Classroom language lB Personality

• Give each student a sheet. Focus on each section and An information gap activity
elicit/ drill the n1eaning and pronunciation of each
phrase. Sts define words co help their partner complete a
• If Sts 'vish, they can 'vrite a translation of each phrase cross,vord. Copy one sheet per pair and cut into A and B.
alongside it. You could gee Sts co rest themselves or Language
each ocher by covering the phrase and looking at the personality adjectives
translat ion.
• Tell Sts t hat these are phrases that you expect Sts to • Put Sts in pairs, ideally face co face, and give out the
ah.vays use in E nglis h, and be st rict about not letting crossvvords. Make s ure t hat Sts can't see each other's
then1 say them in their L1. sheets. Explain that A and B have the san1e crossvvord
Extra idea but \Vith different words n1issing. They have to define
\VOrds to each ocher co complete their cross,vords.
• You could copy and enlarge this sheet and put it up in
the classroom to remind Sts to use the phrases. • Give Sts a n1inute to read their instructions. JfSts
don't kno'v \vhar a \vord n1eans, they can look it
up in Vocabulary Bank Perso11alit;1.Make sure Sts
lA Food and cooking understand the difference bet,veen across and do11111.
A card game Remi nd t hen1 that they can't use any part of the \Vorel
in thei r definition.
Sts defi ne \vords / phrases for other Sts to guess. Copy • Sts take turns to ask each other for their 1nissing \VOrds
and cur up one set of cards per pair or s1nall group. (e.g. What's 1 down? What's 3 across?). T heir partner
La nguage n1ust define / describe the \vord until the other student
is able to \Vrite it in his/ her crossword. Sts should help
food and cooking
each other \Vith clues if necessary.
• Put Sts in pairs or sn1all groups. Give each pair or • \Vhen Sts have finished, they should compare their
group a set of cards face do,vn or in an envelope. cross\vords to make sure they have the same words and
• Dernonstrace the activity. Choose another \Vord (not have spelt them correctly.
one of the ones on the cards) from che Vocabulary
Ba nk Food and cookin&. Describe it to the class, e.g. It's 2A Money
the type of 1neat ivhich comesf ron1 a co1~, until a st udent
guesses t he \\ ord (beef). Highlight that Sts are not
1
A gap-fill activity race
allowed to use the \vord on the card in their definition. Sts con1plete sentences. Copy one sheet per pair.
• Sts put t he cards face do,vn. 1' hey play t he gan1e, taking
t urns to pick up a card and describe the \Vord / phrase. Language
ts describing the 'vord / phrase mustn't let their money
partners see 'vhat's on the card. Tell Sts to \Vair until
their partner has finished his / her description before • Puc Sts in pairs and give out the sheets. Focus on the
instructions. Set a time li1n it, e.g. three 111inutes. Tell
trying co guess the \VOrd.
the Sts chat they have co con1plete as rn any gaps as they
Extra idea can \vithin the time lin1it. The fi rs t pair to complete all
• You could get Sts to play this in groups as a the phrases correctly \Vins.
con1 petitive game. Sts who correctly guess the \Vorel Extra idea
fi rst keep the carcl. 1"he studenl vvith the n1ost cards
• You could get Sts to do the exercise individu ally and
at the end of the gan1c 'vins.
con1parc their ans\vers \Vith a partner. Then check
Non-cu t alternative anS\VCrS.
• Puc Sts in pairs. Copy one sheet per pair and cut Extra su ppor t
it do,vn the middle. Sts take turns to describe the
• GiYe Sts a fe,v minutes to revise the n1one\',
\vords f phrases to their partners until they guess the
correct ans\ver. vocabulary in Vocabu lary Bank 1\!lone;· before they
start.
2 worth 3 live off 4 pay (very much) for 5 earn
6 pay back 7 note 8 from 9 waste 10 save 11 pay by
12 lend 13 debt 14 bill 15 inherited 16 charge
17 cash machines 18 mortgage 19 tax 20 account
3A Transport • Give out the sheets. Set a time limit, e.g. three 1ninutes.
Tell Sts that they have to \vrite as many prepositions in
A pairwork information gap act ivity the n1issing preposition column as they can w ithin the
Sts describe their pictures to each other and find the tin1e lin1it. Check answers.
ten differences between them. Copy one sheet per pair 2 about 3 to 4 with 5 to 6 in 7 about 8 of 9 for
a nd cut into A and B . 10 on 11 for 12 between 13 about 14 to I for 15 in
16 to 17 with I about 18 to 19 for 20 of
Language
transport • Focus on b . Give Sts time to revise and then rest
then1selves.
• Put Sts in pairs, ideally face to face and give out the
pictures. Make s ure Sts can't see each other's pictures.
SA Sport
• Explain that they both have the sarne pictures, but they
have been changed so that there are ten differences. A pairwork vocabulary race
• Tell A to start describing their picture starting on the Sts read a series of clues and \vrite the \vords. Copy one
left side, vvhile B listens for differences . W hen A has sheet per pair.
reached the centre of the picture (the midd le of the
road, \vhere the policen1an / v.roman is) they swap roles. Language
sport
• Continue until one pair h as found the ten differences.
T hen let Sts cotnpare their pictures. • Put Sts in pairs and give out the sheets. Set a ti n1e lin1it.
• Elicit the ten differences from t he class . Tell Sts t hat thev, have to \vrite as n1anv, \vords as thev,
Extra idea can \vithin the time limit. The fi rst pair co \.Vrite all the
\VOrds correctly \vins.
• Fast finishers can cornparc their pictures and w rite '

do\vn son1c: of the diffe rences. 2 circuit 3 court 4 spectators 5 hockey 6 warm up
7 get injured 8 stadium 9 draw 10 referee 11 diving
1 A The door of the t axi is open and t he driver is reading a 12 golf 13 work out 14 t rain 15 win 16 players
paper. 17 kick 18 coach 19 fa n 20 sports hall
B The door of the taxi is closed and t he driver is drinking
from a can.
2 A A policeman is direct ing t he t raffic. SB Relationships
B A policewoman is direct ing the t raffic.
3 A The double-decker bus is in front of the lorry A vocabulary gap-fill activity
t ransporting sheep.
B The lorry t ransporting sheep is in front of the double- Sts complete different texts about relationships in the
decker bus. past sin1ple tense. Copy one sheet per pair. Cut each
4 A There is one person on the scooter. sheet into three stories.
B There are two people on t he scooter.
5 A The car at t he junction in the background has a sofa Language
on its roof. relationships, past simple
B The car at the junction in t he background doesn't have
anyt hing on its roof. • Put the Sts into pairs and give them a fe\v 1ninutes to
6 A There are three black taxis parked at the right-hand
side of the road. read the first story, My best friend at school, and then
B There are two black taxis and a white van parked at cornplete the nun1bered spaces \Vith the correct verbs
the right-hand side of t he road. in the list.
7 A There's a cycle lane on the left-hand side of t he road. • Check answers and \Vrite them on the board.
B There are parking spaces on the left-hand side of t he
road. • Now give each pair an A and B story.
8 A A woman and a child are crossing the street. • Give Sts a tin1e lin1it to read their story and con1plete it
BA woman and a dog are crossing t he street. with the past si n1ple of the verbs in the list.
9 A There's a 30 mph speed limit sign.
B There's a 20 mph speed limit sign. • Go round monitoring to check that they are
10 A There's an entrance to an Underground station. completing their stories correctly.
B There's a parking sign. • Ask the students to read the story they have just
completed to their partner.
38 Dependent prepositions • Get \vhole class fe edback and \vrite the ans,vers on the
board.
Gap-fill race
My best friend at school
Sts complete sentences vvith dependent preposit ions. 2 felt 3 became 4 got on 5 were 6 lost touch
Copy one sheet per student. 7 left 8 got in touch
~~~~~~~~~~~~~ A My parents
Language 2 fell in love with 3 got to know 4 went out together
dependent preposit ions 5 proposed 6 got married 7 celebrated
B My disastrous date
2 fancied 3 asked 4 gave 5 asked (me) out
6 didn't get on 7 had