Teacher’s Notes

Teacher’s notes for

photocopiable activities
Pre-course quiz 1A: Lifestyle and families
Use: At the start of the course, before Module 1 Use: After Reading Exercise 6 (p. 8), or as an introduction
Aim: To raise awareness of various aspects of the to Module 1
Cambridge English: First exam and to answer some common Aim: To practise giving and exchanging personal information
questions Time: 20–25 minutes
Time: 15–20 minutes Activity type: Groupwork. Students play a board game
Activity type: Pairwork/Groupwork. Students find out how answering questions about themselves and their families.
much they know about the exam by doing a quiz. Preparation: Make one copy of the activity (p. 88) per
Preparation: Make one copy of the quiz (p. 87) per student. group of four students, enlarged to A3 size if possible. You
will also need one dice per group and counters of different
colours.
Procedure
1 Tell students that they are going to do a quick quiz to learn
more about the exam.
Procedure
2 Give out a copy of the quiz to each student and set a time 1 Divide the class into groups of four and give each group a
limit (5 minutes) to complete it. Students should first have copy of the board game, a dice and counters.
a go on their own and then compare answers in pairs or
2 Quickly explain how to play the game: each student starts
groups.
from a different corner of the board. They take it in turns
3 Refer students to the Exam overview on page 6 of the to roll the dice and move around the board. When they
Coursebook so they can check some of their answers. land on a square, they read out the question (or another
4 Discuss answers with the class and answer any other student reads it out to them) and answer it. The other
questions about the exam that students have. students can ask a follow-up question. The next student
then has a turn.
Follow-up 3 If anyone lands on a square with a question that they have
already answered, they move forward to the next square.
Refer students to the Exam reference section in the In squares with a slash (e.g. house/flat) students should
Coursebook (p. 175) and explain that they can find more choose the most appropriate word for their situation
detailed information about the exam there. when reading out the question.
1 A 2 A 3 C 4 C 5 A 6 B 7 C 8 B 9 B 10 C 4 As students are discussing the answers, make a note of
11 T 12 F (149–190 words) common mistakes. As there is no ‘start’ or ‘finish’, there
13 F (contracted words count as the number of words they would are no winners and the game can be played for as long or
be if they were not contracted, e.g. isn’t = is not = 2 words) short a time as is available.
14 F (as long as the examiner can recognise the word; words spelt 5 Tell students to expand on their answers if they wish.
out loud must be correct)
15 F (in pairs or a group of three, where there is an odd number) Follow-up
Spend 5–10 minutes giving students feedback on their
performance and correct any common mistakes noted. You
could write students’ incorrect sentences on the board and, in
pairs, get students to correct them.

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 Teacher’s Notes

1B: Adjective + noun collocations 2A: Work

Use: After Language development 3 Exercise 3b (p. 20) Use: After Reading Exercise 5 (p. 22)
Aim: To practise common adjective + noun collocations Aim: To practise giving and exchanging opinions and
Time: 20–25 minutes reaching a consensus; To revise and extend jobs vocabulary
Activity type: Groupwork. Students match adjectives with Time: 25–30 minutes
nouns and then use the collocations to complete a text. Activity type: Groupwork. Students discuss a number of
Preparation: Make one copy of the Part 1 cards (p. 89) per jobs in different categories and reach a consensus.
group of three or four students and one copy of Part 2 Preparation: Make one copy of the activity (p. 91) per
(p. 90) per student. Cut up the adjective and noun cards. group of three or four students and cut up into cards.

Procedure Procedure
Part 1 1 Pre-teach some of the more difficult vocabulary (e.g.
1 Write the following nouns on the board and ask students miner, surgeon, chef, midwife, traffic warden, civil servant )
if they can remember which of them collocate with sour: by putting the words on the board and getting students to
milk, tea, look, sound, banana, grapes. check in their dictionaries.
2 Divide the class into groups of three or four. Give each 2 Divide the class into groups of three or four and give each
group a set of adjective cards (grey) and one set of noun group a set of cards. Explain that students should discuss
cards (white). each question, giving reasons to support their opinions.
3 Students match the cards to make collocations. Check 3 Students choose a card at random from the set and
answers with the class before they go on to do Part 2 of discuss the question. When/If they reach a consensus,
the activity. (The answers are the same as for Part 2, but they choose another card. Set a time limit (e.g. 5 minutes
in no particular order.) per card) and signal when time is up.
Part 2 4 While students are discussing the questions, check that
they are supporting their opinions with reasons and
4 Now give each student a copy of the text and ask them
encouraging turn-taking. Stop after the first round and give
to work individually to complete it using the adjective +
feedback on their use of functional language.
noun collocations they formed in Part 1.
5 Conduct feedback with the class, correcting common
5 Check answers with the class.
mistakes. Compare answers between the groups.
1 guided tour 2 unique opportunity 3 domestic life
4 high speed 5 slight change 6 exact date 7 wide gap Variation
8 hard work 9 quick breakfast 10 central heating
Use the cards one at a time for five-minute speaking activities
11 strong influence 12 memorable experience 13 natural light
at different times during the module.
14 valuable paintings 15 final destination

Follow-up
Follow-up In their groups, students think of a job in each category that
Ask students to write a short paragraph using at least five of beats those listed.
the collocations. They can write about anything they like.
Suggested answers:
1 Some surveys suggest being a miner is the most stressful
because of the physical dangers; others say that being a prison
officer is.
2 Although some company directors and musicians are very highly
paid, on average, the answer is more likely to be a lawyer or a
surgeon.
3 In the UK, the answer is a judge because in addition to formal
legal training, you need many years courtroom experience as a
lawyer before becoming a judge.
4, 5 and 6 are a matter of opinion.

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 Teacher’s Notes

2B: Articles 3A: Adjectives and adverbs

Use: After Language development 2 Exercise 2 (p. 32) Use: After Language development 1 Exercise 6 (p. 39)
Aim: To practise use of articles (a/an, the and zero article) Aim: To practise adverbs of degree and adjectives studied
Time: 25–30 minutes in Module 5
Activity type: Pairwork. Students complete a story by Time: 25–30 minutes
adding articles where necessary and then retell it to a Activity type: Groupwork. Students play a game of
partner. pelmanism, matching adjectives and adverbs with gapped
Preparation: Make enough copies (pp. 92–93) so that half sentences.
the students have Story A and half B. Cut up into sections. Preparation: Make one copy of both pages of the activity
(pp. 94–95) per group of four or five students and cut up
into cards.
Procedure
Explain that some stories have a moral and elicit what that
means (a practical lesson about what to do or how to behave
Procedure
which you learn from the story). Tell students that they are 1 Divide the class into groups of four or five.
going to read and tell two stories with a moral. 2 Place the cards face down on the table, in their two
Part 1 sets (grey and white). Students take it in turns to turn
1 Divide the class in two. Give students in one half a copy over a card from each set – one sentence card and one
of story A and students in the other half story B. Do not adjective/adverb card. If they match, the student keeps
give them the answer keys. the pair and has another turn. If they don’t match, the
student turns them face down again, puts them back and
2 Give them five minutes to read the stories and complete
the next student has a turn.
them with a, the or – .
3 Groups can discuss whether a pair matches or not and
3 Get them to compare their answers in pairs or small
ask for help where necessary. As they play, go round the
groups, explaining choices.
groups, monitoring the pairs of cards collected. If any are
4 Give out the answer keys and help with any problems or wrong, explain why and return the cards to their piles.
questions. Some words can be used in more than one sentence.
Part 2 4 The winner is the student with the most pairs.
1 Now divide students into pairs with an A and a B in each.
1 surprisingly/remarkably 2 hardly 3 bleak 4 lively 5 well
2 They should tell each other their story. Stronger students
6 hard 7 friendly 8 fast 9 rather/pretty 10 extremely
could retell the story from memory, paying attention to
the use of articles; weaker students can read the text. 11 practically 12 absolutely 13 a bit/quite
Their partner has to try to guess what the moral of the 14 pretty/rather/quite 15 quite a 16 actually 17 as well
story is before they confirm. 18 seriously 19 remarkably/surprisingly
20 rather/pretty/extremely
Follow-up
Ask students which story they prefer and why.

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 Teacher’s Notes

3B: -ing forms and infinitives 4A: Raising money

Use: After Language development 2 Exercise 4b (p. 46) Use: After Writing Exercise 6 (p. 55)
Aim: To practise -ing forms and infinitives Aim: To practise giving and exchanging opinions and
Time: 20–25 minutes reaching a consensus
Activity type: Groupwork. Students play a game, combining Time: 20–30 minutes
A cards and B cards to make correct sentences. Activity type: Groupwork. Students discuss possible ways
Preparation: Make one copy of both pages of the activity of raising money for a club that they belong to and reach a
(pp. 96–97) per group of four students and cut up into consensus on the best way of raising the money.
cards. Preparation: Make one copy of the activity (p. 98) per
group of three or four students.

Procedure
1 Hold up a set of A cards (white) and explain to students
Procedure
that the words on these cards are followed either by the 1 Check that students are familiar with the concept of a
-ing form or the infinitive (with or without to) and that in charity. Ask them to name some charities that they have
some cases, both are possible. Then hold up a set of B heard of and how charities raise money. Tell them that in
cards (grey) and explain that they are a set of verbs. some countries individuals often raise money for charities
2 Tell students that they are going to play a game where and elicit possible ways of doing so.
they will need to combine A and B cards, making a 2 Pre-teach bungee jump, busking and raffle.
logical sentence, either positive or negative, in any tense. 3 Divide the class into groups of three or four and explain
Demonstrate with two cards, e.g. think of + learn: I’m that for this activity, they are all members of a club or
thinking of learning Spanish next year. society that needs to buy some new equipment.
3 Shuffle the A cards, deal out three to each player and 4 Give each group a copy of the activity and tell them that
place the remaining cards face down on the table. Turn they must work together to decide on the best method to
the top card over and place it next to the pile. Do the raise some money.
same with the B cards.
5 Model the activity using run a marathon as an example,
4 Students take turns to combine an A card and a B card using the language in the speech bubbles and referring to
in their hand to make a sentence, placing the cards on the four prompt questions.
the table in front of them as they do so. After making a
6 Give students a time limit (e.g. 10 minutes) to discuss and
sentence, they replace the two cards by taking one from
agree on the best method.
each of the face-down piles.
7 Different groups should report back to the class and
5 If students cannot make a sentence, they can use their
explain their choice.
turn to change one of their cards, taking either the face-up
card or the next face-down card from the corresponding
pile. The card they put down goes on the face-up pile. Follow-up
Players should always have six cards (three from each set) Ask students if any of them have ever done anything like this
in their hand. before for charity.
6 Other players in the group accept or contest sentences.
As students play, monitor their use of the structures, if
necessary checking by asking students to repeat the pairs
in front of them, returning the cards to the pile if they are
not correct.
7 The student with the most pairs is the winner.

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 Teacher’s Notes

4B: Confusing adjectives 5A: The human body quiz

Use: After Language development 3, Exercise 2 (p. 62) Use: After Lead-in (p. 63)
Aim: To extend work on comparing and contrasting Aim: To generate interest in the topic of the human body
commonly confused adjectives and to pre-teach some important vocabulary for the
Time: 30–45 minutes. Note that this activity is in two parts, Reading section in Module 5
which can be done on separate occasions. Time: 15–20 minutes
Activity type: Part 1: whole class. Students mingle, teaching Preparation: Make one copy of the activity (p. 101) per
each other the difference between confusing adjectives. student.
Part 2: groupwork. Students play a board game asking and
answering questions using the adjectives.
Preparation: For Part 1, make one copy of the first page Procedure
(p. 99) and cut up into cards. For Part 2, make one copy of
1 Tell students that they are going to do a general
the second page (p. 100) per group of four or five students,
knowledge quiz on the subject of the human body. Ask
enlarged to A3 size if possible. You will also need dice and
them how much they know about the subject and if they
counters.
study/studied biology at school.
2 Give each student a copy of the quiz and a time limit of
Procedure five to six minutes to complete it.
3 Students then compare their answers in pairs.
Part 1 (10–15 minutes)
4 Check answers with the class.
1 Distribute the Part 1 vocabulary cards. If there are more
students than cards, some can share. 1 C 2 C 3 B (In an adult; the male brain is slightly heavier than
2 Students check the difference between the words in a the female brain.) 4 B (It’s in the centre but the left side is bigger,
dictionary and think of or look up examples to explain the so it leans that way.) 5 B (in a reasonably fit young adult)
meanings. 6 C 7 A (The study of mental illness is psychiatry.) 8 B
3 Students mingle and each time they meet another 9 B (DNA stands for ‘deoxyribonucleic acid’.)
student, they ask them to explain the difference between 10 C (The skin is considered an organ as it has some very specific
the words on their card (without showing it to them). functions.) 11 B 12 A (hand: 27 bones; foot: 26 bones)
Students help/teach each other where necessary.
Part 2 (15–25 minutes)
1 Divide the class into groups of four or five and give each
Follow-up
group a copy of the board, dice and counters. Ask students what surprised them most in the quiz.
2 Students take it in turns to roll the dice and move around
the board.
3 At each square, they read the question and decide who
in the group to ask, choosing the correct word from the
alternatives each time.
4 Go round monitoring and noting errors for feedback at
the end.

Part 2
1 alone 2 classical 3 classic 4 imaginative 5 convenient
6 skinny 7 invaluable 8 tall 9 similar 10 alike 11 sensible
12 economical 13 sensitive 14 nervous 15 fun 16 terrific
17 terrifying 18 foreign 19 injured 20 old-fashioned

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 Teacher’s Notes

5B: Forming nouns 6A: Ambition

Use: After Language development 3 Exercise 6 (p. 76) Use: After Lead-in (p. 77) or after Reading Exercise 5 (p. 79)
Aim: To practise forming nouns from verbs Aim: To raise interest in the topic of ambition
Time: 15–20 minutes Time: 15–20 minutes
Activity type: Students play a game of dominoes, joining Activity type: Individual and whole class. Students complete
suffixes to verbs to make nouns. a questionnaire to find out how ambitious they are.
Preparation: Make one copy of the activity (p. 102) per Preparation: Make one copy of the activity (p. 103) per
group of four or five students and cut up into dominoes. student.

Procedure Procedure
1 Review the concept of forming nouns from verbs by 1 Write the word ambition on the board and elicit its
adding a suffix. Use the following verbs and elicit the meaning (determination to be successful, rich, powerful,
nouns: develop (development), accept (acceptance), discuss etc.; a strong desire to achieve something) and the
(discussion). adjective form (ambitious). Then elicit different types of
2 Divide the class into groups of four or five and give each ambition (work, money, family, spiritual, health, etc.).
group a set of dominoes. Demonstrate how the final 2 Pre-teach community, put off and mix with someone.
-e that is dropped is shown in brackets, e.g. combin(e) 3 Give each student a copy of the questionnaire.
–combination.
4 Give students around 5 minutes to answer the questions,
3 One student deals four dominoes to each player. The rest working individually.
of the dominoes remain face down on the desk in a pile.
5 Explain the scoring system: odd questions: 2 points for
4 Students take turns to place a domino, building a chain, yes, 1 point for maybe, no points for no; even questions:
(using either end). As they place each domino, they should 2 points for no, 1 for maybe, no points for yes.
say the word they have formed.
6 Check totals: the higher the score, the more ambitious the
5 After placing a domino, students take another from the person is. 12 is the average. Compare scores within the
pile. If they are unable to place a domino to make a word, class and see who is the most/least ambitious person in
they take one from the pile and the next student has a the class.
turn.
6 As the students are playing, monitor that they have placed Follow-up
their dominoes correctly.
7 The winner is the first to get rid of all their dominoes. In pairs, students ask their partner what their ambitions are
and then report back to the class.

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 Teacher’s Notes

6B: The arts 7A: Cultural guide

Use: After Language development 1 Exercise 7 (p. 81) Use: After Language development 1 Exercise 7 (p. 95)
Aim: To practise relative clauses and arts vocabulary Aim: To practise modals and expressions of permission,
Time: 20–25 minutes necessity, advice and recommendation
Activity type: Groupwork. Students play a game defining Time: 15–20 minutes
words for their team members to guess. Activity type: Pairwork. Students complete a cultural guide.
Preparation: Make one copy of the activity (p. 104) per Preparation: Make one copy of the activity (p. 105) per
group of four or five students and cut up into cards. student.

Procedure Procedure
1 Ask students if they are interested in the arts (music, 1 Ask students when they give flowers to someone (e.g.
dance, theatre, etc.), how often they go to performances birthdays, anniversaries, to people in hospital) and if there
and if they have ever performed in public. are any ‘rules’ that they follow.
2 Divide the class into groups of four or five. Give each 2 Put the following table on the board:
group a set of cards and get them to sort them into
You should(n’t)/ought give an even number of
words they know and words they don’t. Get students to
(not) to flowers.
explain the words they know to the class. Teach any that
no one knows. are(n’t) supposed to an odd number of
are(n’t) allowed flowers./white flowers.
3 Each group collects up all their cards and shuffles them
to/must(n’t) /a single flower.
well.
4 Write the useful phrases below on the board: He/She is a (don’t) have to
person who ... They’re people who ... It’s a thing which ... It’s Get students to make sentences that show various ways
a place where ... It’s a time/occasion when ... Explain that of saying the same thing, e.g. In some countries you are
students are going to play a game in which they have to supposed to give an odd number/you aren’t supposed to give
define the words on their cards for their team to guess, an even number of flowers.
using the phrases on the board. 3 Divide the class into pairs and give each student a copy
5 The first player in the team takes a card from the pile and of the activity. Students work together to make ten
without showing it to their team, defines the word. When sentences that they think are true. Check answers with
the team guess it, the player puts it down on the table and the class.
defines the next word. If the player can’t define the word
or the team can’t guess it, the player puts it to the bottom 1 not supposed to, red (Red is only used for names of the dead.)
of the pile and continues. 2 aren’t supposed to, teacher’s (Use the title Teacher.)
3 must, before (The bath is for soaking/relaxing.)
6 After every minute or so, shout Change! The player has to
pass the pile to the next person in the team, who has a go 4 ought to, perfume
at defining words. 5 mustn’t, coin (It shows disrespect to the king, whose head is
on the coins.)
7 Stop the game after ten minutes. The winning team is the
one with the most cards on the table. 6 are supposed to, on the right
7 must, to an older person (It shows respect.)
8 ought to, lift
9 shouldn’t, gifts
10 are supposed to, hands

Follow-up
Students write more sentences for their country/-ies and
share them with the class.

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 Teacher’s Notes

7B: Modals of deduction 8A: Reported speech

Use: After Language development 2 Exercise 3 (p. 101) Use: After Language development 1 Exercise 7 (p. 109)
Aim: To practise modals of deduction Aim: To practise reported speech and reporting verbs
Time: 15–20 minutes Time: 20–25 minutes
Activity type: Whole class, mingle. Students respond to or Activity type: Pairwork. Students put quotes into reported
correct remarks made by other students. speech and guess who said them.
Preparation: Make one copy of the activity (p. 106) per 14 Preparation: Make one copy of both pages of the activity
students and cut up into cards. (pp. 107–108) per pair of students.

Procedure Procedure
1 On the board, write a sentence containing a factual 1 Write the following quote on the board: I want to live
mistake, e.g. I’m [number] years old – I was born in [year]. because there are a few things I want to do. Then ask
(where the age and date don’t add up) and ask students students: Who said that he wanted to live because there
what is wrong with it. Elicit possible corrections, e.g. You were a few things he wanted to do before he died? (Aneurin
can’t be ... years old if you were born in ... . You must be ... Bevan, 1897–1960, British politician).
or You can’t have been born in ... if you’re ... years old. You 2 Divide the class into pairs and give each student
must have been born in ... . worksheet A or B. Explain that students are now going
2 Now give each student a card. They should read it and to do the same: they are going to look at last words from
decide on the answer or spot what is wrong with it. If famous people and report them to their partner using
students don’t know what the correction should be, they Who ... ? for him/her to guess.
could check with you. 3 Elicit different reporting verbs (e.g. warn, advise, promise,
3 Students stand up and mingle, telling students the suggest) and write them on the board, telling students to
information on their card. try to use them in the activity.
4 Each student they meet listens and responds or ‘corrects’ 4 Give students a few minutes to think about how they will
it. If they don’t know what the correction should be, they put the quotes into reported speech.
can ask the other student to explain. If students can give 5 Students take it in turns to report a quote. If their partner
the correct response, they score a point before moving on doesn’t know the answer, they can guess from the choices
to speak to another student. at the bottom of their worksheet.
5 The winner could be the first one to win a set number of
points or the one with the most points after a set time. Follow-up
Notes/Corrections In pairs, students think of their own favourite quotes from
1 Penguins live in the Antarctic, not the Arctic. famous people, films or books to ask the rest of the class.
2 Brazilians speak Portuguese.
3 Mobile phones were invented in the 1970s.
4 Edgar Allan Poe was a writer. Girl with a pearl earring was painted
by Johannes Vermeer.
5 There are no kangaroos in South Africa.
6 The first moon landing was in 1969.
7 In Japan people drive on the left.
8 The Berlin Wall came down in 1989.
9 The famous leaning tower is in Pisa.
10 The minimum driving age is usually 17 or 18 (16 in some
countries).
11 The euro was introduced in 2002.
12 People didn’t watch TV in the 1920s.
13 The Louvre Museum is in Paris, France.
14 There are no snakes in New Zealand.

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 Teacher’s Notes

8B: Leisure activities 9A: Conditionals

Use: After Listening Exercise 3 (p. 114) Use: After Language development 1 Exercise 7 (p. 123)
Aim: To discuss leisure interests and to practise giving and Aim: To practise forming conditional sentences and
exchanging opinions and reaching a consensus recognising which is required in a given situation
Time: 20–25 minutes Time: 20–40 minutes (see Variations below)
Activity type: Groupwork. Students choose a leisure activity Activity type: Groupwork. Students form, ask and answer
to do together. questions on real and hypothetical situations.
Preparation: Make one copy of the activity (p. 109) per Preparation: Make one copy of the activity (p. 110) per
group of three or four students. group of three or four students and cut up into cards.

Procedure Procedure
1 Ask students how they usually spend their weekends. 1 Write on the board: If you (stop / be) a teacher, what
What influences their choice (hobbies/interests, money, you (do)? Ask students to make questions from it and
time available, friends)? elicit the three conditional forms possible: If you stop/
2 Introduce the activity: students are going to work in stopped/had stopped being a teacher, what will you do/
groups to choose a way to spend a weekend together would you do/would you have done? Demonstrate how time
doing something special (maybe before one goes off to expressions (next year, last year) would affect your choice
study/join the army/get married, etc.). of conditional.
3 Divide the class into groups and give each group a copy of 2 Divide the class into groups of three or four and give each
the activity. group a set of cards. Students shuffle the cards and place
them face down on the desk.
4 Remind students that they will need to discuss, suggest,
agree, disagree and reach a consensus. Elicit some 3 Students take it in turns to take a card from the pile, make
functional language they could use and write it on the a question in an appropriate form and choose which
board. of the people in the group they would like to answer
it. Demonstrate with one of the cards. Point out that
5 Students have 10 minutes to discuss and choose a trip.
the conditional form they choose depends on either
6 Groups feed back to the class on which trip they chose how likely they see the event or which time phrase they
and why. choose.
4 Students ask each other the questions and discuss
Follow-up answers, refusing to answer if they don’t think the
Find out if any of the students have ever done any of the question is formed correctly.
activities given and if they enjoyed them. 5 Monitor closely and check that students are forming the
questions correctly.

Variations
1 For a quicker activity, select fewer cards.
2 Use the cards a few at a time as 5-minute fillers over the
next few lessons.

Follow-up
Discuss any interesting or amusing answers given.

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 Teacher’s Notes

9B: Money vocabulary 10A: Travel

Use: After Language development 3 Exercise 4c (p. 132) Use: After Lead-in (p. 133) or after Reading Exercise 5
Aim: To revise money vocabulary from Module 9 and (p.135)
practise word formation Aim: To pre-teach some vocabulary and generate interest
Time: 15–20 minutes in the topic of travel
Activity type: Pairwork. Students work together to Time: 20–30 minutes
complete a crossword. Activity type: Individual, then whole class. Students
Preparation: Make one copy of the activity (p. 111) per pair complete a travel survey and find a travelling companion.
of students and cut up into two sections. Preparation: Make one copy of the activity (p. 112) per
student.

Procedure
1 Write the word tax on the board and get students to
Procedure
think of all the words formed from it (taxes, taxable, 1 In pairs, students have a minute to tell a partner about
untaxable, taxation). their most recent holiday.
2 Explain that they will work together to complete a 2 Discuss the difference between going on holiday and
crossword which contains nouns and adjectives related to travelling. Explain the purpose of the activity: to find the
money. They will have to form clues using the roots of the most suitable travelling partner in the class.
words, so they will need to think what type of word it is 3 Pre-teach difficult vocabulary, e.g. exotic, basics, racy novel.
and what the root is.
4 Give out a copy of the activity to each student and give
3 Demonstrate with examples: It’s the noun of the verb them five minutes to choose their answers individually.
‘to tax’ (= taxation). It’s the adjective of the noun ‘price’
5 Students now mingle and ask questions in order to find
(priceless).
out who in the class has the most similar answers to them.
4 Divide the class into pairs and give students in each pair
6 Students select a travelling companion with similar likes
either a Student A or a Student B crossword.
and interests to themselves.
5 Students check the form and meaning of the words on
their half of the crossword.
Follow-up
6 Students take it in turns to ask for clues (e.g. What’s 3
across?) with their partner giving a word formation clue Companions plan a trip together and report their plans back
(e.g. It’s the noun of ... It’s the (negative) adjective of ...). to the class.
7 When students have finished, they check answers by
showing each other their completed crosswords, which
should be identical.

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 Teacher’s Notes

10B: The passive 11A: Happiness

Use: After Language development 1 Exercise 5b (p. 137) Use: After Lead-in (p. 147) or after Reading Exercise 4
Aim: To review the passive (p. 148)
Time: 15–20 minutes Aim: To generate interest in the topic of happiness; to
Activity type: Groupwork. Students prepare extracts of practise discussing and trying to reach a consensus
travel news. Time: 15–20 minutes
Preparation: Make one copy of both pages of the activity Activity type: Pairwork. Students rank factors that create
(pp. 113–114) and cut up into cards. happiness.
Preparation: Make one copy of the activity (p. 115) per pair
of students.
Procedure
1 Ask students what type of news might be included in
Travel news feature of a newspaper or magazine (e.g.
Procedure
strikes, delays, new ideas/companies, special offers). 1 Ask students if they feel happy today or not. At this stage,
2 Tell students that they are going to prepare a travel news try to focus students on superficial things (it’s raining, it’s
feature for a local magazine/newspaper. Friday, etc.). Tell them that in this activity you want them
to think about true happiness and contentment.
3 Divide the class into six groups (or fewer with a smaller
class) and give each group one card. 2 Divide the class into pairs and give each pair a copy of the
activity.
4 Each group uses the information on their card to write the
news story, adding more information if they wish. Remind 3 Check quickly for any unknown vocabulary.
students to use the passive where they think it would be 4 Set a time limit of 5–10 minutes. Students work together
more appropriate. to decide which points are more or less important and
5 Groups take it in turns to read out their stories to the agree on the three which are the most important.
class. 5 Conduct feedback with the class, to compare opinions.
6 Give feedback on their use (or not) of the passive and
give alternative ways of expressing points if necessary. Follow-up
Discuss which of the points in the list are easier or harder to
Variation obtain.
The six stories could be typed up or neatly written out and
compiled into a class newspaper.

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 Teacher’s Notes

11B: Clauses of reason, purpose and contrast 12A: Connecting ideas

Use: After Language development 1 Exercise 5 (p. 151) Use: After Language development 1 Exercise 4 (p. 165)
Aim: To practise using discourse markers in clauses of Aim: To practise using discourse markers and participle
reason, purpose and contrast clauses while telling a story.
Time: 20–25 minutes Time: 20–25 minutes
Activity type: Groupwork. Students form sentences from Activity type: Groupwork. Students play a game, taking it in
prompts to win points. turns to tell parts of the same story, but working towards
Preparation: Make one copy of the activity (p. 116) per different endings.
group of three or four students and cut up into cards. Preparation: Make one copy of the activity (p. 117) per
group of three or four students and cut up into cards.

Procedure
1 Divide the class into groups of three or four and give each
Procedure
group a set of linking word cards (grey) and a set of topic 1 Divide the class into groups of three or four and give each
cards (white). student a card.
2 Explain that the object of the activity is for students to 2 Explain the object of the game: to finish a joint story with
make sentences using the linking words and the topic the words on their card. Students tell the same story
words, e.g. although + music: Although I like classical music, taking it in turns to tell a part.
I don’t often go to concerts. 3 Select one student to begin the story. Turns then rotate
3 Students shuffle the linking words (grey) and place in a pile around the group.
face down, then do the same with the topic cards (white). 4 At each turn, students must follow on logically from what
4 Students take one card from each pile and use them to came before but try to turn the story in the direction of
make a true sentence about themselves. They can use their ending by introducing characters, objects or incidents
the word on the topic card or any related to the topic. If as necessary.
students are stuck, they can change one of the two cards 5 Each turn, a student must try to use one of the structures
by putting it to the bottom of the pile and taking the next listed on the card which is then ticked off. Each student
one from the top. can use each structure once only.
5 Other students in the group listen and judge if the 6 Other students can challenge if they think the link is
sentence is grammatically correct or not, referring any not logical or the use of the structure is incorrect. If
disputes to the teacher. If correct, the student keeps the they cannot think of a sentence using one of the target
cards and gains a point. If incorrect, the cards go back to structures, they can make up another sentence, just to
the bottom of the pile. At the end the student with the continue the story.
most cards/points is the winner.
7 When someone has ticked off five structures from their
6 Give feedback on students’ performance, eliciting more card, they can finish the story (with the ending on their
examples of any clause types that are causing problems. card) and win the game.
8 As students are playing, monitor by helping with use of
Follow-up target structures and noting errors to correct at the end
Students choose three linking words from the grey cards and of the activity.
write three sentences about themselves, two of which are
true and one false. They then read them out to their group,
who guess which one is false.

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 Teacher’s Notes

12B: Media mistakes

Use: After Use of English 2 Exercise 5 (p. 173) or after
Language development 3 Exercise 3b (p. 174)
Aim: To practise word-building and focus on common
student errors
Time: 20–25 minutes
Activity type: Pairwork and whole class. Students play a
game where they win points by identifying correct and
incorrect sentences (and correcting the incorrect ones).
Preparation: Make one copy of both pages of the activity
(pp. 118–119) per pair of students. Cut up the second page
into cards.

Procedure
1 Divide the class into pairs, give each pair a copy of the
Common mistakes worksheet and explain the object of the
game: to win as many points as possible by risking points
on whether the sentences are correct or incorrect.
2 In their pairs, students first decide if the sentences are
correct or incorrect and put a tick or a cross in the second
column of the table. They then decide how many points
to risk on each sentence, depending on how certain they
are, and write the number in the third column. They can
risk 1, 2, 5 or 10 points on each sentence.
3 When they have finished, give each pair a set of game
cards and ask them to put the correct and incorrect cards in
front of them.
4 Read out the first sentence and ask pairs to put one of
the point cards on either the correct or incorrect card in
front of them, to show how many points they have risked
on the sentence. Select a pair to say why they made their
choice and to correct the sentence if necessary, then
confirm the answer.
5 If a pair is wrong, they lose the number of points they
have put down and put a – sign next to the number they
have written down. If they are right, they win that number
and put a + sign next to the number.
6 Repeat the procedure for the rest of the sentences, with
pairs adding + or – to their score each time.
7 Students add up the total. The pair with the most points
at the end are the winners.

1 ✗ (as a journalist) 2 ✓ 3 ✗ (I used to work) 4 ✓

5 ✗ (it was really boring/I was really bored)
6 ✗ (give each other/one another) 7 ✓
8 ✗ (anything illegal) 9 ✗ (It was such an interesting
story/The story was so interesting) 10 ✓ 11 ✓
12 ✗ (that had robbed a bank) 13 ✗ (a bit depressing) 14 ✗
(a two-year contract) 15 ✗ (an inconvenient time)

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