GESE lan

nguage exxam prep

paration
Grades
G 7-9
7 (B2) - Lesson Plan 2

G
Grades 7-9 (B
B2): dev
veloping
g a Top
pic

Leve
el: Time
e:
GESE
E Grades 7-9
9 (CEFR B2) 2 x 45
5 minutes

Aims
s:
 To
o expand topic points using
u mind maps
 To nd prompts that could be used by
o practise questions an y the Examin
ner
 To nterviews based on mi nd maps
o practise in

Reso
ources and
d preparattion:
From Lesson 1:
Th
he studentss must bring
g their mind
d maps from
m Lesson 1
From this lesson
n:
Haandout 1 (H/O1): examp
ple languag ge for Gradee 7 (the sam
me as Lesso on Plan 1)
Haandout 2 (H
H/O2): exammple langua age for Gradde 8 (the sa
ame as Lessson Plan 1)
Haandout 3 (H
H/O3): exammple langua age for Gradde 9 (the sa
ame as Lessson Plan 1)
Haandout 4 (H
H/O4): exammple promp pts for Grad
de 7
Haandout 5 (H
H/O5): exammple promp pts for Grade 8
Haandout 6 (H
H/O6): exammple promp pts for Grade 9
Ea
ach handou ut provides 18 individuaal questions for each different
d Grrade. The teacher
must choose which Grad des they ne eed and howw many cop pies of the h
handouts foor each
Grrade. The Teacher will need 1 x H//O for every
y 3 students, in each GGrade.

on: cut up () all of th

Beforre the lesso he example prompts frrom
Handouts 1, 2 and 3 and putp each se et of cards into individ
dual
envellopes, one set
s in each envelope.

Proc
cedure:

1. Gra
ades 7, 8 & 9 langua
age and miind maps (45 minute
es)
i) Dem
monstrating g mind map ps for the T
Topic (10 miinutes): Putt the studennts into gro
oups of
3, acccording to the Trinity Grade theyy are goingg to take, Grade 7, 8 o or 9. The students
need their final mind map ps from Lessson Plan 1 and the lists of langguage of Grade 7
(H/O11), Grade 8 (H/O2) or Grade
G 9 (H//O3).
Do a demonstration on the black/whitteboard. Draw a
mind map on the board and d ask the c lass for an idea
for a Topic. (Remember
( r not to use ‘pets//best
friend
ds/family’ or
o any of the 6 generral Subjectss for
Conversation frrom Grade es 7, 8 or 9: Encourage
studeents to thhink of a specific T Topic which is
persoonally important or interesting to
o them.)

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 Grades 7-9 (B2) - Lesson plan 2: developing the Topic
 
Write the title of the Topic in the middle of the mind map and ask the students to suggest
different ideas connected to the Topic. Accept around 10 to 12 different ideas and add them to
the mind map on the board.
ii) Grade 7, 8 or 9 language and the demonstration mind map (10 minutes): Tell the students that
they need to think of some ways of using the language of their Grade to describe all of the points
on the mind map on the black/white board. Give the students 2 minutes to think of some ideas.
They can look at their handouts to help them.
After 2 minutes ask the students for ideas from each Grade to describe each point. You can fill
the black/white board with multiple ideas from each Grade. This will show students that the most
important thing is what you say about the mind map point and being sure that you use the
language of your Grade.
iii) Grade 7, 8 or 9 language and the students’ own mind maps (15 minutes): Tell the students
they have 15 minutes to look at their own mind maps from Lesson Plan 1. Students should work
individually for the first 10 minutes. After 10 minutes, ask the students to tell each other what
ideas they have for their Topics. Encourage students to use as many examples as possible of the
language of their Grade with each point on their mind map. Tell them it’s ok if they find that
some are too difficult, they can move to the next mind map point.
iv) Choosing the best Topic points (5 minutes): Tell the students to choose the best 4 mind map
points from their own mind maps. The best ones are the ones that generate the most ideas and
the most language of their Grade. Tell the students to draw a new mind map with their 4 best
Topic points on it. They will need this mind map in the next activities.

2. Practising the Topic (45 minutes)

i) Thinking of Grade 7, 8 or 9 questions (10 minutes): In order to warm the students up, tell them
to look at the demonstration mind map on the black/white board that you used in the last
section. Tell the class that they have 5 minutes to think of 5-10 different questions that they can
ask about people’s Topics. They must try to use Grade 7, 8 or 9 language, as appropriate.
For example:
- Grade 7 – What did you use to do when you were younger?
- Grade 7 – What would you change about it if you could?
- Grade 8 – What do your friends say about it?
- Grade 8 – What would you have done differently if you had had the chance?
- Grade 9 – What should have been done?
- Grade 9 – What do you wish you could change?
After 5 minutes, ask for example questions from each Grade and let the class make suggestions.
ii) Students Interview each other using the cards on H/O4, H/O5 or H/O6 (25 minutes): Tell the
students to change their seats and sit in new groups of 3, but all still with other students of the
same Grade. They need their mind maps with their 4 best Topic points with them. Ask each
group of 3 to decide who is ‘A’, who is ‘B’ and who is ‘C’. When each group has decided, tell them:
‘A’ = an examiner ‘B’ = an examiner ‘C’ = a candidate
Give the students a demonstration. Decide which Grade you are going to demonstrate, Grade 7,
8 or 9. Show the class the question cards from H/O4 (Grade 7), H/O5 (Grade 8) or H/O6 (Grade
9). Tell the class that A and B must use the question cards and take turns to ask C questions
about C’s mind map. Demonstrate to the class how this works, including how to complete the
questions cards which have some missing words.

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 Grades 7-9 (B2) - Lesson plan 2: developing the Topic
 
Give students ‘A’ and ‘B’ a set of the questions cards. ‘A’ and ‘B’ ask ‘C’ questions about ‘C’s mind
map and ‘C’ must answer the question by trying to use the language of the Grade.
After 5 minutes, stop the activity. Tell the class to swap roles.
‘A’ = a candidate ‘B’ = an examiner ‘C’ = an examiner
Repeat the activity using ‘A’s mind map. The students can re-use the question cards if they finish
all of the questions. After 5 minutes, stop the activity and change roles one more time:
‘A’ = an examiner ‘B’ = a candidate ‘C’ = an examiner
Repeat the activity. If the teacher prefers, this game can be longer – it could be as much as 45
minutes. In order to prepare for the exam, it is a good idea to use the game many times.
iii) Feedback and development (10 minutes) Ask for feedback from the class: which questions
were the best? Which questions produced long answers? Which points on the mind maps were
easy to talk about? Which points on the mind maps were hard to talk about? Ask the students if
they want to completely change their Topic and try something new. This is ok, and is part of the
process of developing the best Topic.

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 Grades 7-9
7 (B2) - Le
esson plan 2
2: developing
g the Topic

Handou
ut 1: exa
ample Grade 7 language

7
GRADE
E
Here are som me exam
of Grrade 7 la
mples
anguage
e...

Example language::
Give advice and make e suggestions: What yo ou should do o is ....
including sshould/ough
ht to, etc. If I were
e you, I’d ....
You oug ght to
You’d be etter ....
Have yo ou thought about
a ....ingg ....?
What should be don ne is ....

Talk aboutt advantage

es/disadvan
ntages: There arre advantag
ges and disaadvantagess.
One of the
t advanta ages is ....
One of the
t disadvan ntages is .....

Describe p
past habits using
u ‘used to’: When I was
w younge er, I used to ....
We didn’t use to ....
It’s diffe
erent now, but
b it used tto ....

Possibility and uncerttainty: I might//might not .....

It could be ....
It may be
b ....

Ask for furrther inform

mation: Can you
u tell me mo
ore?
What ha
ave you donne so far?

Agreement/disagreem
ment: I’m not sure
s I agree
e with you.
I’m sorry
y, I don’t ag
gree.
I comple
etely agree.
I couldn’t agree mo ore.

The simple
e passive te
ense: I’m not sure
s what should be doone.
It is used
d for ....ing.
It is madde from ....

Second conditional: If I could

d ...., I would
d ....
e rich, I would ....
If I were
It would be better if ....

Relative clauses: She’s the person who ....

It’s a thiing that/which ....
ace where ....
It’s a pla

‘Because o
of’ and ‘due to’ dn’t go due to the wea ther
He could
I passed
d the exam because
b of the teacherr.

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 Grades 7-9
7 (B2) - Le
esson plan 2
2: developing
g the Topic

Handou
ut 2: example Grade
G 8 languag
ge

8
GRADE
E
Here are som me exam
of Grrade 8 la
mples
anguage
e...

Example language::
Feeling and emotionss: It makes me feel...
I have mixe
ed feelings about
a it.

Speculatin
ng: I can’t be sure, but it might
m be ....
One possib bility is that it could be ....
A reason fo or this may be ....

Impossibiliity: I’m sure it can’t

c be ....
It can’t posssibly be ....
There is noo way I woulld ....

Persuading
g and disco
ouraging: Have you ever
e conside ered ....?
It might be better if yo
ou ....
I wouldn’t do
d that if I were
w in youur shoes.
I’m not sure that woulld be a goodd idea.

Reporting the converrsation of otthers: My friends say that I ....

My family think
t that .....
Most peoplle seem to believe
b thatt ....
My teacherr told me shhe had ....
I heard that you shoulldn’t ....

3rd conditional: If I hadn’t studied

s so hard,
h I woulddn’t have passed.
I would hav ve gone, if I hadn’t beeen late.
If I hadn’t had
h an accid dent, I woulld have wonn.

Present pe
erfect continuous: I’ve been sttudying Eng
glish for 10 years.
hinking about ....
I’ve been th

Past perfect tense: Before I meet you, I had

d never me t an Englishh person.
I had neverr been to Enngland untill last month
h.

Linking expressions/ccohesive de evices: Even thouggh it’s rainin

ng, it’s still w
warm
Even thouggh, in spite of, although, I passed the exam, in spite
s of thee noisy roomm.
to continue
e, in other words,
w I enjoyed windsurfing,
w although I wouldn’t go again.
for examplle To continuee, I was talk
king about m my plans.
ords, I don’tt understan d!
In other wo

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 Grades 7-9
7 (B2) - Le
esson plan 2
2: developing
g the Topic

Handou
ut 3: example Grade
G 9 languag
ge

9
GRADE
E
Here are som me exam
of Grrade 9 la
mples
anguage
e...

Paraphrasing and reccapping: In oth

her words ....
What I mean is .....
What I’m trying to
t say is ....
Anywaay, as I wass saying ....

Regrets, w
wishes and hopes:
h I wish I could ....
I wish I hadn’t ....
I wish I could hav ve done ....
I regreet doing tha at now.
I regreet not ....ing
g.
I hopee I will be abble to ....
I hopee to go to En ngland.

Expressing
g assumptio
ons: Presuumably, this is right.
I’m no
ot sure, but my best gu uess is ....
I assu me the reasson is ....

Hypothesissing: I supp
pose one reason could be ....
eory, if I did X, Y might happen.
In the

Evaluating
g options: I’m noot sure what to do. On the one hannd ....
but on n the other hand ....
I can ssee benefitss on both siides.
If I do X then I miight learn something, bbut if I do Y,
Y
it mig ht be quicker.

g past actions/events:
Evaluating It mig ht have beeen better if we hadn’t .....
Thinkiing about itt now, I prob
bably shoulldn’t have .....
I woulldn’t be late
e if my alarm
m had gonee off.
It musst have been a difficultt decision.
It can ’t have been easy

Verbs + ge
erunds and//or infinitive
rememberr, stop, forget
I remeember think king that waas a bad ideea.
I remeembered to o bring some e money.
I forgoot to bring any
a money..
I alwa ys forget sa aying things when I’m tired.
I thinkk I should sttop studying maths.
I stoppped to buy a magazine e.

Mixed cond
ditionals: I woulld be in Lon ndon now if I hadn’t mis
issed my pla ane.
If I weere rich, I woould never have boughht this car.

Should/muust/might/ccould It musst have been wet in London! It cann’t have bee

en sunny!
+have + infinitive I migh
ht have madde a mistake.
He co uld have woon the lotte
ery!

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 Grades 7-9
9 (B2) - Lesson pllan 2: developing
g the Topic

H
Handout 4: example prompts
p fo
or Grade 7
IMPORTANT! These are only example prompts. The real e ain other questtions. (Cut  these prompts into 18 individua
exam will conta al cards)

7 7 7 7 7 7

Is the sittuation
Tell me
What did you use differentt today, I don’t know if Tell me about Why is .... used?
about how ....
to do
d when you compared to how it .... is better th
han how .... is used.
used to bee.
werre younger? used to o be? it used to bee.

7 7 7 7 7 7

d it
How could What should If the sittuation Is it Is it Tell me abbout a
be improve
ed? b done in
be changed d, what because of .....? du
ue to ....? person who o helps
th
he future? would yo ou miss? this situa
ation.

7 7 7 7 7 7

If you could ch
hange If you had thhe Not everyoone has
one thing, w
what What do you think I What wo
ould you opportunity, what
w Tell me about the the same opinion.
o
y
you would cha ange? might enjoy? recommend I try? would you do advvantages/ Do you agree with
?
differently? disaddvantages. your friends?

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 Grades 7-9
9 (B2) - Lesson pllan 2: developing
g the Topic

H
Handout 5: example prompts
p fo
or Grade 8
IMPORTANT! These are only example prompts. The real e ain other questtions. (Cut  these prompts into 18 individua
exam will conta al cards)

8 8 8 8 8 8

How does .... Is there anything What doo your Have

H you talk
ked Tell me what your ou think
What do yo
eel?
make you fe ?
that feels similar? friends say to your family mily say
fam your frie
ends
about it? about it? about it. might say?

8 8 8 8 8 8

How could you

How do you tthink Whatt might be the e Why mmight How could persua ade someone How coould
it might change reasson for this? that be? you persuadde that it’s better now someone peersuade
in the futurre? someone
s to .....? than in the past? you not to ....?

8 8 8 8 8 8

If you had been born n

W
What had you done in your
y parent’s If you ha
adn’t ...., What
W might ha ave Has anyone
a told How long ha ave you
before you ....? genneration, how what would you happened
h if thhey you about ....? been ....ing
g ....?
differrent would life have d
done? hadn’t ....?
have been?

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 Grades 7-9
9 (B2) - Lesson pllan 2: developing
g the Topic

H
Handout 6: example prompts
p fo
or Grade 9
IMPORTANT! These are only example prompts. The real e ain other questtions. (Cut  these prompts into 18 individua
exam will conta al cards)

9 9 9 9 9 9

Tell me aboutt the What do you hope ou wish

What do yo Is there anythin
ng Is there
e anything Is there anything
theory of ..... might happen? you could do? youu wish you cou
uld you wissh hadn’t you regreet
have done? happ
pened? (not) doing
g?

9 9 9 9 9 9

ad to
If you ha I’m
I not sure which
w
k ....
Do you think What do you think explain w
why .... Wh
hat should hav
ve I’m not sure
s which would have been
b
was the rig
ght d have been
could happened d, what been done? is the
e better the better op
ption:
thing to do
o? done differently? would you ur best option: X or Y? X or Y?
guess bbe?

9 9 9 9 9
9
I’m not sureeI
It must have been It can’t
c have What do
o you Is there anythin
ng What should we completelyy
difficult/eassy? beeen easy. rememberr ....ing? you didn’t stop ....ing? understand.
u Caan you
rem
member to do o? say that in a
different waay?

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