Total English

Total English
Supplementary Materials
Elementary
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Upper-Intermediate
Total English
Elementary
Total English
Elementary
Do you know…?
1 Fill in the chart below with a job, family word and country/nationality
for each of the letters your teacher calls out.
LETTER JOB FAMILY WORD COUNTRY/ SCORES

NATIONALITY
FINAL SCORE:
2 Now look at your partner’s filled in chart. Check that all the words are
spelt correctly. Use your Students’ Book to make any corrections.
Copyright © 2005 Pearson Education.

All rights reserved.www.longman.com/totalenglish/
TEACHER’S NOTES:
Do you know…?
Aim: to practise and consolidate key vocabulary from unit 1; jobs, family
words and countries/nationalities. This worksheet is designed as a
warmer to be used with unit 1.
Time: 30 minutes maximum
Materials: photocopies of the worksheet for each student.
1 To warm students up for the game, ask them to shout out the names of
jobs, countries and family words that they can remember from unit 1.
2 Explain that you are going to call out a letter from the alphabet and they
have to try and fill in a job/family word/country/nationality starting with that
letter. For each word they get, they get five points.
3 Call out the following letters: A, S, B, P, C

A - Artist, architect, aunt, Australian/Australia, America/American
S - Student, secretary, shop assistant, sister, son, stepbrother,
Spain/Spanish
B - Bank clerk, brother, best friend, Britain/British, Brazil/Brazilian
P - Police Officer, parents, Poland/Polish
C - Computer programmer, children, cousins, China
For the next letters, tell the students there are only 2 categories to fill in,
and let them know (if you think this is necessary) which ones they are:
G - grandparents, grandmother, girlfriend, grandfather, Greece/Greek,

Germany/German
F - father, father-in-law, Finland/Finnish, France/French
J - Journalist/judge, Japan/Japanese
N - Nurse, nephew, niece
R - retired, Russia
T - Teacher, traffic warden, Turkey/Turkish
U - Unemployed, uncle
4 Go through all the letters and get students to call out their words, and
then add up their total score. If the winner seems very confident, ask them
to spell out some of the words they filled in.
5 Finally ask students to swap with their partner and check the spellings of

all the words - a final consolidation and check on accuracy.

Hello, my name’s…
1 Look at the following dialogue and correct the underlined mistakes.
Maria: Hello, my name (1) Maria. What’s your name?

Tom: Hello Maria. My name are (2) Tom.
Maria: Where is (3) you from Tom?
Tom: I (4) from London. Where are you from?
Maria: I’m from Spain. I live with my parents and my brother.
Tom: How old are (5) your brother?
Maria: He (6) 15. How old are you?
Tom: I (7) 18. I live with my cousin, Jane.
Maria: How old is he (8)?
Tom: She’s 20 and she (9) a student at the university.
Maria: Are you a student Tom?
Tom: Yes, I am. Are you a student?
Maria: No I not (10) a student. I’m a nurse.
Tom: See you tomorrow Maria.
Maria: Yes, goodbye Tom
2 Imagine you are meeting your favourite pop star, sportsperson or

actor/actress. Ask them questions about their family, nationality and
job. Use the above corrected dialogue to help you and the words in
the box below.
job nationality age country of origin

parents brothers sisters age of relatives

TEACHER’S NOTES:
Hello, my name’s…
Aim: to practice verb to be in context of exchanging information about

family, where you are from and jobs. This worksheet is designed to
be used in conjunction with unit 1.1.
Time: 40 minutes
1 Get students to read through the dialogue first. Then ask them to
correct the mistakes.
Answers: 1 ’s 2 is 3 are 4 ’m 5 is 6 ’s 7 ’m 8 she 9 ’s 10 ’m
2 Ask students which famous person they’d most like to speak to. Tell
them they have this chance and are going to ask a few questions
about their family, job and nationality. Get them to practise with their
partner, and monitor as they do so. If there’s time, ask some pairs to
demonstrate their questions/answers to the class, mimicking the
accent (if possible) of their chosen person.

Tell me…!
1 Write the correct question using the prompts and the answers provided.
Who/he ? He’s Tom Cruise.

What/it ? It’s a handbag.
Where/from ? They’re from Italy.
What/job ? She’s my English teacher.
Where/you ? I’m from Japan.
What/job ? He’s a doctor.
Where/he ? He’s from Brazil.
Who/they ? They’re my parents.
2 Fill in the gaps below with a partner.
1 _’m a doctor. 5 _ _’re from Russia.
2 _ _’s a journalist. 6 _ _ _’re an architect.
3 _ _ _ _’re students. 7 _ _’s a phone.
4 _ _ _’s a teacher. 8 _’m from Sweden.
3 Draw some things or people you know in the boxes below.
4 Work in groups. Show your pictures and look at your classmates. Who
are they? Where are they from? What is it? Ask and answer.

TEACHER’S NOTES:
Tell me…!
Aim: to practice subject pronouns and positive forms of to be with Wh-

questions. This worksheet is designed to be used in conjunction
with unit 1.2.
Time: 40 minutes
1 Students can either complete the exercise in pairs or alone. Check answers.
Answers: 1 Who is he? 2 What is it? 3 Where are they from?

4 What’s her job? 5 Where are you from? 6 What’s his job?
7 Where is he from? 8 Who are they?
2 Again students can work together or with a partner. Check answers.
Answers: 1 I’m 2 He’s 3 They’re 4 She’s 5 We’re 6 You’re 7 It’s

8 I’m
3 Ask the students to draw three people or things that they like/are important
to them. Draw your example on the board (don’t worry about being a great
artist!) e.g.
Your camera Your family Your car
Encourage students to ask you questions using the prompts in Ex. 1.

4 Ask students to work in groups of three or four and compare pictures.
Encourage them to use the questions; What is it? Who is it? Monitor and
help students with vocabulary when needed.

Who is Mr Green?
1 Peter Green is 32 and is from England. His telephone number is 0208 444
6890 and his mobile number is 08882 689567. He is a journalist. Look at the
form below, and correct the information that is wrong:
E.g.: His surname isn’t Blue, it’s Green.
First name: P A U L
Surname: B L U E
Age: 2 6
Place of origin: A U S T R A L I A
Nationality: A U S T R A L I A N
Address: 2 4 W A T E R S L A N E
O A K W O O D L O N D O N
Telephone number(s): 0 2 0 8 4 3 5 6 8 9 0
Mobile number: 0 7 7 7 2 6 8 9 5 6 7
Occupation: D O C T O R
2 Rewrite the following sentences using the negative form of to be.
1 I’m 50.
2 She’s my cousin.
3 They’re his parents.
4 We’re students.
5 You’re a journalist.
6 He’s from France.
7 They’re shop assistants.

8 I’m unemployed.
TEACHER’S NOTES:
Who is Mr Green?
Aim: to consolidate negative forms of verb to be. This worksheet is

designed to be used in conjunction with unit 1.3.
Time: 40 minutes
1 Ask students to identify the incorrect information by reading the small

paragraph at the top of the page and then correcting the information
on the form using negative forms of to be. If necessary, do the first
one with the students to give them an example: He isn’t 24, he’s 32.
If necessary, tell your students they have to find six mistakes.
Answers: 1 He isn’t 26, he’s 32. 2 He isn’t from Australia, he’s from
England. 3 He isn’t Australian, he’s English. 4 His home number isn’t
0208 435 6890, it’s 0208 444 6890. 5 His mobile number isn’t 07772
689567, it’s 08882 689567. 6 He isn’t a doctor, he’s a journalist.
2 Elicit negative forms in the present simple and, if necessary, write

these examples on the board. Then instruct students to work in pairs
to change the affirmative statements into negatives.
Answers: 1 I’m not 50. 2 She isn’t my cousin. 3 They aren’t his
parents. 4 We aren’t students. 5 You aren’t a journalist. 6 He isn’t
from France. 7 They aren’t shop assistants. 8 I’m not unemployed.
3 Follow up activity: if there’s time, get the class to write six sentences
in the affirmative of to be, and give them to their partner to write in
the negative. You can monitor this as a free activity for the students.

Total English
Elementary
Find the word!
1 Look at the words below from unit 2, and then find them in the word
search! The words go up and down in these directions: ,,,,,
beach pool restaurant eat work sleep open clean meet
swim bag book car lamp watch desk sell dry go
V R K O O B W R G T
M E S E L L Q A S O
I S C L E A N N S H
W T B K S E D E N O
S A M E E T K P L M
P U J W A C P O O L
E R P A W C A D R Y
E A M T O B H R B C
L N A C R G A E A T
S T L H K H I G F A
2 Quick quiz!
Now look at the words above again. Can you write a sentence for each
one? E.g. I go to a restaurant every weekend.

TEACHER’S NOTES:
Find the word!
Aim: This fun warmer can be used to consolidate key vocabulary from
unit 2, first by searching in the word searcher and then using the
words to make sentences in part 2.
Time: 40 minutes
1 Check that all students understand how a word search works and then
do the first one with them. Create some excitement by giving setting
a time limit of ten minutes to see if they can find all the words in time.
2 There are seventeen words remaining, and at this point students could
work in pairs to create the seventeen sentences. Monitor their work,
and correct all the grammar mistakes. If there are any spelling
mistakes just underline them and get the students to double check
either against the words above or in unit 2 of the Students’ Book.
Answers:
V R K O O B W R G T
M E S E L L Q A S O
I S C L E A N N S H
W T B K S E D E N O
S A M E E T K P L M
P U J W A C P O O L
E R P A W C A D R Y
E A M T O B H R B C
L N A C R G A E A T
S T L H K H I G F A

Mix and match
1 Rewrite the following mixed up words to form ten verbs:
1 od __ 6 hwas ____
2 tsrat _____ 7 vhae ____
3 wsim ____ 8 korw ____
4 klei ____ 9 awcth _____
5 tae ___ 10 lcaen _____
2 Now use the verbs above to fill in the gaps of the following sentences
to complete the crossword.
1 He _ _ _ _ _ at the café every Saturday.
2 Fiona _ _ _ _ _ _ her hair every evening.
3 I _ _ _ _ under water in the sea.
4 They _ _ _ _ _ TV every evening.
5 What do you _ _ in the afternoon?
6 I _ _ _ _ an interesting job.
7 Matt _ _ _ _ _ _ the house every weekend.
8 We _ _ _ _ _ work at 8am.
9 She _ _ _ _ _ his work.
10 What time do you _ _ _ breakfast?
2 3 4 5
6 7
8 9
10

TEACHER’S NOTES:
Mix and match
Aim: to practice present simple and use of subject pronouns: I/you/

he/she/it/we/they and verb vocabulary. This worksheet is designed
to be used in conjunction with unit 2.1.
Time: 40 minutes
1 Tell students they have to unscramble the anagrams as quickly as

they can. To help them understand what an anagram is put up an
example, kmea _ _ _ _, on the board and demonstrate how it
becomes ‘make’.
Answers: 1 do 2 start 3 swim 4 like 5 eat 6 wash 7 have

8 work 9 watch 10 clean
2 Ask students to fill in the crossword by completing the sentences.

To encourage peer correction ask the students to compare their
answers at the end, then elicit the correct sentences.
Answers: 1 (down) works 2 (down) washes 3 (across) swim

4 (down) watch 5 (across) do 6 (down) have 7 (down) cleans
8 (across) start 9 (across) likes 10 (across) eat
3 Suggested extra activity: If time, get students in pairs to find five

new words each from unit 2 and make anagrams for each other to
work out.

Quick quizzes
1 He, she, it quick quiz!

Quickly fill in the table below with the correct form of the present
simple for he/she/it. Write full sentences.
Verb: Sentence using he/she/it

watch
go
carry
have
do
organize
finish
wash
dry
2 Noun plurals quick quiz!

The plurals below are spelt incorrectly. Read them and then write the
correct plurals:
1 pictureies _ _ _ _ _ _ _ _ 7 addressies _________

2 watchs _______ 8 peoples ______
3 bookes _____ 9 scarfs _______
4 knifes ______ 10 citys ______
5 mens ___ 11 childs ________
6 diarys _______ 12 classies _______
3 Look at your verb sentences from Ex. 1 again. Now try and make the
sentences longer using ten of the words from Ex. 2. You can change the
sentences if you want.

TEACHER’S NOTES:
Quick quizzes
Aim: to consolidate 3rd person present simple and noun plurals. This
worksheet is designed to be used in conjunction with unit 2.2.
Time: 40 minutes
1 Monitor the sentences the students write and encourage faster ones to
make the sentences as comprehensive as possible.
Answers: watches, goes, carries, has, does, organizes, finishes,

washes, dries
2 Ask the students to imagine they are a teacher correcting the

spellings. Encourage them to work on their own initially as they will
have a chance to work together in the final part.
Answers: 1 books 2 pictures 3 watches 4 knives 5 men 6 diaries

7 addresses 8 people 9 scarves 10 cities 11 children 12 classes
3 The aim here is to get students to look back at their original sentences
and try to incorporate more words using the noun plurals and to build
their confidence sentence building. Ask students to complete the task
and go around the class monitoring. Ask them to exchange their
papers with a partner and encourage them to peer correct. Give
prompts to students who need them.

Day by day
1 Look back at unit 2 questions using what, when, where, do and does using
the present simple to ask about daily routines. Now choose your own
question in the present simple for each of these and fill in the questions in
the box below.
Student A Student B Student C Student D

What ?
Who ?
When ?
Where ?
Do ?
Does ?
2 Find four other students in the room and ask each student your five
questions about their daily routine. Write the answers in the chart above.
3 When you have completed the information, read it carefully. Now write
sentences to describe the answers each student gave you. Then give it to

your partner who will check it through for you.
TEACHER’S NOTES:
Day by day
Aim: to consolidate can do - talking and writing about daily routines.

This worksheet is designed to be used in conjunction with unit 2.3.
Time: 40 minutes
1 This is designed to be a free activity where students receive no

prompts as to how to write the questions, but encourage them to refer
to the Students’ Book and Workbook if they need to. Monitor each
student to check that their questions are correct, and then get them
up and about the class asking questions - the more practice the better!
2 They then have to write up their results in the 3rd person plural. Again
monitor this, and encourage students to check each others work at the
end. If time is going well, and you have a confident class, ask some
students to read out their results and get the rest of class to respond
with any questions they may have.

Total English
Elementary
Vocabulary Quiz
1 Answer the following questions with your partner.

1 Which days of the week are missing below? Write them in the spaces.
Sunday, Monday, Tuesday, _ _ _ _ _ _ _ _ _, Thursday,

Friday, _ _ _ _ _ _ _ _
2 List 3 sports that we use with do:

________ ____ ____
3 List 3 games and sports that we use with play:

________ _____ ________ ______
2 Correct the following phrases:

1 I go run every weekend
2 We go swim on Fridays
3 I go lunch at a restaurant on Saturdays
4 She goes shop as often as possible!
5 He listens music most mornings before work
6 I read newspaper on the way to work every morning
3 Unscramble the following new verbs from unit 3.

ecnad _____ oock ____
gins ____ e h a t b n u s_ _ _ _ _ _ _ _
misw ____ d r a o b e t a k s_ _ _ _ _ _ _ _ _ _
4 Look at the following new vocabulary below. Write a sentence about yourself
using each of these eight new items of vocabulary.
go for a walk go running listen to the radio go to the gym

read a book see a film watch a DVD/video ride a bike

TEACHER’S NOTES:
Vocabulary Quiz
Aim: to consolidate new vocabulary (days of the week, verbs, do + noun

for activities, play + noun for games) from unit 3; to improve
accuracy and confidence using the vocabulary.
Time: 40 minutes
Materials: photocopies of the worksheet for each student group.
1 Students in pairs or threes fill in the missing information.
Answers: 1 Wednesday and Saturday 2 aerobics, judo and yoga

3 play computer games, football, tennis
2 Ask the students to imagine they are a teacher correcting the phrases.
If necessary, do an example on the board to help. For example:
‘English I teacher am a’ becomes ‘I am an English teacher’.
Answers: 1 I go running every weekend. 2 We go swimming on Fridays.

3 I have lunch at a restaurant on Fridays. 4 She goes shopping as often as
possible. 5 He listens to music most mornings before work.
6 I read a newspaper on the way to work every morning.
3 Check students understand the concept of ‘unscrambling’ before

asking them to complete the exercise. Again, if necessary elicit an
example or write one on the board. E.g. ‘hatec’ becomes ‘teach’.
Answers: dance, sing, swim, cook, sunbathe, skateboard
4 Encourage students to be as creative as they like using all language

associated with present simple/can/can’t so far. Monitor closely and
supply new vocabulary on individual basis if necessary.

Do they / don’t they?
1 Use the following text to write sentences in the negative:

1 Pete/play football/Sundays
2 Jane/go gym/Mondays
3 Mum/sunbathe/holidays
4 Tom/read book/on the way to work
5 Why/go swimming/Harri/ at the weekends
6 She/meet her friends/before school
7 Paul/drive his car/to work
8 I/have lunch at home/during the week
2 Now look at the following sentences and put them into the correct order.
1 doesn’t like she TV watching

________________________________________________
2 in bath the he sing doesn’t
________________________________________________
3 don’t play they computer at school games
________________________________________________
4 the news don’t listen I in the mornings to
________________________________________________
5 we don’t a film why see this evening?
________________________________________________
6 doesn’t she have at restaurants dinner it’s too expensive because
________________________________________________
7 don’t we why the cinema go to on Saturday night?
________________________________________________
8 like doesn’t he skiing on holiday

________________________________________________
TEACHER’S NOTES:
Do they / don’t they?
Aim: to practice accuracy with present simple negative through sentence

building and sentence order. This worksheet is designed to be used
in conjunction with unit 3.1.
Time: 40 minutes
1 Elicit the present simple negative forms of do and direct students to

part 1. Students can work in pairs.
Answers: 1 Pete doesn’t play football on Sundays. 2 Jane doesn’t go

to the gym on Mondays. 3 Mum doesn’t sunbathe on holidays.
4 Tom doesn’t read a book on the way to work. 5 Why doesn’t Harri go
swimming at the weekends? 6 She doesn’t meet her friends before school.
7 Paul doesn’t drive his car to work. 8 I don’t have lunch at home during
the week.

asking them to work out what these words are. If necessary elicit an
example or write one on the board. E.g. ‘swimming doesn’t sea he in
like the’ becomes ‘he doesn’t like swimming in the sea’.
Answers: 1 She doesn’t like watching TV. 2 He doesn’t sing in the

bath. 3 They don’t play computer games at school. 4 I don’t listen to
the news in the mornings. 5 Why don’t we see a film this evening?
6 She doesn’t have dinner at restaurants because it’s too expensive.
7 Why don’t we go to the cinema on Saturday night? 8 He doesn’t like
skiing on holiday.
3 Follow up activity: Ask students to write down five sentences of the

things they don’t like doing. Then they must scramble their sentences
up using part 2 as an example. These sentences are the exchanged
with their partner’s ones and each student has to unscramble the

things they don’t like doing.

The interviewer
1 Look at the table below. You are going to interview other students
and fill in the table below using can/can’t.
E.g. Student A: Can you …? Student B: Yes/No I can/can’t …
Student 1 Student 2 Student 3 Student 4

Swim 100m?
Sing a pop
song?
Play 3 sets
of tennis?
Do a yoga
position?
Cook a great
dinner?
Dance salsa?
Run 10km?
Score a goal
in football?
Order food
in English?
2 For each of the questions, choose an interesting answer and write it

down so you have nine sentences with can or can’t.
TEACHER’S NOTES:
The interviewer
Aim: to practice can and can’t in question and answer form in a fun way
through an oral and written activity. This worksheet is designed to
Time: 40 minutes
1 After the thorough practice of student book, workbook and teacher’s

resource book, this is a freer activity involving the whole class getting
up and quizzing each other to reinforce can and can’t. Encourage
students to move around the classroom to get a variety of answers.
2 Ask students to choose an interesting answer for each of the

questions, and write it down so they have nine complete sentences
with can or can’t.
3 Direct the students to swap their written sentences with their

partner’s and ask them to check them for accuracy. Monitor carefully
and be ready to help with corrections if required. This will help you
select a few good sentences which you can ask the students to read
out to the whole class. Encourage the students to listen and
encourage more questions if possible!

Why don’t we…?
1 a List three ways of making a suggestion to do something:

1 L_ _ _ ................?
2 W_ _ _ _ _ _ .................?
3 H__ _ _ _ _ _ ...............?
b What's the first thing you say when you phone somebody?
1 H _ _ _ _, .............................?
c What do you say if the person you want to speak to is not there?
1 C_ _ ............................?
4 Look at the information below. You are on the telephone to your partner.
a In pairs decide who is A and who is B. Then plan your conversation:
Student A: Student B:
• phones student B • answers the phone
• suggest doing something tomorrow • you don't like that activity
• suggest another activity • agree and say you like this
• suggest a place to meet • agree and suggest a time
• finish the conversation • say goodbye
b Read your dialogue out together.
5 Choose ten numbers from unit 3 and write them down. Read them out to
your partner and ask them to write down each number as you read it.

TEACHER’S NOTES:
Why don’t we…?
Aim: to provide freer practice of making suggestions and speaking on

the phone, and to revise numbers; hearing them and quickly
writing them down. This worksheet is designed to be used in
conjunction with unit 3.3.
Time: 40 minutes
1 Students focus on vocabulary and sentence building. Ask them to look

at the number of spaces allocated to help them fill in the start of the
phrase. They should then complete the rest in their own words.
Possible answers:
a 1 Let's go to the cinema 2 Why don't we have lunch on Saturday?
3 How about a takeaway meal on Friday?
b 1 Hello, can I speak to Lucy?
c 1. Can I leave a message please?
2 Students work in pairs and prepare a dialogue for the situation

explained in the boxes. The conversations can be based on unit 3.3
(Workbook page 21) and students should know that there are no set
answers as long as they follow the guidelines and the suggestions are
grammatically correct. Whilst monitoring this, encourage students to
peer-correct their work. If time is going well, and you have a confident
class, ask some students to read out their conversations.
3 Always good to keep practising numbers - this has been done already
in the unit, hence here the students choose their own numbers to test
each other. You could call some out yourself to the whole class if
there's time at the end.

Total English
Elementary
Memory time
1 In unit 4 you have learnt over fifty new words! Can you remember them all
and fill in the table below?
Food Drinks Money Adjectives

b_ _ _ _ _ c_ _ _ c_ _ _ _ _ f_ _
p_ _ _ _ c_ _ _ _ c_ _ _ h_ _ _ _
s_ _ _ _ t_ _ r_ _ _ _ _ _ he_ _ _ _ _
b_ _ _ _ _ m_ _ _ n_ _ _ h_ _ _ _ _
ch_ _ _ _ w_ _ _ _ c_ _ _ _ _ c_ _ _ t_ _ _ _ _ _
m_ _ _ o_ _ _ _ _ j_ _ _ _ t_ _ _ _
a_ _ _ e
b_ _ _ _ a
p_ _ _ _ o
c_ _ _ _t
c_ _ _ _ _n
2 a What is the opposite of happy?

b What is the opposite of healthy?
c What type of container can you buy crisps in? (2 possible answers)
d What type of container can you buy cola in? (2 possible answers)
e Which statements are True (T) and which ones are False (F)?
1 cereal is countable __
2 bananas are uncountable __
3 beef / lamb is uncountable __
4 eggs are uncountable __
2 What is your favourite food and drink from the table above?
3 Correct the following words:

1 tune 4 vegtable
2 sanwich 5 biscit
3 pinapple 6 froot

TEACHER’S NOTES:
Memory time
Aim: to consolidate new vocabulary from unit 4.

Time: 40 minutes
1 Students can do this either alone or in pairs. Students fill in the

missing information. If necessary, give them prompts to the words
with only one letter clue if they need them (Students’ Book, page 43
has the vocabulary list).
Answers:
Food: burger, pizza, salad, butter, cheese, milk, apple, banana,
potato, carrot, chicken, tuna
Drinks: cola, coffee, tea, milk, water, orange juice
Money: cheque, coin, receipt, note, credit card
Adjectives: fun, happy, healthy, hungry, thirsty, tired
2 Students converse with each other to swap information here. They

can ask more than one person.
Answers: 2 a unhappy b unhealthy c bag or packet d can/bottle e

1F 2F 3T 4F 5F
3 Ask the students to imagine they are a teacher correcting the

spellings. Check answers with the whole class.
Answers: 1 tuna 2 sandwich 3 pineapple 4 vegetable 5 biscuit

6 fruit

Meet the Greens
1 a Read the passage below:
The Green family live in the country in England. They are a very healthy family,
and every Thursday they go shopping at the local market. They buy 20 apples (1)
and 20 oranges (2) for the children's school packed lunches. Usually they also
buy lots of lovely bread (3) for everyone's sandwiches at lunchtime. If the fish
van is there, they buy 2kg of fresh white fish (4) to make a delicious fish pie.
They don't eat much read meat, but they love chicken. They always buy 500g of
chicken (5) for Sunday lunch.
There is a fantastic stall for cereal, breakfast food and snacks. They always buy
one large packet of cereal (6), 5 cartons of orange juice (7) and 2 packets of tea
(8). Everyone likes omelettes, so they buy 12 eggs (9). The children eat biscuits
after school, so Mrs Green gets 3 packets of biscuits (10). Last of all, they buy
their favourite fruits: 2 pineapples (11) and 12 bananas (12).
b For each underlined item (1–12), write a question using How

much or how many? E.g. How many apples do they buy?
2 The Green family are very healthy, and all their friends love eating
dinner at their house. They have some friends who eat unhealthy food
and want some advice on a healthy breakfast, lunch and dinner. Fill in
the table below with some healthy food suggestions:
Breakfast Lunch Dinner
3 Work in pairs. One of you is a Mrs Green and the other is the friend. Mrs
Green gives the friend advice on what to eat using the table above and the
friend asks questions about how much to eat of various foods. Mrs Green

also gives some advice about how sport can help keep you healthy.
TEACHER’S NOTES:
Meet the Greens!
Aim: to consolidate How much/How many without any prompts, and to

write and talk about healthy eating/diet. This worksheet is
designed to be used in conjunction with unit 4.1 and/or unit 4.2.
Time: 40 minutes
1 Check students remember the concept of countable and uncountable

nouns and if necessary give an example of a related question. E.g. a
can of coke would be How many cans do they buy? Students can
work in pairs.
Answers: 1 How many apples do they buy? 2 How many oranges do

they buy? 3 How much bread do they buy? 4 How much fish do they
buy? 5 How much chicken do they buy? 6 How much cereal do they
buy? 7 How much orange juice do they buy? 8 How much tea do they
buy? 9 How many eggs do they buy? 10 How many biscuits do they
buy? 11 How many pineapples do they buy? 12 How many bananas do
they buy?
2 This is an extension of the unit 4.2 in the Students’ Book which talks
about diet and lifestyle. Students devise a healthy eating plan using
all the new food vocabulary from unit 4.
3 Students work in pairs in a roleplay activity to act out advice giving

on diet and lifestyle, using the information produced in Ex. 2. If
necessary, refer them to the Students’ Book, page 39 during the
planning stage.

Object pronouns quiz!
1 Quickly write the correct object pronouns in the table below.
Subject pronoun Object pronoun

I
he
she
it
we
you
they
2 Write a sentence using each of the seven object pronouns. Try to use at
least seven words in the sentences.
1 ___________________________________________________
2 ___________________________________________________
3 ___________________________________________________
4 ___________________________________________________
5 ___________________________________________________
6 ___________________________________________________
7 ___________________________________________________
3 Correct the underlined mistakes in the dialogue below:
Tom: I really love pizza, Maria. Do you like him (1)?

Maria: No, I don't like her (2). I love pasta - do you like pasta, Tom?
Tom: Yes, I love him (3) too, but I only like him (4) with tomato sauce.
Maria: OK. Why don't us (5) go to an Italian restaurant with my friends?
Tom: Great idea. Your friends are great. I really like they (6).
Maria: Good. Meet we (7) at 8 o'clock this evening at my house?

Tom: That's a good time for I (8). I like eating at 8. See you then. Bye!
TEACHER’S NOTES:
Object pronouns quiz!
Aim: to consolidate new grammar point: object pronouns by writing

sentences using them and correcting mistakes. This worksheet is
designed to be used at the end of unit 4.2 as an introduction to
unit 4.3.
Time: 40 minutes
1 After the thorough practice in the Students’ Book, Workbook and

Teacher’s Resource Book, this is a quick activity to reinforce the
structure of object pronouns. Set a short time limit to ensure that
this is a quick activity.
Answers: me, him, her, it, us, you, them
2 The aim here is to get students to start writing sentences without

prompts and a little longer than before. Get them to think of a theme
for each sentence (maybe food!), and then write the sentence.
Monitor as they work and encourage use of monolingual dictionaries
if they need to.
3 After revising the object pronouns in Ex. 1, this should be

straightforward for the students. If they are particularly good, they
might want to go on to write one for each other and correct the
mistakes in their new dialogues.
Answers: 1 it 2 it 3 it 4 it 5 we 6 them 7 us 8 me

The fat food restaurant!
1 You are going to create your own fast food restaurant. This restaurant
offers sandwiches, burgers and pizzas, some healthy choices; E.g. salads.
a Make your menu with the following sections:
b Decide on a price for each of the items on the menu.
2 Fill in the questions below.

1 Waitress: What can I _ _ _ _ _ _ _ _ _ _ _ ?
2 Customer: I'_ _ _ _ _ .......................
3 Waitress: D_ _ _ _ w_ _ _ ..................?
4 Customer: An o_ _ _ _ _ j_ _ _ _ p_ _ _ _ _
5 Customer: H_ _ m_ _ _ i _ t_ _ _?
6 Customer: C_ _ I p_ _ b_ ................?
3 Now look at your menu in part 1 again. You are the waiter/waitress and
your partner is the customer. They come in to your restaurant and order
some food and drink. Plan what you will both say and ask, and then act

out the role play.
TEACHER’S NOTES:
The fat food restaurant!
Aim: to consolidate ordering food in a fast food restaurant through

revision of vocabulary and phrases learnt and a free roleplay.
Time: 40 minutes
1 Students work in pairs to design their own menus. Monitor closely

and direct the students to the Students’ Book, page 40 for ideas.
Encourage students to be creative with sandwich fillings and pizza
toppings, and also to be thoughtful with the healthy eating section.
2 Students focus on vocabulary and sentence building. Ask them to

look at the number of spaces allocated to help them fill in the start of
the phrase. They should then complete the rest in their own words.
Answers: 1 What can I get you today? 2 I'd like a cheese and tomato
pizza please. 3 Do you want a drink? 4 An orange juice please.
5 How much is that? 6 Can I pay by credit card please?
3 With the vocabulary from Ex. 1 and the questions and phrases from
part 2, students are now ready to plan a roleplay. Monitor and make
sure they plan it carefully and exploit all new language thoroughly
before they act it out. When they have finished ask students to
change roles so if they were the customer they become the waiter
and visa versa. Get confident pairs to demonstrate to the class.

Total English
Elementary
What’s in a word?
1a Name five types of homes:

1 __________ 3 __________ 5 __________
2 __________ 4 __________
b Name six rooms in a house:

1 __________ 3 __________ 5 __________
2 __________ 4 __________ 6 __________
c Which furniture can you find in a living room?
d Which furniture can you find in a kitchen?
2 Look at the following anagrams. Now unscramble then to find 6 types of

equipment and possessions.
divoe _____ teliot ______
kisn ____ dc lpyaer __ ______
hbta ____ reaylp vdd ___ ______
3 Read the following passage and fill in the gaps with the words below:
Hot busy noisy beautiful high lovely green dry wide
I love going on holiday to places where the temperature is really _______(1), and
there is lots of ___________(2) scenery. It rains a lot where I live, so I prefer
holidays with no rain and _________(3) weather. Every year I spend a week in the
same place; there are ______________(4), __________(5) forests and beautiful
__________(6) mountains. If I want somewhere more lively and _________(7), I can
go into the local town which is quite ________(8) actually! It’s quite a drive from our
hotel as the country roads and not very __________(9), so I don’t go very often.

TEACHER’S NOTES:
What’s in a word?
Aim: to consolidate new vocabulary from unit 5; to improve accuracy

and confidence using the vocabulary.
Time: 40 minutes
1 Without using their books or dictionaries, students recall this

vocabulary set. If necessary, they can work in pairs.
Answers: a 1 house 2 apartment 3 studio 4 cottage 5 town house

b 1 kitchen 2 bathroom 3 bedroom 4 dining room 5 living room
6 hall c living room: armchair, bookshelves, chair, coffee table, sofa
d kitchen: dishwasher, cooker, fridge

asking them to work out what these words are. Again, if necessary
elicit an example or write one on the board. E.g. ‘tbah’ is ‘bath’. If
you have more time here, get students to either use the Students’
Book, page 53 or their vocabulary notes, to make up six anagrams
of new words from unit 5 for their partner.
Answers: 1 CD player 2 video 3 sink 4 bath 5 toilet

6 DVD player
3 Students put the adjectives they learnt into context. If necessary,

indicate how many letters go in each space. Students can work in
pairs. Check answers with the whole class.
Answers: 1 hot 2 beautiful 3 dry 4 lovely 5 green 6 high 7 busy

8 noisy 9 wide

Likes/dislikes questionnaire
1 Ask other students in your class, which of the places below they like to
visit when they're on holiday. When they reply, make sure they use one
word from each of the boxes below, to describe their opinion.
E.g. Student A: Do you like going to the beach on holiday?
Student B: Yes, going to the beach is quite relaxing for me.
quite really
very not very exciting relaxing healthy comfortable interesting
Fill in the table below with the students’ answers.
Student A Student B Student C Student D

Shops
Beach
Cities
Mountains
Rivers
Forest
2 Now read through all the answers. Each student should have a modifier and
an adjective to describe their opinion of each place. Write four paragraphs
to describe each student's likes and dislikes.

TEACHER’S NOTES:
Likes/dislikes questionnaire
Aim: to consolidate modifiers learnt in unit 5 using vocabulary learnt to

describe places, in an oral and written context. This worksheet is
Time: 40 minutes
1 This is an energiser for students. They should get up and find four
students to quiz on each of the six places. Monitor this in case anyone
needs extra vocabulary to express a point. Also check that full
question forms are being used - it would be a good idea to check
beforehand that students have prepared a question for each of the
places to ensure they get good practice of accurate question forms.
2 To consolidate this and to practice sentence building, get students to

write a mini report on their findings. Check that they are clear on how
to present each of the four students. A good way to finish is to get
students to read out one particular student's likes/dislikes. The class
has to guess who they think this student is.

What have you got?
1 Look at the following personal possessions. Can you remember what they
all are? Write a question for each using; have got, and provide a short
answer either positive or negative according to the yes or no indicated.
1 coffee machine/you/yes
2 CD players/you/no
3 MP3 player/they/yes
4 Videos/they/no
5 DVD player/she/yes
6 answer machine/she/no
2 Join the answers 1 and 2, 3 and 4, 5 and 6 from Ex. 1 together using but.
1 You have....................., but you haven't............

2 ________________________________________
3 ________________________________________
3 a In pairs, write a description of a holiday home situated near the beach

in a hot location. Use the key vocabulary on the Students’ Book, page
53 to write eight sentences about this beautiful holiday home.
b In the same pairs, prepare six questions to ask about the holiday
home; three using; is there/are there and three using; have got.
c Work with another pair. Ask them the six questions you have prepared.
Then describe their holiday home using your answers. When you have
finished, change roles so you answer the other pair’s six questions. They
describe your holiday home from their answers.

TEACHER’S NOTES:
What have you got?
Aim: To consolidate have got and to provide extra practice of there

is/there are. This worksheet is designed to be used in conjunction
with unit 5.2.
Time: 40 minutes
1 Elicit the use of have got and direct students to Ex. 1. If necessary,
students can work in pairs. Check answers with the whole class.
Answers: 1 Have you got a coffee machine? Yes, I have. 2 Have you
got any CD players? No, I haven't. 3 Have they got any MP3 players?
Yes, they have. 4 Have they got any videos? No, they haven't.
5 Has she got a DVD player? Yes, she has. 6 Has she got an answering
machine? No, she hasn't.
2 Students build sentences using their structures from Ex. 1. Elicit

answers from various students.
Answers: 1 You've got a coffee machine, but you haven't got a CD

player. 2 They've got some MP3 players, but they haven't got any
videos. 3 She's got a DVD player, but she hasn't got an answering
machine.
3 Give students ten minutes to write a good description of a holiday

home. They can use there is/there are in this. They then prepare six
questions to ask the pair next to them about their chosen location.
With the answers they get from these questions, they should be able
to orally describe the location that they've asked questions about.
Monitor this to check that everyone has accurate questions and gets
good information from their questioning. Who was the most accurate?

Writing informal emails
1 Choose a city in your country or another city in the world that you have
visited and really loved. Think of three words or phrases to describe it:
1 ____________________________________________
2 ____________________________________________
3 ____________________________________________
2 With the same city, think of the beautiful scenery in the city or tourist
attractions in the city. Name three of these places:
1 ____________________________________________
2 ____________________________________________
3 ____________________________________________
3 Is there a good hotel to stay at? What facilities has it got? Swimming pool,
restaurant....? Name three good facilities:
1 ____________________________________________
2 ____________________________________________
3 ____________________________________________
4 Quick revision! How do you start an email? How do you finish an email?
Start: _________________________________________
Finish: _________________________________________
5a Imagine that you are in the city that you chose in Ex. 1. You want your
best friend to come and visit you, so you write him/her an email to tell
him/her what a lovely place it is, what great things there are to do and
a good hotel to stay in. Use your answers to Ex. 1-3 to help you.
b Read your partner’s email. Would you like to visit their city?

TEACHER’S NOTES:
Writing informal emails
Aim: to provide further practice of writing informal emails using target

language from unit 5. This worksheet is designed to be used in
Time: 40 minutes
1 Get students to call out as many great cities in the world/their

country as they can think of. Write them on the board. Ask students
why these are such great places to get them warmed up for the
activity. Encourage them to use modifiers and new adjectives in their
descriptions. You can encourage further vocabulary building by
getting students to use monolingual dictionaries or a Longman
Activator Dictionary to think of any extra words here.
2 Using the same city specified in Ex. 1, students think of the cities
best places. Monitor carefully to check that students select three
substantially different features.
3 Students provide further information about the features discussed in

Ex. 2. They can revise vocabulary from unit 5.1 here as words such
as private terrace, gym, shops might be useful.
4 Students recall the best ways to start and finish an email without
using the Students’ Book for help.
Possible answers:
Starting an email = Hi John/Susan etc
Finishing an email = I hope you can visit etc..., Best wishes
5 Emphasise that students have carefully planned their email through

the processes of Ex. 1-3. They now need to write this within the
framework of an email. Swapping with partners at the end creates
interest, comparisons and also sharpens the students’ eyes for
spotting any errors!

Total English
Elementary
Out and about
1 Unscramble the words below for places in a town and forms of transport.
1. AMENCI 5. RYARBIL 9. POHSKOOB
2. MATR 6. NAKB 10. K P R A
3. NAITR 7. SUB 11. U R Q E S A
4. LOHOCS 8. XATI 12. R E P U S A R M E T K
2 Find the false sentences and correct them.

The milk is at the fridge. O The milk is in the fridge.
1. I have a little garden in front off my house.

2. The dog sleeps under the table.
3. There is a big car park behind the supermarket.
4. The bus stop is next from the post office.
5. The café is between the bank and the bookshop.
6. The train station is in the left.
3 Personalise it! Choose eight of the words from part 1 and use the preposition of
place in part 2 to describe where they are in your town:
1. __________________________________________________.
2. __________________________________________________.
3. __________________________________________________.
4. __________________________________________________.
5. __________________________________________________.
6. __________________________________________________.
7. __________________________________________________.
8. __________________________________________________.

TEACHER’S NOTES:
Out and about
Aim: to consolidate vocabulary: places in a town and transport, prepositions of

place from unit 6; to improve accuracy and confidence using the vocabulary.
Time: 40 minutes
1 Check students understand the concept of ‘unscrambling’ before asking them

to work out what these words are. Again, if necessary elicit an example or write
one on the board. E.g. ‘feca’ is ‘café’. If you have more time here, get students to
either use page 55 of SB or their vocabulary notes, to make up six anagrams of
new words from unit 6 for their partner.
Answers: 1. cinema, 2. tram, 3. train, 4. school, 5. library, 6. bank, 7. bus, 8. taxi,

9. bookshop, 10. park, 11. square, 12. supermarket.
2 Ask the students to imagine they are a teacher correcting the sentences.
Encourage them to work on their own initially as they will have a chance to work
together in the final part.
Answers: 1. F, I have a little garden in front of my house. 2. T, 3. T, 4. F, The

bus stop is next to the post office. 5. T, 6. F, The train station is on the left.
3 Encourage the students to use as many as possible of the prepositions of place

to describe locations in their town. Get students to swap with each other at the
end to check for accurate spelling.

In the past
1 Write the past simple form of each verb in the box.
live decide call

work paint want
study watch play
plan ask travel
open walk visit
jog help listen
2 Asking questions in the past simple. Fill in the gaps to complete the rules for past
simple questions. Write an example sentence for each.
1. Wh- questions:
Wh- word + __________ + ___________ + infinitive
Example sentence = ………………………………......
2. Yes/no questions:
____________ + ___________ + infinitive
Example sentence = ……………………………….......
3 Ask other students in the class five questions in the past simple. Use your models
from part 2 to help you write complete questions in each box.
Wh- A Yes/No Wh- Yes/No

question question question question question
about about about TV about a about
sport travel holiday music
Student A
Student B
Student C
Student D
Student E

TEACHER’S NOTES:
In the past
Aim: Further practice and consolidation of past simple regular verbs and
question forms. This worksheet is designed to be used in conjunction with
unit 6.1.
Time: 40 minutes
1 This is a quick revision to make sure students have remembered these forms -
they can work in pairs if necessary.
Answers: lived, worked, studied, planned, opened, jogged, decided, painted,

watched, asked, walked, helped, called, wanted, played, travelled, visited, listened.
2 Ask students to recall the structures from unit 6.1 and complete the gaps without
using their books.
Answers: 1. Wh- word + did + subject pronoun + infinitive. Example sentence:
When did you start work yesterday? 2. Did + subject pronoun + infinitive. Example
sentence: Did you like the play?
3 Make sure the students have accurately written their questions before they start.
Monitor the students and help any that need ideas. Encourage them to ask each
other questions, and give short answers when appropriate. Get feedback orally
from students - ask them for one or two of their responses.
Example questions: When did you last play football or tennis? How did you travel
to work yesterday? Did you watch Wimbledon on TV?
Where did you go on holiday last year? Did you watch the Live 8 concert?

Alfie’s bad week
1 Read Alfie’s ‘to do’ list for his week’s holiday from college. Unfortunately he was ill
all week and didn’t do any of it! Write a negative sentence in the past simple for
each task.
1. ______________________. 5. ______________________.
2. ______________________. 6. ______________________.
3. ______________________. 7. ______________________.
4. ______________________. 8. ______________________.

2 a Personalise it! Write your ‘to do’ list for last weekend.
b Give the list to your partner. Ask each other if you did each task; e.g. Did
you…..?, and answer, yes/no I didn’t…

TEACHER’S NOTES:
Alfie’s bad week
Aim: to provide further practice of past simple negative forms and also practice of
short answer forms in past simple. This worksheet is designed to be used in
Time: 40 minutes
1 Elicit the use of the past simple and negative forms, then direct students to part
1. If necessary, students can work in pairs.
Answers: 1. He didn’t play tennis on Saturday morning, 2. He didn’t study

English on Sunday, 3. He didn’t watch football on Saturday afternoon, 4. He
didn’t visit friends on Saturday night, 5. He didn’t listen to an English CD, 6. He
didn’t help his grandparents with the garden, 7. He didn’t paint his bedroom, 8.
He didn’t go jogging.
2 Quickly revise short answers forms in past simple; Yes, I did. No, I didn’t etc.
Get students to find out why the activity wasn’t done if the activity is going well
to add extra interest.

Let’s shop!
1 Quick check on asking for things in shops! Answer the questions below:
1. How do you ask a price in a shop?

___________________________________________________
2. How do you ask where something is?
___________________________________________________
3. How do you ask for something?
___________________________________________________
2 Communication activity: Let’s go shopping!
Student A: Student B:
You are going to go out shopping to buy Make your own store guide (use p.62 of the
th
presents for all your family and friends. Start student book for help!) from basement to 4
with 6 family members/friends, and write their floor. Include 2-3 sections on each floor.
name and the present you are going to buy Student A is going to ask you where 6 items can
them below: be bought in your store. You are also the
assistant in these departments, so tell student A
1. ____________ _____________ how much certain items are!
2. ____________ _____________
3. ____________ _____________ STORE GUIDE
4. ____________ _____________
5. ____________ _____________ 4th Floor –
6. ____________ _____________ 3rd Floor –
You are now going to ask student B where in 2nd Floor –
the store all your presents can be bought.
Student B is also the shop assistant in each of 1st Floor –
the departments! Ask student B the prices of
everything you have chosen. Ground Floor –
Basement -

TEACHER’S NOTES:
Let’s shop!
Aim: to provide creative and free practice of asking for things in shops and how much they are. This
Time: 40 minutes
1 Quick revision to ensure accuracy in communication activity:
Answers: 1. How much is that? 2. Where are electronic goods? 3. Can I have a store
guide please?
2 Get students to prepare thoroughly and use student book p.62 for present ideas to suit their
family members, so the task feels quite real to them. Help them with any vocabulary they might
need to add. Student B needs to remember as many departments as possible - when you feel
they’ve remembered as much as they can refer them to SB, p.62 for extra help. Monitor the role
play to check that question forms are correct and pronunciation of various departments is
correct.

Total English
Elementary
Famous people
1 Choose 3 well-known famous people.
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
2 Now describe each person using the prompts below:
Famous person Famous person Famous person

1 2 3
Nationality
Body
Face
Skin colour
Hair colour
Height
Age
Famous for…..??
3 Work with your partner. Read your description of each famous person without
telling your partner what the person is famous for. Can they guess? If not, give
them a clue!!
4 Swap descriptions with your partner. Underline all the adjectives used and check
that the spelling is correct.

TEACHER’S NOTES:
Famous people
unit 7 and provides extra practice of adjectives for describing people and also
of can do; recognising people from a description.
Time: 40 minutes
1 Encourage students to choose three people they are able to describe and who
are well known. Provide an example if necessary.
2 Students can have a quick check in the student book (p.73) to help them with the
activity and make sure they really make the most of the vocabulary they’ve
learnt.
3 Monitor this activity and if you notice some particularly good descriptions that are
quite challenging, get the students to read these out to the class to see if anyone
can guess.
4 This is a good accuracy test for students and gives them some responsibility.
Monitor to check that corrections are correct.

Search for the verb!
1 Find the irregular past forms of the following verbs in the word searcher. The
answers go up and down in these directions: fl,‡,·,‚,Â,Ê
have do go make break take see catch put give can eat
A C E M G H J D K G
P Q A P S T I V A L
O D E U Z D W V N M
E A J T G Y E X P C
X W Y B B H W A S O
H Z R R T U T A Q U
A A O K M P W E S L
D K E E T A R E T D
E H J F E C D W N V
L K K O O T A X Z T
2 Now use the irregular past forms above to fill in the gaps.
1. He _ _ _ fish and salad for dinner last night.
2. They _ _ _ _ a cake for their mother’s birthday.
3. She _ _ _ _ a book on the train to work.
4. We _ _ _ _ to New Zealand on holiday last year.
5. I _ _ _ my coat in the cupboard
6. He _ _ _ _ his wife some flowers to say sorry.
7. She _ _ _ _ _ _ the bus to school last week.
8. I _ _ _ some beautiful places on holiday.
9. She _ _ _ a beautiful baby girl on Friday.
10. He _ _ _ _ _ the World Record for goal scoring in one match.
11. _ _ _ you go to the rock concert?
12. I _ _ _ _ _ speak French when I was younger.

TEACHER’S NOTES:
Aim: This fun activity can be used to consolidate past simple irregular forms, first
by searching in the word searcher and then using the words to make
sentences in part 2. It would work well as either a warmer or follow up to
unit 7.3.
Time: 40 minutes
1 Check that all students are clear how a word search works and then
do the first one with them. Create some excitement by giving setting
a time limit of ten minutes to see if they can find all the words in time.
Answers
A C E M G H J D K G
P Q A P S T I V A L
O D E U Z D W V N M
E A J T G Y E X P C
X W Y B B H W A S O
H Z R R T U T A Q U
A A O K M P W E S L
D K E E T A R E T D
E H J F E C D W N V
L K K O O T A X Z T
2 There are twelve verbs in total, and at this point students could work
in pairs to create the twelve sentences. Monitor their work, and
encourage students to peer correct. Elicit answers from the class.
Answers: 1. ate 2. made 3. took 4. went 5. put 6. gave 7. caught 8. saw 9.

had 10. broke 11. did 12. could

Which ones?
1 Read the paragraph. Find 9 words you can change to one/ones.
I went shopping with my best friend last week. The first shop
was very noisy, so we came out very quickly. The second shop
was great - lots of music and CDs to listen to, and DVDs to look
at. I chose four CDs to listen to. The first CD was terrible, but
the second CD was fantastic! The other CDs were good, but I
decided to buy the second CD.
After that we looked at two cafes for lunch and chose the
first café because it had a healthy menu. I had a salad and a
drink, and my best friend had a sandwich and two cakes! She
was very hungry and couldn’t choose a cake, as they were all so
lovely, but in the end she chose a chocolate cake and a fruit
cake, because the other cakes were too big.
2 Fill in the possessive adjectives and the possessive pronouns in the table.
Subject pronoun I he she it we you they

Possessive adjective
Possessive pronoun

3 Write a question using a positive adjective using the prompts below. Then write a
positive answer for each question.
E.g. pen/my - Is this my pen? Yes, it is.
1. Book/your a) ________________________
2. phone/my b) ________________________
3. bag/her c) ________________________
4. house/their d) ________________________
5. cd players/our e) ________________________
6. trainers/her f) ________________________

TEACHER’S NOTES:
Aim: to provide further practice of one/ones and possessive pronouns. This

worksheet is designed to be used with either unit 7.1 or 7.2.
Time: 40 minutes
1 Tell students they have to replace 9 words with one or ones.
If necessary do the first one with them as an example.
Answers: I went shopping with my best friend last week. The first shop was
very noisy, so we came out very quickly. The second one was great - lots of
music and CDs to listen to, and DVDs to look at. I chose four CDs to listen to.
The first one was terrible, but the second one was fantastic! The other ones
were good, but I decided to buy the second one.
After that we looked at two cafes for lunch and chose the first one because
it had a healthy menu. I had a salad and a drink, and my best friend had a
sandwich and two cakes! She was very hungry and couldn’t choose a cake, as
they were all so lovely, but in the end she chose a chocolate one and a fruit
one, because the other ones were too big.
2 Ask students to complete the table. Ideally, they should do this

without consulting the student’s book. Draw the table on the board
and ask students to come up and fill it in with the correct sentences.
Answers: Possessive adjectives: my, his, her, its, our, your, their Possessive
pronouns: mine, his, hers, its, ours, yours, theirs
3 In pairs students use the prompts to complete the questions and

answers. Monitor carefully and elicit the answers at the end.
Answers: 1. Is this/that your book? 2. Is this/that my phone? 3. Is this/that her
bag? 4. Is this/that their house? 5. Are these/those our CD players? 6. Are
these/those her trainers? a) Yes, it's mine b) Yes, it's yours c) Yes, it's hers d)
Yes, it's theirs e) Yes, they're yours f) Yes, they're hers.

Read all about it!
1 Read the following passage and then answer the questions.
A GREAT EFFORT FOR CHARITY

Last month the pupils at Greenstead managed not to talk. In the afternoon they
Primary School raised £2,000 for a local enjoyed a great sing. They chose twenty
charity. On four consecutive Fridays, they popular songs and each class sang for an
did various activities to raise money. On the hour between 2pm and 3pm.
first Friday, they had a swimathon where The third and fourth Friday was
each pupil swam 10 x 25m. The teachers sponsored maths and spelling. Each pupil
also joined in and had a race at the end of did a sum on the board in their classroom,
the day. followed by the next pupil for a total of one
The second Friday, they had a sponsored hour without stopping. Then the same thing
period of silence followed by a singing happened with spelling words of 6 letters or
competition to get everyone's voices more in chosen categories.
working again! All the pupils sat in their It was a really successful activity and the
classrooms for thirty minutes and tried not headmaster will definitely do it again next
to talk! There was a lot of giggling and year. The local charity now has enough
laughing, but they did a great job and money to buy necessary medical equipment.
2 Answer the following questions.

1. What is a charity?
2. Which charities do you support?
3. Find words in the text with these meanings:
a) sections
b) get money for charity
c) no talking
d) had fun
4. How far did each pupil swim in the swimathon?
5. Did anyone talk in the sponsored silence?
6. What type of songs did they sing in the sponsored sing?
7. How long did the sponsored maths last?
8. Will the school do these sponsored events again next year?

TEACHER’S NOTES:
Read all about it!
Aim: to provide further practice of can do statement; understanding an article.

This worksheet is designed to be used alongside unit 7.3.
Time: 40 minutes
1 Monitor the activity whilst students answer the questions. Encourage

faster ones to write complete sentences for their answers. Then elicit
answers from the class.
Answers: 1. A charity is an organisation that collects money or goods in order to

help people who are poor or sick. 2. Encourage students to exchange opinions with
their partner. Get them to cite reasons for supporting these charities if possible. 3.
a) sections = categories (line 11, column 2) b) get money for charity = raise (line 4,
column 1) c) no talking = silence (line 10, column 1) d) had fun = enjoyed (line 2,
column 2) 4. 10 x 25m 5. No 6. popular (get students here to name 10 popular
songs!) 7. 1 hour 8. Yes, definitely
2 If you have time, use the questions to develop a class discussion.

Total English
Elementary
The clothing puzzle
1 Fill in the crossword below using the clues provided.

1.
2. 3. 4.
5. 6.
7. 8.
9. 10.
11.
12.
Across: Down:
2. something to wear with 1 down 1. casual leg wear
6. something to wear on your head 3. warm item of clothing
7. they keep your hands warm 4. men wear this with a shirt to work
9. clothing for a woman 5. adjective to describe clothing for winter
11. warm outdoor wear 8. summer leg wear
12. sporty footwear 10. item of clothing for the neck
2 Choose four items of clothing and write a sentence to say what type of
weather you wear them in.
1. __________________________ 3. __________________________
2. __________________________ 4. __________________________

TEACHER’S NOTES:
The clothing puzzle
unit 8 and provides extra practice of adjectives for describing
people and also of can do; recognising people from a description.
Time: 40 minutes
1 Ask students to fill in the crossword by following the clues. To

encourage peer correction ask the students to compare their answers
at the end, then elicit the correct sentences.
Answers: 1. (down) jeans, 2. (across) top, 3. (down) pullover, 4. (down) tie,
5. (down) warm, 6. (across) hat, 7. (across) gloves, 8. (down) shorts, 9.
(across) dress, 10. (down) scarf, 11. coat, 12. trainers
2 Monitor this carefully to check that students link up clothes and

appropriate weather correctly. Students can have a quick check in the
student book (p.83) to help them with the activity and make sure they
really make the most of the vocabulary they’ve learnt.

How often do you…?
1 Write sentences using the prompts

1. Pierre/football/watch/never
2. The children/park/go/often
3. We/pizza/eat/sometimes
4. I/on Fridays/go/cinema/regularly
5. She/coffee/drink/hardly ever
6. They/camping on holiday/go/always
2 Questionnaire: How often do you……………..?

The table below has six question prompts. Complete the questions starting with
How often do you….? and then ask each of the questions to four other students.
Student 1 Student 2 Student 3 Student 4

…..work late?
…..study English?
……go on holiday?
….feel…..?
(you choose a feeling
here)
…..eat….?
(you choose a food
here)
…..drink….?
(you choose a drink
here)

TEACHER’S NOTES:
How often do you…?
Aim: to consolidate adverbs of frequency. This activity is designed to be used in

Time: 40 minutes
1 Check that all students are clear how this activity works and if necessary do an
example with them.
E.g. Those students/homework/do/always
Answers: 1. Pierre never watches football, 2. The children often go to the park, 3. We
sometimes eat pizza, 4. I regularly go to the cinema on Fridays, 5. She hardly ever
drinks coffee, 6. They always go camping on holiday
2 Ask the students to complete the chart with appropriate questions. Monitor their
work, and encourage students to peer correct. Elicit answers from the class.
Answers: How often do you work late? How often do you study English? How often
do you go on holiday? How often do you feel….happy / sad / tired / healthy / fit…?
How often do you eat fish / meat / vegetables / ice cream…? How often do you drink
wine / water / tea / coffee / fruit juice…?
Encourage students to get up and mingle so they can complete the chart with
answers for four students.

Create a character
1 Choose the correct form of the verbs.

1. It rains /is raining very heavily today
2. He always is feeling /feels happy when he wins
3. I sometimes am wearing /wear a smart suit to work
4. It snows /is snowing too heavily to walk to school
5. She stays /is staying at home today because she feels sick
6. I often am eating /eat Chinese food
7. They wear /are wearing football shirts today
8. He hardly ever travels /is travelling by train to work
2 Work with your partner. Create a character! Choose a name, age and job for
your character. Describe a usual day for this character using the present simple.
Write five sentences to describe his/her day.
1. __________________________
2. __________________________
3. __________________________
4. __________________________
5. ____________________________
3 Your character is now having a fantastic holiday. Write five sentences to describe
what he/she is doing on holiday.

TEACHER’S NOTES:
Create a character
Aim: to provide further practice and consolidation of the present simple and present
continuous. This worksheet is designed to be used in conjunction with unit
8.2.
Time: 40 minutes
1 Tell students they have to choose the correct option. If necessary do the first one
with them as an example.
Answers: 1. is raining, 2. feels, 3. wear, 4. is snowing, 5. is staying, 6. eat, 7.

are wearing, 8. travels
2 Encourage students to think of as much vocabulary as they can to create their

character, and then write an interesting daily routine for the character. Monitor to
check that they are using the present simple correctly. Next they choose a
holiday destination and describe what the character is doing now. Before they
start this part, check that they are clear on why they're using present continuous
here. At the end, get students to swap; they can underline any mistakes for their
fellow students to correct.

What do you think about…?
1 Quick check! How do you........?
1. Give an opinion
2. Ask for an opinion
3. Agree
4. Disagree
2 How do you feel about.............? Write two sentences to express your opinion on
the following.
1. working long hours

2. footballers earning lots of money
3. casual clothes for work
4. fast, convenience food
3 Now ask your partner their opinion on each of the above. How many points do
you agree on?

4 Choose a subject that you have an opinion on. Now ask three other students
their opinions on this.
My chosen topic 1:
My chosen topic 2:
My chosen topic 3:

TEACHER’S NOTES:
What do you think about…?
Aim: to provide further practice of the can do statement in unit 8.3 - taking part in a
factual conversation on a simple topic
Time: 40 minutes
1 Monitor the activity whilst students complete the phrases. Encourage faster
ones to write more than one option for each section. Then elicit answers from
the class.
Suggested answers: 1. I think that/ I believe that....... 2. Don't you think so? How
do you feel about? 3. Yes, you're right. Yes, I agree 4. Well, I'm not sure. No, I
don't think so.
2 Encourage students to plan what they want to write here and then ask you for
any help with vocabulary. Monitor what they write in preparation for their
exchange with their partner.
3 Listen in on the exchanges, and make notes of interesting viewpoints, that you
can later put as questions to the class for a general discussion. This whole
activity is designed to get students using the English they have learnt up to unit 8
in as free a way as possible within the framework of a discussion. Encourage
fluency, and only correct when monitoring if they are not making themselves
clear enough.
4 Continue on from ex 3. Encourage students to express their own opinion and

give constructive feedback at the end of the activity.

Total English
Elementary
The arts
1 Can you write three or more words in each of the categories below?
Fine arts Performance arts Literature
Unscramble the following words to help you.
Fine arts: Performance arts: Literature:

GNITNIAP TELBAL SVELON
PLUCSTUER ECNDA SPLYA
TRA TCRATSBA APORE YRTEOP
ETREATH
MFLI
2 Can you name a well known film for each of the following?
1 an exciting adventure film

2 a violent horror film
3 a scary thriller
4 a funny cartoon
5 a clever science fiction film
6 a romantic love story

TEACHER’S NOTES:
The arts
Aim: to consolidate key vocabulary from unit 9. This worksheet is

designed to be used alongside the lead-in page.
Time: 40 minutes
1 Ask students to fill in the table by using the unscrambled words.

Check students understand ‘unscramble’ by doing the first one with
them as an example. To encourage peer correction ask the students
to compare their answers at the end, then elicit the correct sentences.
Answers: Fine arts: painting, sculpture, abstract art
Performance art: ballet, dance, opera, theatre, film
Literature: novels, plays, poetry
2 In pairs, encourage students to come up with a variety of titles.

Monitor carefully to see if they are putting the films in the correct
category. If they can’t think of the English title ask them to describe
their film to their partner. The answers are of course down to subject
to the student’s reactions to films.
Suggested answers: 1 The Bourne Identity/The Fugitive/Enemy of the State 2

Dracula 3 Panic Room 4 Shark’s Tale/Finding Nemo 5 Matrix trilogy
(subjective…) 6 Pretty Woman/When Harry Met Sally/Sleepless in Seattle
3 After students have completed this activity get them to work with
another pair to exchange views. Do they agree with each other’s
choices? Which films would they like to see?

The best thing is…
1 Complete the following sentences with the comparative form of the

adjectives.
1 Fruit and vegetables/healthy/chips

2 The countryside/quiet/cities
3 Racing cars/fast/normal cars
4 Jeans/casual/suits
5 Jamaica/hot/UK
6 Level 6 Maths/difficult/level 2
7 Play times at school/noisy/lesson times
8 Level 2 spelling/easy/level 4
2 What is the superlative of each of the adjectives below?
1 healthy 4 casual 7 noisy

2 quiet 5 hot 8 easy
3 fast 6 difficult
3 Person to person. Discuss with your partner. What do you think is:
1 the most interesting book to read?
2 the most exciting place to visit?
3 the best food to eat?
4 the funniest person you know?
5 most comfortable way to travel?
6 the worst show on TV?
7 the best song in the charts at the moment?
4 Write your partner's responses to each question using the correct

superlative.

TEACHER’S NOTES:
The best thing is…
Aim: to consolidate comparison of adjectives and superlative adjectives.

This activity is designed to be used in conjunction with unit 9.1.
Time: 40 minutes
1 Check that all students understand how this activity works and if
necessary do an example with them. E.g. Alaska/cold/Hawaii becomes
Alaska is colder than Hawaii.
Answers: 1 Fruit and vegetables are healthier than chips.

2 The countryside is quieter than cities. 3 Racing cars are faster than
normal cars. 4 Jeans are more casual than suits. 5 Jamaica is hotter
than the UK. 6 Level 6 Maths is more difficult than level 2.
7 Play times at school are noisier than lesson times.
8 Level 2 spelling is easier than level 4.
2 Ask students to write the superlative forms. Monitor their work, and encourage
students to peer correct. Elicit answers from the class.
Answers: 1 the healthiest 2 the quietest 3 the fastest 4 the most casual
5 the hottest 6 the most difficult 7 the noisiest 8 the easiest
3 Encourage students to be as expressive as possible for this oral

activity. Monitor to check correct use of the superlative. If you like,
students can ask you the questions as a class activity to start off the
whole discussion.
4 Students now note down their partner's views writing correct

superlative for each sentence. Students can exchange their papers at
the end to check each other's work.

What do you prefer?
1 Rewrite the following sentences using prefer.
1 I like comedies more than horror films.

2 They like city life more than country life.
3 I love tennis, but my favourite sport is football.
4 She thinks art galleries are more interesting than museums.
5 He travels by train more than bus.
6 They are more interested in exotic holidays than beach holidays.
7 I like opera more than musicals.
8 She likes pasta more than pizza.
2 Talk to your partner! Find out what your partner prefers using the
following information. Ask the question: Do you prefer ...?
1 reading magazines to reading books

2 classical music to modern music
3 watching soap operas to watching documentaries
4 winter clothes to summer clothes
5 relaxing at the weekend to going to the gym
6 communicating by phone or communicating by email
7 vegetarian food to meat
8 walking to places if you're able or going by car
3 Note down your partner's responses. How different were they to

yours? When you finish, swap with your partner and underline all the
uses of prefer and check that they are correct.

TEACHER’S NOTES:
What do you prefer?
Aim: to provide further practice and consolidation of prefer + noun/-ing

form and the can do statement: talk about personal preferences.
This worksheet is designed to be used in conjunction with unit 9.2 or 9.3.
Time: 40 minutes
1 Tell students they have to rewrite the sentences using prefer.

If necessary do the first one with them as an example.
Answers: 1 I prefer comedies to horror films. 2 They prefer city life to

country life. 3 I prefer football to tennis. 4 She prefers art galleries to
museums. 5 He prefers the train to the bus. 6 They prefer exotic
holidays to beach holidays. 7 I prefer opera to musicals. 8 She prefers
pasta to pizza.
2 Revise the do you prefer question from the Students’ Book, page 91.
Do you prefer swimming to diving?/Do you prefer white bread to
brown bread. Encourage the students to work in pairs or threes.
Ask them to take notes to prepare for Ex. 3.
3 In pairs students discuss their answers. Encourage them to peer

correct but highlight the best sentences on the board to show they
have handled the new language well.

What do you want to do…?
1 Quick quiz! Fill in the gaps.

Making suggestions:
1 Why ______________ we go to the cinema?
2 How __________ a pizza?
3 ________ go to the shops.
Expressing preferences:
4 I _________ listening to music in the evening.
5 I like swimming _______ than tennis.
Making comparisons:
6 The restaurants are _______ expensive there.
Deciding what to do:

7 OK, _________ meet at eight o’clock next to the cinema.
2 Roleplay. Work with your partner. You have a whole weekend free with no
studies or work to do. You have an idea that you would like to spend time
doing the following:
1 Some type of sport
2 Music - a concert or maybe listening to music
3 a film
4 coffee and cake in a cafe
5 do some shopping
6 walk in a park
Student A suggests three of the above activities to student B - check that

student B is happy with these suggestions. Student B then suggests the
remaining three to student A. Agree a plan for your weekend and arrange
times and places to meet to do each activity.

3 Roleplay out your whole discussion for your teacher to listen to.
TEACHER’S NOTES:
What do you want to do…?
Aim: to provide further practice of the can do statement in unit 9 -

discussing and planning activities
Time: 40 minutes
1 Quick quiz - Monitor the activity whilst students complete the phrases. Elicit answers
from the class.
Answers: 1 Why don't we go to the cinema? 2 How about a pizza?

3 Let's go to the shops. 4 I prefer listening to music in the evening.
5 I like swimming more than tennis. 6. The restaurants are more
expensive there. 7 OK, let's meet at eight o’clock next to the cinema.
2 Encourage students to plan this roleplay carefully step by step.

Student A makes three suggestions followed by three by Student B.
They decide when to do each activity and where to meet. Monitor to
check they are going in the right direction, and help with problem
vocabulary if necessary (or direct students to the Students’ Book,
page 92 for assistance).
3 Ask students to perform their roleplays. Listen in on the exchanges,

and make notes of interesting viewpoints, that you can later put as
questions to the class for a general discussion.

Total English
Elementary
Puzzle it out!
1 Unscramble the words below connected with holidays, travel and
hotels, and then fit them into the word puzzle.
REGNESSAP EAGRAG EUTIS

NIGMMOCUT TORPRAI TEHOL
GENISTHESIG YEJROUN CIAFFRT
MTAFROLP NOITATS PSOHS
MOYCENO KRPA MYG
S
R A
C
L
G S
T Y
P
E
R E N
M
2 When you have found all the words and correctly placed them in the
word puzzle, make a sentence with each word.

TEACHER’S NOTES:
Puzzle it out!
Aim: to consolidate key vocabulary connected with holidays, travel and

hotels from unit 10. This worksheet is designed to be used
alongside the lead-in page.
Time: 40 minutes
1 Ask students to fill in the table by using the unscrambled words.

Check students understand ‘unscramble’ by doing the first one with
them as an example.
Answers: passenger, commuting, sightseeing, platform, economy, garage, airport,

journey, station, park, suite, hotel, traffic, shops, gym
Once the students have got their list of correct words, ask them to fill
in the word puzzle using the letters to help.
S U I T E
R J A
A C O M M U T I N G
P L A T F O R M U R
A F R P
S S I G H T S E E I N G S H O P S
S C O T E R
E T A Y T
N E T
G L I P
E O G A R A G E
R E C O N O M Y R
M K
2 For this activity get students to try to use the present perfect as a
quick revision activity - they can be as creative as they like with the
words otherwise.

Have you ever…?
1 Quick past participle check!

Write the past participles of the following verbs:
1. be _____________ 6. learn _____________
2. begin _____________ 7. sing _____________
3. drink _____________ 8. wear _____________
4. hear _____________ 9. write _____________
5. hurt _____________ 10. see _____________
Choose five of the past participles and write a sentence in the positive. Write a
sentence in the negative for the other five past participles.
2 Write a have you ever question for each of the following.
1. win a competition?
2. spend time working in a foreign country?
3. buy a very expensive item of jewellery?
4. drink a real disgusting drink?
5. fly to Australia?
6. grow your own vegetables?
7. keep a very important secret?
8. read a book you could not stop reading because it was so good?
3 Now read your questions again, and think of an answer for each question. Ask
your partner each question and note down the answers. Your partner is going to
ask you the questions too, so make sure you have decided what to say!

TEACHER’S NOTES:
Have you ever…?
Aim: to consolidate the use of the present perfect question forms, positive and
negative replies and irregular past participles. This activity is designed to be
used in conjunction with unit 10.1.
Time: 40 minutes
example with them.
Answers: 1. been 2. begun 3. drunk 4. heard 5. hurt 6. learnt 7. sung 8.

worn 9. written 10. seen.
Ask students to write complete sentences for the past participles. Five of these
need to be positive and the other five negative. Monitor their work, and
encourage students to peer correct. Elicit answers from the class.
2 Let students use their monolingual dictionaries if required/as well as asking you
any vocabulary questions. Encourage students to be as imaginative as possible
for this activity. Monitor to check correct use of the present perfect.
Answers: 1. Have you ever won a competition? 2. Have you ever spent time
working in a foreign country? 3. Have you ever bought a very expensive item
of jewellery? 4. Have you ever drunk a really disgusting drink? 5. Have you
ever flown to Australia? 6. Have you ever grown your own vegetables? 7.
Have you ever kept a very important secret? 8. Have you ever read a book
you could not stop reading because it was so good?
3 Students should have some interesting answers to the questions above. As a

class/teacher activity, ask each pair for one or two of their answers to share with
the class. Make sure the present perfect is accurate when they relate their
answers.

Doing … is fun!
1 Fill in the gaps with one of the -ing forms below.
spending eating singing drinking

running finding growing learning
1. __________ English is great fun!

2. __________ fruit and vegetables in your garden is very healthy.
3. __________ a job that you like and is reasonably paid is difficult.
4. __________ late at night is not good for your digestion.
5. __________ in front of a live audience is sometimes a bit scary.
6. __________ a marathon is a great challenge!
7. __________ coffee in the morning wakes a lot of people up!
8. __________ time relaxing and being peaceful is very important for a healthy
life.
2 Write your own sentences from the following prompts using the -ing form of the
verb as the subject, adding an adjective of your choice.
1. Get/birthday cards in the post
2. Ride/a bike
3. Leave/close friend or relative at the airport
4. Talk/good friends
5. Sleep/late at weekends
6. Eat/a balanced diet
7. Go/camping and walking holidays
8. Read/a fantastic book
3 Swap with your partner and check each other's sentences.

TEACHER’S NOTES:
Doing … is fun!
Aim: to highlight the use of the -ing form of verbs as the noun. This
Time: 40 minutes
1 Direct students to the exercise and monitor carefully to make sure the students
are using the –ing forms. If necessary elicit the first answer as an example.
Answers: 1. Learning 2. Growing 3. Finding 4. Eating 5. Singing

6. Running 7. Drinking 8. Spending
2 Students write full sentences saying how they feel about the activity as well as
using the –ing forms. Suggest they use exercise 1 as a model if they need extra
help.
Suggested answers: 1. Getting birthday cards in the post is lovely.

2. Riding a bike is difficult at first, and then ......it's easier! 3. Leaving a close
friend or relative at the airport is sad. 4. Talking to good friends is great. 5.
Sleeping late at weekends is good for you!
6. Eating a balanced diet is healthy. 7. Going on camping and walking holidays is
relaxing. 8. Reading a fantastic book is exciting!
3 In pairs students discuss their answers. Encourage them to peer correct but
highlight the best sentences on the board to show they have handled the new
language well.

Booking holidays
1 Fill in the gaps in the following conversation using the words below.
much tickets like one return fly flights direct a return much time
A: Do you sell train _________(1) for the Eurostar? I'd _______(2) to go to

Paris on 15th August.
B: Yes, we do. Would you like ___(3)-way or _________(4) ?
A: One way please. How _________(5) is that?
B: It's £65.
A: I'd also like to _____(6) to New York on August 19th.
B: OK, we have ________(7) with American Airlines. Do you want a _______(8)
flight?
A: Yes, please, and also _________(9) to London on August 25th. How
________(10) is that?
B: It's £800.
A: OK, and what ________(11) does the flight leave Paris and New York?
B: Both leave at 12 midday.
A: OK, great, I'll take the Eurostar ticket and the two flights please.
2 Roleplay.
Student A: You work in a hotel. The hotel has a gym and swimming pool open
between 8am and 8pm. It also has a beauty treatment room open from 9am to
9pm. There are single rooms for £65, twin rooms for £120 and double rooms
for £125 per night. Breakfast is served from 6:30 am to 9am, and dinner is
served from 7pm to 10pm. There are tennis and squash courts available as well
as a fabulous golf course overlooking the sea.
Student B: You are booking the hotel for a group of work colleagues. There are
6 of you: 4 single people and 1 couple. You all really enjoy sport and the short
break is your company's present to you all for working hard last year. You all
want to really relax and enjoy the stay. Book the break talking to student A -
find out prices of hotel rooms, double and single as well as details about all the
facilities and eating arrangements.

TEACHER’S NOTES:
Booking holidays
Aim: to provide further practice of the can do statement in unit 10.3 -

booking a hotel room and booking a travel ticket
Time: 40 minutes
1 Monitor the activity whilst students complete the phrases. Elicit

Answers: 1. tickets 2. like 3. one- 4. return 5. much 6. fly 7. flights

8. direct 9. a return 10. much 11. time
2 Revise student book p.102 before this activity as a refresher - ask the
students questions about the how to box to warm them up ready for
the roleplay. Student B has responsibility for booking a small party of
people into the hotel and student A must convey the correct
information to student B. Monitor the students and make sure they
are using as much as the vocabulary and phrases for p.102 as
possible.
If there’s time, ask students to perform their roleplays. Listen in on
the exchanges, and make notes of interesting viewpoints, that you
can later put as questions to the class for a general discussion.

Total English
Elementary
Find the hidden phrase
1 Use the clues connected with driving and road signs to complete the puzzle.
1. D
2. T
3. G
4. T
5. F
6. T
7. P
8. S
9. G
10. S
11. S
12. E
13. G
14. O
15. S
1. This official document is necessary for driving on your own in a car.

2. When you pass your ___________, you can apply for a (1).
3. When you do (14), you increase your speed or another way of saying this is:
______________
4. The opposite of turn left. ________________
5. If you are caught going too fast you will get a _________(4) AND ____________(7) on
your driving licence.
6. These can be red, amber or green!
7. See (5).
8. Understanding road ______ helps you drive safely.
9. If you need fuel for the car you have to _____________________.
10. If a traffic light is red, the car must do this.
11. Have you ever driven faster than the ______________________?
12. If you see a no-entry sign you can’t ____________ the road.
13. If you see this sign, you have to let other traffic go first.
14. When you want to pass a car on the same side of the road as you, you do this......
15. In the UK, you must wear a ______________ when you are driving.
2 Using the phrase in the shaded squares, make a complete sentence.

TEACHER’S NOTES:
Find the hidden phrase

Aim: to consolidate vocabulary associated with driving and road signs
from unit 11. This worksheet is designed to be used alongside the lead-in
page or unit 11.1.
Time: 40 minutes
1 Students work in pairs. Give each pair a copy of the activity.

Explain that each sentence can be completed with a word from unit 11
(pages105 – 107), but they cannot look at their books while they are doing this!
Working together, they decide what the words are, then write them in the grids.
1. D R I V N G L I C E N C E
2. T E S T
3. G O F A S T E R
4. T U R N R I G H T
5. F I N E
6. T R A F F I C L I G H T S
7. P O I N T S
8. S I G N S
9. G E T P E T R O L
10. S T O P
11. S P E E D L I M I T
12. E N T E R
13. G I V E W A Y
14. O V E R T A K E
15. S E A T B E L T
2 If they do this correctly, they will reveal a three-word phrase in the shaded
vertical strips.
The first pair to identify this phrase and who form a correct sentence using the
phrase is the winner.

Do I have to…?
1 Rewrite the following sentences using a form of have to, don't have to, can or
can't.
1. It isn't possible for children to use this swimming pool before 9am.
Children................
2. It isn't necessary for you to drive over to my house to return the book.
You.......................
3. Everyone wears school uniform to the primary school - there's no choice.
Everyone.................
4. There is some time for you to take a tea break.
You..................
5. It isn't possible for you to visit this month - I'm revising for my exams.
You....................
6. It isn't necessary for you to phone him - I'm seeing him later.
You ..................
7. The show starts at 8pm.
The show...........
8. There's a spare seat next to me.
You....................
2 Are you studying at school or college or do you have a job? Think about your daily
routine of studying or working. Write four things that you have to do:
1. ______________________ 3. ______________________
2. ______________________ 4. ______________________
Now write 4 things that you can't do

5. ______________________ 7. ______________________
6. ______________________ 8. ______________________
3 Swap with your partner and read each other's. Are they the same?

TEACHER’S NOTES:
Do I have to…?
Aim: to consolidate the use of can/can't/have to/don't have to. This activity is
Time: 40 minutes
example with them.
Answers: 1. Children can't use this swimming pool before 9am

2. You don't have to drive all the way to my house to return the book 3.
Everyone has to wear school uniform to the primary school - there's no choice
4. You can take a tea break 5. You can't visit this month - I'm revising for my
exams 6. You don't have to phone him - I'm seeing him later 7. The show has
to start at 8pm 8. You can sit next to me
Monitor their work, and encourage students to peer correct. Elicit answers from
the class.
2 This provides freer practice of the above grammar points whilst allowing
students to personalise the language into the context of their everyday life.
Monitor whilst they work to check they are using correct grammar. When they
have finished and swapped with their partner, ask each pair to read one or two of
their sentences out to the class.

The Rileys’ summer holiday
The Riley family is looking forward to their summer holidays. They all work very hard at
school, college and work, so the break will be very relaxing and well needed! The parents
are both teachers at the local secondary school and the two children are teenagers. They
are travelling to Antarctica for a 3 week cruise and are all really excited. They are leaving
the UK on August 1st and flying to Brazil for a few days in Rio before travelling to Antarctica.
They are staying in a 4 star hotel with gym, swimming pool, jacuzzi, tennis courts and a golf
course. They are planning to relax and enjoy the sun before the colder weather! The
children are playing in a tennis tournament at the hotel as they really love tennis.
They are taking a cruise to the Antarctic - this is going to be such good fun as they all love
wildlife and nature. They can't wait to see the penguins and icebergs. Mr Riley is taking a
video camera to record all those special moments. They are stopping at a few populated
areas during the cruise to see Antarctic life and experience the food. They aren't planning to
do any swimming on the local beaches though! They are taking a short helicopter flight over
some of the icebergs to get a view from above of the breathtaking scenery. It's a very
different holiday, but an exciting one!
1 Read the text above and answer the following questions:

1. Where is the Riley family travelling to on their summer holiday?
2. Where are they flying to first?
3. Describe the hotel they are staying in
4. What are the children doing at the hotel in Rio?
5. How are they getting to Antarctica from Rio?
6. Why is Mr Riley taking a video camera?
7. Are they stopping anywhere during their cruise?
8. How are they planning to see the icebergs from above?
2 Personalise! Look at your diary for next week. Fill in your arrangements for
Monday to Friday below:
Monday: _______________ Thursday: _______________

Tuesday: _______________ Friday: _______________
Wednesday: _______________
3 Ask your partner what their arrangements are for next week.

TEACHER’S NOTES:
The Rileys’ summer holiday
Aim: to highlight the use of the present continuous used for the future
through a reading text. This worksheet is designed to be used in
Time: 40 minutes
1 Ask students to read the passage and answer the questions. Tell them not to
worry about problematic vocabulary at this stage.
Encourage students to check their answers with a partner, then elicit answers
from the class. Deal with the problematic vocabulary at this stage.
Answers: 1. They are travelling to Antarctica 2. They are flying to Brazil first 3.
They are staying in a 4 star hotel with great facilities
4. They are playing a tennis tournament 5. They are taking a cruise
6. Mr Riley is taking a video camera to record special moments of the trip 7. Yes,
they are stopping at a few populated areas 8. They are taking a short helicopter
flight over the icebergs
2 Freer practice and a chance to review the present continuous for future
question form too. Encourage the questions to ask extra questions if a particular
answer is of interest.

Total English
Elementary
Would you do this?
1 Fill in the word puzzle using the clues to help you.
1. C
2. A
3. N
4. D
5. L
6. E
7. A
8. T
9. I
10. D
1. Europe is one and so is Africa!

2. This is always next to the sea.
3. There is a Grand __________ in USA.
4. This often links one piece of land to another across water.
5. Walking up one of these is often tiring.
6. The Thames in London is one.
7. The Mediterranean is one.
8. These go through the ground or under the ground to get you from one place to another.
9. You can climb one of these. Mount Everest is the highest one.
10. This is a small area of land surrounded by water.
2 Personalise it! In pairs discuss the following questions:

1. Have you ever been horse-riding?
2. Would you like to go mountain biking?
3. White-water rafting: scary or exciting? What do you think?
4. Have you ever climbed a mountain - if so where and how long did it take?
5. Cycling in a town - what are your views?
6. Sailing: relaxing or hard work? What do you think?

TEACHER’S NOTES:
Would you do this?
Aim: to consolidate key vocabulary connected with outdoor pursuits from unit 12.
This worksheet is designed to be used alongside the lead-in page.
Time: 40 minutes
1 Ask students to complete the puzzle using the clues. If necessary ask students
to work in pairs and not to consult the course book (ideally).
Answers:
1. C O N T I N E N T
2. C O A S T
3. C A N Y O N
4. B R I D G E
5. H I L L
6. R I V E R
7. S E A
8. T U N N E L
9. M O U N T A I N
10. I S L A N D
2 These questions are a chance for students to use the new vocabulary within
context of an informal chat with their partner - both expressing their views on
the questions. Monitor discreetly to get fluency going, but be on hand for any
vocabulary needed.

Next year, I’m going to…
1 Write sentences with be going to using the prompts.

1. They/build/bridge between Italy and Sicily
2. She/buy/mobile phone/this weekend
3. He/move/to London/in the Autumn
4. We/buy/new house/next year
5. She/stop/gym membership/because she doesn’t go regularly
6. I/change/my job because the commute is too long
2 Write six questions using be going to using each of the time expressions
below. Write the questions in the table in Ex.3.
Today this evening next week the week after next Later this year next summer
The questions can be what/where/who/how/are you….. questions.

3 Ask two students the six questions and write their answers below.
Questions Student 1 Student 2

1
4 Write twelve full sentences using be going to for the answers above.

TEACHER’S NOTES:
Next year, I’m going to…
Aim: to consolidate the use of going to - intentions for the future. This
activity is designed to be used in conjunction with unit 12.1.
Time: 40 minutes
1 Check that all students are clear how this activity works and if
necessary do an example with them.
Answers: 1. They are going to build a bridge between Italy and Sicily
2. She is going to buy a mobile phone this weekend 3. He is going
to move to London in the Autumn 4. We are going to buy a new
house next year 5. She is going to stop her gym membership
because she doesn’t go regularly 6. I am going to change my job
because the commute is too long
2 Let students use their monolingual dictionaries if required/as well as

asking you any vocabulary questions. Encourage students to be as
imaginative as possible for this activity. Monitor to check correct use
of going to. If the students need help to get started, here are some
suggestions.
Suggested questions: What are you going to eat for dinner this
evening? Where are you going to go today after this lesson? How are
you going to travel to work/college next week? Are you going to go
on holiday or a short break later this year? Are you going to do
anything interesting the week after next? Are you going to fly to
somewhere exotic next summer? Who are you going to meet this
evening? How are you going to get home today?
3 Students should have some interesting answers to the questions

above. Ask students to write full sentences using the students’
answers. Write the best answers on the board as a model.

Tell me why!
1 Put the words in the correct order to make sentences.
1. on holiday we go relax to and eat good food

2. saving up I’m travel to round the world
3. to the gym goes she train to for the marathon
4. working they are Spain in learn to Spanish
5. He going supermarket to the is buy to fresh vegetables
6. wrote I my cousin to to her ask visit her in Australia to
7. went we Silverstone to watch to the Grand Prix
8. going I am pub to the meet to a friend
2 Complete the following sentences in your own words.
1. I’m improving my English to ………………….

2. I usually go on holiday to ……………………
3. I drink coffee in the morning to …………..
4. I drink chamomile tea at night to ………….
5. I meet my friends regularly to ……………
6. I play sport to ……………………………
7. I would like to move to a bigger house to ……..
8. I would like to spend more time by the sea to ………..
3 Compare your answers with your partner - how different are they?

TEACHER’S NOTES:
Tell me why!
Aim: to consolidate infinitives of purpose. This worksheet is designed to

Time: 40 minutes
1 Direct students to the exercise and monitor carefully. If you feel the students are
struggling over some of the longer sentences (5 or 6), give them a couple of the
first words of the sentence if this helps. In addition, to start students off, if
necessary elicit the first answer as an example.
Ask students to check their answers in pairs. Elicit answers from the whole
class.
Answers: 1. We go on holiday to relax and eat good food 2. I’m saving up to

travel round the world 3. She goes to the gym to train for the marathon 4. They
are working in Spain to learn Spanish 5. He is going to the supermarket to buy
fresh vegetables 6. I wrote to my cousin to ask her to visit her in Australia 7. We
went to Silverstone to watch the Grand Prix 8. I am going to the pub to meet a
friend
2 Encourage students to use their imagination when completing the sentences.

Suggest they use exercise 1 as a model if they need help.
Suggested answers: 1. I’m improving my English to be able to communicate

successfully and travel widely 2. I usually go on holiday to have time to relax and
rest 3. I drink coffee in the morning to wake myself up 4. I drink chamomile tea at
night to get myself to sleep
5. I meet my friends regularly to chat and exchange news 6. I play sport to keep
fit 7. I would like to move to a bigger house to have more space 8. I would like to
spend more time by the sea to go for long beach walks

Views and opinions
1 Use like, love, enjoy, hate, can’t stand, would like to to express your views on
the following. Write down your answers.
1. What leisure activity do you love doing?

2. Do you like getting up early? If yes, why? If no, why not?
3. Which British TV programme do you enjoy watching?
4. Is there an everyday activity that you hate doing?
5. Is there a particular famous person that you can’t stand watching or
listening to?
6. Which country would you like to visit and why?
7. Is there a holiday destination that you wouldn’t like to visit? Explain why
not.
2 Using the seven questions in Ex 1, ask two other students their views.
Questions Student 1 Student 2
1.
2.
3.
4.
5.
6.
7.
3 Look at the two responses to each question. Write the response to each
question that interests you most.

TEACHER’S NOTES:
Views and opinions
Aim: to provide further practice of verbs +-ing forms and the can do statements in
unit 12.3 - - talking about likes, dislikes and ambitions
Time: 40 minutes
1 Monitor the activity whilst students answer the questions. Encourage students
to use the target language.
Answers: 1. tickets 2. like 3. one- 4. return 5. much 6. fly 7. flights 8. direct

9. a return 10. much 11. time
2 This whole worksheet is designed to get students using the verb+

-ing forms freely through talking about likes and dislikes - their own, and also
their fellow students. Monitor both 1 and 2 and encourage students to talk as
fluently as they can. Be at hand to answer any vocabulary questions.
3 Ask students to write down the responses to consolidate the use of the target
language. When students have finished this activity, get the whole class
together and ask students to read out one or two of their fellow students’
responses for general interest. Encourage other students to ask questions if
they want to.

Total English
Film Bank Key
Elementary
DVD Film bank answer key
Unit 1 - Meeting people
1
Students’ own answers
2
a 4 b 6 c 1 and 7 d 7 e 2 f 5 g 3 and 5
3
1 2 3 4 5 6 7
Hello.
Good morning. ¸ ¸
Good afternoon. ¸
Good evening. ¸ ¸ ¸
How do you do? ¸ ¸
May I introduce …? ¸
4
Unit 2 – Unreal city
1
2
1B 2C 3F 4A 5D 6E
3
Correct order: b, e, d, i, h, c, a, f, g, j
5

Unit 3 – Deborah’s day
1
2
1 play 2 theatres 3 lines 4 personal stereo
3
get up early, do yoga, check emails and diary, send text messages,
run in the park, practise her lines
5
Unit 4 – Two soups
1
2
1c 2e 3a 4b 5d
3
The waitress is very slow and keeps forgetting things so the customers
have to repeat their order. Unfortunately because she is deaf she has
to keep walking back to the table to hear the customers which means
everything takes even longer. When she eventually brings over their
soup she manages to spills it all so the bowls are empty when she puts
them on the table.
4
1 twenty-five to 2 four (three customers and the waitress) 3 twice
4 four times 5 nothing
5

Unit 5 – ResidenSea
1
2
1c 2d 3a 4b
3
1 T 2 F It hasn’t got cars, offices or any of the stresses of modern life.
3 F Some people go for a holiday 4 F They aren’t cheap (a three-
bedroom apartment costs just over four million US dollars) 5 T 6 T
4
5

Unit 6 – Amazing buildings
1
2
1 A 2 A–E 3 A and E 4 A, D and E 5 C 6 B and D
3
The The The The The
Flatiron Guggenheim Eiffel Gherkin Sydney
Building Museum Tower Opera
House
1 It opened in 1889. ¸
2 It has 19 galleries. ¸
3 It opened over 30 years ago. ¸
4 It’s made of stone and metal. ¸
5 It’s only two metres wide. ¸
6 It opened in 2004 ¸
7 It’s 300 metres high. ¸
8 Its roof comes from Sweden. ¸
9 It’s 87 metres high. ¸
10 The architect was Danish. ¸
4

Unit 7 – Great Expectations
1
Photo A: A Christmas Carol Photo B: Great Expectations
Photo C: Oliver Twist
2
1 novel 2 wedding dress 3 scared 4 scary 5 broken 6 come along
3
The boy (Pip) The girl (Estella) The woman The house
(Miss Havisham)
dark ¸
large ¸
old ¸ ¸
pretty ¸
rich ¸
scared ¸
scary ¸ ¸
shy ¸
strange ¸ ¸ ¸
thin ¸ ¸
young ¸ ¸
4

Unit 8 – The Notting Hill Carnival
1
2
3
The Notting Hill Carnival is a huge London carnival – about a million
people come to be in the carnival or to just watch it. It happens every
August. There are about 70 bands with their own music, costumes
and carnival queen. The costumes are very important for the carnival.
Clary Salandy started designing costumes 15 years ago. Her carnival
queen is a young woman called Tamiko, who has had lots of
experience. She puts on her carnival costume – it’s very comfortable
because it’s not as heavy as it looks. When it comes to the carnival
weekend, the bands parade through the streets – the costumes look
amazing and it’s an unforgettable experience.
4

Unit 9 – The interview
1
2
A St Paul’s Cathedral B Battersea Power Station C Tower Bridge
D The Dome E The London Eye
3
photo painting
a ¸
b ¸ ¸
c ¸ ¸
d ¸
e ¸
4

Unit 10 – Wolves
1
2
1e 2c 3g 4h 5a 6b 7d 8f
3
Penelope Jonathan Liz Mike Johnny and
Rachel
1 walk to the station ¸
2 cycle to the office ¸
3 drive along the motorway ¸
4 have breakfast on the train ¸
5 read a book/newspaper ¸ ¸ ¸ ¸
6 listen to the radio ¸
7 think public transport is noisy ¸
8 like short journeys ¸
9 usually on time ¸ ¸
10 never late ¸
11 sometimes late ¸ ¸
4

Unit 11 – Rock climbing
1
2
1c 2f 3b 4a 5d 6e
3
A4 B3 C2 D1 E5
4
1 F They are inexperienced climbers. 2 T 3 F She thought she would
be scared but she wasn’t. 4 F Stuart leads 5 T 6 F He says he
definitely wants to go climbing again.
5

Unit 12 – Ten great adventures
1
2
1 diving 2 dog sledging 3 swimming with dolphins 4 parascending
5 whale watching 6 riding the rapids
3
Gill’s top ten: 1 d 2 b 3 i 4 a 5 e 6 f 7 j 8 c 9 h 10 g
a It’s exciting. b Dolphins are so intelligent and friendly.
c Where? In Cape Cod on the east coast of America. d It’s difficult to
get there. e It’s a beautiful underwater experience. f Where? In the
Canadian Rockies. g Where? Through the forest. h What kind of ship?
A big old sailing ship. I It’s the closest thing to flying. j It’s fast,
dangerous and a lot of fun!
5

Total English
DVD Transcript
Elementary
DVD Transcript
Unit 1 - Meeting people
SCENE ONE:
Man 1: Good morning!

Mrs Wilberforce: Good morning.
Man 2: Morning ma’am.
Man 3: Morning Mrs Wilberforce.
Mrs Wilberforce: Good morning Mr Brown.
Man 4: Morning madam.
Mrs Wilberforce: Good morning!
Policeman: Fetch the Superintendent. Tell him it’s Mrs Wilberforce.
SCENE TWO:
Mr Wakefield: Ah, Miss Wheeler. How nice to see you again.

Miss Wheeler: Hello, Mr Wakefield. This is Mr Grigg, child psychiatrist.
Mr Grigg: How d’you do.
Mr Wakefield: Welcome Mr Grigg… Shall we go inside?
SCENE THREE:
Miss Castle: Good evening Captain.

Captain: Hello Miss Castle. Enjoying yourself?
Miss Castle: Yes, thank you.
Captain: Good.
1st officer: Ah… Mr Jenkins, I’d like you to meet Mrs Lewis.
2nd officer: Hello, Miss Castle…

Captain: Good evening Miss Dribble. Enjoying yourself?
Miss Dribble: Very much, thank you.
2nd officer: He’s over there.

Miss Dribble: Thank you.
SCENE FOUR:
Nurse: Good afternoon. Name?

Patient: Good afternoon, um York, Edward York.
Nurse: Address?
Patient: 24 Passiondale Avenue.
Nurse: Age?
Patient: Thirty-five.
Nurse: Occupation?
Patient: Newspaper reporter.
SCENE FIVE:
Captain: Evening
Captain: Miss Maderley…..Good evening
Miss Madereley: Good evening…..
Captain: Good evening Miss er…………
SCENE SIX:
Julius Caesar: A fine way for an emperor to arrive I must say. Slogging through
half a mile of sand.
Cleopatra’s guard: Yes?
Julius Caesar: Good morning. My name is Julius Caesar. I represent the Roman
Empire.
Cleopatra’s guard: No thanks, not today.

Julius Caesar: Well, really! Who does he think he is?
SCENE SEVEN:
Major Corté: Good evening professor! I hope I’m not too early.
Professor: Not at all. Not at all. Mrs Wilberforce, may I present Major Corté?
Major Corté: How do you do Mrs Wilberforce. I’m honoured.
Professor: Come in gentlemen, come in. May I introduce Mr Lawson?

Mrs Wilberforce: How do you do gentlemen,... Mr Lawson.
Professor: And Mr Robinson... Mrs Wilberforce?
Mrs Wilberforce: Mr Robinson?
Unit 2 – Unreal city
This is an animation without dialogue.
Unit 3 – Deborah’s day
Answerphone: Hi, this is Deborah Manning. I can’t take your call at the moment.
Please leave a message after the tone.
Alex: Hi Deborah. This is Alex from the actor’s agency. Please call me as
soon as possible.
Deborah: I’m an actor so I don’t work regular hours. You know, nine to five.
But I have a morning routine. I get up around half past seven, I do
yoga for about an hour, and then I check my diary and emails.
Hi Alex, It’s Deborah. Where? At the Lyric Theatre at two pm

tomorrow. Yes, I know where it is. That’s OK, I’ve got the play. And

all the details are in your email. That’s great. You can get me on my
mobile if I’m out. OK. See you. Bye.
Great. I can practice my lines this morning and then I’m free.
I spend a lot of my free time and working time on the phone. I send
text messages to my friends because they’re often at work or in
meetings. It’s a fun way to keep in touch and it’s cheap too.
I love cycling round town.
I have breakfast in a café near the park. There are also lots of really
good clothes shops nearby.
It’s important for an actor to keep fit and take care of her body.
Fortunately I like sport and doing exercise so it’s no problem.
I like running in the park. There are beautiful views over London. At
the same time I listen to music on my personal stereo. Oh that’s
good, everything’s OK for tonight!
I often have a swim in the pond after running. Or I fly my kite from
the top of Parliament Hill. I love roller blading too. But my favourite
sport is tennis. I’m a member of a tennis club and I often play in the
evenings. But not this evening. It’s my friend’s birthday.

Unit 4 – Two soups
Waitress: Ready to order sir? Madam?

Man: Jane?
Jane: Uh yes. What’s the soup of the day please?
Waitress: I’ll just go and find out.
Man: What time’s your train?

Jane: Twenty-five to.
Man: Oh. Well, that’s not too bad.
Waitress: Ready to order sir? Madam?

Jane: Uh yes. I wanted to know what the soup of the day was?
Waitress: That’s right. I’ll just go and check with the chef.
Jane: Look, let’s just have it, shall we? Whatever it is! We’ll be here all day.
Man: Waitress! We’ll have the soup anyway. We’ll have the two soups anyway.
Waitress: I beg your pardon sir? I didn’t quite catch that.
Man: We’ll have two soups!
Waitress: Two soups! One soup………..and another soup. Right away sir.
Jane: Look, let’s just have a main course shall we? Skip the soup.
Man: Shall we?
Jane: Yes, tell her.
Man: Waitress, I’m sorry we’ve changed our minds.
Waitress: Yes………
Jane: Chicken? Is that the quickest?
Man: It’s no wonder this place is empty.
Waitress: Two soups!

Man: I don’t believe this. These are empty!

Unit 5 - Residensea
Narrator: Wake up in a new place every day. Look out of your window and see
beautiful islands and yellow sands. Visit different countries all over the world.
This is your life on the world of Residensea.
The world of Residensea isn’t a normal holiday ship. It sails round the world
all year, but it also stops for a few days in amazing places, such as Sydney,
Rio de Janeiro and San Francisco. The world of Residensea is one hundred
and ninety-six metres long and over six hundred and fifty people live on it. It
hasn’t got cars or offices or any of the stress of modern life. Some people
come for a holiday but others buy an apartment and live here all year. There
are a hundred and ten luxury apartments with one, two or three bedrooms.
But they aren’t cheap. A three bedroom apartment costs just over four
million American dollars.
There are also eighty-eight rooms for guests. On the world of Residensea
there are four top class restaurants. There’s a gym for keeping fit and there’s
a spa for relaxing. It’s got fast internet connections, so you can send emails
to friends and there’s even a library, a theatre and an art gallery. Back on
deck you can practice your golf, go swimming in the two swimming pools or
play tennis.
But if all this is too energetic, why not simply stand on your terrace and
watch the world go by?

Unit 6 – Amazing buildings
Suzy: I lived in New York for two years. I worked as a waitress. It’s an amazing
place. It’s a city of skyscrapers and my favourite is the first ever New York
skyscraper, the Flatiron building. From the side it looks normal, but from the
front it’s really unusual. It’s only two metres wide but it’s eighty-seven
metres high! It’s just crazy!
John: In nineteen ninety seven, I travelled to Bilbao. I wanted to see the

Guggenheim Museum. It’s fifty metres high. It’s made of stone and metal
and there are nineteen galleries inside. The architect used a computer to
design it and I’m not surprised. It’s fantastic!
Penny: I lived in Paris for a year, but I didn’t visit the Eiffel Tower until my last
month. It’s incredible. It’s three hundred metres tall, so you can see it from
all over the city. It opened in eighteen eighty nine, but it still looks modern
today.
Adam: I work in London and I walk past this building nearly every day. It’s the
Swiss Re Tower, but everyone calls it ‘The Gherkin’. It’s an amazing shape. It
opened in 2004, and it’s already a new London icon. I watched the film ‘Love
Actually’ last week and ‘The Gherkin’ was in it.
Laura: The Sydney Opera House is very, very beautiful. They call it an opera house,
but it’s also got theatres, restaurants and a cinema. It opened over thirty
years ago. The roof was from Sweden, the glass was from France and the
architect was Danish. It’s a great international building. I just love it!

Unit 7 – Great Expectations
Narrator: This is Pip. A rich old lady, Miss Haversham asked him to visit her
for the first time. She wants to see him, but he doesn't know why.
Mr Pumblechook: Ring the bell, boy!
Girl: What name?

Mr Pumblechook: Pumblechook!
Girl: Quite right.
Mr Pumblechook: Can you read the time boy?
Pip: Yes sir, a quarter past three.
Mr Pumblechook: Come till to the minute. Let it be a lesson to you.
This is Pip.
Girl: So this is Pip, is it? Come in Pip.
Oh, do you wish to see Miss Haversham?
Mr Pumblechook: If Miss Haversham wishes to see me.
Girl: Ah, but you see, she doesn't. Come along boy.
Pip: Your clock's stopped miss. It should say a quarter past three.
Girl: Don't loiter boy.
Come along boy. Take your hat off.
This door boy....
Pip: After you miss.
Girl: Don't be silly. I'm not going in.
Miss Haversham: Come in….. Who is it?
Pip: Pip, ma'am.
Miss Haversham: Pip?
Pip: Mr Pumblechook's boy. Come to play.
Miss Haversham: Come nearer, let me look at you.

Unit 8 – The Notting Hill Carnival
Narrator: At the end of August every year, the streets of Notting Hill in London
are full of people, music and colour. The Notting Hill Carnival is a
huge street carnival like the famous one in Rio de Janeiro. About a
million people come here to take part or simply to watch.
At the heart of the carnival is a spectacular parade. Seventy bands

take part with their own music, carnival costumes and carnival
queen. This is fun, but it's also competitive. Only one band can be
the best.
Clary Salandy: I started designing for the carnival about fifteen years ago. I look
young but I'm not. The queen of my band is a very special young
lady called Tamiko who has had lots of experience of wearing
costumes since she was very young. She's an excellent performer
and when she puts the costume on, she really does come alive.
Narrator: Costumes can take months to design and make. Now the carnival is
only days away and Clary's team are working quickly. They're trying
to make the best costumes for their band. The carnival queen is very
important and a lot of time and energy goes into her costume.
Tamiko: It's very comfortable to wear. It's not as heavy as it looks.
Narrator: It's carnival day at last. The band is getting ready. They're getting
dressed, putting on make up and painting faces.
Boys: We're getting ready for carnival! .....Peace!
Narrator: The bands parade through the streets of Notting Hill. Their costumes

look just amazing. Win or lose, it's an unforgettable experience.
Unit 9 – Spirit of the city
Narrator: London is a huge city. It stretches for over forty kilometres along the
River Thames. With a population of nearly eight million, it's the
largest city in Europe. There are many famous landmarks here -
some old and some new. There's Tower Bridge, St Paul's Cathedral,
and the most popular new attraction, the London Eye.
Millions of people come here everyday to work in offices. Other

people come here for inspiration like the artist, Richard Tate.
Richard Tate was born in nineteen seventy-two in Scunthorpe in the

east of England. It's a small, quiet town. London is bigger, busier and
a lot noisier.
Richard Tate: My Dad brought me down to London when I was ten. It was a buzz
just being here. I was impressed by the huge buildings and the
variety of architecture. It fascinates me.
Narrator: After university, Richard came down to London to live. To make

money, he worked as a security guard. During his lunch breaks he
usually went up to the roof, studied the buildings and took
photographs, but he dreamed of painting. Richard still works from
photographs today.
He uses oil paints and spends a long time on each painting. They can
take up to five months to finish. He also enjoys drawing portraits, but

London is his favourite subject. Its landscape is changing all the time
and there are always new views to paint.
Richard also loves the River Thames. It's the second longest river in
Britain and flows through the centre of London.
The river is like a symbol of the city - always changing but always the
same.
And the last great change happens at night. The buildings become
towers of light….. a magical world.
Unit 10 - Commuting
DESCRIBE YOUR JOURNEY TO WORK:
Penelope: My journey usually takes about an hour from door to door. I have a
short walk first thing in the morning from my house to the railway
station. Then about forty-five minutes on the train.
Jonathan: I take the train to work in the mornings and I take my bike with me
on the train. It takes about forty-five minutes and when I get off the
train at the other end I cycle to the office.
Liz: Well, this morning I took, errm, a bus to the tube station and then I
took one tube, and then I took another tube, and then I had to take
the train.
Mike: My journey into work takes an hour and a half. First I catch a
mainline train into the centre of Tokyo, and from there I take the
underground to the office.

Johnny: I leave my house at about seven forty-five… and I go and pick up
Rachel from her house. Then we drive along the motorway and it
takes about thirty or thirty five minutes to reach the office.
WHAT DO YOU DO WHILE YOU’RE TRAVELLING TO WORK?
Penelope: I usually get a cup of coffee at the station and tend to have my
breakfast on the train in the morning. Ummm. I also use the time to
prepare for work because it's a good.., good window of time. And
also I like to read, read in the mornings.
Jonathan: While I'm travelling on the train, I tend to read a book. Humm, if
there's a newspaper, I'll pick it up and read it, but I never buy the
newspaper.
Liz: While I'm travelling I pick up a newspaper and I read that or I read a
book.
Mike: While I'm on the train, I always get a seat, so I'm able to read or I
prepare for meetings that day. When I'm on the tube, there is no
space to do anything. You just have to stand there.
Rachel: When we're driving, we listen to music, we listen to the radio. I

sing... we chat.
WHAT ARE THE GOOD POINTS AND THE BAD POINTS?
Penelope: I don't like it when the trains get too crowded, when there's lots of
people fighting for seats. On the other hand, what I really do like
about the journey is that it's a good chance to read novels, and I
always pop a novel in my bag to take a read on the journey.

Jonathan: The only thing I really like about my journey is that it's quite short.
Liz: I don't really like public transport. Err, it's smelly, and it's a bit noisy,
especially the tube. Umm, but at least I get time to read the paper,
read my book, and hopefully, you know, normally I've got a good
book with me that I can read.
Mike: I like the time on the train to, which is personal time, so you have
the chance to read and catch up with work.
Johnny: What I like about the journey is that I've got a bit of company in the
car, so um, it's nice to chat to Rachel before we get to the office.
Sometimes we talk about work and sometimes we talk about what
we did...umm in the evening. Um but what I don't like is when
there's lots of traffic on the motorway, so sometimes it takes a long
time. Sometimes we're stuck in the traffic.
ARE YOU EVER LATE FOR WORK?
Penelope: It's quite a simple journey to work so I'm usually on time.
Jonathan: I'm late for work about twice a week on average. Umm I blame the
trains, but to be honest it's because I oversleep.
Liz: Sometimes I'm late for work if the train has been cancelled, or if
there's a signal failure on the train.
Mike: I'm never late for work. That's the beauty of living in Japan because
the transport always runs on time.
Rachel: We are hardly ever late for work. But if we are, it's usually because
the traffic is very bad.

Unit 11 – Rock Climbing
[Faded] Stuart: Start big, finish small. Just like that. It’s quite clear……
Narrator: Are you ready for a challenge? Then why not take up rock climbing?
It's a really exciting sport, but you have to learn the rules and
techniques. That's why students come here to the National Mountain
Centre in Wales.
Stuart MacAlise is one of the team of instructors. He's taught here for
more than ten years. Marian and Andy are two inexperienced
climbers. Tomorrow morning they're climbing on a real mountain. So
today they're practising on an indoor climbing wall. Climbing is a
serious business: they have to learn where to put their hands and
feet. Climbers don't have to use a lot of equipment.
Stuart: The equipment can be very simple. Er, a helmet, a harness, rock
boots, ropes and also a sense of adventure is important.
Narrator: And now for the real thing. Their first lesson on the rock face. Stuart
shows the students where they're going to climb.
Stuart: Anybody can go climbing. People with a spirit for adventure, but also
someone who enjoys being out here in the mountains with friends
climbing.
Narrator: Stuart leads the way attaching the safety rope to the rock face. Then
it's the students turn.
Marian: I thought I'd be really scared at first, but I wasn't.
Narrator: Still, it's a long way up, and a long way down. You can't make

mistakes, you have to do things the right way. The lesson continues
half way up the mountain. Stuart shows the students how to attach
and remove the ropes. He teaches them how to tie knots and to
make sure they're secure. Now it's time for the final climb to the top.
Stuart leads. Andy's next. Then it's Marian's turn. It's exciting and a
bit scary because the rock face is very steep. But it's always thrilling
to get to the top.
Marian: I really enjoyed today. It was lots of fun.
Andy: I definitely want to come and try climbing again.
Marian: I'd advise anyone to take up climbing.
Unit 12 – 10 great adventures
Gill William: Are you tired of your usual holidays? Do you want to try something
new? Well here's my top ten holiday adventures.
At number ten is dog sledging through the forest. These dogs are
Siberian huskies and they love running. It's a fast ride.
Do you love the sea? Then why not join the crew of a big old sailing
ship? Spend your holiday learning to set the sails and tie the ropes. I
hope you don't get sea sick.
Whales are amazing creatures and there's nothing more exciting than
watching them in the wild. I went whale watching in Cape Cod on the
east coast of America. It was a fantastic experience.

Do you like living life in the fast lane? Then riding down the rapids in a
power boat is for you. It's fast, dangerous and a lot of fun.
At number six is another fast trip. Skiiing is a thrilling sport and it's
popular all over the world. My favourite place to ski is in the Canadian
Rockies.
Perhaps you prefer seeing wildlife beneath the waves? Then why not
learn to dive? You can experience a beautiful underwater world.
This is one of the most exciting activities. Bungee jumping. I hope you
like heights.
At number three is parascending. It's one of the closest anybody gets to

flying. But it's only for people who love taking risks.
Number two is swimming with dolphins. They're so intelligent and

friendly. And the more you splash, the more they play.
And at number one why not join an expedition to Antarctica? It's difficult
to get there but this icy wilderness is so beautiful, it's my favourite place
on earth.
So these are my ten best holidays. Which one are you going to choose?

Total English
Pre-intermediate
Total English
Pre-intermediate
Unit 1
Word Puzzles
1 Unscramble the following words/phrases.
1 PU KWAE 3 A AEVH PAN 5 VT AWCTH

2 PELES 4 OD XECRESIE 6 OD OTNHIGN
2 Can you write a sentence with each of the words?
3 Use the clues connected to daily routines to complete the puzzle.
1 to eat a meal outside, e.g. on the beach or at the park

2 to get up later than usual
3 people that come into a shop to buy things
4 to go out to a disco
5 to talk to someone on the phone informally
6 to go somewhere outside on foot
7 to relax on the beach
8 to go on-line to see who’s written to you
9 to eat something small between meals
1 P
2 H
3 S
4 B
5 N
6 F
7 H
8 C
9 S
4 Write as many sentences as possible using the phrase in the grey box
from Ex. 3. You can change the order of the words.

Word Puzzles
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; daily routines/activities.
This warmer is designed to be used in conjunction with unit 1.
1 Ask students to unscramble the words/phrases 1-6. Then check answers.
Answers: 1 wake up 2 sleep 3 have a nap 4 do exercise 5 watch TV

6 do nothing
2 Ask students to write six complete sentences using the words/phrases in

Ex. 1. Elicit answers from the students and encourage peer correction.
Example answers: 1 I usually wake up at 7.30am. 2 I fall asleep between

11pm and 12pm. 3 I sometimes have a nap at the weekend. 4 I do exercise
when I have time. 5 I never watch TV in the morning. 6 Sometimes it’s great
to sit down and do nothing!
3 Students work in pairs. Give each pair a copy of the activity. Explain that
each line can be completed with a phrase from the Students’ Book unit 1
page 5, however this must be done without the aid of their books.
Working together, they decide what the phrases are, then write them in
the grid. If they do this correctly, they will reveal a three-word phrase in
the shaded vertical strip. The first pair to identify this is the winner.
1 H A V E A P I C N I C
2 H A V E A L I E I N
3 C U S T O M E R S
4 G O C L U B B I N G
5 C H A T O N T H E P H O N E
6 G O F O R A W A L K
7 L I E O N T H E B E A C H
8 C H E C K Y O U R E M A I L S
9 H A V E A S N A C K
4 Students’ own answers. Check answers by asking the pair with the most
sentences to read theirs out.

Really like / can’t stand…
1 Complete the sentences 1-8 with your own likes or dislikes using some
of the words in the box below.
really like quite keen on really hate

don’t mind (don’t like) absolutely love
quite like not very keen on can’t stand
1 going shopping for clothes

2 celebrity gossip in magazines
3 doing nothing at weekends
4 going to a football match
5 running long distances
6 reality TV
7 getting up early on holiday
8 modern art
2 Correct the following sentences.
1 She really like meeting her new friends.

2 I can’t stand to wait for a bus in the rain.
3 I no very keen on watching football on TV.
4 We quiet like spending time working in the garden.
5 He can’t standing listening to pop music.
6 They’re quite keen horse riding.
7 She absolutely love travelling.
8 He don’t mind driving to the restaurant.

Really like / can’t stand…
TEACHER’S NOTES:
Aim: to consolidate the use of like/dislike as well as expressing preferences.

1 Ask students to complete the sentences using as many of the

different phrases as possible – there is one extra phrase depending
on their preferences. Monitor carefully to check that they are using
a variety but emphasise that they don’t have to use all the phrases
if there really is one phrase that they aren’t able to use.
Ask students to swap with their partner to compare answers.

Encourage students to discuss their similarities and differences.
Get feedback from various pairs.
2 Ask students to correct the mistakes in each sentence. They can

work in pairs or alone. Check answers with the class.
Answers: 1 She really likes meeting her new friends. 2 I can’t stand
waiting for a bus in the rain. 3 I’m not very keen on watching football
on TV. 4 We quite like spending time decorating the house.
5 He can’t stand listening to pop music. 6 They’re quite keen on horse
riding. 7 She absolutely loves travelling. 8 He doesn’t mind driving to
the restaurant.

How often do you?
1 Complete the story using the correct tense of one of the verbs in the box.
One verb is used twice.
fall be meet finish help eat go open work leave have get up
Gina usually ________(1) around 7.30 am during the week. She

________(2) a small breakfast before her shower. She ________(3) the
house around 8:15am to get to work for 8.45am. She ________(4) in
a clothes shop, which ________(5) at 9am. The morning ________(6)
always busy, so at lunchtime, she ________(7) for a walk in the local
park, and ________(8) her lunch outside if the weather is good. After
lunch, she ________(9) her manager restock the clothes. At 5pm, she
________(10) work, and then ________(11) to the gym for a workout.
After that, she sometimes ________(12) friends or goes home. After a
very busy day, she usually ________(13) asleep reading her book!
2 Ask your partner how often they do the following activities. Make sure
they use one of the adverbs of frequency below.
sometimes usually hardly ever never always often
1 check your emails 5 have a snack between meals

2 go clubbing 6 go to art galleries
3 have a lie-in 7 lie on the beach on holiday
4 have a picnic 8 listen to the radio

How often do you?
TEACHER’S NOTES:
Aim: to consolidate the use of the Present Simple and adverbs of

frequency. This worksheet is designed to be used in conjunction
with either unit 1.1 or unit 1.2.
1 Ask students to complete the story. Check answers with the class.
Answers: 1 gets up 2 has 3 leaves 4 works 5 opens 6 is 7 goes

8 eats 9 helps 10 finishes 11 goes 12 meets 13 falls
2 Ask students to work in pairs to talk about their routines/activities.

Monitor to check that students are using a variety of the adverbs of
frequency and correct errors. Get feedback from various students.

Present Simple or Continuous?
1 Choose the correct alternative(s) in the sentences 1-8 below.
1 Today she ’s spending/spends time with her grandmother.

2 They usually are going/go to the gym on Sundays.
3 We ’re having/have a barbecue later on. Do you want to come?
4 No, she can’t answer the phone, she has/is having a shower.
5 I always have/am having a coffee before I ’m leaving/leave for work in
the morning.
6 They sometimes fly/are flying to Sweden, but usually they are
going/go by boat.
7 Where are you? I ’m sitting/sit outside in the sunshine!
8 He always brings/is bringing a monolingual dictionary to his English
class.
2 Look at everyone and everything in your English class. Write four

sentences to describe anything that is happening now using the present
continuous. The sentences can be about the students/their personalities/
the activities you’re doing/what someone is wearing, saying or doing.
1 ____________________ 3 ____________________
2 ____________________ 4 ____________________
3 Write four sentences to describe anything that usually or sometimes

happens in the class using the present simple.
1 ____________________ 3 ____________________
2 ____________________ 4 ____________________

Present Simple or Continuous?
TEACHER’S NOTES:
Aim: to consolidate the use of Present Simple and Present Continuous. This
1 Tell students they have to choose the correct option. If necessary do the first one
with them as an example.
Answers: 1 she’s spending 2 go 3 We’re having 4 she’s having

5 have 6 fly/go 7 I’m sitting 8 brings
2 Encourage students to observe what is happening around them by asking

them to describe what people are doing etc. Go around the class
monitoring carefully to make sure students are writing full sentences and
correct if necessary. Elicit answers from various students and use these
to help students think about now, what is happening and maybe what
usually happens and the related tenses.
Sample answers: Mina is using her dictionary. Jane is writing in her

book. Our teacher is helping us. Some of the students are talking in
English. Tom is wearing a pullover because it’s cold.
3 This is a continuation of Ex. 2 - getting students to think about now, what

is happening and maybe what usually happens. Ask students to compare
their sentences and to correct each others if necessary. Get feedback from
various students.
Sample answers: Our teacher always speaks in English. We usually

do a speaking and a listening activity. We usually use the course book.
Sometime we use the computers.

Total English
Pre-intermediate
Unit 2
Music, sweet music!
1 Unscramble the following words to put them in the crossword.
Across: DNBA, IONATLPIMOC, ZAJZ, CUMIS, SLEBU

Down: KORC, PPO, NITAL, SEUOH, LICASASLC
1 2
3 4
5
6 7
8
9
10
2 Music questions! Answer questions 1-8.
1 Name two classical composers

2 Do you like Latin dancing? Can you dance salsa or rumba?
3 Have you ever been to a rock concert? Who did you see?
4 Do you like the sound of house music - if yes, why, and if no, why not?
5 Do you follow the top 20 pop hits? Which band do you think is the most
successful?
6 Who is your favourite jazz musician?
7 Have you ever bought a compilation CD/cassette - if yes, which one?
8 Which country is the home of The Blues?
3 Compare your answers in groups of three or four. Discuss your results.

Music, sweet music!
TEACHER’S NOTES:
Aim: to practise and consolidate key music vocabulary. This warmer is

designed to be used in conjunction with unit 2.
1 Tell students to unscramble the words. Then explain that they need
to put the words into the puzzle. If necessary, do number one with
the class as an example. Give students time to compare their
puzzle with a partner before checking the answers with the class.
Answers: 1 (Down) pop 2 (Down) classical 3 (Down) house

4 (Down) rock 5 (Across) compilation 6 (Across) Blues 7 (Down) Latin
8 (Across) music 9 (Across) Jazz 10 (Across) band
2 The purpose of this exercise is to get students talking about

different areas of music and their preferences. Some classical
composers are Mozart, Beethoven, Bach, Brahms or Mendelssohn.
Ask students to answers the questions 1-8. Go around the class,
monitoring and giving assistance where necessary.
3 Place students in groups of three or four and ask them to discuss

their answers to Ex. 2. Get feedback from each group at the end.

It happened some time ago …
1 Complete the sentences using a verb in the Past Simple from the box.
act win make marry sing be grow have
1 Kylie Minogue ______________up in Australia.

2 The Spice Girls ________________ a popular girl band.
3 Robbie Williams _________________ at the Live 8 Concert.
4 Madonna _______________ a British film director called Guy Ritchie
a few years ago.
5 Oasis _____________ an album called Definitely Maybe.
6 Will Young ____________ a reality TV pop competition.
7 Kylie Minogue _____________ in Neighbours.
8 Abba ______________ lots of number one hits.
2 Write questions in the past simple for each of the sentences 1-8 in Ex. 1.
3 Write past simple negative sentences using the cues 1-8 below.
1 The Spice Girls/sing/Live 8

2 Beethoven/be/pop artist
3 Nat King Cole/be/British
4 Freddie Mercury/study /Science
5 I/play/musical instrument at school
6 We/get/tickets for Coldplay concert
7 Jennifer Lopez/marry/Ben Affleck
8 There/be/jazz music at the café

It happened some time ago …
TEACHER’S NOTES:
Aim: to practise and consolidate the Past Simple. This warmer is

1 Ask students to complete the sentences using the verbs in the box.
Remind them that they need to use the Past Simple. Give students
time to compare answers before checking them with the class.
Answers: 1 grew 2 were 3 sang 4 married 5 made 6 won 7 acted

8 had
2 In pairs, students need to write the questions to the sentences in

Ex. 1. Monitor carefully to check that they are using the Past
Simple and encourage students to peer correct before giving
assistance. Get feedback from various pairs.
Answers: 1 Where did Kylie Minogue grow up? 2 What kind of band
were the Spice Girls? 3 Who sang at the Live 8 concert? 4 Who did
Madonna marry a few years ago? 5 What was the name of one of
Oasis’s albums? 6 What kind of competition did Will Young win?
7 Which TV show did Kylie Minogue act in? 8 Which group had lots of
number one hits?
3 Ask students to write complete sentences using the cues 1-8. They
can either work in pairs or alone. Give students time to compare
their answers in pairs before checking them with the whole class.
Answers: 1 The Spice Girls didn’t sing at Live 8. 2 Beethoven wasn’t

a pop musician. 3 Nat King Cole wasn’t British. 4 Freddie Mercury
didn’t study Science. 5 I didn’t play a musical instrument at school.
6 We didn’t get tickets for the Coldplay concert. 7 Jennifer Lopez didn’t
marry Ben Affleck. 8 There wasn’t any jazz music at the café.

So or neither?
1 Add a response to the statements 1-8 using so or neither according to the +

(agreeing) or – (disagreeing) symbol.
1 I love using my imagination to tell a story! +

2 I can’t play the saxophone. -
3 I’m not in the mood to study at the moment. -
4 I went to the jazz evening last night. +
5 We didn’t make the pub last night. -
6 I had a great night’s sleep. I feel really energetic! +
7 We couldn’t see the stage properly from our seats. -
8 I really enjoy seeing live music! +
2 Correct the mistakes in the sentences/dialogues 1-8 below.
1 A: I’ve got so much energetic - I want to go jogging!

B: Neither do I!
2 She’s very intelligence - I think she’ll get good marks in her exams.
3 Relaxed is so important - you need to find time for it.
4 A: We don’t feel tired at all after the run.
B: So do we!
5 She used lots of imaginative to decorate this room - it’s beautiful.
6 A: He’s such an energy person!
B: Neither is Helen!
7 Intelligent is needed to work out these types of problems.
8 Tired is always a problem when driving late at night.

So or neither?
TEACHER’S NOTES:
Aim: to practise and consolidate to provide further practice of so/neither and

also noun/adjective word families. This worksheet is designed to be used
1 Ask students to complete the sentences using either so or neither depending on

which symbol is being used. Do the following examples on the board with the
students to check they understand what to do.
E.g. I couldn’t go to the party last week. - Neither could I.
I really dislike anchovies! + So do I!
Give students time to compare their answers before checking them with the whole
class.
Answers: 1 So do I! 2 Neither can I. 3 Neither am I. 4 So did I.

5 Neither did we. 6 So do I! 7 Neither could we. 8 So do I.
2 Tell students to correct the mistakes in each sentence/dialogue. They can

work in pairs or alone. Check answers with the class.
Answers: 1 A: I’ve got so much energy - I want to go jogging! B: So do I!

2 She’s very intelligent - I think she’ll get good marks in her exams. 3 Relaxation
is so important - you need to find time for it. 4 A: We don’t feel tired at all after
the run. B: Neither do we! 5 She used lots of imagination to decorate this room -
it’s beautiful. 6 A: He’s such an energetic person! B: So is Helen! 7 Intelligence is
needed to work out these types of problems. 8 Tiredness is always a problem
when driving late at night.

Experiences
1 Complete the sentences with the Present Perfect Simple or Past Simple.
1 When I was a child, I ____________ (go) lots of theme parks. I ____________

(not/go) to any since!
2 We ____________ (go) to every Madonna concert in London since 1995.
3 She ____________ (see) Elton John shopping in Camden last year.
4 He ____________ (play) the piano since last summer.
5 That new pop group ____________ (get) a contract with a big recording
company last week.
6 Her parents really ____________ (push) her to be a concert pianist when she
was at school.
7 I ____________ (go) to a fantastic opera twice already this week.
8 The Rock concert ____________ (raise) money for charity.
2 Discuss in pairs. Ask your partner questions 1-6. Ask extra questions if you would
like to know about their achievements and experiences.
1 Have you ever helped someone in need?

2 Have you ever overcome a fear? (E.g. fear of spiders/heights etc)
3 Have you ever made a speech or talked in public?
4 Have you ever passed a test you didn’t expect to?
5 Have you ever been really into a certain type of music?
6 Have you ever received a really beautiful present?
3 Write five facts of interest about your partner’s achievements and experiences.

Experiences
TEACHER’S NOTES:
Aim: to practise and consolidate the Present Perfect Simple for experiences. This
1 Tell students they have to use the correct form of the verb, whether it is the
Present Perfect Simple or Past Simple. If necessary do the first one with them as an
example. Check answers with the class.
Answers: 1 went/haven’t been 2 have been 3 saw 4 has played 5 got

6 pushed 7 have been 8 raised
2 This is a free speaking activity and designed to get students using the question form
of the Present Perfect Simple fluently as well as listening to responses and noting
down important points. Monitor the activity and note down interesting facts
yourself, so you can do a teacher/class activity at the end where you ask certain
students to relate one of their partner’s answers if appropriate/fitting.
3 Encourage students to use their notes from Ex. 2 to write five interesting facts
about their partner’s achievements and experiences. This exercise can be done for
homework so either collect the written work for marking at the end of the class or
at the start of the next one.

Total English
Pre-intermediate
Unit 3
Vocabulary quiz
1 Discuss questions 1-5 in pairs.
1 Name four foods that you both agree are delicious.

2 Name three foods that you both agree are tasteless.
3 Which food smells really good when it’s cooking?
4 Name a food that looks disgusting but tastes delicious!
5 Decide on two vegetarian dishes that you both like.
2 Compare your answers from Ex. 1 with the pair next to you. How similar or different
are you?
3 Look at the clues 1-8 below. Guess which foods these sentences are describing?
1 It’s a vegetable which sometimes makes you cry!

2 We often drink this drink at breakfast time.
3 This is a red meat which is often eaten with mint
sauce.
4 This is a long, thin pasta.
5 This is a very healthy type of water.
6 It’s a dairy product which is made from milk and
sometimes fruit too.
7 This is a type of food which the doctor will tell
you to eat lots of!
8 There are lots of delicious flavours of this cold
sweet dessert.

Vocabulary quiz
TEACHER’S NOTES:
Aim: to consolidate and practise key food vocabulary through a speaking

activity and a deduction activity. This worksheet is designed to be used in
conjunction with unit 3.
1 This is to get students actually putting the key adjectives from unit 3 into
a context by discussing with their partner which foods can be accurately
described from their point of view using the specified adjectives. Divide the
class into pairs and ask students to discuss the questions 1-5.
Go around the class monitoring and give help with vocabulary if
necessary.
2 Group the students so two pairs are working together. Students

compare their answers and discuss the similarities/differences. Get
feedback from the various groups.
3 Students can work in pairs or alone. Tell students to read the clues
and guess what food they are describing. Give students time to
compare their answers before checking them with the whole class.
Answers: 1 onion 2 orange juice 3 lamb 4 spaghetti 5 mineral water

6 yoghurt 7 vegetable 8 ice cream
If there’s time at the end, you could get students to think of three foods
each and describe them using a defining relative clause to their partner, who
tries to guess what the food is.

Future plans
1 Write complete sentences with going to using the prompts 1-8.
1 He/cook for himself/tonight

2 They/not/give up/idea of being vegetarian
3 We/eat out/on Friday night
4 She/be/top-class chef when she’s older
5 They/taste/different types of food at the food and drink festival
6 He/cook/spaghetti followed by home-made ice cream
7 Marie/make/delicious cake for my birthday
8 This room/look/fantastic when it’s finished
2 Correct the following sentences 1-8.
1 He going to give up ice cream next month. _________________
2 This lovely food’s going taste delicious. _________________
3 They going to have a dinner party. _________________
4 I going to take up tennis in the summer. _________________
5 Where he going to? _________________
6 Maria not going to fly to New York today. _________________
7 We’s going to Australia next month. _________________
8 It’s going rain – just look at the clouds! _________________

Future plans
TEACHER’S NOTES:
Aim: to consolidate going to for future plan and food vocabulary. This
1 Tell students they have to construct complete sentences using the

cues 1-8. If necessary do the first one with them as an example.
Check answers with the class.
Answers: 1 He’s going to cook for himself tonight. 2 They’re not

going to give up the idea of being vegetarian. 3 We’re going to eat out
on Friday night. 4 She’s going to be a top-class chef when she’s older.
5 They’re going to taste different types of food at the food and drink
festival. 6 He’s going to cook spaghetti followed by home-made ice
cream. 7 Maria is going to make a delicious cake for my birthday.
8 This room is going to look fantastic when it’s finished.
2 Tell students to imagine they are a teacher who has to correct the
sentences. Give students time to compare their answers and
correct each other’s work if necessary before checking the answers
with the class.
Answers: 1 He’s going to give up ice cream next month. 2 This lovely
food’s going to taste delicious. 3 They’re going to have a dinner party.
4 I’m going to take up tennis in the summer. 5 Where’s he going to?
6 Maria’s not going to fly to New York today. 7 We’re going to Australia
next month. 8 It’s going to rain – just look at the clouds!

Who? Which? Where?
1 Complete the following sentences 1-8 with who, which or where.
1 She's the person ________ sings Material Girl.

2 It's the vegetable ________ is orange and crunchy.
3 It's a sweet treat ________ is brown, white or dark brown.
4 He's the celebrity chef ________ manages a restaurant in London called
Fifteen.
5 It's a place ________ you go to eat out.
6 It's the place ________ food is usually cooked.
7 This is the person ________ teaches you English.
8 This is the course ________ follows the main course in a meal.
2 In pairs decide who/what sentences 1-8 in Ex. 1 is describing.
3 Describe each of the following people, places or things using who, which or where.
London Tiredness
Chillies Los Angeles
Money Bob Gedolf
A celebrity chef Charlotte Church
4 In pairs compare your descriptions from Ex. 3 and then check with your teacher
that your own are correct.

Who? Which? Where?
TEACHER’S NOTES:
Aim: to provide further practice of defining relative clauses. This

1 Tell students they complete the sentences using who, which or where.
Answers: 1 who 2 which 3 which 4 who 5 where 6 where 7 who

8 which
2 Ask students to decide who or what the sentences in Ex. 1 are describing.
Students work in pairs. Check answers with the class.
Answers: 1 Madonna 2 carrot 3 chocolate 4 Jamie Oliver

5 restaurant 6 kitchen 7 teacher 8 dessert, pudding or sweet
3 Ask students to describe the eight items using who, which or where.
Monitor carefully to check they are using the relative clauses correctly.
4 Give students time to compare their answers and correct each other’s
work if necessary before checking the answers with the class.
Suggested answers: London: This is a city where there are lots

of cinemas, theatres, restaurants and a tall clock! (Big Ben)
Chillies: These are fruit which are often used to make savoury food
very hot. Money: This is something which you need to buy things.
A celebrity chef: This is someone who is famous for good cooking.
Tiredness: This is feeling which you get because of lack of sleep or
doing too much. Los Angeles: This is an American city where lots of
celebrities live. Bob Geldolf: He's a man who has raised lots of money
for starving people in Africa. Charlotte Church: She is a Welsh young
lady who became famous for singing at a very young age.

Making arrangements
1 Answer the following questions 1-6 using the Present Continuous.
1 What are you eating for your dinner this evening?

2 What are you doing tomorrow morning?
3 Where are you going after this English lesson?
4 Are you travelling to any interesting holiday locations this year?
5 What are you doing this weekend?
6 Are you meeting any friends later on today?
2 In pairs, take turns to ask and answer the questions 1-6 from Ex. 1. Ask extra
questions to find out more information.
3 Fill in the gaps of the dialogue below using the words/phrases in the box.
would be I can great why don't we why about busy meeting what doing
Tom: ______ (1) are you ______ (2) on Friday night Hannah?
Hannah: I'm ______ (3), I'm afraid. I'm ______ (4) Janey.
Tom: OK, how ______ (5) Saturday night?
Hannah: Nothing. ______ (6)?
Tom: ______ (7) try the new Italian restaurant?
Hannah: ______ (8) idea!
Tom: I ______ (9) you at the restaurant at 7.30pm.
Hannah: 8pm ______ (10) better for me.
Tom: OK, see you there at 8pm.
4 In pairs, make arrangements to do two activities at the weekend.

Making arrangements
TEACHER’S NOTES:
Aim: to consolidate the use of the Present Continuous (for future

arrangements) and can do statement: making arrangements
with friends. This worksheet is designed to be used in
1 Tell students to answer the questions using the Present Continuous. Monitor
carefully to ensure students are using the tense correctly.
2 This is a personalised activity to give students the opportunity to use the

Present Continuous more freely. Students work in pairs and take turns to ask
and answer the questions. Encourage students to ask more questions if the
dialogue is going well. Get feedback from various pairs.
3 Ask students to complete the dialogue using the words/phrases in the box.
Give students time to compare their answers before checking them with the
whole class.
Answers: 1 What 2 doing 3 busy 4 meeting 5 about 6 Why?

7 Why don't we? 8 Great 9 I can 10 would be
4 In pairs, students should use the dialogue from Ex. 3 as a framework for
revising/practising making arrangements with friends to do things. Get
feedback from the class.

Total English
Pre-intermediate
Unit 4
Kriss Crossing
1 Fill in the crossword below using the clues 1-8.

1 not afraid of doing things, and has no fear
2 thinks quickly and clearly and understands things well
3 very good at something such as singing, acting, music or sport
4 wants to get a good job, and get a better one some time after that
5 controlling your fear to do something new, exciting or difficult to do
6 always arrives on time, gets work done punctually and is there to listen to friends
if needed
7 having a strong desire to do something, and not letting anything stop this
8 happy to give money, time or gifts to other people to make them feel happy
1 2 3 4
5
6
7
2 Discuss questions 1-5 in small groups.
1 Which of the above adjectives to describe people in the crossword best describes
you? Why?
2 How do you cope with new situations - do you enjoy them or do you feel
anxious at first?
3 Which area of your life do you push yourself the most in?
4 What do you think of people that go on treks and survive for a time in the
wilderness? Is this something you would like to do?
5 The diver in unit 4.1 of your Students’ Book sang her national anthem to control
her fear - what would you think about in a similar situation?

Kriss Crossing
TEACHER’S NOTES:
Aim: to consolidate and contextualise survival and descriptive vocabulary. This

worksheet is designed to be used in conjunction with unit 4.
1 Ask students to complete the crossword using the clues 1-8. Check answers
with the class.
Answers: 1 (Across) confident 2 (Down) intelligent

3 (Down) talented 4 (Down) ambitious 5 (Across) brave
6 (Down) reliable 7 (Across) determined 8 (Across) generous
2 This exercise is to get students thinking about how to use the new
vocabulary when applied to themselves, i.e. personalization. Group the
students into threes or fours and ask them to discuss questions 1-5. Get
feedback from the various groups.

Comparisons
1 Read the following sentences that describe two people, places or things. Rewrite
each sentence changing the adjective given to a comparative.
1 Carla is an intermediate diver. Gina is an advanced diver and has three medals
from diving competitions. (good)
2 Charlie was a great footballer, and scored at least two goals every match.
Jamie was a good footballer and scored a lot of goals, but not every match.
(talented)
3 Robert really wants to go to university to study medicine to be a hospital
doctor. Rosie wants to travel round Europe and then see what happens.
(ambitious)
4 It rained heavily today, but only for a few hours. The rain yesterday was so bad
that it caused floods. (bad)
5 Euan is always smiling and having fun. Bobbie often looks sad and lonely.
(happy)
6 The lecture this week was fantastic - so full of information. Last week’s lecture
was quite dull. (interesting)
7 It’s so quiet living in the country. The city is a very noisy place to live. (noisy)
8 I couldn’t carry on up the mountain - it was too scary looking down. Jemma
carried on and felt absolutely fine (brave)
2 Rewrite the sentences you wrote in Ex. 1 using (not) as…….as.
3 Choose six well known people using the information below.
• two people from the world of music

• two people from the world of films and theatre
• two people from the world of sport
Write three sentences for each person comparing them with the other person from
that world you have chosen. Use comparatives, modifiers
(a bit/much) ….than and (not) as……..as.
4 In pairs take turns to describe your people to each other. Can your partner guess
who you are describing?

Comparisons
TEACHER’S NOTES:
Aim: to consolidate comparatives and also the can do statement -

comparing people. This worksheet is designed to be used in
1 Tell students to write sentences using the information provided in 1-8. Explain that
they have to use comparisons based on the adjective next to the sentences. If
necessary do number 1 with the class as an example. Give students time to
compare their answers with a partner before checking them with the class.
Answers: 1 Gina is a better diver than Carla. 2 Charlie was more

talented than Jamie. 3 Robert is more ambitious than Rosie.
4 The rain yesterday was worse than today. 5 Euan is happier than
Bobbie. 6 This week’s lecture was more interesting than last week’s.
7 The city is noisier than the country. 8 Jemma was braver than me.
2 Ask students to rewrite their sentences from Ex. 1 using (not) as…..as. Check
answers with the whole class.
Answers: 1 Carla is not as good at diving as Gina. 2 Jamie is not as

talented as Charlie. 3 Rosie is not as ambitious as Robert. 4 The rain
today is not as bad as yesterday. 5 Bobbie is not as happy as Euan.
6 Last week’s lecture was not as interesting as this week’s. 7 The
country is not as noisy as the town. 8 I was not as brave as Jemma.
3 This is a freer activity where students think of their own well known figures and
then describe them. Monitor their work to check that they have used comparatives
and modifiers to make sure they are really putting into practice the language learnt.
4 Students work in pairs and take turns to read out their descriptions and guess who
is being described. Monitor and make a note of any difficult but guessable
comparisons to read out to the whole class at the end.

Superlative questionnaire
1 Write sentences using the superlative form of the adjectives.

1 This/brave thing/ I ever do
2 That/big shark/ he ever see
3 What/good fish restaurant/in London?
4 She/ambitious student/in the class
5 He/generous boyfriend/ she ever have
6 This/deep lake/ in this area
7 She/confident dancer/ in the company
8 That/big Rock concert/we ever go
2 Read the following questions in the table below. Answer them for yourself and then
ask two other students.
Questions You Student 1 Student 2

What is the
funniest book you
have read?
Where is the best
place you have been
on holiday? Why?
What is the bravest
thing you have ever
done?
Where is the
coldest place you
have been to?
3 Use the information in the table to write complete sentences to describe student 1
and student 2’s answers.

Superlative questionnaire
TEACHER’S NOTES:
Aim: to consolidate the use of superlatives. This worksheet is

1 Tell students to write complete sentences using the superlatives and

the cues 1-8. Give students time to compare their answers and the
opportunity to peer correct before eliciting the answers from the class.
Answers: 1 This is the bravest thing I have ever done. 2 That was the biggest
shark he had ever seen. 3 What is the best fish restaurant in London? 4 She is
the most ambitious student in the class. 5 He is the most generous boyfriend she
has ever had. 6 This is the deepest lake in this area. 7 She is the most confident
dancer in the company. 8 That is the biggest Rock concert we have ever been to.
2 This is a free speaking activity and designed to get students using

superlatives in questions fluently as well as listening to responses and
noting down important points. Monitor discreetly - you can note down
any common errors to report back on the board at the end of the activity.
Write the errors on the board and encourage students to correct them
before giving the answers yourself.
3 Encourage students to use their notes from Ex. 2 to write short

paragraphs about their partners. This exercise can be done for homework
so either collect the written work for marking at the end of the class or at
the start of the next one.

Make that question!
1 Make the following questions indirect using the words in brackets.
1 How much is that mobile phone? (Can/tell?)

2 What time does the plane depart? (Do/know?)
3 Where is the nearest bank? (Can/tell?)
4 Is our English teacher in school today? (Do/know?)
5 How is Eve feeling today? (Do/know?)
6 Which is the quickest way to the post office? (Can/tell?)
7 Is the café on the beach open today? (Do/know?)
8 Where is the town hall? (Can/tell?)
2 Fill in the following dialogue which takes place in the street using words and
phrases provided.
can excuse me do say can do me you
Josie: _______ (1), could I ask you a few questions?

Mrs Greenly: Of course!
Josie: _______ (2) you tell me how you travel to work?
Mrs Greenly: Yes, I drive to the station and then take the train from Cambridge
to London.
Josie: _______ (3) you know how far the station is from your house?
Mrs Greenly: _______ (4) you _______ (5) that again please?
Josie: _______ (6) you know how far the station is from your house?
Mrs Greenly: Ah yes, it's five miles and takes twenty minutes in the rush hour.
Josie: Can _______ (7) tell _______ (8) how long your journey takes in
total?
Mrs Greenly: Yes, one and a half hours door to door.
Josie: Great, thanks very much.
3 In pairs, imagine you are doing a street survey for a charity of your choice and you
would like to raise interest in this charity. Decide on four indirect questions to ask
passer-bys. Then roleplay the conversation.

Make that question!
TEACHER’S NOTES:
Aim: to provide practice of indirect questions and polite questions. This

1 Tell students to write the indirect questions using the cues provided. Monitor
carefully to ensure students are using the form correctly. Give students time
to compare their answerers before checking them with the whole class.
Answers: 1 Can you tell me how much that mobile phone is?
2 Do you know what time the plane departs? 3 Can you tell me where
the nearest bank is? 4 Do you know if our English teacher is in school
today? 5 Do you know how Eve is feeling today? 6 Can you tell me
the quickest way to the post office? 7 Do you know if the café on the
beach is open today? 8 Can you tell me where the town hall is?
2 Ask students to complete the dialogue using the words/phrases in the box.
Students can work in pairs or alone. Check answers by asking one pair to
read their dialogue to the rest of the class. Encourage the other students to
make corrections if necessary.
Answers: 1 Excuse me 2 Can 3 Do 4 Can 5 say 6 do 7 you 8 me
3 In pairs, students should use the dialogue from Ex. 2 as a framework for
revising/practising using indirect questions. Students are free to make up
their own questions here related to a charity of their choice. Monitor to check
that the questions are indirect - otherwise, leave the students to have fun
with their roleplay. If there is time, ask more confident/willing pairs to
perform their dialogues to the rest of the class.

Total English
Pre-intermediate
Unit 5
Bumper vocabulary quiz
1 Fill in the gaps below by unscrambling the words/phrases in brackets.
1 I used to _____ ___ _________ with Harry, but since he went to college, we
always seem to argue (etg no llew).
2 She left a message on her sister’s answerphone asking her to ______ ____
_______ with her to arrange a night out (gte ni houtc).
3 He used to be a very _______ __________, but now he’s given up, he’s much
healthier (yvaeh rekmos).
4 My parents tell me I should always ________ _______________ if I’m worried
about exams or friendships (khint ylevitisop).
5 She’ll _____ _ ________ at a law firm as soon as she leaves college (teg a
boj).
6 When he was a little ____________ (ddotrel), he was full of energy, and he still
is as an ___________ (dalut).
7 When they ____________ (eritre), they are going to go on lots of lovely long
holidays.
8 When we moved from the country to London, we _____ ________ (ostl htcou)
with lots of our old school friends.
9 All our family tries to _____ _____________ (tae ylihtlaeh), and avoid eating
______ _________ (kunj dofo) if we can.
10 She often ______ ______ (soeg tou) with her ___________ (seugealloc) after
work on a Friday.
11 When he ____________ (setuadrag), he wants to _______ _ _______ (teg a
ecapl) of his own.
12 They _____ ___________ (tog dierram) and ______ _________ (dah
nerdlihc) in their twenties.

Bumper vocabulary quiz
TEACHER’S NOTES:
Aim: to consolidate the unit’s key vocabulary. This worksheet is

1 Explain students need to unscramble the words/phrases in the brackets first.

They then have to use these words/phrases to complete the sentences 1-12.
If necessary do the following example with the students.
I had so much fun last weekend when I met up with an ____ ________
_________ (dlo olsohc derinf). We laughed a lot because we remembered
stories from our days at school.
(Answer: old school friend)
Allow students time to compare their answers with a partner before checking
them with the class.
Answers: 1 get on well 2 get in touch 3 heavy smoker

4 think positively 5 get a job 6 toddler/adult 7 retire
8 lost touch 9 eat healthily/junk food 10 goes out/colleagues
11 graduates/get a place 12 got married/had children
If you have time, ask students to look at the key vocabulary box in the
Students’ Book page 53 and choose four other words/phrases. Using their
chosen words/phrases students write sentences using Ex. 1 as a model.
Then pair students so that they can test each other using their sentences. Go
around the class monitoring and give assistance where necessary. Get
feedback from the class.

What do you think?
1 Write questions with should, have to or can using the following prompts.
1 go barefoot?/have to/she (NO)

2 offer to drive them to the party?/should/we (YES)
3 come to the party on Friday?/can/you (NO)
4 take a lunch hour between one and two?/have to/he (YES)
5 allow more time to finish the project?/should/I (NO)
6 watch TV after 9pm?/can/we (YES)
7 drink soft drinks instead of fizzy drinks?/shouldn’t/the children (YES)
8 take the dog on holiday?/can’t/he (NO)
2 Write short answers to the questions 1-8 in Ex. 1 using the yes/no cues.
3 Discuss questions 1-6 in groups, using the words/phrases in the box below.
I think I don’t think in my opinion because… What do you think?

Don’t you think so? I mean… I don’t know I’m not so sure…
1 Work: Do you think employees should have to work in the office every day
from 9am-5pm, or is it a good idea to work at home sometimes?
2 Holidays: Do you think that families should go on holiday in their own countries
so their children get to know their own countries well, or are foreign holidays
more exciting?
3 Children: Do you think there is a good age to start a family? Why this age?
4 Retirement: What do you think all people should enjoy in their retirement?
5 Getting a place of your own: When do you think is a good age to get a place
of your own? Why?
6 Positive thinking: Do you think that this is a very important way of staying
healthy? Why?

What do you think?
TEACHER’S NOTES:
Aim: to consolidate use of should/can and have to as well as can do:

exchange opinions with a friend. This worksheet is designed to
1 Tell students they have to construct complete sentences using should, have
to or can and the cues 1-8. If necessary do the first one with them as an
Answers: 1 Does she have to go barefoot? 2 Should we offer to

drive them to the party? 3 Can you come to the party on Friday?
4 Does he have to take a lunch hour between one and two?
5 Should I allow more time to finish the project? 6 Can we watch TV
after 9pm? 7 Shouldn’t the children drink soft drinks instead of fizzy
drinks? 8 Can’t he take the dog on holiday?
2 Ask students to write short answers to the questions in Ex. 1 using the
yes/no cues. Give students time to compare their answers and correct each
other’s work if necessary before checking the answers with the class.
Answers: 1 No, she doesn’t. 2 Yes, you should. 3 No, I can’t.

4 Yes, he does. 5 No, you shouldn’t. 6 Yes, you can. 7 Yes, they
should. 8 No, he can’t.
3 All the questions for discussion are related to unit 5, so the students will
have some ideas to put forth. Monitor to check they are using the language
for giving opinions, and at the end ask the class if any pairs would like to call
out an interesting opinion expressed by one of them.

Guess who?
1 Correct the mistakes in the following sentences.
1 He been in the class since September.

2 We’ve got on very well since three years.
3 I’ve loved reading books for I was a child.
4 They’ve been heavy smokers for last summer.
5 He’s lose touch with lots of his colleagues since he left college.
6 For he got engaged, he’s been so happy.
7 I’ve been eating healthily for I started training for the marathon.
8 She earned a good salary since she started her new job.
2 Write a personal profile of a well-known person and then see if your partner can
guess who it is. This person can be from the world of music, sport, acting or
anything you can think of.
Use the present perfect with for/since to describe as many of the areas below as
you can. Write two sentences if you know enough information for each area.
ÿ childhood – home? friends? school? interests?
ÿ teenage – relationships? college? ambitions?
ÿ adult - family? married? children?
ÿ career - notable points of career?
Now can your partner guess who it is? If not, go around the class asking other
students until someone guesses correctly.

Guess who?
TEACHER’S NOTES:
Aim: to provide further practice of the Present Perfect with for/since

and the can do statement: writing a personal profile. This
1 Tell students to imagine they are a teacher who has to correct the eight
sentences. Give students time to compare their answers and correct each
Answers: 1 He’s been in the class since September. 2 We’ve got on

well for three years. 3 I’ve loved reading books since I was a child.
4 They’ve been heavy smokers since last summer. 5 He’s lost touch
with lots of his colleagues since he left college. 6 Since he got
engaged, he’s been so happy. 7 I’ve been eating healthily since I
started training for the marathon. 8 She’s earned a good salary since
she started her new job.
2 This should be a fun activity for the students. Emphasise that if

they don’t know much about a certain period of their chosen
person’s life, it doesn’t matter, they can add more to one of the
other sections. Get students to read each others and check for any
mistakes with for/since and the present perfect as well as trying to
guess the identity. Monitor to check that they are writing a profile
along the right lines that will be clear to whoever is reading it. For
any which are particularly good, ask the students to read these out
to the rest of the class at the end for them to guess who it is.

I used to …
1 Complete the following sentences with used to or didn't use to.
1 I/be/heavy smoker/but now I stop

2 He/be/such a shy child
3 She/do/lots of physical exercise/at college
4 They/eat/lots of junk food/but now/they be really healthy
5 I/go bed very late/but not anymore
6 He/not/get on well with her/but now they both change
7 They/not/like this town/but now they love it
8 She/be/vegetarian/but now eat meat
2 Complete the questions below with used to or didn't use to if possible.

One question uses the Present Perfect. All questions are in the you form.
1 What/enjoy most/at primary school?

2 Which/TV programme/watch most/when you were little?
3 Be ever/naughty? What/do you do?
4 Which/sport/play most at school?
5 What/like doing/in your free time?
6 Be anything/school/not enjoy? Why?
3 Answer questions 1-6 in Ex. 2 yourself using at least two sentences

for each reply.
4 Ask your partner the same questions. When you have finished your
questions and answers, read each others to check for any mistakes.

I used to …
TEACHER’S NOTES:
Aim: to consolidate the use of used to and the can do statement:

describe yourself when you were younger. This worksheet is
1 Tell students they have to construct complete sentences with used to or

didn't use to and the cues 1-8. If necessary do the first one with them as
an example. Check answers with the class.
Answers: 1 I used to be a heavy smoker, but now I've stopped. 2 He used

to be such a shy child. 3 She used to do lots of physical exercise at college.
4 They used to eat lots of junk food, but now they are really healthy. 5 I used
to go to bed very late but not anymore! 6 He didn’t use to get on really well
with her, but now they have both changed. 7 They didn't use to like this town,
but now they love it! 8 She used to be vegetarian but now she eats meat.
2 In this exercise students have to construct complete questions with used

to or didn't use to and the cues 1-6 if possible. Check students’ answers.
Answers: 1 What did you use to enjoy most at primary school? 2 Which TV
programme did you use to watch most when you were little? 3 Were you ever
naughty? What did you use to do? 4 Which sport did you use to enjoy most at
school? 5 What did you use to like doing in your free time? 6 Was there
anything at school that you didn't use to enjoy? Why?
3 This relates to the can do statement because these questions prompt

students to describe themselves when they were younger. If appropriate
adapt the questions so they relate to first jobs, college, university, living
away from home etc if you have more mature students in the class.
4 In pairs students take turns to ask and answers the questions. At the end
of the activity the student corrections activity gets students to check for
accurate use of used to/didn't use to. Get feedback from the class.

Total English
Pre-intermediate
Unit 6
How much do you know?
1 Complete the quiz.
1 What is the nationality of someone from Poland?

2 Which of the following is the correct spelling of someone from Portugal?
a Portguese
b Portuguese
c Portugese
3 What is the name given to the area of sand next to the sea?
4 The Pacific and Atlantic are these.
5 How do you spell the word which refers to a big area of sand where it is
always very hot and dry? Is it a …
a dessert?
b desert?
c deset?
6 What is the nationality of someone from Japan?
7 Which country's capital city is Cairo?
8 A beautiful place in nature can be described as an area of _______
_________. LARUTAN YTUAEB (unscramble this anagram.)
9 What is the name of the machine which takes messages when somebody
phones and you're out?
10 You keep ice cream in this machine in the kitchen.
11 This machine makes sure that all your clothes are nice and clean.
12 We use these to make sure the carpets are clean.
13 Spain is a popular _________ ____________. TSIRUOT NOITANITESD
(unscramble this anagram.)
14 The nationality of someone from France is …
a Franch
b Francian
c French
15 You can listen to this - not watch it.
2 Look at the key vocabulary box in the Students’ Book page 63. Find four
words that have not been included in this quiz and use them to write quiz
questions for your partner.

How much do you know?
TEACHER’S NOTES:
Aim: to consolidate the unit’s key vocabulary through a quiz. This

worksheet is designed to be as a warmer for unit 6.
1 This quiz is based on the key vocabulary from the Students’ Book
unit 6, page 63. Students can work in pairs or alone but shouldn’t
refer to their books. Encourage them instead to work together to
answer the questions if they are finding it difficult. Check answers
with the whole class.
Answers: 1 Polish 2 b, Portuguese 3 beach 4 oceans 5 b, desert

6 Japanese 7 Egypt 8 natural beauty 9 answerphone 10 freezer
11 washing machine 12 vacuum cleaner 13 tourist destination
14 c, French 15 radio
2 Students have a bit of fun at the end deciding on four extra

questions for their partner. Monitor and give assistance where
necessary. Get feedback from the students at the end.

Will or won’t?
1 Read the following scenarios and for each one write two sentences using will and
two using won't to predict what you think will happen.
The Lord of the Rings trilogy is showing at a big London cinema tonight. There are 400
seats in the cinema and at least 100 would like to see the films going through the night.
There are some problems with the deliveries of chocolate and drinks; the cinema
doesn't have enough food snacks to sell to the cinema goers.
1 _______________________ 3 ________________________
2 _______________________ 4 ________________________
We like going on holiday in the Highlands of Scotland. There is so much fresh air and open
space to relax and unwind. It usually rains when we are out walking, but that's the
mountains for you. This year we have decided not to camp, but to stay in a small cottage.
The cottage has a TV and an outdoor hot tub which will be great when we come back from
a walk. We can eat local home-cooked food in the restaurant close to the cottage.
5 _______________________ 7 ________________________
6 _______________________ 8 ________________________
Our office building is being sold so we have to move to a smaller office nearer to
Birmingham. There is no worry about people losing jobs as they can work from home if
they want to, and share desks - one person in the office, one person at home! The new
office building has great facilities including a kitchen with a fridge, freezer and DVD player,
a gym and a swimming pool! There is even a café next door. The managers want us to
relax at lunchtime, cook our own food and watch a DVD if we want!
9 _______________________ 11 ________________________
10 _______________________ 12 ________________________
2 Write your own scenario using the three above as a model. This can be about
the weather at a certain time, a city or place in the world, a well known person,
a music concert, a film or anything of your choice. Exchange papers with a
partner and ask them to write four predictions for your scenario.

Will or won’t?
TEACHER’S NOTES:
Aim: to practise making predictions about the future using will, in an

exercise where the students actually write their own predictions
after reading about three situations. This worksheet is designed
1 This exercise is designed to get students make predictions using realistic

scenarios. Students can work in pairs or alone but shouldn’t refer to their
books. Encourage them instead to work together to write their
predictions if they are finding it difficult. Elicit predictions from the class
and ask students to explain their answers. There are no right or wrong
answers because students are free to read whatever they like into the
situation as long as the sentences make grammatical and general sense.
Suggested answers: 1 Some people won't get a ticket. 2 There won't

be enough food for all the cinema goers. 3 400 people will be able to
get tickets. 4 At least 100 people will sit for over eight hours watching
the trilogy. 5 They won't do much sunbathing! 6 They'll enjoy eating at
the local restaurant at the end of the day. 7 They'll sit outside in the
hot tub. 8 They probably won't go to a nightclub. 9 Some members of
staff will work at home. 10 They won't all work in the office at the same
time. 11 Some people will cook their lunch in the kitchen. 12 They
won't be able to watch a whole DVD in their one-hour lunch break!
2 This is a chance for students to further use their creativity, by making up

a short scenario just like the ones in Ex. 1 and swapping with their
partner to write will and won't sentences. Monitor this in case students
need help with vocabulary in their scenario - you could suggest they link
it to one of the unit themes so far in their Students’ Book; music, taste
and food, places, stages, survival and 24 hours as there is vocabulary
listed for each of these in the unit summaries. Get feedback from the
students at the end.

Too much or too many?
1 The sentences 1-8 all have one of the following words/phrases missing.
too too much too many enough
Rewrite each sentence correctly and include one of the words/phrases.
1 It’s very crowded on this beach. There are people.

2 I am still feeling hungry, and I’ve had my lunch. I didn’t eat food.
3 Which ice cream shall we have? There are flavours to choose from!
4 I did exercise at the gym yesterday. My muscles are really aching.
5 This suitcase isn’t big. I can’t fit all my clothes in it.
6 I’m really tired. I got up early this morning!
7 Yuck! This tea is too sweet. There’s sugar in it!
8 I can’t come to the meeting today. Sorry, I’m busy.
2 Write sentences with too, too much, too many and enough.
late early cold hot too

noise cheese tea pasta too much
cars mountains tables shops too many
big play time chocolate enough
Write a sentence below for each of the four words listed above using too,
too much, too many and enough.
1 _______________________ 9 _______________________
2 _______________________ 10 _______________________
3 _______________________ 11 _______________________
4 _______________________ 12 _______________________
5 _______________________ 13 _______________________
6 _______________________ 14 _______________________
7 _______________________ 15 _______________________
8 _______________________ 16 _______________________
Swap with your partner and check each other’s work.

Too much or too many?
TEACHER’S NOTES:
Aim: to consolidate too, too much, many and enough. This worksheet
is designed to be used in conjunction with unit 6.2.
1 Tell students they have to rewrite the sentences using too, too much,
many and enough in the correct place. If necessary do the first one with
them as an example. Check answers with the class.
Answers: 1 There are too many people. 2 I didn’t eat enough food.
3 There are too many flavours to choose from! 4 I did too much
exercise at the gym yesterday. 5 This suitcase isn’t big enough.
6 I got up too early this morning! 7 There’s too much sugar in it!
8 Sorry, I’m too busy.
2 This is a freestyle exercise where students create their own sentences

giving them not only practice of too, too much etc, but also sentence
building practice. Ask students to exchange their papers to encourage
peer correction. Get feedback from the various pairs.
Suggested answers: 1 I arrived too late to see the film. 2 It was too
cold to play outside for long. 3 The sun was too hot for us to walk
around in. 4 Our first party guests arrived too early. 5 There’s too
much noise in this room for me to work. 6 There’s too much cheese in
this omelette. 7 I’ve drunk too much tea today! 8 There’s too much
pasta in this dish and not enough sauce! 9 There are too many cars
parked around here. 10 I think there are too many shops in this town.
11 This café has too many tables and not enough chairs! 12 I don’t like
this landscape much, there are too many mountains. 13 I don’t have
enough chocolate to share round everyone. 14 This taxi’s not big
enough to fit us all in. 15 Do you have enough time to walk to the
station to catch the train? 16 That football player didn’t play well
enough to get into the first team this week.

I like it! I like it!
1 Personalise it! Answer questions 1-6 and write down your answers.
1 What type of sport do you like doing?

2 What kind of music do you like listening to?
3 Which world city would you most like to visit? Why?
4 What is your best friend like? Describe them.
5 What does your favourite film star look like? Describe them!
6 Do you have a favourite holiday destination? What is it like?
2 In pairs, take turns to ask and answer the questions from Ex.1. You can
ask any extra questions if you want to.
3 Read the following diary entry of a student on holiday with her friends.
There are eight mistakes connected with like. Underline the mistakes,
then make the necessary corrections.
1 Me and a group of friends started our holiday together today - we all get on well
2 together and like to spend time with each other. So far it's been absolutely brilliant.
3 We got a really early flight from London to Ibiza, and arrived in Ibiza around 9am this
4 morning. The sun was shining and the sky was blue - it seemed a perfect way to start
5 our holiday after lots of end of term exams and stress. Sam passed her driving test
6 last year, and said she would liked to drive our hired car. It's a great car - a small
7 jeep with an open top roof. I phoned my brother (because he loves cars!) to tell him
8 what the jeep look liked. The drive to our resort took us along a beautiful coastal road
9 with lots of orange and lemon groves next to the road. I thought to myself that this is
10 exactly liked I imagined it to be. We could see the boats bobbing around in the sea
11 and people lying on the beach. We all liking sunbathing!
12 When we arrived in our resort, we were shown to our self-catering apartment which is
13 right next to the beach, and has a swimming pool! Sam was very hungry and said she
14 like to go to the supermarket for some food. Our Spanish is OK, so we went to the
15 supermarket and bought lots of fresh fruit, vegetables, drinks and bread. We decided
16 to eat out this evening and enjoyed a lovely meal at a Spanish restaurant - we all had
17 fresh fish and salad followed by wonderful ice creams. The restaurant look like a very
18 traditional type of restaurant and had!a great atmosphere. Everyone felt quite tired,
19 and said they like to go back to the apartment.
20 Tomorrow night, we're going to go to a cool looking night club that we saw…

I like it! I like it!
TEACHER’S NOTES:
Aim: to consolidate the uses of like. This worksheet is designed to be

1 This is a personalised activity to give students the chance to put the new
words in their own context. Go around the class monitoring and give
assistance where necessary.
2 Pair the students and explain that they have to take turns asking and
answering the questions from Ex. 1. Encourage the students to use
follow-up questions so that the exercise is more meaningful and relates
to the real world. Monitor to check accuracy but just note down any
common errors and highlight them on the board at the end.
3 Tell students to imagine they are a teacher who has to correct the diary entry. Give
students time to compare their answers and correct each other’s work if necessary
before checking the answers with the class.
Answers: Line 2 like spending time with each other Line 6 would like
to drive our hired car Line 8 to tell him what the jeep looked like
Line 10 this is exactly like I imagined it to be Line 11 we all like
sunbathing Line 14 and said she'd like to go to the supermarket for
some food Line 17 The restaurant looked like a very traditional...
Line 19 and said they'd like to go back to the apartment....

Total English
Pre-intermediate
Unit 7
Character descriptions
1 Unscramble the words/phrases 1-20 first. Then find the words/phrases

in the word searcher below. The words go up and down in these
directions: ,,,,,
1 chamots 6 kbca 11 ecaf 16 aer

2 yee 7 eenk 12 sipl 17 osrot
3 btuhm 8 refign 13 tofo 18 eson
4 tsiwa 9 dnah 14 eto 19 elg
5 ram 10 riha 15 daeh 20 bewol
F T O R S O A E I O U
G A P O N K N E E C A
K P C S T A V X B L N
C P S E L R L H V I O
A E T H U M B D K P S
B A O D F H A I R S E
F Z M Y E P A D V N M
N F A F L I U N B L E
E H C T B S G O D L S
B A H G O W C I B E X
V K R S W E A U D G A
G D D E I P O I K I F
D A Y P T U P G S P O
U E Y K I Y O U U T O
S H I F I N G E R O T
2 Think of six friends or family that you know really well. Describe each of
your chosen friends or relatives using one of the adjectives in the box
below. Use a different adjective for each person and give a reason why
you chose the adjective using because.
chatty organized reserved open sensitive hard-working
1 _______________________ 4 _______________________
2 _______________________ 5 _______________________
3 _______________________ 6 _______________________

3 Tell your partner about the six people you described in Ex. 2.
Character descriptions
TEACHER’S NOTES:
Aim: to consolidate parts of the body and adjectives describing

personality vocabulary. This worksheet is designed to be used in
1 Explain students need to unscramble the words/phrases 1-20 first. They

then have to find these words/phrases in the word searcher below. Allow
students time to compare their answers with a partner before checking
them with the class.
Answers: F T O R S O A E I O U
1 stomach G A P O N K N E E C A
2 eye 3 thumb K P C S T A V X B L N
4 waist 5 arm C P S E L R L H V I O
6 back 7 knee A E T H U M B D K P S
8 finger 9 hand B A O D F H A I R S E
10 hair 11 face F Z M Y E P A D V N M
12 lips 13 foot N F A F L I U N B L E
14 toe 15 head E H C T B S G O D L S
16 ear 17 torso B A H G O W C I B E X
18 nose 19 leg V K R S W E A U D G A
20 elbow G D D E I P O I K I F
D A Y P T U P G S P O
U E Y K I Y O U U T O
S H I F I N G E R O T
2 There are two language purposes to this exercise. Firstly the students
consolidate adjectives describing personality in a personal context, and
secondly they do this giving a reason, thus consolidating use of because
from unit 7. Monitor the students’ work to check that they are applying
the vocabulary correctly.

3 Ask students to swap with their partner to compare answers. Encourage
students to discuss the people they have described. Get feedback from
various pairs.

First Conditionals
1 Fill in the gaps in the following sentences using the First Conditional.
1 If you ________ (not/exercise) and eat healthily, you ________

(put) on weight.
2 If we ________ (go) to the cinema, we ________ (buy) some
popcorn.
3 If he ________ (go) to the gym, he ________ (get) quite muscular.
4 If you ________ (not/dress) warmly, you ________ (catch) a cold.
5 She ________ (feel) sick if she ________ (eat) too much chocolate.
6 If you ________ (stretch) your arms and legs after exercise, you
________ (feel) much better!
7 You ________ (get) stomachache if you ________ (eat) too much
fruit.
8 If we ________ (walk) there, it ________ (take) us about twenty
minutes.
2 Complete the sentences below in the First Conditional using the prompts
to help you. Use the 2nd person singular.
1 do Tai Chi/be more relaxed

2 drive slower/passengers feel safer
3 suck cough sweet/sore throat get better
4 eat too late/not sleep
5 not lift heavy items properly/hurt back
6 drink milk/stomachache go
7 take vitamins/have more energy
8 drink eight glasses of water a day/ skin be sparkling!
3 Now swap with your partner and read through each other’s answers. Are
they the same? Now underline any mistakes and give the work back to

your partner to correct if necessary!
First Conditionals
TEACHER’S NOTES:
Aim: to provide further practice of First Conditionals as well as

describing physical appearances. This worksheet is designed to
1 Tell students they have to construct complete sentences using the First
Conditional and the cues in brackets. If necessary do the first one with
them as an example. Check answers with the class.
Answers: 1 don’t exercise/you’ll put in weight 2 go/we’ll buy

3 goes/he’ll get 4 don’t dress/you’ll catch 5 She’ll feel/eats
6 stretch/you’ll feel 7 you’ll get/you eat 8 walk/it’ll take

prompts 1-8. Make sure they use the 2nd person singular so if necessary
do the first one with them as an example.
Answers: 1 If you do Tai Chi, you’ll be more relaxed. 2 If you drive

slower, the passengers will feel safer. 3 If you suck a cough sweet,
your sore throat will get better. 4 If you eat too late, you won’t sleep.
5 If you don’t lift heavy items properly, you’ll hurt your back.
6 If you drink milk, your stomachache will go. 7 If you take vitamins,
you’ll have more energy. 8 If you drink eight glasses of water a day,
your skin will be sparkling!
3 This exercise gives some freedom to the students because they

can swap and study each other’s work for correct use of the First
Conditional as well as any vocabulary spelling errors. Get feedback
from the class.

Gerunds or infinitives?
1 Write questions using the following prompts. Be careful to use the correct
gerund or infinitive after the verb!
1 Do (Past Simple) he/offer/pay for you?

2 Have (Present Perfect) you/decide (not)/go out later on?
3 You/want/go to the park?
4 Can you/avoid/go on roads on your bike?
5 What you/hope/do after college?
6 Do (Past Simple) you/promise (not)/tell anyone?
7 Are you/consider/buy this car?
8 Can you afford/rent/this house?
2 Read the following questions in the table below. Add another two
questions using a gerund or infinitive. Then answer them for yourself and
two other students. Make notes of the answers in the table below.

Do you ever avoid watching
anything on TV? Why?
Do you enjoy learning English?
Why?
How do you hope to use your
English in the future?
Do you enjoy working hard to
get what you want?
What do you miss doing when
you’re away from home?
______________________
_____________________?
______________________
_____________________?

Gerunds or infinitives?
TEACHER’S NOTES:
Aim: to provide further practice of gerunds and infinitives. This

1 Tell students to write complete questions using either gerunds or

infinitives with the cues 1-8. Give students time to compare their
answers and the opportunity to peer correct before eliciting the
Answers: 1 Did he offer to pay for you? 2 Have you decided not to
go out later on? 3 Do you want to go to the park? 4 Can you avoid
going on the roads on your bike? 5 What do you hope to do after
college? 6 Did you promise not to tell anyone? 7 Are you considering
buying this car? 8 Can you afford to rent this house?
2 This is a free speaking activity for students giving them the chance
to use as many of the gerunds/infinitives as they can through the
questions they are asking. If they enjoy the activity, get them to
add questions of their own using verb + gerund/infinitive. Monitor
discreetly - you can note down any common errors to report back
on the board at the end of the activity. Ask the students to report
their findings to the rest of the class. Write the errors on the board
and encourage students to correct them before giving the answers.

Why do that?
1 Correct the mistakes in sentences 1-8 below. The mistakes are connected
to in order to/to explain/so that…/because/so + subject + verb.
1 She decided to see a homeopath becase she had felt so sick for so
long.
2 The doctor wrote to the consultant in order find out more about his
patient’s condition.
3 He had a deliberately relaxing day because he felt good for his date in
the evening.
4 She took a warm coat in order to she didn’t get too cold.
5 They told the teacher they were late to explain they’d missed the bus.
6 The teacher told the students all the rules because they were clear on
good behaviour.
7 I think he got food poisoning in order to of something he ate last night.
8 His mother took Jo to the dentist because how bad the toothache was.
2 Read the following scenarios and give advice using because, so, in order
to and so that wherever possible.
1 I’m not very good at sports at school. I often seem to get an aching arm or leg, so
sometimes I can’t actually take part in the lesson.
Your advice: ____________________________________________
2 I’ve just been offered a fantastic job, but it’s a long way from my home. I think I’ll have to
move nearer to the office. I also need to speak basic French. I’m not sure what to do.
Your advice: ____________________________________________
3 I feel very tired a lot of the time. I drink a lot of coffee and often can’t get to sleep. I don’t
always eat breakfast and sometimes just have a chocolate bar around 11am with a cup of
coffee. What should I do to feel better?
Your advice: ____________________________________________
4 I am a very chatty and sociable person. I have lots of great friends, but one of them is quite
unreliable. I like her a lot, but often she doesn’t turn up to a café or the cinema, or she forgets to
lend me something I’ve asked for. What should I do?
Your advice: ____________________________________________

Why do that?
TEACHER’S NOTES:
Aim: to provide further practice of purpose, reason and results as well

as consolidating illness vocabulary. This worksheet is designed to
with the class.
Answers: 1 She decided to see a homeopath because she had felt

so sick for so long. 2 The doctor wrote to the consultant in order to
find out more about his patient’s condition. 3 He had a deliberately
relaxing day so that he felt good for his date in the evening.
4 She took a warm coat so that/so she didn’t get too cold.
5 They told the teacher they were late because they had missed the
bus. 6 The teacher told the students all the rules so that they were
clear on good behaviour. 7 I think he got food poisoning because of
something he ate last night. 8 His mother took Jo to the dentist to
explain how bad the toothache was.
2 Ask students to read the scenarios and decide how they would
advise the four people. Monitor carefully to check that they are
using because, so, in order to and so that and give help where
necessary. Ask students to swap with their partner to compare
answers. Encourage students to discuss their similarities and
differences. Get feedback from various pairs.

Total English
Pre-intermediate
Unit 8
Figure it out!
1 Vocabulary Quiz! Answer the questions 1-12 below.
1 What is a speed camera?

2 If someone comes to your house at an arranged time, we say that they have a
_ _ _ _ _ _ _ o _ t _ _ _.
3 Which of the following verbs mean to increase?
a go up/rise b go down/fall c rise/fall d fall/go up
4 If a situation doesn't get better, in fact the opposite, we say it d _ _ _ _ _ _ _ _ _ _.
5 If a car has a maximum speed of 125mph, we can also say it has …
a a fast speed of b a top speed of
c a rush speed of d an able speed of
6 If you need to get somewhere quickly, and have no time to stop, you are _ _ a _ _ _ _ _.
7 Unscramble this verb which means to go faster DEEPS PU.
8 If you want someone to go on a date with you, the verb is …
a ask anyone out b ask someone in
c ask anyone in d ask someone out
9 When two people have decided to date each other, we say they are …
a going in b going out c being in d being out
10 If two people find they no longer have much in common, they have
_ _ _ _ _ _ _ _ _ _.
11 After a relationship has split everyone hopes that the people involved will …
a get over each other b feel over each other
c be over each other d go over each other
12 When two people finish a relationship, they …
a split in b split over c split up d split down
2 Choose six of the answers above and write a sentence for each in the

Past Simple or Past Continuous. Then compare your answers in pairs.
Figure it out!
TEACHER’S NOTES:
Aim: to consolidate all key vocabulary from the unit. This worksheet is
Answers: 1 A camera located next to the road to take pictures of

drivers who are over the speed limit. 2 arrived on time
3 a go up and rise 4 deteriorates 5 b a top speed of 6 in a hurry
7 speed up 8 a ask someone out 9 b going out 10 grown apart
11 a get over each other 12 c split up
2 This exercise is a chance for students to put the new words into
their own sentences, and at same time a brief revision of Past
Simple and Past Continuous. Monitor and give assistance where
necessary. Encourage students to peer correct each other’s work.
Get feedback from the students at the end.

Playing with Passives
1 Correct the mistakes in the following sentences 1-8.

1 In England cold milk is serve with tea.
2 Fast food are often ate by people in a hurry.
3 Sandwiches are make using bread or rolls and a filling.
4 Employees in offices is require to do more and more nowadays.
5 Clay court tennis is play in countries such as Spain, France, Italy and
South America.
6 Organic food is produce in more and more countries around the
world.
7 Wine are often drank with an evening meal.
8 The cakes were make by the head chef.
2 Make questions in the Passive using the following prompts 1-8.

1 Where/the Eiffel Tower/situate?
2 Who/Lord of the Rings film trilogy/direct by?
3 Who/Harry Potter series/write by?
4 What/add/to bread to make it rise?
5 How many pieces/use/in a game of chess?
6 Where/Spanish Steps/situate?
7 How many minutes/play/one half of a football match?
8 How much/coffee/use approximately/make one cup of coffee?
When you have written the questions, work with your partner to answer
the questions. If there are any you can't answer, ask another student.
3 Write four quiz questions using the Passive to ask your partner.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Playing with Passives
TEACHER’S NOTES:
Aim: to provide further practice of the Passive. This worksheet is

sentences. Give students time to compare their answers and correct each
Answers: 1 In England cold milk is served with tea. 2 Fast food is

often eaten by people in a hurry. 3 Sandwiches are made using bread
or rolls and a filling. 4 Employees in offices are required to do more
and more nowadays. 5 Clay court tennis is played in countries such as
Spain, France, Italy and South America. 6 Organic food is produced in
more and more countries around the world. 7 Wine is often drunk with
an evening meal. 8 The cakes were made by the head chef.

Passive and the cues 1-8. If necessary do the first one with them as an
Answers: 1 Where is the Eiffel Tower situated? (Paris) 2 Who is the

Lord of the Rings film trilogy directed by? (Peter Jackson) 3 Who is
the Harry Potter series written by? (J K Rowling) 4 What is added to
bread to make it rise? (yeast) 5 How many pieces are used in a game
of chess? (32) 6 Where are the Spanish steps situated? (Rome)
7 How many minutes are played in one half of a football match? (45)
8 How much coffee is used approximately to make one cup of coffee?
(1 x teaspoon)
3 Monitor this last activity to check that students have used the passive
correctly/or they may need a few pointers from you. Tell them to base
their questions on the structure of those that they have already written in
Ex. 2, but just to change the actual people, places or things used.

Ask away!
1 Look at the following mixed up questions. Unscramble them and write

them out in full.
1 World music you do like?

2 you ever been live music concert to a have?
3 last thing what was the that made laugh you really?
4 like you do having lie-in a weekend at the?
5 cook good are you?
6 kind of what books you do like reading?
7 favourite what's film your?
8 ambition what your is?
2 In pairs take turns to ask and answer the questions in Ex. 1.
3 Work in a new pair. Tell your partner what you found out in Ex. 2.
4 Read the questions below and add two of your own. Then ask two other
students each of the questions. Make notes of their answers.

1 What do you think of speed-dating? Would you try it? Have you tried it?
2 Are you a very busy person? Does each day go past very quickly?
3 Do you like big group holidays with organised activities or do you prefer to
travel independently and organise your own holiday time?
4 Would you say that you're a numbers person or a words person; or both?
5 What is the best way for you to learn English? Is it practising speaking ,
listening to native speakers, studying grammar/vocabulary, something else?
6 What is the best way of relaxing for you?
7 _______________________________________________________?
8 _______________________________________________________?
Ask away!
TEACHER’S NOTES:
Aim: to provide practice of question forms in the context of asking for

personal information. This worksheet is designed to be used in
1 Ask students to unscramble the words order first, before writing

the questions out in full. Elicit answers from the students and
encourage peer correction.
Answers: 1 Do you like World music? 2 Have you ever been to a live
rock concert? 3 What was the last thing that really made you laugh?
4 Do you like having a lie-in at the weekend? 5 Are you a good cook?

6 What kind of books do you like reading? 7 What's your favourite film?
8 What is your ambition?
2 Encourage students to find a different student from normal to work

with as they may well know the information from their regular
partner. Monitor and give assistance where necessary.
3 Ask students to relay the information they found out in Ex. 2 and
encourage students to ask follow up questions if possible. Get
feedback from various pairs.
4 This exercise is designed to be oral question practice so students

can just enjoy finding out personal information from their fellow
students. Monitor to check if any vocabulary is needed. Get
feedback from the class at the end.

Simple or Continuous?
1 Complete sentences 1-8 using the Past Continuous or the Past Simple.
1 He was driving very fast when ...
2 He heard the good news while he ...
3 They were travelling to the airport when ...
4 She was relaxing in a yoga class when ...
5 While they were having lunch, ...
6 She injured her back while ...
7 I was doing some shopping when ...
8 When we last talked to him, he ...
2 Personalise it! Answer the following questions:
1 Where were you on New Year's Eve 1999? What were

you doing?
2 What were you doing at the beginning of this lesson
when the teacher walked in?
3 Where were you in 1997 when you heard the news that
Princess Diana had died?
4 Where were you when you received your last set of
exam results? What were you doing?
5 What were you doing in this lesson before you started
this activity?
6 What were you doing last night when it was time for
dinner?
3 Now ask your partner the same questions. Ask each other extra
questions if you want to find out more!

Simple or Continuous?
TEACHER’S NOTES:
Aim: to provide further practice of the Past Continuous and Past

Simple. This worksheet is designed to be used in conjunction
with unit 8.3.
1 Tell students they have to complete the sentences using Past

Continuous and Past Simple and the cues 1-8. If necessary do the first
one with them as an example. Check answers with the class.
Suggested answers: 1 He was driving very fast when he saw a

speed camera! 2 He heard the good news while he was driving to
work. 3 They were travelling to the airport when he decided to
propose to her! 4 She was relaxing in a yoga class when her
contractions started. 5 While they were having lunch she told him
the fantastic news. 6 She injured her back while she was playing
tennis. 7 I was doing some shopping when I started to feel faint.
8 When we last talked to him, he was feeling much happier.
2 These are situations give students some freedom to combine the

Past Continuous and Past Simple in one reply. Ask students to
answer the questions 1-6 themselves and to make notes of their
answers. Monitor carefully to check that students are using the
Past Continuous and Past Simple correctly.
3 This exercise gives students a chance to practise their fluency.

Monitor discreetly and make a note of any errors. During feedback
at the end, write the errors on the board and encourage students
to correct them.

Total English
Pre-intermediate
Unit 9
Crossword time!
1 Read the following clues and then fill in the crossword.

Across:
1 this person helps to prevent crime
3 most job applications require you to send them one of these
4 when you formally notify your manager you are leaving your job, you do this
6 this job involves a person travelling around trying to sell their company’s product
8 this person often works for a senior person in a company and organises their
meetings, paperwork and prepares work for them
11 this one person sits in the court and when (14 across) deliver a verdict, this person
decides on the sentence if applicable
12 if a person has not committed a crime, they are …………
13 this verb describes the action of taking something from someone else without their
permission
14 this group of people sit in a court trial and listen to all the evidence. They then take all
the information to decide whether a person is guilty or not guilty
Down:
2 this person works in the legal profession
5 this person puts out fires
7 this person is on the front desk when you walk into a business establishment
9 you often receive this kind of penalty for a petty crime
10 at the end of a trial a person is declared _ _ _ _ _ _/not _ _ _ _ _ _
1 2 3 4
5 6
7 8
9
10
11 12
13
14
2 In pairs, make up sentences using the words from the crossword.

Crossword time!
TEACHER’S NOTES:
Aim: to practice key vocabulary from the unit. This worksheet is

1 Ask students to complete the crossword using the clues 1-14.

Answers: 1 (Across) police officer 2 (Down) lawyer 3 (Across) CV

4 (Down) resign 5 (Down) firefighter 6 (Across) sales rep
7 (Across) receptionist 8 (Down) secretary 9 (Down) fine
10 (Down) guilty 11 (Across) judge 12 (Across) innocent
13 (Across) steal 14 (Across) jury
2 Ask students to make up sentences as many sentences as

possible within a given time limit, using the words from the
crossword in Ex. 1. Go around the class monitoring and ask the
students with the most/best sentences to read them out to the
rest of the class.

How well can/could you …?
1 Write complete sentences using the cues 1-8 and can/could/be able to.
1 He/not able to/attend meeting on Thursday

2 She not can/play tennis very well
3 Their children/can speak/Spanish and French/by age of ten
4 You/be able to/run marathon in July if you train regularly
5 You/be able to/earn good salary/when pass your exams
6 He/not can/swim butterfly stroke at all
7 She/can/play clarinet quite well
8 I/no can/finish the report at work today. I/be/so tired
2 Read the questions in the table below. Then answer them for yourself
and two other students, using not at all, not very well, quite well, very
well in your answers. Make sure you describe how well you could do it in
the past, can do it now and hope you will be able to do it in the future.

How well can you have a conversation
in English?
How well can you remember your
vocabulary in English? Do you use any
specific strategies to remember?
Can you do simple DIY jobs in your
house?
Can you concentrate on just the
present when you try to relax?
Can you run or walk 10K?
Can you cook a starter, main course

and dessert for six people?

How well can/could you …?
TEACHER’S NOTES:
Aim: to examine and consolidate students’ current knowledge of can,

could and be able to. This worksheet is designed to be used after
unit 9.1 to make the link between interviews and talking about
abilities.
1 Tell students they have to construct complete sentences using can,

could and be able to and the cues 1-8. If necessary do the first one
with them as an example. Check answers with the class.
Answers: 1 He won’t be able to attend the meeting on Thursday.

2 She can’t play tennis very well. 3 Their children could speak Spanish
and French by the age of ten. 4 You’ll be able to run the marathon in
July if you train regularly. 5 You’ll be able to earn a good salary when
you pass your exams. 6 He can’t swim butterfly stroke at all.
7 She can play the clarinet quite well. 8 I couldn’t finish the report at
work today. I was so tired.
2 This is a free speaking activity for students giving them the chance
to use the grammar from unit 9.2 through answering personalised
questions and asking other students too. If they enjoy the activity,
get them to add questions of their own using the target language.
Monitor discreetly - you can note down any common errors to
report back on the board at the end of the activity. Ask the
students to report their findings to the rest of the class. Write the
errors on the board and encourage students to correct them before
giving the answers.

Make or do?
1 Fill in the gaps in the sentences 1-8 with make or do in the correct tense.
1 She wrote out her CV very quickly, and she thinks she ________
some mistakes.
2 His employer wanted to know if he could ________ business with the
media industry.
3 They found it very difficult ________ a decision on which candidate
to offer a job to.
4 She was an excellent pupil and always ________ her homework on
time.
5 The sales rep asked his colleague to ________ him a favour.
6 You can only ________ your best in an interview.
7 Her employee knew he had to ________ more money to get a bonus.
8 The receptionist ________ an appointment for Mr Greenwood to see
the doctor.
2 Read the following questions 1-6.
1 When was the last time you did someone a favour?

2 Would you like to do research in a certain subject? Which subject?
3 Do you always do your English homework on time?
4 When was the last time you had to make a complaint? What was it about?
5 Do you think it's important to make money? Why or why not?
6 Do you find it hard to make a decision or are you very quick to make
decisions?
Work in pairs. Take turns to ask and answer the questions. Ask follow up
questions to find out more information if you want to.

Make or do?
TEACHER’S NOTES:
Aim: to consolidate key vocabulary make/do. This worksheet is

1 Tell students they have to use the correct form of the verb, as well
as deciding whether to use make or do. If necessary do the first
one with them as an example. Give students time to compare their
answers and the opportunity to peer correct before eliciting the
Answers: 1 made 2 do 3 to make 4 did 5 do 6 do 7 make

8 made
2 This is a free speaking activity and designed to get students using

make or do in context as well as listening to responses and noting
down important points. Monitor the activity and note down
interesting facts yourself, so you can do a teacher/class activity at
the end where you ask certain students to relate one of their
partner’s answers if appropriate/fitting.

Past Passives
1 Complete sentences 1-8 with a verb from the box below in the Past
Simple Passive.
offer make catch make do award run pay
1 The thief __________ by a police officer.

2 The job __________ to the last candidate they interviewed.
3 This evening dress __________ by a famous fashion designer.
4 I think the appointment __________ by your husband.
5 Extensive research __________ to find out if there was a cure for the
disease.
6 The company __________ by my father until last year.
7 The firefighter __________ a medal for his bravery.
8 All the staff were so pleased that they __________ a bonus for all
their hard work.
2 Correct the mistakes in the following Past Simple Passive sentences.

1 Her secretary is promoted last week.
2 The lawyer was gave a very difficult case to defend in court.
3 The managing director was impress by the excellent CVs he received
for the job.
4 Our sales reps was given a salary rise for working such long hours.
5 The interviews were hold at our head office.
6 The factory was ran by a fantastic manager.
7 Luckily no money was stole from the till during the attempted
robbery.
8 Nothing was did to help us at the airport.

Past Passives
TEACHER’S NOTES:
Aim: to provide further practice of the Past Simple Passive using key
vocabulary from the unit. This worksheet is designed to be used
1 Ask students to complete the sentences using the verbs in the box.
Remind them that they need to use the Past Simple Passive. Give
students time to compare answers, then check them with the class.
Answers: 1 The thief was caught by a police officer. 2 The job was
offered to the last candidate they interviewed. 3 This evening dress
was designed by a famous fashion designer. 4 I think the appointment
was made by your husband. 5 Extensive research was done to find out
if there was a cure for the disease. 6 The company was run by my
father until last year. 7 The firefighter was awarded a medal for his
bravery. 8 All the staff were so pleased that they were offered a bonus
for all their hard work.
with the class.
Answers: 1 Her secretary was promoted last week. 2 The lawyer was
given a very difficult case to defend in court. 3 The managing director
was impressed by the excellent CVs he received for the job. 4 Our
sales reps were given a salary rise for working such long hours. 5 The
interviews were held at our head office. 6 The factory was run by a
fantastic manager. 7 Luckily no money was stolen from the till during
the attempted robbery. 8 Nothing was done to help us at the airport.

Total English
Pre-intermediate
Unit 10
Name that animal!
1 Answer the following quiz questions.
1 What is the name of this eight-legged insect? Are you afraid of them?
2 If you are moving very silently, we say you are as quiet as a _ _ _ _ _.
3 You might see this black and white animal if you go on a safari?
4 There is a film about this reptile and it’s called Anaconda. What is the
name of the reptile?
5 When you are really hungry and are eating lots and lots, we can say you
are eating like a _ _ _ _ _.
6 This black and white animal gives us milk.
7 This jungle animal has a very loud roar!
8 If you are able to do two things that need to be done at the same time,
you can say you have killed two _ _ _ _ _ with one stone.
9 Oh dear, she’s told them the secret … she let the _ _ _ out of the bag.
10 Lyn: I’m so upset that it’s all finished with my boyfriend…
Lyn’s mum: Never mind, darling. There are plenty more _ _ _ _ in the sea.
11 It’s just, non-stop: you get up early, go to work, come home, go to bed,
get up, go to work with no real break. I really am part of the _ _ _ race….
12 Lots of people like to keep these animals as pets - they often bark and
they like going for walks!
13 These animals are often bred to race. They are big with four legs and
beautiful eyes.
14 These household pets love milk, fish and sleeping in their baskets.
15 They are very large mammals, and they live in the sea.
2 Compare your answers with your partner.
3 Discuss the questions 1-3 below in pairs.

1 Which of the above animals is your favourite? Which characteristics
do you like of your chosen animal?
2 Which of the animal idioms do you like best? Why?
3 Are any of the animal idioms similar to ones in your own language?
Which ones?

Name that animal!
TEACHER’S NOTES:
Aim: to use have fun consolidating animal vocabulary. This worksheet

is designed to be used in conjunction with unit 10.
Time: 30-40 minutes
unit 10, page 103. Students should work alone because they will
have a chance to compare their answers at the end. Emphasise
that they shouldn’t refer to their books at this stage.
2 Ask students to compare their answers in pairs. Encourage them to

work together to answer the questions if they are finding it difficult,
before consulting their Students’ Books. This will also give them
the opportunity here for students to have a quick chat about
whether these insects scare them. Check answers with the class.
Answers: 1 a spider 2 mouse 3 a zebra 4 a snake 5 horse 6 a cow

7 a lion 8 birds 9 cat 10 fish 11 rat 12 dogs 13 horses 14 cats
15 whales
3 Encourage students to discuss the questions in as much detail as

possible, particularly with the first one (which is their favourite
animal?) to make the exercise as challenging as possible.
Go around the class monitoring to give help with any difficult
vocabulary. If there are any idioms in their own language that
they would like to know the equivalent of in English, try to answer
these questions if possible. Get feedback from the various pairs.

Sort out those phrasal verbs!
1 The following sentences all contain phrasal verbs, but there is a mistake
in each one with the phrasal verb. Find the mistakes.
1 I loved going to stay at my grandmother’s when we were children.
She always looked on us really well.
2 My parents set me a really good example of how to live my life. I have
always looked down to them.
3 I couldn’t believe it this afternoon - we were out shopping and my
daughter picked to a £20 note on the pavement!
4 When she grows across, she wants to be a doctor.
5 They both really took up swimming - they loved it immediately.
6 She was brought to by her grandparents.
7 I don’t get with her at all. She’s too confident.
8 We came to a beautiful old church while we were walking through the
fields.
2 Now fill in the gaps in the following story.
I have always ________ (1) up to an old friend of mine. She is three years older
than me, and has always given me good advice on any problems I’ve had. My sister
________ (2) on with her very well, and we all often go to the cinema together. My
friend who is called Maria, is now twenty-five years old, married and has a small
baby. She has ________ (3) to motherhood brilliantly and loves spending time with
her little boy. Maria and her husband want the little boy to ________ (4) up in the
country where there are lots of things to do outside. Last week, they ________ (5)
across a perfect cottage for them situated in a small country village. They are going
to buy it as Maria’s brother lives nearby, and Maria ________ (6) after her nephew
once a week. The whole family ________ (7) on with each other very well, so they
are pleased that Maria and her brother will be living so close to each other. It’s so
lucky that Maria ________ (8) up a brochure about cottages in the country recently!
3 Look at the eight phrasal verbs below. Check you know what they mean.
look up to get on pick up take to bring up grow up look after come across
Work with your partner to make up a short story of your own using all
the phrasal verbs in the box.

Sort out those phrasal verbs!
TEACHER’S NOTES:
Aim: to consolidate new phrasal verbs from the unit. This worksheet is
with the class.
Answers: 1 a) She always looked after us really well. 2 I have always

looked up to them. 3 we were out shopping and my daughter picked
up a £20 note on the pavement! 4 When she grows up, she wants to
be a doctor. 5 They both really took to swimming - they loved it
immediately. 6 She was brought up by her grandparents. 7 I don’t get
on with her at all. She’s too confident. 8 We came across a beautiful
old church while we were walking through the fields.
2 Ask students to complete the story. Check answers with the class.
Answers: 1 looked 2 gets 3 taken 4 grow 5 came 6 looks 7 get

8 picked
3 After a lot of controlled practice, this exercise aims to get the

students choosing how they want to use the phrasal verbs. Ask
students to complete their stories using all eight phrasal verbs. If
anyone has problems starting, write some possible themes for their
short story and tell them at the least, they only need to write
approximately eight sentences (around eighty words). Possible
themes: a day out at the zoo, a big city, the seaside, holidays,
food, an outing to a restaurant, relationships, growing up,
friendships…. Go around the class monitoring and give assistance
if necessary. Get feedback from various pairs.

Countables and uncountables
1 Read the following sentences and fill in the gaps using the words/phrases
in the box below.
a few any bit any bit many a lot of much any
1 I need ________ old newspapers to put on the floor when I'm

decorating.
2 Can you give me a ________ of advice about this job application
please?
3 Have you got ________ cheques? I haven't got ________ money.
4 I haven't heard from James for ages. I'd like to have a ________ of
news from him at some point!
5 You're lucky: most of the jobs in the garden have been done! There
aren't ________ jobs left for you to do - only one or two!
6 I'm really pleased. I've got ________ money to spend on holiday.
7 I'm afraid I haven't got ________ information about this situation.
8 Are there ________ animals in the book you're reading?

1 I didn't find many information on that website.
2 Have you much money in your purse?
3 She didn't do many work at the office today.
4 I need few sweets for the children.
5 I don't have much cheques left in my cheque book.
6 She needs a lot flowers to fill that vase.
7 I need bit of information about this person.
8 Can you give me some advices about travelling to that area please?

Countables and uncountables
TEACHER’S NOTES:
Aim: to consolidate countable/uncountable nouns. This worksheet is

1 Ask students to complete the sentences using the words/phrases in

the box. Check answers with the class.
Answers: 1 a few/a lot of 2 bit 3 any/any 4 bit 5 many 6 a lot of

7 much/any 8 any
with the class.
Answers: 1 I didn't find any/much information on that website.

2 Have you any money in your purse? 3 She didn't do any/much work
at the office today. 4 I need a few sweets for the children. 5 I don't
have many cheques left in my cheque book. 6 She needs a lot of
flowers to fill that vase. 7 I need a bit of information about this person.
8 Can you give me some advice about travelling to that area please?

‘The’ is the name of the game
1 Read the following sentences and mark them (C) if they are correct and
(I) if they are incorrect.
1 I met Jo's two sisters last night. The youngest one is very funny! ___
2 English people often drink the tea with cold milk. ___
3 Are you having the lunch at midday today? ___
4 We stayed at a wonderful resort on the south of the island. ___
5 Flight to Australia from the UK will be very long and quite tiring. ___
6 Eiffel Tower is one of the tallest buildings in Paris. ___
7 The house next to that one is for sale. ___
8 There are the elephants and zebras in the safari park. ___
2 Write four sentences of your own using the definite article incorrectly.
_________________________ _________________________
_________________________ _________________________
3 Exchange papers with your partner and correct each other’s mistakes.
4 Can you add the where it needs to be added in the following extract?
The is missing twelve times.
1 We all had a great day at safari park. There were lots of beautiful animals, and we
2 liked sea lions in particular - they were really funny! My little sister liked bears, but
3 we told her that these bears are very different to her teddy bears at home.
4 At lunchtime we had a picnic next to a lake in middle of the safari park. There were
5 lots of flowers and trees all around picnic spot. After lunch, we went along to dolphin
6 pool as they were doing a display at 2pm. Display was very entertaining, and dolphins
7 seemed very friendly. Around 4 o'clock we started to think about going home. We
8 had to find car park first. At last, we found a sign, which directed us to car park.
9 When we got to car, everyone felt very tired, but we'd all had a great time. I'm
10 looking forward to going to safari park again!

‘The’ is the name of the game
TEACHER’S NOTES:
Aim: to consolidate and provide further practice of the definite

article. This worksheet is designed to be used in conjunction
with unit 10.3.
1 Tell students they have to discover which sentences contain the

mistakes. Ask them to mark the correct sentences (C) and the
incorrect ones (I). Give students time to compare their answers and
with the class.
Answers: 1 C 2 I English people often drink tea with cold milk.

3 I Are you having lunch at midday today? 4 C 5 I The flight to
Australia from the UK will be very long and quite tiring. 6 I The
Eiffel Tower is one of the tallest buildings in Paris. 7 C 8 I There
are elephants and zebras in the safari park.
2 This exercise gives students the chance to study the correct use of
the definite article again. Suggest they use the sentences from Ex. 1
as a model. Contrary to popular belief this should sharpen up their
accuracy on the definite article.
3 Ask students to exchange their papers and correct each other’s

sentences. Monitor carefully to ensure the definite article is being
used appropriately. Get feedback from various pairs.
sentences. Give students time to compare their answers and make
corrections if necessary, before checking the answers with the class.
Answers: line 1 the safari park line 2 the sea lions, the bears
line 3 in the middle of line 5 the picnic spot, the dolphin pool
line 6 the display, the dolphins line 8 the car park, the car park
line 9 the car line 10 the safari park

Total English
Pre-intermediate
Unit 11
Name that word!

1 This type of holiday is in a tent.
2 This holiday is by the sea.
3 If you go to another country, you go _ _ _ _ _ _.
4 When you decide to go on holiday tomorrow or a day soon after that,
you get a _ _ _ _ _ _ _ _ _ _ deal.
5 This is the verb that describes what you do when you take everything
out of your suitcase.
6 If you don’t stay in a hotel, but choose an apartment/villa, you go _ _
_ _ -_ _ _ _ _ _ _ _.
7 This active holiday is usually in the winter and it’s snowing.
8 If you do the opposite of number 4, you OOKB YLARE. Unscramble
the anagram.
9 If you need a car on holiday, you TENR A RAC. Unscramble the
anagram.
10 Do you like looking at all the local places of interest? Then you like
this holiday pursuit beginning with an ‘s’.
11 What is the verb that describes enjoying the sun on the beach?
12 When I go on holiday I like to use the _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
to get around because it is more interesting.
2 Unscramble the following anagrams. They are all connected with

greetings and presents. Then write a sentence using each word.
1 OBW _____ ____________________________________
2 SIKS _________________________________________
3 EVAW _____ ____________________________________
4 SDNAH EKAHS _____ ____________________________________
5 EKAHSDNAH _____ ____________________________________

3 Compare your answers for Ex. 1 and 2 in pairs and correct the mistakes.
Name that word!
TEACHER’S NOTES:
Aim: to consolidate the unit’s key vocabulary. This worksheet is

unit 11, page 113. Students should work alone and shouldn’t refer
to their books.
Answers: 1 camping 2 beach 3 abroad 4 last minute 5 unpack

6 self-catering 7 skiing 8 book early 9 rent a car 10 sightseeing
11 sunbathe 12 local transport
2 Explain students need to unscramble the words/phrases first. They

then have to use these words/phrases to write five complete
sentences. Tell students that they can change the verb tense if
necessary. Go around monitoring to check students are using the
words/phrases correctly.
Suggested answers: 1 You need to bow if you meet a business

colleague in Asia. 2 When I see my mother we kiss each other on both
cheeks. 3 I had to wave my friend goodbye when she left on the bus.
4 Do you shake hands when you meet people? 5 They say a handshake
can tell you a lot about the person.
3 Ask students to compare their answers for EX. 1 and 2 in pairs and
tell them to correct any mistakes. Suggest that they use the
Students’ Book unit 11, page 113 for help if they are finding it
difficult. Check answers with the whole class.

Just, yet or already?
1 Unscramble sentences 1-8 by putting the words in the correct order.

1 work he’s to go to just left
2 started making she’s already cake the
3 found they haven’t house a buy to yet
4 our lunch just we’ve eaten
5 have the children been already swimming pool in the
6 tried I haven’t new the Spanish restaurant yet
7 deal last-minute a he’s got just
8 holiday her for packed already she’s
2 Look at the following list of things to do.
brush teeth buy something use public transport

have breakfast have dinner have a cup of
use my mobile phone watch TV tea/coffee
Now think about your day so far. For each of the ‘to dos’ above write
down whether or not you have done them using the present perfect
simple with just, yet or already.

My ‘to do’ list:
1 __________________________________________________________
2 __________________________________________________________
3 __________________________________________________________
4 __________________________________________________________
5 __________________________________________________________
6 __________________________________________________________
7 __________________________________________________________
8 __________________________________________________________
Just, yet or already?
TEACHER’S NOTES:
Aim: to provide further practice of Present Perfect Simple with just,

yet and already. This worksheet is designed to be used in
1 Explain students need to unscramble the sentences by putting the

words in the correct order. If necessary do the first one with the
class as an example. Give students time to compare their answers
and correct each other’s work if necessary before checking the
answers with the class.
Answers: 1 He’s just left to go to work. 2 She’s already started

making the cake. 3 They haven’t found a house to buy yet.
4 We’ve just eaten our lunch. 5 The children have already been in
the swimming pool. 6 I haven’t tried the new Spanish restaurant yet.
7 He’s just got a last-minute deal. 8 She’s already packed for her
holidays.

2 This is aimed at getting students to write their own sentences in
the Present Perfect Simple relating to their day so far. Hopefully
most things on the list are everyday occurrences, so students
shouldn’t have any trouble using either yet, already or just in their
replies. Monitor to check students are using the target language
and give assistance if necessary. At the end, ask students to
compare their answers in pairs. Get feedback from the class.

Verbs plus an object or two
1 Fill in the gaps in sentences 1-8 using the verbs in the box below.
give owe lend write bring promise teach send
1 He __________ her a lot of money.

2 They __________ me some delicious chocolates when I left my job.
3 She __________ me some gorgeous flowers for my birthday.
4 We __________ the children a day out at the zoo today didn’t we?
5 I ____________ a long letter to my friend in Australia this morning.
6 He ___________ us English.
7 Have you _________ me a cup of coffee??
8 I _________ her the book to read because she hadn’t read it.
2 Write your own sentences using the prompts below and a verb with two
objects. Try to use the Present Perfect Simple if you can.
1 write/letter to someone
_______________________________________________________
2 tell/someone something
_______________________________________________________
3 buy/someone something
_______________________________________________________
4 show/someone something
_______________________________________________________
5 bring/someone something
_______________________________________________________
6 teach/someone something
_______________________________________________________

Verbs plus an object or two
TEACHER’S NOTES:
Aim: to consolidate verbs with 2 objects. This worksheet is designed

1 Ask students to complete the eight sentences using the verbs in

the box. Check answers with the class.
Answers: 1 owed 2 gave 3 sent 4 promised 5 wrote 6 taught

7 brought 8 lent
2 This is aimed at getting students to think about how the verb +

two objects work in practice by writing their own sentences. You
could suggest that all the sentences revolve around the unit theme
of travel so that the sentences link up. Allow students time to
compare their answers with a partner before checking them with the
class.
Suggested answers: 1 We’ve just written a letter to the travel

company to ask to rent a car on holiday. 2 I’ve already told Martha
the price of the last-minute deal. 3 I haven’t bought Johnny a sunhat
for our beach holiday yet. 4 We’ve just shown the children a picture of
the self-catering apartment we’re staying in. 5 She’s already brought
me the bottle of water, thanks. 6 They’ve taught the same people
Italian for years.

Places
1 Use the Past Perfect Simple and the cues in brackets to complete the
following sentences.
1 By the time we got into the car, it _________ (stop) raining.
2 As soon as she unpacked her suitcase, she realised she _________
(forget) to pack her pyjamas.
3 We told him we _________ (go/already) to the supermarket.
4 When I _________ (finish) my English homework, I switched the TV
on.
5 _________ you _________ (go) to that restaurant before yesterday?
6 As soon as I started sunbathing, I realised I _________ (not/bring)
my suncream.
7 By the time, we arrived at the party, some people _________
(already/left).
8 I told my friends I _________ (shake hands) with a famous person at
the film premiere.
2 Think of a place you have travelled to within the last five years. It could
be a city, countryside, a beach, a historical site or a mountain/lake area.
Use the categories in the box below to plan your description.
food people your lasting

transport shopping impression
weather city/countryside cultural things to do
Choose five or more that are appropriate for describing your chosen
place. Write a descriptive paragraph using the categories you have
chosen giving as much information as possible about your chosen place.
Use the Past Perfect Simple if you can.
3 Read your description to your partner. Can they guess where your place
is? Have they ever been there? Would they like to go?

Places
TEACHER’S NOTES:
Aim: to provide further practice of the Past Perfect Simple and the can
do: write about a place you have travelled to. This worksheet is

Past Perfect Simple and the cues 1-8. If necessary do the first one
with them as an example. Check answers with the class.
Answers: 1 had stopped raining 2 had forgotten 3 had already been

4 had finished 5 had/been 6 hadn't brought 7 had already left
8 had shaken
2 This is a creative writing exercise for the students - they have the
framework of a plan by using the themed categories to structure
their piece of writing. Encourage them to think of the words they
want to use for each category before they start writing. Monitor to
check use of Past Perfect Simple. They don't have to overuse it, but
at least three uses would be ideal.
3 Ask students to work in pairs and to take turns to read their

descriptions to each other. Encourage them to peer correct if
necessary and to ask follow up questions. Give them time to
discuss the places before getting feedback from the various pairs.

Total English
Pre-intermediate
Unit 12
Money and education

Across:
1 You do this on money that you have borrowed if you can't pay it all back at once
3 This is the name given to a child studying at primary school.
5 I've opened a bank account, so that I can _ _ _ _ some money.
6 If you take money out of an account, you do this.
7 This is the name given to a person who is studying.
9 You are in an English one of these at the moment.
11 I didn't do at all well in my exam. I can’t believe I got a _ _ _ _!
13 This verb describes how much money you get from your work each month; how much
money you _ _ _ _.
15 If you don't have enough money, and ask someone to (12 down) you some, you _ _ _ _
_ _ money.
Down:
2 This person is helping you to learn English.
4 If you get a good mark in an exam, you _ _ _ _.
6 You can _ _ _ a race/you could _ _ _ the lotto/you can _ _ _ a prize.
8 If you would like to follow a further education degree you can apply to one of these.
10 When you go out shopping and buy lots of things you _ _ _ _ _ money.
12 I need some money. Can you _ _ _ _ me some please?
14 How much does this _ _ _ _ ?
1 2
3 4 5
6
7 8 9 10
11 12
13
14
15
2 In pairs, make up sentences using the words from the crossword.

Money and education
TEACHER’S NOTES:
Aim: to consolidate money and education key vocabulary from the

unit. This worksheet is designed to be used in conjunction with
unit 12.
1 Ask students to complete the crossword using the clues 1-15.

Answers: 1 (Across) pay interest 2 (Down) teacher

3 (Across) pupil 4 (Down) pass 5 (Down) save 6 (Down) win
7 (Across) student 8 (Down) university 9 (Across) lesson
10 (Down) spend 11 (Across) fail 12 (Down) lend 13 (Across) earn
14 (Down) cost 15 (Across) borrow
2 Ask students to make up sentences as many sentences as possible

within a given time limit, using the words from the crossword in Ex.
1. Go around the class monitoring and ask the students with the
most/best sentences to read them out to the rest of the class.

If I could, I would

1 If I go to college when I'm older, I'd study medicine.
2 If I failed my English exam, I study harder next time.
3 If I be a teacher, I'd teach English.
4 If he waits for her, she'd come back.
5 If they argue more often, they wouldn't have so many big rows!
6 If that dog belonged to me, I really look after it.
7 If that brilliant new footballer played for our team, it be fantastic!
8 If I earn a better salary, I'd like to travel to more places.
2 Complete the following sentences using the Second Conditional.

1 If I got a well paid job in the financial market, …
2 If I was a university professor, …
3 If I failed an important exam, …
4 If I argued with a close friend or family member, …
5 If I had £500 to spend by the end of today, …
6 If I saw a famous person who I really admire in the street, …
7 If I only worked 10 hours a week, …
8 If I was given a free day at a health spa, …
3 Read your sentences again to check they are correct and you have said
everything you'd like to. Now ask your partner questions about their
sentences in Ex. 2 using Second Conditional questions for each one. E.g.
What would you do if you got a well paid job in the financial market?
Find out as much information as you can by asking follow up questions.

If I could, I would
TEACHER’S NOTES:
Aim: to consolidate and provide further practice of the Second

Conditional. This worksheet is designed to be used in conjunction
with unit 12.1.
with the class.
Answers: 1 If I went to college when I'm older, I'd study medicine.

2 If I failed my English exam, I'd study harder next time. 3 If I was a
teacher, I'd teach English. 4 If he waited for her, she'd come back.
5 If they argued more often, they wouldn't have so many big rows!
6 If that dog belonged to me, I'd really look after it. 7 If that brilliant
new footballer played for our team, it'd be fantastic! 8 If I earned a
better salary, I'd like to travel to more places.
2 This is a freer writing activity and designed to give students more

practice using the Second Conditional. Go around monitoring to
ensure students are using the target language correctly.
3 Give students time to read through their work and make any
necessary corrections before putting them in pairs. Students then
take turns to listen to each other’s sentences. Encourage them to
ask follow up questions. Get feedback from the various pairs at the
end of the activity.

What did they say?
1 Put the following sentences into reported speech using the verbs in
brackets.
1 Ariane: I apologise for my bad behaviour earlier on today. (tell)

2 Pete: Anna is earning a really good salary in her new job. (tell)
3 Lily: Dad's gone home. (say)
4 Michael: I think he's finished his English lesson now. (tell)
5 Jemma: I'll borrow some money from my sister for the concert. (say)
6 Tim: I've never argued much with my brother. (say)
7 Rose: I don't like borrowing money from people. (tell)
8 Sue: Kim is working at the university until December. (say)
2 Change the following reported speech sentences into direct speech. Try
to think about what the person actually said.
1 He told me that he really wanted to study French at university.

2 She said that he had worked in the bank since last summer.
3 They told me that he was studying to retake some exams.
4 I said that I was going to the gym.
5 You told me you didn't like horror movies!
6 She said she would contact him.
7 They said they didn't argue with each other at all.
8 She told me that she'd played for the Blues tennis club for six years.
1 How do you think that we perceive people who have lots of money in
our society?
2 If you could choose, which three professions would earn the most
money? Why?
3 How important is it to you to save money? Or do you prefer to spend
the money you have?
4 If you had some extra money to buy something special for two of
your friends, what would you buy them? Why?
4 Report back to the class in brief on your partner's responses using

reported speech for each of the questions from Ex. 3.

What did they say?
TEACHER’S NOTES:
Aim: to consolidate reported speech. This worksheet is designed to be

1 Tell students they have to convert the sentences into reported

speech. If necessary do the first one with them as an example.
Answers: 1 She told me that she apologised for her bad behaviour
earlier on today. 2 He told me that Anna was earning a really good
salary in her new job. 3 She said that her Dad had gone home.
4 He told me that he thought he'd finished his English lesson now.
5 She said that she would borrow some money from her sister for the
concert. 6 He said that he'd never argued much with his brother.
7 She told me that she didn't like borrowing money from people.
8 She said that Kim was working at the university until December.
2 In this exercise, students have to convert the reported speech into

direct speech. Encourage them to make it sound as natural as
possible. If necessary do the first one with them as an example.
Answers: I really want to study French at university. 2 He has

worked in the bank since last summer. 3 He's studying to retake some
exams. 4 I'm going to the gym. 5 I don't like horror movies.
6 I'll contact him. 7 We don't argue with each other at all. 8 I've
played for the Blues tennis club for six years.
3 In pairs students discuss the four questions.
4 Ask the students to report back to the class what their partner said
using reported speech. Give error correction and feedback to round

up the activity at the end.

Both, neither or either?
1 Complete the following sentences with both, neither or either.

1 __________ cars are very expensive.
2 __________ of us wanted to go to the restaurant.
3 Would __________ of you like to come out in the car?
4 She's __________ sociable and sensitive.
5 He plays __________ tennis nor squash.
6 I haven't seen __________ of those pots for ages.
7 __________ of my brothers work in the city.
8 __________ of them want to go bowling.

1 I haven't seen neither of them since last week.
2 She speaks either Spanish nor French.
3 I like either of them.
4 She's either intelligent and witty.
5 Both of them is married.
6 I don't like both jackets.
7 Either of them came to our party.
8 I want to buy either bags!
3 Write five sentences with both, neither or either of your own. Then
exchange your sentences with your partner’s and correct each other’s.
1 _______________________________________________________
2 _______________________________________________________
3 _______________________________________________________
4 _______________________________________________________
5 _______________________________________________________

Both, neither or either?
TEACHER’S NOTES:
Aim: to provide further practice of both, neither or either. This

1 Ask students to complete the sentences using both, neither or either.

Answers: 1 both 2 neither 3 either 4 both 5 neither 6 either

7 both 8 neither
with the class.
Answers: 1 I haven't seen either of them since last week.

2 She speaks neither Spanish nor French. 3 I like neither/both of
them. 4 She's both intelligent and witty. 5 Neither of them is married.
6 I don't like either jackets. 7 Neither of them came to our party.
8 I want to buy both bags!
3 Ask students to write five original sentences using both, neither or

either. Then ask them to exchange their papers with their partner’s
to make any necessary corrections. Get feedback from the class.

Pre-intermediate
DVD Transcript
Unit 1 - London
Narrator:
Most Londoners are still asleep when work begins in the city’s ancient
markets. The streets are empty in the early morning, so it’s the best time to
make deliveries.
It’s an hour or two later and office workers are arriving from the suburbs. More
than three million people travel into London everyday. Tourists soon appear,
keen to take a ride on the London Eye or visit museums and famous sites like
The Tower of London before they become too busy.
You always know what time it is if you’re near Westminster. The clock tower
bell called Big Ben chimes every quarter hour.
By ten o’clock in the morning the shops along Oxford Street are open for
business. You can find some of London’s most famous shops along this
street. Nearby is Covent Garden, a lively neighbourhood with trendy
boutiques and market stalls.
It’s now eleven thirty in the morning and crowds are waiting outside
Buckingham Palace for the changing of the guard. It’s a tradition that goes
back hundreds of years.
Londoners stop for lunch at about one o’clock. You might want to sit down to
a traditional roast beef dinner at London’s oldest restaurant.
The river is like a highway. Tourist boats run up and down the Thames
passing landmarks like the Houses of Parliament and St Paul’s Cathedral. It
can rain any day of the year in London, so be prepared for wet weather. If
you’re lucky, you might see Tower Bridge opening to let a large boat pass
through.
People visit London’s green parks in the afternoon to walk or just sit for a
while and relax.
The famous Swiss clock on Leicester Square tells you that it’s five o’clock.
This is the time that London’s evening rush hour begins.
Theatres open in the West End at about seven thirty. Many of the world’s best
loved plays and musicals were first staged here. Restaurants are busy at this
time of night and so are the cinemas. Londoners don’t stop having fun when
This photocopiable has been downloaded from www.longman.com/totalenglish

© Pearson Education 2006
Pre-intermediate
the pubs and restaurants close. From about eleven o’clock people start
queuing outside the clubs. London is a city that never sleeps.
Unit 2 - Summer holiday
Don: We’re going where the sun shines brightly

We’re going where the sea is blue
We’ve seen it in the movies
Now let’s see if it’s true…..oo..
Everybody has a summer holiday
Doing things they always wanted to
So we’re going on a summer holiday
To make our dreams come true ..oo..oo
For me and you….
Don: I’ve got it!

Steve: Got what?
Don: This bus………London Transport said OK
Cyril: OK?
Edwin: OK to what?
Don: OK to use this bus for transport on a holiday! …They’re with it!
Cyril: With what?
Don: With the plan I outlined to them today!
Edwin: What plan?
Cyril: Yes, that’s right. What plan?
Don: If we can do it once, they’ll back us all the way!
Steve: Look can you explain in words of one syllable exactly what you’re
talking about?
Don: Listen you nut. I persuaded London Transport to lend us this old bus.
We’ll fix it up like a mobile hotel. This year we live in it, take it to the
south of France. Then next year we’ll be ready to take paying
passengers! The sky’s the limit.
S, C & E: Great.
Don: We’re all going on a summer holiday
No more working for a week or two
Fun and laughter on our summer holiday
No more worries for me or you
For a week or two
We’re going where the sun shines brightly
We’re going where the sea is blue
We’ve seen it in the movies
Now let’s see if it’s true
Everybody has a summer holiday
Doing things they always wanted to
So we’re going on a summer holiday
To make our dreams come true
Pre-intermediate
For me and you
Unit 3 - Jamie Oliver
Narrator:
Jamie Oliver is one of the most popular chefs on British Television. He’s
famous for his recipes, his restaurants and his informal style. In this
programme he drives down to the south west of England with friends from his
restaurant. And while they’re having fun on the beach, he cooks a salmon with
fresh herbs.
Jamie:
I’ve got this beautiful big salmon. Look at that. It’s a really fantastic way of
cooking fish - fish in general really, but salmon’s ideal because it’s slightly oily.
You wrap it up in paper and cook it on the Barbie and you get that slightly
smoked flavour going through it, which is just like, ideal. So what I’m gonna do
is put a bit of salt and pepper inside and outside the fish.
Right. And I got some fennel seeds, and they’re great with fish and make
them taste fantastic. Um... good with chicken as well. You just sprinkle them
over the whole thing. So once you done that… I got some nice herbs, and I
tell you what, I got a serious amount of herbs. And… what’s …is you get a
nice bit of everything everywhere. And you wanna stuff that right inside the
salmon, it’s gonna steam straight through the inside of the fish. And I’m gonna
put a layer of herbs on the bottom and I’m gonna plonk the fish on top of that.
I’m going to put the herbs along the top like this. So, basically, it’s not sitting
on paper, it’s sitting on herbs. I’ve got some lemons here. Just slice up your
lemons… flick them over the top. Get some, put them in the middle. Just copy
what you’ve done with the herbs really. And then put some underneath it as
well.
And then, what you’ve got to do is wrap it up like, literally like, a Christmas
present. So what I’ve got to do now is wet it to stop it burning too quick. So
just get it really wet…
Friend:
How you going mate? Lookin’ good.
Jamie:
Nice one Danny boy. ‘Ere listen. Take that!………. Nah, that didn’t get ‘im
wet…. Haha…..

Pre-intermediate
Unit 4 - Surviving in the Sahara
Ray:
Desert covers a fifth of the earth’s surface, and of all the deserts, the Sahara
is by far the biggest. You could fit the whole of Europe in and still have room
to spare. And it’s a tough place to survive with temperatures hitting fifty
degrees centigrade and some parts that haven’t seen rain for years.
Such a difficult place. You might well ask the question, why come here in the
first instance? Well, the answer to that is quite simple. The desert is one of the
most beautiful and stunning places on earth and the solitude here, well, that’s
poetic.
The first rule of desert survival is always stay with your vehicle. The second
rule? Get in the shade.
I always carry a parachute with me because they’re ideal for creating shelter.
And that’s another reason why you should always stay with your vehicle. It’s
not just the most visible thing you’ve got, it’s a huge emergency kit.
Right, that’s the shade arranged. What I’ve done is, I’ve taken the parachute
and I’ve doubled it to create this air space here. That helps make very
effective insulation from the sun’s rays. But of course, the sand is incredibly
hot, so what I need to arrange now, is something to sit on.
The great thing about land rovers is that you can easily lift out the seats. Just
what I need.
Well, that’s great. Now I’m comfortable. And the important thing about having
shade is that it enables you to think clearly.
If you try to make important decisions about survival under the baking heat of
the sun, it’s very difficult to make the right one.
So, stay calm, keep your mouth shut and roll your sleeves down. You’ve got
to do everything to conserve moisture.
When it comes to water, you have to be sensible. You don’t want to over
ration it, because it’s no good in here, it’s got to be inside you if it’s going to
help you. So don’t waste it, but do drink it.
Stuck in the desert with your water running out, you need to make sure you’re
doing everything you can to help people searching for you. Now the sun’s
going down I can start to make a sign that can be seen from the air. This V
shape is internationally recognised as a distress signal, but you want to be
seen day and night.

Pre-intermediate
You’ve got to be careful doing this. Keep my eyes open for scorpions. Last
thing I want now is to be stung.
No rubbing stick together now. Use what you’ve got. And the vehicle’s fuel will
save a lot of effort in my attempt to attract rescue.
Now all I’ve got to do is wait for nightfall.
It gets real cold in the desert at night. That’s when one of these Arab jelbabs
comes in really useful.
A bit like Obi-Wan Kenobi.

Pre-intermediate
Unit 5 - On golden pond
Daughter: Heh….oh Mummy!

Mother: Oh darling! What a treat. Let me look at you. Oh you’re….
Daughter: Where is he?
Mother: He’s inside. He’s waiting for you.
Daughter: Hello Norman.
Norman: Huh?
Daughter: Happy Birthday!
Norman: Look at you! Look at this little fat girl!
Mother: Oh, Norman. You’re as thin as a rake. Isn’t she?
Norman: Sure.
Mother: Oh….darling, I’m so glad you’re home.
Daughter: I didn’t think we were gonna make it. We rented a car that
explodes every forty miles.
Norman: Rented a car?
Daughter: In Boston.
Norman: What sort of car is it?
Daughter: I don’t know. Green I think.
Mother: Oh, a green car….
Norman: What sort of make is it?
Daughter: I don’t know.
Mother: She doesn’t know Norman. It doesn’t matter.
Norman: Of course it doesn’t matter. Just curious.
Daughter: Well, I guess I should have looked. Let’s see, it’s er.. Very ugly
and it breaks down a lot.
Norman: Ugly and breaks down. Sounds like a nash.
Daughter: Yes, well….
Mother: Where’s ….your, your friend? You did bring your friend didn’t
you?
Daughter: I knew there was something I was forgetting.
Norman: That’s still on eh?
Daughter: Well, as far as I know…. Come on in, no one’s going to hurt you.
Mummy, Norman, this is Billy Ray.
Mother: Oh…
Billy Ray: How you doin’?
Norman: You seem awfully young to be a dentist?
Daughter: This is Billy Ray Junior.
Norman: Oh… I’m Norman Sayers Junior . Where’s ….?
Daughter: His father is trying to park the car.
Mother: Well, this is a great surprise. You can call me Ethelbelly and you
can call Norman, Norman.
Daughter: Huh, I like your logic Mummy! I’m gonna see if Bill has driven
into the lake.
Mother: ….put away some of these things.
Billy Ray: I hear you turned eighty today.
Pre-intermediate
Norman: That what you heard?
Billy Ray: Yeah… Man, that’s really old.
Norman: Huh, you should meet my father.
Billy Ray: Your father’s still alive?
Norman: Nah, but you should meet him.
Mother: Isn’t this fun? Norman, why don’t we put Billy in Chelsea’s old
room and then he can look out at the lake in the morning?
Norman: Why don’t we put him out on a float and he can look at the lake
all night long?
Billy Ray: I’d like that.
Mother: I’m afraid you’d be eaten alive by all the bugs!
Norman: So?
Mother: Norman, take him up. Show him where everything is.
Norman: Come on boy.
Billy Ray: I just had a birthday too. I turned thirteen two weeks ago.
Norman: Huh, we’re practically twins.

Pre-intermediate
Unit 6 - Around the world
Alison: I lived in Belfast until nineteen ninety-four. Er....so for eighteen

years, until I moved to Scotland to go to university. The people
in Belfast are very warm and friendly, and they like to laugh a lot
and they enjoy telling jokes. In Belfast, I recommend people to
visit the place where the Titanic was built and to learn about its
history. We also have a famous clock tower in Belfast called the
Albert Clock but it's falling over. I'd like to go back to live there
one day but at the moment it's very easy for me to travel home
and I go home about once a month to visit my family and
friends.
Jennifer: I was born in Erie and I lived there for seventeen years. My
favourite thing about living in Erie was my friends. Um.. I had a
great circle of friends. Erm.. the weather is very warm in the
summer time.......it can be …er…. incredibly hot and sunny. And
then in the winter time it can be very cold and usually it snows
between October and March, so it's quite a..... change. I don’t
think that I’ll go back and live there – it doesn’t feel like home to
me. My parents live there so chances are I’ll be visiting them but
I don’t think I’ll be living there.
Kathleen: I lived in Trinidad from the age of three. And I spent all of my
childhood and my teen years there. The weather is.........pretty
hot throughout the year... I think there are lots of things that you
can do particularly if you love being in the outdoors. You can go
swimming on the beaches or scuba diving or snorkelling. Maybe
one day I would like to go back to live there but I can't say at the
moment.
Astrid: I lived in Perth all my life until two thousand and two. I loved the
sunshine and the beaches, being able to walk along the coast is
just lovely. Sometimes the weather is too hot. That would be the
main thing that I didn't like. I would love to go back to Australia.
To Perth in particular. It's my favourite place in the whole world.

Pre-intermediate
Unit 7 - Carry on Doctor
Man: While my assistant passes amongst you with the collection box...., I will
deliver my final message. Look at me, I don't need doctors, I don't need
medicine. And nor will you, if you just think. Nothing, nothing can
happen to me! And believe me, nothing will!
AAAGGHH! .......Oh no……..
[In the ambulance…]

Man: Oh...., oohhh, aghhh, oh...
Ambulance
Man: Blimey, he's in a hurry!
[In the hospital…]

Man: Ah..uh… Who?
Nurse: Good morning.
Man: Oh, good morning. I'm afraid I must have overslept. What time is it?
Nurse: Six o'clock.
Man: Six o'clock.........in the morning?
Nurse: Yes, that's right. Did you have a good night?
Man: I'll let you know when it's over.
Nurse: Under the tongue.
Orderly 1: Tea up! Tea!

Man: Er! That's not what I would call it!
Orderly 2: Washy time!

Man: I don't want washy time! Er....uh.....
Man: Why don’t you just…….. Cow!
Doctor: Thank you nurse. Sorry sister..........Fine, now this isn't going to hurt.
Man: AAAAGGHHH! Ahhh oh.............

Pre-intermediate
Unit 8 - Speed-dating
Darren: I'm Darren Govindasami. I'm twenty seven years old. I'm a
dentist and during the week, I live in Docklands and I'm back
home in Purley with my family on the weekends.
Kavita: My name is Kavita Sedov. I'm a twenty-four year old IT
consultant and I live in Osterley in West London.
Narrator: Darren and Kavita are both young and single. They don't have a
girlfriend or a boyfriend but tonight they're trying a new way to
meet someone special. Speed dating........
Kavita: I'm up for new things........Erm......And I've had failed

introductions in the past. I mean the last few months I've had
quite a lot going on, Errmm and they've not been very
successful at all.
Darren: It's the first time I'm doing it, so you can just speak to them for,
apparently you can speak to them for about three minutes and
then you get a good idea of whether they interest you or not.
Kavita: And it's a great way of meeting new people cos I'm bored of
meeting the same people and I think it's quite exciting to meet
different people, y'know in the space of one night.
Darren: You're not under any presssure. Apart from the time. You're not
under any pressure. My ideal girl? Should be down to earth,
pretty, good sense of humour and in a similar professional
background.
Kavita: I'm looking for a guy with immense intellect. I'd like to....
er…someone I can have a stimulating conversation with, as
apposed to the boring guys that I've been meeting. Someone
with.........someone who can make me laugh.
Narrator: The rules are simple. People can chat for three minutes. Then
they can complete a card with the other person's name, and tick
yes or no.
Compere: Please move on to your next date.

Narrator: If two people tick yes, then the organisers exchange their email
addresses.
Kavita: Hello.
Darren: Which university did you go to?
Kavita: I was at UCL.
Darren: Oh, so you know my friends from UCL then.
Kavita: Yeah. Oh, one of my favourite restaurants is SSS in Chiswick. I
love Chiswick.
Darren: What, what sort of religion are you? Are you..?
Pre-intermediate
Kavita: I'm Hindu. I'm Hindu Punjabi.
Darren: I'm Hindu as well.
Kavita: I love chilling at bars, I love eating out, I love my walks in the
park.
Narrator: And the result? They both ticked yes. Success.

Pre-intermediate
Unit 9 - The interview
Camera: Ahh.. Hi Steve. I said, Hi Steve. I'm up here. Higher. The

security camera Steve. Yes, that's right. The security camera.
And I'm talking to you. It's OK. No one else can hear me. Just
relax. Relax. I'm here to help you.
Steve. ......I know you're going to an interview and I know you're
nervous about it. Are you properly prepared?
Steve: Look, I don't know what sort of joke this is, but I'm not going to
talk to a security camera.
Camera: You can call me Jim. That might be easier for you.
Steve: I don't care what your name is. I'm not talking to a security
camera in the street. Who d'you think I am?
Camera: You're Steve Morgan. You're a salesman. A good dynamic
salesman. You're going to an interview for a new job and you're
a bit nervous. Because the job description asked for advanced
IT skills.
Steve: H-how do you know that? I'm not talking to you.
Camera: Steve. I know you're worried about your IT skills. Admit it. You're
wondering if you're good enough for the job.
Steve: It's true. IT is my weakest area. It's a real problem. What am I
doing? I'm more nervous than I realised.
Camera: I can help with that.
Steve: I don't need help.
Camera: That's what they all say. Shop assistants, taxi drivers, school
teachers. They don't want to talk to me either.
Steve: I don't want help. OK?
Camera: OK. So what do you know about the job? How much profit did
the company make last year? How big is their market share?
Steve: I don't know what share of the market they have, or how much
profit they made.
Camera: So, what do you know about their main competitors? What
about their after sales policy? Their customer care programme?
Steve: I don't know anything about that. But........you're right. I'll ask
them about their policy on after sales support and customer
care.
Camera: And by the way. You know they deal in retail technology? Well,
exactly what sort of products do they sell?
Steve: What are their products? I don't know what they sell. I can't
believe it. I don't actually know what products they sell.
Ah.....how stupid!
Camera: You're so busy thinking about bonuses and promotion, you
haven't even checked out their product line. You're taking a big
risk. Walking into an interview as a salesman without actually
knowing what it is you'll be selling.
Steve: Look, I'm grateful for your help. Now will you please just leave
Pre-intermediate
me alone. I have to think.........
Camera: Are you thinking?
Steve: Yes.
Camera: What about?
Steve: The interview. Interview!
Camera: What is the most important part of an interview? Go on. Tell me.
Steve: When they ask you about your relevant work experience, and
academic qualifications.
Camera: Wrong! The most important part of an interview is the moment
you enter the room. First impressions are more important than
anything else.
Steve: I knew that.
Camera: So, you feel positive? Did you practise answering questions out
loud on your own? Just be confident, Steve. Believe in yourself.
Be charming. Encourage people to relax when they're with you.
Be dynamic. Full of energy and ideas.
Steve: Yes, I am charming. I believe in myself and in what I'm selling.
I'm enthusiastic and........huhoh.......dear.
Camera: Come on now. You're the ideal candidate. You've got years of
experience. You're excellent at closing deals. You can motivate
a sales team. You are constantly improving your computer
skills......Yes.......and your appointment's in three minutes..........
Well, hello again........
Steve: Hi....
Camera: By the way, they sell security cameras.

Pre-intermediate
Unit 10 - Wolves
Narrator: Wolves have got a bad reputation. In fairy tales and children’s
stories, they're frightening dangerous animals. They're also very
intelligent. They can even dress up as humans.
Voice: These nasty old wolves dressed one of their kind to look like
Little Bo Peep. Out he did go with one thought in mind. To
capture the poor little sheep.
Narrator: There are a lot of horror films about werewolves.
Female voice: Help us! These men have promised not to harm you.
Male voice: I just don't understand. There's a curse upon me... I change into
a wolf
Narrator: The world werewolf means man wolf. Normal people during the
day become werewolves at night. They have the appetite of a
wolf and eat people. They're also very difficult to kill.
But why are wolves so terrifying to man?
Although wolves were once common in North America, Europe

and Asia, most wolves are now found in only the most northern
areas. They're intelligent animals and communicate with body
language and sound. They can talk with other wolves ten
kilometres away.
They live and hunt in groups called packs, but they rarely or
never attack humans. Perhaps man's fear of wolves lies in the
past. In the long, cold winters people and wolves competed for
the same food. However, today humans control the planet.
While we have all the food we need, wolves are nearly extinct.
Of course, we're still a little frightened of them.

Pre-intermediate
Unit 11 - Gill's wild world
Gill: I'm a travel writer and TV programme maker. I spend much of the year
travelling, visiting countries and writing about them.
I work with film crews to make programmes in amazing places. In fact,

I've just got back from Antarctica. I'd like to travel most of the year, but I
need to spend time here at my desk writing stories for newspapers and
scripts for television programmes.
Many journalists today use laptop computers, but I prefer travelling

light.
I'm the travel editor of a British newspaper called The Sunday Mirror.
Sometimes I have eight pages to write every week and sometimes we
have two million readers.
I think I've been to about seventy countries from Antarctica to the Arctic
and lots of places in between. However there are still many places to
see. I haven't been to Russia or Mongolia yet and they'd be very
interesting places to visit.
The most amazing place I've ever been to is Canada. I like open
spaces and the scenery is stunning.
Fiji is also fun and has some of the friendliest people I've ever met.
Ladies: Ni Sa Bula! (Greetings)
Gill: Some of the jobs can be quite scary like the time I was nearly eaten by
an angry shark in Thailand.
The best thing about the job is the excitement of going to new places. I
don't mind where - it might be trekking in the Himalayas or just visiting
a museum in a town nearby.
Some of the TV programmes are filmed in wild places like Canada or

New Zealand. Others are in big cities like New York. Here's one I'm
working on today.
This is Antarctica. It's the coldest, it's the driest, and it's the windiest
continent on earth. But that doesn't worry the animals.

Pre-intermediate
Unit 12 - The Ladykillers
Mrs Wilberforce: Ah, professor. Ah, good afternoon gentlemen. Your last
parcel? Ah professor, I must give you back your ten
shillings.
Professor: Thank you.
Mrs Wilberforce: You see the cabman wouldn't keep any money ‘cause he
said he was going into some other business.
Lee: How about that? Heh? How about that?
Harry: Got it?
Mrs Wilberforce: You know I was even hoping you'd be able to play for
them? Oh yes...Barker, really… Do you know if only you
could have stayed just a few minutes longer? They will be
so disappointed to have missed you and......And as for
me, well I'm sad to see you go.
Lee: Gotta get my 'cello. Upstairs.
Mrs Wilberforce: I only hope you enjoyed it as much as I have.
Major Courtney: Indeed we have, Madam. Thank you, thank you.
Mrs Wilberforce: Goodbye Major Courtney, and I do wish you good
fortune......
Major Courtney: Thank you, thank you...
Mrs Wilberforce: .....in your travels. Oh indeed I do. Oh, oh. I'm so sorry.
Goodbye Professor Marcus. Goodbye gentlemen,
goodbye.
Major Courtney: Tootle-lou!
Mrs Wilberforce: Yes…
Lee: Bye, bye Mrs Luck…er.. Bye, bye Mrs Wilberforce.
Thanks for a nice tea and everything.
Mrs Wilberforce: Goodbye.
Lee: Goodbye.
Major Courtney: What is that moron playing at?
Lee: It's stuck in the door..........The case is.............
Harry: Well, ring the bell, brains, don't just stand there..... Thank
you!
Professor Marcus: It's all right Mrs Wilberforce. Everything's under control.
Goodbye!............ GOODBYE!
Men: .........over in the car then.........
.......get out..........
.........it's my money
Louis: Wait a minute. Stop and think
Major Courtney: Drive on, drive on......
Professor Marcus: I said wait a minute! What are we going to do about her?
Louis: Make your mind up!
Professor Marcus: .....I tell you, we must do something....
Louis: All right!
Professor Marcus: She knows. She saw the money. She'll talk. And my
Pre-intermediate
picture's on file. And so is Harry's. And yours! If they take
her down to the gallery, she'll shop us. They've got our
fingers and thumbs.

DVD Film bank answer key
Unit 1 - London
1
2
1 A 2 B 3 A 4 B (5.7 million visitors per year) 5 B (built 1705) 6 B
3
Correct order: D, H, F, A, G, B, C, E
5
Unit 2 – Summer holiday
1
2
1 holiday 2 two 3 laughter 4 worries 5 brightly 6 blue 7 true 8 dream
4
Things in the extract:
musicians on a beach, London double-decker buses, people sitting on
deck chairs, waves crashing onto the beach
5

Unit 3 – Jamie Oliver
1
2
5 a)
8 b)
3 c)
7 d)
6 e)
1 f)
2 g)
4 h)
4
Unit 4 – Surviving in the Sahara
1
2
1 one-fifth 2 Sahara 3 50ºC 4 stay with 5 get in the shade
6 drink your water 7 ‘V’ 8 scorpions
4
5

Unit 5 – On Golden Pond
1
2
• is warm and welcoming M
• kisses someone on the cheek D
• is reserved and distant F
• takes his/her coat off D
• points at someone D
• introduces someone to someone else D
• shakes hands with someone B and F
• walks upstairs F and B
3

Unit 6 – Around the world
1
1 English 2 Belfast and Port of Spain 3 Erie 4 Belfast 5 Port of Spain
and Perth 6 Port of Spain (1.2 million) and Perth (1.3 million) (Erie
102,000; Belfast 280,000) 7 Port of Spain and Perth 8 Erie 9 Belfast,
Port of Spain and Perth
2
How long did What did she What can you Would she like
she live there? like about it? do there? to go back and
live there?
Alison from 18 years the warm, visit place the yes
Belfast friendly Titanic was
people built and the
Albert clock
Jennifer from 17 years friends - no
Erie
Kathleen from all childhood - swimming, yes
Trinidad and teen years scuba diving,
snorkelling
Astrid from all my life until sunshine and go to the yes
Perth 2002 beaches beach
3

Unit 7 – Carry on Doctor
1
2
1 c) have an accident 2 h) go to hospital in an ambulance
3 b) do the hoovering 4 d) take a sip of tea 5 a) open the blinds
6 e) prepare a syringe 7 f) put a thermometer under someone’s
tongue 8 g) wash someone’s face
4
Correct order: 1, 2, 5, 7, 4, 8, 3, 6
5
Unit 8 – Speed-dating
1
2
1 slots 2 humour 3 addresses 4 earth 5 conversation 6 background
7 other
3
1 a the man b neither c the woman 2 a the woman b the man
c neither 3 a neither b the woman c the man 4 a the man b neither
c the woman
4

Unit 9 – The interview
1
2
3
4 a find out about the company you are applying to/make a good first
impression/be enthusiastic and self-confident b a conversation
between the candidate (Steve) and a security camera as he makes his
way to the interview
5
Unit 10 – Wolves
1
2
1 T 2 T 3 F This was true in the past but now wolves are found only
in the most northern areas. 4 T 5 F They tend to move in groups.
6T 7T
3

Unit 11 – Gill’s wild world
1
2
1 travelling 2 writing about them 3 film crews 4 at my desk
5 scripts 6 laptop computers 7 travel editor 8 two million readers
4
A Russia or Mongolia B Canada C Fiji D Thailand E Antarctica
5
Unit 12 – The Ladykillers
1
2
3
1 A group of musicians 2 Robbers 3 The cello case comes open
and some of the stolen money falls out 4 To do something about
Mrs Wilberforce
4
5

Total English
Intermediate
Total English
Intermediate
Unit 1
Friends and relationships
1 Unscramble the following words/phrases in the box below.
sobs eugealloc regnarts xe-dneirflrig

tseb dneifr etam-meat ecnatnaiuqca dol dnefir
Match each of the words/phrases above to the definitions 1-8 below.

1 someone you work with
2 someone you play a sport with in a group
3 someone you do not know at all
4 someone who you know casually but not well
5 your manager
6 the friend who you favour most
7 the girl you used to be romantically involved with
8 the friend you have known the longest
2 Read the following sentences and correct the mistake in each one.
1 I hope I keep on touch with all my friends from my English class.

2 We have such a laugh: we have exactly the same sense in humour.
3 He has a lot in comon with her.
4 I never want to lose touches with my oldest friend.
5 Once I got too know him, he was a really friendly person.
6 They really enjoyed his companies.
7 I don't want to fall in over money, so let's divide all our bills equally.
8 They got under so well, I was surprised they broke up.
Compare your corrections with your partner.

Friends and relationships
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; relationships. This

warmer is designed to be used in conjunction with unit 1.
Time: 40 minutes
Materials: photocopies of the worksheet for each student
1 Ask students to unscramble the words/phrases in the box. Allow

students to briefly scan through the lead-in page of the Students’
Book, page 5 to look at the vocabulary. Then suggest that students
can also use the definitions in the second part of the exercise to
help them. Monitor to check they are going in the right direction
and give help if necessary. Elicit answers from students.
Answers: 1 colleague 2 team-mate 3 stranger 4 acquaintance

5 boss 6 best friend 7 ex-girlfriend 8 old friend
2 Students read the sentences and correct the mistake in each

sentence. Elicit students’ answers and encourage peer correction.
Answers: 1 keep in touch 2 same sense of humour 3 a lot in

common with her 4 lose touch with 5 I got to know him 6 enjoyed his
company 7 want to fall out over money 8 They got on so well

Auxiliaries
1 Read the following prompts and write full questions using the correct
auxiliary form and you.
1 film star/like best?
2 book holidays on the internet?
3 worry about money?
4 interested in conservation?
5 pop artist/not like
6 your best friend look like?
7 like reading gossip or sport in the newspapers?
8 ever talk about politics with your friends?
2 Ask your partner the questions 1-8 from Ex. 1. Make sure he/she
answers using the auxiliary and gives a reason for their answer.
Make notes of their responses.
3 Look at your partner’s answers. Write down each answer below using the
3rd person auxiliary form.
1 _______________________________________________
2 _______________________________________________
3 _______________________________________________
4 _______________________________________________
5 _______________________________________________
6 _______________________________________________
7 _______________________________________________
8 _______________________________________________
4 Return the answers to your partner. Ask them to correct any mistakes.

Auxiliaries
TEACHER’S NOTES:
Aim: to provide further practice of auxiliary forms. This worksheet is

Time: 40 minutes
1 Students read the question prompts and then expand these to form
full questions. Monitor the activity whilst students complete the
questions. Elicit the questions from the class.
Answers: 1 Which film star do you like best? 2 Do you (ever) book
holidays on the internet? 3 When do you worry about money?/Do you
ever worry about money? 4 Are you interested in conservation?
5 Is there are pop artist you don’t like?/Which pop artist don’t you like?
6 What does your best friend look like? 7 Do you like reading gossip
or sport in the newspapers? 8 Do you ever talk about politics with
your friends?
2 Students ask each other the questions responding with a short

answer form using the auxiliary form of the verb and then give a
reason for each answer. Go around the class to monitor, making
sure that students are taking notes of their partner’s answers.
3 Students get practice of the third person auxiliary by writing down

all their partner’s responses using complete sentences.
4 Students swap their work at the end to correct each others.

Monitor to check that all corrections are correct. Ask any
interesting answers to be read out to the class.

I do or I am doing?
1 Be creative! Write four sentences about your life at the moment using the
Present Simple.
1 _______________________________________________
2 _______________________________________________
3 _______________________________________________
4 _______________________________________________
Now write four sentences about your life at the moment using the
present continuous.
5 _______________________________________________
6 _______________________________________________
7 _______________________________________________
8 _______________________________________________
What is the difference between when we use the Present Simple and
when we use the Present Continuous?
2 Work with your partner to write a joint email to your friends at home
telling them how you are spending your time at the moment. Use the
sentences above. Write at least ten sentences.

I do or I am doing?
TEACHER’S NOTES:
Aim: to provide freer practice of the Present Simple and Present

Continuous. This worksheet is designed to be used in conjunction
with unit 1.2.
Time: 40 minutes
1 Ask students to note down what is going on in their life at the

moment. Students then write four sentences using the Present
Simple and four using the Present Continuous. Monitor carefully to
check they have used the tenses correctly. To check understanding
of how to use the tenses ask students to differentiate between the
two tenses. Elicit answers from students.
Answers: The Present Simple is used for the following:

a) habits, routine b) things that are always true or permanent
c) describing a state. The Present Continuous is used for the following:
a) things that are happening now at this precise moment b) temporary
situations that are happening around now.
2 Students work together to consolidate their activities. They can

write more than ten sentences as long as there is an equal balance
between both tenses. Monitor to check that they are on the right
lines. At the end ask students to exchange their email with another
pair, so they can correct each others. Monitor and give assistance
where necessary. Get feedback from the students at the end.

Did or have done?
1 Read the following sentences and fill in either the Present Perfect or Past
Simple form of the verb.
1 My oldest friend and I ________ (have) a lot in common until she
started mixing with a different crowd of people.
2 I ________ (enjoyed) spending time with you this weekend. Thanks
for inviting me over.
3 We ________ (not keep in touch) because we ________ (live) a long
way away from each other.
4 We ________ (not talk about) that subject this evening because Ela is
very sensitive to that type of thing.
5 She ________ (not surf) the internet since last week!
6 He ________ (look up to) his history teacher at school.
7 I ________ (spend) lots of money on clothes this month.
8 They ________ (forward) the email message to their teacher.
2 Read the following question prompts for Present Perfect questions, and
then write the questions in full. Write two questions of your own.
1 you ever argue with a good friend?
2 you ever lose touch with someone you wish you hadn’t?
3 you ever spend too much money on an item of clothing?
4 you ever be interested in working overseas?
5 you ever fall out with a member of your family?
6 you ever start talking to a stranger and this person became a friend?
7 ______________________________________________________?
8 ______________________________________________________?
3 In pairs, take turns to ask each other the questions. Respond using the
Present Perfect and the Past Simple.

Did or have done?
TEACHER’S NOTES:
Aim: to provide further practice of the Present Perfect versus the

Present Simple. This worksheet is designed to be used in
Time: 40 minutes
1 Students read the sentences and then fill in the gaps with either
the Present Perfect or the Past Simple. Monitor carefully to check
they have used the tenses correctly. Elicit answers from the class.
Answers: 1 had 2 ’ve enjoyed 3 didn’t keep in touch/lived 4 haven’t

talked about 5 hasn’t surfed 6 looked up to 7 ’ve spent 8 forwarded
2 Students expand the question prompts into Have you ever …?

questions in the Present Perfect. Tell students to write two of their
own questions to make the exercise more personal. Elicit questions
from class.
Answers: 1 Have you ever argued with a good friend? 2 Have you
ever lost touch with someone you wish you hadn’t? 3 Have you ever
spent too much money on an item of clothing? 4 Have you ever been
interested in working overseas? 5 Have you ever fallen out with a
member of your family? 6 Have you ever started talking to a stranger
and this person became a friend? 7 and 8 Students’ own answers
3 Students work in pairs asking each other the questions. Students

respond firstly using the Present Perfect and then expand their
answer using the Past Simple. Monitor to check that both tenses
are being used correctly. As class feedback, choose random pairs
to read out a question and their answer.

Getting on with people
1 Read the following questions 1-8 and discuss them with your partner.
1 Which person in your group of friends do you get on with best?
2 What qualities does a person have to make you look up to them?
3 When you were very small what did you want to be when you grew
up? Do you still think the same?!
4 What do you think are important qualities to help you to get on with
your boss?
5 How long will you carry on learning English?
6 What do you think is the most fulfilling thing for a parent in bringing
up a child?
7 Have you ever been told off by your teacher or boss? Why?
2 Write a short paragraph describing your relationship with one of your

family members. Try to use all of the phrasal verbs from Ex. 1.
3 Choose five phrasal verbs from Ex.1. Write a question for each one using
the table below. Ask two students the questions and add their answers to
the table.
Question Answer
1
2
3
4
5
4 Report back to the class the answers you receive.

Getting on with people
TEACHER’S NOTES:
Aim: to provide further practice of the vocabulary; phrasal verbs and

communication sections from unit 1.
Time: 40 minutes
Materials: photocopies of the worksheet for students
1 Students discuss the questions with their partner giving full

answers to each question. Monitor students as they talk and
respond to any questions. Get class feedback at the end.
2 Students write a similar account to the one they wrote about a

friend in the Students’ Book page 16, The tree of friends, but this
time they write about their relationship with a family member.
Monitor students as they work, and ask students to swap at the
end to correct each other's work. Monitor this part too to check
that corrections are correct.
3 Students use the phrasal verbs freely to create their own questions
which they write in the box. Monitor their question writing to check
everything is correct. Encourage students to get up and ask at
least two other students their questions. Students note down the
answers and report back to their partner
4 Ask students to report their findings to the class and give feedback.

Total English
Intermediate
Unit 2
Media quiz
1 Answer the following questions all connected with the media.
1 What is the name of the person who controls the contents of the newspaper?
2 Who actually finds out the information and writes the stories in the newspapers?
3 Which day of the week paper contains the most sections in the UK?
4 What is the name of the section that often has interviews with celebrities and film
stars etc?
5 Where do you look to find out information about money matters?
6 The main news stories appear in short on the front of the paper. What are they
called?
7 There is one area of the media in the UK which is the fastest growing - what is it?
8 The name of a person who takes part in a quiz show is a c_ _ _ _ _ _ _ _ t.
9 A television or radio story about the daily lives of the same group of people is
called:
a a chat show
b a soap
c a quiz show
10 What is the name of the people who watch a live show in a studio?
11 A film or TV programme that gives facts and information about something is
called:
a the news
b a live performance
c a documentary
12 What is the name of the female equivalent of an actor?
13 What is the name of the papers published every day of the week?
14 Who is the person who physically films live TV?
15 What is the name of the person who is responsible for the making of a show or
programme?
2 Now compare your answers with your partner. Are they all the same?
Decide which one is right or wrong if any are different.

Media quiz
TEACHER’S NOTES:
Aim: to introduce media vocabulary. This warmer is designed to be

used in conjunction with unit 2.
Time: 40 minutes
answer the questions if they are finding it difficult.
2 Ask students to compare and discuss their answers in pairs. If they

worked with a partner encourage them to compare and discuss
their answers with another pair. Elicit answers from the class.
Answers: 1 an editor 2 a journalist 3 The Sunday papers 4 the

review section 5 the financial section 6 the headlines 7 online news 8
contestant 9 a soap 10 the audience 11 a documentary 12 an actress
13 the daily papers 14 a cameraman 15 a producer

Media opinions
1 Read the following dialogue between two friends exchanging views on the
media. Underline any mistakes. There are nine mistakes.
Chris: Yes, I thought that reality TV is just cheap and dull TV. It costs hardly
anything to make and relies on the people in it for entertainment…
Liz: I’m not sure on that… I mean, celebrities have to be paid and some of
the people in the shows are quite funny.
Chris: I don’t think so. They don’t have much to say and are just looking for
fame. I prefer documentaries - they give you so much more to learn
about…
Liz: It depend on what they’re about. Some are great, but others can be a
bit heavy going. What you think?
Chris: On my opinion they’re all about learning, but I do see your point that
some can be quite heavy going. What’s your opinion in quiz shows?
Liz: It depends under the show - some are entertaining and you learn
something, but others are a bit silly.
Chris: Definately! Some are a bit stupid, but others are good value I think.
Liz: So, what shall we watch tonight on TV?
Chris: There’s a great documentry on one channel…
2 In pairs, compare what you have underlined in Ex. 1 and correct the
mistakes together.
3 Discuss the following types of programmes in groups of three or four

giving clear reasons for your opinion.
1 Reality TV
2 Documentaries
3 Quiz Show

Media opinions
TEACHER’S NOTES:
Aim: to provide further practice of the can do statement; give

opinions and agree/disagree. This worksheet is designed to be
Time: 40 minutes
Materials: photocopies of worksheet for each student.
1 Students read the dialogue and underline any mistakes. Monitor to

check if any students are having problems locating final mistakes,
so you can point them in the right direction.
2 Students compare underlined mistakes with their partner, and

correct them. Elicit mistakes with corrections from the class.
Answers: 1 change thought to think 2 change I’m not sure on that

to I’m not sure about that 3 change It depend on to It depends on
4 change What you think? to What do you think? 5 change On my
opinion to In my opinion 6 change What’s your opinion in..? to
What’s your opinion on…? 7 change It depends under … to It depends
on … 8 change Definitely! to Definitely! 9 change documentary to
documentary
3 Students use their input language on giving opinions and

(dis)agreeing from unit 2.1 to ask and respond to questions on TV
programmes. Monitor activity to check correct use of input
language and note down any general mistakes to remind class of
on the board at end of lesson. Ask for class feedback on activity-
was there one type of TV that everyone thought similarly on for
example? Any notable views expressed?

Defining things…
1 Correct the relative pronouns in the sentences 1-8 below.

1 The camera what the producer broke was very expensive.
2 He became a famous actor which won a lot of Oscars.
3 The ‘It’ girl who extravagant clothes always got her noticed.
4 We loved the atmosphere of the studio which we worked.
5 Where I heard the headlines that night, I couldn’t believe it!
6 I loved the documentaries who that producer made.
7 The reality show was filmed in the house of a millionaire what family
continued to live upstairs during the show!
8 I finally realised what a great mystery story it was where someone
explained the twist in the story.
2 In pairs, look at the following words and write a defining relative clause
using who, when, which, where or whose in each sentence.
1 Catherine Zeta Jones 5 A journalist
2 Television 6 A live performance
3 Theatre 7 TV Studios
4 Newspapers 8 An advertisement

Defining things…
TEACHER’S NOTES:
Aim: to provide further practice of defining relative clauses. This

Time: 40 minutes
Materials: photocopies of worksheet for each student
1 Students read the sentences which all contain an incorrect relative

pronoun. Students correct each relative pronoun and compare with
their partner. Elicit answers from the class.
Answers: 1 that 2 who 3 whose 4 where 5 when 6 that/which

7 whose 8 when
2 Students have a freer practice opportunity here. They read through

the list of words and write their own defining relative clause
complete with relative pronoun. Allow students to work together to
make the activity fun. Monitor as they work to correct any
mistakes. Elicit sentences from the class at the end of the activity.
Suggested answers: 1 Catherine Zeta Jones is an actress who

married another actor called Michael Douglas/CZJ is an actress whose
husband comes from a famous acting family. 2 Television is
something that/which we watch when we want to relax. 3 Theatre is
a place where we can watch live drama with actors and actresses.
4 Newspapers are publications that/which we read to find out
information about the world. 5 A journalist is someone who writes
stories for newspapers. 6 A live performance is something that takes
place at the same time as it actually happens. 7 TV Studios are places
where show are produced and recorded for TV. 8 An advertisement is
something which/that promotes a particular product.

Describing meaningful events
1 Read the following passage and complete the gaps using the correct tense
of the verb in brackets.
I remember very clearly the day that my youngest brother was born. I (1) ________
(be) eight at the time and I (2) ________ (look) forward to helping my mum with the
new baby. It (3) ________ (snow) very heavily when my mum (4) ________ (leave)
for the hospital. We (5) ________ (stay) at home with our grandmother, and had
great fun playing in the snow outside. We (6) ________ (make) a snowman, and
(7) ________(call) it baby! Our grandmother (8) _______ (cook) us some homemade
soup while we (9) ________ (tidy) the house ready for the new baby.
We (10) ________ (have) a bath when the phone (11) ________ (ring) with the news
of the baby. He (12) ________ (be) a beautiful baby boy called Cameron, and he
(13) ________(cry) loudly at that moment! Whilst my grandmother (14) ________
(read) us our bedtime story, I (15) ______ (keep) interrupting her to ask questions
about the new baby!
2 Ask your partner the following questions. Make sure the Past Simple and
Past Continuous is used in the replies.
1 What is the funniest thing you remember happening to you at school
or work?
2 What has been your best sporting moment?
3 What was the best result you got at school? How did you feel? Did you
celebrate?
4 Has there been a moment when you were very proud of a family
member?
5 What’s the best holiday you’ve been on? Why, what happened?
6 What was your first job? Do you have good or bad memories?

Describing meaningful events
TEACHER’S NOTES:
Aim: to provide further practice of Past Simple and Past Continuous

tenses as well as describing important events from your life. This
Time: 40 minutes
Materials: photocopies of the worksheets for each student
1 Students read the passage which records an important event in the

writer’s life. They then fill in the appropriate tense, using either the
Past Simple or the Past Continuous and compare answers with their
partner. Elicit answers from the class.
Answers: 1 was 2 was looking 3 was snowing 4 left 5 stayed 6

made 7 called 8 cooked 9 tidied 10 were having 11 rang 12 was
13 was crying 14 was reading 15 kept
2 Give students time to read through the questions and make notes
as to what their own answers will be. Encourage them to choose
verbs they’ll use and the correct tense too. This is a freer speaking
activity giving students a chance to utilise the past simple and past
continuous tenses. Monitor the activity to check everyone is on the
right lines and then ask for feedback on any interesting answers at
the end of the activity. As an optional extra, students can write up
their answers to the questions for homework.

What’s in a headline?
1 Read the following headlines. Work with your partner to decide on three
headlines to go on the front page of your newspaper. Note down a reason
for each choice and why you think the combination works.
Major UK airports threatened by freak high winds
Fashion world rocked by super model revelations
Fear of contamination make supermarkets withdraw tins of

fish
Political scandal hits election campaign again!
Pop princess and pop prince tie the knot in wedding of the
year!
Finance world in chaos after collapse of major corporation
2 Re-group with another pair. Compare your choices for your front pages
and give your opinions clearly as to why you have chosen these.
3 In pairs, decide on what will feature in the following sections of your

newspaper. Write notes only.
1 Sports section: which sports will be covered? Who will be

interviewed?
2 Financial section: what event or person will you feature here?
3 Review section: is there a film, play, book or TV programme at the
moment which you’ll have an article about? Who will you interview?

What’s in a headline?
TEACHER’S NOTES:
Aim: to provide further practice of the vocabulary; in the news and

the communication section: the front page from unit 2.
Time: 40 minutes
1 Students read through each headline carefully. Check that they are
clear on the meaning of all the vocabulary. Students work in pairs
to decide which three headlines will go on their fictitious newspaper
front page. Students have clear reasons for their choice of each
headline.
2 Students work with another pair, each pair explaining their choice
of headline to the other pair. Encourage students to ask further
questions about each others choices if they want to.
3 Students return to working in their original pairs and decide the

content of their sports, financial and review section. The aim of this
is communication rather than producing a finished product. Monitor
to check that students are discussing what or who to include and
that is enough. Monitor and give assistance where necessary. Get
feedback from the students at the end.

Total English
Intermediate
Unit 3
The lifestyle crossword
1 Read the clues and then fill in the crossword.

1 2 3
4
5
6 7
8
9
10
11 12
13 14
15
16
Across:
2 adjective describing a room which has lots of space
5 a house in the country or by the sea
6 another word for a flat
8 not interesting or exciting
10 an area joined onto the outside of a flat often with a table and chairs
11 a house that is not joined to any other houses
13 adjective describing where furniture and other things are all too close together
15 In American English it is an elevator
16 you open this and go through it to enter a garden
Down:
1 the opposite of he_ _ _ _y
2 the areas on the edge of cities - People often to commute to the cities from these areas
3 somewhere very warm - often the centre of the living room
4- the opposite of old-fashioned
7 a house which is joined to the house on either side
9 opposite of noisy
12 another word for busy
14 an area in front of a house that a car can park on or drive up to the house on
2 In pairs, write a sentence using each of the words in the crossword.

The lifestyle crossword
TEACHER’S NOTES:
Aim: to provide further practice of the vocabulary from the unit’s

Lead-in page. This warmer is designed to be used in conjunction
with unit 3.
Time: 40 minutes
Materials: photocopies of the worksheets for the students
unit 3, page 45. Explain to students that all the words in the
crossword are connected with lifestyles, and vocabulary that they
have recently been introduced to. Students read the clues. Check
to see if there are any questions. Students then work on each clue
filling in the crossword. Monitor to check they are on the right
lines. When students finish, they compare their answers and
spellings with their partner. Elicit answers from students.
Answers: 1 (Down) unhealthy 2 (Across) spacious/(Down) suburbs

3 (Down) fireplace 4 (Down) modern 5 (Across) cottage
6 (Across) apartment 7 (Down) terraced 8 (Across) boring
9 (Down) quiet 10 (Across) balcony 11 (Across) detached
12 (Down) hectic 13 (Across) cramped 14 (Down) drive
15 (Across) lift 16 (Down) gate
2 Ask students to work with their partner and write a sentence using
each of the words in the crossword. Elicit sentences from the class.

Future forms
1 Complete the gaps using will, going to or the Present Continuous and the
cues in brackets in the following sentences 1-8.
1 I ________ (go) to the theatre tonight after work. I ________ (have)
a big lunch now to save eating later!
2 I ________ (buy) the wool coat in this shop because it’s great value,
but I ________ (go) shopping tomorrow for everything else I need
for the trip.
3 ________ you come with me to the cinema?
4 Is she ________ (take) the job?
5 He doesn’t think she ________ (like) that neighbourhood. It’s very
noisy.
6 I’m sure you ________ (love) the cottage, it’s really pretty!
7 They’re ________ (move) into a lovely terraced house with a balcony
next to the sea.
8 A new complex ________ (open) in our neighbourhood with shops,
restaurants, cinemas and theatres.
2 Read the following letter of complaint and complete the missing

information. In pairs, decide what happened at the holiday cottage: was
it the interior, the view, the neighbourhood, etc. that the customer was
not happy with and write two or three sentences for each section.
Dear Sir/Madam,
I am writing to complain about a cottage I rented in the English Cotswolds
recently. I stayed there with my family for the first week of June.
a) According to the information I received …
b) Unfortunately there were other problems …
c) I tried to phone your office in Oxford but …
d) I am very disappointed …
I look forward to receiving a satisfactory reply.
Yours faithfully,
Chris Roberts

Future forms
TEACHER’S NOTES:
Aim: to provide further practice of talking about the future and the
can do statement; write a letter of complaint. This worksheet is
Time: 40 minutes
1 Tell students they have to construct complete sentences using

should, have to or can and the cues 1-8. If necessary do the first
one with them as an example. Check answers with the class.
Answers: 1 am going/’ll have 2 ’ll buy/’m going 3 will 4 going to

take 5 ’ll like 6 ’ll love 7 going to move 8 is opening
2 Students read the partial letter of complaint which has a similar

structure to the one they have completed in the Students’ Book
page 36. Students work in pairs to complete each paragraph. They
use their imagination to decide what was wrong with the cottage.
Refer them also to their Students’ Book page 33 for useful extra
vocabulary. Monitor as they work to answer any questions or
correct any mistakes. At the end of the activity ask students to
exchange their letter with another pair’s and to read each other’s
letters. They can make any corrections if necessary. Ask the class if
anyone is willing to read out their letter at the end of the activity.

The best and the worst…
1 Read the following sentences and correct the mistake with the
comparative or superlative.
1 That building over there is moderner than our office isn’t it?
2 I think that was the baddest journey I’ve ever had.
3 This town is peacefuller than the town we visited yesterday.
4 This park isn’t as picturesque the park we usually go to.
5 He’s the most tiny dog I’ve ever seen.
6 The weather is more dull than it was yesterday.
7 It was the most noisiest pub we’ve ever been to!
8 She was definitely gooder than the last tour guide.
2 Listed below are six items/activities. Read each one and make a note of
the best of each and the worst of each in your own experience. You can
use the words in the box below to explain your feelings.
Unspoilt modern ugly tiny clean noisy peaceful dull

enormous touristy picturesque lively historical polluted
exciting delicious unappetizing fantastic disgusting
1 Food
2 Film
3 Holidays
4 City
5 Music concert
6 Sporting activity
3 In pairs, take turns to talk about the six items/activities from Ex. 2. Use
superlatives and comparatives when you can.

The best and the worst….
TEACHER’S NOTES:
Aim: to provide further practice of comparatives and superlatives. This worksheet is

Time: 40 minutes
1 Students read the sentences and correct the incorrect comparative or

superlative. Students compare their corrected version. Elicit answers from the
students.
Answers: 1 more modern 2 worst 3 more peaceful 4 as picturesque as 5

the tiniest 6 duller 7 the noisiest 8 better
2 Students read the prompts and then make brief notes for their best and worst of
each activity using one of the adjectives in the list.
OPTIONAL ACTIVITY
You could go through the adjectives in the list as a quick quiz, and
ask class for superlative and comparative of each.
Monitor the students and tell them not to worry if they don’t have a response for
all of the activities - getting good, accurate practice for what they do have is
important.
For example: The best food I’ve ever had was at an Indian Restaurant. It was
tastier than my own cooking …
The worst food I’ve ever had was a takeaway hamburger … It was the most
disgusting burger ever!
At the end of the activity students compare their answers with each other. Allow
plenty of time for this part and monitor to check all students are using
comparative/superlative adjectives correctly. Ask students to write up their own
preferences using as many comparatives and superlatives as they can for
homework.

Who knows?
1 Complete the sentences 1-8 below using the prompts in brackets and
will, won’t, will probably, probably won’t, may, might or could.
1 They/buy/house with solar panels (certain)
2 I/drive/car with automatic gears (not certain)
3 He/not change/record player to CD player (certain)
4 We/stay/in this neighbourhood for a few more years (quite certain)
5 The sports centre/not open/at this time (not certain)
6 They/not move/to that town as it’s too noisy (quite certain)
7 He/play/for first team next season. (certain)
8 I/do a course in psychology next year (not certain)
2 Which modal verb; may/might/could can’t you use in the negative form?
3 Interview three students about their possible plans for the future. Ask
each student each of the three questions and write down how possible
each one is for them using the future possibility.
Go on a round Learn another Learn to cook 5

the world trip? language? different dishes
Student 1
Student 2
Student 3
4 Write a summary of each student’s answers using complete sentences.

Who knows?
TEACHER’S NOTES:
Aim: to provide further practice of future possibility. This worksheet is

Time: 40 minutes
Materials: photocopies of the worksheets for students
1 Tell students they have to construct complete sentences using will,

won’t, will probably, probably won’t, may, might or could and the
cues 1-8. If necessary do the first one with them as an example. Check
Answers: 1 They will definitely buy the house with solar panels.
2 I may/might/could drive the car with automatic gears. 3 He certainly
won’t change his record player to a CD player. 4 We’ll probably stay
in this neighbourhood for a few more years. 5 The sports centre
may/might not be open at this time. 6 They probably won’t move to
that town as it’s too noisy. 7 He’ll definitely play for the first team next
season. 8 I might/may/could do a course in psychology next year.
2 Check students can answer the question. If necessary refer them

to the Students’ Book page 45. (Answer: could)
3 Students have some freer practice of the future possibility through

this questionnaire. They ask three students the questions and
record their answers. Monitor to check that everyone is using the
correct tenses. Encourage students to ask extra questions if they
are confident. Students compare their answers in pairs at the end.
4 Either as a class activity or homework activity, tell students to

write up the answers from the students using future possibility
tense. Collect them at the end of class/next lesson for marking.

Suffix or prefix?
1 Read the sentences 1-8 below and decide on the correct prefix or suffix
for the words in italics.
1 There was a lot of cheating. The match was fair.
2 We decided to visit the house, because we hadn’t looked at
everything the first time.
3 My new washing machine is completely use. It doesn’t work properly!
4 Please be care. The steps down to the cellar are very steep.
5 He couldn’t take his eyes off her. She was incredibly attract.
6 It was a wonderfully quiet part of the world. Everything felt so peace.
7 I must have heard you, because I thought you called out my name!
8 She really liked him, because he was too full of himself.
2 Using the prefixes and suffixes in the box below form two new words per
prefix/suffix.
Prefixes: un, re, ex, mis, dis
Suffixes: ive, (l)y, ful, less, able/ible
___________ ___________ ___________ ___________

___________ ___________ ___________ ___________
___________ ___________ ___________ ___________
___________ ___________ ___________ ___________
___________ ___________ ___________ ___________
3 In pairs work together to write sentences for each of the words you have
chosen. Can you create sentences that are all linked to the theme of
lifestyle in unit 3?
4 Exchange your sentences with the pair next to you, read each other’s and
underline any mistakes. Make the corrections if necessary.

Suffix or prefix?
TEACHER’S NOTES:
Aim: to provide further practice of prefixes and suffixes. This

worksheet is designed to be used in conjunction with the
vocabulary page in unit 3.
Time: 40 minutes
Materials: copies of the worksheets for students
1 Students read the sentences noting the words in italics. Students

then decide on the correct prefix or suffix to make the sentence
correct. Monitor students whilst they work and answer any
questions. Elicit answers from the class.
Answers: 1 unfair 2 revisit 3 useless 4 careful 5 attractive

6 peaceful 7 misheard 8 disliked
2 This activity gives student freer use of language. First of all they
make a list of words with the prefixes and suffixes listed. Allow
students to either use their Students’ Book page 43/45 or a
monolingual dictionary to check that all their words are correct. Go
around the class giving assistance/corrections where necessary.
3 Working in pairs, students create sentences using each of the

words. They are getting good practice of the word by deciding on a
context for it, and emphasise that the fun part is fitting the
sentences into the lifestyle theme. Tell students they can be very
imaginative and of course fictitious. Monitor to check they are all
working along the right lines.
4 Students finally swap sentences and read each others. Encourage

peer correction where students underline mistakes they spot.
Collect the work at the end if you haven’t managed to help all
students with their corrections.

Total English
Intermediate
Unit 4
What’s in your pocket?

1 What’s the correct definition for having nothing of a specific item left?
a run out on b run in of c run out of
2 What is the verb for giving someone something that you expect to be
returned?
3 If you still need more of something, you can say,
a not be enough b not have enough c not do enough?
4 Unscramble the following anagram to reveal the word for unwanted
material. Etsaw _______
5 If you are particularly pleased with what you have got for the money
you spent, you say,
a good value on b good value in c good value for
6 Unscramble the following anagram to reveal the verb which describes
the action of getting money from someone who dies. Itrehni ______
7 If a situation is just going to be too much trouble, we describe it as,
a not value the b not got the c not worth the
8 What is the verb to describe the money we get from working?
9 If you put your money in a bank account for the future you are,
A making b saving c spending
10 Unscramble the anagram to reveal the verb which describes the
action of coming by money by not working for it (legally!) Amek ____
2 Think of five other words connected with wealth and write them below.
1 ___________ 3 ___________ 5 ____________
2 ___________ 4 ___________
3 Describe each word to your partner without actually saying the word to
see if they can guess the word.

TEACHER’S NOTES:
Aim: to provide further practice of the verbs and phrases from the
lead-in page. This warmer is designed to be used in conjunction
with unit 4.
Time: 40 minutes
Answers: 1 c run out of 2 lend 3 b not have enough 4 waste

5 c good value for 6 inherit 7 c not worth the 8 earn 9 b saving
10 make
2 Students have a freer activity where they choose their own words
connected with wealth and write them down. They then decide how
to describe this word without actually revealing it! Monitor to check
that their descriptions are clear enough.
3 Ask students to take turns describing their words to their partner

without using the actual word they are describing. Go around the
class to check how many words the students are guessing
correctly. Ask students who have chosen challenging words to read
their description to the class to see if anyone can guess it! Get
feedback and encourage peer correction at the end.

Small talk
1 Read the following dialogue which takes place at a party. The question
tags in italics are all incorrect. Correct each one.
Rob: Hi there, I’ve met you before, (1) hasn’t I?
Sue: No, I don’t think so.
Rob: But your name’s Sarah, (2) aren’t it?
Sue: No, it’s Sue! Anyway, this is a really lively party. There’s a great
atmosphere, (3) doesn’t there?
Rob: Yes, definitely. The hosts know how to host a party, (4) doesn’t they?
Sue: Oh yes. Pete and Anna have always loved having parties, (5) hasn’t they?
Rob: Yes, and at this dull time of year, it’s great to have a party ,(6) hasn’t it?
Sue: Yes… Mind you, you should be able to have a good party at any time of
the year, (7) should you?
Rob: As long as you invite the right people. It wouldn’t work with the wrong
people, (8) wouldn’t it?
2 Work with a partner. Imagine you are at a work social function. You are
talking to a colleague. Write a small talk dialogue using question tags and
the cues in the box below.
Food weather venue of the party people at the party
Speaker 1: ______________________________________________
Speaker 2: ______________________________________________
Speaker 1: ______________________________________________
Speaker 2: ______________________________________________
Speaker 1: ______________________________________________
Speaker 2: ______________________________________________
Speaker 1: ______________________________________________
Speaker 2: ______________________________________________

Small talk
TEACHER’S NOTES:
Aim: to provide further practice of question tags and the can do

statement; making small talk at parties. This worksheet is
Time: 40 minutes
Materials: copies of worksheets for the students
question tags. Give students time to compare their answers and
with the class.
Answers: 1 haven’t I? 2 isn’t it? 3 isn’t there? 4 don’t they?

5 haven’t they? 6 isn’t it? 7 shouldn’t you? 8 would it?
2 Students have freer practice of both question tags and making

small talk. They decide on a couple of topics to base their dialogue
around (they can use the ideas provided if they want to), and write
the dialogue in the space provided using question tags. Monitor as
they work to check that question tags are correct.
Ask students to perform their dialogues to the rest of the class and
encourage the students to give feedback.

Do we have to?!
1 Read the statements 1-8 and decide whether or not you agree with them.
When you do not agree with a statement, change the modal verb to one
of the alternatives below that more accurately reflects your opinion.
Have to must mustn’t don’t have to should shouldn’t
1 You have to have a good sense of humour in life.

2 You don’t have to be good with figures to be a successful accountant.
3 People should work long hours if they want to be promoted.
4 You must be very flexible to be a successful entrepreneur.
5 We should recycle paper and glass to help our world’s environment.
6 We must save all the money we earn.
7 Leaders of companies don’t have to be very confident.
8 You must always try to get to work early.
2 In pairs, discuss each statement from Ex. 1. Then write three sentences
of your own similar to the ones above using modal verbs.
1 _______________________________________________________
2 _______________________________________________________
3 _______________________________________________________
3 Make and respond to invites.

1 Write a formal invite to a customer to a company party that will have
a guest speaker, live classical ensemble and a buffet.
Invite:__________________________________________________
2 The customer is unable to come and replies to you formally.
Response:_______________________________________________
3 Now write an informal email inviting your friend to the cinema.
Invite: _________________________________________________
4 Your friend emails back and would like to come.
Response: ______________________________________________

Do we have to?!
TEACHER’S NOTES:
Aim: to provide further practice of modal verbs of obligation and

prohibition as well as the can do statement; making and
responding to invites. This worksheet is designed to be used in
Time: 40 minutes
Materials: copies of the worksheets for each student
1 Students read the statements and decide to what degree they

agree or disagree with each statement. The statements are written
to encourage disagreement in some form. Students change the
modal to one of the choices given when they do disagree. Go
around the class monitoring and give assistance where necessary.
Ensure students have clear arguments to support their views for
when they discuss with their partners.
2 Students discuss each statement with their partner and offer their
particular view using a modal of obligation or prohibition. Monitor
and note down any interesting views for students to share with the
class at the end of the activity.
Students then write their own statements which can be connected
to wealth or any other subject using a modal in each. Monitor to
check their statements make sense.
3 This exercise is designed to provide further writing practice.

Students write a formal and informal invite and reply. Ask
students to check their writing against the model sentences in
the Students’ Book, page 53. Get feedback from the class.

if/when/unless/as soon as…
1 Complete the missing half of the following sentences using the Present
Simple or will + verb.
1 If you shop regularly in supermarkets, ________________________.
2 ________________________________________, he’ll get really fit.
3 As soon as I have some money, _____________________________.
4 Unless __________________,we’ll cook a lovely meal for her tonight.
5 When I finish reading this book about advertising, ______________.
6 If my son passes his driving test, ____________________________.
7 Unless a product _____________________________, I won’t buy it.
8 As soon as I know for certain, ______________________________.
2 Interview four students using the questions below and note their replies.
Add your What will If you do your If you go to

own you do this homework at the cinema
question! weekend if school, what this weekend,
it rains? will you do what will
later on? you see?
Student 1
Student 2
Student 3
Student 4

if/when/unless/as soon as…
TEACHER’S NOTES:
Aim: to provide further practice of the First Conditional with if, when,
unless, as soon as. This worksheet is designed to be used in
conjunction with unit 4.3
Time: 40 minutes
Materials: copies of the worksheets for all students
1 Tell students they have to complete the sentences in their own

words using with if, when, unless, or as soon as. If necessary do
the first one with them as an example. There is no real right or
wrong as long as they use the correct tense as specified. Monitor
students as they work. Students read each others sentences.
Encourage peer correction by underlining any possible mistakes.
Ask for class feedback at end of activity.
Suggested answers: 1 If you shop regularly in supermarkets, you’ll

save time. 2 If he runs 10k each day, he’ll get really fit. 3 As soon as
I have some money, I’ll pay you back! 4 Unless she decides to go out
for a meal, we’ll cook a lovely meal for her tonight. 5 When I finish
reading this book about advertising, I’ll never look at an advertisement
in the same way again! 6 If my son passes his driving test, I’ll reward
him with a new CD/MP3 player. 7 Unless a product is reasonably priced
and has some positive testimonials, I won’t buy it. 8 As soon as I know
for certain, I’ll call you to let you know.
2 This is a free speaking activity for students. They can practice

using the First Conditional by asking questions to their fellow
students. Go around the class monitoring and give assistance
where necessary. Encourage students to give as full answers as
possible to the questions. Get feedback from the class.

Words can be confusing…
1 Read the following conversation between two friends on a bus and fill in
the gaps using the words from the box below. Use the verbs in the
correct tense.
work job tell remember say steal trip lend funny borrow miss fun
Alex: I saw a really (1) _______ film on TV last night. It was hilarious! I can’t (2)
_______ the last time I laughed so much.
Beth: (sighs…) That sounds like a good evening. I don’t seem to have much (3)
_______ in my spare time at the moment. I’m always thinking about (4)
_______. I find my (5) _______ stressful at the moment, and that means it’s
difficult to relax totally in the evenings…
Alex: I’m sorry Beth. You really should (6) _______ me these things and talk
about your problems. That’s what friends are for!
Beth: I did mean to (7) _______ something to you, but somehow I haven’t really
wanted to talk about it at all. It seems lots of things are going wrong.
Someone even (8) _______ my purse at the cinema last week.
Alex: I’ve got a great idea… something to take your mind off things. Let’s arrange
a (9) _______ to the coast this weekend. The fresh sea air will do you good!
Beth: Oh, that would be marvellous! I’d love it. The only problem is that I’m short
of money. Can you (10) _______ me some until I get paid?
Alex: Of course, how much do you want to (11) _______?
Beth: Only about £20. Now, we better hurry up, or we’ll (12) _______ our early
morning meeting!
2 In pairs, discuss questions 1-8.

1 Have you ever lost something very precious? What and when?
2 Do you mind lending friends money?
3 Would you say that travel is one of your hobbies?
4 What kind of films do you think are good fun?
5 Explain the difference between rob and steal.
6 Do you have to write lists to remind yourself to do things?
7 Have you ever missed a flight or train?
8 Can you explain the difference between say and tell?

Words can be confusing…
TEACHER’S NOTES:
Aim: to provide further practice of the confusing words from the

vocabulary page. This worksheet is designed to be used at the
end of unit 4.
Time: 40 minutes
1 Students read the dialogue and the words that will fill the gaps.
Tell students they have to use the correct form of the verbs.
Students fill in the gaps and compare their answers with their
partner. Elicit answers from the class.
Answers: 1 funny 2 remember 3 fun 4 work 5 job 6 tell 7 say 8

stole 9 trip 10 lend 11 borrow 12 miss
2 Students use the confusing words in context to ask each other

questions. Make sure that students do not simply answer yes or
no, but back up their answers with explanations. Check students
understanding of 5 and 8 by asking students to think of example
sentences. Ask students to come and write the sentences on the
board. Get feedback and peer correction from various pairs.

Total English
Intermediate
Unit 5
Puzzleword

Across
3 You need a camera for this activity
4 Hopefully you’ll make something good to eat during this activity
5 An exhilarating snowy winter sport
6 Not running, but moving faster than walking
7 A water activity requiring a boat
8 Interpreting people, places and objects on paper using pencils
Down
1 Moving in time to the music, for example, at a disco
2 A board game played on a black and white squared board
3 Creating a picture using colours
4 Outdoor sport on a vehicle with two wheels
5 Moving your arms and legs to get through the water
1 2
3
2 Unscramble the following anagrams 1-6.

1 esicrexe 3 gindear 5 semag comterpu
2 sctielhta 4 llabootf 6 lacisum tnemtrusni
3 Write a sentence using each unscrambled word from Ex. 2.

Puzzleword
TEACHER’S NOTES:
Aim: to provide further practice of the vocabulary of spare time from

the lead-in page. This warmer is designed to be used in
Time: 40 minutes
Materials: photocopies of worksheets for each student
1 Ask students to complete the crossword using the clues. Check answers
with the class.
Answers: 1 (down) dancing 2 (down) chess 3 (Across)

photography/(Down) painting 4 (Across) cooking/(Down) cycling 5
(Across) skiing/(Down) swimming 6 (Across) jogging 7 (Across)
sailing 8 (Across) drawing
2 Ask students to unscramble the words/phrases 1-6. Give students

time to compare their answers before checking them with the class.
Answers: 1 exercise 2 athletics 3 reading 4 football

5 computer games 6 musical instrument
3 Ask students to write six complete sentences using the

words/phrases in Ex. 2. Elicit answers from the students and

What’s been happening lately?
1 Complete the gaps in the following mini dialogues with either the Present
Perfect or the Present Perfect Continuous and the cue in brackets.
1 A: How long ____________ (live) here?
B: I ____________ (live) here since the houses were built in 2001.
2 A: You look worn out!
B: Yes, ____________ (jog). I’m practising for a ten kilometre race.
3 A: Have you ____________ (find) your glasses?
B: No, I ____________ (look) for them all afternoon!
4 A: Have you ever ____________ (try) salsa dancing.
B: Not till recently. I ____________ (take) classes for two months now.
5 A: How long _______ you ____________ (learn) to ski?
B: I ____________ (learn) for three years.
6 A: Has he ____________ (speak) to Claire yet?
B: No, he ____________ (try) to find her all day!
7 A: I ____________ (try) to set up my own business for a year.
B: Have you ____________ (have) any luck?
2 Read the following scenarios and write a sentence for each using the
Present Perfect Continuous to explain why the situation has arisen/person
feels like that. Use your imagination.
1 Rosa is exhausted. She has a very stressful job.
2 Mike is feeling great, and has a very healthy lifestyle.
3 The house is looking really clean after the children spent a whole day
at home.
4 The cupboard is full of freshly baked cakes and bread.
5 The painting is finished.
6 There is some fresh fish in the fridge.
7 The garden looks great!
8 She is now really skilled at chess.

What’s been happening lately?
TEACHER’S NOTES:
Aim: to provide further practice of the Present Perfect or the Present

Perfect Continuous. This worksheet is designed to be used in
Time: 40 minutes
Materials: copies of the worksheet for all students
1 Students read the mini dialogues and then fill in the gaps. Monitor
and point out any mistakes to the students without actually
correcting them. Elicit answers from the class.
Answers: have you been living/ ’ve been living 2 I've been jogging
3 found/’ve been looking 4 tried/'ve been taking 5 have you been
learning/’ve been learning 6 spoken/’s been trying 7 ’ve been
trying/had
2 Students read through the scenarios which depict a situation. They

write a sentence using the Present Perfect Continuous to explain
how the situation has arisen/ person feels like that. Monitor to
check students are working along the right lines. There is no one
right answer for each scenario - there are naturally lots of
possibilities. Give students time to compare their answers before
eliciting sentences from the class.
Suggested answers: 1 Rosa has been working very hard.

2 Mike has been eating really well and exercising regularly.
3 The children have been busy cleaning the house.
4 He's been baking today. 5 She's been working on the finishing
touches all day. 6 Dad's been fishing. 7 Mum's been busy gardening
all day. 8 She's been having lessons for a month or two.

Listening or listen?
1 In pairs, make questions using the information in the cues 1-4. Take
turns to ask and answer the questions. In your answers use one of the
verbs in the box below followed by an infinitive or –ing.
can’t stand like love enjoy don’t mind
1 Listen to classical music

2 Watch a horror film
3 Read about how a film is made
4 Read science fiction
2 Imagine you are looking at ‘what’s on’ at the cinema with a friend.
There are lots of films which look interesting, and you spend some time
deciding which one to see as you cannot agree. Use the verbs below to
write five sentences describing how you make your choice!
agree promise want choose decide
1 ______________________________________________________
2 ______________________________________________________
3 ______________________________________________________
4 ______________________________________________________
5 ______________________________________________________
3 Complete the gaps in the sentences 1-6 using the verbs in the box below.
allow advise invite remind tell would like
1 I was pleased she ________ me to help her with the book review.
2 Can you ________ me to pick up the parcel at the post office please?
3 He ________ her to concentrate on writing rather than acting.
4 We ________ them to come to the party as they’d been brilliant
neighbours.
5 She ________ me to make sure I found time to relax.
6 I ________ her to move nearer to us.

Listening or listen?
TEACHER’S NOTES:
Aim: to provide further practice of verb patterns with infinitives or

-ing. This worksheet is designed to be used in conjunction with
unit 5.2.
Time: 40 minutes
1 Students make full questions from the prompts 1-4, for example,
Do you like listening to classical music? They ask each of these
questions to their partner who replies using one of the listed verbs,
and giving a reason for their answer. Monitor to check that
students are using the verb patterns correctly.
If you have time, then re-pair the students so that they can further
practise using the verb patterns. Ask for class feedback at the end.
2 Students imagine they are looking at cinema listings with a friend.

They cannot agree on what to see but finally decide. They write
five sentences using each of the verbs listed to describe how they
came to a decision. Go around the class monitoring to check
students are using the correct verb patterns.
Suggested answers: 1 The problem was we didn’t want to see the

same film! 2 In the end we chose to go and see an action film. 3 We
decided not to see the three-hour documentary film. 4 My friend
promised to buy the popcorn as a compromise! 5 I agreed to drive.
3 Students fill in the gaps using the verbs provided correctly. Give
students time to compare answers in pairs then elicit answers from
the class.
Answers: 1 allowed 2 remind 3 advised 4 invited 5 told 6 ’d like

Recommend that restaurant!
1 Correct the mistakes connected with countable and uncountable nouns.

1 Please can you give me some informations about cycling holidays?
2 I try to eat as many rice as possible because it’s very good for you.
3 Can you pour me a few more coffee please?
4 She tries to play game of squash every weekend.
5 I’d like some advices on how to improve my karate.
6 He’s going shopping to try and buy a jeans.
7 I love eating some apples.
8 Please don’t put so many sugar in my tea!
9 Have you got a little napkins I can borrow please?
10 I need to borrow a money from my parents.
2 Complete the table below with useful phrases for recommending a

restaurant.
Location
Atmosphere
Menu
Service
Prices
Recommendation
3 A friend has asked you to recommend two restaurants;

1 A restaurant for a group of lively friends for a birthday celebration,
and it has to be fairly cheap.
2 A more sophisticated restaurant for your friend to take a business
client to.
Work with your partner to choose two restaurants that fit the above
criteria and write a recommendation using the words from Ex. 2 to
structure your recommendation.

Recommend that restaurant!
TEACHER’S NOTES:
Aim: to provide further practice of countable/uncountable nouns with

quantifiers and the can do statement; recommend a restaurant.
This worksheet is designed to be used alongside unit 5.3.
Time: 40 minutes
Materials: photocopies of the worksheets for each student.
with the class.
Answers: 1 some information 2 as much rice 3 a little more coffee

4 play a game of squash 5 some advice 6 some jeans/a pair of jeans
7 eating apples 8 so much sugar 9 a few/a couple of napkins
10 borrow some money
2 Students work together to brainstorm all the phrases they learnt

for recommending a restaurant in their Students’ Book page 70,
the How to … box. Students note each phrase next to the
appropriate heading. Monitor whilst they work and elicit any extra
phrases you can from students who may have missed out some of
the phrases.
3 Students continue to work together to write two restaurant

recommendations using the phrases they have revised from Ex. 2.
Go around the class monitoring to check their writing and to give
assistance if necessary. Ask students to read out their
recommendations to the class at the end of the activity.

Simple explanations
1 Put the following words in order to make sentences.

1 played with a it’s a small racket and small ball type of sport
2 a kind you get it’s in Spanish mainly consisting of rice of meal
restaurants
3 wake to the lots of people stuff that drink up it’s
4 it’s you for your use teeth something cleaning
5 they usually made metal of and climb children on them are
6 it’s a involves a type which of activity book
7 on pizzas it’s a kind of often goes cheese that
8 It’s thing unlock the door you use to a
2 Work out what the things/objects are in Ex. 1.
3 Choose two objects/things for each of the following ways to explain what
you mean. Write your choice in each box. Explain your objects/things to
your partner using the phrases provided and more sentences if necessary
to see if they can guess what it is.
Object/thing 1 Object/thing 2
It’s a type of …
It’s a kind of …
It’s the stuff you find …
It’s something you use for … -ing
It’s made of …

Simple explanations
TEACHER’S NOTES:
Aim: to provide further practice of the vocabulary section; explaining

what you mean. This worksheet is designed to be used at the
end of unit 5.
Time: 40 minutes
Materials: photocopies of the worksheets for students
1 Students unscramble the words to make complete sentences.

Monitor whilst they work to help students arrive at the right
sentence if they’re having trouble. Elicit answers from class.
Answers: 1 It’s a type of sport played with a small racket and small
ball. 2 It’s a kind of meal you get in Spanish restaurants mainly
consisting of rice. 3 It’s the stuff that lots of people drink to wake up!
4 It’s something you use for cleaning your teeth. 5 They are usually
made of metal and children climb on them. 6 It’s a type of activity
which involves a book! 7 It’s a kind of cheese that often goes on
pizzas. 8 It’s a thing you use to unlock the door.
2 Ask students to work out what thing/object each sentence from

Ex. 1 is describing.
Answers: 1 Squash 2 Paella 3 Coffee 4 Toothbrush or toothpaste

5 Climbing frames 6 Reading 7 Mozzarella 8 Key
3 Students have a freer vocabulary activity where they choose two

objects/things for each of the given ways to explain what you
mean. They plan how they’re going to explain their objects/things,
writing notes in the box if possible. Students explain each object to
their partner and see how many their partner can guess. Monitor
the activity to check on clarity of explanations. Note down any
good explanations that prove challenging and ask students to read
these out to the class at the end to see if class can guess.

Total English
Intermediate
Unit 6
Holidays

Across
3 you find lots of sand on this
5 there’s lots of exciting things going on, on this type of holiday
6 you need a tent for this holiday
7 Lots of people simply go on holiday to rest and r_ _ _ _
Down
1 you go on a boat on the sea or river on this holiday
2 hopefully you’ll see lots of wild animals on this holiday
4 this type of holiday includes more or less everything needed
1
2
3
4
5
2 Write the answer to 5 across, 6 across, 1 down and 4 down in the table
below. Add as many words connected with each holiday as you can.
5 across
6 across
1 down
4 down
3 In pairs, compare your words. Add any extra vocabulary to your table.

Holidays
TEACHER’S NOTES:
Aim: to provide further practice of the vocabulary of holidays from the lead-
in page. This warmer is designed to be used in conjunction with unit 6.
Time: 40 minutes
Materials: photocopies of worksheets for each student
1 Ask students to complete the crossword using the clues. Check answers
with the class.
Answers: 1 (Down) cruise 2 (Down) safari 3 (Across) beach

4 (Down) package 5 (Across) adventure 6 (Across) camping
7 (Across) relax
2 Ask students to fill in the answers to 5 across, 6 across, 1 down and 4

down in the table. Students then brainstorm as many words connected
with each type of holiday from unit 6 or from their own knowledge as
possible. They can use the Students’ Book page 87 or a monolingual
dictionary if necessary.
Suggested answers:
Adventure Have fun, Tropical rainforests, barren deserts,
Independent travel, unforgettable journey, dangerous
Camping Tent, independent travel, relaxing, romantic?, green
valley, park/garden
Cruise River, sea, relax, sightseeing, food, expensive, romantic?,
Cultural and historical capitals
Package Sightseeing, go abroad, sandy beaches, sunbathe,
Convenient, pub/café, shop/market, airport
3 In pairs, students compare their tables and add any extra words/phrases
their partner has thought of. Draw the table on the board. Elicit the
words from the students and write them in the table. Encourage students
to make notes so that they have a comprehensive bank of vocabulary for
each type of holiday.

Fond memories
1 Reorder the following words to make sentences using the Past Simple
and the Past Perfect Simple.
1 remembered she she that had very been sunburnt in that photo
holiday
2 because he he felt trekked had to tired the top of the back and
mountain
3 had eaten they something of ill because were they
4 before safari been a on had you?
5 situation misunderstood the had I realised I
6 had always I camp to wanted in the desert
7 like this one beach seen a never had we
8 independent travel always enjoyed had he
2 The following sentences describe a romantic short break in Venice.

Expand the sentence prompts to make full sentences using the Past
Simple and the Past Perfect Simple.
1 I be about to propose/when I realise/forget the ring
2 We be about board plane/when we realise/not lock the front door
3 My girlfriend really enjoy flight/because she buy book by favourite
author
4 We celebrate arrival right away/because I pack bottle of champagne
5 We enjoy a relaxed and unhurried aperitif in hotel/because I book
already an excellent restaurant
6 My girlfriend love all the vegetarian selection of food/because she be
vegetarian for ten years
7 We order our meal in Italian/as we have lessons at a school in the UK
8 We both feel fantastic/as we realise our dream by visiting Venice

Fond memories
TEACHER’S NOTES:
Aim: to provide further practice of the Past Perfect Simple through sentence
building activities. This worksheet is designed to be used in
Time: 40 minutes
1 Students reorder the jumbled sentences to form complete sentences

using the Past Simple and the Past Perfect Simple. Go around the class to
monitor and give assistance where necessary. Elicit students’ answers.
Answers: 1 She remembered that she had been very sunburnt in that
holiday photo. 2 He felt tired because he had trekked to the top of the
mountain and back. 3 They were ill because of something they had
eaten. 4 Had you been on a safari before? 5 I realised I had
misunderstood the situation. 6 I had always wanted to camp in the
desert. 7 We had never seen a beach like this one. 8 He had always
enjoyed independent travel.
2 Students read the sentence prompts describing a short break in Venice.

They then work in pairs to complete the sentences using the Past Simple
and the Past Perfect Simple. Monitor whilst they work to check they are
getting the tenses the right way round. Elicit answers from the class.
Answers: 1 I was about to propose when I realised (that) I had

forgotten the ring! 2 We were about to board the plane when we
realised (that) we hadn’t locked the front door. 3 My girlfriend really
enjoyed the flight because she had bought a book by her favourite
author. 4 We celebrated our arrival right away because I had packed a
bottle of champagne. 5 We enjoyed a relaxed and unhurried aperitif in
our hotel because I had already booked an excellent restaurant.
6 My girlfriend loved all the vegetarian selection of food because she
had been vegetarian for 10 years. 7 We ordered our meals in Italian as
we had had lessons at a school in the UK. 8 We both felt fantastic as
we had realised our dream by visiting Venice!

The many meanings of like
1 Use the following prompts 1-8 to make complete sentences using like.
1 not/would like/go on a safari
2 church/look like/castle
3 house/smell like/apples
4 what/hotel/like
5 not like/package holidays
6 would like/go/cruise
7 feel like/royalty at hotel
8 looks like/might get/pay rise
2 Write questions/answers for the sentences in Ex. 1 using like if possible.
3 Interview two students using the questions below.
Student 1 Student 2
What is your favourite city in the
world like?
What does your favourite movie star

look like? (Describe them without
saying their name so I can guess)
What do you feel like when you find
a great place to have your holiday?
Where would you have a holiday

home if you had the choice?
What do you dislike about your least

favourite city in the world?

The many meanings of like
TEACHER’S NOTES:
Aim: to further practise uses of like. This worksheet is designed to be used in

Time: 40 minutes
1 Students use the prompts to complete the sentences using like correctly.
Give students time to compare their answers and correct each other’s
work if necessary before checking the answers with the class.
Suggested answers: 1 He wouldn’t like to go on a safari.

2 The church looks like a castle. 3 This house smells like apples.
4 What’s the hotel like? 5 We don’t like package holidays.
6 She would like to go on a cruise. 7 They felt like royalty staying at
that hotel. 8 It looks like we might get a pay rise.
2 Ask students to follow up the activity in Ex. 1 by writing

questions/answers with like. Go around the class monitoring and give
help if necessary. Elicit students’ answers and encourage peer correction.
Suggested answers: 1 Would he like to go on a safari?

2 What does the church look like? 3 What does this house smell like?
4 It’s beautiful – it’s like a palace! 5 Do you like package holidays?
6 Would she like to go on a cruise? 7 What did they feel like at that
hotel? 8 What do you think? Are we going to get a pay rise this year?
3 Students interview two students using questions which all include one of
the uses of like from unit 6.2. This is a free speaking activity so when
monitoring, encourage students to expand as much as possible in their
answers. Get feedback from various students.
As a class or homework activity, ask students to write out in full the
answers they got from the two students, as this consolidate like as well
as the theme of holidays and destinations from unit 6.

Interest and surprise
1 In pairs, complete the box below with expressions of interest/surprise.
Use echo questions
Use short expressions
Use expressions with that’s/how

+ adjective
Ask a follow up question
2 Read the following sentences and write an expression of surprise plus a

follow up question for each one.
1 I’ve just been on an adventure holiday to Peru.
2 Carla is getting married.
3 I can’t wait to get home.
4 He got an email from his ex-girlfriend yesterday.
5 I want to go camping on a desert island.
6 The weather is getting worse.
7 He’s desperate for new experiences and sensations.
8 In the end, they didn’t do any sightseeing on holiday at all.
3 In pairs, use the sentences from Ex. 2 to write eight mini dialogues.
E.g. A: I’ve just been on an adventure holiday to Peru.
B: Really? How interesting. What was it like?
A: Well, it was fantastic - beautiful scenery and lots of open space and
fresh air….

Interest and surprise
TEACHER’S NOTES:
Aim: to further practise of the can do statement: show interest and surprise.
Time: 40 minutes
1 Students revise expressions of interest and surprise by filling in a few

expressions for each of the categories in the box. Students work in pairs.
Monitor as students work to elicit any further expressions from them if
necessary. Ask for class feedback. Make sure all students have at least all
the expressions below.
Answers: Use echo questions: Does he? Did she? Were you? Have they?
Use short expressions: Really?! Oh no! Use expressions with that’s/how +
adjective: That’s amazing! That’s a shame/pity! How interesting! How
awful! How incredible! Ask a follow up question: When? Where? How?
Why? What was it like?
2 Students read each sentence and write an expression of interest followed

by a follow up question for each sentence. Monitor whilst they work. Elicit
Suggested answers: 1 I’ve just been on an adventure holiday to Peru.

How interesting! What was it like? 2 Carla is getting married. Is she?
When? 3 I can’t wait to get home. Can’t you? Why? 4 He got an email
from his ex-girlfriend yesterday. Did he? What did it say? 5 I want to go
camping on a desert island. Do you? Where/why? 6 The weather is
getting worse. Is it? What’s it like? 7 He’s desperate for new
experiences and sensations. Really? Why? 8 In the end, they didn’t do
any sightseeing on holiday at all. Oh no! Why?/What happened?
3 Students work in pairs to expand each of the sentences in Ex. 2 into a

mini dialogue where they respond to the follow up question. Students

take it in turns to ask and answer. Monitor whilst the students work and
ask some pairs to read out their dialogues to the class at the end.

Your city in a day
1 Work in pairs. Choose a city anywhere in the world that you both agree is
great to visit. Complete the table below recommending something for
each category. This is your city in a day!
How to get from the airport to the city centre
When you get hungry for a mid-morning

snack, where is a good café?
If it rains and you get wet, where can you go

and spend a few hours without having to pay?
If you get lost, where is a central landmark to

aim for?
Recommend a colourful market with a great

atmosphere
Name two museums (one free, the other not

free) of interest
A local restaurant which serves authentic local

food, and is reasonably priced
A hotel which is easy to get to and reasonably

price should you want to stay overnight
2 Work in groups. Take turns to read your guide to the group and guess
each other’s city.
3 Imagine you have just toured the city in Ex. 1. Write a short story using
the expressions with get in the box below to tell the story.
get to the airport late get lost get directions

get someone a drink get on (with) get wet

Your city in a day
TEACHER’S NOTES:
Aim: to provide further practice of the vocabulary; expressions with

get and the communication section: London in a day from unit 6.
Time: 40 minutes
Materials: copies of the worksheet for each student
1 Students decide on a city they both know relatively well for this
activity. Ask the students to fill in the information for each category
to complete a day out in their ideal city. Monitor whilst they work
and assist where necessary.
2 Arrange the class into groups and ask students to take turns to
read their ‘day out guide’ to the rest of the group who then try to
guess where it is.
3 Students can work in pairs or alone. Ask students to use the

information from Ex. 1 as a framework for this short story. Tell
students to write an imaginative account of their day in the city
using the expressions with get provided. Go around the class
monitoring and correct any errors. Ask students to read out their
stories to the class at the end.

Total English
Intermediate
Unit 7
Education, education…
1 Complete the sentences 1-10 below using the words in the box and the
appropriate verbs.
progress university(x2) marks exam(x3)

mistake lecture notes subject course
1 Rick _ _ _ _ a bad _ _ _ _ _ _ _ in his Maths test.

2 He was so pleased that he _ _ _ good _ _ _ _ _ in his _ _ _ _.
3 I’m really worried. I haven’t had enough time to _ _ _ _ _ _ for my _
_ _ _.
4 How often do you _ _ to _ _ _ _ _ _ _ _ at the university?
5 Did you _ _ _ _ any _ _ _ _ _ at the history lecture?
6 Which _ _ _ _ _ _ _ are you going to _ _ _ _ at university?
7 My parents will be so annoyed if I _ _ _ _ that _ _ _ _ again!
8 Which _ _ _ _ _ _ _ _ _ _ did Millie _ _ _ _ _ _ _ _ from?
9 Have you _ _ _ _ any _ _ _ _ _ _ _ _ with your research into the lives
of those film icons?
10 I’m going to _ _ _ _ a creative _ _ _ _ _ _ next term.
2 Discuss questions 1-5 with your partner.

1 What kind of degree is the best one to do - an academic or a
vocational one?
2 Do you believe that exams are a fair way of assessing people’s
abilities?
3 What other things are important about being at university other than
the actual degree?
4 What sort of learning situation do you prefer: a classroom, a lecture,
a small tutorial or independent learning on the computer or at home?
Why? Or do you like a mixture?
5 When do you think you really know/decide what job you want to do?
3 Compare your answers from Ex. 2 in groups.

Education, education…
TEACHER’S NOTES:
Aim: to provide further practice of the language of education from the

lead-in page. This worksheet is designed to be used in
Time: 40 minutes
1 Tell students they have to complete the sentences using use the
correct form of an appropriate verb and the words in the box. If
necessary do the first one with them as an example. Elicit students’
answers and encourage peer correction.
Answers: 1 Rick made a bad mistake in his Maths test. 2 He was so

pleased that he got good marks in his exam. 3 I’m really worried. I
haven’t had enough time to revise for my exam. 4 How often do you
go to lectures at the university? 5 Did you make any notes at the
history lecture? 6 Which subject are you going to take at university?
7 My parents will be so annoyed if I fail that exam again! 8 Which
university did Millie graduate from? 9 Have you made any progress
with your research into the lives of those film icons? 10 I’m going to
take a creative course next term.
2 Students have a chance to have a free discussion about education.

Some of the questions should be thought provoking for students.
Go around the class monitoring to check that students have the
language they need to express their views and assist if necessary.
3 Give students time to compare and discuss their answers with

another pair. Get feedback from the students at the end.

Getting the question right
1 Correct the mistakes in the following subject/object questions.

1 Why the teacher lose his temper in the lesson last week?
2 Who did the open-minded student in that tutorial?
3 Who fail their exam last week?
4 What you learnt on that course?
5 Who did get good marks in the exam?
6 What did happen when he made a wild guess?
7 Who did be the most patient student?
8 When did was the exam?
2 Write complete subject/object questions in the 2nd person singular using

the prompts 1-8 below.
1 most strict teacher at your school?
2 subject like most at school?
3 favourite teacher?
4 like eating when you were a small child?
5 the person that asks you the most difficult questions?
6 you lose your temper?
7 the most frightening experience you’ve had?
8 you respect and why?
3 Compare your answers from Ex. 2 with your partner and then discuss the
questions together.

Getting the question right
TEACHER’S NOTES:
Aim: to provide further practice of subject and object questions. This

Time: 40 minutes

Answers: 1 Why did the teacher lose his temper in the lesson last
week? 2 Who was the open-minded student in that tutorial?
3 Who failed their exam last week? 4 What did you learn on that
course? 5 Who got good marks in the exam? 6 What happened when
he made a wild guess? 7 Who was the most patient student?
8 When was the exam?
2 Students expand the prompts to make subject or object questions.

Monitor to check they are getting the questions right and give
3 Students compare their questions with each other and then discuss
the questions. Elicit the correct questions from the class and then
ask for feedback on the questions.
Answers: 1 Who is/was the most strict teacher at your school?

2 Which subject do/did you like most at school? 3 Who is/was your
favourite teacher? 4 What did you like eating when you were a small
child? 5 Who is the person that asks you the most difficult questions?
6 When/How do you lose your temper? 7 What is the most frightening
experience you’ve had? 8 Who do you respect and why?

Those teachers… !
1 Read the following passage which describes a teacher. Underline and

correct the eight mistakes.
1 My old geography teacher was a real character; always ready to smile and
2 with a story that would to somehow connect up to the theme of the lesson.
3 He use to come into the classroom and ask a challenging question right away
4 to get the lesson started. He wouldn’t never pick on someone he knew
5 couldn’t answer the question, and he would always challenge the bright
6 students as much as possible. Every year we used go on a field trip to
7 somewhere interesting. A lot of people didn’t used to like this as we had to
8 work very hard, but I thought it was great fun! Some students would to
9 pretend to be ill when we had to get up early in the morning, but their
10 stories were normally found out, and our teacher would ask them to come
11 along. He didn’t wouldn’t lose his temper with these students, but just
12 patiently smile at them and tell them they had to get up half an hour earlier
13 the next day! Looking back, those trips were great fun, and I use to have
14 fun telling my family about them when we got back.
2 Look at the words and phrases in the box below.
patient boring understanding inspiring open-minded

frightening knowledgeable lose his/her temper smile
shout punish students give clear answers to questions
ask difficult questions used to didn’t use to would/wouldn’t
Work with your partner to write a short story similar to the one above
describing an imaginary teacher from your past. Use as many of the
words and phrases in the box as you can and used to, didn’t use to,
would and wouldn’t at least once each. Write ten sentences or more.

Those teachers… !
TEACHER’S NOTES:
Aim: to provide further practice of used to/would and the can do

statement: describe a teacher from your past. This worksheet is
Time: 40 minutes
1 Students read the passage which describes a teacher from the

writer’s past. Students find and underline the eight mistakes. They
then correct the mistakes. Students compare their corrections with
their partner. Elicit answers from the class.
Answers: Line 2: would to = would Line 3: use to = used to

Line 4: wouldn’t never = wouldn’t ever/would never
Line 6: used go = used to go Line 7: didn’t used to = didn’t use to
Line 8: would to = used to/would Line 9: didn’t/wouldn’t = didn’t or
wouldn’t (but not together!) Line 13: use to = used to
2 Students read the words and phrases in the box. These are all from
unit 7.2, but check that everyone remembers the meaning of the
vocabulary. Tell students they are going to write a short story
about an imaginary teacher from their past with their partner. The
vocabulary is there to help them write their story. Students should
use as much of the vocabulary as they can to write their ten
sentences. Monitor as they work and answer any questions they
have. At the end of the activity pairs can swap with the pair next to
them to read through their story.

Have they got the ability …?
1 Complete sentence 1-8 using the correct modal of ability and a verb from
the box below.
managed to swim find couldn’t weren’t able to

was able to pass save manage to book fit
didn’t manage to lose can’t could understand
1 At school Peter ____________ very well. He loved the water.

2 Alexia found Maths really difficult, but she ____________ her final
exams!
3 Peter was really pleased that he ____________ up some money to
buy a car for university.
4 At the moment, I can just about ____________ time to revise for
the exams.
5 We ____________ the tickets for the cruise.
6 She ____________ her temper if she tried!
7 They ____________ in everything they wanted on their holiday.
8 I still ____________ his reasons for going away.
2 Talk in pairs! Find out the following information from your partner.
1 Can he/she ski or snowboard?
2 Could he/she ride a bike at the age of four?
3 Was he/she able to walk to all their schools as a child?
4 Does he/she manage to leave the house on time in the morning and
go to bed at a healthy time too?
5 Was he/she able to save any money last month?
6 Can he/she run ten kilometres without stopping?
7 Was he/she able to hold a position of responsibility at school?
8 Does he/she manage to find time to do relaxing things in his/her
spare time?

Have they got the ability …?
TEACHER’S NOTES:
Aim: to provide practice of modals of ability, past and present. This

Time: 40 minutes
1 Ask students to read the sentences and then use the words from
the box to fill in the gaps. Monitor as they work to answer any
questions. Students compare their answers with their partner. Elicit
Answers: 1 could swim 2 managed to pass 3 was able to save

4 manage to find 5 didn’t manage to book 6 couldn’t lose
7 weren’t able to fit 8 can’t understand
2 Students read the question prompts and then formulate the

questions using the 2nd person singular to ask their partner the
eight questions. Encourage students to ask follow up questions to
find out as much information as possible. Monitor to prompt follow
up questions where appropriate. At the end of the activity ask for
class feedback from students.
OPTIONAL EXTENSION
If there’s time in class, students write up their partner’s responses.
If not, they do this for homework.

Very useful idioms
1 Interview two students using the questions below. Make notes of their
answers and write them in the table.
Student 1 Student 2
Are you a bookworm? If yes, what
books do you read a lot?
When do you find that you pick up the

most new words in English?
Can you describe a typical teacher’s
pet?
Which subject is your best one? What
could you give someone a hand with?
Which area of English do you need to
brush up on?
How do you learn things by heart?
If you went on a quiz show, what

would be your chosen subject, one you
know inside out?
When you don’t have a clue about
something, do you make a wild guess?
2 Write a paragraph for each of the students you interviewed using your
notes from Ex.1.

Very useful idioms
TEACHER’S NOTES:
Aim: to provide further practice of idioms of learning from the

vocabulary page. This worksheet is designed to be used in
Time: 40 minutes
Materials: photocopies of the worksheet for all the students
1 This is a whole class activity. Ask students to get up and find two
other students to ask their questions to. The questions are all set
for the students to ask and the aim is to practise the idioms in a
context. Monitor while the students work and encourage them at all
times to expand their answers. Ask for class feedback at the end of
the activity.
2 Encourage students to use their notes from Ex. 1 to write two short
paragraphs about their partner’s learning. This exercise can be
done for homework so either collect the written work for marking
at the end of the class or at the start of the next one.
OPTIONAL VARIATION
Ask students to use their notes from Ex. 1 to write two short
paragraphs about their partner’s learning. Then ask them to swap
their work with a partner and to check each other’s work as a peer
correction activity. Go around the class monitoring and give
assistance if necessary. Ask some students to read their
paragraphs to the rest of the class at the end and get feedback.

Total English
Intermediate
Unit 8
A crossword of changes
1 Fill in the gaps in the sentences below and then complete the crossword.
Across
1 She’ll have to change those _ _ _ _ _ _ _. They’re filthy after that walk!
3 She had a change of _ _ _ _ _ , and decided to let them go on the holiday.
4 I wish he hadn’t changed the _ _ _ _ _ _ _ _ _ _ _ _. It’s going to be too early for me.
8 I can’t stand my hair. I’m going to change my _ _ _ _ _ _ _ _ _.
9 It’s really nice to go out for dinner tonight. Not cooking _ _ _ _ _ such a nice change!
Down
1 He decided to have a complete change of _ _ _ _ _ _ , and trained to be a plumber.
2 I’ve had enough of driving. Let’s walk for a _ _ _ _ _ _.
5 I’ll need to change this _ _ _ _ _ into euros before next week.
6 Can you change the _ _ _ _ _ _ _ please? There’s not much more to say about it.
7 The DIY stores do well at this time of year because everyone decides it’s _ _ _ _ _ for a
change and starts decorating.
1
2
3
4 5 6
7
8

1 Have you ever changed your hairstyle and regretted it?
2 If you could, what job would you do for a change?
3 Have you ever made a big decision and then had a change of heart?
4 Are you the sort of person that often has to change arrangements or
do you generally always stick to the plan?
5 Do you pay attention to each season’s trends and fashions so you can
change the way you dress, or do you normally wear the same type of
clothes?

A crossword of changes
TEACHER’S NOTES:
Aim: to provide further practice of the change collocations from the

lead-in page. This worksheet is designed to be used in
Time: 40 minutes
1 Ask students to complete the crossword using the clues. Give

students time to compare their answers before checking them with
the whole class.
Answers: 1 (Across) clothes 1 (Down) career 2 (Down) change

3 (Across) heart 4 (Across) arrangements 5 (Down) money
6 (Down) subject 7 (Down) time 8 (Across) hairstyle
9 (Across) makes
2 Students work in pairs and discuss the five questions. Monitor to

check they are being as expressive as possible. Ask students to
work with the pair next to them when they have finished. Each
student reports back to the group on how their partner answered
the questions. They can compare and contrast answers. Get
feedback from the various groups at the end.

Would you change it?
1 Write questions in the second conditional using the prompts below.

1 live on an exotic desert island?
2 eat only fish, fruit and vegetables?
3 change your job?
4 choose any type of holiday?
5 change one thing about your life?
6 go to university (again)
7 go out with a celebrity for an evening? Why?
8 provide substantial aid to a charity?
Now ask and answer the questions with your partner.
2 Complete the following sentences.

1 Smoking is now not allowed in a lot of public places. Therefore, …
2 More and more people are deciding to retire earlier, which means …
3 People choose to go to university, so …
4 Lots of women decide to have a baby later in life. As a result …
5 Houses/flats are becoming more expensive to buy. This leads to …
6 Traffic congestion and slow journey times are caused by …
7 Many people enjoy managing their own business because …
8 As a result of …, New York has become a very clean city.
Compare your answers with your partner.

Would you change it?
TEACHER’S NOTES:
Aim: to provide further practice of the Second Conditional and the

can do statement; talking about cause and result. This
Time: 40 minutes

Second Conditional and the cues 1-8. If necessary do the first one
with them as an example. Go around the class monitoring to
check students’ questions. There may be several possible
questions for each prompt. Once students have written the
questions, they then ask them to their partners and answer in
full. Get feedback from the class.
Suggested answers: 1 If you lived on a desert island, where would it

be/what would you eat? 2 If you ate only fish, fruit and vegetables,
how would you feel? 3 If you could change your job, what would you
do? 4 If you could choose any kind of holiday, what would it be/where
would you go? 5 If you could change one thing about your life, what
would it be? 6 If you went to university, what would you study?
7 If you could go out with a celebrity for an evening, who would it
be/where would you go? 8 If you were able to provide substantial aid
to a charity, which charity would it be?
2 Students continue the can do: talking about cause and effect in
this exercise. They complete the sentences however they wish
and then discuss with their partner. Monitor as they work and
encourage discussion at the end of the activity. Get feedback
from various pairs.

Activate that adverb!
1 Complete sentences 1-10 using the adverbs in the box below.
well quietly quickly sadly unfortunately

usually rarely quite absolutely hard
1 She didn’t feel ________, so she didn’t go to the party.

2 I ________ adore those children - they’re fantastically well behaved!
3 He’s ________ a noisy person at work when he’s on the phone!
4 We ________ find time to visit them now we live so far away.
5 You ________ cycle to work, don’t you?
6 They worked ________ all day, so had a meal out in the evening.
7 I came into the room ________ so as not to disturb the class.
8 ________, we had to miss the party.
9 ________, there wasn’t enough room in the car for everyone to go to
the beach.
10 He spoke ________ and I couldn’t understand him at all.
2 In pairs, choose eight adverbs from the box. Use the adverbs to write
eight sentences.
3 Complete the table with phrases about change.
phrases to talk about

change
phrases to talk about lack
of change
express your attitude
towards the change
Discuss the changes 1-6 using the phrases in the table above.
1 changes in fashion and the way people think is good to look.
2 changes in our attitude towards eating and diet.
3 changes in the game of football.
4 changes in the types of films we watch.
5 changes in places we choose to go on holiday.
6 changes in TV programmes.

Activate that adverb!
TEACHER’S NOTES:
Aim: to provide further practice of adverbs and the can do statement: talk
about change/lack of change. This worksheet is designed to be used in
Time: 40 minutes
1 Ask students to complete the sentences using the appropriate adverb

from the box. Give students time to compare their answers before
checking them with the while class.
Answers: 1 well 2 absolutely 3 quite 4 rarely 5 usually 6 hard

7 quietly 8 sadly 9 unfortunately 10 quickly
2 Ask the students to work together to write eight sentences using eight
adverbs from the box. Encourage them to be as imaginative as possible.
Go around the class monitoring to check they are using the adverbs
correctly. Ask students to read out their best sentences to the class at
the end of the activity.
3 Ask students to complete the table using the phrases they learnt in unit
8.2, page 107. Encourage peer work by telling students to ask each other
for help before looking in their Students’ Books. Monitor and correct if
necessary. Students then work in pairs or groups of three. Ask students
to discuss each of the changes listed using as many of the phrases as
possible. Get feedback from the various groups at the end.
Answers:
phrases to talk about It has got better/worse
change The situation (in …) has deteriorated/improved
(Laws) have become more/less
phrases to talk about …is/are still…
lack of change …is/are the same…
The situation … hasn’t changed

express your attitude luckily/unfortunately/(not) surprisingly/
towards the change interestingly, …

Making the right decision
1 Use the following prompts 1-8 to make complete sentences using the
Third Conditional.
1 If I not/work at that company for so long, I pursue so many other
options.
2 If she leave her job, maybe she be happier.
3 If we not/buy that flat, we have more exotic holidays.
4 If I not/go to university, I get a job.
5 If you take up running, you be fitter!
6 If they retire earlier, they not/have enough money to live on.
7 If I stay in France, I speak good French by now.
8 If you do an art course, you be brilliant and selling lots of paintings by
now!
2 Ask two students to complete the sentences in the box below using The
Third Conditional.
Student 1 Student 2
If I had run a half marathon
at the weekend, I …
If I had won £100 last night,

I ….
If I had been given money to

start my own business, I …
If I had been given a return

ticket to ?, I …

Making the right decision
TEACHER’S NOTES:
Aim: to provide further practice of the Third Conditional. This

Time: 40 minutes
1 Tell students they have to rewrite the sentences using the Third
Conditional and the prompts provided. Emphasise that the students
need to pout the verbs in italics into the correct tense. If necessary
do the first one with them as an example. Elicit answers from the
students.
Answers: 1 If I hadn’t worked at that company for so long, I’d have

pursued so many other options. 2 If she’d left her job, maybe she’d
have been happier. 3 If we hadn’t bought that flat, we’d have had
more exotic holidays. 4 If I hadn’t gone to university, I’d have got a
job. 5 If you’d taken up running, you’d have been fitter! 6 If they’d
retired earlier, they wouldn’t have had enough money to live on.
7 If I’d stayed in France, I’d have spoken good French by now.
8 If you’d done an art course, you’d have been brilliant and selling lots
of paintings by now!
2 Students have some free talking time to use the Third Conditional.
They have four halves of sentences in the Third Conditional, which
they must ask two other students to complete. Ask students to
correct tenses. Encourage students to ask follow-up questions if
they are confident. Give students time to compare and discuss
their answers.
Either as a class activity or homework activity, tell students to
write up the answers from the students using future possibility
tense. Collect them at the end of class/next lesson for marking.

Time for a change?
1 Read the following passage about Rob’s life, and his need for a change.
First of all add a prefix or a suffix to all the words in italics.
Rob is feeling quite down about his life. He (1) likes his job as his boss
(2) works him and Rob feels that he gets (3) paid. He (4) agrees with a
lot of the company’s new ideas and thinks that maybe it’s just time to
move on. After all there is plenty of (5) move in the job market that
Rob is in. He would actually love to move in a different (6) direct. All
his friends have told him that his (7) happy is the most important
thing. His friends are so important to him and offer him (8) inspire.
He also has problems with his rented (9) accommodate. The landlord
has just put the rent up, and it’s just too expensive to stay there. He
would love to be (10) dependent of rented accommodation and have
his own house very soon.
2 Quick quiz! Look back at your Students’ Book, page 113, and choose
three prefixes and three suffixes. Write them below and ask your partner
to tell you a word with each of these prefixes and suffixes.
1 ______________ 3 ______________ 5 _____________
2 ______________ 4 _____________ 6 _____________
3 Time for a change? Work in pairs to write a short guide to change. You
are going to decide together on six things in one’s life that it is good to
change fairly regularly to keep healthy and well. Give reasons why.
Time for a change?

Time for a change?
TEACHER’S NOTES:
Aim: to provide further practice of word building and discussing

change. This worksheet is designed to be used in conjunction
with unit 8.
Time: 40 minutes
1 Students read the passage and add a prefix or suffix to each of the
words in italics. Elicit answers from the class.
Answers: 1 dislikes 2 overworks 3 underpays 4 disagrees

5 movement 6 direction 7 happiness 8 inspiration 9 accommodation
10 independent
2 This is a further refresher for students on prefixes and suffixes. Ask

students to choose three prefixes and three suffixes from the
vocabulary page of the Students’ Book, 113. Students work in pairs
and take turns to say a word using each of the prefixes/suffixes.
Go around the class to monitor correcting errors if necessary.
3 Students have the chance to be creative by writing a short guide to

change. The idea is that they agree on six areas of a person’s life
that it is useful to reassess periodically and perhaps alter or change
slightly, to keep a healthy lifestyle and outlook on life. Provide
examples if necessary to encourage students’ ideas such as: what
you read, what you watch on TV, what you talk about, places you
visit at weekends, food you eat, how you communicate with people
– text/letters/cards/emails, things about your own personality.
Monitor to see what is being written and ask students to present
their ideas to the rest of the class at the end. Encourage feedback.

Total English
Intermediate
Unit 9
Can you remember the word?
1 Read the clues below and then fill in the crossword.

1 2
3
4
5
6
7
8
9
10
Across:
4 If you are without a job, you can be described as this.
5 Most people would love to have a pay _ _ _ _.
7 To make a formal, usually written request for something e.g. a job/place at university.
9 A system where you work set hours but you can change when you work.
10 Money added to your basic salary for selling a given amount of a product.
Down:
1 Someone who works for themselves.
2 Extra hours worked!
3 Exams or experience which make you suitable for a certain job.
6 Knowledge or skills gained whilst doing a job.
8 Additional things that come with a job e.g. meals/a car.
2 Use the answers from the crossword to write ten sentences using each
of the words.

Can you remember the word?
TEACHER’S NOTES:
Aim: to consolidate language of work from the lead-in page. This

Time: 40 minutes
1 Ask students to complete the crossword using the clues 1-10. Check
Answers: 1 (Down) self-employed 2 (Down) overtime

3 (Down) qualifications 4 (Across) unemployed 5 (Across) rise
6 (Down) experience 7 (Across) apply 8 (Down) perks
9 (Across) flexitime 10 (Across) commission
2 Ask students to write their own sentences for each of the

crossword answers. Monitor whilst they work to encourage them
to write full sentences that are neither too long nor too short!
Give students time to compare sentences before asking some
students to read their sentences out to the class.

Fun with make, let and do
1 Reorder the sentences 1-8.

1 boss my finish me made presentation the I before went home .
2 allow we staff our have to tea break one day every .
3 Friday every jeans wear us lets teacher our .
4 redo the she him made design it because terrible was .
5 staff the only are allowed smoke to our office outside .
6 think do you she’d me let next take week holiday as ?
7 company make us our sales our present results team to the week
every .
8 we’re to use not company allowed cars for use social .
2 Problem solving! At the moment your company has a very unappetizing

canteen and also employees are experiencing lots of transport problems
getting to work. In pairs, work out two new ideas for inspiring the
employees. Use the headings in the box to plan your presentation.
Welcome
Introduce the topic
Emphasise certain points
Conclusion
Final comments
3 Work in groups. Take turns to present your ideas to your group and to
ask some follow-up questions.

Fun with make, let and do
TEACHER’S NOTES:
Aim: to provide further practice of make, let and allow and the can do
statement: present ideas to a group. This worksheet is designed
Time: 40 minutes
1 Ask students to reorder the words to form complete and correct

sentences. If necessary do the following example with the
students. Give students time to compare their answers with a
partner before checking them with the class.
Answers: 1 My boss made me finish the presentation before I went

home. 2 We allow our staff to have one tea break every day. 3 Our
teacher lets us wear jeans every Friday. 4 She made him redo the
design because it was terrible. 5 The staff are only allowed to smoke
outside our office. 6 Do you think she’d let me take next week as
holiday? 7 Our company make us present our sales results to the team
every week. 8 We’re not allowed to use company cars for social use.
2 Get students to read the instructions in pairs and firstly decide on

what their new ideas will be for the new look canteen and change
in working location for employees. Suggest they refer to the how to
box in their Students’ Book, page 120 to revise structures to use in
their presentation.
Students write their ideas within the suggested presentation
structure. Monitor as they work to check they are keeping roughly
to this structure.
Place the students in groups and ask them to take turns to present
their ideas. Encourage the listening students to take notes so they
can ask follow-up questions.

Reporting back
1 Read the following sentences in direct speech and rewrite them in

reported speech. Use the pronoun and the verb in brackets.
1 My boss is great most of the time, but when she’s tired she loses her
temper easily. (she/say)
2 I left my last job because I was bored. (he/tell)
3 When will he stop talking? I’m so confused! (she/ask)
4 Do you find that reading the papers at the moment is depressing?
(he/ask)
5 You are a very wise person. (she/tell)
6 I’ve been working at this company for five years. (he/say)
7 Would you move to London for a better job? (she/ask)
8 Please don’t smoke in the office (she/tell)
2 Question time! Read the following questions and then find three other
students to ask the questions to. Make notes of their answers.
1 What would be your ideal job?
2 What do you think makes a good boss?
3 Have you ever managed anyone? What was it like?
4 Do you think everyone has the potential to be a manager? Why/why not?
5 Do you think everyone should be allowed to work flexitime? Why/why not?
6 What sort of performance deserves a pay rise do you think?
3 Use reported speech to write down your favourite answer to each of the
questions in Ex. 2.

Reporting back
TEACHER’S NOTES:
Aim: to provide further practice of reported speech and the can do

statement: report information. This worksheet is designed to be
Time: 40 minutes
1 Tell students to read the direct speech statements, Ask them to

use the cues in brackets to transform these sentences into reported
speech. Go around the class to monitor and make notes of any
errors. Write the errors on the board and encourage peer
correction. Then elicit answers from the class.
Answers: 1 She said (that) her boss was great most of the time, but
when she was tired she lost her temper easily. 2 He told me (that)
he’d left his last job because he’d been bored. 3 She asked me when
he’d stop talking because she was so confused. 4 He asked me if I
found (that) reading the papers at that time was depressing. 5 She
told me (that) I was a very wise person. 6 He said (that) he’d been
working at that company for five years. 7 She asked me if I’d move to
London for a better job. 8 She told me not to smoke in the office.
2 Check that all students are clear on the meaning of each question.
Tell students to find three students to interview. Ask them to note
down key points of each answer. Monitor while they work to see if
anyone needs help and encourage students to ask follow-up
questions to enrichen the answers.
3 Ask students to read through all the notes they made and decide
which is their favourite answer to each question. Tell them to
report this information back by writing down each of their favourite
responses using reported speech. Monitor while they work to check
for accuracy. Students complete the activity by swapping with their
partner and reading through each other’s favourite responses. Ask
for some class feedback on particular favourites if there’s time.

Requirements for the job…
1 Complete the following sentence using a modal in the Simple Past and
the prompts.
1 In my old job we ________ send emails to friends. (not permitted)
2 In that particular type of job everyone ________ be on the trading
floor by 6:30am. (was necessary)
3 My manager ________ accompany our team on all our foreign trips.
(not necessary)
4 We were ________ take time out from our jobs to do courses that
would help us gain more knowledge in our field. (OK/were permitted)
5 One of the job requirements was that you ________ speak French,
German and English. (was necessary)
6 We were ________ speak about company figures outside the
company. (not permitted)
7 In my old job we ________ attend every Monday morning meeting.
(wasn’t necessary)
8 We ________ take one half-day off each month in the summer.
(OK/permitted)
2 In pairs choose three of the jobs in the box and write a list of four job
requirements for each job.
Air Hostess Author Childminder/Nanny Doctor

Lawyer Market Trader Politician Tennis Coach
Job 1:
Job 2:
Job 3:
3 Compare your three jobs with the pair next to you. Choose which job is
most suitable for you!

Requirements for the job…
TEACHER’S NOTES:
Aim: to provide further practice of past obligation/permission and the

can do statement: state routine job requirements. This
Time: 40 minutes
Materials: photocopies of the worksheet for students.
1 Tell students they have to complete the sentences using the

correct form of an appropriate modal verb. If necessary do the first
one with them as an example. Elicit answers from the students.
Answers: 1 weren’t allowed/couldn’t 2 had to 3 didn’t have to

4 allowed to/could 5 had to 6 not allowed to 7 didn’t have to
8 were allowed to/could
2 Check that students understand the meaning of all the jobs in the
box. Students then work in pairs and choose three of the jobs from
the box. They then write a list of job requirements for each of
these jobs using the Students’ Book, page 126 for reference if
necessary. Monitor as they work to check if anyone has any
questions, and they are writing accurately.
3 Ask students to swap their job descriptions with the pair next to
them and decide which looks the most attractive job to them. Get
class feedback by asking which job students have chosen and why.

UK or US English?

1 How do you spell colour in US English?
2 In England, we say toilet, in the US they say ______?
3 What is the US English word for shopping centre?
4 We have holidays, and in the US this is called a ______?
5 If we buy a return ticket, in the US it’s a ______?
6 How do you spell organise in US English?
7 What is the US English word for a flat?
8 In the UK, we have a mobile phone, and in the US this is called a
______?
9 In US English, is it chips or fries?
10 In the UK, we say the underground, and in the US it’s ______.
2 In pairs write a story centred around one of themes in the box below. Try
to use all ten of the US English words from Ex. 1 and be as imaginative
as possible.
a bad day at the office a fantastic party

a brilliant day on holiday a day out in the fresh air
a successful shopping outing a day out in your favourite city

UK or US English?
TEACHER’S NOTES:
Aim: to provide further practice of US English words from the

Time: 40 minutes
Answers: 1 color 2 restroom 3 mall 4 vacation 5 round trip

6 organize 7 apartment 8 cell phone 9 fries 10 the subway
2 Group the students in pairs. Tell them they have to work creatively
to use the US English words to write a short story based around
one of the themes in the box. Monitor as they work to check if they
have any questions. Encourage them to use as much US English as
they can. Ask students to swap at the end and compare stories.

Total English
Intermediate
Unit 10
Remembering things
1 Complete sentences 1-6 using the verbs in the box in the correct tense.
lose remind us to remind me of forget remind remember
1 I think I might have __________ my purse when I was on the train.

2 He __________ her that she had to phone Jo about the tennis match.
3 That hat __________ the time you did a charity fashion show.
4 Oh dear! I __________ to lock the front door.
5 Can you __________ where we agreed to meet Sue and Mike?
6 Can someone __________ to send out the party invites tomorrow?
2 Write five questions using the verbs in Ex. 1. Write them down and then
ask your partner the questions.
1 _______________________________________________________
2 _______________________________________________________
3 _______________________________________________________
4 _______________________________________________________
5 _______________________________________________________
3 Memories associated with different things! Ask two students if they have
a special memory connected with any of the themes/ideas in each box
and make notes of their answers.
Student 1 Student 2
A fantastic meal - great
company and great food
A particular site in a city
A funny moment - you

couldn’t stop laughing …
A sporting moment?

Remembering things
TEACHER’S NOTES:
Aim: to practice the language and theme of memories from the lead-
in page. This worksheet is designed to be used in conjunction
with unit 10.
Time: 40 minutes
1 Ask students to complete the sentences using the words in the box.
Make sure that students use the verbs in the correct tense. Elicit
answers from the students.
Answers: 1 lost 2 reminded 3 reminds me of 4 forgot 5 remember

6 remind us to
2 Ask students to write five complete sentences/questions using the

words/phrases in Ex. 1. Use the example sentences if necessary to
get students started. Students then take turns to ask their partner
the questions. Encourage peer correction during the questioning.
Get feedback at the end.
Example answers: 1 Have you ever lost something valuable like

jewellery, your purse or a passport? 2 Can you remember the last time
you stayed up all night? 3 Does anyone have to remind you to do
certain things? 4 Are you good at remembering birthdays or do you
sometimes forget them? 5 Does freshly brewed coffee and freshly
baked bread remind you of anything?
3 Students further explore the theme of memory by asking each

other if they have memories connected with certain events/places/
things. Monitor whilst they talk to check they are on the right lines.
Ask for class feedback at the end of the activity.

I wish …
1 Write eight sentences using your own words and I wish/If only in
response to the scenarios 1-8.
1 I can’t believe that I’ve missed the bus to work again!

______________________________________________________
2 That new camera looks brilliant.
______________________________________________________
3 I love watching tennis on TV.
______________________________________________________
4 I’m exhausted after last night’s late night film.
______________________________________________________
5 She’s so good at art.
______________________________________________________
6 The water in the swimming pool was freezing!
______________________________________________________
7 You are such a talented cook!
______________________________________________________
8 We’ve forgotten our passports.
______________________________________________________
2 Read the three different scenarios below. In pairs write I wish/If only
sentences for each scenario.
a) It’s a very hot day and the local swimming pool is closed. Everyone is very
thirsty but the local shop only has water as a cold drink.
b) You need to go shopping for 3 birthday presents. The birthdays are all in the next
few days. There is a huge queue for the car park at the shopping centre. The shops
are absolutely packed. Some of the things you wanted to buy are out of stock.
c) You are out with a group of friends at a restaurant. There is a live band and
everyone is having a great time. One of your group gets up and sings with the
band. One of the band members hands you the microphone to sing …

I wish …
TEACHER’S NOTES:
Aim: to provide further practice of I wish/If only and the can do

statement: talk about wishes. This worksheet is designed to be
Time: 40 minutes
1 Tell students to read the sentences. Then ask them to create their
own follow-up sentences using either I wish/If only. Monitor as
they work to check they are writing accurately. If anyone has any
problems, read out one of the possible answers below as a model
answer. Ask students to swap with their partner so they can read
each others. Ask for class feedback.
Possible answers: 1 If only I’d got up earlier./If only I could run

faster. 2 I wish I could buy it./If only I had enough money to buy it.
3 I wish I could play tennis./If only I could go to a live match. 4 If only
I’d gone to the earlier film./I wish I’d hadn’t stayed up watching TV
when I got home! 5 I wish I was more creative./If only I was good at
art. 6 I wish I hadn’t stayed in the pool so long./I wish I’d gone to the
gym instead. 7 I wish I could cook./If only I could make good meals.
8 I wish we hadn’t been in a rush when we left./If only we’d rechecked
our baggage before we left.
2 Get students to work together in this free writing activity to write

three I wish/If only sentences connected with each scenario.
Encourage them to be as creative as possible and monitor as they
work. Use the possible answers below to prompt students if
necessary. Get students to swap with the pair next to them at the
end of the activity to compare sentences. Ask for class feedback.

Thinking about the past
1 Read the following sentences and underline the correct tense in each one.
1 David Beckham had not played /didn’t play for a Spanish team before
he joined Real Madrid.
2 Ellen MacArthur had sailed/sailed round the world and had completed
/completed the voyage successfully.
3 She was missing/missed her family when she was going/went to
university.
4 My father was reminding/had reminded us of how determined Jen
was, just as she was winning/won the race.
5 He travelled/was travelling in New Zealand when he had met/met
Millie. He had never felt/never felt like this before!
6 She didn’t intend/hadn’t intended to work at the pub, but she
needed/had needed to earn extra cash for her course.
7 He inspired/was inspiring many people during his short life.
8 We talked/were talking about how inspiring our coach was, when he
was walking/walked into the changing room.
2 In pairs discuss the six questions. Use a variety of past tenses: Past
Simple, Past Perfect and the Past Continuous while you are speaking.
1 Which famous person (or not) has inspired you in your life and why?
2 Which skill have you been encouraged to develop most in your life?
3 What is the bravest thing you have ever done? Describe it.
4 Have you ever been involved in any sort of large project? What was
involved?
5 What was your favourite time of year as a child and why?
6 Which century would you have liked to live in apart from this one?
3 Choose four of the questions your partner answered. Write down their
answer in as much detail as possible using the Past Simple, Past Perfect
and the Past Continuous. Return your work to your partner so they can
check the facts and make any corrections if necessary.

Thinking about the past
TEACHER’S NOTES:
Aim: to provide further practice of the review of past tenses and

different types of numbers. This worksheet is designed to be
Time: 40 minutes
1 Students read sentences and underline the correct tense. Give

students time to compare their answers, then elicit answers from
the students.
Answers: 1 had not played 2 sailed/completed 3 missed/went

4 was reminding/won 5 was travelling/met/had never
6 hadn’t intended/had needed 7 inspired 8 were talking/walked
2 Students read the questions that they are going to ask their
partner. All the questions are designed to elicit information that will
need to be explained in past tenses. Get students to take turns to
ask their partner the questions. Monitor as they work and prompt
where necessary.

write a summary of their partner’s answers to the questions in Ex.
2 using the Past Simple, Past Perfect and the Past Continuous.
Collect them at the end of class/next lesson for marking.

Putting up with phrasal verbs!
1 Reorder the sentences 1-8.

1 didn’t find I she leaving was yesterday until .
2 some with up came she ideas fantastic the for holiday .
3 think you do can on go you in that atmosphere working ?
4 up late turned he the for goodbye party .
5 was match the off called of because bad weather .
6 around play don’t those with gadgets .
7 to had I let go her the to party .
8 time what you did up wake ?
2 In pairs discuss questions 1-5.

1 Why do you think pop groups often split up after only a few years?
2 Have you ever had to put up with noisy neighbours, a bad job or an
annoying person? Did you complain?
3 Why do you think that people generally let other people down?
4 Could you carry on doing something you didn’t like just to help
someone else out?
5 When do you find is your best time to come up with really good ideas
and plans?
3 In pairs down all the phrasal verbs you can remember from unit 10.3.
Take it in turns to read out each verb and then make a sentence using it.

Putting up with phrasal verbs!
TEACHER’S NOTES:
Aim: to provide further practice of phrasal verbs. This worksheet is

Time: 40 minutes
1 Ask students to reorder the words to form complete and correct

sentences. If necessary do the following example with the
students. Give students time to compare their answers with a
partner before checking them with the class.
Answers: 1 I didn’t find out she was leaving until yesterday.

2 She came up with some fantastic ideas for the holiday.
3 Do you think you can go on working in that atmosphere?
4 He turned up late for the goodbye party. 5 The match was called off
because of bad weather. 6 Don’t play around with those gadgets.
7 I had to let her go to the party. 8 What time did you wake up?
2 Ask students to discuss these questions sand encourage students

to ask follow p questions. Get feedback by asking some pairs to
share their answers with the class.
3 Students quickly recap on phrasal verbs by brainstorming all the

phrasal verbs they can remember from unit 10.3. Tell them there
are fourteen in total and let them check with the Students’ Book
page 143 if they have just a few to remember. They then take it in
turns to make up a sentence (spoken) for each phrasal verb.

Understanding the senses
1 Complete sentences 1-7 using a verb from the box in the correct tense.
see look at watch listen to hear touch hold
1 Every time I _______ that song, it reminds me of our Greek holiday.

2 Did you _______ that noise? It sounded like a songbird.
3 When she _______ the baby for the first time, she felt so very happy.
4 I _______ the most wonderful sunset last night.
5 It says that we shouldn’t _______ anything in this exhibition.
6 I _______ a brilliant film on TV last night.
7 When I _______ her she always reminds me of her mother.
2 Senses test! Write descriptions of five things using looks/feels/sounds/

smells/tastes using either of the structures in the box below without
saying what it is.
It looks/feels/sounds/smells/tastes + adjective
It looks/feels/sounds/smells/tastes + like + noun phrase
3 In pairs take turns to read your descriptions out to your partner and see
if they can guess what it is!

Understanding the senses
TEACHER’S NOTES:
Aim: to provide further practice of the language of the senses from

the vocabulary page. This worksheet is designed to be used in
Time: 40 minutes
1 Ask students to read the sentences and fill in the correct verb.
Elicit the answers from the class.
Answers: 1 listen to 2 hear 3 held 4 saw 5 touch 6 watch 7 look at
2 Students read the phrases in the box which present two ways of
describing things which appeal to the senses. Tell students to
decide on five things - one for each sense and use one of the
structures to describe each thing. Monitor as they work to check
they are on the right lines and give assistance if necessary.
3 Students then read out their descriptions to their partner to try and
guess the objects. Ask for students who chose more difficult things
to read out their description to the rest of the class to see if anyone
can guess.

Total English
DVD Transcript
Intermediate
Total English Intermediate DVD Transcripts
Unit 1 - Best friends
SCENE ONE:
Ollie: Oh that’s fine.

Ollie: Here you are.
Waiter: Thank you….
Stan: Gee, that’s swell photography. Well, we better get back to the hotel
and get our things packed. ’Cos the boat sails at twelve o’clock
tonight.
Ollie: Not for me it doesn’t.
Stan: What do you mean?
Ollie: I’ve decided to stay a while. In fact, if my plans work out right, I
may never go back.
Stan: Well, you’ve got to go back….we’ll lose our job at the fish market in
Des Moines.
Ollie: So what? There are plenty of fish markets here in Paris …
Er, garçon!
Waiter: Dites-moi?
Ollie: Another glass of milk and two fresh straws. Huhh!
Stan: You know what? … I think you’re hiding something from me.
Ollie: Hee, hee …
Girl: Oh, roses are red, candy is sweet, this is something I sent you to
eat. Ollie.
[laughter]
SCENE TWO:
Boy 1: I want me ball back!

Terry: Look! I’ll give you the money. You can get yourself a new one
tomorrow! Loan us a quid, Bob.
Bob: What?
Boy 1: I don’t want another ball, I want that ball!
Bob: Well, it’s a bit difficult now, isn’t it?
Bob: Oh look, one of us will have to go and fetch it…
Terry: Up that drainpipe?!

Bob: We did it often enough at their age.
Terry: Let one of them go then.
Boy 2: I’ll tell me brother.
Terry: Shut up!
Boy 3: His brother’s bigger than you!
Terry: I’ll tell you what … fair’s fair. Which hand’s it in?
Bob: That one … rats…!
[phone rings]
Wife: Hello? …oh, hi Terry! … What? … Sorry? … Why? … What roof?
[sirens from fire engine]
Man: Suicide, was it?
Terry: Might be later when he gets home to the wife.

Unit 2 - Breaking news
SCENE ONE: The fall of the Berlin Wall
Narrator: Berliners from both east and west linked hands and danced
round their liberated territory. Behind them, others clambered
playfully up and down on the Berlin Wall itself.
Woman: East Berliners can come to West Berlin and West Berliners can
go to East Berlin without visas. It’s great!
Narrator: And with nobody to stop them, it wasn’t long before the first
attempts were made to destroy the structure itself.
Journalist: I’m standing on top of the Berlin Wall which for years has been
the most potent symbol of the division of Europe, and there can
be few better illustrations of the changes which are sweeping
across this Continent than the party which is taking place here
on top of it tonight.
Man: I wanna be … an astronaut.
SCENE TWO: The election of Nelson Mandela
Narrator: The last few hundred steps of South Africa’s long march to
freedom were taken at shuffling pace. South Africans queued to
vote in their first democratic election.
Woman 1: Some people have waited all their lives to put their cross, but it
doesn’t matter how long it takes, they are gonna make their
mark.
Woman 2: We’re going to have everything that we were deprived of.
Narrator: We come to South Africa expecting a Civil War. Nelson Mandela

put on a festival of reconciliation instead. Down below they
waited and turned the lawns of the Union Buildings into a
people’s park.

Man: It’s a great day in our lives. It means freedom for us. Freedom
at last.
Mandela: I, Nelson Rolihlahla Mandela, do hereby swear to be faithful to

the Republic of South Africa.
Clerk: Will you please raise your right hand and say ‘So help me God’?
Mandela: So, help me God.
Narrator: They released doves of peace. It was time to celebrate and to

hope. After so much, and so many years, the people of South
Africa have spoken. It was a generous and a happy day. They
started dancing as soon as their new State President did. Hours
after he left the stage, they look as if they’ll keep going all night.
SCENE THREE: The total eclipse of the sun
Narrator: At eleven minutes past eleven on the eleventh day of the month
over Falmouth, the airborne cameras show the moment the last
rays of light disappear as the moon covers the face of the sun.
The eclipse is total.
Journalist: It’s thirteen minutes past eleven now, and the moment of
totality has just reached us here in Plymouth. Now, of course we
can’t see it, but you can certainly feel it and sense it. The light
went very quickly and the temperature has dropped.
Narrator: It had been a day when the heavens had promised much, but
delivered rather less thanks to the weather. A day when people
in Britain had a once in a lifetime encounter with the star which
gives this planet life and its people a shared sense of our place in
the universe.

Unit 3 - City or country
SPEAKER ONE:
Ajay: I live in a house in Leeds. Er, Leeds is where I’m at university

right now. I’m studying English. The house I live in is in a place
called Hyde Park which is about a ten minute drive from
Headingley Stadium and it’s about a ten minute drive from the
university as well, and also from the city centre. So, it’s in a
really good location. I’m really happy with the people I’m living
with.
The main thing I like about living in Leeds is easy access to a lot
of things such as cinemas, restaurants, bars, clubs, music
venues. Everything that would appeal to a student is there in
Leeds. Like there’s lots of everything. And it’s … it can be quite
overwhelming at first, but when you adjust to living in the city,
then you realise that everything’s at your fingertips and it can be
a lot of fun and you can go on big nights out wherever you want.
Yeah, it’s a very, very good place to live, very exciting.
I don’t think I’m always going to live in Leeds because it’s the
kind of city that really appeals to students, so when I graduate I
can’t see myself enjoying it as much as I do right now.
That’s why I think I’ll possibly move somewhere like London

which has a much more diverse population, or maybe even go to
the country where I’d enjoy a quieter life and it’d be a nice
contrast to the life I’m living right now.
SPEAKER TWO:
Emlyn: I live in a small, rural village in a sixteenth century thatched

cottage - that’s er … a cottage with a straw roof, that overlooks
the village cricket green, so it’s er … a very idyllic setting. The
best thing about living in the country is the wildlife. It’s …er…
great looking out the window and seeing all these wonderful
birds and mammals trotting round the place, or flying by … it’s …

er… lovely.
I think the main disadvantage is that you have to drive

everywhere …um… because we are quite rural. If you want to go
to the cinema for instance, the nearest cinema’s about five or six
miles away. So you have to plan everything. It’s not one of those
things that you can do on the spur of the moment so much.
I hope I would always live in the country….umm I can’t see

myself living in the city again having lived in the country for a
number of years. I’ve got used to the, the pace of life if you like,
and when I now go to cities everything seems very fast, and I
prefer it a bit slower now.
SPEAKER THREE:
Jennifer: I live in a small flat in the outside of the city, and it’s the lower
half of a house that’s been converted into two flats. Umm… I live
with my cat and I have a small garden that she goes into and
there are trains that run by …umm… nearby my flat, so they
make a lot of noise during the day and also at night
unfortunately.
The best thing about living in the city is that there is so much to
do and there’s access to so many things because there’s so
many people there are …um …lots of things for those people to
do. There are …y’know …lots of um movie theatres and lots of
…um… cafes, and places where people can get together. There’s
just lots of nice things to do and to see. And you don’t find that
out, out in the country.
I don’t really take advantage of the museums and the theatres

as much as I used to when I was younger, and even as I get
older I think that I’ll be more interested in, y’know … living out
from the city. I think that I’ll always want to go into a city and
have access to a city but I think that I won’t live there forever
…no.

SPEAKER FOUR:
Sarah: I live on top of a hill at the edge of a village just outside a town
called Saffron Walden. And surrounded by lots of fields, and
horses …it’s lovely. I love the freedom and fresh air and no
noise. There’s not very many roads around where we are - main
roads. And we … sort of quite a way off …err… from the village,
so you don’t hear anything, it’s lovely, really lovely. I think the
best thing about living in the country is probably …umm… the
relaxation of it all, and driving home from work, and stress free,
being able to walk where you like …umm… and just generally the
freedom.
I’m always going to live in the country, it’s very relaxing and I
can’t see myself going back to a town.

Unit 4 - From rags to riches
Manager: James?
Waiter: Por Senor Ingles!
Manager: Ah!
Waiter: Senor?
James: Obrigado.
Waiter: Muito obrigado Senor.
James: This your first visit to South America?
Inspector: Yes … I wish I could stay longer.
James: It’s a pleasant place.
Senora: Senor, Congratulations! A wonderful party!
James: Thank you Senora.
Senora: The President himself told my husband it was the occasion of the
year.
James: Oh Senora, I was going to send you this for your subscription
list. The victims in the revolution. Perhaps I may be allowed to
give it to you now.
Senora: Thank you Senor. Always so generous.
James: Wife of Martin Gallado, the frozen meat king … very decent
couple. Excuse me …Manuel! Pity you can’t stay till Sunday. I’ve
got a horse in the Jockey Club stakes. You rode a very good
race.
Manuel: O cavelo é bon!
James: A very good race. Racing’s not quite straight out here. Still I do
believe I’ve helped to raise the standards a little… Ah, chiquita,
chiquita…I hoped I’d see you. You run along and get yourself a
little birthday present.
Chiquita: Oh, but how sweet darling … thank you.
Inspector: You seem to have accomplished quite a lot in one year.
James: One superb year. Just when I was beginning to believe I’d never
achieve it. For twenty years, I’ve dreamed of a life like this. For
nineteen of those years, fate denied me the one contact
essential to the success of all my plans. Still, I never quite lost
sight of the goal …inaccessible as it often seemed to me when I
was merely a… merely a nonentity among all those thousands
who flock every morning into the city. Most men who long to be
rich know inwardly that they will never achieve their ambition,
but I was in the unique position of having a fortune literally

within my grasp. For it was my job to supervise the deliveries of
bullion from the gold refinery to the bank.

Unit 5 - Favourite films
PART ONE:
Jeanette: It’s set in World War 2 and there’s lots of er… political goings on.
Sean: It’s set in the 1940s in a bar in Morocco.
Rachel: It has elements of thriller, elements of comedy, it’s a bit of
everything really.
Nick: It’s a romantic drama.
Rachel: The main actor is Humphrey Bogart, and he plays the owner of a
nightclub. And the main actress, I think is Ingrid Bergman and
she’s his long lost love.
Sean: I think probably the most famous lines are: ‘Here’s looking at
you kid’ and ‘Play it again Sam’. I think they’re the most famous
lines.
Rachel: My favourite line is in a flashback sequence to Paris when the
two lovers are about to be separated. And there’s the Germans,
are invading Paris. And the woman says to the man: ’Is that
canon fire or is it my heart pounding?’
Nick: There is a wonderful time when a girl comes to meet with the
Humphrey Bogart character and she says to him, erm… she is an
ex girlfriend of his, and she says to him, erm… ‘Where were you
last night?’, and he says: ‘That was so long ago I can’t
remember‘, and …er… then she says: ‘Where are you going to be
tonight?’, and he says: ‘That’s so far in the future, I never make
plans.’
Rachel: My favourite film of all time, and it’s an absolute classic, has got
to be Casablanca.
PART TWO:
Narrator: Set in French Morocco at the beginning of the second world war,
Casablanca is the story of those desperate to escape the Nazi
Regime.
Ugarte: Rick, help me!

Rick: Don’t be a fool, you can’t get away.
Ugarte: Rick …hide me… Do something, you must help me, Rick!
Rick: I stick my neck out for nobody.

Narrator: Humphrey Bogart is Rick, cynical expatriate.
Major: What is your nationality?

Rick: I’m a drunkard.
Major: And that makes Rick a citizen of the world.
Victor: I reserved a table. Victor Laslow.
Major: There is a man arrived in Casablanca on his way to America. He
will offer a fortune to anyone who will furnish him with an exit
visa….. I should say two.
Rick: Why two?
Major: He’s travelling with a lady.
Rick: He’ll take one.
Major: I think not. I’ve seen the lady.
Narrator: Ingrid Bergman is Ilsa, the last woman he ever expected to see.
The only woman he ever loved.
Rick: Of all the Gin joints and all the towns in all the world. She walks
into mine.
Ilsa: I thought I would never see you again, and you were out of my
life.
Victor: I know it would mean more about you than you suspect. I know
that you’re in love with a woman.
Rick: It’s perhaps a strange circumstance, that we both should be in
love with the same woman.
Ilsa: If you knew how much I loved you. How much I still love you.
Narrator: The Academy Award winning masterpiece of its time.
Renault: I suspect that under that cynical shell, you’re at heart a

sentimentalist.
Narrator: Still one of the greatest motion pictures of all time.
Rick: Are you ready, Ilsa?

Ilsa: I don’t know what’s right any longer. You have to think for both
of us, for all of us.
Narrator: Dooley Wilson, Sidney Greenstreet, Peter Lawry, Claude Reins.
Rick: This gun is pointed right at your heart.

Renault: That is my least vulnerable spot.
Narrator: Paul Henreid.
Victor: I love you very much, my dear.
Narrator: Ingrid Bergman and Humphrey Bogart. Isn’t it about time we

play it again?
Rick: Here’s looking at you kid.

Unit 6 - Dream holidays
PART ONE: Diving in the Maldives
Not everyone wants to spend their holidays lazing in the sun. These days,
holidaymakers are more active. They want to use their weeks away from
home to learn a skill, discover more about the world and make the most of
the outdoors. And one of the fastest growing holiday activities is diving. The
warm, tropical Maldive Islands in the Indian Ocean are one of the best places
to learn. In less than a week, you can train to be scuba diver. The reefs
surrounding these islands are full of marine life. In a single dive you might
see fish in every colour of the rainbow.
PART TWO: Hiking in New Zealand
Equally beautiful but with a very different sort of landscape is New Zealand in
the south west Pacific. Every year, thousands of holidaymakers arrive here
with walking boots and backpacks to see the magnificent scenery of New
Zealand’s national parks. In most parts of the world, going for long walks in
the countryside is called hiking. However, in New Zealand, this is called
tramping and it’s great fun. You can follow trails across the magnificent
Southern Alps or beneath the volcanoes of the north island’s Tongareiro
National Park. Paths lead through ancient forests and around deep blue lakes.
You can take short walks by yourself enjoying an afternoon’s peace and quiet.
Or join a guided tramping trek if you want to chat on the way.
PART THREE: Sightseeing in Egypt
Alternatively, join the three million visitors who arrive in the Egyptian capital
of Cairo every single day to visit the mighty pyramids of Giza. Travelling
south down the River Nile, it’s like sailing back in time. The scenery along the
river bank has changed surprisingly little in thousands of years. Small boats
called falukas sail down river carrying silks, spices and tourists to Egyptian
markets known as Suks. Ancient temples are still standing thousands of years
after they were built. And anyone with a sense of adventure should try the
most ancient form of desert transport, a camel trek. And while you’re there
you can watch the sun go down across the Sahara.

Unit 7 - Cambridge
Narrator: Cambridge is one of the best known universities in the

world. The university is made up of thirty-one different
colleges spread across Cambridge in some of the city’s
most distinctive buildings. Several date back to the
thirteenth and fourteenth centuries. One of the oldest
being Corpus Christi.
Kate Williams: This is the oldest …er… medieval enclosed court in

Cambridge. We’re not the oldest college. We were founded
in 1352, but all the other older colleges, their courts have
been demolished and rebuilt in the current style. This one
has remained as it would have been in 1352. Er… it was
completed in 1370. All the fellows and students would
have lived here including Christopher Marlowe who was a
playwright and a contemporary of William Shakespeare.
Narrator: In the middle ages, Cambridge University used to be

strictly for male students and it was only in 1980 that
Corpus Christi decided to admit women undergraduates.
Today there are as many women studying in Cambridge as
men.
Students wear traditional black scholar’s gowns on special
occasions. The most important being graduation day.
Student 1: Cambridge has a very good international reputation .It’s..

I believe one of the best universities in the world and so
it’s natural that I should want to study here. Good career
prospects afterwards as well, and it’s a very nice place.
Student 2: Basically, it’s like the best …um …er… university in Britain,
I think, basically, And for medicine especially… It’s very,
very good for medicine.
Student 3: I chose Cambridge because I like the college structure,

because the college is quite small and you can get to know
everyone within it, and also they organise your tuitions for
you which is quite nice.

Student 4: I’m studying management studies at the Judges Institute
of Management and my college is Hugh’s Hall which is a
graduate college. It’s a one year course. It’s a very
intense course, but there’s lots of holidays as well, so, all
in all, it’s a very fun year.
Narrator: Not everybody in Cambridge is a student or college

lecturer. The university community live side by side with
the town’s people.
Market trader: There’s an expression which applies to this town, and

that’s ‘town and gown’. They are the gown and we are the
town. I think that says it all really. Stepping backwards in
time is how living in Cambridge is. Quite fascinating really.
Narrator: There are new colleges as well as old, teaching hi-tech

subjects such as molecular biology, physics and
computing. And it’s not all hard work. Hiring boats on the
River Cam is just one of the many fun things to do.
Student 1: There is a huge amount of stuff you can do in Cambridge,

lots of things with the university societies and sports clubs
and things to be involved in. Also lots of other pubs and
social life around. Umm, it’s quite a community with the
college based system. So, umm, you get to know people
very well. Lots you can do.
Student 3: There’s lots of things here that you can do in your spare
time. Sport, drama. Lots of people have the idea that
Cambridge is all work, but it’s not at all, the social life’s
very, very active.
Narrator: Many things have changed since Cambridge University was

founded all those centuries ago. But its purpose remains
the same - to provide the best possible education to some
of the world’s finest scholars.

Unit 8 - From cradle to grave
This is Charlotte. During her lifetime she’ll achieve some incredible things.
She’ll eat for nearly three and a half years consuming 7,300 eggs and 160
kilos of chocolate. She’ll crawl one hundred and fifty kilometres before she’s
two.
From then on, she’ll learn a new word every two hours for the next ten years.
By the time she’s ten, her heart will have beaten 368 million times. She’ll
spend a little over twelve years watching TV and two and a half years on the
telephone. She’ll grow twenty-eight metres of fingernails and nine hundred
and fifty kilometres of hair on her head and more than two metres up her
nose.
By the age of twenty-one, she’ll have breathed over three and a half million
balloons of air. She’ll work for a total of just over eight years and she’ll
produce 200 billion new red blood cells each and every day. She’ll be able to
put a name to 2,000 people. A hundred and fifty of them, she’ll call her
friends.
She’ll fall in love twice. If she gets married, she’ll spend £6,809 on her
wedding day and there’s a sixty percent chance she’ll stay married to the
same person for the rest of her life. She’ll have two children and four grand
children and when they grow up, only two of her eight great grand children
will remember what her name was.
In Britain, she’s likely to live for seventy-nine years, in France… eighty-two,

in North America… eighty and in Africa only fifty-five. By that time she will
have walked over 22,000 kilometres and talked for twelve years. It’s an
amazing list.

Unit 9 - The ideal workplace
Narrator: In Brazil, in the city that’s grown to be the third largest on

earth, Ricardo Semler has created what’s been called the
world’s most unusual workplace.
Ricardo: Today’s a good example - Friday afternoon - maybe half the

office is empty. We’re not buying time from these people,
we’re buying talent.
Narrator: His workers set their own schedules and decide among
themselves who does what.
Employee 1: They are treated like grown up people. They react like grown
up people.
Narrator: He lets them come to work when they like and then go to
sleep on the job.
Expert 1: What he’s really doing is getting you to broaden your way of
thinking.
Narrator: He wants them to choose their own bosses and set their own
pay.
Employee 2: We never get what we want though!
Narrator: He says that we should all turn our working lives into seven
day weekends.
Employee 3: I think he’s a great man but I guess everybody does!
Expert 2: Nothing that he’s doing is revolutionary. It’s very old stuff
actually. But what is revolutionary is that he’s actually doing
it.
Narrator: These days Semco turns over a 100 million pounds a year,
but when Ricardo Semler took it over from his father, it was
a small traditional manufacturing company making marine
pumps and a stern top down control. What made all the

difference was when Semla reorganised the workforce into
small autonomous teams of a dozen, and gave them the
responsibility to run everything in their area as they saw
best.
Ricardo: We went into things like, y’know how can we possibly tell
people that we trust them completely and then search them
when they leave? So we started going from the very simple
issues of, for example, getting people to choose what
uniforms they wanted to use if at all, and what colour.
We went from there and I think we started with all the very
small things as symbols but then people started saying, well,
if we can choose our own this and that, why can’t we choose
what time we work, and slowly we started going through a
process which said that we, we applied a tool, let’s say a
mental tool to everything which was really what we called
the three whys. Which was to ask three whys in a row about
everything, and almost nothing stands up after that. You say
why are we wearing suits and ties and people say, so we’ll
look more like each other, and then why do we want to look
like each other?… and these things suddenly started going
away….

Unit 10 - Icons
PART ONE: Frida Kahlo
She is the subject of a major Hollywood film. Her works are collected by
Madonna. Her face appears on posters and T-shirts. Frida Kahlo is now the
best known woman artist of the 20th century. She had to overcome many
problems during her short life. She was crippled in her right leg when she was
only six, then terribly injured in a road accident twelve years later. But Frida
had incredible courage. She became an artist, married the great Mexican
painter, Diego Rivera, was very involved in politics and had a close
relationship with Trotsky. Frida produced unforgettable paintings - many of
them self portraits and continued to work until her death.
PART TWO: Rosa Parks
Rosa Parks lived in Montgomery - a town in the American south. On the 1st
of December 1955, she was riding home on a public bus after a day’s work
when the bus driver told her to give up her seat for a white man. Rosa
refused and was fined fourteen dollars. This started a boycott of the bus
companies by African Americans. The black population of Montgomery
refused to use the buses and walked to work. Martin Luther King helped
organise the protests and both he and Rosa became national heroes. After
thirteen months, the policy of segregation on buses was defeated and Rosa
Parks became known as the mother of the Civil Rights Movement.
PART THREE: Marilyn Monroe
Marilyn Monroe was worried that because she was beautiful nobody would
take her acting seriously. But during her lifetime she became the world’s
biggest movie star and is now possibly the most famous twentieth century
icon. Born Norma Jeane Mortenson, she changed her name in 1946 and then
appeared in thirty films including ‘How to marry a millionaire’ and ‘Some like
it hot’. But her life wasn’t easy… her mother had mental problems and Marilyn
was brought up in foster homes. She was married three times. Her husbands
included the baseball star, Jo DiMaggio and the playwright Arthur Miller. But
all three marriages ended in failure and all the attention, the journalists and
photographers, made her life more difficult. She was only thirty-six when she
died in 1962, but the fame of Marilyn Monroe will last forever.

Total English
Film Bank Key
Intermediate
DVD Answer Key
Unit 1 - Best friends
1
1 Students’ own answers 2 The photos are of: Mr Bean (Rowan Atkinson),
Jim Carrey (Ace Ventura Pet Detective), Stan Laurel and Oliver Hardy, Eddy
Murphy (Doctor Doolittle)
2
3
1 They are best friends in both extracts. 2 They have generally good
relationships. In both cases one person likes to get the better of his friend
(by tricking him - extract two, or keeping secrets - extract one).
3 Students’ own answers
4
1 Extract one 2 Extract one 3 Extract two 4 Extract two 5 Extract two
6 Extract one 7 Extract two 8 Extract one 9 Extract one 10 Extract two
5

DVD Answer Key
Unit 2 - Breaking news
1
2
Berlin Wall: division, destroy the structure, symbol, liberated territory
Elections in South Africa: election, democratically elected, reconciliation
The eclipse: eclipse, rays of light, temperature, the universe
3
1 linked hands and danced 2 were made to destroy the structure itself
3 on top of the Berlin Wall 4 all their lives to put their cross 5 a civil war
6 their new state President did 7 disappear (as the moon covers the face of
the sun) 8 has dropped 9 the star which gives this planet life
4

DVD Answer Key
Unit 3 - City or country
1
2
Description of the Good / bad things about Where they
property / area where they live plan to live in
the future
Speaker 1 House in Leeds, ten Good: Lots to do. Easy Not Leeds.
minutes from access to cinemas, Perhaps
Headingly Stadium, restaurants, bars etc. London, or
the university and It’s very exciting – a the country.
the city centre. good place for students.
Good location. Bad: It’s overwhelming
at first.
Speaker 2 16th Century Good: Wildlife. In the
thatched cottage, in Bad: Need to drive country.
small rural village. everywhere.
House overlooks the
village cricket green.
Speaker 3 Small flat on the Good: Access to Outside the
outskirts of a city theatres, cafes etc. Lots city.
(‘on the outside of to see and do.
the city’). House Bad: Noisy trains both
converted into two during the day, and at
flats. Small garden. night.
Near trains.
Speaker 4 On top of a hill, at Good: freedom, fresh air, In the
the edge of a village. no noise, no main roads. country.
Outside a town called Relaxation, stress-free
Saffron Walden. environment, driving
Surrounded by fields home, walking etc
and horses. Bad: ---
3
4

DVD Answer Key
Unit 4 - From rags to riches
1
2
1 A 2 C 3 B 4 B 5 A 6 A 7 C 8 A 9 A 10 A
4
1e 2c 3a 4d 5b
5
suggested answers:
1 crime story 2 picture A 3 a restaurant in Brazil 4 he gives away a lot of
money 5 He stole the money/he won the money 6 a policeman 7 h will get
caught/go to prison/be taken back to London

DVD Answer Key
Unit 5 - Favourite films
1
Students’ own answers (Films: Gone With The Wind – Romance, Saving
Private Ryan – War film, For a Few Dollars more – Western, The Shining –
Horror)
2
1 In the 1940s, in a bar in Morocco. 2 Romantic drama (with some comedy,
thriller elements etc) 3 Humphrey Bogart, Ingrid Bergman 4 ‘Here’s looking
at you, kid.’ and ‘Play it again, Sam.’ 5 Casablanca 6 The story is set in
French Morocco at the beginning of the Second World War. It is about people
desperate to escape the Nazi regime. Rick owns a bar, and meets his old love
Ilsa, who needs a visa to exit the country with another man. The story is
about the decisions they have to make. 7 Rick and Ilsa.
3
Students check their answers to Ex. 2.
4
5

DVD Answer Key
Unit 6 - Dream holidays
1
2
Learning about the Practising a skill/activity relaxation
world
visiting museums diving reading long novels
visiting historical sites hiking sleeping a lot
going on day-trips sailing lazing in the sun
windsurfing people-watching
skiing
3
Activities/things to do What does he say about
nature/animals?
Maldives scuba diving (you can the reefs are full of
learn in less than a marine life
week)
New Zealand hiking or "tramping" magnificent scenery,
mountains, volcanoes,
parks, ancient forests,
lakes
Egypt see the Pyramids, go The scenery has
down the River Nile, changed little in
visit, souks and temples, thousands of years. A
watch the sun go down camel trek is the oldest
while on a camel trek desert transport
4

DVD Answer Key
Unit 7 - Cambridge
1
2
1 famous 2 colleges 3 style 4 writer 5 men 6 study 7 gowns
8 graduation 9 best 10 career 11 sports 12 river
3
Students check their answers to Ex. 2.
4
1 Students’ own answers 2 The students enjoy ‘the international reputation’,
it’s a ‘nice place to study’, the ‘college structure’, with small colleges so you
can ‘get to know everybody’. It’s ‘fun’ and ‘intense’ studying at Cambridge
University. 3 Students’ own answers 4 Students’ own answers

DVD Answer Key
Unit 8 - From cradle to grave
1
Students’ own answers (from cradle to grave means ‘from when you are a
baby until you die’)
2
1 d 2 c 3 a 4 j 5 b 6 i 7 f 8 e 9 h 10 g
2b
(a) special moments: 2c, 8e, 9h
(b) things we do all the time: 3a, 4j, 5b, 6i, 7f
(c) a time period: 1d, 10g
3
1 three and a half 2 two hours 3 over twelve 4 two and a half 5 nine
hundred and fifty 6 eight 7 two thousand 8 one hundred and fifty 9 twice
10 £6,809 11 sixty percent 12 two 13 seventy-nine

DVD Answer Key
Unit 9 - The ideal workplace
1
2
1 trust 2 simple 3 uniforms 4 colour 5 symbols 6 choose 7 time 8
process 9 everything 10 suits 11 other 12 away
3

DVD Answer Key
Unit 10 - Icons
1
2
1g 2f 3c 4e 5a 6b
3
1 T 2 T 3 F She married Diego Rivera 4 T 5 T 6 F thirteen months 7 F It
was Norma Jeane Mortenson 8 T 9 F thirty-six

Total English
Upper-Intermediate
Total English
Upper-Intermediate
Connecting across and down
1 Read the clues and fill in the crossword.

1
2
3 4 5
7
8
9 10
Across:
3 someone you know, but not very well
6 a woman that a man is married to
7 a _ _ _ _ sister is a girl/woman whose father/mother has married your
father/mother
9 someone you work with
Down:
1 someone you are very close to because you share the same emotions and
interests
2 if you’re on the same _ _ _ _ _ _ _ _ _ _ as someone, you both see things in a
similar way
4 Do you like to make a good first _ _ _ _ _ _ _ _ _ _ when you first meet people?
5 when you like someone as soon as you meet them, you _ _ _ _ _
8 when we share a similar view, we see _ _ _ to eye
10 to have a _ _ _ in common?
2 Look back at your answers to each of the clues above. Write a sentence
using each answer which relates to a person in your life. Then read your
sentences to your partner. Ask each other follow-up questions.

Connecting across and down
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; family/relationships.

This warmer is designed to be used in conjunction with unit 1.
Time: 40 minutes
crossword are connected with family/relationships, and vocabulary
that they have recently been introduced to. Students read the
clues. Check to see if there are any questions. Students then work
on each clue filling in the crossword. Monitor to check they are on
the right lines. When students finish, they compare their answers
and spellings with their partner. Elicit answers from students.
Answers: 1 (Down) soulmate 2 (Down) wavelength 3 (Across)

acquaintance 4 (Down) impression 5 (Down) click 6 (Across) wife
7 (Across) step 8 (Down) eye 9 (Across) colleague 10 (Down) lot
2 Students use each of the words/phrases from the crossword to

relate to a relationship in their own life. If they ask about whether
‘wife’ or ‘soul mate’ is relevant to them, ask them to think about
someone they know/in their family who has a wife/has met their
soul mate etc - as long as it relates to their world to personalise
the activity. Monitor as students work, and encourage them to quiz
each other about their sentences. Get feedback from the students
at the end.

The right question tag
1 Complete the sentences below with the correct question tag.

1 He made a good impression, ____________?
2 She’s his half-sister, ____________?
3 They don’t really see eye to eye, ____________?
4 I’m a responsible person, ____________?
5 Let’s try and get on with him, ____________?
6 Nobody in that group had much in common, ____________?
7 You just can’t get on with your step-brother, ____________?
8 Have a cup of tea, ____________?
2 Write a dialogue using the instructions in the box below.
• Decide on what two people are having a conversation

• Decide on the subject of the dialogue. It has to be about relationships
that people have - at work, home, school, college. Use your
imagination!
• Use six question tags.
• Refer to your Student’s book, page 17 for a quick review of possible
question tags, and also useful vocabulary.
A: ___________________________________________________________
B: ___________________________________________________________
A: ___________________________________________________________
B: ___________________________________________________________
A: ___________________________________________________________
B: ___________________________________________________________
A: ___________________________________________________________
B: ___________________________________________________________
A: ___________________________________________________________
B: ___________________________________________________________

The right question tag
TEACHER’S NOTES:
Aim: to provide further practice of question tags. This worksheet is

Time: 40 minutes
1 Ask students to read the sentences and then fill in the correct
question tag. Monitor to check they are going in the right direction
and give help if necessary. Give students time to compare their
answers before eliciting answers from the class.
Answers: 1 didn’t he 2 isn’t she 3 do they 4 aren’t I 5 shall we

6 did they 7 can you 8 won’t you
2 Students have a freer activity here where they decide on an idea

for a short dialogue. The theme is that of the unit - connections
between people, so tell students their dialogue is basically about
any relationships that occur between people. For example, it could
be two people sitting on a bus talking about people they know,
friends in a café talking about how everyone got on at a party. The
only criteria is that they use six question tags, and if they want
some vocabulary from the unit.
Monitor whilst they work to check that they are using question tags
correctly.
At the end get students to swap dialogues and read their partner’s
dialogues. Encourage them to make corrections if necessary. Then
ask students to take a role in each one and read them out aloud.
Get feedback from the class at the end.

Does everyone agree?
1 Complete the sentences 1-6 using the words from the box below.
any every everyone any nothing some
1 I think ______ will be pleased to know that he now has responsibility

for the junior team.
2 Do you have ______ skills that would be useful for this job?
3 I think _____ person in the room realised the importance of their visit.
4 ______ seemed to worry her at all about her family situation.
5 Do you have ______thing that would help a bad cold?
6 Would you like ______ more of this delicious chocolate?
2 Complete the box below with as many of the phrases for expressing
agreement and disagreement as you can remember from unit 1.2.
Expressing agreement
Expressing disagreement
3 Read the statements 1-5 to two students and find out whether they
agree/disagree with them.
1 It is much better to live really close to as many members of your family as
possible.
2 It’s a good idea for parents to look after our children if we return to work.
3 Children should leave the family home by the time they are twenty to find their
independence.
4 It is better for children not to tell their parents everything about their life.
5 Our parents’ education can affect the career direction we decide to take.
4 Now think back to how to report agreement/disagreement and note down

as many phrases as possible in pairs. Then write down the opinions the
other two students expressed using these phrases.

Does everyone agree?
TEACHER’S NOTES:
Aim: to provide further practice of any/every/no/some and expressing

agreement/disagreement. This worksheet is designed to be used
Time: 40 minutes

words in the box. If necessary do the first one with them as an
Answers: 1 everyone 2 any 3 every 4 nothing 5 any 6 some
2 Ask students to work together to brainstorm as many phrases as

they can from unit 1.2 for expressing agreement and
disagreement. If they are finding this difficult suggest that they
look at the How to box in their Student’s Book, page 11 for a few
seconds then close their books and continue the exercise.
Answers:
That’s absolutely right./I completely agree with that.
Expressing
I couldn’t agree more./That’s probably true.
agreement
I think there’s some truth in that.
I’m not sure if I agree with that./I don’t think that’s
Expressing
completely true./That’s not true at all./I totally
disagreement
disagree.
3 Tell students to discuss the statements with two students. Monitor

to check that students use the agreement/disagreement phrases.
4 Ask students to report back the results of each statement
discussed in groups of two or three. Make sure students use we all
felt pretty much the same about this question/There were a
number of differences of opinion…/X had quite strong views about
this. Get feedback from each group for each statement.

Speculating!
1 Choose one of the words from the box below to fill each gap below.
could might may can must can’t
1 You’ve been playing tennis in this hot sun for almost four hours. You
_______ be thirsty!
2 Does anyone know where Sophie works? I’m not sure, I think it
_______ be West London.
3 It _______ get quite noisy in this classroom when everyone arrives in
the mornings.
4 Surely she _______ know about the secret holiday we’ve planned.
We’ve told nobody!
5 I feel very tired. I think I _______ be getting a cold.
6 Do you think you _______ go to the summer camp if you save up
enough money?
2 Things that go bump in the night!

Read each sentence below and then expand it to explain what you think
the noise is using must, could, might, may, can and can’t.
1 There’s a loud bang on a window downstairs, and it’s very windy outside.
2 There’s a crashing noise in the kitchen.
3 In the hall, there’s a loud thud.
4 A snoring noise is coming from the bedroom.
5 There’s a scream from a TV programme.
6 There’s a creaking noise outside in the garden.

Speculating!
TEACHER’S NOTES:
Aim: to provide further practice of present/future modals of possibility

and making speculations. This worksheet is designed to be used
Time: 40 minutes
1 Tell students to complete the sentences using the modals in the box. Give
students time to compare answers, and then check them with the class.
Answers: 1 must 2 could/might/may 3 can 4 can’t

5 could/might/may 6 might/could/may
2 Students revise vocabulary to describe noise through this

speculation exercise. Get students to read each sentence and then
speculate using may/might/can/can’t/could/must to speculate as to
what each noise could be. Monitor whilst they work to check they
are on the right lines. Encourage students to be creative or funny -
the main thing is to get the language flowing. Elicit students’
Possible answers: 1 It might be something from the garden thrown

against the window in the rain. 2 It could be a plate or a cup that has
fallen off the cupboard. 3 That must be the cat jumping into the house
through the window. 4 That can’t be mum. She sleeps so quietly!
5 That might be a scary movie. 6 It may be a tree moving in the wind.

Sorting out phrasal verbs!
1 Reorder sentences 1-10. They all contain phrasal verbs.

1 after she definitely grandmother her takes
2 always I up looked my to brother oldest I when little was
3 up loved he growing the in country
4 always she off was because me annoyed she showing
5 up they were brought with sound very values
6 other with each on we got away right
7 went they out for years five together
8 know I don’t they suddenly why up split
9 hate I out with falling friends my
10 up row quickly other each they made with after their
2 Interview three students using questions 1-5.
Question Answers
Where do you think is an ideal place
to grow up? Why?
Why do you think that some people
show off?
What sort of qualities in a person
make you look up to them?
What is the best way to make it up
with someone after a row?
Do you think there are any common
reasons that couples split up? What
are they?
3 Summarise the answers you received in Ex. 2 and write a short

paragraph for each question.

Sorting out phrasal verbs!
TEACHER’S NOTES:
Aim: to practise and consolidate the key phrasal verbs from the
Time: 40 minutes
1 Tell students to reorder the sentences making sure they have a

phrasal verb in each sentence. Monitor as they work to guide them
in right direction if necessary. Elicit answers from the class.
Answers: 1 She definitely takes after her grandmother. 2 I always

looked up to my oldest brother when I was little. 3 He loved growing
up in the country. 4 She annoyed me because she was always showing
off. 5 They were brought up with very sound values. 6 We got on with
each other right away. 7 They went out together for five years.
8 I don’t know why they suddenly split up. 9 I hate falling out with my
friends. 10 They made up with each other quickly after their row.
2 Students have some freer practice of the phrasal verbs through

this questionnaire. They ask three students the questions and
appropriate vocabulary. Encourage students to ask extra questions
if they are confident. Allow students to mpare their answers in
pairs at the end.

write up the answers from the students using the target language.
Collect them at the end of class/next lesson for marking.

Total English
Upper-Intermediate
The working quiz
1 Work with your partner to answer the following questions.

1 What is the name of the person who writes for a newspaper?
2 Does a social worker:
(a) organise people’s social lives
(b) help people with particular social problems or conditions
(c) help people decorate their houses?
3 What is the name of the person who performs operations in an operating
theatre?
4 If a person does a job basically because they love it we call it a _______ of love
(a) effort (b) labour (c) call
5 Do we call the direction we take in our career, a career:
(a) road (b) lane (c) path?
6 What is the term used to describe when a person is totally happy with their job?
7 If you are very good working under pressure, we say you are very good at
meeting tight _________.
8 If someone never loses their temper when under pressure, they are:
(a) quiet under pressure
(b) calm under pressure
(c) relaxed under pressure?
9 What part of the body is used to describe if someone is great at spotting details:
(a) nose (b) ear (c) eye
10 If you’re very good at working on your own, getting inspiration and motivating
yourself, we say you are good at using your own _ _ _ _ _ _ _ _ _ _
11 What is the term used to describe a person who gets on with most people and
is well liked?
12 How do we describe the attitude of someone at work who will try anything and
expect it to work?
2 In pairs write a sentence using each of the answers to the quiz questions
in Ex. 1.

The working quiz
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; work. This warmer is

Time: 40 minutes
1 Get students to work in pairs to answer the quiz questions. If necessary, if

students are finding the quiz difficult allow them to briefly scan
through the lead-in page of the Students’ Book, page 19 to look at
the vocabulary. Monitor to check they are going in the right
direction and give help if necessary. Elicit answers from students.
Answers: 1 journalist 2 b 3 surgeon 4 b 5 c 6 job satisfaction

7 deadlines 8 b 9 a 10 initiative 11 a people person
12 a ‘can do’ attitude
2 Students put the vocabulary into their own context by writing a

sentence using each piece of vocabulary. Monitor as they work and
check their sentences are correct. Elicit students’ answers and

Future plans
1 Complete sentences 1-8 using the correct form of the verbs in brackets.
1 I don’t think I __________ (take up) my company’s offer of working
from home three days a week.
2 I __________ (definitely/change) my working hours at some point in
the next few months, but I’m not sure when.
3 I ___________ (meet) Sandy after work to talk about doing voluntary
work at the weekends.
4 I think Anya __________ (enjoy) working flexitime. It __________
(suit) her lifestyle.
5 Bea, slow down, you __________ (get ill) if you carry on working such
long hours without a break.
6 He doesn’t think he __________ (resign) from his job after a lot of
thinking things through.
7 She’s not sure where and when, but she __________ (set up) her own
clothing company.
8 __________ (you/work) from home all this week?
2 In pairs, use the prompts 1-6 and the phrases in the box to discuss your
future plans.
I’m thinking about … I’m probably going to …

I’m not sure yet, but … One idea is to … It depends on …
1 Learning to drive or buying a new car.

2 Investing in a holiday home to escape to whenever you like.
3 Improving your English.
4 Getting better at one of your current hobbies.
5 Planning a break to somewhere you’ve never visited.
6 Decorating or improving where you live at the moment.
3 In groups, take turns to report back your partner’s plans.

Future plans
TEACHER’S NOTES:
Aim: to provide further practice of talking about future plans and

making predictions. This worksheet is designed to be used in
Time: 40 minutes
1 Tell students they have to use the correct future form of the verb.
If necessary do the first one with them as an example. Go around
the class monitoring the activity and give help if necessary. Elicit
answers from students.
Answers: 1 ’ll take up 2 ’m definitely going to change 3 ’m meeting

4 will enjoy/will suit 5 ’re going to get ill 6 ’ll resign 7 ’s going to set
up 8 Are you working
2 Students consolidate on asking and talking about the future by

discussing these quite specific future plans. Monitor whilst they
work to check that they actually use the phrases in the box.
Encourage them to be as expressive as possible with each other.
3 Place students in groups of four and get each student to describe

their partner’s future plans. Encourage students to give as much
detail as possible. Ask for class feedback at the end of the activity.

‘After work’ activities
1 Complete sentences 1-6 using the prompts in brackets and the Future
Continuous/Future Perfect tense.
1 Will you ____________ (work late) tonight?
2 Could you text me later on please? I ____________ (finish) my
evening class by then.
3 By the end of the summer holidays, we ____________ (decorate)
Eva’s bedroom.
4 I ____________ (spend quality time with) my kids this weekend - I’ve
been working far too much recently.
5 I think we ____________ (learn) some new steps in our salsa class
tonight.
6 If I leave work early I ____________ (not keep up to date with) all
my recent emails.

1 How will you be spending your time this evening?
2 How many mobile phone texts or phone calls do you think you’ll have
made by this time tomorrow?
3 Will you be spending much time studying English this weekend?
4 Are there any countries you definitely want to have visited by the time
you’re sixty?
3 Survey time! In pairs write six questions for a survey on the subjects in
the box below.
• sport on TV
• safety of chat rooms
• socialising with friends
• texting and emailing people
• meeting new people at evening classes
Ask your questions to as many other students as you can and make a
note of their answers.
4 Write the results of your survey questions with your partner. Use the
How to … box on page 25 of your Student’s book to help you.

‘After work’ activities
TEACHER’S NOTES:
Aim: to provide further practice of the Future Continuous and Future Perfect
as well as the can do statement; do a survey and report the results.
Time: 40 minutes
1 Tell students they have to use the correct form of the verb, whether it is
the Future Continuous or the Future Perfect. Go around the class
monitoring the activity and give help if necessary. Give students time to
compare their answers before eliciting them from the class.
Answers: 1 be working late 2 ’ll have finished 3 ’ll have decorated

4 ’ll be spending 5 ’ll be learning 6 won’t have kept up to date with
2 Students ask each other the four questions using the Future Continuous
or the Future Perfect tenses. Monitor to make sure they answer using
these tenses as well. Encourage them to be as expressive as possible.
Get feedback from the various pairs.
3 Students work in pairs to write six survey questions based on the
subjects provided. If students need prompts, use the questions below as
example questions. Monitor as students work to check that their
questions make sense.
Possible questions: 1 Do you think there is too much sport on TV?

Why yes or no? 2 How safe do you think chat rooms are?
3 How regularly should we find time to spend quality time socialising
with friends? 4 Do you think people need to send texts as often as
some people do? 5 How true is it that we might meet people we get
on with at evening classes?
Students then ask their questions to as many students as they can. Go

around the class monitoring to make sure they note down the answers.
4 Before students write down their results, refer them to the Student’s
Book, page 25 to revise phrases to use for reporting results. Ask for class
feedback on survey reports.

Just in case!
1 Imagine you are preparing for a two-centre holiday. The first part of the holiday
is an expedition up a mountain and the second part of the holiday is seven days
on a tropical island. Make a list of four things you will take on each holiday and
write a sentence explaining why using in case or just in case.
Expedition up a mountain: 7 days on a tropical island:

_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
In pairs compare your preparations for the holiday.
2 Construct complete sentences using the prompts 1-8 below. Add extra words
and make verb tense changes where necessary.
1 I/not apply/job/we decide/move/America.
________________________________________________________
2 I/give you lift/tonight/it rain.
________________________________________________________
3 She/take/book/interview/they run late.
________________________________________________________
4 I/go/cinema as well/tonight/Sally’s date not turn up.
________________________________________________________
5 They/go back/they leave/light on.
________________________________________________________
6 Can you/buy milk/there’s none/fridge?
________________________________________________________
7 I pack/sun lotion/I get sunburnt/on holiday.
________________________________________________________
8 Shall we take/lots snacks/we hungry later on?
________________________________________________________

Just in case!
TEACHER’S NOTES:
Aim: to provide further practice of in case. This worksheet is designed

Time: 40 minutes
1 Tell students to make a list of things that they’d need for the two
stages of their holiday. They need to write sentences to explain
why these things are needed using in case or just in case. Monitor
to check that they are on the right lines and give help if necessary.
Give students time to compare their preparations with their
partners and encourage them to justify their choices. Get feedback
from the various pairs.
2 Tell students they have to construct complete sentences using in

case or just in case, the cues 1-8 and their own words. If
necessary do the first one with them as an example. Elicit students’
Answers: 1 I didn’t apply for the job in case we decided to move to

America. 2 I’ll give you a lift tonight in case it’s raining. 3 She took
a/her book to the interview in case they were running late. 4 I’m going
to go to the cinema as well tonight in case Sally’s date doesn’t turn up.
5 They went back just in case they’d left the light on. 6 Can you buy
some milk in case there’s none in the fridge? 7 I packed some sun
lotion in case I got sunburnt on holiday. 8 Shall we take lots of snacks
in case we’re hungry later on?

Collocating correctly!
1 Correct the prepositions in the following sentences 1-8.

1 I’ve always been really interested on people who start up their own
businesses.
2 I believe he paid at the holiday as a surprise.
3 Do you know that she resigned to her job?
4 I can’t believe they succeeded on persuading him to do it!
5 They said it’s quite a similar villa from the one they hired last year.
6 It took them ages to prepare of the cup final.
7 Did you apply in that job in the end?
8 Do you believe to that kind of working system?
2 Fill in the missing preposition in each of the questions 1-8 below.

1 Is there any animal or insect that you’re afraid _____?
2 Is there anything that you insist _____ when people come into your
house?
3 What kind of fiction are you interested _____ at the moment?
4 How do you usually prepare _____ an interview or major exam?
5 Do you prefer your holidays to be different _____ each other or
basically the same type of holiday?
6 Which movie stars (if any!) are you keen _____ at the moment?
7 If I asked your parents, what would they tell me you are good _____?
8 Do you ever find that you worry _____ something and then afterwards
it doesn’t seem to have been worth worrying _____? Any examples?
3 In pairs take turns to ask each other the questions from Ex. 2. Ask as
many follow-up questions as you can.

Collocating correctly!
TEACHER’S NOTES:
Aim: to provide further practice of collocations with prepositions. This

worksheet is designed to be used in conjunction with the
vocabulary page, unit 2.
Time: 40 minutes
with the class.
Answers: 1 interested in 2 paid for 3 resigned from 4 succeeded in

5 similar villa to 6 prepare for 7 apply for 8 believe in

Answers: 1 of 2 on 3 in 4 for 5 from 6 on 7 at 8 about
3 Group students into pairs and ask them to take turns to ask each
other the questions from Ex. 2. Monitor to check that they use the
correct prepositions in their questions and answers. Get feedback

Total English
Upper-Intermediate
Old or new?
1 Complete the crossword using the clues below.

1
2
3 4
7
8
Across:
1 adjective used to describe a very old building
3 adjective used to describe things or clothes that are in keeping with
ideas that have existed for a long time
6 we say that something which has already had one owner is
second-_ _ _ _
7 something that has existed for a long time
8 the opposite of 7 across
9 very up-to-date
Down:
1 old and often very valuable - adjective used to describe things
2 popular, especially for a short period of time
4 not modern and considered not to be 2 down anymore
5 _ _ _ _ _ _ clothes are influenced by the most fashionable styles/ideas
2 Write a sentence for each of the answers in Ex.1 connected with your
own country, family, favourite things or clothes.

Old or new?
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; adjectives to

describe old and new. This warmer is designed to be used in
conjunction with unit 3
Time: 40 minutes
crossword are connected with adjectives to describe age, and
vocabulary that they have recently been introduced to. Students
read the clues. Check to see if there are any questions. Tell
students to work on each clue filling in the crossword. Monitor to
check they are on the right lines. When students finish, they
compare their answers and spellings with their partner. Elicit
answers from students.
Answers: 1 (Across) ancient 1 (Down) antique 2 (Down) fashionable

3 (Across) traditional 4 (Down) old-fashioned 5 (Down) trendy
6 (Across) hand 7 (Across) old 8 (Down) new 9 (Across) modern
2 Ask students to write a sentence for each of the answers in Ex. 1

related to their own experience. Tell them it can be about a place
they like to visit, a style they admire, something they have
heard/read about and are interested in, something on a TV
programme, as long as they put the word in the correct context.
Monitor as they work to check they are working along the right
lines. Get students to exchange their sentences with a partner and
encourage peer correction. Tell students to also ask follow-up
questions. At the end of the activity call out a few of the answers
from Ex. 1 and ask students to read out their sentences to the rest
of the class.

Looking back
1 Complete sentences 1-6 using the verb in brackets in the correct

narrative tense.
1 While they ___________ (sleep), the children crept out of the house.
2 After that, the children ___________ (always/stay) in the house.
3 Before moving to the town, they ___________ (always/leave) the
front door unlocked.
4 It was funny that she mentioned that topic, as we ___________ (talk)
about it for a long time.
5 At that time, he ___________ (not/want) to join in the campaign.
6 For the previous few years, they ____________ (never/believe) they
could have found such a wonderful place to live.
2 In pairs, plan a short story using the instructions below.
Instructions:
• Decide on a story based around a trip to a place in the world where there is a
mixture of old and new things to look at and visit.
• Make brief notes about where the characters went and what they saw and did.
• Then divide the notes into three paragraphs to a) introduce the story, b) narrate
the main events and c) describe the ending.
• Alongside the notes, write down useful vocabulary from page 33 of your
Student’s book.
• Use the four narrative tenses from unit 3.1 along with five time expressions from
the box below.
at that time from that point on since then up until that point
during throughout for the previous few after that while in
3 In pairs use your plan from Ex. 2 to write the story.

Looking back
TEACHER’S NOTES:
Aim: to provide further practice of narrative tenses and writing short

stories. This worksheet is designed to be used in conjunction
with unit 3.1.
Time: 40 minutes
1 Tell students they have to complete the sentences using the

correct form of the verb. If necessary do the first one with them as
an example. Monitor to check they are going in the right direction
and give help if necessary. Elicit students’ answers and encourage
peer correction.
Answers: 1 they were sleeping 2 always stayed 3 had always left

4 had been talking 5 didn’t want 6 had never believed
2 After briefly revising all the narrative tenses from unit 3.1 in Ex. 1,
students now put these into practice by writing a short story. The
required format is similar to what they have already done in the
Student’s Book, so this is further consolidation of detailed planning
and then writing a narrative story. In pairs get students to plan
their stories carefully using the instructions ion the box. Monitor to
make sure that students work through each of the planning points
carefully. Answer any questions they have.
3 Keep the same pairs together and ask students to write their
stories. Give them a time limit so they have a goal to work
towards. Go around the class monitoring carefully to check correct
use of tenses and give help if necessary. When students have
finished encourage them to exchange their story with another pair
and give them time to read each other’s through. Get students to
comment on each other stories and make corrections if necessary.
Get feedback by asking for more confident pairs to read their
stories out to the class.

Articles and things
1 Fill in the missing article/delete an unnecessary one in each sentence.
1 Be careful! Road outside is icy and really slippery.
2 This is itchy jumper! It’s really irritating my skin!
3 The Oxford Street in London is full of very tempting shops.
4 I’ve just read a book by the Amy Tan - it was brilliant book.
5 This is really soft pillow - I’ll sleep well tonight.
6 Surface of that table looks very shiny.
7 I love a jeans which are stretchy because they’re much more

comfortable to wear.
8 We adore living in country… it’s so quiet and tranquil most of the time.
2 Look at the words in the box below. They are all inventions.
Running machine mobile phone vacuum cleaner kettle

portable CD player umbrella central heating alarm clock
In pairs, answer the following questions.

1 Describe each of the inventions in one sentence using some of the
adjectives from page 37 of the Student’s book if they’re relevant.
2 Which two inventions could you not do without? Why?
3 What do you think people did before each of these things were
invented?
3 Compare your answers with the pair next to you.

Articles and things
TEACHER’S NOTES:
Aim: to provide further practice of articles and talking about

materials, possessions and inventions. This worksheet is
Time: 40 minutes
1 Tell students to read the sentences and fill in the correct article or
delete the extra article. Give students time to compare answers
before eliciting them from the class.
Answers: 1 The road outside … 2 This is an itchy jumper! 3 Oxford

Street (delete ‘The’) 4 delete ‘The’ in front of Amy Tan, and add: it
was a brilliant book 5 a really soft pillow 6 The surface of that table …
7 delete ‘a’ before jeans 8 add ‘the’ before country
2 Get students to read the inventions in the box and then answer the
questions below in pairs. Monitor as they work to check that they
are confident describing the inventions and discussing them. There
should be as much discussion as possible. Direct students to their
Student’s book, page 37 and encourage them to use those
adjectives where appropriate.
3 Regroup students to that two pairs are working together. Get the
pairs to take turns to discuss their answers and encourage the
listening pair to ask follow up questions. Get feedback from the
various groups at the end.

Using adjectives and adverbs
1 Each of the following sentences has a word or phrase missing. Choose a

word from the box and rewrite the sentence putting a word from the box
below in the correct place.
rudely stupidly friendly beautiful nearly

tomorrow probably last year quickly hard
1 He went to Australia and had a fabulous time. I think he’ll go again

this year.
2 She fell off her bike, but luckily she got her balance back just in time.
3 They ignored my advice and didn’t take umbrellas, so they got
soaked!
4 I left when I realised it was a private moment for them!
5 They both worked really to pass their law exams.
6 She’s such a girl - always says hello and asks how you are.
7 They live in a really city - it’s so lovely to visit and look at all the
buildings.
8 I’m going to the hairdressers - my hair is in desperate need of a cut!
9 We’ll go I think - it really does depend on whether the car gets fixed
or not.
10 I thought he spoke to her very. There was no need to speak like that.
2 Plan a short presentation about a fabulous holiday destination you know

of/have visited. Make some notes about the topics in the box.
• any historical information • main tourist attractions

• the scenery • type of food and restaurants
• main positive features of available
the place • is it lively or very quiet?
3 In pairs take turns to give your presentations to each other. Listen to

your partner’s presentation carefully and give them advice on the
following points.
1 How clear is the information given?
2 Is the speaking clear and easy to understand without being too fast,
slow, loud or quiet?
3 Is it a persuasive presentation? Would you visit the place? Why/why
not?

Using adjectives and adverbs
TEACHER’S NOTES:
Aim: to provide practice of adjectives and adverbs as well as the can

do statement; giving presentations about a place. This
Time: 40 minutes
1 Get students to rewrite the sentences by filling in the correct

adjective or adverb. Give students time to compare their answers
before eliciting them from the class. Encourage peer correction.
Answers: 1 Last year he went to Australia and had a fabulous time.

I think he’ll go again this year. 2 She nearly fell off her bike, but luckily
she got her balance back just in time. 3 They stupidly ignored my
advice and didn’t take umbrellas, so they got soaked! 4 I quickly left
when I realised it was a private moment for them! 5 They both worked
really hard to pass their law exams. 6 She’s such a friendly girl -
always says hello and asks how you are. 7 They live in a really
beautiful city - it’s so lovely to visit and look at all the buildings.
8 Tomorrow I’m going to the hairdressers - my hair is in desperate
need of a cut! 9 We’ll probably go I think - it really does depend on
whether the car gets fixed or not. 10 I thought he spoke to her very
rudely. There was no need to speak like that.
2 Students extend the can do statement from unit 3.3 by giving a

presentation on a wonderful holiday destination instead of a city
they know. Students can follow more or less the same rules as in
the Student’s Book, pages 40-42. Recap with students and make
sure they plan their presentation carefully in order to make it clear,
interesting and audible. Monitor whilst they plan and give
3 In pairs students take turns to give their presentations to each
other. Get them to offer each other advice according to the
guidelines given. If time at the end, ask students to give their
presentations to the class.

Going back to school…
1 Read the following extract from the writer’s memory of school and
answer the following questions.
I actually really enjoyed my school days. Most of my teachers were brilliant and very
inspiring - if they didn’t seem that enthusiastic towards their subject then that affected me.
I wasn’t that interested. But that didn’t happen very often. My favourite subjects were
English, drama and French. Looking back, I think that my passion for these subjects has
helped me in my life. I continue to enjoy reading and seek out different types of books to
read as well as learning a lot about life from books. It is a form of relaxation and stress
relief for me. Drama was great fun at school, but also in real life situations it has helped to
be able to stand up and speak confidently in my job and with all people in general. It sort of
helps you assume different roles required of you in life! Despite enjoying French, I was
always a bit shy, I guess, and didn’t speak up enough in class, so my spoken French could
be better, but I’ve enjoyed so many holidays to France and been able to carry out whatever
task needed in French, which for me and my family has been a great bonus.
Now I’m older and wiser, I realise that school really may be the only time in your life you
get to study exclusively and improve your knowledge in so many areas. With the busy lives
we lead now, there are times when we want to undertake a new course, but have to consider
time availability - when will we fit in the study? It’s important that new courses don’t
become a stress when they are meant to be a learning opportunity!
I would always advise my children to really make the most of school and the learning
options available. I would like to think that I could trust their instinct also - if they want to
do science to become a doctor - fine, and if they want to study mechanics, art or cookery to
follow a career in that line, then fine too!
1 What does the writer mean when his teacher’s are described as ‘inspiring’?
2 How did the writer react to teachers who seemed disinterested in their subject?
3 Have the writer’s favourite school subjects had a long-term effect?
4 What do you think the writer means when he describes reading as a form of
relaxation?
5 The reader says that drama has ‘helped him assume different roles required in
life’. What does that mean?
6 Why is the writer’s spoken French perhaps not as good as it could be?
7 What does the reader realise about school later in life?
8 What does ‘instinct’ mean in the last paragraph?
2 Discuss in pairs. The writer above names three subjects which have
benefited him throughout his life. Can you name three subjects that you
studied at school which have benefited you? Explain why to your partner.

Going back to school…
TEACHER’S NOTES:
Aim: to provide further practice of the communication page; Lessons

from history. This worksheet is designed to be used in
Time: 40 minutes
1 Get students to read the passage and then answer the questions.
Monitor as they work and answer any questions related to
language in the passage. Give students time to discuss answers
with their partner at the end of the activity, before checking them
with the class.
Answers: 1 Their energy and enthusiasm towards their subject is

transferred to the students. 2 The writer also became disinterested in
the subject. 3 Yes, they have. Each subject has had some influence on
the writer’s post-school days. 4 It is an escape from his own world -
something he can enjoy without thinking about anything else. 5 In life
it is sometimes necessary to act in certain ways in certain situations to
make things work, e.g. an interview, a presentation, meeting new
people, representing someone or something. 6 The writer was rather
shy at school and didn’t speak up a lot in the class, so didn’t get the
practice at speaking. 7 It may be the only time in your life when you
get to study exclusively with no other distractions. 8 natural feelings
towards something without having to think too much about it
2 Get students to compare the writer’s experience with their own.

Are there any school subjects which have influenced them post-
school? Encourage them to explain why to their partners. Get
feedback from various pairs.

Total English
Upper-Intermediate

1 What’s the correct definition for having nothing of a specific item left?
a run out on b run in of c run out of
2 What is the verb for giving someone something that you expect to be
returned?
3 If you still need more of something, you can say,
a not be enough b not have enough c not do enough?
4 Unscramble the following anagram to reveal the word for unwanted
material. Etsaw _______
5 If you are particularly pleased with what you have got for the money
you spent, you say,
a good value on b good value in c good value for
6 Unscramble the following anagram to reveal the verb which describes
the action of getting money from someone who dies. Itrehni ______
7 If a situation is just going to be too much trouble, we describe it as,
a not value the b not got the c not worth the
8 What is the verb to describe the money we get from working?
9 If you put your money in a bank account for the future you are,
A making b saving c spending
10 Unscramble the anagram to reveal the verb which describes the
action of coming by money by not working for it (legally!) Amek ____
2 Think of five other words connected with wealth and write them below.
1 ___________ 3 ___________ 5 ____________
2 ___________ 4 ___________
3 Describe each word to your partner without actually saying the word to
see if they can guess the word.

TEACHER’S NOTES:
Aim: to provide further practice of the verbs and phrases from the
lead-in page. This warmer is designed to be used in conjunction
with unit 4.
Time: 40 minutes
Answers: 1 c run out of 2 lend 3 b not have enough 4 waste

5 c good value for 6 inherit 7 c not worth the 8 earn 9 b saving
10 make
2 Students have a freer activity where they choose their own words
connected with wealth and write them down. They then decide how
to describe this word without actually revealing it! Monitor to check
that their descriptions are clear enough.
3 Ask students to take turns describing their words to their partner

without using the actual word they are describing. Go around the
class to check how many words the students are guessing
correctly. Ask students who have chosen challenging words to read
their description to the class to see if anyone can guess it! Get
feedback and encourage peer correction at the end.

Using ‘if’
1 Complete the second half of each of the following sentences using if and
your own ending. Make sure the verb is in the correct tense.
1 If I had the opportunity to sail around the world, …
2 If he gambles all his money on the horses, …
3 If I had had the chance, …
4 If we sort out our finances, …
5 If you find out about that course, …
6 If I had given out more brochures, …
7 If I’d had a substantial amount of money when I graduated …
8 Would you take a three-month trip somewhere if … ?
2 In pairs write a diary entry of 100 words. Imagine that you have just
spent a day trying out a new sport which you considered to be a bit of a
risk. (e.g. parachuting, skydiving, snowboarding, diving, surfing). Make
notes on the points in the box before you begin writing.
• How did you feel before the day started?

• What were your first impressions when you arrived at the place to do
the sport?
• What was your instructor like?
• How successful were you at overcoming your fear?
• What results did you get?
• What was your overall impression at the end of the day? Would you
do this sport again?
Think about your style as you write. Look back to Ellen MacArthur’s diary
in your Student’s book, page 50 for reference.
3 In small groups take turns to read your diary entry out aloud. Ask for
further information/clarification if necessary.

Using ‘if’
TEACHER’S NOTES:
Aim: to provide further practice of if and can do statement; write a

diary entry. This worksheet is designed to be used in conjunction
with unit 4.1.
Time: 40 minutes
1 Students consolidate their work on if clauses by completing the second

half of each of the sentences in their own way. Monitor as they work to
check that they are writing the correct conditionals. Get students to
compare their sentences and to correct each other’s if necessary. Then
get a selection of answers from the whole class.
Possible answers: 1 If I had the opportunity to sail around the world,

I would go in a very big boat with an experienced crew. 2 If he
gambles all his money on the horses, he’ll have severe financial
problems. 3 If I had had the chance, I would have spent a season
skiing in an Alpine resort. 4 If we sort out our finances, we’ll buy a
house in the summer. 5 If you find out about that course, can you
pass the information on to me please? 6 If I had given out more
brochures, I think I’d have had a better response. 7 If I had had a
substantial amount of money when I graduated, I’d have taken a year
out to travel. 8 Would you take a three-month trip somewhere if your
boss said you could take that length of time off work?
2 Students write diary entries imagining they have just completed a day of
training for a sport they would normally not think of doing as it’s too
risky. Monitor to make sure they use the planning prompts to carefully
plan their 100 word diary entry and direct them to the Student’s Book,
page 50 if necessary.
3 Regroup students so that two/three pairs are working together. Get

students to read their diary entries to the group and encourage the
others to ask follow up questions. If there’s time at the end, ask some
students to read their entries out to the class.

Obligations and explanations
1 Correct the mistake in sentences 1-8.

1 In our exercise class at the gym yesterday we all have to do stretches
before we started.
2 You’re suppose to tuck your feet under when you do a forward roll.
3 You should have lean a little more forward to successfully do that
balance.
4 If you would like my advice about this, and this may or may not be
right, you must go and talk to your boss.
5 It really doesn’t matter. She has to come to the theatre if she doesn’t
want to.
6 We must take holidays at Christmas in our office.
7 I have to cut down on drinking coffee - it’s keeping me awake at night.
8 We needn’t not go if you’re too tired.
2 How to do things! Choose two items from the box below and explain
how to do them.
ski make good coffee prepare for a long run dive

plan a good essay manage your finances start a car
good pasta cook a curry revise for exams cook
Write four sentences below explaining how to do each thing.
Item 1: _______________________
a)
b)
c)
d)
Item 2: _______________________
a)
b)
c)
d)
3 In pairs, take turns to read your explanations to each other.

Obligations and explanations
TEACHER’S NOTES:
Aim: to provide further practice of expressing obligations and the can

do statement; explain how to do something. This worksheet is
Time: 40 minutes
with the class.
Answers: 1 In our exercise class at the gym yesterday we all had to

do stretches before we started. 2 You’re supposed to tuck your feet
under when you do a forward roll. 3 You should have leaned a little
more forward to successfully do that balance. 4 If you would like my
advice about this, and this may or may not be right, you should go and
talk to your boss. 5 It really doesn’t matter. She doesn’t have to come
to the theatre if she doesn’t want to. 6 We have to take holidays at
Christmas in our office. 7 I must cut down on drinking coffee - it’s
keeping me awake at night. 8 We needn’t go if you’re too tired.
2 Ask students to choose two things they feel happy explaining how
to do. Tell them that they can choose something else if there is
nothing relevant in the box. Encourage them to make some notes
initially and monitor to check that everyone has the language they
need for their explanations. Refer students back to unit 4.2 in the
Student’s Book to look at the style required (imperatives and short
sentences). Get students to write four instructional sentences for
each item. Go around the class to monitor the activity and give
assistance if necessary.
3 In pairs, students take turns to read out their instructions.
Encourage students to ask for further clarification where
appropriate. Get feedback from the class.

Being emphatic
1 Reorder the following sentences.

1 is he a reasonable such person I’m that sure work he’ll it out .
_______________________________________________________
2 very hardworking person very she a is .
_______________________________________________________
3 really was he possessive I and think was that they why out fell .
_______________________________________________________
4 performance her just was brilliant . Was so I of her proud .
_______________________________________________________
5 the it’s things essential I always that to run seem of out milk like
bread and .
_______________________________________________________
6 wish I do they’d out sort problems their .
_______________________________________________________
7 find out they did yoga classes about .
_______________________________________________________
8 just was it perfect; couldn’t I for wished have better day a .
_______________________________________________________
2 Use the following six topics using as many of the words and phrases to
emphasise as possible from the box below.
repetition (e.g. very, very) so, such, really, just

It is/was … which/that use appropriate form of ‘do’
1 your favourite restaurant

2 the worst film you have ever seen
3 your favourite sport
4 the most beautiful city you have visited
5 your worst job
6 best film you have seen recently

Being emphatic
TEACHER’S NOTES:
Aim: to provide further practice of emphasis. This worksheet is

Time: 40 minutes
1 Ask students to unscramble the words to make complete

sentences. Monitor to check they are going in the right direction
and give help if necessary. Elicit answers from students.
Answers: 1 He is such a reasonable person that I’m sure he’ll work it

out. 2 She is a very, very hardworking person. 3 He was really
possessive and I think that was why they fell out. 4 Her performance
was just brilliant. I was so proud of her. 5 It’s the essential things that
I always seem to run out of like milk and bread. 6 I do wish they’d sort
out their problems. 7 They did find out about yoga classes. 8 It was
just perfect; I couldn’t have wished for a better day!
2 Briefly review words and phrases used for emphasis from the box
so students are clear once again on how to use these. Then ask
students to discuss the six topics using as many of the different
phrases as possible. Monitor carefully to check that they are using
a variety but emphasise that they don’t have to use all the
phrases, if there really is one phrase that they aren’t able to use.
Get some more confident pairs to act out one of their discussions
to the class at the end.

Going the distance!
1 Complete sentences 1-12 using the words in the box below.
deep narrow height lower broad long

lengthen deep short widen shallow low
1 I bought this skirt last week but think it’s too short. Can you
________ it for me please?
2 If the pool is too ________, my daughter will be afraid and won’t go
in.
3 My son is very tall. I’m going to measure him to find out his
________.
4 She was so ________ in thought, she didn’t hear us come into the
room.
5 I find her a really ________-minded boss - she has an open mind on
most subjects.
6 Can you ________ these desk chairs? My legs only just touch the
floor!
7 I wish they’d ________ this country road - it can be very dangerous
if a car passes you going fast.
8 I don’t see why we shouldn’t go ahead with that business plan - it’s
very ________-risk.
9 At the moment I find it difficult to think too far ahead - this is just a
________-term plan.
10 The only reason they like him is because of his powerful position in
the company and the fact that he’s rich - they’re a bit ________,
aren’t they?
11 This taxi is taking ages - do you think he’s going the ________ way
round?
12 Their whole outlook is very ________-minded - they think everything
should be a certain way and other ways are not right.
2 Write six sentences about risk using the verbs in the box below.
to shrink to extend to stretch to spread

to expand to be thrown in at the deep end

Going the distance!
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; distances and

dimensions. This worksheet is designed to be used in conjunction
with the vocabulary page, unit 4.
Time: 40 minutes
1 Tell students to first read the sentence and then choose the correct
word from the box to fill each gap. Monitor to check they are going
in the right direction and give help if necessary. Elicit answers from
students and encourage peer correction..
Answers: 1 lengthen 2 deep 3 height 4 deep 5 broad 6 lower

7 widen 8 low 9 short 10 shallow 11 long 12 narrow
2 Students look at the verbs and write a sentence connected with

risk using each verb. Then group the students into pairs and ask
them to swap with each other to compare sentences. Get feedback
from the class so students hear as many examples as possible of
how the verbs can be used. The answers below are possibilities
that can be used as prompts for students.
Possible answers: 1 If it says don’t put the shirt in the washing

machine, then don’t, as you’re risking it shrinking. 2 If they extend the
runway of the local airport, they run the risk of upsetting the local
community as farming land and fields will be lost. 3 This beautiful
forest stretches for over ten miles. If a new road is built through it,
they risk spoiling a lovely nature spot. 4 If towns keep spreading, then
there will be much less green space for people to enjoy. 5 Expanding a
company can be a risk as it involves more money being invested.
6 Being thrown in at the deep end is OK for very confident people, but
sometimes you run the risk of really upsetting people by doing this.

Total English
Upper-Intermediate
Looking back
1 Complete sentences 1-6 below using the words in the box below.
forgetful reminisce memory remind

memorable remember nostalgic
1 I love to ____________ about our childhood camping holidays. They

were such fun!
2 Can you ____________ the last time we had a really good night out?
3 I have a very clear ____________ of the time I spent living in Italy.
4 We get very ____________ when the train goes through the town we
used to live in.
5 I seem to be getting more and more ____________. Where did I put
my keys?
6 Can you ____________ me to pay the phone bill please?
2 Interview two students using the questions in the table below. Make a
note of their answers.
Student 1 Student 2
Which part of your childhood do you
most like to reminisce about?
What is the most nostalgic film you

have seen?
Are there any smells or sounds that

always remind you of your childhood?
Which of the following do you

remember most clearly: first day at
work/college/uni/school? Why?

Looking back
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; memory. This

Time: 40 minutes
1 Ask students to complete the sentences in the box. Monitor to

check they are going in the right direction and assist if necessary.
Elicit answers from the class and encourage peer correction.
Answers: 1 reminisce 2 remember 3 memory 4 nostalgic

5 forgetful 6 remind
2 Students continue to focus on the past by doing this mini

questionnaire. Ask them to interview two students using the
information in the table. Each question practices one of the new
items of vocabulary. Monitor to check that students are talking
along the right lines and make note of any errors.
Then group students into pairs and ask them to report the results
of the questionnaire to their partners. Get feedback from the
various pairs and go over any corrections.

Appearances
1 Correct two mistakes in each of the following sentences.

1 I’m so use to the colour of my hair. I don’t really want to die it.
2 Didn’t she used to be a bit overweigt when she worked here?
3 I didn’t used to like clean-shaved men.
4 When we were little we would live in the country and I remember our
lovely next door neighbour who always looked taned.
5 I think he’s getting used the fact that he’s going a bit bold.
6 I’m use to my straigt hair now. I had it straightened at the
hairdressers last week.
2 Describing appearances! Describe the following four people from your

past and present. Include at least one word for each category; hair, face,
build and general to describe each person.
Person Hair Face Build General

your favourite
teacher at school
your best friend
your ideal type of

man or woman
your boss at work
3 In pairs take turns to describe your four people. Ask each other questions
about the descriptions.
4 Guess who! Who is your favourite film star of all time? In pairs take
turns to describe this person using the categories in Ex. 2 without saying
their name. Try to guess who the person is.

Appearances
TEACHER’S NOTES:
Aim: to provide further practice of used to/get used to/would as well

as the can do statement; describe appearances. This worksheet
Time: 40 minutes
with the class.
Answers: 1 I’m so used to the colour of my hair. I don’t really want to

dye it. 2 Didn’t she use to be a bit overweight when she worked here?
3 I didn’t use to like clean-shaven men. 4 When we were little we
used to live in the country and I remember our lovely next door
neighbour who always looked tanned. 5 I think he’s getting used to
the fact that he’s going a bit bald. 6 I’m used to my straight hair now.
I had it straightened at the hairdressers last week.
2 Students practise describing the physical appearance of people

from their past and present. Refer them back to the Student’s
Book, page 64 to make sure they maximise use of new vocabulary.
Monitor whilst they work to check that they are using the language
correctly and give assistance if necessary.
3 Group students into pairs and ask them to take turns to read their
descriptions to their partner who then asks any questions they
would like to about each one. Get feedback from the various pairs.
4 Get students to describe their favourite film star to their partner
using categories of hair, face, build and general. Make this into a
class activity. The first student reads out their description and the
rest of the class try to guess who it is, the second students does
the same and so on until everyone has read out their description.

Memories
1 Complete sentences 1-10 using verbs to express ability.

1 I remember clearly that when I was five, I _________ ride my bike quite
fast!
2 She hopes that she _________ dive by the end of the holiday.
3 I _________ around Portugal quite confidently after living there for a year.
4 He was delighted when at last he _________ to pass his driving test.
5 They had been trying to grow organic vegetables for ages, and they were
delighted when they _________ in growing a whole crop of fruit and
vegetables.
6 He _______ how ________ use a computer when he was six.
7 I never was very _________ cookery.
8 She really is quite _________ keeping in touch. She hardly ever writes or
phones.
9 Do you think you _________ visit us later in the year?
10 Did she _________ to arrange the school reunion?
2 Read the following extract about someone’s early memories and answer
questions 1-5.
School was good fun, but I always remember looking forward to the long summer holidays. I
used to spend most of the time outside playing with my friends and going off to places on our
bikes - making camps, eating ice creams and playing in the park. Yes, summer holidays were
the best. Going to college was fantastic, especially as you had to work so hard to pass the
exams to get there. I was studying subjects that I enjoyed and having the opportunity to do
lots of different sports and activities. I get quite nostalgic when I remember those carefree
days - meeting so many new people and having great fun at parties and social events…
1 What did the writer really look forward to every year?

2 How were most of the writer’s summer holidays spent?
3 Why did the writer feel pleased to have got in to a college?
4 Which word is used to describe the ‘chance’ to do lots of different sports?
5 How does the writer describe his days at college? What do you think this
means?

1 Do you remember the long summer holidays from school similarly to the
writer? What did you use to do?
2 What happened after you left school? Did you go to college/university/into
work? What kind of memories do you have of these early post school days?
3 Do you feel similarly to the writer that life before the world of work was
relatively carefree?

Memories
TEACHER’S NOTES:
Aim: to practise and consolidate ways of expressing ability as well as

the can do statement; talk about memories. This worksheet is
Time: 40 minutes
1 Tell students to complete the sentences using words to express

ability. Give students time to compare answers before eliciting
them from the class.
Answers: 1 could 2 ’ll be able to 3 was able to 4 managed to

5 succeeded 6 knew how to 7 good at 8 bad at 9 ’ll be able to
10 manage
2 Get students to read the short extract and then answer the
questions. Elicit answers from the class.
Answers: 1 the long summer holidays 2 outside having fun with his
friends 3 because he had to work so hard to pass the exams to get
there 4 opportunity 5 carefree - good fun without too much
responsibility or worry about anything else
3 Ask students to discuss the questions with each other. Monitor to

check if they need any help. Get feedback from the class.

Talking about books and stuff
1 Complete sentences 1-6.

1 Although the book looked rather long, I …
2 Even though the main character in the book was such an exciting
character, I …
3 The author really needed to take a holiday in the middle of writing the
book, which was not convenient. However, …
4 (A bookshop manager) Personally, I’m not at all keen on the subject of
this book and don’t know how customers will react. Nevertheless, I’ll …
5 That book was a real page turner, but …
6 I don’t really like that author, although I have to admit …
2 In pairs describe the different types of books in the box below.
Harry Potter books Bridget Jones books non-fiction historical

classics biographies/autobiographies chic lit horror crime
3 Choose a book from one of the categories that you have read recently/a
while ago and make some notes about it under the following headings.
Plot:
Things I liked about the book:
Criticisms:
Favourite characters:
4 In pairs take turns to describe your books and ask further questions.

Talking about books and stuff
TEACHER’S NOTES:
Aim: to provide further practice of although/but/however/nevertheless

and the can do statement; talk about books. This worksheet is
Time: 40 minutes
1 Tell students to decide on a logical way to finish each of the sentences.

Monitor as they work to check that they are writing grammatically
accurate sentences. Give students time to compare their sentences
before eliciting them from the class. If needed, some possible answers
are listed below.
Answers: 1 Although the book looked rather long, I decided to take it on

holiday and try to read it. 2 Even though the main character in the book was
such an exciting character, I really didn’t like him! 3 The author really needed
to take a holiday in the middle of writing the book, which was not convenient.
However, her editor knew the author had been working hard, so agreed to the
holiday which would give the author a welcome rest. 4 (A bookshop manager)
Personally, I’m not at all keen on the subject of this book and don’t know how
customers will react. Nevertheless, I’ll buy some stock and put it on the
shelves to give it a chance. 5 That book was a real page turner, but the end
was rather disappointing. 6 I don’t really like that author, although I have to
admit his books are very exciting.
2 Group students into pairs and ask them to describe more fully what type
books each of these categories are. Monitor as they work and give
assistance if necessary. Elicit students’ answers and encourage peer
correction.
3 Get students to decide on a book from one of the categories in Ex. 2 and
make notes about it under the specified headings. Encourage students to
use although/but/however/nevertheless at some point in their notes.
4 Students take turns to describe their book and their partner asks further
questions about it. Monitor to check that the discussion flows and that
language is used correctly. Give feedback to the students at the end.

Themed time capsules
1 In pairs choose three topics from the box below that you are both
interested in. Write them down in the space below the box.
football famous solo singers great films famous pop groups

fashion tennis popular holiday destinations famous authors
education television; what do we like watching? leisure time
1 ________________ 2 ________________ 3 ________________
2 Imagine you are going to put current information on each of your chosen
topics in a time capsule due to be opened in the next century.
In pairs choose six facts about each of the topics to include in your time
capsule.
Then exchange your ideas with the pair next to you so compare what
kind of information you have chosen for your time capsules.
3 Imagine you have found a time capsule one hundred years old in your
own country. It has been left by an adult in their twenties. What six facts
do you think the person will have left in the time capsule? Write your
ideas in the capsule below.
1 ___________________________________
2 ___________________________________
The one
3 ___________________________________ hundred-year-
4 ___________________________________ old time capsule
5 ___________________________________
6 ___________________________________
4 Go around the class comparing the time capsules from Ex. 2 and Ex. 3.

Themed time capsules
TEACHER’S NOTES:
Aim: to provide further practice of the task from the communication

page; making a time capsule. This worksheet is designed to be
used in conjunction with unit 5.
Time: 40 minutes
1 Ask students in pairs to decide upon three topics/themes that they

feel confident talking and writing about.
2 Tell them to choose what information relating to the twenty-first

century they are going to put in their time capsule. Monitor as they
work to check that they are being as expressive as possible. Get
students to compare their ideas with another pair.
3 Tell students to cast their minds back a hundred years from today’s
date and imagine they have found a time capsule in their own
country. What do they think will be in it? Get them started by
asking the following questions.
• What type of food was enjoyed at this time?
• What was the main industry in the country?
• Were there any notable historical events taking place at this time?
• How developed was the country at this point?
• Did people travel much?
• What was the main form of transport?
• What was education like?
Students then imagine what could have been happening and
included in a time capsule at that point and write down six facts.
4 Get students to mingle so that they can compare time capsules.

Get feedback from the class.

Total English
Upper-Intermediate
Exploration
1 Read the extract below and then answer questions 1-10.
Around five years ago, I had an interesting job in London, but had been doing it for around
ten years and basically had itchy feet. I wanted to do something different. I considered
various options: leaving my job and retraining to do something else, trying to get a
promotion or perhaps going off travelling as an independent traveller. I decided on the latter,
and then enjoyed spending two months on deciding on my itinerary and booking flights. My
direction was going to be east to start with; London to Bangkok in Thailand and then around
three months exploring that part of the world. I was then going on to Australia, and decided
to leave my ticket open for the next nine months so that if I really had been bitten by the travel
bug, I could travel on to where ever I fancied! I must admit, after the routine and security of
my job in London, I initially felt quite apprehensive about venturing forth into uncharted
territory. Would I experience culture shock? How would I feel travelling alone? I needn’t
have worried as the trip turned out to be one of the best things I’ve ever done. At times I had
to pinch myself to check it really was me enjoying wonderful new cultures, friendships, time
to think and just wandering around new places. After Australia, I went on to South America
where I just loved the local cultures and the dramatic Andean scenery. Now I am back in
London retraining to be a physiotherapist - a decision I made during my travels! This means
that I’ll be able to do my new job anywhere in the world - fantastic!
1 Did the writer want to leave her job because it was boring? Explain your answer.
2 What do you think the writer means by ‘retraining’?
3 The writer refers to deciding on the ‘latter’. What does ‘latter’ mean?
4 How did the writer enjoy the two months before her trip?
5 What does the writer mean by leaving her ticket ‘open’ do you think?
6 What were the writer’s feelings at first about venturing into uncharted territory?
7 Why do you think the reader had to ‘pinch herself’ at times during her travels?
8 In what way do you think the sort of travel that the writer enjoyed gives you time
to think?
9 What did the writer like about South America?
10 Why do you think the writer is so pleased that her new job can be practised
anywhere in the world?
2 Imagine that you are in a similar situation to the writer in Ex. 1. In pairs
plan a round the world trip for a year and make notes on the following.
• which countries would you visit and why?

• would you get any work whilst you travel?
• would you travel independently?
3 In small groups compare and discuss your travel plans.

Exploration
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; exploring. This

Time: 40 minutes
1 Students read the extract and then answer the questions. Check
Answers: 1 No, the job was interesting but the writer had itchy feet.
2 Learning the skills and knowledge necessary to do another job.
3 the last choice listed (in this case - travelling as an independent
traveller) 4 She enjoyed deciding on her itinerary (where she was
going to travel) and booking all her flights. 5 An open ticket is one
where a person can decide on the routes/itinerary at a later date - they
do not need to decide before they start their travel. 6 She felt quite
apprehensive (anxious and worried) after the security of her London
life. 7 To check that it really was her enjoying these wonderful new
travelling experiences and not some figment of her imagination.
8 Possible answers: Perhaps being away from everyday life and
worries, leaves the mind more rested and less busy, and thus able to
think about things. Also the inspiration of new places can give people
energy to think about things connected with home or new ideas.
9 local culture and stunning Andean scenery 10 She has evidently
been bitten by the travel bug! She can go and work in another country
if she wishes when she qualifies as a physiotherapist!
2 Place students into pairs and ask them to create a similar scenario
to the writer in the extract. They are going to take off work and
together they decide on where they will visit and why.
3 Regroup students so two/three pairs are working together. Ask
each pair to describe their travel plans and encourage the listening
pairs to ask extra questions. Get feedback from the groups.

Jungle adventure!
1 Complete sentences 1-8 using the verb in brackets in the correct tense;
the Present Perfect or Present Perfect Continuous.
1 I __________ (camp) in the jungle for 6 weeks now and I still find it
fascinating.
2 I __________ (be) inspired by the incredible scenery and wildlife.
3 I can honestly say that this experience __________ (never/fail) to be
challenging! There is always something to keep your mind active!
4 I __________ (worry) for a while now that our food and water
supplies are running low.
5 My friend and travel companion __________ (just/return) from a short
trek where she saw the most wonderful waterfall.
6 Although this is a wonderful experience, since last week we
__________ (look forward) to returning home.
7 We __________ (have) a fantastic time in the jungle, but are now
feeling a little tired of travelling.
8 My friend confided that she __________ (feel) daunted by the thought
of staying here for very much longer.
2 Choose one of the situations in the box and imagine you are there.
camping in the jungle with a group of fellow travellers

on safari
climbing a 6,000 metre mountain
diving in the Australian Great Barrier Reef
Write an informal email to a friend explaining where you are and why,
what you’ve been doing and how you’ve been feeling.
Use the notes on page 162 of the Student’s Book and also try to
incorporate some of the words in the box below.
fascinated fascinating daunted daunting challenged

challenging petrified petrifying annoyed annoying
disgusted disgusting inspired inspiring worried worrying

Jungle adventure!
TEACHER’S NOTES:
Aim: to provide further practice of the Present Perfect or Present

Perfect Continuous and the can do statement; write an informal
email. This worksheet is designed to be used in conjunction with
unit 6.1.
Time: 40 minutes
1 Tell students they have to complete the sentences using the Present
Perfect or Present Perfect Continuous and the cues 1-8. If necessary do
the first one with them as an example. Check answers with the class.
Answers: 1 ’ve been camping 2 ’ve been 3 has never failed

4 ’ve been worrying 5 has just returned 6 ’ve been looking forward
7 ’ve had 8 ’s been feeling
2 Tell students to choose one of the situations listed and then write
an informal email to a friend explaining where they are and why.
Check that they know they should use the Present Perfect or
Present Perfect Continuous to describe what they've been doing.
Encourage them to use the new vocabulary from unit 6.1 which is
listed on the worksheet. Monitor to point out any opportunities
where students could use vocabulary or the appropriate tense. Give
students time to compare their answers and correct each other’s
work if necessary before getting some more confident student to
read theirs out to the rest of the class.

Question time!
1 Unscramble the following words to make questions.

1 me tell you can the what weather’s like London in today ?
2 like to I’d know I can whether a take direct from flight Bangkok to
Sydney ?
3 said it who going was pour to today rain with ?
4 go you did where in South America exploring ?
5 take to going you are sun any lotion the to beach ?
6 station train the where’s ?
7 anyone me tell if can seen they’ve supermarket here near a ?
8 did why you so annoyed get ?
2 Read the list of unusual places to visit in the box below.
Spotting wildlife in the Galapagos Islands (Ecuador)

Cruise round the Antarctic Trekking in the Grand Canyon
Trip to Ayers Rock Loch Ness in Scotland Great Wall of China
In pairs write a short description of one of the above unusual places to

visit. Describe the weather/wildlife and things to see/type of person this
place would suit.
3 Plan six questions you could ask another pair about their place. Use
direct and indirect questions.
1 ___________________________________________________
2 ___________________________________________________
3 ___________________________________________________
4 ___________________________________________________
5 ___________________________________________________
6 ___________________________________________________
4 In groups take turns to describe your unusual place. Be prepared to

answer questions about your place.

Question time!
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; relationships. This

Time: 40 minutes
1 Explain students need to unscramble the words to form direct and

indirect questions. Monitor to check they are going in the right
direction and give help if necessary. Elicit answers from students.
Answers: 1 Can you tell me what the weather’s like in London today?
2 I’d like to know whether I can take a direct flight from Bangkok to
Sydney? 3 Who said it was going to pour with rain today? 4 Where did
you go exploring in South America? 5 Are you going to take any sun
lotion to the beach? 6 Where’s the nearest train station? 7 Can
anyone tell me if they’ve seen a supermarket near here? 8 Why did
you get so annoyed?
2 Students work together to choose one of the unusual places in the

box. Check that students know all of the places, and if any of them
have visited them. Tell them that they are going to use their
imagination to write a short description of their chosen place using
as much descriptive language from the key vocabulary section in
the Student’s Book, page 87.
3 Get students to plan six questions they could ask another pair
about one of the places. Encourage students to use a mixture of
direct and indirect questions. Monitor as they work to check that all
the questions are grammatically correct.
4 Regroup students so two pairs are working together. Get students

to take turns to describe their places and ask their questions. Get
feedback from the various groups at the end.

Making comparisons
1 Expand the following prompts to make complete sentences.

1 Austria/not big/Australia.
2 Can you/talk/bit/loud/please?
3 People/who emigrate/often/quite/lot/happier.
4 He/most/inspire/speaker/I/ever/listen to.
5 More people/move house/spring/winter.
6 Weather/more/changeable/Britain/than/Canary Islands.
7 I/be/more/worried about/see my daughter off/than/her actual trip.
8 He/enjoy/live abroad/much more/before.
2 Write down as much as you can about a place either in your own
country/the world that you like to visit. Think about the following areas.
• weather
• food
• scenery
• typical forms of transport
• things to do
3 In pairs take turns to read your description to each other. Work together
to write six comparative or superlative sentences comparing the two
places you have described.
1 _______________________________________________________
2 _______________________________________________________
3 _______________________________________________________
4 _______________________________________________________
5 _______________________________________________________
6 _______________________________________________________

Making comparisons
TEACHER’S NOTES:
Aim: to provide further practice of making comparisons and making

comparisons about places and people. This worksheet is
Time: 40 minutes
1 Ask students to expand the sentence prompts to form full

sentences. Elicit students’ answers and encourage peer correction.
Answers: 1 Austria isn’t as big as Australia. 2 Can you talk a bit

louder please? 3 People who emigrate are often quite a lot happier.
4 He’s the most inspiring speaker I’ve ever listened to. 5 More people
move house in the spring than in the winter. 6 The weather is more
changeable in Britain than in the Canary Islands. 7 I was/am more
worried about seeing my daughter off than her actual trip. 8 He enjoys
living abroad much more than before.
2 Students choose a place anywhere in the world or their country

that they like to visit. Tell them to write a short description of this
place using the suggestions as inspirations for content if they need
to. Monitor whilst they work to check that their description is
sufficient in content and vocabulary to make comparisons with
another one.
3 Get students read their descriptions to their partner. Then in pairs

students write six sentences using comparatives or superlatives to
compare the two places. Monitor whilst they work to check that
they are using correct grammar. Ask students to read out their
comparative sentences to the class at the end of the activity.

Travelling and going places
1 Complete sentences 1-8 using expressions with go and your own words.
1 I can’t believe I’ve gone down with …
2 She went to great lengths to make sure …
3 I’m exhausted. I’ve been on the go …
4 Can I have a go at …
5 I really believe she’ll make a go of …
6 I assume it goes without saying that …
7 He went back on …
8 They really went for …
2 a Travelling companions! Read the descriptions of the three types of

exploring holidays below.
A An organised group of travellers all climb a mountain in the Travel companion:

Andes. The trip will take around a week there and back. The
weather conditions will get worse as the group get higher up
the mountain. The group will camp out most nights.
B An organised coach tour exploring the west coast of North Travel companion:
America. There will be stops in Los Angeles, San Francisco and
Las Vegas. There will also be a chance to fly over the Grand
Canyon. Every night will be a different hotel and there will be
some organised social events.
C A cruise around the Antarctic on a fairly basic ship. Cabins are Travel companion:
not big and have wooden bunks. The sea on the way down from
South America will be quite rough, but there will be many
opportunities to see sea wildlife. Diet will be basic and mainly
meat and carbohydrates to ensure everyone can keep warm.
2 b In groups discuss what type of travelling companion you think would

be ideal for each holiday. Make notes in the boxes in Ex. 2a.
3 Expand your notes to write a description of the ideal travelling companion

for each holiday.

Travelling and going places
TEACHER’S NOTES:
Aim: to expand the vocabulary and communication pages. This

Time: 40 minutes
1 Get students to complete the sentences in their own words making

sure they are grammatically correct. Monitor while they work and
give help if necessary. Give students time to compare their
sentences before eliciting them from the class.
Possible answers: 1 I can’t believe I’ve gone down with a cold and
sore throat again! I only had a cold two weeks ago. 2 She went to
great lengths to make sure that everyone kept secret from Peter the
surprise holiday she’d booked to Brazil. 3 I’m exhausted. I’ve been on
the go since six o’clock this morning without a break. 4 Can I have a
go at snowboarding please? 5 I really believe she’ll make a go of her
new business venture. 6 I assume that it goes without saying that we’ll
go diving on the Great Barrier Reef when we’re travelling in Australia?
7 He went back on his word about the promised trip. We didn’t go in
the end. 8 They really went for it and tried as much as they could on
the adventure holiday.
2 Tell students to read the descriptions of the three different types of

exploring holiday before getting into groups. Ask students to
discuss what qualities the ideal travelling companion would have
for each holiday. Get students to make notes on each companion.

summarise the activity by writing up an ideal companion for each
holiday based on what their fellow students have said. Collect them
at the end of class/next lesson for marking.

Total English
Upper-Intermediate
Excess extras
1 Read the clues and fill in the crossword.
1 2
3
4
5
6
7
Across:
1 if people are given too much they may become this
4 a very big portion or size
7 this is perhaps not necessary but good to have
8 much more than is reasonable or necessary
Down:
2 something which is priced above what it should be
3 spending a lot of money on things that are not necessary
5 a story or idea that is just too ambitious or over the top
6 a spending _ _ _ _ _ is usually fun if you’ve got the money
2 Use the answers in Ex. 1 to fill in the gaps in the sentences below.
1 I think that it's rather _________ to own lots of fashionable cars.
2 It was very _________ of him to buy the children more bikes when they already
had some!
3 It felt like such a _________ to have a hot shower after three days camping and
only washing in cold water.
4 I'm starving. Can I have an _________ portion of fries please?
5 His parents seem to give in to his every wish. He's very _________.
6 These shoes are very expensive for what they are. They're definitely _________.
7 That idea is just too unrealistic and _________!
8 I had some spare cash, so I decided to go on a spending _________.

Excess extras
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; excess. This warmer

Time: 40 minutes
crossword are connected with excess, and vocabulary that they
have recently been introduced to. Students read the clues. Check
to see if there are any questions. Students then work on each clue
filling in the crossword. Monitor to check they are on the right
lines. When students finish, they compare their answers and
spellings with their partner. Elicit answers from students.
Answers: 1 (Across) spoilt 2 (Down) overpriced

3 (Down) extravagant 4 (Across) extra-large 5 (Down) far-fetched
6 (Down) spree 7 (Across) luxury 8 (Across) excessive
2 Ask students to complete the sentences using the answers from Ex.
1. Elicit students’ answers and encourage peer correction.
Answers: 1 excessive 2 extravagant 3 luxury 4 extra-large 5 spoilt

6 overpriced 7 far-fetched 8 spree

Enjoying food!
1 Complete sentences 1-8 using the word/phrases from the box below.
a few much any great deal piece a little many some
1 You’ll need __________ saucepans to make the different sauces.

2 There aren’t too __________ bitter fruits in this fruit salad.
3 Add __________ mixed spice to the final mixture.
4 I’m going to have another __________ of this cake. It’s delicious!
5 There’s not a __________ of meat on the menu so you should be fine.
6 Is there __________ bread left in the basket?
7 Good, there’s not __________ salt in this soup.
8 There are __________ recipes in the book that include fish.
2 Choose the correct alternative in sentences 1-8 below.

1 How many banana/bananas are needed for this cake?
2 I love food/foods which is freshly cooked with locally grown produce.
3 Do you think there will be any accommodation/accommodations free
tomorrow night?
4 I love chocolate/chocolates. The box of chocolate/chocolates that Jo
bought me were delicious!
5 Can you pass me those coffee/coffees please. I don’t usually like
coffee/coffees but this is wonderful!
6 I’d like some advice/advices about cooking pasta please.
7 Is there any informations/information available about organically
grown food?
8 Call me any time/times. The time/times when my mobile phone is
switched off are rare!
3 Talk to your partner! Choose your favourite breakfast dish/in between

meal snack/sweet treat and tell your partner how it’s prepared. Do they
like the sound of it?!

Enjoying food!
TEACHER’S NOTES:
Aim: to provide further practice of countable/uncountable nouns as

well as the can do statement; describe how to prepare and cook
dishes. This worksheet is designed to be used in conjunction with
unit 7.1.
Time: 40 minutes
1 Tell students to complete each sentence with a word from the box.
Elicit answers from the class.
Answers: 1 some 2 many 3 a little 4 piece 5 great deal 6 any

7 much 8 a few
2 Tell students they have to choose the correct option. If necessary

do the first one with them as an example. Elicit students’ answers
and encourage peer correction.
Answers: 1 bananas 2 food 3 accommodation 4 chocolate/

chocolates 5 coffees/coffee 6 advice 7 information 8 time/times
3 Students choose a breakfast dish/snack/sweet treat and tell their

partner how it is prepared. Monitor while they work to check that
they use the correct language of instruction. Ask students to tell
the class about their small dish at the end of the activity.

More buying!
1 Rewrite the following sentences using the passive.

1 Can I get a discount of any of this furniture?
Are ____________________________________________________
2 You mustn’t bid for anything before the auctioneer displays the item.
Nothing ________________________________________________
3 You can collect a refund at the desk on the second floor.
Refunds ________________________________________________
4 They haven’t found any bargains yet.
No bargains _____________________________________________
5 Somebody might have bought the antique clock already.
The antique clock _________________________________________
6 They didn’t end up haggling for anything at all!
Nothing at all ____________________________________________
7 Do you sell clothes in this supermarket?
Are ____________________________________________________
8 They are going to build a huge shopping centre just outside the town
centre.
A ______________________________________________________
2 Read the information below.
You have just bought a new mobile phone and have found that a couple of its
features do not work. When you try to save telephone numbers the phone will
not do this and the camera function does not work properly. The shop assistant
was very friendly and told you how easy to use the phone is, but the instruction
booklet is a hundred pages and aside from the two features that do not work,
it’s taking you a long time to work out how the phone works.
In pairs write a letter of complaint to the phone company who are called
Sokua. Use the notes on page 163 of the Student’s Book and the list
below to check that you structure the letter correctly.
• briefly introduce your complaint
• give details about the complaint and more in a further paragraph if
necessary
• state what you would like the company to do

More buying!
TEACHER’S NOTES:
Aim: to provide further practice of passives as well as the can do

statement; write a formal letter of complaint. This worksheet is
Time: 40 minutes
1 Tell students to rewrite the sentences using passives instead of the

active form. Give students time to compare their answers before
eliciting them from the class.
Answers: 1 Are discounts given on any of this furniture?

2 Nothing must/can be bid for before the auctioneer displays the item.
3 Refunds can be collected from the desk on the second floor.
4 No bargains have been found yet. 5 The antique clock might have
been bought already. 6 Nothing at all was haggled for in the end.
7 Are clothes sold in this supermarket? 8 A huge shopping centre is
going to be built just outside the town centre.
2 Students work in pairs to write a formal letter of complaint about a

faulty mobile phone. Refer students to the Student’s Book, page
163 book so they can recap on a model letter. Monitor whilst they
work to check that they are using suitably formal language and the
structure of their letter is correct. At the end of the activity the
pairs swap with each other to compare their letters.

Getting things done!
1 Unscrambled the words below to form complete sentences.
1 my dog’s checked get teeth a year once I .
________________________________________________________
2 nails find your time manicured where you do to get ?
________________________________________________________
3 milk delivered I have my to door .
________________________________________________________
4 CD player week last had he fixed his .
________________________________________________________
5 did you painted house when get the ?
________________________________________________________
6 loft another get I’d converted to love our to room .
________________________________________________________
7 they having landscaped garden their are ?
________________________________________________________
8 tomorrow having my car I a serviced am .
________________________________________________________
2 Read the short sentence prompts below and then write full sentences to
describe how often you get or have these things done.
1 food shopping delivered to my house
2 my teeth checked
3 every part of my house cleaned
4 my shirts ironed
5 clothes delivered from a catalogue or the internet to my house
6 finances analysed to check I’m doing the right thing with my money
7 my breakfast made for me in the morning
8 a manicure, pedicure or relaxing treatment in a salon
3 Compare your answers to Ex. 2 responses, read them out to your partner
and compare how often you both get or have the above things done. How
different are you?

Getting things done!
TEACHER’S NOTES:
Aim: to provide further practice of have/get something done as well

as the can do statement; talk about services. This worksheet is
designed to be used in conjunction with unit 7.3
Time: 40 minutes
1 Tell students to reorder the sentences to make correct sentences.

Monitor to check they are going in the right direction and give help
if necessary. Elicit answers from students.
Answers: 1 I get my dog’s teeth checked once a year. 2 Where do

you find time to get your nails manicured? 3 I have milk delivered to
my door. 4 He had his CD player fixed last week. 5 When did you get
the house painted? 6 I’d love to get our loft converted to another
room. 7 Are they having their garden landscaped? 8 I’m having my
car serviced tomorrow.
2 Students read the short prompts and then personalise them by

writing full sentences describing when or if they have or get these
things done.
3 Ask students to compare their responses. Get feedback from the

various pairs.

Making the most of prefixes
1 Find and correct the incorrect prefixes in sentences 1-14.

1 I’m feeling extraworked and underpaid at the moment. I really need
a holiday!
2 Can you overheat this meal for me please? It’s a bit cold.
3 That lecturer really did drone on didn’t he? He didn’t really use any
intonation - a real relogue!
4 Are you feeling over-strong? Can you help me move this sofa please?
5 I felt very undercomfortable with that group of people - there was a
bad atmosphere.
6 I need a multilingual dictionary - I only want to look up English words
with definitions in English.
7 That really was overnecessary. You didn’t need to do it at all.
8 I need a monopurpose phone - one that has an inbuilt camera and
computer as well as the phone itself.
9 Could you overwrite this article please - the tone is too critical.
10 I think this meat is recooked - it tastes slightly raw.
11 There’s a monoannual newsletter - it’s published in January and then
another in July.
12 Do you sell any extramedia products like CD-Roms and DVDs?
13 My daughter’s very slim - I’ll need the under-small size please.
14 I bumped into my un-girlfriend the other day. We actually got on
quite well!
2 Choose one of the situations out of the following

• an awkward situation at work or college
• a scene at a restaurant
• a shopping outing
• a sports situation of some sort
and prepare a short story to read out to your partner. Try to use at ten
words with prefixes from Ex. 1 and the box below.
oversleep underestimate ex-employee retrain bilingual multinational

Making the most of prefixes
TEACHER’S NOTES:
Aim: to provide further practice of prefixes from the vocabulary page.

This worksheet is designed to be used in conjunction with unit 7.
Time: 40 minutes
1 Students correct one incorrect prefix in each sentence. Monitor as

they work to check if anyone has any questions. Elicit answers
from the class.
Answers: 1 overworked 2 reheat 3 monologue 4 extra-strong

5 uncomfortable 6 monolingual 7 unnecessary 8 multipurpose
9 rewrite 10 undercooked 11 biannual 12 multimedia 13 extra-small
14 ex-girlfriend
2 Students get a chance to freely use the words with prefixes by

choosing a topic from the list of four to relate either a true or
fictional story to their partner. The only criterion is that they use
ten of the words with prefixes from Ex. 1 and the ones in the box.
Monitor as they work to check that all students are writing stories
which make sense, and also to help them with any language.
Students then read out their story to their partner. If there is time
ask some students to read out their stories to the class.

Total English
Upper-Intermediate
Talking about success
1 What do you think makes a best-seller book? List three things that you both
think are necessary, and give examples of best-sellers which contain these
things.
2 Do you believe that fax machines, record players and typewriters have had
their day? Why?
3 Why do you think that businesses go under? Decide on three key reasons
that you both agree on.
4 Do you think that people who always have a go at things are more likely to
succeed than those who tend to hold back and analyse whether or not to
have a go? Give three reasons for your answer.
5 At which point do you think it’s worth giving up after repeatedly failing an
exam? Why?
6 Have you ever had to ask someone to do a job again because it wasn’t up to
scratch? What happened?
7 Decide on six successful men/women and write a reason next to each one to
explain why you’ve chosen this person.
2 In small groups compare and discuss your answers to Ex.1. Ask the other
pair/student to justify their answers.

Talking about success
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; success. This

Time: 40 minutes
1 This questionnaire is based on the lead-in page of the Students’

Book, page 103; best-seller, succeed, go under, have had their
day, have a go, give up, up to scratch and helps contextualize the
vocabulary. Go around the class to monitor correct use of the
target language and give help if necessary.
2 Regroup the students so two pairs are working together. Get each
pair to explain their answers and encourage the others to ask
follow up questions if necessary. Get feedback from the class.

People and their personalities
1 Complete sentences 1-6 in your own words. Make sure they are
grammatically correct.
1 She’s been getting up so late recently because she’s become such a
party animal! It’s time …
2 It’s such a beautiful day! I’d rather …
3 The fridge is completely empty. I’d better …
4 I think I’ve been a bit too easy-going. It’s time …
5 They really are rather high maintenance. I’d rather …
6 She always very proactive at the tennis club. I’d better …
2 Personality vocabulary quiz! In pairs guess the adjectives/phrases in

sentences 1-8.
1 This type of person is generally very relaxed and happy to do things
with other people.
2 This person makes people laugh quite regularly and is able to see the
comic side of many situations.
3 It's doubtful you'll see this person up early after all the partying he
does!
4 Unfortunately this person lets others do what they want and doesn't
really get a say.
5 This person can be difficult to completely please whatever the situation
and often needs lots of attention
6 This person cleverly manoeuvres situations to their own advantage!
7 This person has very strong views on most subjects.
8 A person who generally always thinks of themselves first.
3 Use the vocabulary from Ex. 2 plus the new words and phrases from unit
8.1 to describe what you think are typical characteristics of people in the
following professions. Work in pairs and use your monolingual dictionary
if necessary.
1 models 3 footballers 5 nurses
2 politicians 4 actors/actresses 6 artists

People and their personalities
TEACHER’S NOTES:
Aim: to provide further practice of it’s time/I’d rather/I’d better and

the can do statement; describe different types of people. This
Time: 40 minutes
1 Students complete each sentence using the target language in

whatever way they like. Monitor to check that they are using target
language correctly. Elicit a selection of answers from the class.
Possible answers: 1 She’s been getting up so late recently because

she’s become such a party animal! It’s time she went to bed a bit
earlier! 2 It’s such a beautiful day! I’d rather we all went out to the
beach for the day than stay at home. 3 The fridge is completely
empty. I’d better go to the supermarket. 4 I think I’ve been a bit too
easy-going. It’s time I became a bit more single-minded about what I
want to do! 5 They really are rather high maintenance. I’d rather we
put off seeing them at the moment. 6 She always very proactive at the
tennis club. I’d better try and do something to help. I’ve been too busy
with other stuff recently
2 Students work together on the personality quiz. Elicit students’

Answers: 1 easy-going 2 witty 3 party animal 4 a doormat

5 high maintenance 6 manipulative 7 manipulative 8 selfish
3 Students work in pairs using vocabulary from Ex. 2 and new words
from unit 8.1 to describe character traits they think are necessary
for the professions listed. Monitor to check whether they need any
help with language. At the end of the activity ask for class feedback
to compare how students perceive different jobs.

Reporting back!
1 Report statements 1-8 starting with the words given.

1 I really need a break now. I’m absolutely exhausted.
She admitted _____________________________________________
2 Can you help me decorate my hall and lounge please. It’s turning out
to be a huge job!
He asked ________________________________________________
3 I’ll lend you the book as soon as I finish it. I know it’s your favourite
author!
She promised _____________________________________________
4 You mustn’t forget to get your car serviced next week!
He warned _______________________________________________
5 Can you bring the book on marketing into work tomorrow please?
She reminded _____________________________________________
6 I’ve never felt so happy as when I won the ten thousand pounds. I was
completely ecstatic!
He told __________________________________________________
7 It’s going to be difficult for her to take part in this project. She was
devastated about the last one being taken over by someone else.
She explained ____________________________________________
8 It’ll mean such a lot to my family. I’m going to give it a try!
She decided ______________________________________________
2 In groups discuss questions 1-5.

1 If you are watching a game of sport and there is someone winning, do
you ever feel sorry for the losing player/team and want them to win?
2 What do you think makes a tennis player like Roger Federer a winner?
3 Do you think that football teams rely on their manager or their players
to win matches?
4 Is personality important for the leaders of political parties to win
elections?
5 Do you think that sometimes not winning a race or competition
strengthens competitor’s will to definitely win the next one?
3 In a new group report back the answers from Ex. 2. Use say, tell,
explain, decide and admit wherever possible.

Reporting back!
TEACHER’S NOTES:
Aim: to provide further practice of reported speech and the can do

statement; report and describe what people say to you. This
Time: 40 minutes
1 Ask students to rewrite the sentences using reported speech with the
eight prompts. Monitor to check they are going in the right direction and
give help if necessary. Elicit answers from students.
Answers: 1 She admitted that she really needed a break because

she was absolutely exhausted. 2 He asked if I could help him decorate
his hall and lounge because it was turning out to be a huge job.
3 She promised to lend me the book as soon as she had finished it as
she knew it was my favourite author. 4 He warned me not to forget to
get my car serviced next week. 5 She reminded me to bring the book
on marketing into work the next day/tomorrow. 6 He told me that
he’d never felt so happy as when he won the ten thousand pounds.
He was completely ecstatic! 7 She explained that it was going to be
difficult for her to take part in this project as she had been devastated
about the last one being taken over by someone else. 8 She decided
to give it a try as it would mean such a lot to her family.
2 Students get further practice reporting back what their fellow students
have said. Check that all students are clear on what the questions mean,
and then place the students in groups of three/four. Students discuss the
five questions and make notes on the other students’ responses. Monitor
to check that all students have the language to express their replies.
3 Give students time to check their written responses and remind them to
use reported speech and the suggested reporting verbs where they can.
Regroup the students so they are in new groups of three/four and give
them time to report their findings to each other. Monitor again to check
that reported speech is being used correctly. Get feedback from the
various groups at the end.

Hard or hardly?
1 Complete sentences 1-8 with hard/hardly and an extra word if necessary.

1 She must be very fit. She _________ seems to get tired.
2 I tried really _________ to get her to change her mind, but she’s very
headstrong!
3 Are you sure that this is the right place for the aerobics class? There’s
_________ here.
4 Can you work out this logic problem for me? I think it’s quite
_________.
5 There’s _________ near here to go cycling.
6 We can’t cook a meal - there’s _________ in the fridge.
7 I don’t think we’ll be able to plant the seeds today. The ground’s too
_________.
8 Let’s go to the cinema. We _________ go out during the week.
2 Survey time! Find as many students as possible to ask questions 1-5 to.
1 Do you think that where possible students should try and take exams
normally taken at sixteen earlier? Why?
2 What kind of education do you think is advisable for children before
they start school at the age of five or six?
3 How important is learning languages in today’s world? Why?
4 Do you think that student’s performances should be judged only on
exams or course work as well? Why?
5 What do you think is the ideal age for students to leave school?
Tips!
• When you are answer the questions, remember to give your opinion using ‘I
believe/As far as I’m concerned’ and also remember to justify your opinion
• When you are asking the questions remember to make notes of the answers
to each question to use when writing a report of your findings
3 Choose two of the questions to write a report on. Divide your report into
separate paragraphs according to how much information you have for
each question. If necessary look at the writing bank on page 164 of the
Student’s Book before you start to revise how to write a report.

Hard or hardly?
TEACHER’S NOTES:
Aim: to provide further practice of hard/hardly and the can do

statement; write a report of survey findings. This worksheet is
Time: 40 minutes
1 Ask students to complete the eight sentences using hard/hardly

and an extra word if necessary. Monitor whilst they work to check
if there are any questions. Elicit answers from the class.
Answers: 1 hardly ever 2 hard 3 hardly anyone 4 hard 5 hardly

anywhere 6 hardly anything 7 hard 8 hardly ever
2 Get students to read the questions and check whether they need
any clarification. Tell students to find as many students as they can
to interview. Remind them to note down the answers to the
questions as advised in the Student’s Book, page 112. Similarly,
remind them to use the 'how to' box as a reference on how to give
their opinions when answering the questions.
3 Students choose two of the questions to write a report on referring

to the writing bank model in the Student’s Book, page 164 if
necessary. Be flexible on how many question answers are included
in the report. If students are enthusiastic they can report back on
more than two questions. Monitor as they work to check that
student's reports make sense and adhere to the suggested model
or set this exercise for homework. Collect the written work for
marking at the end of the class or at the start of the next one.

Phrasal verb fun!
1 Unscramble the words to form ten complete sentences. There is a phrasal

verb in each one.
1 up catch I don’t we’ll think because with them too ahead far they’re.
2 away get you cheating with the in exams won’t!
3 up with keep I couldn’t was he because too fast running him.
4 new job that in she for put marketing in.
5 up come I need to ideas original some this project for with.
6 knows he he down cut needs fatty on foods to.
7 always up I’ve to grandmother my looked.
8 you the to forward awards looking tomorrow ceremony are?
9 with she’s going his up behaviour put not to class in much for longer.
10 night last make for up to dinner to out you take I’ll.

1 If you need to come up with new ideas for a project at home or work,
where do you find is the best place for inspiration and thinking?
2 What do you think is the best way to make up for forgetting a close
friend or relative’s birthday?
3 If you have to be away from college or work for a period of time, what
do you find is the best way to catch up with all your work?
4 When are you next planning to put yourself in for a promotion or an
exam connected with a leisure activity?
5 What do you think is the best strategy for trying to keep up with a
conversation in English when the speakers are speaking too fast?
3 Make a sentence as quick as you can! In pairs take turns to make a

sentence including one of the following phrasal verbs.
1 get away with 6 make up for

2 cut down on 7 come up with
3 look up to 8 catch up with
4 look forward to 9 keep up with
5 put up with 10 put in for

Phrasal verb fun!
TEACHER’S NOTES:
Aim: to practise further practice of phrasal verbs with three parts from
the vocabulary page. This worksheet is designed to be used in
Time: 40 minutes
1 Ask students to unscramble each of the sentences containing a

phrasal verb. They can work in pairs or alone and you can make it
more competitive by seeing which pair/individual finish(es) first if
you like. Elicit answers from the students.
Answers: 1 I don’t think we’ll catch up with them because they’re too
far ahead. 2 You won’t get away with cheating in the exams! 3 I
couldn’t keep up with him because he was running too fast. 4 She put
in for that new job in marketing. 5 I need to come up with some
original ideas for this project. 6 He knows he needs to cut down on
fatty foods. 7 I’ve always looked up to my grandmother. 8 Are you
looking forward to the awards ceremony tomorrow? 9 She’s not going
to put up with his behaviour in class for much longer. 10 I’ll take you
out to dinner to make up for last night.
2 Students practice speaking using phrasal verbs that were not used
in the discussion in the Student’s Book, page113. Monitor their
discussions to check whether they need extra language or not.
Students then compare their answers with the pair next to them.
Get feedback from the various groups.
3 Students quickly revise their command of the new phrasal verbs by
taking turns in pairs to make up a sentence using each phrasal
verb. Monitor as they work to check for correct usage. Get
feedback from the various pairs.

Total English
Upper-Intermediate
Crime issues
1 Interview two students using the questions below and make notes of
their answers.
Student 1 Student 2
Who is your favourite crime
writer? Why?
What is your favourite crime

action movie? Why?
Do you believe that house and car

alarms act as a deterrent to
thieves?
What is your view on speed
cameras on the roads?
Do you think that virus protection

on computers can protect us from
computer hackers?
What things do you think that
criminals should do in jail to help
rehabilitate them?
How do you think lawyers manage
to defend people they know are
probably guilty in court?
2 In pairs take turns to report back the answers from Ex. 1. How different
are the responses you both got?

Crime issues
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; crime. This warmer

Time: 40 minutes
1 Students use this discussion activity as a means to discuss

different aspects of crime more freely and as expressively as they
can. Check that all students understand all the questions and then
ask students to go and find two other students to interview. The
questions are loosely connected to some of the headlines in the
lead-in. Monitor the activity at all times to make sure that students
are able to express themselves fully.
2 Group students into pairs and ask them to compare their answers.
Get feed back from the class.

Sequencing events
1 Complete sentences 1-6 using your own words.

1 After witnessing an incident of road rage, she …
2 While carrying out his community service, he …
3 Before meeting her client, the lawyer …
4 On entering the courtroom, they …
5 Having sued the company, they …
6 After looking closely at the fingerprints, she …
2 Funny story time! Read the three titles to funny stories about criminals
and decide which one you'd like to write a story about.
Have you heard the story about the burglar that tried to steal all the modern
gadgets from a house?
Have you heard the story about the burglar who was scared of dogs?
Have you heard the story about the eighty-five-year-old lady that scared off two
young men who wanted to steal her purse?
When you've decided on a story, make sure you include the points below.
• list all the important information to include

• check that you know all the key vocabulary you want to use
• introduce the story
• keep the funny part until the very end
• include the structures; Having + past participle and After + present
participle
Write your story using approximately 150-200 words.
3 In small groups take turns to read your story to each other. Whose was
the funniest?

Sequencing events
TEACHER’S NOTES:
Aim: to provide further practice of sequencing devices and the can do

statement; tell a funny story. This worksheet is designed to be
Time: 60 minutes
1 Get students to read the first half of the sentence which uses as
sequencing device and then complete the second part in their own
way. Monitor while they work to check that they are all writing
grammatically correct sentences. Give students time to compare
their sentences before eliciting some examples from the class.
Possible answers: 1 After witnessing an incident of road rage, she

immediately went to the Police to report it. 2 While carrying out his
community service, he had time to reflect and realise that there were
much better things than a life of crime. 3 Before meeting her client,
the lawyer found out as many facts about the case as possible.
4 On entering the courtroom, they felt a real atmosphere of
anticipation. 5 Having sued the company, they at last felt they could
start to rebuild their lives. 6 After looking closely at the fingerprints,
she knew who the suspect was.
2 Students plan a funny story to write from the title prompts given.
Tell students that the planning stage is important and they must
follow the suggested tips carefully. Monitor them at this stage to
see if anyone needs your help with vocabulary or grammar.
Students then write their story.
3 Place the students in groups of three/four. Tell them to take turns
to read the finished story out aloud to their group. At the end of
the activity ask students to decide one the funniest story in their
group and get that student to read their stories out aloud to the
rest of the class.

Deductions
1 Complete each of the second sentences so they mean the same as the
first using must/might/can’t have done.
1 I don’t think she’s written the whole essay out by hand. It’d be too
time-consuming.
She ______________________________________________ (write)
2 There’s a possibility that this cake is home-made.
This ________________________________________________ (be)
3 I’m sure that they booked their holiday at the last-minute.
They _____________________________________________ (book)
4 It’s not possible that she accepted to work part-time.
She _____________________________________________(accept)
5 There’s a chance she bought second-hand trainers and not brand-new
trainers to save money.
She _______________________________________________ (buy)
6 I have no doubt that he only bought a one-way ticket.
He ________________________________________________ (buy)
2 Read the following three scenarios and write three sentences for each
one speculating on what might, must and can’t have happened.
(a) The car was parked opposite a house with two cars parked in the driveway.
Later in the morning, the owner of the car noticed that someone had reversed into
the side of her car and smashed the window and dented the door very badly.
(b) They left their picnic basket, towels and umbrellas on the beach whilst they
went into the sea and had a great swim. When they came back, the picnic basket
was completely empty but their towels and umbrellas were still there. Their wallets
and handbags were also untouched.
(c) They arrived back at their house to find footprints up to the front door and then
round the back of the house. The doors had not been opened but one window was
open. They went into the house and noticed that the kettle had just boiled and the
biscuit tin was empty. All their valuables were still there.

Deductions
TEACHER’S NOTES:
Aim: to provide further practice of past modals of deduction and the

can do statement; speculate about past events. This worksheet
Time: 40 minutes
1 Students rewrite the second sentence to make it mean the same as

the first. Elicit students’ answers and encourage peer correction.
Answers: 1 She can’t have written the whole essay out by hand.
2 This cake might have been home-made. 3 They must have booked
their holiday at the last-minute. 4 She can’t have accepted to work part-
time. 5 She might have bought second-hand trainers and not brand-
new trainers to save money. 6 He must have bought a one-way ticket.
2 Students read each of the scenarios and write at least three

sentences for each scenario using must, might and can’t have.
Monitor whilst they are writing their sentences to check they make
sense and are grammatically correct. Students compare their
answers with each other at the end. Ask for class feedback if
there’s time.
Possible answers: (a) Someone from the house opposite might have
reversed into the owner’s car. The person who reversed into the car
can’t have looked back before reversing. The owner of the car must
have been very upset. (b) The thief must have been hungry. Maybe
someone they knew might have taken some food. If it was a thief,
he/she can’t have been desperate for money. (c) The intruder can’t
have got in through the doors. The intruder might have just wanted a
cup of tea and a biscuit! The intruder must have entered the house
through the window.

Relating to relative clauses
1 Add the missing word and any appropriate punctuation to the following
relative clauses.
1 Did you see the documentary investigated fraud in a large company
last night?
2 Keira was working part-time in the office was a very single-minded
person.
3 That's the road he witnessed the road rage incident.
4 I saw that film I thought was fantastic last week.
5 We met the girl played the central role in the play.
6 I finally finished the task was extremely time-consuming last night.
2 In pairs write a relative clause for the following six people/things/places.
1 A thief 4 A judge
2 Arthur Conan Doyle 5 A court
3 Dr Joseph Bell 6 A dictionary
3 Guess who/what I am! Write about five people/things in the space below.
1 ____________________________________________________
2 ____________________________________________________
3 ____________________________________________________
4 ____________________________________________________
5 ____________________________________________________
Describe each person/thing to your partner without telling them what or

who it is. Use as many relative clauses as you can.

Relating to relative clauses
TEACHER’S NOTES:
Aim: to provide further practice of relative clauses. This worksheet is
Time: 40 minutes
1 Explain to students that there is a word missing as well as possible

punctuation in the six sentences. Students fill in the word and
punctuation if appropriate for each sentence. Elicit answers at the end of
the activity and encourage peer-correction.
Answers: 1 Did you see the documentary that/which investigated fraud in a

large company last night? 2 Keira, who was working part-time in the office,
was a very single-minded person. 3 That's the road where he witnessed the
road rage incident. 4 I saw that film, which/that I thought was fantastic, last
week. 5 We met the girl who played the central role in the play. 6 I finally
finished the task, which was extremely time-consuming, last night.
2 Students work in pairs to write a relative cause for each of the

people/places/things listed. Monitor as they work to check they are
writing accurate sentences. Elicit answers from the class.
Answers: 1 A thief is someone who takes things illegally which do not belong
to them. 2 Arthur Conan Doyle is the man who/that created the crime
detective Sherlock Holmes. 3 Dr Joseph Bell was the doctor who/that inspired
Arthur Conan Doyle to write the Sherlock Holmes stories. 4 A judge is
someone who presides over and manages the proceedings in a court. 5 A
court is somewhere where people are trialled for crimes they are accused of
committing. 6 A dictionary is something that we use to look up new words.
3 Tell students to spend a few minutes writing short descriptions of five

people/things. Then, in pairs, students take turns to describe these
people/things without disclosing what/who are. Students should use as
many relative clauses as they can. Monitor to check they are using
relative clauses, and prompt them to use them when you see they could.

It’s all in the headline
1 Complete the headlines using the words in the box below. Change the
form of the word if necessary.
aid axe back quit clash drama key plea blaze bid
1 _____ required for earthquake hit zone

2 Celebrity TV shows _____ after public viewing figures fall
3 _____ mid field footballer out for the World Cup
4 _____ from Green Party to multinationals to stop deforestation
5 _____ at factory defies fire fighters
6 Rival supporters _____ at cup final match
7 _____ of Government minister’s love life unfolds
8 UK’s leading shoe manufacturer _____ for Japanese footwear
company
9 Top actor _____ role in new sci-fi movie because of bad atmosphere
on set
10 Teachers _____ headmaster over controversial discipline rules
2 In pairs write a headline for each of the topics in the box below using one
of the words from the box in Ex. 1. The headline can be a real/invented.
Be prepared to be able to explain the headlines.
Art Green issues Royalty Film and theatre

Football Celebrity Gossip Politics Finance
1 _________________________________________________
2 _________________________________________________
3 _________________________________________________
4 _________________________________________________
5 _________________________________________________
6 _________________________________________________
7 _________________________________________________
8 _________________________________________________
3 Exchange your headlines with another pair and read each other’s. Try to
predict what each of the headlines is about. Were you correct?

It’s all in the headline
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; newspaper

headlines. This worksheet is designed to be used in conjunction
with the vocabulary page, unit 9.
Time: 40 minutes
1 Get students to read the headlines and fill in the gaps with one of
the new words from the box. Elicit students’ answers and
Answers: 1 aid 2 axed 3 key 4 plea 5 blaze 6 clash 7 drama

8 bids 9 quits 10 back
2 Students work together and read each of the topics listed. They
then create a headline for each of the topics incorporating one of
the words from the box in Ex. 1. Monitor as they work to check
that headlines make sense and encourage students to think about
the stories that could go with the headlines.
3 In small groups students take turns to read out their headlines to

the pair working with them who then work out what the headline
could be about. Get feedback from the class at the end.

Total English
Upper-Intermediate
Matters of the mind
1 Complete the clues below then fill in the crossword.
2
1
4
5
6
7
8
Across:
1 She has a ________ fear of failure.
3 To give up something you absolutely love demands a lot of ________ even if you know
it’s not good for you, e.g. smoking
6 I woke up with an awful feeling of ________ that something bad was about to happen.
8 Do you ever use your ________ sense to detect something unusual?
9 A lot of people believe it is good to follow your ________.
Down:
2 Unfortunately car accidents often leave people ________.
4 Are you good at using your powers of ________ to get people to do things?
5 When you are nervous about doing something it can be a case of ________ over matter.
7 As soon as the event happened she knew she’d seen it before?

1 How important do you think intuition is when you first meet someone?
2 Make a list of five things which would demand incredible willpower to give up.
3 How do you react to someone who has very good powers of persuasion?
4 ‘I tried to overcome my fear of spiders with a mind over matter approach, but
I still looked at the little black insect in the corner of the room and was
terrified!’ How do you think we can use mind over matter in situations where
we have a phobia about something?

Matters of the mind
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; the power of the

mind. This warmer is designed to be used in conjunction with
unit 10.
Time: 40 minutes
crossword are connected with the power of the mind, and
vocabulary that they have recently been introduced to. Students
read the clues. Check to see if there are any questions. Students
then work on each clue filling in the crossword. When students
finish, get them to compare their answers and spellings in pairs.
Elicit answers from the class.
Answers: 1 (Across) subconscious 2 (Down) unconscious

3 (Across) willpower 4 (Down) persuasion 5 (Down) mind 6 (Across)
premonition 7 (Down) Déjà vu 8 (Across) sixth 9 (Across) intuition
2 Students discuss the questions with each other to get further

practice of using the new vocabulary and phrases from unit 10’s
lead-in. Monitor as they work to check if they need any extra help
with language. Students compare their answers with the pair next
to them at the end of the activity. Get feedback from the class.

The power of persuasion
1 Complete sentences 1-10 using the correct form of the verb in brackets.
1 Can you remember __________ (tell) Mina about the new advertising
campaign please?
2 Do you remember much about __________ (grow up) in the north of
Scotland?
3 I regret __________ (inform) you that your company has not got the
marketing contract.
4 She really regretted __________ (speak) so harshly to her brother.
5 He tried __________ (snowboard) when he was in the Alps.
6 Could you try __________ (find) my file please?
7 We stopped __________ (rent) out our holiday villa a few years ago
because we spend so much time there ourselves.
8 I stopped the car __________ (take) a short break as I was feeling
tired.
9 If you go on __________ (speak) to me like that, you can leave!
10 After university, she went on __________ (become) a successful
marketing manager.
2 Complete sentences 1-10 using gerunds/infinitives and your own words.

1 Nowadays, I really miss ___________________________________
2 At the moment one of the things I enjoy ______________________
3 If at all possible, I always avoid _____________________________
4 I quite often decide _______________________________________
5 I regularly seem _________________________________________
6 I would never promise ____________________________________
7 I persuaded (someone) ____________________________________
8 If a friend is upset I try to advise him/her ______________________
Compare your sentences with a partner. Ask each other questions about
what you have written.

The power of persuasion
TEACHER’S NOTES:
Aim: to provide and consolidate the use of verbs which can take
gerunds and infinitives as well as verbs which take either
gerunds or infinitives. This worksheet is designed to be used in
Time: 40 minutes
1 Ask students to fill in the correct form of the verb in brackets;

gerunds or infinitives. Tell students this exercise is testing them on
verbs which can take both gerunds and infinitives. Elicit students’
Answers: 1 to tell 2 growing up 3 to inform 4 speaking

5 snowboarding 6 to find 7 renting 8 to take 9 speaking 10 to become
2 This is an opportunity for students to personalise the use of

gerunds and infinitives with certain verbs in a freer way. Students
complete each sentence using a gerund or infinitive and also
expressing their own view/experience. Monitor while they work to
check if there are any questions and that students are writing
accurate sentences. Ask students to swap with each other and ask
each other questions about what they have written. Get feedback

Do they regret it?
1 Complete the second sentence so it means the same as the first.
1 Why don’t you do more exercise and get fit?
If you do more exercise ____________________________________
2 Eva whispered so quietly that nobody could hear her.
If Eva hadn’t whispered so quietly ____________________________
3 If you come with an adult, we can let you in.
As long as you ___________________________________________
4 Cars remain reliable if you service them regularly.
If you __________________________________________________
5 I might get a bonus and then I’ll be able to go to Australia.
If I got a bonus, __________________________________________
6 If our manager doesn’t mind, you can host the meeting here.
You can host the meeting here, ______________________________
7 He spoke his mind so directly that a lot of people were upset.
If he hadn’t spoken his mind so directly _______________________
8 I may have a word with her and try to sort out our problems.
If I had a word with her ____________________________________
2 In pairs write three different ‘if’ clauses which relate to three different
scenarios below.
(a) She set off late for work and got stuck in a traffic jam. She ended up speaking her
mind to another driver and having a bit of an argument. When she got to work she found
out she had missed her tea break and had to have a glass of water at her desk.
(b) He was never very good at keeping secrets so he blurted out the surprise birthday
party they’d arranged for their mother. They were going to a beautiful Greek Island for a
week and staying in a lovely villa. They hadn’t asked their mother what type of
accommodation she liked. Although a villa was fine she preferred the facilities in hotels.
She also didn’t like swimming in the sea which was going to be the main activity.
(c) She just couldn’t decide which university city to choose. She didn’t visit any of the cities but
read about them in books and on the internet. She wanted somewhere with lots of parks as well
as good nightlife and cultural activities. She didn’t want anywhere too cold. A city with a good
variety of restaurants was very important to her. Her final choice was a great university but she
was disappointed that there were hardly any parks and very little cultural activities in the town.

Do they regret it?
TEACHER’S NOTES:
Aim: to practise and consolidate if structures. This worksheet is

Time: 40 minutes
1 Tell students to complete the second sentence to mean the same

as the first. Elicit students’ answers and encourage peer correction.
Answers: 1 If you do more exercise, you’ll get fit. 2 If Eva hadn’t

whispered so quietly people might have been able to hear her.
3 As long as you come with an adult we can let you in. 4 If you service
cars regularly, they remain reliable. 5 If I got a bonus, I’d go to
Australia. 6 You can host the meeting here as long as our manager
doesn’t mind. 7 If he hadn’t spoken his mind so directly a lot of people
wouldn’t have been upset. 8 If I had a word with her, I’d try and sort
out our problems.
2 Students read each of the scenarios and write three if clauses

about them. Tell students that they can be as imaginative as they
want - whatever spring to their mind from the scenario as long as
it is grammatically correct. Monitor as they work in pairs and
correct any mistakes as well as noting down any interesting things
students have written. Try to encourage students to use a mixture
of First, Second, Third and Mixed Conditionals. Get students to
compare their sentences before asking for class feedback. Read out
the interesting sentences you noted down.

Troublesome words!
1 Correct the misspelt word in sentences 1-22 below.
1 Do you think we’ll be able to get any acommodation in Madrid at this time of year?
2 A good idea would be to start at the begining.
3 I can’t beleive that we’re finally here!
4 The weather’s so changable at the moment isn’t it?
5 I’m definately going to the concert.
6 No dout that someone will turn up tonight.
7 Their having a great time in the Bahamas according to their postcard.
8 They’re are a lot of people in the swimming pool.
9 There car broke down yesterday.
10 There was a really wierd atmosphere at the party.
11 I don’t know weather we’ll go or not at the moment.
12 The whether has been so bad recently.
13 If you’re sucessful in your attempt, you’ll be rewarded.
14 We’d like two seperate rooms please.
15 I don’t usualy go to the gym at weekends, so this weekend is an exception.
16 He spoke to the doctor who referred him to a psycologist.
17 There are a lot of foreiners in that particular resort.
18 That was such a grate way to celebrate getting your degree!
19 Could you great me some cheese for the pizza please?
20 The inteligence they received helped lead them to the criminals.
21 She was told it was time that she took responsability for her actions.
22 There are some fantastic restarants in the town centre - they’re all reasonably
priced too.
2 In pairs take turns to test each other on all words which were misspelt in
the quiz.

Troublesome words!
TEACHER’S NOTES:
Aim: to provide further practice of spelling correctly commonly

misspelt words from the vocabulary page. This worksheet is
Time: 40 minutes
1 Students can work in pairs or alone. Tell them to correct the

spelling mistake in each sentence. Elicit answers from the class.
Answers: 1 accommodation 2 beginning 3 believe 4 changeable

5 definitely 6 doubt 7 they’re 8 there 9 their 10 weird 11 whether
12 weather 13 successful 14 separate 15 usually 16 psychologist
17 foreigners 18 great 19 grate 20 intelligence 21 responsibility
22 restaurants
2 Students use the corrected misspelt words to test each other.

Monitor whilst they work and note down any that seem to be often
misspelt still. Call these out at the end of the class for students to
spell out to the class.

Total English
DVD Transcript
Upper-Intermediate
Total English Upper Intermediate DVD Transcripts
Unit 1 – Good relations
Mr. Nickleby: I know something of that hand. My brother’s dead. The

widow of both children were in London. Confound them!
Man servant: Anything else you want?
Mr. Nickleby: Not now. I must go out.
Man servant: That’ll cost you a pretty penny.
Mr. Nickleby: I can’t keep them. They must find something. If they won’t
do it for themselves, I shall!
Mrs Nickleby at home girl?
Maid: What name?
Mr. Nickleby: Nickleby.
Maid: Mrs Nickleby, here’s Mr Nickleby.
Nicholas: Uncle Ralph? Good morning, Sir.
Mr. Nickleby: Nicholas, I suppose?
Nicholas: Yes, Sir
Mr. Nickleby: How do you do ma’am. You must bear up against sorrow
ma’am. I always do.
Mrs. Nickleby: Mine was no common loss.
Mr. Nickleby: It was no uncommon loss ma’am. Husbands die everyday.
Wives also.
Nicholas: And brothers too, Sir.
Mr. Nickleby: Yes Sir, and puppies and pug dogs likewise. When my wife
died ma’am, many years ago, I learned …er… to survive the
calamity. Doubtless you will do the same. Well ma’am, you
were saying in your letter there is nothing left, humm, and
you spent what little you had coming all the way to London
to see what I can do for you.
Mrs. Nickleby: I’d hoped you might do something for your brother’s
children. It was his last wish.
Mr. Nickleby: I don’t know how it is; but, whenever a man dies without
property he seems to think it gives him the right to dispose
of other people’s.
And this is Kate. What sort of work is your daughter fitted
for?
Mrs. Nickleby: She was the cleverest girl in a school of twenty-five or was
it fifty-five? Well anyway………
Mr. Nickleby: We must try and get you apprenticed. And you, have you

ever done anything?
Nicholas: No, sir.
Mr. Nickleby: I suppose you are willing to work?
Nicholas: Course I am
Mr. Nickleby: Then listen. This caught my eye this morning. You may
thank your lucky stars. An able assistant wanted. Annual
salary - fifteen pounds. There, let him get that and his
fortune’s made.
Kate: But it’s so far away mama!
Mrs. Nickleby: Sssh Kate. Nicholas, I wish you would say something.
Nicholas: If I am fortunate enough to be appointed Sir, what’ll
become of my mother, my sister?
Mr. Nickleby: In that case, but not otherwise, they’ll be provided for by
me.
Nicholas: Then I’ll do anything you wish.
Mr. Nickleby: I’m very pleased to hear it.

Unit 2 – Dream career
I’m Lindsay Pressdee. I run Child Clothing which is a clothing company. We

produce a range of urban sportswear. I started it in June 96 when I was
twenty-four and um the highlight so far has been when we were in Top Shop
on Oxford Circus.
I’m gonna be showing at a trade show, er… later this year, which means that
I’ll be dealing directly with large department stores, stores all over the world.
I always wanted to be a fashion designer since I was a little girl making
clothes for my Sindy dolls. It’s a hard business to break into, but I think if
you’re prepared to work hard, and you’re really young, you’ve got energy,
and you’ve got fresh ideas, that there is potential to make it with the big
boys.
There’s lots of pros and cons to running your own business. ‘Cos I set up on
my own, I end up spending four days a week on my own in my studio, so it
actually can get quite lonely and requires loads of self-motivation just to get
out of bed in the morning some days. So that’s not the greatest point, and
everyone thinks it’s wonderful to run your own business, but it’s actually
really hard work.
When I left school, I ended up doing a degree in fashion and came to London
to do that, and then I got as much experience as possible. I had lots of
Saturday jobs in clothes shops and then I worked in the industry so I could
get a good view of what it was I was getting into. Being young in this
business is actually a real advantage because you have better ideas and
you’re creative. I have a notebook that I carry round with me all the time
because you never know when you’re gonna come up with a new idea and
you just need to remember it and put it down.
I feel very privileged that I get to do what I wanted to do with my life.

There’s not many people that get to do that. Not many of my friends do. And
even though they earn more money than me now, I know that I’ve got loads
of potential for the future, and so that’s what I’m looking forward to.

Unit 3 – Film hereos
TRAILER ONE:
Narrator: Journey to a magical time when demons and heroes battled for
the golden treasures and human spoils of forgotten kingdoms.
Villain: Kill! Kill him…
Narrator: Thrilled with the story of a legendary super hero who fights all
the torments of hell to save the woman he loves from the world’s
most powerful sorcerer.
She was once a beautiful princess and now Sinbad must do the
impossible to save her. This is Sinbad’s greatest adventure. The
seventh voyage of Sinbad.
See the dance of the cobra woman and feel her deadly slithering
embrace. See the spectacular battle between Cyclopes and the
fire breathing dragon. The incredible magic of Dynarama.
Recreate the enchanting breathtaking adventure that could never
be told before - The seventh voyage of Sinbad.
TRAILER TWO:
Narrator: Judah Ben Hur! The prince who became a slave and dared the
evil might of a conqueror.
Ben Hur: I tell you, the day Rome falls, there will be a shout of freedom
such as the world has never heard before.
Narrator: Quintas Arias was a stern enemy.
Quintas: Why did you save me?
Narrator: Yet when Ben Hur saved his life, he became a staunch and
grateful friend. There was the beautiful Esther for whose love
Ben Hur defied an empire. There was Massala, the power man.
Once Ben Hur’s boyhood friend. Now his deadliest enemy.
Massala: You, me and your mother and sister will die today!
Narrator: And there was the lusty Sheik Ilderim, ruler of a wild exotic land!
All that you have read about Ben Hur! All that you have heard
about Ben Hur is surpassed by the actuality.

Unit 4 – Ellen MacArthur
Narrator: In 2005, Ellen MacArthur completed her solo round the world
voyage in under seventy-two days breaking the previous record
by thirty-three hours. Her boat was a multi-million pound sailing
machine full of space age technology. She proved that it was the
fastest racing yacht ever built but what does it take to be the
fastest solo sailor in the world?
Ellen: I think we should have a chance of breaking the record but it’s
gonna be very, very close, and it all depends on how long this
breeze we’ve got with us at the moment stays.
Narrator: The Bombay Globe Round the World race in 2001 prepared her
well. She had to be the navigator, captain and crew. She had to
be strong both physically and mentally and she had to be able to
fix everything from ropes to computers. In the Southern Ocean,
she had to repair a broken mast during a storm.
Ellen: I’m away from home and I ache all over. I’m just exhausted.
Narrator: But the Southern Ocean remains special to her.
Ellen: It’s the most beautiful place in the world and most of the time
there’s no land there, there’s nothing. Somehow it’s not like
you’re a tiny dot in the middle of a massive ocean because
you’re so close to it, you’re so with it. It’s as if it’s looking after
you and it’s quite strange, even in the storms, the sea was just
being the sea. It wasn’t as if it was attacking me or y’know, you
imagine a big storm as if it’s you against the ocean, and it never
ever felt like that, not once.
Narrator: For solo sailing, absolute fitness is essential. Physical strength

can make the difference between life and death. To give her
enough energy, Ellen needs 6,000 calories and twenty vitamin
pills a day. To keep the weight on the boat to a minimum, she
only eats freeze dried food.
Ellen: For sure I’ve not slept for more than fifteen-twenty minutes at a
time. The first night I think I must have got fifteen minutes

sleep, and I think, today this morning I must have slept for half
an hour as well outside in the cuddy, so I’m going to try and
sleep as much as I possibly can today.
Narrator: Sleep is a luxury. Ellen has learnt to sleep in ten minute bursts
and to get by on only two hours sleep a day. A solo sailor needs
skill, determination, courage and strength. Ellen MacArthur has
proved she has them all.

Unit 5 – Home Road Movie
Son: It wasn’t the sort of thing to boast about, but our Dad was an
expert on bus timetables. Family holiday rovers, weekend
seaside specials, he knew everything. We even had a bus stop
outside our house. Other families had cars. Luckily for us, Dad
had a problem. You see holiday rover tickets are about average
sized families, but there were too many of us to be average.
News spread quickly about our top performance sports car. It

was brilliant.
Dad: Emergency items, red triangle, fire extinguisher…
Son: We held our breaths while Dad, RAF trained prepared for our
first flight.
Dad: Oh, blanket and coffee flask….
Son: Anticipation mounted as the car manual was read from cover to
cover.
Dad: Power on, first check, second check, back left indicator, back
right indicator. Mmm, onboard entertainment. Aah, wipers… Oh
well, here we go…
Children: 5,4,3,2,1!
Dad: Oh James Last or Tia on the razz?
Children: Yeah!
Son: No longer restricted to zone 3 of the local buses, our Dad took
us on motoring holidays of a lifetime.
Dad: Ah, stunning Arc de Triomphe, built in 1836 to celebrate the

victory of …
… the world’s tallest building… built in 1931…
…at eighty-nine hundred feet you can see for forty-five miles…

Son: With Europe as our playground we immersed ourselves in it
cultural capitals.
Dad: Now that is impressive. A fully integrated transport system. If

only we could have that at home.
Children: Go on Dad, you can overtake him! Yeah!
Son: For each new holiday, Dad would answer our every need, always
with a brilliant Ronco car accessory. The electric cooker and
fridge provided exotic cuisine. We were totally self-contained. A
family with everything. Even our arrival in a new campsite would
raise eyebrows. Fellow campers were impressed with what
British Camping Technology could offer.
Despite the occasional setback we still knew that our Dad and his
fantastic car were the best. Together we travelled ever upwards
towards the Utopia of modern family motoring.
Dad: Little bit more to the left….Smile!
Son: We had reached the top
Children: We’re going to the top of the mountain!

Brilliant! Look!
Son: He didn’t know it couldn’t last.
Children: Dad do we have to have Radio Two? Please, why can’t we have
Radio One? It’s the top forty! Dad, why can’t we have Radio
One?
Son: We’d grown up and it finally dawned on us Dad hadn’t bought a

high performance car. In fact we’d spent every holiday driving at
a safety conscious, law abiding thirty m.p.h. And it wasn’t just
that our car was getting old. We were beginning to realise that
the captain perhaps wasn’t the best driver on the road. So, to
help him out, we all made high pitched engine noises when he
forgot to change gears. Thinking back, I guess my Dad found it
quite stressful driving.

Dad: Just a little rest……just a little peace and quiet.
Son: Dad was retired now and spending most of his time bringing the
car back to its former glory. Ready for our next family summer
holiday.
As years passed his answer to family life was becoming ever

harder to maintain. And when my mother died it must have
seemed an impossible task. Each year there was one less brother
or sister as college and travel took them away, but still he was
out there struggling to get the family car back onto the road.
Dad, Dad, where are you? The taxi’s here. My train’s at 12:30.
I’ll give you a call next week.
Even though Dad continued to work on the car, he no longer had

the courage to lift up the bonnet. If he had, he would have
realised that the engine was now a solid lump of rust.
Dad! I’m off!
My Dad’s last journey wasn’t in his car, but alone on a

bus…….and it was only after his death that we discovered that
even though the car hadn’t moved for ten years it had always
been taxed and insured. Our Dad was always ready for the next
great summer holiday.

Unit 6 – Bhutan
Michael
Palin: Bhutan is a tiny pebble squeezed between the great rocks of
China and India. Mostly mountain and forest, it has few roads, so
I’m walking up to Jomolhari which borders on Tibet. My guide,
Doji wears national costume as men are expected to in this
country. I favour the international dishevelled look. There’s room
to move here. Bhutan is the size of Switzerland with a population
of little more than a million. It has one of the strictest
environmental policies in the world. More than a quarter of the
country’s national park not even fallen wood can be gathered
without permission. It’s a country jealous of its independence
ruled by a much loved King whose declared policy is gross
national happiness before gross national product. The influence
of Buddhism is everywhere like this dramatic cliff top hermitage.
Of all the holy spots that crop up all over the town, what’s so
special about this one?
Legend claims it was founded by a saint, Guru Rinpoche, who
rode here on a tigress twelve hundred years ago and turned
himself into something so nasty that the evil spirits fled and left
the valley to Buddhism.
Bhutan has taken deliberate steps to keep tourist numbers
manageable. Visitors have to pay a minimum of 200 dollars a
day even if you’re staying in a tent.
There’s a main road through the centre of the town.
Doje: Yes, there’s a main link through the centre of the town linking
east to west.
Michael
Palin: Yeah…
Bhutan is conditioned mentally and physically by the Himalaya.
Mountain ranges split the country into a series of steep valleys
each with their own character and often their own climate. On
the other side of this 10,000 foot pass, we leave the snow
behind.

Unit 7 - Vikings
Narrator: Swords clash as men and women obsessed with reliving the past
meet on the battle field. They are living as Vikings and Saxons
used to at Old Sarum, an ancient fort in England. These people
aren’t just satisfied with reading history books - when they put
on their armour they become like real warriors. So what makes
them go to such extremes?
Viking 1: I decided to be a Viking because I’ve had a long interest in

history and war-gaming and warfare really. Um, and, I met
someone a few years ago who pointed me in the right direction.
Somebody handed me one of the weapons and I grinned. Um,
and then I haven’t looked back.
Viking 2: I got into this because of my love of history and um… it’s just a
good way of dressing up at the weekends.
Viking 1: Er… this is a controlled environment, and it’s um, so we can play
fight. It’s a bit of a game, it’s nice to win but when it boils down
to it, we want to do it again so we try not to hurt each other.
Er… we’re very conscious of safety.
Narrator: These people are called re-enactors. They show modern visitors
how their ancestors used to live, about a 1,000 years ago.
Viking 3: We’ve set up a Viking village, firstly for our own entertainment
cos this is what we like doing, but we’re trying to bring history to
life, for members of the public and educate them and entertain
them at the same time. Cos we all feel that history is fun and
enjoyable.
Narrator: Each person takes on the role of a character from the dark ages.
Saxon: I’m actually a Saxon within the Viking Society. We have, we

have Saxons, Vikings, even Celts um….it’s a period that I’ve
always been interested in …um and it’s just a way of carrying on
that interest, sort of y’know, rather than just reading’, you can
be it, you live the life rather than just read it, or watch it on the
telly.
Narrator: The re-enactors perform ancient stories called The Norse Sagas.

Viking 3: I got into it because it’s fun, get to travel around the country,
meet lots of interesting people. Er… Hit them with swords. You
get a lot of exercise out of it, a lot of personal satisfaction. I
don’t have any problem myself changing from character back
into modern personality. I find it easy to compartmentalise my
life, so if I change back… but there are some people I know that
do seem to take it a bit far. Er… they stay in costume all the time
or maybe just a part of the costume. There was some woman I
knew years ago who would always insist on wearing her Viking
shoes.
Narrator: The people here are determined to make their medieval camp as
authentic as possible. Even the children become historical
characters.
Viking 4: It’s just loads of fun. We get to dress up, I mean, OK, you do
have to make your own clothes but that’s fun as well, and the
kids all have a whale of a time. As you can see, all the children
are playing and everybody just has so much fun. It’s a great way
to spend a weekend to be honest.
Viking 5: As a blacksmith I’m one of the few craftsmen who makes his
own tools and pretty much everybody else’s tools as well.
Blacksmith’s tools have not changed since the Bronze Age.
They’ve always been like this. Viking tools are the same as
modern smith’s tools. I enjoy the camaraderie, the friendliness,
cos you sit round the fire in the evening eating great food, chat
and relax.
Viking 6: I like the history associated with the Dark Ages. To me, they’re
not as dark as what everyone thinks they are. Um…I’ve always
enjoyed British history but I wanted to know what the Vikings
were about and I found this group and I enjoy it.
Narrator: Things may look peaceful in the camp, but the Vikings and
Saxons are always ready to fight. They put on their helmets,
take up their weapons and march to the battle field. No longer
twenty-first century accountants, builders or shop keepers but
fierce warriors in a bloody war.

Unit 8 – The secrets of success
The Milliner: My name’s Joseph Köln. I’m a couture milliner. I make

hats for some of the biggest names in fashion here in
London, also Paris, Milan, New York. I’m twenty-six. I’m
already financially successful but I’ve never been in it
for the money. I love what I, work, what I do, I’m very
passionate about my work. Nobody else is gonna make
you a millionaire. Concentrate on your concept, your
idea, your vision and make it work. Stay passionate and
you will be successful.
The Web
Consultant: My name’s Shara Vickers. I own a website design
consultancy, Cortella Ltd and we’ve been going for two
and a half years now. Our estimated turnover is
£200,000 and my advice to anybody who is starting up
a business and has some really good ideas is go and see
a professional body who deal with start up businesses
and they’ll help you put your ideas into action!
The Quantity
Surveyor: My name is Roger Elliott. I’m twenty-five years old and
a quantity surveyor. Since leaving school eight years
ago, I worked for somebody else. Last year I decided to
set up my own business. It’s important to remember
whatever career you choose you don’t have to work for
somebody else.
The Card Maker: My name is Joanna McKinley and I run the Giant Card
Company. I’ve had the business now for three years,
and I’ve an annual turnover of £70,000. My advice to
you is a good business is a good idea.
The Street
Performers: Hello, my name’s Kate and I’m Naomi. We run a
company called Creative Feature. We specialise in street
theatre, in masks and stilts. And we’ve been going since
June ‘94. We’ve been very lucky and very successful.

We’ve performed all over the UK and Europe, at the
Dome and Buckingham Palace, and our top tip is choose
your business partner very carefully!
The Indian
Takeaway Owner: My name is Majou Islam. I’m twenty-six years old. I
own the Bombay Spice in Brixton. I used to be a
Graphic Designer, but I never wanted to earn a salary
for the rest of my life. So today I’ve opened my own
business which happens to be an Indian takeaway. I’ve
got the right market for myself and it was the right
thing for myself. I had a little bit of experience. I went
out and done my market research on it. Today I can
clearly say my takeaway is doing excellent. My advice
to you is know your customer.
The Internet
Entrepreneur: My name is Ben Way. I’m young entrepreneur of the
year and I run a website called WaySearch.com. I
started WaySearch.com about six months ago when I
received multi-million pound venture capital funding.
That wasn’t my first project. When I was fourteen, I
started up my own company and the reasons for that
was because I was dyslexic everyone told me I could
never read or write or do anything with my life, so I
decided to go and prove them wrong. So my advice to
you is don’t give up. You will find your own skill one day
and you will do well, so always believe in yourself.

Unit 9 - The Bullion Robbery
Bank manager: And um, here’s the order for tomorrow’s consignment.
Somewhat larger than I expected. £212.
Bank clerk: That won’t worry me, sir.
Bank manager: Dependable to the last. I’m going to miss you Holland.
Bank clerk: Very kind, sir. I shall always have the happiest memories
of the dear old bullion office.
Bank manager: Has Mr Abercrombie spoken to you about your holiday?
Bank clerk: Yes, sir. I’m going to Paris.
Bank manager: Paris eh? You’re stepping out Holland. Wonderful isn’t it,
what a little extra money will do?
Bank clerk: Yes, it’s going to make a big difference to me…

211, 212 … Ah, Mr Richards - your deposit will be returned
in the usual way. As soon as the gold enters the bank.
At your post sir.
[Van bell rings]

Did you see that car?
Driver 1: Yes, sir… a Police Car.
Bank clerk: What?
Driver 1: Nothing to be afraid of there, Sir. Bloke was a copper.
Bank clerk: It’s probably some trick. It’s probably some trick. I’m sure
it’s the same car that followed us the other day.
Driver 1: You want me to go and look round the corner, sir?
Bank clerk: Yes.

Cyclist: You got a flat tyre there mate!
Bank clerk: Help, help!
Driver 2: Help, help Police!
Driver 1: What’s up?
Driver 2: The van, the van - they pinched the van!
Policeman: Hello all cars from M2 GW. This is number 4 and it

begins… maroon coloured van, LJ L6 38, containing bullion
value one million pounds stolen from the vicinity of Queen
Victoria Street.

Unit 10 – Yes, Prime Minister
JH = Jim Hacker (new elected Prime Minister)

G = Godfey (TV producer)
GA = Government aid
MA = Make-up artist
JH: Let us be abundantly clear about this. We cannot go on paying

ourselves more than we earn. The rest of the world does not owe us a
living. We must be prepared to make sacrifices … and who wrote this
rubbish?
GA: You did, Prime Minister. It’s one of your old speeches.
JH: How was that Godfrey?
G: Um… excellent Prime Minister, um… one thing, will you be wearing
those glasses?
JH: Well, what do you think?
G: Well, it’s up to you obviously. With them on, you look authoritative and
commanding. With them off you look honest and open. Which do you
want?
JH: Well, really, I want to look authoritative and honest.
G: It’s one or the other really.
JH: What about starting with them off and then putting them on …
G: That just looks indecisive.
JH: I see…
GA: What about a monocle?
G: Let’s just leave them off for the moment shall we?
JH: Anything else?
G: Um, well, your face is a bit wooden.
JH: Wooden?
G: Only, only when you’re speaking. Um, you see in normal speech, you
move your head and eyebrows and cheek muscles and so and so. Don’t
let the tele-prompter turn you into a zombie OK?
JH: Defence expenditure, one of the areas which this Government will be

examining closely. It may be that we can achieve the same.
G: Prime Minister, that’s just a little bit too much. Could we just talk about
your appearance for a moment? What will you be wearing?
JH: What do you suggest?
G: Well, dark suit represents traditional values.
JH: Fine, dark suit.
G: On the other hand, a light suit looks business like.
JH: Well, what about a lightish jacket with a darkish waistcoat?
G: I think that would look as though you’d got an identity problem.
MA: Excuse me Prime Minister. Godfrey, could we have word about make-
up? Are you happy about the grey hair or shall we darken it?
G: No, no that’s fine.
MA: And the receding hairline?
JH: Receding what?!
G: High forehead. And could you try to make the …er…, do something
about the eyes? Make them look less close set.
MA: Bags underneath … cheeks … nose is still a problem.
JH: Problem?!
G: No… just a lighting problem Prime Minister. Very large, …um… shadow.
MA: Teeth of course. Could you smile Prime Minister?
G: Yes…

Total English
Film Bank Key
Upper-Intermediate
DVD Answer Key
Unit 1 – Good relations
1
1 Students’ own answers 2 (1) Uncle Ralph and Nicholas (2) Nicholas, Kate
and their mother (3) Nicholas’s mother (4) Uncle Ralph
2
1 His brother is dead and his widow and her two children are in London. 2
The widow and her children. 3 ‘Bear up against loss’. 4 She hoped that
Ralph/Mr. Nickleby would do something for his brother’s children. 5 Ralph
wants Kate to become an apprentice. 6 Ralph proposes that Nicholas
become a school assistant. 7 Provide for Nicholas’s mother and sister.
3

DVD Answer Key
Unit 2 – Dream career
1
2
a The correct order is:
do a degree in fashion 5
set up business on her own 4
carry a notebook around 7
have lots of Saturday jobs 6
show her designs at a trade show 1
have a glamorous lifestyle x
earn less money than her friends 8
deal directly with large department stores 2
make clothes for her Cindy dolls 3
b she doesn’t mention ‘have a glamorous lifestyle’
3

DVD Answer Key
Unit 3 – Film hereos
1
2/3
The Seventh Voyage of Sinbad: 1, 5, 6, 7, 9
Ben-Hur: 2, 3, 4, 8, 10
4

DVD Answer Key
Unit 4 – Ellen MacArthur
1
1D 2A 3C 4B
2
A 1 Ellen MacArthur 2 Sailing single-handedly around the world in record
time. 3 16th October 2005
B 1 Neil Armstrong 2 Being the first man on the moon. 3 1969
C 1 Sir Edmund Hillary 2 first man to climb Mt. Everest 3 1953
D Amelia Earhart / first woman to fly solo across the Atlantic / 1932
3
1 72 days: In 2005 Ellen MacArthur completed solo, her round-the-world
voyage, in seventy-two days, beating the previous record by thirty-three
hours. 2 Kingfisher: the name of her boat 3 the Southern Ocean: where she
had to repair a broken mast and what she thinks is the most beautiful place
in the world 4 6000 calories and twenty vitamin pills: what Ellen has each
day to give her enough energy 5 fifteen minutes: how much she slept on the
first night of her voyage.
4

DVD Answer Key
Unit 5 – Home Road Movie
1
2
1 Dad was an expert on bus timetables. 2 Dad bought a car because the
family was too big to get a ‘Holiday Rover’ ticket. 3 Their holiday
destinations by car were all over Europe. 4 Dad drove the car at thirty mph.
5 When Dad forgot to change gear, the children used to make high-pitched
engine noises. 6 After Dad retired, he would spend a lot of time ‘bringing
the car back to its former glory’. 7 The children left home to travel or go to
college. 8 Dad’s last journey was on a bus.
3
Example answer:
The story of a shy and awkward father who desperately wanted the family
car to make him a better parent.
4

DVD Answer Key
Unit 6 – Bhutan
1
2/3
1A 2B 3A 4A 5B 6B 7B 8A 9B
4

DVD Answer Key
Unit 7 - Vikings
1
2
3
1 All mentioned except ‘it’s a way of making money’ 2 They don’t try to hurt
each other ‘because they want to be able to do it again’. It’s just ‘play-
fighting’ for fun. 3 entertainment and education (for themselves and the
public) 4 A woman who keeps her Viking shoes on all the time 5 They make
their clothes 6 Blacksmiths’ tools now are exactly the same as they were in
the days of the Vikings 7 Accountants, builders and shopkeepers
4

DVD Answer Key
Unit 8 – The secrets of success
1
1 a card maker, a milliner, street performers
2
3
The correct order is:
I did some market research on it 6
I’ve an annual turnover of £70,000 4
Always believe in yourself 7
I’m very passionate about my work 1
Last year I decided to set up my own business 3
We’ve been going for two and a half years now 2
We’ve been very lucky and very successful 5
4
1 passionate 2 help 3 boss 4 idea 5 partner 6 customer 7 give
5

DVD Answer Key
Unit 9 - The Bullion Robbery
1
2
1 F, 212 2 T 3 T 4 F, That he has a flat tyre. 5 F The van driver gets out to
look at his tyres. 6 F, Queen Victoria Street 7 T
3
4

DVD Answer Key
Unit 10 – Yes, Prime Minister
1
2
1 a pair of glasses: on = authoritative and commanding; off = honest and
open
2 a face (like Jim Hacker’s): rather wooden in front of the camera, without
the natural movement of head, facial muscles etc.
3 a suit: dark = traditional values; light = businesslike
4 hair on head (like Jim Hacker’s): his grey hair is fine
5 close-set eyes: they need to look a little less close-set
6 a nose (like Jim Hacker’s): a problem because of the large shadow
3


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LETTER JOB FAMILY WORD COUNTRY/ SCORES

Copyright © 2005 Pearson Education.

3 Call out the following letters: A, S, B, P, C

G - grandparents, grandmother, girlfriend, grandfather, Greece/Greek,

Copyright © 2005 Pearson Education.

Copyright © 2005 Pearson Education.

1 Look at the following dialogue and correct the underlined mistakes.

Maria: Hello, my name (1) Maria. What’s your name?

2 Imagine you are meeting your favourite pop star, sportsperson or

job nationality age country of origin

Copyright © 2005 Pearson Education.

Aim: to practice verb to be in context of exchanging information about

Answers: 1 ’s 2 is 3 are 4 ’m 5 is 6 ’s 7 ’m 8 she 9 ’s 10 ’m

Copyright © 2005 Pearson Education.

Who/he ? He’s Tom Cruise.

2 Fill in the gaps below with a partner.

1 _’m a doctor. 5 _ _’re from Russia.

2 _ _’s a journalist. 6 _ _ _’re an architect.

3 _ _ _ _’re students. 7 _ _’s a phone.

4 _ _ _’s a teacher. 8 _’m from Sweden.

3 Draw some things or people you know in the boxes below.

Copyright © 2005 Pearson Education.

Aim: to practice subject pronouns and positive forms of to be with Wh-

Answers: 1 Who is he? 2 What is it? 3 Where are they from?

2 Again students can work together or with a partner. Check answers.

Answers: 1 I’m 2 He’s 3 They’re 4 She’s 5 We’re 6 You’re 7 It’s

Your camera Your family Your car

Encourage students to ask you questions using the prompts in Ex. 1.

Copyright © 2005 Pearson Education.

E.g.: His surname isn’t Blue, it’s Green.

2 Rewrite the following sentences using the negative form of to be.

Copyright © 2005 Pearson Education.

Aim: to consolidate negative forms of verb to be. This worksheet is

1 Ask students to identify the incorrect information by reading the small

2 Elicit negative forms in the present simple and, if necessary, write

Copyright © 2005 Pearson Education.

beach pool restaurant eat work sleep open clean meet

swim bag book car lamp watch desk sell dry go

Copyright © 2005 Pearson Education.

Find the word!

Copyright © 2005 Pearson Education.

1 Rewrite the following mixed up words to form ten verbs:

Copyright © 2005 Pearson Education.

Mix and match

Aim: to practice present simple and use of subject pronouns: I/you/

1 Tell students they have to unscramble the anagrams as quickly as

Answers: 1 do 2 start 3 swim 4 like 5 eat 6 wash 7 have

2 Ask students to fill in the crossword by completing the sentences.

Answers: 1 (down) works 2 (down) washes 3 (across) swim

3 Suggested extra activity: If time, get students in pairs to find five

Copyright © 2005 Pearson Education.

1 He, she, it quick quiz!

Verb: Sentence using he/she/it

2 Noun plurals quick quiz!

1 pictureies _ _ _ _ _ _ _ _ 7 addressies _________

Copyright © 2005 Pearson Education.

Answers: watches, goes, carries, has, does, organizes, finishes,

2 Ask the students to imagine they are a teacher correcting the