© Macmillan Polska 2014 www.macmillan.pl P H O T O C O P I A B L E

war

battle

defeat

win

lose

strategy

army

knight

Teacher’s notesExam Roundup – Unit 6 Type of activity: individual work/pair work

Focus: vocabulary connected with games and functional language; skills: listening (matching), knowledge of functional language and lexical and grammatical structures

New vocabulary: miniature wargames, fi gure, battle, army, defeat, strategy, make the right/wrong decision, take one’s time, to tell you the truth, have a good time, advantage/disadvantage, much + comparative

Level: Pre-intermediate/Intermediate

Time: 45 minutes

Preparation: One copy of the “Exam Roundup Unit 6” worksheet per student

Procedure:

Warm-up (7 min)

Give your students copies of the “Exam Roundup Unit 6” worksheets and ask them to look at the picture in the warm-up task. Elicit what they can see in the picture and allow any speculations that your students may have. While doing this part of the activity, make sure that they remember the words: board game, fi gure and counters.

Then divide them into pairs and ask them to discuss the questions next to the picture.

Task 1 – Poziom podstawowy (8 min)

Tell your students that now they’ll fi nd out a little bit more about miniature wargaming, which was presented in the picture in the warm-up task. Ask them to read the description of the game and ask them a few simple questions to check whether they understand the text:

How many people do you need to play the game?

What other things do you need to play it?

Does the game require dice?

Who prepares the fi gures for the game?

After that, ask them to read the text again and fi ll in the blanks with one of the words from the box. Check the answers as a class, and explain any words that are unfamiliar to the students.

KEY1. buildings 2. follow 3. far

Task 2 – Poziom rozszerzony (10 min)

Before the listening task, brainstorm with the students words and expressions that may be connected with war. The following mind map contains the words from the recording that may help your students to understand the texts, but you may extend it according to your students’ needs.

Ask the students to listen to the four speakers and match the speakers with the questions in the task. Read the texts to the students or play the recording twice. After they have listened, ask the students to compare their answers in pairs, and explain any points to them that raised doubts.

KEY 1.C 2.A 3.D 4. no match 5.B

© Macmillan Polska 2014 www.macmillan.pl P H O T O C O P I A B L E

Teacher’s notesExam Roundup – Unit 6 TAPESCRIPT

Speaker A (boy)

Well, I think it was about four years ago. My best friend Mike showed me his gameboard and his army, and I was fascinated. Mike explained the rules of the battles and promised to help me paint my fi gures if I decided to join the game. Playing was a little diffi cult at fi rst because my army was small and I wasn’t very good at making the right decisions during the battles, but now I win most of the wars.

Speaker B (boy)

There are only two rules to do it properly: fi rstly, you need to be very patient, and secondly, you need to be precise. It is of course much easier to choose the right colours if you know exactly what you want and you’ve got a picture of the fi gure in your head before you start your work. It usually takes me about 3 days to fi nish one standard fi gure, but it may take more than a week if I have a bigger one, like a knight on a horse. Just remember not to hurry: you should take your time to have a perfect miniature.

Speaker C (boy)

We usually use books with ready-made battle scenarios. In the scenario, you can fi nd details of what the gameboard should look like, where the fi gures stand when you start the game and what special events might happen during the battle. However, the most important thing is your battle objective, what exactly you need to do to win, because it is not always just defeating your opponent’s army. Both players know the scenario before they begin the game, and they decide who wins and who loses at the end. There is no judge or referee.

Speaker D (girl)

To tell you the truth, I don’t know any other girls who play miniature wargames. I don’t think that wars, armies and fi ghting are usually girls’ hobbies, but I really fi nd the games interesting. You have to be very clever and have a good strategy to win the game, and I really enjoy that part of the battles. Besides, I have loved painting since I was a child, so being able to create fi gures and gameboards is a really big advantage for me. And I really enjoy meeting the people who I play with, we always have such a good time together.

Task 3 (5 min)

Ask the students to match the English sentences with their Polish equivalents individually, and then to compare their answers in pairs.

KEY1.F 2.E 3.B 4.C 5.A 6.D

Task 4 (5 min)

Ask the students to read the situations and decide individually which reaction would be most suitable in each case.

KEY1.A 2.C 3.B 4.B

Task 5 – Poziom rozszerzony (10 min)

Divide the students into pairs and ask them to follow the instructions in Task 5. Monitor them while they speak.

For Point 4, remind the students about the rules for creating and using comparative and superlative adjectives. Then elicit a model sentence with an adjective that was not used in the table, e.g. expensive:

I think that computer games are more expensive than board games, but miniature games are the most expensive.

If you wish to explore the topic of miniature wargaming, these sites may be useful:

http://en.wikipedia.org/wiki/Miniature_wargaming

http://www.youtube.com/watch?v=yd3ozAnphiM

http://www.miniaturewargaming.com/