Worksheet 2.0.

1 Name:

This Is Me! Twenty-First Century Skills Communication

1 Write and draw. Then say.

My Favorite Things

toy clothes food

color game number

drink room in my place in my

house town

© Cengage Learning, Inc. LEVEL 2

Worksheet 2.0.2 Name:

My Family Twenty-First Century Skills Creativity and Communication

1 Draw and write. Then say.

I have people in my This is me:

family.

I have brothers and

sisters.

I live with my .

grandma  grandpa  dad  mom
brother  sister  uncle  aunt  cousin Age:

My favorite thing to do with my family is This is my family:

.

© Cengage Learning, Inc. LEVEL 2

Worksheet 2.0.3 Name:

Snakes and Ladders Twenty-First Century Skills Communication and Collaboration

1 Play and say.

28 27 26 25

END can have like can

20 21 22 23 24

have can like have can

19 18 17 16 15

like can have like can

10 11 12 13 14

like have can like have

9 8 7 6 5

can have like can have

1 2 3 4

START like have can like

© Cengage Learning, Inc. LEVEL 2

UNIT

1 Back to School Name:

Spot the Difference Twenty-First Century Skills Collaboration and Communication

STUDENT A

1 Play. Ask and answer. What lessons are the same? Check (✓).

Monday Tuesday Wednesday Thursday Friday

1.

2.

3.

UNIT

1 Back to School Name:

Spot the Difference Twenty-First Century Skills Collaboration and Communication

STUDENT B

1 Play. Ask and answer. What lessons are the same? Check (✓).

Monday Tuesday Wednesday Thursday Friday

1.

2.

3.

© Cengage Learning, Inc. LEVEL 2

UNIT

2 My Things Name:

Guess What? Twenty-First Century Skills Critical Thinking and Collaboration

1 Look and say. Match.

1. 2. 3.

4. 5. 6.

7. 8. 9.

© Cengage Learning, Inc. LEVEL 2

UNIT

2 My Things Name:

Guess What? Twenty-First Century Skills Critical Thinking and Collaboration

STUDENT A

Ahmed

These are my favorite things. I can make

houses with them.

Ethan

This is my favorite thing. It has arms and

legs and a head. It can talk.

Chloe

This is my favorite thing. It has two wheels.

I can sit on it. I can ride it to school.

UNIT

2 My Things Name:

Guess What? Twenty-First Century Skills Critical Thinking and Collaboration

STUDENT B

Aria

This is my favorite thing. I can play

music with it and I can sing.

Zoe

This is my favorite thing. I can take

photos with it.

Liam

These are my favorite things. I can

draw pictures with them.

© Cengage Learning, Inc. LEVEL 2

UNIT

3 At Home Name:

Make a House Twenty-First Century Skills Collaboration and Communication

1 Cut and glue.

2 Say.
The books are in the living room. They are on the bookcase.

© Cengage Learning, Inc. LEVEL 2

UNIT

4 Let’s Play! Name:

Sports Guessing Game Twenty-First Century Skills Critical Thinking and Collaboration

1 Put the words in order. In pairs, ask the questions.

1. you / Do / a / ball / bounce 4. you / jump / Do

2. you / ball / Do / catch / a 5. a / Do / ball / you / kick

3. ball / Do / hit / you / a 6. throw / Do / a / ball / you

2 Cut. Ask and answer.

Do you bounce a ball? Do you catch a ball? Is it baseball?

No, you don’t. Yes, you do. Yes, it is.

© Cengage Learning, Inc. LEVEL 2

UNIT

5 At Work Name:

See and Say Twenty-First Century Skills Communication and Critical Thinking

1 Cut and say.

A farmer grows food.

A farmer doesn’t score goals.

grow food score goals build houses

teach in a
help people drive a taxi
school

© Cengage Learning, Inc. LEVEL 2

UNIT

6 My Day Name:

My Timeline Twenty-First Century Skills Critical Thinking and Communication

1 Cut and match.

do homework eat breakfast go to bed take a bath

get dressed eat lunch get up eat dinner

© Cengage Learning, Inc. LEVEL 2

2 Put the activities in order. Glue and make. Talk about your day with your partner.

Morning
Afternoon
Evening

© Cengage Learning, Inc. LEVEL 2

UNIT

7 Fantastic Food Name:

My Meals Today Twenty-First Century Skills Creativity and Communication

1 Cut.

© Cengage Learning, Inc. LEVEL 2

2 Glue. Write and say.

Morning
My breakfast: There’s/There are

Afternoon
My lunch: There’s/There are

Evening
My dinner: There’s/There are

© Cengage Learning, Inc. LEVEL 2

UNIT

8 Celebrate Name:

What Are They Doing? Twenty-First Century Skills Communication and Critical Thinking

STUDENT A

1 Ask your partner. Write the names next to the people in the picture.

What is Tomas doing?

Tomas Koki Yulia Ada

2 Answer your partner.

Emir is drinking lemonade. Sofia is dancing.
Maxim is opening a present. Mio is playing the guitar.

© Cengage Learning, Inc. LEVEL 2

UNIT

8 Celebrate Name:

What Are They Doing? Twenty-First Century Skills Communication and Critical Thinking

STUDENT B

1 Ask your partner. Write the names next to the people in the picture.

What is Emir doing?

Emir Mio Maxim Sofia

2 Answer your partner.

Tomas is playing a game. Yulia is eating ice cream.
Koki is taking photos. Ada is holding some balloons.

© Cengage Learning, Inc. LEVEL 2

UNIT

9 Animals Name:

Animal Cards Twenty-First Century Skills Critical Thinking and Communication

1 Cut and play.

small big slow fast long short

© Cengage Learning, Inc. LEVEL 2

UNIT

10 Weather Name:

Weather Dominoes Twenty-First Century Skills Collaboration and Critical Thinking

1 Cut and play.

Put on your It’s cold Put on your It’s raining

boots. today. shorts. today.

Don’t bring It’s cloudy Don’t wear a It’s cold

your coat. today. hat. today.

Put on your Don’t forget It’s sunny

It’s hot today.
coat. your gloves. today.

It’s windy Put on a It’s snowing

Wear a T-shirt.
today. scarf. today.

Don’t forget
Don’t forget It’s sunny It’s cloudy
your
your umbrella. today. today.
sun hat.

Don’t wear It’s snowing It’s windy

Wear a hat.
boots. today. today.

Wear your It’s raining Wear your

It’s hot today.
hat. today. scarf.

© Cengage Learning, Inc. LEVEL 2

UNIT

11 On the Move Name:

Find Someone Who … Twenty-First Century Skills Collaboration and Communication

1 Walk around the classroom. Ask and answer questions. Write.

Do you ... Name

1. go to school by car?

2. go to school by bus?

3. go to school by bike?

4. walk to school?

5. eat lunch at school?

6. eat lunch at home?

7. like mice?

8. have pet fish?

9. like tomatoes?

10. eat healthy snacks?

© Cengage Learning, Inc. LEVEL 2

UNIT

12 Name:

Make a Video Twenty-First Century Skills Collaboration and Creativity

1 Write.
When you were little, what were you like?

1.

2.

3.

Examples
1. I was good. I wasn’t naughty.
2. I was very quiet. I wasn’t loud.
3. I was good and kind.

2 Work in pairs. Ask and answer.

• What’s your name?
• What’s your favorite food?
• What toys do you have?
• What sports do you like or play?
• When you were little, what were you like?

3 Work in groups of four. Make a video!

Student A: Ask the questions from part 2.
Students B, C, and D: Answer the questions.
Have your teacher film you.

© Cengage Learning, Inc. LEVEL 2

Level 2 Worksheets
Teacher’s Notes
Worksheet 2.0.1 This Is Me!
Twenty-First Century Skills Communication
••Give one sheet to each student.
••Give students time to read the categories on
the worksheet. Do a brainstorming activity where
students generate ideas for each category. Ask
students for one or two examples of each, for
example: What’s your favorite toy? What are your
favorite clothes? Write any ideas on the board.
Model the answers by drawing a small picture
in the ‘toy’ circle, and writing the name of the toy
underneath.
••Have students fill out the worksheet by writing
and drawing their answers. Offer support with
language where necessary.
••In pairs, instruct students to take turns talking
about the topics on the worksheet. Model the
language needed for the conversations. Choose
one topic and choose a confident student to be
Student B. Say: My favorite toy is a plane. What’s
your favorite toy? Listen to Student B’s answer
(My favourite toy is a [ball]).
••To extend the activity, have students work with
another pair. Have each student tell the group
about his/her partner’s answers.
Worksheet 2.0.2 My Family
Twenty-First Century Skills Creativity and
Communication
••Have students work individually. Give one
worksheet and colored pencils/crayons to each
student. Draw students’ attention to the sentences
in the boxes. Model the activity by reading aloud
sentences for you, for example: I have five people
in my family. My mom, my dad, my brother, my
sister and me. I have one brother and one sister.
••Ask individual students to say complete
sentences about themselves. Write any additional
ideas for favorite activities on the board.
••Give students time to draw pictures and
complete the sentences about their family. Offer
support with language where necessary.
••Have students work in pairs and describe their
family to each other.
© Cengage Learning, Inc.
Worksheet 2.0.3 Snakes and Ladders
Twenty-First Century Skills Communication and
Collaboration
••Have students work in groups of four. Give one
sheet, four game pieces, and a game cube to
each group. You can use different colored paper
clips or coloured pieces of paper as counters.
Instead of using a game cube, students can also
flip a coin – heads = move one space, and tails =
move two spaces.
••Tell students they are going to play a Snakes and
Ladders game. First, draw students’ attention to the
key words on the games board: like, have, and can.
Write the words on the board. Say: In this game,
make sentences about you. Brainstorm ideas for
each verb and write them on the board. Say: I can
swim. I can run. Elicit additional ideas from students
and add them to the board. Do the same with the
other two verbs, for example: I like chicken, I like
juice, and I have a brother, I have an aunt, etc.
••Choose a student to help model the game,
and put two game pieces on START square on
the board. Throw the game cube and move the
number of squares shown on the cube. Say a
sentence with the verb on the square where you
landed. Have the student take a turn and do the
same. When one of you lands on a square at the
bottom of a ladder, show students how you climb
the ladder to jump several squares. If one of
you lands at the top of a snake, you have to go
down the snake to go back several squares. Tell
students that they shouldn’t repeat sentences.
••Have students play the game.
Rules of the game Snakes and Ladders:
1.  Each player puts a game piece on the space
that says Start.
2.  Players take turns rolling the game cube and
moving their game piece on the board.
3.  Players say a sentence using the word on the
square they land on.
4.  If the game piece lands at the bottom of a
ladder, the player moves up to the top.
5.  If the game piece lands on the head of a
snake, the player must slide down to the bottom
of the snake.
6.  The first player to reach the END square wins.
LEVEL 2
Unit 1 Spot the Difference
Twenty-First Century Skills Collaboration and
Communication
••Have students work in pairs. Give one worksheet
to each pair of students, cut into Student A and
Student B parts. Draw their attention to the school
subject pictures. Give students time to look at their
schedule and the school subjects in their schedule.
••Tell students they are going to use their
schedules to play a game of Spot the Difference.
Write the following on the board, and read them
aloud with students. Do you have art on Monday,
Lesson 3? What class do you have on Tuesday,
Lesson 2? Elicit answers: Yes, I do. / No, I don’t. /
I have math on Tuesday, Lesson 2.
••Model the game with a student. You play the part
of Student A and the student is Student B.
Ask questions, for example: Do you have art on
Monday, Lesson 3? Student B should answer No,
I don’t. I have science. If Student B has the same
lesson as you, say I have [art], too! and put a
check on the square in the schedule. If they have
a different lesson, put an x. Student B should do
the same on his/her schedule.
••Have students ask and answer questions as
modeled to find the similarities and differences
on their schedules.
ANSWER KEY:
The different lessons are Monday Lesson 3, Tuesday
Lesson 3, Wednesday lesson 2, Thursday Lesson 2,
Friday Lesson 3.
Unit 2 Guess What?
Twenty-First Century Skills Critical Thinking and
Communication
••Have students work in pairs. Give one two-page
worksheet to each pair of students. Assign
students A and B roles within the pair. Have the
students put the sheet of pictures face up on
the table. They should each take a Student A or
Student B section so their partner can’t see it.
••Give students time to look at the nine objects
and read about the favorite things of the three
children on their sheet. Tell students that each
child describes their favorite thing. They are going
© Cengage Learning, Inc.
to read the description and their partner has to
find the matching picture.
••Model the activity with a student. Say: Let’s do
an example. I’m Anna. This is my favorite thing.
It’s small. I can watch videos and play games
on it. Have the student suggest an answer: Is
it a tablet? Reply with, Yes, it is. or No, it isn’t. (A
tablet is the correct answer.) When the student
has answered correctly, hold up and point to the
picture of the tablet and say: This is Anna’s tablet.
••Students will now play the matching game. Make
sure students take turns reading aloud their
descriptions and finding the object.
••When the students find each object, they write
the number of the picture on the line next to the
speech bubble on the worksheet and say whose
favorite thing it is, for example: This is Aria’s guitar.
ANSWER KEY:
5 These are Ahmed’s building blocks.
2 This is Ethan’s robot.
8 This is Chloe’s bike.
1 This is Aria’s guitar.
7 This is Zoe’s camera.
4 These are Liam’s markers.
Unit 3 Make a House
Twenty-First Century Skills Collaboration and
Communication
••Have students work in pairs. Give each pair
one worksheet. Draw students’ attention to the
empty house. Have them identify the rooms in
the house. Then go through the pictures below
the empty house. Elicit the names of each
object.
••Hand out scissors and glue. Have students cut
out the objects. Tell pairs to talk about the objects
and choose where they want to put them in the
house. Then have pairs glue them in the places
they chose.
••Finally, have pairs work with another pair. Have
pairs take turns describing the location of the
objects. If needed, review some prepositions
of place before this activity: in front of, behind,
between, next to, under, on, and in.
LEVEL 2
Unit 4 Sports Guessing Game
Twenty-First Century Skills Critical Thinking and
Collaboration
••Have students work in groups of three or four.
Give each group one worksheet. Go through the
first item with the class. Say: These are questions
about sports. Make a question with the words in
number 1. Which word goes first? (Do) Elicit the
remaining words in order. Write the words on the
board as students say them.
••Have groups unscramble the remaining items
and write the questions.
••As a class, review the questions. Call on students
to read them aloud, and have others check that
they have the correct word order.
ANSWER KEY:
1. Do you bounce a ball?
2. Do you catch a ball?
3. Do you hit a ball?
4. Do you jump?
5. Do you kick a ball?
6. Do you throw a ball?
••Have students cut the pictures out to make cards
and then place them in a pile, facedown. Review
the rules for all the sports on the photos by
holding up the photos and asking some of the
questions from Part 1.
••Say: Now we’re going to play a game with the
questions. Model the activity with two or three
students first. Take a card without letting the
other students see. Have the students take turns
to ask questions about the sport from Part 1, for
example: Do you bounce a ball? Answer yes or
no for the sport you have on your card.
••If students are ready to guess, they can use their
turn to guess: Is it [baseball]? If they do not guess
correctly, the next student asks a question or
makes a guess. When a student guesses correctly,
he or she takes a new card and answers questions
from the other students. The used card should be
placed at the bottom of the pile, facedown.
Unit 5 See and Say
Twenty-First Century Skills Communication and
Critical Thinking
••Have students work in pairs. Give one sheet to
each pair.
••Have students cut out the cards and place them
in two piles facedown: a pile of picture cards with
© Cengage Learning, Inc.
jobs, and a pile of cards with words to describe
the jobs.
••Model the activity first. Pick out a photo card and
a word card that doesn’t match; for example, the
farmer picture and score goals. Say: They don’t
match. A farmer doesn’t score goals. Show students
that the cards must go back at the bottom of the
appropriate pile.Then take a matching pair, for
example, the farmer picture and grow food. Say:
A farmer grows food. It’s a match! I can keep the
cards. Model a few rounds of the game with a
student to make sure the rules are clear.
••Students play the game, taking turns to choose
a picture card and a word card, and then make
a positive or negative sentence. The winner is the
student with the most cards at the end of the
game.
••Remind students that if the two cards match,
then they keep them. If the picture doesn’t match
the job description, then students should place
the cards back into the pile of cards.
••When students have matched all the pairs, go
over the correct matches as a class.
••To extend the activity, have students shuffle the
cards again and play again.
Unit 6 My Timeline
Twenty-First Century Skills Critical Thinking and
Communication
••Have students work individually. Give one two-
page worksheet to each student.
••Have students cut out the pictures and
captions. Hand out scissors and provide help
with cutting if needed. Have students match the
pictures and captions together. Check students
have matched each picture and caption
correctly by choosing students individually
to show a picture and read the caption that
matches it aloud.
••Tell students they are now going to use their
activity pictures and captions to make a
timeline. Direct students’ attention to the second
worksheet page. Say: This shows the things you
do in a day. What do you do first in the morning?
Elicit some ideas, and show students how to stick
the picture and caption for get up in the correct
place on the timeline.
••As a model, show students a pre-prepared
timeline using the pictures and words for your
own day.
LEVEL 2
••Hand out glue to students. Give them time to
arrange the activity cards and captions on the
timeline on the second worksheet. When they
are happy with their timeline, they can glue the
pictures and captions on the worksheet.
••Finally, have students work in pairs. Tell them
to describe their day using the timeline, giving
the approximate times for the activities. Explain
that students only need to give the time to
the nearest hour. Model the task using your
own timeline. For example, say I get up at
6 o’clock. I get dressed at 7 o’clock. Have
students take turns telling their partner about
their timeline.
••If time allows, have several students share their
timelines with the class.
Unit 7 My Meals Today
Twenty-First Century Skills Creativity and
Communication
••Before class, prepare a completed meal plan to
model the activity with the class.
••Give one two-page worksheet to each student.
••Draw their attention to the food items in the
photos. Give students time to look through the
items. Review the food items as a class. Either point
to the pictures and have students say the food
words or have them work in pairs and identify the
food items, then check as a class. Write the food
words on the board. For further practice ask What
foods do you like? (I like [chicken].)
••Model the language from the Student’s Book
unit. Ask: What do we have for lunch today?
Point to the first two photos and say: There are
some beans. There’s some cheese. Point to the
other photos, repeat the question and elicit
similar sentences from students. Ask students
individually: What do we have for lunch today?
Then ask: What do we have for breakfast today?
(There’s some bread. There are some grapes,
etc.) Have students share ideas.
••Tell students they are going to cut out the food
items and create their own meal plan for a day’s
meals. Hold up the meal plan page and tell
them that they will glue the food items onto the
meal plan.
••Show the meal plan you prepared to the class
and talk about the food items you have on it for
© Cengage Learning, Inc.
breakfast, lunch and dinner, e.g. It’s breakfast.
There’s some milk. There’s some bread.
••Have students work individually to make their
own meal plan. Hand out scissors. Have students
cut out the food items. Help students with cutting
as needed.
••Hand out glue. Have students choose and glue
the food pictures onto their meal plans. Then
have them complete the written description.
••Have students talk about the meal plan. Ask:
What do you have for [breakfast]? Make sure
they are using some and a correctly. Then have
them complete the written description.
••To extend the activity, you could ask students to
say what was the same or different in their meal
plans compared to the rest of the class. Say: I
have milk for breakfast. [Akiko] has juice.
Unit 8 What Are They Doing?
Twenty-First Century Skills Communication and
Critical Thinking
••Have students work in pairs. Assign Student A
and Student B roles and give each student an A
or B worksheet.
••Work with a student to demonstrate the
activity. Give the student a copy of the Student
B worksheet. Hold up the Student A worksheet.
Say: I have a picture of a party. I have four
names. I want to match the names to the
children. My partner has the sentences. I ask
my partner questions. The first name is Tomas.
I ask my partner: What is Tomas doing? Have
Student B hold up his worksheet and point to
the sentences in Part 2. Have Student B read
aloud the sentence about Tomas. Tomas is
playing a game. Point to one of the other
students in the picture and say Is this Tomas?
(No) Point to the boy who is playing a game
and say: Is this Tomas? (Yes) Yes, this is Tomas.
Tomas is playing a game, so I write Tomas here,
on the line.
••Students take turns asking and answering
the questions and writing the names on their
worksheet.
••Check answers by asking students about all
the children on worksheets. Have them say
the sentence and point to the person on the
picture.
LEVEL 2
Unit 9 Animal Cards
Twenty-First Century Skills Critical Thinking and
Communication
••Have students work in pairs. Give two copies of
the worksheet and scissors to each pair. Assign
Student A and Student B roles.
••Tell students they are going to play an animal
card game. First, give students time to look at the
animals and adjectives. Review the animal words.
Either point to the photos and have students
say the animal, or have them work in pairs and
identify the animals, then check as a class.
••Then, have them cut out all the animal cards
from both sheets. Have them place all of the
animal cards from both sheets in front of them in
a large pile, with the photos facing up. Then have
them cut out the adjective cards and place
them all from both sheets together in one pile,
next to the pile of animal cards, but facing down.
••Next, explain the rules of the game. Tell them that
the aim of the game is to compare two animals
using a word card. Say: Choose a word. Choose
two animals. Make one sentence.
••Choose an adjective and two animal cards and
model the language, for example: A snake is
longer than a monkey.
Rules:
1.  Student A picks an adjective card from the
pile and two animal cards. He/she must then
try and see if he/she can make a sentence
using the adjective to describe two animals
on the animal cards.
2.  If Student A can make a sentence, he/she
keeps the animal cards and word.
3.  If Student A can’t make a sentence, he/she
returns that adjective card to the bottom of
the pile and it’s Student B’s turn.
4.  Play continues until all of the animal cards
have been taken. The student with the most
animal cards at the end is the winner.
Unit 10 Weather Dominoes
Twenty-First Century Skills Collaboration and
Critical Thinking
••Before class, prepare domino cards to use as a
model.
••Say Today, we’re going to play dominoes. Have
students work in pairs. Give one worksheet to
each pair.
© Cengage Learning, Inc.
••Hand out scissors. Point out the dotted lines
and the solid lines. Tell students to cut ONLY
the dotted lines to make the dominoes. Make
sure they don’t cut along the solid lines. Show
students how to cut out one or two of the
dominoes.
••Say Mix the cards and show how to mix the
domino cards and place them facedown.
Choose a student to help you model the
game. Say Take five dominoes. Five for me and
five for [Ben]. Count out five domino cards
each. Say Leave the other four dominoes
on the table. Place the remaining four cards
facedown.
••Say Student A starts. Hold up a domino and
read aloud the weather sentence on the right-
hand part, for example, It’s cold today. Say Now,
Student B has to put a sentence about clothes.
For example, put on your shorts. Is that a good
idea? (no) Wear a hat. Is that a good idea? (yes)
Ask Student B to put down a card which has
good advice for cold weather.
••Model a few rounds of playing until one of you
use up all your dominoes. Then say The first
person to use all the dominoes is the winner.
••Move around the class as students play. Check
that students understand how to play, and that
the advice about clothing matches the weather.
Help and prompt if you notice incorrect domino
matchups.
Unit 11 Find Someone Who …
Twenty-First Century Skills Collaboration and
Communication
••Give one worksheet to each student.
••Demonstrate the activity. Display the worksheet
and point to the first row. Ask a student Do you
go to school by car? Encourage him/her to
answer. If the student answers No, I go by [bus].
Say OK, thanks and ask another student. If he/
she answers Yes, I go by car, say, Ah! OK, thank
you and write his/her name in the second
column. Explain that students only write the
person’s name if the statement is true for him/
her. Tell them to write a different student’s name
each time.
••Say Now you ask a different classmate each
question and write a name. Have students walk
around the classroom and ask and answer the
questions. Monitor and encourage students
to respond with complete sentences. Check
LEVEL 2
 for correct spellings of names and offer help if
necessary.
••When everyone is ready, have them sit down. Call
on students to share their answers, for example:
Harry goes to school by bus.
Unit 12 Make a Video
Twenty-First Century Skills Collaboration and
Creativity
••Give one worksheet to each student. Explain that
they will be working in a group and making a
video about the students in their group.
••Quickly review the adjectives using p. 118 of the
Student’s Book, or the flashcards from that lesson.
Then ask What were you like when you were little?
Were you good? Were you naughty? Were you
silly? Ask a few students in the class.
••Read aloud the examples. Say Now write three
sentences about you. What were you like when
you were little?
••When students have finished, have them read
their sentences to the class. Check correct
sentence formation and language, and offer
help where necessary.
••Read the questions in Part 2 aloud chorally as a
class. Have students ask you the questions and
give answers to model the language: My name
is [Mrs Brown]. My favorite food is chicken. I have
two robots and a teddy bear. I play basketball.
When I was little, I was good. I wasn’t naughty.
••Have students work in pairs and ask and answer
the questions together.
As pairs work, walk around the class and moni-
tor. Help with pronunciation and grammar, as
needed.
© Cengage Learning, Inc.
••To help deal with any anxiety students may have
with speaking, have pairs work with another pair
to form small groups so they can practice asking
and answering the questions together.
••In their small groups, students will do Part 3 and
make their video. Assign roles within each group
or have students choose their roles. Student A
asks the questions from Part 2. Students B, C, and
D answer the questions. Make sure each student
answers all the questions. Ensure students rotate
roles within the groups so each has a chance to
ask and answer questions.
••Schedule a time to record your students’ video.
Depending on what equipment your school has,
you may be able to use a proper video camera.
If not, you could record your class using your
smartphone.
NOTE: Please be aware of any school rules
about filming students.
••After you’ve filmed students’ videos, you can
show them in class. Or, if you have a private class
website/social media page, post the videos for
the class and their families to see.
••Refer to the tips box for suggestions to help
students while making their video.
TIPS
• Give enough time for students to practice
before they record.
• Ensure students speak clearly and slowly,
and they don’t try to rush their part.
• Tell students to look interested when they are
listening to their classmates.
• Remind all students to smile throughout the
video.
LEVEL 2