Unit 2
Grammar
Questions and answers Likes and dislikes
Activity: Sentence construction and
puzzle in pairs/small groups
Language: Present simple questions,
question words and adverbs of
frequency
Preparation: Make one copy of the
worksheet for each pair/group of
three.
Procedure
• Divide your class into pairs or groups of
three, and give each pair/group a worksheet.
• Set a time limit of eight to ten minutes and
ask students to unscramble the words in 1 to
make questions.
• Ask students to read the answers in 2 and
match them to the questions in 1. They
should then take the letter in bold and
write it below the correct number in 3, i.e.
under number 1, they should write the bold
letter from the answer they matched with
question 1(answer l = letter). If they do this
correctly, they will reveal what their teacher
does in the evening.
• The first pair/group to find the answer is the
winner.
Extension
In their pairs/groups, students write three or
four more questions and answers (either the
question or the answer must contain an adverb
of frequency). They then read out the answers
for the class to guess the question. Students win
a point for each correct guess. The pair/group
with the most points at the end of the game is
the winner.
Key
1 Who is your best friend? l
2 What does your mother do? f
3 Do you play the guitar? p
4 What do you do after school? c
5 How old are you? q
6 Do you like chatting online? i
7 Do you get up early? a
8 How do you get to school? e
9 Do you see your friends on Saturday? g
10 What do you usually have for lunch? d
11 What does your father do on Sunday? k
12 When do you usually go on holiday? j
13 Where do you live? b
14 Do you play football? o
15 Why do you like learning English? h
16 Which school subjects do you like? n
17 How are you today? m
Puzzle answer: I mark your homework!
Communication
Activity: Whole-class Sentences in a
hat game
Language: Present simple yes/no
questions and short answers
Preparation: Make one copy of the
worksheet for each group of four.
Cut out the 12 cards. Provide a hat
or a box.
Procedure
• Write on the board: I like listening to …
Ask various students to complete the
sentence so it is true for them, e.g. hip-hop
music, The Black Eye Peas, my friends, etc.
• Divide the class into groups of four
and give each group a set of 12 cards.
Ask them to spread out the cards, face
down, and choose three each. They then
complete the sentences so they are true
for them, without showing the rest of
their group. Remind them not to write
their names. Monitor and check they are
writing correct sentences.
• When students have finished, they should
fold up their three pieces of paper and put
them in the hat or box.
• Explain that they are going to guess who
wrote each sentence. Demonstrate by
taking a piece of paper from the hat and
reading the sentence out, e.g. I like listening
to jazz. Elicit the question/answer students
will need to give: Do you like listening to
jazz? (Yes, I do./No, I don’t.) Explain that even
though someone answers Yes, I do it may
not be their sentence so students may
also need to ask: Is this your sentence?
• Ask all the students to stand up and take
a piece of paper from the hat. They walk
around the classroom asking each other
questions to discover who wrote that
sentence. When they find the person
who wrote the sentence, they write the
person’s name on the piece of paper, keep
it and take another one from the hat.
• Continue until there are no sentences left
in the hat. The winner is the student who
has collected the most sentences.
Extension
• Students choose a sentence stem from
the worksheet and use it to write two
true sentences and one false one about
themselves. In pairs, students read each
other’s sentences and try to identify which
sentence is false.
CLIL (Geography)
Amazing places
Activity: Matching/gap-fill activities
and project work in pairs and
groups
Language: Present simple and
geographical vocabulary
Preparation: Make one copy of the
worksheet for each student.
Procedure
• Give a worksheet to each student and ask
them to work in pairs. Ask them to label the
pictures with the words in the box. Check
the answers with the class.
• In pairs, students use the words from 1 to
complete the tourist brochure in 2. Monitor
and help where necessary. Ask students to
work with another pair and compare their
answers before checking with the class.
• Ask students to read the speech bubbles
in 3. If students are not familiar with the
structure there's/isn’t, which is formally
presented in Unit 3, briefly explain it and
ask two students to model the dialogue.
Give students a few minutes to write two or
three sentences. Then, with a new partner,
they discuss the geography of their country.
• Finally, ask each pair to work with another
pair to create a tourist brochure. They can
share their ideas from 3, as well as doing
further research on the Internet or using
encyclopaedias (preferably in English).
Ask students to illustrate their brochure
and then ask each group to spend a few
minutes presenting it to the class. Use the
brochures to create a class display.
Key
Activity 1
1 lake 2 waterfall 3 mountains
4 river 5 island 6 hot springs 7 crater
Activity 2
a Island b hot springs c lake
d crater e waterfall f river g mountains