PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 2ND EDITION A2+

1A The missing article TIME TAKEN

15 minutes
AIM
To practise the use of articles WHEN TO USE
After Vocabulary: Exercise 5, page 13
EXAM LINK
Reading Part 6 PREPARATION
One worksheet per student
ACTIVITY TYPE
A competitive group activity where students fill the gaps PROCEDURE
for points 1 Divide the students into pairs. Distribute the activity sheet
to each student.
CLASSROOM DYNAMICS 2 Before the class, prepare a sample grid to show to the
Pairwork class, with five places plotted onto the grid. Show students
and tell students to plot five places from the vocabulary
TIME TAKEN they have just learned onto their grid; this can be done by
10–12 minutes writing the word or drawing a picture. For example, a bus
stop, or a bike rack. Each item must only take one square.
WHEN TO USE Tell students they must keep this a secret from their
After Grammar: Exercise 4, page 12 partner. Set a time of three or four minutes for this stage.
3 Once completed, Student A asks Student B questions to
PREPARATION find all of their plotted places before they swap turns.
You will need one copy of the activity for each pair, folded, You may need to elicit present simple questions. Example:
with the example showing Do you have anything in A5? Yes. Is it a bus stop? Yes. If an
item is found, the student must cross it off in Grid B. If they
PROCEDURE ask Do you have anything in A5? Yes. Is it a bus stop? and the
1 Divide the students into pairs and distribute the handout. answer is No, they must wait until the next turn to guess
Tell the students not to unfold the piece of paper. what the item in the square is. Monitor during the task to
2 Tell students to look at the example. Explain that there are check for any errors.
six sentences in total – one under each fold with a missing 4 The winner is the student who finds all of the items
article. Explain they will have one minute to read the first. Ask for feedback after the task to see what places
sentence and to write which article they think is missing. students included.
The options are a, an, the or nothing. If students think the
space should be empty, tell them to put a – on it. Once the ADAPTATION AND EXTENSION
time is up, go through the answers as a class, awarding • To extend or add difficulty to the activity, ask students
points to the teams that get the article correct. Answer any to draw a route in which they went to each place. Their
questions or correct errors during feedback. partner asks questions to find the order of where they went.
3 Repeat the steps for the next questions, until all of the The first student to guess the route correctly, wins.
sentences have been completed. • For fast finishers, students can draw a map of their ideal
4 The winning team is the pair with the most points at the town on the grid and label it, including the places from
end of the activity. the unit.

ADAPTATION AND EXTENSION 1C Describe and draw

• For fast finishers, this could be made into a gap-fill
worksheet activity. AIM
• For a stronger group, each pair can write one or two To practise describing a photo for Speaking Part 2
sentences to read aloud to the class for other pairs to guess
the correct missing word. EXAM LINK
Speaking: Part 2
ANSWER KEY
1 the; 2 an; 3 the, a; 4 a, a, an; 5 –; 6 an, the ACTIVITY TYPE
A speaking activity where students must describe a picture
1B Find my place for their partner to draw

AIM CLASSROOM DYNAMICS

Pairwork
To practise vocabulary of places around town

ACTIVITY TYPE TIME TAKEN

10–12 minutes
A competitive activity where students must find the places in
the other students’ towns
WHEN TO USE
CLASSROOM DYNAMICS After Speaking: Exercise 4, page 15
Pairwork

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PHOTOCOPIABLE ACTIVITIES: TEACHERS NOTES 2ND EDITION A2+

PREPARATION PROCEDURE
You will need one copy of the activity for each pair, cut up 1 Divide the class into pairs and give out the corresponding
into Student A/Student B worksheets. Students will need part of the worksheet to each student (A & B). Tell students
a separate blank piece of paper. they are going to discuss activities and hobbies they do
in their free time with their partner, but first they must
PROCEDURE prepare alone.
1 Divide the students into pairs and assign them as Student A 2 Ask students to write one/two-word responses to the list
or Student B. Distribute the corresponding activity sheet to (a–f) at the top of their worksheet in the squares provided.
each student. They should not show these to their partner yet, nor discuss
2 Explain that Student A describes what they can see in them. The notes should not be in numerical order, but
their first photo to Student B. They have two minutes. rather written in the different squares at random.
Tell students they should use the vocabulary and phrases 3 Once completed, ask the students to exchange their
they have just learned to describe the positioning of each worksheets with each other.
item in the photo. Student B must draw what Student A
4 Now give the students around two or three minutes
describes, but must not show them until the end.
to look at the boxes and try to consider what the notes
3 Once finished, check the pictures to see if they described it might refer to.
correctly or what the differences might be. Then, it is Student
5 They are now ready to start the discussion. Student A starts
B’s turn to describe the first photo for two minutes. This
by choosing one of the boxes on Student B’s handout and
continues until all of the pictures have been described.
explaining his/her guess in a full sentence. E.g. You are
4 Once the activity is completed, ask students for feedback. playing rugby at the moment in your PE class at school.
Ask them: What did you find difficult? What did you find Student B confirms if Student A is correct or incorrect.
easy? Did your partner use the vocabulary and phrases If correct, they put a tick in the box. If incorrect, Student
to help you understand where everything was? A asks Student B two more questions, which Student B
answers. Students take turns guessing and discussing the
ADAPTATION AND EXTENSION information in the boxes for around ten minutes. Monitor
• Could be done as a written activity where one picture is throughout and make notes.
given to each student and they must write what they see 6 At the end of the ten minutes, students count up how
in the picture. many ticks they have. The winner in the one with the most
• To add a competitive element, put students into small correct guesses.
groups of three or four and give a different picture to each 7 Give some language and content feedback at the end
student. One person in the group describes their picture, of the activity.
and the others draw. The person who is describing chooses
the winner as the student whose picture is most similar to EXTENSION TASK
the original one.
• As an extension task, change the pairs and ask students
to retell each other as much information as possible from
2A My free time memory about their original partner without looking at
the handout.
AIM
To practise using the present simple and continuous, as well
as adverbs of frequency
2B Two halves
AIM
EXAM LINK To practise using vocabulary of practising and improving
Speaking: Part 1 (interview)
EXAM LINK
ACTIVITY TYPE Reading: Part 1 (multiple-choice) and Part 5 (multiple-choice)
Making guesses about information and discussing in pairs
ACTIVITY TYPE
CLASSROOM DYNAMICS Matching two halves of sentences and discussing
Individual and pairwork
CLASSROOM DYNAMICS
TIME TAKEN Pairwork
15 minutes
TIME TAKEN
WHEN TO USE 20 minutes
After Grammar: Exercise 6, page 24
WHEN TO USE
PREPARATION After Vocabulary: Exercise 4, page 25
You will need one copy of the worksheet per pair, cut up
as indicated PREPARATION
You will need one copy of the worksheet per pair, cut up into
sets of cards

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PROCEDURE PROCEDURE
1 On the board, write this sentence with these two options 1 Tell the students that they are going to discuss their
and ask students which one is the second half: My brother favourite team sports with their classmates and give them
is a professional football player. He is really good … a minute or two to consider which sport they want to
a) spending time with friends. b) at keeping fit. talk about.
(The answer is b) 2 Write this sentence on the board and elicit what type of
2 Tell students that they are going to get two sets of cards information might be missing. I play football once a (the
(two halves of the same sentence). They must try to answer could be day/week/month – any time period).
match them. 3 Put the students into pairs and give each student a copy
3 Put the students into pairs and give them a set of Card As of the worksheet, folded in the middle as indicated.
first. Tell them to place them face up on the desk in front Tell students to look at Part A and guess what information
of them. Now give them a set of Card Bs, which they should might be missing from the gaps.
place face down in a pile. 4 Get some feedback from the students and write these on
4 The activity is as follows: Students turn over one of the the board.
Card Bs from the pile and together try to decide which 5 Explain to the students that they are now going to prepare
Card A is its other half. Once decided, they should place to talk about their favourite team sports for a few minutes.
the two halves alongside each other then talk for a minute Let students look at Part B and make notes next to the
about whether the sentence is true for them or not. numbered list.
(The numbers and letters on the cards are only for checking
6 Put students into groups of four (Student A, B, C, & D).
answers later.) This process continues until students have
They are now ready to start the listening activity. Student A
matched all the cards. Monitor closely throughout and make
starts by talking about their favourite team sport.
notes. Help where necessary.
Encourage students to talk for at least a minute, in full
5 Go through the answers as a whole class and give students sentences, and include all the information in the numbered
some feedback. list in Part B. While Student A talks, the other students
should listen and try to complete the first box in Part A.
EXTENSION TASK They should write the name of Student A next to where it
• Tell students to put Card Bs aside and only look at the says Name. This process is then repeated with Students B,
shaded Card As again. Give students five minutes to try C and D.
to recall how the sentences are completed from memory
7 When all students have talked about their activities,
and write these on a piece of paper. The pair with the most
students should compare the information completed in
sentences is the winning group.
Part A and confirm if it is correct/incorrect.
ANSWER KEY EXTENSION TASK
1 B; 2 D; 3 G; 4 J; 5 H; 6 F; 7 C; 8 L; 9 K; 10 I; 11 A; 12 E
• In their groups of four, ask students to discuss and vote on
which of the four team sports is a) the most interesting,
2C My favourite team sport b) the hardest work, c) the most fun, d) the best exercise.
Report these back to the whole class and compare the
AIM group decisions.
To practise listening for specific information and
completing notes 3A Correct my past
EXAM LINK AIM
Listening: Part 3 (sentence completion). Also useful for To practise using past simple and past continuous tenses
Speaking: Part 1 interview (Tell me about section)
ACTIVITY TYPE
ACTIVITY TYPE A card game where students identify and correct errors
Listening to a partner talking about their favourite hobby in sentences
and completing information.
CLASSROOM DYNAMICS
CLASSROOM DYNAMICS Pairwork
Individual and pairwork
TIME TAKEN
TIME TAKEN 10–12 minutes
15 minutes
WHEN TO USE
WHEN TO USE After Grammar: Exercise 5, page 36
After Listening: Exercise 4, page 26
PREPARATION
PREPARATION You will need one copy of the activity per pair, cut up
You will need one copy of the worksheet per student into cards

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PROCEDURE PROCEDURE
1 Divide the students into pairs. Distribute a set of cards to 1 Divide the students into small groups. Distribute a copy
each pair, face down in front of them. of Worksheet A to each group. A copy of Worksheet B
2 Explain that this is a game where one student will need per group will need to be copied and stuck onto the walls
to pick up a card and read the sentence to their partner. around the room.
Student B listens and identifies if the verb tense is correct. 2 Explain that this is a competitive activity where students
If it is incorrect, they must say why and try to correct the will need to read their sentences and choose one student at
sentence. If Student B guesses correctly, they win the card. a time to find the adjectives which fit correctly. Tell students
If the answer is not correct, Student A keeps the card. their teammates can help but must remain seated. Students
3 The process is repeated until all of the cards have run out. can only help by speaking to the person who is looking for
Monitor understanding during the task. The student with the words. There are clues in the first three sentences to
the most cards at the end is the winner. help students identify the correct adjective but explain
that it becomes more difficult. Set a time of ten minutes to
4 Afterwards, review the answers as a whole class. Answer any
collect and write all of their adjectives into the sentences.
questions and correct any common errors.
3 Award points for each correct adjective in its correct place.
ADAPTATION AND EXTENSION Feedback the answers as a whole class after the task to
• If you have a stronger group, each pair can write three of correct any errors. The team who has the most answers
their own examples to read to another pair. If the other pair correct and in the right order is the winner.
guess correctly, they keep the cards.
ADAPTATION AND EXTENSION
• This can be adapted to a competitive activity, where
• If you have a stronger group, the teams can write one or
students are divided into two large groups. Read the
two of their own sentences and read them aloud for the
sentences aloud to the students and one student from
other teams to complete with adjectives.
each team races to write the correct answer on the board
first. If they think it is correct, they race to write a tick on • For fast finishers, this can be done as a worksheet activity
the board. Points are awarded to the fastest team that where students complete the sentences with suitable
is correct. adjectives.

ANSWER KEY POSSIBLE ANSWERS:

1 went; 2 ✓; 3 woke up; 4 was moving; 5 ✓; 6 was playing; 1 exciting/old/important/expensive
7 ✓; 8 was running; 9 had; 10 jumped; 11 ✓; 12 arrived 2 big/tiny – dark/black/gold
3 foreign – big/tiny – wooden
3B Sentence scramble 4 exciting/important – wrong
5 Various answers possible according to adjective order
AIM
To practise adjectives and their order in sentences
3C Scan the story
EXAM LINK
Reading: Part 5
AIM
To practise scanning skills
ACTIVITY TYPE
A competitive team activity where students must find the
EXAM LINK
missing adjectives to complete their sentences Reading: Part 3

CLASSROOM DYNAMICS ACTIVITY TYPE

Small groups A competitive team game where students must scan four
short texts to relay the information back to their team
TIME TAKEN
15 minutes
CLASSROOM DYNAMICS
Groups of three or four
WHEN TO USE
After Vocabulary: Exercise 6, page 37
TIME TAKEN
10–12 minutes
PREPARATION
You will need one copy of Worksheet A per group and a cut-up
WHEN TO USE
copy of Worksheet B per group, stuck around the room After Reading: Exercise 7, page 35

PREPARATION
One copy of the cut-up cards to stick on the wall and one copy
of the question worksheet per group

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PROCEDURE PROCEDURE
1 Before the activity, cut up and stick the Worksheet A cards 1 Explain to students that they are going to roleplay being
on four separate walls. on a student committee at their school. The teachers
2 Divide the students into groups (three or four per group). have been discussing how to improve learning in the next
Share Worksheet B sheets out – one per group. academic year. They have some plans already organised,
some things they intend to start and other ideas which are
3 For this activity, students will need to choose one member
possibilities. The teachers would like you to discuss these
of their team to leave the room at a time, and to scan the
with the other students on the committee.
information on the cards to bring specific information
back to their group. They will need this information to 2 Divide the class into small groups of around four students.
answer the questions on their worksheet. Remind students Give them a worksheet and clarify any vocabulary they may
of the meaning or technique for scanning, if necessary. not understand.
Explain that it is a competitive activity, and the group 3 Tell students they have around ten minutes to discuss all
that finds all of the correct information fastest and first is the items on the teachers’ notes. They should say what the
the winner. Tell students they will have a total time of five plan/arrangement/possibility is, and then discuss if they
minutes to complete the activity, and that they must only think it is a good idea or not, and why.
look for the answer to the question they have been given. 4 By the end of the discussion, the students should have
4 Once the activity begins, monitor the students to ensure notes to help report back to the teachers. They should
only one student is leaving at a time, and only bringing back have comments on the organised/unorganised plans and
the answer to one question at a time. Make a note of the arrangements and if they think they are good ideas or not.
order in which the teams finish. They should also choose two ideas from the possibility list
5 When all of the groups have completed their worksheet, which they think the teachers should implement and why.
go through the answers and deal with any common errors 5 Stop the discussion after ten minutes and ask students to
or questions. Declare the winner, which is the group who present their ideas to the whole class. All group members
has finished fastest and with the most correct answers. should listen carefully to each other and take turns to talk.
6 Give some content and language feedback after the activity,
ADAPTATION AND EXTENSION focusing mainly on the use of future forms.
• If you have a strong group, you could ask each group to
write one or two more questions for the other groups EXTENSION TASK
to find. • Ask students to write a short email back to their teachers
• For fast finishers, this can be done as a worksheet activity, summarising their opinions.
where students work in pairs to scan the texts to find
the answers.
4B Tell me about …
• To add a fun element, the activity could be done outside
of the classroom in an outdoor area or around the school, AIM
where possible. To practise vocabulary of learning

ANSWER KEY EXAM LINK

1 Helicopter help; 2 Four hours; 3 They said sorry; Speaking: Part 1 (interview); Reading: Part 5 (multiple-choice)
4 To walk his dog; 5 For one week
ACTIVITY TYPE
4A Student committee Board game. Completing sentences with missing words
and discussing.
AIM
To practise using future forms CLASSROOM DYNAMICS
Small groups of three or four students
EXAM LINK
Speaking: Part 4 TIME TAKEN
15 minutes
ACTIVITY TYPE
Role-play: having a discussion and making decisions WHEN TO USE
After Vocabulary: Exercise 7, page 49
CLASSROOM DYNAMICS
Small groups. PREPARATION
You will need one copy of the handout per group. You will also
TIME TAKEN need dice and counters.
20 minutes

WHEN TO USE
After Grammar: Exercise 7, page 48

PREPARATION
You will need one copy of the handout per group

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PROCEDURE PROCEDURE
1 Divide the class into small groups of three or four students 1 Divide the class into pairs and give them a copy of Part
and give them a copy of the worksheet, a counter per A of the worksheet. Ask students to read the two emails
student and a dice. Tell students to place their counters on quickly and answer this question, which should be written
the Start square. on the board. Who is going to visit their friend sooner – Tim
2 All group members roll the dice and the student with the or Angie? The answer is Angie from email 1. Give students
highest number goes first. The student moves their counter a couple of minutes to decide together before giving the
according to the number on the dice. They should then read answer to the whole class.
the ‘tell me about’ sentence aloud, choosing one of the 2 Now give each pair a set of Part B cards face down on the
words from the box at the top of the board to complete desk. Ask students to look through the cards very quickly
the gap. (without reading them) and take out the four cards shaded
3 If all group members agree this is correct, the student in grey that say ‘beginning’ and ‘ending’. Ask students to lay
then answers and discusses the statement for at least these, face up on the table, separating the cards for emails
30 seconds. If the group members believe it is incorrect, 1 and 2.
they should check with you before moving the student’s 3 Tell students to divide the other cards equally between
counter back to the previous square on the board. themselves (they should have four each).
Clockwise, the students take turns moving around the 4 Working together, the students should firstly try to match
board, completing the sentences and discussing. Let this the cards to the notes written at the side of the emails in
continue for up to ten minutes or until one member of the Part A and then put them in order to make a full response.
group reaches the Finish square.
5 Once completed, ask students to compare their answers
4 Go through the answers to the gaps at the end of the with another pair in the class before going through the
activity and give some feedback on their discussions answers as a whole class.
based on notes taken throughout.
EXTENSION TASK
ADAPTATION • Get students to choose one of the two emails and create
• For weaker groups, get students to complete the gaps their own response using their own ideas. These can
before playing the board game in pairs. then be passed to another pair, who can provide some
peer feedback.
ANSWER KEY
2 had; 3 learn; 5 find; 7 give; 8 got; 9 made; 11 made; 12 learn; ANSWER KEY
14 easy; 15 using; 17 do; 18 got 1 F; 2 B; 3 G; 4 C; 5 D; 6 H; 7 E; 8 A

4C Jigsaw emails 5A What’s better, what’s best?

AIM AIM
To analyse informal emails and tasks To practise discussion techniques using comparatives
and superlatives
EXAM LINK
Writing: Part 1 (an email) EXAM LINK
Speaking: Part 3
ACTIVITY TYPE
Reading a task and matching answers to notes ACTIVITY TYPE
A card-prompt speaking activity
CLASSROOM DYNAMICS
Pairwork CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10 minutes TIME TAKEN
10 minutes
WHEN TO USE
After Writing: Exercise 6, page 53 WHEN TO USE
After Grammar: Exercise 5, page 60
PREPARATION
You will need one copy of the worksheet per pair, cut into PREPARATION
Part A and B as indicated. Part B should be cut into cards. You will need one copy of the cut-up activity cards per pair

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PROCEDURE the adjectives of appearance about height and folds the

1 Divide the students into pairs and give each pair a set piece of paper. Once complete, the students then pass the
of cards face down in two piles: one pile of white cards paper to the left. The next student completes the sentence
(the topics) and one pile of grey cards (the adjectives). about hair. The process continues until every part of the
letter has been completed.
2 Elicit the structure of Speaking Part 3, where they will need
to talk about something together for two minutes. 3 Once the task is over, ask students to read their emails
aloud to their group. Tell students that this is their new
3 Tell students to choose a card from each pile. They will have pen friend.
two minutes to discuss the topics using the adjective on the
card in a comparative or superlative form. Allow students ten ADAPTATION AND EXTENSION
seconds before the discussion to think of the word they need
• To extend the task, or for homework, students write a reply
to include. Set a time of two minutes for each discussion.
to their pen friend, describing themselves.
Allocate one student per pair to keep time for the activity.
Once the first discussion has finished, students repeat the • For fast finishers, this can be done as a worksheet activity
steps for the next cards, until all the cards have finished. where students complete the sentences with adjectives
of appearance from the unit.
5 At the end of the task, get feedback from the class. What
interesting comparisons did students make? Did students’
opinions vary? 5C Whispers relay
ADAPTATION AND EXTENSION AIM
• This activity can be adapted for Speaking Part 2, To practise listening and reading skills using vocabulary from
where students speak on their own for one minute. In pairs, the unit
Student A chooses a card and must speak about that topic
for one minute, while Student B keeps time. The roles are EXAM LINK
then reversed. Reading: Part 4 (gapped text)
• For stronger students, two adjective cards can be chosen
per topic to increase the difficulty of the task. ACTIVITY TYPE
A competitive relay activity where students listen for correct
5B Pen friend sentences and place them into a reading text

CLASSROOM DYNAMICS
AIM
Large groups
To practise using adjectives to describe appearance
To practise writing skills related to Writing Part 1 TIME TAKEN
12–15 minutes
EXAM LINK
Writing: Part 1 WHEN TO USE
After Reading: Exercise 4, page 58
ACTIVITY TYPE
Students invent a character and complete a gap-fill email PREPARATION
to a pen friend You will need one copy of the cut-up activity per group

CLASSROOM DYNAMICS PROCEDURE

Small groups 1 Divide the students into two large groups. Tell students to
stand in two lines, one behind the other, facing the board.
TIME TAKEN
2 Tell students this will be a relay race. Explain the term if
10 minutes
necessary. Give the student at the front of each group
a board pen, and sentence 1 to the student at the back.
WHEN TO USE Explain that the student at the back will have 30 seconds
After Vocabulary: Exercise 6, page 61 to read and remember the sentence. After this time,
the sentence will be taken away. The back student then
PREPARATION whispers the sentence to the student in front of them,
You will need one copy of the activity per student who then whispers the sentence to the student in front of
them, and so on, until it reaches the student at the front.
PROCEDURE The student at the front writes the sentence they hear on
1 Divide the students into small groups of four or five the board. Do not correct any errors at this point. Once
students and seat them in a circle, facing inwards. completed, they must pass the pen to the student behind
Distribute a copy of the activity sheet to each student. them and run to the back to become the student at the
2 Tell students they are going to invent a person and back. That student will hear the next sentence.
complete an email to a pen friend. Explain ‘pen friend’ to 3 The above steps are repeated for the next three sentences.
students if necessary. Explain that they need to complete Once all of the sentences are written on the board, the
the sentence in the first part of their activity sheet and then group must then come together and decide where the
fold it over to keep the information they wrote a secret. sentences fit in the text.
When all of the students in the group have finished, tell 4 The first team to get all of the sentences correctly written
students to pass their piece of paper to the student to their and in the correct spaces the fastest is the winner. Feedback
left. The next student completes the next sentence using after the task to correct any errors in the sentences.

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ADAPTATION AND EXTENSION 6B Our world

• This activity can be done outside of a classroom, in a larger
space or outdoors. If no white board is available, students AIM
can write the sentences on a piece of paper at the front of To practise using descriptive language (adjectives/verbs); to
each group. practise animal vocabulary and vocabulary to describe places;
• For fast finishers, this can be done as a worksheet activity to practise using there is/are
where students read the text and decide where each
sentence fits. ACTIVITY TYPE
• To increase difficulty, play music while students are relaying Writing and giving clues to describe places and animals –
the sentence. and guessing

ANSWER KEY CLASSROOM DYNAMICS

Box 1-3 Box 2-4 Box 3-2 Box 4-1 Pairwork and groups of four

TIME TAKEN
6A Trip to the national park 20 minutes
AIM WHEN TO USE
To practise modal verbs for rules
After Writing: Exercise 9, page 77
ACTIVITY TYPE PREPARATION
Creating a set of rules for different situations and presenting
You will need one copy of the worksheet per pair
them to the class

CLASSROOM DYNAMICS PROCEDURE

1 On the board, write these sentence stems and elicit from
Small groups of four or five students
the students the kind of language which can be used
to complete them (see below). Encourage students to
TIME TAKEN remember the vocabulary covered in the coursebook. Some
20 minutes
examples you could elicit are:
WHEN TO USE It looks/feels/seems … bright, calm, clear, loud, scary, soft,
friendly, etc.
After Grammar: Exercise 3, page 72
It has … fur/wings/many parks/a museum, etc.
PREPARATION It’s so … wild/ colourful/ empty/ cute, etc.
You will need one copy of the worksheet per group There is/are … a large park/ famous squares, etc.
2 Divide the class into pairs and give them a worksheet. Tell
PROCEDURE them to look at Part A and together, fill in the ‘Our World’
1 Tell students that they are helping adult supervisors from boxes with the answers to one of the places/animals at the
school to take a group of younger children on a five-day top of the worksheet.
camping trip to a large national park. Discuss what a
national park is and the kind of things you might find there. 3 Write the example, bull, on the board and ask students to
help you write three clues using the language elicited at
2 Divide the class into small groups of four or five students the beginning of the lesson to help them. E.g. It looks scary;
and give them a copy of the worksheet. Together students it’s big and black; it has horns.
create a set of camp rules under the headings provided.
There are some ideas in the boxes to help them and a modal 4 Now ask students to look at Part B of the handout. Give
verbs box at the top to remind them of the different modals students around ten minutes to write three clues per
we use to create rules. You could elicit one example for each category in their pairs. They shouldn’t write the clues in
category from the whole class before starting if you think the corresponding numbered boxes, but rather at random.
this is necessary for your class. Monitor and help where necessary.
3 Give students around ten minutes to do this in their groups. 5 Once completed, ask the pairs to swap their sheets with
They should have at least two or three rules per category. another pair. Give the students five minutes to look at the
Monitor closely and aid where necessary. clues and the ‘Our World’ answers and try to match them.
4 When all the groups have completed their set of rules, tell 6 Put the two pairs back together and let them confirm if
them to present the rules to the class and vote on which is their guesses are correct/incorrect.
the best.
EXTENSION TASK
5 Give some content and language feedback at the end of
• Put students into groups of four and give them some blank
the activity.
cards (up to ten). Ask the students to write the name of
an animal or a place on each card. Each group then swaps
EXTENSION TASK cards with another group and places their new set of cards
• Divide the small groups into two (i.e. an original group face down on the table in front of them. Taking turns, one
of four would become two pairs) and give them one of student picks up a card and invents clues orally. The other
the headings from the worksheet, e.g. General Rules or members of the group need to guess what it is written on
What you need to bring. Ask students to make a camp the card. The winner is the student with the most cards at
rules poster. the end of the game.

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6C Holiday park 7A Find my opinions

AIM AIM
To practise using language of suggestion, agreement To practise relative clauses with who and which
and disagreement in a group discussion
ACTIVITY TYPE
EXAM LINK An individual activity where students form sentences with
Speaking: Part 2 (discussion) relative clauses

ACTIVITY TYPE CLASSROOM DYNAMICS

Thinking of ideas and discussing which is the best Individual

CLASSROOM DYNAMICS TIME TAKEN

Small groups of four / pairwork 10–12 minutes

TIME TAKEN WHEN TO USE

20 minutes After Grammar: Exercise 4. page 84

WHEN TO USE PREPARATION

After Speaking: Exercise 5, page 75 You will need one copy of the activity per student, cut up into
Worksheet A and B
PREPARATION
You will need one copy of the worksheet per group, cut into PROCEDURE
Part A and B as indicated. Part B should be cut into cards. 1 Distribute a copy of Worksheet A to each student.
2 Explain that students complete the activity sheet with their
PROCEDURE own ideas. For example, students write what they love, like
1 Divide the class into groups of four and give them a copy and dislike in the food column: I love chocolate because it
of Part A of the worksheet. Tell students that they are in makes me happy, I like marshmallows because they are nice,
charge of planning a fun day trip to a large local park as I dislike eggs because they smell. Allow students four or
part of a holiday camp. Give students around five minutes five minutes to write their answers. Monitor to correct any
in their groups to think of some things they could do at the errors where necessary.
park and write them in the spaces provided. One example
3 Once completed, ask the students to stand up and face
has been added for them.
outward. No student should be facing another. Ask the
2 Now hand out the Part B cards and ask students to divide students to scrunch up their piece of paper into a ball.
them up equally. Tell students that they should now discuss Tell students you will count to three, and the students
the ideas from Part A and decide which idea/s is/are the must throw their piece of paper as high as they can, behind
best. They are now ready to start the activity. them. Once all of the pieces of paper have been thrown, ask
3 As a group of four with their cards in their hands, the students to collect one from the floor – making sure they
students discuss the different ideas. While discussing, don’t pick up their own.
they should try to use the language on the cards in the 4 Students open the piece of paper and write sentences
conversation as naturally as possible. on Worksheet B including who and which, about the
4 When they have used a card, they should place it face up information on their sheets. Tell students they have to
on the table in front of them. Once a card is face up on guess who wrote the information, e.g.: I think Mary is the
the table, other students in the group can also use it and, person who loves chocolate (because it makes her happy)
therefore, ‘steal’ the card. If they do this, they should pick up London is the place which she loves. Allow five minutes for
the card and place it face up in front of them. this stage. Monitor to check students sentences and use of
5 Let the conversation go on for around five minutes. When the relative clauses.
you say ‘stop’, the group member with the most cards in 5 Once completed, ask students to read one or two of
front of them is the winner. their sentences aloud, to see if they guessed the student
6 Students present the idea they have chosen to the class correctly.
before having a whole-class vote on which is the best idea.
ADAPTATION AND EXTENSION
EXTENSION TASK • To extend the activity, add a mingle stage to the beginning.
• Alone, ask students to write a short email to the students Allow students two or three minutes to find a person
on the holiday camp to explain about their fun day in the for each like and dislike statement for each column on
park (about 100 words). Worksheet A. Students write down the information but
keep the name of the student a secret. Once completed,
ask students to throw the paper as above. This time, the
students must decide who said what and write a sentence
for each, including a relative clause.

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7B How’s my food? 7C What am I?

AIM AIM
To practise adjectives to describe food To practise speaking skills

ACTIVITY TYPE ACTIVITY TYPE

A competitive activity where students must race to find the A competitive team game where students guess the correct
word that fits the description object described

CLASSROOM DYNAMICS CLASSROOM DYNAMICS

Small groups Two large groups

TIME TAKEN TIME TAKEN

10 minutes 15 minutes

WHEN TO USE WHEN TO USE

After Vocabulary: Exercise 3, page 85 After Speaking: Exercise 4, page 87

PREPARATION PREPARATION
One copy of Worksheet A per pair. You will need the same You will need one copy of the activity, cut up into cards
amount of copies of Worksheet B as there are groups.
PROCEDURE
PROCEDURE 1 Divide the class into two large groups. Give Team A the grey
1 Before the class begins, stick the cut-up Worksheet B cards cut-up activity sheet and give the white sheet to Team B.
around the classroom. You will need to copy this activity so 2 Explain to the teams that this is a competitive activity
that each group can collect each word. where students will describe the words on their cards to the
2 Divide the students into small groups of three or four. other team to guess. However, they only have two chances
Distribute Worksheet A to each group. to guess each word.
3 Explain that this is a competitive activity where students 3 Give both teams four or five minutes to look through the
will need to read the description of a food experience on words and to prepare a written description for them. For
their worksheet and one student from each group must example, if the word is Delicious, students could say It is
race to to take the adjective which they think fits the a word used to describe when something tastes nice or
description from the wall. They will need to walk around good. Monitor during the sentence preparation to correct
the classroom reading each word and choose the one they written descriptions.
think fits best. Tell students only one group member at a 4 Once students have finished preparing, Team A reads one
time can go to find a word. Once they think they have found of their descriptions to Team B. If they guess correctly,
a suitable adjective, they must bring it back for the team they receive one point. Repeat this step for Team B, and
members to write on the worksheet. Tell students there are so on, until all of the words have been described. Ensure
surplus words scattered around the room. a different student is speaking each time, where possible.
4 Once all the groups have collected their words, feed back The winning team is the group that has correctly guessed
the answers as a whole class and correct any errors. the most words.
Give points for each correct answer and a point for the 5 Feedback to the whole class at the end of the activity,
team that finished fastest. focusing on any common errors.

ADAPTATION AND EXTENSION ADAPTATION AND EXTENSION

• To extend the task, students choose three adjectives from • This activity can be extended so the teams write two or
the task and write a short paragraph about their own food three of their own words to describe to the other group.
experience in the past.
• For stronger groups, descriptions can be spoken rather
• For stronger groups, repeat the steps as above, without than written, to shorten the activity length.
giving out Worksheet A. One student from each
group collects an adjective from around the room and
brings it back to the group. The group must then write 8A How well do you know me?
a grammatically correct sentence including their chosen
adjective onto the board. Points are awarded for correct AIM
sentences. The winning team is the team who produces the To practise using the present perfect simple
most correct sentences
EXAM LINK
ANSWER KEY Speaking: Part 1 (interview)
salty; hard; sweet; sour; burned; dry; spicy; soft
Not used: hot, cold, juicy, crispy
ACTIVITY TYPE
Completing sentences for a partner and discussing

CLASSROOM DYNAMICS
Pairwork

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TIME TAKEN PROCEDURE

15 minutes 1 Divide the class into groups of three students and give
them a copy of the dominoes cut up into cards. Ask
WHEN TO USE students to place these, face up, on the desk in front
After Grammar: Exercise 6, page 96 of them.
2 Tell students to find the domino that says: ‘Start here’.
PREPARATION This is the first card in the domino cycle and will also be
You will need one copy of the worksheet per student the last. Explain that all the dominoes have half sentences
which they must match. The first half of the sentence is
PROCEDURE always on the grey shaded part. They should ignore the
1 Ask students if they think they know a lot about you and letters; these are only for checking answers.
the other members of the group. Write this sentence on the 3 Give students around ten minutes to put the dominoes
board and ask students to guess the information for you. together to make a complete circle. The first group to
I have taught English for/since … Confirm if they are correct complete this is the winner.
or not.
4 Go through the answers with the whole class and bring
2 Divide the class into pairs and hand out a copy of the the students’ attention to the collocations.
worksheet to each student.
3 Explain they are going to complete the sentences for their EXTENSION TASK
partner individually first, using the words in italics to help • Get students to create their own version of the domino
them. They should not consult their partner at this point cards by creating new sentences using the verb collocations.
nor talk about the sentences. Monitor closely and aid Students could then pass these to another group to
where necessary. complete.
4 Student A starts by reading the first sentence aloud to
Student B, who confirms if the answer is correct or not. ANSWER KEY
Student A puts a tick or a cross next to the sentence and CEHFKAJLBIGD
then asks two extra questions. E.g. You have studied English
for five years. Do you enjoy studying English? Student B then
reads their first sentence aloud and the same process is
8C EduCamps
repeated. This continues until the students have discussed AIM
all the sentences.
To practise multiple matching
5 At the end, tell students to count up the number of ticks
(correct answers) and read the verdict at the bottom of the EXAM LINK
handout. Get some class feedback to see which pair knows Reading: Part 2 (matching)
each other the best.
ACTIVITY TYPE
EXTENSION TASK Expressing your wishes for an educational camp and matching
• This activity could be repeated with another member of these to special trips
the group.
CLASSROOM DYNAMICS
8B Transport dominoes Individual, pairwork and whole class

AIM TIME TAKEN

To practise recognising collocations related to transport 20 minutes

ACTIVITY TYPE WHEN TO USE

Dominoes After Reading: Exercise 7, page 94

CLASSROOM DYNAMICS PREPARATION

Small groups of three students You will need one copy of Part A (Student and Camp Cards)
per group (of 12 students) and a copy of the Part B
TIME TAKEN (Note Card) per student.
10 minutes

WHEN TO USE
After Vocabulary: Exercise 5, page 97

PREPARATION
You will need one copy of the worksheet per group, cut up
into dominoes

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PROCEDURE PREPARATION
1 Tell students that half the class are going to be camp One copy of the worksheet per pair, cut up into Student A/
organisers and the others are students looking for a special Student B worksheets
educational camp.
2 Divide the class into two groups of six students (Group A PROCEDURE
and B). Give the students in Group A a Student Card each, 1 Divide the class into pairs and distribute the activity sheet
and Group B a Camp Card. Allow students a few minutes to Student A and Student B.
to read through the information and clarify any unknown 2 Tell students that the aim of the activity is to pass through
vocabulary on a one-to-one basis. the grid by forming zero and first conditional sentences.
3 Now hand out a copy of the Note Card to each student. Explain that this can only be done by moving vertically or
Tell the class that all of the students must talk to all of the horizontally to complete the squares.
organisers. The students should make notes on the Note 3 Student A reads aloud the words in the ‘start’ square, and
Card about what the organisers tell them about the camps, Student B must create the sentence and add their own
and the organisers should make notes about what the ending. If Student A accepts the sentence, the square is
students tell them about their dream camp. coloured in. Student B then repeats the steps for Student A.
4 Seat the organisers around the room and ask the students If a sentence is not accepted, tell students to put an X and
to mingle and speak to all of them (one at a time). The to choose another square.The winner is the student who
students should explain what camp they want to visit reaches the finish box first. Set a time of ten minutes.
and the organisers should try to ‘sell’ their camp by giving 4 As a whole class, check the correct form of the conditionals
information. Both organisers and students make notes. and, if time allows, ask for feedback on interesting answers
5 Let this continue for around ten minutes. Now ask the that students added to the sentences.
class to look at their notes individually in order to find their
perfect match (students try to pick the best camp, and the ADAPTATION AND EXTENSION
organisers try to choose the ideal student). • As an alternative and for larger group work, divide students
6 Get feedback from the class before going through the into two large groups and distribute the activity sheet.
answers with everyone. Team A reads the ‘start’ box to Team B, and Team B must
work as a group to form conditional sentences with their
ADAPTION AND EXTENSION own endings. The steps are repeated when it is Team A’s
turn to create a sentence. The first group to reach the finish
• If you have fewer than 12 students in the class, you do
box is the winner.
not have to use all of the Student Cards, but some of the
organisers will need to have two Camp Cards. • For fast finishers, this can be done as a written activity.
Cut up each row of the worksheet into strips, with four
• If you wanted to do the activity in smaller groups of
boxes per strip. Ask students to write the sentences with
four students (or even pairs), you could give all the
their own endings in a zero or first conditional sentence.
Organiser Cards to one student or pair of students, and
all the Student Cards to the other. They could then work
together to try to match the students to the perfect camp. 9B Collocation collector
• This activity can be repeated by swapping roles.
AIM
ANSWER KEY To practise creating sentences with words that go together
A 5; B 1; C 6; D 2; E 4; F 3
ACTIVITY TYPE
9A Through the grid A card-matching activity where students try to match the
word pairs correctly and form sentences
AIM CLASSROOM DYNAMICS
To practise forming the zero and first conditional
Pairwork or groups of three
ACTIVITY TYPE TIME TAKEN
A speaking activity where students form opinion sentences in
10 minutes
the zero and first conditional
WHEN TO USE
CLASSROOM DYNAMICS
After Vocabulary: Exercise 3, page 109
Pairwork
PREPARATION
TIME TAKEN
One copy of the cut-up activity in two separate piles –
10–12 minutes
white and grey
WHEN TO USE
After Grammar: Exercise 3, page 108

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PROCEDURE CLASSROOM DYNAMICS

1 Divide students into pairs or groups of three and place the Individual for the mingling activity and pair work for the
two piles of cards face down for each pair or group. discussion
2 Tell students they are going to play a game. One pile
contains verbs and the other nouns. Explain that students TIME TAKEN
take it in turns to choose one card from each pile, and 10 minutes
to decide if the words fit together or not. If they do, that
student should try to make a sentence including the two WHEN TO USE
words. If the partner or rest of the group accepts that the After Speaking: Exercise 6, page 111
sentence is correct, then the student should keep the cards.
If the team think the sentence is incorrect or the words do PREPARATION
not fit together, the cards are returned to the bottom of You will need one or two copies of the activity, depending on
the pile. Shuffle at least one pile of cards to ensure the same the size of the class, cut up into cards
combination doesn’t appear again.
3 Monitor during the task to ensure students are forming PROCEDURE
sentences and using the language correctly. Students 1 Hand out a card from Worksheet A to each student but tell
continue until all of the cards have been used up. At the end them to keep the phrase on the card a secret
of the game, the student with the most cards is the winner. 2 Explain to students that they walk around to find the
person in the room with a similar phrase to theirs and
ADAPTATION AND EXTENSION they should partner up with the first person they find with
• To focus more closely on the language, ask students to a similar phrase. Example phrases: reading a newspaper,
write the sentences so you can correct the language as so another student may have reading the news online –
you monitor. or, swimming at the beach and swimming in a pool.
• This can be adapted to a memory-style game, where 3 Once students have found their partner, they have two
students only choose a noun card and try to remember minutes to discuss and agree on the phrase they prefer
which verb it fits with. and be able to say why. Monitor the activity to ensure it
• This activity can be adapted to a miming game, where is correctly time limited, and that the students are using
students pick up a verb and noun card and must act it to phrases and vocabulary to help them with Speaking Part 3.
their partner, who guesses what the two words may be. 4 Once the pairs have finished, hand out a card from
Worksheet B to each student. Students should find another
POSSIBLE ANSWERS partner who has a similar phrase to them, as in the steps
1 Download – An app, music, a film, a podcast above. Students have two minutes to discuss and agree on
2 Have – A good time, dinner the phrase they prefer and be able to give a reason. Set a
time limit.
3 Watch – A film
5 After completion, go through some examples together and
4 Do – A quiz
see what the students preferred and why, correcting any
5 Play – Music, piano errors where necessary.
6 Forget – A password, an answer
7 Search for – An answer, music ADAPTATION AND EXTENSION
• For a quieter activity, students can be put into pairs and can
8 Make – A cake, music
be given both word cards to discuss.
9 Delete – An answer, music, an app
• To practise Speaking Part 2, this can be done as a long turn
10 Listen to – Music, a podcast task where students are given the word cards and speak for
11 Go to – The cinema one minute each about their given topics.
12 Eat – A cake

9C Pairs and preferences

AIM
• To practise expressing opinions using the phrases from
the unit
• To practise discussion skills related to Speaking Part 3

EXAM LINK
Speaking: Part 3

ACTIVITY TYPE
A mingling activity where students find the person with
a similar phrase to theirs and then decide with their partner
which is better and explain why.

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