Photocopiable activities: teacher’s notes
1A Word grammar
When to use
Before the beginning of the module or after
Academic vocabulary 1 (CB p. 10)
Aim
To check students’ understanding of some
metalanguage and/or the terminology that they may
find in dictionaries
Time
30 minutes
Activity type
Pairwork
Preparation
Make one copy of both pages of the worksheet for
each pair of students.
Procedure
1 Divide the class into two groups. Give each
student in the first group the worksheet for Student
A and each student in the second group the
worksheet for Student B.
2 Divide students into pairs within their groups and
ask them to match the examples 1–11 from the
sentences to one of the items a–k. If they are not
sure what some of the terms mean, they should
use the example in brackets to help them or they
can ask you.
3 When students have finished the matching, ask
them to change partners so that each student from
Group A is now working with a student from
Group B. Ask them to check their answers
together. They will find that the items they found
are the ones already given as examples on their
partner’s worksheet.
Follow-up
Check students’ understanding of the 11 terms and
ask them to find any further examples from the
sentences (for some items, the sentences contain no
further examples).
Student A:
1 g 2 i 3 h 4 d 5 k 6 e 7 b 8 f 9 a 10 j 11 c
Student B:
1i 2a 3d 4 b 5 c 6 f 7 k 8 j 9 h 10 g 11 e
EXPERT PTEA B2 Photocopiable activities: teacher’s notes
1B Number prefixes
When to use
After Academic vocabulary 1 (CB p. 10)
Aim
To revise and extend knowledge of number prefixes
and give practice in inferring the meanings of words
Time
15 minutes
Activity type
Pairwork
Preparation
Make one copy of the worksheet for each pair of
students and cut into two sections.
Procedure
1 Divide the class into pairs. In each pair, give one
student the worksheet for Student A and the other
the worksheet for Student B.
2 Students look at the number prefixes in the first
box. These are the same for both students, so
they should decide together what each one
means, checking back in the coursebook or with
you if necessary.
3 Students look separately at the word endings in
the second box (these are different for A and B)
and then take it in turns to read definitions 1–9 to
each other. On hearing each definition, the other
student should try to supply the correct word by
putting together a prefix from the first box with an
ending from the second. Encourage students to
guess if they do not know. Students should keep a
tally of how many correct answers their partner
gives. At the end, the one with the most correct
answers is the winner.
Follow-up
At the end of the activity, you may wish to check the
pronunciation of some of the words, and especially
draw attention to the fact that the prefix tri- can
have two different pronunciations (e.g. as in triangle
and trilogy).
Answers are supplied on the worksheet.
182
1C Matching time phrases
When to use
After Language development 2 (CB p. 16)
Aim
To revise and practise use of present, past and
present perfect tenses
Time
15 minutes
Activity type
Pairwork
Preparation
Make one copy of the worksheet for each pair of
students and cut into two sets of cards.
Procedure
1 Divide the class into pairs and give a set of time
phrase cards and a set of sentences to each. They
should place them in two separate groups face
down on the table.
2 Student A picks up one of the sentences and
reads it to his/her partner. Student B then picks up
a time phrase card. If the time phrase can be used
in the sentence, he/she keeps the two cards. Note
that the sentence must be grammatically correct
and also give a possible meaning (e.g. The IT
department closed down in the Iron Age is not
allowed, even though grammatically correct, as the
meaning is not possible). If the sentence and the
phrase do not match, students replace them face
down in the original place. Student B then picks a
sentence to read to his/her partner and Student A
tries to pick up a time phrase that will match. The
number of matches will increase as the activity
goes on as students remember where the different
phrases are. If they are unsure whether a
particular time phrase matches the sentence or
not, they can refer to you to decide.
3 The activity ends when students have picked up all
the possible matches (depending on the matches
they make, there may be one or two phrases left
over at the end). The student who has collected
the most pairs is the winner.
Follow-up
Take a sentence from the list (e.g. We run a study
skills course.) and call out different time phrases. Ask
students to change the tense in the given sentence
so that it can be correctly used with that time phrase.
This could be done orally or in writing.
EXPERT PTEA B2 Photocopiable activities: teacher’s notes
(Possible matches)
• I’m currently writing my assignment./I’m writing
my assignment at the moment.
• The Hittite language died out in the Iron
Age/many years ago.
• Attitudes towards non-standard grammar are
currently changing./Attitudes towards non-
standard grammar are changing at the moment/
nowadays.
• We hardly ever run a study skills course./We run
a study skills course every term.
• I’ve met up with my supervisor recently/twice so
far/ every term.
• I have given this presentation twice so far/every
term.
• I’ve known my test result since Friday.
• He married a Japanese girl last year/many years
ago.
• The IT department closed down last year/many
years ago.
• The lecturers are currently having coffee in the
canteen./The lecturers are having coffee in the
canteen at the moment.
• More people have started studying Chinese
nowadays/recently.
• They have not published the results of the survey
yet/recently/at the moment.
2A Re-ordering paragraphs (1)
When to use
After Reading 1 (CB p. 24) or Reading 2 (CB p. 34)
Aim
To provide further practice in re-ordering paragraphs
and raise awareness of the use of pronouns and
referencing devices
Time
20 minutes
Activity type
Pairwork
Preparation
Make one copy of the worksheet for each pair of
students and cut into two sections.
Procedure
1 Divide the class into pairs and give each pair the
sentences for either paragraph A or paragraph B
(so that each pair receives the sentences for one
paragraph). Ask them to re-arrange the sentences
in the most logical order to create a paragraph.
However, warn them that the paragraph is only
183
 five sentences long, so there are two sentences
which they will not use.
2 When pairs have finished re-ordering their
paragraph, ask pairs who ordered paragraph A to
join up with a pair who ordered paragraph B and
check each other’s answers.
3 Now tell students that the sentences they did not
use also form a four-sentence paragraph. Ask
them to work together in groups of four to put this
paragraph in the correct order.
Follow-up
Ask students for some examples of how the pronouns
and referencing devices helped them to re-order the
paragraphs (e.g. in paragraph A: the times ... become
later. This trend ... . These delayed sleep times ...).
The sentences are given in the correct order on the
worksheet (first five sentences in each text). Order
of third additional paragraph:
Several studies have been carried out which show
that our sleep patterns change according to the
season. Most of this research suggests that the
best time of the year for good quality sleep is the
autumn. This is because, in common with other
animals, humans feel the need to slow down as the
days gradually shorten after a busy summer. At the
same time, there are still enough daylight hours to
ward off Seasonal Affective Disorder, which can
cause depression and insomnia.
2B Correcting conditionals
When to use
After Language development 2 (CB p. 32)
Aim
To revise both real and hypothetical conditionals and
conditionals with a variety of conjunctions
Time
30–40 minutes
Activity type
Pairwork
Preparation
Make one copy of the worksheet for each pair of
students. Students will also need a coin to spin
and counters.
Procedure
1 Divide the class into pairs and give one copy of the
grid to each pair. They also need a counter each
and a coin to spin. Tell them that some of the
EXPERT PTEA B2 Photocopiable activities: teacher’s notes
conditional sentences on the grid are correct but
others are wrong.
2 Students take it in turns to spin a coin. If it is
heads, they move one square and if it is tails, they
move two. Every time they land on a square, they
look at the conditional sentence and decide if it is
right or wrong. If it is wrong, they should write the
correct version (or at least the clause that needs
correcting) on another piece of paper and initial
the square. The game finishes when the first
student lands on the ‘Finish’ square.
3 At the end, students should check their answers
with you. The student in each pair who has
corrected the highest number of conditionals is
the winner.
Follow-up
Give students some personalised sentence frames
based on some of the sentences in the grid, e.g.
Whenever I ..., I ... . I would never ... even if ... .
If I ..., would you ...? I may consider ... if ... .
I would never ... if I had known ... .
Ask them to complete the sentences and then read
them to each other in pairs.
1 correct 2 Whenever I feel ... 3 correct 4 correct
5 Unless visitors wash ... 6 ... if I had known ...
7 correct 8 ... you paid me! 9 correct 10 ... the
body shows/will show ... 11 If you spend ...
12 correct 13 ... he sees/has seen ... 14 correct
15 correct 16 ... I would/might consider ...
17 correct 18 ... it is used ... 19 ... people would/
might be more likely ... 20 ... would have been
held ... 21 correct 22 correct
2C Verb patterns
When to use
After Language development 2 (CB p. 32)
Aim
To provide practice with verb patterns, contrasting
verbs + infinitive with to with verbs + from + gerund
Time
15 minutes
Activity type
Pairwork
Preparation
Make one copy of the worksheet for each pair of
students and cut into two sections.
184
Procedure
1 Point out to students that as a general rule, verbs
which refer to making an action happen such as
allow or force are followed by an infinitive with to,
whereas verbs which refer to stopping an action or
making it difficult are often followed by from +
gerund. Demonstrate with two example sentences
(e.g. Daydreaming allows people to stay in touch
with their creative self. Lack of sleep can prevent
people from working efficiently).
2 Divide the class into pairs. In each pair, give one
student the worksheet for Student A and the other
the worksheet for Student B. Tell them to work in
pairs to complete the sentences using the phrases
in the box. However, they will not be able to
complete all of the sentences correctly and there
will be some phrases left in the box that they
cannot use.
3 Pairs should be able to complete six of the
sentences on their worksheet. When they have
done as much as they can, ask them to work
together with another pair. In turns, one pair reads
out the remaining phrases from their box. The
other pair choose the correct alternatives from
these to complete their two remaining sentences.
(Note that there will still be three phrases in each
box which are not used anywhere).
Follow-up
Ask students to choose three or four of the verbs
used in the gapped sentences and write their own
example sentences for them.
Student A
1 from taking up 2 to study 3 people to live
4 to match 5 to rid 6 people from smoking
7 people from spending 8 people to work
Student B
1 to change 2 people from gaining 3 people to
take up 4 people to buy 5 people to make
6 people from bringing 7 people from using
8 to hire
3A Synonyms crossword
When to use
After Academic vocabulary 1 (CB p. 42)
Aim
To revise and extend knowledge of formal or more
academic synonyms
Time
15 minutes
EXPERT PTEA B2 Photocopiable activities: teacher’s notes
Activity type
Pairwork or small group activity
Preparation
Make one copy of the worksheet for each student.
Procedure
1 Divide the class into pairs or groups of three and
give each pair/group a copy of the worksheet.
2 Explain to students that they need to think of a
one-word synonym for the meaning currently
expressed with the two-word verb in bold in each
sentence. Most of these appear in Reading 1 or
Academic vocabulary 1 in this module. Point out
that they will need to use the same tense/verb
form in the crossword as is used in the sentence.
3 Working in their pairs or groups, students decide
what the synonyms are and write them in the
crossword grid.
4 A variation on this would be to make the activity
more communicative by giving one student in each
pair the clues down and the other student the
clues across. They then read the sentences to
each other and decide on a verb which could be a
synonym for the verb in the sentence they heard.
Follow-up
Ask students to comment on some of the changes
that have happened or are happening to the
buildings in their town, or equipment in their place of
work or study, using some of the two-word verbs or
their one-word synonyms from the crossword.
Down
1 proposed 2 resume 3 assemble 6 dismantle
10 erected
Across
4 demolish 5 converted 7 installed 8 counteract
9 collapsed
3B Mysterious monuments
When to use
After Language development 1 (CB p. 45)
Aim
To revise and practise using modals of possibility
and deduction, especially with past infinitives
Time
30 minutes
Activity type
Pairwork
185
Preparation
Make one copy of both pages of the worksheet for
each pair of students.
Procedure
1 Divide the class into pairs. In each pair, give one
student the worksheet for Student A and the other
the worksheet for Student B.
2 Ask students to work individually first and read the
two texts about the monuments. They then
complete the six sentences at the bottom using
modal verbs of deduction. You may wish to
pre-teach some vocabulary before asking them to
do this. For Student A, possible items could be:
dwelling, fuel, seaweed, to flee/fled, windmill. For
Student B, possible items could be: mortar,
leverage, gravity, smallpox.
3 When they have completed the sentences, ask
students to use the space underneath to add notes
on any further main points in the texts.
4 Students work in pairs to tell each other about the
monuments they read about. They should not look
at the texts at this point but use just the sentences
they completed and any further notes they made.
Follow-up
Ask students which of the four monuments they
would most like to visit and why.
(Example answers)
Student A
Skara Brae: 1 must have used 2 might have been
3 might have been used 4 may have grown
5 may have abandoned 6 might have threatened
The Newport Tower: 1 might have been designed
2 might have been used 3 could be 4 may be
5 might have arrived, could have built
Student B
Coral Castle: 1 might have meant 2 may have
had 3 must have had 4 might have studied
5 can’t have discovered 6 must have been joking
Machu Picchu: 1 can’t have known 2 might have
died 3 must have known 4 might have been
5 might have been used 6 must have taken
3C Alternatives to reporting verbs
When to use
After Academic vocabulary 2 (CB p. 49)
Aim
To review and extend students’ knowledge of
collocations used as alternatives to reporting verbs
EXPERT PTEA B2 Photocopiable activities: teacher’s notes
Time
20–30 minutes
Activity type
Pairwork
Preparation
Make one copy of both pages of the worksheet for
each pair of students.
Procedure
1 Divide the class into pairs. For the first part of the
activity, give both students in a pair the same
worksheet, either for Student A or for Student B,
and ask them to work together. Tell them that for
five of the sentences, they need to write another
sentence using the word in capitals, without
changing the meaning of the given sentence. For
the remaining five transformed sentences, they
just need to supply the missing verb.
2 When students have finished, ask them to swap
partners so that they work with someone who had
the other worksheet. They read out their
transformed sentences to each other. They will
find that the words in capitals for the
transformations are the words that their partner
should have supplied in the gapfills, and that the
gapped sentences are the answers to the five
transformation questions.
Follow-up
If possible, provide students with some English
language newspapers and magazines. Ask them to
skim-read some of the articles and report some of
the quotes that they find, using some of the reporting
phrases from the activity.
Answers are supplied on the worksheet.
4A In, on and by
When to use
After the work on prepositional phrases in Language
development 1 (CB p. 61)
Aim
To review and extend the work on prepositional
phrases
Time
15–20 minutes
Activity type
Individual work, then groupwork
186
Preparation
Make one copy of the worksheet for each group of
three students and cut into three sections.
Procedure
1 Give each student a copy of the worksheet either
for Student A, B or C. First, ask them to work
individually to supply the correct preposition, in, on
or by, for each sentence. Most of these phrases
are presented in Language development 1.
2 When students have completed the five
sentences, put them in groups of three, so that
each student in each group has worked on a
different set of sentences. Tell them that out of the
15 sentences, five need the preposition in, five
need on and five need by. They should compare
their sentences and check how many times each
preposition has been used in total. If the total is
not five for each, then they know that they need to
make some changes to their answers.
3 Give students time to make any adjustments as
necessary. At this stage, you may wish to allow
them to look back at Language development 1 or
check the phrases in a dictionary. Finally, go over
the answers with the class.
Follow-up
Ask students to turn over the sheet with the gapped
sentences. Then call out some of the nouns from the
prepositional phrases (e.g. mistake, chance, the long
run) and ask students to supply the correct
preposition. Alternatively, students could write each
of the three prepositions on a piece of paper and
hold up the correct one in each case.
Student A 1 in 2 in 3 by 4 on 5 on
Student B 1 by 2 in 3 on 4 by 5 on
Student C 1 in 2 on 3 by 4 by 5 in
4B Matching consequences
When to use
After Language development 2 (CB p. 64)
Aim
To review and extend the work on discourse markers
of consequence
Time
20–25 minutes
Activity type
Groupwork
EXPERT PTEA B2 Photocopiable activities: teacher’s notes
Preparation
Make one copy of the worksheet for each group of
three or four students and cut into cards.
Procedure
1 Divide the class into groups of three or four and
give each group a set of cards.
2 Students work together to match each sentence
beginning with the correct ending/consequence.
Warn them that sometimes the first statement and
its consequence are in the same sentence and
sometimes they are in two separate sentences.
This means they will have to pay attention to the
punctuation and the discourse marker used. In
addition, tell students that there are two
beginnings and two consequences which they
will not use.
3 When groups have matched as many as they
can, ask them to stand up and look at how other
groups have matched them, to check that they
are the same.
4 Finally, check the answers with the whole class.
Follow-up
Ask students in their groups to write beginnings or
consequences for the four remaining cards, which
they can then read out to the whole class or compare
with another group.
The sentence halves are matched correctly prior to
cutting. The four with no match are the final four on
the grid.
4C Word swap
When to use
At the end of the module, as vocabulary revision
Aim
To review collocations and other lexical items
presented in the module
Time
20 minutes
Activity type
Pairwork
Preparation
Make one copy of the worksheet for each pair of
students and cut into two sections.
187
Procedure
1 Divide the class into pairs. In each pair, give one
student the worksheet for Student A and the other
the worksheet for Student B. Tell them that each of
their sentences contains a word which is incorrect
in meaning or forms an incorrect collocation. Ask
them to work individually first to read each
sentence and underline the word they think is
incorrect.
2 Now explain to students that their partner has the
words that they need to make the sentences
correct. They will therefore need to swap the
incorrect words. Ask them to take it in turns to read
their sentences to each other. They should tell
their partner which word they think is incorrect
and, if they can, make some suggestions as to
what it should be. Their partner should scan
his/her sentences to find the word which will
correct his/her partner’s sentence and which can
be swapped for his/her partner’s incorrect word.
3 The first pair to correctly swap all of their words
are the winners. Finally, check answers and go
over any new words or expressions with the
whole class.
Follow-up
Ask students to choose some of the collocations from
the sentences they have now corrected (e.g. vast
majority, urgent need, raise awareness) and write
their own example sentences for each one.
The correct swaps are:
1 site ↔ c mall
2 make ↔ f create
3 influencing ↔ i building
4 production ↔ l product
5 take ↔ h bear
6 urgent ↔ b compelling
7 overwhelming ↔ e extensive
8 institutions ↔ j corporations
9 raise ↔ a arouse
10 thought ↔ k wonder
11 tip ↔ g top
12 space ↔ d gap
5A Prefixes
When to use
After Academic vocabulary 1 (CB p. 74)
Aim
To review and extend the work on prefixes
Time
20 minutes
EXPERT PTEA B2 Photocopiable activities: teacher’s notes
Activity type
Pairwork
Preparation
Make one copy of the worksheet for each pair of
students and cut into two sections.
Procedure
1 Divide the class into pairs. In each pair, give one
student the worksheet for Student A and the other
the worksheet for Student B.
2 Ask students to read through the sentences and
complete the ones with gaps with a word made by
adding a prefix to one of the words in the box.
Most of the items here are included in Academic
vocabulary 1.
3 When they have finished, Student A reads
sentences 1–6 to Student B, inserting what he/she
thinks is the correct word. Student B checks
against the completed sentences to see if the word
is the same. At the end, he/she should tell his/her
partner how many were correct but not which
ones, and allow Student A to try again. After this,
he/she tells Student A the correct answers and
his/her final score.
4 Students then follow the same procedure, with
Student B reading out sentences 7–12 and
inserting the words, and Student A checking the
answers and giving the score.
Follow-up
Ask students some quiz questions using some of the
words containing prefixes from the activity. Here are
some example questions: Name an area of the world
which has suffered from deforestation. Name an
animal which has been re-introduced into the wild.
Name two effects that sub-zero temperatures can
have on the human body. Name an area of the world
which has suffered from depopulation. Name another
bird in which immature specimens are a different
colour from mature ones. (swans)
Answers for Student A are on Student B’s
worksheet and vice versa.
5B Geography quiz
When to use
After Language development 1 (CB p. 77)
Aim
To review the use of the definite and zero article with
geographical names
188
Time
30–40 minutes
Activity type
Pairwork
Preparation
Make one copy of the worksheet for each student or
pair of students.
Procedure
1 Ask students to work in pairs to decide which of
the geographical names in the box need the
definite article in front of them. Allow them to look
back at page 77 of the CB if necessary.
2 Go through the answers and then ask pairs to
decide which of the names in the box are the
correct answers to questions 1–8. You could make
this a competition to see which pair gets the most
correct answers or, if you have internet access,
pairs could check any answers they do not know
online or using their mobile phones.
3 Ask pairs to work together to write six more quiz
questions, using the beginnings in the shaded box.
They could do this just by using their general
knowledge or you could allow them to search for
interesting facts and questions online.
4 Finally, each pair joins up with another pair and
they ask each other their questions. The pair who
manage to answer the most correct questions are
the winners.
Follow-up
Ask the groups to report back and tell the class the
most interesting geographical fact that they learnt
from this activity.
the Atlantic Ocean, the Canary Islands, Christmas
Island, Easter Island, the Huang He (Yellow River),
the Indian Ocean, Lake Michigan, Lake Superior,
the Maldives, Mercury, Mount Kenya, Mount
Kilimanjaro, the Ross Sea, the Tasman Sea,
Venus, the Yangtze
1 Mount Kilimanjaro 2 the Indian Ocean
3 Mercury 4 the Tasman Sea 5 the Yangtze
6 Lake Superior 7 Easter Island 8 the Canary
Islands
EXPERT PTEA B2 Photocopiable activities: teacher’s notes
5C Noun forms
When to use
After Language development 2 (CB p. 80)
Aim
To review and extend students’ knowledge of noun
forms and provide further examples of nominalisation
in a text
Time
30 minutes
Activity type
Pairwork
Preparation
Make one copy of the worksheet for each pair of
students and cut into two sections.
Procedure
1 Divide the class into pairs. In each pair, give one
student the worksheet for Student A and the other
the worksheet for Student B. You may wish to
pre-teach glacier and glacial (although glacier has
come up in the module) and ask students what
they think meltwater is.
2 Ask students to work individually to complete the
text, using a noun formed from the word given at
the bottom of the worksheet to complete each gap.
You may want to allow them to use dictionaries for
this or allow the Student As and Student Bs to
work together in pairs.
3 Finally, students A and B read their texts to each
other and check each other’s answers. If you do
not wish them to read the texts, they can simply
compare worksheets and mark each other’s
answers. At the end, check the pronunciation of
any nouns which were unfamiliar to students
and draw attention to any changes in word stress
(e.g. accumulate/accumulation).
Follow-up
Ask students to choose some of the noun forms
from the text and brainstorm possible collocations
that can be formed with them. There are some
useful collocations already in the text that you can
point out to introduce the activity (e.g. seasonal
variation, ready availability).
Answers for Student A are on Student B’s
worksheet and vice versa.
189
6A Matching relative clauses
When to use
After Language development 1 (CB p. 93)
Aim
To review the grammar of defining and non-defining
relative clauses and reduced relative clauses
Time
30 minutes
Activity type
Pairwork and groupwork
Preparation
Make one copy of the worksheet for each pair or
group of three students and cut into cards.
Procedure
1 Divide the class into pairs or groups of three and
give each pair/group a set of cards.
2 Students work together to match each sentence
with the missing relative clause. Warn them that
there are examples of both defining and non-
defining relative clauses, so they will need to pay
attention to the punctuation in each gapped
sentence. In addition, tell students that there are
two cards which they will not use.
3 When groups have matched as many as they can,
ask them to stand up and look at how other groups
have matched them to check that they are the
same, or check answers with the whole class.
Follow-up
Ask students to look at the sentences in their pairs or
groups and choose the three sentences which they
feel are the most true. If you wish, you could also ask
them to pick out one which they feel is definitely not,
or is unlikely, to be true. They then join up with
another pair or group, compare the sentences they
chose and explain why they feel that these are true.
The sentences and clauses are matched correctly
prior to cutting. The final two clauses (that make it
easy for people to keep in touch and that is needed
in many caring professions) have no match.
Students may try to insert them in the sentences
about empathy and social networking sites; if so,
remind them that that cannot be used in non-
defining relative clauses.
EXPERT PTEA B2 Photocopiable activities: teacher’s notes
6B Emotion and personality
crossword
When to use
After Academic vocabulary 2 (CB p. 97).
Aim
To review nouns and adjectives used to describe
emotion and personality
Time
20 minutes
Activity type
Pairwork
Preparation
Make one copy of both pages of the worksheet for
each pair of students.
Procedure
1 Divide the class into pairs. In each pair, give one
student the crossword for Student A and the other
the crossword for Student B.
2 Ask students to check that they understand the
words in their grid. To do this, they can look back
at Academic vocabulary 2 in the module or you
could allow them to use dictionaries. Most of the
words on the crossword are included in Academic
vocabulary 2.
3 Tell students that they will need to define the
words on the grid to each other so that they can
complete the crossword together. You may want to
give them a few minutes to write some notes so
that they are ready with their definitions. They
should begin by telling their partner if the word
they are defining is an adjective or noun (e.g. for
sociable: It’s an adjective. It describes someone
who likes meeting other people. If a student does
not know the word being defined, as a last resort,
allow his/her partner to spell it out.
4 Finally, pairs compare their crosswords and check
their spellings.
Follow-up
Ask students to form further words from the ones in
the crossword by adding prefixes and suffixes
(e.g. creative, uncreative, creativity, inhibited,
uninhibited, inhibition).
Answers for Student A are on Student B’s
crossword grid and vice versa.
190
6C Right or wrong?
When to use
At the end of the module as a general revision
activity
Aim
To review vocabulary and grammar presented
throughout the module
Time
30 minutes
Activity type
Pairwork or groupwork
Preparation
Make one copy of the worksheet for each pair or
group of three students.
Procedure
1 Divide the class into pairs or groups of three and
give each pair/group a copy of the worksheet.
2 Explain that some of the sentences are correct
and the others contain one mistake: a grammar
mistake, a wrong preposition or a wrong word
form. They need to decide which sentences are
right and which are wrong. Also explain that they
have a total of 50 points which they must stake on
the sentences. If they put points on a wrong
sentence, they will lose them. They therefore need
to risk these points based on how certain they are
that the sentence is correct. They can divide the
points as they like but the total must add up to 50.
3 Allow students about 15 minutes to decide which
sentences are correct and where they want to risk
their points. They should write the number of
points risked in the table, and also circle Right or
Wrong for each sentence.
4 Students swap their tables with another pair/group.
Then read out the answers, without saying what
the mistakes are at this point. Students add up the
total of points correctly risked. The pair or group
who have kept the most points are the winners.
5 Finally, go through the wrong sentences on the list
and elicit corrections.
Follow-up
Ask students to comment on which of the mistakes
were easiest to identify and, conversely, if there were
any wrong sentences which they found difficult to
identify as wrong or which ‘felt right’ to them. Ask
them to suggest techniques which might help them to
avoid or spot mistakes like these when proofreading
their own writing.
EXPERT PTEA B2 Photocopiable activities: teacher’s notes
1 There is widespread agreement ... 2 Right
3 On the island of Anuta, on which/where the
study was carried out ... 4 Right 5 ... the number
of people in the UK who live alone 6 ... theories
regarding/with regard to ... 7 ... it is unsurprising
that ... 8 ... a strong inclination to bond ...
9 Right 10 ... can be attributed to ... 11 Right
12 Right
7A Re-ordering paragraphs (2)
When to use
After Reading 1 or Reading 2 (CB p. 104 or p. 114)
Aim
To provide further practice in re-ordering paragraphs
and to raise awareness of the use of pronouns, link
words and referencing devices
Time
20 minutes
Activity type
Pairwork
Preparation
Make one copy of the worksheet for each pair of
students and cut into two sets of cards.
Procedure
1 Divide the class into pairs and give each pair a
copy of the sentence cards. Do not give them the
additional phrases yet. Tell them to re-arrange the
sentences in the most logical order to create a
paragraph. Also tell them that the words and
phrases in bold all refer back to something
previously mentioned in the text, so identifying
what it is may help them with the re-ordering.
2 When pairs have finished re-ordering their
paragraph, ask them to join up with another pair
and check each other’s answers.
3 Now give out the additional phrases cards and ask
pairs to insert the phrases into their completed text
in the correct place. Tell them that there is one
additional phrase per sentence, leaving one
sentence with no additions.
4 Go over the answers with the class.
Follow-up
Ask students to give some examples of how the
pronouns and referencing devices helped them to
re-order the paragraphs. You may also want to ask
them to write out the complete text in their notes,
adding the correct punctuation.
191

(Position of the additional phrases may vary slightly
within the sentences.)
The Tasmanian tiger, a striped predator the size of
a large dog, was one of Australia’s most iconic
creatures. It became extinct in mainland Australia
over 1,000 years ago, probably because of
competition from Australia’s wild dog, the dingo.
However, it continued to thrive in Tasmania, where
dingos have always been absent. Unfortunately, the
arrival of European colonisers in the 19th century
put an end to this safe haven. The tiger was blamed
for attacks on these settlers’ sheep and so it was
ruthlessly persecuted, leading to a rapid decline in
numbers. At the same time, large areas of the
original Tasmanian woodlands, where the tiger
sheltered during the day, were destroyed to create
pasture. Attempts were made to secure protection
for the species and preserve areas of this natural
habitat but due to political difficulties they achieved
very little. Despite rumours of occasional sightings,
the tiger was officially declared extinct in the late
20th century.
7B Greek roots
When to use
After Academic vocabulary 1 (CB p. 106)
Aim
To extend the work on roots, prefixes and suffixes
Time
20–40 minutes, depending on whether you use the
follow-up idea
Activity type
Pairwork and groupwork
Preparation
Make one copy of the worksheet for Pair A for half
the pairs of students in your class and for Pair B for
the other half.
Procedure
1 Divide the class into pairs. Give half the pairs a
copy of the worksheet for Pair A and the other half
a copy of the worksheet for Pair B. Ask them to
look at Part 1 and, using their existent knowledge
and any example words they may know either in
English or their own language, match the Greek
suffixes (1–8) with the meanings (a–h).
2 Check answers and then ask pairs to answer
questions 1–8 in Part 2. They should be able to
work out the answers to questions 1–4 from the
EXPERT PTEA B2 Photocopiable activities: teacher’s notes
information given but may have to make some
guesses for the multiple-choice questions 4–8.
3 Each ‘A Pair’ now joins up with a ‘B Pair’. They
will find that the words in questions 1–4 in Part 2
of their worksheet appear in the multiple-choice
questions in their partners’ worksheet and vice
versa. They check each other’s answers to the
multiple-choice questions by sharing the
information.
Follow-up
Ask students to write four more multiple-choice
questions for their partners about other words which
use these Greek suffixes. They could use their own
general knowledge for this or search for words with
these suffixes online.
Part 1
1d 2g 3b 4a 5h 6f 7c 8e
Part 2
Pair A: 1 They eat men. 2 They love books.
3 They are afraid of the dark. 4 It has only a few
sellers. 5 B 6 C 7 A 8 A
Pair B: 1 They study fungi. 2 It is governed by
thieves. 3 You have pain in your muscles.
4 Everyone is equal under the law. 5 B 6 A
7C 8B
7C Scrambled comparatives
When to use
After Language development 2 (CB p. 112)
Aim
To review the work on comparative structures in
Language development 2.
Time
30 minutes
Activity type
Pairwork and groupwork
Preparation
Make one copy of the worksheet for each group of
four students and cut into two sections.
Procedure
1 Divide the class into pairs. Give half the pairs a
copy of the worksheet for Pair A and the other half
a copy of the worksheet for Pair B.
2 Explain that each pair has ten sentence halves,
each with a comparative structure, and that ‘A
Pairs’ have the first half of each sentence and ‘B
192
 Pairs’ the second. The words within each half have
been jumbled.
3 Students work in pairs to put the words in each of
the sentence halves in the right order. Point out
that in some of the items, the position of the
comma can help with this.
4 Students may have difficulty with some of the
items. When you feel that they have done as much
as they can, ask each ‘A Pair’ to join up with a ‘B
Pair’. They work in a group of four to put the
sentences together and correct any problems with
word order. Stronger groups could do this by
reading the sentences to each other rather than
showing them.
Follow-up
Ask students to turn over their worksheets. Read out
some of the sentence beginnings to them and ask
them to supply the endings. If you wish, you could
change some of the animals so that they have to
alter the ending (e.g. Chimpanzees can live for
considerably longer than ...).
Pair A
1 Tortoises can live for considerably longer
2 The plumage in the males of some birds/In
some birds the plumage of the males
3 While a few species may hunt during the day,
4 Unlike most members of the cat family,
5 Yaks can survive at higher altitudes
6 In contrast to wolves, which hunt in large packs
7 The more we study the behaviour of
chimpanzees
8 American alligators are not in danger of
extinction
9 Despite popular views of them as aggressive,
10 Humans have lived alongside dogs for
longer/dogs have lived alongside humans for
longer
Pair B
a bears are nearly always solitary animals.
b tigers seem to enjoy bathing in lakes and
rivers/rivers and lakes.
c the more parallels we seem to find with humans.
d differs considerably from that of the females.
e than cats, which were domesticated much later.
f whereas Chinese ones have become rare
g than cattle due to their large lungs.
h than any other land-based animal, including
humans.
i wolves are timid creatures and rarely attack
humans/wolves rarely attack humans and are
timid creatures.
j the vast majority of owls are nocturnal.
1 h 2 d 3 j 4 b 5 g 6 a 7 c 8 f 9 i 10 e
EXPERT PTEA B2 Photocopiable activities: teacher’s notes
8A Fill in the blanks
When to use
After Reading 1 (CB p. 120) or Reading 2 (CB p. 130).
Aim
To provide further practice in Fill in the blanks
exercises and in identifying the word types needed
Time
20 minutes
Activity type
Pairwork
Preparation
Make one copy of the worksheet for each pair of
students and cut into two sections.
Procedure
1 Introduce the topic of music by asking if any of the
students play a musical instrument and how easy
they think different instruments are to play.
2 Divide the class into pairs and give each pair a
copy of the first part of the worksheet. Ask them to
think of a word to fill each blank in the first part of
the text. This section focuses largely on grammar
words such as prepositions and relative pronouns.
3 Go through the answers and then ask students to
look at the second part of the text. In pairs, they
should decide which of the four possible word
types in the table at the bottom go in each blank,
and tick the correct box for each question. If you
wish, you can tell them that there are two of each.
4 Go over the answers and then ask students to
suggest a possible word for each blank.
5 Finally, give out the anagrams list. Students solve
the anagrams and insert each of the words in the
correct place.
6 Check answers with the class.
Follow-up
Point out to students that there is generally only one
possible word to fill the blanks in the first part of the
text because these blanks focus on grammar words
such as prepositions, whereas in the second part of
the text, there are other possibilities because the
missing words are ‘meaning’ words such as nouns
and adjectives. Ask them to brainstorm other
possible words to fill the blanks in the second part
of the text.
193
 4 Finally, tell students the correct answers for the
1 among 2 no 3 place 4 as 5 who 6 when
7 noun 8 gerund 9 gerund 10 adjective five sentences for round 1. If the paper was
11 main verb 12 adjective 13 main verb handed back to Player 1, then Player 1 gains one
14 noun point for each correct answer. If Player 2 made
Anagrams one or more corrections and kept the paper, then if
7 claim 8 requiring 9 practising 10 unusual all the answers are now correct, Player 2 gains all
11 consists 12 mythical 13 considered the five points. If, however, Player 2’s changes
14 challenges were incorrect or if he/she failed to spot all the
mistakes, then the paper is handed back to
Player 1 again. In this case, Player 1 gains one
8B Gerunds and infinitives round point for each correct answer, plus one extra
quiz penalty point.
5 Rounds 2 and 3 are scored in the same way. The
When to use winners are the students with the most points from
After Language development 1 (CB p. 125). the three rounds.

Aim Follow-up
To review and extend the work on gerunds and Ask students to choose two or three of the verbs
infinitives. The activity also revises some of the items from the sentences which are followed by either the
from Modules 2 and 4. gerund or infinitive and write their own example
sentences.
Time
20 minutes Round 1: 1 to visit 2 having 3 pouring
4 to show 5 faking
Activity type Round 2: 1 studying 2 controlling 3 to give
Individual work 4 to publish 5 to submit
Round 3: 1 to fetch 2 working 3 touching
Preparation 4 to gain 5 to deceive
Make one copy of the worksheet for each student
and cut into three sections. 8C Compact noun phrases
Procedure When to use
1 Tell students that they are going to take part in a After Language development 2 (CB p. 128)
quiz to test their knowledge of which verbs are
followed by the infinitive and which are followed by Aim
the gerund. Give out the papers for round 1 and To familiarise students with further varieties of noun
ask them to write their names at the top, next to phrases and provide further practice in expanding
Player 1.Then give them about one minute to compact noun phrases
complete the five sentences by putting the verbs in
brackets in the correct form. They should work Time
individually to do this and not ask each other. 15–20 minutes
2 When students have finished, ask them to pass
their paper to the person next to them, who Activity type
should write their name next to Player 2. Player 2
Pairwork
checks Player 1’s answers. If he/she thinks they
are all correct, then he/she hands the paper back Preparation
to Player 1. If, however, he/she thinks one or more
of them are wrong, he/she crosses out these Make one copy of the worksheet for each pair of
answers and writes in the correct form. In this students and cut into two sections.
case, he/she keeps the paper. If the five answers
are now correct, he/she will be able to ‘steal’ all of
Procedure
Player 1’s points. You will need to decide whether 1 Divide the class into pairs. In each pair, give one
you wish to count incorrect spellings as a mistake student the worksheet for Student A and the other
in this exercise, as well as the wrong verb form. the worksheet for Student B. Ask them to read
3 Repeat the same procedure for the sentences for quickly through the text, ignoring the blanks for
rounds 2 and 3. Do not confirm any answers yet. the moment.

EXPERT PTEA B2 Photocopiable activities: teacher’s notes 194

2 Ask students to work individually. In their text, they
should cross out all the compact noun phrases in
italics and replace each one with a more expanded
noun phrase. Tell them that this will usually involve
using a preposition but they may also use a
relative clause for one or two of them. They may
also need to add the definite article in one or
two cases.
3 Finally, in their pairs, students read their texts to
each other so that they check each other’s
answers. The italicised compact noun phrases in
Student A’s text are expressed as expanded
phrases in Student B’s text and vice versa. If you
do not wish them to read the texts, they can simply
compare worksheets and mark each other’s
answers. There may be some variation in the
expanded phrases used, so if they are in doubt
about any of their partner’s expanded phrases,
they should check with you.
Follow-up
Ask students to write three or four sentences about
their own place or field of study using some of the
compact noun phrases or expanded noun phrases
from the text.
Answers for Student A are on Student B’s
worksheet and vice versa.
9A Reading and writing word race
When to use
After Reading 1 (CB p. 136) or Reading 2 (CB p. 146)
Aim
To provide further practice in multiple-choice
blank-filling exercises, focusing on both grammar
words and collocation
Time
20 minutes
Activity type
Groupwork
Preparation
Make one copy of the worksheet for each group of
three or four students. Students will also need dice
and counters.
Procedure
1 Divide the class into groups of three or four and
give each group a copy of the worksheet.
EXPERT PTEA B2 Photocopiable activities: teacher’s notes
2 Explain that the missing words for the blanks in the
text can all be found on the word grid, along with
other words which are incorrect. Give them a
minute or so to read the text and decide what
the missing words should be. They should not tell
the others.
3 Students place their counters on the ‘Start’ square
and take it in turns to throw the dice in order to
move their counter towards the right word. They
can move vertically or horizontally, backwards or
forwards, but not diagonally. They are not allowed
to cross any other word before they reach the one
which they think is the right answer. However, they
do not need to throw the exact number on the dice
to reach the word.
4 The first student to land on what he/she believes is
the correct answer, should write his/her initials and
the number of the question in that space. Play
continues in the same way for the other blanks.
5 At the end of the game, go through the answers.
Students should give themselves one point for
each correct answer but deduct a point for each
incorrect answer. The student in each group with
the most points is the winner.
Follow-up
If you wish to work on the text further, use the oral
cloze technique. Read out the text, stopping before
some of the grammar words (e.g. been, as, to).
Without looking at the text, students should supply
the next word.
1 as 2 so 3 slowly 4 sharp 5 to 6 were
7 with 8 rough 9 overcome 10 one
9B Substitution game
When to use
After Language development 1 (CB p. 141)
Aim
To give further practice in using substitution in
sentences to avoid repetition
Time
20 minutes
Activity type
Groupwork
Preparation
Make one copy of both pages of the worksheet for
each group of three students. Cut the first page into
three sections and the second page into cards.
195
Procedure
1 Divide the class into groups of three. In each
group, give one student the list of sentences for
Round 1, which he/she should not show to the
other two. Give the other two students the cards
with the phrases for substitution. They shuffle
them and pick six each.
2 The student with the sentences begins by reading
out sentence 1. If either of the other two students
think they can replace the repeated phrase with a
word or phrase on one of their cards, they say
‘Yes!’ or ‘Snap!’, lay down the relevant card and
repeat the sentence using the phrase on that card.
The student with the sentences uses the answer in
brackets on his/her sheet to confirm whether it is
correct or not. If it is, that student gains a point.
Note that there are two possible substitutions for
sentence 4 in Round 1 and sentence 3 in round 2.
3 Rounds 2 and 3 are played in a similar way but
with a different student doing the reading for each
so that at the end of the activity each student has
had one turn at reading and two turns at using the
cards to substitute phrases. The student with the
most points at the end is the winner.
Follow-up
Give students some sentences from the activity and
ask them to complete them using their own ideas and
the same substitution phrases. Here are some
examples: Few people today ... but the time may
come when most people ... . I can’t define ... but I
know ... when I see ... . Humans cannot ... and it is
unlikely that they will ever succeed in ... . We may be
able to ... but it will be impossible to ... without ... .
... have a(n) ... which is far ... than ... humans.
Answers are supplied on the worksheet.
9C Cohesion choices
When to use
After Reading 1 (CB p. 136) or Reading 2 (CB p. 146)
or at the end of the module as a general revision
activity on lexical cohesion
Aim
To review work on lexical cohesion presented
throughout the module and course as a whole
Time
30 minutes
Activity type
Pairwork
EXPERT PTEA B2 Photocopiable activities: teacher’s notes
Preparation
Make one copy of the worksheet for each pair of
students and cut into two sections.
Procedure
1 Introduce the topic of pilotless planes and ask
students how they would feel about flying in a
plane where everything was controlled by
computer and there was no pilot on board.
2 Divide the class into pairs. In each pair, give one
student the worksheet with Version A of the text
and the other the worksheet with Version B.
3 Tell students that some of the sentences and
phrases in their version of the story are incorrect
or do not make sense. If they have an incorrect
phrase, then their partner has the correct version.
Ask students to read their texts to each other.
When they find a difference, they should talk
together and work out who has the correct version.
To do this, they should pay attention to the
discourse marker in bold before it, as it is this
which indicates the kind of information that will
come next. When they have worked out which text
is correct in each case, the student with the wrong
version should cross it out and write his/her
partner’s version above.
4 Students should read their texts to each other
rather than just show them. You might want to tell
them that Student A should read the first two
paragraphs aloud and student B should read the
last one. At the end, read out the correct version of
the text so that they can check their answers.
Follow-up
Ask students to suggest some other activities which
might be done in the same way in future, that is,
remotely, by computer, with no direct human contact
(industrial processes? medical operations? care for
the elderly?).
Aircraft technology is evolving all the time. Some of
the changes suggested for future planes are
relatively minor and focus on facilities for
passengers. For example, there might be a special
games area where passengers can play virtual
sports or special seats which can change shape so
that passengers can sit more comfortably.
However, there is one major change that we may
see over the coming decades and that is the
introduction of planes with no pilot on board.
In fact, aircraft without a pilot are not new. They are
already used by the armed forces but they are only
flown in restricted areas. Now some people believe
that in the next 20 years, pilotless planes will
become normal for commercial flights as well.
196
Already today, planes are often flown by autopilot
for a large part of their journey, so dispensing with
the pilot completely does not seem a very big step.
A move to pilotless aircraft could mean a dramatic
reduction in staff costs partly because a pilot on the
ground could supervise several planes at the same
time. Consequently, the kind of prices we currently
associate with budget airlines could become normal
across the whole of the industry. It could also be
argued that flying planes completely by computer
would be safer because computers do not become
tired or need toilet breaks.
However, many people are not convinced by the
idea and believe that there might be all kinds of
unforeseen dangers. For example, it might be
possible for hackers to break into the computer
system and interfere with the controls. There is a
common view among engineers that the weakest
part of any system is always the human element
but most people would trust a human being rather
than a computer to make decisions in an
emergency. Perhaps the biggest objection is more
psychological than technical. At the moment,
passengers feel that the pilot of a plane is in the
same situation as they are. Consequently, they
trust him to fly the plane as safely as possible.
Would they feel the same way if the pilot stayed on
the ground next to the computer while they were up
in the sky?
10A Complex sentences
When to use
After Language development 2 (CB p. 160)
Aim
To review work on complex sentences and further
enhance students’ awareness of sentence structures
Time
30–40 minutes
Activity type
Pairwork
Preparation
Make one copy of both pages of the worksheet for
each pair of students.
Procedure
1 Divide the class into pairs and give each pair two
copies of the worksheet for either Student A or
Student B (so that both students in each pair
receive the same worksheet).
EXPERT PTEA B2 Photocopiable activities: teacher’s notes
2 Tell students that some of the sentences in their list
are grammatically correct but some are
incomplete. They should work in pairs to decide
which are grammatically correct. If they think a
sentence is correct as it is, they put a full stop at
the end. If it is incomplete, they should add a
clause of their own to complete it.
3 Give pairs about 15–20 minutes to work on this.
Then ask them to swap partners so that they now
work with a student who had the alternative list of
sentences. They will find that the incomplete
sentences in their list are completed on their
partner’s list. They check their answers and
compare their completions with the ones on their
partner’s list. Emphasise that their completions
can be equally correct.
4 Instead of asking students to work in pairs, with a
strong group you might ask them first to work
individually to decide which sentences are correct
and complete the incorrect ones, and then compare
with a student who worked on the alternative list.
Follow-up
Ask students to write four sentences about their own
field of study, two of them complete and two
incomplete. They then swap sentences with a partner,
who should complete the two incomplete ones.
Answers are supplied on the worksheet.
10B US and UK word squares
When to use
After Academic vocabulary 2 (CB p. 161)
Aim
To revise and extend students’ knowledge of some
vocabulary differences between British and
American English
Time
15 minutes
Activity type
Individual work or pairwork
Preparation
Make copies of the worksheet depending on student
preferences (see Procedure below).
Procedure
1 Ask students if they would like to find the words for
UK or US English. If they request UK English, give
them the US to UK English word square; otherwise,
give them the one for UK to US English. They work
197
 either individually or in pairs to find the UK/US
equivalents of the given words in the square and
write them in the box at the top. Tell them that the
words in the word square can be found vertically,
horizontally or diagonally but not backwards.
2 If students are not all working on the same word
square, they can check their answers by pairing
up with another student who received the
alternative square.
Follow-up
Ask students to comment on which of the two
varieties of English they prefer or feel is most useful
to learn. If you wish to extend the topic further, ask
them to research further differences between UK/US
English, perhaps giving them particular vocabulary
areas (e.g. motoring and transport).
UK to US English
US to UK English
(The words for the boxes are given in the same
order on the worksheets.)
EXPERT PTEA B2 Photocopiable activities: teacher’s notes
10C Noughts and crosses quiz
When to use
At the end of the module as a general revision
activity
Aim
To revise a variety of language points presented
during the course
Time
30–40 minutes
Activity type
Groupwork
Preparation
Make one copy of all three pages of the worksheet
for each group of three students and cut into
two sections.
Procedure
1 Divide the class into groups of three. In each
group, give one student the worksheet for Game 1
and the other the Referee card. The student who
has the worksheet for Game 1 should not show it
to the other two students.
2 Tell students that each of the sentences on the
grid contains a mistake and that they are going to
play a game of noughts and crosses. They do this
by choosing a square on the grid and correcting
the sentence that it contains. The student with the
Referee card tells the player if his/her answer is
right or wrong. If it is right, they can put their nought
or cross in that square. If not, the turn passes to
the other player. There is no limit to the number of
corrections that can be tried for a particular
sentence. The first student to get three squares in
a row, horizontally, vertically or diagonally, wins
the game. If neither manage to do this, the student
who has filled the most squares is the winner.
3 Games 2 and 3 are played in the same way but
with another student taking the referee’s role in
each case, so that each student has a turn at
being referee.
Follow-up
Ask students to comment on which of the mistakes
were easiest to identify and if there were any wrong
sentences which they found difficult to correct. Ask
them to suggest how they might avoid mistakes like
these in their own writing.
Answers are supplied on the referee cards.
198