This is a lesson plan for C1+ students who are preparing for Cambridge exams in which they have to write reviews of video games. Students will learn about the storytelling technique “in media res” and analyse a model text of an informal video game review. Download the handout, PowerPoint and key below:
A bead of sweat rolls down your forehead as you frantically rush from chopping board to frying pan. “Two cheeseburgers with everything, then a pepperoni pizza, then two sushi rolls.” You hear your colleague, a raccoon in a wheelchair, shout. “Ok, we’ve got this” you shout back. Then, out of the blue, the kitchen splits in two, and a giant rat steals your tomato! Don’t worry, you’re not having a nightmare, it’s the new, chaos-filled cooking extravaganza that is Overcooked! If you’re a fan of fast-paced teamwork, hilarious mishaps, and delicious meals, this is the game for you.
In Overcooked, you and your pals take on the role of chefs working frantically to prepare and serve up tasty dishes. But it’s not as simple as just tossing some ingredients together and throwing them on a plate. Oh no, no, no. You’ll be tasked with all kinds of crazy challenges, from cooking on a pirate ship to dodging traffic on a busy street.
Now, here’s the real kicker: you have to work together to get it done. That’s right, it’s a co-op game, which means you’ll need to communicate, delegate tasks, and keep an eye on the clock if you want to succeed. But never fear, even if you burn the soup or accidentally set the kitchen on fire, it’s all in good fun.
The mechanics of the game are simple enough for anyone to pick up, but the challenges quickly become more and more demanding. You’ll need to chop, fry, boil, and plate dishes as fast as you can while avoiding obstacles. It’s easier said than done, but trust me, when you finally manage to serve up that perfectly cooked sushi roll, the sense of satisfaction is unbeatable.
Overall, I’d say Overcooked is an absolute blast to play with friends. It’s the kind of game that will have you shouting and laughing and high-fiving each other (or apologising profusely for dropping the pizza on the floor). I’d recommend it to anyone who loves a good party game or just wants to bond with their buddies over some virtual cooking chaos. So fire up the grill and get ready to serve up some culinary mayhem!
This is a lesson plan for C1-C2 students designed to develop their understanding of vocabulary to describe gadgets, apps and pieces of software. Candidates are often required to describe such things in writing tasks in the main suite of Cambridge exams. This lesson plan may also be useful for business English classes. Download the handout and key below:
Students start by discussing the most useful gadgets, apps and pieces of software they own. Then they read a text describing the new Thermomix cooking robot. After focusing on the language, they put it into practice by writing their own short product pitches and presenting them to the class.
Pre-reading
What’s the most useful gadget you have in your house?
What’s the most useful app you have on your phone?
What’s the most useful piece of software you have on your computer?
How do these things make your life easier?
Why do you think these gadgets/apps/pieces of software have become popular?
Reading
Does your family have a Thermomix? If so, is it useful? If not, would you like one?
What things can it do?
How does it compare to its competitors?
Read the text, does it contain any of the ideas you mentioned?
Theromix have been making waves in the world of kitchen gadgets for some time now. Ever since the advent of their first appliance way back in 1985, they’ve been at the cutting edge of the market lending a hand tohard-pressed families the world over.
The latest model, the TM6, really made a splash when it hit the shelves last month. This latest iteration really is lightyears ahead of its competitors. With its state-of-the-art design it truly is a sight to behold. That being said, what really makes it stand out from the crowd is how easy it is to use. It really is a piece of cake, and you’ll be savouring that cake sooner than you think.
Simply scroll through the different preset menus, select the one that catches your eye, add the ingredients and let thermomix take care of the rest. It’s touch-screen menus and ergonomic controls are so user-friendly that you’ll master them in no time at all. It enables you to make quick, mouth-watering meals at the touch of a button. Though its competitors may come with all sorts of bells and whistles, there’s a reason Thermomix has cornered the kitchen robot market: elegance, ease of use, and efficiency. It’s not rocket science!
Language Focus
Look at the expressions in bold, make notes on their meaning with your partner.
Can you remember the missing words?
Theromix have been _________ waves in the world of kitchen gadgets for some time now. Ever since the a______ of their first a_______ way back in 1985, they’ve been at the cutting ______ of the market lending a _______ to______-pressed families the world _______.
The latest model, the TM6, really made a s_______ when it ______ the shelves last month. This latest iteration really is lightyears ________ of its competitors. With its ______-of-the-_____ design it truly is a ______ to behold. That being said, what really makes it stand ______ ______ the crowd is how easy it is to use. It really is a piece of _______, and you’ll be savouring that cake sooner than you think.
Simply scroll through the different preset menus, select the one that ________ your eye, add the ingredients and let thermomix take _____ _____ the rest. It’s ______-screen menus and e________ controls are so user-_________ that you’ll master them in no time at all. It enables you to make quick, ________-watering meals at the _______ of a ________. Though its competitors may come with all sorts of _______ and whistles, there’s a reason Thermomix has _________ the kitchen robot market: elegance, ease of use, and efficiency. It’s not _________ science!
Sell, sell, sell!
Choose one of these gadgets, write a short pitch to sell it to your classmates.
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:
I’ve decided to put all the phrase sheets I have made for CAE writing part 2 together in one pack that I can print out and give to my students in preparation for them sitting the exam in June. Download the pack below:
Before you use these materials… We’ve created a new podcast aimed at B2+ level English students and teachers alike. You can listen for free at our SoundCloud page below. You can download teacher’s notes to accompany them from our Facebook page or from this blog. All comments and feedback welcome! Give us a like and a share 😉 https://www.facebook.com/2tspodcast/
This is a phrase sheet and writing task for CAE/CPE students designed to help them tackle formal letter of complaint tasks. It was brought to my attention that the original version of this phrase sheet contained a number of expressions that were inappropriate for the level of formality required for this type of task. As a result, I have made some changes. Download the new handout below:
C1 Advanced/C2 Proficiency – Letter of Complaint – UPDATE 2022
Task – CPE Testbuilder page 91
You recently stayed at one of a chain of large hotels and encountered a number of problems during your stay. Write a letter to the company’s head office detailing the problems you had, describing what happened when you complained to the hotel staff and suggesting ways the company could improve its service. (CAE 220-260 words – CPE 280-320 words)
Opening
Dear Sir or Madam, / To whom it may concern,
I am writing to express my disappointment with/dissatisfaction with the service I received in…
I would like to lodge a formal complaint against your company for the reasons outlined below:
I feel compelled to write to you in order to describe the woefully inadequate service at…
Listing Problems
First of all,
Not only was there a hair in my wife’s soup, but the main course also arrived cold.
On top of that…
As if that was not enough…
What is more, …
In addition to this, …
Complaining Expressions
The standard of the… was severely lacking.
The… was not up to the expected standard.
The… left a lot to be desired.
The… failed to live up to our expectations/fell well short of our expectations.
We were left bitterly disappointed by…
The quality of the customer service we received was woefully inadequate.
The… was an absolute disgrace/absolutely disgraceful (v.strong)
Overall, our visit to your (restaurant) was an unmitigated disaster from start to finish.
As a result of the …., we were forced to ….
Emphatic Language – Inversions & Cleft Sentences
No sooner had we …. than ….
What I found most disappointing was….
So poor was the …. that ….
At no time were we….
Never before have I seen/experienced/etc.
Had I know that ….., I would not have ….
Requesting Action
It seems only fair that you should… (offer a full refund)
I would appreciate it if you…
I would be grateful if you…
Should these demands not be met, I will be left with no choice but to take legal action.
I expect to receive compensation to the tune of (€2000) for the…
Making Recommendations
I strongly recommend that your organisation…
It would be advisable to…
I suggest re-evaluating your procedures regarding…
Were your company to …., customer satisfaction would undoubtedly increase.
Sign off
I look forward to receiving your reply.
I expect to receive a prompt reply to this letter.
This is phrase sheet for CAE students to help them tackle informal letters of recommendation, which sometimes come up in part 2 of the writing paper. Download the handout below:
A possible letter task in the CAE is an informal letter to a friend recommending (or not) a course/activity/holiday you have been on. Below is an example:
You have recently been on a two week adventure holiday in a foreign country. A good friend writes to you because they are thinking about booking a holiday with the same company. You should describe the highlights of the holiday and any problems you encountered and state if you would recommend the experience to your friend.
Informal greetings
Hello mate!
How’s it going?
What’re you up to nowadays?
Lovely to hear from you.
It’s been ages since we last saw each other.
I hope all’s well.
Mixing good with bad
In the task you have to tell your friend about both the positive and negative sides of the activity. What I don’t want you to do is write one paragraph of good points and one of bad because who writes a letter like that? I want you to mix the good with the bad.
Despite/In spite of + noun
Despite/In spite of + the fact that + clause
In spite of the dreadful weather (bad), we had a wonderful time. (good)
Despite the fact that it poured with rain all week (bad), we had a wonderful time. (good)
Although/Even though + clause
Apart from + noun + relative clause
Even though the instructor didn’t speak English (bad), we still managed to pick up the basics. (good)
Apart from the first day when it poured, we had clear blue skies every day.
Apart from the taxi driver who tried to rip us off, all the people were lovely.
2nd Conditionals
If you did decide to go, I could lend you…../I might come with you.
If I were you, I’d………..
If I were in your shoes, I’d………………
3rd Conditionals
It would have been better if there had been…………
I would have been better if I had/hadn’t………………
If I had/hadn’t……………., we could have………….
Not only
Not only did we ….(do 1 activity), but also …….(another activity)
Not only did we learn how to ……….., but also ……………
Not only did we see lions and elephants, but also giraffes and monkeys.
Phrasal verbs
To take up a hobby – to start doing a hobby
I have just taken up snowboarding.
To make up for – to compensate
The excellent food more than made up for the awful weather.
To pick up new skills – to acquire
I picked up some useful skills, such as……..
To get a lot out of something – to take benefit from something. (enjoyment, knowledge, etc.)
I got a lot out of the training sessions.
To catch up with someone – to share the latest news about your life with someone.
We should meet for a coffee and catch up.
To come across – to find unexpectedly (not people)
We were walking through the jungle when we came across some old ruined buildings.
To get on/along with someone – to like and be friendly with someone.
· Impressive verbs (bring about change/undergo development)
Example Introduction
The aim of this report is to evaluate the current state of….. This report is based on the results of an extensive survey completed by (students at … school). It will present the results of the survey and go on to give recommendations regarding…
This is a writing task for CAE students in which they write an informal narrative letter describing an exotic holiday. It is a follow up lesson to my Travelling: Expressions and Discussions lesson as it gives students the opportunity to use the expressions in context. It was designed with students in the latter stages of their studies for the exam in mind as it contains revision of advanced grammar structures such as inversions, participle clauses and cleft sentences. Download the students’ handout, worksheet and teacher’s notes below you will also need the two quizlet sets to revise the vocab:
Narrative Informal Letter – Exotic Holiday Teacher’s Notes
Lead in
Write on the board:
What’s the most exotic place you’ve ever been to?
What did you do there?
Would you recommend it? Why? Why not?
What advice would you give to someone who was going there for the first time?
Students discuss in pairs. Go to open class, students share exotic destinations, activities and advice.
Task Analysis
Give out student handout. Students read task and underline the 4 things they must include in their letter
Task
You have recently been travelling in an exotic country. Your friend has written to you because they are thinking about visiting the same place. Write them a letter describing the highlights of your trip, you should also mention any problems you encountered, say whether or not you would recommend the place and give your friend advice for their trip.
Students complete paragraph plan
Paragraph Plan
Standard informal email opening
Describe highlights
Mention problems
Recommend or not + give advice
Sign off
Brainstorm – Informal letter opening + sign off
As a class brainstorm standard opening and closing expressions for informal letters:
Opening
Closing
It’s wonderful to hear from you again.
It’s been ages since we last saw each other.
How have you been?
What have you been up to?
Sorry for not writing back sooner, I’ve been snowed under with schoolwork/exams/work.
So you wanted to know about…. Well…
Anyway, I’d better get going as I have an early start in the morning.
Well, it’s getting late and I’ve gotta get up at the crack of dawn tomorrow.
Hugs and kisses
Lots of love
Send my love to ….
Briefly run through the language on the handout for sequencing etc. Students read and field any questions or doubts they might have. We will look at the advanced grammar next.
Worksheet – Collocations and Advanced Grammar
Collocations
Give out the worksheet. Students match the collocations. Use the quizlet set to drill/reinforce with games.
Key: 1-h, 2-b, 3-d, 4-a, 5-e, 6-f, 7-g, 8-c
Advanced Grammar
This section is revision of several advanced grammar structures that can be used in compositions with a narrative element.
Key:
Just as we had got on the helicopter it took off.
No sooner had we got on the helicopter than it took off.
As soon as we had left the jeep we were surrounded by different types of monkeys!
Hardly had we left the jeep when we were surrounded by different types of monkeys.
We went scuba diving and spear fishing.
Not only did we go scuba diving but also spear fishing.
We had no idea that there were man-eating sharks in the water.
Little did we know that there were man-eating sharks in the water.
I enjoyed the safari the most.
What I enjoyed most was the safari.
It was the safari that I enjoyed most.
I had never seen such a spectacular sunset before.
Never before had I seen such a spectacular sunset.
The road was so wet that we had to turn back and go a different way.
So wet was the road that we had to turn back and go a different way.
The gorilla was so strong that he broke the window of the jeep!
So strong was the gorilla that he broke the window of the jeep!
Revision – Travelling expressions
Use the quizlet sets to recap the travelling expressions using the scatter game.
You have recently been travelling in an exotic country. Your friend has written to you because they are thinking about visiting the same place. Write them a letter describing the highlights of your trip, you should also mention any problems you encountered, say whether or not you would recommend the place and give your friend advice for their trip.
Paragraph Plan
Standard informal email opening
__________________________
__________________________
__________________________
Sign off
Past narrative tenses
Past simple – finished actions in the past, actions in sequence.
I breathed in deeply and stepped out of the plane into the air.
Past continuous – descriptions/actions in progress interrupted by past simple actions.
The pale winter sun was shining through the leaves of the trees, the birds were singing happily and the wind was whistling past.
As the balloon was rising into the sky I looked down at the people below me.
Past perfect – actions that happened before a specific moment in the past.
I looked out over the landscape, I had never seen such a beautiful sight before.
I took the map out and checked our location. I had marked all the most important places on it the night before.
Past perfect cont. – duration of time for an action that happened before a specific moment in the past.
When we finally reached the summit of the mountain we had been walking for over 6 hours.
I had been dreaming about taking to the skies in a hot air balloon since I was a child.
Sequencing
At first/To start with/In the beginning…………..
Then/next/after that/…………………
The next thing that happened was…………….
The next thing I knew was………………
Seconds/Minutes later………………
Later on/Some time later……………..
It wasn’t until much later that…………..
After some time/what seemed like years…………
Finally/In the end……………..
At last,…………..
I was just about to (infinitive) when……….
I was on the point of (gerund) when………..
Sudden/unexpected events.
Out of the blue……………
Like a bolt from the blue………
Completely unexpectedly……………
Just as I was least expecting it…………..
Looking back
In retrospect……………
When I think back to that day………..
Looking back on that day………….
Rapid events
In the blink of an eye………….
As quick as a flash…………..
Simultaneous events
Meanwhile, In the meantime……….
While all this was going on…………
Ways to say exciting/excited:
exhilarating/exhilarated
adrenalin rush
thrilling/thrilled
Scary/scared
petrifying/petrified
terrifying/terrified
frightening/frightened
Nervous
on edge
I had butterflies in my stomach
nerve-racking/nail-biting (to describe the activity)
Difficult
Tough
Hard
Challenging
Phrasal verbs:
take up a challenge (accept)
set off on a journey/adventure (start)
freak out (get very scared and nervous)
Describing the weather:
A scorching summer day
A freezing winter day
A crisp winter day
A howling wind was blowing
A light breeze was blowing
The sun was beating down on us
It was pouring with rain
The heavens opened (it started to rain very hard)
Grammatical Range – SHOW WHAT YOU KNOW!
Inversions:
No sooner had I got on the board, than I fell off.
Hardly had the plane left the ground when I started to feel sick.
Only when/Not until two days later did I appreciate how much danger I had been in.
On no account must you leave the car during the safari.
Little did I know that there were man-eating sharks in the water.
At no time did I stop screaming with fear and delight.
Never before had I seen such breath-taking views.
Never before had I felt so alive.
So + adjective/adverb + verb + subject
So clear was the water that you could see right to the bottom.
So delicious was the dessert that we went back for seconds.
Participle clauses:
Being a strong swimmer, I had no problem in the strong currents.
Having studied French at school, I was able to get by speaking to the locals.
Seeing the Lion running towards me, I panicked and got back in the jeep.
Cleft Sentences
I liked the rollercoasters the most.
What I liked most was the rollercoasters.
It was the rollercoasters that I liked the most.
Inverted conditionals
Were I to go again, I’d pack more warm clothes.
Had I known it was going to be so cold, I would have packed warmer clothes.
Had I not seen the warning sign, I would have jumped into the crocodile lake.
Had it not been for + noun
Had it not been for the guide, we would have got completely lost!
Students’ Worksheet
Impressive Vocabulary
Match to make impressive collocations
1. Breath-taking /Jaw-dropping/mind-blowing
2. Mouth-watering
3. Mile upon mile of
4. Death-defying
5. Baffling/bewildering
6. Crystal clear/ice-cold
7. Densely-populated/Bustling
8. World-famous/internationally-renowned
a. Activities/sports
b. Local delicacies
c. Monuments/attractions
d. Golden sands/rolling hills
e. Local traditions/customs
f. Water
g. City/metropolis
h. Views/landscape
Impressive Grammar
Transform the sentences to use impressive grammar structures
Just as we had got on the helicopter it took off.
No sooner _________________________________________________________
As soon as we had left the jeep we were surrounded by different types of monkeys!
