Gold exp b1p photocopiable tn

PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 1A 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 Organise students into pairs Explain that they are going to an activity in which they will think about their own habits, and predict the habits of their partner 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 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 Students should then use the prompts to make predictions about their partners They should write these sentences in the My partner column 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 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 2ND EDITION B1+ 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 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 Give each pair two sets of cards (one white, one grey) and lay them face down on the table 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 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 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 To practise collocating adjectives and nouns A speaking activity in which students practise giving extra information about their likes and dislikes ACTIVITY TYPE CLASSROOM DYNAMICS A matching game in which students collocate adjectives with appropriate nouns and make sentences Small groups TIME TAKEN 10 minutes  Photocopiable © Pearson Education Limited 2018 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION B1+ WHEN TO USE PREPARATION After Speaking, Exercise 7, page 17 You will need one activity sheet per pair and to draw one score column on the board per pair PREPARATION You will need one worksheet for each group, with the question cards cut out PROCEDURE 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 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 Point out that three of the cards have been left blank Students should use these as prompts to ask their own questions 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 Students continue until all the questions have been asked Monitor as students this, offering 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 finishers should choose a topic which interests them (music, art, film, 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 finisher, taking it in turns to ask and answer questions and making sure that they give extra information rather than ‘Yes/No’ answers PROCEDURE Divide students into pairs and give each a copy of the activity 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 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 Each pair starts with 500 points This should be written in their column on the board The pairs are given five 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 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 not win any points Once points are awarded after 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 To practise the correct use of past tenses and to recognise common errors Incorrect – used to + infinitive- ‘used to play’; Correct; 3 Incorrect – ‘Had you ever been’- past participle; Incorrect – modal verb without to; Incorrect – ‘visited’- would is for past actions, not states; Correct; Incorrect – ‘I had ever tasted’ 8 Correct; Incorrect – ‘Used to have’; 10 Incorrect – ‘I had never travelled’ ACTIVITY TYPE ADAPTATION AND EXTENSION 2A Grammar auction AIM 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 • To focus more closely on the grammar of the past forms, ask students to identify which tense is being used and why Pairwork and whole class • To extend the activity, students could try to write sentences for their classmates to guess and bid on TIME TAKEN • To reduce the activity time, put students into larger groups to produce fewer bids 15 minutes WHEN TO USE After Grammar: Past tenses, Exercise 6, page 26 • Fast finishers can complete this as an activity sheet, finding the correct or incorrect sentences and amending them where necessary Photocopiable © Pearson Education Limited 2018 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION 2B What’s happening? 2C Linking opinions AIM AIM B1+ To practise the meaning and use of adverbs of manner and frequency • To use vocabulary from the unit related to comparisons and differences ACTIVITY TYPE • To practise vocabulary and skills for Speaking Part 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 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 10 minutes CLASSROOM DYNAMICS WHEN TO USE Pairwork After Use of English 2, Exercise 6, page 30 TIME TAKEN PREPARATION 10–12 minutes You will need one copy of the activity, cut up into a set of cards, for each small group WHEN TO USE PROCEDURE PREPARATION Divide students into small groups and give each group a set of cards 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’ 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 After 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 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 difficulty 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 difficult!’ 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 five of their own adverbs and actions that they must describe or act out (or draw) for their teammates After Speaking, Exercise 5, page 31 You will need one activity sheet per pair, cut up into cards PROCEDURE Divide students into pairs and give each pair a set of cards Explain to students that in this activity they are going to practise the skills required for Speaking Part 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 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 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 Photocopiable © Pearson Education Limited 2018 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION B1+ 3A In the future … 3B Make and AIM AIM To give students practise in using future tenses To encourage students to use phrases and expressions with make and in everyday conversations 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 After Grammar: Future forms, Exercise 7, page 40 PREPARATION You will need a copy of the activity for each student PROCEDURE 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 Ask students to close their Student’s Books Challenge them to remember the eight different 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 Focus students’ attention on the activity sheets Demonstrate the activity by using the first two prompts to make predictions which are true for you 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 different kinds of future forms as possible Give students about three to four minutes to make their predictions Monitor as students this, offering support where necessary and encouraging the use of a variety of future forms 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 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 finishers 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?’ ACTIVITY TYPE A competitive role-play activity in which students are challenged to use expressions with make and CLASSROOM DYNAMICS Pairwork TIME TAKEN 10 minutes WHEN TO USE After Vocabulary: Food and transport, Exercise 5, page 41 PREPARATION You will need one copy of the activity for each pair PROCEDURE 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 in short role-plays 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 first 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 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 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 Circulate as students perform their role-plays, making sure that they are using the expressions naturally and accurately 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 Photocopiable © Pearson Education Limited 2018 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 3C Phrasal verbs AIM To practise using phrasal verbs from the unit 2ND EDITION B1+ EXAM LINK Reading and Use of English Part 4: Key word transformations ACTIVITY TYPE ACTIVITY TYPE A speaking gap-fill activity where students must complete sentences using a range of modal verbs A matching activity where students form phrasal verbs by putting verbs together with particles and then make sentences CLASSROOM DYNAMICS CLASSROOM DYNAMICS Pairwork TIME TAKEN 10 minutes WHEN TO USE After 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 shuffled together in each set PROCEDURE Organise students into pairs and give each pair one set of phrasal verbs with the verb and particle cards well shuffled Explain that students are going to practise using phrasal verbs to talk about environmental problems Give pairs 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 box on page 44 of the Student’s Book 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 difficult to get the message across because people don’t want to listen’, etc Students should share their sentences with another pair Students should listen to the problems described and try to offer possible solutions Nominate a few students to report back on their discussions, sharing both problems and possible solutions ADAPTATION AND EXTENSION • Challenge fast finishers 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? Pairwork TIME TAKEN 10 minutes WHEN TO USE After 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 Divide the students into pairs and designate them as Student A or Student B Distribute the corresponding activity sheet to each student 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 different modal verb to the one they have just heard in the sentence Student A reads sentence number to Student B Student B must listen carefully to identify the correct form of the modal verb they need to complete their own sentence on their sheet Student B must ensure the sentence has the same meaning as Student A’s sentence Student B then reads sentence number to Student A, who completes his/her sentence so that it has the same meaning but uses a different 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 first sentence to a Student B, then Student B chooses a different 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 jobs at home to help your parents?’ 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 Photocopiable © Pearson Education Limited 2018 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION 4B Prepositions quiz 4C Negative adjectives AIM AIM • To practise adjectives followed by particular prepositions from the unit ACTIVITY TYPE B1+ • To elicit existing knowledge from students as a lead-in activity • To recognise the patterns in forming negative adjectives with prefixes A competitive team game where students must guess the correct preposition missing from the sentences they hear ACTIVITY TYPE CLASSROOM DYNAMICS A competitive activity where students look around the room for the correct prefixes to form negative adjectives Two large groups TIME TAKEN 15 minutes WHEN TO USE After 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 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 Explain that this is a competitive quiz-style activity where one student from Team A will read the first 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 first 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 Team B then reads aloud their first 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 different 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 points The activity continues until there are no more sentences The team who has the most points at the end is the winner ANSWER KEY CLASSROOM DYNAMICS Pairwork TIME TAKEN 15 minutes WHEN TO USE After 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 prefix cards and distribute them around the room before the activity starts, stuck onto the wall where possible PROCEDURE Divide students into pairs and distribute a copy of the adjectives to each pair Point out to students that there are prefixes 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 find the prefix which they think best suits the adjectives on their activity sheet Some prefixes will join with more than one adjective 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 prefix 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 At the end of the activity, ask for feedback from the pairs Which prefixes go with which adjectives? Can they find any patterns? ANSWER KEY Team A: of; with; about; at; about; to; about; of, on Impossible; Dishonest; Indecisive; Unpleasant; Impatient; Unhelpful; Irregular; Irresponsible; Illogical; 10 Uncomfortable; 11 Unprepared; 12 Disobedient Team B: about; at; with; at; of; of; about; 8 of, about ADAPTATION AND EXTENSION ADAPTATION AND EXTENSION • If you have a strong group, to extend the activity each group could create three to five more sentences to ask the other team • For fast finishers, this can be done as an individual worksheet activity • 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 first to correctly complete the negative forms • To extend the activity, ask students to think of two or three more examples of adjectives for each prefix • Alternatively, this activity could be done after Exercise 4, to reinforce what they have just learnt Photocopiable © Pearson Education Limited 2018 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 5A Relative Pronouns AIM To practise using relative pronouns and defining and nondefining 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 After Grammar: Defining/Non-defining 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 Organise students into pairs Explain that they are going to an activity in which they use relative pronouns to talk about their school lives 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 defining relative clause If they get tails, their sentence should include a non-defining relative clause If necessary, write ‘heads = defining’ and ‘tails = non-defining’ on the board to remind students while they are doing the activity Demonstrate the activity Begin by tossing a coin to determine whether you are going to use a defining or non-defining 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.’ Tell students they should get a point for every correct sentence they manage to make Circulate as students complete the activity, prompting and offering support where necessary 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? 2ND EDITION B1+ ADAPTATION AND EXTENSION • Fast-finishing pairs should think of five more nouns related to school and learning They should swap their nouns with another pair and compete to see who can write down five 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 first to write two sentences for each item connected to school in the grid, one with a defining relative clause and one with a non-defining relative clause • Alternatively, give individual students or pairs a time limit of five minutes and get them to write two sentences, one containing a defining and one containing a nondefining 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 After Vocabulary: Learning skills, Exercise 7, page 69 PREPARATION You will need a copy of the activity for every student PROCEDURE 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 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 Once they have both responded, students add up their partner’s scores and read the verdict aloud to their partner Photocopiable © Pearson Education Limited 2018 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES Students should then write a fifth 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 five minutes for this part of the activity Students ask their partner their new question and record their response Conduct class feedback Ask students whether or not they agree with the quiz verdict, and ask for volunteers to read out their question and their partner’s response ADAPTATION AND EXTENSION • Fast-finishers 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 (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 After Use of English 2, Exercise 6, page 72 2ND EDITION B1+ PROCEDURE 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) 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 of the sheet together Check the answers as a class 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 Circulate as students write their texts, offering 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 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 finishers • If you are doing this as a class activity, fast finishers could compete with a partner to see who can be the first to write sentences using all of the leftover words from the Part multiple-choice options • If you find 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 first 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.’ … A cost; B earn; C win; D waste • Alternatively, get higher ability fast finishers 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 PREPARATION 1 B; D; A; B You will need a copy of the activity for each student B; C; B; D Photocopiable © Pearson Education Limited 2018 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 6A To infinitive and beyond AIM • To practise infinitive 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 After Grammar: Infinitives 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 different coloured board pens Draw columns on the board with the following headers: ‘to + infinitive’, ‘infinitive without to’, ‘-ing’ PROCEDURE 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 different coloured board pen as this will later distinguish which team has written which verb, and a word card from their set 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 2ND EDITION B1+ ADAPTATION AND EXTENSION • Fast finishers 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 specific number of sentences with a given number of verbs The first group to complete their sentences correctly wins • To add difficulty for higher level classes, the column ‘infinitive 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 infinitive (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 + infinitive: agree, appear, ask (someone), expect, hope, manage, need, plan, promise, seem, want, would like infinitive 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 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 Remind students that it is a race so you will be watching for which team completes the task first, but they should also think back to the unit to help with where they are putting each verb or phrase Pairwork or groups of three Once a team’s cards have been completed, the students should sit down to show that their team has finished first There should be one point allocated to this team When checking the verbs with the class after 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 WHEN TO USE TIME TAKEN 10–12 minutes After 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 Photocopiable © Pearson Education Limited 2018 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES PROCEDURE 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 first 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 five to ensure both sentences have the same meaning They must use the word in bold in the form given Give each pair or group a copy of the folded key word transformations with example question 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 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 after each question, provide error correction and an explanation using Unit vocabulary or grammar if necessary 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 finishers 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 had to restart; finding out; little hope I; 4 scientific areas are interesting; 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 2ND EDITION B1+ CLASSROOM DYNAMICS Pairwork or groups of four TIME TAKEN 10–15 minutes WHEN TO USE After 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 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 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’ 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 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 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 flexible 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 Photocopiable © Pearson Education Limited 2018 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 7A If I could live anywhere … AIM To give students practice in using different forms of conditionals ACTIVITY TYPE Students complete and then match two halves of conditional sentences linked to the topic of home CLASSROOM DYNAMICS Individuals and pairwork TIME TAKEN 10 minutes WHEN TO USE After Grammar: Conditionals (0–3), Exercise 5, page 96 PREPARATION 2ND EDITION • Fast finishers can write five of their own conditional sentence heads (they should aim to include at least one of each type of conditional) and give them to a partner to complete ANSWER KEY Types of conditionals: second; third; third; zero; 5 second; second; second; zero; first; 10 third; 11 first; 12 second 7B: My ideal holiday accommodation AIM To use topic-related vocabulary to describe an imaginary room ACTIVITY TYPE A drawing and speaking activity in which students describe their drawing to a partner who draws what they hear You will need one copy of the activity per student Each student or pair will need scissors CLASSROOM DYNAMICS PROCEDURE TIME TAKEN Organise students into pairs Explain that they are going to an activity in which they practise the four different conditional forms Ask students to work on their own at first They should read the sentence beginnings and make sentences which are true for them Nominate a student to the first one as an example Give a time limit of five minutes to do this Circulate as students complete this part of the activity, checking that they are forming their sentences correctly When students have completed their sentences, they should cut the sentences out of the worksheet and then down the middle, separating the sentence beginnings from the endings They should shuffle the sentence cards and give them to their partner to match the two parts up again Give students a time limit of three minutes to match the sentence halves Bring the class back together again Nominate students to share one or two of their partners’ sentences ADAPTATION AND EXTENSION • To extend this activity, get students to identify what types of conditional sentences they have created during the class feedback session at the end (answers below) • To adapt this activity, get students to complete the sentences (up to step above) You should then organise students into small groups One student in each group should collect in everyone’s worksheet and read the sentences aloud at random: the rest of the group have to guess who wrote each sentence B1+ Individuals and pairwork 15 minutes WHEN TO USE After Vocabulary: Living accommodation and furnishings, Exercise 7, page 97 PREPARATION You will need one copy of the activity for each student PROCEDURE Tell students to imagine their ideal holiday Get them to picture what kind of holiday it’d be (relaxing, cultural, adventurous, etc.) and to think about the accommodation they’d like to stay in Encourage them to be creative Focus students’ attention on the worksheet and prompts Tell them that they are going to draw in the first space the room where they would sleep in their ideal holiday accommodation Give them four minutes to this Organise students into pairs Get one student in each pair to describe their picture to their partner, who should listen (without seeing the picture) and draw what they hear in the second space on their sheet Circulate as students complete this activity, offering support where necessary Allow three minutes for this Students then swap roles Again, allow three minutes for Student B to describe their accommodation to Student A At the end of the activity, students should compare their drawing with that of their partner Nominate a few pairs to share their drawings and talk about their ideal holiday accommodation Photocopiable © Pearson Education Limited 2018 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES ADAPTATION AND EXTENSION Adapt this activity by getting students to draw an advertisement for holiday accommodation (encourage them to make their drawings as attractive as possible) They should also write a few lines describing the accommodation Display the adverts on the classroom wall, and get students to choose their favourite one, giving reasons for their answer 7C Interview AIM To give students practice in giving longer answers EXAM LINK Speaking Part 1: Interview ACTIVITY TYPE A speaking activity in which students aim to give longer answers to questions CLASSROOM DYNAMICS Small groups (max six students per group) TIME TAKEN 2ND EDITION Circulate as students complete the task, making a note of any students who are performing particularly well When time is up or all the cards have been used, bring the class together again and find out which students got the most points Nominate one of the stronger students to answer a question in front of the rest of the class Get other students to listen and comment on what he/she has done well ADAPTATION AND EXTENSION • To adapt and/or extend this activity, get each student to write three of their own questions to use in the activity or to add to the pile of cards • Challenge stronger students by increasing the time limit to one minute for one point and one minute 30 seconds for two points 8A Passives: true or false? AIM • To practise forming the passive ACTIVITY TYPE 12–15 minutes A quiz activity where students rearrange words to form passive sentences, and answer true or false questions WHEN TO USE CLASSROOM DYNAMICS After Speaking, Exercise 5, page 101 Pairwork PREPARATION TIME TAKEN You will need one copy of the activity for each group, cut up into cards Groups will need the means to time answers 10–12 minutes PROCEDURE Explain to students that they are going to practise giving longer answers: a very important exam skill They will also be timed and need to aim to speak for at least 30 seconds Demonstrate the activity with a student Get a student to pick a card and ask you the question on it Tell the student to time your response and let you know when you have spoken for over 30 seconds When you answer, take care not to hesitate, repeat yourself or go off the subject Organise the class into groups and give each one a pile of well-shuffled cards which should be placed face down on the desk Tell students that they are going to take it in turns to ask and answer questions If a student manages to talk for over 30 seconds without hesitating, repeating themselves or going off topic they will get a point If they manage to this for a whole minute, they’ll get two points The first student should take a card from the top of the pile and ask the question to the person on their left A third person in the group can time the student who is talking and make a note of points scored When the student has finished talking, he or she should pick the next card from the pile and ask the person on their left, and so on Allow eight to ten minutes B1+ WHEN TO USE After Grammar: The passive, be + past participle, Exercise 5, page 110 PREPARATION You will need one copy of the activity sheet per pair PROCEDURE Divide students into pairs and distribute one activity sheet to each Explain to students that they will see six sentences with the words in the wrong order In pairs, they must rearrange the words into the correct order to make passive sentences Tell students the sentences are true or false statements After they have rewritten all the sentences correctly in the passive they must then discuss them in their pairs and decide if they are true or false Explain to students that this is a competitive task One point will be given for the correct order of the words in the passive sentence, and one point will be given for the correct answer to the statement This will be done as class feedback once every pair has completed the task Explain that there is a bonus sentence at the bottom of the sheet for students to try This can be used in the event of a draw, or for students to earn two additional points by completing it correctly Photocopiable © Pearson Education Limited 2018 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES Once the task has finished, each pair should swap their sheet with another group to mark As a class, error correct any mistakes in the passive sentences and discuss the answers to the true/false statements The winning team is the pair with the most points at the end of the feedback ADAPTATION AND EXTENSION • In pairs, students can write two or three more passive sentences which they jumble to challenge other pairs with • For higher level classes, rather than statements, pairs can write quiz-style questions in the passive to challenge other pairs with e.g ‘When was the first Harry Potter book written?’ ANSWER KEY Spanish is spoken in Portugal FALSE – Portuguese Football is played on a court FALSE – Pitch/field The first email had been sent before 1995 TRUE (in 1971) Ice cream was first made in China TRUE Planes are not flown by pilots FALSE Mirrors were invented by the ancient Egyptians TRUE The population of the world which speaks English has been estimated to be 1.5 billion TRUE 8B What can you get done? AIM • To practise forming the causative – have/get something done ACTIVITY TYPE A competitive activity where students write sentences about what they have/get done in various locations 2ND EDITION B1+ Tell students they must work as a group and think of one sentence for each of the six locations and write them in the appropriate space at the bottom of their activity sheet Tell students that this is a competitive activity, where each group must try to think of a sentence that no other group in the class has Explain that if another group has the same or a very similar sentence, they not get any points, while if they write a sentence that no other group has, they receive a point Give students an example: ‘At the dentist, I get my teeth checked.’ is likely to be an idea common among the class, but ‘At the dentist, I get my teeth cleaned.’ is a sentence less likely to have been thought of by others Allow five to six minutes to complete the task, depending on the level of the class Monitor for error correction where necessary Once the time has run out, choose one group to read their first sentence to the class Ask students to raise their hands if they have the same sentence Award a point to each group with a unique sentence Repeat this step until all of the sentences have been read aloud Declare the group with the most points the winning team ADAPTATION AND EXTENSION • To extend the activity, you could ask students to discuss in pairs one thing that they personally get/have done for them in each of these places and one thing they themselves For example, ‘At home I get my food cooked by my mum, but I clean my own room.’ This can be opened up into a whole class discussion • Fast finishers can this task individually as an activity sheet You may need to explain that students need to write one thing that they have/get done in each of the places 8C The writing race AIM CLASSROOM DYNAMICS To explore and practise using unit vocabulary in context Small groups of three or four EXAM LINK TIME TAKEN Writing Part 1: Essay 10–12 minutes ACTIVITY TYPE WHEN TO USE A writing activity with the challenge to use as many given words and phrases as possible After Use of English 1, Exercise 2, page 113 PREPARATION You will need one copy of the activity for each group, or, to save paper, write the six locations on the board and have students write in their notebooks PROCEDURE Divide students into small groups of three or four, depending on the size of the class Give each group a copy of the activity sheet Tell students they have six different places listed at the top of their activity sheet In groups, they must decide what you can have/get done at each place You may need to provide an example, e.g ‘At home, I get my laundry done for me by my mum.’ CLASSROOM DYNAMICS Pairwork or groups of three TIME TAKEN 15 minutes WHEN TO USE After Writing, Exercise 5, page 117 PREPARATION You will need one activity sheet per pair or group Alternatively, to save paper, write the phrases in columns on the board and have students write in their notebooks Photocopiable © Pearson Education Limited 2018 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES PROCEDURE Divide students into pairs or groups of three and give each pair or group a copy of the activity Tell students they have six minutes to write a text and to include as many of the given words as possible The pair or group who has included the most words in their text in the correct context by the end of the task is the winner Explain that they will need to write it in the style of the main body of an essay You may need to revise the register required, the purpose of the main body (advantages/disadvantages or arguments for/against) and format of this (as studied in Unit of the Student Book) Tell the students it is up to them to decide on the topic for the piece This can be brainstormed on the board for lower levels, e.g crime, films, etc Give students a couple of minutes before the task begins to look at the words and to decide what their topic will be They should also decide if they are going to write the text together, or if each person in the pair or group will write part of the text to put together at the end Tell students you are going to start the timer, and you will tell them when the six minutes are up Monitor the students but try to let them complete the task autonomously At the end of the six minutes, students should swap their text with another pair or group to count how many of the words or phrases have been correctly used and to correct any mistakes Once the corrected texts have been returned to the original pair/group, conduct class feedback to determine who has used the most words and phrases correctly and to review any queries ADAPTATION AND EXTENSION • To give more concrete feedback on students’ writing, collect in the texts to check, review and mark yourself • Fast finishers can this task individually, using as many words as possible in their piece of writing They can finish it for homework if necessary • For further writing practice or to revise Writing Part 2, this task can be adapted so students complete the task as above for an article, review or report 9A She told me I ought to write a novel AIM To give students practice in using reported speech ACTIVITY TYPE A speaking game in which students take turns to whisper lines of direct speech to a partner who then needs to report it accurately CLASSROOM DYNAMICS Small groups (four per group would be ideal) 2ND EDITION B1+ TIME TAKEN 10 minutes WHEN TO USE After Grammar: Reported speech, Exercise 5, page 124 PREPARATION You will need one copy one of the activity for each small group, cut into cards PROCEDURE Explain to students that they are going to practise using reported speech Demonstrate the activity with two students Get one student to pick a card and whisper the line of direct speech to the other Ask the listening student to tell you what his/her partner just said The listening student should tell you using reported speech If the student’s sentence correctly reports what his/her partner said and uses reported speech accurately, then he/she gets to keep the card If not, give the card to another student and try again Point out that some of the cards contain advice, promises, warnings, admissions, information, offers, complaints, etc Remind students that they should use the appropriate reporting verbs in these cases If necessary, and according to the level of the class, elicit and write some verbs on the board to remind students: advise, promise, warn, admit, inform, offer, complain To encourage their use, two points could be awarded if they are used accurately when reporting Organise students into groups Make sure that each group has a pack of cards Students should take it in turns to be the person whispering the line of dialogue, the person reporting back on what has been said, and the student(s) judging whether or not the reported speech has been accurately formed Students who report correctly keep the card; cards that are incorrectly reported are put to one side Circulate as students complete the task, arbitrating where necessary, and making a note of any difficulties students are having and noting down examples from students who are performing well Bring the class together again and elicit which student has the most cards Discuss any issues you have picked up on while circulating and share any good examples of reported speech you have heard ADAPTATION AND EXTENSION • To adapt this activity, organise students into pairs Ask them to choose one of the cards They should role-play a whole conversation around this line of dialogue in front of another pair of students The listening students should then report back on the conversation they have just heard • The activity could be used for individual fast finishers who are given the whole sheet and report the speech in written form Higher ability students should be told to ensure they use reporting verbs other than ‘say’ and ‘tell’ wherever possible Photocopiable © Pearson Education Limited 2018 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION 9B Creativity Club! 9C How about you? AIM AIM B1+ To give students practice in using words, phrasal verbs and collocations from the unit on the theme of creativity • To give students practice in keeping a conversation going and managing a discussion ACTIVITY TYPE • To provide practice in skills, such as active listening and involving others in a conversation, required for Speaking Part 3: Collaborative task A group activity in which students work together to plan a creative summer club CLASSROOM DYNAMICS Small groups TIME TAKEN 15 minutes WHEN TO USE After Vocabulary: Visual arts, Exercise 6, page 125 PREPARATION You will need one copy of the activity for each group PROCEDURE EXAM LINK Speaking Part 3: Collaborative task ACTIVITY TYPE A role-play where students present the case that a particular creative project should be awarded some extra money from the school’s budget CLASSROOM DYNAMICS Pairwork and groups of four TIME TAKEN 15 minutes Explain to students that they are going to practise some of the new vocabulary they have been learning Ask if any have ever been to a creative club/summer school or if they know anyone else who has WHEN TO USE Tell students that they are going to have the chance to plan their own creative club, following the prompts given on the worksheet They should aim to incorporate as many of the words in the grid as they can in their plan (but they should feel free to include their own ideas as well) You will need one copy of the activity for each group, cut up into cards Organise students into groups and give them ten minutes to discuss and note down their ideas Monitor as students this, prompting and offering support where necessary Ask a student from each group to report back on their idea Ask the rest of the class to give feedback on the ideas they hear ADAPTATION AND EXTENSION • To extend this activity, get students to write or film a short advertisement for their creativity club Students should then watch/read the advertisements and vote on the creativity club which sounds the most interesting • This activity could be adapted to allow students to practise their email writing skills for Writing Part Tell students to imagine that they have received an email from a friend who wants to organise a summer creativity club and needs some ideas to help her prepare the programme Students should reply to their friend in an email of 140–190 words, using the sheet as a prompt Organise students into pairs to conduct peer feedback and copy the best email as a model • Alternatively, get students to write sentences containing the words in the grid Once they have written the sentences, they should blank out the target language and read the sentences to their partner, who should listen and supply the missing word After Speaking, Exercise 7, page 129 PREPARATION PROCEDURE Tell students that they are going to practise keeping a conversation going and managing a discussion Elicit some of the language students will need to know to complete this task, e.g ‘What you think about…?’ ‘What about you?’ Explain to students they are going to a role-play in pairs and then small groups They need to imagine that their school has been awarded some money for creative projects in the school The role cards will tell students which creative project they are to represent Organise students into pairs and match each pair with another to form small groups of four Distribute a set of cards to each group Get students to pick a card and read what it says Give them a minute to plan what they are going to say according to their role Tell students that they are going to discuss their ideas with their partner to begin with Explain that the object of this activity is not to dominate the discussion, but to manage the discussion well and put forward an opinion while respectfully listening to that of your partner Monitor as students discuss their ideas After a few minutes, ask pairs to work with the other pair from their group and continue the discussion as a whole group Conduct class feedback and tell the class about any particularly good discussions you have heard and observed Point out any examples of good listening and turn-taking skills ADAPTATION AND EXTENSION To extend this activity, students could be asked to present their own ideas about creative initiatives that could/should be launched in their school Photocopiable © Pearson Education Limited 2018