Exam edition Activity Book 2
Exam practice
The Exam practice section in Open Up Exam edition Activity
Book Level 2 aims to familiarize students with the speaking,
listening, reading and writing task types they will meet in the
CYLE Starters (Pre-A1) exam.
When a task is presented for the first time, preparation
activities pre-teach some language and then break
down the exam task in order to introduce students to its
requirements. Strategy-focused exam tips encourage
students to activate their critical thinking and autonomous
learning skills. This will help them to become confident
test-takers.
The tasks towards the end of the Exam practice section are
less supported, as students will be more familiar with the
formats by this stage.
The teacher’s notes include further strategies to help
students succeed in their exams. They also feature support
via supplementary exam booster words. These focus on
words from the Cambridge English Word Lists to gradually
build students’ vocabulary.
The tasks and language expectations have been matched
to a level students should be comfortable with by the
end of Open Up Level 2. However, the material contains
some language that students will not be familiar with.
This exposure is passive; students will not be expected
to produce unfamiliar forms. With support, it can boost
their confidence and will help them to learn that they do
not have to understand absolutely everything in order to
complete a task.
For a complete exam syllabus, see the Cambridge English
Qualifications Pre A1 Starters, A1 Movers and A2 Flyers
Handbook for teachers, which is available to download.
Candidates and teachers should familiarize themselves
with the full vocabulary and language syllabus and use
comprehensive exam resources when deciding when to
take the tests.
In Open Up Levels 1 and 2, the focus is on the Starters
(Pre-A1) exam task types. The Exam practice in Open Up
Level 2 covers the following tasks:
Listening Part 2: Note taking; writing a name or a number
in a gap
Open Up 2 Exam edition Activity Book
Listening Part 3: Three-option multiple choice with picture
prompts
Listening Part 4: Listening to a dialogue, finding and
colouring items in a picture
Reading and Writing Part 2: Reading comprehension with
picture prompts and Yes/No responses
Reading and Writing Part 4: Multiple choice cloze activity
Reading and Writing Part 5: Answering questions based
on a picture story
Speaking Part 2: Responding verbally to questions about
items in a picture
Speaking Part 3: Answering simple questions about object
cards with short answers
Lesson 1: Starters Listening Part 3
Objectives
Students will be introduced to Starters Listening Part 3.
Students will complete some preparation activities and do
an exam-style task.
Language
Starters Listening Part 3
Core: Parts of the body: arm, leg; Adjectives: short, tall,
young, old; Places: school; Toys: doll; Outside: tree, garden;
Animals: horse; Food: orange; Activities/Actions: playing
football, sitting, swimming, ride a horse, ride a bike
Exam booster: bed, pear, radio, computer, pretty, box,
twin, beach
Review: I’ve/He’s/She’s got …; This is my …; Where’s … ?;
Prepositions of place: in, on, under
Passive: That’s …; I’d like …; Here is …; Is he (playing)?
No, he’s not.; What’s he/she doing? He’s (swimming).;
Can he/she … ?
Starting the lesson
• Start the lesson by playing a game of Word association.
• Put a flashcard on the board, e.g. sheep, and elicit as many
animal words as students can think of.
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• Then put students in teams and give each group a
category. Give them a few minutes to think of as many
words in that category as they can think of. Choose
categories that will prepare students for the words they
will need later, e.g. parts of the body and face, farm
animals, fruit, toys, activities, and adjectives to describe
people.
• Share ideas and write the words on the board.
Activity Book page 57
Preparation
1 Look at the pictures in Activity 2. Point and say.
• Use the iPack or your book to display the pictures in
Activity 2. Read the words in the box in Activity 1 aloud.
• Ask students to find the words they know first and try to
match all of them. If necessary, use the pictures to teach
bed, pear and computer.
• Model the words for the students to repeat. Say the words
for students to say the number, then say the numbers for
students to say the words.
2  155 Listen and write yes or no.
• Tell students they are going to hear a statement about
each picture. If it matches what is in the picture, they write
yes, if it doesn’t, they write no.
• In a less confident group, tell students to listen without
writing the first time. Tell students to respond with a
thumbs up if the statement matches the picture, and a
thumbs down if it doesn’t. Play the audio, pausing after
each statement and eliciting the responses from the class.
• In a stronger group, tell students that they are going to
hear the audio twice. Suggest that they make notes – just
a tick or a cross – while they’re listening. They can use
the second listening to check, and then write yes or no at
the end.
• Play the audio twice for students to do the task.
• Allow students to check answers in pairs before checking
as a class. Play the audio again while checking. In a
stronger class, encourage students to say why the false
sentences are wrong, e.g. Is it a leg? No, it isn’t. It’s an arm.
• EXAM TIP! Play the last sentence and ask if anyone knows
the word radio. Ask what the picture shows (a computer).
Play the audio and point out that even if students don’t
know radio, because they know computer they can
answer the question.
1 Boy I’ve got a horse.
2 Girl This is my doll’s leg.
3 Boy I’d like an orange, please.
4 Girl That’s a tree in our garden.
5 Boy Here is my bed.
6 Girl He’s got a new radio.
ANSWERS
1 yes  2 no  3 no  4 yes  5 yes  6 no
3  156 Listen and tick .
• Remind students of the adjectives that describe people:
tall, young, short, old. Pre-teach pretty.
Open Up 2 Exam edition Activity Book
• Tell students they’re going to hear three people talking
about members of their family. They must listen and
choose from the three people in each set.
• Read the questions and pre-teach twin. Elicit a translation
and ask if anyone is a twin, or if there are any twins in
school.
• Play the audio twice for students to listen and choose.
Give students time to check answers in pairs before
checking as a class.
1 A Who’s mum?
B My mum is short.
2 A Who’s a twin?
B My twin is young and pretty.
3 A Who’s a brother?
B My brother is tall and old.
ANSWERS
1 A  2 A  3 C
Activity Book page 58
Optional
• Play Slow reveal.
• Cover a flashcard with a sheet of paper and hold it up
in front of the class. Start to move the paper very slowly
and ask students What’s this? Carry on sliding the paper
further down the flashcard, stopping now and then to ask
students What’s this? and to allow the class to offer their
ideas, e.g. It’s a (doll)!
• Include some of the key words from the audio to help
prepare students: swim, doll, ride a bike, play football,
bedroom.
4 Look at the pictures in Activity 5. Say what you
can see.
• Using the iPack or your book, draw students’ attention to
the pictures in Activity 5.
• EXAM TIP! Read the exam tip together and remind
students that it is always a good idea to look at the
pictures before doing a listening task.
• Look at the example speech bubbles and then put
students in pairs to think of key words and ideas for the
other pictures. Share ideas as a class.
• In a less confident group, accept key words and repeat
them for students to listen to the way they sound. Teach
the exam booster words box and beach using the pictures.
• In a stronger class, ask questions to help students to
engage with the pictures, e.g. What’s he doing? Is he
playing football? What’s he doing in this picture?
EXAM TASK FOCUS Starters Listening Part 3
In the exam, candidates listen to five short dialogues on
different subjects. They answer a question by choosing
the best of three illustrated answers. The task tests
candidates’ ability to listen for specific information.
The exam task is five items plus an example. This
introductory task is shorter.
© Oxford University Press 2
Practice task
3  157 Listen and tick  the correct pictures.
There is one example.
• Look at the exam task and make sure everyone
understands what they have to do. Tell students they are
going to hear four short dialogues and they must listen
and choose the correct picture.
• Tell students to listen to the whole dialogue before
choosing. Play the first dialogue and pause to look at the
example.
• In a less confident group, pause the audio after each
dialogue to give students time to process what they have
heard. In a stronger group, encourage them to listen the
first time and make notes, and then listen a second time
to confirm their answers.
• Give students time to compare answers in pairs before
checking as a class.
1 Adult Where’s Fred? Is he at school?
Girl No. He’s in the garden.
Adult Is he playing football?
Girl No, he’s sitting under a tree.
2 Adult Where’s Anna’s doll?
Boy It’s in her bedroom.
Adult Is it in the box?
Boy No, it isn’t. It’s on the bed.
3 Adul Where’s Bill?
Girl He’s at the beach.
Adult What’s he doing?
Girl He’s swimming.
4 Adult Can Lucy ride a horse?
Boy No, she can’t.
Adult Can she ride a bike?
Boy Yes, she can.
ANSWERS
1 b  2 b  3 a  4 a
Ending the lesson
• Give students some positive feedback by picking out an
aspect of the lesson that they have done well. Remind
them to keep practising to build their confidence.
Lesson 2: Starters Speaking Part 3
Objectives
Students will be introduced to Starters Speaking Part 3.
Students will complete some preparation activities and do
an exam-style task.
Language
Core: Colours; Numbers; Animals: duck, cat, cow, sheep,
rabbit, dog, horse, goat; Body parts: arms, tail, wings, head,
legs, ears; Abilities: swim, climb, jump; Toys: car, plane,
puzzle; Activities: play football; Clothes: shorts, shoes, socks;
People: teacher; Appearance: short, long, curly
Exam booster: snake(s), talk, walk, fly, police officer, train
Review: What’s this?; What’s your favourite?;
How many … ?; Can … ? What’s (it) like?; Is she … ?
Open Up 2 Exam edition Activity Book
Starting the lesson
• Start the lesson with a flashcard game. Use a mixed set of
review flashcards e.g. farm animals, actions, toys, clothes
and play Stop the cards.
• Show the flashcards one after the other, fairly fast, saying
the name of the item on one of the flashcards as you go.
Students say Stop! when the word and the picture match.
Activity Book page 59
Preparation
1 Listen to your teacher. Answer with one or two
words.
• Using the iPack or your book, draw students’ attention to
the pictures in Activity 1. Review the words as a class by
asking What’s this? and eliciting It’s a duck/cat/cow, etc.
• EXAM TIP! Read the exam tip with the children and elicit
as many question words as they can think of. Write them
on the board.
• Ask different questions about the animals to review a
range of questions. Point to the question words on the
board to help students think about their answers. Ask:
Number (1). What is it?
Number (4). What can you see?
How many animals are there?
Look, snakes! How many snakes are there?
Where’s the (dog)?
Point to the (sheep).
Is it a (duck)?
Can it (swim)?
What colour is it?
It’s got (a white tail). Has it got (big ears)?
Do you like (snakes)?
What’s your favourite animal?
• Accept one-word answers as necessary, but in a stronger
class encourage students to answer with short sentences
if possible.
• Start as a whole class, then ask questions and nominate
volunteers to answer them.
• Make sure you model the questions that students will use
in Activity 2, so that they have heard them several times.
Extension
• Write these sentence stems on the board: It’s got …,
It can … . Put students in pairs to talk about the animals.
Tell students to make two statements about each one.
• Share a few ideas with the class.
2 Look at the pictures in Activity 1. Ask and
answer.
• Now focus students’ attention on the Remember! box.
Model the first question and review the body parts. Use
actions to remind students of the less familiar words, e.g.
wings.
• Then look at the verbs. Check students’ understanding
and teach or confirm any new words, e.g. talk, walk, fly,
using mime again.
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• Ask for volunteers to read the model dialogue, then put
students in pairs to take turns asking and answering about
each picture.
ANSWERS
Students’ own answers
Activity Book page 60
Optional
• Change pace as necessary with a game. Play a version of I
spy. Say In the classroom, I can see … something that starts
with (p). Choose a person or a thing in the classroom.
Students have to ask yes/no questions to try to guess who
or what it is.
• Elicit or provide some question stems and write them on
the board, e.g. Is it a (person/thing/toy)? Is it (red/blue)? Is
it (big/small)? Is he/she wearing (a pink T-shirt)? Is it on the
(wall/desk)?
• Students take it in turns to think of questions and listen
to the answers, until someone can guess. Is it (Pedro)? Is it
(Lina’s pencil case)?
EXAM TASK FOCUS Starters Speaking Part 3
In the exam, candidates are shown eight object cards. The
examiner asks the candidate simple questions about four
of the object cards. The questions may be directly about
the card (e.g. What’s this?) and also about candidates’
preferences and personal experience (e.g., What’s your
favourite (toy)?) This task tests candidates’ ability to
understand and respond to questions.
Practice task
3 In pairs, take turns to ask and answer.
• Look at the activity together. Tell students they are going
to take turns to be the examiner (asking the questions)
and the candidate (responding).
• Look at each picture and elicit some key words. If
necessary, teach police officer, using the picture.
• Put students in pairs to ask and answer about each picture.
• Monitor and help the students as they are working
through the questions.
• After all the questions have been asked, encourage a few
pairs to ask and answer in front of the class.
ANSWERS
1 There are three. No, I can’t.
2 No, she isn’t. She’s got curly hair.
3 I can see a table. It’s on the table.
4 He’s wearing blue shorts. Students’ own answers.
5 It’s a train. Students’ own answers.
6 I can see two goats. Students’ own answers.
Extension
• In a stronger class, or if you have fast finishers, ask students
to think of one more question about each picture to ask
their partner.
Ending the lesson
• Give students some positive feedback by picking out an
aspect of the lesson that they have done well. Remind
them to keep practising to build their confidence.
Open Up 2 Exam edition Activity Book
Lesson 3: Starters Reading and
Writing Part 2
Objectives
Students will be introduced to Starters Reading and
Writing Part 2.
Students will complete some preparation activities and do
an exam-style task.
Language
Core: Toys: teddy, scooter, bike; Possessions: book;
Clothes: scarf, cap, hat; Family: grandma, sister, grandad;
Food: ice cream, pizza, cake, juice, apple; Animals: duck,
cat; House: living room, kitchen; Nature: flowers, tree, pond;
Appearance: long hair; Actions: ride a bike; Weather: cold,
raining
Exam booster: kick a ball, behind
Review: Prepositions of place; There is/are …; have got;
He/She is wearing …; can
Starting the lesson
• Start the lesson with a flashcard game. Play True or false?
• You could talk about the clothes the children on the
flashcards are wearing or use the Unit 3, Lesson 2
flashcards to talk about hair types. You could also use
pictures of family and food items to play the game.
• Hold up flashcards and say true/false sentences about
the pictures. For example, if you hold up the ‘play football’
flashcard you can say Look. She’s wearing black shorts. as
a true sentence. You can say She’s got short hair. as a false
sentence.
• Ask students to listen as you hold up flashcards and say a
sentence about each one. If what you say is true/correct,
they must remain seated. If they think you said something
false/wrong, they must stand up. Elicit why your sentence
is false/wrong, if possible, e.g. No! She’s got long hair.
• Alternatively, have students listen and respond yes or no.
Activity Book page 61
Preparation
1 Look and read. Put a tick  in the correct box.
• Using the iPack or your book, draw students’ attention to
the pictures in Activity 1. Look at the items together.
• Tell students to read the sentences and tick the one that
describes the picture.
• In a less confident group, read the sentences out loud
while students decide which one to tick.
• Check answers as a class.
ANSWERS
1 A  2 B  3 A  4 B
2 Look and read. Write yes or no.
• Students must respond to both statements, writing yes or
no, depending on whether or not the statement reflects
the picture.
• Put students in pairs to work through the activity.
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• When checking, draw students’ attention to item 3. Ask
students to tell you which answer they chose and how
they chose it. If possible, elicit any strategies they used,
such as using the known item to help them choose the
correct answer, or looking for familiar parts of a sentence
(e.g. ball is known, even if kick is not). Use the picture to
teach kick a ball.
• Ask students to read out the sentences for the class to say
yes or no.
ANSWERS
1 A yes, B no   2 A no, B yes   3 A yes, B no   4 A no, B yes
Activity Book page 62
Optional
• Change pace as necessary with a game. Use classroom
objects to revise prepositions of place (in, on, under).
• Teach behind using a box and an object such as a book or
a ball.
• Play a version of True or false? Say true/false sentences
about the position of the object. Students respond yes or
no. Encourage students to correct the false sentences.
EXAM TASK FOCUS Starters Reading and Writing Part 2
In the exam, candidates look at a picture and read five
statements about it, some true, some false. They respond
to the statements by writing yes or no. This task tests
candidates’ ability to read and understand statements at
sentence level.
Practice task
3 Look and read. Write yes or no. There are two
examples.
• Using the iPack or your book, draw students’ attention to
the picture in Activity 3. Look at the exam task together
and establish what is required. All the statements are
about the picture. Students must read them and decide
whether they are true or false.
• EXAM TIP! Read the exam tip together and remind
students to look at the picture carefully and read the
sentences carefully. The whole sentence must be true for
students to write yes.
• Give students some time to look at the picture in pairs
and suggest key words for things within the scene. Share
ideas as a class.
• Read the examples together and find the parts of the
picture that they describe. Then encourage students to
complete the task individually.
• Students can compare answers in pairs before checking
as a class.
ANSWERS
1 no  2 yes  3 no  4 no  5 yes  6 yes  7 no
Extension
• Use the scene to practise other parts of the Starters exam,
such as Speaking Parts 1 and 2.
Open Up 2 Exam edition Activity Book
• In Speaking Part 1, students respond to prompts by
pointing to things in the picture. Say Where’s the cat? Point
to the cat. Where are the flowers? Where are the man and the
woman?
• In Speaking Part 2, students respond with short verbal
answers to simple questions about a picture. Say The boy
is wearing a jumper. What colour is it? How many people are
in the picture? Who is eating an apple? What’s this? Tell me
about the cat.
Ending the lesson
• Give students some positive feedback by picking out an
aspect of the lesson that they have done well. Remind
them to keep practising to build their confidence.
Lesson 4: Starters Listening Part 2
Objectives
Students will be introduced to Starters Listening Part 2.
Students will complete some preparation activities and do
an exam-style task.
Language
Core: Letters; Numbers; Food: carrot, tomato, ice cream;
Animals: parrot
Exam booster: tiger, zoo, triangle, circle, square, boy, girl,
friend
Review: There is/are …; What is … ?; How many … ?;
How old … ?
Passive: called
Starting the lesson
• Start the lesson with a whole-class activity. Play a simple
version of Throw, catch, say! to review the numbers.
• Use a puff ball or a small soft ball. Say 1 and throw the
ball to a student. They then say the next number and
throw the ball to another student, who must say the next
number and continue the game.
• Help students keep going for as long as possible. In a less
confident class, say the numbers together to reduce the
pressure.
• Lead a simple rhythmic alphabet chant, breaking
the sequence down into groups of four letters and
encouraging students to clap along as they join in. Write
the alphabet up on the board as you go.
• Focus on any letters that your students may find difficult.
For example, practise saying the letter pairs E and I, A and
E, and B and V while pointing to the letters on the board.
Activity Book page 63
Preparation
1 Look and write the next three letters or numbers.
Say.
• Students can work in pairs to write the next three letters
or numbers. Encourage them to say them aloud in English
as they write.
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• Check answers as a class, saying the whole sequence
out loud.
ANSWERS
1 E, F, G   2 7, 8, 9   3 L, M, N   4 5, 6, 7   5 T, U, V   • Change pace as necessary with a game. Play What’s the
6 12, 13, 14
Extension
• If students need more practice listening to the alphabet,
do a quick dictation of some more sequences or spell out
simple words for students to write down. In a stronger
class, students can suggest words themselves and spell
them out for you to write on the board. The rest of the
class monitor to make sure the spelling is correct.
• Alternatively, put the class in two teams. Invite a volunteer
from each team to the board. Then take turns to show a
flashcard to each team, so that the volunteers at the board
can’t see it. The seated team members must spell out the
word for their member at the board to write it letter by
letter. The teams get a point for each correctly spelled
word.
2  158 Listen and write the letters.
• Using the iPack or your book, draw students’ attention to
the picture and partial labels in Activity 2. Tell them they
are going to hear the names spelled out and they must
write the missing letters.
• Play the audio at least twice for students to complete the
names. In a less confident class, pause after each name to
give students more time to write.
• Check answers as a class, spelling the names out loud.
Have a few children spell their names if you want to
extend the activity.
1 Ben, B-E-N, Ben
2 Daniel, D-A-N-I-E-L, Daniel
3 Grace, G-R-A-C-E, Grace
4 Alfie, A-L-F-I-E, Alfie
5 Sophie, S-O-P-H-I-E, Sophie
6 Emily, E-M-I-L-Y, Emily
ANSWERS
1 Ben  2 Daniel  3 Grace  4 Alfie  5 Sophie
6 Emily
3  159 Listen and write the numbers.
• Use the pictures to teach or elicit the words: carrot,
triangle, tomato, circle, ice cream, square.
• Make sure students know that they are listening for a
number each time and remind them that they can write
the numbers as figures, they don’t have to write words.
• Play the audio twice and allow students to check answers
in pairs before checking as a class.
1 How many carrots are there? There is one carrot.
2 How many triangles are there? There are six triangles.
3 Are there tomatoes? Yes, there are eight tomatoes.
4 There are two circles. How many circles? Two.
5 There are three ice creams. Three? Yes, that’s right,
three ice creams.
6 How many squares are there? There are four squares.
ANSWERS
1 1  2 6  3 8  4 2  5 3  6 4
Open Up 2 Exam edition Activity Book
Activity Book page 64
Optional
word? with a mix of review items including clothes from
Unit 2 and animals from Unit 6.
• Hand out word cards to the students. Put the
corresponding flashcards in a pile at the front of the class.
Choose one flashcard in secret and write the initial letter
on the board. Say the letter out loud.
• Anyone whose word card starts with the same letter calls
out his or her word. Write the second letter, saying the
letters so far out loud. Continue until it is clear which word
you are writing. Get the class to say the word and the
student with the matching word card comes to the front
of the class. Spell the word out as a class.
EXAM TASK FOCUS Starters Listening Part 2
In the exam, candidates look at a context picture and
listen to a dialogue between a child and an adult. They
respond to questions on the page by writing a name or
a number. Names are spelled out on the audio. Numbers
can be written as words or numbers. This task tests
candidates’ ability to understand numbers and spellings.
4 Look at the picture in Activity 5. Find and say.
• Draw students’ attention to the pictures in Activity 4 and
model the words for students to repeat. Elicit translations.
• Then ask students to look at the picture in Activity 5 and
find the things in the picture. Ask Where’s the (girl)? for
students to find and point. Encourage them to respond,
saying, e.g. Here’s the girl. This is the girl.
Practice task
5  160 Read the questions. Listen and write a
name or a number. There are two examples.
• Look at the exam task together and establish what
students have to do, i.e. they are going to answer the
questions with a name or a number.
• EXAM TIP! Read the exam tip together and look at the
examples. Reassure students that names will be spelled
out and they can note down numbers as figures to save
time.
• Encourage students to read the questions before listening
to identify which questions will be answered with a
number and which will be answered with a name.
• In a stronger class, ask students to read the questions
again, and find two ways of asking the same question, e.g.
What is Jack’s friend called? What is the tiger’s name?
• Play the audio at least twice for students to listen and
make notes. Allow students to check answers in pairs
before checking as a class.
Adult Hello, Jack. How old are you?
Jack I’m seven.
Adult Seven?
Jack Yes.
Adult And who is this girl?
Jack That’s my cousin. Her name’s Jade.
Adult Jade. Is that J-A-D-E?
Jack Yes.
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1 Adult How old is Jade? of the alphabet to make it easier for students to choose
Jack She’s eight. a square.
Adult Eight years old? • Divide the students into two teams: noughts (O) and
Jack Yes, that’s right. crosses (X). The teams take it in turns to choose one of
2 Adult Who is the boy in the photo? the squares. Turn over the flashcard in the corresponding
Jack That’s my friend, Danny. square and see if the team can say what’s on the
Adult Is that D-A-N-N-Y? flashcard. If they can, they win the square and write O or X
Jack Yes, that’s right. depending on which team was playing.
3 Jack Has the zoo got a parrot? • The winning team is the one that gets three in a row.
Adult Yes. The zoo has got three parrots.
Jack How many?
Activity Book page 65
Adult Three.
4 Jack What’s the tiger’s name? Preparation
Adult It’s Khan.
Jack How do you spell Khan? 1 Look and read. Choose and write the correct
Adult K-H-A-N. words.
Jack K-H-A-N? • Use the iPack or your book to focus students’ attention
Adult Yes, that’s right. on the pictures and the sentences in Activity 1. Read the
5 Jack How old is Khan? words in the box and the sentences out loud.
Adult He’s ten years old. • Put students in pairs to complete the sentences. Remind
Jack Ten years old? them to use the pictures to help them.
Adult Yes.
• Check answers as a class.
ANSWERS
ANSWERS
1 8  2 Danny  3 3  4 Khan  5 10
1 pencil  2 spider  3 carrots  4 football
Ending the lesson 2 Look and read. Choose and write the correct
• Give students some positive feedback by picking out an words.
aspect of the lesson that they have done well. Remind • Look at the picture with the class and identify what it
them to keep practising to build their confidence. shows. Elicit some statements about cats from the students.
• Read the text and establish that it is the cat ‘speaking’ in
Lesson 5: Starters Reading and the first person, describing itself. Remind students that it’s
a good idea to read the whole text to get an idea of what
Writing Part 4 it’s about before they fill in any words.
Objectives
• Students can do the task individually or in pairs.
Students will be introduced to Starters Reading and
• Check answers as a class.
Writing Part 4. • EXAM TIP! Talk about the clues in the text that can help
Students will complete some preparation activities and do students to choose the correct words. Remind students
exam-style tasks. to read the whole sentence, and the sentences on
either side to get the gist, and help them to choose. For
Language example, the first part talks about what the cat looks like.
The second part is I can statements, so it is about actions.
Core: Animals: horse, spider, cat, frog; Body parts: legs, eyes,
The third part is about food.
ears, tail, feet; Actions/Abilities: climb, run, play football,
swim; Nature: garden, pond, trees; Food and drink: pizza, ANSWERS
fish, carrots, water, orange juice 1 tail  2 eyes  3 run  4 fly  5 pizza  6 favourite
Exam booster: hippo, water, river, fly, walk
Review: I’ve got …; I can …; I like/don’t like …; It’s got …/It Activity Book page 66
hasn’t got …
Optional
Passive: possessive ‘s
• Change pace as necessary with a game. Play What am I?
using the text in Activity 2 on page 65 of the Activity Book
Starting the lesson as an example.
• Start the lesson with a game. Review animal vocabulary • Display a group of animal flashcards on the board and
with the flashcards from Unit 6. Include bat, rat, spider choose one to describe. In a less confident group, make it
from ‘Halloween’, if you wish. easier by displaying fewer flashcards.
• Play Noughts and crosses. • Say, e.g. What am I? I’ve got four legs. I’ve got two big ears. I
• Draw a noughts and crosses grid with three columns haven’t got wings. I’ve got a tail. It’s long. What am I? (a mouse)
across and three rows down on the board. Make the • Continue with a few more, eliciting guesses from the
squares big enough to fit a flashcard. Choose nine animal students. In a stronger class, give students time to work in
flashcards and attach them face down, one in each of the pairs and make a description of one of the animals. Display
squares. Number each square or give each square a letter the Unit 3 flashcards for body parts to support them.

Open Up 2 Exam edition Activity Book © Oxford University Press 7