Question bank con vocabulario

Question bank with Vocabulary

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Unit 2 What do you do? Where do you work? What do you do there? Where do you go to school? Do you like your classes? What’s your favorite class? Where does [classmate] work/go to school? What about [other classmate]? What does he/she do, exactly? How does he/she like it? Describe your daily schedule. What do you do early in the morning? What do you do in the afternoon? What do you do late at night? What do you do only on weekends? When do you usually get up/come to school/have lunch/get home/go to bed? What’s something you do before 9:00 A.M.? What’s something you do after 9:00 P.M.? What time do you go to work/school? What time is it right now? Ask me about my job. or Ask [classmate] about his/her job or classes. Use: Simple present Wh-questions and statements; question: when; time expressions: at, in, on, around, early, late, until, before and after.

Unit 1 Please call me Beth. Hello/Hi. Good morning/afternoon/evening. How are you? What’s your first/last name? What’s your first/last name again? How do you spell that? Where are you from? Where’s [classmate] from? Are you and [classmate] from [country]? How are your classes? What are your classmates like? Are you and [classmate] the same age? What names are popular in your country? Is your English class in the morning? Are you free after class? What greetings are typical in your country? Use: Wh questions and statements with be; questions with what, where, who and how; yes/no questions and short answers with be; subject pronouns and possessive adjectives. Vocabulary:

Unit 4 I really like hip-hop. What kinds of music do you like? Do you like [type of music]? Who’s your favorite musician? What musical instrument does he/she play? Do you play a musical instrument? What instrument do you play? Do you play the piano/guitar? What kinds of TV programs do you like? Do you like [type of TV show]? What kinds of movies do you like? Do you like [type of movie]? Would you like to go to [event] this weekend? Why or why not? Would you like to [activity] this weekend? Ask me about music/TV shows/movies. or Ask [classmate] about music/TV shows/movies. Use: Yes/no questions and wh questions with do; question what kind, object pronouns, modal verb would, verb+to+verb.

Unit 3 How much is it? Note: Bring a variety of objects or pictures of objects to class. Add prices.) How much is this/that? (Indicate object.) What color is it?/Is it cotton/gold/leather/plastic/rubber/silk/silver/wool? How much are these/those? (Indicate objects.) What color are they? What are they made of? Which one do you prefer/like better/like more? (Indicate object.) Why? Which one is cheaper/prettier/nicer/better/more stylish/more expensive/more attractive? Which ones do you prefer/like better/like more? (Indicate objects.) Why? Which ones are cheaper/prettier/nicer/ better/more stylish/more expensive/more attractive? Ask me about my clothing preferences. or Ask [classmate] about his/her clothing preferences. Use: Demonstratives this, that, these, those; one and ones; questions: how much and which; comparisons with adjectives. Vocabulary:

Unit 6 How often do you exercise? How often do you [activity or sport]? What do you do every day/once a week/twice a month/three times a year? What do you usually do on [day of the week] or in the morning/afternoon/evening? Do you ever go to the gym? What do you do there? Who’s your favorite athlete? What sport does he/she play? Do you ever play/watch sports? How often? How often do you go out with your friends? What do you do? How long do you spend at the gym/at school/in class/online every day? How well do you play [sport or game]? How good are you at [sport, game, or activity]? Do you sleep well? How many hours do you sleep each night? Ask me about my daily schedule. or Ask [classmate] about his/her daily schedule. Use: Adverbs of frequency: always, almost always, usually, often, sometimes, hardly ever, almost never, and never; questions: how often, how long, how well, how good; short answers. Vocabulary:

Unit 5 I come from a big family. Tell me about your family. Do you come from a big/small family? Are you an only child? How many brothers and sisters do you have? Are you living at home now? Where are you working/studying? Tell me about someone in your family. What is your [family member] doing these days? Where is he/she working? Is anyone in your family [activity] right now? Are your parents/brothers and sisters [activity] right now? Do all of your friends speak English? Do many of your classmates speak two languages? Do nearly all of your classmates have small families? Do some of your classmates have big families? Ask me about my family. or Ask [classmate] about his/her family. Use: Present continuous: yes/no and wh questions, statements and short answers; quantifiers: all, nearly all, most, many, a lot of, some, not many, and few. Pronoun no one. Vocabulary:

Unit 8 What’s your neighborhood like? What’s a/an barber shop/laundromat/stationery store/travel agency/electronics store? Is there a theater/gym/post office/department store in your neighborhood? Are there any restaurants/hotels/banks in your neighborhood? Are there any grocery stores/laundromats/gas stations in this neighborhood? Where is one near here? Is there much crime/noise/parking/pollution/public transportation/traffic in your neighborhood? How much is there? Are there many schools/traffic lights/parking garages/pay phones in your neighborhood? How many are there around here? Where is one? Ask me about my neighborhood. or Ask [classmate] about his/her neighborhood. Use: There is/there are; one, any, and some; prepositions of place; quantifiers; questions how many and how much; count and noncount nouns. Vocabulary:

Unit 7 We had a great time! How did you spend yesterday? Where did you go? Did you have a good time? Did you do anything special last weekend? What did you do? Was the weather OK? Did you work on Saturday/Sunday? What time did you get up? What was the best thing about your weekend? What would you like to do next weekend? Did you see a movie last week? What did you see? How did you like it? Where did you spend your last vacation? How long were you there? Who were you with? What did you do there? How was the weather? How was the food? Ask me about my last vacation. or Ask [classmate] about his/her weekend or last vacation. Use: Simple past yes/no and Wh-questions, statements and short answers with regular and irregular verbs; past of be. Vocabulary:

Unit 10 Have you ever ridden a camel? Have you been to [place]? How many times? Have you ever eaten [type of cuisine]? Have you ever taken a riverboat tour/visited a historic home/gone to a food festival? When and where did you do it? Have you [activity] yet today? Have you [activity] lately/recently? How many times have you [activity] this week? Has your [family member or friend] taken a vacation this year? Where did he/she go? How long did he/she stay there? Where have you lived for six months or more? How long have you lived in this town/city? Have you ever lived in another town/city? How long have you studied English? Have you ever studied another language? How long have you had that [object]? Ask me about what I’ve done recently. or Ask [classmate] about what he/she has done recently. Use: Present perfect yes/no and wh questions, statements and short answers with regular and irregular past participles; already and yet; present perfect vs. simple past, for and since. Vocabulary:

Unit 9 What does she look like? (Note: Bring in pictures of people from a magazine to class. Add names.) How long is his/her hair? What color is his/her hair? What color are his/her eyes? Does [name] wear glasses? How old is [name]? How tall is [name]? Does [male name] have a mustache/beard? Is [female name] pretty/elderly/fairly short? Which one/Who is [name]? Who’s the man/woman/one wearing [color + clothing item]? Is [name] the man/woman/one wearing [color + clothing item]? Are [two names] the men/women/ones with short/long hair? Ask me about [classmate’s] appearance. or Ask [classmate] about my appearance. Use: Questions for describing people: What… look like, how old, how tall, how long, and what color; modifiers with participles and prepositions. Vocabulary:

Unit 12 It really works! How are you? How are you feeling today? What should you do for [health problem]? Do you ever take aspirin/vitamin C/cough drops? When/Why? Have you ever used a heating pad/ointment? When/Why? What do you do when you can’t sleep/feel very stressed/can’t concentrate? What can you buy in a [name of container]? What’s the last item you bought in a bag/bottle/box/can/jar/tube? Imagine you have [health problem], and I’m a pharmacist. Ask me for something. Use: Adjective + infinitive; noun + infinitive; modal verbs could and should for suggestions; modal verbs can, could and may for requests. Vocabulary:

Unit 11 It’s a very exciting place! What’s your hometown like? How big is it? Is it [adjective]? Are there any [attractions]? What’s the weather like in the [season]? What’s the shopping like in your hometown? What are the prices like? What shouldn’t I miss in your hometown? What should I see there? What can’t I do there? Can you get a taxi easily in [town or city]? Is it cheap or expensive? How big is your hometown? Is it pretty big/really big/fairly small/very small? What can you do in the evenings in this city/town? What can you do on weekends? Is this city/town cheap or expensive? Is it crowded or spacious? Is it dangerous or safe? Ask me about my hometown. or Ask [classmate] about his/her hometown. Use: Adverbs before adjectives; conjunctions: and, but, though, and however; modal verbs can and should. Vocabulary:

Unit 14 The biggest and the best! Which country is larger, [country 1] or [country 2]? Which city has the largest population: [city 1], [city 2], or [city 3]? What is the most beautiful city/country in the world? Which is the best place for a vacation: the beach, an island, or the mountains? How far is your home from school? How big is your hometown? Tell me about a famous lake/waterfall/beach/island in this country. About how high is [mountain]? How deep is [lake]? How long is [river]? How hot/cold is it here in the summer? How hot/cold is it in the winter? Think of two or three places. Ask me questions comparing them. Use: Comparative and superlative forms of adjectives; questions: how far, how big, how high, how deep, how long, how hot and how cold.

Unit 13 May I take your order? (Note: Bring a restaurant menu to class or use the menu in the Interchange Student’s Book on page 89.) May I take your order? What would you like? Would you like a/some [food]? What would you like to drink? Would you like dessert? Would you like anything else? I love [food] a lot./I’m in the mood for [food]./I’m crazy about [food]. How about you? I don’t like [food]./I’m not crazy about [food]./I can’t stand [food]. How about you? I can/can’t eat [food]. How about you? What do you think of spicy/greasy/salty/rich food? What do you think of Indian/Chinese/Mexican/Middle Eastern/Japanese food? Imagine you’re a server. Take my order. or Take [classmate’s] order. Use: So, too, neither and either; modal verbs would and will for requests

Unit 16 A change for the better! Tell me about some recent changes in your life. Have you changed jobs/learned a new sport/moved to a new apartment/won the lottery? Think about your life five years ago. Is your life more or less stressful now? Have you changed your hairstyle recently? If yes, what was it like before? What is it like now? How have your friends or family members changed recently? What are you going to do after this course? Do you plan to take another English class? Why or why not? Do you hope to travel abroad in the future? Why or why not? Would you like to take a vacation somewhere? Where do you want to go? What is something exciting you’d love to do? Ask me about my future plans. or Ask [classmate] about his/her future plans. Use: Describing changes with the present tense, the past tense, the present perfect, and the comparative verb + infinitive.

Unit 15 I’m going to a soccer match. What are you doing tonight? Are you going to see a baseball game/go to a rock concert/have a barbecue? Are you going out or having dinner at home tonight? What are you going to eat? What are you doing tomorrow? Are you having friends over? Who are you inviting? Are you doing anything this weekend? What are you going to do? What are your friends going to do this weekend? Are they going to [activity]? Think of some unusual favors. Ask me to pass them on to someone else. (Elicit Please/Could you/Would you + tell/ask . . . ?) Ask me what I’m doing tonight. or Ask [classmate] what he/she is doing tonight. Use: Future with present continuous and be going to; messages with tell and ask.

Final exam

You can use any of those prompts and include follow up questions if you consider it necessary

Unit 2 Caught in the rush What’s your city or town like? What transportation services are available? What kinds of transportation problems are there? (Elicit count/noncount nouns and adverbs of quantity.) Could you tell me where the nearest hotel/restaurant/drugstore is? Do you know where the restrooms/elevators/stairs are? Can you tell me where the nearest ATM is? Do you know what time the banks/stores usually open/close? Do you know where I can get a good meal/haircut/city map around here? What would you tell a visitor about your city or town? Ask me about my hometown. or Ask [classmate] about his/her hometown or the city or town where you live. Use: Expressions of quantity with count and noncount nouns: too many, too much, fewer, less, more, not enough; indirect questions from Wh-questions. Vocabulary:

Unit 1 A time to remember Where were you born? Were you born in [city/country]?Where did you grow up? When did you move to [city/country]? Did you take English classes in [city/country]? When did you first study English? What other languages can you speak? Where did you go to middle/high school? Were you a good student? What were your best/worst subjects? Did you enjoy your childhood? Did you use to collect things? What sports or games did you use to play? Did you use to have a nickname? Where did you use to spend your vacations? What’s your favorite childhood memory? Who was your best friend in middle/high school? Ask me to tell you about myself. or Ask [classmate] to tell you about him/herself. Use: Past tense; used to for habitual actions. Vocabulary:

Unit 4 Have you ever tried it? Have you ever been to a [type of restaurant]? (Elicit Yes.) What was it like? Have you ever eaten [dish]? (Elicit Yes.) Did you enjoy it/them? Have you ever tried ethnic food? What did you think of it? Have you ever eaten something you didn’t like? What was it? Have you ever eaten something unusual? What was it? What’s your favorite way to cook or eat [food]? How do you cook [dish]? How do you make [snack]? Use: Simple past vs. present perfect; sequence adverbs: first, then, after that, finally. Vocabulary:

Unit 3 Time for a change!Do you live in a house or an apartment? What’s it like? Is your house or apartment [adjective] enough for you? Is it too [adjective]? Does it have enough [noun]? Does it have as many/much [noun] as your old house or apartment? What’s your neighborhood like? Is it [adjective]? Is it as [adjective] as this neighborhood? What do you wish you could change about your home/school or job/skills? Why? Ask me what I would like to change about my life. or Ask [classmate] what he/she would like to change about his/her life. Use: Evaluations and comparisons with adjectives: not enough, too, (not) as… as; evaluations and comparisons with nouns: not enough…, too much/many…, not as much/many… as; wish.

Unit 6 Sure! I'll do it (Note: Bring a portable radio and other objects to class.) Turn down the music. (Indicate object and elicit OK. I’ll turn it down.) Pick up the books/papers. (Indicate object and elicit All right. I’ll pick them up.) Turn the lights on/off (Indicate object and elicit OK. I’ll turn them on/off.) Please put your jacket/dictionary/cell phone away. (Indicate object and elicit All right. I’ll put it away.) What requests can you make in the kitchen/bathroom/living room/bedroom? What requests can you make of your neighbor? How can you respond to a request/complaint from a neighbor? Ask me to do something for you. or Ask [classmate] to do something for you. Use: Two-part verbs; will for responding to requests; requests with modals and would you mind? Vocabulary:

Unit 5 Hit the road!What do you like to do on vacation? Where do you like to go? What did you do on your last vacation? Have you made any vacation plans for this year? What are you going to do? Where are you going to go? When are you leaving? How long will you be away? Are you going to go with anyone? What do you need to do before traveling abroad? (Elicit modals for describing necessity.) What are some things you should have before taking a trip? (Elicit modals for giving suggestions.) Ask [classmate] about his/her last/next vacation. Give me advice about my next vacation. or Give [classmate] advice about his/her next vacation. Use: Future with be going to and will; modals for necessity and suggestion: must, need to, (don’t) have to, ought to, ‘d better, should (not). Vocabulary:

Unit 8 Let’s celebrate! What is your favorite holiday/festival? What do you like about it? How do people celebrate it? Is there any special food or drink? What is your favorite season? What do you like about it? What do people do at that time of year? What do you usually do on your birthday? How did you spend your last birthday? Tell me about weddings in your country. What do couples do before their wedding? What do guests do during/after the ceremony? When do people give gifts? What kinds of gifts do they give? Tell me about an unusual custom in your country. What do people do before/after the event? Ask me to describe an interesting custom from another country. or Ask [classmate] to describe an interesting custom from another country. Use: Relative clauses of time; adverbial clauses of time: when, after and before. Vocabulary:

Unit 7 What’s this for?What technology/inventions do you use every day? What do you use a computer to do? Do you use it for [activity]? What is/are [technology] used for doing? How is/are [technology] used? How do computers make your life easier/more difficult? How do computers affect the way people work and spend free time? What kinds of problems does technology cause? Give me specific instructions on how to use [technology]. Is there anything I need to remember to do or not to do? Use: Infinitives and gerunds for uses and purposes; imperatives and infinitives for giving suggestions. Vocabulary:

Unit 10 I hate working on weekends. I like/love/enjoy traveling/studying. What about you? (Elicit affirmative or negative response.) I hate cooking/cleaning. What about you? I’m good at using a computer/learning languages. What about you? I don’t mind working on weekends/doing the laundry. What about you? I’m not good at solving problems/managing money. What about you? What are your positive personality traits? What are your negative personality traits? Would you make a good teacher/bookkeeper/waiter/architect/doctor? Why or why not? Would you like to be a novelist/flight attendant/salesperson/lawyer/nurse? Why or why not? Ask me what kind of work I would like to do. or Ask [classmate] what kind of work he/she would like to do. Use: Gerunds; short responses; clauses with because Vocabulary:

Unit 9 Times have changed!How was life different 50/100 years ago? How did people use to shop/travel? What did people do before supermarkets/the automobile/the Internet? What did you do before online movies/text messaging/social networking? Nowadays, how do most people get around? Where do people usually shop? Do you think there will be more cars/shopping malls/pollution in the future? In ten years, what things might people be able to do with a personal computer? In the future, what are people/cities going to need more of? What will happen if you get a high-paying job/have more cash to spend? (Elicit possible situation and consequence.) Tell me what will happen if I get a pet. or Tell [classmate] what will happen if he/she moves to a foreign country. (Elicit possible situation and consequence.) Use: Time contrasts; conditional sentences with if clauses. Vocabulary:

Unit 12 What happened? What were you doing the last time your phone rang? Did you ever fall asleep when you were doing something? What were you doing? Have you ever been caught in a rainstorm? What were you doing? What happened? What have you been doing lately/in the evening/on weekends? How long have you been [activity]? Have you been working/studying/exercising? How long have you been [activity]? Use: Past continuous vs. simple past; present perfect continuous. Vocabulary:

Unit 11 It’s really worth seeing!Tell me about [building/landmark]. Who designed it? When was it built? How was/is it used? Tell me about another famous building or landmark. Who designed it? When was it built? How was/is it used? What’s your favorite book/movie/painting/song? Who is it by? What products are manufactured in [country]? Is/Are [product] made there/here? What crops are grown in [country]? Is/Are [crop] grown there/here? Name three countries where [language] is spoken. Tell me about a country you know well. Ask me to describe a country. or Ask [classmate] to describe a country. Use: Passive with by (simple past tense); passive without by (simple present tense) Vocabulary:

Unit 14 So that’s what it means! (Note: Bring pictures of people using gestures or expressions and pictures of signs or emoticons.) What does this gesture mean? or What do you think this gesture means? (Make gesture or indicate picture.) Show me a gesture that means “I don’t understand”/“I’m hungry”/“Come here.” Show me a gesture that means you’re bored/exhausted/nervous. What does this sign/emoticon mean? or What do you think this sign/emoticon means? (Indicate picture.) What does [rule] mean? Where might you find this rule? What rules might you find on an airplane/at school/in a museum/at work? Use: Modals and adverbs: Might, may, could, must, maybe, perhaps, probably, definitely; permission, obligation, and prohibition. Vocabulary:

Unit 13 Good book, terrible movie! What is the last movie you’ve seen? What did you like/dislike about it? What new movie would you most like to see? Why? Did you ever see [movie]? How did you like it? Why? What kinds of movies are you interested in? What’s your favorite [language] movie? Why do you like it? What’s your favorite movie/musical/book? Tell me about it. (Elicit relative clauses.) Who is your favorite actor/actress/director/author? Tell me about him/her. (Elicit relative clauses.) Ask me about my taste in books and movies. or Ask [classmate] about his/her taste in books and movies. Use: Participles as adjectives; relative pronouns for people and things. Vocabulary:

Unit 16 What’s your excuse? What are some common excuses for being late/not accepting an invitation? What request might a doctor/neighbor/parent/teacher make? What has someone asked you to do/not to do recently? How did you respond? Invite [classmate] to do something with you. (Elicit invitation.) What did [classmate] say? Ask [classmate] to do something for you. (Elicit request.) What did [classmate] say? Ask [classmate] about his/her future intentions. (Elicit question.) What did [classmate] say he/she was going to do? Use: Reported speech: requests and statements. Vocabulary:

Unit 15 What would you do? What would you do if you found a wallet full of money in a taxi? What would you do if a friend borrowed money and never paid you back? Where would you go on vacation if you had enough time and money? I’m going to tell you about some situations and then ask you questions. ; I borrowed a friend’s computer, and it crashed while I was using it. I returned it without saying anything. What should I have done? What would you have done? ;Tell me about a recent predicament you were in. What did you do? What should/shouldn’t you have done? Ask me about a recent predicament. or Ask [classmate] about a recent predicament. Use: Unreal conditional sentences with if clauses; past modals. Vocabulary:

Final exam

Talk about your childhood, mention the things you used to do in the past and make a contrast with the things you are doing in this moment and the things you plan to do in the future and your wishes. Talk about the place where you live and mention some characteristics about it, where would you live if you had the opportunity, and why? what do you know about that place (passive)? What do you think your new neighbors would say? (report) Recommendation: you can ask follow up questions.

Unit 2 Career moves What kinds of jobs will be in demand in the future? What kinds of jobs will not be in demand? Why? What is your opinion about [job]? Would you/your best friend like/enjoy/love/be good at working as a(n) [job]? (Note: Bring pictures of people in jobs or a list of jobs from Unit 2, pages 8–12.) Do you think [job 1] is more/less interesting than [job 2]? Is [job 1] harder/not as hard as [job 2]? Does [job 1] have better/worse hours/salary than [job 2]? . . . earn more/less . . . ? Is . . . better paid/not as well paid as . . . ? Ask me about what I would be good at. or Ask [classmate] about what he/she would be good at. Ask [classmate] to compare two jobs he/she has had. Use: Gerund phrases as subjects and objects; comparisons with adjectives, nouns, verbs and past participles.

Unit 1 That’s what friends are for!What kind of people/women/men/friends do you like/don’t you like? What kind of people would you prefer to meet/know? Do you think you are sociable/inflexible/modest/temperamental/egotistical/easygoing/stingy/unreliable/supportive? What is the ideal parent/friend/partner like? Name one positive and one negative quality. Do you get annoyed easily? Does it bother you when a friend is unreliable? Do you mind it when people talk in a movie theater? Tell me about some things that bother/upset you. Say: “Complete this phrase: I can’t stand it when . . . .” Ask me what kinds of things bother/upset me. or Ask [classmate] what kinds of things bother/upset him/her. Use: Relative pronouns as subjects and objects; it clauses + adverbial clauses with when. Vocabulary:

Unit 4 What a story! To elicit statements containing the past continuous and simple past, take turns telling a story with a student. or Ask Ss to take turns telling a story. Suggestions: a bank robbery, winning the lottery, finding something valuable on the street.) There was a bank robbery. While the man was robbing the bank, he told everyone to get down on the floor. What happened next? Start like this: As the robber was . . . (To elicit statements using the past perfect with the simple past or past continuous, ask a S to talk about a coincidence, a lucky break, a dilemma, or an emergency.) Tell me about a coincidence/lucky break that happened to you. Have you ever found yourself in a dilemma/an emergency? Tell me about it. Ask [classmate] to tell you about a personal triumph or success. Ask [S2] to retell [S1’s] story to [S3]. Use: Past continuous vs. simple past; past perfect. Vocabulary:

Unit 3 Could you do me a favor?Can I borrow your [item]? Could you lend me your [item]? Is it OK if I use your [item]? Would you mind if I used your [item]? Would it be all right if I . . . ? Would you mind if I . . . ? Would you mind helping me . . . ? I was wondering if I could borrow . . . ? Statements: There is no class tomorrow. Ask [S1] to tell [S2] this information. (Example: [S1], can/could you tell [S2] that there is no class tomorrow?) Imperatives: Lend me your dictionary. Don’t come late to class. Study harder. Yes/No Questions: Are you free after class? Do you know [classmate]’s phone number? Wh-questions: What time is it? When is [classmate] going home? Why are [classmates] late? Ask me for a favor or make a request. or Ask [classmate] for a favor or make a request of him/her. Use: Requests with modals, if clauses and gerunds; indirect requests. Vocabulary:

Unit 6 What’s wrong with it? (Note: Option: Bring pictures of damaged objects to class.) In what ways can [items] be damaged? Think of three damaged things [that you own or that are in the classroom]. Describe the damage. How can they be fixed? Think of three things that keep going wrong. (If necessary, use pictures of items [a washing machine, a DVD player, a hair dryer, an air conditioner, a computer, a computer screen, a remote control, a phone].) Describe what is wrong. How can each be fixed? Use: Describing problems with past participles as adjectives and with nouns; describing problems with need + gerund, need + passive infinitive, and keep + gerund. Vocabulary:

Unit 5 Crossing culturesTell me two [people/things] you’d really miss if you moved to a foreign country. What would you be homesick for? Who would you email/text regularly? What would you be fascinated by? What would you be nervous about? Is there a foreign country you would like to live in? Why? Does it have any interesting customs? (Note: If necessary, have a list of social situations and customs on cards.) Are there any special customs that foreign visitors should know about in your country? What are you expected to do when/if [situation]? What are you supposed to do when/if [situation]? Use: Noun phrases containing relative clauses; expectations: the custom to, (not) supposed to, expected to, (not) acceptable to. Vocabulary:

Unit 8 Lifelong learning Think of different courses you could take. What would you rather study, [course 1] or [course 2]? Would you prefer to take [course 3] or [course 4]? Are there any courses you’d rather not take/prefer not to take? Think of a skill you know how to do. How do you [do it/do it better/learn to do it]? (Ask questions and follow-up questions with how to elicit by + gerund.) Use: Would rather and would prefer; by + gerund to describe how to do things. Vocabulary:

Unit 7 The world we live in(Note: If necessary, bring pictures of environmental problems [acid rain, water contamination, oil spills, rainforest destruction, overcrowding, traffic fumes] to class.) What environmental problems do you think are the most serious in [city/country/the world]? Describe the problems. What is/are being damaged/threatened? What has/have been damaged/threatened? What are some of the consequences of [environmental problem]? What are the best ways to deal with the problem(s)? (Note: If necessary, have a list of social, economic, and medical problems on cards.) Think of some [social/economic/medical] problems. Can you think of one or two ways of solving/managing these problems? Is there anything else we can do to improve [our environment/the quality of people’s lives]? Use: Passive in the present continuous and present perfect; prepositions of cause; infinitive clauses and phrases. Vocabulary:

Unit 10 The past and the future (Note: Make a list of questions on historical events; use information in Unit 10, pages 64–66, or your own information.) When did [historical event/happening] take place? How long has [music group/political entity/country] been in existence? How long were [music group] together? Use the word achievement (or assassination/natural disaster/discovery/epidemic/election/terrorist act/revolution) in a sentence. Make a prediction about [computers/medical scientists/robots/cars]. Use will. Make a prediction about [people/world leaders/airplanes]. Use the future continuous (will be + -ing). Make a prediction using an opening time phrase (Within 20 years/By 2040) + the future perfect (will have discovered/found/solved/proved). Ask [classmate] to predict how different the world will be in 50 years. Use: Referring to time in the past with adverbs and prepositions: during, in, ago, from… to, for, since; predicting the future with will, future continuous and future perfect. Vocabulary: achievement/assassination/discovery/election/epidemic/natural disaster/revolution/terrorist act

Unit 9 ImprovementsDo you know where I can have someone fix/repair/clean/take care of my [item]? Do you know where I can have/get my [item] fixed/repaired/cleaned/taken care of? Do you know where I can have/get [service] done? Use this three-word phrasal verb in a sentence: come up with (or look forward to/keep up with/put up with/get along with/take care of/break up with/cut down on). How can I build self-confidence/get better grades/save money/get along with my roommate better? What could help me be happier? (Elicit expressions like these: Why don’t you . . . ? Have you thought of/about . . . ? etc.) Ask me to help you with a problem. or Ask [classmate] to help you with a problem (for example, speak/write/study English better). Use: Get or have something done; making suggestions with modals + verbs, gerunds, negative questions, and infinitives. vocabulary:

broken up with/ came up with/ looking forward/ keep up with/ get along with/ put up with/ take care of

Unit 12 The right stuff What does it take to run a popular coffee bar/Internet café/clothing boutique? In order to establish a successful restaurant/health club/magazine, what’s important to do? If you were going to start a new business, name three things it would need to be successful/popular/profitable. For a model/salesperson/leader to be successful, what qualities does he/she need? What do you think makes a blog/magazine/news program informative/interesting? What’s your favorite bookstore/dance club/fast-food place/TV show? Why? Why do you like to shop at the mall/on the Internet/at department stores? Ask me about my favorite place to shop or relax. or Ask [classmate] about his/her favorite place to shop or relax. Why does he/she like to go there? Use: Describing purpose with infinitive clauses and infinitive clauses with for; giving reasons with because, since, because of, for, due to, and the reason.

Unit 11 Life’s little lessons(Elicit statements using time clauses by asking questions about the student’s life.) What were you like before you [event]? How did you change after you [event]? What happened once you [event]? How did you feel the moment you [event) What kind of personality do you have? Are you ambitious/argumentative/carefree/conscientious/naive/pragmatic/rebellious/sensible/sophisticated? (Elicit statements expressing regret using should have studied/chosen/played/been.) Tell me about a regret you have about [learning English/choosing a major/not playing a particular sport]. Describe a hypothetical situation using If I’d . . . or If I hadn’t . . . . (For example, If I’d been more ambitious in high school, I could have studied another language. or If I hadn’t been so lazy, I would have saved a lot of money by now.) Ask me about any regrets I may have. or Ask [classmate] about any regrets he/she may have. Use: Time clauses: before, after, once, the moment, as soon as, until, by the time; expressing regret with should (not) have + past participle; describing hypothetical situations with if clauses + past perfect and would/could have + past participle. Vocabulary: Ambitious, independent, argumentative, carefree, dependable, naive, pragmatic, rebellious, sophisticated, wise

Unit 14 Behind the scenes (Note: Have situations like these on cards and either read them aloud or show them to Ss: 1. How an email is written and sent 2. How a room is repainted 3. How a concert hall is prepared for a concert.) Think of a process of at least five steps. Describe each step. (Elicit the passive.) Tell me about [job]. Use who or that. (Elicit defining and non-defining relative clauses.) Use: The passive to describe process with is/are + past participle and modal + be + past participle; defining and non-defining relative clauses. Vocabulary:

Unit 13 That’s a possibility.(Note: Have situations like these on cards and either read them aloud or show them to Ss: 1. A man came running out of a jewelry store yelling loudly . 2. Your neighbor’s curtains were closed all week, and her car wasn’t in her parking space.) Can you explain what may/might/could have happened in [situation]? (Note: Have situations like these on cards and either read them aloud or show them to Ss: . 1. Brandon spent $500 over the limit on his credit card. Now he’s broke. 2. Tina didn’t study all semester. Then, the week before her final exams, she studied all day and all night.) Give me your opinion or your advice in [situation]. What should [person] have done? What would you have done? (Note: Have imaginary situations like these on cards and either read them aloud or show them to Ss: 1. You lend your friend Victor your bicycle. He forgot to lock it up, and it was stolen. 2. You had a loud party that went very late on a Saturday night. The police showed up. They said your neighbor Tracy called them to tell you to be quiet. Think of three different ways to respond to the person in this [situation]. Use an assumption, a criticism, a demand, an excuse, a prediction, a suggestion, a suspicion, or a warning. Use: Past modals for degrees of certainty: must (not) have, may (not) have, might (not) have, could (not) have; past modals for judgements and suggestions: should (not) have, could (not) have, would (not) have.

Unit 16 Challenges and accomplishments What three things have challenged you most in your life? In what ways did each thing challenge you? What was good about the experience? What was bad or scary about the experience? What are your major accomplishments? What have you managed to do that you are proud of/didn’t expect to be able to do? What are your goals for the next few years? What do you hope you’ll have achieved in the next 5 years? What would you like to have done in 10/20/30 years? Use: Accomplishments with the simple past and present perfect; goals with the future perfect and would like to have + past participle. Vocabulary:

Unit 15 There should be a law!Think of three things you don’t like about the way people sometimes behave in public places. What should be done about their behavior? What must be done about it? (Note: Write statements of opinion on cards. Verbs in the statements should be in both the negative and affirmative in order to elicit positive and negative tags. Ss give the statement and add a tag question.) Use: Giving recommendations and opinions with passive modals: should be, ought to be, must be, has to be, has got to be; tag questions for opinions. Vocabulary:

Final exam

Talk about your personality, mention the things that make you happy and bother you. would you rather change something about you or stay the way you are?Talk about the place where you live and mention some problems it has, and what can be done about them, talk about important changes in your life and your regrets. Tell me about your achievements and goals, and the steps you need to accomplish your goals (passive). Recommendation: you can ask follow up questions.

Unit 1

Option A: Deliver a talk Describe a friend or family member you admire. ■ What characteristics does this person have that make you admire him or her? ■ What positive influence has this person had on you?

Option B: Personal choice Some people think that raising children in a big, extended family is important. Others think that a small, nuclear family is best. Which kind of family do you think is best for raising a child? Why?

Use: Gerunds & infinitives + Noun clauses after Be Vocabulary: Compound family terms (great/grand/ in-law)

Unit 2

Option A: Personal preference Describe a decision you made in the past that had negative consequences. Explain how you dealt with those consequences and what you think you should have done differently. Include details and examples to support your explanation.

Option B: Personal choice Some people believe that they should solve all of their problems by themselves. Others believe that it’s better to ask others for help. How do you prefer to deal with problems? Why?

Use: Past modals for obligation and other uses Vocabulary:

Unit 3

Option A: Personal preference Describe some features of your city that you consider interesting, and explain why. Include details and examples to support your opinion.

Option B: Question bank Talk about your ideal city. ■ What important features does your ideal city have? ■ What type of climate does your ideal city have? ■ Is your ideal city small or large? Why? ■ Do you prefer to live in a modern city or an old, historic one? Why? ■ What’s the best way to get around in your ideal city?

Use: Defining / non-defining clauses Vocabulary: City description adjectives / contrasting conjunctions

Unit 4

Option A: Personal choice Some students prefer to sleep only when they are tired and study at any time of the day or night. Others prefer to follow a schedule, studying during the day and sleeping at night. Which type of student do you think is more productive? Why?

Option B: Deliver a talk Talk about your ideal schedule. ■ When is the best time of day for you to concentrate hard on something? ■ When is the best time for you to go to bed? Why? ■ What happens when you don’t get enough sleep? ■ When is the best time of day for you to relax? Why?

Use: Reduced time clauses - Clauses for reasons & conditions Vocabulary: phrasal verbs related to sleep

Unit 5

Option B: Question bank Sharing secrets ■ Do you think it’s OK to talk about other people’s secrets? ■ Are there situations in which it’s never OK to tell a secret? What are some examples? ■ Are there situations in which it’s necessary to share someone’s secret? What’s an example? ■ Have you ever shared someone’s secret with another person? Why or why not? ■ What’s the best way to be sure that your secrets won’t be shared with others?

Option A: Personal choice Some people prefer to tell friends and colleagues about their personal life. Other people prefer to keep details about their personal life to themselves. Which kind of person do you prefer to have as a friend? Why?

USE: Infinitive and gerunds - Reported SpeechVicabulary:

Unit 6

Option A: Personal preference Name the news medium that you prefer to use to find out about current events. Explain why you prefer this news medium over others. Include details and examples to support your explanation.

Option B: Personal choice Some people prefer to read about current events in the newspaper. Others prefer to watch the news on TV. Some people prefer to get news about current events online. Which kind of news medium do you think is the most trustworthy? Explain your views.

Use: Present perfect / present perfect continuous / past simple Vocabulary:

Unit 7

Option A: Question bank Online shopping ■ How has the Internet changed the way people make consumer choices? ■ Do people benefit from shopping online? Why or why not? ■ Do you think online advertising is a good thing? Why or why not?

Option B: Personal choice Some people believe that children should learn to use a computer as early as possible. Others believe that computers interfere with children’s natural ability to learn about the world around them. Which do you think is true? Why?

Use: passive voice / negative & tag questions Vocabulary:

Unit 8

Option A: Personal choice Some people think that only people with natural talent can be successful in a creative profession. Others think that people who work hard can be successful in a creative field, whether or not they have natural talent. Which do you believe? Why?

Option B: Personal preference Describe several traits of creative people that you consider most important. Include details and examples to support your explanation.

Use: Reduced relative clauses & non-defining clauses Vocabulary:

Unit 9

Option B: Personal preference Describe a problem you used to have that you were able to solve. Explain how you solved the problem and how you found the solution. Include details and examples to support your explanation.

Option A: Deliver a talkDescribe someone you know who doesn’t follow the crowd. ■ What are some of the challenges this person faces? ■ Would it be easier for this person if he or she conformed to society’s norms? ■ What advantages does this person have by being his or her own person? ■ Has this person influenced you? How?

Use: Clauses for contrast and exception Vocabulary:

Unit 10

Option B: Question bank Complaints ■ What do people learn from hearing complaints about themselves? ■ Is it more important to know about a complaint or to feel that everything is OK? Why? ■ What are some ways to complain without being offensive or disrespectful? ■ What’s the best way to approach a friend with a complaint about him or her?

Option A: Personal choiceSome people think it’s best to complain about everything that goes wrong so that the problem can be fixed. Others think it’s better to keep quiet and make the best out of a situation. Which do you think is the best way to deal with a problem? Why?

Use: Complex indirect questions / Noun and relative clauses Vocabulary

Unit 11

Option A: Deliver a talk Describe a moral dilemma you have faced in the past. ■ What was the dilemma, and what did you decide to do? ■ What did you learn from having faced the dilemma? ■ Did the experience make you stronger? Why or why not? ■ How would you be different if you hadn’t faced the dilemma?

Option B: Personal preference Describe the human character trait that you consider to be the most important, and explain why. Include details and examples to support your explanation.

Use: Present unreal conditional (only if- even if - unless) Wishes and RegretsVocabulary:

Unit 12

Option A: Question bank Traveling and learning ■ What do people learn from traveling? ■ What’s the best way for tourists to travel if they want to learn about the culture of the place they’re visiting? ■ What are the important characteristics of a good tourist? Why do you think so?

Option B: Personal choice Some people prefer to travel in large tour groups. Other people prefer to travel alone. Which type of tourism do you think is best for learning about a place and its people? Why?

Use: Future perfect / continuous and Mixed conditionals Vocabulary:

Final exam

in this link you can find speaking prompts for the IELTS, but you can ask the students about any topic you consider important Another alternative is to use the writing prompt of the exam and ask them to talk about the one they didn't choose for the writing section

Unit 1

Option A: Deliver a talk Describe your closest friend. ■ What do you have in common? ■ How would you describe your friendship? ■ Why is this person your closest friend?

Option B: Personal choice Some people think that making new friends is more important than keeping in touch with old ones. Others think that your oldest friends are the most important. Which type of friend is more important to you? Why?

Use: Phrasal verbs and Gerunds vs Infinitives Vocabulary:

Unit 2

Option A: Personal choice Some people think that clothing is a reflection of your personality. Others think that your clothing style is totally unimportant. Which do you think is true? Why?

Option B: Personal preference Describe a time in the past when someone made a bad first impression on you but later became a friend. Explain why you misjudged the person at first and how you changed your opinion. Include details and examples to support your explanation.

Use: Cleft sentences E.g.(what’s really important to me is…) and infinitives vs gerunds Vocabulary: adjectives to describe Appearance

Unit 3

Option A: Personal preference Describe a modern technology that you think is now essential for society, and explain why you think it is necessary. Include details and examples to support your opinion.

Option B: Question bank Talk about your dream gadget or piece of electronic equipment. ■ What important features would it have? ■ How would this gadget improve your daily life? ■ What would this gadget do that today’s technology does not?

Use: Definite - indefinite articles and Gerunds as nouns Vocabulary:

Unit 4

Option A: Personal choice Some people believe that good things happen because of luck. Others believe that good things happen because of hard work. Which do you believe? Why?

Option B: Deliver a talk Talk about a superstition or belief that is common in your culture. ■ According to the superstition, what do people need to do or avoid doing? ■ What happens if people do what they are supposed to? ■ What happens if people don’t do what they are supposed to?

Use: Reporting clauses in passive Vocabulary:

Unit 5

Option A: Personal choice Some people avoid TV, thinking that watching television is bad for adults and even dangerous for children. Other people watch a lot of television, thinking that TV is OK for any generation. What is your opinion about TV? Why?

Option B: Personal preference Say how you prefer to watch movies (for example, in a theater, on TV, on a computer, on a tablet, on a phone; by buying movies, by renting movies, etc.). Explain why you prefer this way to others. Include details and examples to support your explanation.

Use: Sentence adverbs (apparently, probably, seemingly…) such… that / so… that Vocabulary: Types of movies and shows

Unit 6

Option A: Question bank Talk about your music preferences. ■ What kind of music do you listen to on a regular basis? ■ How does listening to this kind of music make you feel? ■ Is there a certain kind of music that you listen to in the morning? While you study? Before you go to bed? Why?

Option B: Personal preference Some people believe that only people with natural talent can be successful musicians. Others believe that people can learn to be accomplished musicians even if they do not have natural talent. Which do you believe? Why?

Use: Double comparative and will Vs Would for habits Vocabulary:

Unit 7

Option A: Question bank Talk about a current trend. ■ What is the trend? Who follows this trend? ■ Do you think the trend is positive or negative? Why? ■ Has the trend had a large impact on your community? On the world?

Option B: Personal preference Describe a situation in which you think it’s a good idea to resist change. Include details and examples to support your explanation.

Use: Optional and required relative pronouns and as if / as though/ the way / like Vocabulary:

Unit 8

Option B: Personal preference Describe several features of advertising that you consider the most effective. Include details and examples to support your explanation.

Option A: Personal choice Some people believe that saving money while shopping is the most important goal. Others think that supporting local businesses and fair labor practices is more important than getting the best price. Which do you believe? Why?

Use: placement of direct / indirect objects and subjunctive Vocabulary:

Unit 9

Option B: Personal preference Describe ways that you think people can best be in touch with nature. Include details and examples to support your explanation.

Option A: Deliver a talk Describe your beliefs about animals. ■ In what ways are animals useful to humans? ■ Do humans have the right to use animals for their advantage? ■ Do people have the right to limit other people’s use of animals?

Use: when/where vs whenever / wherever and Whoever / whatever Vocabulary:

Unit 10

Option B: Personal choice Some people think that slang is the natural evolution of modern language and should be encouraged. Others think that preserving formal language is important and that slang should be discouraged. Which do you think is the best way to deal with slang? Why?

Option A: Question bank Talk about effective communicators. ■ What traits do effective communicators have in common? ■ How do effective communicators grab and hold your attention? ■ What are some ways to improve your communication skills?

Use: Subject quantifiers and passive in different tenses Vocabulary:

Unit 11

Option B: Personal preference Describe the most important character trait of a hero, and explain why that trait is important. Include details and examples to support your explanation.

Option A: Deliver a talk Describe a struggle to achieve something difficult that you have had in the past. ■ What were you trying to achieve? ■ What did you learn from your struggle? ■ How did the experience make you stronger or smarter? ■ What good habits have you learned from this struggle, or what bad habits have you gotten rid of?

Use: Subject quantifiers and passive in different tenses Vocabulary:

Unit 12

Option B: Personal choice Some people prefer to work in groups. Other people prefer to work alone. Which working style do you think is better for achieving the best results? Why?

Option A: Question bank Discuss characteristics of successful companies. ■ What do you think makes a company successful? ■ What kinds of people are successful business owners? ■ Should successful companies be involved in the communities they serve? Why or why not? If yes, how?

Use: Subject- verb inversion in conditional sentences Vocabulary: Adverb clauses for condition (providing that / supposing that…)

Final exam

in this link you can find speaking prompts for the IELTS, but you can ask the students about any topic you consider important Another alternative is to use the writing prompt of the exam and ask them to talk about the one they didn't choose for the writing section