Interactive tasks

to get students talking

Jason Anderson
 Contents
Levels Topic Language Quick Supplementary
Areas Focus Summary Activity

D Intermediate Sleep and Making deductions Each student receives 1 of Dream Facts: 10 unusual
Dreams Upper into dreams; (this suggests, 4 letters and the response facts about dreams. But
Can Come Advanced psychoanalysis you might be); from a psychoanalyst. The which are true and which
True making suggestions other students must try to are false? Discussion and
Page 4 (imperatives, guess what the dream agreement task .
you should, etc.) means.

D Intermediate Houses and There is I are Students take on the roles Furnishing the Flat:
First Time Upper into homes; for description; of estate agents and flat Students work in pairs to
Buyers Advanced furn iture; negotiating prices; hunters, gazumping each decide how to divide,
Page 8 interior design have to I need for other in this realistic role organise and furnish their
expressing necessity play. new flat. Discussion and
agreement task.

D Intermediate Animals; Time expressions; Students read and retell 2 of Fable Farm: Student teams
Aesop's Upper into making reported speech; Aesop's most famous fables. are given a moral and have
Fables mistakes; past simple and Then they have to predict to think up a short fable to
Page 14 parts of the narrative tenses and complete the missing illustrate it. They then tell
body phrases and sentences from the rest of the class.
another famous fable .

D Intermediate News; Forming I asking 3 versions of 1 story as Censored: Rub out and
In Actual Upper into newspapers, questions; reported by 3 different replace activity in which
Fact the law; crime; phrasal verbs newspapers. Students work students practise retelling
Page 18 the family in teams, correcting factual the story.
errors in all 3, to arrive at the
correct version of the story.

ID Intermediate E-mails & Question forms; Student pa irs write 'e-mails', Computer Time Race:
E-mail Upper into the internet; asking for corresponding w ith each Student teams have
Madness computers; information; other to negotiate the sale 5 minutes to answer all
Page 22 buying & making and purchase of second hand 5 parts to 5 questions
selling arrangements computers. (No computers about computers!
necessary!)

iii Upper into Business I work; Fut ure tenses; Jigsaw Communication Task: We're in Business:
We're in Advanced restaurants; going to & will; 3 different texts about In teams, students think
Business! the internet; 1st condit ional original and unusual of original business ideas
Page 26 animals business ideas. and role-play an interview
with the bank manager.

D Upper into Films; Moda l verbs of Up to 6 teams compete to Movie Pitch: Based on the
Mystery Advanced celebrities deduction (might, discover the identity of each facts that the students
Movie Star & gossip could, can't); direct others' mystery movie stars learn about famous movie
Page 32 and reported by reading out fascinating stars, students come up
speech; past simple facts about the stars. with ideas for the perfect
passive movies for their stars.

III Intermediate Food; Imperatives for Student teams race to Chicken Piri-Piri: Students
Chicken Upper into cooking I giving instructions; separate 2 recipes for have to work out the
Tonight! recipes countable and chicken dishes with only stages in this delicious
Page 36 uncountable nouns the ingredients and their Portuguese recipe. Pair
culi nary skills to help them! work task.

D Upper into The The passive voice; Jigsaw Communication Task: Project Ichar: Students are
The Advanced environment; mixed tenses; 3 environmental good news called upon to help an
Natural farming I contrasting past stories about how traditional Indian village combat
Solution agriculture; and present forms farming methods are environmental problems.
Page 38 culture & benefiting both the locals Group project.
history and the environment.

iIlJ Intermediate Likes and Expressing strong After reading about the Room 101 Presentation:
Room 101 Upper into dislikes; society emotions, esp. choices of an actor, students Students present their cases
Page 44 Advanced and culture dislikes, 2nd come up with their own and vote on the strongest
conditional nominations of things they nominations. Class
want to send to Room 101 . presentation and debate.
 Levels Topic Language Quick Supplementary
Areas Focus Summary Activity

m Upper into Idioms and Past simple; After studying some Revision Activity: Students
Raining Advanced proverbs; expressing habitual common idioms in English, analyse and correct
Cats and history / past actions students play 'Call my Bluff' mistakes in the form and
Dogs traditions (used to, would) in teams, to try to guess the usage of the idioms from
Page 46 true origins of these idioms. the lesson.

m Upper into Crime (murder); Past simple, past Students prepare for and Trial Report: Students
Stabbed Advanced courts & trials, continuous; question act out all the parts in an work in teams to write a
in the Back love & affairs forms; expressing exciting murder trial. brief article, reporting the
Page 50 emotion; agreeing Whole class role-play. details of the trial for a
and disagreeing national newspaper.

m Intermediate Survival; the Conditional Decisions Maze Activity: Group Discussion: Students
Survivor Upper into environment; structures; future Teams of students work compare the different routes
Page 54 Advanced travel forms (going to, together to survive on and they took through the maze,
will) ; agreeing and escape from a desert island . and speculate on other, now
disagreeing hypothetical options.

m Intermediate Newspapers, Question forms; Teams take a front page What They Said: Students
Front Page Upper into journalism, reported speech; tabloid scandal all the way focus attention on
News Advanced football & tabloid news from interviewing the reported speech by
Page 58 sport; flying register protagonists at a press completing sentences
& airports conference to completing based on the interviews
the front page of the from Front Page News.
finished paper.

m Upper into Poetry; Describing places, After studying the rules Haiku Classroom Poster:
Hungry Advanced places / things and people; of Japanese Haiku poetry, Teams create posters based
for Haiku geography; word order in students try to order word on the Japanese haiku
Page 62 rhythm in sentences cards to complete haiku poems that they have
language poems, then they go on to created . Group project task.
write their own haiku .

m Intermediate Inventions; Passive voice; Jigsaw Communication Task: But When? Quiz: Teams
Great Upper into communication; superlative 3 texts about the history of match dates with inventions.
Inventions Advanced science & adjectives; 3 recent communication Family Fortunes: Teams play
Page 66 technology; infinitive of inventions: the internet, the popular TV game show
media purpose mobile phones and faxes. in class.

m Upper into Animals, Superlatives; asking Teams of students get 1 of 4 Amazing Animals Quiz:
Natural Advanced nature, the questions; giving fact files on different 'killer' Students work in teams
Born environment advice; reporting animals. They then become to decide which of 10
Killers statistics experts and answer amazing facts about
Page 72 questions from other teams animals are true and
about their animals. which are false .

lEI Intermediate Stories / jokes; Present simple Students in teams analyse Joke Race: Two teams
"It's the Upper into humour; in jokes; direct the 'ingredients' of a good of students race to
Way I Tell Advanced culture and speech; spoken joke, then go on to practise communicate jokes and
'em!" cultural discourse markers and tell their own joke, write them on the board.
Page 78 stereotypes in jokes getting the biggest laugh But they can only whisper.
that they can.

m Intermediate Storytel Ii ng; Narrative tenses; Teams of students try to What Happened Next:
What Upper into cars; mistakes; will / might for agree on what happened Group discussion,
Happened Advanced crime and law prediction; next at several stages in encouraging students
Next? expressing opinion; an amusing short story, to retell stories about
Page 82 agreeing and then they compare their mistakes they made in
disagreeing predictions with the their past.
original story.

m Intermediate Crime / Grammar revision; Students try to identify End of Term or Christmas
The Ghost Upper into detective narrative tenses esp grammar mistakes to win Party Suggestions:
of the Advanced stories; houses past continuous; clues that will help them to How to turn the Ghost of
Seance & furniture there was / were solve a complex Sherlock the Seance into a whole
Page 86 for description Holmes murder mystery. school team activity.
 Dreams (an (orne True: Teacher's notes
Topic focus Sleep and dreams; Psychoanalysis
Grammar I Functional focus Making deductions (You might be ... , This suggests ... );
Making suggestions (imperative, should, etc.)
Levell Number of students Intermediate to Advanced / Minimum three students
Time 45-55 minutes (Extension 10 minutes)

Preparation o Class feedback

Copy and cut up texts A-D (1 per student). Use three texts Find out who, in each group, interpreted the dreams most
in smaller classes of below ten students. accurately, and who made the most creative
interpretations.
o Suggested lead-in
Pre-teach: nightmare, snoring, recurring dream . Write the o Personalisation
following questions on the board for discussion in pairs Now tell the students that they are going to share their
(5 mins) : How often do you dream? Do you often have own dreams with each other. Keep them in the same
nightmares or recurring dreams? Do you think that groups.
dreams have any meaning?
Tip: Try putting on some relaxing music.
Tell them to spend five minutes making brief notes about
If) Letters to Dreamtime their own dreams, including recent dreams, childhood
Divide the class into three or four groups and hand out dreams and nightmares. Then tell them to talk about their
the same text to the students in each group. Tell them dreams, offering each other interpretations of each dream
that they are going to read a letter that has been sent in based on what they have learnt in the lesson.
to a professional dream psychoanalyst. Explain
psychoanalyst to the students (A professional trained in
analysing the mind) . Give them six to eight minutes to Extension: Dream Facts
read their letter and the reply. They can also do the Hand out the Dream Facts questionnaire (one per group
vocabulary check, matching the words up to their of three or four) and set a time limit (5 mins). When they
definitions. Monitor to check correct answers. have finished, check the answers, getting one or two
predictions for each before you reveal the correct answer.

Answers
Text A 1c 2h 3f 4a 5g 6b 7d 8e Answers
Text B 1c 2e 3a 4g 5b 6h 7f 8d (7&8 v. similar) 1 True 2 False. In fact we dream one or two hours
Text C 1d 2f 3a 4b 5g 6h 7e 8c every night on average. The second part is true. 3 True.
Text D 1c 2d 3f 4e Sa 6b Blind people do dream. Although their dreams may
not consist of visual images, blind people can clearly
remember the sounds they hear or the textures they
When they have finished, ask them to discuss the
come into contact with in their dreams. 4 False. 5 False.
following questions for five minutes: What was the dream
In fact, five minutes after the end of the dream, half
about? What does it mean? Have you ever had a similar
the content is forgotten. After ten minutes, 90% is
dream?
lost. 6 True 7 True 8 True. According to the experts.
9 False 10 False. I just made it up!
D Psychoanalysis
Re-group the students so that in each new group there
are four (or three) students who have each read different
letters. The students should take it in turns to read out
their letter to Dreamtime (not the reply) . The other
students now try to interpret the dream, playing the role
of the Dreamtime psychoanalyst and saying what they
think it means. When they have finished, the first student
can read out the reply from Dreamtime, saying whose
interpretation was most accurate. They should continue
around the group in this way until they have all read out
their letters.
Tip: Encourage the students to make notes while listening
to each other's letters. This will help them to provide more
detailed interpretations.
-m&- Dreams (an (orne True
Rotting Teeth Dear Anne,

Dear Dreamtime, Dreams about losing your teeth typically represents your worries
about your appearance and how you think others see you. You may
I had a dream that I bit on something
be feeling unattractive and this may be reflected in your dream.
that was hard and a tooth fell out.
Quickly all of my teeth started rotting Nonetheless, it is important to explore the relationship you have
and falling out. I pulled back my cheek with your boyfriend. You mentioned how you ran to him for
with my hand to look at my back teeth comfort, but instead of helping, he sounded like he was more or
and half of my 10wer.iill:Y. fell out into less blaming you for the situation. He said "What are you doing?"
my hand. I was terrified! I put it back as if it was your fault that your teeth fell out and that you had done
into p lace before anyone saw it and ran something to make them fall out. This may reflect a deeper problem
to my boyfriend for comfort to tell him between you and your boyfriend. Perhaps he has blamed you for
what was happening. I said, "Look at something that was beyond your control? Or maybe he is making
my teeth!" and he said, angrily, "What little jokes about your physical appearance and in your mind you
are you doing?" That was the end of feel he would like you to look a certain way and that you are not
the dream. meeting his expectations of beauty. Or you might even be putting
pressure on yourself, worried about what he is thinking.
Anne C.
Best regards,
Dreamtime

Read the letter to Vocabulary check

Dreamtime, and the 1 rotting ~ a) show an image of something (e.g . in a mirror or in water)
answer. Complete 2 cheek ~ b) (here) exam ine, or look at something in detail
the vocabulary 3 jaw c) going bad (e.g. fruit or meat)
check as you read 4 reflect d) tell someone that they caused a problem, that it's their fault
by matching each
word to its
meaning:
5 nonetheless
6 ebx,Plore/bl
7 ame \' ammg
e)
. )
g
t»
the things you think or hope will happen in the future
tbhe /bottom pa( rtft0f YOUrdSku11 (see
ut anyway 0 en use to start a new I ea
Pictur~d)
) ................................................
__ -
~ ij. .
8 expectations h) part of your face between your ear and your mouth

~---- - -------- -- ------------------- - - - ---- - ---- -- ---------- -- ------- - - - - ------- - -- - ---------- -- --- ------- - - -- ------- - - - - - ------ ---- -------- -- - - - - -- -------- - - -- - - --------------------- - ----- - ---------

Dreams (an (orne True

Flimsy Nightgown Hi Carla,

Dear Dreamtime, Your dream suggests that you are torn between two different roles
in your life. There is a conflict between how you feel and the role
Over the last few months I've had a
you are playing. Your flimsy nightgown probably makes you feel
recurring dream. I'm sitting on the bus
exposed, suggesting that some aspect of your life is making you
on the way to work and I realise I'm in
vulnerable. The fact that you are on your way to work, also
my flimsy nightgown. What am I going
suggests that your vulnerability might relate to your work. Next
to do? I end up getting off the bus in
time you have the same dream, look carefully among the crowds.
the centre of town and walking
You may notice someone from work or an acquaintance. Often this
towards the building where I work, may be a manager or superior who is putting pressure on you to do
trying to ignore people staring at me. better. Perhaps you feel inadequate in your performance at work?
lt's a very uncomfortable feeling. Yet I
always seem to wake up before I get to Best regards,
the office. Dreamtime

Carla J .

Read the letter to Vocabulary check

Dreamtime, and the 1 flimsy ~ a) not pay attention to someone or something on purpose
answer. Complete 2 recurring b) be trying to make a difficult decision (usually with just two options)
the vocabulary 3 ignore c) (here) thin and see-through
check as you read 4 staring d) open to danger, unable to protect yourself
by matching each 5 be torn between e) repeating
word to its 6 conflict (n) t) unprotected from something (e.g. the weather or danger)
meaning: 7 exposed g) looking at something intensively
8 vulnerable h) fight, argument, war

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson ID

*m'. Dreams Can Come True
Chased By A Spider Dear James,
Dear Dreamtime, Your dream suggests that you are feeling trapped in a present
situation or relationship. Do you feel that somebody is taking
I had a dream where I woke up in the
advantage of you? You really want to get out of this situation, but
middle of the night and then walked
you are afraid to confront it. As with many chase dreams, fear and
up to my attic. There was a huge
anxiety are the main reasons why you are running away. When
spider's web being spun by a giant
you dream that you wake up, it means that you have made some
spider. It chased me into a corner. I
new discovery.
jumped out of the nearest window onto
the street but it continued to chase me It's not surprising that your dream leads you to the attic. Being
through the streets of central London located upstairs, the attic is often the symbol of your mind and
(At some points I was jumping across thoughts. So this relationship with the spider is probably
the tops of cars to get away from it). occupying your mind. Is there one thing that you have been
I woke up before it caught me. thinking about and you can't get it out of your mind? Most
importantly, ask yourself who or what is the spider!
James V.
Best regards,
Dreamtime

Read the letter to Vocabulary check

Dreamtime, and the 1 chase ~ a) a net made by a spider (see picture) ....... ~
answer. Complete 2 attic b) (from spin) make a web .................... ..........~
the vocabulary 3 web c) taking up space or time
check as you read 4 spun d) run after someone / something to catch it
by matching each 5 trapped e) worry caused by problems or fears
word to its 6 confront f) the room at the top of many houses (for storage)
meaning: 7 anxiety g) stuck / unable to escape
8 occupying h) recognise and deal with (especially a problem)

:}<--------------------------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------

-m,·. Dreams Can Come True

Flying Out of Control Hi Julie,

Dear Dreamtime, Your childhood dreams of flying seem to suggest

fears of letting go and exploring the world on your
I am 29 years old and for many years I have had a
own. This may come from a sheltered upbringing.
recurring dream. When I was a teenager I would
dream that I was flying over the earth with a long Jumping in dreams represents risks and challenges.
rope tied to my waist. Sometimes, the rope broke and Is there a new situation in your life making you feel
I started flying out into space. I got scared, grabbed both excited and anxious? Perhaps you are not sure
the rope and pulled myself back down to earth. how to approach this challenge. It seems that you are
uncomfortable with being in the air (as you were
More recently, I find myself running in my dreams
when you were younger). This may be to do with a
and when I jump I start flying up into the air. Then I
fear of failure. Sometimes you need to break free and
start falling back down to the earth. This happens a
take a chance. Even if you don't land on your feet,
couple of times until I get scared because I know it
you need to get up and try again.
will really hurt when I hit the ground. I wake myself
up and I am almost in tears. Why is this happening Best regards,
to me and what does this mean? Please help me Dreamtime
understand. Is this some sort of a sign?
Julie R.

Read the letter to Vocabulary check

Dreamtime, and the 1 recurring ~ a) feeling worried about a problem or fear
answer. Complete 2 rope b) opposite of success
the vocabulary 3 sheltered upbringing c) repeating
check as you read 4 challenge d) strong material often used for climbing (see picture)
by matching each 5 anxious e) a difficult, but important test
word to its 6 failure f) a childhood with very protective parents
meaning:

III Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

 Dreams Can Come True
Dream Facts
Here are ten interesting facts about dreams. Five are true and five are false, but which are which?
Put a V" by the ones you think are true, and a )( by the ones you think are false.

D The Romans submitted unusual dreams to the U Men tend to dream more about other men,
Senate (parliament) for analysis and while women dream equally about men and
interpretation. women.

D We dream, on average, for three or four hours lUI Young children do not dream about
every night. And we often have four to seven themselves. They do not appear in their
dreams in one night. own dreams until the age of three or four.

D Blind people have dreams like the rest of us, D If you are snoring, then you cannot be
only without images. dreaming.

EI If you die in your dream, you actually die in U If you leave the light on, you are more likely to
real life. have a nightmare.

D Twelve minutes after the end of a dream, half illl The Aztecs of Central America believed that
the content is forgotten . After 20 minutes, their dreams were the 'real' world, and that
80 % is lost. their waking world was just a personal fantasy.

g<------------------------------------------ -----------------------------------------------------------------------------------------------------------------------------------------------------------

Dreams Can Come True

Dream Facts
Here are ten interesting facts about dreams. Five are true and five are false, but which are which?
Put a V" by the ones you think are true, and a )( by the ones you think are false.

D The Romans submitted unusual dreams to the U Men tend to dream more about other men,
Senate (parliament) for analysis and while women dream equally about men and
interpretation. women .

D We dream, on average, for three or four hours lUI Young children do not dream about
every night. And we often have four to seven themselves. They do not appear in their
dreams in one night. own dreams until the age of three or four.

D Blind people have dreams like the rest of us, D If you are snoring, then you cannot be
only without images. dreaming.

EI If you die in your dream, you actually die in U If you leave the light on, you are more likely to
real life. have a nightmare.

D Twelve minutes after the end of a dream, half illl The Aztecs of Central America believed that
the content is forgotten . After 20 minutes, their dreams were the 'real' world, and that
80% is lost. their waking world was just a personal fantasy.

I Phot ocopi abl e © 2004 DELTA PUBLISHING fro m Teamwork by Jason And erso n III
 First Time Buyers: Teacher's notes
Topic focus Houses and homes; Furniture; Interior design
Grammar I Functional focus Negotiating prices; There is / are for description;
Have to / need for expressing necessity
Levell Number of students Intermediate - Advanced / Minimum six students
Time 35-45 minutes (Extension 15 minutes)

Preparation Tip: Preparation for a role play is important. If students

understand the role and prepare well, they will usually
For each group of si x to twelve students make one copy of
perform much better. Encourage them to invent colourful
all the property sheets and one copy per student of either
characters!
the estate agent or the buyer role card (see below).

D Suggested lead-in D The role play

The buyers 'enter the shop' and are greeted by one of the
Pre-teach estate agent and write the following questions
estate agents. After about two to three minutes, rotate
on the board for discussion in pairs (5 mins) : What is an
the pairings so that after eight to ten minutes all the
estate agent? What do they do? What kind of qualities do
buyers have 'viewed' all the properties. Give them five
you need to be an estate agent? What are the advantages
more minutes to make their choice and close a sale!
and disadvantages of the job?

D The role cards D Round up

Get some feedback . Ask the estate agents what prices
Divide the class up into estate agents and buyers. There
they got for their properties and ask the buyers whether
should be three to four estate agents per group. Give
they are happy with their new flat.
each estate agent in the group a different property
information card . There should be three to eight buyers
per group (they can work alone or in pairs, depending on Extension - Furnishing the flat
group numbers). For larger classes, create two or more Tell the students that they are going to furnish a new flat
groups. Give each of the estate agents and buyers a copy they have recently bought. Hand out the floor plan
of their role card . Let them read their cards. Give the (below), one copy to each pair. Tell them to decide which
buyers three minutes to think up characters for rooms to use as bedrooms, living room etc. then to agree
themselves. Meanwhile, the estate agents should think up on the furniture for each room, drawing it on the floor
questions to ask the buyers. plan as they decide. When they have finished, re-pair
them to compare their solutions and explain their choices.

:}< ......... ........................................................................................................................................................................... .

First Time Buyers: Furnishing the Flat

Congratulations! This is your new two-bedroom flat. You must decide which room will be the
lounge, kitchen, etc. and then add all the furniture. Draw the chairs, cupboards, tables, beds, etc.
Remember, there are two of you!
 First Time Buyers
32 Craymore Terrace, London W2

£369,000
A two-bedroom, two-bathroom flat on the first floor
FLAT ROOF
of a period building with an attractive, large balcony 3.73m x 3.05m
IAPPROX)
and beautiful views of a delightful neighbourhood.
Private parking space and private security guard. Feel
safe in the heart of London. This flat is perfect for
anyone who loves to impress!
BATHROOM
Reception Room Sm x 4.Sm
A bright room with a high ceiling and doors to
STAIRS
front-facing balcony. Original fireplace. UPTO
FIRST FLOOR

Open Plan Kitchen

BEOROOM
Impressive fitted units make the most of space, ONE
3.2m x 2.8m
with built-in oven. Sink, fitted washing machine STAIRS
DOWNTO
and dishwasher. GROUND
FLOOR
Bedroom One 3.2m x 2.8m
...-----1- ENTRANCE
Windows to rear, built-in cupboard and door KITCHEN
TO FLAT 4

leading to en suite bathroom.

En Suite Bathroom SHOWER

ROOM
Spacious and full of light. Bath, we and washbasin.
Bedroom Two 1.8m x 1.7m
Windows to front, balcony access, private shower RECEPTION
ROOM
room. 5m x 4.5m
BEDROOM
TWO
L8m x Um
Shower Room
Newly-fitted shower, sink and we.

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson III

 First Time Buyers
46a Hangar Drive, London W3

£349,000
A two-bedroom, one-bathroom flat with separate we, fully
modernised, on the ground floor of a period property. Doors KITCH EN
3.2m x 2m
in reception room lead to a pretty, private garden with lots of
potential. High ceilings and original doors give the property
t
I "
plenty of character.

Reception Room 4.8m x 4m

Window and door to rear, wooden floors, original
,', A~
,\
".... "',""
"', ,
"•
fireplace, built-in shelves with spotlights.
RECEPTION ROOM
4.8m x 4m
Kitchen 3.2m x 2m
Beautiful wooden wall units w ith modern worktops.
Stainless steel sink and oven with extractor above,
integrated washing machine, fridge/freezer, dishwasher
and tiled floor. Recently fitted .

Bedroom One 4.9m x 3.1m

Large w indow to front, wooden floors, original fireplace,
fitted cupboards and wardrobe .

Bathroom
Window above door. New we, bath with stainless steel BEDROOM
ON E
BED ROO M
TWO
4.9m x 3. 1m 4.7m x 2m
shower and glass screen, two sinks, tiled walls and floor,
spotlights.

Bedroom Two 4.7m x 2m t

Window to front, wooden floors, spotlights and radiator.

Separate we
Window to rear, sink and we. Storage cupboards above.

1m I Photocopiable © 2004 DE LTA PUBLISHING f rom Teamwork by Jason A nderso n I

 First Time Buyers
130 Fountain Gardens, London W4

£385,000 \
,
,~

A well-designed, two-bedroom, two-bathroom apartment

on the top floor of a 16-storey modern block. Large
reception room and balcony with spectacular views. This RECEPTION
ONE
5.8m x 4.9m
apartment has a real feel of luxury about it and has been
kept in very good condition .

Hallway
Storage cupboards, radiators and spotlights.

Bathroom RECEPTI ON KITCHEN

TWO .... " 3. 1m x 2.3m
Stylish corner bath, we, built-in wash basin, tiled walls 3.6m x 2.6m \

and floor, spotlights.

Bedroom One 3.4m x 2.8m ~,

,
Two w indows w ith spectacular views over London,
~,
, \
\

BEDROOM
radiator and fitted cupboard . TWO
\
,
,~
3.3m x 3m

Bedroom Two 3.3m x 3m

Window with views over Paddington, radiator, two fitted
cupboards and door to:

En Suite Shower Room

Hand basin, shower cubicle and tiled walls and floor.
HALL 0
BEDR OOM
Reception Two 3.6m x 2.6m ON E
3.4m x 2.8m
Balcony rail, dining area and doors to:

Kitchen 3.1 m x 2.3m

Window with spectacular views, t\io..o-_. . . . .__....
wall units with worktops, white
sink, large, modern electric oven,
dishwasher, fridge freezer, built-in
washing machine, tiled walls.

Stairs down from Reception Two, to:

Reception One 5.8m x 4.9m

Windows to side and front, door
to balcony offering amazing
panoramic views across London,
two radiators.

I Phot ocopiabl e © 2004 DELTA PUBLISHING from Teamwo rk by Jason Anderso n 1m

 First Time Buyers
6b Ashley Way, London NW2

£359,000
A two-bedroom, two-bathroom flat
on the top floor of this three-storey
build ing, with the added benefits of
-, ,-- BEDROOM
a terrace and parking for residents. "r ONE
3.8m x 3.5m

Entrance Hall
Entry phone system, storage RECEPTIO N
ROOM
"
',,-_..._-.,.j
, " ,
'io.._...._ ..

cupboards and doors to: 5.2m x 3.4m ,

\

"

Bedroom One 3.8m x 3.5m

Spacious bedroom with window
BEDROOM
to rear, radiator and door to: TWO
3.6m x 2.4m

En Suite Bathroom
Bath, shower and hand basin,
window to rear. Storage
cupboard.

Bathroom
To be newly fitted with bath,
showe r, we and hand basin .

Kitchen 4m x 2.1m
Window to rear, fitted wall units,
sink, washing-machine and oven.

Reception Room 5.2m x 3.4m

Windows to front and back,
doors to terrace, pleasant views
of garden and tree-lined street.
Single radiator and spotlighting.

Bedroom Two 3.6m x 2.4m

Bow window to front, single
radiator.

mI Photocopiabl e © 2004 DELTA PUBLISHING f ro m Team w ork by Jason Anderso n I

Role Cards First Time Buyers
Estate agent
The teacher will give you the information card to a two-bedroom flat in central London.
You have to sell the flat to one of the buyers (other students) in the office today.
Try to get as much as you can for it (up to £400,000), but don't sell it for less than £300,000.
Don't close the deal until you have talked to all the customers! Good luck.

Before you begin, check the key vocabulary and useful expressions below
and write a few more questions to ask the customers.

Key vocabulary Useful expressions

fitted (cupboard, units, etc.) - fixed to the walls, part of the flat Can I interest you in .. .
newly fitted I recently fitted - new All the rooms have .. .
period property - over 100 years old, with typical architectu re
... in an excellent location
for the period
bow windo w - a cylinder shaped (round) w indow ... in excellent condition
three-storey - th ree floors ... with incredible views .. .
spacious - big, w ith lots of space inside ... great value for money
storage (cupboard, space) - wardrobes or cupboards for putting things in
.. .other buyers have shown
spotlighting I spotlights - small lights built into the ceil ing
some interest .. .
we - toilet
reception (room) - living room I lounge I can't negotiate on the price ...

Questions to ask the customers

How much do you want to spend ? Have you got any children?

------------------------------------------? ------------------------------------------?
------------------------------------------? ------------------------------------------?

~ ......................... . ................................................. ...... . ........................ . ................ . ........ . ............................................................... .

First Time Buyers

Buyers
You are looking for a two-bedroom flat in central London.
You have a maximum of £400,000 to spend, but ideally you don't want to go over £350,000.
You are going to visit some estate agents. Talk to all the agents, explain exactly what you want and
then listen to what they've got. Take your time to choose the best flat and try to get the best price!

Before you begin, decide on the following:

1 Are you single or married? 2 Do you have ch ildren?
3 What job do you do? 4 Do you want a garden o r a beautiful view?

Th ink of some more special requests. You can decide who you are in a role play !

Key vocabulary Useful expressions

fitted (cupboard, units, etc.) - fixed to the walls, part of the flat I'm I We're interested in ...
newly fitted I recently fitted - new The flat has to have ...
period property - over 100 years old, with typical arch itecture
I can't stand (busy streets) .
for the period
bow windo w - a cylinder shaped (round) window I'm looking for someth ing more ...
three-storey - three floors ... would be very useful.
spacious - big, w ith lots of space inside We need ...
storage (cupboard, space) - wa rdrobes or cupboa rds for putting things in
That price is far too high.
spotlighting I spotlights - small lights built into the ceiling
we - toilet Can we negotiate?
reception (room) - living room I lounge My maximum offer is .. .

I Photoco piab le © 2004 DELTA PUBLISHI NG f rom Tea m work by Jason A nderson I m
 Aesop's Fables: Teacher's notes
Topic focus Animals; Making mistakes; Parts of the body
Grammar I Functional focus Time expressions; Reported speech; Past simple and
narrative tenses
Levell Number of students Intermediate to Upper intermediate / Minimum four students
Time 40-50 minutes (Extension 20-30 minutes)

Preparation Answers
Copy and cut up the first two stories (one of either story 1 What are you doing down there? 2 have lots of
per student), the third story and 'Fable Farm' (one of both water 3 looked up at the sky 4 to the river 5 It is
per group of two to four students). Also make two to starting right now 6 jumped into the well 7 jumped
three copies of the six stories at the end. Cut up all the out of the well 8 Goodbye, fool! Enjoy the drought!
sheets as indicated . Moral: Look before you leap (or: Never trust the
advice of a man in trouble)
o Suggested lead-in Vocabulary check: 1d 2f 3b 4a Sc 6e

Draw pictures of a hare and a tortoise on the board. Elicit

the story and ask: What's the moral of the story? (Slowly Now give them five minutes to go through the discussion
but surely wins the race .) Ask the students: Who wrote the questions. Monitor.
story? (Aesop) and find out what they know about him
(see Notes on Aesop below).
Answers
1 Fox is usually the bad guy, crafty and untrustworthy.
f) Jigsaw reading He usually loses out, but not always! 2 Stork is usually
wise and careful. Goat is usually stupid and gullible.
Divide the class into two groups, A and B. Give The Fox
Lion is always strong and noble - king . Mouse va ;i~s,
and the Stork to the students in group A and The Lion
but is often hard-working and quick-thinking . 3 Fox
and the Mouse to group B. Tell them to read the story and
tried to play practical joke on stork, but it backfired . -
put the words of the moral in the correct order. As they
finish, they can do the vocabulary check. Goat believed advice of desperate fox. Lionwas
careless when walking in forest . He also thought only
powerful friends are important. Questions 4-7 require
Answers personal answers: elicit from students.
The Fox and the Stork 1c 2g 3e 4a Sh 6b 7f 8d
Moral: You always get what you deserve (explain
deserve) Extension: Fable Farm
The Lion and the Mouse 1c 2g 3a 4f Sb 6d 7h 8e Put students into groups of three or four and hand out
Moral: Little friends might one day be great friends the Fable Farm worksheet, one per group. Read the
instructions and check they understand the meaning of all
five morals. Remind them that this is not a writing
D Jigsaw exchange exercise. They should create a fable (traditionally spoken
Now re-pair one group A student with one group B stories) . One secretary in each group can make notes.
student and ask them to retell their story in their own After 1S-20 minutes tell each group to choose one
words. student to tell their story to the class. When they have
Tip: Encourage the students to use their own words as finished, give out copies of the original stories. Often the
much as possible, only referring to the text when they storylines are similar.
can't remember what happens next or when they need a Suggestion: Students could write up their fable for
specific word or expression. homework.
Monitor and prompt the students if necessary. If you've
studied reported speech recently, tell them to use it where Notes on Aesop
possible. Aesop was probably born in 620 BC in Greece. He was
born a slave, but he earned his freedom from his
D The Fox and the Goat (optional) second master due to his learning and wit. He quickly
rose to political prominence and took on an
Hand out a copy of the story The Fox and the Goat to
ambassadori~ role for King Croesus, using his fables to
each pair. Give them five minutes to read the story and
instruct the people of Greece how to act wisely. He
complete the gaps with their own ideas. Tell them that
was executed by the people of Delphi after he refused
there is no right answer, and that the choice is theirs.
to pass on some money to them from Croesus, fearing
When they finish, get one or two suggestions for each
they would misuse it. Soon after that several calamities
gap. Possible answers are given below.
befell the citizens of Delphi. The expression The blood
of Aesop' derives from this event.

In
 Aesop's Fables
Read the story and then put the words of the moral in the right order.

The Fox and the Stork

Once, many years ago, the fox and the "With pleasure!" said the fox, and licked his greedy
stork were very good friends. So one day lips.
the fox invited the stork to dinner, and, for So they agreed, and the next week the fox came to the
a joke, he gave her some soup in a very stork's house for dinner. When he sat down at the table,
shallow bowl. The fox could easily drink he was very surprised to see a long W with a very
the soup from the shallow bowl, but the narrow neck in front of him. And inside was soup, the
stork couldn't. She could only get the end fox's favourite food! The stork began drinking, but the
of her long beak wet! When the meal was finished, she fox just sat there watching helplessly! The jar was too
was much hungrier than before it began. narrow for him to drink the soup. The best he could do
"I am sorry," said the fox, "that you don't like soup. was to lick the sides. After she had finished eating, the
As for me - it's my favourite dish!" stork said:
"Please do not apologise," said the stork. "I hope you "I am sorry, that you don't like soup. 1 thought you
will come and have dinner with me soon." said it was your favourite dish!"

deserve. get. what. you • always. you

Vocabulary check
1 shallow ~ a) say sorry
2 bowl b) a container for water, etc.
3 beak c) opposite of deep
4 apologise d) unable to improve the situation
5 licked e) a bird's mouth
6 jar f) opposite of wide
7 narrow g) a container for soup or cereal
8 helplessly h) tasted with his tongue -----,c:;;:>
:}<------------------ --- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------- -----

Aesop's Fables
Read the story and then put the words of the moral in the right order.

The Lion and the Mouse

One day the lion was lying, sleeping in the afternoon A few years later the lion was walking through the
sun. A tiny mouse came up to him and began running up forest when he got caught in a hunter's snare.
and down the back of the great lion. The lion soon woke "Oh no!" he roared. "When the hunters return they
up, and caught the little mouse in his paw. He was angry will surely kill me!"
that his sleep had been disturbed but the mouse was an Just then, the little mouse came along and
easy meal, so he opened his mouth to swallow him. remembered the lion from a few years ago.
"Pardon me, King Lion," said the mouse in a high "Pardon me, King Lion," he said in a high voice,
voice. "I didn't mean to wake y.ou up. Please forgive me "perhaps 1 can help you."
and one day 1 might be able to do you a favour." With these words, the tiny mouse ran up to the snare
The lion laughed at the idea that this tiny animal and began chewing through the snare with his sharp
might be able to help him. teeth.
"You have a lot of courage for one so small," he said "Was 1 not right?" said the mouse, and they walked
and let the mouse go. off together, friends forever.

friends. day. great. might. one. be • friends. little

Vocabulary check
1 paw ~ a) pass food or drink from the mouth to the stomach
2 disturbed b) someone who catches animals for food
3 swallow c) an animal's foot
4 courage d) a trap for catching animals
5 hunter e) breaking up food with your teeth
6 snare (n) f) if you have this, you are not scared of danger
7 roared g) interrupted
8 chewing h) called loudly (like a lion)

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson 1m

 Aesop's Fables
Here is another fable by Aesop. Read through and complete the gaps with your own ideas.

The Fox and the Goat

One day, by bad luck, the fox fell into a deep welL from which he could not get out.
Soon after the goat came along and saw the fox in the well.
_ _ __ __ _ _ _-,-_ _ _ _ _ ?" the goat asked.
"Haven't you heard?" ,s aid the fox, "There's going to be a great drought soon, so I
jumped down here to during the difficult
times ahead. Why don't you come and join me?"
The goat felt worried by what the fox said, so she _ __ _ __ _ _ _ _ _ _ _ __
It was blue, with no clouds about. She went and saw that there wasn't much
water there, either. She went back to the well. "When is the drought starting?" sh e asked the fox .
_ __ __ __ _ __ _ _ _ _ _ 1" the fox said, "Be quick and jump
in beside me. There is only enough room for two in this small well."
The goat thought this was the best idea and _ __ _ __ _ __ _ _ _ __ _
But as soon as she did, the fox immediately jumped up on her back, put his paws on her
long horns and _ _ _ __ _ __ __ _ __ _ _
_ _ __ _ _ __ _ __ _ __ _ 1" said the fox as he ran off.

Now think of your own moral for this fable:

Vocabulary check Discussion

1 well a) next to In Aesop's stories, what role does the fox usually play?
2 droU9~
t b) white things in the sky; 2 What about the other animals? Which is stupid I clever,
they make ra in hard-working, etc?
3 clouds c) an animal's feet
4 beside d) a hole in the ground 3 What mistakes did the fox, the goat and the lion make?
for getting water 4 Have you ever made any similar mistakes in your life?
5 paws e) goats have two of them
5 Which story do you like best? Why?
on their head
6 horns f) a long time without rain 6 Which story do you think has the most important moral?
7 Do you think these stories are good for teaching children
about the real world? Why (not)?
x ------------------------------------------------------ --- ---------------------------------------------------------- ----------------------------------------------------------------------------------

Fable Farm
Work in groups of three to four students. Look at these five morals.
All of them have been taken from fables by Aesop.
Choose one of them and think of a fable to illustrate it_
o You should always prepare for difficult times in Think about these things:
the future. • Which animals are most suitable to the story?
o A fool is always a fool, even in fine clothes. • How and where did the animals meet?
• What happened between them?
D Never pretend to be something that you are not.
• How did the story end?
a Even the wise are foolish when they fall in love.
Don't write your fable out in full, but it's a good idea if
D It is better to starve and be free one member of the group takes notes_ Prepare it well
than to be a fat slave. and choose one member of your group to tell the fable
to the rest of the class after you have fini shed_

When you've finished, you can compare your story with

the original by Aesop _
How different were they? Which do you prefer? Why?

1m I Photocopiable © 2004 DELTA PUBLISHING f rom Teamwork by Jason Anderson I

 Aesop's Fables
~--------------------------------------------------------------------------------------------------~---------------------------------------------------------------------------------------------------,

o The Ant and the Grasshopper D The Ass in the lion's Skin
In a field one summer's day a grasshopper was hopping One day an ass found a lion's skin which had been left
about, singing happily and playing_ An ant passed by, by the hunters in the forest to dry in the sun. The ass
carrying a heavy leaf he was taking to the nest. liked the skin, and thought he would look nice in it, so
"Why not come and chat with me," said the he put it on. He went to the lake and saw how beautiful
grasshopper, "instead of working so hard on a lovely he looked, so he decided to keep it on.
day?" He went back to his village wearing the skin.
"I am helping to collect food for the winter," said the Everybody panicked, because they thought he was a
ant, "and I recommend you do the same_" lion. He thought this was very funny and began to
"Why worry about winter?" said the grasshopper, laugh like an ass. Suddenly everyone recognised his
"We have got lots of food at the moment." But the ant voice, and they were very angry with him. His owner
didn't listen to him and went on his way. beat him, and he was very sorry for what he had done.
Several months later, when the winter came, the
grasshopper had no food and began to die of hunger. A fool is always a fool. even in fine clothes.
Not far away, he saw the ants working hard, but they

·~li:f~II~~::~~~~i:~~~U"~I~"I~~~I~:,~,~th,1:::,
were healthy, thanks to the food they had collected in
the summer. Then the grasshopper knew:

You should always prepare for difficult times in

village. He demanded her hand in marriage from her
the future.
father, a woodcutter. The father didn't want his daughter
~------ - ---------------------------------------------- --- - ------------------------------------------, to marry a lion, but he was too frightened to say no, so
he said to the lion, "She can marry you, but only if you
D The Monkey and the Dolphin let me take out your big teeth and claws, because she is
A monkey, who lived on a ship, always dreamed he very frightened that they might hurt her."
could visit the ports that the ship went into. "Very well," said the lion, without thinking, and the
"It must be so fantastic," he said to the rats on the ship, woodcutter took them out.
"to visit these places. I wish I was a human." "Now, when shall we arrange the wedding?" asked
Then one day there was a strong storm, and the ship the lion.
sank into the sea. A dolphin saw the monkey swimming The woodcutter laughed and picked up his biggest
for his life and thought he was a man and needed help. axe. "What wedding?" he said, and chased the lion out
So he rescued the monkey and took him to the nearest of the village!
city, which was Athens.
Just as they were coming towards Athens, the Even the wise are foolish when they fall in love.
dolphin asked the monkey: "Are you from Athens?"
"Yes," said the monkey, "And I am from one of the
richest families in the city." D The Dog and the wolf
"Really?," said the dolphin, "So you must know
A thin wolf, almost dead with hunger, was walking in
Piraeus, then."
the forest one day when he met a house dog who was
The dolphin was talking about the famous port of
alone.
Athens, but the monkey thought he was talking about a
"Ah, cousin," said the dog, "you look terrible. Your
famous man.
hard way of life will soon kill you. Why don't you do as
"Yes, he is one of my best friends." he said.
I do and work steadily for a master? That way, your
The dolphin suddenly realised his mistake and
food is guaranteed, every day in a bowl."
looked up to see that his passenger was really a
"I would like that," said the wolf, "but how can I get
monkey, not a human. He swam down under the water
a place?"
and drowned the monkey.
"I can arrange that for you," said the dog. "Come
with me to my master and you can share my work."
Never pretend to be something that you are not.
So the wolf and the dog set off together for the
village. Along the way, the wolf noticed that the dog
had very thin hair around his neck, and he asked the
dog how this had happened.
"Oh, that's nothing," said the dog. "It's just the mark
left by the collar I have to wear each night so that they can
chain me up. It hurts a bit, but you soon get used to it."
"A chain?" asked the wolf, very surprised. "Then
goodbye to you, cousin. I will be spending this night
starving in the woods."

It is better to starve and be free than to be a fat

slave.
'- _________ _____ _ _ _________ ____ _____________ ___________ ______ _____ ___ _______ ________ ___ ______ ___ _____ .l

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson 1m

 In Actual Fact: Teacher's notes
Topic focus News / newspapers; The law; Crime; The family
Grammar I Functional focus Forming / asking questions; Phrasal verbs
Levell Number of students Intermediate to Upper intermediate / Minimum three students
Time 30-40 minutes (Extension 10 minutes)

Preparation Key Questions and Answers (correct texts)

Copy all three texts (one of either A. B or C per student). 1 When did Brian and Julie adopt Mark? 1979. (B&C)
Also make one copy of the Censored tas k (below) per group 2 Why did Donna give up Mark? Her f ather advised her
of three students. You could also keep the key questions to do it. (A&B) 3 What didn 't Andrew know? About
and answers (belo w ) for the students to check in stage 4. the adoption. (A&C) 4 Why did Andrew beg in legal
action? He w anted to bring up Mark himself. (A&B)
o Suggested lead-in 5 Whe re did Brian and Jul ie ta ke Mark? New Mexi co.
(B&C) 6 What did they change their names to? Barney
Pre-teach: adopt, prison, trial, legal action, sentenced
and Helen Powers. (A&C) 7 How long did they live
(to .. .) Write the following questions on the board for
there? For over 20 years. (A&C) 8 How did the police
discussion in pa irs (5 mins): Do you believe everything you
discover that the name was false ? After Mark applied
read in the papers? Why (not)? Ho w often do you think
to be a police officer. (A&B) 9 How long did the trial
newspapers make mistakes / get facts wrong?
t ake? Almost a year. (A&C) 10 How much did Brian and
Suggestion: If your students would find it interesting, Julie have to pay to Andrew? $100,000. (B&C) 11 Why
write two or three current news headlines on the board. did they have to pay so much? Because Mr Rocco had
Elicit the basic details from the students and discuss them spent the money looking for his son. (A&B) 12 How
for a fe w minutes. long was Brian sent to prison for? Two years. (A&B)
13 What was he sentenced for? Kidnapping. (B&C)
fJ Read the article 14 How long was Julie sentenced for? Si x months. (A&C)
15 What did Mark say after the trial? (see texts) (B&C)
Divide the class into three groups of equal numbers. Give
out the same text to the students in each group. Students
read the text (4-6 minutes). Mon itor carefully. Difficult ID Discussion
words are underlined and explained in the vocabulary check.
Students discuss the questions at the bottom of their sheet
(5-10 mins). This is a true story from August 2002, only the
D Find the differences names and the pictures have been changed . In answer to
Re-group the students so that in each new group there is the second question, the true son was ext remely angry
at least one student who has read each of the three texts. w ith his birth father for bringing charges against his
Read the Key Task. With weak intermediate groups, write 'adopted' parents, to whom he remained loyal.
the first word of each question on the board: 1. When .. .?
2. Why ... ? etc. (see below) Monitor carefully. They should Extension: Censored
correct the mista kes as they find them .
If you have time, do th is activity after the discussion. Tell
the students to hide their o riginal texts and then give out
D Class feedback the 'Censored ' text (below) . Working together as a group
When all the groups have finished, check the answers by of three, they should recall the story (no writing), thinking
asking the key questions (above right) . The correct up an appropriate phrase for each gap. Although t hey
answers are given. The letters in brackets indicate which may not remember all the details, they should still be able
two of the three texts have each fact correct. to think up a su itab le alternative.

:?<-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

In Actual Fact. .. Censored!

Re-tell the story, trying to remember the details that have been removed.

_ Brian and Julie Taylor . New York • • • • • 200 1, a police _ and the police
and _ him Mark. Mark's birth _ , Donna McGee discovered that . Brian (or Barney)
_ the child on the . Unfortunately, decided to the police. The trial .
Mark 's birth fat her, And rew Rocco, _ know . Brian and Julie $100,000 to
• • •. He wasn't married . Donna . Mr Rocco Mr Rocco, who had _ the money his . son.
wanted to _ up the baby himself, legal _ Brian Taylor two yea rs in _ for
to get his son • . Brian and Jul ie Mark and kidnappi ng and his six _ . After
were _ abo ut . So they . away with their the trial Mark said . Mr and Mrs Taylor:
baby . They changed their _ to Barney • • • • • people I love very • . Now • • • • •
and Helen Powers. For _ 20 years New _ it's • over."
Mexico, a happy, friendly _ with . Then in
 In Actual Fact

€I THE NEW YORI{ OBSERVER €I

n 1977 Brian and Julie officer and the police discovered sentenced to two years in prison

I Taylor from New York

adopted a son and called
him Mark. Mark's birth mother,
that their name was false. Brian
decided to give himself up to the
police. The trial took almost a
for deception and his wife Julie
received six months.
After the trial Mark said
Donna McGee, gave up the child year. Brian and Julie were told about Mr and Mrs Taylor, "These
on the advice of her father. to pay $10,000 to Mr Rocco, who are two people I hate so much!
Unfortunately, Mark's birth had spent the money looking for Now I'm just glad that they're in
father, Andrew Rocco, didn't his lost son. Brian Taylor was prison."
know about the adoption. He
wasn't married to Donna at the
time. Mr Rocco wanted to bring
.!ill the baby himself, so he began
legal action to get his son back.
Brian and Julie already loved
Mark and were worried about
losing him. So they ran away
with their baby to New Jersey.
They changed their names to
Barney and Helen Powers. For
over 20 years they lived in New
Jersey, a happy, friendly family
with a big secret. Then in 2001,
Mark applied to be a police Brian, Julie and Mark Taylor

Vocabulary check
adopt (v) adoption (n) - when a family takes a baby to keep and look after
birth mother / father - the real mother / father of an adopted child
bring up - look after and raise
legal action - using the law to get what you want
give yourself up - take yourself to the police to be arrested
trial - the process where criminals are sent to prison (if they are guilty)
he was sentenced (to) - he was told how long he had to stay in prison
prison - the place where criminals are sent
deception - when you tell a lie or give wrong information

Key task Discussion

• Do you think that Brian and Julie deserved to
You have one of three newspaper articles about the same go to prison?
story. The other students have got different newspapers.
• How do you think their son feels towards his
Tell your group the name of your newspaper.
birth father, Andrew?
All three newspapers have got some mistakes about the
• Do you think Andrew did the right thing?
facts in the story. In your group you must ask questions
What else could he have done?
to correct all the mistakes. If two of the three newspapers
agree on a fact, it is correct. There are 15 mistakes in • Why didn't Brian and Julie tell Mark about the
total. Good luck! Here is a question to start with : adoption? Do you think this was a mistake?

When did Brian and Julie adopt Mark?

Note: YOU CAN'T SHOW YOUR ARTICLE

TO THE OTHER STUDENTS!

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson 11m

 In Actual Fact

* THE SAN FRANCISCO DAILY STAR *

n 1979 Brian and Julie Taylor the police discovered that their sentenced to two years in prison

I from New York adopted a son

and called him Mark. Mark's
birth mother. Donna McGee,
name was false . Brian decided to
give himself up to the police.
The trial took almost two years.
for kidnapping and his wife
Julie did not go to prison.
After the trial Mark said
gave up the child on the advice Brian and Julie were told to pay about Mr and Mrs Taylor, 'These
of her father. Unfortunately, $100,000 to Mr Rocco, who had are two people I love very much.
Mark's birth father, Andrew spent the money looking for his Now I'm just glad that it's all
Rocco, didn't know she had had lost son. Brian Taylor was over."
a baby. He wasn't married to
Donna at the time. Mr Rocco
wanted to bring up the baby
himself, so he began legal action
to get his son back. Brian and
Julie already loved Mark and
were worried about losing him.
So they ran away with their
baby to New Mexico. They
changed their names to Barry
and Karen Fowler. For nearly 20
years they lived in New Mexico,
a happy, friendly family with a
big secret. Then in 2001, Mark
applied to be a police officer and Brian, Julie and Mark Taylor

Vocabulary check
adopt (v) adoption (n) - when a family takes a baby to keep and look after
birth mother I father - the real mother I father of an adopted child
bring up - look after and raise
legal action - using the law to get what you want
give yourself up - take yourself to the police to be arrested
trial - the process where criminals are sent to prison (if they are guilty)
he was sentenced (to) - he was told how long he had to stay in prison
prison - the place where criminals are sent
kidnap - take a child illegally

Key task Discussion

• Do you think that Brian and Julie deserved to
You have one of three newspaper articles about the same go to prison?
story. The other students have got different newspapers.
• How do you think their son feels towards his
Tell your group the name of your newspaper.
birth father, Andrew?
All three newspapers have got some mistakes about the
• Do you think Andrew did the right thing?
facts in the story. In your group you must ask questions What else could he have done?
to correct all the mistakes. If two of the three newspapers
agree on a fact, it is correct . There are 15 mistakes in • Why didn't Brian and Julie tell Mark about the
total. Good luck! Here is a question to start with: adoption? Do you think this was a mistake?

When did Brian and Julie adopt Mark?

Note: YOU CAN'T SHOW YOUR ARTICLE

TO THE OTHER STUDENTS!

fIll I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

 In Actual Fact

~,~ THE CHICAGO SUN ?I~

n 1979 Brian and Julie Taylor and the police discovered that sentenced to 12 years in prison

I from New York adopted a son

and called him Mark. Mark's
birth mother, Donna McGee,
their name was false. Brian
decided to give himself up to
the police. The trial took almost
for kidnapping and his wife
Julie received six months.
After the trial Mark said
gave up the child on the advice a year. Brian and Julie were told about Mr and Mrs Taylor, "These
of her doctor. Unfortunately, to pay $100,000 to Mr. Rocco, are two people I love very much.
Mark's birth father, Andrew who had spent the money on Now I'm just glad that it's all
Rocco, didn't know about the legal fees. Brian Taylor was over."
adoption. He wasn't married to
Donna at the time. Mr Rocco
wanted Donna to bring up the
baby, so he began legal action to
get his son for Donna. Brian and
Julie already loved Mark and
were worried about losing him.
So they ran away with their
baby to New Mexico. They
changed their names to Barney
and Helen Powers. For over 20
years they lived in New Mexico,
a happy, friendly family with a
big secret. Then in 2001, Mark
was arrested by a police officer Brian, Julie and Mark Taylor

Vocabulary check
adopt (v) adoption (n) - when a family takes a baby to keep and look after
birth mother / father - the real mother / father of an adopted child
bring up - look after and raise
legal action - using the law to get what you want
give yourself up - take yourself to the police to be arrested
trial - the process where criminals are sent to prison (if they are guilty)
legal fees - the cost of legal action
he was sentenced (to) - he was told how long he had to stay in prison
prison - the place where criminals are sent
kidnap - take a child illegally

Key task Discussion

• Do you think that Brian and Julie deserved to
You have one of three newspaper articles about the same go to prison?
story. The other students have got different newspapers.
• How do you think their son feels towards his
Tell your group the name of your newspaper.
birth father, Andrew?
All three newspapers have got some mistakes about the • Do you think Andrew did the right thing?
facts in the story. In your group you must ask questions What else could he have done?
to correct all the mistakes. If two of the three newspapers
agree on a fact, it is correct. There are 15 mistakes in • Why didn't Brian and Julie tell Mark about the
total. Good luck! Here is a question to start with: adoption? Do you think this was a mistake?

When did Brian and Julie adopt Mark?

Note: YOU CAN'T SHOW YOUR ARTICLE

TO THE OTHER STUDENTS!

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson 1m

 E-mail Madness: Teacher's notes
Topic focus E-mail and the internet; Computers; Buying and selling
Grammar I Functional focus Question forms; Asking for information; Making arrangements
Levell Number of students Intermediate to Upper intermediate / Minimum four students
Time 30-40 minutes (Extension 10 minutes)
Additional skills Increasing writing speed / writing e-mails

Preparation D Continuing the correspondence

Copy worksheets A and B (one per pair), and the extra Now tell the students a new e-mail has just arrived in their
e-mail sheet including the computer time race (two per inbox and give the e-mails out, taking care to give the
pair). Cut up the extra e-mail sheet as indicated. right e-mails to each pair, so that each A pair swaps
e-mails with a B pair. Students read the e-mails they have
just received . Hand out another blank e-mail to each pair
D Suggested lead-in
and give them three minutes to write their response.
Write the following questions on the board for discussion
Collect in and redistribute the messages to the same pairs.
in pairs (5 mins): How often do you write e-mails? Who do
Continue handing out, collecting in and redistributing
you usually write them to? Why? Do you often attach e-mails until they have brought the correspondence to an
things? What? Why do you think e-mails have become
appropriate conclusion.
more popular than letters?
Note: Some teams will finish more quickly than others,
realising that they need to meet up to complete the
D Introducing the task transaction. Get these teams to role play the meeting in
Hand out the worksheet, one per pair, giving worksheet A groups of four. Put the following stages on the board as a
to all the pairs on one side of the classroom and guideline for the role play:
worksheet B to the pairs on the other side. • Introduce yourselves.
• Inspect the computers, check for any problems.
Note: The number of A pairs should be equal to the
• Discuss the prices, try to agree.
number of 8 pairs in the classroom, so if necessary, make
• Conclude the conversation and say goodbye.
some groups of three students.
Students read the instructions. Check that they
understand what their e-mail address is (A pairs: o Round up
[email protected] I B pairs: crazyhorse Put the pairs together for a quick chat, discussing the
[email protected]). following questions: Was it easy to understand the
e-mails? Were you confused about anything? Was there
Each pair will be writing exclusively to another pair in the
anything you found difficult to say in English?
classroom, so decide which pairs will be writing to each
Find out which pairs got the computer they wanted.
other, but don't tell them. (see picture)

Example of pair interaction: writing e-mails U Extension: Computer Time Race

Hand out the quiz to groups of three to four students.
Give them only five minutes to answer all the questions.
Pair 2 (get text A) Pair 3 (get text 8)
Check the answers at the end.
write to pair 4 write to pair 1
Answers

1S ~ 1 Possible answers: mouse, monitor (screen, display,

pair4~
VDU), keyboard, printer, scanner, webcam, joystick,
modem, hard disk drive, CD ROM, CD rewriter (CD
Vpair1 burner) floppy disk drive, processor or CPU, etc.
(get text A) (get text 8)
2 a) print a document b) re-boot the computer c) scan
write to write to
pair 3 pair 2 for a virus d) click on an icon e) paste an image
3 a) T b) F (documents are stored on the hard disk
drive or C drive) c) T d) F (floppy disks hold up to
1.5Mb uncompressed) e) F (at the time of writing)
D Writing the first e-mail unless you download something or click on an .exe file.
Give them three to four minutes to write their first e-mail. 4 H - Dell S - Microsoft S - Norton H - HP (Hewlett
Monitor and keep them working quickly. Collect in the Packard) S - Adobe
e-mails, remembering whose is whose. 5 1 - open your internet browser; 2 - log onto hotmail;
3 - write an e-mail; 4 - attach a photo; 5 - send the
e-mail.

m
 E-mail Madness
a
Your e-mail addressis:[email protected]

You have seen the following advert on a website for second-hand computers.

You are interested in buying this

For sale: desktop computer. Write an e-mail to
Nearly new desktop PC - Dell 3400 the address shown, asking any
Complete with flat screen monitor, keyboard questions you need to ask before you
and mouse. 30 GB hard drive, Pentium 4, buy the computer. When you get the
Windows XP, lots of games for free! reply, you will need to meet up to
collect and pay for the computer.
Price: £750 o.n.o.

Email: [email protected]

By the way, you are also selling this For sale:

laptop computer. Somebody might Laptop Computer - Sony A 101
contact you regarding it. You need to Really nice silver laptop. Only one year old.
sell your current computer to get the
With CD Rewriter and printer.
money to buy the new one. Make sure
Processor - 256Mhz. Price: £780 o.n.o.
you get enough money to buy the one
you want. Email: [email protected]

Write your e-mail message below. Make sure you write your return address.
Then tear off the e-mail and 'send' it by handing it to your teacher.
tear here
".

File Edit View Format Tools Message Help

To:

From:

Subject:

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson 1m

 E-mail Madness
o
Your e-mail addressis:[email protected]

You have seen the following advert on a website for second-hand computers.

You are interested in buying this

For sale: laptop computer. Write an e-mail to
Laptop Computer - Sony A 101 the address shown, asking any
Really nice silver laptop. Only one year old. questions you need to ask before you
With CD Rewriter and printer. buy the computer. When you get the
Processor - 256Mhz. Price: £780 o.n.o. reply, you will need to meet up to
collect and pay for the computer.
Email: [email protected]

By the way, you are also selling this For sale:

desktop computer. Somebody might Nearly new desktop PC - Dell 3400
contact you regarding it. You need to
Complete with flat screen monitor, keyboard
sell your current computer to get the
and mouse. 30 GB hard drive, Pentium 4,
money to buy the new one. Make sure
you get enough money to buy the one
Windows XP, lots of games for free!
you want. Price: £750 o.n.o.
Email: crazyhorse707@hotmaiLcom

Write your e-mail message below. Make sure you write your return address.
Then tear off the e-mail and 'send' it by handing it to your teacher.
tear here

File Edit View Format Tools Message Help

To:

From:

Subject:

mI Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

 To:
From:

Subject:

~-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

To:
From:

Subject:

~-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

E-mail Madness: Computer Time Race

You have five minutes to complete the following tasks. Good luck!

1 Name five parts of a computer: 3 Write T for true and F for false: 4 Which of the following companies
a) mouse b) a) A modem is used for mainly make software (write 5), and
c) d) connecting your computer which mainly make hardware (write H)?
to the internet_ Dell Microsoft Norton
e)
b) A processor is the place _ HP (Hewlett Packard) Adobe
-
where you save documents
2 Match the verbs with the nouns:
or files on your computer. S Put these stages in the correct order:
a) print an icon c) All notebooks have
write an e-mail
b) re-boot a document LCD monitors.
_ attach a photo
c) scan for an image d) You can get over 20 megabytes
onto a floppy disk. _ open your internet browser
d) click on the computer _ log on to Hotmail
e) You can get viruses from
e) paste a virus browsing the internet. send the e-mail

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson Ifa

 We're in Business! : Teacher's notes
Topic focus Business; Work; Restaurants; The Internet; Animals
Grammar I Functional focus Future tenses; going to and will; 1st Conditional structures
Levell Number of students Upper intermediate to Advanced / Minimum six students
Time 45-60 minutes (Extension 30 minutes)

Preparation Text C 1 A website where English students can meet

Copy the three texts in equal numbers, so that each friends. 2 e-friend.com 3 Several such sites are around
student gets a copy of either A, B or C. now, but a few years ago it was original. 4 He has to
think up quizzes / exercises for the site, and get more
o Suggested lead-in money from investors. S As a teacher of English, he can
write online quizzes and activities. His friend has
Write the following questions on the board for discussion computer skills. 6 He's worried about service - will it be
in pairs (5 mins): Would you like to start your own free? This depends on revenue from advertising, which
business? What would you do? How would you start it depends on the number of hits.
going? Get some feedback .

D First reading in original groups o Class feedback

Divide the class into three groups of equal numbers. Give Once all the groups have completed the key questions and
out a different text to each group. Students read the text the discussion stage, bring the class together, checking
(5-7 mins.). Optional global reading task: Do you think difficult / interesting answers. They will probably want to
the idea will be a success? know which of the ideas was successful. Tell them that the
businesses were all started in 2001 . One of them went
bankrupt in the first six months (e-friend) . One of them is
D Vocabulary check still surviving, but has changed (Sing For Your Supper. It's
Ask the students to match the words and definitions. Each now a jazz bar!) One of them is now very successful, has
group can check their answers together. made millions and is still expanding (Close Encounters).
Get them to guess which is which!
Answers
Text A 1e 2f 3b 4a 5g 6d 7h 8c
Text B 1c 2e 3f 4b 5g 6a 7h 8d Extension: We're in Business!
Text C 1d 2h 3c 4g 5b 6a 7f 8e 9j 10i Group Project
Preparation
Copy the task sheet (one per group of three to five
D Jigsaw exchange stage students) and the Bank Manager role play sheet (one per
Re-organise the groups so that each new group includes group) .
at least one student who has read each of the three texts.
Students ask and answer the key questions in their new Method
groups, explaining vocabulary if necessary. Monitor. As the Divide the students into groups (three to five), and hand
groups finish, move them on to the discussion questions. out the task sheet. Read through it with them and let
them begin. Tell them all to work in the same currency
Answers (dollars or pounds). Keep to the time limits.
Text A 1 A karaoke restaurant where diners vote for Tip: Tell them to draw on their individual areas of
the best singers to get a free meal. 2 Sing For Your experience and expertise, to inspire good ideas.
Supper! 3 Voting and a free meal are original, but
karaoke restaurants are now quite common. Five minutes before the role play, take one student from
4 Refurbish the premises, get a loan, hire a compere. each group to play the bank manager for another group.
S Experience in the music industry - no problem Put all the bank managers together and give them the
finding a good compere. 6 Worried about karaoke bank manager role play sheet. They should work together
going out of fashion, but confident that the restaurant to write more questions. After five minutes, start the role
can be changed if necessary. plays. At the end get the bank managers to tell the whole
Text B 1 A travel company organising animal encounters class how it went, how much money they wanted, and
(swim with dolphins, etc.) 2 Close Encounters. 3 Some whether they got it or not.
companies offer these experiences locally, but this
company brings them to UK customers. 4 He/She has to
travel to locations, negotiate aspects of holidays and
must also decide if clients are going to enjoy holidays or
not. S Experience as a vet helps her choose holidays, and
also ensure that the animals don't suffer from too many
tourists. 6 He/She is worried about price (keeping costs
down for young customers), and animal welfare (see 5).
 We're in Business!

Lee, 32, Record Producer

"We're planning to open a new the decorators will move in. We've

~J>J restaurant here in London with a

karaoke theme. We're going to build
got enough money for all that,
although I expect we'll need another
the stage right in the middle, with all loan to tide us over until the business
Sing the tables around it. On each table starts making a profit. Having
for your there will be a special voting button
and the diners will be able to vote for
worked in the music industry, I know
a lot of great singers who are
Supper the singers that they really like. At interested in the job of compere.
the end of each evening, the singer We're going to start the auditions
with the most votes will get their next week, which should be fun!

r meal for free. If someone is really

successful we'll invite them back
again! We're going to call the
To be honest, my biggest worry is
with the karaoke theme. If it stays
popular for the next five or seven
restaurant "Sing For Your Supper!"
years, we'll make a lot of money.
We've just found the right premises, If it doesn't, we might be in trouble.
and the builders are starting next Fortunately, we've got a good business
week. It should take about three-four plan and if the karaoke thing doesn't
weeks to get the basics done - work out, it'll be easy to convert it
plumbing, electrics and so on. Then into a cabaret type restaurant."

Vocabulary check
1 stage (n) a) people who paint walls or put up wallpaper, etc.
2 premises ~b) water systems, including toilets, sinks, etc.
3 plumbing c) change the form or function of something
4 decorators d) the host of a cabaret, TV show or theatre performance
5 tide over (v) e) the raised platform in a theatre or concert hall where the performers stand
6 compere (n) f) the accommodation for a business
7 auditions g) lend someone money for a short period of time
8 convert (v) h) job interviews in the entertainment business (for actors or singers)

Key questions
1 What is the idea?
2 What is t he business going to be called?
3 Is the idea original? Why?
4 What does he / she have to do before the business can start operating?
5 What experience does he / she have? How will that help him / her?
6 What things is he / she worried about? How will he / she deal with these problems?

Discussion
• What do you think of the three ideas?
• Do you think they will all be successful?
• Would you change any of them in any way? How? Why?
• Which of the ideas might go out of fashion?
• Which of the ideas is the most original? Why?
• Which would you invest in? Why?

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson 1m

 We're in Business!

Carol, 34, Vet

"The company's going to be called 'Close
Encounters'. It will be like a travel
Close Encounters
company, but with a difference: we're going
to be the first UK company to specialise in try diving with the dolphins. It sounds like
holidays for people to spend time with wild a lot of fun, but it also involves a lot of
animals. For example, they can go to Florida paperwork, negotiation and so on.
and spend a week diving with wild
My two main worries are the prices and
dolphins, or they can go to Uganda and
I animal welfare. Holidays that include
spend a week with mountain gorillas.
animal experiences are always going to be
They'll also be able to take part in research
expensive, but if the prices are too high, we
projects in the Amazon and the Indonesian
won't be able to attract the young clients
rainforests, helping on the reserves.
that the holidays are designed for. So I've
We're going to work from home, so we set maximum prices for each holiday, and if
don't need an office yet. The most important the cost goes over that, I won't offer it in the
thing to organise is the holidays themselves brochure. As for animal welfare, we're a bit
and the next three months will involve a lot concerned about disturbing the animals,
of travelling. Next week I'm going to Brazil some of which are protected. Fortunately,
to look at the research projects there and to my experience as a vet will help me to
find out what holidaymakers can do and make the right decisions. I love animals,
whether they will enjoy it or not. Then I'm and if they start suffering from the tourists,
flying to Florida to look at the hotels and to I'll just reduce the numbers on each trip."

Vocabulary check
1 specialise ~ a) interrupt someone / thing (often by making a noise or getting in their way)
2 reserves (n) b) discussion and agreement on prices or conditions in a business deal
3 paperwork c) concentrate on only one area or topic
4 negotiation d) feel pain or discomfort
5 animal welfare e) areas of land where the animals and trees are protected
6 disturb f) documents and letters that have to be written
7 protected (adj) g) animal safety and animal rights
8 suffer h) kept safe (often by law)

Key questions
1 What is the idea?
2 What is the business going to be called?
3 Is the idea original? Why?
4 What does he / she have to do before the business can start operating?
5 What experience does he / she have? How will that help him / her?
6 What things is he / she worried about? How will he / she deal with these problems?

Discussion
• What do you think of the three ideas?
• Do you think they will all be successful?
• Would you change any of them in any way? How? Why?
• Which of the ideas might go out of fashion?
• Which of the ideas is the most original? Why?
• Which would you invest in? Why?

mI Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

 We're in Business!

Paresh, 27, Teacher of English

"We've got a great idea, and it won't cost us hitches, it's going to take him about two
too much either. We're going to set up a more months to complete the website.
website that offers students of English the Meanwhile, I'm going to be thinking up
chance to meet other students and make lots of interactive English language quizzes
friends with them. There will be a chat and exercises. I'll also be dealing with the
room and a notice board, but most investors. We probably need about $7,000
importantly, students will be able to open to get it up and running. I'm meeting one
up special e-mail boxes, where they can investor tomorrow, actually.
write e-mails and send photos to each other.
The main concern we have at this stage is
We've already got the domain name:
whether we can offer the service to students
'e-friend. com' .
for free. This will only be possible if we get
enough advertising on the site. And that
depends on the number of hits we're
e-"friend. com getting. Advertisers will only pay for space
on a frequently visited website, and it'll be
a while before we get enough hits to attract
I'm setting it up with my friend, Nick, who advertisers. If we can't get the advertising,
is a web designer and deals with all the we'll just have to charge students $5.00 to
computer stuff. Barring any technical join, at least to begin with."

Vocabulary check
1 set up (v) a) you can take part, not just watch
2 chatroom~ b) small, temporary problems
3 domain name c) the name for a website that is also its address (they start with: www.)
4 barring d) start I organise
5 hitches (n) e) something you worry about
6 interactive f) people who give money to businesses, and then take part of the profits
7 investors g) excluding I without
8 concern (n) h) a place where internet users can 'talk' by writing to each other in real time
9 hits (n) i) very often
10 frequently j) visits (to a website)

Key questions
1 What is the idea?
2 What is the business going to be called?
3 Is the idea original? Why?
4 What does he I she have to do before the business can start operating?
5 What experience does he I she have? How will that help him I her?
6 What things is he I she worried about? How will he I she deal with these problems?

Discussion
• What do you think of the three ideas?
• Do you think they will all be successful?
• Would you change any of them in any way? How? Why?
• Which of the ideas might go out of fashion?
• Which of the ideas is the most original? Why?
• Which would you invest in? Why?

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson 1m

 We're in Business!
Group Project
The Task
In groups of three to five, think up an original idea for a new business.
It could be similar to the ideas you read about (e.g. internet web site, new travel idea, restaurant),
or it could be a completely different idea.

Stage 1 10 minutes

You should think of:

• an original idea to attract the customers
• a good name for your business
• what jobs each of you will do in the company
• a possible location (if necessary)
• what services you are going to offer
• how you will beat the competition

Stage 2 10 minutes

Then decide:
• how much money you will need to borrow
from the bank Example flow chart
• what you will spend the money on
• how you are going to advertise your product develop the idea

To make your business plan clear, you could

create a flow chart on a piece of paper showing
the development of your business over the first present the idea to
year. the bank manager
Later in the lesson, you will have to 'pitch' your
idea to the bank manager. S/he will only give
you the loan if s/he is convinced that this is a
good idea .
hire
staff
¢j invest J=> start
production

Stage 3 10 minutes

Interview with the Bank Manager

Present your idea to the bank manager. Try to

D
business starts trading,
be professional, using your flow chart and advertising campaign - press, etc.
explaining it carefully and clearly. Make sure builds up client base
you cover all the points you discussed in stages
1 and 2.

Your aim is to get the necessary money

for the business.

Remember: the bank manager will want to see

a profit from the company as soon as possible,
so you must make it clear how much money
you expect to make and when you expect to
start making a profit.

mI Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

 We're in Business!
Bank Manager Role Play
You must play the role of the bank manager. You will have ten minutes
to interview one of the groups of students. Your aim is to decide if you are
prepared to lend them the money for their business or not!

• First, find out exactly how much money they want.

• Then ask them to explain their business idea.
• Listen carefully to their idea and ask lots of questions.
Here are some suggestions. Add some more:

Interview questions
Why do you think you will succeed?
What exactly do you need the money for?
How are you going to advertise?
What will you do if you don't reach your first-year goals? _________________________________________7
How soon will we see a profit?
----------------------------------------_7
Have you done any market research?
What problems are you prepared for? ----------------------------------------_7
If all goes well, how do you plan to expand? ----------------------------------------_7

• When they have f inished, tell them if you will lend • After the interview has finished , tell the rest of the
them the money or not. You may choose to lend class about the business idea, and tell them if they
them less than they ask for, or you may request that got the money or not.
they change one or t wo points in their idea.

g,.c:::; .................................................................................................................................................................................................... .

We're in Business!
Bank Manager Role Play
You must play the role of the bank manager. You will have ten minutes
to interview one of the groups of students. Your aim is to decide if you are
prepared to lend them the money for their business or not!

• First, find out exactly how much money they want.

• Then ask them to explain their business idea.
• Listen carefully to their idea and ask lots of questions.
Here are some suggestions. Add some more:

Interview questions
Why do you think you will succeed?
What exactly do you need the money for?
How are you going to advertise?
What will you do if you don't reach your first-year goals? ----------------------------------------_ 7
How soon will we see a profit?
----------------------------------------_7
Have you done any market research?
What problems are you prepared for? ----------------------------------------_7
If all goes well, how do you plan to expand? ----------------------------------------_7

• When they have finished, tel l them if you will lend • After the interview has f inished, tell the rest of the
them the money or not. You may choose to lend class about the business idea, and tell them if they
them less than they ask for, or you may request that got the money or not.
they change one or two points in thei r idea.

I Ph ot ocopi able © 2004 DELTA PUBLISHING fro m Team work by Jason And erso n 1m
 Mystery Movie Star: Teacher's notes
Topic focus Films; Celebrities and celebrity gossip
Grammar I Functional focus Modal verbs of deduction (might, could, can't etc.);
Direct and reported speech; Past simple passive
Levell Number of students Upper intermediate to Advanced / Minimum six students
Time 30-50 mins, depending on number of teams
(Extension 20-25 mins.)

Preparation D The task

Copy the Movie Star fact sheets (one per team of two to Arrange the seating so that all the teams can see and hear
three students) and Movie Pitch - The Project (below: one each other. Taking it in turns, the teams should read out
per team). If you can get hold of any celebrity magazines, one fact about their movie star. The other teams should
such as 'Hello' or 'OK', take them in to the lesson . make notes. At the end of the first round (i .e. when all
the teams have read out one fact), ask them if they would

o Suggested lead-in like to guess the identity of anybody else's star (a wrong
guess loses them 20 points) . Encourage them to say why
Elicit the names of ten international movie stars. Write they think it is this star. If no one guesses correctly, give all
them on the board, along with the following questions the teams ten points. Then move on to the next round .
for pair discussion (5 mins): How many of the movie stars The longer they stay in, the more points they accumulate.
are Hollywood stars? Why do you think Hollywood When a team guesses another team 's movie star, they get
dominates the film industry? Why do you think film star 30 bonus points. Any team that has been knocked out can
gossip sells so many magazines and newspapers? Get still listen and try to guess the other movie stars. The
feedback and continue the discussion by looking at rounds continue until all the movie stars have been
celebrity magazines if you have taken some into the class. guessed. At the end, if any stars are left unguessed, the
other teams can all have a free guess. The team with the
f) Preparation for the task most points wins.

Put the students into teams of two to three (at least three Tip: Encourage the students to listen to each other
teams). If you have over 18 students, make two groups. carefully and to ask questions or re-phrase if necessary. Do
Tell them that each team is going to receive some not echo what they say yourself. This will discourage them
interesting facts about a famous movie star but that they from listening to each other.
must keep the identity of the star secret. Hand out the At the end, if there's time, get each team to summarise
Movie Star fact sheets. Read through the instructions with two or three of the most interesting facts about their
them. Give them two to three minutes to decide on the movie star to the class.
best order to read out their facts. While they're working,
put team names and points columns on the board for
scoring. Extension: Movie Pitch
Note: If the students have recently studied modal verbs of Ask them : If you were a movie screenplay writer, which of
probability / deduction, encourage them to use these the film stars would you most like to write a film for? Put
verbs during the activity (It might / must / can't be Brad them into groups of three to four so that they are all
Pitt... etc.) writing for a film star they like. Hand out the Movie Pitch
Project Sheet (below), one copy per group and read
Tip: Use background music and space the teams out so through it. If students would prefer, they could write for a
that they can't hear each other's conversations. different star as long as they know plenty about him / her.
Each group should have the fact sheet for their star, and a
secretary to make notes. Monitor, offering ideas if
needed . After 10-15 minutes get each team to present
their idea to the class.

~--------------- -- - ---- - ------------------- - -------- -- --------- - -------------------------------------- -- ---------------------------- - ------------------- - --------------.--- - -------- --

Movie Pitch - The Project

In teams of three to four you Prepare to present your idea to
have ten minutes to think up • use some ideas from the movie the rest of the class. You may
an idea for a film for a star's life want to draw a few quick
famous movie star. To ensure pictures for your presentation.
• make sure that there are at least
that the movie star and the Try to make your presentation
two other big stars in the film brief but memorable. (Imagine
producers are interested,
follow these guidelines: you are 'pitching' the idea to
• make sure that there is a ' happy
your chosen star!)
ending' for your chosen movie star

m
 Mystery Movie Star
Here are ten facts about a famous film star. KEEP THE FILM STAR SECRET! You will read them out to other students,
and they will try to guess who the film star is. You can choose which one to read out first, second, etc.
You should try to stop them from guessing the film star for as long as possible, so leave the easy facts until the end.
Explain any difficult vocabulary if necessary. Do not read out the information in brackets.

Tom Cruise • His second wife was a famous movie

star who often acted alongside him.
• For one film and its sequeL he made
a record $145 million.
(Nicole Kidman) (Mission Impossible 1 & 2)
• He was ranked third in Empire • He left his second wife for a woman
magazine's list of the top 100 movie with a similar surname to his.
stars of all time. (Penelope Cruz)
• His attitude to filmmaking changed • In 2002 he went home after opening
after he worked with Paul Newman, the Oscar Award Ceremony to watch
and he began to make anti-war films, the rest of it on TV with his kids.
instead of action movies.
• The film that brought him overnight
• At 14 he was studying to become a fame was about the pilot of a fighter
priest. plane. (Top Gun)
• Both of his two children are adopted. • He was born on 3rd July, 1962.

Key vocabulary Points scoring

alongside - next to, with + 10 points for each round if nobody guesses your star.
ranked - in a position, in an order +30 points extra if you guess someone else's movie star.
adopted - children raised as your own -20 points if you guess wrongly!
sequel - a second or third film in a series
Don't forget to keep a record of your points total!
overnight fame - instant fame

~---------------------------------- - ------ - --- - ------------------------------------------------------------------------ - -------------------------- -- - - - - ----------------------------------------------

Mystery Movie Star

Here are ten facts about a famous film star. KEEP THE FILM STAR SECRET! You will read them out to other students,
and they will try to guess who the film star is. You can choose which one to read out first, second, etc.
You should try to stop them from guessing the film star for as long as possible, so leave the easy facts until the end.
Explain any difficult vocabulary if necessary. Do not read out the information in brackets.

Bruce Lee • His real name was Lee Jun Fan. • He was a quarter German and three-
quarters Chinese.
• He died at the age of 32.
• His last film was called Game of Death.
• He spoke four languages. (Cantonese,
Mandarin, English and Japanese) • His voice is only heard in his last
film, because all his previous films
• He once said, "Simplicity is the last
were dubbed.
step of art."
• Despite numerous fights throughout
• He gave dancing lessons to pay for
his life, he only lost one - when he
the ship that took him to the USA.
was 13!
• He used to charge $275 per hour for
private lessons. (in Kung ·Fu)

Key vocabulary Points scoring

charge (v) - ask for or get money for services or + 10 points for each round if nobody guesses your star.
products +30 points extra if you guess someone else's movie star.
dubbed (dub) - with a different voice added on later, -20 points if you guess wrongly!
often in another language
Don't forget to keep a record of your points total!
numerous - many

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I m

 Mystery Movie Star
Here are ten facts about a famous film star. KEEP THE FILM STAR SECRET! You will read them out to other students,
and they will try to guess who the film star is. You can choose which one to read out first, second, etc.
You should try to stop them from guessing the film star for as long as possible, so leave the easy facts until the end.
Explain any difficult vocabulary if necessary. Do not read out the information in brackets.

Marilyn Monroe • Her real name was Norma Jean

Mortensen.
• She was a direct descendant of a
US President. (James Monroe)
• She was abandoned by her mother • She received less than $1000 each
who went mad. for over half her films.
• She first married at 16. • She once said, "Dogs never bite
me. Just humans."
• Officially, she died of a drug
overdose. • Her last film was written by her
husband.
• Her natural hair colour was brown.
• She posed naked for Playboy
magazine.

Key vocabulary Points scoring

abandoned - left for ever + 10 points for each round if nobody guesses your star.
drug overdose - too many drugs +30 points extra if you guess someone else's movie star.
naked - without clothes -20 points if you guess wrongly!
descendant - children, grandchildren, etc Don't forget to keep a record of your points total!

:}<-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Mystery Movie Star

Here are ten facts about a famous film star. KEEP THE FILM STAR SECRET! You will read them out to other students,
and they will try to guess who the film star is. You can choose which one to read out first, second, etc.
You should try to stop them from guessing the film star for as long as possible, so leave the easy facts until the end.
Explain any difficult vocabulary if necessary. Do not read out the information in brackets.

Charlie Chaplin • He was born in England. • He very rarely spoke in his films.

• He was very famous for his • He had deep blue eyes but few of
moustache. his fans knew this.

• In his first year of filmmaking he • One of his biggest fans was a

made 3S films. famous political dictator.
(Adolf Hitler. He copied Chaplin's
• He had eleven children by four
moustache.)
wives.
• He was the only person to have
• He was 36 years older than his
written, directed, produced and
last wife.
starred in his own film.
• He once entered a look-alike
contest, dressed as himself, and
finished third!

Key vocabulary Points scoring

moustache - hair between the nose and the mouth + 10 points for each round if nobody guesses your star.
look-alike contest - a competition where the aim is to look +30 points extra if you guess someone else's movie star.
like somebody well-known or famous -20 points if you guess wrongly!
rarely - not very often Don't forget to keep a record of your points total!
star in - be one of the leading actors in (a film)

III I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

 Mystery Movie Star
Here are ten facts about a famous film star. KEEP THE FILM STAR SECRET! You will read them out to other students,
and they will try to guess who the film star is. You can choose which one to read out first, second, etc.
You should try to stop them from guessing the film star for as long as possible, so leave the easy facts until the end.
Explain any difficult vocabulary if necessary. Do not read out the information in brackets.

Julia Roberts • She was born in Smyrna, Georgia in

1967.
• She lies on her back to have her
make-up applied before going onto a
film set - she insists it gives her a
• She is a qualified vet.
relaxed look.
• She played the role of a prostitute in
• She has dated over ten famous actors
her first big film. (Pretty Woman)
and broken off two engagements.
• She does a lot of work for the charity
• She has never acted in a sequel.
UNICEF.
• In her acceptance speech for the
• Her first husband was a country
Oscar she won, she forgot to thank
music singer. (Lyle Lovett)
the person the film was named after!
• In 2002, she was the highest paid (Erin Brockovich)
actress in movie history.

Key vocabulary Points scoring

charity - an organisation created to help people + 10 points for each round if nobody guesses your star.
or animals +30 points extra if you guess someone else's movie star.
applied - (here) put on make-up -20 points if you guess wrongly!
insists (insist) - demand something forcefully
Don't forget to keep a record of your points total!
sequel - a second or third film in a series
acceptance speech - speech you give after winning a prize

g,< ... _-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Mystery Movie Star

Here are ten facts about a famous film star_ KEEP THE FILM STAR SECRET! You will read them out to other students,
and they will try to guess who the film star is. You can choose which one to read out first, second, etc.
You should try to stop them from guessing the film star for as long as possible, so leave the easy facts until the end.
Explain any difficult vocabulary if necessary. Do not read out the information in brackets.

Sharon Stone • She has an IQ of 154 and is a member

of Mensa.
• Her adopted son is called Roan.
• Her most famous role was as a
• She was a model before she became an bisexual psycho called Catherine
actress. Tramell. (in Basic Instinct)
• She is famous for clothes that she didn't • She is allergic to caffeine.
wear for one scene. (during Basic Instinct)
• She once said she would be the
• She posed naked for Playboy magazine. next Marilyn Monroe.
• Her first big break was in a science • She once said you shouldn't have
fiction film with Arnold Schwarzenegger. a relationship with anybody who
(Total Recall) has more problems than you do.

Key vocabulary Points scoring

Mensa - an organisation for very clever people + 10 points for each round if nobody guesses
naked - without any clothes your star.
big break - first chance to succeed +30 points extra if you guess someone else's
adopted (adopt) - child raised as your own movie star.
psycho - (psychopath) someone who is violent and mad -20 points if you guess wrongly!
allergic - when the body reacts badly to something
Don't forget to keep a record of your points total!

[ Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson [ m

 Chicken Tonight! : Teacher's notes
Topic focus Food; Cooking; Recipes
Grammar I Functional focus Imperatives for giving instructions; Countable and
uncountable nouns
Levell Number of students Intermediate to Upper intermediate / Minimum four students
Time 20-30 minutes (Extension 15 minutes)

Preparation Answers
Copy the worksheet (one per group of two to three Reading down the worksheet, the stages should read:
students) and the extension activity below (one per K1, T3, K3, T5, K7, T1, K2, T2, K6, T4, T6, K4, T7, K5
group) .

D Suggested lead-in D Discussion

Write the following questions on the board for students Tell the students to discuss the five questions on the
to discuss in small groups (5 mins) : How good are you at worksheet (5 mins). Get some feedback at the end,
cooking? (beginner - advanced) What are your favourite finding out what dishes they described and why they like
recipes? Pre-teach (lower levels) : (chicken) breast; sake them .
(Japanese rice wine); leeks; parsley; breadcrumbs; flour;
gherkins; mixture. Suggestion: Some of the students (or you) could prepare
the dishes to taste in a future lesson. Alternativel", the
.. .. c
students could all bring in a favourite dish from their
D Starting the task / r
country
Tell the students that they are going to receive the recipes
for two chicken dishes mixed up, and that the first team
Extension: Chicken Piri-Piri
to sort out the recipes correctly will be the winners. Hand
~
out the worksheets and read through the instructions Tell the students that you are going to give them the list
with them . Make sure they understand how to number of ingredients for another famous chicken dish, but this
the stages (T1, T2, T3, etc. for Teriyaki; K1 , K2, K3, etc. for time they have to decide on the recipe themselves. Hand
Kiev). Monitor carefully to check they are doing it out the ingredients list (below) . Give them five to ten
correctly. It usually takes eight to twelve minutes. minutes. At the end ask each group to read out their
stages, then tell them who was closest and hand out the
original recipe (below).
ID As the teams finish
Note: If several or all of your students are Portuguese, you
As the teams finish, check their worksheet. If they have could do this with another dish. Just give the students the
made any mistakes let them know how many, but don't list of ingredients!
tell them where . Accept the first correct worksheet and
give the other groups three more minutes to finish . Check
the answers.

~ .............................................. ....................... ....................................... ........................................................................ .

Have a look at the recipe

below. It is for a Portuguese Chicken Piri-Piri Ingredients:
dish. Read the ingredient 4 chicken breasts
Some Portuguese would say
50g garlic
list carefully and discuss that this is their national
2 red ch i II i peppers (Pi ri -Pi ri)
how you think it is dish . It is quite easy to
2 red peppers
prepared. Write the stages prepare and very tasty!
15ml olive oil
down on a piece of paper. Piri-Piri are small red
200m I dry white wine
There are seven stages in peppers. They are very hot!
100g black olives
total. Serves four To serve: parsley, fresh white bread
Preparation time: 40 minutes and dry white wine
/
~ ............................................. ..................................................................... ....... ........................................................... .

Chicken Piri-Piri - Correct Recipe

1. Cut the chicken breasts into thin pieces. Chop the Add the wine and bring to the boil. 4. Now return the
garlic and the peppers. Don't forget to take the seeds chicken to the pan, add the olives and some salt and
out of the chilli peppers. 2. Heat the olive oil in a frying pepper. 5. Over a low heat, fry the mixture for about
pan. Add the chicken pieces and fry over a high heat 15 minutes. 6. Chop the parsley carefully and sprinkle
for 2 minutes. Take the chicken out of the pan . on the dish just before you serve it. 7. Serve the dish
3. In the same pan, fry the garlic and peppers until soft. with fresh white bread, parsley and dry white wine.
 Chicken Tonight!
Below are the ingredients and the stages of the recipes for two different chicken dishes,
one from Japan and one from Ukraine.
• First read the ingredients lists carefully
• Then decide which recipe each stage belongs to (write T for Teriyaki, K for Kiev)
• Number the stages in the correct order (the first have been done - Tf, K1)
• The first team to finish are the winners! Good luck!

Discussion Questions
Ingredients - Ingredients - Have you ever tried either of the dishes?

Chicken Teriyaki Chicken Kiev 2 Which do you think is healthier? Why?

chicken chicken 3 Which is easier to prepare? Why?

rice garlic 4 Which do you think you would prefer? Why?
leeks lemon skin 5 Think of a chicken dish that you like.
sake mixed herbs Describe it, including the ingredients
sugar butter and the stages in the recipe .
soy sauce salt & pepper
~ucumber flour
spring onion eggs
breadcrumbs
oil

[ill Chop the garlic and mix with the lemon skin in a bowl. Chop the herbs and add to the bowl.

CD Fry the chicken breasts on each side for three minutes over a high heat.
Take the chicken out of the pan.

CD Freeze the garlic butter for 30 minutes. Meanwhile cut a small pocket into each chicken breast.
Don't cut through the pieces.

CD Put the fried chicken back in the pan with the sauce and cook for two more minutes.
Meap.while, in another pan, fry the chopped leeks for about four minutes until soft.

CD Serve the chicken with the new potatoes, sliced lemon and pickled gherkins.

[2EJ Wash the rice and put it in a pan to boil for 20 minutes. Wash and slice the leeks.

CD Add the butter to the bowl and a little salt and pepper to make garlic butter. Mix well.

CD Don't remove the skin from the chicken, just cut each breast three or four times
so that it will fry quick}y.

CD Heat plenty of oil in a frying pan, add the chicken breasts and fry over a medium heat
for eight to ten minutes on each side.

CD In the same pan, mix the sake and sugar over a low heat and bring to the boil.
Add the soy sauce and cook over a high heat for six minutes; until the sauce is ready.

CD Cut the cooked chicken and put it onto a plate. Serve with the leeks and the rice.

CD Remove the garlic butter from the freezer and put about 40g of it into each piece of chicken.
Put the breasts in the fridge and leave them there for 1'/2 hours.

CD Chop the cucumber and spring onion and arrange around the chicken.
Serve with Japanese beer or sake.

Later, put the flour, the e~gs and the breadcrumbs into three separate dishes.
I I I Dip each piece of chicken first in the flour, then in the egg, then in the breadcrumbs.

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson 1m

 The Natural Solution: Teacher's notes
Topic focus The environment; Farming / Agriculture; Culture and history
Grammar I Functional focus The passive voice; Mixed tenses, Contrasting past and present
Levell Number of students Upper intermediate to Advanced / Minimum three students
Time 40-50 minutes (Extension 25 minutes / Crossword 7 minutes)

Preparation
4 It has allowed small-scale local farmers to improve
Copy the three texts (one text per student). Check that wages and living conditions. 5 Yes, to over 1,000 other
there is a map of the world in the class before the lesson. families. 6 188 bird species, 31 mammals, 26 reptiles
and 326 tree I bush species recorded on farms.
o Suggested lead-in 7 (suggested answer) What's good for the plants and
animals is also good for the people.
Pre-teach : plantation, erosion, soil, deforestation, harvest,
Text C 1 Coral reefs have died off due to dynamite
pesticides, ecosystem, intensive I organic farming. Using the
fishing, over-fishing and cyanide poisoning . 2 To set
map, ask the students to find : the Philippines, EI Salvador,
aside a sanctuary on the reef and return to traditional
Burkina Faso. Ask them: What do you think these three
fishing practices, suggested by Silliman University
countries are like? Think about: climate I plants and
scientists. 3 Fish are able to thrive in the sanctuary,
animals I people I agriculture.
repopulating surrounding reefs. The sanctuary requires
careful management and protection from locals.
o First reading in original groups 4 Fishing catches have doubled . Benefits from tourism
Divide the class into three groups of equal numbers. Give are also noticeable. 5 Yes. Neighbouring islands have
out text A to the students in group 1, text B to group 2 also adopted similar projects. 6 Reefs become
and text C to group 3. Students read the text (5-7 mins). protected as sanctuaries, as do animals that live on the
They can also do the vocabulary check in pairs I threes. reef. 7 (suggested answer) Protect the environment
Monitor carefully. and it will protect you .
Answers - Discussion
Similarities include : Influence of western technology I
Answers
intensive farming as source of problem; Population
Text A 1c 2d 3h 4e 5i 6b 7a 8f 9g Text B 1d 2g 3a 4b
growth as another factor; Use of traditional ideas to
5h 6i 7e 8c 9f Text C 1c 2e 3g 4a 5b 6i 7f 8j 9d 10h
solve problems; Support of science and organisations
from developed countries to solve problems; Local
people taking initiative and responsibility for their own
D Jigsaw exchange stage
environment; Local people realising that protecting the
Re-organise the groups so that each new group includes environment also protects their livelihood.
at least one student who has read each of the three texts.
Students ask and answer the key questions, explaining
vocabulary if necessary. Monitor. As the groups finish,
Extension - Project Ichar
move them onto the discussion questions.
Preparation
Copy and cut up the project sheets and the information
D Class feedback cards (one set per group of three to four students).
Having completed the key questions and the discussion
Method
stage, check difficult I interesting answers as a class.
Divide the class into groups of three to four students and
give them the Project Ichar sheet. Students read the sheet.
Answers - Key questions Then hand out the possible solutions: one or two to each
Text A 1 Loss of soil fertility, caused by rain erosion. student. Tell the students to summarise the solutions to
2 Oxfam suggested building long stone lines (3,000- their group, discuss the options and decide what should
year-old method) . 3 Lines help rain to soak into land, be done, both immediately and over the next three to five
reducing erosion. Requires stones (found locally). years (10-15 mins) . Get feedback at the end and compare
4 Crops, trees, etc. have started to grow again. People the different solutions and their relative merits.
are able to live off the land . 5 Yes. To thousands of
other farmers . 6 Birds, animals and insects have Revision Crossword
returned, and the desert is being pushed back. Use the crossword in a subsequent lesson for revision of
7 (suggested answer) Look into your history to solve vocabulary. Hand out the crossword (one per group of
current problems. three). Check the answers after five minutes.
Text B 1 Deforestation for intensively-farmed coffee
plantations set up by huge multinationals. 2 To use Answers
shade coffee plantations - a traditional solution Across: 2 sediment 3 rocks 4 sanctuary 6 biodiversity
supported by the Rainforest Alliance. 3 Trees above the 8 rob 9 coral reef Down: 1 erosion 2 sustainable
coffee support a variety of other animals and plants I 5 nutrients 6 bush 7 species
diversity of plant types reduces erosion and improves
water quality. The scheme requires support from coffee
companies.

m
 The Natural Solution
In Burkina Faso, on the southern edge of the Sahara Desert, the local people
are using a traditional method to make the deserts green with crops and trees again.

The Problem The Solution

After many years of population increase earlier this With the help of Oxfam*, the local villagers were
century, the people watched the once-fertile land encouraged to look into their history for help. A
turn into desert. Too many trees were cut down for three-thousand-year-old method was recovered that
firewood and unnatural western crops, which was beautiful in its simplicity. "We tried building
robbed the soil of its nutrients, were being used. long stone lines using local rocks. Some people
When the rain came, it was so heavy that it ran off thought it was crazy, but we tried it anyway,"
the land quickly, taking the topsoil and leaving recalls Ninda. The stone lines stop the rain from
hard-packed salt and sand. Gradually the harvest running off the soil, even where the land seems flat.
began to fail, the people left, the animals, birds and Over the years the lines get blocked up naturally
insects disappeared and the Sahara Desert moved with sediment and become more effective. In
in. "We thought we had lost our village and our addition they reduce wind erosion and are natural
home. We were preparing to move south to the places to plant trees, which also combat erosion.
city," explained Ninda, a local farmer.
The Result
libya Within just a few years, areas with stone lines were
coming back to life. The trees started to grow again
and the crops produced a good harvest. Birds, animals
and insects gradually returned and the environment
was restored. Neighbouring villages saw the results
and also started to build stone lines. Now thousands
of farmers are using the technique and the desert is
gradually being pushed back. "For the first time in
ten years, I saw parrots in the trees last year," Ninda
Ivory Coast ~ smiled. "It's like the good old days again."

I Burkin'a Faso I Zaire

*Oxfam is a large international charity supporting the
development of third world countries

Vocabulary check
1 fertile~ a) fight with
2 nutrients b) when soil is removed by wind or rainwater
3 topsoil c) able to make plants grow
4 harvest (n) d) 'vitamins' in the soil
5 sediment e) when the crops are gathered
6 erosion f) put back ./
7 combat (v) g) a type of tropical bird (see picture) .. . .. . /
8 restored h) the top layer of earth where plants grow
9 parrots i) soil or mud left behind by water

Key questions Discussion

1 What was the problem? What was it caused by? What similarities can you find in the three accounts?
Think about" ,
2 What solution was suggested? Who by?
Where did it come from? • the cause of the problem
3 How does it work? What does it require? • the role of traditional methods in the solution
4 What effect has it h d? How have people benefited? • the role of scientific research in the solution
5 Has it spread? • the moral to the story
6 How has the ecosystem benefited? Have you ever heard of any similar environmental
7 Is there a moral to the story? problems, in your country for example? What happened?

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson 11m

 The Natural Solution
In EI Salvador, the return to traditional coffee farming techniques
is benefiting both small, local farms and the environment.

The Problem
Over the last 50 years over 70% of Central American Caribbean Sea
rainforest has been cleared, much of it for intensively-
farmed coffee plantations. This is a tragedy in an area
with some of the richest ecological biodiversity in the
world. These intensive plantations are the creation of PadficOcean

huge multinational coffee companies. They involve the

removal of all other plant species except for coffee and EI Salvador

are farmed using chemical pesticides and fertilisers.

They become biological deserts, supporting less than Shade plantations have the added advantage of
5 % of the animals, birds and plants that lived here being sustainable (the soil quality remains high
before. What's more, local farmers are forced to work and rich in nutrients), thus reducing erosion and
on these large farms for less than a dollar a day, improving water quality.
losing their livelihood and their independence.
The Result
The Solution Over 1000 farm families have now benefited from
As early as 1930, it was noted that traditional shade the scheme and are improving wages and living
coffee plantations (plantations which allow other conditions. Incredibly, 188 species of birds,
species of tree to grow with the coffee, providing 31 species of mammals, 26 species of reptiles and
the shade that natural coffee requires) support 326 tree and bush species have been recorded on the
almost as many species of birds and mammals as shade coffee farms involved in the scheme. They are
rainforests do. With support from organisations such providing a vital biological corridor between the
as the Rainforest Alliance and several coffee two most important national parks in EI Salvador.
companies, local farmers were encouraged to return
The coffee is now being sold in the USA and Europe
to shade coffee as a greener alternative.
as shade plantation certified, ensuring that over 100
The local farmers are paid good prices for their million American and 200 million European coffee
coffee in return for growing the coffee according to drinkers can now contribute directly to the health of
the guidelines set out by the Rainforest Alliance. the rainforest environment in Central America.

Vocabulary check
1 biodiversity ~ a) chemicals to make the plants grow faster
2 pesticides b) source of income / work
3 fertilizers c) when soil is removed by wind or rainwater
4 livelihood d) the variety of wild animals and plants
5 shade e) 'vitamins' in the soil
6 guidelines f) one type of animal
7 nutrients g) chemicals that kill insects, etc.
8 erosion h) not in direct sunlight
9 species i) advice or rules to follow

Key questions Discussion

1 What was the problem? What was it caused by? What similarities can you find in the three accounts?
Think about ...
2 What solution was suggested? Who by?
Where did it come from? • the cause of the problem
3 How does it work? What does it require? • the role of traditional methods in the solution
4 What effect has it had? How have people benefited? • the role of scientific research in the solution
5 Has it spread? • the moral to the story
6 How has the ecosystem benefited?
Have you ever heard of any similar environmental
7 Is there a moral to the story? problems, in your country for example? What happened?

1m I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

 The Natural Solution
In the Philippines, Apo Island is providing a model for sustainable fishing
in harmony with the environment.

The Problem would be removed. The locals were sceptical, but

took the initiative in deciding where the sanctuary
The Philippines is home to almost 10% of the
borders would be and how the sanctuary would be
world's coral reefs. Sadly, over the last 40 years, a
managed and protected. They also agreed that only
large increase in population has caused fishermen to
traditional spear fishing methods could be used in
abandon traditional fishing techniques. The use of
the area around the sanctuary.
dynamite to blast fish out of the water, and cyanide
to poison and capture fish for aquariums, has led to
the death of many of the coral reefs. Attempts to
The Result
create marine sanctuaries by governmental After two years fishing catches had doubled in the
organisations were unsuccessful, because the waters around the sanctuary. Not surprisingly, all
fishermen, who still needed to feed their families, the residents of Apo Island had become strong
ignored the sanctuaries. supporters of the scheme. They guarded their area
carefully and stopped any illegal fishing by
The Philippines neighbouring fishermen. What's more, the reefs

,.
....... became so beautiful that the island started to benefit
from tourism. Two resorts with dive shops were
Pacific
built, providing further employment and other
" Ocean
I• technological benefits. Of course, neighbouring
'.,o
I."" islands quickly adopted similar Coastal Resource
Management Projects (CRMPs) and set up similar
community-based sanctuaries.
The Solution "The community still faces some issues that need
In 1985 scientists from Silliman University managed to be resolved," observes Mercy Teves, a local
to get the agreement of the 500 local residents of government worker. "But," Rupert Sievert says,
Apo Island to create a marine sanctuary on the "Apo Island can show the benefits, to both the
island's reefs. It was agreed that if, after two years, natural ecosystems and the community that depends
the sanctuary was not benefiting the community, it on them, of consistent and sustained protection."

Vocabulary check
1 sustainable ~ a) catch
2 coral reef ~ b) a place where the animals and plants are protected
3 abandon (v) c) able to continue or keep going
4 capture (v) d) protect something by keeping watch over it
5 sanctuary e) a tropical underwater habitat
6 sceptical f) lead the decision-making
7 take the initiative g) (here) stop using ~
8 spear (n) h) (here) begin to use .
9 guard (v) i) unwilling to believe an idea or opinion
10 adopt j) a type of weapon (see picture) . .- . ~

Key questions Discussion

1 What was the problem? What was it caused by? What similarities can you find in the three accounts?
Think about ...
2 What solution was suggested? Who by?
Where did it come from? • the cause of the problem
3 How does it work? What does it require? • the role of traditional methods in the solution
4 What effect has it had? How have people benefited? • the role of scientific research in the solution
5 Has it spread? • the moral to the story
6 How has the ecosystem benefited? Have you ever heard of any similar environmental
7 Is there a moral to the story? problems, in your country for example? What happened?

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson 1m

 The Natural Solution
Project Ichar
You work for an international agricultural aid organisation. Agriworld.
You have been called to the mountain village of Ichar in Northern India, where the
locals are facing serious problems. Most of these problems are due to the overuse of
non-traditional farming techniques including intensive rice cultivation (30% of land
use) and tea plantations (40% of land use) .

The problems are:

• poor soil quality - traditional crops have difficulty growing

• soil erosion - caused by rainfall on deforested hillsides

• illness among the people of the village - caused by chemical

pesticides and fertilisers getting into the drinking water

• loss of local wildlife - frogs, lizards, birds and fish have declined
since pesticides became common

• increase in pesticide-resistant insects - reducing crop harvests

You will each receive one of several possible solutions to the problems. Summarise
the solution to the group and discuss the advantages of each. Try to agree on what
must be done immediately, and make notes on a basic three to five year plan for
the village.

~-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

The Natural Solution

Project Ichar
You work for an international agricultural aid organisation, Agriworld.
You have been called to the mountain village of Ichar in Northern India, where the
locals are facing serious problems. Most of these problems are due to the overuse of
non-traditional farming techniques including intensive rice cultivation (30% of land
use) and tea plantations (40% of land use).

The problems are:

• poor soil quality - traditional crops have difficulty growing

• soil erosion - caused by rainfall on deforested hillsides

• illness among the people of the village - caused by chemical

pesticides and fertilisers getting into the drinking water

• loss of local wildlife - frogs, lizards, birds and fish have declined
since pesticides became common

• increase in pesticide-resistant insects - reducing crop harvests

You will each receive one of several possible solutions to the problems. Summarise
the solution to the group and discuss the advantages of each. Try to agree on what
must be done immediately, and make notes on a basic three to five year plan for
the village .

lEI I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

 The Natural Solution - Project Ichar: Information cards
~---------------------------------------------------------------------------------------------------1----------------------------------------------------------------------------------------------------]

ORe-forestation using a fast-growing D Frog breeding programme to i

imported species of tree increase the natural defence i
This tree is useful for stopping erosion. It is against insect crop damage
cheap and fast-growing, but is not natural to the Frogs are one of the most important natural
area and it can kill off natural species. This predators of crop-damaging insects, and this
would be a good short-term solution. programme would be set up in the village, with
the frogs being gradually released back into the
fields. A cheap solution, although the frogs may
be poisoned by the pesticides in the soil.

lEI Re-forestation using mixed 1:'1 Building mud walls to

natural forest reduce erosion
This is a slow process. The seeds have to be This is a slow, expensive process. Wood is
grown in the village. Once they are planted, needed (from trees), and all the materials
the trees need to be protected from sheep and have to be carried up the hills. Once in place,
goats. Expensive, but a good long-term the walls are effective, but can break in
solution. heavy rain.

,, ,,,
L, __________________________________________________________________________________________________ ,_ __________ ____________ __________ ________________ ______ ___ • ___ • ___________ ____ ___________ ______ ___ _

D Changing back to traditional crops U Banning of all pesticides

in mixed fields and fertilisers
The traditional method of agriculture, using This is dangerous, as there are not enough
grains, vegetables and fruits which can be natural predators of the insects (e.g. frogs,
eaten directly by the villagers. The mixed birds and lizards) and crops might fail. In a
fields mean that the soil quality slowly neighbouring village, crops started to grow
increases. The problem is that the villagers well only after three years of organic farming.
cannot get very good prices for these crops at
the local markets, unlike tea or rice.

"---------------------------------------------------------------------- ------------------------------~---------------------------------------------------------------------------- - - ---- ------------------

~-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

The Natural solution - Vocabulary Revision Crossword

How many of the words can you remember? They all appeared in one of the three texts.

Clues Across ...

2 soil or mud left behind by water (8)
3 another word for (large) stones (5)
4 a place where the animals and plants are protected (9)
6 the variety of wild animals and plants (12)
8 steal (3)
9 a tropical underwater habitat (5,4)

Clues Down ...

1 when soil is removed by wind or rainwater (7)
2 able to continue or keep going (11)
5 'vitamins' in the soil (9)
6 a small tree (4)
7 one type of animal (7)

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson IOJ

 Room 101: Teacher's notes
Topic focus Likes and dislikes; Society and culture
Grammar I Functional focus Expressing strong emotion, especially dislikes; Conditionals,
especially 2nd conditional
Levell Number of students Intermediate to Advanced / Minimum four students
Time 15-20 minutes (Extension 20-30 minutes)

Preparation D Discussion
Copy the Room 101 worksheet (one per student) . The Tell the students to answer the questions as a speaking
extension activity can be cut off if you would like to do it exercise in pairs or threes.
in a separate lesson .

II Class feedback
D Suggested lead-in Check the answers. Draw the students' attention to the
Write the 2nd conditional question from the worksheet variety of language used by Kevin to express his feelings .
on the board: If you could send the things you really, If necessary, write one or two of the expressions on the
really hate to a room where they would disappear forever, board and provide more examples as to how they could
what things would you choose? Briefly explain the be used. Have a quick vote on which of Kevin's ideas
concept of Room 101. (It comes from George Orwell's should go into Room 101 .
novel 1984 and is a place where all the things we hate are
kept.) Tell them one or two things you would send to
Room 101. Use abstract ideas as well as objects to Extension: What would you send
demonstrate what can be sent (eg rudeness; alarm clocks) to Room 1011
and get a couple of suggestions from them . Save the main Now is the time when the students can come up with their
discussion for later in the lesson . own nominations for Room 101. If you used the Suggested
lead-in, the students may already have some ideas. Put
them into groups of three to four and tell them they are
DReading
now going to think up their own suggestions for Room
Ask the students to read about the three choices made by
101 . Read through the instructions with them and start
Kevin Wilson. Tell them to try to guess what the three
them off. Monitor. Before you start the presentations, tell
things are, and to write a suggested title for each
each group to decide who will present which idea. The
paragraph in the space provided . Get feedback after five
students should come out to the front of the class for the
minutes, eliciting different suggestions.
presentations to ensure that everyone can see and hear
them . After each group has finished get the whole class to
Original Answers vote on each one by a show of hands. A majority vote
1 Mobile phone ring tones 2 Computers that don't sends the choice to Room 101!
work 3 Foreign tourists on the Tube
Suggestion: This Room 101 idea can be an enjoyable,
cathartic tool for use in class, allowing students to let off
D Vocabulary check steam whenever they need to. You could create a Room
Ask the students to match the underlined words in their
101 suggestions Jist where students can write up
text to the definitions beneath the text.
nominations. Do the presentations and voting every few
weeks.

Answers 1c 2i 3a 4h 5g 6e 7b 8d 9f

m
 Room 101
If you could send the things you really, really hate to a room where they
would disappear forever, what things would you choose?

Kevin Wilson, comedian and writer, makes his choices ...

As you read, write a title for each paragraph in the space:
11 ________________________________ they always take so long to explain things. Once I
"What's wrong with the good, old fashioned 'ring, had to take my computer to be repaired, and after
ring'? Why is it necessary for phones to play the tune to two weeks they told me: "We can't do anything! I
La Bamba or Mozart's Horn Concerto? If I wanted to hope you've backed up your files on CD." I hadn't!"
listen to music, I would buy a CD player! And I really
hate it when someone plays you their latest ring tone D ______________________________
and expects you to be impressed by it. There should be "It's one of the few things that annoys me almost
a law against people using stupid ring tones in public!" every day here in London. As far as I'm concerned,
tourists should be banned from using the Tube in the
11 ________________________________ rush-hour! They walk so slowly, in big groups, and
"It's not so much the things themselves, it's when always stop and wait in the really busy places, like
they crash! You get this feeling of complete at the top of escalators! And when they get to the
helplessness. You try Control, Alt, Delete a few times ticket gates, they always take about five minutes to
and it doesn't work, and then you just wait and pray. find their tickets, and when they do find them, they
Then, if the computer doesn't work, you have to call put them in the wrong side and complain when the
for help, and the call usually costs about £1 per gate doesn't open. It gets me really angry! I have
minute. That's when I get really irritated, because probably missed about 30 trains because of tourists."

Vocabulary check Discussion

1 tune ~ a) break down I stop working 1 Why does Kevin hate these three things?
2 be impressed by b) made illegal 2 What examples does he give for each choice?
3 crash c) melody 3 Do you agree with all his choices? Why? I Why not?
4 helplessness d) underground railway 4 If you agree, can you think of any more examples
(British English) from your own life?
5 irritated e) save a second copy 5 If you disagree, what would you say to keep the
6 back up (v) f) machine that checks your choice out of Room 1017
ticket 6 Which of the choices does he seem most angry
7 banned g) annoyed, angry about?
8 the Tube h) a feeling that no one can help 7 What expressions does he use to show his anger?
9 ticket gates i) really like someone or 8 Do you think he's joking about any?
something they've got How do you know?

:?<;--------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Room 101
What would you send to Room 101 ?!?
Work in groups.

Preparation Presentations
First spend about ten minutes thinking of Now present your ideas to the class. All the students should listen
suggestions for Room 101. Note down your ideas. carefully to the suggestions. At the end, you will vote for the best three
ideas. Only these three will go to Room 101 .
Then choose two or three ideas and prepare to
tell the rest of the class about them.
Make sure you ... Useful language
• say why it should go to Room 101 I can't stand ... It really annoys I irritates me when .. .
It gets me really angry... I get so wound up when .. .
• give examples or tell a quick story to show
I am amazed at ... As far as I'm concerned .. .
what you mean
You get this feeling of ... What I really hate is ...
• can convince the other students that it is a Why do we bother (doing) ... ? What's the point in (doing) ... ?
good suggestion
• decide who is going to present the suggestions

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson IlEI

 Raining Cats and Dogs: Teacher's notes
Topic focus Idioms and proverbs; History; Traditions
Grammar I Functional focus Past simple; Expressing habitual past actions (They would... ,
People used to ... )
Levell Number of students Upper intermediate to Advanced / Minimum six students
Time 30-45 minutes (Revision Extension 10 minutes)

Preparation D Preparation stage (D)

Copy the worksheet opposite (1 per student), and the Put the students into groups of 2 to 4 (minimum 3 groups).
idiom origin cards (1 set per class). Cut up both sheets as Read through D on the worksheet with them, asking each
indicated. group to choose one of the idioms. Give them the idiom
origin card for that idiom. Two different groups cannot
choose the same idiom . Tell them that this is the true
D Suggested lead-in
explanation of the origin of the idiom, and give them ten
Write the following sentence on the board and the minutes to think up two more false origins. Tell them that
questions below for discussion in pairs (5 mins): Rock
later they will have to present their three explanations to
music isn't my cup of tea; I prefer jazz or classical. 1) What
the other students, who will try to guess which one is
is the idiom in this sentence? 2) What do you think it
true . Monitor carefully, providing suggestions and
means? 3) What do you think is the origin of this idiom? vocabulary.
4) Do you have a similar idiom in your language? Tell the
students that they are going to learn about some idioms Tip: The three explanations should sound similar when
with far more puzzling or surprising origins. presented, using the same level of English and register.
Encourage them to rewrite the true story in their own
words to make it sound more like the two false ones
If) Matching exercise (A) (e.g. include one or two errors or simpler expressions.)
Hand out the worksheet (make sure you've cut off the
bottom section) and tell them to match up the sentences,
working in pairs. Monitor (6-8 mins.) and then check the
o Call my bluff (E)
answers. The groups take it in turn to come to the front of the class
and present their three versions. Suggest that a different
student reads each version. The other groups have 30
I Answers 1c 2i 3a 4e 5j 6b 7h 8g 9d 10f seconds to decide which is true. Score 1 point to each
team that guesses correctly and 3 points to the 'home'
team if none of them guess correctly.
ID Deducing the meaning (B)
In pairs the students try to guess from the context what Tip: During the presentations, make sure that they are all
the underlined idioms mean. Do the first one with them. listening carefully Insist that they all put their pens down,
Check the answers after five to seven minutes. See the stop any whispering and bring them as close together as
idioms origins sheets for brief answers. possible.

D Teacher example (C) D Round up

Tell the students that you are going to tell them three Find out which idioms have equivalents in the students'
possible explanations of the origin of the idiom 'raining first language(s) . If they're interested, they could also read
cats and dogs' (see opposite) . They should listen and then about the remaining idioms.
decide which they think is the correct one. Tell the stories
naturally. Revision extension
Best done in a subsequent lesson. Make sure they can't
Answer
see the original idioms. Students do A in pairs (4 mins.).
Although all three explanations have been put forward,
Check the answers. Allow six minutes for B. Get feedback,
the second (surprisingly) is closest to the truth . The
eliciting different opinions.
earliest written reference in the 17th century was to it
raining 'dogs and polecats' after a particularly serious
Answers
bout of the plague.
A 1 to Greece 2 another feather 3 under the weather
4 on the grapevine 5 Touch wood 6 worth his salt
7 raining cats and dogs 8 out of the bag 9 straight
from the horse's mouth 10 on her sleeve.
S 5 and 8 are inappropriately used .
 Rainin Cats and Do
\S9\\l\\l
• •
(9\1. 9\l~ ~O
b I
1/1/
'","
I I
"
I I

o Match sentences 1 to 10 with the sentence from the box that follows most naturally.

1 I think we're going to have to call off the picnic.

a) He gets it straight from the horse's mouth.
2 If Andy told you, don't believe it.
b) Touch wood.
3 If Nigel told you, it must be true.
c) It's raining cats and dogs outside.
4 I hear you've been chosen to run the new
advertising campaign. d) She's bound to let the cat out of the bag.

5 Susan isn't coming in to work today. e) That's another feather in your cap.

6 Since the operation, my knee has felt much f) She wears her heart on her sleeve.
stronger.
g) But it really turned out to be worth its salt.
7 Joe's an outstanding golf player.
h) I'm quite good, but I couldn't hold a
8 I was a bit reluctant to spend so much on a
candle to him.
laptop computer.
i) He picks things up on the grapevine.
9 Don't tell Nicola about Gavin's surprise party.

10 She's just like her sister when it comes to

j) She's feeling a bit under the weather.
relationships.

o Working in pairs, try to guess the

meaning of the underlined
G Now, in teams, choose one of the
other idioms that you have just
o Take it in turns to present the
different versions of the origin
idioms and expressions. learnt. Your teacher will give you a of your idiom to the other
text expla ining the true origin of students. If another team
G Some idioms in English seem very the idiom. Read it and then invent guesses which is the correct one,
strange! This is because they have two more (false) explanations of they win one point. If none of
very unusual or very old origins. where the idiom came from. Later the teams guess correctly, your
Your teacher will read out three in the lesson you will read out team wins three points!
different explanations of where your explanations to the other
the expression 'raining cats and students in your class and they will
dogs' came from . Try to decide try to guess which is the true one.
which is the true explanation. Your aim is to make them believe
one of the false explanations.

g< .....................................................................................................................................................................................................

Raining Cats and Dogs - The three explanations

1 Hundreds of years ago English people used to have thatched make the situation worse. At such times, dogs, cats and
roofs on their houses. (A thatched roof is made from thick other animals, which weren 't taken away like human victims,
layers of dried grass.) During the winter, the roof was the would litter the streets, and if the rain was strong enough,
warmest place in the house. The pets of the house knew they would be carried along in the drains, even falling into
this, and they would often climb onto the roof and under rivers, giving the impression that they had fallen with the
the thatch to keep warm. Unfortunately for the animals, rain.
when it ra ined heavily the thatch would get wet and very
3 Raining cats and dogs comes from a rare French word,
slippery and the animals would often fall. So we started to
catadoupe, meaning waterfall, which was often used, both
use the expression to refer to times when the rain was
in France and later in England by French landowners to refer
particularly heavy.
to heavy rainfall. The English farmers who worked on the
2 During the 16th and 17th centuries in London, especially at land did not, of course, speak French, but they learnt the
times when there was an outbreak of the plague, many expression, gradually changing it to 'cat a dog' and then
animals died from the disease. Heavy rains would often 'cats and dogs'.

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderso n IlEI

"on the grapevine" "touch wood" or
meaning "knock on wood"
A way of getting information through gossip or
meaning
rumours.
With luck. We use the expression when we want or
origin need good luck.
In the 1850s in the USA, just after the telegraph had
origin
been invented, hundreds of miles of telegraph lines
This expression, which started as "knock on wood"
were being built every day. In 1859, a man called
and then developed to "touch wood", dates back
Colonel Bee tried to save time by using trees to carry
hundreds of years to medieval times, when people
the lines, instead of wooden poles. The trees
believed that evil spirits lived in trees. These spirits,
continued growing and the wires stretched and broke,
people believed, enjoyed ruining our day, so whenever
hanging down to the ground like grapevines. During
people talked about what they hoped or wanted in the
the American Civil War Colonel Bee's telegraph
future they would knock on the nearest tree, or other
became a joke, and they used the expression to refer
wooden object, so that the evil spirits inside couldn't
to inaccurate messages or misinformation.
hear what they were saying and bring bad luck.

~------ --- -- - - -- - - ---- --- ----- -- --- - - -- - -- ------ ----- - ____ ___________ ______ _______ ____ __ ___ __ ___ J _____ ____ _____ _____ ________ ______ ___ __ ___ _____ __ __ ______ ___ ____________ ___ __ ___ ____ ________________ _

"a/the feather in your cap" "can't hold a candle to

meaning (someone)"
An achievement or success, often one that wins you
meaning
favour with someone important.
To be much worse at doing something than someone
origin else.
In North America, when a native American Indian
origin
fought well in battle, acting bravely or killing an
Before electric lights, if someone needed to do
enemy, they received an eagle's feather to add to their
something important in the dark, such as a doctor
headdress. The feathers were like medals for the
Indians, and the more feathers they had in their performing an operation, or a musician playing a
headdress the more status they had within their tribe. difficult piece of music, they needed a helper to hold
a candle to provide light while they worked. Holding
headdress - the candle is, of course, an easier job. Even so, the
person who held the candle still needed to
understand a little about what the doctor needed to
see, and therefore the job was often done by an
apprentice. To say that one man cannot hold a candle
to another is like saying that he is not even good
enough to be his apprentice.

~ - -- - ----- -- - - ---- --- --- - - ---- --- - ---- - --- ---- ---- - ------- ----- ---- - -- - - ---- - -- - --- - - --- - -- -- ---, -- - ------ - - ----- --- -- - - ----- ---- --- -- -- - - - --- ---- ---- -- - - ---- ---- --- - - - ----- ------- ---------- ---- - - --

"worth its salt" "to let the cat out of the bag"
meaning meaning
To be very useful, worth paying for, or a useful To tell a secret to the wrong person.
person / employee origin
origin During medieval times, baby pigs (piglets) were
During the time of the Romans, salt was extremely usually sold tied up in bags. This was a way of
useful, both for preserving meat and to make food keeping the animals calm and stopping them from
taste better. But it was also very rare. Many Roman escaping. If you opened the bag, the piglet would
soldiers received some salt as part of their pay (the often jump out and run away. Some dishonest traders
word 'salary' comes from the Latin 'salarium', meaning would catch cats, put them in the bag and sell them
'of salt' ) and it is probably among the Romans that the as piglets. Thus, letting the cat out of the bag means
expression was first used. When the Romans said that revealing a secret to the wrong person.
a soldier was worth his salt, they meant that he was
worth his salary, i.e. a useful soldier.

lEI I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

"under the weather" "straight from the horse's mouth"
meaning meaning
III or sick, usually temporarily. A way of getting information directly from the source
origin - often important, private information.
The phrase comes from the time when sea travel was origin
more common than today. At sea, when there is a In the past, people who sold horses (called traders)
storm, the waves get bigger and the passengers often would often pretend that a horse was much younger,
feel sea sick. During a long storm, it was the custom stronger and healthier than it really was, yet the best
to explain that somebody was absent from dinner or way to find out about these things is to look inside
another social occasion because they were 'under the the horse's mouth. Its teeth will tell you its age and
weather', meaning sick. general health. If its lips are cut or damaged, they
can tell you if it is an aggressive horse that has been
~--- - - - - - --- -- --- - - - ---------- - - ---- --------- - ------------------- --- ------ - --- - ----- - ------- - --- ,
kept on a tight rein. Only if you could persuade a
trader to let you see inside the mouth would you
"wearing your heart know the true health of the horse.
on your sleeve"
rein - the strap a rider puts in
meaning a horse's mouth and behind
To show all your emotions and feelings. the neck to control it

origin
The expression dates back to one of William
Shakespeare's plays, Othello, in which one of the
characters says: "I will wear my heart upon my
sleeve". The character was using the expression to
mean that he would pretend to be open about his
emotions, telling Othello everything he felt in order to
deceive and eventually destroy him. Although this
usage is slightly different from the modern one, the
expression developed and became more general in
meaning over time.

~ - - - - - -- - ---- - ---- - ------------ - -- - - ------- ---- --- - -- -- - --- -- ---- - ------------------- ----- ______ 1______-----_________________________________________________________________________________________ _

Raining Cats and Do

\S9\U\UG t9\~ 9U~ ~() ~ I
1/1,'/
'","
I I I I

Revision Activity
A) Each of the following idioms has a small D When we took him on, he didn't have very much
mistake (e.g. wrong word, word missing, experience, but he turned out to be worth some salt.
etc.). Find them and correct them!
D That umbrella isn't going to help you today.
D If you're looking for a nice, quiet beach holiday, It's raining with cats and dogs outside.
Spain can't hold a candle for Greece.
o This weekend I'm going to let the cat out the bag
D If I succeed with this business deal, it will be the and buy a new car.
other feather in my cap and could lead to
D You can believe Julie. She works as the mayor's
promotion.
secretary and gets it straight out of the horse's
D I remember Craig very well. He was always feeling mouth .
below the weather with colds or the flu.
m Don't worry if she starts crying. She always wears
B I heard the grapevine that you're getting engaged. her heart in a sleeve.
Congratulations.
B) Look again at the above sentences. two of
D I can't believe it. The flight has been delayed by the idioms have been used in the wrong
two hours! Touch the wood. context. Which two? Why are they wrong?

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson 11m

 Stabbed in the Back: Teacher's notes
Topic focus Crime (murder); Courts and trials; Love and affairs
Grammar I Functional focus Past simple and Past continuous tenses; Question forms;
Various functions: Expressing emotion, Agreeing and
disagreeing
Levell Number of students Upper intermediate to Advanced / Minimum seven students
Time 60-90 minutes (2 lessons possible); (Extension 30 minutes)

Preparation D Organising the trial

Copy the synopsis sheet (1 per 2 students) and the role The Judge role card has a suggested order for events in
play cards (1 of each per group of 7-16 students). Cut up the trial. It is the judge's job to ensure that this order is
as indicated. Take sticky tape, pieces of paper (1 per followed and to decide on time periods for each stage of
student, for name badges) and a knife (murder weapon) the trial. Allocate from 30 minutes (approx. 2-3 mins. per
to class. In a previous lesson, you could teach related stage) to 45 minutes (3 -4 mins. per stage) for the whole
vocabulary: defendant, prosecuting counsel, jury, stand trial.
trial, plead, etc. and tell them how Uury) trials work in the
UK. If possible, use a classroom with moveable furniture,
and plan in advance how you can best rearrange the room
o The trial
to simulate a courtroom . This can take place in the same or a subsequent lesson .
Make sure that the room is organised appropriately. The
Note: This activity is better suited to some cultures than
more props, the better! Make sure that the counsels know
others. If you are unsure about using it, discuss it with
how to object and the judge knows how to sustain or
students first, or watch a TV drama or film extract based
overrule objections; this can make the trial really fun! The
on a trial that would lead in to the activity If you are
judge should begin by calling for order in court, and then
unsure about how trials work in the UK, you could adapt
follow the stages on her I his role card. If you are not
the activity to use the system of the USA or the students'
playing the judge, take the role of a court clerk and
country.
'assist' the judge in case s/he forgets to do anything
important! Students usually get into their roles very well,
o Organising the students and the only things to watch are the time allocations.
and allocating roles
Decide before the lesson who is going to play each role in o Rounding up the trial
the drama. (If you are going to split the activity up over At the end, the judge / jury should give their verdicts and
two lessons, make sure that the main characters will be pass sentence. If the judge I jury are unsure about the
present for both lessons.) Seven main roles should be guilty I not guilty verdict, let them see the definitions of
played by students: 1) Mrs Wilson, the defendant; 2) Mr Murder and Manslaughter from the Coun.sel for the
Carmichael, primary witness; 3) prosecuting counsel; 4) defence I prosecution role cards. Lead a chat for a few
defending counsel; 5) Dr Simms, pathologist; 6) Mrs Patel, minutes about how it went, what the key stages in the
neighbour; 7) Mr Hislop, Mrs Wilson's lover. Additional trial were, and what was most challenging linguistically.
roles include: two more counsels (thus making two lawyers
on each side), judge (played by a student or the teacher) Extra Idea: If you have a video camera available, and the
and optional jury (3-12 students). The optimum number students don't mind, why not video the whole trial? They
of students is from 7 to 13. If you have over 13, make two will really enjoy watching their performances.
smaller groups. Allocate the key roles to outgoing students
who would make good actors, and choose fluent, analytical
students for the lawyers (they do the most talking). Extension: Trial report
This can be done for homework (individual reports), or in
class (groups of 2-3 students). Tell the students to imagine
D Preparation for the trial
that they were newspaper journalists at the trial and that,
Hand out the task sheet and give them all six to eight having been there, they must write an article, reporting
minutes to read it. Check any difficult vocabulary. Tell the the trial for their newspaper (150-250 words), trying to
students which roles they will be playing and hand out the make it both interesting and dramatic. Make sure they
role cards. Make name badges for the important roles and give their articles a headline.
stick them on with sticky tape. Group the students to
prepare for the trial. Group 1: Defending counsel, Mrs
Wilson, Mrs Patel and Mr Hislop. Group 2: Prosecuting
counsel, Mr Carmichael, Dr Simms. Tell them to work
together to prepare for the trial. The role cards for the two
counsels indicate clearly what they should do during this
preparation time. Allocate 20-30 minutes for preparation.
If there are students playing other, neutral roles (e.g.
judge and jury), get them to reorganise the room . Then
they can discuss the questions on the Jury role card.
 Stabbed in the Back
On the 24th of November last year, Mrs Wilson stabbed her
husband with a knife, killing him. But was it a mistake, or murder?
Mr and Mrs Wilson had been married for three years. and Mr Hislop in bed together. A fight immediately
The marriage was not a happy one. Mrs Wilson had followed in the bedroom between Mr Hislop and Mr
had several affairs, often receiving lovers at their family Wilson. Mr Wilson knocked Mr Hislop unconscious
home. Mr Wilson had, at least twice, beaten his wife by hitting him with a lamp. Mr Hislop remained
severely. On one of these occasions she went to unconscious for the next 40 minutes until the
hospital and the police were involved. No charges ambulance crew arrived. He was not seriously injured.
were pressed. Approximately three months before the
While the two men were fighting, Mrs Wilson went
stabbing, Mrs Wilson began seeing her latest lover,
downstairs and got a knife from the kitchen. She ran
Mr Hislop. The relationship was probably kept a
back upstairs with the knife. What happened next is
secret from Mr Wilson until the 24th of November.
not clear. She chased her husband downstairs. A few
On the 24th of November, Mr Wilson returned home seconds later, Mrs Wilson stabbed Mr Wilson from
from work on his lunch break with his colleague, behind in the downstairs corridor of their house. He
Mr Carmichael. While Mr Carmichael waited outside, died from a fatal wound within a few minutes.
Mr Wilson entered the house, and found Mrs Wilson

The 5 Witnesses: Their Statements to the Police

o Mrs Patel: Next door neighbour o Mr Carmichael
She says that she heard arguments and fights Mr Wilson's colleague and good friend.
quite often, and saw Mrs Wilson's bruises He saw part of the incident through the
afterwards. She also saw Mrs Wilson's lovers windows of the house, although net
coming and going. She had agreed with Mrs curtains made clear vision difficult. He
Wilson to keep the affairs secret. The two saw Mrs Wilson come downstairs,
women were quite close friends. take the knife and go back upstairs.
He also saw her chase Mr Wilson
o Dr Simms: Pathologist who carried out
downstairs but he isn't sure if she
the autopsy on Mr Wilson's body
jumped or fell on top of him just
He found two stab wounds in the back, one
before the stabbing.
of which was not serious, the other was fatal.
Dr Simms is not sure which wound occurred D Mrs Wilson: The accused
first. She says that the stabbing was
an accident and that she fell on
II Mr Hislop: Mrs Wilson's lover
top of her husband after
He was only a witness to the first part of the
running down the stairs.
fight and was unconscious when the stabbing
occurred.

You are going to role-play the trial of Vocabulary check

Mrs Wilson. Your teacher will give each stab (v) - drive a knife or sharp object into someone or
of you a role to play and tell you how something
long you have to prepare for the trial. severely - strongly
press charges - prosecute / take to court
Decide carefully what your character
unconscious - like they are sleeping
would say and how he/she would act in
fatal - causing death
the situation. You are free to interpret wound (n) - a cut in the skin
the role as you like, but make sure you pathologist - somebody who examines dead bodies to find out
don't contradict the information you why they died
are given. The witnesses must appear autopsy - examination of a dead body
in the above order. net curtains - thin white curtains that are difficult to see through

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson IOJ

 Stabbed in the Back
Role Cards

~----- -- ---------- - .. -------- -. --. ------- .... -.............. __ ....................... .... _--_ .... _-------_ ... _-------_ .. _------_ ................ _._-_ .......... _.- ............................... _... .

o Mrs Patel
You are the next-door-neighbour of the Wilson family. Mrs husband. On several occasions she even told you that she
Wilson is your close friend, and although you never saw the wanted to kill him. The defending lawyers will want you to
fights, you often heard arguments, and saw Mrs Wilson stand as a character witness for Mrs Wilson. Talk to them
bruised afterwards. Mrs Wilson spoke freely to you about during the preparation time. You must decide how much of
her marriage and her affairs. She was too scared to apply for the above information to tell the court, whether you are
divorce. She hoped one day that she would have a lover going to hide any information, and whether you are
who would be strong enough to help her get away from her prepared to exaggerate or even lie!
~- ....................................... - ...... -------_ ... ---------- ... ----- ......... - ......................................... __ ....... _---_ ......... _-_ ....... ----_ ...... _-----_ ... --------_ ..... . -

D Dr Simms
You are the pathologist who carried out the autopsy on Mr happened by accident? The murder weapon was a 20cm-
Wilson's body. You discovered two stab wounds in the long knife, but not very sharp, so it must have been driven
back, one of which was 6cm deep and not serious, the other into the back of Mr Wilson with considerable force to cause
was 14cm deep and directly into the heart. Death came the 14cm wound. Your expert opinion will be very
within a few seconds. It is difficult to tell which wound important to the prosecuting lawyers. Talk to them during
happened first, although, naturally, the fact that there were the preparation time.
two wounds makes you suspicious. Could they both have
~---- ... .. ------ .. .... ----- ....... --- ....................................... _--_ ...... _----_ ....-------- . - ... ------ ...... -. -.- ........................................................................

D Mr Hislop
You met Mrs Wilson in a bar in August. Originally, you suddenly lost consciousness after being hit on the head with
didn't know she was married. Four weeks later you found a lamp. When you woke up there were ambulance men and
out. The 24th November was only the third time you had policemen around you. You haven't spoken to Mrs Wilson
visited her at her house. You had arrived at the house at since the incident, but you are very much in love with her.
about 12:30, and 20 minutes or so later Mr Wilson arrived How can you exaggerate your story to help her? Are there
back at the house and found you half-undressed kissing his any lies you can tell? Talk to the defending lawyers in the
wife. He threw himself at you and a brief fight started. You preparation time - Find out how you can help.
~- ......................................... ...... -----_ ...... . _----_ .. _-------- ..... ---_ ................................................. _--_ . ....... _.. __ ........ _. __ ...... _-----_ .... _------_ ...... -

a Mr Carmichael
You saw more of what happened than any other witness. chase Mr Wilson downstairs. When they got to the bottom
You arrived back at the house at about 1:00pm with Mr of the stairs, she seemed maybe to jump or to fall on top of
Wilson. You waited in the car for about two minutes until him. You're not sure. The knife went into his back. As soon
you heard a scream from upstairs. You got out and ran to the as she saw what she had done, Mrs Wilson was in shock,
door which was locked. Although net curtains made it and retreated instantly from her dying husband. You are a
difficult to see clearly, you could see into the kitchen and good friend of Mr Wilson and want Mrs Wilson to go to
corridor reasonably well. You saw Mrs Wilson come prison. But are you prepared to lie for him? Think about it
downstairs, take the knife and go back upstairs, holding it carefully and talk to the prosecuting lawyers during the
up in front of her. One minute later you saw Mrs Wilson preparation time.

~----- -.- --------- - ... ------ ... .. . ------ ..................................... __ ...... _------_ .. _--------_ ... ------- _.... ----._ ................................................ _--_ ....... _---_ . ...... .

ID Mrs Wilson
You are the only person who knows for sure whether you the fighting, to defend Mr Hislop. When you got back
killed your husband on purpose! You have hated him for upstairs, you saw your husband hit Mr Hislop with a table
several years now, and often you thought about poisoning lamp, knocking him unconscious. But what happened next?
him, or causing an 'accident'. Mr Hislop is your devoted You decide! You know that Mr Carmichael saw you follow
lover, but he can't help your case very well. He was your husband down the stairs, but he probably couldn't
unconscious when all this happened. On the 24th have seen much detail through the net curtains, especially at
November, Mr Hislop arrived at about 12:30pm. You were the bottom of the stairs. Your best policy is to say you fell
in the bedroom with him, half-undressed and kissing when on top of him, and the knife went into his back by mistake
your husband arrived back. The two men started fighting but talk to the defending lawyers before the trial.
and you ran downstairs to get a knife. You wanted to stop

~---- .... --------- .. ---------- --- . ------- ...... -.-- ........ -- ............................ _-_ ....... _. __ ........ _----_ ... .. _------- ... ------- ..... -------- .... ------- ................................. .

mI Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

U Counsel for the Defence: the defending lawyers out what they know and give them advice about what to
You know that the prosecution will prepare one of the say and what not to say during the trial. Note down some
following cases: key questions you are going to ask each of the five
A Murder To convict Mrs Wilson of murder; they must prove intent, defendants during the trial. You should also be ready to
that she wanted to kill her husband. Maximum term 25 years (life) give a brief opening and closing statement. Remember you
imprisonment. have the responsibility for keeping Mrs Wilson out of
prison. The teacher (or one of the students) will act as
B Manslaughter To convict Mrs Wilson of manslaughter they must judge. S/he may disallow irrelevant questions. During the
prove that she wanted to hurt him physically, but did not want to kill trial you can object to 'leading' questions or inaccurate
him. Maximum term 12 years imprisonment. speculation from the prosecuting lawyer. The judge may
You must be prepared to defend against either charge. sustain or overrule objections. The judge can also decide on
Three key witnesses will be on your side - Mrs Patel, Mr the maximum length for the questioning of each witness
Hislop and Mrs Wilson. During the preparation time find and for the opening and closing statements.
g:.c::;------------------------------------------------------------------------------------------------------------------------------------------_._--------------------------------------------------------

D Counsel for the Prosecution: Two key witnesses will be on your side - Dr Simms and Mr
the prosecuting lawyers Carmichael. During the preparation time find out what they
You must decide which of the two following cases you are know, what their honest opinions are and give them advice
going to prepare: about what to say and what not to say during the trial. Note
A Murder To convict Mrs Wilson of murder; you must prove intent, down some key questions you are going to ask each of the
that she wanted to kill her husband. Maximum term 25 years (life) five defendants during the trial. You should also be ready to
imprisonment. give a brief opening and closing statement. Remember you
have the responsibility for putting Mrs Wilson into prison.
B Manslaughter To convict Mrs Wilson of manslaughter you must The teacher (or one of the students) will act as judge.
prove that she wanted to hurt him physically, but did not want to kill During the trial you can object to 'leading' questions or
him. Maximum term 12 years imprisonment. inaccurate speculation from the defending lawyer. The judge
The Counsel for the Defence will be ready to defend against may sustain or overrule objections. The judge can also
either charge. decide on the maximum length for the questioning of each
witness and for the opening and closing statements.
g:.c::;-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

III The Judge 8 Call Mr Carmichael to the witness box. Invite questions
This role can be played by a teacher or a student. You must from the prosecution and then the defence
be in charge of the trial at all times. You may disallow ( __ minutes).
irrelevant questions. You may also sustain or overrule
9 Call Mrs Wilson to the witness box. Invite questions from
objections. The judge can also decide on the time limits for
the prosecution and then the defence ( __ minutes).
the questioning of each witness and for the opening and
closing statements. The trial must follow the pattern below: 10 Ask the prosecution to give their closing statement
( __ minutes).
Ask the prosecution 'what is the charge?' [e.g. 'We charge
the defendant with murder.'] 11 Ask the defence to give their closing statement
( __ minutes).
2 Ask the defendant 'How do you plead?'
12 If there is a jury, ask them to retire to consider their
3 Ask the prosecution to give their opening statement
verdict ( __ minutes).
( __ minutes). [e.g. ( ...2.... minutes)] .
13 When they come back, ask them 'How do you find the
4 Ask the defence to give their opening statement
defendant - guilty or not guilty?'
( __ minutes).
14 If the defendant is found not guilty she is free to leave
5 Call Mrs Patel to the witness box. Invite questions from
the court. (If there is no jury, you must decide if the
the prosecution and then the defence ( __ minutes).
defendant is guilty.) If the defendant is found guilty, you
6 Call Dr Simms to the witness box. Invite questions from must decide on the sentence: For murder the maximum
the prosecution and then the defence ( __ minutes). term is 25 years. For manslaughter the maximum term is
7 Call Mr Hislop to the witness box. Invite questions from 12 years.
the prosecution and then the defence ( __ minutes).
g:.c::;-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

III The Jury Questions to discuss during the trial preparation stage:
You are responsible for deciding whether the defendant is 1 What is the difference between murder and manslaughter?
guilty or not guilty. Listen carefully to the charge and the 2 Do you think Mrs Wilson is likely to be guilty of murder,
whole trial. At the end the judge will ask you to retire to or manslaughter?
consider your verdict. You must have a majority agreement 3 Which witnesses and pieces of evidence will be most
to reach a verdict. If you find the defendant guilty, the judge important to the trial?
will decide on the sentence. 4 What information will you need to know to make a
definite conviction?
5 Do you expect anyone to lie in court? What signs (of
lying) will you look out for?

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson 1m

 Survivor: Teacher's notes
Topic focus Survival; The environment; Travel
Grammar I Functional focus Conditonal structures (1 st, 2nd and 3rd conditional);
Future forms (going to and will); Agreeing and disagreeing
Levell Number of students Intermediate to Advanced / Minimum three students
Time 30-40 minutes (Extension 15 minutes)

Preparation D Finishing the maze

Copy the introduction and Group discussion opposite (1 Teams will finish at different times, and with different
per group of 3-4 students), and the task cards (1 set per levels of success. To keep them busy if they finish early, get
group) . Cut up all sheets as indicated. Take in an image of them to retrace their steps, and decide if and when they
a typical desert island to show the students during the made any mistakes. They may want to try a different route!
lead-in.
Extension: Group discussion
o Suggested lead-in Once all the teams have finished, re-group them into
Write the following questions on the board for discussion groups of two to four, with students from other teams.
in pairs: Who was Robinson Crusoe? Where did he live? Hand out the Group discussion sheet, and let them work
How did he get there? What problems did he face? Can through the questions, comparing their experiences on
you think of any similar stories of people who lived on the island. For higher level classes, include questions 11-14
desert islands? Could you survive alone on a desert island? on the sheet, which include 3rd conditional structures. For
Get feedback. Students will probably know recent films lower level classes, cut off the bottom part of the sheet as
such as Castaway and The Beach. indicated . When all the groups have finished, get some
general feedback, finding out how each team did. Some
D Introduction: Choosing three items students might enjoy writing up an account of their
adventure for homework.
Put the students into teams of three to four and hand out
one copy of the introduction to each team. Students read
the introduction and card 1. Point
out the key vocabulary beneath, Maze Map
which they can refer to later, and let This map shows all the cards in the maze and how they link together
them begin. Monitor. Even if there to create a variety of possible ways to escape from the island.
are two or four students in a team,
make sure they understand that they
have only three 'lives' per team on
the island. If the team loses one or
two members in the game, all the
students in the class team can still
take part in the decision making .

D Continuing the
"Decisions Maze"
The teams will start to ask you for
card 2. Make sure they have written
down their three items on their
introduction sheet. Remind them to
discuss all the options carefully
before making any decision, then
give them the card. Some teams will
decide more quickly than others, so
be ready with other cards. Some of
the cards require them to cross items
off their inventory as they use them
(21 - knife; 12 - anyone item; 13 -
gun; 9 & 25 - food). All groups must
go via three key cards: 2, 5,19. On
several cards, the groups lose one
member of their team (6, 20, 7, 26, 3,
13, 15, 17, 29). Obviously, if they lose
all three lives, they have failed. See 17 Sail for island
Congratulations!
the maze map for more details.
 Survivor
Read card 1 below carefully. It explains the situation you are in. Your aim is to get away from the
desert island safely. You will face lots of problems and dangers. At every stage, with every decision,
you must think carefully if you want to survive. It won't be easy! Good luck.

D Your plane has just crashed on a coral reef 500m You can only take three with you to the island. You
from a small desert island in the Pacific Ocean. It is have five minutes to decide which three items you will
3:00pm in the afternoon. There are only three of you take. Think carefully! Write the ones you decide to take
who have survived the crash. The plane is slowly here:
sinking under the water and you must leave it and 1) _________________________________
swim to the island. One of you has a lighter, and a
2) ________________________________
small waterproof money bag to put it in. On the
plane you find the following useful items: 3) ________________________________

an axe • 1 kg of airline food Now you must swim to the shore of the island.
a 20cm knife • a small first aid kit Good luck!
1 litre of drinking water (in a plastic container) Go to card 2 (ask the teacher for the card)
a handgun with three bullets
1 litre of petrol (in a plastic container)

Key vocabulary
axe - a tool for cutting trees dehydration - lack of water (illness)
bullets - the things you fire from a gun poisonous - dangerous to eat or touch : can kill
first aid kit - important basic medical supplies antibiotics - medicine for serious infections
bonfire - a big fire (often to attract attention) split up - divide I go off in different directions
mango - a tropical tree with delicious fruit stream - small river
exhausted - very, very tired container - e.g. bottle or box
raft - a simple flat boat made from bits of wood shore - beach
lead (n) Iledl - a metal, very poisonous guard I keep guard - look out for danger
fever - serious illness with a very high temperature

:}<------------------------------------ ------------------------------------------------------------ -- ------------------- --------------------------------------------------------------------------------

~
- (f- Afte. you have f;n;shed

Did you survive? How many of your team got away from
~~~~~~;~;~;~~~'he
with students from other teams:
follow;n. ques';ons

6 On the second day, did you decide to build a raft or

~
(f-
the island? How did you get away? build a bonfire? Did it come in useful?
2 What three things did you choose to take to the island 7 Did you come across any animals (e.g. a dead fish, a
from the plane? Why? Were they all useful? forest pig, a snake, a bird)? What happened?
3 If you did it again, would you choose the same things? 9 If you really were trapped on a desert island, how would
Why (not)? you try to find food?
4 When you got to the beach, did you look for fruit, go 10 If you had to live on a desert island for a year...
fishing or look for water? What happened? a) what book would you take with you?
5 If you were on a real desert island, what else would you b) what CD would you take with you?
do after arriving on the island? Why? c) what food would you take with you?
d) what famous person would you take with you?

:}<------------------------ --------------------------------------------------------------------------------------------------------------------------------------------------------------------------- --

11 What would you have done if you had met natives on 13 Could you have eaten insects or worms if you had been
the island? really hungry?
12 How useful would these things have been on the island? 14 There have been many books written and films made
a) a fishing-line and hook about survival on a desert island. Why do you think this
b) a mobile phone theme is so popular? Do you th ink the reality would
c) a mirror really be like the fiction?
d) a botanist
e) access to the internet

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson Iiii

~---------- - --------------------------------- - -------------------,----------------------------------------------- - ------------------,------------------------------------------------------------------,

D You have just arrived on a beach III There are a lot of mosquitoes and m Swim for it! You set off from the
on the island. All of you survived the biting insects among the trees. In the beach, swimming slowly together.
swim, but you are very tired, hungry middle of the night, you all wake up. After about one kilometre, the sea gets
and thirsty. It is 4:30pm. It will be One of you has a very serious fever. Is quite rough and one of you gets into
dark in I'/' hours. it malaria, or dehydration? You don't difficulty. You try to help, but it's no
You have three choices: know. What do you do? Think good. You lose one team member. How
• Go into the forest to look for mangoes carefully about what you have with many of you are left? You decide to
and coconuts among the trees: you. head back to shore. You arrive on the
Go to card 4 • Leave him/her. Try to find the way beach exhausted and must now decide
• Try fishing next to the beach. There back to the beach. Go to card 18 what to do:
are lots of fish in the water: (You lose one team member) • Climb to the top of the hill and build
Go to card 21 • Stay with him/her and try to save a bonfire to attract attention from
• Go left along the beach to look for him/her: Go to card 20 planes or ships. Go to card 10
water: Go to card 16 •__________________ ________________________________________________ • • Go into the forest to build a raft. You
What do you have with you? could use the raft to get to the nearby
What is most important to you now? D As you keep searching for food island or to get closer to a passing
. ------------------------------------------------------------------., among the trees it begins to get dark. ship. Go to card 14
Suddenly, one of you steps on a
D You stay together at the top of the poisonous snake and is bitten. You (Note: you lost one of your list items on the
hills for two hours. Unfortunately, no lose one team member! How many of swim. Cross it off your list.)
ships or planes are seen. What's more, you are left? Fortunately, the snake
there's no food or water up there.
Unnoticed, one of you falls asleep with
also dies, and you manage to eat it and
feel a bit better. You decide to head
m You shoot three times at the bird,
dehydration and rapidly drops into a using up all three bullets. It falls dead.
back to the beach to sleep: You cook and eat it, having a really
fever. Do you have the first aid kit? Go to card 18 good meal. You feel much better
• No. You lose one team member.
afterwards. Then suddenly, somebody
• Yes. You find some aspirin and
antibiotics. S/he survives. III Using the axe, you make a good starts to vomit. It's lead poisoning,
• You must now climb down the hill, raft. It takes about two hours, but at from the bullets. You lose one team
but which way? the end you are happy with your member. How many of you are left?
• Climb down the hill to the stream to work. Now you are both hungry and Go to card 19
get some water. Go to card 24 thirsty. What would you like to do? (Cross the gun off your list)
• Climb down the hill towards the • Go back to the stream by the beach to
mango forest to look for food. get some water. Go to card 24
Go to card 33 • Head back towards a mango forest m You go into the forest to find
L you found earlier to look for food.
______________ _ _________ _ ________ _ __________ • ______ _ ____________ _ -' some wood to make a raft. Have you
Go to card 33 got an axe?
o You have spent the last hour • Yes. Go to card 8
looking for food and you have found • No. Go to card 26
seven very hard coconuts, but no D Half way through the night, your
mangos. guard falls asleep. Ten minutes later,
Have you got the knife or the axe? s/he wakes up and notices a forest pig m You leave the fish and spend the
• No. Go to card 25 in the camp. If you had any food, the next hour walking through the forest
• Yes. You can open and eat the pig has eaten it. Cross it off your list. looking for food. Suddenly, one of you
coconuts. You feel stronger. The pig runs away. Fortunately, the falls down, unconscious. Is it
Now what do you do? rest of the night passes without any exhaustion or hunger? You don't
• Go left along the beach to look for problems. Go to card 5 know. Unfortunately, you are too weak
water: Go to card 16 to try to heal him / her, and you don't

r::. .~~~~~.O~i~:f~,=~,~f~~d_r:~i~~~~~~:~~u~[,i;o~;;;;'::. ~G:oI~te'o~coa:ryd~u1:9!~~:~::~f,~~~~;m

arrive, clear a space and manage to
I::.

H The next day is warm and sunny. break off enough tree branches to
I ~~~~~~v~~:f~re~!~~ ::~~~~s~~~,o~o ~~:~%:: ~~~s t;;~~~~~: t!~Sy~~Uare ' --m-~~~:-~~--:i-~~~~-~:-:~;~:~~-:-~~~--------·
you need to be rescued within the next very tired, hungry and extremely have found a small stream with fresh
couple of days. You have seen one or two thirsty. What do you do now? water. You drink it and feel refreshed.
ships on the distant horizon already, and • Climb down the hill to the stream to But now you're very hungry, and tired.
20 minutes ago, a plane flew by, about get some water. Go to card 24 What would you like to do?
five miles to the south. There is also • Climb down the hill towards the • Go and look for coconuts and
another, larger island to the north, about mango forest to look for food. mangoes among the trees:
three kilometres away. There is a hill in Go to card 33 Go to card 4
the centre of the island about 200 metres • Stay at the top of the hill, looking for • Stay by the river and spend the night
high. What would you like to do? ships or planes. Go to card 3 in the forest: Go to card 6
• Climb to the top of the hill and build , _________________________________________________________________ , • Walk all the way back to the beach
a bonfire to attract attention from and spend the night there. It will be
planes or ships. Go to card 10 m You each choose different trees to dark by the time you get back:
• Go into the forest to build a raft. You sleep in and all fall asleep. Just before Go to card 18
could use the raft to get to the nearby dawn, one member of your team falls
island or to get closer to a passing from a high coconut tree! The coconuts 1-----------------·------------------------------------------------
ship. Go to card 14 fall on top of him/her. You lose one
• Try swimming to the nearby island team member, but you have a lot of
three kilometres away. Go to card 12 coconuts for breakfast! Go to card 5
--- --- ----- --- ----------------------------------------------------~----------- -- -------------------------------- -- ----------------- --~

mil I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

 m The crossing to the nearby island m Thinking quickly, you porn the fIll After watching the bird for ten
is long and dangerous. Half way, yom petrol over some bushes and small minutes, you notice it's eating the roots
boat begins to break up, and you have trees by the beach. Using the lighter, from a green ground plant. You pull up
to swim the rest of the way, using the you set fire to the bushes. They go up one or two of these plants, and the roots
pieces of wood to help you. Along the in flames, and you have to run into the look like potatoes. You are so hungry
way, one of you gets into trouble and sea to escape the heat. Luckily, the that you have to eat them. Luckily,
disappears beneath the water. How pilot of the sea plane sees the fire and they are tasty and not poisonous. You
many of you are left? flies back to investigate. He lands and feel much better and relax for a while
You make it to the island, and as finds you tired, weak, but alive. in the sun. Go to card 19
you come ashore, extremely tired, you You've survived. Congratulations! .. ------------------------------------------------------------------.,
notice footprints. You follow them ______________________________________________________ ___________ .J

around the island for 30 minutes, and

m Whose idea was this? After
m Unfortunately, not having any
then ... amazingly you see a hotel. It's petrol, you can't start a fire quickly
an exclusive island holiday resort. 20 minutes you're very cold and it's enough to attract the attention of the
You've survived. Congratulations! impossible to sleep. You have to go pilot. So you run out into the water,
back to the beach. waving your arms and shouting. The
.. ------------------------------------------------------------------., • All climb up into the trees and try to
pilot doesn't see you, and the plane
m You arrive at the beach but it is sleep there: Go to card 11 disappears towards the horizon.
completely dark. You hear strange 0 Sleep on the ground, taking it in
You spend another terrible night
noises coming from the bushes. Where trnns to guard the camp: Go to card 9 on the beach. The next morning, you
and how would you like to sleep? , ___________________ . _________ ._ .. _______ ..... _____ _...... _______ .. . are woken up by the sound of a
o All climb up into the trees and try to
sleep there: Go to card 11 m You get to the stream just in time
motorboat. Local fishermen are
arriving on the island. You jump up for
o Sleep on the ground, taking it in
to get some water. You drink for a
joy, only to notice that one member of
trnns to guard the camp: Go to card 9 while, and then you notice a big dead
your party has not survived the night.
o Try sleeping in the warm shallow
fish floating on the surface of the
Other members of your party have all
water: Go to card 23 water. It doesn't smell too bad, and
survived. Congratulations!
What do you have with you? What one of you is starting to feel dizzy from
hunger. What do you do? . ------------------------------------------------------------------,
could happen in the night?
o Cook and eat the fish: Go to card 31 Ill] You get to the top of the hill. You
.. ------------------------------------------------------------------., • Leave the fish and try to survive on wait up there for two hours and start
lOll You now have the biggest problem just water: Go to card 15 to feel tired. What do you do?
to solve. You are feeling very weak and 0 Try going back to the mango forest: o Stay at the top of the hill: Go to card 27
tired, but you really need to keep Go to card 33 o Go back down to the beach to rest.
looking for a way to get off the island. • -...... ----........ ------....... --....................... -...... . Go to card 32
You decide to stay together for safety.
You know that you will have a better
m You can't open the coconuts. You .. ----------------------------------------------------------------- ..,
,

chance of seeing ships or planes from

are very hungry and thirsty. Have you
got food with you?
m You cook the fish well and eat it.
the top of the hill, but there is no food Ten minutes later, you all begin to feel
o Yes. You must use it now (cross it off a bit sick. Fortunately, it's nothing
or water up there. What do you do?
the list). You now need to find water: serious, perhaps not enough food. You
If you have a raft:
Go to card 16 rest for another half hour and feel much
o You could set off for the nearby
o No. You must keep looking for food: better and stronger. Go to card 19
island. Go to card 17
Go to card 7
o You could watch for a ship from the r, ------------------------------------------------------------------J------------------------------------------------------------------..

beach. Go to card 32
If you have prepared a bonfire at the m You find it really difficult to make
m The day passes as you wait on the
beach. Too tired to look for food, you
top of the hill: a raft without an axe. You have to split stay there, hoping to be saved.
o You could go to the top of the hill up to look for good wood for the raft. Suddenly, just as it's getting darker
and wait there. Go to card 30 After one horn, you notice that you hear the sound of a small sea
o You could go back to the beach and rest, somebody is missing. You go looking plane passing overhead. Quick, you
watching from there. Go to card 32 for him/her, but two hours later, you need to do something. Have you got
haven't found him/her and the raft isn't
the petrol?
finished. You have lost him/her. How
~ 0 Yes. Quick, go to card 22
u!.I Have you got the first aid kit? many of you are left? You finish the
o No. Quick, go to card 29
o Yes. You find antibiotics and aspirin raft, and hope that it is strong enough.

:~:~:i:::0~ 1::i!~~~,~:::Ck ::~:~i:±~'1~ ~~~:;'~;7!::,::o ·- ~~~~-!~~;~t~~~::.~~::~~~:i~-·· · - · I:::,

o No. Your colleague gets worse, and get some water. Go to card 24 season, and you can't find any fruit.
loses consciousness. How many of Head back towards a mango forest
0 Then suddenly, you see a big bird
you are left? Go to card 5 you found earlier to look for food. looking for food on the ground.
f··································································1 Go to card 33 0 If you've got a gun, you could try

m You try fishing. Do you have the

~-- ........................ -......... ----........... --............. ~ shooting it. If you want to shoot it,
knife? m
Another two hours pass and it's go to card 13.
o Stay in the mango forest with the
o Yes. You take it in trnns to use it, but starting to get dark. You're beginning to
it's very difficult, and eventually one give up hope. Suddenly, from the south, bird: Go to card 28
o Head down to the stream to get some
of you drops the knife under water. you see a small ship in the distance. You
(Cross the knife off yom list) light the bonfire on the top of the hill. It water: Go to card 24
o No. Fishing is hopeless. Give up! takes some time, but it shows up well
What would you like to do now? in the night sky. The boat starts to move
o Try looking for food under the trees: towards the island. They've seen you. 1
Go to card 7 horn later, you've been rescued by the
o Go back along the beach in search of crew of a ship from New Zealand.
water: Go to card 16 You've survived. Congratulations!
,
__________________________________________________________________ 1 __________________________________________________________________ ~ ,

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson 1m

 Front Page News: Teacher's notes
Topic focus Newspapers; Journalism; Football and sport;
Flying and airports
Grammar I Functional focus Question forms; Reported speech; Tabloid newspaper register
Levell Number of students Intermediate to Advanced / Minimum six students
Time 60-75 minutes (Extension 15 minutes)

Preparation llJ Writing the stories

Copy the main synopsis sheet and the additional Now give the tabloid teams a deadline for when the
information (one copy of each per group of 3-4 students). stories must be finished (25-40 minutes). Hand out a front
Cut up as indicated. Take to the lesson : One blank sheet of page (sheet of A3 paper) to each group and show them
A3 paper per group, two black marker pens, a pair of the stationery for when they need to add headlines,
scissors and a glue pen. If you can, try to find another pictures, etc. If you have recently studied reported speech,
teacher who will play the role of the other main character encourage them to use it in their articles (also see
during the interviews (see below). Extension below) .

o Suggested lead-in D Additional information - Stop Press!

Pre-teach: tabloid (newspaper) Elicit the names of five Give out a new piece of information (photos, quotes,
national newspapers and write them on the board with facts) to each group every few minutes during the writing
the following questions for discussion in pairs (5 mins) : phase. The editor should choose what to include or reject.
Which paper would you buy if you needed information Make sure that you have given out all the information at
about... politics / sport / celebrity gossip / business and least ten minutes before the deadline.
finance? Which newspapers .. . are more serious / are more
fun to read / are more reliable / have more pictures?
III Reading the front pages
When they finish, put the stories up on the classroom
D Creating the teams of journalists walls, and let each team go round and read the front
Put the students into groups of 3-4. Tell them that today pages of the other newspapers 'hot off the press'!
they are a team of tabloid journalists, and that they are
going to write a story for the front page of their
III Group discussion
newspaper. Ask them to think of a name for their
newspaper and to decide on the following roles: editor, Re-group the students from different newspapers together
reporter(s}, writer(s} . and write the following questions on the board for a five-
minute discussion: Which of the papers seems to be more
factual? Which is more tabloid? Which would you buy? How
D The synopsis - Breaking news did you choose your headline and pictures? Was it difficult
Hand out the synopsis sheet (1 per group) and read to get the story written in time? Are all your facts accurate?
through it with them. Give them five minutes to prepare
questions for the interview. Monitor and help if necessary.
Extension - What they said
(Reported speech)
19 Selecting the two main characters
Put the students into pairs or threes and hand out the
You, the teacher, can play one of the two roles at the
sheet. Read through the instructions and give them five to
airport interviews. [male teachers - Michael Waters,
ten minutes to convert the direct speech into reported
female teachers - Susan McGee]. The other role could be
speech . Check the answers.
played by another teacher or a student in class. These
roles are best played by teachers, who can improvise more
Answers
freely and provide stimulating and realistic characters. If
2 Michael Waters' wife said that he had been a terrible
you use a student, take them from the ir team as soon as
husband and that he would probably get married again
the preparation for the interviews starts (choose a writer
and ruin someone else's life. 3 Southtown United
or an editor) and provide assistance where necessary. The
confirmed that Michael Waters would be playing in
two role-players should read the role-play cards carefully,
Saturday's match, unless he was in prison! 4 Michael
and think about what they are going to say, do etc.
Waters claimed that Susan was just another pretty
during the interviews.
woman who was in love with him and that this kind of
thing happened to him every day. 5 Susan explained
1:1 Interviews with the Press that she hadn't wanted to kiss him, but that he had
Put a chair in the middle of the room. Emphasise that they insisted . She also said that's when she had spilt the
have only five minutes for each interview. Tell the champagne on him. 6 The paparazzi photographer told
reporters to ask the questions and the writers to take us that he could sell us a secret photograph that he had
notes / quotes. Start with Michael Waters. The taken during the flight, and asked us if we wanted to
interviewees can improvise on the role if necessary. buy it. 7 One of the other passengers said that he had
seen Michael Waters and the flight attendant and that
they had been kissing for a long time.
 Front Page News
Work in groups of three to f~

You are a team of reporters and journalists (~

who work for a tabloid newspaper. Think / ~
of a name for your newspaper.

Breaking News•••
A football player has been arrested for
causing a fight on a plane. The British
Airways plane landed at Heathrow
Airport '30 minutes ago. The player is
still being interviewed by the police
there. It is believed to be a famous
Southtown United player. There is a
rumour that an attractive female flight
attendant was also involved. Get to the
airport quickly and try to get interviews
with the football player and also the
flight attendant as they leave the
airport! I'm counting on you guys to
put together a great front page story!

Good luck,
Ian, Chief Editor

You have five minutes until the interview. Think carefully You will also receive other information throughout the
about what questions the reporter is going to ask. What 'day', such as statements from other people,
details do you want to know? Do you need any quotes? photographs and facts. So be aware! Try to add the new
Who is going to ask the questions and who is going to information as you go along to make the most
record the answers? interesting article. It won't be easy, but it's all in a day's
work for a newspaper journalist!
When you get back from the airport, you should write
an article for the newspaper, working together. Your
teacher will tell you how much time you have. You need
to think of a good headline for the article.

Vocabulary check
tabloid newspaper - a daily newspaper that is mainly interested in gossip rather than serious news
rumour - an unconfirmed story or report
count on - depend on (at an important time)
quote (n) - the exact words that somebody said (always in quotation marks: " ")
headline - the title of a newspaper article
statement - a specially prepared speech, given to journalists

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson 11m)

 Front Page News - Additional Information
~-------------------------------------------------------------------------------------- -- ----------,----- -- --------------- ----- ----------- -- ------------- - ------------ - ---- -- ----------------------------

Role Card: The football player Role Card: The airline flight attendant
Michael Waters (Southtown United) Susan McGee
You are drunk. You were on a plane a few hours You are a beautiful young flight attendant for
ago, and had too many drinks_ A beautiful flight British Airways. Michael Waters, the famous
attendant was pouring you some champagne and footballer, was on your plane_ You were serving
you wanted to whisper something in her ear. him some champagne when he grabbed hold of
[You decide what you said] Then she poured the you, pulled you down and tried to kiss you. By
champagne over you and slapped you in the face. mistake you poured the champagne over him. He
You swore at her and stood up. Another male got extremely angry, started swearing and tried to
flight attendant ran up to you and you punched hit you, but you ran away. Another steward came
him. [Decide what you are going to tell the to help you and Mr Waters hit him as well. You
newspapers when you come out of the airport!] are very upset, because he is your favourite
Remember that you are married, and that you football player and you don't want him to get into
could lose your job if you say the wrong thing. trouble.
But also remember that there were plenty of other
swear - say bad or rude words
people on the plane who may have seen what
happened. r--- ---- --------- ------ ------------ ------ ----------- ---- ---------- -------- ----------- ----- ----------,

whisper - say something quietly You have just received the following
swore (swear) - say bad or rude words statement from Southtown United:
punch - hit with your hand, like a boxer
"Michael Waters is a great player and the club

i ~~~:~=~::~i: ::~:~~::~~~:~t:~:;::?~=~~:: ~;~et:p

difficulties in his marriage at the moment-"
~ ----. ---- ----------------- --.-._-----------------------------. -------------------- -------- ---------~

Statement from Waters' wife

OJ have filed for divorce. He was too violent in our
marriage. I have no sympathy for him. I'm just
surprised that this never happened before. He was
always doing similar things to me!"
file for divorce - ask for an end to a marriage
(formal English)
sympathy - feeling sorry for someone
------------------------------------------------------------------------------------- ------------- .

Anonymous statement from a

passenger on the plane
"From where I was sitting, Mr Waters and the
flight attendant were kissing for about 20 seconds.
She got so excited that she forgot about the
champagne and poured it onto him by mistake."
This quote could be unreliable_
~----- ---------------- ------------------------------- ----- -------------------- ----- ------ -----------~
, ,
~--------------------------------------------------------------------------------- ---------- ------- - ..
Background research information
One of your journalists has found out
It has been found out that Susan McGee was a
the following information:
glamour model and that she has also had flings
with three other famous footballers. The British Airways flight was from New York to
London and arrived at 11: lOam. Waters had been
glamour model - a model who does topless
in New York with his wife, but they had an
and nearly naked photos
fling - short love affair argument of some kind and he left without her_

m!J I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

:?f--------------------------------------------------------------------------------------------------.---------------------------------------------------------------------------------------------------

Paparazzi Photo
Archive Photo
!::

A member of the paparazzi has offered you this

photo for £3000. He says it was taken during the One of your journalists
flight. Do you want to buy it? has found the following
photo of Michael
paparazzi - private photographers who work like Waters.
detectives, photographing the rich and
famous

...... _---------------------------------------------------------------------------------------------_ . _--------------------------------------------_.-----------------------------------------------------!

Front Page News

What They Said
Look at the following quotations. They all come from the tabloid news story that you wrote.
Decide who probably said them and rewrite them using reported speech
and an appropriate reporting verb.
e.g . 1 One of the other flight attendants said that Mr Waters had been
attacking Susan and that he had run to help her.

Mr Waters was He' s been a terrible Michael Waters She's just another
attacking Susan. husband. He'll probably get will be playing in pretty woman who is
Naturally, I ran to married again and ruin Saturday's match ... in love with me. This
help her. someone else's life. unless he is in prison! kind of thing happens
to me every day.

I didn't want to I can sell you a I saw Michael

kiss him, but he secret photograph Waters and the
insisted. That's that I took during flight attendant.
when I spilt the the flight. Do you They were kissing
champagne. want to buy it? for a long time.

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson 1m

 Hungry For Haiku: Teacher's notes
Topic focus Poetry; Places / Geography; Rhythm in language
Grammar I Functional focus Describing places, things, people; Word order in sentences
Levell Number of students Upper intermediate to Advanced / Minimum two students
Time 40-50 minutes (Extension 20 minutes extra)

Preparation D Haiku composition

Copy the worksheet opposite (1 per student) and the Tell the students that they are now going to write a haiku.
haiku cards (1 copy of each haiku per group). Cut up the Each group should agree on one of the themes from the
cards as indicated. worksheet, and then they should work alone in silence for
two or three minutes to write down some words. Working
alone, they are likely to come up with a greater variety of
D Suggested lead-in
ideas. Monitor discreetly.
Write the following questions on the board for discussion
in groups of three to four (5 mins): Do you often read Tip: If you think it will help, put on some ambient
poetry? What kind of poetry do you like? Have you ever background music while they are thinking.
written any poetry? What about? When? Why? Do you After three minutes, tell them to work in groups again .
think poems have to rhyme to be good? Give them ten minutes to finish their haiku. Monitor
actively, providing suggestions and approval.
f) Reading a haiku
Introduce the theme of haiku and find out what the III Haiku presentation
students know about it. Hand out the worksheets and let Ask one member of each group to come to the front of
them read the poem and go through the questions in the class and read out their haiku. Alternatively, in a big
their groups. Listen carefully and help with pronunciation class, you could get them to mix and mingle, reading out
and rhythm. Get feedback at the end . their haiku on a one-to-one basis.

D Syllable analysis Extension - Classroom posters

Read through part 2 for them and let them count the If the students have enjoyed creating the haiku, why not
number of syllables in each line. encourage them to make haiku posters to put on the
classroom wall? They can find images in magazines to
Answer glue onto their posters, draw their own illustrations, etc.
1st line: 5 syllables; 2nd line: 7 syllables; 3rd line: Students could also try writing another haiku for
5 syllables homework. They could use one of the suggested themes
or think of their own .

Note: Nearly all haiku follows this pattern, but there are
exceptions, especially in translation.
Extra Information on haiku
True haiku also has one other characteristic not
B Haiku cards mentioned above: no metaphors or similes are ever
Shuffle and hand out the haiku cards for the first poem, used, to ensure that the image created is direct and
one set for each group. Students put it together instant. Your students might be interested to know
(5 mins). Monitor carefully, helping with grammar and this, and may find examples of (inappropriately used)
vocabulary. Remind them to count the syllables in each metaphor in the haiku they have studied in this lesson.
line. As they finish, move them on to the discussion e.g. in haiku 1, '1 heard someone die' could be
questions. Get feedback to compare impressions. Repeat considered a metaphor, as the death was not heard in
with one of the other three poems. Choose the poem you any literal sense.
think will appeal most to your class. The original haikus
are given on the haiku card pages.
Note: Students may find other grammatically possible
solutions for the haiku. Don't forget to praise any
alternative solutions that are acceptable grammatically.
 Hungry For Haiku
Work in groups of three to four.

o Have a look at this poem:

Took the last bus home

Four wheels for sleepy bodies
Our eyes met just once.

• What is it about?
• What images do you see when you read it?
• How does it make you feel?
• Do you like it?
• Read it out. Try to get the correct rhythm
of the poem.

fJ The poem is an example of 'haiku', a D Now it's time for you to try writing your
Japanese form of poetry that has only own haiku.
three short lines. A haiku is an attempt
Choose one of the following themes:
to create a 'photograph' in words.
In the three lines there are usually only
17 syllables. life in the city
Morning in winter
• Look at the poem again. How many
syllables are there in each line? The airport
Man and animals
A mysterious books hop

ID Your teacher will now give you the words An old church
to some other haiku poems. Football
Work in teams to order the words into a
haiku. Remember how many syllables there
Note down five to ten words that come into
must be in each line and try to create a
your head when you think of the theme.
poem that sounds good when you read it.
There may be more than one possible Work together in your groups to put your
solution to each haiku. After you complete ideas together and write your own haiku!
each one, the teacher will tell you the
original haiku. Discuss the same questions
after each one:

• What is it about?
D When you have finished, read your haiku
out to the class.
• What images do you see when you read it?
• How does it make you feel?
• Do you like it?
• Read it out. Try to get the correct rhythm of
the poem .

I Phot ocopi able © 2004 DELTA PUBLISHING f ro m Team work by Jason And erson 1m
 Haiku 1
The dripping tap slowed
Just then before the phone rang
I heard someone die
~ ...............................................•................................................. ~ ................................................. , .................................................•

tap just the slowed

... ------------------------------------------------- .., ------------------------------------------------- ....... ------------------------------------------------- .., ------------------------------------------------- ..

dripping phone someone die

>___~~~~il;~-~~-~~;~;~J

- ~~~ - ~~~;~ T

Haiku 2
Alone I cling to
The freezing mountain and see
White cloud below me.
r·········· ··········································· ............................................ .: ....... ... ... .......... .......................... , ............ ···················· ················-1

to cloud see

i me alone ! cling i the

r······· ··········································;··· .............................................. .:. ........... ...................................... : ................................................ -

and white below I

mI Photocopiab le © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

 Haiku 3
His postcard was lost
Words that India inspired
Were absorbed and found
:}.<::-----------------------------------------------,-------------------------------------------------1-------------------------------------------------;-------------------------------------------------,

. .

. 1~~i~,~~r~ J ~~~ _J ---~~s

that absorbed found postcard !
10 ------------- _________ ________ ___ ___________ __ ___ •_________________________________________________ . . . __ _____ _____________________ ______ _______ __ ______ __ ____ _________ ___ ________ _____ _______ ______ _____ ..
~

., .,

i~~~ir~~ J I~~t " ~i~:~r~~

Haiku 4
All done without thought
Dogs taste blood. A fox is caught.
And they call it sport?

~~~~;~·~~~~~;~~~~~;·--i~--- i
, ,
. ,, ,,,
--- -- ---- --------- ------ - --------------- --------.-- - - ------------------- -- - - ---------- - --- -------- ----------------- ---- --------- -- --------- ---- ------~ --- --------- ---- --------- ---- ------------------- ..
,,
,, ,,,

call i a : without dogs

fox caught it all

they sport blood and

I Photoco piable © 2004 DELTA PUBLISHING from Teamwork by Jason Ande rson 11m
 Great Inventions: Teacher's notes
Topic focus Inventions; Communication; Science; Technology; Media
Grammar I Functional focus Passive voice; Superlative adjectives; Infinitive of purpose
Levell Number of students Intermediate to Advanced / Minimum six students
Time 40-60 minutes (Extension 15-20 minutes;
Family Fortunes 30 minutes)

Preparation 5 Other dates: 1978 - first trials of the network ,

Copy the three texts (1 per student). If you are going to use Organisations: Bell Laboratories - developed the first
the extension make one copy per three to four students. police mobile phones. Richard Dronsuth and Albert
Mikulski - two of eight Bell inventors; Motorola - Bell's
o Suggested lead-in rivals . Cooper worked for Motorola .
Write the following question on the board for discussion Text C 1 In 1843. 2 To send simple written messages
in pairs (5 mins) : What new inventions have changed our down a telegraph line. 3 The page is divided into thin
way of life in the 20th century? Think about. .. transport, lines. Each line is then broken up into black and white
communications, entertainment, food and cooking, work dots and sent down the telegraph line as electronic
signals. Signals are put together at the other end .
4 The first problem: Bain's fax was usurped by
f) First reading in original groups telephones, which sent simple messages more
Divide the class into three groups of equal numbers. Give efficiently. In 1865, pantelegraph was an improvement,
out text A to the students in one group, text B to the but still couldn't send useful images e,g, photos, Arthur
second group and text C to the third group. Students read Korn solved this problem in 1902 - he invented
the text (4-6 mins.). Optional global reading task: How 'telephotography', a primitive means of scanning and
many people contributed to the invention? Who was the transmitting images. The final improvement was to
most important? Monitor carefully. Difficult words are make them smaller, more practical and compatible
underlined and explained in the vocabulary check . with standard telephone lines: Rank Xerox did this in
1966. 5 By 1907 photos for newspapers were being
D Jigsaw exchange stage sent along telephone lines.
Re-organise the groups so that each new group includes
at least one student who has read each of the three texts.
Students ask each other the key questions (which are the D Class feedback
same for all three texts) in their new groups. Each student Having completed the key questions and the discussion
should answer for the invention that they have read stage, get feedback on difficult I interesting answers as a
about, explaining vocabulary if needed . Monitor. As each class.
group finishes, move them on to the discussion questions.
Extension: Great Inventions -
Answers But When?
Text A 1 In the 1960s 2 The US government intended
Preparation
to use it to link up computers in research institutes I
Copy and cut up the Great Inventions ... But When?
universities. 3 Data is transferred through telephone
worksheet (one per group of three to four students) .
lines in 'packaged' groups which are read by modem.
Information is accessed via a special programme ' Method
(browser) . 4 The first problem was to improve data Divide the class into groups of three to four students.
transfer; done through packaging groups of data Hand out the worksheet and read through the
together. The other problem mentioned was to do instructions with them. They should agree before they
with software . The first user-friendly browser, 'Mosaic' write a date. If you have been studying the passive
was developed by Andreessen and co. 5 Other dates: recently, ask them: Which of the sentences are passive?
1972 - development of e-mail; 1989 - introduction of (All of them) Which tense? (Past simple passive) Why is the
World-Wide Web and html. Names: Frank Heart who passive voice used in these sentences? (To focus attention
oversaw development of hardware (e ,g. modem) . more on the invention than the inventor [the agent)).
Text B 1 In 1947. 2 For police car radios in USA. 3 Cell
phones are like two-way radios, communicating over Answers
long distances through countrywide transmitters, each 1925 TV; 1866 Dynamite; 1827 Typewriter;
with its own 'cell'. 4 Usage was a major problem , Due 1939 Helicopter; 1913 Bra; 1858 Washing-machine;
to radio wavelengths being limited, there is only room 1985 Windows; 1880 Toilet paper; 1799 Battery;
for a limited number of calls in each cell. The US 1968 Mouse; 1902 Lie detector
government helped (1968) - it allowed a wider range
of radio wavelengths for mobile calls. The mobility
Extra Idea: Students turn over I cover their worksheet. Ask
problem was solved by Martin Cooper who developed
them: What happened in 1913? etc. They must answer in
the portable mobile phone (1973). The final hurdle was
the passive.
getting government approval for a nationwide
network which was granted (1982).
 Great Inventions
The Internet
Already it seems difficult to imagine a world without the internet or e-mail. We use it for
communicating with family, friends and colleagues, for getting news and information, and even
for shopping. But when exactly did it start, and where did it come from?

The internet was first thought of in the 1960s by a The final problem to be solved was in the software
US government agency (the ARPA) as a way to department. For the internet to become accessible
link computers in universities and research centres to the general public, a simple interface needed to
across the USA. The first major problem the project be created. And, in 1991, a group of students at the
faced was to improve the efficiency of data transfer University of Illinois, led by 21-year-old Marc
over telephone lines. Fortunately, in 1962, Leonard Andreessen developed the first 'browser'
Kleinrock, then a student, invented a special progranune called Mosaic. In keeping with the
technology that greatly increased the speed of data ideals of the internet, Mosaic was free! Netscape
transfer by packaging groups of data together. This and Microsoft Explorer soon followed and the
allowed computers to communicate with each internet as we know it today was born.
other freely and quickly.

The necessary hardware for the network was

designed by scientists under the supervision of
Frank Heart and the network was ready for use in
September 1969. Although it was slow to start
with, the network was an immediate success. It
grew quickly, and in 1972 Ray Tomlinson
introduced electronic mail (e-mail) to the system.
By the late 1980s, many other organisations and
companies wanted to use a similar communication
system, and the term 'internet' came into use. In
1989, Tim Berners-Lee proposed the idea of a
World-Wide Web tproject (www) and a new
universal language called HTML.

Vocabulary check
efficiency - how well something works
data transfer - moving data from one computer to another
packaging - putting together
hardware - the different physical or permanent parts of a computer
supervision - guidance, management
proposed - suggested
software - programmes to use on a computer
interface - a means of communicating with a computer

Key questions Discussion

1 When did development first begin? Which of the 3 inventions .. .
a) was the most amazing? Why?
2 What was the original use for the invention?
b) had the most difficult problems to solve?
3 How does the technology work? c) has had the largest influence over the 20th century?
4 What problems were encountered? How?
How were they solved? d) will be most important for the 21st century?
In what way?
5 What other dates, names and organisations are
mentioned? Why are they significant? 2 How do you think communication will change and
develop over the 21st century?
3 What advantages will this bring to our way of life?
4 Could it bring any problems?

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson Iiii

 Great Inventions
Mobile Phones
With over 388 million users in Europe alone, the mobile phone industry has grown
beyond all belief in less than 20 years. For many of us, life without them would be
almost impossible. But what are the origins of the mobile phone?

The basic technology for mobile phones was except in a car. Then, in 1973, Dr Martin Cooper at
developed in 1947 by a team of eight scientists Motorola invented the first mobile handset. And
including Richard Dronsuth and Albert Mikulski his first phone call was to his rivals at Bell
at Bell Laboratories in the USA. The phones were Laboratories!
designed for police cars and the technology was
In 1978, the first cell phone trials were carried out
simple. Mobile (or cell) phones are two-way
in Chicago, followed a year later by similar trials
radios, transmitting on the same wavelength over
in Tokyo. The industry didn't really take off in the
a short distance. To increase the distance, local
USA until 1982, when the government finally
transmitters that can send and receive signals over
allowed widespread commercial use of mobile
a small area (called a cell) are used. But despite
phones. With further technological advances in the
the success of the police radio, it was a lot more
late 1980s, mobile phones became more efficient
difficult to make this technology available to the
and cheaper, and cellular networks began to
general public.
develop all over the world.
The first problem was with usage. Radio
wavelengths are limited. If everybody is sending
and receiving signals, the wavelengths get too
busy. The US government only allowed companies
I'..
......
to use a few limited wavelengths. It was only in
132
1968 that the government finally agreed to make
more radio waves available to encourage the ~
development of mobile phone technology. The
second problem was with mobility. Bell
Laboratory phones were still too big to be mobile,

One of the original drawings from the patent

for the first mobile phone
Vocabulary check
designed - put ideas into pictures and plans
transmitting - sending radio messages (transmitter - radio tower)
wavelength - radio messages or signals are sent in waves (e.g. short wave / long wave)
usage - how something is used
signal (n) - the smallest part of a complete radio message
encourage - stimulate, help to develop
handset - the part of a phone that you hold
trials - tests (carry out trials - do tests)
take off - (here) increase suddenly
efficient - good at working, useful

Key questions Discussion

1 When did development first begin? Which of the 3 inventions ...
a) was the most amazing? Why?
2 What was the original use for the invention?
b) had the most difficult problems to solve?
3 How does the technology work? c) has had the largest influence over the 20th century?
4 What problems were encountered? How were they How?
solved? d) will be most important for the 21st century?
In what way?
5 What other dates, names and organisations are
mentioned? Why are they significant? 2 How do you think communication will change and
develop over the 21 st century?
3 What advantages will this bring to our way of life?
4 Could it bring any problems?

mI Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

 Great Inventions
The Fax Machine
Even today, in the age of internet communications, over 400 million documents
and images are sent by fax every day. It's easy, cheap and quick to send a fax.
But the fax machine itself is far older than many of us may think ...

Incredibly, the fax machine was invented in 1843, But, for the next 60 years, as millions of telephones
33 years before the telephone! The inventor was a were installed into offices and houses, only a few
Scotsman, Alexander Bain, who also invented the fax machines existed worldwide. They were too
first electric clock. big, too difficult to use, and needed special phone
systems. Then, in 1966 the Xerox company
The idea behind his fax machine was very simple,
introduced a new 17kg fax machine that could use
and has hardly changed over the last 150 years.
any telephone line to transmit fax messages. From
The page is divided into thin lines. Each line is
this moment, sales of fax machines took off and
then broken up into black and white dots and sent
they became smaller, cheaper and started a
down a telegraph line as electronic signals. These
revolution in business document communication.
signals are then put together at the other end.
Unfortunately, Bain's machine was only able to
send simple messages, and telephones were soon
to become far better at doing this.
By 1865, the first commercial faxes were being
sent in France, called 'panteIegraphes', but the
main problem with these early faxes was that the
technology was too simple to send useful images,
such as photographs. This all changed in 1902,
when Arthur Korn invented 'telephotography',
a way of scanning and transmitting photographs.
By 1907 photos for newspapers were being sent
along telephone lines.

Bain's first fax machine,

invented over 150 years ago

Vocabulary check
incredibly - amazingly (difficult to believe)
hardly - very little / almost nothing
divided - broken up
dots - t iny marks
signals - many electronic signals make up a whole message
scanning - reading an image with light
transmitting - sending messages (as radio or electronic signals)
installed into - put into
took off - (here) increased

Key questions Discussion

1 When did development first begin? Which of the 3 inventions .. .
2 What was the original use for the invention? a) was the most amazing? Why?
b) had the most difficult problems to solve?
3 How does the technology work? c) has had the largest influence over the 20th century?
4 What problems were encountered? How were they How?
solved? d) will be most important for the 21st century?
In what way?
5 What other dates, names and organisations are
mentioned? Why are they significant? 2 How do you think communication will change and
develop over the 21 st century?
3 What advantages will this bring to our way of life?
4 Could it bring any problems?

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I1m

 Great Inventions ... But When?
Working in teams, discuss when each of the inventions listed below could have been invented.
Write one of the dates in the box next to each invention.
Your teacher will tell you the correct answers after you have finished.

( 1799 • 1827 • 1858 • 1866 • 1880 • 1902 • 1913 • 1925 • 1939 • 1968 • 1985 )

The first TV picture was transmitted by john Logie Baird.

The first dynamite was tested by Alfred Nobel.

The first letter was typed on a typewriter by W. A. Burt.

The first helicopter was flown successfully under the supervision of Igor Sikorsky.

The first bra was worn by Mary Phelps jacob.

The first clothes were washed in a rotary washing machine by Hamilton Smith.

The Windows program was invented by Microsoft.

The first toilet paper was sold by the British Perforated Paper Company.

The first battery was invented by Count Alessandro Volta .

The computer mouse was invented by Douglas Engelbart.

The first Lie Detector or Polygraph Machine was tried out by james Mackenzie.

;}<-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Great Inventions ... But When?

Working in teams, discuss when each of the inventions listed below could have been invented.
Write one of the dates in the box next to each invention.
Your teacher will tell you the correct answers after you have finished.

( 1799 • 1827 • 1858 • 1866 • 1880 • 1902 • 1913 • 1925 • 1939 • 1968 • 1985 )

The first TV picture was transmitted by john Logie Baird.

The first dynamite was tested by Alfred Nobel.

The first letter was typed on a typewriter by W. A. Burt.

The first helicopter was flown successfully under the supervision of Igor Sikorsky.

The first bra was worn by Mary Phelps jacob.

The first clothes were washed in a rotary washing machine by Hamilton Smith.

The Windows program was invented by Microsoft.

The first toilet paper was sold by the British Perforated Paper Company.

The first battery was invented by Count Alessandro Volta.

The computer mouse was invented by Douglas Engelbart.

The first Lie Detector or Polygraph Machine was tried out by james Mackenzie.

EZ!JI Photoco pi ab le © 2004 DELTA PUBLISHING from Teamwork by Jaso n A nderson I

 Great Inventions: Family Fortunes
Preparation
None, although you could find some TV game show props We asked 100 Americans:
(e.g. microphone, question cards). 'What is the greatest invention
of the 20th century?'
Procedure What were the most popular answers?

o The teams Response %

Divide the students into two 'families' and tell them that they 1 Computers I the Internet 21
are going to playa popular TV game show called family
2 Automobile (car) 15
fortunes . Draw two points columns on the board . Tell them
that 100 people were asked three questions on inventions and 3 Electricity 13
science, and that they have to guess the most popular answers
4 Television 10
in the survey. For each question the teams must nominate a
student to come to the front of the class. 5 Telephone I Telecommunications 9
6 Aeroplane 7
H Gaining control
Stand the two nominees facing each other and read out 7 New medicines / vaccinations 5
question 1: 8 Credit Cards 4
We asked 100 Americans: What is the greatest invention of
9 The Cinema 3
the 20th century? What were the most popular answers?
Accept the first answer and say:
Okay. (student 1), you said that the greatest invention of
the 20th century was , our survey said it was ...
If the answer is on the list below, tell them which position it was We asked 100 British people:
in and write it in their column, giving them the % as points (e.g.
'What is your least favourite invention?'
10 points for Television, 13 for Electricity, etc.) If the answer isn't
What were the most popular answers?
on the list, say our survey said it was not given . Obviously, if
student 1 gave the most popular answer, s/he gets control of the Response %
question. If not, ask the second student to think of a more
Atomic / Nuclear weapons 31
popular answer. Give student 2 a few seconds and say:
Okay. (student 2), you said that the greatest invention of 2 Landmines 22
the 20th century was , our survey said it was ... 3 (Internal combustion) Engine 11
The student who gave the most popular answer gets control of
4 Plastic Bags 8
the question and can confer with his I her team . They can
choose to play or pass. If they play, they must guess enough of 5 Speed Cameras 8
the answers correctly to score at least 50 points. If they pass, 6 Mobile Phones 7
the other team must score at least 50 points.
7 Car alarms 6
D Team A plays (trying to score the points) 8 Television 4
Tell the team that is playing that there are nine answers to get.
9 Sinclair C5 (electric car) 2
Ask them for another answer, warning them that three wrong
answers will give control over to the other team . Keep going, 10 Milk cartons 2
repeating the key phrases and scoring on the board until either
they score 50 points, in which case they get to keep the points,
or until they have given three wrong answers. If the latter
happens, pass control over to the other team .

In 1995, we asked 100 Americans:

19 Team B plays (trying to steal the points)
'Which invention would you find it
When control goes over to the other team, tell them they have
most difficult to live without?'
one chance to guess one of the remaining answers. Give them
30 seconds to confer. Give them all the points if they guess What were the most popular answers?
successfully, plus the points for their answer. If their answer is Response %
not listed, team A get to keep the points.
The automobile (car) 24

I:) Rounds 2 & 3 2 The lightbulb 21

Repeat the whole procedure with the other three questions 3 The telephone 15
below, starting with nominees at the front. The team with the
most points at the end of the 'show' are the winners. 4 The television 12

5 Aspirin / Paracetamol 11
Extra Idea: If your students enjoyed the game, try to find more
questions - look on the internet - searching for 'survey', 'most 6 The microwave oven 5
popular', 'percent', etc. and play it regularly. 7 The computer 5

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson 1m

 Natural Born Killers: Teacher's notes
Topic focus Animals; Nature; The environment
Grammar I Functional focus Superlatives; Asking questions; Giving advice;
Reporting statistics
Levell Number of students Upper intermediate to Advanced / Minimum four students
Time 40-50 minutes (Extension 15 minutes)

Preparation 3) Are you still scared of any of these animals? Why?

4) Do you think it's important to protect these animals?
Copy the four Animal Fact Files (2 per team of two to four
Why? 5) What would the world be like without them?
students) and the Amazing Animals Quiz (1 per team) .
Take some photos of dangerous animals to class if possible.
Extension: Amazing Animals Quiz
o Suggested lead-in Hand out the quiz to each group and give them ten
minutes to decide which are true or false. Encourage them
Tell the students to write down ten animals that are
to discuss their decisions. Check the answers at the end .
dangerous to people (1 min). Get feedback on the board
There is some extra information below that the students
and add the following questions for discussion in pairs:
will probably be interested in.
Which is the most dangerous? Why? Which do you most
fear?
Answers
o Devising the questions 1T Swifts soar up to high altitude and glide in the air
for short periods, sleeping as they do. Swifts also mate,
Put the students into four groups of equal size (ideally
drink and collect nesting material in the air. If they
two to four in each group). If you have over 16 students,
land on the ground, they have difficulty taking off
divide the class in two. Tell them that they are going to
again .
meet a team of experts on the following four 'dangerous
2T Royal jelly is a special type of honey that is fed only
animals' : sharks, snakes, bears, and tigers. Tell each group
to the queen bee, and to very young larvae of drone
to write down three questions they would like to ask
and worker bees.
about each animal. Put examples on the board: What is
3F Mosquitoes are, carrying malaria, sleeping sickness,
the biggest shark in the world? What should you do if you
etc. Insects aside, the animal that most frequently
are bitten by a snake? Monitor.
attacks people is the domestic dog - over 20 million
Suggestion: If you have studied superlatives or language attacks estimated worldwide per year, many times
for giving advice recently, encourage the students to more than all wild animal attacks put together.
incorporate this into their questions. 4T Galapagos penguins, in the Eastern Pacific Ocean.
SF The sperm whale and killer whale are much bigger.
6F Incredibly, there has never been a single
D Reading the fact files scientifically confirmed human fatality from a piranha
Hand out a different fact file to each group. Give them attack! Piranhas may devour a dead human body (e.g.
ten minutes to read the fact file and to try to find the drowned) but only kill smaller, more familiar prey.
answers to their own questions about this animal. Difficult 7T Incredibly! The gastric-brooding frog of Australia
vocabulary is underlined and explained in the vocabulary does this. While the tadpoles are in the stomach, it is
check. able to neutralise its stomach acid . The young are
regurgitated as baby frogs. Now very rare.
D Presentations: Asking the experts 8F Spitting cobras can blind temporarily, but never kill
in this way.
Now it's time for them to take the role of the experts. Put
9F Hippos kill the most. Even elephants and water
some chairs at the front of the classroom and introduce
buffalo kill more!
Group A as 'world famous experts on sharks'. The other
10T Praying mantis (see image), and some spiders do
three groups now ask the questions they wrote earlier
this.
about sharks. Encourage follow-up questions and ask a
few yourself to elicit other interesting facts . Make a note
of any unanswered questions (see: 6 Homework idea). iii Homework idea
Continue in this way until all four groups have played the
During the presentations it is likely that the experts were
role of experts.
not able to answer all the questions. Throw back the
unanswered questions at them and tell them to try to find
I:J Round up: discussion the answers for homework, either using the internet, a
Re-group the students with one of each expert in each local library or a bookshop. Some students may even be
new group. Put these discussion questions on the board inspired to research their chosen animal further and do a
(5-8 mins): 1) Which of the animals is the most dangerous presentation .
to man? 2) Which are in danger from man? How?

m
 Natural Born Killers
Fact File A: Sharks
may swim close to beaches and attack swimmers,
What sharks eat especially if there is lots of noise and excitement.
Sharks are sophisticated, careful killers. They have at
least seven different senses (two more than us), 3000
teeth, and can smell blood from more than a mile away.
Different types of shark and where
Thanks to these incredible features, sharks very rarely they live
attack unfamiliar llli:¥. Although most sharks feed on There are over 390 species of shark inhabiting seas
fish, not all are predators. Some, including the three worldwide, from the ice-covered Arctic and Antarctic
largest species, feed on tiny plankton. The great white Oceans to the warmest coral seas of the tropics, and
shark often feeds on sea lions and other sea mammals. even rivers. They have been around for over 450 million
years, since before dinosaurs, making them one of the
Shark attacks on people most successful animals on the planet in evolutionary
terms. They range in size from the tiny pygmy shark,
There were about 76 shark attacks on people in 2001,
lOcm long, to the majestic, 15m-long whale shark and
only five of which were fatal. In the same year, there
are some of the fastest swimmers of the sea - blue
were 4.5 million dog attacks on people in the USA
sharks and mako sharks can swim at up to 40km/h for
alone, 18 of which resulted in death.
short distances.

Which sharks attack humans and why

Only three species of sharks attack humans regularly.
People attacks on sharks
The majority of human attacks are due to great white Sharks have far more reason to fear people than we
have to fear them. Over 150 million are killed every
sharks mistaking surfers for sea lions on the
year, mostly for shark fin soup, a delicacy in China.
surface of the water, and only occasionally
100 million are caught in fishing nets by mistake, and
result in death. Occasionally, tiger sharks
at least 20 species are endangered. Yet sharks are an
or bull (also called Zambezi) sharks
extremely important part of the food chain, helping to
keep fish numbers regulated and cleaning the
sea of dead and dying animals. Just two
reasons why we need to respect and
conserve - not fear and hate -
these beautiful predators.

Advice for avoiding shark attacks:

• Never swim on your own - there's safety in numbers.
• Avoid places where the water suddenly gets deeper - this is where sharks often feed.
• Never swim with open cuts - sharks are very sensitive to blood.
• Don't wear shiny jewellery in the water - sharks may mistake jewellery for fish scales and attack.
• Don't swim at dawn or dusk - these are the natural feeding times of sharks.
• Be extremely careful when diving with the natural prey of large sharks, such as fish shoals or sea lions
- always dive in teams, and follow the advice of local divers.

Vocabulary check
sophisticated - very well-developed regulated - kept under control
prey - animals that are eaten by others conserve - protect and keep in good condition
predator - any animal that kills other animals for food scales - small plates on the skin of fish or reptiles
species - type of animal shoal - group (of fish)
plankton - tiny animals and plants that live in the sea
sea lions - a sea mammal (see picture)
fatal - resulting in death ............ ...... ....... ........................................ ...... ...~

evolutionary - from evolution: the development of different

types of animals over millions of years
delicacy - a highly-valued food
endangered - in danger of extinction
food chain - the link between predators and prey in the
natural world

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson 1m

 Natural Born Killers
Fact File B: Snakes
Different types of snake Snake poison
Snakes are one of the most diverse and widespread The most poisonous snake in the world is probably the
animal groups in the world, and they are also one of the inland taipan of Australia, a single bite from it contains
most misunderstood. There are over 2500 different enough venom to kill almost 250,000 mice! Yet, despite
species of snake, but less than 500 of them are poisonous, the large number of highly venomous snakes living in
and no more than 40 are responsible for human fatalities Australia, fewer than five people are killed per year there
on a regular basis. The smallest species measure only a from snake bites thanks to good footwear and a low
few centimetres long, the largest - the anaconda of population. There are other very dangerous poisonous
South America may be up to nine metres in length. snakes such as the king cobra of India, which can kill an
elephant with one bite, or the spitting cobra, which can
Where snakes live and what they eat fire its venom into the eyes, causing temporary blindness.
The many amazing species, each with its own specialist
PIT¥ and lifestyle, have made homes in a large variety of People attacks on snakes
habitats, from the driest deserts to the open oceans. Most Because snakes have such a bad reputation, they are
snakes live in places with low human populations. often killed on sight by people, and over 100 species are
Snakes are cold-blooded reptiles, and so the only places now endangered. This is a great shame, as they represent
they cannot survive are in arctic and mountain areas. one of the most beautiful and varied families in the
90 % of snakes prey on amphibians such as frogs, small animal kingdom. What's more, the complex chemical
mammals such as mice or rats, and insects. Sea snakes makeup of their venom is of great use to
eat fish and a few larger species such as the reticulated science and is used in medicine
python of Asia or the anaconda are large enough to kill for treating strokes, blood
and eat deer or even crocodiles! clotting, epilepsy,
Alzheimer's disease
Snake attacks on people and even breast
Contrary to belief, snakes are scared of people and cancer.
always try to avoid contact with us. Where poisonous
snakes do come into regular contact with people Snake myths
(mainly in Africa, the Middle East and Asia), they are Snakes cannot milk cows
serious killers, although ironically this is usually due to or roll like wheels down hills.
people walking around barefoot and stepping on hiding Snakes do not dance - they are
or resting snakes. In these places there is rarely a deaf. The black mamba is the fastest
hospital nearby or any transport, and the victims often snake, but can only move at the
die because ineffective traditional medicine is preferred same speed as a running
to professional medical help. Despite this, of the 13 man (15 mph), not as fast
million snake bites estimated yearly, only about 30,000 as a running horse!
result in death. The biggest killers are probably There are no evil snakes
Russell's viper of Asia, the saw-scaled viper of the that ever attack people
Middle East and the Indian cobra, each killing from on purpose.
5,000-15,000 people each year.

Advice for treating snake bites:

• Don't panic. A faster heartbeat will cause the poison to spread faster.
Remember - only 50% of snake bites contain venom, and less than 1% are fatal.
• Keep the infected leg or arm below the heart.
,.•
• Isolate the wound and stop the blood flow to the rest of the body using a piece of material tied tightly around the leg or arm.
• If possible, don 't allow the victim to walk. Always bring the transport to the victim.
• Do not attempt to cut or suck out the venom. It is usually ineffective and likely to speed up blood circulation.

Vocabulary check
diverse - with many different types amphibians - a group of animals that live in or near
widespread - found allover the world water, including frogs
species - type of animal barefoot - without shoes
fatalities - deaths estimated - guessed
prey (n) - animals that snakes eat venom - snake poison
habitat - the type of place where a species lives endangered - in danger of extinction
prey on - kill and eat

mI Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

 Natural Born Killers
Fact File C: Bears
Different types of bear Bear attacks on people
There are eight different species of bear, living across Of course bears have always constituted a threat
much of the world. They range from the small, honey- towards people, but due to misunderstanding and
loving sun bear, weighing up to 65kg and the famous superstition, that threat has been greatly exaggerated.
giant panda to the fearsome 'grizzly' brown bear and In North America there were only two deaths from bear
the massive polar bear, which, at 800kg, is the largest attacks in 2001, and only 18 in the whole of the 1990s.
of all land carnivores. Worldwide, figures can be estimated at between four
and eight human deaths per year, many of which occur
What bears eat as a result of people trying to chase bears away from
Although polar bears feed almost entirely on seals, crops or disturbing mothers with cubs. Every year
most other species of bear eat a wide variety of food, millions of meetings between wild bears and people
including berries, fruit, grasses, honey, eggs, fish and occur and all but a few pass without harm to the
deer. The panda is an exception, which, despite having human. Many result in the needless death of the bear.
the teeth of a carnivore, eats only bamboo and other
plants. As large predators, bears are important members What bears can do
of the food chain, able to feed on almost any food that Bears can climb trees easily and quickly. They are
becomes over-abundant. excellent swimmers, especially polar bears. They can
also walk on their back legs and fish for salmon in
Human attacks on bears rivers. Bears love honey, and risk real danger to get it.
For thousands of years, bears have lived alongside us, Bears can't actually see very well, and only have black
and have been persecuted and hunted by us for their and white vision. Their sense of smell is excellent, so
skins or internal organs (used in traditional medicine) . be careful if you are walking with food in bear country!
All eight species of bear are endangered across much, if
not all of their range. We all know of the rarity and the
vulnerability of the panda, with only 1,000 of these
beautiful animals left, but not many of us are aware of
the fight for survival of the spectacled bear in the Andes
of South America or the strange sloth bear of India. Both
species may be down to less than 10,000 individuals.

If you see a bear. follow this advice:

o Try not to surprise bears. They will avoid you if
they hear or smell you coming.
o Do not block a bear's exit route and never stand
between a mother and a cub.
o If you surprise a brown bear, stay calm, drop something in front of you like your hat or gloves and back away slowly.
o If a bear approaches you slowly, or charges at you, stand up tall, make a noise, and wave your hands to make yourself as big as
possible. Shaking a plastic bag can be very effective in scaring bears off!
o Never run from a bear because this may provoke a charge.
o Playing dead may work with brown bears, but not with black bears. Don 't do it unless you are sure you can tell the difference!
o Do not leave food about in bear country and never feed bears, even if they seem tame.

Vocabulary check
species - type of animal crops - rice, wheat, corn, etc.
carnivores - animals that eat meat cubs - baby bears
seals - a type of sea mammal (see picture) charge (v) - run at (in attack)
over-abundant - too plentiful provoke - cause something / someone to react
persecuted - hunted and killed without reason tame - not wild, domestic
endangered - in danger of extinction
range - total area in which a species lives
vulnerability - weakness (as a species)
constituted a threat - been dangerous
superstition - a traditional folk belief (probably
untrue)
estimated - guessed

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson 11m

 Natural Born Killers
Fact File D: Tigers
Different types of tiger number of tiger attacks occur. In recent years, a simple
There are five different species of tiger: the Bengal idea has reduced tiger attacks on people greatly. Because
(or Indian) Tiger, the Siberian (or Amur) Tiger, the tigers always attack from behind, the local people were
Indochinese Tiger, the South China Tiger, the Sumatran advised to wear masks on the back of their heads, so that
Tiger. Three other species have become extinct since the the tiger thinks it is facing its prey and will not attack.
1930s. The largest of all tigers is the Siberian Tiger, and This has halved tiger attacks in recent years.
it can be up to 300kg in weight. The smallest and also
the rarest is the South China Tiger, only 20-30 of which Threats to tigers from humans
survive in the wild. All tigers have stripes to provide At the start of this century there were probably 100,000
camouflage in long grass and forests. wild tigers. Today there are less than 7,000. This is due
to two main threats: poaching and habitat loss. Poaching
Where tigers live and what they eat of tigers is very common. In India over 100 are killed
All five species of tiger live in Asia, and have adapted to every year and their body parts (eyes, brains, whiskers,
life in both cold environments (the Siberian Tiger can tails and bones) are sold for use in traditional Chinese
survive winter temperatures of -30°C) and tropical medicine. The medicinal effect of these body parts is
rainforests. Just over 100 years ago, the Caspian Tiger minimal, but they definitely don't do the tigers any
was also widespread over the deserts of the Middle East good. Habitat loss is occurring all across Asia because
and Central Asia. Tigers like water and are good the forests where the tigers live are being chopped
swimmers. All tiger species naturally prey on large land down for wood or for farmland . Each tiger needs
animals, such as deer, wild cows and pigs. They almost between 30 and 300 square kilometres of forest to
always attack from behind, stalking their prey carefully survive and raise young. What's more, these forests need
before pouncing and killing it. Tigers can eat a lot of to be linked together so that the tigers can breed
meat at once, up to 18kg, and don't usually eat successfully. In India, with its fast-growing population,
unfamiliar prey, such as people or domestic animals. such forests are becoming fewer and smaller every year.

Tiger attacks on people White tigers

Despite being often called 'man-eaters', there are White tigers are found naturally, but they are extremely
probably only 40-70 people killed each year by tigers rare. They are not Siberian tigers, they are pale Bengal
worldwide. It is said that once a tiger has tasted human tigers with light brown stripes and blue eyes. The white
blood, it will probably try to kill again. But the simple colour is caused by a rare gene. Often white tigers find it
fact is that nearly all 'man-eating' tigers are old and sick difficult to survive in the wild because they cannot catch
and too slow to catch their natural prey. The Sunderbans prey so easily, and so most white tigers live in zoos.
mangrove forest in India is the place where the largest

Advice for avoiding tiger attacks:

The only people at serious risk of tiger attack are villagers in India and other
parts of Asia, who must travel through tiger country to find food or firewood.
In general, the following advice has helped the people of the Sunderbans to
reduce the risk of tiger attacks:
• Never travel into the forest on your own - tigers prefer to attack single prey, never groups.
• Make plenty of noise - tigers are most dangerous when they are surprised.
• Do not bend down or sit for a long time in one place - if you do, wear a mask on the back of your head.
• If you find a tiger meal, leave the area immediately and warn others. The tiger will probably come back to finish it soon.
It may already be watching you!
• If you s.ee a tiger at a distance, never run away. The tiger will think you are prey. Make lots of noise and stay where you are.
Throwmg rocks and waving sticks might also frighten the tiger off.

Vocabulary check
species - type of animal pouncing - jumping out in a surprise attack
become extinct - all the animals in the species die mask - a false face you wear to hide your identity
stripes - dark lines on the side of a tiger threat - danger (often in the future)
camouflage - skin patterns that help an animal hide poach - hunt animals illegally
widespread - found over a very large area habitat - the place where an animal lives
prey (n) - animals that the tiger hunts; prey on (v) whiskers - long hairs on a cat's face
kill and eat breed (v) - make baby tigers
stalking - following secretly

m I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

 Natural Born Killers
Amazing Animals Quiz
Work in groups. Decide if the following statements are true or false:

D A type of bird called the swift sleeps in the air.

D Royal jelly, produced by honeybees, is worth more per kilo than gold.

D Snakes are the biggest human killers of the animal world.

D Penguins can be found on the equator.

D The world's largest predator is the great white shark.

D Some frogs swallow their eggs which then develop in their stomachs.

III Some snakes can kill people by spitting their venom.

III In Africa the most dangerous large mammals to people are lions.

m Some animals eat their partner after sex.

:}<--------------------------------------- ------------------------------------------------------------------------------------------------------ -------- ---------- ------------------- -------------------

Natural Born Killers

Amazing Animals Quiz
Work in groups. Decide if the following statements are true or false:

D A type of bird called the swift sleeps in the air.

D Royal jelly, produced by honeybees, is worth more per kilo than gold.

D Snakes are the biggest human killers of the animal world.

D Penguins can be found on the equator.

D The world's largest predator is the great white shark.

D Some frogs swallow their eggs which then develop in their stomachs.

III Some snakes can kill people by spitting their venom.

III In Africa the most dangerous large mammals to people are lions.

m Some animals eat their partner after sex.

I Ph otocopi abl e © 2004 DE LTA PUBLI SHING fro m Team work by Jason Ande rson 1m
 "It's the Way I Tell 'em": Teacher's notes
Topic focus Jokes / humour; Culture & cultural stereotypes; Stories
Grammar I Functional focus Present simple in jokes (historic present); Direct speech;
Spoken discourse markers in jokes
Levell Number of students Intermediate - Advanced / Minimum six students
Time 50-60 minutes (Extension 5-15 minutes)

Preparation D Students prepare to tell jokes

Copy the main worksheet (1 per student), the skeletons Read through Stage 4 with the students and hand out the
and original jokes (2 copies per 12 students) . Cut up as joke skeletons, two copies of the same skeleton per pair. If
indicated . you have over 12 students, create some groups of three
students instead of pairs. Give them ten minutes to
o Teacher tells joke prepare, reminding them to include all the factors they
thought were important in Stage 2 in their joke (e.g.
Hand out the main worksheet and tell the students that using body language in the joke, etc.).
you are going to tell them a joke. Read through Stage 1 on
the worksheet. Then tell the students one of the jokes in Note: If the students don't understand the skeleton, give
this unit (or one of your own). Tell it well, using mime, them the original joke.
detail, etc. The students then discuss questions A-D in
pairs. Get feedback. We usually use present simple to tell o Students tell jokes
jokes, rather than past tenses. Make sure the students
Get the whole class to stand up, mingle and tell their joke
notice this.
to at least four other students. Because two (or more)
students have learnt the same joke, they may meet
f) The key factors someone who has already heard their joke . Teach them:
Pre-teach punchline (the final, funny line of the joke) . "I've heard that one before."
Read through Stage 2 on the worksheet with them and Optional: Draw a 'Iaughometer' on the board and record
tell them to work in pairs (5 mins). Get different groups to which students get the biggest laughs.
compare their results with each other.

U Discussion
D Joke skeleton - optional In groups of three to four, students discuss the questions.
Look at the beginning of the joke skeleton with the students Get feedback at .the end, eliciting some of their favourite
and elicit the first sentence (below). Tell them to listen jokes.
carefully to the joke, and then to complete the skeleton .

Extension: Joke race

The Quickest Way Joke
Split tl1e class into two teams and put them in two lines
A newspaper seller is standing on the corner of Oxford
facing the board. Give the two students next to the board
Street (in London), and a tourist comes up to him and
a pen (or chalk). Tell them that you are going to give a
asks: "What's the quickest way to get to Trafalgar
short joke to the last student in each line, and that they
Square from here?" The newspaper seller looks at the
must whisper it to the student in front of them, who must
tourist and says: "How are you travelling - on foot or
pass it on until it gets to the student by the board, who
by car?" "By car," says the tourist. "Good," says the
writes it on the board. The first team to write their joke
newspaper seller, "That's definitely the quickest way."
correctly wins. Remind them that they can only whisper.
Show two different jokes (paired below) to the last two
Students should discuss the questions in Stage 3. They students at the same time, and start them off! Do all three
could also re-tell the joke if time permits. With lower level pairs if you have time.
students, leave out this stage, and move straight on to
Stage 4, giving them the original jokes to work from.
 /lIt's the Way I Tell 'em"
Stage 1
Your teacher is going to tell you a joke. Listen to it to see if you
understand it and if you think it's funny. After you've heard the joke,
answer the following questions:

A) Do you think it's funny? Why? Why not?

B) If yes, what makes the joke funny?
C) If no, could you change the joke to make it funny?
0) What was the main verb tense the teacher used to tell the joke?

Stage 2
Which of these factors do
you think are important in
D using body language when
telling the joke
D keeping a straight face while you
tell the joke
a good joke? Cross out any
that are not important and D remembering every word of
the joke
D saying the punchline quickly

put the others in order,

D giving plenty of detail
starting with 1 for the
most important factor. D an unexpected punchline
(ending) D clear pronunciation and regular
rhythm

D looking directly in the eyes

of your audience D laughing at the mistakes or
stupidity of others

D enjoying telling the joke

yourself D ?

Compare with other students when you have finished.

Stage 3
Newepaper eeller / corner / Oxford St / touriet / comee up - ...
Now listen to another joke.
Continue the following
'joke skeleton':

Why is a joke skeleton useful? Have you (or your friends) ever forgotten the order
of the facts in a joke?

Stage 4
Discussion
Now it's your turn to tell a joke. Work together with another
student. The teacher will give you a joke skeleton. You have • Which of the jokes did you find funny?
ten minutes to do the following: Which weren't funny?
• Who do you think told their joke well?
V' Read through it and check that you understand the joke.
Why?
V' Think of all the extra details that will make the joke really
• Did you find any of the jokes offensive?
funny! (Don't write them down - try to remember them .)
• Do you think that people from different
V' Is there any vocabulary that other students may not understand?
countries find different jokes funny? Why?
Can you explain it before you tell the joke? How?
• Think of one or two jokes from your
V' In pairs, practise retelling the joke. Don't forget to pay attention
country and try translating them into
to the factors you looked at in Stage 2 above .
English. Tell them to the other students.
Do you think that these jokes would be
funny to an English speaker?
Stage 5
Now, both of you stand up and tell the joke to other students
in your class. Try to tell it from memory, using only your joke
skeleton for help. Remember which other students find it
funny and which don't.

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson 1m

 "It's the Way I Tell 'em": Joke Skeletons
Two Hunters joke (An international survey in 2002 named this the funniest joke in the world)
Don't forget to check: hunter, operator, gunshot
2 hunters /middle / big forest / one / has a heart attack. Maybe dead? Other hunter / mobile phone / calls /
ambulance. "Friend / heart attack! / dead? What / do?" / operator: "Calm down, etc. First / make sure /
definitely dead" / hunter puts phone down / seconds later / 'BANG!' - gun firing. Hunter / picks up phone:
"OK, now what?"
~------------------------ - -------------- --- ------- - ----- -------------------- --------- -------- ------- -------- ---------- ------- -------- - --- ---- ----------------------------------------------- -- --------

Antiques Collector joke

Don't forget to check: antiques collector, bowl (n)
Antiques collector / one day / old shop / dirty old cat drinking milk / bowl very old / antique / worth
£ millions. V. excited! Idea / asks owner / buy cat / explains why. £10 - no / £20 - no / £50 - no / £100 - yes.
£20 more / buy bowl? No / bowl not for sale / lucky bowl/this week / sold 68 cats!
g,c:;-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Three Builders joke

Don't forget to check: lunchbox, funeral
three builders at work / lunch break / top floor / building site / Bob opens lunchbox: cheese sandwiches /
''I'm sick of cheese/ if / cheese sandwiches tomorrow / jump / kill myself" Bill opens lunchbox: ham
sandwiches / "hate ham / if / ham again / kill myself too" Tom: egg sandwiches - "if / egg again / kill myself
too" next day / all nervous / open lunchboxes / Bob / cheese / jumps / dead / Bill / ham / jumps / dead / Tom /
egg / jumps too / three days later / funeral of 3 men / 3 wives / crying / Bill's wife: "why didn't he tell me /
didn't like cheese?" / Bill's wife agrees: "I wish / told me" / Tom's wife / confused: "I don't understand / my
husband always made his own sandwiches"

g,c:;-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Desert Island joke

Don't forget to check: lamp, polish (v), genie, wish,
3 men / all on desert island / 11 years / no ships / pass / lose hope / rescue / one day / on beach / find lamp /
1 picks up / polishes / genie appears / "Your wish is my command" / 3 wishes / 1 each / 1st man smiles /
"I wish / in my country / garden / summer / with wife / nice drink / barbecue, etc." / wish comes true /
disappears / 2nd man thinks / "I wish / in my country / nice restaurant / with girlfriend, etc." / wish comes
true / disappears / 3rd man / looks around / sad / confused / says "never see / friends / again / wish they
hadn't left without saying goodbye"

~---------------------- - --------------------------- --- - -- ----------- ----- ---------- ------- ------------- ----- ------------- ----- ------------------------------ -- ------- - --------------------------------

Three Unemployed Soldiers joke

Don't forget to check: spy I sergeant, brave, follow orders, shoot, bullets
3 unemployed soldiers / apply / job / spies / at interview / sergeant: "must be brave / be spy / if / want-to be a
spy / must follow any orders / we have special test / must do / what I tell you" / gives guns to 3 soldiers / "go
home / shoot lIst person you see / return tomorrow I if / you follow orders I give job / 3 soldiers / worried /
but leave with guns / next day / come back lIst soldier: "sorry I couldn't do it / went home / wife smiling /
dinner on table / failed" gives gun back / leaves / 2nd soldier: "failed also / son opened door / asked / help /
with homework / couldn't shoot" gives gun back / goes home I 3rd soldier: "got home / went upstairs /
mother-in-law / in bed asleep / shot / but no bullets in gun I so / picked her up / threw out / window"

~----- -- ------------------------- ---- - -- --------- --- ------------- ---------- ------- ---------- -------- ------- ---------------- -- ----------- ----- ---------- -------- ---------------- - ----------------------

Three Trees joke

Don't forget to check: parrot, monkey, stone
war Africa / 3 soldiers alone / enemy soldiers see them / chase / 5 miles / 3 soldiers decide / hide in 3 big
trees / enemy soldiers arrive / can't find / see 3 big trees / hear noises / something moving /decide / throw
stones into trees / 1st tree/ throw stone / 1st soldier makes noise: "caw caw" (like parrot) / enemies think:
parrot / 2nd tree / same / throw stone I 2nd soldier / noise "ooh, ooh" (like monkey) / enemies think: monkey
/ 3rd tree / 3rd soldier I throw stone / "moo" (like cow)!

Em I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

 lilt's the Way I Tell 'em": Original Jokes
:}<----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------_.. _---

Two Hunters joke (An international survey in 2002 named this the funniest joke in the world)
Two hunters are out in a big forest when one of them has a "Calm down, don't panic! First, let's make sure he's dead."
heart attack. He doesn't seem to be breathing and his eyes are The operator is about to explain how to check for signs of life
open. The other hunter takes out his mobile phone and calls when she notices that the hunter has put the phone down. A
for an ambulance. "My friend has had a heart attack! I think few seconds later she hears the 'BANG! ' of a gun firing. The
he's dead. What shall I do?", he says. The operator says: hunter comes back to the phone, and says: "OK, now what?"
:}< ........................................ _........ _---..... _------_..... _-----_ ...... _----_ ..... _-------..... --------_ ... -------..... ------..................... -.................................... .

Antiques Collector joke

An antiques collector is walking through the city when he "I'm sorry, but the cat isn't for sale." The collector says,
notices a dirty old cat lapping milk from a bowl in the "Please, I need a cat quickly. I'll give you £20 for the cat."
doorway of an old shop. He suddenly notices that the saucer Again the owner refuses. The collector offers him £50 then
is a 3,000 year old Chinese Ming Dynasty bowl and worth £100. Finally the owner says "Sold," He takes the £100 and
over £1,000,000. He gets very excited and thinks carefully gives the cat to the collector. The collector continues, "Hey, if
about what to do. He has an idea and walks calmly into the I give you another £20, could you let me have that old
store. He greets the owner and explains that he has too bowl? The eat's used to it and you don't need it anymore."
many mice in his house and needs a cat now to catch them. And the owner says, "Sorry my friend, but that's my lucky
He offers the owner £10 for the cat. The store owner replies, bowl. So far this week I've sold sixty-eight cats!"
g,c::; .................................................... _........-----_.....-----_.....-------_.... -----. _........ -. -........._............................................................... _..........
Three Builders joke
There were three builders at work, all on their lunch break, The next day, they're all nervous, and one by one they open
eating sandwiches on the top floor of a building site. "Oh their lunchboxes - Bob gets cheese, and jumps, Bill gets
no," says Bob, "Cheese sandwiches! I'm sick of cheese. If my ham, and jumps and Tom gets egg and he jumps too. Three
wife puts cheese in my sandwiches tomorrow, I'm going to days later it's their funeral. Bob's wife, crying, says: "Why
jump out of the window and kill myself." Bill opens his didn't he tell me that he didn't like cheese?" Bill 's wife
lunchbox: "Oh no! Ham sandwiches. If I get ham again, I'm agrees, "I know. If only he had told me!" Tom's wife looks
going to kill myself too." Tom opens his lunchbox: "Egg at them confused: "I don't understand it. My husband
sandwiches! That's it. If I get egg again, I'll kill myself too." always made his own sandwiches."
g,c::; ........................-_...........----.....-----... ----_.-_.........---_..... _.................................................................. -_.-_..........._......... ---_....._. ---.... ---. --
Desert Island joke
Three men have all been on a desert island for eleven years. drink in my hand." The genie nods, and the first man
No ships have passed and they have lost all hope of ever disappears in a cloud of smoke. The second man laughs and
being rescued. Then one day they are walking along the says: "Oh I wish I was back in my country sitting in a nice
beach and they find a lamp in the sand. One of them picks restaurant with my girlfriend." The genie nods, and the
it up, starts to polish it and suddenly a genie appears. "Your second man also disappears in a cloud of smoke. The genie
wish is my command," says the genie. "I will give you three turns to the third man, who looks around, and seems a little
wishes, that's one wish for each of you." The first man bit confused. He says: "What a shame! I shall never see my
smiles and says "Oh I wish I was back home in my country, two good friends again. I wish they hadn't left without
sitting in my garden on a summer afternoon with a nice saying goodbye."
:}<----_ .. _-----_................. _. _--_ ......... _............................................................. _-_ ............ __ ........ _----------- ----.......------...... _----........ --_............ .

Three Unemployed Soldiers joke

Three unemployed soldiers decide to apply to become spies. without saying anything. The next day they come back. The
They arrive for the interview and the sergeant looks at them. first one says: ''I'm sorry. I couldn't do it. I got home, and there
"I don't think any of you are brave enough to be a spy, but if was my lovely wife ready to greet me, with my dinner on the
you want you can take the test." The soldiers thank him and table. I failed the test." The second one says: "I failed as well.
he continues: "To be a spy you have to be ready to follow any My 8-year-old son opened the door and asked me to help him
order I give you." He gives a gun to each of them and says: with his homework. I couldn't shoot him!" The third one says:
"Now go home and shoot the first person you see. Come back "When I got home, I went upstairs and found my mother-in-
tomorrow. If you've followed my orders I'll give you all the law asleep in bed. I fired the gun, but there were no bullets in
job." The three unemployed soldiers look worried, and leave it! So I picked her up and threw her out the window."
g,c::; ............ --_........ ---_......... ---_.......-----_.... ---------------------_. -------------. ------....... ---_........ ----......... -..............----_.......---_........ -----_.. --------......----
Three Trees joke
During the war, three soldiers are all in the African jungle parrot) is heard from the tree. "It's just a parrot," the enemies
being followed by enemy soldiers. The enemies are getting decide, and they move to the next tree, where the second
closer and closer so the three soldiers decide to hide in three big soldier is hiding, and throw a stone into it. They hear the sound
trees. The enemies arrive at the trees, and stop, hearing noises "ooh, ooh, ooh," (just like a monkey). "It's just a monkey," they
and seeing movement in the trees. They throw a stone into the decide and move on to the third tree, where the third soldier is
first tree, where the first soldier is hiding. "Caw, caw," (like a hiding. They throw a stone and hear: "Mooooo" ....
g,c::;._......... ---_.......-----_....... ----_...... ------_... ---------------------_. ------------...------...... ---_......... --.-........ _..... _........-----_..... ------_.... -------------------......--.-

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson IED

 What Happened Next?: Teacher's notes
Topic focus Storytelling; Crime and law; Mistakes; Cars
Grammar I Functional focus Narrative tenses; will / might for prediction;
Agreeing and disagreeing; Expressing opinions
Levell Number of students Intermediate to Advanced / Minimum four students
Time 30-40 minutes (Extension 15 minutes)

Preparation 19 Extract F and the conclusion

Copy and cut up the story extracts A-F, the conclusion, the After the students have read extract F, give them five
vocabulary check and the group discussion sheets (1 copy minutes to predict how the story will end. One member of
of each per group of 3-4 students). each group recounts their version to the class. Give three
bonus points for the most accurate prediction . Hand out
o Suggested lead-in the conclusion for them to read . At the end they have to
choose the original name for the story (one point).
Write the following words on the board:
supermarket mistake coat I Answer 4 Two wrongs do not make a right!
back seat car park football
Tell the students that all of these words are from the first
part of a story. Put them into groups of three to four and Extension: Group discussion
tell them to try to predict what happens in the story. Hand out the group discussion sheets and let them discuss
the questions in their groups.
If) Vocabulary check Tip: Try re-grouping the students for this activity
(Intermediate only) Students could write an account of one of their own big
Hand out the vocabulary check reference sheets before mistakes for homework.
you begin, one per group. Explain that any difficult words
The idea for 'What happened next' can be used with a
in the story are underlined and explained on this sheet.
variety of short stories to make reading a more enjoyable,
interactive activity. Try creating multiple choice questions
D Reading the story extracts for other texts you are reading with the students.
Hand out extract A to each group. Students read the
extract. When they come to the four options at the end,
give them three minutes to discuss and try to agree on Boardwork Example
what happe;;-s next in th~ story. Monitor to make sure Team 1 Team 2 Team :3
that they discuss all four options carefully before making
their decisions. Give each group a team name or number A 2)( :311' 1)(
and record their choices on the board . Next hand out B 111' 4)( 111'
extract B and let them look quickly to see which option
C 211' 211' 211'
was correct. Score one point to any groups who predicted
correctly. Repeat with extract C. Continue in this way D 411' :3)( 1)(
through to extract F, keeping note of the scores as you go E :3)( 211' 2V
along (see boardwork example opposite) .
F :3 point5
Suggestion: The students could take it in turns to read the
Conclu5ion 411' 1)( 2)(
story extracts aloud.
~

Answers A3 B1 C2 D4 E2
What Happened Next? Extract A

It was a Saturday morning at eleven shopping into the boot of the car, got in What happened next?
o'clock when Colin picked me up from and set off, still chatting. We got back to 1 Somebody had broken into
my flat. As usual, we drove down to my flat, and it was only when we the car and put the things
onto the back seat.
the big supermarket just out of town in started unloading the shopping that we
his silver Peugeot 206 to do our noticed something strange. Colin said: 2 Colin's girlfriend had been
having an affair. The things
shopping. As usual we chatted about "Don't forget your coat, Jason. It's on
belonged to her lover.
football all the time - we both support the back seat."
3 We had taken the wrong
the same team. When w e had finished, "I didn't bring a coat," 1 said.
car from the car park .
we walked back to the car, still talking "Well it's not mine! Actually, neither
4 There was somebody hiding
about football. We put our bags of is that book on the back seat."
under the coat.
g,c:; .....................................................................................................................................................................................................

What Happened Next? Extract B

At that moment, we suddenly realised "That sometimes can happen, if it's What happened next?
that the car wasn't Colin's! It was a the same model. But we'll have to take 1 When we got back to the
silver Peugeot 206, just like Colin's, it back." car, it had been stolen .
but it was a completely different car. "You're right," 1 said, "but now that 2 We decided to call the
The number plate was different, as we're here, let's put my shopping in police from my flat.
were the things on the back seat. the flat." 3 When we got back to the
"Oh my God!" said Colin, "We've got So Colin gave me a hand to carry the ca r, the police were waiting
the wrong car." shopping up to my flat, which was on for us.

"That's impossible. How did your the eighth floor of a block of flats. 4 The shopping was not ours.
keys open the door?"
g,c:; .....................................................................................................................................................................................................

What Happened Next? Extract C

The lift in my block of flats hasn't "Didn't you lock it?" 1 asked. What happened next?
worked for about three years, so Colin "No! We were only gone a couple of 1 We decided to go straight to
and 1 walked up and then down the minutes!" the police.
stairs from the eighth floor. When we "Oh no!" 1 said, "What are we going 2 We decided to go back and
got to the car park five minutes later, to do now?" get my car without telling
the police .
we noticed the space where we'd We both sat down on the pavement
parked the car was empty. in complete despair, and started to 3 We decided to find the thief
ourselves .
"I don't believe it. It's been stolen!" discuss our options.
Colin cried out. 4 Colin had left his mobile phone
in the car. We decided to call it.
g,c:; .....................................................................................................................................................................................................

What Happened Next? Extract D

"If we go to the police, it will be very silence before Colin said: What happened next?
difficult to explain the situation." 1 said. "I suppose we could go back in a few 1 We saw the stolen car on
"How can we prove that we didn't steal hours and get my car. When the car the news - It had been
involved in a robbery.
the car?" park's empty, and everyone's gone
"But I've got a car," said Colin, "Why home." 2 We went back to the car
park but Colin's car wasn't
would we steal it?" "I know it sounds terrible, but 1 think
there .
"I don't know... To sell it," 1 suggested. it's the best option. You could go back
"OK. But if we don't go back, the this evening after it gets dark," 1 3 We went back to the car
park, but Colin had lost his
police will be looking for us." explained.
keys. We had to break into
"No, they won't. They'll be looking "Aren't you coming with me?" his car.
for the car." 1 explained, "And the car "No! It wasn't my mistake."
4 We went back to the car
really has been stolen. End of problem! "How can you say that? We both made park and Colin's car was still
Why bother telling them that we're the mistake!" Colin was clearly worried. there.
involved?" "OK. I'll come with you," 1 agreed,
We spent another few minutes in reluctantly.

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson Iiii

What Happened Next? Extract E

At about eight o'clock that evening we 206 that we had come for. We had a What happened next?
left my flat, dressed in dark clothes. We good look to check for security guards, 1 We realised that we weren't
were both extremely nervous. We and as soon as we were sure it was in Colin's car, but in the
stolen car.
caught the number 93 bus to the safe, Colin said:
supermarket. I put a black hat on and "Let's go for it!" 2 The police were hiding,
waiting for us. We were
pulled it down low to cover most of We jumped over the wall and walked
arrested .
my face. Colin pulled his hood up. quickly to the car. Colin put his key
3 The owner of the car we
When we got to the car park, we into the lock, opened the doors and we
took from the supermarket
looked over the wall. There were only got in and drove off.
was waiting, hiding in the
three cars there - an old Ford Fiesta, a "We've done it!" he said. back seat.
dirty white van and the silver Peugeot
4 We found a note in the car.

:}< .. ---------------------------------------------------- -----------------------------------------------------------------------------------------------------------------------------------------------

What Happened Next? Extract F

"Don't speak too soon," I said, "We're "They're the ones." How did the story finish?
not out of the car park yet." "Could you both step out of the car,
Just at that moment, a blue flashing please," said one of the policemen.
light switched on in front of us. It was As soon as we got out, they
a police car, and it was blocking the handcuffed us and told us we were
exit from the car park. under arrest.
"Oh no!" I said. "But what for?" said Colin.
Colin just froze. We stopped the car "For stealing a silver Peugeot 206,"
and waited. Two policemen got out, said the other officer. "We've got you
and so did the security guard from the on video, so I recommend you keep
supermarket. They walked over. The quiet. Anything you say may be used
security guard looked at us and nodded: as evidence."

:}<-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

What Happened Next? The Conclusion

When we got to the police station they truth, and fortunate that the car that What was the original
separated us straight away. After about was stolen from your flat was name of the story?
one hour in a police celL I was recovered by the police about an hour 1 The most unlucky day of my
interviewed by a woman detective ago. We also got the man who stole it." life

who was very nice, and seemed "Oh, my God! Really?" 2 Car crime
prepared to listen to what I had to say. "Yes. But we couldn't understand 3 206 - my unlucky number
I explained the first mistake at the why he claimed that he stole it from 4 Two wrongs do not make a
supermarket, and then told her how the flat, not from the supermarket. You right
the car had been stolen outside my flat. two have just explained the riddle!"
She nodded and looked at me for "So that's it, then! We're free to go!"
about ten seconds. "Not quite. The car was crashed after
"Why should we believe you? How a police chase. The thief didn't have a
can you prove you didn't steal the licence, or any insurance. And what's
other car? And how can you prove that more, you weren't insured to drive that
the car was stolen outside your flat?" car either. But someone is going to
"That's the problem," I said, "I can't have to pay for the repair. The owner is
prove anything. But that's why we prepared to drop any charges against
came back for Colin's car." you two if you pick up the repair bill."
"Two wrongs do not make a right. "How much is it going to cost?" I
Didn't your parents ever teach you asked, nervously.
that?" "About £500 at least."
"Yes ... But. .. " "Oh no!" I said and realised that it
"You are a very fortunate young man. had probably been the most unlucky
Fortunate that you have told me the day of my life!!!

mI Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

 What Happened Next?
Vocabulary check
All of the underlined words from the story are explained below:

pick someone up - to collect someone in your car

unload - to take things out of or off something
give someone a hand - to help someone
(car) boot
despair (n) - complete sadness
Why bother (+ verb + ing) - there is no point (doing something)
reluctantly - without wanting to do it
flashing - like a light going on and off block of flats

blocking - standing or lying in the way

nod (v) - to move your head up and down (meaning 'Yes')
evidence - information to show a criminal is guilty
separate (ad)) - different (not together)
cell - room in a prison / jail
fortunate - lucky
recover - to find or get

~
claim (v) - to say (that something is true)
riddle - a difficult problem (often in the form of a short poem or sentence) \
~, u,'
police chase - when the police follow a suspect or criminal at high speed handcuffs
insurance - money pa id to a company to cover the cost of accidents etc.
drop (the) charges - not take you to court

:?<-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

What Happened Next?

Group discussion
/ Did the story have the same conclusion as yours?

~ Was your ending more interesting or more unexpected?

v/~ Do you think it's a true story?

./ ~ What do you think the moral (the lesson to learn)

of the story is?

/~ Have you ever made any big mistakes ...

as a child? / teenager? / adult? cf _
Po r /~e.-,,!.,,?~ ~r '""" ~?~ 7'
,. . . . . '- - Have you ever got into trouble with ...
the police? / your parents?

What did you do? Why did you do it?

How did it end? What did you learn from it?

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson IEm

 The Ghost of the Seance: Teacher's notes
Topic focus Crime and detective stories; Houses and furniture
Grammar I Functional focus Grammar revision (all areas); Narrative tenses, especially
past continuous; There was / were for past tense description
Levell Number of students Intermediate to Advanced / Minimum six students
Time 60-80 minutes depending on level and time limits set

Comments D Winning clues

This activity is a good way to round off a course of study. While they're still discussing the above question, go round
The Right or Wrong Grammar tests 14 key grammar from team to team with the Right or Wrong Grammar
points. You can also write your own, based on what sentences. Each team should choose a clue. Read out the
you've been studying. The story itself is entertaining and corresponding grammar sentence. They must decide if it is
inspires discussion and debate. The activity can be used correct or wrong. Give them a few seconds to confer (if
with any number of students from 6 to 106, and has been they think it is wrong, they should correct it). If they guess
adapted for social programme parties! (see Alternative correctly, give them the corresponding clue . If they guess
ideas) wrongly, they don't win any clue this time . Continue
Time note: If you feel that the activity may take more going round the teams in this way. They usually need a
than one lesson, you could give the students the new clue every five minutes. When there are ten minutes
background text to read for homework. left, stop going round and get them to concentrate on
solving the crime.
Alternative idea: You can hand out the sentences if you
Preparation
wish. This tends to work better with bigger classes (over
Copy the main story sheet, the task instructions and the
16 students) or if the room is small and students may
clues (one copy of all for each team of 3-4 students). Cut overhear another team's response to the grammar
up as indicated . You could get hold of some scary music sentences.
and a few Sherlock Holmes pictures / props!

D The teams present their solutions

D Suggested lead-in
The teams each nominate a presenter who comes up to
Ask the students what they know about Sherlock Holmes: the front of the class. Ask each to explain : Who was the
His job? (Detective) His address? (221B Baker Street) His murderer? Why did they do it? How did they do it?
assistant? (Dr Watson) His appearance? (Tall, slim, pipe, Different teams may agree on the murderer, but rarely on
funny hat, etc.) His personality? (very intelligent, logical, the details. Once they finish, move on to the next stage,
played the violin, etc.) Tell them that they are going to try without yet telling them which team has won .
to solve one of the most difficult Sherlock Holmes
mysteries, and at the same time revise their grammar.
iii The solution
Hand out the solution sheets, and read it out aloud . It
D The story so far
should be clear which team was closest to the correct
Divide the students into teams of 3-4 and hand out the solution . If none of the teams chose Rachael as the
Ghost of the Seance story sheet and the task instructions, murderer, award first place for the most creative solution.
one per team. Pre-teach: seance and medium. Students If two or more teams chose Rachael, award the prize to
read the story (7 -10 mins).
the team who provided the most accurate explanation of
how she did it.
o Clarifying the task
Read through the task instructions with them . Emphasise Alternative ideas for using
that they should choose carefully which clues to go for Ghost of the Seance
first, using the clue list. Set a time limit (30-45 minutes)
Instead of the Right or Wrong Grammar sentences, you
and tell them that at the end they must provide their
could use 14 puzzles (observation, riddles, deduction,
versions of the solution . Explain that you will come round
memory tests, crosswords etc.), putting them on the
the teams every five minutes and they will have the
walls of the classroom .
chance to win a clue. Write the following question on the
board for discussion : Who do you think had a motive to 2 For a big end-of-term activity, use puzzles. Merge
kiJI James? classes of different levels together. Put the puzzles up
on the walls of the classrooms all around the school
and choose one room for 'Police Headquarters' where
they bring their answers to get the clues.
 The Ghost of the Seance
fter a two-hour journey from London, "When James read the note he had a heart attack.

A Sherlock Holmes and Dr Watson drove

up to the big manor house.

"So the main suspect in this murder is a ghost!"

They tried to find his medicine, but it wasn't in
the usual drawer. Ten minutes later he was
dead ... "

said Watson. "Is that really possible?" "The murderer hid his medicine," said Holmes,
calmly.
"Of course not, Watson. We don't believe in
ghosts. The murderer was human, and I am "Do you think so? How many suspects are there?"
confident we will find him or her."
"Well, four in total: The medium, Gordon MCKay,
As they waited by the front door, Dr Watson read James's second wife, Carol Burton, his youngest
the short letter they had received that morning: daughter, Rachael Burton, and the housekeeper,
"The doctor has confirmed that James Burton Meg."
died of a heart attack caused by shock. He had a
Just then, the big front door opened and Meg
history of heart problems. But who scared him to
stood before them.
death?"
"Ah, Mr Holmes, Dr Watson. Please come in."
"Well, Watson. They believe that it was the ghost
of his daughter, Amy Burton, who killed him. As she led them to the main parlour, Holmes
She killed herself only two weeks ago after asked her: "Were you at the seance, Meg?"
suffering from depression. Since then, strange
"Oh yes. Everyone was. Only Amy's ghost could
things have been happening." Holmes looked up
have left the note on the door." She stopped.
at the windows of the old house.
"This is the parlour."

Holmes and Watson met

the other guests in the
parlour where the seance
had taken place. Carol
Burton was a French lady
who had married James
two years before. Gordon
McKay was a big, quiet
man who had been
working as a medium for
eight years. Rachael
Burton was 25. After
James divorced his first
wife, 23 years ago, Amy
"Yes, it says here in the letter," said Watson, stayed here with James, but the baby Rachael
"James saw the ghost of Amy in the garden this moved to the U.S.A. with her mother and has
week. Three days ago there was writing on the lived there ever since. She didn't visit often, but
walls, in blood!" as soon as she heard about Amy's death, she came
back to England.
"Yes," added Holmes, "He was so upset by the
ghost that he called in a Scottish medium, Gordon After meeting all the guests, Holmes sat them
McKay, to contact his daughter. Yesterday around the dining table and said:
afternoon, they held a seance. Apparently, they
"I am certain that there is no ghost of Amy and
spoke to Amy during the seance, but when it
that the killer is here in this room. I would like
ended and they opened the parlour door, they
to interview each of you separately and examine
found a note from Amy's ghost pinned to the back
the scene of the crime. In a few hours I hope to
of the door with a knife."
have a solution."

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson Iiii

 The Ghost of the Seance
Task instructions
Now you must try to solve
the crime! The four suspects and the crime scene
Your teacher has 14 clues that
will help you to find the
murderer. To win a clue. you
have to decide if a sentence
that the teacher will read out to
you is right or wrong. Choose
from the list below the clues
that you think are most
important and try to win them
first. You do not need to get all
the clues to solve the crime. but
more clues will make it easier.
You must name the murderer.
say how they did it. why they
did it. and prove it! Good luck!

Clue list
Clue 1 The parlour Clue 8 The medicine drawer
Clue 2 Who had a motive? Clue 9 Interview with Carol Burton
Clue 3 The note on the door Clue 10 The garden
Clue 4 Interview with Meg, the housekeeper Clue 11 The knife
Clue 5 The parlour door Clue 12 The body of James Burton
Clue 6 The kitchen door Clue 13 Interview with Gordon McKay, the medium
Clue 7 Interview with Rachael Clue 14 Help from Holmes

Vocabulary check
blood -
red liquid (like water) inside your body perfume - water or spray with a beautiful smell
clue -
information that helps you find the answer (for women)
confirm -
say that something is true pinned - attached
criminal (n) -
someone who breaks the law prove - show something to be a fact
depression -
a continual feeling of deep sadness reckon - think, believe
drawer -
container in a piece of furniture seance - a meeting in which a medium contacts
examine -
look at (carefully) the dead
ghost -
a dead person scare (v) - make someone afraid / scary (ad))
who comes slit (n) - a thin cut
back to life stab (v) - to hit / cut someone with a knife
(see picture) suspect (n) - someone who may be a criminal,
heart attack - very serious illness, can often kill but no-one knows
housekeeper - person whom you pay to cook and clean web - a net made
your house. They usually live with you . by a spider
human (n) - person to catch flies
manor house - big, traditional old house (see picture) ..
medium (n) - someone who can talk to the dead will - a document you write to explain what
motive - reason for committing a crime to do with your money, things etc.
murder (n) - when one person kills another on purpose when you die
parlour - the living room in a big house witness (n) - someone who sees a crime, accident, etc.

mI Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

 The Ghost of the Seance
~-'I,
The parlour The note on the door
The parlour was typical for a house of that The paper was folded in quarters and slightly
period. There were two doors out of the crumpled. A centimetre long slit was cut in
room. One opened into the hall and had the the centre, but it was easy to read the
note on it. The other led into the garden.
By the garden door there were
two or three muddy footprints.
...'
~\
I":'I! message, printed in red ink:

muddy (adjective) - dirty and wet footprints

~
You drove me to my death.
Who had a motive? Now I'm going to return the
"Holmes, don't we need a motive? Why did favor. You're going to
the murderer kill him?" the center of hell,
Holmes looked at Watson and nodded: "I've dear Daddy!
already checked that. I contacted James
Burton's lawyer this morning. Although the
contents of the will are secret, he told me that
Carol, Rachael and Meg will all be a lot The paper was from Carol's writing desk.
richer now he is dead, and that James did not folded - bent to fit in a small space, like a
keep the will locked away. He often talked pocket
about it with all of them." crumpled - old and used like an old banknote
slit - thin cut made with a knife
"And the medium has no motive?" Watson
asked.
"No money motive." Holmes said and walked
off to look again at the scene of the crime.
motive - a reason for doing something, especially Interview with Meg,
committing a crime. the housekeeper
lawyer - Lawyers are experts on the law.
Sometimes they defend criminals in
"Meg, did you leave the seance at any time?"
court. Holmes asked.
will - a document written by someone to
"Yes, just once, to get some water for Mr
explain what to do with their property,
money, etc. when they die.
Burton. I went into the kitchen and came
back very quickly."
L _______________________________________________________________________________________ __ _________ ..
"And on your way back, did you see the note
on the door?"
"No, but the door was open, so perhaps I
The parlour door didn't notice ... "
There was a large cut in the door. Holmes "And did you leave the parlour before, or
examined it and saw that it had been made after Carol Burton?"
by two stabs of the knife, not one. Each stab
"Before, I think. She left just as I was coming
was over two centimetres long.
back ... "
stab - the action of pushing a knife hard into
something
"Thank you, Meg. That will be all."

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson IEmI

 The Ghost of the Seance

~rh~klt(he~door'lntervle~~:t~Ra(h~el
The door at the end of the corridor (behind Meg "I feel so bad, Mr Holmes. I hadn't seen Daddy
in the picture) leads to the kitchen and the back or Amy for a year... And now I've lost them
door. When it is opened it creaks loudly. both." A tear fell from her eye as she spoke.

creak - the sound an old door makes when it is "I understand this must be difficult for you ...
opened, often slowly But we need to find out who did this crime,"
said Holmes. "Did you leave the seance at
L _ _ _ _ _ _ _ _ _ __ ____ _ _______ __ _ _ __ _ _ _ _ _ _ _ ___ ._. __ ______ _ _ _ __________________ __ _ ___ _______ _ _ _ __ _ _____ _ __ "'

any time, Rachael?"

rr:w: "No. But I was the first one to leave at the end.
The seance had gotten me real nervous. I saw
The medicine drawer the note on the door. I was so shocked. I
The drawer was empty except for a small pulled the knife out and read it... I nearly
thermometer. Two bottles of emergency fainted. I called the others. My father came
medicine were always kept here. It was clear first, took the note and read it. He fainted
that the murderer had stolen them and right away. Meg rushed to get his medicine,
hidden them, planning for the 'accident'. but it wasn't in the drug drawer."
There was a lock, but no key. "I see. And did anyone leave the seance?"

~ ___________ ______ ___ ________ ______ ___ __ ____ _____ ___________ ________ _________ ______ ____ _____ ________J "Yes, first Meg went to get James a drink of
water and then later Carol went for a smoke in
the garden, which was weird as she usually
only smokes in the evening." She looked at
Interview with Carol Burton Mr Holmes, "I know that you reckon it was
"Did you leave the seance at any time, Mrs one of those two that killed him, but believe
Burton?" Sherlock Holmes asked her. me - there was a ghost. I saw it."

"No ... I mean, I didn't go into the house. "Thank you Rachael. That is all."
About half way through the seance I got gotten (American English) - got
nervous and went into the garden to smoke a faint - to fall unconscious because you are ill
cigarette. There's a door from the parlour into drug (American English) - medicine
the garden."
"Yes, I've noticed." Holmes paused. "That
would explain the mud on the parlour floor. ~I

And how long were you in the garden?"

The garden
"Only about ten minutes."
Holmes and Watson went out of the parlour
"And did anyone else leave the seance?"
through the door that leads into the garden.
Holmes asked.
To the left were a few trees and a bench and to
"Yes, Meg went to get James a drink. I left the right was a path that led to the back door.
just as she came back." The door was locked. Holmes noticed an old
"How often do you smoke?" spider's web in the keyhole. Watson went over
-=_:IIil to the trees and found the medicine,
"About three to five Mr. Burton's heart pills. __
cigarettes a day." ,~
"Holmes, look. Anyone could have ~
"Always in the garden?" ----------rJ put them here," said Watson. a web
"Yes, James didn't like the smell in the house." "Yes. But the important questions are:
"Thank you Mrs Burton. That is all for now." Why here? and Why were they so easy to find?"

mI Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I

 The Ghost of the Seance
:"'~~:=~-.=,--!
The knife The body of James Burton
It was an ordinary kitchen knife, not very The body was examined by the doctor and
long, but quite wide. Meg said it was from then taken away before Holmes and Watson
the kitchen, but she didn't notice it had gone. arrived. The doctor was in no doubt, the
She said she last used it the night before to cause of death was a heart attack brought on
prepare dinner. A slight smell of expensive by shock.
French perfume came from it.
, ,
.. --------------------------------------------------------------------------------------------------- .
1. ___________________________________________________________________________________________________ "'

,.1
Help from Holmes
Interview with Gordon McKay, "All right," Watson said. "Let's say that the
the medium ghost was someone wearing a costume. But
"Come in, Mr McKay, sit down and relax," do you think it was more than one of them?"
said Holmes. "Now, between you and me, I Holmes smiled and lit his pipe: "No. There is
do not consider you a suspect in this crime ... only one criminal. If you are planning a
so therefore you are a very important witness. crime, you need to trust your partners. They
Who wrote to you to organise the seance?" didn't have any time or reason to work
"Mr Burton." together. The wife, Carol, was new; the
daughter, Rachael, had just arrived from
"And how did he get your address?"
America; the housekeeper hates them all, and
"From his daughter, Rachael, I guess. I met the medium was a first-time guest."
her at a seance in America when I was over
Watson's eyes lit up: "Surely it wasn't the
there two years ago."
medium. James's murderer was probably the
"I see. And do you have the letter from ghost, and the killer probably stole James's
James?" medicine before the crime. Gordon McKay
doesn't know where it was kept."
"No ... I'm not sure where it is. It just said
that they wanted to get in touch with a dead "That is true, Watson" said Holmes, "but you
daughter. In the seance, Amy came to me can find ways to eliminate all of them ... "
immediately. I'm not surprised she left that Holmes smiled and turned to look at a
note ... Believe me, Mr Holmes, there is no portrait on the wall "Or you can do it another
murderer, except for the ghost." way. You can think about the sound."
"It's still too early to decide. Who left the "What sound?"
seance as it was happening?"
"Exactly. The sound that no-one heard."
"Only Meg and Carol. We paused for a
costume - clothes that you wear to look like
moment because James needed some water. someone else (e.g. a clown, or fancy
He sent Meg to the kitchen. And then when dress)
she came back, Carol went for a cigarette." eliminate - remove or take away

, ,
l. ___________________________________________________________________________________________________ ..L ___________________________ • _______________________________________________________________________ .J

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson IIII

 The Ghost of the Seance
The solution
When all the suspects arrived in the note," he said. "The words 'favor'
parlour, Holmes began: and 'center' are spelt in American
"Let's eliminate the impossible," English, not British English. Of
he started. "The ghost was played by course, there was another way to
a woman, so that eliminates our know that you are the murderer,
Scottish friend. Plus, he didn't know Rachael." The other guests all You drove me to my death.
the facts written out in the note." gasped and turned to her. Holmes
Now I'm going to return the
continued, "The noise the knife
"Right," Watson agreed. made when it hit the door." favor. You're going t o
"That leaves Meg, Rachael and Watson checked his notepad the center of hell.
Carol. All three women knew Amy carefully. "But no one heard a noise, dear Daddy!
and all had motives." Holmes."
Of course, there are three pieces of "Exactly. Stabbing the door would
obvious evidence that point to Carol have made a loud noise, especially long. But both the stabs in the door
being the murderer. The knife smelt since it was stabbed more than are 2 cm long. You were clever,
of her French perfume, and the once. The only explanation is that Rachael, but not clever enough. Dr
paper for the note came from her Rachael stabbed the door several Watson, send for the local police."
desk ... But any good murderer can hours earlier. Then, when she came
steal a little perfume or paper from out of the parlour, she took the
an open room. And hiding the pills knife and note from her pockets and eliminate - remove or take away
in the garden where Carol often pretended she'd just found them on evidence - objects or information
smoked was another clever trick. the door. If you carefully measure that lead to the murderer
But the real murderer made two the size of the slit through the piece stabbing (v) stab - the action of
small mistakes. Look again at the of paper, you will find it's only 1 cm pushing a knife hard into something

~~-----------------------------------------------------'
~-- -- ------ - ------- ---- --------------------------------------- - ----- - -- --- -------------- ----- ------- - ------ ---- ---------------------------------------------------------- - ----------------------------

The Ghost of the Seance

The solution
When all the suspects arrived in the note," he said. "The words 'favor'
parlour, Holmes began: and 'center' are speJt in American
"Let's eliminate the impossible," English, not British English. Of
he started. "The ghost was played by course, there was another way to
a woman, so that eliminates our know that you are the murderer,
Scottish friend. Plus, he didn't know Rachael." The other guests all You drove me to my death.
the facts written out in the note." gasped and turned to her. Holmes
Now I'm going to return the
continued, "The noise the knife
"Right," Watson agreed. made when it hit the door." favor. You're going to
"That leaves Meg, Rachael and Watson checked his notepad the center of hell.
Carol. All three women knew Amy carefully. "But no one heard a noise, dear Daddy!
and all had motives." Holmes."
Of course, there are three pieces of "Exactly. Stabbing the door would
obvious evidence that point to Carol have made a loud noise, especially long. But both the stabs in the door
being the murderer. The knife smelt since it was stabbed more than are 2 cm long. You were clever,
of her French perfume, and the once. The only explanation is that Rachael, but not clever enough. Dr
paper for the note came from her Rachael stabbed the door several Watson, send for the local police."
desk ... But any good murderer can hours earlier. Then, when she came
steal a little perfume or paper from out of the parlour, she took the
an open room. And hiding the pills knife and note from her pockets and eliminate - remove or take away
in the garden where Carol often pretended she'd just found them on evidence - objects or information
smoked was another clever trick. the door. If you carefully measure that lead to the murderer
But the real murderer made two the size of the slit through the piece stabbing (v) stab - the action of
small mistakes. Look again at the of paper, you will find it's only 1 cm pushing a knife hard into something

,~--------------------------------------------------------,
mI Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson I
 The Ghost of the Seance: Right or Wrong Grammar?
(Intermediate - Upper intermediate sentences)
D I can't come to the party tomorrow because I'm going out with an old friend.
Answers
D What does your brother do for working? RIGHT
2 WRONG ... brother do for a
D When I will get home tonight, I will call you.
living?

EI I have never been to Spain, although I went to Portugal two years ago. 3 WRONG When I get home
tonight ...
iii On a plane you don't have to smoke, even in the toilets. 4 RIGHT
S WRONG You mustn't smoke ...
D I am very tired because I have just gone shopping.
6 WRONG ... 1 have just been
D I haven't seen my brother since three months. shopping.
7 WRONG ...brother for three
III I went to the post office to buy some stamps and to post some letters. months.

iii You shouldn't be worried about doing mistakes when you speak English. a RIGHT
9 WRONG ... worried about
m We ate most of the meat, but we couldn't finish all the rice. making mistakes ...
10 RIGHT
m I like living in London, but it is so big city.
11 WRONG ...it is such a big city.
if) These trousers are too big for me, aren't they? 12 RIGHT
13 RIGHT
m I spent twenty minutes waiting for a bus this morning, and then three came
along at once. 14 WRONG Nobody I knew
could help me.
m Nobody I knew couldn't help me.

The Ghost of the Seance: Right or Wrong Grammar?

(Upper Intermediate - Advanced sentences)

D The more tired I get, the more I make mistakes.

Answers
D I'm not going to the party unless you come with me. 1 WRONG ... the more mistakes
I make.
D I'd rather you didn't touch anything, please. 2 RIGHT

EI My friend's putting me down while I'm looking for a new flat. 3 RIGHT
4 WRONG ... putting me up ...
iii I think they haven't been invited to the party.
S WRONG I don't think they've
been ...
D I haven't even got enough time to get my hair cut this week.
6 RIGHT
D I've always avoided to work in a big office - I don't like the atmosphere. 7 WRONG ...avoided working
in ...
III You couldn't have hurt his feelings - he's very insensitive.
a RIGHT
iii She doesn't want anything to do with us now she's dating a famous footballer. 9 RIGHT
10 WRONG I forgot to calL ..
m I forgot calling my grandmother yesterday. I'm so angry - it was her birthday!
11 WRONG ... shall we?
m Let's stay in and watch TV, shan't we? 12 WRONG ... 1tried to find out
the correct...
if) I tried to know the correct answer, but the teacher wasn't sure.
13 RIGHT
m Could you make sure the door's locked before you go out? 14 RIGHT

m Very few people get away with cheating in exams.

I Photocopiable © 2004 DELTA PUBLISHING from Teamwork by Jason Anderson Iiii

 Topic Index
animals 3,6, 17 inventions 16

business 6 jokes 18

cars 19 journalism 12, 14

celebrities 7 language 11, 15

communication 5, 16 law 4, 12

computers 5, 16 love affairs 12

cooking 8 media 4, 14, 16

courts 12 mistakes 3, 19

crime 4, 12, 14, 19,20 murder 12,20

culture 9, 11 national prejudice 18

desert island 13 nature 9, 13, 17

detective stories 20 news 4, 14

dislikes 10 newspapers 4,14

dreams places 9,13,15

e-mails 5 poetry 15

emotions 1, 10 police 12, 19

environment 9, 13, 17 proverbs 11

family 4 psychoa na lysis

farming 9 recipes 8

feelings 1, 10 restaurants 6

films 7 science 16

flying 14 secrets 7

food 8 Sherlock Holmes 20

football 14 sleep

furniture 2, 20 stereotypes 18

geography 9, 15 storytelling 3, 13, 14, 19

hates 10 survival 13

history 11, 16 technology 5, 16

house and home 2 trading 2,5

humour 18 traditions 9, 11

idioms 11 travel 13

interior design 2 trials 4, 12, 14

internet 5,6, 16 whodunit 20

 Grammar and Functions Index
advice 1, 10, 17 modal verbs used for deduction 1, 7, 20

agreeing and disagreeing 13, 19 narrative tenses 3, 19

arrangements (making) 5 negotiating prices 2,5

asking for information 5, 17 newspaper register in English 14

conditionals (1 st) 6,13 passive voice 7,9, 16

conditionals (2nd, 3rd) 10, 13 past continuous 12

conjunctions 3 past simple 3, 11, 12, 19,20

countable / uncountable nouns 8 past tenses (various) 3,7,9, 12, 19,20

deductions 1,20 phrasal verbs 4

description 2, 15 predicting 7, 19

direct speech 7, 18 present simple 17, 18

discourse markers (spoken) 10 present tenses (various) 7

expressing opinion 10, 19 question forms /

formation 4,5, 12, 14, 17
future structures 6, 13, 19
recommendations 1, 10, 13
giving instructions 8
reported speech 3, 7, 14
going to 6,13
reporting statistics and data 17
grammar revision 20
shall 5
habitual past (used to, would) 11
should 1, 10
have to 2
suggestions (making) 1, 13
imperatives 1,8, 17
superlatives 16, 17
infinitive of purpose 16
there is / are 2
let's 5,13
time expressions 3
linking words 3
used to 11
making arrangements 5
will 6, 13, 19
making deductions 1,7,20
word order in sentences 15
making recommendations 1, 10, 13
would (habitual past) 11
making suggestions 1, 13
 Z392A 33685 a

Interactive tasks
to get students talking
TEAMWORK is a photocopiable • extensive teacher's notes, clearly About the author
resource book for use with adult formatted with lead-ins, full· Jason Anderson is a teacher
and teacher trainer with
and teenage students of English guidance on using the material
many years of experience in
from intermediate to advanced and ideas for further activities
English language teaching
levels. Features include: both in the UK and overseas .
• detailed contents pages plus an
He has worked as director of
• 20 lively and appealing units index of topics and grammar for studies and in-service teacher
designed to inspire interaction quick reference development leader, and has
between students through original, a keen personal interest in
creative ideas and tasks learning languages and
TEAMWORK provides ideal language acquisition.
supplementary material for a wide
• a variety of activity types
including jigsaw communication, variety of coursebooks. The activities
task-based learning, role-play in the book can be adapted for use
and collaborative projects with classes of any size.

• supplementary activities in each

unit which reinforce and practise
the language that has been studied

ISBN 1-900783-78-9

9 781900 783781 >