Advanced C1, B2 First, Grammar Classes, Writing Classes

B2+ Formal Linkers

Posted on October 21, 2021 by Tim Warre

Fine 3d Image Of Metal Ring Chain Cartoon Style Stock Photo, Picture And Royalty Free Image. Image 9852810.

A new worksheet for B2+ students to help them add more cohesion to their writing through the use of formal linkers and connectors. Download the handout and key below:

formal-linkers-2 Download

key-formal-linkers Download

Lead students through the worksheet. Encourage creativity in the final activity. Set students an FCE or CAE part 1 essay for homework.

Label the groups of linkers (A, B, C, D) with the titles in the box based on their function.

REASON ADDITION CONTRAST/CONCESSION CONDITIONALS

____________________
One of the main benefits of research into green energy is the impact it can have on the environment. Furthermore, by switching to renewable energy sources, we can reduce our dependence on fossil fuels such as oil.
The project failed to live up to the expectations of the management team. What is more, it was €100,000 over budget.
Construction of the solar farm was finished on time. Moreover, workers were able to increase power output by 15% in the first month.
____________________
Many parts of the world are being ravaged by extreme weather conditions due to/owing to the impact of climate change.
Emissions of harmful greenhouse gases have increased owing to/due to the fact that the world’s population keeps growing.
Further research is needed in order to push the boundaries of our scientific knowledge.
Governments should provide more funding for green energy projects so as to increase their efficiency.
More charging stations for electric cars should be installed so that there are enough to meet demand.
____________________
Space exploration is undoubtedly an exciting area of research. Even so, is it really the most pressing issue humankind is facing right now?
In spite of/Despite recent technological advancements we have seen, we still know very little about the universe.
In spite of/Despite the fact that time is running out, we must not give up and accept our fate.
Much progress has been made in this field. Nevertheless, there is still a lot to be done.
____________________
Unless we take steps to combat climate change now, we may be too late.
Even if we manage to reduce emissions considerably, there is no guarantee that it will be enough.
We are still not sure whether or not we are alone in the universe.

Sentence Structure Rules

Group A:

What do you notice about the way all 4 linkers are used?

Group B:

Look at the sentences and choose the correct alternative:

Due to/owing to + a noun // a clause (subject + verb + object)
Due to/owing to the fact that + a noun // a clause (subject + verb + object)
In order to + a verb // a clause
So as to + a verb // a clause
So that + a verb // a clause

Group C

What do “even so” and “nevertheless” have in common?

Look at the sentences and choose the correct alternative:

In spite of/Despite + a noun // a clause (subject + verb + object)
In spite of/Despite the fact that + a noun // a clause (subject + verb + object)

Group D

Look at the linkers in group D and match them to their meaning

“it doesn’t matter if”
“If we don’t”
“If or not”

Practice

Complete the sentences with a linker from the previous exercise, more than one answer might be possible.

They brought in extra seats …………. everyone could sit down.
………… you were the only man in the world, I still wouldn’t go out with you.
They planted trees in the garden …………… attract more wildlife.
His CV is impressive. ………….., I’m still not sure if he’s the right candidate.
…………. all their hard work, they weren’t able to complete the project on time.
I was unable to attend the meeting ……………. the heavy snowfall.
Many people have chosen to move out of the city ……………….. house prices have fallen in the countryside.
One benefit of city life is the superior health facilities. ……………….., there are many more job opportunities.
It seems like a very tempting offer. ……………….., I feel I must reject it.
……………….. we run, we’re going to miss the last train.
I’m still not sure ……………….. we made the right decision.
He cancelled all his morning appointments ……………….. spend time with his family.

Creative Practice

Use linkers to upgrade these sentences for use in a C1 essay. You can also upgrade the language in the sentences.

Shopping in shops is good, but shopping online is better.
We should build more parks because they’re good for people.
People got sad because the pandemic was bad.
It doesn’t matter if you recycle, big companies are bad for the planet.
There are too many cars, that’s why there’s lots of pollution.
We should make drivers pay more to make them take the bus.
Veganism is good but I don’t think I could do it.
Books are good because they help you learn words and you imagine things.

Advanced C1, Grammar Classes, Proficiency

C1/C2: Inversions – A Weekend Off!

Posted on March 25, 2021October 18, 2022 by Tim Warre

Stressed and tired new parents with screaming newborn baby por Rob and Julia Campbell - Stocksy United

This is a grammar lesson focusing on inversions based around the topic of the stresses of parenthood. Students read a text about new parents who get a weekend off, then transform the text using inversions. Download the handout and teacher’s notes below.

a-weekend-off-student-handout Download

a-weekend-off-teachers-notes Download

Possible Follow-up

As a follow-up to this lesson plan, you might want to revise inverted conditionals with your C1 students. To do so, you could use this great worksheet created by Andrew Farmer @andrewfarmer80:

Inverted-conditionals-1 Download

Alternatively, you could set this page of inversion Key Word Transformations:

Key-Word-Transformations_-Inversions Download

A Weekend Off: Teacher’s Notes

This lesson plan is designed to be used in several ways depending on your students’ level. The grammar focus is inversions, a structure that typically comes up at C1.

Lead-in

Write these questions on the board and have students discuss them in groups:

How does life change when you have kids?
How can other family members help with childcare?
What things do you think new parents miss about their old life?

Feedback in open class and top up language. Somethings that came up with my students were:

Suffer from sleep deprivation
loss/lack of intimacy
Changing dirty nappies/diapers
Pick kids up from kindergarten/nursery
Grandparents help out, lend/give you a hand
Financial struggles
Look after/take care of kids
Babysit – babysitter/nanny

Reading

Give out the text, fold the page so that they can’t see the grammar focus part yet, or just share the text if you’re teaching online.

Instruct students to read the text and find the answers to the lead in questions for the couple the text describes:

How has their life changed?
How do their family members help with childcare?
What things do they miss about their old lives?

Feedback in open class.

Language Focus + Controlled Practice

Here is where you can choose a different path depending on how familiar your students are with inversions.

C1 – Introduction to inversions

Lead them through the different types of inversions listed below the text.
Compare and contrast inverted sentences with uninverted ones:
- This phone can take photos and videos.
- Not only can this phone take photos, but also videos.
- Add emphasis, more formal.
Highlight what we mean by “inversion”
- Position of subject and auxiliary verb is inverted/switched
- This phone (subject) can (auxiliary verb) take photos….
- Not only can (aux verb) this phone (subject) take photos….
Tell students that the first paragraph contains 10 sentences that can be changed to use inversions and challenge them to change them.
There are 6 more in the second paragraph.

C1 – Inversion Revision

Challenge them to change the 10 sentences in the first paragraph (or all 16 in the whole text) using the language focus boxes as reference. Monitor and help out as needed.
The sentence stems at the bottom will help them identify which sentences they need to change.

C2 – Inversion Revision Super Challenge

Just give them the text, don’t give them language focus boxes for reference or the sentence stems! Tell them there are 16 sentences that can be changed to inversions and see how they get on.
Give out the language focus boxes if needed, monitor specific groups, maybe not everyone needs it.

Task Check

Show them the second version of the text with all the inversions.

Rarely do we have much time to ourselves. So busy is our schedule that we just can’t find the time to get out of the house. Not only do my husband and I both work full time, but we also have two small kids to look after. Little did I know that my parents were planning a special surprise for me this weekend. Only when I walked in the front door on Friday night did I discover what they had planned. No sooner had I opened the door than they appeared with a bottle of wine and the news that they were taking the kids to the local theme park for the weekend. Obviously the kids were ecstatic, not since they were four years old have they been to the theme park and that was just for 1 day, now they were going for a whole weekend! So grateful were we that we gave my mum and dad a massive hug. However, there had to be some ground rules for the kids. We told them that under no circumstances should they annoy grandma and grandad and on no account must they eat too many sweets before going on the roller coasters.

Hardly had my parents left the house when we opened the bottle of wine and sat on the sofa enjoying the sudden peace and quiet. Not until we sat down did we realise how tired we were. Hardly ever do we get a chance to watch a movie together over a glass of wine. However, barely had we chosen a movie and started watching it when we both fell asleep. Not until the next morning when we woke up did we appreciate how quiet the house was. Not since our second daughter was born had we had the house to ourselves. We didn’t know what to do with ourselves!

Freer Production

Challenge students to work in groups to continue the story. How did the couple spend the rest of their weekend off? Set them a time limit of ten minutes and encourage them to use as many inversions as they can.

Advanced C1, Grammar Classes, Proficiency

Halloween Horror Story: C1/C2 Inversions

Posted on October 27, 2020 by Tim Warre

This is a spooky grammar lesson for Halloween. Students listen to the first part of a horror story in the form of a dictogloss, then continue the story using inversions. Download the handout and teacher’s notes below:

horror-story-dictogloss-student-handout Download

horror-story-dictogloss-teacher-notes Download

Horror Story Dictogloss – Teacher’s Notes

Pre-Listening

Tell students you’re going to read them the introduction to a horror story. It features a haunted mansion and the first line is “It was a dark and stormy night…” Tell them to make predictions about what will happen.

Dictogloss

Explain the dictogloss to your students:

You will read the story to them several times. A note on delivery, read the text in a natural way, don’t pause mid-sentence, follow the punctuation. You may want to exaggerate the pauses after full stops and commas to give students a bit of extra processing time.

The first time all they have to do is listen.
Second time they can take notes of words and phrases, stress that it’s not a dictation and that they shouldn’t worry if their version is different.
Students compare notes with a partner or in a three.
Students listen for a third time, taking notes and then compare with their group again. You may want to read the text for a fourth time, gauge it with your own group.
Students work to recreate the text. You could do this on a Google doc so you can see the versions taking shape. Assign each group a page of the doc so that they’re not tempted to copy each other.
Show them the original text and copy/paste all their versions below. Have them compare their versions and looks for differences.

It was a dark and stormy night, the wind was whistling through the trees and the rain was pouring down. Not only was I completely soaking wet, but also my teeth were chattering because of the icy wind. I knocked on the door of the ancient run-down mansion as hard as I could; little did I know the horror that awaited me on the other side of the door. No sooner had I ceased my knocking than the door swung slowly open. The darkness on the other side was pitch-black but so desperate was I to get out of the storm that I jumped inside without a second thought. Hardly had I set foot inside the house when the door slammed shut behind me…

Language Focus

Ask students to complete the following language analysis task in pairs:

Meaning – substitute the phrases in bold for other, simpler words so that the meaning is the same.
Usage – why do you think the writer decided to use the phrases in bold instead of simpler language? What effect do these expressions have on the reader? More emphatic, more exciting, draws the reader in.
Form – Look at the word order after the inversion phrases:
- Not only…
- Little…
- No sooner
- So desperate…
- Hardly…
Complete the formula: Inversion phrase + _______ + _______ + _______

(Inversion phrase + auxiliary verb + subject + verb)

Show students further examples of each inversion:

Not only: used with a wide range of tenses and auxiliary verbs:

Not only are vampires afraid of crosses, but also garlic.
Not only did the werewolf have sharp teeth, but also long claws.
Not only would I recommend calling the police, but also I would run away as fast as I could.

Little: most commonly used with “know” and “realise”:

Little did I realise how much danger I was in.
Little did she know what had just happened in the other room.

No sooner…. than: Or Hardly…. when Most commonly used with past perfect to express that one action happened immediately after another:

No sooner had I closed the door than I heard a strange scratching sound.
No sooner had I fallen asleep than a strange light came in through the window.
Hardly had the sound stopped when the door burst open.
Hardly had I turned around when the beast appeared at the end of the corridor.

So + adjective + that…: Used with a range of adjectives to add emphasis and express consequences:

So cold was it that my hands were shaking.
So frightening was the beast that even the brave soldier screamed in fear.

Practice – Key

I had just opened the door when the monster appeared.

HAD

Hardly had I opened the door when the monster appeared.

They had no idea that the beast was watching their every move.

REALISE

Little did they realise (that) the beast was watching their every move.

The enormous size of the beast’s tentacles stopped them from reaching the exit.

WERE

So enormous were the beast’s tentacles that they couldn’t reach the exit.

As soon as they were outside the house, she called the police.

HAD

No sooner had they got out of the house than she called the police.

The car wouldn’t start and the gun was jammed.

WOULD

Not only would the car not start but also the gun was jammed.

They didn’t know that the call was coming from inside the house until it was too late.

THAT

Little did they know/realise that the call was coming from inside the house until it was too late.

Production

Have students write another paragraph of the story either in class or for homework. Encourage them to use as many inversions as possible and other descriptive language.

Advanced C1, Grammar Classes

Mighty Might – C1 Modal Verbs

Posted on October 19, 2020 by Tim Warre

Strong Super Hero — Stock Vector © starlight789 #12842606

This is a short lesson grammar worksheet looking at some expressions with modal verbs that students typically encounter at C1 level. It is loosely based on the grammar exercises in unit 1 of Ready for Advanced by Macmillan and could serve as an extension or revision exercise. It may also be accessible to high B2 students. Download the student handout and answer key below:

mighty-might-student-handout Download

mighty-might-key Download

Mighty Might – Student Handout

Look at the sets of different expressions using might and other modal verbs. Match them with the different meanings they express in the box at the bottom.

Might/could at least

You might at least pick up your dirty clothes.
You could at least put your dirty dishes in the sink.
You might at least say hello when you get home instead of going straight to your bedroom.

Might/could #1

I’m going to the bar after football so I might be late home.
Don’t forget to bring an umbrella, it might rain.
Don’t drive so fast, you could have an accident.

Might/could #2

Let’s watch TV, there might be something good on.
Shhh! Be quiet, my parents might be asleep already.
It was really cold last night so the roads could be icy.

Might/may…. but

Ok, I admit that he might be really good at shooting but he never passes the ball, it’s so frustrating.
He may be really good-looking but he’s not very bright.
She might have all the money in the world but is she truly happy?

Might/may as well

All the good bands have finished playing so we might as well go home.
We’ve already missed the start of the film so we may as well do something else.
It’s too dark, you’re never going to find your lost keys, you might as well give up.

Might/could//may have + past participle #1

Woah! Be careful with that ladder, you might have taken my head off!
Slow down! You could have hit that old lady!
He might have got together with Julie at the party but he spent all night being sick in the toilet.

Might/could//may have + past participle #2

Where are they? I’m worried, they might have had an accident.
I can’t find my phone. I could have left it at work.
Someone has stolen one of the plants from the front porch. It might have been those boys from next door.

Past possibility past possibility that didn’t happen future possibility annoyance Concession (ok, you’re right) suggestion without enthusiasm present possibility

Complete the sentence

Boss: Your office is a mess and it stinks you might at least ___________________.
Let’s see what’s on at the cinema there might____________________.
The weather forecast says that it might_____________________.
We’ve missed the last train home so we might as well___________________.
Ok, she might be a good singer but________________.
Where’s the cat? She might have__________________________.
Luckily, I escaped the crash with just cuts and bruises, I might have___________________.

Key Word Transformations

There’s no point staying any longer, let’s go home.

MIGHT

We _______________________ go home.

I always have to tidy up your mess, some help would be nice.

MIGHT

I always have to tidy up your mess, _____________________ me.

You’re right there are some interesting characters in the book but it’s just so monotonous.

MIGHT

Ok, the characters _______________________________ is just so monotonous.

My laptop isn’t here, maybe someone stole it.

MIGHT

My laptop isn’t here, it __________________________________.

We were lucky, the hurricane nearly hit our house.

MIGHT

We were lucky, ______________________ our house

Grammar Classes

Regrets, I’ve had a few…

Posted on September 24, 2018September 24, 2018 by Tim Warre

Image credit: marvel.com

This a lesson plan for B2+ students to teach language of regret. It uses a clip from The Amazing Spiderman and texts about historic regrettable decisions. Download the teacher’s notes and student handout below:

Regrets teachers notes

Regrets student handout

Lead-in

Show students a picture of Spiderman and ask them: Why did Peter Parker decide to become Spiderman? They will probably say “because he was bitten by a radioactive spider”, but that’s not why, that’s how. Show them the video clip: Uncle Ben’s Death until 2:25: https://www.youtube.com/watch?v=Qp5m4g7pZ9s

So he became Spiderman because it was his responsibility to stop innocent people like Uncle Ben from getting hurt. Ask students these questions:

What happened?
How does Peter Parker feel?
What could have been different?

Check students’ answers, they will probably try to express Peter’s regret at not saving Uncle Ben. Give out the hand-out and draw their attention to the language of regret at the top.

Language of Regret

Look at the example sentences, what are the formulas for each structure?

Peter regrets not stopping the robber.
He should have done
Uncle Ben shouldn’t have tried to pick up the gun.
If Peter had stopped the guy, he wouldn’t have killed Uncle Ben.
If Uncle Ben hadn’t tried to pick up the gun, the guy wouldn’t have shot him.

Historical Regrets

Read the texts about regrettable events from the past and make sentences using the structures.

Lance Armstrong

Lance Armstrong took performance enhancing drugs before winning seven Tour de France titles. A whistle-blower revealed information about his doping to the press but he denied it for years. Eventually the evidence was too much and he confessed to his crimes live on Oprah Winfrey’s chat show.

Decca Records & The Beatles

In 1962, Dick Rowe, an executive at Decca Records, thought guitar groups were falling out of favour. On New Year’s Day that year, The Beatles auditioned to be signed to the record label. Rowe rejected their audition and decided not to sign them. The Beatles went on to become the biggest selling band in history.

Napoleon

In 1812 Napoleon invaded Russia with his grand army of 680,000 soldiers. Instead of fighting the French, the Russian army retreated further into Russia burning the farms and supplies as they went. After winning some minor victories the French were forced to retreat because of the freezing Russian winter. Only 27,000 soldiers from the original army survived.

Possible Answers:

Lance Armstrong regrets taking banned substances. He shouldn’t have taken performance enhancing drugs. If he hadn’t taken the drugs, he wouldn’t have won 7 titles.
Dick Rowe regrets not signing the Beatles. He should have signed them. If he had signed them, he would have been rich.
Napoleon regretted invading Russia. He shouldn’t have invaded Russia in winter. If he hadn’t invaded Russia, he might have conquered the whole of Europe.

My Biggest Regret

Students might be reticent to discuss this topic, if so try to encourage them to talk about a friend or family member’s regrets, often a bit of distance can help students open up and express themselves. It could also help if you shared some of your regrets with the class first.

Do you have any regrets? What about your family and friends?
Have you ever had an accident that was your fault? What happened?
If you could relive any part of your life, what would you change?
How would your life be different?

Grammar Classes

Narrative Tenses: Where were you when…?

Posted on September 24, 2018September 24, 2018 by Tim Warre

Image credit: www.biography.com

This is a lesson plan designed to help students practice past narrative tenses. The topic is remembering where you were when big events happened. Download the teacher’s notes and student handout below:

Where were you when student handout

Where were you when Teachers notes

Lead-in

Show image of MJ. Sts in pairs: Where were you when you heard that Michael Jackson had died? T makes note of language sts use: use of narrative tenses, errors etc.

Dictogloss

Procedure:

Ask sts: How did Michael Jackson die? (aim: to preteach “take an overdose”)
Tell sts you are going to tell them someone’s story of them finding out MJ had died. Tell them that after you’ve finished you want them to make a note of key words or phrases from the story. While you are reading they should just focus on listening and not write anything.
Read the text at a normal speed pausing at punctuation in a natural way.
Give sts 30 secs to write down key words, then compare and share with a partner.
Tell sts that you’re going to read the text again and you want them to write down any more key words and phrases they hear.
Now instruct sts to try to recreate the text in pairs, tell them not to worry if their version is different.

I was at a festival when I heard that Michael Jackson had died. It was about 3 in the morning and we were sitting in one of the big tents listening to music, drinking and chatting. Suddenly we overheard a guy sitting next to us saying that Michael Jackson had taken an overdose and had died. We thought it couldn’t possibly be true and carried on as before, but then the DJ played Beat it by Michael Jackson, then Billy Jean and then more and more of his songs, we all looked at each other, everyone in the tent realised that it must be true and we all stood up and danced.

Guided Questions:

There are three different past tenses in the text, can you identify them?
Which tense do we use to give a description of a scenario or scene at a specific time?
Which tense do we use to say that an action happened before another action?
Which tense do we use to describe short actions often in sequence?
How do we form the past continuous? Subject + __________ + ___________
How do we form the past perfect? Subject + __________ + ___________
This is a contracted sentence: “Michael Jackson’d taken an overdose.” What is the complete version?

Project/hand out the original text and ask sts to compare their version to it. They MUSTN’T CHANGE their version but just make a note of the differences.
In open class go over some of the differences, do their versions still make sense? Are their versions grammatically correct?
Have sts complete the guided questions. Clear up any doubts in open class.
Give out the gapped text about 9/11 and have sts complete it in pairs.
Check their answers using the complete text.

The Day the Towers Came Down.

I was at school when I ______(hear) that terrorists __________(attack) the World Trade Centre. I _________ (stand) outside the school gates ________ (wait) for the school bus and ________(chat) to my friends when suddenly one of the teachers __________(run) out of the school and ________(tell) us that something terrible ____________(happen) in New York. Two planes _________(crash) into the twin towers in New York, when I _________(get) home I __________(watch) the towers collapse on the news with my parents. I’ll never forget where I was that day.

I was at school when I heard that terrorists had attacked the World Trade Centre. I was standing outside the school gates waiting for the school bus and chatting to my friends when suddenly one of the teachers ran out of the school and told us that something terrible had happened/was happening in New York. Two planes had crashed into the twin towers in New York, when I got home I watched the towers collapse on the news with my parents. I’ll never forget where I was that day.

Show sts the pictures of important world events, have them choose one and write a short text about what they were doing when they heard about the news.
Have sts read out their texts and share their own experiences in open class.

Exam Preparation Class, Grammar Classes

Would Rather/Would Sooner

Posted on May 13, 2016 by Tim Warre

Image credit: www.foodnavigator-usa.com

Follow me on twitter @RobbioDobbio

This is a grammar activity designed for C1 students. Students learn how to express preference using “would rather” and “would sooner” then put them to use in a roleplay. Download the powerpoint, handout and key below:

Would rather – powerpoint

Would Rather worksheet – handout and key

Procedure

Use the powerpoint to present the rules, it is designed in a test, teach, test structure. Make sure that students copy down the rules and several examples then have them complete the worksheet and finally put the structures to use in a fun role-play. Students will role play being a married couple having a very civilised argument. Once they have finished have them feedback in open class: “Can the marriage be saved? Or is it on the rocks?” My teenage CAE students found it absolutely hilarious and used the structures in very creative ways.

Handout

Complete the sentences with the correct form of the verb in brackets:

I would rather ____________ a light salad than a steak for dinner. (have)
I would rather he ________________his dirty cups all over the house. (not leave)
Venice was nice but I’d sooner __________________ to Paris. (go)
He’s quite antisocial he’d just as soon ____________ video games all weekend than go to a bar. (play)
I wanted to give the present to granny! I’d rather you _______________ for me to arrive before you gave it to her. (wait)
We had dinner outside but it was too cold. I’d much rather ______________ inside the restaurant. (eat)

Complete the key word transformations using 3-6 words.

My brother is always stealing my chocolate out of the fridge.

RATHER

I’d _______________________________________ my chocolate out of the fridge.

Why did you tell the boss I was leaving?

RATHER

I ____________________________________ the boss I was leaving.

I prefer visiting museums to lying around on the beach all day.

JUST

I ____________________________ than lie around on the beach all day.

The chocolates he gave me were ok but I wanted roses.

RATHER

I _____________________________ me roses instead of chocolates.

The art gallery was sooo boring; I wanted to go to the casino.

RATHER

I _______________________________ to the casino instead of that boring art gallery.

He would prefer to do anything instead of watching a football match.

SOONER

He ___________________________________ anything instead of watching a football match.

Role-play

Role-play the following scenario with your partner:

You are a married couple; you have been married for 23 years. You have just got back from a party at a friend’s house. At the party you both got drunk and did a lot of things to annoy your husband/wife. You are both also annoyed about some things that the other does or doesn’t do around the house. Have a civilised argument using as many “would rathers” and “would sooners” as you can.

Key

Sentence Completion

Have
Didn’t leave
Have gone
Play
Had waited
Have eaten

Key Word Transformations

Rather my brother didn’t steal
Would rather you hadn’t told
Would just as soon visit museums
Would rather he had given
Would rather have gone
Would soon do

Grammar Classes, Reading Classes

Mysteries of the Ancient World: Past Modals of Speculation

Posted on December 8, 2015December 8, 2015 by Tim Warre

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.

Where do scientists think the Sarsen stones came from?
What does the writer say about transporting the Sarsen stones?
Where did the blue stones come from?
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.

What are scientists certain about the significance of Stonehenge?
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.

Why do scientists think the builders chose the location for the stones?
What other events possibly happened at Stonehenge?
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.

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 +

_____________ +

_____________

You

He/she/it

Etc.

Could

Might

May

Must

Can’t

_______

…………………

Etc.

Practice – Memory Test

Answer the questions with your partner using past modals.

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

Easter Island Heads

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

Scientists believe that the stones________________________________ a religious significance.

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

Scientists think that the stones _________________________________ from a different island.

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.

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.

Grammar Classes

CAE Conditionals Worksheet

Posted on November 29, 2015November 29, 2015 by Tim Warre

Follow me on twitter @RobbioDobbio

This is a worksheet to practice some advanced conditional expressions such as as soon as/otherwise/even if.

It follows on from my previous CAE conditionals lesson plan. Download the worksheet below:

Conditionals Worksheet

Complete the sentences with a word from the box.

______________ the weather improves, we’ll have to cancel the match.
______________ you won the lottery, would you keep working?
______I known you were going to get angry, I wouldn’t have mentioned it.
______ they to install a swimming pool, how many people would use it?
Put on another pair of socks, _____________ you’re going to get cold.
I’m not going to speak to him again, ______________ he begs me on his hands and knees.
__________ you feel sick, take two of these tablets.
______________ you pay us half of the money now, we’ll give you a 5% discount.

Should were supposing unless had even if provided that otherwise

Match the first half of the conditional (1-8) to the second half.

1. Supposing I asked you out for dinner,

2. You can have a party,

3. I wouldn’t go on a date with him,

4. Should you need any assistance,

5. Make sure you close the cage door,

6. Unless you lower your price,

7. Were the boss to give us a pay rise,

8. Had I not seen the warning sign,

a. Even if he was the last man on Earth.

b. Provided that you clean up afterwards.

c. Don’t hesitate to call me.

d. We might not be so grumpy all the time.

e. The deal is off.

f. Otherwise the hamster might escape.

g. I would have touched the cable and been electrocuted!

h. What would you say?

Key

Exercise 1

Unless
Supposing
Had
Were
Otherwise
Even if
Should
Provided that

Exercise 2

Conversation Classes, Grammar Classes

Interesting People: Deduction and Speculation

Posted on September 29, 2015 by Tim Warre

Image Credit: www.visualnews.com

Follow me on twitter @RobbioDobbio

This is a lesson plan for intermediate and up based around pictures of interesting people and language of speculation and deduction. Credit to my workmate Mont for the idea, thanks Mont.

Download the handout here:

speculate pictures interesting people

Warmer – Who’s that guy?

Write the following expressions on the board:

He might/may/could be… (possible)

There’s a chance that he’s… (possible)

He can’t be… (impossible)

There’s no way he’s… (impossible)

He must be… (almost certain)

I’m pretty sure he’s… (quite certain)

Then show them the picture of the guy at the top of the post. Students come up with 5 deductions/speculations based on the picture. Tell them they can speculate about his age, nationality, job, personality or anything else they like.

The show them the pictures from the handout. Give them a few minutes to make speculations about the people.

Then show them the following list:

A lawyer
A police officer
A serial-killer
A billionaire
A rock star
A bank robber
A chef
A professional sports-person

Tell student that they must decide which person has which job. The secret is: There’s no correct answer! But don’t tell them that yet. Give them 5-10 minute to make speculations and provide reasons for which person has which job, then have them present their reasoning to the class and debate them. Only then can you reveal that there’s no correct answer!

Follow up activity

Composition: Can you judge a book by it’s cover? Have students write and essay/article on the topic of first impressions and judging people based on their appearance.