Solutions Advanced Additional Classroom Activities

Solutions Advanced additional classroom activities include a range of fun activities to practise new language, and opportunities to further develop writing and speaking skills. A full explanation on how to set up each activity is given in this section. Please see the Teachers Book teaching notes for when would be the most appropriate time to use each activity. Tell the students to prepare a detailed plan of the presentation. To help students, ask the following questions: What would you say in the introduction? What sport/sports would you talk about first? How would you justify your choice? (minimum two reasons) What sport/sports would you talk about later? How would you justify your choice? (minimum two reasons) How would you conclude? Give students 56 minutes to plan the presentation in pairs, and then 56 minutes to rehearse it. Remind students to look at the vocabulary in lessons 1D, 1E, and 1F. Ask a strong student to give the presentation in front of the class.

OPTIONAL EXTRA ACTIVITY 1B VANISHING SENTENCES

Write the sentences from exercise 4 on the board. Invite a student to the front of the class, hand over the board rubber, and ask him/her to erase all the prepositions from the sentences, with the help of the rest of the class. Then pointing at the, now gapped, sentences one by one, elicit the full sentence from the class/individuals. Do this orally dont write the prepositions back in the gaps. Call another student to the front, and ask him/her to erase all the verbs. Elicit the sentences from the class. Repeat the process with adverbs, pronouns, adjectives, and nouns, etc. You can stop when the sentences are heavily reduced or you can continue until they have disappeared completely and simply point at the blank space on the board to elicit the sentences. Keep a brisk pace to the activity. You can be sure that your students will know the expressions inside out by the end of activity!

OPTIONAL EXTRA ACTIVITY 1G SIMILES

Students can make their writing sound more descriptive either by using fixed similes or inventing their own. In exercise 6 they invent their own. Here, they learn some fixed similes. Begin by seeing how many they can remember from Solutions Upper-Intermediate (blind as a bat, busy as a bee, free as a bird, strong as an ox, sly as a fox, quiet as a mouse, slippery as an eel, stubborn as a mule, brave as a lion, gentle as a lamb, old as the hills, light as a feather, flat as a pancake, thin as a rake, easy as abc, good as gold, smooth as silk). Then, write the following nouns on the board and ask students to guess the adjective. flash (as quick as a) cucumber (as cool as a) lead (as heavy as) post (as deaf as a) daisy (as fresh as a) judge (as sober as a) Finally, write the following colour similies and ask them to guess the noun. as red as a . (beetroot) as black as (night) as white as (a sheet) to talk about fear/horror (snow) to talk about, e.g. skin, fur as brown as a (berry)

OPTIONAL SPEAKING ACTIVITY 1F PRESENTATION

All optional speaking tasks can be done as a class activity and require about 1015 minutes of preparation. Alternatively, they can be assigned as homework, and presented by students at a later class. Optional speaking task: presentation What sports do you think should be compulsory on the school curriculum? Give reasons. Put students into pairs. Write the task above on the board. Ask them to read the task and brainstorm ideas allow 23 minutes. To check students understand the task, ask or write the following questions on the board: Are you required: to discuss whether sports should be compulsory in school? (No) to criticise doing sport in school? (No) to describe a particular sport in detail? (No) to explain why some sports are more suitable for teenagers than others? (Yes) to concentrate on any particular sports? (Not necessarily; you could talk about outdoor, indoor, team, or individual sports) to justify your opinion? (Yes) to give examples? (Yes) How many sports are you going to discuss? (Two or three probably)

Solutions Advanced Additional Classroom Activities

OPTIONAL WRITING ACTIVITY 1G AN ACCOUNT OF AN EVENT

All optional writing tasks require some sort of advance preparation or research on the part of the students. The writing itself can then be set as homework or as an in-class activity. In some cases the activity can be done as a group project. The length of the text to be written can be determined by the teacher. Ask students to interview a family member or someone they know who remembers an important/memorable event that took place at least 40 years ago. It could be a concert of an event that made news headlines, a concert of a well-known music group, the first landing on the moon, or a big sports event. The students can use the language in lessons 1A and 1G to write an effective account of the event. The descriptions should be given suitable titles. Students can be divided into groups of three or four. As a group, they prepare a poster with their texts, suitable photos/illustrations, and titles, e.g. Images of the 70s or The Hippie Decade. The posters could be then displayed in the classroom.

After this presentation and discussion, the students should go back to their original groups, discuss the points which came up, and make any necessary changes to their constitution. Ask them to stand up and present their final constitution to the class. Following this, there can be a secret ballot. Students are not allowed to vote for their own constitution, but should decide out of the others which one they think would be most successful. Extension: The TV show Survivor has become popular in many countries. Elicit what the students know about this TV series. Ask them to think whether they would or would not agree to take part in such a show. In small groups, students should give their answers and their explanations.

OPTIONAL SPEAKING ACTIVITY 2F PRESENTATION

All optional speaking tasks can be done as a class activity and require about 1015 minutes of preparation. Alternatively, they can be assigned as homework, and presented by students at a later class. Optional speaking task: presentation What sort of books should be chosen as set texts for students? Give examples and justify your choice. Put students into pairs. Write the task above on the board. Ask them to read the task and brainstorm ideas. Ask them to jot down any ideas they come up with at this stage. Allow 34 minutes. Now tell students to eliminate all irrelevant ideas and plan what they want to say in the presentation. Again, allow 34 minutes. Remind students to look at the vocabulary in lessons 2C, 2D, and 2E. Tell them to practise the presentation in pairs each student talks for 23 minutes. The other student makes notes of good language/mistakes made/things that can be improved. Then they change roles. After theyve both spoken, they give feedback to each other to improve their presentations.

OPTIONAL SPEAKING ACTIVITY 2D DISCUSSION AND PRESENTATION: SURVIVAL

Ask the class to think about animal societies; carnivores such as lions and wolves, and herbivores such as elephants and deer. In pairs, the students should try to find any similarities and differences between these animal societies and the way human society is organised. In addition, with a stronger class, you could draw their attention to the vocabulary for behaviour in 2D exercise 5 and ask whether any of these are particularly human or animal in their opinion. After four or five minutes, elicit some ideas. Bring the students attention back to lesson 2D exercise 1. Put them into groups of 57 students. Explain that you are going to have a competition for the most successful civilisation. Each group has been marooned on a small island and has emergency food supplies to last up to one month, a first aid kit, a box of matches, a machete or axe, and a small kitchen knife. Explain that they have 1015 minutes to decide how their group is to be organised and to establish their different roles and responsibilities within the group. They should plan how decisions can be made and a system for resolving any arguments in the group. They should also decide their top three priorities. Refer them back to the text in lesson 2D for ideas if necessary hunting, keeping a fire going, exploring the island, keeping watch for ships, making a shelter. All these points should be written down in the form of a constitution or contract between those in the group. Each member of the group should write it down, so they all have a copy. When the time limit is up, reorganise the groups so that you have representatives from at least three groups together. Each student should read out their constitution to the other students, who may then challenge points or ask questions. The student may defend their constitution but should also write down any important points to discuss with their group later.

OPTIONAL WRITING ACTIVITY 2G FILM REVIEW

All optional writing tasks require some sort of advance preparation or research on the part of the students. The writing itself can then be set as homework or as an in-class activity. In some cases the activity can be done as a group project. The length of the text to be written can be determined by the teacher. Ask students to search the Internet for the original version of a film whose remake they have seen, or an old adaptation of a book which was later adapted again into a film. The idea is they have seen at least one of the versions and they should find out as much as possible about the other. The students write a review comparing the two films based on the research they have done. They can look at lesson 2G for vocabulary.

Solutions Advanced Additional Classroom Activities

OPTIONAL ACTIVITY 3A LANGUAGE RELATED TO RELATIONSHIPS

Write the following excerpts from the listening and the word pool below on the board. With a stronger class dont give the word pool. 1 Weve developed an _______ understanding of each other. 2 Its a _______ supportive relationship. 3 We've rarely had a ______ argument. 4 He has a ______ ego. 5 We _________ each other well. complement fragile full-scale intuitive mutually In pairs, students complete the sentences and explain the meaning of the words.

OPTIONAL SPEAKING ACTIVITY 3F DISCUSSION AND PRESENTATION

All optional speaking tasks can be done as a class activity and require about 1015 minutes of preparation. Alternatively, they can be assigned as homework, and presented by students at a later class. Optional speaking task: discussion and presentation All love that has not friendship for its base is like a mansion built upon sand. How do you understand this quotation by Ella Wheeler Wilcox, and how far do you agree? Put students into pairs. Remind students that they have discussed various relationships lately. Ask them to make a short list of what makes a happy and lasting relationship. Find out whether friendship is on their list. Write the task above on the board. Elicit why the image of a mansion built on sand is used (to suggest a lack of solid foundations, instability, insecurity). Ask students whether they agree with the quote. Ask them to work with someone who has the same opinion. In pairs, they should discuss the reasons why they do or do not agree. Remind them to look at the vocabulary in lessons 3A, 3B, 3C, and 3D. Tell them they should be able to give two or three reasons. Get feedback as a class asking students to give explanations or examples for each reason they give. Tell them to prepare a detailed plan of the presentation in their pairs. Highlight that they should not write their presentation out in full, but just note down points to help them remember the structure of what they want to say. Tell students to practise the presentation in pairs each student should talk for 23 minutes. The other student makes notes of good language/mistakes made/things that need improving. Then they change roles. After theyve both spoken, they give feedback to each other to improve their presentations.

KEY
1 intuitive (able to understand by using feelings rather than considering facts). Point out that intuitive is nowadays most commonly used to talk about how userfriendly something like a mobile phone or computer is. 2 mutually (felt or done equally by two people) 3 full-scale (major) 4 fragile (easily broken to have a fragile ego means to be oversensitive) 5 complement (to have qualities that another hasnt got and therefore make a better partnership). Warn students not to confuse the spelling of this word with compliment, as in to pay someone a compliment.

ADDITIONAL SPEAKING ACTIVITY 3D DISCUSSION: RELATIONSHIPS

Divide the class into two groups. Explain that as in the reading text in lesson 3D, there is a difficult situation which needs to be resolved. The students in one group have each formed a new relationship, either a romantic one or a strong friendship, which their parents do not approve of. The students in the other group are their concerned parents. The parents are refusing to allow their child to see this new friend. As a class, elicit ideas why a parent might not approve of a new friend. Make a list on the board. Each group should brainstorm together. The parents need to decide what their main objections are to this friend/ boyfriend/girlfriend. The young people should try to think of good things about the person and the relationship to help change their parents minds. With a large class, divide the groups again. Give them a time limit of 510 minutes. Now explain that they will have ten minutes to bring all the arguments into the open, discuss them, and negotiate a compromise if possible. At this point, you could ask them in their groups to brainstorm useful phrases for agreeing, disagreeing, conceding a point, and making a suggestion. This can be followed by a quick class feedback stage to highlight any particularly useful or advanced structures. Put the students into pairs of one parent and one child. Give them a ten-minute time limit and ask the students playing the role of children to begin the discussion. After ten minutes, or when most pairs have reached an end point, bring the class back together for feedback, eliciting the outcomes of different pairs discussions and encouraging them to talk about what made their negotiations easier or more difficult.

EXTRA ACTIVITY 3G VOCABULARY GAME

Play this game at the end of the lesson, or as a revision activity at the beginning of the next lesson. Give the class three minutes to try to memorise the adjectives from exercise 4 on page 34 and exercise 1 on page 35. Divide the class into three or four teams. Give a definition of a word. If a student knows the word, they bang their hand on the desk, but dont shout out the word. Invite him or her to give the answer. If they are correct, they win a point for their team. If not, they lose a point. If they hesitate, they also lose a point (this will discourage students from banging the desk when they dont know the answer). Keep the scores on the board. They do not get a point for calling out an answer without banging the desk first. The game finishes after youve called out definitions for all the words you want to revise. If you are concerned that desk-banging will be too noisy and may disturb other classes, you could ask them to raise their hands instead.

Solutions Advanced Additional Classroom Activities

OPTIONAL WRITING ACTIVITY 3G MAGAZINE ARTICLE

All optional writing tasks require some sort of advance preparation or research on the part of the students. The writing itself can then be set as homework or as an in-class activity. In some cases the activity can be done as a group project. The length of the text to be written can be determined by the teacher. Ask students to find among their relatives or people they know a couple who are partners in life and who work together as well. The students interview these people about the benefits and drawbacks of such a life, and write an account of this interview in the form of an article for a teenage magazine, including some tips to young people about how working together may influence the relationship. Remind students to look at the vocabulary in lessons 3A, 3D, and 3E.

OPTIONAL WRITING ACTIVITY 4G MAGAZINE ARTICLE

All optional writing tasks require some sort of advance preparation or research on the part of the students. The writing itself can then be set as homework or as an in-class activity. In some cases the activity can be done as a group project. The length of the text to be written can be determined by the teacher. Ask students to do some research into changes that have taken place in one of the following areas in the last ten years: football, tennis, or car racing trends in music the use of personal computers or mobile phones Each student chooses one topic and writes an article for a youth magazine describing the changes. Remind students to look at the language and vocabulary in lessons 4A, 4B, and 4F. Each student can be asked to use three conditional sentences in their text (see lesson 4E).

OPTIONAL SPEAKING ACTIVITY 4F DISCUSSION AND PRESENTATION

All optional speaking tasks can be done as a class activity and require about 1015 minutes of preparation. Alternatively, they can be assigned as homework, and presented by students at a later class. Optional speaking task: discussion and presentation What could be done to make the place where you live more attractive to tourists? Put students in groups of three or four. Ask them to prepare two lists: one of things that could attract tourists to visit the place where they live, and the other of things that could put tourists off. Allow 34 minutes, then get feedback as a class. Now tell them to choose two or three things from the second list that could be improved. Remind them that they should choose different problems (e.g. transport, sports facilities, hotels, entertainment) to make their presentation more varied. Ask them to discuss in their groups what improvements could be made and how. Remind them to look at the vocabulary from lessons 3F, 3G, and 4F. Allow five minutes. Put the students into pairs. In their pairs they should discuss what they will say in the introduction and conclusion to their presentation, and use the notes from the group work for the main body. Tell them to practise the presentation in pairs each student talks for 23 minutes. The other student makes notes of good language/mistakes made/things that can be improved. Then they change roles. After theyve both spoken, they give feedback to each other to improve their presentations.

ADDITIONAL SPEAKING ACTIVITY 5D DISCUSSION: STEVE IRWIN

Put the students into groups of 46 and tell them they are going to discuss some issues raised by the text. Give each group one of the statements below to debate. Half of the group should work together to brainstorm reasons in favour of the statement and the other half should brainstorm the reasons against the statement. Demonstrate this setup with one group if necessary. Give them a time limit for this brainstorming stage of around five minutes. Statements: To hold peoples attention, television has to be sensational or shocking. Individual people cant really make a difference to world issues such as protecting wildlife. Protecting wildlife is not very important compared to many other world issues. Steve Irwins death should teach us not to get too close to wildlife. There are more positive than negative aspects about animal theme parks like Steve Irwins. Its more important to protect plant life and habitat than wildlife. When they have lists of points for and against the statement, ask them to discuss the issue in their groups, talking through all the points they have listed. They should come to a conclusion about whether their group agrees or disagrees with the statement. This will probably take 510 minutes. Give time limits to the end of the activity when one or two groups have almost finished, to encourage them to finish at the same time. Once all the groups have reached a decision, change the groupings. Form groups which include one student from each group and tell them to report to each other what they discussed and the conclusion they reached, explaining their reasons. They may ask each other questions, agree and disagree, and discuss more in these groups. If you have limited time, this reporting stage could be done as a whole class activity.

Solutions Advanced Additional Classroom Activities

OPTIONAL SPEAKING ACTIVITY 5F PRESENTATION

All optional speaking tasks can be done as a class activity and require about 1015 minutes of preparation. Alternatively, they can be assigned as homework, and presented by students at a later class. Optional speaking task: presentation Does gender equality mean that women and men should have exactly the same rights and obligations? Present your view and justify it. Put the students into small groups. Write the question above on the board and ask them to say which are the key words (exactly, same rights, obligations, present your view, justify). In their groups, students brainstorm arguments. Tell them to make two lists of arguments: one supporting and the other challenging the statement. They should consider various areas (family, work, social life, political activity, etc.). Remind them that it is sometimes good to structure their presentation in the same way as a for-and-against essay. Suggest they should choose two or three arguments from their list that support their opinion, and one counterargument. Ask them in their pairs to prepare a plan of the presentation, and to think also about the linking phrases they will use while talking. Remind the students to look at the vocabulary in lessons 3A, 3B, and 5C. They can also look at lesson 5F for phrases to structure their presentation. In pairs students take turns to rehearse the presentation, before presenting it in front of the class.

ADDITIONAL SPEAKING ACTIVITY 6D DISCUSSION: LET SLEEPING TEENAGERS LIE

Elicit from the students the meaning of the word debate. Tell them you are going to have a mini-debate and the discussion point is Schools and carers should react to evidence about the sleeping patterns of teenagers. Split the class into three groups: teachers and school staff, parents/grandparents/carers, and teenagers. It is better for some of the weaker students to be in the teenager group as this is the easiest to relate to. Each group should have ten minutes to brainstorm reasons for (and in this case what kind of reactions are needed) and against (with reasons why any reaction is not necessary or appropriate). Once they have brainstormed, they should look at the balance of the arguments and decide whether their group mostly agrees or disagrees with the discussion point. This will be the position they take in the debate. With a stronger class, you can also encourage them to take different roles within their groups a head teacher may have a different perspective from a class teacher for instance. Now hold the debate. If there is a strong student, you could appoint him/her chairperson, otherwise you may need to do this job yourself. As many students as possible should be encouraged to speak, and responding to each others arguments should also be encouraged. After 1015 minutes the chairperson should call the debate to a close and, in a whole class discussion, you can decide which group had the best arguments, debating style, etc.

OPTIONAL WRITING ACTIVITY 5G PROFILE OF A PERSON

All optional writing tasks require some sort of advance preparation or research on the part of the students. The writing itself can then be set as homework or as an in-class activity. In some cases the activity can be done as a group project. The length of the text to be written can be determined by the teacher. Ask students to search the Internet for information about a person from their country who is successful in their profession and also involved in helping others. The students then write a profile of this person, presenting his/her professional achievements and what they do to help other people. They can use lessons 4D and 5G for guidance and language.

OPTIONAL SPEAKING ACTIVITY 6F DISCUSSION AND PRESENTATION

All optional speaking tasks can be done as a class activity and require about 1015 minutes of preparation. Alternatively, they can be assigned as homework, and presented by students at a later class. Optional speaking task: discussion and presentation Dreams that do come true can be as unsettling as those that dont. Discuss these words of the writer Brett Butler. Write the task above on the board and ask students to discuss in small groups how they understand it. Get feedback as a class. Ask the students to discuss in their groups whether they believe the statement is true or not. Again, pool the ideas and note them on the board. Together, decide which ideas would be the most effective for the presentation. Tell them to prepare a plan of their presentation using some of the ideas on the board. In pairs, they should rehearse their presentations, taking turns to talk, before some students present in front of the class. Ask as many students as possible to give the presentation. After each one, ask the speaker two or three questions about what they have said.

Solutions Advanced Additional Classroom Activities

OPTIONAL WRITING ACTIVITY 6G STORY

All optional writing tasks require some sort of advance preparation or research on the part of the students. The writing itself can then be set as homework or as an in-class activity. In some cases the activity can be done as a group project. The length of the text to be written can be determined by the teacher. Prepare three lists: of objects (e.g. briefcase, helicopter, skis, loudspeaker, etc.) of jobs and occupations (e.g. priest, soldier, IT specialist, etc.) of locations (an old castle, a chalet in a luxurious resort, a yacht in the middle of the ocean, etc.) The items on the lists should be numbered, and there should be a minimum of as many items on each list as students in the group. Every student chooses a number from each list and in this way is assigned one object, job, and location to use in a story. Remind them to look at lessons 6E and 6G for guidance and useful language. Alternatively, the lists may be verbs, adjectives, adverbs, phrases, or grammatical structures that the students will have to use in their stories.

OPTIONAL WRITING ACTIVITY 7G LETTER OF COMPLAINT

All optional writing tasks require some sort of advance preparation or research on the part of the students. The writing itself can then be set as homework or as an in-class activity. In some cases the activity can be done as a group project. The length of the text to be written can be determined by the teacher. Ask each student to search the Internet for a tourist advertisement of a place in an English-speaking country (a hotel, theme park, seaside resort, etc.). Tell them to look for advertisements that provide a lot of details. They print or rewrite their advertisements. Then they should imagine they have visited the place and were disappointed with some of the things mentioned in the ad. They annotate their ad using the example in lesson 7G (you may want to specify the number of things they want to complain about). When this has been done, collect the annotated ads and each student picks somebody elses advertisement to use for a letter of complaint. Remind students to look at lesson 7G for guidance and language.

OPTIONAL SPEAKING ACTIVITY 7F PRESENTATION

All optional speaking tasks can be done as a class activity and require about 1015 minutes of preparation. Alternatively, they can be assigned as homework, and presented by students at a later class. Optional speaking task: presentation With the development of television and the Internet, we can visit distant places and learn about other cultures without leaving home. Will this stop people travelling? Write the task above on the board. Put the students into small groups to brainstorm ideas. After 34 minutes, get feedback from all groups. Students work individually to prepare the outline of their presentation. Remind them to use a clear structure and a range of linking phrases. Students should practise giving their presentation in pairs, with one student talking for 23 minutes and the other making notes of any elements that need improving. Then they change roles. Now ask students to think about questions they could ask their partner about his/her presentation. Finally, one student gives the presentation, while the rest of the class listen and make notes. Then they ask some of their questions, and the presenter answers them.

EXTRA ACTIVITY 8A ALPHABET RACE

This activity can be done as a vocabulary revision activity at the end of the lesson or as a warmer at the beginning of the following lesson. Put the students into pairs, tell them to close their books and ask them to write the alphabet vertically down the side of a piece of paper. Tell them that they have to write words related to the topic of clothes and fashion beginning with each letter of the alphabet on the sheet of paper. Give a time limit of two minutes. The pair with the most words wins.

ADDITIONAL SPEAKING ACTIVITY 8D DISCUSSION: NANO-FOOD

Put the students into groups of 35 students. Assign each group a role from the following: nano-food manufacturers, scientists opposed to nano-food, aid agency workers, nanofood scientists and researchers, consumers, and green campaigners. Ask them to work together in their groups to establish their main arguments for or against nano-food technology. Give them a time limit of 58 minutes. With a weaker class, ensure they refer back to the text for ideas. When the groups have prepared their arguments, bring the class back together. Appoint one strong student to be chairperson or take the role yourself if necessary. Allow each group to present their main points and ask all the other students to take notes, especially noting anything they may wish to challenge or support later on. Once each group has spoken, it is time for counterarguments and questions. With a stronger class, this can be structured as a debate, led by the students. With a weaker class, follow the order of the presentations and ask each group to take a turn at answering questions and facing counter-arguments so that it has a clear structure. At the end of this debating session, encourage a secret ballot to find out which group was the most convincing. Students are not allowed to vote for their own group. Conduct whole class feedback.

Solutions Advanced Additional Classroom Activities

OPTIONAL SPEAKING ACTIVITY 8F DISCUSSION AND PRESENTATION

All optional speaking tasks can be done as a class activity and require about 1015 minutes of preparation. Alternatively, they can be assigned as homework, and presented by students at a later class. Optional speaking task: discussion and presentation Many people follow fashion trends blindly. Is this always a bad thing? Justify your opinion using suitable examples. Put students into pairs. Write the task above on the board. Ask them to read the task and brainstorm examples of trends people follow. Point out that they should consider various aspects of life home decoration, lifestyles, types of books we read, music we listen to, leisure activities, etc. Allow 34 minutes. Ask students to discuss in pairs what may be good and bad about following some of these trends. Get feedback as a class. Note the arguments in two columns on the board. Ask students to give examples to illustrate each argument. Ask some students to present their opinion and support it with an argument and an example. Ask students to prepare their presentations individually. Suggest they should start with presenting one or two arguments against the opinion they hold and then move to stronger arguments that would support their view. Ask a student to give their presentation in front of the class. Tell the other students to listen carefully and then ask questions challenging the presenters opinion. They should use some of the arguments from the board. The presenter should answer the questions and use more arguments to defend his/her view.

OPTIONAL SPEAKING ACTIVITY 9F PRESENTATION

All optional speaking tasks can be done as a class activity and require about 1015 minutes of preparation. Alternatively, they can be assigned as homework, and presented by students at a later class. Optional speaking task: presentation Nowadays people often make their private life public by discussing it in the media, writing blogs, and posting photos on the Internet. What do you think motivates these people, and what positive and negative effects may their actions bring? Put students into pairs. Write the task above on the board. Ask them to read the task and brainstorm ideas allow 23 minutes. Get feedback as a class ask students to make notes in three columns: reasons, positive effects, and negative effects. Ask students to prepare their presentations individually. They can look at lessons 9D and 9G for guidance and vocabulary. Allow 67 minutes. Then students should rehearse their presentations in pairs, with one student talking for 23 minutes and the other making notes of good language and things that need improvement. Finally, ask some students to give their presentations in front of the class, followed by a few questions from other students.

OPTIONAL WRITING ACTIVITY 9G LETTER TO THE EDITOR

All optional writing tasks require some sort of advance preparation or research on the part of the students. The writing itself can then be set as homework or as an in-class activity. In some cases the activity can be done as a group project. The length of the text to be written can be determined by the teacher. Ask students to find an article in English about an issue they are interested in. Tell them to read the article and write a letter to the editor in response to the article. The students then may read each others letters and discuss what the article was about. They can suggest corrections and improvements. Finally, the letters may be e-mailed to the editors. Remind students to look at the vocabulary and language in lessons 7G and 9G.

OPTIONAL WRITING ACTIVITY 8G TIPS FOR VISITORS

All optional writing tasks require some sort of advance preparation or research on the part of the students. The writing itself can then be set as homework or as an in-class activity. In some cases the activity can be done as a group project. The length of the text to be written can be determined by the teacher. Tell the students that they are going to write some tips for foreign visitors to their town on how to spend a day out. Each student should be assigned a specific type of visitor (a family with small children, a middle-aged couple interested in music, a vegetarian nature-lover, a retired art teacher, etc. avoid assigning types similar to the students themselves). Students research possibilities places to eat and attractions, etc. and then write a set of tips. Remind them to look at lesson 8G for guidance and language.

Solutions Advanced Additional Classroom Activities

ALTERNATIVE SPEAKING ACTIVITY 10A ROLE-PLAY: SAYING GOODBYE

If there is sufficient space in your classroom, you could end the lesson with this drama activity. Ask students to get up and mingle without talking. Play some music as they mingle, then pause it. When the music is paused, they pair up with the student standing closest to them. They must role-play the last minute of a conversation in a scenario that you now give them, for example, You are best friends. One of you is about to go travelling for a year. After a minute, signal that the conversation must end, play the music again, and they continue mingling until you pause it and give them a different role and scenario. Continue with four or five different scenarios. Possible scenarios: One of you is a secret agent and the other is the agents boss. One of you is a teacher and the other is a student saying goodbye at the end of an exam course. One of you is a radio presenter and the other is a guest on a radio programme. You are in the UK. Youve been staying with a host family for a month. One of you is a host mother/father and the other is a student.

The questionnaires are passed back to the originators, who can now see the various group votes. Conduct class feedback and encourage the students to raise any issues that came up in their groups and challenge any decisions.

OPTIONAL SPEAKING ACTIVITY 10F PRESENTATION

All optional speaking tasks can be done as a class activity and require about 1015 minutes of preparation. Alternatively, they can be assigned as homework, and presented by students at a later class. Optional speaking task: presentation The key to immortality is first living a life worth remembering. (Brandon Lee) How do people try to make themselves immortal and how successful are they? Begin by writing the quotation above on the board. Discuss as a class how students understand it. Put students in small groups and ask them to make a list of things people can do to make themselves remembered. After 34 minutes, get feedback as a class. If students have only come up with positive things, point out that many people are remembered for their mistakes or for the horrible things they did. Ask students to prepare their presentations individually and then rehearse in pairs. Each student talks for 23 minutes while the other makes notes of the elements that could be improved. After both students have spoken and received feedback from their partners, some students should give their presentations in front of the class. The other students should make notes during the presentation and ask questions afterwards, challenging the speakers opinions.

ADDITIONAL SPEAKING ACTIVITY 10D DISCUSSION: MORAL DILEMMAS

Put the students in pairs and ask them to provide a summary of the article on page 106 in no more than 50 words, which could be read to a very busy but interested third person who doesnt have time to read the whole text. Ask one or two pairs to read their summaries out and encourage comment. Elicit that the article exploits a moral dilemma if we could become immortal, should we? As science and knowledge advance there are a number of dilemmas like this. Ask them to brainstorm in small groups. With a weaker class, give some categories to help: nano-food, genetically modified food, genetic manipulation in animals and humans, computer and mobile phone technology, transport and travel, medical technology. Ask them in their groups to put three of these dilemmas into question form to make a mini moral dilemmas questionnaire for another group. Examples: If you could choose the gender of your baby, would you? If you could have a computer chip implanted in your brain to enhance your mental ability (with no risk to yourself), would you do it? If animals could be bred much bigger for a higher meat yield from fewer animals, should we do it? Give them 510 minutes to write their questionnaires. When they have finished, ask them to choose a group name for themselves and write it at the top of the page, to identify later who wrote the questions. Then pass the questionnaires around so that they all have different ones. Ask them to read the questions, think about them for themselves and then discuss them as a group, making an effort to explain their reasons to each other. Finally they should take a yes/no vote on each question and write down their decision on the questionnaire, together with their group name. Give a time limit for these discussions and when the time is up, pass the questionnaires around again so that each group can discuss new questions. If there is time and students are engaged in the task, it could be repeated.

OPTIONAL WRITING ACTIVITY 10G ALTERNATIVE ENDINGS

All optional writing tasks require some sort of advance preparation or research on the part of the students. The writing itself can then be set as homework or as an in-class activity. In some cases the activity can be done as a group project. The length of the text to be written can be determined by the teacher. Ask students to remember a film they have seen or a story they have read as part of their course (or any English language film or work of literature). Ask them to write an alternative ending for the film or story. The texts may be displayed/read in class. If they write alternative endings for the same film or story, students may vote to choose the best ending. Alternatively, a booklet with alternative endings of the same story may be produced.

Solutions Advanced Additional Classroom Activities