The 1A What have i done? BIG

1 The Big Picture Upper Intermediate ©Richmond Publishing, 2012

The

BIGPicture1A What have i done?

AIM To practise use of past participles with the present perfect.

PREPARATION

Maketwocopiesoftheresourcesheet.Cutthesheetswhereindicated.

PROCEDURE

Dividetheclassintotwoteams.Thendivideeachteamintosixsub-groups.Pairsorindividualsarefineifyouhaveasmallclass.Iftherearefewerthan12studentsinyourclass,youdonothavetouseallthecards.

Giveacardtoeachsmallgroup.Itisimportantthattheydonotshowtheircardtoanyoneelse.Eachgroupwritesasentencebeginningwith‘I’,describingwhatthepersoninthepicturehasdone,e.g.I have broken my leg. I have won a gold medal.

Checkthesentences.Explainthattheywillhavetodescribewhattheirpersonhasdonewithoutusinganyofthe‘forbidden’wordslistedunderthepicture.Givethemafewminutestobrainstormideasabouthowtodothis.

Chooseonegrouptobegin.Onestudentfromeachgroupisnominatedtoplaythepartofthepersoninthepicture.Thatstudentstandsup,andmembersofthesameteamaskquestionstofindoutwhathe/shehasdone.Ifnecessary,givesomeintroductoryclues,e.g.He is an athlete.Giveacopyofthesamecardtotheopposingteamsothattheycanfollowthediscussionandcheckforforbiddenwords.

Ifthespeaker’steamcanguesswhattheyhavedonewithinfiveminutes,thatteamwinsapoint.Theymustuseacorrectsentencewiththepresentperfect,e.g.She has broken her leg.Donotawardthepointuntilthesentenceiscorrect.Ifthespeakerusesaforbiddenword,theturnendsandtheteamdoesnotwinapoint.

Repeatwithagroupfromtheotherteam.Taketurnsuntilallthecardshavebeenused.Theteamwiththemostpointswins.

FASTFINISHERS

Ifthereistimeleftwhenthegamehasfinished,askthestudentstowriteanI have…sentenceoftheirown,andtoaddfourforbiddenwords.Theyswaptheirpaperswithsomeoneintheirgroupandthegamestartsagain(thepersonwhowrotethequestioncannotplaythatround).

EXTENSION

Askstudentstowritetwofalsesentencesandonetruesentenceaboutthingstheyhavedone.Displaythesentencesaroundtheclassroom.Studentsthenlookateveryone’ssentencesandticktheonestheythinkaretrue.Afterwards,eachstudentrevealstheirtrueanswer.

1b What shall i do?

AIM To practise functional language for offering suggestions and

solutions.

PREPARATION

Makeonecopyoftheresourcesheetforeverysixstudents.Cutthesheetwhereindicated.

PROCEDURE

Studentsworkingroupsoffourorsix.Giveeachstudentoneofthecards.Ifyouhaveanoddnumberofstudents,twostudentscanworktogether.Checkthatstudentsknowallthevocabularyusedintheproblems.

Revisephrasesforofferingsolutions:You could always…, I’m not sure…, One other thing you could do…, I think in that case…, I suppose…etc.

Studentsworkinpairswithintheirgroups.StudentAexplainstheirproblemtoStudentB,withoutmentioningtheinformationonthesecond(italic)line.StudentBoffersasolutiontodealwiththeproblem.Encouragestudentstobeascreativeaspossible.

Ifthesolutionofferedisnotpracticalbecauseoftheinformationinitalics,StudentAexplainsthis,andStudentBoffersanothersolution.

ThentherolesarereversedandStudentBexplainstheirproblem.Whenbothstudentshavebeenofferedsolutions,theymovetoformanotherpairinthegroup,andrepeattheactivity.

Stoptheactivitywhenmostgroupshavefinished,orafterasuitableperiodoftime.Askstudentstofeedbacktotherestoftheclasswiththebestideastheyhavereceived.

FASTFINISHERS

Askgroupstorepeattheexercise,butthistime,afterexplainingtheirproblem,theyaskforadviceontheirownproposedsolution:Do you think I should …?


The

BIGPictureEXTENSION

Eachstudentthinksofacharacter,forexample:

a busy parent, a student, a celebrity, someone starting a new job

Studentswriteabriefdescriptionoftheircharacteratthetopofthepage,thenfourproblemsthatpersoncouldhave.Theyswaptheirpiecesofpaperwithanotherstudentandwritesolutionstotheproblems.

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The Big Picture Upper Intermediate ©Richmond Publishing, 2012

2A Crossword

AIM Topractisevocabularyassociatedwithhealthand

medicine.

PREPARATION

Makeonecopyoftheresourcesheetforeachpairofstudents.

PROCEDURE

Studentsworkinpairs.Eachstudentneedsasheetofpaperandapen.

GiveeachpairacopyofcrosswordA.Explainthatthewordsthatfillthegapsaretheanswerstotheclues.

Pairscompletethecrossword.Makeitaracebetweenpairsifyouwish.

Wheneveryonehasfinishedthecrossword,checktheanswers.

AnswersAcross2 = pulse, 3 = surgeon, 5 = injection, 7 = tabletDown1 = prescription, 2 = pharmacy, 4 = midwife, 6 = X-ray

ThengiveonememberofeachpairtheBgrid,andonetheCgrid.Atthispoint,theyshouldnotconfer.Ifnecessary,organisetheclassroomsothatstudentswiththeBgridareontheoppositesideoftheroomfromstudentswiththeCgrid.

Eachstudentwritesgap-fillcluesforthehalfofthecrosswordtowhichtheyhavetheanswers.Whentheclueshavebeenwritten,studentshandthemtotheirpartner.

Eachstudentcompletesthegridusingtheirpartner’sclues.Again,makethisaraceifyouwish.

FASTFINISHERS

Askstudentstothinkoffourmorewordsconnectedtohealthandmedicineandtowritegap-fillcluesforthem.Studentsswaptheirsentencesandtrytocompletethem.

EXTENSION

Askstudentstoworkinsmallgroupsanddiscussalternativemedicine.Haveanyofthemtriedaformofalternativemedicine,ordotheyknowsomeonewhohas?Whichformsofalternativemedicinedotheybelieveareeffective,ifany?

Askonestudentfromeachgrouptosummarisetheirdiscussionfortherestoftheclass.

2b Checking in

AIM Topractisefunctionallanguageformakingpolite

requestsandgivingadvice.

PREPARATION

Makeonecopyoftheresourcesheetforeverytenstudents.Cutthesheetswhereindicated.

PROCEDURE

Dividetheclassintotwogroups.Thefirstgroupareadvisors.Giveeachofthemaphotocard.Thesecondgroupareadviceseekers.Giveeachofthematextcard.Makesurethatyoudistributethecardssothateachseekerhasamatchingadvisor.Ifyouhaveanoddnumberofstudents,twoseekerscanworktogether.

Explainthatyouwillbepractisingmakingpoliterequests.Referstudentstothefunctionallanguageonpage22oftheStudents’Book.

Givetheadviceseekersfiveminutestoreadtheirsituationandtothinkofpolitequestionstousewhentheymeettheiradvisors.Explainthatthewordsaretheretogivethemideas,buttheycanaskanythingtheycanthinkof!Theymustaskatleastfourquestions.

Meanwhile,theadvisorsspendthetimeconsideringwhattheymaybeasked,andthinkingaboutthewordsandphrasestheyarelikelytoneed.

Whenthepreparationisdone,eachseekerfindsanappropriateadvisorandaskstheirquestions.Theadvisortriestohelpthem.

Afterthisfirstroleplay,askoneortwopairstoperformtheirdialoguetotheclass.

Iftheclassislargeenough,seekersthenfindanotheradvisorandrepeatthedialogue.Otherwise,collectthecardsandredistributethemsothatadvisorsbecomeseekersandviceversa.

FASTFINISHERS

Thisroleplaycanberepeatedseveraltimes,withstudentstakingdifferentroles.Atanypoint,stoptheroleplayandaskpairstoperformtotheclass.

Ifyourstudentsenjoyperforming,givepairsfiveminutestoprepareashortdialogue,havethemperformittotheclass,andhavetheclassvoteonthebestone.

EXTENSION

Referstudentstopage23oftheStudents’Bookforexamplesofblogposts.Askthemtochooseoneoftheadvisorrolesandwriteablogpostgivingadvice.Theadvicedoesnothavetobelimitedtothequestionsalreadypractised,butcanbeonanythingconnectedtotheadvisor’srole.


The

BIGPicture3A Did you notice?

AIM Topractisenarrativetenses:pastsimpleandpast

continuous.

PREPARATION

Makeonecopyoftheactivitycardsandcutwhereindicated.Makefourcopiesofthequestionsatthebottomoftheresourcesheet.

PROCEDURE

Dividetheclassintofourteams.Giveeachteamacopyofthequestions.Explainthatyouwillbeplayinganobservationgame.Theobjectofthegameistonoticeasmuchaspossibleaboutthestudentdoingtheactivities.

Chooseastudentfromthefirstgroup.Givethatstudentanactivitycardandgivethemaminutetoreadtheinstructions.Explainthatwhilethatstudentisactingoutwhatisonthecard,everyonemustwatchascarefullyaspossible.

Thestudentcarriesouttheinstructionsonthecard.Afterwards,eachgroupwritesasmanyquestionsastheycanaboutwhattheyhaveseen.Explainthatthequestionstheyhavebeengivenaretogivethemideas,buttheycanwritequestionsaboutanythingtheylike,themoreobscure,thebetter!Givesomepossibleexamples,e.g.What colour were her earrings? How many buttons on his jacket were done up?Thestudentwhohasdonetheactivitydoesnottakepartinthis.

Youarethescorer.Ifyouprefer,youcankeepscoreontheboardtoencouragecompetition.

Pickateamtobeginthequestions.Theyasktheirquestion.Theyscoreapointforagrammaticallycorrectquestion.Theotherteamsracetoraisetheirhandstoanswer.Thefirstpersontoraisetheirhandgivesananswer.Explainthattheymustanswerusingwholesentences.Ifthecontentoftheiransweriscorrect,theygainapoint.Iftheanswerisalsogrammaticallycorrect,theygainanotherpoint.

Iftheanswerisincorrect,theteamthatposedthequestiongainsapointandtheotherteamsraceagaintoanswer,withthesamepointssystem.Ifnobodycananswerthequestion,theteamthataskeditgivestheanswer.Ifitisgrammaticallycorrect,theygainanotherpoint.

Thenthenextteamasksaquestion.Repeatuntileachteamhasaskedtwoquestions.Giveanactivitycardtoastudentinthesecondgroupandrepeat.Keepplayinguntileachgrouphasperformedtwooftheactivities(oroneeachiftimeisshort).

FASTFINISHERS

Ifstudentsarefinishingthisactivitytooquickly,givethemlongertowritequestionsandincreasethenumberofquestionsasked.Agroupthatcannotcomeupwithaquestionthathasnotalreadybeenaskedlosestwopoints.

EXTENSION

Askstudentstothinkoftheirfavouritefilmandwriteafewsentencesdescribingwhathappenedinit.Remindthemtothinkaboutcorrectuseofnarrativetenses.

3b be careful

AIM Topractisefunctionallanguageforwarnings.

PREPARATION

Makeonecopyoftheresourcesheetforeachgroupoffiveorsixstudents.

PROCEDURE

Dividetheclassintogroupsofaboutfiveorsix.Eachgroupsitsaroundatable.Giveeachgroupacopyofthe‘I’m planning to…’cardsthatarealreadyfilledin.

Askthemtorankthecardsinorderofdanger,andtodiscusstheirdecisions.Asksomestudentstofeedbacktotheclass.Remindthemthatdangerisnotalwaysphysical,butcouldbetodowithlosingmoney,beingunhappy,etc.

Giveeachgroupthefiveblank‘I’m planning to…’cards,andtellthemtofilltheminwiththeirownideas.Makesuretheywriteclearly.

Eachgroupswapsthecardstheyhavewrittenwithcardsanothergrouphaswritten,shufflesthemwiththealreadyfilled-incards,andplacesthem,facedown,inapileonthetable.Thenewcardsshouldnotbereadbeforethegamebegins.

Giveeachgrouptheten‘warning’cards.Theseareplacedfacedowninaseparatepile.Explainthatthesearewordsandphrasesusedinwarnings,andelicitsentencesforanyyoufeelstudentsmayneedhelpwith,e.g.in case, otherwise.

Onestudentfromeachgrouppicksupan‘I’m planning to…’card,andreadsittothestudentsittingtotheirleft.Thatstudentpicksupa‘warning’card.Withinaminute,theymustproducearelevantwarning,usingthewordorphraseonthecard.Youcouldaskthefirstpairineachgrouptodemonstratetothewholeclass.


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BIGPicture

Theusedcardsareplacedonaseparatepile.Thestudentwhogavethewarningnowreadsthenext‘I’m planning to…’card,andthestudenttotheirlefttakesa‘warning’cardandgivesawarning.

FASTFINISHERS

Whenagrouphasusedallthecards,eachpileshouldbeshuffledandthegamecanbeginagain.Warningsfromthepreviousroundmustnotberepeated.Ifthereistime,giveeachstudentanewblank‘I’m planning to…’card.Thesecardscanbefilledinandaddedintotheactivity.

EXTENSION

Askstudentstothinkofthemostdangerousorriskythingtheyhaveeverdone.Askthemtowriteashortdescriptionofwhathappened,andtoincludeafinalparagraphstarting‘For anyone thinking of doing the same thing…’whichshouldincludewarnings.(NBIfastudentreallyhasneverdoneanythingrisky,theyshouldinventsomething.)Asksomestudentstoreadtheirpiecestotheclass.


The

BIGPicture4A Collocation pairs

AIM Topractisedescribingpeople’sappearanceandusing

collocations.

PREPARATION

Makeonecopyoftheresourcesheetforeachgroupofthreeorfourstudents.Cutwhereindicated.Makesurethateachgrouphasaccesstoadictionary.

PROCEDURE

Studentsworkingroupsofthreeorfour.Eachgroupspreadstheircardsfacedownonthetableandmixesthemup.

Remindstudentsofthemeaningof‘collocation’.Askthem,forexample,whatwecandescribeascurly,orwhatverbweusewithglasses.Explainthatthegameinvolvesfindingpairsofcollocationsconnectedwithpeople’sappearance.Studentsarecompetingwiththeothersintheirgroup.

Onestudentfromeachgroupturnsoveracard.Theythenturnoveranothercard.Iftheyhavefoundwhateveryoneinthegroupagreesisacollocation,theytakethecards.Tellthemtokeepthepairsofcardstogether.

Iftheyhavenotfoundacollocation,theyplacethecardsbackonthetable,facedown.Everyonetriestorememberthepositionofthecardstheyhaveseen.

Playpassestothestudentontheleft.Thatstudentpicksupacard.Ifitcollocateswithacardtheyhavealreadyseen,theytrytorememberwherethatcardwas,andturnitover.Ifnot,theyturnoveranothercard.

Ifastudentturnsoverawordthatnobodyinthegroupknows,theyshouldlookitupinadictionary.

Playcontinuesuntilallthecardshavebeenpickedup.Thepersonwiththemostpairsisthewinner.Ifthegroupisleftwithcardsthatdonotcollocate,theyhavemadeamistakesomewhere.Inthiscase,theyshouldlookatthepairstheyhavetakenandtrytoworkoutwhichonewaswrong.(Thecollocationsarepresentedtogetherontheuncutresourcesheet).Askeveryonetotrytorememberthecollocationsthathavebeenfound,especiallyifyouaimtodotheextensiontask.

FASTFINISHERS

Groupscaneithersimplyplaythegameagain,orplayagain,butthistime,beforetheycantakethepairs,theymustsayasentenceincorporatingthecollocation.Thesentencemustnotbesimply‘He/she has …’,butmustbemoreimaginative.E.g.,He grew a beard in order to look older. He carried the child on his broad shoulders.

EXTENSION

Attheendofthegame,askeachpersontotakethetopthreepairsofcollocationstheyhavewon.Ifanyonehasnotwonthreepairs,theycantakeapairfromsomeoneelse.Eachpersonthendrawssomeonewiththosethreecharacteristics.Studentsswaptheirpictures,andwriteadescriptionofthepicturetheyhavebeengiven,usingthethreecollocationstheythinkwereillustrated.

4b I can’t stand it!

AIM Topractisefunctionallanguageforcomplainingand

respondingtosomeonecomplaining.

PREPARATION

Makeenoughcopiesoftheresourcesheetforeachstudenttohavearolecard.

PROCEDURE

Studentsworkinpairs.Giveeachpairtwodifferentrolecards.

Eachcardshowsanexperiencewhichwillformthebasisofaconversation,asifthestudentswerefriendschattingonthephone.Inthefirstconversation,onestudentcomplainsabouttheexperienceononeofthecardsandtheirpartnerasksthemmoreaboutit,respondingappropriately.Inthesecondconversation,therolesarereversedandthesecondcardisused.Ineachcase,thelineatthebottomofthecardisthefirstlineoftheconversation.

Beforetheystart,eachpairshouldthinkofthreecriticaladjectivesthattheycanuseineachoftheirdialogues.Referthemtopage46oftheStudent’sBookforideas,butencouragethemtocomeupwithsomeideasoftheirowntoo(e.g.ungrateful,crowded,unsympathetic).Asksomepairstosharetheiradjectiveswiththeclass.

Allowthreeorfourminutesforindividualpreparation.Eachstudentshouldthinkaboutthethingstheywanttocomplainabout,andthequestionsthattheywillaskabouttheirpartner’sexperience.Theycanmakenotesiftheywantto.Theresultingdialoguesshouldthereforebeamixtureofpreparedandspontaneousspeech,andshouldcontainatleastthreecompleteexchanges.

Atanypoint,youcanstoptheactivityandaskpairstoperformtheirconversationstotherestoftheclass.


The

BIGPictureFASTFINISHERS

Askstudentstorepeattheirdialoguesandlistenin,offeringfeedback,oraskthemtorepeattheactivityusingnewrolecards.

EXTENSION

Usingeitherasituationfromoneoftherolecardsorasituationfromreallife,eachstudentshouldwriteaninformalemailtoafriend,describinganunpleasantexperience.


The

BIGPicture5A Can you predict the future?

AIM Topractisefutureforms,especiallythefutureperfect.

PREPARATION

Makeonecopyoftheresourcesheetforeachgroupoffourorfivestudents.Cutthesheetasindicated.

PROCEDURE

Studentsworkingroupsoffourorfive.Giveacopyofthetophalfoftheresourcesheettoeachgroup.

Givestudentsfiveminutestocomeupwithaquestionusingthefutureperfectforeachheadline.QuestionsshouldbeginDo you think…E.g.,Do you think artificial eyes will have been created by 2030?

Goroundthegroups,askingforonequestionfromeachgroupuntilallthequestionshavebeenchecked.Therewillsometimesbemorethanonepossiblequestion–that’sfineaslongasthefutureperfecthasbeenusedcorrectly.

Nowgivestudentsabout15minutestodiscussalltheheadlines.Theyshouldsaywhetherornottheythinktheeventislikely,andgivereasonsfortheiropinion.Onestudenttakesnotes.

Whenthediscussionends,askonepersonfromeachgrouptofeedbacktotheclassabouttheirdiscussionofoneofthequestions.Eithersimplylistentowhatthatgroupthought,orencouragewiderdiscussionfromthewholeclass.Thengiveeachgroupacopyofthebottomhalfoftheresourcesheet.Theycompletethesentenceswithideasoftheirown.

Displaythepredictionsaroundtheclassroom.Studentsreadthemandputatickoracrossnexttoeachoneaccordingtohowlikelytheythinktheyaretocometrue.Theydonotmarkthepredictionsfromtheirowngroup.Thegroupwiththemosttickswins.

FASTFINISHERS

Askstudentstoworkinpairsandaskeachotherquestionsabouttheirownlivesinthenearandthedistantfuture.E.g.,What will you be doing this time tomorrow/next year? Where would you like to be living in ten years’ time?

EXTENSION

Askstudentstothinkaboutwhattheircountryislikenow.Askthemtochooseapointinthefutureandwritesentencesaboutwhattheythink,hopeorfearwillhavechangedbythen.

5b What does that taste like?

AIM Topractisevocabularyconnectedtodescribingfood.

PREPARATION

Makeonecopyoftheresourcesheetforeachgroupofthreeorfour.Cutthe‘PotLuck’cardsatthebottomofthesheetasindicated.Eachgroupneedsadiceandeachpersonacounter.

PROCEDURE

Studentsworkingroupsofthreeorfour.Giveeachgroupagameboard,acompletesetof‘PotLuck’cards,placedfacedowninapile,adiceandcounters.

Askstudentstorollthediceintheirgroups.Thestudentwiththehighestnumberwillhavethefirstturn.

Explainthatstudentswilltakeitinturnstorollthediceandmovetheircountersaroundtheboard.Thestudentwhoreachestheendoftheboardfirstwinsthegame.

Explainthemeaningofthesquares:

Letters:Studentswholandonthesesquaresmustthinkofafoodordrinkthatbeginswiththatletter.

Words:Thesewordsarealladjectives.Studentswholandonthesesquaresmustthinkofafoodordrinkthatcantypicallybedescribedusingtheadjective.

Whenastudentlandsononeofthesesquares,someoneelsefromthegroupturnsovera‘PotLuck’cardandreadstheinstruction.Thestudentwhoseturnitismustdowhattheinstructionsays.

Ifeveryoneagreesthestudenthascompletedhis/herturnsuccessfully,he/shecanstayonthesquare.Ifnot,he/shemustmovebacktohis/herlastposition.Answersmaynotberepeated.

FASTFINISHERS

Groupscanplayagain.Theymustnotuseanswersthatweregiveninthefirstround.

EXTENSION

Askstudentstoimaginethattheyarerestaurantcritics.Theyshouldthinkbackeithertothelastmealtheyhadinarestaurantorthelastsubstantialmealtheyhad,andwriteareview.Theyshouldincludeadescriptionofwhattheyate,howitwascooked,andwhatwasgoodand/orbadaboutit.

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BIGPicture


6A Spot the difference!

AIM Topractisepassivestructures,especiallypresentperfect

passive.

PREPARATION

Makeacopyoftheresourcesheetforeachpairofstudents.

PROCEDURE

Studentsworkinpairs.Theyneedapenandpaper.Giveeachpairacopyoftheresourcesheet,facedown.Tellthemnottolookatituntilyougivethempermission.

Remindstudentsthattheyarepractisingthepresentperfectpassive.Showthemabookonatable.Moveittoanothertableandask:What has happened to this book?Trytoelicit:It has been moved to another table.

Tellthestudentstolookattheirresourcesheetsnow.TheymusttrytoidentifytendifferencesbetweenpictureAandpictureB.

Studentswritedownthesedifferencesusingthepresentperfectpassive.Stresstothemthateverysentencemustusethisform.Theremaybeseveraldifferentwaysofexpressingsomeofthechanges.Thisisfine,aslongasthepresentperfectpassiveisusedcorrectly.

Whenallthepairshavefoundasmanydifferencesastheycan,pairsswaptheirpapersandmarkeachothers’work.Elicittheanswerscollaboratively.Markersshouldawardonepointforeachdifferenceidentified,andonepointforacorrectsentence.Ifthesentenceisincorrectinanyway(grammar,spelling),theyshouldunderlinetheincorrectpart.Offertohelpincasesofuncertainty.

Eachpairgetstheirownsheetbackandcorrectsanymistakes.

FASTFINISHERS

Studentscanrepeattheactivity,thistimewithstudentsidentifyingthedifferencesbetweenpictureBandpictureA.Thiswillgeneratedifferentverbs,e.g.takeawayinsteadofput/add.

EXTENSION

Askstudentstothinkofaplacetheyhaveknownwellsincetheywereyoung.Itcouldbeabuilding,atownoranareaofcountryside.

Askeachstudenttowriteaparagraphsayinghowtheplacehaschangedsincetheyfirstknewit,usingpresentperfectpassives,e.g.Many new houses have been built. Trees have been planted along the street.

Ifthereistime,asksomestudentstoreadtheirpiecestotheclass.

6b Life coaching

AIM Topractisefunctionallanguageforgeneralising.

PREPARATION

Makeacopyoftheresourcesheetforeachgroupoffourorfivestudents.

PROCEDURE

Giveeachgroupoffourorfivestudentsacopyoftheauctionsheet.

Askthemiftheyknowthewordauction.Asksomeonetoexplainhowanauctionusuallyworks.Explainthateachteamhasabudgetof£500,andtheywillbebiddingforthestatementstheythinkarecorrect.Remindthemthatiftheybidtoomuchatthebeginning,theywillnotbeabletowinquestionstowardstheend!

Givethegroupsafewminutestodiscussthesentencesonthesheetanddecidewhichonesaretrueandwhicharefalse.Theyshouldnotlettheotherteamsheartheirdiscussion.

Theobjectistobidforcorrectsentences.Theminimumbidis£20.

Teamsshouldkeeparecordofwhattheyhavespentbywritingtheamountspentinthe‘amountbid’column,andtheamounttheyhavelefttospendinthe‘£500’column.

Youactastheauctioneer.Readouteachstatementandaskteamstobid.Theteamthatmanagestowinthemostcorrectsentenceswins.Writethewinningbidsontheboardtocheckthatteamsdonotcheatbyoverspending!

Answers1 True 2 False 3 False 4 False (this used to be true but is not now) 5 True 6 False 7 True (they produce ash) 8 True 9 False 10 True

FASTFINISHERS

Giveeachstudentacopyoftheincompletesentencesatthebottomoftheresourcesheet.Explainthatthestatementsusedintheauctionwerefacts,butthistime,theyshouldcompletethesentenceswiththeirownopinions.

Whenstudentshavecompletedthesentences,eitheraskthemtodiscusstheirideaswithintheirgroups,oraskindividualstudentstoreadoutasentenceandencourageaclassdiscussionofanythatarecontroversial.


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BIGPictureEXTENSION

Studentsworkinsmallgroups.Tellthemtheyarewritinggrammartipsforalanguagelearningwebsite.

Theyshouldwritearuleforfourgrammarpoints,usingadifferentwordorphraseineachruletoindicatethattheyaregeneralising,e.g.As a rule, plurals in English are formed by adding –s.


The

BIGPicture7A You shouldn’t have done

that

AIM Topractisepastmodalsandvocabularyconnectedwith

behaviour.

PREPARATION

Makeacopyoftheresourcesheetforeachstudent.

PROCEDURE

Giveeachstudentacopyoftheresourcesheet.

Explainthatstudentswillbetalkingaboutwhatpeopleshouldhavedoneinparticularsituations.

Starttheactivitybyaskingoneofthestudentstoreadstory1onthesheetaloud.Encourageaclassdiscussion.Whatdotheythinkofthecharacters’behaviour?Whatshouldeachpersoninthestoryhavedone?Hasanyoneintheclassbeeninasimilarsituation?Whatdidtheydo?Couldtheyhavedoneanythingdifferently?

Thenaskstudentstoworkingroupsoffiveorsix.Allocateoneoftheremainingstoriestoeachgroup.Iftherearemorethanfourgroups,itisfineforastorytobeusedbymorethanonegroup.

Givetheclassaroundtenminutestodiscusstheirstoryandpreparetofeedbackontheirdiscussiontotheclass.Onestudentineachgrouptakesnotes.Referthemtothevocabularyboxonpage73oftheStudent’sBooktoremindthemofadjectivesthatdescribebehaviour.

Attheendofthediscussiontime,askastudenttoreadstory2aloud.Askonestudentfromagroupthatdiscussedthatstorytofeedbackonwhatthegroupthoughtofthebehaviourofthecharacters.Askanotherstudenttofeedbackonwhatthegroupthoughtthecharactersshouldhavedone.Encourageclassdiscussion.

Continueuntilgroupshavefedbackonallthestories.

FASTFINISHERS

AskeachgrouptochoosefouradjectivesfromtheKeyVocabularypanelonpage73oftheStudent’sBook.Foreachadjective,theyshouldwriteanexampleofbehaviourthatcouldbedescribedinthatway.

EXTENSION

Askstudentstothinkofanexperienceorasituationthatwentbadlyforthem(iftheycan’tthinkofananecdote,tellthemtoinventone).Givethemfiveminutestowriteashortdescriptionofwhathappenedandtosaywhattheythinktheycouldhavedonedifferently.

Asksomestudentstoreadtheirpiecestotheclass.Encourageclassdiscussion.

7b It’s just not good enough

AIM Topractisefunctionallanguageforcriticisingand

respondingtocriticism.

PREPARATION

Makeenoughcopiesofthepicturecardsforeachstudenttohaveonecard.

PROCEDURE

Explainthatyouaregoingtodoaroleplayinvolvingcriticising.Giveeachstudentapicturecard.

Eachpicturecardshowsasituationthatwillgeneratecriticism.Studentshavebeengiventworeasonstobecritical.Givethemacoupleofminutestothinkoftwomorethingsthattheycouldsaytobecriticalinthatsituation.Itisuptoyouwhethertheywritethemonthecardsorsimplypreparethemintheirheads–iftheydowritethemdown,youwillneedfreshcopiesofthecardstorepeattheactivity.

Initiateashortdiscussionabouthowtorespondtocriticism.Howdoyouapologise?Whatdoyousayifthecriticismisunfair?Whatmightyouoffertodo?

Eachstudentfindsapartner.Thestudentsrole-playcriticising,takingitinturnstobethepersoncriticisingandthepersonresponding.Beforetheystart,thepersoncriticisingexplainstotheirpartnerwhattheirroleis.

Atanypoint,youcanstoptheactivityandaskpairstoperformtheirdialoguestotherestoftheclass.

Wheneveryonehasfinishedtheirroleplay,thecardscanbere-distributed.Askstudentstomakesuretheyhaveadifferentrolecardfromtheonetheyhadbefore.

FASTFINISHERS

Toextendtheactivity,ortointroducesomevariety,playagain,butthistimeusingthe4responsecardsatthebottomoftheresourcesheetaswellastherolecards.

Again,youmaywanttobrainstormideasforhowtophrasetheseresponses.

EXTENSION

Ingroupsofthreeorfour,studentsthinkofasituationwheresomeonewouldwriteaformalletterexpressingcriticismofaservicetheyhavereceived.Theyshouldthinkaboutwhathashappenedtoprovokethecriticism,andwhattheywouldliketohappeninordertoresolveit.

Askstudentstowritethisletter,eitherindividuallyorcollaborativelyintheirgroups.

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8A On the case

AIM Topractiseifsentencesforimaginedsituationsandto

practisevocabularyconnectedtocrime.

PREPARATION

Makeonecopyoftheresourcesheetforeachgroupoffourorfivestudents.

PROCEDURE

Studentsworkingroupsoffourorfive.

Explainthatthegroupsarepoliceofficers.Acrimehasjustbeencommittedandtheymustthinkaboutwhatmayhavehappened,whocouldberesponsibleandwaystheymightgetevidenceandsolvethecrime.

StartbylookingatcrimeAatthetopoftheresourcesheet.Asksomeonetoreadthecrimeandsomeonetoreadthesentencesfromthepolicediscussion.

AsksomeonetoreadcrimeB.Givegroupsaboutfiveminutestocomeupwithasmanyifsentencesastheycan.Itisfineforstudentstousefirstconditionalswhereappropriateaswellasthesecondandthirdconditionalspractisedintheunit.

Askgroupstofeedbacktheirsentencestotheclass.Encourageeveryonetolistencarefullytocheckthattheconditionalsentencesarewell-formed,andthatthepointtheymakeisrelevanttothecrime.Ifyoulike,youcouldincludeacompetitiveelementwherebythegroupwiththemostcorrect,relevantsentenceswins.

Continuetheactivitywithanothercrimecard.Useasmanycardsasyouhavetimefor.

FASTFINISHERS

Askgroupstodiscusspunishmentsthatarecommonintheircountry.Dotheythinkthatpunishmentsareusuallytoosevereortoolenient?Dotheythinkthatcommunityserviceisanappropriatepunishmentforsomecrimes?Aretheyinfavourofcapitalpunishment?

EXTENSION

Askstudentstoimaginethattheyareinchargeofreducingcrimeamongstyoungpeople.Askthemtowriteashortessaygivingtheirideasaboutpunishmentsand/orhelpforyoungcriminals.Askthemtogivereasonsfortheirsuggestionsandtobeascreativeaspossible.

8b That reminds me…

AIM Topractisefunctionallanguageforchangingthesubject.

PREPARATION

Makeonecopyoftheconversationcardsforeachgroupofaroundeightstudents.Cutthecardswhereindicated.Eachgroupwillalsoneedadice.

PROCEDURE

Startwiththewholeclasspractisingstayingonthesamesubject.Askstudentstostandup.

Pickacardandsaysomethingconnectedtothesubject.Askoneofthestudentstorespondonthesamesubject.Goroundtheclass,askingeachstudenttocontributeanewsentence,asifyouarehavingaconversation.

Ifastudenthesitatesformorethanthreeseconds,theymustsitdownandyoustartagainwithanewcard,introducingitwithaphrasethatindicatesachangeofsubject.Continueuntilonlyonestudentisleftstanding.

Studentsthenworkingroupsofabouteight.Giveeachgroupapileoftheconversationcards,placedfacedown.Referthemtopage90oftheStudent’sBookforphrasesusedtochangethesubject.

Onestudentpicksupacardandbeginstheconversation.Thestudenttotheleftthenrollsthedice.Ifitlandson2,3,4,or5,theycontinuetheconversation.Ifitlandson1or6,theypickupacardandchangethesubject.Playcontinuesinthiswayaroundthegroup.Studentsmustnotrepeatsentencesthathavealreadybeenused.

Ifyourstudentsareallreasonablyconfident,youcanmakethisactivitycompetitivebyeliminatingstudentswhohesitate,asinthewholeclassactivity,untilthereisagroupwinner.However,ifthisislikelytomeanthatcertainstudentswouldsitoutmostoftheactivity,doitwithoutthecompetitiveelement.

FASTFINISHERS

Toextendtheactivity,placemoreemphasisonlinkingsubjects.Explainthatevenwhenwewanttochangeasubject,weoftentrytomakesomelinkwithwhatwassaidbefore.Playthegameagain,butthistimestudentswhochangethesubjectmustmakealinkwiththeprevioussubject.

EXTENSION

Askstudentstothinkofthreeorfourphrasestheycanuseiftheywanttoreturntoaprevioussubject.


The

BIGPicture9A What we really think is…

AIM Topractisecleftsentences,withisandwithIt’s ... that.

PREPARATION

Makefourcopiesoftheresourcesheet.Ifyouhavealargeclass,youmaywanttomakemorethanonecopypergroup.

PROCEDURE

Studentsworkinfourgroups.

Writethissentenceontheboard:What people like best about going abroad is….Givethegroupsaminuteortwotocompletethesentence.

Askeachgrouptoreadouttheirsentence,andasktheclasswhichtheythoughtwasthebestone.Nowgivetheclassaround15minutestocompletethesentencesontheresourcesheet.Explainthattheywillgainpointsforaccuracyandpointsforgoodideas.

Whenstudentsareready,explainthatforeachquestion,threegroupswillpresenttheirsentencesandtheremaininggroupwilljudgethebestone.

Onestudentfromgroups1,2and3readsouttheircompletedsentence.Encourageeveryonetolistencarefully.Aftereachsentence,asktheclasswhetheranycorrectiontothesentenceisneeded.Groupsscoreonepointforeverycorrectsentence.Thegroupthathasnotparticipatedthenchoosesthebestsentence,andthegroupthatwroteitgainsanotherpoint.

Thengroups2,3and4presenttheirquestionswithgroup1judging.Thegamecontinuesinthisway,andthegroupwiththemostpointsattheendwinsthegame.Makesurethatasmanystudentsaspossiblereadoutthesentences.

FASTFINISHERS

Askeachgrouptowriteanotherpartialsentence,likethesentencesontheresourcesheet.Writethesentencesontheboardandplayanotherroundofthegame.

EXTENSION

Askstudentstowriteashortspeechsayingwhattheythinkarethemainproblemsintheircountry,andwhattheywouldliketodoaboutthem.Theyshoulduseasmanycleftsentencesaspossible.

9b I take your point, but…

AIM Topractisefunctionallanguageforarguingandmaking

concessions.

PREPARATION

Makeacopyoftheexampledialogueforeachpairofstudents.Cutthescenariocardswhereindicated.

PROCEDURE

Studentsworkinpairs.

Setthescenebyaskingifanyonehashadanargumentrecently.Askwhatitwasabout,whateachpersonsaid,andwhathappenedintheend.

Allocateatopiccardtoeachpairofstudents.Explainthattheywillbemakingupadialoguebasedontheirtopic,andfollowingtheinstructionsontheresourcesheet.First,asktwostudentstoreadthemodeldialogue,andgothroughanyvocabularyintheinstructionsthatmaynotbefamiliar.

Givestudents10–15minutestocompletetheirdialogues.Tellthemthattheywillbeperformingthemtotheclass,sotheymustbeasgoodandasentertainingastheycanmakethem.Remindthemtomakesurethattheyuseasuitableregister–thewaytheyspeaktotheirhousematewillnotbethesameasthewaytheyspeaktotheirboss!

Askpairstoperformtheirdialoguestotheclass.

Makesuretherestoftheclassislisteningtoeachdialoguebyaskingquestionsattheend:What did x say when y said that? What phrase did y use to concede the point?etc.

Ifanydialoguesareweak,asktherestoftheclasstohelp:What could x have said at this point? How could y have responded?

FASTFINISHERS

Pairscanexpandtheirargumentseitherbyaddingmoreexchangesabouttheissueonthecardorbybringingotherissuesintotheargument.(TeachthephraseAnd another thing…!).


The

BIGPictureEXTENSION

Insmallgroups,askstudentstodiscusswhethertheythinkthereareanydifferencesinthewaypeopleargueinEnglishandintheirownlanguage.

Askthemtothinkaboutthethingsthatpeopleargueabout,thewaytheyargue(dotheyshoutmore,forinstance?)andthelanguagetheyuse(howacceptable/unacceptableisswearing,forinstance?).

Asksomeofthegroupstofeedbacktotheclass.


The

BIGPicture10A bingo!

AIM Tolearnandpractisephrasalverbsandothervocabulary

connectedwithmoneyandshopping.

PREPARATION

Makeacopyoftheresourcesheetforeachgroupofthreeorfourstudents.Eachgroupwillalsoneedpaperandapen.

PROCEDURE

Studentsworkingroupsofthreeorfour.First,theyfillthegapsinboxAwithobjectsfromboxB.

Answersfork out £30/$45, etc.; pay off a debt/loan/mortgage; rip someone off; run out of money; save up for something you want to buy; take out a loan/mortgage; invest in shares/a company; dip into your savings; beat someone down; (settle up is intransitive).

Groupsnowwriteadefinition-stylesentenceforeachcompletephrasefromA,e.g.to use some of the money you have saved(dipintoyoursavings).TheythendothesamewiththeitemsinboxC,whichareallfromtheunit.Theyshouldendupwith20definitionsinall.Thedefinitionsshouldnotincludetheitembeingdefined.Stoptheactivityafterfiveminutestocheckifthereisanyvocabularythestudentsdonotknow.Itisbestnottousedictionariestoavoidthestudentscopyingdefinitions!

Eachstudentnowpickssixphrasesandwritesthemonthefirstbingocard.Pickagrouptotaketurnsreadingtheirdefinitionsslowly(withoutreadingthephrasesthemselves)andclearlyinarandomorder.Theyshouldtickoffthedefinitionstheyhaveread.

Theotherstudentslistencarefullyandcrossoffanywordstheyheardefined.Thefirstpersontocrossoffalltheirwordsshouts‘Bingo!’,andwinsthegame.Checkthatthedefinitionsoftheirwordswerereadout.

Thegamecontinueswithstudentspickingsixmorephrasestowriteonthenextbingocardandanothergroupreadingthedefinitions.

FASTFINISHERS

Askstudentstoworkintheirgroupsagain.Pickaletterofthealphabetandgivethemthreeminutestocomeupwithasmanywordsaspossiblebeginningwiththatletterconnectedtoshopping.

EXTENSION

Intheirgroups,askstudentstodiscusstheirshoppinghabits.Whereisthebestplacetofindabargain?Dotheyshoponline?Dotheyeverbuythingssecond-hand?Aretheysavingupforanything?

10b Tell us what you think

AIM Topractiseformulatingandaskingsurveyquestions.

Topractisegivingshortpresentationsusingvocabularyconnectedwithshoppingandemployment.

PREPARATION

Makeonecopyoftheresourcesheetforeverytwostudentsintheclass,andcutwhereindicated.Haveindexcardsandflipchartpaperavailable.A4paperisfineifyoudon’thaveflipcharts.Studentswillallneedpaperandapen.

PROCEDURE

Studentsworkingroupsofthreeorfour.Explainthattheyaregoingtocarryoutasurveyamongsttheirclassmates.

Halfthegroupsaregoingtodoasurveyononlineshoppingandhalfthegroupsaregoingtodoasurveyonemployment.Giveeachstudentasurveycard.

Groupsreadthequestionsontheircards.Givethemfiveminutestocomeupwithfourmorequestions.Someofthequestionsshouldbequantitative(haveanswersthatcanbecounted)andsomeshouldbequalitative(askforopinionsandideas).

Theclassmingles,andeveryonecarriesouttheirsurveyonfiveotherstudentsandtakesnotesabouttheanswers.Itdoesnotmatterwhichsetofquestionsastudentanswers,butnobodyshouldanswerthesamesetofquestionstwice.Toavoidthis,allocatealettertoeachgroupsothatstudentscanjotdownwhichgroups’questionstheyhavealreadyanswered.

Whenthequestionshavebeenasked,groupsre-formandpooltheirfindings.Theyprepareapresentationoftheirfindings.Referthemtothephrasesforreportsonpage115oftheStudent’sBook.Eachgroupcandecidewhetheritshouldbeajointpresentationorifonepersonwilldeliverit.Theyshouldmakenotesontheindexcards.Encouragethemtodrawagraphorchartonalargepieceofpapertouseaspartoftheirpresentation.

Asksomeorallofthegroupstogivetheirpresentationtotheclass.


The

BIGPictureFASTFINISHERS

Studentscanstartanalysingtheresultsandthinkingabouthowtopresenttheirfindings.

EXTENSION

Askstudentstoimaginethattheyarejournalistswritinganarticleaboutoneofthesurveys.Theycanusetheirownfindingsandanyfindingstheyfoundinterestingfromotherteams’presentations.Theyshouldmaketheresultssoundasinterestingaspossible.


The

BIGPicture11A The best thing since sliced

bread

AIM Topractisevocabularyconnectedtogadgetsand

inventionsandtopractiserelativeclauses.

PREPARATION

Makesixcopiesoftheresourcesheet.

PROCEDURE

Dividetheclassintosixgroups.Ifyouhaveasmallclass,youcanhavefewergroupsandusefewerinventions.

Allocateoneoftheinventionstoeachgroup.First,theymustthinkofanamefortheirinventionandwriteitonthesheet.Thentheywriteadescriptionoftheirinvention.

Theycanbeasinventiveastheylike,buttheirdescriptionmustcontainatleastonedefiningrelativeclause(e.g.This invention could save the lives of people who live in dry countries.)andonenon-definingrelativeclause(e.g.The container is made of plastic, which makes it easy to keep clean.)

Thedescriptionsshouldanswerthequestionsatthebottomoftheresourcesheet.Referstudentstopage121oftheStudent’sBookforvocabularyfordescribinggadgets.

Whenthegroupsareready,askonepersonfromeachgrouptoreadtheirdescriptions.Askeveryonetolistenoutfortherelativeclausesandcheckthattheyarecorrect.

Theneachgroupmakesupaninventionoftheirown,andgivesitaname.Thistime,insteadofwritingafactualdescription,theyshouldwritearadiocommercialfortheirinvention.

Askeachgrouptoperformtheircommercial.Membersofeachgroupshouldtaketurnstotakenotesandwritethemintheemptyinventionboxessothattheycanrememberwhattheinventionswere.Attheend,theclassvotesontheinventiontheywouldmostliketobuy.

FASTFINISHERS

Askstudentstodiscusswhethertheinventionisagoodideaornot,andtoseeiftheycancomeupwithanyimprovementsforit.

Theyshouldbepreparedtofeedbackontheirdiscussion.

EXTENSION

Groupsshouldthinkofthreegadgetsincommonusenowthatdidnotexistorwereveryrare15yearsago.Whatbenefitshavethesethingsbrought?Dotheyhaveanydisadvantages?Whatdidpeopledobeforetheyexisted?

11b On the hand

AIM Topractisediscussingprosandcons.

PREPARATION

Makeacopyoftheworksheetforeachsetofthreegroups(seebelow),andcutthesheetwhereindicated.Fortheextensionactivity,studentswillneedaccesstoanewspaperormagazine,eitherpaperoronline.

PROCEDURE

Studentsworkingroupsofbetweenthreeandfive.Thetotalnumberofgroupsshouldbeamultipleofthree,becausethreegroupsworktogetherinthisactivity.

Giveeachsetofthreegroupsascorecardandasetofcards,facedownwards.Gothroughanyvocabularyonthecardsthatmaybeunfamiliar.

NamethegroupsineachsetA,BandC.Ineachround,twoteamsplayandoneteamjudges.

Inthefirstround,someonefromgroupA(theJudges)turnsoverthefirstcardandreadsthesubject.GroupBwillbethePros,andgroupCthecons.

GroupAtimes30secondswhilegroupB(thePros)comesupwithapositivestatementaboutthesubject,andgroupC(theCons)comesupwithanegativestatement.Eachstatementshouldmakeonlyonepoint.Referthestudentstopage125oftheStudent’sBookforphrasestousewhenstatingprosandcons.

After30seconds,groupsBandCpresenttheirstatementsandgroupAjudgeswhichisthemoreconvincingargument.Theyfillinaboxforthewinningteamonthescorecard.GroupAthentimesanother30secondswhiletheotherteamscomeupwithanotherproandconforthesamesubjectwhichgroupAjudgesasbefore.Theteamsremaininthesamerolesuntiloneteamhasfilledallfiveboxesandthereforewinstheround.

Inthenextround,BareJudges,CareProsandAareCons,andsoon.Attheendofsixrounds,eachteamwillhavebeenProsonce,ConsonceandJudgestwice.Theteamthatwinsthemostroundsistheoverallwinner.

FASTFINISHERS

Ifonesetofgroupsfinishesbeforetheothers,askeachsubgrouptopickthreeofthesubjectcardsandtowritesentencesaboutthemusingOn the one hand… on the other hand.


The

BIGPictureEXTENSION

Askeachstudenttofindanarticlethatisevaluatingaproductinanewspaperoramagazine.Thiscouldbeanythingfromatypeofskincreamtoacomputergametoafoodproduct.Theyshouldanalysethearticletoseehowtheprosandconsoftheproductarepresented.


The

BIGPicture12A What did he say?

AIM Tolearnawiderangeofreportingverbsandtopractise

usingthemwiththecorrectgrammarpatterns.

PREPARATION

MakeacopyofpartsAandBforeachstudent,andenoughcopiesoftheverbsforonewordcardperstudent.

PROCEDURE

GiveallstudentsacopyofthetophalfoftheresourcesheetandaskthemtomatchthedirectspeechinsectionAtothereportingsentenceinsectionB.Thispreliminaryactivityistopractisethepatternsofverbsnotalreadycoveredintheunit.

Giveeachstudentaverbcardwhichtheyshouldnotshowtoanyoneelse.GivethemfourorfiveminutestowriteashortmonologuelikethoseinsectionA,demonstratingtheverbonthecardtheyhavebeengiven,butnotincludingtheverbitself.StudentswhohavetheverbsusedinsectionBmustchooseadifferentcontext.

Wheneveryonehaswrittentheirmonologue,dividetheclassintotwoequalteams.Askastudentfromthefirstteamtoperformtheirmonologue.Whentheyhavefinished,asktheirteamwhattheysaid.Theobjectisforsomeonetocomeupwithafactuallyandgrammaticallycorrectsentence,usingtheverbthatwasontheperformer’scard.ReferthemtosectionB.

Thesecondteamshouldlistencarefully,andsayiftheythinktherewereanymistakesinwhatthefirstteamsaid.

Scoringisasfollows:

5pointsforthecorrectverbinagrammaticallyandfactuallycorrectsentence.

2pointsforagrammaticallyandfactuallycorrectsentencewithanotherverb.

1pointforthecorrectverbinagrammaticallyorfactuallyincorrectsentence.

Teamstaketurnstoplayuntilallstudentshaveperformedtheirmonologues,andtheteamwiththemostpointsattheendwins.

FASTFINISHERS

Askstudentstoworkinpairsandthinkaboutreportingverbsthatdescribethewaypeopletalk,e.g.whisperandshout.Seewhichpaircanthinkofthemostverbs.

EXTENSION

Askstudentstoimaginetheyarewritingapieceofdialogueforanovel.Thiscouldbebasedonthemonologuetheyperformedearlier.Theyshouldusesomeofthereportingverbstheyhavelearned.

12b What happened next?

AIM Topractisefunctionallanguageforshowinginterest.

PREPARATION

Makeacopyoftheresourcesheetforeachpairofstudents.Forthefastfinishersandtheextensionactivity,studentswillneedpaperandpens.

PROCEDURE

Studentsworkinpairs.Giveeachpairacopyofbothstories.

Studentscompletethefirstlineoftheirstory,thenpassthepapertothepersonontheirright.Theyreadthecompletedfirstlineonthepapertheyhavebeengivenandthencompletethesecondline.Thiscontinuesuntilthestoriesarecomplete.Ateachstage,studentsreadwhathasbeenwrittenuptothen.

Thestoriesarethenpassedononemoretime.Makesurethestudentsineachpairendupwithdifferentstories.Theydon’tneedtobethestoriestheystarted.

Givethemafewminutestoreadthroughtheirstoriesandcheckthattheyunderstandwhateveryonehaswritten.Eachpairthenusesthestoriestomaketwodialoguesinwhichonepersontellsthestoryandtheotherusesphrasestoshowinterest.

Referstudentstopage134oftheStudent’sBookforphrasesforshowinginterest,butencouragethemtocomeupwithotherphrasesoftheirown(e.g.What a shame! That must have been scary! I bet she did! How awful!)

Asksomeorallofthestudentstoperformtheirdialoguestotheclass.

FASTFINISHERS

Encouragestudentstoaddmorelinestotheirstories.

Youcouldalsorepeattheactivity,thistimegivingstudentsfreereintoinventtheirownfive-linestories.Tellthemthatitisgoodforthemtobeinventiveandamusingbutthestoriesmustbeplausible!


The

BIGPictureEXTENSION

Studentsworkingroupsofthreeorfour.Theyimaginetheyareonasocialnetworkingsite.Eachperson‘posts’acomment,forinstanceapieceofpersonalnewsoranopinionaboutsomethingthatishappeningintheworld,bywritingitatthetopofapieceofpaper.Theypasstheirpaperstothepersonontheirright,whoaddsaresponse,andpassesitonagain.Eachpersoninthegroupaddsaresponseinturn.

Whentheresponsesarecomplete,eachpersonreadstheiroriginalcommentandtheresponsestotherestofthegroup.

Documents

The 1A What have i done? BIG