In this lesson plan students preparing for the C1 Advanced exam develop their understanding of some key fixed expressions that often come up in part 4 of the use of English. Download the handout and homework exercise below:
Students read the expressions in bold and discuss the meaning with their partner. Encourage them to paraphrase the expression and make any notes on the grammar that might be relevant: specific prepositions, verb patterns that may follow it (gerund/infinitive etc.)
Students then flip the paper over and attempt to remember the expressions using the key words as prompts. They can check their answers by looking back at page 1. Ask students which expressions they struggled the most to recall.
Set the key word transformation worksheet for homework.
This is a lesson plan in which high level students get to grips with functional language and expressions used for complaining and criticising. Download the handout below:
Once you’ve done that, give out the handout and have students start to tackle the dialogue between Bob and his boss. Students should try to paraphrase the expressions and discuss their use.
Further idiomatic expressions and structures are then listed, have students discuss them in pairs and field any questions and doubts they may have.
Students then complete a controlled practice activity:
Complete the sentences with one word:
You could at least call to let us know you’re running late.
If you will keep leaving the heating on, you can’t complain about the gas bill.
Your work has not been up to scratch for some time now and you really need to pull your finger out.
I resent having to listen to your complaints every morning.
The onus is on you to apologise to her, you were way out of line.
You could/might/should have told me you were sick this morning, now there’s no time to organise a substitution.
You had better knuckle down and start making an effort in this relationship, otherwise I’m gone.
I don’t mean to throw Dave under the bus but it was his responsibility to lock up after the show.
Now have students roleplay the scenarios and write up a dialogue for their favourite.
Set the writing task for homework, point out that the tone should be firm but friendly and informal. Encourage the use of as many expressions as possible.
This is a lesson plan designed to develop students’ understanding of common idiomatic expressions that can come up in the C1 Advanced exam. Students discuss the topic of problems in the workplace and look at fixed expressions in the context of a dialogue. Download the student handout and exam practice activity below:
Give out the handout and have students discuss the pre-reading topic in small groups. Clear up any vocab doubts and briefly recap in open class.
Have students read the text and answer the gist question: Read the text, which workplace problems does it describe? The text describes a case of nepotism.
Have students answer the detail questions:
Who are the two people? co-workers/colleagues
What are they annoyed about? being overlooked for a promotion
Why did James get the job? he’s the boss’s son-in-law
What is their plan? to wait for James to make a mistake then “throw him under the bus”
Why do they need to be careful? because if anyone finds out they’re plotting, they might lose their jobs
Students look at the language focus section. 2 expressions of surprise: come as a surprise to someone + be taken aback
Have them discuss the other expressions and come up with a simpler paraphrasing for the expression. What they’re doing essentially is writing the first sentence in a key word transformation exercise.
Have students flip the paper over and look at version 2. Now they must use the key words to recall the expressions from the original version from memory. They can then flip back over and check their answers, encourage them to focus on small details like prepositions and verb patterns (gerund/infinitive after the expression) as these can often be worth a mark in the exam.
Students then work in groups to write a new dialogue using as many expressions as possible. Set the key word transformation worksheet, which tests the same structures, as homework. Alternatively you could space it slightly more and have them complete the worksheet in the following class.
This is yet another designed to help students prepare for part one of the C1 Cambridge Advanced (CAE) writing exam. Some of the content has been rehashed from old posts but the approach is slightly different. Download the student handout below:
Give out the handout and draw students’ attention to the task on page one and the first version at the bottom of the page. Have them read the task, then the model answer, then answer questions 1-3 with their partner:
Which of the three areas (convenience, cost & enjoyment) does the writer focus on?cost and convenience
Which one do they decide has the biggest impact on where people choose to shop? cost
Give the essay a score out of 5 for:
Content (have they answered the question?)4.5 – 5 – yes, question is fully answered
Range of language2.5 – reads more like a B2 First essay
Appropriate style (formal/informal) 1.5 – too informal, not the right style: contractions, words like “stuff”, too personal (too much “I” and “we”), “first let’s look at”
Now have students look at question 4. If you’re pressed for time, you could skip this part. Have students brainstorm more formal and advanced ways of expressing the parts in bold in pairs or groups. Perhaps you could assign one paragraph to each group and have them report back in open class. Board their ideas.
Now have students flip the paper over. Version 2 essential expresses the same ideas but with more advanced language and a more appropriate register. Direct students to find the “fancy” equivalents of the underlined phrases from version 1 in version 2.
Set students the homework task by first encouraging them to discuss the topic:
Factors when deciding where to go on holiday:
Weather
Price
Cultural activities
Encourage them to use the language from version 2 and the language on pages 2 and 3 in their compositions.
Version 1
Read version 1 and answer the questions:
Which of the three areas (convenience, cost & enjoyment) does the writer focus on?
Which one do they decide has the biggest impact on where people choose to shop?
Give the essay a score out of 5 for:
Content (have they answered the question?)
Range of language
Appropriate style (formal/informal)
Look at the sections in bold, how could you express the same ideas in a more impressive/formal way?
We’re always hearing in the news about how more and more people are buying things on the internet. It’s a big problem that fewer people are going shopping in physical shops nowadays. But, what makes people decide where to shop?
First, let’s look at convenience.It’s true that shopping online is much easier than shopping in physical shops. You can buy stuff on your computer and you can sit on your sofa, you don’t need to leave your house. Also, the stuff gets sent to your house. When you go to the physical shop you have to take it home yourself.
Now I’ll talk about cost.Some people think that cost is the most important thing people think about when they decide where to shop. For example, when the sales are on people buy things in shops they don’t normally go to.But some people don’t care about the price. It doesn’t matter if it’s expensive or not.
In conclusion,looking at the facts,I think that cost is the most important thing for most people because if you don’t have enough money, you can’t buy it.
Version 2
Find and underline the ways that the same ideas are expressed in this version.
Hardly a week goes by without another news report about the recent dramatic increase in online shopping. The decline of the high street shop is undoubtedly a major issue in this day and age. However, which aspect of shopping has the biggest influence on where people shop?
The first area to take into account is convenience. It is undoubtedly the case that shopping online is much more convenient than shopping on the high street. Not only can you make a purchase with the click of a button, but also you can do it from the comfort of your sofa without setting foot outside your door. In addition, the goods are delivered directly to your door whereas when you shop in physical shops you have to carry it home yourself.
Another aspect to consider is cost. There are those who argue that cost has the biggest impact on where people decide to shop. This is illustrated by the fact that during the sales many people buy things in shops they would not normally enter. Nevertheless, for some people the cost is not an issue, they buy what they want to buy no matter the price.
In light of the above, weighing up all the evidence, it is probably true to say that cost does indeed have the biggest influence on where people decide to shop due to the fact that most of the time, if you cannot afford something then you will not be able to buy it.
(247 words)
Homework Task
Your class has had a class debate on the most important factors when it comes to deciding on a holiday destination.
Factors when deciding where to go on holiday:
Weather
Price
Cultural activities
Some opinions expressed in the debate:
“If it’s not a sunny place, then I’m not going. Why would I visit a cold, rainy city?”
“I want my money to go further. For the price of a weekend in Paris, I could spend 2 weeks in Morocco.”
“I can’t stand just lying on a beach, I need to get out and learn something about the places I’m visiting.”
Write an essay for your tutor, discussing two of the factors in your notes. You should explain which factor is the most important for most people, giving reasons to support your argument.
You may, if you wish, make use of the opinions expressed in the debate but you should use your own words as far as possible. Write your essay in 220-260 words in an appropriate style.
Language for introductions
In this day and age…
… is a hotly-debated topic that often divides opinion.
… is a growing issue in today’s society
We live in an age when many of us are…
More and more families are choosing to have only one child.
The trend nowadays is towards having smaller families.
Over the past ten years or so the media have frequently carried reports of ……………
Recent research indicates that the number of teenagers who smoke is increasing.
Hardly a week goes by without another report of …………….. appearing in the media.
Although most people would generally agree that …………… few would deny that ……..
Language for topic sentences
Second Paragraph
…. clearly/undoubtedly has an impact on…
It is common knowledge that… plays a crucial role in…
It is undoubtedly the case that…
There is little doubt that…
… is widely believed to contribute to…
It is generally considered that…
Recent research suggests that…
Studies have shown that… has an impact/influence on…
Few people would contest/dispute the fact that…
Third Paragraph
Another factor to consider is…
On the other hand/In contrast…
It is often claimed that…
All the evidence suggests that…
Language for supporting ideas
Language for introducing supporting ideas:
For example,
For instance,
An obvious example of this is…
A clear example of this is…
This is illustrated by…
As a case in point…
Paragraph Skeleton
It goes without saying that …………………………………………………………………… A clear example of this is ………………………………………………………. In addition, ……………………………………………………………………. Nevertheless, …………………………………………………………………………………………………………………………………………………. Overall/in summary ……………………………………………………………………………………………………………………………………………..
Language for conclusions:
In light of the above, / Taking all this into consideration/account,…
As far as I am concerned, / in my opinion, / as I see it, etc.
… is the most effective way to… due to the fact that…
OR
In light of the above, / Taking all this into consideration/account,…
Despite the fact that… undoubtedly plays a role in… I firmly believe that… is more effective due to the fact that…
The PowerPoint contains advanced language for expressing opinion, personalising the topic, agreeing and disagreeing. It was made with C1/C2 students in mind. If you’re teaching lower levels, the student handout may be more suitable, although I recommend supplementing it with a phrase sheet, perhaps try my FCE Speaking Phrases post.
Put students into small groups (3/4) or conduct the activity as an open class discussion. Before engaging in discussion on the topics, students must decide individually to what extent they agree or disagree with the given statement by circling one of the numbers from 1-6. The idea is that students will be more likely to take a stand and defend their point of view and less able to go along with the crowd if they’ve assigned their opinion a numerical value.
You could also introduce the phrase “to play devil’s advocate” and encourage students do it during the discussion. Another idea could be to assign a specific student from each group as the devil’s advocate for each topic, thus forcing them to come up with counter arguments to what their classmates are saying.
Here are the discussion topics:
Zoos have a positive impact on society.
Strongly agree 1 2 3 4 5 6 Strongly disagree
Big game hunting should be allowed the money from hunting licences should go towards conservation.
Strongly agree 1 2 3 4 5 6 Strongly disagree
Humans shouldn’t step in to save endangered species; nature should be allowed to take its course.
Strongly agree 1 2 3 4 5 6 Strongly disagree
I see no problem with testing cosmetics on animals.
Strongly agree 1 2 3 4 5 6 Strongly disagree
I see no problem with testing medicines on animals.
Strongly agree 1 2 3 4 5 6 Strongly disagree
People in the future will view the way we treat animals today as barbaric.
Strongly agree 1 2 3 4 5 6 Strongly disagree
It’s not a square meal without some meat.
Strongly agree 1 2 3 4 5 6 Strongly disagree
I could go vegetarian.
Strongly agree 1 2 3 4 5 6 Strongly disagree
I could go vegan.
Strongly agree 1 2 3 4 5 6 Strongly disagree
I’m willing to cut down on meat for environmental reasons.
Strongly agree 1 2 3 4 5 6 Strongly disagree
Eating animals like dogs and cats shouldn’t be viewed as strange; we eat pigs, sheep and cows.
Strongly agree 1 2 3 4 5 6 Strongly disagree
I would be able to tell the difference between real and synthetic meat.
Strongly agree 1 2 3 4 5 6 Strongly disagree
One day, all meat will be synthetic meat, grown in a laboratory.
Strongly agree 1 2 3 4 5 6 Strongly disagree
Factory farming is necessary in order to feed the populations.
Strongly agree 1 2 3 4 5 6 Strongly disagree
Eating meat is an important part of my culture.
Strongly agree 1 2 3 4 5 6 Strongly disagree
Sports involving animals (hunting, horse riding, bullfighting, etc.) are an important part of my culture and must be protected.
A simple worksheet and discussion activity in which students look at 21 different phrasal verbs featuring either up or down. Download the student handout and answer key below, follow the link at the bottom of the post for a Kahoot game based on the target language:
This is a conversation topic for B2+ students in which they discuss things that annoy them. First they study some expressions related to annoyance and anger, then put them to use in a discussion about different annoying habits. Download the student handout, key and Powerpoint below:
Start by writing “Pet hates/peeves & Bugbears” on the board and give examples of some of your personal pet peeves using some of the expressions from the student handout.
Vocabulary Focus
Give out the handout and have students complete the expressions. Check answers in open class.
Instruct students to cover the handout, then show the first slide from the Powerpoint, students now need to remember the expressions using the words from the exercises on the handout:
STAND – I can’t stand it when…
The sentences are animated on the Powerpoint so you can reveal them one at a time.
Repeat for the expressions about anger.
Discussion
Put students in pairs or groups of three.
Go through the slides on the Powerpoint showing different annoying habits and behaviours.
For each slide encourage students to discuss their feelings about the topic and also think of a specific time in their lives when they’ve witnessed such behaviour, and how they reacted. If they can’t think of a specific time, encourage them to speculate about how they would react: “If I saw someone throwing litter out of a car window, I would lose my rag!”
Encourage students to share their opinions and experiences in open class.
Wrap up the activity by having students write a definitive list of 3 pet peeves/bugbears that they have.
For adult students or groups that you know well, you may want to teach slightly more explicit versions of the expressions:
Lose one’s shit
It fucks me off
Homework
Have students listen to our episode of 2Ts in a Pod on the topic of Pet Hates:
This is a lesson plan for C1/C2 students by Soleil García Brito on the topic of face recognition based around a video and a gapped text exercise. The warmer could also be used with lower levels (B1/B2). At the end of the lesson students can take an online test to see if they are “super recognisers”; you’ll find the link below.
Download the student’s handout and teacher’s notes below.
This is a cheat sheet/reference grid explaining the different task types that students will be required to complete in part 2 of the Cambridge C1 Advanced writing paper. Download the handout below:
This is another guest post by Soleil García Brito on the topic of gender roles and the colour pink but this time for higher level students (C1/C2). The lesson plan is made up of two video exercises, a gapped text reading exercise and a discussion on the topic. Download the student handout and teacher’s notes below:
