Move Ahead - Elementary - Preintermediate

Activity 7.1 Interview with a star of the futurel Here is an interview with Mark Forester a star of the future.

Match the questions from the box with the answers.

MOVE AHEAD ELEMENTARYMOVE AHEAD ELEMENTARYWORKSHEET 7

This page has been downloaded from www.moveahead-english.com. It is photocopiable,but all copies must be complete pages. Copyright Macmillan Publishers Limited 2004.MOVE AHEAD ELEMENTARY

UNIT 7

a) Work hard and never give up.b) Well, I do two hours in the morning before school so I have to be at the pool by six. I live about half an hour away,

so I get up an hour or so before I need to be at the pool.c) Oh! Now about 6 hours everyday.d) Next year Im swimming in the junior World Championships. I want to be an Olympic champion at the next

Olympic Games.e) Ill probably be in America as thats where the best training facilities are.f) I was about 5 when I started swimming, but I didnt really decide this was what I wanted to do until I won my first

swimming event.g) I was 10 years old. I won the national under elevens championships.

Activity 7.1 Interview with a starl Work in pairs.

N Student A: decide what kind of star you would like to be.N Student B: you are a journalist, interview student A.

1) When did you decide you wanted to be a swimmer?2) How old were you then?3) How much training do you do?4) What time do you get up?5) What are your hopes for the future?6) Where do you think you will be in ten years' time?7) What advice do you have for other youngsters who want to be stars in the future?

Activity 7.1Language Focus: Questions.Skills Focus: ReadingTime (approx): 10 minutesPreparation: Photocopy Worksheet 7 for each pair of students.

Procedurel Hand out copies of the worksheet.l Ask students to match the interview answers to the questions in the box (Note: The questions are in the correct

order).l Put the students in pairs and ask them to check their answers together.l Check as a class.

Answer Key1) f2) g3) c4) b5) d6) e7) a

Activity 7.2Language Focus: Questions.Skills Focus: SpeakingTime (approx): 15 minutesPreparation: Photocopy Worksheet 7 for each pair of students.

Procedurel Put students in pairs: A and B.l Hand out a copy of the worksheet to each pair.l Ask student B to interview student A.

MOVE AHEAD ELEMENTARYMOVE AHEAD ELEMENTARYADDITIONAL ACTIVITIES FOR UNIT 7 TEACHERS NOTES


UNIT 7

Activity 6.1 Oppositesl Unscramble the words. Which words are positive (+) and which are negative ()?

catfatins slideocin tryidfatbuleiu igb holebrireintestgrin betrirbe slamlunderflow uflaw nogriblacen gyul cine

MOVE AHEAD ELEMENTARYMOVE AHEAD ELEMENTARY


UNIT 6

WORKSHEET 6

+

Activity 6.2 A postcard from ...l Complete the postcard using some of the words from Activity 6.1.

Hi John,

Having a ____________________ time on holiday!

The weather is ____________________ and the

view is ____________________. We are staying in

a ____________________ hotel. The rooms are

very ____________________. The food is

____________________. Everything is very

____________________.

See you soon,

Activity 6.1Language Focus: Adjectives connotations.Skills Focus: VocabularyTime (approx): 10 minutesPreparation: Photocopy Worksheet 6 for each student.

Procedurel Put students into pairs and hand out copies of the worksheet.l Ask the students to work with their partner and unscramble the words.l Tell them to decide if each word has a positive or a negative meaning and to write it in the appropriate column.l Check and discuss.

Answer KeyPositiveFantastic, Beautiful, Interesting, Wonderful, Clean, Delicious, Big, NiceNegativeTerrible, Ugly, Boring, Awful, Dirty, Horrible, Small

Activity 6.2Language Focus: Adjectives connotations.Skills Focus: WritingTime (approx): 10 minutes, plus homeworkPreparation: Photocopy Worksheet 6 for each student.

Procedurel For this activity students can work individually or in pairs.l Ask them to complete the postcard using some of the adjectives from Activity 6.1.l If you want you could tell them to make the postcard negative or positive.l For homework you could ask your students to write their own postcards.

Model AnswerNote: There are many possible answers, below is just one possibility.

Hi John,Having a terrible time on holiday! The weather is awful and the view is ugly.We are staying in a dirty hotel, the rooms are very small. The food is horrible.Everything is very boring.See you soon,

Note: This is similar to the writing activity in the students book. However, on the worksheet the students are given moreguidance. Therefore, if you feel that your students are not very good at writing you may wish to do the worksheet beforedoing the activities in the book.



UNIT 6

Activity 3.2 Who is wearing the red boots?l Read the sentences. What are the girls wearing?

a) There are 3 girls: Mary, Jane and Sally. Each girl is wearing four things.b) Mary is wearing a red T-shirt.c) Jane is wearing a scarf.d) Sally is wearing a dress.e) Two girls are wearing hats. One is pink and one is yellow.f) The girl in the red T-shirt isnt wearing jeans.g) The girl wearing a scarf is also wearing a pink hat.h) The girl wearing the skirt is wearing sandals.i) The girl wearing the dress is wearing brown shoes.j) The girl wearing sandals isnt wearing a hat.k) The girl who isnt wearing a hat is wearing sunglasses.l) The girl in the yellow hat is wearing earrings.

MOVE AHEAD ELEMENTARYMOVE AHEAD ELEMENTARYWORKSHEET 3B


UNIT 3

Who is wearing the red boots?

Mary Jane Sally

Activity 3.1Language Focus: Present Continuous.Skills Focus: Grammar and SpeakingTime (approx): 15 minutesPreparation: Cut up the set of 15 cards in Worksheet 3A.

Procedurel Choose an activity (not one on the cards e.g. driving a car).l Mime the activity to the students and ask the question: What am I doing?l Elicit the correct response.l Show the students that you have some cards and explain that on each card is an action.l Ask a student to come up to the front of the class and choose a card.l They should mime the action for the other students to guess.l Continue until all the cards have been mimed.

Note: In large classes you could divide into groups of about 15.

Activity 3.2Language Focus: Present Continuous.Skills Focus: Grammar, Reading and SpeakingTime (approx): 10 minutesPreparation: Photocopy Worksheet 3B for each group of students.

Procedurel Divide the students into groups.l Tell the groups that you will give them some sentences about three girls. The sentences contain information about

what each of the girls is wearing.l The students task is to work out what each girl is wearing using the information in the sentences.l Set a time limit and hand out one copy of the sentences per group.l Monitor and help where necessary. (Note: You might want to draw a grid on the board, similar to the one in the key,

for the students to copy.)l Check and discuss as a class.

Answer Key



UNIT 3

Mary Jane Sally

Red T-shirtSandals

SkirtSunglasses

ScarfJeans

Pink hatRed boots

DressBrown shoes

Yellow hatEarrings

Activity 4.1 Charlie ChaplinStudent A



UNIT 4

WORKSHEET 4

Student B

Charlie Chaplin was born on 16 April, 1889 in (2) _________________. In (3) _________________

he moved to the USA and made his first film in 1914. The film was called (6) _________________.

In his career Chaplin won two Oscars. Charlie Chaplin was married (8) _________________ times

and had ten children. In (10) _________________ he moved to Switzerland. He died on

(12) _________________ _________________, _________________.

Questions2) Where 3) When 6) What 8) How many

10) When 12) When

Charlie Chaplin was born on (1) _________________ _________________, _________________

in London. In 1913 he moved to the (4) _________________ and made his first film in

(5) _________________. The film was called Making a Living. In his career Chaplin won

(7) _________________ Oscars. Charlie Chaplin was married four times and had

(9) _________________ children. In 1952 he moved to (11) _________________. He died on 25

December, 1977.

Questions1) When 4) Where 5) When 7) How many 9) How many

11) Where

"

Activity 4.1Language Focus: Question forms and simple past.Skills Focus: Reading and SpeakingTime (approx): 20 minutes, plus homeworkPreparation: Photocopy and cut up Worksheet 4 to make one pair of texts for each pair of students.

Procedurel On the board write:

Charlie Chaplinl Elicit what your students know about him.l Divide the class into As and Bs.l Give the A students a copy of their worksheet and the B students a copy of their worksheet.l Give the students time to write their six questions. Encourage them to help each other (as long as they work with a

student with the same letter i.e A with A).l After a few minutes explain that you will put them in pairs and that they should ask their partner the questions their

partner will have the answers.l Pair the students one A student with one B student.l Monitor and help where necessary.l Check as a class.l For homework you could ask your students to write a similar paragraph about what they admire.

Note: Although the Student's Book unit does not ask students to actively form questions they have been exposed to allthe question forms used on this worksheet. It is important to give students time, working in their groups, to formulate thequestions properly.

Answer KeyCharlie Chaplin was born on 16 April, 1889 in London. In 1913 he moved to the USA and made his first film in 1914.The film was called Making a Living. In his career Chaplin won 2 Oscars. Charlie Chaplin was married four times andhad ten children. In 1952 he moved to Switzerland. He died on 25 December, 1977.



UNIT 4

Activity 2.1 Find someone who ...



UNIT 2

WORKSHEET 2

Activity 2.2 Pronunciation: which is which?l Put these words in the correct column. Think about the pronunciation of the endings.

arrives finishes plays tries watcheschanges goes reads walks workseats lives teaches washes writes

/s/ /z/ /z/

Find someone who Name always gets up at 7 oclock. often goes running. eats fruit every day. always walks to school. usually arrives late for school. never watches TV.

sometimes rides a bike. often helps their mother. goes on holiday every year. never eats chocolate.

Activity 2.1Language Focus: Adverbs of frequency.Skills Focus: Grammar and SpeakingTime (approx): 15 minutes, plus homeworkPreparation: Photocopy Worksheet 2 for each student.

Procedurel Make sure that the students can form the questions needed: Do you ? (Note: for number 6 and number 10, where

the sentence contains never students should form questions with often: Do you often eat chocolate? No, I never do.)l Next get students to stand up, move around and ask questions.l Then students should speak to as many other students as possible (you could tell them they need 10 different names

in the grid).l After about 10 minutes ask the students to sit down. Ask a few of them to tell the class what they found out from the

people they questioned.l You could ask students to write a short report for homework.

Activity 2.2Language Focus: Third person s endings.Skills Focus: PronunciationTime (approx): 10 minutesPreparation: Photocopy Worksheet 2 for each student.

Procedurel On the board write the following words:

looks arrives washesl Ask the students to read the words out what do they notice about the pronunciation of the endings?l Put students in pairs and hand out the worksheet.l Set a time limit of 6 minutes.l Check as a class.

Answer Key



UNIT 2

/s/ /z/ /z/

eatsreadswalksworkswrites

arrivesgoeslivesplaystries

changesfinishesteacheswasheswatches

Activity 8.1 A homophone storyl Read the story and find the eight mistakes (the wrong word). Write out the correct version.

I was walking with for friends down by the see won day and I could here astrange noise. At first we thought it was a be buzzing. We looked aroundtrying too find wear the noise was coming from but we couldnt sea anything.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________



UNIT 8

WORKSHEET 8A

Activity 8.2 Whats the mistake?Student A1) There are to many people here.2) I always go to school by bus.3) What do you usually where to school?4) Look! Here they come.5) I like going to the sea on holiday.6) Where do you get of the bus?7) There favourite food is Pizza.8) Im sure he knows the answer.



UNIT 8

WORKSHEET 8B

Student B1) There are too many people here.2) I always go to school buy bus.3) What do you usually wear to school?4) Look! Hear they come.5) I like going to the see on holiday.6) Where do you get off the bus?7) Their favourite food is Pizza.8) Im sure he nose the answer.

"

Activity 8.1Language Focus: Homophones.Skills Focus: Vocabulary (spelling)Time (approx): 10 minutesPreparation: Photocopy Worksheet 8A for each pair of students.

Procedurel On the board write the following sentence from the Students Book.

I need to by / buy some new clothes.l Ask the students which word is the correct one and explain that the two words sound the same when spoken but are

spelt differently and have different meanings.l Put students in pairs and hand out the worksheet for Activity 8.1.l Students should read through the story and find the eight mistakes.l Students write out the correct version.l Monitor and help where necessary.l Check as a class.

Answer KeyI was walking with for four friends down by the see sea won one day and I could here hear a strange noise. At first wethought it was a be bee buzzing. We looked around trying too to find wear where the noise was coming from but wecouldnt sea see anything.

Activity 8.2Language Focus: Homophones.Skills Focus: Vocabulary (spelling)Time (approx): 20 minutesPreparation: Photocopy Worksheet 8B for each pair of students.

Procedurel Divide your class into two equal groups: A and B.l Depending on the size of your class put the As in one group and the Bs in another (for larger classes sub-divide the

groups).l Hand out copies of worksheet A to student A and worksheet B to student B.l Explain that half of the sentences on their worksheet have mistakes (the wrong word).l Ask students to find the mistakes and correct them, set a time limit of about 8 minutes.l Then, pair students together, so one student A is working with one student B.l Explain that the sentences that are wrong on one worksheet are correct on the other.l Ask students to compare and discuss their sentences.l Finally, check as a class.

Answer KeyThe correct sentences are:

A = 2, 4, 5 and 8B = 1, 3, 6 and 7



UNIT 8

Activity 6.1Language Focus: Using will for future prediction. Agreeing/disagreeing and giving opinions.Skills Focus: Reading, Speaking, WritingTime (approx): 20 minutesPreparation: Photocopy Worksheet 6 for each student.

This activity is an extension of the Reading Comprehension on pages 46 & 47 of the Students Book.

Procedure Ask your students to imagine what life might be like in the year 2050, and then consider the first of the predictions

given on Worksheet 6. Write the first statement on the board:

Robots will do all the work. Agree Not sure Disagree

Ask a few students for their opinions, using the question Do you think robots will do all the work by the year 2050?(It would be helpful to write this on the board, so that your students can see the question form.)

Now ask your students to consider each of the other predictions on the Worksheet, and give their opinions on each. When they have read through statements 1 to 7, ask them to add three statements of their own in rows 8, 9 and 10.

(Monitor here, helping students with vocabulary and prompting those that are stuck.) Ask your students to get into pairs. Each student should then interview his or her partner, asking for their opinion on

each of the predictive statements. Discuss the opinions and ideas that have come up in larger groups, or as a class.

Activity 6.2Language Focus: Using will for future prediction. Giving opinions.Skills Focus: Project workTime (approx): 20+ minutesPreparation: Photocopy Worksheet 6 for each student or group of students. Provide poster-sized paper,

pencils, magazines etc., and an area to display finished work.

Procedure Group your students into several project teams, then ask them to tackle the design challenge on Worksheet 6.

Working in groups will promote discussion of the questions as students work together to draw up a poster displayingtheir ideas.

Monitor the groups progress, encouraging students to be inventive/creative (the picture on page 49 of the StudentsBook provides a good example).

When the designs are complete, display them in the classroom, and encourage students to look at, and comment on,each others work.

Macmillan Publishers Ltd 2003 LEVEL 1 UNIT 6

MOVE AHEAD LEVEL 1MOVE AHEAD LEVEL 1ADDITIONAL ACTIVITIES FOR UNIT 6 TEACHERS NOTES

Activity 6.1 Predicting the future Look at the statements below predicting what life will be like in 2050. Which do you agree with? Fill in numbers 8, 9 and 10 with predictions of your own.


MOVE AHEAD LEVEL 1MOVE AHEAD LEVEL 1WORKSHEET 6

Activity 6.2 Future house Design the perfect house for the future. Draw a poster to show the features and benefits of your design.

Here are a few things to think about: What material will the house be built from? What energy source will it use (electricity, gas, solar, wind etc.)? What technological features will it include (e.g. escalators, computer control etc.)?

Sentence Agree Not sure Disagree

1. Robots will do all the work.

2. Everybody will have a video phone.

3. People will have holidays on the moon.

4. We will find life on other planets.

5. People will eat pills and tablets not (real) food.

6. People will live to be 150.

7. Everyone will have a private helicopter.

8.

9.

10.

Activity 8.1Language Focus: The language of facts.Skills Focus: ReadingTime (approx): 1520 minutesPreparation: Photocopy Worksheet 8 for each student.

Procedure Ask your students to get into pairs to tackle the activity. Ask your students to fold the worksheet so that they can see the statements but not the text passages. Ask them to read the eight statements on Worksheet 8, and take a guess at whether each one is true or false,

without having read the text passage. (This guess first approach makes the activity a bit more interesting than astraightforward reading comprehension.)

Now tell your students to read the text passage, and check their answers. When they have finished, go through the answers as a class, discussing who guessed what correctly.

Answer Key1. False (Its Washington D.C.)2. True.3. True.4. True.5. True6. False (He was one of the first presidents.)7. True.8. False (You can see the faces of famous presidents.)

Extra ActivityYou might like to ask your students to find out about another country in the world and write some sentences like theones on Worksheet 8, as a project. Remember, some of the sentences should be true and some false. Each true/falsechallenge could then be posted around the classroom, along with a copy of the information source, for other students to try.



Activity 8.1 True or false? Which of these sentences do you think are true, and which false?

1. The capital of the USA is New York. ______2. There are 50 states in the USA. ______3. The biggest state is Alaska. ______4. The president of the USA lives in the White House. ______5. Thanksgiving is an important holiday in the USA. ______6. George Washington was a famous actor. ______7. The Statue of Liberty was given to the USA by France. ______8. You can see the faces of famous sportsmen carved into the mountain at Mount Rushmore. ______

Now read the following text and check your answers.



A brief look at the USA

Most people know something about the USA, whether it be Hollywood, baseball or the larger-than-life people.

Although New York is the largest city in the USA it is not the capital. This honour goes to thecity of Washington D.C. It is here that you will find the White House which is home to thepresident of the country. One of the first presidents was George Washington (the capital isnamed after him).

The USA became an independent country in 1776 after a war with Great Britain. At this timethe country had only thirteen states now there are fifty. The biggest of these states is Alaska,although it has the smallest population.

Some of the most important images of the USA are connected to its political history. If you goby boat to New York you will pass the famous Statue of Liberty which was given to the USA bythe people of France. Another important monument can be found at Mount Rushmore whereyou can see the faces of some of the past presidents carved into the rock.

Americans also celebrate their history the landing of the Mayflower with Thanksgiving. Onthis day the fourth Thursday in November people eat special food and spend time withtheir families.

Activity 13.1Language Focus: Past tenses. The language of biography.Skills Focus: ReadingTime (approx): 10 minutesPreparation: Photocopy Worksheet 13 for each student.

This activity supports the material on page 96 of the Students Book, where there are six brief biographies of famouspeople.

Procedure Ask your students to read the autobiographical passage on Worksheet 13 and, with a partner or in a group, discuss

who the individual in question is. If you wish, you could write a few famous names on the board before the students start reading, for them to

choose from.

Answer KeyWho am I? Im Nelson Mandela.

Activity 13.2Language Focus: Past tenses. The language of biography.Skills Focus: WritingTime (approx): 20 minutesPreparation: Photocopy Worksheet 13 for each student.

This is a jigsaw writing activity that can be done in small groups.

Procedure Divide the class into three groups and allocate each group one of the three biographical information sheets on

Worksheet 13 (for large classes, sub-divide each group). Now ask the students in each group to read the biographical summary theyve been allocated then use the

information to write a short biography of the famous person it refers to. (Encourage them to look back at thepassages on page 96 of their Students Book, as possible models.)

When the groups have finished, post the biographies around the classroom wall.

Extra Activity Ideas1. Ask each group to write some true/false statements about their famous person for the other groups to answer.2. Encourage your students to use the Internet to find out more about their famous individual (or information on other

famous people), perhaps for project work.



Activity 13.3Language Focus: Past tenses. Persuasive language.Skills Focus: SpeakingTime (approx): 1530 minutesPreparation: Photocopy Worksheet 13 for each student.

This is a discussion/debate activity.

Procedure Point out to the class that all four people from the previous activities (Nelson Mandela, Mother Teresa, Martin Luther

King Jr and Albert Einstein) won a Nobel Prize. Tell your students that their task is to decide who should win the ultimate prize, and why. To run the activity as a debate, rather than an open discussion, divide the class into four groups and give each group

the task of putting forward the case for a particular person. At the end of the debate, either take a class vote or make a decision yourself, based on the strength of the

arguments presented.


MOVE AHEAD LEVEL 1MOVE AHEAD LEVEL 1ADDITIONAL ACTIVITIES FOR UNIT 13 TEACHERS NOTES (CONT.)

Activity 13.1 Who am I?



I was born in South Africa on July 25th, 1918. My father was a local tribal leader. I studied to bea lawyer and qualified in 1942. In 1944 I joined the ANC (African National Congress) and spokeagainst apartheid (keeping white and black people apart).

In 1956 I went on trial for treason but was found not guilty. In 1962 I was arrested again and thistime I was sentenced to life imprisonment. From June 1964 until 1982 I was in prison on RobbenIsland and then spent 8 more years in another prison. On February 18th, 1990 I was set free andlater became the first black president of South Africa. I won the Nobel Peace Prize in 1993.

Name: Albert EinsteinBorn: March 14th, 1879.Ulm, Germany.Early life: Lived in Munich.Swiss citizenship in 1901.Moved to USA in 1933 andbecame American Citizen in1940.Famous for?: Theories inphysics and linked toinvention of Atomic bomb.Nobel prize: Physics, 1921.Died: April 18th, 1955.

Name: Martin Luther King, Jr.Born: January 15th, 1929.Georgia, USA.Early life: Grandfather waspastor of Baptist Church inAtlanta, Georgia. In 1955 he graduated from BostonUniversity and becameleader of the first Negro non-violent demonstration. Hewas arrested many times.Famous for?: In 1963 he leda march of 250,000 peopleto Washington D.C and gavea famous speech I have adream.Nobel prize: Peace, 1963.Died: April 4th, 1968. Shot(assassinated) in Memphis,Tennessee.

Name: Mother Teresa(original name AgnesGonxha Bojaxhiu).Born: August 27th, 1910.Skopje, Macedonia.Early life: Lived on a farmand went to a RomanCatholic elementary school.In 1928 she became a nunand went to live in Calcutta,India. For 20 years shetaught in St. Marys HighSchool in Calcutta. In 1950she started The missionariesof charity to help the poor.Famous for?: Helping poorpeople (especially in India).Nobel prize: Peace, 1979. Died: September 5th, 1997.

Activity 13.2 A biography Use the information in one of the boxes below to write a short biography.

Activity 13.3 A Nobel cause Who, of the four people above, do you think should win the ultimate Nobel Prize for Person of the Twentieth

Century? Why?

Activity 9.1Language Focus: Language describing places.Skills Focus: Reading and SpeakingTime (approx): 1520 minutesPreparation: Make enough photocopies of Worksheet 9a for one between three students, then cut into

separate text extracts.

Procedure Divide your class into three equal groups (as best as your class size will allow) called Groups A, B and C. Give a copy of Text A from Worksheet 9a to each student in Group A, a copy of Text B to each student in Group B,

and a copy of Text C to each student in Group C. Ask your students to read the text they have been given. Encourage them to help each other with any new

vocabulary. Monitor and help when needed. Explain that each group has read a text about a different Natural Wonder in the world. Now rearrange the students into groups of three one student from each of the original three groups (your class size

may mean you have to have one, or two, groups of four). Ask your students to take turns to tell the other two people in their group about the Natural Wonder that they read

about (encourage them to do this from memory and not by simply reading out the texts).

Activity 9.2Language Focus: Factual information.Skills Focus: Reading and SpeakingTime (approx): 10 minutesPreparation: Make enough photocopies of Worksheet 9b for one between three students.

Procedure This activity is a continuation of Activity 9.1. Keep your students in the groups they were in at the end of Activity 9.1.

Give each group a copy of the quiz on Worksheet 9b. Ask the groups to complete the questions without referring to the texts. If you wish, you could make the activity competitive by asking the groups to race one another. You could also ask the

groups to correct any statements they answer as false. Check the answers, either as a class, or by asking students to look back at the text passages.

Answer Key1. b 2. False.3. a 4. c5. c 6. True.7. False. 8. False.



Activity 9.3Language Focus: Language describing places.Skills Focus: Project WorkTime (approx): 30+ minutesPreparation: None

Procedure Write the following web address on the board:

http://library.thinkquest.org/J002388

Ask your students to visit this site and, using the information they find, write a short passage about the Wonders ofthe World. You may wish to set this as a homework activity.

You could ask your students to produce a quiz, like the one on Worksheet 9b, to accompany their written work.These projects could then be posted on the classroom walls, so that students can read each others texts and try the quizzes.



Activity 9.1 Wow!


MOVE AHEAD LEVEL 1MOVE AHEAD LEVEL 1WORKSHEET 9A

Text A

Mount Everest is the highest mountain in the world at 8,850 metres and it is growing tallereach year (by about 5 cm). It is on the border between Nepal and Tibet and is part of themassive Himalaya range. Edmund Hillary (a New Zealander) and Tenzing Norgay (aNepalese) were officially the first people to reach the summit (the top) although somepeople think that George Mallory might have reached the top in 1924. Whoever was thefirst, they must have had an amazing view Everest really is the top of the world.

Text B

One of the greatest waterfalls in the world is on the river Zimbezi on the border betweenZambia and Zimbabwe. Victoria Falls are not the highest in the world this honour goes tothe Angel Falls in Venezuela but they are probably the most spectacular. The natives callthe falls Mosi-oa-tunya which means Smoke that thunders. The falls were named after theBritish Queen Victoria by the explorer Livingstone who was the first European to see themin 1855.

Text C

Ayers Rock (or Uluru as the Aborigine call it) is one of the oldest rocks on Earth. Rising upin the middle of the Simpson Desert in Australia, Uluru is one of the most amazing sights inthe world. Over the years the wind and rain have shaped the rock which rises over 300metres above the desert floor. Depending on the time of day and the weather the colour ofthe rock can change from blue to glowing red. There are lots of caves with paintings andUluru is one of the most important places for the Aborigine.

Activity 9.2 A natural quiz Answer these multiple choice and true/false questions to see how much information from Activity 9.1 you can

remember.


MOVE AHEAD LEVEL 1MOVE AHEAD LEVEL 1WORKSHEET 9B

1. Mount Everest is ____________ high.

a) 6,900 metres b) 8,850 metres c) 10,120 metres

2. Victoria Falls are the highest waterfalls in the world. True or False? ______

3. Uluru is in ____________ .

a) Australia b) The USA c) Africa

4. Edmund Hillary, who climbed Mount Everest, was from ____________ .

a) The USA b) Great Britain c) New Zealand

5. The highest waterfalls in the world are in ____________ .

a) Canada b) Australia c) Venezuela.

6. Uluru is famous because of its colour. True or False? ______

7. Hillary reached the top of Everest in 1924. True or False? ______

8. Victoria Falls is the African name for the waterfall. True or False? ______

Activity 13.1Language Focus: Perfect modals.Skills Focus: Reading.Time (approx): 15 minutesPreparation: Photocopy Worksheet 13a for each student.

Procedure Write the word Pyramid on the board and briefly brainstorm what your students know on this topic. Ask your students to read the text about the Pyramid of Giza on Worksheet 13a. When they have finished reading the text, ask them to try to answer the true/false questions that follow it. Once theyve finished, put your students in pairs and get them to compare their answers. Finally, collate and discuss as a class.

Answer Key1. False You can still see the Great Pyramid of Giza, which was one of the Ancient Wonders.2. False it was built for Khufu himself (we dont even know if he had a wife).3. True4. True5. False there are several theories, but still many questions.6. False these were special stones used in the Kings chamber.7. True8. False it would still be difficult.9. True

10. False they didnt have computers.

Activity 13.2Language Focus: Perfect modals.Skills Focus: SpeakingTime (approx): 15+ minutes plus a homework activityPreparation: Photocopy Worksheet 13b for each student.

Procedure Put your students into groups of three or four. Ask the groups to consider the questions at the top of Worksheet 13b and think of possible answers (or,

alternatively, give each group just one or two of the questions to consider). If possible, encourage groups to use research to find answer information (try the Internet). Monitor and prompt where necessary.

Suggested prompts:1. Using water to wash away soil.2. Using sticks and palm leafs to get a map of the stars.3. Using copper saws.4. Wooden rollers, ropes and lots of men.5. Ramps and the same things as for moving the stones.

After about ten minutes of brainstorming (or 1520 minutes of research) start a class discussion. For homework the students could write about their opinions.



Activity 13.3Language Focus: Perfect modals.Skills Focus: Project workTime (approx): 1 lessonPreparation: Access to Internet (or reference texts).

Copy of suggested websites (on Worksheet 13b) for each student.

Procedure Divide your class into small groups. Ask each group to choose either Stonehenge or the Nazca lines (both mysteries from the ancient world) as a topic

to research. Encourage your students to make use of the website addresses given on Worksheet 13b. Ask each group to create a poster display about their chosen mystery. This should include text and pictures. Display the finished project work around the classroom.



Activity 13.1 A pyramid mystery Read the text below:


MOVE AHEAD LEVEL 2MOVE AHEAD LEVEL 2WORKSHEET 13A

Are these sentences true or false?

1. You cant see any of the Seven Ancient Wonders nowadays.2. The Great Pyramid of Giza was built by King Khufu for his wife.3. It was built in the desert.4. The Eiffel Tower is higher than the Pyramid of Giza.5. People know how the Pyramid was built.6. The pyramid is built completely of blue stones.7. There is a special room for Khufu.8. It would be easy to build the pyramid nowadays.9. They didnt use the same tools as we would use today.

10. The designs were made on computers.

The Great Pyramid of Giza is the last of the Seven Ancient Wonders left for us to see today. Itwas built for King Khufu over four thousand years ago. Rising from the desert floor, thisamazing building was the highest man-made object until the Eiffel Tower was built in thenineteenth century. Many people have wondered how it was built and some people even thinkthat it was built by aliens from another planet!

The pyramid is built on a perfectly level area, from millions of stone blocks. Its inside is acomplex maze of corridors. Some of the stones, for example the blue stones in the Kingschamber, came from hundreds of kilometres away.

Even today, building something as big and complex as the pyramid would be difficult. Fourthousand years ago they had no electric drills or saws, no mechanical diggers or cranes and no computers to help with the designs, plans and construction. So, how was the pyramid atGiza built?

Activity 13.2 A pyramid mystery solved How do you think the Great Pyramid of Giza was built?

Here are some things for you to think about:1. How did they make the land flat?2. How did they align the pyramid with the stars?3. How did they cut the blocks of stone?4. How did they move the stones from the quarry to the building site?5. How did they get the stones up the pyramid?


MOVE AHEAD LEVEL 2MOVE AHEAD LEVEL 2WORKSHEET 13B

Activity 13.3 Project work Choose either Stonehenge or the Nazca lines as a topic. Find out as much as you can about the ancient mystery

youve chosen and make a project display. The websites listed below will help with your research:

Stonehengehttp://www.bbc.co.uk/wiltshire/stoned/http://www.bbc.co.uk/history/timelines/wales/blue_stones.shtml

Nazca lineshttp://unmuseum.mus.pa.us/nazca.htmhttp://www.dreamscape.com/morgana/rosalind.htm

Activity 12.1Language Focus: Adverbs and defining relative clauses.Skills Focus: SpeakingTime (approx): 15 minutesPreparation: Photocopy Worksheet 12 for each student.

Procedure Write the following on the board: Find someone who often laughs. Ask your students how they think this might be

turned into a question. Elicit and write up the correct question form: Do you often laugh? Hand out a copy of Worksheet 12 to each student. Ask your students to look at the other eight character descriptions in the worksheet table, and think of, or write down,

the question form that relates to each one. Ask your students to add three more characteristics to fill the empty rows of the table. Next, ask your students to stand up and move around, asking each other questions, so as to find names to complete

their worksheet table. Encourage students to speak to as many of their classmates as possible, and to ask them all of the questions.

Explain that the follow-up activity relies on some students names appearing in at least three of the boxes, so itsgood to find and record several individuals who match each described characteristic.

Monitor, and help where needed.

Activity 12.2Language Focus: Adverbs and defining relative clauses.Skills Focus: WritingTime (approx): 15 minutesPreparation: Photocopy Worksheet 12 for each student.

This activity is an extension of the previous one.

Procedure Ask your students to read the short text at the bottom of Worksheet 12. Does the description fit anyone they know? Now ask your students to use the information they found out in Activity 12.1 to write three similar short descriptions,

each about a particular classmate. When they have completed their texts, collect them in, and read out a few, challenging the class to guess who each

one refers to.



Activity 12.1 Character match Complete the table below by talking to your fellow students. Its okay to find more than one person to match each

characteristic. Try to find some people whose name can appear in three or more rows.



Use the information you recorded in the table above to write descriptions like this for three of your classmates,without giving their names.

Activity 12.2 Guess who ? Read the description below. Does it remind you of anyone you know?

Find someone who ... Names

... often laughs.

... is extremely forgetful.

... is usually unhappy.

... is sometimes naughty.

... gets up fairly early.

... reluctantly helps at home.

... plays a music instrument well.

... only gets angry when he/she is tired.

... is happily in love.

______________ often laughs, gets upfairly early and is happily in love.Who do you think it is?

Activity 8.1Language Focus: Vocabulary associated with cooking.Skills Focus: VocabularyTime (approx): 10 minutesPreparation: Photocopy Worksheet 8 for each student.

Procedure Ask your students to get into pairs to tackle the activity. Explain that the aim of the activity is to sort the 16 cooking-related words at the top of Worksheet 8 into four groups

of four, finding the common link for each group. Set a time limit of around five minutes. Monitor your students progress. When they have finished, mix the pairs, and ask the new partners to compare results. Discuss as a class.

Answer Key



Activity 8.2Language Focus: Instructional language.Skills Focus: ReadingTime (approx): 15 minutes plus a homework activityPreparation: Photocopy Worksheet 8 for each student.

Procedure Put your students in pairs to work together. Ask them to look at the recipe on their worksheet. Explain that unfortunately the recipes instructions are mixed up.

Their task is to put them back in the correct order. Pre-teach any vocabulary that you feel may cause a problem. Monitor. Collate and check.

Answer KeyThe correct order is: 5, 9, 2, 15, 12, 7, 14, 1, 10, 11, 16, 13, 6, 3, 8 and 4.

Extra Activity Idea Ask your students to write a recipe for their favourite food (perhaps as a homework activity?). If you wish, you could ask them to mix up the instructions, as in Activity 8.2, for other students to unscramble. Display the recipes around the classroom walls.

Additives Actions Containers Methods

saltpepperspicesherbs

peelmix

choprinse

saucepanbowlplatecup

fryboilgrill

bake

Activity 8.2 Recipe scramble Renumber the steps in this mixed-up recipe, so that it makes sense.

Activity 8.1 Cookery categories? Sort these 16 words into four groups of four and write a heading above each group (the common link between them):



1. boil2. bowl3. chop4. cup

5. fry6. grill7. herbs8. mix

9. peel10. pepper11. plate12. rinse

13. salt14. saucepan15. spices16. bake

Making a pasta salad

1. After chopping the celery, peel two apples, remove the cores and cut into slices.2. Boil the pasta for about 10 minutes, or until properly cooked.3. Chop up some fresh herbs (chives or parsley) and add this to the mixture.4. Finally, put the salad into a bowl and put it into the fridge until you are ready to eat it.5. First of all, heat up about 1 litre of water in a saucepan.6. Mix the yoghurt, mayonnaise and oil in a bowl.7. Next chop half a red pepper and half a green pepper into thin slices.8. Now, add the vegetables, apple and sauce to the pasta and mix together.9. Put 250g of pasta in the water and add some salt.

10. Put all the prepared vegetables to the side for the moment.11. Remove the pasta from the heat, drain and rinse.12. Start with the onion, chopping it into very small pieces.13. For the sauce, take 2 tablespoons of yoghurt, 3 tablespoons of mayonnaise and a drop of olive oil.14. Wash two or three sticks of celery and chop into pieces, add this to the pepper.15. While the pasta is boiling prepare the vegetables and apple.16. While you are waiting for the pasta to cool down prepare the sauce.

Activity 10.1Language Focus: Factual information.Skills Focus: Reading and WritingTime (approx): 15 minutesPreparation: Photocopy Worksheet 10 for each student.

Procedure If you like, you could write the names Yuri Gagarin and Neil Armstrong on the board and brainstorm as a class what

your students know about these two famous people before tackling this activity. Put your students into pairs, to promote discussion. Ask them to look at the incomplete sentences on Worksheet 10 and use their knowledge to fill in the correct name to

complete each one. When they have completed all the sentences, tell them to read the two texts on the worksheet and check

their answers. You could then ask students to write up the completed sentences on the board. Finally, ask them if they can add any more information.

Answer Key1. Yuri Gagarin was the first man in space.2. Neil Armstrong put the American flag on the moon.3. Yuri Gagarin was born on March 9, 1934.4. Yuri Gagarin flew in Vostok 1.5. Neil Armstrong was part of a three man crew.6. Neil Armstrong is famous for what he said.7. Yuri Gagarin never flew again.8. Yuri Gagarin didnt control the spacecraft.9. On July 21, 1969, newspapers around the world reported news about Neil Armstrong.

Activity 10.2Language Focus: Question forms.Skills Focus: Writing and SpeakingTime (approx): 15 minutes plus a homework activityPreparation: Photocopy Worksheet 10 for each student.

This activity is a simple role play.

Procedure With students still working in pairs, get them to write down five questions they would like to ask either Neil Armstrong

or Yuri Gagarin, if they had the opportunity (e.g. Why did you become an astronaut? etc.) When each pair have written five questions, mix up the pairs. Now ask your students to take turns to interview their partner, one student being the reporter and one student taking

on the role of Gagarin or Armstrong. Finally, they could write up the interview as a short newspaper report (this could be done as homework).



Activity 10.1 Gagarin or Armstrong? Choose and write the correct name either Yuri Gagarin or Neil Armstrong to complete each of these

statements:

1. __________________________________ was the first man in space.

2. __________________________________ put the American flag on the moon.

3. __________________________________ was born on March 9, 1934.

4. __________________________________ flew in Vostok 1.

5. __________________________________ was part of a three man crew.

6. __________________________________ is famous for what he said.

7. __________________________________ never flew again.

8. __________________________________ didnt control the spacecraft.

9. On July 21, 1969, newspapers around the world reported news about __________________________________ .

Now read the two texts and check your answers.



Activity 10.2 Ask the astronaut Imagine you are going to interview either Yuri Gagarin or Neil Armstrong. Write five questions you would like to ask.

On April 12, 1961 Yuri Gagarin became thefirst man in space. The Russian cosmonaut,who was 27, orbited the Earth once in thespacecraft Vostok 1. The flight lasted 108minutes and was the only time Gagarin wasin space. The spacecraft was controlled bycomputer from Earth and when it re-enteredthe Earths atmosphere Gagarin ejected andlanded by parachute.

On July 20, 1969 Neil Armstrong madehistory as the first person to walk on themoon. Armstrong was part of the Apollo 11crew along with Buzz Aldrin and MichaelCollins.

When he finally set foot on the surface ofthe moon Armstrong said, Thats one smallstep for a man, one giant leap for mankind.These words are now part of this legend.

Activity 11.1Language Focus: Vocabulary clothing wordsSkills Focus: VocabularyTime (approx): 10 minutesPreparation: Photocopy Worksheet 11 for each student.

Procedure Write the following four words on the board: trousers shirt jacket T-shirt Ask your students to say which word they think is the odd one out (i.e. doesnt belong with the others in the group),

and to give their reasoning. (The answer is trousers because they are worn on the legs, while the other three itemsare all worn on the top half of the body.)

Now ask your students to get into pairs to tackle the activity. Give each student a copy of Worksheet 11. Ask them to work together to decide which item of clothing is the odd one out in each of the six groups given at the

top of the worksheet. After five or six minutes, check any answers and discuss as a class.

Answer Key1) scarf all the others are worn on the feet.2) belt all the others are worn on the head.3) t-shirt all the others are accessories.4) sandals all the others are worn during cold weather.5) toga all the others are/were worn by women.6) trousers all the others are the material clothes are made from.N.B.: Accept different answers if students can explain their reasoning.

Activity 11.2Language Focus: Clothing words.Skills Focus: SpeakingTime (approx): 10 minutesPreparation: Photocopy Worksheet 11 for each student.

Procedure Ask the class if they would wear the same clothes in summer as in winter. Why not? Next, ask your students to get into small groups of three to five. Ask them to discuss the six different situations given

on Worksheet 11, and to agree upon what clothes it might be appropriate to wear for each. Collate and discuss as a class.



Activity 11.3Language Focus: Descriptive language (about clothing).Skills Focus: Reading and WritingTime (approx): 15+ minutesPreparation: Photocopy Worksheet 11 for each student.

Procedure Tell your students to read the short description at the bottom of Worksheet 11 and guess what item it refers to

(Sunglasses). Now ask them, in pairs (or individually, for homework), to think of another item of clothing and write their own short

description. You can then either read out the descriptions, or post them around the classroom in either case, encourage other

students to try and guess the items being described.



Activity 11.1 Odd one out Which word in each group is the odd one out?



1 sandals platform shoes scarf boots

2 wig belt helmet cap

3 watch sunglasses earrings t-shirt

4 sandals scarf gloves jumper

5 dress skirt toga veil

6 leather troushers fur linen

Activity 11.2 Dressing for the occasion What would you wear

a) in the winter?b) during a hot summer?c) to a party?d) to school?e) at home?f) on the beach?

Activity 11.3 What could it be ? What do you think the description below is of?

Think of something else we wear, and write your own short mystery description.

We usually wear these when it is hotand sunny. We wear them to protectour eyes from the suns rays.

Activity 7.1Language Focus: Practising schwa /E/.Skills Focus: PronunciationTime (approx): 1520 minutesPreparation: Photocopy Worksheet 7 for each student, or group of students.

Procedure Divide the class into two teams. Tell your students to look at the grid on Worksheet 7. Explain that the idea of the activity is to move across the grid from the top left-hand corner (starting with the word

teacher) to the bottom right-hand corner (finishing with the word answer), treading only on words that include aschwa /E/ sound. Moves can only be made to an adjacent square, horizontally or vertically (not diagonally).

Ask the first team to begin by saying teacher. Then ask the second team to say the word onto which they think thenext step should be taken (i.e. the one among the adjacent squares that they think contains a schwa /E/ sound).

Monitor as the teams take turns trying to get through the minefield using words with the schwa. A team gains a point for each correct step. For every incorrect step they lose a point and the turn reverts to the other

team. The team with the most points when the path is complete wins. Note: if you think your students are competent enough to monitor one anothers steps, you could run this activity with

small groups of students, each student competing against his fellow group members.

Answer Key



Extra Activity Idea Once your students have completed the minefield in Activity 7.1, you could ask them to work in groups to design their

own. Choose a sound for each group and provide them with paper and a dictionary. Monitor and help. At the end, collect in the work and make copies for use in future lessons.

teacher interest person police job

money travel practical career mother

problem TV dive ski about

occupation present future ago doctor

risky around driver guess health

danger personality music important plastic

actor rescue darkness manager second

opportunity computer neighbour last answer

Activity 7.1 Pronunciation minefield Follow the schwa /E/ sound to get across the minefield.



teacher interest person police job

money travel practical career mother

problem TV dive ski about

occupation present future ago doctor

risky around driver guess health

danger personality music important plastic

actor rescue darkness manager second

opportunity computer neighbour last answerFINISH HERE

START HERE

Activity 6.1Language Focus: Question forms.Skills Focus: Reading and GrammarTime (approx): 1520 minutesPreparation: Photocopy Worksheet 6 for each student.

This activity is a quiz with a difference your students need to piece together the questions before they can answer them.

Procedure Group your class into small teams (between two and five students per team). Ask the teams to look at the jumbled question sentences on Worksheet 6. Tell them to work together to unscramble

each of the questions, and then try to answer them. Point out that all the answers can be found in the Students Book. Tell your students to shout out when they think their team has finished, so that you can check their answers. The first

team to form and answer all ten questions correctly wins.

Answer Key1. What is the capital city of Australia?2. What are the names of the two islands that make up New Zealand?3. What is a marsupial?4. How many aborigines live in Australia?5. What is the population of New Zealand?6. How much of Australia is tropical?7. Where do the Maori come from?8. How high is Mount Kosciusko?9. Where were the 2000 Olympic Games held?

10. How many sheep are there in New Zealand?

Activity 6.2Language Focus: Vocabulary relating to Australia/New Zealand.Skills Focus: VocabularyTime (approx): 1520 minutes plus a homework activityPreparation: Photocopy Worksheet 6 for each student.

Procedure Ask your students to look at the ten words on Worksheet 6. Explain that their task is to sort these words into two

groups, separating the five that are associated with Australia from the five associated with New Zealand. Set a time limit of five minutes. When the time is up, check their answers. Next, ask your students to come up with another five words to add to each column. Collate and discuss. You could ask your students to write a paragraph comparing and contrasting Australia and New Zealand for

homework. Collate and discuss.



Answer Key



Australia New Zealand

KoalaGreat Barrier ReefCanberracontinentOpera House

AucklandMaoriRuakuri cavesNorth IslandQueensland

Activity 6.1 Scrambled quiz Unscramble these questions, then see if you can answer them all.

1. is / capital / Australia / ? / of / what / city / the 2. New Zealand / the / are / up / make / ? / names / islands / two / what / the / that / of 3. marsupial / is / a / what / ?4. live / aborigines / ? / many / in / how / Australia5. ? / of / population / the / New Zealand / what / is6. much / tropical / of / how / ? / Australia / is7. from / Maori / the / ? / do / where / come8. Mount Kosciusko / is / high / ? / how9. 000 / ? / were / where / Olympic Games / the / held

10. sheep / New Zealand / how / ? / in / are / many / there

Activity 6.2 Where down under? Sort the ten items of vocabulary given below into the correct column of the table, writing five in each column:



1. Koala2. Ruakuri caves3. Auckland4. continent5. Maori

6. North Island7. Great Barrier Reef8. Opera House9. Canberra

10. Queenstown

Australia New Zealand

Activity 14.1Language Focus: Vocabulary associated with the topic of friendship.Skills Focus: Vocabulary and SpeakingTime (approx): 15 minutesPreparation: Photocopy Worksheet 14 for each student.

This activity is intended to reinforce the vocabulary introduced in Unit 14 of the Students Book.

Procedure Read through the task on Worksheet 14 with your class, to ensure that your students understand what they are to do. Give them a set time (about five or six minutes) in which to rank the personal qualities given on the worksheet in

order of importance. Monitor, helping where needed. Next, ask your students to get into pairs to compare and discuss their rankings. Finally, discuss the various responses as a class.

Activity 14.2Language Focus: Vocabulary associated with the topic of friendship.Skills Focus: Vocabulary, Writing and SpeakingTime (approx): 10 minutes plus a homework activityPreparation: None.

Procedure Perhaps as a homework activity, ask your students to write a brief description (personal, not physical) of their

best friend. In class, put your students in pairs, and ask them to describe their best friends personal qualities to their partner. Ask each student to consider and discuss with their partner what thing they would most like to change about their

best friend. Open up a class discussion based on your students conversations.

Extra activity idea1. You could encourage your students to write short poems or limericks about their friends. This could be set as a

homework activity.



Activity 14.1 What makes a friend? Look at the list below of qualities you might look for in a good friend. Which do you think is most important, and least

important? Number the qualities in order of importance to you (1 = most important, 10 = least important).a) Doesnt moan.b) Is honest.c) Has a sense of humour.d) Is cool and trendy.e) Likes the same things as you.f) Is laid-back.g) Is the same gender.h) Is the same age.i) Is kind.j) Is always fun to be with.

Activity 14.2 Changes Describe your best friend. Which of your best friends qualities would you most like to change? Why?



Activity 9.1Language Focus: Modals of deduction (in speaking).

Defining relative clauses who (in reading text).Skills Focus: Reading and SpeakingTime (approx): 1020 minutes plus a homework activityPreparation: Photocopy Worksheet 9 for each student.

Check the Worksheet to see if it includes any vocabulary you feel you need to pre-teach.

This activity requires your students to use pieces of information logically to work out, or deduce, an answer.

Procedure If you think its necessary to do so, pre-teach any unfamiliar vocabulary on Worksheet 9 (e.g. related, twins,

suspect etc.). Divide your class into small groups. Hand out Worksheet 9, and ask the groups to look at the information on it. Make sure the students understand the task. It might be helpful to suggest how they can use a grid to collate the

information (see the Answer Key below). When you feel the students have had long enough, ask each group to name the robber. Discuss the answers, and the logic, as a class, by filling out the Answer Key grid on the board. Your students could write about the robbery for homework. They could pretend to be John perhaps.

Alternative Procedure Prepare by photocopying Worksheet 9 for each group. Cut out the individual clues on the sheet, and distribute a full

set of clues among the students in each group. Also give each group a copy of the top part of the worksheet. Read the introduction text with the class, and explain that the pieces of information they hold are the things that the

police know about the suspects. Tell your students to read out and discuss their clues with their group (but NOT show them to the other students),

and to work together to deduce the name of the robber. Again, drawing a model grid on the board will help.

Answer Key



Name Jake John Jerry Jude Justin

InfoTwin brotherCant drive

Doesnt smoke

Twin brotherSpeeding on

motorbike

At cinemaSmokes

WomanMarried

Married to JudePlays cards

Doesnt smokeRides a motorbike

SolutionCant be Jake

because he cantdrive

Only John can bethe robber

Cant be Jerrybecause he

smokes

Cant be Judebecause shes a

woman

Cant be Justinbecause he likes

playing cards

Activity 9.1 Whos the criminal?Last night there was a bank robbery in the centre of the city.

The police know that the robber was a man, that he drives a white van and that he doesnt like playing cards or smoking.

The police have five suspects: Jake, John, Jerry, Jude and Justin.The information below is all they have to work with.

Can you work out who the robber is?

Jake and John are twins.

Jerry was at the cinema with his sister who is married to one of the other men.

The man who was at the cinema smokes.

John has been arrested for speeding on his motorbike.

One of the twins cant drive.

Neither Jake nor the married man smoke.

The married man was playing cards and rides a motorbike.

Jude is not related to John or his brother.

Two of the men ride motorbikes.



Activity 8.1Language Focus: Comparatives.Skills Focus: Reading and SpeakingTime (approx): 10 minutesPreparation: Photocopy Worksheet 8a for each student.

Procedure Put your students into pairs. Give each student a copy of Worksheet 8a. Ask students to work together with their partners to try to answer the quiz questions at the top of the worksheet. Dont check the answers yet.

Activity 8.2Language Focus: Comparatives.Skills Focus: Reading and VocabularyTime (approx): 10 minutesPreparation: Make enough photocopies of Worksheet 8b for one between two students. Cut the copies

in half so that you have copies of Text A for half the class, and Text B for the other half.

This activity follows on from Activity 8.1 above.

Procedure Ask students to continue working in their pairs. Give a copy of Text A to one student in each pair, and Text B to the

other (both text passage are on Worksheet 8b). Ask students to read the text passage you have given them. Now tell students to work with their partner to check their answers to Activity 8.1. Check and discuss answers as a class.

Answer Keya) Antarcticb) Arcticc) Antarcticd) Antarctice) Arcticf) Antarcticg) Arctich) Arctici) Antarctic (there are no penguins in the Arctic)j) Arctic

MOVE AHEAD PLUSMOVE AHEAD PLUSADDITIONAL ACTIVITIES FOR UNIT 8 TEACHERS NOTES

This page has been downloaded from www.moveahead-english.com. It is photocopiable,but all copies must be complete pages. Copyright Macmillan Publishers Limited 2004.MOVE AHEAD PLUS UNIT 8

Activity 8.3Language Focus: Topic vocabularySkills Focus: Vocabulary and SpeakingTime (approx): 510 minutesPreparation: Photocopy Worksheet 8a for each student.

Procedure Ask your students to work individually. Tell them to read each group of four words on their worksheets, and work out which is the odd one out. Put students in pairs and ask them to check their answers together before checking as a class. Finally, ask your students to come up with their own Odd One Out activity.

Answer Key1. Chile (nearer the Antarctic than the Arctic)2. Penguin (lives in the Antarctic whereas the others all live in the Arctic)3. Huskies (the others swim)4. Igloo (is where the Inuit live, the others are animals)

MOVE AHEAD PLUSMOVE AHEAD PLUSADDITIONAL ACTIVITIES FOR UNIT 8 TEACHERS NOTES (CONT.)


Activity 8.1 Arctic or Antarctic? Work with a partner. Circle the correct answer for each question:

a) Which is colder? Arctic / Antarcticb) Which has more plant life? Arctic / Antarcticc) Which is higher above sea level? Arctic / Antarcticd) Which is bigger? Arctic / Antarctice) Which gets darker in December? Arctic / Antarcticf) Which is windier? Arctic / Antarcticg) Which is further north? Arctic / Antarctich) Which has a higher annual rainfall? Arctic / Antarctici) Which has more penguins? Arctic / Antarcticj) Which is more populated? Arctic / Antarctic

Activity 8.2 Check your facts Read the text passage youve been given. Then check your answers for Activity 8.1 with your partner.

Activity 8.3 Odd one out Which is the odd one out in each group of words, and why?

1. Norway, Chile, Greenland, Canada.2. Penguin, Wolf, Polar Bear, Arctic fox.3. Seals, Whales, Huskies, Penguins.4. Caribou, Reindeer, Igloo, Walrus.

MOVE AHEAD PLUSMOVE AHEAD PLUSWORKSHEET 8A


Activity 8.2 Text A

MOVE AHEAD PLUSMOVE AHEAD PLUSWORKSHEET 8B


The Arctic is one of the coldest places in the world. The averagetemperature is minus 17, although in some places it gets muchcolder. The weather is surprisingly good. Yes, its cold, but it is no windier than many other places in the world. There is some rain,although not much. A lot of the Arctic has no permanent snow or icebut during the winter months September to March it is almostcompletely dark for 24 hours a day. The Arctic has quite a few animalsand plant species. Over 450 types of plant can be found there. Thereare, however, no penguins. The indigenous people the Inuit huntmany of the animals, so that they can use the fur for clothes, the fatfor candles and the meat for food.

The Antarctic is the fifth largest continent in the world and is muchbigger than its Northern cousin. It is also far more inhospitable with temperatures plunging lower than minus 50, winds of over 200 kilometres per hour and almost no rainfall. One reason for theseextremes is that the Antarctic is one of the highest places you couldbe much of the continent is 3,000 metres above Sea level. For thisreason not much lives there. There are penguins and whales, but youwill find few large land animals and the only people you will find are ahandful of scientists who spend a few months at a time carrying outexperiments. In the long dark months of April to September even thesebrave people head home, leaving the Antarctic empty and desolate.

Activity 8.2 Text B

Activity 11.1Language Focus: Topic vocabulary the seaSkills Focus: Reading and SpeakingTime (approx): 15+ minutesPreparation: Make enough photocopies of Worksheet 11 for one between two students.

Cut the Worksheet in half, so that you have a copy of Text A for half yourstudents, and a copy of Text B for the other half.

Procedure Divide the class into two groups Group A and Group B. (In large classes sub-divide these groups so that students

can discuss the questions together.) Hand out the different halves of Worksheet 11 Text A to students in Group A, and Text B to those in Group B. Ask the students to read their passage carefully and then, working in their group, answer the questions that follow it. Pair up students so that each Group A student is working with a Group B student. Ask students to tell their partner about the passage theyve just read. Finally, hold a class discussion about these two deep-sea mysteries. Ask if students know of any others.

Answer KeyText A1. Plato2. wealthy and powerful3. He destroyed the city because he was angry that the people had become immortal.4. yes, possibly5. It was destroyed by an explosion in 1500BC and half the island sank into the sea.

Text B1. because it attacked ships2. in Norway, in the twelfth century3. yes4. the Giant Squid5. if they mistook it for a whale



Activity 11.1 Secrets from the deep Text A Read this passage, then answer the questions:

MOVE AHEAD PLUSMOVE AHEAD PLUSWORKSHEET 11


One of the most terrifying stories from the seas is that of the Kraken a huge, many-armedmonster that could reach the top of a ship and pull it under the waves, drowning everybodyon board. Early stories about the Kraken come from twelfth century Norway. Here thecreature was described as being as big as an island. Could there really be a sea creature thislarge? Or is the Kraken the creation of a sailors imagination perhaps one who had been atsea for a long time? However, there is evidence for such a monster. On at least threeoccasions in the 1930s ships were attacked by Giant Squids up to 30 metres long. Thesquids are extremely aggressive and probably attacked the ships mistaking them for whales.Imagine 800 years ago, in a small sailing ship, seeing an animal like this!

Many people have heard of the lost city of Atlantis, a city that is now at the bottom of theocean. The story of Atlantis was first told by Plato, a famous Greek philosopher. In his storyPlato claims that there really was a city called Atlantis which was ruled by Poseidon, god ofthe sea. According to Platos story the people of Atlantis were wealthy and powerful, andthey also became immortal. This angered the other gods, especially Zeus, and so hedestroyed the city, sending it to the ocean depths. Many people think that Atlantis was just afictional place created by Plato to set his dialogues. However, others have argued thatAtlantis was a real place and point to the island of Thera, a volcanic island, which wasdestroyed around 1500 BC by an explosion that caused more than half of the island to sinkinto the sea. What do you think? Have you heard of Atlantis, the lost city?

1. Who first told the story of Atlantis?2. What were the people like?3. What did Zeus do? Why?4. Could the story be true? 5. What happened to the island of Thera?

Activity 11.1 Secrets from the deep Text B Read this text passage, then answer the questions:

1. Why were people frightened of the Kraken?2. Where, and when, do the first stories come from?3. Could such a monster exist?4. What animal might the Kraken stories be about?5. Why would they attack a ship?


Activity 3.1Language Focus: Describing objects.Skills Focus: Vocabulary, Writing and ListeningTime (approx): 10 minutesPreparation: Photocopy Worksheet 3 for each student.

Procedure Give each student a copy of Worksheet 3. Ask students to read the five descriptions, and to try to guess what each one refers to. Put your students into pairs and ask them to compare their answers. Check and discuss as a class. Next, ask each pair to choose another invention, and write their own mystery description. Collect in the descriptions and read them out. See if other students can guess what inventions they refer to.

Answer Key1. scissors2. glasses3. paper clip4. pencil5. liquid paper

Activity 3.2Language Focus: Topic vocabulary. Expressing an opinion.Skills Focus: SpeakingTime (approx): 10 minutesPreparation: Photocopy Worksheet 3 for each student.

Procedure Ask students to work in pairs Tell them to work with their partner to decide in which order the listed inventions were made. Remind them that they

have read about five of the six items in the previous activity, and that there are clues in the descriptions. (Theadditional invention the fountain pen appears in the Students Book).

Next, ask students to discuss the final question in their pairs. Pair the pairs, and ask students to compare answers in these small groups before checking and discussing as a

class. Encourage students to give reasons to justify their choice of most useful invention.

Answer Key1st: scissors (1500 BC)2nd: glasses (12681289)3rd: pencil (1564)4th: fountain pen (1884)5th: paper clip (1890)6th: liquid paper (1951)


Activity 3.1 What is it? Read each description, and guess what it refers to:

1. Early _________ were made from one piece of metal. Modern cross-blade _________ were used by clothes makers and barbers.

2. The earliest _________ did not have arms, they rested on the bridge of the nose. These early _________ were probably invented in Italy.

3. The __________________ was invented by a Norwegian clerk called Johann Vaaler. Originally it was a triangular shape made of wire. It is very useful for keeping pieces of paper together.

4. The modern lead _________ was invented in England. It contained no lead and was given its name by mistake.It is useful for writing and drawing and can be rubbed out quite easily.

5. __________________ was invented by a secretary from Texas, USA. It was very popular as it was easy to correct mistakes using it.

Activity 3.2 Which came first? Can you guess the order in which the things below were invented?

fountain pen glasses liquid paperpaper clip pencil scissors

1st _____________________

2nd _____________________

3rd _____________________

4th _____________________

5th _____________________

6th _____________________

Which of these inventions do you think is the most useful? Why?



Activity 7.1Language Focus: HomographsSkills Focus: VocabularyTime (approx): 10 minutesPreparation: Photocopy Worksheet 7 for each student.

Procedure Ask students to get into pairs. Give each of them a copy of Worksheet 7. Remind students of the homograph activity on page 59 of their Students Book. Ask them to work together with their

partners to find the words to fill in the worksheet blanks. Pair the pairs, and ask students to compare their answers in these small groups, before checking and discussing as

a class.

Answer Key1. bright2. well3. fan4. sink5. bank6. trip

Activity 7.2Language Focus: Present simple for statement of facts.Skills Focus: Speaking and WritingTime (approx): 15 minutesPreparation: Photocopy Worksheet 7 for each student.

Procedure Ask students to work in pairs. Tell them to discuss the ten statements about Britain on Worksheet 7 with their partners, deciding which are true

and which are false. Pair the pairs, and ask students to compare their answers in these small groups, before checking and discussing as

a class. Now, ask students to work in their pairs again to rewrite each statement so that it applies to their own country. Ask a few pairs to read out their statements.



Activity 7.3Language Focus: Language of international culture.Skills Focus: Speaking and ListeningTime (approx): 10 minutesPreparation: Photocopy Worksheet 7 for each student.

Procedure Divide the class into small groups. Ask students to discuss, in their groups, the three questions on Worksheet 7. Monitor, giving help where needed. Collate and discuss opinions as a class. See whether any particular country is chosen by several students.

MOVE AHEAD PLUSMOVE AHEAD PLUSADDITIONAL ACTIVITIES FOR UNIT 7 TEACHERS NOTES (CONT.)


Activity 7.1 Looks the same to me! Read the clues on the left and right. They both describe a single word that is spelt exactly the same, but has more

than one meaning. Whats the word?

1. clever/intelligent ____________ strong light/colour

2. a hole in the ground with water ____________ not ill

3. a supporter of a team or group ____________ machine for blowing air

4. to go under water ____________ a place to wash your hands

5. the side of a river ____________ a place you keep money

6. to fall over ____________ a short journey

Activity 7.2 When in Britain ... Here are some cultural statements about Britain. Are they true or false?

a) People drive on the right. T or Fb) People often carry umbrellas. T or Fc) When people greet each other they kiss each other on the cheeks. T or Fd) In the bathroom the hot and cold water taps are usually separate. T or Fe) The evening meal is called lunch. T or Ff) Usually there are no electricity sockets in the bathroom. T or Fg) People always take their shoes off when entering a house. T or Fh) People never queue when they are waiting for a bus. T or Fi) Most people have a siesta in the afternoon. T or Fj) The most popular sport in Britain is cricket. T or F

Now change each of the sentences so that is true for your own country.

e.g. People in _____________ drive on the right.

Activity 7.3 Where would you go? Work in groups and discuss these questions.

1) What would visitors to your country find strange?2) What do you think you would find difficult to get used to if you visited a different country?

(e.g. weather, food, how people talk to each other etc).3) If you could visit any country where would you go? Why?

What do you know about the culture of this country?



plain plane

see sea

rode road

sale sail

or oar

plaice place

mist missed

Activity 10.1Language Focus: Homophones / topic vocabularySkills Focus: VocabularyTime (approx): 10 minutesPreparation: Photocopy Worksheet 10 for each student.

Procedure Remind your students of the homophone activity on page 83 of their Students Book. Give each student a copy of Worksheet 10. Tell them to work individually to complete

the worksheet table with travel-related words. Ask students to get into pairs to compare their answers. Check as a class.

Answer Key


This page has been downloaded from www.moveahead-english.com. It is photocopiable,but all copies must be complete pages. Copyright Macmillan Publishers Limited 2004.LEVEL 3 UNIT 1MOVE AHEAD PLUS UNIT 10

Activity 10.2Language Focus: Topic vocabulary travel.Skills Focus: Vocabulary and WritingTime (approx): 15+ minutesPreparation: Photocopy Worksheet 10 for each student.

Procedure Tell your students to read the five definitions on the worksheet, and then see if they can find a method of transport to

match each definition in the box. When theyve made their choices, ask students to pair up and compare and discuss their answers, before checking

them as a class. Finally, ask students to have a go at writing their own definitions for the remaining three modes of transport, and for

two more of their own choice. Read out a few of their definitions and see if other students can guess whats beingdescribed.

Answer Key1. D2. B3. F4. C5. H

Activity 10.1 Travelling homophones Complete the table by writing a homophone for each word. All the missing words are connected with travel.



plain

see

rode

sale

or

plaice

mist

Activity 10.2 What is it? Match each of the five definitions below to one of the methods of transport in the box.

1. It usually has two wheels that are of similar size, although one of the earliest models was famous for its large

front wheel and very small back wheel. It was called the Penny-farthing. ____

2. This is a type of boat that travels between two places. It is often used to carry cars or people from one side of

a river or channel to the other side. ____

3. This is a big ship that is used when people go on holiday. It is like a big floating hotel. ____

4. This is a very small plane that has no engine. ____

5. Flying above the sea in one of these is a strange experience. They move by pushing air downwards onto the

surface below and then move forwards, or backwards, using what look like big fans. ____

(A) truck (B) ferry (C) glider (D) bicycle(E) steam train (F) cruise liner (G) plane (H) hovercraft

Now write five more definitions one for each of the other three types of transport in the box, and two more for typesof transport of your own choice.

Activity 4.1Language Focus: Topic vocabulary.Skills Focus: Vocabulary and SpeakingTime (approx): 15 minutesPreparation: Make enough photocopies of Worksheet 4a for one between two students. Cut the Worksheet in

half, so that you have a copy of Puzzle A for half your students, and a copy of Puzzle B for the other half.

Procedure Divide the class into two groups: A & B. Hand out the crosswords: Puzzle A to Group A students and Pu

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