Teacher Resource

Introduction Set-up
These activities act as a warm-up for students

This Teacher's Resource Book contains
prior to the main activity; they also give teachers
photocopiable activities and further ideas for you
an opportunity to model the main activity so
use with the First Choice Student Book. It has
that students understand it prior to doing it
::-een written with two aims in mind:
themselves.
• to give teachers additional material that
reviews and extends the work in the Student Procedure
Book This section has step-by-step instructions for
• to give students lots of extra speaking practice carrying out the main activity. Each main activity
takes between 15 and 25 minutes and is suitable
Controlled skills work is important for students
for all class sizes. For each activity there is a
:o develop their reading, writing, listening, and
photocopiable worksheet or worksheets. Some of
"'-peaking abilities. At the same time, it is also
the worksheets need to be cut up before they are
essential that students have opportunities to "get
handed out to students.
active" and use their English in meaningful and
relevant contexts.
Extension
The activities in this book are designed to help
After each main activity, there is a suggestion
our students do this. They encourage students
for an extension activity. These generally ask
~o talk about themselves, compare opinions and
students to expand on the main activity, or to
;ews, and practice the kinds of situations they
report to the class the information exchanged
are likely to encounter in real life.
during the main activity.
In addition, every activity involves an element of
teamwork. Students will need to work together Click & Change CD-ROM
to share or check information and agree on
The Click & Change CD-ROM lets you
outcomes or solutions. Every activity encourages personalize the photocopiable activities from
purposeful interaction where students need to the First Choice Teacher's Resource Book. Using
speak and listen to each other. your computer, you cun change the words and
Through role plays, language games, replace the pictures on each worksheet to create
questionnaires, and information-gap activities, customized activities that will appeal to the
~tudents are also given the chance to build specific interests of the students in your class.
their confidence and introduce a more personal For instance, you can replace photos of celebrities
dimens~on to their learning.
with images of other famous people, local
celebrities, fellow teachers, or even the students
How to use the photocopiable activities
themselves. You can include the names of local
Each activity starts with the following places that students will know or the latest
mformation: music, fashion, or movies that students will want
Aim The main focus of the activity to talk about.
Language focus The grammar and/or Suggestions on how to use the Click & Change
function practiced CD-ROM to adapt each activity are included
in the teaching notes for each photocopiable
Lesson link The stage of the Student Book activity.
lesson at which it's best to use the activity
Materials Notes on how to prepare the
worksheets
Table of Contents
Practicing asking and

answering questions
1.2 Is he a teacher? Gathering personal information
2.1 What's your sign? Gathering and reporting

personal information
2.2 Group listening Listening to and answering

questions about personal
information
2.3 Class survey Conducting a survey about

personal information
3.1 Family battleships Playing a guessing game about

family members
3.2 Tic-Tac-Toe Talking about family
3.3 Who's Tom? Asking and saying who

someone is
4.1 Speed! Playing a lively game based on

likes and dislikes
4.2 Find a friend Gathering information about

suitable friends
4.3 What do YOU think? Conducting a survey about

likes and dislikes
5.1 What do they do? Gathering personal information

about free-time routines
5.2 Find someone who ... Exchanging information about

free time
6.1 Secret person Playing a guessing game
6.2 Job search Interviewing each other about

job qualifications
6.3 Quiz game Reviewing Units 1-6 by playing

a board game
iv
7 .2 Find your partner Playing a walk-around game to
match a pair of cards
7 .3 Spot the differences Finding the differences between

two pictures
8.1 Is there a desk? Trying to find the differences

between two pictures
8.2 House bingo Playing bingo by asking about

each other's rooms
8.3 Apartment search Exchanging information about

apartments
9.1 Listening quiz Listening to and answering

questions about directions
9.2 pair dictation Practicing questions and

statements about directions
10.1 Memory challenge Playing a memory game using

food vocabulary
10.2 Go fish! Playing a card game using food Count andronootirttnwn:: -'
vocabulary _,same and ~lli: focntV-OcabtlJij"
:; h_,·
11.1 How was your weekend? Gathering personal information
.
11.2 Who was where? Exchanging information about
the past
12.1 Lemons Playing a guessing game using Simple past

past-tense verbs
12.2 Museum mystery Solving a mystery Simple past
12.3 Go ahead! Go back! Reviewing Units 1-12 by

playing a board game
v
Set- up (5 minutes)
Aim
Give one bingo card to each student. Draw a 4x4 bingo-card
To practice asking and answering
grid on the board. Write __ is a student in the top
questions
left-hand space.
Language focus
Yes/No questions using be Have one student come to the front of the class. Ask the
student, "Are you a student?" If the student answers "yes,"
Lesson link write their name in the top left-hand space. If the student
Use after Language Practice (p. 7)
answers "no," leave it blank.
Materials
Refer the students to the top left-hand space of the bingo •
One bingo card per student
cards. (All cards have __ is a student in that space.) Have
the students ask the question to another student near them.
Have them write the other stu dent's name in the space if
Use the Click &Change CD-ROM to:
the answer is "yes."
• Change the prompts to include
jobs that your students actually do. Procedure (20 minutes)
Have the students stand up. Ask them to go arou nd the room
• Change the prompts to include and ask questions based on the information on their bingo
places where your students are
cards. They can ask each student only one question at a time,
from.
before moving on to the next student.
• Rearrange the items to create
The first student to hit bingo horizontally, vertically, or
additional bingo cards.
diagonally is the winner. If nobody hits bingo before time is
finished, the student with the most completed spaces is the
winner.
Extension (10 minutes)

Divide the students into groups of four. Write on the board:
__ of us are from a hot place.
__ of us are waiters.
All of us are _ _ .
Some of us are __.
No one is
Students use the prompts to gather information about their
group. Have them report to the class when they are finished.
UNIT 1 •ACTIVITY 1 ARE YOU ... ?
is a student. is a waitress. is from the US. isn't a teacher.
is from a big city. isn't a chef. is a businessman. is a teacher.
is from a hot place. is a chef. isn't from the US. isn't from a big city.
_____ isn't a t
I
is a waiter. isn't a student. isn't a waiter. businesswoman. ~
How do you spell

What's your name? your name?
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE FIRST CHOICE TEACHER'S RESOURCE 800K 3

UNIT 1 •ACTIV ITY 1 ARE YOU . .. ?
Ar e yo u ... ?
Ill
is from a small town. is from a big city. is a teacher.

is a student.
- - - - - isn't
isn't a chef. is from a hot place. from a small town.
is a waitress.
is a businesswoman. is from the US. is from a cold place.

isn't a waiter.
- - - - - isn't
from a cold place. is a waiter. isn't a teacher.
is a chef.
How do you spell

your name?
What's your name?
UNIVERSITY PRESS PHOTOCOPIRBLE FIRST CHOICE TEACHER'S RESOURCE BOOK

4 © OXFORD
UNIT 1•ACTIVITY1 ARE YOU ..• ?
is a student. is a businessman. is a chef. isn't from the US.
- - - - - isn't
from a hot place. isn't a teacher. is a waitress. is from a big city.
is a teacher. isn't a student. isn't from Toronto. is from a small town. ~
is from the US. is from a hot place. is from Rio. isn't a chef.
How do you spell

What's your name? your name?
©OXFORD UNIVERSITY PRESS PHOTOCOPIRBLE FIRST CHOICE TEACHER'S RESOURCE BOOK 5

Set- up (5 minutes)
Aim
Divide the students into groups of four. Give one info gap
To gather personal information
sheet to each student. Give one student in each group an "A"
Language focus sheet, a "B" sheet, a "C" sheet, and a "D" sheet.
Third-person yes/no questions
with be Have one student who has an "A" sheet come to the front of
the class with their sheet. Ask the student, "Is Takeshi from
Lesson link
Korea?" Have the student answer, "No, he isn't from Korea.
Use at the end of the unit
He's from Tokyo."
Materials
One info gap sheet per student
Ask the student, "Is Ricardo from Rio?" Have the student .
answer, "I don't know."
Procedure (15 minutes)

Use the Click &Change CD-ROM to: Have the students take turns asking each other questions to
• Replace the pictures of the people fill in the missing information on their info gap sheets. If they
and change their names. You need help, write more examples of sentences and questions
can use photos of students or from the sheets on the board.
teachers.
• Change what each person does
and where they are from. Have the students copy the chart from the worksheet on
a separate piece of paper, but this time using the names of
people in the class.
Explain that students will complete the new chart with
information about their classmates. Make sure students
know what questions they need to ask. For example,
"Are you a doctor? Are you from Seoul?"
Have students move around the classroom, asking and
answering questions to complete the chart.
6 TEACHER 'S NOTES

UNIT 1 •ACTIVITY 2 ls HE A TEACHER ?
Is he a teacher?
A .r·-..······. .. ·~· .
.
I
'
·.
,···
~
.~ · · ··.
...
~~,: · ···
~·
\.
'
Takeshi Susan Lisa Ricardo

•s a... Student
s from... Tokyo, Japan
> --------------- --------------------------------------------- ---------------------------- -
8
Takes hi Susan Lisa Ricardo

IS a... Writer
is from ... Sydney, Australia

is a... Teacher
is from ... Sao Paulo, Brazil

IS a... Businessman
is from ... Taipei, Taiwan

Set- up (5 minutes)
Aim Draw a partial replica of survey sheet "A" on the board with
To gather and report personal Allen's information filled in and Bob's information left blank.
information
Language focus
Have one student come to the front of the class. Give the
Wh- questions; possessives student a "B" survey sheet and tell the student, "You are Bob."
Lesson link Ask the student, "Bob, where are you from?" Have the
Use after Language Practice (p. 13) student answer, "I'm from Rome." Write Rome in the
appropriate space on the board.
Materials
One info gap sheet per student Repeat with other questions on the survey sheet if necesscn-y.

Divide the students into groups of four. Give each group a
set of sheets. One student in the group is Allen, one is Bob,
• Change where each person is one is Carol, and one is Diane.
from as well as their major,
favorite food, and sign. Have the students interview another person in the group,
writing their details on the worksheet. Pair A and B together,
• Create blank sheets so students
can complete the sheets
and C and D together. Second, have A and C together, and
with their own information B and D together. Third, pair students off as A and D, and
and information about their Band C. Finally, students check each other's information to
classmates. make sure it is correct.

Have the students leave their groups and interview four
other people in the class. They can use the same questions,
plus any additional questions they can generate. They don't
need to use the worksheets or write down any answers.
8 TEA-CHER 's Hons
·:::: .···
UNIT 2 •ACTIVITY 1 WHAT'S YOUR SIGN?
I A
You
Name From
New York
Major
chemistry
Favorite food
sushi
Sign
Gemini
Allen
Bob
Your
Carol
partners
Diane
!
B Name From Major Favorite food Sign
You Bob Rome business Mexican food Leo

I
Allen
I Your
Carol
partners
Diane
I
c Name From Major Favorite food Sign
You Carol London history pizza Taurus
Allen
Your
Bob
partners
Diane
D
:..:-
;~·
Name From Major Favorite food Sign
You Diane Vancouver English cake Virgo
Allen
Your
Bob
partners
Carol
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE FIRST CHOICE TEACHER'S RESOURCE Sonic 9

Set-up (5- 10 minutes)
Aim Briefly introduce yourself to the class. Include personal
To listen to and answer questions
information such as name, nickname, hometown, favorite
about personal information
food, birthday, sign, or e-mail address.
Language focus
Wh- questions Then check how well the class listened and remembered.
Ask, "What's my name? What's my nickname?" and so on.
Lesson link Write the answers on the board. For example:
Use after Listening (p. 14)
Name: Michael Smith
Materials
Nickname: Mike
One set of cards per group
From: Chicago
Ask a student to introduce themselves, using the kinds of
\~\ Use the Click &Cha_nge CD-ROM to: information listed on the board.
~~/ • Replace the pictures of the people Procedure (20 minutes)
and change their names. You Divide the students into groups of four. Give each group a
can use photos of students or
set of cards. One student in the group is A, one is B, one is C,
teachers.
and one is D.
• Change the information about
each person and the questions. Students work in pairs. They use the information on the left
side of the card to talk about the person. Next, they ask the
• Include any additional vocabulary
questions to their partner. A student who answers a question
that your students have learned.
correctly gets a point. Whoever in the group has the most
points at the end of the activity is the winner.
Have students switch partners and repeat the activity until
they have heard the information on all of the cards.

Have the students create their own ID cards. Students then
read their own information to the group and ask questions.
10 TE.ACHER' S NOTES
UNIT 2 •ACTIVITY 2 GROUP LISTENING
Group listening
Name: Roberto Questions:
Nickname: Rob 1. What's Roberto's nickname?
From: Rio de Janeiro 2. Where's he from?
Major: chemistry 3. What's his major?
Favorite food: pizza 4. What's his sign?
Birthday: June 17
Sign: Gemini
~ - ---------------------------------------------------------------------------------------
® Name: Sara
From: Vancouver
Questions:
1. Where's Sara from?
Job: history teacher 2. Is she a teacher?
Birthday: August 1
Sign: Leo
Favorite food: Mexican food
3. What's her sign?
4. Whats her favorite food? j
© Name: Mariko
Nickname: Mako
Questions:
1. What's Mariko's nickname?
From: Osaka 2. What's her major?
Major: business 3. Where's Mariko from?
Birthday: September 15 4. What's her sign?
Sign: Virgo
~
-"-----=-=======-....,,,.,,,, J
@ Name: Su-wei
From: Beijing
Questions:
1. Where's Su-wei from?
Job: chef 2. Is she a singer?
Favorite singer: Mariah Carey 3. Who is her favorite singer?
Birthday: May 2 4. What's her sign?
Sign: Taurus

Set- up (5 minutes)
Aim Write the following statements on the board:
To conduct a survey about personal
information is a student.
is a Leo.
Language focus
Yes/No questions
__'s birthday is in June.
Lesson link Ask a student, "Are you a student?" When they answer
Use at the end of the unit "yes," write their name in the appropriate blank
on the board.
Materials
One survey sheet per student Ask another student, "Are you a Leo?" If they answer "yes,"
write their name in the blank. If they answer "no," don't
write their name down.
Use the Click &Change CD-ROM to: Repeat with the third statement if necessary.
• Include local information on
the survey, such as local foods,
Give each student a survey sheet. Have the students walk
local actors, and other academic
majors. around the room and ask each other yes/no questions. If
the answer is "yes," have them write the person's name in
• Change is to isn't to create new the blank. If the answer is "no," have them ask a different
statements. question or ask another student. The first student to fill in
their survey with 12 different names is the winner.

In pairs, students say 12 statements each about themselves:
"I'm an actor. My favorite food is pizza. I'm a Gemini."
Students can use the survey sheet or make their own
sentences.
The other student has to guess if each statement is true
or false.
When a student guesses correctly, they get a point. The
student with the most points at the end wins.
For more practice, have students change partners and do
the activity again. This time have students use negative
statements.
12
UNIT 2 • ACT IVITY 3 CLASS SURVEY
C la ss S u rv ey
is Madonna.
1 . _ _ _ _ _ _ _ _ _'s favorite singer
August.
2. _ _ _ _ _ __ __'s birthday is in
3. _ _ _ _ _ _ _ _ _'s major is biology.
4. __ __ __ __ _'s major is Eng

lish.
is a stud ent.
5. - --------
lish word.
6. _ _ _ _ _ _ _ _'s nickname is an Eng
pizza.
7. __ __ __ __ _'s favorite food is
8. _ _ _ _ _ _ __ _ is a Leo.
9. _ _ _ _ _ _ _ _ _ is a Virgo.
10. _ _ _ _ _ _ _ _ is happy.
11. - -- - - - - - - is from Asia.
is from the US.

12. - - - - - - - -'s favorite acto r
Could you spell your

name, please? Could you repeat
that please?
FIRST CHOICE TEACHER'S RESOURCE

BOOK 13
PHOT OCOP IRBLE
© OXFORD U11I¥ HSIT Y PRESS
Set-up (10 minutes)
Aim
Write an example grid and question on the board:
To play a guessing game about
family members A B C D E F G H 1 ]
Language focus 1 w I T R Is a letter in 10?
Vocabulary questions with is 2
Lesson link Have a student ask you the question. Answer "yes". Elicit
Use after Conversation (p. 17) the follow-up question, "What letter is it?" Tell them the
Materials correct letter (A). Have the class ask you more questions until
One sheet per pair of students they have guessed all the letters to the word WAITER. •
:. ;-'.·
Teach the expression, We think the word from 1C to 1G is ... .
Use the Click &Change CD-ROM to: Divide the students into pairs. Give an A" worksheet and
/1
a "B" worksheet to each pair. Tell the class they have to guess
• Rearrange the items to create five words in their partner's worksheet. Each word is spelled
additional cards. along a horizontal line.
•Arrange words vertically or
diagonally. Procedure (20 minutes)
Have the students take turns asking questions to find
• Include any additional "family" the words.
vocabulary that your students
have learned. Five family words are hidden in the grid. The first student to
find all the words is the winner.
• Create blank cards that students
can fill in on their own. Let them compare their handouts when finished.

Have the students write three more words in their grid.
Students play again using their own words.
®
c:>
family Battleships
....><
0
"'
0
c:::
x
~ ~
Is a letter in ... ?
...<
:z Is a letter in ... ?
m
...::;!'°
VI
@A B C D E F G H J K @A B C D E F G H J K
~
'°~
m
1 1
2 2
3 3
4 4
5 5
6 6
.........
'°-I
VI What letter What letter c:::
z
....
n is it? is it? -I
%
.....
...
0
0 •
::0
m
-I
@A B C D E F G H J K @A B C D E F G H J K (")
m ....
-I
:J> <
....
0
%
m
1 H u s B A N D 1 B R 0 T H E R ::;!
~ ......
VI
::0
m
2 s 0 N 2 w I F E ""Tl
VI D
0 3::
c: 3 M 0 T H E R 3 ....
'°
0
m
~
m 4 s I s T E R 4 F A T H E R
Ill
D
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-I
;iii::
5 5 D A u G H T E R
m
VI
....en :x:
....
"O
6 p A R E N T s 6 G R A N D F A T H E R
VI
Set- up (10 minutes)
Aim
Draw a grid with nine squares on the board. Ask students to
To practice talking about family
call ou t family words and write them on the grid. Write some
Language focus extra prompts next to the words. For example:
Statements using be
Sister/ job
Lesson link Grandfather/ age
Use after Language Practice (p. 19) Mother I from
Materials Brother/ major
One sheet per student
Divide the class into two teams, Team X and Team 0. Teaip 0
starts. Have them choose a prompt and make a sentence. Try
to elicit sentences such as My sister's a teacher or My brother's
Use the Click &Change CD-ROM to: major is English. If it is not correct, Team X can try with the
• Change the family members and same prompt.
information in each box.
Make sure students understand why they say the word major
• Rearrange the items to create in the sentences but don' t usually say the words job and age.
additional cards.
If Team 0 says a correct sentence, write an 0 on the grid in
that box. Then it is Team X's turn. Continue until one team
gets three in a row (tic-tac-toe) either horizontally, vertically
or diagonally.

Divide the class into pairs. Give each student a handout.
Have the class play Tic-Tac-Toe. Each pair decides who is
0 or X. The students make sentences and mark their grids
accordingly.
The first person to complete a line (horizontal, vertical, or
diagonal) is the winner. Each pair can play four games.
Monitor and check for correct sentences.

Instead of pairs, have students make groups of four. Two
players make up one team. Have students make another tic-
tac-toe grid on the back of their handout. They choose what
words/prompts to write. Have them play the game again.
This time they must only make negative sentences.
As an example, write on the board:
Brother /age
Elicit My brother isn't 26, he's 19. Write this on the board, too.
16 TEACHER'S Nores
UNIT 3 •ACTIVITY 2 TIC-TAC-TOE
. .· <(VY
' ... . ·.·.····/
•... ~
.•. .... •. @ @ •. ·.
~.:;:Q.tWM-Y~A«~ J~'~'r
=~' ~~ 1%
' ~
!""" '"'"''""""'""'""'"='"''?'""""""""""""""""'')
Classmate/
Father/ GrandfatherI Grandparents/
cell phone
Wife/job Friend/major
phone number age age
number
II
~
~
I
- .r
~
Brother/ Teacher/ Parents/

Sister/ sign Parents/ age Family/ from
favorite food nickname favorite food
~
__...
L- .. - ·- ,....
··- ····--
I
Mother/
from
Daughter/
nickname
Father/
sign
I Friend/
last name
Daughter/
age
Brother/
birthday I
____; I
~' II.;-~.: ~ I tzH i I ~ I ll !:fiS~~~~

iiJ
"'-H iiHUl~H~i:tllf ~ ' •. .., " ~ii
~1 r
Brother/ Son/ Daughter/ Mother/ Son/
Husband/ age
• major favorite singer address favorite singer favorite sport
Teacher/ Friend/ Father/ Teacher/ Grandfather/

Sister/job
favorite food favorite music favorite food age from
....... _....,_., ............
Father/ Grandfather/ Mother/

ii
I
I ~
~
~
Brother/ Children/ Sister/
II
job
'··-"'""""""'-"'~ .... ...

nickname
,.,,...,," "
- ~l:'O:ll
address
m 'a;
j ~
\
sign
'~ISll ti:l !l l lCG~ !')l:llH~~m;lC i:;t t:!Q 0

sign
;:::: . --=:J
~ :': ,z: • • ~::?;·» y; .w .. ..
;7 ~'%.;/~~~
© G~(~~l(UN.I'(ERSlrY.PRis,S PHOTOCOPIRBLE FIRST CHOICE TEACl'IER'S RESOtlR(:E' &,eOK #.•7 "/

. • »~~
·~?- ~~
,.,.•Wlj
···. M :,:::~® ?~~£ ·t!'·
Set-up (10 minutes)
Aim Draw your own family tree on the board, but leave all of
To practice asking and saying who the names blank except for your own. Then, next to the
someone is
family tree, write the names, ages, and jobs of your parents,
Language focus brothers, and sisters.
Wh- questions using be
Have the students ask you questions about each person on
Lesson link the list. For example:
Use after Listening (p. 20)
Who's Steve? He's my father.
Materials
How old is he? He's 62.
One sheet per pair
What's his job? He's retired.
Have the students continue asking you questions like this
Use the Click &Change CD-ROM to: until you have completed the family tree.
• Replace the pictures of the people If necessary, have a volunteer come to the front, draw a
and change their names. similar chart on the board, and answer questions about his or
her family members.
each person. Procedure (20 minutes)
Divide the students into pairs. Give sheet "A" to one student
in each pair, and give sheet "B" to the other student. Make
sure the students do not look at their partner's sheet.
Explain to the students that they will complete their sheets
by asking and answering questions about the family
members and their ages, jobs, favorites, and so on. If
necessary, complete the information for one family member
as an example.
When students have finished, have them look at each other's
cards. Have them point to their partner's card and make new
questions: "Who's this? Who's that?" They should answer
accordingly.

Students use the same cards again. Write on the board:
Dan's sister is a student.
She lives in New York.
Have the students write imaginary jobs and places where
they live on their half of the trees.
Next, have them make similar sentences as in the example.
Have them write what their partner tells them on the trees.
18 TE ACK.E ~ 's Non s

UNIT 3 • ACTIVITY 3 WHO'S ToM?
Who'~ Tomf
Student A Ask about: Tom, Jane, Sam, Joe
Name: _ _ _ __ Name: _ _ __
Age: _ _ __ Age: _ _ __
Job: _ _ __ Favorite singer: _ __
;a!Mn
- .
~
lI l
Name: Name:
Age: Age:
Favorite food: Sign:

~~Hllll"GW.J
Dan, 13
~~~m~~'!1:i Favorite food: ice cream
~------------------------------------------------------------------------------- ----- -----
Who'~ Tomf
Student B Ask about: Sue, Liz, Tim, Dan
l
Name: Name:
Age: Age:
Job: Favorite food:

Tom, 21
Favorite food: pizza
© OXFORD UNIVERSITY PRESS P HOTOCOPIRBLE FIRST CHOICE TEACHER'S RESOURCE 800K 19

Set-up (5 minutes)
Aim
Write the following statements on the board:
To play a lively game based on
likes and dislikes I like __
Language focus I don't like
I like; I don't like Draw three pictures on the board: pizza, sushi, and cake.
Lesson link Have three students come to the board. Say, "I like pizza.
Use after Conversation (p. 27) "Gesture to the students to tap the pizza picture. Put a point
Materials on the board for the student who taps the picture first. Say
One set of cards per group a similar sentence, such as "I don't like cake." Have the
students race again to tap the correct picture on the board,
and award a point to the winner.
•Replace the pictures on the Divide the students into groups of four. Give one set of cards
cards with images of things your to each group. Ask the students to place the cards face up
students might have an opinion
about.
and spread them out on the desk.
•Include pictures of local places, Students take turns making statements with the pictures
music, foods, and celebrities that on the cards: I like _ _ / I don't like __ . The other three
students can personally relate to. students race to tap the correct card. The quickest student
receives the card. The student with the most cards at the end
•Replace the pictures with words.
is the winner.

Have the students place the cards face down and spread
them out on the desk. Students take a card in turn. The other
students try to guess the card by asking yes/no questions:
"Is it a city? Is it a kind of food? Is it a kind of music? Is it
jazz?" The student who guesses correctly receives the card.
The student with the most cards at the end is the winner.
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Set-up (5 minutes)
Aim
Write the following on the board:
To gather information about
suitable friends Friend Matching Service, Inc.
Language focus Jane: likes pizza, electronica, and dance music
Does he/she like_? What kind Bob: likes Mexican food, hip-lzop, and rock
of does he/she like? Mike: likes pizza, electronica, and dance music
Mary: likes Chinese food, jazz, and pop
Lesson link
Use after Language Practice (p. 29) Ask the class, "What kind of food does Jane like? Does she
Materials like electronica? Does she like dance?" Also ask questions.
One set of cards per pair about Bob, Mike, and Mary. Finally, ask the class who would
be a good friend for Jane.

\$ ) Use the Click &Change CD-ROM to: Divide the students into pairs. Give card "A" to one student
·-. ~V • Replace the pictures of the people in each pair and card "B" to the other student. Explain that
and change their names. You students will complete the form by asking and answering
can use photos of students or questions. As an example, have Student A ask Student B,
teachers.
"What's Terri's favorite food?" Have Student B write pizza in
• Change the things that each the appropriate place on the form.
person likes and dislikes.
Have the students do the activity. As each pair finishes, give
them the card titled After you finish .... Have them compare
Anita's likes and dislikes with Terri's, Dave's, and Sara's, and
choose a good friend for Anita.

Have the students turn over their cards and write about their
own food and music preferences. Next, have the students
walk around the room and ask other students questions.
What kind of food do you like?
Do you like jazz?
The first student to find someone with the same preferences
is the winner.
22 TEACHER'S NOTES
UNIT 4• ACTIVITY 2 FIND A FRIEND
Studen t A FRIEND MATCHING SERVICE. INC. = likes ® = doesn' t like
l
©
© food Iojzza © food © food cake

hip-hop © ® hip-hop @@ @)
jazz © ® jazz © ®
hip-hop
jazz ©
®
® I
rock
classical
@)
©
®
®
--
rock
classical
~- ---- - ----- --- -- -- -- - ---- --- -------------- ------

© @
@)
-
®
-------------- ------ --
rock
classical
@ ®
© ®
__,pl
- -- -- --------- --- - -
I
Studen t B FRIEND MATCHING SERVICE. INC. © = likes ® = doesn' t like
© food © food Chinese food © food cake

hip-hop © ® hip-hop © ® hip-hop © ®
jazz @ ® @)
jazz ® jazz © ®
rock © ® rock © ® rock @ ®
classical © @ classica l © ® classica l @ ®
Afte r you finish ...
FIND ME A GOOD FRIEND! © = likes ® = doesn't like

© food rP'=
· zz=a'- ----
hip-hop © @
jazz @ ®
rock © @
classical @ ®
©OX.FORD UNIVERSITY PRESS PHOTOCOPIR BLE FIRST CHOICE TEACHER ' S RESOURCE BOOK 23
Set-up (5-10 minutes)
Aim Write the following model on the board:
To conduct a survey about likes
and dislikes Same opinion Different opinion
Language focus 1 think sushi is really
I like; I don't like; My favorite ... ; I good.
think... : What do you think of. .. ?
1 don't like music from
Lesson link Hong Kong.
Ask a student, 'What do you think of sushi?" If their answer
Materials matches the statement, I think sushi is really good, write th~ir
One survey sheet per student name on the appropriate line in the Same opinion column. If
their answer doesn't match, write their name and opinion
under the Different opinion column.
Do the same with the second statement. If students have
• Include local information on the trouble answering, write a couple of prompts on the board:
survey, such as local foods and
music that your students will 1 think he's/she's/it's __ .
know. I like/don't like her/him/it.
that your students have learned. Procedure (20 minutes)
Give each student a survey sheet. Have them fill in the
blanks in the ten statements with their own information.
Have the students walk around the room and ask each other,
"What do you think of __?" If they find another student
with the same preference, they write the student's name in the
Same opinion column. If not, they write the person's name and
opinion under the Different opinion column. The first student to
fill in their survey with 20 different names is the winner.

Divide the students into groups of four. Have the students
report the information on their survey card to the other
group members.
Taro and I think hip-hop is amazing.
Dave and I don't like music from Hong Kong.
24 TEACHER' S NOTES
UNIT 4 •ACTIVITY 3 WHAT DO YOU THINK?
~....,..__,_,.._,......,"=~z-r~=~~---:w-»=ca=w""""""=>"-===~~=xc-....""""""_...,~=•""""""~'
~ Wht.tt t.40 YOU thin"-f
Same opinion Different opinion
1. I think _ _____ is amazing .
2. I like music from ------
3. I think Latin music is - -- -- -
4. My favorite singer is _ _ __ _ _
5. I don't like music from - - - - -
6. I think classical music is - - - - I

I
· 7. My favorite food is _ _ _ _ __
I
8. I think sushi is - - - - - -
I
9. I think
10. I think
is terrible.
is OK.
I
I
May I ask you a

question? Could you repeat
that please? .
4 ©j)XFORO U'NJVE.RSITY PRESS PHOTOCOPIABLE

"'
Set-up (5 minutes)
Aim
Divide the students into groups of three. Give one info gap
sheet to each student. Give one student in each group an "A"
about free-time routines
sheet, a "B" sheet, and a "C" sheet.
Language focus
Third-person wh- questions Have one student who has an "A" sheet come to the front
with do of the class with their sheet. Ask the student, "What does
Alberto do on Saturday nights?" Have the student answer.
Lesson link
Use after Listening (p. 36) Ask the student, "What does Becky do on Sundays?" Have
Materials
the student answer, "I don't know."
One set of sheets per group Procedure (20 minutes)
Have Students A, B, and C take turns asking questions to fill
in the missing information on their info gap sheets. If they
\~·) Use the Click &Change CD-ROM to: need help, write more examples of sentences and questions
\.:_i, • Replace the pictures of the people from the sheets on the board. Have them check their answers
and change their names. You after they are finished.
teachers. Extension (10 minutes)
Divide the students into new groups of three. Write
• Change the days of the week and
the activities each person does. on the board:
• Include any additional vocabulary My partners were __ and __.

that your students have learned. Have them report on what their previous partners do.
For example:
Wltat does Carlos do on Sundays?
He does his homework.
What does Keiko do on Saturday nights?
She goes to the movies.
ANSWERS
Alberto Becky Cathy You
On Saturday nights Goes dancing Does yoga Reads a book Answers will vary.
On Sundays Reads the newspaper Plays tennis Watches TV Answers will vary.
Every week Plays soccer Goes shopping Rents DVDs Answers will vary.
26 TEACHER'S NOTES
UNIT 5. ACTIVITY 1 WHAT DO THEY oo?
l
On Saturday
Goes dancing
nights
On Sundays Watches 1V
Every week Goes shopping

On Saturday
nights Reads a book
On Sundays Plays tennis
Every week Plays soccer

On Saturday
Does yoga
nights
Reads the
On Sundays
newspaper
Every week Rents DVDs
©OXFORD UNIVERSITY PRESS PHOTOCOPIFlBLE FIRST CHOICE TEACHER'S RESOURCE BOOK 27

Set-up (5 minutes)
Aim
Write piny, go, and do on the board. Elicit activities for each.
To exchange information about
free time Write them on the board in boxes similar to the handout.
Language focus Then write on the board:

Do you ever questions; Do you ever _ _ ?
wh- questions and irregular verbs Where do you __ ?
Lesson link When do you _ _ ?
Ask a student, "Do you ever __?" Elicit a yes or no answer.
Materials If they answer "no", ask another question. If they answer •
One worksheet per student "yes", ask their name and write it in the box. Then ask
a where or when question. Again write the answer in the
appropriate box.
•Change the prompts to include Give each student a worksheet. Explain that students should
other activities that your students
ask each other questions to complete the sheet with names
are interested in.
and other information. Ask them to write the name only of
• Include specific local information, people who answer "yes". Have them find different names
such as local activities, place for each box.
names, TV shows, etc ..
Have the students walk around the class asking and
answering questions based on the handout.
The game continues until everyone has completed the
handout.

Divide the students into groups of four. Write this example
on the board:
A Soo-hee plays tennis.
B Where does she play tennis?
A She plays tennis in/at _ __
Have the students pool the information from their handout.
Have them ask wh- questions. They don't need to write
anything.
28 TEACHER'S NOTES
UNIT 5 •A CTIVITY 2 FIND SOMEONE WH O• . .
find someon e who ...
plays tennis reads the newspaper plays soccer

Name: Name: Name:
Where: When: Where:
watches TV goes shopping does yoga

Name: Name: Name:
When: Where: When:
plays video games reads comics rents movies

N ame: Name: Name:
Where: Where: When:
watches soccer goes to Internet cafes does homework

('.Jame: Name: Name:
Where: Where: When:
has coffee with friends listens to Latin music goes bowling

Name: Name: Name:
Where: When: When:
Hi, excuse me, do you ever

play tennis? What's your name?
Really? Where do you How do you spell

play tennis? your name?
© OXFORD UNIVERSITY PRESS PHOTOCOP I RBLE FIRST CHOICE TEACHER ' S RESOURCE Boor< 29
Set-up (10 minutes)
Aim Draw the first part of the secret person chart on the board,
To play a guessing game from Dave to Taro. (Alternatively, give a few students a
Language focus worksheet and have them copy the information on the board
Do you like ... ?; Can you ... ?; for you.) Have a student come to the front of the class. Ask
Are you ... ? the student to pretend they are Dave, Sara, or Taro. The
Lesson link student should not say who they are.
Use after Conversation (p. 39) Ask the student questions and try to guess who they are: Do
Materials you like sports? Can you play chess? Can you dance well? Who's
One worksheet per student your favorite singer? What's your favorite food?
If you can guess after one question, give yourself five points;
after two questions, four points; after three questions, three
Use the Click &Change CD-ROM to: points; after four questions, two points; after five questions,
• Replace the pictures of the people one point. Finally, if you guess incorrectly, write a zero on the
and change their names. board and make a sad face.
• Change or rearrange the answers. Now the teacher secretly chooses a person and the student
tries to guess (with suggestions from the class). The person
• Include questions about other with the most points at the end of the round is the winner.
abilities and personal favorites.
that your students have learned. Divide the students into pairs. Give each student a
worksheet. Have the students play the secret person game
for at least three rounds.
If time allows, have the students make new pairs and
play again.

In pairs, students use the question prompts on the secret
person worksheet to interview each other. They answer
using their own information.
After finishing, students report to another person about their
partner's likes and abilities. For example:
Paulo doesn't like sports. He can play chess. He can't dance well.
He can't sing at all. His favorite singer is Britney Spears. His
favorite food is ice cream.
30 TEACH:ER' S NOTES
®
0
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XI
...
VI
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XI
m
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Dave Sara Taro Su-wei Mary I Billy
VI
likes sports
--
I no yes no yes yes I no
can play chess I yes I no I yes I no I no I yes
can dance well no yes I no I yes I yes I no
can sing well yes yes no yes no no
favorite singer Madonna Gwen Stefani Bono Gwen Stefani Madonna Bono
favorite food sushi pizza pizza sushi sushi sushi

c:::
z
....
-I
Scoring guide Score sheet °'

::0
(")
1 question = 5 points
Game# Me My partner ...
-I
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....
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2 questions = 4 points 1 -<
......
3 questions = 3 points 2
V>
4 questions = 2 points 3
m
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XI
5 questions = 1 point m
6 or more= 0 points
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Set-up (10 minutes)
Aim Divide the students into groups of four. Ask students to
To interview each other
brainstorm different kinds of jobs for five minutes. Ask each
about job qualifications
group to give you two or three examples. Write them
Language focus on the board.
Can you ... ?; He/She can ... ; Do you
like ... ?; He/She likes... Give a set of four questionnaires to each group. Explain that
the questionnaires will help them decide who in the class is
Lesson link
best for each job: singer, chef, P.E. teacher, and spy.
Materials
Ask one student to bring a copy of their questionnaire to
One set of worksheets per group the front of the class. Ask the student questions based on·
the items in the first questionnaire (the one for a singer). For
example, ask the student, "Do you like music? Do you like
\0 \ Use the Click &Change CD-ROM to:

concerts? Can you sing karaoke very well?" Pretend to check
"yes" or "no" on your form.
\._ './ •Change the jobs and questions.
Have the student ask you questions from their questionnaire.
•Include any additional vocabulary
Have the students walk around the class and survey
three students.
After finishing, students return to their groups. Each student
reports to the group who is the most qualified for the job. If
necessary, write a model on the board.
Jim is the best chef.
He likes restaurants.
He can cook Chinese food.
He can cook pizza very well.
He c1111 read an English me1111.
Have each group report their results to the class. Write the
students' names on the board. Have the class vote to decide
who is the best person for each job.
32 TfACliER'S NOTES
UNIT 6• ACTIVITY 2 J OB SERRCH
,.,., K
Student 1 Student 2 Student 3

Job: Singer
~ ~ ~
likes music yes 0 no 0 yes 0 no 0 yes 0 no 0
likes concerts yes 0 no 0 yes 0 noO yes 0 no 0
can sing karaoke very well yes 0 no 0 yes 0 no 0 yes 0 no 0
can play the guitar yes 0 no 0 yes 0 no 0 yes 0 no 0
can dance well yes 0 no 0 yes 0 no 0 yes 0 noO
~ ----------------------------------------------------------------- -- ------------------ - ---

Job: Chef
~ ~ ~
likes food yes 0 no 0 yes 0 no 0 yes 0 no 0
likes restaurants yes 0 no 0 yes 0 no 0 yes 0 no 0
can cook Chinese food yes 0 no 0 yes 0 no 0 yes 0 no 0
can cook pizza very well yes 0 no 0 yes 0 no 0 yes 0 no 0
can read an English menu yes 0 no 0 yes 0 no 0 yes 0 no 0
------- -- ---------------- ---------------- ---------------- ---------------- ----------------
Job: P.E. Teacher
Student 1 - Student 2 Student 3
~ ~ ~
likes sports yes 0 no 0 yes 0 no 0 yes 0 no 0
likes students yes 0 no 0 yes 0 no 0 yes 0 no 0
can play sports very well yes 0 no 0 yes 0 no 0 yes 0 no 0
can use a computer yes 0 no 0 yes 0 no 0 yes 0 no 0
can run fast yes 0 no 0 yes 0 no 0 yes 0 no 0
-
------- --------- - ------- - ------- - -------- --- ---------------- ------------ ----- ------------
Job: Spy
~ ~ ~
likes spy movies yes 0 no 0 yes 0 no 0 yes 0 no 0
likes travelling yes 0 no 0 yes 0 no 0 yes 0 no 0
can speak another yes 0 no 0 yes 0 no 0 yes 0 no 0
language well
can drive a sports car yes 0 no 0 yes 0 no 0 yes 0 no 0
can play spy video games yes 0 no 0 yes 0 no 0 yes 0 no 0
very well

Set-up (10 minutes)
Aim Have three students come to the front to play the game with
To review Units 1-6 by playing
you. Place Question Sheet 1 face down next to the game
a board game
board. Have the students place their game pieces on start.
Language focus They can use coins, erasers, pen caps, etc.
Language from Units 1- 6
Have the student to your left close their eyes and touch one
Lesson link of the dice in the middle of the game board. They move their
Use at the end of the unit token along the board the appropriate number of spaces.
Materials
Ask the student a question from Question Sheet 1 that
One game board per group
matches the number of the space the student has landed on.
·. " For example, if the student lands on space number 7, ask the
student question number 7.
1:~) Use the Click &Change CD-ROM to:
~/ • Change the questions and
If the student answers correctly, say, "He/She got __
points!" If the student answers incorrectly, look puzzled and
statements on the question
sheets. ask the other students if they think the answer is correct. If
the other students agree it is incorrect, the student receives
• Include any additional vocabulary no points.
Play continues to the right. Tell the students to keep moving
around the board until the teacher stops the game.
Procedure (20-25 minutes)

Divide the students into groups of four. Give each group a
game board and Question Sheet 1. Have the students play
the game for 20 to 25 minutes. Whoever has the most points
at the end is the winner.
Extension (10-25 minutes)

Play the game again, but this time have the students use
Question Sheet 2. Students must now listen to a statement
and make a question that the statement could be answering.
For example, for the first statement, My father is 42 years old,
a suitable question might be How old is your father? or Is your
father 42?
3-4 TEACHElf S NOTES

UNIT 6 •ACTIVITY 3 QUIZ GAME
(
' {
....... II 110 !Cl
Question Sheet 1
Answer the questions.
1. Do you like pizza?
2. What kind of music do you like?
3. What can you do?
4. Who's your favorite singer?
--- 5. When do you eat dinner?

6. Can you drive a car?
7. What's your sign?
----
8. What can your father do?
9. Do you collect comics?
10. Does your mother do yoga?
11 . Are you from Brazil?
12. When's your birthday?
13. Can you play the piano?
14. What's your address?
15. Do you like ice cream?
16. Where do you study English?
I
36 © 0XFORb tfNtVERSITY PRESS"' PHOTO COPIABLE
?f.
UNIT 6 •ACTIVITY 3 QUIZ GAME
Question Sheet 2
- --
Say the questions.
1. My father is 42 years old.
2. Yes, I like movies.
3. No, I'm not a teacher.
4. My favorite food is pizza.
5. It's 555-3725.
6. My sign is Gemini.
7. Yes, I can play the guitar.
8. No, my mother does not do yoga.
9. Yes, I can drive a car.
10. Yes, I'm from Hong Kong.
11. My birthday is June 18th.
) 12. I like pop music.

13. I eat dinner at night.
14. My favorite singer is Mariah Carey.
15. My name is Sara.
16. I can play chess very well.
_/
()r-
l___.;
© OXFORD UNIVERSITY PRESS PHOTOCOPIRBLE FIRST C80ICE TERCHER's RESOURCE BOOK 37
Set- up (5 minutes)
Aim Divide the students into groups of four. Give a handout to
To guess a mystery person
each student.
Language focus
Write on the board:
The present continuous
third-person yes/no questions Ms. Green Ms. Brown
Lesson link
Now: dancing Now: dancing
writer writer
pants pants
Materials T-shirt shirt
One worksheet per student boots boots
Tell the class that you are thinking of one of these people.
Have the students ask you yes/no questions to guess the
\S ) Use the Click &Change CD-ROM to: person. For example:
~ • Change the names of the people.
Q ls she dancing?
You can include the names of
people the students will know. A Yes, she is.
Q Ts she wearing a T-shirt?
• Change the activities the people A No, she isn't. She's wearing a shirt.
are doing and the clothing that
they are wearing. Q Is she Ms. Brown?
A That's right!
Have the students choose one person from the chart. They
must not say who it is.
Students ask questions to find out the other students' secret
person. A correct answer wins one point. The student with
the most points wins. Have the students take turns asking
questions.

Divide the students into new groups of four. Have the
students describe what their former partners are wearing.
The others try to guess the classmate.
38 TEACHER'S NOTES
UNIT 7• ACTIVITY 1 Guess WHO?
~ . .....
( Guess who?
Ms. Hall Ms. Fernandez Ms. Christie Ms. Elliot Ms. Reno
Now: watching TV Now: dancing Now: listening to Now: dancing Now: listening to
music music
businesswoman writer writer
jeans pants businesswoman pants teacher
shirt T-shirt shorts shirt shorts
boots boots sweater boots sweater
sneakers sneakers
Ms. Koba1Jashi Ms. Lee Ms. Jones Ms. Sella Ms. Di Matteo
Now: watching TV Now: listening to Now: dancing Now: watching TV Now: dancing
music
teacher student writer businesswoman
jeans teacher pants jeans shorts
T-shirt shorts T-shirt sweater T-shirt
boots shirt sneakers boots sneakers
sneakers
Ms. Kee9an Ms. Won9 Ms. Green Ms. Smith Ms. Suzuki
Now: dancing Now: watching TV Now: listening to Now: dancing Now: watching TV
music
businesswoman writer teacher businesswoman
pants jeans writer shorts pants
shirt sweater shorts T-shirt shirt
boots sneakers shirt sneakers boots
sneakers
. Ms. Black Ms. Brown Ms. Goode Ms. White Ms. Kim I
Now: watching TV Now: dancing Now: li stening to Now: watching TV Now: listening to
music music
retired teacher student
jeans pants businesswoman jeans writer
T-shirt shirt pants T-shirt pants
sneakers boots sweater Sneakers sweater
boots boots
Is she listening
to music?
Is she wearing boots? No, she isn't. She isn't

wearing boots.
Is she Ms. Green?
© OXFORD UNIVERSITY PRESS PHOTOC OPI RBLE FIRST CHOICE TEACHER'S RESOURCE BooK 39
Set-up (5 minutes)
Aim Divide the students into pairs. Give a matching pair of
To play a walk-around game
cards to each pair of students. (If there is an odd number
to match a pair of cards
of students, you can make a pair with a stud ent.) Once
Language focus everyone has a card, have the students all move to new
Third-person wh- questions places in the room.
with -ing
Write the following example dialogue on the board:
Lesson link
Use after Listening (p. 52) A What's your person's name?
B It's Mike.
Materials
One set of matching cards per pair A What is he doing now?
B He's watching TV.
A What is he wearing?
B He's wearing a sweater and jeans.
\~ Use the Click &Change CD-ROM to: A What is he eating?
'----.i- • Replace the pictures of the people B He's eating cake.
and change their names. A What is he drinking?
B He's drinking coffee.
Have the students repeat the dialogue aloud. Then, have a
student take the B role while you take the A role. Have the
student answer about the card they're holding.

Explain that the students will walk around the class, asking
and answering questions about each other's cards. The goal
is to find the person who has exactly the same card as you.
Have them walk around the class asking questions. The
game continues until everyone has found their partner. The
first pair to match their cards is the winner.
As each pair finishes, have them sit back-to-back with another
pair. Have them ask about the other pair's card, using the
example dialogue as a model, and draw what they hear.

Divide the students into groups of four. Write on the board:
my sister, work, high heels, business suit, pasta
Elicit the appropriate wh- questions. For example, 'What
is your sister's name? What is she doing now?" Have the
students ask each other about their family members.
40 TEACHER 's NOTES

- - - - - - - - - ------- -------
UNIT 7• ACTIVITY 2 f I ND YOUR PRRT NE R
Find your partner

Set 1
~- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - T - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - '
: .._] LLD ..._jj LLD

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t--------------- ---------------- -----------+--- ---------------- ---- -- ------ -----------i
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© 0Xf0RD UNIVERSITY PRESS PHOTOCOPIABLE FIRST CHOICE TEACHER'S RESOURCE BOOK 41
UNIT 7 •ACTIVITY 2 fIND YOUR PARTNER
Find your partner
l
II
~------------------------------------------+------------------------------------------~
~------------------------------------------+------------------------------------------~
~------------------------------------------+------------------------------------------
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42 ©<OX~OR<D UNIV~RSITY PRESS PHOTO COPIABLE

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flR:ST t'H.j>(~~,JEffCHE'R'S RESQ.URCE 81lOK {/.
::;:: o/.. :-:.· .:.: . . -~;: ~f ~\~ ?<: .ffi ~ ~ ;.-:;:;
UNIT 7• ACTIVITY 2 FI ND YOUR PARTNER
find your partner
IJ
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~ ---------------------------- -- ------------ ------------------------------------ ----- - ~
©OXFORD UNIV£RSitv PRESS PHOTOCOPIABLE FIRST CHOICE TEACHER ' S RESOURCE BOOK 43
Set- up (5 minutes)
Aim Draw a matchstick figure walking on the board. Write
To find the differences between the name John under the picture. Ask students, "Is John
two pictures
running?" Elicit, "No, he isn't running. He's walking."
Language focus
Present continuous yes/no
Draw big boots on the picture's feet. Ask, "Is Jolrn wearing
questions and statements sneakers?" Elicit, "No, he isn't wearing sneakers. He's
wearing boots."
Lesson link
Use at the end of the unit Write this sentence in a box on the board.
Materials Procedure (20 minutes)
One set of pictures per pair of Divide the students into pairs. Give Picture A to one student
students; one student gets Picture
in each pair, and Picture B to the other student. Explain that
A, the other gets Picture B
there are ten differences between the two pictures. Students
must ask each other yes/no questions to find the differences.
~, Use the Click &Change CD-ROM to: Show the students the example answer. Make sure everyone
understand s how to ask and answer questions about the
- -/ • Click & Change is not available
for this activity. pictures, and where to write the differences.
Have students do the activity.

Have the students look at their pictures together. Have
them talk about their pictures. This time, have them use full
sentences. Help them by writing on the board:
Jn picture B Kim is wearing n dress, but in picture A she's wen ring
a sweater and jeans.
Monitor and help with vocabulary.
44 TEACHER' S NOTES
UNIT 7 •ACTIVITY 3 SPOT THE DIFFERENCES
Spot the Differenc es

A
,,~ I------.
@00
•
© OXFORD UNIVERSITY PRESS PHOTOCOPIRBLE FIRST CHOICE TEACHER'S RESOURCE BOOK 45

Aim
Have two students sit facing each other. Put a textbook in
To try to find the differences
front of each student. Put a pencil on Student l<s textbook
between two pictures
and an eraser under it. Put another pencil on Student B's
Language focus textbook and another eraser inside it. Have both students
There is/are ... ; ls/Are there... ?; make sentences about their pencil's and eraser's locations:
prepositions
There is a pencil on the textbook.
Lesson link
There is an eraser inside the textbook, etc.
Materials On the board, write:

One set of pictures per pair of Student A and B
students; one student gets Picture Pencil location same different
A, the other gets Picture B Eraser location same different
Use the Click &Change CD-ROM to: Divide the students into pairs. Give one student in each pair
Picture A, and the other student Picture B. Have the students
•Click & Change is not available
describe their pictures and try to find the differences.
for this activity.
Have the students change partners. Have them draw five
new objects in their pictures and try to find the differences.
Alternatively, the teacher can describe the locations of several
objects and have the students draw them in their pictures.
UNIT 8 •ACTIVITY 1 ls THERE A DESK?
Is there a desk?
cell phone same different

pictures same different
:;:::
bag same different
lamp same different
books same different
camera same different
~------- --- -------------- - -------- -- ------------------------------------------ ------------
~~:
cell phone same different

pictures same different
bag same different
lamp same different
books same different
camera same different
;.: 1
© OXFORD UNIVERSlTY PRESS PHOTOCOPIRBLE FIRST CHOICE TEACHER'S RESOURCE BOOK 47
Set- up (5 minutes)
Aim Give one bingo card to each student. Draw a 4x4 bingo-card
To play bingo by asking about grid on the board. Write laptop computer in the top
each other's rooms
left-hand space.
language focus
Questions and answers using there Have one student come to the front of the class. Ask the
student, "Is there a laptop computer in your room?" If the
lesson link student answers "yes," write their name in the top left-hand
Use after Listening (p. 58} space. If the student answers "no," leave it blank.
Materials
Refer the students to the top left-hand space of the bingo
One bingo card per student
cards. (All cards have a picture of a laptop computer in that
space.) Have the students ask the question to another student
·C') Use the Click &Change CD·ROM to:

near them. Have them write the other student's name in the
space if the answer is "yes."
~--\ • Replace the pictures with other
images.
Have the students stand up. Ask them to go around the room
• Rearrange the items to create
and ask questions based on the information on their bingo
additional bingo cards.
cards. They can ask each student only one question at a time,
• Include any additional vocabulary before moving on to the next student.
The first student to hit bingo horizontally, vertically, or
diagonally is the winner. If nobody hits bingo before time is
finished, the student with the most completed spaces is
the winner.
Divide the students into groups of four. Have each student
report their bingo results to the other group members.
There is a computer in Taro's bedroom.
There are chairs in David's kitchen.
48 TEACHER' S NOTES
UNIT 8 • ACTIVITY 2 HOUSE BINGO
Are there any _ _ in

Is there a
your bedroom?
in
House Bingo your living room?
~-------------------------------------------------------------------------- - ------------- -
®
Are there any _ _ in
Is there a
your bedroom?
in
House Bingo your living room?
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE FIRST CHOICE TEACHER ' S RESOURCE BooK 49
Set- up (10 minutes)
Aim
apartments Apartment checklist:
Language focus • Curtains in the windows?
There is/are ...; ls/Are there ... ?; • Table in the kitchen?
prepositions • Desk in the bedroom?
Lesson link
Have three students come to the front of the class. Give each
student a different real estate agent card. Ask each agent the
Materials following questions about the apartment on their card:
One set of cards per group
Are there any curtains in the windows?
ls there a table in the kitchen?
Is there a desk in the bedroom?
Pretend to choose your favorite apartment. On the board,
• Replace the pictures with other
write I like apartment __.
pictures or photos of other
apartments. Procedure (20 minutes)
• Change the questions on the Divide the students into groups of four. Give each group a
checklist. set of ca rds. One student in the group is the customer, one is
Real Estate Agent A, one is Real Estate Agent B, and one is
Real Estate Agent C. The customer and the agents exchange
each apartment.
information about apartments by asking and answering
questions with Is there ... ? and Are there any ... ? The customer
then chooses their favorite apartment.

Half of the class are customers and half are real estate
agents. Customers write their own furnished apartment
checklists and real estate agents write their own apartment
descriptions. The entire class mingles and the customers and
agents try to find a match.
50 TEACHER ' S NOTES

UNIT 8• ACTIVITY 3 APARTMENT SERR CH
71
Customer Real Estate Agent A
O Gurtain? in the window??

o Tuible in the /<--itchen?
o 17e?!c-- in the bedroom?
o Gomputer on the de?/<--?
o ?ofr:i in t he living room?
o 12-ug under the ?ofa?
o Picture? on the wall?
Your apartment choice:
Apartment A
This apartment also has:
• a table in the kitchen
• a rug in the living room (but no sofa)
~------------ - ---- - ------------------------- ------------- ------------------------ --------

Real Estate Agent B Real Estate Agent C
Apartment C
Apartment B This apartment also has:
This apartment also has: • a desk in the bedroom
• a table in the kitchen • a computer on the desk
© OXFORD UtUVERSrt;Y PRESS PHOTOCOPIABLE FIRST CHOICE TEACHER'S RESOURCE BOOK 51

Aim Hold up Card A. Read it to the class, and then ask the class
To listen to and answer questions
the questions on the card. Read the directions again, if
about directions
necessary.
Language locus
Where's the ... questions Elicit the answers. Write them on the board.
Lesson link Procedure (20 minutes)

Use after Listening (p. 64) Divide the students into groups of four. Give each group a
Materials set of cards. One student in the group is A, one is B, one is C,
One set of cards per group and one is D.
Students take turns reading the directions and asking the
questions to the other group members. A student who
\S \ Use the Click &Change CD-ROM to: answers a question correctly gets a point. The person with
~ • Replace the pictures of the people the most points at the end is the winner.
and change their names. You
Tell the students to stay in their groups. Have the class read
teachers.
the information on the cards again for one minute. Then have
•Change the information about them turn over their cards and answer your questions.
each person and the questions.
Ask the class questions about the four people on the cards,
• Include any additional vocabulary such as "Where's Andy's house?" or "Where's the bank?"
that your students have learned. The students can discuss the questions with their groups
before answering.
Award points for each correct answer. The group with the
most points is the winner.
~j ;« ,r.
52 "" Te-acHe-R•s·Nons ;;;;.fl•
';"~
"' .,
::i;;\:::
-~: "'
UN IT 9 •A CTIVITY 1 LI STE NI NG QUIZ
Listening quiz
_.,,,...
A Hi, I'm Andy. Where's
my house? Well,
Questions:
1. Where's Andy's house?
my house is next (Answer: It's next to the bank.)
to the bank. The 2. Where's the bank?
bank is across from (Answer: It's across from the drugstore.)
the drugstore. The 3. Where's the drugstore?
(Answer: It's between the bus station and the
drugstore is between
post office.)
the bus station and 4. What's next to the post office?
the post office. (Answer: The drugstore.)
~~~•.ai•mg111wHor;; r;M!
~----------------------------------------------------------------------------------------
~ """' q; URW "' 8M -'~----'=-=-=---'--"-
B Hello, my name's Becky.

Where's my office? Well,
Questions:
1. Where's Becky's office?
it's on Brown Street. (Answer: It's on Brown Street. )
It's between the park 2. What's next to Becky's office?
and the subway station. (Answer: The park and the subway station.)
The department store is 3. Where's the department store?
across from the park. (Answer: It's across from the park.)
4. Where's the park?
(Answer: It's across from the department store
and next to Becky's office.)
"'"''" ....
~,
Hi. My name is Carlos. Questions:

Where do I live? Well, 1. Where does Carlos live?
my house is across from (Answer: He lives across from the convenience
the convenience store. store.)
The convenience store 2. Where's the convenience store?
is on the corner of Pine (Answer: It's on the corner of Pine and Main.)
and Main. A pay phone 3. What's across from the convenience store?
(Answer: Carlos's house.)
is on Main Street.
4. What's on Main Street?
(Answer: A pay phone is on Main Street.)
:: :::~::::
Questions:
D Hello. I'm Denise.
Where's my house? Well,
1. Where's Denise's house?
(Answer: It's between the school and the bank.)
cross Green Street. My 2. Where's the public restroom?
house is between the (Answer: It's next to the school and across
school and the bank. from the cafe.)
The school is next to 3. Where's the cafe?
a public restroom. (Answer: It's across from the public restroom.)
The public restroom is 4. Where's the school?
across from the cafe. (Answer: It's next to the public restroom and
next to Denise's house.)
©OXFORD UNIVERSITY PRESS PHOTOCOPIRBLE FIRST CHOICE TEACHER'S RESOURCE Boot( 53

Set-up (5- 10 minutes)
Aim Write on the board:
To practice questions and
statements about directions The school is ____ the bank. The bank is ____ the
Language focus
drugstore. The drugstore is _ _ Pine Street.
Wheres the ... questions Next, read the sentences on the board aloud, filling in the
Lesson link blanks as follows: The school is next to the bank. The bank is
Use at the end of the unit across from the drugstore. The drugstore is on Pine Street.
Materials Read the completed sentences to the class again. Have
One worksheet per pair several students write the answers on the board as you read.

Divide the students into pairs, A and B. Give each pair a
worksheet accordingly.
• Click & Change is not available
Students take turns reading the dialogs. Have them fill in
for this activity.
the missing blanks. Have them use the questions to check
spelling. When they finish, have them read the dialogs again.

Divide the students into group of four. Tell the students you
are going to do a dictation exercise. Students can write the
sentences you say on the back side of their cards.
Say a few sentences aloud using the target language, such
as "A bank is next to a station" or "A cafe is on Park Street."
Dictate several more short sentences. Have the groups check
their writing.
Then, have the students write down some stores near their
home. Have them talk about their neighborhoods.
5"4 TEACHER'S NOTES

UNIT 9 •ACTIVITY 2 PAIR DICTATION
Student A
How do you spell _ _?
Conversation 1
A Excuse me. Where's the Internet cafe?
~ Pa,don?
B The Internet cafe? It's _ _ ______ the yoga studio.
A The yoga studio. How do I get there? )
B Well, go on East Street and turn _ _ _ _ on Main.
A OK, I turn left on Main Street.
B And then Elm Street and turn right at the _ _ __
The Internet cafe is across from the - - - -
A Thanks a lot.
Can you say that
B You're welcome. again, please?
Conversation 2
B Excuse me. Where's the ?
A It's between the bank and the subway station. First, cross Center Street.
B OK, East Street.
A No. Cross Center Street. Then, turn right on Park Street.
B Cross Center, right Park.
A The subway station is on the corner of Park and Pine Street.
The post office is next to the subway station.
B Thanks very much.
A You're welcome.
~--------- - ---- - -- - - ---- - --------- -------------- -- -------------------------------- - -- ----
Student B How do you spell _ _?

Conversation 1
A Excuse me. Where's the ?
B The Internet cafe? It's next to the yoga studio.
A The yoga studio? How do I get ?
g Well, go straight on East Street and turn left on Main.
A OK, I on Main Street.
B And then cross Elm Street and turn right at the corner.
The Internet cafe is across from the karaoke bar.
A Thanks a lot. Can you say that
again, please?
B You're welcome.
Conversation 2
B Excuse me. Where's the post office?
A It's the bank and the subway . First, cross Center Street.
B OK, cross East Street.
A No. Cross Center Street. Then, on Park Street.
B Cross Center, right on Park.
A The subway station is on the of Park and Pine Street.
The post office is the subway station.
B Thanks very much.
A You're welcome.
© OXFORD UNIVERSITY PRESS PHOTOCOPIRBLE fIRSi CHOICE TEACHER'S RESOURCE Boot< 55

f, ,.-,- D
I!. Activity 1
i '·
,
-I~
.
tL,~"·
t
I, . !
I .
I
'
I
.:::J Memory challenge
Set-up (5 minutes)
Aim Make a group with three students. Shuffle the cards and
To play a memory game using food
place them face down in a pile. Turn the top card over and
vocabulary
place it next to the main pile. If the picture has an X through
Language focus it, say, "We don't have any __ ." If a card doesn't have an X
We have some ... ; We don't have through it, say, "We have some __."
any...
Have the student to your left repeat what you just said. Next,
Lesson link
have the same student take another card from the top of the
Use after Language Practice
(p. 73) pile. As before, the student says either "We don't have any
__" or "We have some __," depending on the picture.•
Materials
0ne set of cards per group Have the next student to your left repeat what you and the
previous student just said. Next, have the same student
take another card from the top of the pile and make another
~,/ ~ Use the Click &Change CD-ROM to: sentence.
- • Replace the original images with If anyone makes a mistake, gather all the cards back into
your own photos or illustrations. the pile, reshuffle, and start over. Play continues until all the
cards have been used.
• Make new "food" cards to
practice any additional vocabulary Procedure (15 minutes)
items that your students have Divide the students into groups of four. Have them play the
learned. memory challenge. Make sure everyone understands that if
anyone in the group makes a mistake, they must reshuffle
the cards and start over. The first team to finish all of the
cards without a mistake is the winner.

In the same groups, have the students place the cards face
up and spread out on the desk. Students take turns making
statements using the pictures on the cards: We have some _ _ .
We don't have any __ . The other three students race to tap
the correct card. The quickest student receives the card. The
student with the most cards at the end is the winner.
~~ ~f} ~'.·::.
~
%
UNIT 10 • ACTIVITY 1 MEMORY CHALLENGE
Memory Challenge
r
~·----------------------------,-----------------------------.-----------------------------·
a J lil tr!':! ~1 m aoi:i=w : ~
f '
I
~----------------------------~-----------------------------r------------
----------------4
- =~ . '
I
L-----------------------------
------------------------------------------------
I ----------~
(
'tewi:m~:1~ I
I
I
'
________________________ ____ J ________________________ ____ _
©-OXFORD UNIVERSITY PRESS PHOTOC OPI ABLE FIRST CHOICE TEACHER' S RESOURCE 8001< 57
Set- up (5 minutes)
Aim
Divide the students into groups of four. Give three sets of
To play a card game using food
vocabulary cards to each group. Shuffle the cards. Ask the students to
deal five cards to each player. Place the rest of the cards face
Language focus down in a stack.
Count and noncount nouns; some
and any; food vocabulary Go to a group near the front of the class. Pick up one of the
player's cards. Hold it up and say, "He/She has some __."
Lesson link
Use after Listening (p. 74) Get the other students in the group to hold up their cards.
Find a student that has the same card. Ask the student, "Do
Materials you have any _ _ ?" Have the student give you the card and
Three sets of cards per group
say, "Here you are." Hold both cards up and ask the students
if they match. Students answer "yes". Put the matching pair
of cards on the table.
\~\ Use the Click & Change CD-ROM to:
~/ • Replace the original images with Do the same again with another food card. This time ask a
student who doesn't have a match. Have the student say,
your own photos or illustrations.
"Go fish." You then pick up a card from the stack.
• Make new "food" cards to
practice any additional vocabulary Procedure (20 minutes)
items that your students have Have the students play a matching game. The game
learned. continues until either someone has no cards left in their hand
or the stack runs out. In each group, the student who gets the
most matches is the winner.

Play a different matching game. Have the group place the
cards face down and spread out on the desk. A student picks
up a card and says, (Teacher's name) has some __. The same
student picks up another card and makes another sentence.
If the two cards match, the student takes the pair. In each
group, the student who gets the most matches is the winner.
58 TEACKERi S NOTES
UNIT 10 •ACTIVITY 2 Go FI SH!
nee nee apples

~~'' ~u:•a~ ~ ~--~'~"~• -~:.¢ 1 ~
L-------------------------·----------------------------------------------------~
I __u~.;.~~.-:-:~~~..<~
pr·
~~.W/.4
,,,,.--~--
!8l'lmff~~jj!H(-:_.~;.;..;~ '?¢£ Z:: :m:~~
-- ~...,;;
~
apples
"~ -
cookies
,..¢11'
!--------------------------~--------------------------
' - cookies
_________________________ J
-¢f. :·:~~~-=-=~~
I
water lettuce
I
;.
lettuce cake cake

- - - - - - - - - - - - - - - - - - - - - - - - - _,_ - - - - - - - - - - - - - - - - - - - - - - - - -
PHOTOCOPIABLE ttRsr ctior ce TeAcHER' s ResovRcE BaoK ~~

UNIT 10 •ACTIVITY 2 Go FISH!
• - - - - - - - - - - - - - - - - - - - - - - - - - r - - - - - - - - - - - - - - - - - - - - - - - - - , - - - - - - - - - - - - - - - - - - - - - - - - - - '~
tea tea bananas

---- - - - - - - - - - - - - - - - - - - - - - t- - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- -- -- - - - - -
~,r "~"' iI'

r I
I
'
bananas
-- - ---------------------- t- -------- -- - - --- - ---------
chicken J I
l
pasta
J pasta JUI Ce
~
I
r - - - - - - - - - - - - - - - - - - - - - - - --
r·--·
~
'''"" '""'""~'""""'""""'"'"\
<
coffee
y....,.,...._...,.,..,...01
·..-« D<W·?/.~~........
coffee
:-:: ..,•
J
6.0:\i~ :OxFolrn-UN:-XVERSXTY PRess g ~JJlsr Cficuce Tn~_clfoi1si1e,$'_g\Ja.teiJoi~
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~
x
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g ., '· ·· "" ;;< ix
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- . .:~;'-',"'""'-~'.:,~~--·'_,.,."_'·--:f~------------~---~~--~~'-~~--·~=·._,,,.,.~~-~~---'----'-''-"W"".:.~-........._."'°j:""..~"':.....~ -"(:&'°";" "=%:.:W'" " ' " "-·~.c. ~:=·~~-

I""""'"'":'··-"':
UNIT 10 •ACTIVITY 1 Go FISH!
~· - - - - - - - - - - - - - - - - - - - - - - - - - , - - - - - - - - - - - - - - - - - - - - - - - - - -,- ---- - ----- - - - - ----- --- - --. I

lJiiiii I I
,-- I I
I
I
potatoes potatoes tomatoe s

I I
---------~
~-------------------------·-------------------------------------------
I
tomatoe s pizza pizza

I I
------------------------------ --------~I
-------------------------~--------------T"WI'
bread bread ice cream

I
---------,
-------------------------~--------------------------:----------------- . t
I
I
milk milk
ice cream . - -
_I ,
- - - - - - 4
- - - - - -·- - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - -
©OXFORD UNIVERSITY PRESS PHOTOCOPIABL E FIRST CHOICE TEACHER'S RESOURCE 8001( 61

Set-up (5 minutes)
Aim Copy the column for Maria from sheet "A" on the board.
Write the four question prompts. You don't have to draw the
Language focus pictures. Leave all of the answers blank.
Third-person wh- and yes/no
questions with past tense be Ask the class, "Where was Maria on Friday night?" Elicit,
"She was at the mall." Rewrite it in the correct box. Ask,
Lesson link "Was she at home on Sunday?" Elicit, "Yes, she was," and
write the answer in the appropriate box.
Materials
One set of worksheets per pair Procedure (20 minutes)
Put the students into pairs. Give one student sheet "A" and
one student sheet "B". Have the students do the info-gap
~~
,_~ \ Use the Click &Change CD-ROM to: activity.
\('.·-·'-/ • Replace the pictures of the people Have them ask and answer questions based on their
and change their names. You handout. Make sure everyone understands to ask their
can use photos of students or partner the questions in the column titled Your partner.
teachers. Continue until all the students have completed their charts.
• Change the days of the week and
the places each person went. Extension (10 minutes)
Divide the students into groups of four. Make sure everyone
• Include any additional vocabulary has a new partner.
Write on the board:
My partner was (Eric) . He was at work Friday night. He was
nt the mall Saturday night. He wasn't at home on Sunday. His
weekend was good.
Have the students report to each other on their previous
partners. Then, have them ask each other the same questions.
Call on a student from each group. Have them report to the
class on some of their new information.
ANSWERS
Maria Bill Erika Your partner
Where ... on Friday night? The mall The gym The supermarket Answers will vary.
Where ... on Saturday night? The library School The laundromat Answers will vary.
Was/Were ... at home on Sunday? Yes No No Answers will vary.
How was ... weekend? Good Great OK Answers will vary.
·~ "-' .,.
62 TEACtlER'S NOTES
·':;;.
UNIT 11 • ACTIVITY 1 How WAS YOUR WEEKEND?
Maria Bill Erika
Where ...
on Friday The gym
night?
Where ...
on Saturday The library The laundromat
night?
Was/Were
... at home No
on Sunday?
How was ...

Good OK
weekend?
~- - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - -
B
Maria Bill Erika Your partner
Where ...
on Friday The mall The supermarket
night?
Where .. .
on Saturday School
night?
Was/Were
... at home Yes No
on Sunday?
How was ...

Great
weekend?
©OXFORD UNIVERSITY PRESS PHOTOCOPIAB LE FIRST CHOICE TEACHER ' S RESOURCE BOOK 63
Set-up (5 minutes)
Aim
Write the following on the board in boxes like the handout:
the past __ was at the gym last week. It was __.
Language focus __ 's mother was at the supermarket, on Tuesday.
Yes/no and How questions with It was
the past tense of be
Then write on the board:
Lesson link
Were you __ ?
W11s your mother __ ?
Materials How w11s ?
One worksheet per student
Ask a student, "Were you at the gym last week?" Elicit,
"Yes, I was" or "No, I wasn't". If they answer "Yes," ask
their name and write it in the box. Then ask, "How was
Use the Click &Change CO-ROM to:
your day?" Again write the answer in the appropriate box.
• Include the names of popular If they answer "No," ask the question "Was your mother at
places such as restaurants, parks, the supermarket on Tuesday?" Elicit, "Yes, she was" or "No,
and clubs that your students will she wasn't." If they answer "Yes," ask "How was her day?"
know. Write the answer.
Have students write their own prompts for the final box.
Ask the students to write the name only of people who say
"yes." Have them find different names for each box.
Have the students walk around the class asking and
answering questions based on the handout. The game
continues until everyone has completed the handout.

Divide the students into groups of four. Write this example
on the board:
A Mario was at work last week.
B Really? How was his day?
A It was OK. /I don't know.
Have students pool the information from their handout.
Have them ask How was questions. They don't need to
write anything. When they finish, ask "Who was at __?"
questions to each group.
UNIT 11 •ACTIVITY 2 WHO WAS WHERE?
~ :,.~~-~fZ...,_.,.., """""'l:ACH...IAllO""""'"'°'°"'°"''_ _ _ _
~ . Clct"' -
wii Who was where?

~ ~ •• - ~\ / - "?'~
's mother was

was at the was at was at
at the supermarket
gym last week. work last week. school last Monday.
on Tuesday.
It was It was It was
It was
-- ..,._ - ---··- '" ' _,,,. ~-
was at an 's 's brother

was at the
Italian restaurant last father was at work was at the doctor's
mall last week.
Saturday. yesterday. office last week.
It was
It was It was It was
··- ·~ - r
's sister was at 's
I
was at
was at an Internet a karaoke bar last mother was at home
home this morning.
cafe on Thursday. night. yesterday.
It was
It was It was
's father - - - - was at a

was at the - - - -
---- was at home last friend's house last
library on Friday.
night. Sunday.
It was - - - - -
It was - - -- - It was - - - - -
(Your choice)
Hi, excuse me. Were you Really? Cool, how was

at the gym last week? your day?
What's your name? How do you spell
your name?
© 0:XfO:Rl>"UNtv~·RstTY
:-:; :::::
PRESS PHOTOCOPIRBLE
~~; .~-:.· :::: :?? ' ..~· ';(J ;:; ~ ~ 4

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Set-up (5 minutes)
Aim
To play a guessing game using
simple past-tense verbs I Q to Hong Kong last summer. w_ _
Language focus Read the sentence aloud, substituting the word lemon for the
Simple past-tense verbs past tense verb. Have the class try to complete the missing
Lesson link verb with went.
Use after Language Practice Write the following on the board:
(p. 85)
d_
Materials
One set of worksheets per pair of Say, "Yesterday I "lemon" my English homework." Have the
students. One student gets sheet A; class try to complete the missing verb with did.
the other student gets sheet B
Divide the students into pairs. Give one student in each pair
\:r;\ Use the Click &Change CD-ROM to: sheet "A", and the other student in each pair sheet "B". Make
sure the students do not show each other their sheets.
\ .._\/ • Click & Change is not available
for th is activity. Have the students take turns reading their sentences to each
other, substituting the word lemon for the past tense verb.
The other student tries to complete the missing verb.

Combine pairs of students into groups of four. Have the
students say their own past tense sentences, substituting the
word lemon for the past tense verb. The other students try to
guess the verb. In each group, the student who gets the most
correct is the winner.
' 66 lfBCHER's Nons .~

;~.
a;:
},:~ ~
:::·
·~
UNIT 12 • ACTIVITY 1 LEMONS
A
Part 1: Read to your partner. Part 2: Listen to your partner.
Write the words.
1. Q my room. (cleaned)
9. h_ _ _ _ _ _ _ __
2. Q a movie last night. (saw)
10. w_ _ _ _ _ _ _ _ __
3 . The students Q their homework. (did)

11. v_ _ _ _ _ _ _ _ __
4. Last summer I Q a trip to Hong Kong. (took) 12. s_ _ _ __ _ _ _ __
5. She Q to the beach. (went) 13. c._ _ _ _ _ _ _ _ __
6. They Q a museum yesterday. (visited) 14. w_ _ _ _ _ _ _ _ __
7. Sara Q home last weekend. (stayed) 15. h- - - - - - - -

- -
~- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
B
Part 1: Listen to your partner. Part 2: Read to your partner.
Write the words.
.
1. c_ _ _ _ _ _ _ _ __
9. I Q with friends Saturday night. (hung out)
2. s_ __ _ _ _ __ __ 10. My family Q hiking yesterday. (went)
3. d _ _ _ _ _ _ __ __ 11 . I Q my sister last Sunday. (visited)
4. t._~~~~~~~- 12. They Q in a hotel last night. (stayed)
5. w_ _ __ _ _ _ _ __ 13. I Q my desk this morning. (cleaned)
6. v_ _ _ __ _ _ _ __ 14. We Q abroad last summer. (went)
Z s_ _ _ _ _ _ __ __
15. We Q fun at school on Monday. (had)
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE fIRST CHOICE TEACHER'S RESOURCE BOOK 67

Set-up (5 minutes)
Aim
To solve a mystery
What did you do on Saturday night?
language focus
Simple past I - - -- -
lesson link Ask one or two students. Write their answers on the board.
Use after Listening (p. 86) Divide the class into pairs and have the students ask each
Materials other similar questions about what they did on the weekend.
One set of personal schedule
sheets per group; one newspaper Procedure (20 minutes)
article per student Divide the students into groups of four. Hand out a set of
schedule sheets to each group. Each member of the group
takes a different sheet.
Use the Click &Change CD-ROM to: Each student interviews another student to complete their
• Replace the pictures with photos schedule sheet. Model the question with a student by asking,
of teachers or students. "What did you do on Friday morning?" Pretend to write the
information on your sheet.
that your students have learned. When the students finish, have them change partners. They
should interview their new partners, and then ask questions
about their partner's previous partner.
When the students have all the information about all the
group members, give each student a copy of the news story.
Have them read it together. The first person to identify the
two robbers is the winner.

In the same groups, each student writes down three
sentences about what they did the previous day. One
sentence should be a lie. Have the students read their
sentences to one another and try to guess which one is the
lie. The student with the most correct guesses is the winner.
ANSWERS
Dave Sarah Roberto Ling
Friday morning Hung out with friends Cleaned the house Took a trip Went to school
Friday afternoon Went to school Went hiking Visited family Played chess
Friday night Visited a museum Hung out with friends Went to school Visited a museum
Saturday morning Went to the beach Did homework Cleaned the house Went to the beach
Saturday afternoon Cleaned the house Played chess Did yoga Did homework
Saturday night Played tennis Visited family Hung out with friends Saw a movie
68 TEACHER'S NOTES
UNIT 12 • ACTIVITY 2 MUSEUM MYSTERY
T~Y~W~&-#h~~;?"H/~"*°~~~~/~;~,.W"~#.=============1
A
Dat!e Sarah Roberto Lin9 I
hung out with
Friday morning
friends
Friday afternoon went to school
Friday night visited a museum
Saturday morning went to the beach
Saturday afternoon cleaned the house
Saturday night played tennis
Darle ..
,,...,. :-;;y...v,;-r.-:·. W..Wd~/~~.<«~ ;MA ;.~~~~-
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~- ----- -- ----- --- - -- - ------- - -- - ------ - --------- -- --------- -- ------------ - - -- - ------ - ----
8
Dat!e Sarah Roberto Lin9
Friday morning cleaned the house
Friday afternoon went hiking
hung out with

Friday night
friends
Saturday morning did homework
Saturday afternoon played chess
Saturday night visited family
Sarah Di:D:;Wh~/~74.'~k'#~
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©OXFORD UNIVERSITY PRESS PHOTOCOPIRBLE

UNIT 12 •ACTIVITY 2 MUSEUM MYSTERY
...
Datle Sarah Roberto Lin9
Friday morning took a trip
Friday afternoon visited family
Friday night went to school
Saturday morning cleaned the house
Saturday afternoon did yoga

I
Saturday night
hung out with
friends
I ~
~
~
Roberto .. ~Ri -4"/.<'_,W_Y_AW'/._'_''°''""""'.<@'""""""""-··''·""'/""m9«<'~
M
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a; w.n:c:-;-:-:.oo: ...........
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- -- - - -- -- ---- -- - - - - --- -- - -- -- - --- - -- - -- - - ---------------------------- - ------- - - ----- ---- ~
::O{ellCR'UIPt~...:-..~.
I Friday morning
Datle Sarah Roberto Lin9
went to school
~
~
Friday afternoon played chess
Friday night visited a museum
Saturday morning went to the beach
Saturday afternoon did homework
Saturday night saw a movie
Lin9 )
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~:- :ef .. -:~- .. . »
~_. ........~-~~~~-%.~- .;; ·=~·

UNIT 12 •ACTIVITY 2 MUSEUM MYSTERY
WANTED!
ART THIEVES
Friday night two people took the famous Lona Misa painting from the Center Street
Museum. They wore ski masks and gloves. They entered the museum after it closed. The
two suspects carried the painting out of the museum and left in a black car. The black
car was found at the beach on Saturday morning. The police want to interview all the
people who were near the museum on Friday and Saturday.
Who are the thieves? Call the police with information!
Set-up (10 minutes)
Aim
Make a group with three students. Place Question Sheet 1
To review Units 1-12 by playing
a board game face down next to the game board. Have the students place
their game pieces on Start. They can use coins, erasers, pen
Language focus caps, etc.
Language from Units 1-12
Have the student to your left close their eyes and touch one
Lesson link
of the numbers in the grid above the game board. They move
their token along the board the appropriate number of spaces.
Materials
One set of worksheets per group
Ask the student a question from Question Sheet 1 that
matches the number of the space the student has landed on.
For example, if the student lands on space number 7, ask the
student question number 7.
If the student answers correctly, they can stay on the space.
• Change the questions and
If the student answers incorrectly, look puzzled and ask the
statements on the question
sheets.
other students if they think the answer is correct. If the other
students agree it is incorrect, the student has to return to the
• Include any additional vocabulary previous space they were on.
Play continues to the left. Whoever reaches the end first is
the winner.

Divide the students into groups of four. Give one game
board set to each group. Have the students play the game
until one student wins by reaching the end.

Play the game again, but this time have the students use
Question Sheet 2. Students must now listen to a statement
and make a question that the statement could be answering.
For example, for the first statement, My sign is Gemini, an
appropriate question could be What's your sign?
72 TEACHER' S NOTES
UNIT 12 . ACTIVITY 3 Go RH ERD ! Go BRCK!
1 3 2 1 3
3 2 1 2 1
1 3 3 1 2
~o 3 1 2 1 3
2 1 3 2 2
Close your eyes. Point. and move ahead!
Go back Go back
to 13/ to 3!
17
13 14 16
Go back
12 to 6! 11 16
Go ahead
7 8 9 to 16!
Go ahead
Start to 4! 1 2
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE fIRST CHOICE TEACHER ' S RESOURCE BOOK 73
UNIT 12. ACTIVITY 3 Go AHEAD! Go BACK!
P! l
Question Sheet 1
Answer the questions.
1. Are you from Rio?
2. What's your favorite food?
3. When's your birthday?
4. What's your mother's name?
5. What kind of music do you like?
6. Where do you do your homework?
7. Can you play the guitar?
8. Are you wearing a sweater?
9. Where were you last night?
10. Does your father play chess?
11. How was your day yesterday?
12. Is there a computer in your living room?
13. Are there any desks in this classroom?
14. Do you have any cookies in your kitchen?
15. Did you study English on Sunday?
16. What did you do on Saturday night?
17. What did you do last night?
74 © OXFORD UNIVERSITY PRESS ' PHOTOCOPHIBLE FIRST CHOICE TEACHER'S RESOURCE Boot<
UNIT 12. ACTIVITY 3 Go AHEAD! Go BACK!
Question Sheet 2
Say the questions.
1. My sign is Gemini.
2. My favorite food is sushi.
3. My birthday is May 5th.
4. I like hip-hop.
5. I do my homework at school.
6. No, I can't play chess well.
7. No, I'm not wearing a hat.
8. Last night I was at school.
9. Yes, I'm from London.
10. No, my sister does not play the guitar.
11. No, I wasn't at the gym yesterday.
12. No, there aren't any windows in my kitchen.
13. No, I didn't do yoga on Sunday.
14. I studied English on Monday night.
15. Last night I stayed home.
16. Yesterday morning I cleaned my bedroom.
17. Yes, I can speak English very well.
.ftRST CMOlC:E' lfRCflER'S RESOURCE BOOK 75

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Introduction Set-up

These activities act as a warm-up for students

Practicing asking and

1.2 Is he a teacher? Gathering personal information

2.1 What's your sign? Gathering and reporting

2.2 Group listening Listening to and answering

2.3 Class survey Conducting a survey about

3.1 Family battleships Playing a guessing game about

3.2 Tic-Tac-Toe Talking about family

3.3 Who's Tom? Asking and saying who

4.1 Speed! Playing a lively game based on

4.2 Find a friend Gathering information about

4.3 What do YOU think? Conducting a survey about

5.1 What do they do? Gathering personal information

5.2 Find someone who ... Exchanging information about

6.1 Secret person Playing a guessing game

6.2 Job search Interviewing each other about

6.3 Quiz game Reviewing Units 1-6 by playing

7 .3 Spot the differences Finding the differences between

8.1 Is there a desk? Trying to find the differences

8.2 House bingo Playing bingo by asking about

8.3 Apartment search Exchanging information about

9.1 Listening quiz Listening to and answering

9.2 pair dictation Practicing questions and

10.1 Memory challenge Playing a memory game using

11.1 How was your weekend? Gathering personal information

12.1 Lemons Playing a guessing game using Simple past

12.2 Museum mystery Solving a mystery Simple past

12.3 Go ahead! Go back! Reviewing Units 1-12 by

Extension (10 minutes)

is a student. is a waitress. is from the US. isn't a teacher.

is from a big city. isn't a chef. is a businessman. is a teacher.

How do you spell

© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE FIRST CHOICE TEACHER'S RESOURCE 800K 3

is from a small town. is from a big city. is a teacher.

is a businesswoman. is from the US. is from a cold place.

How do you spell

UNIVERSITY PRESS PHOTOCOPIRBLE FIRST CHOICE TEACHER'S RESOURCE BOOK

is a student. is a businessman. is a chef. isn't from the US.

is a teacher. isn't a student. isn't from Toronto. is from a small town. ~

How do you spell

©OXFORD UNIVERSITY PRESS PHOTOCOPIRBLE FIRST CHOICE TEACHER'S RESOURCE BOOK 5

Procedure (15 minutes)

6 TEACHER 'S NOTES

Takeshi Susan Lisa Ricardo

Takes hi Susan Lisa Ricardo

Takeshi Susan Lisa Ricardo

Takeshi Susan Lisa Ricardo

©OXFORD UNIVERSITY PRESS PHOTOCOPIRBLE FIRST CHOICE TEACHER'S RESOURCE BOOK 7

Procedure (20 minutes)

Extension (10 minutes)

8 TEA-CHER 's Hons

B Name From Major Favorite food Sign

You Bob Rome business Mexican food Leo

c Name From Major Favorite food Sign

You Carol London history pizza Taurus

You Diane Vancouver English cake Virgo

© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE FIRST CHOICE TEACHER'S RESOURCE Sonic 9

Extension (10 minutes)

©OXFORD UNIVERSITY PRESS PHOTOCOPIRBLE FIRST CHOICE TEACHER'S RESOURCE BOOK 11

Extension (15 minutes)

3. _ _ _ _ _ _ _ _ _'s major is biology.

4. __ __ __ __ _'s major is Eng

11. - -- - - - - - - is from Asia.

4. _'s major is Eng

• Include any additional vocabulary My partners were and .