Ebooksclub.org Longman Proficiency Skills Teacher 039 s Guide
Longman Teachers Guide
19
Longman Essential Activator Teachers’ Guide FREE Teachers’ Guide • Get the most out of your Longman Essential Activator • Photocopiable worksheets to use in class
description
A guide to know about to use longman dictionaries
Transcript of Longman Teachers Guide
Longman Essential Activator Teachers’ Guide
FREE Teachers’ Guide• Get the most out of your Longman Essential Activator
• Photocopiable worksheets to use in class
32
Welcome to the Longman Essential Activator Teacher’s Guide. This Longman Essential Activator Teacher’s Guide. This Longman Essential Activatorguide explains the Activator concept, how it helps students improve their writing skills, and how the Longman Writing Coach on CD-ROM can give your students extra practice.
To help you make the most of the Longman Essential Activator in the Longman Essential Activator in the Longman Essential Activatorclassroom, we have included a selection of photocopiable worksheets complete with teachers’ notes that you can use in class.
Contents
What is the Longman Essential Activator? 3
How to use the Longman Essential Activator 6Longman Essential Activator 6Longman Essential Activator
Photocopiable Worksheets
1. Find an alternative 8
2. Quiz Time! 10
3. How to do things 12
4. Can you fi nd the mistake? 14
5. Which kind of walk? 16
6. Suggestions 18
7. Selling a product 20
8. What’s happening to our environment? 22
9. Going to the movies 24
10. Making the Longman Writing Coach CD-ROM Work for You 26
11. Get Writing with the Longman Writing Coach CD-ROM 28
12. There’s More on the Longman Writing Coach CD-ROM 30
Teachers’ notes & answer key 32
Welcometo the Longman Essential Activator
What is the Longman Essential Activator?Most students are familiar with the concept of traditional defi ning dictionaries, but there are also other types of dictionaries. The Longman Essential Activatoris a writing dictionary which provides the student with invaluable ways to improve their written work. The most important thing for all language learners to understand about the Longman Essential Activator is exactly what it is Longman Essential Activator is exactly what it is Longman Essential Activatorand how it works.
As the title of the Longman Essential Activator suggests, this dictionary Longman Essential Activator suggests, this dictionary Longman Essential Activatoractivates language. It provides learners with the exact words to convey precisely what they mean. For example, learners may tend to overuse general words such as happy, good, bad and bad and bad nice to express something with that particular meaning. If a learner wants to fi nd out the word for being extremely happy because something good has just happened, they look up HAPPY in the Longman Essential Activator and fi nd Longman Essential Activator and fi nd Longman Essential Activator delighted together with an example delighted together with an example delightedsentence.They can then go on to use delighted in both the right context and delighted in both the right context and delightedwith the correct grammar. Similarly, if a student wants to fi nd out the word for walking in a slow and relaxed way, but the closest word they know to this is WALK, they look up WALK in the Longman Essential Activator, andfi nd stroll, again with an example sentence all ready for them to put intotheir own context.
In this way the learner’s vocabulary is enriched which makes their written work more impressive and interesting to read. HAPPY and WALK are part of a group of 600 words listed in the Longman Essential Activator. These words are called key words, and have all been selected as a result of research into the words most commonly used by students at intermediate level. Each of these 600 key words offers a list of categorised synonyms together with example sentences all using the Longman Defi ning Vocabulary of 2,000 common words so learners can be sure of understanding the defi nitions.
The Longman Essential Activator makes it easier for students to fi nd the Longman Essential Activator makes it easier for students to fi nd the Longman Essential Activatormost appropriate word from the basic word they already know even if they are not sure how to spell what they are looking for, as the general meaning alone (such as happy or happy or happy sad) will lead them to their required word. With regular use a sad) will lead them to their required word. With regular use a sadlearner will notice visible improvements in their vocabulary range and use. So, in essence, the concept of the Longman Essential Activator is that the 600 Longman Essential Activator is that the 600 Longman Essential Activatorkey words in the Longman Essential Activator are a base from which learners Longman Essential Activator are a base from which learners Longman Essential Activatormove on to acquire a more active, varied and interesting vocabulary range to use in their written work.
Introductionto the Longman Essential Activator
4
describe someone’s character, and opt for words such as considerate, generousor sympathetic rather than sympathetic rather than sympathetic kind.
This range of specifi c vocabulary and writing tips are crucial for students at the planning stage of an essay, and encourage students to start thinking in a structured way when planning their written work. Not only are there topic specifi c vocabulary and writing tips in the word banks, but there are also model essays for students to read and learn from. These incorporate language and phrases from the word banks so students can see the language in context. These models are enormously helpful for students developing their writing skills in terms of looking at sentence length, the structure of an essay and the language used to express ideas.
Avoiding Common ErrorsAccuracy is a key factor in well written work. Potential errors with new words are highlighted and avoidance strategies recommended for certain new words. These are based on common errors from the Longman Learner’s Corpus. In this way the Longman Essential Activator is assisting learners in Longman Essential Activator is assisting learners in Longman Essential Activatoravoiding common mistakes in their written work. Similarly, learners are guided towards using the correct register through frequent Formal or Formal or Formal informal boxes informal boxes informalaccompanying new words. Once again the Longman Essential Activator is Longman Essential Activator is Longman Essential Activatorhelping learners ensure that the correct phrase or word is used in the context they have chosen.
Further PracticeThe Longman Writing Coach CD-ROM accompanies the Longman Essential Activator and provides students with a great tool to get more writing practice. Activator and provides students with a great tool to get more writing practice. ActivatorIt includes an extensive range of interactive exercises that students can work with independently, either at home or in the language lab, to practise their writing. It also includes guided essay writing, with model essays and feedback so that students can practise writing longer pieces of work. To help your students become familiar with the CD-ROM and how to use it, use Worksheets 10, 11 and 12 from this booklet.
The Longman Writing Coach also includes the whole Longman Essential Activator, word banks and writing tips which mean if a learner is studying on the computer without their paper dictionary they always have access to the Longman Essential Activator to help them with their written work.Longman Essential Activator to help them with their written work.Longman Essential Activator
5
How the Longman Essential Activator helps improve writing skills Having looked at what the Longman Essential Activator is and how it works, Longman Essential Activator is and how it works, Longman Essential Activatorit’s worth looking at concrete examples of its application in written work. Take this paragraph from a student’s essay where the Longman Essential Activatorhasn’t been used:
He was a nice person and everyone liked him very much. He went for liked him very much. He went for likeda walk most evenings and always stopped to walk most evenings and always stopped to walk talk to the neighbours. talk to the neighbours. talkHe liked his job and he had some very liked his job and he had some very liked nice colleagues. Every year he went on holiday to the mountains because he liked walking.
The student was then asked to use the Longman Essential Activator to Longman Essential Activator to Longman Essential Activatorfi nd a more precise word for each of the underlined words. After looking up each of the underlined ‘key’ words in the Longman Essential Activator, the paragraph changed to this:
He was a likeable person and everyone was fond of him. He went fond of him. He went fondfor a stroll most evenings and always stopped to stroll most evenings and always stopped to stroll have a chat to the have a chat to the have a chatneighbours. He enjoyed his job and he had some enjoyed his job and he had some enjoyed lovely colleagues.lovely colleagues.lovelyEvery year he went on holiday to the mountains because he liked hiking.
This technique can be applied as a matter of course by learners whilst planning their essays. As they decide on paragraph content, they can note down general meanings of words they intend to use. These meanings can then be looked up in the Longman Essential Activator to pinpoint more precise words to use Longman Essential Activator to pinpoint more precise words to use Longman Essential Activatorin the essay. They can double check how to use the words by looking at the example sentences. Teachers can also underline words in essays that learners have already handed in and ask them to reconsider each of the words by checking in the Longman Essential Activator.
Topic VocabularyAs well as enriching the vocabulary used in each written sentence, the 25 word banks included in a separate section of the Longman Essential Activatorprovide invaluable vocabulary, phrases and writing tips for each of the 25 topics included. The topics range from books/literature, education to newspapers and sport. For example, a student faced with an essay where a person’s character has to be described can fi nd over 30 adjectives to describe character in the ‘describing people’s character’ word bank. The writing tips in this word bank are of the kind that accelerate a student’s exam essay grade upwards. One tip involves students being advised to try to avoid using simple general words to
Introductionto the Longman Essential Activator
Introductionto the Longman Essential Activator
6 7
How to use the Longman Essential Activator
How to usethe Longman Essential Activator
PHO
TOC
OPI
AB
LE©
Pea
rson
Edu
catio
n 20
06
1. F
ind
an
alt
ern
ativ
e
Rea
d e
ach
of
the
sen
ten
ces
bel
ow
. Th
ere
is a
n u
nd
erlin
ed w
ord
in e
ach
sen
ten
ce. U
se t
he
Lon
gm
an E
ssen
tial
A
ctiv
ato
r to
fi n
d o
ut
wh
ich
of
the
cho
ices
a),
b)
or
c) is
a c
orr
ect
alte
rnat
ive
for
the
un
der
lined
wo
rd.
The
un
der
lined
wo
rd r
epre
sen
ts a
hea
dw
ord
in t
he
Lon
gm
an E
ssen
tial
Act
ivat
or.
Exam
ple
‘I lo
ve h
is h
ome.
It h
as a
ver
y re
laxe
d at
mos
pher
e’
a) a
ccom
mod
atio
nb)
pla
cec)
add
ress
The
best
ans
wer
is ‘p
lace
’ whi
ch is
com
mon
ly s
poke
n an
d re
fers
to
som
eone
’sho
use,
apa
rtm
ent
or r
oom
. The
oth
er w
ords
do
not
have
thi
s sp
ecifi
c m
eani
ng.
1
The
grou
p go
t re
ally
wet
on
thei
r hi
ke u
p th
e m
ount
ain.
a) s
oake
db)
sog
gyc)
moi
st
2
I thi
nk t
hat
pict
ure’
s in
the
wro
ng pp
lace
on
that
wal
l.
a) lo
catio
n2
a) lo
catio
n2
b) s
ite
c) p
ositi
on
3
It w
as r
epor
ted
in t
he p
aper
s th
at t
he G
over
nmen
t he
alth
dep
artm
ent
wan
t to
com
plet
ely
stopp
pup
ils s
mok
ing
in t
he s
choo
l gro
unds
.
a) p
ut a
n en
d to
sth
b)
put
a s
top
to s
th
c) s
tam
p ou
t
4
This
car
is f
anta
stic
. I w
onde
r w
here
it w
as m
ade?
a)
gen
erat
ed4
a) g
ener
ated
4 b)
cre
ated
c)
man
ufac
ture
d
5
He
was
not
con
fi den
t in
his
abi
lity
to le
ad t
he t
eam
to
vict
ory.
a)
lack
ed c
onfi d
ence
5 a)
lack
ed c
onfi d
ence
5 b)
lost
con
fi den
ce
c) w
as in
secu
re
6
That
fl at
is e
mpt
empt
yy. T
he t
enan
ts m
oved
out
last
mon
th a
nd t
he la
ndlo
rdis
look
ing
for
new
ten
ants
.
a) b
are
b)
vac
ant
c)
des
erte
d
7
They
had
to
ppull
the
sack
of
frui
t al
ong
the
grou
nd b
ecau
se it
was
too
hea
vy.
a)
hau
l7
a) h
aul
7 b)
tow
c)
dra
g
8
I thi
nk t
he p
lum
bing
pro
blem
s ha
ppppen
ed b
ecau
se w
e ha
d ig
nore
d al
l the
advi
ce w
e’d
been
giv
en a
bout
the
wea
k pi
pes.
a)
cam
e tr
ue
b) c
ame
abou
t
c) t
ook
plac
e
Do
n’t
forg
et t
och
eck
ou
tth
e cl
ues
Clu
e -
Loo
k U
p P
LAC
E 1
Clu
e -
Loo
k U
p S
TOP
5
Clu
e -
Loo
k U
p M
AK
E 1
Clu
e -
Loo
k U
p C
ON
FID
ENT/
NO
T C
ON
FID
ENT
3
Clu
e -
Loo
k U
p W
ET 1
Clu
e -
Loo
k U
p E
MPT
Y 2
Clu
e -
Loo
k U
p P
ULL
2
Clu
e -
Loo
k U
p H
APP
EN 1
PHO
TOC
OPI
AB
LE©
Pea
rson
Edu
catio
n 20
06
7 To
dra
w s
hape
s, li
nes
or p
atte
rns
with
out
thin
king
abo
ut w
hat
you
are
doin
g.
8
To t
hink
abo
ut a
nd t
alk
abou
t so
met
hing
tha
t yo
u in
tend
to
do.
9
So s
peci
al a
nd u
nusu
al t
hat
it is
the
onl
y on
e of
its
kind
.
10
To
wai
t in
one
pla
ce w
ithou
t do
ing
anyt
hing
, so
that
you
are
was
ting
time.
11
To
see
som
ethi
ng t
hat
is d
iffi c
ult
to n
otic
e, o
r so
met
hing
tha
t no
one
else
not
ices
.
12
Dire
ctly
con
nect
ed w
ith t
he s
ubje
ct y
ou a
re t
alki
ng a
bout
or
cons
ider
ing.
2. Q
uiz
Tim
e!
Rea
d t
he
clu
es b
elo
w a
nd
th
en u
se y
ou
r Lo
ng
man
Ess
enti
al A
ctiv
ato
r to
fi n
d t
he
bes
t w
ord
to
mat
ch e
ach
clu
e.Lo
ng
man
Ess
enti
al A
ctiv
ato
r to
fi n
d t
he
bes
t w
ord
to
mat
ch e
ach
clu
e.Lo
ng
man
Ess
enti
al A
ctiv
ato
r
1
A s
ign
that
has
bee
n de
sign
ed t
o re
pres
ent
an o
rgan
isat
ion,
com
pany
or p
rodu
ct.
2
To c
ome
dow
n th
roug
h th
e ai
r fr
om a
hig
her
plac
e.
3
Som
ethi
ng b
orin
g th
at a
lway
s co
ntin
ues
in t
he s
ame
way
and
it ne
ver
chan
ges.
4
Som
ethi
ng t
hat
is d
esig
ned
to b
e us
ed o
nce
and
then
thr
own
away
.
5
Som
ethi
ng t
hat
is d
esig
ned
to b
e us
ed o
nce
and
then
thr
own
away
.
6
A s
hop
that
sel
ls c
hees
e, s
alad
s, c
ooke
d m
eats
etc
Do
n’t
forg
et t
och
eck
ou
tth
e cl
uesC
lue
- Lo
ok
Up
DO
WN
Clu
e -
Loo
k U
pB
OR
ING
/BO
RED
Clu
e -
Loo
k U
p G
ET R
ID O
F
Clu
e -
Loo
k U
p D
RA
W
Clu
e -
Loo
k U
p S
IGN
Clu
e -
Loo
k U
p M
AR
RY
Clu
e -
Loo
k U
p R
ESTA
UR
AN
TS/
EATI
NG
AN
D D
RIN
KIN
G
Clu
e -
Loo
k U
p P
LAN
Clu
e -
Loo
k U
p S
PEC
IAL
Clu
e -
Loo
k U
p W
AIT
Clu
e -
Loo
k U
p N
OTI
CE
Clu
e -
Loo
k U
p C
ON
NEC
TED
/N
OT
CO
NN
ECTE
D
PHO
TOC
OPI
AB
LE©
Pea
rson
Edu
catio
n 20
06
e) f) B
No
w lo
ok
up
th
e Lo
ng
man
Ess
enti
al A
ctiv
ato
r en
try
for
MIX
on
pag
e 48
1.Lo
ng
man
Ess
enti
al A
ctiv
ato
r en
try
for
MIX
on
pag
e 48
1.Lo
ng
man
Ess
enti
al A
ctiv
ato
rC
ho
ose
yo
ur
favo
uri
te c
ake
reci
pe
and
use
4 o
f th
e al
tern
ativ
e ve
rbs
for
MIX
in e
ntr
y 1
to d
escr
ibe
each
sta
ge
of
the
reci
pe.
a) b) c) d)3. H
ow
to
do
th
ing
s
The
sen
ten
ces
bel
ow
des
crib
e th
e p
roce
sses
invo
lved
in p
rep
arin
g a
piz
za t
op
pin
g.
a)
Cut
the
oni
on in
to v
ery
smal
l pie
ces.
b)
Cut
the
gre
en p
eppe
r in
to c
ubes
.c)
C
ut t
he t
omat
oes
and
mus
hroo
ms
into
fl at
pie
ces.
d)
Cut
the
chi
cken
into
ver
y sm
all p
iece
s.e)
C
ut t
he c
hees
e in
to s
mal
l, th
in p
iece
s.
A
Rew
rite
th
e w
ho
le p
roce
du
re b
y u
sin
g a
mo
re p
reci
se w
ord
or
ph
rase
fo
r cu
t in
eac
h s
ente
nce
.U
se y
ou
r Lo
ng
man
Ess
enti
al A
ctiv
ato
r en
try
for
CU
T to
hel
p y
ou
.Lo
ng
man
Ess
enti
al A
ctiv
ato
r en
try
for
CU
T to
hel
p y
ou
.Lo
ng
man
Ess
enti
al A
ctiv
ato
r
a) b) c) d)
PHO
TOC
OPI
AB
LE©
Pea
rson
Edu
catio
n 20
06
6 Sh
e ex
perie
nced
a r
eal e
mot
ion
of a
nger
whe
n sh
e w
as t
old
the
stor
y.
7 I s
aid
her
all t
he f
acts
of
the
case
, but
she
stil
l wan
ted
mor
e in
form
atio
n.
8 H
e kn
ocke
d th
e do
or lo
udly
, but
we
still
did
n’t
hear
him
!
9 Sh
e ca
n’t
to g
o to
the
dis
co o
n Sa
turd
ay b
ecau
se s
he’s
got
to r
evis
e fo
r he
r ex
am o
n M
onda
y.
10
This
art
icle
is f
asci
natin
g. It
’s to
o in
tere
stin
g to
fi nd
out
the
oth
er s
ide
of h
er s
tory
.
B
No
w u
se t
he
Lon
gm
an E
ssen
tial
Act
ivat
or
to fi
nd
5 p
ote
nti
al e
rro
rs.
Lon
gm
an E
ssen
tial
Act
ivat
or
to fi
nd
5 p
ote
nti
al e
rro
rs.
Lon
gm
an E
ssen
tial
Act
ivat
or
Wri
te t
hem
do
wn
bel
ow
wit
h t
he
corr
ect
form
an
d s
wap
wit
h y
ou
r p
artn
er.
a) b) c) d) e)4. C
an y
ou
fi n
d t
he
mis
take
?
Each
of
the
sen
ten
ces
bel
ow
incl
ud
es a
mis
take
. Can
yo
u u
nd
erlin
e th
e m
ista
ke in
eac
h s
ente
nce
?Th
e Lo
ng
man
Ess
enti
al A
ctiv
ato
r h
igh
ligh
ts p
ote
nti
al e
rro
rs in
bo
xes
like
the
on
e b
elo
w.
Lon
gm
an E
ssen
tial
Act
ivat
or
hig
hlig
hts
po
ten
tial
err
ors
in b
oxe
s lik
e th
e o
ne
bel
ow
.Lo
ng
man
Ess
enti
al A
ctiv
ato
r
A
Use
th
ese
bo
xes
in t
he
Lon
gm
an E
ssen
tial
Act
ivat
or
to h
elp
yo
u c
orr
ect
each
mis
take
. Lo
ng
man
Ess
enti
al A
ctiv
ato
r to
hel
p y
ou
co
rrec
t ea
ch m
ista
ke.
Lon
gm
an E
ssen
tial
Act
ivat
or
The
clu
e le
ads
you
to
th
e re
leva
nt
hea
dw
ord
!
1 C
hild
ren
unde
r th
e ag
e of
ten
mus
t be
acc
ompa
nied
with
an
adul
t.
2 M
y sh
oes
are
sam
e as
you
rs.
3 I’m
goi
ng t
o liv
e in
Brig
hton
for
3 d
ays
and
then
mov
e on
to
Has
tings
for
a c
oupl
e of
day
s.
4 Sh
e m
ade
her
hom
ewor
k at
sch
ool b
efor
e sh
e w
ent
hom
e.
5 A
hig
h am
ount
of
the
stoc
k w
as t
rans
ferr
ed t
o ot
her
shop
s.
Do
n’t
forg
et t
och
eck
ou
tth
e cl
ues
Clu
e -
GO
Clu
e -
SAM
E
Clu
e -
STA
Y
Clu
e -
WO
RK
Clu
e -
BIG
Clu
e -
FEEL
Clu
e -
SAY
Clu
e -
HIT
Clu
e -
MU
ST
Clu
e -
TOO
/TO
O M
UC
H
PHO
TOC
OPI
AB
LE©
Pea
rson
Edu
catio
n 20
06
6.
The
bab
y w
as s
leep
ing
, so
we
wal
ked
qu
ietl
y p
ast
his
ro
om
.
The
baby
was
sle
epin
g, s
o w
e
qui
etly
pas
t hi
s ro
om.
7.
The
child
ren
wal
ked
ou
t o
f th
e h
ou
se w
ith
ou
t th
eir
par
ents
no
tici
ng
.
The
child
ren
o
ut o
f th
e ho
use
with
out
thei
r pa
rent
s no
ticin
g.
8.
They
wer
e ve
ry d
run
k, a
nd
th
ey w
alke
d h
om
e ve
ry u
nst
ead
ily.
They
wer
e ve
ry d
runk
, and
the
y
hom
e ve
ry u
nste
adily
.
9.
It w
as v
ery
mu
dd
y an
d c
old
as
they
wal
ked
ho
me
acro
ss t
he
fi el
ds.
It w
as v
ery
mud
dy a
nd c
old
as t
hey
h
ome
acro
ss t
he fi
elds
.
10.
It’d
be
nic
e to
just
wal
k a
rou
nd
th
e to
wn
fo
r a
wh
ile a
nd
may
be
hav
e a
coff
ee s
om
ewh
ere.
It’
d be
nic
e to
just
aro
und
the
tow
n fo
r a
whi
le a
nd m
aybe
hav
e a
coff
ee s
omew
here
.
5. W
hic
h k
ind
of
wal
k?
Ther
e’s
wal
kin
g a
nd
th
en t
her
e’s
dif
fere
nt
kin
ds
of
wal
kin
g. D
o y
ou
kn
ow
wh
en t
o u
se t
he
bes
t w
ord
fo
r a
par
ticu
lar
situ
atio
n?
Loo
k u
p W
ALK
in y
ou
r Lo
ng
man
Ess
enti
al A
ctiv
ato
r an
d r
epla
ce t
he
Lon
gm
an E
ssen
tial
Act
ivat
or
and
rep
lace
th
eLo
ng
man
Ess
enti
al A
ctiv
ato
ru
nd
erlin
ed w
ord
s w
ith
th
e m
ost
su
itab
le o
nes
.
1.
She’
s w
alki
ng
bad
ly b
ecau
se s
he’
s in
jure
d h
er le
g.
She’
s
bad
ly b
ecau
se s
he’s
inju
red
her
leg.
2.
The
Co
mp
any
Dir
ecto
r w
alke
d t
ow
ard
s m
e to
intr
od
uce
him
self
.
The
Com
pany
Dire
ctor
t
owar
ds m
e to
intr
oduc
e hi
mse
lf.
3.
I wo
uld
n’t
like
fi s
hin
g -
hav
ing
to
wal
k th
rou
gh
all
that
dee
p w
ater
.
I wou
ldn’
t lik
e fi s
hing
- h
avin
g to
t
hrou
gh a
ll th
at d
eep
wat
er.
4.
He
love
s g
oin
g f
or
a re
laxi
ng
wal
k al
on
g t
he
bea
ch a
t th
e en
d o
f a
bu
sy d
ay.
He
love
s go
ing
for
a re
laxi
ng
alo
ng t
he b
each
at
the
end
of a
bus
y da
y.
5.
They
en
joy
go
ing
wal
kin
gg in
th
e m
ou
nta
ins
at t
he
wee
ken
ds.
They
enj
oy g
oing
i
n th
e m
ount
ains
at
the
wee
kend
s.
PHO
TOC
OPI
AB
LE©
Pea
rson
Edu
catio
n 20
06
6) 7) 8) C
The
bo
x b
elo
w li
sts
po
ssib
le r
eplie
s to
su
gg
esti
on
s.C
ho
ose
th
e ‘y
es’ o
r ‘n
o’ r
eplie
s fr
om
th
e b
ox
and
wri
te t
hem
in t
he
corr
ect
colu
mn
s:
H
ow a
bout
goi
ng…
……
inst
ead?
I’d
rat
her
(do
sth)
O
K
That
sou
nds
good
/gre
at
Yes/
Yeah
I’d
pre
fer
to (d
o st
h)
Goo
d id
ea!
Sure
!
Sorr
y, I
can’
t I’d
pre
fer
to (d
o st
h)
Yes
No
6. S
ug
ges
tio
ns
A
Rea
d t
he
con
vers
atio
n b
elo
w f
rom
p.8
57 o
f th
e Lo
ng
man
Ess
enti
al A
ctiv
ato
ran
d u
nd
erlin
e 5
way
s o
f m
akin
g a
su
gg
esti
on
.
Kat
e:
Let’
s g
o a
nd
see
a m
ovi
e o
n S
atu
rday
.Ri
char
d:
Sorr
y, I
can’
t. I’
m g
oing
to
visi
t m
y co
usin
s. W
hy d
on’t
we
go n
ext
wee
k in
stea
d?K
ate:
O
K. W
hat
ab
ou
t W
edn
esd
ay?
Rich
ard:
Th
at s
ound
s go
od. S
hall
I mee
t yo
u at
you
r ho
use?
Kat
e:
I hav
e a
bet
ter
idea
. Ho
w a
bo
ut
get
tin
g s
om
eth
ing
to
eat
bef
ore
th
e m
ovi
e?Ri
char
d:
Goo
d id
ea!
Wha
t tim
e? A
bout
7 o
’clo
ck?
Kat
e:
Rig
ht,
see
yo
u t
hen
.
B
Wo
rk in
gro
up
s o
f 3
to 4
. Yo
ur
gro
up
has
th
e ta
sk o
f su
gg
esti
ng
way
s o
f im
pro
vin
g y
ou
r lo
cal t
ow
n
cen
tre
to m
ake
it a
mo
re a
ttra
ctiv
e an
d s
oci
al p
lace
to
go
. Use
as
man
y w
ays
of
mak
ing
su
gg
esti
on
s fr
om
th
e Es
sen
tial
Co
mm
un
icat
ion
sec
tio
n o
n p
.857
to
co
me
up
wit
h 8
su
gg
esti
on
s fo
r im
pro
vin
g t
he
tow
n c
entr
e.
1) 2) 3) 4) 5) H
ow a
bout
goi
ng…
……
inst
ead?
I’d
rat
her
(do
sth)
O
K
That
sou
nds
good
/gre
at
Yes/
Yeah
I’d
pre
fer
to (d
o st
h)
Goo
d id
ea!
Sure
!
Sorr
y, I
can’
t I’d
pre
fer
to (d
o st
h)
Yes
No
PHO
TOC
OPI
AB
LE©
Pea
rson
Edu
catio
n 20
06
No
w w
rite
a s
ho
rt a
dve
rt f
or
the
cam
era,
usi
ng
th
e w
ord
s yo
u h
ave
fou
nd
.
B
Wh
at h
ave
you
bo
ug
ht
rece
ntl
y th
at y
ou
hav
e b
een
REA
LLY
imp
ress
ed w
ith
?U
se y
ou
r Lo
ng
man
Ess
enti
al A
ctiv
ato
r to
fi n
d 6
ad
ject
ives
to
des
crib
e it
, an
d u
se t
hem
to
on
gm
an E
ssen
tial
Act
ivat
or
to fi
nd
6 a
dje
ctiv
es t
o d
escr
ibe
it, a
nd
use
th
em t
oo
ng
man
Ess
enti
al A
ctiv
ato
rw
rite
6 s
ente
nce
s b
elo
w W
ITH
OU
T sa
yin
g w
hat
yo
u b
ou
gh
t!
a) b) c) d) e) f) No
w r
ead
ou
t yo
ur
des
crip
tio
ns
to y
ou
r p
artn
er a
nd
see
if t
hey
can
gu
ess
wh
at y
ou
bo
ug
ht!
7. S
ellin
g a
pro
du
ct!
A
You
are
go
ing
to
wri
te a
sim
ple
ad
vert
isem
ent
for
a n
ew c
amer
a w
hic
h h
as ju
st c
om
e o
nto
th
e m
arke
t.U
sin
g y
ou
r Lo
ng
man
Ess
enti
al A
ctiv
ato
r, fi
nd
a w
ord
wh
ich
mea
ns
the
sam
e as
th
e u
nd
erlin
ed w
ord
sLo
ng
man
Ess
enti
al A
ctiv
ato
r, fi
nd
a w
ord
wh
ich
mea
ns
the
sam
e as
th
e u
nd
erlin
ed w
ord
sLo
ng
man
Ess
enti
al A
ctiv
ato
rin
th
e st
atem
ents
bel
ow
. Use
th
e cl
ues
to
hel
p y
ou
loo
k u
p t
he
corr
ect
hea
dw
ord
.
1.
The
new
est
and
best
cam
era
avai
labl
e
2.
It’s
wor
th t
he p
rice
you
paw
orth
the
pric
e yo
u pa
yy, b
ecau
se it
incl
udes
a lo
t of
ext
ra t
hing
sy,
bec
ause
it in
clud
es a
lot
of e
xtra
thi
ngs
y
3.
It’s
easyy
to u
se o
r un
ders
tand
4.
It w
ill a
lwayy
s w
ork
wel
l
5.
It’s
easyy
to c
arryy
6.
Its d
esig
n an
d co
lour
s ar
e un
usua
l
7.
It is
spe
cial
ly m
ade
so t
hat
it w
eiggh
s ve
ryy li
ttle
8.
It is
the
onl
yyon
e of
its
kind
ava
ilabl
e at
the
mom
ent
Clu
e -
MO
DER
N
Clu
e -
CH
EAP
Clu
e -
EASY
Clu
e -
TRU
ST/N
OT
TRU
ST
Clu
e -
CA
RR
Y
Clu
e -
NO
TIC
E
Clu
e -
LIG
HT
Clu
e -
DIF
FER
ENT
PHO
TOC
OPI
AB
LE©
Pea
rson
Edu
catio
n 20
06
9.
Mor
e an
d m
ore
peop
le a
re e
atin
g
fo
od b
ecau
se t
hey
are
prod
uced
with
out
usin
g ch
emic
al p
estic
ides
.
10.
The
hole
in t
he
is
tho
ught
to
be r
espo
nsib
le f
or a
n in
crea
se in
ski
n ca
ncer
.
B
No
w w
ork
wit
h y
ou
r p
artn
er t
o fi
nd
8 o
ther
wo
rds
in t
he
envi
ron
men
t w
ord
ban
k to
mak
e yo
ur
ow
n
sen
ten
ces
like
the
on
es a
bo
ve.
1) 2) 3) 4) 5) 6) 7)
8)8. W
hat
’s h
app
enin
g t
o o
ur
envi
ron
men
t?
A
Rea
d t
he
sen
ten
ces
bel
ow
wh
ich
are
all
con
nec
ted
wit
h t
he
envi
ron
men
t. R
ead
th
e en
viro
nm
ent
wo
rd b
ank
(A26
) in
yo
ur
Lon
gm
an E
ssen
tial
Act
ivat
or
to h
elp
yo
u fi
ll i
n t
he
gap
in e
ach
sen
ten
ce.
on
gm
an E
ssen
tial
Act
ivat
or
to h
elp
yo
u fi
ll i
n t
he
gap
in e
ach
sen
ten
ce.
on
gm
an E
ssen
tial
Act
ivat
or
1.
is t
he w
ay in
whi
ch a
nim
als
and
plan
ts o
f an
are
a de
pend
on
each
oth
er.
2.
If w
e do
n’t
try
and
decr
ease
pol
lutio
n fr
om c
ars
and
fact
orie
s,
w
ill c
ontin
ue t
oaf
fect
the
wor
ld.
3.
Som
e bi
g ci
ties
suff
er b
adly
fro
m
w
hich
is c
ause
d b
y ga
ses
from
car
s an
d/or
fac
torie
s.
4.
Ther
e ar
e m
any
of p
lant
s an
d an
imal
s in
diff
eren
t pa
rts
of t
he w
orld
due
to h
untin
g an
d po
llutio
n.
5.
The
chan
ges
in t
he w
eath
er a
roun
d th
e w
orld
, whi
ch a
re r
esul
ting
in h
ighe
r or
low
er t
empe
ratu
res
are
refe
rred
to
as
.
6.
Lots
of
peop
le d
on’t
thr
ow a
way
pap
er, c
ans
and
plas
tic s
o it
can
be
.
7.
The
empl
oyee
s ha
ve s
et u
p a
to c
ut d
own
on t
he a
mou
nt o
f pe
ople
who
driv
e in
divi
dual
ly in
to w
ork.
8.
Burn
ing
caus
es lo
ts o
f ca
rbon
gas
es t
o be
rel
ease
d in
to t
he a
tmos
pher
e.
PHO
TOC
OPI
AB
LE©
Pea
rson
Edu
catio
n 20
06
1.
Whe
n Pe
r re
fers
to
the
acto
rs a
nd a
ctre
sses
, we
can
also
use
the
wor
d:
a)
co-
star
b)
cas
t
c) m
ovie
sta
rs
2.
Wha
t ty
pe o
f fi l
m is
Lor
d of
the
Rin
gs f
rom
Per
’s de
scrip
tion?
a)
car
toon
b)
hor
ror
c)
act
ion
3.
Hug
h G
rant
and
Col
in F
irth
can
be a
ccur
atel
y de
scrib
ed a
s:
a)
co-
star
s b)
m
ovie
sta
rs
c) a
ctor
s
4.
The
Brid
get
Jone
s fi l
m is
bas
ed o
n a
book
. Doe
s th
is m
ean:
a)
eve
nts
in t
he fi
lm a
re v
ery
sim
ilar
to t
he t
hing
s th
at h
appe
n in
the
boo
k
b)
eve
nts
in t
he fi
lm a
re d
issi
mila
r to
the
thi
ngs
that
hap
pen
in t
he b
ook
c)
the
fi lm
insp
ired
the
book
5.
Mos
t of
Jac
ek’s
sum
mar
y of
the
fi lm
des
crib
es t
he:
a)
tw
ist
at t
he e
nd
b) p
lot
c) s
ound
trac
k
6.
Jaso
n Bo
urne
is a
:
a)
act
or in
the
fi lm
b)
mem
ber
of t
he c
ast
c) c
hara
cter
in t
he fi
lm
9. G
oin
g t
o t
he
mo
vies
!
A
Rea
d t
he
follo
win
g r
esp
on
ses
fro
m 3
peo
ple
wh
o w
ere
aske
d t
o d
escr
ibe
thei
r fa
vou
rite
mo
vie.
Then
an
swer
th
e m
ult
iple
ch
oic
e q
ues
tio
ns
that
fo
llow
. Lo
ok
up
FIL
MS/
MO
VIE
S in
yo
ur
Lon
gm
an E
ssen
tial
Act
ivat
or
wo
rd b
ank
to h
elp
yo
u.
Lon
gm
an E
ssen
tial
Act
ivat
or
wo
rd b
ank
to h
elp
yo
u.
Lon
gm
an E
ssen
tial
Act
ivat
or
“I t
hink
Lo
rd o
f th
e R
ing
s is
one
of
the
best
fi lm
s I h
ave
seen
. The
act
ors
and
actr
esse
s w
ere
fant
astic
.It
star
s Ia
n M
acK
elle
n as
the
whi
te w
izar
d G
anda
lf. T
he fi
lm is
act
ion-
pack
ed t
oo. T
he b
attle
sce
nes
and
spec
ial e
ffec
ts a
re a
maz
ing
and
very
dra
mat
ic. T
he G
olum
cha
ract
er ,w
hich
is c
ompu
ter
anim
ated
is t
otal
ly
disg
ustin
g bu
t ve
ry c
ompe
lling
to
wat
ch. T
he fi
lm w
on s
ever
al O
scar
s.”
Per
Joh
anss
on
- D
enm
ark
“I lo
ve t
he la
test
Bri
dg
et J
on
es fi
lm: t
he e
dge
of r
easo
n. R
enee
Zel
lweg
ger
is s
o fu
nny
as B
ridge
t an
d he
r lif
e co
ntin
ues
to b
e ve
ry e
vent
ful.
It’s
a hi
lario
us c
omed
y an
d I c
ould
n’t
stop
laug
hing
. The
cas
t in
clud
es t
he2
fam
ous
acto
rs; H
ugh
Gra
nt a
nd C
olin
Firt
h w
ho a
re c
ompl
ete
oppo
site
s in
the
fi lm
. Hug
h G
rant
has
bee
nin
lots
of
rom
antic
com
edie
s. T
he fi
lm is
bas
ed o
n th
e bo
ok b
y H
elen
Fie
ldin
g.”
Isab
ella
Ro
ssi -
Ital
y
“The
Bo
urn
e Id
enti
ty is
an
actio
n-pa
cked
thr
iller
whi
ch h
as y
ou o
n th
e ed
ge o
f y
our
seat
thr
ough
out.
Jas
on
Bo
urn
e Id
enti
ty is
an
actio
n-pa
cked
thr
iller
whi
ch h
as y
ou o
n th
e ed
ge o
f y
our
seat
thr
ough
out.
Jas
on
Bo
urn
e Id
enti
tyBo
urne
who
is p
laye
d by
Mat
t D
amon
has
an
acci
dent
whe
re h
e co
mpl
etel
y lo
ses
his
mem
ory.
He
has
to fi
nd
out
his
true
iden
tity
to s
ave
his
life,
as
he is
bei
ng h
unte
d by
his
kill
ers
and
raci
ng a
gain
st t
ime.
The
re a
re s
ome
brill
iant
car
cha
ses
and
fant
astic
stu
nts
too!
”Ja
cek
Kat
ow
ice
- Po
lan
d
PHO
TOC
OPI
AB
LE©
Pea
rson
Edu
catio
n 20
06
4.
Is p
erm
issi
on
in t
he e
ntry
for
let
coun
tabl
e or
unc
ount
able
? N
ow li
sten
to
the
Briti
sh a
nd A
mer
ican
pro
nunc
iatio
n.le
t co
unta
ble
or u
ncou
ntab
le?
Now
list
en t
o th
e Br
itish
and
Am
eric
an p
ronu
ncia
tion.
let
5.
Now
typ
e lik
e in
to t
he s
earc
h bo
x an
d pr
ess
Go.
Clic
k on
like
liho
od
in t
he b
ox u
nder
neat
h.lik
elih
oo
d in
the
box
und
erne
ath.
likel
iho
od
Wha
t is
the
defi
niti
on o
f lik
elih
oo
d?
6.
Whi
ch o
f th
e fo
llow
ing
wor
ds c
an li
kelih
oo
d b
e us
ed w
ith:
likel
iho
od
be
used
with
: lik
elih
oo
dw
ith
, in
of,
in
of,
in
of
that
, by,
wh
ich
?
B
No
w c
lick
on
th
e W
ord
Ban
ks t
ab a
t th
e to
p o
f th
e sc
reen
an
d a
nsw
er t
he
follo
win
g q
ues
tio
ns.
Bef
ore
yo
u
star
t re
ad t
he
tip
s b
ox
bel
ow
.
• C
lick
on a
ny o
f th
e to
pics
in r
ed in
the
left
-han
d bo
x to
rev
eal t
hat
topi
c’s
wor
d ba
nk in
the
mai
n sc
reen
!
1.
Clic
k on
FR
EE T
IME.
How
man
y ot
her
Wor
d Ba
nks
coul
d yo
u lo
ok a
t to
fi nd
mor
e vo
cabu
lary
rel
ated
to
free
tim
e?
2.
How
man
y ot
her
key
wor
ds c
ould
you
look
at
to fi
nd m
ore
voca
bula
ry r
elat
ed t
o fr
ee t
ime?
3.
Look
at
NEW
SPA
PER
S. W
hat
is t
he a
go
ny
colu
mn
of
a ne
wsp
aper
?
4.
Clic
k on
TR
AV
EL. W
hat
does
res
erve
mea
n?
10. M
akin
g t
he
Lon
gm
an W
riti
ng
Co
ach
CD
-Ro
m w
ork
fo
r yo
u!
This
wo
rksh
eet
use
s th
e Lo
ng
man
Wri
tin
g C
oac
h C
D-R
OM
wh
ich
acc
om
pan
ies
the
Lon
gm
an E
ssen
tial
Act
ivat
or.
A
Clic
k o
n t
he
Lon
gm
an E
ssen
tial
Act
ivat
or
tab
of
the
CD
-Ro
m a
nd
an
swer
th
e fo
llow
ing
qu
esti
on
s.Lo
ng
man
Ess
enti
al A
ctiv
ato
r ta
b o
f th
e C
D-R
om
an
d a
nsw
er t
he
follo
win
g q
ues
tio
ns.
Lon
gm
an E
ssen
tial
Act
ivat
or
Bef
ore
yo
u s
tart
, rea
d t
he
tip
s b
ox
bel
ow
!
• U
se t
he s
earc
h bo
x in
the
top
left
han
d co
rner
of
the
scre
en t
o ty
pe in
the
mea
ning
of
the
wor
d yo
u ar
e lo
okin
g fo
r, eg
: lik
e.•
The
box
unde
rnea
th w
ill s
how
all
inde
xed
entr
ies
in t
he L
on
gm
an E
ssen
tial
Act
ivat
or
for
Lon
gm
an E
ssen
tial
Act
ivat
or
for
Lon
gm
an E
ssen
tial
Act
ivat
or
like.
• If
you
know
the
wor
d yo
u w
ant,
but
nee
d m
ore
info
rmat
ion
abou
t it,
clic
k on
one
of
the
blue
wor
ds
in t
his
box.
The
mai
n sc
reen
will
the
n sh
ow y
ou y
our
wor
d!•
The
head
wor
ds a
ppea
r in
RED
. Clic
k on
thi
s to
rev
eal t
he k
ey w
ord
in t
he m
ain
scre
en!
• Th
e bo
ttom
left
-han
d bo
x w
ill s
how
all
the
key
wor
ds a
ssoc
iate
d w
ith li
ke, i
f th
ere
is m
ore
than
one
ke
y w
ord.
You
can
the
n ch
oose
the
one
clo
sest
to
the
mea
ning
you
’re
look
ing
for.
Clic
k on
the
hea
dwor
d an
d fi n
d a
suita
ble
sect
ion!
1.
The
box
on t
he le
ft s
how
s A
LL t
he w
ords
in t
he L
on
gm
an E
ssen
tial
Act
ivat
or
in b
lue
and
the
head
wor
ds in
red
. Lo
ng
man
Ess
enti
al A
ctiv
ato
r in
blu
e an
d th
e he
adw
ords
in r
ed.
Lon
gm
an E
ssen
tial
Act
ivat
or
Whi
ch is
the
fi rs
t he
adw
ord
in t
he L
on
gm
an E
ssen
tial
Act
ivat
or?
2.
Now
typ
e le
t in
to t
he k
ey w
ord
box,
and
pre
ss ‘G
o’. H
ow m
any
sect
ions
are
list
ed u
nder
le
t in
to t
he k
ey w
ord
box,
and
pre
ss ‘G
o’. H
ow m
any
sect
ions
are
list
ed u
nder
le
tle
t in
the
mai
n sc
reen
?le
t in
the
mai
n sc
reen
?le
t
3.
Wha
t do
es b
end
th
e ru
les
mea
n in
sec
tion
4 of
let?
PHO
TOC
OPI
AB
LE©
Pea
rson
Edu
catio
n 20
06
BR
ead
th
e ti
ps
bo
x b
elo
w a
bo
ut
the
wri
tin
g p
ract
ice
sect
ion
an
d t
hen
an
swer
th
e fo
llow
ing
qu
esti
on
s.
• Fi
rst
of
all s
elec
t an
op
tio
n f
rom
th
e b
ox
on
th
e le
ft-h
and
sid
e o
f th
e sc
reen
• N
ext
sele
ct a
to
pic
or
wo
rd t
hat
yo
u w
ou
ld li
ke t
o w
ork
on
fro
m t
he
bo
x b
elo
w•
Then
co
mp
lete
th
e q
ues
tio
ns
rela
ted
to
th
at w
ord
in t
he
mai
n s
cree
n•
Fin
ally
clic
k o
n t
he
‘ch
eck
answ
ers’
tab
an
d t
hen
‘sh
ow
an
swer
s’ if
yo
u n
eed
to
!
1.
Clic
k on
cho
ose
the
best
wor
d an
d th
en
choo
se th
e be
st w
ord
and
then
ch
oose
the
best
wor
dsu
rpris
e. D
id th
e pe
rson
wak
e up
sta
rtle
d, a
maz
ed o
r tak
en a
back
by
a lo
ud n
oise
?
2.
Clic
k on
exp
and
your
voc
abul
ary
and
then
car
eles
s. W
hat
are
the
two
alte
rnat
ives
use
d fo
r ca
rele
ss in
the
exe
rcis
e?ex
pand
you
r vo
cabu
lary
and
the
n ca
rele
ss. W
hat
are
the
two
alte
rnat
ives
use
d fo
r ca
rele
ss in
the
exe
rcis
e?ex
pand
you
r vo
cabu
lary
3.
Clic
k on
for
mal
or
info
rmal
and
the
n fo
rmal
or
info
rmal
and
the
n fo
rmal
or
info
rmal
obey
. Is
the
use
of o
bey
in ‘Y
ou c
an t
each
mos
t do
gs t
o ob
ey c
omm
ands
’ fo
rmal
or
info
rmal
?
4.
Clic
k on
whi
ch v
erb
and
then
saf
e. C
an y
ou m
ake,
put
or
keep
a n
eckl
ace
safe
?
5.
Clic
k on
whi
ch w
ord
and
then
frig
hten
ing/
frig
hten
ed. W
hat
is t
he v
erb
for
mak
ing
som
eone
fee
l frig
hten
ed o
r ne
rvou
s?
6.
Clic
k on
top
ics,
spo
rt a
nd t
hen
spor
t an
d th
ensp
ort
writ
e an
ess
ay. W
hat
are
you
reco
mm
ende
d to
incl
ude
in p
arag
raph
4 o
f yo
ur e
ssay
.
11. G
et w
riti
ng
wit
h t
he
Lon
gm
an W
riti
ng
Co
ach
CD
-RO
M!
This
wo
rksh
eet
use
s th
e Lo
ng
man
Wri
tin
g C
oac
h C
D-R
OM
wh
ich
acc
om
pan
ies
the
Lon
gm
an E
ssen
tial
Act
ivat
or.
AR
ead
th
e ti
ps
bo
x b
elo
w a
bo
ut
the
wri
tin
g t
ips
sect
ion
an
d t
hen
an
swer
th
e fo
llow
ing
qu
esti
on
s.
• Th
e b
ox
on
th
e le
ft li
sts
all t
he
sub
ject
s th
at a
re c
ove
red
in t
he
wri
tin
g t
ips
sect
ion
.C
lick
on
an
y o
ne
and
see
ple
nty
of
use
ful t
ips
for
wri
tin
g!
• M
ake
sure
yo
u u
se it
wh
en y
ou
’re
pla
nn
ing
yo
ur
nex
t p
iece
of
wri
tten
wo
rk!
1.
Clic
k on
the
writ
ing
tips
tab
and
then
sel
ect
desc
ribin
g pe
ople
’s c
hara
cter
fro
m t
he b
ox o
n th
e le
ft. W
hat
shou
ld y
ou
desc
ribin
g pe
ople
’s c
hara
cter
fro
m t
he b
ox o
n th
e le
ft. W
hat
shou
ld y
ou
desc
ribin
g pe
ople
’s c
hara
cter
try
to a
void
whe
n de
scrib
ing
som
eone
’s ch
arac
ter?
2.
Clic
k on
writ
ing
essa
ys. G
ive
4 w
ays
of e
xpre
ssin
g yo
ur p
erso
nal o
pini
on in
ess
ays?
3.
Clic
k on
writ
ing
CV
s an
d co
ver
lett
ers.
Wha
t do
you
NO
T ne
ed t
o in
clud
e if
you’
re w
ritin
g an
em
ail i
nste
adof
a c
over
lett
er?
4.
Clic
k on
wor
d bu
ildin
g. W
hich
suf
fi x is
use
d to
giv
e so
met
hing
a p
artic
ular
qua
lity?
5.
Clic
k on
cho
osin
g th
e rig
ht w
ord.
Giv
e 3
exam
ples
of
noun
s th
at g
o w
ith n
ouns
.
6.
Clic
k on
writ
ing
lett
ers
and
emai
ls. W
hat
is a
slig
htly
mor
e fo
rmal
way
of
endi
ng a
n em
ail?
PHO
TOC
OPI
AB
LE©
Pea
rson
Edu
catio
n 20
06
5.
Cha
nge
to t
he C
omm
unic
atio
n ta
b on
the
rig
ht-h
and
side
of
the
page
. Clic
k on
Invi
tatio
ns in
the
left
-han
d bo
x.
Wha
t is
a g
ood
way
to
ask
som
eone
to
do s
omet
hing
tha
t yo
u do
not
kno
w v
ery
wel
l?
6.
Now
clic
k on
Hav
ing
a co
nver
satio
n in
the
left
-han
d bo
x.G
ive
2 w
ays
to c
heck
tha
t so
meo
ne u
nder
stan
ds o
r ag
rees
with
you
.
7.
Cha
nge
to t
he G
ram
mar
tab
on
the
right
-han
d si
de o
f th
e pa
ge.
Gra
mm
ar t
ab o
n th
e rig
ht-h
and
side
of
the
page
.G
ram
mar
Clic
k on
mod
al v
erbs
in t
he le
ft-h
and
box.
Wha
t ar
e th
e m
ain
mod
al v
erbs
?
8.
Whi
ch m
odal
s sh
ould
you
use
to
expr
ess
prob
abili
ty?
9.
Clic
k on
ver
bs; i
ntra
nsiti
ve a
nd t
rans
itive
. Wha
t is
an
intr
ansi
tive
verb
?
BLo
ng
man
Act
ive
Stu
dy
Dic
tio
nar
y! R
emem
ber
that
thi
s en
tire
dict
iona
ry is
als
o on
you
r C
D R
OM
!N
ot o
nly
can
you
look
up
wor
ds w
hils
t yo
u’re
in a
noth
er p
rogr
amm
e bu
t yo
u ca
n al
so:
Pl
ay B
ritis
h an
d A
mer
ican
pro
nunc
iatio
n, r
ecor
d an
d pl
ayba
ck y
our
pron
unci
atio
n!
Cho
ose
4 w
ords
fro
m t
he d
ictio
nary
now
and
rec
ord
and
play
back
you
r pr
onun
ciat
ion.
12. M
akin
g t
he
Lon
gm
an W
riti
ng
Co
ach
CD
-Ro
m w
ork
fo
r yo
u!
This
wo
rksh
eet
use
s th
e Lo
ng
man
Wri
tin
g C
oac
h C
D-R
OM
wh
ich
acc
om
pan
ies
the
Lon
gm
an E
ssen
tial
Act
ivat
or.
A 1.
Clic
k on
the
Exe
rcis
es t
ab o
n th
e rig
ht-h
and
side
of
the
page
. You
will
see
5 e
xerc
ise
type
s in
the
left
-han
d bo
x.C
lick
on p
ictu
re e
xerc
ises
and
the
n dr
ied
frui
t. W
hich
4 f
ruits
are
sho
wn.
Did
you
labe
l the
m c
orre
ctly
?
a)
b)
c)
d)
2.
Now
clic
k on
Voc
abul
ary
in t
he le
ft-h
and
box,
and
the
n Vo
cabu
lary
in t
he le
ft-h
and
box,
and
the
n Vo
cabu
lary
inte
rject
ions
.W
hat
do y
ou s
ay w
hen
som
eone
tal
ks a
bout
a f
ood
you
don’
t lik
e?
3.
Now
clic
k on
Exa
m P
ract
ice
in t
he le
ft-h
and
box.
Cho
ose
the
exam
whi
ch y
ou a
re w
orki
ng t
owar
ds a
nd fi
nd a
n ex
erci
se t
o do
whi
ch w
ill h
elp
you.
4.
Now
clic
k on
Pro
nunc
iatio
n in
the
left
-han
d bo
x, a
nd t
hen
How
to
say
the
wor
d.C
lick
on C
onso
nant
s 1.
Whi
ch p
hone
tic s
ymbo
l rep
rese
nts
the
lett
ers
in b
old
in q
uar
ter
and
ph
oto?
3332
1. Find an alternativeAim: To familiarise students with the key function of the Longman Essential Activator - being able Longman Essential Activator - being able Longman Essential Activatorto fi nd more accurate and specifi c words to express something in English.
Time: 30 minutes
Ask students to have a look at the example sentence. Explain that the underlined word represents a headword in the Longman Essential Activator. Students look up the headword to identify which word of a similar meaning could replace the headword. Allow students to work in pairs and monitor them as they work to check they understand how to use the dictionary.
Elicit answers from the class at the end of the activity.
Answers: 1 a) soaked (or drenched) p.835 5 a) lacked confi dence p.146 2 c) position p.556 6 b) vacant p. 228 3 c) stamp out p.707/708 7 c) drag p.585 4 c) manufactured p.464 8 b) came about p.323
2. Quiz TimeAim: For students to build their confi dence using the Longman Essential Activator where they do Longman Essential Activator where they do Longman Essential Activatora fun quiz which expands their vocabulary further, and at the same time consolidates how to use the Longman Essential Activator.Time: 30 minutes
This is a fun activity for students. Tell them that they can use the clues or try to solve each quiz questions without using the clues! Ask students to work in pairs, but on the same word at the same time. Monitor the activity to check that all students are using the dictionary correctly.
Elicit the answers from the class.
Answers: 1 logo p.671 7 doodle p.214 2 fall p.213 8 make plans p.559 3 monotonous p.85 9 unique p. 694 4 disposable p.302 10 hang around p.814 5 split up p.470 11 spot p.511
At the end of the activity if there’s time (or if some students have fi nished ahead of others), ask them to write 5 quiz questions modelled on the ones in the worksheet to swap with their partner.
3. How to do thingsAim: To widen students vocabulary through fi nding synonyms for cut and mix
Time: 30 minutes
A. Students read the notes on making the pizza topping. They then look up the entry for CUT p.175 to fi nd alternative verbs to use in the preparation of the food. Elicit answers from the class.
Answers: a) Chop the onion into very small pieces. d) Mince the chicken. b) Chop the green pepper into cubes. e) Grate the cheese. c) Slice tomatoes and mushrooms.
B. Students choose a cake recipe. (They can imagine one if necessary) They use the entry for MIX on p.481 which includes stir, beat, blend and dilute to write their recipe. They can swap with their partner to compare recipes and quantities of ingredients!
4. Can you fi nd the mistake?Aim: To work on language accuracy using the help/error boxes in the Longman Essential Activator.Time: 30 minutes
A. Students read the sentences and then underline where they think the error has occurred. Tell them to look up the specifi ed headword to fi nd the help/error box which will guide them to the correct usage. Elicit answers from the class.
Answers: 1 Accompanied by (error box on p.309) 2 Shoes are the same (error box on p. 633) 3 Going to stay in Brighton (error box on p. 702) 4 She did her homework (error box on p. 843) 5 A large amount of the stock (error box on p. 80) 6 A real feeling of anger (error box on p.270) 7 I told her all the facts (error box on p.637)
Teachers’ Notes & Answer Key 8 He knocked at/on the door (error box on p.340) 9 She can’t go (error box on p.494) 10 It’s very/really interesting (error box on p. 778)!B. Students get a further chance to work with the help/error boxes by identifying 5 potential error
and their correct form. They swap with each other to increase the information they have!
5. Which kind of walk?Aim: For students to fi nd 10 synonyms for the verb to walk and replace walk in each sentence with the correct synonym
Time: 30 minutes
Explain to students that they are going to be working with the headword WALK. There are 10 sentences that all use the word walk listed, but each of these sentences could be improved by using the correct kind of walk word. Students are going to use the WALK entry of the Longman Essential Activator to identify the correct synonyms. Monitor students as they work. At the end elicit answers Activator to identify the correct synonyms. Monitor students as they work. At the end elicit answers Activatorfrom the students.
Answers: 1 limping p.818 6 tiptoed p. 817 2 strode (stride) p.816 7 crept p. 818 3 wade p.817 8 staggered p. 818 4 stroll p. 817 9 trudged p. 818 5 hiking p.817 10 wander p. 816
6. SuggestionsAim: To practise ways of making suggestions and replying to suggestions using the Essential Communication section of the Longman Essential ActivatorTime: 30-40 minutes
A. Firstly students read the dialogue and underline the suggestions they fi nd without referring to the Longman Essential Activator. Then get students to turn to page 857 and check their answers. Elicit answers from the class.
Answers: Let’s go, Why don’t we….?, What about….?, Shall I …..? How about….?
B. Students work in groups of 3-4. They can work in pairs if your class is too small. They discuss ways to improve the town centre from the description they get, and then they make their suggestions using the language provided in the Longman Essential Activator Essential Longman Essential Activator Essential Longman Essential ActivatorCommunication section on suggestions. Monitor as they work to check that each student contributes equally.
C. Students can work in pairs for this activity. Elicit answers from the class.
Answers:
Yes No
OK How about going…instead?That sounds good/great I’d rather (do sth)
Yes/Yeah I’d prefer to (do sth) Sure! I’d prefer to (do sth) Good idea! Sorry, I can’t
If there is time in the lesson, get the groups from no 2 to make their suggestions for the town centre improvements to another group. Each student in the other group takes a turn to reply to the suggestions using one of the phrases from C.
7. Selling a product!Aim: To use the Longman Essential Activator to fi nd suitable adjectives to describe and advertise Longman Essential Activator to fi nd suitable adjectives to describe and advertise Longman Essential Activatorproducts in a positive light.
Time: 30 minutes
A. Students read each of the sentences describing a specifi c word and look up the headword clue to identify each specifi c word. Elicit answers from the class and make sure students record the new vocabulary
Answers:1 The latest p.482 4 Reliable p. 787 7 Lightweight p.428 2 A good deal p.119 5 Portable p.110 8 Unique p.193 User-friendly p.223 6 Eye-catching p.512
OK How about going…instead?
Yes/Yeah I’d prefer to (do sth) Sure! I’d prefer to (do sth) Good idea! Sorry, I can’t
Yes No
OK How about going…instead?That sounds good/great I’d rather (do sth)
Yes/Yeah I’d prefer to (do sth) Sure! I’d prefer to (do sth) Good idea! Sorry, I can’t
3534
B. Students have a chance to advertise something they have recently bought and are very impressed with. The exercise works similarly to 1, except students decide on 6 features and then make sure there is a headword for each of these, for them to then fi nd a specifi c adjective. Monitor as they work to make sure they fi nd appropriate headwords. When students have read out their descriptions to each other, ask more confi dent students to read theirs to the class to see if the class can guess!
8. What’s happening to our environment?Aim: To expand students environment vocabulary through using the Longman Essential Activatorword bank
Time: 30 minutes
A. Students work through the sentences using the environment word bank to fi nd out/check their answers. Elicit answers from the class.
Answers:1 Ecology A26 6 Recycled A292 Global warming A26 7 Car pool A293 Smog A27 8 Fossil fuels A28 4 Endangered species A27 9 Organic A28 5 Climate change A26 10 Ozone layer A27
B. Students fi nd 8 other words in the environment word bank and make their own sentences working with their partner. Ask students to read their sentences out to the class.
9. Going to the moviesAim: To use the fi lm/movies word bank to fi nd specifi c vocabulary linked to fi lms and movies.
Time: 30 minutes
A. Students read the descriptions of each fi lm. Ask students to fi nd the fi lms/movies word bank in the Longman Essential Activator and to use this to answer each of the multiple choice Longman Essential Activator and to use this to answer each of the multiple choice Longman Essential Activatorquestions. Elicit answers from the class.
Answers:1 b) cast A312 c) action A303 a) co-stars A314 a) events in the fi lm are very similar to the things that happen in the book A335 b) plot A336 c) character in the fi lm A33
If there is time, ask students to work with their partner to write a short fi lm review referring to the ‘writing tips’ as well as the vocabulary in the fi lm/movies word bank. Monitor as they work and ask them to read them out to the class at the end if there’s time.
10. Making the Longman Writing Coach CD-Rom work for you!Aim: For students to familiarise themselves with the Longman Essential Activator and Word Banks Longman Essential Activator and Word Banks Longman Essential Activatorsection of the Longman Writing Coach CD-Rom through practice exercises.
Time: 40 minutes
A. Spend time with students on their computers working through the tips box. Allow them to work in pairs so they can work things out together. Get them to read each tip and experiment before doing the familiarisation questions. Monitor whilst they work to check that everyone is clear on how this section functions before they start the questions. Emphasise that the Cd Rom is hugely useful for when they are working on their computer as they can have it open to refer to whilst they’re doing other work. It will enormously help their essay writing in a practical way if they are working at the computer. Monitor whilst they work through the questions and elicit answers from the class.
Answers:
1 ABOUT
2 5
3 to let someone do something that is slightly different from what is usually allowed.
4 uncountable
5 how likely it is that something will happen
6 of /that
B. This section is similar to section A in that it familiarises the students with the Word Banks. Ask students to read the tip and experiment as before, and then do the questions. Monitor and then elicit answers from the class.
Answers:1 6 = Sport, Theatre/Plays, Music, Films/Movies, Television/Radio. Exercise
2 4 = Dance, Party, Restaurants/Eating and Drinking, Art
3 part of a newspaper in which advice is given to readers who want help with problems they have in their personal life.
4 to arrange for a seat on a plane, bus or train to be kept for you to use.
11. Get writing with the Longman Writing Coach CD-Rom!Aim: To familiarise students with the functions of the writing tips and writing practice sections of the CD Rom through some familiarisation exercises.
Time: 40 minutes
A. Give students time to read through the tips section, and experiment with clicking through the recommended procedure. Get them to work in pairs so they can share expertise. Monitor as they work to check that everyone is clear how the writing tips work. Students then work through the questions. Elicit answers from the class. Emphasise that this is an invaluable tool for essay planning - when they do their next piece of written work, using this would be a huge help and improve their writing skills.
Answers:1 Using simple general words
2 In my opinion/My personal opinion is that/My own view of this is that/It is my opinion that..
3 Address/date at the top and signature at the bottom.
4 -ify - eg: solidify, simplify, purify
5 Any 3 from: knife and fork; bed and breakfast; board and lodging; dos and don’ts; law and order; hustle and bustle; ins and outs; pros and cons; salt and pepper; bread and butter
6 Regards
B. As above, students read the tips box and navigate around the section in pairs. Monitor to check that everyone is clear how it works. Students do the questions. Elicit answers from the class, and emphasise how useful this section is as an ongoing writing tool.
Answers:1 Startled 4 Keep2 Clumsy and irresponsible 5 Scare3 Formal 6 Say something about your own routine and
sport and draw a simple conclusion
12. There’s more on the Longman Writing Coach CD-Rom!Aim: To provide practice of grammar, communication, exercise and Longman Active Study Dictionarysections of CD ROM so students are familiar with how they work.
Time: 40 minutes
A. Students familiarise themselves with the communication, grammar, exercises and Longman Active Study Dictionary sections of the CD-Rom through these straightforward questions.Active Study Dictionary sections of the CD-Rom through these straightforward questions.Active Study DictionaryAllow students to work together and monitor as they work. Elicit answers from the class.
Answers:1 Date, prune, fi g and raisin2 Yuck3 This is the student’s choice as students will be working towards different exams that are
using this dictionary. Of course, as a teacher, please direct your class towards the appropriate exam type.
4 k and f5 I was wondering if you’d like to…………6 Do you know what I mean? ………………..you know?7 Can, could, may, might, will, shall, would, should, must8 Should, ought to9 An intransitive verb doesn’t have an object. You can use it without having to add any more
words to the sentence.B. Students choose their own words to record and playback.
Teachers’ GuideThis Teachers’ Guide is a useful introduction to theLongman Essential Activator and how it can help students improve their Longman Essential Activator and how it can help students improve their Longman Essential Activatorwriting skills and build their vocabulary.
It includes:
• How to use the LongmanEssential Activator
• 12 photocopiableworksheets to use in class
• Information on gettingto know the LongmanWriting Coach CD-ROM
Longman Essential Activator Put your ideas into words
www.longman.com/dictionaries
with confidence!
LONGMAN DICTIONARIES
Express yourself
