BET lam TLC clad@), Painwork 1 Pairwork 2 Pairwork 3 Pairwork 4 Pairwork 5. Pairwork 6. Pairwork Pairwork 8 Pairwork 9 Pairwork 10 Skils Development Test 1 Skills Development Test 2 Skills Development Test 3 Skills DevelopmentTest4 Skills Development Test Teacher Portfolio 1 Student Portfolio. Teacher Portfolio 2 5 int Portfolio 2 Teacher Portfolio Teacher Portfolio 5 nt Portfolio 5 Vocabulary and Grammar Test 1 Vocabulary and Grammar Test 2 Vocabulary and Grammar Test 3 Key ident Portfolio 3 Pageresource pack [pairwork] ) Pairwork 1: Student 4 1 What did you do yesterday? Read and answer the questions for you. Puta tick (Y) for things youdid and [id you. You | When? | Yourpartner_| When? a cross (x) for things you didn’t do. | 45 sain ‘Add two more things that youdid and when you did them, _|2 have dinner? 3 visit anyone? 4 speak on the phone) 5 listen to music? 16 g0 shopping? 7 2 Now ask Student B questions and complete the table. Did you watch No, didnt. / When did you watched a video video? Yes, | di To'clock /in th avideo: es, | did watchavideor 27 0cock/in the aftemoon. XxX & Pairwork 1: Student B 1 What id you do yesterday? Read and answer the questions for you. Putatick(“) forthings you did and |idyou... You | when? | Yourpartner | When? across (x) for things you didn't do. {95 swimming? ‘Add two more things that you did and when you did them. 2 have dinner? 3 vist anyone? J4speak on the phone? 5 listen to music? 16 go shopping? 7 8 2 Now ask Student A questions and complete the table. Did you watch No, | didn't: / ‘When did you watched a video a video? Yes, | did watcha video? «at 7 clock /nthe afternoon, photocopiable sheet neresource pack [Pairwork] Teacher's notes for Pairwork 1 Use after Unit 1 Language used Past simple + questions, s answers and time expressions Preparation # Photocopy one sheet for each pair of students # Cut along the dotted lines to separate cues for Students A and. Inthe classroom ‘© Put the students in pairs as far as possible. P ofa student if nec generally needs a litte help. ‘© Hand one sheet to each partner. Allow a minute or two for students to read their tables. Tell them to put ticks or crosses in the column headed You according to whether or not they did the things in the ls. they put a tick, they should write when they did it, eg in the morning /afternoon; at 12 o'clack etc © Tell them to write two more things that verte when they did them, ‘In pairs, students take it in turns to ask and answer the questions using Did you ... ? Yes; ! dd. /No, | did't For Yes answers, they should say When did you ... ?/ What ?Students note down their partner's lay the part sary — work with a student who hey did and to time did you nse. © Walk around listening and giving help when needed. © Choose individual students to relate their information to the class, eg Costas went swimming at six o'clock yesterday. /) did't go swimming, /1 went shopping at three o'clock © Pair up Student A from one pair with Student B from another pair, They can ask and answer while the rest of the class listen, You can arrange this so that A asks all the questions and B answers. * Choosea di pair and repeat with B asking alt questions and A answering, erent PAGE 4 Extension Students can use the completed table to report back to the class about their partners. Altematively, they can use ito w ash yesterday morning. Then, at 12 o'clock, | visited my grandmother. te paragraph about themselves, eg / went swimmingesource pack [Pair WO! Pairwork 2: Student A 1 Yesterday, there was a small earthquake, Student B was in the street. Ask Student B what everyone was doing. Ask about: What was... doing? the policeman e the fat man @ the baby e the dog e the boy e the git 2 You were at school, What was everyone doing when it happened? Look at the picture and answer Student B's questions. Use these words to help you: throw listen read laugh waite send 38 38 Pairwork 2: Stucent 8 1 Yesterday, there was a small earthquake. You were in the street. What was everyone doing when it happened? Look at the picture and answer Student A’s questions. Use these words to help you: 2 Student A was at school. Ask Student A what everyone was doing. Ask about: What was... doing? the teacher @ the twin boys @ Maria e Costas the boy in black e the girl at the front ofthe class eer aes meeresource pack [pairwork] Teacher's notes for Pairwork 2 Use after Unit 2 Language used f Continuous + questions Preparation ‘¢ Photocopy one sheet for each pair of student © Cut along the dotted lines to separate cues for Students A and. In the classroom Put he students in pairs as far as possible, Play the part o ha student who general if necessary - work needs a litte help. Sheet to each partner. Allow a minute or ts to look at their picture and the words «© Explain that Students A and 8 have pictures of cferent places at the time the earthquake struck « Student A begins with a question about the street, eg What was the policeman doing? Student B answers He was tal to.an old lady. ‘ Student B then asks a question about the classroom, Students continue in this way until they have covered all the people. ‘© Walk around listening and giving help when ns wo for Jed, PAGE (6 % Extension Students can report ba pictures. Alternatively scribing their picture ck to the class, comparing the two hey can write a short paragrap!resource pack [Pair Pairwork 3: Student A 2 Tell Student B about your countries. Use the comparative or the superlative form of the 1 Look at the map of Africa and find your five following words: countries, Don’t tell your partner which countries you have. big e small @ near @ fare Spain @ the sea Morocco # Libya e Siea Leone @ Kenya ® Congo Its farther north it's the smallest than country. Isitnearerto the Is itthe.... country sea than ...? inthe north? Pairwork 3: Student B 2 Listen and find out about Student A's countries. Guess which countries he/she is describing. Tick [Y] ‘1 Look at the map of Africa and find your five them on your map. You can ask questions, countries. Don’t tell your partner which countries you have. Isitnearertothe sit the... country P Algeria # Egypte Ethiopia South Aftica @ Nigeria sea than ...? in the north? 3 Tell Student A about your countries. Use the comparative or the superlative form of the following words: big small e near e fare Crete the sea It's the smallest tts farther north country, than 38 Oe NE Gcd PAGE 7resource pack [pairwork] Teacher's notes for Pairwork 3 Use after Unit 3 Language used Comparative and superlative forrns Preparation © Photocopy one sheet for each pair of students Cut along the dotted lines to separate cues for Students A and Inthe classroom Put the students in paits as faras possible. Play the part of student if necessary ~ work witha student who generally needs alte help. ‘© Hand one sheet to each partner. Allow a minute or two for students to look at their maps and find their countries Tel paits that they have the same maps, but they will each describe five different countries They should not tell thei partner in pairs, students take it in turns to describe the countries ile their partner tries to quess which they are and tick them on the map. Tel them to explain to thei partners using comparatives and superlatives, eg Libya is bigger than Is the nearest est north. tis not as ich countries they have. country to Crete. tis the 25 ska few questions, eq Is it nearer county inthe north? ‘© Walk around lstening and giving help when needed. © Encourage the listener to the sea than... is i¢the PAGE (8 Extension ‘Ask each student to pick a country and make as many sentences about it as they can sentences for homework, describing two or three African countries, Students can play the quessing game with the remaining two countries shown on the map. hey can write similarPairwork 4: Student A 1 Look at the phrases. Tick (v) the boxes that are true about you and your futur You Your Partner Don't Don't Yes | No | Know Yes | No | Know tonight 0 to university {99 to school tomorta phone your friend tonight watch a film next week buy a new computer this year get marfied and have children Twill have ‘re you What will you have / 2 Complete the table. AskStudentB GoNgtogo —No,lamnot —areyougoingtohave/ _ Pzatonight/Lam going to Completethetable AskStulent 6 ihersiy? gongioga aeyeuharinaordines havepiza toh /lam havin his/her questions about yours. ‘Areyou? tonight? paza tonight Pairwork 4: Student 8 1 Look at the phrases. Tick (Y) the boxes that are true about you and your future, You Your Partner Don't Don't Yes | No | Know Yes | No | Know have pizza tonight go to university {G0 t0 school tomorrow phone your friend tonight watch a film next week buy a new computer this year ) Pairwork 5: Student A Horrible Henry wants to get out of prison. Terrible Tom wants to help him. Talk to your partner about what they can do with the things in the picture. What can he dowith the ..? Hecan You can use some of these words: fope e mobile phone e scissors @ sack @ guard's costume limb phone pretend dig hide Pairwork 5: Student 8 Horrible Henry wants to get out of prison. Terrible Tom wants to help him. Talk to your partner about what they can do with the things in the picture. What can he do with the ...? Hecan ‘You can use some of these words: rope # mobile phone @ scissors @ sack e guard's costume hide limb jone pretend 38 photocopiable sheet PAGE (11resource pack [Pairwork] Teacher's notes for Pairwork 5 Use after Unit 5 Language used of Extension an (for abilty/permission/requ Ask individual students to read out the suggestions fram their pair Preparation Students can writ a paragraph for homework using their © Photocopy one sheet for each pai of students. ideas and the suggestions from the class. Tell them to begin ‘* Cutalong the dotted lines to separate cues for Students A their writing Horrible Henry could get out of prison if he and B. wanted to. First ofa, he can. Ask students (in pais) to write outa dialogue about the Inthe classroom planned escape. Start them off by reading the following he students in pairs as far as possible. Play the part of a dialogue and eliciting some examples about how it might be student if necessary ~ work with a student who generally continued. needs a ite help, Tom: Hey, Henry! Your troubles are over! © Hand one sheet to each partner. Allow a minute or two for Henry: What do you mean? students to look at the pictures and the words. Tell students Tom: You can get out of here today! that they both have the same information, Henry: How? © In pairs, students take it in turns to make suggestions and Tom: Well,| havea rope. You can’ ask questions, eg Ask pairs to act out thelr dialogues. Student A: He can use the rope to climb out ofthe window, Students could rime the actions (eg climbing down a rope) Whar can he lo with the mobile phone? and the rest ofthe class have to guess, answering with a Student B: He can phone the guard and pretend there’sa fre. complete sentence using can (He can climb down the rope to Tell students to use theirimagination and try to find original the street) ‘escape plans! (They can use other items not on the list) Walk around listening and giving help when needed. © Walk around listening and giving help when needed, PAGE (12resource pack [pairwork] 38 Pairwork 6: Student A “e spinning top 1 Choose a game and tell Student B how you play it. Don’t say thenameofthegame! You have to Use these words to help you: boots @ ball e scarf rope ® middle ® team ® top ® music isthe game... ?/ ve you describing ...? kick hit throw jump pull pass catch Areyou desis head touch chase goesround keep it going standstill 2 Now guess what game Student B is descr Pairwork 6: Student B 1 Guess what game Student A is describing. inning top statues 2.Now choose a game and tell Student A how you play it. Don’t say the name of the game! Use these words to help you: hopscotch You haveto boots @ ball ¢ scarf@ rope @ middle # team @ top ® music Isthe game... 7/ kick hit tow jump pul pas catch Are you describing ..? head touch chase goes round keep it goit stand stil hotocopiable sheet PAGE (13,resource pack [Dairwork] Teacher's notes for Pairwork 6 Use after Unit 6 Language used Descriptive verbs (to describe games and sports) Preparation © Photocopy one sheet for each pair of students Cut along the dotted lines to separate cues for Students A and B In the classroom ‘© Put the students in pairs as far as possible. Play the part of @ student if necessary ~ work with a student who generally needs a litte help. ‘# Hand one sheet to each students to look at the pictures and © Explain that Students A and B hav ner. Allow he pictures of the same ising the rds in the box to help them, Remind students not to reveal the name of the game Student B then tries to guess the finds it, he/she then describes a ‘© Walk around listening and giving help when needed. ie, Once Student ferent game. PRGE (14 9 Extension Pairs can choose a game to describe to the class, Between them, they should think of as many sentences as they describe the game. Alternatively the hoase a game not on the list and describe that. The rest ofthe class has to guess which game is being described. f homework, students could choose three of the games and hort paragraphs describing each one, could wt28 Pairwork 7: Student A ‘Shy has dednea windows, She should 1 This is a picture of Sally's room. Tell Student B about all the things she has done. ‘Say what she should do, Use these words to help you: jows e polish / shoes e finish / homework e prepare / bag phone / Marina make / bed e tidy / clothes e clean / wi Has Marina made her bed? 2 Listen to Student 8 talk about Marina. Then ask questions about her Xx & Pairwork 7: Student B Has Sally tidied her 1 Listen to Student A talk about Sally. Then ask questions about her. clothes? 2 This isa picture of Marina’s room. Tell Student A about all the things she has done. Say what she should do. Use these words to help you: make / bed e tidy clothes e clean / windows polish / shoes e finish / homework e prepare / bag e phone / Sally Marina has Marina should .. 38 PRGE (15,resource pack [Pairwork] Teacher's notes for Pairwork 7 Use after Unit 7 Language used Present perfect (past participles) should Preparation ‘* Photocopy one sheet for each pair of students, dotted lines to separate cues for Students A © Cutalong dB. Inthe classroom © Put the students in pairs as far as possible Play the part of a student if necessary th a student who generally needs atl help, ‘Hand one sheet to each partner. Allow students to look at their pictures. © Explain that Student A has a picture of Sally's room and Student 8 has a picture of Marina's room. Tell them that Sally and Marina are very different git! In pairs, students take it in turns to say what the occupa the room has done and what she should do. Tell students to ask each other questions and to say what the occupant of the room should do. work Wi 0 for PAGE (16 + Extension fents can describe their picture to the class, saying what the occupant has done and what she should do, Ask atleast one Student A and one Student B. Students could do a role-play activity: one could pretend to be the gt’ parent asking her about her room and scolding/praising her; the other could be the gi. For homework, students can write about their own rooms, saying what they have done and what they should doresource pack [pairwork] 38 Pairwork 8: Student A 1 Find out about Student B. Use the notes to make questions. Do you have any free time? you J have way friends? ~ yon / take sugar in coffee? you / have any money? , Jeu / hee mach Purniture in your room! 2 Now answer Student B’s questions about you. Use these phrases: e 2 ie , e5,a lot. / Yes,alitle. No, not many. No, not much. / " No, none atl Yes,alot. No, not much. Yes,afew. No, none ataall Pairwork 8: Student B 1 Answer Student A’s questions about you. Use these phrases: Yes, litle. / Yes, a lot./ ‘Yes, a little. ‘No, not many. No, not much. / Yes, a lot. No, not much. No, none atall. Yes.afew, —No,none atall 2Now find out about Student A. Use the notes to make questions. you nanan bricks! you./ ent Bast Rood Do you have any fee time? ‘en / speate French you / Avie macs wile? hotocopiable sheetresource pack [ Pairwork] Teacher's notes for Pairwork 8 Use after Unit 8 Language used ® Extension Countables/uncountables; muchymany,afew/a litle + fect one student and ask them a question, ithe student questions answers correctly, he/she then asks another student a question. f the student gives a wrong answer, they dont get eparation to aska question and you choose someone else. Keep this ‘© Photocopy one shee questions stat to be repeated because each pair of student wen when t along the dotted lines to separate cues for Students A the answer may well be different the second time a question is and 8. asked. For homework, students can write eight se about Inthe classroom themselves based on the que ut the students in pais as far as possible. Pay the part ofa eg / hav student if necessary — work with a student who generally needs a little help, ‘Hand one sheet to each partner. Allow a minute or two for students to look at thei In pairs, students take it in turns to ask about their partner eg De the phrases given, eg Fes, allot. / Yes, a few. //No, not may No, none at af. ‘© Walk around listening and giving help when needed. Make suite they are forming questions correctly and using suftable answers, ions and their answers, a lotof friends. cues. Wu have many friends? Partners must answer using PAGE (18Pairwork 9: Student A 2iFlcould gotoany 1 Finish the sentences, ©OU"\"y in the wor, 1 If | won a lot of money, 5 ifthere was fire in the school, 6 if we didn't have any lessons tomorrow, 2 Ask Student B some questions. What would you doit Pairwork 9: Student B 21 could go toany ‘Finish the sentences. countiy in the world if lwon a lot of money, Sif there was a fre inthe school, 6 lfwe didn't have any lessons tomorrow, 2 Answer Student A’s questions. would tocopiable sheet resource pack [pair Biflwas2, failed my Engl test, BF my best fiend lied to me, 7 Ifsomeone stole my mobile, 3 Now answer Student B’s questions. you Bf was 21 Af falled my English test Bf my bestfriend ied to me, 7 \fsomeone stole my mobile, 3 Now ask Student A some questions, What vould you doif PAGE (19resource pack [pairwork] Teacher's notes for Pairwork9 Use after Unit 9 Language used Conditionals 2: past simp + would (+ questions) Preparation ‘© Photocopy one sheet for each pair of students. © Cut along the dotted ines to separate cues for Students A and, In the classroom © Put the students in pairs as faras possible. Play student if necessary sa little help. ‘© Hand one sheet to each partner. Allow a few minutes for students to finish the sentences by writing what they would in pairs, students take itn turns to ask and answer questions. ‘© Welk around listening and giving help when needed. Make sure they are forming questions and conitionals correctly epartofa work with a student who generally nee PAGE (20, % Extension 5 report ba to the class about won a Jot of mone ir partners, id buy a laptop, Michal For homework, students could write a paragraph about the things they would doin aifferent stuations. Tell them to try to think of one or two move situations oftheir own and write ey would do. (Elicit some ideas from the class to get things started) whatresource pack [ Dairwi id Pairwork 10: Student A ‘Imagine you live in this modern city. Tick the boxes, ttisrosy EQ] quetE deen) city cowded [J relaxing) svessiul Q] safe O dangerous] boring EJ exciting E] There is / There are: abil] awood CJ ‘There aren't enough: parks factories [] car parks EJ shops [] Yes itis./ No, isnt 7 Yes, there are. ‘No, 3 Answer Student B’s questions. there arent. 2 Describe your city to Student B. Mycity is noisy. (sit. 27 Use the words you've ticked and — by Dalen te sumnR Baa. Isthere...?/ fs oftafic f 21K give an example of each. histher village. Then ask Aether... ?/Are there enough ...? about where Student B lives, Pairwork 10: Student B ‘Imagine you live in this sleepy village. Tick the boxes. kisoyO que dean sity crowded EJ relaxing E] svestul EJ sofe cangerousE] boring EJ excting E Theres / There are: aver (fields abil] awood LD] — tars Cvafic | There aren't enough: parks factories EJ caorpars EJ shops E] because there's ots 3 Describe your village to Student A. of openspace Use the words you've ticked 2 Listen to Student A describe and give an example of each. \sit.,.?/Isthere...?/ is ty hishher city. Then ask about io 7) ao chove Yes itis / No, tts. / where Student A lives. eeughi, 7 Yes thereare./ No enoug} there arent 4 Answer Student A’s que: i. . 38 kee el ua PAGE (21Reteie gored [pairwork] Teacher's notes for Pairwork 10 Use after Unit 10 Language used Words to describe life in a city an life in villa Preparation © Photocopy one sheet for each pair of students © Cut along the dotted lines to separate cues for Students A and B. Inthe classroom © Put the students in pairs as far as possible Ply the part student if necessary - work witha student who generally needs alittle help. ‘© Hand one sheet to each partner. Allow a minute or two for students to look at the pictures and tick the words In pairs, students take itn turns to describe their city or vilage and ask questions about their partner’ city or vilage ‘© Be sure that they explain or give an example of what they say: My cy is noisy because there i lots of trafic. rather than simply: My city is noisy. ‘© After a student has described his/her cty/illage, the other student asks questions about it. Enc Yes itis./ No, itisnt./ Yes, there are. /No, there aren't Walk around listening and giving hel sure they are forming questions and short answers comrectly urage short answers, eg when needed, Make PAGE (22 % Extension ‘Ask students to think of the things ally lve. Ask several volunteers to give you a sentenc each, Students can write up their sentences for homework. theyGame 1 Throw the dice! What are you doing right now? What time do you When did you last have Latte Gee wi usually: get up? an English lesson? Mondays go to bed? What did you learn? five o'dlock summer weekends 2008 Where did you go on holiday last year? What was the weather like? Name four rooms in your house. eG PAGE (23Rosell ce orcag [games] Teacher's notes for Game 1 To be used at any point after Unit 1, Lesson 3 Language used General language revision from Welcome unit and Unit Preparation Te two ways to prepare for this 11 For each student to have his/her own die © Photocopy one sheet for each student. Have scissors and 1e/ sticky tape in the classroom. Optional: have colouring crayons in the classroom, too. ‘© Students can cut out the shape themselves and ma die 2 For each group of 34 students to have a die ‘© Photocopy one sheet for each group of 3-4 ‘© Cut out each shape and make a die for each group before the lesson. You may want to paste the paper anto a piece of card frst to make the finished dle stronger. Inthe classroom * Put the students in groups of 34 * Hand one die to each group ff each student hasn't made his/her own), Ask volunteers to read out an instruction or a question from a side ofthe die. Explain any that they are unsure of # Demonstrate how to play the game with one ‘The game In groups, student winners or losers in this game. ‘Set a time limit of about five minutes for each group to answer allt y their own game. There are no ‘questions, ach student in tur The student follows the instruction on the die, eg if they throw a three, they have to answer Where did you go on holiday last year? What was the weather lke? They must answer questions in fll sentences «Tel students that if there is any doubt over an answer, they should ask you quietly so that other groups do not hear. ‘© Walk around listening and helping where necessary. rows the die of Extension Divide the class into two teams A and B.¥ place them in two lines. Throw the die yourself Aska question to the fist stud team A. Throw the die again. Ask a question tothe fst student in eam B, Award 2 point for each correct answer, but be helpful and encouraging to those who may Continue until everyone has answered a question. fone team has one less payer, the first person should answer again ‘Add up the scores u may want 10 nt in struggle.resource pack [games] “38Rear a RLU Teacher's notes for Game 2 Tobe used at any point after Unit 2, Smashmag Language used Food vocabulary; singular and plural a/an/some reis / There ae; jocopy one sheet for each group of 3-4 © Cut out the food cupboard and the food items. You may want to paste the paper onto a piece of card first to make the finished cupboard and foods stronger, ‘ Fold the food cupboard door closed, In the classroom ‘© Put the students in groups of 3-4. ‘© The food items are spread out on the table forall to see, The cupboard door is open, ‘© F there are any food items that the students have forgotten, remind them of the names in English PAGE (26 The game The fist player watches carefully as the others place any ten items of food into the cupboard (the door remains open) The items should be placed slowly, one by one into the cupboard © Make sure the other players say the name of the they puttin © The fist player then studies and memorises the items in the cupboard. He/She has one minute to do this. # Meanwhile, the other players turn the remaining six items upside dow they can't be seen. ‘After a minute, the cupboard door is closed so that no food items are visible. The player then has @ minute to name wat sin the cupboard, forming correct sentences, eg ) There are some grapes. (Write some examples on the board tohelp students: There isa/an... There are some...) © One of the other stucents opens the cupboard carefully (without the player seeing) and hands over any items that have been named correctly, At the end of a minute, the player counts up his score Jn groups, students play their own game. # Wak around listening and helping where necessary. od as Extension Variation of basic game: Find the person in the class with the best memory. The game is played exactly as before except that you place the items and name the food for one student in the class, and the player has to write down the answers. You should time exactly a minute for memarising and a minute for writing, Repeat with other students changing the food item each time. Ina small cass, do this with all ofthe students, one ata time. Ina large class, you may have to do it with the best player from each team, This way, the person with the best memory also wins glory for their teamresource pack [Games] : oe Game 3 Find the animals (memory game) rhinoceros thinoceros : hippopotamus |! hippopotamus photocopiable sheeteee a hs LL 3 | Teacher's notes for Game 3 To be used at any point after Unit 3, Smashmag Language used Animal vocabulary; comparatives Preparation © Photocopy one sheet for each group of 3-4 © Cut out each set of cards. You may want to paste the paper onto a piece of card first to make the finished cards stranger, In the classroom © Put the students in groups of 3-4 © Hand a set of 28 cards to each group, Students place the cards face down in four rows of seven on the table, First, you may want to make sure that students can remember all the animals. Then demonstrate to the class how to play the game using one group. PAGE 28 The game © Each player takes iin turns to tum up two cards. The remaining players should watch and remember where each word is. © ifthe player has a matching pair of animal words, he/she can keep them. not, the player should replace the cards exactly where they were, ‘© The next player then has his/her turn Play continues until all the pairs of animals are matched. © The winner is the person to collect the most pairs of cards '* When two or more people have the same number of pairs, the winner (or secondi/third place) is decided by the comparative sentences that the players can produce, eg 1: The shinoceros is stronger than the deer. 2: Yes, but the deer can run faster than the shinaceros. Si: Yes, but the rhinoceros is more beautiful than the deed! $2: But In this example, S1 wins the game because he/she produced more comparative sentences (the logic of their isless important than their grammatical argument accuracy). © In groups, students play their own game. Walk around listening and helping where necessary. Most games should last about four or five minutes. 9 Extension Groups can use the cards to play a game of Snap! Distribute the cards evenly among the group. Players must keep theircards upside down, without looking at ther at al The first player puts down his top card face up, so that everyone can see it. Each player in tum puts down a card on top of the already-discarded cards. When 2 card is put down that matches the one on top of the discard pile, the first player to say Snap! gets all the cards. The winner is the player who has the most cards when all cards have been played.eseaea hs CLL Game 4 Rising and falling stars 45 vowre ties. What do you say? think tobed. 40 35 wnerodo 22 T3rnatcoyou 14 temperature will 12 nN Youwinay 10 9 i | Oo 2 Bane sy isbacks ‘what do you say? It aay photocopiable sheet 3B 44 43 41 42rames Q\, famous actor and actress. \ 31 8 T name tour types of film, PAGE (29,Rene eg ate a kel 3 Teacher's notes for Game 4 To be used at any point after Unit 4, Smashmag Language used Future forms Preparation # Photocopy one sheet for each group of 34 You may want to paste the paper onto a piece of card fist ‘to make the finished game stronger. © You wil also need a die and four plastic counters, buttons or small squares of coloured paper for each group. In the classroom © Put the students in groups of 3-4. Give each group a board anda die. Give each student a ‘counter © Read out all the instructions on the game board and make sure that students understand, Briefly demonstrate how play the game PAGE (30, The game «© Students take it in tuins to the counters up the board according to ‘IF student lands atthe bottom of arising star, he/she must answer the question or do the task written on the square. if the player does this correctly, he/she can climb to the square at the top of the star. «Fa student lands at the top of a falling star, he/she slides back down to the square atthe bottom of the star «Play continues until one player arrives at the finish, Players do nat need to throw the exact number to finish, In groups, students play their own game, Walk around listening and helping where necessary. die, They he number thrown, 2 Extension Students workin pairs to think of another instruction or uestion to add to their board. They make a note oftheir ideas. Walk around checking Students neatly write their suggestion on the game board and craw arising sta leading up to a higher square. They can then play the game again,ae Game 5 At the shops (memory game) | Shall we ... ?/ Would you like to... ?/Let's i i Fishmonger’s ~ fish Butcher's ~ meat i i Baker's — bread Florist — flowers : i Toy shop — games Music shop - CDs : i Clothes shop ~ clothes Grocer's - ice cream : I have to... . I can't help my mum save money do my homework get some sleep play basketball revise for a test tidy my room look after my brother I have to... can't help my: mum save money do my homework get some sleep play basketball revise for a test tidy my room look alter my brother Shopping! I NEVER say no to shopping! Tean go! I'ma shopaholic - Tl I'm free! come! Yes. Let’s go! I'd like to come with you! ble sheet me @ir-arol reC-Hlof-Targ elute 3 Teacher's notes for Game 5 To be used at any point after Unit 5, Smashmag Language used all we ... 2/ Would you like to can/ean't/haveto 2/Let’s Preparation Photocopy enough sheets for each group of 4 © Cutout each of the cards Inthe classroom ® Give the card with thelist of shops on it to the fist play. The other players each take one of the remaining three cards, which have responses on them. «© The fist player looks at the ‘shop_ card. The other three players look at their response’ cards. yet makes a suggestion to the others, based on his/her card, eg Shall we... /Let’... / Why don't we goto the fishmonger’s to get some The player to the left answers according to his/her cad, choosing an answer, eg ! can't ~ have to help my mum. The ext player to the left has @ turn and chooses an answer, ‘© One of the other players has a card which says he/she can go, o when it’s his/her turn to speak, he/she says Shopping! | NEVER say no to shopping! Ican gol /Im free! / Yes. Let's gol, etc The fist player then says We went to the fishmanger’ to get some fish, PAGE (32 The game © The game is playe: exactly as above. ‘The cards are shufled between each round so players never know what card they're going to get. ‘© At the end ofthe second round, the players who went ay, eq We went to the baker’ to get some bread, We went tothe fishmonger’s to get some fish (ie, they have to remember all the other shops visited in previous rounds) ‘The game continues untill the shops have t (and the lst pair of shoppers has to recite a lst often shops Visited / things bought!) shopping have to n visited of Extension Students can think of several other shops visited / things bought. They make a note of these. The game is played again but this time, the player with the shop card can choose a shop on the card or his/her own idea. This way, the memory game gets more difficult as there is no written record of shops visited / things bought.eet ea ks cL) Game 6 sport hopscotch volleyball [Mj blind man’s buff > tennis iy statues 8 photocopiable sheet 5 PAGE (3eed em boxe Led Teacher's notes for Game 6 To be used at any point after Unit 6, Smashmag Language used Present perfect with since/for/ st/yet/already/before eparation ‘There are two ways to prepare for this: 1 For each student to have his/her own die ‘Photocopy one sheet for each student. Have scissors and lve /sticky tape in the classroom. Optional have colouring crayons in the Students can cut out the shape themselves and make 2 die fasstoom, too. 2 For each group of 3-4 students to have a die ‘© Photocopy one sheet for each group of 3-4 ‘© Cutout each shape and make a die for each group before the lesson. You may want to paste the paper ontoa piece of card fist to make the finished die stronger. In the classroom © Put the students in groups of 36, Hand one die to each group (ifeach student hasn't made his/her own die). Ask volunteers to read out a sport or game from a side of the die. Explain any that they are unsure of ‘© Cut out the cards and place them face down on the table. ‘© Demonstrate how to play the game with one group. PAGE (34 ‘The game © Seta time limit of about five minutes for students to complete the game. Each student in tur throws the die. ©The student looks atthe sport or game on the die and says fim going to play football volleyball, etc. Are you coming? © The player to the left picks up a card and makes a sentence with that word and the present perfect, eg I havent played football since fast year /for mont before. {have just eaten / played football with my brother/ woken up. I haven't done my homework / had my lunch yet Ihave already played football today (That player then throws the die and says fm going to play football/volleyball etc. Are you coming? The player to his/her left picks up a card and answers. Write some examples or prompts on the board that students can refer to. In groups students play their own game. © Walk around listening and helpina where necessary. losers in this game, but students should be helped to form sentences ifthey are struggling ai © There are no winners of of Extension Divide the class into two teams, place them in two lines Throw the die yourself. Invite the first student in team A to play 2 sport or game. The fst student in team A takes a car and gives you an answer. Throw the die again. Invite the first student in team B Award a point for each correct answer, but be helpful and encouraging to those wha may struggle. Continue until everyone has spoken. If one team has one player less, the first person should answer again, Add up the scores. and B. You may want torates Cea offal g | games] : 38 Game 7 Have youever... ? 2 TATE A\ IL TP Hi] go to a doctor be in hospital NIUMIAMIL have a pet ride a horse tell a lie to your best goona roller-coaster see a play at the friend theatre forget your friend’s birthday spend more than 100 euros in one day go to a department store be scared by a horror film see two films in one day PAGE (35,Karel ca orceug RE Teacher's notes for Game 7 Tobe used at any point after Unit 7, Smashmag Language used Present perfect vs past simple Preparation © Photocopy one sheet for each group of 3-4 © Cutout the cards. You may want to paste the paper onto piece of card frst to make the finished cards stronger. © You will also need a die for each group. Inthe classroom Put the students in groups of -4 «© Give each group a die anda set of cards. (First, make sure that students can understand what's on each card. Then explain that they have to rake quest with Have you ever... ? Point out that they will need to change each verb to the past participle. Tall the class that ifa student answers Yes, | have, they should say When ald you ... ? The student whose tur itis then has to answer in the past simple. ions The game ach player takes itn turn to throw the die, ® The player to his/her lft looks at the number on the card that corresponds to the number on the die He/She should then aska question from that category, eg Have you ever iden a horse? © ifthe fist player answer left should say When did you (do that)? The fist player answers in the past simple, eg I rode a horse six years a the fist player hasnt done the thing on the card, he/she should say No, (haven't/ No, I have never ridden a horse, ‘© Write examples of similar questions on the board for students to refer to: Have you ever played chess? Yes, | have. When did you play chess? | played che fast night Have you ever eaten Chinese food? No, | haven't. / No, [have never eaten Chinese food. «© Players continue to take tums throwing the die * in groups, students play their own o ‘¢ Walk around listening and helping where necessary Yes, Ihave, the student on the 70 5 with my brother ime, Extension Pray the game yourself with individual students, but quick! Get the student to roll the de three or four times and immeciately ask the questions each time. Do this with as ‘many students as possible. Dont let them get discouraged if they can't answer properly - ask the last question a bit ‘more slowly and let them end on a successful note!