NM
Uploaded byNatacha Michel
9,614 views

Repaso y ampliación 4º eso

This document contains exercises to practice different English grammar structures, including: 1. Correcting sentences with verbs in the present simple and present continuous tenses. 2. Rewriting sentences in the past simple tense. 3. Completing sentences with the present simple or present continuous forms of verbs. 4. Writing sentences using the present simple or present continuous tenses. The document provides grammar exercises for students to review and practice various verb tenses and structures.

Education◦
In this document
Powered by AI

Focus on present simple, present continuous, and past simple tense exercises. Includes corrective sentence transformations.

Exercises on past narratives using past simple and past continuous. Incorporates conditional sentences.

Explores the present perfect tense, completion of sentences, and discusses past actions with implications in the present.

Utilizes comparatives for sentence composition and passive voice constructions, including exercises on comparisons and passive forms.

Discussion on career aspirations, comparisons of potential jobs, and engaging in reported speech related to aspirations.

Reports on public protests related to environmental and crime issues, highlighting individual perspectives.

Analysis of two fictional stories, emphasizing emotions, character choices, and societal impacts.

Critical examination of various literary texts along with vocabulary quizzes and comprehension activities.

Focuses on environmental vocabulary, the effects of disasters, and thematic discussions surrounding the environment.

Engagement in social contextual issues through discussions, narratives, and personal reflections in response to reading material.

Discussion of individual power dynamics and choices within societal frameworks as articulated in selected readings.

Reflections on urban experiences and personal narratives that explore the problems of modern life.

Engagement with legal scenarios and moral dilemmas presented through narratives and student-focused activities.

Insights and critiques involving media representations through various fictional narratives.

Summarize classic texts including character analysis, thematic elements, and understanding key concepts.

Downloaded 333 times
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 GRAMMAR UNIT 1 > Consolidation 1. Correct these sentences if necessary. 1 I’m liking Tony now. I like Tony now. 2 We’re studying German this year. _________________________________ _________________________________ 3 Do you enjoy this party? _________________________________ _________________________________ 4 She always goes home early. _________________________________ _________________________________ 5 ‘What do you watch?’ ‘It’s a comedy programme.’ _________________________________ _________________________________ 6 ‘Where’s James?’ ‘He shops.’ _________________________________ _________________________________ 7 The telephone rings. Can somebody answer it? _________________________________ _________________________________ 8 They’re never doing any work. _________________________________ _________________________________ 9 How are you usually going to school? _________________________________ _________________________________ 10 My dad works in a bank. _________________________________ _________________________________ 2. Rewrite the sentences in the past simple. 1 Graham buys a lot of CDs. Graham bought a lot of CDs. 2 Elsa sleeps all day. __________________________________ __________________________________ 3 They run to school. __________________________________ __________________________________ 4 Noel likes his birthday present. __________________________________ __________________________________ 5 David writes a letter in the morning. __________________________________ __________________________________ 6 We talk all evening. __________________________________ __________________________________ 7 You have a rabbit. __________________________________ __________________________________ 8 I wake up at 7.30. __________________________________ __________________________________ 9 My mum drives a Ferrari. __________________________________ __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 > Extension 3. Complete the sentences with the present simple or present continuous form of the verb in brackets. 1 My grandmother gets up (get up) at 6.00 every morning. 2 They ____________ (eat) lunch in the garden right now. 3 How often ____________ (you/play) football in the stadium? 4 Please be quiet! I ____________ (listen) to the news on the radio. 5 ____________ (Tom/like) computer games? 6 I can hear Lisa ____________ (sing) in the shower! Can you? 7 We ____________ (not/watch) television very often because we are too busy. 8 Sharon ____________ (stay) in Brighton until September. 9 I’m sorry. I ____________ (not understand). Please can you repeat that? 4. Write sentences using the present simple or present continuous. 1 Andy/ski/at the moment Andy’s skiing at the moment. 2 we/go/to school/every day _________________________________ 3 I/live/in Paris/at the moment _________________________________ 4 Sue/go/swimming/on Saturdays _________________________________ 5 my friends/watch/a video/now __________________________________ 6 I/do/judo/every Tuesday __________________________________ 7 you/not do/your homework/at the moment __________________________________ 8 the boys/not eat/pizza/right now __________________________________ 9 Ronaldo/not often play/tennis __________________________________ 10 you/have/dinner/at the moment? __________________________________ 11 Tony/visit/his grandma/at the weekend? __________________________________ 12 they/listen/to music/now? __________________________________ 13 your sister/study/at the moment? __________________________________ 5. Complete the conversation with the past simple of the verb in brackets. Kate: Hey Jamie. 1 What did you do (do) last night? Jamie: I 2 ________________ (go) to the cinema. Kate: 3 ________________ you ________________ (see) that new Tom Cruise film? Jamie: No. I 4 ________________ (not watch) that one. I 5 ________________ (see) the Julia Roberts one. Kate: 6 ________________ (be) it good? Jamie: 7 I ________________ (not like) it but my girlfriend 8 ________________ (think) it 9 ________________ (be) great.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 UNIT 2 > Consolidation 1. Complete the sentences with the verbs in the correct form. 1 While I (tidy) was tidying my room I (discover) discovered a family of mice! 2 They (play) ____________ tennis when it (start) ____________ to rain. 3 I (see) ____________ you while you (shop) ____________ in the supermarket. 4 She (listen) ____________ to pop music when her CD player (break) ____________ 5 Adrian (burn) ____________ his tongue while he (eat) ____________ hot soup. 2. Complete the text with the connectors in the box. ago before before finally first of all later the next morning then My sister Alison met her fiancé four years 1 ago and last Saturday was their wedding day. 2 _________ there were lots of preparations to make, 3 _________ we all had to get to the church for 6.00pm. The ceremony was very emotional and everyone was happy at the reception. 4 ___________dinner there was champagne – well, orange juice for me. Dinner was great. I ate lots of chicken and 5 ________________ we had wedding cake and danced until very late. We 6 _______________ went home at four o’clock in the morning. I sat and talked to my brother for an hour 7 _________________ we went to bed. 8 _________________ I felt very tired. > Extension 3. Write what these people should or shouldn’t have done. 1 John got up late and missed his bus. He should have got up earlier. 2 Laura threw a book across the classroom and got a detention. __________________________________ 3 My dad drove through a red light and had an accident. __________________________________ 4 We went walking in the mountains without a map and got lost. __________________________________ 5 Harry kicked the ball at the window and broke the glass. __________________________________ 6 I forgot to go to the supermarket and now I’m hungry. __________________________________ 7 I didn’t post a letter for my mum and now she’s angry. __________________________________ 4. Write sentences using the past simple and past continuous. 1 Tony/sleep/when/Mick/call Tony was sleeping when Mick called. 2 we/walk/when/it/start/to rain __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 3 I/finish/the washing up/as/mum/cook/ dinner _________________________________ 4 Rob/see/a big fish/while/he/swim _________________________________ 5 my dad/paint/kitchen/when/he/fall off/ the chair _________________________________ 6 mum/arrive/with some Chinese food!/as/ we/order/pizza _________________________________ 7 our dog/jump/on me/while/I/study _________________________________ 5. Look at the pictures and write sentences. Use a verb from the box and the correct form of have to, must or mustn’t. do do get up go pay talk walk 1 2 3 4 5 6 7 1 Gary must go to his room. 2 You __________ in the library. 3 Our mum _______________ the washing up, we always do it. 4 You _______________ in the corridor. 5 Last night Yvonne _______________ her homework before dinner. 6 Yesterday, James _______________ 3 euros to go to the museum. 7 Last Sunday, Nathalie _______________ early.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 UNIT 3 > Consolidation 1. Complete the sentences with for or since. 1 We’ve been here since Tuesday. 2 I’ve lived in Madrid ________ 14 years. 3 Alan has had his car ________ last July. 4 I’ve known my best friend ________ we were at infant school together. 5 We’ve worked in the company ________ nearly a year. 6 Nigel hasn’t come out with us ________ he met his new girlfriend. 7 They haven’t said anything ________ an hour. 8 The dog hasn’t eaten ________ last Thursday. 9 I haven’t understood anything ________ the start of the class. 2. Now write complete sentences using the present perfect and the words given. 1 Lisa/no/talk/Darren/yet Lisa hasn’t talked to Darren yet. 2 I/no/have/shower/yet _________________________________ 3 They/no/see/film/yet _________________________________ 4 We/no/have/lunch/yet _________________________________ 5 Graham/no/get up/yet _________________________________ 6 You/no/tell/me/your/name/yet _________________________________ 7 I/no/post/letter/yet _________________________________ 8 They/no/arrive/yet _________________________________ 3. Now write complete sentences using the present perfect and the words given. 1 She/already/do/homework She’s already done her homework. 2 We/already/have/dinner __________________________________ 3 Mark/already/see/results __________________________________ 4 Fiona/already/finish/exam __________________________________ 5 You/already/tell/me/this/story __________________________________ 6 Eugene/already/win/match __________________________________ 7 Liam/already/play/game __________________________________ 8 The baby/already/start/walking __________________________________ 9 Mum/already/go/bed __________________________________ 4. Complete the sentences with the verb in the present perfect continuous. 1 I’ve been living (live) here for six months. 2 She _________________ (sleep) for two hours. 3 George _________________ (play) in the team since March. 4 I _________________ (sit) here for forty-five minutes. 5 Tina _________________ (laugh) since you told that joke. 6 They _________________ (look) at me since I came in. 7 The baby _________________ (cry) all morning.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 5. Write sentences in the past simple with so or because. 1 I/tired/I/go to bed I was tired so I went to bed. 2 Lisa/eat/a sandwich/she/hungry _________________________________ 3 Kerry/miss/the train/she/get up/late _________________________________ 4 the film/finish/Rob/turn off/the TV _________________________________ 5 they/leave/they/have to/go/home _________________________________ 6 Alan/know/the answer/he/put up/his hand _________________________________ 7 we/want/an ice-cream/we/buy/one _________________________________ > Extension 6. Write the verbs in the present perfect simple or continuous. 1 He has been waiting (wait) for ten minutes. (temporary) 2 She has lived (live) here all her life. (permanent/long time) 3 I _________________ (do) this exercise for two minutes. 4 My dad _________________ (work) at the bank for fifteen years. 5 We _________________ (ski) since the runs opened this morning. 6 Spain _________________ always _________________ (have) good weather. 7 I _________________ (think) about Ana all day. 8 We _________________ (watch) The Simpsons since two o’clock. 7. Complete the sentences with and, but, because, so, both. 1 I had tickets to the concert, but I couldn’t go because I was sick. 2 She loves __________ medicine and animals, __________ she may become a vet. 3 I haven’t seen her for a year __________ she went to University __________ we haven’t kept in contact. 4 I enjoy listening to music __________ going to concerts, __________ I hate hip-hop. 5 I don’t have much money now __________ I went shopping with my friends on __________ Friday and Saturday. 6 __________ my sisters are married, __________ my brother isn’t. 7 Joe and Noah practice the guitar everyday __________ they __________ want to be famous guitarists __________ play on MTV. 8 They are vegetarians __________ they don’t eat meat, __________ they do eat fish sometimes. 9 He arrived on time __________ he was all wet __________ he’d forgotten __________ his raincoat and his umbrella.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 8. Look at the diary and write sentences about what Sarah has already done. Things to do today: phone Tom √ play tennis with Anna do maths homework watch ‘The Simpsons’ finish English essay √ have lunch with Mike √ start geography project wash my hair √ 1 Sarah’s already phoned Tom. 2 _________________________________ 3 _________________________________ 4 _________________________________ 9. Look at Sarah’s diary again and write sentences about what she hasn’t done yet. Things to do today: phone Tom √ play tennis with Anna do maths homework watch ‘The Simpsons’ finish English essay √ have lunch with Mike √ start geography project wash my hair √ 1 Sarah hasn’t played tennis with Anna yet. 2 _________________________________ 3 _________________________________ 4 _________________________________ 10. Write complete sentences in the present perfect based on the words given. Include yet or already. 1 I-no-see-film I haven’t seen the film yet. 2 they-finish-lunch __________________________________ 3 she-no-leave __________________________________ 4 we-eat-tonight __________________________________ 5 Jenny-no-say-anything __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 UNIT 4 > Consolidation 1. Write complete sentences using the words given. 1 his-car-fast-mine His car is faster than mine. 2 it-fast-car-in-our-street _________________________________ 3 this-CD-not-cheap-that-one _________________________________ 4 she-pretty-girl-I-know _________________________________ 5 black-skirt-expensive-blue-one _________________________________ 6 Julio Iglesias-rich-singer-Spain _________________________________ 7 I-not-tired-I-was-yesterday _________________________________ 8 we-have-good-team-in-league _________________________________ 2. Complete the sentences with the verb in the correct passive form. 1 Yesterday my bike was stolen (steal). 2 The hamburger ______________ (invent) in Germany before it became the stereotypical American food. 3 Famous actors ______________ (know) all over the world. 4 In some countries, insects ______________ (eat) as part of the daily diet. 5 A man ______________ (kill) in the park last night. 6 Millions of newspapers ______________ (read) every day. 7 I ______________ (no tell) he was going to arrive yesterday. 8 The TV programme Big Brother ______________ (watch) by some people almost 24 hours a day. 9 My sister ______________ (no give) any pocket money if she doesn’t do her homework. 3. Write these sentences in the passive. 1 They bake bread early in the morning. Bread is baked early in the morning. 2 They eat rice in many countries. __________________________________ 3 She does the washing in the morning. __________________________________ 4 They publish newspapers every day. __________________________________ 5 He opens the doors at 9 o’clock. __________________________________ 6 They lost the money in the street. __________________________________ 7 They broke the window with a stone. __________________________________ 8 She found the key under a rock. __________________________________ 9 He chose the picture because it was superb. __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 > Extension 4. Write sentences comparing these things using as + adjective + as. 1 CD: 12 euros, Video: 12 euros The video is as expensive as the CD. 2 I’m good at swimming, you’re good at swimming. I’m as good at swimming as you are. 3 Kevin: 1m76, Gary: 1m76. (tall) _________________________________ 4 Madrid: 8°C, Barcelona: 8°C. (cold) _________________________________ 5 Trousers: cool, Shirt: cool (cool) _________________________________ 6 Maths class: 40 min, Biology: 40 min. (long) _________________________________ 7 London: 50km, Brighton: 50km. (far) _________________________________ 8 Panda: 100kg, Bear: 100kg (big) _________________________________ 5. Compare these situations using as much as/as many as. 1 Tina: 8 dresses, Jan: 8 dresses. Jan’s got as many dresses as Tina. 2 Kim’s homework: 5 exercises, Ian’s homework: 5 exercises. _________________________________ 3 Pete: 6 weeks holiday, Dave: 6 weeks holiday. _________________________________ 4 Luke: 100 euros, Bill: 100 euros. _________________________________ 5 You: 8 cousins, me: 8 cousins. __________________________________ 6 Book 1: 321 pages, Book 2: 321 pages. __________________________________ 6. Complete the sentences with the verb in the passive continuous (am/is/are being + past participle). 1 The baby is being washed (wash) by my sister. 2 The dogs _______________ (take) for a walk at the moment. 3 Don’t look now, but we _______________ (watch) by someone! 4 The car _______________ (repair) today. 5 I _______________ (teach) German by a neighbour from Berlin. 6 The suspects _______________ (question) by the police. 7. Write complete sentences in the past passive continuous based on the words given (was/were + being + past participle). 1 I-show-around-the museum. I was being shown around the museum. 2 The lions-take-to-Zambia. __________________________________ 3 The man-hold-for questioning. __________________________________ 4 The illness-treat-with antibiotics. __________________________________ 5 The crime-investigate-by detectives. __________________________________ 6 The old ladies-help-across the road. __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 UNIT 5 > Consolidation 1. Complete the sentences with the verb in the correct form. 1 He said that he was (be) happy. 2 They said that they _____________ (go) home tomorrow. 3 I said that he _____________ (be) going to be late. 4 We told her that we _____________ (want) to help. 5 David said that he _____________ (have) a new car. 6 Did you say that I _____________ (can) leave now? 7 Theresa told me that Canberra _____________ (be) the capital of Australia. 8 He told her that he _____________ (love) her. 9 We said that we _____________ (go) shopping on Saturdays. 2. Write the sentences in reported speech. 1 John said: ‘I’m tired.’ John said (that) he was tired. 2 Laura said: ‘I have to work tonight.’ _________________________________ 3 They said: ‘It will rain later.’ _________________________________ 4 Bill said: ‘I can help them.’ _________________________________ 5 She said: ‘Kyoto is in Japan.’ _________________________________ 6 Irene said: ‘I’m having a party soon.’ __________________________________ 7 Danny said: ‘I won’t be here.’ __________________________________ 8 We said: ‘We want world peace!’ __________________________________ 9 I said: ‘That is where Harry lives.’ __________________________________ 3. Complete the sentences using the past perfect of the verb in brackets. 1 Luke had bought (buy) the tickets early so he got good seats. 2 Tom failed the exam because _____________________ (not study) enough. 3 Fiona _____________________ (have a shower) before she went out. 4 We _____________________ (not check) the time so we missed the train. 5 They _____________________ (train) hard so the marathon was easy. 6 When I got home the dog _____________________ (eat) all the chocolates. 7 ____________ you _________________ (ask) anyone before you borrowed the car? 8 I _____________________ (not realise) that the shops were closed in the evening. 9 _____________________ they __________ (do) their homework before they watched TV?
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 > Extension 4. Complete the reported imperatives/ requests with the verb in the correct form (he/she … told/asked me/you/her … + (not) to + infinitive). 1 She told me to sit (sit) down. 2 We told her _______________ (be) quiet. 3 The teacher told him _______________ (no run) in the corridor. 4 His mother told him _______________ (no make) so much noise. 5 I asked her _______________ (help) me. 6 We asked Dad _______________ (let) us borrow the car. 7 She asked him _______________ (no smoke) in the room. 8 I asked her _______________ (no tell) anyone the secret. 5. Complete the statements. 1 ‘Can you please open the window?’ I asked her to open the window. 2 ‘Give me the book.’ He ______________ me_______________________________ 3 ‘Don’t stand up.’ The teacher _________ the boy ___________________________ 4 ‘Please pass the salt.’ She ____________ him ______________________________ 5 ‘Don’t shout.’ My dad _ ______________ me_______________________________ 6 ‘Please close the door.’ We ___________ her ______________________________ 7 ‘Please don’t leave!’ She _____________ me ______________________________ 8 ‘Don’t turn the TV on.’ His mum _______ him ______________________________ 9 ‘Please take the dog home.’ They _______ us ________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 UNIT 6 > Consolidation 1. Complete the sentences with who, that, which, where or when. 1 That’s the school where I used to study. 2 Did you use to know the man ________ lived next door? 3 That’s the book ________ John lent me. 4 Do you remember the summer ________ we went to Cadiz? 5 Buenos Aires is the city ________ Boca Juniors play. 6 Did you use to play with that dog ________ barks all the time? 7 This is the film ________ I want to see. 8 There was a time ________ we used to listen to Abba constantly. 9 Are you the person ________ called earlier? 2. Match the echo questions with the sentences. Are they? Do you? Do they? Does she? Are you? Does it? Does he? Is it? Is she? 1 Sally plays the guitar in a band. Does she? 2 We’re eating Chinese food. _________________________________ 3 The record shop opens on Sundays. _________________________________ 4 Jessica’s dancing in her bedroom. _________________________________ 5 My dog’s playing in the park. _________________________________ 6 I go swimming every evening. __________________________________ 7 Ben and Ann are watching a DVD. __________________________________ 8 My sisters go to a club on Fridays. __________________________________ 9 Peter listens to music in the morning. __________________________________ > Extension 3. Join these sentences using whose. 1 Do you know that man? His leg is broken. Do you know that man whose leg is broken? 2 I saw a woman. Her hair was green. __________________________________ 3 We visited my neighbour. Her daughter’s ill. __________________________________ 4 I want to meet Tom Cruise. His last film was great. __________________________________ 5 I’ve got a friend. His mother is a singer. __________________________________ 6 Have you met my grandfather? His war medals are in the museum. __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 4. Complete the sentences with an appropriate preposition + which. 1 This is the train on which I go to school. 2 Do you know the street __________ all the cinemas show old films? 3 That was the party __________ I met my girlfriend. 4 This is the football team __________ four players are injured. 5 It’s the park __________the squirrels live. 6 There’s the beach __________ we sunbathed all day yesterday.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 UNIT 7 > Consolidation 1. Complete the sentences with what used to happen – the opposite of now. 1 I like peas now. I didn’t use to like peas. 2 We don’t play tennis now. We used to play tennis. 3 She’s got a car now. _________________________________ 4 We don’t live in France now. _________________________________ 5 Tim studies hard now. _________________________________ 6 Helen plays in a band. _________________________________ 7 They don’t eat chocolate anymore. _________________________________ 8 I run a lot now. _________________________________ 9 You don’t love me anymore! _________________________________ 10 I find these exercises easy now. _________________________________ 2. Choose the correct words in each sentence. 1 If I have/will have time, I’ll buy some bread. 2 The dog bites/will bite you if you do that. 3 We’ll phone him when we get/’ll get there. 4 If plan A doesn’t work/won’t work, we’ll try plan B. 5 If it isn’t cloudy, Nick goes/will go to the beach. 6 The parents don’t get/won’t get up if the baby doesn’t cry. 7 When the door bell rings/will ring, will you answer it? 8 If Danny cleans/will clean the car, his parents will give him five euros. 3. Complete the sentences using words from the box. be committed be really unhappy be very unpleasant forgive her pass the exam 1 If we lose the match, we will be really unhappy. 2 If it rains, the excursion will ___________ __________________________________ 3 If she studies hard, she will ____________ __________________________________ 4 If she is honest and tells the truth, I will __________________________________ 5 If I join the political party, I will _______ __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 4. Write sentences using the first conditional (type I). 1 if/I/not pass/my driving test/I/be depressed If I don’t pass my driving test, I’ll be depressed. 2 if/he/have/a map/I/show him/the sports ground _________________________________ 3 she/feel tired tomorrow/if/she/not go/to bed now _________________________________ 4 if/you/ask/a policeman/he/help/you _________________________________ 5 I/buy/those jeans/if/they/not be/too expensive _________________________________ 5. Complete the sentences using the type II conditional. 1 If he were (be) rich and famous, he would go out with (go out with) a model. 2 She __________________ (be) very angry if someone __________________ (steal) her mobile phone. 3 If I __________________ (not have) my laptop computer, it _________________ (be) difficult for me to travel so much. 4 If I __________________ (see) Prince William, I __________________ (kiss) him on the cheek! 5 It __________________ (take) a long time for me to get to work if I ________________ (not drive) a scooter. 6 If __________________ (own) a horse, I __________________ (ride) in the countryside everyday. 6. Complete the sentences with your own ideas, making sure you use a type II conditional. 1 I’d fly to Australia if I had the money. 2 If I won the lottery, 3 I’d move to Scotland 4 If I was king, 5 If I could live anywhere in the world, 6 I’d study Arabic 7 I’d be a film star 8 If I met Julia Roberts, 9 If I was grounded for a month,
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 > Extension 7. Write questions and answers about the pictures using the type II conditional. 1 2 3 4 5 1 write a best-selling book/what happen? (become rich) If she wrote a best-selling book, what would happen? She would become rich. 2 what do/win the lottery? (buy a plane and learn to fly) ________________________________ ? _________________________________ 3 have a yacht/when sail? (every weekend) ________________________________ ? _________________________________ 4 where live/be rich? (on the moon!) _________________________________? __________________________________ 5 do/be young? (bungee-jump in New Zealand) _________________________________? __________________________________ 8. Unless means the same as if not. Write the sentences again using unless. 1 If it doesn’t stop raining we won’t go for a picnic today. Unless it stops raining we won’t go for a picnic today. 2 I’ll tell her if you don’t give me the money. __________________________________ __________________________________ 3 We’ll go bowling if we don’t get homework. __________________________________ __________________________________ 4 The door won’t open if you don’t push it hard. __________________________________ __________________________________ 5 If somebody doesn’t stop him, he’ll hurt himself. __________________________________ __________________________________ 6 They won’t know we’re here if we don’t make any noise. __________________________________ __________________________________ 7 Our team will win if the opponents don’t score soon. __________________________________ __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 UNIT 8 > Consolidation 1. Write complete predictions using the words given. 1 tomorrow-it-no-be-cold Tomorrow it won’t be cold. 2 she-pass-the-exam _________________________________ 3 Jim-arrive-soon _________________________________ 4 my-team-no-win-the-match _________________________________ 5 I-probably-have-chicken-for-lunch _________________________________ 6 the-picnic-be-great-fun _________________________________ 7 we-probably-no-go-to-university _________________________________ 8 pollution-cause-more-problems? _________________________________ 9 elephants-become-extinct? _________________________________ 2. Complete the arrangements. Use the present continuous. 1 At 6.00 we’re playing (play) football. 2 I _______________ (have) a party at the weekend. 3 Tomorrow morning we _______________ (go) on holiday. 4 What time _________ you _______________ (meet) your friends in the park? 5 She _______________ (no arrive) until Friday night. Now complete these plans or intentions with going to. 6 He _______________ (see) his cousins during the holidays. 7 I _______________ (get up) late at the weekend. 8 What ________ he ______________ (eat) for dinner? 9 We ________________________ (no do) our homework tonight. 3. Write complete sentences using will + present. 1 Tom-ring-after-he-play-football Tom will ring after he plays football. 2 dog-eat-until-there-no-more-food __________________________________ 3 Sarah-arrive-before-you-leave __________________________________ 4 They-have-party-after-do-the-exams __________________________________ 5 We-work-until-job-done __________________________________ 6 She-go-shopping-before-she-lunch __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 > Extension 4. We can also use going to to make predictions if we have evidence that something is going to happen. 1 The clouds are very black, I think it is going to rain. (rain) 2 She’s driving dangerously. She _______________ (have) an accident. 3 I feel ill. I think I _______________ (be) sick. 4 Spain 4, France 1 after 85 minutes. Spain _______________ (win) 5 Spain 1, France 4 after 85 minutes. Spain _______________ (no win) 6 This boy looks very angry. I think he _______________ (hit) me! 7 The weather forecast says it _______________ (snow) tonight. 8 That woman is very fat. __________ she _________________ (have) she a baby? 9 You haven’t studied much. ________ you _________________ (pass) the test? 5. Look at these situations and decide whether to use will or going to for predictions. Remember, if there is evidence, use going to. If there is no evidence, use will. 1 You are pessimistic about the weather tomorrow: I think it will rain tomorrow. 2 The weather forecast predicts rain: They say it’s going to rain tomorrow. 3 Spain 1, Italy 1 after 25 minutes (of 90) I think Spain _______________ (win) 4 Spain 3, Italy 0 after 75 minutes (of 90) I think Spain _______________ (win) 5 People are looking at the sky and getting out their umbrellas. I think _______________ (rain) 6 You have studied hard for an easy exam. I’m sure ________________ (pass) 7 You have studied enough but it’s a difficult exam. I hope _______________ (pass) 6. Correct the sentences. 1 She must to be ill. She must be ill. 2 He mights be the man you’re looking for. __________________________________ 3 The town must being damaged after the storm. __________________________________ 4 That girl can’t to work here. She’s too young. __________________________________ 5 They may coming to the party if they have time. __________________________________ 6 The baby cannot be asleep with this noise. __________________________________ 7 She mays win the competition. __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 7. Write the sentences again using a modal verb of deduction. 1 There’s a good chance we’ll find the money. We may find the money. 2 It’s possible oil will be replaced by solar power. _________________________________ _________________________________ 3 I’m sure she will like this present. _________________________________ _________________________________ 4 It’s not possible for him to arrive this morning. _________________________________ _________________________________ 5 There’s a slight chance that it will snow tonight. _________________________________ _________________________________ 6 They will probably have a party this weekend. _________________________________ _________________________________ 7 After running a marathon she’ll definitely be tired. _________________________________ _________________________________ 8 There’s no chance that Kerry is happy now. _________________________________ _________________________________ 9 He’ll possibly be able to help you. _________________________________ _________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 VOCABULARY CITY VOCABULARY 1. Match the objects in the pictures with the places in the box. bus station gym hospital library museum restaurant theatre tourist information office 1 2 3 4 5 6 7 8 1 museum 2 __________________________________ 3 __________________________________ 4 __________________________________ 5 __________________________________ 6 __________________________________ 7 __________________________________ 8 __________________________________ 2. Write the correct place. 1 Where do you stay when you go on holidays? hotel 2 Where do you go when you are very ill? __________________________________ 3 Where do you go when you want to see a play? __________________________________ 4 Where do you go when you want to look at or borrow books? __________________________________ 5 Where do you go to buy milk, biscuits, fruit, etc.? __________________________________ 6 When you are on holiday, where do you go to find information about the city you are visiting? __________________________________ 7 Where do you go to post a letter? __________________________________ 8 Where do you go to catch a bus? __________________________________ 9 Where do you go when you are hungry? __________________________________ 10 Where do you go to do exercise? __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 FEELINGS > CONSOLIDATION 1. Complete the words to form feelings. 1 emba rrased (7 more letters) 2 rel (4 more letters) 3 exc (4 more letters) 4 bo (3 more letters) 5 dep (6 more letters) 6 dis (9 more letters) 7 fan (6 more letters) 8 gu (4 more letters) 9 ne (5 more letters) 2. Complete the sentences with an adjective from exercise 1. 1 We were bored with lying on the beach, so we went to explore the city. 2 The news is always so bad. It just makes me _______________ 3 He was really _______________ that you weren’t at the party. 4 Everyone was looking at me and I felt really _______________ 5 The children are really _______________ about Christmas. 6 I slept really well last night and today I feel _______________ 7 He’s very _______________ about his driving test. 8 I feel _______________ because I didn’t invite her to the party. 9 Jim was lying in the sun, looking very happy and _______________ 3. Match the extreme adjectives in the box to the definitions. delighted devastated ecstatic exhausted fascinated furious mortified terrified 1 very very happy ecstatic 2 very very unhappy __________ 3 very very frightened __________ 4 very very angry __________ 5 very very pleased __________ 6 very very embarrassed __________ 7 very very interested __________ 8 very very tired __________ 4. Complete these sentences with an adjective from exercise 3. 1 I’m more than happy. I’m ecstatic! 2 His football team lost the final 9-0 and he’s _______________ 3 She wasn’t just embarrassed. She was _______________ 4 When the dog attacked me I was _______________ 5 My friend won the lottery and he was _______________ 6 I’ve just run a marathon and I’m _______________ 7 My brother crashed my mum’s car and she was _______________ 8 The first time we saw a really good magician we were _______________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 HEALTH 1. Label the pictures. 1 Knee 2 _______________ 3 ________________ 4 _______________ 5 ________________ 6 _______________ 7 ________________ 8 _______________ 9 ________________ 10 ______________ 2. Match the injury with the part of the body and the decision you should take. Injury Part of the body Decision 1 break your leg put on a plaster 2 sprain your finger get a bandage 3 twist your back go to the dentist 4 hurt your ankle get an ice pack 5 cut toothache go to hospital 6 have your wrist call a doctor 1 When you break your leg you should go to hospital. 2 When you sprain __________________ you should 3 When you twist ___________________ you should 4 When you hurt ____________________ you should 5 When you cut _____________________ you should 6 When you have ___________________ you should 3. Circle the odd one out. 1 eyes, ears, mouth, hip 2 knee, ankle, toes, teeth 3 toes, stomach, hip, waist 4 wrist, fingers, neck, nails 5 wrist, arm, ankle, elbow
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 4. Find seven more health problems. Q W H E S R T Y U P I E O S P A S D A F A G T P H J T I J D K O A L M E N Z A X M I C V M I R C B A N N M P N U H P C I O I E T N E U H N Y T R H N R E A T W Q A E Y A S C H D F T C N G T H E F L U H O H J E B K L R E S L Z X A C V E S E V D B C N M N T P O I U K T R E
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 MODIFIERS 1. Circle the correct word in each sentence. 1 I was so shocking/shocked by her language. 2 The book was really quite boring/bored. 3 I get a bit depressing/depressed when it rains all day. 4 I felt so insulting/insulted by her rude words. 5 It’s rather annoying/annoyed when you miss the bus. 6 Andy is really terrifying/terrified of heights. 7 I don’t think horror films are very frightening/frightened at all. 8 Come and look at this. It’s quite interesting/interested. 9 That joke was rather amusing/amused! 10 We’re going on holiday tomorrow and I’m really excited/exciting. 11 Are you terribly worrying/worried about crime? 12 I feel a bit frustrating/frustrated because I can’t do this maths problem. 2. Write the words in the box in the correct place on the scale (1 = the weakest, 7 = the strongest). a bit extremely not very quite rather really very 1 __________________________________ 2 __________________________________ 3 __________________________________ 4 __________________________________ 5 __________________________________ 6 __________________________________ 7 __________________________________ 3. Give your opinion of these things using a word from exercise 2 and an adjective. (Note: extreme adjectives, such as terrifying/ terrified, can only be used with really.) 1 rap music __________________________________ 2 skiing __________________________________ 3 Mr Bean __________________________________ 4 snakes __________________________________ 5 rain __________________________________ 6 failing an exam __________________________________ 7 going on holiday __________________________________ 8 losing your homework __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 MONEY 1. Write the prices in words. 1 £3.50 Three pounds and fifty pence. 2 £6.35 _________________________ 3 £10.40 _________________________ 4 £8.32 _________________________ 5 £6.75 _________________________ 6 £5.00 _________________________ 7 £42.78 _________________________ 8 £15.60 _________________________ 2. Rearrange the letters. 1 vesa save 7 snico __________ 2 hacs _________ 8 yemno-e _______ 3 refe __________ 9 yrucrenc _______ 4 lasse _________ 10 erpic __________ 5 dricet drac ____ 11 queech _________ 6 ghacne _______ 12 nbak stone ______ 3. Match words from exercise 2 with the definitions. 1 Not spend your money save 2 Round metal money _______________ 3 Paper money _____________________ 4 ‘Plastic money’ ___________________ 5 A time when all the shops sell things cheaper _________________________ 6 How much something costs _________ 7 You write on this paper and pay with it __________________________________ 8 Money which only exists on the Internet __________________________________ 9 Something you don’t have to pay for is __________________________________ 10 I pay 10 euros for something that costs 9 euros. I get 1 euro _________________ 11 ‘Real’ money, not cheques or credit cards is called ____________________ 12 Euros, pounds or yen are types of __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 4. Match the colloquial words in the box with a picture. a buck a fiver a quid a tenner broke in the black in the red loaded 1 a fiver 2 _______________ 3 _______________ 4 _______________ 5 _______________ 6 _______________ 7 _______________ 8 _______________ 5. Complete the sentences with one of the words from exercise 4. 1 ‘That’s six pounds.’ ‘Oh. I’ve only got a fiver.’ 2 Good news from the bank. We’re _____________________ again. 3 I haven’t got a penny! I’m ______________! 4 Look at my bank account. I spent too much money last month and now I’m _____________________ . 5 In New York a hamburger costs 3 _____________________ . 6 In London a hamburger costs 2 _____________________ . 7 Most film stars and pop stars are _____________________. 8 ‘Can you lend me a _______________?’ ‘I’ve only got eight pounds. Sorry.’
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 NATURAL FEATURES 1. Complete the words. 1 h u r r i c a n e 2 f _ r _ st f _ r _ 3 _ _ r t h q u _ k _ 4 p _ l _ u t _ _ n 5 d _ s _ _ s _ 6 f l _ _ d s 7 d r _ _ g h t 8 g l _ b _ l w _ r m _ n g 2. Give two examples for each word. 1 sea Mediterranean, _________________ 2 river _____________, _______________ 3 lake _____________, _______________ 4 mountain _________, _______________ 5 coast _____________, ______________ 6 valley ____________, ______________ 7 beach ____________, _______________ 8 forest ____________, ______________ 3. Circle the odd one out. 1 rain drought floods 2 beach mountain sea 3 forest tree lake 4 storms hurricanes valley 5 sea lake beach 6 storms hurricanes global warming 7 forest fire drought floods 8 earthquake greenhouse effect air pollution 4. Complete the definitions with words from the box. deforestation earthquake forest hurricane oil slick ozone layer tidal wave volcano 1 A violent storm with a very strong wind. hurricane. 2 A layer of oil floating on water. _______________ 3 The cutting or burning down of all the trees in an area. _______________ 4 A mountain with a large hole at the top. Lava and hot ash sometimes erupt through the hole. _______________ 5 A sudden shaking of the earth’s surface. _______________ 6 A layer of gases that stops harmful radiation from the sun. _______________ 7 A very large movement of sea water that flows onto the land and destroys things. _______________ 8 A large area of land that is thickly covered with trees. _______________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 5. Order the letters to form words related to the natural environment. 1 yba bay 2 verir ____________________ 3 fislcf ____________________ 4 dilef ____________________ 5 yevlal ____________________ 6 tominuna ____________________ 7 disnal ____________________ 8 lhli ____________________ 9 klea ____________________ 10 terfso ____________________ 11 chabe ____________________ 12 ase ____________________ 6. What are these famous geographical features or descriptions? 1 Bay of Pigs 2 Everest __________________________ 3 Nile ____________________________ 4 Mediterranean ____________________ 5 Hawaii __________________________ 6 Titicaca _________________________ 7 A big group of trees ________________ 8 A vertical rock face ________________ 9 A high point of ground _____________ 10 Sand next to the sea ________________ 11 A place where cows live ____________ 12 A low area between two hills _________ 7. Write the words from exercises 5 and 6 under the correct picture. 1 A bay 2 _______________ 3 ________________ 4 _______________ 5 ________________ 6 _______________ 7 ________________ 8 _______________ 9 ________________ 10 ______________ 11 ______________ 12 ______________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 RELATIONSHIP 1. Match the phrases in the box with the pictures below. to be together to break up to drive someone mad to solve problems 1 2 3 4 1 to break up 2 _________________________________ 3 _________________________________ 4 _________________________________ TASTES AND PREFERENCES 1. Write sentences about your likes and dislikes using words from the two boxes. don’t like don’t mind enjoy hate like love do my homework eat chocolate tidy my room get up early play tennis sleep study for exams swim 1 I enjoy sleeping. 2 __________________________________ 3 __________________________________ 4 __________________________________ 5 __________________________________ 6 __________________________________ 7 __________________________________ 8 __________________________________ 9 __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 PHRASAL VERBS > Give 1. Find the phrasal verbs with give in the word search. Then write the phrasal verb with give next to its definition below. B D G N G T I O Q G U S I F I U L D E R G I V E B A C K U Y I M E P A R O F N I V D A R D N I G A P E A W K V F O I T K O P A I Y O N V X H U F Y O G I V E I N T H S A I U S U D P G W E Z T F S P Q F 1 return give back 2 stop doing something _______________ 3 surrender ________________________ 4 donate ___________________________ 5 distribute ________________________ > Phrasal verbs with go 1. Complete the dialogue with a phrasal verb from the box. go away go down go on go in go over go up Martin: Look, over there. It’s Ronaldo! Let’s 1 go up to him and ask him for his autograph! Quick, he’s going to 2 __________the lift. David: Oh no! Let’s 3 ____________ the stairs and catch him on the ground floor. Run! Martin: Ronaldo, can we have your autograph please? Ronaldo: Sure. Here you go. David: Are you leaving for the club now? Ronaldo: Don’t worry. I’m not going to 4 ____________ just yet. Martin: Excellent! Ronaldo: Bye guys. David/Martin: Bye. Martin: I’m going to 5 ____________ this story again and again! David: I know! I’m going to 6 ____________ about it to my friends and family forever!
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 > Phrasal verbs with take 1. Complete the sentences with one word or phrase from box A and a preposition from box B to make a phrasal verb with take. A book coat cook day to day first visit responsibilities salsa B after back in off on over up 1 I’ve got to run to the library to take _________ the _________ I borrowed. 2 We aren’t planning any new investment until the new management takes ________ the ____________ running of the business. 3 Lisa takes _________ her mother. She’s such a wonderful _________! 4 My girlfriend and I have decided to take _________ _________ dancing classes on Friday nights. 5 James got a salary raise six months after taking _________ additional _____________ 6 There was too much in the museum to take _______________on our _______________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 READING AND WRITING SAM’S MISTAKE 1. Read the texts about Sam’s mistake and put them in order. 1 b 2 _______ 3 4 5 6 a Now I’m running down the street. I’m getting a bit wet because it’s raining. I don’t like the rain and I haven’t got an umbrella. b I’m lying in my bed, half asleep, and I look at my watch. Oh no! It’s half past eight! I get up and quickly go into the bathroom because I’m one hour late. c I’m walking through the front entrance of the school but something is not right. The front door is locked and there’s nobody about. Then I know my mistake. d I’m waiting at the bus stop for the bus and I’m looking at my watch. Ten to nine already. This is bad! I decide that I can’t wait for the bus because I haven’t got time, so I start to run. e I’m not eating my breakfast because I need to leave the house in two minutes. I have a glass of milk and put on my coat and close the front door. f I’m thinking how stupid I am and I start to walk home again, very slowly, thinking about going to bed again. 2. Read the text again and answer these questions. 1 What time does Sam usually get up? He usually gets up at half past seven. 2 What does he eat for breakfast? _________________________________ 3 Does he drink anything? What? _________________________________ 4 Why does he not take the bus? _________________________________ 5 What’s the weather like? _________________________________ 6 Why is this a problem? _________________________________ 7 What’s the problem with the school door? __________________________________ 8 How does he go home? __________________________________ 3. What is Sam’s mistake? a He goes to the wrong school. b It’s Saturday. c His watch is one hour fast.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 > Write 4. Imagine your journey from your bed to school. Write it as if it is happening now. I’m lying in bed when my alarm clock wakes me up. I’m getting up and going into the bathroom … _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 LANGUAGES 1. Read the text and circle the best title. a Language studies in England b A different language to study c Why English people study languages Most students at school study at least one and maybe two languages apart from their own. European children tend to learn European languages and in England these languages are probably French, Spanish or German, but one student, Alex Brown, learns another language after school, and it’s not European. It’s Swahili. Alex is interested in the language because his grandparents are originally from the southern part of Africa and their first language is Swahili. So, every day when classes finish, Alex goes to his grandparents’ house for his extra class. Alex really enjoys learning from his grandfather, because he loves hearing all the old stories about his grandfather’s childhood. His grandfather obviously doesn’t ask for any money, but Alex pays for the class in another way. He looks after his grandparents’ garden. He enjoys cutting the grass and watering the plants, but the one thing he doesn’t like is collecting the fallen leaves from the trees. Alex’s dad picks him up after the class to take him home. ‘I’m very happy that my son is learning the language of my father’ he says. ‘When he is older he can go to Africa to visit his distant family and talk to them.’ 2. Read the text again and answer these questions. 1 What languages do English students normally study? They usually study French, Spanish or German. 2 Who studies Swahili? _________________________________ 3 Why does he study Swahili? _________________________________ 4 Where does Alex study Swahili? _________________________________ 5 Who teaches Alex? _________________________________ 6 What does Alex love hearing about? __________________________________ 7 Who ‘pays’ for the class? __________________________________ 8 What does he enjoy doing in the garden? __________________________________ 9 What does he hate doing in the garden? __________________________________ 10 Who picks Alex up after class? __________________________________ 11 What does Alex’s dad think of his son learning Swahili? __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 12 Who can talk to Alex when he goes to Africa? _________________________________ > Write 3. Think of one subject that you like and one you don’t like studying and explain why. I really like studying music and I hate studying mathematics. I enjoy going to music class because … _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 AN URBAN COW 1. Read the story and order the pictures. 1 b ____ 4 ______ 2 5 ______ 3 One day, while I was studying in my bedroom for an exam, I heard a strange noise, like a cow mooing. I didn’t pay any attention at first because it was such an important exam that I really needed to study hard, but then I heard the sound again. It was so strange because I don’t live anywhere near a farm. I put my book down and listened but I could only hear silence. I went back to studying until lunchtime and then I went into the sitting room, where my brother was watching television. I asked him about the cow sound but he didn’t know what I was talking about. The volume on the TV was so loud that he couldn’t hear anything. I walked into the kitchen and I heard the sound again, this time much louder. I looked out of the kitchen window and to my surprise, there really was a cow in the garden and it was eating my mum’s best flowers. It mooed again and I was so surprised that I could only stand there with my mouth open. a b c d e 2. Read the text again and answer these questions. 1 What was the girl doing in her bedroom? She was studying for an exam. 2 What did she hear? __________________________________ 3 Why didn’t she pay attention at first? __________________________________ 4 Why was the sound so strange? __________________________________ 5 When did she finish studying? __________________________________ 6 Why couldn’t her brother hear the noise? __________________________________ 7 Where did she hear the noise again? __________________________________ 8 What was in the garden and what was it doing? __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 > Write 3. Write a story that concludes with one of these sentences: a I was so tired that I went to bed. b It was such a strange experience that I didn’t tell anybody about it. c We were so happy that we laughed all the way home. _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 DEDICATED FOLOWER OF FASHION 1. Read Angela’s descriptions of the clothes and match them to the correct picture. 1 It’s the longest skirt in the shop, but it’s not trendy enough for me with its big flowers. It’s very baggy too, which I don’t like, but I imagine it means it’s quite comfortable. __e__ 2 This skirt is also very baggy, but it’s not as long as the first one. It’s medium length. It’s got the same flowery design and so it’s just as unfashionable too. Because it’s shorter, I also think it’s the most comfortable. ______ 3 This is the skirt that I like the most. It’s long and quite fashionable. It hasn’t got the horrible flowers of the other two and it’s quite tight. It’s probably the most uncomfortable but you have to suffer for fashion! ______ 4 These trousers are baggy at the top and tight at the bottom and I don’t think they’re very fashionable. They’re quite sporty, I suppose, at least for playing golf! ______ 5 The other trousers are much better. I think they’re really trendy because they’re tight at the top and baggy, or flared, at the bottom. They look really nice. ______ 2. Read the texts again and answer the questions. 1 Why is the first skirt too unfashionable? Because it has big flowers. 2 Why does Angela say this skirt is comfortable? __________________________________ 3 Why is skirt c) the most comfortable? __________________________________ 4 Why is skirt a) the most popular? __________________________________ 5 What opinion does Angela give of the flowers? __________________________________ 6 Are trousers b) tighter at the top or bottom? __________________________________ 7 What sport does Angela say you could play in trousers b)? __________________________________ 8 Why does Angela think trousers d) are fashionable? __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 > Write 3. Write a description of two or three of your favourite clothes. I’ve got a jacket which I think is really cool. It’s quite baggy but it’s very trendy … _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 MY IDEAL JOB 1. Read the texts and fill in the spaces with one of the jobs in the box. accountant architect baker biologist cashier librarian 1 SAM: ‘I’m going to be a baker when I leave school. I won’t go to university because I don’t need to. My mum’s shop makes bread and they’re going to give me a job there. I don’t think I’ll like it very much because I’ll have to get up very early, but at least I’ll earn money.’ 2 ALLIE: ‘I’m going to be a _______________ because I’m really interested in books. I’m going to go to university to get some qualifications so that I make sure I get a job. I think it will be a very quiet and relaxing job.’ 3 NEIL: ‘I’m going to be an _______________ I know the exams at university will be very difficult but I will be all right I think. I love designing houses and other buildings, so I know I’ll be really motivated to study hard.’ 4 FRED: ‘I’m going to be a _______________ I love animals and plants and I’ve always been interested in science. In fact, tomorrow I’m going to a friend’s house to talk to her father, who works in a laboratory. He’s going to give me some advice about what to study.’ 5 COLIN: ‘I’ll probably work as a _______________ in a supermarket for a while because I don’t really know what I’m going to do. I’ll do that until I get bored and I have enough money to go travelling.’ 6 SALLY: ‘I’m going to be an _______________ like my father. He earns a lot of money in a company and I’m planning to do the same. I don’t think it will be very exciting but I don’t think any job will be really interesting.’ 2. Read the texts again and answer the questions. 1 Whose shop makes bread? Sam’s mum’s. 2 Why doesn’t Sam think he’ll like the job? _________________________________ 3 Why is Allie going to choose her job? _________________________________ 4 How does she describe it? _________________________________ 5 What does Neil predict about the university exams? __________________________________ 6 Why will he be motivated? __________________________________ 7 Why does Fred want to do his chosen job? __________________________________ 8 Who is he going to talk to? __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 9 Where is Colin going to work? _________________________________ 10 What is he going to do when he has enough money? _________________________________ 11 Who has the same job as Sally’s chosen one? _________________________________ 12 What does she predict about the job? _________________________________ > Write 3. Write about three possible jobs that you think you will do after school. Give your reasons. You can invent them. I’m going to be a film star when I leave school. I love acting and I’m really good at it and think I will be very successful in Hollywood … _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 A DIFFICULT DECISION 1. Read the texts and put them in the correct order. 1 d 2 ______ 3 4 a Unfortunately, if I do this, my parents will be really angry. The other option is to leave school and go and study at college and if I do this, my parents will be pleased but my girlfriend won’t, because the college is in another town and if I go and study there I won’t see much of her. b If I do this, my parents will be happy and so will my girlfriend because she is definitely going to continue studying here. The next option is to leave school and look for a job. If I choose this one, and if I find a job, I will have more money, which will be good. This will also make my girlfriend happy. c Obviously, the first option is the one that makes my girlfriend and my parents happy, but I think it’s the one that I personally don’t want. I need a change and if I stay at school I think I’ll be demotivated and bored. So it looks like there is no option that will please everybody: What can I do? If someone can give me some advice, I’ll be very grateful! d On the 30th of June I have to make a decision and that’s not long as now we’re in April. I’m 16 and finishing my last year of compulsory secondary school this year and I’m not sure what to do next. I have to choose between three options. The first choice is to stay at school for two more years and there are some advantages to this. 2. Read the text again and answer the questions. 1 When does he have to make a decision? On the 30th of June. 2 What month is it now? _________________________________ 3 How many options does he have? _________________________________ 4 Who will be happy if he chooses the first option? _________________________________ 5 What will be good if he decides on the second option? _________________________________ 6 Who won’t be pleased if he chooses option 2? __________________________________ 7 Why won’t his girlfriend be happy if he chooses to go to college? __________________________________ 8 Which choice does he like the least? __________________________________ 9 What does he say he needs? __________________________________ 10 What will happen if he stays at school? __________________________________ 11 Why will he be grateful? __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 > Write 3. Imagine you have the same three choices as the boy in the text. What will you do if you choose each option? If I decide to stay at school, I’ll continue seeing all my friends but I’ll also have to … _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 HOLIDAY ROMANCE 1. Read the two e-mails and circle the best descriptions of Keith and Helen. Keith Helen a embarrassed a excited b anxious b stressed c angry c pleased Dear Aunt Helen, I have a big problem. Do you remember the photos of the girl, Isabel, who I met when we were on holiday in Spain? Well, now I can’t stop thinking about her. I can’t concentrate on my studies and in a German test yesterday my mind was blank and I couldn’t remember anything! I don’t know why, and I failed it! What can I do? I’m worried that I’ll fail all my exams because all that I do is think about her. If I could stop thinking about her, I’d be OK. Love, Keith Dear Keith, First of all, I think it’s great that you met such a lovely girl! She’s very beautiful in the photos you sent me. You should be glad to know her and you shouldn’t be stressed. I know you’re unhappy because she’s far away but you should be positive. She’s not in Australia! You could ask your parents for a plane ticket to Spain for your birthday. And you shouldn’t be embarrassed about it. If you explained how you felt to them, I’m sure they’d understand. And you shouldn’t worry about your exams. If you were more relaxed, I’m confident that you’d pass them. And remember that I’m very happy for you! Aunt Helen 2. Read the e-mails again and answer the questions. 1 What’s the name of the girl who Keith met? Isabel. 2 What’s the name of the country where he went on holiday? _________________________________ 3 What was the subject of the test he failed? _________________________________ 4 What is he worried about? __________________________________ 5 Why does he think this will happen? __________________________________ 6 How does Helen know what Isabel looks like? __________________________________ 7 How does Helen say he should feel? __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 8 What does Helen say he could ask for as a birthday present? _________________________________ 9 When would his parents understand? _________________________________ 10 What would happen if he was more relaxed? _________________________________ > Write 3. Give your own advice to Keith in this situation. What other things could he do or should he do to feel happier and make sure that Isabel doesn’t forget him? I think Keith should write an e-mail to Isabel and tell her … _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 GHOST STORY 1. Read the story and put the pictures in the correct order. 1 b 4 ______ 2 _____ 5 ______ 3 _____ I’ve never been so frightened as I am now. I’m absolutely terrified! Have you ever seen a ghost? Well now I can say that I have and I don’t want to repeat the experience ever! This is what happened. I was watching television – a boring programme about famous people. It was quite depressing really. Then I heard a noise like tic, tic, tic. At first I didn’t take any notice but then it got really annoying, so I switched off the TV and tried to locate where it was coming from. However, as soon as I stood up the noise stopped. I sat down again and the tic, tic, tic started again. Then I thought it was amusing, even intriguing. Like a mystery. I’ve had strange experiences before but this was definitely one of the strangest. I stood up again. Again the sound stopped. When I sat down I saw the most shocking thing. Three white fingers under the sofa. I couldn’t stop myself screaming and in that moment the ghost came out from under the sofa and said ‘Hello!’ I ran out of the room and I haven’t returned yet. What am I going to do? a b c d e
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 2. Read the story again and answer the questions. 1 How does the boy feel right now? Absolutely terrified. 2 What has he seen? _________________________________ 3 What was the TV programme like? _________________________________ 4 How does he describe the noise at first? _________________________________ 5 When did the noise stop? _________________________________ 6 Why did he think it was amusing and intriguing? _________________________________ 7 Is it the first time he has had a strange experience? _________________________________ 8 What did he see under the sofa? _________________________________ 9 Is he in the room now? _________________________________ > Write 3. Write a story that starts: ‘I’m absolutely terrified!’ and write about what has happened. I’m absolutely terrified! I’ve climbed a tree and I can’t get down again. I decided to climb up the tree because … __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 FAME AND FORTUNE 1. Read the text and circle the best title. a Anonymous Annie. b A Changed Woman. c What Ann Used to Be Like. Ann Clarke is 27 and happily married with two young children. She looks like a very normal person, who probably had a very normal past. Don’t be deceived. Ann used to be very different. For a start, Ann used to be known as Annie. Annie Mator to be precise, and she used to have green hair as the lead singer in a rock group called the Animators, which used to be very successful in China and Japan in the late nineties, although not in Europe. ‘It was amazing at the time.’ Annie told me. ‘We used to go out on the streets of Tokyo and have hundreds of fans asking for our autographs.’ I asked about Europe. ‘No. Nobody knew us at all in Europe, which was great because we used to get quite tired of all the attention in the Far East. We used to spend at least six months a year there, so it was nice to get back to a place where you could be anonymous.’ So what happened? Why is she now a ‘normal’ wife and mother? ‘In the end I just got tired of all the travelling. It used to be great to live that kind of lifestyle, but after three years of it I decided that it was time to lead a quieter life. I started going out with the drummer who was on our last tour of China, and now we’re married and living in London, where nobody knows who we are, which is wonderful!’ 2. Read the text again and answer true, false or don’t know. 1 Ann used to use a different name. True. 2 Ann has green hair now. ______ 3 Ann still sings. ______ 4 Ann used to be recognised in Tokyo. ______ 5 Ann used to enjoy returning to Europe. ______ 6 Ann prefers her old lifestyle. ______ 7 Ann married a musician. ______ 8 She misses the fame she used to have. ______ > Write 3. Think about the music you used to like three years ago and the music you like now. How is it different? What do you think of your old music? I used to really like Britney Spears and Christina Aguilera and I used to buy all their CDs, but now I think that their music is … __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 DISASTER IN GALICIA 1. Read the text and circle the best title. a Ship sinks near Galicia b Oil disaster off Galician coast c Storm causes ship to sink In November 2002, the oil tanker Prestige broke in two off the Galician coast, to the north-west of Spain, leading to one of the worst environmental disasters Spain has experienced. The ship, which was carrying more than 70,000 tonnes of oil, started to have problems when it was caught in a terrible storm. The strong waves broke a hole in the side of the ship and, despite attempts to avoid the disaster, a large amount of oil was released into the sea. Westerly winds blew a large amount of this oil onto the Galician beaches and rocks, destroying wildlife and one of the most beautiful parts of European coastline. Fishing also had to be completely suspended in the area, meaning many local people lost their means of earning money. After a few days floating helplessly at sea, the Prestige sank, taking to the bottom with it most of its deadly cargo, the long-term consequences of which are not yet known. Thousands of local people helped clean the more than 140 beaches affected along the ‘Coast of Death’ by removing the oil and taking affected sea birds to have the oil removed from their feathers. Only time will tell if this natural paradise will return to its previous state. 2. Read the text again and answer the questions. 1 Into how many parts did the ship break? Two. 2 How much oil was the ship carrying? _________________________________ 3 What caused the ship to have problems? _________________________________ 4 What did the waves do to the ship? _________________________________ 5 What was released into the sea? _________________________________ 6 From which direction were the winds? _________________________________ 7 What happened to the fishing? _________________________________ 8 What happened after a few days? __________________________________ 9 How many beaches were affected by the oil? __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 > Write 3. Write your opinion of one of these statements. Do you agree or disagree? Why? a Oil may be the biggest cause of environmental disasters. b Man is responsible for most forest fires. I think oil must be the biggest cause of environmental problems for more than one reason. First, when disasters like the Prestige happen … _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 PROTEST 1. Read the news report and put the paragraphs in the correct order. 1 b 2 ______ 3 4 a We interviewed one very unhappy woman, Clare Brown, who said that she was protesting about all of these issues. She said she was worried because she lived near a nuclear power plant and also that she was unemployed. She said that there were a lot of violent crimes in her town and that many drug addicts lived in her street. She also said that, after voting for the government in the last election, she definitely wouldn’t be voting for them again. b Last Saturday a demonstration marched to Parliament to protest about the government’s policies. Two large organisations were involved in the march. One was ‘Green Planet’, which was demonstrating in general about environmental problems and specifically about the new law on nuclear energy. c We also asked a member of the government for his views and he said people didn’t understand how complicated it was to solve these problems and that the government was doing everything it could to make things better. We told him about the unfortunate woman and all her problems but he said he had no comment on the matter. d The other was ‘No More Crime’, which believes that the government does not do enough to prevent crime and violence. There were also thousands of individuals, all with their own personal worries and protests against the government, such as unemployment and drug abuse. 2. Read the text again and answer the questions 1 Where did the demonstration march? To Parliament. 2 What was Green Planet generally protesting about? _________________________________ 3 What was their specific complaint? _________________________________ 4 What is ‘No More Crime’ unhappy about? _________________________________ 5 What were other people protesting about? _________________________________ 6 Why does Clare Brown agree with Green Planet’s protest? __________________________________ 7 What is Clare’s job? __________________________________ 8 Why does she agree with ‘No More Crime’s’ demonstration? __________________________________ 9 Why is she unhappy about drug abuse? __________________________________ 10 Who did she vote for in the last election? __________________________________ 11 Will she vote for them again? __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 > Write 3. Imagine you were a journalist at the demonstration and that you interviewed somebody who was unhappy about these things: Aids and serious diseases, alcohol abuse, world peace and nature. Write about your interview. I interviewed Ana Blasco, who was at the demonstration. She said that she was worried about the spread of serious diseases like … _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 MYSTERY PRODUCT 1. Read the text and decide which product was made and sold. a magazine b newspaper c novel d comic First, obviously, it was written by the author, on his portable laptop computer. Then the story was sent to the publishers. The editor thought that the general idea was fantastic, although the story was a bit flawed in places, so parts of it were rewritten. When everyone had decided that it was ready to be printed, the complete work was loaded onto the publisher’s main computer. The work was 326 pages long, so 163 sheets of paper were needed, as both sides are used. These were loaded into the printer and a test was printed. When everyone was satisfied, thousands of copies were printed. Also the front and back covers were designed. An artist was employed for this job, and when they were approved by the author and the editor, these were also printed, on special, more expensive paper, and in colour. The product wasn’t advertised heavily, but copies were given to critics, whose reviews were read by many people. The product was sold in specialised shops and also in department stores, in their literary section, and because the reviews described it as ‘excellent’ and ‘superb’, nearly a hundred thousand copies were sold. 2. Read the article again and answer the questions. 1 Where was it written? On the author’s laptop computer. 2 Where was the story sent? _________________________________ 3 What did the editor think of it? _________________________________ 4 What happened because of this? _________________________________ 5 Why were only 163 pieces of paper needed? _________________________________ 6 What happened when everyone was happy with it? _________________________________ 7 Who were the front and back covers designed by? __________________________________ 8 Was the same paper used for all the pages? __________________________________ 9 Who were the reviews written by? __________________________________ 10 Were they positive? __________________________________ 11 Was the product a success? __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 > Write 3. Describe how two of these things are made. Try to use the passive. • a paper aeroplane • a chair • a Spanish omelette • a ham and cheese sandwich A paper aeroplane is made like this: An A4 piece of paper is selected. It is folded … _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 PENGUIN READERS FACTSHEETS THE PICTURE OF DORIAN GRAY BY OSCAR WILDE Teacher’s Notes > Summary Published in 1891, The Picture of Dorian Gray is Oscar Wilde’s only novel. An immediate and popular success, it has never been out of print since. The story is set in London towards the end of the 19th century. Basil Hallward has painted a portrait of a handsome young man, Dorian Gray. Thrilled by the beauty of the painting, Dorian Gray wishes that he could always stay as young as his image in the picture. He gives up his soul to achieve this wish. Dorian sets out on a life of self-indulgence and evil. His behaviour seems to be reflected in the portrait and he realises that his wish has come true – the portrait is beginning to show a corrupted man while he remains unchanged. Frightened of what is happening, Dorian hides the picture in a locked room. The years pass and Dorian leads an increasingly depraved life, but the years have no effect on him; he looks as young and beautiful as ever. Then one evening he meets the artist once more and, after he has shown him the evil-looking portrait, Dorian kills him in a fit of hatred. Dorian tries to carry on with his immoral life. But he is tormented by feelings of guilt and decides that the only way he can make up for what he has done is to destroy the painting. In the climax of the story Dorian tries to kill the man in the portrait, but kills himself in the process. > About Oscar Wilde Oscar Wilde is one of the best-known characters of British literary history. Wilde grew up in a professional middle-class family in Dublin. He was a brilliant student and went to England to study at Oxford University. He was very ambitious and wanted to join English high society. He soon became famous for his witty conversation, especially his ironic epigrams or amusing sayings. Oscar Wilde was flamboyant and eccentric from an early age. At a time when men only wore black or grey he put on colourful clothes, grew his hair long and wore a green flower in his buttonhole. He was a founder member of the influential ‘aesthetic movement’ which believed in ‘art for art’s sake’ and rejected the strict morality of Victorian society which regarded all sexual matters as ‘dirty’ and immoral. In Victorian England all men were expected to get married and have a family. Oscar married and had two children, but he secretly loved men, something which was considered disgusting and was a serious crime. Oscar kept his love affairs with men a secret and between 1892 and 1895 his plays made him the most successful and popular writer in Britain. He loved mixing with the aristocracy yet his works made fun of the English upper classes and, in a subtle way, criticised the cruel morality of his
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 time. When Oscar was found guilty of having a sexual relationship with a man, nearly all his friends dropped him, his plays and books were withdrawn and his possessions were sold to pay his creditors. He came out of prison a broken man and spent the final years of his life in poverty, unable to write and forced to live in exile. > Background and themes The Picture of Dorian Gray is often described as a melodrama, in other words a work in which everything is larger than life. It is more like a myth or a morality tale than the realistic novels which modern readers are accustomed to. It contains so much dialogue that it is almost as if it is a written version of a stage play. This is not surprising as Wilde went on to write a series of enormously successful plays in the three years following its publication, including his masterpiece, The Importance of Being Earnest. The theme of The Picture of Dorian Gray is a recurring one in European culture, most famously expounded in Faust. In the story of Faust, the devil tempts a man to sell his soul in exchange for all the things he desires. The result is disaster and the lesson is that a man’s soul is more valuable than anything he could possibly gain in the material world. In Oscar Wilde’s version, Lord Henry represents the devil figure and Dorian Gray is Faust. The portrait symbolises Dorian’s soul or personal morality. Lord Henry tempts Dorian to indulge in an immoral lifestyle, carelessly disregarding the feelings of the people he seduces and then rejects. Dorian thinks that he can escape from the consequences of his own immoral life because the portrait will take the blame for him. But, of course, he goes too far by killing his old friend Basil Hallward and begins to suffer from guilt. Wilde is showing us that nobody can ever escape the moral consequences of their actions. To this familiar moral fable Wilde adds the extra ingredient of sexual scandal. Although the novel never actually describes it, the reader is aware that there is an undercurrent of sexuality in many of the relationships. Apart from the story of Sibyl Vane, we do not know exactly what Dorian does that is so ‘immoral’, as in Victorian England it was impossible for a writer to be honest about sexual matters. In the end, good triumphs over evil when Dorian kills himself. This is the type of moral ending that was expected in 19th century literature. The Picture of Dorian Gray is not simply a moral fable. It is full of Oscar Wilde’s unique wit and humour. The dialogue sparkles with numerous examples of Wilde’s epigrams— short witty sayings which have now become part of the English language. These epigrams are often based on irony or a reversal of logic, a typical example of which is when Lord Henry says ‘I choose my friends for their beauty and my enemies for their intelligence. A man cannot be too careful in choosing his enemies.’ Wilde’s own conversation was full of this wit, and it gives the novel an extra dimension which most Victorian stories lack.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 > Communicative activities The following teacher-led activities cover the same sections of text as the exercises at the back of the reader, and supplement those exercises. For supplementary exercises covering shorter sections of the book, see the photocopiable Student’s Activities pages of this Factsheet. These are primarily for use with class readers but, with the exception of discussion and pair/groupwork questions, can also be used by students working alone in a self-access centre. > Activities before reading the book Put students into small groups to discuss these questions: Some tribes in the Amazon rainforest do not allow scientists to take photographs of them. They believe that each time you take a photograph of someone you take a little bit of their soul away. Can the class explain why this is? Do they share these feelings? > Activities after reading a section Chapters 1–3 Write this famous epigram (clever, witty or funny saying) from the book on the board: ‘I choose my friends for their beauty and my enemies for their intelligence. A man cannot be too careful in choosing his enemies.’ Ask students to work in pairs. Do they agree with this saying or not? Each student finds one more epigram from these chapters. Chapters 4–6 1. Put students into small groups to answer these questions: a Why does Dorian change his mind about Sibyl? b ‘He felt the time had come to choose. Or had he already chosen?’ (p. 32). What is this choice? c What would you choose if you were in the same situation? Chapters 7–8 Put students into pairs. They write as many adjectives as they can to describe Basil Hallward and as many adjectives as they can to describe Lord Henry. After 5–10 minutes, put two pairs together to compare ideas. They make a list of adjectives they all agree with. Write all adjectives on the board. Chapters 9–10 Put this sentence on the board: ‘Corruption is a thing that writes itself across a man’s face. It cannot be hidden.’ (p. 45). Put students into small groups. They discuss this statement and whether they agree with it or not. Chapters 11–13 Dorian says ‘I have done too many terrible things in my life. I am not going to do any more.’ (p. 56). In small groups, students answer these questions: a Do you believe what Dorian says above? b Can you think of ways people can get forgiveness for earlier bad behaviour?
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 > Activities after reading the book Students discuss this question in small groups: What is the lesson of The Picture of Dorian Gray? Is there a lesson for people today in it? > Glossary It will be useful for your students to know the following new words. They are practised in the ‘Before You Read’ sections of exercises at the back of the book. (Definitions are based on those in the Longman Active Study Dictionary.) Chapters 1–3 charming (adj) very pleasing or attractive exhibit (v) to put something in a public place so that people can see it extraordinarily (adv) in an unusually good or special way fascinating (adj) extremely interesting flatter (v) to say nice things to someone in order to please them frown (v) to look angry influence (v) to have an effect on the way someone behaves or thinks passion (n) a very strong feeling of love portrait (n) a painting, drawing or photograph of a person soul (n) the part of a person that contains their deepest thoughts and feelings and which many people believe continues to exist after death worship (v) to love and admire someone very much Chapters 4–6 absurd (adj) seeming completely silly scandal (n) something that happens that people think is bad or shocking behaviour tragedy (n) an extremely sad event in which something terrible happens Chapters 7–8 corrupt (v) to make someone dishonest and behave very badly
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 Student’s Activities > Activities before reading the book 1. Read the Introduction at the front of the book. Then close the book and try to answer these questions. a When was Oscar Wilde born? b Who was Constance Lloyd? c Who was Lord Alfred Douglas? d How long did Wilde spend in prison? e Where did he spend the last years of his life? f When did he die? > Activities while reading the book Chapter 1 1. Are these statements about Basil Hallward true or false? a He is an artist. ____ b He went to Oxford University. ____ c He is going to exhibit the painting of Dorian Gray at the Grosvenor. ____ d He met Dorian Gray at a party. ____ e He wants Lord Henry to meet Dorian. ____ 2. Write a paragraph or discuss with another student: Do you think Lord Henry will be a good or a bad influence on Dorian? Why? Why not? Chapter 2 1. Answer these questions. a How does Lord Henry know Basil? b What advice does Lord Henry give to Dorian? c What does Basil do at the bottom of his painting? d Why is Dorian jealous of the painting? e What does Lord Henry want to do that night? 2. Dorian makes a wish about the painting on page 11. Fill the gaps: ‘If I could stay ________________ and the picture grow ________________ ! For that – for that – I would give ________________ ! Yes, there is ________________ in the whole world I would not give! I would give my________________ for that!’ 3. If you were Dorian, would you make the same wish? Why/Why not? Talk to another student. Chapter 3 1. Complete each sentence with one word. a Dorian is in ________________ with an actress. b Dorian saw Sibyl in Romeo and ________________ c Sibyl is ________________ years old. d Dorian wants Lord Henry and Basil to come and watch Sibyl ________________ night.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 e Lord Henry read in the ________________ that Dorian was going to marry Sibyl. 2. Look at the picture on page 18 and write a short description of Lord Henry. Chapter 4 1. Who says these words? a ‘I hope this girl is good.’ b ‘Oh, she is better than good – she is beautiful.’ c ‘But how can Dorian marry an actress ...? It is absurd.’ d ‘I have never been so happy.’ e ‘You have annoyed Dorian. He is not like other men.’ f ‘Pleasure is the only thing worth having ideas about.’ g ‘I know what pleasure is. It is to worship someone.’ 2. Do you agree with the statement in ‘g’? If you don’t agree, what do YOU think pleasure is? Chapter 5 1. Answer these questions. a What does Lord Henry think of Sibyl? b Why does Sibyl act so badly? c How is Dorian cruel to Sibyl? d How has the portrait changed? e What does Dorian do with the mirror? f What does the mirror show him? g What has the portrait taught him? h What does he decide to do? Chapter 6 1. Put these events into the correct order. a Dorian writes a letter to Sibyl. b Dorian and Lord Henry go to the theatre. c Lord Henry tells Dorian that Sibyl is dead. d Dorian looks at the portrait and decides it is time to choose. e Lord Henry knocks on Dorian’s door. f Dorian goes for breakfast feeling happy. g Lord Henry tells Dorian to keep his name out of any scandal. 2. Imagine that Sibyl writes a letter to Dorian before she kills herself. Write the letter. Chapter 7 1. Answer these questions. a Who does Basil think has changed Dorian? b How does Basil think he has changed? c How does Dorian say he has changed since Basil knew him? d What does Dorian ask Basil to do? e What does Dorian say he will do if Basil looks at the portrait? f Why does Basil decide not to exhibit the portrait of Dorian Gray? g What does Dorian decide to do at the end of the chapter? Chapter 8 1. Complete the sentences. a Basil decides to put the portrait in the __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 b When he looks around the room he thinks about _______________________ c Dorian feels safe now because no other _________________________________ d In the library there is a note from _________________________________ e In the newspaper report Sibyl’s death is described as _______________________ 2. On page 40 Dorian says ‘Every moment of his lonely childhood came back to him as he looked around.’ What do you think Dorian’s childhood was like? Talk about it with a friend or write a paragraph. Chapter 9 1. Are these statements true or false? a Although many years pass, Dorian still looks young and pure. ____ b Basil is planning to go to Paris on the eleven o’clock train. ____ c Basil says there are rumours about Dorian’s life. ____ d Some of Dorian’s friends have killed themselves. ____ e Basil thinks Dorian has killed them. ____ f Basil wants to see Dorian’s soul. ____ g Dorian is pleased that someone is going to share his secret. ____ 2. What do you think will happen next? Compare your ideas with another student. Chapter 10 1. Put these events into the correct order. a Basil says that Dorian must be even worse than people say. b Dorian hides Basil’s bag and coat in a cupboard. c Dorian takes the knife and sticks it into Basil’s neck. d Dorian takes Basil into the room. e Francis tells Dorian about Basil’s visit. f Dorian starts to hate Basil. g Dorian shows Basil the portrait. h Dorian goes out of the house and then comes back. Chapter 11 1. Who says these words, Dorian Gray or Alan Campbell? a ‘You don’t need to know how or why he died.’ __________________________________ b ‘You are mad ...’ __________________________________ c ‘It is impossible for you to refuse now.’ __________________________________ d ‘Let us never see each other again.’ __________________________________ e ‘You have saved me ...’ __________________________________ 2. What happens to the portrait after the death of Basil Hallward?
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 Chapter 12 1. Answer these questions. a What is the only thing that frightens Lord Henry? b What does Dorian say has happened to the painting? c Why doesn’t Dorian want to go to the club with Lord Henry? d What does Dorian promise to do the next day? 2. Lord Henry says ‘One should never do anything one cannot talk about after dinner.’ Do you agree with this? Talk to another student or write a paragraph. Chapter 13 1. Answer these questions. a Why does Dorian break the mirror? b Why does he want to see the portrait again? c How has the painting changed? d Why does he want to destroy the painting? e How do the servants get into the room? f What does the painting look like? g Who is lying on the floor? 2. The title of this chapter is ‘To Kill the Past’. Do you think people can change even if they have done terrible things? Talk to another student. > Activities after reading the book 1. Work with another student. Imagine you are Dorian Gray’s servant and the servant’s friend. Dorian’s servant tells the story of what he finds in the attic. His friend asks questions. 2. Discuss with another student. Look up consequence in your dictionary. This book shows that people cannot escape from the consequences of their actions. Do you agree? Why/Why not?
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 THE CLIENT BY JOHN GRISHAM Teacher’s Notes > Summary The Client is a fast-moving thriller set in the United States. Mark Sway is a bright eleven- year old boy who comes face to face with violence of the kind he has previously seen only on TV. He finds himself in possession of dangerous information and is caught between the interests of the law and the Mafia. Who will get to him first? Mark’s mother is a single parent and she cannot leave the bedside of his sick younger brother. Mark desperately needs to find someone he can trust to advise him. By chance he meets the lawyer, Reggie Love, who agrees to help him for the fee of one dollar. Working against time, together they are able to work out how to protect Mark and his family from the people who would like to do them harm. At the same time, they help the police to get the information they want. > About John Grisham John Grisham is one of the most popular American authors writing today. There are over 60 million copies of his books worldwide. All of his books have been bestsellers. They are often called ‘courtroom thrillers’ as they have a legal background. Since 1991, he has written one book a year. Six books, including The Client, have been made into films. His most recent book, The Brethren, was published in 2000. Grisham was born in Arkansas in 1955, the son of a migrant construction worker. As a child he wanted to be a professional baseball player. Later he changed his mind and studied accounting at Mississippi State University. In 1981, he qualified as a lawyer. He worked in a law firm for nearly ten years, specialising in criminal defence and personal injury claims. He sat as a Democrat in the state House of Representatives from 1983–1990. Although he was working 60–70 hours a week, he got up at 5 a.m. every day to write his first book, A Time to Kill, which was inspired by a case he was involved with. It took him three years to write this book, which was finished in 1987. His next novel, The Firm, published in 1991, was his first major success. After this, he took up writing full time, except for a brief period in 1996 when he represented the family of a railroad brakeman killed at work. Grisham won $683,500 for his clients – the biggest award of his career. Grisham lives with his wife and their two children in Mississippi. In his spare time, he helps children develop their baseball skills. > Background and themes Thrillers are books which often contain a lot of physical violence, suspense, crime, gunplay, escape and chase scenes – and The Client is no exception. It is an exciting story and students will want to keep on turning the pages to see what will happen. However, as well as being simply a good
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 read, The Client also contains some serious issues which Grisham was clearly familiar with in his work as a lawyer. In the book he explores the ways in which the Mafia operate in the criminal world and how this can accidentally affect the lives of innocent people. Where the Mafia are involved, the powerful federal law enforcement agency, the FBI, also have an interest and ordinary people can find themselves caught in the middle with apparently no way out. This situation is typical of Grisham’s stories: an ordinary person is suddenly faced with a life-or-death moral choice. In The Client the person in this situation is a child, which gives the drama an added sense of poignancy. Should Mark tell a lie and save himself, or should he give the FBI the information they want and put himself and his family in danger from the Mafia? Many of the professional adults in the book are not shown in a very good light. The FBI men try to frighten Mark into telling them what they want, infringing his rights as a witness. They clearly do not have his interests in mind. The prosecution lawyer Foltrigg’s main interest is his own self-publicity and the success of his court case. He does not care what Mark, a child, might have to suffer as a result. The news reporter, Moeller, is unscrupulous in pursuit of what he thinks is a good story. However, there is one adult who is able to give Mark the help he needs. Reggie is not interested in working for financial gain – all she gets is one dollar – but because she sees that she can help someone in real need. This contrasts pointedly with the other lawyer in the story who is too busy to see Mark because he is making lots of money from his injury cases. Mark himself is an intelligent boy who has had to grow up too fast. His father was violent and left the family to live in poverty. As a result, Dianne, the mother, has to work, and the children find themselves often on their own. Mark has taken on the role of ‘father’ to his little brother, Ricky, teaching him what he knows. Mark is used to finding his own way around: he is tough and self-reliant. But much of what Mark knows about the world, especially the criminal world, comes from what he has seen on TV. There are some interesting questions here: do children see too much violence on TV? Or does TV perform a useful function in teaching children about life? Real violence, such as when Clifford shoots himself in front of the two boys, is shown as being too shocking for a child to cope with and Ricky is hospitalised as a result. On the other hand, Mark uses what he knows from the TV. Sometimes this lands him in trouble, as when he tries to save Clifford. Sometimes it helps him. But sometimes, too, TV can give a false view of the world. > Communicative activities The following teacher-led activities cover the same sections of text as the exercises at the back of the reader, and supplement those exercises. For supplementary exercises covering shorter sections of the book see the photocopiable Student’s Activities pages of this Factsheet.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 > Activities before reading the book 1 Ask students to find out as much as they can about: a the FBI b the Mafia Then ask students to report back to the whole class. > Activities after reading a section Chapters 1–3 1 Put students in pairs or small groups. Ask them to discuss the following questions. Then have a whole class discussion. a Mark is eleven years old and he smokes. What is your opinion about this? b Why doesn’t Mark want to tell the adults what he knows? c Do you think Mark is clever? Why? Chapters 4–6 1 Ask students to work in pairs. Ask them to discuss the following. Do the people listed below know that Mark: a and his brother Ricky, saw Clifford kill himself. b knows why Clifford killed himself. c knows where the senator’s body is hidden. Dianne; Barry the Blade; the FBI men; Slick Moeller Chapters 7–9 1 On page 25, Reggie says to Mark, ‘Just remember what I told you.’ Ask students to read pages 26–28 again carefully and in pairs to say what they think Reggie told Mark to say to the FBI men. Then have a class discussion. Chapters 10–13 1 Ask students to work in small groups and to look at the contents page. They should look at the titles for chapters 14–17. Ask them to discuss what they think will happen in these chapters and how the story will end. Chapters 14–17 1 Ask students to work in small groups. Ask them to make a list of all the characters in the book. Then they should discuss which characters: a they most admire b they dislike most c they feel most sorry for > Activities after reading the book 1 Have a class discussion about the following. a In Chapter 8, McThune says to Mark: ‘You’ve been watching too much TV, kid.’ Was it a bad thing that Mark watched a lot of TV? b Do children watch too much TV? > Glossary It will be useful if your students know the following new words. They are practised in the ‘Before You Read’ sections at the back of the book. Definitions are based on the Longman Active Study Dictionary.)
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 Chapters 1–3 angry (adj) feeling that you want to shout at someone or hurt them anxious (adj) very worried about something that may happen bored (adj) tired and impatient because something is not interesting or because you have nothing to do client (n) someone who pays for services or advice crawl (v) a way of moving on your stomach or your hands and knees cruel (adj) causing unnecessary suffering to someone dangerous (adj) likely to harm or kill you evidence (n) facts, objects, etc that make you believe that something is true or exists fingerprints (n) a mark made by the pattern of lines at the end of a person’s finger frightened (adj) feeling afraid grab (v) a way of taking something from someone quickly and rudely happy (adj) having feelings of pleasure nasty (adj) very unpleasant pleasant (adj) enjoyable, nice sad (adj) unhappy or making you feel unhappy tail pipe (n) the pipe that takes unwanted gases out of a vehicle’s engine trailer (n) a vehicle that is pulled behind a car and that you can live in trial (n) a legal process in a court trust (v) to believe that someone will be careful with something you give them or will not tell a secret
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 Student’s Activities > Activities before reading the book 1. Find a map of the United States. Find these cities: Memphis, New Orleans, Phoenix. 2. Look at the back cover of the book and read the introduction. Then answer these questions. a What is Mark’s secret? b Why is the secret dangerous? c Why can’t his mother help him? d What shows that the lawyer is ‘unusual’? e Who helps the lawyer? f Who is ‘The Client’? > Activities while reading the book Chapter 1 1. Are these statements true or false? a Mark and Ricky go to the secret hiding place after school. ____ b Mark and Ricky live with their mum and dad in a trailer park. ____ c Mark started smoking two years ago. ____ d The man sees Mark when Mark pulls the tube away from the tail pipe. ____ e Romey is a lawyer who is working for the Mafia. ____ f Romey wants to kill himself because there is a body in his garage. ____ g Ricky saves his brother. ____ h Ricky sees Romey shoot himself. ____ i Mark is afraid to give the police his name. ____ Chapters 2-3 1. Shut your book. Can you remember who says the following to whom and where? a ‘How did you cut your face?’ b ‘We’ve found the body.’ c ‘Did you see the man before he shot himself?’ d ‘Do you think I’m lying?’ Now match these answers to the sentences above. Don’t look at the book! I ‘What body?’ II ‘No, sir.’ III ‘I don’t know, kid’ IV ‘It’s long story’ 2. Match these people with the facts about them: a Barry the Blade b Jerome Clifford c Roy Foltrigg d Slick Moeller e Jason McThune f Larry Truman I was an FBI detective from Memphis. II was a newspaper reporter. III lived in New Orleans. IV was Barry’s lawyer. V was an FBI detective from New Orleans. VI worked for the US Government as a lawyer.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 Chapter 4 1. Are these sentences facts or possibilities? Write F or P. a The man in the wheelchair broke his legs in a road accident. ____ b Gill Teal will be able to get more than $600,000 dollars from Exxon for the man. ____ c Mark takes Gill Teal’s card because he thinks it will be useful. ____ d Clifford bought his gun in Memphis.____ e He had taken drugs. ____ f He wanted to die in Memphis because he was born there.____ g Clifford did not write the first note in the car. ____ h Clifford wrote a note to Mark Sway because he wanted Mark to help him. ____ i Mark has realised that Clifford told him a dangerous secret. ____ Chapters 5-6 1. Finish these sentences. a Ricky does not wake up because b Ricky must see his mother when he wakes up because _________________________________ c Mark feels sick when he sees the newspaper because d Mark knows about the Mafia because _________________________________ e Gill Teal is not the right lawyer for Mark because f Mark goes into Reggie Love’s office because g Reggie Love will see Mark because Chapter 7 1. Talk about these questions with a partner or write your answers. a In the introduction, Reggie Love is called ‘unusual’. In what ways is she unusual? b Mark likes Reggie Love. Why? c Why does Reggie ask Mark to pay her something? d Is Reggie Love a good lawyer? e Why does Mark tell the truth to a lawyer but not his mother? Chapters 8-9 1. Look at these sentences and say who is talking. Say who the person is talking to. Look at the words in bold and say who or what the person is talking about. a ‘He woke up about two hours ago’ b ‘Perfect ... Let’s go down.’ c ‘Why don’t you want to answer the question?’ d ‘We maybe joked about that.’ e ‘Now tell me what you want to know from my client.’ f ‘First we need to know if they know something.’
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 g ‘The cops say you know more about it than you’re telling.’ h ‘She’s working for a dollar?’ i ‘It might help him to help Ricky.’ j ‘You’ve done nothing wrong, trying to help that man.’ Chapters 10-11 1. Number these sentences 1–10 to show the order in which they happened: a Gronke frightens Mark in the lift. ____ b Gronke goes to the Tucker Trailer park. ____ c Foltrigg goes to Reggie’s office. ____ d Mark goes down to the cafe for breakfast. ____ e Mark stays with Reggie at her mother’s house. ____ f Dr Greenway tries to question Ricky. ____ g Mark sees his and Ricky’s photos in the newspaper. ____ h Reggie sees that Mark has changed his mind about talking to the FBI. ____ i Mark sees someone watching Reggie’s mother’s house. ____ j Mark goes to see Reggie. ____ Chapters 12-13 1. Check the word information in your dictionary. Match these half sentences. a Diane is very upset because b Mark agrees to go to prison c Mark is happy because d Reggie cannot advise Mark e Slick Moeller pays one of the court guards f Mark could not lie in court so g Foltrigg thinks that h The FBI wants to offer the Sways a new life if i Mark is afraid that I he has played a joke on Detective Klickman. II Mark gives evidence against the Mafia. III he decided to say nothing. IV his little brother is going to die. V to give him secret information. VI to lie in court. VII when Ricky appears at the door. VIII the court in New Orleans can make Mark talk. IX their trailer burnt down. Chapters 14-15 1. Discuss these questions with a partner or write your answers: a What is Gronke’s opinion of Barry the Blade? b What is Judge Roosevelt’s opinion of Slick Moeller? c What is Mark’s opinion of the witness protection programme? d What is your opinion of Mark’s plan? Chapter 16 1. Complete the following with words from this chapter. Use one word for each line: Barry Muldanno was ____________ _______ fear. He wanted to move ____________ __________ . Although Johnny told Barry he was ________ he gave Barry _____________ to help him.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 Reggie and Mark hid ________ Clifford’s house until ____________ . While they were crawling __________ ___________ ____________, they saw a ____________ in the garage. It was Muldanno and his men ____________ ____________ the body. Reggie ____________ towards the house next door and broke the window. Muldanno and his men ____________ . When everything was ____________ ____________, Reggie and Mark went to ____________ in the ______________ . They found the ____________ ____________ in a __________ ____________ Chapter 17 1. Finish the sentences: a Muldanno is nervous because b Foltrigg is angry because c Mark is excited because d Diane signed the papers because e Reggie is sad because f Mark cries because > Activities after reading the book 1. Work with a partner. a Who did Reggie phone at the end of Chapter 16? b Act out or write the conversation between Reggie and the person she spoke to.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 1984 BY GEORGE ORWELL Teacher’s Notes > Summary Winston Smith lives in an imaginary future where the government (‘Big Brother’) watches and controls the actions and thoughts of all citizens. He lives in London – a dirty city destroyed by an on-going war. There is no good housing or food for ordinary citizens and things that break down are rarely repaired. Winston works for the Ministry of Truth where he rewrites facts about history and politics. The Ministry uses this propaganda to brainwash its citizens and prevent any criticism. But Winston is different from the people around him: he is still able to think for himself. He instinctively hates the system under which he is forced to live and he is desperate to express his own opinions and feelings. Winston starts a relationship with an attractive young woman, Julia, who also works at the Ministry. Sexual love is not allowed, and their relationship is an act against the party as well as an expression of emotion. They rent a room above a shop where they believe nobody can see them and their relationship develops. O’Brien, an Inner-Party member from the Ministry, invites Winston to his home and tells him about the ‘Brotherhood’, an anti- governmental organisation led by Emmanuel Goldstein. O’Brien invites Winston and Julia to become members and to join in a larger fight against Big Brother. But when Julia and Winston are reading Goldstein’s book in their room they are caught by the Thought Police, taken away and separated. Winston wakes up in prison. O’Brien visits him, and Winston realises that he has been tricked and betrayed. O’Brien tortures Winston systematically and he is forced to confess to crimes he has not done. Finally, he begs O’Brien to kill Julia rather than himself. His abilities to think independently or to feel genuine emotion are completely eroded – he loves Big Brother. > About George Orwell George Orwell was born in India into a middle- class English family in 1903. He went to private school in England where he learnt to distrust the British class system, and in 1922 he started work as a policeman in Burma. In 1927 Orwell returned to Europe, choosing to live among the poorest people in order to challenge his own middle-class viewpoint. He wrote Down and Out in Paris and London about his experiences. Orwell became a passionate supporter of socialist ideals and his politics is strongly represented in everything that he wrote. In 1936 Orwell went to Spain to report on the Spanish Civil War. He fought against General Franco’s Fascist rebellion. He wrote about his experiences and his hope for the future of Spanish socialism in Homage to Catalonia (1938). Orwell worked as a reporter during the Second World War (1939-45). In 1943 he started writing Animal Farm, his celebrated
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 political satire about the communist regime in Russia. He wrote his other world-famous masterpiece, 1984 in 1948-49 and died only a year later. > Background and themes 1984 was written shortly after the end of the Second World War, when many European countries were establishing new political systems. Orwell was a socialist, believing strongly that individuals should be treated fairly and equally by their governments. However, his in-depth knowledge of European history and contemporary politics meant he was aware that socialist ideals were not easily put into practice. In 1984 Orwell shows how and why a government can become all-powerful and all individual freedom completely eroded. As Goldstein’s book explains (Chapter 8), absolute equality in society is impossible. There will always be different social classes, and it is human nature for humans to exert power over weaker people. One way in which the government maintain and strengthen their power is manipulating language. Just as clever advertising slogans and political messages might persuade us today, Big Brother uses language to plant new ideas in peoples’ minds and erase old ones. As Syme explains in Chapter 3, if a word like ‘freedom’ does not exist, then the whole idea of freedom also ceases to exist. Orwell stresses this point by inventing a whole new language, ‘Newspeak’ for 1984. Similarly, Orwell exemplifies the importance of historical documentation. An un-documented event ceases to exist in the present. Only by understanding the past can we judge and make informed decisions about our future. At the ironically named Ministry of Truth, Winston and his colleagues work on re-writing and erasing history so that citizens remain ignorant and the Party is always in the right. Winston records history by writing in his diary too – itself an act of rebellion. When all else fails, the Party maintains power by using brute force. Those who do not conform are killed (‘vaporized’) or tortured until fear prevents them from opposing the government in any way. Orwell’s experiences in Spain exposed him to human brutality of the worst kind. 1984 warns us that ignoring the violent side of human nature can cost us our individual freedom. In 1984 difficult political ideas are expressed in a very simple and elegant style. Almost all the language associated with the Party is extremely ironic (Big Brother is a cruel tyrant, not a loving, protecting friend; the Ministry of Truth manufactures lies; and the Ministry of Love tortures, kills and destroys). Similarly, the contradictory Party slogans reflect the inherent absurdity of the Party policy itself (War is Peace; Freedom is Slavery; Ignorance is Strength). Essentially, 1984 is about the balance between personal liberty and social order. It is a warning of what could happen under a government that takes more and more responsibility for social order upon itself.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 > Communicative activities The following teacher-led activities cover the same sections of text as the exercises at the back of the reader, and supplement those exercises. Further supplementary exercises covering shorter sections of the book can be found on the photocopiable Student’s Activities pages of the Factsheet. These are primarily for use with class readers, but with the exception of pair/groupwork questions, can also be used by students working alone. > Activities before reading the book 1984 was published soon after the end of the Second World War in Europe. It is a story about an imaginary world in the future. Ask students what they know about the Second World War. In what ways was life difficult in European cities after the war? How did people feel about politics in Europe at this time in history? Did they feel confident about the future? > Activities after reading a section Chapters 1–3 Students work in small groups. They work for the Ministry of Truth in the dictionary section. Ask them to define the following words for a new edition of the dictionary: the Brotherhood; facecrime; minitrue; prole; telescreen; thoughtcrime; unperson; vaporise Chapters 4–6 Students write Winston’s diary about his experiences with Julia (Chapters 5 and 6). How does he feel before he meets Julia. How does he feel afterwards? How do his opinions of Julia, sex and love change? How has Winston changed from his last diary entry, in Chapter 4? Chapters 7–9 Students write a report by O’Brien for the Inner Party about Winston and Julia at the beginning of Chapter 7. As O’Brien, they explain why Winston and Julia are dangerous. The report should explain O’Brien’s plan for catching Winston and Julia and his plans for their futures. Chapters 10–12 Students work individually or in groups. Across the top of a piece of paper they write ‘learning’, ‘understanding’ and ‘acceptance’. Now ask them to read the first paragraph of Chapter 11. Under each word students write what it means in the context of 1984. How does O’Brien put each of these three stages into effect? > Activities after reading the book 1 Ask students to look at the book’s front cover. What does it tell you about the book? Is it a good cover? Why/Why not? In groups, students think of a different cover design. One student from each group draws their cover on the board and the other members explain the ideas behind the design.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 2 Much of the language in 1984 is ironic. Ask students to explain the irony of the name ‘Big Brother’. Students then choose three more ironic words or phrases to explain. 3 Ask students to change the chapter headings in the book, choosing short, clear titles which reflect the meaning and content of the chapter they describe. Choose some good examples from the class and write them on the board. Students guess which chapters are which. > Glossary Chapters 1–3 brotherhood (n) a group of people with the same beliefs canteen (n) place in a school or office where people eat and drink comrade (n) a friend – especially in the same army/political party as you freedom (n) living your life freely, as you want to gin (n) strong clear alcoholic drink hang (v) to kill someone by dropping them with a rope round their neck ignorance (n) having no knowledge or information league (n) a group of people or organisations that join together because they have similar ideas mansion (n) very big and expensive house ministry (n) a government section/department overalls (n) clothes that cover the whole body party (n) a group of politicians with the same ideas razor blade (n) small, flat, sharp piece of metal for removing hair slavery (n) using people to work for no money sweat (n) liquid that comes through your skin when you are hot truth (n) true facts about something victory (n) when a player/party/army wins a game/war Chapters 4–6 betray (v) to do something that hurts someone who loves and trusts you vaporise (v) to turn something into gas Chapters 7–9 article (n) piece of writing in a newspaper or magazine cell (n) room in a prison Chapters 10–12 dial (n) part of a machine that you turn to make it work lever (n) part of a machine that you push or pull to make it work stamp (v) to step on something very heavily
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 Student’s Activities > Activities before reading the book 1. 1984 is a book about power and freedom. What power does your country’s government have over individual people? What freedoms do individual people have? Do you agree with this balance? Why/Why not? > Activities while reading the book Chapter 1 1. How does Winston feel about: a the telescreen in his room? b writing a diary? c the girl with thick, dark hair? d O’Brien? e the future? 2. How does Orwell tell the reader that this story takes place in the future? Make a list of words and sentences. Chapter 2 1. Answer these questions: a Why isn’t Tom Parsons at home? b How does Winston repair the sink? c How often does the government hang Eurasian prisoners? d How many bombs fall on London every week? e Why does Winston feel pain in the back of his neck? 2. What is London like in 1984? Write a few sentences to describe the city. Chapter 3 1. Use one of these words to finish the sentences a)–e) below. carefully clearly intelligent noisy openly proud a The canteen is full of people and very _____________. b Winston thinks that Syme will be vaporised because he’s too _____________. c Syme sees too _____________ and speaks too _____________. d Parsons writes very _____________. e Parsons is _____________ of his children. 2. The Ministry of Truth uses the media to control people’s ideas. How does it do this? Chapter 4 1. When do these things happen? Put them in the right order (1–6) starting with the thing that happened first 1). a Winston married Katherine and lived with her. b Winston sees the girl with the dark hair again. c Winston’s parents were vaporised. d Winston visits Charrington and looks at the room above the shop. e Winston paid a prole woman for sex. f Winston bought a diary from Charrington.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 2. Winston thinks about some of the women he has known at the beginning of this chapter. How does he feel about them, do you think. Does he love any of them? Chapter 5 1. Match the first half of the sentences a)–g) with the second half i)–vii) a As Winston helped Julia up b In the afternoon Winston looked at the words I love you again and c With the crowd still around them, Julia’s hand touched Winston’s – d It’s easier to get good chocolate if e Julia saw something in Winston’s face and f Julia says she is good at finding people g Winston and Julia’s love is I though they did not dare look at each other. II thought she’d take a chance. III who don’t belong. IV life seemed better. V she put a note in his hand. VI a political act. VII you seem to be a good Party member. 2. In your own words explain how Winston’s feelings towards Julia change in this chapter. Chapter 6 1. Are these statements true or false? They are all about Julia. a She likes reading and she is interested in books. ____ b She has bought real sugar, bread, jam, coffee and tea for her and Winston. ____ c She puts on make-up and a pretty dress for Winston. ____ d She sings a song with deep feeling for Winston. ____ e She loves Winston.____ 2. Julia says ‘They can make you say anything … but they can’t make you believe it.’ Who are ‘they’? Is Julia right do you think? Can anyone or anything make you change your feelings and beliefs? Chapter 7 1. Who are these people? Write the correct name. a _____________ is afraid of the guards in O’Brien’s building. b _____________ thinks that everybody secretly hates the Party. c _____________ invites Winston to his home. d _____________ enjoys organising Hate Week. e _____________ does not come to work because he has been vaporised. f _____________ is the leader of the Brotherhood. 2. What things are Julia and Winston willing to do for the Brotherhood? What are they not willing to do?
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 Chapter 8 1. Put these numbers in the correct sentences below. Change the figures to words. 5 6 6th 18 20th 90 2000 1930s 6,000,000 85% a In the last ____________ days of Hate Week Winston worked more than ____________ hours. b ____________ people were hanged in the park just after the ____________ day of Hate Week. c The clock’s hands said six, meaning ____________. d Winston has Goldstein’s book for ____________ days before he reads it. e In the ____________ the High group tried to stop equality. f In the ____________ century equality became possible for the first time. g There are ____________ people in the Inner Party. h The proles make up about ____________ of the Party. 2. In your own words explain blackwhite, crimestop and doublethink. Chapter 9 1. Who says these sentences? What are they talking about? a ‘We shall meet in the place where there is no dark.’ b ‘There was no other word. So I left it.’ c ‘Of course I’m guilty!’ d ‘Uncover your face.’ e ‘You don’t have to take me to that place!’ f ‘They got me a long time ago.’ 2. Describe Miniluv in your own words. What does it look like? What can you hear? What can you smell? Chapter 10 1. Answer these questions: a Why does Winston tell the guards what they want to know before they touch him? b How long do the Party men ask questions before Winston can sleep? c What did Winston write in his diary? d Why does the Party bring people to the Ministry of Love? e What has happened to Julia? f What is the first question that Winston asks? g What is the first question that Winston thinks of? 2. What do you think is in Room 101? Chapter 11 1. Finish these sentences in your own words. a The proles will never attack the Party because ___________________________ __________________________________ b The Party is ruling because ____________ __________________________________ c One man shows power over another by __________________________________ d Winston hears two voices because __________________________________
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 e O’Brien tells Winston to look in the mirror because _____________________ _________________________________ f When Winston looks in the mirror he feels _____________________________ _________________________________ 2. Winston says ‘If a society were built on hate, it would fall to pieces.’ Do you agree? Why/Why not? Chapter 12 1. Read this paragraph about Chapter 12. There are eight wrong words. Circle the wrong words and write the correct word instead. Winston has moved to a more uncomfortable cell. He eats meat three times a day and he is getting fatter and stronger every day. O’Brien takes Winston to Room 101 because he must love Big Brother. On the floor there is a big metal box full of rats – the worst thing in the world for Winston. O’Brien puts the narrow end of the tube over Winston’s face and Winston can see the first rat. So Winston protects Julia. Finally, Winston sits in the Chestnut Tree Café and drinks some coffee. He has met Julia again, in a café on a warm day in March, but he only cares about himself now. He loves Big Brother. 2. Room 101 is different for everyone. What is in your Room 101? > Activities after reading the book 1. Write a different ending for the story. Winston does not betray Julia. What happens? 2. Look at the pictures in the book. Use them to write a summary of the book in your own words. 3. Do you think that a future like 1984 could happen? Why/why not?
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 ANSWER KEY Grammar Unit 1 1. 2 OK. 3 Are you enjoying this party? 4 OK. 5 What are you watching? 6 He’s shopping. 7 The telephone’s ringing. 8 They never do any work. 9 How do you usually go to school? 10 OK. 2. 2 Elsa slept all day. 3 They ran to school. 4 Noel liked his birthday present. 5 David wrote a letter in the morning. 6 We talked all evening. 7 You had a rabbit. 8 I woke up at 7.30. 9 My mum drove a Ferrari. 3. 2 are eating 3 do you play 4 am listening 5 Does Tom like 6 singing 7 don’t watch 8 is staying 9 don’t understand. 4. 2 We go to school every day. 3 I’m living in Paris at the moment. 4 Sue goes swimming on Saturdays. 5 My friends are watching a video now. 6 I do judo every Tuesday. 7 You aren’t doing your homework at the moment. 8 The boys aren’t eating pizza right now. 9 Ronaldo doesn’t often play tennis. 10 Are you having dinner at the moment? 11 Does Tony visit his grandma at the weekend? 12 Are they listening to music now? 13 Is your sister studying at the moment? 5. 2 went; 3 Did (you) see; 4 didn’t watch; 5 saw; 6 Was; 7 didn’t like; 8 thought; 9 was. Unit 2 1. 2 were playing, started; 3 saw, were shopping; 4 was listening, broke; 5 burnt, was eating. 2. 2 first of all; 3 then; 4 before; 5 later; 6 finally; 7 before; 8 the next morning. 3. 2 She shouldn’t have thrown the book. 3 He shouldn’t have driven through the red light. 4 We should have taken a map. 5 He shouldn’t have kicked the ball at the window. 6 I should have gone to the supermarket. 7 I should have posted the letter for my mum. 4. 2 We were walking when it started to rain. 3 I was finishing the washing up as mum was cooking dinner. 4 Rob saw a big fish while he was swimming. 5 My dad was painting the kitchen when he fell off the chair. 6 As we were ordering pizza mum arrived with some Chinese food. 7 Our dog jumped on me while I was studying. 5. 2 mustn’t talk; 3 doesn’t have to do; 4 have to/must walk; 5 had to do; 6 had to pay; 7 didn’t have to get up. Unit 3 1. 2 for; 3 since; 4 since; 5 for; 6 since; 7 for; 8 since; 9 since. 2. 2 I haven’t had a shower yet. 3 They haven’t seen the film yet. 4 We haven’t had lunch yet. 5 Graham hasn’t got up yet. 6 You haven’t told me your name yet. 7 I haven’t posted the letter yet. 8 They haven’t arrived yet. 3. 2 We’ve already had dinner. 3 Mark’s already seen the results. 4 Fiona’s already finished the exam. 5 You’ve already told me this story. 6 Eugene’s already won the match. 7 Liam’s already played the game. 8 The baby’s already started walking. 9 Mum’s already gone to bed. 4. 2 ’s been sleeping; 3 ’s been playing; 4 ’ve been sitting; 5 ’s been laughing; 6 ’ve been looking; 7 ’s been crying. 5. 2 Lisa ate a sandwich because she was hungry. 3 Kerry missed the train because she got up late. 4 The film finished so Rob turned off the TV. 5 They left because they had to go home. 6 Alan knew the answer so he put up his hand. 7 We wanted an ice- cream so we bought one. 6. 3 ’ve been doing; 4 ’s worked; 5 ’ve been skiing; 6 ’s
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 … had; 7 ’ve been thinking; 8 ’ve been watching. 7. 2 both, so; 3 because, and; 4 and, but; 5 because, both; 6 both, but; 7 because, both, and; 8 so, but; 9 but, because, both. 8. 2 Sarah’s already finished her English essay. 3 She’s already had lunch with Mike. 4 She’s already washed her hair. 9. 2 She hasn’t done her maths homework yet. 3 She hasn’t watched ‘The Simpsons’ yet. 4 Sarah hasn’t started her geography project yet. 10. 2 They’ve already finished lunch. 3 She hasn’t left yet. 4 We’ve already eaten tonight. 5 Jenny hasn’t said anything yet. Unit 4 1. 2 It’s the fastest car in our street. 3 This CD isn’t as cheap as that one. 4 She’s the prettiest girl I know. 5 The black skirt is more expensive than the blue one. 6 Julio Iglesias is the richest singer in Spain. 7 I’m not as tired as I was yesterday. 8 We have the best team in the league. 2. 2 was invented; 3 are known; 4 are eaten; 5 was killed; 6 are read; 7 wasn’t told; 8 is/was watched; 9 isn’t given. 3. 2 Rice is eaten in many countries. 3 The washing is done in the morning. 4 Newspapers are published every day. 5 The doors are opened at 9 o’clock. 6 The money was lost in the street. 7 The window was broken with a stone. 8 The key was found under a rock. 9 The picture was chosen because it was superb. 4. 3 Kevin is as tall as Gary. 4 Madrid is as cold as Barcelona. 5 The trousers are as cool as the shirt. 6 The maths class is as long as the biology class. 7 London is as far as Brighton. 8 The panda is as big as the bear. 5. 2 Kim’s got as much homework as Ian. 3 Pete’s got as much holiday (as many weeks’ holiday) as Dave. 4 Luke’s got as much money as Bill. 5 You’ve got as many cousins as me. 6 Book 1’s got as many pages as book 2. 6. 2 are being taken; 3 are being watched; 4 is being repaired; 5 am being taught; 6 are being questioned. 7. 2 The lions were being taken to Zambia. 3 The man was being held for questioning. 4 The illness was being treated with antibiotics. 5 The crime was being investigated by detectives. 6 The old ladies were being helped across the road. Unit 5 1. 2 would; 3 was; 4 wanted; 5 had; 6 could; 7 was; 8 loved; 9 went. 2. 2 Laura said (that) she had to work tonight. 3 They said (that) it would rain later. 4 Bill said (that) he could help them. 5 She said (that) Kyoto was in Japan. 6 Irene said (that) she was having a party soon. 7 Danny said (that) he wouldn’t be there. 8 We said (that) we wanted world peace. 9 I said (that) that was where Harry lived. 3. 2 he hadn’t studied; 3 had a shower; 4 hadn’t checked; 5 had trained; 6 had eaten; 7 had (you) asked; 8 hadn’t realised; 9 Had (they) done. 4. 2 to be; 3 not to run; 4 not to make; 5 to help; 6 to let; 7 not to smoke; 8 not to tell. 5. 2 He told me to give him the book. 3 The teacher told the boy not to stand up. 4 She asked him to pass the salt. 5 My dad told me not to shout. 6 We asked her to close the door. 7 She asked me not to leave. 8 His mum told him not to turn the TV on. 9 They asked us to take the dog home. Unit 6 1. 2 who/that; 3 which/that; 4 when/that; 5 where;
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 6 which/that; 7 which/that; 8 when; 9 who. 2. 2 Are you? 3 Does it? 4 Is she? 5 Is it? 6 Do you? 7 Are they? 8 Do they? 9 Does he? 3. 2 I saw a woman whose hair was green. 3 We visited my neighbour whose daughter is ill. 4 I want to meet Tom Cruise, whose last film was great. 5 I’ve got a friend whose mother is a singer. 6 Have you met my grandfather whose war medals are in the museum? 4. 2 in which; 3 at which; 4 of which; 5 in which; 6 on which. Unit 7 1. 3 She didn’t use to have a car. 4 We used to live in France. 5 Tim didn’t use to study hard. 6 Helen didn’t use to play in a band. 7 They used to eat chocolate. 8 I didn’t use to run a lot (much). 9 You used to love me! 10 I didn’t use to find these exercises easy. 2. 2 The dog will bite you if you do that; 3 We’ll phone him when we get there; 4 If plan A doesn’t work, we’ll try plan B; 5 If it isn’t cloudy, Nick will go to the beach; 6 The parents won’t get up if the baby doesn’t cry; 7 When the door bell rings, will you answer it? 8 If Danny cleans the car, his parents will give him five euros. 3. 2 be very unpleasant; 3 pass the exam; 4 forgive her; 5 be really committed. 4. 2 If he has a map, I will show him the sports ground. 3 She will feel tired tomorrow if she doesn’t go to bed now. 4 If you ask a policeman, he will help you. 5 I’ll buy those jeans if they’re not too expensive. 5. 2 She would be very angry if someone stole her mobile phone. 3 If I didn’t have my laptop computer, it would be difficult for me to travel so much. 4 If I saw Prince William, I would kiss him on the cheek! 5 It would take a long time for me to get to work if I didn’t drive a scooter. 6 If I owned a horse, I would ride in the countryside everyday. 6. Students’ own answers. 7. 2 What would he do if he won the lottery? He would buy a plane and learn to fly. 3 If he had a yacht, when would he sail? He would sail every weekend. 4 Where would she live if she were rich? She would live on the moon! 5 What would he do if he were young? He would bungee-jump in New Zealand. 8. 2 I’ll tell her unless you give me the money. 3 We’ll go bowling unless we get homework. 4 The door won’t open unless you push it hard. 5 Unless somebody stops him, he’ll hurt himself. 6 They won’t know we’re here unless we make some noise. 7 Our team will win unless the opponents score soon. Unit 8 1. 2 She’ll pass the exam. 3 Jim will arrive soon. 4 My team won’t win the match. 5 I’ll probably have chicken for lunch. 6 The picnic will be great fun. 7 We probably won’t go to university. 8 Will pollution cause more problems? 9 Will elephants become extinct? 2. 2 ’m having; 3 ’re going; 4 are (you) meeting; 5 ’s not/isn’t arriving; 6 ’s going to see; 7 ’m going to get up; 8 is (he) going to eat; 9 ’re not/aren’t going to do. 3. 2 The dog will eat until there’s no more food. 3 Sarah will arrive before you leave. 4 They’ll have a party after they do the exams. 5 We’ll work until we get the job done. 6 She’ll go shopping before she has lunch. 4. 2 ’s going to have; 3 ’m going to be; 4 is going to win; 5 ’s not/isn’t going to win; 6 ’s going to hit; 7 ’s going to snow; 8 Is she going to have; 9 Are you going to pass. 5. 3 will win; 4 is going to win; 5 it’s going to rain; 6 I’m going to pass; 7 I’ll pass. 6. 2 He might be the man you’re looking for. 3 The
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 town must be damaged after the storm. 4 That girl can’t work here. She’s too young. 5 They may come to the party if they have time. 6 The baby can’t be asleep with this noise. 7 She may win the competition. 7. 2 Oil may be replaced by solar power. 3 She must like this present. 4 He can’t arrive this morning. 5 It might snow tonight. 6 They may have a party this weekend. 7 After running a marathon she must be tired. 8 Kerry can’t be happy now. 9 He might be able to help you. Vocabulary City vocabulary 1. 2 library; 3 theatre; 4 gym; 5 hospital; 6 bus station; 7 tourist information office; 8 restaurant. 2. 2 hospital; 3 theatre; 4 library; 5 supermarket; 6 tourist information office; 7 post office; 8 bus station; 9 restaurant; 10 gym. Feelings 1. 2 relaxed; 3 excited; 4 bored; 5 depressed; 6 disappointed; 7 fantastic; 8 guilty; 9 nervous. 2. 2 depressed; 3 disappointed; 4 embarrassed; 5 excited; 6 fantastic; 7 nervous; 8 guilty; 9 relaxed. 3. 2 unhappy – devastated; 3 frightened – terrified; 4 angry – furious; 5 pleased – delighted; 6 embarrassed – mortified; 7 interested – fascinated; 8 tired – exhausted. 4. 2 devastated; 3 mortified; 4 terrified; 5 delighted; 6 exhausted; 7 furious; 8 fascinated. Health 1. 2 chin; 3 arm; 4 thumb; 5 ankle; 6 wrist; 7 back; 8 elbow; 9 shoulder; 10 mouth. 2. Possible answers: 2 your wrist/get a bandage; 3 your ankle/get an ice pack; 4 your back/call a doctor; 5 your finger/put on a plaster; 6 toothache/go to the dentist. 3. 2 teeth; 3 toes; 4 neck; 5 ankle.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 4. Q W H E S R T Y U P I E O S P A S D A F A G T P H J T I J D K O A L M E N Z A X M I C V M I R C B A N N M P N U H P C I O I E T N E U H N Y T R H N R E A T W Q A E Y A S C H D F T C N G T H E F L U H O H J E B K L R E S L Z X A C V E S E V D B C N M N T P O I U K T R E Modifiers 1. 2 boring; 3 depressed; 4 insulted; 5 annoying; 6 terrified; 7 frightening; 8 interesting; 9 amusing; 10 excited; 11 worried; 12 frustrated. 2. 1 not very; 2 a bit; 3 quite; 4 rather; 5 really; 6 very; 7 extremely. 3. Students’ own answers. Money 1. 2 Six pounds and thirty-five pence. 3 Ten pounds and forty pence. 4 Eight pounds and thirty-two pence. 5 Six pounds and seventy-five pence. 6 Five pounds. 7 Forty-two pounds and seventy-eight pence. 8 Fifteen pounds and sixty pence. 2. 2 cash; 3 free; 4 sales; 5 credit card; 6 change; 7 coins; 8 e-money; 9 currency; 10 price; 11 cheque; 12 bank notes. 3. 2 coins; 3 bank notes; 4 credit card; 5 sales; 6 price; 7 cheque; 8 e-money; 9 free; 10 change; 11 cash; 12 currency. 4. 2 loaded; 3 in the black; 4 in the red; 5 broke; 6 a buck; 7 a quid; 8 a tenner. 5. 2 in the black; 3 broke; 4 in the red; 5 bucks; 6 quid; 7 loaded; 8 tenner. Natural features 1. 2 forest fire; 3 earthquake; 4 pollution; 5 disease; 6 floods; 7 drought; 8 global warming. 2. Students’ own answers. 3. 2 mountain; 3 lake; 4 valley; 5 beach; 6 global warming; 7 forest fire; 8 earthquake. 4. 2 oil slick; 3 deforestation; 4 volcano; 5 earthquake; 6 ozone layer; 7 tidal wave; 8 forest. 5. 2 river; 3 cliffs; 4 field; 5 valley; 6 mountain; 7 island; 8 hill; 9 lake; 10 forest; 11 beach; 12 sea. 6. 2 mountain; 3 river; 4 sea; 5 island; 6 lake; 7 forest; 8 cliffs; 9 hill; 10 beach; 11 field; 12 valley. 7. 2 mountain; 3 island; 4 cliffs; 5 valley; 6 hill; 7 forest; 8 sea; 9 beach; 10 field; 11 river; 12 lake. Relationships 1. 2 to be together; 3 to solve problems; 4 to drive someone mad. Tastes and preferences 1. Students’ own answers.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 Phrasal verbs 1. B D G N G T I O Q G U S I F I U L D E R G I V E B A C K U Y I M E P A R O F N I V D A R D N I G A P E A W K V F O I T K O P A I Y O N V X H U F Y O G I V E I N T H S A I U S U D P G W E Z T F S P Q F 2. 2 give up; 3 give in; 4 give away; 5 give out. 3. 2 go in; 3 go down; 4 go away; 5 go over; 6 go on. 4. 2 back, book; 3 over, day to day; 4 after, cook; 5 up, salsa; 6 on, responsibilities; 7 in, first visit. Reading and Writing Sam’s mistake 1. 2 e; 3 d; 4 a; 5 c; 6 f. 2. 2 Nothing. 3 Yes, a glass of milk. 4 Because he hasn’t got time. 5 It’s raining. 6 Because he hasn’t got an umbrella. 7 It’s locked. 8 He walks slowly. 3. b. Languages 1. b. 2. 2 Alex Brown. 3 Because it’s the language of his grandparents. 4 At his grandparents’ house. 5 His grandfather. 6 Stories from his grandfather’s childhood. 7 Alex. 8 Cutting the grass and watering the plants. 9 Collecting the fallen leaves. 10 His dad. 11 He’s happy about it. 12 His distant family. An urban cow 1. 2 d; 3 a; 4 e; 5 c. 2. 2 A strange sound, like a cow mooing. 3 Because the exam was so important. 4 Because she didn’t live near a farm. 5 At lunchtime. 6 Because the TV volume was so loud. 7 In the kitchen. 8 A cow was eating her mum’s flowers. Dedicated follower of fashion 1. 2 c; 3 a; 4 b; 5 d. 2. 2 Because it’s baggy. 3 Because it’s shorter. 4 Because it’s quite fashionable. 5 They’re unfashionable. 6 At the bottom. 7 Golf. 8 Because they’re tight at the top and baggy at the bottom. My ideal job 1. 2 librarian; 3 architect; 4 biologist; 5 cashier; 6 accountant. 2. 2 Because he’ll have to get up very early. 3 Because she’s really interested in books. 4 Quiet and relaxing.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 5 They’ll be difficult. 6 Because he loves designing buildings. 7 Because he loves animals and plants. 8 A friend’s father. 9 In a supermarket. 10 Go travelling. 11 Her father. 12 It won’t be very exciting. A difficult decision 1. 2 b; 3 a; 4 c. 2. 2 April. 3 Three. 4 His parents and his girlfriend. 5 He’ll have more money. 6 His parents. 7 Because the college is in another town and he won’t see her so much. 8 The first one. 9 A change. 10 He’ll be demotivated and bored. 11 If someone gives him some advice. Holiday romance 1. Keith: b-anxious; Helen: c-pleased. 2. 2 Spain. 3 German. 4 He thinks he’ll fail all his exams. 5 Because he can’t stop thinking about Isabel. 6 Because Keith sent her some photos. 7 Glad that he met Isabel. 8 A plane ticket to Spain. 9 If he explained how he felt. 10 He’d pass his exams. Ghost story 1. 2 a; 3 e; 4 d; 5 c. 2. 2 A ghost. 3 Boring and depressing. 4 Annoying. 5 When he stood up. 6 Because it was like a mystery. 7 No; 8 Three fingers. 9 No. Fame and fortune 1. b A Changed Woman. 2. 2 False; 3 Don’t know; 4 True; 5 True; 6 Don’t know; 7 True; 8 False. Disaster in Galicia 1. b. 2. 2 More than 70,000 tonnes. 3 A terrible storm. 4 They broke a hole in it. 5 Oil. 6 The west. 7 It was suspended. 8 The ship sank. 9 More than 140. Protest 1. 2 d; 3 a; 4 c. 2. 2 Environmental problems. 3 The new law on nuclear energy. 4 Crime and violence. 5 Unemployment and drug abuse. 6 Because she lives near a nuclear power station. 7 She hasn’t got one. 8 Because there is a lot of violent crime in her town. 9 Because many drug addicts live in her street. 10 The government. 11 No. Mystery product 1. c. 2. 2 To the publishers. 3 That the idea was fantastic but a bit flawed in places. 4 It was rewritten. 5 Because both sides were used. 6 Thousands of copies were printed. 7 An artist. 8 No. 9 Critics. 10 Yes. 11 Yes.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 Penguin Readers Factsheets The Picture of Dorian Gray • Teacher’s Notes Communicative activities Open answers. • Student’s activities Activities before reading the book 1. a 1854; b his wife; c his lover; d two years; e in Paris; f November 1900. Activities while reading the book Chapter 1 1. a True; b True; c False; d True; e False. 2. Open answers. Chapter 2 1. a They went to Oxford University together. b To live his life fully while he is young. c He signs his name in red paint. d Because its beauty will not die. e He wants to go to the theatre. 2. ‘If I could stay young and the picture grow old! For that – for that – I would give everything! Yes, there is nothing in the whole world I would not give! I would give my soul for that!’ Open answers. Chapter 3 1. a love; b Juliet; c seventeen; d tomorrow; e telegram. 2. Open answers. Chapter 4 1. a Basil Hallward; b Lord Henry; c Basil Hallward; d Dorian Gray; e Basil Hallward; f Lord Henry; g Dorian Gray. 2. Open answers. Chapter 5 1. a He thinks she is lovely but is a terrible actress. b Because she doesn’t want to act any more. c He tells her that she is nothing to him, that he was a fool to love her, and that he doesn’t want to see her again. d The mouth looks cruel. e He looks at his own face. f His real face has no sign of cruelty. g It has taught him to love his own beauty. h He decides to save himself by going back to Sibyl and not seeing Lord Henry again. Chapter 6 1. f); a); e); c); g); d); b). 2. Open answers. Chapter 7 1. a He thinks Lord Henry has changed him. b He has no heart. c He was a boy before, now he is a man. d To do a drawing of Sibyl. e He says he will never talk to him again. f Because he has put too much of himself into it–all his feelings about Dorian. g He decides to hide the portrait. Chapter 8 1. a old schoolroom. b his lonely childhood. c person can enter it/the room. d Lord Henry. e an accident. 2. Open answers. Chapter 9 1. a True. b False. The midnight train; c True. d True. e False. He thinks they have killed themselves because of Dorian’s bad influence on them and cruelty to them. f False. He just wants to know if the rumours about Dorian are true. g True. 2. Open answers.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 Chapter 10 1. d), g), a), f), c), b), h), e) Chapter 11 1. a Dorian. b Campbell. c Dorian. d Campbell. e Dorian. 2. There is blood on the hands in the portrait. Chapter 12 1. a death. b He says it was stolen. c Because he is tired and he wants to go to bed early. d To visit Lord Henry at eleven o’clock. 2. Open answers. Chapter 13 1. a Because he hates his own beauty. b He wonders if it has changed because he has changed. c There is blood on the feet and on the other hand. d It has kept him awake at night and he has been frightened that another person might see it. e They get on the roof and through the window. f It shows Dorian as they last saw him – young and beautiful. g Dorian Gray. 2. Open answers. Activities after reading the book 1. Open answers. 2. Open answers. The Client • Teacher’s Notes Communicative activities Activities before reading the book 1. The FBI - The Federal Bureau of Investigation is the national crime-fighting organisation in the United States. It fights serious crimes, such as kidnapping, bank robbery, drugs, etc., which are not handled by state police. 2. The Mafia is a secret organisation of criminal groups which started first in Sicily in the Middle Ages. Members of the Mafia went to the United States in the 19th century. Today, Mafia groups are still powerful in organised crime in the US and in Italy. • Student’s activities Activities before reading the book 2. a He knows where a dead body is hidden. b It is dangerous because the body can be used by the FBI to prove a Mafia murder. If Mark tells his secret, the Mafia may find him and hurt or kill him. c His brother is ill and so his mother must stay in the hospital. d She accepts one dollar from Mark as payment. She will help a child on his own. e Mark. He is a ‘clever client’. f Perhaps it is Mark. Activities while reading the book Chapter 1 1. a True. b False. Mark and Ricky live with their mum in a trailer park. c True. d False. The man sees Mark when he crawls to the car the second time. e True; f False. Romey wants to kill himself because he is afraid that his client will kill him. His client knows that Romey knows about the body. g True. h True. i True.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 Chapters 2 and 3 1. a Diane is talking to Mark in a small room at St Peter’s hospital. b The cop is talking to Mark just outside the small room. c The cop is talking to Mark in the hospital cafe. d Mark is talking to the cop in the hospital cafe. i b; ii c; iii d; iv a. 2. a Barry Muldano iii lived in New Orleans. b Jerome Clifford iv was Barry’s lawyer. c Roy Foltrigg vi worked for the US Government as a lawyer. d Slick Moeller ii was a newspaper reporter. e Jason McThune i was an FBI detective from Memphis. f Larry Truman v was an FBI detective from New Orleans. Chapter 4 1. a Fact; b Possibility; c Possibility; d Possibility; e Fact; f Possibility; g Fact; h Possibility; i Possibility. Chapters 5 and 6 Suggested answers: 1. a Ricky does not wake up because he is in shock. b Ricky must see his mother when he wakes up because he has been badly frightened. c Mark feels sick when he sees the newspaper because he sees the word ‘Mafia’in the story about Clifford. d Mark knows about the Mafia because he has seen films about the Mafia on TV. e Gill Teal is not the right lawyer for Mark because he only takes accident cases. f Mark goes into Reggie Love’s office because he wants to hide from the policeman. g Reggie Love will see Mark because he says he has to talk to the FBI. Chapter 7 Suggested answers: 1. a She is a woman with a man’s name. She is fifty-two but has only been a lawyer for 5 years. She became a lawyer after her husband left her. b She is kind to him. She takes him seriously. She tells him he can trust her. He sees that they have something in common: Mark’s father left his mother, like Reggie’s husband left her. He sees that she is worried about his case. c Mark can’t tell his story. She wants to help him to start. When Mark pays her, he becomes her client so he must tell her. Also they are not adult and child now, but their relationship is a professional one between equals. d Yes she seems to be. She gets Mark to trust her. She is thoughtful. She asks good questions. She understands his situation. She makes a good plan. e Sometimes it is easier to talk to someone you don’t know. Mark knows that his mother will be angry and upset and frightened. Chapters 8 and 9 1. a Doctor Greenway is talking to Mark about Ricky. b Reggie is talking to Mark about the recorder she has hidden under his shirt before they go downstairs to see the FBI men. c The FBI men are talking to Mark. The question was: was Clifford already dead when he and Ricky found him? d The FBI men are talking to Reggie. They are talking about whether they said that Mark needed a lawyer. e Reggie is talking to the FBI men. She wants to know how they think Mark can help them. f Barry the Blade is talking to his Uncle Johnny about Mark and Ricky. g Slick Moeller is talking to Mark about the Clifford story. h Dianne is talking to Mark about Reggie. i Mark is talking to Dianne. ‘It’ is what he and Ricky saw when Clifford shot himself. ‘Him’is Dr Greenway. j Dianne is talking to Mark about what he did when Clifford killed himself.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 Chapters 10 and 11 1. a Gronke frightens Mark in the lift.– 3. b Gronke goes to the Tucker Trailer park. – 10. c Foltrigg goes to Reggie’s office. – 6. d Mark goes down to the cafe for breakfast. – 2. e Mark stays with Reggie at her mother’s house. – 8. f Dr Greenway tries to question Ricky. – 7. g Mark sees his and Ricky’s photos in the newspaper. – 1. h Reggie sees that Mark has changed his mind about talking to the FBI. – 5. i Mark sees someone watching Reggie’s mother’s house. – 9. j Mark goes to see Reggie. – 4. Chapters 12 and 13 1. a Diane is very upset because ix their trailer burnt down. b Mark agrees to go to prison vii when Ricky appears at the door. c Mark is happy because i he has played a joke on Detective Klickman. d Reggie cannot advise Mark vi to lie in court. e Slick Moeller pays one of the court guards v to give him secret information. f Mark could not lie in court so iii he decided to say nothing. g Foltrigg thinks that viii the court in New Orleans can make Mark talk. h The FBI wants to offer the Sways a new life if ii Mark gives evidence against the Mafia. i Mark is afraid that iv his little brother is going to die. Chapters 14 and 15 1. a Gronke is tired of doing Muldanno’s work. He seems to think Muldanno is stupid or a bit mad. b Judge Roosevelt is angry with Slick Moeller for reporting something private. He wants to punish him. c Mark has seen a film on TV where the protection scheme did not work. He does not trust it. d Open answer. Chapter 16 Suggested answer: 1. Barry Muldanno was wild with fear. He wanted to move the body. Although Johnny told Barry he was stupid, he gave Barry two men to help him. Reggie and Mark hid behind Clifford’s house until midnight. While they were crawling through the grass, they saw a light in the garage. It was Muldanno and his men digging up the body. Reggie crawled towards the house next door and broke the window. Muldanno and his men disappeared. When everything was silent again, Reggie and Mark went to look in the garage. They found the dead senator in a plastic bag. Chapter 17 Suggested answers 1. a Muldanno is nervous because he must wait before he can try again to move the body. b Foltrigg is angry because Mark has disappeared and he wants Mark to be in court in New Orleans on Monday. c Mark is excited because his mother and brother are going to arrive in New Orleans by plane. d Diane signed the papers because she had agreed to the witness protection programme. e Reggie is sad because Mark is going and she has become fond of him. f Mark cries because he knows he will never see Reggie again. Activities after reading the book 1. Suggested answers: a She probably phoned Trumann, the FBI man from New Orleans. She probably said that she, not her client, would give the FBI the information they wanted. In return, the FBI should arrange the protection programme as they had discussed before. In other words, Ricky would go to hospital in Phoenix. When he was well again, the family could start a new life where they wanted to. b Open answer.
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 1984 • Teacher’s Notes Communicative activities 1. Open answers. • Student’s activities Activities before reading the book 1. Open answers. Activities while reading the book Chapter 1 1. suggested answers: a He wishes it was not there. b He is frightened. c He hates her. d He thinks O’Brien understands him; e He hopes it will be better than the present. 2. suggested answers: The clocks strike thirteen/ telescreen/Oceania/Thought Police/BIG BROTHER IS WATCHING YOU/Newspeak. Chapter 2 1. a Because he is working. b He removes a knot of hair. c Every one or two months; d About twenty or thirty. e Because Mrs Parson’s son throws stones at him. 2. suggested answers: London is dirty, smelly and dangerous. The buildings are ugly and old. Many things are broken and they don’t get repaired. There are a lot of telescreens everywhere and people are scared of each other. Twenty or thirty bombs fall on the city every week. Chapter 3 1. a noisy; b intelligent; c clearly/openly; d carefully; e proud. 2. suggested answer: It changes newspapers, magazines, photographs, films, posters and books. It rewrites history and politics so that the Party is always right. The Ministry of Truth controls people’s minds by destroying words. If a word doesn’t exist (like ‘freedom’) then that idea cannot exist either. Chapter 4 1. a 2; b 6; c 1; d 5; e 3; f 4. 2. Open answers. Chapter 5 1. a)–v); b)–iv); c)–i); d)–vii); e)–ii); f)–iii); g)–vi). 2. Open answers. Chapter 6 1. a F; b T; c F; d F; e T. 2. ‘They’ means the government or Big Brother, (or the Thought Police). Chapter 7 1. a Winston; b Julia; c O’Brien; d Parsons; e Syme; f Emmanuel Goldstein. 2. They are willing to give their lives, murder another person, cause the death of hundreds of innocent people, hurt other people and kill themselves. They are not willing to separate and never see each other again. Chapter 8 1. a five (5)/ninety (90); b two thousand (2000)/sixth (6th); c eighteen (18); d six (6); e nineteen-thirties (1930s); f twentieth (20th); g six million (6,000,000); h eighty-five per cent (85%). 2. Open answer. Chapter 9 a O’Brien – he’s talking about the Ministry of Love, Miniluv. b Ampleforth – he’s talking about the word ‘God’ which he left in a poem. c Parsons – he’s talking about his thoughtcrime. d The voice from the
Teacher’s Resource Bank ESO 4 / © Pearson Educación, S.A., 2006 telescreen; Prisoners are not allowed to cover their faces in prison. e A woman prisoner – she’s talking about Room 101. f O’Brien – he’s talking about Big Brother and the Inner Party. He is a member and he supports the government. 2. Open answer. Chapter 10 1. a Because he does not want to be beaten. b Ten to twelve hours. c ‘Freedom is the freedom to say that two and two make four’. d To change their thoughts. Big Brother wants to control everybody’s minds. e All her feelings against the Party have been burned out of her. f ‘What have you done with Julia?’ g ‘What is in Room 101?’ 2. Open answer. Chapter 11 1. suggested answers: a … the party controls everyone’s thoughts. b … it wants pure power. c … making him suffer. d … O’Brien plays a recording of his earlier conversation with Winston. e … he wants to show Winston that he is a broken man. f … frightened. 2. Open answer. Chapter 12 1. Winston has moved to a more comfortable cell. He eats a meal three times a day and he is getting fatter and stronger every day. O’Brien takes Winston to Room 101 because he must love Big Brother. On the table there is a big metal box full of rats – the worst thing in the world for Winston. O’Brien puts the wide end of the tube over Winston’s face and Winston can see the first rat. So Winston betrays Julia. Finally, Winston sits in the Chestnut Tree Café and drinks some gin. He has met Julia again, in a park on a cold day in March, but he only cares about himself now. He loves Big Brother. 2. Open answers. Activities after reading the book Open answers.

More Related Content

PDF
Test unidad 4 new english in use 4 eso
byBibiana Bertoa
 
DOC
Present simple vs present continuous 1st eso (1)
byElmer Merino Cueva
 
PDF
1º eso vocabulary and grammar_consolidation_and_extension
byTonio Murillo
 
PDF
Extra practice 3
byCarmen Maria Armario Hita
 
PDF
Repaso 3 eso burlington books
byMuriel Rivière
 
DOCX
Traduccion frases
bySarabel Mora
 
PDF
Contrast 1 voc_gram
byFatima Vazquez
 
DOCX
Rephrasing 1st term with answers
byLoli Rincón Barrajón
 
Test unidad 4 new english in use 4 eso
byBibiana Bertoa
 
Present simple vs present continuous 1st eso (1)
byElmer Merino Cueva
 
1º eso vocabulary and grammar_consolidation_and_extension
byTonio Murillo
 
Extra practice 3
byCarmen Maria Armario Hita
 
Repaso 3 eso burlington books
byMuriel Rivière
 
Traduccion frases
bySarabel Mora
 
Contrast 1 voc_gram
byFatima Vazquez
 
Rephrasing 1st term with answers
byLoli Rincón Barrajón
 

What's hot

DOCX
Ejercicios para superar el inglés de 1º ESO
byHacer Educación
 
PDF
3º eso modal verbs
byLoli Rincón Barrajón
 
PDF
Rephrasing 4 present perfect past simple, past perfect.pdf
bySonsolesMollinedo
 
DOC
NEF – PI – FILE TEST 7 - VOCABULARY
byAlicia Garcia
 
DOC
Past simple vs past continuous
byAnabel Milagros Montes Miranda
 
PDF
Past simple-vs-present-perfect
bySilvia Grao
 
PDF
Conditionals Exercises 1
byCalisto y Melibea
 
PDF
Verb to be exercise
bypeng62
 
DOC
BACH UNIT 5 - TEST 2
byLoscos
 
DOCX
Past simple-or-continuous
byEscuela Cocholgüe F-426
 
DOC
NEF – PI – FILE TEST 8 - VOCABULARY
byAlicia Garcia
 
DOC
NEF – PI – FILE TEST 12 - GRAMMAR
byAlicia Garcia
 
PDF
Will vs-going-to1
bySilvia Grao
 
PDF
Reported Speech Exercises
byDanitza Lazcano Flores
 
PDF
simple present exercises.pdf
byAlexandra Nunes
 
DOC
Present simple and present continous
byMohamedRoshdy80
 
DOC
First and-second-conditionals 10144
byazhari Azhari
 
DOC
4ESO UNIT 9 - TEST 3
byLoscos
 
DOC
4ESO UNIT 5 - TEST 3
byLoscos
 
DOC
NEF – PI – PROGRESS TESTS 7 – 12 - GRAMMAR
byAlicia Garcia
 
Ejercicios para superar el inglés de 1º ESO
byHacer Educación
 
3º eso modal verbs
byLoli Rincón Barrajón
 
Rephrasing 4 present perfect past simple, past perfect.pdf
bySonsolesMollinedo
 
NEF – PI – FILE TEST 7 - VOCABULARY
byAlicia Garcia
 
Past simple vs past continuous
byAnabel Milagros Montes Miranda
 
Past simple-vs-present-perfect
bySilvia Grao
 
Conditionals Exercises 1
byCalisto y Melibea
 
Verb to be exercise
bypeng62
 
BACH UNIT 5 - TEST 2
byLoscos
 
Past simple-or-continuous
byEscuela Cocholgüe F-426
 
NEF – PI – FILE TEST 8 - VOCABULARY
byAlicia Garcia
 
NEF – PI – FILE TEST 12 - GRAMMAR
byAlicia Garcia
 
Will vs-going-to1
bySilvia Grao
 
Reported Speech Exercises
byDanitza Lazcano Flores
 
simple present exercises.pdf
byAlexandra Nunes
 
Present simple and present continous
byMohamedRoshdy80
 
First and-second-conditionals 10144
byazhari Azhari
 
4ESO UNIT 9 - TEST 3
byLoscos
 
4ESO UNIT 5 - TEST 3
byLoscos
 
NEF – PI – PROGRESS TESTS 7 – 12 - GRAMMAR
byAlicia Garcia
 

Viewers also liked

PPT
First Conditional
bynogueherre
 
PPT
Have something done
byMaria Hidalgo
 
PPT
Conditionals
byclarinetelau
 
PPT
3rd Conditional
byDavid Mainwood
 
ODP
Passive Voice Two Objects
byf2teacher
 
PPT
Relative
byEsther M
 
DOC
10080645 worksheets
byMangair Manickam
 
PPT
Reportedspeech 1
byPapraiz
 
First Conditional
bynogueherre
 
Have something done
byMaria Hidalgo
 
Conditionals
byclarinetelau
 
3rd Conditional
byDavid Mainwood
 
Passive Voice Two Objects
byf2teacher
 
Relative
byEsther M
 
10080645 worksheets
byMangair Manickam
 
Reportedspeech 1
byPapraiz
 

Similar to Repaso y ampliación 4º eso

PDF
295408081 repaso-1-eso-burlington-books-pdf
byTonio Murillo
 
PDF
GRAMMAR EXERCISES.pdf
byNurulIffah62
 
PDF
oxford-heroes-test-book-2-141118065355-conversion-gate02.pdf
byScarlet Rojas
 
DOC
Present simple vs present continuous 1 exercises
bytraducerilimbaengleza
 
PDF
A1 Eingangskurs Grammar Exercises
byJoe Andelija
 
PDF
Cuadernillo para recuperar ingles 3
byRocio Ruiz Marchena
 
DOC
Cuaderno repaso ingles2º eso
byAlfredo Lagunas Delgado
 
PDF
Hwy pre int_grammar_reference
byjaneth callejas
 
DOC
Tema 1 present simple vs present continuous 1st eso
byPILAR GALOCHA HERNANDEZ
 
DOC
Present simple vs present continuous 1st
byvicky70
 
PDF
PresentSimplevsPresentcontinuous.pdf
byAna Rosario
 
DOCX
Let's practice present perfect
byyesseny villacres
 
DOCX
Ceid basic ii simple present third person - sep 24 th 2016
bycrist3008
 
DOC
Exercises simple past - Answers
byAndriane Cursino
 
PDF
Present cotinuous 4
byKarina Moreno Verpeide
 
DOC
1ºbach review of tenses
bypalomasenglishspace
 
DOC
Presente simple vs presente continuo progresiamente
byPILAR GALOCHA HERNANDEZ
 
DOC
Unit1grammarpractice4ºeso
byLoli Rincón Barrajón
 
DOC
1ºdebachillerat otenses
byMati Siems
 
DOC
Unit1grammarpractice4ºeso
byLoli Rincón Barrajón
 
295408081 repaso-1-eso-burlington-books-pdf
byTonio Murillo
 
GRAMMAR EXERCISES.pdf
byNurulIffah62
 
oxford-heroes-test-book-2-141118065355-conversion-gate02.pdf
byScarlet Rojas
 
Present simple vs present continuous 1 exercises
bytraducerilimbaengleza
 
A1 Eingangskurs Grammar Exercises
byJoe Andelija
 
Cuadernillo para recuperar ingles 3
byRocio Ruiz Marchena
 
Cuaderno repaso ingles2º eso
byAlfredo Lagunas Delgado
 
Hwy pre int_grammar_reference
byjaneth callejas
 
Tema 1 present simple vs present continuous 1st eso
byPILAR GALOCHA HERNANDEZ
 
Present simple vs present continuous 1st
byvicky70
 
PresentSimplevsPresentcontinuous.pdf
byAna Rosario
 
Let's practice present perfect
byyesseny villacres
 
Ceid basic ii simple present third person - sep 24 th 2016
bycrist3008
 
Exercises simple past - Answers
byAndriane Cursino
 
Present cotinuous 4
byKarina Moreno Verpeide
 
1ºbach review of tenses
bypalomasenglishspace
 
Presente simple vs presente continuo progresiamente
byPILAR GALOCHA HERNANDEZ
 
Unit1grammarpractice4ºeso
byLoli Rincón Barrajón
 
1ºdebachillerat otenses
byMati Siems
 
Unit1grammarpractice4ºeso
byLoli Rincón Barrajón
 

More from Natacha Michel

PDF
Ingles eso 1
byNatacha Michel
 
PDF
Ingles eso 3
byNatacha Michel
 
PDF
Readings and writings 4º eso
byNatacha Michel
 
PDF
Grammar4ºeso
byNatacha Michel
 
PDF
Vocabulario4ºeso
byNatacha Michel
 
DOCX
Examen de français, principiantes
byNatacha Michel
 
PDF
Longman grammar for intermediate
byNatacha Michel
 
PDF
Longman grammar for intermidiate
byNatacha Michel
 
PDF
grammar 4ºeso
byNatacha Michel
 
PDF
35 lp sciences_5_01_es
byNatacha Michel
 
Ingles eso 1
byNatacha Michel
 
Ingles eso 3
byNatacha Michel
 
Readings and writings 4º eso
byNatacha Michel
 
Grammar4ºeso
byNatacha Michel
 
Vocabulario4ºeso
byNatacha Michel
 
Examen de français, principiantes
byNatacha Michel
 
Longman grammar for intermediate
byNatacha Michel
 
Longman grammar for intermidiate
byNatacha Michel
 
grammar 4ºeso
byNatacha Michel
 
35 lp sciences_5_01_es
byNatacha Michel
 

Recently uploaded

PPTX
Oral Presentation for clinical placement 3.pptx
byjosiveghorts
 
PPTX
Quiz-O-Force Diwali Quiz Final Round.pptx
bySourav Kr Podder
 
PDF
1. BITA Introduction Slides Oct 2526.pdf
byMark Kor
 
PPTX
ZULU METHODOLOGY 3B MICRO LESSON PRESENTATION.pptx
bySiphokazi Ncobela
 
PPTX
Composition and characteristics of blood
byManarat International University
 
PPTX
Cartoon Revisions and Advertisement Grade 10
byBathabile Ngcobo
 
PDF
Total Quality Management : A presentation by a third year student.
byMbalenhle Ndlovu
 
PDF
Hit The Homerun Prelims- A U25 sports quiz of Jigisha 4.0 organized by Pragya...
byPragya - UEM Kolkata Quiz Club
 
PPTX
Klosek, Teremi, and Wolfson "AI Essentials: From Tools to Strategies: A 2025 ...
byNational Information Standards Organization (NISO)
 
PPTX
Discharge procedure.................pptx
byAneetaSharma15
 
PPTX
Mary Shelley's Frankenstein. Gothic novel characteristics.
byRaquel FC
 
PPTX
Environmental Degradation and Pollution
bySheila Mae Ellima
 
PPTX
Presentation one The History of Eugenics
bymbuyisaandiswa81
 
PDF
President John Dramani Mahama has declared three days of national mourning fo...
bynservice241
 
PPTX
Modern History Quiz 6th OCTOBER0011.pptx
byPrometheans Quiz Club
 
PPTX
FRESHER'S QUIZ(online) 18th SEPTEMBER.pptx
byPrometheans Quiz Club
 
PDF
The Minority Caucus in Parliament has called on government to take immediate ...
bynservice241
 
PPTX
Becoming a Senior Student Week 4 Term 4 10CLA.pptx
bymansk2
 
PDF
Get to know your EEG and MEG data - artifacts, segmenting, preprocessing
byRobert Oostenveld
 
PDF
The Future of Disasters - What We Need to Know and What We Need to Do.pdf
byProf. David E. Alexander (UCL)
 
Oral Presentation for clinical placement 3.pptx
byjosiveghorts
 
Quiz-O-Force Diwali Quiz Final Round.pptx
bySourav Kr Podder
 
1. BITA Introduction Slides Oct 2526.pdf
byMark Kor
 
ZULU METHODOLOGY 3B MICRO LESSON PRESENTATION.pptx
bySiphokazi Ncobela
 
Composition and characteristics of blood
byManarat International University
 
Cartoon Revisions and Advertisement Grade 10
byBathabile Ngcobo
 
Total Quality Management : A presentation by a third year student.
byMbalenhle Ndlovu
 
Hit The Homerun Prelims- A U25 sports quiz of Jigisha 4.0 organized by Pragya...
byPragya - UEM Kolkata Quiz Club
 
Klosek, Teremi, and Wolfson "AI Essentials: From Tools to Strategies: A 2025 ...
byNational Information Standards Organization (NISO)
 
Discharge procedure.................pptx
byAneetaSharma15
 
Mary Shelley's Frankenstein. Gothic novel characteristics.
byRaquel FC
 
Environmental Degradation and Pollution
bySheila Mae Ellima
 
Presentation one The History of Eugenics
bymbuyisaandiswa81
 
President John Dramani Mahama has declared three days of national mourning fo...
bynservice241
 
Modern History Quiz 6th OCTOBER0011.pptx
byPrometheans Quiz Club
 
FRESHER'S QUIZ(online) 18th SEPTEMBER.pptx
byPrometheans Quiz Club
 
The Minority Caucus in Parliament has called on government to take immediate ...
bynservice241
 
Becoming a Senior Student Week 4 Term 4 10CLA.pptx
bymansk2
 
Get to know your EEG and MEG data - artifacts, segmenting, preprocessing
byRobert Oostenveld
 
The Future of Disasters - What We Need to Know and What We Need to Do.pdf
byProf. David E. Alexander (UCL)
 

Repaso y ampliación 4º eso

  • 1.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 GRAMMAR UNIT 1 > Consolidation 1. Correct these sentences if necessary. 1 I’m liking Tony now. I like Tony now. 2 We’re studying German this year. _________________________________ _________________________________ 3 Do you enjoy this party? _________________________________ _________________________________ 4 She always goes home early. _________________________________ _________________________________ 5 ‘What do you watch?’ ‘It’s a comedy programme.’ _________________________________ _________________________________ 6 ‘Where’s James?’ ‘He shops.’ _________________________________ _________________________________ 7 The telephone rings. Can somebody answer it? _________________________________ _________________________________ 8 They’re never doing any work. _________________________________ _________________________________ 9 How are you usually going to school? _________________________________ _________________________________ 10 My dad works in a bank. _________________________________ _________________________________ 2. Rewrite the sentences in the past simple. 1 Graham buys a lot of CDs. Graham bought a lot of CDs. 2 Elsa sleeps all day. __________________________________ __________________________________ 3 They run to school. __________________________________ __________________________________ 4 Noel likes his birthday present. __________________________________ __________________________________ 5 David writes a letter in the morning. __________________________________ __________________________________ 6 We talk all evening. __________________________________ __________________________________ 7 You have a rabbit. __________________________________ __________________________________ 8 I wake up at 7.30. __________________________________ __________________________________ 9 My mum drives a Ferrari. __________________________________ __________________________________
  • 2.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 > Extension 3. Complete the sentences with the present simple or present continuous form of the verb in brackets. 1 My grandmother gets up (get up) at 6.00 every morning. 2 They ____________ (eat) lunch in the garden right now. 3 How often ____________ (you/play) football in the stadium? 4 Please be quiet! I ____________ (listen) to the news on the radio. 5 ____________ (Tom/like) computer games? 6 I can hear Lisa ____________ (sing) in the shower! Can you? 7 We ____________ (not/watch) television very often because we are too busy. 8 Sharon ____________ (stay) in Brighton until September. 9 I’m sorry. I ____________ (not understand). Please can you repeat that? 4. Write sentences using the present simple or present continuous. 1 Andy/ski/at the moment Andy’s skiing at the moment. 2 we/go/to school/every day _________________________________ 3 I/live/in Paris/at the moment _________________________________ 4 Sue/go/swimming/on Saturdays _________________________________ 5 my friends/watch/a video/now __________________________________ 6 I/do/judo/every Tuesday __________________________________ 7 you/not do/your homework/at the moment __________________________________ 8 the boys/not eat/pizza/right now __________________________________ 9 Ronaldo/not often play/tennis __________________________________ 10 you/have/dinner/at the moment? __________________________________ 11 Tony/visit/his grandma/at the weekend? __________________________________ 12 they/listen/to music/now? __________________________________ 13 your sister/study/at the moment? __________________________________ 5. Complete the conversation with the past simple of the verb in brackets. Kate: Hey Jamie. 1 What did you do (do) last night? Jamie: I 2 ________________ (go) to the cinema. Kate: 3 ________________ you ________________ (see) that new Tom Cruise film? Jamie: No. I 4 ________________ (not watch) that one. I 5 ________________ (see) the Julia Roberts one. Kate: 6 ________________ (be) it good? Jamie: 7 I ________________ (not like) it but my girlfriend 8 ________________ (think) it 9 ________________ (be) great.
  • 3.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 UNIT 2 > Consolidation 1. Complete the sentences with the verbs in the correct form. 1 While I (tidy) was tidying my room I (discover) discovered a family of mice! 2 They (play) ____________ tennis when it (start) ____________ to rain. 3 I (see) ____________ you while you (shop) ____________ in the supermarket. 4 She (listen) ____________ to pop music when her CD player (break) ____________ 5 Adrian (burn) ____________ his tongue while he (eat) ____________ hot soup. 2. Complete the text with the connectors in the box. ago before before finally first of all later the next morning then My sister Alison met her fiancé four years 1 ago and last Saturday was their wedding day. 2 _________ there were lots of preparations to make, 3 _________ we all had to get to the church for 6.00pm. The ceremony was very emotional and everyone was happy at the reception. 4 ___________dinner there was champagne – well, orange juice for me. Dinner was great. I ate lots of chicken and 5 ________________ we had wedding cake and danced until very late. We 6 _______________ went home at four o’clock in the morning. I sat and talked to my brother for an hour 7 _________________ we went to bed. 8 _________________ I felt very tired. > Extension 3. Write what these people should or shouldn’t have done. 1 John got up late and missed his bus. He should have got up earlier. 2 Laura threw a book across the classroom and got a detention. __________________________________ 3 My dad drove through a red light and had an accident. __________________________________ 4 We went walking in the mountains without a map and got lost. __________________________________ 5 Harry kicked the ball at the window and broke the glass. __________________________________ 6 I forgot to go to the supermarket and now I’m hungry. __________________________________ 7 I didn’t post a letter for my mum and now she’s angry. __________________________________ 4. Write sentences using the past simple and past continuous. 1 Tony/sleep/when/Mick/call Tony was sleeping when Mick called. 2 we/walk/when/it/start/to rain __________________________________
  • 4.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 3 I/finish/the washing up/as/mum/cook/ dinner _________________________________ 4 Rob/see/a big fish/while/he/swim _________________________________ 5 my dad/paint/kitchen/when/he/fall off/ the chair _________________________________ 6 mum/arrive/with some Chinese food!/as/ we/order/pizza _________________________________ 7 our dog/jump/on me/while/I/study _________________________________ 5. Look at the pictures and write sentences. Use a verb from the box and the correct form of have to, must or mustn’t. do do get up go pay talk walk 1 2 3 4 5 6 7 1 Gary must go to his room. 2 You __________ in the library. 3 Our mum _______________ the washing up, we always do it. 4 You _______________ in the corridor. 5 Last night Yvonne _______________ her homework before dinner. 6 Yesterday, James _______________ 3 euros to go to the museum. 7 Last Sunday, Nathalie _______________ early.
  • 5.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 UNIT 3 > Consolidation 1. Complete the sentences with for or since. 1 We’ve been here since Tuesday. 2 I’ve lived in Madrid ________ 14 years. 3 Alan has had his car ________ last July. 4 I’ve known my best friend ________ we were at infant school together. 5 We’ve worked in the company ________ nearly a year. 6 Nigel hasn’t come out with us ________ he met his new girlfriend. 7 They haven’t said anything ________ an hour. 8 The dog hasn’t eaten ________ last Thursday. 9 I haven’t understood anything ________ the start of the class. 2. Now write complete sentences using the present perfect and the words given. 1 Lisa/no/talk/Darren/yet Lisa hasn’t talked to Darren yet. 2 I/no/have/shower/yet _________________________________ 3 They/no/see/film/yet _________________________________ 4 We/no/have/lunch/yet _________________________________ 5 Graham/no/get up/yet _________________________________ 6 You/no/tell/me/your/name/yet _________________________________ 7 I/no/post/letter/yet _________________________________ 8 They/no/arrive/yet _________________________________ 3. Now write complete sentences using the present perfect and the words given. 1 She/already/do/homework She’s already done her homework. 2 We/already/have/dinner __________________________________ 3 Mark/already/see/results __________________________________ 4 Fiona/already/finish/exam __________________________________ 5 You/already/tell/me/this/story __________________________________ 6 Eugene/already/win/match __________________________________ 7 Liam/already/play/game __________________________________ 8 The baby/already/start/walking __________________________________ 9 Mum/already/go/bed __________________________________ 4. Complete the sentences with the verb in the present perfect continuous. 1 I’ve been living (live) here for six months. 2 She _________________ (sleep) for two hours. 3 George _________________ (play) in the team since March. 4 I _________________ (sit) here for forty-five minutes. 5 Tina _________________ (laugh) since you told that joke. 6 They _________________ (look) at me since I came in. 7 The baby _________________ (cry) all morning.
  • 6.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 5. Write sentences in the past simple with so or because. 1 I/tired/I/go to bed I was tired so I went to bed. 2 Lisa/eat/a sandwich/she/hungry _________________________________ 3 Kerry/miss/the train/she/get up/late _________________________________ 4 the film/finish/Rob/turn off/the TV _________________________________ 5 they/leave/they/have to/go/home _________________________________ 6 Alan/know/the answer/he/put up/his hand _________________________________ 7 we/want/an ice-cream/we/buy/one _________________________________ > Extension 6. Write the verbs in the present perfect simple or continuous. 1 He has been waiting (wait) for ten minutes. (temporary) 2 She has lived (live) here all her life. (permanent/long time) 3 I _________________ (do) this exercise for two minutes. 4 My dad _________________ (work) at the bank for fifteen years. 5 We _________________ (ski) since the runs opened this morning. 6 Spain _________________ always _________________ (have) good weather. 7 I _________________ (think) about Ana all day. 8 We _________________ (watch) The Simpsons since two o’clock. 7. Complete the sentences with and, but, because, so, both. 1 I had tickets to the concert, but I couldn’t go because I was sick. 2 She loves __________ medicine and animals, __________ she may become a vet. 3 I haven’t seen her for a year __________ she went to University __________ we haven’t kept in contact. 4 I enjoy listening to music __________ going to concerts, __________ I hate hip-hop. 5 I don’t have much money now __________ I went shopping with my friends on __________ Friday and Saturday. 6 __________ my sisters are married, __________ my brother isn’t. 7 Joe and Noah practice the guitar everyday __________ they __________ want to be famous guitarists __________ play on MTV. 8 They are vegetarians __________ they don’t eat meat, __________ they do eat fish sometimes. 9 He arrived on time __________ he was all wet __________ he’d forgotten __________ his raincoat and his umbrella.
  • 7.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 8. Look at the diary and write sentences about what Sarah has already done. Things to do today: phone Tom √ play tennis with Anna do maths homework watch ‘The Simpsons’ finish English essay √ have lunch with Mike √ start geography project wash my hair √ 1 Sarah’s already phoned Tom. 2 _________________________________ 3 _________________________________ 4 _________________________________ 9. Look at Sarah’s diary again and write sentences about what she hasn’t done yet. Things to do today: phone Tom √ play tennis with Anna do maths homework watch ‘The Simpsons’ finish English essay √ have lunch with Mike √ start geography project wash my hair √ 1 Sarah hasn’t played tennis with Anna yet. 2 _________________________________ 3 _________________________________ 4 _________________________________ 10. Write complete sentences in the present perfect based on the words given. Include yet or already. 1 I-no-see-film I haven’t seen the film yet. 2 they-finish-lunch __________________________________ 3 she-no-leave __________________________________ 4 we-eat-tonight __________________________________ 5 Jenny-no-say-anything __________________________________
  • 8.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 UNIT 4 > Consolidation 1. Write complete sentences using the words given. 1 his-car-fast-mine His car is faster than mine. 2 it-fast-car-in-our-street _________________________________ 3 this-CD-not-cheap-that-one _________________________________ 4 she-pretty-girl-I-know _________________________________ 5 black-skirt-expensive-blue-one _________________________________ 6 Julio Iglesias-rich-singer-Spain _________________________________ 7 I-not-tired-I-was-yesterday _________________________________ 8 we-have-good-team-in-league _________________________________ 2. Complete the sentences with the verb in the correct passive form. 1 Yesterday my bike was stolen (steal). 2 The hamburger ______________ (invent) in Germany before it became the stereotypical American food. 3 Famous actors ______________ (know) all over the world. 4 In some countries, insects ______________ (eat) as part of the daily diet. 5 A man ______________ (kill) in the park last night. 6 Millions of newspapers ______________ (read) every day. 7 I ______________ (no tell) he was going to arrive yesterday. 8 The TV programme Big Brother ______________ (watch) by some people almost 24 hours a day. 9 My sister ______________ (no give) any pocket money if she doesn’t do her homework. 3. Write these sentences in the passive. 1 They bake bread early in the morning. Bread is baked early in the morning. 2 They eat rice in many countries. __________________________________ 3 She does the washing in the morning. __________________________________ 4 They publish newspapers every day. __________________________________ 5 He opens the doors at 9 o’clock. __________________________________ 6 They lost the money in the street. __________________________________ 7 They broke the window with a stone. __________________________________ 8 She found the key under a rock. __________________________________ 9 He chose the picture because it was superb. __________________________________
  • 9.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 > Extension 4. Write sentences comparing these things using as + adjective + as. 1 CD: 12 euros, Video: 12 euros The video is as expensive as the CD. 2 I’m good at swimming, you’re good at swimming. I’m as good at swimming as you are. 3 Kevin: 1m76, Gary: 1m76. (tall) _________________________________ 4 Madrid: 8°C, Barcelona: 8°C. (cold) _________________________________ 5 Trousers: cool, Shirt: cool (cool) _________________________________ 6 Maths class: 40 min, Biology: 40 min. (long) _________________________________ 7 London: 50km, Brighton: 50km. (far) _________________________________ 8 Panda: 100kg, Bear: 100kg (big) _________________________________ 5. Compare these situations using as much as/as many as. 1 Tina: 8 dresses, Jan: 8 dresses. Jan’s got as many dresses as Tina. 2 Kim’s homework: 5 exercises, Ian’s homework: 5 exercises. _________________________________ 3 Pete: 6 weeks holiday, Dave: 6 weeks holiday. _________________________________ 4 Luke: 100 euros, Bill: 100 euros. _________________________________ 5 You: 8 cousins, me: 8 cousins. __________________________________ 6 Book 1: 321 pages, Book 2: 321 pages. __________________________________ 6. Complete the sentences with the verb in the passive continuous (am/is/are being + past participle). 1 The baby is being washed (wash) by my sister. 2 The dogs _______________ (take) for a walk at the moment. 3 Don’t look now, but we _______________ (watch) by someone! 4 The car _______________ (repair) today. 5 I _______________ (teach) German by a neighbour from Berlin. 6 The suspects _______________ (question) by the police. 7. Write complete sentences in the past passive continuous based on the words given (was/were + being + past participle). 1 I-show-around-the museum. I was being shown around the museum. 2 The lions-take-to-Zambia. __________________________________ 3 The man-hold-for questioning. __________________________________ 4 The illness-treat-with antibiotics. __________________________________ 5 The crime-investigate-by detectives. __________________________________ 6 The old ladies-help-across the road. __________________________________
  • 10.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 UNIT 5 > Consolidation 1. Complete the sentences with the verb in the correct form. 1 He said that he was (be) happy. 2 They said that they _____________ (go) home tomorrow. 3 I said that he _____________ (be) going to be late. 4 We told her that we _____________ (want) to help. 5 David said that he _____________ (have) a new car. 6 Did you say that I _____________ (can) leave now? 7 Theresa told me that Canberra _____________ (be) the capital of Australia. 8 He told her that he _____________ (love) her. 9 We said that we _____________ (go) shopping on Saturdays. 2. Write the sentences in reported speech. 1 John said: ‘I’m tired.’ John said (that) he was tired. 2 Laura said: ‘I have to work tonight.’ _________________________________ 3 They said: ‘It will rain later.’ _________________________________ 4 Bill said: ‘I can help them.’ _________________________________ 5 She said: ‘Kyoto is in Japan.’ _________________________________ 6 Irene said: ‘I’m having a party soon.’ __________________________________ 7 Danny said: ‘I won’t be here.’ __________________________________ 8 We said: ‘We want world peace!’ __________________________________ 9 I said: ‘That is where Harry lives.’ __________________________________ 3. Complete the sentences using the past perfect of the verb in brackets. 1 Luke had bought (buy) the tickets early so he got good seats. 2 Tom failed the exam because _____________________ (not study) enough. 3 Fiona _____________________ (have a shower) before she went out. 4 We _____________________ (not check) the time so we missed the train. 5 They _____________________ (train) hard so the marathon was easy. 6 When I got home the dog _____________________ (eat) all the chocolates. 7 ____________ you _________________ (ask) anyone before you borrowed the car? 8 I _____________________ (not realise) that the shops were closed in the evening. 9 _____________________ they __________ (do) their homework before they watched TV?
  • 11.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 > Extension 4. Complete the reported imperatives/ requests with the verb in the correct form (he/she … told/asked me/you/her … + (not) to + infinitive). 1 She told me to sit (sit) down. 2 We told her _______________ (be) quiet. 3 The teacher told him _______________ (no run) in the corridor. 4 His mother told him _______________ (no make) so much noise. 5 I asked her _______________ (help) me. 6 We asked Dad _______________ (let) us borrow the car. 7 She asked him _______________ (no smoke) in the room. 8 I asked her _______________ (no tell) anyone the secret. 5. Complete the statements. 1 ‘Can you please open the window?’ I asked her to open the window. 2 ‘Give me the book.’ He ______________ me_______________________________ 3 ‘Don’t stand up.’ The teacher _________ the boy ___________________________ 4 ‘Please pass the salt.’ She ____________ him ______________________________ 5 ‘Don’t shout.’ My dad _ ______________ me_______________________________ 6 ‘Please close the door.’ We ___________ her ______________________________ 7 ‘Please don’t leave!’ She _____________ me ______________________________ 8 ‘Don’t turn the TV on.’ His mum _______ him ______________________________ 9 ‘Please take the dog home.’ They _______ us ________________________________
  • 12.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 UNIT 6 > Consolidation 1. Complete the sentences with who, that, which, where or when. 1 That’s the school where I used to study. 2 Did you use to know the man ________ lived next door? 3 That’s the book ________ John lent me. 4 Do you remember the summer ________ we went to Cadiz? 5 Buenos Aires is the city ________ Boca Juniors play. 6 Did you use to play with that dog ________ barks all the time? 7 This is the film ________ I want to see. 8 There was a time ________ we used to listen to Abba constantly. 9 Are you the person ________ called earlier? 2. Match the echo questions with the sentences. Are they? Do you? Do they? Does she? Are you? Does it? Does he? Is it? Is she? 1 Sally plays the guitar in a band. Does she? 2 We’re eating Chinese food. _________________________________ 3 The record shop opens on Sundays. _________________________________ 4 Jessica’s dancing in her bedroom. _________________________________ 5 My dog’s playing in the park. _________________________________ 6 I go swimming every evening. __________________________________ 7 Ben and Ann are watching a DVD. __________________________________ 8 My sisters go to a club on Fridays. __________________________________ 9 Peter listens to music in the morning. __________________________________ > Extension 3. Join these sentences using whose. 1 Do you know that man? His leg is broken. Do you know that man whose leg is broken? 2 I saw a woman. Her hair was green. __________________________________ 3 We visited my neighbour. Her daughter’s ill. __________________________________ 4 I want to meet Tom Cruise. His last film was great. __________________________________ 5 I’ve got a friend. His mother is a singer. __________________________________ 6 Have you met my grandfather? His war medals are in the museum. __________________________________
  • 13.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 4. Complete the sentences with an appropriate preposition + which. 1 This is the train on which I go to school. 2 Do you know the street __________ all the cinemas show old films? 3 That was the party __________ I met my girlfriend. 4 This is the football team __________ four players are injured. 5 It’s the park __________the squirrels live. 6 There’s the beach __________ we sunbathed all day yesterday.
  • 14.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 UNIT 7 > Consolidation 1. Complete the sentences with what used to happen – the opposite of now. 1 I like peas now. I didn’t use to like peas. 2 We don’t play tennis now. We used to play tennis. 3 She’s got a car now. _________________________________ 4 We don’t live in France now. _________________________________ 5 Tim studies hard now. _________________________________ 6 Helen plays in a band. _________________________________ 7 They don’t eat chocolate anymore. _________________________________ 8 I run a lot now. _________________________________ 9 You don’t love me anymore! _________________________________ 10 I find these exercises easy now. _________________________________ 2. Choose the correct words in each sentence. 1 If I have/will have time, I’ll buy some bread. 2 The dog bites/will bite you if you do that. 3 We’ll phone him when we get/’ll get there. 4 If plan A doesn’t work/won’t work, we’ll try plan B. 5 If it isn’t cloudy, Nick goes/will go to the beach. 6 The parents don’t get/won’t get up if the baby doesn’t cry. 7 When the door bell rings/will ring, will you answer it? 8 If Danny cleans/will clean the car, his parents will give him five euros. 3. Complete the sentences using words from the box. be committed be really unhappy be very unpleasant forgive her pass the exam 1 If we lose the match, we will be really unhappy. 2 If it rains, the excursion will ___________ __________________________________ 3 If she studies hard, she will ____________ __________________________________ 4 If she is honest and tells the truth, I will __________________________________ 5 If I join the political party, I will _______ __________________________________
  • 15.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 4. Write sentences using the first conditional (type I). 1 if/I/not pass/my driving test/I/be depressed If I don’t pass my driving test, I’ll be depressed. 2 if/he/have/a map/I/show him/the sports ground _________________________________ 3 she/feel tired tomorrow/if/she/not go/to bed now _________________________________ 4 if/you/ask/a policeman/he/help/you _________________________________ 5 I/buy/those jeans/if/they/not be/too expensive _________________________________ 5. Complete the sentences using the type II conditional. 1 If he were (be) rich and famous, he would go out with (go out with) a model. 2 She __________________ (be) very angry if someone __________________ (steal) her mobile phone. 3 If I __________________ (not have) my laptop computer, it _________________ (be) difficult for me to travel so much. 4 If I __________________ (see) Prince William, I __________________ (kiss) him on the cheek! 5 It __________________ (take) a long time for me to get to work if I ________________ (not drive) a scooter. 6 If __________________ (own) a horse, I __________________ (ride) in the countryside everyday. 6. Complete the sentences with your own ideas, making sure you use a type II conditional. 1 I’d fly to Australia if I had the money. 2 If I won the lottery, 3 I’d move to Scotland 4 If I was king, 5 If I could live anywhere in the world, 6 I’d study Arabic 7 I’d be a film star 8 If I met Julia Roberts, 9 If I was grounded for a month,
  • 16.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 > Extension 7. Write questions and answers about the pictures using the type II conditional. 1 2 3 4 5 1 write a best-selling book/what happen? (become rich) If she wrote a best-selling book, what would happen? She would become rich. 2 what do/win the lottery? (buy a plane and learn to fly) ________________________________ ? _________________________________ 3 have a yacht/when sail? (every weekend) ________________________________ ? _________________________________ 4 where live/be rich? (on the moon!) _________________________________? __________________________________ 5 do/be young? (bungee-jump in New Zealand) _________________________________? __________________________________ 8. Unless means the same as if not. Write the sentences again using unless. 1 If it doesn’t stop raining we won’t go for a picnic today. Unless it stops raining we won’t go for a picnic today. 2 I’ll tell her if you don’t give me the money. __________________________________ __________________________________ 3 We’ll go bowling if we don’t get homework. __________________________________ __________________________________ 4 The door won’t open if you don’t push it hard. __________________________________ __________________________________ 5 If somebody doesn’t stop him, he’ll hurt himself. __________________________________ __________________________________ 6 They won’t know we’re here if we don’t make any noise. __________________________________ __________________________________ 7 Our team will win if the opponents don’t score soon. __________________________________ __________________________________
  • 17.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 UNIT 8 > Consolidation 1. Write complete predictions using the words given. 1 tomorrow-it-no-be-cold Tomorrow it won’t be cold. 2 she-pass-the-exam _________________________________ 3 Jim-arrive-soon _________________________________ 4 my-team-no-win-the-match _________________________________ 5 I-probably-have-chicken-for-lunch _________________________________ 6 the-picnic-be-great-fun _________________________________ 7 we-probably-no-go-to-university _________________________________ 8 pollution-cause-more-problems? _________________________________ 9 elephants-become-extinct? _________________________________ 2. Complete the arrangements. Use the present continuous. 1 At 6.00 we’re playing (play) football. 2 I _______________ (have) a party at the weekend. 3 Tomorrow morning we _______________ (go) on holiday. 4 What time _________ you _______________ (meet) your friends in the park? 5 She _______________ (no arrive) until Friday night. Now complete these plans or intentions with going to. 6 He _______________ (see) his cousins during the holidays. 7 I _______________ (get up) late at the weekend. 8 What ________ he ______________ (eat) for dinner? 9 We ________________________ (no do) our homework tonight. 3. Write complete sentences using will + present. 1 Tom-ring-after-he-play-football Tom will ring after he plays football. 2 dog-eat-until-there-no-more-food __________________________________ 3 Sarah-arrive-before-you-leave __________________________________ 4 They-have-party-after-do-the-exams __________________________________ 5 We-work-until-job-done __________________________________ 6 She-go-shopping-before-she-lunch __________________________________
  • 18.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 > Extension 4. We can also use going to to make predictions if we have evidence that something is going to happen. 1 The clouds are very black, I think it is going to rain. (rain) 2 She’s driving dangerously. She _______________ (have) an accident. 3 I feel ill. I think I _______________ (be) sick. 4 Spain 4, France 1 after 85 minutes. Spain _______________ (win) 5 Spain 1, France 4 after 85 minutes. Spain _______________ (no win) 6 This boy looks very angry. I think he _______________ (hit) me! 7 The weather forecast says it _______________ (snow) tonight. 8 That woman is very fat. __________ she _________________ (have) she a baby? 9 You haven’t studied much. ________ you _________________ (pass) the test? 5. Look at these situations and decide whether to use will or going to for predictions. Remember, if there is evidence, use going to. If there is no evidence, use will. 1 You are pessimistic about the weather tomorrow: I think it will rain tomorrow. 2 The weather forecast predicts rain: They say it’s going to rain tomorrow. 3 Spain 1, Italy 1 after 25 minutes (of 90) I think Spain _______________ (win) 4 Spain 3, Italy 0 after 75 minutes (of 90) I think Spain _______________ (win) 5 People are looking at the sky and getting out their umbrellas. I think _______________ (rain) 6 You have studied hard for an easy exam. I’m sure ________________ (pass) 7 You have studied enough but it’s a difficult exam. I hope _______________ (pass) 6. Correct the sentences. 1 She must to be ill. She must be ill. 2 He mights be the man you’re looking for. __________________________________ 3 The town must being damaged after the storm. __________________________________ 4 That girl can’t to work here. She’s too young. __________________________________ 5 They may coming to the party if they have time. __________________________________ 6 The baby cannot be asleep with this noise. __________________________________ 7 She mays win the competition. __________________________________
  • 19.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 7. Write the sentences again using a modal verb of deduction. 1 There’s a good chance we’ll find the money. We may find the money. 2 It’s possible oil will be replaced by solar power. _________________________________ _________________________________ 3 I’m sure she will like this present. _________________________________ _________________________________ 4 It’s not possible for him to arrive this morning. _________________________________ _________________________________ 5 There’s a slight chance that it will snow tonight. _________________________________ _________________________________ 6 They will probably have a party this weekend. _________________________________ _________________________________ 7 After running a marathon she’ll definitely be tired. _________________________________ _________________________________ 8 There’s no chance that Kerry is happy now. _________________________________ _________________________________ 9 He’ll possibly be able to help you. _________________________________ _________________________________
  • 20.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 VOCABULARY CITY VOCABULARY 1. Match the objects in the pictures with the places in the box. bus station gym hospital library museum restaurant theatre tourist information office 1 2 3 4 5 6 7 8 1 museum 2 __________________________________ 3 __________________________________ 4 __________________________________ 5 __________________________________ 6 __________________________________ 7 __________________________________ 8 __________________________________ 2. Write the correct place. 1 Where do you stay when you go on holidays? hotel 2 Where do you go when you are very ill? __________________________________ 3 Where do you go when you want to see a play? __________________________________ 4 Where do you go when you want to look at or borrow books? __________________________________ 5 Where do you go to buy milk, biscuits, fruit, etc.? __________________________________ 6 When you are on holiday, where do you go to find information about the city you are visiting? __________________________________ 7 Where do you go to post a letter? __________________________________ 8 Where do you go to catch a bus? __________________________________ 9 Where do you go when you are hungry? __________________________________ 10 Where do you go to do exercise? __________________________________
  • 21.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 FEELINGS > CONSOLIDATION 1. Complete the words to form feelings. 1 emba rrased (7 more letters) 2 rel (4 more letters) 3 exc (4 more letters) 4 bo (3 more letters) 5 dep (6 more letters) 6 dis (9 more letters) 7 fan (6 more letters) 8 gu (4 more letters) 9 ne (5 more letters) 2. Complete the sentences with an adjective from exercise 1. 1 We were bored with lying on the beach, so we went to explore the city. 2 The news is always so bad. It just makes me _______________ 3 He was really _______________ that you weren’t at the party. 4 Everyone was looking at me and I felt really _______________ 5 The children are really _______________ about Christmas. 6 I slept really well last night and today I feel _______________ 7 He’s very _______________ about his driving test. 8 I feel _______________ because I didn’t invite her to the party. 9 Jim was lying in the sun, looking very happy and _______________ 3. Match the extreme adjectives in the box to the definitions. delighted devastated ecstatic exhausted fascinated furious mortified terrified 1 very very happy ecstatic 2 very very unhappy __________ 3 very very frightened __________ 4 very very angry __________ 5 very very pleased __________ 6 very very embarrassed __________ 7 very very interested __________ 8 very very tired __________ 4. Complete these sentences with an adjective from exercise 3. 1 I’m more than happy. I’m ecstatic! 2 His football team lost the final 9-0 and he’s _______________ 3 She wasn’t just embarrassed. She was _______________ 4 When the dog attacked me I was _______________ 5 My friend won the lottery and he was _______________ 6 I’ve just run a marathon and I’m _______________ 7 My brother crashed my mum’s car and she was _______________ 8 The first time we saw a really good magician we were _______________
  • 22.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 HEALTH 1. Label the pictures. 1 Knee 2 _______________ 3 ________________ 4 _______________ 5 ________________ 6 _______________ 7 ________________ 8 _______________ 9 ________________ 10 ______________ 2. Match the injury with the part of the body and the decision you should take. Injury Part of the body Decision 1 break your leg put on a plaster 2 sprain your finger get a bandage 3 twist your back go to the dentist 4 hurt your ankle get an ice pack 5 cut toothache go to hospital 6 have your wrist call a doctor 1 When you break your leg you should go to hospital. 2 When you sprain __________________ you should 3 When you twist ___________________ you should 4 When you hurt ____________________ you should 5 When you cut _____________________ you should 6 When you have ___________________ you should 3. Circle the odd one out. 1 eyes, ears, mouth, hip 2 knee, ankle, toes, teeth 3 toes, stomach, hip, waist 4 wrist, fingers, neck, nails 5 wrist, arm, ankle, elbow
  • 23.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 4. Find seven more health problems. Q W H E S R T Y U P I E O S P A S D A F A G T P H J T I J D K O A L M E N Z A X M I C V M I R C B A N N M P N U H P C I O I E T N E U H N Y T R H N R E A T W Q A E Y A S C H D F T C N G T H E F L U H O H J E B K L R E S L Z X A C V E S E V D B C N M N T P O I U K T R E
  • 24.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 MODIFIERS 1. Circle the correct word in each sentence. 1 I was so shocking/shocked by her language. 2 The book was really quite boring/bored. 3 I get a bit depressing/depressed when it rains all day. 4 I felt so insulting/insulted by her rude words. 5 It’s rather annoying/annoyed when you miss the bus. 6 Andy is really terrifying/terrified of heights. 7 I don’t think horror films are very frightening/frightened at all. 8 Come and look at this. It’s quite interesting/interested. 9 That joke was rather amusing/amused! 10 We’re going on holiday tomorrow and I’m really excited/exciting. 11 Are you terribly worrying/worried about crime? 12 I feel a bit frustrating/frustrated because I can’t do this maths problem. 2. Write the words in the box in the correct place on the scale (1 = the weakest, 7 = the strongest). a bit extremely not very quite rather really very 1 __________________________________ 2 __________________________________ 3 __________________________________ 4 __________________________________ 5 __________________________________ 6 __________________________________ 7 __________________________________ 3. Give your opinion of these things using a word from exercise 2 and an adjective. (Note: extreme adjectives, such as terrifying/ terrified, can only be used with really.) 1 rap music __________________________________ 2 skiing __________________________________ 3 Mr Bean __________________________________ 4 snakes __________________________________ 5 rain __________________________________ 6 failing an exam __________________________________ 7 going on holiday __________________________________ 8 losing your homework __________________________________
  • 25.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 MONEY 1. Write the prices in words. 1 £3.50 Three pounds and fifty pence. 2 £6.35 _________________________ 3 £10.40 _________________________ 4 £8.32 _________________________ 5 £6.75 _________________________ 6 £5.00 _________________________ 7 £42.78 _________________________ 8 £15.60 _________________________ 2. Rearrange the letters. 1 vesa save 7 snico __________ 2 hacs _________ 8 yemno-e _______ 3 refe __________ 9 yrucrenc _______ 4 lasse _________ 10 erpic __________ 5 dricet drac ____ 11 queech _________ 6 ghacne _______ 12 nbak stone ______ 3. Match words from exercise 2 with the definitions. 1 Not spend your money save 2 Round metal money _______________ 3 Paper money _____________________ 4 ‘Plastic money’ ___________________ 5 A time when all the shops sell things cheaper _________________________ 6 How much something costs _________ 7 You write on this paper and pay with it __________________________________ 8 Money which only exists on the Internet __________________________________ 9 Something you don’t have to pay for is __________________________________ 10 I pay 10 euros for something that costs 9 euros. I get 1 euro _________________ 11 ‘Real’ money, not cheques or credit cards is called ____________________ 12 Euros, pounds or yen are types of __________________________________
  • 26.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 4. Match the colloquial words in the box with a picture. a buck a fiver a quid a tenner broke in the black in the red loaded 1 a fiver 2 _______________ 3 _______________ 4 _______________ 5 _______________ 6 _______________ 7 _______________ 8 _______________ 5. Complete the sentences with one of the words from exercise 4. 1 ‘That’s six pounds.’ ‘Oh. I’ve only got a fiver.’ 2 Good news from the bank. We’re _____________________ again. 3 I haven’t got a penny! I’m ______________! 4 Look at my bank account. I spent too much money last month and now I’m _____________________ . 5 In New York a hamburger costs 3 _____________________ . 6 In London a hamburger costs 2 _____________________ . 7 Most film stars and pop stars are _____________________. 8 ‘Can you lend me a _______________?’ ‘I’ve only got eight pounds. Sorry.’
  • 27.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 NATURAL FEATURES 1. Complete the words. 1 h u r r i c a n e 2 f _ r _ st f _ r _ 3 _ _ r t h q u _ k _ 4 p _ l _ u t _ _ n 5 d _ s _ _ s _ 6 f l _ _ d s 7 d r _ _ g h t 8 g l _ b _ l w _ r m _ n g 2. Give two examples for each word. 1 sea Mediterranean, _________________ 2 river _____________, _______________ 3 lake _____________, _______________ 4 mountain _________, _______________ 5 coast _____________, ______________ 6 valley ____________, ______________ 7 beach ____________, _______________ 8 forest ____________, ______________ 3. Circle the odd one out. 1 rain drought floods 2 beach mountain sea 3 forest tree lake 4 storms hurricanes valley 5 sea lake beach 6 storms hurricanes global warming 7 forest fire drought floods 8 earthquake greenhouse effect air pollution 4. Complete the definitions with words from the box. deforestation earthquake forest hurricane oil slick ozone layer tidal wave volcano 1 A violent storm with a very strong wind. hurricane. 2 A layer of oil floating on water. _______________ 3 The cutting or burning down of all the trees in an area. _______________ 4 A mountain with a large hole at the top. Lava and hot ash sometimes erupt through the hole. _______________ 5 A sudden shaking of the earth’s surface. _______________ 6 A layer of gases that stops harmful radiation from the sun. _______________ 7 A very large movement of sea water that flows onto the land and destroys things. _______________ 8 A large area of land that is thickly covered with trees. _______________
  • 28.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 5. Order the letters to form words related to the natural environment. 1 yba bay 2 verir ____________________ 3 fislcf ____________________ 4 dilef ____________________ 5 yevlal ____________________ 6 tominuna ____________________ 7 disnal ____________________ 8 lhli ____________________ 9 klea ____________________ 10 terfso ____________________ 11 chabe ____________________ 12 ase ____________________ 6. What are these famous geographical features or descriptions? 1 Bay of Pigs 2 Everest __________________________ 3 Nile ____________________________ 4 Mediterranean ____________________ 5 Hawaii __________________________ 6 Titicaca _________________________ 7 A big group of trees ________________ 8 A vertical rock face ________________ 9 A high point of ground _____________ 10 Sand next to the sea ________________ 11 A place where cows live ____________ 12 A low area between two hills _________ 7. Write the words from exercises 5 and 6 under the correct picture. 1 A bay 2 _______________ 3 ________________ 4 _______________ 5 ________________ 6 _______________ 7 ________________ 8 _______________ 9 ________________ 10 ______________ 11 ______________ 12 ______________
  • 29.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 RELATIONSHIP 1. Match the phrases in the box with the pictures below. to be together to break up to drive someone mad to solve problems 1 2 3 4 1 to break up 2 _________________________________ 3 _________________________________ 4 _________________________________ TASTES AND PREFERENCES 1. Write sentences about your likes and dislikes using words from the two boxes. don’t like don’t mind enjoy hate like love do my homework eat chocolate tidy my room get up early play tennis sleep study for exams swim 1 I enjoy sleeping. 2 __________________________________ 3 __________________________________ 4 __________________________________ 5 __________________________________ 6 __________________________________ 7 __________________________________ 8 __________________________________ 9 __________________________________
  • 30.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 PHRASAL VERBS > Give 1. Find the phrasal verbs with give in the word search. Then write the phrasal verb with give next to its definition below. B D G N G T I O Q G U S I F I U L D E R G I V E B A C K U Y I M E P A R O F N I V D A R D N I G A P E A W K V F O I T K O P A I Y O N V X H U F Y O G I V E I N T H S A I U S U D P G W E Z T F S P Q F 1 return give back 2 stop doing something _______________ 3 surrender ________________________ 4 donate ___________________________ 5 distribute ________________________ > Phrasal verbs with go 1. Complete the dialogue with a phrasal verb from the box. go away go down go on go in go over go up Martin: Look, over there. It’s Ronaldo! Let’s 1 go up to him and ask him for his autograph! Quick, he’s going to 2 __________the lift. David: Oh no! Let’s 3 ____________ the stairs and catch him on the ground floor. Run! Martin: Ronaldo, can we have your autograph please? Ronaldo: Sure. Here you go. David: Are you leaving for the club now? Ronaldo: Don’t worry. I’m not going to 4 ____________ just yet. Martin: Excellent! Ronaldo: Bye guys. David/Martin: Bye. Martin: I’m going to 5 ____________ this story again and again! David: I know! I’m going to 6 ____________ about it to my friends and family forever!
  • 31.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 > Phrasal verbs with take 1. Complete the sentences with one word or phrase from box A and a preposition from box B to make a phrasal verb with take. A book coat cook day to day first visit responsibilities salsa B after back in off on over up 1 I’ve got to run to the library to take _________ the _________ I borrowed. 2 We aren’t planning any new investment until the new management takes ________ the ____________ running of the business. 3 Lisa takes _________ her mother. She’s such a wonderful _________! 4 My girlfriend and I have decided to take _________ _________ dancing classes on Friday nights. 5 James got a salary raise six months after taking _________ additional _____________ 6 There was too much in the museum to take _______________on our _______________
  • 32.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 READING AND WRITING SAM’S MISTAKE 1. Read the texts about Sam’s mistake and put them in order. 1 b 2 _______ 3 4 5 6 a Now I’m running down the street. I’m getting a bit wet because it’s raining. I don’t like the rain and I haven’t got an umbrella. b I’m lying in my bed, half asleep, and I look at my watch. Oh no! It’s half past eight! I get up and quickly go into the bathroom because I’m one hour late. c I’m walking through the front entrance of the school but something is not right. The front door is locked and there’s nobody about. Then I know my mistake. d I’m waiting at the bus stop for the bus and I’m looking at my watch. Ten to nine already. This is bad! I decide that I can’t wait for the bus because I haven’t got time, so I start to run. e I’m not eating my breakfast because I need to leave the house in two minutes. I have a glass of milk and put on my coat and close the front door. f I’m thinking how stupid I am and I start to walk home again, very slowly, thinking about going to bed again. 2. Read the text again and answer these questions. 1 What time does Sam usually get up? He usually gets up at half past seven. 2 What does he eat for breakfast? _________________________________ 3 Does he drink anything? What? _________________________________ 4 Why does he not take the bus? _________________________________ 5 What’s the weather like? _________________________________ 6 Why is this a problem? _________________________________ 7 What’s the problem with the school door? __________________________________ 8 How does he go home? __________________________________ 3. What is Sam’s mistake? a He goes to the wrong school. b It’s Saturday. c His watch is one hour fast.
  • 33.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 > Write 4. Imagine your journey from your bed to school. Write it as if it is happening now. I’m lying in bed when my alarm clock wakes me up. I’m getting up and going into the bathroom … _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
  • 34.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 LANGUAGES 1. Read the text and circle the best title. a Language studies in England b A different language to study c Why English people study languages Most students at school study at least one and maybe two languages apart from their own. European children tend to learn European languages and in England these languages are probably French, Spanish or German, but one student, Alex Brown, learns another language after school, and it’s not European. It’s Swahili. Alex is interested in the language because his grandparents are originally from the southern part of Africa and their first language is Swahili. So, every day when classes finish, Alex goes to his grandparents’ house for his extra class. Alex really enjoys learning from his grandfather, because he loves hearing all the old stories about his grandfather’s childhood. His grandfather obviously doesn’t ask for any money, but Alex pays for the class in another way. He looks after his grandparents’ garden. He enjoys cutting the grass and watering the plants, but the one thing he doesn’t like is collecting the fallen leaves from the trees. Alex’s dad picks him up after the class to take him home. ‘I’m very happy that my son is learning the language of my father’ he says. ‘When he is older he can go to Africa to visit his distant family and talk to them.’ 2. Read the text again and answer these questions. 1 What languages do English students normally study? They usually study French, Spanish or German. 2 Who studies Swahili? _________________________________ 3 Why does he study Swahili? _________________________________ 4 Where does Alex study Swahili? _________________________________ 5 Who teaches Alex? _________________________________ 6 What does Alex love hearing about? __________________________________ 7 Who ‘pays’ for the class? __________________________________ 8 What does he enjoy doing in the garden? __________________________________ 9 What does he hate doing in the garden? __________________________________ 10 Who picks Alex up after class? __________________________________ 11 What does Alex’s dad think of his son learning Swahili? __________________________________
  • 35.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 12 Who can talk to Alex when he goes to Africa? _________________________________ > Write 3. Think of one subject that you like and one you don’t like studying and explain why. I really like studying music and I hate studying mathematics. I enjoy going to music class because … _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
  • 36.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 AN URBAN COW 1. Read the story and order the pictures. 1 b ____ 4 ______ 2 5 ______ 3 One day, while I was studying in my bedroom for an exam, I heard a strange noise, like a cow mooing. I didn’t pay any attention at first because it was such an important exam that I really needed to study hard, but then I heard the sound again. It was so strange because I don’t live anywhere near a farm. I put my book down and listened but I could only hear silence. I went back to studying until lunchtime and then I went into the sitting room, where my brother was watching television. I asked him about the cow sound but he didn’t know what I was talking about. The volume on the TV was so loud that he couldn’t hear anything. I walked into the kitchen and I heard the sound again, this time much louder. I looked out of the kitchen window and to my surprise, there really was a cow in the garden and it was eating my mum’s best flowers. It mooed again and I was so surprised that I could only stand there with my mouth open. a b c d e 2. Read the text again and answer these questions. 1 What was the girl doing in her bedroom? She was studying for an exam. 2 What did she hear? __________________________________ 3 Why didn’t she pay attention at first? __________________________________ 4 Why was the sound so strange? __________________________________ 5 When did she finish studying? __________________________________ 6 Why couldn’t her brother hear the noise? __________________________________ 7 Where did she hear the noise again? __________________________________ 8 What was in the garden and what was it doing? __________________________________
  • 37.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 > Write 3. Write a story that concludes with one of these sentences: a I was so tired that I went to bed. b It was such a strange experience that I didn’t tell anybody about it. c We were so happy that we laughed all the way home. _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
  • 38.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 DEDICATED FOLOWER OF FASHION 1. Read Angela’s descriptions of the clothes and match them to the correct picture. 1 It’s the longest skirt in the shop, but it’s not trendy enough for me with its big flowers. It’s very baggy too, which I don’t like, but I imagine it means it’s quite comfortable. __e__ 2 This skirt is also very baggy, but it’s not as long as the first one. It’s medium length. It’s got the same flowery design and so it’s just as unfashionable too. Because it’s shorter, I also think it’s the most comfortable. ______ 3 This is the skirt that I like the most. It’s long and quite fashionable. It hasn’t got the horrible flowers of the other two and it’s quite tight. It’s probably the most uncomfortable but you have to suffer for fashion! ______ 4 These trousers are baggy at the top and tight at the bottom and I don’t think they’re very fashionable. They’re quite sporty, I suppose, at least for playing golf! ______ 5 The other trousers are much better. I think they’re really trendy because they’re tight at the top and baggy, or flared, at the bottom. They look really nice. ______ 2. Read the texts again and answer the questions. 1 Why is the first skirt too unfashionable? Because it has big flowers. 2 Why does Angela say this skirt is comfortable? __________________________________ 3 Why is skirt c) the most comfortable? __________________________________ 4 Why is skirt a) the most popular? __________________________________ 5 What opinion does Angela give of the flowers? __________________________________ 6 Are trousers b) tighter at the top or bottom? __________________________________ 7 What sport does Angela say you could play in trousers b)? __________________________________ 8 Why does Angela think trousers d) are fashionable? __________________________________
  • 39.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 > Write 3. Write a description of two or three of your favourite clothes. I’ve got a jacket which I think is really cool. It’s quite baggy but it’s very trendy … _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
  • 40.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 MY IDEAL JOB 1. Read the texts and fill in the spaces with one of the jobs in the box. accountant architect baker biologist cashier librarian 1 SAM: ‘I’m going to be a baker when I leave school. I won’t go to university because I don’t need to. My mum’s shop makes bread and they’re going to give me a job there. I don’t think I’ll like it very much because I’ll have to get up very early, but at least I’ll earn money.’ 2 ALLIE: ‘I’m going to be a _______________ because I’m really interested in books. I’m going to go to university to get some qualifications so that I make sure I get a job. I think it will be a very quiet and relaxing job.’ 3 NEIL: ‘I’m going to be an _______________ I know the exams at university will be very difficult but I will be all right I think. I love designing houses and other buildings, so I know I’ll be really motivated to study hard.’ 4 FRED: ‘I’m going to be a _______________ I love animals and plants and I’ve always been interested in science. In fact, tomorrow I’m going to a friend’s house to talk to her father, who works in a laboratory. He’s going to give me some advice about what to study.’ 5 COLIN: ‘I’ll probably work as a _______________ in a supermarket for a while because I don’t really know what I’m going to do. I’ll do that until I get bored and I have enough money to go travelling.’ 6 SALLY: ‘I’m going to be an _______________ like my father. He earns a lot of money in a company and I’m planning to do the same. I don’t think it will be very exciting but I don’t think any job will be really interesting.’ 2. Read the texts again and answer the questions. 1 Whose shop makes bread? Sam’s mum’s. 2 Why doesn’t Sam think he’ll like the job? _________________________________ 3 Why is Allie going to choose her job? _________________________________ 4 How does she describe it? _________________________________ 5 What does Neil predict about the university exams? __________________________________ 6 Why will he be motivated? __________________________________ 7 Why does Fred want to do his chosen job? __________________________________ 8 Who is he going to talk to? __________________________________
  • 41.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 9 Where is Colin going to work? _________________________________ 10 What is he going to do when he has enough money? _________________________________ 11 Who has the same job as Sally’s chosen one? _________________________________ 12 What does she predict about the job? _________________________________ > Write 3. Write about three possible jobs that you think you will do after school. Give your reasons. You can invent them. I’m going to be a film star when I leave school. I love acting and I’m really good at it and think I will be very successful in Hollywood … _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
  • 42.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 A DIFFICULT DECISION 1. Read the texts and put them in the correct order. 1 d 2 ______ 3 4 a Unfortunately, if I do this, my parents will be really angry. The other option is to leave school and go and study at college and if I do this, my parents will be pleased but my girlfriend won’t, because the college is in another town and if I go and study there I won’t see much of her. b If I do this, my parents will be happy and so will my girlfriend because she is definitely going to continue studying here. The next option is to leave school and look for a job. If I choose this one, and if I find a job, I will have more money, which will be good. This will also make my girlfriend happy. c Obviously, the first option is the one that makes my girlfriend and my parents happy, but I think it’s the one that I personally don’t want. I need a change and if I stay at school I think I’ll be demotivated and bored. So it looks like there is no option that will please everybody: What can I do? If someone can give me some advice, I’ll be very grateful! d On the 30th of June I have to make a decision and that’s not long as now we’re in April. I’m 16 and finishing my last year of compulsory secondary school this year and I’m not sure what to do next. I have to choose between three options. The first choice is to stay at school for two more years and there are some advantages to this. 2. Read the text again and answer the questions. 1 When does he have to make a decision? On the 30th of June. 2 What month is it now? _________________________________ 3 How many options does he have? _________________________________ 4 Who will be happy if he chooses the first option? _________________________________ 5 What will be good if he decides on the second option? _________________________________ 6 Who won’t be pleased if he chooses option 2? __________________________________ 7 Why won’t his girlfriend be happy if he chooses to go to college? __________________________________ 8 Which choice does he like the least? __________________________________ 9 What does he say he needs? __________________________________ 10 What will happen if he stays at school? __________________________________ 11 Why will he be grateful? __________________________________
  • 43.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 > Write 3. Imagine you have the same three choices as the boy in the text. What will you do if you choose each option? If I decide to stay at school, I’ll continue seeing all my friends but I’ll also have to … _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
  • 44.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 HOLIDAY ROMANCE 1. Read the two e-mails and circle the best descriptions of Keith and Helen. Keith Helen a embarrassed a excited b anxious b stressed c angry c pleased Dear Aunt Helen, I have a big problem. Do you remember the photos of the girl, Isabel, who I met when we were on holiday in Spain? Well, now I can’t stop thinking about her. I can’t concentrate on my studies and in a German test yesterday my mind was blank and I couldn’t remember anything! I don’t know why, and I failed it! What can I do? I’m worried that I’ll fail all my exams because all that I do is think about her. If I could stop thinking about her, I’d be OK. Love, Keith Dear Keith, First of all, I think it’s great that you met such a lovely girl! She’s very beautiful in the photos you sent me. You should be glad to know her and you shouldn’t be stressed. I know you’re unhappy because she’s far away but you should be positive. She’s not in Australia! You could ask your parents for a plane ticket to Spain for your birthday. And you shouldn’t be embarrassed about it. If you explained how you felt to them, I’m sure they’d understand. And you shouldn’t worry about your exams. If you were more relaxed, I’m confident that you’d pass them. And remember that I’m very happy for you! Aunt Helen 2. Read the e-mails again and answer the questions. 1 What’s the name of the girl who Keith met? Isabel. 2 What’s the name of the country where he went on holiday? _________________________________ 3 What was the subject of the test he failed? _________________________________ 4 What is he worried about? __________________________________ 5 Why does he think this will happen? __________________________________ 6 How does Helen know what Isabel looks like? __________________________________ 7 How does Helen say he should feel? __________________________________
  • 45.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 8 What does Helen say he could ask for as a birthday present? _________________________________ 9 When would his parents understand? _________________________________ 10 What would happen if he was more relaxed? _________________________________ > Write 3. Give your own advice to Keith in this situation. What other things could he do or should he do to feel happier and make sure that Isabel doesn’t forget him? I think Keith should write an e-mail to Isabel and tell her … _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
  • 46.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 GHOST STORY 1. Read the story and put the pictures in the correct order. 1 b 4 ______ 2 _____ 5 ______ 3 _____ I’ve never been so frightened as I am now. I’m absolutely terrified! Have you ever seen a ghost? Well now I can say that I have and I don’t want to repeat the experience ever! This is what happened. I was watching television – a boring programme about famous people. It was quite depressing really. Then I heard a noise like tic, tic, tic. At first I didn’t take any notice but then it got really annoying, so I switched off the TV and tried to locate where it was coming from. However, as soon as I stood up the noise stopped. I sat down again and the tic, tic, tic started again. Then I thought it was amusing, even intriguing. Like a mystery. I’ve had strange experiences before but this was definitely one of the strangest. I stood up again. Again the sound stopped. When I sat down I saw the most shocking thing. Three white fingers under the sofa. I couldn’t stop myself screaming and in that moment the ghost came out from under the sofa and said ‘Hello!’ I ran out of the room and I haven’t returned yet. What am I going to do? a b c d e
  • 47.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 2. Read the story again and answer the questions. 1 How does the boy feel right now? Absolutely terrified. 2 What has he seen? _________________________________ 3 What was the TV programme like? _________________________________ 4 How does he describe the noise at first? _________________________________ 5 When did the noise stop? _________________________________ 6 Why did he think it was amusing and intriguing? _________________________________ 7 Is it the first time he has had a strange experience? _________________________________ 8 What did he see under the sofa? _________________________________ 9 Is he in the room now? _________________________________ > Write 3. Write a story that starts: ‘I’m absolutely terrified!’ and write about what has happened. I’m absolutely terrified! I’ve climbed a tree and I can’t get down again. I decided to climb up the tree because … __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________
  • 48.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 FAME AND FORTUNE 1. Read the text and circle the best title. a Anonymous Annie. b A Changed Woman. c What Ann Used to Be Like. Ann Clarke is 27 and happily married with two young children. She looks like a very normal person, who probably had a very normal past. Don’t be deceived. Ann used to be very different. For a start, Ann used to be known as Annie. Annie Mator to be precise, and she used to have green hair as the lead singer in a rock group called the Animators, which used to be very successful in China and Japan in the late nineties, although not in Europe. ‘It was amazing at the time.’ Annie told me. ‘We used to go out on the streets of Tokyo and have hundreds of fans asking for our autographs.’ I asked about Europe. ‘No. Nobody knew us at all in Europe, which was great because we used to get quite tired of all the attention in the Far East. We used to spend at least six months a year there, so it was nice to get back to a place where you could be anonymous.’ So what happened? Why is she now a ‘normal’ wife and mother? ‘In the end I just got tired of all the travelling. It used to be great to live that kind of lifestyle, but after three years of it I decided that it was time to lead a quieter life. I started going out with the drummer who was on our last tour of China, and now we’re married and living in London, where nobody knows who we are, which is wonderful!’ 2. Read the text again and answer true, false or don’t know. 1 Ann used to use a different name. True. 2 Ann has green hair now. ______ 3 Ann still sings. ______ 4 Ann used to be recognised in Tokyo. ______ 5 Ann used to enjoy returning to Europe. ______ 6 Ann prefers her old lifestyle. ______ 7 Ann married a musician. ______ 8 She misses the fame she used to have. ______ > Write 3. Think about the music you used to like three years ago and the music you like now. How is it different? What do you think of your old music? I used to really like Britney Spears and Christina Aguilera and I used to buy all their CDs, but now I think that their music is … __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________
  • 49.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 DISASTER IN GALICIA 1. Read the text and circle the best title. a Ship sinks near Galicia b Oil disaster off Galician coast c Storm causes ship to sink In November 2002, the oil tanker Prestige broke in two off the Galician coast, to the north-west of Spain, leading to one of the worst environmental disasters Spain has experienced. The ship, which was carrying more than 70,000 tonnes of oil, started to have problems when it was caught in a terrible storm. The strong waves broke a hole in the side of the ship and, despite attempts to avoid the disaster, a large amount of oil was released into the sea. Westerly winds blew a large amount of this oil onto the Galician beaches and rocks, destroying wildlife and one of the most beautiful parts of European coastline. Fishing also had to be completely suspended in the area, meaning many local people lost their means of earning money. After a few days floating helplessly at sea, the Prestige sank, taking to the bottom with it most of its deadly cargo, the long-term consequences of which are not yet known. Thousands of local people helped clean the more than 140 beaches affected along the ‘Coast of Death’ by removing the oil and taking affected sea birds to have the oil removed from their feathers. Only time will tell if this natural paradise will return to its previous state. 2. Read the text again and answer the questions. 1 Into how many parts did the ship break? Two. 2 How much oil was the ship carrying? _________________________________ 3 What caused the ship to have problems? _________________________________ 4 What did the waves do to the ship? _________________________________ 5 What was released into the sea? _________________________________ 6 From which direction were the winds? _________________________________ 7 What happened to the fishing? _________________________________ 8 What happened after a few days? __________________________________ 9 How many beaches were affected by the oil? __________________________________
  • 50.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 > Write 3. Write your opinion of one of these statements. Do you agree or disagree? Why? a Oil may be the biggest cause of environmental disasters. b Man is responsible for most forest fires. I think oil must be the biggest cause of environmental problems for more than one reason. First, when disasters like the Prestige happen … _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
  • 51.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 PROTEST 1. Read the news report and put the paragraphs in the correct order. 1 b 2 ______ 3 4 a We interviewed one very unhappy woman, Clare Brown, who said that she was protesting about all of these issues. She said she was worried because she lived near a nuclear power plant and also that she was unemployed. She said that there were a lot of violent crimes in her town and that many drug addicts lived in her street. She also said that, after voting for the government in the last election, she definitely wouldn’t be voting for them again. b Last Saturday a demonstration marched to Parliament to protest about the government’s policies. Two large organisations were involved in the march. One was ‘Green Planet’, which was demonstrating in general about environmental problems and specifically about the new law on nuclear energy. c We also asked a member of the government for his views and he said people didn’t understand how complicated it was to solve these problems and that the government was doing everything it could to make things better. We told him about the unfortunate woman and all her problems but he said he had no comment on the matter. d The other was ‘No More Crime’, which believes that the government does not do enough to prevent crime and violence. There were also thousands of individuals, all with their own personal worries and protests against the government, such as unemployment and drug abuse. 2. Read the text again and answer the questions 1 Where did the demonstration march? To Parliament. 2 What was Green Planet generally protesting about? _________________________________ 3 What was their specific complaint? _________________________________ 4 What is ‘No More Crime’ unhappy about? _________________________________ 5 What were other people protesting about? _________________________________ 6 Why does Clare Brown agree with Green Planet’s protest? __________________________________ 7 What is Clare’s job? __________________________________ 8 Why does she agree with ‘No More Crime’s’ demonstration? __________________________________ 9 Why is she unhappy about drug abuse? __________________________________ 10 Who did she vote for in the last election? __________________________________ 11 Will she vote for them again? __________________________________
  • 52.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 > Write 3. Imagine you were a journalist at the demonstration and that you interviewed somebody who was unhappy about these things: Aids and serious diseases, alcohol abuse, world peace and nature. Write about your interview. I interviewed Ana Blasco, who was at the demonstration. She said that she was worried about the spread of serious diseases like … _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
  • 53.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 MYSTERY PRODUCT 1. Read the text and decide which product was made and sold. a magazine b newspaper c novel d comic First, obviously, it was written by the author, on his portable laptop computer. Then the story was sent to the publishers. The editor thought that the general idea was fantastic, although the story was a bit flawed in places, so parts of it were rewritten. When everyone had decided that it was ready to be printed, the complete work was loaded onto the publisher’s main computer. The work was 326 pages long, so 163 sheets of paper were needed, as both sides are used. These were loaded into the printer and a test was printed. When everyone was satisfied, thousands of copies were printed. Also the front and back covers were designed. An artist was employed for this job, and when they were approved by the author and the editor, these were also printed, on special, more expensive paper, and in colour. The product wasn’t advertised heavily, but copies were given to critics, whose reviews were read by many people. The product was sold in specialised shops and also in department stores, in their literary section, and because the reviews described it as ‘excellent’ and ‘superb’, nearly a hundred thousand copies were sold. 2. Read the article again and answer the questions. 1 Where was it written? On the author’s laptop computer. 2 Where was the story sent? _________________________________ 3 What did the editor think of it? _________________________________ 4 What happened because of this? _________________________________ 5 Why were only 163 pieces of paper needed? _________________________________ 6 What happened when everyone was happy with it? _________________________________ 7 Who were the front and back covers designed by? __________________________________ 8 Was the same paper used for all the pages? __________________________________ 9 Who were the reviews written by? __________________________________ 10 Were they positive? __________________________________ 11 Was the product a success? __________________________________
  • 54.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 > Write 3. Describe how two of these things are made. Try to use the passive. • a paper aeroplane • a chair • a Spanish omelette • a ham and cheese sandwich A paper aeroplane is made like this: An A4 piece of paper is selected. It is folded … _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
  • 55.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 PENGUIN READERS FACTSHEETS THE PICTURE OF DORIAN GRAY BY OSCAR WILDE Teacher’s Notes > Summary Published in 1891, The Picture of Dorian Gray is Oscar Wilde’s only novel. An immediate and popular success, it has never been out of print since. The story is set in London towards the end of the 19th century. Basil Hallward has painted a portrait of a handsome young man, Dorian Gray. Thrilled by the beauty of the painting, Dorian Gray wishes that he could always stay as young as his image in the picture. He gives up his soul to achieve this wish. Dorian sets out on a life of self-indulgence and evil. His behaviour seems to be reflected in the portrait and he realises that his wish has come true – the portrait is beginning to show a corrupted man while he remains unchanged. Frightened of what is happening, Dorian hides the picture in a locked room. The years pass and Dorian leads an increasingly depraved life, but the years have no effect on him; he looks as young and beautiful as ever. Then one evening he meets the artist once more and, after he has shown him the evil-looking portrait, Dorian kills him in a fit of hatred. Dorian tries to carry on with his immoral life. But he is tormented by feelings of guilt and decides that the only way he can make up for what he has done is to destroy the painting. In the climax of the story Dorian tries to kill the man in the portrait, but kills himself in the process. > About Oscar Wilde Oscar Wilde is one of the best-known characters of British literary history. Wilde grew up in a professional middle-class family in Dublin. He was a brilliant student and went to England to study at Oxford University. He was very ambitious and wanted to join English high society. He soon became famous for his witty conversation, especially his ironic epigrams or amusing sayings. Oscar Wilde was flamboyant and eccentric from an early age. At a time when men only wore black or grey he put on colourful clothes, grew his hair long and wore a green flower in his buttonhole. He was a founder member of the influential ‘aesthetic movement’ which believed in ‘art for art’s sake’ and rejected the strict morality of Victorian society which regarded all sexual matters as ‘dirty’ and immoral. In Victorian England all men were expected to get married and have a family. Oscar married and had two children, but he secretly loved men, something which was considered disgusting and was a serious crime. Oscar kept his love affairs with men a secret and between 1892 and 1895 his plays made him the most successful and popular writer in Britain. He loved mixing with the aristocracy yet his works made fun of the English upper classes and, in a subtle way, criticised the cruel morality of his
  • 56.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 time. When Oscar was found guilty of having a sexual relationship with a man, nearly all his friends dropped him, his plays and books were withdrawn and his possessions were sold to pay his creditors. He came out of prison a broken man and spent the final years of his life in poverty, unable to write and forced to live in exile. > Background and themes The Picture of Dorian Gray is often described as a melodrama, in other words a work in which everything is larger than life. It is more like a myth or a morality tale than the realistic novels which modern readers are accustomed to. It contains so much dialogue that it is almost as if it is a written version of a stage play. This is not surprising as Wilde went on to write a series of enormously successful plays in the three years following its publication, including his masterpiece, The Importance of Being Earnest. The theme of The Picture of Dorian Gray is a recurring one in European culture, most famously expounded in Faust. In the story of Faust, the devil tempts a man to sell his soul in exchange for all the things he desires. The result is disaster and the lesson is that a man’s soul is more valuable than anything he could possibly gain in the material world. In Oscar Wilde’s version, Lord Henry represents the devil figure and Dorian Gray is Faust. The portrait symbolises Dorian’s soul or personal morality. Lord Henry tempts Dorian to indulge in an immoral lifestyle, carelessly disregarding the feelings of the people he seduces and then rejects. Dorian thinks that he can escape from the consequences of his own immoral life because the portrait will take the blame for him. But, of course, he goes too far by killing his old friend Basil Hallward and begins to suffer from guilt. Wilde is showing us that nobody can ever escape the moral consequences of their actions. To this familiar moral fable Wilde adds the extra ingredient of sexual scandal. Although the novel never actually describes it, the reader is aware that there is an undercurrent of sexuality in many of the relationships. Apart from the story of Sibyl Vane, we do not know exactly what Dorian does that is so ‘immoral’, as in Victorian England it was impossible for a writer to be honest about sexual matters. In the end, good triumphs over evil when Dorian kills himself. This is the type of moral ending that was expected in 19th century literature. The Picture of Dorian Gray is not simply a moral fable. It is full of Oscar Wilde’s unique wit and humour. The dialogue sparkles with numerous examples of Wilde’s epigrams— short witty sayings which have now become part of the English language. These epigrams are often based on irony or a reversal of logic, a typical example of which is when Lord Henry says ‘I choose my friends for their beauty and my enemies for their intelligence. A man cannot be too careful in choosing his enemies.’ Wilde’s own conversation was full of this wit, and it gives the novel an extra dimension which most Victorian stories lack.
  • 57.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 > Communicative activities The following teacher-led activities cover the same sections of text as the exercises at the back of the reader, and supplement those exercises. For supplementary exercises covering shorter sections of the book, see the photocopiable Student’s Activities pages of this Factsheet. These are primarily for use with class readers but, with the exception of discussion and pair/groupwork questions, can also be used by students working alone in a self-access centre. > Activities before reading the book Put students into small groups to discuss these questions: Some tribes in the Amazon rainforest do not allow scientists to take photographs of them. They believe that each time you take a photograph of someone you take a little bit of their soul away. Can the class explain why this is? Do they share these feelings? > Activities after reading a section Chapters 1–3 Write this famous epigram (clever, witty or funny saying) from the book on the board: ‘I choose my friends for their beauty and my enemies for their intelligence. A man cannot be too careful in choosing his enemies.’ Ask students to work in pairs. Do they agree with this saying or not? Each student finds one more epigram from these chapters. Chapters 4–6 1. Put students into small groups to answer these questions: a Why does Dorian change his mind about Sibyl? b ‘He felt the time had come to choose. Or had he already chosen?’ (p. 32). What is this choice? c What would you choose if you were in the same situation? Chapters 7–8 Put students into pairs. They write as many adjectives as they can to describe Basil Hallward and as many adjectives as they can to describe Lord Henry. After 5–10 minutes, put two pairs together to compare ideas. They make a list of adjectives they all agree with. Write all adjectives on the board. Chapters 9–10 Put this sentence on the board: ‘Corruption is a thing that writes itself across a man’s face. It cannot be hidden.’ (p. 45). Put students into small groups. They discuss this statement and whether they agree with it or not. Chapters 11–13 Dorian says ‘I have done too many terrible things in my life. I am not going to do any more.’ (p. 56). In small groups, students answer these questions: a Do you believe what Dorian says above? b Can you think of ways people can get forgiveness for earlier bad behaviour?
  • 58.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 > Activities after reading the book Students discuss this question in small groups: What is the lesson of The Picture of Dorian Gray? Is there a lesson for people today in it? > Glossary It will be useful for your students to know the following new words. They are practised in the ‘Before You Read’ sections of exercises at the back of the book. (Definitions are based on those in the Longman Active Study Dictionary.) Chapters 1–3 charming (adj) very pleasing or attractive exhibit (v) to put something in a public place so that people can see it extraordinarily (adv) in an unusually good or special way fascinating (adj) extremely interesting flatter (v) to say nice things to someone in order to please them frown (v) to look angry influence (v) to have an effect on the way someone behaves or thinks passion (n) a very strong feeling of love portrait (n) a painting, drawing or photograph of a person soul (n) the part of a person that contains their deepest thoughts and feelings and which many people believe continues to exist after death worship (v) to love and admire someone very much Chapters 4–6 absurd (adj) seeming completely silly scandal (n) something that happens that people think is bad or shocking behaviour tragedy (n) an extremely sad event in which something terrible happens Chapters 7–8 corrupt (v) to make someone dishonest and behave very badly
  • 59.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 Student’s Activities > Activities before reading the book 1. Read the Introduction at the front of the book. Then close the book and try to answer these questions. a When was Oscar Wilde born? b Who was Constance Lloyd? c Who was Lord Alfred Douglas? d How long did Wilde spend in prison? e Where did he spend the last years of his life? f When did he die? > Activities while reading the book Chapter 1 1. Are these statements about Basil Hallward true or false? a He is an artist. ____ b He went to Oxford University. ____ c He is going to exhibit the painting of Dorian Gray at the Grosvenor. ____ d He met Dorian Gray at a party. ____ e He wants Lord Henry to meet Dorian. ____ 2. Write a paragraph or discuss with another student: Do you think Lord Henry will be a good or a bad influence on Dorian? Why? Why not? Chapter 2 1. Answer these questions. a How does Lord Henry know Basil? b What advice does Lord Henry give to Dorian? c What does Basil do at the bottom of his painting? d Why is Dorian jealous of the painting? e What does Lord Henry want to do that night? 2. Dorian makes a wish about the painting on page 11. Fill the gaps: ‘If I could stay ________________ and the picture grow ________________ ! For that – for that – I would give ________________ ! Yes, there is ________________ in the whole world I would not give! I would give my________________ for that!’ 3. If you were Dorian, would you make the same wish? Why/Why not? Talk to another student. Chapter 3 1. Complete each sentence with one word. a Dorian is in ________________ with an actress. b Dorian saw Sibyl in Romeo and ________________ c Sibyl is ________________ years old. d Dorian wants Lord Henry and Basil to come and watch Sibyl ________________ night.
  • 60.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 e Lord Henry read in the ________________ that Dorian was going to marry Sibyl. 2. Look at the picture on page 18 and write a short description of Lord Henry. Chapter 4 1. Who says these words? a ‘I hope this girl is good.’ b ‘Oh, she is better than good – she is beautiful.’ c ‘But how can Dorian marry an actress ...? It is absurd.’ d ‘I have never been so happy.’ e ‘You have annoyed Dorian. He is not like other men.’ f ‘Pleasure is the only thing worth having ideas about.’ g ‘I know what pleasure is. It is to worship someone.’ 2. Do you agree with the statement in ‘g’? If you don’t agree, what do YOU think pleasure is? Chapter 5 1. Answer these questions. a What does Lord Henry think of Sibyl? b Why does Sibyl act so badly? c How is Dorian cruel to Sibyl? d How has the portrait changed? e What does Dorian do with the mirror? f What does the mirror show him? g What has the portrait taught him? h What does he decide to do? Chapter 6 1. Put these events into the correct order. a Dorian writes a letter to Sibyl. b Dorian and Lord Henry go to the theatre. c Lord Henry tells Dorian that Sibyl is dead. d Dorian looks at the portrait and decides it is time to choose. e Lord Henry knocks on Dorian’s door. f Dorian goes for breakfast feeling happy. g Lord Henry tells Dorian to keep his name out of any scandal. 2. Imagine that Sibyl writes a letter to Dorian before she kills herself. Write the letter. Chapter 7 1. Answer these questions. a Who does Basil think has changed Dorian? b How does Basil think he has changed? c How does Dorian say he has changed since Basil knew him? d What does Dorian ask Basil to do? e What does Dorian say he will do if Basil looks at the portrait? f Why does Basil decide not to exhibit the portrait of Dorian Gray? g What does Dorian decide to do at the end of the chapter? Chapter 8 1. Complete the sentences. a Basil decides to put the portrait in the __________________________________
  • 61.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 b When he looks around the room he thinks about _______________________ c Dorian feels safe now because no other _________________________________ d In the library there is a note from _________________________________ e In the newspaper report Sibyl’s death is described as _______________________ 2. On page 40 Dorian says ‘Every moment of his lonely childhood came back to him as he looked around.’ What do you think Dorian’s childhood was like? Talk about it with a friend or write a paragraph. Chapter 9 1. Are these statements true or false? a Although many years pass, Dorian still looks young and pure. ____ b Basil is planning to go to Paris on the eleven o’clock train. ____ c Basil says there are rumours about Dorian’s life. ____ d Some of Dorian’s friends have killed themselves. ____ e Basil thinks Dorian has killed them. ____ f Basil wants to see Dorian’s soul. ____ g Dorian is pleased that someone is going to share his secret. ____ 2. What do you think will happen next? Compare your ideas with another student. Chapter 10 1. Put these events into the correct order. a Basil says that Dorian must be even worse than people say. b Dorian hides Basil’s bag and coat in a cupboard. c Dorian takes the knife and sticks it into Basil’s neck. d Dorian takes Basil into the room. e Francis tells Dorian about Basil’s visit. f Dorian starts to hate Basil. g Dorian shows Basil the portrait. h Dorian goes out of the house and then comes back. Chapter 11 1. Who says these words, Dorian Gray or Alan Campbell? a ‘You don’t need to know how or why he died.’ __________________________________ b ‘You are mad ...’ __________________________________ c ‘It is impossible for you to refuse now.’ __________________________________ d ‘Let us never see each other again.’ __________________________________ e ‘You have saved me ...’ __________________________________ 2. What happens to the portrait after the death of Basil Hallward?
  • 62.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 Chapter 12 1. Answer these questions. a What is the only thing that frightens Lord Henry? b What does Dorian say has happened to the painting? c Why doesn’t Dorian want to go to the club with Lord Henry? d What does Dorian promise to do the next day? 2. Lord Henry says ‘One should never do anything one cannot talk about after dinner.’ Do you agree with this? Talk to another student or write a paragraph. Chapter 13 1. Answer these questions. a Why does Dorian break the mirror? b Why does he want to see the portrait again? c How has the painting changed? d Why does he want to destroy the painting? e How do the servants get into the room? f What does the painting look like? g Who is lying on the floor? 2. The title of this chapter is ‘To Kill the Past’. Do you think people can change even if they have done terrible things? Talk to another student. > Activities after reading the book 1. Work with another student. Imagine you are Dorian Gray’s servant and the servant’s friend. Dorian’s servant tells the story of what he finds in the attic. His friend asks questions. 2. Discuss with another student. Look up consequence in your dictionary. This book shows that people cannot escape from the consequences of their actions. Do you agree? Why/Why not?
  • 63.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 THE CLIENT BY JOHN GRISHAM Teacher’s Notes > Summary The Client is a fast-moving thriller set in the United States. Mark Sway is a bright eleven- year old boy who comes face to face with violence of the kind he has previously seen only on TV. He finds himself in possession of dangerous information and is caught between the interests of the law and the Mafia. Who will get to him first? Mark’s mother is a single parent and she cannot leave the bedside of his sick younger brother. Mark desperately needs to find someone he can trust to advise him. By chance he meets the lawyer, Reggie Love, who agrees to help him for the fee of one dollar. Working against time, together they are able to work out how to protect Mark and his family from the people who would like to do them harm. At the same time, they help the police to get the information they want. > About John Grisham John Grisham is one of the most popular American authors writing today. There are over 60 million copies of his books worldwide. All of his books have been bestsellers. They are often called ‘courtroom thrillers’ as they have a legal background. Since 1991, he has written one book a year. Six books, including The Client, have been made into films. His most recent book, The Brethren, was published in 2000. Grisham was born in Arkansas in 1955, the son of a migrant construction worker. As a child he wanted to be a professional baseball player. Later he changed his mind and studied accounting at Mississippi State University. In 1981, he qualified as a lawyer. He worked in a law firm for nearly ten years, specialising in criminal defence and personal injury claims. He sat as a Democrat in the state House of Representatives from 1983–1990. Although he was working 60–70 hours a week, he got up at 5 a.m. every day to write his first book, A Time to Kill, which was inspired by a case he was involved with. It took him three years to write this book, which was finished in 1987. His next novel, The Firm, published in 1991, was his first major success. After this, he took up writing full time, except for a brief period in 1996 when he represented the family of a railroad brakeman killed at work. Grisham won $683,500 for his clients – the biggest award of his career. Grisham lives with his wife and their two children in Mississippi. In his spare time, he helps children develop their baseball skills. > Background and themes Thrillers are books which often contain a lot of physical violence, suspense, crime, gunplay, escape and chase scenes – and The Client is no exception. It is an exciting story and students will want to keep on turning the pages to see what will happen. However, as well as being simply a good
  • 64.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 read, The Client also contains some serious issues which Grisham was clearly familiar with in his work as a lawyer. In the book he explores the ways in which the Mafia operate in the criminal world and how this can accidentally affect the lives of innocent people. Where the Mafia are involved, the powerful federal law enforcement agency, the FBI, also have an interest and ordinary people can find themselves caught in the middle with apparently no way out. This situation is typical of Grisham’s stories: an ordinary person is suddenly faced with a life-or-death moral choice. In The Client the person in this situation is a child, which gives the drama an added sense of poignancy. Should Mark tell a lie and save himself, or should he give the FBI the information they want and put himself and his family in danger from the Mafia? Many of the professional adults in the book are not shown in a very good light. The FBI men try to frighten Mark into telling them what they want, infringing his rights as a witness. They clearly do not have his interests in mind. The prosecution lawyer Foltrigg’s main interest is his own self-publicity and the success of his court case. He does not care what Mark, a child, might have to suffer as a result. The news reporter, Moeller, is unscrupulous in pursuit of what he thinks is a good story. However, there is one adult who is able to give Mark the help he needs. Reggie is not interested in working for financial gain – all she gets is one dollar – but because she sees that she can help someone in real need. This contrasts pointedly with the other lawyer in the story who is too busy to see Mark because he is making lots of money from his injury cases. Mark himself is an intelligent boy who has had to grow up too fast. His father was violent and left the family to live in poverty. As a result, Dianne, the mother, has to work, and the children find themselves often on their own. Mark has taken on the role of ‘father’ to his little brother, Ricky, teaching him what he knows. Mark is used to finding his own way around: he is tough and self-reliant. But much of what Mark knows about the world, especially the criminal world, comes from what he has seen on TV. There are some interesting questions here: do children see too much violence on TV? Or does TV perform a useful function in teaching children about life? Real violence, such as when Clifford shoots himself in front of the two boys, is shown as being too shocking for a child to cope with and Ricky is hospitalised as a result. On the other hand, Mark uses what he knows from the TV. Sometimes this lands him in trouble, as when he tries to save Clifford. Sometimes it helps him. But sometimes, too, TV can give a false view of the world. > Communicative activities The following teacher-led activities cover the same sections of text as the exercises at the back of the reader, and supplement those exercises. For supplementary exercises covering shorter sections of the book see the photocopiable Student’s Activities pages of this Factsheet.
  • 65.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 > Activities before reading the book 1 Ask students to find out as much as they can about: a the FBI b the Mafia Then ask students to report back to the whole class. > Activities after reading a section Chapters 1–3 1 Put students in pairs or small groups. Ask them to discuss the following questions. Then have a whole class discussion. a Mark is eleven years old and he smokes. What is your opinion about this? b Why doesn’t Mark want to tell the adults what he knows? c Do you think Mark is clever? Why? Chapters 4–6 1 Ask students to work in pairs. Ask them to discuss the following. Do the people listed below know that Mark: a and his brother Ricky, saw Clifford kill himself. b knows why Clifford killed himself. c knows where the senator’s body is hidden. Dianne; Barry the Blade; the FBI men; Slick Moeller Chapters 7–9 1 On page 25, Reggie says to Mark, ‘Just remember what I told you.’ Ask students to read pages 26–28 again carefully and in pairs to say what they think Reggie told Mark to say to the FBI men. Then have a class discussion. Chapters 10–13 1 Ask students to work in small groups and to look at the contents page. They should look at the titles for chapters 14–17. Ask them to discuss what they think will happen in these chapters and how the story will end. Chapters 14–17 1 Ask students to work in small groups. Ask them to make a list of all the characters in the book. Then they should discuss which characters: a they most admire b they dislike most c they feel most sorry for > Activities after reading the book 1 Have a class discussion about the following. a In Chapter 8, McThune says to Mark: ‘You’ve been watching too much TV, kid.’ Was it a bad thing that Mark watched a lot of TV? b Do children watch too much TV? > Glossary It will be useful if your students know the following new words. They are practised in the ‘Before You Read’ sections at the back of the book. Definitions are based on the Longman Active Study Dictionary.)
  • 66.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 Chapters 1–3 angry (adj) feeling that you want to shout at someone or hurt them anxious (adj) very worried about something that may happen bored (adj) tired and impatient because something is not interesting or because you have nothing to do client (n) someone who pays for services or advice crawl (v) a way of moving on your stomach or your hands and knees cruel (adj) causing unnecessary suffering to someone dangerous (adj) likely to harm or kill you evidence (n) facts, objects, etc that make you believe that something is true or exists fingerprints (n) a mark made by the pattern of lines at the end of a person’s finger frightened (adj) feeling afraid grab (v) a way of taking something from someone quickly and rudely happy (adj) having feelings of pleasure nasty (adj) very unpleasant pleasant (adj) enjoyable, nice sad (adj) unhappy or making you feel unhappy tail pipe (n) the pipe that takes unwanted gases out of a vehicle’s engine trailer (n) a vehicle that is pulled behind a car and that you can live in trial (n) a legal process in a court trust (v) to believe that someone will be careful with something you give them or will not tell a secret
  • 67.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 Student’s Activities > Activities before reading the book 1. Find a map of the United States. Find these cities: Memphis, New Orleans, Phoenix. 2. Look at the back cover of the book and read the introduction. Then answer these questions. a What is Mark’s secret? b Why is the secret dangerous? c Why can’t his mother help him? d What shows that the lawyer is ‘unusual’? e Who helps the lawyer? f Who is ‘The Client’? > Activities while reading the book Chapter 1 1. Are these statements true or false? a Mark and Ricky go to the secret hiding place after school. ____ b Mark and Ricky live with their mum and dad in a trailer park. ____ c Mark started smoking two years ago. ____ d The man sees Mark when Mark pulls the tube away from the tail pipe. ____ e Romey is a lawyer who is working for the Mafia. ____ f Romey wants to kill himself because there is a body in his garage. ____ g Ricky saves his brother. ____ h Ricky sees Romey shoot himself. ____ i Mark is afraid to give the police his name. ____ Chapters 2-3 1. Shut your book. Can you remember who says the following to whom and where? a ‘How did you cut your face?’ b ‘We’ve found the body.’ c ‘Did you see the man before he shot himself?’ d ‘Do you think I’m lying?’ Now match these answers to the sentences above. Don’t look at the book! I ‘What body?’ II ‘No, sir.’ III ‘I don’t know, kid’ IV ‘It’s long story’ 2. Match these people with the facts about them: a Barry the Blade b Jerome Clifford c Roy Foltrigg d Slick Moeller e Jason McThune f Larry Truman I was an FBI detective from Memphis. II was a newspaper reporter. III lived in New Orleans. IV was Barry’s lawyer. V was an FBI detective from New Orleans. VI worked for the US Government as a lawyer.
  • 68.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 Chapter 4 1. Are these sentences facts or possibilities? Write F or P. a The man in the wheelchair broke his legs in a road accident. ____ b Gill Teal will be able to get more than $600,000 dollars from Exxon for the man. ____ c Mark takes Gill Teal’s card because he thinks it will be useful. ____ d Clifford bought his gun in Memphis.____ e He had taken drugs. ____ f He wanted to die in Memphis because he was born there.____ g Clifford did not write the first note in the car. ____ h Clifford wrote a note to Mark Sway because he wanted Mark to help him. ____ i Mark has realised that Clifford told him a dangerous secret. ____ Chapters 5-6 1. Finish these sentences. a Ricky does not wake up because b Ricky must see his mother when he wakes up because _________________________________ c Mark feels sick when he sees the newspaper because d Mark knows about the Mafia because _________________________________ e Gill Teal is not the right lawyer for Mark because f Mark goes into Reggie Love’s office because g Reggie Love will see Mark because Chapter 7 1. Talk about these questions with a partner or write your answers. a In the introduction, Reggie Love is called ‘unusual’. In what ways is she unusual? b Mark likes Reggie Love. Why? c Why does Reggie ask Mark to pay her something? d Is Reggie Love a good lawyer? e Why does Mark tell the truth to a lawyer but not his mother? Chapters 8-9 1. Look at these sentences and say who is talking. Say who the person is talking to. Look at the words in bold and say who or what the person is talking about. a ‘He woke up about two hours ago’ b ‘Perfect ... Let’s go down.’ c ‘Why don’t you want to answer the question?’ d ‘We maybe joked about that.’ e ‘Now tell me what you want to know from my client.’ f ‘First we need to know if they know something.’
  • 69.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 g ‘The cops say you know more about it than you’re telling.’ h ‘She’s working for a dollar?’ i ‘It might help him to help Ricky.’ j ‘You’ve done nothing wrong, trying to help that man.’ Chapters 10-11 1. Number these sentences 1–10 to show the order in which they happened: a Gronke frightens Mark in the lift. ____ b Gronke goes to the Tucker Trailer park. ____ c Foltrigg goes to Reggie’s office. ____ d Mark goes down to the cafe for breakfast. ____ e Mark stays with Reggie at her mother’s house. ____ f Dr Greenway tries to question Ricky. ____ g Mark sees his and Ricky’s photos in the newspaper. ____ h Reggie sees that Mark has changed his mind about talking to the FBI. ____ i Mark sees someone watching Reggie’s mother’s house. ____ j Mark goes to see Reggie. ____ Chapters 12-13 1. Check the word information in your dictionary. Match these half sentences. a Diane is very upset because b Mark agrees to go to prison c Mark is happy because d Reggie cannot advise Mark e Slick Moeller pays one of the court guards f Mark could not lie in court so g Foltrigg thinks that h The FBI wants to offer the Sways a new life if i Mark is afraid that I he has played a joke on Detective Klickman. II Mark gives evidence against the Mafia. III he decided to say nothing. IV his little brother is going to die. V to give him secret information. VI to lie in court. VII when Ricky appears at the door. VIII the court in New Orleans can make Mark talk. IX their trailer burnt down. Chapters 14-15 1. Discuss these questions with a partner or write your answers: a What is Gronke’s opinion of Barry the Blade? b What is Judge Roosevelt’s opinion of Slick Moeller? c What is Mark’s opinion of the witness protection programme? d What is your opinion of Mark’s plan? Chapter 16 1. Complete the following with words from this chapter. Use one word for each line: Barry Muldanno was ____________ _______ fear. He wanted to move ____________ __________ . Although Johnny told Barry he was ________ he gave Barry _____________ to help him.
  • 70.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 Reggie and Mark hid ________ Clifford’s house until ____________ . While they were crawling __________ ___________ ____________, they saw a ____________ in the garage. It was Muldanno and his men ____________ ____________ the body. Reggie ____________ towards the house next door and broke the window. Muldanno and his men ____________ . When everything was ____________ ____________, Reggie and Mark went to ____________ in the ______________ . They found the ____________ ____________ in a __________ ____________ Chapter 17 1. Finish the sentences: a Muldanno is nervous because b Foltrigg is angry because c Mark is excited because d Diane signed the papers because e Reggie is sad because f Mark cries because > Activities after reading the book 1. Work with a partner. a Who did Reggie phone at the end of Chapter 16? b Act out or write the conversation between Reggie and the person she spoke to.
  • 71.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 1984 BY GEORGE ORWELL Teacher’s Notes > Summary Winston Smith lives in an imaginary future where the government (‘Big Brother’) watches and controls the actions and thoughts of all citizens. He lives in London – a dirty city destroyed by an on-going war. There is no good housing or food for ordinary citizens and things that break down are rarely repaired. Winston works for the Ministry of Truth where he rewrites facts about history and politics. The Ministry uses this propaganda to brainwash its citizens and prevent any criticism. But Winston is different from the people around him: he is still able to think for himself. He instinctively hates the system under which he is forced to live and he is desperate to express his own opinions and feelings. Winston starts a relationship with an attractive young woman, Julia, who also works at the Ministry. Sexual love is not allowed, and their relationship is an act against the party as well as an expression of emotion. They rent a room above a shop where they believe nobody can see them and their relationship develops. O’Brien, an Inner-Party member from the Ministry, invites Winston to his home and tells him about the ‘Brotherhood’, an anti- governmental organisation led by Emmanuel Goldstein. O’Brien invites Winston and Julia to become members and to join in a larger fight against Big Brother. But when Julia and Winston are reading Goldstein’s book in their room they are caught by the Thought Police, taken away and separated. Winston wakes up in prison. O’Brien visits him, and Winston realises that he has been tricked and betrayed. O’Brien tortures Winston systematically and he is forced to confess to crimes he has not done. Finally, he begs O’Brien to kill Julia rather than himself. His abilities to think independently or to feel genuine emotion are completely eroded – he loves Big Brother. > About George Orwell George Orwell was born in India into a middle- class English family in 1903. He went to private school in England where he learnt to distrust the British class system, and in 1922 he started work as a policeman in Burma. In 1927 Orwell returned to Europe, choosing to live among the poorest people in order to challenge his own middle-class viewpoint. He wrote Down and Out in Paris and London about his experiences. Orwell became a passionate supporter of socialist ideals and his politics is strongly represented in everything that he wrote. In 1936 Orwell went to Spain to report on the Spanish Civil War. He fought against General Franco’s Fascist rebellion. He wrote about his experiences and his hope for the future of Spanish socialism in Homage to Catalonia (1938). Orwell worked as a reporter during the Second World War (1939-45). In 1943 he started writing Animal Farm, his celebrated
  • 72.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 political satire about the communist regime in Russia. He wrote his other world-famous masterpiece, 1984 in 1948-49 and died only a year later. > Background and themes 1984 was written shortly after the end of the Second World War, when many European countries were establishing new political systems. Orwell was a socialist, believing strongly that individuals should be treated fairly and equally by their governments. However, his in-depth knowledge of European history and contemporary politics meant he was aware that socialist ideals were not easily put into practice. In 1984 Orwell shows how and why a government can become all-powerful and all individual freedom completely eroded. As Goldstein’s book explains (Chapter 8), absolute equality in society is impossible. There will always be different social classes, and it is human nature for humans to exert power over weaker people. One way in which the government maintain and strengthen their power is manipulating language. Just as clever advertising slogans and political messages might persuade us today, Big Brother uses language to plant new ideas in peoples’ minds and erase old ones. As Syme explains in Chapter 3, if a word like ‘freedom’ does not exist, then the whole idea of freedom also ceases to exist. Orwell stresses this point by inventing a whole new language, ‘Newspeak’ for 1984. Similarly, Orwell exemplifies the importance of historical documentation. An un-documented event ceases to exist in the present. Only by understanding the past can we judge and make informed decisions about our future. At the ironically named Ministry of Truth, Winston and his colleagues work on re-writing and erasing history so that citizens remain ignorant and the Party is always in the right. Winston records history by writing in his diary too – itself an act of rebellion. When all else fails, the Party maintains power by using brute force. Those who do not conform are killed (‘vaporized’) or tortured until fear prevents them from opposing the government in any way. Orwell’s experiences in Spain exposed him to human brutality of the worst kind. 1984 warns us that ignoring the violent side of human nature can cost us our individual freedom. In 1984 difficult political ideas are expressed in a very simple and elegant style. Almost all the language associated with the Party is extremely ironic (Big Brother is a cruel tyrant, not a loving, protecting friend; the Ministry of Truth manufactures lies; and the Ministry of Love tortures, kills and destroys). Similarly, the contradictory Party slogans reflect the inherent absurdity of the Party policy itself (War is Peace; Freedom is Slavery; Ignorance is Strength). Essentially, 1984 is about the balance between personal liberty and social order. It is a warning of what could happen under a government that takes more and more responsibility for social order upon itself.
  • 73.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 > Communicative activities The following teacher-led activities cover the same sections of text as the exercises at the back of the reader, and supplement those exercises. Further supplementary exercises covering shorter sections of the book can be found on the photocopiable Student’s Activities pages of the Factsheet. These are primarily for use with class readers, but with the exception of pair/groupwork questions, can also be used by students working alone. > Activities before reading the book 1984 was published soon after the end of the Second World War in Europe. It is a story about an imaginary world in the future. Ask students what they know about the Second World War. In what ways was life difficult in European cities after the war? How did people feel about politics in Europe at this time in history? Did they feel confident about the future? > Activities after reading a section Chapters 1–3 Students work in small groups. They work for the Ministry of Truth in the dictionary section. Ask them to define the following words for a new edition of the dictionary: the Brotherhood; facecrime; minitrue; prole; telescreen; thoughtcrime; unperson; vaporise Chapters 4–6 Students write Winston’s diary about his experiences with Julia (Chapters 5 and 6). How does he feel before he meets Julia. How does he feel afterwards? How do his opinions of Julia, sex and love change? How has Winston changed from his last diary entry, in Chapter 4? Chapters 7–9 Students write a report by O’Brien for the Inner Party about Winston and Julia at the beginning of Chapter 7. As O’Brien, they explain why Winston and Julia are dangerous. The report should explain O’Brien’s plan for catching Winston and Julia and his plans for their futures. Chapters 10–12 Students work individually or in groups. Across the top of a piece of paper they write ‘learning’, ‘understanding’ and ‘acceptance’. Now ask them to read the first paragraph of Chapter 11. Under each word students write what it means in the context of 1984. How does O’Brien put each of these three stages into effect? > Activities after reading the book 1 Ask students to look at the book’s front cover. What does it tell you about the book? Is it a good cover? Why/Why not? In groups, students think of a different cover design. One student from each group draws their cover on the board and the other members explain the ideas behind the design.
  • 74.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 2 Much of the language in 1984 is ironic. Ask students to explain the irony of the name ‘Big Brother’. Students then choose three more ironic words or phrases to explain. 3 Ask students to change the chapter headings in the book, choosing short, clear titles which reflect the meaning and content of the chapter they describe. Choose some good examples from the class and write them on the board. Students guess which chapters are which. > Glossary Chapters 1–3 brotherhood (n) a group of people with the same beliefs canteen (n) place in a school or office where people eat and drink comrade (n) a friend – especially in the same army/political party as you freedom (n) living your life freely, as you want to gin (n) strong clear alcoholic drink hang (v) to kill someone by dropping them with a rope round their neck ignorance (n) having no knowledge or information league (n) a group of people or organisations that join together because they have similar ideas mansion (n) very big and expensive house ministry (n) a government section/department overalls (n) clothes that cover the whole body party (n) a group of politicians with the same ideas razor blade (n) small, flat, sharp piece of metal for removing hair slavery (n) using people to work for no money sweat (n) liquid that comes through your skin when you are hot truth (n) true facts about something victory (n) when a player/party/army wins a game/war Chapters 4–6 betray (v) to do something that hurts someone who loves and trusts you vaporise (v) to turn something into gas Chapters 7–9 article (n) piece of writing in a newspaper or magazine cell (n) room in a prison Chapters 10–12 dial (n) part of a machine that you turn to make it work lever (n) part of a machine that you push or pull to make it work stamp (v) to step on something very heavily
  • 75.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 Student’s Activities > Activities before reading the book 1. 1984 is a book about power and freedom. What power does your country’s government have over individual people? What freedoms do individual people have? Do you agree with this balance? Why/Why not? > Activities while reading the book Chapter 1 1. How does Winston feel about: a the telescreen in his room? b writing a diary? c the girl with thick, dark hair? d O’Brien? e the future? 2. How does Orwell tell the reader that this story takes place in the future? Make a list of words and sentences. Chapter 2 1. Answer these questions: a Why isn’t Tom Parsons at home? b How does Winston repair the sink? c How often does the government hang Eurasian prisoners? d How many bombs fall on London every week? e Why does Winston feel pain in the back of his neck? 2. What is London like in 1984? Write a few sentences to describe the city. Chapter 3 1. Use one of these words to finish the sentences a)–e) below. carefully clearly intelligent noisy openly proud a The canteen is full of people and very _____________. b Winston thinks that Syme will be vaporised because he’s too _____________. c Syme sees too _____________ and speaks too _____________. d Parsons writes very _____________. e Parsons is _____________ of his children. 2. The Ministry of Truth uses the media to control people’s ideas. How does it do this? Chapter 4 1. When do these things happen? Put them in the right order (1–6) starting with the thing that happened first 1). a Winston married Katherine and lived with her. b Winston sees the girl with the dark hair again. c Winston’s parents were vaporised. d Winston visits Charrington and looks at the room above the shop. e Winston paid a prole woman for sex. f Winston bought a diary from Charrington.
  • 76.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 2. Winston thinks about some of the women he has known at the beginning of this chapter. How does he feel about them, do you think. Does he love any of them? Chapter 5 1. Match the first half of the sentences a)–g) with the second half i)–vii) a As Winston helped Julia up b In the afternoon Winston looked at the words I love you again and c With the crowd still around them, Julia’s hand touched Winston’s – d It’s easier to get good chocolate if e Julia saw something in Winston’s face and f Julia says she is good at finding people g Winston and Julia’s love is I though they did not dare look at each other. II thought she’d take a chance. III who don’t belong. IV life seemed better. V she put a note in his hand. VI a political act. VII you seem to be a good Party member. 2. In your own words explain how Winston’s feelings towards Julia change in this chapter. Chapter 6 1. Are these statements true or false? They are all about Julia. a She likes reading and she is interested in books. ____ b She has bought real sugar, bread, jam, coffee and tea for her and Winston. ____ c She puts on make-up and a pretty dress for Winston. ____ d She sings a song with deep feeling for Winston. ____ e She loves Winston.____ 2. Julia says ‘They can make you say anything … but they can’t make you believe it.’ Who are ‘they’? Is Julia right do you think? Can anyone or anything make you change your feelings and beliefs? Chapter 7 1. Who are these people? Write the correct name. a _____________ is afraid of the guards in O’Brien’s building. b _____________ thinks that everybody secretly hates the Party. c _____________ invites Winston to his home. d _____________ enjoys organising Hate Week. e _____________ does not come to work because he has been vaporised. f _____________ is the leader of the Brotherhood. 2. What things are Julia and Winston willing to do for the Brotherhood? What are they not willing to do?
  • 77.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 Chapter 8 1. Put these numbers in the correct sentences below. Change the figures to words. 5 6 6th 18 20th 90 2000 1930s 6,000,000 85% a In the last ____________ days of Hate Week Winston worked more than ____________ hours. b ____________ people were hanged in the park just after the ____________ day of Hate Week. c The clock’s hands said six, meaning ____________. d Winston has Goldstein’s book for ____________ days before he reads it. e In the ____________ the High group tried to stop equality. f In the ____________ century equality became possible for the first time. g There are ____________ people in the Inner Party. h The proles make up about ____________ of the Party. 2. In your own words explain blackwhite, crimestop and doublethink. Chapter 9 1. Who says these sentences? What are they talking about? a ‘We shall meet in the place where there is no dark.’ b ‘There was no other word. So I left it.’ c ‘Of course I’m guilty!’ d ‘Uncover your face.’ e ‘You don’t have to take me to that place!’ f ‘They got me a long time ago.’ 2. Describe Miniluv in your own words. What does it look like? What can you hear? What can you smell? Chapter 10 1. Answer these questions: a Why does Winston tell the guards what they want to know before they touch him? b How long do the Party men ask questions before Winston can sleep? c What did Winston write in his diary? d Why does the Party bring people to the Ministry of Love? e What has happened to Julia? f What is the first question that Winston asks? g What is the first question that Winston thinks of? 2. What do you think is in Room 101? Chapter 11 1. Finish these sentences in your own words. a The proles will never attack the Party because ___________________________ __________________________________ b The Party is ruling because ____________ __________________________________ c One man shows power over another by __________________________________ d Winston hears two voices because __________________________________
  • 78.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 e O’Brien tells Winston to look in the mirror because _____________________ _________________________________ f When Winston looks in the mirror he feels _____________________________ _________________________________ 2. Winston says ‘If a society were built on hate, it would fall to pieces.’ Do you agree? Why/Why not? Chapter 12 1. Read this paragraph about Chapter 12. There are eight wrong words. Circle the wrong words and write the correct word instead. Winston has moved to a more uncomfortable cell. He eats meat three times a day and he is getting fatter and stronger every day. O’Brien takes Winston to Room 101 because he must love Big Brother. On the floor there is a big metal box full of rats – the worst thing in the world for Winston. O’Brien puts the narrow end of the tube over Winston’s face and Winston can see the first rat. So Winston protects Julia. Finally, Winston sits in the Chestnut Tree Café and drinks some coffee. He has met Julia again, in a café on a warm day in March, but he only cares about himself now. He loves Big Brother. 2. Room 101 is different for everyone. What is in your Room 101? > Activities after reading the book 1. Write a different ending for the story. Winston does not betray Julia. What happens? 2. Look at the pictures in the book. Use them to write a summary of the book in your own words. 3. Do you think that a future like 1984 could happen? Why/why not?
  • 79.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 ANSWER KEY Grammar Unit 1 1. 2 OK. 3 Are you enjoying this party? 4 OK. 5 What are you watching? 6 He’s shopping. 7 The telephone’s ringing. 8 They never do any work. 9 How do you usually go to school? 10 OK. 2. 2 Elsa slept all day. 3 They ran to school. 4 Noel liked his birthday present. 5 David wrote a letter in the morning. 6 We talked all evening. 7 You had a rabbit. 8 I woke up at 7.30. 9 My mum drove a Ferrari. 3. 2 are eating 3 do you play 4 am listening 5 Does Tom like 6 singing 7 don’t watch 8 is staying 9 don’t understand. 4. 2 We go to school every day. 3 I’m living in Paris at the moment. 4 Sue goes swimming on Saturdays. 5 My friends are watching a video now. 6 I do judo every Tuesday. 7 You aren’t doing your homework at the moment. 8 The boys aren’t eating pizza right now. 9 Ronaldo doesn’t often play tennis. 10 Are you having dinner at the moment? 11 Does Tony visit his grandma at the weekend? 12 Are they listening to music now? 13 Is your sister studying at the moment? 5. 2 went; 3 Did (you) see; 4 didn’t watch; 5 saw; 6 Was; 7 didn’t like; 8 thought; 9 was. Unit 2 1. 2 were playing, started; 3 saw, were shopping; 4 was listening, broke; 5 burnt, was eating. 2. 2 first of all; 3 then; 4 before; 5 later; 6 finally; 7 before; 8 the next morning. 3. 2 She shouldn’t have thrown the book. 3 He shouldn’t have driven through the red light. 4 We should have taken a map. 5 He shouldn’t have kicked the ball at the window. 6 I should have gone to the supermarket. 7 I should have posted the letter for my mum. 4. 2 We were walking when it started to rain. 3 I was finishing the washing up as mum was cooking dinner. 4 Rob saw a big fish while he was swimming. 5 My dad was painting the kitchen when he fell off the chair. 6 As we were ordering pizza mum arrived with some Chinese food. 7 Our dog jumped on me while I was studying. 5. 2 mustn’t talk; 3 doesn’t have to do; 4 have to/must walk; 5 had to do; 6 had to pay; 7 didn’t have to get up. Unit 3 1. 2 for; 3 since; 4 since; 5 for; 6 since; 7 for; 8 since; 9 since. 2. 2 I haven’t had a shower yet. 3 They haven’t seen the film yet. 4 We haven’t had lunch yet. 5 Graham hasn’t got up yet. 6 You haven’t told me your name yet. 7 I haven’t posted the letter yet. 8 They haven’t arrived yet. 3. 2 We’ve already had dinner. 3 Mark’s already seen the results. 4 Fiona’s already finished the exam. 5 You’ve already told me this story. 6 Eugene’s already won the match. 7 Liam’s already played the game. 8 The baby’s already started walking. 9 Mum’s already gone to bed. 4. 2 ’s been sleeping; 3 ’s been playing; 4 ’ve been sitting; 5 ’s been laughing; 6 ’ve been looking; 7 ’s been crying. 5. 2 Lisa ate a sandwich because she was hungry. 3 Kerry missed the train because she got up late. 4 The film finished so Rob turned off the TV. 5 They left because they had to go home. 6 Alan knew the answer so he put up his hand. 7 We wanted an ice- cream so we bought one. 6. 3 ’ve been doing; 4 ’s worked; 5 ’ve been skiing; 6 ’s
  • 80.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 … had; 7 ’ve been thinking; 8 ’ve been watching. 7. 2 both, so; 3 because, and; 4 and, but; 5 because, both; 6 both, but; 7 because, both, and; 8 so, but; 9 but, because, both. 8. 2 Sarah’s already finished her English essay. 3 She’s already had lunch with Mike. 4 She’s already washed her hair. 9. 2 She hasn’t done her maths homework yet. 3 She hasn’t watched ‘The Simpsons’ yet. 4 Sarah hasn’t started her geography project yet. 10. 2 They’ve already finished lunch. 3 She hasn’t left yet. 4 We’ve already eaten tonight. 5 Jenny hasn’t said anything yet. Unit 4 1. 2 It’s the fastest car in our street. 3 This CD isn’t as cheap as that one. 4 She’s the prettiest girl I know. 5 The black skirt is more expensive than the blue one. 6 Julio Iglesias is the richest singer in Spain. 7 I’m not as tired as I was yesterday. 8 We have the best team in the league. 2. 2 was invented; 3 are known; 4 are eaten; 5 was killed; 6 are read; 7 wasn’t told; 8 is/was watched; 9 isn’t given. 3. 2 Rice is eaten in many countries. 3 The washing is done in the morning. 4 Newspapers are published every day. 5 The doors are opened at 9 o’clock. 6 The money was lost in the street. 7 The window was broken with a stone. 8 The key was found under a rock. 9 The picture was chosen because it was superb. 4. 3 Kevin is as tall as Gary. 4 Madrid is as cold as Barcelona. 5 The trousers are as cool as the shirt. 6 The maths class is as long as the biology class. 7 London is as far as Brighton. 8 The panda is as big as the bear. 5. 2 Kim’s got as much homework as Ian. 3 Pete’s got as much holiday (as many weeks’ holiday) as Dave. 4 Luke’s got as much money as Bill. 5 You’ve got as many cousins as me. 6 Book 1’s got as many pages as book 2. 6. 2 are being taken; 3 are being watched; 4 is being repaired; 5 am being taught; 6 are being questioned. 7. 2 The lions were being taken to Zambia. 3 The man was being held for questioning. 4 The illness was being treated with antibiotics. 5 The crime was being investigated by detectives. 6 The old ladies were being helped across the road. Unit 5 1. 2 would; 3 was; 4 wanted; 5 had; 6 could; 7 was; 8 loved; 9 went. 2. 2 Laura said (that) she had to work tonight. 3 They said (that) it would rain later. 4 Bill said (that) he could help them. 5 She said (that) Kyoto was in Japan. 6 Irene said (that) she was having a party soon. 7 Danny said (that) he wouldn’t be there. 8 We said (that) we wanted world peace. 9 I said (that) that was where Harry lived. 3. 2 he hadn’t studied; 3 had a shower; 4 hadn’t checked; 5 had trained; 6 had eaten; 7 had (you) asked; 8 hadn’t realised; 9 Had (they) done. 4. 2 to be; 3 not to run; 4 not to make; 5 to help; 6 to let; 7 not to smoke; 8 not to tell. 5. 2 He told me to give him the book. 3 The teacher told the boy not to stand up. 4 She asked him to pass the salt. 5 My dad told me not to shout. 6 We asked her to close the door. 7 She asked me not to leave. 8 His mum told him not to turn the TV on. 9 They asked us to take the dog home. Unit 6 1. 2 who/that; 3 which/that; 4 when/that; 5 where;
  • 81.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 6 which/that; 7 which/that; 8 when; 9 who. 2. 2 Are you? 3 Does it? 4 Is she? 5 Is it? 6 Do you? 7 Are they? 8 Do they? 9 Does he? 3. 2 I saw a woman whose hair was green. 3 We visited my neighbour whose daughter is ill. 4 I want to meet Tom Cruise, whose last film was great. 5 I’ve got a friend whose mother is a singer. 6 Have you met my grandfather whose war medals are in the museum? 4. 2 in which; 3 at which; 4 of which; 5 in which; 6 on which. Unit 7 1. 3 She didn’t use to have a car. 4 We used to live in France. 5 Tim didn’t use to study hard. 6 Helen didn’t use to play in a band. 7 They used to eat chocolate. 8 I didn’t use to run a lot (much). 9 You used to love me! 10 I didn’t use to find these exercises easy. 2. 2 The dog will bite you if you do that; 3 We’ll phone him when we get there; 4 If plan A doesn’t work, we’ll try plan B; 5 If it isn’t cloudy, Nick will go to the beach; 6 The parents won’t get up if the baby doesn’t cry; 7 When the door bell rings, will you answer it? 8 If Danny cleans the car, his parents will give him five euros. 3. 2 be very unpleasant; 3 pass the exam; 4 forgive her; 5 be really committed. 4. 2 If he has a map, I will show him the sports ground. 3 She will feel tired tomorrow if she doesn’t go to bed now. 4 If you ask a policeman, he will help you. 5 I’ll buy those jeans if they’re not too expensive. 5. 2 She would be very angry if someone stole her mobile phone. 3 If I didn’t have my laptop computer, it would be difficult for me to travel so much. 4 If I saw Prince William, I would kiss him on the cheek! 5 It would take a long time for me to get to work if I didn’t drive a scooter. 6 If I owned a horse, I would ride in the countryside everyday. 6. Students’ own answers. 7. 2 What would he do if he won the lottery? He would buy a plane and learn to fly. 3 If he had a yacht, when would he sail? He would sail every weekend. 4 Where would she live if she were rich? She would live on the moon! 5 What would he do if he were young? He would bungee-jump in New Zealand. 8. 2 I’ll tell her unless you give me the money. 3 We’ll go bowling unless we get homework. 4 The door won’t open unless you push it hard. 5 Unless somebody stops him, he’ll hurt himself. 6 They won’t know we’re here unless we make some noise. 7 Our team will win unless the opponents score soon. Unit 8 1. 2 She’ll pass the exam. 3 Jim will arrive soon. 4 My team won’t win the match. 5 I’ll probably have chicken for lunch. 6 The picnic will be great fun. 7 We probably won’t go to university. 8 Will pollution cause more problems? 9 Will elephants become extinct? 2. 2 ’m having; 3 ’re going; 4 are (you) meeting; 5 ’s not/isn’t arriving; 6 ’s going to see; 7 ’m going to get up; 8 is (he) going to eat; 9 ’re not/aren’t going to do. 3. 2 The dog will eat until there’s no more food. 3 Sarah will arrive before you leave. 4 They’ll have a party after they do the exams. 5 We’ll work until we get the job done. 6 She’ll go shopping before she has lunch. 4. 2 ’s going to have; 3 ’m going to be; 4 is going to win; 5 ’s not/isn’t going to win; 6 ’s going to hit; 7 ’s going to snow; 8 Is she going to have; 9 Are you going to pass. 5. 3 will win; 4 is going to win; 5 it’s going to rain; 6 I’m going to pass; 7 I’ll pass. 6. 2 He might be the man you’re looking for. 3 The
  • 82.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 town must be damaged after the storm. 4 That girl can’t work here. She’s too young. 5 They may come to the party if they have time. 6 The baby can’t be asleep with this noise. 7 She may win the competition. 7. 2 Oil may be replaced by solar power. 3 She must like this present. 4 He can’t arrive this morning. 5 It might snow tonight. 6 They may have a party this weekend. 7 After running a marathon she must be tired. 8 Kerry can’t be happy now. 9 He might be able to help you. Vocabulary City vocabulary 1. 2 library; 3 theatre; 4 gym; 5 hospital; 6 bus station; 7 tourist information office; 8 restaurant. 2. 2 hospital; 3 theatre; 4 library; 5 supermarket; 6 tourist information office; 7 post office; 8 bus station; 9 restaurant; 10 gym. Feelings 1. 2 relaxed; 3 excited; 4 bored; 5 depressed; 6 disappointed; 7 fantastic; 8 guilty; 9 nervous. 2. 2 depressed; 3 disappointed; 4 embarrassed; 5 excited; 6 fantastic; 7 nervous; 8 guilty; 9 relaxed. 3. 2 unhappy – devastated; 3 frightened – terrified; 4 angry – furious; 5 pleased – delighted; 6 embarrassed – mortified; 7 interested – fascinated; 8 tired – exhausted. 4. 2 devastated; 3 mortified; 4 terrified; 5 delighted; 6 exhausted; 7 furious; 8 fascinated. Health 1. 2 chin; 3 arm; 4 thumb; 5 ankle; 6 wrist; 7 back; 8 elbow; 9 shoulder; 10 mouth. 2. Possible answers: 2 your wrist/get a bandage; 3 your ankle/get an ice pack; 4 your back/call a doctor; 5 your finger/put on a plaster; 6 toothache/go to the dentist. 3. 2 teeth; 3 toes; 4 neck; 5 ankle.
  • 83.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 4. Q W H E S R T Y U P I E O S P A S D A F A G T P H J T I J D K O A L M E N Z A X M I C V M I R C B A N N M P N U H P C I O I E T N E U H N Y T R H N R E A T W Q A E Y A S C H D F T C N G T H E F L U H O H J E B K L R E S L Z X A C V E S E V D B C N M N T P O I U K T R E Modifiers 1. 2 boring; 3 depressed; 4 insulted; 5 annoying; 6 terrified; 7 frightening; 8 interesting; 9 amusing; 10 excited; 11 worried; 12 frustrated. 2. 1 not very; 2 a bit; 3 quite; 4 rather; 5 really; 6 very; 7 extremely. 3. Students’ own answers. Money 1. 2 Six pounds and thirty-five pence. 3 Ten pounds and forty pence. 4 Eight pounds and thirty-two pence. 5 Six pounds and seventy-five pence. 6 Five pounds. 7 Forty-two pounds and seventy-eight pence. 8 Fifteen pounds and sixty pence. 2. 2 cash; 3 free; 4 sales; 5 credit card; 6 change; 7 coins; 8 e-money; 9 currency; 10 price; 11 cheque; 12 bank notes. 3. 2 coins; 3 bank notes; 4 credit card; 5 sales; 6 price; 7 cheque; 8 e-money; 9 free; 10 change; 11 cash; 12 currency. 4. 2 loaded; 3 in the black; 4 in the red; 5 broke; 6 a buck; 7 a quid; 8 a tenner. 5. 2 in the black; 3 broke; 4 in the red; 5 bucks; 6 quid; 7 loaded; 8 tenner. Natural features 1. 2 forest fire; 3 earthquake; 4 pollution; 5 disease; 6 floods; 7 drought; 8 global warming. 2. Students’ own answers. 3. 2 mountain; 3 lake; 4 valley; 5 beach; 6 global warming; 7 forest fire; 8 earthquake. 4. 2 oil slick; 3 deforestation; 4 volcano; 5 earthquake; 6 ozone layer; 7 tidal wave; 8 forest. 5. 2 river; 3 cliffs; 4 field; 5 valley; 6 mountain; 7 island; 8 hill; 9 lake; 10 forest; 11 beach; 12 sea. 6. 2 mountain; 3 river; 4 sea; 5 island; 6 lake; 7 forest; 8 cliffs; 9 hill; 10 beach; 11 field; 12 valley. 7. 2 mountain; 3 island; 4 cliffs; 5 valley; 6 hill; 7 forest; 8 sea; 9 beach; 10 field; 11 river; 12 lake. Relationships 1. 2 to be together; 3 to solve problems; 4 to drive someone mad. Tastes and preferences 1. Students’ own answers.
  • 84.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 Phrasal verbs 1. B D G N G T I O Q G U S I F I U L D E R G I V E B A C K U Y I M E P A R O F N I V D A R D N I G A P E A W K V F O I T K O P A I Y O N V X H U F Y O G I V E I N T H S A I U S U D P G W E Z T F S P Q F 2. 2 give up; 3 give in; 4 give away; 5 give out. 3. 2 go in; 3 go down; 4 go away; 5 go over; 6 go on. 4. 2 back, book; 3 over, day to day; 4 after, cook; 5 up, salsa; 6 on, responsibilities; 7 in, first visit. Reading and Writing Sam’s mistake 1. 2 e; 3 d; 4 a; 5 c; 6 f. 2. 2 Nothing. 3 Yes, a glass of milk. 4 Because he hasn’t got time. 5 It’s raining. 6 Because he hasn’t got an umbrella. 7 It’s locked. 8 He walks slowly. 3. b. Languages 1. b. 2. 2 Alex Brown. 3 Because it’s the language of his grandparents. 4 At his grandparents’ house. 5 His grandfather. 6 Stories from his grandfather’s childhood. 7 Alex. 8 Cutting the grass and watering the plants. 9 Collecting the fallen leaves. 10 His dad. 11 He’s happy about it. 12 His distant family. An urban cow 1. 2 d; 3 a; 4 e; 5 c. 2. 2 A strange sound, like a cow mooing. 3 Because the exam was so important. 4 Because she didn’t live near a farm. 5 At lunchtime. 6 Because the TV volume was so loud. 7 In the kitchen. 8 A cow was eating her mum’s flowers. Dedicated follower of fashion 1. 2 c; 3 a; 4 b; 5 d. 2. 2 Because it’s baggy. 3 Because it’s shorter. 4 Because it’s quite fashionable. 5 They’re unfashionable. 6 At the bottom. 7 Golf. 8 Because they’re tight at the top and baggy at the bottom. My ideal job 1. 2 librarian; 3 architect; 4 biologist; 5 cashier; 6 accountant. 2. 2 Because he’ll have to get up very early. 3 Because she’s really interested in books. 4 Quiet and relaxing.
  • 85.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 5 They’ll be difficult. 6 Because he loves designing buildings. 7 Because he loves animals and plants. 8 A friend’s father. 9 In a supermarket. 10 Go travelling. 11 Her father. 12 It won’t be very exciting. A difficult decision 1. 2 b; 3 a; 4 c. 2. 2 April. 3 Three. 4 His parents and his girlfriend. 5 He’ll have more money. 6 His parents. 7 Because the college is in another town and he won’t see her so much. 8 The first one. 9 A change. 10 He’ll be demotivated and bored. 11 If someone gives him some advice. Holiday romance 1. Keith: b-anxious; Helen: c-pleased. 2. 2 Spain. 3 German. 4 He thinks he’ll fail all his exams. 5 Because he can’t stop thinking about Isabel. 6 Because Keith sent her some photos. 7 Glad that he met Isabel. 8 A plane ticket to Spain. 9 If he explained how he felt. 10 He’d pass his exams. Ghost story 1. 2 a; 3 e; 4 d; 5 c. 2. 2 A ghost. 3 Boring and depressing. 4 Annoying. 5 When he stood up. 6 Because it was like a mystery. 7 No; 8 Three fingers. 9 No. Fame and fortune 1. b A Changed Woman. 2. 2 False; 3 Don’t know; 4 True; 5 True; 6 Don’t know; 7 True; 8 False. Disaster in Galicia 1. b. 2. 2 More than 70,000 tonnes. 3 A terrible storm. 4 They broke a hole in it. 5 Oil. 6 The west. 7 It was suspended. 8 The ship sank. 9 More than 140. Protest 1. 2 d; 3 a; 4 c. 2. 2 Environmental problems. 3 The new law on nuclear energy. 4 Crime and violence. 5 Unemployment and drug abuse. 6 Because she lives near a nuclear power station. 7 She hasn’t got one. 8 Because there is a lot of violent crime in her town. 9 Because many drug addicts live in her street. 10 The government. 11 No. Mystery product 1. c. 2. 2 To the publishers. 3 That the idea was fantastic but a bit flawed in places. 4 It was rewritten. 5 Because both sides were used. 6 Thousands of copies were printed. 7 An artist. 8 No. 9 Critics. 10 Yes. 11 Yes.
  • 86.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 Penguin Readers Factsheets The Picture of Dorian Gray • Teacher’s Notes Communicative activities Open answers. • Student’s activities Activities before reading the book 1. a 1854; b his wife; c his lover; d two years; e in Paris; f November 1900. Activities while reading the book Chapter 1 1. a True; b True; c False; d True; e False. 2. Open answers. Chapter 2 1. a They went to Oxford University together. b To live his life fully while he is young. c He signs his name in red paint. d Because its beauty will not die. e He wants to go to the theatre. 2. ‘If I could stay young and the picture grow old! For that – for that – I would give everything! Yes, there is nothing in the whole world I would not give! I would give my soul for that!’ Open answers. Chapter 3 1. a love; b Juliet; c seventeen; d tomorrow; e telegram. 2. Open answers. Chapter 4 1. a Basil Hallward; b Lord Henry; c Basil Hallward; d Dorian Gray; e Basil Hallward; f Lord Henry; g Dorian Gray. 2. Open answers. Chapter 5 1. a He thinks she is lovely but is a terrible actress. b Because she doesn’t want to act any more. c He tells her that she is nothing to him, that he was a fool to love her, and that he doesn’t want to see her again. d The mouth looks cruel. e He looks at his own face. f His real face has no sign of cruelty. g It has taught him to love his own beauty. h He decides to save himself by going back to Sibyl and not seeing Lord Henry again. Chapter 6 1. f); a); e); c); g); d); b). 2. Open answers. Chapter 7 1. a He thinks Lord Henry has changed him. b He has no heart. c He was a boy before, now he is a man. d To do a drawing of Sibyl. e He says he will never talk to him again. f Because he has put too much of himself into it–all his feelings about Dorian. g He decides to hide the portrait. Chapter 8 1. a old schoolroom. b his lonely childhood. c person can enter it/the room. d Lord Henry. e an accident. 2. Open answers. Chapter 9 1. a True. b False. The midnight train; c True. d True. e False. He thinks they have killed themselves because of Dorian’s bad influence on them and cruelty to them. f False. He just wants to know if the rumours about Dorian are true. g True. 2. Open answers.
  • 87.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 Chapter 10 1. d), g), a), f), c), b), h), e) Chapter 11 1. a Dorian. b Campbell. c Dorian. d Campbell. e Dorian. 2. There is blood on the hands in the portrait. Chapter 12 1. a death. b He says it was stolen. c Because he is tired and he wants to go to bed early. d To visit Lord Henry at eleven o’clock. 2. Open answers. Chapter 13 1. a Because he hates his own beauty. b He wonders if it has changed because he has changed. c There is blood on the feet and on the other hand. d It has kept him awake at night and he has been frightened that another person might see it. e They get on the roof and through the window. f It shows Dorian as they last saw him – young and beautiful. g Dorian Gray. 2. Open answers. Activities after reading the book 1. Open answers. 2. Open answers. The Client • Teacher’s Notes Communicative activities Activities before reading the book 1. The FBI - The Federal Bureau of Investigation is the national crime-fighting organisation in the United States. It fights serious crimes, such as kidnapping, bank robbery, drugs, etc., which are not handled by state police. 2. The Mafia is a secret organisation of criminal groups which started first in Sicily in the Middle Ages. Members of the Mafia went to the United States in the 19th century. Today, Mafia groups are still powerful in organised crime in the US and in Italy. • Student’s activities Activities before reading the book 2. a He knows where a dead body is hidden. b It is dangerous because the body can be used by the FBI to prove a Mafia murder. If Mark tells his secret, the Mafia may find him and hurt or kill him. c His brother is ill and so his mother must stay in the hospital. d She accepts one dollar from Mark as payment. She will help a child on his own. e Mark. He is a ‘clever client’. f Perhaps it is Mark. Activities while reading the book Chapter 1 1. a True. b False. Mark and Ricky live with their mum in a trailer park. c True. d False. The man sees Mark when he crawls to the car the second time. e True; f False. Romey wants to kill himself because he is afraid that his client will kill him. His client knows that Romey knows about the body. g True. h True. i True.
  • 88.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 Chapters 2 and 3 1. a Diane is talking to Mark in a small room at St Peter’s hospital. b The cop is talking to Mark just outside the small room. c The cop is talking to Mark in the hospital cafe. d Mark is talking to the cop in the hospital cafe. i b; ii c; iii d; iv a. 2. a Barry Muldano iii lived in New Orleans. b Jerome Clifford iv was Barry’s lawyer. c Roy Foltrigg vi worked for the US Government as a lawyer. d Slick Moeller ii was a newspaper reporter. e Jason McThune i was an FBI detective from Memphis. f Larry Truman v was an FBI detective from New Orleans. Chapter 4 1. a Fact; b Possibility; c Possibility; d Possibility; e Fact; f Possibility; g Fact; h Possibility; i Possibility. Chapters 5 and 6 Suggested answers: 1. a Ricky does not wake up because he is in shock. b Ricky must see his mother when he wakes up because he has been badly frightened. c Mark feels sick when he sees the newspaper because he sees the word ‘Mafia’in the story about Clifford. d Mark knows about the Mafia because he has seen films about the Mafia on TV. e Gill Teal is not the right lawyer for Mark because he only takes accident cases. f Mark goes into Reggie Love’s office because he wants to hide from the policeman. g Reggie Love will see Mark because he says he has to talk to the FBI. Chapter 7 Suggested answers: 1. a She is a woman with a man’s name. She is fifty-two but has only been a lawyer for 5 years. She became a lawyer after her husband left her. b She is kind to him. She takes him seriously. She tells him he can trust her. He sees that they have something in common: Mark’s father left his mother, like Reggie’s husband left her. He sees that she is worried about his case. c Mark can’t tell his story. She wants to help him to start. When Mark pays her, he becomes her client so he must tell her. Also they are not adult and child now, but their relationship is a professional one between equals. d Yes she seems to be. She gets Mark to trust her. She is thoughtful. She asks good questions. She understands his situation. She makes a good plan. e Sometimes it is easier to talk to someone you don’t know. Mark knows that his mother will be angry and upset and frightened. Chapters 8 and 9 1. a Doctor Greenway is talking to Mark about Ricky. b Reggie is talking to Mark about the recorder she has hidden under his shirt before they go downstairs to see the FBI men. c The FBI men are talking to Mark. The question was: was Clifford already dead when he and Ricky found him? d The FBI men are talking to Reggie. They are talking about whether they said that Mark needed a lawyer. e Reggie is talking to the FBI men. She wants to know how they think Mark can help them. f Barry the Blade is talking to his Uncle Johnny about Mark and Ricky. g Slick Moeller is talking to Mark about the Clifford story. h Dianne is talking to Mark about Reggie. i Mark is talking to Dianne. ‘It’ is what he and Ricky saw when Clifford shot himself. ‘Him’is Dr Greenway. j Dianne is talking to Mark about what he did when Clifford killed himself.
  • 89.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 Chapters 10 and 11 1. a Gronke frightens Mark in the lift.– 3. b Gronke goes to the Tucker Trailer park. – 10. c Foltrigg goes to Reggie’s office. – 6. d Mark goes down to the cafe for breakfast. – 2. e Mark stays with Reggie at her mother’s house. – 8. f Dr Greenway tries to question Ricky. – 7. g Mark sees his and Ricky’s photos in the newspaper. – 1. h Reggie sees that Mark has changed his mind about talking to the FBI. – 5. i Mark sees someone watching Reggie’s mother’s house. – 9. j Mark goes to see Reggie. – 4. Chapters 12 and 13 1. a Diane is very upset because ix their trailer burnt down. b Mark agrees to go to prison vii when Ricky appears at the door. c Mark is happy because i he has played a joke on Detective Klickman. d Reggie cannot advise Mark vi to lie in court. e Slick Moeller pays one of the court guards v to give him secret information. f Mark could not lie in court so iii he decided to say nothing. g Foltrigg thinks that viii the court in New Orleans can make Mark talk. h The FBI wants to offer the Sways a new life if ii Mark gives evidence against the Mafia. i Mark is afraid that iv his little brother is going to die. Chapters 14 and 15 1. a Gronke is tired of doing Muldanno’s work. He seems to think Muldanno is stupid or a bit mad. b Judge Roosevelt is angry with Slick Moeller for reporting something private. He wants to punish him. c Mark has seen a film on TV where the protection scheme did not work. He does not trust it. d Open answer. Chapter 16 Suggested answer: 1. Barry Muldanno was wild with fear. He wanted to move the body. Although Johnny told Barry he was stupid, he gave Barry two men to help him. Reggie and Mark hid behind Clifford’s house until midnight. While they were crawling through the grass, they saw a light in the garage. It was Muldanno and his men digging up the body. Reggie crawled towards the house next door and broke the window. Muldanno and his men disappeared. When everything was silent again, Reggie and Mark went to look in the garage. They found the dead senator in a plastic bag. Chapter 17 Suggested answers 1. a Muldanno is nervous because he must wait before he can try again to move the body. b Foltrigg is angry because Mark has disappeared and he wants Mark to be in court in New Orleans on Monday. c Mark is excited because his mother and brother are going to arrive in New Orleans by plane. d Diane signed the papers because she had agreed to the witness protection programme. e Reggie is sad because Mark is going and she has become fond of him. f Mark cries because he knows he will never see Reggie again. Activities after reading the book 1. Suggested answers: a She probably phoned Trumann, the FBI man from New Orleans. She probably said that she, not her client, would give the FBI the information they wanted. In return, the FBI should arrange the protection programme as they had discussed before. In other words, Ricky would go to hospital in Phoenix. When he was well again, the family could start a new life where they wanted to. b Open answer.
  • 90.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 1984 • Teacher’s Notes Communicative activities 1. Open answers. • Student’s activities Activities before reading the book 1. Open answers. Activities while reading the book Chapter 1 1. suggested answers: a He wishes it was not there. b He is frightened. c He hates her. d He thinks O’Brien understands him; e He hopes it will be better than the present. 2. suggested answers: The clocks strike thirteen/ telescreen/Oceania/Thought Police/BIG BROTHER IS WATCHING YOU/Newspeak. Chapter 2 1. a Because he is working. b He removes a knot of hair. c Every one or two months; d About twenty or thirty. e Because Mrs Parson’s son throws stones at him. 2. suggested answers: London is dirty, smelly and dangerous. The buildings are ugly and old. Many things are broken and they don’t get repaired. There are a lot of telescreens everywhere and people are scared of each other. Twenty or thirty bombs fall on the city every week. Chapter 3 1. a noisy; b intelligent; c clearly/openly; d carefully; e proud. 2. suggested answer: It changes newspapers, magazines, photographs, films, posters and books. It rewrites history and politics so that the Party is always right. The Ministry of Truth controls people’s minds by destroying words. If a word doesn’t exist (like ‘freedom’) then that idea cannot exist either. Chapter 4 1. a 2; b 6; c 1; d 5; e 3; f 4. 2. Open answers. Chapter 5 1. a)–v); b)–iv); c)–i); d)–vii); e)–ii); f)–iii); g)–vi). 2. Open answers. Chapter 6 1. a F; b T; c F; d F; e T. 2. ‘They’ means the government or Big Brother, (or the Thought Police). Chapter 7 1. a Winston; b Julia; c O’Brien; d Parsons; e Syme; f Emmanuel Goldstein. 2. They are willing to give their lives, murder another person, cause the death of hundreds of innocent people, hurt other people and kill themselves. They are not willing to separate and never see each other again. Chapter 8 1. a five (5)/ninety (90); b two thousand (2000)/sixth (6th); c eighteen (18); d six (6); e nineteen-thirties (1930s); f twentieth (20th); g six million (6,000,000); h eighty-five per cent (85%). 2. Open answer. Chapter 9 a O’Brien – he’s talking about the Ministry of Love, Miniluv. b Ampleforth – he’s talking about the word ‘God’ which he left in a poem. c Parsons – he’s talking about his thoughtcrime. d The voice from the
  • 91.
    Teacher’s Resource BankESO 4 / © Pearson Educación, S.A., 2006 telescreen; Prisoners are not allowed to cover their faces in prison. e A woman prisoner – she’s talking about Room 101. f O’Brien – he’s talking about Big Brother and the Inner Party. He is a member and he supports the government. 2. Open answer. Chapter 10 1. a Because he does not want to be beaten. b Ten to twelve hours. c ‘Freedom is the freedom to say that two and two make four’. d To change their thoughts. Big Brother wants to control everybody’s minds. e All her feelings against the Party have been burned out of her. f ‘What have you done with Julia?’ g ‘What is in Room 101?’ 2. Open answer. Chapter 11 1. suggested answers: a … the party controls everyone’s thoughts. b … it wants pure power. c … making him suffer. d … O’Brien plays a recording of his earlier conversation with Winston. e … he wants to show Winston that he is a broken man. f … frightened. 2. Open answer. Chapter 12 1. Winston has moved to a more comfortable cell. He eats a meal three times a day and he is getting fatter and stronger every day. O’Brien takes Winston to Room 101 because he must love Big Brother. On the table there is a big metal box full of rats – the worst thing in the world for Winston. O’Brien puts the wide end of the tube over Winston’s face and Winston can see the first rat. So Winston betrays Julia. Finally, Winston sits in the Chestnut Tree Café and drinks some gin. He has met Julia again, in a park on a cold day in March, but he only cares about himself now. He loves Big Brother. 2. Open answers. Activities after reading the book Open answers.