and Ready-made activities for intermediate students Se never 10nd friene’s house 1S NEVET to a freUNIVERSITY PRESS CAMBRIDGE DUMhthWHhHh PD hehehehehe Oe hme omCAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, UK www.cambridge.org Information on this title: www.cambridge.org/9780S21605823 Cambridge University Press 2005 Itis normally necessary for written permission for copying to be obtained in advance from a publisher. The worksheets, role play cards and game boards at the back of this book are designed to be copied and distributed in class. The normal requirements are waived here and itis not necessary to write to Cambridge University Press for permission for an individual teacher to make copies for use within his or her own classroom. Only those pages which carry the wording “@ Cambridge University Press’ may be copied. First published 2005 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this book is available from the British Library ISBN -13 978-0-521-60582-3 paperback ISBN -10 0-521-60582-2 paperbackThanks and acknowledgements Map of the book Introduction Teacher's notes General knowledge English language Culture Hot topics Beliefs Friends and family Health and happiness English language English language Entertainment Travel and tourism The world of work Game templatesThanks and acknowledgements The author would like to thank everyone at Cambridge University Press for all their hard work on this project. Special thanks must go to Martine Walsh for her encouragement, guidance and support, and Jane Coates for her ‘thorough editing and expert input. Many thanks also to Bell International, Cambridge and Eurocentres, Cambridge for the use of their excellent facilities, and to Christina Latham-Koenig for the idea behind the activity on page 86. ‘The author and publishers would also like to thank the following individuals for their help in commenting on the material, piloting it with their students and providing invaluable feedback: Jana Cadovs, Czech Republic Kelvin Hughes, Spain Magdalena Kijak, Poland Ricky Lowes, UK Krzysztof Majer, Poland Rebecca Place, Spain Debra Powell, UK Elaine Redford, France Mary Spratt, UK Wayne Trotman, Turkey ‘The authors and publishers are grateful to the following copyright holders for permission to reproduce copyright material, While every endeavour has been made, it has not been possible to identify the sources of all material used and in such cases the publishers would welcome information from copyright sources. Apologies are expressed for any omissions. p.55: Quiz A, Section 1 questions 1, 3 and 5, Quiz B, Section 1 questions 2 and 4 by Marti Barletta © 2004 Dearborn Trade Publishing. Quantity discounts available, For more information call 1 800 621 9621 Ext.4444; .76:for the article The funniest joke in the world’ with kind permission of Dr Richard Wiseman, www laughlab.co.uk. Text Design: Kamae Design, Oxford Page make-up: Kamae Design, Oxford Cover Illustration: Mark Duffin inton Banbury (pp. 52, 60, 62, 72, 82, 121, 123, 125); Kate Charlesworth (pp. 75, 80, 105, 111}; |; Phil Healey (pp. 12, 22, 42, 120}; Kath Walker (pp. 32, 62, 70, 81, 86, 90, 95,99) Photo permissions: The author and publishers are grateful to the following photographic sources: Alamy Images pp-82 (R. Francis}, 117 (Acestock]; Corbis pp. 2 (T. Stewart), 92 (Rob and Sas); Photographers Choice/Getty images p. 85 (M. Amon]; Stone/Getty Images p. 65 (J. Lamb) Taxi/Getty Images pp. 71 (S. MeClymont], 91 (B. Erianson). Illustrations: Hardlines (p. 6 ‘The publisher has used its best endeavours to ensure that the URLs for external websites referred to in this, book are correct and active at the time of going to press. However, the publisher has no responsibility for the websites and can make no guarantee that a site will remain live or that the content is or will remain appropriate. Every effort has been made to check that the information in this book is correct, however even reputable sources may on occasion dispute factual details such as those in the quiz section of this book.Map of the book QUIZZES = = = = = = a a = Theme no iad Cen id General knowledge 1 Past times, History Bingo 30m 2 That's amazing! Sport and leisure Marathon run 40m 3 Listen to this Pop music Tic-tac-toe 30m 4 It’s your choice Pot luck Quiz show 50m 5 Do you know? People and places Team challenge 35m = English language 6 Eyes down Prepositions Bingo 30m = ? Ihaven'ta clue Common responses Marathon run 40m = 8 Astitch in time Proverbs. Tic-tac-toe 35m = 9 Hurry up! Phrasal verbs Quiz show sam 3 10 Don'tmissthe bus _—_Collocations Team challenge 35m = = — = : — Culture 41 What does that mean? Gestures and body Bingo 25m = language = 412 People like us Manners and Marathon run, 40m customs _ 13 Let's celebrate! Holidays and Tic-tacstoe 30m a festivals = 14 Where on earth? Countries of the Quiz show 50m world = 15 | didn't know that! Unusual cultural Team challenge 35m 3 facts 16 That's not fair! Crime and Bingo 35m punishment 1? Out with the old Dating and marriage Marathon run 40m = 3 18 Who thought of that? Science and Tic-tac-toe 35m = ‘technology 19 | didn't know that Education Quiz show 50m 20 Men and women The gender gap Team challenge 40m = aMap of the book QUESTIONNAIRES Theme Beliefs Friends and family Title 2A | believe 22 How positive are you? 23 The moral maze 24 Love is in the air 25 Is money all you need? 26 My best friend 2? Flatmate fun 28 Friends forever? 29 A family matter 30 Parents and children Health and happiness 34 What makes you English language laugh? 32 Emotional intelligence 33 Ahealthy lifestyle 34 Are you having fun? 35 How stressed are you? 36 What are your plans? 3? Be honest! 38 Crazy about shopping 39 Childhood memories 40 Are you a bighead? coo Personal beliefs Personality Personal ethics Relationships Money Aclose friend Living with friends Friendship Family experiences Family values Humour Expressing emotion Health and fitness, Enjoyment Stress The future Second conditional re Spin the wheel Multiple choice Yes / Sometimes / No Aska friend One to five Spin the wheel Multiple choice Yes / Sometimes / No Aska friend One to five Spin the wheel Multiple choice Yes / Sometimes / No Ask a friend One to five Spin the wheel Multiple choice Gerund and infinitive Yes /Sometimes / No The past, Comparatives Ask a friend One to five 45m 35m 25m 30m 20m 40m 25m 45m 35m 20m 40m 20mWo a uu Mui Mh tat tat Mi a a a aa i ut Map of the book PUZZLES iio Title co Englishlanguage 44 Is Tom generous? Character adjectives 42 Find it! Synonyms 43 Atense time Tense review 44 Work it out Idioms 45 Time challenge Word formation Entertainment 46 Who plays tennis? Sport 4? Mad about movies. ‘Film genres. 48 What's on? TVand radio 49 What a night! Atrip to the circus 50 Freetime fun Leisure activities Travel and tourism 51 Where did Sarah go? Tourist destinations 52 Fly away Air travel 53 What a sight! Sightseeing 54 Is service included? At a hotel 55 Fun in the sun Holiday vocabulary The world of work 56 Who works in Company Marketing? departments 5? You're a what? Occupations 58 Where's the stapler? Office equipment 59 I'm free all day! Describing a job 60 Making money Work vocabulary cc Logic puzzle Wordsearch Crossword Hidden word Puzzle mix Logic puzzle Wordsearch Crossword Hidden word Puzzle mix Logic puzzle Wordsearch Crossword Hidden word Puzzle mix Logic puzzle Wordsearch Crossword Hidden word Puzzle mix ead 20m 20m 20m 35m som 20m 15m 15m 30m som 20m 15m 20m 30m som 20m 20m 20m 30mWhat is Quizzes, Questionnaires and Puzzles? Quizzes, Questionnaires and Puzzles is a resource book containing photocopiable materials for supplementary classroom work. There are 60 varied activities which offer you a convenient and flexible resource in the language classroom. The shorter activities are ideal as warmers or fillers, while longer activities can take a whole lesson, The activities are separated into three main types: quizzes, questionnaires and puzzles. There are clear, step-by-step instructions for you, and easy-to-prepare photocopiable materials for the students. Many of the photacopiable materials can be stored and easily re-used Who is it for? Quizzes, Questionnaires and Puzzles is for teachers who are looking for additional activities to stimulate their students. it offers a wide collection of fun activities across a range of topic areas. All the activities are at intermediate level. The material is aimed at young adult (16+) and adult learners. The activities mainly focus on students’ speaking and listening skills. However, they also provide useful reading practice, and some writing activities are suggested, mainly for follow-up work. How is the book organised? Quizzes, Questionnaires and Puzzles contains 60 activities, divided into three equal sections, There are 20 Quizzes, 20 Questionnaires and 20 Puzzles. There are four ‘themes in each section. The themes cover aspects of English language as well as many of the popular topics found in standard coursebooks. The activities can be used to supplement existing course material, offering diversity and a refreshing approach to familiar themes. There are five different activity types in each section, 10 help engage and maintain students’ enthusiasm. A Map of the book on pages 5-7, provides a clear overview of the 60 activities, enabling you to quickly locate a suitable activity for your class. How is each activity organised? Instructions on how to use each type of activity are given in the Teacher's notes section on pages 10-15. In addition, each activity has a key information panel for quick reference: USEFUL LANGUAGE — vocabulary and structures that students will encounter during the activity PREPARATION what needs to be done before the lesson. For example, how many copies of the materials you need to make, and what cutting, ifany, is required LEAD-IN a brief warm-up activity MAIN ACTIVITY a reference to the Teacher's notes page where you can find the recommended procedure for using that type of activity FOLLOW UP ideas to help you develop the scope of the lesson There is minimal preparation before class. You simply have to photocopy the material and sometimes cut up the copies.| = oS a i Gua uw = = a ol seston eceanl When can | use Quizzes, Questionnaires and Puzzles? ‘he activities in this book are designed to be fun. You can use them at any time. You can choose an activity that matches the topic of a unit in the coursebook you are using, to introduce some variety and excitement to the lesson. Or you can choose an activity from the English language themes to revise language and structures in an enjoyable way. Alternatively, you can simply [ook through the Map of the book and choose an activity you think your students will enjoy for some fun on a Friday afternoon! Remember, some activities take more time than others, so whether you want a quick filler or a much longer activity, there will be something for you to use. How can | use Quizzes, Questionnaires and Puzzles? Once you have decided which activity you want to use, look in the Teacher's notes. section on pages 10—15 for the recommended way to use it. Different activities have different interaction patterns. Some activities are designed to be done in pairs, thers in small groups. There are also a few whole-class activities. However, the activities are very flexible and can be successfully completed in a number of different ways, depending on your preference and the needs of your class. All activities are suitable for both small and large classes, so whatever the size of your Class, you will be able to use them, Activities are designed to last from 15 minutes to SO minutes. The suggested time to allow for each activity is given in the Map of the book on pages 5-7, The length of time given for each activity includes the Lead-in and Follow-up stages. However, different classes work at different speeds, so this timing is a general indication only. The time for the main activity alone is also given at the top of each activity page. What about any new vocabulary? Important vocabulary is listed in the Useful language section at the beginning of each activity It might be a good idea to pre-teach unknown vocabulary before students begin. You could choose to write any words you think your students don't, know on the board and then tell them to use their dictionary to look them up. They can do this individually, orn groups (with each group looking up different words and then reporting back to the class). You could also dictate the list of new words, first as a spelling exercise, and then ask students to write the part of speech and an example sentence for each, Sometimes it can be fun to focus on word stress too, by modelling the pronunciation and asking students to repeat in a choral drill. Can I make my own quizzes, questionnaires and puzzles? ‘Yes! There are several Game templates at the back of the book. You can use these to create your own activities, Simply use a corresponding activity in the book as a guide and create the content as you wish. This book is part of the Cambridge Copy Collection series, There are many other books in the series, and they each follow a similar format. See the list on the inside front cover for details of other titles. ,_Teacher'’s not es The quiz section has four themes: General knowledge, English language, Culture and Hot topics. ‘There are five different types of quiz: Bingo, Marathon run, Tic-tac-toe, Quiz show and Team challenge. Each quiz type occurs once in each theme, giving a total of twenty quizzes. Bingo © Give each student a Bingo card. [Note: If you prefer to avoid photocopying, just copy the card on the board and ask students to copy it in their notebooks.] ‘© Tell students they must listen as you read out some questions. Explain that there are sixteen questions, numbered 1-16. Tell students they must listen and write the answer for each question in the corresponding square (1-16] on their Bingo card. @ Read aloud the questions in random order, beginning each time by clearly stating the question number. Cross off each question after you have read it. © When you finish, tell students to exchange their Bingo cards and then you read out the answers. Explain that they should give one point for each correct answer. In addition, if every answer in a horizontal line is correct, then they should award an extra five points. Similarly, if every answer in a vertical line is correct, they should award an extra five points. @ The winner is the student with the most number of points. D> This is designed os a whole-class activity. However, it can also be done in small groups. Marathon run © Put students into groups of three and give each group a Marathon run game board from page 121, and a set of Question cards. Ask students to place the Question cards face down on the space provided in the centre of the board @ Tell each student to put a marker (such as a coin, pen top, etc.) on START. Explain that they are going to compete in a marathon race, and that they should try to be the first to reach the finish line. Tell students they should take turns picking a question from the top ofthe pile and readingt aloud to the person on their left {the answer is given on the card). If that person answers the question correctly, they toss a coin and move forward one square for heads, and two squares for tails, If they answer incorrectly, they do not move forward, and the next student clockwise may try to answer. © The winner is the person who reaches the finish line first, or who is closest to the finish line after all the questions have been asked. D this a Tic-tac-toe @ Put students into pairs and tell them to sit facing each other. Give one person a Student A Question card and the other person a Student B Question card. Give each paira Tic-tac-toe grid, and a set of O and X Game cards, Tell Student Ato take the O cards, and Student B to take the X cards. [Note: If you prefer to avoid photocopying, just copy the Tic-tac-toe grid on the board. Ask students to copy it on a piece of paper, and mark each square that they answer correctly with aX or a O.] 1 works best in groups of three. However, it com also be played by two or fourih i TUN TM EO i aa tal 3 tow ee mu Saal Teacher's notes seereeneste © Explain that students should take turns choosing a question from their Question card and reading it aloud to their opponent. Their opponent must choose from the list of answers contained in the box at the bottom of their Question card. If they guess correctly, they may place one of their Game cards (the 0 or X cards) inthe grid. Ifthey do not guess correctly, their partner simply says ‘Wrong’. They must not tell theit opponent the correct answer (they must ask that question again later), Their opponent should then choose a question to read aloud. The object of the game is to make a line, either horizontally, vertically or diagonally, © Students continue to take turns asking and answering questions until someone makes a line. They should play 2s many games as the number of questions will allow. © The winner is the person that has won the most number of games when all the questions have been asked. D This octviy Quiz show @ Put students into groups of four, and give each group a Quiz show Game board from page 123. Then give each student a Question card and tell them to place it face down in front of them, is ideally suited d for students working in pois © Explain that one student should choose to be the Quiz Master and pick up their Question card, The other three students are the contestants. Each contestant should choose a character and put a marker (such as a coin, pen top, etc.) beside their character. © Explain that the Quiz Master will ask a series of questions. If any contestant oa thinks they know the answer, they should knack on the desk. The first student to e knock on the desk may answer. If they answer correctly, they may advance their marker one square towards the final Winner! circle, IFthey don't answer the question correctly, then the remaining two contestants may try to answer. @ The first person to reach the Winner! circle, or who is closest to the Winner! circle after all the Quiz Master's questions have been asked, wins the game. © When one game is over, tell students to start a new game with a different Quiz Master. D This acti stude iy is designed for ifnecessory, or as many as eight, Team challenge ‘® Put students into groups of four. Tell them to choose a partner so that they make ‘two teams. Give one team Quiz A and the other team Quiz B. Give each team an, Answer sheet for the quiz they will be answering. Make sure students cannot see each other's Answer sheets. students, However, it may be ployed by fewer than jth students working in teams of two, ‘© Explain that each Quiz has sixteen questions, divided into two sections. Tell the students with Quiz A to take turns reading their questions to the opposing team, The opposing team must listen to each question and either choose an answer (a, b or] from their Answer sheet or write their answer in the space provided. @ After students with Quiz A have asked all the questions, they should check their ‘opponents’ answers and calculate the score. it @ The process should then be repeated, with the students with Quiz 8 taking turns to read their questions and check their opponents’ scores. t @ The winning team is the one with the most correct answers. ny D his activity also be do rks best with groups of four students, divided into two teams. However, it may in pairs, or teams of greater than two if necessary.Teacher's notes _ Questionnaires The questionnaire section has four themes: Beliefs, Friends and family, Health ‘and happiness and English language. There are five different types of questionnaire: Spin the wheel, Multiple choice, Yes / Sometimes / No, Ask a friend and One to five. Each questionnaire type ‘occurs once in each theme, giving a total of twenty questionnaires. Spin the wheel @ Put students into groups of three and give each group a Spin the wheel game board. @ Tell students to put a pen in the middle of the wheel. Explain that they should ‘take turns to spin the pen and they must answer the question the pen points to. ®@ After answering the question, each student has to ask their partners the same question and get their opinion © Encourage students to answer each question as fully as they can, and debate any differences of opinion. @ If the pen points to a question students have already discussed, they should spin the pen again unlit points toa new question The game finishes when al the students have answered every question. D> This activity works best in groups of thre. However, it can also be ployed in pois, or with a maximum of four students. Multiple choice @ Give each student a copy of the questionnaire and tell them to work individually, Explain that they should read the questions, and for each question they should choose an answer, a, b, orc. © When every student has finished circling their answers, put them into pairs. Tell them to ask and answer the questions with their partner. Where appropriate, encourage them to support their answers as fully as they can. © Finally, give each pair a copy of the Score card and tell them to add up their scores, D> This activity is designed for students working individually at first, ond then in pais. Yes / Sometimes / No © Put students into pairs. Give each pair a copy of the questionnaire. © Tell students to ask and answer the questions together. Explain they should tick (/) their partners answers on the questionnaire Encourage them to explain and justify their answers as fully as possible Conclude by choosing one or two of the questions that interest students most and having class discussion. D This oct Js ideally suited for students working in pairs.ere eeERSe eS OEtE EEE RS COR EEC OURS StEOSC CSIC SSeS Stee CSS SSS eESte OSCE Stee ete eee ears Questionnai res Ask a friend ® Give each student a copy of the Questions sheet and tell them to read all the questions. Explain they should choose four questions that they would like to ask, © Give each student a copy of the Ask a friend sheet. [Note: IF you prefer, you can ‘save photocopying by writing this on the board and asking students to copy it in theirnotebooks.] Tell students to write the questions they want to ask in the spaces provided. © Explain to students that they must ask a different question to a different classmate. They should listen carefully to the answers, and note as many details as they can, © Then tell students to stand up and find a partner to begin the activity. Remind them to swap partners after the first question, so they have a different partner to answer each of their four questions. Encourage students to answer each question as fully as they can, @ When students have finished, put them into pairs or small groups. Tell them to share the information they found about their classmates, using their notes as a guide D> This s designed to be a whole-class activity, with students fining ther own partners to interview. Inthe final phase, students should be in poirs or smal groups. One to five © Give each student a copy of the questionnaire © Tell students to read each statement and circle a number from 1 to 5 to show how far they agree. Explain that 1 means they disagree strongly and that 5 means they agree strongly. @ When they finish, put students into pairs and tell them to interview their partner. Explain that they should circle their partner's answers. Tell them to discuss any differences of opinion as fully as possible. @ Finally, tell students to add up their scores. Give each pair a copy of the Score card and tell them to read what their score means. Encourage students to say how far they think the description is true for them. D> This activity is ideally suited for students working individually at frst, nd then in pairs ‘assThe puzzle section has four themes: English language, Entertainment, Travel and tourism and The world of work. There are five different types of puzzle: Logic puzzle, Wordsearch, Crossword, Hidden word and Puzzle mix. Each puzzle type occurs once in each theme, giving | a total of twenty puzzles. Logic puzzle © Give each student in the class a Clue card. If there are fewer than sixteen students, give some students two Clue cards. If there are more than sixteen students, put students into pairs or small groups, and then give each team a Clue card, : @ Tell students to read the information on their Clue card. Explain that there are sixteen clues and each clue forms part of a puzzle. Explain that the clues are linked to each other, so the information in one clue will help them answer another. ‘© Copy the Information chart on the board, Tell students they can copy this in their notebooks and use it to help them organise their work effectively by filling in the missing information. © Explain that they should mingle with their classmates and listen carefully to their clues, They should not show their Clue cards to anyone! [You may wish to tell students to memorise the information and then put their Clue cards in their pocket.) © The winner is the first student or team to solve the puzzle! @ Whena student or team has solved the puzzle, tell the class to sit down, Ask the winning student or team to come to the board and complete the Information chart. D> This is a whole-class activity, wth students working either individually or cover sixteen students) in tears Wordsearch © Put students into pairs and give each pair a Wordsearch puzzle. @ Read aloud the list of words. Explain that these words are all hidden in the Wordsearch puzzle. Add that the words may be spelled horizontally, vertically or diagonally © Tell students to circle each word that they find in the puzzle. Point out that the first one has already been done as an example. The first pair to find all twelve words wins! ‘@ Read the instructions for the second activity and make sure students understand ‘what to do. Encourage them to use their dictionaries, Monitor and help where necessary as students complete the activity. [Note: To make this harder, give e students the Wordsearch puzzle without the words!] i activity is designed for [for classes wit tudents working Optional extension When students have finished, put them into pairs and tell them to list any other words they know that are connected with the topic. Then give each pair a copy of the Wordsearch template on page 125. Tell thern to write eight words from their list in the puzzle, and to fill n any remaining squares with random letters. They should also write the eight words they have used in the box. Tell students to ‘swap and complete each other's puzzles!mW Wu tn te UU Ub uu WO Ge uu ia ub Puzzles, Crossword © Give each student a Crossword puzzle. © Give students time to read through the clues. Explain that they should try to guess the missing word in each clue. Add that the number in brackets at the end of each clue tells them the number of letters in the word, © Tell them to write each missing word in the correct place in the crossword. Explain that clues may be written either Down or Across. © The first person to complete the crossword correctly is the winner, D> This activity is designed for students working i well Hidden word © Give each student a Hidden word puzzle, © Explain that they should read the text and try to guess the missing words. Add that the number of stars for each missing word represents the number of letters in the word, iduolly, although pairs would work just © Point out that each missing word has a number, and that they should write the missing word in the correct place in the puzzle. © Explain that if they complete the puzzle correctly, they should be able to identify a hidden vertical word. The first person to complete the puzzle and identify the hidden word is the winner, his activity is designed for students working individually, but could also b >» Puzzle mix @ Give each student a Puzzle mix sheet, done in pairs. © Explain that the instructions for each puzzle are on the sheet. Tell students that they should try to complete all the puzzles as quickly as possible. Add that they may use a dictionary to help them. ‘© The first person to complete everything correctly is the winner. © When one student has answered all the puzzles correctly, tell students to stop. Put them into pairs to compare their answers. Finally, go through the answers with the class. @ Students who finish quickly can make their own puzzles (see the Optional extension below). is activity is designed for students working individu are also possible. ‘although pairs or groups of three Optional extension When students have finished, divide them into small groups. Tell each group to choose a puzzle type from the Puzzle mix sheet. Ask them to create their own puzzle using their chosen puzzle type as a guide. You may wish to tell them that they can use dictionaries. When students are ready, ask them to swap and complete each other's puzzles.TTT Fi Past times . History QUIZZES Bingo 30m {Main activity 15m) USEFULLANGUAGE cartoon, celebrate clone, construction, create, import (v), invent, play [n), skyscraper, spy, | = ‘tunnel Past simple (wrote, et.), Passive {was invented, etc.) ______ PREPARATION Make one copy ofthe Bingo card opposite for every student. Seeroau ou n 15 16 [Note: If you prefer to avoid photocopying, just copy the card on the board and ask students to copy it in their notebooks.) LEAD-IN_- Put students into pairs and ask them to think of three famous events that happened in the past. Tell them to make notes of anything they know about each event. Then put them into pairs to talk about what they know. ____MAINACTIVITY__- See the Teacher's notes on page 10. __ FOLLOWUP They can refer to the notes they made in the Lead-in for ideas. When they finish, tell each group to read their questions aloud to the class, Students in other groups must listen and write their answers. Give one point for every correct answer. The group with the most points is the winner. [You may also wish to award points for accurate English!) Put students into groups and tell each group to write three questions on the topic of history, The Great Wall of China is the biggest construction in the world. True or False? (True. You can even see it from space.) in which country were the pyramids built? (Egypt) What nationality was Albert stein? (German) The first computer game was invented in 1962. True or False? (True. it was called 'Spacewar’,) In what country were the Olympic Games first held? (Greece) Who wrote the play Romeo and Juliet? (William Shakespeare) What is the surname of the man who invented the telephone? (Alexander Graham Bell) In which country was the world's first skyscraper built? (USA - Chicago, 1883) What was the name of the world’s first cloned sheep, born in 1997? (Dolly) What country started to import camels in 1840 and now has over 500,000? (Australia) Which famous American male rock ‘n’ roll singer died in 1977? (Elvis Presley) What was the first animal to go into space? (A dog) ‘What nationality was the famous footballer Pele? (Brazilian) ‘What popular drink was invented by Dr John Pemberton in 1886? (Coca-Cola) In 1804 Napoleon made himself emperor of which European country? (France) Which famous cartoon character was created by Walt Disney in 1928? (Mickey Mouse) mn Guezes, Ove aves and Rizzes ty Mies Graven © Camidge Uriersty Pr ons CIREEESti?) Past times Fem Quizes, Qestores and Paz by Wics raven © Ownage Unversy Press 2005 [SRR MES 1 mmimmimimmmmmmmmmimrimimnHhMmMriHh Mmm Peo| Pease amazing! poten QUIZZES Marathon run 40m (Main activity 25m) USEFULLANGUAGE athletics, baseball, boxing, competition, event, flag, hockey, judo, legend, marathon, ppentathlon, race, rod, rugby, sailing, table tennis, ten-pin bowling, warn Past simple (was, were, etc.) Passive (was included, etc.) { PREPARATION - Make one copy of the Marathon run Game board on page 121 and one copy of the Question cards for every three students. Cut out the questions into cards, LEAD-IN_- Write Sports on the board and divide students into two groups. Tell one group to make a list “7 of as many sports as they can, and the other groups to make a list of sports equipment. Tell students to use their dictionaries to help them. After two minutes, ask one student from each {group to come to the board and write all their ideas. Check spelling, then review the Pronunciation in a choral drill. See the Teacher's notes on page 10. FOLLOWUP -- Write these questions on the board, and put students into groups: What sports do you enjoy? / What sports are popular in your country? / Who is your favourite sports star? / Do sports stars ‘make too much money? / How many famous sports stars can you name? Tell each student to choose a different question. Explain that they have one minute to think about their answer and that they can make notes if they wish. After one minute, tell each student to state the question they chose and give their opinion to the group. a = | What is the distance for a In which year was the first Which Olympic Games was marathon? football World Cup? the first to include women’s athletics? {a 26 miles 150 yards a 1954 Yb 26 mes 35 ane ty isa © € 26 miles 275 ars |e i930 b 1936 1912 Answer: b | In athletics, how many events are The Davis Cup is awardes ‘Which sport do you play with | there in the pentathlon? | abat? } which sport? i i } a tennis i a got ; b baseball ob sailing i basketball © tennis Which country did the famous soccer legend Pele play for? How many holes does a ten-pin bowling ball have? In what year was the world’s first sporting event shown on television? a Uruguay. a two b three. ae |e Argentina « fo b Isa i © 1992 t Answer Answer: b Answer: a i gee |! ! 18] From Quizzes, Questonnares andl Puzaes by Mies Craven @ Cambidge Urner I,: 2 That’s amazing! In what country did the first What do the five rings represent motor racing Grand Prix take! on the Olympic flag? What sport do the Dallas Cowboys play? a ice hockey b American football basketball place? yar b England the first five Olympic gold medal winners b the five original Olympic events France the five continents of the world Answerse Answer: ‘Which famous race between ‘Oxford and Cambridge began (on 10 June, 1829 fa the Boat Race b the Horse Race What kind of race is the Tour de France? ‘What sport was Michael Jordan | famous for playing? a rugby basketball a a motorbike race a switnming race © a cycle race: © tennis the Running Race Answer:@ Which game can take several days to play? How long is an Olympic-size swimming pool? The Super Bowl is a competition in which sport? a badmincon a 40.metres a cricker ib hockey « cricket € 50 metres 4 metres 1b American football ¥ e motor racing Which sport was included in the Olympics for the first time ‘The game Mah-jong comes from which country? last? How long does a game of rugby | a japan iaugesr a 90.minutes b Korea aia ae b 80 minutes © China oe © 60 minutes boxing Answer: ‘What sport do you play clubs? a basketball ‘The Harlem Globetrotters are @ famous team in which sport? Which of these animals is used a popular sport? i 2 baseball 2 cow |b table tennis b football b horse 1 golf € basketball © pig Alpine and freestyle are two types of competition in which sport? In Formula 1, what colour flag is used to warn of dangerous famous for? a football a snowboarding b motor racing b longedistance running © boxing i Y, © wavering YJ, € black and white Answers Answeri@ i Answers (3)Listen to this Pop music QUIZZES Tic-tac-toe 30m (Main activity 15m} USEFUL LANGUAGE album, band, creer, famous, former, guitarist, hit (n), lead (v], member, pop. popular, Ee ak rock, single, worldwide Comparatives (more than, etc), Present perfect (has won, etc.) PREPARATION Make one copy ofthe Tic-tactoe game board and the O and X Game cards, and one copy ; of the Student A and Student B Question cards for every two students. Cut along the dotted lines. [Note: f you wish, you could photocopy just the Question cards — see the Teacher's notes on pages 10-11,] Brainstorm different styles of music (jazz, pop, rack, etc.) and write them on the board. Then put students into groups to talk about what kind of music they lke. How important is music in their lives? See the Teacher's notes on pages 10-11. Ask students to think of a famous singer or band. Tell them to write a paragraph about them, covering their nationality, age, the type of music they play, their most popular songs, et. When they finish, ask students to read their paragraphs to the class. 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Cut along the dotted lines, Ask students ifthey ike quizzes and brainstorm all the different categories that are usually covered by quizzes (History, Sport, Entertainment, etc.). Write these on the board, ‘See the Teacher's notes on page 11. Put students into groups and tell each group to write three or four similar questions. Explain that they can use any topic they wish. Refer them tothe lst of categories on the board from the Lead-in activity for some ideas, When they finish, ask each group to read their questions to the class. Give one point for each correct question. The group with the most points is the winner. [You may also wish to award points for accurate English!]’s your choice 4{t mrmrnininwiyn mm anus '9°@ ‘aloud ayn 7 8049 4S ‘TIGI w AWS I a8I4 > YBN UOK waUY’E '0°Z “OBUOUDIY “| suomsuy {asta 40 onay WOH Aejd saueadssiyeys \woyy awo> onsanb oup s} 2ey39q 02 20u 40 9q OL, SPIOM SNOUIE) 94) 6 $881.9 S06 ® 2895 JED 910M LOA @ {851% 40 onal puevarains jo jenden ayn 51 yDLINZ 9 svg) soudnfqoange uianshs ses ayn ur aaueyd as98se] up 51 3eUAA § ose 40 on 1161 W SnuRpY aIp UI pues DUOMY auL {889 s1y yo ano soured YING YMA € ehuayy uno q—oseluewnp) aunoyy © {fous Ul urewunows asayfiy auf 58 YAK Z djeag Buoysiey > jowoy ‘uesnea ain ut jadeyD aunsis a1p Jo Buyjao arp paruied oy | p PAe> UOIZSONo jaste 40 anuy-2n9 seounbsow pew AUD 6 eusqis> sasewang BPey e ‘as9pl0> aya 51 suolFD: 9s010 40 Y>INAA & 28pLa snoqieH fouphs > a8piig axes) vapIeg q pug vopUOT e {waSunneD ayy se aidoed 20} Aq wonoU 5} pg UMOLI9M YOIUAA L UOSENA Ja PAD puaL © PEy aMAIOIEP SNOWY YA 9 apaded we ueusoug 82:0id put 9100} Jo¥04 Xs0UN0-) UFOS oney JonDEIeUD IEYAA § {251 10 yy Umop auwe> Areuy EAA UIEEG 21M BEI Ut {asi 40 onuy-uns aig 02 a9URd asostou O¥p 8) DIO £ ypvelg > ysiueds q) _ uei9g © {assnepy Lue} sowured anuorssaiduy aun sem fyeuoneu ey {25} 40 any. 0H jeasdeD asoyBIy s.adoung s1 pLipepy T paed uonsen® rmmimimmmam 'y s0y 9505-7 0°) suomsuy {95940 any 201 Jo prewye are sueydorg 8961> E9614 ssBIe {SM axp w vedo pueyousig prp 1804 yy uy har jo peide> aia 1204 eu0UND 91p > UoIsa}R vip qsuNPeW FunsEm aun 19261 1 aignd ap 09 arezsuowep pareg 807 wyol pip 28 {257 40 9. 3 & paye> 51 auEyde BunOK y Buu si so snowy 51048 (YAK janewopp © ul avaip axe senets fuew mo} {sre 40 anu ss0K4 onoma sey weer Apo y spvomainJo som > yn puo oowoy q Bury x9 Jo puoy ous © au uaeLa-W {pip Aton snout) e4AA W's 9 ‘nok Buus sao ap s90q fouoy Au 'ase4"L "9 “SOU ZE-F "WE. spouioy} 2 eid PPY, BU SE UMOUD Osfe st 32UE}d UDIYA 3) JO Bru "UIQ A\femde St palg>>EIQ afeuID) y {95(e) 40 anay nok BuBuns sae aip s09q jy eyensny>ysn.@ Aueway & /6| U1 pouado Aemioxous 2514 spliom at sem avayANA 18) 40 onay woLiyy us Anuno> asa8e} aun s1 uepng ay, fanvy ape ue pynoys yso0a AueW MoH, spuodas xis Ki0x9.q — puoras A1@AD {PIOS 402 Jo UPD v S| UAYO MOH} {9895 9O0'F 49A0 sey UoPUC] Ul suoXs aUSUAEdaP smOWE YDIYAA, 099 ouaquiy) > suaypIq seNeYD | souEIMET Ge ds909 om Jo ae y pu suonoDedag 10319 25M] HO rOWM OUR LY | pred uoNsand } spuores Asp Aioa9 > 3) oe EES rd Paz by Nos Craven © Carioioge5 Do you know? TTT) People and places QUIZZES Team challenge 35m (Main activity 15m) _____USEFULLANGUAGE bone, capita, composer, explorer, ndmar,erginally, penguin, reach, visible PREPARATION _— MAIN ACTIVITY __ FOLLOWUP Past simple questions (Who painted ...? etc.), Passive {are spoken, etc.), Superlatives (the longest, etc.} Make one copy of Quiz A and Quiz B opposite for every four students. Make one copy of the ‘Answer sheets on this page for every four students. Cut along the dotted lines. Divide the class into small groups. Tell each group to think of a famous person or well-known place. Explain they should make notes on everything they know about that person or place. ‘When they are ready, tell students in each group to share their information with the class. ‘See the Teacher's notes on page 11. ut students into pairs and tell them to write a paragraph about a famous person or place. When they finish, ask each pair to read their paragraph to the class. Alternatively, tell students to pin their work on the wall for everyone to read. Se: 9 : i Quiz A-Answersheet _) Quiz B-Answersheet +)! yen = Section 1 ¢ Pla sand b water € sunlight 1a 1666 b 1759 ¢ 1821 F { 2atheradio b thetelevision _¢ the telephone} 2a France —_b Spain ‘Germany i 3a Bulgaria —_b Hungary ‘¢ Poland 3a2 b3 ca | 4a Buz Aldrin b Neil Armstrong c YuriGagarin | 4a Belgium b Thailand ¢ Russia | Sa Elton John b Michael Jackson EWis Presley | 5a Mozart b Beethoven _¢ Tchalkovshy | Ga teach the b flyinan ¢ go into 6a China 'b India ¢ Egypt 1 South Pole aeroplane space t Ta Mount b Mount ‘¢ Mount ' 7a China b USA ¢ Russia Fuji Everest Kilimanjaro i ea7s bist 206 8a champagne b cheese € chocolate ! Section 2 Section 2 ha 1 ia 2 is 3 25, Guests and Rize by Mes Craven © Garinioge Unwaty Press 2006 EINES an Qu? 5 Do you know ‘yp 4o sapea} aup si yey ‘yuApIsaig palle> St YSN ALA Jo J9Pe| ay) JI @ J2)S1UIW auld :sa/AsuY epaiie> in, ysiuods :somsuy (ossenig sayuied aip sem asanBnyog :samsuy pfeads yzeig u! ajdoad op aBenSue} 1eym S byonsny ssamsuy {soore8uey puy Nok we> Anuno> yore ut puoj6ug ssomsuy apasn dweys a8ersod asiy s:pjiom atp sean AxunOD YpI4AK Uy | patziomsuy nua, siomsuy gyue3 04 yaue|d ysaveau aya s! YM 1 FE UOWII¢ uBoduipyp p :iamsuy fayew or Uuosiad 151) 24) ‘uoUBlHag auiald wog ‘ueWYDuaLy ayp Sem IeYM o1ofuowyy wunow > :samsuy eouyy Ul UleWUMOW Is—ysIY BYES! EUAN Dipur@ csomsuy aeyew fe ayp s} Anuno> yeym ul anowjoag q ssomsuy ctuoydurds yruiny snowy sly pasoduos ay vada yeap sem asoduioo snowe; YUAN & | punyu q :oMsuy {MOA axe AnUNoD yatyan ‘ryog Ul BumyFeUUOS 10} Aed Nok y « (qsuowoy “uoyoy ‘yours ‘uouwse9) ¢ 2 :romsuy {puepozums ut uayods AyeDnwyo are safenBe| AueW MoH 22up1y B :samsuy Gwoy Ayeul8y0 Auaqn Jo ameys aif s1 Anunos ueadosng YPIYWA & 9991 @ :somsuy {uopu0y jo any yea1D olp sem 204 yey Uy J UOID2¢ poupiuy :somsuy 220d YON 4p 40 earDLeIUY Ul ~ suINBUad puy nok UeD aay © (anjq puo any ‘pas) aa.yy :samsuy avsn ata jo Sey axp ut a1aup aze sunojo> Auew MOH, odor :iamsuy 4m OWNS 204 snow | ANUNOD YDIYM Pupjeuy wiayion ‘Sa}onn ‘puORODS ‘puDjbu3 -somsuy wop8ury payun ayy ut saununoD ino} ye aweU ROK Ue ¢ uoyoy samsuy tp si yey UN ays csamsuy quozewiy ayy 40 apn aup ‘pom ayy ul any ysOBUO} BYP S! DIY EUowy9¢ 902 9 samsuy iApog uewny ynpe ue uw aiatp ave sauog AueW MOH G issn 3 somsuy asoBe} ayy si Aguno> yyy 2]0d yanos ayy yooas B :somsuy ‘ey op 01 yosiad ys1y ayy awerag uaspunusy pleoy s010}dx@ uerBaMUON atp 1161 Ul 2 Aaysorg Sa > :ionsuy 4,929U INO 381g 13! 81q 00) 198 pe OY NCA 19} NOK J, pres 198UIS DIY Buonsusy yan q :iomsuy {uooWy ayp Uo pur] 01 ueWH Is14 ayy aUseIq OWN E961 UT ‘AroBuny q ssomsuy cAswunos ueadosna seg y>tye jo jeusde> ayy st sadepng o1pos ayy @ -iomsuy {dojanap 03 uosiad ysiy aup uosseW oWay8N sem ey < Jayom q :iomsuy hon y ayeu! y 242 ying ng Buns e801 UL JuoI92¢ 0} asn ay Pip reUM 20} moe a (2s) 2 ‘73 Riza by Mies Craven © Camiidge Uae From Quizzes, Queatonnaies6 10 13 4 15 MAIN ACTIVITY English language Eyes down _ QUIZZES Bingo 30m (Main acivy 15m) ‘apply for, belong, depend on, graduate (v}, keen on, proud, recover, relax, umbrella, worry Question forms (Who, What, etc}, Present simple (is/are, etc.) Make one copy of the Bingo card opposite for every student. Note: f you prefer to avoid photocopying, just copy the card on the board and ask students to copy it in their notebooks. LEAD-IN Write on the board: Verb/Adjective + preposition and add these examples: to listen to, = to fall into, to be bad ot. Explain that certain verbs and adjectives are followed by certain prepositions. Put students into groups and tell them to make a list of as many more as they can. Give them a time limit of one minute, ‘See the Teacher's notes on page 10. Put students into groups and tell each group to write five sentences. Explain that each ‘Sentence must have a missing preposition. When they finish, tell each group to read theit Sentences to the class, who must try to guess the missing preposition. Alternatively, tell {groups to exchange their sentences and try to complete the missing prepositions. What sports are you good ......? (at) Who are you waiting ......? (for) Relax. There's nothing to worry .... (about) Do you know who this umbrella belongs ......? (to) What kind of films are you interested .....? (in) If you're too hot, then take your coat....... (off) A friend is someone you can always depend ...... (on) Who were the Sherlock Holmes stories written .....? (by) Thi is a photo of the ship we sailed...... (in) Tennis is a sport I'm not very keen (on) Your gold medal is something you should be proud...... (of) The accident took Tim a month to recover ..... (from) Computers are something | know nothing ...... (about) Unfortunately, I didn’t get the job | applied ...... (for) Jane can't work because she has two children to take care ....... (of) What university did Mary graduate ......? (from) From Quvzes, Que inns ard Pz EnnsTz) From Quizes, Quastornsies and Puzas by Miss Craven © Cartridge Unversity Press 2005 EUNICE 6 Eyes down mrormamrommrienmtintinmtmntintmiemiemtmiemiemimtimimimimimiemiemiemiemimntimrmimtimnmtintim men ms4, | haven't a clue Common responses QUIZZES Marathon run 40m (Main activity 25m) USEFULLANGUAGE amazing, borrow, busy, delayed, flu, jazz, kind, meal, poss, ready "Modal verbs (could, may, shall, etc.) Make one copy ofthe Marathon run Game board on page 121 and one copy ofthe Question cards for every three students. Cut out the questions into cards. Say to students: can't find my car keys!’ and ask them to suggest possible responses, such as ‘Dh dear. |help you find them’, ‘Have you looked in your jacket?”", What a shame! etc. Put students into groups and tell them to take turns saying a phrase that their partners must suggest suitable responses to See the Teacher's notes on page 10. Put students into pairs. Tell each pair to write a short dialogue using sore ofthe responses in the Question cards. When students are ready, ask them to read aloud their dialogues to the class, PREPARATION You hear: What's the matter? You hear: Are you busy? ‘Are you coming? You say: Nothing.I'm fine. Yes, thank you. That's OK a That's great! a Never mind b I don't mind. b Just a minute, © No. Not really € Thaver't a clue Answerse Let's watch a film + Sorry I'm late You hear: Your dinner’s ready! tonight. You say: a Till clear it up. b Thanks very much. a Thanks a lot a. That sounds great! b Thats OK, b Thats OK, © That's very kind ¢ I'm terribly sorry. of you. i € It doesn't matter, Answer Answer: b Can lopen the window! You hear: I've passed my driving vest! Could you pass me the sale? You say: a Sure. Go ahead. You say: a That's alright. b That's marvellous, You say: a If you don't mind. b I don't mind. b No. Not really, I'm afraid so, ¢ That sounds great. © Here you are. Press 0 © Carandge Ur (ay Fran Guz, Gaston a Raza by Oo’ ? | haven't a clue You hear: Shall we take a taxi to the cinema? I think ies going to rain. May | help you with those bags? You say: a That's very kind of you You say: a I'm afraid not I hope not. You say: a Thats OK . b Same to you. € I dont hope so. © Ifyou tke, b No, not realy € Thaven'e a clue. Answers Answer: | don't know what shirt to wear. ‘The plane was delayed ‘wo hours, Could | borrow your pent a Vim afraid | can't You say: a Hang on, You say: a I'mafraid not. b Well, make up your mind. b No problem. b I don't mind, © Oh dear. What a pip © Sure.Help yourself. Answerse Answers Didn't you go to the concert last night? You hear: Do you mind if smoke? You hear: | think eating meat is You say: a That would be great. wrong, You say: a No, changed my mind, bb Férather you didnt, | YOUSA! a Im sorry I cant b I'm afraid I don’t agree. & Neither do I I didn’ mind € | toually disagree. € Te rather not. hate jazz music. How was the meal? You hear: \'m hungry. a Me too. a Id rather not. b What a shame! You say: a Really? I'm not. b I'd rather not. b Nothing much € Sorry. 'm not sure, © Not bad, © Sodol Answers How about going to Spain on holiday this year? i Do you have the time? You say: a Wow! Thats amazing. { What are you doing. is weekend? t You say: a Fine thanks. this wreck b les up 0 you You say: a Never mind. b Sure. That sounds like a good idea. € | haven't a clue. © Sure. Let me see. © Nothing special Answer:b Answer: € You hea +: John's got the flu a That's OK. ‘You hear: Do you know how to cook an omelette? 'm sorry | can't come 10 the party tomorrow. You say: a Of course I do. You say: a Oh dear, B I think so. b No problem. ; © Whata shame. | arene i eran Answers I'mafraid not. Answers o<-. Fareed PHoTOcoPiasl Fram Quizzes, Ovestonnates and Pizaes by Mies Graven © Car! Astitchintime... - Proverbs QUIZZES Tic-tac-toe 35m (Main activity 15m) USEFUL LANGUAGE ‘absence, basket, beggar, blame, cover (n), bush, count, dull, fond, hatch (v), laughter, lie (n}, medicine, skin, stitch, tool, workman, worm Imperatives (Don't, etc.), Comparatives (thicker than, etc.) ___ PREPARATION Make one copy ofthe Tic-tac-te game board andthe O and X Game card, and one copy of ‘the Student A and Student 8 Question cards for every two students. Cut along the dotted fines. [Note: if you wish, you could photocopy just the Question cards ~ see the Teacher's, notes on pages 10~11,] i LEAD.N Explain that a proverbs a short saying, often ging wise advice rte onthe boars Look = samsuy) au ti si Ayneag (any jay: - yamsuy) jaureS ayy supa our © ayeut 0 ys1y ayy, “pred oureb emp uo Q ue aoe ‘ea Koqy ‘roms yoiu09 © a6 Aomy 1201 wreBe uoRsonb yews ase Yenca ‘og rowsue wooutoo oh wavy a jou og “Buosyy Kes “some yotzooK ue aag8 horn “sqronond asomn oroqéwoo 07 romred moK Buryse sum oxeL ‘uu sones Aus 129puoy mosB weay a" s0409 5 -syse routed snok qranosd peo 29 (prom uoyg sepno yoads -samsuy) SUOIDY (sjo01 sy sausoyg sAonyo °° * arasuy) * ueusjon peg Y (oq yp 0 7p0r sayour **samsuy) ‘eid ou pur p08 Iv (stasooyp aq‘ ** xamsuy) ane se s18804 (sanau uy ***samsuy) are 2088 ((smau poof st °° uamsuiy) + SmQU ON (fom 0 sasaup jaure6 ow suum oun w ayeur oy 3814 ou, “prED aureB oxy uo x we aoe ‘hou Kowy ‘romsue yoox100 » aat6 Kamp JI 70Ve| WyeBe onsen yer ase ySNU ‘Nog ‘amsue jextoo ayy aN T[e} ou Og “Buory Aes ‘roMsuE 02109u ‘ue ong6 Komp sf “sqzanoud asauy ayo[duroa 0} zomred mok Buryse sum oe, nT mmmimmri mri mim mimi ee meemeemeeeeeeeememeeOmmem Re[rE crc : 9 Hurry up! peaient QUIZZES Quiz show 50m [Main activity 20m) I MAIN ACTIVITY. FOLLOWUP. ‘ttc, avoid, college, delayed, explore, hobby, reject (v}, replace, respect Past continuous {was cleaning, ec.), Past simple (told, etc), Zero conditional (if + present, present) Make one copy of the Quiz show Game board on page 123 and one copy of the Question cards for every four students. Cut along the dotted lines. Explain that @ phrasal verb is a verb with one or two prepositions added, which often changes its meaning, Write get on the board and put students into pairs to list as many phrasal verbs with get as they can (e.g. get up, get out) After a minute, ask them to call out ‘theirideas and write them on the board. Then ask students to give the meaning of each pphrasal verb, and add this in brackets: get up (in the morning), get out (leave), get over (recover from), etc. See the Teacher's notes on page 11 for instructions. Put students into groups and give each group a verb from this list: give, go, hand, hold, ‘make, put, set, take, turn. Tell students to use their dictionaries to find three phrasal verbs connected to their main verb. Explain they should write a sentence for each phrasal verb they find, When they finish, tell students to mix and read aloud thelr sentences to each other. 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Make one copy of the " ‘Answer sheets on this page for every four students. Cut along the dotted lines. LEADN Explain that collocations are groups of words that often go together, such as miss o bus, tell ae a story, etc. Ask students to call out any other collocations they can think of and write them 7 all on the board. Then put students into pairs and tell one student to turn their back to the board, Their partner must choose a collocation from the board and say the first part, and they must complete it. After a while, tell students to swap roles. ____MAIN ACTIVITY See the Teacher's notes on page 11 for instructions. FOLLOWUP Put students into pairs and tell them to make a list of five words or phrases that can all be used with the same verb (as in Section 2). Tell students they can use their dictionaries to help them. When they finish, tell each pair of students to read their list of words and phrases to the class without saying the verb. Can their classmates guess the missing verb? 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