GRAMMAR 7C

7C Grammar
Love it or hate it?
Quantifiers: (how) much, (how) many, a lot of, a few, a little

Sts make a questionnaire based on foods/drinks they like/hate. Then, they mingle to ask their questions. The aim is to
practice quantifiers; e.g., How much fruit do you eat each week? I eat a lot/lots (of fruit), I eat a little fruit.

PREPARE PERSONAL BEST

Make one copy of the worksheet for each student.
Sts work with a new partner and describe the things they eat
and drink/don’t eat or drink. Do they need to make any
PRACTICE changes to their diet to make it healthier?
1 Give each student a copy of the worksheet.
2 Explain the activity. Sts fill in the blanks in questions 1–8 EXTRA PRACTICE
with their own ideas. They write things they eat/drink a lot
of/lots of for questions 1 and 2, things they eat/drink a little or Fast finishers repeat their interviews with a third person.
a few of for questions 3 and 4, etc. Set a time limit for sts to
complete this stage.
3 Tell sts to decide whether their questions should begin
with
How much or How many and circle the correct form in each
question. Remind them that we use How much for
uncountable nouns (e.g., sugar, meat) and How many for
countable nouns (e.g., apples, eggs). To check
comprehension, elicit some examples of questions from
around the class.
4 When sts have completed their questionnaires, tell them to
stand up and find someone to interview. They interview one
person and write down the answers, and then they find a
second person to interview.
5 Set a time limit for sts to complete their surveys and monitor
while sts work. At the end of the activity, ask sts to say how
similar their eating habits are to the people they interviewed.

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7CA VOCABULARY

Food exchange
A You have You need

Personal Best Work with your group. Look at the food containers and the food portions on the worksheet. Think about food/drinks

that you buy/eat/drink and list them with a container/portion; e.g., a bag of candy. How many can you list in two minutes?

Food exchange
B You have You need

Personal Best Work with your group. Look at the food containers and the food portions on the worksheet. Think about food/drinks

that you buy/eat/drink and list them with a container/portion; e.g., a bag of candy. How many can you list in two minutes?

Food exchange
C You have You need

Personal Best Work with your group. Look at the food containers and the food portions on the worksheet. Think about food/drinks

that you buy/eat/drink and list them with a container/portion; e.g., a bag of candy. How many can you list in two minutes?

Food exchange
D You have You need

Personal Best Work with your group. Look at the food containers and the food portions on the worksheet. Think about food/drinks

that you buy/eat/drink and list them with a container/portion; e.g., a bag of candy. How many can you list in two minutes?
 VOCABULARY 7CA

7C Vocabulary
Food exchange
Containers and portions

Sts play a game in groups. The aim is to review containers and portions; e.g., a cup of coffee, a bottle of olive oil.

PREPARE PERSONAL BEST

Make one copy of the worksheet for each group and cut or tear
Sts work in their groups and think about the food and drinks
where indicated. Alternatively, make a copy for every student
they buy/eat/drink. Set a time limit of two minutes for sts to
and ask them to fold the sheet so that they can only see one
think of as many as they can and list them with an appropriate
part: A, B, C, or D.
container/portion; e.g., a bag of candy.
PRACTICE
EXTRA PRACTICE
1 Sts work in groups of four (A, B, C, D). If you have an odd
number of sts, two sts can work together. Give each student Fast finishers work in their group and take turns saying a
in the group a copy of one part of the worksheet. Tell them food or drink; e.g., sugar. The rest of the group says an
not to show their pictures to the rest of the group. appropriate portion/container.

2 Explain the activity. Each player has four items of food/ drink
that they don’t want and four items of food/drink that they
need. They ask questions to find out who has the items they
need; e.g., Student A asks one of the group: (Marco), do you
have a slice of toast? If the answer is: Yes, I do, Student A can
cross the item off the list of things he/ she needs. If the answer
is: No, I don’t, Student A has to wait until his/her next turn to
ask another member of the group the same question. Players
take turns asking questions and can only ask one question per
turn. NB Players must use in their question the
portion/container that exactly matches what is shown in the
picture. The winner is the first person to find all of the items
of food/ drink they need and cross them off their list.

3 Set a time limit for sts to play the game in their groups.
Monitor and help.

Answers
Do you have …
Student A
a slice of toast
a bowl of cereal
a cup of coffee
a spoonful of sugar
Student B
a can of tomatoes
a box of pasta
a bottle of olive oil
a piece of cheese
Student C
three pieces of chicken
a glass of cola
a bag of potato chips
a bar of chocolate
Student D
a bag of salad
a jar of olives
two slices of meat
a carton of juice

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8A GRAMMAR

Bingo
VERBS
be begin buy come do drink drive eat get go give have
hear know leave meet read say see speak take think write

Complete the grid with twelve verbs from the box.

GAME 1

Read Speak Meet Say

Be Begin Come Drink

Drink Think Take

Get

GAME 2

Buy Drive Eat Have

Hear Know Buy Do

Go Give Leave See

Personal Best Use the verbs in the box to tell your partner three things that you did before you came to
class and three things that you didn’t do.

Personal Best A2 © Richmond 2018

 GRAMMAR 8A

8A Grammar
Bingo
Past of be and simple past: irregular verbs

Sts complete Bingo cards in pairs then play the game as a whole class. The aim is to review the past of be (was, were) and the
simple past of irregular verbs; e.g., bought, had, saw, etc.

PREPARE PERSONAL BEST

Make one copy of the worksheet for every pair of sts.
Sts use the verbs in the word box to tell their partner three
things they did and three things they didn’t do before coming
PRACTICE to the class.
1 Sts work in pairs. Give each pair a copy of the worksheet. If
you have an odd number of sts in the class, you could ask EXTRA PRACTICE
one of your stronger sts to work alone.
Fast finishers play a new game of Bingo in groups. Choose one
2 Ask sts to complete the first grid with a random selection of person in each group to be the Bingo caller and tell the other
twelve verbs from the word box at the top of the worksheet. members of the group to draw Bingo grids (one per student).
They can use their notebooks or the back of the worksheet for
3 Go through all of the verbs in the word box and elicit the this. Tell them to fill the grid with the simple past forms of verbs
simple past form of each verb. from the word box. The caller calls out verbs from the word box
4 Explain that the sts are going to play a game of Bingo. You at random; e.g., come, do, drive. The other sts listen and cross off
will call out irregular simple past forms of different verbs. matching simple past forms. Remind the caller to keep track of
The sts listen and if they have the matching infinitive in their the verbs he/she calls out so they can check the answers at the
grid, they cross it off. When they have crossed out a row of end.
four verbs, they shout Bingo.
5 Use the list below to call out past forms in random order:
be – was/were drive – drove hear – heard see – saw
begin – began eat – ate know – knew speak – spoke
buy – bought get – got leave – left take – took
come – came give – gave meet – met think – thought
do – did go – went read – read write – wrote
drink – drank have – had say – said

6 Check the verbs as you call them out. When a pair of sts
shout Bingo, ask them to say the four simple past forms
that they have crossed off. You can then check them
against the verbs on your list to make sure they are verbs
that you have called out.
7 Tell sts to complete the second grid with a selection of
verbs from the word box. They can reuse some of the
verbs from Game 1 if they wish. This time explain that
they have to cross off all twelve of their infinitive verbs
and shout full house in order to win.

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8A VOCABULARY

What year did they appear in our stores?

A Match the sentences and inventions. Then work with your partner and put them in order by date.
We started
putting fresh food
From 1963, these were a in these in 1913.
great way to listen to your
Some people bought these favorite music.
computers in 1981 – but they
weighed about 11 kg.

These
time-saving
kitchen devices
were on sale in
Europe in 1929.
In 1946, they made
cooking dinner faster!

We watched the first shows on these in 1928 – but it wasn’t

Only photographers with a lot of From 1996 we
very colorful!
money bought these watched movies
in 1990! on these.

Personal Best Order the inventions from 1–16, 1 = the most useful. Then discuss your list with a partner. Do you agree?

What year did they appear in stores?

Most people used
B Match the sentences and inventions. Then work with your partner and put them in order by date. maps until 2000
– that was the
Stores started selling these year stores started
to sell this new
1971 was a good year for TV ice machines in 1927.
addicts. You never missed device.
your favorite shows
with this new device.

From 1950, our

shows were
more colorful with
After 1938, wet these.
clothes weren’t a
problem for anyone
with one of these.

IBM started to sell

this new communication
device in 1994 – but
In 1919, this changed how only in the U.S.!
we made breakfast.
In 1982, people stopped using
their cassette players and started
buying these.

Personal Best Order the inventions from 1–16, 1 = the most useful. Then discuss your list with a partner. Do you agree?

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