1A Describing habitsAIM To practise using present tenses and adverbs of frequency ACTIVITY TYPE A personalised communicative activity in which students practise using present tenses and
Trang 11A Describing habits
AIM
To practise using present tenses and adverbs of frequency
ACTIVITY TYPE
A personalised communicative activity in which students
practise using present tenses and adverbs of frequency
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10 minutes
WHEN TO USE
After Grammar: Present tenses, Exercise 5, page 12
PREPARATION
You will need one copy of the activity per student
PROCEDURE
1 Organise students into pairs Explain that they are going
to do an activity in which they will think about their own
habits, and predict the habits of their partner
2 Elicit some adverbs and adverbial phrases of frequency
from your students Encourage students to come up
with more complex language than ‘usually’, ‘sometimes’,
etc., referring back to the range of options in the
student’s book if necessary
3 Focus students’ attention on the worksheet Explain that
they have to read the prompts and write a sentence
using an adverb or adverbial phrase which makes
each sentence true for them They should write these
sentences in the Me column.
4 Students should then use the prompts to make
predictions about their partners They should write these
sentences in the My partner column.
5 When students have completed their worksheet,
they should share their predictions with their partners
For each prediction they get right, they should award
themselves a point
6 The student with the most correct predictions at the
end of the activity is the winner
ADAPTATION AND EXTENSION
Fast finishers should be paired together and write three more
sentences about their partner’s habits, using their own ideas
with appropriate adverbs and adverbial phrases of frequency
They should then check with their partner to see if their
sentences are correct Nominate a few students to share their
predictions with the rest of the class
1B Describing things
AIM
To practise collocating adjectives and nouns
ACTIVITY TYPE
A matching game in which students collocate adjectives with
appropriate nouns and make sentences
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10 minutes
WHEN TO USE
After Vocabulary: Follow your dreams, Exercise 5, page 13
PREPARATION
You will need one copy of the activity per pair Cut out the words and make two separate piles of cards: a white pile and
a grey pile
PROCEDURE
1 Organise the students into pairs Explain that they are
going to practise using some of the adjectives they have learned in the Student’s Book
2 Give each pair two sets of cards (one white, one grey)
and lay them face down on the table
3 Demonstrate the activity with two students Student A should pick up a card from the white pile and lay it face
up on the table Student B should pick up a card from the grey pile and lay it beside Student A’s card Both students should look at the two cards and decide if they collocate
4 If the cards collocate, (e.g ‘scary’/’film’) then the
students have to make a sentence using the collocation, e.g ‘I love watching scary films’ The first student to make
a sentence keeps the grey card (the white card goes back
in the pile) If the two cards don’t collocate, then they are both put back in the pile
5 Students continue the activity until all the grey cards
have been used The student with the most grey cards
at the end of the activity is the winner
ADAPTATION AND EXTENSION
• You can increase the challenge of this game by asking
pairs to work with the white cards only Students pick an adjective card from the pile and then have one minute
to write down as many nouns as they can think of which collocate with it The student with the highest number
of correct collocations wins the card
• As an extension activity for higher ability classes, you
could challenge students to work with a partner and make a story containing as many of the adjective/noun collocations from the activity as they can Students can then tell their stories to the rest of the class
1C Can you tell me more?
AIM
To improve conversational skills through giving extra information
ACTIVITY TYPE
A speaking activity in which students practise giving extra information about their likes and dislikes
CLASSROOM DYNAMICS
Small groups
TIME TAKEN
10 minutes
Trang 2You will need one activity sheet per pair and to draw one score column on the board per pair
PROCEDURE
1 Divide students into pairs and give each a copy of the
activity
2 Tell students they are going to play an ‘auction’ style
game where they have 30 seconds to look at the sentences and decide if there are errors with the verb forms Elicit or explain the word ‘auction’ if students
do not know it The aim of the game is for pairs to put forward an amount of points per sentence, depending
on how sure they are that there is an error or not This is explained to the students as ‘a bid’ The pair wins or loses the number of points in their bid depending on whether they are right or not about the sentence The winning team is the pair that has the most points at the end of the activity
3 Each pair starts with 500 points This should be written
in their column on the board The pairs are given fi ve minutes to look through all of the sentences on the activity sheet, to decide if the sentences are correct and
to make any corrections in the space below the sentence They must decide how many of their 500 points they wish to bid on a sentence, depending on how sure they are that there is a mistake in it, or that it is correct If students are sure there is an error, or not, they may bid
50 points on the sentence; less sure students may bid 40,
30, 20 or 10 points Explain that they should write their bids in the space on their sheet
4 Once time is up, you will need to go through the
sentences as a whole class, taking note of each pair’s response and bid If they are right, they win that amount
of points in their column on the board If they are wrong, they do not win any points
5 Once points are awarded aft er each sentence, students
should tell you what errors are in the sentence to ensure understanding of the use and form of the past tenses
If a pair is able to give you the corrected sentence, they should be awarded 10 bonus points The winning pair is the team with the most points at the end of the activity
ANSWER KEY
1 Incorrect – used to + infi nitive- ‘used to play’; 2 Correct;
3 Incorrect – ‘Had you ever been’- past participle; 4 Incorrect –
modal verb without to; 5 Incorrect – ‘visited’- would is for past
actions, not states; 6 Correct; 7 Incorrect – ‘I had ever tasted’
8 Correct; 9 Incorrect – ‘Used to have’; 10 Incorrect – ‘I had never travelled’
ADAPTATION AND EXTENSION
• To focus more closely on the grammar of the past
forms, ask students to identify which tense is being used and why
• To extend the activity, students could try to write
sentences for their classmates to guess and bid on
• To reduce the activity time, put students into larger
groups to produce fewer bids
• Fast fi nishers can complete this as an activity sheet,
fi nding the correct or incorrect sentences and amending them where necessary
WHEN TO USE
Aft er Speaking, Exercise 7, page 17
PREPARATION
You will need one worksheet for each group, with the question
cards cut out
PROCEDURE
1 Organise students into small groups and give each
group a pack of cards which should be placed face
down on the table Explain that they are going to
practise their conversational skills by giving more
information in their answers
2 Demonstrate the activity by asking one of the students
to pick a card off the top of the pile and ask you the
question Reply by giving a one-word answer, ‘No’ or ‘Yes’
Elicit what is wrong with your response (you need to give
more information to sound friendly) Demonstrate an
answer to the question which gives more information
3 Point out that three of the cards have been left blank
Students should use these as prompts to ask their own
questions
4 Students should take it in turns to pick a card from
the pile and ask a question to the student on their
right The student should answer the question, giving
additional information
5 Students continue until all the questions have been
asked Monitor as students do this, off ering support
where necessary
ADAPTATION AND EXTENSION
• Adapt this activity for higher ability students by using
the questions to prompt a ‘Just a Minute’ style speaking
activity, in which students have to give answers of
one minute in length, trying not to hesitate, repeat
themselves or go off -topic
• Fast fi nishers should choose a topic which interests
them (music, art, fi lm, etc.) They should think of three
questions they would like to ask another student
and write them down They should then work with
another fast fi nisher, taking it in turns to ask and
answer questions and making sure that they give extra
information rather than ‘Yes/No’ answers
2A Grammar auction
AIM
To practise the correct use of past tenses and to recognise
common errors
ACTIVITY TYPE
A game where students bid on the sentences they think have
mistakes in the verb form and try to correct them for points
CLASSROOM DYNAMICS
Pairwork and whole class
TIME TAKEN
15 minutes
WHEN TO USE
Aft er Grammar: Past tenses, Exercise 6, page 26
Trang 32C Linking opinions
AIM
• To use vocabulary from the unit related to comparisons
and diff erences
• To practise vocabulary and skills for Speaking Part 2
EXAM LINK
Speaking Part 2: Long turn
ACTIVITY TYPE
A speaking activity where students compare aspects of or express their opinions on a given topic for 30 seconds using given linking phrases or words
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10–12 minutes
WHEN TO USE
Aft er Speaking, Exercise 5, page 31
PREPARATION
You will need one activity sheet per pair, cut up into cards
PROCEDURE
1 Divide students into pairs and give each pair a set of
cards
2 Explain to students that in this activity they are going to
practise the skills required for Speaking Part 2 Remind them that in the exam they will be given two photos to compare, but for this exercise they will compare and give their opinions on two situations instead
3 Explain that Student A should pick up a card and show
it to Student B, who will have 30 seconds to compare the situations using his or her own opinion Tell students that they must include the word or phrase on the card
in order to link their ideas and should also aim to include any other linking words and phrases if possible Once Student B has spoken, they should pick a new card and it is then Student A’s turn to speak This should be repeated until all the cards have been used The students may time themselves for this activity
4 Monitor the pairs and provide help with vocabulary or
error correction if necessary
ADAPTATION AND EXTENSION
• This could be adapted to allow students to practise for
Speaking Part 3: Collaborative task by discussing the situations together and collaboratively deciding which
is best
• For a quieter activity and one focused on writing, you
could give students a card each and they write their opinion in a short paragraph, using the given linking word or phrase
• To extend the activity, pairs could write two or three
more common comparisons to give to another pair
to discuss
2B What’s happening?
AIM
To practise the meaning and use of adverbs of manner
and frequency
ACTIVITY TYPE
A group activity where students either describe or act out an
action to illustrate an adverb for the rest of the group to guess
what the adverb is
CLASSROOM DYNAMICS
Small groups
TIME TAKEN
10 minutes
WHEN TO USE
Aft er Use of English 2, Exercise 6, page 30
PREPARATION
You will need one copy of the activity, cut up into a set of
cards, for each small group
PROCEDURE
1 Divide students into small groups and give each group
a set of cards
2 Explain that the cards contain adverbs that describe an
action Each student should choose a card in turn and
they should then describe the adverb in the context of
the action given on the card to the rest of their group,
without using any words related to the given adverb
For example, they must not use the adjective form of
the adverb You could give the following example to
illustrate: ‘I’m learning a new language and it’s not hard
at all; I’m learning it…’ Elicit the answer: ‘easily’.
3 Students take it in turns to describe their adverb, while
the rest of the group have 30 seconds to guess what it
could be If they are unable to guess, the card is put to
the side Aft er all of the students in the group have had
one turn at describing, the next round should be acted
out The third round should be described, until all of the
adverbs have been guessed
4 Tell students that if it is not their turn, anyone in the
group can guess to win points The student who has
correctly guessed the most adverbs when the cards
have run out is the winner
ADAPTATION AND EXTENSION
• You can extend the activity in terms of diffi culty by
asking the students to describe or act out both the
adverbs and the actions for other students to guess
An example should be given by acting: ‘I am, you are, he
is, she is … Oh this isn’t diffi cult!’ Ask the students what
you are doing, (learning a language) and for an adverb to
describe how you are doing it (easily)
• The activity can be extended by asking students to think
of four or fi ve of their own adverbs and actions that they
must describe or act out (or draw) for their teammates
Trang 43B Make and do
AIM
To encourage students to use phrases and expressions with
make and do in everyday conversations
ACTIVITY TYPE
A competitive role-play activity in which students are
challenged to use expressions with make and do
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10 minutes
WHEN TO USE
Aft er Vocabulary: Food and transport, Exercise 5, page 41
PREPARATION
You will need one copy of the activity for each pair
PROCEDURE
1 Organise students into pairs and give each pair a copy of
the activity Explain that students are going to practise
using expressions with make and do in short role-plays.
2 Focus students’ attention on the role-plays and the
expressions Tell students that they are going to perform their role-plays with a partner Allocate each partner the letter ‘A’ or ‘B’: in the fi rst role-play, Student A should play the part of the teacher and B the student; in the fourth role-play Student A should play the part of the parent and B the son/daughter
3 Students must compete to see who can use the most
expressions in the box within the role-play Stress that the expressions must be used as naturally as possible, and that you can only use each expression once per sentence and once per conversation Each time a student uses an expression, they win a point Students should record their scores in the column beside the role-play prompts The student with the most points at the end of the activity is the winner
4 Tell students they should allow about a minute for each
role-play Alternatively, time each role-play and announce
to the class when it is time to move on the next one
5 Circulate as students perform their role-plays, making
sure that they are using the expressions naturally and accurately
6 Establish which students achieved the highest scores
Nominate a few pairs to perform their role-plays to the rest of the class
ADAPTATION AND EXTENSION
Higher ability students could be given the vocabulary prompts without the role-play cards and be asked to think about
a conversation which would be likely to contain all of the expressions They could then role-play the conversation with a partner, including as much of the target language as possible
3A In the future …
AIM
To give students practise in using future tenses
ACTIVITY TYPE
A personalised activity in which students make predictions
about the future
CLASSROOM DYNAMICS
Individuals and small groups
TIME TAKEN
10 minutes
WHEN TO USE
Aft er Grammar: Future forms, Exercise 7, page 40
PREPARATION
You will need a copy of the activity for each student
PROCEDURE
1 Organise students into small groups and give them each
a copy of the activity Explain that they are going to
make some predictions about the future
2 Ask students to close their Student’s Books Challenge
them to remember the eight diff erent future forms that
are mentioned in the grammar lesson Collect answers
from around the class, encouraging students to provide
examples of each form Refer back to the Student’s Book
if necessary
3 Focus students’ attention on the activity sheets
Demonstrate the activity by using the fi rst two prompts
to make predictions which are true for you
4 Tell students that they are going to use the prompts to
make predictions which are true for them Explain that
their various predictions must contain as many diff erent
kinds of future forms as possible
5 Give students about three to four minutes to make their
predictions Monitor as students do this, off ering support
where necessary and encouraging the use of a variety of
future forms
6 When students have had the chance to complete the
sheet, allocate each group a leader The group leader
should collect the sheets and read predictions out in a
random order Students should listen and guess who the
predictions belong to
7 Bring the class together again Nominate a few students
to report back on any interesting, surprising or amusing
predictions they heard Establish which student managed
to use the greatest variety of future forms in their
predictions
ADAPTATION AND EXTENSION
Fast fi nishers should continue to work in groups and should
ask each other questions about the predictions they have
made, e.g ‘What kind of business will you have when you’re 30?’
‘How are you going to travel to Venice next summer?’
Trang 5EXAM LINK
Reading and Use of English Part 4: Key word transformations
ACTIVITY TYPE
A speaking gap-fi ll activity where students must complete sentences using a range of modal verbs
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10 minutes
WHEN TO USE
Aft er Grammar: Modal verbs 1, Exercise 6, page 54
PREPARATION
You will need one copy of the activity for each pair, cut up into Student A and Student B worksheets
PROCEDURE
1 Divide the students into pairs and designate them as
Student A or Student B Distribute the corresponding activity sheet to each student
2 Explain that for this activity they need to listen to
their partner’s sentences for a clue that will help them complete their own sentences with the correct form of a modal verb They will need to use a diff erent modal verb
to the one they have just heard in the sentence
3 Student A reads sentence number 1 to Student B
Student B must listen carefully to identify the correct form of the modal verb they need to complete their own sentence 1 on their sheet Student B must ensure the sentence has the same meaning as Student A’s sentence
4 Student B then reads sentence number 2 to Student
A, who completes his/her sentence 2 so that it has the same meaning but uses a diff erent modal verb When the students have read and completed all of the sentences, they can check their answers with their partner Class feedback may be needed to address any errors or questions and to discuss the possible alternatives
ANSWER KEY
See the activity sheet
ADAPTATION AND EXTENSION
• If you have a strong group, to extend the activity each
pair can create one or two more pairs of sentences to give to another group to try
• This activity could be done in a ‘round robin’ style, where
Student A reads the fi rst sentence to a Student B, then Student B chooses a diff erent Student A to read to and so on, in order to encourage students to work with others in the class
• The sentences could be used to encourage a discussion
in pairs, e.g ‘What musical instruments can you play?’
‘What rules must you follow at school?’ ‘Do you have to
do jobs at home to help your parents?’
3C Phrasal verbs
AIM
To practise using phrasal verbs from the unit
ACTIVITY TYPE
A matching activity where students form phrasal verbs by
putting verbs together with particles and then make sentences
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10 minutes
WHEN TO USE
Aft er Use of English 2, Exercise 5, page 44
PREPARATION
You will need one copy of the activity for every two pairs of
students, cut up into two sets of phrasal verbs, with the verb
and particle cards shuffl ed together in each set
PROCEDURE
1 Organise students into pairs and give each pair one set
of phrasal verbs with the verb and particle cards well
shuffl ed Explain that students are going to practise using
phrasal verbs to talk about environmental problems
2 Give pairs 1 minute to match the verbs with the particles,
to form the phrasal verbs they have learned in the lesson
They should check their answers in the Explore vocabulary
2 box on page 44 of the Student’s Book
3 Pairs should then take it in turns to make sentences
about environmental problems, e.g ‘Lots of plants and
animals are dying out’; ‘Trees are being chopped down’;
‘It’s diffi cult to get the message across because people
don’t want to listen’, etc
4 Students should share their sentences with another pair
Students should listen to the problems described and try
to off er possible solutions
5 Nominate a few students to report back on their
discussions, sharing both problems and possible solutions
ADAPTATION AND EXTENSION
• Challenge fast fi nishers to see how many more phrasal
verbs they can form using the verbs and particles from
the pack of cards Ask them to write example sentences
containing each of the phrasal verbs they have found
(Additional possibilities: chop up, clean off , clean out, cut out,
cut up, die down, die off , get down, get off , get out, get up,
throw down, throw out)
• To save paper, elicit the phrasal verbs presented in the
Student’s Book from the class and write them on the
board Then organise students into pairs and follow
steps 3–5 above
4A What’s my modal?
AIM
• To practise using modal verbs
• To practise the transformation of key words (in this case,
modals) in preparation for Reading and Use of English
Part 4
Trang 64C Negative adjectives
AIM
• To elicit existing knowledge from students as a lead-in
activity
• To recognise the patterns in forming negative adjectives
with prefi xes
ACTIVITY TYPE
A competitive activity where students look around the room for the correct prefi xes to form negative adjectives
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
15 minutes
WHEN TO USE
Aft er Use of English 2, Exercise 1, page 58
PREPARATION
You will need one copy of the adjectives part of the sheet for each pair You will need to cut up one or two sets of the prefi x cards and distribute them around the room before the activity starts, stuck onto the wall where possible
PROCEDURE
1 Divide students into pairs and distribute a copy of the
adjectives to each pair
2 Point out to students that there are prefi xes around
the room that can join an adjective to make it negative Explain to students that they will have to walk around the room to fi nd the prefi x which they think best suits the adjectives on their activity sheet Some prefi xes will join with more than one adjective
3 Tell students that this activity will be done as a
competition In order for the students to win the activity, they must correctly put together the right prefi x with the corresponding adjective(s) and write the answer
on their sheet Once they think they have successfully completed the activity, they should pass their sheet
to you to check If they have correctly completed the activity, you may declare that pair the winner
4 At the end of the activity, ask for feedback from the
pairs Which prefi xes go with which adjectives? Can they
fi nd any patterns?
ANSWER KEY
1 Impossible; 2 Dishonest; 3 Indecisive; 4 Unpleasant;
5 Impatient; 6 Unhelpful; 7 Irregular; 8 Irresponsible;
9 Illogical; 10 Uncomfortable; 11 Unprepared; 12 Disobedient
ADAPTATION AND EXTENSION
• This can be adapted to a more sedentary activity by
individual students or pairs being given both parts of the activity sheet and racing to be the fi rst to correctly complete the negative forms
• To extend the activity, ask students to think of two or
three more examples of adjectives for each prefi x
• Alternatively, this activity could be done aft er Exercise 4,
to reinforce what they have just learnt
4B Prepositions quiz
AIM
• To practise adjectives followed by particular prepositions
from the unit
ACTIVITY TYPE
A competitive team game where students must guess the
correct preposition missing from the sentences they hear
CLASSROOM DYNAMICS
Two large groups
TIME TAKEN
15 minutes
WHEN TO USE
Aft er Vocabulary: Relationships, Exercise 5, page 55
PREPARATION
You will need one copy of the activity for every two students
in the group, cut up into Team A and Team B sheets You will
need to draw a score column for each team on the board
PROCEDURE
1 Divide the class into two large groups, Team A and Team
B Give each member of Team A the grey activity sheet,
and Team B the white sheet
2 Explain that this is a competitive quiz-style activity
where one student from Team A will read the fi rst
sentence on their sheet to Team B, but the preposition
will be missing Team B must discuss together and then
say what they think the missing preposition is, but they
must be careful, as the fi rst answer they give is the one
that is taken If they are correct, the team gets a point on
the board If they are incorrect, no point is awarded You
may need to provide the correct answers if the class is
unsure or at a lower level
3 Team B then reads aloud their fi rst sentence to
Team A, who will need to give the correct preposition
Then Team A reads out their next sentence and so on
Ensure a diff erent student has a chance at reading
for every turn, to ensure whole group participation
Make students aware that in sentence 8, there are two
missing prepositions, worth 2 points
4 The activity continues until there are no more sentences
The team who has the most points at the end is
the winner
ANSWER KEY
Team A: 1 of; 2 with; 3 about; 4 at; 5 about; 6 to; 7 about;
8 of, on
Team B: 1 about; 2 at; 3 with; 4 at; 5 of; 6 of; 7 about;
8 of, about
ADAPTATION AND EXTENSION
• If you have a strong group, to extend the activity each
group could create three to fi ve more sentences to ask
the other team
• For fast fi nishers, this can be done as an individual
worksheet activity
Trang 7ADAPTATION AND EXTENSION
• Fast-fi nishing pairs should think of fi ve more nouns
related to school and learning They should swap their nouns with another pair and compete to see who can write down fi ve sentences (with relative pronouns) in the shortest amount of time
• As an alternative activity, organise students into pairs
and provide each with the entire sheet (not cut-up) Challenge them to see which pair can be the fi rst to write two sentences for each item connected to school
in the grid, one with a defi ning relative clause and one with a non-defi ning relative clause
• Alternatively, give individual students or pairs a time limit
of fi ve minutes and get them to write two sentences, one containing a defi ning and one containing a non-defi ning relative clause, for as many items in the grid
as they can Students should only be awarded a point for items which they managed to supply both types of clauses for
5B Quiz: What kind of student are you?
AIM
To practise topic-related vocabulary on the subject of learning skills
ACTIVITY TYPE
A personality quiz which encourages students to think about their own attitudes towards their studies (while revising topic vocabulary)
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
15 minutes
WHEN TO USE
Aft er Vocabulary: Learning skills, Exercise 7, page 69
PREPARATION
You will need a copy of the activity for every student
PROCEDURE
1 Focus students’ attention on the title of the worksheet:
What kind of student are you? Ask the question around
the class, asking students to describe themselves in a couple of words Tell students that they are going to complete a quiz and – at the same time – revise some important vocabulary from this unit
2 Organise students into pairs Ask students to read the
questions and response options with their partner and note down their partner’s choice of response Allow three
to four minutes for this part of the activity
3 Once they have both responded, students add up their
partner’s scores and read the verdict aloud to their partner
5A Relative Pronouns
AIM
To practise using relative pronouns and defi ning and
non-defi ning clauses
ACTIVITY TYPE
A speaking activity in which students use relative clauses to
talk about people, places, subjects and activities at school
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10 minutes
WHEN TO USE
Aft er Grammar: Defi ning/Non-defi ning relative clauses,
Exercise 5, page 68
PREPARATION
You will need one sheet per pair with the item cards cut up
(the list of relative pronouns at the top should not be cut up;
it should be left intact for students to be reminded of the
pronouns they can use) Each pair of students will need a coin
PROCEDURE
1 Organise students into pairs Explain that they are going
to do an activity in which they use relative pronouns to
talk about their school lives
2 Distribute the list of pronouns and a set of cards to each
pair of students Explain that students have to take it
in turns to pick a card and provide a sentence giving
information about the words on the card using a relative
clause Before they pick a card, each student should toss
the coin If they get heads, their sentence should include
a defi ning relative clause If they get tails, their sentence
should include a non-defi ning relative clause If necessary,
write ‘heads = defi ning’ and ‘tails = non-defi ning’ on
the board to remind students while they are doing the
activity
3 Demonstrate the activity Begin by tossing a coin to
determine whether you are going to use a defi ning or
non-defi ning relative clause Then pick a card If you get
heads and ’English lessons‘, for example, you could say,
‘English lessons are something that I really enjoy.’ If you
get tails and ’The games hall‘, for example, you could say,
‘The games hall, which is just over there, is my favourite
place in the whole school.’
4 Tell students they should get a point for every correct
sentence they manage to make Circulate as students
complete the activity, prompting and off ering support
where necessary
5 At the end of the activity, conduct feedback by
nominating a few pairs to share some of their most
interesting sentences with the rest of the class Who
won the most points?
Trang 81 Elicit the exam tip from the Student’s Book (when you
learn a new word, write it down in the context of a sentence, so you have an idea of what word(s) it usually goes along with)
2 Organise students into pairs, preferably partnering
weaker with stronger students, and give them a time limit of four minutes to complete the two cloze activities
in Part 1 of the sheet together
3 Check the answers as a class.
4 Ask the pairs to work together to write their own
multiple-choice cloze activity, using the words in the box Explain that the cloze text should be on the theme
of someone starting their own business, similar to those
in Part 1, and that the multiple-choice options for each gap should be sourced from the same lexical set on the activity sheet Depending on the ability of your class, you may want to quickly brainstorm common business start-up ideas
5 Circulate as students write their texts, off ering support
where necessary As you circulate, remind students about the exam tip in the Student’s Book Allow about six to seven minutes for this part of the activity
6 Get students to swap their cloze texts with another pair
to check, correct and complete and then return to the original pair If there is time, ask a couple of pairs to read their completed cloze texts to the class
ADAPTATION AND EXTENSION
• This activity can be used for individual fast fi nishers.
• If you are doing this as a class activity, fast fi nishers could
compete with a partner to see who can be the fi rst to write sentences using all of the left over words from the Part 1 multiple-choice options
• If you fi nd that the class is struggling, invite stronger
pairs to provide examples on the board at the front of the class
• For weaker students, provide the fi rst sentence for them
and elicit the answer (B)
‘My friend and I wanted to (1) some money, so we decided to start our own business.’ …
1 A cost; B earn; C win; D waste
• Alternatively, get higher ability fast fi nishers to write a
second multiple-choice cloze activity using unused words which you could photocopy and use in the next lesson
• Higher ability students can be asked to write their own
multiple-choice cloze activity (step 4)
ANSWER KEY
1 1 B; 2 D; 3 A; 4 B
2 1 B; 2 C; 3 B; 4 D
4 Students should then write a fi ft h question for their
partner Tell them to ensure they use a similar response
options structure to the one in questions 1–4 They
should try to use vocabulary from pages 68–69 when
formulating their questions and options If you think
your students might struggle to think of questions
to ask, brainstorm some possible questions as a class
(getting students to formulate the response options by
themselves), e.g ’What’s the best thing about school?’
‘What is the most important skill that school can teach
you?’ ‘What’s your opinion about homework?’ Allow fi ve
minutes for this part of the activity
5 Students ask their partner their new question and record
their response
6 Conduct class feedback Ask students whether or not
they agree with the quiz verdict, and ask for volunteers
to read out their question 5 and their partner’s response
ADAPTATION AND EXTENSION
• Fast-fi nishers should be asked to provide an alternative
response (D) to each question They should share these
alternative response options with their partner
• Higher level students could complete the D answer
options and question 5 (together with answer options)
at the outset of the activity, before asking their partner
the questions
5C Multiple-choice cloze
AIM
• To practise using vocabulary related to money and
business from the unit
• To provide practice in completing Reading and Use of
English Part 1: Multiple-choice cloze texts
EXAM LINK
Reading and Use of English Part 1: Multiple-choice cloze
ACTIVITY TYPE
Students complete two short multiple-choice cloze texts and
then write their own for their partner to complete
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
15 minutes
WHEN TO USE
Aft er Use of English 2, Exercise 6, page 72
PREPARATION
You will need a copy of the activity for each student
Trang 9ADAPTATION AND EXTENSION
• Fast fi nishers can complete this as an activity sheet on
their own, categorising each verb
• A variation of the activity would be to ask students to
work in smaller groups to write a specifi c number of sentences with a given number of verbs The fi rst group
to complete their sentences correctly wins
• To add diffi culty for higher level classes, the column
‘infi nitive OR –ing’ could be added with verbs such as
love, prefer, intend, remember
• As a quieter alternative, students can work in pairs
with the cards in a pile Student A picks up a card to show their partner, who then says if it is followed by an
infi nitive (with or without to), gerund (-ing), or both
Student B then repeats this step, and so on until there are no more cards left They should check Student’s Book page 82 if they are unsure
ANSWER KEY
to + infi nitive: agree, appear, ask (someone), expect, hope,
manage, need, plan, promise, seem, want, would like
infi nitive without to: let (someone/something), make -ing: avoid, capable of, dream of, enjoy, imagine, interested in,
involve, look forward to, nervous about, suggest
6B Quiz: Key word transformations
AIM
• To practise using vocabulary associated with
superpowers and science from the unit
• To practise key word transformation for Reading and
Use of English Part 4
EXAM LINK
Reading and Use of English Part 4: Key word transformations
ACTIVITY TYPE
A quiz-style key word transformation where students complete sentences as a timed competition for points
CLASSROOM DYNAMICS
Pairwork or groups of three
TIME TAKEN
10–12 minutes
WHEN TO USE
Aft er Use of English 2, Exercise 6, page 86
PREPARATION
You will need one copy of the activity per pair or group, with the activity sheet folded on each dotted line so only the example question shows Students will need one or two blank pieces of paper to write their answers Alternatively, to save paper, use mini-whiteboards if available
6A To infi nitive and beyond
AIM
• To practise infi nitive and -ing forms from the unit
ACTIVITY TYPE
A group competitive activity where students race to write the
correct word or phrase in the appropriate column on the board
CLASSROOM DYNAMICS
Two large groups
TIME TAKEN
15 minutes
WHEN TO USE
Aft er Grammar: Infi nitives and –ing forms, Exercise 5, page 82
PREPARATION
You will need one copy of the activity with the cards cut up
and divided equally into two sets of 12 cards, one for each
team You will also need two diff erent coloured board pens
Draw 3 columns on the board with the following headers: ‘to +
infi nitive’, ‘infi nitive without to’, ‘-ing’.
PROCEDURE
1 Divide students into two large groups and then organise
them into two lines, one student behind another
Give the student at the back of each group a diff erent
coloured board pen as this will later distinguish which
team has written which verb, and a word card from
their set
2 Explain that they will be racing to the board one at a
time, to write the verb or phrase on their card into the
correct column on the board As a team, they can discuss
together which column they think the verb belongs to,
but they must remain in their lines Once the student at
the back has come to the board and written the verb,
they then must be given a new word card from their pile
to take to the back of the line and to pass to the next
person in their group, along with the board pen That
student then needs to race to write their verb on the
board The steps are repeated until there are no more
word cards for either group
3 Remind students that it is a race so you will be watching
for which team completes the task fi rst, but they should
also think back to the unit to help with where they are
putting each verb or phrase
4 Once a team’s cards have been completed, the students
should sit down to show that their team has fi nished
fi rst There should be one point allocated to this team
When checking the verbs with the class aft er the activity,
points should be awarded for putting the verbs into the
correct columns You should go through each group’s
reasons for where they placed the verbs and error
correct where necessary
Trang 10CLASSROOM DYNAMICS
Pairwork or groups of four
TIME TAKEN
10–15 minutes
WHEN TO USE
Aft er Speaking, Exercise 6, page 87
PREPARATION
You will need one copy of the activity for each pair or group, cut up into strips Alternatively, to save paper, write statements
on the board that you would like your students to debate
PROCEDURE
1 Divide the class into pairs or groups of four If in pairs,
each student will take one side of the argument If in groups, two students will take each side in the debate
2 Distribute a pile of the debating topics, face down to
each pair or group Depending on the time available, you can provide as many or as few statements as you prefer Tell students they are going to have a debate in their pair
or group about the statements on the cards Designate one student per pair, or two per group, as being ‘for’ the statements, and one student or pair ‘against’
3 In their argument, students should try to use phrases
to express and give reasons for their opinions At this point, it may be helpful to review some phrases, e.g ’In
my opinion …’, ‘I think …’, ‘As far as I know …’, etc (see Student’s Book page 59 as well as page 87) For weaker classes, these could be written on the board You may want to use one of the topics as an example to show how students can include these in the debate
4 Allocate one student in each group or pair to keep time
Allow students one minute to prepare their arguments, then allow two minutes for each debate
5 At the end of the activity, ask for feedback from the class
What interesting opinions did students hear from their partner or group? What were some of the strongest arguments for or against a statement? Which topic did they feel most strongly about? How did they incorporate their phrases?
ADAPTATION AND EXTENSION
• This activity can be done in pairs, by small or large
groups, or as a class debate on a single subject
• This is a fl exible activity, so you can ask students to
debate a number of statements or allow them to concentrate on one particular topic for the duration of the activity
• The activity, focused on one or two topics, could be used as
a lead-in or a follow-up class to revise expressing opinion
• The activity could also be used for students to practise
using phrases for giving two sides to an argument (see Student’s Book page 87) by seeing both points of view when discussing the statements
PROCEDURE
1 Divide students into pairs or groups of three, depending
on the size of the class Explain to students they are
going to participate in a quiz-style activity where they
will have a set amount of time to complete a second
sentence using a given word in bold so that it has the
same meaning as the fi rst sentence provided, and to
hold up the correct answer If necessary, review the rules
of key word transformations and explain that answers
must use a minimum of one word and a maximum of
fi ve to ensure both sentences have the same meaning
They must use the word in bold in the form given
2 Give each pair or group a copy of the folded key word
transformations with example question 0 showing and
a blank sheet of paper or mini-whiteboard on which
they will write their answers Explain that they will be
told to unfold the paper so that only the next question
is showing and will have 60 seconds to complete the
answer on their separate sheet Explain students should
keep their answers a secret until you count down for
them to hold them up to show you
3 Repeat the steps for all six questions, awarding a point
for each pair or group if they get the answer correct
Whilst going through the answers aft er each question,
provide error correction and an explanation using Unit 6
vocabulary or grammar if necessary
4 The winners are the pair or team with the most correct
answers at the end of the quiz
ADAPTATION AND EXTENSION
• This activity can be done by individual fast fi nishers or in
pairs without the quiz element
• For higher level classes, students can write two or three
of their own key word transformation exercises using
phrases from the activity and can swap with another pair
or small group for them to complete
ANSWER KEY
1 had to restart; 2 fi nding out; 3 little hope I; 4 scientifi c areas
are interesting; 5 capable of smelling; 6 dream of being
6C Two sides to every argument
AIM
• To practise giving reasons for opinions
• To practise discussion skills related to Speaking Part 4:
Discussion
EXAM LINK
Speaking Part 4: Discussion
ACTIVITY TYPE
Students debate statements using language learnt to express
and explain opinion and/or two sides of an argument