Teacher s resources book teachers note expert

Students have to complete sentence stems using passive forms so they have the same meaning as the initial sentences given.. 3 Allow about 5–10 minutes for students to complete the cross

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Teacher’s notes for photocopiable activities

Pre-course: Advanced exam quiz

Use at the beginning of the course, before Module 1

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

Pre-course quiz

Preparation: Make one copy of the quiz (p.122) per

student

Procedure

1 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 do

a quick quiz that will see how much they know about the

exam and teach them more about it

2 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

3 Refer students to the Exam reference given on pp.167–

172 of the Coursebook to check their answers

4 Round up by discussing answers with the class and

answering any other questions students may have about

the exam

Follow-up

Direct students to the Exam reference in the Coursebook

(p.167), explaining that this provides more detailed information

on the exam

1 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)

2 There are eight parts Paper 1 contains 56 questions

3 (a) 8 (b) multiple-choice (c) word formation (d) gapped

text

4 a) coherence and cohesion b) text and structure c) detail,

attitude, tone, purpose and implication

5 False No marks are deducted for incorrect answers or ones

that are missed out

6 Transfer them to the answer sheet

7 There are two parts You must answer Part 1 and answer one

of the three questions from Part 2

8 For Part 1 you will have to write an essay and for Part 2 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

9 220–260 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 3 & 4:

collaborative task and follow-up discussion) (c) False – you have 1 minute for the long turn

12 grammar, vocabulary, discourse markers, interactive

communication and pronunciation

13 Paper 1 (Reading and Use of English) carries 40% of the total

marks.

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1A: Are you a grammar buff ?

Use after Language development 1 Exercise 4b (CB, p.13)

Aim: To revise mixed forms in the present and past, and the

passive

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

Procedure

1 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

2 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

3 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

4 Find out who has the highest total and therefore is the

winning pair/group

Follow-up

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

1 … he has ever been visiting visited 2 ✓ 3 …is are taking part

4 ✓ 5 Can you know tell 6 ✓ 7 ✓ 8 …will guarantee

9 …is said to being 10 ✓ 11 ✓ 12 …has been was

13 She’s’d 14 ✓ 15 were will be

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1B: What’s the word?

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

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

Procedure

1 Divide the class into pairs and give one person a card A

and the other a card B

2 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 1

3 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

4 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

5 Round up by eliciting the missing words Refer students to

the relevant pages of Module 1A and 1B if further revision

is useful

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

1C: Change it to the passive

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

1 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

2 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

3 The students continue to take turns until all the cards have

been dealt with

4 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

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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

1 Two men have been arrested (by the police) in connection

with last week’s robbery

2 I was woken up by someone calling me/when someone called

me in the middle of the night

3 All rooms are cleaned to a very high standard every day

4 Gino was given a company car when he got promoted

5 This piece of music is known to have been composed by

Saint-Sặns

6 I’m having my car looked at (by the mechanic) tomorrow

morning

7 All the evidence was thought to have been destroyed by the

fire

8 Our house is being built (for us) by my uncle

9 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.

2A: Complete the phrase crossword

Use after Vocabulary Exercise 4 (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 do 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

Procedure

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

each pair/group a copy of the crossword and clues

2 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

3 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 do 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

1 across 3 whim 6 way 10 expectations 12 rubbed 13 fun DOWN

2 saw 4 heart 5 close 7 keep 8 up 9 took 11 told

12 run

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2B: Relative clause dominoes

Aim: To revise relative clauses and relative pronouns as

covered in Module 2A

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

Procedure

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

dominoes Ask them to share them out equally

2 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

3 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

4 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

5 Round up by finding out who were the winners and

eliciting the completed sentences from the class

Variations

Where there is an odd number of students, students could

work in a group of three They would then have 6 domino

cards each

The photocopiable activity shows the correct order of the

sentences and how they link together.

2C: Tell me …

Use after Speaking Exercise 4b (CB, p.33)

Aim: To practise answering questions typically asked in Speaking Part 1 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 1 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

1 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 1 of the Speaking test, and ask them to spread the cards out face up

2 Explain that the aim is for them to match each response to

the appropriate question

3 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

4 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

5 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.

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3A: What’s the word?

Use after Vocabulary 1 Exercise 4b (CB, p.42)

Aim: To revise vocabulary as covered in Module 3A

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

Procedure

each pair/group a copy of the grid and clues

2 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

3 Allow about 5–10 minutes for students to complete the

puzzle, then review their answers as a class

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

1 pull 2 tarmac 3 conveyed 4 rectify 5 ramming

6 swaggering 7 rooted 8 crunch 9 brief 10 culminates

11 rustles

Extra word: protagonist

3B: Phrasal verb dominoes

Use after Speaking Exercise 2 (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

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

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

4 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

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.

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3C: What are you going to say?

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 3 of the Speaking test

Activity type: Pairwork Students practise responding to

comments in particular ways that would be useful in Paper

4 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

Procedure

1 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

2 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

3 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

4 Once students have started, monitor pairs, checking usage

of the phrases revised and noting good language use and

areas to discuss as a class

5 Round up by discussing how the activity went and any

language issues that arose

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

4A: What word is missing?

Use after Vocabulary Exercise 4b (CB, p.58)

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

1 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

2 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

3 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

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4B: Prefix dominoes

Use after Language development 1 Exercise 3 (CB, p.61)

Aim: To revise the prefixes covered in Module 4A

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

Procedure

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

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

4 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

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.

4C: Sentences into noun clauses

Use after Language development 2 Exercise 4 (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

1 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

2 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

3 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

4 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

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Suggested answers

1 What I had for dinner has given me indigestion

2 What Jane said surprised us all

3 Taking evening classes is a great way to meet people

4 She feared that she’d fail her driving test again

5 Don’t most people wish they had more free time?

6 What my friends said was so encouraging

7 We will never understand why she didn’t take the job

8 The wonderful thing about pets is that they keep you company

9 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)

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

each pair/group a copy of the grid and clues

2 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

3 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

1 inequalities 2 fumes 3 triggered 4 famine 5 consume

6 surplus 7 scarce 8 emit 9 diversity 10 erosion

11 compensation Extra word: legislation

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5B: Odd one out

Aim: To practise and extend use of modifying gradable and

ungradable adjectives as covered in Module 5A

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

Procedure

cards Ask them to put them in a pile, face down, in front

of them

2 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

3 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

4 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

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.

5C: Match the mixed conditionals

Use after Language development 2 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

1 Tell students that this activity revises mixed conditionals and

that the aim is to correctly match the sentence beginnings and endings

2 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

3 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

4 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.

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