City Camp for teenagers

Detective Agency

Summer 2017

Length of course:
10 lessons*6 academic hours /60 academic hours/2 weeks
(language work 10.00-12.15 & project work 12.45-15.00)
Level: Intermediate
Aim of the course
The course is for teenagers who have already studied English and want to practice it in a fun way. The
first three academic hours are devoted to language work whereas the second part of each day will be
project-based. The aim of the course is to develop integrated skills through various creative tasks based
on different detective stories, e.g. by setting a play based on Conan Doyle's stories.

Coursebook and other materials

There is no coursebook for students. Teachers are going to use materials from various sources
including:
- 'Life' coursebook, video and audio recordings, National Geographic Learning, 2013;
- Poe. E. Tales of Mystery and Imagination, Penguin readers, 2001;
- YouTube videos, worksheets and handouts (see lesson plans);
- posters, board games, strips of paper, pencils & dice.

Homework
There is no homework.

Programme content
The course is designed to help the teenagers revise and extend their grammar and vocabulary in the
area of 'art', 'performance', 'talent', and 'creativity' in the first part of the day, and apply this knowledge
in creative tasks such as setting plays, solving mysteries and sharing their own stories in the part after
the break. The course has been created with the help of our teachers: Hannah Anderson, Hannah
Goldstein, Peng-Ta Wang, Anna Nagyhazi-Sooky and Francesco Paturzo.

Week 1 Lesson plan (pages) Handouts or worksheets (pages)

Day

1 3-8 9-21
2 22-27 28-38
3 39-43 44-48
4 49-51 52-58
5 59-62 63-68
Week 2 69-70 71-84
Days 1-5
*Also you will need:
Life upper-int &
Poe. E.Tales of Mystery and Imagination, Penguin
readers, 2001
 Lesson Plans
Day 1
Stage Stage Aim Material Timing procedure Interaction
pattern
Before the preparation Copy all the Write the answers to the questions for the warmer,
session handouts, e.g. John, skating, 15, Paris, 4, friendly.
cut the Prepare paper & pencils, copy and cut out
cards etc. handouts for each student (Handouts 1-2, 4-14)
and strips of paper for the guessing game.
Copy the expressions (Handout 3 ‘opening and
closing conversations') onto strips of paper.
Prepare the recordings from Life (find them in the
media folder).
Choose the videos for the lesson.
Ice-breaker Get to know W/b, dice 20-30 T welcomes the students and asks them to work in T-SS
each other (for each pairs to guess the meaning of the answers.
pair of sts) Demonstrate:
What does 'John' mean? (The students guess 'Is it
your name?')
T gives the students time to discuss their guesses
in pairs or small groups. S-S
T elicits the questions for the answers and writes
them on the w/b, e.g. T-SS
1. What's your name?
2. What do you like doing in your free time?
3. How long have you known your best friend?
4. Where did you spend your last holiday?
5. How many cousins have you got?
6. What are you like?
T gives each pair a dice and asks them to throw
the dice, ask and answer the questions and take
notes of their partners' answers.
Demo:
T throws a dice, it shows '3', T asks question #3,
e.g. 'How long have you known your best friend?
And elicits the answer from one of the students.
Pairwork, T monitors
Open Class Feedback (OCFB):
The students report to the class about their
partners. S-S
T provides f/b on content & language T-SS
Reading To introduce Handouts 1- 20-30 T elicits situations in which people have to make a T-SS
the topic of 2 good first impression and writes them on the
first board, e.g. a job interview, a speaking exam, a
impressions first date.
T asks the students in pairs to think of one ‘golden
rule’ for each situation, e.g. ‘don’t be late’.
Pairwork, T monitors
OCFB: T elicits ‘be friendly’, ‘smile’, etc. S-S
 T gives Handout 1 ‘Business skills seminar T-SS
handout’ and asks the students to read and answer
the questions in Handout 2.
Pairwork, T monitors
OCFB: T elicits the answers by nominating the S-S
students. T-SS
Listening To introduce Recording 10-15 T asks the students to listen to four participants at T-SS
some phrases 1.5, Life a business skills seminar in the UK. They are role-
for opening intermediate playing ‘first meetings’.
and closing Unit 1, see T asks what role-playing a meeting means to elicit
conversations the script from the students ‘acting it out or practicing it’. T
(T.B.p.23) demonstrates the task and checks the instructions.
T plays the recording. The students listen and tick
the points on Handout 1the speakers follow.
Paircheck indiv
OCFB:
S-S
T-SS

Focus on To Handout 3, 10-15 T gives each pair/group the strips with the T-SS
functional teach/revise Recording expressions from Handout 3 such as 'May I
language some phrases 1.5, Life introduce myself?', 'Thanks for your time' etc.
for opening intermediate Sts listen again and choose the expressions the
and closing Unit 1, see speakers use. S-S
conversations the script OCFB
(T.B.p.23) T elicits the most formal phrases from the list and T-SS
asks the students to repeat them.

Role-play To practice Handout 4 15-20 T distributes the role cards (Handout 4) and asks T-SS
the target the students to use their imagination to complete
language the the profile information card. T demonstrates
by creating their card on the w/b.
Sts work individually and T monitors and helps if
necessary. indiv
T demonstrates the Roleplay.
Sts mingle. T-SS
T monitors. SS-SS
 OCFB:
T provides f/b on content & language T-SS
Speaking To introduce Handout 5 10-15 T talks about how they use colour in their lives, T-SS
the topic of e.g. talking about their favourite pair of shoes,
colours their flat/car/phone etc. S-S
Sts discuss their preferences (handout 5);
OCFB: T-SS
T provides f/b on content & language
Information- To revise Handout 6- 15-20 T introduces the yellow and blue quiz (Handout 6) T-SS
gap activity question 7, w/b and asks the sts work in either 'yellow' or 'blue'
formation team to fill in the gaps in their part of the quiz.
and get sts Sts work in small groups. T monitors and
speaking scaffolds, then gives the answers (Handout 7). SS-SS
T highlights the Question forms on the w/b:
T-SS

S-S
Sts work with partners from another team and try
to answer the questions. T-SS
OCFB:
T provides f/b on content & language
Speaking To provide w/b 10-20 T asks the students to think of the questions to ask T-SS
freer practice each other, e.g. ‘Are you from a large family?’,
‘How many siblings have you got?’, ‘How long
have you been learning English?’, ‘What’s your
favourite type of music?’ etc.
Sts write the questions, T monitors. indiv
Sts ask each other. SS-SS
OCFB:
T provides f/b on content & language T-SS
Break 30 T shows part of “A Study in Pink” that the sts are
going to discuss in the second part of the lesson.
Lead-in To introduce w/b 10-15 T writes on the w/b ‘Detective Agency’ and asks T-SS
Sherlock, the sts to brainstorm what it might mean.
Deductive Sts work in small groups. SS-SS
Method, and OCFB:
Detective T elicits ideas, e.g. ‘detective stories’, ‘mystery’, T-SS
stories ‘Sherlock’, etc.
Crossword To revise Handout 8 15-20 If there is time, T asks the sts to work in pairs and T-SS
useful vocab define the words in their part of the crossword.
 in the topic Pairwork S-S
of crime OCFB: T-SS
T elicits some challenging words and asks the sts
to repeat, e.g.
Burglar - A person who enter illegally in a building.
Bullet - What's fired with a gun or other firearms.
Crime - Something punishable by law.
Murderer - Someone who kills another human.
Thief - A person who steals something
Gun - A weapon that can be used to kill people.
Neighbour - A person living next door or very close.
Prison - A building where people go after being arrested
Receipt - A written piece of card stating that something has been
paid on a shop.
Robber - A person who steals something using force.
Statement - An official written account of facts.
Suspect - A person thought to be guilty of a crime.
Victim - A person harmed, injured or killed as a result of a crime.
Witness - A person who saw a crime.

Sherlock To Handout 9 10-15 T shows the pictures of Sherlock Holmes and asks T-SS
brainstorm the sts what they know about this character.
ideas about T gives Handout 8 and asks the sts to match the
the most words to the pictures.
famous Sts work individually. indiv
detective Paircheck S-S
OCFB T-SS
Video To listen for 10-15 T asks the sts to listen to or watch the video T-SS
gist http://www.youtube.com/watch?v=ZJrEvOlbXuE
and identify three main ideas. indiv
Sts listen or watch the video. S-S
Paircheck T-SS
OCFB:
T elicits ‘Conan Doyle’, ‘Sherlock Holmes’, ‘ The
adventure of the starry night’.
Conan To listen for Handout 10 15-20 T arranges teams and shows Handout 9. T-SS
Doyle specific The sts will have to complete the sentences from
gapfill information memory, then they will listen to fill in all the gaps.
Sts work in their groups trying to predict what SS-SS
information they should fill in.
T asks the sts to watch the first part of the video T-SS
again and complete all the sentences or check their
ideas.
Sts check in their groups. SS-SS
OCFB:
T elicits all the answers by asking teams in turns T-SS
and gives points for each correct answer.
Answers: 1.writer 2. 1859/Scotland 3. second
4.doctor 5. saw/teacher/detail 6. literary 7.
Scarlet/1887 8. detective/for/observation/
reasoning 9.modest 10. elementary 11.explains/
conclusions 12. impossible/improbable 13.
grew/kill off/1893 14.bring/back/1902/Empty
15.knighted
Joke To highlight Handouts 15-20 T gives each team worksheet 10 and says they T-SS
 some useful 11-12 have only one minute to name all the objects.
vocab & Sts work in their groups. SS-SS
listen for OCFB:
specific T elicits all the answers by asking teams in turns T-SS
information and gives points for each correct answer.
Answers: tent, rucksack, sleeping bag, camping
stove, map, hiking boots.
T gives each team worksheet 11 and says they
have to answer the questions.
Sts work in their groups. SS-SS
OCFB:
T shows the video again, pausing if necessary to T-SS
elicit the answers.
Film “A To motivate Handout 13 15-20 T asks the sts to remember the film they watched T-SS
Study in the sts and in the break and elicits a few things about the film,
Pink” use their e.g.
background Why did Dr.John Watson start a blog?
knowledge to How did Dr Watson and Sherlock meet?
speak What did they know about the victim?
English T asks the sts to watch another part of “A Study
in Pink” or a trailer
https://www.youtube.com/watch?v=704AblLNlY8
and answer the questions with their team mates
(Handout 12).
Sts work in their groups.
OCFB: SS-SS
T elicits the answers and the teams get points.
Answers: T-SS
1.Jennifer Wilson 2. nicotine 3. pink 4. her mobile phone 5. Mrs Hudson 6.
drugs 7. Sherlock to cooperate with them 8. The victim’s daughter’s
name/password 9. The taxi driver had the phone 10. taxi driver 11. never
tell how he killed his victims 12. He talked to them 13.He wanted to earn
money for his children.

Sherlock To promote Handout 14 15-20 T asks the sts if they watched another famous film T-SS
Holmes by speaking by based on the books by Conan Doyle and elicits
Guy Richie comparing ideas about ‘Sherlock Holmes’ by Guy Richie.
two famous T shows the trailer or episode of the film or the
films trailer S-S
https://www.youtube.com/watch?v=Egcx63-FfTE
Sts work in pairs on Handout 13. T-SS
OCFB:
T elicits the answers and the teams get points.
Answers:
1.London 2. Lord Blackwood 3.doctor 4.a dog 5.tea 6.isn’t 7. The temple of
the four orders 8. The Tower Bridge and The Houses of Parliament

Game To have fun Strips of 10-20 T explains the rules of the game where the T-SS
(optional) paper students will have to write 2-5 names of famous
people from this lesson on strips of paper and each
time a member of the group has 1 minute to
describe the names to his team.
T demonstrates the activity by writing ‘Mrs SS-SS
Hudson’ on one strip and describing the character
so that the sts can guess the name. T-SS
 Sts prepare the names for the opposite team.
Sts work in teams. T monitors.
OCFB
Name for To promote 10-15 T asks the sts to brainstorm the name for their T-SS
the agency speaking and detective agency.
encourage Sts work in small groups. S-S
creativity OCFB:
T elicits ideas and sts vote for the best one. T-SS
Handouts

Handout 1 ‘Business skills seminar handout’

Handout 2

Handout 3
Handout 4

Handout 5

What colour is your flat/your room/your mobile phone?

What’s your favourite colour? Why?

Which colours do you normally wear? Why?

What colour is your flat/your room/your mobile phone?

What’s your favourite colour? Why?

Which colours do you normally wear? Why?

Handout 6
Blue quiz

Handout 6
Yellow quiz
Handout 7
Handout 8
Handout 9

SHERLOCK HOLMES

Inverness cloak, pipe, deerstalker cap,

magnifying glass, waistcoat
Handout 10
Complete the sentences:

1. Sir Arthur Conan Doyle was a famous ………………………………………………… .

2. He was on born on the 22nd of May, ………………………………………., in
Edinburgh, ………………………………… .
3. He was the …………………………………… of 10 children.
4. He trained as a …………………………………………… .
5. Conan Doyle …………………………….. that his …………………………….. Dr Joseph Bell
was very clever at deducing his patients’ illnesses by noticing every
tiny ……………………………….. .
6. He used this mastery of diagnostic deduction to create his most
famous ……………………………………. character, Sherlock Holmes.
7. Sherlock Holmes first appeared in the ‘A study in ……………………………….. ‘, a
short story published in ……………………………………. .
8. Sherlock Holmes is a ……………………………….. . He is famous …………………………….
his excellent ………………………………. skills and deductive ……………………………….. .
9. Holmes is very ………………………………. about his amazing abilities.
10. He often says that they are ………………………………………. .
11. He often ……………………… to his friend Dr John H. Watson how he has reached
his ………………………………… .
12. When you have excluded the ………………………………, whatever remains
however ………………………………., must be the truth.
13. Conan Doyle ……………………………. tired of Sherlock Holmes and tried
to ………………………... the character in …………………………… , in the story ‘The Final
Problem’.
14. Public pressure forced Conan Doyle to ……………………………..
Holmes ……………………….. to life in the …………………………. Story ‘The Adventure of
the ……………………….. House’.
15. Conan Doyle was knighted in ……………………… for his work as a doctor during
the second South African Boer War.
Handout 11

THE ADVENTURE OF THE STARRY NIGHT

These are the things that appear in the story. Can you name them?
Handout 12

The Adventure

1. Where did Sherlock Holmes and his friend Dr Watson decide to go?

……………………………………………………………………………………………………………………

2. How long did the journey take?

…………………………………………………………………………………………………………………….

3. What did they carry on their backs?

…………………………………………………………………………………………………………………….

4. What did they wear?

……………………………………………………………………………………………………………………..

5. What did they use for navigating?

………………………………………………………………………………………………………………………

6. Who found the camping site? What was it like?

……………………………………………………………………………………………………………………….

7. Why did Holmes wake up in the middle of the night?

……………………………………………………………………………………………………………………….

8. What did Watson answer to Holmes’ question?

………………………………………………………………………………………………………………………..

9. What was Holmes’ reply?

………………………………………………………………………………………………………………………..
 Handout 13

A STUDY IN PINK
1. The victim’s name is:
 Jennifer Watson  Jennifer Anderson
 Jennifer Wilson  Jennifer Hudson
2. Sherlock is addicted to:
 heroin  nicotine  cocaine  alcohol

3. What is the colour of the victim’s suitcase: ................................................................................

4. The object missing from her suitcase is:
 her credit card  her lighter  her mobile phone  her lipstick  her key
5. The name of Sherlock’s landlady is:
 Mrs Watson  Mrs Anderson  Mrs Wilson  Mrs Hudson
6. The police’s official reason for entering Sherlock’s flat:
They are looking for  drugs  documents  weapons
7. The real reason: They want..............................................................................................
. >
“Rachel” =
(2 answers):
>

9. The GPS in the victim’s mobile indicates 221 Baker Street.

Why? .......................................... ...........................................................................................
10. What is the killer’s job? He is a.......................................................................................
11. If Sherlock calls the police, the killer will:
 commit suicide  run away  never tell how he killed his victims
 kill everybody with a bomb  accuse Sherlock of the murders
12. How did the killer force his victims to commit suicide? .........................................

13. What was the killer’s motive? ......................................................................................

Handout 14

SHERLOCK HOLMES

Choose

1. The story happens in London / Paris

2. The name of the criminal is Lord Darkwood / Lord Blackwood
3. Watson is a teacher / doctor
4. Watson and Holmes have a dog / a cat
5. Irene visits Holmes and prepare some coffee / tea
6. When the police open the coffin Lord Blackwood is / isn’t inside it.
7. The secret organization is called "The church of the five orders" / "The
temple of the four orders"
8. The last part of the movie is in The Tower Bridge and Buckingham
Palace / The Tower Bridge and The Houses of Parliament.

Describe Holmes and Watson. Use adjectives of personality and appearance.

 Day 2

Stage Stage Aim Material Timing procedure Interaction

pattern
Before the preparation Before the lesson copy all the handouts, prepare
lesson pieces of paper, pencils, make some cards with the
like and dislike phrases from Handout 1. Put these
cards around the room.
Prepare some question cards for noughts and crosses
(Handout 7).
Print out and enlarge some posters for different
events, for example, a music concert, football match
etc (Handout 9). Put the posters on the corkboards.
Prepare a bag or box of vocabulary (Handout 10).
Choose a few short video clips of a music group,
maybe a strange or alternative group and showing
different detective stories.
Prepare the recordings from Life (find them in the
media folder).
Print out and enlarged Cluedo boardgame (Handout
11), all the cards and the cards to take notes for each
player. Make sure you know how to explain the
rules.
Ice breaker To 10-15 Introduce yourself to your students if this is the first T-SS
(optional) introduce lesson you are taking with them. Go around the
yourself and room and play one truth and a lie. Ss have to say 2
get to know true things about themselves and one lie, and other
your Ss Ss will have to guess what is the truth and what is a
lie.
Groupwork, T monitors. Ss-Ss
OCFB T-Ss
Revision To revise 10-15 Play back to board (or hot seat). Place students in T-SS
vocabulary two teams and one member of each team sits facing
from the away from the white board. While they are not
previous allowed to look at the board the teacher must write a
day word and the Ss must explain the word to their team
member without saying it. The team who guess the
word correctly first wins a point.
T can choose the words like crime, murderer,
suspect, victim, witness.
Lead in to To 10-15 List game – Put Ss into two different teams, this can T-SS
topic introduce be done with your own preferred method or simple
the topic of giving each student a number, or fruit for example,
the language apple orange apple orange, all the apples are
focus for the together as are the oranges. In secret, each team
day must write a list of all the different genres of music
they know. Set a time limit for this, maybe 3-4
minutes.
Groupwork.
OCFB: Ss-Ss
 After the time is up, one S from each team reads T-Ss
their list. If the other team do not have one of the
genres they have picked, they receive one point, and
vice versa.
Personalisation To add Handout 10-15 Quickly check Ss understanding of the like and T-Ss
some 1 dislike phrases around the room. Then select
kinaesthetic different genres of music from the lists they came up
activity to with themselves. When you say a type of music the
the lesson Ss must stand by the phrase they 'feel' about this
genre. Each time ask a different S why they feel this
way about this certain genre.
Music genres Practice Recording 15-20 T introduces different types of music and the T-Ss
listening 1.8, countries (Handout 2).
and Handout Highlight and drill unusual pronunciation, e.g.
conversation 2
skills Ask Sts to listen to the different genres of music and
number each different genre in Handout 2.
Sts listen and write the numbers.
Paircheck
OCFB: Indiv
S-S
T-Ss

T highlights the meaning and pronunciation of the

words in the box, e.g.

Then in pairs, using the words in the box, Ss discuss S-S

which music they liked, didn't like and why.
OCFB:
Then Ss feedback on what their partner said. T-Ss
Listening To set the Handouts 15-20 Ss listen to the radio show and answer the questions T-Ss
context for 3-4 in Handout 3. Indiv
grammar Check their answers in pairs and feedback to the S-S
presentation class. T-Ss

After this Ss listen again and correct factual errors in

Handout 4. Indiv
Paircheck S-S
OCFB T-Ss

Ss work in pairs and discuss what they learned from S-S

the radio show.
OCFB T-Ss
Youtube To make the Youtube 5-10 Watch a short YouTube clip about music in different T-Ss
(optional) lesson more video cultures, e.g.
interactive https://www.youtube.com/watch?v=6zkCh3PAOTg
and and have a small discussion with the class.
interesting
for Ss
Focus on To Handouts 5-10 T asks the sts to discuss the questions (Handout 5) in T-Ss
grammar revise/teach 4-5 pairs.
‘present Pairwork S-S
perfect OCFB:
simple’ T-Ss

T highlights the form on the w/b

and elicits the form consists of the auxiliary verb

‘have’ or ‘has’ and the third form of irregular verbs
or ‘infinitive+–ed’ for regular verbs.

Controlled To practice Handout 5-10 T asks the sts to fill in the gaps using the present T-Ss
practice the target 6 perfect (Handout 6). S-S
language Paircheck T-Ss
OCFB:

Game Practice Handout 15-20 Play noughts and crosses – Prepare some question T-Ss
grammar in 7 cards (Handout 7), one per square on a noughts and
a fun way crosses board (maybe have enough for two rounds).
The question cards should have a sentence on that
need to be changed into the present perfect simple.
Split the Ss into two teams. When a team chooses a
square they want, they then have to turn over the
question card and change the sentence. They only
have one chance to answer, if they get it wrong, the
other team can have a turn. The winners are the
team that make a row of noughts or crosses after
correctly answering the cards.
 Answers:
1. Have you heard Shakira’s new single?
2. Young musicians have mixed folk with punk.
3. What has happened to world fusion since the 1980s?
4. I have lived in this city for fifteen years.
5. The National Ballet has just announced its new season.
6. I have not listened to pop music for ages.
7. How many albums have Zip Mama made?
8. Youssou N’Dour has become very popular since his
collaboration with Peter Gabriel.
9. I’ve always wanted to go to Sting’s concert.
Freer practice To practice 10-15 T asks the sts to think about someone famous and T-Ss
the target write a few sentences about the person. T
language demonstrates the activity.
Ss write a short paragraph about a famous person, indiv
one of their favourite singers using some example of
the present perfect simple.
Then they tell their partners about this person. S-S
OCFB: T-Ss
Ss then feedback to the class about the person their
partner has been talking about.
T also provides feedback on language.
Speaking To Handouts 10-15 T elicits and highlights the expressions for choosing T-Ss
personalise 8-9 the event (Handout 8).
and promote T asks the sts to look at the posters of different
speaking in events (Handout 9) and discuss which event they
the topic of would most like to attend. S-S
the lesson Then together, using the expressions from Handout
7 Ss should come up with a dialogue to discuss
going to the event.
OCFB T-Ss
Youtube To make the Youtube 5-10 Show a YouTube clip of a music group, maybe a T-Ss
(optional) lesson more video strange or alternative group they may not be familiar
interesting with. Ask the Ss their opinions of this music and
for Ss why they think this.
Game Practice 5-10 T gives a set of vocabulary from the lesson, splits T-Ss
vocabulary the class into two teams. One person at a time
in a fun way should pick a word from the bag and explain it to
the group. The first team to correctly guess the word
receive a point and so on.
Break 30 T shows another part of a film about Sherlock
Holmes that they haven’t watched yet.

Warmer Activate Youtube 10-15 T asks the Ss what they remember about Sherlock T-Ss
schemata video Holmes from the previous lesson and elicit a few
descriptions, e.g. ‘smart’, ‘modest’ etc.
T asks the sts to watch a short video clip of a famous
detective show, e.g. S-S
https://www.youtube.com/watch?v=7TMR8NPBtdY
T ask the sts to discuss in pairs what they thought
about the clip to active their schemata.
 Pairwork T-Ss
OCFB
Writing a play To write a 20-30 Tell the Ss they will be writing a play, and that they T-Ss
play with a need to think of main characters. (They will need
view to however many characters are in the class).
performing In groups, Ss brainstorm which characters they S-S
it at the end could include, eg the names they could have, what
of the week they are like. After the brainstorm session as class
decide which characters they like the best and will
use in their play. T-Ss
On the board, go through some points you need to
know about these characters, eg where they are
from, are they English etc. Give one character each
to pairs, if possible, and in pairs the Ss should write
a short bio about this particular character.
Pairwork S-S
Feedback to class about their characters. T-Ss
Video To give Video 10-15 Watch a few short video clips showing different T-Ss
more ideas clips detective stories – ask the class what is similar, what
is different (for example there is a detective, a
victim and a criminal in each one).
The setting To w/b 10-15 In a group Ss must decide where the play happens T-Ss
and the plot brainstorm (the setting) and the plot of the play.
ideas In groups, Ss brainstorm some ideas for what could S-S
happen in the play.
They can then feedback their ideas to the class and T-Ss
then vote on the plot line they like, if the vote is
even they can try to incorporate a bit of everyone’s
ideas into the story.
Visualisation To w/b 10-15 Illustrate the chosen plot line on the board together, T-Ss
encourage eg how the story will start, what will happen in the
creativity middle, and how it will end. Try to illicit ideas and
encourage the students to use some details about the
story.

Group work To promote Pieces of 15-20 Ss start to write the script. If possible, split the class T-Ss
developing paper into 3 groups. Tell one group they must write a
integrated script for the beginning, another group the middle,
skills and the other group the end of the play. Monitor
well and encourage the Ss and help them to expand S-S
on their ideas.
Consolidation To share Sts notes 15-20 Have each group read out what they have written, T-Ss
ideas and ask other Ss to help perfect it or add any other
interesting details.
Board game To have fun Handout 30-40 If there is time at the end of the lesson you can play T-Ss
and promote 11, dice cluedo.
speaking in T explains the rules, demonstrates the activity.
the topic of Sts play in groups of six (or you can add characters S-S
detective to play in a bigger group).
stories OCFB T-Ss
Handouts
Handout 1

Handout 2
Handout 3

Handout 4

Handout 5
Handout 6

Handout 7
Sample sentences for the game:

1. … you (hear) Shakira’s new single?

2. Young musicians … (mix) folk with punk.
3. What … (happen) to world fusion since the 1980s?
4. I … (live) in this city for …
5. The National Ballet has … announced its new season.
6. I … (not listen) to pop music for ages.
7. How many albums … Zip Mama … (make)?
8. Youssou N’Dour … (become) very popular since his collaboration with Peter
Gabriel.
9. I… always (want) to …
Handout 8
Handout 9
Handout 10

FLAMENCO
REGGAE
MUSICIAN
DOWNLOAD
BAND
CONCERT
ADORE
Handout 11
CLUEDO

boardgame
Cards (for each player)

RULES
 Day 3

Stage Stage Aim Material Timing procedure Interaction

pattern
Before the preparation Before the lesson copy all the handouts, prepare
lesson pieces of paper, pencils and make people cards
from worksheet 1. Put these cards around the room
or in the hallway.
Prepare a bag or box of vocabulary and CLUEDO
(Handouts 10-11 from the previous lesson).
Prepare the video from Life (find it in the media
folder).
Choose a music clip, parts of the concert, a play or
another part of a film about a famous detective to
watch in the break.
Warm up Revisit Handout 10 10-15 Use cards based on Handout 10 from the previous T-SS
pervious from the lesson or boardgame or just play 'hot potato'.
lesson, previous Or… ABCs challenge (write ABCs on the left
loosen up! lesson hand side of a page and challenge students to think
of as many words as they can about music)
Or… warmer game, split the class into two teams,
make three columns on the board with three
categories: music, detective stories, verbs. Write a
letter on the board, and students must think of as
many words as they can for each column, for
points
Running To revise Worksheets 15-20 T divides the class into pairs. Sts will work T-Ss
dictation some vocab 1-2 together completing the table by match two people
(from worksheet 1, which should be on the walls)
to each category in the worksheet 2. First the sts
compete who can work out the categories in the
worksheet (worksheet 1 - T gives one worksheet
per pair) S-S
Pairwork T-Ss
OCFB:
T praises the fastest pair and check the answers:
film, concert, ballet, musical.
T asks the sts to decide who is going to run and
who will write the answers.
T explains where to find the words and the rules of
the competition, e.g. you cannot copy the words or
take pictures, use your memory and spell out the
words to your partners. S-S
Sts work in their miniteams completing the table
(worksheet 2). T-Ss
OCFB
Team work To revise Pieces of 20-30 T divides the class into groups. T-Ss
and paper T sets the time limit of 2 minutes and explains the
consolidate task. Each group will write a list of art events.
vocab Sts work in their teams creating a list of events on S-S
pieces of paper.
T asks the sts to swap their lists and add some T-Ss
more events to their opponents’ list. S-S
OCFB T-Ss
Then T asks the sts to match the adjectives from
worksheet 2 to the events. S-S
OCFB: T-Ss
T elicits some opinions about the events and sts’
personal experiences.
Reading to revise worksheet 20-30 T regroups the sts and asks them to describe the T-Ss
grammar 3 picture in worksheet 3.
from the Groupwork S-S
previous OCFB
lessons T asks the questions: T-Ss

Sts read the text and check their ideas (worksheet S-S
3).
OCFB: T-Ss

Sts work in their teams and try to find ten places in S-S
the text where the words are missing. They
complete the text with the words that T writes on
the w/b or dictates: T-Ss

Sts work in their teams. S-S

OCFB: T-Ss
Lead-in To Picture 15-20 T asks the sts to look at the photo and discuss the T-SS
introduce from questions (Worksheet 5).
taiko worksheet Sts work in pairs. S-S
drumming 5, w/b OCFB T-SS
T highlights some important vocabulary, e.g.

video To develop Video 25-30 T asks the sts to watch the video and check their T-SS
listening ‘Taiko ideas from the previous activity (Worksheet 1).
skills master’ Sts watch and check their answers. indiv
from Life Paircheck S-S
int, OCFB: T-SS
worksheets
5-6
Sts watch again, answer the questions, take notes
and complete the information (worksheet 2). indiv
Paircheck S-S
OCFB: T-SS

History of taiko

Gapfill activity
Roleplay To promote worksheet 15-20 T asks the sts to work in pairs to roleplay a T-SS
speaking 7 conversation about joining a taiko drum group.
skills Sts get the role cards (worksheet 7) and prepare for indiv
the activity.
Pairwork S-S
Change roles if there is time and repeat the role
play.
OCFB T-SS
Discussion To develop worksheet 10-15 T gives worksheet 8 and asks the sts to discuss the T-SS
speaking 8 questions.
skills Pairwork S-S
Change partners and continue discussing.
OCFB T-SS
Break 30 T shows a music clip, parts of the concert, a play
or another part of a film about a famous detective
that they haven’t watched yet.
The setting and To remind 20-30 T asks the sts to work in groups and retell the plot T-Ss
the plot of the sts of the of the play they started creating in the previous
play play they lesson.
have started Sts try to remember all the ideas, justify the choice S-S
to work on and agree on the details.
Sts recreate the illustration from the previous
lesson.
OCFB: T-Ss
T ellicits ideas and encourage the students to use
some details about the story.
Characters To let sts paper, 25-30 T creates the prompt on the w/b: T-Ss
choose the pencils occupation, hobbies, country of origin, personality
characters traits (moody, intelligent, friendly, unfriendly),
family, secrets.
Sts discuss the characters in detail using adjectives, S-S
and the prompts.
Sts create a list of characters with their description
and draw a small illustration for each one.
Choose which Ss will play each character.
(If there is already a clear and fair choice of
characters between the Ss then this is fine. If not,
you can pull names out of a bag.)
Sts make notes of what outfits they’ll need, if
they’ll need makeup or facial hair, glasses or fake
wrinkles etc.
They discuss what else they might need for the
performance and decide who will bring that for
day 4.
T-Ss
OCFB
Improvements To 20-30 T asks the sts to go over their parts of the play and T-Ss
proofread check if there are enough details there, everything
and edit the should be accurate and clear.
play Sts read the play together helping each other, S-S
discussing and improving their work. T monitors
and scaffolds. T-Ss
OCFB
T highlights the improvements and praises the sts
and provides delayed correction.
Rehearsal To prepare 15-20 Read through the play as the assigned characters. T-Ss
for the Encourage Ss to act and have fun with this. S-S
performance OCFB
What else can be improved? What do they need to T-Ss
bring tomorrow to be able to act out the whole
play.
Board game To have fun Handout 30-40 If the sts want you can play cluedo again (they T-Ss
(optional) and promote 11 from the usually love it but you can also play mafia or any
speaking previous other game).
lesson, dice T explains the rules, demonstrates the activity.
Sts play in groups of six (or you can add characters
to play in a bigger group).
OCFB
Handouts
Worksheet 1

ACTOR CHOREOGRAPHER
MUSICIAN
COMEDIAN DANCER DIRECTOR
AUDIENCE SINGER MAGICIAN

ORCHESTRA CLOWN
CONDUCTOR
Worksheet 2

fmli belalt

cenroct masucil
Worksheet 3

Worksheet 4
Worksheet 5
Worksheet 6
Worksheet 7

Worksheet 8
 Day 4

Stage Stage Aim Material Timing procedure Interaction

pattern
Before the preparation Before the lesson copy all the handouts, prepare
lesson pieces of paper, pencils and cut up text (worksheet
2) for each team of 3-4 sts.
Make cards from Worksheet 3 and put these cards
around the room.

Warm up enable sts to 15-20 T asks the sts to think of least three examples for T-SS
evoke three states of mind related to music, e.g. ‘cry’, ‘be
vocabulary happy’ etc.
from the Sts write down at least three examples for three indiv
week states of mind related to music.
Paircheck S-S
OCFB T-Ss
T elicits all the ideas onto the w/b, e.g. ‘laugh’,
‘smile’, ‘feel sad’ etc.
Sts stand up and mingle, interviewing each other: S-S
Which music makes you feel happy/sad…?
OCFB T-Ss
Lead in Activate Worksheet 10-15 T shows different logos of talent shows and get T-SS
schemata 1 them to guess the names of talent shows. “X-
Factor”, “Idols”, some Russian talent shows
Ask students what the logos have in common.
Pairwork S-S
OCFB T-Ss
Ask students if they have ever watched a talent
show, elicit any talent shows.
Ask students if they have any talents that they like
to share, ask which talent show their talent will
belong in eg Idols is only signing talent. Teacher
can discuss their own talent or make one up.
Video To make the Youtube 30-40 T asks the students what they define as talent and T-SS
lesson more video, what is needed to be “talented”. Ask students what
interactive worksheet you need to run a talent show, how it works, are
and 2 judges important etc.
interesting Sts discuss in small groups. S-S
for Ss T elicits the ideas onto the board, e.g. creativity, T-Ss
unusual things, courage, beauty etc.
T asks the sts to watch YouTube videos on a talent
show
https://www.youtube.com/watch?v=8TUSDJt5tJ4&feature=youtu.be&t
and take notes of the best performances and the
reasons for their choice (worksheet 2). S-S
Sts discuss in small groups. T-Ss
OCFB
Reading To develop Worksheet 15-20 T divides the sts into teams and gives each team cut T-SS
reading 3 up text (worksheet 3).
skills Sts read the text and summarise their paragraphs to indiv
their team mates. S-S
Then they put the paragraphs in order. T-Ss
OCFB
T gives each student a copy of the text (worksheet
3) and asks the sts to choose the best summary for
the text.
Sts work individually and then check with team indiv
mates. S-S
OCFB: T-Ss
T checks the answer (A computer program might
replace TV talent show judges) and asks for the sts
opinion.
Focus on To extend Worksheets 25-30 T asks the sts to find the phrases that are on the T-SS
vocab sts’ range of 4-6 walls in the text and guess their meaning from the
vocab and context. S-S
develop Pairwork T-Ss
learning T gives worksheet 5 with definitions so that the sts
strategies can match the words to them. S-S
Pairwork T-Ss
OCFB
T gives worksheet 6 and clarifies the meaning of all
the expressions.
Logo To promote paper, 10-15 T asks the sts to create a logo and advertisement for T-SS
creativity pencils their talent show. Ask students to think of a few
sentences as to why they designed this logo.
Groupwork S-S
OCFB T-Ss
Roleplay To promote 25-30 T asks the sts to take roles of judges, contestants T-SS
speaking and an interviewer.
skills Ask interviewers to create questions for the indiv
contestants and the judges, a judge to think of the
ways to say if the contestant was good or bad, the
contestant to give an interview etc. All sts prepare
for the activity.
Roleplay S-S
Change roles if there is time and repeat the role
play.
OCFB T-SS
Break 30 Watch Britain’s got Talent
https://www.youtube.com/watch?v=O38jENYEETk

Rehearsal To prepare 40-60 Sts try to think of all the aspects of their play, T-Ss
for the including props and elements of costumes, read S-S
performance through the play, act it out in parts to build
confidence. T-Ss
OCFB
Preparation To develop 40-60 T asks the sts to work in groups and write the T-Ss
writing announcement for the play and the booklets for the
skills audience.
Sts work in groups. S-S
OCFB:
T asks the sts to vote for the best booklet and makes T-Ss
copies for the audience.
Game To have fun 30-40 T explains the game. T-Ss
(optional) Students stand in a circle, students to say their name
and a fact about them, the next student will need to
repeat the previous students name and their fact.
Try not to say the facts that were mentioned earlier.
Sts play as a wholeclass. S-S
OCFB T-Ss
Handouts
Worksheet 1
Worksheet 2

Contestant Name:

Talent:

Rating:

Tick and add the score:

Score Preparedness: Stage Talent:

presence:
1
2
3
4
5
Total:

Notes:
Worksheet 3

Most of us will be familiar with the traditional talent show set up: thousands of hopefuls
lining up outside the audition room, ready for their shot at stardom. After they have
been waiting for hours and hours, they go in and perform for a panel of judges. Then
these wannabe popstars could be lucky and get through to the next round, or they
might hear the line, "Sorry, it's a 'no' from me". But what do the judges actually bring
to a talent show?

Music talent show judges attract millions of viewers each week to their programmes.
Their high public profile can make them an important part of advertising campaigns for
these programmes. But they often receive high salaries and can be temperamental. Are
they really worth the expense and difficulties that they can cause? One solution might
be to replace them with computers.

Can computers really match human judges, with their general musical knowledge and ear
for a tune? Scientist Dr Nick Collins and his team at the University of Sussex think
they can. Dr Collings has been working on a project that involves programming three
computerised judges that he says would be far more consistent in their judgement of
musical performances. Using a highly versatile programming language, Dr Collins's digital
judges can be trained up by 'listening' to particular musical genres. After they have
been listening for a while, the programming language allows these judges to spot the
specific features of the music. It takes eight hours to train the electronic judges in
this way. During this time they analyse lots of information about each track they listen
to, including the pitch, the timbre of the music, the rhythm and the way the tracks
change over time.

Collins even says that the "judges also have pet hates and guilty pleasures" and that he
"can't anticipate how they will turn out". He adds, "The judges' listening capacity is not
yet on a par with a human ear" but that they won't be as annoying as some human reality
TV show judges.

And maybe that is the problem with this electronic musical innovation. Real human
judges on talent shows interest us with their personality, decisions and catchphrases.
Will a computer program be able to do the same?

Which of these is the best summary of the story?

a. A computer program might replace TV talent show judges.

b. Computers can match the performance of human judges.
c. A team from America is making computerised talent show judges.

http://www.bbc.co.uk
Worksheet 4

sensation guilty pleasures

auditions on a par with
(something)
temperamental catchphrases
ear for contestants
(something)
consistent feedback
versatile knock the judges
socks off (idiom)
programming past it
language
genres informal
timbre format
pet hates shake-up
wannabe hopefuls
warming panel
Worksheet 5 Match the words to their meanings
opinions or thoughts about something to say if it is good or liked,
usually intended to improve it

(informal) too old or out-of-date to be interesting or useful

behaving in the same way over a period of time

well-known sentences or phrases, usually associated with a particular

famous person

short performances, usually by actors, musicians or dancers, to show

that they are right for a particular play, film or show

able to change easily

a complete reorganisation

people who are hoping to succeed

short for 'want to be' (like someone or something else)

at the same level as (something)

having a mood that can change quickly and unreasonably

cold

a small group of people who make a decision

able to recognise, appreciate and produce sounds, especially music

the language that gives instructions to computers

someone who takes part in a competition

the quality of a musical sound

things that a person likes, even though that they are not considered to
be very good or fashionable

preparing for a performance

minor or small things or habits that a person finds particularly

annoying, usually more than for other people
really impress the judges

types

the way something (for example, a TV show) is arranged

(here) something or someone that causes great excitement or interest

Worksheet 6
sensation
(here) something or someone that causes great excitement or interest
auditions
short performances, usually by actors, musicians or dancers, to show that they are right for a particular play,
film or show
contestants
someone who takes part in a competition
nippy (informal)
cold
warming up
preparing for a performance
feedback
opinions or thoughts about something to say if it is good or liked, usually intended to improve it
knock the judges socks off (idiom)
really impress the judges
past it
(informal) too old or out-of-date to be interesting or useful
format
the way something (for example, a TV show) is arranged
shake-up
a complete reorganisation
hopefuls
people who are hoping to succeed
panel
a small group of people who make a decision
wannabe
short for 'want to be' (like someone or something else)
temperamental
having a mood that can change quickly and unreasonably
ear for (something)
able to recognise, appreciate and produce sounds, especially music
consistent
behaving in the same way over a period of time
versatile
able to change easily
programming language
the language that gives instructions to computers
genres
types
timbre
the quality of a musical sound
pet hates
minor or small things or habits that a person finds particularly annoying, usually more than for other people
guilty pleasures
things that a person likes, even though that they are not considered to be very good or fashionable
on a par with (something)
at the same level as (something)
catchphrases
well-known sentences or phrases, usually associated with a particular famous person
 Day 5

Stage Stage Aim Material Timing procedure Interaction

pattern
Before the preparation Before the lesson copy all the handouts, prepare
lesson pieces of paper, pencils, prizes etc.
Prepare a bag or box of vocabulary and a game, e.g.
CLUEDO.
Prepare the video about theatre, e.g.
https://www.youtube.com/watch?v=wqMYsjHU5rU
to watch in the break.
Warm up enable sts to 15-20 T asks the sts to think of the lexis from the previous T-SS
evoke lesson.
vocabulary Sts brainstorm in groups. S-S
from the OCFB T-Ss
week T elicits definitions and guesses.
Lead in Activate Photo 10-15 T tells the sts to look at the picture (worksheet 1) T-SS
schemata (worksheet and elicits ideas from the class and builds up a list
1) of words to describe the picture, e.g. exciting,
colourful, traditional, etc.
T divides the class into groups and gives each group
a quote about globalisation. Sts will read the quotes
and guess the word that can be put the gap. S-S
Groupwork
OCFB
Ask students to define ‘globalisation’ and explain T-Ss
the meaning of the picture.
Reading To develop worksheets 20-30 T asks the students to read the article worksheets 2 T-SS
reading 2-3 and do the tasks in worksheet 3.
skills Sts work individually S
Sts discuss in small groups S-S
OCFB T-Ss
Ex.2
Text Analysis To develop worksheet 20-30
critical 4
thinking

Focus on To extend Worksheet 10-15 T asks the sts to complete the collocations T-SS
vocab sts’ range of 5 individually. S
vocab Paircheck S-S
OCFB T-Ss
T clarifies the meaning of the phrases
Discussion To promote Worksheet 25-30 T-SS
speaking 6
skills indiv

S-S

T-SS

Break 30 Use any YouTube video related to theatre, e.g.

https://www.youtube.com/watch?v=wqMYsjHU5rU
Final To prepare 35-40 Sts try to remember all the aspects of their play, T-Ss
Rehearsal for the including props and elements of costumes, read S-S
performance through the play, act it out in parts to build
confidence. T-Ss
OCFB
Making a To present a Props, 30-40 T invites the guests if there are parents who have
video and/or play costumes come for the show.
performing etc. Sts give out the booklets and make an
announcement.
Sts act out the play, someone will record that.
T invites the audience to give feedback or
Watching the To review 30-40 T asks the sts to watch the recording and take notes T-Ss
video of the things they like and want to improve. Indiv
Pairwork S-S
OCFB T-Ss
Party, pub To have fun 10-20 Parents and Ss get together in small teams for the T-Ss
quiz or game final Detective Pub quiz or play a game.
(optional) S-S

Sts play as a wholeclass. T-Ss

OCFB & T gives out prizes.

Handouts (from Life int pp26-27)

Worksheet 1
Worksheet 2
Worksheet 3
Worksheet 4
Worksheet 5
Worksheet 6
 WEEK 2

Day Aim Material Procedure

w2d1 Introduce the Life upper- 1. vocabulary: Art and creativity (p.45, 50)
topic of art intermediate 2. Reading (p.51)
and connect Unit 4 pp 45, 3. Speaking (pp.47,50)
that with 47, 50
music
Edgar Poe's Tales of 1. Warmer (brainstorm the most interesting detective stories)
presentation Mystery and 1 Edgar Poe' presentation
and quizes Imagination, - use the introduction from 'tales of mystery and imagination'
Penguin to talk about Edgar Allan Poe and his stories;
readers, 2001; - use the flashcards to present Poe's most famous stories (see
youtube video the introduction) and his family;
- use a video, e.g.
https://www.youtube.com/watch?v=W70cinvFKko
1. Demonstrate how to create a quiz, e.g.
'Who brough up Edgar?
a. his parents b. john Allan and his wife c. his uncle
4. Ask the students to work in groups and create quizes for
each other.
5. Students compete against each other by asking each
other.
6. Summary and consolidation.
w2d2 Raise Life upper- 1. grammar (past simple & present perfect) and vocabulary
awareness of intermediate (p.21-23)
vocabulary Unit 2 pp 21-23, 2. Reading (p.26-27)
related to 26-27 3. speaking (p.26)
books and
films
 Storytelling Tales of 1. T reminds the sts of the Edgar Allan Poe and his
and/or reading Mystery and stories (flashcards)
Imagination,
Penguin
2. Students start predicting what story they are going to
discuss (handout 1).
readers, 2001;
Handouts 1-3 3. Vocabulary work (handout 2)
4. Sts read the story up to page 16 (try to make it as
interactive as possible)
The story might be challenging to read so teachers are
supposed to choose the extracts to work with, including the
page with the code so that they can discover how it works step
by step. The kids usually enjoy cracking the codes if they are
prompted them with ideas, e.g. first think what the most
common letter in English is, etc.
5. Sts try to answer the questions (handout 3)
6. Students read up to page 21 and try to work out what
the message says.
7. Read to the end of the story and discuss what makes
this story really interesting.
8. Sts use the code to create messages to each other.
(Students usually like this part so let them take time to
experiment and have fun. Don't forget to provide them with
some functional language they may use while working in
groups.)
w2d3 To review the Life upper- 1. Revise vocabulary from the previous lesson (p.21-22)
past tenses intermediate 2. Reading (p.24)
Unit 2 pp 24-25 3. Grammar (p.25)
4. Speaking (p.25)
Project Day Paper, pens, cut Revise some vocab, e.g. using the crossword (see appendix)
outs from Remind of the tips on how to write a story, e.g. see worksheet
magazines etc. ‘writing activities’.
Using all the materials and ideas presented in the previous
sessions, Ss should write a detective story under teacher’s
supervision. Sts can work on vocabulary that they will have to
preteach, visuals and questions to guide their peers through
their stories, etc.
w2d4 Language Life upper- 1. Functional language: reacting to stories (p.28)
work intermediate 2. Writing (p.29)
Unit 2 pp 28-29, 3. speaking (p.32)
32
See w2d3
It's worth planning a game for the end of the lesson, e.g. mafia
(you can find the rules in the appendix)
w2d5 Consolidation Life upper- 1. Revision of U2
intermediate 2. Video (p.30-31)
Unit 2 pp 30-31 4. Roleplay (p.31)
Sts' Sts present their stories using all the materials that they have
Presentations created.
Handout 1
Handout 2 (teacher's notes - extracts from dictionary)
1. wealthy / ˈwelθi / adjective

having a lot of money, possessions, etc.

2. mis for tune / ˌmɪsˈfɔːtʃuːn / noun
bad luck
3. skull / skʌl / noun
the bone structure that forms the head and surrounds and protects the brain
4. amusement / əˈmjuːzmənt / noun
the feeling that you have when sth is funny or amusing, or it entertains you
5. of fence / əˈfens / noun
the act of upsetting or insulting sb
6. con venient / kənˈviːniənt / adjective
useful, easy or quick to do; not causing problems
7. anxiety / æŋˈzaɪəti / noun
the state of feeling nervous or worried that sth bad is going to happen
8. nonsense / ˈnɒnsns / noun
ideas, statements or beliefs that you think are ridiculous or not true
9. bush / bʊʃ / noun
a plant that grows thickly with several hard stems coming up from the root
10. trunk / trʌŋk / noun
the thick main stem of a tree, that the branches grow from
11. foothold / ˈfʊthəʊld / noun
a crack, hole or branch where your foot can be safely supported when climbing
12. sorrow / ˈsɒrəʊ / noun
( rather formal ) a feeling of great sadness because sth very bad has happened
13. nail / neɪl / noun
a small thin pointed piece of metal with a flat head, used for hanging things on a wall or
for joining pieces of wood together
14. soil / sɔɪl / noun [ uncountable ,  countable ]
the top layer of the earth in which plants, trees, etc. grow
15. defeat / dɪˈfiːt / verb
to win against sb in a war, competition, sports game, etc.
16. collar / ˈkɒlə(r) / noun
the part around the neck of a shirt, jacket or coat that usually folds down
a coat with a fur collar
17. urge / ɜːdʒ / verb
to advise or try hard to persuade sb to do sth
18. treasure / ˈtreʒə(r) / noun
a collection of valuable things such as gold, silver and jewellery
Handout 3 (answers)

What is the most common letter in English? e

What is the most common word in English? The

What do we call a young goat? a kid

Who are the main characters?

What is the setting?

How was the message revealed? The skin was heated

What language was the message written and how the solution was reached?
Handout 3

What is the most common letter in English?

What is the most common word in English?

What do we call a young goat?

Who are the main characters?

What is the setting?

How was the message revealed?

What language was the message written and how the solution was reached?

Handout 3

What is the most common letter in English?

What is the most common word in English?

What do we call a young goat?

Who are the main characters?

What is the setting?

How was the message revealed?

What language was the message written and how the solution was reached?
 Handout 2 Student A

1. wealthy / ˈwelθi / adjective having a lot of money, possessions, etc.

The couple are said to be fabulously wealthy.

3. skull / skʌl / noun the bone structure that forms the head and surrounds and protects
the brain
The ship was flying a pirate flag with the skull and crossbones on it.

5. of fence / əˈfens / noun [ uncountable ] the act of upsetting or insulting sb

Don't be so quick to take offence .

7. anxiety / æŋˈzaɪəti / noun [ uncountable ] ~ (about/over sth) the state of

feeling nervous or worried that sth bad is going to happen
Waiting for exam results is a time of great anxiety.

9. bush / bʊʃ / noun [ countable ] a plant that grows thickly with several hard stems
coming up from the root
a rose bush

11. foothold / ˈfʊthəʊld / noun a crack, hole or branch where your foot can be safely
supported when climbing
She edged forward feeling for a foothold.

13. nail / neɪl / noun thin hard layer covering the outer tip of the fingers or toes
Stop biting your nails!

15. defeat / dɪˈfiːt / verb ~ sb/sth to win against sb in a war, competition, sports
game, etc.
He defeated the champion in three sets.

17. urge / ɜːdʒ / verb to advise or try hard to persuade sb to do sth

Police are urging anyone who saw the accident to contact them immediately.

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Handout 2 Student B

2. mis for tune / ˌmɪsˈfɔːtʃuːn / noun [ uncountable ] bad luck

We had the misfortune to run into a violent storm.

4. amusement / əˈmjuːzmənt / noun [ uncountable ] the feeling that you have

when sth is funny or amusing, or it entertains you
She could not hide her amusement at the way he was dancing.

6. con venient / kənˈviːniənt / adjective ~ (for sb/sth) useful, easy or quick to

do; not causing problems
It is very convenient to pay by credit card.

8. nonsense / ˈnɒnsns / noun [ uncountable ,  countable ] ideas, statements or

beliefs that you think are ridiculous or not true
You're talking nonsense !

10. trunk / trʌŋk / noun [ countable ] the thick main stem of a tree, that the
branches grow from

12. sorrow / ˈsɒrəʊ / noun [ uncountable ] ~ (at/for/over sth) ( rather formal

) a feeling of great sadness because sth very bad has happened
He expressed his sorrow at the news of her death.

14. soil / sɔɪl / noun [ uncountable ,  countable ] the top layer of the earth in
which plants, trees, etc. grow
soil erosion

16. collar / ˈkɒlə(r) / noun the part around the neck of a shirt, jacket or coat that
usually folds down
He always wears a collar and tie for work.

18. treasure / ˈtreʒə(r) / noun [ uncountable ] a collection of valuable things

such as gold, silver and jewellery
a pirate's treasure chest

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CROSSWORD

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WRITING ACTIVITIES

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THE GAME OF MAFIA
Introduction
Mafia is an 8+ player game that takes about a half hour. It has no board so it's perfect for a large
party (especially late at night when people have been drinking) because the players can be all over
the room.

The basic concept is that members of the dreaded mafia have infiltrated our community and we, as
concerned citizens, need to root them out. So every day we hold a town meeting and lynch
someone we suspect of being a member of the mafia (it's not as bad as it seems: we vote first).
Then, every "night" the mafia secretly meet and pick a townsperson to kill; the townspeople learn
about it in the morning. There is a also an undercover cop floating around somewhere who can
help the townspeople.

At the end of the game when there are only mafia and two townspeople left the remaining
townspeople must shake hands. The problem is that they don't know who is mafia and who is
innocent and the mafia will try to appear as innocent as they can.

If "mafia vs. townspeople" doesn't suit your taste (perhaps you have relatives in organized crime)
you can change the theme to be "werewolves vs. townspeople" where the undercover cop is a
psychic. The rules work exactly the same either way.

Set Up
Take a deck of ordinary cards and pull out the two black queens and a red king. Add to this a as
many non-face cards as are needed to equal the number of people playing. Shuffle the cards
carefully so that no one has any hint which cards are which. For extra security, I generally put a
card (e.g. a joker) face up on the bottom of the deck to hide the value of the bottom card.

Give each person a card, being very careful that no one sees what anyone else gets. If someone
sees, collect the cards, reshuffle and redeal; it's important that it be secret.

The players with the queens are the mafia (werewolves), the player with the king is the cop
(psychic) and everyone else is a townsperson (also known as an innocent bystander). Be sure to
explain this to everyone several times -- there is nothing worse than having a mafia ask in a loud
voice "what does the queen mean again?"

General Rules
It's important that no one reveal their cards until they are dead. The one exception to this is the cop
(or psychic) who may reveal his/her card at any time -- this is an important power of the cop (one
of the few) and so should be emphasized. Dead people are allowed to open their eyes at night but
must not participate in the game in any other way (they know who the mafia are and could easily
ruin the game). Have people keep their cards face down in front of them and dramatically flip them
up when they die (either defiantly or sheepishly as the case may be).

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 First Night
Now that everyone has their identities it's time for the mafia to meet each other. Everyone must
close their eyes. Then tell the mafia to open their eyes and reveal themselves to each other. The
two mafia players (the people with the queens, remember?) will open their eyes and look around to
see who the other mafia is. When they've had enough time to do this, tell them to close their eyes
and have everyone open their eyes. That's the first night.

Days -- The Lynching

During the first day, as on every other day, the townspeople (including the mafia and the cop, since
no one knows who they are) have a meeting. The goal of the meeting is to lynch a mafia member.
Beginners might be appalled at the lack of actual information they have on which to base a
decision but vigilantes have been lynching people for centuries on just about the same amount of
information. Try not to worry about it.

Nominations

First, anyone can nominate someone to be lynched. They should give a reason but the reason
doesn't have to make any sense. For example, "I nominate Tom because mom always liked him
better." is a perfectly valid nomination (with a better reason than some I've heard).

The Defense

When there are three nominations each of the nominees, in the order of their nomination, gets to
say why they should not be lynched. Their defense should be one or, if they are longwinded, two
sentences -- short and to the point, we haven't got all day. "I'm innocent!", "Dave is the guilty one",
"I heard John make a noise last night," and (my favorite), "I was mafia last game!" are all valid
defenses. "I'm just a terrorist," is also legal but probably won't save your life. Common decency
dictates that everyone should listen respectfully and not make rude comments during the defense
statements but I've never seen it happen that way and, in any event, there's no way to stop them.
But remember that the mafia would really like to manipulate the townspeople into lynching other
townspeople so you want to watch for that.

The Vote

In the order of their nomination, the nominees are voted on. For example, someone says "All in
favor of lynching Dave, raise your hand," counts the votes and moves on to the next person.
Everyone who is still alive should vote for someone; no one may vote twice. In the case of a two
way tie, re-vote but leave the third person out. In the case of three way tie (or a two way tie when
you've already removed the third person) just keep voting until someone gets picked. Getting
people to agree on someone to lynch is all part of the game. Some people refuse to vote. There is
no rule against this but may I suggest that you lynch such people at the earliest opportunity as they
are simply not being helpful in the War Against Crime (or the War Against The Occult, as the case
may be). Again, participating in the game is what the game is about.

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 Nights -- Secret Deeds
The night turns after the first one require a moderator. And -- what a coincidence -- we now have
someone who is dead (i.e. the guy just lynched)! He or she is the moderator. Note that only the
moderator may talk during the night (or the mafia and cop will be revealed) and he or she must be
careful not to talk "to" anyone -- it's pretty obvious even if you have your eyes closed when the
moderator is talking to someone.

The Mafia Kills

The moderator will have everyone close their eyes. Then they will have the mafia open their eyes
and kill someone. They must note who the mafia is and who the mafia kills -- it will be on the test
(I swear that some people find this challenging). Then they have the mafia close their eyes.

The Cop Accuses

Now they have the cop open his or her eyes and make an accusation. If the cop is right, they
silently indicate an affirmative otherwise they indicate a negative (I would call this a "nod" and a
"shake" of the head but I've heard people use the opposite meanings). There is an odd case in
which the cop is killed before he or she makes an accusation; it doesn't matter what you do because
they're dead and can't use the information anyway. Then the cop closes his or her eyes and
everyone opens their eyes. The moderator announces who was killed during the night and it's now
day again.

A Script

1. "Everyone close your eyes." (Check that everyone's eyes are closed.)
2. "Mafia, open your eyes." (Identify the mafia and verify that there are two of them.)
3. "Mafia, make your kill." (Identify the victim, silently point to him/her and get it confirmed
with a nod.) If the two mafia don't agree, this is not your problem; just wait until they
decide (this can be quite entertaining, watching a silent argument).
4. "Mafia, close your eyes." (Verify that they have closed their eyes.)
5. "Cop, open your eyes." (Find the cop.)
6. "Cop, make your accusation." (Verify who the cop is accusing and then indicate whether
he/she is right.)
7. "Cop, close your eyes." (Verify that he/she has complied.)
8. "Everyone open your eyes."
9. "So-and-so is dead."

End of Game -- The Showdown!

Night follows day which, in turn, is followed by another night. Every day and every night another
person is dead. If we run out of mafia then the townspeople win! Otherwise, even if only one mafia
survives, we get to the showdown when only two townspeople are left.

In the showdown, the two townspeople must shake hands to win while the mafia members would
like to shake hands with a townsperson. This can take a while but, eventually, someone shakes
hands with someone (the mafia are not allowed to shake hands with each other) and the game is
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 over. If the two people who shook hands are both townspeople, the town wins and the mafia loses -
- good has triumphed over evil and the world is a better place! If, however, one of the mafia shakes
hands with a townsperson then the mafia wins. Evil has won and our children are enslaved by the
dark forces!

Variants
The only variants that I know (other than what you call things which I already mentioned) have to
do with the cop. I have the cop accusing every night in the main rules. I recommend it the way I
wrote it; if the cop is too powerful, switch to one of these:

 The cop may only make an accusation on the second night. This leaves him pretty
powerless because, if he guesses wrong, he has very little information.
 The cop gets only one accusation but he or she can make it at any time. This allows the cop
to pick how much risk vs. how much information but if the cop is killed before he guesses
he waited too long!
 If you feel that the cop accusing every night gives the cop too much power, try it with the
cop getting some fixed number of accusations or try it with the cop getting to accuse until
he/she gets it right.

Since I first wrote this page there has been a ground swell of interest in Mafia. There is even a
wikipedia page that lists variants. Rather than copy them over to here, this is the Wikipedia Mafia
Page.

Strategy
I've seen some amazing things in this game. The winners are the ones who can convince others that
they are innocent or ignorant ("What do the cards mean again? I can't remember.") when they are
really totally on top of the situation. The losers are usually the people who are simply asleep at the
switch ("What do the cards mean again? I can't remember."). It's a pretty interesting dynamic. Pay
attention & watch what works. Being the guy who is trying to direct the party will get you lynched
but not knowing what is going on is pointless.

The key to staying alive is to stick to the middle of the road. The person who tries to accuse
someone every turn will draw attention to himself. The person who tries to stay perfectly quiet will
also draw attention to himself. Since every turn the players are trying to find someone to lynch,
drawing attention to yourself is generally aBad Thing. Likewise, it's also important that you not
make any noise at night, not disrupt the game too much and generally try to go with the flow.

Dying isn't all that bad. You might find it more fun to be dead than to be alive because you know
who the mafia are; certainly you will learn a lot to die early one game. Consider nominating
yourself. But maybe you shouldn't vote for people who nominate themselves since they probably
aren't mafia -- unless of course the mafia has caught onto that point of view in which case you
should lynch a few.

As the mafia, kill any player who might be the cop or who might suspect you. If the cop reveals
himself be sure to take him out that night without hesitation. Do not kill people only because they
accused you, however, as that's a bit obvious. A good trick is to viciously accuse your fellow mafia

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 -- when people discover he really was mafia you're in the clear (unless of course he denounces
you). At the end, don't be eager to shake hands -- real townspeople are very reluctant to commit
themselves.

As the cop you really need to husband your meager resources. When you find out who is the mafia,
try to get them lynched. Keep in mind, however, that admitting you are the cop will get you killed
for sure. So you have to be persuasive and subtle. Make the argument that people who accused the
mafia were killed or that the mafia player is accusing a lot of people. Try observing for a few turns
to see if you can get some outward indications. Remember to reveal your card if you are about to
get lynched. This will get you killed but at least you get to tell people what you know, first.

As a townsperson you're pretty much at the mercy of random events. Nominate people who make
noise at night, are trying to avoid being noticed or who seem to have an agenda. In the unlikely
event that you make it to the end of the game, don't shake hands with anyone who is too eager. But
also watch for the person who is trying to appear reluctant and suspicious. If this advice doesn't
leave you much choice pick someone at random.

Philosophy
This game is about betrayal. It's about lynching innocents in the hope of killing someone bad. It's
about convincing people that you are a good person when you are really bad. In short, it's about a
part of the real world (thankfully, not the whole world). I think it's an important game in that it
provides the players with experience in betrayal in a safe game setting so that they can better cope
in a real situation. Occasionally, I've encountered someone who really dislikes this game; pointing
out what's it's really about probably won't help...

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