III
IJ Explain that in this exercise the current answers make Speaking focus ~ CB p.144
sense grammatically but do not convey the correct
meaning. Students make the necessary changes, then
compare answers in pairs before you check as a class. All parts
improving your performance
El Give students si x minutes to complete the exercise,
then check as a class. Aim
• to identify strategies to improve performance in the
Answers Speaking paper
1-2 1 only I had written down (hypothetical meaning)
2 must have been (modal verbs) 3 was only by going Warmer: Discussion
(introductory it) 4 was to (later) change (future in the Elicit the four parts of the Speaking paper and what
past) they involve. To check, refer students to the Exam focus
3 1 sooner had I arrived than 2 have a terrible on p.204-205 if necessary. Ask student s to discuss the
memory for 3 on behalf of my daughter 4 you are following questions in pairs: What aspects of the Speaking
determined to remember paper do you find ea5ie5t? What do you find challenging?
4 1 it is less difficult to forget 2 take back the dress to/ Elicit some answers. Note down any recurring themes for
take the dress back to 3 never struck me that 4 it further practice.
when people give me
5 1 wish I hadn't sent 2 must have happened 3 I
succeeded in getting 4 did to resolve the problem
D Play the recording, then ask students to discuss the
questions in pairs. Elicit the answers.
was 5 rumoured/said to be retiring 6 no
circumstances should you say anything
fJ Ask students to turn to the strategies for Part 2 in the
Additional activity Exam focus on p.204. Get them to look at the pictures
on p.144 and predict what sort of vocabulary they
Write enormous chocolate cake on the board. In pairs,
might hear, Play the recording, then elicit the answers,
refer students to the box in Act ivity 1. Ask them to
discuss what each grammar point is and come up
with an example for each of the first five points which D In pairs, students turn to p.157 and p.160 to practise an
includes the words on the board. Refer students to the exam Speaking task (Part 2),
Grammar reference for help if necessary.
Sample answers: IJ Students look at the word map, Check they understand
telepathy (communicating from mind to mind, without
No sooner had I put the enormous chocolate cake on
any outward communication), Play the recording, then
the table than it disappeared. (empha sis with inversion)
elicit the answers,
I was going to give you a piece of my enormous
chocolate cake but I'm afraid it has all gone. (future in the
past)
El Students discuss the question in pairs,
If I had an enormous chocolate cake, I'd share it with
the class.!lf only I had an enormous chocolate cake.
m Students do the activity on p.1S4, then evaluate their
performance against the Marking guidelines on
(hypothetical meaning)
p.207. For extra practice, ask them to swap partners
It is widely believed that an enormous chocolate cake and tell their new partner about their self-evaluation
helps people feel better. (introductory it) and identify something they would like to improve,
I could ma ke an enormous chocolate cake for your Students repeat the task with their new partner, aiming
birthday. (modal verbs) to improve the area(s) they identified.
ADDITIONAL PRACTICE I Maximiser p.97, Use of English 1 11 Play the recording and elicit the answers.
MyEnglishlab: Cambridge Advanced, Use of Eng lish 16: Key word
transformations
III Students complete the activity in groups of three.
Unit 14 Brill iant ideas 115
