Classroom activity 2 — Developing a topic

GESE Grades 7–9 (CEFR B2)

Classroom activity 2 — Developing a topic

Grade: GESE Grades 7–9 (CEFR B2)
Focus: The topic phase
Time: 2x 45 minutes
Aims:
 To expand topic points using mind maps
 To practise questions and prompts that could be used by the Examiner
 To practise interviews based on mind maps
Materials needed:
 Students’ mind maps for their chosen topic from Classroom activity 1 — Choosing a topic
 Worksheet 1 — Example language for Grade 7
 Worksheet 2 — Example language for Grade 8
 Worksheet 3 — Example language for Grade 9
 Worksheet 4 — Example prompts for Grade 7
 Worksheet 5 — Example prompts for Grade 8
 Worksheet 6 — Example prompts for Grade 9
Each worksheet (4, 5 and 6) provides 18 individual questions for each different Grade. The
teacher must choose which Grades they need and how many copies of the worksheets for each
Grade. The Teacher will need one worksheet for every three students, in each Grade.

Preparation
1. Make copies of Worksheets 1, 2 or 3 for each student depending on their Grade.
2. Copy and cut up Worksheets 4, 5 and 6 into 18 individual question cards. Make enough copies for each group of three
students to have a set of 18 cards. Put each set of cards into an envelope or small bag.

In class
Session 1 — Grades 7, 8 and 9 language and mind maps
Demonstrating mind maps for the topic (10 minutes)
1. Put the students into groups of three, according to the grade they are going to take, Grade 7, 8 or 9. The students need
their final mind maps from Classroom Activity 1 — Choosing a topic, and the lists of language of Grade 7 (Worksheet 1),
Grade 8 (Worksheet 2) or Grade 9 (Worksheet 3).
2. Do a demonstration on the board. Draw a mind map on the board and ask the class for an idea for a topic. Remember not
to use ‘pets/best friends/family’ or any of the six general subject areas for the Conversation phase from Grades 7, 8 or 9:
Encourage students to think of a specific topic which is personally important or interesting to them.
3. Write the title of the topic in the middle of the mind map and ask the students to suggest different ideas connected to the
topic. Accept around 10 to 12 different ideas and add them to the mind map on the board.

Grade 7, 8 or 9 language and the demonstration mind map (10 minutes)

1. Tell the students that they need to think of some ways of using the language of their grade to describe all of the points
on the mind map on the black/white board.
2. Give the students 2 minutes to think of some ideas. They can look at their worksheets to help them.
3. After 2 minutes ask the students for ideas from each grade to describe each point. You can fill the board with multiple
ideas from each grade. This will show students that the most important thing is what you say about the mind map point
and being sure that you use the language of your grade.

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 Classroom activity 2 — Developing a topic
GESE Grades 7–9 (CEFR B2)

Grade 7, 8 or 9 language and the students’ own mind maps (15 minutes)
Tell the students they have 15 minutes to look at their mind maps and try to use as many examples as possible of the
language of the grade with each point on their mind map. Tell them it’s OK if they find that some are too difficult, they can
move to the next mind map point.

Choosing the best topic points (5 minutes)

Tell the students to choose the best four mind map points from their own mind maps. The best ones are the ones that
generate the most ideas and the most language of their grade. Tell the students to draw a new mind map with their four
best topic points on it. They will need this mind map in the next activities.

Session 2 — Practising the topic

Thinking of Grade 7, 8 or 9 questions (10 minutes)
1. In order to warm the students up, tell them to look at the demonstration mind map on the board that you used in the
last section. Tell the class that they have 5 minutes to think of 5-10 different questions that they can ask about people’s
topics. They must try to use Grade 7, 8 or 9 language, as appropriate. For example:
 Grade 7 — What did you use to do when you were younger?
 Grade 7 — What would you change about it if you could?
 Grade 8 — What do your friends say about it?
 Grade 8 — What would you have done differently if you had had the chance?
 Grade 9 — What should have been done?
 Grade 9 — What do you wish you could change?
2. After 5 minutes, ask for example questions from each grade and let the class make suggestions.

Students Interview each other using the cards on Worksheet 4, 5 or 6 (25 minutes)
1. Tell the students to change their seats and sit in new groups of 3, all of the same grade. They need their mind maps with
their four best topic points with them.
2. Ask each group of 3 to decide who is A, who is B and who is C. When each group has decided, tell them that:
 A is an examiner
 B is an examiner
 C is a candidate.
3. Decide which grade you are going to demonstrate, Grade 7, 8 or 9. Show the class the question cards from Worksheet 4
(Grade 7), Worksheet 5 (Grade 8) or Worksheet 6 (Grade 9). Tell the class that Students A and B must use the question
cards and take turns to ask Student C questions about C’s mind map. Demonstrate to the class how this works, including
how to complete the questions cards which have some missing words.
4. Give students A and B a set of the questions cards. A and B ask C questions about C’s mind map and C must answer the
questions by trying to use the language of the grade.
5. After 5 minutes, stop the activity. Tell the class to swap roles:
 A is a candidate
 B is an examiner
 C is an examiner.
6. Repeat the activity using Student A’s mind map. The students can re-use the question cards if they finish all of the
questions. After 5 minutes, stop the activity and change roles one more time:
 A is an examiner
 B is a candidate
 C is an examiner.
7. Repeat the activity. If you prefer, this activity can be longer, it could be as much as 45 minutes. In order to prepare for the
exam, it is a good idea to use the activity many times.

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 Classroom activity 2 — Developing a topic
GESE Grades 7–9 (CEFR B2)

Feedback and development (10 minutes)

Ask for feedback from the class: Which questions were the best? Which questions produced long answers? Which points on
the mind maps were easy to talk about? Which points on the mind maps were hard to talk about? Ask the students if they
want to completely change their topic and try something new. This is OK, and is part of the process of developing the best
topic.

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Worksheet 1 — Grade 7 language
Example language:
Giving advice and making suggestions: What you should do is …
If I were you, I’d …
You ought to …
You’d better …
Have you thought about …ing …?
What should be done is …
Talk about advantages/disadvantages: There are advantages and disadvantages.
One of the advantages is …
One of the disadvantages is …
Describing past habits using ‘used to’: When I was younger I used to …
We didn’t use to …
It’s different now, but it used to …
Possibilty and uncertainty: I might/might not …
It could be …
It may be …
Ask for further information: Can you tell me more?
What have you done so far?
Agreement/disagreement: I’m not sure I agree with you.
I’m sorry, I dont agree.
I completely agree.
I couldn’t agree more.
The simple passive tense: I’m not sure what should be done.
It is used for …ing.
It is made from …
Second conditional: If I could …, I would …
If I were rich, I would…
It would be better if …
Relative clauses: She’s the person who …
It’s a thing that/which …
It’s a place where …
‘Because of’ and ‘due to’: He couldn’t go due to the weather.
I passed the exam because of the teacher.
Worksheet 2 — Grade 8 language
Example language:
Feeling and emotions: It makes me feel …
I have mixed feelings about it.
Speculating: I can’t be sure, but it might be …
One possibility is that it could be …
A reason for this may be …
Impossibility: I’m sure it can’t be …
It can’t possibly be …
There is no way I would …
Persuading and discouraging: Have you ever considered …?
It might be better if you …
I wouldn’t do that if I were in your shoes.
I’m not sure that would be a good idea.
Reporting the conversation of others: My friends say that I …
My family think that …
Most people seem to believe that …
My teacher told me she had …
I heard that you shouldn’t …
3rd conditional: If I hadn’t studied so hard, I wouldn’t have passed.
I would have gone, if I hadn’t been late.
If I hadn’t had an accident, I would have won.
Present perfect continuous: I’ve been studying English for 10 years.
I’ve been thinking about …
Past perfect tense: Before I met you, I had never met an English person.
I had never been to England until last month.
Linking expressions/cohesive devices: Even though, in spite of, although, to continue, in other
words, for example…
Even though it’s raining, it’s still warm.
I passed the exam, in spite of the noisy room.
I enjoyed windsurfing, although I wouldn’t go again.
To continue, I was talking about my plans.
In other words, I don’t understand!
Worksheet 3 — Grade 9 language
Example language:
Paraphrasing and recapping: In other words …
What I mean is …
What I’m trying to say is …
Anyway, as I was saying …
Regrets, wishes and hopes: I wish I could …
I wish I hadn’t …
I wish I could have done …
I regret doing that now.
I regret not …ing.
I hope I will be able to …
I hope to go to England.
Expressing assumptions: Presumably, this is right.
I’m not sure, but my best guess is …
I assume the reason is …
Hypothesising: I suppose one reason could be …
In theory, if I did X, Y might happen.
Evaluating options: I’m not sure what to do.
On the one hand … but on the other hand …
I can see benefits on both sides.
If I do X then I might learn something, but if I do Y, it
might be quicker.
Evaluating past actions/events: It might have been better if we hadn’t …
Thinking about it now, I probably shouldn’t have …
I wouldn’t be late if my alarm had gone off.
It must have been a difficult decision.
It can’t have been easy.
Verbs + gerunds and/or infinitive I remember thinking that was a bad idea.
remember, stop, forget I remembered to bring some money.
I forgot to bring any money.
I always forget saying things when I’m tired.
I think I should stop studying maths.
I stopped to buy a magazine.
Mixed conditionals: I would be in London now if I hadn’t missed my plane.
If I were rich, I would never have bought this car.
Should/must/might/could It must have been wet in London!
+have + infinitive It can’t have been sunny!
I might have made a mistake.
He could have won the lottery!
Worksheet 4 — example prompts for Grade 7
IMPORTANT! These are only example prompts. The real exam will contain other questions. (Cut these prompts into 18 individual cards)
GESE GESE GESE GESE GESE GESE
Grade 7 Grade 7 Grade 7 Grade 7 Grade 7 Grade 7

What did you use Is the situation I don’t know if … is

Tell me about how to do when you different today, better than it used Tell me about how Why is … used?
… used to be. were younger? compared to how to be. … is used.
it used to be?

GESE GESE GESE GESE GESE GESE

Grade 7 Grade 7 Grade 7 Grade 7 Grade 7 Grade 7

How could it be What should If the situation Tell me about a

improved? be done in the changed, what Is it because of …? Is it due to …? person who helps
future? would you miss? this situation.

GESE GESE GESE GESE GESE GESE

Grade 7 Grade 7 Grade 7 Grade 7 Grade 7 Grade 7

If you could If you had the Tell me about Not everyone has
change one thing, What do you think What would you opportunity, what the advantages/ the same opinion.
what you would I might enjoy? recommend I try? would you do disadvantages. Do you agree with
change? differently? your friends?
Worksheet 5 — example prompts for Grade 8
IMPORTANT! These are only example prompts. The real exam will contain other questions. (Cut these prompts into 18 individual cards)
GESE GESE GESE GESE GESE GESE
Grade 8 Grade 8 Grade 8 Grade 8 Grade 8 Grade 8

How does … make Is there anything What do your Have you talked to Tell me what your What do you think
you feel? that feels similar? friends say about your family about family say about it. your friends might
it? it? say?

GESE GESE GESE GESE GESE GESE

Grade 8 Grade 8 Grade 8 Grade 8 Grade 8 Grade 8

How could How could

How do you think What might be the Why might that How could you persuade someone
it might change in reason for this? be? you persuade someone that it’s persuade you not
the future? someone to …? better now than in to …?
the past?

GESE GESE GESE GESE GESE GESE

Grade 8 Grade 8 Grade 8 Grade 8 Grade 8 Grade 8
If you had
What had you been born in If you hadn’t …, What might have How long have
done before you your parent’s what would you happened if they Has anyone told you been …ing
…? generation, how have done? hadn’t …? you about …? …?
different would life
have been?
Worksheet 6 — example prompts for Grade 9
IMPORTANT! These are only example prompts. The real exam will contain other questions. (Cut these prompts into 18 individual cards)
GESE GESE GESE GESE GESE GESE
Grade 9 Grade 9 Grade 9 Grade 9 Grade 9 Grade 9

What do you hope What do you wish Is there anything Is there anything Is there anything What do you think
might happen? you could do? you wish you you wish hadn’t you regret (not) your friends might
could have done? happened? doing? say?

GESE GESE GESE GESE GESE GESE

Grade 9 Grade 9 Grade 9 Grade 9 Grade 9 Grade 9

If you had to I’m not sure which How could

What do you think explain why … What should have I’m not sure which would have been someone
could have been happened, what been done? is the better the better option: persuade you not
done differently? would your best option: X or Y? X or Y? to …?
guess be?

GESE GESE GESE GESE GESE GESE

Grade 9 Grade 9 Grade 9 Grade 9 Grade 9 Grade 9

I’m not sure

It can’t have been What do you Is there anything What should we I completely How long have
easy. remember …ing? you didn’t stop …ing? understand. Can you been …ing …?
remember to do? you say that in a
different way?