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1
Do a quiz: put students into pairs, say the English names 
for some large rivers and ask students to write down which 
countries they run through. 
2
Elicit that 
re
in 
redeliver
means ‘again’. Ask students to 
suggest other verbs that the prefi x 
re
can be used with. 
PHOTOCOPIABLE
 
© Cambridge University Press 2008
B
Run the cold tap
In pairs, ask students to brainstorm different phrases with 
run
, including phrasal verbs (e.g. 
The course runs for a year; 
run down; run in the family
). Collate answers on the board, 
encouraging students to write down any new vocabulary.
Elicit/Explain that 
run
in the heading means ‘turn on’. Elicit the 
opposite 
turn off
.
1–4
Read the instructions to the class, get students to do the 
exercises and then check the answers.
Focus on … phrasal verbs
After doing the exercise, ask students to suggest other phrasal 
verbs with 
off
. (Examples include: 
call off, fi nish off, go off, 
put off, set off, show off, take off
.) Ask students to make 
personalized sentences with these phrasal verbs, e.g. 
The last 
time I went on holiday, my plane took off 15 hours late
.
Extra practice
Before doing the exercise, brainstorm ways of saving electricity 
with the class, e.g. 
share a bath, don’t use a dishwasher,
and ask 
students to write them down. A homework activity can be to see 
how many of the class’s ideas are on the website.
More activities
1
Elicit/Explain that household appliances are ‘electrical 
equipment with a particular purpose in the home’. Ask 
students to name as many household appliances as they 
can and write a list on the board. (Examples include: 
CD 
player, cooker, dishwasher, tumble drier, DVD player, fan, 
fridge, freezer, microwave, TV, vacuum clearner, washing 
machine.
) Then ask students to put the appliances in 
order of importance or to choose three they could not live 
without. You could take a class vote to fi nd out which are 
the most and least useful appliances.
2
Write the phrase 
do her washing
(from Exercise 3) on the 
board. Ask students to suggest other phrases which fi t the 
pattern 
do her/the …ing
. (Examples include: 
cleaning, 
cooking, dusting, ironing, shopping, vacuuming, washing 
up
.) Then elicit/explain the difference between 
do the 
shopping
(shopping for specifi c things) and 
go shopping
(the activity of shopping in general). Ask students to 
make personalized sentences with these phrases, e.g. 
My 
mother does the shopping every Thursday afternoon.