Teacher s resources book teachers note expert

Teacher’s notes for
photocopiable activities
Pre-course: Advanced exam quiz

Follow-up

Use at the beginning of the course, before Module 1.
Aim: To raise awareness of the various components of the
CAE exam and to answer some common questions.
Time: 15–20 minutes
Activity type: Pairwork/groupwork. Students find out how
much they know about the Advanced exam by doing a Precourse quiz.
Preparation: Make one copy of the quiz (p.122) per
student.

Direct students to the Exam reference in the Coursebook
(p.167), explaining that this provides more detailed information
on the exam.

Procedure
1

2

3
4

Teacher’s Notes

Find out whether students know what CAE stands for. Ask
whether it stands for:

A Cambridge Advanced Expert
B Cambridge Advanced Exam
C Certificate in Advanced English
(Answer: C) Explain to students that they are going to do
a quick quiz that will see how much they know about the
exam and teach them more about it.
Hand out a copy of the quiz to each student and set a
time limit (5 minutes) for them to complete it in. Students
first work on their own and then compare answers in pairs
or in groups.
Refer students to the Exam reference given on pp.167–
172 of the Coursebook to check their answers.
Round up by discussing answers with the class and
answering any other questions students may have about
the exam.

1 Paper 1: Reading and Use of English (90 minutes)
Paper 2: Writing (90 minutes)
Paper 3: Listening (about 40 minutes)
Paper 4: Speaking (15 minutes)
2 There are eight parts. Paper 1 contains 56 questions.
3 (a) 8 (b) multiple-choice (c) word formation (d) gapped
text
4 a) coherence and cohesion b) text and structure c) detail,
attitude, tone, purpose and implication
5 False. No marks are deducted for incorrect answers or ones
that are missed out.
6 Transfer them to the answer sheet.
7 There are two parts. You must answer Part 1 and answer one
of the three questions from Part 2.

8 For Part 1 you will have to write an essay and for Part 2 you will
have a choice of three question types. You will be expected to
write one of the following: an essay, an email/letter, a proposal, a
report or a review.
9 220–260 words
10 (a) four (b) twice (c) 30 (d) two
11 (a) True: two candidates and two examiners (the interlocutor
who asks the questions and the assessor who listens; at the end of
the test, the interlocutor and assessor discuss your performance
together). Occasionally, there may be three candidates instead
of two. This only occurs when there are an odd number of
candidates on the day of the exam.
(b) True (Part 1: interview, Part 2: individual long turn, Parts 3 & 4:
collaborative task and follow-up discussion)
(c) False – you have 1 minute for the long turn.
12 grammar, vocabulary, discourse markers, interactive
communication and pronunciation.
13 Paper 1 (Reading and Use of English) carries 40% of the total
marks.

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Teacher’s Notes

1A: Are you a grammar buff ?

Follow-up

Use after Language development 1 Exercise 4b (CB, p.13).
Aim: To revise mixed forms in the present and past, and the
passive.
Time: 20–25 minutes
Activity type: Pairwork/groupwork. Students identify
grammatical mistakes in sentences, correct them and then
decide how certain they are that they have identified and
corrected them properly, winning or losing points based on
their answers.
Preparation: Make one copy of Activity 1A (on p.123) per
pair/group.

Students make a note of the grammatical structures they had
difficulties with and review them at home, using the Expert
Grammar reference at the back of the Coursebook and other
useful grammar resources.
1 … he has ever been visiting visited 2 ✓ 3 …is are taking part
4 ✓ 5 Can you know tell 6 ✓ 7 ✓ 8 …will guarantee
9 …is said to being 10 ✓ 11 ✓ 12 …has been was
13 She’s’d 14 ✓ 15 were will be

Procedure
1

2

3

4

Divide the class into either pairs or small groups. Ask
what a grammar buff is (someone who knows their
grammar) before giving each pair/group a copy of the
worksheet.
Explain that there are 15 sentences on the worksheet
and, for each one, students (in their pair or group) must
decide whether they are grammatically right or wrong and
tick the appropriate box. If the sentence is incorrect, they
must correct it.
Lastly they must decide how confident they are about
their answer being correct. They should choose a number
from 10 to 100 (100 = very confident), preferably ending
in –0 for easier calculating later, and write this number in
the ‘How certain are we?’ column. Explain that if, during
feedback, they are correct, they will gain these points
but if they are wrong (i.e. they say a sentence is correct
when it is not or they say a sentence is incorrect when it
is correct), they will lose all the points. The winning pair/
group will be the one with the most points at the end.
For example, imagine the sentence is I didn’t go to Paris yet.
If it was marked wrong and corrected to I haven’t been to
Paris yet and the number was 100 because it was wrong
and has been correctly changed, 100 points would be
gained.
Allow about 10 minutes and give them a minute’s warning
before stopping the activity. Ask students to swap papers
with another pair/group before going through the

answers as a class. Before eliciting answers, explain that if
an answer is right, the certainty points are gained but if it
is wrong they are lost. Check that they understand which
column to transfer points to. If they have correctly said an
answer is wrong but not corrected it properly, they gain
half their points for that answer, and lose the other half.
In the above example, if students had said the sentence
I didn’t go to Paris yet was incorrect but they failed to
correct it properly, they would gain 50 points. After going
through the answers, ask students to add up the points in
the columns for ‘lost’ and ‘gained’. To calculate the overall
total, ‘lost’ points are deducted from the ‘gained’ ones.
Find out who has the highest total and therefore is the
winning pair/group.

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Teacher’s Notes

1B: What’s the word?

1C: Change it to the passive

Use after Speaking Exercise 1c (CB, p.16).
Aim: To revise useful vocabulary relating to the collocations,

phrasal verbs and adjectives relating to feelings as covered
in Modules 1A and 1B.
Time: 15–20 minutes
Activity type: Pairwork. Students compete against each
other to complete gapped sentences with an appropriate
word.
Preparation: Make one copy of Activity 1B (on p.124) per
two students. Cut into two sections, A and B.

Use after Language development 2 Exercise 5b (CB, p.18).
Aim: To revise passive structures as covered in Module 1B.
Time: 20–25 minutes
Activity type: Pairs or groups of three. Students have to
complete sentence stems using passive forms so they have
the same meaning as the initial sentences given.
Preparation: Copy and cut up a set of Activity 1C cards (on
p.125) for each pair/group.

Procedure
1
2

3

4

5

Divide the class into pairs and give one person a card A
and the other a card B.

Explain that they each have 10 sentences with one word
missing. Tell students that this word could be part of a
collocation, phrasal verb or phrase, all of which they have
covered in the vocabulary sections of Module 1.
Students take turns to read out a sentence to their
partner. Their partner then needs to say the word that
is missing (in the correct form), which the other student
then writes in the corresponding gap.
If students are struggling, you could give them the first
letter of each missing word.
After both students have guessed the missing words for
all of their sentences, students discuss their ideas in pairs,
correcting or completing them as needed.
Round up by eliciting the missing words. Refer students to
the relevant pages of Module 1A and 1B if further revision
is useful.

Procedure
1

2

3
4

Divide the class into twos or threes and give each pair/
group a set of cards. Ask them to put them in a pile, face
down in front of them.
Explain that one student takes a card and reads the first
sentence out to their partner (or the person to their left

in a group of three), then reads out the sentence stem.
Their partner/the person to the left must then complete
the sentence stem using an appropriate passive structure
so that the new sentence retains the meaning of the
original one. They can ask for the sentence and stem to be
repeated. Depending on the class, it might be a good idea
to ask students to write down their answers so that they
can discuss them on completion.
The students continue to take turns until all the cards have
been dealt with.
Before students start, tell them that if they think one of
their partner’s sentences is incorrect, they can challenge
them. If the students are unable to agree, the teacher
makes the decision. Round up by discussing the sentences
given and any possible alternatives.

Variations
With smaller classes, this could be done as a whole-class
activity where the class is divided into two teams. One of the
teams works to complete the ‘A’ sentences whilst the other
team completes the ‘B’ ones. Either set a time limit or say that
when the first team has finished their sentences, the other one
must stop. Go through the answers and give one point for
each one that is correct. The winning team is the one with the
most points.
As above, if students are struggling, you could give them the
first letter of each missing word.

Follow-up
Students work in their pairs (or teams) to incorporate the

target words (or respective collocation or phrasal verb
forms) in a short story or article based on ideas of their own.
These could be completed for homework and read out in a
subsequent class.
Student 1: 1 relieved 2 walks 3 personally 4 close-knit
5 inspired 6 snapped 7 take 8 self-conscious 9 heavy
10 apprehensive
Student 2: 1 notice 2 tight 3 impression 4 handing
5 overwhelmed 6 cropped 7 passive 8 in 9 intimidated
10 stead

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Teacher’s Notes

Variations

2A: Complete the phrase crossword

Depending on time, you may wish to project the cards on
the board and ask different members of the class (alone or in
teams) to complete a set sentence stem or simply share the
cards out among the class as a quick revision exercise.

Use after Vocabulary Exercise 4 (CB, p.26).

Aim: To revise expressions, phrasal verbs and collocations
as covered in Module 2A.
Time: 15–20 minutes
Activity type: Pairwork or small groups. Students do a
crossword, adding the missing word needed to complete
the sentence.
Preparation: Make one copy of Activity 2A (on p.126) per
two or three students.

1 Two men have been arrested (by the police) in connection
with last week’s robbery.
2 I was woken up by someone calling me/when someone called
me in the middle of the night.
3 All rooms are cleaned to a very high standard every day.
4 Gino was given a company car when he got promoted.
5 This piece of music is known to have been composed by SaintSaëns.
6 I’m having my car looked at (by the mechanic) tomorrow
morning.
7 All the evidence was thought to have been destroyed by the
fire.
8 Our house is being built (for us) by my uncle.
9 Your life will be completely changed by having children/if you
have children.
10 French is spoken by many people in West Africa.
11 I’m going to be taken/being taken to Vienna (by my husband)
for my birthday.
12 All the household chores (you asked me to do) have been
done.
13 My brother had already been told about my engagement.
14 I hope (that) the repairs to the house will have been finished

by tomorrow.
15 You will be told what to bring on your first day.
16 The boy was seen (by witnesses) running out of the shop
holding a black bag.
17 Melissa seemed (to be) really worried by the phone message.
18 It has been agreed that we will postpone the match/that the
match will be postponed until next season.

Procedure
1
2

3

Divide the class into pairs or groups of three and give
each pair/group a copy of the crossword and clues.
Explain that each clue is a sentence that contains an
expression, phrasal verb or collocation in bold. They must
think of the missing word in each one and then write their
answers in the crossword grid.
Allow about 5–10 minutes for students to complete the
crossword, then review their answers as a class, discussing
any that they had problems with.

Variations
If students do this in pairs, you could make this more
communicative by giving the across clues to one student
and the down clues to the other one (as there are fewer
across clues, these could be given to the weaker student if
applicable). They take turns to read out their clues for their

partner, who then completes that part of the crossword.
With a smaller class, the crossword could be projected on the
board, with students taking turns to complete a clue.

Follow-up
Give students two minutes to refer to the crossword
worksheet and ask them to remember as many of the phrases
in bold as they can. Then ask them to turn their crossword
over so they cannot see the clues and elicit the phrases they
remember, writing them on the board. Alternatively, students
write down the ones they remember and the one who
remembers the most is the winner.
ACROSS
1 across 3 whim 6 way 10 expectations 12 rubbed 13 fun
DOWN
2 saw 4 heart 5 close 7 keep 8 up 9 took 11 told
12 run

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Teacher’s Notes

2B: Relative clause dominoes

2C: Tell me …

Use after Language development 1 Exercise 5b (CB, p.29).
Aim: To revise relative clauses and relative pronouns as
covered in Module 2A.
Time: 15–20 minutes
Activity type: Pairwork. Students practise relative clauses
and pronouns through a game of dominoes, matching
sentence halves according to the correct relative pronoun.
Preparation: Copy, cut up and shuffle a set of Activity 2B
dominoes (on p.127) for each pair.

Use after Speaking Exercise 4b (CB, p.33).
Aim: To practise answering questions typically asked in
Speaking Part 1 whilst revising useful phrases for: opinion,
surprise, hesitation and prediction.
Time: 25–30 minutes
Activity type: Pairwork or groups of three. Students
match the responses to the appropriate Part 1 questions.
They then continue by taking turns to ask and answer the
questions in pairs/groups, using their own ideas.
Preparation: Make one copy of Activity 2C (on p.128) per
pair/group, and cut into cards. Shuffle each set.

Procedure
1
2

3

4

5

Divide the class into pairs and give each pair a set of
dominoes. Ask them to share them out equally.
Explain that Student A places a domino face up in front of
them. Student B then places one of his/her dominoes at
either end of the first domino if they can complete one of
these sentences correctly with the cards they have.
Before students start, tell them that if they think their
partner’s sentence is incorrect, they can challenge them.
If the students are unable to agree, the teacher makes the
decision. If the sentence is incorrect or a student is unable
to make a sentence, the turn goes to their partner.
The students continue to take turns to put down a
domino at either end of the domino chain until one of
them has put all their cards down. This person is the
winner.
Round up by finding out who were the winners and
eliciting the completed sentences from the class.

Procedure
1

2
3

4

Variations

Where there is an odd number of students, students could
work in a group of three. They would then have 6 domino
cards each.
The photocopiable activity shows the correct order of the
sentences and how they link together.

5

Divide the class into pairs or groups of three (depending
on the size of your class) and give each pair/group a set
of cards. Tell them that the cards have questions and
responses on them, relating to Part 1 of the Speaking test,
and ask them to spread the cards out face up.
Explain that the aim is for them to match each response to
the appropriate question.
When students have matched the questions and answers,
check answers and elicit the phrases used to give opinion,
show surprise, etc. Refer students to these phrases on
p.33 of module 2B and give them time to revise them
before continuing.
Tell students they are now going to practise asking and
answering the questions themselves. Students take turns
to ask each other a question of their choice. If working in
threes, one student asks the question but both the other
students take turns to answer it. Remind them to use the
phrases covered where they can.
Round up by eliciting some answers to different questions
and finding out which questions students found the
hardest to answer and why.

Variations
If time is limited, students could just take turns to ask and
answer the questions rather than matching the responses
to them. Alternatively, give students the questions and, as
a mingle activity, ask them to go around the room asking
different students the questions and noting their answers.
Round up by eliciting a few ideas.

Follow-up
Students write up their own answers to each of the questions,
using a phrase from Module 2B p.33 in each answer.
The photocopiable activity shows the correct order of the
sentences and how they link together.

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Teacher’s Notes

3A: What’s the word?

3B: Phrasal verb dominoes

Use after Vocabulary 1 Exercise 4b (CB, p.42).
Aim: To revise vocabulary as covered in Module 3A.
Time: 10–15 minutes

Activity type: Pairwork or small groups. Students complete
a puzzle grid, adding the missing words needed to find
another key item of vocabulary from this section.
Preparation: Make one copy of Activity 3A (on p.129) per
two or three students.

Use after Speaking Exercise 2 (CB, p.48).
Aim: To revise phrasal verbs as covered in Module 3B.
Time: 15–20 minutes
Activity type: Pairwork. Students practise phrasal verbs
through a game of dominoes, matching verbs and the
corresponding preposition to create the appropriate
phrasal verb.
Preparation: Copy and cut up a set of Activity 3B dominoes
on p.130 for each pair. Shuffle the dominoes.

Procedure
1
2

3

Divide the class into pairs or groups of three and give
each pair/group a copy of the grid and clues.
Explain that they must complete the sentences with an
appropriate word from the first part of Module 3A and
then transfer it to the puzzle. It might be useful to point
out that the vocabulary can have occurred anywhere in
the module up to this point. Once they have completed
the horizontal clues they should be able to find out what

the vertical word in the grey part of the grid is and write
down the extra word under the clues.
Allow about 5–10 minutes for students to complete the
puzzle, then review their answers as a class.

Procedure
1
2

3

Variations

4

With a smaller class, the puzzle grid could be projected on
the board with students taking turns to complete a clue. With
a weaker class the first letter of each word could be given to
provide some help.

5

1 pull 2 tarmac 3 conveyed 4 rectify 5 ramming
6 swaggering 7 rooted 8 crunch 9 brief 10 culminates
11 rustles

Extra word: protagonist

Divide the class into pairs and give each pair a set of
dominoes. Ask them to share them out equally.

Explain that Student A places a domino face up in front of
them. Student B then places one of his/her dominoes at
either end of the first domino if they can complete one of
the phrasal verbs (in bold) correctly with the cards they
have.
Before students start, tell them that if they think their
partner’s sentence is incorrect, they can challenge them.
If the students are unable to agree, the teacher makes the
decision. If the sentence is incorrect or a student is unable
to make a sentence, the turn goes to their partner.
The students continue to take turns to put down a
domino at either end of the domino chain until one of
them has put all their cards down. This person is the
winner.
Round up by finding out who were the winners and
eliciting the completed sentences from the class.

Variations
If there are an odd number of students, share out the cards
among them.
The photocopiable activity shows the correct order of the
sentences and how they link together.

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Teacher’s Notes

3C: What are you going to say?

4A: What word is missing?

Use after Speaking Exercise 4b (CB, p.49).
Aim: To practise using useful language for the collaborative
task (as covered in Module 3B) whilst responding to
statements/questions on topics that are likely to arise in
Part 3 of the Speaking test.
Time: 20–25 minutes
Activity type: Pairwork. Students practise responding to
comments in particular ways that would be useful in Paper
4 Part 3, the collaborative turn, e.g.: stating their opinion,
introducing disagreement or adding something.
Preparation: Copy and cut up a set of Activity 3C
‘comment’ and ‘action’ cards on p.131 (keeping them
separate), one copy of both per pair.

Use after Vocabulary Exercise 4b (CB, p.58).
Aim: To revise vocabulary as covered in Module 4A.
Time: 10–15 minutes
Activity type: Pairwork or small groups. Students take
turns to read out a sentence that has a word missing. Their
partner(s) must guess the word to gain the card.
Preparation: Make one copy of Activity 4A (on p.132) per
two or three students.
1

2

Procedure
1

2

3

4

5

Divide the class into pairs and give each pair a copy of the
two separate sets of cards. Ask them to place each of the
two sets face down in a pile of their own in front of them.
Explain that students should take turns to pick up a larger
‘comment’ card and read it out to their partner. Their
partner then picks up an ‘action’ card and responds to the
comment made as dictated by the action given.
Before students begin the card activity, turn to page 49
of the Coursebook and revise the phrases given to help
them in the collaborative task. Alternatively revise this
language to begin with.
Once students have started, monitor pairs, checking usage
of the phrases revised and noting good language use and
areas to discuss as a class.
Round up by discussing how the activity went and any
language issues that arose.

3

Divide the class into pairs or small groups and give each
pair/group a copy of the cards. Ask them to place them
face down in a pile in front of them.
Explain that students should take turns to pick up a card
and read the sentence out to their partner or group.
The first person (if working in a group) to guess the
missing word correctly, keeps the card. Then the person
to their left takes a turn to pick up a card and read out
the sentence and so on. Point out that if a wrong word
is given, another student may guess and get the card.
Alternatively, if no one guesses, the student reading the
card can give a clue.
The winner at the end of the game is the person with the
most cards.
The missing word for each sentence is given below the sentence on
each card.

Variations
If there are an odd number of students, share out the cards
among them or have students working in a combination of
pairs and threes.

Follow-up
Students (in their pairs) write another eight ‘comment’ cards
of their own that are swapped with another pair’s cards in a
subsequent class for further practice as required.

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Teacher’s Notes

4B: Prefix dominoes

4C: Sentences into noun clauses

Use after Language development 1 Exercise 3 (CB, p.61).
Aim: To revise the prefixes covered in Module 4A.
Time: 15–20 minutes
Activity type: Pairwork. Students practise using prefixes
through a game of dominoes, matching prefixes with words
they would correctly link to.
Preparation: Copy and cut up a set of Activity 4B dominoes
(on p.133) for each pair.

Use after Language development 2 Exercise 4 (CB, p.66).
Aim: To practise forming noun clauses from sentence stems.
Time: 15–20 minutes
Activity type: Pairs or groups of three. Students have to
complete sentence stems using noun clauses, so that the
new sentences have the same meaning as the original ones.
Preparation: Copy and cut up a set of Activity 4C cards (on
p.134) for each pair/group.

Procedure

Procedure

1

1

2

3

4

5

Divide the class into pairs and give each pair a set of
dominoes. Ask them to share them out equally.
Explain that Student A places a domino face up in front of
them. Student B then places one of their cards at either
end of the first domino if they can make a word using the
prefix and base word cards they have. Explain that they
have encountered many of the words and their prefixes in
the module but that others have been added to widen the
scope and provide further examples of usage.
Before students start, tell them that if they think their
partner’s word is incorrect (and they have used the
incorrect prefix), they can challenge them. If the students
are unable to agree, the teacher makes the decision. If
the word is incorrect or a student is unable to make a

sentence, the turn goes to their partner.
Students continue to take turns to put down a domino at
either end of the domino chain until one of them has put
all their cards down. This person is the winner.
Round up by finding out who were the winners and
eliciting the completed words from the class.

Variations
Where there are an odd number of students, students could
work in a group of three. They would then have 12 domino
cards each.
The photocopiable activity gives a set of correct answers – the
prefix at the end of the card fits with the base word on the
subsequent card. Each card links to the next one given to the right,
horizontally, for example on the first line, under- + -paid / non- +
-conformist and so on. The prefix at the end of the line links to the
one at the beginning of the next line, e.g. en + rich. There may be
other options, however, in terms of prefixes matching with other
base words, e.g. over + develop, over + populated.

2

3

4

Divide the class into pairs or threes and give each pair/
group a set of cards. Ask them to put them in a pile, face
down in front of them.
Explain that Student A takes a card, reads the first

sentence out to Student B and then reads out the
sentence stem. Student B must then complete the
sentence stem using a noun clause so that the new
sentence has the same meaning as the original one.
Student B can ask for the sentence and stem to be
repeated. Depending on the class, it might be a good idea
for students to write down their answers so that they can
discuss them on completion.
Student B then takes a card and repeats the procedure,
followed by Student C if students are working in groups
of three. They continue to take turns reading out and
completing the sentence stems until all the cards have
been dealt with.
Before students start, tell them that if they think someone
else’s sentence is incorrect, they can challenge them. If
the students are unable to agree, the teacher makes the
decision. Round up by discussing the sentences given and
any possible alternatives.

Variation
You may wish to project the cards on the board and ask
different members of the class (alone or in teams) to
complete a set sentence stem or simply share the cards out
among the class as a quick revision exercise.

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Teacher’s Notes
Suggested answers
1 What I had for dinner has given me indigestion.
2 What Jane said surprised us all.
3 Taking evening classes is a great way to meet people.
4 She feared that she’d fail her driving test again.
5 Don’t most people wish they had more free time?
6 What my friends said was so encouraging.
7 We will never understand why she didn’t take the job.
8 The wonderful thing about pets is that they keep you company.
9 Everybody is really disappointed (that) the team lost.
10 It suddenly struck him that staying on was pointless.
11 John’s plan to leave the party unnoticed failed/didn’t work/
didn’t go to plan.
12 Whether or not they’ll arrive on time is questionable/
debatable/uncertain.
13 It’s impossible for me to take the day off tomorrow.
14 Whoever played that last solo is really talented.
15 My aunt loves being taken out for dinner.
16 That you managed to get that job is fantastic.
17 I wonder which route I should take to get to the airport?
18 I don’t know what the name of the new head of department
is/what the new head of department is called.

5A: What’s the word again?
Use after Vocabulary Exercise 4b (CB, p.74).
Aim: To revise vocabulary as covered in Module 5A.
Time: 10–15 minutes

Activity type: Pairwork or small groups. Students complete a
puzzle grid, adding the missing words needed to find another
key item of vocabulary from the section.
Preparation: Make one copy of Activity 5A (on p.135) per two
or three students.

Procedure
1
2

3

Divide the class into pairs or groups of three and give
each pair/group a copy of the grid and clues.
Explain that they must complete the sentences with an
appropriate word and then transfer it to the puzzle. Once
they have completed the horizontal clues they should be
able to find out what the vertical word in the grey part of
the grid is and write down the extra word under the clues.
Point out that this word will also be an item of vocabulary
they have covered in this module.
Allow 5–10 minutes for students to complete the grid,
then review their answers as a class.

Variations
With a smaller class, the puzzle could be projected on the
board, with students taking turns to complete a clue. With a
weaker class the first letter of each word could be given to
provide some help.
1 inequalities 2 fumes 3 triggered 4 famine 5 consume

6 surplus 7 scarce 8 emit 9 diversity 10 erosion
11 compensation
Extra word: legislation

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Teacher’s Notes

5B: Odd one out

5C: Match the mixed conditionals

Use after Language development 1 Exercise 3b (CB, p.77).
Aim: To practise and extend use of modifying gradable and
ungradable adjectives as covered in Module 5A.
Time: 15–20 minutes
Activity type: Pairwork. Students determine which adjective
in a set cannot be used with the modifier given.
Preparation: Copy and cut up a set of Activity 5B cards (on
p.136) for each pair.

Use after Language development 2 Exercise 4c (CB, p.82).
Aim: To revise mixed conditional forms as covered in
Module 5B.
Time: 15–20 minutes

Activity type: Pairwork. Students take turns to match a
sentence beginning with an appropriate ending to complete
the mixed conditionals.
Preparation: Make one copy of Activity 5C (on p.137)
per two students. Divide up the cards into Student A and
Student B cards (as given on the worksheet); each set has
eight white ‘If ’ cards and eight grey ‘result’ cards. Shuffle
each set of cards.

Procedure
1

2

3

4

5

Divide the class into pairs and give each pair a set of
cards. Ask them to put them in a pile, face down, in front
of them.
Explain that students take turns to pick up a card and
read out the contents to their partner. Each card has a
modifying adverb (in capitals/bold) at the top and then
four adjectives. The student being read the options must
decide which adjective does not fit with the modifying
adverb and keeps the card if they get the correct answer
(the answer is marked by an asterisk). If they get the

wrong answer, the person reading out the words keeps it.
Explain that students will have encountered many of the
adverbs and adjectives given but might come across a few
combinations that are new. In this case they should try
to use their own judgement to decide which word is the
odd one out. Encourage students to put aside any cards
containing combinations that are new for discussion during
class feedback.
Students continue to take turns until all cards have been
used. The person with the most cards at the end of the
game is the winner.
Round up by finding out who were the winners and
discussing any questions that arose, providing examples
of usage in sentences for any new combinations students
may be unsure of.

Variation
Depending on time or class size, groups of three or four are
also possible.

Follow-up
Students write a sentence of their own for each card (20 in
total) using each of the adverbs plus one of the adjectives it
can be used to modify.
The odd word out in each set is marked by an asterisk.

Procedure
1

2

3

4

Tell students that this activity revises mixed conditionals and
that the aim is to correctly match the sentence beginnings and
endings.
Divide the class into pairs and in each pair give one student
a set of Student A cards and the other a set of Student B
cards. They can look at their cards but not show them to their
partner.
Student A starts by reading out one of their ‘If ’ cards to
Student B, who then has to decide which of their ‘result’ cards
would correctly match it. If Student B chooses the correct
card they keep the pair. They then take a turn to read out
an ‘If ’ card to Student A. If Student B chooses an incorrect
card, both cards used are put to one side until the end of the
activity, when all unpaired cards are discussed and matched.
Students continue to take turns until all the cards have been
used up. The winner is the one with the most pairs.
When students have finished, check answers and alternative
matches that students may have found. Discuss the time
period focused on in each part of the sentences given, as
well as the tenses used. It may also be useful to discuss which
conditional tense each part uses. Alternatively this could be
set as a follow-on activity or homework.

Variations
Students spread the cards face down. They take turns to turn

over two cards to see whether they make a grammatically
correct sentence and keep any pairs of cards that do, having
an extra turn each time their two cards match. Continue until
all the pairs have been matched. The winner is the person with
the most pairs matched.
If there are an odd number in a class and a group of three
is needed, simply share the student A cards among two of
the weaker students who then work together, taking turns as
student A.

Follow-up
Students use the sentence beginning cards and complete them
using their own ideas. This could be done in pairs or alone.
The photocopiable activity shows the correct mixed conditional
sentences with the result part on a grey card. Other alternative
card mixes may be possible.

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Teacher’s Notes

6A: What’s the phrase?

6B: Spell that

Use after Vocabulary 1 Exercise 4 (CB, p.90).
Aim: To revise set expressions and phrasal verbs as covered
in Module 6A.
Time: 15–20 minutes
Activity type: Pairwork or small groups. Students match
sentence beginnings with an appropriate ending to
complete a phrasal verb or expression.
Preparation: Make one copy of Activity 6A (on p.138)
per two or three students. Separate the (white) sentence
beginnings from the (grey) endings ones.

Use after Language development 1 Exercise 4 (CB, p.93).
Aim: To practise spelling words that are commonly misspelt
(including words covered in Module 6A).
Time: 15–20 minutes
Activity type: Pairwork or small groups. Students take turns
to say a word that another student then has to spell out
loud.
Preparation: Make one copy of Activity 6B (on p.139) per
two or three students.

Procedure
1

2

3

Explain that this activity revises phrasal verbs and
expressions covered in Module 6A and that the aim is to

match sentence beginnings and endings correctly. Point
out that the break in each sentence comes in the middle
of a phrasal verb or expression.
Divide the class into pairs or groups of three (depending
on the size of your class) and give each pair/group a
set of white cards and a set of grey cards. Ask them to
put the white sentence beginnings in a pile face down in
front of them and to spread out the sentence endings
face up on the table. Students take turns to pick a white
card from the top of the pile. They read out the sentence
beginning and their partner must select an ending from
the grey sentence endings. If they get it correct, they keep
the card; if not, the other student keeps it. Students keep
taking turns until all the cards have been used up.
Before students start, tell them that if they think their
partner’s sentence is incorrect, they can challenge them.
If the students are unable to agree, the teacher makes the
decision. Round up by eliciting the completed sentences
and the phrasal verbs or expressions that come up in
them.

Variations
Students spread the cards face down. They take turns to turn
over two cards to see whether they make a sentence and
keep any pairs of cards that do, having an extra turn each
time their two cards match. Continue until all the pairs have
been matched. The winner is the person with the most pairs
matched.

Procedure

1

2

3

Explain that the aim is for students to practise spelling
words that are commonly misspelt. They have covered
some of these in Module 6A but there are some that will
be new to them.
Divide the class into pairs or groups of three (depending
on the size of your class) and give each pair/group a set
of word cards. Tell them that each card contains a word
and ask them to place the cards face down in a pile in
front of them. Students take turns to pick up a card and
read out the word to their partner (or the person to their
right). This person then gives the spelling of the word.
Students check answers as they go. If useful, they can
write the word.
When students have finished, discuss which words they
found problematic and suggest they note those down,
adding to their own personal list of ‘problematic spelling’
words throughout their learning. Elicit any other words
students have problems with.

Variations
Students work in teams and take turns to challenge the other
team to spell a word correctly. Each correct answer gets a
point and the team with the most points wins.

Follow-up
Students create their own sentences using 10–15 words
from the worksheet (particularly those whose spelling is
problematic), underlining the word from the exercise. This will
help them visualise the correct spelling of the word in context.
This could be done for homework.

Follow-up
Students use the sentence beginning cards and complete them
using the rest of the expression or phrasal verb plus ideas of
their own. This could be done in pairs or alone.
The photocopiable activity shows the correct order of the
sentences and how they link together.

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Teacher’s Notes

6C: Which form follows?

7A: Crossword

Use after Language development 2 Exercise 4 (CB, p.98).
Aim: To revise the use of verb + -ing or infinitive with to
forms as covered in Module 6B.

Time: 15–20 minutes
Activity type: Pairwork or small groups. Students match
question beginnings with an appropriate ending, such that
the verb in the first part is followed by another verb in
the correct form. They then ask each other the questions
made.
Preparation: Make one copy of Activity 6C (on p.140)
per two or three students. Separate the (white) question
beginning cards from the (grey) question ending ones.

Use after Vocabulary Exercise 4b (CB, p.106).
Aim: To revise language items covered in Module 7A.
Time: 15–20 minutes
Activity type: Pairwork or small groups. Students do
a crossword, using vocabulary covered in this unit to
complete sentences.
Preparation: Make one copy of Activity 7A (on p.141) per
two or three students.

Procedure
1

2

3

4

Tell students that this activity revises verb + -ing or
infinitive with to and that the aim is to match the sentence

beginnings and endings correctly, so that the verb in the
first part is followed by another verb in the correct form.
Divide the class into pairs or groups of three (depending
on the size of your class) and give each pair/group a set
of cards. Ask them to share out the grey cards among
themselves and to place the white cards face down in a
pile in front of them. Students then take turns to turn over
the top white card, after which each student must look at
their cards and decide which ending fits. The student with
the correct ending keeps the set.
When students have finished, check answers. Discuss any
alternative matches that students came up with and why
they are not possible.
Students now work in the same pair or group and take
turns asking the questions to each other. Encourage them
to ask follow-on questions to get their partner(s) talking
more.

Variations

Procedure
1
2

3

Divide the class into pairs or groups of three and give
each pair/group a copy of the crossword and clues.
Explain that this crossword revises language covered in
Module 7A and that they must think of the missing word

in each sentence (which may be part of a phrase) and
then write their answers in the crossword grid.
Allow 5–10 minutes for students to complete the
crossword, then review their answers as a class.

Variations
If students do this in pairs, you could make this more
communicative by dividing the clues up so each student has
nine clues. They then take turns to read out their clues for
their partner, who completes that part of the crossword.
With a smaller class, the crossword could be projected on the
board with students taking turns to complete a clue.
ACROSS
2 incident 3 rugs 4 conversion 5 walled 6 historic
8 home 10 cows 11 intensive 13 sea 15 differ
16 limited 17 retrieve
DOWN
1 differentiate 3 restricted 7 intense 9 childlike 12 childish
14 hit

Students spread the cards face down. They take turns to turn
over two cards to see whether they make a grammatically
correct sentence and keep any pairs of cards that do, having
an extra turn each time their two cards match. Continue until
all the pairs have been matched. The winner is the person with
the most pairs matched.

Follow-up
Students use the sentence beginning cards and complete them
using an appropriate verb in the correct form, plus ideas of

their own. This could be done in pairs or alone.
The photocopiable activity shows the correct sentences; no other
matches should be possible.

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Teacher’s Notes

7B: The travel game

7C: Hypothetically speaking …

Use after Speaking Exercise 7 (CB, p.113).
Aim: To give students the opportunity to talk about aspects
relating to travel and holidays.
Time: 20–25 minutes
Activity type: Ideally groups of three or four, although pairs
possible. Students play a board game, discussing the travelrelated questions.
Preparation: Make one copy of board game 7B (on p.142)
per group. You will also need counters and a coin for each
group.

Use after Language development 2 Exercise 5 (CB, p.114).
Aim: To revise past tense structures for hypothetical
meanings as covered in Module 7B.

Time: 20–25 minutes
Activity type: Pairwork. Students have to match sentence
stems to situations and then complete them using past
tense structures for hypothetical meanings. The new
sentences must have the same meaning as the initial ones
given.
Preparation: Copy and cut up a set of Activity 7C cards (on
p.143), (separating the white situation cards from the grey
sentence stem ones) for each pair.

Procedure
1
2

3

Divide the class into groups of three or four and give each
group a copy of the board game, counters and a coin.
Explain that they are going to play a game to practise
speaking about aspects relating to travel and holidays. The
aim is to get to the finish first through taking turns (each
student takes turns to throw the coin; heads means move
1 space forward and tails means 2 spaces) and answering
the questions. Encourage students to ask for further
information from the person whose turn it is and, if useful,
revise relevant expressions from the CB to help them with
this speaking activity.
Once each group has a winner, round up and discuss any
interesting answers that were given.

Procedure
1

2

Variations
With a smaller class, the board game could be projected on
the board, with students taking turns to answer a question.

Follow-up
Students choose five of the questions they did not get to
answer and respond to them, either orally (in pairs or the
same group) or in a written format. Alternatively, students
choose an aspect of travelling (relating to the questions; e.g.
travelling alone, adventure travel) that they find interesting and
write a blog article relating to it (220–260 words).

3
4

Divide the class into pairs and give each pair a set of
(white) situation cards and a set of (grey) sentence stem
cards. Ask students to place the white cards face down
in a pile in front of them and then to spread the grey
sentence stem ones face up.
Explain that one student takes a white card and reads the
situation out to their partner. Their partner must then
find the appropriate sentence stem from those spread out
and complete it so that the new sentence has the same
meaning as the original one. This student may ask for the

situation sentence to be repeated. Depending on the
class, it might be a good idea to also get students to write
down their answers so that they can discuss them on
completion.
The students continue to take turns until all the cards have
been dealt with.
Before students start, tell them that if they think their
partner’s sentence is incorrect, they can challenge them.
If the students are unable to agree, the teacher makes
the decision. Round up by eliciting the stems selected to
match with the situations and the sentences given. Discuss
any possible alternatives.

Variations
Where there are an odd number of students, students could
work in a group of three. They would then have 6 cards each.

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Teacher’s Notes
The situations and matching stems are in order, as given on the
worksheet.
1 I’d rather you hadn’t told me the price of a season ticket!
2 It’s time you took a holiday and unwound for a bit.
3 Would you prefer it if we did the journey by train instead of

car?/Would you prefer it if we didn’t do the journey by car but
did it by train? (‘What if we went by train instead of by car?’ is
also possible)
4 What if we had invited them to join us? (‘Would you prefer it if
we had invited them to join us?’ is also possible)
5 You talk as though he didn’t steal that money/he hadn’t stolen
that money.
6 Supposing I had gone to the party, what do you think would
have happened if I’d bumped into my ex?
7 His train may have been delayed.
8 You shouldn’t tell anyone about what happened last night.
9 He should move out and find his own place.
10 They aren’t anything special.
11 We should have stayed in for the evening.
12 I wish she would stop complaining about the weather.

8A: Negative beginnings
Use after Language development 1 Exercise 3c (CB, p.125).
Aim: To revise and extend knowledge of emphasis through
the use of negative introductory expressions as covered in
Module 8A.
Time: 15–20 minutes
Activity type: Groups of three. Students have to complete
sentence stems using negative introductory expressions, so
that the new sentences have the same meaning as the initial
ones given.
Preparation: Copy and cut up a set of Activity 8A cards (on
p.144) for each group.

Procedure

1

2

3

4

Divide the class into threes and give each group a set of
cards. Ask them to put them in a pile, face down in front
of them.
Explain that one student takes a card and reads the first
sentence out to the person on their left and then reads
out the sentence stem. The student on the left must then
complete the sentence stem so that the new sentence has
the same meaning as the original one. They can ask for
the sentence and stem to be repeated. Depending on the
class, it might be a good idea to also get students to write
down their answers so that they can discuss them on
completion.
Explain that students will have encountered most of the
negative introductory phrases covered but might come
across a few variations in this exercise. In this case they
should try to use their own judgement to decide how to
complete the sentence. Students continue to take turns
reading out and completing the sentence stems until all
the cards have been dealt with.
Before students start, tell them that if they think someone
else’s sentence is incorrect, they can challenge them. If
the students are unable to agree, the teacher makes the

decision. Round up by discussing the sentences given and
any possible alternatives.

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Teacher’s Notes

Variations

8B: Complete the gaps

Where there are an even number of students, remove one
of the cards (which doubles up on the stem, e.g. Not until ...)
from the pack. Alternatively, you may wish to project the cards
on the board and ask different members of the class (alone or
in teams) to complete a set sentence stem or simply share the
cards out among the class as a quick revision exercise.

Use after Writing 1 Exercise 3 (CB, p.126).
Aim: To revise expressions, phrasal verbs and collocations
as covered in Module 8A.
Time: 15–20 minutes
Activity type: Pairwork or small groups. Students complete
a crossword using the missing words needed to complete
sentences given.

Preparation: Make one copy of Activity 8B (on p.145) per
pair/group.

Suggested answers
1 On no account should employees use social media sites at work.
2 Never have I encountered such friendly and hospitable people.
3 Not until the doctor says you’re ready can you go back to work.
4 Rarely do we have the opportunity to enjoy a day out without
the kids.
5 No sooner had we sat down to eat than the door bell rang.
6 Not since they were children have they been camping together.
7 Only now is the true impact of the accident becoming clear.
8 Under no circumstances should you arrive at work in jeans.
9 Not only does a good English-to-English dictionary give
definitions but it also gives examples.
10 Seldom does her sister phone her during the week.
11 Try as she might, she couldn’t start the car.
12 Hardly had the door shut behind me, than I heard the phone
ringing (inside the house).
13 Not until technology improved did texting become popular.
14 No sooner had he started telling (them) the story than the
children went quiet.
15 On no account must you go home before the report is
finished/before finishing the report.

Procedure
1
2

3

Divide the class into pairs or groups of three and give
each pair/group a copy of the crossword and clues.
Explain that each sentence has a word missing but that
the first letter of each word is given. Each word may
be an individual item of vocabulary or part of a phrase
or phrasal verb. Students must decide what the missing
word is in each one and then write their answers in the
crossword grid.
Allow 10–15 minutes for students to complete the
crossword. Then review their answers as a class,
discussing any that they had problems with.

Variations
If students do this in pairs, you could make this more
communicative by giving the across clues to one student and
the down clues to the other one (there are ten clues for each).
They then take turns to read out their clues for their partner,
who then completes that part of the crossword.
With a smaller class, the crossword could be projected on the
board, with students taking turns to complete a clue.

Follow-up
Give students two minutes to refer to the crossword
worksheet and ask them to remember as many of the
words and phrases as they can. Then ask them to turn
their crossword over so they cannot see the clues and elicit
the phrases they remember, writing them on the board.
Alternatively, students write down the ones they remember
and the one who remembers the most is the winner.

ACROSS
1 steep 3 cramped 6 offhand 7 mediocre 11 nondescript
13 throw 16 quirky 17 nibble 18 charming 19 packed
DOWN
1 stretch 2 exorbitantly 4 deafening 5 tucked 8 intriguing
9 on 10 heart 12 fumbled 14 stumbled 15 ambience

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Teacher’s Notes

8C: Vocabulary for reviews

9A: Report that

Use after Writing 2 Exercise 4d (CB, p.133).
Aim: To revise useful language that can make written
reviews more interesting and engaging, as covered in
Module 8B.
Time: 20–25 minutes
Activity type: Pairwork. Students take turns to give clues to
their partner so their partner can complete a grid with the
necessary vocabulary and work out the extra word given.
Preparation: Copy and cut up a Student A and B card (on
p.146) for each pair.

Use after Language development 1 Exercise 4d (CB, p.141).
Aim: To revise reporting verbs and the patterns that follow
them when using reported speech, as covered in Module 9A.
Time: 20–25 minutes
Activity type: Pairs or groups of three. Students have to
select an appropriate reporting verb and change the given
sentences into reported speech using the verb chosen.
The new sentences must retain the same meaning as the
original ones.
Preparation: Copy and cut up a set of Activity 9A sentence
cards and a card giving a selection of reporting verbs (on
p.147) for each pair/group.

Procedure
1
2

3

4

5

Divide the class into pairs, allotting roles to Student A and
Student B. Then give each student their grid card.
Explain that each student has a different set of words,
with one vertical one in the grey column and that the aim
of the activity is to take turns to define to each other
the nine words given horizontally so that each student

completes the empty grid on the right side of their card.
If required, allow students time to check on any words
they are not sure of so they are able to explain them to
their partner. With a weaker class you may want to set
time aside (e.g. 5 minutes) for students to write definitions
for their set of words.
Once students are ready, remind them to take turns to
give a definition or explanation for their partner. Students
continue to do this until each one has completed the
empty grid on their card. At this point, students should
ask each other what word they have in the grey vertical
column of the grid before checking whether each other’s
answers are correct.
Round up by eliciting what the vertical words were in
each grid and asking students to create a few example
sentences showing their usage. Then ask students which
word from each card would have a hyphen and where it
would be placed, e.g. far-fetched (Student A) and spinechilling (Student B). You may also wish to discuss which
words have a positive meaning and which have a negative
one. Alternatively, you could ask students to discuss this in
their pairs before checking as a class.

Variations
If there are an odd number of students, create a group of
three and put two weaker students together as Student A or
B, leaving the other student to work alone with their card.

Follow-up
Students write a review of a film or book they have seen or
read (200–260 words), incorporating as many of the words

from the exercise as possible. Alternatively, Student A writes a
review using as many of their words as possible, and Student B
does the same with theirs.
The photocopiable grids show the words each student has to
explain to the other and fill in.

Procedure
1

2

3

4

Divide the class into twos or threes and give each pair/
group a set of cards. Ask them to put the sentence cards
in a pile face down in front of them and to have the card
giving a selection of reporting verbs face up on the table.
Explain that one student takes a situation card and reads
the sentence to their partner or group. The person
to their left must then select an appropriate reporting
verb from the list given and rephrase the sentence using
reported speech and the verb they have chosen. Tell
students that each reporting verb should only be used
once and must be a different verb from the one used in
the situation. Point out that the new sentence must have
the same meaning as the original one. Remind students
that they can ask for the original sentence to be repeated
if needed. Depending on the class, it might be a good idea

to also get students to write down their answers as they
go so that they can discuss them on completion.
The students continue to take turns picking up a sentence
card, choosing the appropriate reporting verb and
rephrasing the sentence in reported speech until all the
cards have been dealt with.
Before students start, tell them that if they think one of
their partner’s sentences is incorrect, they can challenge
them. If the students are unable to agree, the teacher
makes the decision. Round up by eliciting the reporting
verbs chosen for each sentence and the sentences given.
Discuss any possible alternatives.

Variations
Depending on time, you may wish to project the sentence
cards and selection of reporting verbs on the board and ask
different members of the class (alone or in teams) to select a
verb and rephrase a set sentence. Alternatively, simply share
out the sentences among the class as a quick revision exercise.
With a stronger class, you could alter the activity slightly by
asking students to read out the card to their partner or the
person on their left if working in a group. The other person
then reports back what they said, choosing the appropriate
reporting verb themselves. For this variation, it might be an
idea for students to use the same pronoun (either he or she)
at the beginning of each reported sentence.

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Teacher’s Notes

Follow-up

9B: Let’s talk about memory

Discuss other reporting verbs (not included in the activity)
that can be used, noting them on the board, e.g. compliment,
invite, encourage, demand, beg and promise. Ask students to
then (or for homework) create their own sentences, which
can be reported using each of the reporting verbs given, e.g.
(compliment)
‘What a beautiful dress you’re wearing.’
=> He complimented her on the beautiful dress she was
wearing.

Use after Speaking Exercise 2 (CB, p.145).
Aim: To give students the opportunity to discuss further
questions relating to memory and practise using memoryrelated vocabulary as covered in Module 9B.
Time: 20–25 minutes
Activity type: Pairs or groupwork. Students take turns to
ask and answer questions relating to memory.
Preparation: Copy and cut up a set of Activity 9B cards (on
p.148) for each pair/group.

Suggested answers

1 He/She apologised for forgetting his/her birthday.
2 He/She blamed Tim for stealing the money.
3 He/She reminded him/her to call him/her as soon as he/she
got his/her results.
4 He/She regretted shouting at Kim.
5 He/She admitted (that) he/she had failed his/her driving test
three times.
6 He/She explained that he/she had started swimming (so as/in
order) to get fit.
7 He/She complained that the steak was overcooked and far
too chewy.
8 He/She noticed that Belmon’s summer sale started the
following week.
9 He/She denied breaking the remote control.
10 He/She advised her/him/me/us not to drive anywhere
alone.
11 He/She confessed to breaking/that he/she had broken the
window.
12 He/She insisted that I/he/she/we come to his/her place.
13 He/She recommended a new Spanish restaurant in town.
14 He/She refused his/her offer.
15 He/She agreed to come on holiday with me/us.
16 He/She offered to help her/him/us with her/his/our bags.
17 He/She asked where the Post Office was.
18 He/She congratulated me/him/her/us/them on passing
my/his/her/our/their exams.

Procedure
1

2

3

Divide the class into twos or threes and give each pair/
group a set of cards. Ask them to put them in a pile, face
down in front of them.
Explain that one student takes a card and asks their
partner or the person to their right, if in a group, their
question. Students use the questions to begin a discussion
on different aspects relating to memory, asking follow-on
questions as useful.
Students continue to take turns to ask and answer
questions until all the cards have been dealt with.

Follow-up
Students choose one of the questions and write a blog article
that answers the question and provides a more detailed
answer (220–260 words).

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Teacher’s Notes

9C: Word plus preposition dominoes

10A: Across and down

Use after Language development 2 Exercise 4 (CB, p.146).
Aim: To revise the noun, adjective and verb + preposition
combinations covered in Module 9B.
Time: 20–25 minutes
Activity type: Groups of three. Students practise matching
prepositions that go with set nouns, verbs and adjectives,
through a game of dominoes.
Preparation: Copy, cut up and shuffle a set of Activity 9C
dominoes (on p.149) for each pair/group.

Use after Vocabulary Exercise 4b (CB, p.154).
Aim: To revise vocabulary and expressions relating to sport
and fitness as covered in Module 10A.
Time: 15–20 minutes
Activity type: Pairwork or small groups. Students complete
a crossword using the missing words needed to complete
sentences given.
Preparation: Make one copy of Activity 10A (on p.150) per
pair/group.

Procedure

Procedure

1

1

2

3

4

5

Divide the class into threes and give each group a set of
dominoes. Ask them to share them out equally.
Explain that Student A places a domino face up in front
of them. Student B then places one of his/her dominoes
at either end of the first domino if they have the correct
noun, adjective, verb or preposition to do so. They
then make a sentence using the word plus preposition.
Explain that they have encountered all of these word
+ preposition combinations in the module and that the
verbs, adjectives and nouns on the cards are labelled to
help with the formulation of sentences.
Before students start, tell them that if they think their
partner’s combination is incorrect, they can challenge it. If
the students are unable to agree, the teacher makes the
decision. If the word is incorrect or a student is unable to
make a sentence, the turn goes to their partner.
Students continue to take turns to put down a domino at
either end of the domino chain until one of them has put
all their cards down. This person is the winner.
Round up by finding out who were the winners and
discussing any questions students may have.

Variations
As there are 39 cards in total, if you wish students to work
in pairs or groups of four, either remove one (for pairs) or
three (for groups of four) cards which double up on the
prepositions used, or share out an unequal quantity.
The photocopiable activity gives a set of correct answers whereby
the preposition given at the beginning of the card fits with the
noun, adjective or verb given on the previous one. Each card
links to the next one given to the right, such that escape links to
from, advise with to, shout (at the end of the line) with at (at the
beginning of the next line), etc. There may be other options,
however, where more than one preposition can follow (with a
different meaning) the noun, adjective or verb given, e.g. shout to
or at someone.

2

3

Divide the class into pairs or groups of three and give
each pair/group a copy of the crossword and clues.
Explain that each sentence has a word missing but that
the first letter of each word is given. Each word may
be an individual item of vocabulary or part of a phrase
or phrasal verb. Students must decide what the missing
word is in each one and then write their answers in the
crossword grid.
Allow 10–15 minutes for students to complete the
crossword and then review their answers as a class,

discussing any that they had problems with.

Variations
If students do this in pairs, you could make this more
communicative by giving the across clues to one student and
the down clues to the other one (there are nine clues both
across and down). They then take turns to read out their
clues for their partner, who then completes that part of the
crossword.
With a smaller class, the crossword could be projected on the
board, with students taking turns to complete a clue.

Follow-up
Give students two minutes to refer to the crossword
worksheet and ask them to remember as many of the
words and phrases as they can. Then ask them to turn
their crossword over so they cannot see the clues and elicit
the phrases they remember, writing them on the board.
Alternatively, students write down the ones they remember
and the one who remembers the most is the winner.
ACROSS
2 cardio(-)vascular 6 regime 7 adrenalin 8 personalised
13 moves 15 in 16 nutrition 17 wind 18 line
DOWN
1 protein 3 core 4 ball 5 diet 9 skated 10 sweating
11 stamina 12 rein 14 sailed

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Teacher’s Notes

10B: Change it from the modal
Use after Language development 2 Exercise 4b (CB, p.162).
Aim: To revise alternative structures that can replace
modals as covered in Module 10B.
Time: 20–25 minutes
Activity type: Pairs or groups of three. Students have to
change given sentences containing modals into non-modal
forms, using the verb or words dictated on the card and the
register given. The new sentences must retain the meaning
of the original ones.
Preparation: Copy and cut up a set of Activity 10B cards
(on p.151) for each pair/group.

Procedure
1

2

3

4

Divide the class into twos or threes and give each pair/
group a set of cards. Ask them to put them in a pile, face

down in front of them.
Explain that one student takes a card and reads the first
sentence out to their partner (or the person to their
left in a group of three), then reads out the word(s) in
bold and register (very formal, quite formal, formal or
informal) they must use as given on the bottom of the
card. Their partner/the person to their left must then
rephrase the sentence, replacing the modal or semi-modal
given (underlined) using the word(s) given in the correct
form so that the new sentence retains the meaning of the
original one (but does not use a modal or semi-modal).
They can ask for the sentence and verb to be repeated.
Depending on the class, it might be a good idea to ask
students to write down their answers so that they can
discuss them on completion.
Before students start, tell them that if they think one of
their partner’s sentences is incorrect, they can challenge
them. If the students are unable to agree, the teacher
makes the decision. Round up by discussing the sentences
given and any possible alternatives.
The students continue to take turns until all the cards have
been dealt with.

With a stronger class, particularly if used immediately after
Exercise 4b, the sentence and then register (as given in capitals
in the brackets after each sentence) could be read out, rather
than the verb/verb phrase to be used.
1 You were supposed to check when the last train left.
2 All visitors are required to obtain a visa to enter the country.
3 I think you’d/you had better ask whether you get a student

discount. 4 Remember, you’re/you are under no obligation to
pay back the loan immediately. 5 All outstanding reports are to
be completed by the end of the week. 6 I/We felt obliged to
wear formal clothing to the meal. 7 It is forbidden to leave fire
doors open at any time. 8 If you want to get a parking space,
it is advisable to arrive early./It is advisable to arrive early if you
want to get a parking space. 9 You were supposed to send/to
have sent that email first thing this morning. 10 All visitors to the
construction site are required to wear hard hats.
11 I think you’d/you had better ask Jo for some help.
12 Remember, you’re/you are under no obligation to accept
the offer. 13 All pay claims are to be completed by the 23rd
of the month. 14 I felt obliged to invite Markus and his wife to
the reception. 15 It is forbidden to wear jeans or flip-flops at
work. 16 If you really want the job, it is advisable to read up on
the company and show you’re/you are interested./It is advisable
to read up on the company and show you’re/you are interested if
you really want the job.

Variations
Depending on time, you may wish to project the cards on
the board and ask different members of the class (alone or in
teams) to complete a set sentence stem or simply share the
cards out among the class as a quick revision exercise.

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Teacher’s Notes

10C: Complete and reorder the proposal

Variations

Use after Writing 2 Exercise 4b (CB, p.165).
Aim: To revise useful phrases and practise organising ideas
for the writing of proposals as covered in Module 10B.
Time: 20–25 minutes
Activity type: Pairwork/groups of three. Students add in
phrases to complete the sentences of a proposal, which
they then put into the correct order so as to produce a
completed version.
Preparation: Make one copy of Activity 10B (on p.152) per
two/three students. Cut up each part so you have a box of
phrases and also a set of sentence cards per pair/group.

Depending on time, you may wish to project the whole
worksheet on the board and elicit the missing phrases in teams
or as a class. This could be done at a later date before further
practice on proposals is undertaken. You could set a time and
ask students to work in pairs to then reorder the sentences.

Procedure
1

2

3
4

Divide the class into pairs or threes and give each pair/
group their box of phrases and the proposal sentence
cards.
Explain that first they must complete the sentences using
phrases from the box, as covered in this module. Each one
is used once.
Students must then reorder their sentences to create the
finished proposal.
After both tasks have been completed, check answers as
a class. You may wish to project the finished proposal on
the board to round off.

NOTE: The worksheet presents the proposal in the
correct completed order.
Proposal
The aim of this proposal is to suggest how facilities on campus
may be improved, bearing in mind financial constraints. Having
considered all feedback received from students, a clear picture
emerges.
Suggestions and recommendations
1 The library
Whilst the library is generally well-stocked, there have been many
requests for additional copies of key textbooks and articles to be
available so that all students can access them when needed. One
low-cost option would be to reduce the loan period from a week
to three days, thus increasing availability. The library could also

purchase extra copies.
2 The IT facilities
Many students have said they would welcome extended opening
hours at the IT rooms, which currently close at 8 p.m. Students
have commented that if 24/7 access were available, they would
be better able to complete assignments without undue stress. I
would suggest we set up a security system for after-hours opening,
where students swipe in using their student cards.
3 Student union
A constant complaint has been that the union offers little variety in
terms of the entertainment available. It is clear that our students
would like to hold events such as international film nights, open
mike and comedy nights. They have said they would be prepared
to organise events and have suggested establishing specific
societies to do that.
Conclusion
Without excessive spending, the facilities on campus could be
improved. If the university is to maintain its status, it is vital that
the above points be addressed. Obviously, all developments
would be best discussed with the students’ association so as to
encourage their involvement.
[262 words]

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