inspiration aio loal ea ceel Kea e104 with oS Cad Peer ar) ere Cn Sean ety enone Dey Barbara Tittenbrun BuilderVHU RWW a oyow FA a: MACMILLAN uw inspiration Teacher's resource pack Jan Bell with Anna Biafas_ Hannah Fish Michael Kedward Richard Kelly ‘Simon Macartney Rgriesza a Marta Rosiaska Barbara Tittenbrun’ fl ‘Builde[eran ree Tnaunae evs [sas ros Tae mar vv | Oat en ot ‘sok ate ety ‘Si spe eS rs re ae betty 2 an fin i oe oy seta: smn oe Dit [Teoria Yoatmtme pense [aay | Warden | Soa ig ‘Sart rr ne an Unig 8] Rateony | Gastictme oni werins | woman — | Pa ie s Sis = Unt |] oracie | ttt oan Tapneen | Gas Pa ie ‘sa bn Unk 1 7] Saigmn | OT an ‘wap aion | Gaur Sain ew eae tae |B ET a Coan [| a Tere a i | Dae | Goes aa S| iy souistod | Waniayannn rg [nieainge [Pe oa sa Sieeag anes teed Tag] at peer rd | Bag nam [Guar Tle oy wad Toes wor ee tie ‘wares | na ore Taadaite | mama nana tot | Kangias | Woes | Salinas ‘ny Tainan) Wan aac, | SE RT | Gwe Ses a veernpotomec gies: | po oe ‘yi Ce oe Tirade | Toi. ae. Sika Unt | Gucmv mies | Paweroe omnis | Fae We sao Men Ones Favtwseance | tostpaneraet | Naren [compe | Sen oe ‘Samay ot i ‘ei 8 voc ona] uty ona a Twig. ms 3 won Ss Tamnynoan | Teosin baile paeh | weaimaw [Pas So eek | Terre wana ata Shea —__| stereos pw ‘enweumaian | Peetconaestiae | ama eae [Fa Tang. sea or soon tg ‘Wotan ara? | Pestcoon aaa [sma Tareas | See an oe soci ed eyo | iticarman | Hen sais | Soa wire | PS a a a Dexter Sana 2iseor” | a setae | seco Sau as Tew poner orinae | Fe ad rece] Goes ing aoe ier eae Taadyon | Tamar’ [vacoacine | Po Game Seea™? | Rinses Sosa cc P= ion mo mam mmm 5 s €abi ak Uw ewe dde ddd ddd bdvdbe been rset at ctrmus | went | ats Fg rg pose Po Proatence mecca, | Waigvenree | Par wicecas | Reda. waa fomereeny wane ese ra ‘Saar ry, vearn tr ‘apa inka ge | Pale ‘tn. gk Cosme Poet ‘sie Semaccree [Pavel | Rea oe Peart anpo pe rama | pe ‘ot. eek rar abe ae ‘ea es toate Tagine [Pacinos Paar be Goammare | moun | Sana king aaa Deis y | Cape ‘aig wig seg ag ads dno Panaatn tpaseor | Dae aes ‘sr eg esses | Pataree Tae | Fae Rare a ft, ‘cacaypay | Poston aatanae | Raman cy Sata ey Talon | Mine ce is patra i, | er Satna ig warsetanom? | awe Ca Seta os a von wus nme = Warsbeiuaat | Spetiatiimc anim | tTunpe | Pavey | Say. rey mn ies ae "Tt ay Reigae [Pas ‘wai eae, Hotce ca ‘ebay | Gov Wirgpawy | Gaparaaaas | Saag wn Wasser a sae Fmt | Teorest | Bietaeay Pew mc | wunsionse | Fae eg ng ray. ae eg? or aos TapyFane | nao are | re org aoe Tarai | Gan oa ag eg TTaveset | Paseo Tin eins ra peo Gane ae Teipseard | Game D8 Ss Gane ‘Seg tog Sc Ut 8 Tecan gane | vein ts T-8 Weave [Pa wi ar, wae [Weer | anarchy] Bare | Sane Sein LdIntroduction This source pack ents 53 se af photocoplble lesson actives for eementar students, They have been writen bya vay of eonebutors fom many pars othe wold “he materi sgn ob used with sption Sdn Bok 1 ad es meth the liga andor topo each est, Hower, can alo be used independent of he ook hee sa contents ist which Inistes which ngsage nd sl sheng paced in “The eaouce pk contain wide ange of aces — at ines, cronowords, role ply, quizes, bar games {sve information gp aed gan ates and ‘ity of peronallaed alo. Students Workin pas _Boups to pata speaking fading wring i ach ati conse f one double page spends that ‘he material an be seen at lance, Or ope side isthe rly ad opposite ths set ofeach’ nus. The notes expan the spe of acy, the languages pactsed, the approninae ing, any pose preparation eed and py step israson or sing the ‘terial i he astm 1 you ate sing pat Seudents Book 1, ech spread corresponds gone ofthe lstons. Sometins tere are tre photocopies foreach son. Lessons 1-3 in the Stent ook normally coespon to am acny practising grammar or vocabulary or smexmes pronuncaton, an Lesion 4 Crate Sil) wil fen fave silos The lst ro aces tn each uk of the resource bok pacse the grazmar and voeabulry of the whol unit ofthe Students Book Theor, Acts I srl eae to Lon 1 of he eoubook, Ay 210 eso 2, Atviy 31 Lowen 3, and Atty # to Lesion {Peay 3 prstines gonna foe the whole unl ae ‘Activ pcs vocabulary fom the whole nit ‘here are more han one photocopier ac lesson, they lle numbered an Some of the worksheets are photocopled a5 they ae and dsb oorery student. Others, sch send gas, require cutingupsteraving een photocopied. Using the mate inthe classroom: some ‘common problems. ‘Wetted understand wt they ae supp oe doing ot oly wll she er fal but tudes el get bored and come supe Is a od esto _emonrie testy with one Pucroup i posse, anor get studens see back te youwha toy thie heye dng belore they sf needs be, hey cam do son tele ‘on langage. Obey you wl ned to are your lngunge spproriaely. ‘This ten happens when hey are coying the sey pol [poup enero Rep keep the wise Tevet down. Ext cerain ground rales rn he very egg = lin of ede of condsct which ‘old be deided topthe. Some teacher find that hang = cular gest pase which e “ko them about why you re oing a esses, ai what they wl a Ir eri ems teense 5 contdence ancy Api, itenbe | ‘eh appoint srmene in ach sup tormicortheevy anderen hares |S ‘pons sp within the cls 0 that 8 rou can ose points fr speaking be ta. | ell war fae he group with he ‘mor pine tte end of each erm can be 2 pat incentive = & =Heo ddd ddd ddd a a ‘There noha apd fas ule hee. Sometimes it can be ell for he anger sadn 0 work ogee, ging yo mor tine wo help the weaker ones Somes 5 [good to mix the abi Alt wll depend onthe character of he student, a ca be dsourging Foe the oss confident set 0 work with ry mina people: AS eof hum, make 2 yo change he piroupe fen 0 ha hyd ‘Generally speaking, fewer beter til fen note tha seve in each group ad thre ve maybe Beer fr many acts ot come bored ar exarperted with eachother Wha id of st a i | Wie sony Wa fi ke —— | wae te > Whar hve hay Tey yar ; Shanthi Mette ott te IrapotonFind the sentences ‘ear Kty etching sntrce tales osm of grammar an vcabulary ren Un 3 by Fang matching sentence has, (bss ile osm of grammar and vrabulay to Unit 3 Spanking, iting Photocopy and cut wp ne verses freer 30 tunis in he las, Mic wp the stance aes. er une 20 mites and hen 10 mites per atonal game 11Beyin by asking the sudenss wat they can vember from Unit 3. Ask ‘hem if dhete was anything they paruicularly kel or disliked. Explain 10 the students dat they are going todo an activity to revise everything they ‘ave eatin Unt 3 Explain othe stadens that you ave going to give them half sentence “They then have to move around the classroom te find the other half of their sentence, “rite the following Fancional language on the board and then dil te What your sentence ha? This should help the stulents o use English ‘throughout he activ: Give out the sentence halves randomly telling the students to keep their sentence halves secret. Get them to memorise i ‘Once the stents have merorised thei sentence halies collect the pieces of paper. This avoids cheating and you collect hem before the start of ‘the activity you can use them again. However, ifyour students havea bad ‘memory, they ca take the pice of paper with them as long a they donk show it to other sudents. “The students then move around the clas trying Wo find the osher half of thelr sentence ‘Once they have found their parser they canst down nex to them. They Ihave to write down their complete sentence, A the end ofthe activity get the sudents wo readout tel sentences wa ‘heir partne. The other students can then comment whether they thik i was a valid sentence or no. hese are any wrorg sentences, write thet fon te board and examine them ae a clas to dice why they ae wrong Varltlon this acuvry canbe repeated. Randomly give ou sentence halves again. The sens should have anew sentence hallo remorse and match, & = & & & 5 Eie ea 3 3 3 wou wi w a 3 a You can have fresh Do you wear a eggs for breakast pay terns tonorrom, espetinVocabulary crossword char Kelly crossword “oti inthe words in a crosswar in pas. Pale oceutary rom Unit 3 Weng, isting ara seaking Photocopy ene waka or sah pal Ct italy he dated es ‘Mer Unt 3 30 mits 4 Rum through the promanciation ofthe English alptabet with the seadens ‘Write these words othe board nd ask the staderts to ty to ity (ents) voine Goran Cec the stuns hve the conet answers. Then empath sat Shey will hve we ansramble word fe them n> a eso 2 Pri stants opus Give one eden in exh pe Worse A Id he ther Worst B. Peta the words ers and ov. 4 Fs efal he ters ryt scramble the Sra words an them nother resend 4 Theme bye, the dens lett the lees her es oer rer Ther parr wes the downs hen es tse them En fi them the ros 5 Upon inshingtestodent compar thet crosswords check hr 8 aowess 8 Erp hat exch pis ing to make a rome or anther p10 sche Gv out Worksheet Cand ge cach pr to vse rosword wih ten. Stns in The seen can se worm he word int the ack of Irate sk “The andes exchenge comwors an soe he pon inching both pais get togtier ad emp rss selndons. \Workshest A: across: 7 dance: 9 food 11 sometimes; 13 bed ow Laternoon 3 fu 5 peitiend “Worksheet B across: 2 breakfast; 6 summer; 8 histor: 10 animal 14 dog ‘down: 4 miashroom: 123s ‘ i E & E 5 & & & E‘ores > Tendes a odor wave ii Down 4 nut Betnnepria ‘Worksheet 6 reer 2 ekfeaabst 10 minaia od Down + 2aeg Across > di cern ee tm a oad ai alHow many museums are there in Edinburgh? Michael Kedward Iniorraton sap Ton ples ona ap by skng questions. Pais Thre Thre are; are Are ther? hat answers; vocabulary of tw faites; prepasins of pace Speaing, sting Pcacopy ne wus foreach pa of side's and cut along the ct nes. ter Unit Lesson 1 16-20 mutes ‘Ask th sudents what the capital city ofScotlanc is and tll them that they ae going to work in pais to complete a may of Edinburgh. Divide the class into pals (Student A and Studert B) and ask them 0 sit hee to face. Give Student A Map Aand Student B Map B. Ask ther A010 look at each others map. Demonstrate she asst by asking a Srudent B the following questions. Student B looks om hier map and gives the corect answers iether eae? Ye, drei) = Where wi sin x Soeer) Are there ony retanrants? ¥ here ae) = Whee ar they? There oven Veet and oven 2 Set) ‘You could write the questions wp on the board te help she students during the att. Elicit the word graveyard and wet cup on the board Set the stents 2 ie-minte time limit The stents now work together to a forthe places that are shown atthe botom oftheir maps and to ‘mark ther in the corres place on their own map. ‘When the cme limit sup ask the students to sitnext wo each other and to compare maps.= in lL 4 Ha ; = ie 4 4 a a 4 FFD ie son eon a a 2 | pen ree a | aoa | 2 |), |} dyes 2 ; [Pp a = = be, fa i & Princes Street ts z z = a a 2 | Edinburgh?He’s wearing a long black coat Michael Kedware Memory gene and matting exerci To doce whats on pure by mamisng he itu are rth sentences. Pas Preset comioousafiematve ding, speaking, sting Pretocapy me pure foreach pa of stars and one set seenees Cat ihe pcre an setae along the dete ines. Jumble re stews, iter Uni Lesson 2 18 mines ‘Divide the class wp i pats and dsubute the picure facedown. Tell he ls that they ae golngto look at» pctre and at dey il have 12 remenber what chy se without taking any nores [se the class o turnover thelr pctes and give them so nimates 0 study the picture ‘When the ime up ll the students our thei papers hack over, Write {A young man onthe board and asthe sudents to provide che end ofthe sentence Us rdirg abigco).Distibute thecutup sentences o each pai fd ack them to match the beginnings and endings to make sx sentences describing the plete 44 The stadents work together to match the sentence halves 5 Conuct feedback in open clas Asan alternative to Steps 4 and 5, each student couldbe given one hl ofa sentence. They then have to mingle and speak to the other students in onder tofind the stent who has the corresponding half oftheir sentence, ‘The stadents could then sit with their partner and ty t0 wee five more sentences describing the pictre from memory.Gis eee ong black coat de og re toni ti adi cube exe ‘young mana woman shold and ~ pole dking cote Ald man Weng nia cam Ayu gl is olerbladng. “Two dogs ae sunning. eranWhat am I doing? ‘Anna Biatas Meng Tomine actions and guess whats hspeing. Whole lass Present continuous afimatieluesons; tert answer; grea vrabuly Unis 1-4 Speaking, eng Prtocny the rises reach rou of 20. utp in ts. ‘Mier unt 4 Lesson 3 20 nies 11 Elicit or reteach some vocabulary such as gg fr a wall, chewing gum sid combing you har, and write down on the Bou 2 Explain the activity The students ae going to mie a ation othe rest ofthe lasso tha hey can guess what you are ding. Demonstrate talking onthe phone and slick the comec sentences Tone alling oe Phone sAre you ling on he hme? 3 Pat the sips of paper oma desk, fee down, 44 Each student should take one strip of paper Tis important wo sees that they must not show i 16 anyone 5 After reading the ustruction, the students ake tun to come to the font ‘ofthe class and mime, without using any words. They may make some sounds if ecessary. {6 The fit student o guess the activity gets the sp of paper The winners the stent whe has the most strips of paper 17 You can do some retedal work onthe present contin, or drill the ptonuncaton and intonation sa follow-up, ©The aeiity could be done in smaller groups, with each student having more slips of paper, ard more to at out & mm £ & ©Qu dda ddd ddd ddd db edd dd ddd dbSilent letter maze WichaelKeaward Slot ater wre mae oot rom oe ste ote graveyard to the ah by stoping a the stones wi si eters Pre Words contingent ters Soong staing Proacpy the maze os wath gio students, sec Unt 4 Lesson 3 *S.nies ‘Wie comb and ghot onthe board and remind the ude of silent eters, Ask ther to ident the sent les in each ofthe won Divide the clase up in pits and give each pit» copy ofthe sent Iter seveyard, Explain the rues: the stadents have to crse fom one ade of the graveyard to the other = they ae only able wo use a gravestone if the wot on the stone has alene deter ini they can move vertically hortontally or diagonally but hey can only move from one stone to the net, they cans jump ore any The stents then workin pats oe the fastest to workout the route aoss the graveyard Conduct feedback. The winning par of students ca ropor the cortct path rough the maze back othe class. hey male a ms ‘irean continue the second fastest Key the corec route is: caste, hfe, bond, thumb, ince, hifi, nz, wal, ro & 5 & eaaa | datdajatetaDescribe the classroom ican Rawat Desebng a cassom To find ut what a asm ok he by Htring ta deseo. Pas Voabuary reas to fue; pepostion of lae; There Thee ae ‘Speaking, tering Photocopy te wrksoxt oor or ach pi of tents aut lang the dot es, ‘run 4 Lesson 4 20 rites 11 Ask che students 9 describe their lassroom to each ater. When they have fnished conduct wile class leechack and ene that the stents use correct prepositions of place when desenbing the classioom, 2 Tellehe students that they are going to deseribe a tue of another language classroom, 3 Preveach the words s/seles and boas and the preposition aed. 4 Putte stadens imo pats (Student & and Sten’) and ask them 0 i facet fee, 15 Give Student A the plete of Clsroom A and Scent B the pleture of {Classroom B Tell them that they must act show the pita to thei partner 6 Explain the atv Student A must describe Clasrom A to Stent B who most draw the furniture in the correct place i Classroom 8 7. Give the stadensa fve-misate wie limit and star he acti 8 Aer ive minutes, the pats should compare thet itares and check if ‘hey have made any mistakes ‘The stadents could work together to write ive sentences deseribing the ‘lsssoom shown onthe pleut, ommms = & € = = 5School Halloween party Michael Keaward Fog and corecting mistakes Tofndgramenatcal and fect mistakes nan oa rouge Tere iT ar, rose conéauous Fath, sesking Prctcopy oe copy the workshest fer each up of tee for students, Ct he worksheet (no tw slong the dt es. ter Unt 20 mines 1 On the board write Orisa New Yor Be irkday sand askstodcns they can thnk of one word thatcan fi inal the of the gaps. The answer is pry Preeach the words Halloween frat ce and costar “al the stents that they are going t ead an ema ftom a student at a Halloween pry, Distbute the ema Explain tothe stents thatthe emai contains a numberof grammatical sistakes and that they nes to find ad correct the mistakes Weaker students oul be zl the nuraber of mistakes (10) thar they need to fnd Se a ine nl, ‘When the time Unit sup ask de groups how many mistakes they have found, Go through the mistakes and coet them, fEplat to the student that they ace going to be given a picture ofthe pay lit {Gor the students which person a the partys WAL the writer of the email ~ he siting atone of the computers i the school common room. Tel the students that {Wit not only made mistakes wid hs grammar but he aso made a numberof facta Intakes abou the party Ask the stadents to spot he acral mistakes and set tne Tie 7 Conduct fede a8 class wher the time Finite. “The stents could tel thelr groups shout a pary that they have recently been to, Ney Difeences berween the emall and the piture: 2 theres ood on the tables Sarah is dancing ona chal nt ona table = Pablo and Siva ar taking ona sofa not inthe corer = here ae te singers not one = theres one guitarist not oo the saxophonist not mentioned = there ae four people daneing not five = owo people ate wearing ghost costumes — two people ae wearing vamplte costumes = thete int anybody else working on the computers,WWW Medd ddddeiniideide nnn HiPen | am at the schoo! Hallomeen party and |is having a great tie. Thera aro ots of students here, There are lots of chara and tables but thar ft any foed.Thoro area stereo 0. In the room there isa band and los of people aro dance, one ofmy fiends, Sarah dances on bie! There are a band and one parson is singing, two people ply the guitar anc one som playing the drums, five people are dancing, My two Hends, Pablo ané Sibi, i= talking inthe comer, One person is wearing a ghost costume and another parson looks Ike ‘a vampire, He is wearing a long black cnet an he has a white face. Rob and Ben are ‘rnking fut juice and there is ane person on the computer next to me. Maybe he are writing an email. There ae also one person inthe comer, he is slaesing! ‘See you soon, wa ponenetet et reninFind and group the words Michael Kedward Word search an catering Tene words word serch df catepore the wore Pairs ‘oral lat to own fais, ats of he body an frre Categosng vocabulary Prolocopy the warkseet foreach air of students nd cu tino to dang tected nes. ‘tr Unit 20 minutes 5 1 Divide the cas imo wo groups, A and B, Give eck student in Group A Word seatch A and the studens in Group B Word search & t 22 Tell she tadens o form pairs with someone with te same word seach 3 Tellehem to seni the pictures shown in the box on the right and o fin she e word inthe word search £ “4 When the pies have ished, tll the stadents to dvde up so that student rom Group 4 works wath a student rom Group & & '5 Ask he pais to sor their words into appropriate groups. I students require help, ‘yu could tel them that here are thee groups, eck conataing sx words. & ‘The suadents could then be asked 1 think of wo more words hat could be eed wo & cach group. cle|c[alrlalr lel als & s[rlefolclulalels x eChlelel te(rhelc | wo] efolel i [x [ale e wlofe Nhe tole] Ale & cvfelel Selelelelnle “The three categories are future (cunais, ble, wardbe, CD player, computer window), body pars (face, finger, mouth, knee, thumb, tooth) and town (museum, restanrant, choo, cathedral, hotel, sation). mm "- | f Tslol+l=lzl#lolz|ojol— w/wlz/+[ol<|-|s|e|> al x j-|sl(+[-[=l¥[=[ 2 ]eolel= Slo | slu]alelolsfuls| [3/5] | ' Pee : : 74 i i a OE H i ae i i ii =D [kes wit e worn une lp yor are hie pr a | | dattcanen shitey Re siya caer : [oom me 3 ae Singses Gene - 3 jacket Lizzie 3 wep Toy : S ite : 3 football Bart _ | pete: hn 5 pares Neo - i 2 Ask qusstions. Listen to you puters emtness and daw Hines to comet the people with er ings BE eON Fe Wowie Anne David George Lisle Shiley Tory fer Batten et een nn eee neat lian = aComparative crossword chara Kelly Iara gap cressvord Tot ina crossword yng nthe corer orpareies. Paes Compaates eating, seakng, tenia, wrteg Photocopy the worksheet fa each pl sudets an cuttin Wal ‘Mer Unit Lesson 3 15 minutes 11 li theres fo making compartives from the sents. Ask them to sive you some examples and elp them if necessany 2 Putte sndemts nto pais, Student A and Student, 13 Whe the adjectives, high, wet and al onthe lard and ask Student A to read the first wo to Stent B, Suadent 8 chen weplies with the omparatives ofthe two word to Stadent A. Ther ask Student B to read the second two words to Student A, who then replies withthe ‘comparative ofthese two words to Student. “4 Explain that the students must ell their partner tn adjectives and heir prtner must ite the comparative ofeach adjectve in their cossord. ‘When they have completed allen they should beable ofnd a mystery comparave, number IL 15 Hand out Worksheet A to each Student and Worksheet B 10 each Student B, Star the activi. 1 When the students have fished welte the adjecizes from the Worksheets om the board to check the ansiers. Get the students to come up and write the comparaives next to them. & & & & & E = amma em & & 5 & gi mn aia mm2, Cy Words for your partner: | impotent " : 2ovely : 2 short - A eosy 3 5 famous Fe 3B | exng f 7 3 Tsad = 8 expensive . 9 any 3 sosunny 3 Fy] i ao ——— : ” GEE 3 | Words for your partner: 3 seman : a 2 ae 3 | toy | =e feed 7 F saitct F = late F 3 7 modem 3 Bot . 5 2 popuiar F om = www ul ortonCut-up questions Richard Kelty Serene aetng To am seteces ron separate wort Paesismal ups ‘vest forms ea, seco, stenng Prcacopy Workstet& coc and cut up the sentences. Be cel i hae the words trom each sentence togetar ane thay’ve been cut wp. Place each cap serene nan eveloge and sures te onveiges | 1 12. might be a goddea tocobur code each cut up sentence and ut itinanenvope marked wth re sane col This aos Carfsion Ifthe sarterces gt ied up Plocoy Wonstet 8 fr each pa /sma group ‘ter i Lesson 4 25 mines ‘Pat the students in 12 groups of ro or thre students Place the envelopes on ule tn the middie ofthe room. ‘One member from each group comes to the table sn cllect an envelope “The students take the envelope hack to their parser) and put the words nto the comect order to make a sentence. They wite the sentence down on ‘Worksheet B. One member then rtrs the envelpe to the table and collects another envelope. Make sure all words hae been put back int the envelope. “This coninaes unl each palrgroup has writen own ll sentences. When students have dene all 12 sentences they must ask the ther rembers of their group to read out the sentences to check if they've writen them down correct £ ® & & mom i m E e = = £ 5 5 5 & . wimm naoe 3 3 Sox - 3 je 4 = a ee re | 3 wm yor | pee | ee con [ae orl | 3 fmm | «| me | me | at | yor [pwomoel 7 || a3 ce) | cae ee ‘Write down your sentences here: 1 2 2 a | WHWdWd ddd dd ddd ddonsodOrdering a dialogue hace Katy Ordering a dialogue To form dialogue from cat Sentences and wo gti out. Groups Revision of present simple and present continuous; weather and job vocabulary Reading, speaking listening ‘Photocopy the worksheet foreach group of thee. Cutout and jumble up the sentences for ech student (A, Band C). Make sure ou keep the A, B and C sentences in individual ps. Aer Unit 5 25-30 minates 1 tnsraduce the content= three people are meeting each others pay Ect some ideas about possible topics of converation or possible language, and write some ideas onthe hosed, eg Ne to mea you What do you do? “Tellthe seudenss that they are going to pat the sentences of dialogue fata the correct order and act ot the dilogue wth thelr group. Explain that they will workin groups of dee and that ech of them will have 1 ut part ofthe dialogue into the correct onder. Tey then have to work together to work ovt the order ofthe fll dialogue. us the stadens ino groups of thre, Student A. Student B and Student C and give each student hisfer pact of thecutup dialogue. Each student should have seven slips of pape. ‘Ask the students to wor sdvidallyto tthe part ofthe dialogue into ‘the correct oder. Tell hem the sentence on Ue shaded slip of pape s their st sentence. Monitor them. ‘he dents now wark together to fin out in which order de pas of| the dialogue go. Have ther double-check the ole i which they put their individual parts ofthe dialogue to make sure the fll dinlogue makes 1 Tell the stadens to practise acting out dhe dalgue in seir group. Each pera should take the pat of Davi, Brad or Charlote, Monitor and help them with proninciaton and intonation when needed. 7 Choose group of nee ouxgoing, confident stents who have go the ‘wtiole dlogue in the correct order Ask them toaet tout faethe other suds. Variation icp could be done in groups, with As, Bs and Cs working together <=. PTT TT eo oe a nwuwn ned ddd denned Do you want a drink, Brad? Yes, please. Can I have a Coke? resting job? Js always Pot and sunny hore in August? No, Brad. Its usualy cold and rainy. Why are yea in England? "rm working here for the summer.Vocabulary Snap Fichard Key cad game “ore te vocaouary from Unit 5 by playing @ card pam. Palsgoups vocabulary om Unit Peon Protcony 2 waksheet per pagum of tree ters and ou te a, er Unit 10-20 minutes 41 Explain the rues of Snap, which are era alm ofthe game (0 collect all he card it dhe game Atte stat of the ge all stadents sta. with m equat amount of ards Cards ned tbe ambled up before ane game and she Stadens most not look at thei cards before ay ae played. = The stdents put down cars lace-up onto two piles in the centre of the able When two cards appear that are dhe ame the student Who ‘Shouts Sap fat wins all the cards on bow ils. = When a seudent rune out of eds, the oer plyers) cary om ayn ards on the other pile The student with no cards can watch and wait fora ap to remain in the game. Uy do nt get any cards, they are 2 inthis game thee ate no denicl cards, bot each card dhe pack has 8 ‘pester cand with which the stent ean make a snap pot and pla, ‘rng and iver ful stp and capil leer. The swe call Snap wht 8 ‘Sida te prter card appear To be able to win he cards the student yrs to expla the conection 1 the other players 13 Peace note an tell the students that they cannot make «sp with two Jobs or two counties, seach ofthese words basis own partner cad 44. Pathe stadents into pis or groups of thee and give them each set of ards Groupe canbe bigger than thee, but having smaller groups allows ‘more cote 15 Star she game, Monitor and act as referee ifthe students cannot com to Sh ageemert about the explanation ofthe connection between rwo cad 16 The game i finished when each pavigroup has «wine. Key These combinations form snap pilot- plane rainy Bata thot ~Asstaia teacher ~ students sneeze ~ Bless you! hospital - doctor last fuse ful stop ~ capital eter caring —slver police fficer~ police cr Journalist newspaper qulz~answer Season — spring mentee am 7 mamInspiration Pr mM MAO OOO OeWho in the class? Mae Rebar uesing game "ef ut formation tout ters inthe Cas by asin qn, Two 919s Past simple of vb ote pean, itening Ploeay Worksheet Aor ach student in Group A and Wosbee 8 fo each > student Grou 8, Cu the werkseets ong he dtd ines ier Unt Lesson 20 mines ‘To lustre the activi, ak a student to guess whe they think in the class was scared list night and who wast ted yesterday afternoon, CChecle with the suggested students whether the gusses were ight oF wrong. Divide the clase ito two groups, A and B. Explain thatthe students are sping to have to guess which people in ther grou were or werent fling certain things at certain umes. Give each student in Group A Worksheet A and each student in Group 'B Worksheet B. Give them Sometime to make thei guesses. ‘When the tine i up, eit questions fom the students hsed on the center examples, Write the questions Wer you sara ast niger you tied at ight? on dhe Board asa model “The students aow wale around the room and ask questions. They £010 the peopl they think did the things on thelr Worlshees, They have 0 tick the Ws ight? column f they were right ano res they were wrong, ‘When the students have asked all questions condkct very quick {eedback to se who made the most corect guesses ‘Now divide the class up s that each student from Group A works wit 2 student fom Group B. They have to el ezch other aboot the findings ‘oftheir group. Examples of what they could talk cbout are how many guesses they got correct and incorrect and any otter interesting of Surprising facts they found ovt about thee classmates é t é & é & & é iF = mom m 2 = &www dd wa deat Who inthe cass. Wa righ? Yeny 1 was unhappy last week? 2 wasat the cinema yesterday evening? 23 wae at choot last week? 4 wasn the park las Saturdy aftemoon? was late for clase this morning? 6 wasina disco lat Saturday righ? 7 asin anethes county last month? 8 washoppy as right? 9) aur tred this motning? 10 was athome ls igh? | [won the elas 1 was in anather cy last weekend? 2 washappy ast weet? || 5 watinthe shower last nigh? 1) 4 wasate party las Friday nigh? 5 was world about exams last month? 7 was angry ths morning? waar at home ast right? 10. wasn'tin this las ast month? 6 wast at school yesterday? i 9 watina museum ast Sunday aftemoon? | —__ ‘Was abe? Yenv No=xInni the Inuit ‘Michael Kedward Ordering try Toil inthe cect vr fos of he past sinne and op the sty inthe creck de. Goups Past single afirratie Resin, wring, soeakig stering Pocopy th wrksoot and cut tu ito 12 ships oath grup of 12 stuns. Optra to check he corect oder aera, you cold 2s0 ake an ethead ‘eanparency (OH ofthe ul sty. ‘oe Unit Lesson 2 20-25 mines 1 Write land om the board and ask the student how many courses they can think of that end with aed (e, England, Finland, ‘Greenlnd, edad, leland, New Zealand, Poland, Scodand, ‘Switzerland, Thtland), Tell the students that he are going tobe ‘reading # story about in, an Tout who lived in Greenland. Explain the ‘words Inu, fig, ln, June and polar barby using Masheards or minutes to read the information fon their cards and to prepare, Wet the fllowing word and is meaning onthe board to help them: invert (). 4 Write on the board: = Hal, hw are you? ne tanks Whats your name? What dd you do ast wekimondiyear? ‘Ask the students to think of ways in which the convertion could develop and what people might tall abou aa pany. {| 5 Give ou the Question shet to each student andask them to eal it, They ned to think in pairs abou the questions they have oak ro find out the answers to the ‘questions on the sect. Tell thems that they ae gcing ro have wo find out the answers at the pany. 16 Ask he students o stand wp and move around the classroom for dhe nex ten ‘uinutes as though they are ata pay, Tey haveto talk to each ofthe other guests fnivially and ave a bri conversation with cach of thers. When they meet, someone they should ask hives questions fad the answers tothe questions on {heir Question sheet. 7-_Afer ten mines ask the students to sit own ad condct fdback. The student who was able to answer the most questions corral isthe winner. |AtStep5 donot give out the question and instead sk the students to mave aroun the party taking abou tele past ves for ten minutes, using the information on thet role cards, Once the time limit is wp ask the stent st down i sll groups of three or four an disibate the Question sheet. Give them five minutes to &y 10 remember ae many ofthe questions abou the guestsat the party as they cx Conduct feedback in open clas. The tam that remember the most corec answers ate the winners oy onowwaad WUD dnd dew || ee on ae tue Eyes Pas || You ae 28 years ol | ascend you ang for he Preside of the || eet Soae | You ae Ti Cruze. the mous actor | You lve is Halpwod | Las Apel yousmade three ew flrs | Nel ee bowie wir || Sere renee Laser ou broke yu | ee ere ent ‘You af the mous sina Yoko Ensen. “You re for opan. ‘You are ote rom the White Sroka. You ply the puta | a al Jae ape i aed “You are Catharine Dax the Holywood str. Ysa tir ye al rd you rormared Question sheet || Who won a competion hs summer? For what sport? 22 Who invented a new machine a year ago? Where was the scien rom? | 3. Who made three movies last spring? Where does helshe lve? ||-4 Who hur himsefin spring lst year? What sport does heise pl ‘5 Who sangfor an important person one month ago! Whats de sme of Water band? || 6 Who wrote hister sth book last mand? Where i hele from? | 7 Wo interviewed a mous persn ast weak! Who di helshe meee || Wo fad » number one singe and album fase Wook? What instrument oes helt pay? 9 Who weed alo of counerie lst month? Which courtier dd hls vin? 10 Wo won some prizes fora fim st year! How many did hese windHalf a crossword Michae Kedward Groswod k olin the missing words na crossword by asking quests an tening to ey eins. Pas a epctves # Speaking, stain, wing a Puoonpy te worksheet fo each palo tudes an cuttin hall along me ded a ees e ern = 15-20 mines gE 41 Wie on the Board fl hs hence my fea adel eh when Tom & valine sew and ask pairs of stds to think of aces tht g0 5 With these sentences Le happy and cal 2 Draw attention wo dhe presen simple and present continuous and ask che a ‘students think of other sentences beginning wi [el his... Conde, feedback, 3 Explainto the students that they are going wo have o describe words in this way in onder to ll ina crosword, 4 Divide the cles into a Group A and a Group B. Gve «copy of Crossword [Ato the studens in Group A and a copy of Crssvord Bt the students fn Group 8 15 Tel them oform pais Fach student in Group A works wth snoher student fom Group A The students from Group 3 do the same. Give the ‘students five minutes to complete the sentence for each af the adjectives {ntheircrosword. Monitor and answer any questions {5 Re-group the cas so that each student from Groep A works with a student fom Group B. Tell each pio sit face tface so that hey eannot sce their puriners worksheet 7. Demonsuate filing nthe missing words i Crossword B with a student: Teacher What ars? Stadent el hs when ish my amor, Teacher te pleased? Give the students ten minutes oll in their crossronds Conduct eedback Alter finishing the crosswords, she students could be asked to tll het ‘primer wher they st fl each ofthe emocons.WWD Wd ddd ended edd oe, 4 Heel this when 3 eel this when 5 fee! tis when 1 (feel this when 9 feo thi when 2 | feet this when 4 Heat his wren 6 | feo! this when 8 feo this when 40 {eal this whenWhat are you going to do? simon Macartney soarsgone Towina tia game by usin pl at wives ory age ig Wy.” ec. Speck, ig Photocopy one game boa foreach group of tire o four suet. Pro one coun pa stent per up and oe doe pe grup ‘Aor unt 7 Lesson + 15-20 mines Give each group a game board, dice and countes Explain thatthe am ofthe acuity for stdentsto get tothe end ofthe board by saying what they are ging 2 do and saying why in eifferent Give the students « model of what they should sa by sing an example station: Sanday, What ae you gig to? Ele. answers from the sudens. Check the grammatical accuracy «fs Sunday Fam ong sleep all moring. nthe afternoon a going ply tall ih my red Aslethe students to ive a reson = Why are yu going to sep morning? ‘ese Fam ied and he epi! Pur the examples on the board o lp the studs while playing the ame, Demonstrate the activity with one of the groups: The fis student els. dce and moves hivher counter on the game board The student read the situation and then says what he/she is ging to dd. Another student asks Why ae yu ving (97 the student can ‘say what hele is going to do and ust, hush stays om that square These cam, helshe has to move bacc to the previos square = lfwhat the student says grammatically incomect, the other stadenss have o correct hinver and then helshe alo moves back, “The student who gels othe finish fst wins. “Tel the students to stee the game, Monitor the acivity and act as referee After completing the game get che students to feecback io the lass on ‘some interesting ideas and reasons. After finishing the boardgame, ge the stents to vent some ew ‘silly situations and discuss what they would do, Examplesof such stations are | Whar would you dof someone gave yu Tlie daar wuld you d 908 > went de moo? For homework, each stadent chooses one of he sly situations and writes about what else s going to daand why.You want 6 You want 9 Taree pi tnew mane Cl ‘gabe % eke eure ot your You wont 2 + Toute at © pee hota cee * RE new cmp game You wont “You hae © We Tans o 2) have 3 laugh "22h achool dco? ees WKH edad a eeWhat are they up to? & Mara Rosita sues me Tomake crc seroces wh aig fle guessing wa ere ew crops gota © Sper, neg Mate oe copy oe wrest a ee pf hres oe tus, ah cu kup 15 Arr it ison 5 20 mites = Explain or demonstrate the acivity Whe onthe Board or say Tim wear eg tlothes and ask the students to guess why. They have o sty what he is going too, eg fy Hes going eo meat is ified, of Het gong to have inte. Explain that the ami 0 se gg. Divide the clas into smal groups (hres to ie stents per group) Distetbue 15 slips of paper to each group. Make sae tha they are put fice down ina pile, in random order. ‘Demonstrate the game with one group = Tell he stds tht each of them will take tims to pick up a sip of paper and ‘read it out The student that picks wp a sip of paper cannot patcipate in the ame, Suggest that they go round dhe group clckwise, taking urns tobe the ‘eader. Remind them that each sentence ells them shat che people are doing and tht they must guess what these people are going t do, = The person who thnks of a fentonce should pa hisher hand up an the readee should et «ume limit of 20-30 seconds. The erson who thirks of the sentence fist keeps the slip, on condition that che sentence is completely correct according to the est of che group (inching the promursiaton). Ifthe sentence i incorrect, ‘other person ea ay hlaher sentence & ~The winner isthe person with the most slip athe end = Once the fist sentence hasbeen checked, the group can decide on the reason for the sentence that has won a point S, or the examples use above the reasons could be Because i her bray or He wants to suy the wiversity Sart the activity Walk around the classroom and help the stadeats when needed or set as referee, ‘When the activity finished, conduct general fedback onthe sentences in open class. BE ‘You could provide each group with ark pe of pape, and ak hem towne the sentence down ater thn saying. Tn this ese, te Speling cook ao be sessed. {ead of aking reader in each group ovad et the sentence, you could jot sk someone to tart oer each sentence that everyne case I 5 The atv coud be done a clas or neu, withthe teacher reading othe sentence, and one person fom each group eer weg or calling out the corect ver Fach sm coil come up witha rae fr themes, and you could ep? ge & ‘unatng tot of the score onthe boat.a lb VU CO Robert is holding a mobile phone. Your friends are walking to the beach. ‘Tina is in a music shop. Your brother is opening the bathroom door. ‘The people are in the garden. You can smell food. You are looking at a map, Eric is learning Chinese. ‘The teacher looks very angry with his class. Nina is packing her bag. ‘Tom and Kieran are going to the park. luz is holding some flowers. Molly is crying. You want to be a journalist Peter is worried. Your family wants a pet.What do you like doing? ‘Simon Macartney & eso ans arse. & Toe te gel yang quests aot what pene the oe in ho ak Vet and gern actives teats estuary speaing ie, wg Photacony one wersheet fr each student. ‘range te chars inte Csr in wo hcl fra was att 6 usta, ‘wheal he outer ‘Mer un 7 Lesson 2 ae loion round, hanging 20-25 mines airings) Arcange the chairs in the classroom ino owo eles. one inner and one ‘ote cele. The cals shouldbe arrange so that he students ae facing ‘ch other. Te desi tha the stents inthe out cirele move around tnd tht the stents in the inner cee tay where ‘hey ae so that ‘rental all students have spoken to eachother (ze stration, Give each student a worksheet. Demonstrate the activity. Each student is gong 0 terview other ‘lassmates about what they lke doing, dont mind éoing and don tke oing “Write models forthe questions on the bourd and elit model answers = What do you love ding? Tove machin etl goes What dont you mind ding? — Ido mind doy homework What da you ate dog? — Tate henge rp mai Tot a range of activities and sports a examples fom the stadens Start the active ‘Alter each pir has asked and answered the thre questions el the “dens inthe ostside wheel to move one char claewis, “The students interview thee new partner “This continues until he wheel has gone around one fll ce, ull 12 students have been interviewed of tme has un ou “The srudems do a survey finding out what activites ae most popular in class and what people generally don' ikeWhat do you ‘Whatdon' you ‘What do you Friends name lowe ke oF pera hae, dike or ni doing? not enjoy dong? waa a asks i a Ses AR oat Me eo be inpraton UHHH ded ddd dwWho has the fastest animal? Simon Wacarney Top Tums ‘To pay a.caré game by using supariates. Pastel ous Supa aces; queso and arses ‘Speaing, ening teeny and cat past of ria Top Tarp cad ar ach op. ter Unt 7 Lass 3 0 mines 1 Explain and demonsrate the principles of the game Top Trumps. The aim of the game [so win al ofthe cards, To win cards you have wo Beat the other ‘ards To beat other eands you have to select a specie eategory = such a the fastest animal. ll players choose thei fastest animal. The stent with che fastest animal ins ll ofthe other cards. Give each pit oF group a set of cards Explain te aim i fr students o practise using superlative adjectives to ak sind answer questions about the diferent characteristics of animals. Elicit some model language fom the students. Encourage the students to wse their own knowledge about animals and make superlative questions ie. Who as othe Jase animal? / Wo bas oth anal wi the mos gs? Give the students a model for answering the questions, Le, Fv gt aig: can rm thn p our Te go a compo. tas eight es ‘The ode] answer forthe winner ofthe cards ean Tye go the fen. 18 he atest vial Hcan fy at 440 hp our 1 in Dv ge the cent. Ks got handed legs Write the model anewes onthe hoardif necessary: Preteach any language your students dont know eg. any ofthe animals or limereing fs ‘Divide the cans between the students. Show how he game works with one pair or group. si One student ask a question ©: Who hs ot th estes anima? = Each student chooses one animal card. The tens readout the information, eg, fv gl ager Ica ran a6 le per hor. = Thesstudemt with thefstest anima ays Tin. ve the falon. the atest inal I can fly at $40 hm pr our ~The winning student takes all the other stents’ payed cars, The game is over when one student has all the ards. {8 Sart the me. Monitor atid help che stdents when needed. ‘9 When all students have finished the game, discusssome general grammatical cor vocabulary sues that came up in open class. Variation Ask the students to make thei own Top tramp cards. These could be cards with ferent animals ora ailferen theme such as cars or superheroes, Deine the iain categories eg speed, spect ably, design. Sudents can use a library othe Internet to find ot the information. cy ane a & m aWi URE eee eee a ¥ ‘eng cobra ‘feat while shark <=> — BB ink 109 mh ose 1S 2000 @yssmers ng Waser og ‘Bayon Bree an grt sha yet im 3000 re ‘ratte adi estan Bown isin ohms eee aoe = ee ac eg ante Bryon Bis yc i onsen ‘24h Pecsgnee | cenipede ‘eanila mmosqul i o oo | etknh i ete soi fatten H ea 35 | 03 mes amet Buen i Beye ‘Bove ‘poe ston bans | Teoee gheaguge ‘io i ‘acon 1 chimpanzee i AR Eonres foceul I oes ee Biya Bisyore (0 gn et an comico ane eey giartctaas tag Since repttonTravel information simon Wacariney Pang rane To fad ihe answers to uestns abou vel norman, Pace Vocbuary of sre acts, animals and courte: easing, staring, wing Prlocoy and cu up the infrmation reading sips you nae alg cass, make sve shotacopies. Sik be maton ecg sp a he walls, Photcoy te Tal questo a 2201 pa of students. ‘runt 7 Lesson 4 20-25 mines 1 Cur up dhe Information reading sips. Sick them sround the classroom on the walls before clas. f you havea large class, pa to oF tre sets of the information around the classroom. Explain to the student that they have to ask theirpsrtner eave questions, Test ‘prints answer the questions by finding the information onthe Information reading Slips onthe classroom wall, Divide the lass into pals. Give each prof students sheet of Travel questions Explain the aetvty By showing it with one pa: Student A asks Student B Question Ion the stet of Travel quescons. = Student Breads the Information slips. When Sudent 8 Finds the answer, hefhe tels Stademt A Stdent A writs the answer down on the shet of Travel questions = Student 8 now ask Student A Question Student reads the information slips and when they find the answer, helShe tls ‘Student B, Student B writes the information dew onthe shes of Travel questions = Cominue this procedure for ll en questions. Stare the activity Monitor and help the students when needed. The pai that ha ll the answers fst wins (Chock the answers in open class when all tadens have finished the game Prepare a web quest, Make a lis of questions for your students to lok up the © information on the Incernet using 2 Search engine or children, such = __wonyahooliganscom. These could include questions such as What the weather the tn ang nay? Where can ou sean orang? 2 Ask the sudents to prepare some questions and ieformation about traveling in thei ‘own country or reglon. They give this to their partes iy read and answer rman mae nanan sasial ide mad eid a i Oe wow wow www ow wow , _[ Russians and they are very good att! Information reading slips Pandas are an endangered species. There are many pandas in zoos around the world but you can only see a wild parda in China ‘The national sport of Canada is ice hockey and most Canadian love playing it You can play in Jee rinks or outside in winter. Spain has many famous artists. You car soe the paintings of Salvador Dall in his hometown near Barcelona, ‘Rio di Janoizo in Brasil kas a carnival very yeas Its the most famous in the world and a great place to see people dancing the samba, ‘You can ase people playing chess in the sroots in Moscow: I ithe favourite hobby of many Footballs a very popular game in England. Many English peofle watch football and one of the moat famous teams is Manchester United, who play at Old Traford in Manchester ‘Tho groat whito shark is found in lots of places ound the world In South Africa you can go shazk watching on small boats. ‘Many people say the best thing they have over seen are the actve voleances in Hawa Sometimes you can watch the lava fm into the sea. [When you travel ino counties you lave obe carl featting wala Sodontiona | IRongule ite ou ke mala mdi an ue moeque ser ‘Arica is the best place to go fora safari to eee wild animals ike lions and elephants, Don't forget your camera ‘Taaven questions 1 Hove pendas. Where can you see 8 wild panda? _ 2 want to lear to play ce hockey. What country should Igo to? 3. Tike painting and my hero is Salvador Dali, Where can I soe his paintings? 4. Twantto learn to dance the samba. Whore isthe home ofthe samba? 5 like pleying cheat and want o play every day during my holiday. Where should go? 6 Where cant see the football team Manchester United play? ike watching big fish Where can I see a shark? 8 -Twant to see a volcano. Where should I go? — 9 How do you get malaria? - 10 I want fo go ona safari Where can I see lions and elephants? ct socio QUERIESThe best day Simon Macartney Wig poeey Towne pooms abut te bes and he worst dy ant tra ten. Groups, nua Geund speaking, tng Prtocoy one workshoe fr each student. Ate Unit 7 20 mines Write Te best day and The worse day on the bos ict fom the students some examples of what makes a erect or terrible day. Put the stents into groups of three or four stents. ach student tells the oer stdems about thet est day and their swore day. “Get he students to give feedback and writeup bts of ferent ideas ‘on the Boar, Get the stadens to vote on the st and worst things 18 Write up example poems on the board about yur perfect and most, terrible day using gerund constactons and the eas: Thebes day The worst day Aiding icles Dang homework Playing fall Clearing your broom alg ie eon ating cabge Sleeping in the un, Wain in a 7 Give the stadents the worksbet and ak them w write their own poems about thes best and worst days, They need to write five things bout each da. {8 Monitor and help the sadents when needed 8 Encourage the student o draw pictures inthe sete Boxes next 0 their poems, 0 Gerth students to read out thelr poems elas. Get the clas 0 vote ‘om the best poem 1 Pate poems up for display and let ober stadens read them, You could get students to think of diferent situations such as My dream day "oF My nightmare day or on topes such as war or computer games. They then make new poems for these diferent stuatons wing gerund constrains mas ™ semen = mamom & = zDefesieiere, The Nest Dey Keasiii G ae 3S Drow plaures of your best ay here. ~ a a a a a 3 a a Ss) is i M The Worst Day Drow pletures of your worst day here. ei) a) ata aaa aadWord Stress Pelmanism Simon Macartney remarisn Tosey elo ws ante nd» mating sas pte rate raul ot 7 Speairg Cot woe sat Pn cas ash af i oe ut? 20-90 mints 1 Divide the cass up in pars. Give each pir a set eutup Pelmanism ‘ands Explain that che students ae going to play a game whee they have 10 ‘maich the picture cards tothe comect wor sess pattern cas, Ecc the words by showing the students the pictures on an overhead projector, using flashcards or drawing them onthe board, Ect the word stress pattern ofeach ofthe words from the students Show how the game works witha pai of stages “The scents pat al their eds upside down onthe tbl, = One ofthe students tums over «pete cad ig card) and says ‘he word and the sess pattem, eg, elephant ~b, sll, sal The stme student den turns over a sree patern card (asl car, Tee pesure card and the suesspaween card match, the student ‘Keeps the cards. Ifthey dont match, they both get tuned upside oven again. I the cards ae left om the table, ey have to Be pul ‘bck in exactly the same pce = The next stadent pays as above The winner s the stdent withthe most cans Stat the game. Monitor and Kelp the student when needed “The students can play this game as matching gan. All cards are face ‘upand she students just match the pice to the stress pattern Stick the pletue cards on the walls the elassoom. Give each group of students ase of wor sites cars (in diferent colours that you can Aiscnguish beeween each team). Each team then runs around the ) a {Sout ar ‘vourte band o 5 [rete || E popstin | 4 = = | i = | = A_ | Ss | - - wae you would») | youare) |] (— abou yur >) || (stouea possess 3 Whe toeae this ||| going todo next ||P | tavourze aia ‘that you love and 3 ei] = | = | =The categories game cbulry gare To wie dom word for 8s many categories a possi Paes Vocabulary Hom Unis 1-8 ting, speaking, tring Pocpy one worse free four tts and cat up he cars ‘er Unt 8 20-90 nines Tell the students that they are going to play a vocabulary game. 12 Wate the word animals on the board and elie voerboary to write slongside ‘Show the stants card an tll hem that om exch card there ae eight Categories such animals. Explan ha they needto wrt one word for ach category in two minutes. Tel the students tat you will choose 2 leer aed that ach word must begin with tht eter, Spl the students ino pairs and give each pie « Card 1 face down on the des Choose a lee and write i om the bose Sarthe aciity and give the students two minutes to complet as many ‘ategores on Card 1 as posible The tme can be adjusted depending on the level ofthe students ‘When two minutes have pase tll he students to pu down their ens. Go through each category together awarding point for each corect word ‘To male this more fu, the students canbe asd fr input on whether word isallowed or not. Keep a running ttl of points foreach pai on the Board Repeat Step 47 for Cards 2,3 and 4 ‘The pai with the most points isthe winner. To make it easier, the stents could be allowed towste a word beginning with any Tete. “To make it more difcu, she students could be asbed wo wete a8 many swords in each eategory 35 possible To mate ir mote dificul, the ltr foreach word Begin with could be chosen randomlya Oa ta) ea ea tata daa TAY tH) iA) at IN ta ta Card 1 | sport job 2 angige day era month an Engi boys name musa sun 2 sport job language place town day o a mot an Engish boy’ ame a musial instrument. ‘Cord 2 3 colour a weather ward 2 rink semeting Inthe bedroom a past tense erd a fvereter word a famty meres —— a scoot suet 2 verb ety 2 fourier word an adjective _ an Engish 0 of thing [Card 2 a colour fs weather ward a rink something inthe bearcom a past tense erb a Fveseter word [Js tamty memser a schoo! sub | an atl of dotting foriture a verb a ty grateVikings’ travels atareTitenbron oars game To review al grammar and vocabulary rom Stents Book 1 yang @ board gan. Groups ‘evsnof th grammar and vestry of Stents Boo 1 is 1-8: ft ive oe thee ae canfan presatsinplo; reser animus; ast sno: going te, ‘tania src it th lal om, pecking, itoring Phatacoy ne board game, nd provide ade foreach group fur tues an one unter fr each sud. sect = 20 nines f 11 Divide the class into groups of four students. E Give one copy ofthe oa game, st of coum nda ct each . es © 4 Expin he as of he game: 5 = "The firsaert thr he ee. The dic tells the number of he sentence ee nds on, tating om Norway & = Thestaent adh he setence ep Ths ag = Thestadent makes the sentente negative eg Tas nt Whig. e = Thestadent makes the sentence na questioned hig? E ipo, the den fete pal orm ne sentence eg The tre ings 5 = any ofthe anawersae wrong, the den soso explore the next county which means ht hehe mis mtd ste afl 0 5 theothes nthe gmap Hehe es ain wher comes ohh 5 4 While the sens are laying round ech gp nd check i they E ai playing coment Aowerguetons and fet hp, 5 The game fished when he Tt sen each goup reaches ‘Bria ® 8 Asaotow up as the dens which tomers iy fand dito ‘hangs and wre he cect seers n the on ® E ® & nm 7ecrlan Eaveaton Batwoon Towns ons, Oxo OX4 SPP Comparons and aprons out be wal “ox, dsp an ition acienPuisnars Lia 2006, Fest pth 2008 ‘ext by Jano sie ast, Anna Balas, Hanrah Fs, Mina Kedar, ‘Sno acarhey grazie Mats osdeha, Srbars Taner Busters oy Kathy verte 9p, 1,1 Mor Davis 20,576, ion Mann pov 88 45,39 9 Jar Mood ‘is Peron 7 38, 79 ana Ser Sen orig pes. 2,101 ors 27S 4,08 85, 67,97 a7 8,95, 6, 95,10; ay Cover esgn by Ame Soto Sena design by es Davos Beegn sy 08s nor “re maton bookie copyright Monee, the pues ers pares or capes tbe mae waht enon Move pages mad we ProrocopABe syreo., Pais prchasee nay mat copies fo ecw uso for use by lasses Slane are cue sch pucraroe may mate copier we, hans he san cdr these! ny. Ths poison does Tverd alo school arenes fa male, wo sous prcase a soparate mast’ py ow" 8 For copying ney cher ieumstarce, lr parison wring rub ‘ined nom Nocriian Pubtoere ae. Print ae bone in Gast Beano Mars he Pints Li. wooatese MANO MO memm mi nanan samo mninspiration Cuca] NL eet ee en eee level. Itis a course that evolves with its students, the topics reflecting teenagers’ changing needs and interests. cd ee ces ee ed 50 photocopiable classroom activities, to be used with or SUE Re ett Ee oe ee OD Ce eee ene a COO ec eee ee ee eeu CSE ee eee coe et eaten eer Pens bi ee ee practising teachers both in the UK and abroad have contributedto Ne LORE er rete rte) Se etn Cres ees oat ees cone teeta reereend ery ae Pare Councit of Europe Pry NTL CCS THe nea ee ee ee