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1
Students read the descriptions of the packages again and 
note down any useful expressions about their own mobile 
phone. They then work in pairs and tell their partner about 
their phone.
2
Students write a description of their ideal mobile phone. 
They could do this in small groups.
PHOTOCOPIABLE
 
© Cambridge University Press 2008
B
How much will it cost?
1
Begin by asking students if they ever make calls from public 
phone boxes. 
Students should try and answer the questions about their 
home country. If you are teaching a monolingual group in 
their own country, you can discuss the answers and make 
sure that everyone agrees with them.
If you are teaching a multilingual group in an English-speaking 
environment, you could tell students to imagine that you are 
visiting their country. Students could change 
US
in questions 
b and c to another country if necessary. 
2
Encourage students to skim the text. In order to encourage 
this, set a time limit, e.g. 20 seconds, for the exercise.
If some students say that section 5 is also about paying for 
calls, explain that these payments are payments for using 
Directory Enquiries and not for actual phone calls.
Focus on … nouns and verbs
Remind students that the context usually makes clear whether a 
word is a noun or a verb.
When students have done the exercises, ask them if they can 
think of any other words which are both nouns and verbs. You 
can point to your hand, head and watch – these three words are 
all verbs as well as nouns. Ask students to look through the unit 
for other examples: 
buy, pay, change, text, talk
and 
cross
are in 
Section A; 
ring
is the verb in the unit title.
3
After students have completed the chart and checked their 
answers, ask them to fi nd out how much the phone call 
would cost if they spoke for 30 minutes and if they paid with 
coins (50p – 40p for the fi rst 20 minutes + 10p for each 
subsequent 10 minutes) and by credit card (£7.00 – £1.20 
for the fi rst minute, 20p x 29 minutes = £5.80).