-intermediate Teacher’s Book : CAMBRIDGE ris Redston & Jeremy Day with Gillie Cunningham UNIVERSITY PRESSClassroom Activities and Games activities and games can be used to practise a ‘of diferent language areas in class, The Teaching (626) suggest whan they can be used alongside the sin the Student's Book, ‘This activity is useful for revising vocabulary. You need classroom where students can stand in two lines in the centre of the room, facing the board. * Divide the class into two teams, Each team stands, ima line facing the board, Divide the board into two columns with the headings Team A and Team B. ‘Give the first student in each team a board pen. ‘Gixe students a topic (for example types of film, types FTV programme, etc.) and a time limit (for example, three minutes). Say Go. The first student in each team runs to the board, writes a word associated with the topic in his! hier teams column, runs back and gives the pen to the sccond student, who does the same and so on. Students can help other members of their team. ‘When the time is up, students sit down. Check answers ‘with the whole class. Teams get one point for each ‘answer, one point for each word/phase that is spelled correctly and one point for each answer not in the other team’s lst. + The team with the most points wins. Know, Might Know, Don’t Know ‘This activity helps you to find out what vocabulary szudeats already know. It is a good activity for mixed-level classes, 25 stronger students can teach lower-level students spocabulary that they don't know. = Before the lesson, write a worksheet containing 15-20 swords or phrases you want to teach or review. = Photocopy one worksheet for each student. = Inclass, give each student a copy of the worksheet. ‘Tell students to divide the words into three groups: (Cknow this word/phrase and can give an example or efinition), (I think T know this word/phrase but I'm ‘not sure) and (I don't know this word/phrase. Students work in pairs or groups and compare their ‘answers. If one student knows a word, helshe should tcach it to his/her partner or the other members of the group. Alternatively, students can move around the room and talk to various students. When they have finished, students say which words! phrases they still don’t know. Encourage other groups to give definitions to help them, or give the meanings and examples yourself. Allow time for students to record any new vocabulary in their notebooks. Dialogue Build This activity focuses on grammatical accuracy as well as giving students confidence in speaking. Before the lesson, prepare a 6-S-line conversation based on language the students should know. Find a magazine picture of each person in the conversation (or draw two people on the board). In class, set the context, for example, on the telephone. Put the two speakers’ pictures on either side of the board. {Draw a speech bubble from the person who speaks first and insert a prompr, for example, speak. Elicit the target sentence, for example, Hello. Could I speak to Jill?. Model and drill the target language with the ‘whole class and then individually. Don’t write the sentence on the board at this stage. 4 Draw a reply speech bubble from the other person and insert a prompt, for example, afraid. Elicit the target sentence and continue as above, establishing one line each time until the conversation is complete. Students practise the conversation in pairs. They then change roles and practise the conversation again. Re-elicit the whole conversation, writing each line on the board by the appropriate prompt. Give students time to copy the conversation into their notebooks. Running Dictation This activity involves all four skills (reading, writing, speaking and listening) and is a good way ro inject some energy into a class. * Before the lesson, choose a short text. This text cam be used to introduce a topic in a lesson, provide 2 conte for new language, review a language area already covered or simply provide extra reading practice. Photocopy one copy of the text for each seudent. In class, divide students into pairs, one reporter and one secretary. Secretaries sit near the back of the class with pen and paper. Put one copy of the text on the board. With larger classes, put other copies on the wall at the front of the class. ‘When you say Go, the reporters go to the board, remember as much as they can of the text, then run back to their secretaries, who must write down the exact words they hear. When a reporter has told his/her secretary all he/she can remember, he/she gocs back to the board and repeats the process. In the middle of the activity, clap your hands and tell students to change roles. ‘The frst pair to complete the text wins. Continue the activity until most or all of the students have finished. Give a copy of the text to each student. Students then check their version of the text against the original.Pelmanism This is a student-centred activity which can be used to review vocabulary or grammat. ‘+ Before the lesson, prepare a set of 10 pairs of cards for each pair of students (for example, brightlintelligent, consideratethelpjul,e ‘+ In class, put one set of cards on the table arranged face- down in five rows of four cards each, ‘+ Demonstrate how to play the game by turning over ‘two cards. If they don’t match, put them back in the same places, face-down. Explain that ifa student has a successful match, he/she has another turn, ‘Give a set of cards to each pair. Students take turns to ‘turn over two cards until all the pairs are matched. The student with the most pairs of cards wins. Grammar Auction This is a fun grammar revision activity which involves the whole class. + Before the class, prepare a worksheet with 10-12 sentences on it, based on the grammar areas you have covered with your class. Some of the sentences should be correct English and some should contain mistakes. * Photocopy one worksheet for each student. * In the lesson, divide the class into teams of four or five. Give one worksheet to each student. Students discuss in their groups which sentences are correct and which are incorrect. Students should speak quietly so that other ‘teams can’t hear them. ‘+ Check thar they know what an auction is and how to buy something, Tell the class each group has £20,000 to spend. Act as the auctioneer and sell the sentences, ‘one at a time. + Students try to buy the correct sentences. They can also use tactics to persuade other teams to buy the incorrect cones, for example, bidding for incorrect sentences to put doubt into the minds of the other students. + When a group buys a sentence, they mark thar sentence on their worksheet. Students must stop bidding when they have no more money. ‘+ When all the sentences have been sold, check which are correct with the class. The team with the most correct sentences wins. In the case of a tie, the team with the most money left wins ‘+ Atthe end of the auction, students work in their groups and correct the incorrect sentences. Check answers with the class. Pyrai This activity encourages students to exchange ideas and opinions in a fun, student-centred way. Seta context (for example, tell students they are going ‘ona trip to the desert and need to decide what to take with them). Give each student a lis of 10-15 items or write them con the board. Students work on their own and choose the five most useful items to take with them. Students should also think of a reason for choosing each one. Each student then shows their list of five items to a partner. Together they must agree on only five items from both their lists. Students work in groups of four and repeat the previous stage so that they end up with a new list of only five items. If you have a big class, you can then pur students into groups of eight, and so on. Finally, the whole class share their ideas and try to agree on the best five answers. Consequences ‘This activity gives students freer practice of collaborative vwriting, It allows them to be creative while practising language taught in the lesson (for example, Past Simple and Past Continuous or connecting words). Give each student a clean piece of paper to write ‘on (or ask each of them to take one page from their notebooks). Give students a series of instructions about what to write (for example, a woman’s name, a man’s name, where and how they met, what they were doing when they met, what they said to each other, what they did next, when they saw each other again, what happened in the end). Check that students are writing full sentences. After each student has written an answer to each instruction, they fold their paper just enough to hide what they have written and pass it on to the student on. their left. ‘When students have finished the story, they fold the ‘paper one more time and pass it to the person on their left. This student opens ic and reads it. Ask students to read out any funny or interesting examples to the class. Display the stories around the class for everyone to read. Students decide which one is the best and why.Vocabulary common phrases; question ; 7 words Life stories Grammar review of verb forms and Student's Book p6-p7 F questions BEvEW ces uae oe LE a natin, Reading, Listening and Speaking si ‘re short activities which review Bishyteuchtlenquageand are designed olest about Kl @ Check students know famous /feimos/ and drill “en minutes. For more information on Reviewng anc es ra a teas ae Elsie the name of famous British person and reasons why he/she is famous. Meee ee ors Students work on their own and write three more fs ee names and why the people are famous. ret ceiiecucunece B Students work in pits and discuss the people on ee their lists. They then choose the most famous person Eabatk wo people they spoke to with the cass, from all of their lists. You can pre-teach the phrase ve never heard of ... before they start. [Ask seucents to share their answers with the class. Vocabulary and Speaking sane ‘Common phrases EXTRA MEA aa BBB Focus students on the title of the lesson and tell them | 2 Oo this as a Pyramid Discussion (see 25). Check ‘hat these phrases will help them to talk about their | students remember how to use comparatives (think Gaily lives. Students work in pairs and divide the |__ ss 18 more famous than ... because ..) phrases into the four categories. Note that all these — anne Phrases were introduced in face@face Elementary. 4 Focus students on the photos of Jamie Oliver. Ask emer ne students what his name is and elicit why he is famous Bienen! the phrases. Highlight the (he’s a chef). Pre-teach celebrity profile (an article pronunciation of college /kolids/ and language which gives information about a famous person). erent b Be prepaced with definitions, exemple seaiams ees ete, to pre-teach the vocabulary, or bring in 2 see ° 2 ee of dictionaries for students to check the meanings for a big/small company; work at the weekends themselves. Note that the aim is to highlight whac Bes the caline a loniplay vdeo anes; ‘words you need to pre-teach in order to help stadexns chat to friends online; go to concerts understand the profile and exercises that follow: The Study: go to school/college/university; have a degrees vocabulary is not in the Language Summaries im the ‘seady another language Student’s Book. Model and dil he words, Pay parccularaetiog cs to the pronunciation of recipe tesopil, series EXTRA IDEA P'staizz, campaign Ikcem pernl, government = Students work in groups and think of other phrases /'gavanment/ and ingredients /m'grixdiants!. for each category. 4 Write these on the board, check © Give students time to read a~c. ‘meaning with the class and give students time to copy 1 Play the recording, Students do the activity the phrases into their notebooks. ‘on their own. Check answers with the class. Point Oo nena out that JK Rowling (the author of the Harry Potter BBB Sendencs work on their own and tick the phrases seties) is the UK’s biggest-selling author of alltime. in 4 that are true for them now or in the past. 2a 9¢ 4b Sd _Focus students on the speech bubbles and highlight the example of a follow-up question to find ‘out more information. Point out that we can say Ihave three children. ot I've got three children. Students work in groups and tell each other about themselves, using phrases from 4. Encourage students 2 In 1999. 8 A new book of recipes, 4’The drums. to ask each other follow-up questions. ‘5 Every week. 6 Four. 7 In Australia and other [Ask students to share interesting information with ‘countries around the world. 8 For three years. 925. the class. 40 The British Prime Minister. 11 Because he wanted schools to give children healthier meals. 12 An extra £280 million. Id @ Focus on the example. Students work on their ‘own and answer the questions, then check answers im pairs. Check answers with the class.b EA Write the first question How does Jamie travel around London? on the board. Elicit the question, word (How) and underline it. Students then do the exercise on their own or in pairs. Check answers with the class. © Students do the exercise in [UEUTEETEER SB p127 on their own, then check in pairs. Check answers with the class and give students time to read the TIPS. Highlight the difference between Which ... ? and What... ?, but point ont that we can often use either of these question words with no difference in meaning: Which/What newspaper do you read?. Also check students remember the question word Whose ... ? and point out that What kind of ..% What sort of ... # and What type of ... ? have the same meaning. 2When 3 Where 4Why 6 What 7 How many ‘8 How long 9 How old 10 How 41 How much 12 How often HELP WITH GRAMMAR Review of verb forms and questions Help with Grammar sections help students to ‘examine examples of language and discover the rules ‘of meaning, form and use for themselves. Students should usually do the exercises on their own or in pairs, then check their answers in the Language Summaries in the back of the Student’s Book. You cea ten check the main points with the whole lass 2s necessary. For more information on the face2face approach to Grammar, see p20. @-d Focus students on the words/phrases in bold in. the profile. Students do exercises 6a-c on their own, thea check in SB pl2s EX While students are working, draw the table from 6b on the board so that you are ready to check theit answers. Check answers with the class. + aPresent Continuous: is writing Past Simple: worked be going to: is going to open * b Focus students on the table on the board. Elicit which words in questions 2~4 from Sa go in each column and complete the table (see the table in SB p128) + Use the examples to highlight the typical word order in questions: question word + auxiliary + subject + verb + ‘Ask students which auxiliaries we use for the Present Simple (do or does) and the Past Simple (did) and the Present Continuous (am, is or are). ‘+ 1 Because the verb is be, which doesn’t have an auxiliary. 2 has got 3 When we want to ask about fixed plans for the future. EM @ Focus students on the example. Students then do the exercise on their own, referring back to the table in 6b if necessary. b EGE 2 Play the recording. Seudents listen and check their answers. Check answers with the class, Play the recording again. Students listen and repeat the questions. Note that ERUMUGENMIN in the Student’s Book indicates a stage where students can practise pronunciation. 2 How many brothers and sisters have you got? 8 Why are you studying English? 4 Which other languages can you speak? ‘8 What's your favourite restaurant or café? 6 What did you do last New Year’s Eve? 7 What are you going to do next weekend? © Students do the exercise in pairs. Monitor and correct pronunciation as necessary. Ask students to share interesting answers with the class. Get ready ... Get it righ’ There is a Get ready ... Get it right! activ end of every A and B lesson. The Get ready stage helps students to collect their ideas and prepare the language they need to complete the task. The Get it right! stage gives students the ‘opportunity to use the languaze they have learned in the lesson in a communicative (and often personalised) context. These two-stage activities help students to become more fluent without losing the accuracy they have buile up during the controlled practice stages of the lesson. For moze on the face2face approach to Speaking, see p20. at the| KG Students work on their own and write eight questions. If necessary, elicit a question for each of the prompts before they start. While students are working, check their questions for accuracy and help with any problems, KE @ Students do the activity in pairs. If possible, pput students in pairs with someone they don’t know very well. Make sure that students make notes on their partners’ answers. While they are working, monitor and help with any problems. 'b Put students into new pairs. Students tell their new partner about the person they talked to in Ga. © Finally, ask students to tell the class nwo things about their first partner.Focus students on the celebrity profile, Students work on their own and use the notes they made in Sa to write a profile of their partner. Remind students to use paragraphs. You can seta time limit often or fifteen ‘minutes. While they are working, check thir writing for accuracy and help with any problems. With low-level lass, provide a template for ther profile before students start writing, for example, Alyssa i. ald. She fas .. brothers and sisters. She's a... /She studies... . Inher tree time she... . Last holiday, she went 10... When they have finished, students swap papers withthe person they interviewed and check the information about ‘themselves is correct. ‘Ask students to bring in small photos of themselves for the next lesson. Display all the profiles, with the photos attached, under a heading Our class. If you are teaching multilingual class, you can put the profiles near a world ‘map with a string connecting each profil tothe relevant country or city. Gens 1A Ask me! p148 (instructions p132} Extra Practice 1A SB 115 Self-study DVD-ROM Lesson 1A ‘Workbook Lesson 1A 95 Student’s Book p8-p9 QUICK REVIEW This activity reviews question forms. (Check students understand have @ ot in common with ‘someone. Elicit a few possible questions from the class, Put students in different pairs from the last lesson. Students take tums to ask and answer questions to find four things they have in common about family, work, free tine or study. Ask students to share interesting answers with the class. Vocabulary and Speaking Collocations (1): work MEM Focus students on the diagram and point out in, for and with, Highlight the examples with the class. Students work in pairs to put the rest of the words/ phrases into the correct places in the diagram. EX While students are working, draw the diagram on the board so you are ready to check students’ answers. Students check their answers in SB pl27. Note that in face2tace Pre-intermediate only the meanings of new words/phrases are shown in the Language Summaries. The meaning of these words/ phrases are given in a dictionary box. EZ Check answers with the class by eliciting the words and writing them in the correct places on the board. Check students understand the new words in the dictionary box (a factory, a fashion company, an airline, a multinational, an advertising agency, disabled, volunteers). ‘with companies ind we use with with people. Use the completed diagram to highlight the following patterns with work: we use irr with places; we use for Super commuters Vocabulary collocations (1): work: questions about travel Grammar subject questions Z a Point out that we can also say I work at home and establish that I work for myself means I'm self- employed. in: an office, a factory, a hospital, a hotel for: an airline, a multinational, an engineering company, an advertising agency with: unemployed people, teenagers, disabled people, volunteers, Before the lesson, copy the words/phrases in 1 onto cards and draw the diagram on the board. Distribute the cards among the students. Students {0 tothe board and put the words/phrases under the correct headings. Check answers withthe class. HELP WITH LISTENING Word stress Help with Listening sections are designed to help students understand natural spoken English. They ‘often focus on phonological aspects of spoken English which make listening problematic for students, For more information on the face2tace approach to Listening and the rationale behind the Help with Listening syllabus, sce p20. ‘This Help with Listening section introduces students to the concept of word stress.Z Write college, university and cinema on the |. Ask students how many syllables each word has (two, five and three) and where the main stress is con each word (cillege, university, cinema). Focus students on the words in the box and point out how the stress is marked in the Student's Book (*). [GEE ¢ Play the recording, Students listen and notice the word stress. Note that you don't need to drill these words as this stage is to help students to hear the stress rather than produce it. Point out the stress on the individual words fashion and cdmpany, then point out the main stress when the words are combined into the phrase fashion company. Highlight that we only show the main stress in phrases in face2face. Students work in pairs and mark the stress on the words in the box. Encourage students to say the ‘words aloud in order to hear where the word stress is. ¢ EGE < Play the recording, Students listen and check their answers. ‘factory; teenagers; disibled; héspital; engineering; volunteers; hotel; advertising: agency 5 Play the recording, Students listen and repeat the phrases in 1, focusing on the word 2 BY Write the name of one person you know with a job and any phrases from 4 that describe the job on the board. Use this information to tell the students about this person’s job. Students do the exercise on their own. While they are working, monitor and help with any problems. B Students work in pairs and take turns to tell their partner about these people’s jobs. Encourage students to ask follow-up questions. Scadents then decide who has the most interesting job ged sy why. Ask students to share their answers with the class. a-b Students do the exercises on their own or in pairs, then check in SB pl27. Check answers with the class. Point out that the phrases in brackets are optional and that native English speakers often miss our these phrases. Highlight that How far... ? asks about distance and How long ... # asks about time, Also establish that get in questions 1 and 3 means travel. Model and drill che questions and answers in 8a and 5b. Note that kilometres can be pronounced in two Gifferent ways, /kr'lomitaz/ and /'kila,mittazl. a 1 How 2 How far 3 How long 4 How mach b td 2a 3c 4b © Students do the exercise in pairs. Ask students to share interesting answers with the class. Reading Lo] a Focus students on the article on SB p9 and ask what the three people in the photos are doing, Pre-teach unbelievable, traffic jam and commute and check students remember TV series. Ask if anyone knows where York is (in the north of England, about 300 kilometres from London). Make sure students don’t confuse it with New York. Students read the article and answer the questions. Set a time limit of two minutes to encourage students to read for gist. Check answers with the class. The TV series is about commuting long distances to work. A commuter is someone who travels from home to work every day, often quite long distances. BRAD }— | you have a map in the class, show/elicit where Bangkok, London, York, Paris and Krakw are before students read. b Students read the article again and answer the questions, then check answers in pairs or groups. ‘Check answers with the class. You can also ask students what they think about the article and people who commute such long distances. 1 Seven years ago. 2 Four kilometres. 3 Over two hours. 4 Seven or eight hours a day. 5 He's a lawyer for an American multinational. 6A fashion company. 7 In Krak6w in Poland. HELP WITH GRAMMAR Subject questions ‘and Students do the exercises on their own or in airs, chen check in SB p28, E4While students are working, write questions 1-4 in 7a on the board ready for checking. Check answers with the class, © a1 Mick Benton, 2 Sarah Mead. 3The TV series. 4 In Paris. ‘© b Land 2. These are called subject questions. ‘* cUse questions 1 and 2 on the board to highlight that subject questions have the same word order a positive sentences: subject + verb +... . We don’t use the auxiliaries do, does or did in Present Simple and Past Simple subject questions. ‘Use questions 3 and 4 on the board to point out the typical word order in non-subject questions: question word + auxiliary + subject + infinitive +. Also highlight the use of the auxiliaries did and does in these questions. * Note that non-subject questions ask about the object of a sentence (the TV series) or a preposition + noun (in Paris), ‘Point out that we can also make subject questions with What, Whose and Which: What happened? Whose journey takes two hours? Which journey costs the most?EES ’'="54~--— HG Use the example to highlight that the students should make questions to ask about the words in bold Remind students where York is, If you used a map in the Extra idea in 6 to show where the places were, point out the location of York again. Students write questions on their own. Early finishers can check their answers in pairs. 2Where did Mick work? 3 Who lives in York? 4 Where does Sarah work? § Who works for an advertising agency? 6 What time/When does the Programme start? Listening and Speaking EX 2 Tell students they are going to listen to Gary, Sarah and Luke talking on the Super Commuters 2 TV programme. FEB Pay the recording (SB p153). Students and write one reason why each of these people lives so far from work. Play the recording again if ‘Secessary. Check answers with the class. ‘Nose that students only need to give one reason for ‘cach person. ‘Gary: He and his wife were born in York. Most ‘oftheir family and friends live there. He likes the quality of life in York. It's quieter than London and the people are friendlier. Sarah: She fell in love with Paris when she moved there four years ago. Luke: His wife's Polish. Flas in London are really expensive, b Focus students on the examples and tell students that all the questions are in the Present Simple. Students do the exercise on their own, then check in airs. Check answers with the class. ‘2 Who travels to London twice a week? “4Hlow long does it take Luke to get t0 work? SWho spends £10,000 a year on travel? ‘5 Where docs Sarah stay when she’s in London? 7How much does Luke usually spend on a return flight? ‘8 Who commutes to London five days a week? © Students work in pairs and try to answer the questions, d Play the recording again, Students listen and check their answers. Check answers with the class. Elicit ‘who students think has the most interesting/ tiring journey. 1Gary. 2 He flies/buys cheap flights/goes by plane, 8 Sarah. 4 Four hours, 5 Gary. 6 With her sister, 7 About £50, 8 Gary. Get ready ... Get it right! Hd Put students into pairs, student A and student B. Student As turn to SB p102 and student Bs turn to pl08. Check they are all looking at the correct exercise. @ Tell students they are going to ask their partner about day-to-day life in his/her home. Students work on their own and make subject questions with Who ... ? in the Present Simple, using the phrases in column A of the table. While students are working, check their questions for accuracy and help with any problems. B Students work on their own and fill in column B about their own home (or their family/friends if they live alone), © Focus students on the prompts for follow-up questions in column D of the table and the examples in the speech bubbles. Students work with their partner, They take turns to ask and answer their questions and fill in column C. While they are working, monitor and help with any problems Students compare their answers with their partner’s and find out how many are the same. Finally, ask students to share any interesting answers with the class. {extaameas}——____ If you have a low-level class, give students | time to prepare the follow-up questions in Column D before they ask each other the ‘questions in pairs. While students are working, monitor and ‘ote down mistakes and examples of good language that you hear. FZ At the end of the activity, write these on the board. Students work in pairs and try to correct the mistakes. Check answers with the class. Give students | time to copy down the correct answers and the examples of good language. ‘Students use the information from 10b or 106 to write a short text about day-to-day life in their home or in their partner's home. Confident students could write two paragraphs about themselves and their partner. Class Activity 1B Stress dominoes p149 {Instructions p132) Extra Practice 1B SB p1is, Self-study DVD-ROM Lesson 1B Workbook Lesson 18 p6