LeveL 1 UNIT 8: GRAMMAR AND VOCABULARY TEST A

© Macmillan Publishers Limited 2015. This page may be photocopied and used within the class.

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LeveL 1

openMindC Choose the correct words.

0 Is that / these / those a new cell phone?

11 Look at that / this / these pants. They are really comfortable!

12 Wow! I like this / these / those red dress!

13 How much are this / that / those tablets? They look expensive.

14 Are those / this / that shoes yours?

15 Can I have that / these / those t-shirt, please?

D Use comparatives to complete the sentences.0 Your cell phone is more expensive than

mine. (expensive)

16 Tom’s tablet is really heavy. It’s than yours! (heavy)

17 I like my jacket. It’s than yours. (pretty)

18 I want to buy a bag like yours. It’s than mine. (nice)

19 I think the business class is very good. It’s than the finance one. (interesting)

20 My new laptop is great. It’s much than my old one! (good)

Score / 20

Unit 8: Grammar and vocabUlary test a

GrammarA Complete the sentences with this, that, these, or those.0 Do you like this shirt that I’m wearing?

1 Do you like shoes over there?

2 What about jacket here? Do you like it?

3 I love dress over there but it’s very expensive.

4 I prefer jeans here.

5 Could you pass me boots behind you, please?

B Complete the sentences with the comparative form of the adjectives in the box.

cheap bad fast thin funny attractive

0 My old laptop was so slow. This one is much faster .

6 That movie really made me laugh! It was much than his movie film.

7 Both jackets looked terrible on me. I think the brown one looked even than the green one!

8 My laptop is thick. Anna’s is than mine.

9 John’s cell phone is ugly. Yours is than his.

10 Gino’s T-shirt was expensive. I didn’t have much money so mine was than his.


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C Choose the correct words.A: Can you tell me about this memory (0) tag / stick /

player?

B: Sure. It’s very (11) compact / powerful / versatile. You can carry it in the pocket of your (12) boots / jeans / shoe.

A: Is it very (13) expensive / powerful / user-friendly? I don’t have much money.

B: No, it’s very (14) cheap / practical / good.

A: OK, great. I’ll take it. Can I pay (15) in / on / by credit card?

D Complete the sentences with the words in the box. There is one extra option.

expensive suit tie sneakers up-to-date purse cheap

I need to buy clothes for Mark’s party. It’s formal so

I need to get a new black (0) suit . I don’t have

a nice (16) either. I hate them around my

neck. I prefer comfortable clothes, like jeans and

(17) . Formal clothes are very

(18) , too. I’d like to spend my money on

a new cell phone instead. The one I have is

(19) and old. I need a more (20)

phone more than formal clothes.

Score / 20

Total score / 40

VocabularyA Match the pieces of clothing with the meanings.0 jacket a

1 skirt

2 suit

3 shirt

4 sweater

5 dress

a a short coat.b a piece of clothing for the top half of your body.

It has sleeves and buttons.c a woman wears this. It covers the body and part

of the legs.d a woman wears this. It hangs from the waist and has

no legs.e a warm piece of clothing that you pull over your

head. It covers your upper body and arms.f a jacket and a skirt or pants that are made from the

same cloth.

B Complete the conversation using the words in the box. There are two extra options.

expensive compact powerful attractive versatile up-to-date user-friendly cheap

A: I’d like a cell phone for my grandpa. There are two things to keep in mind. First, he doesn’t like spending money, so it has to be (0) cheap. And the second thing is, it has to be very easy to use – do you have one that’s really (6) ?

B: Sure – this one is very simple. And as well as using it to make calls, he can take pictures with it and go online – it’s very (7) .

A: Right. And it looks nice, too – it’s very (8) .

B: Yes, and it’s not too big either – it’s (9) . Your grandpa will be able to fit it in his pocket.

A: And can it do everything very quickly? Is it (10) ?

B: Oh, yes, it has a lot of memory – no problem there.


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openMindUnit 8: Grammar and vocabUlary test b

C Complete the conversation using the words in the box. There are two extra options.

expensive compact powerful attractive versatile up-to-date user-friendly cheap

A: I’d like a cell phone for my grandma. There are two things to keep in mind. First, she doesn’t like spending money, so it has to be (0) cheap . And the second thing is, it has to be very easy to use – do you have one that’s really (11) ?

B: Sure – this one is very simple. And as well as using it to make calls, she can take pictures with it and go online – it’s very (12) .

A: Right. And it looks nice, too – it’s very (13) .

B: Yes, and it’s not too big either – it’s (14) . Your grandma will be able to fit it in her purse.

A: And can it do everything very quickly? Is it (15) ?

B: Oh, yes, it has a lot of memory – no problem there.

D Match the pieces of clothing with the meanings.0 jacket a

16 dress

17 sweater

18 shirt

19 skirt

20 suit

a a short coat.b a piece of clothing for the top half of your body. It

has sleeves and buttons.c a woman wears this. It covers the body and part of

the legs.d a woman wears this. It hangs from the waist and has

no legs.e a warm piece of clothing that you pull over your

head. It covers your upper body and arms.f a jacket and a skirt or pants that are made from the

same cloth.

Score / 20

VocabularyA Choose the correct words.

A: Can you tell me about this memory (0) tag / stick / player?

B: Sure. It’s very (1) powerful / compact / versatile. You can carry it in the pocket of your (2) boots / shoe / jeans.

A: Can it (3) make / store / print lots of documents? I need to use it for college.

B: Yes, it has a very (4) cheap / practical / large memory.

A: OK, great. I’ll take it. Can I pay (5) in / on / by credit card?

B Complete the sentences with the words in the box. There is one extra option.

expensive suit tie sweater up-to-date purse cheap

I need to buy clothes for Anthony’s party. It’s formal

so I need to get a new (0) suit . I don’t have a

nice (6) either. I hate them around my neck.

I prefer comfortable clothes, like jeans and a

(7) . Formal clothes are very (8) ,

too. I’d like to spend my money on a new laptop

instead. The one I have is (9) and old.

I need a more (10) laptop more than

formal clothes.


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D Complete the sentences with this, that, these, or those.0 Do you like this shirt that I’m wearing?

16 Could you pass me boots behind you, please?

17 I prefer jeans here.

18 I love dress over there but it’s very expensive.

19 What about skirt here? Do you like it?

20 Do you like shoes over there?

Score / 20

Total score / 40

GrammarA Choose the correct words.

0 Is that / these / those a new cell phone?

1 Look at that / these / this sneakers. They are really comfortable!

2 Wow! I like those / these / this red dress!

3 How much is that / these / those watch? It looks expensive.

4 Is those / this / these jacket yours?

5 Can I have this / that / those t-shirts, please?

B Use comparatives to complete the sentences.0 Your cell phone is more expensive than

mine. (expensive)

6 My new laptop is great. It’s much than my old one! (nice)

7 I want to buy a bag like yours. It’s than mine. (good)

8 I like my dress. It’s than yours. (pretty)

9 I think the history class is very good. It’s than the science one. (interesting)

10 Pablo’s tablet is really heavy. It’s than yours! (heavy)

C Complete the sentences with the comparative form of the adjectives in the box.

cheap bad fast thin funny attractive

0 My old laptop was so slow. This one is much faster .

11 Alicia’s T-shirt was expensive. I didn’t have much money so mine was than hers.

12 Nico’s cell phone is really ugly. Yours is than his.

13 My laptop is thick. Roberto’s is than mine.

14 Both shirts looked terrible on me. I think the brown one looked even than the green one!

15 That movie really made me laugh! It was much than his last movie.


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LeveL 1

openMind0 How old is Maria? Maria is 19 years old.

1 Where does Maria buy her phone cards?

2 How often does Maria buy them?

3 Who buys Maria’s cell phones?

4 How much does Maria spend on cell phone cards every month?

5 How does Maria pay for cell phone cards?

WritingWrite five sentences using comparativesFor example: My new laptop is faster than my old one.

ListeningListen to the conversation in a clothing store.

Then choose T (true) or F (false).0 The sweater is too small for the woman. T / F

1 The woman wants a size 6. T / F

2 The sweater the woman wants to buy costs $65. T / F

3 The woman buys more than one sweater. T / F

4 The woman takes a yellow sweater. T / F

5 The woman pays in cash. T / F

ReadingRead the online survey and answer the questions.

Phones for Us

Thank you for completing our survey. Your answers can help improve our service.

Name: Maria Jovtis

Age: 19

How much do you usually spend on a new cell phone? $0

If you don’t buy your phones, who usually buys them for you? my parents

How often do you buy cell phone cards?Every day

Every week ✓

Every month

Never, I pay a monthly bill.

Where do you usually buy your cell phone cards?at the supermarket.

How do you usually pay for your cell phone cards or monthly bill?

cash? ✓ credit card? check?

How much money do you spend on cell phone cards every month? $35

Do you ever buy cell phone cards online? Yes No ✓

Why/why not? I don’t have a computer at home.

Thank you again for your time.

UNIT 8: SkIllS TeST

© Macmillan Publishers Limited 2014

ADDITIONAL LIFESKILLS LESSON

Level 1openMind

B • Now write the following criteria in a list

underneath the situation on the board:• what you and your friends like doing• time of year (summer, winter)• money• day of the week• what events are going on now• how you’re feeling that day• the weather• the number of people going out

• Check the students understand all the vocabulary. Then, put them into pairs and ask them to discuss and write down the things that are most important to them when they are planning where to go out. Remind the students that these are called criteria and drill the pronunciation if necessary. Point out that they can add their own criteria to the list if they want.

• When the students have finished, get feedback from the whole class.

C • Erase the right-hand side of the board, write

the following How to say it box, and drill the phrases.

HOW TO SAY IT Do you like …?What kinds of things do you like doing?Is there anything you don’t like doing?I like …, but I don’t like …I don’t mind …

• Put the students into groups of six. Invite them to first find out about the things that they all like doing and if there is anything they don’t like doing. Encourage the students to use the phrases in the How to say it box in their discussion, and to make notes of the other students’ answers.

• Ask the groups to agree on a reasonable amount of money to spend.

Unit 8 Self and Society: making choicesObjective: to provide further practice of this soft skill within the area of Self and Society (deciding where to go out with a group of friends).

The three-step strategy for developing this soft skill is:

Step 1 Understand the situation. (Ex. A)

Step 2 Decide what your criteria are. (Ex. B, Ex. C)

Step 3 Make a choice. (Ex. D, Ex. E)

You may decide to highlight this strategy at the beginning of the lesson, at the end, or as you go through the exercises in the section. However, if you prefer to teach this lesson without discussing the underlying soft skill, this is also possible. The lesson is designed to be engaging and successful either way.

For more information about teaching life skills and ideas for highlighting the soft skill, please refer to p. xi and pp. T86–T87 of the Teacher’s Book.

MateriaLS:• board and markers

Lead-inTo set the context for this lesson, ask the students how often they go out on weekends, who they usually go out with, and what they do. Elicit a list of activities and write these on the left-hand side of the board.

As an option, ask the students to recall the lesson from the Student’s Book, pp. 86–87 and say what they learned (e.g. that it is easier to make choices if you know your criteria first, etc.).

A • On the top right-hand side of the board, write

the following situation: You are planning to go out with five friends on

Sunday night. You all need to get up for work the next day, and you don’t want to spend a lot of money.

• Ask the students to read the situation and elicit answers to the following questions: How many people want to go out? (six, including you); Is it a formal or informal night? (informal – it should be fun); Is it going to be a late night? (no – everyone has work on Monday); Do you want a cheap or expensive night? (cheap)


Level 1openMind

reflect• Erase the board and write the following question: Is it easier to make a decision with criteria to

help you?• Give the students time to read and reflect on the

question, then elicit some ideas from individual students, encouraging them to say why or why not.

eXtra: HOMeWOrKAsk the students to use criteria when they next decide where to go out with friends. Encourage them to report back in a later class on how successful this was.

D • Put the students into pairs to plan where they’re

going to go. Encourage them to use the list of ideas on the board, but point out they can use their own ideas if they wish.

• Erase the right-hand side of the board and write the following How to say it box:

HOW TO SAY IT I think ... is a better thing to do than ...It’s Sunday, so it’s probably better not to ...... costs a lot so let’s not do that.

• Read the phrases and drill the pronunciation. Encourage the students to use these in their discussion. Remind them to refer to the criteria they wrote down as important in Ex. B, as well as the criteria important to this particular situation in Ex. A.

eXtra: reSearCHIf you have access to computers, you can ask the students to use the internet to research events that are happening in their town now. Alternatively, you could ask them to do this before the class. Ask them to bring their ideas to the class and display them on the wall for everyone to look at for Ex. D.

E • Put the students back into their groups of six.

Ask each pair to take turns telling the rest of the group about the night they planned.

• Encourage the groups to discuss their three alternatives and decide on one final plan. Point out that they can take different ideas from each of the proposals if they prefer.

• Invite groups to share their final choice with the rest of the class. Ask the groups if they are all happy with the choices they made.


AdditionAl lifeSkillS leSSon

Level 1openMind

Unit 8 Study and Learning: making choicesObjective: to provide further practice of this soft skill within the area of Study and Learning (deciding on a thank-you gift to buy a teacher at the end of a course).

The three-step strategy for developing this soft skill is:

Step 1 Understand the situation. (Ex. A)

Step 2 Decide what your criteria are. (Ex. B)

Step 3 Make a choice. (Ex. C)

You may decide to highlight this strategy at the beginning of the lesson, at the end, or as you go through the exercises in the section. However, if you prefer to teach this lesson without discussing the underlying soft skill, this is also possible. The lesson is designed to be engaging and successful either way.

For more information about teaching life skills and ideas for highlighting the soft skill, please refer to p. xi and pp. T86–T87 of the Teacher’s Book.

MateriaLS:• board and markers

Lead-inTo set the context for this lesson, ask the students what kinds of gifts they like to receive. Put them into pairs and ask them to make a list. Monitor while they are working and help with vocabulary as necessary. Set a time limit of two minutes for this task. Then elicit some ideas from the class and write them on the left-hand side of the board (e.g. clothes, gadgets, CDs, DVDs, games, electronic equipment, food, concert tickets, sports equipment, gift certificates, beauty products, makeup, experiences such as horseback riding or tennis lessons). Include anything that is not on the list here and, if necessary, explain gift certificate (a document that you can take to a store and spend like money), and beauty products (creams and lotions you can put on your face and body).

As an option, ask the students to recall the lesson from the Student’s Book, pp. 86–87 and say what they learned (e.g. that understanding the situation and establishing some criteria can help you make the right choices, etc.).

A

• Put the students into groups of three or four. Ask them to imagine that they are planning to collect some money from their classmates to buy a thank-you gift for their teacher at the end of a course. Ask them to decide how much to spend on it.

• Ask them to choose a teacher from their school (tell them you don’t mind if it’s you!) and invite them to tell the rest of the class their choice.

B

• Ask the students to think about what criteria they usually consider when they have to buy a gift for someone.

• Elicit some ideas and write them on the right-hand side of the board.

• Prompt the students to give you any of the answers below that they do not mention. Check they understand all the vocabulary.

Possible answers How much money you haveYour relationship to the person/how close you areThe person’s likes and preferencesThe person’s hobbies and interestsThe person’s gender (whether they are male or female)What the person does (job or studies)The time of year (summer, winter, etc.)The person’s personalityThe situation in which you are giving the gift (e.g. for a birthday, as a thank-you gift, etc.)

• Ask the students to work in the same groups to decide which of the criteria are the most important when choosing a thank-you gift for their chosen teacher. Ask them to make a list in their notebooks.

• Encourage the students to also discuss and make notes about their chosen person next to the important criteria.

• Invite some groups to share their criteria and information with the rest of the class. Find out which criteria most groups consider important and if there are any criteria that no one considered important.


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reflect• Write the following question on the board: Why is it useful to identify criteria before you

make a choice?• Give the students a few minutes to think about

the question individually and make some notes.• Elicit ideas from the students and encourage a

class discussion (e.g. it can help you choose the best option).

eXtra: HOMeWOrKAsk the students to think of another choice they need to make. It could be a personal choice or something related to work or learning (e.g. what to study; what job to do; what to do this weekend; where to go on vacation; how to celebrate their birthday; what hobby to start, etc.). Ask them to make a list of criteria that can help them make their choice. Encourage them to share their ideas in the next class.

C

• Erase the right-hand side of the board and write the following How to say it box:

HOW TO SAY IT likes/listens to/plays/goes/collects/has …, so we could buy him/her …We can’t buy … because we only have dollars.I think … is better/nicer/more suitable than …What do you think?Let’s buy … because …

• Read and drill the expressions, and check the students understand suitable (right for the person). Tell the groups they are now going to choose a suitable thank-you gift.

• Remind them to use their criteria from Ex. B, and point out they should only spend the amount of money they agreed on. Refer them to the list of gifts from the Lead-in to help them.

• Encourage them to use the expressions in the How to say it box in their discussion. Point out that they can buy more than one gift if they want.

• When the students have finished, invite groups to tell the class what gift they have decided to buy and why.

eXtra: reSearCHIf you have access to computers, the students can search the internet for possible gifts, and how much they cost.

asking about tryingon clothesSPEAKING WORKSHOP

A Complete the conversation with the correct questions in the box.

Can I try it on? How much is it? Can I help you? How is it? Do you have this shirt in a smaller size? Do you have it in green? How would you like to pay?

Salesperson: Hi.

Customer: Yes, please.

Salesperson: Yes, here’s a medium.

Customer: Thanks.

Salesperson: Of course. There’s the fitting room.

Salesperson:

Customer: It fits perfectly.

Salesperson: It’s $26.

Customer: That’s fine.

Salesperson: No, sorry, only in blue.

Customer: OK, I’ll take it.

Salesperson:

Customer: With my debit card, please.

HOW ARE YOU DOING?Think about your speaking. Do you feel confident using:

questions to offer or ask for help in a store? questions to ask how much something costs? responses to questions in stores?

How do you feel about your speaking generally?

Very confident Not sure… Need to practice

B Look back at the conversation and find the following things.

• a question to offer help

• two questions asking for different items

• a request to try an item

• a question about price

• a question about payment

C Work in pairs. Imagine that one of you is a salesperson and the other is a customer. Role-play a conversation with your partner.

© Macmillan Publishers Limited 2014 UNIT 8Speaking workshop


Level 1openMind

How are you doing?• Ask the students to read the questions and check

the ones they believe are true.• Ask them to check the circle that most closely

represents how they feel about their speaking.

speaking workshop: asking about trying on clothesA • Ask the students to read the qustions in the box

carefully.• Ask them to work individually and use the phrases in

the box to complete the conversation. • Ask the students to compare answers in pairs.

Check the answers with the class. • Elicit the meaning of fitting room – where you try on

clothes in a shop.

AnswersCan I help you?Do you have this shirt in a smaller size?Can I try it on?How is it?How much is it?Do you have it in green?How would you like to pay?

B • Explain that the students should find and underline

these items in the text.• Ask them to compare answers in pairs. Check the

answers with the class.• Highlight the question used to ask for a smaller size

or a different color Have you got it in …?

AnswersCan I help you?Do you have this shirt in a smaller size?; Do you have it in green?Can I try it on?How much is it?How would you like to pay?

C• Check the students understand the task. • Circulate while they are speaking and give help if

necessary.• Listen to some pairs as a class.

unit 8 speaking workshop

LeveL 1 UNIT 8: GRAMMAR AND VOCABULARY TEST A

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