Leaders Speak 2 Student’s Book

Warm-up

1. Do you know what a spy is? If you know James Bond, he’s a spy.
2. What do you think a spy’s job involves? What do they usually do in their working day?
3. How do you think a spy catcher catches spies

Main Activity

Listening

1. Imagine you are spy catchers.

You are at a party at your country’s embassy in London

• Your mission: Find the spy.

Information:

• Code name OCTOBER
• Not married
• Has army experience
• Does not live in Europe or the USA
• Plays some type of sport, maybe tennis or golf
• There is another spy catcher at the party. Identify that person.

2. You are going to hear a conversation at the party. You should listen and complete your mission. Play the recording once.
   
3. Compare ideas quickly with your classmates.
   

Speaking

1. you are going to a party at your country’s embassy in London. Make Groups of six and the teacher will be the one who divides the role. Read the information, and do not look at each other’s role.
2. Ask the teachers if you have any questions about vocabulary or other details.
3. You can use your own names but you should use the information on the Cards and your imagination to add other information about yourselves. You have 5 minutes to complete this mission. Stand up and introduce yourselves to another guest.

Follow up

Warm Up

1. What do you know about Family values? what does it mean? Family values are about the rights, responsibilities, and duties of family members.
2. You are going to look at some Western family values.
3. Make groups consist of 4 people. Work together to match sentences 1-10 with explanations a – j. You should help each other with anything they do not understand, also you can ask the teacher if you need to.
   

Main Activity

1. After doing the task above, discuss the ten sentences with your partners in the group of four, and choose four sentences which you wish either to defend or to attack; you can attack some and defend others.
2.  Cooperate to discuss the sentences and prepare a list of points that support your opinion for each of your chosen sentences. Do not write sentences, only very short notes.
3. Split each group into two pairs, and each pair take two of the sentences. Talk with your partner about how you can present your views to the class. You must not write sentences to read aloud, but you should think of useful phrases, expressions, and structures to use and add these to your notes.
4. Each person presents one of the choices to the class, who ask questions and make comments after each presentation

Follow Up

• Work to put the sentences in order, from the one you agree with most to the one you agree with least. You should write the numbers of the sentences in a list, with the one you agree with most at the top. It is all right for you to agree with all the sentences or disagree with them, but you must rank them in order of agreement/disagreement.
• Compare your ranking with your partner’s and explain your reasons and your opinions. You can change your mind if you wish and change your ranking of sentences.
• Which sentences you disagreed with each other about most and why.
• Which of their partner’s opinions or comments they found the most interesting or surprising
• Watch this video https://youtu.be/vehD1sqY9wk. Analyses and make a summary of that video.

Warm-up

1. What are your jobs, or weekend or holiday jobs? If you are still at school or college, describe a typical day’s activities
2. You will hear a man called Jeremy Plank talking about his typical day.
3. Listen to the audio and write down his activities.
   

Main Activity

1. You are going to have a team competition to guess unusual jobs
2. Make groups of two to four and look at the A section.  Read the information and help your partner with any unknown words, or use a dictionary. You should discuss jobs, and write down three guesses. You can still get extra points for wrong guesses if you give good reasons.
3. Put their three guesses in order: most likely, next most likely, and least likely. You can swap ideas with a neighboring group.
4. The answers and scores: three points for each first guess that is correct, two points for each second guess, and one point for each third guess. Extra points for close but incorrect answers or for clever or creative guesses.
5. Repeat steps 2 to 4 for sections B and C.
6. Write your answer here.

Follow Up

• Members of each group cooperate to write a paragraph about a job.
• Circulate the paragraphs around the class or put them on the wall for the class to see.
• Guess the jobs.

Warm-up

1. Do you think that where we are can affect the way we feel and think?
2. Do you have any special places that always make you feel a particular way?
3. Do you have got any suggestions for improving our surroundings to make us feel better, e.g. our room or our house?

Main Activity

Listening

Feng Shui is a way of improving our surroundings. You are going to hear a radio program about it.

Listen to the program and answer the questions.

Speaking

1. You are going to read more information about Feng Shui. With your partner, Read the text in section 1 and discuss what you think about the information. Is it sensible and useful?
2. Look at the rooms in section 2 and discuss how Feng Shui could be used and make notes.
3. Give your opinion and encourage comments on each other’s
4. Which room has the biggest problem, and why?

Follow up

• In groups of three or four, discuss how you might use the ideas in your own rooms, houses, the classroom, and the school building. Make notes on each other’s suggestions.
• Exchange ideas and comment on each other’s suggestions.

Warm-up

1. With your partner, describe your home neighborhoods to each other
2. Are there schools, restaurants, parks, etc.?
3. Discuss what facilities would improve your neighborhood and why. Mention the examples of your ideas.

Main Activity

1. Read this anecdote.
   There is a story by Somerset Maugham (an English novelist about a young man who visits a small town and wants to buy some cigarettes. He walks nearly a mile (about 1.5 km) before he finds a shop, so he goes back to the place where he started from and says, I’ll open a tobacconist here. He does and it is a great success. For the next 20 years, the man walked the streets of England looking for cigarettes. When he had to walk too far, he opened another shop. He was a millionaire by the time he was 35.
2. You are going to start a business as the man in the story did.
3. Makes groups of four
4. Look at the image down below.
5. Evaluate the three different neighborhoods and decide which one site would be the best to open a shop or start a business in. You must decide what type of shop or business you think would be successful and choose the best area for it. E.G. an internet café, gym/health club, late-night convenience store: (A late-night convenience store is usually open until about 11:00 pm It sells newspapers, cigarettes, basic groceries, and often alcohol. It also stocks other simple necessities like pens, notebooks, aspirins, etc.)
6. After discussion, one student from each group gives your group’s decision and reasons to the class. There is not one obvious, best location.

Imagine that you are business people who are going to open a shop or start a business together. There are three possible shops available that you could rent, shown in the maps below. Discuss the alternatives. Decide what type of shop or business would be successful and choose the best neighborhood for it.

Follow up

• Do you think your business idea would be successful in your town or the immediate neighborhood around the school, and why/why not?
• Think about the best shop or business proposition for their town or the immediate neighborhood around the school, and where exactly to put it. Think of a good name for your shop or business.
• After discussion, one student from each group explains their group’s idea and reasons to the class.

Warm up

1.  Look at the picture and the text above. What do you think it is?
   It is an advertisement for an adventure holiday
2. Is it the type of holiday you would like? and why/why not.
3. What other adventure holidays do you know of?
   Think of other ideas for adventure holidays with a partner.

Main Activity

1. You are the bosses of an adventure travel company. Make groups of eight or more. Divide each group into four pairs
2. Look at the information about four different holidays. Each pair take one without looking at it
3. Read it and ask the teacher about anything you do not understand.
4. Discuss the extra services on your sheet and decide which ones you would
5. You are going to make a radio advertisement for their holiday and present it to the class. It should be about a minute long, with the following information.
   where?
   ten days
   accommodation -hotel
   activities
   any other information?

You should try to make it imaginative and sound like an advertisement, with lots of sensational adjectives. Refer to the article above as a style guide. You can also use short pieces of an interview with past customers if you want.

A

B

C

D

1. Before you present your adverts to the class, you have won a holiday competition, and you can choose any one of the holidays, except your own, as a prize
2. Present your advertisements in turn.
3. The teacher will declare the most chosen holiday as the “Best Holiday of the Year”.

Follow up

• In your pairs, design holiday posters with
  -the name of company
  -the name of holiday
  -short paragraph giving a general outline
  -headings of special features with basic details
  -drawings with captions
• You can use the information you were given or design a completely new holiday if you wish.
• Look at each other’s posters, ask questions, and make suggestions. You could take a vote on:
  – the best holiday
  – the best poster

Warm up

1. Do you think different foods can change our state of mind, i.e., change the way we think or feel?
   Do you think that certain personality types tend to prefer certain types of food?
   Do passionate people tend to prefer hot, spicy food?
   Some people think eating a lot of meat makes people aggressive.
2. You are going to hear a description of Ayurveda. Have you heard of it?
   Ayurveda links our personality with what we eat.

Main Activity

Listening

Play the recording and answer the question!

1. You are going to hear the interview again. You should make notes about the positive and negative aspects of the personalities of each type of person.
2. Play the recording. Then compare your answers before the teacher check them.
   
3. Which type do you think you are? You are going to an activity to find out.

Speaking

1. The teacher will divide the class into pairs and call one person A and the other B.
2. Look at the text below and read the instruction. Do the first question together: Do you often get excited by things?
3. Ask the teachers if you need help.

• Interview your partner about their personality and habits. Ask them how much the following characteristics apply to them, and write a score from 1 to 5 for their answers. If a statement is not at all true for them, score 0; if it is 100% true, score 5. When you have finished, find the total score for each body type.

Follow up

Write a written report about what you have been told.

Warm up

This activity is more suitable for teenagers and younger adults.

1.  What are your favorite musicians/bands?
2. Describe their style and appearance, and why you like them.

Main Activity

Listening

Listen to the recording and answer the questions.

Speaking

1. Make groups of four, divided into pairs. Each pair are a business partner: one pair is an agent; the other pair is the manager. Down below are the role cards. The teacher will secretly tell you your role.
   You can ask what’s your partner’s card is, but not the others.
   
2.  Discuss the problem on your card with your partners.
3. The managers are going to phone the agents. Here’s the instruction:
   Managers:
   – Describe who is leaving and who you need. Make notes about possible replacements.
   – Make notes about possible musicians for your partner’s hands.
   Agents:
   – Try to persuade them to hire your musicians.
   – If they do not want to advise them to phone your partner
4. Managers phone an agent; sit back-to-back for this
5. Managers phone the other agent
6. Go back to their partners.
   Managers, think about who you want to choose
   Agents, discuss who the managers might choose.
7. Both managers and agents get together and look at the pictures of the Musicians. Managers, you can change your choices if you want.
8. Which managers chose well and who had to change their minds, Which agents were most persuasive?

Follow up

• The groups of four work together and discuss what the main audience will be for each band. What type of people will most of your fans be? You should think about age, male or female, other interests, and anything else you can think of.
• Write a short ‘audience profile’ for each band, describing the typical fan.
• Think about how and where they should advertise to connect with those fans.
• Each group compares ideas.

Warm up

1.  How easy do you find it to see pictures in your mind?
   You are going to try an experiment. It is better if you close your eyes, but you do not have to. The teachers are going to say a word, and you should see a picture in your mind.
   Open your eyes. What did you see? Is it something you have never seen before? What did it look like? Could you hear it?
2. You are going to try another experiment, close your eyes.
   Think of your favorite food and your favorite place to eat
   Open your eyes, and describe your experience.

Main Activity

Listening

1. You are going to hear a description. Close your eyes if you want
2. Play the recording
3. Compare your experiences with your neighbors.
4. Think of examples of interesting details. Add any new adjectives

Speaking

1. You are going to describe short journeys for each other to imagine. The teacher will put you in pairs and look at the text below.

1. Read the instructions and do you have any questions
2. Discuss the stages of the journey together. You do not have to plan the same journey, but you should help each other think of ideas and words
3. When you have finished planning, change partners.
4. Describe your journey from your notes. Speak quite slowly and leave some time for your listener to imagine the scenes.
5.  Compare your experiences with the others.

Follow up

Write an account of the journey you listened to and the experiences you had.

Warm up

Examples of moral dilemma

• Your friend has bought a new jacket. He loves it and asks what you think. You know the jacket is awful, but if you tell him, he will be hurt if you say you like it, you will be lying, and people might laugh at him when he wears it.
• Another friend is very clever but hates exams. She gets very scared and can not think. In one exam you see her looking at another student’s work. You know that the other student is very stupid. What should you do? If you tell her to stop, you might be seen speaking and be kicked out of the exam yourself. If you do not tell her to stop, she will copy the wrong answers and perhaps fail. Should you tell the teacher that she is cheating? Cheating is wrong, but you know she should pass the exam.

It is difficult to do anything right in moral dilemmas

1. What would you do in these two examples and why?
2. Can you remember a moral dilemma you or your friends have been in?

Main Activity

1. You are going to look at more moral dilemmas. Look at the text below.

1. There are four situations. You must imagine you are in the situation.
2. Read situation. Imagine this is a real situation. You should think about how you would feel in this situation and act that way. Try to agree on an answer to the problems in the situation
3. Do you found an answer?
4. Repeat steps 3 and 4 for the other situations.
5. Which was the most difficult situation and why.

Follow up

• Each pair of students works together to think of a new dilemma involving two people like those you looked at, and make notes.
• Each pair joins a student from a different pair.
• explain your dilemmas and give each other advice about what people should do. Make notes on the advice they receive.
• Go back to your first partner and compare the advice you were given.
• What is the best advice you received?

Warm up

1. What do you think are aspects of personality you look for in people when forming friendships or relationships?
2. Which do you think is the most important?

Main Activity

1. You are going to see some typical comments about personality and relationships. Make groups of four.
2. See the first section and work together to match the comments with the aspects of personality and relationship.

See these points below.

1. Birds of a feather flock together.
2. Denny and I grew up together in Belfast, Northern Ireland.
3. l like people you can have a really good conversation with.
4. I wouldn’t trust Bill as far as I could throw him.
5. Lenny and I were best friends until Elaine moved into the street, but I hardly see him these days.
6. Linda’s problem is that she loses her temper too easily.
7. Paul would give you the shirt off his back.
8. Penny’s the life and soul of the party.
9. Ronnie’s as cool as a cucumber.
10. Some people are as thick as a brick.
11. Tell Laura and the whole neighborhood will know within a week.
12. There’s never a dull moment with Kim around.
13. When you go out with Dave, he won’t let you pay for a thing.
14. You can talk to Lena about anything and you know it will go no further.
15. You can’t believe a word Sheila says.
16. You need friends who’ll stand by you in a crisis.

• Which comments reflect which aspects of personality and relationship
  

1.  Think alone for a while about your personal experiences in friendships and relationships, and to try to find an experience to illustrate each of the eight aspects. It can be a positive or negative example, e.g., loyalty or disloyalty. Try to make notes
2. Explain your notes about your experiences to your group
3. Each group chooses the best example of each aspect.
4. Listen to some examples and encourage questions and comments
5. Discuss the eight aspects and try to decide which ones are more important. Put them in order of importance with the most important at the top. You should try to include all eight from the first section. Write it in the answer box below.
6. What group’s bottom choice was and why
7.  Explain your choice of the most important one, and also explain if any other aspects come second or third in importance with several groups.

Follow up

Warm up

1.  What do you do to keep fit? Do you play sports, or exercise? Do you use a gym or ever use machines?
2. Too much exercise can be dangerous, to elicit hurt yourself

Main Activity

1. This is a story about people trying to keep fit.
   You are going to work in groups of eight people, but each person will have only one picture. You can talk about your pictures with the other people in your group, but you must not look at each other’s pictures. You must find the story and find out where your picture is in the story.
2. Work in groups of eight and each group will share one set of pictures, each group member will have a single picture from the story.
3. The teacher will be the one who divided the picture.
4. Think about how to describe your picture to your group. Make notes of important words, but do not write full sentences.
5. When all the groups have found the story and decided the correct sequence, look at all pictures together and arrange them into the correct sequence.

Alternative version
A livelier way to do this activity is to have all students working in pairs or small groups sharing a single picture. Take turns to sit down with your picture and describe it to other pairs or groups while your partner moves around the class getting information about the other pictures. Every few minutes, go back to your partner to share information and change roles.

Follow up

Write up the story in your teams. The written story will practice past tenses.

Warm up

This information is based on information from the St John’s Ambulance Brigade, but First Aid information may vary from country to country.

1. Have you studied any First Aid?
2. How useful do you think it would be?

Main Activity

1. The teacher will divide the class into pairs.
2. Look through the quiz and explain any words that your partner does not know. If a word is unknown to both of you, underline it.
3. Discuss the questions and agree on an answer for each
   
4. You will be given a set of situations.
   The teacher will secretly tell you your part. You must remember your cards with the quiz answers and don’t let anyone know. Partners take turns to take a card and do not show the card to your partner. You must pretend that there is a medical emergency, and so you phone your partner for advice. You use the notes on the card to explain the situation and ask for information about what to do. Your partner must give advice. When the partner has finished advising what to do, you can both look at the correct answer at the bottom of the card.

Follow up

• The partners use the information from the lesson to write local newspaper reports about an imagined emergency and how it was dealt with by someone with First Aid knowledge. Put the stories on the wall or read each other stories.

Warm up

1. What types of magazines do you read and why do you like them?
2. Do you know of any free magazines or newspapers, and what do you think of them?
3. Have you ever worked on a magazine, for example, a school magazine?
4. You are going to listen to people designing a magazine. Play the recording and answer the question.

Listen again and note how people do the following.

Play the recording a few times, answers in between, and put them on answer box.

Main Activity

1. Now you are in focus groups to design a new ‘community lifestyle magazine’.
   When business people have an idea, they need to know if people will like it. So they ask a focus group of people to discuss it and answer questions about it.
   A community lifestyle magazine is a free magazine. It makes money from the adverts in it. It contains information and articles about how people spend their time.
2. Make groups consisting of six people. Each group will have:
   – a chairperson to control the group and ask questions
   – a secretary to keep notes of their ideas
   You can choose on your own or the teacher will choose it for you.
3. Look at it quickly and ask about anything that is not clear and think about what you would like in a magazine like this.

1. Chairpersons begin asking the group for their ideas, using your sheets for some ideas to start. Use the expressions above.
2. When you have finished, choose your five best ideas. 7
3. Secretaries explain the five ideas to the class. Ask the class what they think.

Follow up

Design the cover of your magazine with headlines, sub-headlines, and captions. You also, design the contents page with outlines of articles and features. You can include drawings or photographs. When finished, put them on the wall or circulate them around the class for comparison and comments.

Warm up

1. What are the most important places in the town for leisure activities? What do you do there?
2. Revise the second conditional by giving a couple of examples of other facilities you would like, and what you would do if you had them. Think about what you would like and what you would do there. Ask if others agree or not and why.

Main Activity

You are on a committee to decide how to improve a leisure centre.

• There is a small community centre with some land around it.
• They have a grant to spend on improving the community centre.
• The committee can afford the money for only one improvement.

1. Make groups of five, if possible, or together in pairs sharing a single role card; the activity works best if all five cards are used. The teacher will be the one who decides on the role cards and you must not show your role to anyone.
2. about the cards:
   – describe your suggestion
   – show the secret reason you want your idea accepted
3.  Explain your ideas, and persuade others why your idea is best. You should not tell anyone your secret reason.
4. After a while, take a vote to exclude one or two ideas you like least. The people whose ideas are excluded must now choose to support other people’s suggestions.
5. After a while, vote out another one or two suggestions.
6. Continue in this way until only one suggestion remains. Compare the winning suggestions of the different groups and see if there is an overall favourite in the class.
7.  Can you guess the secret reasons for the other students? Give each other clues to help the guessing.

Follow up

• Be with students that have the same role card with you into groups of up to four.
• Prepare a publicity campaign poster with a slogan and bullet points giving reasons why the townspeople should support your idea. The poster should be styled as an eye-catching advert and can use images if you wish.
• In addition, your groups can prepare a short talk of about a minute outlining your case in the style of a political ad for TV.

Warm up

1. What are your favourite school subjects? What do you think is or was the most useful part of their education?
   What would you change about your education if you could?
2. Experts in education have many different ideas about what education is. Look at the definitions, and discuss them with a partner.
   Which do you agree with most and why.
   Look at the three adverts with your partner, and think what the attitudes of the places would be. Match them with the definitions
   

All three are for students aged 16 to 18. What subjects would probably be taught at each place? What about subjects you might not think of, e.g. ballet, engineering, drawing, creative writing, meditation? Compare the schools and say which you would prefer to attend and why.

Main Activity

1. You are going to be the school’s head teacher. Work in pairs and choose together two of the schools to manage.
2. Plan a weekly timetable for the schools you chose, including:

• suitable subjects for each period, or choices of subject
• free study periods, or periods when students can do research on a given choice of topics
• project titles
• a school trip to a suitable place
• lesson times and lengths
  In the UK after the age of 16, no subjects are compulsory. Use your imagination to produce interesting and unusual timetables, you must represent the educational attitudes of the school.

Make groups of four or six to compare ideas.

Follow up

• In your original pairs, discuss your ideas and intentions when you were planning the timetables. Ask what educational aims and values you had in mind.
• Write a new definition of what education is for.

Warm up

1. What is the rule about the school you attended or attend? Would you change or add; the strangest?
2. What specific features of the school do you think are especially useful, or would change?
3. How well it prepared or is preparing you for life.

Main Activity

1. You are going to read about real but unusual schools. The teacher will tell you that you are A, B, or C in turn. Make groups of three or four, with each group being all the same letter, e.g. AAAA, BBBB, CCCC.
   

   A Sands School, in the town of Ashburton, England, is a day school for children aged 10 to 18. It is based on the value of social equality between students and staff and has few rules. Sands believes that the well-being of a child is more important than academic success. It offers a variety of lessons and activities for students to choose from, and free time for children to follow their own interests. Classes are small and based on the individual needs of each child. The timetable is fixed, but democratically decided, and students are expected to attend. The weekly school meeting is at the centre of the way Sands is organized. It makes all the decisions that affect the school, including rules, the timetable, and accepting or rejecting new students and teachers. Participating in these meetings gives the children an understanding of democratic decision-making, and helps them develop their skills of argument and persuasion. The most important advantage of the school meeting is that it shows the children that the school is really theirs. They have the right to decide on changes, and the school’s success or failure depends on their decisions and their behavior. Sands employs no cooking or cleaning staff; these jobs are done by the students and teachers. Decorating and simple repairs are also done by the students. There are three reasons for doing this. Firstly, it saves money, so that school fees can be kept as low as possible. Secondly, it gives people the opportunity to learn practical skills in a practical way that is more memorable than a lesson. Finally, the school feels that it is wrong to encourage the idea that there is a social group or level of people in society whose job it is to serve. For the school to truly belong to those who use it, they must take responsibility for its maintenance.

   B Brockwood Park School is a boarding school set in the beautiful English countryside for students aged 14 to 20. It was founded by the philosopher and educator Jiddu Krishnamurti (1895-1986) in 1969. The intentions of the school include giving students an appreciation of the natural world, our place in it, and responsibility for it. It also encourages students to explore freedom and responsibility in relationship to other people in society. Physical, psychological, and spiritual health are among its aims. Each school day begins before breakfast at 7.45 am with the morning meeting. All students and staff sit quietly together for ten minutes to encourage self-reflection. Sometimes someone plays music or reads a poem. The intention of the morning meeting is to begin the day quietly together. Everyone is required to attend. The day ends at 9.30 pm, and students should be in their rooms at 10.00 pm. Having a maximum of 60 students gives the school a relaxed family feeling. It has a number of ‘Agreements, which are similar to rules, but reviewed every year by staff and students and can change. Students also help with the day-to-day decision-making, and everyone assists in the care of the grounds and buildings, and with other small jobs like washing the dishes after meals. One Agreement is that all staff and students are vegetarian, and a great deal of attention is given to preparing meals. Many ingredients are grown in the school’s large vegetable garden, which students help care for. Another Agreement is that students must follow a balanced educational program which they and the school consider reasonable. Students cooperate with teachers in planning their individualized study programs, where environmental education, human development, and visual and performing arts are equally as important as maths, sciences, and languages. There are classes every morning and afternoon, and in the early evenings there are also classes, meetings, and other activities.

   C Albany Free School is based on freedom and democratic principles, with students and staff taking decisions together at a weekly meeting. But unlike many similar schools, this one is also open to children of the poor. It has children aged 2 to 14, and nobody is rejected for financial reasons. It is located in a racially and socio-economically mixed neighborhood of central New York. About half of the children come from the inner city, a quarter from richer neighborhoods, and the remainder from surrounding suburbs and towns. Approximately 80 percent of them are poor enough to qualify for a free or reduced-price breakfast and lunch. In some ways, Albany Free School is like a normal school with books, computers, and other equipment. Some rooms even have blackboards and desks. In other ways, it is very different. It does not have a curriculum or even any compulsory classes. Classroom sessions are informal and last only as long as children remain interested. Learning happens best when children want to learn. There are no tests either. External rewards or threats are less motivating than an inner desire to learn. There is generally more noise than quiet, with children moving around constantly and playing freely Learning certainly happens at Albany Free School, but differently. Dally maths and reading classes are provided for those who want them, but there is no typical day at the school. Every day develops according to any number of influences, from spontaneous ideas for activities or outings to world events. There are ongoing projects too, often in the surrounding city or doing work for charity organizations. The school runs a small farm on the block, where students learn the basics of working with animals and growing flowers, herbs, and vegetables. Older students take part in a wide-ranging training program, working with actors, magicians, chefs, carpenters, midwives, lawyers, vets, archaeologists, computer programmers, and even pilots.

2. Read the text based on what the teacher already told you and help your group with anything you do not understand.
   

   Information	Your opinion
   type of school? type of students? daily routine or program?	unusual features? possible problems? positive features?

Discuss the points and make notes.

1. What are the main similarities and differences between the schools?
2. What is the most surprising feature and why?
3. How do the schools compare with your own experiences?
4. Which school do you think is likely to be the most successful and why
5. Which school offers the best preparation for life?
   Which school would you like to have attended and why?In groups of at least three, each group has a person who has read each text, e.g. ABC, ABC, ABC, ABC. Look at the questions above and you should tell each other about your text. Give your opinions and comments.

Follow up

• In your groups, use ideas from your notes on the schools, your experiences, and your own ideas to design the perfect school. You should think about:
  – type of school?
  – unusual features?
  – type of students?
  -positive features?
  – daily routine or program?
  – possible problems and how to avoid or deal with them?
• Make notes about your daily routine.
• Describe your ideas to the class. Vote on which school is:
  a) the most interesting
  b) the most unusual
  c) likely to be the most successful
  d) the best preparation for life

Warm up

1. Can you remember job interviews you have had, and what kind of questions you were asked? If you are students that are still at school or college, what questions do you expect at job interviews?
2. Company name: In or Out to Lunch Catering Services
   Job: Catering Assistant
   Are any words new to you? Talk with a neighbor about what the company might do and what the job might involve.
   A company that provides lunches in its own café but also delivers to offices and other workplaces.
3. What questions might be asked at the interview?

Main activity

Listening

1. You are going to hear two interviews for the job. Write down the interviewer’s questions.
2. Play the recording at least twice.
   
3.  Listen again and decide who will get the job and why. Play the recording once more.
   

Speaking

1. You are going to practice job interviews. Look at the first job advert. What type of person would be good for the job?
2. Make groups of four. Think about people for other jobs.
3. Divide the groups of four into two pairs. Choose a different job to apply for. You can invent experiences that you do not really have.
4. Act out the interviews. The interviewer should use questions from the previous recording and others if you are needed, and fill in the Interview notes.
   
5. When both interviews are complete, the interviewers give feedback and say if the interviewees got the job.
6. Choose another advert from the sheet and repeat steps 4 and 5.
7. How their interviews went. Do most people get jobs or not?

Follow up

• In groups of four, create four job adverts of your own. Use their imagination to think of very unusual jobs.
• Each student in the group takes one advert without looking.
• Interview each other in pairs as before.

Warm up

1. Do you know what perk means?
2. Mention the examples of perks, have you ever had any perks in jobs that you have done?

Main Activity

1. You are going to look at other examples of perks. Make groups of four people.
2. Work together and answer the question. There may be more than one answer for some perks.
   
3. Work together in your groups to choose the best jobs for the people and prepare notes, not sentences, explaining the reasons for your decisions.

Which jobs would be most suitable for which people?

Follow up

• In your groups of four, imagine how life has changed for the people since you took one of the jobs. You should include descriptions of your working life and developments in your personal life that have happened as a result of taking the job.
  Each group member adopts the role of one of the characters, a different one each. You play the part of the class, speaking as if the character yourselves, describing the changes to your working and personal lives.

Warm up

1. Do you know what antiques people collect?
   They usually collect furniture, clothing, toys, musical instruments, jewelry, etc.
2. £100. Cost, worth, price, pay, afford, buy, sell, and exchange. Do you know what it’s mean? Work with a partner and write a sentence or a question with each word about the clock

Main Activity

1. You are antique collectors. Look at the image strips above. Read the instructions
2. The rules.
   The prices on the antiques are for help: you can sell them for as much as you want.
   You can exchange antiques for others, or exchange antiques for others and money.
   You must get as many antiques and as much money as possible to win the game.
   You have five of the type in your instructions at the end of the game, you get an extra £500.
   You can spend as much as you want.
   You must keep a note of the money you spend and make. On the board write:

   £ spent	to person	£ made	from person
   50	peter	30	jim
   100	anna	75	mandy
   150		105
   20		20	kelly
   170		125

Explain that to stop people cheating, you must get the other person to sign their accounts.

1. You have 20 minutes to move around the class buying, selling, and exchanging as many antiques as you can.
2. Total the top prices printed on their antiques, e.g. guitar £50-£100-£100. Add your antiques’ value to the money you made.
   Take away the money you spent.
   If you have the five items in your instructions, add £500. The person with the most money wins.

Follow up

Write a paragraph describing your best buys and your biggest mistakes.

Warm up

1. What is your favorite advert and why do you like it?
2. How much influence do you think advertising can have on what we buy?
3. It is often said that ‘Advertising sells us a lifestyle or a self-image, not a product’. Whats your opinion?

Main Activity

1. Read these types of adverts.
   
2. Which type is most effective and why. Can you think of any other types?
3. You are going to become advertisers. Make groups of four.
   Read the instructions.
   Your company has five products to advertise:

   Advertising executives Your company has five products to advertise: small, plastic, three-wheel car (capable of carrying the driver and one passenger) toy tool sets for little girls, for working with wood very expensive, plastic jewelry (it might be a designer label product) disposable paper clothes (wear them and throw them away) hot air body drier (instead of towels for use after a bath or shower You have three budgets for each product: £ 1 million for media advertising £500,000 for poster advertising £200,000 for a publicity event You must think of the best way to spend your budget and the type of advert that you would use for media or posters. What would your ads be like? Media advertising costs National TV national radio day £20,000 day £10,000/minute evening £40,000 evening £5,000/minute national daily newspapers national monthly glossy magazines full page £20,000/minute full page £40,000/minute half page £10,000 half page £20,000/minute quarter £5,000 quarter £10,000 small £2,000 small £5,000 You also need to think of a publicity event that would catch people’s attention, e.g. using a celebrity to do something with your product.

4. Discuss the projects and choose two to advertise. You should think about the style of advert that you might use to sell the products.
5. You need to think in detail how you will advertise your chosen products. Product image-what can you emphasize the product to make it attractive?
   Target market – who will buy it?
   Budgets – where is the best place to advertise it and why?
   Style-what will the adverts be like? Describe your ads.
   Go around helping with ideas and language.
6. Choose your best advertising project and describe it to the class. You must also decide who will describe the different parts of your advertising plans.
7. Groups take turns to explain your plans to the class. Invite questions and comments.
8. Which products you might buy and how the adverts affected your choices?

Follow up

• Choose one of the products and design a TV or radio advert for it.
• Act the advert to the class. If you have the facilities, you can video or record the adverts.
• Vote on which advert:
  – uses the best English
  – is most creative
  – would be most likely to persuade them to spend their money

Warm up

1.  to interrupt / an interruption. What does it mean?
2. You are going to play a game called interruptions. You are going to hear a story from the teacher and you must ask lots of questions to stop the teacher from finishing his/her story.

Main Activity

1. Put students in groups of four.
2. Look at the set of cards
3. The rules:
   – When you say Go, one person must talk for two minutes about the subject on the card. The others must ask questions to stop them finishing. With strong classes, you can make it three minutes.
   – If the speaker finishes the story, or if the group run out of questions before two minutes, then the speaker wins.
   – If the speaker has not finished after two minutes, or if the group are still asking questions, then the speaker loses.
   If the speaker wins, they keep the card; if not, they put it on the bottom of the pile.
   – The winner is the person with the most cards at the end.
4. The teacher will decide who starts. Take a card.
5. Start when the teacher tells you to start. When the time is up the teacher will shout Stop.
6. The player on the left of the speaker chooses another card, and the process is repeated. The activity will stop before all the cards are gone.

Follow up

• the winners to come to the front. They are going to find the champion.
• Each winner takes a card. If they have had the card already, they take a different one. With small classes, they may have seen all the cards so you may need to think of other things for them to talk about.
• Those who finish take another card and repeat the process until only one student remains.

Warm up

1. What is this text and where is it from?
   
2. Have you or anyone you know ever bought anything from a small ad? What was bought? Do you know why the person was selling the item?
3. Read the circled ad. What the object is exactly? Who would wear it? When, where, and why?
4. Why the person might be selling it. You have two or three minutes to talk about possible reasons with your neighbors.

Main Activity

Reading

1. The article tells the true story behind the wedding dress. Read the first snippet only and talk about the question with your neighbors.

Speaking

1. Make groups of three or four.
2. Read the other ads. Discuss the ads and think of the story behind the items and why you are being advertised. Try to think of unusual stories and make notes of your ideas for each ad.
3. Who do you think will want the items?

Follow up

• Each group chooses one of the ads.
• Work together to write up your group story from the notes you made.
• Exchange your group stories with another group.
• Read each other’s stories and underline anything you think is incorrect English.
• The groups that exchanged stories join together and discuss the underlined possible mistakes.

Warm up

1. Think of examples of inventions or scientific discoveries since your grandparents were young.
2. Which do you imagine your grandparents thought were more useful and most surprising?
3. Think of examples that have happened in their own lifetime.
4. Which do you think are more useful and most surprising?

Main Activity

1. You are going to read about inventions and discoveries that might happen in the future. Makes groups of four.

A Matter Transportation: every scientist’s Dream This is the technology that can transport people or things from one place to another instantly. Imagine something like a telephone box: you go in, dial the number of the place you want to go, and then you disappear and reappear in another box at your destination. Some scientists think we can even do it without boxes!	B Machines take over: robots rule the world Scientists are designing better robots and more intelligent computers every day. There is already a computer that can beat chess champions and programs that can learn for themselves. Many experts believe machines will be more intelligent than humans one day, and when they are they will not need us anymore. Goodbye, humans!
C Do you want to live forever? Scientists hope to find cures for all diseases and are making good progress. They are also trying to find out why people get old, and they are making progress on that too. Some scientists suggest that with better knowledge it will be possible to slow down ageing or stop it completely. We could live to hundreds of years old, or older!	D Space colonies: cities on other planets Space travel is expensive at the moment, but building spaceships in space at space stations would be cheaper. Scientists are developing engines that are faster and use energy from the sun. They suggest sending several families together to distant planets. Some journeys could take hundreds of years, with children born on the way!
E It is a dinosaur! Clones of extinct animals Scientists are making enormous advances in genetics. In addition to its value in health care, genetics might have other uses. Several projects at the moment are trying to bring back animals that are extinct, for example, the Tasmanian Tiger. Scientists hope to use dead animals in museums and copy their DNA to make living clones!	F Contact: Is there anybody out there? Scientists have been sending radio messages into space for years. They are hoping to get an answer one day from an alien civilization. They would probably be more advanced than us and would be able to teach us about their science and technology. With their help, we will solve every problem on the planet!

1. Read the paragraphs. underline any words you do not know and ask the other students in your group about them.
   
2. Think about the paragraphs on your own without talking to your partner. Decide which are more probable and write numbers 1 to 6 next to them. Number 1 is the most probable, number 2 is the next most probable, and so on; number 6 is the most probable,
3. Talk with the others in your group and compare the numbers you gave to each paragraph. You should explain your opinion and try to agree on who is right.

Follow up

• In your groups, brainstorm the technical advances described in the text and try to think of as many advantages and disadvantages for each as they can.
• Compare ideas around the class and see who has thought of most and which are the most interesting

Warm up

1.  what new technologies have developed in the last hundred years?
2. decide with their chairmate which are the most important, and why.

Main Activity

You are going to read about the technology of the future. The teacher will tell you that you are A, B, or C in turn. And will also put you in groups of three or four, with each group being all the same letter, e.g. AAAA, BBBB, CCCC.

1. What will be the main uses of the technology?
2. Which use will bring the biggest benefits and why?
3. What are the most surprising predictions and why?
   Discuss the questions and make notes.
4. Which technology will bring the biggest benefits and why?
5. What is the most surprising prediction and why?
6. Which technology do you like the idea of most?
7. Which technology do you think is the most likely to happen and why
8. Which technology do you think is the most unlikely to happen and why?
   You should tell each other about your text. You must work from your notes.
9. Give opinions and comments.

Follow up

• In your groups, imagine a typical day in the future when all three technologies are in common use. Make notes about the daily routine.
• describe your day to the class.
• Vote on which day is:
  – the most interesting
  – the most likely
  – the weirdest

Warm up

1. What do you know about Human rights?
2. How about animal rights, what do you know about it?
   Animal rights organizations want us to stop using animals in cruel ways, e.g. in cruel sports or testing new products to find out if they are safe for people. Like human rights, animals have rights too. What do you think about that?

3. Fight for their rights: Animal testing Animal testing is used in many ways for many reasons, in smoking tests, for example, dogs breathe cigarette smoke continuously to find out how dangerous smoking is for people. Two of the most common tests are the Draize eye test and the LD50 test. The Draize eye test is used to find out if a new product, like a new soap, will affect people’s eyes. In the tests, rabbits’ eyelids are kept open with clips, and they can not move their heads. Then the product is put in their eyes. The tests last a week, but many animals break their necks trying to escape from the pain before the test is complete. In the LD50 test, LD means ‘Lethal Dose- that is how much of something you can take before it kills you. It tests any chemical by giving more and more of it to a group of animals until 50 percent of them die. Some experts say animal tests correctly predict effects on people only 38 percent of the time, and there are other ways of testing that do not need animals. So why do we do them? You are going to read a page from an animal rights Website, Look at the text below. Which organization the page is from (Fight for their rights). What the text is about (animal testing)?

4. Read the text and help your neighbors with anything they do not understand. Compare your opinions on the different tests.
   Why do we do the test?
   Is it useful?
   What would happen if we did not do it?
   Should we allow it?
   What should we do about it?

Main activity

1. You are going to look at another important issue. Make groups of three or four. Look at the information on Global warming and Clean water for everyone above, and each group chooses one.
   – What are the main parts of the problem?
   – Why is it a problem? 3 What are the causes?
   – What are the results?
   – What should we do about it?
2. Talk about the information and the questions. You should each write short notes, not sentences, about the problem.
3. You are going to explain your subject to the class. a Global warming group talks about question 1. Groups who did Clean water ask questions.
4.  Repeat step 3 for all the other questions with different groups until the topic has been covered.
5. Repeat steps 3 and 4 for Clean water.
6. Discuss with your group which topic is the most important problem and what we should do about it.
7. Give your opinions.

Follow up

Write a brief summary of your topic using the questions as a guide to its structure.

Warm up

1. This is the title and the headings of the six sections of the questionnaire:
   Social and environmental issues
   Social welfare
   Justice
   Education
   Social equality
   The environment
   Animal rights
   Work with a partner and think of an example of an issue for each of the six sections.
2. Which of the six areas is the most important and why?

Main Activity

1. You are going to do a questionnaire on the issues, read the questions but not answer any. Underline any words you do not know.
   

   Social and environmental issues questionnaire Complete the questionnaire by giving a score of 1 to 5 for each opinion according to how much you agree or disagree with it. Then find your total for each section.

   I strongly disagree. I disagree. I do not agree or disagree. I agree. I strongly agree.

   
   Now check your scores in the Keeping an open mind comments box.

   Keeping an open mind comments Social welfare and justice 0-12 You place great emphasis on individual responsibility and self-reliance. You may feel that our ability to create our own future is one of the key things that makes us human. 13-18 Although you have a developed sense of social duty and a belief in caring for others, you also believe that people must learn to take control of their own lives. 19-30 You are deeply socially aware and responsible. You believe that it is society’s duty to take care of its vulnerable members, who may often have little control over their lives. Education and social equality 0-12 You probably feel that education should be for a practical purpose rather than for its own sake. You probably have a strong sense of tradition. 13-18 You have a strong belief in social justice and equal opportunities for all. You may feel that fate is a stronger force in people’s life than is sometimes acknowledged. 19-30 You believe in social equality and have a very strong social conscience. You believe in education as a force for equality and personal development. The Environment and animal rights 0-12 You are a strong believer in personal freedom. You may have a sense of there being a hierarchy of living beings. 13-18 You have a healthy respect for the planet and the other species that share it with us, and you believe that it is our moral duty to take care of them if we can. 19-30 You feel a keen sense of urgency surrounding the ecological problems facing our planet. You probably find it difficult to understand the sometimes selfish behavior of other people.

2. Make sure that you understand the instructions for doing the questionnaire and for checking the scores. Ask the teacher if you have questions
3. Complete it, talking about the ideas with a neighbor as you go.
4. Do the comments describe you accurately?
5. Which are the six areas you had your highest and lowest scores in?
6. You are going to discuss one of the topics. Decide the topic that you prefer. For each topic you choose, who scored above nine and who scored below nine? The high-scoring students on each topic will be together and the low-scoring students on each topic will be together.
7. The teacher will divide the students into groups of four to six.
8. Discuss your topics and prepare to explain your opinions to the class.
9. For each topic, the high-scoring groups will speak to the class, followed by the low-scoring groups.
10. Before moving on to the next topic, Vote with a show of hands on whether you now agree with the high-scoring groups or the low if for any topic there were only groups of one point of view, put up your hands if the groups made them change your opinions on anything.

Follow up

Choose a subject that you did not speak on, and write an account of the most valid and interesting points made by the other teams.