Materials B1

Additional Materials for
English Intermediate Level (B1)
October - June
2012/13 Course
(to accompany Speak Out Intermediate - Students Book)
with Joey Landric
Joeys email:
jlandric@fguma.es
Campus Virtual:
fguma.cv.uma.es
Fundacin General: www.fgum.es - Tfno: 952-13-16-78
Pg 1
English - Intermediate Unit 1
Unit 1
Why do you think the old man will never learn to swim?
Do you think some people have the same approach to speaking in a foreign language? Is this approach helpful?
[ Getting to know your classmates ]
Pg 2
Pg 3
[ Grammar Asking questions ]
Pg 4
[ Vocabulary Family & Relationships ]

Working in pairs, take turns to read the following 10 sentences to your partner. When you listen to your partners sentences, try
to identify one word which doesnt sound right. In every sentence there is a vocabulary error with a word connected to family or
relationships. Suggest a more appropriate word and, when you are both happy with the new version, decide if it is true for you.
Pg 5
[ Grammar Question Formation ]
Whats the question?

1.
_____________________________ / ______________________________?
She goes to school at 8:30.
2.
_____________________________ / ______________________________?
I got up at 7:00 this morning.
3.
_____________________________ / ______________________________?
They are from Rome.
4.
_____________________________ / ______________________________?
I work in a hospital.
5.
_____________________________ / ______________________________?
We are having a party on Friday.
6.
_____________________________ / ______________________________?
We have seen the film three times.
7.
_____________________________ / ______________________________?
He sees his parents twice a week.
8.
_____________________________ / ______________________________?
The new house will cost $500,000.
9.
_____________________________ / ______________________________?
I was born in Spain.
10.
_____________________________ / ______________________________?
They go to work by bus.
Pg 6
Pg 7
Pg 8

Work in groups of 4 or 5. First of all, you need to fill in the gaps in statements 1 - 9 and think of 3 more facts about yourself (10.
11 & 12). Next, decide what question you need to ask to find out if the other members of your groups have anything in
common with you. Take turns asking the questions (in the second person) to each of the people in your group.
Pg 9
Pg 10
[ Pronunciation Words Ending in .ed ]
How to Pronounce *-ed in English

The past simple tense and past participle of all regular verbs end in -ed. For example:
base verb past simple past participle
(v1)
(v2)
(v3)
work
worked
worked
In addition, many adjectives are made from the past participle and so end in -ed. For example:
I like painted furniture.
The question is: How do we pronounce the -ed?

The answer is: In 3 ways - / Id/ or / t/ or / d/
If the base verb ends in one of these
sounds:
example base
verb*:
example
with ed:
unvoiced
want
wanted
/t/
pronounce extra
the -ed:
syllable?
/ Id /
voiced
unvoiced
/d/
end
ended
/p/
hope
hoped
/f/
laugh
laughed
/s/
fax
faxed
/S/
wash
washed
/tS/
watch
watched
/k/
like
liked
play
played
allow
allowed
beg
begged
all other sounds,

for example...
voiced
yes
/t/
no
/d/
* note that it is the sound that is important, not the letter or spelling. For example, "fax" ends in the
letter "x" but the sound /s/; "like" ends in the letter "e" but the sound /k/.
Exceptions
The following -ed words used as adjectives are pronounced with /Id/:
aged
dogged
ragged
blessed
learned
wicked
crooked
naked
wretched
Pg 11
List of Regular Verbs (to test the pronunciation of words ending in ____ed)
accept
add
admire
admit
advise
afford
agree
alert
allow
amuse
analyse
announce
annoy
answer
apologise
appear
applaud
appreciate
approve
argue
arrange
arrest
arrive
ask
attach
attack
attempt
attend
attract
avoid
back
bake
balance
ban
bang
bare
bat
bathe
battle
beam
beg
behave
belong
bleach
bless
blind
blink
blot
blush
boast
boil
bolt
bomb
book
bore
borrow
bounce
bow
box
brake
brake
branch
breathe
bruise
brush
bubble
bump
burn
buzz
calculate
call
camp
care
carry
carve
cause
challenge
change
charge
chase
cheat
check
cheer
chew
choke
chop
claim
clap
clean
clear
clip
close
coach
coil
collect
colour
comb
command
compare
compete
complain
complete
concentrate
concern
confess
confuse
connect
consider
consist
contain
continue
copy
correct
cough
count
cover
crack
crash
crawl
cross
crush
cry
cure
curl
curve
cycle
dam
damage
dance
dare
dazzle
decay
deceive
decide
decorate
delay
delight
deliver
depend
describe
desert
deserve
destroy
detect
develop
disappear
disapprove
disarm
discover
dislike
divide
double
doubt
drag
drain
dream
dress
drip
drop
drown
drum
dry
dust
earn
educate
embarrass
employ
empty
encourage
end
enjoy
enter
entertain
escape
examine
excite
excuse
exercise
exist
expand
expect
explain
explode
extend
face
fade
fail
fancy
fasten
fax
fear
fence
fetch
file
fill
film
fire
fit
fix
flap
flash
float
flood
flow
flower
fold
follow
fool
force
form
found
frame
frighten
fry
gather
gaze
glow
glue
grab
grate
greet
grin
grip
groan
guarantee
guess
guide
hammer
hand
handle
hang
happen
harm
hate
haunt
head
heal
heap
heat
help
hook
hop
hope
hover
hug
hum
hunt
hurry
identify
ignore
imagine
impress
improve
include
increase
influence
inform
inject
injure
instruct
intend
interest
interfere
interrupt
introduce
invent
invite
irritate
itch
jail
jam
jog
join
joke
judge
juggle
jump
kick
kill
kiss
kneel
knit
knock
knot
label
land
last
laugh
launch
learn
lengthen
level
license
lick
lie
like
list
listen
live
load
lock
long
look
love
man
manage
march
mark
marry
mash
match
mate
matter
measure
meddle
melt
memorise
mend
mess up
milk
mine
miss
mix
moan
moor
mourn
move
muddle
mug
multiply
murder
nail
name
need
nest
nod
note
notice
number
obey
object
observe
obtain
occur
offend
offer
open
order
overflow
owe
own
pack
paddle
paint
park
part
pass
paste
pat
pause
peck
pedal
peel
peep
perform
permit
phone
pick
pinch
pine
place
plan
plant
play
please
plug
point
poke
polish
pop
possess
post
pour
practise
pray
preach
precede
prefer
prepare
present
preserve
press
pretend
prevent
prick
print
produce
program
promise
protect
provide
pull
pump
punch
puncture
punish
push
question
queue
race
radiate
rain
raise
rant
reach
realise
receive
recognise
record
reduce
reflect
refuse
regret
reign
reject
rejoice
relax
release
rely
remain
remember
remind
remove
repair
repeat
replace
reply
report
reproduce
request
rescue
retire
return
rhyme
rinse
rip
risk
rob
rock
roll
rot
rub
ruin
rule
rush
sack
sail
satisfy
save
saw
scare
scatter
scold
scratch
scream
screw
scrub
seal
search
separate
serve
settle
shade
share
shave
shelter
shiver
shock
shop
sigh
sign
signal
sin
sip
ski
skip
slap
slip
slow
smash
smell
smile
smoke
snatch
sneeze
sniff
snore
snow
soak
soothe
sound
spare
spark
sparkle
spell
spill
spoil
spot
spray
sprout
squash
squeak
squeal
squeeze
stain
stamp
stare
start
stay
steer
step
stir
stop
store
strap
strengthen
stretch
strip
stroke
stuff
subtract
succeed
suck
suffer
suggest
suit
supply
support
suppose
surprise
surround
suspect
switch
talk
tame
tap
taste
tease
telephone
tempt
terrify
test
thank
tick
tickle
tie
time
tip
tire
touch
tow
trace
trade
train
transport
trap
travel
treat
tremble
trick
trip
trot
trouble
trust
try
tug
tumble
turn
twist
type
undress
unfasten
unite
unlock
unpack
untidy
use
vanish
visit
wail
wait
walk
wander
want
warm
warn
wash
waste
watch
water
wave
weigh
welcome
whine
whip
whisper
whistle
wink
wipe
wish
wonder
work
worry
wrap
wreck
wrestle
wriggle
x-ray
yell
zip
zoom
[ Pronunciation Phonetic Symbols ]
Pg 12
Pg 13
[ Grammar Review of Verb Tenses - Present Simple / Continuous ]

Do you ever play spot the difference? In pairs, look at only one of these two pictures and describe it to your partner using the
present simple and present continuous tenses. Working together, how many differences can you both identify?
Student A - Look at this picture and cover the second picture!
....................................................................................................................................................................................
Student B - Look at this picture and cover the first picture!
Pg 14
[ Grammar Review of Verb Tenses ]

Working in pairs, decide who is going to be Student A and who is Student B. Look only at your worksheet and study the text with
the gaps. Try to guess what sort of information is missing in each gap, for example a date, a place, an object, a person etc.
Choose an appropriate question word (when, where, what, who etc) and think about the tense. Form a question to get the missing
information and take turns asking your partner questions and answering his/hers using the complete version of the other text.
Pg 15
[ Grammar Past Simple / Past Continuous ]

What is the typical (Where?) question Americans might ask each other about the assassination of JFK?
Ask your partner similar questions in order to fill in the gaps in your table about the Walton family. To ask and answer the
questions, you will need to use a combination the past simple and the past continuous just like in the JFK example question.
Pg 16
[ Grammar Past Simple / Past Continuous ]

Do you know of any celebrity relationships which are not genuine but are just publicity stunts?
In groups of 4, two of you are reporters and the other two are the celebrities Sam and Alison. The reporters must work together
to prepare accurate questions using the past simple and the past continuous. The celebrities must work together also using the past
simple and the past continuous to decide on their story you must try to give the reporters consistent information. Next, each of
the two reporters will interview one of the celebs. Then the reporters must get together and compare their notes to decide if
the stories are consistent and the couple are really in love, or if the stories do not match up and the relationship is fake!
Pg 17
[ Functional Language Talking About Yourself ]

Half the class are going to interviewers and the other half will be interviewees. In each case, you have to study your role card and fill
in the missing information. Finally, pair up with a student from the other half and have a 5-minute job interview.
Bosses/HR Managers (role card 1), would you employ this candidate? Job seekers (role card 2), do you still want the job?
Pg 18
Unit 2
[ Vocabulary Types of Story and the News ]
Working in threes, you are a group of film directors, choose a type of film from the first box and as many events from the next
box as you like. Now have a brainstorming session and, with your ideas, fill in boxes 1 to 6 with notes (not complete sentences)
or pictures. Finally, you will present your film idea to the rest of the class and vote for the best film idea.
Pg 19
[ Vocabulary Prepositions ]
Look at the sentences below and choose 12 of them. For each of the twelve, write one or two words only in one of the shapes.
Do not write them in the same order as they appear in the list. Afterwards, swap sheets with a partner and try to guess which
shape refers to which piece of information. Ask your partner questions (using the appropriate preposition) to check your guesses.
Pg 20
[ Vocabulary Prepositions ]
Read the story below and try to crack the code for the mystery prepositions.
Pg 21
[ Grammar Present Perfect / Past Simple ]

In pairs, decide who is Student A and who is Student B. Working individually, decide for each case whether or not to use the
Present Perfect or the Past Simple, then take turns asking your partner if the sentence is true or false. 1 point for each correct answer.
Pg 22
[ Grammar Narrative Tenses - The Past Perfect (or Pluperfect) Tense ]

Hide the right hand side of the worksheet (to the right of the FOLD HERE line).
For each of the 6 questions, guess at an answer. You will need to use the past perfect tense because the question is about yesterday,
but the cause of the situation happened the day before yesterday. When you have guessed, have a look at the pictures the day before
yesterday pictures and see if you were right. If not, modify your answer so it represents what happened in the picture.
Pg 23
[ Grammar Narrative Tenses ]

Working on your own or in pairs, note down some ideas for a story by answering the questions on the left. Notice that the in
the fifth question it refers to the thing that Tom and Sally had found in the forth question etc. Once you have finished
making the notes, you have the skeleton of a story. By adding some adverbs and extra details and using a variety of narrative
tenses, you can write up the complete story
Pg 24

Working on your own or in pairs, try to fill in the gaps using an appropriate narrative tense conjugation of the verb in brackets.
Pg 25

Working individually, try to remember a dream that you have had (if you cant remember any, just invent one).
Write one or two sentences in the various clouds using different tenses (the existing sentences are just examples of the sort of
thing that you may want to write).
When you have finished, in groups of three, tell each other about your dreams. What do you suppose they might mean?
Pg 26
[ Functional Language Telling a Story ]

What fairy tales do you know? Are they the same ones as in other countries?
In groups of 4, one pair of students look Worksheet A and another at Worksheet B.
Read the outline of the story. Does it seem familiar? Using some of the story telling functional language from Unit 2.3 and a variety
of narrative tenses, plan how you are going to tell your story to the other pair of students and how you the tale is going to end.
Finally, recount your story giving as much interesting detail as possible
Pg 27
[ Vocabulary Crime ]
In pairs, one student read Story A, the other Story B. The two texts are different versions of the same tale and include some key
differences as well as lots of crime vocabulary. Once you have each read your own version, close the book and tell your partner
your version of the story and, between you, see how many differences you can find between the two texts.
Pg 28
Unit 3
[ Grammar The Future (for Plans) ]
Did you make any new years resolutions at the beginning of this year? Did you stick to them? How about next year?
You are going to make a contract with yourself full of resolutions - things that you are going to do/stop doing in the future.
When you have written your contract, get two partners so read over it, check it for errors, and sign it.
When you read your partners contracts, try to think of as many interesting follow-up questions about the resolutions as possible.
Pg 29

Have you ever been invited somewhere you didnt want to go? Did you make up an excuse?
Invent 10 appointments/arrangements in your diary, you can place them any day of the week and at any time. Look at the pictures if
you need some ideas. In groups of 4 or 5, decide who is going to be the referee. The other students then take turns to invite
each other out to eat, for a drink, to the cinema etc. The offer is always rejected with an excuse using a future form for arrangements.
(For example Im sorry, Id love to but I cant, Im playing tennis on Tuesday morning). You can ask some follow-up questions if you
like and then decide if the student is telling the truth or not. The referee consults the diary and gives the verdict.
Pg 30

Prepare the main question and the follow-up questions in the second person using an appropriate future form (will, be
going to, present continuous). When you are ready, in groups of 3 or 4, ask your partners about their future plans and intentions. If you
find someone who says yes to the main question, make a note of their name(s) and ask them the follow-up questions
Pg 31
[ Grammar The Future (for Predictions) ]

Have you ever wanted to be a famous inventor? Now is your opportunity to invent something.
Be creative and give plenty of details (and a picture if you like), making predictions about how it will revolutionise our lives.
Pg 32
[ Functional Language Dealing with Misunderstandings ]

Working in pairs, you are going to do a couple of role-plays. The first scenario is a market research interview, the second is
about a confused phone message that Student A left for Student B. Read your role-card and prepare your roles.
Then have the conversations making use of the functional language for dealing with misunderstandings that we have seen in Unit 3.3.
Pg 33
Unit 4
[ Vocabulary Personal Qualities ]
Working in pairs, you are going to do a couple of role-plays. In the first one, Student B has to answer Student As questions.
Student B has to form the appropriate question and record the answers on his/her role card.
In the second role-play, the roles are reversed.
Pg 34
[ Vocabulary Adjectives to Describe Character & Behaviour ]

Look at one half of the crossword (A or B) and devise some clues for the words (all related to Character & Behaviour).
When your partner asks you about a word, give him/her a hard clue to begin with and then, if necessary, give easier ones.
Pg 35
[ Vocabulary Confusing Words ]

Working in pairs, read out your statements to your partner. Some are accurate but others have a very common vocabulary
mistake a typically misused confusing word. These are mistakes that you will probably make all the time!
Listen to your partners statements and identify which word, if any, is incorrect and what the correct alternative should be.
Then discuss which of the sentences are true for you, or your partner, or neither of you or both of you.
Pg 36
[ Grammar Modals of Obligation (must, have to, should) ]

Working in pairs, fill in the gaps with tips (pieces of advice) on how to do a certain activity.
Do not write anything in the grey line at the top (the How to gap) because when you are finished writing your tips, you
will swap worksheets with another pair of students and see if you can guess what each set of tips is helping you to do.
Pg 37
[ Grammar Modals of Obligation / Permission

(be able to, be allowed to, be supposed to) ]
Working in pairs, decide which of the following modal verb is most appropriate to define the law in the various countries.
The pictures may help you to guess at some of the more difficult vocabulary. 1 point per correct answer.
Pg 38
[ Grammar Modals of Obligation / Permission ]

Imagine that you were the boss of one the following places. Choose two places from the 8 options and make up a few rules
and regulations (remember these can be allowing things as well as prohibiting things) using a variety of modal verbs.
To make it more difficult, you must not use any of the words in the box.
Take it in turns to read your partner your list of rules and see if s/he can guess which place you are the boss of.
Pg 39
[ Grammar Modals of Obligation / Permission ]

How well do you know the law? Do you agree with all the laws in Spain or would you change any of them?
Use an appropriate modal verb to complete the following laws so they are true for Spain.
Pg 40
[ Grammar Past Habits & States (Used to, Would) ]

Are you a nostalgic sort of person? What do you remember about your childhood?
Working individually, fill in the gaps 1 to 12 with some facts about yourself (both positive and negative) when you were a
child. Try to use both used to and would were appropriate. Once youve finished chat with 2 or 3 other students to find
someone who has something in common with you by asking them questions using both used to and would were appropriate
Pg 41

How much have you changed? Are there many things that you used to do but now dont do anymore?
Choose three of the 12 options below and find out how many people in your class used to do/be them.
Pg 42

How different is your life to that of your grandparents or your great-great-grandparents? Did we used to live differently?
Write two sentences using used to/would about each picture explaining what people used to/would do before each invention.
Pg 43
[ Functional Language Reaching an Agreement ]

Are you interested in politics? What do you think of the politicians in Spain today?
Working in two teams, study the worksheet for your party. Collectively, in your political party, try to think of 2 or 3 reasons
for each of your policies and record them on your worksheet. When you have finished, pair up with a politician of the
opposing party (one from the Education Party, one from the Freedom Party) and, using the functional language for reaching an
agreement that we have seen in Unit 4.3, have a debate with your counterpart to see if you can agree on anything.
Pg 44
Unit 5
[ Vocabulary Technology ]
Working in pairs, only look at your half of the crossword and try to think of some clues to help your partner guess at
his/her missing words related to technology. Start off with a hard clue and then give him/her an easier one if s/he needs it.
Pg 45
[ Vocabulary Word Building - Adjectives ]

Working in groups of 3 or 4, roll the dice (die) and move around the board. If you land on a grey square, you must make
the noun in brackets into an adjective using one of the suffixes on the jigsaw pieces. If you land on one of the jigsaw pieces, you
must say 5 new adjectives ending in that suffix. An incorrect answer means that you have to move back to where you were.
Pg 46
[ Grammar Comparatives / Superlatives ]

Are you addicted to your mobile phone? How long could you survive without it? How often do you update your mobile?
Working in pairs, you are going to do a role-play. You and your friend are both looking for mobile phones and to save time,
you decided to split up and look in different shops. Now you are back together and each of you has to choose a new phone.
Look at the functions and features you are looking for in your new phone and discuss the three phones that you have seen
and the three your partner has seen. Without looking at your partners worksheet, use comparatives to compare and contrast
any two possible phones and superlatives to talk about a particular phone.
Finally, decide which of the 6 mobiles each of you is going to buy.
Pg 47
[ Grammar Question Tags ]

Student A and B take turns to ask each other the following 12 questions. Do not write down the answers but try to remember all the
information your partner gives you. Then, ask a question tag question for each one to check if you remembered his/her answer correctly.
Pg 48
[ Grammar Question Tags ]

Working in groups of 3 or 4, look at statements 1 to 6 and decide which of your partners the statement might apply to.
Then make up 6 new statements (not questions) about your partners you can use both positive and negative statements.
(Numbers 7 - 9 that you think are probably true; Numbers 10 12 that you think are probably false).
Finally, ask your partner a question tag question to see if you guessed correctly. Remember to use the appropriate intonation
as you speak (falling if you are confident you know the answer, rising if it is a genuine query). 1 point for each correct guess.
Pg 49
[ Functional Language Polite Requests ]

Working in pairs, you are going to do three role-plays. Have a look at your role (customer or employee) and, decide what
you are going to say. Using the functional language for polite requests and responses in Unit 5.3, try to resolve the 3 different issues
as satisfactorily, amicably and diplomatically as possibly.
Pg 50
Unit 6
[ Vocabulary ed/ing Adjectives ]
Are you an emotional sort of person? What kinds of things make you stressed, happy or upset?
Working in pairs, decide who is going to be Student A and who Student B. Then, working individually, look at your
worksheet and decide which is the correct adjective in each of the four A, B, C options. Finally, add a fifth question of your
own of a similar kind with three options including an ...ed or ing adjective. (you may need to revise the pronunciation of
the ___ed words!) When you are both ready, ask your partner the questions using the correct form of the adjective.
Record his/her answers and then read him/her the emotionality analysis. Who is the more emotional of the two of you?
Pg 51
[ Vocabulary Phrasal Verbs ]

When speaking a foreign language, it is important to be linguistically resourceful because you will need to describe things
and concepts that your are not able to express by name. A good game to practise this is Taboo. Working in pairs, and
without looking at each others worksheet, take turns at trying to communicate the 6 phrasal verbs. Obviously, you must not
mention the phrasal verb itself and the other words (and their derivatives) in each box are also prohibited.
Pg 52
[ Grammar Zero and First Conditionals ]

Working in groups of 3 or 4, roll the dice (die) and move around the board. If you land on a white square, you must
complete the sentence to form an accurate zero conditional or first conditional structure. If you land on one of the grey free
squares, you can have a rest. An incorrect answer means that you have to move back to where you were!
Pg 53
[ Grammar First Conditional ]

Make your way around the world as quickly as possible, debating and speculating about your decisions as you go...
Pg 54

Pg 55

The following cards explain the consequence of your decisions. Only read the one that you choose.
Pg 56
[ Grammar Future Time Expressions ]

Complete the following sentences in an appropriate tense. These are not conditional structures because there is no
condition but the formation is very similar because they all contain a future time clause.
Pg 57
[ Grammar Second Conditional ]

Some behaviour can seem strange or even crazy until you explain the circumstances. In groups of three, take turns to read
one of your strange behaviour cards. The other two students compete to think of a reasonable reason why you might do
such a thing. These ideas must be expressed using the second conditional because they are all hypothetical situations.
For example: Swallow a pen-driveIf I were a spy and I were trying to destroy some secret information, I would swallow a pen-drive!
Student A
Student B
Student C
Pg 58

Think of an appropriate ending to the following conditional structures and write it in one of the spaces on the left.
Do not write them in the corresponding gap because your partner is going to try to match them up for you.
Swap with your partner, try to match the number and the letter. Swap back and check your partners answers.
Match these beginnings
to these endings
Ltr
If I were a bird,
If I had magical powers,
If I could speak perfect English,
If I were the richest person in the world,
If my parents hadnt met,
If the world was going to end next week,
If I could go anywhere in the world,
If I had met Mahatma Gandhi,
If I could go to the moon,
10 If I were invisible,
11 If I won the lottery next week,
12 If aliens landed on earth,
13 If I could change sex for a day,
14 If Id been born a thousand years ago,
15 If I could be any animal,
Write your answers here and ask your partner to check them for you.
N
Ltr
Ltr
/
10
11
12
13
14
15
Pg 59

Students AH complete their wish list and read it to the class.
The rest have to identify which picture would make the best birthday present for each person.
10
11
12
13
14
15
16
17
18
20
21
22
23
24
19
Pg 60
[ Grammar First and Second Conditional Structures ]

Working in threes or fours, roll the dice and make your way across the board. When you land on a question square, you
must complete the phrase, deciding if you should use a first conditional or second conditional structure or a future time clause. If you
answer correctly, you stay on your square but an incorrect answer means that you have to go back to where you were!
Pg 61
[ Functional Language Giving and Responding to News ]

Randomly choose 4 pieces of news from the selection below, trying to get a mixture of good and bad news.
Consider the functional language for giving good and bad news and responding to it from Unit 6.3 and decide how you are going to tell
people about your news. Take turns mixing with all the other students in the class telling them each a piece of your news
and responding appropriately to any good or bad news that they tell you.
Pg 62
Unit 7
[ Vocabulary Success & Ability ]
Working in pairs, you are going to do think of what you need to be successful. After deciding who is Student A and who is
Student B, work individually, have a look at the prompts, and decide how to complete the full questions 1 8 about success
and ability. Ask your partner the questions, then swap partners and ask someone else. Do they have anything in common?
Pg 63
[ Vocabulary Success & Ability ]

Fill in the gaps in this text to complete the information about your abilities and how good you are /were at various activities.
When you have finished, write a random student number between 1 and 1,000,000 in the box below.
When you have read a mystery classmates statements, have a guess at who you think s/he is.
My name is: ,
and I think this worksheet belongs to: .
Now return the sheet to the person you suspect is the owner and see if you guessed right.
Pg 64
[ Vocabulary Verb Phrases with Prepositions ]

Working individually, try to choose the correct preposition for the verb phrases in each of the 18 querstions.
Then ask yourself the questions and write a short answer in the My answer column. Finally, working in groups of 3 or 4, ask
each other the same questions to try to find someone who has the same answer as you. When you listen to questions, pay
attention to the prepositions to make sure that they are the same as yours. Feel free to ask some follow-up questions too.
Pg 65
[ Grammar Present Perfect Simple Vs Present Perfect Continuous ]

Working in pairs, look only at either worksheet A or B. First of all, you need to decide which tense to use to complete the 6
clues (clue number 1 is already conjugated for you). You can use the Present Perfect Simple or the Present Simple Continuous but
where both tenses are possible, you should use the Present Simple Continuous.
The object of the game is to guess the mystery film star with as few clues as possible. Take turns to read your partner the
various clues for the film stars and let him/her have a guess after hearing each clue. Give your partner a score for each of
the three film stars depending on how quickly they guessed the answer:
After one clue 10 points; after two clues 8 points; after three clues 6 points; after four clues 5 points; after five clues 3 points; after six clues 1 point.
Pg 66

Working in pairs, decide which tense (PPS or PPC) in the following 9 pairs of sentences sounds better to you. Remember to
consider whether the verb is a state verb or a dynamic verb. Next make a 10th pair and swap with another pair of students.
10
a)
b)
Pg 67

Working in pairs, look at either worksheet A or B. A will be the worlds greatest traveller. B will be an interviewer.
Traveller you must fill in the gaps on your worksheet in preparation for the interview consider the tense in each sentence.
Interviewer - you must prepare the questions considering which tense you should use: PPS, PPC or maybe an alternative tense.
Pg 68
[ Grammar Present and Past Ability ]

Working in groups of 3 or 4, take it in turns to chose a category and ask a partner about his/her ability in this area either in
the present or the past. Your partner may tell you the truth or s/he may decide to lie. Ask follow up questions to help you
decide if its the truth or a lie. The rest of the students bet whether they think the speaker is telling the truth or lying.
Everyone who guesses correctly gets 1 point.
Pg 69
[ Functional Language Clarifying Opinions ]

Working in groups of 4, you are going to have an executive meeting between 4 directors of a fashion company who are
trying to decide how best to invest last years profits. Read your role card and come up with two more reasons to support
your preferred option. Have another look at the functional language for clarifying opinions in Unit 7.3 and collectively, decide
how you are going to invest the money: either 100% in one of the projects or a 75/25% split between two of them
Pg 70
Unit 8
[ Vocabulary Getting On ]
Do you get on with people? How well do you get on with your brothers and sisters? How about with your classmates?
Working in pairs, ask each other the questions on your worksheet but dont answer them immediately. The questions are all
correct and perfectly intelligible but the language is not as idiomatic as it could be. When you read a question, your partner
must suggest an alternative phrase from the box of vocabulary related to getting on. Once you agree that the new version makes
sense, ask the question again and this time you can answer it and ask some follow-up questions too.
Pg 71
[ Grammar Countable / Uncountable Nouns & Quantifiers ]

Working in teams of two or three, you have to think of one item for each column according to different categories and the
various quantifiers. You teacher will tell you what the category is and you have one minute to fill as many squares as possible.
For example, if the category was things in a restaurant, you could choose: a few waiters; a little whiskey; several tables; lots of
customers etc. You have one minute per category and your team gets 1 point per correct answer.
Pg 72
[ Grammar Countable / Uncountable Nouns & Quantifiers ]

Complete the following sentences with an appropriate quantifier and then ask your partner some How much / How many
questions based on the prompts below. Remember, be curious, be nosy - ask lots of follow-up questions!
Pg 73
[ Grammar Use of the Article ]

Working in pairs, decide which of the sentences are correct and which have an error in the use of the article. If they are not
correct, you must be able to correct them. Next, decide how confident you feel about each of them because next, you are
going to bid for them in an auction. Each team has 1,000 to spend and you can bid as much or as little as you want (in
increments of 50) for each of the sentences. You get 1 point for each sentence you buy and are able to correct!
Pg 74
[ Grammar Articles and Quantifiers ]

Working in pairs, read your sentences to your partner. When you listen to your partners sentences, try to identify any errors
that you hear. Each of the sentences includes a grammatical error which is either an article or a quantifier. Once you have
identified and corrected the mistakes, decide if the sentence is true for you, and ask follow-up questions to get more details.
Pg 75
[ Grammar Relative Clauses ]

These definitions all have relative clauses and are all grammatically correct but are they accurate or are they made up?
Pg 76

In two teams, Team A and Team B, Look only at your half of the worksheet and try to think of a way to complete the relative
clauses to formulate complete questions. Then, take turns to ask the opposing team the questions.
Pg 77

Working in pairs, read the sentence introductions (numbered 1 - 6) to your partner. When you listen to your partners
sentences, think about the relative clause and choose the sentence conclusion (letters A F) which best completes the idea.
Once you have both finished all 6 sentences, think of some new ones using the same underlined phrase but inventing the
rest of the sentence with your own ideas, for example: (A1) wordreference.com is a website where you can look up foreign words.
Pg 78
[ Functional Language Being a Good Guest ]

Working in pairs, have a look at one of the two worksheets (A or B) and consider how you might react in the 12 different
scenarios. Have another look at the functional language for being a good guest in Unit 8.3 and work through the role-plays taking
turns to offer and accept apologies, ask and answer questions etc. Decide which of the 12 situations you and your partner
would like to perform for the whole class!
Pg 79
Unit 9
[ Vocabulary History and Periods of Time ]
Working in pairs or threes, look at the worksheet together and try to imagine some historical details of a fictional country.
Use the ideas at the top and the different time periods for inspiration. Prepare to present your history to the rest of the class!
Pg 80
[ Grammar Third Conditional Structures ]

Working in pairs, look at the pictures and try to complete the third conditional sentences at the bottom of the worksheet.
Pg 81
[ Grammar Third Conditional Structures ]

Working in pairs or threes, look at the various bad decisions outlined in each of the 6 situations and come up with two third
conditional structures for each one. Compare your sentences with another group to see if you have had the same ideas.
Finally, think about some bad decisions that have been made by you, people you know or perhaps politicians, football
managers etc. Think of some sentences (positive & negative) to explain what you would have done differently in each case.
Pg 82
[ Grammar The Active Voice Vs The Passive Voice ]

Working in pairs, determine who is Student A and who is Student B. Look only at your own worksheet and spend a couple of
minutes deciding if each of the amazing facts sounds better to you in the active voice or the passive voice. Once you have
decided, read the sentences to your partner who has to decide if the sentence is indeed an amazing fact or if it is false.
Pg 83
[ Grammar The Passive Voice ]

In groups of 3 or 4, form some questions to find someone in the group who has had the various experiences mentioned.
Your questions should be in the second person and in the passive voice - e.g. Have you ever been.
Dont forget to prolong the conversation with some follow-up questions if you are curious about your partners experiences.
Pg 84

In two teams Team A and Team B, look only at your own half of the worksheet and formulate questions in the passive voice
from the various prompts. Your questions should begin When; Where; Who; What etc.
The opposing team has the opportunity to answer directly (2 points if correct) or they may prefer to hear the three options
first (1 point if correct)
Pg 85

Working individually or in pairs, fill in the gaps in these 15 sentences with the verb in brackets using the correct tense & voice.
Pg 86
[ Vocabulary Describing People ]

Try to be honest and tell your partner how you think different people would describe you. Would your parents describe you in
the same way as your teachers? Would your brothers and sisters describe you in the same way as your boyfriend/girlfriend?
Look at the worksheet below and, in pairs, decide how you would describe the various proffesionals and nationalities.
Pg 87
[ Vocabulary Describing People - Compound Adjectives ]

Take a black square and try to combine it with a white square to make a compound adjective.
Some of these will exist and have meaning, others will be nonsensical. Try to spot the real ones and guess their meaning.
Pg 88
[Functional language Expressing Uncertainty ]

Working in groups of 4 or 5, discuss the following 20 questions about the Centro de Idiomas. The questions are very difficult
and it is understandable that you wont know all the correct answers. For that reason, you should look first at the functional
language for expressing uncertainty in Unit 9.3 and use the uncertainty expressions whenever you are not sure of the answer.
Pg 89
Unit 10
[ Vocabulary The Environment ]
How green is your language school? Working in pairs, take turns to ask each other the questions on the Green Test as well as
two extra similar questions (14 & 15) related to the topic of green buildings and the environment. If you dont know the answers,
your homework is to go and pester Stacey, the coordinator and ask her - in English, of course!
Pg 90
[ Vocabulary Word-Building (Prefixes) ]

Start off by looking at the 8 statements. In each one, there is a definition in brackets. You need to use your word-building
skills to form a word to replace the phrase in brackets. There are 8 root words that can be used only once. You need to
combine these with an appropriate prefix to form a single word. Now decide if the statements are true for you (putting a tick
or a cross) in the Me Column. Now, make a question in order to find out whether or not your partner is the same as you.
Pg 91
[ Grammar Reported Speech ]

Form teams of about 4 or 5 people and nominate one person as the secretary who will write down the answers for the
group. Now you are ready to go the races and bet some money. There are twelve races and in each of them, there is a
sentence in direct speech and another recounting that information in reported speech. Collectively, you must decide if the
sentence is grammatically correct or not and, if not, you need to re-write it correctly. Then, you must decide how much
money you want to bet. If you are certain, you should bet a lot (a maximum of $500), if you are not so sure, bet less money,
or nothing at all if you prefer. Get it right and you double your money; get it wrong and lose your cash!
The winners are the team who makes the most money.
Pg 92

In pairs, read the interview text then take turns reading the 6 statements to your partner who will decide if the statement is
true or false and supports this answer by reporting the information that Ella, Jos and Hiro & Erika mentioned in the interview.
Pg 93

In groups of 4, two of you are going to be interviewers and the other two the interviewees for a job as a language school teacher.
The two interviewers work together forming the questions that they will ask during the interview. The two teachers work
individually, deciding what they want to say about their teaching skills and experience.
Now for the job interview One interviewer interviews one teacher. After the interview, the two interviewers need to get
together to report what they asked the teachers and what the teachers answered. Likewise, the two teachers are curious to
know about each others interviews, so they get together to report how their interview went.
Teachers, which one of you do you think will get the job? Interviewers, which candidate, if any, will you choose to employ?
Pg 94
[ Grammar Verb Patterns]

Complete the sentences about yourself using the correct verb pattern: infinitive with to, infinitive without to or gerund.
Swap worksheets with your partner, check the grammar and ask each other questions about the ideas you have expressed.
Pg 95
[ Grammar Verb Patterns ]

In pairs, fill in the following gaps with the correct verb pattern: infinitive with to, infinitive without to or gerund.
e.g. I want go home; I want going home; I want to go home.
Pg 96
[ Functional Language Giving Advice/Warnings ]

Work individually or in pairs if you prefer. Think of a place that you have visited and know quite well. It might be a foreign
country or another region, city or town within Spain. Do not write the name of the place on the worksheet or tell your
classmates which place you have chosen. Complete the 12 recommendations, warnings or pieces of advice, you might give to a
visitor to your mystery place . Now swap worksheets and see if you can guess the mystery place from you partners advice.
Pg 97
English - Intermediate Appendices
Appendices
Written Work Correction Codes
When I correct your essays, I shall not actually correct them in the sense
that I shall not tell you the correct version.
Instead, I will underline an erroneous word or section and give you a hint, in
the form of a code representing the type of error you have committed. Stage
two of your writing task is to correct your own mistakes (preferably in a third
colour), then ask me to check your error corrections in the following class.
That way you will arrive at a grammatically and idiomatic sound solution and
hopefully remember the correct means of expression for the next time you
need to need to write something similar.
Here are the codes and an example of the type of error that they represent:
CODE FOR MARKING ESSAYS

KEY
MEANING
EXAMPLE
Gr
Grammar
We was late for the film = we were late for the film
Tense
I have been to London in 1998 = I went to London in 1998
Prep
Preposition
In home = At home
Punctuation
england = England
Sp
Spelling
Foreing = Foreign
WW
Wrong Word
He always cries, hes very sensible = sensitive
WO
Word Order
I like very much chocolate = I like chocolate very much
Reg
Register
Dear SirLove and kisses = Dear SirYours failthfully
Missing Word
Fruit as apples and pears = Fruit ^ such as apples and pears
[ Use of Expressions with Get ]
Pg 98
Pg 99
Student A These are the products that your shop sells
Rubbish Bin
Hoover/Vacuum Cleaner
Toaster
Lamp
Hair Dryer
Iron
Wallet
Corkscrew
Apron
Rolling Pin
Chopping Board
Colander
Hosepipe
Rake
Spade
Potato Peeler
Clothes Hanger
Tap
Candle
Bathroom Scales
String
Notepad
Magnifying Glass
Pencil Sharpener
Envelope
Helmet
Compass
Pencil Case
Pg 100
Student A These are the products that you want to buy from Student B
Pg 101
Student B These are the products that your shop sells
Fly Swat
Key Ring
Sellotape
Stapler
Funnel
Mouse Trap
Teapot
Hat Stand
Magnet
Safety Pin
Alarm Clock
Light Switch
Thermometer
Monkey Wrench
Fire Extinguisher
Fish Slice
Screw
(Cigarette) Lighter
Tape Measure
Broom
Egg Timer
Saucepan
Electric Fan
Hammer
Piggybank
Food Processor
TV Ariel
Light Bulb
Pg 102
Student B These are the products that you want to buy from Student A
Pg 103
Complete the Drawing

Sit back-to-back so that you cannot see your partner or his/her picture.
Student A will try to describe (verbally) the picture to Student B who will try to recreate it on his template.
...
Pg 104
(see next page for Grammar & Vocabulary questions)
Pg 105
Pg 106
Pg 107
Pg 108
[ Strong and Gradable Adjectives ]
Pg 109
Pg 110
[ Modals of Deduction ]
Pg 111
Phrasal verb jokes

Match the openings of student As jokes with the endings of student Bs and vice versa
Pg 112
[ Phrasal Verbs ]
Pg 113
[ Sporting Vocabulary ]
Guess the sport
Pg 114
[ Party Vocabulary ]
Pg 115
[ Party Vocabulary ]
[ Film, Book & Music Vocabulary ]
Pg 116
Pg 117
[ Make or Do ]
Pg 118
[ Make or Do ]
Pg 119
[ Make or Let ]
Pg 120
A play for 4 actors
Pg 121
a game of charades
Pg 122
Test your memory
Examples of oral exam questions
Pg 123
Pg 124
English - Intermediate Songs
Songs
Pg 125
Pg 126
Pg 127
The Winner Takes it All by ABBA

I dont _______ talk
About the things weve gone
through
Though its _______ me
Now its _______
Ive played all my _______
And thats what youve done too
Nothing _______ to say
No more _______ to play
But tell me does she _______

Like I used to _______ you?
Does it feel the same
When she _______ your name?
Somewhere _______ inside
You must know I _______ you
But what can I say
Rules must be _______
The judges will _______
The likes of me abide
_______ of the show
Always staying low
The game is on _______
A lover or a friend
A _______ thing or a _______
The winner takes it all

The loser standing _______
Beside the _______
Thats her destiny
I was in your _______
Thinking I _______ there
I figured it made sense
Building me a _______
Building me a _______
Thinking Id be strong there
But I was a _______
Playing by the _______
I dont _______ talk

If it makes you feel _______
And I _______
Youve come to shake my
_______
I _______
If it makes you feel bad
Seeing me so _______
No _______
But you see
The winner takes it all......
The gods may throw a _______

Their minds as cold as _______
And someone way down here
Loses someone _______
The _______ has to fall
Its simple and its plain
Why should I _______.
The missing words (not in order)

hurting
again
belonged
apologize
rules
wanna
miss
victory
hand
fence
small
ace
more
deep
dice
home
understand
dear
small
arms
fool
cards
obeyed
loser
big
history
ice
tense
selfconfidence
decide
spectators
calls
sad
complain
kiss
Pg 128
Mother by Pink Floyd

Mother, do you think theyll drop the _________?
Mother, do you think theyll like this _________?
Mother, do you think theyll try to break my _________?
Ooooo, mother, should I build a _________?
Mother, should I run for _________?
Mother, should I trust the _________?
Mother, will they put me in the _________?
Ooooo, is it just a _________?
Hush, my baby, baby, dont you _________.
Mommas gonna make all of your ____________come true.
Mommas gonna put all of her _________ into you.
Mommas gonna keep you right here under her _________.
She wont let you fly, but she might let you _________.
Mommas gonna keep baby _________ and warm.
Oooo babe. Oooo babe.
Ooo babe, of course mommas gonna help _________ a wall.
Mother, do you think shes good _________, for me?
Mother, do you think shes ___________, to me?
Mother will she tear your little boy _________?
Ooooo, mother, will she break my _________?
Hush, my baby. baby, dont you _________.
Mommas gonna check out all your _________ for you.
Momma wont let anyone _________ get through.
Mommas gonna wait up until you _________.
Momma will always _________ where youve been.
Mommas gonna keep baby _________ and clean.
Oooo babe. Oooo babe. Ooo babe, youll _________ be baby to me.
Mother, did it need to be so _________?

wing
heart
cozy/cosy
apart
fears
always
cry
healthy
enough
song
build
firing line
president
waste of time
government
dangerous
sing
get in
dirty
nightmares
find out
girlfriends
wall
high
balls
Pg 129
A Little Time The Beautiful South

I need a little time to __________ __________ __________
I need a little space just __________ __________ __________
I need a little time to find my __________
I need a little.
Funny how quick the milk turns _________ , _________ ________ ? [x2]
Your _________ has been looking like that for hours, _____ _____ ? [x2]
Promises, promises turn to __________
__________ __________ just turn to rust
Trust into __________
I need a little room to find __________
I need a little space to __________ __________ __________
I need a little room __________ __________
I need a little.
You need a little room for your big _________ , ________ ________ ? [x2]
You'll need a little space for a thousand ________ , ______ ______ ? [x2]
__________ that promise fear the worst
__________ so sharp the __________ bursts
Just into __________
I've had a little time to __________ __________ __________
Now, I've had a little room to check __________ __________
I've had a little time and I __________ __________ __________
I've had a little.
You had a little time and you had a little _______ , ______ _______ ? [x2]
While you had yours do you think I had _______ , _______ _______ ? [x2]
Your freedom that you __________ __________
Is yours for good I hope __________ __________
Sad into __________
I've had a little time to __________ __________ __________
Had a little room to __________ __________ __________
I found a little courage to __________ __________ __________
I've had a little time [x4].
Pg 130
The Logical Song
by Supertramp
When I was _________________

It seemed that life was so _________________
A _________________, oh it was _________________, _________________
And all the _________________ in the trees
Well they'd be singing so _________________
Oh ________________, oh _________________, _________________
_________
But then they _________________ me away
To _________________ me how to be _________________
_________________, oh _________________, _________________
And they _________________me a world
Where I could be so _________________
Oh _________________, oh _________________, _________________
There are times when all the world's _________________
The questions run too _________________
For such a _________________man
Won't you please, please tell me what we've _________________
I know it _________________absurd
But please tell me _________________ _________________
_________________
Now _________________what you say
Or they'll be calling you a _________________
A _________________, oh _________________, _________________
Oh won't you _________________ _________________your name
We'd like to feel you're _________________,
_________________, oh _________________, a _________________
_________________ _________________when all the world's asleep
The questions run so _________________
For such a _________________man
Won't you please, please tell me what we've _________________
I know it _________________absurd
But please tell me _______________ _______________ _______________
presentable
sounds
watch
showed
cynical happily
fanatical
birds
sensible
playfully acceptable
At
sent
deep
liberal
miracle
simple asleep
criminal
who
young
logical
I
practical intellectual
joyfully
respectable radical
teach
clinical
magical
responsible
me
vegetable
beautiful
wonderful
night
sign up watching learned
am
dependable
Pg 131
Eclipse - by Pink Floyd

All that you _________________
All that you _________________
All that you _________________
All you _________________ .
All that you _________________
All that you _________________
All you _________________
All you _________________ .
All that you _________________
All that you _________________
All that you _________________,
_____________ , ________________ or ______________ .
All you _________________
All you _________________
All that you _________________
All that you _________________ .
All that you _________________
And everyone you _________________
All that you _________________
And everyone you _________________ .
All that is _________________
All that is _________________
All that's to _________________
and everything ___________ the ________ is ___ ________
but the __________is _______________ by the _________.
"there is no dark side of the moon really.
Matter of fact it's all dark."
give
come
do
feel
say
slight
create
touch
sun
borrow
taste
eclipsed
save
meet
under
deal
fight
eat
gone
see
in tune
hate
steal
beg
buy
moon
destroy
now
distrust
love
Pg 132
English - Intermediate Students Notes
Notes
Blank page to record details about the holiday dates, exam details, classmates contact details etc.
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Pg 133
English - Intermediate Students Notes
Notes
Blank page to record details about the holiday dates, exam details, classmates contact details etc.
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Additional Materials for

English Intermediate Level (B1)

with Joey Landric

English - Intermediate Unit 1

English - Intermediate Unit 1

[ Getting to know your classmates ]

English - Intermediate Unit 1

[ Grammar Asking questions ]

English - Intermediate Unit 1

[ Vocabulary Family & Relationships ]

English - Intermediate Unit 1

[ Grammar Question Formation ]

Whats the question?

English - Intermediate Unit 1

[ Grammar Question Formation ]

English - Intermediate Unit 1

[ Grammar Question Formation ]

English - Intermediate Unit 1

[ Grammar Question Formation ]

English - Intermediate Unit 1

[ Grammar Question Formation ]

English - Intermediate Unit 1

[ Pronunciation Words Ending in .ed ]

How to Pronounce *-ed in English

I like painted furniture.

The question is: How do we pronounce the -ed?

all other sounds,

English - Intermediate Unit 1

English - Intermediate Unit 1

[ Pronunciation Phonetic Symbols ]

English - Intermediate Unit 1

[ Grammar Review of Verb Tenses - Present Simple / Continuous ]

English - Intermediate Unit 1

[ Grammar Review of Verb Tenses ]

English - Intermediate Unit 1

[ Grammar Past Simple / Past Continuous ]

English - Intermediate Unit 1

[ Grammar Past Simple / Past Continuous ]

English - Intermediate Unit 1

[ Functional Language Talking About Yourself ]

English - Intermediate Unit 2

English - Intermediate Unit 2

English - Intermediate Unit 2

English - Intermediate Unit 2

[ Grammar Present Perfect / Past Simple ]

English - Intermediate Unit 2

[ Grammar Narrative Tenses - The Past Perfect (or Pluperfect) Tense ]

English - Intermediate Unit 2

[ Grammar Narrative Tenses ]

English - Intermediate Unit 2

[ Grammar Narrative Tenses ]

English - Intermediate Unit 2

[ Grammar Narrative Tenses ]

English - Intermediate Unit 2

[ Functional Language Telling a Story ]

English - Intermediate Unit 2

English - Intermediate Unit 3

English - Intermediate Unit 3

[ Grammar The Future (for Plans) ]

English - Intermediate Unit 3

[ Grammar The Future (for Plans) ]

English - Intermediate Unit 3

[ Grammar The Future (for Predictions) ]

English - Intermediate Unit 3