Posted in Conversation Classes, Exam Preparation Class

CAE Speaking Part 3+4: Phrase Worksheet

Image credit: aliciateacher2.wordpress.com

Follow me on twitter @RobbioDobbio

This is a gap-fill worksheet for CAE students to teach phrases for the collaborative parts of the speaking exam. Download the gap-fill and key below.

CAE speaking phrases part 3+4 gap-fill

CAE speaking phrases part 3+4 key

Key

Starting

What shall we do first?

Shall I start?

Do you mind if I start?

We could start by talking about…

Let’s talk about .. first.

Shall we start with this picture

Opinion

As far as I’m concerned,

As I see it,

From my point of view,

In my humble opinion,

I’d say that…

 

Giving yourself time

That’s a big question!

I haven’t given it much thought until now.

Let me see

How can I put this?

Well, it’s difficult to say really.

That’s an interesting question.

Rephrasing

What I mean is…

What I’m trying to say is…

In other words

To put it another way

Basically what you are saying is…

Agreeing

We see eye to eye.

Yeah, I’d go along with that.

Absolutely!

You took the words right out of my mouth.

I couldn’t agree more.

You have a point there.

I’m with you 100% on this one.

Disagreeing

We don’t see eye to eye.

I take your point but…

I tend to disagree with you there.

That’s not always the case

I beg to differ

Isn’t it more a case of…

Starting to make a conclusion

Let’s get down to the nitty gritty.

The bottom line is we have to choose one…

It’s a tough one, I’m torn between … and ….

Shall we go with ….?

Asking for opinion

What’s your take on….?

Where do you stand on….?

In my opinion…., would you go along with that?

What are your thoughts on this?

Personalising

Speaking from personal experience,…

For me personally,..

This is a topic that is particularly close to my heart…

It’s funny I was just thinking about this the other day.

My gut/initial reaction is…

If I were to choose one of these situations (part 2 pictures), I’d go with… because…

Impressive structures

Another point I’d like to add about … is…

It’s also worth bearing in mind that…

Coming back to what (Javi) was saying about …. I’d also like to point out that…

I think it’s important not to forget that…

The vast majority of people tend to think that…

At the end of the day…

When all’s said and done…

 

Tips

Eye-contact

Active listening

Open body language

Speak up

Don’t dominate

Asking for repetition

I beg your pardon, I didn’t catch that.

Sorry would you mind repeating that?

Could you repeat the question please?

Gap-fill

Starting

What _____ we do first?

_______ I start?

Do you _________ if I start?

We could start _______ talking about…

________ talk about .. first.

________ we start with…?

Opinion

As ________ as I’m concerned,

______ I see it,

From my ________ of view,

In my __________ opinion,

I’d _________ that…

 

Giving yourself time

________ a big question!

I haven’t given it much ________ until now.

Let me ________

How _______ I put this?

Well, it’s difficult to say really.

That’s an ____________ question.

Rephrasing

What I ________ is…

What I’m trying to ________ is…

In other __________

To put it another __________

___________ what you are saying is…

Agreeing

We _______ eye to eye.

Yeah, I’d _______ along with that.

Absolutely!

You took the ________ right out of my _______.

I ____________ agree more.

You have a ___________ there.

I’m with you 100% _______ this one.

Disagreeing

We _________ see eye to eye.

I take your ________ but…

I _________ to disagree with you there.

That’s not always the ___________.

I __________ to differ

Isn’t it more a __________ of…

Starting to make a conclusion

Let’s ________ down to the nitty gritty.

The bottom ________ is we have to choose one…

It’s a tough one, I’m torn ___________ … and ….

_________ we go with ….?

Asking for opinion

What’s your take _____….?

Where do you ______ on….?

In my opinion…., would you go along with that?

What are your thoughts on this?

Personalising

Speaking ________ personal experience,…

_______ me personally,..

This is a topic that is particularly close to my __________…

It’s funny I was just thinking _________ this the other day.

My gut/initial __________ is…

 

Impressive structures

Another point I’d like to add about … is…

It’s also worth bearing in _______ that…

Coming _______ to what (Javi) was saying about …. I’d also like to point ______ that…

I think it’s important not to forget that…

The ______ majority of people tend to think that…

At the _______ of the day…

When all’s said and ________…

 

Tips

Eye-contact

Active listening

Open body language

Speak up

Don’t dominate

Asking for repetition

I beg your ________, I didn’t catch that.

Sorry would you ________ repeating that?

Could you __________ the question please?

Posted in Writing Classes

CAE Informal Letter Task: An Exotic Holiday

Image credit: www.afripotsafari.com

Follow me on twitter @RobbioDobbio

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:

Informal narrative letter update – students’ handout

Informal Letter Worksheet – students’ worksheet

Narrative Informal Letter Teachers notes

Quizlet sets: Travelling expressions + Travelling collocations

Narrative Informal Letter – Exotic Holiday Teacher’s Notes

Lead in

Write on the board:

  1. What’s the most exotic place you’ve ever been to?
  2. What did you do there?
  3. Would you recommend it? Why? Why not?
  4. 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

  1. Standard informal email opening
  2. Describe highlights
  3. Mention problems
  4. Recommend or not + give advice
  5. 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.

https://quizlet.com/122267420/travel-collocations-flash-cards/

https://quizlet.com/122237779/travelling-expressions-flash-cards/

 

Students’ Handout

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.

Paragraph Plan

  1. Standard informal email opening
  2. __________________________
  3. __________________________
  4. __________________________
  5. 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!

Hardly__________________________________________________________

We went scuba diving and spear fishing.

Not only _____________________________________________________________

We had no idea that there were man-eating sharks in the water.

Little___________________________________________________________

I enjoyed the safari the most.

What________________________________________________.

It____________________________________________________.

I had never seen such a spectacular sunset before.

Never before _______________________________________________________.

The road was so wet that we had to turn back and go a different way.

So____________________________________________________________

The gorilla was so strong that he broke the window of the jeep!

So______________________________________________________________

Posted in Conversation Classes, Vocabulary Classes

Peer Teaching: Compound Personality Adjectives

Image credit: www.theglobeandmail.com

Follow me on twitter @RobbioDobbio

I’m running the Barcelona Half-Marathon dressed as David Bowie to raise money for Cancer Research, sponsor me here:

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This is a lesson plan for B2+ students in which they teach each other some compound adjectives to describe personality and use them in a discussion. You will need the students’ hand-out, teacher’s notes and link to the quizlet set below:

Compound Personality Adjectives teacher notes

Compound Personality Adjectives sts handout

https://quizlet.com/120973139/compound-personality-adjectives-flash-cards/

Teacher’s Notes

Lead in

You can use the quizlet set to introduce the concept of compound adjectives. Pick out a few students and ask them the following questions, ask them the question with the compound adjective first and elicit the meaning.

Are you blonde-haired? Are you a person with blonde hair?

Are you blue-eyed? Are you a person with blue eyes?

Are you hard-working? Are you a person who works hard?

Are you a 16-year-old girl? Are you a girl who’s 16 years old?

Are you self-centred? Are you a person who only cares about themselves?

Peer Teaching

Now tell students they are going to teach each other some more compound adjectives. Give out the hand-out, put students in pairs and assign them A or B. A’s are not allowed to look at B’s questions. A should first ask B the first question on the list, they must start with the question with a compound adjective, then ask the question with the definition. For example:

A: Are you tight-fisted?

B: Am I what????

A: Are you a person who doesn’t like to spend or give money?

B: No. I’m very generous.

A: So you’re not tight-fisted then.

Students take it in turns to ask a question and teach the compound adjective. When they have finished they should test their partner to see what they remember.

Test a few students in open class to see how well they’ve been taught.

Student A

Read the questions and answer them yes, no or sometimes (Y/N/S)

  1. Are you tight-fisted? Are you a person who doesn’t like to spend or give money?
  2. Are you thin-skinned? Are you a person who is sensitive to criticism or insults?
  3. Are you easy-going? Are you a relaxed and tolerant person?
  4. Are you quick-witted? Are you a person who thinks and responds quickly?
  5. Are you big-headed? Are you a person who thinks they are better than other people?
  6. Are you self-assured? Are you confident in your own abilities and character? Are you a person who doesn’t worry about what other people think of you?

Now ask them to your partner and see what you have in common.

Student B

Read the questions and answer them yes, no or sometimes (Y/N/S)

  1. Are you thick-skinned? Are you a person who isn’t affected by criticism or insults?
  2. Are you laid-back? Are you a person who is relaxed and casual about everything?
  3. Are you absent-minded? Do you often lose or forget things?
  4. Are you bad-tempered? Do you tend to get angry often?
  5. Are you level-headed? Are you a responsible person who doesn’t get anxious in stressful situations?
  6. Are you self-conscious? Are you nervous or embarrassed about what other people think of you?

Now ask them to your partner and see what you have in common.

Matching Exercises

Students complete the matching exercises in pairs.

Definition match Positive/negative Picture match Sentence match
1.       C

2.       G

3.       I (i)

4.       H

5.       D

6.       J

7.       K

8.       L

9.       B

10.    E

11.    F

12.    A

Positive:

Level-headed

Thick-skinned

Quick-witted

Easy-going

Self-assured

Negative:

Self-conscious

Bad-tempered

Thin-skinned

Absent-minded

Big-headed

Laid-back (could be both)

Tight-fisted

a.        Tight-fisted

b.       Thin-skinned

c.        Absent-minded

d.       Self-conscious

e.       Laid-back

f.         Bad-tempered

g.        Big-headed

h.       Self-assured

1.       Self-conscious

2.       Bad-tempered

3.       Level-headed

4.       Thin-skinned

5.       Absent-minded

6.       Thick-skinned

7.       Big-headed

8.       Laid-back

9.       Quick-witted

10.    Tight-fisted

11.    Easy-going

12.    Self-assured

Discussion

Students complete the discussion in pairs giving reasons for their answers: “A good teacher should be easy-going so that the students don’t have to do so much homework” encourage them to agree and disagree using the language in the boxes.

Which compound adjectives would you use to describe the people listed below? Discuss in pairs.

A good friend

A bad friend

A good teacher

A bad teacher

A good boss

A bad boss

Good parents

Bad parents

A policeman

A footballer

 

Agree Disagree Ask for opinion Express opinion
Absolutely.

I couldn’t agree more.

You took the words right out of my mouth.

Uh-huh.

Yep, I’m with you on that.

Totally.

You’re absolutely right.

You can say that again!

Hhhmm, I’m not so sure.

I take your point but…

I see what you mean but…

I agree with you up to a point but…

You must be joking.

Are you kidding?

 

What do you think about ….?

Where do you stand on…?

What do you reckon to…?

For me personally,

As far as I’m concerned,

In my opinion,

I reckon that…

I’d say that…

Students’ Hand-out

Student A

Read the questions and answer them yes, no or sometimes (Y/N/S)

  1. Are you tight-fisted? Are you a person who doesn’t like to spend or give money?
  2. Are you thin-skinned? Are you a person who is sensitive to criticism or insults?
  3. Are you easy-going? Are you a relaxed and tolerant person?
  4. Are you quick-witted? Are you a person who thinks and responds quickly?
  5. Are you big-headed? Are you a person who thinks they are better than other people?
  6. Are you self-assured? Are you confident in your own abilities and character? Are you a person who doesn’t worry about what other people think of you?

Now ask them to your partner and see what you have in common.

Student B

Read the questions and answer them yes, no or sometimes (Y/N/S)

  1. Are you thick-skinned? Are you a person who isn’t affected by criticism or insults?
  2. Are you laid-back? Are you a person who is relaxed and casual about everything?
  3. Are you absent-minded? Do you often lose or forget things?
  4. Are you bad-tempered? Do you tend to get angry often?
  5. Are you level-headed? Are you a responsible person who doesn’t get anxious in stressful situations?
  6. Are you self-conscious? Are you nervous or embarrassed about what other people think of you?

Now ask them to your partner and see what you have in common.

Definition Match

Match the compound adjective (1-12) with the definition (a-l)

1.       Tight-fisted

2.       Thin-skinned

3.       Easy-going

4.       Quick-witted

5.       Big-headed

6.       Self-assured

7.       Thick-skinned

8.       Laid-back

9.       Absent-minded

10.    Bad-tempered

11.    Level-headed

12.    Self-conscious

a.        Someone who worries what other people think of them.

b.       Someone who always forgets or loses things.

c.        Someone who hates spending/giving money.

d.       An arrogant person.

e.       Someone who frequently gets angry.

f.         A responsible person who stays calm in stressful situations.

g.        Someone who is sensitive to insults/criticism.

h.       Someone who thinks and responds quickly.

i.         A relaxed, tolerant person.

j.         Someone who is confident in their abilities.

k.        Someone who isn’t affected by criticism.

l.         Someone who is relaxed and casual about everything.

Which ones are positive and which are negative?

Positive Negative
 

 

 

 

 

 

 

Which compound adjective does each photo represent?

a  b c d
 e f g h

Put the 12 compound adjectives from the other page in the sentences.

  1. I felt really _______________ on the first day of school. I didn’t know if the other kids would like me.
  2. My Maths teacher is so __________________, he gets so angry about the smallest things.
  3. When negotiating it’s really important to be ____________________ if you get stressed you can ruin the deal.
  4. My best friend is so ____________________, sometimes I make fun of her just for a laugh and she runs off crying.
  5. You’re so __________________ Mani, you left your bag and all your books on the bus.
  6. In politics you have to be ____________________ you can’t let all the insults or criticism affect you.
  7. Lots of Hollywood stars are so ____________________ they make one good movie and they suddenly think they’re better than everyone.
  8. Sometimes Arnau can be too _____________________, he has 3 exams tomorrow and he hasn’t even started studying yet.
  9. To be a comedian you have to be really ____________________, it’s hard to think of good jokes quickly.
  10. My parents are so ___________________they never give me any pocket money!
  11. Our new teacher is really __________________ he lets us eat sweets in class.
  12. In a job interview it’s important to act __________________, otherwise they won’t give you the job.

Discussion

Which compound adjectives would you use to describe the people listed below? Discuss in pairs.

A good friend

A bad friend

A good teacher

A bad teacher

A good boss

A bad boss

Good parents

Bad parents

A policeman

A footballer

 

Agree Disagree Ask for opinion Express opinion
Absolutely.

I couldn’t agree more.

You took the words right out of my mouth.

Uh-huh.

Yep, I’m with you on that.

Totally.

You’re absolutely right.

You can say that again!

Hhhmm, I’m not so sure.

I take your point but…

I see what you mean but…

I agree with you up to a point but…

You must be joking.

Are you kidding?

 

What do you think about ….?

Where do you stand on…?

What do you reckon to…?

For me personally,

As far as I’m concerned,

In my opinion,

I reckon that…

I’d say that…

 

Posted in Vocabulary Classes

Mind-Boggling Expressions with Mind

Image credit: thetraveledteacher.blogspot.com

Follow me on twitter @RobbioDobbio

I’m running the Barcelona Half-Marathon dressed as David Bowie to raise money for Cancer Research, sponsor me here:

https://www.justgiving.com/Timothy-Warre/

This is a vocabulary activity designed with proficiency students (C2) in mind. However, it can be adapted for advanced students. Students will learn expressions with the word “mind” and use them in a discussion. Download the students’ handout and teacher’s notes below:

Mind Expressions teachers notes

Mind Expressions student handout

Sentence completion

Give out the handout and have students work in pairs to complete as many as they can. For lower levels or if students struggle you could write all the missing words on the board and students could use them to complete the activity. Students can use the list on the back to check their own answers.

Key

1.       Great

2.       Load

3.       Meeting

4.       Frame/state

5.       Right

6.       Give piece

7.       Have own

8.       Boggling

9.       In/of

10.   Cast

11.   Bearing

12.   Crossed

13.   If do

14.   Half

15.   Sieve

16.   Tracked

17.   Running

18.   Put

19.   Own business

20.   P’s q’s

21.   Slipped

Definitions

  1. Great minds think alike – When two people have had the same good idea
  2. A load off one’s mind – news that brings relief
  3. A meeting of the minds – group of experts meeting to discuss something
  4. In a frame of mind – in a mental condition
  5. No one in their right mind would – no sane person would
  6. Give sb a piece of one’s mind – to angrily express disapproval to someone
  7. Have a mind of its own – does things on its own
  8. Mind-boggling – so big/complex that it’s difficult to comprehend
  9. To be in/of two minds about something – to be undecided
  10. Cast one’s mind back – think about a specific time in the past/make an effort to remember
  11. Bear in mind/It’s worth bearing in mind – Remember/take into account
  12. Cross one’s mind/It never crossed my mind to – I never thought about (normally in relation to a solution to a problem)
  13. Don’t mind if I do – I would like to, used when accepting an offer, usually food/drink
  14. Have half a mind to – to be considering doing something (normally something you’re not going to do)
  15. Have a mind like a sieve – bad memory
  16. Have a one-tracked mind – always thinking about one thing, almost always sex
  17. Run through one’s mind – something you’re constantly thinking about
  18. Put one’s mind to st – make a considerable effort to focus on doing something
  19. Mind one’s own business – not interfere in other people’s lives/problems
  20. Mind one’s p’s and q’s – be polite and follow social rules (please, thank you etc.)
  21. Slip one’s mind – forget something

Analysis

This section is important as it gives students an opportunity to process the expressions on a deeper cognitive level and relate them to their lives, this will increase the chances of retention. Allow them to discuss the questions and then briefly in open class.

Discussion Key

  1. Sieve slip
  2. One
  3. Cast
  4. P’s q’s
  5. Own business
  6. Gave
  7. Put
  8. In/of
  9. Right
  10. Own
  11. Bear
  12. Load
  13. Running

 

Student’s Handout

Sentence completion

Complete the sentences with 1 word to form expressions with “mind”.

  1. So you’ve decided to do a masters too! ________ minds think alike!
  2. They found the lost pendrive down the back of the sofa. Phew! That’s a ________ off my mind.
  3. The UN has organised a council of scientists to discuss the best way to solve the issue, it’s going to be a real _________ of the minds.
  4. Due to the recent speculation about a move to Real Madrid, the player has stated that he’s not in the right _________ of mind to play tomorrow.
  5. No one in their _________ mind would buy that car, it’s a death-trap!
  6. If you two don’t be quiet and go to sleep, I’m going to come up there and _____ you a ______ of my mind!
  7. My mobile phone seems to _______ a mind of its _______. It’s always calling people in my bag.
  8. The distances we’d have to travel to reach another habitable planet are mind-___________, it’s not going to be possible in our lifetime.
  9. I’m ___ two minds about what to do on Sunday, we could have a picnic or we could go to the cinema.
  10. ______ your mind back to the day of the robbery Mrs. Jones, what time did your husband arrive home?
  11. It’s worth __________ in mind that the sun goes down at 5:30 in winter, so we have to be off the mountain by then.
  12. It never ___________my mind to ask Tony for help, I figured he didn’t know anything about computers.
  13. Would you like another martini George? Oooo don’t mind ____ I _____.
  14. I have ______ a mind to go up there myself and tell them to turn the music down.
  15. I’m sorry but I’ve completely forgotten your name, I’ve got a mind like a _________.
  16. Most teenage boys have a one-_________ mind, and we all know what that means!
  17. Hi babe, are you tired? No, why? Because you’ve been ________through my mind all night.
  18. You can achieve anything if you ______ your mind to it!
  19. I was just sat at the bus-stop minding my _____ _______ when this guy walked up and started insulting me!
  20. You have to mind your ___’s and ____’s around my grandma, she’s quite sensitive about that sort of thing.
  21. Oh no! I forgot to bring you that letter, sorry, it completely ________ my mind.

Key

Below are the expressions from ex 1. Look at them with a partner, how can you express them in other words?

1.       Great minds think alike

2.       A load off one’s mind

3.       A meeting of the minds

4.       In a frame of mind

5.       No one in their right mind would

6.       Give sb a piece of one’s mind

7.       Have a mind of its own

8.       Mind-boggling

9.       To be in/of two minds about something

10.   Cast one’s mind back

11.   Bear in mind/It’s worth bearing in mind

12.   Cross one’s mind/It never crossed my mind to

13.   Don’t mind if I do

14.   Have half a mind to

15.   Have a mind like a sieve

16.   Have a one-tracked mind

17.   Run through one’s mind

18.   Put one’s mind to st

19.   Mind one’s own business

20.   Mind one’s p’s and q’s

21.   Slip one’s mind

Analysis

With your partner, look at the expressions and answer the questions below.

  1. Which ones are easy to guess from the individual meaning of the words?
  2. Which ones do you like?
  3. Which ones sound good?
  4. Which ones can be used in the most situations? And which in the least?
  5. Which ones can you easily relate to your life? Why?
  6. Which ones would you use in a letter/email/text message?
  7. Which ones would you use in speech?

Discussion

  1. Do you have a mind like a ________? What things normally _______ your mind?
  2. Is it true that men have a ______-track mind?
  3. How far can you ______ your mind back?
  4. Is it important to mind your ___’s and ___’s around your family?
  5. Are you a busy-body? Or do you tend to mind your _____ _____________?
  6. When was the last time you _______ someone a piece of your mind?
  7. You can achieve anything if you ________ your mind to it. Do you agree?
  8. Are you ____ two minds about anything at the moment?
  9. Complete the sentence about something in your city/life/country at the moment: No one in their _______ mind would…..
  10. Do any of your things have a mind of their ________?
  11. What should people ________ in mind if they want to do your favourite hobby/past-time?
  12. Can you think of any news you’ve received recently that was a _______ off your mind?
  13. Has anything been __________through your mind a lot recently? What are you going to do about it?
Posted in Grammar Classes, Reading Classes

Mysteries of the Ancient World: Past Modals of Speculation

Image credit: www.english-heritage.org.uk

Follow me on twitter @RobbioDobbio

This is a grammar lesson on the theme of mysterious ancient monuments. I taught this class as my assessed lesson for the grammar assignment of my DELTA. Download the procedure, powerpoint and handouts below.

Let me know if the lesson procedure is clear enough as it’s written in Cambridge DELTA speak!

Lesson Procedure Past Speculation 3rd draft

The Mystery of Stonehenge 3rd draft – Students’ handout

The Mystery of Stonehenge Teacher’s copy with key – answers underlined

Mysteries of the ancient world 2nd draft – Powerpoint with pictures

The Mystery of Stonehenge – Students’ Handout

Thousands of years ago, an ancient civilization raised a circle of huge, roughly rectangular stones in a field in what is now Wiltshire, England. Stonehenge, as it would come to be called, has been a mystery ever since. Building began on the site around 3100 B.C. and continued in phases up until about 1600 B.C. No written records exist to explain how or why it was built.

How was Stonehenge built?

The biggest of Stonehenge’s stones, known as sarsens, are up to 30 feet (9 meters) tall and weigh 25 tons (22.6 metric tons) on average. Scientists believe that they must have been brought from Marlborough Downs, a distance of 20 miles (32 kilometers) to the north. Transporting the stones that distance can’t have been easy.

Smaller stones, referred to as “bluestones” (they have a bluish tinge when wet or freshly broken), weigh up to 4 tons and come from several different sites in western Wales, having been transported as far as 140 miles (225 km). It’s unknown how people in antiquity moved them that far. Scientists speculate that during the last ice age glaciers might have carried these bluestones closer to the Stonehenge area. An earlier theory was that the builders could have used rafts to transport the stones over the water. However, more recent research suggests that this method can’t have been used because of the weight of the stones.

  1. Where do scientists think the Sarsen stones came from?
  2. What does the writer say about transporting the Sarsen stones?
  3. Where did the blue stones come from?
  4. How do scientists think the blue stones were transported to the site?

What was Stonehenge?

There are a number of theories as to what the site was used for. Archaeologists agree that the site must have had a spiritual significance. It may have originally been a cemetery, according to a new study. After examining bones exhumed near the stones, scientists believe that the burials must have taken place at the same time as Stonehenge was built, suggesting that the stones could have been gravestones for religious or political elite.

  1. What are scientists certain about the significance of Stonehenge?
  2. Scientists are sure that Stonehenge was a cemetery T/F

Stonehenge may have been constructed with the sun in mind. One avenue connecting the monument with the nearby River Avon aligns with the sun on the winter solstice; archaeological evidence reveals that pigs were slaughtered at Stonehenge in December and January, suggesting that ancient pagan sun celebrations might have taken place there.

Steven Waller, a researcher in archaeoacoustics has revealed that before part of the ring collapsed it must have had excellent acoustics and speculates that it might have been an ancient concert hall or cathedral.

  1. Why do scientists think the builders chose the location for the stones?
  2. What other events possibly happened at Stonehenge?
  3. What does Steven Waller say about Stonehenge?

Wild theories about Stonehenge have persisted since the Middle Ages. Some say Merlin the wizard may have cast a spell to make the rocks as light as a feather to help with the construction. UFO enthusiasts believe that ancient aliens could have built Stonehenge as a spacecraft landing pad.

  1. What unscientific methods for Stonehenge’s construction have been suggested?

Form – Past modal verbs of speculation

Look at the sentences on the board and complete the table

Subject          + Modal           + _____________     + _____________
I

You

He/she/it

Etc.

Could

Might

May

Must

Can’t

 

 

_______

…………………

…………………

…………………

…………………

Etc.

Practice – Memory Test

Answer the questions with your partner using past modals.

  1. What did the text say about transporting the larger Sarsen stones?
  2. What did the text say about glaciers?
  3. What are scientists sure about the significance of Stonehenge?
  4. What did the researcher in archaeoacoustics say about Stonehenge?
  5. What were some of the more wild theories about its use?

Easter Island Heads

  1. Scientists are almost certain that the stones had a religious significance.

Scientists believe that the stones________________________________ a religious significance.

  1. Scientists think that it’s impossible that the stones came from a different island.

Scientists think that the stones _________________________________ from a different island.

  1. It’s possible that the stones were carved to resemble a famous leader of the tribe.

The stones _____________________________________ to resemble a famous leader of the tribe.

  1. Some people believe that there’s a possibility that the stones came from another planet. Some people believe that the stones _______________________________________from another planet.

Lesson Procedure

Stage Time Focus Procedure Aim
Pre-reading 5 mins OC

 

 

 

In pairs

Show picture of Stonehenge. Ask if anyone has been there. Share information with class.

 

Sts speculate. How old is it? How was it built? What was it?

Introduce topic. To allow sts to apply top-down knowledge
Reading 1 2 mins Pairs Give out handout. Sts read intro. Report back to open class. How old is Stonehenge? To confirm speculation and generate interest.
Reading 2 + language focus (meaning) 20 mins Pairs

 

 

 

 

 

OC

Instruct sts to read next section quickly then read questions and answer in pairs.

 

 

 

Check answers – nominate – check across class.

 

Board first 5 sentences that answer questions with modal verbs.

Ask questions: “How certain are the scientists?” to develop understanding of meaning.

Board paraphrases: “could have” = “it’s possible” “must have” = “almost certain” etc.

Repeat for sections 3,4,5.

While sts read, board phonemics for sentences on board:

/mʌstəv/

/ka:ntəv/

/meɪəv/

/kʊdəv/

/maɪtəv/

To confirm speculation. To test sts ability to understand past modals.

 

 

 

 

To develop understanding of meaning of target sentences.

Language focus 5 mins Pairs

 

 

 

 

 

 

 

 

 

Sts look at 5 boarded sentences, analyse structures and complete substitution table on handout:

 

Board formula: modal + perfect infinitive (have + past part.)

 

Focus on pronunciation, sts use phonemics on board to practice target sentences.

To develop form of structures.

 

 

 

 

 

To develop pronunciation of past modals.

Speaking – controlled practice 5 mins pairs Sts answer questions about text on handout in pairs, trying to use the target language. To practice and become more familiar with the structures.
Writing – controlled practice 5 mins pairs Show picture of Easter Island Heads with scientific theories. Sts complete sentence transformations on handout using past modals.

 

Check answers across class.

To practice written form and meaning.

 

 

 

To check answers and practice pronunciation.

Speaking – controlled practice 10-15 mins Pairs

 

 

 

OC

 

Pairs/groups of 4.

Sts speculate about the Easter Island heads in pairs. Monitor, board corrections.

 

Share ideas in open class.

 

Repeat with pictures of Magura Cave, Great Pyramids, Uffington White Horse.

 

Sts make speculations in pairs about new pictures then speak to pair next to them and share ideas.

To practice and become more familiar with the structures.

 

 

 

 

 

 

To come to a consensus about speculations.

Posted in Writing Classes

CAE Essay Revision Worksheet

Follow me on twitter @RobbioDobbio

My students are doing a mock CAE writing exam tomorrow so I’ve made them this worksheet to revise for it. I’ve also made a kahoot quiz to test them on some of the language.

cae-essay-revision

CAE Essay Revision Key

On the first page there is a true/false quiz for students to complete in pairs, followed by two exercises on formal language and linkers.

The task

Answer the questions with your partner:

  1. What is the word limit?
  2. This is a formal writing task True/False
  3. You can use contractions (Wouldn’t/don’t etc.) T/F
  4. You have to write about all 3 bullet points in the task. T/F
  5. An essay needs a title. T/F
  6. You have to include the 3 opinions from the task. T/F
  7. You can use the same language to express the opinions from the task. T/F
  8. An essay has paragraph titles (Introduction/conclusion) T/F
  9. An essay should be factual and objective T/F
  10. In your conclusion you must state which of the bullet points is most important/has the biggest influence. T/F

 

Example

Put the missing words back into the essay.

Hardly a week goes by without another report of the recent increase in online shopping appearing in the papers. The decline of the high street shop is undoubtedly a major issue in this day and _____. However, which aspect of shopping has the biggest influence ____ where people shop?

The first area to take into _______ is convenience. It is undoubtedly the ______ that shopping online is much more convenient than shopping on the high street. A clear example of this is that you can shop from the comfort of your armchair without lifting a finger. In _________, the goods are delivered directly to your door whereas when you shop in physical shops you have to carry it home yourself.

Another _______ to consider is cost. There are ______ who argue that cost has the biggest _______ on where people decide to shop. This is _________ by the fact that during the sales many people buy things in shops they would not normally enter. __________, for some people the cost is not an issue, they buy what they want to buy no matter the price.

In ______ of the above, it is probably _____ to say that cost has the biggest impact 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.

On   case   age   nevertheless     those    aspect    account    addition    impact    illustrated   light  true

Formal Language

Match the formal words or phrases (1-10) that can replace the words/phrases in bold (a-j) .

1.       It goes without saying that

2.       In light of the above,

3.       It is widely believed that

4.       Furthermore/Moreover

5.       A great deal of + (uncountable noun)

6.       Due to the fact that

7.       A large number of + (countable noun)

8.       There are those who believe that

9.       In spite of the fact that

10.   therefore

a)      Lots of people think that museums are out-dated.

b)      Many museums do not cater for young children so they must be updated.

c)       The majority of public gardens are badly-maintained because local governments cannot afford to employ more gardeners.

d)      Although many youngsters still play sports, participation id decreasing due to the influence of video games.

e)      To sum up, it is vitally important that local governments invest more in museums.

f)       Obviously having access to good sports facilities makes it easier to participate in both individual and team sports.

g)      Some people think that investing in public gardens is a waste of money.

h)      Also, many sports facilities are overcrowded due to a rise in demand.

i)        Local governments have already spent a lot of money on upgrading the city’s parks and gardens.

j)        A lot of local people have expressed their disappointment with the cuts in public spending for museums.