PHOTOCOPIABLE ACTIVITIES MODALS FOR SPECULATING GOSSIPING Use after: Module 5 Grammar Instruction: 1 2 10 about 20 minutes ne photocopy for each group, cut into cards Divide the class into groups of four. Explain that they are going to have a gossip in their groups. Revise the modals for speculating from Lesson 14, Tell students to place the Gossip cards face down in a pile in the middle of the table, They should do the same with the Truth cards. They should then mix up the ‘Speculating cards and place them in a separate pile. Tell one student in each group to turn over the first Gossip card. Allocate one student to tum over the Truth card and keep it secret from the others in the group. The other three students in the group should choose a Speculating card each, Give students time to think of something to say about the gossip information using their Speculating card prompt. Go round the class helping, if necessary. After two minutes, students begin ‘gossiping: Explain that they must try and guess the truth about the person on the card using the speculating verb on ther card, Encourage them to make their conversation as realistic as possible. Do the first one with the lass, eg. Student A: Hove you noticed that Anna always has new clothes? Student 8 Her parents must be ric. Student C: Idon't think so, She might jut be careful with her money and not spend it on rubbish. Student A: Or she could have a Saturday job. The student with the Truth card must listen, and when someone guesses the correct answer, stop the conversation. The Truth cardis then given tothe student who guesses correctly. Ifno one guesses fist time, students can continue speculating using the verb on their Specuiating card until they run out of ideas. If they give up without guessing the truth, the student with the Truth card keeps it Tel students to put the Speculating cards back into the middle ofthe table, face down, and mix them up again. Place the Gossip card on the bottom of the pile. Play continues with students choosing a new Gossip card. They should take itn turns tobe the one who takes the Truth card Students repeat the process until they have used all the Gossip cards. The student with the most Truth cards at the end of the game is the winner. Monitor round the class, checking that students use the speculating verbs correctly.Gossip card 1 Your friend, Anna, always has new clothes. Gossip card 2 Your friend, Fred, has started getting top marks at school. Gossip card 3 Your friend, Peter, stays up late every night, Gossip card 4 Your friend, Sarah, isn’t at school today. Gossip card 5 Your friend, Mabel, never eats lunch at school. Gossip card 6 Your friend, Thomas, is spending al his time with the new student in your class. Gossip card 7 Your friend, Florence, has a plaster on her face. Gossip card 8 Your friend, Simon, is running towards his house at school time, Gossip card 9 ‘Anew student at your school always wears a hat. Gossip card 10 Your new English teacher is wearing akilt. Truth card 1 Anna has a new job on Saturdays. Truth card 2 Fred is studying hard. Truth card 3 Peter loves playing computer games. Truth card 4 Sarah has a dentist's appointment. Truth card 5. Mabel is on a diet. Truth card 6 Thomas is in love with her. Truth card 7 Florence has an insect bite. Truth card 8 ‘Simon doesn't have his PE kit. Truth card 9 He/she doesn't like his/her new haircut. Truth card 10 He is teaching a lesson about Scotland today. Speculating card He/she must... Speculating card He/she can't... Speculating card He/she might... Speculating card He/she may... Speculating card He/she could... Speculating card He/she might not... Speculating card He/she may not...6B Who do you think they are? A pairwork activity Sts have to match some people to their professions, Copy one sheet per pair. | Language | madals of decuction He/she can't be. He/she might be. He/she must be. She might be a hairdresser because she has beautiful hei. Put Sts in pairs and give out the sheets. Go through the list of jobs and make sure that Sts remember the meaning of all ofthem, Tell Sts co speculate about each person in turn, going through all the jobs, Tell Sts that they are all real people who do one of these jobs. Focuson photo I (Vinee Cable) and b. Get Sts to give youa sentence with another reason why he can't be a boxer e.g. He can’t bea boxer because he looks very smart. Repeat with cand d. Remind Sts that they have to say. why. Monitor while they discuss and encourage them to use He | Shecan't be | might be | must be, etc. When you think that Sts have had enough time, check they have made a final decision for each person. Check answers, eliciting from different pairs sentences with He / Ske must bea... and their reasons, and see if any of the pairs guessed the correct answers. Extra support + You could write We think he | she must be... on the board. Vince Cableis a politician Richard Ward is a hairdresser. Mary Beardis a university professor. ‘Adam Phillips is a psychoanalyst. Nicola Benedettis a violinist. Nicola Adams is a boxer. ouauneCOMMUNICATIVE Who do you think they are? © Look at the people in the pictures and the list of jobs below. Each person does one of the jobs from the list boxer hairdresser politician psychoanalyst university professor _ violinist © Discuss each person with your partner. Eliminate the jobs you think are impossible for that person. Use He | She can't be a... and say why The man in photograph 1 can't be a boxer, because he looks too old. © Now say which jobs you think are possible. Use He | She might be He might be a university professor. but he doesn't look intelligent enough. © Now make a final choice for each person. Use He tell you if you're right She must be... and say why. Your teacher will He must be a... because,7D Who's who? Pairorgroupwork Students work together and deduce how people are related to review modal of deduction and [Copy and cut up one worksheet foreach par or group of students. (The pictures can be lft uncut if wished, but the [fact cards need tobe cut uy Procedure = Read out the names from the answer key and check students iknow if they are men’s or women's names. ~ Divide the students into pairs or small groups, and give each one a set of picture cards only. Tell the students to look at the pictures and briefly discuss how old they think the people are and how they are related. ~_ Now give a set of fact cards to each pair or group, in the correct order a-I. Tell them to read the first fact card (a), and Pick out the possible people from the selection of pictures. Give students 5-10 minutes to repeat the process with the rest of the cards. When they know who each person is, they should write his / her name on the card, Allow students to compare their answers with another pair or group. If there is disagreement, get students to justify their answers, using ‘the modals of deduction from the lesson, ~ Check the answers with the whole class.Where am |? Aim To practise might be, can’t be, must be, it’s, it isn’t for present deduction Materials ‘One copy of the sheet per group of four students Time 30 minutes Preparation Copy the sheet as above and cut it into sentences, keeping the different letters together and in the correct order (see also Alternatives) Procedure 1 Explain that you are going to describe a place in five sentences and they have to guess where the place is. On the board, write: Some people are standing and some are sitting down. Ask students to make deductions about where the place is, €.9. It could be a bus/ It might be a party. 2 Write the following sentences on the board, each time asking students to make deductions: Itis dark outside. (It must be at night.) There is loud music. (It can’t be a bus — it might be a party or a bar) The barman is serving drinks. (It must be a bar or a nightclub.) At 11 o'clock, the barman stops serving drinks. (It must be/It's @ pub.) 3 Divide the class into groups of four and divide each group of four into A,B, C and D. Hand out the appropriate sentences to each student 0 that they get a set of five each - the sentences must be arranged so that when students put them face down on the table, they turn them over in the correct order. 4 Explain that Student A needs to turn over and read out the first card — ask them to do this to illustrate. Then elicit some deductions. Tell Student A to continue doing this, each time stopping so the group can make deductions until they have guessed the place. Then Student B should do the same with his/her sentences, then Student C and then Student D. Monitor to check they are using the language correctly, 5 When they have finished, as feedback, ask what the four places were, 6 Now divide each group into two pairs. Each pair should think of a place and then write five clues to describe it, getting progressively easier, as in the previous task. Monitor and help if necessary. 7 Now the pairs read out the clues one by one to the other pair in the group so that they can guess the place. Alternatives A Cut the sheet into two sections (A and B) instead of twenty individual sentences. Give each student in each group one section and ask them to cover it with another piece of paper. The procedure is as above, except students uncover one sentence at a time instead of tuming over the cards. oR B Just have one copy of the sheet and read out one sentence at a time, giving the groups time to discuss their deductions. Do Steps 6 and 7 as above. ANSWER KEY A On a plane. B Ata train station. C Ata concert. D Ina restaurant.Where am |? All the people want to go somewhere. There are timetables on the wall. Everyone is travelling somewhere. i The flight attendant is giving i people food and drink. a od = » st 3 5 o & p= sS 3 é There are thousands of people. There are people sitting i at tables. There is music an ; the people are talking i to each other. The people are in a stadium. There are flowers on the tables. They are clapping and cheering. Everyone is listening to music. 5 A group of musicians is playing the music. The waiter is bringing food to the customers. iBELIEVE IT OR NOT "To practise expressing opinions, ‘agreeing and disagreeing, and justitying ‘Language of opinions, agreeing, disagreeing: but, just saying thot... ete; modals of probability: could, may be, etc. Reading, speaking, writing (Extension activity) PSs Use after English in use in Classbook vn 16 Materials: ‘One copy of the worksheet per pair Pre-activity (5 minutes) + Write che fo“owing pairs of words on the board = elecrie chan dent ~ bar cave = thigh boner. onerte = tonpees, dogs > glettjercevergy + Explain any words thar che seudenes do not know. Then ask che seutdenesto suggest how each pair of words could be linked together. Feedback as a class and decide who has the best ideas Procedure (20 minutes) 1 Divide the cass into pairs. Give each pair a copy of the worksheet. 2 Tell the scucencs char they are going to read some statements and. decide wheter each is erue or false. Monitor the pairs as they discuss, supplying che language of agreeing / disagreeing and modals of probability where necessary. 3. Pac ewo pairs cogether (or form small groups). The students compare their answers and justify theie decisions. Monitor. 4 Feedback as a class, again eliciting the justifications for cheir answers. Give the corzect answer after each one, Answers 1 Tue 2 Tue 3 True 4 Tue 5 True 6 Tue 7 Folse (about 28 times a week) {8 False (one in four) 9 True 10 Fase (over 9000 years old) 11 True 12 True 413 False (about six elephants) 14 True 18 False for three hours) 16 False (300 {foet in one night) 17 False in your feet) 18 True 19 True 20 False (at 100 mites perhour) Extension activity + In pairs, che scudenes write a lise of true / false Facts. These can be personal inZormation or general knowledge. They exchange their lise Wich another pair, who ery to guess whether chey are erue of false. You could gee the students co research these at home before the lass,BELIEVE IT OR NOT True or False? The electric chair was invented by a dentist. 2 The world’s termites outweigh the world’s humans by ten to one. 3. Windmills always turn anti-clockwise. 4 Ahippo can open its mouth wide enough to fit a four-foot child inside. 5 Bats always turn left when flying out of a cave. 6 Every time you lick a stamp you consume one- tenth of a calorie. 7 The average person dreams over 100 times a week. B One in every ten Americans has appeared on TV. 9 Human thigh bones are stronger than concrete. 10 The world’s oldest piece of chewing-gum is 90 years old. 11 The state of Florida, USA, is bigger than England. 12 Thomas Edison, light-bulb inventor, was afraid of the dark. 13. During your lifetime, you'll eat the weight of about 100 elephants in food. 14 In Tokyo, they sell toupees for dogs. 15 Recycling one glass jar saves enough energy to watch TV for a week. 16 A mole can dig a tunnel 30 feet long in one night. 17 One quarter of the bones in your body are in your hands. 18 There are no words in the English dictionary that rhyme with orange, purple, and month. 19 Chewing gum while peeling onions will keep you from crying. 20 A sneeze travels out of your mouth at ten miles per hour.TEACHER’S NOTES IT MIGHT BE ... Materials: One copy of the worksheet per group Arrange Ss into groups of three o: four and distribute one worksheet to each group. Tell the group to speculate about ‘what the close-up pictures are showing. Encourage Ss to use speculative language as well as the ‘Give yourself time to think’ language from unit 9.3. They should also give reasons for their ideas whenever they can. e.g, What do you think A is? Wel, it ‘must be a machine. It could be a car. Perhops it's 0 motorbike Monitor the activity and remind Ss to use the appropriate language and avoid i's @ car! No, i's nat! Yes, itis, etc. ‘When Ss have reached decisions about all the objects, do ‘open class feedback to see ifthe different groups’ ideas are the same. Then tel! Ss the answers. Answers: A car B camera C clock D boot/shoe Ebicycle F chair G helicopter H washing machineIAN W/. ZH se :Resource 118 Language practised: grammar, listening and speaking Time: about 20 minutes You will need one photocopy for student. ‘Briefly review the language for making deductions ‘on pages 86 and 87 of the Students’ Book. © Hand out Resource 118 to each student. Read through the instructions with the class and check they understand what to do. ‘Give students a few minutes to study the pictures on their own, © Make pairs. Students discuss each picture in turn, making deductions about them, using the modals from the Students’ Book. © Monitor and prompt with ideas and language as appropriate. * Elicit deductions about each picture from the class. ‘Answers: 1 acomputer mouse 2 atoothbrush 3 abutterfly 4 abaseball 5 akiwi 6 aguitarWhat are they? Look at the photos and make deductions about what you can see. Use must, may, might, could, can’t. Examples: That can't be a keyboard because there aren't any letters on it Itmight be an apple, m not sure. What do you think?50| must be, can’t be, might be Ha icture prompts to practise modals of deduction. Copy one sheet per student. LANGUAGE, Itmust be... Itcan't be... because It could/might be #1 Give out the sheets, Focus on the first three pictures. Seta time limit, e.g, 10 minutes and tll $S, in pairs, to ‘write three sentences for each picture using the words next to the pictures (a,b, and c) and must be, might be, etc. They must give a reason, eg, for picture 1, It must be cold because.the people are wearing warm clothes. ‘© Check answers. Accept any that ae correct and make sense. Picture 3 a) Thy abe ving ane became 1745 in the morning. ) They might/could be brother and sister because they look like each other. ©) They must be British because they're having bacon and eggs for breakfast. 2 Now give $83-4 more minutes to invent their own Sentences for picture 4. Get feedback from the class and write some of their sentences on the board. Accept anything which is correct /appropriate. Ask other Sif they agree.Ii For pictures 1-3 make three sentences for each picture with must be, can't be and could/might be. Give PICTURE | a) cold b) Italy ©) Sunday PICTURE 2 a) at home b) speaking to her husband ©) on holiday PICTURE 3 a) having lunch b) brother and sister ©) British icture 4. PICTURE 4ro To deduce what aman s doing in ferent ‘situations from his facial expression, gestures, and posture Language ‘Modal verbs of probability in the present, eg. must, could, might, can't on Speaking and Listening en Use after Unit 9, $8 p70.&71 (One copy ofthe worksheet cut up per _s70up of four students tees Pre-activity (5 minutes) + To demonstrate the activity, hold up your hands in front of you as if you were driving a car. Ask students to tell you what they think you are doing, e.g. You might be driving a car. You could be reading a book, ete. Repeat with more obscure mimes to encourage students to use could and might, e.g. holding a hand close to your head (You could be drying your hair. You might be speaking on the phone, etc.). Procedure (20 minutes) ‘+ Explain that students are going to look at two sets of cartoons of the same man in a variety of situations. The first set are called In context because they show the complete scene for each cartoon, and the second set are called Out of context because they only show the man. His facial expressions, posture, position of hands, etc. in each cartoon are the same as the In context cartoons but there are no props, scenery, other people in the cartoon, etc. Students are going to each look at four Out of context cartoons and their accompanying clue cards and try to guess what the man is doing in each case. * Divide students into pairs. Give Students A In context cartoons 1-4, Out of context cartoons 5-8, and Clue cards 1-4. Give Students B In context cartoons 5-8, Out of context cartoons 1—4, and Clue cards 5-8, Tell students not to show each other their cards. Give students time to look at their cards and to check any items of vocabulary. ‘* In their pairs, students take it in turns to talk about the cartoons. Student B tells Student A what he/she think might be happening in Out of context cartoon 1 using the modal verbs of deduction must, could, might, can’t, e.g. He might be looking at something. He must be on something because you can't stand like that normally, etc. Then Student A reads out the clues on his/her Clue card for cartoon 1 for Student B to make his/her final guess about what the man is doing, e.g. He must be playing pool for money against the other man, Student A can tell Student B how close he/she was to the correct answer by showing him/her the In context cartoon. * Then students swap roles and Student A tells Student B what he/she thinks the man is doing in one of his/her Out of context cartoons. Go around listening, helping as necessary. Extension (10 minutes) + In pairs, students create and mime an out-of-context scene for the class to guess what they are doing.IncontextcardsOut of context cardsIn this picture, | can see some money. There's another man. There's a table. In this picture, the man is happy. There's a book. There's a weighing machine. In this picture, the man is in pain. There's another man. ‘They're sportsmen. In this picture, it’s important that the man is very quiet. He's in a wild place. ‘There's a big animal. In this picture, | can see the sky. There's a bridge. The man is attached to a rope. In this picture, | can see two chairs. The man’s wife is in the picture. ‘There's a small animal. In this picture, the man is at home. He isn’t alone. He's got two young children. In this picture, the man is kissing something. He made it. It moves very fast.Writ Y: TEACHER'S NOTES Aim ‘To practice discussing and expressing likelihood Language focus Modals: Possibility (speculation) Materials and preparation Each group will need one copy of the page. Student organization Small groups or pairs Suggested time 5-10 minutes Procedures vvevo. Vv Ww Ww + Review modals of possibility from section 3 and ways of expressing likelihood from section 12 of Unit 6 in the Student Book before you begin. You could also brainstorm opinion expressions with the class, + Put students in small groups or pairs, and give each group or pair a copy of the page. Have students read through the instructions. ‘© Make sure students understand that they are not expected to know the answers, but should discuss what they think is the most likely answer for each blank and try to come to an agreement, You can suggest they use dictionaries to look up unknown words. ‘To get the class started, ask Who was the first emperor of Rome? Elicit an answer using the expression It might have been... * Seta time limit of five to ten minutes. After this time, check how well the students are doing and decide whether to allow more time or not. ‘+ Follow up by asking random groups for their answers and checking with other groups or pairs.ANSWER KEY Car aueun 10 Augustus /a'gastas/ Snakes Camels Abba ('abo! The Beatles /" tla! Leonardo da Vinci /lia‘nardou da ‘vint fi/ Chameleons /ka‘milyanz! Amazon water lilies emazan/ ‘The Ramones /ra'mounz! Neptune /'neptun/ Notes: The Rolling Stones are a British rock band that started in the 1960s. Isaac Newton was a great scientist who lived from 1642 to 1727, Nero was the filth emperor of Rome Mars is a planet which takes 687 days to revolve around the SunLook at the sentences and discuss with your partner(s) which item correctly fills in each blank. (Note: You do not need all the items.) When you have all agreed, write in the answers Compare your answers with other groups. When you're finished, your teacher will tell you the correct answers. 1 was the first emperor of Rome. 2 are animals that use their tongues to smell 3 are animals that have two sets of eyelids. 4 was a group whose music was used in a musical on Broadway. 5 was the group that sang “Yellow Submarine.” 6 was the person who designed flying machines around 1500. 7 are animals that can look in two directions at the same time. 8 are plants that grow leaves up to two meters (six feet) across. 9 was a rock band from New York that started in the 1970s, 10 is the planet that takes 165 years to revolve around the Sun. Cats The Ramones Snakes Camels ee Neptune The Beatles Isaac Newton Abba Nero Sunflowers Amazon Sd water lilies Augustus Marsioe a He looks nice- he must be a teacher! NOTE: Use Worksheets 18a and 18b for this activity ACTIVITY Groupwork: speaking AIM To talk about the characteristics usually associated with people in certain jobs and to guess what people do for living GRAMMAR AND FUNCTIONS Describing impressions: look + adjective Drawing conclusions: certain: must+ infinitive, can't + infinitive possible: night + infinitive, could + infinitive VOCABULARY Jobs Adjectives describing people's character PREPARATION Make one copy of Worksheet 18a (chart) for each group of three to five students in the class. Make one copy of ‘Worksheet 18b (people) for each group of tree to five students in the class and cut out the pictures of people as indicated. The pictures of people correspond to the jobs they do.on Worksheet 180, 0 it s important to shufle each set bbefore giving them to the students so that the pictures are no longer in the correct order. TIME 300 40 minutes PROCEDURE 1. Ask the class to work in groups of three to five and give ‘one copy ofthe chart to each group. 2 Tell them that they are going to write words which describe the sort of person who does each of the jobs on the char. Demonstrate an example with the whole clss, eliciting {ideas from ther: Hairdresser: sociable, flamboyant, harehworking, nice hit, fashionable clothes, a lot of make-up. 3 Ask each group to appoint a secretary to do the writing and ask tem to write in the spaces provided on theit chart 4) When they have finished, give each group a set of pictures ‘of people, in random onder, and tell them that each of these peopie does one of the jobs on the chart. They should discuss thei impressions ofthe people and, julging them by their appearance, guess which person does which jab. Encourage them to use the target language For example: ‘She looks kind - she could be the nurs. Yes, but she's gota nice huitstyle, $0 she could be the Iriedresser. This one must be the politician because he looks serious, 5. When a group matches 2 person with a job, they should ‘put the picture on top ofthe description on the chart. ‘When every group has matched a person with each of the jobs, stop the activity, 6 Ask groups to compare their impressions and then tel them the right answers. FOLLOW-UP Discuss the dangers of stereotyping.HAIRDRESSER NURSE POLITICIAN EDITOR FASHION DESIGNER GARDENER JOURNALIST POLICE OFFICER TEACHER Ld Ld ENGINEER FARMER LAWYER || —— }What on Earth. @ Look at the picture and read what different people (5) think this object Match the expressions to the meanings. 1 It can’t bea toy. « A I'm absolutely sure iti 2 It must be a collar for pets to wear. B I'm fairly sure it is. 3 It's probably something electronic. C It’s possible that itis. 4 It's unlikely to be for children, D I'm fairly sure it isn't 5 It might be a kind of radio. E I'm absolutely sure it isn’t, o © Match the pictures with the names of the inventions. A ahands-free umbrella B anoffice tie © acoffee cup biscuit-carrier D atransparent toaster E laser-guided scissors @ Work in pais, Discuss the advantages and disadvantages of each invention, and decide which one you would lke to have. @ Tellthe rest of the class what you decided. Do other students agree with you?© Circle the correct verbs. A Isn't that Grant Duncan, over there? B No, it 'an’t)/ must be. He lives in New York now. AT'm sure it's Grant. B Well, I suppose it 2can’t / might be him. But his hair is very grey. Grant doesn’t have grey hair. A But it must / can’t be three years since we last saw him. A man's hair can go grey in three years. B Who's the woman he's with? She “can't / mightn't be his wife, can she? A No, I'm sure it isn't his wife. I think it may J can't be his daughter. She looks just like him. Shall we go and say hello? © Complete the dialogues with must, might, ‘might not, or can't 1A This pizza can’t ___be for me. It looks like a Margherita and I ordered a Four Seasons. Bit be mine, then, I ordered a Margherita. 2 A What time is Jane coming? B She wasn't sure. She’s working late. She saidshe __be here until 8.30 or 9.00. AShe___be very busy, then. 3 A Which city is this? B I'm not sure. It be Rome. ANo,it be Italy. The street sign is in French, Bit _ be Paris, then. That's the only place I've been to in France. 4 A Can you help me finish this crossword? can’t do eight across. B Let's see. An animal found in Australia, I be kangaroo or maybe crocodile, Bit be kangaroo, It ends in a y. I know! It be wallaby. A That's right, Well done!GRAMMAR modals of deduction: might / may, can’t, must © Giarthe correct verb. A Don't look now but isn’t that Jane Marshall over there? B Where? A At that table by the window. B No, it 'must /€an’Bbe. She went to live in Chicago: A But Im sure it's Jane. B Mmm, | suppose it “can't / might be her. But if itis, she looks much thinner than she used to. Well it ‘must / can’t be five years since we last saw her. Someone can change a lot in five years! B You're right, itis Jane. But who do you think the man is? He ‘can't / might not be her husband, can he? ‘A No, he ‘can't / might not be. They broke up years ago and haven't spoken to each other since. B It‘can / may be her new boyfriend - or her son! ‘A Shall we go over and find out? > © Complete the dialogues with must, might, might not, or can't. 1 A That's the second laptop that Jack's bought this year. B He__must have a lot of money then! A He'sa student sohe________be that rich B He_____ have generous parents then > Do you know where Charlie is? B well, he ______ be far away. His phone's on the table. ‘A Anyidea where he __ be? B He ______be talking to the boss or he be in the photocopying raom. Do you want me to go and look for him? 3 A {have a missed call and | don't recognize the number. So,it__ be from anyone you know. ‘A Ah, |know! it's that company who interviewed me last week. They __ be ringing to offer me the job. I'm not surprised: | did a really good interview. B Well, don't be too confident because they = be calling to say you didn't get the job. ‘A. There's only one way to find out! 2 4A This steak be for me. tt looks like it's medium-rare, and | asked for a well-done steak. fe eens be mine, then. | ordered a medium-rare steak © Cover the dialogues in b. Look at the pictures and try to remember the dialogues.