Advanced Relative Clause Pictionary

Photo credit: http://www.lamaestrachiara.com/inglese/song/green-bottles/ten-green-bottles.htm

This is a revision lesson plan for CAE students studying advanced relative clause phrases such as: all of whom, some of which etc.

Here’s the handout:

Advanced Relative Clause Pictionary

Step 1

I use this game as a revision/warmer after we’ve already studied advanced relative clause phrases with which and whom.

Draw two columns on the board with the titles which (objects/things) and whom (people) and have students recall as many relative clause phrases as they can:

Which (objects/things) Whom (people)
In which (where)

All of which

Some of which

None of which

Both of which

Neither of which

(1,2,3) of which

All of whom

Some of whom

None of whom

Both of whom

Neither of whom

(1,2,3) of whom

Students may struggle with the difference between neither of whom/which and none of whom/which.

Neither refers to just two people/things where as none refers to a group of at least three:

Two students came to class, neither of whom had done their homework.

Ten students came to class, none of whom had done their homework.

There were two buses waiting to take people to the city centre, neither of which had enough space for us.

There were three buses waiting to take people to the city centre, none of which had enough space for us.

Cut out the hand out and divide the class into teams, one volunteer must attempt to draw the situation described in the picture, the team that calls out the corresponding sentence gets 1 point. Continue until all the situations have been used.

Draw the following sentences:

A group of children, some of whom are wearing hats, are waiting for the bus. Four houses, two of which are on fire.
A group of men, all of whom are wearing glasses, are watching TV. Two dogs, both of which are eating bones, are at the beach.
Two men, neither of whom has hair, are playing tennis. Two pizzas, both of which have mushrooms, are on the table.
Two snakes, both of which are green, are sleeping on the carpet. Ten bottles, all of which are full, are sitting on the wall.
Five babies, two of whom are sleeping, are lying on the bed. Five cats, some of which are black, are playing with a ball.

Zero Conditional: Hiccup Cures!

This is a lesson plan to help students put the zero conditional into practice in conversation.

Download it here:

Zero Conditional

Introduction

Ask students the following: What do you do when you get hiccups?

Show them the following video and tell them to write down as many causes and cures for hiccups as they can.

Mine the video for vocabulary:

Spasm, stuck, breathe, gasp, exhale/inhale, hold your breath, difference between breathe (verb, long vowel sound) and breath (noun, short vowel sound), chug, pull, tongue, drink from, wrong side, take a sip, swallow, tip your head back, plug your nose, a teaspoon of, sprinkle, squeeze your pinky, pressure point, pinch, recite, backwards, think of, bald, cure/get rid of hiccups.

Ask them which methods from the video they use.

Model a few sentences on the board:

When/whenever I get hiccups, I ask a friend to scare me.

Tell students that this is called the zero conditional. Give out the first page of the handout and go over it quickly.

We use the zero conditional to talk about general or scientific truths and habits.

If you heat ice, it melts. (General truth)

If I drink coffee after 6pm, I can’t sleep. (Habit)

We also use it to talk about what people should do in certain situations.

If you feel tired, stop for a rest.

If you feel ill, take your medicine.

The formula is:

If/when/whenever + present simple, present simple.

Matching exercise

Match numbers 1-5 with letters a-e to make zero conditional sentences.

1.     If it rains, a.     The roads are dangerous.
2.     If it snows, b.     I try a new flavour of ice-cream
3.     Whenever I visit Rome, c.      Tell a security guard.
4.     If you see someone stealing d.     It boils.
5.     When water reaches 100º C, e.     We play basketball inside.

Matching Key

1-e, 2-a, 3-b, 4-c, 5-d

Conversation exercise

Cut the following cards up. Students take them one at a time and discuss them in conversation. Encourage the use of: “Me too/neither” or “So/neither do I”

Whenever I go on holiday… When I go to the dentist…
If I drink too much red wine… Whenever the sales are on…
If I see a beggar in the street… If I see a tourist with their bag open…
When I go to the beach, I always… When it’s my birthday…
If I’m feeling blue… Whenever I need help at work/school…
If I eat too much… When I watch a sad film at the cinema…
When I forget to do something important at home… If I have free time…
Whenever I go to the city centre… When I visit my relatives…
If someone asks me for directions in the street… If you get hiccups…
If you have a hangover… If you feel ill at work/school…
If you need to take a day off… When I have too much work to do…

Here are some alternatives for teenage students:

When I get bored… If I feel sleepy at school…
If I drop my ice-cream on the floor… If a wasp comes near me…
If I can’t sleep… If my brother/sister annoys me…
When I don’t feel like going to school… When my teacher puts a video on…
When I forget to do my homework… If I get sunburnt…

Photo credit: http://imgkid.com/too-much-coffee-meme.shtml

Video credit: buzzfeedyellow

CAE Use of English Revision Test

Here’s a sentence completion worksheet with lots of common expressions and structures that come up in the CAE use of English paper. Use of English Revision Complete the sentences with 1 word:

  1. I think of him _____ a father figure.
  2. He’s my favourite uncle; I really look ____ to him.
  3. Everyone thought it would be a complete disaster but it turned _____ fine.
  4. Haha! Look at Tina, she has her jumper on back ___ _____.
  5. There were _____ over 100 people there (much more than)
  6. The company has run ______ trouble.
  7. The project is 4 weeks _______schedule, the boss is not happy.
  8. Everything is going according ____ plan.
  9. He’s making quite a ______for himself in the acting world.
  10. The police tried to prevent the protestors _____ entering the building.
  11. I think James would _______ an excellent Dad.
  12. There will be a show after dinner = Dinner will be ________ _____ a show.
  13. ____its height, this bar had 1000s of customers every night.
  14. He has promised to ______ us _____ a tour of the old town in the morning.
  15. The vandals _____ fire to the carpet and the curtains.
  16. Less people are visiting the park = there has been a _______ in the number of people visiting the park.
  17. He made a great _______ of money selling old cars.
  18. We had to stop because a _______ of cows was crossing the road.
  19. We had to walk a mile or _____ (approx.) before we found a house.
  20. I was ____ the point ____ giving up when I found it.
  21. As _____ as you eat all your vegetables you can have some ice-cream.
  22. As _____ as we know there’s no life on Mars.
  23. As _____ as you get the results, call me.
  24. As _____ as computers are concerned, I’m no expert.
  25. We are currently ____ the process of having our house done ____. (renovated)
  26. Only when I got home ___ I realise she had been flirting with me.
  27. I’d _______ not walk home alone if that’s ok.
  28. I’d _______ not to walk home alone if that’s ok.
  29. I’ve put a lot of time and effort ____ the project.
  30. My dentist has told me to cut _____ ____ fruit juice.
  31. I need a new TV, the old one takes ____ too much space.
  32. A high sugar diet can _____ to diabetes.
  33. A high fat diet can g_____ r______ t_____ obesity.
  34. This report is based ____ a survey carried ____ by members of the school council.
  35. My bicycle tires are completely worn ____, I need to get new ones.
  36. I definitely take ______ my Mum, we’re almost identical.

Key:

  1. as
  2. up
  3. out
  4. to front
  5. well
  6. into
  7. behind
  8. to
  9. name
  10. from
  11. make
  12. followed by
  13. at
  14. take on
  15. set
  16. fall/drop
  17. deal
  18. herd
  19. so
  20. on of
  21. long
  22. far
  23. soon
  24. far
  25. in up
  26. did
  27. rather
  28. prefer
  29. into
  30. down on
  31. up
  32. lead
  33. give rise to
  34. on out
  35. out
  36. after

Here’s another version which includes some relative clauses:

use-of-english-revision new version

CAE Revision Test

My CAE students have a progress test next week so here’s their test on some of the grammar and vocab we’ve covered this year so far. Download the hand out and key here:

Revision Test

Revision test key

  1. Please hurry up and decide which film to watch.

MIND

I wish you would______________________________ about which film to watch.

  1. I ate frog’s legs for the first time.

NEVER

I________________________ before.

  1. He played for the club for the first time on Saturday.

DEBUT

He _________________________________for the club on Saturday.

  1. My Dad will collect us with his car at the airport.

UP

My Dad_______________________ at the airport.

  1. Police think he is the murderer.

TO

He _____________________________ murderer.

  1. The painters are painting our house at the moment.

HAVING

We______________________________ at the moment.

  1. Someone stole my phone in the bar.

GOT

I_______________________________ in the bar.

  1. Although she’s good with animals, she’s not very comfortable with people.

MAY

She ________________________ animals, but she’s unable to relax around people.

  1. I’ve lost my keys, it’s possible that I left them at work.

HAVE

I’ve misplaced my keys, ______________________ at work.

  1. I definitely didn’t write that note, Lyn! That’s not my handwriting!

WRITTEN

I ______________________, Lyn, because that’s not my handwriting!

  1. Paul will definitely win the competition.

BOUND

Paul _________________________ competition.

  1. You should clean your room.

TIME

It’s about _____________________ your room.

  1. I wasn’t allowed to play in the street when I was little.

LET

My parents_________________________ in the street when I was little.

  1. “Give me your phone or I’ll shoot you!” said the thief to the old lady.

THREATENED

The thief _________________________ if she didn’t give him her phone.

  1. If Billy hadn’t advised me to continue, I would have given up.

ADVICE

But _________________________, I would have given up.

  1. If I saw someone stealing, I couldn’t just ignore it.

WITNESS

Were_______________________, I couldn’t ignore it.

  1. If I hadn’t seen the sign, I would have crashed into the river.

NOT

Had _______________________, I would have crashed into the river.

  1. The moment I sat down, the phone rang.

HAD

No_________________________ the phone rang.

  1. We didn’t just see dolphins, we saw whales too!

BUT

Not___________________ also whales!

  1. Two students came to class. Both students hadn’t done their homework.

NEITHER

Two students came to class,_________________ done their homework.

  1. Although it was sunny, it was still chilly.

THOUGH

Sunny ____________________, it was still chilly.

  1. The police ordered the man to drive to the side of the road and stop.

PULL

The police ordered the man _________________.

Revision test key:

  1. Make up your mind/make your mind up
  2. Had never eaten frog’s legs
  3. Made his debut
  4. Will pick us up
  5. Is thought to be the
  6. Are having our house painted
  7. Got my phone stolen
  8. May be good with
  9. I might/could/may have left them
  10. Can’t have written that note
  11. Is bound to win the
  12. Time you cleaned
  13. Didn’t let me play
  14. Threatened to shoot the old lady
  15. For Billy’s advice to continue/carry on
  16. I to witness a robbery/someone stealing
  17. I not seen the sign,
  18. Sooner had I sat down than
  19. Only did we see dolphins, but
  20. Neither of whom had
  21. Though it was
  22. To pull over

A little bit of drama: Reported speech – reporting verb patterns

This is a lesson plan for higher levels (B2+) to teach verb patterns with reporting verbs using video and scripted roleplays. It will be especially useful for CAE students as these structures tend to come up in key word transformations quite often.

You will need:

Explanation of the 4 groups of reporting verbs:

Reporting verbs

Credit to http://www.eltbase.com/notes.php?id=59 for their great explanation.

The scripted scenarios (print out at least 3 copies):

Reported speech script

The key to the scenarios:

Reported Speech Script Key

Introduction:

Write the verbs “accuse” and “deny” on the board. Then play the first minute of the following video:

Elicit the following sentences from students:

The Dad asked the boys who had got the paint out.

The older brother accused the younger brother of gettting/having got the paint out.

The younger brother denied getting/having got the paint out.

The older brother accused the younger brother of building stairs out of blocks.

Analyse the sentences and come up with the formula for the verbs accuse and deny:

accuse somebody of doing/having done something

deny doing/having done something

Ask students if they have ever been in a similar situation with a sibling or friend.

Have you ever been wrong fully accused of  doing something?

Stage 2: 4 groups of reporting verbs

For this part you can either give out the handout on the 4 groups of reporting verb patterns. Or model the sentences on the board and have students dedicate a page in their vocab books for each group of verbs.

You’re going to need a lot of space on the board for this part. Divide the board into 4 quarters.

Write the following sentence, one at the top of each quarter:

  1. I’ll come to the party. (say)
  2. I’ll come to the party. (tell)
  3. I will definitely help with the cleaning. (promise)
  4. I didn’t steal the money. (deny)

Tell students to change the sentences to reported speech using the verb in brackets:

  1. He said that he would come to the party.
  2. He told me that he would come to the party.
  3. He promised to help with the cleaning.
  4. He denied stealing the money.

Tell students that these are the 4 groups of reporting verbs.

Group 1: Say pattern: Same as “say”

 He said that he would come to the party.

Subject + reporting verb + (that) + clause

Common verbs of this type:

admit
advise*
agree
announce
claim
complainconfess*
confirm
declare
explain
insist*
mention
promise*
propose*
say
suggest
warn*demand

* also used with other patterns – see below

Group 2: Tell pattern: Same as “tell”

He told me that he would come to the party.

Subject + reporting verb + direct object + (that) + clause.

Common verbs of this type:

advise
assure
convince
inform
notify
promise
reassure
remind
tell
warn

Group 3: Reporting actions: Promises requests etc.

 He promised to help with the cleaning.

Subject + reporting verb + infinitive with to

Common verbs of this type:

agree
ask
claim
demand
offer
promise
propose
refuse
threatentell (imperative)

He encouraged me to take maths instead of history.

Subject  + reporting verb + DO + infinitive with to

Common verbs of this type

advise
ask
beg
convince
encourage
forbid
instruct
invite
order
persuade
remind
tell
urge
warn (not to)

Group 4: Reporting verbs with gerund.

He denied stealing the money.

Subject + reporting verb + gerund

 Common verbs of this type:

admit
deny
mention
propose
report
suggest

 

Verbs with prepositions and gerund:

 

Accuse sb of doing st

Confess to doing something

Apologise to sb about/for doing st

Blame sb for st

Complain to sb about st

Insist on doing st

Object to st/doing st

Stage 3: Scripted role-play

Split the class into groups of 2-3 and give out the role-play scenarios, give them a couple of minutes to read and rehearse and then have students come to the front of the class and act out the scenarios. Then the other groups have to write sentences using as many reporting verb patterns as they can based on what happened in the scenarios. Guide students and model sentences, encourage them to place them in the correct group.

Reported speech – Scripts

Scenario 1

A: Hi son, How’s it going?

B: Hi Dad. I’m going out.

A: Wait a minute, wait a minute. Have you done your homework?

B: Ahhh come on Dad, it’s Friday night.

A: I don’t care, have you done it or not?

B: No. But I promise I’ll do it tomorrow.

A: Ok, but if you don’t you’ll be grounded for a week.

B: Ok it’s a deal.

They shake hands.

Scenario 2

Sarah: Hi Fiona, how’s it going? Are you coming to the party tonight?

Fiona: No I don’t think so; I’m not in the mood and I have to work tomorrow.

Sarah: No you don’t! Tomorrow is a holiday, the shop is closed.

Fiona: Oh yeah! I’d completely forgotten. I’m still not sure.

Sarah: Oh come on, you’ve got to come! Tommy’s going to be there.

Fiona: Really? Hhhhmmmm well, ok go on then, I’ll come.

Scenario 3

Teacher: (to John) You stole €5 from the charity collection box!

John: Me??? It wasn’t me! How dare you accuse me! It was Sandra who stole the money. I saw her do it!

Sarah: Me? No way! He’s lying!

Teacher: I want to see what’s in your pockets right now!

They turn out their pockets. John’s pockets are full of money.

Teacher: Aha! What’s all this?

John: Ok, it was me. I admit it.

Sarah: I think it’s unfair that I was accused of this crime. I’m going to tell my parents.

Teacher: I’m terribly sorry Sarah, it was a misunderstanding.

Scenario 4

Anna and Natalie are having a party. The music is very loud. There is a knock at the door.

Anna: (opening the door) Yes? Who is it? What do you want?

Little old lady: It’s 3am, I can’t sleep please turn the music down.

Natalie: Turn it down? No way! We just graduated!

Little old lady:  Oh please please please turn it down, I’m so tired.

Anna: Nope sorry, we’re not going to turn it down.

Little old lady: (angry) Well, if you don’t turn it down I’m going to call the police.

Natalie: Go ahead! You can come in and use my phone if you want.

Little old lady: oooo the cheek of it! That’s it! I’m going to call the police!

Reported Speech Script Key

Scenario 1

The Dad asked the son if he had done his homework.

The son admitted that he hadn’t done his homework.

The son admitted to not doing/having done his homework.

The son promised to do his homework the day after.

The Dad warned the son that if he didn’t do his homework he would be grounded for a week.

Scenario 2

Sarah asked Fiona if she was going to the party tonight.

Fiona replied that she didn’t think so. She said that she wasn’t in the mood and that she had to work the day after.

Sarah reminded Fiona that the day after was a holiday.

Sarah persuaded/convinced Fiona to come to the party by telling her Tommy would be there.

Scenario 3

The teacher accused John of stealing/having stolen the money.

John denied stealing the money and accused Sarah of stealing the money.

The teacher ordered them to turn out their pockets/demanded that they turned out their pockets.

John admitted to/confessed to stealing the money.

Sarah objected to being accused of stealing the money.

The teacher apologised for accusing Sarah of stealing the money.

Scenario 4

Anna asked who it was and what they wanted.

The old lady asked/urged them to turn the music down.

Natalie refused to turn the music down.

The old lady begged them to turn the music down.

Anna refused to turn the music down.

The little old lady threatened to call the police if they didn’t turn the music down.

Anna invited the old lady to use her phone.

The old lady announced that she was going to call the police.

Stage 4: Follow up activity, students write their own scripts.

Students come up with their own scenarios trying to use as many of the different verb patterns as possible. Other groups have to correctly guess the verb they were trying to express.