10

Impressions
10.1
3 a Listening for main idea. Play recording 2.37, then
discuss whether Hiromi’s recollection was accurate
Goals: talk about memory or not.
talk about what you remember
Core language: Not very good, as she missed some things and got
some details wrong.
VOCABULARY Remembering an event
GRAMMAR Verb patterns b Listening for detail. Focus learners on the image again
and tell them to listen carefully to Hiromi’s account
Witness once more to spot the four details she got wrong. Play
recording 2.37 again if necessary. Learners compare
LISTENING ideas in pairs. Then go through the answers with the
1 Focus learners on the question and the list of ideas. class.
They can discuss this in pairs or you could talk about She got the following details wrong:
it as a class. In feedback, find out if learners have any The boy’s shirt had a number ‘3’ on it, not a number ‘1’.
special techniques for remembering different types of The boy was wearing a top with a hood, not a baseball
cap.
information.
It was a young woman who was passing, not a man.
2 a Make sure learners understand witness (= someone She said there was nobody else around, but there was
who sees a crime being committed, or evidence of also a man getting into a car.
a crime, and later gives a report of what they saw to
4 Discussion. Talk about this with the class. If you have
the police). Find out if anyone thinks they would be
a story, tell it to the class first, which may prompt their
a good witness (and why). If anyone wants to tell a
memories of similar incidents. Encourage learners to
story of a crime they have witnessed, tell them they
ask questions to find out more information.
will have a chance to do this later in the lesson. Check
understanding of CCTV, then focus attention on the
VOCABULARY Remembering an event
CCTV image of a crime. Learners study the image
in silence for 30 seconds and try to remember as much 5 a Focus on expressions. Learners match the beginnings
important information as they can. After time is and ends of the sentences from Hiromi’s account.
up, learners close their books, listen to recording 2.36 They can do this in pairs, or individually before
and take notes. comparing with a partner. Learners look at the script
on p156 to check their answers.
Optional extra: Live listening
2d 3c 4e 5g 6b 7a
To give the remembering activity more focus, tell learners to
close their books and read out the following list of questions.
Learners listen and take notes, then do 2b. Afterwards, find out Language note: Expressions for remembering an event
if anyone could answer all the questions (or none of them!). The vocabulary section focuses on high-frequency
1 What was the crime? expressions for remembering events. Learners will focus on
A teenager broke into someone’s home and stole some the grammar and how to generate new sentences with the
things. various verbs later. Encourage learners to practise saying the
2 Where was the crime? expressions and focus on the stress in I can’t remember …
It was in a street of flats. but I can remember …, pointing out that can is pronounced
3 What was the criminal wearing? /kn/ in this context (rather than the more common use of
A top with a hood over his head and a number ‘3’ on the the weak form) because it is contrasted with what Hiromi
back. He was tall, thin and young. can’t remember.
4 Were there any witnesses?
There were two witnesses. A man getting into his car and b / Practice. Give learners a minute to think
a woman walking past on the street. about their answers and how they can express them
5 What did the witness or witnesses look like?
The man was quite old and was wearing a dark jacket.
using the target language, before they talk together.
The woman on the street was young; she was wearing a In feedback, ask different learners the questions and
hat and carrying a shoulder bag. focus on how the expressions from a are used in their
responses.
b Learners check their ideas against the image
and discuss what they did and didn’t remember. In You could use photocopiable activity 10A on the
feedback, find out who thinks they remembered all Teacher’s DVD-ROM at this point.
(or none) of the important information. The question
previews the vocabulary item notice. Listen to see if
learners understand it, but it’s not necessary to explain
the word at this stage unless learners cannot answer
the question.

88 Unit 10 Impressions
False memories GRAMMAR Verb patterns
5 a Tell learners to cover the article and focus them on
READING the four sentences with remember in the box. If they
1 Talk about the first question with the class to check can, they complete the sentences from memory, first
understanding of the four words and pronunciation individually, then with a partner. They check their
of: judge /dZdZ/, jury /dZU@ri/ and lawyer /lO:jər/. own answers against the article and script.
Then learners can continue in pairs or groups. In
1 what  2 that  3 to  4 wondering
feedback, find out what different learners think are the
most difficult things they have to do and why. b Focus on form. Learners match the four patterns to the
example sentences.
1 The judge has to decide what sentence to give for
crimes committed. a 4  b 3  c 1  d 2
The jury has to listen to all the evidence and make a
decision about whether they think the person is guilty 6 a Focus learners on the dictionary entry for forget.
or not.
All good learner dictionaries highlight the patterns
A lawyer has to present the facts for or against the
defendant (the person accused of the crime) to the which follow verbs, although different dictionaries
judge and jury. may present the same information in different ways.
A witness has to explain what they saw of the crime Depending on how familiar your learners are with
as accurately as they can. monolingual dictionaries, give them enough time to
look through the entry and check the patterns against
Alternative the previous exercise.
Books closed. Bring in or project a picture of a courtroom
onto the board (you can find a selection in Google images). It has all four patterns in 5b: -ing, to infinitive, question
Elicit who is who in the picture, then learners discuss their word and that.
roles in pairs or groups and discuss question 2.
Language note: Patterns and meaning
2 Reading for main idea. Focus learners on the gist
Some verbs change their meaning depending on whether
question before they read the article. Encourage them they are followed by -ing or to infinitive.
to read quickly at this stage. (It’s helpful to give a This is the case with remember and forget. It’s a good idea to
time limit, say two minutes.) Let them know they will point out the difference in meaning to your learners. One way
have time to read in more detail in a minute. to do this is to write on the board:
1 remember/forget + -ing refers forward / back in time. (back)
The problem with using witnesses in court is that it is 2 remember/forget + to infinitive refers forward / back in
difficult to be sure that their evidence is accurate. time. (forward)
Ask the class to look at the example sentences with -ing and
3 Reading for detail. Check understanding of rely on in
to infinitive in the grammar box and to decide which pattern
the question and see if learners know reliable. Give refers forward and which one refers back in time. You can
learners plenty of time to read the article in detail to also refer learners to the Grammar reference, which gives
find three reasons. Learners compare ideas with a more information on this point.
partner first, then check as a class.
b Vocabulary expansion. Point out that many verbs in
1 People often forget details of things that have English are followed by these and similar patterns and
happened. that it is important to get in the habit of checking the
2 People remember things that didn’t happen at all,
patterns when learning and recording new verbs. Tell
e.g. if they hear false information, it can change their
memories of something. learners to look up the list of verbs on p130 and to
3 Once we tell a story or give an account of something record the patterns in their vocabulary notebooks, using
(which may include incorrect details or leave out facts), example sentences to show the meanings.
that account replaces the original event in our minds.
remind: to + infinitive, question word, + object + of
4 / Discussion. Learners discuss their opinions know: question word, that
about witnesses and the problems of using witnesses understand: that, question word
find out: question word, that
in response to the article. In feedback, find out if they
came up with any possible solutions to the problems.
Note: Grammar practice
Note: Building confidence in discussions You could do the grammar practice on p141 at this point.
This topic is rather abstract and so more difficult for
intermediate learners to discuss. Give learners the
opportunity to talk first in pairs or small groups before talking SPEAKING
together as a class, so they have time to collect and express 7 a Writing. Ask the class to complete the first question
their thoughts to a few peers before talking in front of the together and write various possibilities on the board to
whole group. Encourage learners to try to express what
they mean, without focusing on the language they use. If
demonstrate the activity. Learners continue individually
necessary, reformulate their ideas or ask questions to help or in pairs. Walk round and help as necessary.
them express what they want to say.

Unit 10  Impressions  89 

 Alternative for weaker groups b Learners cover the expressions and test each other
on the expressions using the pictures. Focus on the
Learners complete the sentences in pairs for more support.
They then change partners for the next activity. pronunciation of the -ed endings by putting three
columns on the board (see below). Tell learners to put
b Personalisation. Learners talk in pairs. Monitor while the five adjectives ending in -ed into the correct column
they are talking and take a note of good and incorrect according to the pronunciation of the ending. Make sure
language use for a feedback session later. they say the words out loud to themselves and a partner.
(-ed) /t/ (-ed) /d/ (-ed) /Id/
10.2 cracked, chipped scratched faded, dented
Goals: talk about complaining
c Extension. You could brainstorm this with the class, or
complain about goods or services
ask for a refund or replacement and explain why give learners a few moments in groups to think of more
examples, before going through their ideas together.
Core language:
VOCABULARY Problems with things you’ve bought 4 Personalisation. Give learners a minute to think
PRONUNCIATION Intonation in questions about problems and how to explain what they did.
GRAMMAR Present perfect simple and progressive They can then talk about their experiences in pairs or
small groups. Ask one or two learners to explain their
problems to the class.
It’s scratched
You could use photocopiable activity 10B on the
LISTENING Teacher’s DVD-ROM at this point.
1 Pre-listening discussion. Look through the questions
with the class. Check understanding of annoys and
queue /kju:/ and elicit a few examples of rule- Making a complaint
breaking on public transport, e.g. putting feet on
LISTENING
seats or smoking in non-smoking areas. Learners talk
about them in pairs or groups. In feedback, ask a few 1 Pre-listening. Focus learners on the picture of
learners what they do and if they think their behaviour Mariah and her email of complaint. Talk through the
is typical of people in their countries. complaints with the class.
2 Listening for main idea. Focus on the question, then The book she bought was damaged. The company
play recording 2.38. Learners discuss the answer in hasn’t replied to her earlier email.
pairs. Learners read the script to check their answers.
2 a Ask learners to predict what will happen in Mariah’s
In feedback, focus on the sentence: They might sigh
phone call. Accept all sensible suggestions offered by
and moan about it to someone they’re with, but
the class, but don’t comment on their ideas at this stage.
often they won’t actually say anything directly to the
person, even though they’re angry about it. Check b Play recording 2.39 so learners can check to see if
understanding of sigh and moan (about something) their predictions were correct.
and use this to spark learners’ responses to the text, i.e. 3 Listening for detail. Learners read the questions, then
would they say something directly to someone or not? play recording 2.39 again. They compare ideas with a
partner before checking as a class.
Tariq says that in Paris, people will express their anger
directly to someone if they break the rules on public 1 Mariah’s cross that no one has been in touch with her
transport or go to the front of a queue, whereas he’s about the problem.
not sure that people would say something in the UK. 2 The customer services person puts Mariah on hold
He mentions that people do complain when it comes to while he speaks to his supervisor, and he orders
poor service or business transactions, either by phone Mariah another copy of the book.
or in writing.

PRONUNCIATION Intonation in questions

VOCABULARY Problems with things you’ve bought
4 a Introduce this by giving a few simple example questions
3 a Focus learners on the pictures. They do the matching that demonstrate the intonation patterns. For example,
in pairs. In feedback, go round the class checking the What’s your father’s name? (falling intonation) Is this
answers, but ask learners to say what the object is your book? (pointing to book: rising intonation). Then
(rather than saying 1C, for example). play recording 2.40 or say the questions yourself (though
1 C The T-shirt’s the wrong size. you have to be careful if you do this).
2 E The colour’s faded.
intonation: B
3 A The mug’s chipped.
intonation: A
4 G The MP3 player doesn’t work.
5 H The car’s dented.
b Learners complete the rules about intonation in
6 D The paper’s torn.
7 B The mug’s cracked. questions.
8 F The screen’s scratched.
yes/no questions = rising intonation
wh- questions = falling intonation

90  Unit 10  Impressions

 c Learners practise saying the questions with the SPEAKING
appropriate intonation patterns. It is common for 8 a Preparation. Explain the scenario for the role play
learners to transfer intonation patterns from their L1s, and direct learners to the correct pages to complete
so it’s worth comparing L1 and L2 to either confirm their role cards. Learners fill in the gaps with their
that they’re the same or notice the differences if own ideas. Walk round and help if necessary. Give
they’re not. So ask learners to translate the questions them a few moments to plan what they need to say.
and think of short responses in their own language,
b Role play. Monitor while learners are talking and take
and to find out if the rising and falling patterns are the
a note of use of the target language and of any language
same in L1 and English.
that impedes communication. You may want to feed
Language note: Rising and falling intonation patterns back on this before learners do the second role play.
There is evidence that these patterns are similar in many c Learners prepare for the second role play in the
languages: in research, 14 languages (including English) same way, then have another conversation.
were found to use a falling intonation for wh- questions,
and three to use a rising intonation. For yes/no questions, d Round-up. Learners work in groups of four and
37 languages used a rising intonation, against four using a repeat one of their conversations while the other pair
falling intonation. (Cruttenden, A. ‘Falls and Rises: Meanings listen. They discuss their responses in groups, then
and Universals’ Journal of Linguistics 17, 1981) get some feedback from the different groups. Find
5 a Writing. Look at the items and ask the class which out how easy learners found it to follow each other’s
ones are checking information (the order number and conversations and answer the two questions. Also
date). Point out that learners can write the first three raise awareness of register, by asking for reactions to
items either as genuine or checking questions, e.g. the customer services people, i.e. were they polite?
What’s your name? or Is your name Wendy Barham?, helpful? how easily or skilfully did they deal with the
but remind them to make sure they have a mix of wh- customer’s complaint(s)?
and yes/no questions so they can practise the rising
and falling intonation patterns.
10.3 Target activity
b Asking and answering. Monitor while learners are Goal: make a complaint politely
talking in pairs and help out if any learners are having
Core language:
problems.
TASK VOCABULARY Softeners
10.1 GRAMMAR Verb patterns
GRAMMAR Present perfect simple and progressive 10.2 GRAMMAR Present perfect simple and progressive
6 Focus on the example sentences and discuss the
questions with the class. This will allow you to draw
attention to relevant information in the sentences and so Resolve a dispute
direct learners more efficiently to the correct answers.
TASK LISTENING
1 • how long something takes = B (the present perfect 1 a Focus learners on the picture and brainstorm a list of
progressive) possible problems between neighbours.
• the result of a finished activity = A (the present
perfect simple) b / Pre-listening discussion. Learners discuss
2 The present perfect simple (A) the questions. Feed back as a class, finding out what
differences in attitude exist among learners.
7 a Walk round while learners complete the email
individually and find out if anyone is having Note: Multicultural groups
problems. Refer learners back to the rules above to In mixed-nationality classes, there are likely to be substantial
help with their decisions. differences in attitude for dealing with disputes and dealing
with neighbours (note Across cultures, p75). Remind learners
Alternative for weaker groups of the language they covered for dealing with conflict and
Learners can complete the email in pairs, talking through encourage them to think about cultural similarities and
the reasons for their choices. They then swap partners and differences in talking about this topic.
compare their ideas.
2 Listening for main idea. Play recording 2.41 and
b Learners compare their answers and give reasons for ask learners what the problem is between the two
their choices. Go through the answers with the class. neighbours.
1 ’ve written  2 haven’t had  3 ’ve been phoning The neighbour’s son keeps kicking his ball into next
4 haven’t got  5 has provided  6 ’ve had  door’s garden, and it’s ruining the plants and flowers as
7 ’ve been buying  8 ’ve arrived  9 haven’t complained well as often going near the window.

Note: Grammar practice

TASK VOCABULARY Softeners
You could do the grammar practice on p141 at this point.
3 a Focus on expressions. Learners match the sentence
beginnings and ends from the conversation. Play
You could use photocopiable activity 10C on the
Teacher’s DVD-ROM at this point. recording 2.41 again to check. Ask learners what
the person complaining is using the highlighted
expressions for. Find out if learners’ L1s have similar
expressions or not.
Unit 10  Impressions  91 
 1 f  2 c  3 e  4 a  5 b  6 d c Play the first sentence of recording 2.43 and ask
the class to agree on a response with a partner
b Refer learners to the script on p157 to find two sentences to demonstrate the activity. Play the rest of the
with similar meanings to 1 and 6. Check as a class. recording, stopping after each one so learners can
same as 1: I’ve been wanting to speak to you for some
respond in pairs initially before checking as a class.
time about this. Possible answers
same as 6: If you could ask him to try not to kick the ball That’s/How:
into our garden, I’d really appreciate it. 1 kind of you / nice of you / thoughtful of you.
2 nice of you
c Learners discuss which expressions best complete 3 kind of you / thoughtful of you.
the complaints. Check as a class. 4 kind of you / helpful of you.
5 brave of you.
1 to be honest  2 it’s just that  3 I’d be grateful 
4 a bit 5 I’ve been meaning to talk to you. 3 a Learners complete the gaps with the adjectives. Check
as a class and brainstorm more adjectives that go with
TASK of (e.g. tired of, full of, aware of).
4 a Preparation. Explain the scenario for the role play and 1 afraid  2 capable  3 fond  4 proud  5 sick
direct learners to the appropriate role cards. Walk round
and help with ideas and vocabulary as necessary. b Personalisation. Give learners time to think of
sentences about themselves before they talk together.
Alternative for weaker groups Encourage them to respond (as in the example) or to ask
Learners can prepare their roles in A/A and B/B pairs, then questions to find out more information about each other.
swap partners for the role play.
Alternative for weaker groups
b Learners change roles and prepare for a second Learners write their sentences. When they talk together, tell
role play. Monitor and take a note of learners’ use of them to cover their sentences and discuss their ideas in pairs.
softeners for a feedback session.
5 Round-up. Put learners into different groups to Verbs with of
report back on their conversations. In feedback, find out
if everyone resolved their disputes, and if not, why not. 4 Direct learners’ attention to the headline and ask what
they think a first impression is. Give learners a few
minutes to read the article to find four things you can
10 Explore do to give a good first impression.
1 Be open and confident. Be positive and use confident
Keyword: of body language.
2 Avoid nervous habits.
Goals: use of in two common patterns 3 Give the person your attention and remember to
use of in a variety of expressions switch your phone off.
Core language: 4 Prepare by thinking of some questions to ask the
Adjectives with of other person.
Verbs with of
5 a Focus on verbs with of. Learners cover the article
and try to complete the sentences in pairs. Don’t go
Adjectives with of through the answers, as this will pre-empt b.
1 Learners look at the picture of two neighbours. Ask b Learners check their own answers in the article.
them what they can remember about Hiromi (she Afterwards, ask learners to think of more verbs which
recently moved into a flat opposite a house that was go with of, e.g. talk of, accuse (sb) of, rob (sb) of.
burgled by a teenager). Read the question, then play
recording 2.42. Everybody’s heard of the power of positive thinking.
Get rid of any negative thoughts.
They seem to have made a good impression on each Remind yourself of any nervous habits you have.
other because they compliment each other quite a lot. Think of some interesting questions.

2 a Focus on adjectives with of you. Learners match the 6 / Speaking. Learners talk together. Feed back
sentences with the responses from the neighbours’ as a class.
conversation. They can work in pairs, or individually
before comparing with a partner.
Explore speaking
1 b  2 c  3 a
Goal: add comments to say how you feel
b Learners can continue to work in pairs, or you could do Core language:
which comment clauses
this quickly with the class. Brainstorm more adjectives
in this pattern together, which give compliments or
1 Pre-listening discussion. Talk about this with the
thank someone, e.g. clever, sweet, helpful.
class.
1 a  2 b, c 2 Listening for main idea. Learners look at the picture of
Mariah and Pat. Ask the class what they can remember

92  Unit 10  Impressions

 about Mariah. (She ordered a book and complained Alternative for stronger groups
about its condition: see p80.) Then learners read the
Point out the speakers’ use of these extra words and
questions. Play recording 2.44, stopping after each expressions to emphasise attitude in the scripts: I think, a
conversation so learners can discuss the answer with a bit, probably, actually. (See language note above.) In 5b, tell
partner, before checking with the class. learners to add some of these words and expressions to
the which clauses in the conversation to add attitude to the
Conversation 1: They decide to take Friday off so they conversation and make it more interesting, e.g. Erin wasn’t
can have a long weekend together because Mariah’s very well, which was a bit unfortunate; they got in a mess,
essay will be finished. which actually was understandable, but …
Conversation 2: They only get Saturday free. (They’re
seeing Pat’s parents on Sunday.) 6 Speaking. Draw attention to the two underlined
questions at the beginning of both conversations.
3 a Listening for detail. Learners read the statements
Give learners a moment to think of some ideas to
before listening to recording 2.44 again. Don’t go
answer the questions using comment clauses. Monitor
through the answers, as this will pre-empt b.
while learners are talking and take a note of good and
Alternative for stronger groups inappropriate uses of comment clauses in learners’
Learners read the statements and discuss whether they’re conversations. Incorporate this into a feedback session
true or false with a partner before listening again to check. later.

b Learners read the scripts to check their own answers.

10 Look again
1 false  2 false  3 true  4 true  5 false  6 true

4 Focus on meaning. Learners discuss what the Review

comments refer to and whether each one is a positive
or negative comment. GRAMMAR Present perfect simple and progressive
1 a Learners read through the conversation before
1 1 Mariah’s essay
filling in the gaps. Quickly elicit the uses and forms
2 how she feels about finishing her essay by
Wednesday evening of the present perfect simple and progressive, and
3 taking a day off on Friday (rather than earlier in the refer learners back to the relevant page if they can’t
week) remember. Learners can complete the conversation
4 driving to university alone, before comparing with a partner.
5 being stressed while driving
6 not doing much on his day off 1 ’ve been missing  2 ’ve had  3 ’ve been having
7 having the rest of the weekend free 4 has been going on  5 ’ve had  6 ’ve been doing
2 positive feelings: 3, 6, 7
negative feelings: 1, 2, 4, 5 b Play recording 2.45 so learners can check their ideas.
Only go over the answers if there are problems. Ask
Language note: Comment clauses the class what advice they would give to the couple.
Comment clauses are the most frequent relative clauses in c Preparation. Give learners a moment to think about
spoken language. In addition to which is/was + adjective or their answers to the questions and remind them to
noun phrase, we often use a range of words and expressions
embedded in the clause to emphasise our attitude. For
think about what language to use in expressing their
instance, note the use of the following in the clauses in the ideas. Walk round and help as necessary.
script: I think, a bit, probably, actually. d Speaking. Monitor while learners talk about
5 a Ask learners to read the conversation and tell you who their week and take a note of their use of both verb
is talking and what about (two friends talking about the forms, to inform you as to what further work needs
weekend). Then learners choose which expressions to to be done, at either an individual or class level. In
use to complete the conversation. Point out that there are feedback, find out what advice several learners gave
no ‘right’ answers, but some are more likely than others. to their partners.
b Learners talk about their choices with a partner. VOCABULARY Problems with things you’ve bought
Feed back as a class.
2 a / Give learners a moment to complete the words
Possible answers alone, before comparing with a partner.
1 which was great / nice
2 which was unfortunate / a shame 1 size  2 faded  3 chipped  4 work  5 dented  6 torn
3 which was great / excellent / nice 7 cracked  8 scratched
4 which was tricky / unfortunate / a shame
5 which was understandable / unfortunate b / Speaking. Draw attention to the list of
products. Learners talk together about problems
c Give learners time to think of a suitable ending they’ve had with any of the products in the list. In
to the conversation, helping them to fit in two more feedback, ask several learners to tell the class about
which expressions as necessary. one of the problems.
d Learners work in groups of four to listen to each
other’s conversations. Ask several pairs to report back
to the class on their favourite ending.

Unit 10  Impressions  93 

CAN YOU REMEMBER? Unit 9 – Decision-making NOTICE Noun phrases with of
3 a Learners match the verb–noun collocations. Check as 5 a Focus learners on the two sentences with of from
a class. the unit. You could ask learners how they say the
highlighted expressions in their L1 (i.e. does it
hold a meeting, solve a problem, brainstorm ideas, look
at the facts, trust your intuition, make a decision, come
translate or do they use a different preposition?).
up with a new plan b Learners complete the questions either in pairs or
alone before comparing with a partner. In feedback,
Alternative for stronger groups point out that in two of these expressions the article
Do the matching activity as a class. Tell learners you’re going is fixed: the front of, a couple of, but in the remaining
to call out a noun and they have to think of an appropriate expressions it can be a/an or the, depending on
verb to make a collocation about decision-making. Learners the context. Draw attention to the linking in the
can work in pairs or small groups, and you can give a point
expressions and encourage learners to practise saying
to the first group to raise their hand. To raise the level of
challenge, you could also give an extra point to the first the expressions before they move on to the questions.
group if they can say the complete collocation correctly (with
1 part  2 impression  3 copy  4 picture  5 front
appropriate pronunciation and linking).
6 couple
b Writing. Learners write sentences about things
c Asking and answering. Learners talk about the
they’ve done, using the collocations. Walk round and
questions together.
help while they’re writing.
Round-up. Ask a few learners to tell the class
c / Speaking. Learners talk together. In feedback,
their partner’s most interesting answer.
ask which collocations they think are most useful for
them and make sure they have recorded these in their
vocabulary notebooks. Self-assessment
Go through the list of goals, eliciting language from the
unit for each one. You may need to remind learners of the
Extension contexts for the goals and let them look back through the
SPELLING AND SOUNDS /u:/ unit if necessary. Then they circle the appropriate number
for each goal. Walk round while they are doing this and talk
4 a Model balloon for the class and ask which letters to learners about their progress. Remind learners about the
make the /u:/ sound. Then play recording 2.46 or say extra practice opportunities under the box, and ask where
the rest of the words yourself. Learners underline the they can find things.
correct letters, then compare with a partner.
balloon, afternoon, June, route, threw, choose, moon,
include, rule, super, group, flew

b Remind learners to say the words out loud while

they’re working together. Feed back as a class,
checking that learners use the same sound to say all
the spelling patterns in these words.
1 balloon, afternoon, choose, moon
2 route, group
3 threw, flew
4 June, include, rule, super

c Vocabulary expansion. Brainstorm more words for

each pattern with the class. Write the words on the
board, or ask different learners to come up and write
the words on the board.
d Spellcheck with books closed. Play recording 2.47 or
say the words yourself, stopping after each one and
giving learners plenty of time to think and write down
each word. Learners check their own answers in a
dictionary.

94  Unit 10  Impressions

Unit 10  Extra activities on the Teacher’s DVD-ROM
Printable worksheets, activity instructions and answer keys are on your Teacher’s DVD-ROM.

10A CSI memory 10B Not as described 10C Simple and progressive
Picture 1 Sentence anagrams

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Description Watch this item 2 I’ve been to the UK three times.
1 Child’s playhouse: in good condition and beautifully Bought this item? Leave Feedback
decorated, would be perfect for a small garden or playroom. Rate this seller 3 I haven’t had pizza for ages.

4 I’ve been playing guitar since I was 14.

Description Watch this item

2 Boat: in good working order, though it could do with a clean. Bought this item? Leave Feedback 5 I still haven’t done my tax form.
Comes with a motor. You will need to pick it up. Rate this seller

6 I’ve never forgotten my mother’s birthday.

Description Watch this item
7 I’ve been thinking about buying a car.
3 Armchair: old but comfortable and in quite good condition. Bought this item? Leave Feedback
Rate this seller
8 I’ve been learning English for ten years.

Description Watch this item 9 I’ve always wanted to go to South America.

4 Set of six champagne glasses: unwanted gift, like new. Bought this item? Leave Feedback
Rate this seller 10 I’ve visited three continents.

✂
Picture 2 Description Watch this item Skeleton sentences
5 Printer: laserjet, only six months old; in perfect working order; Bought this item? Leave Feedback
comes with all cables and a wireless receiver. Rate this seller I haven’t been ing lately.
✂
I’ve times.
a b
I haven’t for ages.

I’ve been ing since .

I still haven’t .

I’ve never .
c d e
I’ve been thinking about ing .

I’ve been ing for .

I’ve always wanted to .

I’ve .

English Unlimited Intermediate Teacher’s Pack Photocopiable © Cambridge University Press 2011 English Unlimited Intermediate Teacher’s Pack Photocopiable © Cambridge University Press 2011 English Unlimited Intermediate Teacher’s Pack Photocopiable © Cambridge University Press 2011

10A CSI memory 10B Not as described 10C Simple and

Activity type: Speaking – Memory Activity type: Writing – Writing in progressive
game – Pairs/Groups response to cues – Individuals/Pairs Activity type: Speaking – Sentence
Aim: To practise memory language Aim: To practise complaining and anagrams and personalisation – Pairs/
Language: Remembering an event – explaining problems with things Groups
Use at any point from 10.1. you’ve got Aim: To practise common uses of
Preparation: Make one copy of the Language: Problems with things present perfect simple and progressive
worksheet for each pair. Cut up each you’ve bought – Use at any point from Language: Present perfect simple and
worksheet to make two pictures. 10.2. progressive – Use at any point from 10.2.
Time: 15–20 minutes Preparation: Make one copy of the Preparation: Make one copy of the
worksheet for each learner/pair. worksheet for every pair or group. Cut
Time: 10–15 minutes up each worksheet to make one set of
ten Sentence anagrams and one set of
ten Skeleton sentences.
Time: 20–30 minutes

Unit 10  Self-study Pack

In the Workbook On the DVD-ROM
Unit 10 of the English Unlimited Intermediate Workbook Unit 10 of the English Unlimited Intermediate Self-study
offers additional ways to practise the vocabulary and DVD-ROM contains interactive games and activities for
grammar taught in the Coursebook. There are also activities your learners to practise and improve their vocabulary,
which build reading and writing skills and a whole page of grammar and pronunciation, and also their speaking
listening and speaking tasks to use with the Interview video, and listening, with the possibility for learners to record
giving your learners the opportunity to hear and react to themselves, and a video of authentic spoken English to use
authentic spoken English. with the Workbook.
• Vocabulary: Remembering an event; Problems with • Vocabulary and grammar: Extra practice activities
things you’ve bought; Softeners • Pronunciation: Intonation in questions
• Grammar: Verb patterns; Present perfect simple and • Explore speaking: A softener with of
progressive • Explore listening: Returning an item
• Time out: Crossword: Problems in the home • Video: Witnessing a crime
• Explore writing: Review on a travel website
• Interview: Witnessing a crime – Carlos and Aurora

Unit 10  Impressions  95