CAE Gold TB

Teacher'snotes for photocopiable activities

4Put the cards with the negative expressions into an envelope and ask a member of each group to draw out three . They must include each of these expressions in their speech, placed at the beginning of the sentences so that they use emphatic inversion.

5After about 20 minutes ask one member of each group to read their speech to the class. You might like to allow one minute after each one for the class to ask the speaker any questions.

6At the end, the class vote on which group wrote the best speech .

Options and alternatives

Instead of using the missing sentences exercise, you could turn the example speech into a listening exercise by reading it to the class. Before the first reading, ask a gist question such as 'What are the speaker's main criticisms of how the transport is run in his city?' Read the speech again and ask the students to note the most important words in the four sentences with emphatic inversion. Then ask them to work in groups to reconstruct the four sentences.

ANSWERS

Part one

1 b) 2 d) 3 a) 4 c)

11 B Eureka moments

Aim:

•to give practice in word building

Exam link

Paper 3 (Use of English), Part 3

Time

20 minutes

Preparation

Make copies of Worksheet 1 for one half of the class and copies of Worksheet 2 for the other half.

Procedure

1Write the name Archimedes on the board and ask students what they know about him. Some will probably be able to tell you the famous story. Then ask if they know any other stories where the solution to a problem has come to someone in a flash like this, or if they have ever

experienced this themselves.

2Divide the class into two halves and distribute Worksheet 1 to one half and Worksheet 2 to the other. Students work in pairs or individually to complete the word-building

exerci se for their worksheet.

3Each student now forms a pair with someone from the other group. They either read their texts to each other,

while their jJlartner checks their answers against his/her worksheet, or simply compare worksheets and mark their answers.

Options and alternatives

You could of course use either only Worksheet 1 or Worksheet 2 and use the text as a straight exam-style exercise. Alternatively, a strong group could work in pairs with one student doing the exercise orally and the other giving immediate feedback on his/her answers.

ANSWERS

©Pearson Education Limited 2008 PHOTOCOPIABLE

12 White elephants

Aim:

•to give practice in fusing future in the past forms within a past narrative

Exam link

Paper 2 (Writing)'Paper 5 (Speaking)

Time

20 minutes

Preparation

Make one copy of Worksheet 1 for one half of the class and a copy of Worksheet 2 for the other half.

Procedure

1Write the term white elephant on the board and ask the class if anyone knows the meaning. If not, explain that it means something useless or no longer needed but which has cost a lot of money. Tell the class that they are going to read about some famous white elephants

2Divide the class into two halves. Distribute Worksheet 1 to one half and Worksheet 2 to the other. Ask students to read the texts about the two famous white elephants. After reading the text they should complete three or four of the given sentences about each one, using future in the past forms.

3Each student now forms a pair with someone from the other group. They tell their partner about each of the white elephants, using the information from the texts.

They should use the sentences they have written as part of their description .

4Round off the activity by asking students if they can think of any other buildings or projects in their country or elsewhere which arguably have turned out to be white elephants

Options and alternatives

You could of course shorten the activity by giving each half of the class the information about just one white elephant. With a strong group, you could then use one of the two remaining texts as a listening exercise by reading it to the class and then asking them to complete the sentences. They then compare their sentences in pairs.

13 Gapped sentences quiz

Aims:

•to raise students'awareness of polysemy

•to give practice in completing an exam-style gapped sentences task

Exam link

Paper 3 (Use of English), Part 4

Time

45 minutes

Preparation

Make copies of Worksheet 1 and the corresponding answers for one half of the class and copies of Worksheet 2 plus the COl responding answers for the other half.

Procedure

1Divide the class into two groups . Give copies of Worksheet

1to one group and Worksheet 2 to the other.

2Ask the class to work in pairs to complete sentences 1 to

18using the words in the box at the top. Tell them each word should be used three times, but. unlike in the exam, the groups of sentences are jumbled up .

3When pairs have finished, give them a copy of the relevant answer sheet and ask them to check their answers. If there are any uses of the words that they do not

understand they can check with you, or use a dictionary.

4Now ask students to work in pairs and to rank the three sentences for each word according to how difficult they think the word is to guess. For example, on worksheet 1, students should rank sentences 1, 5 and 15 as they all require the word rich. The sentence they think is the most difficult of the three should be ranked number one and the easiest number three.

SStudents now join up with a pair from the other group. They should take it in turns to read the three sentences for one of the words to the other pairs. The other pair try to identify the word. Each pair should read the most difficult of the three sentences first and finish with the easiest. If

Teacher's notes for photocopiable activities

the other pair identify the word correctly after the first sentence, they score three points. Two points are awarded if they identify it after the second sentence and only one if they need all three sentences. The pair are allowed to make notes, for example of collocations or prepositions in the sentences that are read to them, but they are only allowed one guess after each sentence.

6At the end, the winners are the pair or pairs with the most points.

Options and alternatives

Instead of doing the quiz in groups of four, with a small class it could be done as a whole-class activity, with two teams reading the sentences across the class. In this case, all of the members of each team will have to agree on the ranking of the sentences. With a weaker class, you may wish to modify the rules and allow them more guesses, perhaps two after the first sentence in the group and just one after the others.

ANSWERS

The answers are given at the bottom of the Worksheet.

14 Spelling

Aims:

•to focus on spelling rules and introduce some exceptions

•to give practice in proofreading for spelling mistakes

Exam link

Paper 2 (Writing)

Time

20 minutes

Preparation

Make copies of Worksheets 1 and 2 for each student.

Procedure

1Remind students of the spelling problems and rules given in the Coursebook such as ';before e except after c'. Then distribute Worksheet 1. Either go through the spelling rules with the class, or ask them to read them carefully themselves. Then students work individually to match each rule with the correct set of examples A to J. Allow them to compare in pairs before checking with the whole class. You might wish to add to rule 2 by telling the class that'I' is a special case and always doubles even in unstressed syllables, as in travelled; however, traveled is correct in US English.

2Now distribute Worksheet 2. For each set of four words, students work individually to decide which is the one that is incorrectly spelt and write the correct spelling in the

Worksheet 1

Imagine

(negative adjective)

(adverb)

................

(adjective)

(noun)

Explain

(noun)

Suspect

(adjective)

(adverb)

Disappoint

Popular

(negative adjective)

Innovate

Commerce

(adjective)

LIKELY

century and punk rock was partly a reaction to this .