Vocabulary activity instructions

1A Days of the week / Numbers • Give each student a worksheet. Tell Sts to look at the
pictures and complete the conversations.
0–20 • Check answers.
A pairwork spelling activity 1 Student How do you say ‘kot’ in English?
Teacher It’s ‘cat’.
LANGUAGE Student How do you spell it?
Days of the week, numbers 0–20 Teacher C-A-T.
• Give each student a worksheet and tell them to look at 2 Teacher Open your books, please.
Student What page is it?
the letter snakes. Tell them to find the numbers and days
Teacher Eighty-four.
and write them in the correct place in the lists. 3 Student Sorry I’m late!
a eight, five, twelve, eleven, Thursday, thirteen, twenty, Teacher OK. Sit down.
Monday, nineteen, fourteen, Saturday, fifteen, Wednesday 4 Teacher Answer the questions.
Student Can you help me, please?
• For b, get Sts to complete the two lists with the missing Teacher Yes, what’ the problem?
numbers and days. 5 Teacher Do exercise A.
• Check answers. Teacher Can you match the words and definitions?
Student I don’t understand.
• In c, get Sts to look at the code and write the words.
c 1 twelve  2 goodbye  3 museum  4  welcome
• For Activation, put Sts in pairs and get them to practise
5 nineteen  6 Saturday the conversations.

• In Activation, each student thinks of three words, days,

or numbers and puts them into the code. Put Sts in pairs 2A Things
and tell them to dictate the code numbers to a partner, and An anagram activity
he / she works out what the words are.
• Put Sts in pairs and tell them to dictate the code numbers LANGUAGE
to a partner, and he / she works out what the words are. Things: key, sunglasses, coin, etc.

• Explain to Sts that they are going to solve anagrams of

1B The world common objects and match them to photos. If necessary,
write a few anagram examples on the board, e.g. sitsue –
Filling in information tissue.

LANGUAGE • Give each student a worksheet. Tell Sts to first solve the
Countries and nationalities anagram, and then write it with a / an if the noun is singular.
Finally, they should match the word to a photo and write
• Give each student a worksheet. Focus on a, and tell Sts to the number in the box.
complete the name of the country and write the nationality, • Check answers.
using the photos to help them.
b a coin 1   c  a purse 11   d  a watch 5   e  a wallet 12
• Check answers.
f a file 10   g scissors 9  h  a magazine 6
a 2 France, French   3  Germany, German  4 China, Chinese i a laptop 4   j sunglasses 8  k  a key 2   l  a diary 3
5 Argentina, Argentinian   6  Turkey, Turkish m a ticket 13   n  a stamp 14   o  an umbrella 15
7 Poland, Polish  
8  Mexico, Mexican
• For Activation, put Sts in pairs and get them to cover the
• For b, tell Sts to identify the countries and nationalities from words and look at the photos to test each other.
the photos and complete the sentences.
• Check answers.
2B Opposites crossword
b 1 Japan  2 Brazilian  3 Australia  4 African
5 Irish  6 Russia  7 Swiss  8  Czech Republic A crossword activity
• In Activation, Sts look at the photos in a and b and say LANGUAGE
the countries and nationalities. Common adjectives: fast, slow, etc.

• Tell Sts that they are going to solve a crossword. Explain /

1C Classroom language Elicit the meaning of across and down.
• You can either give each student a worksheet, or put Sts
Completing sentences in pairs and give each pair a worksheet. Sts complete the
LANGUAGE crossword, using the opposites of the adjectives given.
Common classroom expressions: What page is it?, etc.

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 • Check answers. Practical English 2 Time
a DOWN 2 difficult 4 empty 5 strong 7 light 8 fast 10 dirty
15 high 17 old
Practising writing times
ACROSS 3 expensive 6 small 9 cold 11 different 12 short
LANGUAGE
13 beautiful 14 right 16 good 18 rich
Telling the time: It’s one o’clock, It’s quarter past eight
• For Activation, put Sts in pairs and get them to cover the
crossword and use the clues to test each other. • Give each student a worksheet and get them to look at
the pictures. Get them to answer the question What time is
it? by writing the times for each picture.
3A Verb phrases • Check answers.
Matching phrases and verbs a 2 It’s ten past eleven.
3 It’s quarter past two.
LANGUAGE
4 It’s ten to five.
Common verb phrases: listen to music, do exercise, etc. 5 It’s twenty-five to seven.
6 It’s twenty-five past nine.
• Give each student a worksheet. Focus on the examples 7 It’s five past one.
and make sure Sts understand them. Then give Sts time to 8 It’s half past twelve.
complete the VERB column. Highlight that they need to use 9 It’s five to six.
do and play twice. 10 It’s quarter to three.
• Check answers. 11 It’s twenty past ten.
12 It’s twenty to four.
a 4  have 5  do 6  go 7  drink 8  live 9  read 10  speak
11  take 12  study 13  work 14 listen 15  say 16  wear • Sts test themselves or each other by covering the
17  do 18 play 19  watch 20 like 21  play 22  cook sentences and asking each other the times.
23 drive
• For Activation, Sts test themselves or each other by
covering the VERB column and saying the phrases.
4A The family
Deciding if sentences are true or false
EXTRA IDEA   Put Sts in pairs and get them to take turns
making true sentences with the verb and the first collocate LANGUAGE
in either the positive or negative. Family members: father, son, etc.

• Put Sts in pairs, A and B, and give each student a

3B Jobs worksheet A or B.
• Sts look at the family tree and sentences 1–10. Sts write
A crossword activity
T (true) or F (false) for each sentence. Monitor and help if
LANGUAGE necessary.
Jobs: waiter, pilot, etc. • For b, tell Sts A to start by reading sentence 1 to Sts B,
who must say if the sentence is true or false and correct it
• Tell Sts that they are going to solve a crossword. Make if it is false. Sts then swap roles and take turns reading their
sure they remember the meaning of across and down. sentences.
• You can either give each student a worksheet, or put Sts • Check answers.
in pairs and give each pair a worksheet. Sts complete the
a Student A: 1  F 2  F 3  T 4  T 5  F 6  F 7  T 8  F 9  T 10 T
crossword, using the photos.
Student B: 1  F 2  T 3  T 4  F 5  T 6  F 7  T 8  F 9  T 10 F
• Check answers.
DOWN 1 journalist 2 builder 3 musician 5 hairdresser • For Activation, put Sts in pairs and get them to test each
7 doctor 8 actor 9 engineer 11 cleaner 13 pilot 16 vet other by asking questions, e.g. Who is Sally’s aunt?
ACROSS 4 nurse 6 policewoman 10 architect 12 dentist
14 waiter 15 lawyer 17 receptionist 18 soldier
4B A day in the life of a fitness
• For Activation, put Sts in pairs and get them to test
themselves or each other by covering the crossword,
instructor
looking at the pictures, and saying the jobs. Telling a story from pictures
LANGUAGE
Everyday activities: She wakes up at 6.00 a.m.

• Give each student a worksheet and explain that this

is the daily routine of a fitness instructor. Go through the
sequence quickly to elicit the verbs. Focus on -s for the third
person.

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 1 She wakes up at 6.00 a.m. and Temperature columns. Point out the example question
2 She gets up at 6.15 a.m. and answer, and remind them of the word degrees.
3 She does exercise. • In their pairs, Sts take turns to ask and answer questions
4 She has a shower. about the weather.
5 She gets dressed. • When they have finished, Sts should compare charts.
6 She has breakfast.
7 She goes / cycles to work.
8 She gets to work at 9.30 a.m. 6B Dates
9 She teaches / works from 10.00 a.m. to 1.00 p.m.
10 She has lunch at 1.30 p.m. A bingo game activity
11 She teaches / works from 3.30 p.m. to 5.30 p.m.
12 She goes / cycles home. LANGUAGE
13 She cooks dinner. Dates and months: the sixth of July, the twentieth
14 She watches TV. of February
15 She goes to bed at 10.30 p.m.
• Each worksheet has eight bingo cards. Make enough
• Put Sts in pairs and get them to describe the fitness
copies so each student has a bingo card.
instructor’s day together. Encourage them to add
information, e.g. She has cereal and fruit for breakfast • Tell Sts that they are going to play a bingo game. Give
(picture 6). each student a bingo card. Tell them that you will read some
dates. If they have the date on their card, they should cross it
EXTRA CHALLENGE   Elicit the sequence from the class and out. The first student to cross out all the dates should shout
ask some extra questions, e.g. Where does she have lunch? Bingo!
Does she go to work by bus? • Read out the dates at the top of the worksheet at random
and tick them off as you go.
• When a student shouts Bingo!, check their card to make
5A More verb phrases sure they crossed off the correct dates. The first student to
A puzzle, completing verb phrases cross out all the dates is the winner.
EXTRA IDEA   If Sts need more practice, make some more
LANGUAGE
copies of the cards and the dates and get Sts to play in
Common verb phrases: remember somebody’s name,
groups with one of the Sts saying the dates. Remind them to
use the internet, etc.
tick off the dates as they read them.
• Give each student a worksheet and ask Sts to complete
the VERBS column with the correct verb, which must make
sense with the phrase. Focus on the example and count the 7C go, have, get
letters in the verb – there is a space for each letter. Matching verbs and phrases
• Check answers.
LANGUAGE
a 2 use  3 swim   4 send   5 find   6 forget   7 tell
8 meet   9 look for   10 see   11 help   12 give Expressions with go, have, get
13 sing   14 take   15 wait for   16 try   17 draw
• Put Sts in pairs, A and B, and give each student worksheet
18 run   19 hear   20 call   21 buy   22 leave
23 paint   24 talk
A or B. Give Sts time to complete the task individually. Check
answers.
• For Activation, put Sts in pairs and get them to cover the
Student A 1  go 2  get 3  have 4  get 5  go 6  get 7  go
VERBS column and test their partner. 8  have 9  have 10 go
Student B 1  have 2  go 3  have 4  have 5  go 6  get 7  go
5C The weather 8  go 9  have 10 get

A pairwork activity describing the • Focus on Activation and get Sts to ask and answer their
weather questions. Remind them to ask for more information and
then to ‘return’ the questions, e.g. What about you? / And you?
LANGUAGE
Weather words and verbs: It’s sunny, It’s raining, etc.
8B Race around the house
• Put Sts in pairs, A and B, and give each student a Naming things in the house from
worksheet A or B. Give Sts time to do the first exercise
individually, and then check answers.
definitions
1 windy 2  sunny 3  cloudy 4  raining 5 snowing LANGUAGE
Things in the house and furniture, rooms
• Focus on b. Remind Sts of the question What’s the weather
like? Explain that they are going to ask each other questions
in pairs to complete the missing information in the Weather

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 • Put Sts in pairs and give each pair a worksheet. Tell
LANGUAGE
them they have to identify house vocabulary as quickly as
possible. High numbers: two hundred and fifty-five, one thousand
five hundred, etc.
• Start the activity and set a time limit of ten minutes.
• Check answers. Pairs who have all the correct • Put Sts in pairs, A and B, and give each student a
answers win. worksheet. Focus on the list of numbers, and elicit how
to say them. Then give Sts time to individually read the
1 armchair  2 lamp  3  pictures / paintings   4 mirror  
5 bedroom  6 carpet  7 cooker  8  air conditioning sentences and complete them with a number from the list.
9 stairs  10 cupboard  11 fridge  12 bathroom They should not compare at this point. Monitor and help.
13 ceiling  14 washing machine  15 wardrobe 16 shelves • When Sts have finished, get them to do Activation and
17  garden  18 garage  19 bath  20 central heating compare answers. Sts A read sentence 1 to Sts B. If B doesn’t
agree with the number A has chosen, he / she says what
• For Activation, tell Sts to cover the furniture words, look
he / she thinks the right number is. Monitor and help.
at the definitions, and then say the furniture words.
• Check answers. You could ask Sts if they were surprised by
any of the answers. Encourage them to say why.
8C Prepositions of place 2 The total number of countries in the world is one hundred
A describe-and-draw activity and ninety-six (196).
3 A person with a good level of English knows about five
LANGUAGE thousand (5,000) words.
4 A hippopotamus normally weighs about one thousand
Prepositions of place: on, under, between, etc., furniture
seven hundred (1,700) kilograms.
• Revise prepositions of place quickly, by making a drawing 5 A normal person sleeps for about two thousand nine
hundred and twenty (2,920) hours every year.
on the board or using the classroom. Remind Sts of there
6 A day has eighty-six thousand four hundred (86,400)
is / are, and on the right and on the left.
seconds.
• Tell Sts they will each have a picture of a room which they 7 An Olympic swimming pool has two million five hundred
have to describe to their partner. Their partner will draw thousand (2,500,000) litres of water.
furniture and objects into the picture exactly as their partner 8 Sixty-four million one hundred thousand (64,100,000)
describes it. people live in the UK.
• Put Sts in pairs, A and B, and give each student worksheet 9 The River Amazon is six thousand nine hundred and
ninety-two (6,992) kilometres long.
A or B. Tell Sts A to describe what is in Room 1 for Sts B
10 The novel Emma, by Jane Austen, has one hundred and
to draw in. When they have finished, they swap roles for
fifty-five thousand eight hundred and eighty-seven (155,
Room 2. 887) words.
• Finally, get Sts to look at the originals and compare them
with what they have drawn. EXTRA IDEA  Ask Sts to look up information on their phones
and modify the sentences to create their own. They can
9A Food choose a book, for example, and look up the number of
words on Google.
Naming food from pictures
LANGUAGE 10A Places and buildings puzzle
Food: apple, bread, etc.
Solving a puzzle to find a hidden
• Give each student a worksheet and tell Sts to use the phrase
photos to find one food word for each of the letters. Point out
the examples. LANGUAGE
• You could do this as a race in pairs. In this case, make sure Buildings and places: post office, chemist’s, etc.
everyone starts at the same time, and set a time limit.
• Give each student a worksheet. Explain that Sts have to
a apple  b bread  c carrots  e egg  f fish   write the answers to the clues in the puzzle. If their answers
h  hamburger  i ice cream  j juice  l lettuce   are correct, they will find a phrase in the shaded area down
m  mushrooms  o onion  p peas  r rice  s sandwich the middle of the puzzle.
t  tomatoes  v vegetables  y yoghurt
• Get Sts to do a and b individually or in pairs.
• Check answers, getting Sts to spell the words. • Check answers.
• For Activation, put Sts in pairs, A and B. Tell Sts A to say a 1  post office 2  hospital 3  square 4  church 5  chemist’s
the first letter of five food words for Sts B (with page face 6  mosque 7  bridge 8  town hall 9  market 10  theatres
down) to guess. Then get them to swap roles. 11  museum 12  car park 13  river 14  station 15  art gallery
b Missing phrase: places in the city

9C Guess the number • Get Sts to cover the puzzle, look at the definitions, and
test themselves.
A pairwork activity to practise saying
• For Activation, if Sts worked individually, put them
and writing high numbers in pairs and tell them to cover the puzzle, look at the
definitions, and say the words.
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