Setting up some vocabulary review A Let’s try the crossword at the bottom of the page. B Open your books at page 9, where we finished working yesterday. C Today we’re going to review some vocabulary. D Work by yourself, but check with a friend if you need to.  - C, B, A, D, Setting up controlled speaking practice A Ask your partner the questions and note the answers. B Look at the handout. Can anyone make a wh-question from number one? C Very good. Now you are going to do the same with the other items on the handout. D Turn to face your partner, please. - B, C, D, A, Changing partners for the next stage of the class A … and find the person with the piece of paper that matches your own. B OK? Any questions? Off you go! C Then, sit down together, ready for the next activity. D When I say go, I’d like you to stand up … - D, A, C, B, During a grammar practice activity A … so we’re going to stop this activity for five minutes to look at them again. B Close your books, please, and concentrate on the whiteboard again. C I can see a lot of mistakes with the verb patterns … D Listen up, everybody. Can I stop you there for a moment? - D, C, A, B or D, B, C, A, Teaching reference skills A But before we start, can anyone remember some collocations from recent classes? Good! have fun, have lunch, have the flu. Excellent. B OK, so could one person from each table come and collect the dictionaries, please? We’ll all look at the same example to begin with. C Now, does anyone know how the dictionary shows these collocations? Nobody? D Today we’re going to learn how and where to find collocations in the dictionary. - D, A, C, B, Pre-writing stage in a project A As you listen, I’d like you to write down one memorable fact from Shania’s talk. B Right. Today we’re going to continue talking about pirates. C Who has brought in their internet research on a famous pirate to tell us about? Hands up, please. D Would you like to go first, Shania? Thank you. - B, C, D, A, Setting up a mingle activity A Here’s a handout with the beginnings of some sentences about each of you. Have a look at them first. For example, the first one says: ‘Jenny’s favourite ice-cream flavour is …’ B If you are correct, give yourself a tick. If not, ask a question to find out the correct answer: ‘Jenny, what is your favourite ice-cream flavour?’ C Now, I’d like you to predict the answers. For example, I think Jenny’s favourite ice-cream flavour is chocolate, so I’m going to write chocolate here, in this space. D When you’ve finished filling in all the sentences, stand up and check with each person whether your prediction was correct, like this (models): ‘Hello, Jenny. Is your favourite ice-cream flavour chocolate?’ - A, C, D, B,

TKT M3 P1 Instructions in sequence

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