My dear colleagues,

I hope this resource pack will help you to enjoy the teaching process and working with advanced students.

It is designed as a supplementary material for Complete CAE by Guy Brook-Hart and Simon Haines, Cambridge University Press. It follows the same structure: 14 units with some sub-themes. Each sub-theme contains at least one activity which can be used to practice the target grammar structures in a communicative way. You may use them as given or change and adapt as you like. All the activities were designed to suit the advanced level, but they can be used at lower levels if you change the target grammar.

If you have any questions, please don’t hesitate to consult me.

ksyu_kli@mail.ru

Albert Einstein once said: “I never teach my pupils, I only attempt to provide the conditions in which they can learn.”  A very communicative approach, as for me. So let’s provide conditions, not teach; elicit, not give ready explanations; observe, not control. Let’s become true adepts of communicative approach :)

Good luck with your teaching!

With respect and love,

Ksenia.

Here’s a cat drawing from one of my lessons for you to feel positive :)

The contents

Unit 1 4

Verb forms to talk about the past 4

 

Unit 2 19

Expressing purpose, reason, and result 19

Spelling rules for affixes and inflections (-ed, -ing) 25

Unit 3 27

No, none, not 27

The passive 30

 

Unit 4 35

Expressing possibility, probability and certainty 35

 

Unit 5 39

Infinitives and verb + -ing forms 39

Unit 6 43

Avoiding repetition 43

Unit 7 45

Ways of linking ideas 45

Unit 8 47

Reported speech 47

Unit 9 55

Tenses in time clauses and time adverbials   55

Time adverbials: when, while, during or meanwhile? 55

Prepositions in time expressions 56

Unit l0 60

Expressing ability, possibility, and obligation 60

 

Unit 11 66

Conditionals 66

At, in and on to express location 70

 

Unit 12 72

Nouns 72

Articles 77

 

Unit 13 78

Ways of contrasting ideas 78

The language of comparison 83

 

Unit 14 84

Comment adverbials 84

Emphasis 84

Unit 1

Verb forms to talk about the past

1.1. Used to (IW)

Material: worksheet for each student, track with the song “Used to” by Chris Daughtry

Spread the worksheets. Ask students to look at the pictures and predict what the song is about (love, relations). Draw their attention to the second picture and the title: Are they still together? Let them explain the meaning of used to.

First, listen for gist to check sts’ predictions. Then, work with the words from the song. Make sure the students understand that they need to find antonyms.

Go through all the other tasks before the second listening.

And the end you may ask them to sing the song together.

1.2. I had a dream… (PW)

Material: worksheet for each student

In this role play students work in pairs and imagine that their partner is an old school friend. They should be ready to answer further questions about some details of their achievements or reasons why they didn’t succeed in other things.

Set the limited time for discussion and stop the students at the end of it whether they have finished or not.

1.2.1. Extension (PW)

To make the task personalized you can ask students about their own dreams as children and their fulfillment. In pairs they compare their dreams and find similarities.

1.3. Sweet memories (GW – groups from 2 to 6)

Material: sheet with the board game, dice, counters

The material has been taken from Games for Grammar Practice by Maria Lucia Zaorob and Elizabeth Chin

The game provides practice with verbs in habitual past with used to. Because of the subject of childhood and teenage memories is so close to everyone’s heart, the game promotes a lot of conversation and better student rapport. As such, it should be reserved for more communicative end of the lesson and used for fluency building.

Start with questions related to childhood and teenage experiences. E. g.:

• Who did you use to fight with when you were a teenager?

• I used to fight a lot with my sister.

• Why?

• Well, because she used to borrow my clothes without asking me first.

• And who used to win?

• She did, because my mother was always on her side.

Draw students’ attention to the meaning and use of used to.

The rules: whenever a player lands on a square with a question in it, someone in the group asks them that question, and the player answers. The group should then explore the topic with further questions, comments, etc. When they land on pictures, they should be asked questions about the things and events in the pictures. When they land on empty squares they can be asked any question related to their childhood or teenage memories.

If there is a group of 4-6 sts the game can be played in pairs or groups of three to stimulate higher individual STT. :)

1.4. Asking and answering questions about photos (PW)

Material: photos for each student

Students work in pairs and imagine that they are showing some photographs of their childhood. Their partners listen and ask for details using different past tenses.

Since the situations depicted in pictures are quite common, they could have happened to most of the students. It can be done as a T/F game. Their aim is to convince their partner that it really happened in their childhood (so they try to give a lot of proof) and their partner’s aim is to spot a lie (so they ask a lot of questions for details).

1.4.1. Variation 1 (PW)

To make it more communicative you can play a guessing game: Students keep the cards secret and describe what was happening in the picture, without naming the exact words: I was helping my mother. I was holding a little spade and a pot with soil (We were transplanting a flower)

1.4.2. Variation 2 (S-Cl)

You can ask students in advance to bring their own photos. They can also prepare a story about “One day of my childhood” using this picture. They can present it to the whole class, and all the other students should listen attentively and prepare a question to ask the presenter.

At the end of the activity sts’s can vote what was the most interesting story (and the student gets the medal: “The best storyteller”/ a little prize). You can ask students to count the amount of their questions and at the end you give the medal “The best interviewer”/a prize to the one with the biggest amount of questions. You can bring your own photo just in case (they will tell a story about your childhood (each student one sentence – chain story); then you tell them if their guesses were T or F.

1.4.3. Variation 3 (PW)

You can bring some pictures cut out from magazines. Students interview their partners (who are photographers at different magazines and the authors of these pictures), asking for details about the photos: When were they taken, What was the idea, who were this people?..

They are trainee journalists applying for a better position. They were asked to write an article about famous magazine photographers and their works. The best interview will be printed in the magazine and they’ll get the job and a pay rise, so they have to make the interview interesting, asking as many questions as they can.

Finally they read each other’s pieces of work and choose the best ones. You can make a newspaper page to hang it on the wall or maybe even publish the best ones in our social network groups.

1.5 Snooping around (GW – groups from 2 to 6)

Material: sheet with the board game, dice, counters, cards.

The material has been taken from Games for Grammar Practice by Maria Lucia Zaorob and Elizabeth Chin

The game provides plenty of practice with the present simple + ever, as wells as invites learners to share their life experiences and is therefore excellent for generating conversation and building fluency.

The game includes 3 sets of cards, marked 1-3, containing questions graded from the least to the most controversial. So look through them a pick the set of cards that best suits your students’ age. (Or combine them).

Players shuffle the cards, place them face down in the centre of the board and distribute their counters among the 4 corners. They take turns casting the dice and moving their counters. Whenever a player lands on a balloon, he or she picks a card and asks anyone in the group the question on it + one other related question (e. g. – Have you ever been to a fortune teller? – Yes, I have. – Why did you go there? – Well, I wanted to know when I would find a girlfriend).

The winner is the first player to get back to his or her starting corner. But you may let them play for as long as they like or until you think they have had enough practice.

Chris Daughtry – Used to

1. Match the words with their antonyms

Lean on smb succeed

To fall down to question

To figure out be powerless

To have smth under control distrust

2. Complete the gaps.

You used to talk to me like

I was the ­­­______ one around.

You used to lean on me like

The only other ________ was falling down.

You used to walk with me like

We had nowhere we needed to ______,

Nice and slow, to no place in particular.

3. Arrange the lines in order

Chorus

Can we get this back to how it used to be?

We used to breathe without a doubt.

We used to have this figured out;

When nights were clear, you were the first star that I'd see.

Can we get this back?

We never thought.

We used to have this under control.

We used to know.

At least there's you, and at least there's me.

4. Are the underlined words correct?

I used to teach for you when

I got lost along the way.

I used to listen.

You always had just the right thing to pray.

I used to borrow you.

Never really cared where we would go,

Fast or slow, to anywhere at all.

Chorus

5. Compete the gaps.

I look around me,

And I want you to be ­­­______

'Cause I miss the things that we shared.

­­­______ around you.

It's empty, and you're sad

'Cause you ­­­______ the love that we had.

You used to ­­­______ to me like

I was the only one around,

The only one around.

Chorus

Chris Daughtry Teacher’s version

U sed to

1. Match the words with their antonyms

Lean on smb – distrust

To fall down – succeed

To figure out – to question

To have smth under control – be powerless

2. Complete the gaps.

You used to talk to me like

I was the only one around.

You used to lean on me like

The only other choice was falling down.

You used to walk with me like

We had nowhere we needed to go,

Nice and slow, to no place in particular.

3. Arrange the lines in order

Chorus

We used to have this figured out;

We used to breathe without a doubt.

When nights were clear, you were the first star that I'd see.

We used to have this under control.

We never thought.

We used to know.

At least there's you, and at least there's me.

Can we get this back?

C an we get this back to how it used to be?

4. Are the underlined words correct?

I used to reach for you when

I got lost along the way.

I used to listen.

You always had just the right thing to say.

I used to follow you.

Never really cared where we would go,

Fast or slow, to anywhere at all.

Chorus

I look around me,

And I want you to be there

'Cause I miss the things that we shared.

Look around you.

It's empty, and you're sad

'Cause you miss the love that we had.

You used to talk to me like

I was the only one around,

The only one around.

Chorus