Teacher s resources book teachers note expert

Teacher’s notes for photocopiable activities Pre-course: Advanced exam quiz Follow-up Use at the beginning of the course, before Module Aim: To raise awareness of the various components of the CAE exam and to answer some common questions Time: 15–20 minutes Activity type: Pairwork/groupwork Students find out how much they know about the Advanced exam by doing a Precourse quiz Preparation: Make one copy of the quiz (p.122) per student Direct students to the Exam reference in the Coursebook (p.167), explaining that this provides more detailed information on the exam Procedure Teacher’s Notes Find out whether students know what CAE stands for Ask whether it stands for: A Cambridge Advanced Expert B Cambridge Advanced Exam C Certificate in Advanced English (Answer: C) Explain to students that they are going to a quick quiz that will see how much they know about the exam and teach them more about it Hand out a copy of the quiz to each student and set a time limit (5 minutes) for them to complete it in Students first work on their own and then compare answers in pairs or in groups Refer students to the Exam reference given on pp.167– 172 of the Coursebook to check their answers Round up by discussing answers with the class and answering any other questions students may have about the exam Paper 1: Reading and Use of English (90 minutes) Paper 2: Writing (90 minutes) Paper 3: Listening (about 40 minutes) Paper 4: Speaking (15 minutes) There are eight parts Paper contains 56 questions (a) (b) multiple-choice (c) word formation (d) gapped text a) coherence and cohesion b) text and structure c) detail, attitude, tone, purpose and implication False No marks are deducted for incorrect answers or ones that are missed out Transfer them to the answer sheet There are two parts You must answer Part and answer one of the three questions from Part For Part you will have to write an essay and for Part you will have a choice of three question types You will be expected to write one of the following: an essay, an email/letter, a proposal, a report or a review 220–260 words 10 (a) four (b) twice (c) 30 (d) two 11 (a) True: two candidates and two examiners (the interlocutor who asks the questions and the assessor who listens; at the end of the test, the interlocutor and assessor discuss your performance together) Occasionally, there may be three candidates instead of two This only occurs when there are an odd number of candidates on the day of the exam (b) True (Part 1: interview, Part 2: individual long turn, Parts & 4: collaborative task and follow-up discussion) (c) False – you have minute for the long turn 12 grammar, vocabulary, discourse markers, interactive communication and pronunciation 13 Paper (Reading and Use of English) carries 40% of the total marks 85 Z01_EXP_TB_CAEGLB_3768_PTN.indd 85 17/02/2014 11:13 Teacher’s Notes 1A: Are you a grammar buff ? Follow-up Use after Language development Exercise 4b (CB, p.13) Aim: To revise mixed forms in the present and past, and the passive Time: 20–25 minutes Activity type: Pairwork/groupwork Students identify grammatical mistakes in sentences, correct them and then decide how certain they are that they have identified and corrected them properly, winning or losing points based on their answers Preparation: Make one copy of Activity 1A (on p.123) per pair/group Students make a note of the grammatical structures they had difficulties with and review them at home, using the Expert Grammar reference at the back of the Coursebook and other useful grammar resources … he has ever been visiting visited ✓ …is are taking part ✓ Can you know tell ✓ ✓ …will guarantee …is said to being 10 ✓ 11 ✓ 12 …has been was 13 She’s’d 14 ✓ 15 were will be Procedure Divide the class into either pairs or small groups Ask what a grammar buff is (someone who knows their grammar) before giving each pair/group a copy of the worksheet Explain that there are 15 sentences on the worksheet and, for each one, students (in their pair or group) must decide whether they are grammatically right or wrong and tick the appropriate box If the sentence is incorrect, they must correct it Lastly they must decide how confident they are about their answer being correct They should choose a number from 10 to 100 (100 = very confident), preferably ending in –0 for easier calculating later, and write this number in the ‘How certain are we?’ column Explain that if, during feedback, they are correct, they will gain these points but if they are wrong (i.e they say a sentence is correct when it is not or they say a sentence is incorrect when it is correct), they will lose all the points The winning pair/ group will be the one with the most points at the end For example, imagine the sentence is I didn’t go to Paris yet If it was marked wrong and corrected to I haven’t been to Paris yet and the number was 100 because it was wrong and has been correctly changed, 100 points would be gained Allow about 10 minutes and give them a minute’s warning before stopping the activity Ask students to swap papers with another pair/group before going through the answers as a class Before eliciting answers, explain that if an answer is right, the certainty points are gained but if it is wrong they are lost Check that they understand which column to transfer points to If they have correctly said an answer is wrong but not corrected it properly, they gain half their points for that answer, and lose the other half In the above example, if students had said the sentence I didn’t go to Paris yet was incorrect but they failed to correct it properly, they would gain 50 points After going through the answers, ask students to add up the points in the columns for ‘lost’ and ‘gained’ To calculate the overall total, ‘lost’ points are deducted from the ‘gained’ ones Find out who has the highest total and therefore is the winning pair/group 86 Z01_EXP_TB_CAEGLB_3768_PTN.indd 86 17/02/2014 11:13 Teacher’s Notes 1B: What’s the word? 1C: Change it to the passive Use after Speaking Exercise 1c (CB, p.16) Aim: To revise useful vocabulary relating to the collocations, phrasal verbs and adjectives relating to feelings as covered in Modules 1A and 1B Time: 15–20 minutes Activity type: Pairwork Students compete against each other to complete gapped sentences with an appropriate word Preparation: Make one copy of Activity 1B (on p.124) per two students Cut into two sections, A and B Use after Language development Exercise 5b (CB, p.18) Aim: To revise passive structures as covered in Module 1B Time: 20–25 minutes Activity type: Pairs or groups of three Students have to complete sentence stems using passive forms so they have the same meaning as the initial sentences given Preparation: Copy and cut up a set of Activity 1C cards (on p.125) for each pair/group Procedure Divide the class into pairs and give one person a card A and the other a card B Explain that they each have 10 sentences with one word missing Tell students that this word could be part of a collocation, phrasal verb or phrase, all of which they have covered in the vocabulary sections of Module Students take turns to read out a sentence to their partner Their partner then needs to say the word that is missing (in the correct form), which the other student then writes in the corresponding gap If students are struggling, you could give them the first letter of each missing word After both students have guessed the missing words for all of their sentences, students discuss their ideas in pairs, correcting or completing them as needed Round up by eliciting the missing words Refer students to the relevant pages of Module 1A and 1B if further revision is useful Procedure Divide the class into twos or threes and give each pair/ group a set of cards Ask them to put them in a pile, face down in front of them Explain that one student takes a card and reads the first sentence out to their partner (or the person to their left in a group of three), then reads out the sentence stem Their partner/the person to the left must then complete the sentence stem using an appropriate passive structure so that the new sentence retains the meaning of the original one They can ask for the sentence and stem to be repeated Depending on the class, it might be a good idea to ask students to write down their answers so that they can discuss them on completion The students continue to take turns until all the cards have been dealt with Before students start, tell them that if they think one of their partner’s sentences is incorrect, they can challenge them If the students are unable to agree, the teacher makes the decision Round up by discussing the sentences given and any possible alternatives Variations With smaller classes, this could be done as a whole-class activity where the class is divided into two teams One of the teams works to complete the ‘A’ sentences whilst the other team completes the ‘B’ ones Either set a time limit or say that when the first team has finished their sentences, the other one must stop Go through the answers and give one point for each one that is correct The winning team is the one with the most points As above, if students are struggling, you could give them the first letter of each missing word Follow-up Students work in their pairs (or teams) to incorporate the target words (or respective collocation or phrasal verb forms) in a short story or article based on ideas of their own These could be completed for homework and read out in a subsequent class Student 1: relieved walks personally close-knit inspired snapped take self-conscious heavy 10 apprehensive Student 2: notice tight impression handing overwhelmed cropped passive in intimidated 10 stead 87 Z01_EXP_TB_CAEGLB_3768_PTN.indd 87 17/02/2014 11:13 Teacher’s Notes Variations 2A: Complete the phrase crossword Depending on time, you may wish to project the cards on the board and ask different members of the class (alone or in teams) to complete a set sentence stem or simply share the cards out among the class as a quick revision exercise Use after Vocabulary Exercise (CB, p.26) Aim: To revise expressions, phrasal verbs and collocations as covered in Module 2A Time: 15–20 minutes Activity type: Pairwork or small groups Students a crossword, adding the missing word needed to complete the sentence Preparation: Make one copy of Activity 2A (on p.126) per two or three students Two men have been arrested (by the police) in connection with last week’s robbery I was woken up by someone calling me/when someone called me in the middle of the night All rooms are cleaned to a very high standard every day Gino was given a company car when he got promoted This piece of music is known to have been composed by SaintSaëns I’m having my car looked at (by the mechanic) tomorrow morning All the evidence was thought to have been destroyed by the fire Our house is being built (for us) by my uncle Your life will be completely changed by having children/if you have children 10 French is spoken by many people in West Africa 11 I’m going to be taken/being taken to Vienna (by my husband) for my birthday 12 All the household chores (you asked me to do) have been done 13 My brother had already been told about my engagement 14 I hope (that) the repairs to the house will have been finished by tomorrow 15 You will be told what to bring on your first day 16 The boy was seen (by witnesses) running out of the shop holding a black bag 17 Melissa seemed (to be) really worried by the phone message 18 It has been agreed that we will postpone the match/that the match will be postponed until next season Procedure Divide the class into pairs or groups of three and give each pair/group a copy of the crossword and clues Explain that each clue is a sentence that contains an expression, phrasal verb or collocation in bold They must think of the missing word in each one and then write their answers in the crossword grid Allow about 5–10 minutes for students to complete the crossword, then review their answers as a class, discussing any that they had problems with Variations If students this in pairs, you could make this more communicative by giving the across clues to one student and the down clues to the other one (as there are fewer across clues, these could be given to the weaker student if applicable) They take turns to read out their clues for their partner, who then completes that part of the crossword With a smaller class, the crossword could be projected on the board, with students taking turns to complete a clue Follow-up Give students two minutes to refer to the crossword worksheet and ask them to remember as many of the phrases in bold as they can Then ask them to turn their crossword over so they cannot see the clues and elicit the phrases they remember, writing them on the board Alternatively, students write down the ones they remember and the one who remembers the most is the winner ACROSS across whim way 10 expectations 12 rubbed 13 fun DOWN saw heart close keep up took 11 told 12 run 88 Z01_EXP_TB_CAEGLB_3768_PTN.indd 88 17/02/2014 11:13 Teacher’s Notes 2B: Relative clause dominoes 2C: Tell me … Use after Language development Exercise 5b (CB, p.29) Aim: To revise relative clauses and relative pronouns as covered in Module 2A Time: 15–20 minutes Activity type: Pairwork Students practise relative clauses and pronouns through a game of dominoes, matching sentence halves according to the correct relative pronoun Preparation: Copy, cut up and shuffle a set of Activity 2B dominoes (on p.127) for each pair Use after Speaking Exercise 4b (CB, p.33) Aim: To practise answering questions typically asked in Speaking Part whilst revising useful phrases for: opinion, surprise, hesitation and prediction Time: 25–30 minutes Activity type: Pairwork or groups of three Students match the responses to the appropriate Part questions They then continue by taking turns to ask and answer the questions in pairs/groups, using their own ideas Preparation: Make one copy of Activity 2C (on p.128) per pair/group, and cut into cards Shuffle each set Procedure Divide the class into pairs and give each pair a set of dominoes Ask them to share them out equally Explain that Student A places a domino face up in front of them Student B then places one of his/her dominoes at either end of the first domino if they can complete one of these sentences correctly with the cards they have Before students start, tell them that if they think their partner’s sentence is incorrect, they can challenge them If the students are unable to agree, the teacher makes the decision If the sentence is incorrect or a student is unable to make a sentence, the turn goes to their partner The students continue to take turns to put down a domino at either end of the domino chain until one of them has put all their cards down This person is the winner Round up by finding out who were the winners and eliciting the completed sentences from the class Procedure Variations Where there is an odd number of students, students could work in a group of three They would then have domino cards each The photocopiable activity shows the correct order of the sentences and how they link together Divide the class into pairs or groups of three (depending on the size of your class) and give each pair/group a set of cards Tell them that the cards have questions and responses on them, relating to Part of the Speaking test, and ask them to spread the cards out face up Explain that the aim is for them to match each response to the appropriate question When students have matched the questions and answers, check answers and elicit the phrases used to give opinion, show surprise, etc Refer students to these phrases on p.33 of module 2B and give them time to revise them before continuing Tell students they are now going to practise asking and answering the questions themselves Students take turns to ask each other a question of their choice If working in threes, one student asks the question but both the other students take turns to answer it Remind them to use the phrases covered where they can Round up by eliciting some answers to different questions and finding out which questions students found the hardest to answer and why Variations If time is limited, students could just take turns to ask and answer the questions rather than matching the responses to them Alternatively, give students the questions and, as a mingle activity, ask them to go around the room asking different students the questions and noting their answers Round up by eliciting a few ideas Follow-up Students write up their own answers to each of the questions, using a phrase from Module 2B p.33 in each answer The photocopiable activity shows the correct order of the sentences and how they link together 89 Z01_EXP_TB_CAEGLB_3768_PTN.indd 89 17/02/2014 11:13 Teacher’s Notes 3A: What’s the word? 3B: Phrasal verb dominoes Use after Vocabulary Exercise 4b (CB, p.42) Aim: To revise vocabulary as covered in Module 3A Time: 10–15 minutes Activity type: Pairwork or small groups Students complete a puzzle grid, adding the missing words needed to find another key item of vocabulary from this section Preparation: Make one copy of Activity 3A (on p.129) per two or three students Use after Speaking Exercise (CB, p.48) Aim: To revise phrasal verbs as covered in Module 3B Time: 15–20 minutes Activity type: Pairwork Students practise phrasal verbs through a game of dominoes, matching verbs and the corresponding preposition to create the appropriate phrasal verb Preparation: Copy and cut up a set of Activity 3B dominoes on p.130 for each pair Shuffle the dominoes Procedure Divide the class into pairs or groups of three and give each pair/group a copy of the grid and clues Explain that they must complete the sentences with an appropriate word from the first part of Module 3A and then transfer it to the puzzle It might be useful to point out that the vocabulary can have occurred anywhere in the module up to this point Once they have completed the horizontal clues they should be able to find out what the vertical word in the grey part of the grid is and write down the extra word under the clues Allow about 5–10 minutes for students to complete the puzzle, then review their answers as a class Procedure Variations With a smaller class, the puzzle grid could be projected on the board with students taking turns to complete a clue With a weaker class the first letter of each word could be given to provide some help pull tarmac conveyed rectify ramming swaggering rooted crunch brief 10 culminates 11 rustles Extra word: protagonist Divide the class into pairs and give each pair a set of dominoes Ask them to share them out equally Explain that Student A places a domino face up in front of them Student B then places one of his/her dominoes at either end of the first domino if they can complete one of the phrasal verbs (in bold) correctly with the cards they have Before students start, tell them that if they think their partner’s sentence is incorrect, they can challenge them If the students are unable to agree, the teacher makes the decision If the sentence is incorrect or a student is unable to make a sentence, the turn goes to their partner The students continue to take turns to put down a domino at either end of the domino chain until one of them has put all their cards down This person is the winner Round up by finding out who were the winners and eliciting the completed sentences from the class Variations If there are an odd number of students, share out the cards among them The photocopiable activity shows the correct order of the sentences and how they link together 90 Z01_EXP_TB_CAEGLB_3768_PTN.indd 90 17/02/2014 11:13 Teacher’s Notes 3C: What are you going to say? 4A: What word is missing? Use after Speaking Exercise 4b (CB, p.49) Aim: To practise using useful language for the collaborative task (as covered in Module 3B) whilst responding to statements/questions on topics that are likely to arise in Part of the Speaking test Time: 20–25 minutes Activity type: Pairwork Students practise responding to comments in particular ways that would be useful in Paper Part 3, the collaborative turn, e.g.: stating their opinion, introducing disagreement or adding something Preparation: Copy and cut up a set of Activity 3C ‘comment’ and ‘action’ cards on p.131 (keeping them separate), one copy of both per pair Use after Vocabulary Exercise 4b (CB, p.58) Aim: To revise vocabulary as covered in Module 4A Time: 10–15 minutes Activity type: Pairwork or small groups Students take turns to read out a sentence that has a word missing Their partner(s) must guess the word to gain the card Preparation: Make one copy of Activity 4A (on p.132) per two or three students Procedure Divide the class into pairs and give each pair a copy of the two separate sets of cards Ask them to place each of the two sets face down in a pile of their own in front of them Explain that students should take turns to pick up a larger ‘comment’ card and read it out to their partner Their partner then picks up an ‘action’ card and responds to the comment made as dictated by the action given Before students begin the card activity, turn to page 49 of the Coursebook and revise the phrases given to help them in the collaborative task Alternatively revise this language to begin with Once students have started, monitor pairs, checking usage of the phrases revised and noting good language use and areas to discuss as a class Round up by discussing how the activity went and any language issues that arose Divide the class into pairs or small groups and give each pair/group a copy of the cards Ask them to place them face down in a pile in front of them Explain that students should take turns to pick up a card and read the sentence out to their partner or group The first person (if working in a group) to guess the missing word correctly, keeps the card Then the person to their left takes a turn to pick up a card and read out the sentence and so on Point out that if a wrong word is given, another student may guess and get the card Alternatively, if no one guesses, the student reading the card can give a clue The winner at the end of the game is the person with the most cards The missing word for each sentence is given below the sentence on each card Variations If there are an odd number of students, share out the cards among them or have students working in a combination of pairs and threes Follow-up Students (in their pairs) write another eight ‘comment’ cards of their own that are swapped with another pair’s cards in a subsequent class for further practice as required 91 Z01_EXP_TB_CAEGLB_3768_PTN.indd 91 17/02/2014 11:13 Teacher’s Notes 4B: Prefix dominoes 4C: Sentences into noun clauses Use after Language development Exercise (CB, p.61) Aim: To revise the prefixes covered in Module 4A Time: 15–20 minutes Activity type: Pairwork Students practise using prefixes through a game of dominoes, matching prefixes with words they would correctly link to Preparation: Copy and cut up a set of Activity 4B dominoes (on p.133) for each pair Use after Language development Exercise (CB, p.66) Aim: To practise forming noun clauses from sentence stems Time: 15–20 minutes Activity type: Pairs or groups of three Students have to complete sentence stems using noun clauses, so that the new sentences have the same meaning as the original ones Preparation: Copy and cut up a set of Activity 4C cards (on p.134) for each pair/group Procedure Procedure 1 Divide the class into pairs and give each pair a set of dominoes Ask them to share them out equally Explain that Student A places a domino face up in front of them Student B then places one of their cards at either end of the first domino if they can make a word using the prefix and base word cards they have Explain that they have encountered many of the words and their prefixes in the module but that others have been added to widen the scope and provide further examples of usage Before students start, tell them that if they think their partner’s word is incorrect (and they have used the incorrect prefix), they can challenge them If the students are unable to agree, the teacher makes the decision If the word is incorrect or a student is unable to make a sentence, the turn goes to their partner Students continue to take turns to put down a domino at either end of the domino chain until one of them has put all their cards down This person is the winner Round up by finding out who were the winners and eliciting the completed words from the class Variations Where there are an odd number of students, students could work in a group of three They would then have 12 domino cards each The photocopiable activity gives a set of correct answers – the prefix at the end of the card fits with the base word on the subsequent card Each card links to the next one given to the right, horizontally, for example on the first line, under- + -paid / non- + -conformist and so on The prefix at the end of the line links to the one at the beginning of the next line, e.g en + rich There may be other options, however, in terms of prefixes matching with other base words, e.g over + develop, over + populated Divide the class into pairs or threes and give each pair/ group a set of cards Ask them to put them in a pile, face down in front of them Explain that Student A takes a card, reads the first sentence out to Student B and then reads out the sentence stem Student B must then complete the sentence stem using a noun clause so that the new sentence has the same meaning as the original one Student B can ask for the sentence and stem to be repeated Depending on the class, it might be a good idea for students to write down their answers so that they can discuss them on completion Student B then takes a card and repeats the procedure, followed by Student C if students are working in groups of three They continue to take turns reading out and completing the sentence stems until all the cards have been dealt with Before students start, tell them that if they think someone else’s sentence is incorrect, they can challenge them If the students are unable to agree, the teacher makes the decision Round up by discussing the sentences given and any possible alternatives Variation You may wish to project the cards on the board and ask different members of the class (alone or in teams) to complete a set sentence stem or simply share the cards out among the class as a quick revision exercise 92 Z01_EXP_TB_CAEGLB_3768_PTN.indd 92 17/02/2014 11:13 Teacher’s Notes Suggested answers What I had for dinner has given me indigestion What Jane said surprised us all Taking evening classes is a great way to meet people She feared that she’d fail her driving test again Don’t most people wish they had more free time? What my friends said was so encouraging We will never understand why she didn’t take the job The wonderful thing about pets is that they keep you company Everybody is really disappointed (that) the team lost 10 It suddenly struck him that staying on was pointless 11 John’s plan to leave the party unnoticed failed/didn’t work/ didn’t go to plan 12 Whether or not they’ll arrive on time is questionable/ debatable/uncertain 13 It’s impossible for me to take the day off tomorrow 14 Whoever played that last solo is really talented 15 My aunt loves being taken out for dinner 16 That you managed to get that job is fantastic 17 I wonder which route I should take to get to the airport? 18 I don’t know what the name of the new head of department is/what the new head of department is called 5A: What’s the word again? Use after Vocabulary Exercise 4b (CB, p.74) Aim: To revise vocabulary as covered in Module 5A Time: 10–15 minutes Activity type: Pairwork or small groups Students complete a puzzle grid, adding the missing words needed to find another key item of vocabulary from the section Preparation: Make one copy of Activity 5A (on p.135) per two or three students Procedure Divide the class into pairs or groups of three and give each pair/group a copy of the grid and clues Explain that they must complete the sentences with an appropriate word and then transfer it to the puzzle Once they have completed the horizontal clues they should be able to find out what the vertical word in the grey part of the grid is and write down the extra word under the clues Point out that this word will also be an item of vocabulary they have covered in this module Allow 5–10 minutes for students to complete the grid, then review their answers as a class Variations With a smaller class, the puzzle could be projected on the board, with students taking turns to complete a clue With a weaker class the first letter of each word could be given to provide some help inequalities fumes triggered famine consume surplus scarce emit diversity 10 erosion 11 compensation Extra word: legislation 93 Z01_EXP_TB_CAEGLB_3768_PTN.indd 93 17/02/2014 11:13 Teacher’s Notes 5B: Odd one out 5C: Match the mixed conditionals Use after Language development Exercise 3b (CB, p.77) Aim: To practise and extend use of modifying gradable and ungradable adjectives as covered in Module 5A Time: 15–20 minutes Activity type: Pairwork Students determine which adjective in a set cannot be used with the modifier given Preparation: Copy and cut up a set of Activity 5B cards (on p.136) for each pair Use after Language development Exercise 4c (CB, p.82) Aim: To revise mixed conditional forms as covered in Module 5B Time: 15–20 minutes Activity type: Pairwork Students take turns to match a sentence beginning with an appropriate ending to complete the mixed conditionals Preparation: Make one copy of Activity 5C (on p.137) per two students Divide up the cards into Student A and Student B cards (as given on the worksheet); each set has eight white ‘If ’ cards and eight grey ‘result’ cards Shuffle each set of cards Procedure Divide the class into pairs and give each pair a set of cards Ask them to put them in a pile, face down, in front of them Explain that students take turns to pick up a card and read out the contents to their partner Each card has a modifying adverb (in capitals/bold) at the top and then four adjectives The student being read the options must decide which adjective does not fit with the modifying adverb and keeps the card if they get the correct answer (the answer is marked by an asterisk) If they get the wrong answer, the person reading out the words keeps it Explain that students will have encountered many of the adverbs and adjectives given but might come across a few combinations that are new In this case they should try to use their own judgement to decide which word is the odd one out Encourage students to put aside any cards containing combinations that are new for discussion during class feedback Students continue to take turns until all cards have been used The person with the most cards at the end of the game is the winner Round up by finding out who were the winners and discussing any questions that arose, providing examples of usage in sentences for any new combinations students may be unsure of Variation Depending on time or class size, groups of three or four are also possible Follow-up Students write a sentence of their own for each card (20 in total) using each of the adverbs plus one of the adjectives it can be used to modify The odd word out in each set is marked by an asterisk Procedure Tell students that this activity revises mixed conditionals and that the aim is to correctly match the sentence beginnings and endings Divide the class into pairs and in each pair give one student a set of Student A cards and the other a set of Student B cards They can look at their cards but not show them to their partner Student A starts by reading out one of their ‘If ’ cards to Student B, who then has to decide which of their ‘result’ cards would correctly match it If Student B chooses the correct card they keep the pair They then take a turn to read out an ‘If ’ card to Student A If Student B chooses an incorrect card, both cards used are put to one side until the end of the activity, when all unpaired cards are discussed and matched Students continue to take turns until all the cards have been used up The winner is the one with the most pairs When students have finished, check answers and alternative matches that students may have found Discuss the time period focused on in each part of the sentences given, as well as the tenses used It may also be useful to discuss which conditional tense each part uses Alternatively this could be set as a follow-on activity or homework Variations Students spread the cards face down They take turns to turn over two cards to see whether they make a grammatically correct sentence and keep any pairs of cards that do, having an extra turn each time their two cards match Continue until all the pairs have been matched The winner is the person with the most pairs matched If there are an odd number in a class and a group of three is needed, simply share the student A cards among two of the weaker students who then work together, taking turns as student A Follow-up Students use the sentence beginning cards and complete them using their own ideas This could be done in pairs or alone The photocopiable activity shows the correct mixed conditional sentences with the result part on a grey card Other alternative card mixes may be possible 94 Z01_EXP_TB_CAEGLB_3768_PTN.indd 94 17/02/2014 11:13 Teacher’s Notes 6A: What’s the phrase? 6B: Spell that Use after Vocabulary Exercise (CB, p.90) Aim: To revise set expressions and phrasal verbs as covered in Module 6A Time: 15–20 minutes Activity type: Pairwork or small groups Students match sentence beginnings with an appropriate ending to complete a phrasal verb or expression Preparation: Make one copy of Activity 6A (on p.138) per two or three students Separate the (white) sentence beginnings from the (grey) endings ones Use after Language development Exercise (CB, p.93) Aim: To practise spelling words that are commonly misspelt (including words covered in Module 6A) Time: 15–20 minutes Activity type: Pairwork or small groups Students take turns to say a word that another student then has to spell out loud Preparation: Make one copy of Activity 6B (on p.139) per two or three students Procedure Explain that this activity revises phrasal verbs and expressions covered in Module 6A and that the aim is to match sentence beginnings and endings correctly Point out that the break in each sentence comes in the middle of a phrasal verb or expression Divide the class into pairs or groups of three (depending on the size of your class) and give each pair/group a set of white cards and a set of grey cards Ask them to put the white sentence beginnings in a pile face down in front of them and to spread out the sentence endings face up on the table Students take turns to pick a white card from the top of the pile They read out the sentence beginning and their partner must select an ending from the grey sentence endings If they get it correct, they keep the card; if not, the other student keeps it Students keep taking turns until all the cards have been used up Before students start, tell them that if they think their partner’s sentence is incorrect, they can challenge them If the students are unable to agree, the teacher makes the decision Round up by eliciting the completed sentences and the phrasal verbs or expressions that come up in them Variations Students spread the cards face down They take turns to turn over two cards to see whether they make a sentence and keep any pairs of cards that do, having an extra turn each time their two cards match Continue until all the pairs have been matched The winner is the person with the most pairs matched Procedure Explain that the aim is for students to practise spelling words that are commonly misspelt They have covered some of these in Module 6A but there are some that will be new to them Divide the class into pairs or groups of three (depending on the size of your class) and give each pair/group a set of word cards Tell them that each card contains a word and ask them to place the cards face down in a pile in front of them Students take turns to pick up a card and read out the word to their partner (or the person to their right) This person then gives the spelling of the word Students check answers as they go If useful, they can write the word When students have finished, discuss which words they found problematic and suggest they note those down, adding to their own personal list of ‘problematic spelling’ words throughout their learning Elicit any other words students have problems with Variations Students work in teams and take turns to challenge the other team to spell a word correctly Each correct answer gets a point and the team with the most points wins Follow-up Students create their own sentences using 10–15 words from the worksheet (particularly those whose spelling is problematic), underlining the word from the exercise This will help them visualise the correct spelling of the word in context This could be done for homework Follow-up Students use the sentence beginning cards and complete them using the rest of the expression or phrasal verb plus ideas of their own This could be done in pairs or alone The photocopiable activity shows the correct order of the sentences and how they link together 95 Z01_EXP_TB_CAEGLB_3768_PTN.indd 95 17/02/2014 11:13 Teacher’s Notes 6C: Which form follows? 7A: Crossword Use after Language development Exercise (CB, p.98) Aim: To revise the use of verb + -ing or infinitive with to forms as covered in Module 6B Time: 15–20 minutes Activity type: Pairwork or small groups Students match question beginnings with an appropriate ending, such that the verb in the first part is followed by another verb in the correct form They then ask each other the questions made Preparation: Make one copy of Activity 6C (on p.140) per two or three students Separate the (white) question beginning cards from the (grey) question ending ones Use after Vocabulary Exercise 4b (CB, p.106) Aim: To revise language items covered in Module 7A Time: 15–20 minutes Activity type: Pairwork or small groups Students a crossword, using vocabulary covered in this unit to complete sentences Preparation: Make one copy of Activity 7A (on p.141) per two or three students Procedure Tell students that this activity revises verb + -ing or infinitive with to and that the aim is to match the sentence beginnings and endings correctly, so that the verb in the first part is followed by another verb in the correct form Divide the class into pairs or groups of three (depending on the size of your class) and give each pair/group a set of cards Ask them to share out the grey cards among themselves and to place the white cards face down in a pile in front of them Students then take turns to turn over the top white card, after which each student must look at their cards and decide which ending fits The student with the correct ending keeps the set When students have finished, check answers Discuss any alternative matches that students came up with and why they are not possible Students now work in the same pair or group and take turns asking the questions to each other Encourage them to ask follow-on questions to get their partner(s) talking more Variations Procedure Divide the class into pairs or groups of three and give each pair/group a copy of the crossword and clues Explain that this crossword revises language covered in Module 7A and that they must think of the missing word in each sentence (which may be part of a phrase) and then write their answers in the crossword grid Allow 5–10 minutes for students to complete the crossword, then review their answers as a class Variations If students this in pairs, you could make this more communicative by dividing the clues up so each student has nine clues They then take turns to read out their clues for their partner, who completes that part of the crossword With a smaller class, the crossword could be projected on the board with students taking turns to complete a clue ACROSS incident rugs conversion walled historic home 10 cows 11 intensive 13 sea 15 differ 16 limited 17 retrieve DOWN differentiate restricted intense childlike 12 childish 14 hit Students spread the cards face down They take turns to turn over two cards to see whether they make a grammatically correct sentence and keep any pairs of cards that do, having an extra turn each time their two cards match Continue until all the pairs have been matched The winner is the person with the most pairs matched Follow-up Students use the sentence beginning cards and complete them using an appropriate verb in the correct form, plus ideas of their own This could be done in pairs or alone The photocopiable activity shows the correct sentences; no other matches should be possible 96 Z01_EXP_TB_CAEGLB_3768_PTN.indd 96 17/02/2014 11:13 Teacher’s Notes 7B: The travel game 7C: Hypothetically speaking … Use after Speaking Exercise (CB, p.113) Aim: To give students the opportunity to talk about aspects relating to travel and holidays Time: 20–25 minutes Activity type: Ideally groups of three or four, although pairs possible Students play a board game, discussing the travelrelated questions Preparation: Make one copy of board game 7B (on p.142) per group You will also need counters and a coin for each group Use after Language development Exercise (CB, p.114) Aim: To revise past tense structures for hypothetical meanings as covered in Module 7B Time: 20–25 minutes Activity type: Pairwork Students have to match sentence stems to situations and then complete them using past tense structures for hypothetical meanings The new sentences must have the same meaning as the initial ones given Preparation: Copy and cut up a set of Activity 7C cards (on p.143), (separating the white situation cards from the grey sentence stem ones) for each pair Procedure Divide the class into groups of three or four and give each group a copy of the board game, counters and a coin Explain that they are going to play a game to practise speaking about aspects relating to travel and holidays The aim is to get to the finish first through taking turns (each student takes turns to throw the coin; heads means move space forward and tails means spaces) and answering the questions Encourage students to ask for further information from the person whose turn it is and, if useful, revise relevant expressions from the CB to help them with this speaking activity Once each group has a winner, round up and discuss any interesting answers that were given Procedure Variations With a smaller class, the board game could be projected on the board, with students taking turns to answer a question Follow-up Students choose five of the questions they did not get to answer and respond to them, either orally (in pairs or the same group) or in a written format Alternatively, students choose an aspect of travelling (relating to the questions; e.g travelling alone, adventure travel) that they find interesting and write a blog article relating to it (220–260 words) Divide the class into pairs and give each pair a set of (white) situation cards and a set of (grey) sentence stem cards Ask students to place the white cards face down in a pile in front of them and then to spread the grey sentence stem ones face up Explain that one student takes a white card and reads the situation out to their partner Their partner must then find the appropriate sentence stem from those spread out and complete it so that the new sentence has the same meaning as the original one This student may ask for the situation sentence to be repeated Depending on the class, it might be a good idea to also get students to write down their answers so that they can discuss them on completion The students continue to take turns until all the cards have been dealt with Before students start, tell them that if they think their partner’s sentence is incorrect, they can challenge them If the students are unable to agree, the teacher makes the decision Round up by eliciting the stems selected to match with the situations and the sentences given Discuss any possible alternatives Variations Where there are an odd number of students, students could work in a group of three They would then have cards each 97 Z01_EXP_TB_CAEGLB_3768_PTN.indd 97 17/02/2014 11:13 Teacher’s Notes The situations and matching stems are in order, as given on the worksheet I’d rather you hadn’t told me the price of a season ticket! It’s time you took a holiday and unwound for a bit Would you prefer it if we did the journey by train instead of car?/Would you prefer it if we didn’t the journey by car but did it by train? (‘What if we went by train instead of by car?’ is also possible) What if we had invited them to join us? (‘Would you prefer it if we had invited them to join us?’ is also possible) You talk as though he didn’t steal that money/he hadn’t stolen that money Supposing I had gone to the party, what you think would have happened if I’d bumped into my ex? His train may have been delayed You shouldn’t tell anyone about what happened last night He should move out and find his own place 10 They aren’t anything special 11 We should have stayed in for the evening 12 I wish she would stop complaining about the weather 8A: Negative beginnings Use after Language development Exercise 3c (CB, p.125) Aim: To revise and extend knowledge of emphasis through the use of negative introductory expressions as covered in Module 8A Time: 15–20 minutes Activity type: Groups of three Students have to complete sentence stems using negative introductory expressions, so that the new sentences have the same meaning as the initial ones given Preparation: Copy and cut up a set of Activity 8A cards (on p.144) for each group Procedure Divide the class into threes and give each group a set of cards Ask them to put them in a pile, face down in front of them Explain that one student takes a card and reads the first sentence out to the person on their left and then reads out the sentence stem The student on the left must then complete the sentence stem so that the new sentence has the same meaning as the original one They can ask for the sentence and stem to be repeated Depending on the class, it might be a good idea to also get students to write down their answers so that they can discuss them on completion Explain that students will have encountered most of the negative introductory phrases covered but might come across a few variations in this exercise In this case they should try to use their own judgement to decide how to complete the sentence Students continue to take turns reading out and completing the sentence stems until all the cards have been dealt with Before students start, tell them that if they think someone else’s sentence is incorrect, they can challenge them If the students are unable to agree, the teacher makes the decision Round up by discussing the sentences given and any possible alternatives 98 Z01_EXP_TB_CAEGLB_3768_PTN.indd 98 17/02/2014 11:13 Teacher’s Notes Variations 8B: Complete the gaps Where there are an even number of students, remove one of the cards (which doubles up on the stem, e.g Not until ) from the pack Alternatively, you may wish to project the cards on the board and ask different members of the class (alone or in teams) to complete a set sentence stem or simply share the cards out among the class as a quick revision exercise Use after Writing Exercise (CB, p.126) Aim: To revise expressions, phrasal verbs and collocations as covered in Module 8A Time: 15–20 minutes Activity type: Pairwork or small groups Students complete a crossword using the missing words needed to complete sentences given Preparation: Make one copy of Activity 8B (on p.145) per pair/group Suggested answers On no account should employees use social media sites at work Never have I encountered such friendly and hospitable people Not until the doctor says you’re ready can you go back to work Rarely we have the opportunity to enjoy a day out without the kids No sooner had we sat down to eat than the door bell rang Not since they were children have they been camping together Only now is the true impact of the accident becoming clear Under no circumstances should you arrive at work in jeans Not only does a good English-to-English dictionary give definitions but it also gives examples 10 Seldom does her sister phone her during the week 11 Try as she might, she couldn’t start the car 12 Hardly had the door shut behind me, than I heard the phone ringing (inside the house) 13 Not until technology improved did texting become popular 14 No sooner had he started telling (them) the story than the children went quiet 15 On no account must you go home before the report is finished/before finishing the report Procedure Divide the class into pairs or groups of three and give each pair/group a copy of the crossword and clues Explain that each sentence has a word missing but that the first letter of each word is given Each word may be an individual item of vocabulary or part of a phrase or phrasal verb Students must decide what the missing word is in each one and then write their answers in the crossword grid Allow 10–15 minutes for students to complete the crossword Then review their answers as a class, discussing any that they had problems with Variations If students this in pairs, you could make this more communicative by giving the across clues to one student and the down clues to the other one (there are ten clues for each) They then take turns to read out their clues for their partner, who then completes that part of the crossword With a smaller class, the crossword could be projected on the board, with students taking turns to complete a clue Follow-up Give students two minutes to refer to the crossword worksheet and ask them to remember as many of the words and phrases as they can Then ask them to turn their crossword over so they cannot see the clues and elicit the phrases they remember, writing them on the board Alternatively, students write down the ones they remember and the one who remembers the most is the winner ACROSS steep cramped offhand mediocre 11 nondescript 13 throw 16 quirky 17 nibble 18 charming 19 packed DOWN stretch exorbitantly deafening tucked intriguing on 10 heart 12 fumbled 14 stumbled 15 ambience 99 Z01_EXP_TB_CAEGLB_3768_PTN.indd 99 17/02/2014 11:13 Teacher’s Notes 8C: Vocabulary for reviews 9A: Report that Use after Writing Exercise 4d (CB, p.133) Aim: To revise useful language that can make written reviews more interesting and engaging, as covered in Module 8B Time: 20–25 minutes Activity type: Pairwork Students take turns to give clues to their partner so their partner can complete a grid with the necessary vocabulary and work out the extra word given Preparation: Copy and cut up a Student A and B card (on p.146) for each pair Use after Language development Exercise 4d (CB, p.141) Aim: To revise reporting verbs and the patterns that follow them when using reported speech, as covered in Module 9A Time: 20–25 minutes Activity type: Pairs or groups of three Students have to select an appropriate reporting verb and change the given sentences into reported speech using the verb chosen The new sentences must retain the same meaning as the original ones Preparation: Copy and cut up a set of Activity 9A sentence cards and a card giving a selection of reporting verbs (on p.147) for each pair/group Procedure Divide the class into pairs, allotting roles to Student A and Student B Then give each student their grid card Explain that each student has a different set of words, with one vertical one in the grey column and that the aim of the activity is to take turns to define to each other the nine words given horizontally so that each student completes the empty grid on the right side of their card If required, allow students time to check on any words they are not sure of so they are able to explain them to their partner With a weaker class you may want to set time aside (e.g minutes) for students to write definitions for their set of words Once students are ready, remind them to take turns to give a definition or explanation for their partner Students continue to this until each one has completed the empty grid on their card At this point, students should ask each other what word they have in the grey vertical column of the grid before checking whether each other’s answers are correct Round up by eliciting what the vertical words were in each grid and asking students to create a few example sentences showing their usage Then ask students which word from each card would have a hyphen and where it would be placed, e.g far-fetched (Student A) and spinechilling (Student B) You may also wish to discuss which words have a positive meaning and which have a negative one Alternatively, you could ask students to discuss this in their pairs before checking as a class Variations If there are an odd number of students, create a group of three and put two weaker students together as Student A or B, leaving the other student to work alone with their card Follow-up Students write a review of a film or book they have seen or read (200–260 words), incorporating as many of the words from the exercise as possible Alternatively, Student A writes a review using as many of their words as possible, and Student B does the same with theirs The photocopiable grids show the words each student has to explain to the other and fill in Procedure Divide the class into twos or threes and give each pair/ group a set of cards Ask them to put the sentence cards in a pile face down in front of them and to have the card giving a selection of reporting verbs face up on the table Explain that one student takes a situation card and reads the sentence to their partner or group The person to their left must then select an appropriate reporting verb from the list given and rephrase the sentence using reported speech and the verb they have chosen Tell students that each reporting verb should only be used once and must be a different verb from the one used in the situation Point out that the new sentence must have the same meaning as the original one Remind students that they can ask for the original sentence to be repeated if needed Depending on the class, it might be a good idea to also get students to write down their answers as they go so that they can discuss them on completion The students continue to take turns picking up a sentence card, choosing the appropriate reporting verb and rephrasing the sentence in reported speech until all the cards have been dealt with Before students start, tell them that if they think one of their partner’s sentences is incorrect, they can challenge them If the students are unable to agree, the teacher makes the decision Round up by eliciting the reporting verbs chosen for each sentence and the sentences given Discuss any possible alternatives Variations Depending on time, you may wish to project the sentence cards and selection of reporting verbs on the board and ask different members of the class (alone or in teams) to select a verb and rephrase a set sentence Alternatively, simply share out the sentences among the class as a quick revision exercise With a stronger class, you could alter the activity slightly by asking students to read out the card to their partner or the person on their left if working in a group The other person then reports back what they said, choosing the appropriate reporting verb themselves For this variation, it might be an idea for students to use the same pronoun (either he or she) at the beginning of each reported sentence 100 Z01_EXP_TB_CAEGLB_3768_PTN.indd 100 17/02/2014 11:13 Teacher’s Notes Follow-up 9B: Let’s talk about memory Discuss other reporting verbs (not included in the activity) that can be used, noting them on the board, e.g compliment, invite, encourage, demand, beg and promise Ask students to then (or for homework) create their own sentences, which can be reported using each of the reporting verbs given, e.g (compliment) ‘What a beautiful dress you’re wearing.’ => He complimented her on the beautiful dress she was wearing Use after Speaking Exercise (CB, p.145) Aim: To give students the opportunity to discuss further questions relating to memory and practise using memoryrelated vocabulary as covered in Module 9B Time: 20–25 minutes Activity type: Pairs or groupwork Students take turns to ask and answer questions relating to memory Preparation: Copy and cut up a set of Activity 9B cards (on p.148) for each pair/group Suggested answers He/She apologised for forgetting his/her birthday He/She blamed Tim for stealing the money He/She reminded him/her to call him/her as soon as he/she got his/her results He/She regretted shouting at Kim He/She admitted (that) he/she had failed his/her driving test three times He/She explained that he/she had started swimming (so as/in order) to get fit He/She complained that the steak was overcooked and far too chewy He/She noticed that Belmon’s summer sale started the following week He/She denied breaking the remote control 10 He/She advised her/him/me/us not to drive anywhere alone 11 He/She confessed to breaking/that he/she had broken the window 12 He/She insisted that I/he/she/we come to his/her place 13 He/She recommended a new Spanish restaurant in town 14 He/She refused his/her offer 15 He/She agreed to come on holiday with me/us 16 He/She offered to help her/him/us with her/his/our bags 17 He/She asked where the Post Office was 18 He/She congratulated me/him/her/us/them on passing my/his/her/our/their exams Procedure Divide the class into twos or threes and give each pair/ group a set of cards Ask them to put them in a pile, face down in front of them Explain that one student takes a card and asks their partner or the person to their right, if in a group, their question Students use the questions to begin a discussion on different aspects relating to memory, asking follow-on questions as useful Students continue to take turns to ask and answer questions until all the cards have been dealt with Follow-up Students choose one of the questions and write a blog article that answers the question and provides a more detailed answer (220–260 words) 101 Z01_EXP_TB_CAEGLB_3768_PTN.indd 101 17/02/2014 11:13 Teacher’s Notes 9C: Word plus preposition dominoes 10A: Across and down Use after Language development Exercise (CB, p.146) Aim: To revise the noun, adjective and verb + preposition combinations covered in Module 9B Time: 20–25 minutes Activity type: Groups of three Students practise matching prepositions that go with set nouns, verbs and adjectives, through a game of dominoes Preparation: Copy, cut up and shuffle a set of Activity 9C dominoes (on p.149) for each pair/group Use after Vocabulary Exercise 4b (CB, p.154) Aim: To revise vocabulary and expressions relating to sport and fitness as covered in Module 10A Time: 15–20 minutes Activity type: Pairwork or small groups Students complete a crossword using the missing words needed to complete sentences given Preparation: Make one copy of Activity 10A (on p.150) per pair/group Procedure Procedure 1 Divide the class into threes and give each group a set of dominoes Ask them to share them out equally Explain that Student A places a domino face up in front of them Student B then places one of his/her dominoes at either end of the first domino if they have the correct noun, adjective, verb or preposition to so They then make a sentence using the word plus preposition Explain that they have encountered all of these word + preposition combinations in the module and that the verbs, adjectives and nouns on the cards are labelled to help with the formulation of sentences Before students start, tell them that if they think their partner’s combination is incorrect, they can challenge it If the students are unable to agree, the teacher makes the decision If the word is incorrect or a student is unable to make a sentence, the turn goes to their partner Students continue to take turns to put down a domino at either end of the domino chain until one of them has put all their cards down This person is the winner Round up by finding out who were the winners and discussing any questions students may have Variations As there are 39 cards in total, if you wish students to work in pairs or groups of four, either remove one (for pairs) or three (for groups of four) cards which double up on the prepositions used, or share out an unequal quantity The photocopiable activity gives a set of correct answers whereby the preposition given at the beginning of the card fits with the noun, adjective or verb given on the previous one Each card links to the next one given to the right, such that escape links to from, advise with to, shout (at the end of the line) with at (at the beginning of the next line), etc There may be other options, however, where more than one preposition can follow (with a different meaning) the noun, adjective or verb given, e.g shout to or at someone Divide the class into pairs or groups of three and give each pair/group a copy of the crossword and clues Explain that each sentence has a word missing but that the first letter of each word is given Each word may be an individual item of vocabulary or part of a phrase or phrasal verb Students must decide what the missing word is in each one and then write their answers in the crossword grid Allow 10–15 minutes for students to complete the crossword and then review their answers as a class, discussing any that they had problems with Variations If students this in pairs, you could make this more communicative by giving the across clues to one student and the down clues to the other one (there are nine clues both across and down) They then take turns to read out their clues for their partner, who then completes that part of the crossword With a smaller class, the crossword could be projected on the board, with students taking turns to complete a clue Follow-up Give students two minutes to refer to the crossword worksheet and ask them to remember as many of the words and phrases as they can Then ask them to turn their crossword over so they cannot see the clues and elicit the phrases they remember, writing them on the board Alternatively, students write down the ones they remember and the one who remembers the most is the winner ACROSS cardio(-)vascular regime adrenalin personalised 13 moves 15 in 16 nutrition 17 wind 18 line DOWN protein core ball diet skated 10 sweating 11 stamina 12 rein 14 sailed 102 Z01_EXP_TB_CAEGLB_3768_PTN.indd 102 17/02/2014 11:13 Teacher’s Notes 10B: Change it from the modal Use after Language development Exercise 4b (CB, p.162) Aim: To revise alternative structures that can replace modals as covered in Module 10B Time: 20–25 minutes Activity type: Pairs or groups of three Students have to change given sentences containing modals into non-modal forms, using the verb or words dictated on the card and the register given The new sentences must retain the meaning of the original ones Preparation: Copy and cut up a set of Activity 10B cards (on p.151) for each pair/group Procedure Divide the class into twos or threes and give each pair/ group a set of cards Ask them to put them in a pile, face down in front of them Explain that one student takes a card and reads the first sentence out to their partner (or the person to their left in a group of three), then reads out the word(s) in bold and register (very formal, quite formal, formal or informal) they must use as given on the bottom of the card Their partner/the person to their left must then rephrase the sentence, replacing the modal or semi-modal given (underlined) using the word(s) given in the correct form so that the new sentence retains the meaning of the original one (but does not use a modal or semi-modal) They can ask for the sentence and verb to be repeated Depending on the class, it might be a good idea to ask students to write down their answers so that they can discuss them on completion Before students start, tell them that if they think one of their partner’s sentences is incorrect, they can challenge them If the students are unable to agree, the teacher makes the decision Round up by discussing the sentences given and any possible alternatives The students continue to take turns until all the cards have been dealt with With a stronger class, particularly if used immediately after Exercise 4b, the sentence and then register (as given in capitals in the brackets after each sentence) could be read out, rather than the verb/verb phrase to be used You were supposed to check when the last train left All visitors are required to obtain a visa to enter the country I think you’d/you had better ask whether you get a student discount Remember, you’re/you are under no obligation to pay back the loan immediately All outstanding reports are to be completed by the end of the week I/We felt obliged to wear formal clothing to the meal It is forbidden to leave fire doors open at any time If you want to get a parking space, it is advisable to arrive early./It is advisable to arrive early if you want to get a parking space You were supposed to send/to have sent that email first thing this morning 10 All visitors to the construction site are required to wear hard hats 11 I think you’d/you had better ask Jo for some help 12 Remember, you’re/you are under no obligation to accept the offer 13 All pay claims are to be completed by the 23rd of the month 14 I felt obliged to invite Markus and his wife to the reception 15 It is forbidden to wear jeans or flip-flops at work 16 If you really want the job, it is advisable to read up on the company and show you’re/you are interested./It is advisable to read up on the company and show you’re/you are interested if you really want the job Variations Depending on time, you may wish to project the cards on the board and ask different members of the class (alone or in teams) to complete a set sentence stem or simply share the cards out among the class as a quick revision exercise 103 Z01_EXP_TB_CAEGLB_3768_PTN.indd 103 17/02/2014 11:13 Teacher’s Notes 10C: Complete and reorder the proposal Variations Use after Writing Exercise 4b (CB, p.165) Aim: To revise useful phrases and practise organising ideas for the writing of proposals as covered in Module 10B Time: 20–25 minutes Activity type: Pairwork/groups of three Students add in phrases to complete the sentences of a proposal, which they then put into the correct order so as to produce a completed version Preparation: Make one copy of Activity 10B (on p.152) per two/three students Cut up each part so you have a box of phrases and also a set of sentence cards per pair/group Depending on time, you may wish to project the whole worksheet on the board and elicit the missing phrases in teams or as a class This could be done at a later date before further practice on proposals is undertaken You could set a time and ask students to work in pairs to then reorder the sentences Procedure Divide the class into pairs or threes and give each pair/ group their box of phrases and the proposal sentence cards Explain that first they must complete the sentences using phrases from the box, as covered in this module Each one is used once Students must then reorder their sentences to create the finished proposal After both tasks have been completed, check answers as a class You may wish to project the finished proposal on the board to round off NOTE: The worksheet presents the proposal in the correct completed order Proposal The aim of this proposal is to suggest how facilities on campus may be improved, bearing in mind financial constraints Having considered all feedback received from students, a clear picture emerges Suggestions and recommendations The library Whilst the library is generally well-stocked, there have been many requests for additional copies of key textbooks and articles to be available so that all students can access them when needed One low-cost option would be to reduce the loan period from a week to three days, thus increasing availability The library could also purchase extra copies The IT facilities Many students have said they would welcome extended opening hours at the IT rooms, which currently close at p.m Students have commented that if 24/7 access were available, they would be better able to complete assignments without undue stress I would suggest we set up a security system for after-hours opening, where students swipe in using their student cards Student union A constant complaint has been that the union offers little variety in terms of the entertainment available It is clear that our students would like to hold events such as international film nights, open mike and comedy nights They have said they would be prepared to organise events and have suggested establishing specific societies to that Conclusion Without excessive spending, the facilities on campus could be improved If the university is to maintain its status, it is vital that the above points be addressed Obviously, all developments would be best discussed with the students’ association so as to encourage their involvement [262 words] 104 Z01_EXP_TB_CAEGLB_3768_PTN.indd 104 17/02/2014 11:13