Posted in Exam Preparation Class, Grammar Classes

CAE / CPE Expressions for Key Word Transformations

Just a quick note…

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://soundcloud.com/2tspod


https://www.facebook.com/2tspodcast/

This is a worksheet to practice typical phrases and expressions that come up in key word transformations in both CAE and CPE. They are also very useful for writings.

Students rewrite the sentences using the word given in capitals.

Download the worksheet from here:

https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!388&authkey=!AAlKmGNu1itRsP0

Here’s a link to a quizlet flashcard set that can be used for preteaching or revision:

http://quizlet.com/16987300/cae-use-of-english-practice-part-5-flash-cards/

  1.  “Do you want to go and see the new play?” Petra asked her friend
    (INTERESTED)
    Petra asked her friend whether……………………………………..to see the new play.
  2.  Pat does not intend to have a holiday this year
    (INTENTION)
    Pat has …………………………………………………….. on holiday this year.
  3. Lisa was about to leave the house when.. (POINT)
  4. I think learning to use a typewriter is a waste of time (POINT)
  5. A number of sporting events had to be cancelled owing to bad weather. (LED)
  6. When it comes to computer games, Gareth is a real expert. (CONCERNED)
  7. Carlos really should get someone to mend his bike. (HIGH)
  8. The company has a good reputation in the local area (HIGHLY)
  9. Do you think Pablo is likely to win the competition? (CHANCE)
  10. I’ve been greatly impressed by the way Jasper deals with problems (MADE)
  11. Darius soon recovered after the operation (MADE)
  12. I think the weather will improve next week. (CHANGE)
  13. Pheobe was surprised to be offered a place on the course (CAME)
  14. It’s so difficult to create new ideas for the festival every year (COME)
  15. The company is almost certain to get the contract (EVERY)
  16. Sven would have called yesterday if he had had more time (SHORT)
  17. Many people believe that Garcia has the ability to become world champion (CAPABLE)
  18. In his speech, the Principal did not mention the new language courses. (REFERENCE)
  19. Sam never thought of asking me for my advice (OCCURRED)
  20. Despite all their efforts, they could not get the old car to start (HARD)
  21. “I’m sorry, but there’s no way I’m going to sleep on the floor” said Maria. (CLEAR)
  22. “Remember to write or phone,” Marta said as she waved goodbye (TOUCH)
  23. Simon really ought to make a decision about his future (MIND)
  24. If you don’t pay on time, your booking will be cancelled (RESULT)
  25. I’m sure Gemma is going to become a famous model one day (MATTER)
  26. Barbara’s parents were certain that she would be a great tennis player (DOUBT)
  27. The company isn’t able to guarantee an allocated car parking space to all employees (COUNT)
  28. Daisy said that she would no longer tolerate her colleagues being rude (PUT)

Key:

she was interested in going “Do you want to go and see the new play?” Petra asked her friend
(INTERESTED)
Petra asked her friend whether……………………………………..to see the new play.
no intention of going Pat does not intend to have a holiday this year
(INTENTION)
Pat has …………………………………………………….. on holiday this year.
Lisa was ON THE POINT OF LEAVING the house when. Lisa was about to leave the house when.. (POINT)
I think THERE’S NO POINT learning to use a typewriter. I think learning to use a typewriter is a waste of time (POINT)
The bad weather LED TO THE CANCELLATION OF a number of sporting events. A number of sporting events had to be cancelled owing to bad weather. (LED)
AS FAR AS COMPUTER GAMES ARE CONCERNED, Gareth is a real expert. When it comes to computer games, Gareth is a real expert. (CONCERNED)
IT’S HIGH TIME CARLOS GOT someone to mend his bike. Carlos really should get someone to mend his bike. (HIGH)
The company is HIGHLY REGARDED in the local area. The company has a good reputation in the local area (HIGHLY)
Do you think Pablo STANDS A CHANCE OF WINNING the competition? Do you think Pablo is likely to win the competition? (CHANCE)
The way Jasper deals with problems has MADE A GREAT IMPRESSION ON ME. I’ve been greatly impressed by the way Jasper deals with problems (MADE)
Darius soon MADE A (FULL) RECOVERY after the operation. Darius soon recovered after the operation (MADE)
I think the weather will CHANGE FOR THE BETTER next week. I think the weather will improve next week. (CHANGE)
The offer of a place on the course CAME AS A SURPRISE TO Phoebe. Pheobe was surprised to be offered a place on the course (CAME)
It’s so difficult to COME UP WITH new ideas for the festival every year. It’s so difficult to create new ideas for the festival every year (COME)
The company HAS EVERY CHANCE OF GETTING the contract. The company is almost certain to get the contract (EVERY)
Sven would have called yesterday if he hadn’t been SHORT ON / OF TIME. Sven would have called yesterday if he had had more time (SHORT)
Many people believe that Garcia IS CAPABLE OF BECOMING world champion. Many people believe that Garcia has the ability to become world champion (CAPABLE)
In his speech, the Principal MADE NO REFERENCE TO the new language courses. In his speech, the Principal did not mention the new language courses. (REFERENCE)
IT NEVER OCCURRED TO SAM TO ASK me for advice. Sam never thought of asking me for my advice (OCCURRED)
NO MATTER HOW HARD THEY TRIED, they could not get the old car to start. Despite all their efforts, they could not get the old car to start (HARD)
Maria MADE IT CLEAR THAT she wasn’t going to sleep on the floor. “I’m sorry, but there’s no way I’m going to sleep on the floor” said Maria. (CLEAR)
“Remember KEEP IN TOUCH,” Marta said as she waved goodbye. “Remember to write or phone,” Marta said as she waved goodbye (TOUCH)
Simon really ought to MAKE UP HIS MIND about his future. Simon really ought to make a decision about his future (MIND)
Not paying in time WILL RESULT IN YOUR BOOKING BEING CANCELLED. If you don’t pay on time, your booking will be cancelled (RESULT)
I´m sure IT’S ONLY A MATTER OF TIME BEFORE Gemma becomes a famous model. I’m sure Gemma is going to become a famous model one day (MATTER)
Barbara’s parents HAD NO DOUBT that she would be a great tennis player. Barbara’s parents were certain that she would be a great tennis player (DOUBT)
Employees CANNOT COUNT ON HAVING an allocated car parking space. The company isn’t able to guarantee an allocated car parking space to all employees (COUNT)
Daisy said that she would no longer PUT UP WITH her colleagues being rude. Daisy said that she would no longer tolerate her colleagues being rude (PUT)
was on the point of calling Sven was about to call the police when the burglar stopped trying to open the window and ran away.
POINT
Sven ……………………………………………… the police when the burglar stopped trying to open the window and ran away.
Posted in Conversation Classes, Grammar Classes

Giving Advice

advice

Before you use these materials, why not check out our new podcast for learners and teachers alike? It’s called 2Ts in a Pod, have a listen here:

This is a conversation class to practice different forms of giving advice for B1 – B2 students.

Put on the board:

You should quit smoking

You ought to quit smoking

You had better quit smoking

Put students in small groups and tell them to think about the difference between the 3 sentences. Then have them share their ideas.

should and ought to are basically synonyms although ought to is generally more formal, they are used for giving advice: It would be a good idea if you quit smoking.

had better has a slightly different meaning; it implies that if the advice is not followed something bad could happen. In this context maybe the speaker could be a doctor warning a patient about the results of a recent test.

In this way had better can also be used to threaten:

1: Hey! Where’s that money you owe me?

2: I’ll pay you on Monday.

1: You had better.

Here had better contains the implication of violence.

The grammatical form is as follows:

subject + should / ought to / had better + bare infinitive (infinitive without to)

The negatives are as follows:

You shouldn’t smoke.

You ought not to smoke.

You had better not smoke.

To warm the students up present them with a simple problem that you have, for example: I want to get fit / It’s my partner’s birthday, what should I buy them?

Have the students give advice for these situations.

Then tell students that there are other ways of giving advice, try and elicit the following conditionals:

If I were you, I would / n’t………….

If I were in your shoes, I would / n’t…………

Then give out the following situations for advise, have the first student read out the situation as if it was a genuine personal problem, other students then give them advice. After each situations ask the discussion questions listed below the situations.

  1. I have a friend who is really tight-fisted. Every time that we go out for a drink or a meal he says he hasn’t got any money or he mysteriously disappears to the toilet when the bill arrives. At first we thought “poor John he never has any money”, but he works 6 days a week so he must have some money. What should we do?
  2. My best friend is always flirting with my girlfriend. He always pays her lots of compliments like “Wow! You look fantastic tonight!” Also when we go to parties he often asks her to dance. It’s making me really angry. What should I do?
  3. I share a flat with a friend and she keeps borrowing my things without asking. At first it was just little things like books and DVDs but now she’s started borrowing my clothes and when I want to wear my favourite dress for example, I find it on her bedroom floor unwashed! What should I do?
  4. I have invited 20 people over for a big dinner party, they are arriving in 20 minutes. I was going to cook a big roast turkey but I put the oven temperature too high and it burned! The dinner is ruined! What should I do?

Discussion Questions

Discussion questions for first situation:

  • Do you have any tight-fisted friends?
  • What do they do?
  • What is the custom when it comes to paying the bill in your country?
  • Have you ever had an argument over a restaurant bill?

Second

  • Who has a problem in this situation?
  • Is the speaker right to feel angry?
  • Who is to blame for the anger?
  • Have you or any of your friends ever been in this situation?
  • Are you a jealous person?

Third

  • Have you ever been in a situation like this?
  • Do you lend things to friends? Why? Why not?
  • Do you borrow things from friends? Why? Why not?
  • Have you ever lived in a shared house? What problems did you encounter?

Fourth

  • Have you ever been in this situation?
  • What did you do?
  • What was the worst meal you ever cooked?

Another game to practice this is the following:

Send one student out of the classroom. All the other students have to think of an imaginary problem that he / she has. Invite the student to come back in and sit at the front of the class. The student must guess what their problem is based on the advice they receive from their classmates.

If your students aren’t very imaginative you can use these situations:

  1. I have two VIP tickets to see Barcelona vs Real Madrid on the same night as my mother in law’s 50th birthday party.
  2. I found a wallet in the street with €2000 in it.
  3. I am a great chef, I want to open 300 restaurants and get rich but I have no money.
  4. I got very drunk at the office Christmas party and kissed my boss.
  5. My best friend’s ex girlfriend wants to go on a date with me.
  6. I am the manager of a big company. I have a vacancy for a salesman and my son wants the job, but he has no experience.
  7. I saw my best friend’s girlfriend kiss another man.

Class discussion about advice

Afterwards discuss the following questions about advice as a class:

  1. Who do you go to for advice?
  2. Do they give good advice? Why? Why not?
  3. Who comes to you for advice?
  4. Do you give good advice?
  5. Do you follow your friend’s advice?
  6. What’s the best / worst advice you’ve ever received?
  7. Does advice help? Or do most people ignore it?
  8. Sometimes advice can make you less decisive. Do you agree?
  9. Do you think some people are too proud to ask for advice?
Posted in Conversation Classes, Games

The Interpreter: Game to practice direct / indirect questions and reported speech.

interpreter

Before you use these materials, why not check out our new podcast for learners and teachers alike? It’s called 2Ts in a Pod, have a listen here:

This is a game for upper intermediate students and upwards. The main focus is the differences in structure between direct and indirect questions, something even the highest level English speakers struggle with.

Arrange students into groups of 3. In each group you have 1 interviewer, 1 celebrity and 1 interpreter. Tell students that the interviewer and the celebrity don’t speak the same language (in fact they do, everyone must speak English during the exercise). The interviewer asks a question to the celebrity but for the celebrity to understand the question it must be “translated” into an indirect question by the interpreter. The celebrity can then answer the question but the interpreter must report his / her answer back to the interviewer in reported speech. It can get a little complicated, and careful monitoring is required but students tend to enjoy focusing on the specific grammar point in use. Here is an example of a typical exchange:

Interviewer: Where did you go to school?

Interpreter: He would like to know where you went to school.

Celebrity: I went to school in a big boarding school in the English countryside.

Interpreter: He says that he went to a big boarding school in the English countryside. OR He said that he had been to a big boarding school in the English countryside.

For lower levels encourage the interpreters to report in the present tense to make it easier. There is a lot of pressure on the interpreter, they’re basically doing all the hard grammar work, so make sure you switch roles often.

Other indirect question beginnings could be:

Could you tell us…………….

He /she is interested to know……………..

He / she was wondering……………

Remember the form for yes / no questions:

Direct: Did you like your school?

Indirect: She was wondering if you liked your school.

If students need subjects to ask and answer questions about you can use some of the following:

  1. your favourite film
  2. your first day at school
  3. what you did last weekend
  4. your favourite place in the whole world
  5. the best / worst thing about living where you live

The celebrity students can give true answers about themselves or they can invent fantastical lives for their celebrity persona.

Let me know how it goes in the comments.

Posted in Conversation Classes, Grammar Classes, Pronunciation Classes

Parallel Universe: 3rd Conditional Conversation Practice

Parallel_Universe_Desktop_by_VisionGfx

Just a quick note…

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://soundcloud.com/2tspod


https://www.facebook.com/2tspodcast/

Parallel Universe: 3rd Conditional Conversation Practice

Introduction

This is a class for higher levels (B2+) to help students feel more comfortable and stumble less over complex past conditionals.

Here is a link to the printable handout:

https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!313&authkey=!ADsjHXyBVtx-H1Y

As the title suggests the focus is on using the conditionals in conversation so start out by telling the class that you don’t want them to write anything down except the bare conditional structure for reference.

Tell them they are going to explore parallel universes in which they made different choices in their lives.

The exercise presents the students with different topics designed to generate past conditional sentences but also conversation. Explain that you don’t just want them to form 1 past conditional sentence from each point, they should explore each point fully in small groups and try to use the structure in a variety of ways: affirmative /negative / interrogative.

Example:

“If I hadn’t gone to the party, I wouldn’t have met my girlfriend because she was only in town for one night.”

“Do you think you would have had the chance to meet her again?”

“It’s possible, but maybe I would have met someone else.”

Note on pronunciation

For higher levels depending on how well they use the structure you can encourage them to use the weak forms:

Woulda / would’ve / wouldn’t ‘ve

If they have trouble with this start out with the contracted “had” in the if clause and slowly introduce the other forms.

 Establishing grammar

If I hadn’t gone to the party, I wouldn’t have met my girlfriend. (past result)

Maybe we wouldn’t be together now. (present result)

If I hadn’t studied drama, I probably would have studied literature.

If I had studied business, I would have got a job in an insurance company

I could have

Explain difference between would have and could have

would have = what definitely happened in this parallel universe

could have = what possibilities were available in the parallel universe

If + had/n’t + past participle + would / could + have + past participle.

Conversation Questions

What did you study at school / university? What other options did you have? Explain them to your group.

Do you remember the interview for your job? What would have happened if you hadn’t got it?

If you have a partner how did you meet? How could things have happened differently?

Think of an important exam you passed or failed in the past, how could things have happened differently?

What would you have done this week if you’d had more time? Why?

What would you have done last year if you’d had more money?

Think of a time when someone helped you with something, what would you have done without their help?

Think of a time when you helped someone, what would they have done without your help?

Think of a time when you had an accident, how could things have happened differently?

Think of a time when you or someone you know was in danger, how could things have happened differently?

Think of big decisions you have made in your life related to work / studying / family, how could things have happened differently? How could things be different now?

freeenglishlessonplans.com

Posted in Exam Preparation Class

CAE Study Guide

exam_1464481c

This post will give students who are about to sit the CAE exam a rough guide of what to study and links to helpful online tools.

Vocabulary sets for CIC 607 CAE students:

https://quizlet.com/144482326/flashcards

http://www.cram.com/flashcards/607-vocabulary-7433047

Here you have a link to sets of flashcards I have made on the website quizlet.com. There are 39 different sets focusing on various different parts of the use of English section:

http://quizlet.com/join/vwMDp6Qe6

Here are individual links to different quizlet sets that will help you prepare for the use of English paper, use the flashcards to study then try clicking on “learn” or “test” at the top, you can also play the games “scatter” and “gravity”:

https://quizlet.com/144514233/verbs-with-preps-short-flash-cards/?new – verbs with prepositions.

https://quizlet.com/99435871/inversion-revision-flash-cards/ – Inversions

https://quizlet.com/84053293/cae-letter-of-complaint-flash-cards/ – Letter of complaint

https://quizlet.com/32210011/cae-gerundinfinitivebare-infinitive-flash-cards/ – Gerund or infinitive

https://quizlet.com/96177238/flashcards – 82 different key word transformations

https://quizlet.com/29838781/cae-use-of-english-part-4-flash-cards/ – more key word transformations

https://quizlet.com/16987300/flashcards – even more key word transformations

https://quizlet.com/56139712/flashcards – use of English revision

https://quizlet.com/60219071/flashcards – word formation

https://quizlet.com/128430288/flashcards – reporting verb patterns

https://quizlet.com/5740189/flashcards – phrasal verbs

https://quizlet.com/123807629/flashcards – more phrasal verbs

https://quizlet.com/8192472/flashcards – word formation

 

Other useful websites include:

http://www.flo-joe.co.uk

http://www.examenglish.com/CAE/

You can also download the CAE handbook here, it contains 2 test papers with the answers.

Where there are online tests and loads of other useful features.

Use of English

There are Use of English papers you can use to practice here:

http://www.flo-joe.co.uk/cae/students/tests/index.htm

There are 3 different papers, do 1 a day, make notes on your mistakes and redo the same paper, it helps to make the information stick.

Part 1: Multiple choice cloze

Study Quizlet sets on Collocations, verbs / adjectives with prepositions etc. Then try a practice paper from flo-joe.

Part 2: Open Cloze

Past papers on flo-joe or go back over your notes. Quizlet sets on verbs / adjectives with prepositions and collocations also help.

Part 3: Word formation

There are lots of sets on quizlet for word formation. Also you can download a word formation list here:

https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!190&authkey=!ACS0L7Fi2v-suyo

Then do past papers on flo-joe.

Part 4: Key word transformations

There are lots of key word transformation sets and phrasal verb sets on quizlet and past papers on flo-joe.

Also check flo-joe’s daily word bank for new vocabulary:

http://www.flo-joe.co.uk/cae/students/wordbank/index.htm

Here is a link to quizlet set of 82 Key Word Transformations:

http://quizlet.com/38840080/cae-use-of-english-part-5-key-word-transformation-flash-cards/

Extra resources:

Collocations practice:

https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!194&authkey=!AIDza1OWzb6yBCc

Or lexical phrase list from here:

https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!197&authkey=!AH-GLrI0X_c_wGs

Exam practice collocations:

http://www.tukudoo.com/exam-practice/cae-collocations/

Writing

Here is an exhaustive collection of useful phrases for writing tasks:

CAE Writing (useful language) (1)

Download the examples of each different writing task and check out the page on the my wiki called CAE writing text types explained.

Examples of each task type:

http://timsenglishclasses.wikispaces.com/CAE+Writing

Explanation of task types:

http://timsenglishclasses.wikispaces.com/CAE+Writing+text+types+explained

Remember part 1 is compulsory and it will be a formal essay. In part 2 you can choose from 3 different options. The possible options are: a letter (formal or informal), a report, a proposal and a review.

Also check out flo-joe’s writing class:

http://www.flo-joe.co.uk/cae/students/writing/index.htm

There are lots of activities for linking words and expressions, formal / informal language etc.

Reading

There’s only 1 Reading paper on flo-joe but it’s better than nothing.

Listening

If you want to practice listening you can use this website:

http://www.elllo.org/english/level-7-advanced.htm

There are a lot of different listening exercises with comprehension questions and vocabulary questions. Try some.

freeenglishlessonplans.com

Posted in Exam Preparation Class, Vocabulary Classes

CAE Gapped sentences practice

confused student

The gapped sentences exercise appears in the use of English section of the CAE, and is a part that many students tend to struggle with. Each correct answer in this section is worth 2 points so they make up a considerable part of the final mark. This class will try to present ways to practice and prepare for this exercise.

Here is a link to quizlet set of flashcards for this exercise:

http://quizlet.com/11177000/cae-gapped-sentences-flash-cards/

In the gapped sentences exercise students are presented with 3 sentences with a word missing in each. The same word completes all three sentences.

Example:

Gillian decided it was time to turn over a new _______ and forget her past mistakes.

Why don’t you take a _______ out of Simon’s book and start helping.

Autumn came suddenly and the first _______ had fallen before August had even ended.

Answer: leaf

The exercise tests the students vocabulary: their knowledge of collocations, phrasal verbs and expressions. As you can see from the example above the uses of the word can be very different.

Lesson plan:

Put the above example on the board, or print it out and hand it out to the students to complete in pairs. If needed explain the two expressions with leaf:

to turn over a new leaf – to make a resolution to change for the better.

to take a leaf out of someone’s book – to copy someone or try to be more like someone.

Load up http://www.wordreference.com and ask students to volunteer words to look for. Alternatively you can search for a typical words that often come up in this exercise. These are often words that require no transformation from verb to noun. For example “mark” or “place”. The idea is to give the students an idea as to the number or different uses each word has.

Class Exercise:

Put students in pairs and give each pair a word from the following list:

A: couple
B: place
C: stood
D: show
E: care
F: left
G: fell
H: mark
I: right

Give each pair a dictionary or allow them to use word reference on their smartphones. Tell them that they have to make a gapped sentence set for the rest of the class to complete. Encourage them to use more difficult meanings of the word. While they work go around and aid with sentence construction. Collect in the gapped sentences and put them on the board. The whole class then completes all the exercises.

Homework

Students create another set of gapped sentences at home. Encourage them to use word reference or a good dictionary to find more obscure uses of different words. Tell them to make them as difficult as possible.

The following class you can take them in, correct them and then print them out for class or homework, or post them online for the students to complete.

Here are some examples made by my CAE exam class:

1. He can usually be contacted at his……………….. of work.
2. Excuse me I seem to have lost my……………………… on the course.
3. I’ve saved you a ……………………., come and sit here.
(place)

1. We all………………….. around in the corridor waiting.
2. We …………………..up in order to get a better view.
3. The house …………………….. empty for a long time.
(stood)

1. She wants to ………………… her friends her new pair of heels.
2. He will ……………………… off during the football match.
3. The play will be on …………………….. at 10pm tonight.
(show)

1. The girl knows more than she would ………………….. to admit.
2. You don’t mean anything to me, I don’t …………………… what you think.
3. He doesn’t take ……………………. of Jack.
(care)

1. My eyes ………………………. before his steady gaze.
2. The city ………………………… to the enemy.
3. After 3 years his shoes ………………………….. apart.
(fell)

1.The cup left a ………………….. on the table.
2. The temperature hit the forty degree ……………………..
3. They shook hands as a ………………………. of respect.
(mark)

Here is a link to a set of gapped sentence examples on quizlet.com

http://quizlet.com/11177000/cae-gapped-sentences-flash-cards/

9/3/13 Title was amended as gapped sentences is no long part of the CPE exam.

freeenglishlessonplans.com

Posted in Games, Grammar Classes

Grammar: The future

future

This class is composed of a powerpoint presentation explaining different ways of talking about the future and a grammar betting game to practice afterwards.

Grammar explanation presentation:

https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!269&authkey=!ABDso4m8bIbeqfk

Place your bets gambling grammar game:

https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!268&authkey=!AFWO_RrAMckakGY

Posted in Conversation Classes, Vocabulary Classes

Language of agreement and disagreement

disagree

Here students practice different phrases to express agreement and disagreement. Useful for developing speaking for FCE, CAE, CPE.

Here you have a downloadable copy of the handout:

https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!247&authkey=!ANBIbEVteXyYHnY

Pre-teach the different vocabulary. The students then complete the exercise underneath in pairs. Taking it in turns to make one of the statements. In the first section the other student HAS TO disagree with their partner, even though some of the statements are difficult to disagree with. They must also justify their disagreement. In the second section they HAVE TO agree.

For higher levels ban the use of “I agree” or “I disagree” force them to use the new expressions.

Agreeing Disagreeing Ending an argument:
  • We see eye to eye
  • I couldn’t agree with you more.
  • That’s exactly how I feel.
  • You have a point there.
  • I was just going to say that.
  • Absolutely.
  • We don’t see eye to eye
  • I take your point but
  • I tend to disagree with you there
  • I’m afraid I have to disagree with you there
  • I beg to differ
  • That’s not always the case.
  • Let’s just move on shall we?
  • I think we’re going to have to agree to disagree.

Listen to you partner and then disagree with everything he / she says, give reasons.

  • I think everybody should have access to free healthcare.
  • War should never be used to resolve international disputes.
  • The best way to study is on your own first thing in the morning.
  • Footballers earn too much money.
  • Celebrities shouldn’t complain about being in the public eye all the time.
  • The best place for animals to live is in their natural habitat.

Listen to you partner and then agree with everything he / she says, give reasons.

  • Making mistakes in English is ok as long as other people understand you.
  • The government should pay for everybody’s education.
  • Smoking should be completely illegal.
  • All drugs should be legal.
  • Catalonia should be independent.
  • Cristiano Ronaldo is the best football player in the world.
Posted in Grammar Classes

Grammar Activity Future Perfect / Future Continuous

mourinho

This is an activity for teenagers to practice:

The future perfect, to talk about completed actions in the future:

By 12 o’clock I will have finished my homework.

The future continuous, to talk about actions that will be on going at a specific time in the future:

At 12:30 I will be walking the dog.

The activity is based around football manager Jose Mourinho’s plans for the day.

Here is the handout:

https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!245&authkey=!AAMJUCn1Yk4RqsA