ADULTS - CL Granada

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ADULTS

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TEACHERS’ PLANNING: INTERMEDIATE 2015-2016

CONTENTS

1. Introduction 03 2. How to use this guide 03 3. Worksheets instructions 03 4. Worksheet 1: Getting to know you 13 5. Worksheet 2: Grammar Master! 15 6. Worksheet 3: Word-build dominoes 19 7. Worksheet 4: Trends, fashions and hobbies 20 8. Worksheet 5: Heatwave! Role play 21 9. Worksheet 6: Famous people 22 10. Worksheet 7: Song “Heroes” – Eurovision 2015 24 11. Worksheet 8: Make&Do Collocations 26 12. Worksheet 9: Round the world for free! 29 13. Worksheet 10: Wedding Invitation 33 14. Worksheet 11: Looking into the Future 34 15. Worksheet 12: Did you know ;? 37

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1. INTRODUCTION

First of all I would like to thank you for your participation and effort. Remember you can count on CL for all the support you may need.

From the first day our primary concern should be students’ learning. This guide is meant to make the first days easier for you. These first few days are

fundamental to getting the students familiar with the lesson routine. Any doubts you have, let us know as soon as possible:

• Please remember to respect other teachers and classes going on at the same time.

• Once in the classroom, establish some basic rules and explain the way the lessons are going to be organised. Try to encourage students to use “English classroom language.”

• When the lesson has finished, make sure all the material which has been used and the classroom are tidied up. You should be the first to enter the classroom and be the last to leave it.

• We will give you a board pen for the lessons in the academy. • For the first lessons you may use the games suggested below or any other

activities you are familiar with. • USE ENGLISH AS MUCH AS POSSIBLE AND REINFORCE IT BY USING

THE BOARD. As “Listening” is one of the most difficult skills in learning a foreign language, visual aid is always useful.

2. HOW TO USE THIS GUIDE

There is a variety of worksheets and the instructions for each one to deal with adults with

intermediate level. According to the level of your, you can adapt the activities as you consider most appropriate. If the worksheets are not finished in one session, keep them and finish them in the following lesson.

The first days of the course are, indeed, an overview and a chance to check the group’s level and help you decide which students should be changed to a lower/upper level taking into account their skills and the way they do the activities –quickly or slowly-, as well as thinking about the most appropriate book for them.

Remind students they can practise at home with the resources they can find on our website: “Área de Padres y Alumnos”. There are resources for teachers as well.

3. WORKSHEET INSTRUCTIONS

The main objective of these worksheets is to make students remember what they have learnt before. In that sense, games are an amazing tool for teaching languages: to pick up vocabulary, grammatical structures, and the rhythm of the language. It is a good idea to begin and finish the lesson by playing a game, especially during the first few days.

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GAMES � Question Toss

You will need a small ball.Teach SS to answer a question while staying active with question toss. Ask a question, then throw the ball to a student. The student answers the question, then asks a related follow-up question. The student throws the ball to another student. The second student follows the same directions as the first student by answering the question and asking a related question. This continues until someone is unable to think of an answer, a question, or an on-topic response to a question. � Grammar auction

This is a game where SS have to bid to buy correct sentences. Divide the class into 2 or 3 groups. Give each group a list of sentences. Explain that they have £1000 to spend and have to try to “buy” the correct sentences in an auction. Some of the sentences are correct, some incorrect. If they think a sentence is correct, they can bid to buy it. They then record the price they have paid for each sentence on the list you’ve given them.

Bids start at £50, the second bid is £100, then £150, etc.

The group that buys the most correct sentences with their £1000 are the winners. So, if one group spends all their money on one sentence, they are unlikely to win.

LIST 1:

- A chair is a thing which you sit on

- Have you ever gone to Rome?

- How often do you go to the hairdresser’s?

- Mary is my sister’s husband.

(Answers: right; “been”; right; “husband’s sister”)

LIST 2:

- A photographer is a person which takes photos.

- They hardly never go to the theatre, only once a year.

- Yesterday morning I went jogging in the park.

- This isn’t mine, it’s their.

(Answers: “who”; “ever”; right; “theirs”)

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LIST 3:

- What time does leave the train?

- The Amish can’t to drive cars, only tractors.

- It’s the David’s car.

- Do banks open on Sundays?

(Answers: “does the train leave”; to; the; right) � Who wants to be a millionaire

Split your classroom into groups and then, have them take turns answering true or false questions until they choose to stop and 'bank' their money or until they get a question wrong and lose everything. Ask the first student a question (usually very easy) and if they get it right then move on to the second student in the group and ask if they would like to continue or 'bank' the $500, the questions I use slowly get harder but in general they are relatively easy. During these questions they aren't allowed any help from other students.

Doraemon has no ears - True There were 5 members of the Beatles - False

Anpanman's weakness is water - True I have 4 arms - False

We live on the moon - False The sun is hot - True

To add to the fun, give them 2 lifelines that they can choose to use at any stage during their team’s turn (they can only use each lifeline once per round).

Phone a friend - Call someone else in the team and ask them for help (feel free to make them pretend that they're actually talking on a phone for laughs).

Ask the group - Let the team discuss what they think is the best answer.

Keep track of how much money each team puts in the bank and you can add it up to see which team wins.

� Getting to know you True/False

The teacher says or writes 5 statements about him/herself, some true, some false. SS have to ask questions to find out more information and then, decide which statements are true or false. SS can then write 3 statements themselves and interview each other in pairs.

Example:

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The teacher says “I went to the Red Sea last summer”. SS can ask “what did you do there?”, Who did you meet?” “Who did you go with?”, etc

The teacher answers the questions and then, SS decide if what the teacher says is true or false.

• WORKSHEET 1: GETTING TO KNOW YOU As an ice-breaker tell SS they are going to ask each other a set of random questions. The purpose of this activity is to come up with an answer ASAP. SS may make notes of answers given by their partners. Hand out worksheets for student A and student B and allow as much time as they need to complete the task. Once finished, ask SS to report back to you on what they have learnt about their partners: What have you learnt about your partner?

• WORKSHEET 2: Grammar Master Fun game based in a form of a quiz. Cut up the cards and write numbers 1 -22 on the back of each card. And place them on the desk or pin them up on the board. Divide your class into teams. Each team takes it in turns to choose a number and the you read out the corresponding question. Allow a couple of minutes for the teams to come up with their answer. If they are correct, they get the points indicated on the question card! • WORKSHEET 3: Word-build dominoes

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• WORKSHEET 4: TRENDS, FASHIONS AND HOBBIES

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• WORKSHEET 5: Heatwave!

• WORKSHEET 6: Famous People

Divide your class into pairs. Give each student a copy of Worksheet A. Ask them to read each question in the quiz and write either M (Mozart), S (Schubert) or B (Both of them). Make it clear they must work as a partnership and produce only one answer for each question.

Give each pair one half of Worksheet B and ask them to read their half, without showing it to their partner. Pairs check their answers together.

Answers:

1.S 2.B 3.S 4.B 5.M 6.S 7.M 8.M 9.B 10.B 11. M 12. S 13. B 14. S 15. B

• WORKSHEET 7: Song “Heroes” LEAD-IN: Ask SS if they know the Eurovision Song Contest, if they watch it, what they think about the songs, performers etc. Ask if they know who won the 2015 edition and if they like the song. Elicit nationality if the winner and what other countries/nationalities participated in the contest.

Hand out worksheets with the lyrics and ask SS to listen and fill in the gaps. NOTE: You must download the song beforehand!!!

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Original lyrics and the song: http://4lyrics.eu/esc/2015/mans-zelmerlow-heroes/

• WORKSHEET 8: Make&Do Collocations

o Divide students into groups of four.

o Give out one set of make and do cards and one set of expression cards to each group. Ensure they are kept separately.

o Hold up the set of expression cards, then tell students to spread them out on the desk.

o Hold up the pack of make and do cards and tell students to place them face down in a pile on the desk.

o Explain that the first player to match the card with an expression must make up a sentence about his/her family. Wait for them to do it and give an example if they have trouble, e.g. my brother is always making excuses because he is always late.

o Tell students that once they have selected a correct match, they can keep the pair of cards and that the player with most cards at the end is the winner.

Key:

• Do

• the shoppingthe washing upthe ironingthe washingthe cleaningthe vacuumingher homeworka lot of exercisethe accountsnothingher besta favourhis dutyher haira lot of interesting things the cooking

• Make

• suggestions decisions phone calls a noise

• an appointment mistakesa lot of money a cake

• an attempt an effort excusesa fuss arrangements progress

• the beds peace

• WORKSHEET 9: Round the world for free! LEAD-IN: Ask SS where would they go if they could travel some place for free and why there? Is it possible to travel for free these days? Elicit some ideas how they could that happen.

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Hand out the worksheet and ask SS to follow the instructions. You might help out with some vocabulary, if necessary.

KEY

2 Key words

1. namesake 2. charity 3. founder 4. splits up 5. companion 6. globetrotter 7. platonic 8. mutual 9. figure out 10. viral

3 Find the information

1. Toronto, Canada 2. a brother-

sister/good-friend relationship

3. Quinn 4. Prague 5. on Twitter and

Instagram 6. the charity started by

Axani

4 Comprehension check

1. F 2. T 3. T 4. F 5. F 6. T

5 Find the word

1. make headlines 2. fall for 3. endeavour 4. entirely 5. stumble around 6. dos and don’ts 7. have a blast 8. abuse

6Two-word phrases

1. pretty serious

2. flight ticket

3. travelling

companion

4. non-profit

organization

5. production

companies

6. love life

7 Word-building

1. disappointment

2. posting

3. survivors

4. founder

5. production

6. relationship

• WORKSHEET 10: Wedding invitation

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• WORKSHEET 11: Looking into the Future

o Give one worksheet to each student. Students should ask the opening question to their partner. Elicit a couple of answers from the group. This should be brief: the main speaking activities are at the end.

o Set the scene for the conversation. Tell the students that two co-workers are talking about the future. Students should read the conversation silently, and fill in the spaces with the words in the box on the left.

o Go through the answers, and let the students practice the conversation twice, changing roles.

o This exercise checks students' understanding of the difference in meaning between the future perfect simple and the future continuous.

o Students can discuss this in pairs. Depending on your students' understanding, you may need to do a brief presentation on the use of the two tenses.

o Exercises four to six provide controlled practice of the future perfect simple and the future continuous. Students can work on these exercises alone, and check in pairs.

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• WORKSHEET 12: Did you know..?

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WORKSHEET 1: Getting to know you (STUDENT A)

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What annoys you about

living where you live?

If you could have a

superpower, which one

would you choose?

Have you ever broken a

bone?

Who kills the

cockroaches in your

house?

What is the best gift you

have ever received?

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Does anyone in your

family snore?

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Do you ever cook?

What can you cook?

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If your car hit another

car, but nobody

noticed… what would

you do?

What skill do you wish

you could have?

Are you usually late or

on time for your

appointments?

What was your favorite

cartoon when you were a

child?

Spanking children is

sometimes necessary.

Do you agree?

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WORKSHEET 1: Getting to know you (STUDENT B)

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Do you like to watch any

reality shows?

What was the last book

you read?

Have you ever gotten a

ticket?

Does smoking bother

you? !

If you had one million

dollars and had to spend

it in one day, what would

you do?

Do you think boys

should pay for

everything on a date?

!!!!!

What was the last movie

you watched?

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If you had three wishes,

what would you wish

for?

Should 16-year-olds be

allowed to drink, vote

and drive?

Are you a fan of any

artist?

What is the worst thing

about your job? !

Is it easy for you to wake

up early?

From www.onestepenglish.org

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WORKSHEET 2: Grammar Master

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From www.busyteacher.com and www.onestepenglish.org

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WORKSHEET 3: Word-build dominoes

Macmillan Publishers Ltd 2002 14 This page may be photocopied for use in class

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WORKSHEET 4: TRENDS, FASHIONS AND HOBBIES

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WORKSHEET 5: Heatwave

© onestopenglish 2002 This page may be hotocopied for use in class

Downloaded from the speaking practice section in www.onestopenglish.com 2

It’s a Heat Wave Role Cards

It’s A Heat wave!

A: You are waiting in line to buy an ice cream. You turn around to talk to someone and when you turn back, B has stepped in front of you.

B: A friend was holding your place for you before A arrived. Expression:

“You’ve got a nerve!”

It’s A Heat wave!

A & B: You are a couple driving to see some friends outside of town. When the car breaks down. You are alone on a deserted road. A was supposed to take the car to a garage for servicing last week but forgot. Expression:

“It’s not my fault!”

It’s A Heat wave!

A: You are an English teacher on a summer course. B is always late for class and never listens to you.

B: Your parents are making you take a stupid English course this summer. It is boring. You want to be with your friends.

Expression: “This is the last time. I’m warning you!”

It’s A Heat wave!

A: You are taking your child to a big theme park, but it is time to go. You don’t want to spend another 30 minutes waiting to go on a ride.

B: You really want to go on the giant roller-coaster. It’s the best ride in the park and your parents want to leave. Expression:

“That’s it! I’ve had enough!”

It’s A Heat wave!

A: You bought a train ticket two minutes ago, but you realise now that you gave the wrong date. You want to change your ticket.

B: A bought a non-refundable train ticket. They cannot make changes or get their money back.

Expression: “I don’t believe it. This is ridiculous!”

It’s A Heat wave!

A: You are going out for an evening walk with your girlfriend. When she arrives, you think she is wearing inappropriate clothes.

B: Your boyfriend is very jealous. He doesn’t like it when other boys look at you. He is also paranoid.

Expression: “Your attitude really bugs me!”

It’s A Heat wave!

A & B: You both work in a nice cool shop, but one of you has to go outside and clean the front windows (a 30 minute job!) You can’t agree who has to go outside. Expression:

“I’m tired of getting all the bad jobs!”

It’s A Heat wave!

A: You came to the clinic because you have a stomach-ache. A nurse told you that someone would see you in 10 minutes. You have been waiting for 45 minutes.

B: You are the nurse. Expression:

“I’M NOT SHOUTING!”

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WORKSHEET 6: Famous People

Inside Out

This page has been downloaded from www.insideout.net.

It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2013

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WORKSHEET A

Mozart and Schubert 1. Wolfgang Amadeus Mozart and Franz Peter Schubert are two huge names in the world of classical music. But how much do you know about them? Do the quiz and find out.

If your answer is Mozart, write M next to the statement. If your answer is Schubert, write S and if your answer is Both of them, write B.

1. He was born and died in Vienna.

2. His talent was recognised from an early age.

3. He was a student of composer Antonio Salieri.

4. He died before he reached 36.

5. He was famous in his lifetime.

6. He wrote many songs, including Ave Maria.

7. He was married with two children.

8. He earned a lot of money from his music.

9. He died a poor man.

10. His memorial is in Zentralfriedhof (the largest cemetery), in Vienna.

11. He was a member of the secret society, the Freemasons.

12. He was a great fan of the composer Beethoven.

13. He was part of the movement called the Viennese School.

14. He worked as a schoolteacher.

15. He was a composer of the Classical Era (1750-1820).

2. Work in pairs. Read one half of Worksheet B. Then work together with your partner to check your answers to the quiz.

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Inside Out

This page has been downloaded from www.insideout.net.

It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2013

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WORKSHEET B

Wolfgang Amadeus Mozart

was born in Salzburg on January 27th, 1756. His father, a musician

and composer, saw that his son had a great talent. At the age of

three, young Wolfgang could play tunes on the piano by ear, and

by the age of six he was composing. His father took him on tour to

play in the courts of Europe from the age of six. He became

famous, but as he grew from boy to man he remained childish

despite his musical genius.

In 1781, at the age of 25, he moved to Vienna. The following year

he gave his first big concert and was a huge success. In the same

year he married Constanze Weber. Over the next eight years they

had six children but only two survived.

In 1784 Mozart joined the Freemasons. The period between 1784

and 1791 saw Mozart at his busiest. Although he made a lot of

money from his music, he and his wife lived beyond their means

and were always running out of money. His health suffered due to

his increased workload and he died of kidney failure in Vienna on December 5th, 1791. He died poor

and was buried in an unmarked grave. Many years later a memorial was erected in the

Zentralfriedhof (the largest cemetery) in Vienna. There have been stories that he was murdered by

composer Antonio Salieri (1750-1825) who was jealous of Mozart’s genius. It seems unlikely as not

only was Salieri a great fan of Mozart’s, he also taught one of Mozart’s sons. Another fan of

Mozart’s was Beethoven (1770-1827), a composer, like Mozart, of the Classical Era (1750-1820).

Both Mozart and Beethoven belong to a group of composers known as the Viennese School.

Franz Peter Schubert

was a composer from the Classical Era (1750-1820) who

belonged to a group of composers known as the Viennese School.

Schubert’s great gift was his poetry, and his many songs, like Ave Maria, remain as fresh today as when they were first written.

He was born in Vienna on January 31st, 1797. In 1808, at the age

of 11, he passed an audition for the Imperial Chapel and entered

the Stadtkonvit under the direction of the composer Antonio

Salieri (1750-1825). Salieri recognised young Schubert’s talent

and remained his teacher long after Schubert had left the

Stadtkonvit. At the age of 16 Schubert composed his first

symphony. However, rather than rely on his music to provide him

with an income, he trained as a teacher, like his father. While he

taught, he continued composing, writing 600 songs, five

symphonies and two masses by the time he was 20. The

following year Schubert left teaching and decided to become a

freelance musician. Although his output was extensive, he didn’t really earn much money from it. He

relied on his close circle of well-connected friends to provide food and accommodation. At the time

of his death, only less than 100 of his 1,000 songs had been published. The rest were not publ ished

until more than 40 years after his death.

Schubert was a great fan of the composer Beethoven (1770-1827), and carried a torch at the funeral

of the great man, in 1827. 10,000 people gathered at Beethoven’s funeral, whereas only a handful

were in the same place one year later to bury Franz Schubert who, at 31 years old, had died of

typhoid. Schubert’s memorial is next to Beethoven’s in the Zentralfriedhof in Vienna.

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WORKSHEET 7: Song “Heroes” Eurovision 2015

Performer: Måns Zelmerlöw

Song writer(s): Linnea Deb, Joy Deb, Anton Hård af Segerstad

Song composer(s): Linnea Deb, Joy Deb, Anton Hård af Segerstad

Listen to the song and fill in the gaps.

HEROES

Don't _________ the gods I left a mess

I can't undo what has __________done

Let's run for cover

What if I'm the ________ hero left

You ____________ fire off your gun

Once and forever

He said go dry your eyes

And live your ________ like there is no tomorrow, son

And tell the others

To go sing it like a hummingbird

The greatest anthem ever __________

We are the heroes of our time

But we're dancing with the ___________ in our minds...


Hero-uh-o-o-oes

O-uh-o-o-oh

We're dancing with the demons in our minds

Hero-uh-o-o-oes O-uh-o-o-oh

The ____________ sing a song for you

Don't say a word, don't make a sound

It's life's __________

I make worms turn into ______________

Wake up and turn this world around

In appreciation

He said I never left your side

When you were __________ I followed right behind

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Was your foundation

Now go sing it like a hummingbird

The greatest anthem ever heard:


Hero-uh-o-o-oes

O-uh-o-o-oh

We're dancing with the demons in our minds


(We keep dancing with the demons

You could be a hero)

Go sing it like a hummingbird

The greatest anthem ever heard

Now sing together....


Hero-uh-o-o-oes

O-uh-o-o-oh

But we're dancing with the demons in our minds



Hero-uh-o-o-oes

O-uh-o-o-oh

But we're dancing with the demons in our minds


We are the heroes …

(By Malea Athina www.busyteacher.com)

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WORKSHEET 8: Make &Do Collocations

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WORKSHEET 9: Round the world for free!

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WORKSHEET 10: Wedding Invitation


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WORKSHEET 11: Looking into the Future

From www.handoutsonline.com © Handouts Online

From www.handoutsonline.com PHOTOCOPIABLE Page 1

� Warm Up Work with a partner.

• What will you be doing at this time tomorrow?

� Conversation Read and fill in the blanks.

Scene: Claire and Ben are co-workers.

Claire Do you think you'll still be ;;;;;.. here ten years from now?

Ben I hope not! I don't think I'll be able to stand it here for that long! I think I'll have quit by then. I hope I'll be ;;;;;.. my own company by then. How about you?

Claire Well, in ten years, I'll have ;;;;;.. my student loans. I think I'll still be here, but with any luck, I'll have transferred to the European office.

Ben It's scary to think of the future, isn't it? Who knows – we could both be ;;;;;.. with lots of kids by then!

Claire Ha!

� Comprehension Check Match the sentence to the diagram.

1) At two pm, I will have had lunch.

2) At two pm, I will be having lunch.

A) B)

� Future Perfect Fill in the spaces using a verb from the box below.

1) ;;. you ;;;;;;;; the report by tomorrow?

2) Bob's going on a world tour next year. By December, he ;;;;;;;;;;; six countries.

3) I'm going on a diet. By this time next month, I ;;;;;;;;;;; five kilograms.

4) When you come to class next week, ;;; you ;;;;;;; this grammar?

5) The movie starts at six o'clock. It ;;;;;;;;;;; by eight.

2PM

Lunch

Now 2 PM

Lunch

Now

Missing Words

paid off

married

working

running

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� Future Continuous What will these people be doing tomorrow?

1 2 3 4 5

1) At 7:15, Billy .

2) At 8:10, Julian .

3) At 4:00, Martha and Freddie .

4) At 7:30, Brenda .

5) At 9:00, Tom and Alison .

� Mixed Future Fill in the spaces with a verb in the correct tense.

1) At lunchtime tomorrow, I won't be at home. I will ;;;;;;;; in the library.

2) You don't need to make dinner tomorrow. When I get home, I will ;;; already ;;;;

3) Make sure you're quiet when you get up tomorrow. The kids will still ;;;;;;;;

4) If you get home after midnight tonight, I will ;;;;;;;;;;;; to bed.

5) What will you ;;;;;;;; at 9 pm tonight?

About You What do you think about your future?

Five years from nowF

1) You will be living abroad. True / False

2) You will have had five children. True / False

3) You'll still be studying English. True / False

4) You'll also be studying another language. True / False

Twenty-five years from nowF

1) You will have become a perfect English-speaker. True / False

2) You will have become very rich. True / False

3) You will have moved house. True / False

4) You will have achieved all your goals in life! True / False

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Topic Name Additional Information

Will be living abroad.

Will still be studying English.

Will still be living in the same place as now.

Will be working at the same company.

Topic Name Additional Information

Will have retired.

Will have become a fluent English-speaker.

Will have moved house.

Will look very different to today.

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WORKSHEET 12: Did you know…?


ADULTS - CL Granada

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