Fillers ‘The activities on these pages are ones you can use at any time during your lessons. They are called ‘fillers’ because that is what they do: they fill gaps in your lessons. These filers are designed to be adaptable and flexible. You can use them at any time in the lesson and you can adapt the time to match how long you have got. The most important thing about them is that, they need no or very little preparation! Many of them are useful for revision, too. Choose a word or phrase from the lesson or previous lessons. Ask students to look at the page Where they met the word. Give a definition of the word or phrase. Students quickly have to find it on the page and tell you what itis, for example, on page 26: It’ the thing you use when you want fo find something on the internet. (search engine) Make pairs and ask students to take turns to do the same thing; one student finds a word or phrase and gives a definition to their partner, who has to find it on the page. The first time you do this activity, it’s a good idea to introduce some phrases that students can use to give a definition: tsa word to describe... Itsatypeof You do this when You use this to After you have done this activity a few times, you can increase the challenge. Make pairs: Student A and Student B. Student A closes their book, Student B defines a word from a page and Student A has to try to remember. If they can't, they're allowed to open their books to find it. b) Theme-related parts of speech Choose a topic that students have studied recently. Draw a table on the board with different parts of speech, as follows: Noun’ Verb Adje Phrase aubergine | roast spicy a hot chil sauce Elicit a word or phrase for each part of speech related to the topic you have chosen. The one above is for food and tastes from page 54. Put students into pairs and give them a set time limit to brainstorm all the words they can think of for each part of speech related to the topic. When they have finished, make groups of four and ask students to compare their lists. Select different groups to tell you a word and/or phrase and write about five for each part of speech in the table on the board. f appropriate, students can copy the table into their vocabulary notebooks. ©) Make the question Choose about six or seven words or phrases from the lesson or previous lessons and write these on the board. Make pairs and ask students to make a question for each word, the answer ‘to which will include the word. Do the first question as an example to demonstrate. So for the word challenge, a question might be: Why do some people run marathons? Answer: Because they enjoy the challenge. When students have made their questions, make groups of four. In turns, ‘one student in each pair asks a question and a student from the other pair answers using one of the words or phrases on the board.d) Write anews story Choose about four or five words or phrases from the previous lessons and write these on the board. This activity works best if the words and phrases aren't obviously theme-related ‘Make pairs and ask students to write a short news story using the words and phrases. The story can be serious or funny but it must include all of the words and phrases. When students have finished, ask some pairs to read their stories to the class in the style of a TV or radio news report, Other students choose the most interesting or funniest news story. 2Grammar a) Substitution sentences Choose several sentences from the lesson which include key grammar structures. Write one of these on the board to start. Ask students to think of a way to change one part of the sentence and write it underneath. Then ask students to change one part of the new sentence so that still makes sense. Then they change another part and so on. Students continue changing parts of the sentence until they have made six new sentences. Here is an example from page 15: Ive playing the guitar for two years. been the plano forsixyears. He's teaching English You can either continue this activity with the whole class, using the other sentences or students can work in pairs or groups. Other sentences from this page might be: We/received/two text messages/this morning. Mve/known/my best friend/since primary school, b) Questioning game Demonstrate the game yourself to show students how it works. Tell them you are thinking of an object that you have with you. A typical object could be a mobile phone or a watch. Tell the class they can ask twenty questions to guess what the object is and that you can only answer yes or no (they have to ask yes/no questions). Take questions from random students in the class but only answer f the question is correct. Students guess when they think they know what the object is but each student can only have one guess in each round and they have to put up their hand to do so. Students can ask questions in various tenses: Have you had it for long? Did you have it yesterday? Is it something you wear? The game can either continue as a class game or students can play it in groups. Ifyou have time, you can extend this activity in two ways, Each student has to tell the story about how they got the object. Or they have to try to persuade their partner to buy it, ©) Missing words Choose about six sentences from one of the texts in the lesson. Tell students to close their ‘Students’ Books. Write the sentences on the board with some of the words missing. These should be the grammar words only; for example, prepositions, articles, auxiliary verbs, pronouns, inking words and so on. Where these words occur, draw a line to show that there is a missing word. Put students into pairs and ask them to complete the sentences. When they have finished, put them into bigger groups to compare their sentences. Finally, students look in their books to check if they have written the complete sentences correctly.ERT ics Load a) Chain story Choose the beginning of a story, for example: One night, aman was cycling home when Write this on the board. Put students into groups of four: Student A, 8, C and D. Tell students ‘that when you clap your hands, Student A continues the story. When you clap your hands. again, Student B continues and so on. You can decide the time you aliow students to continue depending on the ability of your students but fifteen seconds is probably enough. When you say stop, each group must tell the class what was happening in their story at that moment. b) A guided fantasy ‘Ask students to close their eyes and imagine that they are in a different place. They could be ‘on holiday or in the future or in any place that they choose. Ask them the following questions and pause to give them time to think. Where are you? What isthe place like? What can you see ‘round you? Tell them to take a photo in their imagination and then to open their eyes. Put students into pairs. In turns, students describe their’photo’to their partner to find out how many things were the same. ED For these activities, students will need to have access to an English/English Dictionary, ideally the Longman Active Study Dictionary. a) Peer teaching You can do this activity early in the lesson, before students have met the new words in a text. Choose about eight words from the lesson which you know are new for students. Write them in two columns on the board, column A and column B. Add the part of speech as appropriate. Put students into pairs, A and B, Give each student a dictionary. Student A finds the words in column A on the board and Student B finds the words in column B. They must find out what each of the words means and write a dictionary definition for it. They should also find out how to say it. When they have finished, the students teach the new words to their partner, At the end of the activity, check the words with the whole class. b) Word maps ‘Choose four or five words from the lesson. Write one of these on the board in the centre of a word map. Put students into pairs and give each pair a dictionary. Ask them to find the word and other words that are related to it. Add the other words to your word map, with a short definition or example if appropriate. Once you have shown students how to make a word map. with one word, put them into pairs to make word maps for the other words. When they've finished, they can compare their maps in small groups. Functional language review Choose two or three of the headings from the Can You Do it In English? sections on the bback cover of the Students’ Book and about six of the expressions. Write the headings and expressions in random order on the board. Have students match the expressions with aheading, for example: His/Her achievements include ... would match with the heading Describing someone you admire and in my view ... would match with the heading Giving opinions. Ask students to add at least one other expression for each heading. Then either check as a class or have students check the list on the back cover of their Students’ Books. Finally, make pairs and ask students to make a sentence using each of the expressions.TEACHER DEVELOPMENT WORKSHOPS FILLERS The activities on these pages are ones you can use at any time during your lessons, They are called ‘fillers’ because that is what they do - they fill gaps in your lessons. However well ‘we plan, we cannot always predict how quickly or slowly activities will o in the classroom. This means we are often left with gaps of perhaps five or ten minutes to fil. These fillers are designed to be adaptable and flexible. You can use them at any time in the lesson and you can adapt the time to match how long you have got. The most important thing about them is none of them need any preparation! For some of the activities, students will need magazines, paper, poster paper, glue and coloured markers. 1 VOCABULARY REVIEW ‘Towards the end of the lesson, students individually choose six new vocabulary items they learned that day. Each student writes each vocabulary item on a piece of paper for one of the following activities. a Words to sentences ‘Students make pairs or groups of four. They place their words face down on the desk between them. They take turns to turn over a piece of paper and give a sentence, using the word. fa student turns over one of their own words, they turn it face down and choose another. The student who wrote the word on the paper decides if his/her partner's sentence is correct or not. Students get one point for a correct sentence. b Definitions Each student then writes a definition of their word on another piece of paper. They get into pairs. Students take turns to read their definition aloud for their partner to guess the ‘word. If their partner guesses the word correctly, the student gives them the word and the definition. © Noughts and crosses Collect the vocabulary items from students for a game of Noughts and crosses (Tick-Tack: Toe), Draw the Noughts and crosses game board and write the first letter of one of the vocabulary items in each box. Divide the class into two- noughts and crosses. Each team takes turns to choose a letter. Give them a definition of the word and they must guess It If they are correct, their symbol goes in that box. The first team to get a line of three wins. qd go Collect the vocabulary items and the definitions in (b) and play a Bingo game. Choose about ‘twenty words students have given you and write/stick them on the board. Students choose nine and write them in the squares of their 3 x 3 Bingo grid. Read out definitions in turn. If a student has the word defined in their grid, they cross it out. The first to cross out all their words is the winner. Remember to check their words though!TEACHER DEVELOPMENT WORKSHOPS 2 READING AND LISTENING TEXTS Here are some ideas you can use to extend or develop text work. a Doityourself! In pairs, students write three or four more sentences/questions about the text using the task as a model eg. if itis a true/false task, they write three or four of their own true/ false statements about the text; if it is a multiple-choice task, they write three or four of these, They swap tasks with another pair, They complete each other's tasks and then check answers. If you are working on a listening text, then students will need to work from the audioscript for this activity. Choose a section of a reading text which is about six to eight lines long, Write it on the board, Students close their books. Ask a student ora group of students to read sentences aloud in tur. Then, erase about eight nouns from the text. Draw aline, e.g for each word you erase, Next, ask students to read it again, inserting the missing words as they read. Repeat, erasing more words each time (adjectives, verbs, adverbs) until you have lots of lines but only have a few words remaining, eg. articles, prepositions. See how much of the text students can recall 3 INTEGRATED SKILLS: USING MAGAZINES, POSTERS AND PICTURES a Descriptions Hand out magazines for students to choose a picture for their partner to describe, orally or in writing. If tis in writing, the student can cut the picture out and stick it in their notebook alongside the description. b Fun stories ‘Students work in pairs or 2 group. They choose four to six unconnected pictures from a magazine and make up a story around them. They tell the story to another group. Remember and describe ‘Students work in pairs. Student A studies a picture in their Students’ Book for about thirty ‘seconds. Student A closes their book and describes the picture to Student B from memory. ‘Student B can ask questions to help prompt their memory, After about three minutes, students swap roles and repeat the activity, using another picture. 4 GENERAL a Scrambled sentences Choose about six key sentences or phrases from the network from the Topic Talk page or Sentence Builder from earlier in the lesson or from the previous lesson. Write each one in ‘scrambled word order on poster paper. Display the poster paper. In pairs, students race to unscramble the sentences or phrases and write them correctly on a piece of paper. Pairs ‘swap with pairs. Correct with the class, Pairs correct and give marks to their fellow pais. b Can you guess? Describe an object in the classroom in about two sentences. Then ask: What is it? Students take turns to guess, either individually or in teams. Once students are used to this format, you can extend the activity on this or another accasion to describing students or famous people, places, information from the Students’ Book, etc. for the class to guess. Students, ‘an take turns to provide short descriptions of objects, people or places for the other students to guess.TEACHER DEVELOPMENT WORKSHOPS 5 SETTLERS AND STIRRERS ‘Sometimes students’ energy levels will be Iow and they will need to be woken up by a type of activity called a‘stirer’. Sometimes their energy levels will be too high and you will need to calm them down with a type of activity called a'settler’. Here are two examples to give you the idea, a One-minute workout (Stirrer) Tell students to stand up. Tell them they are going to do some exercises. They have to follow what you do. As you do each movement, e.g. say what you are doing and then hold the movement as you say 1, 2,3, Stretch your arms (stretch your arms), 1, 2, 3 (stay with arms stretched). Other movements which work well are: roll your head, breath deeply, walk fon the spot, turn around. b jing stories (Settler) Tell students to close their eyes. Some students lke to put their heads on their desks, others do not. Let them choose, Tell students a short, simple story to stimulate the imagination, eg, You are in the mountains. You can see mountains all around you. Look at them. How many ‘are there? Ist summer or winter? You are with some people. Are they your friends or your ‘Jomily? itis early morning. Are you going walking or snowboarding or skiing? What are you carrying? Look around you. Smell the fresh ai. I's wonderful Pause for a few seconds after you tell te story. Then tell students to open their eyes and ‘come back’ to the classroom. If time, you can put students into pairs to compare what they imagined.[1] WARMERS AND FILLERS Ideas for short revision activities you could do at the start or end of a class, or give to students to do themselves. 1 Write words which are the opposite of the adjectives below, e.g. interesting - boring attractive free nice beautiful intelligent quiet boring interesting same different late short early modern small easy natural true exciting new 2. Use the common verbs below to write six sentences about things you do every week, e.g. I listen to a lot of music. choose mean travel do meet use finish relax it go out say walk leave speak watch like study work listen teach write 3 Look at page 15 in your Student’s Book and write eight true sentences about yourself. Use ideas from the Learn this! box and include some negative sentences, e.g. ‘My name i: Idon’tlike 4 Write a conversation between two people who meet for the first time. Use the phrases from Student's Book page 14 to help you. Practise the conversation out loud with your friends or on your own. 5. Draw your family tree. Use the names of your family and the Family vocabulary from page 8 in your Student’s Book to help you, e. + <—yourname > a ee AR | o™ | L | Write any wrongly guessed letters under the picture so that SS don’t repeat them. The object of the game is to guess the word before the man is hanged. SS can make guesses at any time but each wrong guess is punished by another line being drawn. @ The student who correctly guesses the word comes to the board and chooses a new word. SS can also play in pairs / groups, drawing on a piece of paper and choosing words from the Word bank / previous lessons. ‘Aim To practise / revise numbers, the alphabet, past tense forms, ete. Example Numbers | to 29 ee | ‘¢ Make copies of Bingo! f} p.153 or copy it onto the board for SS to make their own card. ‘© Rehearse the shout Bingo! ‘$5 complete their card with any numbers (1 to 29). ‘© Call out numbers 1 to 29 in random order, repeating each number twice. Make sure you write down the numbers you call (or prepare them beforehand and cross them off as you call them). ‘© SS cross off any numbers you call out which are on their ‘card. The winner is the first student to cross out all the numbers on his / her card and shout out Bingo! ‘© Check the winning student's card. If he / she has made a mistake, the game continues. ‘You can also use Bingo! for: — The alphabet SS write down any nine letters from the alphabet. You can limit these to easily confused letters by writing them on the board for SS to choose from. Call out letters, etc. ~ Easily confused numbers Write on the board the following pairs: 12/20, 13/ 30, 141 40, 15/ 50, 16/ 60, 171 70, 181 80, 19/ 90. SS fillin their card with any nine numbers but can only choose one number from each pair (they can’t choose 13 and 30). Call out the following numbers: 19, 30, 20, 14, 13, 12, 80, 17, 70, 50, 16, 40, 90, 15, 60, 18 — Irregular past tenses Write on the board 15 to 20 irregular past tense forms that SS know from A Irregular verbs SB p.144, e.g. went, saw, bought, etc. Call out the infinitive form of each verb in random order, e.g. see, go, buy, etc. SS identify the verb and cross off the past tense form on their card. ‘Aim To practise / revise numbers Example Numbers | to 30 ‘© Play round the class / in small groups. $S sit in a circle and count out loud. When they come to a number which contains / is a multiple of three (e.g. 3, 6, 8, 12, 13, etc.) they have to say Buzz instead of the number, e.g sil 32.2. 83 Buzz, etc If student makes a mistake, either saying a number instead of Buzz or the wrong number, the counting must start again from one. The object of the game is, for the class / group to reach 30 without making a mistake. You can also use Buzz for: = Numbers 1 to 100 If you play it to practise higher numbers, use seven as the ‘wild’ number. Remember ~ that 70, 71, etc. will be Buzz and 77 = Buzz buzz, |_ Example Phone numbers ‘Aim To practise / revise phone numbers, spelling ‘® Writea phone number in large numbers on a piece of paper. Whisper the number into the ear of S1 who ‘writes it down. You must only say it once. SI now whispers the number in $2's ear. S2 writes the number down as he / she hears it and whispers it to $3, etc. The object of the game is to correctly pass a ‘message’ orally round the class (or along a line) from student to student. ‘¢ When the phone mumber arrives at the last student, compare it with the one you wrote. Is it the same? # Now show a new phone number to the last student who passes it back the other way. You can also use Chinese whispers for: — Spelling Spell a recently studied word to S1 who writes it down then spells it quietly to $2, ete.(or ams) ‘¢ Si says word, eg. twenty. 82 has to quickly saya word using the last letter ofthat word, eg, yellow. S3 makes a ‘word with the last letter of $2’s word, eg. walh etc. The object of the game is for the class to complete a round (or rounds) without anybody making a mistake, ‘Each time $S make a mistake or can’t think of a word after about five seconds, encourage others to make suggestions. Ifnobody can think of a word, the student to the left ofthe one that made the mistake says a new word for the next round. ‘Illustrate how to play with examples on the board, Then say a word and point to the first student on your left. ‘The game continues briskly round the class. Tip You can play this in small groups pairs. With a small class you can make it competitive and eliminate $8 who make a mistake / can't think of a word. You ‘ean also give each student three ‘lives’. SS have t0 lose all three lives before they’re eliminated. Ed] The long sentence garie [Aim To practise / revise any structure | | Example Daly routine verbs | E ‘Aim To practise known vocabulary ‘© One student says a sentence, eg I get up. and then ‘names another student (Jean). 4 Jean then repeats the sentence, adds a verb phrase, and nnames the next student, eg. get up and Ihave a shower Noek ‘© Noel repeats the sentence and adds another phrase, e.g. get up, [have a shower, and make a coffee. Ana. etc. ‘© A different student must be nominated each time. The game continues round the lass. The object ofthe game is for §S to remember and say the ever lengthening sentence. When the sentence is long enough and SS are struggling to remember it, finish by getting the whole class to repeat the final sentence together. ‘¢ Demonstrate with examples on the board before you start, showing SS how the position of and moves. You can use The long sentence game for: = have got+ a/ an! some eg. I've gota pen, some credit cards, te — like (verb)-ing eg, I like reading, swimming, travelling, et. = theres | are eg, In the class there's a desk, some chairs, etc. ~ Past simple eg. Yesterday Igot up, I had breakfast, etc ~ Countability I bought some oranges, a packet of biscuits, et. \s) ‘Aim To practise / revise structures, spelling, pronunciation, etc. Example Question words ‘@ Draw on the board a Noughts and crosses grid with your target language in the squares: How? | Where? |_ What time? | time? What? | Whatkind? | When? | Who? How often? Why? | ‘Divide the clas into two teams. TEAM A plays with an Xand TEAM B with an O. ¢ TEAM A chooses a square (e.g. What kind?) and makes a sentence using the question word(s), e.g. What kind of music do you like? Write iton the board, ‘© If their question is correct, rub out the question word and write an Xin that square. Ifthe question is wrong and TEAM B can correct it with their first guess, they ‘win the square and you write an O in the square. Then TEAM B have their turn, etc. The first team to get a straight line of three Xs or three Os in any direction, ‘wins the game. 4 Iftime, repeat the game with a new set of words. You can use Noughts and crosses for many language points including: ~ Mixed structures ‘Write each of the following in a square, e-g. Can? / Does? Did? | Going? | Could? etc. ~ Prepositions of place eg. in! nest to | behind! in front of ete. SS sentences should be based on the position of people / things in the room, ~ Past tense irregular verbs eg. go/ buy/ meet/ take, etc. SS change the verbs into the past tense and make a correct sentence. You can also use Noughts and crosses as an end-of-term quiz for general revision. # Choose nine categories you want to revise [Opposites Spelln Preposi nanan: Travel | Wordorder | Pronunciation | oak | | Places People ‘Things | «Prepare several questions for each category, eg 1 What's the opposite of far? (near) 2. How do you spell cassette? 3 The picture’... the wall. (on) 4 often how does phone she you? (How often does she phone you?) 5 How do you pronounce this word? (eg, thirsty) 6 You're lost. You want to find the station. What do you say? (Excuse me. Could you tel me the way to the station, please?) 7 You can buy petrol here. (petrol station) 8 He or she drives a lot. (taxi-driver) 9 You put money in it (wallet) $8 choose a square, you read out a question, ete.>i ‘Aim ‘To practise / revise question formation for any tense and vocabulary | Example Do you like (verb)-ing? i 4 TelLSS you like doing something. Writ it ona piece of paper (eg. driving) but keep it hidden from the class. The object ofthe game is for SS to guess the verb with a maximum of en guesses. Tell them that you can only give short yes/no answers, $8 call out questions Insist on the full question, eg Do you like eating before answering No, I don't «Give clues if they're struggling (eg. give the fist letter) Count their guesses and build tension (e.g. Only two ‘more guesses!) TSS can’t gues it in ten, tll them the answer or encourage them to keep going until they do. Then they play in groups. You can use Ten guesses for: = Verb he + Word bank, eg small objects SB p.134. 8 ask Is it the (Key)? et. — Tenses Play this with the past simple, future, ete 1 Guess where I went yesterday, 88 Did you goto the (bank)? ec Guess what I'm going to do tonight. 8 Are you going t0 (go out}? etc Ui RCC To practise / revise vocabulary and structures | Beample Jobs ‘¢ Write ten jobs on separate pieces of card / strips of paper. Make one set of jobs per group. ‘© 5S in fours fives / sixes. Give each group a set of cards face down / in an envelope. ‘¢ When you say Start!,S1 in each group takes ajob card and has forty seconds to draw the word on a sheet of paper. SI mustn't speak or use any words or letters in. the drawing. While $1 is drawing, the other members of the group have to try and guess the word (saying exactly ‘what's on the card). After forty seconds shout Stop! Ask each group if they guessed the word correctly and give them one point if they did. Then 2 takes a card, you say Start, et. » The team with the most points atthe end is the winner. Tip A quick version of this game is to sit SS in pars. ‘Aas his / her back to the board, B can see the board. Write a word or phrase on the board and B draws it for A who has twenty seconds to guess. Then swap roles. ‘You can also use Don't say a word for: ~ Word groups eg. furniture (table), te — Tenses ‘eg. Present continuous (He's swimming.), etc Use (5 Don't say a word p.192. ~ Past tense forms eg. cooked, went shopping, et. 1 ‘Aim. To practise / evise vocabulary and structures + Follow the same procedure as Dont say a word but instead of drawing the words / phrases 8S do a mime. TT [imo pracise revs wr be nomics ob ae ‘# Write the names of famous people on cards or use ‘magazines photos / Famous faces (5) p.152. # Demonstrate the activity yourself first. Choose the identity of one of the famous people. $S have a maximum of ten guesses to find out who you are. You can only answer Yes, 1am. No, I'm not ‘© Help $8 by writing on the board the kind of questions they have to ask, e-, ‘Are you alive/ dead? ] ‘Are you a man / woman? | Are you (American)? | ‘Are you martid / single / divorced? Are you.a politician / actor /aceess sporsperson / singer? ‘You can play the game in pairs / groups / asa class. The student who guesses correctly is given the next famous name. Tip This works much better if you give SS the names rather than ask them to think of their own, You can also use Who are you? for: — Adjectives Do after File 4. SS ask, e.g. Ave you old / ‘young! tall/ good-looking? ete. ~ Third person singular Get SS to ask about the person on the card, e.g. Is he/ she alive? etc. ~ Simple past Do after File 7C with famous dead people and include Were you born in (Egypt)?(= ar [Aim To practise / revise Do you ..% Is..2 jobs, adjectives © TASS you've got a new job. Write the job on a piece of paper but keep it hidden. The object is for SS to guess the job in less than fifteen questions. You can only give short yes/ no answers Help $$ to ask you questions and write them on the board in Do you ?/ Is ...2groUps, e. Do you work in an office / factory? ] Do you work outside / at home? 1 Do you work in the morning /at the weekend} at night? : } Do you get high / low salary? | Do you wear a uniform / drive / speak languages / | use a computer? | Is your job interesting / dificult / dangerous / nice? | Are you a (waite)? | make two direct guesses about the job, e.g. Are you a (dentist)? Tip When SS have guessed your job elicit other possible questions and add them to those on the board. ‘© Scan then play in groups. $1 chooses a job from Word bank (or any other job which the class have learned) and writes it down. The others have to guess it. © When you think they can manage without the questions con the board, rub them out or leave some words as, prompts. Monitor and help. Eades de the class into TEAM A and TEAM B, Call out a ‘word group, e.g. rooms in the house. © TEAM A ‘serves’ by saying a word in that group, kitchen. TEAM B ‘returns the serve’ by saying another word, ¢ hall. TEAM A says another word, etc. The game ends when one team (in five seconds) can’t think of another ‘word in that category. © Then call out another word group (e.g. drinks adjectives, question words, furniture food, et.) and continue, ey Word groups ‘Aim To revise any vocabulary group SS in pairs / small groups. Write three to five word group headings on the board, ‘eg, countries, months, places in the town, sports etc. © Seta time limit (e.g, two minutes) and a number of ‘words (eg. five). $S have to try to add five words to each word group. The winner isthe first group who can “write five words in each group. ee ee ‘These are quick five-minute revision activities to use as lesson warmers, filler, or in an emergency (e.g. if you run out of material or don't want to start a new File). Hi Do an exercise from the nest Vocabulary file, Get $5 to cover the words in the Word bank and test each other in pats, eg, Small objects: ‘A (points ata picture) What's this? What are these? B Isa credit card. | They're tissues. Play a memory test. In paizs, SS look at any page of the Word bank for a minute. Then they close the books and try to remember / write all the words. EB Ger Sto test each other on the Travel phrasebook, eg. ‘8. How do you say "Toma’ in English? 3 ‘Here you are’ How do you say ...2 EF Write jumbled sentences on the board for SS to order correctly, e.. is double much a room how? (How much isa double room?) [i Write sentences on the board containing typical stakes from recent homework, e.g. Do you like the football? SS read and correct them. EL Givea quick dictation, e.g, dictate five sentences from the Travel phrasebook or the Listening tapescripts. Only use sentences $S have read / heard before. Ef Do a Workbook exercise in class in pairs / small groups. Give $8 a quick test on Words to learn from the previous lesson in the Workbook, e.g, Write the words as anagrams on the board (erd,elub, energ = the colours red, blue, green), or ask SS, eg. How do you say ‘rouge’ in English? BB) Piay a game from the Games bank.Tip Demonstrate the activity with the whole class first. Get SS to use as wide a variety of tenses as, possible and to correct each other's incorrectly formed questions. | © Ree [Aim ‘To practise / revise any structure |_Hxample Daly outine vers (sent simple The teacher starts by saying a daily routine sentence, ‘eg. [get up. and then names a student (Jean). «Jean then repeats the sentence, adds a verb phrase, and names the next student, eg. I get up and I havea shower. Noel ‘© Noel repeats the sentence and adds another new verb phrase, eg, [get up I have a shower, and make a coffee. Ana, etc. ‘© A different student must be nominated each time. The game continues round the class. The object of the game is for SS to remember and say the ever lengthening sentence. When the sentence is long enough and $$ are struggling to remember it, finish by getting the whole class to try to say the final sentence together. You can use ‘The long sentence game for any structure, eg. = present perfect (experiences) I've been to Pari, Pve seen the Eiffel Tower (SS should use different verbs each time). — have to Ihave to get up cary, go to the bank. = to+ infinitive I went to London to see Big Ben, to visit the Tower of London, ete Noughts and crosses ‘To practise / revise structures, spelling, pronunciation, etc Example somebody / any Draw on the board a Noughts and crosses grid with your target language in the squares: 7 TT. somebody anything | nowhere | nothing anywhere | somewhere anybody something | nobody | » Divide the class into two teams. TEAM A plays with an. X and TEAM B with an O. » TEAM A chooses a square (e.g. anything) and makesa sentence using the word, eg. Did you do anything last night? Write it on the board. » Tetheir sentence is correct, rub out anything from the Square and write in an X. Ifthe sentence is wrong and TEAM B can correct it with their fist guess, they wi {hesquare and you write an O in the square. spit ave thir tar, etc. Te ft tam to get -Xs or three Os in any direction e game, © Iftime, repeat the game with ¢ new set of words. You can use Noughts and crosses to revise recently taught language points, e.g, = quantifiers a lot (of), many(E), much i], some, a Title, a few, much (=), many =) any, ec. ~ time expressions yet, already, just, ago, since, for never, ever, usually, ete. ~ phrasal verbs turn on, look after, fill in, pick up, throw away, put on, take off look up, get on, ete ~ So (do) 1.] Neither (do) I. Have a ist of sentences prepared for each square with a variety of tenses, eg. don't smoke. saw a good film lastnight. P've been to ‘New York, When SS choose a square you read the sentence and the team has to respond with So/ ‘Neither and the correct auxiliary. You can also use Noughts and crosses as an end-of-term quiz for general revision. © Choose nine categories you want to revise, eg. 1 Opposites 2 Speling 3 Prepositions 6 Travel Pronunciation 5 phrasebook | 8 People 9 Things | ‘Prepare several questions for each category, eg. ‘What's the opposite of clean? (dirty) How do you spell February? Where did you go __ the weekend? (at) just "ve T lunch had (ve just had lunch). How do you pronounce ..? (behind) You're lost. You want to find the station. What do you say? (Excuse me, can you tell me the way to the station, please?) Can you ___me some money until tomorrow? (lend) He / she translates orally from one language to another. (interpreter) 9 Something which you buy cheaply in a shop. (bargain) © $8 choose a square, you read out a question for them to ‘answer, and mark an X or O in the square, as above. Aim_ To practise pronuncia # Odd-one-out Put four words on the board (e.g. from the lesson or the Sound bank (WB p.81) in the Workbook). Three should have the same vowel sound, and one should be different. SS have to find the different word, eg. door floor walk work ‘© What's the common sound? Put four words on the board as above. $S have to find the common sound, eg, biscuits English since biggest hs)‘A resource bank of casy-to-play games to practise and revise structures and vocabulary. See the Games bank in English File 1 Teacher's Book for more ideas. - es Aim To revise past simple / past continuous te ‘© Prepare small pieces of paper for each student to write their name on, Give out the pieces of paper. 8S write their names, fold up the piece of paper, and give it back to you. Put the names in a container, eg. a box or bag. ‘Tell the class that a murder was committed at 8.00 p.m. yesterday (the previous day). Invent a victim, eg. the director of the school / the mayor( ess) / a local celebrity (The more dramatic you make it, the more the SS will get involved in the activity.) ‘Tell the clas that there are two suspects, ick two SS" names out of the box. The ‘suspects’ then go out of the class. Tip Ics important that the two suspects are confident, able speakers. Ina class of mixed abilities its better to select the suspects yourself Divide the rest of the class into two groups of “detectives: They prepare questions to ask the two suspects. Tell the detectives: = the suspects were together from 7.00 p.m. until 11.00 pam. ~ they sawa film. Give 8S some ideas for questions, e.g. Where did you ‘meet at 7.00? How did you get to the cinema? What were ‘you wearing? What was your friend wearing? ‘ell the two suspects that they were together from 7.00 p.m. until 11.00 pam. and saw a film. Tell them to prepare their alibi for the previous night very carefully, agreeing on every detail. They will be interviewed separately and must tell exacty the same story. Help the suspects with their alibi, e.g. Where did they mee!? How did they get to the cinema? What were they wearing? etc. Set a time limit, eg. 15 minutes, for suspects and detectives. Bring the suspects back into the classroom, SUSPECT A is imterviewed by one group of detectives and susPEcr B by the other group. The detectives note the suspects? answers. After a set time limit, eg. eight minutes, the suspects change places and the detectives ask the other suspect the same questions. The suspects musta talk to cach other. ‘After the time limit is up, give the two groups of detectives a minute to compare the suspects’ alibis, Do they match? Are the suspects innocent’ or ‘guilty’? If the suspects contradict each other's story more than twice in important details they are ‘guilty’ of the crime. Tip With a small class you could just have one group ‘of detectives. When the frst suspect is being interviewed the second must wait outside. This ‘activity works best ifthe teacher moves between detectives and suspects, helping both groups with their questions and stories. | The describing game ‘To revise any vocabulary group and the language of definitions. To encourage SS—_| toralk Example Adjectives of personality | ‘© Sin pairs, A and B. A needsa piece of pape ‘© Student as turn their chairs round so that they can't see the board. Bs can see the board. ‘© Write six words on the board that you want SS to practise or revise, e.g. adjectives of personality selfish, shy, friendly, talkative, etc ‘© Bhas to describe the frst word from the board to A without using the word, and speaking only in English, eg. It’s negative adjective. Isa person who only thinks about himself. He never thinks about other people. & listens and then writes down the word he / she thinks it is and shows it to B. It’s correct, B then defines the second word. Ifi's wrong then B must try to give a clearer definition or give a clue, e.g. It Begins with 's: ‘¢ Demonstrate yourself first. Write a word in large letters con a piece of paper but dont show it to the lass. Then define the word to the class. When they guess it correctly show them the word on the paper. Tell the S$ to write their guesses down, not call them out, or the other $$ will hear. ‘¢ When all the pairs have finished, SS swap roles Write six new words on the board and continue. Tip This game works better ifit is not competitive, ie: if SS are co-operating in pairs to define / guess all the words. You can use The describing game to re — any group of words, eg. jobs, activities, ete phrases from the Travel phrasebook SB p. 132. — random words or phrases. ‘Play Glugin groups of 4 or 5 or withthe whole class. SI chooses a verb, eg, have a shower, and writes it on a piece of paper. «The other SS have to guess the verb by asking questions in using the invented verb glug, which replaces the mystery verb SI has chosen, eg, 2 Have you ever glugged? 83 Are you glugging now? ——S1No, 'm not. 84 Do you glug everyday? 81 Yes, 'do, ‘82 Did you glug this morning? 81 No, I didn't, '83 Can you glug in the kitchen? 81 No, you can't 84 Is it dificult to glug? 1 No, iPseasy. © SS have to try to guess the verb within a limit of 15 guesses. «© The student who guesses the verb then has a turn to choose. Verbs which work well: sleep, kiss, ski, cook, sing. 81 Yes Ihave. Very often.fe) Telepathy ‘Aim To practise first conditional sentences, Example If you go to bed late, youl be tired tomorrow. Prepare a set of half sentences (first conditional) which SS have to use ‘telepathy’ to complete © Form teams of 4 to 6SS. ‘* Write the first half sentence on the board and indicate if the second half is =] or [#, e.g. Ifyou go to bed late {you ... [= Well goto the beach tomorrow, if... Jor (El. ‘# SShave to try to finish the sentences in exactly the same way, i. write the most obvious ending to the sentence that they think their team mates will also have put, eg, ... won't wake up tomorrow. 5 read out their sentences. ~ For every correct sentence the team gets 1 point. — If two $S have written exactly the same sentence the team gets an extra point for each sentence. ~ Ifthe whole team have written exactly the same sentence they get a bonus of 5 points. ‘* Now write another sentence half, keeping the score on the board, Hed Who are you? ‘Aim To practise / revise verb be, nationalities, jobs, adjectives, ll verb forms, et ‘¢ Write the names of famous living people on cards (or use magazines photos). ¢ Demonstrate the activity yourself first. Choose the identity of one of the famous people. S$ have a maximum of fifteen guesses to find out who you are. You can only answer Yes, (Iam). No, (F'n not). «© Help SS by writing on the board the kinds of questions they could ask, eg, {Are you a man / woman? ‘Are you an actor? ‘Are you a film star? | Are you going out with ... at the moment? Have you got any children? ‘© You can play the game in pairs / groups /asa clas. ‘The student who guesses correctly is given the next famous name for the other SS to guess. Tip This works much better if you give SS the names rather than ask them to think of their own. You can also play Who were you? with famous dead people to practise the past simple. fy Word tennis ‘Aim. To practise / revise any vocabulary group ‘© Divide the class into TEAM A and TEAM B. Call outa word group, eg, vegetables. © TEAM A ‘serves’ by saying a word in that group, e.g. potatoes. © TEAM B returns the serve’ by saying another word, eg. carrots. TEAM A says another word, etc. The game ends when one team (in five seconds) can’t think of another word in that category. © Then call out another word group (e.g, the body), and continue. You can also use Word tennis to revise irregular past participles. TEAM A ‘serves’ the infinitive (e.g. write). ‘TEAM B has to say the past participle, and then ‘returns’ another infinitive (e.g. written, drive). Rhee ed ute revision activities to use as lesson warmers, fillers, or in an emergency (e.. if you run out of material or don't want to start a new File), TE Do an exercise from the next Vocabulary file, Bd Get ss to cover the words in Wordbank and test each other in pairs, e.g. Food: A (Points ata picture) What are those? B They're onions. Playa memory test. In pais, $$ look at any page of Wordbank for a minute. Then they close the books and try to remember / write all the words / phrases, Get $S to test each other on the Travel phrasebook, e.g. ‘A How do you say...” in English? Bt. Write jumbled sentences from the previous lesson on the board for SS to order correctly, e-. last go did night anywhere you? (= Did you go anywhere last night?) Tl Use the Sound bank WB p.81 to practise vowels and consonants that are difficult for your $S. Choose a sound and ask SS to repeat after you. Then ask them to think of other words containing the sound. Write them on the board and $ can write them in their notebooks. El Give a quick dictation, e.g. dictate five sentences from the Travel phrasebook or the Listening tapescripts. Only use sentences $S have read / heard before. Ef Do a Workbook exercise in class in pairs / small groups. Ell Give $5 a quick test on Words to learn from the previous lesson in the Workbook, e.g. anagrams or translation. DD Play a game from the Games bank,