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11.9 Race to the Boarda. Students work in two or three teams. Give eachteam a column on the board. Teams stand togetherat the opposite end of the room to the board. Giveeach team a pen or piece of chalk.b. Ask the first question. The team decides on thecorrect answer, and the first team members of eachteam run to the board and write it in their column.The first team to write the correct answer gets a point.Purpose: students identify and formrecently learned itemsPracticalities: students need to workin teams, and run to the board. Thiscan get noisyPreparation: prepare questions aboutrecently learned vocabulary1 lll 2 llll 3 llbananaA long, yellow fruitbac. Continue until all team members have had a turn, or until you have finished your questions.The winner is the team with the most points.You can do this with grammar structures, e.g. past participles. You say a verb, and teams race towrite the correct past participle form.You can also do this to test knowledge of a topic, by asking questions about that topic.11.10 Describe ita. Put students into two (or more) teams. Oneteam member is the describer. Give each team’sdescriber - secretly - a word to describe.b. The describers try to communicate the word totheir team without saying the word. They can:- give a definition- mime- give examples- give antonyms (opposite words)c. The first group to guess thecorrect word gets a point.d. Team members take turnsbeing the describer. Thewinner is the team withthe most points at the endof the game.hijackinghold updacoitFor higher level students, you can also use phrases.Page 42burglarPurpose: students describe andidentify vocabulary itemsPracticalities: students work inteams. All team members mustbe able to see the describing teammember. This can get noisysteal, robusually with gunsIt’s a phrasal verbGIVE ME ALLYOUR MONEY NOW!
11.11 Communicative Crosswordsa. Choose about 20 words for students to focus on.Make two half ‘jigsaw’ crosswords (with half thewords filled in on each). You can do this using theCrossWare software at http://<strong>educasia</strong>.<strong>org</strong>.Purpose: students define, identify andcommunicate target vocabularyPracticalities: students work in pairsPreparation: design two half ‘jigsaw’crosswords1m a l a r i2a4 5k n e e6t e e t h7e y e8h e a r 9 10 11t12o n e13e a r14do31mou4s2an5k3fe6t t l vhom9a te c oa h8h7e10s12oer11fe13e r l14d e lb. Give each student one half-crossword. Students write clues for each of their words: examples,definitions or synonyms.c. Students tell their partner the clues needed to complete their crosswords.Number 1 across is a diseaseyou get from mosquitoes.Number 2 down is thepart of your body that joinsyour feet to your legs.11.12 Alphabet Categoriesa. Write four categories on the board related to topicsstudents have been studying, e.g.Animal / Food / Country / Objectb. Choose a letter of the alphabet (or elicit one from the students) and write it on the board, forexample ‘C’. In their groups, students think of a word in each category beginning with thatletter, e.g.cat / carrot / Canada / computerPurpose: students brainstormvocabulary itemsPracticalities: students work ingroups of 3-5c. When a group has found a word for each category, they shout ‘Stop!’ and say their words.They win a point if all their words are correct.d. Continue the game with other letters. The group with the most points wins.Page 43
Page 5: Skills-focused ActivitiesThere are
Page 13: 4.5 Match Pictures to Paragraphsa.
Page 17 and 18: 5.4 Summarisea. Students write brie
Page 19 and 20: Listening ActivitiesPresenting a Li
Page 22 and 23: 6.7 Pair Dictationa. Students work
Page 24 and 25: Writing ActivitiesThis section has
Page 26 and 27: 8.4 Add Punctuationa. Give each stu
Page 28: 8.9 Information TransferThis is a v
Page 31 and 32: 9. Speaking Activities - from Contr
Page 33 and 34: 9.6 Speech with Mistakesa. Students
Page 35 and 36: 9.11 Prompt Cardsa. Prepare sets of
Page 37 and 38: 10. Post-task ActivitiesThese activ
Page 39 and 40: 10.6 Roleplaya. Give students a sit
Page 41 and 42: Focus on Vocabulary11. Vocabulary P
Page 43 and 44: 11.3 Thingy Saysa. Stand in front o
Page 45: 11.7 Vocabulary Cardsa. Students de
Page 49: Focus on Grammar12. Grammar Practic
Page 52 and 53: 12.7 Mill Drilla. Make small cards
Page 54: 12.11 ‘Who Am I?’ Minglea. Each
Page 57 and 58: 13.3 Multiple Answersa. Write a yes
Page 59 and 60: Appendix 1: Adapting ActivitiesTher
Page 61 and 62: B. Organising Pairs and GroupsMany
Page 63 and 64: 3. Teacher corrects laterAnother op
Page 65 and 66: Function (n): The purpose of using

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