3A Understanding directions

Welcome to Sunnyvale! Student A

Look at the map. Take turns with your 1
partner to ask for and give directions
to the places below. Begin at the ‘Start
here’ point each time.
A bakery
Ask your partner for directions to
2
the …
café hospital 3
post office clothes shop B bank
supermarket C nightclub
4
Give your partner directions to
the … D cinema
nightclub hairdresser’s E hairdresser’s
bakery bank
cinema

5
Decide with your partner which other
places you would like in the town and
write these on your map!
Start here

✂
Welcome to Sunnyvale!  Student B
Look at the map. Take turns with your 1 café
partner to ask for and give directions
to the places below. Begin at the ‘Start
here’ point each time.
A
Ask your partner for directions to
2 clothes shop
the …
nightclub hairdresser’s 3 supermarket
bakery bank B
cinema
C
4 post office
Give your partner directions to
the … D
café hospital E
post office clothes shop
supermarket

5 hospital
Decide with your partner which other
places you would like in the town and
write these on your map!
Start here

Solutions 2nd edition  Pre-Intermediate © OXFORD UNIVERSITY PRESS • PHOTOCOPIABLE

 3A Understanding directions
Aims  To recycle language from Lesson A and give students
practice in giving and understanding directions
Time  15 minutes
Materials  Student A handout for half the class and Student
B handout for the rest
• Ensure students understand the following places, which
appear on the town map: café, post office, supermarket,
hospital, clothes shop, nightclub, bakery, cinema,
hairdresser’s, bank. You may also want to review language
related to asking for and giving directions.
• Divide the class into A/B pairs and give each student a
copy of the map. Explain that they need to ask each other
for and give directions.
ANSWER KEY (X = EMPTY BUILDING)
• When they have completed this activity, students imagine
that they live in Sunnyvale and add an additional six
places which would be important for them if they lived
there, e.g. an Asian restaurant, a theatre, etc.

Solutions 2nd edition  Pre-Intermediate © OXFORD UNIVERSITY PRESS

 3B How much is the rent?

A Jackie is interested in renting a house that she saw in Snitt.

ly, su nn y, 2- be dr oom house to rent
advertised in the local newspaper and rings for more Love ils
425 67398 for deta
details. Read the telephone conversation below and Phone Robert on 01
choose the correct quantity expressions.
Robert Hello.
Jackie Oh, hi. I’m ringing about the house to rent in Snitt. Is it still available?
Robert Yes, it is. I’m the landlord, Robert.
Jackie Great! I’ve just got 1a few / a little questions for you, if that’s OK?
Robert Sure. What would you like to know?
Jackie First of all, is there 2many / any furniture in the house?
Robert Yes. It’s fully furnished and we bought 3any / some new beds and a sofa just last week.
Jackie Sounds good! And are both the bedrooms double rooms?
Robert No, one’s a single room. But the double room has 4a lot of / any space and even has an ensuite,
with a bath and a shower.
Jackie Wow! And what about parking? Is there a garage?
Robert Unfortunately not, but there’s plenty of parking space on the road in front of the house.
Jackie I guess that would be OK. Does the house have a garden?
Robert Yes, there’s a small front garden, with 5a few / a little flowers and there’s a huge back garden
with a lawn and 6any / some fruit trees.
Jackie That’s good news. I love gardening! And what about amenities? Are there 7many /much shops
nearby?
Robert There are 8a little / a few small shops really close to the house and it’s a five-minute drive to a
big supermarket.
Jackie That sounds alright. Well, I guess I should ask about rent! How 9much / many is it?
Robert It’s £950 a month and there’s also a deposit of £1,900 to pay.
Jackie Hmm. That’s really more than I wanted to pay. Does the rent include 10any / some bills?
Robert Yes. Gas, electricity and water are all included.
Jackie Oh, that’s not so bad then. When can I come and have a look?
Robert Well, I’ve got 11a few / a little free time this afternoon. I could show you round then. How about
2.30?
Jackie That’s fine with me. What’s the address?
Robert It’s number two, Main Road. There aren’t 12many / much houses in Snitt, so you can’t miss it!
Jackie Fantastic! See you at half past two.

B In the dialogue above, find the words or phrases in italics which mean the following:
1 a bathroom directly connected to a bedroom
2 with all furniture
3 money you pay when you rent a house, which you get back when you move out if nothing is damaged / broken
4 things which make a place more pleasant / comfortable to live in, e.g. shops, sports centre, park, library
5 a person who owns a house and rents it to other people
6 an area of grass
7 money you need to pay for, e.g. gas, electricity, phone
8 a building to keep a car in

Solutions 2nd edition  Pre-Intermediate © OXFORD UNIVERSITY PRESS • PHOTOCOPIABLE

 3B How much is the rent?
Aims  To give students practice in using expressions of
quantity and to extend vocabulary related to renting a
property
Time  15−20 minutes
Materials  1 handout for each student
• Distribute the handouts and ask students to do task A.
ANSWER KEY
1 a few 5 a few 9 much
2 any 6 some 10 any
3 some 7 many 11 a little
4 a lot of 8 a few 12 many
• Students now reread the dialogue and complete task B.
ANSWER KEY (AND EXTRA SUGGESTIONS)
1 ensuite
2 fully furnished (unfurnished = no furniture,
partly furnished = some furniture)
3 deposit
4 amenities
5 landlord (landlady = female)
6 lawn
7 bills
8 garage
• As a follow-on task, ask students to create a dialogue
between a landlord / landlady and prospective tenant.

Solutions 2nd edition  Pre-Intermediate © OXFORD UNIVERSITY PRESS

 3C Driving in the UK quiz

In your group, decide which answers you think are correct and circle them.

1 How old must you be to drive a car in the UK?

a 16  b 17  c 18
[A/w 3 Illustrations

2

Before you pass your driving test, if you want to practise your driving
with an accompanying driver, how old must he / she be?
a 20  b 21  c 23
on page: British
driver wearing seat
belt, someone riding
a moped and wearing

3

Before you pass your test, you must display a sign in the front and
back of the car. Which letter is on it?
a B  b L  c S
a helmet, a British
number plate on a car]

4

What is the maximum speed you can drive on the motorway
in the UK? (mph = miles per hour; k/h = kilometres per hour)
a 70 mph (113 k/h)  b 75 mph (121 k/h)  c 80 mph (129 k/h)

5 What colour are number plates on the front of cars in the UK?
a white  b yellow  c orange

6

In the UK, cars drive on the left side of the road. In which other
English-speaking country do they also drive on the left?
a the USA  b Canada  c Australia

7

How much does it cost to take a theory and practical driving test
in the UK?
a less than £80  b £80−£90  c over £90

8 How old must you be to ride a moped in the UK?

a 14  b 15  c 16

9 In the UK, drivers must wear seat belts. When did this become a law?
a 1983  b 1993  c 2003

10
In the UK every year, many drivers take part in ‘World Car-free Day’
and do not drive their cars on that day. When is ‘World Car-free Day’?
a 22nd August  b 22nd September  c 22nd October

11 To pass a driving test in the UK, the examiner checks your eyesight
by asking you to read a number plate. From how far away must you
read the number plate?
a 15 metres  b 20 metres  c 25 metres

12
In the UK there is no maximum age for driving. How old was the
oldest driver in Britain?
a 89 years old  b 97 years old  c 105 years old

Discussion questions
1 Is the legal driving age in the UK fair or is it too young or too old?
2 Is the maximum speed limit in Britain too high or too low?
3 Should drivers have to wear seat belts by law or should it be their choice?
4 Is ‘World Car-free Day’ a good idea?
5 Should there be a maximum driving age?

Solutions 2nd edition  Pre-Intermediate © OXFORD UNIVERSITY PRESS • PHOTOCOPIABLE

 3C Driving in the UK quiz
Aims  To expand students’ knowledge about driving in the
UK and encourage them to give their opinions on related
issues. To give students the opportunity to work in a group
and conduct research using the Internet.
Time  20 minutes
Materials  1 handout for each group of three or four
students; students will require Internet access to research
the answers to the quiz
• Divide the class into groups of three or four and give each
group a copy of the quiz. Set a time limit (six minutes)
in which they must work together to complete the
questions.
• Tell the class that they are now going to check their
answers by researching the information on the Internet.
You could get every group to research all of the questions
and see which team can find the answers most quickly.
Alternatively, you could divide the questions up
between the groups and then get them to feed back the
information they have found out to the whole class.
Useful websites for reference:
en.wikipedia.org/
www.direct.gov.uk/en/Motoring/index.htm
www.worldcarfree.net/wcfd/
www.dailymail.co.uk/news/article-454542/Woman-105-
oldest-driver-Britain.html
If Internet access is not available, you can just give students
the answers and information below.
ANSWER KEY
1 b
2 b (and he / she must have held a driving licence for at
least three years.)
3 b (the L stands for learner. It is a white sign with a red L.)
4 a
5 a (white at the front / yellow at the rear)
6 c (Other examples: Hong Kong, Singapore, New
Zealand, India, Malaysia, South Africa, Indonesia, Japan)
7 c (In October 2010: Theory test - £31 / Practical test -
£62 in week and £75 in evening and at weekend)
8  c  
9  a  
10 b  
11 b  
12 c (Scottish lady Sheila Thomson, who died when she
was 108)
• In their groups, students answer the discussion questions.

Solutions 2nd edition  Pre-Intermediate © OXFORD UNIVERSITY PRESS

 3D The genuine article

A Complete the questions and answers with a, an or the.

1 ‘Have you got any pets?’
‘Yes, I’ve got rabbit and dog. rabbit’s called
Snowy and dog’s Tom.’
2 ‘Would you prefer to live in village or big city?’
‘ big city, because there’s lots of entertainment and shops.’
3 ‘How often do you go to dentist?’
‘About twice year.’
4 ‘What time did sun rise this morning?’
‘I don’t know. I was still asleep!’
5 ‘What did you eat for lunch yesterday?’
‘I had egg sandwich and banana.’
6 ‘What are students in your class like?’
‘Most of them are very friendly and hard-working.’
7 ‘Would you prefer to be nurse or architect?’
‘Definitely not nurse, because I’m afraid of blood!’
8 ‘Was it sunny day yesterday?’
‘Yes and it was really hot, too.’

B Cross out the if it is incorrect.

1 The women are better drivers than the men.
2 I would like to meet the leader of my country.
3 I would love to travel to the moon.
4 I think the school uniforms are a good idea.
5 I would prefer to visit the Czech Republic than the
England.
6 I love riding the motorbikes.

C Put a tick (✓) if the sentence is correct or add the where

necessary.
1 I think boys in my class are lazier than girls.
2 In morning, I usually eat cereal for breakfast.
3 I don’t really like heavy metal music, because it’s too loud.
4 I would like to visit capital city of Australia.
5 I think it would be difficult to live without mobile phones
nowadays.
6 You should drink about eight glasses of water a day.

Solutions 2nd edition  Pre-Intermediate © OXFORD UNIVERSITY PRESS • PHOTOCOPIABLE

 3D The genuine article
Aims  To review and practise the use of articles (a / an / the /
no article)
Time  10 minutes for exercises + 10 minutes for follow-on
activities
Materials  1 handout for each student
• Give each student a copy of the handout and ask them to
complete task A, either individually or with a partner.
ANSWER KEY
1 a rabbit, a dog, The rabbit’s, the dog’s
2 a village, a big city, A big city
3 the dentist, twice a year
4 the sun
5 an egg sandwich, a banana
6 the students
7 a nurse, an architect, a nurse
8 a sunny day
• As a follow-on activity, put students into pairs and ask
them to take it in turns to ask and answer the questions.
Get some feedback from students on their partner.
• Students then move on to do tasks B and C, which focus
on the correct use of the definite article. Depending on
your class, you may wish to ask them just to complete task
B first and check the answers for this before moving on to
task C.
ANSWER KEY
Task B
1 The women are better drivers than the men.
2 I would like to meet the leader of my country.
3 I would love to travel to the moon.
4 I think the school uniforms are a good idea.
5 I would prefer to visit the Czech Republic than the
England.
6 I love riding the motorbikes.
Task C
1 the boys, the girls 3 ✓ 5 ✓
2 In the morning 4 the capital city 6 ✓
• As a follow-on activity for tasks B and C, put students
into groups of three or four to discuss whether they
agree / disagree with the statements or say whether the
statements are true / false for them.

Solutions 2nd edition  Pre-Intermediate © OXFORD UNIVERSITY PRESS

 3E Down on the farm

B Complete the gaps in the questions with words in bold

from A.
1 Have you ever planted ?
2 How often does your family buy
food?
w 91 mm x h 83 mm 3 Do you think it’s important to buy
eggs?
4 Have you ever picked apples in an ?
5 Is there much around your house?
6 When was the last time you climbed over a
?

A Match the two halves to make complete sentences.

1 On our walk, we went through an orchard,
2 Organic food is much better for your health,
3 My back is aching,
4 I put the horses into their stable,
5 We have lots of different crops on our farm,
6 The farmer drove her tractor up the lane
7 I always buy free-range eggs,
8 It’s harvest time at the moment,
9 We wanted to make our farm bigger,
10 Follow the footpath along the river and then C Work in pairs. Ask and answer the questions from task
B. Remember to give as much information as possible!
A so the farmers are busy collecting their crops.
B because it was a very cold evening.
C so we bought some land from our neighbours.
D because it’s cruel to keep hens in cages.
E so I picked some apples for lunch.
F including wheat, oats and corn.
G because it hasn’t been sprayed with chemicals.
H go over a stile into a field.
I and parked it in the farmyard.
J because I’ve been planting seeds all morning.

Solutions 2nd edition  Pre-Intermediate © OXFORD UNIVERSITY PRESS • PHOTOCOPIABLE

 3E Down on the farm
Aims  To review vocabulary presented in Lesson E in the
Student’s Book and extend the lexical set
Time  10 minutes
Materials  1 handout for each student
• Give each student a copy of the handout and ask them to
complete task A, using dictionaries if needed. Check the
answers and ensure that the new lexical items are clear.
ANSWER KEY
1 E 3 J 5 F 7 D 9 C
2 G 4 B 6 I 8 A 10 H
• Ask the students to choose words in bold from task A to
complete the six questions in task B.
ANSWER KEY
1 seeds 3 free-range 5 land
2 organic 4 orchard 6 stile
• Divide the students into pairs and tell them to ask each
other the questions from task B.
• As a follow-on task, you could get students to write
sentences using the new lexis in context.

Solutions 2nd edition  Pre-Intermediate © OXFORD UNIVERSITY PRESS

 3F Spot the differences

Picture A

✂
Picture B

Solutions 2nd edition  Pre-Intermediate © OXFORD UNIVERSITY PRESS • PHOTOCOPIABLE

 3F Spot the differences
Aims  To practise language to describe a picture and review
farm-related vocabulary from Unit 3
Time  20 minutes
Materials  1 handout for each pair of students; a large
picture / poster would help with the initial language review /
presentation.
• First, review / present useful language for describing a
picture. The language covered should include location
language, there is / are and present continuous (including
interrogative forms). It would probably be a good idea to
write some of this language up on the board, and leave it
there during the activity to help weaker students.
• Then put students into A/B pairs and give them a picture
each, making it clear that they must not show their
partner their picture. Tell them that they should describe
their picture and ask questions about their partner’s to
determine the ten differences between them. When they
find a difference, they should circle it on their sheet.
ANSWER KEY

Picture A
Cloud over the sun.
Five sheep in the field.
Tractor is pulling a plough. No plough.
Cows in the barn.
No birds in the sky.
Dog is white.
Child isn’t wearing a cap.
Man is opening the gate.
Two trees have apples.
Farmer’s wife is smiling
and waving.
Picture B
No cloud.
Seven sheep in the field.
Horses in the barn.
Birds in the sky.
Dog is black.
Child is wearing a cap.
Woman is opening the gate.
Three trees have apples.
Farmer’s wife looks angry
and has hands on her hips.

• During feedback, draw attention to contrastive stress, e.g.

In picture A, the dog is white, but in picture B, it’s black.

Solutions 2nd edition  Pre-Intermediate © OXFORD UNIVERSITY PRESS

 3G Wish you were here

A Gail and Thomas have just come back from different
holidays. Gail had a great time on holiday, but Thomas
had a terrible trip! With your partner, discuss possible
reasons why Gail’s holiday was good and why Thomas’s
was bad. Use the words in the box to help you.
weather hotel apartment food beach furious hideous ridiculous spotless tiny
entertainment activities museums scenery
[A/w Picture of a man and woman
talking to each other. The woman
looks happy/enthusiastic, but the man
looks miserable.]
B Gail and Thomas are talking about their holidays. Look
at the sentences and complete the gaps by using the
extreme adjectives from the box. Which ones are about
Gail’s holiday and which are about Thomas’s?
boiling delicious delighted fascinating filthy
1 Was the weather hot? Yes! It was .
2 Was the food tasty? Yes! It was .
3 Was your apartment big? No! It was .
4 Was your room clean? Yes! It was .
5 Were the museums interesting? Yes! They were
.
6 Was the beach clean? No! It was .
7 Were you angry when someone stole your money? Yes!
I was .
8 Did you feel silly when you fell over? Yes! I felt
.
9 Was the hotel beautiful? No! It was .
10 Did you feel happy when you won the competition?
Yes, I was .

With your partner, take it in turns to be Gail and Thomas

and ask and answer the questions.

C Now imagine that you are Gail or Thomas and that you are still on holiday. Use the information
above and extra ideas of your own to write a blog entry for your friends back home. Have a look
at the blog entries in Lesson G in the Student’s Book before you start writing!

BLOG TAG ARCHIVES:

● Holiday

Posted on ................

Solutions 2nd edition  Pre-Intermediate © OXFORD UNIVERSITY PRESS • PHOTOCOPIABLE

 3G Wish you were here
Aims  To extend students’ range of extreme adjectives and
give extra practice in writing a blog entry
Time  30 minutes
Materials  1 handout for each student
• Give each student a copy of the handout and ask them
to look at task A and then share their ideas with a partner.
You might like to encourage students to use adverbs
when speculating, e.g. Perhaps / Probably / Possibly /
Maybe the weather was terrible. Elicit some suggestions.
• Task B introduces some more extreme adjectives, to build
on those presented in the Student’s Book. You may like
to get students to work together and use dictionaries.
During feedback, focus on accurate word stress and
pronunciation.
ANSWER KEY (WITH STRESS PATTERNS)
1 boiling ●● 6 filthy ●●
2 delicious ●●● 7 furious ●●●
3 tiny ●● 8 ridiculous ●●●●
4 spotless ●● 9 hideous ●●●
5 fascinating ●●●● 10 delighted ●●●
• Students should then sort out which sentences refer to
Gail’s holiday and which to Thomas’s. Check the answers.
ANSWER KEY
Gail’s holiday 1, 2, 4, 5, 10
Thomas’s holiday 3, 6, 7, 8, 9
• Get students to work in pairs and take it in turns to be Gail
and Thomas, asking and answering the questions.
• Task C offers students a further opportunity to plan and
write a blog entry. Students should pretend that they are
either Gail or Thomas from the previous task and create a
blog entry for friends to read. Make it clear that they need
to add extra details to make the content as natural as
possible. They should also refer back to the Student’s Book
before they start the writing task.

Solutions 2nd edition  Pre-Intermediate © OXFORD UNIVERSITY PRESS

 3 Review

✂
✂

a foreign city how to get how much what you like

you would like from your money you and dislike
to visit. house to spent last about where
school. weekend. you live.

a few how many what you will a postcard

ambitions you children you do if you win you sent or
have for the would like to a lot of money received in the
future. have in the in the future. past.
future.

what souvenirs why it’s the last time the advantages

a tourist to fantastic to you felt and
your country live in a big exhausted. disadvantages
should take city. of being a
home. farmer.

a picture or a good way how a dreadful

photo you for a tourist pedestrians meal you ate.
like. to spend a can cross the
day in your road safely.
hometown.

the advantages your views on a few famous how to reduce

and fox hunting. people you pollution.
disadvantages would like to
of renting a have dinner
house. with.

✂
Solutions 2nd edition  Pre-Intermediate © OXFORD UNIVERSITY PRESS • PHOTOCOPIABLE
 3 Review
Aims  To recycle the vocabulary and grammar from Unit 3
and give students fluency practice
Time  15 minutes
Materials  1 set of cards for each group of four students; a
stopwatch or watch with a second hand
• Put students into groups of four. Give them a pile of topic
cards and tell them to keep them face-down. Write ‘TALK
ABOUT …’ on the board.
• Students take it in turns to take one card from the top
of the pile and then talk about the topic for 20 seconds
without hesitation. Make it clear that what they say
doesn’t have to be true, they must speak fluently and try
to use new language.
• One member of the group needs to time the 20 seconds
and say stop when time is up. The rest of the group need
to listen and interrupt if they think there is too much
hesitation.
• If the person succeeds in talking fluently for 20 seconds,
he / she keeps their card. If not, the card should be
put back at the bottom of the pile. Play continues in a
clockwise direction until all of the cards are used up or
you stop the activity. The winner is the student who has
the most cards at the end.

Solutions 2nd edition  Pre-Intermediate © OXFORD UNIVERSITY PRESS