Communicative Activity Instructions

Tips for using Communicative Language

activities present simple and continuous, food vocabulary
In the restaurant, a man and a woman are sitting at a
• We have suggested the ideal number of copies for each table. They’re talking.
activity. However, you can often manage with fewer,
e.g. one copy per pair instead of one per student. • Revise any food and cooking words that you think Sts
may have forgotten and which they will need for the
• When Sts are working in pairs, if possible get them to
activity.
sit face to face. This will encourage them to really talk
to each other and also means they can’t see each other’s • Put Sts into pairs, ideally face to face, and give out the
sheet. sheets. Make sure Sts can’t see each other’s sheets.
• If your class doesn’t divide into pairs or groups, get two • Explain that they both have the same picture, but it has
Sts to share one role, or get one student to monitor, been changed so that there are ten differences.
help, and correct. • Student A begins by describing the scene in the
Extra idea restaurant, and B listens to find differences. Then
Student B describes the scene in the kitchen.
• If some Sts finish early, they can swap roles and do
the activity again, or you could get them to write • They should ask their partner questions if necessary to
some of the sentences from the activity. identify the differences.
• When they have found the differences they can
show each other the pictures to make sure they have
Getting to know you identified them correctly.
A pairwork activity • Check the differences orally with the class.
This photocopiable ‘getting to know you’ activity can Extra support
be used together with the introductory Grammar • You could tell Sts that there are five differences in the
activities as a first-day class, especially if your Sts do restaurant scene and five in the kitchen.
not yet have the Student’s Book.
Differences in restaurant pictures
• Sts write the information about themselves. They then 1 A The waiter is going into the kitchen.
swap with a partner and ask each other to explain the B The waiter is coming out of the kitchen.
information. 2 A The waiter is carrying a cake on a plate.
B The waiter is carrying a roast chicken on a plate.
• Copy one A sheet and one B sheet per student. 3 A The man and the woman on table 2 are sitting
opposite each other and look happy.
Language B The man and the woman on table 2 are sitting next to
general revision of Pre-intermediate grammar and each other and look unhappy.
vocabulary 4 A The businessman on table 1 is talking on his phone.
B The businessman on table 1 is typing into his mobile
• Put Sts in pairs and give each student instructions and device.
a chart (A or B) 5 A The woman on table 3 is eating with a fork in her left
hand and an iPad or e-reader in her right hand.
• Give Sts five minutes to write answers in the B The woman on table 3 is holding a book in her left
appropriate place in the chart. hand, and a glass in her right hand.
• Now get Sts to swap charts. Demonstrate the activity Differences in kitchen pictures
by taking a chart from a student and asking him / 1 A There is a no smoking sign above the noticeboard.
B The sign above the noticeboard asks people to wash
her Why did you write…? Ask follow-up questions to
their hands.
continue the conversation. 2 A The male cook is trying the food.
• Sts now do the activity in pairs. Make it clear to them B The male cook is adding salt to the food.
that they had different instructions, and stress that they 3 A The male cook with a large hat is stirring something in
can ask about the information in any order. Monitor a pot.
B The male cook with a large hat is frying a steak in
and help where necessary. Stop the activity when most
a pan.
Sts have asked about all their partner’s information. 4 A The female cook is looking in the fridge.
B The female cook is standing with her back to the
1A Spot the difference fridge and looking at the cooks.
5 A The man at the sink is starting the washing-up.
A pairwork information gap activity B The man at the sink is finishing the washing-up.

Sts describe their pictures to each other and find ten

differences between them. Copy one sheet per pair and
cut into A and B.

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1B Who is it? 2A Money, money, money…
A pairwork interview activity A pairwork speaking activity
Sts use question prompts to interview each other about Sts interview each other about questions related to
somebody they know. Copy one sheet per student. money. Copy one sheet per pair and cut into a and b.

Language Language
questions forms in the present and future questions forms in the present simple and the present
What does she do? When are you going to see her next? perfect
What’s the most expensive thing you’ve ever bought?
Extra support How much money have you spent today?

• Give Sts, working alone, a few minutes to write • Be sensitive to any concerns Sts may have about money.
the complete form of each question in the space
provided. Remind Sts that ‘/’ means there is a word • Put Sts in pairs and give out the sheets. Make sure that
missing or a change needs to be made to the verb. they can’t see each other’s questions. Give them a few
Check answers. moments to read their questions.
• Give each student a sheet, and focus on rubric a. Give • Sts takes turns to ask each other the questions on
Sts a few minutes to think of someone they know well. their sheet. Remind them to always ask for more
They can use the words at the top of the sheet for ideas. information.
They shouldn’t tell their partner anything about the • When Sts have finished the questions get some
person they are thinking about yet except whether the feedback from individual pairs.
person is male or female.
• Now focus on the question prompts and give Sts time 2B How long have you…?
to think about how to make the questions.
A class mingle
• Now tell the Sts that they’re going to ask each other
about their mystery person to discover their identity. Sts have a question which they use to survey the rest of
Demonstrate the activity by thinking of a person the class. Copy and cut up one sheet per 12 Sts.
yourself. First tell them if it’s a man or a woman and
then get Sts to ask you the questions until they guess Language
who the person is. Insist on correct question forms. Present perfect and present perfect continuous
How long have you known him? How long have you been
• In pairs, A interviews B and then tries to guess what living there?
the relationship is between B and the person they are
describing. • If you have more than 12 Sts, divide the class into two
• Sts swap roles. groups and make them move to different sides of the
• When they’ve finished, get feedback by asking who class. Give each student a different question card. Tell
each student described, and if their partner was able to Sts to work out what the second question is (they must
guess the relationship. use either the present perfect simple or continuous),
but not to write it. Elicit and check the questions before
1 Family Sts start the activity.
Where was he / she born? Where does he / she live? Who
does he / she live with? Occupation How long have you been working / worked
2 Occupation / Studies there?
What does he / she do? Where does he / she work / House How long have you been living / lived there?
study? Does he / she like his / her job / studies? Is he / Interests How long have you been doing it?
she going to change job or studies in the future? Gadgets How long have you had it / them?
3 Appearance and personality Sport How long have you been doing it?
What does he / she look like? What kind of clothes does Holidays How long have you been going there?
he / she wear? What is he / she like? What is his / her Social networks How long have you had an account?
best and worst quality? Giving How long have you been helping them?
4 Interests TV How long have you been watching it?
What does he / she like doing in his / her free time? Does Friends How long have you known him or her?
he / she do any sport or exercise? Which? What kind of Learning How long have you been learning it?
music does he / she like? Does he / she speak foreign Gym How long have you been a member?
languages?
5 Your relationship with this person in the present Extra support
How often do you see each other? Do you get on well? • You could let Sts write down their second question
What do you have in common? What do you do together?
6 Your relationship with this person in the future
on the back of their card.
When are you seeing him / her next? What do you do • Now tell Sts they have to ask their question to all the
together? Are you going on holiday together this year? other Sts in the class or group and make a note of their
Do you think you’ll know him / her in ten years’ time? answers.
• Sts stand up and mingle, asking their questions. If you
have two groups, get them to mingle in different halves
of the classroom. Take part in the mingle yourself, and
monitor.
• When Sts have asked everyone their questions, get
them to sit down.

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• Get feedback for each card to find out who has been • Pick up the top card from one group and read it out. Say
doing each activity the longest. whether you agree or disagree and give a reason.
Non-cut alternative • Sts continue in groups. One student picks up a card
• Copy one sheet per pair of Sts, and cut in half. Put and reads it out, says whether he / she agrees or not,
Sts in pairs (preferably sitting face to face) and give giving reasons, and the others then say what they think.
them one half of the sheet each. A asks B his / her Monitor and correct any misuse of the definite article.
first and second questions. B answers, and then • Get some feedback to see whether, generally speaking,
returns the questions, asking What about you? Then Sts agree or disagree with the sentences.
B asks A his / her first and second questions. They Extra support
find out between the two of them who has been doing
• You could write some useful expressions on
each thing the longest.
the board for Sts to use, e.g. I agree / don’t agree,
(Personally,) I think…, In my opinion…, For
3A Questionnaire example,… Remind Sts not to use the definite article
A pairwork questionnaire when they generalize.
Non-cut alternative
Sts revise comparatives and superlatives by completing
a questionnaire with comparatives or superlatives and • Give one sheet to each pair or group and get them to
then asking and answering the questions. Copy one discuss the statements one by one.
sheet per pair and cut into a and b.
4A Language learning
Language
A pairwork speaking activity
comparatives and superlatives
Are you taller than your sister? Sts compare their opinions on language learning. Copy
Where’s the best place to park?
one sheet per student.
• Put Sts in pairs and give out the questionnaires.
Language
• Focus on the adjectives / adverbs and tell Sts to Different forms of can / be able to
complete each question with a comparative or The internet can help you when you’re learning a language.
superlative of the adjective / adverb.
• Tell Sts that there may be two comparatives or two • Give out the sheets and tell Sts to spend five minutes
superlatives in each pair of questions – it’s not always reading through the sentences. Explain that they have
one of each. to put a tick in the column after each statement if they
agree with it and a cross if they disagree.
• Check answers. You could copy the key onto the board.
• Put the Sts in pairs. Tell them to compare their answers
• Now focus on b. Get Sts sitting face to face if possible
and explain the reasons for their choices. Monitor,
to ask and answer the questions. They can either ask
correcting especially any mistakes which relate to
alternate questions, or A can interview B and they then
grammar in 4A.
swap roles. If there’s time, they could also return the
questions asking What about you? • Get feedback from individual pairs.
English 1 harder, 2 the most difficult; Travelling 1 the
A 
worst, 2 most often; Your life 1 more active, 4B Tell us about…
2 unhealthiest; Friends and family 1 the best-looking (the
most good-looking), 2 closest; Technology 1 the best,
A group board game
2 more practical
Sts move around the board making sentences using
English 1 the most useful, 2 easier; Travelling 1 the
B 
longest, 2 more enjoyable; Your life 1 the most relaxing, have to, must, should. Copy one sheet per group of three
2 more healthily; Friends and family 1 best, 2 the most or four Sts.
fluent; Technology 1 cheaper, 2 the most expensive
Language
have to, must, should
3B Generally speaking You mustn’t text when you’re driving.

A group discussion • Put Sts in groups of three or four and give each group
Sts practise generalizing by discussing topics in small a copy of the board game pieces. They will also need
groups. Copy one sheet per group of three or four Sts counters (or pieces of paper) and a coin.
and cut into cards. • Each player puts a counter on a START triangle.
• Explain the rules of the game. Sts take turns to throw
Language the coin and move one circle for heads and two for tails.
not using the for generalizing When they land on a circle, they must make a sentence
I think cats make the best pets because… following the instruction. The rest of the group has to
decide if the sentence is correct and makes sense. Be
• Put Sts in groups of three or four. Try to have a mixture
the final judge in case of dispute.
of sexes where possible, as this will help to promote
disagreement. Give out one set of cards to each group • If the sentence is wrong, Sts move back a circle. If it’s
and put face down. correct, they stay on the circle.

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• When Sts reach their own ‘Finish’, they have another Language
go and continue round the board.
past tenses
• The first student to reach the next ‘Finish’ wins. Jane had already eaten when I got home.
• Alternatively, if there is time, tell Sts to continue round
the whole board. The first student to reach the final • Put Sts in pairs and get them to sit face to face if
‘Finish’ before his or her ‘Start’ triangle then wins. possible. Give out the sheets. Explain that they each
have a different true story about cheating in sport.
Extra idea
• Focus on a. Give Sts a few minutes to read their story
• If Sts need more written practice using the verbs, you and then complete the numbered spaces with the
could do this as a written race. After you say ‘Go!’ correct form of the verbs in the brackets.
Sts, in pairs, have ten minutes to complete as many
of the sentences as possible, starting with number • Check answers by copying the key onto the board.
one. Get the pair who have completed most to read Did he cheat?
out their sentences. Other pairs should read theirs, 2 formed  3 included  4 was preparing  5 had sat down 
too, if they’re different. The pair with the most 6 showed  7 had chosen  8 was driving  9 crashed 
10 gave  11 overtook  12 went  13 had left 
grammatically correct answers wins. 14 had crashed  15 accused  16 admitted
Example answers Blood money
1 You shouldn’t drink coffee / play on your computer / 2 were playing  3 were losing  4 finished  5 was bleeding
have a big dinner. 6 had been*  7 was walking  8 noticed  9 had smiled
2 I have to go to the library / revise for the test / do my 10 had put  11 had used  12 won
homework / practise speaking English. * point out to the Sts that had been injured is the past perfect
3 You must print your boarding card / pack / check in / passive
show your passport.
4 You don’t have to work / go to classes / get up early / Extra support
do anything.
5 You shouldn’t go to bed late / worry / revise too much / • You could get two As and two Bs to work together to
eat a lot. complete their stories.
6 You don’t have to pay cash / go to the shop / try things • Focus on b. Explain that Sts are now going to tell
on / carry bags home with you. each other their stories, and ask their partner a final
7 You mustn’t lost your concentration / text / eat / drink.
8 You should think about the price / why you need one / if
question about the story.
you need a new one / any special offers and contracts. • Give Sts time to re-read and memorize the story.
9 I had to do my homework on time / speak in English / • Now get A to tell B from memory about Nelson Piquet
write compositions / give a presentation.
10 You have to learn English / find somewhere to live / get
Jr., and then ask B the final question (instruction c).
a job. They should try to tell the story from memory but can
11 You should find out about special customs / if you need use their texts as prompts where necessary.
a visa / changing currency. • B then does the same for Harlequins and asks the final
12 You shouldn’t get back in touch / see what he or she is
question c.
doing on Facebook / go out together again.
13 He or she has to correct homework / organize the • Get feedback by asking Sts whether they think Nelson
classroom / prepare the class / have everything he or Piquet Jr. or the Harlequins team was the worse cheat
she needs. and why.
14 You should consider what to cook / what food you need
to buy / what drink you need to buy.
15 You shouldn’t do exercise / go swimming / get cold. 5B How did they change our world?
16 A good student has to participate in class / do
homework / go to class / pass exams. A pairwork activity
17 You must reply to the invitation / buy a present / make
sure you have some smart clothes to wear / plan how to
Sts talk about some inventions and what life used to be
get to the wedding. like before they existed. Copy one sheet per pair.
18 You should take an aspirin / lie down / close your eyes /
have a coffee. Language
19 You must fill up with petrol / check the tyres / plan used to / didn’t use to
your route. You mustn’t smoke / forget your map / drive People used to use candles for light.
without regular breaks. They didn’t use to stay up late at night.
20 You should be punctual / have information about the
job / look smart. You shouldn’t get there late / talk too • Put Sts in pairs and give out one sheet per pair.
much / wear casual clothes.
• Focus on the first invention (the electric light) and ask
Sts What did people use to do before it was invented? Try
5A What a cheat! to elicit at least one (+) and one (-) answer with used to,
e.g. They used to go to bed when it was dark. They didn’t
A pairwork activity use to stay up late at night.
Sts complete different texts about cheating in sport • Sts continue in pairs with the other inventions. Get
with verbs in the correct tense (past simple, past them to write the sentences if you think they need more
perfect, or past continuous) and then memorize and tell written practice with used to. Stress that they should try
each other their story. Copy one sheet per pair and cut to make at least three sentences per invention.
into a and b. • Get feedback, asking pairs to tell you their different
sentences.

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• Now tell Sts that they have five minutes to choose Non-cut alternative
three inventions that they couldn’t live without, and • Copy one sheet per pair of Sts, and cut in half
three that they could happily live without. Then they vertically. Put Sts in pairs (preferably sitting face
compare choices and explain why. to face) and give them one half each. A asks B his /
• Get feedback to see which were the most / least popular her first question, B answers, and then returns the
inventions. question by saying What about you? Then B asks A
Extra idea his / her first question.
• You could cut the cards up and give each pair or
group of three or four Sts a set, placed face down. Sts 6B Who do you think they are?
pick up the top card and continue as above. A pairwork activity
Example answers
the fridge They used to go shopping every day. They didn’t
Sts have to match some people to their professions.
use to buy ice-cream. Copy one sheet per pair.
Google They used to use encyclopedias. They didn’t use to
look for information online. Language
satnav They used to use maps. They didn’t use to be able modals of deduction
to avoid traffic jams. He/she can’t be… He/she might be… He/she must be…
TV They used to play games or other activities. They didn’t She might be a hairdresser because she has beautiful hair.
use to sit inside for a long time.
email They used to write lots of letters. They didn’t use to • Put Sts in pairs and give out the sheets.
communicate quickly.
MP3 players They used to listen to the radio. They didn’t • Go through the list of jobs and make sure that Sts
use to listen to music wherever they were. remember the meaning of all of them.
the car They used to use horses for transport. They didn’t • Tell Sts to speculate about each person in turn, going
use to travel so fast on land.
through all the jobs. Tell Sts that they are all real people
mobile phones They used to use phone boxes. They didn’t
use to contact people at any time.
who do one of these jobs.
digital cameras They used to be careful how many • Focus on photo 1 (Vince Cable) and b. Get Sts to give
photographs they took. They didn’t use to put photos onto you a sentence with another reason why he can’t be a
a computer. boxer e.g. He can’t be a boxer because he looks very smart.
low-cost flights They used to pay a lot of money to travel
Repeat with c and d. Remind Sts that they have to say
by plane. They didn’t use to travel so far.
cash machines They used to get money from a person
why.
inside the bank. • Monitor while they discuss and encourage them to use
They didn’t use to be able to get money anywhere in the He / She can’t be / might be / must be, etc.
world.
• When you think that Sts have had enough time, check
they have made a final decision for each person.
6A Give me an answer • Check answers, eliciting from different pairs sentences
with He / She must be a… and their reasons, and see if
A group activity
any of the pairs guessed the correct answers.
Sts ask questions using the passive to other Sts in the Extra support
group. Copy and cut up one set of cards per three or
• You could write We think he / she must be… on the
four Sts.
board.
Language 1 Vince Cable is a politician.
question forms in the passive 2 Richard Ward is a hairdresser.
Is the film subtitled? 3 Mary Beard is a university professor.
4 Adam Phillips is a psychoanalyst.
• Put Sts in groups of three or four and give each group a 5 Nicola Benedetti is a violinist.
6 Nicola Adams is a boxer.
set of cards face down.
• Sts take turns to pick up the top card and ask the
question to the other people in the group. Remind 7A Finish the sentences
them to use What about you? When they repeat the
question to the second or third student. A group activity
• Demonstrate by picking up a card yourself and asking Sts race to complete sentences. Copy and cut up one
one group. Ask extra questions for more information, sheet per four or five Sts.
to encourage the Sts to do the same.
• Sts then continue. Monitor and correct any mistakes Language
with passive forms. first conditional and future time clauses + when, until, etc.
I’ll move house when I get a promotion.
• Stop the activity when one group has asked all the I’ll do my homework as soon as I get home this afternoon.
questions, or when you think it has gone on long
enough. • Put Sts in small groups (four or five) and number
the groups. Give each group a set of 20 strips in an
envelope.

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• Each group picks a strip and tries to complete the • After Sts have finished asking all their questions, put
sentence in a logical and correct way. They should then Sts in new pairs so that all the As are now working
write their sentence. As soon as they’ve written it, one with a different B. Focus on b.
student comes to you with their sentence. If it’s correct, • A tells B what he / she asked his / her original partner
the group gets a point. Keep the score for each group and what he / she said (using reported speech). Sts do
on the board. If the sentence is not correct, the group this alternately.
rewrites it.
• Monitor and correct any misuse of reported speech.
• Set a time limit, e.g. eight minutes. When the time is
up, the group with the most correct sentences wins. Extra idea
• Fast finishers could write down the ten questions
Non-cut alternative
they asked their partner using reported speech.
• Put Sts into pairs and give out one sheet per pair.
Sts work in pairs to complete the sentences. Set a
time limit. When the time is up, get the pair who has 8B Predict the story
completed the most to read out their sentences. The A reading and predicting activity. Copy one
pair with the most correct sentences wins. sheet per student (or pair).
Sts read and predict the next paragraph of a short story.
7B If you had to choose…
A pairwork or group activity Language
work
Sts ask questions about preferences, either to a partner
or small group. Sts have to say which alternative they • Give each student a sheet. Make sure they have a piece
would prefer and why. Copy one sheet per pair or small of paper to cover the text before they start reading.
group. You can personalize this activity if you want by • Sts cover all the text except the first paragraph and
inventing more questions giving alternatives yourself. question 1. Sts read up to the first question What do you
think the meeting was about?
Language
• Give Sts a moment to discuss question 1 with a partner,
second conditional
I’d prefer to have a holiday house on the coast, because if I or elicit ideas from the whole class (someone will
had a house in the mountains, I’d miss the sea. almost certainly guess right, but don’t tell them).
• Sts then uncover and read the next part of the story
• Put Sts in pairs or small groups and give out the sheets. and question 2, and find out if their predictions were
• Demonstrate the activity by getting a student to ask correct.
you one of the questions. Answer in as much detail as • Repeat the same process with the remaining parts of
possible. Sts then continue either asking their partner the story and questions.
the question or asking all the people in the group. Tell
• When you come to the last two questions, elicit all
the other student(s) to return the questions using What
possible suggestions from the class. Accept all ideas,
about you?
but tell Sts that Keeler will probably be sacked.
• While Sts are talking, go round and monitor,
correcting any mistakes with conditionals. Tip
• When the activity finishes, get feedback from a few • Explain to the Sts that the story is adapted from
pairs or groups. an original story set in the US and some American
words are used. The American version of ‘to sack’ is
‘to fire’. The Firing Line is therefore a play on words:
8A Ask and tell it refers to someone who is in line to be fired, and it
A pairwork activity also refers to the position from which someone with
a gun shoots at a target.
Sts interview each other and then report questions and
answers to a new partner. Copy one sheet per pair and
cut into A and B. 9A Third conditional game
A group board game
Language
reported speech
Sts revise third conditionals by moving around a board
I asked Pablo how many times he’d been abroad. and completing sentences. Copy one sheet per group of
He said (that) he’d been abroad about five times. three or four Sts.

• Put Sts in pairs A and B and give out the sheets. Focus Language
on a. third conditional
• Stress that Sts just need to ask the questions on their If we had known it was your birthday, we would have
bought you a present.
sheet and write notes (not whole sentences).
• Sts ask and answer the questions alternately. Monitor • Put Sts in groups of three or four and give each group
to make sure that Sts aren’t writing down everything a copy of the board game. They will also need counters
their partner says or asking for more information. (or pieces of paper) and a coin.

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• Explain the rules of the game. Sts throw the coin and 10A Relative clauses quiz
move one square for heads and two for tails. When they
land on a square, they must finish the sentence so that it A pairwork quiz
is grammatically correct and makes sense. Encourage Sts complete questions using relative pronouns and
them to use contracted forms. The rest of the group then ask a partner the questions. Copy one sheet per
are ‘judges’. Be the final judge in case of dispute. If the pair and cut into A and B.
sentence is correct, they can stay on the square they
have landed on. If not, they have to go back to where Language
they came from. relative pronouns
• The youngest student in each group starts. If Sts land Can you tell me the sport which is played at Wimbledon?
on a square where another student has been before,
they must complete the sentence in a different way. • Give out a copy of the questions (A or B) to each
student.
• The first student to reach the ‘Finish’ wins.
• Sts complete the questions individually with a relative
Possible answers pronoun.
1 would have won the match
2 you’d decided to come • When all Sts have completed their questions, check
3 wouldn’t have got a table answers either orally or by writing the pronouns on the
4 you hadn’t had that last cup of coffee board.
5 wouldn’t have cooked lamb
6 I’d known who was on the other end of the line A Sport 1 which, 2 which; Art and literature 1 who,
7 wouldn’t have got lost 2 whose; Film and TV 1 who, 2 who; Geography 1 which,
8 I wouldn’t have missed your call 2 where; Technology 1 whose, 2 where
9 I’d studied more B Sport 1 where, whose; Art and literature 1 whose,
10 we would have bought you a present 2 who; Film and TV 1 where, who; Geography 1 where,
11 you’d told us you were coming 2 which; Technology 1 where, 2 which
12 he’d been more careful
13 I’d have bought it
• Put Sts in pairs A and B. Sts sit facing each other.
14 he’d got to work on time more often • Focus on b. Explain that first they must ask their
15 it had snowed more partner the question without giving the three
16 I’d have caught the train alternative answers. If their partner gets it right, he
17 if I’d done the lottery last week
/ she gets three points. If he / she gets it wrong, then
18 we would have won the match
they should give the three alternatives. If their partner
chooses the correct option, he / she gets one point.
9B Lifestyle survey • When Sts finish, ask each pair who got the most points.
A pairwork activity Extra challenge
• Get Sts to write some more quiz questions of their
Sts compare information about their lifestyle and
own.
practise using quantifiers. Copy one sheet per pair and
cut into a and b.
10B Memory game: question tags
Language
A pairwork activity
quantifiers
How much time do you spend with your family every day? Sts ask each other questions, remember the answers,
Not enough. and then check that they’ve remembered the answers
correctly using question tags. Copy one sheet per pair
• Put Sts in pairs and give out the sheets. Focus on a
and cut into A and B.
and give Sts a few moments to read all their question
prompts. Then focus on b and on the expressions Sts Language
should use in their answers.
question tags
Extra support Your favourite colour is blue, isn’t it?
• Drill all the questions with the whole class.
• In pairs, Sts sit facing each other. Give out the sheets
• Demonstrate the activity by getting an A and a B to and give Sts a minute to read their questions and
ask you their first question. Answer each question with instructions.
an expression from the list, and then explain it. Elicit
• A and B ask and answer each other’s questions
follow-up questions.
alternately (or A asks all his / her questions first, and
• Sts ask and answer the questions in pairs. Get them to then B). Stress that they mustn’t write down their
ask alternate questions, and, if there’s time, to return partner’s answers, but must try to remember them.
the question with What about you? Encourage them to have a conversation rather than just
• Get some feedback from the class. asking / answering. This will help them to remember
the answers.

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• When A and B have asked all their questions, stop
and get the class’s attention. Ask one A if he or she
remembers how B answered the first question (When’s
your birthday?) and explain that to check this he or she
should say Your birthday’s the (18th May), isn’t it? Get B
to answer (Yes, it is or No, it isn’t. It’s the…).
• In pairs, Sts check their memory of their partner’s
answers. Monitor to make sure they’re forming and
pronouncing the question tags correctly.
• Get feedback to see which student in each pair had the
better memory.

Revision
A pairwork speaking activity
• Sts ask each other questions about key vocabulary
areas using a range of tenses and verb forms from the
book. This could either be used as a final ‘pre-test’
revision or as an oral exam. Copy and cut up one set of
cards per pair.
Language
grammar and vocabulary of the book
What does your brother look like?

• Sts work in pairs. Give each pair a set of cards face

down. Set a time limit, e.g. ten minutes. Sts take turns
to pick up the top card and talk to their partner about
the topic on the card, using the prompts.
• Tell Sts to keep their cards and then if there is time, to
swap cards with their partner.
• Encourage Sts to ask follow-up questions.
• Monitor, help, and correct.
Non-cut alternative
• Make one copy per pair. Give Sts a few moments to
read through the cards. A chooses a number for B. B
then talks about what’s on the card for that number.
Sts continue taking turns to choose a topic for their
partner to talk about.

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 COMMUNICATIVE Getting to know you
Student A  instructions
 a Read your instructions and write your answers in the correct place in the chart.
In the star, write your first name and surname.
In square 1, write the year you started learning English.
In circle 2, write two things you really like doing when you have some free time.
In square 3, write the number of the month when you were born (e.g. October = 10)
In circle 4, write the name of a famous person you admire.
In square 5, write the name of the last film you saw at home or at the cinema.
In circle 6, write the name of the most beautiful place you’ve ever been to.
In square 7, write the names of two sports you think are really boring or interesting to watch.
In circle 8, write the name of the person you get on with best in your family.
In square 9, write the name of a famous group or singer you really like or don’t like.
In circle 10, write the name of a TV programme you often watch.

  b Swap charts with B. Ask B to explain the information in his / her chart. Ask for more
information.
Because it’s how many brothers
Why did you write ‘3’?
and sisters I have.
What are their names?

 c Explain your answers to B.

Student A  chart
2
1
3

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 COMMUNICATIVE Getting to know you
Student B  instructions
 a Read your instructions and write your answers in the correct place in the chart.
In the star, write your first name and surname.
In square, 1, write the number of brothers and sisters you have.
In circle 2, write the two things you don’t like doing at weekends.
In square 3, write the number of the house or flat where you live.
In circle 4, write the name of a really good friend.
In square 5, write the name of the place where you spent your last holiday.
In circle 6, write the name of a website you often visit.
In square 7, write the name of a subject you really love or loved at school.
In circle 8, write the name of two kinds of music you really like.
In square 9, write an animal you have or would like to have as a pet.
In circle 10, write the name of a TV personality you really like or don’t like.

  b Swap charts with A. Ask A to explain the information in his / her chart. Ask for more
information.
Because it’s the name of the person
Why did you write ‘Sebastian’?
I get on with best in my family.

Who exactly is Sebastian?

 c Explain your answers to A.

Student B  chart A
2 B
1 A
3

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