IHOTOCOPIABLE ACTIVITIES Hi Contents 1A 136, 158. Ifthisis the answer, what's: talking about yourself ‘Speaking: Part | thequston? IB 136, 159. Over to you simple and continuous forms in the present; Reading and Use of CaP eae tats Par 2A 137, 160, Dialogue pairs adjective forms Reading and Use of tng Pat 2B | 138.161 Hitor miss verb patterns with-ingand infinitive 3a [Tew ora? “adadecies + pastnplpesent pate | Spina er 3B 139, 163, Icouldn't live without writing about something that is important to | Writing: Part 2 (article) you qa | | Faust rani Toms Tealgand ot Engin Pat? 4B | 141,16 | Agoodstart ‘waiting suitable intoductions ‘Writing: Part 1 (essay) 5A 142, 168. Countable and uncountable | countable and uncountable nouns; convintors gree of uty BB [I Wath conection? rar won ses Teadng ond et oak on 6A | 1.170 _ | Listencarelly Tstening for spectic information Ustening: Part op || Fo car Feadng ond eo English: Part 2 TA | 145.173 | ttlooks ike language of description and speculation Speaking: Part 2 7B 145,175, Putting it all together ‘relative pronouns; language for emphasis and | Writing: Part 2 (article) adding interest ga | [om werepon reportedspaech Teatgand Oot Enalishe Part 4 8B 146,177 Right word crossword using correct word forms in sentences: Reading and Use of English: Part 3 9A | 147,178 | Youre just tke me collocations: success Speaking; Parts 2,3 014 9B | 148,179 | Completely conditional Future, present and past conditionals Toa | 8.18) Bat fee presions fiendship enna forspece | Use Pas information TOB | 149,182 | Rejected words “ingand-edparticiples in participle clauses 1A 150, 183, Party on. conditionals, Including mbxed conditional Reading and Use of tna at Tip | 818 | ustsupposing talking about a specific subject; hypothetical | Speaking: Part 4 language Toa [Ras | Alpancteg rns often, ronan rcs 12B 153, 186, Cops and robbers ‘prepositions and particles Reading and Use of Engi Pat 1BA_ | 154.187 | Usefulexpressions Useful expressions for the Speaking Test ‘Speaking: Parts 3and 4 13B 154, 188. Reflexive revelation reflexive pronouns: Reading and Use of Engi Pat 14A_ | 155.189 | Speakup speaking verbs 14B 156, 190, Context and meaning working out meaning from context with Reading and Use of Sima ione re Teaching notesforphotocopisble activities 135a HOTOCOPIABLE ACTIVITIES: Teaching notes WaWM If this is the answer, what's the question? Aim to practise talking about yourself and giving personal information Exam link Speaking: Part 1 Activity type answering questions and identifying questions from the answers other students give Classroom dynamics individual and teams Time taken 25 minutes When to use after Speaking Focus Activity 10 on page 7 Preparation Make one copy of the activity and cut into cards Procedure 11 Give each student one ofthe cards and ask them to read it carefully. They should not showy it to anyone else. Note that if you have more than 24 students, some will need to’double up: Ifyou have fewer than 24 students, you wil not need all of the cards, 2. Divide your cass into two teams, Tear A andTeam B, 3 Explain that they are going to take turns to answer the question on their card. Another student in their tearn is going to guess what the question is They will do ths as follows: ‘© One student in Team A chooses another student in their team. They then give theanswerto the question Con their card, but they must not say what the question is They should avoid one word answers and their answer should be 20-30 seconds lang, 136 Teaching notes or ‘¢ The student they chose then tres to decide what the uestion was that prompted that answer. Note that they do not need to give the exact wording of the question. You should decide f the question they give is acceptable. «If that student is able to identify the question, Team A ‘wins 1 point «¢ Play then alternates between Team A and Team B Until all the students have given the answer to their question. Keep a record ofthe scores on the board ‘¢ The winning team is the team with the most points 4 you have 12 students or fewer in your clas, you could choose to do a second round with the rest ofthe cards, repeating the steps above. HER over to you Aim to practise simple and continuous forms inthe present, wouldand.used tofor past habit Exam link Reading and Use of English: Gapped text (Part 6) Activity type ‘completing a text using appropriate sentences Classroom dynamics pairwork Time taken 20minutes ‘When to use after Grammar Focus Activity 3 on page 13 Preparation Make one copy ofthe activity for each pair of students in your class, Cut into three sections: the gapped description, and the Student A and Student B cards.IHOTOCOPIABLE ACTIVITIES Hi Procedure 11 Divide your class into pairs and give each pair a copy of the gapped text. Explain that itis a description of person, but there ae lots of missing sentences, 2 Intheir pairs, students should read through the description and briefly discuss what sort of information right go in the gaps. Allow them about three or four minutes for this. You can then extend this into a whole- class discussion, with students sharing thei ideas about the missing information, You could also ask therm to focus on some of the words in the description and ask them what they might reer to, eg, Who doesher fer to inthe second sentence? What da you thinksomerefers to inthe fifth sentence? 3 Give each student in each paira Student A or Student B card and ask them to look atthe sentences. Tell them they should not show their sentences to their partner 4 Explain that they ate going to complete the description ‘with ther sentences. They wil do this as follows: ‘* When a gapped sentence is preceded by (A), Student {A should look for an appropriate sentence on their card, They should then readthat sentence to Student B, who writes it in the gap. When a gapped sentence is preceded by (8), Student B chooses and reads out the appropriate sentence and Student A virites it down. They should spell any unusual words and say if there is any punctuation within the sentence. ‘¢ The winning pairis the fist pairin the cass to complete the description correctly Alternatively itis, the pair with the most complete sentences after 15 minutes. Answer key 1. Hes always listening to it onthe radio, 2. My mum is always complaining that he plays it far too loud, 3 Of course, he usually ignores her. 4 Asa result, theyre always arguing! 5 Helikes 1, which is dedicated to reggae, and ite, which specialises in dance music. 6 However his favourite one isRock Universe, which shows all the latest rock videos. 7 When he finds a song he likes, he downloads it onto his MP3 player. 8 He's probably got over five thousand songs stored onit. 9 He listens to part of one, then moves on to the next. 10. He's probably getting realy good at recognising songs from the fist few notes! 11 He used to go to a concert once a week, sometimes twice: 12. And he would queve or hours to get a ticket to see a band he really liked. 13. He would walt outside the theatre after each concert, hoping to meet them 14 Unfortunately, most of them used to ignore him! 15 He plays the guitar, and heS learning to play the drums, 16 In fact, he's practising as | speak. Dialogue pairs Aim to practise adjactive forms Exam link Reading and Use of English: Word formation (Part 3) Activity type playing a board game in which sentence pairs are matched and completed with an appropriate adjective Classroom dynamics groups of four, dividedinto teams of two Time taken 15-20 minutes When to use after Use of €nglish Focus Activity 7 on page 17 Preparation Make one copy ofthe activity for each group of four students in your class You will aso need dice (one per group) and counters (two per group, Procedure 11 Write on the board: its.a lovely day today, isnt it?Ask your students to call out suitable responses, Then write on the board:/disagree iS realy ‘and {think ts going to,ain, Ask which words might ft in the gap, eg.cold, windy, hui te Teaching notes for ph 137