Photocopiable Activities Teacher’s Notes
1A Experiences 1B What’s the word?
AIM
To practise using present tenses to talk about experiences
ACTIVITY TYPE
A speaking activity where students respond to questions using
a range of present tenses
CLASSROOM DYNAMICS
Pairwork or small groups
TIME TAKEN
10 minutes
WHEN TO USE
After Grammar: Present tenses, Exercise 6, page 10
PREPARATION
You will need one copy of the activity for each pair or small
group, cut up into cards.
PROCEDURE
1 Divide students into pairs or small groups and give each pair
or group one set of cards, face down on the table.
2 Tell students that in this activity they will ask and answer
questions about their personal experiences.
3 Students take it in turns to take a card and ask a question
to their partner (or the student to their right if in a
group). The student asking the question (and other group
members) should be encouraged to ask follow-up questions
where appropriate.
4 Monitor and note any good examples of language and
grammar, correcting any present tense grammar mistakes.
5 Continue until the cards run out or as time allows.
6 Deal with any common errors as whole class feedback at
the end of the activity. Ask for any interesting, surprising or
common responses to questions.
ADAPTATION AND EXTENSION
• To make the activity more competitive, tell students
they need to speak for 30 seconds when answering the
questions in order to ‘win’ the card. The student with the
most cards at the end of the activity is the winner.
• If working in small groups, other group members can
monitor for errors rather than ask follow-up questions.
4 Gold Experience B2  Photocopiable Activities Teacher’s Notes
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AIM
To review the meaning of adjectives used to describe
experiences and feelings
ACTIVITY TYPE
A guessing game where students describe a situation for others
to guess the correct adjective
CLASSROOM DYNAMICS
Small groups
TIME TAKEN
10 minutes
WHEN TO USE
After Vocabulary: Describing experiences and feelings, Exercise 4,
page 11
PREPARATION
You will need one copy of the activity for each group, cut up into
a vocabulary box and a set of vocabulary cards.
PROCEDURE
1 Divide the students into groups of four or six and give each
group one vocabulary box and one set of cards, shuffled and
face down on the table.
2 In each group, put students into pairs and tell them they are
going to play a game where they must try to ‘win’ a card by
being the first to guess the word written on it.
3 Ask students to look at the adjectives in the vocabulary box.
Read out the example situation to students and ask them
to guess the adjective of feeling: ‘Next week, I’ve got three
tests at school, lots of homework to complete and we are
moving house at the weekend. I have so much to do, I don’t
know when I will finish it all. I’m feeling really …’ Elicit from
students the adjective ‘overwhelmed’.
4 Explain that students take it in turns to take a card and,
without showing it to anyone, describe a situation to the
other students, including their partner, which represents
the adjective of feeling on their card. The other students
must try to guess the adjective of feeling, but they only have
one guess. The first student to guess the correct adjective
correctly wins the card for his/her team. If no one guesses the
adjective on the card, it is placed on the bottom of the pile.
5 Students continue to take it in turns to take a card and
describe a situation to the other students until the cards
run out or as time allows. The team with the most cards is
the winner.
ADAPTATION AND EXTENSION
• As an alternative, the cards could be omitted and students
could choose the adjectives directly from the vocabulary box.
This would allow them more choice to describe the adjectives
they know first.
• In groups of four, students each have one minute to describe
as many adjectives to their group as possible. The other group
members listen and guess the adjective. The winner is the
student who describes the most adjectives in one minute.
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 Photocopiable Activities Teacher’s Notes
1C 7 Day Challenge
AIM
To give a short presentation using language from the unit
ACTIVITY TYPE
Students plan and give a short presentation about an
interesting hobby they have or would like to do
CLASSROOM DYNAMICS
Individuals and small groups
TIME TAKEN
10–15 minutes
WHEN TO USE
After Speaking, Exercise 6, page 15
PREPARATION
You will need one copy of the activity sheet for each student.
PROCEDURE
1 Tell students that as a class they are going to choose hobbies
for a 7 Day Challenge. They each need to think about an
interesting hobby they enjoy doing or a slightly unusual
hobby they would like to try. (You don’t want all of the
class to talk about football or swimming.) They will need to
prepare and give a one-minute presentation to convince their
group to select their hobby as part of the 7 Day Challenge.
2 If your students need more support, draw or project onto
the board a sample word map that you have prepared
earlier about your own hobby. Don’t write the name of your
hobby at first, ask the students to read the ideas on the
word map and then guess what it is.
3 Give out one activity sheet to each student and tell them
to add ideas about their hobby to their word map. Students
work individually, but can ask for help from you or other
students. Emphasise that they need only to make short
notes at this stage. Allow three minutes.
4 Explain to students that they are now going to plan their
presentation. Students choose from the word map what
information to include in their introduction and the main
points, and then write a final line to convince their group
to include their hobby in the 7 Day Challenge. Again,
encourage students to write only short notes. Allow three
minutes for this stage.
5 If you think your students need more support, you could
give your own example presentation using the hobby from
your word map and ask students to note any key language.
6 Divide students into groups of three or four. Give them one
minute each to present their hobby to the group. When they
have finished, the group should vote on the hobby they think
should be included in the 7 Day Challenge. Tell students that
they should vote for the most persuasive presentation.
7 If time allows, feedback as a whole class to discover which
hobbies have been selected for the 7 Day Challenge. Ask
groups to justify their choices.
ADAPTATION AND EXTENSION
Depending on time available and the level of your students,
you may choose to place more emphasis on the language used
during the presentation stage of the lesson. You could use your
own presentation to introduce key expressions that students
can use when they make their own presentations.
Gold Experience B2 Photocopiable Activities Teacher’s Notes
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2A A time when …
AIM
To practise using past tenses, used to and would to talk
about the past
ACTIVITY TYPE
A speaking activity where students use as many different
narrative tenses as possible to gain points
CLASSROOM DYNAMICS
Groups of three
TIME TAKEN
10–15 minutes
WHEN TO USE
After Grammar: Past tenses, Exercise 7, page 24
PREPARATION
You will need one copy of the activity for each group.
PROCEDURE
1 Divide the students into groups of three and give each
group a copy of the activity sheet.
2 Tell students that they are going to give a talk for one minute
in their groups about a topic from the Topic grid. Allow
students one minute to read the topics and choose one to talk
about. Each student in a group should choose a different topic.
3 Explain that to prepare their talk, students should make
some notes in their notebooks. To help students generate
ideas, write the question words: When Who Where What
How Why … ? on the board. Students should also consider
the correct past tenses they need to use when giving their
talk. If you think it is necessary, elicit from students the past
tenses of the unit and write them on the board for reference.
Allow two minutes preparation time.
4 When the students have finished their planning, Student A
gives his/her one-minute talk. Student B acts as timekeeper
and should write two follow-up questions to ask Student A at
the end of the talk. Student C monitors the talk and puts a tick
in the Past tenses table each time Student A uses a past tense
verb correctly.
5 At the end of the talk, the students switch roles. When each
student has given their one-minute talk, the ticks in the table
should be counted. The winner with the most points can then
choose their next speaking topic from the Topic grid.
6 The activity can continue until all three students have spoken
three times or until time permits. As a class, ask for feedback
on which verb tenses students used most or least and which
they found difficult to use.
ADAPTATION AND EXTENSION
• To encourage use of less common verb forms you could add
a points system, e.g.1 point for using past simple, 2 points for
using past continuous or used to, 3 for using past perfect, etc.
For stronger groups, points could also be deducted for errors.
• To make the activity more challenging, you could have two
competing individuals or pairs and use the Topic grid for a
noughts and crosses game. To be able to place a nought or
cross on the grid on the square of their chosen talk, students
must continue speaking for one minute without repetition.
The student or pair that is able to place three noughts or
crosses in a row wins the game.
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 Photocopiable Activities Teacher’s Notes
2B Mix and match
AIM
To review verb and noun collocations related to travel from
the unit
ACTIVITY TYPE
A game where students match a verb and a noun to make
travel collocations
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10 minutes
WHEN TO USE
After Vocabulary: Collocations (1), Exercise 4, page 25
PREPARATION
You will need one copy of the activity for each pair, cut up into
cards. Divide the cards into two piles: verbs and nouns. Ensure
the cards are shuffled before handing them out to students.
PROCEDURE
1 Divide the students into pairs and give each pair one set of
cards in two piles turned face down on the table.
2 Tell students they are going to play a game where they have
to match verbs and nouns to make travel collocations.
3 Student A turns over a verb card and Student B turns over
a noun card. If the cards match to form a collocation, the
first student to say ‘Snap!’ has a chance to win the cards. In
order to win the cards, however, the student must make a
sentence using the collocation correctly. If they cannot use
the collocation correctly, the other student has a chance
to make a correct sentence and win the cards. If neither
student can make a sentence, the cards should be put aside
for review later. The student at the end of the game with
the most cards is the winner.
4 Monitor and help if students do not agree whether a
collocation or sentence is correct. The game continues until
all of the cards have been won or as time allows.
ADAPTATION AND EXTENSION
• As an alternative, you can use the cards for a collocations
race. Students work in pairs to make as many verb and
noun collocations as possible in two or three minutes. The
winning pair is the one with the most correct collocations.
Extend the activity by asking students to write as many
sentences as they can, or a short story with the collocations
within a time limit. They can then exchange with another
pair to read and check that the collocations have been
correctly used.
• The cards can also be used for a game of ‘pelmanism’. Place
both sets of cards, spread out and face down on the table
in their two sets. Students take it in turns to turn over one
noun and one verb card. If they collocate, they keep the
pair of cards. If they do not collocate, the cards are turned
back in the same place and students try to remember their
position for subsequent turns. The student with the most
cards at the end of the game is the winner.
ANSWER KEY
See the activity sheet.
6 Gold Experience B2 Photocopiable Activities Teacher’s Notes
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2C What should we write?
AIM
To develop students’ ideas for planning Writing Part 2 tasks
EXAM LINK
Writing Part 2: Article (non-specialised text type)
ACTIVITY TYPE
An activity where students write and answer questions about
a topic as preparation for writing an article
CLASSROOM DYNAMICS
Groups of four
TIME TAKEN
10–15 minutes
WHEN TO USE
After Writing, Exercise 13, page 31
PREPARATION
You will need one copy of the activity sheet for each student.
PROCEDURE
1 Divide the students into groups of four and give each
student a copy of the activity sheet.
2 Tell students they are going to work in their groups to make
the preparations for writing an article for an English language
online magazine about a holiday destination in their country.
3 Ask students to look at their activity sheet. Individually, they
should decide which holiday destination they would like to
write about and then write it in the centre of the word map.
4 Next, in their groups, students pass their activity sheet to the
student on their right. Then each student should write two
questions they would like to ask about the holiday destination
on the word map in the rectangular question boxes. They
should think about what they would want to know about the
destination if they were reading the online article. Allow two
minutes for this stage. If you feel it is necessary, elicit one or
two example questions that students could write, e.g. ’What
makes [name] different from other places?’ When students
have finished writing their questions the activity sheets are
again passed to the right and the process is repeated until
each student has written two questions for each of the other
students in the group. Students should not repeat questions
that have already been written. Allow six minutes for the
entire question writing stage (a maximum of two minutes for
each round of questions).
5 The activity sheets are then returned to their owners and
students now work alone to answer the questions as fully as
possible. They should write their answers in the oval boxes.
Allow another three to four minutes for students to answer
the questions. Monitor and help where necessary.
6 When time is up, tell students to exchange their activity
sheets with a partner in their group. They should read the
answers and choose what they think are the four most
interesting facts about the holiday destination.
ADAPTATION AND EXTENSION
• For fast finishers, or to extend the activity, students can add
key vocabulary that could be included in the article.
• Set the writing task for homework, encouraging students to
include the ideas from the word map. The finished articles
can be read and reviewed in groups in the next class.
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 Photocopiable Activities Teacher’s Notes
3A Will it ever happen?
AIM
To practise using tenses to talk about the future
ACTIVITY TYPE
A discussion activity where students agree or disagree with
statements about the future
CLASSROOM DYNAMICS
Pairwork and groups of four
TIME TAKEN
10 minutes
WHEN TO USE
After Grammar: Future forms, Exercise 7, page 38
PREPARATION
You will need one copy of the activity for each pair, cut up
into cards.
PROCEDURE
1 Divide the students into pairs and give each pair one set of
cards face down.
2 Tell students they are going to discuss the future of
schooling and education, first in their pairs and then in
groups of four.
3 In their pairs, students take it in turns to turn over a card
and read out the statement. With their partner they discuss
whether they agree or disagree with the statement and the
reasons why. They should only spend 30 seconds discussing
each statement. The used cards are placed in two piles:
those that they agree with and those that they disagree
with. Encourage students to use the different future forms
during their discussions. If you think it is necessary, you
could review the future forms in the Grammar box on
page 38 and put some prompts on the board. Allow five
minutes for this stage of the activity.
4 After the time is up, ask students to work with another pair
and compare which statements they agree with and which
they disagree with and discuss their reasons. Allow four
minutes for this stage.
5 As time allows, feedback with the whole class and find out
if there are any statements which students all agree or
disagree with, eliciting reasons why. You might also focus on
good examples of language and any common errors noted.
ADAPTATION AND EXTENSION
• To extend the activity, in their pairs students can write their
own sentences about the future of schooling and education
to pass to another pair to discuss.
• As an alternative, students could place their cards in a cline
from those they most agree with to those they most disagree
with, and then compare their ideas with another pair.
Gold Experience B2 Photocopiable Activities Teacher’s Notes
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3B Hot topics
AIM
To practise using collocations and phrasal verbs from the unit
ACTIVITY TYPE
A speaking game where students try to drop language items
into a 30-second talk without them being noticed
CLASSROOM DYNAMICS
Groups of three
TIME TAKEN
10 minutes
WHEN TO USE
After Vocabulary: Education and work, Exercise 6, page 39
PREPARATION
You will need one copy of the activity for each group, cut up
into cards.
PROCEDURE
1 Divide students into groups of three and give each group
a copy of the two sets of cards.
2 Tell students they are going to play a speaking game using
the collocations and phrasal verbs from the unit. First they
should place the grey topic cards face down in the middle
of the table and then deal five of the white language cards
to each student, placing the remainder face down in a pile.
Allow students 30 seconds to look at their language cards
with the collocations and phrasal verbs, but they should
keep them hidden from other students in the group.
3 To start the game, Student A turns over a topic card and
talks about the topic for at least 30 seconds. While talking
about their topic, Student A tries to include one or more of
the expressions from the language cards he/she is holding.
Student A should try to use the expression as naturally as
possible to try to ensure that the other members of the
group do not notice it. When the talk is finished, if the other
students have not noticed the expression used, Student A
keeps the card, placing it face up on the table. If a student
notices and repeats the expression, then that student wins
the card and places it face up in front of him/her. Student A
then takes a language card to replace the one that has been
used. The turn then passes to Student B who takes a new
topic card and talks about the topic for 30 seconds, and
so on.
4 While students are playing the game, monitor and check
correct use of the collocations and phrasal verbs. The game
continues until all the topic cards have been used or until
time permits. The winner of the game is the student who
has won the most cards.
5 Feedback to the whole class on good use of language and
any common errors, and if time allows, ask for opinions on
the topics.
ADAPTATION AND EXTENSION
If you have a strong group, students could use the cards in the
same way, but have an open discussion with each topic card
for one or two minutes. Students try to slip the expressions
from their own language cards into the discussion unnoticed,
while also trying to notice the expressions that other
students use.
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 Photocopiable Activities Teacher’s Notes
3C Guess the sentence
AIM
• To practise using verb and preposition collocations from
the unit
• To practise key word transformation skills related to
Reading and Use of English Part 4
EXAM LINK
Reading and Use of English Part 4: Key word transformation
ACTIVITY TYPE
Students create their own key word transformation tasks
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10 minutes
WHEN TO USE
After Use of English 2, Exercise 6, page 42
PREPARATION
You will need one copy of the activity for each pair, cut up into
Worksheet A/Worksheet B.
PROCEDURE
1 Divide the students into an equal number of pairs and give
each pair a copy of either Worksheet A or Worksheet B.
2 Write on the board an example key word transformation
question to remind students of this exam task type, e.g.
At the moment, I am completing a part-time job
application because I’d like to earn some money.
FOR
At the moment, I
a part-time job because I’d like to earn some money.
3 Ask students ‘What is important to remember for this
type of exam task?’ (To use the word given, to consider the
information that is missing from the gap, to think about any
changes in word form such as noun to verb, tense changes,
etc.) Elicit the answer for the example, e.g. ‘am applying for’
and ask students what vocabulary is being focused on here
(verbs and prepositions).
4 Now tell students that in their pairs they are going to create
their own key word transformation sentences and that the
key words need to focus on verbs and prepositions. If you
think it’s necessary, refer back to the example on the board
and then elicit examples of verbs plus prepositions.
5 Allow five minutes for pairs to write their new gapped
sentences and key words. Monitor and provide help
where necessary.
6 When students have completed their sentences, they
should exchange their worksheet with a pair that has a
different worksheet (A or B) and then complete the key
word transformation sentences. Allow three minutes for
this stage. Students then hand the worksheets back to the
original pair to be checked.
8 Gold Experience B2 Photocopiable Activities Teacher’s Notes
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ANSWER KEY
Possible answers
1 When I go to university, I have decided I want
to specialise in medicine. SPECIALISE
2 I don’t really think students will benefit from going to
cyber school. FROM
3 Some people don’t agree with students doing part-time
jobs while they are studying at school. AGREE
4 Student acceptance onto university courses doesn’t
just depend on grades. ON
A My parents insisted on me getting more involved in
after-school activities. INSISTED
B Studies have shown that cyber schooling does
not always lead to lower class attendance. LEAD
C My teacher asked me to apologise for not doing my
homework. APOLOGISE
D You really need to succeed in learning languages if
you want to study abroad. IN
4A What if … ?
AIM
To practise using conditional forms from the unit
ACTIVITY TYPE
A speaking activity where students ask and answer questions
CLASSROOM DYNAMICS
Groups of three
TIME TAKEN
10 minutes
WHEN TO USE
After Grammar: Conditionals, Exercise 5, page 52
PREPARATION
You will need one copy of the activity for each group, cut up
into cards.
PROCEDURE
1 Divide the students into groups of three and give each
group one copy of the cards face down on the table.
2 Tell students they are going to play a game where they
take it in turns to ask the other members of their group
questions using conditional forms on the topic of towns
and places. The student who gives the most interesting or
imaginative answer to a question wins the card.
3 Student A begins the game by taking a card and asking the
question to Students B and C who take it in turns to answer.
Student A then decides who has given the best answer and
awards the card. Monitor the groups and make note of any
interesting answers, good examples of conditionals and
common errors for use during feedback later.
4 Play continues until all the cards have been used or until
time allows.
5 Feedback to the whole class at the end of the activity,
drawing their attention to any notes you have made.
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 Photocopiable Activities Teacher’s Notes
ADAPTATION AND EXTENSION
• If you have a stronger group, have Student A take a card and
without looking at the question, hold it in front of them for
the other group members to read. Students B and C then
answer the question in turn, and when they have finished,
Student A has to try to guess the question to win the card.
• This can also be adapted as whole class mingle activity.
Students have a card pinned to their back and walk around
the class answering each other’s questions. At the end of the
time limit, they try to guess the question that is on their card.
4B Just a minute
AIM
To review compound nouns used to talk about town and
country from the unit
ACTIVITY TYPE
A game where students describe and guess the correct
compound nouns
CLASSROOM DYNAMICS
Groups of four
TIME TAKEN
10 minutes
WHEN TO USE
After Vocabulary: Compound nouns, Exercise 6, page 53
PREPARATION
You will need one copy of the activity for each group, cut up
into cards.
PROCEDURE
1 Divide the students into groups of four and give each group
one copy of the cards face down on the table.
2 Tell students that they are going to play a guessing
game where they must try to win cards by giving good
descriptions of words. Explain that the words on the
cards are all compound nouns used to describe towns
or countries. If you think it is necessary, remind students
of what a compound noun is with an example, e.g.
town centre.
3 Student A begins by taking a card. He/She then has one
minute to describe all three compound nouns on the
card, one after the other, for the other students to guess.
Student A must not say any of the words written on their
card. If the other students guess all of the compound nouns
described, Student A keeps the card. If students can’t guess
all the compound nouns within the one-minute time limit,
the card is placed at the bottom of the pile. Play continues
with the next student to the right.
4 The game continues until all the cards have been used or
until time permits. The winner at the end of the game is the
student with the most cards.
Gold Experience B2 Photocopiable Activities Teacher’s Notes
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ADAPTATION AND EXTENSION
• As an alternative, instead of describing the words, students
can draw or mime them in the time limit.
• Instead of describing the words, students must talk for
one minute about a town or place they know about, or an
imaginary place. They must use all of the words on their
card in the description, but the information doesn’t have
to be true. The other students in the group must listen
carefully and write down the three compound nouns that
they hear. For each word they write down correctly, they
receive one point. The winner is the student with the most
points at the end of the game.
4C Teen town
AIM
• To practise using town and country vocabulary and
conditional structures
• To practise skills related to the collaborative task in
Speaking Part 3
EXAM LINK
Speaking Part 3: Collaborative task
ACTIVITY TYPE
A collaborative activity where students work together in small
groups to design a ‘teen town’
CLASSROOM DYNAMICS
Groups of three
TIME TAKEN
10–15 minutes
WHEN TO USE
After Use of English 1, Exercise 5, page 55
PREPARATION
You will need one copy of the activity for each group.
PROCEDURE
1 Divide the students into groups of three and give each
group one copy of the activity.
2 Tell students that each group is going to plan and design a
new development in the town especially for teenagers.
3 Ask students to first complete the word map with all the
facilities available in their town for teenagers. Allow just one
minute for this.
4 Next, ask students to consider what other facilities they
would like to have in a town which has lots of amenities for
teenagers and add these to the word map. If you think it is
helpful, as a class take two or three suggestions, e.g. cinema.
Allow two minutes for this stage.
5 For the final and main part of the activity, explain that the
local town planners have decided to develop an area of land
just outside the town centre especially for teenagers, called
Teen Town. They are holding a competition for teenagers to
design the best plan for Teen Town and the winning design
will be developed.
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 Photocopiable Activities Teacher’s Notes
6 Students work in their groups of three to plan and design
their new Teen Town. They should consider the notes on the
activity sheet from the town planners. Encourage students
to use the conditional structures and vocabulary from the
unit while discussing what to include in their town plan.
Allow seven minutes for this activity.
7 At the end of the activity, if time allows, you can select one
or two groups to present the design of their Teen Town to
the rest of the class, or groups can present their ideas to
each other.
ADAPTATION AND EXTENSION
To extend the activity, ask each group to present their design
to the class, and then hold a class vote for the best Teen Town.
5A Be a good sport
AIM
To practise using vocabulary from the unit to describe
different sports
ACTIVITY TYPE
A game where students describe sports for their partners to
try to guess
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10 minutes
WHEN TO USE
After Vocabulary: Sport, Exercise 8, page 67
PREPARATION
You will need one copy of the activity for each pair, cut up
into cards.
PROCEDURE
1 Divide the students into pairs and tell them they will be
competing against each other. Give each pair one copy of
the cards face down on the table.
2 Tell students they are going to play a game where they
must try to win as many cards as possible. Student A takes
a card and describes the sport without saying the name
of the sport itself. Student A must, however, use all of the
other words and phrases listed on the card and should
speak for a minimum of 30 seconds.
3 At the end of the 30 seconds, Student B tries to guess
the name of the sport on the card. If Student B guesses
correctly, he/she keeps the card, but if not, Student A keeps
the card. The winner at the end of the game is the student
with the most cards.
4 The game continues until all the cards have been used or
until time permits.
ADAPTATION AND EXTENSION
Fast finishers could create their own cards with different
sports using sports-related vocabulary from the unit.
10 Gold Experience B2 Photocopiable Activities Teacher’s Notes
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5B Infinitive or -ing ?
AIM
To practise using verb patterns with a change of meaning from
the unit
ACTIVITY TYPE
An activity where students complete questions and then ask
and answer them
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10 minutes
WHEN TO USE
After Use of English 1, Exercise 3, page 69
PREPARATION
You will need one copy of the activity for each pair, cut up into
cards.
PROCEDURE
1 Divide the students into pairs and give each pair one copy
of the cards face down on the table.
2 Tell students that for this activity they are going to ask each
other questions, but they must decide whether to use verbs
which take the infinitive or the verb + -ing form depending
on the meaning. If you think it is necessary, do a quick
recap and elicit from the students the meaning of go on +
infinitive (stop one action and start another) and go on +
verb + -ing (continue doing something). You could write two
example sentences on the board, e.g.
I train every day because I want to go on to become a
professional basketball player.
I didn’t feel very well after we started, but I went on playing
and in the end we won the game.
3 Student A starts by taking a card. In order to ask the
question to Student B, he/she must first complete it using
the verb in brackets, in the correct form with either the
infinitive or verb + -ing.
4 If Student B thinks the verb form is correct, he/she answers
the question and should try to continue talking for 30
seconds. Student A can ask follow up questions. Monitor,
and help students if they are not sure about the correct
verb form to use.
5 Students continue asking and answering questions until all
the cards have been used or until time permits.
ANSWER KEY
1 to do; 2 to be; 3 playing; 4 taking part in; 5 saying; 6 doing;
7 seeing; 8 to help; 9 to do; 10 to do; 11 supporting;
12 to inform; 13 watching; 14 to stay
ADAPTATION AND EXTENSION
Fast finishers can write their own questions about sport using
the verb patterns and then ask their questions to another pair.
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 Photocopiable Activities Teacher’s Notes
5C Fill in the gap
AIM
• To practise using noun suffixes and negative prefixes to
complete sentences
• To practise word formation for Reading and Use of English
Part 3
EXAM LINK
Reading and Use of English Part 3: Word formation
ACTIVITY TYPE
A speaking gap-fill activity where students must complete
sentences using noun suffixes and negative prefixes
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10 minutes
WHEN TO USE
After Use of English 2, Exercise 7, page 70
PREPARATION
You will need one copy of the activity for each pair, cut up into
Student A/Student B worksheets.
PROCEDURE
1 Divide the students into pairs and give out the worksheets.
2 Tell students that for this activity they need to complete
their sentences with a word that is hidden in their partner’s
sentences.
3 Student A reads sentence number 1 to Student B.
Student B must listen carefully to find the word that they
need to fill the gap and complete his/her own sentence 1.
Student B must add the correct suffix or prefix to make
sure the sentence has the same meaning as Student A’s
sentence.
4 Student B then reads sentence number 2 to Student A
who completes his/her sentence number 2 so that it has
the same meaning as Student B’s sentence.
5 When the students have completed all the sentences,
they can check their answers with their partner.
ADAPTATION AND EXTENSION
• Fast finishers can write their own pairs of sentences.
The first sentence should be a complete sentence.
The second sentence should have the same meaning and
with a gap requiring a word with a suffix or prefix (as in the
worksheet).
• As an alternative, the activity sheet could be cut up into
individual sentences. One set of the bold sentences are
placed around the room (ideally stuck onto the walls) and
each pair is given a set of the gapped sentences. Student A
reads one of the sentences, then returns and tells it to
Student B. They work together to complete the gapped
sentence so that it has the same meaning as the first. Then
it is Student B’s turn to read the next sentence and so on,
until they have completed all the sentences.
ANSWER KEY
See the activity sheet.
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6A All in good time
AIM
To practise using time phrases from the unit
ACTIVITY TYPE
An activity where students complete sentences with time
phrases, and then discuss if the sentences are true or not for
themselves
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10 minutes
WHEN TO USE
After Vocabulary: Time phrases, Exercise 7, page 81
PREPARATION
You will need one copy of the activity for each pair, cut up into
two sets of cards.
PROCEDURE
1 Divide the students into pairs and give each pair one copy
of the white sentence cards and one copy of the grey cards
with time phrases.
2 Tell students that in this activity they first need to work
with their partners to match the correct time phrases
with the gapped sentences and change the verb form if
necessary. Allow three minutes for this.
3 Monitor and check the students’ cards, helping when
necessary. After students have matched all the cards, if you
think it is necessary, check answers as a whole class.
4 Explain to students that now they should discuss the
completed sentences in their pairs and decide whether they
are true for them or not. If they are not, they should use the
time phrases to write new sentences that are true about
themselves.
ADAPTATION AND EXTENSION
As an alternative, after completing the sentences with the
time phrases in pairs, students could then work individually
choosing three to five time phrases and writing new sentences
that they think are true about their partner. Pairs can then
read the sentences together and say if they are true or not.
Or, each student could write two true sentences and one false
sentence with the time phrases about themselves. Pairs then
exchange papers and guess which sentences are true and
which one is false.
ANSWER KEY
1 am [always] in time; 2 every other; 3 in good time; 4 am on
the point of; 5 in no time; 6 to begin with; 7 at the last minute;
8 sooner or later; 9 is running late; 10 are in the middle of;
11 by the time; 12 am [always] on time
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 Photocopiable Activities Teacher’s Notes
6B Just get it done 6C Correct the suffixes
AIM AIM
To practise have / get something done and other related forms To review suffix and irregular endings for adjectives, nouns and
from the unit adverbs from the unit

ACTIVITY TYPE ACTIVITY TYPE

A question and answer activity where pairs write questions
from prompts for another pair to answer
CLASSROOM DYNAMICS
Pairwork and groups of four
TIME TAKEN
10 minutes
WHEN TO USE
After Use of English 1, Exercise 4, page 83
PREPARATION
You will need one copy of the activity sheet for each pair.
PROCEDURE
1 Divide the students into pairs and give each pair one copy
of the activity sheet.
2 Tell the students that for this activity they first need to
write questions, with each question including one phrase
from Box A and one from Box B. Elicit some examples from
the students for the first item in Box B and write them on
the board if you think it is necessary, e.g. ‘How often does
your hair need washing? When did you last have your hair
washed? How often does your hair need to be washed?
Do you ever get somebody to wash your hair?’ By eliciting
different question forms using the same expression from
Box B you can demonstrate to the students the range
of possible questions, but they only need to write one
question for each item from Box B.
3 Tell students they have five minutes to write as many
questions as possible with their partner.
4 Monitor and assist with any grammar questions or address
any common mistakes as you notice them. If necessary,
encourage them to use a variety of forms from Box A.
5 When the time is up, ask the pairs to work with another pair
and take it in turns to ask and answer questions. Allow four
minutes for this stage.
6 If time allows, feedback as a whole class. You could focus
on the most interesting questions and answers and any
common errors.
ADAPTATION AND EXTENSION
• Fast finishers can complete the activity sheet on their own,
writing as many questions as possible. They can then ask
and answer the questions with another student.
• As an alternative, instead of writing questions, students
can write a sentence with each of the phrases from Box A
for one or two of the situations of their choice from Box B. 10 inhabitant
This will encourage students to think about the difference
in meaning between the related forms. 11 shortness
• Again, rather than writing questions, students can work
individually and write true and false sentences about
themselves. They then exchange their sentences with a
partner who can guess which sentences are true and which
are false.
An error correction activity where students identify and
correct word formation errors in factual sentences about
animals
CLASSROOM DYNAMICS
Individuals and pairwork
TIME TAKEN
10 minutes
WHEN TO USE
After Use of English 2, Exercise 3, page 84
PREPARATION
You will need one copy of the activity for each student.
PROCEDURE
1 Give out a copy of the activity to each student.
2 Tell students they are going to read twelve different facts
about some of the animals they have read about in Unit 6.
In each fact there is one word in bold. They must decide if
the formation of the word in bold is correct or incorrect.
If it is incorrect, they should cross it out and write the
correct form. There are three facts where the words in
bold are correct. Allow six minutes for this stage.
3 When students have made their corrections, they should
compare their answers with a partner.
4 As a whole class, check any queries and, if there is time,
discuss which facts they already knew, which they found the
most interesting and which ones they don’t believe. (All of
the facts are true.)
ADAPTATION AND EXTENSION
You can extend the activity by asking students to do an
internet search for other interesting facts about animals.
They can write their own animal facts using the adjective,
noun and adverb suffixes.
ANSWER KEY
Sentences 2, 7 and 12 are correct.
1 poisonous
3 behavioural
4 variation
5 deadliest
6 length
8 accidentally
9 occasionally

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 Photocopiable Activities Teacher’s Notes
7A Can you believe it?
AIM
To practise using reported speech
ACTIVITY TYPE
A speaking activity where students need to change statements
and questions into reported speech
CLASSROOM DYNAMICS
Groups of four
TIME TAKEN
10 minutes
WHEN TO USE
After Grammar: Reported speech, Exercise 5, page 94
PREPARATION
You will need one copy of the activity for each group, cut up
into cards.
PROCEDURE
1 Divide the students into groups of four and give each group
a set of cards face down on the table.
2 Tell students they are going to play a game where they
must whisper sentences. Appoint students in each group,
clockwise, as Student A, B, C and D. Explain that Student A
first takes a card and whispers the sentence that is on
the card to Student B. Student B must then change the
sentence they heard into reported speech and whisper it to
Student C. Student C must then change the sentence back
into direct speech and whisper it to Student D. Student D
then once more changes the sentence back into reported
speech and reports the sentence back to the group. The
group then checks to see if the information reported back
to them is the same as in their original sentence on the
card. It is then Student B’s turn to start with the next card
and so on. Allow four minutes for this stage.
3 Monitor and help as necessary with any grammar issues.
4 For the next stage, ask students to separate the statement
cards into a pile and put the question cards aside. Explain
that for this part of the activity, students still need to
whisper as before, but this time, after the first student
whispers the direct sentence, each student uses reported
speech and changes one detail. If you think it is necessary,
give an example, e.g. say and write on the board: ‘My
dad has got a new job and he starts tomorrow’. Elicit the
reported speech from the class: ‘She said that her dad had
got a new job and he starts tomorrow’. Then elicit ways a
student might change one of the details, e.g. ‘She said that
her dad had got a new job as an astronaut’ or ‘She said that
her pet rabbit had got a new job and he starts tomorrow’.
5 Ask Student A to start and allow five minutes for this stage.
Monitor and check for correct use of reported speech and
listen out for the funniest or most interesting statements.
6 If time allows, feedback to the class and ask some groups to
tell you the funniest/most interesting statements they heard.
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ADAPTATION AND EXTENSION
• To focus on reported questions, ask students to use the
question cards rather than the statement cards in step 4 of
the activity. Student A asks the question. Student B reports
the question and answers the question, whispering both to
Student C. Student C then reports both the question and
Student B’s answer. Student D reports the question and
answer back to the group and they say whether they agree
or not with Student B’s answer.
• To extend the activity and avoid possible repetition of some
of the cards, you could ask students to write their own
statements for step 4.
7B Prepositional phrases
jeopardy
AIM
To practise using vocabulary and prepositional phrases for
giving opinions about literature, film and TV
ACTIVITY TYPE
A game where students gain points by using prepositional
phrases correctly when giving opinions
CLASSROOM DYNAMICS
Groups of four
TIME TAKEN
10 minutes
WHEN TO USE
After Use of English 2, Exercise 4, page 98
PREPARATION
You will need one copy of the activity for each group, cut into
the two parts.
PROCEDURE
1 Divide the students into groups of four and give each
group one copy of the activity sheet cut into two parts.
The Phrase grid should be placed face down on the table.
Divide each group into pairs, Team A and Team B.
2 Tell students they are going to play a team game where
they need to make correct sentences to score points.
Team A selects one prepositional category from the Points
table, e.g. ‘We’ll take at for 100 points’. Team B turns
over the Phrase grid and tells Team A the corresponding
prepositional phrase, e.g. ‘at first’. Team B then turns the
Phrase grid face down again. Team A must then say a
sentence using the prepositional phrase, giving their opinion
on literature, film or TV, e.g. ‘At first, I didn’t really like
watching films that had been adapted from a book, but now
I quite enjoy them’. If Team B agrees that the prepositional
phrase has been used correctly, Team A is awarded the
corresponding points, e.g. 100 points. If Team A is able to
correctly include a vocabulary item from the Double points
box, they double their points. If Team A is unable to produce
a correct sentence, they score no points. At the end of their
turn, Team A crosses through the relevant square in the
Points table and any item from the Double points box they
have used. It is then Team B’s turn to choose a prepositional
category.
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 Photocopiable Activities Teacher’s Notes
3 Start the game and monitor, checking students’ use of the
prepositional phrases and dealing with any queries.
4 Play continues until all the squares have been used or until
time allows. The team with the most points is the winner.
ADAPTATION AND EXTENSION
If you have a strong class, tell students that they must use one
of the phrases from the Phrase grid and the Double points box.
7C Tall stories
AIM
To practise using a range of tenses when telling stories
ACTIVITY TYPE
A speaking activity where students take turns telling ‘tall
stories’
CLASSROOM DYNAMICS
Groups of three
TIME TAKEN
10 minutes
WHEN TO USE
After Writing, Exercise 13, page 101
PREPARATION
You will need one copy of the activity for each group, cut up
into cards.
PROCEDURE
1 Divide students into groups of three and give one set of
cards to each group face down on the table.
2 Tell students that in this activity they are going to tell ‘tall
stories’ (remind students of the meaning of ‘a tall story’, if
necessary).
3 Each student takes a card from the pile. On the card there
is a situation on which to base their tall story. Give students
a minute or two to think about what they are going to say.
Students take it in turns to tell their tall story based on the
information on their cards and should try to keep talking for
at least 30 seconds. Other students in the group can also
ask questions.
4 Students continue taking cards and telling tall stories until
all the cards have been used or until time permits.
5 If time allows, as a whole class ask students for the most
interesting stories in their groups.
ADAPTATION AND EXTENSION
• A group of fast finishers can shuffle the cards and then
take one at a time to recount the stories already told using
reported speech.
• To extend the activity, students can create their own tall
story cards and then use the same procedure.
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8A Problems, problems
AIM
To practise using modal verbs to respond to problems
ACTIVITY TYPE
A game where students have to guess the problem from
comments and advice given by other students
CLASSROOM DYNAMICS
Groups of four
TIME TAKEN
10 minutes
WHEN TO USE
After Grammar: Modal verbs, Exercise 7, page 108
PREPARATION
You will need one copy of the activity for each group, cut up
into cards.
PROCEDURE
1 Divide the students into groups of four and give each group
a set of cards face down on the table.
2 Tell the students that they are going to play a game where
they have to guess the problem written on each card.
Student A takes a card and gives it to the other members
of the group to read. Student A must not look at the card.
The other students read the problem and then each makes
a comment or gives some advice using a modal verb to
respond to it. Each student must use a different modal verb.
When Student A has heard all of the comments he/she
must try to guess what the problem is.
3 If you feel it is necessary, use the first card as an example
and elicit some appropriate comments and advice from the
class. For the problem: You failed your English exam and
you’re really disappointed with yourself because you are
normally top of the class, example sentences could include:
‘The exam must have been really difficult’, ‘You should have
studied more’, ‘You might not have revised the right thing’,
‘You could have been having a bad day when you took
the exam and not been able to concentrate properly’. It is
important to demonstrate how students can use different
modal structures to comment on the problem.
4 After starting the activity, monitor and help with any
grammar questions students may have.
5 Play continues until all the cards have been used or until
time permits.
ADAPTATION AND EXTENSION
For fast finishers or to extend the activity, students can choose
one of the problems and write a response for an online advice
column, similar to those in the Student’s Book, Exercise 5,
page 108. Or students could write other imaginary problem
situations for others to respond to.
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 Photocopiable Activities Teacher’s Notes
8B Friends and friendship
AIM
• To review vocabulary related to personality and friendship
• To practise skills related to Reading and Use of English
Part 1
EXAM LINK
Reading and Use of English Part 1: Multiple choice cloze
ACTIVITY TYPE
An activity where students complete a multiple choice gap-fill
exercise and then create their own gap-fill text for other
students to complete
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10–12 minutes
WHEN TO USE
After Vocabulary: Personality and friendship, Exercise 6,
page 109
PREPARATION
You will need one copy of the activity for each pair.
PROCEDURE
1 Divide students into pairs and give each pair a copy of the
activity sheet.
2 Explain to students they need to work with their partner
to complete the multiple choice gap-fill exercise in Part 1.
They should read the texts to get a general understanding
first and then choose the correct word, A, B, C or D, to
complete each gap. Set a time limit of three minutes.
3 Once students have completed Part 1, as a whole class
check answers. Pairs then work to complete Part 2, using
the sentences in the paragraphs in Part 1 as examples,
and write their own gap-fill sentences. They need to select
four words or phrases from the box for each gap and
their sentences should be on the topic of personality and
friendship. Allow six minutes for this stage.
4 Monitor students at the writing stage in Part 2 to ensure
they are using the vocabulary correctly, and provide help
where required.
5 When students have completed their paragraph with the
gapped words, they should exchange it with another pair
and complete the new gap-fill exercise.
ADAPTATION AND EXTENSION
This activity could be completed individually and is ideal for
fast finishers.
ANSWER KEY
1 C; 2 D; 3 C; 4 A; 5 B; 6 B; 7 C; 8 A; 9 B; 10 C
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8C What kind of friend are you?
AIM
To practise using phrasal verbs from the unit
ACTIVITY TYPE
A speaking activity where students discuss what people should
do in hypothetical situations
CLASSROOM DYNAMICS
Groups of three
TIME TAKEN
10 minutes
WHEN TO USE
After Use of English 2, Exercise 3, page 112
PREPARATION
You will need one copy of the activity for each group, cut up
into cards.
PROCEDURE
1 Divide students into groups of three and give each group
a copy of the cards.
2 Explain to students that in this activity they are going to
talk about difficult situations connected with friendship
and give their opinions on what the people should do in
each case.
3 Student A takes a card and reads the situation to Students
B and C. Students B and C each give their opinion on what
the people should do in the situation. Student A listens and
then gives the card to the student they think has the best
idea. Monitor and help with any language students may
need to help them talk about the situations. Make notes
of any good examples of language from the unit or any
common errors.
4 Feedback to the whole class. Ask students if there were any
answers that surprised them.
ADAPTATION AND EXTENSION
If you think your students need more focus on the meanings
of the phrasal verbs, you could ask students either in pairs
or individually to highlight the phrasal verbs in each of the
situations and consider their meaning. Ask them to write
questions about friendship using the phrasal verbs and then
ask them to another student or pair.
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 Photocopiable Activities Teacher’s Notes
9A Be concise!
AIM
To practise using relative clauses and participle clauses
ACTIVITY TYPE
A collaborative writing task where students work in pairs to
combine sentences
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10–12 minutes
WHEN TO USE
After Grammar: Relative clauses, Exercise 6, page 122
PREPARATION
You will need one copy of the activity sheet for each pair.
PROCEDURE
1 Divide the students into pairs and give each pair a copy of
the activity sheet.
2 Tell the students that for this activity their aim is to rewrite
the information about the fictional character, Megan
Decisive, into short, concise sentences using relative clauses
and participle clauses and with as few words as possible.
If you think it is necessary, review the use of relative clauses
and participle clauses or give some examples, e.g. ‘Before
becoming a teacher, I worked as a … ’. Remind students
that relative clauses and participle clauses are important
to avoid too much repetition in writing.
3 Students read the sentences and discuss with their partner
the best way to combine them. They need to write their new
sentences on the activity sheet, making sure they include all
the information. Allow eight minutes for this stage.
4 Monitor the groups and provide help with the clauses
where necessary.
5 When students have finished they compare their sentences
with another pair to see who has written the sentences
with the fewest words.
ADAPTATION AND EXTENSION
• For stronger students and if time permits, you could ask
them in their pairs to combine all of their sentences and
rewrite a complete paragraph, making it as short and
concise as possible.
• To extend the activity, you could ask students to write a
paragraph about their own family using relative clauses
and participle clauses.
ANSWER KEY
Possible answers:
1 Born on 26th November, 1989, Megan Decisive grew up in
Choices, England, where she has lived all her life.
2 Megan, who is a professional decision-maker and internet
businesswoman, began making decisions for her family
when she was eight years old, after realising they were
really indecisive.
3 Megan, who made all the decisions for her family, realised
she could help other people make decisions too while sitting
in her bedroom one day, watching her family arguing about
what to have for dinner.
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4 In 2009, Megan developed a decision-making website called
‘Decisions, Decisions’ which calculates the best decisions
for anyone from what to have for breakfast to whether to
apply for a new job.
5 Before starting the website Megan used to make
approximately 35,000 decisions a day, now she makes more
than double that, sitting in her huge house.
6 Megan, who has always received positive feedback on her
website, says that decisions made by her are rarely the
wrong ones.
7 Earning £2.00 for each decision she makes, Megan is now
one of the richest women in England.
9B Verb or noun?
AIM
To review verbs and nouns related to knowing, thinking and
deciding from the unit
ACTIVITY TYPE
An activity where students complete questions and then ask
and answer them
CLASSROOM DYNAMICS
Individuals and pairwork
TIME TAKEN
10 minutes
WHEN TO USE
After Vocabulary: Knowing, thinking and deciding, Exercise 5,
page 123
PREPARATION
You will need one copy the activity sheet for each pair,
cut up into Student A/Student B worksheets.
PROCEDURE
1 Divide students into pairs and give each student half of the
activity sheet, Student A or Student B.
2 Explain to students that in this activity they are going to
complete some questions which they will then ask to their
partner. Tell students to first work individually and complete
the gaps in their questions with the words in the box. Each
pair of questions, a and b, will have the same word, but in a
different form, either a noun or verb. Allow three minutes
for this stage.
3 When students have completed the questions, they should
ask and answer them in their pairs. Monitor and check
students have completed the questions correctly and used
correct language when answering them.
4 If time permits, include a whole class feedback stage and
ask students for any interesting answers to the questions.
ADAPTATION AND EXTENSION
• If you have a stronger group, you could give one activity
sheet to each student and ask them to complete all of the
questions before asking and answering them with a partner.
• Fast finishers of the activity can write questions for the pair
of words in the box (consider / consideration) not required
in any of the questions.
• For a quieter activity, you could ask students to work
individually and write answers to the questions.
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 Photocopiable Activities Teacher’s Notes
ANSWER KEY 5 When students have finished writing their questions they
Student A: 1a consult, 1b consultation; 2a proposal, should join with another pair and ask and answer each
2b propose; 3a evaluated, 3b evaluation other’s questions. Allow four minutes for this stage.
Student B: 1a judgement, 1b judged; 2a intention, 2b intend; 6 Monitor the groups and feedback at the end of the activity,
3a select, 3b selection if time permits.

9C How do you decide?

AIM
• To practise giving opinions on making decisions using
collocations from the unit
• To practise skills required for Speaking Part 3 and Speaking
Part 4

EXAM LINK
Speaking Part 3: Collaborative task; Speaking Part 4: Giving
opinions

ACTIVITY TYPE
A discussion activity where students give their opinions on
making decisions and write questions using collocations

CLASSROOM DYNAMICS
Pairwork

TIME TAKEN
10–15 minutes

WHEN TO USE
After Vocabulary: Knowing, thinking and deciding, Exercise 6,
page 123

PREPARATION
You will need one copy of the activity sheet for each pair.

PROCEDURE
1 Divide students into pairs and give each pair a copy of the
activity sheet.
2 Explain to students that in this activity they are going to
practise skills required for both Speaking Part 3 and Speaking
Part 4. Tell students to look at the word map in Task A.
Then read to students the following Speaking Part 3 task
instruction: ‘Here are some things that people often do or
consult about before making a decision. I’d like you to talk
together about how helpful these things might be in helping
people to make decisions. You have two minutes for this’.
3 As students discuss, monitor and make note of any key
language that students may use from the unit.
4 Briefly feedback if necessary and comment on any key
language that students used. Now tell students to look
at Task B. Explain that they are going to write their own
Speaking Part 4 questions using language from the unit.
If necessary, recap what type of questions students might
be asked in Speaking Part 4, e.g. ‘Questions to give opinions’,
‘Questions that expand on the general topic from Speaking
Part 3’. Tell students to write five questions using the
phrases from the box. If necessary, provide the following
example: ‘How important is it for parents to involve their
children in family decisions?’ Allow students five minutes
for this stage. Monitor the pairs while they are writing their
questions and help with any language issues.

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