Everyday English teacher’s notes
What would you like to do?  LEARNING OUTCOME
WARMER
Ask students what they do after school. Compare
answers around the class.
Ask students to look at the learning outcome. Explain
that in this lesson they are going to learn how to
ask and answer questions in order to complete a
registration form.
  Everyday life
1 Ask students to work in pairs, look at the photograph
and answer the questions.
Answers
The people are at school. They are doing an art class.
They look relaxed. They are in an after-school class.
  Everyday vocabulary
2 Draw students’ attention to the list of activities and
ask them to work in pairs and answer the questions.
Encourage students to look up any unknown words in a
dictionary, or ask other students.
Answers
a sports: football; gymnastics; karate; swimming; tennis
b dance: ballet; street dance
c artistic: art; crafts; drama; model-making; music
3 Ask students to work in pairs and brainstorm any other
words they know and add them to the correct category,
or make a new category. Ask pairs to share their ideas
with the class. Check answers and write the words on
the board.
 Dialogue
4 Read the context for the situation aloud. Tell students
that they are going listen to a dialogue between Petra
and a secretary in the school office. They should cover
the dialogue on the page and listen. Tell them not to
worry about understanding every word. They should
listen and find out which activity Petra decides to do.
Ask students to check their answer in pairs, before
checking as a class.
Answer
Petra decides to do art. (She wanted to do model-
making but the class was already full.)
This page has been downloaded from www.macmillangateway2.com
Photocopiable © Macmillan Publishers Limited 2016
A2 Unit
Learn how to enrol for a class
5 Ask students to look at the dialogue on the page and
complete gaps 1–6 with the missing sentences a–f. They
check answers in pairs, then listen to the dialogue again
and check.
Answers
1 c  ​2 a  ​3 e  ​4 f  ​5 d  ​6 b
EVERYDAY ENGLISH TOOLKIT
Ask students to look at the expressions and find them
in the dialogue, noting who says each one: Petra or
the secretary. Ask students to think about the meaning
of each expression. Check the answers as a class. Ask
students to practice saying the expressions.
Answers
What’s your name? (Secretary)
Which year are you in? (Secretary)
Who’s your class teacher? (Secretary)
Which activity would you like to do? (Secretary)
I’d like to take the model-making class, please. (Petra)
Is the art class full? (Petra)
When does the class start? (Petra)
Do you have an email address? (Secretary)
  Over to you!
6 Students work in pairs and decide who will be the
student and who will be the secretary. Ask them to
read the instructions and follow the steps. Tell students
they can chooser whatever activity they like from the
list in 2. Secretaries can decide if classes are full, and
suggest alternative activities. Remind students to use
expressions from the Toolkit and the dialogue in 4.
Students can then swap roles and do the role-play
again. Monitor and make a note of errors or good
language during role-plays. Write these on the board
(anonymously) for the class to correct or note in their
notebooks. Some pairs could act out their dialogues in
front of the class.
Extension: Students could use newspapers, magazines
or the Internet to research what activities are available in
their local area that they would like to enrol for, and do
another role-play based on this real-life information.
1 of 1