Inspiration One

, .
• • • •
Teacher's resource pack
Jan Bell
with
Anna Bialas
Hannah Fish
Michael Kedward
Richard Kelly
Simon Macartney
Agnieszka Mulak
Marta Rosinska
Barbara Tittenbrun
--
MACMILLAN
-- _---------- - ----_ - --- ~---j

Contents
Question forms for name, nationality,

address and phone number
Test your memory Possessions vocabulary; the Pelmanism card Pairs Speaking, listening
indefinite article game
Famous places Question forms; prepositions of Information gap Pairs Speaking, listening
place; numbers and.time
The birthday chase Question forms; possessive Ordering activity Whole class Speaking, listening
adjectives; ordinal numbers; months writing
Find the family Question forms; family vocabulary; Information gap Pairs Speaking, listening,
numbers and dates writing
Unit 1 grammar Error correction Groups Reading, writing,
mingle speaking, listening
Spelling auction Unit 1 vocabulary Spelling auction Groups Speaking, listening
Can I borrow your Requests and responses; vocabulary Questions and Groups Speaking, listening
mobile phone? of possessions and clothes answers
Classroom rules can/can't Class discussion Pyramid discussion Speaking, writing,
listening
How to record music Imperatives; computer vocabulary Ordering jumbled-up Groups Reading, listening
off the web text
Vocabulary about bands; asking Information gap Pairs Reading, speaking,
and answering questions listening
Lost things Unit 1 and 2 grammar and Reading puzzle Groups Reading, speaking
vocabulary listening
Unit 2 vocabulary Bingo Whole class Listening, speaking
Likes and dislikes love/like/don't like/hate; food Asking questions Whole class Speaking, listening
vocabulary
The free lesson Vocabulary of school subjects; Schaol timetable info Groups Speaking, listening.
when in present simple questions; gap writing
telling time
Adverbs of frequency Running dictation Pairs Reading, speaking,
writing, listening
Celebrity questions Present simple Information gap Pairs Writing, speaking,
listening
Find the sentences Revision of grammar and Matching sentence Class mingle Speaking, listening
vocabulary from Unit 3 halves
Vocabulary crossword Vocabulary from Unit 3 Crossword Pairs Writing, speaking,
listening
How many museums There is/are; Is there?/Are there?; Information gap Pairs Speaking, listening
are there in short answers; vocabulary of town
Edinburgh? facilities; prepositions of place
He's wearing a long Present continuous affirmative Memory game and Pairs Reading, speaking,
black coat matching exercise listening
Present continuous affirmative, Miming Whole class Speaking, reading
questions; short answers; general
vocabulary Units 1-4
Silent letter maze Words containing silent letters Silent letter word Pairs Speaking, listening
maze
Describe the Furniture vocabulary; prepositions Describing a Pairs Speaking, listening
classroom of place; There islThere are classroom
School Halloween There is/are; present continuous Finding and correcting Groups Reading, speaking
party mistakes
Find and group Town facilities/body parts/ Word search and Pairs Categorising
the words furniture vocabulary categorising vocabulary
i
\ ,
..•'--'-": __<""''''''~' ~''''''"'''''';;4i>;!

.,.~ ....
Jobs memory Present simple vs continuous; Memory test Pairs Reading, speaking
game jobs vocabulary listening
In a restaurant Present simple and continuous; Matching sentences Pairs, whole class Reading, speaking
restaurant vocabulary and miming
~~Z_b+------+----~----~----~-------r----~
Whose pen is it? Possessive's Information gap Pairs Speaking, listening,
reading, writing
11.... 3t~,I;,
~;~;;;,;;;
Comparative
crossword
~.~:_;..~+------+--------+------+--------l-~'--~-1
~~~ ....t·'.4 ...•·••·

Cut-up questions
Comparatives
Question forms
Information gap
crossword
Sentence ordering
Pairs
Pairs/small groups
Reading, speaking,
listening, writing
Reading, speaking,
listening
,
Ordering a dialogue Present simple vs present Ordering dialogue Groups Reading, speaking,
continuous; weather and job listening
vocabulary
_ .
~!'l~.~,.. Vocabulary Snap Vocabulary from Unit 5 Card game Pairs/groups Reading
.un~~11;~Who in the class? Past simple of to be Guessing game Two groups Speaking, listening
"'
Inni the Inuit Past simple affirmative Ordering a story Groups Reading, writing
speaking, listening
Past simple dominoes Pronunciation of past Simple Dominoes Groups Speaking, listening
endings
Un!!'> Haunted hotel Past simple Information gap Pairs Reading, speaking,
._.. ","4 listening, writing
UnitS Celebrity party Present simple; past simple Role-play Groups Speaking, listening
activity 5
., ....
-,
Half a crossword Adjectives Crossword Pairs Speaking, listening,
writing
What are you going going to; Why ... ?/8ecause ... Board game Groups Speaking, listening
..............
,1a 10do?
What are they up to? going to Guessing game Groups Speaking, listening
.! 1b
UnitT What do you like Verb + gerund; hobbies/sports Questions and Whole class Speaking, listening,
... 1, ..... 2 doing? vocabulary answers writing
li~1l7 .. Superlative adjectives; question Top Trumps Pairs/small groups Speaking, listening
..,.-:: 3 . Who has the fastest
animal? forms
Unit 7 . Travel Travel vocabulary Reading race Pairs Reading, listening,
"'''!'''';~~J!4 .' information writing
The best day Gerund Writing poetry Groups, individuals Speaking, writing
............:. . Word Stress

Pelmanism
The banquet
Vocabulary of Unit 7
Is/Are there any ... ?/How much/

Pelmanism
Information gap
Pairs
Pairs
Speaking
Speaking, listening
many ... are there?; short answers
Happy Families have got Card game Groups Speaking, listening
un.~~
.. '. Interview with a star Question tags Information gap Pairs Speaking, listening
...
Ilnit-iR Thanks a 101 Present simple and past simple Dictation Groups Speaking, listening
=r;
. '.
,A
~ . writing, reading
Thirty-second Grammar Units 1-8 Speeches Groups Speaking, listening
speeches
The categories game Vocabulary Units 1-8 Vocabulary game Pairs Writing, speaking,
listening
Vikings' travels ReviSion of grammar and vocabulary Board game Groups Speaking, listening
Units 1-8
Introduction
Thts resource pack rontaius S '} S('I~ ~)I'plWI()Copiahle

USing the material in the classroom; some
classroom l('ljvhh.'$ for t,.·lr·m<'ntM,}' students. The>' have common problems
hr-e» wrlucu hy a Vf1l'ict)' of comrrbutors from many parts
of ,he world.
(What If. my ~
don't ']
TIll' m.altlial is designed It> he U$.I."Ciwith lfi'ipjr!l'l.;(itj ~ndeilt&rtdfM~V-
Studerus Il<\ok I, and "C~ In "ilh
the la"!<uage andror
If students don't undemand wbal Ihey "'"
hl),iC of each Jt.~nn. t towcvcr, lt ran a~l be used
,uf'Il<""d 1<> be <.I"'"g. nI)l unly "'illihe
indr~"',\"cn'ly or 'he book; ,h.r. is a curucnts Ii<t "'hien
acn ..;ty f.i1, hut slI!dems WIll gel bor<<.Iand
indit:alt'S which I;\ngua~r and :lkm is ht-ing (IT'<tt:usctl in
become disrupnv«, tt's a gOlld Id,,, to
earh aClh·lty.
dl"md~r~t<." the 3rllvity with tln~ pair/group
Ihc resource pack corualns n wide- rdn~t: of 3a:tivitil,!)- ir pu>,;ihlr, a"tV", gel s'u(knl~ to rep"" b>tck
card games, crosswords. rolc·pw);\. qUiZZl'S, hoard games, to you what tlu-)' Ihink llo,y-", doing bel",t.
as. well us inf("ITrnalh,\n Rnp and 'jlK)'Uw' a(:chtiU('s - and a
""P"" " ,,"d, be ,',,' eun do so m "'" I
variety l)t personalised tasks, Scucit:nf.c. \\o<,')rkin pairs or own language. OhVll')llSly you Will need to
group'!' to practtse sp4,:akill~, n'admg or \\'riling skills, j4rad(' your lan~llagl'app({\prla(cl}:
tatt. aCli\'ity cc)n$I~(s nf ,lnf' t1<'1ubk p~gt;spread, so thac --, ..
the marcrial
worksheet.
(.'QU he seen ~\ta K'allct:. 011
and opposite thiS 1$(' $....
t of
1)I1C
reachers'
side is thr
notes.
__
( TMy m.ke too much "!11M
(_they""'doIng p_r and gr~.wo.fII)
wm.n.. 1
The »otcs explain uie type of "",1\"1)'. the hlllguage/skill
pructisrrl. .he tlllpmxil1131(' (Imlng. uny priQI' preparation This often b.11P<n$ when Ihey arc
needed. and step-by-step instrucnons fur using the ('II,juying .h~ al:li'lity! Aproim a
nuucria! in fh~ classroom,
~r(')t1p leader to ht'lp k('CII LOt' noi.~.('
If you art n$ing l"'''plruthm StUC.k'lIls Dunk I. each spread level down. Establish certain g...rund
corresponds to t)nr nl th(,· lessons. S\')m~'tilJll'S there ;)1\'
rules rrom the very hf"gin ni n~ - a
two phOl(H,'opJahl"'$"vr each k.c,<;.ln. L,,'s:,ons 1-3 ill the kind of \'l)dc of conduct - whk-h
Student's kook lh)rml.1tly correspond to an i:ll,tivity could be d"drl~d '''Relha. Some

praL'tising grnlnntAt' lit v()(·uh~tla.')' (or s(lmf'tim('~ teachers find rhai having a
+ (luregrstcd particular gesture or phrase which
pronuncluuo»), :md l.esson
havt a, skills (\')('u~, Tilt: ~;l~lt\\o'<.')al:llvilits
SkHJs) will olu-u
In ..h unit df
(>a~ I srurlenrs ge, use" to can ",(>,.k well.
ll1l' t"(~(),.r("(' !.>vuk f'rani<;( (he gmmnlar 1;H1<..i,,'ucahulary (.1f
th(' whn)t: unit c1f.h", Stuucru's Bclnk. Therefore: A,cti'Vity 1

will relate: In 1.t;~·Ul .h(' C'\lursclJouk, .'\C'fivity lw
r or
L\.,">'SC\n2. AClh·'ily ) 10 l.l'1O..c,oll J. ,mu Arli\·ity oJ to lc5.."IDn
.... :\ni\'lty 5 ,.,ra("(i~"t.~m'nmllr frnrn thl' who!t' unit anti
'Iillk ru .hem :.lbuUI wh), y"u 3rt: doing
:'\c.:tj\-'ity 0 (lra\:ljst~ Y(lr.:ahul~r)' rrtJm rhr wh<.,h; uni!. t(
rhe~ al:tj\·ili~. artd ",hal 'hey wilJ Kiltn
lhcr(' .Ut.·more rhall ('Ill' I>ht,\,,,ropiabh: fur t';)rh icsson:
(rom (hem: jn terms or inercus.:d
,I,ey w,lI h<: II'"III>.:,,-d " "",I l>. confid('>lIcc' and nU('net. Again, it (_'jUJ be
SUI1lt> nl' th\." worksh.,tcs ;:'Ir~phm(')('nph:d ~\s they ~r('. and us-cful u) apP(lilH Sumt;c)ne h\ e,",ch group
distrilJUlt:dW (,V(,I,), :,luth:nc nlher'oS. such as (,;ard g'I(IlCS, to monitor tht t.tnivil}'. ~ml c\'t;n htl\'c u
fl"q_uirt: ('utling up nflu II.winK been phnl(l~''''vi4.:d, 'poinlS !:I),s(("m' within Ihl' ('h1$5so lhar a
group Gin 1'1se poin,,, (.)r speaking ,he Ll.
A (smaU) reward for the group WIth the
mo:-,t points at (ht: f'ne( of ~it<.:h It:nn can be-
l.a great in(,'t;nti ....~. _
--_j
How do I decide' on the
compoaition of the groUps?
There is no hard and fast rule here. Sometimes it can be

useful for the stronger students LO work together, giving My a~:~ib."9.·*· ...
:..':'.
;:~:~':::=:~h::~~~~~~~~::,:~~O~;:2:::~~:
for the less confident students to work with very
",I_'S_.L__-\':= .~~,
That's probably because they're not used to it.
dominant people. As a rule of thumb, make sure Always explain why you arc doing the activity, and
you change the pairs/groups often, so that they do what the aims arc. Don't let the activity drag on too
not become bored or exasperated with each other! long - keep an eye on the timing. Very importantly,
Generally speaking, fewer is better. 1£ will often always give some sort of feedback at the end,
depend on the activity: but where possible have no whether it is feedback on their progress, behaviour,
more than seven in each group, and three to five language, or on the communicative success of the
may be better for many activities. activity. If the activity has some kind of structure,
and end product, it will not feel as if they are
wasting their time
What h8pt)en •. if
groups tinl$h.
setme1
fim?. '... ~----------.
Have a 'bank' of materials available which they
can be getting on with. Crossword puzzles and (l:feelfika.1he.~:;~·: '.
~:(~e~l:~:~~:~;v:~:su~e~:::i:;~~;:l:k~;il:;,
the correct words next to a picture. These
as a~re__JL___-l =ti~~:·~;.:_
Alter having set up the activity so that all the
can be found in many commercially available
students know what they are doing, your role in
'supplementary materials' or on the website
monitoring the activity is essential to a successful
(www.macmillanenglish.comlinspiration).
outcome. The. teacher must be prepared to act as a
resource or a facilitator - helping with language or
How can I follow giving ideas - but must also he prepared to keep a
up the activity? low profile and let students get on with it, if they are
to become successful independent learners. While
If you have taken notes during the lesson of they are monitoring, some teachers like to take notes
mistakes or 'gaps' in students' knowledge, some of on areas which need re-visiting, or on areas in which
the most important areas can then be put on the there are obviously gaps and the students need extra
board and revised after the activity. Alternatively, tuition.
some teachers like to make a list of mistakes (not
names, of courser), photocopy
~ha=;=,-:=~~~
mentioning them
and then ask students to work in pairs to try to
correct them. Monitoring their own or other , '. ,:j}-----------,
students' work is a very valuable aspect of learner

Why not get your students to help you? If you
training. Working in pairs ami groups will show you
provide students with scissors, it could be a very
whether students can really u~t: the language you
useful way of leaching them to follow instructions!
l have taught them in a less controlled
I will give you an opportunity
situation, and
to do further revision
Remember that much of the cutting up will only
need (Q be done once. If you keep the materials
r if necessary.
safe, in an envelope or plastic wallet, the same
----------------------~ materials can be used over and over again, and
shared with other teachers in your school. To make
them last longer, it is a good idea to stick them onto
card and laminate them.
Meeting new friends
Hannah Fish
Role-play
To introduce yourself and to ask questions.
Groups
Question forms for name, nationality, address and phone number
Speaking, listening
Photocopy one worksheet for each group of 12 students and cut up the role cards along
the dotted lines.
After Unit 1 Nice to meet you

20 minutes
1 Write your name, nationality, address and phone number on the board.
Elicit from the students the questions needed {O get this information and
write them on the board. A limited model could be used:
What ... your ... ?
... are .. , from?
Whats . " address?
... :.;... phone ... ?
·::~i~;t~':;;~~~:~1~i?!:~~it~~:~:::::::~::
\;'
:.:/':,.'.:,-:.;.::::
..::_,. having a party and need to introduce themselves to each other using the
:.....','::';':.
':." questions on the board (see above).
5 Show the students a role card and tell them that their name, nationality,
address and phone number are on the card.
6 Distribute role cards and ask the students to read them. Monitor to check
understanding and help them with pronunciation.
7 Ask the students to stand up and begin introducing themselves to each
other. They should also ask each other questions to elicit the information
from the role cards.
8 When the students have spoken to everyone, do some open class feedback
by asking a few students about the people they met (e.g. What~ his name?!
I"Vhere:She from?),
Variation This game can also be played with the students' own personal information.
Note The addresses in this activity have been anglicized so that the cards can be
used in various countries.
_..~
·
~ [ , """Tr :.;:: :··:~::.:
..1
. . :.:: ~
Name: Steve Rosenberg Name: Virginia Flower
Nationality: American Nationality: English
Address: 20 Park Street, Los Angeles Address: 12 Church Road) London
phone number: 645782 Phone number: 572315
~ .. --. ---- •• -- ••• -- ••• - •••••••••••••••• M ••• _· -- .----- ---- ---- --------- -------- ---- ---- -------- --or -----._- _ O M - --.- .--- ---- --------------- --0-.- - •• - --- ------1
Name: Jane Fisher Name: Jean-Marc Friedrich !

Nationality: American Nationality: Swiss
Address: 1) Bleeker Street, New York Address: 2 Mill Lane, Geneva
Phone number: 552987 Phone number: 385022
~ ~ ::·~·::i!:~.i
: .';:; .: '.:'
".:.:.;< :
",.~. :
Name: Victor Simon Name' Ronaldo da Silva "" 'I::
Nationality: Belgian Nationality: Mexican

Address: 10 Antwerp Lane, Brussels Address: 8 Rio Road, Mexico City .i::
~ i:~.~
~'~' ~(~~~0i
f· ~ i
: '.,< : t:C': :
Name: Jon Davies Name: Maria Kowalska

Nationality: English Nationality: Polish
Address: 4 King Street, Manchester Address: ] High Street, Warsaw
... _-- -_ _ -. -.- -_. ---- ---- ---- ---- -------- . --_
---'- _ _ _ _ _ "'" _ ..- -_.- ---- ---- ------------------------ ------- -.~.
Name: Teresa Lopez

""'' ' t. :.)':'" Name, Nicole Dubois '
Nationality: Mexican Nationality: Swiss

Address: 15 Lion Lane, Acapulco Address: 7 Crown Street, Bern
!
r :.:
..~-.:...
:
<;:!~:>~··~
::: ·t · ·
~.~~S:
:·:;.i~~·l
.:~.!
Name: Jean Leys Name: Aleksandra Dudek

Nationality:
Address: 11Market Lane, Antwerp
Belgian Nationality:
Address: 18 Rose Gardens, Krakow
Polish
i
../~: ;'.
~ __ :~·:·:·:·::.L :~~~:~':.;
© Macm,lIan Publishers limited. ihls sheet may be phOtocopied and used withif' the class. inspiration PHOTOGOPIAB LE
Test your memory
Hannah Fish
Pelmanism card game

To review vocabulary by playing a memory game.
Pairs
Personal possessions vocabulary; the indefinite article (alan)
Speaking, listening
Photocopy one worksheet for each pair, and cut up the cards along the dotted lines.
After Unit 1 Lesson 1
15 minutes
1 Divide the class into pairs and give each pair a set of ten picture cards and ten
blank cards.
2 Ask the students (0 write what each picture is on a blank card remembering to
use a or an. Demonstrate [his on the board.
3 When they have finished this, do open class feedback to check the spelling and
the correct use of a and an. Drill the pronunciation at this point.
4 Explain to the class that they are going to play Pelmanism (a game to test (heir
memory) and demonstrate how to play with a couple of students:
- Word cards and picture cards are separated into two groups and placed face
down on the desk
The students take it in turns to pick up one picture card and one word card.
Each student must name the picture card by saying This is a ...• and say the
word on the word card.
If students pick up a picture card and a word card that are different, they
lose their go. However, they must still name both cards.
If they pick up a picture card and a word card that match, they keep both
cards and have another go.
.. '"'' When all the cards are used up, the student with the most cards is the
..:\,:f)~!?,,~~: winner.
5 When the students have finished playing, review some of the vocabulary by
holding up the pictures and checking for spelling and pronunciation. Do
remedial work if necessary.
vartitl.ORs 1 To make the activity last longer, the students could play the best of three games.
2 To make the game more difficult, picture cards and word cards could be
shuffled before being placed face down on the desk.
3 To focus on pronunciation, ask the students to mark the number of syllables
and the stressed syllable when they are writing the word cards. Check both
when doing open class feedback at Step 3. 1£ students use the wrong
pronunciation when they pick up their cards, they lose their go.
4 To save lime, write out the word cards before photocopying the worksheet.
~--------_,:---------------------------------------r--------------------···--
,
. -.---------------..-- --.----.------.------------------.---.---..--.-------l--- ------------------------ : .:
,
,
,
,
,
.....-·.;{i.~if~l i:
.. :.:~.:.;.:::.. ) .-; ,: . ..:..... .:•.....:.•..;.~~: •.:.. .. ..•.:.~~.:.:::~:.::~:.:.:.::.:.::;:~

.•:::~.:.:~.:.•.:;.~ ..,..,....•~.:::..
..•:; :.. '.:', ..•.~:.::
:<. -:.'.... :.: . ;·\~~~~0~·%t~~:~~%~~~::~:·f~~
-_'~~ ~~'-: ~~-~. ...•.. ...:.:.:.,~::.~:-:, ... .•.
~ • • __ <0 .......• ~ ....• _ ~ J J
© Macmillar. PUblishers Limited. This sheet may be onotoccoteo and used within the class. inspiration PHOTOCOPIABLE
Famous places
Hannah Fish
Information gap
To elicit information about famous buildings by asking questions.
Pairs
Question forms; prepositions of place; numbers and time
Speaking, listening
Photocopy one worksheet for each pair, and cut it into two information cards. Bring in a photo of a .
famous place to show in class.
15 minutes
1 Brainstorm some famous places around the world as a class. Explain to the students
that they are going to talk about famous places around the world and when they can
visit them.
2 Bring in a photo of a famous place as an example and elicit question forms for name,
location, age and time of tour. Write a Simplified model on the board:
- What ... called? How old ... ?
- Where ... ? When ... tour?
3 Tell the students they are going to be given pictures of six famous places around the
world and information about three of them. Explain that they will need to ask their
partner for the information about the other three famous places and write it on their
information card. Show the students the information card and explain that the famous
places are numbered 1 to 6.
4 Pre-teach the words island and square.
.... 5 Elicit the question forms What:~ number one cailed?/How old is ... ?lWhens the tour?
6 Divide the class into two groups, A and B. Give each student in Group A the Student
A information card and each student in Group B the Student B information card.
7 Tell the students that they should work with a person from the same group to check
they understand the information on their cards. Monitor and answer any questions
the students ask.
· ..... : ..... 8 Tell the students that they should now divide up so that a student from Group A
works with a student from Group B. Each pair sits either face to face or back to back.
Ask Student A to begin asking questions.
9 When the pairs have finished ask them to check their answers with their partner's
card.
10 Do some open class feedback by asking a few questions.
Variations 1 The students could be asked to guess the required information and ask their partner
to check if they were correct or nolo
2 After Step 1, the students could be put in small groups to discuss what they know
about any of these famous places.
3 After Step 7, the students could be given some follow-up questions: Do you know any
more about theseIamous places?/Have you visited any oJ them?IWould you like to visit any of
them.?
4 For a follow-up task, the students could be asked to bring in some photos of famous
places in their countries to show other students.
~, ·······..····..·····r
STUDENT A
What! called?
2 3
Where?
How old?
When/tow?
In Sydney in Australia Near Cairo in Egypt In Red Square in Russia

35 years old 5,000 years old 350 years old
Tour at Il.30am Tour at IO.OOam Tour at 1.15pm
~i··· ······· ~
STUDENT B
Big Ben The Statue of Liberty

2 3
On mountains in Next to the river Thames On an island in

China in England America
2,200 years old 150 years old 120 years old
Tour at 9.00am Tour at 8.00am Tour at 12,45pm
What/caUed?
4 5 6
,
...
i
Where?
How old?
When/tow? i
.
........... •• _~ ••• •• __ • • ~ ••• ._. • _PO' po • • _._. p __ ,, • _. ._ .... _ ... •• e ••• .O' •••• .
.01
.~ MaCOlillan Pul>lishersLlmlteu. 'lnis sheet may be ph(Ilocopied and used wilhinlhe class. inspiration PHOTOCOPIABLE
The birthday chase
Hannah Fish
Ordering exercise and group mingle
To use ordinal numbers and months by talking about birthdays and ages.
Whole class
Question forms; possessive adjectives; ordinal numbers; months
Speaking, listening, writing
Photocopy one worksheet for each student.
20 minutes
1 Ask a few students when their birthdays are and write them on the board.
Ask the students to spell the ordinal numbers within those birthdays, e.g.
they should write the word first next to January and second next to
february. Also revise the structure for writing dates in English, the ... (~f ...
(e.g. the sixth of January).
2 Show the students a copy of the worksheet and explain that they are going
to have a race to put the months of the year into the correct order. Tell
them that they must write the ordinal number for each month in letters.
Give out the worksheets face down so that all students can begin at the
same time. Start the race.
..
.... " . 3 When the students have finished, do some open class feedback and point
out the winner.
4 Now tell the students they are going to have another race to fill in one
birthday for each month on their charts. Elicit the questions for age and
birthday and write a basic model on the board (e.g, How old/your father? /
When/his birthday?). Tell the students they have to fill in the student's name
where it says 'Name' on the worksheet and not the name of their friend or
family member. If the students are relatively new to each other, also elicit
how to ask [or someones name (e.g. What~ your name?). They should
speak to as many people as possible. Elicit back from a student what they
have to do and start the race.
5 When {he students have finished. ask them to sit down in pairs and tell
their partner about the. information they found.
6 Do some open class feedback by asking a few students about the
information they found and point out the winner of the race.
Variation 1 To make it easier, the students could write the ordinal numbers in
numbers instead of letters at Step 2.
2 To make. it more difficult, the students could be asked to fill in more than
one birthday per month.
Month Mother's/Father's Broth er' sIS ister Is Friend's birthday
• order birthday birthday
Name: Name: Name:

July Age: Age: Age:
Birthday: Birthday: Birthday:
Name: Name: Name:

February Age: Age: Age:
Name: Name: Name:

December Age: Age: Age:
Name: Name: Name:

April Age: Age: Age:
Name: Name: Name:

August Age: Age: Age:
Name: Name: Name:

January Age: Age: Age:
Name: Name: Name:

October Age: Age: Age:
Name: Name: Name:

May Age: Age: Age:
Name: Name: Name:

September Age: Age: Age:
Name: Name: Name:

March Age: Age: Age:
Name: Name: Name:

November Age: Age: Age:
Name: Name: Name:

June Age: Age: Age:
© Macmillan Publishers llmited. This sheet may be ph010copiod and used within the class. inspiration PHOTOGOPIABLE
Find the family
Hannah Fish
Information gap
To find out information about family members, birthdays and ages.
Pairs
Question forms; family vocabulary; numbers and dates
Photocopy one worksheet for each pair of students and cut it along the dotted lines.
20 minutes
1 Drawing your family tree on the board, describe the principles of a family
tree and elicit family vocabulary (e.g. sister, father, brother).
2 Divide the class into a Group A and a Group B.
3 Show the students both pictures of the family tree on the worksheets and
point out that all seven names are written on both pictures. Explain that
Student A has some more information about three family members and
Student B has some more information about three other family members.
4 Explain that the students are going to ask each other questions to find out
the missing information on their family tree and fill it in. Show the
students the picture of Tom Harris and put his information on the board.
Elicit the following questions:
Who is Tom Harris? (- Ht:::~ Marys husband.)
When's his birthday? (- It\ on the 21 stJanuary.)
How old is he? (- He~~.39 years old.)
Explain (hat Student A should begin and that they should take it in turns
to ask about each person.
Give each student in Group A the Student A family tree and each student
in Group B the Student B family tree. Ask the students to read them.
Monitor to give the students any help they may need.
6 Tell the students that they should now divide up so that a student from
Group A works with a student from Group B. Ask Student A to begin
asking the questions. Monitor to check the activity is being completed
correctly.
7 When all students have finished exchanging information, write Mary Hams
on the board. Ask the students who she is (Lisa's mother). Ask the students'
who Tom's wife is and who Sally's sister is (Mary). Ask the students to work
in pairs to find more family relationships for each family member.
8 When the students have finished, do some feedback by asking a number
of students questions about the different family members, their
relationships, birthdays and ages.
Note Even though the students have not formally studied the possessive :s form,
they will only have to read out the forms and won't have to use them actively.
'W
~ ,----------
:
I
------.
-----..-----------------------
-----.
-----.
--------------------------.
-.---.----------
------.---
-----.
----.--------------------------
----..---.---..------------------------
..--------.-.------------
..---------------
-------
.....-.-r I
:
l STUDENT A Pam Spencer Fred Spencer !

Fred's wife
2nd May j
l
55 years old !
i
i
i
!:
Tom Harris Mary Harris Solly Spencer :
Mary's husband Mary's sister ~
21 st January 5th August I

39 years old 34 years old
!
i
i
!
lisa Harris Bobby Harris

lisa's brother
5th Decem ber I
8 years old
I
!
i
i--.----- ....----- ...----. ---_._---_. __ ._---- ._--_ .._•._.- ... __.._-------_ .... _-_.__._------ ----._ ... _-_._-----< i
STUDENT B Pam Spencer Fred Spencer

Mary's father
15th March
57 years old
Tom Harris Mary Harris Sally Spencer

Mary's husband Lisa's mother
21 st January 12th April
39 years old 38 years old
lisa Harris Bobby Harris

Tom's daughter
27th September
:
11 years old !
I
L .__
._• . •. . .__
..• •. ••.••_. ..•.__
• ..•.••_ .__
•.•_••.j
© Macmillan Pu~hsh~rs L,mitea. This sheet rnay M nnotocooeo and used within the class. inspiration PHOTOCOPIABLE
Correct it!
Hannah Fish
Error correction mingle

To correct mistakes in sentences.
Groups
Grammar from Unit 1
Reading, writing, speaking, listening
Photocopy one worksheet for each group of 12 and cut it up into 12 strips along the
dotted lines.
After Unit 1
20 minutes
1 Write the following sentence on the board: What are your name?
Ask the students to correct it. Write the correct sentence on the board
next to the incorrect one.
2 Show the students the slips of paper and tell them that each one has an
incorrect sentence written on it. Explain that they will all be given an
incorrect sentence and that they should write the correct sentence on the
back of the slip of paper.
3 Ask a few students what they should write and where they should write it
to check understanding. Explain (hat they will all have different sentences.
4 Give out the slips and ask the students (0 work on their own. Monitor to
check the students are producing the correct sentences. Check each
student has written the correct sentence on the back of his/her slip before
moving on.
5 Divide the class into groups of 12.
6 Tell the students that they are going to correct all 12 sentences in their
group. Explain that they need to get together in pairs, show their incorrect
sentence to their partner and correct the one they are shown. They do this
.............
. . . by reading {he incorrect sentence and saying the correct one. Their
partner can then tell them if they are right. If not, they can try again.
.. :.'.:.' :......
Explain that they need to do this with everyone in their group .
7 Ask the students to stand up and gather together to begin the exercise.
8 When they have finished, ask a few students what their incorrect
sentences are and ask other students to correct them. Some remedial work
may need to be done.
Variation This could be done as a group dictation or a running dictation before the
sentences have been corrected. The students could then correct them in
pairs. Before the dictation begins they should be told that all "the sentences
contain mistakes.
~, _ y
II, How you spell photograph! I!
f······· "" ~
,lh~h,s~I~=ur~:~=hoy:r:~e!hhmhhhmhhhmhh_hhhhhhhh_m___hhm_hhJ,
!Jm:h~he~~h~=lh:h~tl~~:·hhmmhmmm ..mmm.mmmm.mm_mh_hm..mh_h.mm ..mhli
!lm~:~h~:a=~=~~I~=~!hmmmhmh.hmhhhhmhmmmmmhmmhhmmmhmmmhi!
!I 5 My friend is 25. He's birthday is in"""'"" I!
,I:h~~~~.,::=t-u:==::.mhmhhhmhmm-mhhm--.hmhmhmhm.hhhmiI
f· ·· · ·· ..·· .. ·· ··· ..• ·..· · ····· ..· j
il7 What is your favourite singer! . II

~ e_.e_ e __ e •••••• •• _0 •• e __ e .e ••• e e_ _0 e __ 0_ eO eO •• 0 e 0 •• e __ e __ _._ •• ~
il~h,·m:~=·::".·hm_hhhm_hmm__mm__mmm_mmmhhhmhmmmmhmhh_I,
i I, Lunch Is at twelve and a half. II
ir;~=~:·=~~~~==~:::=i~mh.mmmhmmmmhmmmmmhmhmhmmhl;
; __ • e •••• • _e •• _0 0_ e __ ••••••• .. _ ••• 0 •• ••• e 0. _0 __ _. __ o •• ~
II"
~
London and PaMs are big city;
..• "_0_' ..• . ..__• ...•. -0-- .._._ • -.0- ""0- o_ ,, _._ --0- "0- __ 0_ ----Ai
Ii
lll:~:t.s~~t!~~.~_~a,=n~,:~umnuunnmnmnnuunmnmmmmmJj
© Mar.rnilian Publishers Limited. rhis sheet may be rhotocopied and used within the class. inspiration PHOTOCOPIABLE
Spelling auction
Hannah Fish
Spelling auction
To correct spelling mistakes in sentences.
Groups
Vocabulary from Unit 1
Speaking, listening
Photocopy one worksheet for each group of three.
After Unit 1
20 minutes
1 Elicit a few words from Unit 1 and write them on the board spelled incorrectly. Ask
the students if the words are spelled correctly. If they are spelled incorrectly, they
have to correct the spelling.
2 Pre-teach the word bet by asking the students if they know what that word means.
If they don't, write the word and its meaning on the board.
3 Explain to the students (hat they are going to do an auction and tell them the rules
of the game: i
II
The students are going to play in groups of three.
Each group starts with 100 gold coins.
1
II
The group has to look at the first sentence on the worksheet and decide if all ]
II
the words are spelt correctly or incorrectly. The group makes a decision
together.
]
II
The group then has to bet an amount of gold coins that their answer is correct. ]
The minimum bel is ten gold coins. If students are confident, they should bet a
·'.
...
, '
,.
,.: ,:.::.:,:', ..
large amount and if they are not confident a smatl amount. jl~
".'
......... When ready, the teacher asks each group for their answer and their bet. The
]
teacher then reveals the correct answer and the groups that were correct gain ...
their bet whilst (he groups that were incorrect lose their bet. The teacher can
keep a running totals table on the board.
- The students now do the same (or the second sentence and so on.
..l
]
4 Divide the class into groups of three and ask each group for a team name that can
be written on the board.
S When all ten sentences have been looked at, add up the scores to find a winner and
ask the students for the correct spellings and write them up on the board. The
meanings and pronunciation can also be elicited from the students.
-
II""
Variations 1 The groups could be offered bonus points (or giving the correct spelling and
pronunciation.
2 To make it easier, the words the students should focus on could be underlined in
each sentence. The meanings could then be elicited before the auction begins.
The words which should be underlined are: 1. eihgteen; 2. That's; 3. fotograph; 4. E
Those/that; 5. Were; 6. farther; 7. Janary; 8. your; 9. meat; 10. tiket.
E
· ... :: ....
1- How Old ate yoU? ~ I'm e1hgteen~·
2 Theit's Jl\Y.urn~~1taovettM.re~....•: .
:: ...
3 Look at thl$ fotograpbof I1\Yfal1li(y!· .•
4 Those buiklingSirithatstteet
.. ... .... ..
are·~rYold..
.... .:
_. .
S Were is yOu", brother7 ...
6 How old ·is your farther? ....

.: :
7 My birthday. is on the second OfJ;mary. . .:

:.. : .
8 What is your surname?
9 It is nice to meat you .

. : ..:
10 How do you spell .tQ<et1...
e Macmillan "ublishers L·m;!ed. This sheel may be ph(llocopied and used VI"hi~ the class. inspiration PHOTOCOPIABLE
(an I borrow your mobile phone?
Simon Macartney
Questions and answers

To practise asking questions and using vocabulary of possessions and clothes.
Groups
Requests and responses; vocabulary of possessions and clothes
Speaking, listening
Photocopy a worksheet and cut out the eight role cards and the 24 item cards for each
group of eight students.
10-15 minutes
1 Divide the students into groups of eight.

2 Demonstrate the activity and explain that the students are going to practise
asking to borrow things from their friends.
3 Give each student a role card and three item cards. Each role card identifies
the items they need to borrow. The three item cards the students receive
should be different from the items mentioned on their role cards!
4 The students walk around the room and try to find the three items they
•
need lO borrow. They can only ask people in their own group. •
5 The students ask each other Can i borrov; your ... ? If the student has the •I
item, he/she says Yes, of course you can and hands over the item card. If the
student doesn't have it, he/she says No, I'm sorry. It's at home. •,
6 The students keep asking other students until they have all the items they
need to borrow. •
7 The activity finishes when all students have all the items they need.
"
•1'1
..
1 The students sit around the table in groups. Each student has a role card. ..
Place the item cards in a pile on the table. The students pick up the top '"
item card and [he student thar needs the item has to ask if he/she can ,.--
borrow it. The first student to get all the items wins.
2 After the game has finished, the students walk around the room again and
ask for their possessions back. They ask Can I have my '" bacl~?If they've ..
,..
asked the right person, he/she says Yes, of course you can and hands over the
card. If they've asked the wrong person, he/she says No, I'm sorry, you can't. ...
""
..
-,
-...l.. ,
----- -~ ... -----

,
~
. ... .
........
....,..,-.:.~~:.::,;phone
... ?
i\.l\\lft"\"'~l~~~\\1~~~
..:
~~ V
~~=~~:I~~~:-T-~~~---~!~~~----------------~----,
Can I borrow... Can I borrow ... Can I borrow... Can I borrow ...
1 your cap? 1 your jacket? 1 your book? 1 your pullover?
2 your umbrella? 2 your bottle of 2 your alarm 2 yourpen?

water? clock?
3 your CD? 3 your watch?
3 your photo? 3 your calculator?
.. • _ •• __ • • • • _ • __ ~ " _ o __ .. _
CardS Card 6 Card 7 Card 8

• • •
Can Iborrow ... Can I borrow ... Can I borrow ... Can Iborrow ...
1 your guitar? 1 your dictionary? 1 a tissue? 1 your shirt?
2 your wallet? 2 your camera? 2 your rucksack? 2 your bag?
3 your 3 your map? 3 your key? 3 your phone?

programme?
" .. • • • • • ,,_ _ " _ '. _ 0. __ • ~ _
Item cards
~ r----- ----- ----- ----. ---- ---- ----, ---- ------------- ---- ---- ---- ---~---- ----- ---. ---. ---- ---. --- .--- ._---.--- ---- ---- ---- ---- ---- ------r -------- ---- ---- ---- ------------,------ ---- ---- ------------- ----- ..
f··· "1" , -r ·
·t· .
!
. ···1
.. ·· ..
·· ..
·
··· ..
·· ..
· ..
· .
·
..-----_. ----- ----_. --_. ---- ---- --~,------ ---- ---- ---- ---- ---- ---- -- ..,----- ---- -------- ----------------.---" ---- ---- ------- ---- ---- ---- --- ·..---- ---- ---- ---- ---- ---- ---- ----, - ...,
... .
i
··
f Ai .
,!"IJ_~~:I
.i i. ~~----~~,
~~~
.
.
.
.. __ ••• • • • .
• L. • • • __ __ .. • ~ .
(9 Macmillan Publishers Llml!ed. r his sheet may De photocopied and useo within tile class. inspiration PHOTOGOPIABLE
Classroom rules
Simon Macartney
Class discussion
To decide on classroom rules.
Pyramid discussion Pyramid discussion steps
(Model for 16 students)
can/can't
4 Whole class X
Speaking, writing, listening
3 Large groups X X •
Photocopy one worksheet for each pair of students. 2 Small groups X X X X
After Unit 2 Lesson 2 1 Pairs XXXXXXX
20 minutes
1 Explain the aim of the activity is for students to decide on a set of

classroom rules - five things they can do and five things they can't do.
Elicit an example of both a can and can't classroom rule, e.g. Wecan have
Jun.lWe can'r. speak in German (or Ll).
2 Divide the class into pairs.
3 Give each pair a copy of the worksheet.
4 Each pair of students decides on five classroom cans and five cants.
S Monitor and provide any language the students need, e.g. )'()u can't ear. in
dass.lYou can ask the teacherfor help. Your students may need to express
some ideas in Ll when justifying their cans and can'ts - this is OK but
give them the English they need when required.
6 Each pair of students joins together with another pair to form a group of
four. Each pair tells the other pair their five cans and five cants. They
then decide on the best five cans and best five can'ts.
7 Each group of four students joins another group of four students and
renegotiates their five can's and five can'ts.
8 This procedure continues until all the class are together and as a class they
negotiate the best five cans and can'ts. The teacher helps in this process.
9 The final five can's and five can'ts are written onto a clean copy of the
worksheet and put on the classroom wall.
Variation An extension after the activity is for students to write five cans and five can'ts
for another situation of their choice e.g. rules at home or rules on a plane.
l
j
Can's
Can'ts
@ Macmillan Publlshe(S Limited. rhis sheet may be photocopied and used witllin me Class. inspiration PHOTOCOPIABLE
'j
I
How to record music off the web

Simon Macartney
Jumbled text
To rearrange jumbled text in the correct order.
Groups
Imperatives; vocabulary: international computer language
Reading, listening
Photocopy the worksheet once for every eight students and cut out the eight
. instructions along the dotted lines.
10-15 minutes
1 Explain that the students have to reorganise instructions on how to

download music from the Internet into the correct order.
2 Put the students into groups of eight. If you have an extra student, make
this student the group leader who orchestrates the activity. If you have
fewer students, give some students more than one slip.
3 The students stand in their groups in a circle.
4 Give each student an instruction slip.
5 Each student reads out his/her instruction.
6 The. students arrange themselves so that they are standing in the correct
order. The students read out and discuss until all students are in the
correct order in the circle.
7 Check the order in open class.
The students can work in pairs and put (he instructions into the correct order
on tables. A follow-up activity can be for the students to write instructions for
.....
. ..:..'.-:.'.::.:'::++: .+. other activities mentioned in the Life Skills Questionnaire from Inspiration
Student's Book I, page 25.
.1'
t
first, IwHellengoure_.uter ..
Theil plug in glur mpl plager.
-- .-.._.-
Opengeur mp3 software.
~---_. ---_. ---- .---- ---" _ - -. ---- ---- ---- ---- ---- ---------------------------- ---- ---- ---- ---- ---- ---- ---- ---- --------------- ---- ---- ---- -------- ---- ---- ----- --------
Internet ........ ~ COoRedte the laterad.

Connect ......,..~
i------. ----. --------. --------. ---... -_..--.-.-..--.---..------.-_-.------------. --------------------------------------- ----------------------- ------------------------ ------------ --------- ---------- -i
Write tbe address of the musie website.

.- )@)
.
~ • ,, " 0. .. " __ ,, .:
.
San $
Ont mare cu.p Of
'"
V'
V
Cheektlte website for the music leu waRt.
wJfee
[he Blcs.ck £~ed PellS Where is the Love? V'
r .-_ o._ •••• -_ 0_.' 0· - --0 . ---- ---- --_. --_. ---- --- ------------ ---- ---- ---- ------------------- ---- ---- -------- -------.- -.--- -- •• ---- -- •• ---- --- ---- ---- ---------- --.,
Tben press the dowIload musie buttoD.
In I few minutes geu ean listen to gour new

musie.
e MaclIlilian Publishers Limited. This sheet may be photocopieo aod used withiA the class. inspiration PHOTOCOPIABLE
--. - _._--
My favourite band
Simon Macartney
Information gap
To find missing information by asking questions.
Pairs
Vocabulary about bands; asking and answering questions
Reading, speaking, listening
Photocopy enough worksheets for each pair of students and cut them along the dotted
lines.
20 minutes
1 Explain to the students that they are going to read an article about a rock
band. Some of the information in the article is missing and they have to
~.'.··.·;;l'·;~?(,~\
.•. 2
ask {heir panner questions to fill in the missing information.
Elicit any information the students know about the band Linkin Parh .
. , ":',: .. ,', : ....
3 Put the students in pairs. Student A and Student B.
.. ... .. . . .. 4 Tell the pairs to sit opposite each other and hand out the worksheets .
...........
. " ....... Student A gets Worksheet A and Student B Worksheet B. Tell them they
cannot look at each other's information.
5 Demonstrate the procedure with the example question \Vnat is the name of
the band? Elicit the answer from the students.
6 The students ask each other questions to find out the missing information •
on their worksheets.
•
7 Monitor and answer any vocabulary questions. ••
8 Check the answers in open class.
.'•..
Variation As a follow-up exercise. the students could write short texts about their •
favourite bands and prepare questions [or other students to answer. ..."I
-"
~
......
-""-
,.,.
--
-
E
------_ .. - _. _.---
~ ..•.........•......................................... ·············_····················_·········T····_···· .........••.......................................... ············-·······················r
Worksheet A Worksheet B
My favourite band is Linkin Park. They are from My favourite band is (1) _
(2) . They play nu metal They are from LA in the USA. They play nu metal
music - heavy metal mixed with rap. music - heavy metal mixed with rap.
Linkin Park has six members: (4) .._.....' . Linkin Park has (3) _
is the singer. Rob plays drums, Phoenix plays bass members: Chester is the singer, Rob plays
guitar. Brad plays guitar, Mr Hahns is the DJ and drums, Phoenix plays bass guitar, Brad plays
Mike is the Me. guitar, (5) is the DJ
and Mike is the Me.
I have all (6) . albums.
My favourite song is Numb. It is from the third Thave all four albums. My favourite song is
album Meteora. A special thing about the band: (7) ._ . It is from the third
they played at the (8) _ album Meteora. A special thing about the band:
they played at the Live 8 concert.
Their website is www.linkinpark.com and it's
excellent. You can watch the band's new video Their website is (9) and
and (10) _ it's excellent. You can watch the band's new video
and download music.
~----------------------~~--------------------------~ .
Questions Questions
2 Where are Linkin Park from? 1 What's your favourite band?

4 Who is the singer? 3 How many members are in the band?
6 How many albums are there? 5 Who is the OJ?
8 What is special about Linkin Park? 7 What's your favourite song?
to What can you do on their website? 9 What's their website address?
l •••• __ ••••• __ • • __ •• • • j . _ • __ •• __ • __ .
._ ..
© Macmillan Pllblishers Llmite(l. This sheet Illay be photocopec aM used withif. the class. inspiration PHOTOCOPtABlE
Lost things
Simon Macartney
Reading puzzle
To solve a puzzle by reading carefully.
Groups
Revision of grammar and vocabulary from Unit 1 and 2
Photocopy Part A of the worksheet for each student in the class. Photocopy Part 8 once
for each group of eight students and cut along the dotted lines.
Aiter Unit 2
20 minutes
1 Put the students into groups of eight.

2 Give each student Pan A and one information slip from Part B.
3 Explain to the students that eight things were lost on holiday. The
students have to read the clues and work out who each thing belongs to.
4 Hold up the item card pointing at the passport from Mexico and ask the
students to say what is shown on the card. Then write the sentence
Richard's langua~f is Spanish and Mike is not from France on the board and ask
the students if they think the item on the card could belong to either of
. ..'.:., ;,
"
'. ~ ..
"' '
.
.. them .
... :
" .
:
5 Start the game. Looking at Part A, each student in the group tells the
...
. ' .. ' ........ ::." others which things were lost on holiday.
6 Then each student reads out his/her information slip.
7 The students try to match the lost items to the different people.
8 Write the names of the four people on the board. Elicit the answers from
each group.
9 Get all groups to agree and confirm the answers.
Vart,tlon Photocopy the worksheet for each student and do the exercise as a reading
activity.
Key Richard: passport and swimming goggles

Simon: saxophone and photo
Mike: football and T-shirt
Hannah: swimming costume and mobile phone
~, - - _------------__ ___ _-------_.
__ _-----_._._
.._--_._--_
..__ _._--------------------------------------------_
_-y
I .mo
Ii Richard, Simon, Mike and Hannah each lost two things on holiday. You found:
I
II
! I
i i
i i
i I
! I·
! I
Ii I
j
I !
i i
! I
I 1
! t
! ~
I i
l
;
!
!
j
} ~.. _e . e __. _ _ ~"._. __._. __.. _ .__ __ u.·.·. ~l
~i··
.:m
l:'
! ..--·---------------------------------···
..-····..·------..--..------------------------.----.---
..----.------------------------.--------------.---
I
..---.----.-----------------------------------------------------------------------·-----·--
..-·------i
II There is one girl. Her name Is Hannah. II

, _._-_ _-----------------_ _ ---------------------------_ " -.--------------------------------_ _----------------------___ !
! i
IluuuuUUUHannahIO~:~~~~~:~~:d:~:~~h:~~~~::se~~~a~::n
II Simon can read music. I !
••• ~._. e __ e • • • __ e • • __ •••••• --_. • __ • -- •• • e e __ e_ ---- ---- ---- ---- ---- --- ---- -- _ 1
! !
: Mike has two sisters and his favourite sport is football. I
:----- ------. ----. ---- --- ...... --- ---- ---- ---- ---- ---- ---- ---- ---. ---. --_. ---. --- ---- ---- ---- ---- ---- ---. --- .. -- ---. ---- ---- -------- ---- ---- -------------------- ------- ---- ---- --- ----- .. ---. ----- ------1
~ l
~ Richard's language is Spanish and Mike is nat from France. !
j
1·····-----------·--·······---·------··· ..·· ..· ······---------- -.. -------------- - - ----- - ----------------- - ----------------.--- - -;f
! l
i Hannah has one brother and Simon has two sisters. I
I l
~ Macmillan "ublishers l'11ijed. TI~s ~hCCl OlDy be photocopied aoo used will,in tile doss. inspiration PHOTOCOPIABLE
Bingo!
Simon Macartney
Bingo
To review vocabulary from Unit 2 by playing Bingo.
Whole class
Listening, speaking
Photocopy the Bingo card for each student. Cut out 16 squares of paper for each
student. They should be big enough to cover the pictures on the Bingo cards.
After Unit 2
20-25 minutes
Do a demonstration on the board of how Bingo works. Tell a student to

turn his/her back to the board. Write down six numbers between 1 and 30
and ask the student to call out any number between 1 and 30. When you
hear a number that is on the board cross it out. Shout Bingo! when you
have crossed out all of them.
Give each student a Bingo card and 16 slips of paper.
3 Elicit the vocabulary on the Bingo cards from the students.
4 The students place six slips of paper on the Bingo card (on any squares
and different 10 their friends).
5 Call out each vocabulary item. Keep track of the items you have called by
writing them down. The. students cover the image on their Bingo card
with a slip of paper when one of their uncovered items is called. When a
student has covered all 16 squares they shout Bingo! If they can read back
the vocabulary called out, they win the game.
6 The student who wins calls out the vocabulary [or the next game.
Variations 1 Put the students into small groups of four or six. Each group plays a game
of Bingo. Each student has a turn calling out the vocabulary items.
2 If you don't want 10 use paper squares to cover the Bingo card, tell the
students to cross out the initial six pictures and then the pictures as they
are called out. This requires less preparation time but the Bingo card can
only be used once and you need more photocopies if you want to play
more than once.
r----- ----- -_ .
'-,
..
. ..
on
o off
~--
.;.:.::?:....:
,:'
Honk!
© Macmillar. Publishers Limited. This sheet may be phOI()copied and used wiil)(n Ihe class. inspiration PHOTOCOPfABlE
Likes and dislikes
Richard Kelly
Asking questions
To find out likes and dislikes by asking Questions.
Whole class
love/like/don't like/hate; food vocabulary
Speaking, listening
Photocopy the worksheet for each student.
20-25 minutes
1 Write these sentences on the board and then drill them, paying attention to
intonation and stress:
- I love cheese.
- 1 like pizza.
- I don't like eggs.
1 hate mushrooms.
2 Explain that the students will first look at the worksheet and decide how they feel
about the different items in the left hand column. Then they write either love, like,
don't like or hate in the middle column.
The students move around the class and state their feelings about a given item to
another student, for example 1 love pizza.
The other student then replies with hislher feelings about the item. If both students
agree. they can write each other's name in the right hand column.
The students have to find as many people who agree with them as possible.
. '" .. :-, ': ',.; ': ~ .': , 6 When all students have mingled, they should sit down. Ask several students who
loved. liked, didn't like and hated the same things as they did.
:. " ...... :... :- . 7 As a class find out what was the most loved and most hated food. See if the students
can work this out from their questionnaires. Ask individual students what they think
the most loved and hated foods were and ask other students if they agree. To check,
write love on the board and read down the list of foods. The students stand up if it is .
the food they most love. Make a note of how many students stand up for each item.
Then write hate on the board and repeat.
Decide which of these things you love, like, same as you. Write their name in the 'Who
don't like and hate. Write what you feel in the thinks the same as I do?' column. Try to find as
'love / like / don't like / hate' column. Then many people who think the same as you.
find someone from your class who thinks the
love / like /
Who thinks the same as I do?
don't like / hate
carrots~
cucumbers
ice cream p .
chips
sweets~:f'
bananas
fish
~
chocolate cake ~
eggs
chicken
~
mushrooms
garlic ,
~
cheese sandwich
17
Italian fOOd~
© Macmillan Publishers limited. This sheet may ee pllOIOCQjliedana used ...ithifllhe class. inspiration PHOTOCOPIABLE
The free lesson
Richard Kelly
School timetable information gap

To complete a school timetable by asking questions.
Groups
Vocabulary of school subjects; use of when in present simple questions; telling time
Photocopy the worksheet for each group of three and cut it up along the dotted lines.
15 minutes
1 Ask the students to call out school subjects. Write them on the board and
practise their pronunciation.
2 Write these times on the board and check that the students know how to
pronounce them: 9am, 10.30am, 2.05pm and J.20pm.
3 Ask the students when they have maths, English and other school subjects.
4 Draw the students' attention to the question When do you have mathslEnglish?
Write the question on the board and drill it.
5 Put the students into groups of three and explain the following: When the
head teacher was telling the students the timetable, Adam, Brian and
...--,~.-.-. _-
Christina were talking to each other, not paying enough attention. They
'::~:~t~~~\~:;~~~t::~··:>~'~·:
-, didn't manage to get all the information. Fortunately they did get some of
it and now they have to combine their information to find out their full
:.',
...~.....i..:.~.
.. ':',-:.~:-
':.~._.;:.,
':."
"
,"
....
,
..
'.',',-
'.,'.'
' timetable,
6 Give each student in a group a worksheet A, B or C. They must ask each
': :.;:.,
, , , , , ,~
other questions to find out their full timetable.

7 Upon completion. check as a class and find out when the free period is.
9am-10.l5am : Matns Engtish ! German Science English
lO.30am-ll.4Sam Computer History Science Maths Art

Science
'~':' .... " , ':~, ,:,' .. "
12.4Spm-2pm French Free period PE [Physical Geography Spanish

Education)
1------+-----.-.-.- ... -......
-.-.- -.------11-- -----1----.-
2.05pm-3.20pm French Science PE (Physical Computer
Education) Science
L...- .. _._._.... . -"-- _
--_.__-------
~ r---- ------- ----- ----- ----- ---- ----- --------- ------------- ------------- -------- ----- --- ---- ----. --- - 00-'--- ----- ---- --.----------------- ------- ---- ---.. -.. --- -.------ ---------------- --------- --------f
() Aclam'.tim.table
- . ··.MOnday .. ·
9am-10.l5am Maths English
. Break
l0.30am-ll.45am History
lunch ',:... ':
1l.4Spm-2pm PE (Physical Geography

Education)
1.OSpm-120pm PE (Physical
Education)
.r ---- ---_. --_. --- .. -_ --_. ---- ---- ---- ---- ---- ---- _..- --_. --- 0"_, --- ---- ---- ---- --------------- ---- ---- --- .. ----. ----- ••
.
~
4) Brian'stim.table
9am-l0.1Sam English
Break· :.'::.,';' ...:>.:::"::~\:','::....

, ,'. ~
',~"" ',.". ': ."'
lO.30am-ll.45am Computer Science Maths

Science
lunch ..,.. ":: ,'."::::, ', ...... ::.',' :,' .....
12.45pm-2pm
2_05pm-3.20pm French
G Christina'. tim.table
9am-10.1Sam Science
:', ':." .:.

Break .
.. ,'
':, .
.....:." :.: '. :',' ..:.,",. '.:' ..
1O.30am-11.45am Art
Lunch
12.45pm- 2pm French Spanish
2.05pm- 120pm Science Geography Computer

Science
.""------ ~ _
.
~
© Macmillan ""hhshOr~Umiled, This sheet may be phOtocopied and used within the class, inspiration PHOTOCOPIABlE
Martina's day
Richard Kelly
Running dictation
To find out missing information.
Pairs
Adverbs of frequency
Reading, writing, listening, speaking
Photocopy the worksheet for each pair and cut it along the dotted lines. If possible, enlarge
Worksheet A to A4 size and make a copy of this for every four students in the class.
25 minutes
1 Briefly revise the adverbs of frequency covered in Inspiratio/1 Students Book 1, Unit 3
Lesson 3. making sure that the students understand the meaning of never, sometimes.
often and usually.
2 Divide the class into Student As and Student Bs and put the students into pairs so
that each Student A works with a Student B. Explain to them that Student B will sit
and write and that Student A will run and gather information .
. .... .. ..
.~ . .. .
,
...
...
...
"_'.
. 3 You may need to rearrange the tables and chairs in the room to help with this
activity. You need to pin up Worksheet A and Student B should be Silting at a table.
.............. There should be some space between Student B and where you will pin up
....
Worksheet A. Student B should not be able to read Worksheet A.
4 Hand out a copy of Worksheet. B to each pair and ask the students to guess what
words might be in the spaces. They must not write anything at this stage.
5 Pin up copies of Worksheet A some distance from Student B.
6 Explain that Student A should find out from Student B what information is required
to complete Worksheet B, then go to Worksheet A and find this information. Student
A has to remember this information, go back to Student B and tell him/her the
information. Student 13writes the information on Worksheet B. No shouting is
allowed and only Student B is allowed to write anything.
7 Student B should do his/her best to form a question to find out the information.
They can ask Student A to help them with it without showing Student A Worksheet
B. Write these example questions on the board and drill them:
How often does Martina have fruit for breakfast?
What does Martine! somctimc::s have for breakfast?
8 Monitor the students closely during this activity to help them form these questions
as best they can. Allow some freedom, however, as this is not the focus of the activity.
9 Upon completion of the activity, check the answers on Worksheet B as a class.
10 The remaining Worksheet As can then be given out to each pair to double-check
spelling.
Variation A copy of Worksheet A could be placed at the end of a long corridor, so students have to
run further to get the information. Be careful not to disturb any other classes!
,
·~
~ ,------..---- ------------.------------- ------------.------------.-- --------------'.--------------"-----------..-..---------- -----------.--------------.-------------------------of

Worksheet A
Martina's day
Martina gets up at seven o'clock in the morning. She
usually has fruit for breakfast but sometimes she has
eggs. She never eats chocolate. She always plays tennis
in the morning. She often has lunch in an expensive
restaurant. Sometimes she goes shopping in the
afternoon. She always goes to the gym in the
afiernoon. She often meets her friends for a coffee
after going to the gym. In the evenings she never
watches television, she usually reads a book. She goes
to bed at (en pm_
- _ ••• --" •• --_.. ._. ---- .. ---- --- •• --- ---- .... --. -~ •• ---- ---- ---- .... - • --- __ ._. --_ ••••• ---- -_ ...... __ •• -_. -----_ •• _.-. --- _e .-_. "_e e __ e_ -.~" e __ e __ ... _ •• --- --eo _eo. _ •• - • e __ e __ • -".- .----1
Worksheet B
Martina's day
Martina gets up at seven o'clock in the morning. She
________ has fruit for breakfast but
sometimes she _
She never eats . She
________ plays tennis in the morning. She
. .
often has ______ ._ 111 an expensJVe
restaurant. she goes shopping in the

afternoon. She always goes to the _
in the afternoon. She meets her
friends for a coffee after going to the gym. In the
evenings she never . _
_______ , she usually
______ ' She goes to
bed at ten pm,
,© Macl11illa~ P"bhshers L;mi\~(j Irus shell( "'ay be photompled aod LJSP'~wilhlo the class. inspiration PHOTOCOPfABlE
Celebrity questions
Richard Kelly
Information gap
To find out about a celebrity by asking questions.
Pairs
Present simple
Writing, speaking, listening
Photocopy the worksheet for each pair. Cut it into the Celebrity A, B and Questions sheets
along the dotted lines.
30 minutes
1 Pin up a picture of a famous celebrity on the board. Divide the class into
pairs consisting of a Student A and a Student B. Ask the pairs to think of
questions they would ask to nnd out information about this celebrity. Give
them a maximum of three minutes to do this.
2 Get the students as a class to volunteer questions and see if any of the other
students know the answers.
3 Hand out the Questions sheet to each pair. They have to use this to
formulate questions to ask each other. They should write the questions
down on the Questions sheet. Monitor the students and check they are
making correct questions. Make sure they don't mention a celebrity's name
in their questions.
4 Drill the whole class on the questions.
5 Explain that each pair will get two descriptions of celebriues. Student A will
get the description of Celebrity A and Student B will get Celebrity B. They
......... must read the descriptions. Then they should ask each other questions to
~...
'
..... "':.'.
find out about their partner's celebrity lifestyle and answer questions about
their own celebrity. They must not show their worksheets to each other.
6 Hand out a copy of Celebrity A and B to each pair and start the activity.
7 Upon completion check the answers as a class, asking individual students
what they think the correct answer is.
8 Finally, the students work together to find out what similarities and
differences there are between their celebrities.
varlltlon After completing the activity, the students can write a short text about a
celebrity of their choice. This may be done for homework.
~;....
........---.-
-.--
·~:~;~~~I~~
.---.- ---------.-
Celebrity A
..···------------···----·r
David Smith. born 7 May 1976. is an international football ,
star from London. England. He has short blonde hair and
blue eyes. He is a very popular football player. He likes his
job.
On training days David usually plays football (or three hours.
He gets up early and goes to bed early. too.
What else does David like? He likes going to the gym and he also
plays golf and sometimes tennis. Two of his favourite film stars are
Anthony Hopkins and Tom Cruise and two of his favourite films are
Wor of the Worlds and Titanic. He likes rock music but his favourite
singer is his wife. Sadie Smith. He likes Spanish food.
Every summer David and his family
have a holiday at the beach and
in the winter they often go to
the mountains. :
~. r--·~·----.. 0 ••••••• __ ••••• 0- ~.--. -------- ---- ••••• -_ --------- ------- ---_ ---- ---- ---- e_ - ••••• --------------------- .-.- •••••••• ------- ---- ---- ---- - ----- ---1.
Celebrity B DAN SILVER
Dan Silver. born 16 December 1965, is an international movie star from New
York. USA. He has short blonde hair and blue eyes. He is a very popular movie
star. On filming days Dan gets up early and goes to bed late. He usually films for
eight hours.
What does Dan like~ He likes playing football and
tennis and he sometimes plays volleyball. Two of
his favourite film stars are Dustin Hoffman and
Anthony Hopkins. Two of his favourite films are
Troy and Oceon's £leven. His favourite sport stars
are Serena Williams and David Beckham. He likes
rock music and jazz. He also likes English food.
Every summer Dan and his friends have a holiday
in the mountains and in the winter they often go
to Aspen in Colorado.
Use the cues to write questions to find out information about your partner's celebrity.
Check with your teacher if your questions are correct.
What / name . _ What I games / play _

How / old _ What I kind of music I like _
What / nationality _ What films I like _
What I look I like _ Where I have a holiday I every year _
©; Maf.l~illan l'uDlisher~ I il1litcd. rhis sheet rnay he pnotocopted and used within the class. inspiration PHOTOCOPIABlE
Find the sentences
Richard Kelly
Matching sentence halves

Revision of grammar and vocabulary from Unit 3 by finding matching sentence halves.
Class mingle
Revision of grammar and vocabulary from Unit 3
Speaking, listening
Photocopy and cut up one worksheet tor every 30 students in the class. Mix up the
sentence halves.
After Unit 3
20 minutes and then 10 minutes per additional game
1 Begin by asking the students what they can remember from Unit 3. Ask
them if there was anything they particularly liked or disliked. Explain to
the students that they arc going to do an activity to revise everything they
have learnt in Unit 3.
2 Explain to the students that you are going to give them half a sentence.
They then have to move around the classroom to find the other half of
their sentence.
3 Write the following functional language on the board and then drill it i.e.
···?i;i~~~:~"'
••·•··•···.·
• :,~: ~\~1~~~~~:~~~~~zii~iii~~
of paper. This avoids cheating and if you collect them before the start of
the activity you can use them again. However, if your students have a bad
memory, they can take the piece of paper with them as long as they don't
show it to other students.
6 The students then move around the class trying to find the other half of
their sentence.
7 Once they have found their partner they can sic down next to them. They
have to write down their complete sentence.
8 At the end or the activity get the students to read out their sentences with
(heir panner. The other students can (hen comment whether they think it
was a valid sentence or not. If there are any wrong sentences, write them .
on the board and examine them as a class to decide why they are wrong.
Variation This activity can be repeated. Randomly give Oul sentence halves again. The
students should have a new sentence half to memorise and match.
~
: , _ _ l:-'" _ _ _ j~(
~ _ ~~i:.~~~~
.. +_ ~~~..~~.~~.~..~.~.~~.~~~.~.~: _ i.~.~~ ___ __ j
After school I do my homework.
·
r··· ' , ···-..·~·~·~·~~·· ..··..·, ···-,·i·~~·
.;~~~~~~.
food? ····_·.. ···1..
........................... _ r ..· _..· ··· ..· ·..· ·· · ·· · ·.. 1
David Beckham is a very popular football player. ,
................................................................................................. !: _------------_ _-------_._- - _----_ .. " ---------- - .. - .. --------- ~
I usually go to the gym at weekends.

.... _ .. .. _.0· • . •• _.
·· • __ • __ •• •• __ ••..•• •••.••• 4 ..
He sometimes watches TV in the evening.
..... _ _ _ ·
;-_ _ · .
1:
My favourite subjects are English and French.

~..............
. _ _ ; · ·..
· · _
..
· · i
: l
We have geography on Wednesday mornings.
·1·.. ·· · ·..······· · ··· ····· · _ ·· ..· j'. ~.
.............................. - - ~.~~.~~ ) ~~ ..~~.~.~~~.~~ j
.1
We only have a short break in the afternoons .
................................._ f·..·· · ·· ··..··· ··..· ·..· ··..·· 1
What time do you get up in the morning?
• ,.0 •• ' • .. 0_' .••• • •••••• 0_' ••• ~ ••••••••••• __ •• : ••••••••••••••• _ •• ~ _ •••••••••• _ ••• __ • __ •••••••••••• _ •• _ •••••••••••• _. __ ••• __ " •••• •••• _ •••• •• ._ ~
My family goes shopping j on Saturday morning. . 1

..... ..--_. ----- --_ - --_. ---- - --_. ---_ _. -----_._ "-' --_. --- · _-- -- .. ---- -_._ --'. -_. --- -_ - --- ---- -_.- ."" ---- -------- _.- -- --------_. --- .
..
· .
I want to play tennis tomorrow.
.... __ .. _ _-_._ _-_. __ _------- .. _--_ --_.---_ ..- .. _-_ _ -------_ --~-··· ..-- ..-- -----.- --- ----- .. _-----_
------.-- _---------_ _------------_ .....
·· ..
You can have fresh . eggs for breakfast. .!
~ ·..·· ······
..·· ··.·..··. i · · ···
..· _ )
..............
. ~~..~~.u
..~~.~~.~ ~ _~~~.~~~
..~~.i~~~~.~ _ J
. inspiration PHOTOCOPIABlE
'1..
Vocabulary crossword
Richard Kelly •]
Crossword
...
]
To fill in the words in a crossword in pairs,
Pairs
j
Vocabulary from Unit 3 ..
]
Writing, listening and speaking
Photocopy one worksheet for each pair. Cut it along the dotted lines.
J]
~
After Unit 3
J~
30 minutes
]
1 Run through the pronunciation of the English alphabet with the "
]
students.
Write these words on the board and ask the students to try to J"
unscramble them: ""
]
oldiyah h d_ _ (holiday)
yomdan M _ rt _ _ _ (Monday) "
]
:.:..:::."i::'::"~('
;\'.:::(~~.~\
rogane 0 g_ (orange)
"I
.':
.\... :.::'.:::\~:".:
Check the students have the correct answers. Then explain to them that ]I
... they will have to unscramble words to fit them into a crossword. rI
Put the students into pairs. Give one student in each pair Worksheet A ]
.... ".~." and the other Worksheet B. Pre-teach the words across and down.
....
'
.J....
;:,~s~;/·;:.::'::..;>~., 3 First of all, (he students try to unscramble the scrambled words and fit
4
them into their crossword.
Then, clue by clue, the students dictate the letters in their clues to their
J..,
partner. Their partner writes them down and then tries to solve them ]
..,
and fit them into {he crossword.
5 Upon finishing, the students compare their crosswords to check their J
~
answers. ]
..,
6 Explain that each pair is going to make a crossword for another pair to
7
solve.
Give out Worksheet C and get each pair to devise a crossword with ten
J
...,
words in it. The students can use words from the word list at the back of ]
~
Inspiration Students Book 1.
8 The students exchange crosswords and solve them,
]
~
9 Upon finishing, both pairs get together and compare crossword
solutions. ~
~
Key Worksheet A: across: 7 dance; 9 food; 11 sometimes; 13 bed
down: 1 afternoon; .3 fun; 5 penfriend ]
.....
Worksheet B: across: 2 breakfast; 6 summer; 8 history; 10 animal; 14 dog
down: 4 mushroom; 12 egg
J
~
J
J
~
"j
;;
~i···················································· ······································f.
Across ...
Worksheet A
7 cndea
0 do f
9
11 m me e s sit 0
13 e b d
Down ...
1 tonafenor
3 nuf
5 efnneprid
~ _ .. _ ----- _ .. _-_. --_. ---- -- - ---- ---- _._ _--- -------_ -- --- ---- ---- ---_. -.- .. --- -------- --- _ .. " -------------._
---- ------- --.- .. " --- ----------.- _ ..__ _--------_ ~
: Across ~ ,
Worksheet B
2 rkfeaabst
6 mmerus
8 tihryos
10 min a I a
14 0 d 9
Down ...
4 mrushmoo
12 9 e 9
Across ...
Worksheet C
Down ...
t . _.. ._ 1
(!I Macmil(lll Publishers L'IIlrte<l This s~ I"ay bI! plOlocopied alld used wllhin Hie dass . inspiration PHOTOCOPIABlE
_-
. ~--.-- ._-_ ... -_ .... _----- _ _;_ ----
How many museums are there in
Edinburgh?
Michael Kedward
Information gap
To find places on a map by asking questions,
Pairs
There is/There are; Is there?/Are there?; short answers; vocabulary of town facilities;
prepositions of place
Speaking, listening
Photocopy the worksheet for each pair of students and cut it along the dotted lines,
, ·.··:·~\::<~;.'::.··'...~fitlte. 15-20 minutes
.. ~
···~()".~e
. ,
1 Ask the students what the capital city of Scotland is and tell them thai
they are going to work in pairs to complete a map of Edinburgh.
2 Divide the class into pairs (Student A and Student B) and ask them to sit
face to face. Give Student A Map A and Student B Map B, Ask them nut to
Look at each others map.
3 Demonstrate the activity by asking a Student B the following questions.
Student B looks Oil his/her map and gives the correct answers:
- Is there (j castle? (- Yes, there ts.)
Wltae is it? (- u: ill X 51"e~t.)
- Are lhe/'(: any restaurants? (- Yes, there are.)
- Where arc lhty? (- Then: is One i.n Y Street. and onl.' in Z Slrct:l.)
You could write the questions up on the board to help the students during
the activity.
4 Elicit the word gtaveyard and write it up on the board.
5 Set the students a five-minute time limit. The students now work together
to ask for the places that are shown at. the bottom of their maps and to
mark them in the correct place on their Own map.
6 When the lime limit is up ask the students to sit next to each other and to
compare maps.
'.th._re in Edinburgh?
~.------------------------------------ ---------------------------------------------------------------------------------------------r
You want to find the following:
~oun9 Street
~
c:; eor
-:
r-- ----- ----- ----- ---- ----- ---- ----- --_. ---- ---- ---- ----- ---- ---- ---- ---- ---- --_. ---- ---- ---- ---- --_. --_. --_. --_. --_. - _,,_.---- ---- --------------- -------- ---- -------- ----- ---- ----- ------~
You want to find the following:
-'~-:;;,.;;.:~
0.'
~ :..~
---
4J
~ N>->:~,"':~;--,-,~_:,:;1ti
-..J)
tgE
@ Ma~I'liliar P~lbl'shers Lrnitec Tnis sheet nay be photocopied and used with n the ctass. inspiration PHOTOCOPIABLE
i
11
He's wearing a long black coat •
)
Michael Kedward •
Memory game and matching exercise
II•
]
To describe what's on a picture by memorising the picture and matching sentences. •
Pairs
]1
•
Present continuous affirmative ]
•
Reading, speaking, listening ]
•
Photocopy the picture for each pair of students and one set of sentences. Cut the ]
picture and sentences along the dotted lines. Jumble the sentences. 'II
After Unit 4 Lesson 2 J"'1

15 minutes ]
'II
1 Divide the class up in pairs and distribute the picture face down. Tell the
J"'I
2
class that they are going to look at a picture and that they will have t.o
remember what they see without taking any notes.
Ask the class to turn over their pictures and give them two minutes to
-J
...1
.... '
study the picture.
3 When the time is up tell the students to turn their papers back over. Write
A young man on the board and ask the students to provide the end of the
-]l
~
sentence (is riding a bicycle). Distribute the cut-up sentences to each pair ~I
and ask them to match the beginnings and endings to make six sentences
describing the picture.
.-l..
l
4 The students work together to match the sentence halves.
Conduct feedback in open class.
-"'"-,
....
,_
As an alternative to Steps 4 and 5, each student could be given one half of a ]
,...
.....
.. ...... sentence. They then have to mingle and speak to the other students in order
to find the student who has the corresponding half of their sentence. J
I"'"
The students could then sit with their partner and try to write five more
,l-..
sentences describing the picture from memory.
-
;;.
-
--
r-
-.....
....
_-,.
.....
...
•
.~g . ...
..
Five tourists III are standing outside the theatre. Ii

II· m~~~:~.=:u~~~~::~~mmmum.uIWuu.mmm=~~=I~i~~~=.mmmumm.muu l
Irmmmmmmmm;;~;~~~;~mmummmmmmml"lmmmmumm=~~~~~~=~~~.mmm.mu;mlil
iluuuu~il~=uu:uu:::]I[uJ~:~~~:J~::'uu:::r
:lmmmmmm~Y~~~:~~lmmmmmm.uJ!LmummummummiS~II~r~~:~: ....... mu.... ml,
11 Two dog.
.................. •
Iii are runrung·11
•••••••••• __ _ •• ".,. • j.. • _ •• • • • __ J
() Matmillan i'LtJlisners Umilcd. ThiS sll~1 :nov oe photocopied and used ~n Ihll cuss, 0\ inspiration PHOTOCOPIABlE
What am I doing?
Anna Bialas
Miming
To mime actions and to guess what's happening.
Whole class
Present continuous affirmative/questions; short answers; general vocabulary Units 1-4
Speaking, reading
Photocopy the worksheet for each group of 20. Cut up into strips.
20 minutes
1 Elicit or pre-teach some vocabulary such as going for a walk, chewing gum
and combing your hair, and write it down on the board.
2 Explain the. activity. The students are going to mime an action to the rest
of the class so that they can guess what you are doing. Demonstrate
talking on the phone and elicit the correct sentences: }'bu're talking on the
phone'/Are you talking on the phone?
Put the strips of paper on a desk, face down.
Each student should take one strip of paper. It is important to stress that
they must not show it to anyone.
Arter reading the instruction, the students take turns to come to the front
of the class and mime, without using any words. They may make some
sounds if necessary.
6 The first student to guess the activity gets the strip of paper. The winner is
the student who has the most strips of paper.
7 You can do some remedial work on the present continuous, or drill the
pronunciation and intonation as a follow-up.
Variation The activity could be done in smaller groups, with each student having more
slips of paper, and more to act out.
·.
r'i
:?or- .. ...--. . . -------------. ---------------- ---------------.---.' .,.---.-----------.--- --.------------------..- ---------------------..-..,---.-- r
'uuunnnl':da:~~=·nnuuuulI'nuuunu ul':~~a~I~~ a~::~·uuuuunJi
i I I'm getting up. II I'm watching television. :.
:'" -----.----..-.- ---..--.. -------..- - --.----.---.--..---.-.--..--.- -" --'-r--"--"-'- - ---------------------- -.--.. --------- -- -------1
I'm going for a walk with my dog. I'M. drawing a picture.
____ • ••• p. _0_. 0_ .. ' po •• •• • _0_' _0_. _0 •.. po" • ,

.. 0_' .0 •. _0 . po. _~_., po. 0_. _0_' po" _0 __ .0 __ . . _0. ,
II I'm ch~ng gum. Iii I'm oommlng. Ii

.... • • _0_' • _0_. • _0_.' po, __ po • pO'" _0 • ••••• 0.' 0_. po" 0_.' po •••••• 0_. _0_. _0_ •• 0_' __ ._~
!I I'm drivinga ur. II I'm going to ~d. I

·lnnn,,=~::~=g.nuunuurruunn"=:,~v~~:t~~~'5.uunuuuun1
n
uuu·I':u5Ing:::~:~~t~r.uuuuunIluuu.nnuu,,:,=~,:g.uuuuuuU II
~.------ .. ---_ _- ----- ---- ---- ---- ---- -.. ----.. - --. ---- ---- ---- --- ,- -------r--- - 00 •••• __ -- -------- ---- - •••• " ----- ----- e. -- ••••••••••••••• -- .----. --0;
I'm combing my hair. I'm making a phone call •
... _ ---- ----.-- .. -.-.-- - -- ..--.--------- .- _-.. -----r---- - ----.-.-. -- ---- .-.- ---- ---.-- ..--.---- 0-' - '''0_ •• -- ••• ~
I'm playing the drums. I'm working In the garden.
_ •• 0 ••••••• __ • • _e _ ~ , •• -- - ---- -- ••••• " ••• '

..__ .0_. __ ~ ••• _." , •••• 0 -- •• --- ..
,
mml':5h~:I~~·Hu IlluHHI,=:I:~uadun~·umHmJI
(C; Macrni 101 I'ubhsh~rs I il'lil'~l1. Inis sheet may I)e p'lOlocopied and used '.'Iilh,1l the crass inspiration PHOTOCOPIABLE
Silent letter maze
Michael Kedward
Silent letter word maze
To get from one side of the graveyard to the other by stepping on the stones with silent letters.
Pairs
Words containing silent letters

Speaking, listening
Photocopy the maze for each pair of students.
15 minutes
1 Write comb and ghost. on the board and remind the students of silent letters. Ask
them to identify the silent letters in each of the words.
AJ;;'.3~,~i: Divide the class up in pairs and give each pair a copy of the silent letter
graveyard.
Explain the rules:
the students have to cross from one side of the graveyard to the other.
they are only able to use a gravestone if the word on the Slone has a silent
letter in it.
they can move vertically, horizontally or diagonally but they can only move
from one stone to the next, they cannot jump over any.
4 The students then work in pairs to be the: fastest to work out the route across
the graveyard.
5 Conduct feedback. The winning pair of students can report the correct path
through the maze back to the class. Tf they make a mistake, the second fastest
pair can continue.
,Key The correct route is: castle, knUi?, blollde, thumb, science, ha[f, wrirc, knee, walk, iron, lalk,
wroll,!;, guide, theatre.
START
E
T
,
E .
o
.
e H
8 p
B .
'(
,
·1
1
CUIDE
: BEHIND
FINISH
© MaCMillan Pllblisll~JS U.nited. This sh~etl11o)' oc photocopied and ,'Selll'lililin the class. inspiration PHOTOCOPIABlE
J
Describe the classroom
Michael Kedward
Describing a classroom
To find out what a classroom looks like by listening to a description.
Pairs
Vocabulary related to furniture; prepositions of place; There is/There are
Speaking, listening
Photocopy the worksheet once for each pair of students and cut it along the dotted lines.
20 minutes
::'::'..·.:j~iM:lidii:fij:. 1 Ask the students to describe their classroom to each other. When they
. .. . ~:
..
'. :":'.~::~:":'.:
have finished conduct whole class feedback and ensure that the students
use correct prepositions of place when describing the classroom.
2 Tell the students that they are going !O describe a picture of another
language classroom.
3 Pre-teach the words sht'.!flshelves and hookcase and the preposition around.
4 Pur the students into pairs (Student A and Student B) and ask them to sit
face to face.
5 Give Student A the picture of Classroom A and Student B the picture of
Classroom B. Tell them that they must not show their picture 10 their
partner.
6 Explain the activity. Student A must describe Classroom A to Student B
who must draw the furniture in the correct place in Classroom B.
7 Give the students a five-minute time limit and start the activity.
8 After flvc minutes, the pairs should compare their pictures and check if
they have made any mistakes.
Variation The students could work together to write five sentences describing the
classroom shown on the picture.
t~~~I~~'~~:!ll
~~~H~nh
~,--------------------------------------------------------------------------------------------------------------------y
;1
,I
,I
:
~ f·· ----..----.-----,--,--------,,-- -.------..---- --- -----,----..-----.------------.-----------,--- ' -,--.,--.' --.--------,------'----..------,----------.,,----" -----,,-----..

Classroom B
.. • • ••• •• 0 •••••••••••• --_ •• --- -- •• --_ ••• _-- -_. - ----. --- ---' --- • --- ---' ---- -~-- --_. --- --.' ---_ .... - .-_ •• - •••••••••••• _. --_. ---- --" --_ ••• _ ---- --- --- --_. _. _. ---- ---- --'-' --- • ---- •
inspiration PH OT OC OPIAB LE
---' -~---.
~~--~-----=-~.-- j
SchooL HalLoween party
Michael Kedward
Finding and correcting mistakes

To find grammatical and factual mistakes in an email.
Groups
There is/There are; present continuous
Reading, speaking
Photocopy one copy of the worksheet for each group of three or four students. Cut the worksheet
into two along the dotted lines.
After Unit 4
20 minutes
1 On the board write

Christmas _
New Years Eve _
birthday _
and ask students if they can think of one word that can fit in all three of the gaps.
The answer is party.
Pre-teach the words Halloween..fruitjuice and costume .
• •, " ~ • : ',' • c " '. ..:
Tell the students that they are going to read an email from a student at a Halloween
party. Distribute the email.
. 4 Explain to the students that the email contains a number of grammatical mistakes
and that they need to find and correct the mistakes. Weaker students could be told
the number of mistakes (10) that they need to find. Set a time limit.
5 When the time limit is up ask the groups how many mistakes they have found. Go
through the mistakes and correct them.
6 Explain to the students that they are going to be given a picture or the party Elicit
from the students which person at the party is WiI1, the writer of the email - he is
sitting at one of the computers in the school common room. Tell the students that
Will not only made mistakes with his grammar but he also made a number of factual
mistakes about the party. Ask the students to spot the factual mistakes and set a time
limit.
7 Conduct feedback as a class when the time limit is up.
Variation The students could tell their groups about a party that they have recently been !O.
Key Differences between the email and the picture:

there is food on the tables
Sarah is dancing on a chair not on a table
Pablo and Silvia are talking on a sofa not in the corner
there arc two singers not one
there is one guitarist not two
the saxophonist is not mentioned
there are four people dancing not five
two people are wearing ghost costumes
two people are wearing vampire costumes
there isn't anybody else working on the computers.
Hi Phil,
I am at the school Halloween party and I is having a great time. There are lots of students
here. There are lots of chairs and tables but there isn't any food. There are a stereo too. In
the room there is a band and lots of people are dance. one of my friends. Sarah dances on
a table! There are a band and one person is singing, two people play the guitar and one
person is playing the drums, five people are dancing. My two friends, Pablo and Silvia, is
talking in the corner. One person is wearing a ghost costume and another person looks like
a vampire. He is wearing a long black coat and he has a white face. Rob and Ben are
drinking fruit juice and there is one person on the computer next to me. Maybe he are
writing an email. There are also one person in the corner, he is sleeping!
See you soon,

Will
(~ Macrr,lIan Putnshers U1lited. This ~heel may Illl pllOlocopicd and used wit"in the class. inspiration PHOTOGOPIABLE
Find and group the words
Michael Kedward
Word search and categorising

To find words in the word searches and to categorise the words.
Pairs
Vocabulary related to town facilities, parts of the body and furniture
Categorising vocabulary
Photocopy the worksheet for each pair of students and cut it into two along the dotted lines.
j
After Unit 4
.. ".
':/0\~\~:\:
._
20 minutes
J~
j.:\.>:c;.\~.~.~:: 1
Divide the class into two groups, A and B. Give each student in Group A Word
]
~
., . search A and the students in Group B Word search B. J,...,

-... ... .
J
-
'.,
.. . 2 Tell the students to form pairs with someone with the same word search .
t'f'f
... 3 Tell them to identify the pictures shown ill the box on the right. and to find the
i
- ... .._.. words in the word search. I
4 When the pairs have finished, tell the students to divide up so that a student from
Group A works with a student from Group B.
5 Ask the pairs to sort their words into appropriate groups. If students require help,
you could tell them that there are three groups, each containing six words.
Variation The students could then be asked to think of two more words that could be added to
each group. . ,."
....
"'"
Key
iC~!°_1u 1~~ .._.~...~_..~.L~ 1 l-~ G
fC AtT H:W!liNiD!oiw
-~.. ··L rA· '.y f E ! RiB i G J i I
yl
H i .,._.
i~tiiI!!~~- -
-- ~ -;: ..~;....+_._---- ~ ~ ~
M
-~-~-:-~fi~
S Q 0 WiS U HMO F
:H
E
'0
T H:O
AiD
:
~
T,E'L
. _ ... ... - .. -~.---
JiE;M~T!TiR!A
T e
.'
I.M~A:A:B
.._-- ~ :
SiC
.~-i
:
CiN
r . ..
L K
c r s
J:
;;-;+-.;
Mi
N
'
-,..
.._.. _...-;--- t;;--..,+--- _.-
f--- ".
U Mlw R S J R F U E R R H M MAE R L C E V
11---+--+---1-+--+---
S N [E 0 e U A E S K 0 A U e W T W ~ R 0 F S
fo---- ~ •...•.• ~~
.......
.,...
.-.
iE T"Y B H N F~ C G L M 8 c u o/EA r r ]o r
~ _+--+-++-+--++-+--'---1---1
.~. ~ ._~ E 'Y T jA) x: I ~e A
K~J·I.. ~...~~~i
~;.().:.~~. E B H I_YU,kiH!I.Oio T
! W, 0 ~ R ! R'-,
r-~--;-~-f
,
:WIAiR
B : U : ""
,...... . ..:
C
L.~
F
E
:>-.L
H
i T
N
.
G
R
~[~.
M
N
E·
E
F
l~l#~;N:;r~
. 91 ft I0
i:'::~-
is: x i I A N K 0 N
.....
""
...
.".
Ie u· R TAN S MER Kc}6 P L[ AYE R NO: E
-..
.. _'--
The three categories are furniture (curtains, table, wardrobe, CD player, computer, PI!
'"
window), body parts (face, finger, mouth, knee, thumb, tooth) and town (museum, ~
restaurant, school, cathedral, hotel, station). ...
Activity Memory test
-. PO"
-'"'II
•
~_________ r
Word search A
M 0 U T H D R y B G E
Find words in the word search. You must look
horizontally ____., vertically
diagonally ;I'-,
and f X
A
J
E
U
F W
I M
0
A
T
E
S
W
A W
G J
E
y
Here are pictures of the words that you need to C L L A T A T P A S 0

find: K R P R H R A K I R T
M S Q D W S U H M 0 F
U M W R S J R F U E R
S N E 0 C U A E S K D
E T V B H I N F M C G
U L A E 0 K T I A I K
M 0 P B 0 L I N A C J
W 0 R R l A T G C C E
I V B U D E H E B N E
W A R C F H N R M I F
C U R T A I N S M E R
Word search B
C A T H W I N D 0 W Y
Find words in the word search. You must look
horizontal1y
diagonally
____.,
;I',.
vertically t and
A
T
L
H
A
0
Y
T
E
E
R
L
B
S
G
C
J
C
I
N
H
Here are pictures of the words that you need to H A D I M A A B L K M

find: E J E M T T R A C N N
D T C T 0 0 T H A E K
R H M M A E R l C E V
A U C W T W K R 0 F S
L M B C M D E y T G T
M B M E B T 0 X I C A
E B H K U C H I 0 D T
C A T P W A S P N A I
V W M V D T T E W R 0
D 0 W S X I A N K D N
C 0 P L A Y E R N D E
· ..
·
\..~~ ••••••• • __ _ ••••••• _ .~ •• _ •• ••••••• __ .0 ••••• _ "' ••• _. __ ••••• __ • __ •• •••••••••• _ 0_ • ••••••••• .
.
qj r..'\acmillanPutJli~hers umneo. This sheet Illay IW photocopied and use<l ,,;Ihi1lhe class inspiration PHOTOCOPIABLE
Jobs memory game
Richard Kelly
To match jobs vocabulary with the correct sentences by playing a memory game.
Pairs
Present continuous and present simple; jobs vocabulary
Photocopy the worksheet once for each student. You need one copy of Worksheet A for
each student and one copy of Worksheet B for each pair of students. Cut up Worksheet B •
along the dotted lines. I
After Unit 5 Lesson 1 i•
25 minutes ]
'II
1 Focus the students' attention on the jobs that are mentioned in Worksheet ]
A. Ask the students what duties each job might require, i.e. a waiter takes •
11
orders, serves food and drink, pours drinks, etc.
2 Give out Worksheet A to the students.
•..
I
~
3
4
Divide the class into pairs.
Explain that the students are going to playa memory game in pairs and ·
demonstrate the game with a couple of students: •
Each student has a list of people and their jobs (Worksheet A).
Each pair of students has 20 cards placed face down in front of them.
They have to match two cards from the 20 cards with one of (he people
on Worksheet A at. the same time, i.e. Mr Brown, the waiter, must be
matched with the cards serves food and drink and is giving us a cup of coffee
now.
If a student makes a match with two cards on the same go, he/she gets
to keep the cards. If he/she doesn't make a correct match, it's the other
'. ' . st udents tum.
. . '. , .
To claim the cards, the student must say the person's name, their
occupation, what they do and what they are doing now, i.e. Mr Black is
a l.eacha He teaches English. He is teachingJood vocabulary now
- The winner of the game is the student with the most cards.
5 Start the game.
e When the pairs have finished, review the sentences by saying Mr Black is a
teacher What does he do?/What is he doing now? and eliciting the correct
answers from the students.
Worksheet A
~ ----------.-.- _-_ ---------------_ _------_ _---------.._------------------_ - __.._-----------------_ _-_.y
. ~ .~ .
... ....
Mr Brown .. Mr Green MrWhite Mr Black Mr Pink
..
::
waiter fire-fighter .'

pilot teacher musician
,', "
-,';
" .. ,',
Mrs Brown Mrs Green Mrs White Mrs Black Mrs Pink
, hairdress~r, doctor taxi driver mOdeliour~,a,II:~., "'1
,, __ • ••• ••••••••••••• ••• _ •••• __ • _._. _ __ ••• _. ._. • ••••• __ • •• •• • oJ
Worksheet B
~ ~ - - ·f ··- - ..••.• -.- -.. f - -;-.. - -- - .. -- .. -~.. - - ---.- ••• - •• ----- f
: I :' ....:~ ; .' '. r : , .... :..... i: ' .. :: '.: :
.. .' . .' " . . '.~:}~:~... ~/:.::,'.i..'. :., ',' :::. "'':<.;. ,:,.:~:~". . .....
s9rVf)sfoOd. : .put$,·()ut ...;.'.,.:,.:.:.:
. .. ,•..':. . . ·~s .
and drink . ".: _;fJi..s.::, ! . :.\. ~!~:.~~··:·;~,tll»~:·: ;.
.. ~::: .. :;\ -,::.)}.' '~:':{.~
.' '. .; _.-: "-:"n:~', . :.' ~ .
.' • :".:," ',.', • ',' .. ' '. :: ", :..:.:•••••• ;: c- ::..:.:./.~.;-::;.~ ...... :.:~::.~.:~;;::~::.<::::::
'.~~ •.. ...
, , , :, ' '.' - .'. :
.. --.. ---.----------------- ~.' ---------------------------:--- ··············-------------------1:::------·---··-······ ..·· ····---------· ..J;!,··· .. -------:------···:···············-1
::.:..:..... ::"
",:::
.'helps peo'ple .,' :. ••. .' '<",. .

cuts hair .: who ate:m. .:
of hurt .:d...i+J~s i taxL
•.-.:'. ,...
". •...w ..::1~....•'r .
.: 1'a:...}~
..:•..
:~~.~
,...$l(,t,
c .;. , ':, : i> i:' .~..: .......

:::
..... :« .~...~.....
. :.,: ....: . i: '.:'" r..'>
:.:.:.~.:
;. ---. ----. --- ----- ---- ---- ---- -r.... '" -- ---- ---- -------- ---- ----. r·..·····,··· --------
--------
--.---"'--
-- ------------.,--j- ---- ---- ---- -------- -- ...... . . ,. . '
--, .--.. "--1

.
: :, , ',: :",
, fl" ." .
. . ~.:..
. ..,.
, ....
'.:.,..: , '
' .
, '
. ".:>. :: :,...:',
:, ,,:::, .....
}:...... .
t~~P9..
,'e~M~i.:;~ ...\I¥.);;.~.;.r....
is giving Us
out 8. fire at
a cup of
.•....
~ factory·
coffee now
nOw'
...... ~'::~:" . ~~.: '.~". .:': ..~:~'.:
'::~ :~.:: .. ~~.:. . ".
. . -. :'. ..' : ..
t ----------------------..--'. -- t-------
----
----
--- --t--- -- - ------- ---.--~.;------------
-..
--- -------- --r::::, --- --~- --- --------- - - -----i
. . ': -: : : :' ":,.:' .,. ~'.:~'
is drying a ..i~che~uw..·; .i~:~rivinl;· . 1.~·~1(t~g:~ .!
. .,*.p~rs~Q,: ·$oroeo~~to. ~ .. " '.,
customer's who'sHl ._:th~'''a'i,;pt;i(' · ..a·:,~fiik>h.
hair. now . noW :now·..· .~~.~ .:~V¥: ..
::.: .:. . ..~.:
..\:.'. . .,~,~'
"': .. .:'.;:.: ';'.: ::~'f'.~'.•: . y:.
:.....
•.,. ...----
----
----
----
------------
----~- __
. ----
----
----
----
----
------~.
--..__
.._.' _-------
----
----
---!. _. _ _.,.•, - 1 , .0
~ Macrnillan PUOIishers Lm~teo. This Shetjl may be pho(ocopie<l and used within lhe class. inspiration PHOTocoprABlE
In a restaurant
Agnieszka Mulak
Matching sentences and miming

To practise present simple and present continuous by matching sentences and miming.
Pairs. whole class
Present simple and present continuous; verbs and expressions related to a restaurant setting
Reading, speaking
Photocopy Worksheet 1 for each pair of students. You'll also need one photocopy of Worksheet 2.
15-20 minutes
1 Divide the students into pairs and hand out Worksheet 1. Ask the pairs to match
each sentence either with the waiter or the customer by drawing lines between the
sentences and the pictures.
2 Get feedback and revise the use of the present simple by asking the students What
does the waiter do in a restaurant?/Whcu does the customer do in a restaurant?
3 Divide the whole class into two teams, A and B. Tell the students they are. going to
see two mimed presentations of a scene in a restaurant. Each team chooses five
different people who will mime. Each person from Team A will be a waiter and the
people from Team B will play the part of the customer.
4 Arrange an area in the classroom with a table and chairs to represent restaurant
space. Place the instructions for the mimes (Worksheet 2) on a table so that the
other students don't see them. The instructions for Team A (the waiters) are the
odd numbered slips, the instructions for Team B (the customers) are the even
:: ".: .'....:..
numbered slips.
5 Explain to the students {hat their task will be to say what they see. As an example
whisper to a student to mime greeting a customer, while you ask the class What is
he/she dain~ now? The students answer He/she is greeLing the customer.
6 Now invite the first two people, one from each learn, to the restaurant table. Both
students remain standing.
7 Tell the student playing the waiter from Team A to read the first sentence silently.
Then ask him/her to mime the action.
8 The students from Team A describe what he/she is doing, e.g. He is greeting the
customer. The students have 30 seconds to say the sentence correctly. The team
9
scores a point for each correct sentence.
Then the first student from Team B (the customer) reads sentence number 2
--
,.....
....,
silently and mimes the action.
10 The students from Team B describe his/her action, e.g. He's sitting at the table. The
students have 30 seconds 10 say the sentence. The team scores one point for each • --.........
..
--
,
correct sentence. Keep a running total for the scores of both teams on the board.
11 The activity continues with each waiter and customer from Teams A and B taking ~
turns at miming the instructions in sequence from 1 to 10.
-
-.~
Variation
12 The activity is over when all ten students have acted out their instructions.
The students could follow up the activity by writing out a 'restaurant dialogue' in pairs
-
"..
....
and acting it out.
~ -.- - ·-···································r
Worksheet I
What does he/she usually do?

1 He/S he 0 rders food.
2 He/She takes orders. [
3 He/She pays the bill.

4 He/She serves customers. 'I
5 He/She eats a meal.
6 He/She reads the menu.
7 He/She clears the table.
S He/She sits at the table.
9 He/She brings the bill.
10 He/She greets customers.
Worksheet 2
f~·---···---··-··_----n.h-.._..--- -.- ------ _ - -..-..__ -._- ··l-·.·.·····..·······..·__···..········._. ·_ - ---..- -----.- ------- ------.- ----- ~
···..,,·__··__
1 He/She is greeting the customer. 2 He/She is sitting at the table.
··.... . _.. .._.. _.. .·. ·..__ ._u ..•.. .. __ _ _ _ _..~~. .._ ..
~..
3 He/She is bringing the menu. 4 He/She is reading the menu.
,
................ 1'· ··················-································1 .
5 He/She is taking orders. 6 He/She is waiting for the meal.
··: .. .
. :.
_ •• _ •• _ •••••• __ ••• _._.~ __ __ .- ••• __ __ • _ _ •• __ _ ~ _ .. _ .. ~~ __ .. _._ _ 4
7 He/She is serving the customer. 8 He/She is eating the meal.
. .• -----•. ~ ----- --.-- .•••••_ --.- ---- .• ".- ----..-- -. ---- -- - ·

-; --- - - - ••---"_h. --.-- ••-- . -. -- . -- - ••-------- --------- ----- ----- ----------- , •••-------- - ---1.
9 He/She is bringing the bill. 10 He/She is paying the bill.
~ M;J~nlilian PdtJl;sliers Limil~(i. Inls ShH~1lnaj' be ;~VJtocoPico cnd usea within the cass, inspiration PHOTOCOPIABLE
1
I
Whose pen is it?
Richard Kelly
Information gap
To find out what belongs to whom by asking questions and listening to the answers.
Pairs
Possessive 's
Speaking, listening. reading, writing
Photocopy the worksheet for each pair and cut it in half along the dotted lines.
15 minutes
....
1 'Borrow' a few items at random from students and ask the class Whose pen ,
is it.:>/Whose school bag is it?fV./hose book is it? Elicit answers from the students ."..
with the possesive $ structure i.e. It:~Julie's pen. ..
1'"
2 Explain the activity. Tell the students they are going to make sentences
from the cues on their worksheet. Then they ask their partner questions to
complete their worksheet. In return, they answer their partners questions
LO help them solve their worksheet. or'
...... " ..' 3

••••• a •• ••• ' ••
Divide the students up into pairs and hand out the worksheets. Give each '"
student five minutes to make his/her sentences. Check that the students
are making correct sentences by monitoring them.
The students then work in pairs to find out who owns what. Student A
asks questions and Student B then reads his/her sentences as answers, e.g.
Student A \.Vhose digital camera is it.?
Student B It:~Shirley's digital camera.
The student who is listening (in this example Student A) draws a line
between the person and the object that belongs to that person.
5 At the end of the activity students can compare answers.
-,.
"'!""
-
....
,....
,_
. -
-.... ~
.....~
.,.
,...,
.....
"T
......
-...
!::
~ - - - - -- r
Worksheet A
1 Make sentences with the words and names to help your partner solve his/her puzzle.
digital camera Shirley It's Shirl~js._digital camer~

bag Anne
book David
umbrella George
hat Lizzie -_._-----
apple Tony
mobile phone Jennifer
watch Bart
-----------------
key Ian
sandwich Nicole --_ ..-----------
Nicole Anne David George Lizzie Shirley Tony Jennifer Bart Ian
~--.. _ ---_. ---- ---- - ---_ --_. ---- ---- ---- - ---_. --" --- ------------_ -_ ---- ---- ---- ---- ------- --_ --_ ..-- ---- ------------------- ---- ..- ..--- -.---------- -------- --_ '_.
Worksheet B
1 Make sentences with the words and names to help your partner solve hislhcr puzzle.
digital camera Shirley It's S.hirley's digital ca.mera.

pizza Anne
pen David
sunglasses George
jacket Lizzie
laptop Tony
car Jennifer
football Bart
cup of coffee Ian
pair of jeans Nicole
Nicole Anne David George Lizzie Shirley Tony Jennifer Bart Ian
@ Macmillan Publi~hel~uneted. Thissneet may be photocopied and used within the class. inspiration PHOTOCOPIABLE
Comparative crossword
Richard Kelly
Information gap crossword

To fill in a crossword by filling in the correct comparatives.
Pairs
Comparatives
Reading, speaking, listening, writing
Photocopy the worksheet for each pair of students and cut it in half.

15 minutes
1 Elicit the rules for making comparatives from the students. Ask them to
give you some examples and help them if necessary.
2 Put the students into pairs, Student A and Student B.
3 Write the adjectives big, high, wet and Lall on the board and ask Student A
to read the first two to Student B. Student B then replies with the
comparatives of the two words CO Student A. Then ask Student B to read
the second two words to Student A, who then replies with the
comparatives of these two words to Student B.
4 Explain that the students must tell their partner ten adjectives and their
partner must write the comparative of each adjective in their crossword.
When they have completed all ten they should be able to find a mystery
comparative, number 11.
5 Hand out Worksheet A to each Student A and Worksheet B to each
Student B. Start the activity.
6 When the students have finished write the adjectives from the Worksheets
on the board to check the answers. Get the students to come up and write
the comparatives next to them.
~ - - ······_···············_············f
Worksheet A
Words for your partner:
11
1 important 1
2 lovely
2
I
3 short .. _'---- ..
,-'
J
4 easy
5 famous 4
6 long
7 sad t. I 6
I 1
8 expensive
7
9 rainy _I
10 sunny 8
I I 10
..
~~ - _ j
Worksheet B
Words for your partner:
11
1 small
I
1
2 cold
2
3 dry
3
4 good
5 difficult 4
6 late 5
7 modern
6
8 hot
7
9 popular
10 bad 8
1
9
10
I,~ ••• ,_ •• __ ••• __ • __ •• •• •••••• __ ••••• __ • _. '. __ • 0_. _0_ •• 0_. __ '. __ • e_ .• •••• _. _. • _._. ,_. 0•• 0., •• 0' ••• .J
~} Milcrnillanl'uolisheis Llm,:~d.';'his sneet mal' be phatocopieCfa·~dused wili1ill the class. . inspiration PHOTOCOPIABlE
-~=. -. --
Cut-up questions
Richard Kelly
Sentence ordering
To form sentences from separate words.
Pairs/small groups
Question forms
Photocopy Worksheet A once and cut up the sentences. Be careful to keep the words
from each sentence together once they've been cut up. Place each cut-up sentence in an
envelope and number the envelopes 1 to 12. It might be a good idea to colour code each
cut-up sentence and put it in an envelope marked with the same colour. This avoids
confusion if the sentences get mixed up
Photocopy Worksheet B for each pair /small group.
25 minutes
1 Put the students in 12 groups of two or three students.

2 Place (he envelopes on a table in the middle of the room.
3 One member from each group comes to the table and collects an envelope.
4 The students take the envelope back to their partneris) and put the words
into the correct order to make a sentence. They write the sentence down on
Worksheet B. One member then returns the envelope to the table and
collects another envelope. Make sure all words have been put back into the
.. . envelope .
. ,' .: : :.: .
5 This continues until each pair/group has written down all sentences .
6 When students have ordered all 12 sentences they must ask the other
......
:
"
...... _. -: ....:'.': members of their group to read out the sentences to check if they've written
them down correctly.
.~
~
11"""-----------.---- ..-----.
~
Worksheet A
r- ---- ... ----. ----- --T -------------------.:... _... --------------~--------------.---.-', ---.--.. -------------~------
---------------:-------.. _.-.. -------:---------------------:-----------.---.
r
-····1
i when i do i you ~ get 1 up i in i the i morning i ? !
fA' ----- ---f- -------------- ---- --~- -__0 .. ---- ------~-------------- ---- --.~ -- _._ .. ---- -~-- ------------ ---- ---r --_. --_. __ --f- ---- ----------------~--------------- · ··-i
i what i is : your ! favourite: time ! of : the ! day . ? !
!~~t!;::::::~t-rI~·~:~~:7:d/:I:~o~ge:!::'::::!::::::::!::::1
i what i is ; the j name ' of i your ;grandmotheri ? i !
r-·._-----------------t· _ ------- ---- --~.- - --------. --~ ----- ---- ----~.------- ---"..-.~ --.- ------------~------ "--" -f------- ..·· ~- A {
i IS i David : Beckham i from ! New ! York 1 ? i i !
!:.::~~~;::::
:1·::::••tl~~:··::::·:::;~
•••••.. ;;.···.···.;..•.~•:·•..t·••••••••••
!•••••••• ·•··••··.;·..::::::1•••••.••••.•••..
]............:::]
! do i you : like . pizza ! 7, ! : i I
~ ---i----- __ __. . _0_ i --0- --------1-------- .J --------L------------------- __~_._0_. _0_ 0- t--- ---- ------- -------1---- ~
i
~
what ! are
ow_wi
!
._._ ....•..•.• __ ~
the
l
! main
w __
! languages ~
~_ ••••• _._ _. .~ ._._
in
0
!
~ .. ,--._
the
_ ••••
~
:
USA i
1 __
?
_.. ~
I
: can : you ! play : the ! saxophone 1 ?! . i I
~ - .. ----. ---- --wet --------- ---- ---- i····· _0_. ··----------i------- -------- -i-· _ ···--------i------------------ ~ ·t----------------- ----i-----------· j
j can ! you i please ! spell i your 1 name i ?! ! I
~ _ --------------~-------- _ ~ -----..~..-_ + _ ~..- ~ ~-----_ _ ~ ~
i what i kind i of i activities 1 do i you 1 do i ?! I
f" ----- ---- -. -- .. -- .. !.--.------------- L__
. ----
---..-...J_ .. --- ---- i. ---- ---...L.---.----------- L__---------.------_J_.---- ------. -... -.-- .L....._--------------1
----
1 j
I Write down your sentences here: •
2 __
3
4 __
5 __
6 __
7 __
9
10 __
11
12
~ Macmdlan Publishers limited. nis sheet may be photocopied and used wilnill the class. inspiration PHOTOCOPIABLE
Ordering a dialogue
Richard Kelly
Ordering a dialogue
To form a dialogue from cut-up sentences and [0 act it out.

Groups
Revision of present simple and present continuous; weather and job

vocabulary
Photocopy the worksheet for each group of three. Cut out and jumble up the
sentences for each student (A, B and C). Make sure you keep the A, Band C
i]
sentences in individual piles.
After Unit 5
25-30 minutes
•
1
1 Introduce the context - three people are meeting each other at a party. J
.. I
Elicit some ideas about possible topics of conversation or possible

11
language. and write some ideas on the hoard, e.g. Nice to meet you./\Vhal do '1
2
you do?
Tell the students that they are going to put the sentences of a dialogue
..
]
..........
.. into the correct order and act out. the dialogue vvith their group. Explain
..l
....J
that they will work in groups of three and that each of them will have to
put pan of the dialogue into the correct order. They then have to work
together to work out the order of the full dialogue.
3 Put the students into groups of three. Student A, Student B and Student C,
...,~
and give each student his/her part of the cut-up dialogue. Each student ~
4
should have seven slips of paper.
Ask the students to work individually to put their part of {he dialogue into
j.....
the correct order. Tell them the sentence on t.he shaded slip of paper is
their first sentence. Monitor them.
]
,......
5 The students now work together to find out in which order the parts of
~
J
the dialogue go. Have them douhle-check the order in which (hey put
their individual parts of the dialogue to make sure the full dialogue makes
sense.
....]
6 Tell the students to practise acting out the dialogue in their group. Each
]
1""'11
person should cake the part of David, Brad or Charlotte. Monitor and help
them with pronunciation and intonation when needed.
J.....
7 Choose a group of three outgoing. confident students who have got the ,~ ._.
whole dialogue in the correct order. Ask them to act it out for the other
students. .J
......
Variation
..-1
.,.,
Step 4 could be done in groups, with As, Bs and Cs working together.
_1
......
.wl
-,
......
J
_-1
---_._-- .-.- '-'_'-- J
..... , ..
...... .
':':":._':,:: ~.~.:: .. -
'::~l
':..,,~,
-:':
Student A
~i-------------~;;;;;;-;;~:~~~~;;;;-';;~;--------------------: r
·~----_ ..----- _---- ---- - --~.. - ---- ----- ._-- --------- ---- - _------- ---- "'-' ---- -_ .. _---- .-- -------- --- ---- -_ .. _ ..- --,,-----,.- ~ ---- - ---------- -_._---_ .. _-"'_; -- ..---~.
Yes, it is. Are you Brad?
I am. Nice to meet you, David.

·r:.--_.----.---
-----------
..
--
,..
_----------
------------_
__
. o. . ••. __•. ••• .. __------- •. -- •. -----------.- •.. -----------.-- .. -----------···--·----1' .
· Do you want a drink, Brad? .
f -----. ---_.. . .. ---- ----- ,w_" • -_. ---- ---_. ---" --- ---- --_ ""'. --- ---- _ ~~ ••••• ~~~ ~~- --". - -- _ -- -- ••• - -- - - - - - i
Yes, please. Can I have a Coke?
·r""" - - ""-"1.
Of course you can. ,
·,--.---- --- -.--
..
--- --.--
..--- ---.-- ----
..
--.--,------
..
--- ---.--
..
--- ,---.--
-- ----..
-- ·..
·..
--- -··
..
··..
·..
---..
-..
-..
·..
··
.·--·
. i .
Thank you.
Student B
i-----· ------..-..- _ -----.-- _ -------.- -------.- ------._ _._.. ------- ----.-..- - ------.- "..---..-- _ _..--------.."" _..--- - ".---"'-1
! Brad, this Is.my fr"~ Charlotte.. . ... i
~ - - - _-_ - _ __ ._ _- _ _ .: _ _ _ _ _ --- .. ~
· .
Hi, Charlotte. Nice to meet you .
. t ··-···· , - ,,..- - - - ·..·..· · · ··· ·..··· ..-···-· ·· ·· 1
· .
Hello, Brad. Are you American?
, ············································1
No, I'm from Australia. What do you do?

...................................
, ··············I:·~·~·~·~~~;:·························· ··············································1
.............. . , ~
Is it an interesting job?
..-- -.--- --.-.----- ------.- -------- -------- --.----- ..-- --..-------- -..-------- ·--------·· ..··· --------·· ..·· --------·- ·· ..------1
I think it is. I love clothes .
.... __ _- ._-_ _ _-_ .. _-_ _-_ _---_.- _--_._- _------_ _------ ---_. __ ------ _---- _---- ------'
Student C
'_-----_--~~tF·-~-~~~;~~~~·-~~~~!---_------_-:-:_-;:!
I'm living here at the moment. But I'm French.
r · ··· , ~
Is it always hot and sunny here in August?
r····· No, ..Brad. ·I·~;~··~·~~~;;~·~~;~··~~·~··~~~~·~.'·~·~~·~~~·~;~··i·~·~~·~;~·~~·;
..·..········..··········.. ···········1
10 .. • _ _ _ _ _ _ _ .. __ _ .. .. _~ .. _ __ ••••• _ _ __ _ -:;
I'm working here for the summer .

~-- ..---_ . ••• _ • __ • _._ •• __ __ • __ •• __ • •••••••• _. .J
What's your job?

................ __ _-_._ ----_ ----_.- ----_ -----_ _-----_ ----_.- ---_.- _-- ---- --- ..:
I'm an actor.
@ M~(;:lli:lan PuD'lshflls Limited. 1 ~is sheet l1'ay be pho:ocopied and usn(1within the class. inspiration PHOTOCOPIABLE
Vocabulary Snap
Richard Kelly
Card game
To review the vocabulary from Unit 5 by playing a card game.
Pairs/groups
Reading
Photocopy a worksheet per pair/group of three students and cut out the cards.
After Unit 5
10-20 minutes
1 Explain the rules of Snap, which are:

- The aim of the game is to collect all the cards in the game.
At the start of the game all students start with an equal amount of
cards. Cards need to be jumbled up before a new game and the
students must not look at their cards before they are played.
The students put down cards face-up onto two piles in the centre of
the table. When two cards appear that are the same the student who
shouts Snap first wins all the cards on both piles.
When a student runs out of cards. the other player(s) carryon laying
cards on the other pile. The student with no cards can watch and wait
for a snap to remain in the game. If they do not get any cards, they are
out.
2 In this game there are no identical cards. but each card in the pack has a
.............. 'partner card' with which the student can make a snap, e.g. pilot and plane,
earring and silver, full stop and capital letter. The students call Snap when a
card and its partner card appear. To be able to win the cards the student
'.,··.·."::\i";:C,W··. has to explain the connection to the other players.
3 Please note and tell the students that they cannot make a snap with two
jobs or two countries, as each of these words has its own partner card.
4 Put the students into pairs or groups of three and give them each a set of
". :.' . cards. Groups can be bigger than three, but having smaller groups allows
more control.
5 Start the game. Monitor and act as referee if the students cannot come to
an agreement about the explanation of the connection between two cards.
6 The game is finished when each pair/group has a winner.
Key These. combinations form a snap:

pilot - plane rainy - Britain hal - Australia
teacher - students sneeze - Bless you! hospital - doctor
last - first full stop - capital letter foot - shoe
earring - silver police officer - police car dolphin - ocean
journalist - newspaper quiz - answer music - jazz
season - spring
..
-
-iii
.,
~ ,------
:1
----
-----
------
----------------
-----
----
---,-
----
---------
-----------------
----
-------------
'-r='-- ----
----
----
----
---.
----
----
---.
---.
--,.
---.
---.
I:
---.---
----------------
----
----
---------
r m •• u ---- I: - . , .... r:
i: Ii: Ii I: .:
i "
.i
.:
] pilot II·, rainy -.') II <. hot ~ I journalist.) ·1
r.. :.:.
:1 ; :. --. -...:
T
, , , ,
r"iii_h .. hh .. h __ .. m. _h .. h __ • m. _h
mm .. m mm ..m ..j. m m m~~' .. ; !
m ~_~m-::.:.. ~:u.-:-~-~--:::-u~
<,
/ teacher ' sneeze \ hospital quiz
: .! <, ': ! ...
II . i' ... --.. Ii
.....
:. ! .! ..'-:
r------ -----. ----- ----. ----. ---- ----- ---- ---------r-- ------------- ----------------------------- ---.:_-F---::=----::=----=:----::=---::=- ---=:- ---=---::=----=----=----=---=;----~- ---- ---- ---- -:; :.::.-.:~~---.-- --:- ~:;:~:-:----~::~-1
: .r:
!
, ..-, .", : '!
I last , full stop .. " foot.,. music .j
:: ..... ::.::
. .. ~... .
;i Ii· , .... ..-'.' .. . ~
'~~r~:r-~~:~:.~e~r--~o~~:---:ll-:--:-~:~~::-:,.-:-,::-. ! <, : :. ..... _.,./
~.: .. -
- - . -. : :i .
if-~--:::- -==-. --::-- ----. ---- ----. ---- ----. ---- __Il_~__---- ----. ---. ---. --:~:--- ---- ---- ---- ----. --T~--.---.------.---.---.---.-------- -------~·:::~·-L-----~--------------------~----~:-·::-:-::-~::-1
,. . 1:,
... ...
' -' - _.- .. "_ '-.
~. 1,:
plane Britain· i ;. Australia / newspaper ..i

:':1· . "I ". . -. - ... - .... -, ,,1
l ~:. ~
Ilmmust~~~~~mm-ulr-m-m:~~~-:~-!-,.,.--:--1,.-,.m~~:~~:m);i_mmmu:::m,.::--~':-'-j
i:.·1 Ii:,: - - ._. --_... -'" , .
.. .- -: :
rim..---.m_ _.m ..---.m. m. m. m -r-·· ..-·- - m. h_. _ .. _h~. - .. _h h ---.- .. _ .-.-.::.~ :.:.::-::~-~-~-.:.:.:.:.~.:~.:-;-::_-~-:---- ------- ---~---- ---- --.--.::::~-.-:-.-:.-~ ----- A
. _ .... - . -- -.
"-'.
first "shoe jazz \
:1 II' .... -/ I -,
IIO~-"--"--""""""=r--:---~:-lF.-::·-=-·---=----=--·-~----=--~~=--.-=--~-=--.-~-:--=----~---.--:----------,-
II
I. ••• • ••
.Uver
• • • •
:~ __
'-.
:o=e car:
.J
ocean i ' spr~' I
.J
@ Macmihan PulJlishr;rs Limitfxt. This sheet may bll photoCot)ied and used withio the class. inspiration PHOTOGOPIABlE
Who in the class?
Michael Kedward
Guessing game
To find out information about others ill the class by asking questions.
Two groups
Past simple of verb to be
Speaking, listening
Photocopy Worksheet A for each student in Group A and Worksheet B for each
student in Group B. Cut the worksheets along the dotted lines.
20 minutes
1 To illustrate the activity, ask a student to guess who they think in the
class was scared last night and who wasn't tired yesterday afternoon.
Check with the suggested students whether the guesses were right or
wrong.
2 Divide the class into lWO groups, A and B. Explain that the students are
going 1O have to guess which people in their group were or weren't
doing certain things at certain times.
3 Give each student in Group A Worksheet A and each student in Group
B Worksheet B. Give them some time to make their guesses.
4 When the time is up, elicit questions from the students based on the
earlier examples. Write the questions Were you sCc.lredlast nighr?/Werr. you
tired last niglll? on the board as a model.
' . 5 The students now walk around the room and ask questions. They go to
. ,'". : '; '
the people they think did the things on their Worksheets. They have to
tick the Was I light? column if they were right and to cross it if they
were wrong.
6 When the students have asked anquestions conduct very quick
feedback to see who made the most correct guesses.
7 Now divide the class up so that each student from Group A works with
a student from Group B. They have to tell each other about the findings
of their group. Examples of what they could talk about are how many
guesses they got correct and incorrect and any other interesting or
surprising facts they found out about their classmates.
_
:.
.... ""'-
~.
-
~~ _ .. . .._ ---.----- . .._.. _ __. . .___.._ __1"
Worksheet A
Who in the class ... Name Was I right?

Yes: t/
No: )t
1 was unhappy last week? 0

1 was at the cinema yesterday evening? 0
3 wasn't at school last week? rl
4 was in the park last Saturday afternoon? L..:_:
5 was late for class this morning? r-.
-
6 was in a disco last Saturday night?
-
7 was in another country last month 1 i ;
.' 'j
8 was happy last night? i..•• 1
9 wasn't tired this morning? r.· .,

10 was at home last night? 0
~ -.-.- ..-.-.--- ., __ ._-_ ------------_ -._------------_ _----_ -----------------------_ -------_._--_ .._ -----_ _ ..
--"\
Worksheet B
Who in the class ... Name Was I right?

Yes: t/
No: )t
1 was in another city last weekend? ..

2 was happy last week? •..,..i
3 was in the shower last night? =:J

4 was at a party last Friday night?
0
5 was worried about exams last month? 0
6 wasn't at school yesterday? [.I
7 was angry this morning? LJ
8 wasn't at home last night? 0
9 was in a museum last Sunday afternoon? [J
10 wasn't in this class last month? 0
._--_. ---_. --_. --_...... . _ ~.. -_. -_ .._ _ _. -_.- - - ..
© ~1a<;,),ilk11lP~blisl1e'S Urnited. ThIS sheel ,nai' IlC pl'Otocopieo and used \";Ihoi, lile ciass. inspiration PHOTOCOPIABlE
Inni the Inuit
Michael Kedward
Ordering a story
To fiJI in the correct verb forms of the past simple and to put the story in the correct
order.
Groups
Past simple affirmative
Reading, writing, speaking, listening
Photocopy the worksheet and cut it up into 12 strips for each group of 12 students.
Optional: to check the correct order afterwards, you could also make an overhead
transparency (OHD of the full story.
After Unit 6 lesson 2
20-25 minutes
1 Write land on the board and ask the students how many
countries they can think of that end with land (e.g. England, Finland,
Greenland, Iceland, ireland, New Zealand, Poland, Scotland,
····.·;~l\:i.•..
.,. ','_
Switzerland, Thailand). Tell the students that they are going to be
reading a story about Inni, an Inuit who lived in Greenland. Explain the
words Inuit, fishing. igloo, journey and polar bear by using flashcards or
drawing pictures on the board.
2 Split the class into groups of 12. If there are odd numbers, stronger
students can be given two consecutive sentences. Distribute one
sentence strip to each student and ask them to fill in the gaps using
verbs in the past simple. Check that each student has filled in the verbs
correctly.
3 Ask the students to stand up and to get into order by saying the
sentence that is on their card to the other students.
4 Show the full story on an OHT or read out the full story so that the
students can check if they put the story in the correct order.
Variations 1 lf you are teaching a strong group, ask the students to memorise their
sentences. Collect the sentences from the students when they have
memorised them. Tell them to say their sentences out loud and get in
the right order.
2 Photocopy the worksheet onto an OHT before class as well as copying
and cutting the worksheet. Distribute strips and ask the students to do a
group dictation by dictating their sentence to the other students who
have to write the complete story of lnni the Inuit. When the students
have finished writing out the story, show them the OHT. The students
check their work. They each have 100 points and lose one point for
each mistake. The student with the. highest number of points remaining
is the winner.
3 As" [ollow-up, the students can also be asked to write their own
invented story using the past simple .
. ---
~f"""""""""""""""""""""""""" ···································f
:- Inni __ .__ (be) an Inuit and he (live) in '

Greenland.
One winter his family __ ,, _ (need) food and they

__ . (ask) him to go and find some.
He (leave) his family and ___ (go)
fishing .
...................................................................................................................~·······1
There were no fish in the ice hole that he __ (go) to. -------:
............................................................................
!
1t was late and so 1nni _ __ (make) a shelter and
i
(sleep).
The next morning, when he (open) his eyes, he

__ (sec) a big polar bear! . :'.~
....... ,"""'- ~ ..
Inni ___ ._ (feel) very scared and __ . ..(run)

away.
He __ .. __ . (sail) to the middle ofa lake.
He . __ . (watch) the bear go away and

_______ .._ (start) fishing.
From the middle of the lake, Inni ___ ..._ (catch) lots of fish.
He ___ ...__ (carry) the fish and __ . ..__ (start)
the journey home.
After a long time, Inni .__ (arrive) home to his family.

They __ . (eat) the fish and they __ (be) all happy.
~~ Macmillan l'u!lliShers trnneo. Tl:i~ sheet may be photocopied and usee wit.~in tile class. inspiration PHOTOCOPIABLE
Past simple dominoes
Michael Kedward
Dominoes
To fill in the correct pronunciation of verb endings in the past tense and to playa game of dominoes.
Groups
Pronunciation of past simple endings
Speaking, listening
Photocopy the worksheet for each group of three or four students and provide scissors for each
group.
., .
~.:'-; ~,.... 20 minutes
"::i::;~,. 1
Draw phonetic symbols for -cd endings (ldI, Itl, /JdI) on the board along with a few
verbs (wll, attach, carry, open, visit, play) and ask the students to classify them
............ ". ..... . according to the pronunciation of their endings. Ask the students to think of two
more examples for each verb.
2 Tell the students that (hey are going to playa game of dominoes but that they first
need to make the dominoes.
3 Distribute the worksheets to each group of three or four students. Show them that
the A part of the domino contains a verb in the infinitive form (e.g. Ia) and that part
B (e.g. Ib) needs to have the correct symbol for the pronunciation of the verbs -cd
ending when it is used in the past simple. Highlight the fact that only the symbol for
(he pronunciation of the verb's oed ending needs to be written in the corresponding
box (i.e. IdI, Itl, /JdI) and ask them to fill in the dominoes.
4 When the students have finished distribute scissors and ask them (0 cut the twelve
dominoes out ensuring that they cut the numbers from the dominoes.
5 The students are now ready to play dominoes. Demonstrate the game with one group:
Each student is given four dominoes.
- The youngest player goes first and lays a domino on (he table.
- The player on his/her left must place a domino next to the one laid down hut the
pronunciation symbol must match the pronunciation of the verb's -cd ending in
the past.
When a player puts his/her domino down he/she must say the verb in the past
tense form. If the player says the verb incorrectly or his/her domino is not
correct, they cannot play it and play passes to the next player. The winner is the
first player to put down his/her last domino.
6 Stan the game. Monitor the students' progress and help them if they have any
questions.
7 When the game is finished, do a quick review of the past tense forms of the verbs and -
their pronunciation.
Variation The students could be asked to invent a story using three or four of the verbs on their
dominoes.
It! Idl
... __ •• _ • . • _ .. __ .. ..... _-- •• .... _. -- . ._ .. _. -._. • -. ...... - •• __ . __ ... - __ .. .. --. ...... _ •• ...... _. ........ ....... ~_ .. ...... e_ ...... ••
: 2b 3b : 3b 4a
r'--_.".--------..--_.---- --_.----..-..--~----- --------_..----------_.--_.--_.--_ ----- ..... -------- _------- _------ ----_ _.----- _--_ -------_ - .._----_ -- _-_ ...
ltd!
-......------- .. _.._------- .. -.----------_.------.-.--_.---------·· ..----_·----_ ..----_·----· ....--·-----1,

~4b 5a ~5b 6a
,
•• __ •• __ ••••••• __ •• _e_' .0_" _ .. _eO 0_. - __ • _00- .---. • _ •• - .-_. ••• - .--'. ••• • __ ~_ •••• ---. -- •• - ••• __ • _• ~ _ ----.-oi,
i 6b 7a
!.--_ ••••••• "._--_ _-_ _-_ __.. _ _---_ _---_ _---_ .
............. _---_ _._--_ _----_ _---- -----_ ..- _._--- _._-- . • _. •• __ .. _ •• __ ••• .. _ _ ••• _---_ _-----_ _-----_ 1
18b 9a [ 9b 10a
, .
........ __ .,_._ _,,,_ - . __ ._ - .. __ __ --~- ----- -.--- -.-.--- ..__ .. _._--- __ ._ _--_ _---- _ --- ~
tiiiiiiiiiiliiiiiiiiiiiiiiiiiiiiii __ iiiiii
12a
.... -------- .... _--------. _ ... ------- ...... _------._ ....----- .. _._ .... -.-._-_ ...... - .. _---_ ...... -- .. _-- ..
•• _ __ • • __ -- •••• __ •• _. -- _ .-- • __ • _ _ •• _. __ _ •• __ • __ •••• _." •• - J

. - _. ._. ,, " _. __ ••• J
,
inspiration PHOTOCOPIABlE
Haunted hotel
Michael Kedward
Information gap
To find out missing information by asking Questions.
Pairs
Past simple
Reading, speaking, listening, writing
Photocopy the worksheet for each pair of students and cut it along the dotted lines.
20 minutes
1 Tell them that they are going to read about a strange holiday that two
friends, Jack and Jane, had last year in Cornwall, a county in the south-
west of England.
2 Write (he following words on the board: storm (n), lightning (n), slowly
....
_ - - ..
(adv), cobweb (n), purse (n), lJUrn-bumt (v) and lane (n) and elicit the
...
.......
.. .
.._
~- , .. . ..
.
meaning of these words from the students. Ask the students to predict in
.···;i~~Yi~~{!,: pairs what they think the story will be about.

3 Review making questions using the following question words: what, how,
....... .. ~.:.
"," '; ~.:.'.
'. ~.:. ..... '.
when, who and when. Write on the board This St01Y happened on
________ (when?) Eliet the question When did this stOfY happen?
from the students. Then write This story happened in (where?)
Elicit the question Where did the story happen? from the students.
4 Explain to the students that they are going to read part of the story about
Jack and Jane and that they need to write questions to find some missing
information.
5 Divide the class into a Group A and a Group B. Hand out Worksheet A to
the students in Group A and Worksheet B to the students in Group B.
6 The students form pairs. Each student from Group A should work with
another student from Group A. The students in Group B do the same.
Allow the students some time to read the texts and ask any questions
about the vocabulary.
7 Give each pair ten minutes to write the questions they need to ask.
Monitor and help as required.
8' Re-group the class so that each student from Group A works with a
student from Group B. Give them five minutes to ask their questions so
that they can fill in the spaces in the story.
9 Conduct feedback in open class.
Variation The students could be asked to write or tell each other about a holiday that
went wrong or a ghostly holiday story.
~ ··
..· · · f
Worksheet A
T his story happened

year in Cornwall.
on the tenth of December
It was a dark and rainy night.
Jack and Jane were friends who wanted ro go
last
(1) __ . ._ (where!) together. They drove for

six hours and the weather was terrible. It was very late
when rhey found the hotel. It was an old building a long
way from any other houses. They drove up to the hotel
and knocked on the door. After a long time the door
opened slowly and there was a small old man wearing old dirty clothes and he looked very white. The hall was
very dark and there were a lot of (3) (what!) everywhere. The old man showed them ro a
small, cold room. They didn't like it but they were very tired so they went to bed, The beds were hard and they
heard strange noises all through the night. They felt (5) (how?'; and didn't sleep at all. They
left at six in rhe morning and felt very happy to leave the strange hotel. They drove for (7) _
tbow long?) and Jane realised that she didn't have her purse - it was in the hotel and all of their money was in it.
They didn't want to go back but they needed the money so they returned to the lane where the hotel was but
[hey couldn't see the hotel. They saw a (9) (who!) in a car and he stopped. 'Is there a hotel
anywhere ncar?' they asked. He replied that the hotel wasn't there any more. It was hit by lightning in a terrible
storm, caught fire and burnt down. The old owner died in the fire. 'When did it happen?' asked Jack. 'On the
tenth of December, twenty years ago!'
.. _-_._---_ _-_.- __ .__ ------ _--_ ------_._-_ ..__ _--------_ , _--------_._- ------------ _--------- --------_ _----------_ -:
Worksheet B
T his STOryhappened
year in Cornwall.
on the tenth of December
It was a dark and rainy night.
Jack and Jane were friends who wanted to go on holiday
last
together. They drove for (2) (how

lonK?) and the weather was terrible. It was very late when
they found {he hotel. It was an old building a long way
from any other houses. They drove up to {he hotel and
knocked on the door. After a long rime the door opened
slowly and there was a small old man wearing old dirty domes
and he looked very white. The hall was very dark and there were a lot of cobwebs and old pictures everywhere ..
The old man showed them to a small, cold room. They didn't like it but they were very tired so they went to
bed. The beds were hard and they heard (4) . (what?) all through the night. They felc very
frightened and didn't sleep at all. They left at (6) (when.?) and felt very happy to leave the
strange hotel. They drove for thirty minutes and Jane realised that she didn't have (8) _
(what?) - it was in the hotel and all of their money was in it. They didn't want to go back but they needed the
money so they returned to the lane where the hotel was but (hey couldn't see the hotel. They saw a policeman in
a car and he stopped. 'Is there a hotel anywhere near?' they asked. He replied that the hoee! wasn't there any
more. It was hit by lightning in a terrible storm, caught fIre and burnt down. (l0) _. (who?)
died in the fire. 'Wht'n did it happen?' asked. Jack. 'On the tenth of December, twenty years ago!'
C Macmila:1 PubhshersLirliled. ThisSheetma~00 phot~eo and IJse~\'h1hin :he dass. inspiration PHOTOCOPIABlE
I
......
.. ,
Celebrity party - ....

Michael Kedward
Role-play
--...
To find out who's who by asking questions.
Groups
Present simple; past simple
_ ..
Speaking, listening
...
Photocopy the role cards for every group of ten students and make one copy of the question sheet ......
for each student.
After Unit 6 ...
....
20 minutes
Introduce the students to the idea of a pany. Ask them to tell their partner about the
last party they went to, when it was, what (hey did, who they went with etc.
-
.,..
2 Tell the students that last week there was a party for lots of famous people and thai
they are going to act out the party. -.-...
3 Hand out the role cards and give the students two minutes to read the information
on their cards and to prepare. Write the following word and its meaning on the
board to help them: invent (v).
-
..,.
.....
4 Write on the board:

Hello, how arc you? ---......
Fine. thanks. \-Vlla() your name?
Whal did you do last week/month/year?
Ask the students to think of ways in which the conversation could develop and
-J-
..... I
5
what people might talk about at a party
Give out the Question sheet to each student and ask them to read it. They need to
think in pairs about the questions they have to ask to find out the answers LO the
questions on the sheet. Tell them that they arc going to have to find out the
-
.]
J
.....
6
answers at the party.
Ask the students to stand up and move around the classroom for the next ten ----,
J
minutes as though they are at a party. They have to talk to each of the other guests
individually and have a brief conversation with each of them. When they meet
someone they should ask him/her questions to find the answers to the questions on
---
7
their Question sheet.
After ten minutes ask the students to sit down and conduct feedback. The student --
who was able to answer the most questions correctly is the winner.
--.....
-
Variation At Step 5 do not give out the questions and instead ask the students to move around
the party talking about their past lives for ten minutes, using the information on their --
.
,_
role cards. Once the time limit is up, ask the students to sit down in small groups of
three or four and distribute the Question sheet. Give them five minutes to try to
remember as many of the questions about the guests at the party as they can. -_
~
.
Conduct feedback in open class. The team that rernernher the most correct answers are ..-
the winners.
......
-
.......
..,.
~~u~ V
~" . ,: _ ,','
J
You are Fiona from the Blue Eyed Peas. :~
You are Tim Cruise, the famous actor. ::ii: You ate 28 years old.
You live in Hollywood.
Last month you sang for the President of the
Last April you made three new films. ..j".; . United States of America. :l
",;"
....................................................................... +.'::.: :.:.:·:L·.::·:.~:;·:.:.::~~-' _ :.: :..-.:.'.:::::::: :.:- : '::':.'1
~~ 1 :';
You are Donald Peckham, the famous footballer. :::;. You are J.K. Bowling, the writer.
You play for Real Juventus. I':
'i You are from England.
Last March you broke your leg. ~i: last year you wrote your sixth book. ,:1
~. 1
....................
: _ ".::.':;::::? ?~. :::::.:'.::'::'::> .::.. :.: .. ::'.~~'.::': - :.::::.:.~:.::.:: ::.:.::.:'.:. ::!
You are the famous scientist. Yoko Einstein. ..

You are jupiter Williams. the famous tennis player.
You are from the USA.
Last July you came first at Wimbledon.
m
:, : ~
.:
You are from japan.
last week you invented a machine for travelling
through time .
'; .
,
................................................ : : :::~.: :::."~::L'-':":~":':::.::;'::..:..:.:.::.::.'
. :::::::-:"'
: ::::::'::''.~::.:._ :.:.::..::::::.:..:':'.::::'.:.:~.:'"'.1
,"
You are John from the White Strokes. ~j :: You are Martin Palin, the famous traveller. i 1
You play the guitar. :.j : You are from Australia. .•i
Last week you had the number one album and -i Last month you went to Argentina, Brazil and
single at the same time. Venezuela.
:: 1 ~
:,; .
.. .. - ::.- .:. - -..:..:.. : _ :. ::.. :.:.:.:::::~:.:::~.:: :~:;: :.: :.._ _ :-:..~~:':.;:. j
You are the famous journalist. Sarah Scoop. . . You are Catherine Diaz, the Hollywood star.
You work for the New York Times. :.! :;You are thirty years old and you got married
Last week you met the British Prime Minister :.~.. last year.
and asked him some questions. :~i: You won four Os cars last year.
" . ~'.. . .. ~~.. ~#. :. ~.~.. . : :_. ~~.:__:. :_:_:_; ~:~)._:: __: :~: ... '-_::-_: ~_:.~.:::::_;:. :_:.___._:_:::.::~_:; :#;:_:_: __~~.. _:._::_; _~__.:__:,~~~._:_J
;:?r-~... . '" _ _ _ _ _ _ .
Question sheet
Who won a competition last summer! For what sport? _
2 Who invented a new machine a year ago? Where was the scientist from?
3 Who made three movies last spring? Where does he/she live? _
4 Who hurt himself in spring last year~ What sport does he/she play? _
5 Who sang for an important person one month ago? What is the name of his/her band?
6 Who wrote his/her sixth book last month? Where is he/she from? _
7 Who interviewed a famous person last week? Who did he/she meet? _
8 Who had a number one single and album last week? What instrument does he/she play?
9 Who visited a lot of countries last month? Which countries did he/she visit?
10 Who won some prizes for a film last year? How many did he/she win~ _
C Marmllan Pub.she!s limitell. Ih S sheet 1kIYbe pr-otOC<llJiedand .JSOO \·.ithfl the ctass. inspiration PHOTOCOPIABlE
_. __ _---
-
,..
Half a crossword _.
Michael Kedward .....
I""
Crossword "'"
I
To fill in the missing words in a crossword by asking questions and listening to
descripnons. J"'"..,
"'"
Pairs
Adjectives ---
-
.--.
......
Photocopy the worksheet for each pair of students and cut it in half along the dotted
lines.
After Unit 6
--
.:;y~.;:,:~:\:,:.:.,:"..,... :Z..."_1;un!l'~ - 15-20 minutes
::.~:~\:,:y~~.:.:;1 Write on the board I feel this when 1 see my Jriends and J feel this when [ am
.: " ,,~:;.:.~.:~:.~:'
:~'..:," ..' '":.,»~-:'"> " walking in the snow and ask pairs of students to think of adjectives that go
.......... , ..
.
,'
. , ..
'.' . with these sentences t.e. happy and cold.
2 Draw attention to the present simple and present continuous and ask the
students to think of other sentences beginning with I feel this, ... Conduct
feedback .
." ..... 3 Explain to the students that they are going to have to describe words in
this way in order to fill in a crossword.
4 Divide the class into a Group A and a Group B. Give a copy of Crossword
A to the students in Group A and a copy of Crossword B to the SLUdcTI[s
in Group B.
5 Tell them to form pairs. Each student in Group A works with another
student from Group A. The students from Group B do the same. Give (he
students five minutes lO complete the sentence for each of the adjectives
in their crossword. Monitor and answer any questions.
6 Re-group the class SQ that each student from Group A works with a
student from Group .13. Tell each pair to sit face to face so that they cannot
set: their partner's worksheet.
7 Demonstrate filling in the missing words in Crossword B with a student:
Teacher Wha(~ two across?
Student I Jed tl1is when [finish my homework.
Teacher fs it 'pleased'?
8 Give the students ten minutes to fill in their crosswords.
9 Conduct feedback.
Variation After finishing the crosswords, the students could be asked to tell their
partner when they last felt each of the emotions.
~ , _" , , "r
Crossword A
1 I feel this when

•
II
II
.11•••••
II II
•••••
3 I feel this when
5 r feel this when

II
II •
•••• 11••••
7 I feel this when II II
•••• 11. II
9 I feel this when
II
II •
••••••• • __ , • • ••• •• __ •• • ~ • _ ••••
••••
II
••• _ .. _. __ •• ••• • ._. e • • •• _..;
Crossword B
••
2 I feel this when
• 1111•••••
4 I feel this when
• •••• 1111
6 I feel this when
•
•••111111.111111
•
8 I feel this when
• ••
11.11.1111
10 I feel this when
••
••
• 1111
'"'' '' ' '_.''.''' ,. __ • • • •••• .. _ 0 •• __ • •
• __ ••••• __ • •• __ • __ • __ .,. __ • __
inspiration
• ••••
PHOTOCOPIABLE
.J
What are you going to do?
Simon Macartney
Board game
To win a board game by using going to and why/because correctly.
Groups
going to; Why ... ? Because ...
Speaking, listening
Photocopy one game board for each group of three or four students. Provide one
. counter per student per group and one dice per group.
15-20 minutes
1 Give each group a game board, a dice and counters.

2 Explain that the aim of the activity is for students to get to the end of the
board by saying what the)' are going to do and saying why in different
situations.
3 Give the students a model of what they should say by using an example
situation: U's Sunday. Whar. arc you going to do? Elicit answers from the
students. Check the grarnmatical accuracy, c.g. Us Sunday. 1 am going to
. ..'.: ": :: :
\\,.;'\ .~."":-._:.~.' -.'
....
..
.
'.
__ . sleep al.l morning. In the afrernoon 1am going to play _t(Jotbali with ~y friends .
....... _
. . . .. .,. ......
4 Ask the students to give a reason
... '.- .'_._ '. ,.:.
.. '.. .. - Why are you going 10 sleep ali morning?
- Because I am tired and I li.ke sleeping!
5 Put the examples on the board to help the students while playing the
game.
S Demonstrate the activity with one of the groups:
- The first student rolls a dice and moves his/her counter on the game
board.
- The student reads the situation and then says what he/she is going to
do. Another student asks Why are yOtj going to ... ? If the student can
say what he/she is going to do and justify it, he/she stays on that
square. If he/she can't, he/she has to move back to the previous square.
- If what the student says is grammatically incorrect, the other students
have to correct him/her and then he/she also moves back.
The student who gets to the finish first wins.
7 Tell the students to start the game. Monitor the activity and act as referee.
8 After completing the game get the students to feedback to the class on
some interesting ideas and reasons.
Variation After finishing the board game, get the students to invent some new 'silly
situations' and discuss what they would do. Examples of such situations arc
What would you do if someone gave you 1 million dollars?/Wluu would you do if you
we.nr to rhe moon? For homework, each student chooses one of the silly
situations and writes about what he/she is going to do and why.
~i Mac!Jlil,nr P~lbli~"e:s Limited. I his sne~1 "lay be photor.O(liC(fa'''l1 used within the Glass. inspiration PHOTOCQPIABLE
What are they up to?
Marta Rosinska
Guessing game
To make correct sentences with going to while guessing what people are up to.
Groups
going to
Speaking, listening
Make one copy of the worksheet for each group of three to five students, and cut it up into 15 slips.
,:,:,~,~~~:~~
.,~",.:.o;:~~\\{.~~~.:
. -. ~.
20 minutes
'. ...
. ...
Explain or demonstrate the activity Write on the board or say Tim is wearing deganl
'~."".,>P;oC~" 1
clothes and ask the students to guess why. They have to say what he is going to do, e.g.
He's ,~oing to meet his ~irlfriend, or He~ going to have an interview, Explain that the aim is to
.-
...... use going 10,
2 Divide the class into small groups (three to five students per group).
3 Distribute 15 slips of paper to each group. Make sure that they are put face down in a
pile, in random order,
4 Demonstrate the game with one group:
Tell the students that each of them will take turns to pick up a slip of paper and
read it out. The student that picks up a slip of paper cannot participate in (he
game, Suggest that they go round the group clockwise, taking turns to be the
'reader',
Remind them that each sentence tells (hem what the people are doing and that
they must guess what these people are going to do,
- The person who thinks of a sentence should put his/her hand up and the 'reader'
should set a time limit of 20-30 seconds. The person who thinks of the sentence
first keeps the slip, on condition that the sentence is completely correct according
to the rest of the group (including the pronunciation). If the sentence is incorrect,
another person can say his/her sentence.
The winner is the person with the most slips at the end.
- Once the first sentence has been checked, the group can decide on the reason fur
_ .
the sentence that has won a point. So, for the examples used above the reasons
couLd be Bccause it's her birthday or He wants to study aL the university.
.....
5 Start the activity. Walk around the classroom and help the students when needed or :1
......
6
act as referee.
When the activity is finished, conduct general feedback on the sentences in open class,
:l
......
Variations 1 You could provide each group with blank slips of paper, and ask them to write the -J_l
2
sentence down rather than saying it. In this case, their spelling could also be assessed.
Instead of asking a 'reader' in each group to read out the sentences, you could just ask -
"""'!.
3
someone LO turn over each sentence so that everyone can see it.
The activity could be done as a class or in teams, with the teacher reading out the
-
_I
-;
..... !
~
sentences, and one person from each group either writing or calling out the correct
_l
answer. Each team could come up with a name for themselves, and you could keep a
running total or the score on the board. -J
-.,
-=
~:""" -- -- r
I~ 1 Robert is holding a mobile phone. ~ I
r' ----- -- ----- ..-- ------- ----------- --------- -.-------- --.----- -.--- -, ---- ,------- --- ---- --- ----- --:
l~
r _-_
-_
..
-..
_ ------_
-----_._-
--------_
--------_
_----_
_-----_
-..
_
2 Your friends are walking to the beach.
._--_
_ -_
..
_---_
- _-_
--_-_ _-_
--
~
--:
I
.~ ~.~i~~is.in~~~sic~~~P:..... ................................................~,
i.~ 4Y~U~~r~~~ri~~~~~i~~.~~~~~~~~~~~~r:.....
..........................................................~i
1~ ...... ----.
5 The people are in the garden. You can smell food.
0 •••• --------- ....... _ --_ .. --- ........ "--'. --- ------.- .-- •• --- ._.-.-------- •• -- •• --- ------" •• --- eo_e. - .... --- ---- ---- ... -. -------- ---. ---' ---- ---.~.- .. --- ------- .... ---------- .- ..
~
-. ---i
I
:~
,:.--- .... _ .._--_._--_
6 You are looking at a map.
.. ,.-.-._--_. __ ....... -._-----_._ .... ---------_ ....- .._-_._--_.-_ ..._._----_.---_ ..__ ._-----_._-_._---------_.- .... -_ .. ------ .._--_ ..-_.- .. .. _-_ ..-----._-_. , __ ...---- ...---_ ..-_.--..;
~ I
:~ 7 Eric is learning Chinese. ~ 1
. ,
r-----··--····· .---..--... --...--.---.. -----... ----..------... ---..-----.--..--.--.--------.. --.----------..-----------.... ----------.-.-.---------... ---.------.. ··---------·-·-----------··-----1
l~ 8 The teacher looks very angry with his class. ~ 1

~. • •• _ ••• -. --_.. •• _ •• ---_. --_ ••• _ •• ---- ---_. -- •• --' ---- ---_ ••••• ---- ---- •••••••• --_. ---- .-_ •••••• -_ •• - •• --_.. • ... -_ .... --_. ---. --_ ••• -- ---_ •• _. --- .--- ---. --_. _ ... - ---- - .... __ e •• ~
1 ~ 9 Nina is packing her bag. .. i

••• • •••• __ • •• _. ••• __ • ••• _ •• • .. __ •••• • ••• _. ••• •• • • .. •• _. .. ._ •• ... • ... o • .. ··J.
j ~ 10 Tom and Kieran are going to the park. ~ I

,.; ···11Li~i:·~OI~i~~:~~~~::~.················ ······························~·1.
~ •• •••••• • •• __ • __ • • __ ._. - •• e •• ... e •• •• - •• __ •• • - ••• •••• • .,. _. • _'.0 __ • •• _. • ..... _••• •••••••• ..!
)~ 12 Molly is crying. ~ :
:·~············1~···~~u:~~~·t~·~:·~~~~;~~li~~.························
·················~i
'~·········1~····~:~~~·i::~;;i~~.·································.............. .;:
~--.. . _•• ' _•... - ._ _ _....•• ---- ---_. - --- -_.- --_.. ., --- ---- --_ -_. ---- --_. -- .. --- ---- ---' -_. . -_. --- .--- ---. --- __e. . -.. . . . . '. .. _.__ .. _. -:
15 Your family wants a pet.
,~ Macmillan PI:blisne's Limiterl. This sneer ilia;' be pnotol:opieu 3,1d used w.;tlli.1 ~he uoss inspiration P HOrDe OPI AB l E
What do you like doing?
Simon Macartney
Questions and answers

To use the gerund by asking questions about what people like or don't like doing.
Whole class
Verb and gerund activities; hobbies/sports vocabulary
I Arrange the chairs in the classroom in two
circles for a wheels activity (see illustration). 'wheels' (the oHler
wheel can move
round, changing
20-25 minutes pairin~s)
Arrange the chairs in the classroom into two circles, one inner and one
outer circle. The chairs should be arranged so that the students are facing
each other. The idea is that the students in {he outer circle move around
and {hat the students in the inner circle stay where they are so that
eventually all students have spoken to each other (see illustration).
.... :... ::,:'.:. 2 Give each student a worksheet.
3 Demonstrate the activity Each student is going to interview other
classmates about what they like doing, don't mind doing and don't like
doing.
4 Write mode.ls for the. questions on the board and elicit model answers
Vlhal do you love doing? T love walchingJootbal1 games.
- \Vhat don't )'OU mind doing? I don't mind doing homework.
- \Vnat do you hate doing? I hale Ibtening t() rap music.
5 Elicit a range of activities and sports as examples from the students.
6 Start the activity.
7 After each pair has asked and answered the three questions tell the
students in the outside wheel to move one chair clockwise.
8 The students interview their new partner.
9 This continues until the wheel has gone. around one full circle, until 12
students have been interviewed or time has run out.
Variation The students do a survey finding out what activities are most popular in class
and what people generally don't like.
Friend's name
0
What do you
love. like or
enjoy doing?
g What don't you
mind doing?
8
What do you
hate. dislike or
not enjoy doing?
.~
~
.
.
:£1
,;
, :.
"
'\
f.4t~
;
,.
_. -~
? ~-
© Macmillan Publishers Limited. This sheet may be photocopied and Jse(j wilhiu I'le class. inspiration PHOTOCOPIABLE
Who has the fastest animal?
Simon Macartney
Top Trumps
To playa card game by using superlatives.
Pairs/small groups
Superlative adjectives; Questions and answers
Speaking, listening
Photocopy and cut up a set of Animal Top Trump cards for each group.
30 minutes
1 Explain and demonstrate the principles of the game Top Trumps. the aim of
the game is to win all of the cards. To win cards you have to beat the other
cards. To beat other cards you have to select a specific category - such as the
fastest animal. All players choose their fastest animal. The student with the
fastest animal wins all of the other cards.
2 Give each pair or group a set of cards.
..
...::::·:··~··" 3
". :':'~.<:2:~~~S{ Explain the aim is for students to practise using superlative adjectives to ask
and answer questions about the different characteristics of animals .
.. -:',-:........... :.:-. ~ .
, "
"
.... ,.
.....
":,::' :~' '. .
4 Elicit some model language from the students. Encourage the students to usc
their own knowledge about animals and make superlative questions i.e. Who
has ~ot the fastest animaP / Who has got {he animal with the most legs?
5 Give the students a model for answering the questions, i.e. I've got a tiger. It can
run at 60 nm per hour. / I've gOI a scorpion. It has eight Legs.
The model answer for the winner of the cards is [ win. l've got lhe fa/con. It's the
nm
J£lSlfst animal. II can.!ly at 4-10 per hour. /1 win. I've gOl the centipede. lt~ gOI a
hundrecllp.gs. Write the model answers on the board if necessary.
6 Pre-teach any language your students don't know e.g. any of the animals or
interesting facts.
7 Divide the cards between the students. Show how the game works with one
pair or group.
One student asks a question, e.g. \.V'ho has got the fastest animal:>
Each student chooses one animal card. The students read out the
information, e.g. I've f,{o/ a tige/: It can run at 60 km per hour.
The student with the fastest animal says I win. I've got the falcon. It's the
Jastest animal. It ((In .fly at 440 hm per hour.
- The winning student takes all the other students' played cards.
- The game is over when one student has all the cards.
8 Start the game. Monitor and help the students when needed.
9 When all students have finished the game, discuss some general grammatical
or vocabulary issues that came up in open class. --
.,.
....
---...
•
Variation Ask the students to make their own Top Trump cards. These could be cards with
different animals or a different theme such as cars or superheroes. Define the
-
main categories e.g. speed, special ability, design. Students can use a library or the ;...
Internet to find out the information.
--.....
© Macmillan Puolishers LimitM. This Sheet may be photoCOpied and used within the class. inspiration PHOTOCOPIABlE
Travel information
Simon Macartney
Reading race
To find the answers to questions about travel information.
Pairs
Vocabulary of leisure activities, animals and countries
Reading, listening, writing
Photocopy and cut up the Information reading Slips. If you have a large class, make several
photocopies. Stick the Information reading slips on the walls. Photocopy the Travel questions for
........... ,
-. "
-~
.
each pair of students.
\:~~It
\\":..:.::::.\\\\\?:;\~::..
After Unit 7 lesson 4
.,'. ~,~~~~;~~.~~::~~~20-25 minutes
::: ... ;\;.~~~\:; 1 Cut up the Information reading slips. Stick them around the classroom on the. walls
before class. If you have a large class, put two or three sets of the information around
the classroom.
' .... ..
2 Explain to the students that they have to ask their partner travel questions. Their
partners answer the questions by finding the information on the Information reading
slips on the classroom walls.
3 Divide the class into pairs. Give each pair of students a sheet of Travel questions.
4 Explain the activity by showing it with one pair;
- Student A asks Student B Question 1 on the sheet of Travel questions.
Student B reads the Information slips. When Student B finds the answer, he/she
tells Student A. Student A writes the answer down on the sheet of Travel
questions.
Student 13now asks Student A Question 2.
Student A reads the information slips and when they find the answer, he/she tells
Student U. Student B writes the information down on the sheet of Travel
questions. ]
Continue this procedure [or all len questions. ...
5 Stan the activity. Monitor and help the students when needed. The pair that has all' ]
...,
the answers first wins.
S Check the answers in open class when all students have finished the game. ]
Variations' 1 Prepare a web quest. Make a list of questions for your students lO look up the -1
.-..
information on the Internet using a search engine for children, such as
www.yahooligans.corn. These could include questions such as lvV1lCll. is the waithcr likt:
ill Bangfwk today? or I.A/here can you see all orang-utang?
2 Ask the students to prepare some questions and information about travelling in their
own country or region. They give this to their partners 10 read and answer.
...
If'
•...
r
r'
Information reading slips
~:-----------------------------------.- .. --------------_ _-_._--------_ _._-----------_ - __ ._------------_ _-----------_ _ -------_ _---_ _---- _----; _
r
i Pandas are an endangered species. There are many pandas in zoos around the world but you i
! can only see a wild panda in China.
~.. '" ------- -------.---- .......•...... ----------- ......•.•..... ----------- --------.---- .....•......... _-_ -- ...•..... ··· ••. ------ ·· -------.1
] The national sport of Canada is ice hockey and most Canadians love playing it.Youcan play in
i ice rinks or outside in winter.
r·----·············------------··········--··----------- ------------ ---.-------- ---.------- ------------ ----------_···_-----·····------_·_··-----i
! Spain has many famous artists. Youcan see the paintings of Salvador Dali in his home town \
j near Barcelona. .,
,,, ,
,_, .. --_. . ~~--.
~~~. ---_. --_. ' _- ----- ---- ---_. -- .._ .. -- -~------ ---- ---- --- ---- ---- --_ _"- _--- ---_. -". -_. -_.- _-_ -_. --- "._" --_. --- ---- -_ .._ _-- ----- ----- ...,,,
i Rio di Janeiro in Brazil has a carnival every year. It is the most famous in the world and a great
l place to see people dancing the samba .
.....--_ -.. . -- ---- -" ~..-------- ---.._ --.-------- -- _ --.------ -- _ -.------- -- --------- ------ -- _---- --"'1
j Youcan see people playing chess in the streets in Moscow. It is the favourite hobby of many
! Russians and they are very good at it! ,
,l._. __ _ . _ _ _ .. _ _. . _ _. __~
l Football is a very popular game in England. Many English people watch football and one of
! the most famous teams is Manchester United, who play at Old Trafford in Manchester.
r--···· ---.------------- -- ------------- ' --------------- ---------------., ------------..-- ------- --.--- ·· ..--···-·---------··· ······---------1
: The great white shark is found in lots of places around the world. In South Africa you can go
\ shark watching on small boats.
r Many people say the best thing they have ever seen are the active volcanoes in Hawaii.
! Sometimes you can watch the lava flow into the sea.
j When you travel in hot countries you have to be careful of catching malaria. So don't let a
: mosquito bite you - take malaria medicine and use mosquito spray.
[---~~~~--i~' ..~~-~~~-a·-~~~-~;~·~·~-~~~·~~~
~~--~:~~·~~~~~-~~ ..:;~~~-~~~:·~~·~~--::~··~;~~~:~-
...~~::~---------
..1
i forget your camera.
- ~.:::::::::::::::::::::::::::::--::::.:::::::::::::::::::::::::::::::::::::::::::::::~:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::~:::::::::::::::::::::::::::::::::::::::::::::::::~
- [TRAVEL QUESTIONS
1 I love pandas. Where can you see a wild panda? _

Z I want to learn to play ice hockey. What country should I go to?
3 I like painting and my hero is Salvador Dali, Where can I see his paintings? _.:
4 I want to learn to dance the samba. Where is the horne of the samba?
5 I like playing chess and want to play every day during my holiday.
Where should I go? __ .... _
6 Where can I see the football team Manchester United play?
7 I like watching big fish.Where can I see a shark? _
8 I want to see a volcano. Where should I go? _
9 How do you get malaria? _
10 I want to go on a safari. Where can I see lions and elephants? _
~~ MaGrt:,lIan Putnsners Li'llilp,\l. Ilts sheet may tle I)t'otocopied and ..,Sf)(' witldll tne class. inspiration PHOTOCOPIABLE
The best day
Simon Macartney
Writing poetry
To write poems about the best and the worst day and to illustrate them.
Groups, individuals
Gerund
Speaking, writing
After Unit 7
20 minutes
1 Write The bt:S( day and The worst day on the board.
2 Elicit from the students some examples of what makes a perfect or
terrible day.
3 Put the students into groups of three or four students.
4 Each student tells the other students about their best day and their
worst day.
5 Gel the students to give feedback and write up lots of different ideas
on the board. Get the students to vote on the best and worst things .
. .,
.. ~.. ... -.'
"." ... 6 Write up example poems on the board about your perfect and most
.... ... .....
terrible day using gerund constructions and the ideas:
....
The best day The worst day
Riding bicycles Doing homework
Playing football Cleaning your bedroom
Eating ice cream Eating wbbage
Sleeping in the sun. Walking in the rain.
7 Give the students the worksheet and ask them to write their own
poems about their best and worst days. They need to write five things
about each day.
8 Monitor and help the students when needed.
9 Encourage the students to draw pictures in the picture boxes next to
their poems.
10 Get the students to read OUl their poems to class. Get the class to vote
11
on the best poem.
Put the poems up for display and let other students read them.
]....
]
Variation You could get sruderus to think of different situations such as My dream day ....
or My nightmare day or on topics such as war or computer games. They can J...
then make new poems for these different situations using gerund
constructions.
]
~I
J...
]
.,
...
-
~
Draw pictures of your best
day here.
Draw pictures of your

worst day here.
e~ Macrnillan Publishers LIIl'lteo. !his sneer r.lay hr. pnotocooeo ana used within thl) Class. inspiration PHOTOCOPIABLE
_- ----------------------
- - __
Word Stress Pelmanism
Simon Macartney
Pelmanism
To say the right word and to find a matching stress patern.
Pairs
Vocabulary of Unit 7
Speaking
Cut up one set of Pelmanism cards for each pair of students.
After Unit 7
20-30 minutes
1 Divide the class up in pairs. Give each pair a set of CUl-Up Pelmanism
cards.
'~\';c~~;~:'\!;R~\
2 Explain that the students are going to playa game where they have to
match the picture cards to the correct word stress pattern cards.
Elicit the words by showing the students the pictures on an overhead
projector, using flashcards or drawing them on the board .
.... . ': .. ", ......
4 Elicit the word stress pattern of each of the words from the students.
5 Show how the game works with a pair of students:
- The students put all their cards upside down on the table.
. ....
......... , . .. .
One of the students turns over a picture card (a big card) and says
the word and the Stress pattern, e.g. elephant - big, small, small.
The same student then turns over a stress pattern card (a small card).
If the picture card and the stress pattern card match, the student
keeps the cards. If they don't match, they both get turned upside
down again. If the. cards are left on the table, they have to be put
back in exactly the same place.
The next student plays as above.
The winner is the student with the most cards.
6 'Start. the game. Monitor and help the students when needed.
Variations 1 The students can play this game as a matching game. All cards are face-
up and the students just match the picture to the stress pattern.
2 Slick the picture cards on the walls in the classroom. Give each group of
students a set of word stress cards (in different colours so that you can
distinguish between each team). Each team then runs around the
classroom matching the word stress pattern to the picture. You can also
put up the word stress pattern cards and have the students match the
picture cards to the word stress pattern cards.
. ~',
o .: 00 000 000
..
·.00 000·
ir~
:
:
:=:tI" _
• 6
······0·.:00
000
'.~ Maclniral' P"IIlislle:, limited. This sheet 'na~ h~ pl'otocoplea ana used \'/I!hin {II~ class inspiration PHOTOCOPIABlE
The banquet
Hannah Fish
Information gap
To find the differences between two pictures by asking questions.

Pairs
Is/Are there any. ..... ?; How much/many ... are there?; short answers.
Speaking, listening
Photocopy one worksheet for each pair and cut It into two.

20-25 minutes
1 Tell the students to work in pairs and have them tell each other what they
ate yesterday.
2 Pre-teach pineapple and candle by drawing them on the board.
3 Divide [he class into pairs with a Student A and a Student B. Explain that
they are going to see a picture of a table ready for a meal. Student As
...
·.\:··~··>-\l~:·:~:.
~;: .. ' "; "; ~"'!. '; ~.':.:: .....':''": . picture will be slightly different from Student Bs picture. They are going
to try to find the differences by asking and answering questions about
\_;~$;~"_<.i what there is/isn't and what there are/aren't in the pictures. Distribute
4 Picture A to all Student As and Picture B to all Student Bs.
Write the words ice cream and sausages on the board and elicit the
. .. ..
..
" ,.,
',"
,,'.'
.... questions Is there any ice cream? and Are there an.y sausages? from the
students as an example. Also elicit How many sausages are there? When the
students provide the questions write them on the board and highlight the
use of is with uncountable nouns and are with countable.
5 Now elicit the answers Yes, there is/are and No, there isn't/aren't from the
students.
6 Ask the students to think of three more uncountable and countable
nouns and collect them on the board.
7 Elicit the answers to the questions from the students using their pictures.
8 Ask the students to sit face to face so that they cannot see their partner's
picture. They have to take it in turns to ask and answer questions with
their partner. Weaker students may need lO be cold that there are ten
differences.
9 Conduct feedback.
Key There are ten sausages in Student t\s picture and 12 in Student Bs.
There is rice in Student AS picture, potatoes in Student Bs.
There are five glasses in Student AS picture, four in Student B's.
There are mushrooms in Student As picture, chips in Student Bs.
There is ice cream in Student AS picture, cake in Student Bs.
There is cheese in Student AS picture, butter in Student Bs.
There are two candles in Student AS picture, one in Student B's.
There are bananas in Student AS picture, apples in Student Bs.
There is orange juice in Student A's picture, apple juice in Student B's.
There are two pineapples in Student A's picture, one in Student Bs.
~ """ r
Picture A
----.-------- •.••••.••...•••••••••••••••••. -- .•• _.. ----------------0 . . .• __. • _.. .._. ._•.. ._ ~
Picture B
,. -_ •• ---- ---- ---_. ••••• • -_ •• - ••• --- ---- --- ---- --_ •• - •••• _. -------. --- ---- --- ••• _. • •••• 0 __ •• _0. •• _ •• •• _ ~
© Macrrilian Publit,l)E!I~L,ITlitec Tnls shcc, may be onotocooec anci used within the class. inspiration PHOTOCOPJABlE
Happy Families
Hannah Fish
Card game
To collect as many complete families as possible.
]
"'"
Groups ]
~
have got (positive, negative and question forms) ]
....
Speaking. listening ]
....
Photocopy one worksheet for each group of four and cut up the cards. l-
After Unit 8 Lesson 2 -
~
15 minutes -] I
1 Divide the class into pairs and ask them to tell their partners a little bit -
about their families.
...
2 Draw a family tree on (he board. Elicit family members from (he students
and write them on the family tree. Elicit lv1r and Mrs for the father and
mother and teach Master and Miss for the son and daughter.
3 Tell the students that they are going to playa game called Happy Families
..
in groups of four and explain how they should play. Demonstrate with
.,
four students:
All cards are dealt so that each student has five cards.
The students have to collect families, which consist of Mr, Mrs, Master
and l\rliss. Write the members of the Bun family on the board as an
example.
The students take it in turns to ask each other for cards. Elicit an
...
-
example question and answer from the students:
Have you got Mr Bun the baker?
- ~
roo
Yh, I have. / No, r haven't.
-
-
"...
- The students can only ask for members of a family if they already have
one member of {hat family.
-
"...
If the student asked has got Mr Bun [he baker, he/she must give that ,..
....
card to the student that asked for it. The student who won the card
,-..
can now have another go.
-
- If the student asked hasn't got Mr Bun the baker. the student that
-
,.
-..
asked for it loses his/her go. Play now passes to the student on the
right of the last person that played.
_-
Play continues like this until all the families have been collected.
The winner is the student with the most families.
4
5
Divide the class into groups of four and ask them to begin playing.
When groups have finished playing, elicit feedback by asking each group -,.
who was the winner. .......
,..
...-
...,...
,..
-..,.
...,.,.
,.
Mr Drip the doctor Mrs Drip the doctor , Master Drip the doctor Miss Drip the doctor
t.---- - -- -.. 1- .. _._._._ _ •• __ •• • • • J ---------------------------- ..- __ ~ _ _ _...
" ,
Mr Chalk the teacher Mrs Chalk the teacher Master Chalk the teacher Miss Chalk the teacher
......................................................................................
_ _ '~r'" '~~~~~~~~~~_ _ _ _... . .
Mr Planethe pilot Mrs Planethe pilot Master Plane the pilot Miss Planethe pilot
F:~ =~~=====;
................................................... _ _ _ _ .
Mr Wine the waiter Mrs Wine the waiter Master Wine the waiter Miss Wine the waiter
;----------
.. ----- ---- ------- ---- ---- -------- --------r------------------------ ------------ ------------~----------- ---- ---- ---- ----------------------- ---~----------- ---- ---- ---- ---- --------- ---- ----- ----~
·· .,
.,
· .,
.
Mr Toot the taxi·driver "

Mrs Toot the taxi·driver i Master Toot the taxi·driver· Miss Toot the taxi·driver
It...
... -.. -... - .. -.. -... -.. -.. -... -.. -... - .. -.. -... -.. -.. -... -.. -... -"i LL..
... - .. -.. -.. _-.. -.. -... -.. -... - .. -.. -... -.. -.. -... -.. -... - .. -.. ....JJ .J _
© Macmldan PuIJI·shers Lilnited. This sheet may be urotocoaeo and used within the class inspiration PHOTOCOPIABLE
Interview with a star
Hannah Fish
Information gap
To fill in information and then elicit the correct information by asking questions.
Pairs
Question tags
Speaking, listening
Photocopy one worksheet for each pair and cut up the interview notes.
20 minutes
1 Take some photos of famous pop stars into class and ask the students if they
know who they are. Put the students in pairs and ask them to tell their partner
about their favourite pop star. Elicit some questions that the students would ask
a pop star if they met one.
2 Tell the students that they are going to work in pairs and that one student is a
pop star and one is a reporter for a newspaper. Explain that yesterday they had
an interview but today the reporter can't read some of his/her notes because they
got wet. The reporter is pretty sure he/she can remember the information but
needs to ask the pop star some questions to make sure it is correct.
3 Show the students the interview notes. Put the first sentence He/She is .from
A a on the board as an example. Elicit places beginning and ending in A
which could be written in the gap. Explain that the pop star and the reporter
need to complete the notes. Then the reporter will ask the pop star questions to
make sure they have the same information.
4 Divide the class into two groups, A and B. Give each student in Group A
Interview notes A and each student in Group B Interview notes B. Ask the
students to complete them alone. Monitor to check the students understand the
task and to give them any help they may need.
S When the students have finished their notes, tell them that the reporter needs to
use question tags when speaking to the pop star. Again, using the first sentence
HdShe. is from A a as an example, elicit the proper question form and
the positive and negative answers. Put a model on the board
You from America, you?
Yes, I . / No, I'm _
Explain that if the reporter has the wrong information the pop star should say ?o
-
,..-'
and then give the right information.

6 Tell the students they should now divide up so that a student from Group A
works with a student from Group B. Ask the reporter (Student B) to begin -,.__
asking questions. Monitor to check the use of question tags.
-- ..... ,
Variations 1
2
At Step 4, the students could he asked to complete the notes in pairs.
At Step 5, the reporters (Students B) could work in pairs to write the question
-,........
...,..
tags needed. The pop stars (Students A) could be asked to tell each other about ~
-
themselves using their newly completed notes.
--
......
,....
-
~ ..-..--------------------.----.-
...------------------.---.--
..--------------------------.-
..---.---.---------------.---
..--.---------------.--..------------------..-.--------------------
..----------r
,
Interview notes A
You are a famous pop star, Yesterday you had an interview for a newspaper. Today the reporter wants
to check some information with you. Fill in the missing information. Then answer the reporter's
questions and say if he/she has the correct information.
Iam from A, a
I am thirty-t years old.
I am in a pop group called Five S, _
My new song is called O, love.
My son is called Ja _
He is f years old.
My mother is a famous star.
My favourite colour is bl. _
My favourite food is pi. _
My favourite animals are and
~ .. -. ------ ---- _ _-_. -.- - _ _0_ ----- ---- ---- _ ----------- ---- ---. - ------- ------ __ . ---- ---- _ ----. '.i
Interview notes B
You are a reporter for a newspaper. Yesterday you interviewed a famous pop star but you can't read
some of your notes. You think you can remember the missing information. Complete your notes and
then ask the pop star questions to see if you are right.
He/She is from A. --'a.
He/She Is thirty t ~ years old.
He/She is in a pop group called Five S _
His/Her new song is called O love.
His/Her son is called Ja. _
He is f years old.
His/Her mother is a famous star.
His/Her favourite colour is bl _
His/Her favourite food is pi, _
His/Her favourite animals are and
L •••• __ • • ••• • __ • • • __ ••• ••• __ o .. _._ .. •• ••• • _ •• __ • ••••• • __ • • __ •• o .. ••••• i
© Macr~illan "ulllit.!··cr~ I i"·"'~(l. "his s-eer I"my be unotocopeo anc used within ihe class. inspiration PHOTOCOPIABLE
--_ ...... _-
Thanks a Lot
Hannah Fish
Dictation
To put a letter back into the correct order by listening to dictations.
Groups
Present simple and past simple
Speaking, listening, writing, reading
Photocopy one worksheet for each group of 12 students and cut the letter up into
12 strips.

20 minutes
~r.:-·~=·
. ::',- . '.: ~ . t' ": ... -,";'
',-;'
....
".:
1 After the students have looked at the thank-you letter in
Students Book 1, Unit 8, Lesson 4, tell them that they are going to look at
Inspi1"Qtion
.... another thank-you letter to an English family from a Mexican student.

...
2 Put the students in groups of 12.
........3
Explain that each student will get one part of the letter and that they need
to dictate their part to the other students in the group. Demonstrate a
short teacher-led dictation if your students are unfamiliar with them.
4 Give each student. a part of the letter. Make sure that the pans are given
out randomly so that they are not dictated in the correct order. Ask the
students to read their part and to think about how to pronounce each
word. Monitor giving help when necessary.
5 When the students are ready, ask them to take it in turns to dictate each
part of the letter. Whilst. one is dictating, the other students should write
down what he/she says. Monitor to check this is taking place.
6 When all 12 students have finished dictating, divide them up into pairs
and ask them to put the letter into the correct order.
7 When they have finished, ask two pairs to come together to check the
order.
8 Do some open class feedback by nominating different students to read
some of the letter. Some remedial pronunciation work may need to be
done at this point.
Variations 1 At Step 5, instead of asking [he students to dictate, they could be asked to
stand up and try to put themselves into the correct order to produce the
leuer. It should be made clear that this is done through communication
rather than reading each other's strips.
2 To make it more difficult, the students could be asked to memorize their
pans so that after Step 4 their papers could he taken away. This could be
done for both the dictation and the ordering group interactions.
3 To save time the activity could be done in pairs as an ordering activity.
Each pair would need one copy of the letter cut up into pans.
--
1
~, ·
r.
432. Po~adaAvenue
Mexico City
Mexico
MC2.0 52.i
~L___::
Wedne~day 5th Augun
·....... _-_ _-----_ ..__ ._ __ - __ .. --- __ -._--_ __ -- .._- ---- - ---- ..------ ..------ ---- ---- ---- ----- ..---_ - --- ---- --- ---- _---- -..
J
Dear Mr and Mr~ Johnson,
· --- .---. --------. ---"- --- ...... --- ..._"- --- ..... ----..."-- --- ..------ ..------- .. ---- .... ---- ..... ----- .. ---- .. ---. "."----. --- ---- .__ - _--_ ....,
·~....- .... .. - .. --- ... --. ----"--" " "- "- "- .... _ ... -- ........ _-- _.- .._---_. __
Thank you very much for letting me stay with you in Cambridge.
··
~_ •• "_'. __ 0- • __ • __ 0 •• •• __ •• _ __ •• __ .. __ __ .. ._ ••••••• ~ __ •• ". ._ •••• _." •••• _. __ •••• _ •• _ _." •• _. __ ." •• _ •• _ •••• _ •• _ .. _ ...
..
I had a lovely time and really enjoyed vigiting the Cambridge colleges.
··~....... ---_ .. ._- --_ .... --- -_ ..... --- _ ..-. ---_."-'
, .. _-- ..... - ... __ ..... -- .... _---- - ... _ ..... -- - .. ~
.... _-- ... ~.-
.. --- .. ~ ---. ".".--- - ..... _--- ........ ---- - ....,.
...... ---- ...... -- --" ..... -- --_ ...-- --- ..... ----- .... ---- ....... ---- ..... --- .. ~.". ..
I arrived in Mexico City on Monday morni"g at 10 0' elock.

• ." __ 0.0 __ 0 ."._ 0 .. _ __ _ .. 0 __ __ 0 __ __ .. .. .. _ .. __ • ~ ." ._ "_ .. 0 "_" ' " __ ." ~." .. ._ ...
My mother and father were very happy to ~ee me and it i~ great to be home.
·· o. ."._' ."._" __." . __ .o._ ._ _. .._ ._ " .~_ _ ,
··
~ 0 __ ._ 0 __ _ __ __ •• __ ." __ 0 ."_ __ _ __ _ "_ •• " __ '
..
,
..
l ~~
.~~~~~~.~~.~~~~.~.~~~~~~
..
~~~.~.~.~.~~
..
~~~~
..
~.~~~.~~.~~.~~.~.~~.~~~.~~~~~~~~
j
Tlte food that you cooked for me was also very nice. You are both good cook~.
·· "_." 0 _0, _ •• o. _.•• __ o. 0.0. __ 0 _"_ •• _ •• 0 __ ..... __ • _.". •• _ ... ... _ ... ...... ....... ..... • __ • ....... .... .. _ ..... ...... ... ". ....... " ..... ........ .. _ .... __ .... __ ... __ ." __ •• ~
..
, mi~s you all and Im;~s £ngland. Cambridge is a beautiful eity.
·, .0. ._. ~ .
·
... •• ....... 0 ••• _. •• ". .. _ ••• •• _. " ._. ' ..... .. 0 ._. •• ". ...... .... .... .... 0 _ .... .... 0_ ... • _ .. .. _ ... ._ • .... .... ••• •
, .
Ihope you carl eome to see me in Mexico ~oon.
· - -..--.._.-----....--.--._.-----.
r.... 0 .--- --'" ---- --- 0 .---- -. 0 -.---- ••• ----- •••• ----- •• ------ ... --- __ e. 0 --- ---- ..... ---- ...... ---- ..... ---- .... ---- - ..... ----- .... ----- ..... ~-- -- ..... -~--- ...... --- -* .... ---- ~~
.... ----· ..
.
1~
Say hello to Julie for me.

Best wi~he~,
MagdaleHa
··· ..
.... _. __ .. _e ••• __ • _e __ • __ •• " __ ' _e •• " __ ' _e •• "_' ~" __ ."_' -0- _ _ 0 _ ••• __ •• _ __ • __ ••• __ .. "_~" • _ __ _ __ __ __ __ _ __ _ __ _ _ .. __ _ __ _ __ _ __ ~ __ .. ,
~ Macn>lIan PII~ISl1Cfs L'l1"oo. This Sheet n'\3y De phOtocopied and used within tile class. inspiration PHOTOCOPIABLE
Thirty-second speeches
Hannah Fish
Speeches
To talk to each other about various topics.
Groups
Grammar Units 1-8
Speaking, listening
Photocopy one worksheet for each group of three and cut up the topic cards.
After Unit 8
20 minutes
1 Tell the students what your favourite animal is and why. Ask a few students what
their favourite animal is and why.
Tell the students that they are going to be put into groups of three to speak to each
~~:" ..~.;~..~:.:{.:::.'...'.....<::;::.:'.': ..' 2 other. Show the students the topic cards and explain that the topics they should
.. ' '~.':'.'. speak about are on the cards. Read one of the topic cards and ask a few students for a
..
response.
......... 3 Explain that the cards will be placed face down in the middle of the group and that
.. they should take it in turns to take a card and speak about that topic. Tell them to
read what is on (he card to the rest of their group before they stan speaking about the
topic. They should speak for thirty seconds about the topic and then the other
members of the group can ask some questions if they would like to. They then keep
the card and the next student takes one.
4 Divide the students into groups of three and give each group a set of cards and tell
them to place them face down in the middle of the group.
5 Stan the activity. Monitor and give help when needed.
6 Do some open class feedback and remedial work if necessary.
Variations 1 The students could be told that after one person has finished speaking they must ask
them at least one question about what they have said.
2 To make it more difficult the students could be asked to take a card and ask another
member of the group about that topic. They would need some input on question
[ormation before beginning. This could be done at Step 2 after reading one or (he
topic cards. The question could be elicited from the students and you could put a
model on the board.
3 As a class mingle each student could be given one topic card. They make aquesuon
from the information on the card and write it on the back of the card. They then
interact with the other members of (he group asking their question and answering
other students' questions.
f
'f l' I
~""""""""""''''''''''''''''''''''''''''''r'''''''''''''''''''''''''' ¥ ,
:. Tell your . if Tell your Tell your Tell your

.. group ... !: group .•• I;,'! group ... I,,! group '" !,
:1
:
about a member
of your family.
I'
'I
about .omething
you can do well.
"
:
.omething you do
in your free time,
L about the city you
live in,
J::':;
1\
IbI 4'I'L Jli!i 'l JI!

r;~:;~~··:··~:;~~··T·~:~.~···
about something about something about your about your
interesting you you would like to bedroom at favourite book or
did last week. do tomorrow. home. film,
~---__./
lb Jt Ji_
ruuu;~:;~:uuruuu~:;~~.ummTumu;~:;~~umur·u
4t ..;~::~:m.ul'
J
t ,
g;~;~';O
Il
'I
weekend
a::xt .[
Jib
~:~u:r:el::~
week. Jil
fav~~~: ~~~~ or
pop .tar
I:
Jll
per.~~:~:
like.
~eallY
~J'
r;~:;~.:ml"lmu;~~=~.~.m.um._.um.;~:~~m.mmrum;~::~:uml
.i~
l what you would
like to eat this II!!!
!',' what you are
going to do next
'.: about your
favourite animal
11::l!
il
about a po.se •• ion
that you love and
!I evening. year. ! and why you like it. Ii why it i. ,0 'peciaL II
:b muu muuumJl~m ..m.mu mu 4l uuu muu....Jbu uum mu J,
~ Macrlillall Publlshr.rs limiled. TIlis sheet may be photocopied and used within the class. inspiration PHOTOCOPIABlE
i,
The categories game l..
Hannah Fish
1...
]
..
Vocabulary game
]
..
To write down words for as many categories as possible.
]
Pairs ...
Vocabulary from Units 1-8 l_,.-.,
!
Writing, speaking, listening
Photocopy one worksheet for every four students and cut up the cards.
--
After Unit 8
20-30 minutes
1 Tell the students that they are going to playa vocabulary game.
2 Write the word animals on the board and elicit vocabulary to write
alongside it.
,......
Show the students a card and tell them that on each card there are eight
categories such as 'animals'. Explain that they need to write one word for ...r""
each category in two minutes. Tell the students that you will choose a
letter and that each word must begin with that letter.
Split the students into pairs and give each pair a Card 1 face down on the
r-
desk I"'"
5 Choose a letter and write it on the board.

6 Stan the activity and give the students two minutes to complete as many
categories on Card 1 as possible. The time can be adjusted depending on
the level of the students.
7 When two minutes have passed tell the students to put down their pens.
Go through each category together awarding points for each correct word.
To make this more fun, the students can be asked for input on whether a
word is allowed or not. Keep a running total of points for each pair on the
-
r"
board.
...
8
9
Repeat Steps 4-7 for Cards 2, 3 and 4.
The pair with the most points is the winner.
--
....
Variations 1 To make it easier, the students could be allowed to write a word beginning
·2
with any letter.
To make it more difficult, the students could be asked to write as many ..-
words in each category as possible.
3 To make it more difficult, the letter for each word to begin with could be ,-...
chosen randomly.
..,...
-,.....
~'. ',;; '. i . • '.
~.......~ '. :,,':. :.'
~, ~ r
Ca.d I :
Ca,d t
a country a colour
i
a sport - a weather word
:
a job a drink
i a language something in the bedroom
a place in a town a past tense verb
,
a day or a month a five-letter word
an English boy's name , a family member
/ a musical instrument · a school subject
: ... .. .'
,
_ -- ---..- .. .--- ---_
' ---- ---_ ------_ ~.
---- ---- ". ------ -- ---- _ _-- --_ - _-_ - _- --_ -- - --_ - _-_ _- _-_ -- , -- ~
,
... ....; :-
: ;
Cald S , Ca.d4
: a possession an article of clothing
: a part of the body , furniture
a noun a verb
\ an animal a city
: how you feel a four-letter word
a leisure activity an adjective
a famous person an English girl's name
:
a food a number
.; .
, ,
.... - -----
' _. --_ _- -_." _- ..
" " - _ .. " _. - _.-_ _---- .._ .. --_._--- - -- ---- -_. - .. --- .._--_ ..---_._._-- ""- -_.- --_ "-. --_. ---- ---_._-- _ ------- ------_ ~
:;...: 1' y
Ca.d I Cald t
a country .__ . a colour _
a sport a weather word _
a job a drink _
a language • something in the bedroom _
a place in a town . a past tense verb _
a day or a month . a five-letter word _
an English bois name . a family member _
a musical instrument a school subject
...LS~ ~ ~ ~ ~ ;;; ;;;;~ ;;;;~ ~ ~ ~ .:. ..
~
.
'
..... .. .. . ....... :,' .'
: Catd S · Cald 4
: a possession · an article of clothing
a part of the body furniture
~ a noun a verb
an animal a city
! how you feel a four-letter word
: a leisure activity .. an adjective
~
: a famous person . an English girl's name
a food a number
;
~ __ ._ • __ •••••• • ••••• • •• '. • •• _ __ • ." •• __ ••
, •• __ • _ _ .. _ __ _ _ ••• ••• __ _ .. __ •• 01
.
~ Macm:llan Publ5llers l imited. 11\;; sheet may be pnotocoplOO aod used WIIM !he ciass. inspiration PHOTOCOPIABlE
•
J..
j..
Vikings' travels ..
Barbara Tittenbrun
J.. ,
..
~
Board game
·
'
To review all grammar and vocabulary from Student's Book 1 by playing a board game.
Groups ..
4-
Revision of the grammar and vocabulary of Student's Book 1, Units 1-8: to be; to have; ,...
there is/there are; can/can't, present simple; present continuous; past simple; going to;
changing sentences into the plural form.
Speaking, listening
Photocopy the board game, and provide a dice for each group of four students and one
counter for each student.
After Unit 8 ··
20 minutes
-
,,,
1 Divide the class into groups of four students.
2 Give one copy of the board game, a set of counters and a dice to each
............
group.
...•..
;'~"!;(~' y:\ 3
..••.•.. Explain the rules of the game:
The first student throws the dice. The dice tells the number of the
·
r-
sentence he/she lands on, starting from Norway.
The student reads the sentence e.g. This is a VU~ing.
, "'~. ~.~.:....*':: ". '. :. • •• . The student makes the sentence negative e.g. This isn't a Viking.
The student makes the sentence into a question e.g, Is this a Viking?
·
r
If possible, the student forms the plural form in the sentence e.g. These
art: Vikings.
- If any of the answers are wrong, the student SLOpSlO explore the next
country which means that he/she misses a turn and listens carefully to
the others in the group. He/she tries again when it comes to his/her ,.
next turn. ·
r
4 While the. students are playing, go round to each group and check if they !"
are playing correctly. Answer questions and offer help.
S The game is finished when the first student in each group reaches 'Britain'.
6 As a follow-up, ask the students which statements they found difficult to
change and write the correct sentences on the board.
,.
"r
................ .... --' ._-,- ___
f"
I'm ~olng to i /
have a : /
barbecue. j,._;
...... ....... ~ .
,..
,
··9h~·~·S~;~·i~·
..:
bu~ It new aress. j
......................
Th~·Viki~t:
came here:
: by ship. i
............... :,..
... ,
./~~. . .
-, Viking ~. ~ : j;;~t·;~~;;;i~ii;;-:
. : woman wore : .;.:-. \: found pi90e of :
", : 8 long dress.:
--••••••••••••••••••• ~
••• w. w : j " . VI..J_ :
: ;oLe VI'k'nld~ :.. ewe ery rn Of){. :
Q
. • 1,1 t 00 .
/i . : salied to mooy :--',
... - ...... '~\, i....?~~~!~~~
...) 'i:\
....... '-... .. ",
'\ ... ~... '.........
inspiration PHOTOCOPIABlE
;
Macmillan Education
J
I
Between Towns Road, Oxford OX4 3PP
A division of Macmillan Publishers Limited
Companions and representatives throughout the world
ISBN 13: 978 1 4050 2955 1

ISBN 10: 1 4050 2955 2 11
Text, design and illustration © Macmillan Publishers Limited 2006
First published 2006

j..
Text by Jan Bell (series editor), Anna Bialas, Hannah Fish, Michael Kedward,
Simon Macartney, Agnieszka Mulak, Marta Rosinska, Barbara Tittenbrun
1
Illustrations by Kathy Baxendale pp85, 91,111; Mark Davis pp29, 57, 89; Gillian
Martin pp11, 25, 33, 45, 53, 99; Julian Mosedale pp13, 27, 31, 41, 63, 85, 87, 97; i..
Julia Pearson pp37, 39, 79 and Simon Smith pp19, 47, 51, 55, 61,75,103;
Venning pp9, 21,101
Harry
~
1
Cover design by Anne Sherlock ]
Original design by Giles Davies
~
Design by D&J Hunter 1
~
Permission to copy
~
~
The material in this book is copyright. However, the publisher grants
permission for copies to be made without fee on those pages marked with the ..
1
PHOTOCOPIABLE symbol.
]-.1
Private purchasers may make copies for their own use or for use by classes
of which they are in charge; school purchasers may make copies for use,
within and by the staff and students of the school only. This permission does
...]
]
not extend to additional schools or branches of an institution, who should
purchase a separate master copy for their own use. ...
For copying in any other Circumstances, prior permission in writing must be ...
~
obtained from Macmillan Publishers Limited. .J
~
J...
Printed and bound in Great Britain by Martins the Printers Ltd.
2010 2009 2008 2007 2006
-
J
l!
10 9 8 7 6 5 4 3 2 1
---
-
--
-
.
--
"
--
.'
--
---
r:
--
-
r
~~~'----.- ._ .
-
r

Inspiration One

Caricato da

Informazioni sul documento

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Inspiration One

Caricato da

Copyright:

Formati disponibili

, .

Teacher's resource pack

-- _---------- - ----_ - --- ~---j

Question forms for name, nationality,

..•'--'-": __<""''''''~' ~''''''"'''''';;4i>;!

~~~ ....t·'.4 ...•·••·

............:. . Word Stress

Is/Are there any ... ?/How much/

Thts resource pack rontaius S '} S('I~ ~)I'plWI()Copiahle

Student's kook lh)rml.1tly correspond to an i:ll,tivity could be d"drl~d '''Relha. Some

th(' whn)t: unit c1f.h", Stuucru's Bclnk. Therefore: A,cti'Vity 1

There is no hard and fast rule here. Sometimes it can be

students' work is a very valuable aspect of learner

After Unit 1 Nice to meet you

Name: Jane Fisher Name: Jean-Marc Friedrich !

Name: Victor Simon Name' Ronaldo da Silva "" 'I::

Nationality: Belgian Nationality: Mexican

Phone number: 927704 Phone number: 662897

Name: Jon Davies Name: Maria Kowalska

Name: Teresa Lopez

Nationality: Mexican Nationality: Swiss

Name: Jean Leys Name: Aleksandra Dudek

Pelmanism card game

. -.---------------..-- --.----.------.------------------.---.---..--.-------l--- ------------------------ : .:

.. :.:~.:.;.:::.. ) .-; ,: . ..:..... .:•.....:.•..;.~~: •.:.. .. ..•.:.~~.:.:::~:.::~:.:.:.::.:.::;:~

~ • • __ <0 .......• ~ ....• _ ~ J J

In Sydney in Australia Near Cairo in Egypt In Red Square in Russia

Big Ben The Statue of Liberty

On mountains in Next to the river Thames On an island in

Ordering exercise and group mingle

Question forms; possessive adjectives; ordinal numbers; months

Speaking, listening, writing

Photocopy one worksheet for each student.

After Unit 1 Lesson 3

Name: Name: Name:

Name: Name: Name:

Name: Name: Name:

Name: Name: Name:

Name: Name: Name:

Name: Name: Name:

Name: Name: Name:

Name: Name: Name:

Name: Name: Name:

Name: Name: Name:

Name: Name: Name:

Name: Name: Name:

l STUDENT A Pam Spencer Fred Spencer !

Mary's husband Mary's sister ~

21 st January 5th August I

lisa Harris Bobby Harris

STUDENT B Pam Spencer Fred Spencer

Tom Harris Mary Harris Sally Spencer

lisa Harris Bobby Harris

Error correction mingle

!Jm:h~he~~h~=lh:h~tl~~:·hhmmhmmm ..mmm.mmmm.mm_mh_hm..mh_h.mm ..mhli

il7 What is your favourite singer! . II

1- How Old ate yoU? ~ I'm e1hgteen~·

3 Look at thl$ fotograpbof I1\Yfal1li(y!· .•

6 How old ·is your farther? ....

7 My birthday. is on the second OfJ;mary. . .:

8 What is your surname?

9 It is nice to meat you .

10 How do you spell .tQ<et1...

Questions and answers

.. :.:~.:.;.:::.. ) .-; ,: . ..:..... .:•.....:.•..;.: •.:.. .. ..•.:..:.:::~:.::~:.:.:.::.:.::;:~