Photocopiable activities: teachers notes

stop and review their answers. The group with

Pre-course: CPE exam quiz
the most correct answers is the winner.
Use at the start of the course, before Module 1.
Aim To test students existing Follow-up
knowledge of the CPE exam. Tell your students to put their activity papers
Time 2025 minutes somewhere they cannot see them, then give each
Activity type Groupwork. Students find out student a copy of the second page of the activity. In
how much they know about the their same groups, they should see how much they
exam by collaborating to can remember, and complete the text accordingly.
When you review the answers, they should make
complete a passage about it.
any corrections in their text. They should then keep
Preparation Make one copy of the first page this paper in their files for future reference.
of the CPE Exam quiz (p.138)
per group and cut into two At this stage, show students where they can find the
sections. Make one copy of the Exam reference in their coursebook (pp.168172)
and explain that they can find more detailed
second page (p.139) for each
information about the exam there.
student.
1 4 2 25 3 1 4 7 5 4 6 3 7 53 8 90 9 2 10 2
Procedure 11 2 12 240 13 280 14 5 15 1 16 280 17 320
18 90 19 3 20 4 21 30 22 2 23 40 24 4 25 1*
1 Divide the class into groups of 3. Give two 26 2 27 3 28 16
students in each group a copy of the Students *Point out that occasionally there will be 3
1 + 2 section (the numbers), and give one candidates in the Speaking test this happens
student a copy of the Student 3 section (the exam when there are an odd number of candidates taking
information). They should not show their parts the CPE in one centre.
to each other.
2 Explain that Students 1 + 2s numbers refer to
aspects of the CPE exam (e.g. the number of tests Post-module: How are you getting on?
in the exam, the time they have to complete
them, the number of sections in each test, etc.). Use at the end of each coursebook module.
These students should look at the numbers and Aim To help students monitor and
discuss which of the numbers mean anything to analyse their progress throughout
them in relation to the exam. Student 3 has a the course.
description of the exam, with numbers missing.
Time 2025 minutes
While Students 1 + 2 are discussing their
numbers, Student 3 should read through the
Activity type Pairwork. Students interview
text. Allow them 34 minutes to do this. each other to focus on their
progress.
3 Explain that Student 3 is going to complete their
Preparation Make one copy of both pages of
text with Student 1 + 2s numbers. They will do
this by reading out their text, and Students 1 + 2
the Post-module activity
will look for suitable numbers in their grid. As a (pp.178179) per student.
group, they will then discuss whether or not
they think this number is the right one. Student Procedure
3 writes it into the relevant space in the text,
1 Divide the class into pairs, and give each student
Students 1 + 2 delete it from their grid.
a copy of the activity. Tell them to write their
4 Let them do this for 1015 minutes or until one partners name on the first line (Students name:),
group has completed their text, then tell them to and their own name on the second line
(Interviewed by:).

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 109

2 Explain that they are going to interview each 4 Each group then takes it in turn to tell the other
other about their motivation, progress, plans to groups in the class about their passage, and
develop their English, etc., using the questions what they think the gist of it is. The aim of this
on the sheets. Students will take it in turns to ask stage of the activity is to match their passage
their partner the questions, and write or circle with another groups passage which has the same
their answers (note that they should do this gist. Do not give them any feedback.
question by question, i.e. Student 1 asks Student
5 Give each student a copy of the whole activity
2 the first question, then Student 2 does likewise
and ask them to read all of the passages so that
for Student 1). Set them a time limit of about 20
they can see if they were right.
25 minutes in total (alternatively, you could set
this as a homework task to avoid taking up
lesson time).
Follow-up
3 When they have finished, they should keep their In their groups, students can think up one or two
own sheets (i.e. the ones their partner completed questions for their passage that require reading for
for them) in their files. You could also invite specific information. For example, for passage A:
students to share their answers with you on a Why do actors find it hard to continue acting when
one-to-one basis if they like this should not be someones phone rings? They can then read out their
compulsory, but could help you to spot any question to the other groups, who should try to
problems that students are experiencing but answer it using their own words, e.g. Because they are
which might not be obvious in the classroom. unable to concentrate properly.
The Study pledge could also be followed up at
The pairs are:
the end of each module. Ask your students what A + C suggested gist: Some audience members
they pledged, and whether or not they kept to can be selfish or thoughtless.
their promises. B + E suggested gist: It can be difficult to succeed
as an actor.
1A: Get the gist? D + G suggested gist: Actors get paid very little
F + H suggested gist: Actors get nervous before a
Use after Reading Exercise 6 (CB p.8). performance.
Aim To practise reading for gist.
Time 20 minutes
Activity type Groupwork. Students read short
1B: In other words
passages and match them
according to gist. Use after Vocabulary Exercise 5b (CB p.11).
Preparation Make one copy of Activity 1A Aim To review vocabulary and
on p.140 per student. Make one collocations connected with the
extra copy and cut into cards. performing arts
Time 1520 minutes
Procedure Activity type Groupwork / Pairwork. Student
1 Divide the class into 8 groups, and give each pairs complete gapped sentences
pair a card, which they should place face down with words given to them by
on their desk. another pair.
2 Explain that their card contains a short passage
Preparation Make one copy of each page of
written by an actor. They are going to read the Activity 1B on pp.141142 per
passage to get the gist, i.e. the general idea of pair.
what the actor is trying to say. Each student in
the group has a maximum of 30 seconds to read Procedure
the passage: when their time is up, they pass the
1 Divide the class into groups of 4 and ask each
card to another student in the group. The last
group to divide into pairs. Give one pair in each
student to read it then places it back on the desk,
group a copy of the Team 1 paper, and give the
face down.
other pair a copy of the Team 2 paper. The teams
3 n their groups, they discuss what they think the should not show their papers to each other.
gist of the passage is. Let them do this for one or
two minutes.

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 110

2 Explain that each team has six pairs of sentences. Procedure
Sentence B in each pair can be completed with
between one and six words so that not only does 1 Divide the class into pairs, and give each pair a
it have the same meaning as, or very similar copy of the activity.
meaning to, sentence A, but also sounds more 2 Explain that each sentence can be completed
natural. Their opposing team has the words they with words from box A and words from box B.
need to complete their sentences. The aim of the In their pairs they should decide which
activity is to be the team with the most words in combination of words completes each sentence,
their correct places in the sentences. and write these in the gapped sentences.
3 The teams read through their sentences silently, 3 Students write these words in the grid at the
then take it in turns to ask their opposing team bottom of the activity page. They should not
for any one word from the grid at the bottom of write any apostrophes, and they should not
the activity page. That team reads out a word leave any gaps between words. If they do this
and then deletes it from the table. The team who correctly, they will reveal the name of a famous
is given that word should decide where it star by adding up the letters in the shaded
could be used in their sentences. If they are not spaces. The first pair in the class to do this is the
sure where it goes, they should write it down in winner.
their word bank for future use: as the activity
progresses, they will find it easier to place the 1 I was just about to call 2 I was going to record
words in their correct places. 3 I might try to get 4 ever since I went
5 Im currently waiting 6 Ive yet to meet
4 Allow about 15 minutes for this, then tell the 7 the first time Ive watched 8 lately Ive started
students to stop and review their sentences. listening 9 I already regret promising 10 I was
Teams get 1 point for each word in its correct supposed to go
place, and the winning team is the team in each The star is actor Johnny Depp.
group with the most points.

Team 1:
1 playwright 2 on cue 3 singing backing vocals 2A: Three in a row
4 jumped down their throats 5 leap in the dark 6 in
the limelight knew no bounds Use after Vocabulary Exercise 3 (CB p.27).
Team 2: Aim To review phrasal verbs which
1 screenwriter 2 soundtrack was 3 a dress
rehearsal 4 received a standing ovation
use the same verbs but different
5 understudy leapt at the opportunity 6 backstage particles.
area out of bounds Time 20 minutes
Activity type Pairwork. Students complete
sentences using a verb (in its
correct form) so that it forms a
1C: Whos the star?
phrasal verb. They use these
Use after Use of English 2 Exercise 1 verbs to play a noughts-and-
(CB p.18). crosses (tic tac toe) style board
Aim To review past, present and game.
future structures. Preparation Make one copy of Activity 2A
Time 15 minutes on p.144 per pair.
Activity type Pairwork. Students complete
sentences with missing words Procedure
and phrases, and write these in a 1 Divide the class into pairs, and give each pair a
grid to reveal the name of a copy of the activity.
famous person.
2 Explain that each sentence can be completed
Preparation Make one copy of Activity 1C on with a verb from the box at the top of the page.
p.143 per pair. These verbs, combined with the particle(s) in the
sentences, form a phrasal verb. Each verb can be
used in three sentences.

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 111

3 Students take it in turns to choose a sentence sentence shows how the two parts have been
(any sentence they do not need to work combined to form a sentence in which two
through them in order), identify which verb is passive forms of verbs on the first two cards
missing, including its correct form, and then have been used.
write the verb (together with the sentence
2 Explain that the aim of this activity is to work
number) in one of the spaces in the grid at the
together in their group to match the other
bottom of their page. The aim of the activity is to
numbered and lettered sentence parts, then
collect rows of three spaces, either horizontally,
convert them to the passive by writing their
vertically or diagonally, a bit like noughts and
own sentence on one of the blank cards. Each
crosses. At the same time that they are trying to
sentence should contain two passive forms, as in
collect rows of three, they should also try to
the example.
prevent the other student from doing likewise.
3 Allow about 1520 minutes for this, then ask the
Note that once a student has collected a row of
students to stop and review their answers. The
three spaces, they must draw a line through
group with the most correct double passive
those spaces. They cannot incorporate those
sentences is the winner.
spaces into a new row of three.
4 Allow about 1520 minutes for this, then tell the Follow-up
students to stop and review their answers. The
winning student in each pair is the student with Ask your students to look at the sentences they
the most rows of three, provided that all of the wrote, and consider if they can write them another
verbs and their correct forms correspond with way, still using the passive but without changing the
the sentence numbers. main meaning. For example, for number 1:
It is generally believed that climate patterns are being
1 cut 2 came 3 crack 4 dying 5 step 6 handed gradually changed by global warming.
7 crack 8 wiping 9 stepped 10 hand 11 handed
12 wipe 13 die 14 coming 15 cracked 16 cut 1 e It is believed that climate patterns are gradually
17 step 18 wiped 19 cut 20 came 21 died being changed by global warming.
2 g We were made to walk in single file, and were
told that we mustnt leave the path.
3 j Bags must be deposited at the museum
2B: Passive pairs entrance, and visitors are not allowed to touch the
exhibits.
Use after Language development 1 Exercise 4 4 c It is thought that bees are one of the worlds
(CB p.29). most important pollinators, and everything possible
Aim To review passive forms. must be done to protect them.
Time 2025 minutes 5 h It is now known that over 5000 homes were
destroyed in last weeks earthquake.
Activity type Groupwork. Students play a card 6 i My cat is very friendly and loves being stroked,
game in which they must match especially when hes given something to eat at the
two parts of various active voice same time.
sentences, then rewrite the 7 b Her mobile phone was nowhere to be found, so
sentences in the passive form. she assumed it had been stolen.
8 f It is claimed (by some scientists) that global
Preparation Make one copy of Activity 2B on warming isnt caused by pollution.
p.145 per group, and cut into 9 d The zoo gates are opened at 9.00, and visitors
cards. are allowed in until 4.30.
10 a The birds are caught and studied, then
Procedure released back into the wild.

1 Divide the class into groups of 3 or 4, and give

each group a set of cards, which they should
spread out on the desk. Ask them to find the
three shaded cards. Explain that the numbered
card contains the first part of a sentence, the
lettered card contains the second part of that
sentence, and the card with the italicised

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 112

 2C: Peer to peer 3A: Calculated risks
Use after Speaking Exercise 6 (CB p.33). Use after Use of English Exercise 1b (CB p.43).
Aim To practise answering a CPE Aim To review prefixes and suffixes.
Paper 4 Long turn question. Time 2025 minutes
Time 15 minutes Activity type Pairwork/Groupwork. Students
Activity type Groupwork/Pairwork. Student identify mistakes in sentences,
pairs give another pair a typical correct them, then decide how
CPE Paper 4 long turn certain they are that they have
question, and evaluate their corrected them properly, winning
answer to it. or losing points based on their
Preparation Make one copy of Activity 2C on answers.
pp.146147 per group of 4, and Preparation Make one copy of Activity 3A
cut into 4 cards. on p.148 per pair/group.

Procedure Procedure
1 Divide the class into groups of 4, and ask them 1 Divide the class into pairs or groups of 3, and
to divide into teams of 2 (Team A and Team B). give each pair/group a copy of the activity.
Explain that they are going to do a speaking
2 Explain that short passages 110 each contain
activity in which they are going to award each
two wrong word forms. The words are
other points based on their answers to a
grammatically wrong (e.g. a verb has been used
question.
instead of a noun) or grammatically right but
2 Give Team A in each group their two Team A used incorrectly in the context of the sentences
papers, and give Team B their two Team B (e.g. the word has a positive meaning when it
papers. Tell them to read the instructions should have a negative meaning). In each case,
carefully, and ask you if anything is unclear. If the words need to be changed by adding a prefix
necessary, ask concept questions to check they or a suffix.
understand what they have to do.
3 In their pairs/groups, students identify the two
3 Allow the students about 15 minutes to do the wrong word forms, and change them to their
activity, including awarding points and giving correct forms. They then decide how certain they
their opposing team feedback on their answer. are that their changes are correct, using the key
The winning team in each group is the team at the bottom of the page, and risk 1, 2 or 3
with the most points. points. They write these down in the Points
risked spaces for each question in the table. For
Follow-up example, if they are quite sure that their changes
for sentence 1 are correct, they write the number
In their team pairs, students can discuss how they 2 in the first space. At this stage, you should
think they could improve their own long turn warn them that they will lose the points they are
answers (for example, what their weak points were, risking if any of their changes are incorrect.
where they could have added more information,
etc.). They could then answer their question again, 4 Allow about 15 minutes for this, then tell them
with the first student and second student switching to stop the activity and review the answers with
roles, so that everyone in the class does a long turn. them. They award themselves the points they
risked if both changes in a passage are correct,
but they deduct points if one or both of their
changes in a passage is wrong. When you have
finished reviewing their answers, they should
add up the points for their correct answers, then
deduct the points for their incorrect answers.
The winning pair or group is the one with the
most points.

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 113

 1 accomplish = accomplishment, 3 Explain that the left side of the other shaded
achievable = unachievable card is a follow-on sentence from the one they
2 essential = non-essential, have just completed. In this case, the words in
inform = information bold are in the wrong order. They should
3 qualify = qualifications, rearrange these to make a conditional sentence
decisive = indecisive (answer = had, I would have told you). They
4 personal = interpersonal, should then put these cards side by side.
judgemental = non-judgemental
5 humiliate = humiliation, 4 Students do the same with the other cards,
helpless = helplessness completing the sentences on the right side of
6 inspiring = uninspiring, each card, matching them with a follow-on
conceive = conception sentence on the left side of another card, and
7 empower = empowerment, rearranging the words on those cards. They can
persuade = persuasion write their answers on a separate sheet of paper
8 fulfil = fulfilment, if they prefer. The first group to complete all of
connecting = interconnecting their sentences and join all of their cards is the
9 inhibit = inhibitions, solve = solution winner (alternatively, set a time limit of 1520
10 weak = weakness,
minutes, the winner being the group with the
understanding = misunderstanding(s)
most correct sentences + joined cards).

The cards are in their correct order on the activity

sheet. The answers in order are:
3B: Action and reaction I didnt borrow your camera at any time = At no
time did I borrow your camera. + If I had, I would
Use after Language development 2 Exercise 4b have told you.
(CB p.50). You should not press the red button on any
Aim To review conditionals and condition = On no condition should you press the
inversions. red button. + If you do, the whole system will
Time 2025 minutes shut down.
I didnt know how hot it would be at the beach
Activity type Groupwork. Students complete yesterday = Little did I know how hot it would be
gapped sentences, arrange words at the beach that day. If it hadnt been for my hat,
to complete other sentences, and I would have got really sunburnt.
join the sentences in a dominoes- I didnt realise how tired I was until I had sat
style card game. down = Not until Id sat down did I realise how
tired I was. + But for Susie coming in with some
Preparation Make one copy of Activity 3B on friends, I would have fallen asleep there and
p.149 per group, and cut into then.
cards along the dotted lines (do I didnt notice that the prawns tasted odd until Id
not cut along the unbroken had the third one = Only after Id had the third
lines). Shuffle each set of cards. prawn did I notice that they tasted odd. + Had I
eaten the whole plateful, Id probably have been
extremely ill.
Procedure I would have missed my flight if it hadnt been for
Annas help = Had it not been for Annas help, I
1 Divide the class into groups of 3 or 4, and give
would have missed my flight. + If you happen to
each group a set of cards, which they should
see her, please say thank you from me.
spread out, face up, on the desk between them. As soon as we turned the television on, there was
Explain that they are going to play a dominoes- a loud bang and the room went dark = No sooner
style game with these cards. had we turned the television on than there was
2 Tell the students to pick out the two shaded a loud bang and the room went dark. + We could
have tried to find out what the problem was if
cards. Explain that on the right side of the Start
we hadnt been so tired.
card, there is a sentence in italics, followed by a
We were so angry about the appalling service we
gapped sentence. The gapped sentence can be received that we left the restaurant without
completed so that it has the same meaning as the paying = So angry were we about the appalling
italicised sentence, but using inversion. Ask service we received that we left the restaurant
them what the missing words might be without paying. + Even if the waiter had
(answer = no time did I borrow). apologised, we would still have done the same.

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 114

 As soon as Erica stepped into the garden, she When they have done this, they should pass the
tripped over a plant pot and broke her leg = Hardly passage/summary on to the final student, who
had Erica stepped into the garden than she should do the same thing.
tripped over a plant pot and broke her leg. + If she 4 Ask each group to read their final sentences out
had been more careful, she wouldnt be in
to the class. If, in your opinion, the sentences are
hospital now.
accurate summaries of the passage, the groups
If you hear from Richard, could you tell him that I
want to see him? = Should you hear from receive 10 points per summary, giving them a
Richard, could you tell him that I want to see maximum of 30 points. (You could award 5
him? + Assuming that hes free on Saturday, we points per summary in situations where the
could meet up then. summary is not particularly accurate).
The noise coming from the concert down the
5 Your students will now start adding or
road was so loud that we couldnt hear each other
deducting points from their score. For each word
speak = Such was the noise coming from the
concert down the road that we couldnt hear that exceeds their 25-word limit for each
each other speak. + Imagine how loud it must summary they should deduct 1 point. For each
have been inside the stadium itself! word below the word limit, they should add 1
point. So, for example, if one of their summaries
is 21 words long, they should add 4 points to
their total, but if it is 29 words long, they should
3C: Keep it short and simple deduct 4 points. The winning group is the group
with the most points.
Use after Writing 2 Exercise 6b (CB p.53).
Aim To practise summarising a short Follow-up
passage.
In their groups, students could combine their three
Time 2025 minutes
summaries into a single passage, using information
Activity type Groupwork. Students write from the original passages. The common theme is
summaries of short passages, the effect different things have on mood, so this
keeping them as brief as should be clear in their combined summary.
possible, winning points for Alternatively, they could extend each of their
accurate summaries. They then individual summaries by adding more information
win or lose points based on the from the original passages, but using their own
number of words they used. words where possible. The passages are mainly
Preparation Make one copy of Activity 3C on factual, so students could also evaluate some of the
key points so that they are giving their own opinion
p.150 per group and cut into
(a useful skill for the CPE Part 1 writing).
three cards.
Answers will vary. Suggested summary sentences:
Procedure Passage 1: There is evidence that colour can
affect our mood, with bright vibrant colours having
1 Divide the class into groups of three. Give each the most dramatic effect.
group a set of cards and tell each student to take Passage 2: Depression caused by short, dark
one of these cards. winter days is a medical condition caused by
insufficient light, but there are treatments available.
2 Explain that their card contains a short passage
Passage 3: Some people find that buying things
which they are going to summarise. They should
makes them happy, but the positive effects of this
read the passage, then summarise its overall kind of therapy are usually short-lived.
meaning in just one sentence in the box which
follows it. Where possible, they should write no
more than 25 words. They have 5 minutes to do
this.
3 When the 5 minutes is up, tell them to pass their
passage and summary to another student in
their group. That student should read the
passage, and decide if the sentence in the box is
an accurate summary of the passage. They can
make any changes that they think are necessary.

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 115

 4A: Ten sentences 1 D compelling, compelled 2 G letdown
(or let-down), let down 3 I informative, informed
Use after Vocabulary Exercise 7 (CB p.59). 4 H breakdown, breaks down 5 A dependent,
Aim To review word formation, dependable 6 J putdowns (or put-downs)
putdown 7 F backup (or back-up), backup
prepositional phrases and 8 C setting up, setup (or set-up) 9 B break-up,
compound words. breaking up 10 E let up, letup (or let-up)
Time 1520 minutes
Activity type Pairwork. Students walk around
the class matching two halves of
different sentences while 4B: Listen carefully
completing them with different Use after Listening 1 Exercise 4 (CB p.60).
forms of the same word. Aim To practise listening for specific
Preparation Make one copy of the word box information.
and grid pp.151152 per pair. Time 15 minutes
Make one copy of the gapped Activity type Groupwork. Students listen to
sentences per student. Make one five short monologues or
extra copy and cut into cards. dialogues, and answer multiple-
choice questions. They then use
Procedure words from the correct answers
to complete a sentence.
1 Put the cards up on the walls around the Preparation Make one copy of the first page
classroom (they do not have to go in any
of Activity 4B (p.153) per
particular order) before the lesson begins.
student. Also make just one copy
2 Divide the class into pairs. Give each pair a copy of the second page of Activity
of the words and the answer grid. 4B (p.154), and cut into cards.
3 Explain that the cards on the walls contain 10
sentences, split into two parts: the first part of Procedure
each sentence is on the numbered cards 110,
and the second part is on the lettered cards AJ. 1 Divide the class into 5 groups. Give each student
The activity has two aims, as follows: students a copy of the first page of the activity. Give each
must walk around the class and link the two group one of the cards. Tell each group to read
parts of each sentence by writing the letter for their card, which contains a short monologue or
the second part of each sentence in the third dialogue. They should match the card with one
column of their grid (see the example). They of the questions on the main activity sheet, and
then complete both parts of each sentence with answer the question, choosing A, B or C. They
the correct form of a word or phrase from the should discuss why that answer is correct, and
words in the box. In each case, the same words why the other answers cannot be correct.
or phrases are used in the sentence, but they will 2 Ask each group to choose a speaker or speakers,
have a different form in each part according to depending on how many their card requires.
the context. There is an example in the grid for Explain that the speaker(s) is/are going to read
number 1 which shows how they should write out their card to the others in the class, who will
down their answers. Note that they will need to listen carefully and answer the matching
use some words more than once. question on their main activity sheet. They are
4 Allow about 15 minutes for this, then ask them then going to take the italicised words from the
to return to their desks. Give each student a correct answers, and rearrange them to complete
copy of the complete activity and review their the sentence in the box at the bottom of the
answers. Student pairs get one point for each activity page. This sentence contains some very
sentence pair they linked and one point for each useful advice.
correct word or phrase (provided they have 3 Let the speakers read out their cards, pausing for
used the correct form). The maximum number of about a minute between each one to allow the
points they can get is 30, and the winning pair is other groups to discuss and choose their answer.
the pair with the most points.

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 116

When everyone has spoken, the groups must then necessity, advice, criticism, ability, possibility,
rearrange the italicised words and write them in probability or deduction has been removed and
the sentence. The first group to correctly do this is replaced with the word bananas. The words and
the winner. phrases all appear at the top of their crossword
grid, although the phrases have been broken up
Follow-up into individual words. They are going to use
these to complete the crossword grid as follows:
You could ask your class why its important to check The student with card 1 reads out the sentence
the name of the recipient before sending an email number and the sentence on that card*. The
(there are lots of horror stories about people sending others must listen carefully, and decide which
emails to the wrong person, usually where they word or phrase has been removed and replaced
have said something unpleasant about that person). with bananas. They should then write this into
You could also have a class discussion about other the appropriate space in their crossword grid. In
unwritten rules for communication technology, or some cases, more than one answer may be
discuss electronic communication etiquette (for possible, but only one will fit into the grid, so
example, its extremely rude to start checking your there is a slight element of chance involved. As
smartphone for emails, etc., when someone is they write their words into the grid, they should
talking to you). delete them from their list.
1B 2A 3B 4A 5C * You could do this as an example to get students
The words in italics, when arranged correctly, started. Discuss which answer(s) might be possible
complete the message as follows: and why, then confirm that the answer which fits the
To avoid potential embarrassment, you should crossword is must have, before letting your students
always check the name of the recipient carefully begin the activity properly.
before sending an email.
This process is repeated with the other cards, in
numerical order, until all of the sentences have
4C: Completely bananas been read out. If necessary, students can ask
their classmates to repeat their sentences, or ask
Use after Language development 2 Exercise 4 an earlier student to repeat their sentence.
(CB p.66). 3 When all of the cards have been used up, give
Aim To review modals and other each pair the activity sheet containing the
language used to talk about sentences to check their answers. They should
obligation, necessity, advice, award themselves 1 point for each sentence they
criticism, ability, possibility, correctly completed in their crossword grid. The
probability and deduction. winning pair is the pair with the most points.
Time 25 minutes
Activity type Pairwork/whole class. Students Follow-up
read out/listen to sentences In their pairs, students can discuss other ways of
which are missing one or more completing the sentences (for example, sentence 5
words. They decide what these could use could or might try instead of would be better
words are, and write them in a off, albeit with a slight change in meaning).
crossword grid.
1 must have 2 up to 3 had better not 4 cant have
Preparation Make one copy of both pages of 5 should have 6 wouldnt 7 werent able to 8 onus
Activity 4C (pp.156157) per 9 would be better off 10 shouldnt have
pair. Make one extra copy of the 11 shouldnt 12 obligation 13 wont be able to
first page and cut into cards. 14 dont need to 15 can be 16 can 17 might have
18 cant be 19 havent been able to 20 might be
21 doesnt need to 22 neednt have
Procedure
1 Divide the class into pairs, and give each pair a
copy of the crossword grid. Distribute the cards
as evenly as possible around the class.
2 Explain that the cards contain a sentence from
which a word or phrase relating to obligation,

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 117

 activity and review their answers. The winning
5A: As Shakespeare said
student is the student in each pair with the most
Use after Vocabulary Exercise 3b (CB p.75). correctly completed sentences.
Aim To look at well-known
Shakespeare expressions used in Follow-up
everyday English. You could follow up the activity by having a class
Time 20 minutes discussion about some of the phrases. Why, for
Activity type Pairwork. Students complete example, should one neither a borrower nor a lender be,
sentences with idiomatic/ or when is it necessary to be cruel to be kind? What do
they think with bated breath means? You could also
colloquial expressions taken (or
ask them to use some of the expressions in sentences
adapted) from Shakespeares of their own.
plays, while playing a board
game. Note that many of Shakespeares original lines
Preparation Make one copy of Activity 5A have become misquoted or paraphrased over the
on pp.157158 per pair. You will years as they have become part of everyday
English. For example, All that glisters is not gold is
also need counters (2 per pair) the original expression for M. Though this be
and dice (1 per pair). madness, yet theres method int is the original
expression for F.
Procedure 1 S 2 F 3 V 4 B 5 M 6 O 7 J 8 D 9 K 10 A
11 C 12 T 13 Q 14 L 15 U 16 E 17 H 18 X
1 Divide the class into pairs, and give each pair a 19 R 20 W 21 N 22 Y 23 G 24 P 25 I
copy of the activity, a die and 2 counters. Tell
each student to place their counter in one of the
Start spaces at the top of the grid.
5B: Forbidden words
2 Explain that the expressions in the shaded
spaces AY on the grid are quotes or lines from Use after Listening 2 Exercise 2 (CB p.79).
plays by William Shakespeare which have
Aim To practise writing a short
become part of the English language (in many
review; to practise listening for
cases, these are misquotes or are paraphrases of
the original). These expressions form the specific information.
endings for the sentences 125 in the non-shaded Time 2530 minutes
spaces. The aim is to collect as many complete Activity type Groupwork. Students write a
sentences as possible. Your students will do this short review of a book, which
as follows: they read out to the class. The
Each student takes it in turns to roll their die, other students have to decide
and move their counter towards one of the what kind of book they read, and
sentence beginnings. They sign or initial the what they thought about it.
space it is in. They then roll the die again and
Preparation Make ten copies of Activity 5B
move their counter towards the follow-on
Shakespeare quote for that sentence. When on p.159. Cut in half between the
they land on that quote, they write the cards and the tasks. Cut just one
sentence number it matches, and again sign or of the top halves into 10 cards
initial the space. (you can discard the other top
Step 1 is repeated, with students moving halves).
from the last space they occupied (they do not
need to return to the Start space each time). Procedure
Note that they can move horizontally,
vertically or diagonally across the grid, but 1 Divide the class into 10 groups (individuals,
they can only move in one direction each pairs or small groups, or a combination of these),
time, so they may need to approach the space and give each group a copy of the bottom half of
they need by a roundabout route. the activity sheet (Tasks One and Two).

3 The above steps are repeated for about 15 2 Explain that you are going to read them a very
minutes, at which point you should stop the brief review of a book you have read. Students

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 118

 listen carefully, and decide what sort of book show, etc, followed by the reviewers opinions, but
you read, and your opinion of it. Tell them to use a variety of techniques to get their audiences
choose their answers from the options in the two attention and encourage them to read on (and, of
tables on their activity sheet, and write your course, the type of audience will determine the tone
name in the relevant right-hand columns. of the review).
3 Read the following, twice, at normal speed, then 1 H 2 E 3 K 4 A 5 I 6 C 7 F 8 B 9 J 10 D 11 G
allow your students a few moments to think
about the answers.
Generally speaking, I dont like stories about things
like computers developing personalities and taking 5C: A place for everything
over the world, but My Name is Black was different.
For a start, it made great use of humour and farce,
Use after Language development 2 Exercise 2
something you dont normally get in this sort of book. (CB p.82).
You could also relate to the main characters. These Aim To review nominal relative
werent geeky kids or gun-wielding star troopers; clauses and cleft sentences.
they were ordinary people finding themselves in an Time 25 30 minutes
unusual situation. Activity type Pairwork. Students complete
4 Ask the students what they chose and how they sentences with pairs of words in
arrived at their answer. They should have a set time limit.
chosen number 10 in the first table and letter D Preparation Make one copy of Activity 5C on
in the second table, although the words science, p.160 per pair.
fiction, novel, approach and genre did not appear
in your review.
Procedure
5 Give each group one of the cards and tell them
1 Divide the class into pairs, and give each pair a
to make sure the other groups do not see this, or
copy of the activity.
hear what is on it. Then tell them to read the
situation on it. Explain that they are now going 2 Explain that sentences 17 can be completed
to write a short review, similar to the one you with the word pairs in the grid, each word pair
read out, based on the information on their card. from the grid going into one of the boxes in the
In their review, they must not use any of the sentences. Your students task is to complete as
words in bold on their card instead they many of these sentences as possible in a set time
should paraphrase, use synonyms, etc. limit. Some of the boxes in the grid have been
shaded or outlined in bold, so for example a
6 Let them do this for about 10 minutes, then ask
word pair in a bold-outlined grid box will go in
them to stop. One student in each group then
a bold-outlined box in the sentences. Students
reads out their review to the rest of the class.
should read each gapped sentence carefully
They do this twice. While they are doing it, the
before they attempt to complete it, as the
other groups should decide what sort of book is
sentence will contain clues as to what sort of
being described and what the student(s) thought
information is missing.
about it. They then write the student name(s) in
the relevant sections in both tables. 3 Let students spend about 15 minutes doing this,
then tell them to stop and review their answers.
7 When all the groups have read their review,
The pair in the class with the most complete
check their answers. Groups win one point for
sentences wins, provided that the sentences
each student name(s) in its correct place in the
make sense.
tables (maximum 20 points), and the winning
group is the one with the most points. Your students may come up with other answers,
but the following shows the best combinations.
Follow-up 1 who that / man is / why he / came here / The
only / thing I
You could follow up the activity by having a class 2 how I / got here / who I / came with / What I / do
discussion about which review was most effective, remember
and the techniques or features that the students 3 when the / time comes / wherever you / may be /
used. They should remember that good reviews do There isnt / anything or
not simply feature a description of the book, film,

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 119

 4 where we / are now / what the / time is / Flying 6B: Whats the question?
through / the night
5 what you / look like / how rich / you are / What is / Use after Speaking Exercise 6b (CB p.97).
really important Aim To practise speaking on a given
6 wherever we / end up / whatever the / weather
does / Theres nothing / in the
subject; to practise listening for
7 what Roger / says when / how he / says it / What gist
we / find funny Time 2060 minutes, depending on the
size of the class
Activity type Pairwork + whole class. Students
answer a question they are given,
6A: Word swap
and the others in the class must
Use after Vocabulary Exercise 6b (CB p.91). decide what the question was.
Aim To review travel vocabulary Preparation Make one copy of Activity 6B on
Time 1520 minutes p.162 and cut into cards.
Activity type Pairwork. Students identify
incorrect words or word forms in Procedure
sentences, and exchange them for 1 Divide the class into pairs, and give each pair
the correct words with a partner. one of the cards. They should not show these to
Preparation Make one copy of Activity 6A the other pairs and, if possible, should try to
on p.161 per pair and cut into make sure that the others do not hear what is on
two parts for Student 1 and their card. (Note that if you have more than 32
Student 2. students in your class, you may need to have
groups of 3. With smaller classes, you will not
Procedure need all of the cards.)
2 Explain that their card contains a typical
1 Divide the class into pairs, and give each student
Speaking Part 3 question, which they are going
a Student 1 or Student 2 paper. They should not
to answer. However, the card is missing the
show these to each other.
three prompt words or phrases that are a feature
2 Explain that each of their sentences contains a of this part of the Speaking test. In their pairs,
wrong word or a wrong word form, which they they should try to think of three prompt words /
need to replace. Their partner has the word they phrases that could go here, and write these after
need in one of their sentences. Working together, the bullet points. Let them do this for about 5
they should exchange the words they need, minutes.
deleting the wrong word in their sentences and
3 The pairs now take it in turns to answer (aloud
writing the correct one above or below it. They
to the class) the question on their card without
must do this verbally they must not look at
saying what the question is. One student should
each others paper. To make it a little easier, they
talk for about 2 minutes, and their partner
will be making a direct swap (e.g., the wrong
should then briefly follow up with their own
word in Student 1s sentence 1 is pristine and the
observation or opinion (about 30 seconds).
wrong word in Student 2s sentence F is grimy,
so they just swap those two words around). 4 After each pair has spoken, the other pairs
decide what the question was on the speaking
3 Let them do this for about 15 minutes, then
pairs card, and write this down. Each pair then
review their answers. The pair with the most
reads out their question.
corrected words is the winner.
5 You should decide if the questions they read out
1 F pristine + grimy 2 I apart + aside 3 E lost + set are a close approximation of the one that was on
4 H fraught + mundane 5 G tainted + glorified the original card. For example, for the question
6 A sight + sights 7 J beyond + nowhere 8 B up + Apart from money, clothes and essential documents,
about 9 D track + earth 10 C journey + travel is there anything that you always take with you when
travelling?, the question What do you usually take
with you when you go on holiday? would be close
enough. Award points to the pair who spoke: for

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 120

 each question the others read out that is a close time limit of 1015 minutes, with the winning
approximation of the original, the speaking pair pair/group being the one who linked the
wins a point (not the students who guess the most sections.
question, since the pair who spoke clearly
answered their question well enough for the Follow-up
others to guess what it was). The winning pair is
the pair with the most points when everyone has You could ask students for some other follow-on
had a turn at speaking. sentences for each situation. For example, for
situation 1: Same here. They make enough money out of
me as it is. Alternatively, you could include this as
part of the main activity to make it more productive:
6C: Same here students match the sentence parts, identify the
response, then write their own response on a
Use after Language development 2 Exercise 3 separate sheet of paper.
(CB p.98).
Aim To review emphatic phrases with Students may come up with some alternatives for
whether, however, whatever and the first three columns, but these are the best
no matter. combinations:
1 Desperate though I may be, Im not going to the
Time 15 minutes bank for a loan.
Activity type Pairwork/groupwork. Students Same here. Why should we pay their extortionate
match sentence parts to form rates of interest?
complete sentences, then identify 2 Expensive though it may be, I think Marios
a suitable response for each restaurant is still excellent value.
Same here. And you have to treat yourself now and
sentence. again.
Preparation Make one copy of Activity 6C on 3 However odd it may sound, I enjoy a bit of
p.163 per pair or group. discomfort and a few challenges when travelling.
Same here. It gives you something interesting to
Procedure talk about when you get home.
4 However rude and cheeky John can be at times, I
1 Divide the class into pairs or small groups, and find him curiously enjoyable company.
give each pair/group a copy of the activity. Same here. His great sense of humour more than
makes up for his impertinence.
2 Explain that the first three columns contain a 5 Infuriating though they may be, I really enjoy
comment made by someone about a situation or doing sudoku puzzles.
feeling. Linking a phrase from the first column, Same here. You feel like youre giving your brain a
the second column and the third column will real workout.
produce a complete sentence. The fourth column 6 No matter how careful I am, I always get an upset
contains a response by someone who agrees stomach when travelling.
with the comment. The aim of the activity is to Same here. The only way I can be sure Ill be ok is
link expressions from the four columns to make by sticking to bottled water and packaged snacks.
a short dialogue between two speakers. Students 7 No matter what the weathers like, I have to get
out of the house and go for a walk at least once a
do this as follows:
day.
They spend a couple of minutes looking at Same here. And anyway, a bit of rain wont do you
the paper, and especially the fourth column, any harm.
which will provide clues as to how they 8 No matter when I take my holiday, I always seem
can link the different sections in the first to get awful weather.
three columns. Same here. The rain just seems to follow me
Working together, they link the sections everywhere I go.
together. In the second, third and fourth 9 Whatever I say to Meryl, I cant seem to please
columns they should write the number that her.
these sections pertain to in relation to the first Same here. She seems to spend her whole life in a
column. The example (shown in the shaded bad mood.
boxes) shows them how to do this. 10 Whatever I think of their methods, I believe that
generally the police do a marvellous job.
3 The first pair or group to correctly link all of Same here. Imagine what the crime rate would be
their sections is the winner. Alternatively, set a like if we didnt have them.

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 121

 11 Whether he likes it or not, Im telling the boss Follow-up
that Im going to take a holiday this year.
Once all the groups have matched their paragraphs,
Same here. Were humans, not robots, after all,
they should return to their seats. Give each student a
and we need some time off.
12 Whether my mother and father agree to it or not, copy of the whole activity and, as a class, look at the
Im going to leave home and find my own place to reference devices that are used. Note that reference
live. devices can sometimes look ahead as well as back in
Same here. You need to learn how to stand on a piece of text. You could then ask your students to
your own two feet at some point. write their own short article, divided into three
paragraphs. The second and third paragraphs
should contain one or two reference devices that
refer back to the previous paragraph, in order to
7A: Three passages create a piece of text where ideas flow into one
another.
Use after Reading Exercise 6 (CB p.104).
Aim To practise and develop
referencing skills when reading
7B: The right words
an article.
Time 1520 minutes Use after Vocabulary Exercise 4b (CB p.106).
Activity type Groupwork. Student groups have Aim To review collocations and other
one paragraph from a short vocabulary from Module 7A
passage, and they must find two Vocabulary section.
other paragraphs from the same Time 1520 minutes
passage. These other paragraphs Activity type Pairwork. Students identify the
are held by two other groups in words they need to complete
the class. sentences while playing a bingo-
Preparation Make one copy of Activity 7A type game.
on p.164 per student. Make one Preparation Make one copy of Activity 7B on
extra copy, and cut into cards. p.165 per pair. Cut into two
parts. Make one extra copy for
Procedure your own reference.
1 Divide the class into 9 groups, and give each
group one of the cards. Explain that their card Procedure
contains a paragraph from a short article. Allow
1 Divide the class into pairs, and give each pair a
them a minute or two to read it.
copy of the first part of the activity (the words).
2 Explain that class has three short articles, each
2 Tell the pairs to draw a 4 x 4 grid on a separate
one consisting of three paragraphs. The aim of
sheet of paper. In each space in their grid, they
the activity is to find the other two paragraphs
should write one of the words from the list on
from their article, and to put those paragraphs
the first part of the activity paper. They should
into the correct order. In order to do this, they
write each word once only.
will have to walk around the class asking the
other groups what is on their card. They should 3 Give each pair a copy of the second part of the
then try to find out if the subject is the same, activity (the sentences), which they should place
using reference devices such as pronouns, face down on their desk, then explain that you
linkers and synonyms. When they think they are going to play a bingo-type game with the
have found their other two paragraphs, they words they have written in their grid. You will
should assemble with the groups that were do this as follows:
holding them, put the paragraphs in order and
You will read out a number between 1 and 26
underline the reference devices that helped them
at random, then say Go. Students turn over
identify the connections between them.
their sentence paper, look at the relevant
sentence, then decide if it can be completed
The paragraphs/articles are in their correct order
on the activity sheet. with one of the words they wrote in their grid.
They have 30 seconds to read the sentence,

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 122

 decide if one of their words can be used to some of the sentences, more than one answer
complete that sentence, then tick that space in may be possible, but if they choose the wrong
their grid (and write the sentence number in one, they will find that the letters in the grid do
that space for later reference). You should not match with the answers they have chosen
delete that sentence from your own sheet so (you might suggest that students complete the
that you dont repeat it. grid using a pencil, so they can erase and correct
When the 30 seconds is up, say Stop. Student mistakes without making a mess of the grid).
must turn their sentence sheet back over so
3 The first pair/group to complete their grid is
that it is face down.
the winner.
Repeat the steps above until one pair has
crossed out all of the words in their grid and 1 Such was 2 Now that 3 much as 4 Planning on
calls out Finished. Check their answers. If 5 in such a way 6 After 7 The moment 8 In spite
they are all correct, that pair is the winner. 9 All the same 10 despite 11 Ever since 12 No
If they have made a mistake, the activity sooner 13 Wanting to 14 Seeing as 15 in case
16 As soon 17 hence 18 otherwise 19 in which
continues until another pair says they
case 20 on
have finished. Grid answers
START SuchwasNowthatm
1 spirit 2 hopes 3 intention 4 social 5 level
sninogninnalPs
6 purpose 7 intent 8 centre 9 place
ahcu
10 importance 11 places 12 life 13 bets
uchawayAfterThe mom
14 purposes 15 fall 16 pride 17 safe 18 time
asehtllAetipsnItne
19 financial 20 wellbeing 21 restrictions 22 rural
medespiteEversince
23 neutral 24 dangerous 25 sense 26 blame
SotgnitnaWrenoosoN
eeingasincaseAssoo
wniesiwrehtoecnehn
hichcaseon FINISH
7C: Back and forth
Use after Language development 2 Exercise 3b
(CB p.114). 8A: Crossing the line
Aim To review clauses of concession,
time, reason and result. Use after Vocabulary Exercise 2b (CB p.122).
Time 1520 minutes Aim To look at common phrases
Activity type Pairwork/groupwork. Students using line.
complete sentences with words Time 1520 minutes
and phrases which they then Activity type Groupwork. Students replace
write into a grid. sections of sentences with more
Preparation Make one copy of Activity 7C on appropriate or natural-sounding
p.166 per pair or group. phrases (in their correct form),
then decide how certain they are
Procedure that their answers are correct.
They win or lose points based on
1 Divide your class into pairs or small groups, and
their answers.
give each pair/group a copy of the activity.
Preparation Make one copy of Activity 8A
2 Explain that each sentence can be completed on p.167 per group.
with a word or phrase from the box. The aim is
to write the words and phrases in the grid at the
Procedure
bottom of the page, one letter in each grid, and
with no spaces between words. They should 1 Divide the class into groups of four, and ask
follow the direction indicated by the arrows, so each group to divide into two teams of two. Give
some of their words/phrases (or parts of them) each group a copy of the activity.
will be written backwards (see the completed
2 Explain that each sentence 116 contains a
grid in the Key). Some letters have already been
section in bold which can be replaced with one
put into the grid for them which means that they
of the phrases ap in the box. All of these
should be very careful with their answers. In

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 123

 phrases use line. In a few cases, some changes Procedure
will need to be made to the phrases (for
example, changing the form of the verb; adding 1 Divide the class into pairs or small groups, and
an object). The aim of the activity is to replace all give each pair/group a copy of the activity.
of the words in bold with phrases from the box. 2 Explain that the essay on their paper needs to be
Students do this as follows: completed using the words from the top box.
The teams take it in turn to choose a sentence Some of these words can be used on their own,
(any sentence, they do not need to work through but others need to be combined with one or two
them in order), identify the correct phrase in the others to form a phrase. In each case, the word
box, delete the bold words in the sentence, and or phrase will be a discourse marker that
write the phrase in its place. students will find useful in discursive essays.
In the grid at the bottom of their page, they
should then write the sentence number and 3 In their pairs/groups, students complete the essay
phrase letter (e.g. 1e) in one of the spaces. These with these words or phrases, writing one letter in
spaces each contain a number these are the each space. To make this more challenging, there
points your students can win if their answer is are no spaces between the words in the essay. You
correct. However, if their answer is wrong, they could do the first one with them (= In my view).
will lose the same number of points. If they are Your students should also note that sometimes
bold enough / sure enough of their answer to more than one answer may be possible inasmuch
cross the line, they could win 10 points for a as there is more than one discourse marker with
correct answer (but lose 10 points if it is wrong). the same meaning in the word box, but only one
will fit into the relevant space in the essay.
3 Set a time limit of about 15 minutes, then tell
them to stop and check their answers. Teams 4 When your students have completed the essay,
award themselves points for correct answers, they should rearrange the letters from the
based on how many points they risked each shaded boxes in the gaps to make a word which
time, but lose points for wrong answers (note can complete the sentence in the bottom box.
that any changes they make to the phrases also The first pair/group to do this is the winner.
count, so if they fail to change a verb form, for
1 In my view 2 As well as that 3 For example
example, that counts as a mistake and loses them
4 Certainly 5 Moreover 6 Of course 7 On the
points). The winning team is the pair in each contrary 8 Granted 9 However 10 For instance
group with the most points. 11 As a result 12 Quite the opposite 13 what is
more
1 e drop me a line 2 I 3 o takes a tough line Rearranging the letters in the shaded boxes gives
4 n steps out of line 5 p 6 c cuts in line 7 a the word paradoxically (used to describe
8 g 9 j 10 l put my neck on the line 11 b 12 d something which is surprising because it is the
13 k puts me in the firing line 14 f 15 m 16 h opposite of what you would normally expect).

8B: Complete the essay 8C: Gangs of four

Use after Writing 1 Exercise 2a (CB p.126). Use after Language development 2 Exercise 3a
Aim To review some common (CB p.130).
discourse markers for discursive Aim To review -ing + infinitive verb
essays. forms.
Time 20 minutes Time 2025 minutes
Activity type Pairwork/groupwork. Students Activity type Groupwork. Students identify
complete an essay with relevant mistakes in sentences, and group
discourse markers, then use these sentences according to the
letters from their answers to nature of the mistake.
reveal a mystery word. Preparation Make one copy of Activity 8C on
Preparation Make one copy of Activity 8B on p.169 per group, and cut into
p.168 per pair/group. cards. You do not need to shuffle
these.

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 124

Procedure Gang D 2 I checked his qualifications and
they seemed fine, but it never occurred to me to
1 Before you begin, write the following on the
ask him if he had any experience.
board, and ask your students to copy it down on
7 Shes a good all-round artist, but specialises in
a separate sheet of paper. making objects out of rubbish and other discarded
Gang A: Contains a missing word. items.
Gang B: Contains a wrong word form. 11 The company was found guilty of copying other
Gang C: Contains a missing word and a wrong designers clothes, and passing off the designs as
word form. their own.
Gang D: Contains a wrong preposition. 15 For some inexplicable reason, when I asked
Gang E: Contains an extra, unnecessary word. Janet if shed seen Alan, she burst out laughing.
Gang E 1 I like smart clothes, but to tell you
2 Divide the class into teams of 4 or 5, and give the truth, Id rather not to spend the whole of
each group a set of cards. Explain that each of Saturday in clothes shops.
their cards contains a sentence with a mistake. 4 Its no good in asking Pete for help hell make
The type of mistake in each sentence is one of up some excuse about being busy or something.
the five you have listed on the board, and there 12 Id never contemplated about leaving my place
are four examples of each type of mistake (you of work until I saw an advert for a similar job which
could give them sentence 3 as an example of A, paid much more.
which is missing the word them between expects 18 I think we had better to leave as soon as
and to be). The aim of the activity is to identify possible, or well miss the beginning of the show.
which sentences contain which type of mistake,
group them in gangs of four, and correct them.
3 Set a time limit of about 15 minutes, then tell 9A: The same word, the same form
them to stop and check their answers. Teams
win 5 points for each gang of four they have Use after Vocabulary Exercise 5 (CB p.139).
collected, and 2 points for each properly Aim To review phrases and
corrected sentence. expressions with keep and get; to
practise other key vocabulary
Gang A 3 The company has a strict dress from the Vocabulary section.
code for its employees, and expects them to be
smart and presentable at all times. Time 20 minutes
8 I really appreciate you helping me the other day, Activity type Individual/Pairwork/Whole class.
Gary, and as soon as I can return the favour, I will. Students match two parts of a
17 In addition to being hot and overcrowded, the short conversation, complete the
room had a really unpleasant smell. conversation with appropriate
20 Im afraid theres very little prospect of things
improving in the near future, but were all keeping words, and then continue the
our fingers crossed. conversation using their own
Gang B 6 I really dont feel up to going out ideas and vocabulary from
tonight, and besides, I have too much to do. Module 9.
9 We left early, with a view to getting a good seat Preparation Make one copy of Activity 9A
at the front of the auditorium.
16 I really need to spend some time on my essay on p.170, and cut into cards. You
this weekend, but unfortunately Im committed to do not need to shuffle these.
helping out with the schools annual fashion show.
19 Theres no point in arriving at the airport too Procedure
early, as theres not much to do there.
Gang C 5 He claims to be a qualified interior 1 Divide the class into 16 units (individuals, pairs
designer, but Im not sure I believe him. or small groups, depending on the size of your
10 Carol told me that she liked my suit, and class) and give each unit a card. Note that if you
complimented me on being the best-dressed have fewer than 16 students in your class, you
person in the building. will not need all of the cards.
13 I dont believe in spending a lot of money on
expensive designer labels. 2 Explain that their cards contain part of a short
14 We enquired about the possibility of meeting conversation. The cards with the numbers 18
the designer after his talk, but we were told it contain the first half of each conversation, and
wouldnt be possible. the cards with the letters AH contain the

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 125

 second half. The activity will be divided into two Procedure
parts, as follows:
Students walk around the class and try to find 1 Divide the class into 10 pairs (if you have more
the other half of their conversation. To add an than 20 students in your class, you will need to
extra dimension to this part of the activity, the have some groups of three. If you have fewer
word get or keep has been removed from each than 20 students in your class, you will not need
card. Students must find the other half of their all of the cards). Give each pair a card they
conversation and complete their card with the should not show this to the others in the class,
correct form of get or keep. They should note and they should try to keep its contents secret
that the word and its form are identical in for now.
both conversation halves (so if one half of the 2 Explain that their cards contain a situation that
conversation needs keeping, so does the other). they are going to discuss together in front of the
Once students have found the other half of class. They are not allowed to use any of the
their conversation, they sit down with the bold words in their discussion. The others are
student(s) holding that card, and together going to listen and try to (a) work out what they
they continue the conversation, writing it out are talking about, and (b) remember what they
on a separate sheet of paper. In their extended are talking about.
conversation, they should include as many
other words as possible from the vocabulary 3 Allow students a few moments to think about
section in Module 9A of their coursebook. what they will say, then let them start (you
should work through the discussions in order,
3 Let them do the activity for about 15 minutes, 110, and each pair should try to talk for about a
then tell them to stop, and ask them to read out minute).
their complete conversations. Student
pairs/groups win 1 point for each correct use of 4 When each pair has spoken, hand out the second
get or keep on their card, and 1 point for each page of the activity. Explain that this page
extra word they use from their course book. The contains 10 sentences, which describe the
pair/group with the most points is the winner. situations they have just heard. Working in their
pairs, they should try to remember what each
1 C keep 2 H keeps 3 E kept 4 G keeping pair discussed, then complete the sentences with
5 A get 6 B gets 7 D getting 8 F got the students names, the subject of their
conversation (from the first box), and an adverb
+ adjective combination (from the second box).
Note that in some cases, more than one adverb
9B: Confounding collocations may be possible in some sentences (for example,
totally, utterly and entirely are interchangeable in
Use after Language development 1 Exercise 3 situations 3, 8 and 9), but they should try to use
(CB p.141). each one once only.
Aim To review some common
5 The first pair to correctly complete all of their
adjective and adverb sentences is the winner.
collocations.
Time 2530 minutes Follow-up
Activity type Pairwork/Whole class. Students
discuss a given subject, and the Working in their same pairs, your students choose
others must decide what they are another adverb + adjective collocation from
exercises 14, and write a sentence, leaving out the
talking about. They then use
adverb and adjective. They then read out their
appropriate words and phrases to gapped sentences, and the others in the class
complete sentences describing discuss possible words that could be used to
the conversations they heard. complete the sentence.
Preparation Make one copy of the first page
of Activity 9B (p.171), and cut
into cards. Make one copy of the
second page of Activity 9B
(p.172) per pair.

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 126

 discourse markers if or when they think
9C: Keep talking
they will add cohesion and/or coherence to
Use after Speaking Exercise 3c (CB p.145). their talk.
When the 2 minutes is up, the others in the
Aim To practise using some common
group should decide if that student gave a
discourse markers when satisfactory answer to the question, awarding
speaking. them 6 points if so. They should also award
Time 20 minutes them a point for each discourse marker they
Activity type Groupwork. Students answer a used (provided it was used correctly and
given question, incorporating helped with cohesion/coherence), giving a
given discourse markers where maximum of 10 points.
relevant. The other students These steps are repeated with the other
decide if he/she answered the students in the group.
There are 10 question cards in total, so if you
question well and used the
have time, you could play a second round. In
discourse markers appropriately. this case, the discourse marker cards should
Preparation Make one copy of Activity 9C on be collected, shuffled and placed back face
p.173 per group, and cut into down on the desk before the second round
cards. Keep the discourse marker begins.
and question cards separate.
4 At the end of the activity, the student with the
most points is the winner. Alternatively, if each
Procedure group in the class has the same number of
1 Divide the class into groups of 4 or 5, and give students, the points for the whole group could
each group a set of the discourse marker cards be added up, and the group in the class with the
only. They should spread these out, face down, most points is the winner.
on the desk between them.
2 Tell each student to take 4 of these cards, and
look at the words/phrases on them. Ask what 10A: Contradictions
they all have in common (= they are all
discourse markers which can be used in
Use after Vocabulary Exercise 3b (CB p.155).
speaking and writing). Check that they Aim To look at some common
understand how and when the words/phrases contradictory English proverbs
they are holding are used: they can ask you if and sayings.
they are not sure. Note that some of the Time 20 minutes
discourse markers appeared in Module 8 Activity type Groupwork. Students complete
Writing (as I see it, even so, for example, granted, in short conversations with
my view, nevertheless, of course, whats more). appropriate proverbs and
3 Give each group a set of the question cards, sayings.
which they should also spread out face down on Preparation Make one copy of Activity 10A
their desk. Explain that each student in the on pages 174175 per group, and
group is going to take one of the cards and cut into three sections.
answer the question on it. While they are giving
their answer, they should try to use the 4
Procedure
discourse markers on their other cards. Tell
them to do this as follows: 1 Divide the class into groups of 3, and give each
One student takes a card, looks at the student a Student A, B or C section. They should
question, and reads it out to the others in their not show these to one another.
group. They also read out the discourse
2 Explain that Student A has 12 short
markers they have. They then have a few
conversations between three people. Each
seconds to think about what they are going to
conversation is missing two common English
say, before beginning their talk. They should
proverbs or sayings. In each conversation, the
then speak for two minutes (the others in the
second proverb contradicts the first in that
group should time them), incorporating their
context. Students B and C have the missing

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 127

 proverbs: Student Bs fits the first gap, and
10B: The first letter
Student Cs fits the second gap.
3 Working as a group, but without looking at one Use after Language development 1 Exercise 3b
anothers papers, they should try to complete (CB p.157).
the conversations. Student A should read out Aim To review reported speech
what the people are saying, Students B + C structures and reported
check their list for suitable proverbs, they then summaries.
discuss whether or not they think these fit, and Time 20 minutes
Student A writes them into his/her sentence
Activity type Pairwork. Students complete
(the gaps are quite small, so they might find it
easier to write the proverbs on a separate sheet sentences so that they become
of paper). reported speech versions of
direct speech sentences.
4 Let the students do the activity for about 15
Preparation Make one copy of Activity 10B
minutes, then tell them to stop and check their
answers. The winning group is the group with
on p.176 per pair.
the most proverbs in their correct place.

Follow-up 10C: First to five

Your students can discuss which proverb in each Use after Writing 2 Exercise 6 (CB p.165).
contradictory pair they agree with, giving examples
Aim To identify and correct mistakes
from their own experience where relevant.
in common written words and
1 B youre never too old to learn phrases.
C You cant teach an old dog new tricks Time 1520 minutes
2 B nothing ventured, nothing gained Activity type Groupwork. Students identify
C Better safe than sorry and correct mistakes in sentences
3 B Many hands make light work
C too many cooks spoil the broth on cards, competing against
4 B clothes make the man others in their group to be the
C never judge a book by its cover first to collect five cards.
5 B look before you leap Preparation Make one copy of Activity 10C
C Strike while the iron is hot on p.177 per group, and cut into
6 B never look a gift horse in the mouth
C beware of Greeks bearing gifts cards. The numbers are for your
7 B Practice makes perfect reference only, so it does not
C All work and no play makes Jack a dull boy matter if the cards get mixed up.
8 B Knowledge is power C ignorance is bliss
9 B Twos company, threes a crowd Procedure
C The more the merrier
10 B birds of a feather flock together 1 Divide the class into groups of 3 or 4, and gave
C opposites attract each group a set of cards, which they should
11 B What will be will be place face-down on the desk between them.
C Life is what you make it
12 B The pen is mightier than the sword 2 Explain that each card contains one or two
C Actions speak louder than words sentences from a CPE-style essay. In this/these
sentence(s), there is one mistake. The aim of the
activity is to identify the mistakes, correct them,
and be the first student in the group to collect
five cards. They will do this as follows:
One student begins by taking a card and
reading it once to themselves, then once to the
others in the group. That student then decides
if they can identify and correct the mistake.
If they can identify the mistake, they correct it
on a separate sheet of paper (they do not need
to write out the whole sentence, just the

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 128

 section where the mistake is see the answer 17 so everything = since / as / because everything
key below). They then keep the card. If they 18 It is doubted that = It is doubtful that
cant correct the mistake, they place the card 19 so as support myself = so as to support myself
at the bottom of the set. 20 In the contrary = On the contrary
Play then passes to the next student, who 21 interesting enough = interestingly enough
does the same. 22 Speaking broadly = Broadly speaking
These steps are repeated around the group 23 except from the noise = except for the noise
until one student has five cards. That student (or apart from the noise)
should then check their corrections with you. 24 Im inclined that I agree = Im inclined to agree
If they are all right, that student is the winner.
However, if they have made a mistake, tell
them which sentence they have got wrong,
but do not tell them the answer. The card they
got wrong is returned to the set, and play
continues.
You could also do an alternative version of the
activity, in which groups compete against one
another. Students work together in their groups
to pick a card, then identify and correct the
mistakes. The winning group is the first group in
the class to collect 15 or 20 properly-corrected
cards (or you could set a time limit of 15
minutes, and the group with the most
corrections at the end of this time period is the
winner).

Follow-up
Small mistakes like these are common, even among
native speakers, and are often the result of speed or
carelessness rather than lack of language control
(often when the writer intends to write one
expression, then changes it at the last moment).
Encourage students to check the essay they write
for Exercise 8 in Module 10B carefully for small
mistakes, as these can lose them marks in the exam.

1 It often is claimed = It is often claimed

2 are assuming = assume
3 been pointed that = been pointed out that
4 they are under = they are also under
5 at the time = by the time
6 In some of the respects = In some respects (or
respect)
7 up to the point = up to a point
8 To certain extent = To a certain extent
9 undoubted = undoubtedly
10 I am strongly in opposition = I am strongly
opposed
11 Which is more = What is more
12 in favour about = in favour of
13 I tend feel = I tend to feel
14 common knowing = common knowledge (or
commonly known)
15 in spite the support = in spite of the support (or
despite the support)
16 not convinced entirely = not entirely convinced

PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 129