Grammar communication teacher’s notes B2

Unit 1 Unit 2
True or false? A week in the life
Activity:  Gap-fill activity and guessing game in pairs Activity:  Whole-class survey
Language:  Gerunds and infinitives; present habits Language:  Past simple; past perfect simple and past
To use:  After Student’s Book, page 13 perfect continuous
Preparation:  Make one copy of the worksheet for each To use:  After Student’s Book, page 25
pair and cut it in half. Preparation:  Make one copy of the worksheet for each
group of 12. Cut out the 12 cards.

 Procedure
 Procedure
■ Divide the class into two groups: A and B. Give Part A of the
■ If there are more than 12 students in the class, divide
worksheet to everyone in Group A and Part B to everyone
them into groups of up to 12. Give a set of cards to each
in Group B.
group, so each student has at least one card.
■ Ask the students to work with a partner from the same ■ Tell the students that they’re going to find out the kind
group and complete the sentences with the appropriate of week everyone in the class/group had last week. They
form of the verbs in brackets. must read their card and decide how to form the direct
■ Review the answers with each group by saying just the question they need to ask. See Example answers below.
correct form of the verb, not the whole sentence. ■ Ask the students to mingle within their group, asking and
■ Ask each student to find a partner from the other group. answering the questions. Every time someone answers
They should not look at each other’s worksheets. yes, students should make a mark on their card. Encourage
them to ask follow-up questions using the past simple and
■ Without speaking to each other, the students read their
past continuous and to make a note of anything they learn,
statements again, decide whether each statement is true
e.g. What exercise did you do? What made you laugh? What
or false for their partner, and circle T (true) or F (false).
were you doing on the Internet for so long?
■ The students now check their answers by asking their ■ When they have finished, ask the students to sit down
partner a question, e.g. Do you find it easier to study in the and count up how many students answered yes to their
morning than the evening? and comparing their guess to question. Students take turns to tell the class/group
their partner’s answer. They tick or cross each statement the answer to their question, as well as one or two extra
according to whether they guessed correctly about their pieces of information that they found out.
partner, or not.
■ The winning student in each pair is the one with the most  Option
correct guesses. When students give the additional information they found
Answers out, tell them not to say the person’s name, e.g. Someone
had read half a book by the time they went to bed. The other
A: 1 to study  2 travelling  3 going  4 graduating  
5 to go  6 revising  7 doing  8 to understand   students in the class then guess who that person was.
9  to do  10 to move Example answers
B: 1 starting/starting up  2 doing  3 to finish   Did you fall asleep one evening last week because you’d
4  to have  5 making  6 to do  7 to be   been exercising hard?
8  to complete  9 going out  10 to arrive Did you laugh last week because you’d seen something
really funny?
Did you get a headache last week because you’d been
using the Internet for too long?
Did you get money last week that you'd earned from a job?
Did you go to bed early last week because you’d been
studying all evening?
Were you relieved last week because you’d finished an
essay or homework assignment?
Did you feel happy last week because you'd got some
good news?
Did you get into trouble last week because you’d been
playing computer games for too long?
Did you feel frustrated last week because you’d been
trying to do something but couldn’t?
Did you feel stressed last week because you’d been
arguing with someone?
Did you feel annoyed last week because you’d lost something?
Did you get into trouble last week because you hadn’t
tidied your room?

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Grammar communication teacher’s notes B2

Unit 3 Unit 4
In the future Animal articles
Activity:  Guessing game in pairs Activity:  Gap-fill and story ordering in groups of three
Language:  Future continuous, future perfect simple and Language:  Articles
future perfect continuous To use:  After Student’s Book, page 51
To use:  After Student’s Book, page 39 Preparation:  Make one copy of the worksheet for each
Preparation:  Make one copy of the worksheet for group of three.
each student.

 Procedure
 Procedure
■ Divide the class into groups of three and give each group
■ Give each student a copy of the worksheet. Individually, a copy of the worksheet.
they read each statement and write a few words in
■ Tell the students that there are two different stories about
response to each one. They should not write complete
sentences or show their worksheet to any other student. intelligent animals on the worksheet, but the stories are
mixed up. Ask them to decide which story each section
■ Divide the class into pairs. Explain how the activity works:
comes from (Story A or B) and then number the sections
one student in each pair should read out an answer
in the correct order to make a logical story, i.e. A1, A2, A3,
randomly, e.g. sleeping, and his/her partner must try to
B1, B2, B3, etc.
guess which statement that answer relates to without
looking at the worksheet, e.g. Is it an activity you’ll be ■ Next ask the students to complete the stories by
doing at 9 pm tonight? If he/she guesses correctly and inserting the appropriate article, a, an, the or – (no
uses the correct future form, he/she scores two points. If article) where necessary.
the future form is not correct, he/she gets just one point ■ Check the answers with the class. Award five points for
for guessing the right statement. each story which was ordered correctly and an extra point
■ Students then take turns to read out their answers for each correct article. The group with the most points is
randomly and guess which statement each one relates the winner.
to. The student with the most points at the end of the
activity is the winner.  Option

 Extension If there is enough time, cut the worksheet into sections so

that students can physically re-order them.
Put the students into teams of four or five and read out your
own answer to one of the statements. The first team to raise  Extension
their hands can ask a question to guess which statement
your answer relates to. Award two points to each team which Ask students to research other animal stories on the Internet
guesses correctly and uses the correct future form. Give one and report back in the next lesson.
point for correct guesses with incorrect grammar. The team Answers
with the most points at the end of the activity wins.
B3 1 the  2 the
A5 3 the  4 a
A1 5 a  6 –  7 the  8 a  9 –
A6 10 the  11 the  12 the
B6 13 the  14 the
A3 15 the  16 the  17 a  18 The  19 the
B8 20 The  21 the  22 the  23 the
B2 24 A  25 a
A2 26 a  27 a
B1 28  –  29 the  30 the  31 a  32 a
A7 33 the  34 the  35 the
B7 36 an  37 –  38 the
A4 39 The  40 the  41 the
B5 42 The  43 the  44 the  45 a  46 the
A8 47 The  48 –  49 a 50 an
B4 51 a  52 the  53  the

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Grammar communication teacher’s notes B2

Unit 5 Unit 6
On the money On one condition
Activity:  Running dictation and sentence transformation Activity:  Sentence completion board game in small groups
in pairs Language:  Zero, first and second conditionals
Language:  Modal verbs of obligation, prohibition and To use: After Student’s Book, page 72
advice – present and past Preparation:  Make one copy of the worksheet for each
To use:  After Student’s Book, page 61 group of three/four. Each group will also need a dice
Preparation:  Make one copy of the worksheet for each and three/four counters.
pair. Remove the bottom section (Word options) from
each worksheet.
 Procedure
■ Divide the class into groups of three or four. Give each
 Procedure
group a copy of the worksheet, a dice and counters. Then
■ Divide the class into pairs and give each pair a copy explain the rules of the game.
of the top section of the worksheet (Sentences). Give
students a couple of minutes to read the sentences.  Rules
■ Place a copy of the bottom section of the worksheet 1. P lace your counters on the square marked START and
(Word options) on each wall of the classroom (or for throw the dice.
smaller classes, just place one on one wall, or in the 2. The first player to throw a six starts the game.
corridor outside the classroom).
3. The first player throws the dice and moves their counter
■ Explain that students should complete the second along the board according to the number on the dice.
sentence so it has a similar meaning to the first sentence 4. The player has to complete the sentence they land on,
using the word options you have placed on the making it a true and grammatically correct conditional
classroom walls. sentence. They have 60 seconds to do this.
■ Tell students they should race against the other pairs to 5. If the player is unable to form a grammatically correct
complete their sentences as quickly as possible. When sentence, they must return to their previous position
you say Start, one student in each pair runs to a copy on the board. If there are any disagreements, then the
of word options and memorises all five words on line A. teacher’s word is final.
They then return to their partner and say the words. The 6. Players take turns to move around the board, forming
other student writes the words down in the places in the true and correct conditional sentences.
sentences where he/she thinks they should go. Point out 7. The first player to reach the FINISH square is the winner.
that each word could go in any gap in any sentence and
Example answers
that contractions should only fill one gap, not two.
1 go jogging.  2 ’ll go to the park.  3 ’ll visit my cousin  
■ Students then swap places and the second student runs 4 he/she is bored.  6 ’d go shopping in the city.
to the wall and memorises the options on line B for their 7 you damage your eyes.  8 I can go out with my friends.  
partner to write in the correct gaps on the worksheet. 9 I passed my English exam.  10 ’ll buy some new trainers  
■ The pairs continue to take turns to memorise the words 11 ’d watch a comedy.  12 tidy my room … tell me to.  
and write them on the worksheet until all the sentences 13 let me watch my favourite TV programme.  
are complete. The first pair to complete the sentences 15 they ate less junk food.  16 I’m not tired.  
correctly wins the game. 17 ’d get a dog.  18 go to a strange place at night, I got lost.  
19 wakes me up too early  20 ’d be a doctor.  
 Option 21 ’ll go to the cinema.  22 do some exercise every day  
23 I don’t drink enough water.  25 fell over in the street  
You can also read out one line of words at a time and give 26 ’d travel around the world.  27 we have a
the students a minute or two to write them in the correct test tomorrow.
gaps. Alternatively, make a copy of the Word options for
each group of four and cut each one in half (A–D and E–H).
Ask students to work with another pair and give one half of
the word options to each pair. The pairs take turns to dictate
the words in each line to each other and write the words in
the correct gaps.
Answers
1 You’d better speak  2 shouldn’t have spent  
3 I’m not allowed to have  4 need to travel to 
5 don’t have to pay  6 had to send, couldn’t get  
7 ought to have saved  8  needn’t have taken, didn’t have
to pay  9 You mustn’t buy   10 didn’t need/have to give

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Grammar communication teacher’s notes B2

Unit 7 Unit 8
Party plans Passive pairs
Activity:  Mingling activity in groups of ten and memory Activity:  Pelmanism and sentence transformation game in
game in pairs groups of three
Language:  Reported speech Language:  The passive; the passive with say, know,
To use:  After Student’s Book, page 91 believe, etc.
Preparation:  Make one copy of the worksheet for each To use:  After Student’s Book, page 103
pair. Keep the top half of each worksheet. Cut out Preparation:  Make one copy of the worksheet for each
enough of the cards on the bottom half so there is one group of three. Cut out the cards and keep the 12
card for each student. shaded/numbered cards and the 12 white/lettered cards
in two separate piles.

 Procedure
 Procedure
■ Divide the class into groups of ten students, and give one
■ Divide the class into groups of three and give each
set of cards to each group. If there are fewer than ten
students per group, remove a few cards from each set so group a set of 12 numbered cards and 12 lettered cards.
there is exactly one card per student. Students spread the cards out on the table in front of
them in two groups (numbered cards in one group and
■ Ask each student to take a card and memorise the sentence lettered cards in another group), face down.
on their card. Then collect the cards from the students.
■ Tell the students that there are 12 pairs of sentences on
■ Explain that each group is organising a class party and the cards that they must match.
each student should say the sentence that was on their
■ One student starts by turning over one card from each
card. They should listen carefully to what the other
students say and try to remember everything. They are group. If the sentences on the two cards match, he/
not allowed to take notes. she keeps the pair of cards and completes the passive
sentence on the white card so that both sentences have
■ After eight to ten minutes, ask the students to work with the same meaning. Contractions (e.g. wasn’t) count
a partner from their group and give each pair a copy of as one word. If the sentences on the two cards don’t
the top half of the worksheet. match, he/she replaces them in exactly the same place
■ In their pairs, the students complete the sentences on the table.
from memory, by writing the appropriate student’s ■ The next player then does the same, and play continues
name in the first gap and completing the sentence until all the cards have been matched.
with the appropriate information and correct reported
■ Check the answers with the class and ask students to
speech structure.
count the number of correct pairs they collected. The
■ Elicit the correct answers from each group. Each pair gets students can only count a pair where the sentence has
one point for the correct student’s name and one point been completed accurately.
for a grammatically and factually correct sentence.
■ The student with the most correct pairs in each
■ The pair in each group with the most points wins the game. group wins.
Answers Answers
1 (Student name) congratulated everyone/us on organising 1 E, being shown
a great party.  
2 F, is said
2 (Student name) refused to dance at the party.  
3 D, is sometimes caused
3 (Student name) apologised for missing the party.
4 C, wasn’t known
4 (Student name) warned everyone/me/us not to be late.
5 I, to be told
5 (Student name) agreed to be the DJ.  
6 A, are thought to be
6 (Student name) suggested having a theme for the party.  
7 K, can’t be predicted
7 (Student name) promised to make the room look nice.  
8 B, has been hit
8 (Student name) asked everyone/us to pay €5 each for
9 L, was given a prize
the food.  
10 H, was believed by
9 (Student name) reminded everyone/me/us to bring their/
11 G, might have been discovered
my/our own drinks.  
12 J, will be developed
10 (Student name) admitted forgetting to ask the
headteacher for permission.

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Grammar communication teacher’s notes B2

Unit 9 Unit 10
Invention or no invention? Inverted crossword
Activity:  Gap-fill and quiz in pairs Activity:  Sentence transformation and crossword in pairs
Language:  Defining and non-defining relative clauses Language:  Inversion
To use:  After Student’s Book, page 113 To use:  After Student’s Book, page 125
Preparation:  Make one copy of the worksheet for each pair. Preparation:  Make one copy of the worksheet for each pair.

 Procedure  Procedure
■ Divide the class into pairs and give each pair a ■ Divide the class into pairs and give one worksheet to
worksheet. each pair.
■ Ask students to read about each invention and to ■ Students read the first sentence in each clue and
complete the sentences with appropriate relative complete the second sentence so it has a similar
pronouns. meaning, using the word in capitals.
■ When they have finished, ask students to decide whether ■ They then write the words, without spaces or
they think each invention is real (R) or fake (F) and to apostrophes for contractions, in the crossword grid.
write R or F in the boxes. Tell them that eight inventions ■ When the students have completed the crossword, they
are real and four are fake.
take the letters in the shaded squares and unjumble
■ Check the answers with the whole class. Award one point them to form a phrase. If students need a clue, tell
for each correct pronoun and one point for correctly them the phrase describes something found in a news
guessing if the invention is real or fake. programme.
■ The pair with the most points wins. ■ The first pair to finish the crossword and work out the
hidden phrase wins.
 Extension Answers
Ask the students to work in groups of four and think of as Across: 1 was to turn to   3 hadn’t forgotten  
many silly inventions as possible in five minutes. Each group 6 hadn’t bought  7  were about to eat dinner  
should then present one of their ideas to the class, which then 8  it wouldn’t be   9  would be able to
votes for the best silly invention. Down: 1 was meeting journalists   2  would have
driven  4  was going to come   5  If he had been able
Answers The hidden phrase is weather forecast
1 when, which (R)  2 which/that, whose (R – it’s the
television! It was called seeing by wireless before it was
named television.)  3 who/that, which, when (R)  
4 who/that, which/that, where (F)  5 where, which (R)  
6 why, which, when (F)  7 which, which/that, (R)  
8 where, which/that, when (R)  9 which, when, where (F)  
10  where, which (R)  11 when, why, whose (R)  
12  which/that, which (R)

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