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1
Students could research other museums which are 
connected with Picasso, or they could research the life and 
works of another artist and prepare a short presentation. 
Encourage students to visit local museums and art galleries, 
and fi nd out if there is any information in English about the 
museum/gallery. You could even organize a class visit to a 
museum.
2
Discuss the museums and art galleries in the city where 
students are studying. Which museums/galleries do they 
particularly like, and why?
PHOTOCOPIABLE
 
© Cambridge University Press 2008
B
 Picasso’s return
1–3
Reassure students that it does not matter if they do not 
know the answers to Exercises 1 and 2. They will fi nd out 
more information when they do Exercise 3. If students are 
confused about this text because they do not understand the 
construction 
if Picasso were to come back…
, you could do 
Focus on the second conditional
at this stage.
4–6
Students can do these exercises in pairs. They can either 
work together to fi nd the answers, or they can work on their 
own and then compare answers.
Focus on … the second conditional
1
After checking the answer, ask students which type of 
conditional corresponds with the other two uses (a = fi rst 
conditional; c = past conditional). Ask students to give 
examples of these two verb forms. For example: (a) 
If I go to 
Málaga, I’ll try and visit all the places on the map
; (c) 
If I had 
lived in Málaga in the 1880s, perhaps I would have known 
Picasso
.
2–3
Elicit or explain that students could also begin the sentence 
with 
If I went back and visited
. If you say 
If I were to go back
, 
it sounds very, very unlikely that you will go back.
Encourage them to talk about places that are very special to 
them.