Desarrollo de las Competencias Comunicativas en la enseñanza

Desarrollo de las Competencias
Comunicativas en la enseñanza
del Inglés como Segunda
Lengua (ESL):
Materiales didácticos prácticos
para la clase de Nivel Intermedio
Vol. 2
__
Esther Cores Bilbao
Introducción
Una vez más, y al igual que en su primer volumen, el propósito de
esta monografía es el de facilitar al profesor de Lengua Inglesa su
práctica docente diaria a través de actividades prácticas que
complementen -con material alternativo y ameno- el manual
utilizado en el aula.
Siguiendo la teoría del Ciclo de Aprendizaje Experimental
reformulada por Scrivener1, esta monografía comulga con las dos
asunciones básicas de que los estudiantes aprenden más y mejor
utilizando el lenguaje para hacer cosas y de que el papel principal del
docente es de convertirse en facilitador del aprendizaje.
De nuevo, cada unidad temática está adaptada a las directrices
establecidas por el Marco Común Europeo de Referencia para la
Enseñanza de las Lenguas, siendo sus contenidos adecuados para el
Nivel Intermedio o B1.
El criterio seguido para la selección y redacción de las distintas
actividades es un criterio netamente personal y subjetivo, basado en
la propia experiencia profesional y en las querencias y gustos del
alumnado con el que he tenido el privilegio de trabajar.
Una vez más, agradezco desde aquí la inestimable colaboración de
otra
docente
vocacional,
Elizabeth
Bilbao
Sarria,
sin
cuya
desinteresada ayuda hubiese sido virtualmente imposible la redacción
de esta monografía.
1
SCRIVENER, Jim: Learning Teaching. MacMillan Heinemann English Language Teaching, Oxford,
1994.
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Índice de contenidos
Creating new words
………………………………… page 3
Doing the right thing
………………………………. page 13
Taking off!
………………………………. Page 28
American dream
………………………………. page 39
Film festival season
…………………………..….. page 49
If I could…
………………………………. page 58
2|Page
CREATING NEW WORDS
FIRST SESSION
1. Warming Up. Speaking: How New Words Are Created.
2. Vocabulary. Match Up: Blends.
3. Speaking and Vocabulary: Expressions You Should Keep
in Mind.
SECOND SESSION
1. Speaking & Vocabulary: Happy and Sad.
2. Speaking. Role-Play: Happy and Sad.
3. Vocabulary. Compounds.
4. Speaking: Fun With Idioms.
THIRD SESSION
1. Reading and Grammar Focus (Presentation): People With
the Forest.
2. Vocabulary. Prefixes & Suffixes.
3. Grammar Focus (Practice). Suffixes.
4. Vocabulary. Prefixes.
5. Homework. Advantages and Disadvantages of Private
Transport.
3|Page
▪ FIRST SESSION
Task 1. INTRODUCTION. SPEAKING: How New Words are Created (20
minutes). This lesson looks at how new words are created in English. It
encourages learners to analyse words they already know and to understand
more about meaning from form. It also encourages them to experiment with
new words and possible meanings – an important skill in manipulating
language.
I will explain the students that new words enter the English language all the
time, that English grows quickly because there are many ways in which new
words are created and that native speakers like playing with the language (in
other languages new words are more controlled than in English).
Give them a worksheet with the following activity. Learners will have to match
words with methods of formation. Avoid too much discussion of meaning at this
stage, and encourage learners to look at form to help guess meaning.









word
brunch
● to chair
exam
● britpop
racist
● yuppy
ping-pong
igloo
diskette
bungalow
brainstorm
chocoholic
way word is formed
a) Mixing two words and their meanings
together
b) Using part of a word
c) Forming a word from the letters of a
phrase
d) Adding a prefix or a suffix
e) Changing the way a word is used e.g. noun
becomes verb
f) Joining two words
g) Words made with rhyming pairs
h) Taking a word from another language
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Task 2. VOCABULARY – MATCH UP: Blends (15 minutes). In the following
exercise, students will learn how words are mixed together and how meaning is
mixed too. They have to match one word from each column and combine them
in order to get the word that means the definition given in the box.
1. kill someone using electricity
2. a description of a journey
3. Air pollution in a city
4. keep moving something with your fingers
5. the two oldest universities in Britain
6. a place to stay when travelling by car
7. very smart and modern
8. a television programme about a music band
MOTOR
CAMBRIDGE
SMART
HOTEL
ELECTRICITY
MONOLOGUE
ROCK
JAZZY
TWIST
DOCUMENTARY
OXFORD
EXECUTE
TRAVEL
FIDDLE
SMOKE
FOG
5|Page
Task 3. SPEAKING AND VOCABULARY: Expressions You Should Keep in
Mind. This is a vocabulary and idiom lesson. The aim is to introduce some
expressions in English with the word mind. Ask students how they remember
new words from English class and if any of them have any special methods or
tricks to help them remember. Make a list on the board. Then tell students that
in today’s class they are going to talk about remembering things and their
minds.
After the speaking task, students will have to look at the following expressions
in English that use the word “mind” and match them to their definition.
Expressions You Should Keep in Mind!
1. Are you out of your mind? You can’t go swimming in this terrible weather!
2. I can’t believe she said that. I’m going to give her a piece of my mind!
3. He’s changed his mind and doesn’t want to help us now.
4. Yes, I’d love a coffee. You read my mind.
5. I felt comfortable with them because I could always speak my mind.
6. I wanted to invite him, but I was so busy that it slipped my mind.
7. Come to the cinema with us, it will take your mind off your exams.
8. Are you coming or not? Make up your mind!
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a. To change your opinion about something
b. To know what someone is thinking
c. To forget
d. Crazy
e. To make a decision
f. To say exactly what you think or feel
g. To say what you think especially if you are angry
h. To make you think of something else
▪ SECOND SESSION
Task 1. SPEAKING AND VOCABULARY: Happy & Sad. This is also a
vocabulary and idiom lesson. The aim is to highlight the metaphorical
meanings of several words and phrases related to the emotions of happiness and
sadness. First of all, tell the students to write down on a piece of paper three
things that make them happy and two things that make them sad. Then they’ll
have to stand up and find someone whose answer most closely matches their
own. Tell them to sit with that person or people for the rest of the class. What
things made people happy and sad? Was there anything that lots of people had
written down? The students must then classify the following sentences as
Happy or Sad. Check answers and clarify expressions that they don’t
understand.
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METAPHOR NOTE
In English, feeling happy is like being high
up or moving upward. Feeling sad is like
being low down or like falling.
• I’m feeling quite down actually.
• The news really lifted my spirits.
• My heart sank when the phone rang.
• Things are looking up today.
• He was in the depths of despair.
• Don’t look so down in the mouth!
• Since the phone call, I’ve been walking
on air.
• I’ve been really low recently.
• Cheer up!
HAPPY
SAD
Task 2. SPEAKING: ROLE PLAY: Happy & Sad. This is a mini role play to get
the students to use some of the language they have learned. Give each student a
card, one will be Mr/Mrs Bright and the other will be Mr/Mrs Bleak. Taking
turns, they’ll have to tell their partner what things make them happy or
unhappy using the different expressions they’ve learnt. Set a time limit on the
activity and go over the mistakes you hear. Then get the students to switch
roles and partners and repeat the activity.
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You are Mr. or Mrs. Bright
You are happy about a lot of things.
You love your job. You work with really nice people.
Your son just got married. His future looks rosy.
Your wife/husband doesn’t have a job, but things are looking up.
Your favourite football team won the World Cup and you are walking on
air.
You found some money on the street today.
You meet your friend, Mr. or Mrs. Bleak, in the street. Find out how
he/she is. Ask about his/her work,
family and other things in his/her life. When you talk about your life, try
to use the expressions in bold.
You start the conversation: Hi! How great to see you again! How’s
work?
You are Mr. or Mrs. Bright
You are unhappy about a lot of things.
You hate your job. You think you will probably soon be fired.
Your daughter just got married. You don’t think it will last long, and you
think your son-in-law is a
gloomy person.
Your wife/husband doesn’t have a job, she/he is in very low spirits
about this.
You supported a team that didn’t do very well in the World Cup. You
have been blue about this for some
weeks now.
You lost your wallet in the street today.
When you talk about your life, try to use the expressions in bold.
You meet your friend, Mr. or Mrs. Bright, in the street. Find out how
he/she is. Ask about his/her work,
family and other things in his/her life.
Mr/Mrs. Bright will start the conversation
9|Page
Task 3. VOCABULARY: Compounds. In the following vocabulary related
activity the students will have to find as many compounds as possible (there are
16: armchair, childhood, wastebasket, driveway, playroom, suntan, airplane,
headphones, landlady, songwriter, textbook, shoplifter, bellman, thunderstorm,
checkbook, townhouse).
COMPOUND NOUNS
T
O
W
N
H
O
U
S
E
P
D
V
T
C
G
A
A
V
Y
B
F
W
L
S
F
H
V
H
S
I
B
E
L
L
M
A
N
O
U
I
D
I
L
R
I
P
W
B
Y
S
P
N
D
A
C
L
A
P
L
L
H
R
A
T
D
G
R
R
H
D
N
L
X
F
O
U
R
E
S
W
I
M
E
H
D
A
Z
O
D
O
R
B
U
R
V
C
C
O
L
N
M
K
H
S
P
A
N
I
E
H
K
O
A
E
D
A
T
U
P
S
T
T
W
A
B
D
D
Q
Z
O
H
C
Q
K
A
E
A
I
O
T
Y
B
R
R
V
F
F
E
N
R
Y
R
O
J
Q
M
P
M
T
E
X
T
B
O
O
K
K
M
C
H
R
A
D
P
H
O
N
E
S
Y
B
Z
H
D
S
H
O
P
L
I
F
T
E
R
L
I
Task 4. SPEAKING: Fun with Idioms. First, make a list of idioms the students
are unlikely to know (for example: Over my dead body, etc.). Write each phrase
on a small piece of paper. Then divide the class into teams of two and have each
team pick one piece of paper. The students then will write a short dialogue
10 | P a g e
using their phrase. They will a have to perform their dialogues and then explain
the real meaning of the idiom.
▪ THIRD SESSION
Task 1. READING AND GRAMMAR FOCUS (Presentation). People of the Forest
. I will give the students a text full of words with suffixes and prefixes to
identify and underline examples and infer its rule of use. Next, I will explain
the different meanings of suffixes and prefixes with examples with the overhead
projector.
People of the Forest
This TV documentary follows a family of chimpanzees
who live in the forest of Tanzania. Apparently we
humans share 98% of our genes with chimpanzees;
indeed, they are our closest relative in the animal
kingdom. The focus of the film is on Fifi and we first
see her as a playful five-year-old who spends all her
time annoying her younger brother. Meanwhile, the
older male chimps fight for supremacy whilst the
females deal with the day-to-day organisational
matters. The geographical splendour of the location
makes this programme worth viewing, although our
similarity to these animals will make you think.
Task 2. VOCABULARY: Prefixes & Suffixes. The students have to type the
correct form of the word given (adding a suffix or a prefix to the root) in
CAPITALS to complete the gaps. I.e.: She gave the teacher a good explanation.
(explain).
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1. They've (SPELL) __________ my name on this form. The first letter is D not T.
2. You do have some good ideas but your work is very (ORGANISE) __________.
3. Living conditions in some poor African countries are very (HEALTH)
__________.
4. Harry turned up on the wrong day because of a (UNDERSTAND) __________.
5. The traffic problem has improved (EXPEC) __________.
6. The result was very strange! In fact it was (BELIEF) __________.
7. They aren't really clever although they pretend to be, they are simply
(INTELLECT) __________.
8. The judge told him it was (RESPOND) __________ to drink and drive, and
banned him for a year.
9. We had a marvellous holiday and our trip to Paris was (FORGET) __________.
10. Leisure habits won't change much in the (SES) __________ future.
Task 3. GRAMMAR FOCUS (Practice).
Suffixes.
Noun
Adjective
Verb
The students will have to success
complete a chart with the other forms of
organize
helpful
the word given, that is, if they are given
the noun, they will have to write the
adjective and the verb.
Task 4. VOCABULARY: Prefixes. In this activity the students have to find out
the word made of the prefix and the words given.
Prefixes
inter mid
mini
mis
non
over
re
self
super
trans un
-service
build
national
form
Words
-iron
usual
man
-July
-skirt
time
do
behave
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DOING THE RIGHT THING
FIRST SESSSION
1. Grammar Focus (Revision & Practice): Remembering the
Modals.
2. Listening and Speaking: The Teenage Years.
3. Grammar Focus (Practice).
SECOND SESSION
1. Grammar Revision & Practice: Mothers & Sons
2. Grammar Focus (Practice): Giving Advice.
3. Speaking. Role-play: The Job.
4. Speaking & Grammar Focus (Practice): Signs.
THIRD SESSION
1. Reading and Speaking: Good Manners.
2. Vocabulary and Pronunciation: Photograph.
3. Homework. Writing: Teenage Problems. Giving Advice.
13 | P a g e
 FIRST SESSION
Task 1. GRAMMAR FOCUS: Revision & Practice. Remembering the Modals.
Begin by reviewing the modal verbs with the students. For that purpose, give
them several sentences and ask them to make them into negative, into
questions and finally into third person singular. Then, compare and discuss
orally their differences in meaning.
Test your grammar
1. Look at the sentences
you
can
must
should
have to
go
2. Make the sentences negative
Make them into questions.
Put them into the third person singular
(he/she).
Which verb is different?
Task 2. LISTENING & SPEAKING. The Teenage Years. In this activity begin
with can, have to and allowed to. Start talking about the teenage years and how
difficult that period can be for parents and children. Then ask the students
what sort of problems there can be and so lead a brief oral discussion.
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Task 3. GRAMMAR FOCUS (Practice). In order to practice how these modal
verbs are formed and used, give the students the following exercises. In the first
activity, they have to fill in the gaps with the correct form of the modal verbs
given. Next they discuss the meaning of two pairs of sentences containing
modal verbs. In number 3 the students have to make the sentences given into
negative, into questions and finally into third person singular. Then, they have
to match sentences halves and make true sentences about them and their
families. In pairs they will speak about their sentences and answer the questions
given. Finally, the students will have to write the questions of the sentences
given using have to and had to.
1. Put have to or don’t have to into the gaps
1. Children _________ go to school.
2. Adults _________ go to school, but they _________ go to work.
3. Old people _________ go to work.
4. Teenagers _________ study for exams.
2. Which sentence in each pair below is correct?
5. You don’t have to drive on the right in Britain.
6. You mustn’t drive on the right in Britain.
7. You don’t have to go to England to learn English.
8. You mustn’t go to England to learn English.
3. Put the sentences into the negative, the question form and the past.
Example: We can smoke → We can’t smoke
Can we smoke?
We could smoke.
1. I have to go.
2. She has to work hard.
3. He can do what he likes.
4. We’re allowed to wear what we want.
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4. Look at the chart. Make true sentences about you and your family.
Compare your sentences as a class. Are/were your parents strict?
Can/could you do what you want/wanted?
A
I
My parents
B
My father
My mother
has to
have to
My sister
doesn’t
have to
don’t have
to
had to
didn’t have
to
My brother
My grandparents
My husband/wife
My
girlfriend/boyfriend
C
go to work
get up early in the
morning
do the shopping
keep my room
tidy
do the cooking
take the dog for a
walk
do the washing
do the washingup
wash the car
5. Make questions using have to or had to .
Example: - We had to get up very early to catch the bus → What time
did you have to get up?
a) My mother has to go abroad a lot.
How often ....
b) I have to leave tomorrow morning.
What time …
c) We had to wait for ages.
How long ….
d) I have to take my car to the garage.
Why ….
e) Peter had to stay in bed for a week.
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▪ SECOND SESSION
Task 1. GRAMMAR FOCUS (Revision & Practice) – LISTENING & SPEAKING.
Mothers and Sons. Through this activity you can introduce must and should.
You will read to the students a short dialogue between Jim and his mother. In
pairs, the students will make similar dialogues between Jim and his mother
using the clues given and must and mustn’t.
1. LISTENING. Jim is going to backpack around the world for a year, but his
mother is worried. Listen to them.
Mum: You must write to us every week!
Jim: Yes, Mum! I will.
Mum: You mustn’t lose your passport!
Jim: No, Mum! I won’t.
Work in pairs. Make similar dialogues between Jim and his mother. Use the
cues and must or mustn’t.
- look after your money
- talk to strangers
- go out when it’s dark
- drink too much beer
- make sure you eat well
- have a bath regularly
- phone us if you’re in trouble
- go anywhere that’s dangerous
Next you will read about Jim and his friend Anthony, who are talking about
their trip.
Jim: I think we should take our travellers’ cheques in American dollars.
Anthony: I don’t think we should go to Thailand in September because it’s the
rainy season.
Ask them to use I think…should or I don’t think…should to make more
suggestions, taking an idea in column A, and matching it with a line in column
B.
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A
B
take plenty of suncream
We might lose it
buy a book called See the World on $25 a
I’ve got some friends there who’ll put us up
Day
put too much in our backpacks
take anything valuable
I want to get started
It’ll have some good ideas about where to go and
where to stay
go to Australia first
It’ll be really hot
go to Indonesia by boat
We won’t be able to carry it all
wait too long before we go
It’ll be cheaper than flying
Finally, write the following sentences on the board and ask them to recognize
which of them expresses strong obligation and which one expresses a
suggestion. Then ask them to share similar examples with the class.
You must look after your money.
We should take traveller’s cheques
Task 2 GRAMMAR FOCUS (Practice). Giving Advice. In the first activity, the
students have to give advice in the given situations using I think…should or I
don’t think…should. Next, display on the OHP two pairs of sentences and ask
the students to match each sentence on the left with its matching sentence on
the right. Finally, also on the OHP, display several sentences containing
grammar mistakes. The students have to find them and correct them.
.
18 | P a g e
1. Give advice as in the example:
Peter has got a very bad cold.
I think he should go to bed.
I don’t think he should go to work.
a) I’ve lost my cheque book and credit cards.
b) Tony wants to drive home, but he’s had too much to drink.
c) (In a restaurant) Ugh! My soup’s cold!
d) I never have any money!
e) Jenny and Paul are only sixteen, but they say they want to get married.
f) I’m really fed up with my job.
2. Match the sentences as in the example:
I must have a drink of water
I have to drink lots of water
a) I must do my homework tonight
I have to do my homework tonight
The doctor told me to.
I’m really thirsty
I’m telling myself that it’s important.
This is why I can’t come out with you. Sorry.
b) We must go to Paris some time.
Yawn!
We have to go to Paris next week.
Another boring business trip.
It would be really nice!
c) I must wear something nice to the disco.
It’s the rule
Men have to wear a shirt and tie to go into a posh restaurant. I want to look good
d) You must register for next term before Monday
board.
You have to register for next term before Monday
another
e) I must water the plants today
You have to water this plant daily
water.
It says on the notice
One student is talking to
I haven’t done them for ages
It needs lots and lots of
3. Correcting Mistakes:
a) Do you can help me a minute?
b) What time have you to start work?
c) I must to go now. Bye-bye.
d) We no allowed to wear jeans at school.
e) we no can do what we want.
f) I mustn’t do the washing and ironing because my mother does it for me.
g) You can’t smoking in here. It’s against the rules
h) My mother have to work very hard six days a week.
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Task 3. SPEAKING-ROLEPLAY. The Job. The students will work in pairs. One
of them is going to start a new job. The other is a work colleague. Student A
will decide what the job is and ask Student B questions about the
responsibilities, hours, breaks, etc. After they have all finished, pick a couple
who will read their dialogue out loud.
What time do I have
to start?
Do I have to wear a
uniform?
You should look smart
Task 4. SPEAKING & GRAMMAR FOCUS (Practice). Signs. For
this activity explain to the students that modal verbs can be
used to express obligation, prohibition, absence of obligation and
permission. Show to your students the no-smoking signs and give
them several ways to express what it means, including modal
verbs. Next they have to put should, shouldn’t, must, mustn’t,
have to and don’t have to in the spaces of the sentences below.
Example: No smoking.
You can’t smoke in here.
You aren’t allowed to smoke in here.
20 | P a g e
1. If you drive a car you ______________ have a driving licence.
2. If you drive a car you ______________ have insurance.
3. If you drive a car you ______________ have a radio.
4. If you drive a car you ______________ have road tax on your car.
5. If you drive a car you ______________ have an MOT for your car.
6. When you come to a roundabout you ______________ slow down.
7. If you are driving you ____________ use your mobile phone.
8. When you are driving you ____________ wear a seatbelt.
9. If you are a passenger you ___________ wear a seatbelt.
10.
You ________________ listen to your radio when you are driving.
11.
You ___________ stop at a red traffic light.
12.
When you ride a bike you _____________ wear a helmet.
13.
You ___________ always drive carefully.
14.
You ___________ stop at a zebra crossing all the time.
15.
You ___________ smoke while you are driving.
▪ THIRD SESSION
Task 1. READING & SPEAKING. Good Manners. Before reading, display on the
OHP the cartoons below and lead the class in discussing what nationalities the
people in the pictures are, what makes it easy to identify them, what the
stereotype English man or woman is like, and what they think about the
stereotype for their nationality.
Next, the students will have to match the adjectives given with the
nationalities below.
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Hard-working
Reserved
Hospitable
Enthusiastic
Sophisticated
Humorous
Easy-going
Emotional
Sociable
Quiet
Well-dressed
Serious
Punctual
Lazy
Formal
Tolerant
Fun-loving
Nationalistic
Friendly
Outgoing
Casual
Talkative
Respectful
Romantic
American
Japanese
German
French
Italian
British
Then they will read the text (collective reading). At the end of the reading,
review the vocabulary that students are unfamiliar with.
A World Guide to Good Manners. How not to behave badly abroad. By Norman
Ramshaw.
Travelling to all corners of the world gets easier and easier. We live
in a global village, but how well do we know and understand each
other? Here is a simple test. Imagine you have arranged a meeting
at four o’clock. What time should you expect your foreign business
colleagues to arrive? If they’re German, they’ll be bang on time. If
they’re American, they’ll probably be 15 minutes early. If they’re British, they’ll be
15 minutes late, and you should allow up to an hour for the Italians.
When the European community began to increase in size, several guidebooks
appeared giving advice on international etiquette. At first many people thought
this was a joke, especially the British, who seemed to assume that the widespread
understanding of their language meant a corresponding understanding of English
22 | P a g e
customs. Very soon they had to change their ideas, as they realized that they had
a lot to learn about how to behave with their foreign business friends.
For example:
 The British are happy to have a business lunch and discuss business matters
with a drink during the meal; the Japanese prefer not to work while eating.
Lunch is a time to relax and get to know one another, and they rarely drink at
lunchtime.
 The Germans like to talk business before dinner, the French like to eat first
and talk afterwards. They have to be well fed and watered before they
discuss anything.
 Taking off you jacket and rolling up your sleeves is a sign of
getting down to work in Britain and Holland, but in Germany
people regard it as taking it easy.
 American executives sometimes signal their feelings of ease
and importance in their offices by putting their feet on the desk whilst on the
telephone. In Japan, people would be shocked. Showing the soles of your feet
is the height of bad manners. It is a social insult only exceeded by blowing
your nose in public.
The Japanese have perhaps the strictest rules of social and business behaviour.
Seniority is very important, and a younger man should never be sent to complete
a business deal with an older Japanese man. The Japanese business card almost
needs a rulebook of its own. You must exchange business cards immediately on
meeting because it is essential to establish everyone’s status and position. When
it is handed to a person in a superior position, it must be given and received with
both hands, and you must take time to read it carefully, and not just put it in your
pocket! Also the bow is a very important part of greeting someone. You should
not expect the Japanese to shake hands. Bowing the head is a mark of respect
and the first bow of the day should be lower that when you meet thereafter.
The Americans sometimes find it difficult to accept the more formal Japanese
manners. They prefer to be casual and more informal, as illustrated by the
universal ‘Have a nice day!’ American waiters have a one-word imperative ‘Enjoy!’
The British, of course, are cool and reserved. The great topic of conversation
between strangers in Britain is the weather –unemotional and impersonal. In
America, the main topic between strangers is the search to find a geographical
link. ‘Oh, really? You live in Ohio? I had an uncle who once worked there’.
23 | P a g e
‘When in Rome, do as the Romans do’. Here are some final tips for travellers.
In France you shouldn’t sit down in a café until you’ve shaken hands with
everyone you know.
In Afghanistan you should spend at least five minutes saying hello.
In Pakistan you mustn’t wink. It is offensive.
In the Middle East you must never use the left hand for greeting, eating, drinking
or smoking. Also you should take care not to admire anything in your hosts’
home. They will feel that they have to give it to you.
In Russia you must match your hosts drink for drink or they will think you are
unfriendly.
In Thailand you should clasp your hands together and lower your head and your
eyes when you greet
someone.
In America you should eat your hamburger with both hands and as quickly as
possible. You shouldn’t try to have a conversation until it is eaten.
In order to check comprehension, the students will answer the following postreading questions.
Read the article again and answer the questions. Discuss the questions in pairs.
1. Which nationalities are the most and least punctual?
2. Why did the British think that everyone understood their customs?
3. Which nationalities do not like to eat and do business at the same time?
4. ‘They (the French) have to be well fed and watered’. What or who do you
normally have to feed and water?
5. An American friend of yours is going to work in Japan. Give some advice
about how he/she should and shouldn’t behave.
6. Imagine you are at a party in (a) England (b) America. How could you begin
a conversation with a stranger? Continue the conversations with your partner.
7. Which nationalities have rules of behaviour about hands? What are the rules?
8. Why is it not a good idea to…
… say that you absolutely love your Egyptian friend’s vase.
… go to Russia if you don’t drink alcohol.
… say ‘Hi! See you later!’ when you’re introduced to someone in Afghanistan.
… discuss politics with your American friend in a McDonald’s.
24 | P a g e
Finally, conduct a class discussion about the following topics:
Do you agree with the saying ‘When in Rome, do as the
Romans do’? Do you have a similar saying in your language?
What are the ‘rules’ about greeting people in your country?
When do you shake hands? When do you kiss? How do you
say goodbye?
Think of one or two examples of bad manners. For example,
in Britain it is considered impolite to ask people how much
they earn.
What advise would you give somebody coming to live and
work in your country?
Task 2. VOCABULARY & PRONUNCIATION. Photograph. Display on the OHP
the entry for the work photograph in the Cambridge Dictionaries Online
(http://dictionary.cambridge.org/) and ask the students to observe how different
parts of speech (noun and verb) and words formed from the headword
(photographer, photographic, photography) are given in the same entry, and to
look at how the stress is shown. Then they will have to complete, using the
dictionary, the charts below with the different parts of speech. Next, they will
rewrite the following sentences using the word in italics in a different word
class.
Photograph 1 /'fəʊtəɡrɑːf/
noun [C]
a picture produced with a camera
a black-and-white/colour photograph
He took a lovely photograph of the children in
the garden.
Photograph 2 /'fəʊtəɡrɑːf/
verb [T]
to take a photograph of someone or
something
They were photographed leaving a nightclub
together.
Photographer 2 / fə'tɒɡrəfə /
noun [C]
someone whose job is to take
photographs
photography / fə'tɒɡrəfɪ/
noun [U]
the activity or job of taking
photographs
25 | P a g e
Verb
Noun
behaviour
arrangement
Noun
foreigner
shock
meet
advise
Adjective
high
respectful
discussion
difficulty
reserve
acceptance
offence
feel
deal
strange
tip
admiration
Rewrite the sentences as in the example.
We had a long discussion about politics.
We discussed politics for a long time
a) She gave me some advice about which
clothes to wear.
She …
b) How high is that wall?
What‟s the …
c) Children should never speak to strange
people.
Children…
d) I felt that there was someone watching me.
I had….
e) We had a lot of difficulty in finding the way
here.
It was….
f) My son‟s behaviour at the party was very bad.
My son…
g) There are a lot of foreign people in town at
the moment.
Task 3. HOMEWORK. WRITING. Teenage Problems. Giving Advice. Distribute
The handout with the various teen problems taken from real life. The students
will have to give advice and recommendations about each one.
26 | P a g e
Should I Marry Him?
I have been with my fiance for almost four years, We are going to get married next year but, there are
a couple of concerns I have: one is the fact that he never talks about his feelings, he keeps everything
inside of him. He sometimes has trouble with expressing his excitement about things also. He never
buys me flowers or takes me out to dinner. He says that he doesn't know why, but he never thinks of
things like that. I don't know if this is a side effect of depression or, maybe, he is sick of me. He says
that he loves me and that he wants to marry me. If this is true, what is his problem?
Female, 19
For Friendship or Love?
I'm one of those guys who have "the quite normal" problem: I'm in love with a girl, but I don't know
what to do. I have already had a crush on some girls, never with any success, but this is something
different. My problem is actually that I'm too cowardly to tell her anything. I know that she likes me
and we're very, very good friends. We've known each other for about three years, and our friendship
has constantly become better. We often get into quarrels, but we always make up. Another problem
is that we often talk about problems with each other, and so I know she is having problems with her
boyfriend (who I think is no good for her). We meet almost every day. We always have very much fun
together, but is it really so difficult to love someone who has been a good chum to you until now?
Male, 15
Please Help me and My Family
My family don't get along. It's like we all hate each other. It's my mom, me, my two brothers and a
sister. I am the oldest. We all have certain problems: My mom wants to quit smoking so she is really
stressed out. I am really selfish (I just can't help it). One of my brothers is too bossy. He thinks he is
better than the rest of us and that he is the only one who helps my mom. My other brother is kind of
abusive and depressed. He always starts fights and he's really spoiled (my mom doesn't yell at him for
doing things wrong and when she does, he laughs at her); My sister (who's 7) makes messes and
doesn't clean them up. I really want to help because I don't like being upset all of the time and having
everyone hate everyone else. Even when we start to get along, someone will say something to upset
someone else. Please help me and my family.
Female, 15
Hates School
I hate school. I cannot stand my school so I skip it almost every day. Luckily, I am a smart person and
I'm in all of the advanced classes and don't have reputation as a rebel. Only the people who really
know me know about my strange feelings. My parents don't care - they don't even mention it if I don't
go to school.
What I end up doing is sleeping all day and then staying up all night talking to my girlfriend. I get
behind in my work and when I try to go back to school I get a bunch of crap from my teachers and
friends. I just get so depressed when I think about it. I have given up on trying to go back and now am
considering dropping out altogether, but I really don't want to do that because I realize it would ruin
my life. I don't want to go back at all but I also don't want it to ruin my life. I am so confused and I
have really tried to go back and just can't take it. What should I do? Please help.
27 | P a g e
TAKING OFF!
FIRST SESSION
1. Introduction. Reading and Grammar Focus (Presentation):
Adventures Growing Up.
2. Grammar Focus (Practice): Synonyms.
3. Grammar Focus (Practice): Word-Word Practice.
4. Grammar Focus (Practice): Image-Word Practice.
SECOND SESSION
1. Introduction. Grammar Focus (Presentation): Separable &
Inseparable.
2. Grammar Focus (Practice): Common Phrasal Verbs.
3. Grammar Focus (Practice): Look.
4. Grammar Focus (Practice): Crossword.
THIRD SESSION
1. Listening: New Home.
2. Reading: New Home.
3. Game. Speaking: Noughts and Cross.
4. Homework. Writing.
28 | P a g e
▪ FIRST SESSION
Task 1. INTRODUCTION. READING & GRAMMAR FOCUS (Presentation).
Adventures Growing Up.
Phrasal verbs are very common and are a really good way to make students sound
more natural when speaking informal English. However they are often difficult to
learn. Learning phrasal verbs out of the dictionary can help, but students really need
to read and hear phrasal verbs in context for them to be able to truly understand the
correct usage of phrasal verbs.
Begin with a reading comprehension which is peppered with phrasal verbs which will
be discussed in the class. Have the students read the short story full of phrasal verbs.
Then ask them some general comprehension questions about the text. Next, ask the
students to find the phrasal verbs of the text and to provide synonyms for those.
After we have gone through the phrasal verbs in the text, tell the students a little bit
about what you’ve done that teaching day: “I got up at seven this morning. After I had
breakfast, I put together tonight's lesson plan and came to school. I got into the bus at King’s
square and got off at Garden’ square....”
Explain that phrasal verbs are very important in English and that it is important that
they have a passive knowledge of phrasal verbs, as they will need to understand more
and more phrasal verbs as they become used to reading, listening, seeing and exploring
authentic materials in English. Write a list of common verbs that combine with
prepositions or adverbs to make phrasal verbs.
29 | P a g e
Adventures Growing Up
I was brought up in a small town in the countryside. Growing up in the
countryside offered lots of advantages for young people. The only problem was
that we often got into trouble as we made up stories that we acted out around
town. I can remember one particular adventure in particular: One day as we were
coming back from school, we came up with the brilliant idea to make out that we
were pirates looking for treasure. My best friend Tom said that he made out an
enemy ship in the distance. We all ran for cover and picked up a number of rocks
to use for ammunition against the ship as we got ready to put together our plan
of action. We we were ready to set off on our attack, we slowly went along the
path until we were face to face with our enemy – the postman's truck! The
postman was dropping off a package at Mrs. Brown's house, so we got into his
truck. At that point, we really didn't have any idea about what we were going to
do next. The radio was playing so we turned down the volume to discuss what we
would do next. Jack was all for switching on the motor and getting away with the
stolen mail! Of course, we were just children, but the idea of actually making off
with a truck was too much for us to believe. We all broke out in nervous laughter
at the thought of us driving down the road in this stolen Postal Truck. Luckily
for us, the postman came running towards us shouting, "What are you kids up
to?!". Of course, we all got out of that truck as quickly as we could and took off
down the road.
30 | P a g e
Task 2. GRAMMAR FOCUS (Practice) . Synonyms. Using the dictionary, the
students have to look up the phrasal verbs that are synonymous with the verbs
given. Sometimes part of the verb is given (only part or the whole main verb, a
preposition or an adverb).
1. 1. stand ______ = rise
2. give ______ = quit
3. f______ ______ = complete a form
4. drop ______ = take someplace
5. c_____ ______ = relax
6. grow ______ = become an adult
7. look _____ = find
8. ______ up = select, choose
9. put ______ = wear
10. call ______ = cancel
11. ______ out = understand, solve
12. t____ ______ = care for
13. throw ______ = discard
Task 3. GRAMMAR FOCUS (Practice) . Word-Word Matching. The students will have
to match the definitions on the left column with the correct multi-word verbs on the
right column.
1. awaken
2. prepare for use / establish
3. repeat / do again
4. confuse
5. to register at a hotel
6. relate well
7. wear special clothes
a) get up
b) check in
c) set up
d) get along (with)
e) dress up
f) mix up
g) do over
31 | P a g e
Task 4. GRAMMAR FOCUS (Practice). Image-Word Matching. The students will have
to match the pictures on the left with the correct multi-word verb on the right column.
1______
2_________
5 ________
3 _________
6 ____________
4 ________
a) TURN ON
b) FILL IN
c) GO BACK
d) SIGN IN
e) CALL UP
f) RUN INTO
g) HAND IN
7 _________
▪ SECOND SESSION
Task 1. GRAMMAR FOCUS (Presentation) . Separable & Inseparable. The students
have been introduced to some multi-word verbs in English. You can introduce the idea
of separable and inseparable phrasal verbs at this point. Explain to them that multiparticle verbs can consist of a verb and a particle (make up), or a verb and two particles
(get along with), two verbs (make do), two verbs and a particle (get rid of), etc. Also
explain that sometimes the phrasal verb is intransitive, which means it does not have
an object after it (drift off: She closed her eyes and drifted off) and that sometimes the
phrasal verb is transitive, which means it needs an object to make sense. Finally, show
them how in some cases the object can be placed between the two parts of the phrasal
verb or after the phrasal verb (Drink up your coffee or Drink your coffee up), but that in
32 | P a g e
other cases the object can only come after the phrasal verb, (Swaziland borders on South
Africa and Mozambique). Explain that they do not have to learn all of them now, as
the dictionary has a clear system to show how the grammar of phrasal verbs works
using abbreviations like sth (something), sb (somebody), swh (somewhere).
To start with, the students will look up the phrasal verbs on the
1. drop ___ by ___
right box in the dictionary to find out whether they take an 2. abide ___ by ___
3. ask ___ out ___
object. If they do take an object, they will show with a tick (√_) 4. bear ___ up ___
whether the object comes between the verb and the particle, 5. breeze ___ through ___
after the particle, or in both places. Next they will have to
make sentences with these phrasal verbs.
6. consist ___ of ___
7. fasten ___ up ___
8. pore ___ over ___
9. live ___ through ___
10. take ___ against ___
Task 2. GRAMMAR FOCUS (Practice) . Common Phrasal Verbs. The students will have
to fill in the gaps with the correct the multi-word verbs from the box.
Blow up
Make up
Put up
with
Bring up
Get along
with
Grow up
Call off
Turn
down
Show off
Do over
Look
after
Come in
Find out
Catch up
with
Hand in
Try on
1. The teacher had to ______________ a great deal of nonsense from the new students.
2. My sister _________ that her husband had been planning a surprise party for her.
3. She knew she was in trouble, so she __________ a story about going to the movies with her
friends.
4. Whenever he sat down at the piano, we knew he was going to _____________.
5. The terrorists tried to _______________ the railroad station.
6. After our month-long trip, it was time to _________________ the neighbours and the news around
town.
7. Your radio is driving me crazy! Please ________ it __________.
8. It isn't easy to _____________ children nowadays.
9. They _______________ this afternoon's meeting.
33 | P a g e
10. Charles __________ to be a lot like his father.
11. She _____________ fifteen dresses before she found one she liked.
12. _______ this homework ________.
13. My mother promised to ___________ my dog while I was gone.
14. They tried to ____________ through the back door, but it was locked.
15. I found it very hard to _________________ my brother when we were young.
16. The students _____________ their papers and left the room.
Task 3. GRAMMAR FOCUS (Practice). Look. The verb “to look” is one of the most
common multi-word verbs. The students have to choose the correct particle for each
sentence.
1. Could you look ...... on her and just
check that everything's Ok
up in out
6. Look .....; he's got a gun!
up in out
2. "Look ........- that chair's going to fall
over!”
7. She promised them that she would look........ the
matter and find out what had gone wrong
over out round
at to into
3. I had to look ....... my neighbour's
dog while
she was away
8. He's a bit of a snob and looks ....... people who
aren't from his social background
into after up
up to forward to down on
4. If you don't know a word, look it ....
in a dictionary
9. I'm really looking ....... to my holiday as I need a
rest
after up at
up forward down on
5. She's always losing her keys and
looking ..... them
for at to
34 | P a g e
Task 4. GRAMMAR FOCUS (Practice). Crossword. Here is a funny way to learn multiword verbs. The students have to guess the verb that fits in each sentence and write
them across or down in the crossword.
Across
1. I have to take _____ of my
little brother.
3. If you ____ across a good
dictionary, buy it for me.
6. I don't want to cook. Let's
_____ out.
7. Let's _____ up the tent
before it rains.
9. Don't ____ ____ to me you
rude boy.
11. If you ____ into Jack, tell
him to call me.
12. _____ up! It's morning.
13. There are many mistakes.
____ it over.
1
2
3
Down
1. Can you ____ ____ with some solutions.
2. If we don’t start spending less, we will ___ ___
of money soon.
3. I'm going to ____ down on fatty foods.
4. He likes to ______ up stories.
5. I ___ ___ well with Sandy because she is so
easygoing.
8. It's warm. Why don't you _____ off your
jacket?
10. The bomb will ____ up in two minutes.
11. I need to get ____ of some old furniture.
4
5
6
7
9
8
10
11
12
13
▪ THIRD SESSION
Task 1. LISTENING. New Home. Multi-word verbs are used in everyday situations.
Here, you shall look at those verbs used when talking about a new place to live. First
two of the students will read out loud two short dialogues between Callum and Vicky
35 | P a g e
talking about Callum’s new apartment. The rest of the students will listen to it
twice. They have to find the 8 multi-word verbs that are mentioned (some are used
more than once): to move in, to come round, to hang something up, to show someone
round, to come round, to settle in, to move on, to drink to something. When they have
finished, write all the verbs on the board, give more examples and and clear up any
doubts about them.
To move in → when we moved into our new offices,
everything was in boxes for weeks.
To come round → Do you fancy coming round to
my place for dinner ?
Task 2. READING . New Home. Next, give each student a copy of the transcription of
the conversations between Vicky and Callum. In order to check comprehension, they
will do the following exercises.
VICKY: So, Callum, I hear you’ve got a wonderful new flat.
CALLUM: That’s right. I’ve just moved in.
VICKY: So you’ve recently started living there.
CALLUM: Yes. I moved in last week. You must come round some time.
VICKY: Thanks - I’d love to come to visit.
CALLUM: Well why don’t you come round next week then. (Doorbell)
CALLUM: Hold on a minute. (Opens door) Hi. So glad you could come round. Come in.
VICKY: Thanks. Hey this is a fantastic flat.
CALLUM: Thanks. Let me hang your coat up.
VICKY: OK, here, I’ll put my scarf on the same hook too.
CALLUM: OK. Well, I’ll show you around.
VICKY: Yes, let’s have look at the other rooms.
CALLUM: Right. This way…This is the living room…[...]
VICKY: This is such a great flat. You’re so lucky.
36 | P a g e
CALLUM: Thanks. You know, it’s only been a week and I feel like I’ve been here for
years. I’ve settled in already.
VICKY: So you feel comfortable and happy living here then?
CALLUM: Yup. I definitely won’t be moving on for a while.
VICKY: Yes, if I had a great flat like this, I’d want to stay in it too. Anyway, here, I’ve
brought you some champagne to celebrate. (Champagne cork opens)
VICKY: So, a toast to your new flat.
CALLUM: Yes, let’s drink to the flat.
VICKY: Cheers!
CALLUM: Cheers! (Clink of glasses)
New Home
Which of the phrasal verbs complete these sentences?
1. I’m ........... to my new house next week.
Moving on Moving in Hanging up
2. Do you want ...... so you can see my new computer?
To come round To show round To settle in
3. I’ve been working here for 3 months and I feel like I’ve....
Come round Settled in Hung Up
4. I’ve enjoyed this job but now it’s time for me .....
To settle in To move on To move in
5. Congratulations! Let’s ....... your new house
Hang up Move on Drink to
MI
New Home
According to the text, decide if the following statements are true or false
1.
I
2.
3.
4.
5.
6.
Callum and Vicky have returned from their honeymoon and they are moving
into their new apartment.
Vicky is helping Callum with the move.
Vicky drops by on her way home that afternoon.
Callum shows her around. Vicky likes the flat very much.
Callum is finding it a bit difficult to settle in as he misses his parents.
They drink champagne and eat toasts.
_
37 | P a g e
Task 3. GAME. SPEAKING . Noughts and Crosses. The class will be divided into 2
teams, one team represents crosses and the other one noughts. Draw a grid on the
blackboard filled with phrasal verbs. They have to make a correct sentence with the
one they choose. If it is correct, the team puts his nought or cross. They take turns and
the one which makes more lines of 3 either horizontally, vertically or diagonally wins
the game.
Task 4. HOMEWORK. Writing. The students will have to write a letter to an English
penfriend explaining him/her his/her daily routine, what he/she likes doing in his/her
free time, what life is like in his city etc. using as many phrasal verbs as possible
instead of the synonym with a Latin origin so that the friend will be able to understand
him/her better.
Dear Jane
Every morning, before I go to work I…
38 | P a g e
AMERICAN DREAM
FIRST SESSION
1. Grammar Focus (Presentation & Practice).
2. Grammar Practice.
SECOND SESSION
1. Grammar Focus (Practice) & Speaking: Making a Funny Story.
2. Speaking: A Friend from Abroad.
3. Listening: Which Town?
THIRD SESSION
1. Grammar Focus (Practice): Test on Relative Clauses.
2. Speaking: Famous People.
3. Grammar Focus (Practice): Combining Sentences.
4. Homework. Writing: Biographies.
39 | P a g e
▪ FIRST SESSION
Task 1. GRAMMAR FOCUS (Presentation & Practice) Although students are already
familiarized with the concept of relative clauses, you may want to go over the main
ideas through a few examples on the board. First, explain to them that relative clauses
are used to provide information, which can either define something (defining clause,
example 1), or provide unnecessary but interesting added information (non-defining
clause, example 2). Also explain to them that relative clauses can be introduced by a
relative pronoun (which, that, who, whom, whose: example a), the zero relative
pronoun (Ø; example b) and where, why and when (example c). Finally, show them
examples of subject relative pronouns (example 1a) and object relative pronouns
(which are not followed by a verb and can be dropped in defining relative clauses, as in
2b).
If the relative pronoun is followed by a verb, the relative pronoun is a subject pronoun.
Next give them a worksheet with exercises to practice each case explained.
1
2
My sister who lives in Mexico is pregnant.
My sister, who lives in Mexico, is pregnant.
a) This is the house whose roof Jack fixed.
b) That is the book Ø I bought yesterday.
c) This is the place where I was born.
1a) The apple which is lying on the table (….)
2b) The apple (which ) George lay on the table (….)
40 | P a g e
Exercise 1: Relative Pronouns
1. Where is the bottle of Coke __________ I bought this morning?
2. I talked to the girl __________ car had broken down in front of the shop.
3. Mr Jones, __________ is a taxi driver, lives on the corner.
4. There is the car __________ I'd like to buy.
5. He cleaned the car __________ had an accident.
6. This is the girl __________ comes from Spain.
7. That's Peter, the boy __________ has just arrived at the airport.
8. What did you do with the money __________ your mother lent you?
Exercise 2: Subject Pronouns or Object Pronouns?
Decide whether the relative pronoun is a subject pronoun or an object pronoun.
1. Do you know the girl who I danced with?
2. Do you know the girl who danced with me?
3. The apples that are lying on the table are bad.
4. The apples that we bought in the shop are bad.
5. We will stay at a hotel which is not far from the beach.
6. We will stay at a hotel which my friend has recommended to us.
7. That is a museum which I like very much.
8. That is a museum which lies in the heart of the town.
9. This is the man who Barbara visited in Scotland.
10.
This is the man who lives in Scotland.
Exercise 3: Relative Pronouns. Necessary or Not?
Decide whether the relative pronouns must be used or not.
1.
2.
3.
4.
5.
6.
7.
A calendar is something which tells you the date.
Strikers are soccer players who try to score goals for their team.
Jane is a person who everybody likes.
A stamp is something which you put on a letter if you want to send it.
The Thames is a river which runs through London.
Cheese is food which mice like eating.
A racket is something which you use to hit a ball when you play tennis or
badminton.
8. Socks are things which you wear on your feet.
9. A guide is a person who shows tourists around a place.
10.
Love is a feeling which nobody can describe.
41 | P a g e
Task 3. Practice. Give the students the following worksheet with short exercises on
relative clauses for them to practice.
1. RELATIVE ADVERBS : Choose the correct relative adverb.
a) This is the station _______ Emily met James.
b) July and August are the months _______ most people go on holiday.
c) Do you know the reason _______ so many people in the world learn English?
d) This is the church _______ Sue and Peter got married.
e) Edinburgh is the town _______ Alexander Graham Bell was born.
f) 25 December is the day _______ children get their Christmas presents.
g) A famine was the reason _______ so many Irish people emigrated to the USA in the 19th
century
2. DEFINITIONS WITH RELATIVE CLAUSES. Write the definition of the following
words.
a) A library is ...............................................................................
b) A butterfly is ............................................................................
c) A waiter is ................................................................................
d) A night is .................................................................................
e) A dictionary is .........................................................................
f) A synonym is ...........................................................................
g) Spring is ...................................................................................
3. RELATIVE CLAUSES. DEFINING OR NON-DEFINING? Study the situations and then
decide whether the following relative clauses are defining or non-defining.
1. I have three brothers.
My brother who lives in Sidney came to see me last month.
My brother, who lives in Sidney, came to see me last month.
2. I have one sister.
My sister who is 25 years old spent her holiday in France.
My sister, who is 25 years old, spent her holiday in France.
3. Bob's mum has lost her keys.
Bob's mum who is a musician has lost her car keys.
Bob's mum, who is a musician, has lost her car keys.
4. My friend Jane moved to Canada.
My friend Jane whose husband is Canadian moved to Canada last week.
My friend Jane, whose husband is Canadian, moved to Canada last week.
42 | P a g e
5. I am a shoe fanatic.
The shoes which I bought yesterday are very comfortable.
The shoes, which I bought yesterday, are very comfortable.
▪ SECOND SESSION
Task 1. GRAMMAR FOCUS (Practice) & SPEAKING. Making a Funny Story. This
lesson focuses on reviewing the differences between defining and non-defining clauses,
and then goes on to a writing exercise which employs non-defining relative clauses to
expand a basic story outline. In the first exercise the students take turns and make one
sentence each; they have to insert commas into the sentences where necessary and give
reasons to the rest of the class about his/her choice. For the second activity, ask the
students to pair up and expand the text by inserting as many non-defining clauses into
the text as they want. Then, they will read their stories aloud.
Exercise 1. Decide whether the following clauses are defining or non-defining
clauses. Insert commas where necessary.
1.
2.
3.
4.
5.
6.
The car which was a rare sports coupe was built in 1966.
We invited the boy who Tom had met the week before to the party.
Our friends who we met at university are coming to visit next week.
That is the building where they shot the film 'Vanilla Sky'.
Claire whose son also goes to this school will be attending the party next weekend.
The author's latest book which has become a bestseller is about two children in
Jamaica.
Exercise 2. Work together to expand the following story by using as many non-defining
relative clauses as you can. Feel free to make a funny story!
A man called Peter took an airplane to New York to visit his sister. When he arrived at the
airport, an old man asked him a question. Peter gave a short reply and the man invited him
for a drink. Peter accepted,
and after he had had the drink, caught the airplane to New York. When he got to his sister's
43 | P a g e
apartment, his sister invited him into the living room. As he entered the room, he was
surprised to see the same man.
Task 2. SPEAKING . A Friend From Abroad. Talk about a friend of yours who came
from another country. Since she is a foreigner she keeps asking questions about the
things she sees at the market or food names that she hears of. Then tell the students
that it may be tiring sometimes and you will ask them to help you. Give each a card
with an authentic meal, object, place, etc., on it and tell them to define that object for
my friend. The students like this activity since its challenging, authentic and fun.
Salep, is a drink that is
made of milk and is drunk
only in winter in Turkey.
Task 3. LISTENING . Which Town? The students will listen to your description of a
small village in England, full of relative clauses (The river, which flows along the village,
zig-zags down the park. The main square that has balconies on both sides is called […],
etc.). For the extensive listening they will have to discover which one of the pictures is
the correct one. For the extensive listening, in order to check comprehension, they will
have 10 true/false statements and they will have to correct the false ones.
44 | P a g e
1. Boston Spa is located on the River Wharfe 3 miles south east of Wetherby
in North Yorkshire.
2. Boston Spa Comprehensive School is the local secondary school with a
quite diffuse catchment area, typically taking students from Wetherby,
Garforth and other villages.
3. The University of Hull is an integral part of the
community, making a major contribution to the city
and region as well as advancements in the world of
research.
4. The airport is situated between Leeds and Bradford.
▪ THIRD SESSION
Task 1. GRAMMAR FOCUS (Practice). Test on Relative Clauses. Use the quiz below to
test the students’ knowledge on relative clauses and check how well they are doing.
A) Choose the correct relative pronoun or relative adverb.
1. A castle is a place ____________ a king or queen lives.
2. An actress is a woman ____________ plays in films or theatre plays.
3. This is the girl ____________ mother is from Canada.
4. This is the time of the year ____________ many people suffer from hay fever.
5. The flowers ____________ grow in the garden are beautiful.
B) Decide whether the relative pronoun is necessary or not.
1. This is the picture that Jane painted.
2. Do you know the man who is speaking on the phone?
3. We ate the sweets which my mother had bought.
4. Is this the boy who plays the piano?
5. This is the house that was broken into.
45 | P a g e
C) Complete the sentences using a relative clause.
1. Catherine and Sue are two girls (like
dancing)_____________________________________
2. My mobile phone is something (be very important to me)
__________________________
3. Antony is a friend of mine (live in Boston)
_______________________________________
4. West Side Story is a musical (be very famous)
___________________________________
5. An airport is a place (planes land)
________________________________________________
D) Combine the sentences using relative clauses without relative pronouns
(contact clauses).
1. We bought a car last week. The car is blue.
The car _________________________________________________
2. The girl is a singer. We met her at the party.
The girl _________________________________________________
3. The bananas are on the table. George bought them.
The bananas _________________________________________________
4. We watched a film last night. It was really scary.
The film _________________________________________________
5. I have to learn new words. They are very difficult.
The new words _________________________________________________
Task 2. SPEAKING . Famous People. The students will have to write the name of some
famous people on a piece of paper and then they will try to define them with a relative
clause so that the rest of the class can guess who he or she is:
“The Spaniard, who was once a
football player, is now one of
the world’s highest paid
singer”
Answer: Julio Iglesias
46 | P a g e
Task 3. GRAMMAR FOCUS (Practice). Combining Sentences. In the following activity
the students have to combine the sentences using a relative clause. They will use
relative pronouns only where necessary, and in some sentences they’ll have to use
commas.
A holiday in Scotland
1. We spent our holiday in Scotland last year. Scotland is in the north of Great Britain.
Last year we
....................................................................................................................................
2. People live in Scotland. They are called Scots.
The people
.........................................................................................................................................
3. We first went to Edinburgh. Edinburgh is the capital of Scotland.
We first
...........................................................................................................................................
4. Arthur Conan Doyle was born in Edinburgh. He wrote the Sherlock Holmes stories.
Arthur Conan Doyle
........................................................................................................................
5. Then we visited a lake. It is in the Highlands.
The lake
...........................................................................................................................................
6. Loch Ness is 37 km long. People know it for its friendly monster.
Loch Ness
........................................................................................................................................
7. There we met an old man. He told us that he had seen Nessie.
An old man
.....................................................................................................................................
8. We then travelled to a mountain. The mountain is near the town of Fort William.
We then
...........................................................................................................................................
9. The mountain is the highest mountain in Great Britain. It is called Ben Nevis.
The mountain
.................................................................................................................................
10. I sent you a postcard. It was written on the summit of Ben Nevis.
The postcard
....................................................................................................................................
47 | P a g e
Task 4. HOMEWORK. WRITING: Biographies. The students will have to write a
biography about a famous person, someone in his/her family etc., covering data such as
place of birth, childhood, school, notable achievements, job, marriage, children etc.
They will have to use as many relative clauses as possible to link information.
48 | P a g e
FILM FESTIVAL SEASON
FIRST SESSION
1. Warming Up Speaking: Going to the Cinema.
2. Reading & Speaking: The Scene.
3. Vocabulary: Actors & Actresses.
4. Vocabulary: Cinema Crossword.
SECOND SESSION
1. Reading: Film Festival Season.
2. Vocabulary: Matching.
3. Language Practice: Fill in the Gaps.
4. Game: Traduttore, Traditore.
THIRD SESSION
1. Language Practice: Fill in the Gaps.
2. Game: Movie Guessing.
3. Listening: Movie Previews.
4. Homework. Writing: Moview Review.
49 | P a g e
▪ FIRST SESSION
Task 1. WARMING UP: SPEAKING AND READING. Going to the cinema. The first 15
minutes can be used to introduce the topic. Ask the students some questions about
their likes, dislikes, cinema habits, etc, and write the new vocabulary on the board.
► Do you ever go the cinema? How often do you go?
► What kind of films do you like? Have you got a favourite film?
► Which is the last film you have seen? What is it about? Did you like it? Why (not)?
► Does your country ever have film festivals?
► Who is your favourite Spanish actor or actress? And British or American? Why?
► Do you prefer watching foreign films with subtitles or dubbed? Why?
Task 2. READING AND SPEAKING. The Scene. Get the students to read a passage of a
scene of a film (two students, out loud). Then the rest of the class will try to discuss the
title of the film and also what happens before that scene, what is going to happen in
the future, what might have happened if something else hadn't happened, etc. This
activity provides a great vehicle for students to orally review various verb forms.
COLE: I want to tell you my secret now.
MALCOLM: Okay.
COLE: ...I see people.
COLE: I see dead people... Some of them scare me.
MALCOLM: In your dreams?
COLE: (Shaking his head): No
MALCOLM: When you're awake?
COLE: (He nods): Yes.
MALCOLM: Dead people, like in graves and coffins?
COLE: No, walking around, like regular people... They can't see
each other. Some of them don't know they're dead.
MALCOLM: They don't know they're dead?
COLE: I see ghosts.
Malcom and Cole stare at each other a long time.
COLE: They tell me stories... Things that happened to them...
Things that happened to people they know.
MALCOLM: How often do you see them?
COLE: All the time. They're everywhere. You won't tell anyone
my secret, right?
50 | P a g e
Task 3. VOCABULARY: Speaking. Actors & Actresses. The following exercise is helpful
to widen the students’ vocabulary when speaking about films, actors, etc. It will be
done orally in class with the teacher asking them questions and leading a group
discussion.
How would you describe your favourite actor or actress?
● Handsome
● Plain
● Impeccable
● Boring
● Extrovert
● Sophisticated
● Sinister
● Multi-talented
● Beautiful
● Absurd
● Versatile
● Ironic
● Glamorous
● Woody Allen
● Marilyn Monroe
● Roberto Benigni
● Anthony Hopkins
● Judy Foster
● Demi Moore
● Arnold
Schwarzeneger
● Sophia Loren
● Bruce Willis
● Will Smith
● Meg Ryan
● Tom Hanks
● You choose!
51 | P a g e
Task 4. Cinema Crossword. The following crossword is a useful exercise to build and
expand the students’ vocabulary related to films and the cinema. Using their
dictionaries, students will have to guess the words from the given clues and write them
over their numbered dashes.
Across
1. Words written at the bottom of the picture,
typically to translate one language into another
4
5
4. All the people who work in front of the camera,
the people who the cinema audience see on the
6
7
8
screen
5. A kind of film where you don't see real people,
9
10
but drawings and pictures made by hand, or in
computer
11
12
13
6. Special ........ are a way of showing things in a
14
film that didn't really happen, for example, rain
when there was no rain. Nowadays, they are often
produced with computers
15
16
7. A special building or room where all or part of a
film can be recorded, often containing film cameras, lights, microphones and other equipment
9. A popular snack, typically white in colour, and normally served in a choice of flavours, sweet or salty,
that many people eat while watching a film at a cinema
12. The person who looks after the business parts of film-making, often the person who gets the money
to make the film
14. A description and opinion of a film, spoken on TV or radio or written in a newspaper or magazine,
intended to help other people decide if they want to see the film or not,
15. A person who pretends to be other people, real or fictional, as a job, in films, theatrical plays or TV
programmes
16. A person who edits a film, who cuts and puts together the different parts of the film (pictures and
sounds) to make the complete film
1
2
3
Down
2. Not in a film studio; any place which is used normally by people where a film is recorded, for
example, on a beach or in a restaurant
3. To use a camera (like a gun) to record a film
4. All the people who work on a film behind the camera; the people who the audience never sees on the
screen
8. The person who is responsible for managing the making of the film
9. A big picture, with some writing on it, used to advertise the film outside, in the street, etc.
10. The written dialogue, descriptions and directions used to prepare a film
11. The person whose job is to a watch film and then give his or her opinion about it, in speech or
writing
13. A ... film is a film where the dialogue has been re-recorded in a different language, i.e.: from French
to English
52 | P a g e
▪ SECOND SESSION
Task 1. READING. Film Festival Season. This text will be read out loud (collective
reading, each student one paragraph). After clearing up the possible doubts (unfamiliar
words, clause structure, etc.) and in order to check comprehension, the students will
have to answer the following questions.
Film Festival Season
In England it is currently film festival season. This week Sheffield hosts the International Documentary
Festival, and next month there is the London Film Festival. Both festivals show new films from all around
the world, with one essential difference. The London Film Festival shows fiction films, the Sheffield
Festival shows factual films.
The Sheffield festival is now 11 years old, and it has grown from a small weekend festival into a week
long festival that not only shows new documentary films, but also runs training workshops for new
directors and has interviews with important film makers. Normally documentaries are only seen on TV,
so, this festival, which shows the films in a modern cinema in Sheffield, is a great opportunity to see
documentary films on the big screen.
There are films from all over the world, from Japan to Australia, from West Africa to Russia. In all, over
70 films are showing at the festival. The Chairman of the festival, Christopher Hird, says he is proud of
how many different cultures and lives are represented in the film schedule.
The London Film Festival is a rather different affair. It has been running for nearly 50 years and it lasts
for two weeks. The festival takes place in the largest cinemas in London and the attendance figures are
high. It attracts many glamorous stars to the premieres of the bigger movies that are being shown in the
festival.
The festival is an international showcase of cinema, but this year the opening and closing films are both
British. The opening film is “Dirty Little Things” - a thriller set in the immigrant community in
contemporary London. The final film is „The Heart of Me‟ – a love story set in 1930s England, involving
two sisters who are in love with the same man. All in all, this is set to be a fabulous month for those who
love to see the world up there on the big screen.
53 | P a g e
WORKSHEET
Now choose the best answer:
1. The Sheffield festival lasts…
6. The films at the London festival are…….
a. …two days
a. ….watched by a few people
b. …seven days
b. ….watched by many people
2. The Sheffield festival…
7. At the London festival ….
a. …only shows films
a. ..some famous people go to see the
films
b. …offers films and other events
b. ….no-one who is famous goes to see
the films
3. In England, it is common to find…
8. At this year’s London festival, the first
film is
a. …documentaries at the cinema
a. ….from Hollywood
b. …documentaries on the TV
b. ….from Britain
4. The Sheffield festival takes place in…
9. At this year’s London festival, the final
film is …
a. …one cinema only
a. ….a comedy
b.…several cinemas
b. ….a romance
5. The London Film Festival is…
a. bigger than the Sheffield festival
b. smaller than the Sheffield festival
Task 2. VOCABULARY . Matching. The students can build their vocabulary knowledge
on cinema and films with this activity. They will have to match the words from the
text with their definitions on the right.
hosts
essential
workshops
the big screen
proud
schedule
glamorous
attendance figures
showcase
contemporary
- a special event where people share and develop ideas
- to feel satisfaction about something you have done
- the large white area on which the film is shown
- very important
- to provide the space and equipment for a special event
- the number of people who go to an event
- a time when something is presented in a positive way
- of the present day, now
- a timetable of events
- more attractive or interesting than the normal thing
54 | P a g e
Task 3. LANGUAGE PRACTICE → Fill in the Gaps:
1. If we don't arrive early, tickets might be sold out before we reach the
___________.
A. ticket booth B. line C. preview
2. Could you go out and ________ before the film begins? I can’t watch a film
in the cinema without them.
A. get a drink B. buy some popcorn C. get a candy bar
3. The storyline of that film was just _____________. I mean, who would believe
a story about purple men kidnapping a dog for ransom. Come on! Doesn't
that sound ridiculous to you?
A. absurd B. terrible C. boring
4. Sometimes I have a hard time catching all the _________ when I watch a
foreign film because they speak so quickly. A. review B. drama C. lines
5. My wife loves _____________ movies because they keep her on the edge of her
seat as you never know what will happen!
A. romance B. suspense C. western
6. I really didn't like that movie because the _________ was very weak. The
writer could have come up with a much better story.
A. plot B. movie review C. animation
Task 4. GAME. Traduttore, Traditore. Quite often the Spanish titles of films bear little
resemblance to the original. Display on the overhead projector some movie covers with
the Spanish titles like the examples below and ask the students to guess their original
titles. Then discuss about such strange translation “decisions”.
Bruce Almighty
The sound of music
Some like it hot
The seven year itch Sleepless in Seattle
55 | P a g e
▪ THIRD SESSION
Task 1. PRACTICE . Fill in the Gaps. The students have to complete the sentences
below using the words and names from the box.
Pierce Brosnan
Raging Bull
Lord of the Rings
Arnold Schwarzenegger
Pulp Fiction
Pedro Almodovar
five
Malta
Tommy Lee Jones
Marlon Brando
Mickey Mouse
seven
1. Disney star __________ celebrated his 75th birthday in 2003.
2. The role of James Bond has been most recently played by actor __________________ .
3. Troy, starring Brad Pitt, was shot on the Mediterranean island ____________________ .
4. John Travolta played a hitman in the Quentin Tarantino film ______________________ .
5. Apart from Ben Hur (1959) and Titanic (1997) the only other film to win 11 Oscars was
_____ .
6. Spanish director _____________________ won an Best Foreign-Language Oscar for his
1999 film All About My Mother .
7. Tough-guy actor __________________________________ is now governor of California.
8. Sylvester Stallone made __________ Rocky films in total.
9. Robert DeNiro won Best Actor Oscar for his role in the film __________ .
10. Men In Black actor ____________________ attended Harvard University.
11. Actor _____________________ famously refused his Oscar for his role in The Godfather .
12. Stan Laurel, of comedy duo Laurel and Hardy, married ______ times in his life.
Task 2. GAME . Movie Guessing. Each student will describe a film
(actors/actresses, plot, etc.) and the rest of the group will have to guess the title.
Before that, the student will whisper the title to the teacher, and she will choose
a word (usually a key word) which he/she won’t be able to use.
It’s a fantasy
movie. It takes
place in a world of
elves and dwarfs.
Elijah Wood is in it.
It is ….
56 | P a g e
Task 3. LISTENING. Movie Previews. Films previews often give you a condensed
version of the movie. The nice thing about using them in class is that they're short,
concise, and provide both variety and authentic language practice. The aim is to watch
some movie previews and ask the students to take notes on the following information.
Pause the tape after each preview to allow students a minute or two to fill out the
worksheet.
Preview 1
Preview 2
Title:
Genre:
Characters:
Setting:
Plot:
Title:
Genre:
Characters:
Setting:
Plot:
Task 4. HOMEWORK. Movie Review. A writing task should be completed as
homework. The students have to write a review of a film they have seen which
includes the plot, as well as their opinion of the film and the actors as if they
were a critic writing his review. After marking the essays, comment on the
blackboard the most important mistakes you notice.
57 | P a g e
IF I COULD ………..
FIRST SESSION
1. Warming Up. Reading & Grammar Focus (Presentation):
Winning the Lotto.
2. Speaking: Sylvie’s Morning.
3. Grammar Focus (Practice).
SECOND SESSION
1. Speaking: Reviewing the 2nd Conditional.
2. Grammar Focus (Practice): Fill in the Gaps.
3. Listening: If There is Any Justice in the World.
4. Game. Speaking: If I Were...
THIRD SESSION
1. Grammar Focus (Practice): Conditional Grammar Quiz.
2. Grammar Focus (Practice): Conditionals Quiz.
3. Grammar Focus (Practice): If or Unless?
4. Game. Speaking: Chain of Events.
5. Homework. Writing: Regrets.
58 | P a g e
▪ FIRST SESSION
Task 1. WARMING UP. READING & GRAMMAR FOCUS (Presentation). Winning the
Lotto. Give the students a text full of conditional clauses of the 2nd type to identify,
underline examples and infer its rule of use. Next, you could revise with the OHP (or
on the blackboard) the 1st and 2nd type of conditionals and next explain the 3rd type
of conditionals paying attention to the tenses in the main clause and in the conditional
clause.
Second conditional → impossible , imaginary or improbable
future event or action.
- If I won the lottery tomorrow, I would quit my job. (improbable)
- If I were invisible, I would play jokes on my friends. ( imaginary)
- If I had a dollar for every time I heard that, I’d be rich.
If + past tense → ( then) would + infinitive (without to)
Winning the Lotto
A. Tom, take a look at this! This guy's won ten million dollars in the lotto!
B. What luck!
A. What would you do if you won ten million dollars?
B. Well, I know what I WOULDN'T do! If I won so much money, I wouldn't spend it. I'd put it
in the
bank!
A. You've got to be joking! I'd make sure to spend at least the first two million having a good
time and buying things I've always wanted. I'd definitely spend a lot of time travelling.
B. Use your head! If you spent money like that, you'd soon have spent all your winnings!
A. You are so boring! If you were in his shoes, you'd just put money in the bank.
B. That's right. I'm sure I'd eventually start spending some money, but I'd be very careful to make
that money last for the rest of my life.
A. What use would that be, if you didn't have any fun?
59 | P a g e
B. Oh, I'd have fun. I'd just be careful about how much fun I'd have.
A. I can't believe you!
B. Well you know the saying 'different strokes for different folks'!
Third conditional → used to talk about hypothetical or unreal situations in
the
past. It is used to examine what would have happened if the past had been
different.
- If I had known you were coming, I would have cooked dinner. (In fact, I
didn’t know you were coming)
- I would have killed him if he had drunk my beer. (he didn’t drink my
beer, luckily for him)
- If he had studied harder, he might have passed.
If + past perfect → (then) would (could, might) + perfect infinitive ( have +
past participle)
Task 2. SPEAKING. Sylvie’s Morning. For this activity, cut up the paragraphs of the
following text. Put the students in pairs and give them the paragraphs. They have to
read and put them in the correct order. Then ask the students if Sylvie had a good or a
bad morning, and why it was bad. Wite the problems on the board as students call
them out, and elicit the consequences (She forgot to pay → She was arrested). Then ask
the students to imagine that Sylvie had a good morning, and write on the board
accordingly (She didn't forget to pay → She wasn't arrested). Then use one example with
the 3rd conditional (If she hadn't forgotten to pay, she wouldn't have been arrested) and ask
the students to make third conditional sentences with the other examples.
60 | P a g e
Sylvie's morning!
Sylvie had to be at the airport for her flight at 9am. But she overslept and didn't wake up until
7.30am. She got dressed very quickly, threw everything into her suitcase and ran out of the
house.
When she got to the airport she realised she had forgotten her passport and ticket. So she took
a taxi home, grabbed them from the coffee table, and got in the taxi again to go back to the
airport.
One mile from the airport the taxi broke down, so she tried to flag down another, but they were
all taken and she had to run the rest of the way.
She arrived at the airport exhausted to find that she had missed her flight. She went to speak
to the airline clerk who told her there was another flight in three hours.
While she was waiting, she went to buy a book, but she was so preoccupied with her difficult
morning that she forgot to pay for it and was arrested by the police.
She was held for three hours and missed her flight again. Sylvie went home and decided never
to fly anywhere again!
Task 3. GRAMMAR FOCUS (Practice) . In order to practice the structure of the 2nd
and 3rd conditionals, give the students the following exercises. They have to put the
verbs in brackets into the correct form and choose the most suitable ending for each
sentence.
2nd Conditional
1.
2.
3.
4.
He (look) better if he shaved his beard → He would look better if he shaved his beard.
I (buy ) shares in that company if they were cheaper.
I would buy a new house if I (have) more money.
I (offer) to help her if I thought I'd be any use.
61 | P a g e
5. I could tell you what it means if I (be) well educated.
6. I'd go to see him more often if I (live) nearer.
7. If he (do) his homework differently , he might be better marked.
8. If I (be) ill in hospital, would you visit me?
9. If I (win) a lot of money, I would give up my job.
10. If I knew you were right, I (agree) with you.
11. If someone (give) you a lot of money, what would you do with it ?
1. If only I had known about your difficult
situation, I
a) will help you.
b) would have helped you.
2. We wouldn't have gone bankrupt if ...
a) we had conducted better market
research.
b) we conducted better market research.
3. If you hadn't given your approval ...
a) this would never have happened.
b) this would never happen.
4. Geraldine would never have left Jim if ...
a) he were more reasonable and
understanding.
b) he had been more reasonable and
understanding.
5. France would never have won the world
cup if ...
a) the final stage were played in Brazil.
b) the final stage had been played in
Brazil.
▪ SECOND SESSION
Task 1. SPEAKING . Reviewing the 2nd Conditional. This lesson focuses on helping
students refresh their awareness of the structure of the second conditional structure
and use it in conversation. Ask the students to imagine the following situation: You’ve
arrived home late at night and you find that the door to your apartment is open. What would
you do?.
Task 2. GRAMMAR FOCUS (Practice). Fill in the Gaps. The students have to fill in the
gaps using the verb in brackets (3rd Conditional), but they have to think very carefully
62 | P a g e
about the meaning of the phrase before deciding whether to use a negative or positive
verb form.
1 I wouldn't be angry if you _____________________ my chocolate mousse. (to
eat)
2 If he had known you were in hospital, he _____________________ you. (to visit)
3 We wouldn't have come by taxi if we _____________________ the right bus. (to
find)
4 We would have visited the Prado gallery if we _____________________ time. (to
have)
5 If you hadn't been asking me questions all the time, I _____________________
the film.(to enjoy)
6 If I _____________________ your number, I would have phoned.(to know)
7 If just one person had remembered my birthday, I _____________________
sad. (to be)
8 I would have understood the film if it _____________________ in German. (to
be)
9 They _____________________ to see you if they hadn't been away. (to come)
10 If she _____________________ on a double yellow line, she wouldn't have got a
fine. (to park)
11 If I'd known you were coming, I _____________________ a cake. (to bake)
12 If she _____________________ the shed unlocked, they wouldn't have stolen
her bike. (to leave)
13 If you had told me about the concert, I _____________________. (to go)
14 The storm _____________________ a lot of damage if it had come this way. (to
do)
15 The holidays would have been great if the weather _____________________
better. (to be)
Task 3. LISTENING . If There Is Any Justice In The World. The students will listen to a
song by British singer Lemar, in which the 3rd conditional is repeatedly used. Play the
song twice so that the students may listen and complete the blanks. Then play the song
a third time in order to check their answers.
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IF THERE'S ANY JUSTICE IN THE WORLD
(sung by Lemar)
If there‟s any justice in the world,
I would be your man (and) you would be my girl. Ooh yeah.
If I‟d found you first, you ……………….. it……………….. true,
He would be alone (and) I would be with you yeah.
When you ……………….., don‟t let me down,
<>()<>
„Coz there……………….. nothing to be certain (of) in my life
And you……………….. a thousand times,
There………………..not much justice in the world.
If there‟s any justice in your heart,
Your love„s really changed; ……………….. it too hard? oh no.
Why ……………….. you ……………….. how it ………………..,
<>()<>
Not to give a damn for anyone but me,yeah?
I can‟t believe, you‟d me deceive
Changing memories from true to fantasy.
When there……………….. nothing left but tears
And there……………….. not much justice in the world.
<>()<>
Just because he……………….. around your finger,
……………….. yourself with dreams that might appear, oh.
Every time you ……………….. and ……………….. your feelings,
The truth ……………….. out there somewhere;
It……………….. in the wind. Ohh
<>()<>
When you ……………….., don‟t let me down,
„Coz there……………….. nothing to be certain in my life
And ……………….. a thousand times,
There……………….. not much justice in the world. No
<>()<>
If I should lose the girl you ……………….. that
There……………….. not much justice in the world.
If there‟s any justice in the world, (x2)
You……………….. be my baby (x3)
Task 4. GAME: SPEAKING . If I were... On a piece of paper the students will write the
name of a famous person who is still alive. They will exchange pieces of paper and they
will have to imagine their life as the person named on the piece of paper they receive.
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Next, the students will have to stand up and go round the classroom explaining to the
other students how they would live, what they would do etc.: If I were (that person), I
would live in a palace..
▪ THIRD SESSION
Task 1. GRAMMAR FOCUS (Practice). Conditional Grammar Quiz. The students have
to choose the phrase which best completes the conditional statement (all types are
mixed):
1. If he comes,
a. we will go to lunch.
b. we would go to lunch.
c. we went to lunch.
2. I would buy a new house
a. if I have a lot of money.
b. if I win the lottery.
c. if I inherited a million dollars.
3. If she misses the bus,
exam
a. I will take her to school by car.
b. I would take her to school by car.
study.
c. she have to walk.
.
4. If I had known you were in town,
a. I would buy you some flowers!
b. I would have bought you some flowers.
c. I will buy you some flowers.
5. If he studies a lot,
a. he might pass the exam.
b. he would pass the exam.
c. he is going to pass the exam.
6.. I would get a new job
a. if I was you.
b. if I am you.
c. if I were you.
7. He will surely fail his
a. if he not work harder.
b. unless he begins to
c. if he weren‟t serious.
8. She would live in New
York now
a. if she stays.
b. if she had stayed.
c. if she was to stay.
9. They would have bought
that new car
a. if they had had the
money.
b. if they had the money.
c. if they were having
the money.
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.Task
2. GRAMMAR FOCUS (Practice) . Conditionals Quiz. The students have to choose
the correct conditional form (zero, 1st, 2nd or 3rd) to complete the sentences below.
1. If I _____________ (stay) in Boston, I would have found a new apartment.
2. She would help the poor if she _____________ (be) the President.
3. If he goes to Rome on a business trip, he often _____________ (visit) the Vatican.
4. We won't go to the film unless they _____________ (arrive) in the next 5 minutes.
5. She _____________ (buy) a new car if she had had the money.
6. If Enrico were me, he _____________ (go) to New York immediately.
7. They will talk to John if he _____________ (come).
8. She comes to work 30 minutes late if her child _____________ (miss) the bus to school.
9. If Jack _____________ (think) twice, he wouldn't have made such a stupid mistake.
10. Katherine _____________ (become) a VIP if she studies hard!
Task 3. GRAMMAR FOCUS (Practice) . If or Unless? Give the students some sentences
to complete with different conditional subordinators: if, unless, as long as, so long as,
assuming (that), given (that), in case, in the event, on condition (that), provided (that),
providing (that), supposing (that) etc.:
1. As long as you are accompanied, ………………………………
2. Unless you work more, …………………………………………
3. Provided that everybody agrees .................................................
4. Supposing that it didn‟t rain for four months ..............................
5. What if I borrow your pen? ......................................................
6. Imagine the police came now ...................................................
7. In the case I stayed another month ...........................................
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Task 4. GAME: SPEAKING. Chain of Events. Give one student one if-clause and he/she
will suggest a possible result. The next student will take the result, reform it into a
condition and suggest a further result and so on.
If I had a million dollars, I would buy a yacht.
↓
If I had a yacht, I would go for a sail.
Task 5. HOMEWORK. WRITING: Regrets. Students could write a short composition
about their regrets in life (at work, love life, etc.).
I didn‟t go to University.
If I had gone, I would
have had a better job.
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Bibliography
Creating new words
 ESL Intensive English for International Students. Provided by INTERLINK
Language
Centres. http://eslus.com/
▪ One Stop English. Resources for the classroom. http://www.onestopenglish.com/
▪ Inside Out. Resources Site. http://www.insideout.net/
 ABOUT - English Lesson Plans for ESL EFL Classes.
http://esl.about.com/od/englishlessonplans/
▪ English 4 U. http://english-4u.com
▪ Dave’s ESL Café. http://www.eslcafe.com/idea/index.html
Doing the right thing
 Soars, Liz & John. The New Headway English Course Intermediate, Oxford
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Growing up
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Students. http://esl.about.com/library/lessons/blphrasalbuild.htm
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page4.shtml
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 Phrasal Verb Demon. Complete Guide To Phrasal Verbs.
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http://dictionary.cambridge.org/assets/pvwksheets.pdf
The Prom, Buffalo wings & the Amish
 English Lesson Plans for ESL EFL Classes. Using Non-defining Relative Clauses.
http://esl.about.com/cs/teachingresources/a/blnondefine.htm
▪ English Grammar 4U Online. Relative Clauses.
http://www.ego4u.com/en/cramup/
grammar/relative-clauses
 ESL Lesson Plan. Teaching Relative Clauses.
http://bogglesworld.com/askthomas_relative_clause.htm
 Dave’s ESL Cafe. Ideas for the ESL Classroom.
http://www.eslcafe.com/idea/index.cgi?display:1011132787-9914.txt
Film festival season
▪ English Lesson Plans for ESL EFL Classes.
http://esl.about.com/od/englishlessonplans/
▪ Online Scripts. http://home.online.no/~bhundlan/scripts/TheSixthSense.htm
▪ Ready-to-Print ESL Lessons. http://www.esl-images.com/
 Karin's ESL PartyLand. Ideas for Using Movie Reviews.
http://www.eslpartyland.com/teachers/film/previews.htm
▪ One Stop English. Resources for the classroom. http://www.onestopenglish.com/
▪ Inside Out. Resources Site. http://www.insideout.net/
▪ ESL Lesson Plan. Movie/Film.
http://bogglesworld.com/lessons/MovieLesson1.htm
If I could …
 English Lesson Plans for ESL EFL Classes.
http://esl.about.com/od/englishlessonplans/
 ESL BASE. Resources for ESL teachers and employers.
http://www.eslbase.com/resources/third-conditional.asp
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 The Grammar Aquarium. Grammar notes, online and handout exercises for EFL
and ESL. http://autoenglish.en.wanadoo.es/freeexercises.htm
▪ One Stop English. Resources for the classroom. http://www.onestopenglish.com/
 English Club. Lessons, Games, Quizzes, Lesson Plans […] for ESL learners &
teachers.
http://www.englishclub.com/grammar/verbs-conditional_4.htm
 BBC. British Council Teaching English. Classroom Activities.
http://demott.usablenet.com/tt/http://www.teachingenglish.org.uk/try/activities.sht
ml
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