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9.9 Debatea. Choose, or have students choose, an issue wherethere are two opposing opinions, e.g.- students should have to wear uniforms(versus students should not have to wear uniforms)- smoking should be illegal (versus smoking should not be illegal)- modernisation is more important than tradition(versus tradition is more important than modernisation)Purpose: students think of, deliverand oppose argumentsPracticalities: this may take an entirelesson, or more than one lesson, forstudents to prepareb. Divide the class into two groups. Half the class will argue the affirmative (for the main idea)and the other half will argue the negative (against the main idea).c. Divide the affirmatives and negatives into groups of three. Each group of three spends sometime preparing their argument - they need to list all the main ideas and examples supportingtheir argument. They also decide who will speak first, second and last.d. The first member of the affirmative team speaks for two minutes. After this, give the teams aminute or two to discuss ways to argue against the points made.e. The first member of the negative team speaks for two minutes. They also include theirarguments against the points made by the affirmative team. After this, give the teams a minuteor two to discuss ways to argue against the points made.e. Repeat this for the second, and then the third, members of both teams.f. Have the class vote for the winning team - the team which makes the best argument.I disagree with her point about uniforms making studentslook tidy. Many students wear their uniforms badly, or don’t repair them, the same asany other clothing. In addition, poor families might have difficulty paying money fornew, clean uniforms. If they can wear other clothes, it is easier to...There are many other ways to do debates - a different number of people per side, allowing alonger or shorter time to discuss or speak, etc. Look at www.idebate.<strong>org</strong> for ideas.9.10 Show and Tella. Each student prepares a short talk on a topicthey are interested in. They can bring items todemonstrate their topic, if appropriate.b. In turn, students give their talk. Encourage otherstudents to ask them questions about their topic.This works best if two students give their talk at the start of each class.Purpose: students give a preparedspeech on a topic of their choicePracticalities: students need to hearthe speakerPreparation: make a timetable ofstudents to do this, so students knowin advance when it is their turnPage 30
9.11 Prompt Cardsa. Prepare sets of prompt cards - enough for 8-15cards per group. The cards should have the maintopic and a few suggestions about what to say:Talk about your favourite placeWhere is it?When did you discover it?What do you like about it?When did you last go there?Purpose: students talk freely aboutfamiliar topicsPracticalities: set up two long tableswhere students can move around theseats (see diagram below)Preparation: prepare 8-15 cardsper groupb. Set up tables so that students can sit facing each other inpairs, with the prompt cards between each pair of students.c. Each pair takes turns to talk for 30 seconds (or 45 seconds,or one minute) about the topic on the card.d. Students move clockwise to the next seat, and repeat theactivity.You can also do this as a mingle (students talk in pairs, swapcards and find another partner), or in groups around desks (with a fullset of prompt cards for each group).9.12 Chain Storya. Give the students the first sentence of a story, e.g.There was an old man who lived alone.b. The first student gives the next sentence in the story, e.g.His family had all left him, but he had about twenty cats.c. The second student continues the story. Students take turns saying a sentence of the story.With a large class, do this in groups.Purpose: students take turns to tell apart of a storyPracticalities: class discussion9.13 Impromptu Speechesa. Prepare a list of topics. You might like to get eachstudent to write a topic on a piece of paper and putit into a box or bag. Have a student select a pieceof paper from the bag.b. Allow the student a minute to think of ideas.c. The student talks for a minute on that topic.Higher level students can talk for two minutes.Purpose: students make a shortspeech on an unprepared topicPracticalities: this is a good activityto have two or three students do atthe start of every lessonPreparation: prepare a list of topicsfor students to select fromPage 31
Page 5: Skills-focused ActivitiesThere are
Page 13: 4.5 Match Pictures to Paragraphsa.
Page 17 and 18: 5.4 Summarisea. Students write brie
Page 19 and 20: Listening ActivitiesPresenting a Li
Page 22 and 23: 6.7 Pair Dictationa. Students work
Page 24 and 25: Writing ActivitiesThis section has
Page 26 and 27: 8.4 Add Punctuationa. Give each stu
Page 28: 8.9 Information TransferThis is a v
Page 31 and 32: 9. Speaking Activities - from Contr
Page 33: 9.6 Speech with Mistakesa. Students
Page 37 and 38: 10. Post-task ActivitiesThese activ
Page 39 and 40: 10.6 Roleplaya. Give students a sit
Page 41 and 42: Focus on Vocabulary11. Vocabulary P
Page 43 and 44: 11.3 Thingy Saysa. Stand in front o
Page 45 and 46: 11.7 Vocabulary Cardsa. Students de
Page 47 and 48: 11.11 Communicative Crosswordsa. Ch
Page 49: Focus on Grammar12. Grammar Practic
Page 52 and 53: 12.7 Mill Drilla. Make small cards
Page 54: 12.11 ‘Who Am I?’ Minglea. Each
Page 57 and 58: 13.3 Multiple Answersa. Write a yes
Page 59 and 60: Appendix 1: Adapting ActivitiesTher
Page 61 and 62: B. Organising Pairs and GroupsMany
Page 63 and 64: 3. Teacher corrects laterAnother op
Page 65 and 66: Function (n): The purpose of using

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