resident 9 unconscious 10 inconsiderate 11 unemployed 12 illegal 13 immature 14 unnecessary 15 impossible 16 irresponsible 17 misunderstood 18 non-violent 19 independent 20 inexperienced

Homework

Ask the students to write sentences aboutthemselves, their family, etc. using five of thewords learnt during the lesson (i.e. includingthe prefixes).

Conclusion (10 minutes)

Activity C This is an open-ended activity. Tellthem to fill in the gaps using their own words.When they have finished, they find a partnerand compare answers.


Activity B This is an exercise to check that theyhave learnt the words in Activity A. It can bedone individually or in pairs. Give eachstudent/pair a copy of the handout. Go throughthe first one with the whole class, then let themcomplete the rest. Check orally.• This series features 45 one-hour ready-to-go

lessons, which focus on a particular language area and can be used immediately in the classroom.



Teacher’s Notes


30

Prefixes

A Which prefix would you put in front of these adjectives? Arrange the wordsunder the correct headings. (The number in brackets after each heading sayshow many words are needed.)

accurate avoidable comfortable conscious considerate correct dependent employed existent experienced honest legal literate logical

loyal mature necessary patient popular possible regular relevantresident responsible ripe sane satisfied sincere understood violent

AB C

dis- (3)

il- (3)

im- (3)

in- (7)

ir- (3)

mis- (1)

non- (3)

un- (7)

PHOTOCOPIABLE From Instant Lessons 2 Intermediate © Penguin Books 2003

PHOTOCOPIABLE From Instant Lessons 2 Intermediate © Penguin Books 2003 31


Prefixes (continued)

B Fill in the missing adjectives in the following sentences. (They are all to be foundin Activity A) To help you, the start of the words are given for sentences 1-10.1 If you are unable to read or write, you are il______.2 The accident couldn’t be helped. It was un___________.3 What an un_________ chair! I’d hate to sit on this for too long!4 Sorry, that answer is in________. Please try again.5 It was very dis__________ of him to keep the money.6 The present government is very un_________ at the moment. In a recent poll,

only 15% of the population think they are doing a good job.7 My visits to church are very ir_________ – just once or twice a year, maybe.8 Since he was a non-______________ he didn’t have to pay income tax.9 The boxer was knocked un___________________ .

10 It was very in__________ of you not to phone me to say you would be late cominghome for dinner.

11 My uncle lost his job just before Christmas, and has been _____________ ever since.12 It is ___________________ in Britain to buy alcohol at a pub if you are under

eighteen.13 Generally speaking, boys at the age of thirteen are more ___________ than girls of

the same age.14 You don’t need to meet me at the airport – it’s quite ___________________.15 They say it is _____________ to sneeze and keep your eyes open at the same time.16 It was very ________ of your sister to let the children play with matches.17 That’s not what I meant. I’ve been _____________ again!18 They didn’t believe in fighting. They preferred to solve problems using

____________ means.19 Our country has been ___________ since 1965. That’s when the French left.20 They told her she was too ____________ for the job. They needed someone who

had taught for at least two years.

C Fill in the gaps using your own words.1 It was very inconsiderate of him to ______________________.2 ___________________ is unavoidable.3 People who are unemployed should ______________________.4 In my country it is illegal to ______________________.5 I get very impatient when ______________________.6 One of the most unpopular people in my country is ______________________.

He/she is unpopular because ______________________.7 It is impossible to ______________________.8 I was once very dissatisfied with ______________________.9 An example of immature behaviour is ______________________.

10 Of all the things ever invented, ______________________ must be the most unnecessary one.

AB C

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