1 Unit Lessons for life Opener 1

2
 
[5]
• Optional step Ask students to explain the title – Immortal 
words 
– and to say what they expect the article to say.
(Answer: the title refers to the words of Shakespeare – his
words are so wonderful that they will last forever – it
suggests an article which is positive, even glowing in
praise and uncritical.)
• Ask students to read the article and answer the focus
question. Let them compare answers in pairs before
checking with the class.
ANSWERS
1 was watching; ‘ll be playing; are already watching
2 was feeling; ’d been saving (could also accept: 
was saving)
3 ’s getting; ’ve been flying; was sitting
Speaking 
my life
12
• Organize the class into new pairs or groups of three
or four. Ask students to read the list carefully, and to
prepare ideas. When students are ready, ask them to
discuss experiences.
• The main aim here is to ensure students are using
continuous forms appropriately in a fluency activity.
Monitor as students speak and note errors which you
could write on the board at the end for students to
correct. You could also provide feedback on situations
when they might have used continuous forms but
failed to.
EXAMPLE ANSWERS
One habit that irritates me is people who are always 
looking at their phones during meal times. It’s just rude!
I imagine my dad will be watching the TV and my brother 
will be texting his girlfriend.
We’re having the kitchen decorated – I hope they won’t 
still be painting at Christmas!
I have been meaning to clean the car all week.
I had been intending to join an art class, but I decided I 
didn’t have enough free time.
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