Move Ahead - Elementary - Preintermediate

MOVE AHEAD ELEMENTARY
WORKSHEET 7
Activity 7.1 Interview with a star of the future
Here is an interview with Mark Forester a star of the future.

Match the questions from the box with the answers.
1)
2)
3)
4)
5)
6)
7)
When did you decide you wanted to be a swimmer?

How old were you then?
How much training do you do?
What time do you get up?
What are your hopes for the future?
Where do you think you will be in ten years' time?
What advice do you have for other youngsters who want to be stars in the future?
a) Work hard and never give up.

b) Well, I do two hours in the morning before school so I have to be at the pool by six. I live about half an hour away,
so I get up an hour or so before I need to be at the pool.
c) Oh! Now about 6 hours everyday.
d) Next year Im swimming in the junior World Championships. I want to be an Olympic champion at the next
Olympic Games.
e) Ill probably be in America as thats where the best training facilities are.
f) I was about 5 when I started swimming, but I didnt really decide this was what I wanted to do until I won my first
swimming event.
g) I was 10 years old. I won the national under elevens championships.
Activity 7.1 Interview with a star
Work in pairs.
Student A: decide what kind of star you would like to be.

Student B: you are a journalist, interview student A.

UNIT 7
This page has been downloaded from www.moveahead-english.com. It is photocopiable,

but all copies must be complete pages. Copyright Macmillan Publishers Limited 2004.
ADDITIONAL ACTIVITIES FOR UNIT 7 TEACHERS NOTES
Activity 7.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Questions.
Reading
10 minutes
Photocopy Worksheet 7 for each pair of students.
Procedure
Hand out copies of the worksheet.

Ask students to match the interview answers to the questions in the box (Note: The questions are in the correct
order).
Put the students in pairs and ask them to check their answers together.
Check as a class.
Answer Key
1)
2)
3)
4)
5)
6)
7)
f
g
c
b
d
e
a
Activity 7.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Questions.
Speaking
15 minutes
Photocopy Worksheet 7 for each pair of students.
Procedure
Put students in pairs: A and B.

Hand out a copy of the worksheet to each pair.
Ask student B to interview student A.

UNIT 7

WORKSHEET 6
Activity 6.1 Opposites
Unscramble the words. Which words are positive (+) and which are negative ()?
catfatins
fatbuleiu
eintestgrin
underflow
lacen
slideocin
igb
betrirbe
uflaw
gyul
tryid
holebrir
slaml
nogrib
cine
Activity 6.2 A postcard from ...
Complete the postcard using some of the words from Activity 6.1.
Hi John,
Having a ____________________ time on holiday!
The weather is ____________________ and the
view is ____________________. We are staying in
a ____________________ hotel. The rooms are
very ____________________. The food is
____________________. Everything is very
____________________.
See you soon,

UNIT 6

Activity 6.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Adjectives connotations.
Vocabulary
10 minutes
Photocopy Worksheet 6 for each student.
Procedure
Put students into pairs and hand out copies of the worksheet.
Ask the students to work with their partner and unscramble the words.
Tell them to decide if each word has a positive or a negative meaning and to write it in the appropriate column.
Check and discuss.
Answer Key
Positive
Fantastic, Beautiful, Interesting, Wonderful, Clean, Delicious, Big, Nice
Negative
Terrible, Ugly, Boring, Awful, Dirty, Horrible, Small
Activity 6.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Adjectives connotations.
Writing
10 minutes, plus homework
Procedure
For this activity students can work individually or in pairs.

Ask them to complete the postcard using some of the adjectives from Activity 6.1.
If you want you could tell them to make the postcard negative or positive.
For homework you could ask your students to write their own postcards.
Model Answer
Note: There are many possible answers, below is just one possibility.
Hi John,
Having a terrible time on holiday! The weather is awful and the view is ugly.
We are staying in a dirty hotel, the rooms are very small. The food is horrible.
Everything is very boring.
See you soon,
Note: This is similar to the writing activity in the students book. However, on the worksheet the students are given more
guidance. Therefore, if you feel that your students are not very good at writing you may wish to do the worksheet before
doing the activities in the book.

UNIT 6

WORKSHEET 3B
Activity 3.2 Who is wearing the red boots?
Read the sentences. What are the girls wearing?

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

UNIT 3

Activity 3.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Present Continuous.
Grammar and Speaking
15 minutes
Cut up the set of 15 cards in Worksheet 3A.
Procedure
Choose an activity (not one on the cards e.g. driving a car).

Mime the activity to the students and ask the question: What am I doing?
Elicit the correct response.
Show the students that you have some cards and explain that on each card is an action.
Ask a student to come up to the front of the class and choose a card.
They should mime the action for the other students to guess.
Continue until all the cards have been mimed.
Note: In large classes you could divide into groups of about 15.
Activity 3.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Present Continuous.
Grammar, Reading and Speaking
10 minutes
Photocopy Worksheet 3B for each group of students.
Procedure
Divide the students into groups.

Tell the groups that you will give them some sentences about three girls. The sentences contain information about
what each of the girls is wearing.
The students task is to work out what each girl is wearing using the information in the sentences.
Set a time limit and hand out one copy of the sentences per group.
Monitor and help where necessary. (Note: You might want to draw a grid on the board, similar to the one in the key,
for the students to copy.)
Check and discuss as a class.
Answer Key
Mary
Jane
Sally
Red T-shirt
Sandals
Skirt
Sunglasses
Scarf
Jeans
Pink hat
Red boots
Dress
Brown shoes
Yellow hat
Earrings

UNIT 3

WORKSHEET 4
Activity 4.1 Charlie Chaplin

Student A
Charlie Chaplin was born on 16 April, 1889 in (2) _________________. In (3) _________________
he moved to the USA and made his first film in 1914. The film was called (6) _________________.
In his career Chaplin won two Oscars. Charlie Chaplin was married (8) _________________ times
and had ten children. In (10) _________________ he moved to Switzerland. He died on
(12) _________________ _________________, _________________.
Questions
2) Where
3) When
6) What
8) How many
10) When
12) When
Student B
Charlie Chaplin was born on (1) _________________ _________________, _________________
in London. In 1913 he moved to the (4) _________________ and made his first film in
(5) _________________. The film was called Making a Living. In his career Chaplin won
(7) _________________ Oscars. Charlie Chaplin was married four times and had
(9) _________________ children. In 1952 he moved to (11) _________________. He died on 25
December, 1977.
Questions
1) When
4) Where
5) When
7) How many
9) How many
11) Where

UNIT 4

Activity 4.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Question forms and simple past.

Reading and Speaking
Photocopy and cut up Worksheet 4 to make one pair of texts for each pair of students.
Procedure
On the board write:

Charlie Chaplin
Elicit what your students know about him.
Divide the class into As and Bs.
Give the A students a copy of their worksheet and the B students a copy of their worksheet.
Give the students time to write their six questions. Encourage them to help each other (as long as they work with a
student with the same letter i.e A with A).
After a few minutes explain that you will put them in pairs and that they should ask their partner the questions their
partner will have the answers.
Pair the students one A student with one B student.
Monitor and help where necessary.
Check as a class.
For homework you could ask your students to write a similar paragraph about what they admire.
Note: Although the Student's Book unit does not ask students to actively form questions they have been exposed to all
the question forms used on this worksheet. It is important to give students time, working in their groups, to formulate the
questions properly.
Answer Key
Charlie Chaplin was born on 16 April, 1889 in London. In 1913 he moved to the USA and made his first film in 1914.
The film was called Making a Living. In his career Chaplin won 2 Oscars. Charlie Chaplin was married four times and
had ten children. In 1952 he moved to Switzerland. He died on 25 December, 1977.

UNIT 4

WORKSHEET 2
Activity 2.1 Find someone who ...

Find someone who
Name
always gets up at 7 oclock.

often goes running.
eats fruit every day.
always walks to school.
usually arrives late for school.
never watches TV.
sometimes rides a bike.
often helps their mother.
goes on holiday every year.
never eats chocolate.
Activity 2.2 Pronunciation: which is which?
Put these words in the correct column. Think about the pronunciation of the endings.
arrives
changes
eats
finishes
goes
lives
plays
reads
teaches
/s/

UNIT 2
/z/
tries
walks
washes
watches
works
writes
/z/

Activity 2.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Adverbs of frequency.
Grammar and Speaking
Procedure
Make sure that the students can form the questions needed: Do you ? (Note: for number 6 and number 10, where
the sentence contains never students should form questions with often: Do you often eat chocolate? No, I never do.)
Next get students to stand up, move around and ask questions.
Then students should speak to as many other students as possible (you could tell them they need 10 different names
in the grid).
After about 10 minutes ask the students to sit down. Ask a few of them to tell the class what they found out from the
people they questioned.
You could ask students to write a short report for homework.
Activity 2.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Third person s endings.

Pronunciation
10 minutes
Procedure
On the board write the following words:

looks arrives washes
Ask the students to read the words out what do they notice about the pronunciation of the endings?
Put students in pairs and hand out the worksheet.
Set a time limit of 6 minutes.
Check as a class.
Answer Key
/s/
/z/
eats
reads
walks
works
writes
arrives
goes
lives
plays
tries

UNIT 2
/z/
changes
finishes
teaches
washes
watches

WORKSHEET 8A
Activity 8.1 A homophone story
Read the story and find the eight mistakes (the wrong word). Write out the correct version.
I was walking with for friends down by the see won day and I could here a
strange noise. At first we thought it was a be buzzing. We looked around
trying too find wear the noise was coming from but we couldnt sea anything.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

UNIT 8

WORKSHEET 8B
Activity 8.2 Whats the mistake?

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

UNIT 8

Activity 8.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Homophones.
Vocabulary (spelling)
10 minutes
Photocopy Worksheet 8A for each pair of students.
Procedure
On the board write the following sentence from the Students Book.
I need to by / buy some new clothes.
Ask the students which word is the correct one and explain that the two words sound the same when spoken but are
spelt differently and have different meanings.
Put students in pairs and hand out the worksheet for Activity 8.1.
Students should read through the story and find the eight mistakes.
Students write out the correct version.
Monitor and help where necessary.
Check as a class.
Answer Key
I was walking with for four friends down by the see sea won one day and I could here hear a strange noise. At first we
thought it was a be bee buzzing. We looked around trying too to find wear where the noise was coming from but we
couldnt sea see anything.
Activity 8.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Homophones.
Vocabulary (spelling)
20 minutes
Photocopy Worksheet 8B for each pair of students.
Procedure
Divide your class into two equal groups: A and B.

Depending on the size of your class put the As in one group and the Bs in another (for larger classes sub-divide the
groups).
Hand out copies of worksheet A to student A and worksheet B to student B.
Explain that half of the sentences on their worksheet have mistakes (the wrong word).
Ask students to find the mistakes and correct them, set a time limit of about 8 minutes.
Then, pair students together, so one student A is working with one student B.
Explain that the sentences that are wrong on one worksheet are correct on the other.
Ask students to compare and discuss their sentences.
Finally, check as a class.
Answer Key
The correct sentences are:
A = 2, 4, 5 and 8
B = 1, 3, 6 and 7

UNIT 8

MOVE AHEAD LEVEL 1
Activity 6.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Using will for future prediction. Agreeing/disagreeing and giving opinions.

Reading, Speaking, Writing
20 minutes
This activity is an extension of the Reading Comprehension on pages 46 & 47 of the Students Book.
Procedure
Ask your students to imagine what life might be like in the year 2050, and then consider the first of the predictions
given on Worksheet 6. Write the first statement on the board:
Robots will do all the work.
Agree
Not sure
Disagree
Ask a few students for their opinions, using the question Do you think robots will do all the work by the year 2050?
(It would be helpful to write this on the board, so that your students can see the question form.)
Now ask your students to consider each of the other predictions on the Worksheet, and give their opinions on each.
When they have read through statements 1 to 7, ask them to add three statements of their own in rows 8, 9 and 10.
(Monitor here, helping students with vocabulary and prompting those that are stuck.)
Ask your students to get into pairs. Each student should then interview his or her partner, asking for their opinion on
each of the predictive statements.
Discuss the opinions and ideas that have come up in larger groups, or as a class.
Activity 6.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Using will for future prediction. Giving opinions.

Project work
20+ minutes
Photocopy Worksheet 6 for each student or group of students. Provide poster-sized paper,
pencils, magazines etc., and an area to display finished work.
Procedure
Group your students into several project teams, then ask them to tackle the design challenge on Worksheet 6.
Working in groups will promote discussion of the questions as students work together to draw up a poster displaying
their ideas.
Monitor the groups progress, encouraging students to be inventive/creative (the picture on page 49 of the Students
Book provides a good example).
When the designs are complete, display them in the classroom, and encourage students to look at, and comment on,
each others work.
Macmillan Publishers Ltd 2003
LEVEL 1 UNIT 6
MOVE AHEAD LEVEL 1
WORKSHEET 6
Activity 6.1 Predicting the future
Look at the statements below predicting what life will be like in 2050. Which do you agree with?
Fill in numbers 8, 9 and 10 with predictions of your own.
Sentence
Agree
Not sure
Disagree
1. Robots will do all the work.
2. Everybody will have a video phone.
3. People will have holidays on the moon.
4. We will find life on other planets.
5. People will eat pills and tablets not (real) food.
6. People will live to be 150.
7. Everyone will have a private helicopter.
8.
9.
10.
Activity 6.2 Future house
Design the perfect house for the future.

Draw a poster to show the features and benefits of your design.
Here are a few things to think about:

What material will the house be built from?
What energy source will it use (electricity, gas, solar, wind etc.)?
What technological features will it include (e.g. escalators, computer control etc.)?
LEVEL 1 UNIT 6
MOVE AHEAD LEVEL 1
Activity 8.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
The language of facts.

Reading
1520 minutes
Procedure
Ask your students to get into pairs to tackle the activity.

Ask your students to fold the worksheet so that they can see the statements but not the text passages.
Ask them to read the eight statements on Worksheet 8, and take a guess at whether each one is true or false,
without having read the text passage. (This guess first approach makes the activity a bit more interesting than a
straightforward reading comprehension.)
Now tell your students to read the text passage, and check their answers.
When they have finished, go through the answers as a class, discussing who guessed what correctly.
Answer Key
1.
2.
3.
4.
5.
6.
7.
8.
False (Its Washington D.C.)

True.
True.
True.
True
False (He was one of the first presidents.)
True.
False (You can see the faces of famous presidents.)
Extra Activity
You might like to ask your students to find out about another country in the world and write some sentences like the
ones on Worksheet 8, as a project. Remember, some of the sentences should be true and some false. Each true/false
challenge could then be posted around the classroom, along with a copy of the information source, for other students
to try.
LEVEL 1 UNIT 8
MOVE AHEAD LEVEL 1
WORKSHEET 8
Activity 8.1 True or false?
Which of these sentences do you think are true, and which false?
1.
2.
3.
4.
5.
6.
7.
8.
The capital of the USA is New York. ______

There are 50 states in the USA. ______
The biggest state is Alaska. ______
The president of the USA lives in the White House. ______
Thanksgiving is an important holiday in the USA. ______
George Washington was a famous actor. ______
The Statue of Liberty was given to the USA by France. ______
You can see the faces of famous sportsmen carved into the mountain at Mount Rushmore. ______
Now read the following text and check your answers.
A brief look at the USA

Most people know something about the USA, whether it be Hollywood, baseball or the
larger-than-life people.
Although New York is the largest city in the USA it is not the capital. This honour goes to the
city of Washington D.C. It is here that you will find the White House which is home to the
president of the country. One of the first presidents was George Washington (the capital is
named after him).
The USA became an independent country in 1776 after a war with Great Britain. At this time
the country had only thirteen states now there are fifty. The biggest of these states is Alaska,
although it has the smallest population.
Some of the most important images of the USA are connected to its political history. If you go
by boat to New York you will pass the famous Statue of Liberty which was given to the USA by
the people of France. Another important monument can be found at Mount Rushmore where
you can see the faces of some of the past presidents carved into the rock.
Americans also celebrate their history the landing of the Mayflower with Thanksgiving. On
this day the fourth Thursday in November people eat special food and spend time with
their families.
LEVEL 1 UNIT 8
MOVE AHEAD LEVEL 1
Activity 13.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Past tenses. The language of biography.

Reading
10 minutes
This activity supports the material on page 96 of the Students Book, where there are six brief biographies of famous
people.
Procedure
Ask your students to read the autobiographical passage on Worksheet 13 and, with a partner or in a group, discuss
who the individual in question is.
If you wish, you could write a few famous names on the board before the students start reading, for them to
choose from.
Answer Key
Who am I? Im Nelson Mandela.
Activity 13.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Past tenses. The language of biography.

Writing
20 minutes
This is a jigsaw writing activity that can be done in small groups.
Procedure
Divide the class into three groups and allocate each group one of the three biographical information sheets on
Worksheet 13 (for large classes, sub-divide each group).
Now ask the students in each group to read the biographical summary theyve been allocated then use the
information to write a short biography of the famous person it refers to. (Encourage them to look back at the
passages on page 96 of their Students Book, as possible models.)
When the groups have finished, post the biographies around the classroom wall.
Extra Activity Ideas

1. Ask each group to write some true/false statements about their famous person for the other groups to answer.
2. Encourage your students to use the Internet to find out more about their famous individual (or information on other
famous people), perhaps for project work.
LEVEL 1 UNIT 13
MOVE AHEAD LEVEL 1
ADDITIONAL ACTIVITIES FOR UNIT 13 TEACHERS NOTES (CONT.)
Activity 13.3
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Past tenses. Persuasive language.

Speaking
1530 minutes
This is a discussion/debate activity.
Procedure
Point out to the class that all four people from the previous activities (Nelson Mandela, Mother Teresa, Martin Luther
King Jr and Albert Einstein) won a Nobel Prize.
Tell your students that their task is to decide who should win the ultimate prize, and why.
To run the activity as a debate, rather than an open discussion, divide the class into four groups and give each group
the task of putting forward the case for a particular person.
At the end of the debate, either take a class vote or make a decision yourself, based on the strength of the
arguments presented.
LEVEL 1 UNIT 13
MOVE AHEAD LEVEL 1
WORKSHEET 13
Activity 13.1 Who am I?

I was born in South Africa on July 25th, 1918. My father was a local tribal leader. I studied to be
a lawyer and qualified in 1942. In 1944 I joined the ANC (African National Congress) and spoke
against apartheid (keeping white and black people apart).
In 1956 I went on trial for treason but was found not guilty. In 1962 I was arrested again and this
time I was sentenced to life imprisonment. From June 1964 until 1982 I was in prison on Robben
Island and then spent 8 more years in another prison. On February 18th, 1990 I was set free and
later became the first black president of South Africa. I won the Nobel Peace Prize in 1993.
Activity 13.2 A biography
Use the information in one of the boxes below to write a short biography.
Name: Albert Einstein

Born: March 14th, 1879.
Ulm, Germany.
Early life: Lived in Munich.
Swiss citizenship in 1901.
Moved to USA in 1933 and
became American Citizen in
1940.
Famous for?: Theories in
physics and linked to
invention of Atomic bomb.
Nobel prize: Physics, 1921.
Died: April 18th, 1955.
Name: Martin Luther King, Jr.

Born: January 15th, 1929.
Georgia, USA.
Early life: Grandfather was
pastor of Baptist Church in
Atlanta, Georgia. In 1955 he
graduated from Boston
University and became
leader of the first Negro nonviolent demonstration. He
was arrested many times.
Famous for?: In 1963 he led
a march of 250,000 people
to Washington D.C and gave
a famous speech I have a
dream.
Nobel prize: Peace, 1963.
Died: April 4th, 1968. Shot
(assassinated) in Memphis,
Tennessee.
Name: Mother Teresa

(original name Agnes
Gonxha Bojaxhiu).
Born: August 27th, 1910.
Skopje, Macedonia.
Early life: Lived on a farm
and went to a Roman
Catholic elementary school.
In 1928 she became a nun
and went to live in Calcutta,
India. For 20 years she
taught in St. Marys High
School in Calcutta. In 1950
she started The missionaries
of charity to help the poor.
Famous for?: Helping poor
people (especially in India).
Nobel prize: Peace, 1979.
Died: September 5th, 1997.
Activity 13.3 A Nobel cause
Who, of the four people above, do you think should win the ultimate Nobel Prize for Person of the Twentieth
Century? Why?
LEVEL 1 UNIT 13
MOVE AHEAD LEVEL 1
Activity 9.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Language describing places.

1520 minutes
Make enough photocopies of Worksheet 9a for one between three students, then cut into
separate text extracts.
Procedure
Divide your class into three equal groups (as best as your class size will allow) called Groups A, B and C.
Give a copy of Text A from Worksheet 9a to each student in Group A, a copy of Text B to each student in Group B,
and a copy of Text C to each student in Group C.
Ask your students to read the text they have been given. Encourage them to help each other with any new
vocabulary. Monitor and help when needed.
Explain that each group has read a text about a different Natural Wonder in the world.
Now rearrange the students into groups of three one student from each of the original three groups (your class size
may mean you have to have one, or two, groups of four).
Ask your students to take turns to tell the other two people in their group about the Natural Wonder that they read
about (encourage them to do this from memory and not by simply reading out the texts).
Activity 9.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Factual information.
10 minutes
Make enough photocopies of Worksheet 9b for one between three students.
Procedure
This activity is a continuation of Activity 9.1. Keep your students in the groups they were in at the end of Activity 9.1.
Give each group a copy of the quiz on Worksheet 9b.
Ask the groups to complete the questions without referring to the texts.
If you wish, you could make the activity competitive by asking the groups to race one another. You could also ask the
groups to correct any statements they answer as false.
Check the answers, either as a class, or by asking students to look back at the text passages.
Answer Key
1.
3.
5.
7.
b
a
c
False.
2.
4.
6.
8.
False.
c
True.
False.
LEVEL 1 UNIT 9
MOVE AHEAD LEVEL 1
Activity 9.3
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Language describing places.

Project Work
30+ minutes
None
Procedure
Write the following web address on the board:

http://library.thinkquest.org/J002388
Ask your students to visit this site and, using the information they find, write a short passage about the Wonders of
the World. You may wish to set this as a homework activity.
You could ask your students to produce a quiz, like the one on Worksheet 9b, to accompany their written work.
These projects could then be posted on the classroom walls, so that students can read each others texts and try
the quizzes.
LEVEL 1 UNIT 9
MOVE AHEAD LEVEL 1
WORKSHEET 9A
Activity 9.1 Wow!
Text A
Mount Everest is the highest mountain in the world at 8,850 metres and it is growing taller
each year (by about 5 cm). It is on the border between Nepal and Tibet and is part of the
massive Himalaya range. Edmund Hillary (a New Zealander) and Tenzing Norgay (a
Nepalese) were officially the first people to reach the summit (the top) although some
people think that George Mallory might have reached the top in 1924. Whoever was the
first, they must have had an amazing view Everest really is the top of the world.
Text B
One of the greatest waterfalls in the world is on the river Zimbezi on the border between
Zambia and Zimbabwe. Victoria Falls are not the highest in the world this honour goes to
the Angel Falls in Venezuela but they are probably the most spectacular. The natives call
the falls Mosi-oa-tunya which means Smoke that thunders. The falls were named after the
British Queen Victoria by the explorer Livingstone who was the first European to see them
in 1855.
Text C
Ayers Rock (or Uluru as the Aborigine call it) is one of the oldest rocks on Earth. Rising up
in the middle of the Simpson Desert in Australia, Uluru is one of the most amazing sights in
the world. Over the years the wind and rain have shaped the rock which rises over 300
metres above the desert floor. Depending on the time of day and the weather the colour of
the rock can change from blue to glowing red. There are lots of caves with paintings and
Uluru is one of the most important places for the Aborigine.
LEVEL 1 UNIT 9
MOVE AHEAD LEVEL 1
WORKSHEET 9B
Activity 9.2 A natural quiz
Answer these multiple choice and true/false questions to see how much information from Activity 9.1 you can
remember.
1. Mount Everest is ____________ high.

a) 6,900 metres
b) 8,850 metres
c) 10,120 metres
2. Victoria Falls are the highest waterfalls in the world. True or False? ______
3. Uluru is in ____________ .
a) Australia
b) The USA
c) Africa
4. Edmund Hillary, who climbed Mount Everest, was from ____________ .

a) The USA
b) Great Britain
c) New Zealand
5. The highest waterfalls in the world are in ____________ .

a) Canada
b) Australia
c) Venezuela.
6. Uluru is famous because of its colour. True or False? ______

7. Hillary reached the top of Everest in 1924. True or False? ______
8. Victoria Falls is the African name for the waterfall. True or False? ______
LEVEL 1 UNIT 9
MOVE AHEAD LEVEL 2
Activity 13.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Perfect modals.
Reading.
15 minutes
Photocopy Worksheet 13a for each student.
Procedure
Write the word Pyramid on the board and briefly brainstorm what your students know on this topic.
Ask your students to read the text about the Pyramid of Giza on Worksheet 13a.
When they have finished reading the text, ask them to try to answer the true/false questions that follow it.
Once theyve finished, put your students in pairs and get them to compare their answers.
Finally, collate and discuss as a class.
Answer Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
False
False
True
True
False
False
True
False
True
False
You can still see the Great Pyramid of Giza, which was one of the Ancient Wonders.
it was built for Khufu himself (we dont even know if he had a wife).
there are several theories, but still many questions.

these were special stones used in the Kings chamber.
it would still be difficult.
they didnt have computers.
Activity 13.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Perfect modals.
Speaking
15+ minutes plus a homework activity
Photocopy Worksheet 13b for each student.
Procedure
Put your students into groups of three or four.

Ask the groups to consider the questions at the top of Worksheet 13b and think of possible answers (or,
alternatively, give each group just one or two of the questions to consider).
If possible, encourage groups to use research to find answer information (try the Internet).
Monitor and prompt where necessary.
Suggested prompts:
1. Using water to wash away soil.
2. Using sticks and palm leafs to get a map of the stars.
3. Using copper saws.
4. Wooden rollers, ropes and lots of men.
5. Ramps and the same things as for moving the stones.
After about ten minutes of brainstorming (or 1520 minutes of research) start a class discussion.
For homework the students could write about their opinions.
LEVEL 2 UNIT 13
MOVE AHEAD LEVEL 2
Activity 13.3
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Perfect modals.
Project work
1 lesson
Access to Internet (or reference texts).
Copy of suggested websites (on Worksheet 13b) for each student.
Procedure
Divide your class into small groups.

Ask each group to choose either Stonehenge or the Nazca lines (both mysteries from the ancient world) as a topic
to research.
Encourage your students to make use of the website addresses given on Worksheet 13b.
Ask each group to create a poster display about their chosen mystery. This should include text and pictures.
Display the finished project work around the classroom.
LEVEL 2 UNIT 13
MOVE AHEAD LEVEL 2
WORKSHEET 13A
Activity 13.1 A pyramid mystery
Read the text below:
The Great Pyramid of Giza is the last of the Seven Ancient Wonders left for us to see today. It
was built for King Khufu over four thousand years ago. Rising from the desert floor, this
amazing building was the highest man-made object until the Eiffel Tower was built in the
nineteenth century. Many people have wondered how it was built and some people even think
that it was built by aliens from another planet!
The pyramid is built on a perfectly level area, from millions of stone blocks. Its inside is a
complex maze of corridors. Some of the stones, for example the blue stones in the Kings
chamber, came from hundreds of kilometres away.
Even today, building something as big and complex as the pyramid would be difficult. Four
thousand years ago they had no electric drills or saws, no mechanical diggers or cranes and
no computers to help with the designs, plans and construction. So, how was the pyramid at
Giza built?
Are these sentences true or false?

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
You cant see any of the Seven Ancient Wonders nowadays.

The Great Pyramid of Giza was built by King Khufu for his wife.
It was built in the desert.
The Eiffel Tower is higher than the Pyramid of Giza.
People know how the Pyramid was built.
The pyramid is built completely of blue stones.
There is a special room for Khufu.
It would be easy to build the pyramid nowadays.
They didnt use the same tools as we would use today.
The designs were made on computers.
LEVEL 2 UNIT 13
MOVE AHEAD LEVEL 2
WORKSHEET 13B
Activity 13.2 A pyramid mystery solved
How do you think the Great Pyramid of Giza was built?

Here are some things for you to think about:
1. How did they make the land flat?
2. How did they align the pyramid with the stars?
3. How did they cut the blocks of stone?
4. How did they move the stones from the quarry to the building site?
5. How did they get the stones up the pyramid?
Activity 13.3 Project work
Choose either Stonehenge or the Nazca lines as a topic. Find out as much as you can about the ancient mystery
youve chosen and make a project display.
The websites listed below will help with your research:
Stonehenge
http://www.bbc.co.uk/wiltshire/stoned/
http://www.bbc.co.uk/history/timelines/wales/blue_stones.shtml
Nazca lines
http://unmuseum.mus.pa.us/nazca.htm
http://www.dreamscape.com/morgana/rosalind.htm
LEVEL 2 UNIT 13
MOVE AHEAD LEVEL 2
Activity 12.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Adverbs and defining relative clauses.

Speaking
15 minutes
Procedure
Write the following on the board: Find someone who often laughs. Ask your students how they think this might be
turned into a question. Elicit and write up the correct question form: Do you often laugh?
Hand out a copy of Worksheet 12 to each student.
Ask your students to look at the other eight character descriptions in the worksheet table, and think of, or write down,
the question form that relates to each one.
Ask your students to add three more characteristics to fill the empty rows of the table.
Next, ask your students to stand up and move around, asking each other questions, so as to find names to complete
their worksheet table.
Encourage students to speak to as many of their classmates as possible, and to ask them all of the questions.
Explain that the follow-up activity relies on some students names appearing in at least three of the boxes, so its
good to find and record several individuals who match each described characteristic.
Monitor, and help where needed.
Activity 12.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Adverbs and defining relative clauses.

Writing
15 minutes
This activity is an extension of the previous one.
Procedure
Ask your students to read the short text at the bottom of Worksheet 12. Does the description fit anyone they know?
Now ask your students to use the information they found out in Activity 12.1 to write three similar short descriptions,
each about a particular classmate.
When they have completed their texts, collect them in, and read out a few, challenging the class to guess who each
one refers to.
LEVEL 2 UNIT 12
MOVE AHEAD LEVEL 2
WORKSHEET 12
Activity 12.1 Character match
Complete the table below by talking to your fellow students. Its okay to find more than one person to match each
characteristic. Try to find some people whose name can appear in three or more rows.
Find someone who ...
Names
... often laughs.

... is extremely forgetful.
... is usually unhappy.
... is sometimes naughty.
... gets up fairly early.
... reluctantly helps at home.
... plays a music instrument well.
... only gets angry when he/she is tired.
... is happily in love.
Activity 12.2 Guess who ?
Read the description below. Does it remind you of anyone you know?
______________ often laughs, gets up

fairly early and is happily in love.
Who do you think it is?
Use the information you recorded in the table above to write descriptions like this for three of your classmates,
without giving their names.
LEVEL 2 UNIT 12
MOVE AHEAD LEVEL 2
Activity 8.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Vocabulary associated with cooking.

Vocabulary
10 minutes
Procedure
Ask your students to get into pairs to tackle the activity.

Explain that the aim of the activity is to sort the 16 cooking-related words at the top of Worksheet 8 into four groups
of four, finding the common link for each group.
Set a time limit of around five minutes. Monitor your students progress.
When they have finished, mix the pairs, and ask the new partners to compare results.
Discuss as a class.
Answer Key
Additives
Actions
Containers
Methods
salt
pepper
spices
herbs
peel
mix
chop
rinse
saucepan
bowl
plate
cup
fry
boil
grill
bake
Activity 8.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Instructional language.
Reading
15 minutes plus a homework activity
Procedure
Put your students in pairs to work together.

Ask them to look at the recipe on their worksheet. Explain that unfortunately the recipes instructions are mixed up.
Their task is to put them back in the correct order.
Pre-teach any vocabulary that you feel may cause a problem.
Monitor.
Collate and check.
Answer Key
The correct order is: 5, 9, 2, 15, 12, 7, 14, 1, 10, 11, 16, 13, 6, 3, 8 and 4.
Extra Activity Idea
Ask your students to write a recipe for their favourite food (perhaps as a homework activity?).
If you wish, you could ask them to mix up the instructions, as in Activity 8.2, for other students to unscramble.
Display the recipes around the classroom walls.
LEVEL 2 UNIT 8
MOVE AHEAD LEVEL 2
WORKSHEET 8
Activity 8.1 Cookery categories?
Sort these 16 words into four groups of four and write a heading above each group (the common link between them):
1.
2.
3.
4.
boil
bowl
chop
cup
5.
6.
7.
8.
fry
grill
herbs
mix
9.
10.
11.
12.
peel
pepper
plate
rinse
13.
14.
15.
16.
salt
saucepan
spices
bake
Activity 8.2 Recipe scramble
Renumber the steps in this mixed-up recipe, so that it makes sense.
Making a pasta salad

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
After chopping the celery, peel two apples, remove the cores and cut into slices.
Boil the pasta for about 10 minutes, or until properly cooked.
Chop up some fresh herbs (chives or parsley) and add this to the mixture.
Finally, put the salad into a bowl and put it into the fridge until you are ready to eat it.
First of all, heat up about 1 litre of water in a saucepan.
Mix the yoghurt, mayonnaise and oil in a bowl.
Next chop half a red pepper and half a green pepper into thin slices.
Now, add the vegetables, apple and sauce to the pasta and mix together.
Put 250g of pasta in the water and add some salt.
Put all the prepared vegetables to the side for the moment.
Remove the pasta from the heat, drain and rinse.
Start with the onion, chopping it into very small pieces.
For the sauce, take 2 tablespoons of yoghurt, 3 tablespoons of mayonnaise and a drop of olive oil.
Wash two or three sticks of celery and chop into pieces, add this to the pepper.
While the pasta is boiling prepare the vegetables and apple.
While you are waiting for the pasta to cool down prepare the sauce.
LEVEL 2 UNIT 8
MOVE AHEAD LEVEL 2
Activity 10.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Factual information.
Reading and Writing
15 minutes
Procedure
If you like, you could write the names Yuri Gagarin and Neil Armstrong on the board and brainstorm as a class what
your students know about these two famous people before tackling this activity.
Put your students into pairs, to promote discussion.
Ask them to look at the incomplete sentences on Worksheet 10 and use their knowledge to fill in the correct name to
complete each one.
When they have completed all the sentences, tell them to read the two texts on the worksheet and check
their answers.
You could then ask students to write up the completed sentences on the board.
Finally, ask them if they can add any more information.
Answer Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
Yuri Gagarin was the first man in space.

Neil Armstrong put the American flag on the moon.
Yuri Gagarin was born on March 9, 1934.
Yuri Gagarin flew in Vostok 1.
Neil Armstrong was part of a three man crew.
Neil Armstrong is famous for what he said.
Yuri Gagarin never flew again.
Yuri Gagarin didnt control the spacecraft.
On July 21, 1969, newspapers around the world reported news about Neil Armstrong.
Activity 10.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Question forms.
Writing and Speaking
This activity is a simple role play.
Procedure
With students still working in pairs, get them to write down five questions they would like to ask either Neil Armstrong
or Yuri Gagarin, if they had the opportunity (e.g. Why did you become an astronaut? etc.)
When each pair have written five questions, mix up the pairs.
Now ask your students to take turns to interview their partner, one student being the reporter and one student taking
on the role of Gagarin or Armstrong.
Finally, they could write up the interview as a short newspaper report (this could be done as homework).
LEVEL 2 UNIT 10
MOVE AHEAD LEVEL 2
WORKSHEET 10
Activity 10.1 Gagarin or Armstrong?
Choose and write the correct name either Yuri Gagarin or Neil Armstrong to complete each of these
statements:
1. __________________________________ was the first man in space.
2. __________________________________ put the American flag on the moon.
3. __________________________________ was born on March 9, 1934.
4. __________________________________ flew in Vostok 1.
5. __________________________________ was part of a three man crew.
6. __________________________________ is famous for what he said.
7. __________________________________ never flew again.
8. __________________________________ didnt control the spacecraft.
9. On July 21, 1969, newspapers around the world reported news about __________________________________ .
Now read the two texts and check your answers.
On April 12, 1961 Yuri Gagarin became the

first man in space. The Russian cosmonaut,
who was 27, orbited the Earth once in the
spacecraft Vostok 1. The flight lasted 108
minutes and was the only time Gagarin was
in space. The spacecraft was controlled by
computer from Earth and when it re-entered
the Earths atmosphere Gagarin ejected and
landed by parachute.
On July 20, 1969 Neil Armstrong made

history as the first person to walk on the
moon. Armstrong was part of the Apollo 11
crew along with Buzz Aldrin and Michael
Collins.
When he finally set foot on the surface of
the moon Armstrong said, Thats one small
step for a man, one giant leap for mankind.
These words are now part of this legend.
Activity 10.2 Ask the astronaut
Imagine you are going to interview either Yuri Gagarin or Neil Armstrong. Write five questions you would like to ask.
LEVEL 2 UNIT 10
MOVE AHEAD LEVEL 2
Activity 11.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Vocabulary clothing words

Vocabulary
10 minutes
Procedure
Write the following four words on the board: trousers shirt jacket T-shirt
Ask your students to say which word they think is the odd one out (i.e. doesnt belong with the others in the group),
and to give their reasoning. (The answer is trousers because they are worn on the legs, while the other three items
are all worn on the top half of the body.)
Now ask your students to get into pairs to tackle the activity. Give each student a copy of Worksheet 11.
Ask them to work together to decide which item of clothing is the odd one out in each of the six groups given at the
top of the worksheet.
After five or six minutes, check any answers and discuss as a class.
Answer Key
1)
2)
3)
4)
5)
6)
scarf all the others are worn on the feet.

belt all the others are worn on the head.
t-shirt all the others are accessories.
sandals all the others are worn during cold weather.
toga all the others are/were worn by women.
trousers all the others are the material clothes are made from.
N.B.: Accept different answers if students can explain their reasoning.
Activity 11.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Clothing words.
Speaking
10 minutes
Procedure
Ask the class if they would wear the same clothes in summer as in winter. Why not?
Next, ask your students to get into small groups of three to five. Ask them to discuss the six different situations given
on Worksheet 11, and to agree upon what clothes it might be appropriate to wear for each.
Collate and discuss as a class.
LEVEL 2 UNIT 11
MOVE AHEAD LEVEL 2
Activity 11.3
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Descriptive language (about clothing).

Reading and Writing
15+ minutes
Procedure
Tell your students to read the short description at the bottom of Worksheet 11 and guess what item it refers to
(Sunglasses).
Now ask them, in pairs (or individually, for homework), to think of another item of clothing and write their own short
description.
You can then either read out the descriptions, or post them around the classroom in either case, encourage other
students to try and guess the items being described.
LEVEL 2 UNIT 11
MOVE AHEAD LEVEL 2
WORKSHEET 11
Activity 11.1 Odd one out
Which word in each group is the odd one out?

1
sandals
wig
watch
sandals
dress
leather
platform shoes
belt
helmet
sunglasses
scarf
skirt
troushers
boots
cap
earrings
gloves
toga
scarf
t-shirt
jumper
veil
fur
linen
Activity 11.2 Dressing for the occasion
What would you wear

a) in the winter?
b) during a hot summer?
c) to a party?
d) to school?
e) at home?
f) on the beach?
Activity 11.3 What could it be ?
What do you think the description below is of?
We usually wear these when it is hot

and sunny. We wear them to protect
our eyes from the suns rays.
Think of something else we wear, and write your own short mystery description.
LEVEL 2 UNIT 11
MOVE AHEAD LEVEL 2
Activity 7.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Practising schwa /E/.

Pronunciation
1520 minutes
Photocopy Worksheet 7 for each student, or group of students.
Procedure
Divide the class into two teams.

Tell your students to look at the grid on Worksheet 7.
Explain that the idea of the activity is to move across the grid from the top left-hand corner (starting with the word
teacher) to the bottom right-hand corner (finishing with the word answer), treading only on words that include a
schwa /E/ sound. Moves can only be made to an adjacent square, horizontally or vertically (not diagonally).
Ask the first team to begin by saying teacher. Then ask the second team to say the word onto which they think the
next step should be taken (i.e. the one among the adjacent squares that they think contains a schwa /E/ sound).
Monitor as the teams take turns trying to get through the minefield using words with the schwa.
A team gains a point for each correct step. For every incorrect step they lose a point and the turn reverts to the other
team. The team with the most points when the path is complete wins.
Note: if you think your students are competent enough to monitor one anothers steps, you could run this activity with
small groups of students, each student competing against his fellow group members.
Answer Key
teacher
money
problem
occupation
risky
interest
travel
TV
present
around
danger
personality
actor
rescue
opportunity
computer
person
practical
dive
future
driver
music
police
job
career
ski
ago
guess
mother
about
doctor
important
health
plastic
darkness
manager
second
neighbour
last
answer
Extra Activity Idea
Once your students have completed the minefield in Activity 7.1, you could ask them to work in groups to design their
own. Choose a sound for each group and provide them with paper and a dictionary.
Monitor and help. At the end, collect in the work and make copies for use in future lessons.
LEVEL 2 UNIT 7
MOVE AHEAD LEVEL 2
WORKSHEET 7
Activity 7.1 Pronunciation minefield
Follow the schwa /E/ sound to get across the minefield.
START HERE
teacher
interest
person
police
job
money
travel
practical
career
mother
problem
TV
dive
ski
about
occupation
present
future
ago
doctor
risky
around
driver
guess
health
danger
personality
music
important
plastic
actor
rescue
darkness
manager
second
opportunity
computer
neighbour
last
answer
FINISH HERE
LEVEL 2 UNIT 7
MOVE AHEAD LEVEL 2
Activity 6.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Question forms.
Reading and Grammar
1520 minutes
This activity is a quiz with a difference your students need to piece together the questions before they can answer them.
Procedure
Group your class into small teams (between two and five students per team).
Ask the teams to look at the jumbled question sentences on Worksheet 6. Tell them to work together to unscramble
each of the questions, and then try to answer them.
Point out that all the answers can be found in the Students Book.
Tell your students to shout out when they think their team has finished, so that you can check their answers. The first
team to form and answer all ten questions correctly wins.
Answer Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What is the capital city of Australia?

What are the names of the two islands that make up New Zealand?
What is a marsupial?
How many aborigines live in Australia?
What is the population of New Zealand?
How much of Australia is tropical?
Where do the Maori come from?
How high is Mount Kosciusko?
Where were the 2000 Olympic Games held?
How many sheep are there in New Zealand?
Activity 6.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Vocabulary relating to Australia/New Zealand.

Vocabulary
Procedure
Ask your students to look at the ten words on Worksheet 6. Explain that their task is to sort these words into two
groups, separating the five that are associated with Australia from the five associated with New Zealand.
Set a time limit of five minutes. When the time is up, check their answers.
Next, ask your students to come up with another five words to add to each column.
Collate and discuss.
You could ask your students to write a paragraph comparing and contrasting Australia and New Zealand for
homework.
Collate and discuss.
LEVEL 2 UNIT 6
MOVE AHEAD LEVEL 2

Answer Key
Australia
Koala
Great Barrier Reef
Canberra
continent
Opera House
New Zealand
Auckland
Maori
Ruakuri caves
North Island
Queensland
LEVEL 2 UNIT 6
MOVE AHEAD LEVEL 2
WORKSHEET 6
Activity 6.1 Scrambled quiz
Unscramble these questions, then see if you can answer them all.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
is / capital / Australia / ? / of / what / city / the

New Zealand / the / are / up / make / ? / names / islands / two / what / the / that / of
marsupial / is / a / what / ?
live / aborigines / ? / many / in / how / Australia
? / of / population / the / New Zealand / what / is
much / tropical / of / how / ? / Australia / is
from / Maori / the / ? / do / where / come
Mount Kosciusko / is / high / ? / how
000 / ? / were / where / Olympic Games / the / held
sheep / New Zealand / how / ? / in / are / many / there
Activity 6.2 Where down under?
Sort the ten items of vocabulary given below into the correct column of the table, writing five in each column:
1.
2.
3.
4.
5.
Koala
Ruakuri caves
Auckland
continent
Maori
6.
7.
8.
9.
10.
Australia
North Island
Great Barrier Reef
Opera House
Canberra
Queenstown
New Zealand
LEVEL 2 UNIT 6
MOVE AHEAD LEVEL 2
Activity 14.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Vocabulary associated with the topic of friendship.

Vocabulary and Speaking
15 minutes
This activity is intended to reinforce the vocabulary introduced in Unit 14 of the Students Book.
Procedure
Read through the task on Worksheet 14 with your class, to ensure that your students understand what they are to do.
Give them a set time (about five or six minutes) in which to rank the personal qualities given on the worksheet in
order of importance.
Monitor, helping where needed.
Next, ask your students to get into pairs to compare and discuss their rankings.
Finally, discuss the various responses as a class.
Activity 14.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Vocabulary associated with the topic of friendship.

Vocabulary, Writing and Speaking
None.
Procedure
Perhaps as a homework activity, ask your students to write a brief description (personal, not physical) of their
best friend.
In class, put your students in pairs, and ask them to describe their best friends personal qualities to their partner.
Ask each student to consider and discuss with their partner what thing they would most like to change about their
best friend.
Open up a class discussion based on your students conversations.
Extra activity idea

1. You could encourage your students to write short poems or limericks about their friends. This could be set as a
homework activity.
LEVEL 2 UNIT 14
MOVE AHEAD LEVEL 2
WORKSHEET 14
Activity 14.1 What makes a friend?
Look at the list below of qualities you might look for in a good friend. Which do you think is most important, and least
important? Number the qualities in order of importance to you (1 = most important, 10 = least important).
a) Doesnt moan.
b) Is honest.
c) Has a sense of humour.
d) Is cool and trendy.
e) Likes the same things as you.
f) Is laid-back.
g) Is the same gender.
h) Is the same age.
i) Is kind.
j) Is always fun to be with.
Activity 14.2 Changes
Describe your best friend.

Which of your best friends qualities would you most like to change? Why?
LEVEL 2 UNIT 14
MOVE AHEAD LEVEL 2
Activity 9.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Modals of deduction (in speaking).

Defining relative clauses who (in reading text).
Check the Worksheet to see if it includes any vocabulary you feel you need to pre-teach.
This activity requires your students to use pieces of information logically to work out, or deduce, an answer.
Procedure
If you think its necessary to do so, pre-teach any unfamiliar vocabulary on Worksheet 9 (e.g. related, twins,
suspect etc.).
Divide your class into small groups. Hand out Worksheet 9, and ask the groups to look at the information on it.
Make sure the students understand the task. It might be helpful to suggest how they can use a grid to collate the
information (see the Answer Key below).
When you feel the students have had long enough, ask each group to name the robber.
Discuss the answers, and the logic, as a class, by filling out the Answer Key grid on the board.
Your students could write about the robbery for homework. They could pretend to be John perhaps.
Alternative Procedure
Prepare by photocopying Worksheet 9 for each group. Cut out the individual clues on the sheet, and distribute a full
set of clues among the students in each group. Also give each group a copy of the top part of the worksheet.
Read the introduction text with the class, and explain that the pieces of information they hold are the things that the
police know about the suspects.
Tell your students to read out and discuss their clues with their group (but NOT show them to the other students),
and to work together to deduce the name of the robber.
Again, drawing a model grid on the board will help.
Answer Key
Name
Jake
John
Info
Twin brother
Cant drive
Doesnt smoke
Twin brother
Speeding on
motorbike
Solution
Cant be Jake
because he cant
drive
Only John can be

the robber
Jerry
Jude
Justin
At cinema
Smokes
Woman
Married
Married to Jude
Plays cards
Doesnt smoke
Rides a motorbike
Cant be Jerry
because he
smokes
Cant be Jude
because shes a
woman
Cant be Justin
because he likes
playing cards
LEVEL 2 UNIT 9
MOVE AHEAD LEVEL 2
WORKSHEET 9
Activity 9.1 Whos the criminal?

Last night there was a bank robbery in the centre of the city.
The police know that the robber was a man, that he drives a white van and that he doesnt like playing cards
or smoking.
The police have five suspects: Jake, John, Jerry, Jude and Justin.
The information below is all they have to work with.
Can you work out who the robber is?
Jake and John are twins.
Jerry was at the cinema with his sister who is married to one of the other men.
The man who was at the cinema smokes.
John has been arrested for speeding on his motorbike.
One of the twins cant drive.
Neither Jake nor the married man smoke.
The married man was playing cards and rides a motorbike.
Jude is not related to John or his brother.
Two of the men ride motorbikes.
LEVEL 2 UNIT 9
MOVE AHEAD PLUS
Activity 8.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Comparatives.
10 minutes
Procedure
Put your students into pairs. Give each student a copy of Worksheet 8a.
Ask students to work together with their partners to try to answer the quiz questions at the top of the worksheet.
Dont check the answers yet.
Activity 8.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Comparatives.
Reading and Vocabulary
10 minutes
Make enough photocopies of Worksheet 8b for one between two students. Cut the copies
in half so that you have copies of Text A for half the class, and Text B for the other half.
This activity follows on from Activity 8.1 above.
Procedure
Ask students to continue working in their pairs. Give a copy of Text A to one student in each pair, and Text B to the
other (both text passage are on Worksheet 8b).
Ask students to read the text passage you have given them.
Now tell students to work with their partner to check their answers to Activity 8.1.
Check and discuss answers as a class.
Answer Key
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
Antarctic
Arctic
Antarctic
Antarctic
Arctic
Antarctic
Arctic
Arctic
Antarctic (there are no penguins in the Arctic)
Arctic
MOVE AHEAD PLUS UNIT 8

MOVE AHEAD PLUS
Activity 8.3
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Topic vocabulary
510 minutes
Procedure
Ask your students to work individually.

Tell them to read each group of four words on their worksheets, and work out which is the odd one out.
Put students in pairs and ask them to check their answers together before checking as a class.
Finally, ask your students to come up with their own Odd One Out activity.
Answer Key
1.
2.
3.
4.
Chile (nearer the Antarctic than the Arctic)

Penguin (lives in the Antarctic whereas the others all live in the Arctic)
Huskies (the others swim)
Igloo (is where the Inuit live, the others are animals)

MOVE AHEAD PLUS
WORKSHEET 8A
Activity 8.1 Arctic or Antarctic?
Work with a partner. Circle the correct answer for each question:
a) Which is colder?
Arctic / Antarctic
b) Which has more plant life?
Arctic / Antarctic
c) Which is higher above sea level?
Arctic / Antarctic
d) Which is bigger?
Arctic / Antarctic
e) Which gets darker in December?
Arctic / Antarctic
f) Which is windier?
Arctic / Antarctic
g) Which is further north?
Arctic / Antarctic
h) Which has a higher annual rainfall?
Arctic / Antarctic
i) Which has more penguins?
Arctic / Antarctic
j) Which is more populated?
Arctic / Antarctic
Activity 8.2 Check your facts
Read the text passage youve been given. Then check your answers for Activity 8.1 with your partner.
Activity 8.3 Odd one out
Which is the odd one out in each group of words, and why?
1.
2.
3.
4.
Norway, Chile, Greenland, Canada.

Penguin, Wolf, Polar Bear, Arctic fox.
Seals, Whales, Huskies, Penguins.
Caribou, Reindeer, Igloo, Walrus.

MOVE AHEAD PLUS
WORKSHEET 8B
Activity 8.2 Text A

he Arctic is one of the coldest places in the world. The average
temperature is minus 17, although in some places it gets much
colder. The weather is surprisingly good. Yes, its cold, but it is
no windier than many other places in the world. There is some rain,
although not much. A lot of the Arctic has no permanent snow or ice
but during the winter months September to March it is almost
completely dark for 24 hours a day. The Arctic has quite a few animals
and plant species. Over 450 types of plant can be found there. There
are, however, no penguins. The indigenous people the Inuit hunt
many of the animals, so that they can use the fur for clothes, the fat
for candles and the meat for food.
Activity 8.2 Text B

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

MOVE AHEAD PLUS
Activity 11.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Topic vocabulary the sea

15+ minutes
Make enough photocopies of Worksheet 11 for one between two students.
Cut the Worksheet in half, so that you have a copy of Text A for half your
students, and a copy of Text B for the other half.
Procedure
Divide the class into two groups Group A and Group B. (In large classes sub-divide these groups so that students
can discuss the questions together.)
Hand out the different halves of Worksheet 11 Text A to students in Group A, and Text B to those in Group B.
Ask the students to read their passage carefully and then, working in their group, answer the questions that follow it.
Pair up students so that each Group A student is working with a Group B student.
Ask students to tell their partner about the passage theyve just read.
Finally, hold a class discussion about these two deep-sea mysteries. Ask if students know of any others.
Answer Key
Text A
1. Plato
2. wealthy and powerful
3. He destroyed the city because he was angry that the people had become immortal.
4. yes, possibly
5. It was destroyed by an explosion in 1500BC and half the island sank into the sea.
Text B
1. because it attacked ships
2. in Norway, in the twelfth century
3. yes
4. the Giant Squid
5. if they mistook it for a whale

MOVE AHEAD PLUS
WORKSHEET 11
Activity 11.1 Secrets from the deep Text A
Read this passage, then answer the questions:
Many people have heard of the lost city of Atlantis, a city that is now at the bottom of the
ocean. The story of Atlantis was first told by Plato, a famous Greek philosopher. In his story
Plato claims that there really was a city called Atlantis which was ruled by Poseidon, god of
the sea. According to Platos story the people of Atlantis were wealthy and powerful, and
they also became immortal. This angered the other gods, especially Zeus, and so he
destroyed the city, sending it to the ocean depths. Many people think that Atlantis was just a
fictional place created by Plato to set his dialogues. However, others have argued that
Atlantis was a real place and point to the island of Thera, a volcanic island, which was
destroyed around 1500 BC by an explosion that caused more than half of the island to sink
into the sea. What do you think? Have you heard of Atlantis, the lost city?
1.
2.
3.
4.
5.
Who first told the story of Atlantis?

What were the people like?
What did Zeus do? Why?
Could the story be true?
What happened to the island of Thera?
Activity 11.1 Secrets from the deep Text B
Read this text passage, then answer the questions:
One of the most terrifying stories from the seas is that of the Kraken a huge, many-armed
monster that could reach the top of a ship and pull it under the waves, drowning everybody
on board. Early stories about the Kraken come from twelfth century Norway. Here the
creature was described as being as big as an island. Could there really be a sea creature this
large? Or is the Kraken the creation of a sailors imagination perhaps one who had been at
sea for a long time? However, there is evidence for such a monster. On at least three
occasions in the 1930s ships were attacked by Giant Squids up to 30 metres long. The
squids are extremely aggressive and probably attacked the ships mistaking them for whales.
Imagine 800 years ago, in a small sailing ship, seeing an animal like this!
1.
2.
3.
4.
5.
Why were people frightened of the Kraken?

Where, and when, do the first stories come from?
Could such a monster exist?
What animal might the Kraken stories be about?
Why would they attack a ship?

MOVE AHEAD PLUS
Activity 3.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Describing objects.
Vocabulary, Writing and Listening
10 minutes
Procedure
Give each student a copy of Worksheet 3.

Ask students to read the five descriptions, and to try to guess what each one refers to.
Put your students into pairs and ask them to compare their answers.
Next, ask each pair to choose another invention, and write their own mystery description.
Collect in the descriptions and read them out. See if other students can guess what inventions they refer to.
Answer Key
1.
2.
3.
4.
5.
scissors
glasses
paper clip
pencil
liquid paper
Activity 3.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Topic vocabulary. Expressing an opinion.

Speaking
10 minutes
Procedure
Ask students to work in pairs

Tell them to work with their partner to decide in which order the listed inventions were made. Remind them that they
have read about five of the six items in the previous activity, and that there are clues in the descriptions. (The
additional invention the fountain pen appears in the Students Book).
Next, ask students to discuss the final question in their pairs.
Pair the pairs, and ask students to compare answers in these small groups before checking and discussing as a
class. Encourage students to give reasons to justify their choice of most useful invention.
Answer Key
1st: scissors (1500 BC)
2nd: glasses (12681289)
3rd: pencil (1564)
4th: fountain pen (1884)
5th: paper clip (1890)
6th: liquid paper (1951)

MOVE AHEAD PLUS
WORKSHEET 3
Activity 3.1 What is it?
Read each description, and guess what it refers to:

1. Early _________ were made from one piece of metal. Modern cross-blade _________ were used by clothes
makers and barbers.
2. The earliest _________ did not have arms, they rested on the bridge of the nose. These early _________ were
probably invented in Italy.
3. The __________________ was invented by a Norwegian clerk called Johann Vaaler. Originally it was a triangular
shape made of wire. It is very useful for keeping pieces of paper together.
4. The modern lead _________ was invented in England. It contained no lead and was given its name by mistake.
It is useful for writing and drawing and can be rubbed out quite easily.
5. __________________ was invented by a secretary from Texas, USA. It was very popular as it was easy to correct
mistakes using it.
Activity 3.2 Which came first?
Can you guess the order in which the things below were invented?
fountain pen
paper clip
glasses
pencil
liquid paper
scissors
1st _____________________
2nd _____________________
3rd _____________________
4th _____________________
5th _____________________
6th _____________________
Which of these inventions do you think is the most useful? Why?

MOVE AHEAD PLUS
Activity 7.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Homographs
Vocabulary
10 minutes
Procedure
Ask students to get into pairs. Give each of them a copy of Worksheet 7.
Remind students of the homograph activity on page 59 of their Students Book. Ask them to work together with their
partners to find the words to fill in the worksheet blanks.
Pair the pairs, and ask students to compare their answers in these small groups, before checking and discussing as
a class.
Answer Key
1.
2.
3.
4.
5.
6.
bright
well
fan
sink
bank
trip
Activity 7.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Present simple for statement of facts.

Speaking and Writing
15 minutes
Procedure
Ask students to work in pairs.

Tell them to discuss the ten statements about Britain on Worksheet 7 with their partners, deciding which are true
and which are false.
Pair the pairs, and ask students to compare their answers in these small groups, before checking and discussing as
a class.
Now, ask students to work in their pairs again to rewrite each statement so that it applies to their own country.
Ask a few pairs to read out their statements.

MOVE AHEAD PLUS
Activity 7.3
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Language of international culture.

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

MOVE AHEAD PLUS
WORKSHEET 7
Activity 7.1 Looks the same to me!
Read the clues on the left and right. They both describe a single word that is spelt exactly the same, but has more
than one meaning. Whats the word?
1. clever/intelligent
____________
strong light/colour
2. a hole in the ground with water
____________
not ill
3. a supporter of a team or group
____________
machine for blowing air
4. to go under water
____________
a place to wash your hands
5. the side of a river
____________
a place you keep money
6. to fall over
____________
a short journey
Activity 7.2 When in Britain ...
Here are some cultural statements about Britain. Are they true or false?
a) People drive on the right.
T or F
b) People often carry umbrellas.
T or F
c) When people greet each other they kiss each other on the cheeks.
T or F
d) In the bathroom the hot and cold water taps are usually separate.
T or F
e) The evening meal is called lunch.
T or F
f) Usually there are no electricity sockets in the bathroom.
T or F
g) People always take their shoes off when entering a house.
T or F
h) People never queue when they are waiting for a bus.
T or F
i) Most people have a siesta in the afternoon.
T or F
j) The most popular sport in Britain is cricket.
T or F
Now change each of the sentences so that is true for your own country.
e.g. People in _____________ drive on the right.
Activity 7.3 Where would you go?
Work in groups and discuss these questions.

1) What would visitors to your country find strange?
2) What do you think you would find difficult to get used to if you visited a different country?
(e.g. weather, food, how people talk to each other etc).
3) If you could visit any country where would you go? Why?
What do you know about the culture of this country?

MOVE AHEAD PLUS
Activity 10.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Homophones / topic vocabulary

Vocabulary
10 minutes
Procedure
Remind your students of the homophone activity on page 83 of their Students Book.
Give each student a copy of Worksheet 10. Tell them to work individually to complete
the worksheet table with travel-related words.
Ask students to get into pairs to compare their answers.
Check as a class.
Answer Key
plain
plane
see
sea
rode
road
sale
sail
or
oar
plaice
place
mist
missed
Activity 10.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Topic vocabulary travel.

Vocabulary and Writing
15+ minutes
Procedure
Tell your students to read the five definitions on the worksheet, and then see if they can find a method of transport to
match each definition in the box.
When theyve made their choices, ask students to pair up and compare and discuss their answers, before checking
them as a class.
Finally, ask students to have a go at writing their own definitions for the remaining three modes of transport, and for
two more of their own choice. Read out a few of their definitions and see if other students can guess whats being
described.
Answer Key
1.
2.
3.
4.
5.
D
B
F
C
H
LEVELPLUS
3 UNIT
1 10
MOVE AHEAD
UNIT

MOVE AHEAD PLUS
WORKSHEET 10
Activity 10.1 Travelling homophones
Complete the table by writing a homophone for each word. All the missing words are connected with travel.
plain
see
rode
sale
or
plaice
mist
Activity 10.2 What is it?
Match each of the five definitions below to one of the methods of transport in the box.
1. It usually has two wheels that are of similar size, although one of the earliest models was famous for its large
front wheel and very small back wheel. It was called the Penny-farthing.
____
2. This is a type of boat that travels between two places. It is often used to carry cars or people from one side of
a river or channel to the other side.
____
3. This is a big ship that is used when people go on holiday. It is like a big floating hotel.
4. This is a very small plane that has no engine.
____
____
5. Flying above the sea in one of these is a strange experience. They move by pushing air downwards onto the
surface below and then move forwards, or backwards, using what look like big fans.
(A) truck
(E) steam train
(B) ferry
(F) cruise liner
(C) glider
(G) plane
____
(D) bicycle
(H) hovercraft
Now write five more definitions one for each of the other three types of transport in the box, and two more for types
of transport of your own choice.

MOVE AHEAD PLUS
Activity 4.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Topic vocabulary.
15 minutes
Make enough photocopies of Worksheet 4a for one between two students. Cut the Worksheet in
half, so that you have a copy of Puzzle A for half your students, and a copy of Puzzle B for the
other half.
Procedure
Divide the class into two groups: A & B.
Hand out the crosswords: Puzzle A to Group A students and Puzzle B to Group B.
Ask the students to work in their groups to write definitions for the five words that appear in their crossword puzzle
grid.
Now pair up students so that each Group A student is working with a Group B student.
Tell students to take turns to ask their partner for a clue to each of the words missing from their crossword (e.g.
Whats the definition for 1 Down?)
Finally, ask the students to check their crosswords together.
Answer Key
1
2
3
4
5
P
R
10
C
O
U
T
E
6
E
M
R
9
G
7

MOVE AHEAD PLUS
Activity 4.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Giving opinions.
Speaking
15 minutes
Photocopy Worksheet 4b for each group of students.
Procedure
Divide the class into two groups, A and B (or, for larger classes, several Group As and several Group Bs). Hand out a
copy of Worksheet 4b to each group.
Tell the students in Group A that they are to argue that Watching TV is good. Students in Group B are to argue that
Watching TV is bad.
Give students five to ten minutes to note down arguments that support the point of view they are representing in the
appropriate column on the worksheet.
Finally, stage a debate between the opposing groups, each trying to convince you that their viewpoint is the
correct one.
LEVELPLUS
3 UNIT
1 4
MOVE AHEAD
UNIT

MOVE AHEAD PLUS
WORKSHEET 4A
Activity 4.1 TV Puzzle A

1
2
3
4
5
E
6
G
7
8
10
Write clues for the words given in your puzzle grid.

Ask your partner for clues to the missing words (that go across).
Try to complete the puzzle.
Activity 4.1 TV Puzzle B

1
2
3
4
5
6
7
8
10
Write clues for the words given in your puzzle grid.

Ask your partner for clues to the missing words (that go down).
Try to complete the puzzle.

MOVE AHEAD PLUS
WORKSHEET 4B
Activity 4.2 TV Debate
Fill in one column of the table with arguments to support your point of view:
Watching TV is good for you.
Watching TV is bad for you.
What arguments do you think someone with the opposing view would offer? (Write a few ideas in the other column of
the table.)

MOVE AHEAD PLUS
Activity 5.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Defining words and topic vocabulary.

Vocabulary
10 minutes
Procedure
Write on the board: I work with children in a school. Whats my job? Elicit the answer Teacher.
Hand out a copy of Worksheet 5 to each student. Ask your students, working alone, to read the job definitions on the
worksheet and decide what job they think each one describes.
Put the students into pairs and ask them to compare their answers.
As a follow-up, you could ask your students to write a few job definitions of their own.
Answer Key
a) carpenter
b) architect
c) vet
d) translator
e) gardener
f) journalist
g) dentist
h) careers adviser
i) geologist
Activity 5.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Giving opinions.
10 minutes
This activity follows on from Activity 5.1 above.
Procedure
Divide the class into small groups.

Ask students to consider and discuss the questions in the second part of Worksheet 5 in their group.
Collate and discuss answers as a class.

MOVE AHEAD PLUS
Activity 5.3
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Unusual words Palindromes.

Vocabulary
5 minutes
Procedure
Use the example given on Worksheet 5 to explain the concept of a palindrome a word that is spelt the same way
in both directions.
Ask students to work together in pairs to work out the other palindromes from the clues on the worksheet.
Check and discuss answers as a class. Ask students if they know any more palindromes.
Answer Key
1.
2.
3.
4.
5.
noon
madam
deed
peep
pop

MOVE AHEAD PLUS
WORKSHEET 5
Activity 5.1 Whats my job?
Read the definitions and decide what job each person does.
a) I make things from wood. _______________
b) I design buildings. _______________
c) I look after sick animals. _______________
d) I help people who speak different languages understand each other. _______________
e) I look after plants and make things grow. _______________
f) I write articles about whats happening in the world. _______________
g) I look after peoples teeth. _______________
h) I help people choose a job. _______________
i) I study rocks. _______________
Activity 5.2 Whos more important?
Look at the jobs in Activity 5.1 above and answer these questions:
1.
2.
3.
4.
Which
Which
Which
Which
job
job
job
job
is the most important?

is the best paid?
would you want to do?
would you never do?
Activity 5.3 A palindrome challenge
Read the definitions and work out the palindromes:

Example: Not my dad = mum
1. Twelve hours from midnight. ____________
2. Dear Sir, she really is. ____________
3. Time to help out, or in. ____________
4. A quick look never hurt anyone. ____________
5. Its my kind of music. ____________

MOVE AHEAD PLUS
Activity 6.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Vocabulary connected with films.

Vocabulary, Speaking and Listening
15+ minutes
Make enough photocopies of Worksheet 6a for one between four students.
Cut up each copy into a separate set of game cards.
Procedure
Ask your students to get into groups of four. Give each group a complete set of game cards from Worksheet 6a, face
down in a pile.
Explain that to play the game, students take turns to pick up a game card from the top of the pile. Each card has a
word on it in bold type, and three other words in normal type. The challenge is for the student to explain to the others
in his or her group what the bold word is, without using any of the other words on the card (or words derived from
them so if the word laugh isnt permitted, nor is laughing, laughter etc.).
Explain that translating, drawing or miming the mystery word are all forbidden.
Finally, explain that the first student to guess each mystery word correctly gets to keep that game card. The student
with the most cards when the whole pile has been used up wins.
Tell the students to begin playing the game.
Activity 6.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Language used in film reviews.

Reading
15 minutes
Procedure
Ask your students what usually influences which films they see e.g. what friends say, posters, previews on TV etc.
Explain that this activity involves two film reviews. Hand out Worksheet 6b.
If necessary, pre-teach some of the more challenging vocabulary in the review passages (e.g. keep you on the edge
of your seat and serve up).
Ask your students to read both reviews and then decide whether each of the sentences that follow is true or false.
(Explain the star rating system if necessary: = excellent; = good; = OK; = poor; =
terrible.)
Check answers as a class, and discuss which film students would choose to see.
Answer Key
a)
b)
c)
d)
e)
f)
g)
h)
False (its a thriller)

False (it starts slowly)
True
False (he or she gave it four stars)
False ( serve up another movie )
True ( keep you on the edge of your seat)
False (Youll either love it or hate it)
True ( blockbuster )

MOVE AHEAD PLUS
Activity 6.3
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Language connected with film-viewing.

10 minutes
Procedure
Tell students to get into pairs and discuss their favourite films, taking turns with their partner to ask and answer
questions.
Encourage them to use the questions included on Worksheet 6b.
Open up into a class discussion.

MOVE AHEAD PLUS
WORKSHEET 6A
Activity 6.1 Whats the word?

cameraman
picture
film
shot
plot
story
action
script
comedy
funny
laugh
clown
action
guns
fighting
chase
director
chair
camera
boss
set
scene
stage
place
actress
woman
actor
star
script
write
book
story
Western
cowboy
Indian
America
review
newspaper
stars
opinion

MOVE AHEAD PLUS
WORKSHEET 6B
Activity 6.2 Which film?
Read these two reviews:
Down By The Sea

Susan Foster (Sarah Price) is on holiday.
One night she goes swimming in the sea
and disappears. Her husband, Mark (John
Williams) is devastated. Then, one day,
while he is watching the news, he sees
his wife she has just been sent to jail for
killing three men. He sets out to find out
what happened.
This psychological thriller starts slowly
but leaves you wondering if this could
really happen.
Heads Up!
Car chases, guns and lots and lots of
action. This movie will keep you on the
edge of your seat, or wondering where
the plot is.
Action stars, Kevin van Brock and Steve
Wilson serve up another movie
blockbuster.
Youll either love it or hate it.
Are these sentences true (T) or false (F)?

a)
b)
c)
d)
Down By The Sea is a disaster film.

Its full of action.
The plot is realistic.
The reviewer thought the film
wasnt very good.
e) Heads Up! Stars two unknown

actors.
f) The film is exciting.
g) Everyone will like this film.
h) The film will be very successful.
Activity 6.3 My favourite film
Pair up with a partner, and talk about your favourite film.

1.
2.
3.
4.
Whats the title of the film?

Who stars in the film (actor/actress)?
What is the plot (story)?
What star rating would you give the film?

MOVE AHEAD PLUS
Activity 2.1
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Topic vocabulary.
Vocabulary
10 minutes
Photocopy Worksheet 2a for each pair of students.
Procedure
Ask your students to get into pairs. Give each pair a copy of Worksheet 2a.
Ask students to work together with their partners to decide which column of the table each of the listed vocabulary
items belongs in.
Encourage students to try to add one additional word of their own to each column.
Pair the pairs, and ask your students to compare their answers.
Answer Key
Ancient Egypt
Ancient Greece
Ancient Rome
hieroglyphics
Acropolis
aqueduct
papyrus
city states
Coliseum
Pharaoh
Olympic Games
Emperor
pyramid
philosophy
gladiator
Activity 2.2
Language Focus:
Skills Focus:
Time (approx):
Preparation:
Topic vocabulary.
Reading
15+ minutes
Make enough photocopies of Worksheet 2b for half your students, and enough photocopies of
Worksheet 2c for the other half.
This is a jigsaw reading activity.

MOVE AHEAD PLUS

Procedure
Write the word Minotaur on the board and ask students if they can tell you anything about it. Write up any ideas on
the board.
Divide the class into two groups Group A and Group B. Hand out Worksheet 2b (with Text A on) to students in
Group A, and Worksheet 2c (with Text B on) to those in Group B.
Ask the students to read the text passage on their Worksheet and, in their pairs or groups, answer the seven
questions.
Next, pair up each Group A student with a Group B student. Explain that both groups have read the same story, but
that there were seven differences between the text passages. Their task is to find these differences, using their
question answers to help.
Finally, check and discuss as a class.
Note: Text A is the accepted version of the story.
Answer Key
Text A
Text B
1. What was the Minotaur?
Half-bull
Half-horse
2. Who was Minos?
King
Prince
3. What did Aegeus have to do?
Send 7 men, 7 women
Send 6 men, 7 women.
4. When did Theseus make his promise?
One year
One day
5. Who was Ariadne?
Minos daughter
Minos sister
6. What did she give Theseus?
Thread
Wool
7. Why did Aegeus kill himself?
Sails werent white
Sails werent red

MOVE AHEAD PLUS
WORKSHEET 2A
Activity 2.1 Words of the ancient worlds
Write each word in the correct column of the table:

Acropolis
Olympic Games
Coliseum
philosophy
hieroglyphics
city states
Ancient Egypt
Pharaoh
gladiator
aqueduct
papyrus
Ancient Greece
Emperor
pyramid
Ancient Rome
Can you add one more word to each column?

MOVE AHEAD PLUS
WORKSHEET 2B
Activity 2.2 The Minotaur Text A
Read this passage, then answer the questions below:
The Minoan civilization had many myths and legends. One of the greatest of these was the
story of the Labyrinth of ancient Knossos. The Minotaur was a monster, half-man, half-bull, that
lived in the Labyrinth. The labyrinth had been built by Daedalus for King Minos and it was here
that the Minotaur roamed. Minos was a powerful king and each year he made the king of
Athens, Aegeus, send him seven young men and seven young maidens as food for the beast.
Now Aegeus had a son, Theseus, and one year Theseus went to his father and asked to be sent
as one of the victims. He promised his father that he would kill the Minotaur and free the
people of Athens. He set sail in ships with black sails and promised his father that if he was
successful he would return in ships with white sails. When Theseus arrived in Knossos he was
taken to the palace prison. While he was there he met King Minos daughter, Ariadne. They fell
in love and she promised she would help him. She knew that he would get lost in the labyrinth
so she gave him a ball of thread and told him to unwind it so that he could find his way out of
the maze. Theseus entered the labyrinth where he managed to kill the Minotaur and, using the
thread, find his way out. He then took Ariadne as his bride and set sail for Athens. He was so
excited that he forgot to hoist white sails on his ships. When Aegeus saw the ships returning
with black sails he feared the worst and, despairing, threw himself from the cliff into the sea.
1.
2.
3.
4.
5.
6.
7.
What was the Minotaur?

Who was Minos?
What did Aegeus have to do?
When did Theseus make his promise?
Who was Ariadne?
What did she give Theseus?
Why did Aegeus kill himself?

MOVE AHEAD PLUS
WORKSHEET 2C
Activity 2.2 The Minotaur Text B
Read this passage, then answer the questions below:
The Minoan civilization had many myths and legends. One of the greatest of these was the
story of the Labyrinth of ancient Knossos. The Minotaur was a monster, half-man, half-horse,
that lived in the Labyrinth. The labyrinth had been built by Daedalus for Prince Minos and it
was here that the Minotaur roamed. Minos was a powerful prince and each year he made the
king of Athens, Aegeus, send him six young men and seven young maidens as food for the
beast. Now Aegeus had a son, Theseus, and one day Theseus went to his father and asked to be
sent as one of the victims. He promised his father that he would kill the Minotaur and free the
people of Athens. He set sail in ships with black sails and promised his father that if he was
successful he would return in ships with red sails. When Theseus arrived in Knossos he was
taken to the palace prison. While he was there he met Prince Minos sister, Ariadne. They fell in
love and she promised she would help him. She knew that he would get lost in the labyrinth so
she gave him a ball of wool and told him to unwind it so that he could find his way out of the
maze. Theseus entered the labyrinth where he managed to kill the Minotaur and, using the
wool, find his way out. He then took Ariadne as his bride and set sail for Athens. He was so
excited that he forgot to hoist red sails on his ships. When Aegeus saw the ships returning with
black sails he feared the worst and, despairing, threw himself from the cliff into the sea.
1.
2.
3.
4.
5.
6.
7.
What was the Minotaur?

Who was Minos?
What did Aegeus have to do?
When did Theseus make his promise?
Who was Ariadne?
What did she give Theseus?
Why did Aegeus kill himself?
LEVELPLUS
3 UNIT
1 2
MOVE AHEAD
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MOVE AHEAD ELEMENTARY

Activity 7.1 Interview with a star of the future

Here is an interview with Mark Forester a star of the future.

When did you decide you wanted to be a swimmer?

a) Work hard and never give up.

Activity 7.1 Interview with a star

Student A: decide what kind of star you would like to be.