Gold exp 2e c1 photocopiable teachers notes

1B If my memory serves me correctly AIM • To review and practise using past forms • To practise the ‘long turn’ related to Speaking Part 2 EXAM LINK Speaking Part 2: Individual long turn

1B If my memory serves me correctly

AIM

• To review and practise using past forms

• To practise the ‘long turn’ related to Speaking Part 2

EXAM LINK

Speaking Part 2: Individual long turn

ACTIVITY TYPE

A guessing game where students talk about a memory

CLASSROOM DYNAMICS

Small groups

TIME TAKEN

10 minutes

WHEN TO USE

After Grammar: Review of past tenses, Exercise 7, page 10

PREPARATION

You will need one copy of the activity for each group, cut up into cards

PROCEDURE

1 Divide the class into small groups and place one pile of

cards face down for each group

2 Tell students they are going to play a game Students take

it in turns to turn over a card and talk for 30 seconds about their first memory of the thing written on the card If they pick up a ‘first…’ card, they can think of any memory they choose Memories can be real or invented

3 The other students in the group should decide if the

memory is real or made up If a student guesses correctly, they gain a point If no one in the group guesses correctly, then the speaker gains a point Groups nominate one student to keep score

4 Tell students to use a variety of past forms appropriately It

may be helpful to brainstorm the past forms from Student’s Book, page 10 on the board

5 Start the activity and monitor groups to make sure they are

using the past forms correctly

6 Continue until all the cards have been used up or for as long

as time permits

ADAPTATION AND EXTENSION

To focus more closely on the grammar of the past forms, record the past forms on the board, and students can gain an extra point for correctly including in their turn each of the past forms correctly The other students in the group can monitor and record any correct uses You can make this the focus of the activity instead of guessing true or false, or, for stronger students, have them do both

1A Social media solutions

AIM

• To practise using past forms to create politeness or

tentativeness

• To practise skills related to the collaborative task in

Speaking Part 3

EXAM LINK

Speaking Part 3: Collaborative task

ACTIVITY TYPE

A role-play activity where students collaborate to find a

solution to a problem

CLASSROOM DYNAMICS

Groups of four

TIME TAKEN

10–15 minutes

WHEN TO USE

After Grammar: Review of past tenses; Creating distance,

Exercise 2, page 10

PREPARATION

You will need one copy of the activity for each group

PROCEDURE

1 Divide the class into groups of four with two pairs and give

each pair in the group one role card Allocate A and B roles

to each pair of students

2 Explain that students are going to role-play a situation

Pairs with the A card are a company which provides advice

to businesses on using social media Pairs with the B card

are a new company looking for advice on using social media

for their business

3 Tell students that they need to use polite language in

their role-play scenario Elicit ways in which they can do

this and focus on using past tenses to create politeness

or tentativeness If necessary, review the grammar box on

page 10 of the Student’s Book You might also find it helpful

to weaker students to record the language on the board

4 Give pairs four minutes to read their role-play card and

make notes, then allow 8–10 minutes for the role-play

scenario Monitor and ensure groups are using the target

language correctly

5 If there is time at the end of the activity, get feedback

from the class and allow groups to share some of the ideas

they came up with Were the client pairs happy with their

business solutions? Would they pay for this service? You

could have a class vote on the best business solution

ADAPTATION AND EXTENSION

This activity can also be used as a pairwork activity for fast

finishers

2A Infi nitive or - ing ?

AIM

To practise using - ing forms and infi nitives

ACTIVITY TYPE

A pairwork activity where students decide if verbs are followed

by an - ing form or an infi nitive and then write sentences with

those words

CLASSROOM DYNAMICS

Pairwork

TIME TAKEN

10–15 minutes

WHEN TO USE

Aft er Grammar: Verb patterns: - ing forms and infi nitives,

Exercise 6, page 24

PREPARATION

You will need one copy of the activity for each pair

Alternatively, and to save paper, draw the diagram on the board and ask students to copy it into their notebooks

Write the words on the board for students to complete the diagram with

PROCEDURE

1 Divide the class into pairs and give each pair one copy of

the activity

2 Hold up the activity and show students the Venn diagram

Tell students that they are going to sort the verbs in the

box into those which are followed by an – ing form, those

which are followed by an infi nitive and those which are followed by both They should write the words in the correct place in the diagram Allow three minutes for this part of the activity

3 Pairs must then race to write as many sentences as possible

using the words with the correct verb pattern They can write their sentences on the lines available on the activity sheet Depending on the time you have available, you could allow 5–10 minutes for this part of the activity

4 When the time is up, ask students to exchange their activity

sheet with another pair for peer checking The pair with the most correct sentences wins

ADAPTATION AND EXTENSION

• A variation of the activity would be to ask students to write

a specifi c number of sentences The fi rst pair to complete the activity wins

• Mix pairs up to get more able students working with less

able students for a more collaborative task

ANSWER KEY

Infi nitive: aim, claim, dare, endeavour, pretend, struggle, tempt, tend, vote

-ing : avoid, consider, deny, end up, fancy, imagine, risk Both infi nitive and –ing : forget, recall

1C Memorise

AIM

• To practise using vocabulary associated with memory from

the unit

• To practise using synonyms and paraphrasing

ACTIVITY TYPE

A guessing game where students describe a verb or phrase

associated with memory for their classmates to guess, but

without saying the actual words themselves

CLASSROOM DYNAMICS

Small groups

TIME TAKEN

10 minutes

WHEN TO USE

Aft er Vocabulary: Memory: verbs and collocations, Exercise 8,

page 11

PREPARATION

You will need one copy of the activity for each group, cut up

into cards

PROCEDURE

1 Divide the class into small groups and place one pile of

cards face down for each group Groups nominate one

student to keep score and another to be the time keeper

2 Tell students that they are going to play a game Students

take it in turns to pick up a card and read to themselves

what is written They then have one minute to try to convey

what’s on the card to their teammates but without saying

the word or words on the card Instead they should try to

use synonyms, paraphrase or convey the meaning of the

word(s) in a diff erent way Students may also use mime

3 The other students in the group should try to guess the

word or phrase on the card If a student guesses correctly

they can keep the card; if no one guesses correctly before

the minute ends, the card goes face up on the table

4 Start the activity and monitor groups, helping out where

necessary

5 Continue until all the cards have been used up or for as long

as time permits The winner at the end of the activity is the

student with the most cards

ADAPTATION AND EXTENSION

To extend the activity, if no one guesses the word/phrase on

the card correctly, rather than placing the card face up on the

table, it can be put to the bottom of the pile

2C What’s my line?

AIM

To practise asking Yes/No questions about sports professions

ACTIVITY TYPE

A guessing game where students have to guess each other’s assumed sporting profession by asking Yes/No questions

CLASSROOM DYNAMICS

Small groups

TIME TAKEN

10 minutes

WHEN TO USE

Aft er Writing, Exercise 11, page 31

PREPARATION

You will need one copy of the activity for each group, cut up into cards

PROCEDURE

1 Divide the class into small groups and place one pile of

cards face down for each group Groups nominate one student to keep score and another to be the time keeper

2 Tell students that they are going to play a game Students

take it in turns to take a card and assume the role of the job on the card The other students in the group have one minute to ask the student about their job by asking Yes/No questions, i.e the student with the card can only answer

‘yes’ or ‘no’ If a student correctly guesses the job, he or she keeps the card If no one guesses the job within the time limit, then the student answering the Yes/No questions gets to keep the card The winner at the end of the activity

is the student with the most cards

4 Continue until all the cards have been used up or for as long

as long as time permits

ADAPTATION AND EXTENSION

This game can also be played as Pictionary (the fi rst student picks a card and draws the job/sport but does not speak), or as

a miming game

2B Live on the air

AIM

To review and practise adjective + noun collocations from the

unit

ACTIVITY TYPE

Students create a commentary for a sporting event, including

as many adjective + noun collocations from the activity sheet

as they can

CLASSROOM DYNAMICS

Pairwork or small groups

TIME TAKEN

10–15 minutes

WHEN TO USE

Aft er Vocabulary: Adjective + noun collocations, Exercise 3,

page 25

PREPARATION

You will need one copy of the activity for each pair or group

Alternatively, and to save paper, write the list of collocations on

the board and ask students to write in their notebooks

PROCEDURE

1 Divide the class into pairs or small groups and give each pair

or group a copy of the activity

2 Tell students they are going to prepare a sports

commentary to present to the class Elicit examples of

sports (or other events/activities) where there is oft en a

TV or radio commentary, e.g football Their commentary

should be approximately 30 seconds long and they should

try to include as many of the adjective + noun collocations

as they can

3 They should not mention the name of their sport in

their commentary so that the rest of the class has to

guess Students can pick any sport they like Encourage

students to have fun with their commentary and make it

entertaining

4 Allow students fi ve minutes to prepare in their pairs or

groups before presenting their commentary to the class

5 At the end of the activity have a class vote on the best

commentary

ADAPTATION AND EXTENSION

• To reduce the activity time, put students into larger groups

to produce fewer presentations

• You could ask the rest of the class to count the number of

correctly used collocations in each commentary and award

points and a winner accordingly, instead of having a class

vote on the favourite

3B Collocation snap

AIM

To practise making sentences with verb + noun collocations

ACTIVITY TYPE

A card-matching activity where students try to match collocations correctly and create sentences from them

CLASSROOM DYNAMICS

Pairwork or groups of three

TIME TAKEN

10 minutes

WHEN TO USE

Aft er Vocabulary: Verb + noun collocations, Exercise 6, page 39

PREPARATION

You will need one copy of the activity for each pair or group cut up into two separate piles of cards (white and grey)

PROCEDURE

1 Divide the class into pairs or groups of three and place the

two piles of cards face down for each pair or group

2 Tell students they are going to play a game Students take

it in turns to turn over one card from each pile and try to make a verb + noun collocation If the two cards collocate, they then try to make a sentence with the collocation If the partner or rest of the group accepts the sentence as correct, then the student can keep the cards If the cards

do not collocate and the student therefore can’t make a sentence, the cards are returned to the piles It’s important then that at least one of the piles is shuffl ed, otherwise someone will end up with the same card combination again

3 Students continue until all the cards have been used up The

student with the most cards at the end of the game wins

ADAPTATION AND EXTENSION

You can adapt the activity to include an element of memory

by asking the students to spread the cards out in their two separate sets Students take it in turns to turn over one card from each group at a time to try to create a match If the cards

do not collocate, they replace them in the same position and try to remember where the words were for the next turn

ANSWER KEY

do good/a simple act of kindness/a good turn/someone a favour

lend a helping hand give someone a hug/praise make a diff erence/sacrifi ces/someone’s day pay someone a compliment

turn someone’s life around

3A It’s debatable

AIM

• To practise using comparatives for emphasis in meaningful

debate

• To practise discussion skills related to Speaking Part 4

EXAM LINK

Speaking Part 4: Discussion

ACTIVITY TYPE

Students debate statements using comparatives to emphasise

their argument

CLASSROOM DYNAMICS

Pairwork or groups of four

TIME TAKEN

10–20 minutes

WHEN TO USE

Aft er Grammar: Comparative structures, Exercise 7, page 38

PREPARATION

You will need one copy of the activity for each pair or group,

cut up into strips Alternatively, choose statements that you

would like your students to debate and write them on the

board

PROCEDURE

1 Divide the class into pairs or groups: you may prefer

students to debate in pairs, with one student each debating

one side of the argument or you might have two students

on each side of the debate

2 Give each pair or group a pile of the debating topics, face

down on the table You can provide as many or as few topics

as you like depending on the time available Tell students

they are going to have a debate in their pair or group about

the statements on the pieces of paper

3 In their argument, students should try to use comparatives

to emphasise their point of view It might be helpful at

this point to quickly review the comparative structures

from page 38 of the Student’s Book For weaker classes,

you could record the language on the board for students

to refer to You might also use one of the topics as an

example to show how students can include the comparative

language Record this on the board

4 Allocate one student in each group to keep time Allow

students 30 seconds to one minute to prepare their

arguments, either individually if they are debating in pairs or

in pairs if they are debating in groups Then allow students

2–4 minutes for each debate

5 At the end of the activity, get feedback from the class

What interesting comparisons did students use in their

debate? Did students’ opinions vary from group to group?

ADAPTATION AND EXTENSION

• This is a fl exible activity so you can have students debate a

number of the statements for two to four minutes or allow

them to concentrate on one emotive topic for the duration

of the activity

• The activity can be done in pairs, small or large groups or

even as a class debate on a single subject

4A Headliners

AIM

To practise using the present simple for dramatic actions in order to create headlines

ACTIVITY TYPE

A pairwork activity to create headlines for news stories

CLASSROOM DYNAMICS

Pairwork

TIME TAKEN

10 minutes

WHEN TO USE

Aft er Grammar: Present tenses, Exercise 5, page 52

PREPARATION

You will need one copy of the activity for each pair

PROCEDURE

1 If you think it is necessary, check students’ understanding of

headlines You could do this by showing them an article on

a tablet, a print-out from the internet or by writing a couple

on the board and asking students what they think the story will be about

2 Divide the class into pairs and give each pair a copy of the

news stories

3 Explain to students that they should read the eight news

stories and come up with punchy headlines for each one and write it in the space provided Elicit from students which tense we usually use for headlines

4 Begin the activity and allow 10 minutes for this part of the

activity

5 When pairs have completed their headlines, compare their

ideas as a class Allow students to pick the best headline for each story and discuss what made the winner better than the others Ask the class to conclude what makes a good headline

ADAPTATION AND EXTENSION

• This activity can also be done without the class feedback

section, or by individual fast fi nishers

• As an extension or for homework, ask students to write

their own short news stories and headlines

3C Word formation

AIM

• To practise forming adjectives with prefi xes and suffi xes

from root words

• To practise word formation skills related to Reading and Use

of English Part 3

EXAM LINK

Reading and Use of English Part 3: Word formation

ACTIVITY TYPE

Students form as many words as they can from root words

within a set time limit

CLASSROOM DYNAMICS

Individuals or pairwork

TIME TAKEN

10 minutes

WHEN TO USE

Aft er Use of English 2: Adjective affi xes, Exercise 5, page 42

PREPARATION

You will need one copy of the activity for each individual or pair

Alternatively, to save paper, write the root words on the board

PROCEDURE

1 Give each student or pair a copy of the activity sheet

2 Tell students that they must make as many adjectives as

possible from the words by adding a prefi x or suffi x

3 Elicit some adjectival suffi xes and negative prefi xes from the

class Demonstrate with a word if you think this will help

4 Start the activity and allow students six minutes for this

part of the activity, then tell them to count up their words

5 Ask students or pairs how many words they found Ask

the individual or pair with the most words to read out the

words and record these on the board Ask the rest of the

class if they had any other words and record these as well

Ask students to note down any extra words they didn’t fi nd

ADAPTATION AND EXTENSION

• This activity can be done by individual fast fi nishers

• As an extension, ask fast fi nishers to come up with their

own root words and make new words from them Students

can also add other parts of speech to their word families

ANSWER KEY

vary – variable, invariable,

various

decide – decisive, indecisive

suit – suitable, unsuitable

imagine – imaginary,

unimaginary, imaginative,

unimaginative, imaginable,

unimaginable

break – breakable , unbreakable

laugh – laughable

inspire – inspired, uninspired ,

inspirational, uninspirational

dismiss – dismissive

reverse – reversible, irreversible

allow – allowable, disallowable defy – defi ant

do – doable, undo able, done, undone

transfer – transferable , untransferable recognise – recognisable, unrecognisable respond – responsive, unresponsive, responsible, irresponsible

concern – concerned, unconcerned

4C Self awareness

AIM

• To practise using the present tenses

• To practise short conversation skills related to Speaking

Part 1

EXAM LINK

Speaking Part 1: Short conversation

ACTIVITY TYPE

A pair or group activity to practise answering self-awareness questions in an interview setting

CLASSROOM DYNAMICS

Pairwork or groups of three

TIME TAKEN

10 minutes

WHEN TO USE

Aft er Use of English 1, Exercise 5, page 55

PREPARATION

You will need one copy of the activity for each pair or group, cut up into cards

PROCEDURE

1 Divide the class into pairs or groups of three and place one

pile of cards face down for each pair or group

2 Tell students to imagine that they are going to prepare

for a job interview and on the cards are self-awareness questions for them to ask and answer in their pair or group

Explain that self-awareness questions are oft en used in job interviews to determine what personality type candidates are and their suitability for the job If students fi nd any of the questions diffi cult, they should still try to answer them

as they would in an interview

3 Students take it in turns to turn over a card and read the

question on the card for the other student to answer If students are working in groups of three, they can direct their question to the person to their right The student answers the question as fully as possible and then takes a card to ask the next question Encourage students to give each other constructive feedback on their answers

4 Continue the activity until all the cards have been used

or as long as time permits Ask for brief feedback aft er the activity For example, did students fi nd answering the questions diffi cult? Was anyone surprised by their own answers? Was anyone surprised by someone else’s answer?

ADAPTATION AND EXTENSION

To make the activity more challenging or more akin to an interview scenario, put students into pairs and give students

an equal number of cards Students can then assume the role

of interviewer and interviewee and then swap roles

4B Put on your thinking cap

AIM

To practise using fashion vocabulary and fashion adjectives

from the unit

ACTIVITY TYPE

A pairwork activity to create and present a fashion design

CLASSROOM DYNAMICS

Pairwork

TIME TAKEN

10–20 minutes

WHEN TO USE

Aft er Vocabulary: Clothing adjectives, Exercise 2, page 53

PREPARATION

You will need one copy of the activity for each pair

Alternatively, and to save paper, write the information on the

board and ask students to draw and write in their notebooks

PROCEDURE

1 Divide the class into pairs Hold up the activity sheet and

explain to students that they are going to design an outfi t

for a competition They will need to give a one-minute

presentation of their design to a fashion company (the

rest of the class) The catch is that they will be given a

subculture from the Student’s Book for which they have to

target their outfi t design Elicit the subcultures students

have encountered from the unit and write them on the

board, (goth, hipster, hippy, skateboarder) Allocate a

subculture to each pair

2 Brainstorm the fashion adjective words from the Vocabulary

section with the class, and get students to record any items

they have missed

3 Pairs can now work together to brainstorm and draw their

outfi t in the style of their given subculture Tell students

their design only needs to be a quick sketch and not to

worry about their drawing skills, but encourage them to

label their outfi t with the adjectives from the Student’s

Book to help them when they are giving their presentation

Encourage students to have fun with their designs and,

if appropriate, allow them to ‘model’ their design in their

presentation by pretending they are wearing the clothes

Allow fi ve minutes for this preparation part of the activity

4 Next, invite pairs to present their design to the class Time

each pair, allowing a minute for each presentation Ask

the rest of the class to prepare constructive feedback on

each group’s presentation, including their use of clothing

adjectives: did their adjectives collocate correctly? Take a

class vote on the best overall presentation (not just the

design)

ADAPTATION AND EXTENSION

• For weaker classes, remove the restriction of producing a

design for a particular subculture

• For a shorter activity or for larger classes, ask groups to

take it in turns presenting their ideas to another group,

then allow for a short class feedback session at the end for

groups to report on the other group’s presentation

5B Sneaky speeches

AIM

• To practise using vocabulary from the unit

• To practise the ‘long turn’ for Speaking Part 2

EXAM LINK

Speaking Part 2: Individual long turn

ACTIVITY TYPE

A group activity to practise talking about a topic for 30 seconds

CLASSROOM DYNAMICS

Groupwork

TIME TAKEN

10 minutes

WHEN TO USE

Aft er Vocabulary: Buying and selling, Exercise 7, page 67

PREPARATION

You will need one copy of the activity for each group, cut up into cards

PROCEDURE

1 Divide the class into groups of four or fi ve students and

place one pile of cards face down for each group Groups nominate one student to be the time keeper and another to keep score

2 Students take it in turns to take a card and, without letting

anyone else see what is written, silently read the words on the card The student then has 30 seconds to speak about

a subject of his or her choice, using the phrase on the card and trying to ‘sneak’ their phrase past their classmates

The other students in the group guess what phrase is on the card They can interrupt the talk at any time while the clock is ticking and make a guess If they are correct, they get a point, but if they are wrong, they lose a point and the speaker continues If the speaker continues to the end of their 30 seconds and no one correctly guesses the words on the card, the speaker gets a point It’s then the turn of the next student

3 Continue the game until all the cards have been used so

that students have an equal number of turns, or as time allows

ADAPTATION AND EXTENSION

• To make the activity more challenging, write a topic on the

back of each card, i.e on the side that is facing up in the pile, which the student must talk about

• For a shorter game, reduce the number of cards Do this

evenly so that all the students in the group still have an equal number of turns

5A Advertising strategy

AIM

To practise using future forms and to analyse their usage

ACTIVITY TYPE

A group activity to create an advertising strategy for a new

brand in a future time

CLASSROOM DYNAMICS

Small groups

TIME TAKEN

20 minutes

WHEN TO USE

Aft er Grammar: Ways of talking about the future, Exercise 6,

page 66

PREPARATION

You will need one copy of the activity for each group

PROCEDURE

1 Divide the class into small groups Explain to students that

they are going to come up with an advertising strategy for

a new product for the year 2030 Brainstorm with the class

what products people might need in 2030 and write them

on the board Spend no more than a minute on this Then

tell students to choose one of the product ideas from the

brainstorm and answer the prompts on the advertising

strategy template in the activity sheet to come up with

their strategy When they have fi nished, they will present

their advertising strategy to the class or to another group

depending on the time you have available

2 Tell students to use a variety of future forms appropriately

It may be helpful to brainstorm the future forms from

Student’s Book page 66 on the board

3 Give each group a copy of the activity and tell them to

nominate one student to write Allow students just ten

minutes to come up with their strategy Monitor groups to

make sure they are using the future forms correctly

4 Invite students to present their product ideas and

advertising strategy to the class Depending on your class,

you could ask students to decide who in the group will

make the presentation: it could be one student or the whole

group Invite the rest of the class to provide constructive

feedback on each group’s presentation, including their

use of future forms When all the groups have fi nished

presenting, take a class vote on the best overall strategy

(not just the product)

ADAPTATION AND EXTENSION

For a shorter activity or for larger classes, ask groups to take it

in turns presenting their ideas to another group, then allow for

a short class feedback session at the end where groups report

back to the class on another group’s strategy

5C Use your English

AIM

• To practise using verb phrases

• To practise the open cloze task type related to Reading and

Use of English Part 2

EXAM LINK

Reading and Use of English Part 2: Open cloze

ACTIVITY TYPE

A competitive team game where students write gapped

sentences for another team to complete

CLASSROOM DYNAMICS

Large groups

TIME TAKEN

10 minutes

WHEN TO USE

Aft er Use of English 1, Exercise 8, page 69

PREPARATION

You will need one copy of the activity for each team, cut into

strips

PROCEDURE

1 Divide the class into an even number of teams and give

teams A the white phrases and teams B the grey phrases

2 Explain to students that they need to write gapped

sentences containing each of the phrases, gapping one of

the words from the phrase for the other team to guess the

missing word Demonstrate on the board with one of the

phrases, e.g have an aptitude for : To apply for the position,

you will need to have a(n) ………… for mathematics

3 Teams write eight gapped sentences for the other team

to guess They can divide the sentences equally between

them to save time Allow a few minutes for this part of

the activity Monitor students while they are writing their

sentences and help with any inaccuracies

4 When teams have completed their eight gapped sentences,

they can then call out the sentences for the other team to

confer and complete

5 Teams gain a point for a correct answer The team with the

most points at the end of the activity wins

ADAPTATION AND EXTENSION

This activity can also be done in pairs for a longer activity or

for a higher level class Pairs can write their gapped sentences

and swap them with another pair to complete

6A Mixed conditionals

AIM

To recognise and practise using mixed conditionals

ACTIVITY TYPE

A card-prompt speaking game where students need to complete sentences and questions

CLASSROOM DYNAMICS

Pairwork or groups of three

TIME TAKEN

10 minutes

WHEN TO USE

Aft er Grammar: Mixed conditionals, Exercise 7, page 80

PREPARATION

You will need one copy of the activity for each pair or group, cut up into cards

PROCEDURE

1 Divide the class into pairs or small groups and give each pair

or group a set of cards, face down on the table

2 Explain to students that they are going to play a game

using mixed conditionals Students take it in turns to take a card and read aloud the conditional stem They must then try to complete the sentence or question with their own ideas His/Her partner (or other students in the group) must decide if the sentence is correct and also if it is a mixed conditional sentence (as opposed to a fi rst, second or third conditional) Monitor groups and off er help if students are unable to agree if the sentence is correct or not

3 If the sentence is correct, the student keeps the card and

the next student takes his or her turn If the student’s sentence is incorrect, his/her partner (or another student in the group) can try to complete the sentence correctly and keep the card

4 Continue the game for ten minutes or until some of the

groups have used up all their cards The student with the most cards at the end of the game wins

ADAPTATION AND EXTENSION

• To extend the activity, students can try to make up their

own sentence stems for their classmates to complete

• This game can also be played as a whole class activity:

split the class into two teams and read out each stem for students to ‘buzz in’ or raise a hand with the correct answer The team with the most points wins

6B Countdown

AIM

• To practise using unit vocabulary (truth and lies) in context

• To practise skills related to Writing Part 2

EXAM LINK

Writing Part 2: Letter, review, report or proposal

ACTIVITY TYPE

A writing activity in the form of a race to use as many given words and phrases as possible

CLASSROOM DYNAMICS

Pairwork

TIME TAKEN

10 minutes

WHEN TO USE

Aft er Speaking, Exercise 5, page 85

PREPARATION

You will need one copy of the activity for each pair

Alternatively, and to save paper, copy the table onto the board and have students write in their notebooks

PROCEDURE

1 Divide the class into pairs and give each pair a copy of the

activity

2 Tell students they have fi ve minutes to write a text and

include as many of the words in the table as possible The pair who has included the most words in their text in the correct context wins Explain that they can choose to write

a letter, review, report or proposal If you think it will help, write these text type options on the board You can also give further support by suggesting a topic for students to write about, e.g entertainment or fi lms

3 Give students a couple of minutes to look over the words and

decide which text type they are going to use They should also decide who is going to write: whether one student writes the whole text or they write part of the text each

4 Tell students you are going to start the timer Start the

timer and monitor pairs but try to allow students to complete the task on their own

5 When the fi ve minutes are up, pairs count how many words

they have used Ask the pair which has used the most words

to read out their text to the class If they have used some words incorrectly then they are discounted and the team with the next highest number of items reads their text to the class and so on The pair that has used the most words correctly is the winner If there is time at the end of the activity, you could ask the remaining pairs to read out their texts as well

ADAPTATION AND EXTENSION

• To save time, pairs can swap their texts with another pair

for them to mark and return a score

• Fast fi nishers can also do this task individually by creating

a text using all the words in the table They can fi nish it for

homework if necessary

ANSWER KEY

Students’ own answers

Answer key

Possible answers

If my friends had stayed this weekend … my house wouldn’t

be so tidy

Had you gone to bed an hour later … you wouldn’t feel so

fresh now

If the teacher came to lunch with us … would you feel so

worried about the exam?

Should you fi nd yourself in that situation again … you will

know what to do

If you weren’t such a nice person … people wouldn’t want to

talk to you so much

If I tell you what I had for breakfast … will you tell me what

you’re having for yours?

If she was to take on another role … she could get away from

always playing that kind of character

Had he not missed his fl ight … he would be sitting on the

beach right now

If you hadn’t taken my advice … you wouldn’t be where you

are now

What would you do if … you didn’t have anywhere to live?

If I weren’t so busy this aft ernoon … I would love to go for a

walk in the park

If it wasn’t raining so much … would you want to go home?

If you were to work abroad … would you enjoy it?

Would we have done anything if … we had known he was in

trouble

If you hadn’t given me the instructions … I wouldn’t have a

clue what to do!

If Juliet hadn’t wasted her time at university … she wouldn’t

be back at college now

If the world was going to end tomorrow … I have no idea what

I’d do!

If I had won the competition … I wouldn’t be sitting here!

If my mother hadn’t been late dropping me off … I would know

how the fi lm started

Should he complain again … I will have had enough!

7A Past modals

AIMS

To practise using past modals

ACTIVITY TYPE

A group activity where students speculate on riddle situations using past modals

CLASSROOM DYNAMICS

Groups of three or four

TIME TAKEN

15 minutes

WHEN TO USE

Aft er Grammar: Past modals, Exercise 7, page 94

PREPARATION

You will need to make one copy of the activity for each group, cut up into cards

PROCEDURE

1 Divide the class into groups of three or four students Give

each group a set of cards, face down on the table

2 Explain to students that they are going to try to solve some

riddles They should use past modals to speculate on the situation and solve the riddle as a group If they can’t agree

on an answer, they should move on to the next card Tell them you will provide the answers at the end of the activity

3 If you think students need the revision, go through the

language from the explore grammar box in the Student’s Book with the class, eliciting modals for certainty, possibility and necessity Write examples on the board if necessary

4 Tell students they have ten minutes to solve as many

riddles as they can Start the activity and monitor students, providing help with the target language but not with the answers to the riddles

5 When the time is up, ask groups to provide their solutions

to the task using past modals, ( She must have …; We are

sure that it was…; It’s possible that it was… , etc.) The

group with the most correct solutions wins the game

ADAPTATION AND EXTENSION

Students can look up further riddles and brainteasers on the internet to challenge their classmates with

ANSWER KEY

Fishing: They were three generations of the same family

Ladder: He was on the fi rst rung

Girl reading: She was reading brail

A&E doctor: The doctor was the son’s mother

Dark cabin: She lit the match fi rst

The lift : I got out on the second fl oor

Man in the rain: He was bald

Fourth child: Beth Hiking: White The only place you can hike three miles south, then east for three miles, then north for three miles and end

up back at your starting point is the North Pole There are only polar bears in the North Pole, and they are white!

6C Speaking Part 4

AIM

• To practise using vocabulary from the unit

• To practise discussion skills related to Speaking Part 4

EXAM LINK

Speaking Part 4: Discussion

ACTIVITY TYPE

A group activity to practise speaking and assessing each

other’s speech

CLASSROOM DYNAMICS

Groups of four

TIME TAKEN

20 minutes

WHEN TO USE

Aft er Speaking, Exercise 5, page 85

PREPARATION

You will need one copy of the activity for each group, cut up

along the dotted lines

PROCEDURE

1 Divide the class into groups of four and divide each group

into pairs Explain to students that they are going to take

it in turns to assume the roles of two candidates and two

examiners in Part 4 of the Speaking Test (discussion) Assign

one pair in the group the roles of examiners and the other

pair the roles of candidates Give each pair the relevant part

of the activity

2 Explain that the candidates must discuss the question

on the card for fi ve minutes One of the examiners can

time the discussion Each examiner should assess the

performance of one of the candidates using criteria set out

on their assessment form They should rate their candidate

on each of the points (1 = needs improvement; 2 = good; 3

= excellent) Go through the criteria with the students and

check for understanding Write the criteria on the board if

you think it will help students Encourage the examiners to

write notes including examples to support their rating for

each of the points

3 At the end of the discussion the examining pair can then

take it in turns to provide feedback on each candidate’s

performance The examiners should aim to provide

constructive feedback and suggest ways in which the

candidates can improve Allow no more than two minutes’

feedback for each candidate

4 When they have fi nished, students can swap roles and begin

the activity again with the second discussion question