Let S Talk 3

Teacher Support Site
Optional Activities
Let’s Talk 3 Unit 1
Let’s get to know each other!

Activity type Discussion circle
Time 15–20 minutes

Preparation None
Procedure Tell students that they are going to get to know one another. As a class, brainstorm some
appropriate “getting acquainted” questions. Divide the class into groups of six to ten
students, then split each group in half. Tell one half to form a circle facing outward and
the other half to form another circle around the first circle, facing inward. Make sure that
each student is facing a partner in the corresponding circle. If there is a group with an
odd number of students, you should join in to complete the circle. Have students take
turns asking and answering questions to find out about one other. After two or three
minutes, have the students in the inner circle take one step to the right and to start a new
conversation with a new partner. Continue rotating until each student has talked to
everyone else in the circle. Then lead a brief class discussion to find out what students
said and did to make a good impression on their classmates.
Option Instead of having the students form small groups, do the above activity
with the entire class. Have half the class form an inner circle facing outward and
the other half form an outer circle facing inward.
Copyright © Cambridge University Press

What does it mean?

Activity type Pair puzzle/Class contest

Preparation Photocopy one puzzle sheet for each student.
Procedure Have the class form pairs. Model the activity by writing the following on the board:
Y do U ♥ me?
Ask students to try to guess what the sentence says. They should be able to figure out
that the sentence means “Why do you love me?” Give each student a puzzle sheet.
Tell them not to look at it and to keep it facedown on their desk. Explain that the sheet
contains sentences written in code. When you say “Go!” all the students are to turn
the paper over and, working in pairs, try to decode as many sentences as possible. Tell
the pairs to raise their hands and shout “Stop!” as soon as they think they have all the
correct sentences. The pair that figures out all the sentences correctly first wins.
Option Tell students to use symbols to write their own sentences or to develop
a new code. Then have the students exchange papers and try to guess what their
partner’s sentences mean.
Correct sentences:
1. EYE C th+@ U R ➞. I see that you are right.

2. Y R U so L8? Why are you so late?
3. Mary ➞ 4 s+cool B+4 Tom. Mary left for school before Tom.
4. EYE have 4+got+10 UR name. I have forgotten your name.
5. ∑ us R go+n 2 a dance+♣ L+8+r 2+nite. Some of us are going to a dance
club later tonight.
6. EYE ♥ apple+π. I love apple pie.
7. ♦s R a girl+z best fr+end. Diamonds are a girl’s best friend.
8. EYE M gr+8+ly N+V+ous of her. I am greatly envious of her.
9. Ki+10+z R very Q+t. Kittens are very cute.
10. He w+ants 2B a T+chr. He wants to be a teacher.
➞
11. The f+@ c+@ s+@ in the 3-h. The fat cat sat up in the tree.
12. U R B+U+T+ful & 1+der+ful. You are beautiful and wonderful.

1. EYE C th+@ U R ➞. 1. EYE C th+@ U R ➞.
2. Y R U so L8? 2. Y R U so L8?
3. Mary ➞ 4 s+cool B+4 Tom. 3. Mary ➞ 4 s+cool B+4 Tom.
4. EYE have 4+got+10 UR name. 4. EYE have 4+got+10 UR name.
5. ∑ us R go+n 2 a dance+♣ 5. ∑ us R go+n 2 a dance+♣

L+8+r 2+nite. L+8+r 2+nite.
6. EYE ♥ apple+π. 6. EYE ♥ apple+π.
7. ♦s R a girl+z best fr+end. 7. ♦s R a girl+z best fr+end.
8. EYE M gr+8+ly N+V+ous of her. 8. EYE M gr+8+ly N+V+ous of her.
9. Ki+10+z R very Q+t. 9. Ki+10+z R very Q+t.
10. He w+ants 2B a T+chr. 10. He w+ants 2B a T+chr.

➞
11. The f+@ c+@ s+@ in the 3-h. 11. The f+@ c+@ s+@ in the 3-h.
12. U R B+U+T+ful & 1+der+ful. 12. U R B+U+T+ful & 1+der+ful.

Who killed Mr. Jameson?

Activity type Solving a murder mystery

Preparation Photocopy and cut out one background sheet for each student. Provide each small group
with one set of clues.
Procedure Divide the class into groups of four students. Give a background sheet to each student.
Tell them to read over the information. Deal with any unknown vocabulary that may
arise. Explain that they are detectives and must solve a murder mystery. Then give each
group one set of 16 clues, and tell them to keep the pile facedown. Make sure that the
clues are in the correct order, starting with card number 1 on the top and number 16 at
the bottom. Tell the groups that they should turn over only one card at a time. As
students read each clue, they should discuss the reasons why each guest might be the
killer. If students have trouble getting started, write the following models on the board:
It might be X because . . .
It may be X because . . .
Maybe it’s X because . . .
It could be X because . . .
It can’t be X because . . .
It must be X because . . .
After students have gone through the entire set of clues, ask them to guess the identity
of the killer. They should have come to the conclusion that the killer is Mrs. Margaret
Jameson, the wife of Alfred Jameson.
Option Divide the class into small groups of three or four students. Give a
background sheet to each student, but do not give out the clues. Instead, have the
students use their background sheet to create their own murder mystery using the
list of suspects.

Here is the background information for the murder:

Alfred William Fredrick Jameson III, 67, was the very wealthy head of a pharmaceutical
company. His long-time butler, Parker, found him dead in his study at 6:00 A.M. Police think
Mr. Jameson was murdered sometime between 1:00 and 1:30 this morning. The police
found the footprints of a man’s shoe just outside the study window, next to the bushes.
The police have given a list of suspects:
Mrs. Margaret Jameson, 24, wife of Alfred Jameson
John Jameson, 32, son of Alfred Jameson
Neil Martin, 67, childhood friend and business partner
Parker, 70, butler
Using this information, go through the clues one at a time and try to figure out the
identity of the killer.

Parker, 70, butler
Using this information, go through the clues one at a time and try to figure out the identity of
the killer.

Parker, 70, butler
Using this information, go through the clues one at a time and try to figure out the identity of
the killer.

1. Alfred and Margaret had a dinner party 1. Alfred and Margaret had a dinner party
starting at 8:30 P.M. The guests were: starting at 8:30 P.M. The guests were:
• John Jameson; • John Jameson;
• John’s wife, Janet; • John’s wife, Janet;
• Alfred’s business partner, Neil Martin; • Alfred’s business partner, Neil Martin;
• Neil’s wife, Shannon; • Neil’s wife, Shannon;
• Margaret’s sister, Tabitha; and • Margaret’s sister, Tabitha; and
• Tabitha’s husband, Mark. • Tabitha’s husband, Mark.
2. At 10:30, Margaret went to bed saying that 2. At 10:30, Margaret went to bed saying that
she had a headache. She says she took she had a headache. She says she took
some medication for her headache that some medication for her headache that
made her very sleepy. made her very sleepy.
3. Earlier in the week, Alfred threatened to 3. Earlier in the week, Alfred threatened to
fire Parker after 30 years of service fire Parker after 30 years of service
because he dropped an antique vase. because he dropped an antique vase.
4. John and Alfred argued after dinner. John 4. John and Alfred argued after dinner. John
and Janet left at about 11:00. and Janet left at about 11:00.
5. John has a gambling problem and is in 5. John has a gambling problem and is in
debt for over $500,000. debt for over $500,000.
6. Neil “borrowed” $1,000,000 from the 6. Neil “borrowed” $1,000,000 from the
company and promised to pay it back six company and promised to pay it back six
months ago, but still hasn’t returned the months ago, but still hasn’t returned the
money. money.
7. A knife from Alfred’s antique knife and 7. A knife from Alfred’s antique knife and
weapons collection is missing. weapons collection is missing.
8. Margaret is pregnant. Alfred did not want 8. Margaret is pregnant. Alfred did not want
any more children. any more children.

9. Three months ago, Alfred threatened to 9. Three months ago, Alfred threatened to
take John out of his will if he didn’t stop take John out of his will if he didn’t stop
gambling. gambling.
10. Margaret and Alfred argued earlier in 10. Margaret and Alfred argued earlier in
the week when Margaret found a letter the week when Margaret found a letter
to Alfred’s new girlfriend promising to Alfred’s new girlfriend promising
to divorce Margaret. Alfred promised to to divorce Margaret. Alfred promised to
break up with his girlfriend. break up with his girlfriend.
11. Two days ago, Alfred threatened to call the 11. Two days ago, Alfred threatened to call the
police if Neil didn’t pay the money back to police if Neil didn’t pay the money back to
the company. the company.
12. John returned at around 12:45 and 12. John returned at around 12:45 and
threatened to kill his father. threatened to kill his father.
13. A pair of Alfred’s size 10 shoes was found 13. A pair of Alfred’s size 10 shoes was found
in his closet, covered in mud that matched in his closet, covered in mud that matched
the dirt from outside the study window. the dirt from outside the study window.
14. Parker has access to Alfred’s collection 14. Parker has access to Alfred’s collection
of antique knives and reported a knife of antique knives and reported a knife
missing two weeks ago. missing two weeks ago.
15. Blood tests were done on everyone at 15. Blood tests were done on everyone at
the dinner party. No traces of medicine the dinner party. No traces of medicine
were found in Margaret’s bloodstream. were found in Margaret’s bloodstream.
16. Parker saw Margaret in the kitchen 16. Parker saw Margaret in the kitchen
at around 1:45 A.M., claiming she was at around 1:45 A.M., claiming she was
hungry and couldn’t sleep. hungry and couldn’t sleep.

Will the real person please stand up?

Activity type Small-group discussion/Guessing game

Preparation None
Procedure Divide the class into groups of six students. (It is important that the groups aren’t able to
hear one another, so you may want to send them into different corners of the room – or
even outside the room — to give them privacy.) Explain that within the groups, each
student is going to share an amusing story. The group will decide which story among the
six is the best or most amusing. Then the group will work quietly to become familiar
with the details of the story, in order to answer questions from the class.
When all the group members are confident that they know the details of their chosen
story, reassemble the class. Beginning with “Group One,” each member will tell the class
the main idea of the story. For example, each “Group One” member will take turns
saying the same thing — for example, “I once got my head stuck in a tree.” Students in all
the other groups will then question students in “Group One” to figure out whose story it
is. At the end of the question-and-answer session, have the class vote on who is the real
storyteller. Have that student stand up.
Continue until all the groups have shared a story and the class has voted on the real
storytellers.
Option Have students form small groups and share their amusing stories. The
group then chooses the most amusing story and presents it to the rest of the class.

What was the story?

Activity type Chinese whispers (a listening and memory game)

Preparation Photocopy and cut out one story for each student.
Procedure Divide the class into groups of eight students. Give a story strip to each student in every
group. If there are fewer students in a group, use the fewer story strips, so that each
student in the group has one. Let students have a few minutes to memorize the story.
Tell them to also remember the story number, and then collect the stories. Ask the
groups to form a circle. When you tell them to begin, the students who read the first
story should retell it to the person on their right. (It is important that the other group
members aren’t able to hear this.) These students, in turn, should continue to pass the
story on to the person on their right. When the story reaches the last students, they
should repeat the version of the story that they heard. Next, the students who read the
second story whisper it to the person on their right. Continue the process until all the
stories have circulated completely around the circle. Then have students take turns telling
the rest of the class how the final stories compared with the original versions.

1. Nancy and Martin went on a blind date. Because Martin is shy, he was very quiet and didn’t make
eye contact. Nancy was also nervous, so she talked too much. When Martin barely answered her
questions, she became annoyed. Since neither of them made a very good impression, there was
never a second date.
2. Maria and Nathan met on the first day of classes. Maria made a very good impression on
Nathan because she remembered his name, made good eye contact, and listened attentively.
Maria and Nathan are now very good friends and enjoy each other’s company.
3. Jacob had a really bad day. He was irritated because he had a huge problem he couldn’t solve.
He also had a headache and a stomachache because he skipped lunch and drank too much coffee.
At the end of the day, he went to his car and found that it had been towed away!
4. Traffic was backed up early this morning because of a small accident. Police reported that the
cars collided when the driver made a left turn onto a one-way street. Luckily, no one was injured in
the accident.
5. Poor Ricardo! He missed his flight because the departure board was broken. Instead of a “3,”
the sign said, “8.” The plane left at 3:15 P.M., but he thought it was delayed until 8:15 P.M.
He had to wait two days for another flight.
6. The teachers at the school were always confusing Min Kyung, a man, and Kyung Min, a woman,
because their names were so similar and they always worked together. To solve the problem, Min
and Kyung chose nicknames, which helped the teachers a lot.
7. Different people have different ways of solving problems. For example, when Koji has a problem, he
likes to think about it alone and then ask for help. Katarina, on the other hand, usually likes
to solve problems with other people.
8. Stories that are hard to believe but are nevertheless believed by many people are called
“urban myths” or “urban legends.” One common urban legend is that baby alligators
were once released in the sewers of New York City and now there are thousands of alligators living
in the city’s sewers.

Tips for success!

Activity type Small-group discussion

Preparation Photocopy and cut out one discussion sheet for each student.
Procedure Divide the class into groups of four to six students. Give one discussion sheet to each
student. In small groups, have the students go through each of the seven tips for success
and discuss how and/or why each tip could or would help them succeed. Ask them to
concentrate on the second conditional using the following model:
If you followed tip number one, you could/would . . .
If you followed tip number one, could/would you . . .
If you always got up early every morning, you could/would . . .
If you always got up early every morning, could/would you . . .
Option When students have finished their discussions, have them come up
with their own tips on how to be successful.

Here are seven tips for success. Discuss with your group members how and/or why these seven
tips could or would help you succeed.
1. Always get up early.
2. Do the jobs that nobody else wants to do.
3. Always work an extra hour after everyone else has finished for the day.
4. Learn when to lead and when to follow.
5. Do your research.
6. Listen to people.
7. Ask the right questions.
3. Always work an extra hour after everyone else has finished for the day.
3. Always work an extra hour after everyone else has quit for the day.
3. Always work an extra hour after everyone else has quit for the day.

Culture shock

Preparation Photocopy and cut out one set of discussion questions for each student.
Procedure Divide the class into groups of four to six students. Give one set of discussion questions
to each student. Tell them to imagine that they have recently immigrated to another
country. Have students discuss the questions and try to reach a common decision about
which of their traditions they would keep or reject, and which traditions in their new
home they would accept.
Option Working in groups of four to six students, tell them to imagine that
they work as volunteers for an agency that helps recent immigrants get settled in a
new country. As volunteers, they should come up with a list of suggestions that
would help newly arrived immigrants feel more comfortable.

Imagine that you and your family have just emigrated from your country. Discuss the following
questions with your group members.
1. How much would you want to assimilate into a new culture? Consider different aspects of both
cultures, for example: clothing, food, manners, holidays, language, and laws. Is it important to be
seen as a member of the new culture, or would you be comfortable always being viewed as an
immigrant?
2. Is keeping a part of your cultural heritage important? If so, why is it important and how would
keeping your cultural heritage affect your children?
3. Every culture around the world has both positive and negative aspects. What are some positive
aspects of your culture that you would like to keep? Would keeping these cultural aspects interfere
with assimilation into a new culture? Would that make a difference in your decision to keep or
reject this part of your culture?
4. What are some aspects of your culture that you do not like? What are some things about your new
culture that you do not like?
5. What are some of the positive things about your new culture? Would adopting these things make
you take anything away from your native culture?
6. What do you think the sentence “Language is culture” means? If this is true, what language would
you speak at home? Is it more important for your children to learn a new language quickly or to
keep their native tongue?
Imagine that you and your family have just emigrated from your country. Discuss the following
questions with your group members.
1. How much would you want to assimilate into a new culture? Consider different aspects of both
cultures, for example: clothing, food, manners, holidays, language, and laws. Is it important to be
seen as a member of the new culture, or would you be comfortable always being viewed as an
immigrant?
2. Is keeping a part of your cultural heritage important? If so, why is it important and how would
keeping your cultural heritage affect your children?
3. Every culture around the world has both positive and negative aspects. What are some positive
aspects of your culture that you would like to keep? Would keeping these cultural aspects interfere
with assimilation into a new culture? Would that make a difference in your decision to keep or
reject this part of your culture?
4. What are some aspects of your culture that you do not like? What are some things about your new
culture that you do not like?
5. What are some of the positive things about your new culture? Would adopting these things make
you take anything away from your native culture?
6. What do you think the sentence “Language is culture” means? If this is true, what language would
you speak at home? Is it more important for your children to learn a new language quickly or to
keep their native tongue?

“Technobabble”
Activity type Information-gap puzzle

Preparation Photocopy “Student A” sheets for half of the class and “Student B” sheets for the
other half.
Procedure Have students form pairs. Within each pair, give one partner a student A and the other
partner a student B sheet. “Student A” has the even-numbered idioms and the definitions
for the odd-numbered idioms. “Student B” has the odd-numbered idioms and the
definitions for the even-numbered idioms. Explain that the task is to match the idioms
and their definitions. Write the following two models on the board as a guide:
What’s the idiom that means . . . ?
What does . . . mean?
When all the pairs have finished this part of the activity, go over the answers. Next have
them work together to complete the sentences with the correct idioms. Make sure they
understand that it will sometimes be necessary to adapt the idiom either by changing or
omitting the form of the verb or by using a different adjective or pronoun.
Option Set up a contest where the pair that uses the most idioms properly in
grammatically correct sentences wins.

Correct answers:
1. Internet junkie – someone who is addicted to 2. dot-com millionaire – someone who has made
being on the Internet a lot of money by working on the Internet,
usually by starting a website
3. surf the net – to browse through the Internet 4. garbage in, garbage out – the quality of the
output from a computer program is dependent
on the quality of the data that goes into it
5. computer bug – a fault or defect in a system 6. technobabble – complicated language used
that negatively affects the hardware or software by people in technology fields, usually to seem
educated or superior
7. glued to the computer – your attention 8. computer nerd – someone who finds
is completely on the computer and you computers completely engrossing
cannot stop
9. state-of-the-art – the latest technological 10. techie – a shortened version of the term
advancement in a field “computer technician”
a. Philip is such a computer nerd because he would rather spend time on the computer
than with friends.
b. Marty became a dot-com millionaire last year when he sold his website for $20 million.
c. We are going to have to call the computer techie again to fix this mainframe problem.
d. George needed six hours to track down the computer bug that was disrupting his program.
e. We are very proud of our new, micro, state-of-the-art cell phone.
f. We surfed the net to find our vacation in France and saved a lot of money!
g. The technobabble the computer programmer used was completely incomprehensible to me.
h. The new computer system does not work very well, but it’s not surprising because the
programming was not very good. Garbage in, garbage out!
i. I’m worried about John becoming an Internet junkie. He’s always on the Internet.
It’s like a drug to him!
j. That new computer game must be good because John has been glued to the computer for hours!

Name: _____________________________________________ Date: ____________________________
Student A
1. Work with a partner. Ask and answer questions to complete the chart.
1. _____________________________________ – 2. dot-com millionaire –

someone who is addicted to being on the ______________________________________
Internet ______________________________________
3. _____________________________________ – 4. garbage in, garbage out –
to browse through the Internet ______________________________________
______________________________________
5. _____________________________________ – 6. technobabble –
a fault or defect in a system that negatively ______________________________________
affects the hardware or software ______________________________________
7. _____________________________________ – 8. computer nerd –
your attention is completely on the computer ______________________________________
and you cannot stop ______________________________________
9. _____________________________________ – 10. techie –
the latest technological advancement in a field ______________________________________
______________________________________
2. Now put the correct idioms in the correct sentences.

a. Philip is a ________________________ because he would rather spend time on the computer than
with friends.
b. Marty became a ________________________ last year when he sold his website for $20 million.
c. We are going to have to call the computer ________________________ again to fix this
mainframe problem.
d. George needed six hours to track down the ________________________ that was disrupting his
program.
e. We are very proud of our new, micro, __________________ cell phone.
f. We ________________________ to find our vacation in France and saved a lot of money!
g. The ________________________ the computer programmer used was completely incomprehensible
to me.
h. The new computer system does not work very well, but it’s not surprising because the programming
was not very good. ________________________ !
i. I’m worried about John becoming an ________________________ . He’s always on the Internet. It’s
like a drug to him!
j. That new computer game must be good because John has been ________________________ for hours!
Name: _____________________________________________ Date: ____________________________
Student B
1. Work with a partner. Ask and answer questions to complete the chart.
1. Internet junkie – 2. _____________________________________ –

______________________________________ someone who has made a lot of money by work-
______________________________________ ing on the Internet, usually by starting a website
3. surf the net – 4. _____________________________________ –
______________________________________ the quality of the output from a computer
______________________________________ program is dependent on the quality of the
data that goes into it
5. computer bug – 6. ___________________________ – complicated
______________________________________ language used by people in technology fields,
______________________________________ usually to seem educated or superior
7. glued to the computer – 8. _____________________________________ –
______________________________________ someone who finds computers completely
______________________________________ engrossing
9. state-of-the-art – 10. _____________________________________ –
______________________________________ a shortened version of the term “computer
______________________________________ technician”
2. Now put the correct idioms in the correct sentences.

a. Philip is a ________________________ because he would rather spend time on the computer than
with friends.
b. Marty became a ________________________ last year when he sold his website for $20 million.
c. We are going to have to call the computer ________________________ again to fix this
mainframe problem.
d. George needed six hours to track down the ________________________ that was disrupting his
program.
e. We are very proud of our new, micro, __________________ cell phone.
f. We ________________________ to find our vacation in France and saved a lot of money!
g. The ____________________ the computer programmer used was completely incomprehensible to me.
h. The new computer system does not work very well, but it’s not surprising because the programming
was not very good. ________________________ !
i. I’m worried about John becoming an ________________________ . He’s always on the Internet. It’s
like a drug to him!
j. That new computer game must be good because John has been ________________________ for hours!

What to eat
Activity type Pair puzzle

Preparation Photocopy one information sheet for each student.
Procedure Have students form pairs. Give an information sheet to each student. Explain that they
are dieticians who have clients to take care of. Using the information provided, have
them figure out each of their clients’ caloric needs. Then ask them to choose one client
and create a nutritionally balanced daily menu for him or her.
Option Have students create a nutritionally balanced day for their partner
using the information they have been given.

1. You are a dietician who needs to create a healthy diet for the following clients. Use the profiles
and charts below to figure out the caloric needs of each client.
Jane: aerobics instructor Thomas: computer programmer
155 pounds 225 pounds
works out 6 times a week never exercises
teaches 3 one-hour classes per week works all day at his computer
Don: teacher Samantha: nurse
185 pounds 130 pounds
works out 3 times a week works out 3 times a week
sits and stands for half the day stands for 12 hours, 4 days a week
For people who are completely inactive (no aerobic exercise per week):
Multiply your weight, in pounds*, by 10 calories.
For people who are somewhat active (30 minutes of aerobic exercise 2–3 times per week):
Multiply your weight, in pounds, by 13 calories.
For people who are very active (30 minutes of aerobic exercise 4–6 times per week):
Multiply your weight, in pounds, by 15 calories.
* 1 pound = 0.45 kg
1 kg = 2.2 pounds
2. Now that you have figured out your clients’ caloric needs, choose one client and create a healthy,
nutritionally balanced daily menu for him or her using the following information.
Servings required to meet total daily caloric needs

Grains Vegetables Fruit Meats Dairy Fats
1500 6 3 4 6 2 3
1700 8 5 5 6 2 3
caloric needs
Total daily
1800 9 5 5 6 2 4
2000 11 5 5 6 2 5
2100 12 5 5 6 2 5
2200 12 6 5 6 2 6
2300 12 6 5 7 2 6
2600 13 6 6 7 4 7
One serving of grains is: One serving of dairy is:

1 slice of bread 1 small baked potato 200ml plain, nonfat yogurt 250ml nonfat milk
125ml of cereal 125ml of corn
One serving of fruit is:
125ml of cooked pasta 125ml of yam
1 apple, unpeeled 1 banana, small
1/4 of a bagel
200ml of blueberries 1/2 grapefruit, large
One serving of meat is: 100ml of grapes 1 kiwi
30g of beef, chicken, pork, lamb, seafood 1/2 mango, small 1 orange, small
1/2 pear, large 1 peach
One serving of vegetable is:
300g strawberries 200ml fruit juice
125ml of any cooked vegetable
250ml of any raw vegetable One serving of fat is:
5ml of oil 5ml of butter
5ml of mayonnaise 30ml of cream

Frightening weather
Activity type Trivia game

Preparation Photocopy one game sheet for each student.
Procedure Divide the class into groups of four to six students. Give each student a game sheet.
Working in groups, tell students they have ten minutes to read the questions and answer
as many as they can. When the time is up, choose a question and read it aloud to the
class. The students who raise a hand first get to answer the question. If the answer is
correct, award their group the points that correspond to that question. If the answer is
wrong, give the class the answer and go on to another question. Continue at a quick
pace until all the questions are answered. The group with the most points wins.
Option Divide the class into groups of four to six students. Give each student a
game sheet. Assign one category to each group. Tell them to discuss and answer
the questions. Then have each group present their answers to the class. Involve the
other groups by asking them if they agree or disagree with the answers. If the
original group is correct, award them the points; if they are incorrect, award the
points to the group or groups that disagreed.

Correct Answers:
Tornadoes The swirling effect A tornado is a The average What happens to a Tornadoes get their
of a tornado is strong downdraft of thunderstorm vortex when it is energy from the
called the: air from a releases energy disturbed? heat released when
thundercloud. equivalent to a: water vapor
b) vortex b) The tornado condenses to form
False c) 20-kiloton hops. cloud droplets.
nuclear bomb
True
Emergency Enough supplies How much water Which of the How often should Before using fire to
preparedness should be stored to needs to be stored? following should you rotate your cook, you must
last at least: you NOT have canned food? make sure that:
b) 4L/person in your stored food
c) 72 hours supply? c) once a year b) there are no gas
leaks in the area
b) potato chips
Floods Which of the A flood is a Monsoons are Which surface Flooding can
following is NOT a common, normal storms that absorbs the most benefit an
cause of flooding? accumulation of occur in: water? environment by:
water.
c) volcanoes b) summer b) forest b) depositing
False fertile silt good
for farming
Volcanoes The difference The lava The largest volcano When did Mount How many people
between magma from Hawaiian is in: Saint Helens erupt? died in the Mount
and lava is: volcanoes is: Saint Helens
d) Hawaii b) 1980 eruption?
a) location c) 1175°C
b) 57
Earthquakes The first A seismograph The earth’s The great San The San Andreas
seismograph was records: outermost surface Francisco Fault separates:
invented in: is broken into 7 earthquake of
a) waves rigid plates that are 1906 killed: b) the Pacific Plate
c) China 80–100m thick. and the North
c) as many as 700 American Plate
False people
Hurricanes What is the A hurricane is a The word hurricane: The wind direction A storm is classified
difference between high-pressure of a hurricane is as a hurricane
a hurricane and a system. c) comes from the counterclockwise when wind speed
typhoon? name Hurican, in the Northern exceeds:
False the Caribbean Hemisphere and
b) location god of evil clockwise in the b) 119 kph
Southern
Hemisphere.
True

Game Sheet
Tornadoes The swirling effect A tornado is a strong The average What happens to a Tornadoes get their
of a tornado is called downdraft of air thunderstorm vortex when it is energy from the heat
the: from a thundercloud. releases energy disturbed? released when water
a) whirlpool True or False? equivalent to a: a) The tornado vapor condenses to
b) vortex a) 100-ton nuclear stops. form cloud droplets.
c) eye bomb b) The tornado hops. True or False?
b) 1-kiloton nuclear c) The tornado gains
bomb energy.
c) 20-kiloton nuclear
bomb
Emergency Enough supplies How much water Which of the How often should Before using fire to
preparedness should be stored to needs to be stored? following should you you rotate your cook, you must
last at least: a) 2L/person NOT have in your canned food? make sure that:
a) 24 hours b) 4L/person stored food supply? a) every 3 months a) there is enough
b) 48 hours c) 6L/person a) hard candy b) every 8 months fuel to burn
c) 72 hours b) potato chips c) once a year b) there are no gas
c) canned meat leaks in the area
c) there is good
ventilation
Floods Which of the A flood is a Monsoons are Which surface Flooding can benefit
following is NOT a common, normal storms that occur in: absorbs the most an environment by:
cause of flooding? accumulation of a) spring water? a) taking toxins out
a) heavy rains water. b) summer a) farmland of the soil
b) strange tidal True or False? c) fall b) forest b) depositing fertile
activity d) winter c) clay embankments silt good for
c) volcanoes d) city street farming
c) both
Volcanoes The difference The lava from The largest volcano When did Mount How many people
between magma and Hawaiian volcanoes is in: Saint Helens erupt? died in the Mount
lava is: is: a) Indonesia a) 1967 Saint Helens
a) location a) 670°C b) Japan b) 1980 eruption?
b) temperature b) 990°C c) Greece c) 1984 a) 34
c) composition c) 1175°C d) Hawaii b) 57
c) 72
Earthquakes The first A seismograph The earth’s The great San The San Andreas
seismograph was records: outermost surface is Francisco earthquake Fault separates:
invented in: a) waves broken into 7 rigid of 1906 killed: a) the Atlantic Plate
a) India b) pressure plates that are a) fewer than 300 and the North
b) England c) temperature 80–100m thick. people American Plate
c) China True or False? b) 300–500 people b) the Pacific Plate
d) Turkey c) as many as 700 and the North
people American Plate
c) the Atlantic Plate
and the South
American Plate
Hurricanes What is the A hurricane is a The word hurricane: The wind direction A storm is classified
difference between a high-pressure system. a) means “huge of a hurricane is as a hurricane when
hurricane and a True or False? storm” in Spanish counterclockwise in wind speed exceeds:
typhoon? b) means “angry” in the Northern a) 55 kph
a) wind speed the Caribbean Hemisphere and b) 119 kph
b) location c) comes from the clockwise in the c) 130 kph
c) wind direction name Hurican, Southern
the Caribbean god Hemisphere.
of evil True or False?

Point Values
Tornadoes 100 200 300 400 500
Emergency preparedness 100 200 300 400 500
Floods 100 200 300 400 500
Volcanoes 100 200 300 400 500
Earthquakes 100 200 300 400 500
Hurricanes 100 200 300 400 500

Press conference
Activity type Group role play

Preparation Photocopy and cut out one press release sheet for each student.
Procedure Give each student a press release sheet. Tell them to read through it and deal with any
unknown vocabulary that may arise. Explain that they are going to attend a press
conference about Lisa and Bradford’s engagement. Some of them will play the role of the
happy couple, while others will play the role of reporters. For a class of ten, assign roles
according to the following model (adapt the model to your class size):
• Two students will play Lisa, and two students will play Bradford. The four students
should form a group and agree on the details of Lisa and Bradford’s romance –
where, when, and how they met, and so forth.
• Split the remaining six students into two groups of three. These students should
pretend to be reporters and make a list of questions to ask the happy couple at the
press conference.
Once everyone is ready, form new groups by combining one Lisa, one Bradford, and
one group of reporters. Have them role-play a press conference, where the reporters ask
questions and the two celebrities answer them with made-up information.
Option During the press conference, ask students to take notes. When they
finish, have them write an article about the couple for a gossip column.

The following is a press release about two famous people who have announced their engagement to each other.
Lisa Thomlinson, 24, and her boyfriend, writer, director, and producer Bradford Wainwright, 36, announced their
engagement today. After a whirlwind courtship, the couple declared that they are “madly in love” and want to spend
the rest of their lives together. Thomlinson, Oscar-nominated for her role in The Tragic Last Dance, met Wainwright,
responsible for such blockbuster hits as Hard Hitter, Johnny Get Your Gun, and Return of the Hard Hitter, three months
ago. No wedding date has been set.

Personal ads
Activity type Pair interview

Preparation Photocopy one sheet of personal ads for each student.
Procedure Have students form pairs. Give each student a sheet. Tell them to read through the
sample personal ads and deal with any unknown vocabulary that may arise. Students
should take turns interviewing each other to learn more about their partner. Explain that
the task is to write a personal ad for this person.
Option Hang the personal ads around the classroom, and ask students to guess
which student each ad describes.

Name: _____________________________________________ Date: ____________________________
1. Read the following personal ads.

Romance and Relationships:
Active and Intelligent

I’m 25, good-looking, fit, intelligent, sensitive, and caring, with brown hair and
blue eyes. I’m open-minded and outgoing, financially and emotionally stable. I
play lots of sports, and I love animals and music. I hope to meet a nice person,
20–30 years old, slim to medium build, attractive, and intelligent. You must be
active and love animals. If this sounds interesting, please reply to Box #555.
Romance and Relationships:
Looking for a Quality Person

I’m well-educated, humorous, and shy, with blonde hair and brown eyes. I really
enjoy evenings at home with good food and good conversation. I also like to
watch movies and go dancing. I am looking for a quality person. You must be
employed, healthy, 25–35 years old, sincere, loyal, kind, loving, and romantic.
I would like to be friends first and see where it leads. Still interested? Reply to
Box #820.
2. Now it’s your turn. Use the following questions as a guide to interview your partner.
Then write a personal ad for your partner. Don’t forget to give the ad a title.
1. What three adjectives would you use to describe your physical appearance?
2. What three adjectives would you use to describe your personality?
3. What are your hobbies and interests?
4. What physical characteristics are you looking for in an ideal mate?
5. What five personality traits are most important to you in an ideal mate?
6. (Create one question of your own.)

What a disastrous trip!


Preparation Photocopy one story sheet for each student.
Procedure Divide the class into groups of three or four students. Give each student a story sheet.
Tell students to read through the story and deal with any unknown vocabulary that may
arise. Explain that they should use past modals to discuss the questions that follow the
story, for example: Miriam should have . . . , Miriam could have . . . , and so forth.
Option Have students work in groups to share stories about trips or other
situations where things didn’t turn out as planned. Encourage them to say what
they should/could/might have done differently.

1. Read the following story about Miriam’s disastrous trip.

As a young girl, Miriam always wanted to see orangutans. After graduating from high school, she worked
for a year to save some money. She decided to visit Indonesia, where there is one of only two orangutan
rehabilitation centers in the world.
The night before her flight, her friends threw her a huge going-away party that ended at 4:00 A.M. Her
flight wasn’t until noon, so she thought she had plenty of time. She came home late, forgot to set her
alarm clock, and didn’t wake up until 9:30 A.M. She hadn’t packed the night before, so she just threw all
her clothes into her backpack and left for the airport. She made it just in time!
Miriam was so excited that she didn’t eat or sleep during the 12-hour flight to Jakarta. She planned to
study her guidebook on the plane, but in her hurry to pack that morning, she forgot to put it in her carry-
on bag. It was late at night when the plane landed, so the airport was busy and confusing. A very
aggressive taxi driver quickly grabbed her luggage, put her in his taxi, and took her to a very expensive
hotel. She was tired, hungry, and scared, so she decided to stay only one night and look for a more
inexpensive hotel the following day.
The next morning at breakfast, Miriam finally got a chance to look at her guidebook. Her face fell when
she read that Indonesia consisted of more than 18,000 different islands! Indonesia was a huge country,
and she was in the wrong part of it – that is, if she wanted to see orangutans! Jakarta is on the island of
Java, and the orangutan rehabilitation center was near Bukit Lawang on the island of Sumatra!
Miriam decided that she could either sit and cry or calmly think about her options. She could fly to the
closest major city of Medan, which would be really expensive. A bus would be cheaper, but that would be
a 50-hour nonstop bus ride! She could take a 45-hour boat ride from Jakarta to Medan, but that boat ran
only once every two weeks. Taking the train wasn’t a bad idea, but train service was only available to the
end of Java, and then she would have to take a 36-hour bus ride.
What was she going to do?
2. Now discuss these questions.
a. What are some things that Miriam definitely should have done before she left on her trip?
b. What are some other things that Miriam could have done to make her trip more enjoyable?
c. What should she do now?

What makes a person popular?


Preparation Photocopy and cut out one discussion sheet for each student.
Procedure Divide the class into groups of four to six students. Give each student a discussion sheet.
In groups, tell the students to read the list of suggestions and to discuss the questions
that follow.
Option When students have finished discussing the questions, ask them to
come up with their own list and explain their choices to the class.

Here are ten ways to become popular. In small groups, read the list and then discuss the questions below.
1. Always remember a person’s name and use it.
2. Always memorize the names of a person’s family members and ask questions about them.
3. Always find out what a person is interested in and ask questions about his or her interests.
4. Never say negative things about a person.
5. Always agree with someone, even if you think he or she is wrong.
6. Always smile, even when you are angry or sad.
7. Always make eye contact when you are talking to someone.
8. Always listen when someone is speaking to you.
9. Never gossip about someone.
10. Laugh at a person’s jokes, even if they are not funny.
What suggestions from the list do you agree make a person popular?
What suggestions do you disagree with?
What suggestions would you add or change?
What suggestions are essential to becoming popular?
What suggestions are essential to being a good friend?
What qualities are good to have, but are not necessary to be popular?
Is being popular the same as having many friends? Why or why not?
What do you think is the difference between an acquaintance and a friend?
Here are ten ways to become popular. In small groups, read the list and then discuss the questions below.
1. Always remember a person’s name and use it.
2. Always memorize the names of a person’s family members and ask questions about them.
3. Always find out what a person is interested in and ask questions about his or her interests.
4. Never say negative things about a person.
5. Always agree with someone, even if you think he or she is wrong.
6. Always smile, even when you are angry or sad.
7. Always make eye contact when you are talking to someone.
8. Always listen when someone is speaking to you.
9. Never gossip about someone.
10. Laugh at a person’s jokes, even if they are not funny.
What suggestions from the list do you agree make a person popular?
What suggestions do you disagree with?
What suggestions would you add or change?
What suggestions are essential to becoming popular?
What suggestions are essential to being a good friend?
What qualities are good to have, but are not necessary to be popular?
Is being popular the same as having many friends? Why or why not?
What do you think is the difference between an acquaintance and a friend?

Traveler or tourist?
Activity type Large-group activity

Preparation Photocopy and cut out one quote for each student.
Procedure Divide the class into groups of six to eight students. Give each student a travel quote.
Tell students to read the travel quotes and deal with any unknown vocabulary that
may arise. Explain that they should share their quotes with the group and discuss
possible meanings. Ask students to say whether they agree or disagree with each quote –
and why.
Option When students finish sharing and analyzing the quotes, ask them to
discuss the differences between being a “traveler” and being a “tourist.”

The world is a book and those who do not Follow your bliss. – Joseph Campbell
travel read only a page. – St. Augustine
We do not take a trip; a trip takes us. I find the great thing in life is not so much
– John Steinbeck where we stand; as in what direction we are
moving. – Oliver Wendell Holmes
I have wandered all my life and I have also Not all those who wander are lost.
traveled; the difference between the two being – J. R. R. Tolkein
this: We wander for distraction, we travel for
fulfillment. – Hillaire Belloc
Every exit is an entrance to somewhere else. Travel is fatal to prejudice, bigotry and narrow-
– Tom Stoppard mindedness. – Mark Twain
One time seen is better than one hundred times Travel is flight and pursuit in equal parts.
heard about. – Czech saying – Paul Theroux
Travel makes you wiser but less happy. To travel, hopefully, is a better thing than to
– Thomas Jefferson arrive. – Robert Louis Stevenson
A good traveler is one who does not know The use of traveling is to regulate imagination
where he is going to, and a perfect traveler does by reality, and instead of thinking how things
not know where he came from. – Lin Yutang may be, to see them as they are.
– Samuel Johnson
A good traveler has no fixed plans and is not I dislike feeling at home when I’m abroad.
intent on arriving. – Lao Tzu – George Bernard Shaw
. . . Travel is more than the seeing of sights; it is Traveling carries with it the curse of being at
a change that goes on deep and permanent, in home everywhere and yet nowhere, for
the ideas of living. – Miriam Beard wherever one is, some part of oneself remains
on another continent. – Margot Fonteyn
Take only memories, leave only footprints. The real voyage of discovery consists not in
– Chief Seattle seeing new landscapes, but in having new eyes.
– Marcel Proust
If an ass goes traveling, he’ll not come home a A man travels the world over in search of what
horse. – Thomas Fuller he needs and returns home to find it.
– George Moore

Help wanted
Activity type Role play

Preparation Photocopy one job advertisement sheet for each student.
Procedure Give each student a job advertisement sheet. Tell them to read the ads and deal with any
unknown vocabulary that may arise. Divide the class into two groups: “managers” and
“job applicants.” Have students form pairs with someone in the same group and assign
one job to each pair. Tell the “managers” to think about what characteristics they are
looking for in an applicant, the type of job experience that is necessary, and the kinds of
questions they would ask a prospective employee. Tell the “applicants” to create a job
history for themselves and think about what characteristics they might need for the job.
When all the students are ready, pair up the managers with the job applicants and ask
them to role-play the interview process.
Option Have students form pairs. Give each student a job advertisement sheet.
Tell students to pick a job and to create a resume/CV that will help them get the
position. If time allows, ask them to write a cover letter to accompany their
resume/CV.

Read the following classified ads.
Shopping MARKETING ASSISTANT

Center TO THE PRESIDENT
Manager Requirements/Qualifications: Team player needed

to take over a number of quickly growing projects.
Must have the highest standards for both service and
Excellent opportunity for the right person. attire. Must have 5 years experience in advertising
Must have management experience in a or related field. Must demonstrate excellent written
building of 50 tenants or more.
and verbal skills. Must be an excellent
Send resumes in confidence to:
communicator with customer-oriented attitude.
Mr. Scott Markham
SST Shopping Center & Property Tasks: Range from reorganizing department
Management Recruiters structure to developing in-house training program
Phone: (604) 555-9292 Fax: (604) 555-9191 for all levels of employees. Will work directly
with, and report to the president.
Terms: Full-time 6-month contract with
Permanent, part-time receptionist wanted permanent full-time employment potential.
for busy accounting firm. Salary based on Please send cover letter, resume/CV, and salary
experience. For more information, call expectations to:
(212) 555-4613.
Personnel Manager
Telemarketers wanted for new diet product. P.O. Box 3974021
No experience necessary. Will train. Call 794 Pine Street
(718) 555-7581. Chicago, IL 60603

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Teacher Support Site

Let’s get to know each other!

Time 15–20 minutes

Copyright © Cambridge University Press

What does it mean?

Time 10–15 minutes

1. EYE C th+@ U R ➞. I see that you are right.

Copyright © Cambridge University Press

1. EYE C th+@ U R ➞. 1. EYE C th+@ U R ➞.

3. Mary ➞ 4 s+cool B+4 Tom. 3. Mary ➞ 4 s+cool B+4 Tom.

4. EYE have 4+got+10 UR name. 4. EYE have 4+got+10 UR name.

5. ∑ us R go+n 2 a dance+♣ 5. ∑ us R go+n 2 a dance+♣

6. EYE ♥ apple+π. 6. EYE ♥ apple+π.

7. ♦s R a girl+z best fr+end. 7. ♦s R a girl+z best fr+end.

8. EYE M gr+8+ly N+V+ous of her. 8. EYE M gr+8+ly N+V+ous of her.

9. Ki+10+z R very Q+t. 9. Ki+10+z R very Q+t.

10. He w+ants 2B a T+chr. 10. He w+ants 2B a T+chr.

12. U R B+U+T+ful & 1+der+ful. 12. U R B+U+T+ful & 1+der+ful.

Copyright © Cambridge University Press

Who killed Mr. Jameson?

Time 15–20 minutes

Copyright © Cambridge University Press

Here is the background information for the murder:

Here is the background information for the murder:

Here is the background information for the murder:

Copyright © Cambridge University Press

Copyright © Cambridge University Press

Copyright © Cambridge University Press

Will the real person please stand up?

Time 25–30 minutes

Copyright © Cambridge University Press

What was the story?

Time 10–15 minutes

Copyright © Cambridge University Press

Copyright © Cambridge University Press

Tips for success!

Time 10–15 minutes

Copyright © Cambridge University Press

Copyright © Cambridge University Press

Time 15–20 minutes

Copyright © Cambridge University Press

Copyright © Cambridge University Press

Time 15–20 minutes

Copyright © Cambridge University Press

e. We are very proud of our new, micro, state-of-the-art cell phone.

Copyright © Cambridge University Press

Name: _____________________________________________ Date: ____________________________

1. _____________________________________ – 2. dot-com millionaire –

2. Now put the correct idioms in the correct sentences.

Name: _____________________________________________ Date: ____________________________

1. Internet junkie – 2. _____________________________________ –

2. Now put the correct idioms in the correct sentences.

Copyright © Cambridge University Press

Time 10–15 minutes

Copyright © Cambridge University Press

Servings required to meet total daily caloric needs

One serving of grains is: One serving of dairy is:

Copyright © Cambridge University Press

Time 15–20 minutes

Name: _________________ Date:

Name: _________________ Date:

Name: _________________ Date: