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GENERAL ENGLISH · GENERAL ISSUES · UPPER-INTERMEDIATE (B2-C1)

DIMENSIONS

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1 Warm up

Look at the photos below. What adjectives can you use to describe them?

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2 Focus on vocabulary 1

Part A: Complete the table below.

adjective noun verb

1 2
deep

3 4
high

5 6
long

7 8
wide

Now, choose the best word from the table to complete each sentence.

1. There is a proposal to the course from three to four years.

2. Julio swam the whole of the river, from one side to the other.

3. The idea is to the riverbed to prevent further flooding.

4. The council should the road here because it’s very narrow.

5. The to the bottom of the pool is 6 feet.

6. The of the bridge was increased after a truck got stuck under it.

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3 Vocabulary 2

Match the bolded phrases to their correct definitions.

1. Adam talked at length about his plans to renovate the house.

2. The professor talked in depth about the details of the academic program.

3. Carlo didn’t have the right experience so he knew getting the job would be a long shot.

4. You should get off your high horse and do the work like everyone else.

5. I think you should take that trip. It will broaden your horizons.

a. something that is likely to be unsuccessful but is worth trying

b. stop behaving like you know more or are better than other people

c. expand your range of interests, knowledge and experiences

d. for a long time

e. in great detail

4 Listening 1

Listen to five people talking about their jobs. Match the speakers (1-5) to the sentences below.

a. Speaker thinks a colleague should be less arrogant.

b. Speaker suffered discrimination because of her height.

c. Speaker wants to expand the group of people they’re working with.

d. Speaker was pleasantly surprised by a job offer.

e. Speaker wants their colleagues to discuss a topic more thoroughly.

5 Listening 2

Listen to the speakers again and complete the sentences below with a word or short phrase.

1. Speaker 1 was rejected for a job as a .

2. Speaker 2’s colleague wants to focus the research on .

3. Speaker 3 wants to increase in the workplace.

4. Speaker 4 works with someone who offers advice that is often .

5. Speaker 5 managed to land a job in a business.

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6 Focus on language

Complete the second sentence so that it has a similar meaning to the first sentence, using the word
given. Write between two and five words.

1. Amy has to present the project to management, but she has no idea how. HEAD

1
Amy has to present the project to management, but .

2. I thought only about 20 people would turn up, but I was completely wrong. OFF

2
I thought only about 20 people would turn up, but I was .

3. The vegetables are perfect, but you need to cook the meat for longer. TIME

3
The vegetables are perfect, but you need to of the meat.

4. The street isn’t wide enough to allow parking. ENOUGH

4
The street doesn’t to allow.

5. We discussed your proposal thoroughly, but decided against it. LENGTH

5
We discussed your proposal , but decided against it.

6. Backpacking six months around Asia really expanded my knowledge and experience.
HORIZONS
6
Backpacking six months around Asia really .

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7 Speaking

In pairs, write and role play a dialogue using the words and phrases in this worksheet.

8 Talking point

In pairs, discuss the questions below.

1. Have you ever tried to do anything you knew was a long shot?
2. Do you know anyone who you think should get off their high horse?
3. What things do you think can broaden your horizons?

9 Optional extension / homework

Part A: Complete the extract from the script with one word in each gap. Then listen again and check.

across against been down enough

far for long mine what

1
Speaker 1: I was just turned for a job as a flight attendant because I
2 3
wasn’t tall ! I was by the most qualified
4
candidate, so a friend of who’s a lawyer recommended taking
5
legal action them.
6
Speaker 2: I had job hunting for over a month, without much success,
7
when I came an ad for a senior position in a tech company.
8
I knew it was a shot because I have little experience in the
9 10
field, but I went it anyway. Guess ? They
gave me the job!

Part B: Listen to the teacher’s instructions and do the task.

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TEACHER MATERIALS · UPPER-INTERMEDIATE (B2-C1)

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Key

1. Warm up

5 mins.
Ask students to list adjectives that can describe the photos. Elicit some as a class, along with their word families.

2. Focus on vocabulary 1

5 - 10 mins.
Part A
Refer students to the table and ask if they thought of those words in the previous task. Then, if necessary, elicit
the noun and verb forms for the adjective deep and write them on the board. Highlight that the suffix -en is often
used to form verbs.

1. depth 2. deepen 3. height 4. heighten

5. length 6. lengthen 7. width 8. widen
Part B
After students complete the table, ask them to compare answers in pairs and correct as a class, eliciting example
sentences.

1. lengthen 2. width 3. deepen

4. widen 5. depth 6. height

3. Vocabulary 2

5 mins.
Ask the students to match the bolded phrases to their correct definitions. Go through the answers together as a
class.

1. → d. 2. → e. 3. → a. 4. → b.
5. → c.

4. Listening 1

5 mins.
Students read the sentences, then listen to the speakers. Ask them to focus on the main idea for each person.
Students compare in pairs, and then correct as a whole class.

a. 4 b. 1 c. 2 d. 5 e. 3

5. Listening 2

5 - 10 mins.
Students read the sentences and try to complete them based on what they remember. They then listen again to
check and complete the remaining ones. When correcting, play the recording again and pause at the key parts.

1. flight attendant 2. adults

3. diversity 4. nonsense

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5. tech

6. Focus on language

10 mins.
Explain to students that this is a common task type in examinations, and that this one is focused on conditionals.
Students complete the second sentence so that it means the same as the first one. Before correcting, ask them
to compare answers in pairs. Remind them to check they have not left any element of the original sentence out.
Correct as a whole class.

1. she is in over her head 2. way off 3. lengthen the cooking time

4. have enough width 5. at length 6. broadened my horizons

7. Speaking

10 mins.
Have students write short dialogues using the target language (from both Vocabulary 1 and 2). Monitor and give
assistance as needed. Then ask them to role play the dialogues to their classmates.

8. Talking point

5 - 10 mins.
Students discuss the questions in pairs. Elicit some ideas as a whole class.

9. Optional extension / homework

10 - 15 mins.
Part A
Ask students to complete the extract with one word in each gap. They can rely on what they remember from
listening, as well as which words fits grammatically. They then listen again and check. After correcting, you can
use the extract to practice shadowing, i.e., play the extracts one more time and students read out along with the
speaker (not afterwards).

1. down 2. enough 3. far 4. mine

5. against 6. been 7. across 8. long
9. for 10. what
Part B
Do a dictogloss task: first, tell students to put the worksheet away and open their notebooks. Then read out the
script below at a slow but natural pace, while students just listen. Once you have finished, they have to try to
reconstruct the paragraph as closely as possible. Read the paragraph again, this time students can make notes
while you speak. Ask them to compare their versions in pairs, then read out the paragraph a last time. Students
then compare their versions with the one in the worksheet.
The paragraph:
I guess every office has someone who just knows everything, and in mine it’s Jake. He will interrupt any conversation to
give his ‘professional opinion’ without being asked, which is usually nonsense anyway. He really needs to get off his high
horse and start learning from everyone else.

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