Power up l2 TRB

● For Activity 1, learners look at the picture, read the sentences and draw extra items in the picture.. Skills 1: Listening Using the worksheet ● This activity requires learners to list

Contents

This Teacher’s Resource Book is designed to help you and

your learners make the most of Power Up Level 2 There

are eight photocopiable worksheets for each unit, as well

as teaching notes

What do the photocopiable worksheets

provide?

The worksheets have been carefully designed to reinforce

and provide extra practice of the language and skills

taught through the Pupil’s Book and Activity Book, with

the exception of the inclusion of some relevant topic

vocabulary in the Culture worksheets

Each worksheet has accompanying teaching notes with

suggestions for exploitation in the classroom, along with

answer keys and audioscripts The teaching notes also

include optional follow-up tasks, or in some cases

pre-activity tasks, which are suitable for providing either extra

support or extra challenge

Vocabulary practice worksheets

There are two Vocabulary worksheets per unit These

worksheets reinforce each of the two new lexical sets

taught in the unit The level of the activities progresses

throughout the course Activities in the Vocabulary

worksheets are varied and fun, and using them also helps

learners to develop other skills, such as fine motor skills,

categorising, sequencing and drawing

Grammar practice worksheets

There are two worksheets per unit which focus on the two

main grammar points presented in each unit In these

worksheets, activities use known vocabulary with the new

grammar point and provide practice in the context of the

unit topic Activities include matching sentences, playing

a spinner game and carrying out a survey You can use

the worksheets with learners who finish classwork quickly

Alternatively, you can use them with learners who need

further reinforcement of a particular grammar point

Skills worksheets

There are also two Skills worksheets per unit These

alternate between a Listening worksheet and a Speaking

worksheet for one unit, and a Reading worksheet and a

Writing one for the next unit In this way, there is a balance

between productive and receptive skills in each unit The

worksheets focus on language from that particular unit,

but they also recycle language from earlier units

The pairs of worksheets in each unit are linked by their topic, which helps increase learner confidence and motivation, and the activities exploit situations which are relevant to the age group, such as writing about free time activities and talking about clothes

The Listening and Speaking worksheets are to be used with the whole class There are a variety of listening activities, all of which are practised in the Pupil’s Book and Activity Book Speaking activities usually have some kind

of information-gap element and require learners to work

in pairs or groups to share information and complete a task or fill out a table The teaching notes support you in setting up these tasks

The Reading and Writing worksheets can be used individually or as a whole class Reading tasks are varied and several task types are similar to those in the Cambridge Starters test The Writing worksheets always provide a model text and learners are asked to complete

a short text of their own, which is usually personalised This writing output is always supported and the level of scaff olding reduces as the course progresses

Mission worksheets

There are nine worksheets for the Mission sections, so one per unit Each Mission, or project, has been broken down into four diff erent stages, occurring at diff erent points in the unit The Mission worksheets support one or more of these stages, depending on what is needed They provide some kind of output task which contributes to the whole project You may like to print and photocopy these pages

at a larger size to allow learners more room to record their ideas Generally these activities have a communicative focus and work will be carried out in either pairs or groups, and will require some teacher input See the Teacher’s Book Introduction for further information on the Missions

Culture worksheets

The Culture worksheets extend the cross-curricular lesson topic of each unit and provide an opportunity to look at traditions and practices from other countries in some detail The new content is still linked to the unit topic and

is presented via authentic text types, such as emails, blogs and articles The worksheets focus on reading or listening skills, oft en followed by some written output The writing practice is oft en personalised so that learners can make comparisons between the new culture and their own

Introduction

How can the worksheets be used?

You can use the Vocabulary and Grammar worksheets

with individuals who complete their work in class quickly

Alternatively, you can set these worksheets for homework,

or use them with learners who would benefit from some

extra practice However, the Listening and Speaking

and Culture worksheets need to be used in small groups

and pairs and can be used when additional practice is

necessary Or, they can provide you with an alternative

when there is a change or gap in your usual routine

Learner portfolios

The worksheets also lend themselves to being compiled and stored so that learners have a record of their work for the year and they can see the progress they have made and reflect on the work they have done Compiling

a portfolio can develop learner autonomy and is a good way to increase parent involvement, since it can be shared with family and friends Portfolios are also useful for you

as a teacher because they are something tangible to show parents at the end of a term or year

Learners can either stick the worksheets into a scrapbook

or notebook, or keep them in a file or ring binder A useful alternative is an electronic copy of the worksheets, where learners scan their worksheets and store them on a hard drive or cloud Not only do learners have something that they are more likely to keep, but also they can develop IT skills at the same time

0

Vocabulary 1

Using the worksheet

● This worksheet provides practice of the farmyard and

nature vocabulary: countryside, farm, field, forest, grass,

ground, lake, leaf/leaves, mountain, river, rock, tractor.

● Learners use the pictures to complete the crossword

Key: Across: 5 lake 7 farm 11 countryside

12 grass 13 rock

Down: 2 leaf 3 leaves 4 ground 6 mountain

8 river 9 forest 10 tractor

Optional follow-up activity (reinforcement):

Play a spelling game Stick the flashcards for the words

around the classroom Choose a word and spell it aloud

The learners point to the correct picture

Grammar 1

Using the worksheet

● This worksheet provides practice of describing present

actions using the present continuous

● For Activity 1, learners look at the picture, read the

sentences and draw extra items in the picture

● For Activity 2, learners look at the picture and complete

the sentences with verbs in the present continuous

● Extra support can be provided using the optional word

pool at the bottom of the page For stronger learners,

you can cut off the word pool

Key: 1 Learners draw: 2 a ball near the puppy

3 a book in Grandma’s hands 4 a chicken near

Mum’s hand 5 a spider above Dad

2 2 is eating 3 are playing 4 is riding

5 is washing 6 is sitting

Optional follow-up activity (extension):

Learners add other animals they know (goat, sheep, cat) to

their drawings and write sentences to describe them using

the present continuous

Vocabulary 2

Using the worksheet

● This worksheet provides practice of the core vocabulary

for daily routines: wake up, get up, have a shower,

clean your teeth, get (un)dressed, towel, toothbrush,

toothpaste, tooth/teeth, asleep.

● Learners draw lines to match each picture with two

sentence parts

Key: 2 a Jim’s getting dressed 3 h Jenny’s in bed and she’s waking up 4 c Jim’s in the bathroom and he’s having a shower 5 f Jenny wants a towel 6 g Jim and Jenny are in the kitchen and they’re having breakfast 7 d Jim’s cleaning his teeth 8 b Jenny’s putting toothpaste on her toothbrush

Optional follow-up activity (reinforcement):

Play a mime game Mime doing one of the routine verbs

Learners say, e.g You’re cleaning your teeth A learner

mimes a routine for the others to guess and so on

Grammar 2 Using the worksheet

● This worksheet provides practice of talking about routines using the present simple

● Learners work in pairs to make the spinners They stick them on a piece of cardboard, cut them out and put a pencil or a toothpick through the centre They can also colour the sections diff erent colours

● Learners take it in turns to spin the two spinners, call out the verb and time phrase and ask a question

Optional follow-up activity (extension):

Learners spin the spinners again and write sentences

about themselves, e.g I don’t get up in the evening.

Skills 1: Listening Using the worksheet

● This activity requires learners to listen to specific details

in five conversations and choose the correct picture

● Read the questions and ask learners to make answers about each of the three pictures Play the audio question by question Learners listen and tick the box for the correct picture

Track 2

1 Girl: Hi, Alex Are you going home?

Alex: No, I’m not I’m going to the park with Sam Girl: To the park? That’s nice.

Alex: Yes We play tennis there at five o’clock Can you

Mum: Ah, OK That’s good I want to leave in five minutes.

3 Girl: Mum! I can’t find the puppies Where are they? Mum: I don’t know Are they in the field? They like

playing on the grass.

A day on the farm

1

Girl: No, they aren’t there

Mum: Look out of the window! Can you see them?

Girl: Oh, yes! They’re playing behind the tractor

Thanks, Mum.

4 Man: What time do you get up, Jill?

Jill: My dad wakes me up at eight o’clock.

Man: So, do you get up at eight o’clock?

Jill: Well, I don’t like getting up but I wake up then!

5 Mum: Oh, look, Ben Isn’t that beautiful?

Ben: What are you looking at, Mum? I can see a farm,

but it’s very old.

Mum: No, I’m looking over there – at the lake There’s a

forest next to it Isn’t it beautiful?

Ben: Yes, it is It’s great! Can we stop the car and go for a

walk?

Mum: OK.

Key: 2 b 3 a 4 a 5 c

Optional follow-up activity (extension):

Drill one of the conversations line by line Learners act it

out in pairs

Skills 2: Speaking

Using the worksheet

● This is a paired speaking activity, so the worksheet

needs to be cut in half and learners work in pairs

● Learners look at their pictures and say what they can

see A group of children are on a class trip to a farm Each

learner has the same picture Five of the children have

name labels in picture A and the other five in picture B

● Learners have to ask questions to draw lines to match

the names with the five children in their picture who

aren’t named They take it in turns to do so and then

check their answers by comparing their pictures

Key: Learner A: Fred is playing with a puppy Julia

is running in a field Paul is taking a photo of a goat

Vicky is giving food to the horse

Learner B: Charlie is riding the donkey Daisy is

drawing the farm Jim is watching the kittens Lily is

sitting on the tractor Peter is picking up leaves

Stage 1:

Learners will make a daily routine chart.

● Learners look at the worksheet In the frame held by

the child, learners write the title ‘My daily routine chart’

and their name They can decorate the frame

● Learners personalise the outline of the child, drawing

and colouring themselves

● Learners cut out the picture of the child with the frame,

and also cut out the 12 small cards

● As they work, learners ask questions in English, e.g Are

you using the red crayon? No, I’m using the scissors.

● Give each learner an envelope Learners put the picture

of the child with the frame and the 12 cards in their envelope and write their name on it Keep these safe for Stage 2

Stage 2:

● Give learners their envelopes from Stage 1 Learners write daily routines on six cards and draw pictures of these routines on the remaining six cards

● In pairs, learners pick up their picture cards one by one

and ask each other when they do the routines, e.g What

time do you get up? I get up at seven o’clock.

● Give each learner a sheet of A4 card They put the card

in landscape position They stick the picture of the child and the frame at the top of the card Along the bottom of the card, in a row, they stick the six daily routine word cards Just above this, in a row, they stick the matching pictures With scissors, learners cut up between each word card, to create a row of flaps

● Learners use this chart at home They begin with the flaps down They fold up each word flap to cover the picture as they complete the routines

Culture Using the worksheet

● For Activity 1, learners look at the photo and say what

they can see Use this stage to revise grass, forest,

river, field, sister, brother, father, walk Check or

pre-teach the following words: farmer, help, parents, work

Ask learners to guess which country it is and then to look quickly at the email to check Tell learners they are going to read an email and ask if they ever write them Read the question and answers and explain that

a penfriend is a friend that you write to in a diff erent country Learners read the email and choose the

answer Check that learners understand school, teacher,

Look and write.

9 8

7

13 12

Power Up TRB 2 © Cambridge University Press and UCLES 2018 9

PHOTOCOPIABLE

1 Read and draw in the picture.

1 Grammar 1

1 Two ducks are swimming on the lake.

2 The puppy is running with a ball.

3 Grandma is reading a book.

4 Mum is giving some food to a chicken.

5 Dad is watching a spider

2 Look at the picture in Activity 1 and write.

1 The dog is sleeping under the tree.

3 The kittens on the tractor.

eat play ride sit sleep wash

✃

and they’re having breakfast.

and she’s waking up.

and he’s having a shower.

Power Up TRB 2 © Cambridge University Press and UCLES 2018 11

Learner A spins the spinners and calls out the words that the spinners land on

get up, in the evening

Learner A then asks a question using the verb and time phrase.

Do you get up in the evening?

Learner B answers

No, I don’t.

Learner B then spins the spinners and asks another question.

have lunch

go home

g o t o bed

cle an your te et

h

have a shower

get u p

in the morning

at six o’clock

in the evening

at school

in the aft ernoon

at thr

ee o’

✃

✃

2 Listen and tick ✓ the box.

1 When does Alex play tennis?

1 Skills 1: Listening

12 1 2 3 4 5 6 7 8

9

10

2 3 4 5 6 7 8 9 10

2 3 4 5 6 7 8 9 10 11

2 What’s Matt doing?

3 Where are the puppies playing?

4 What does Jill do at eight o’clock in the morning?

5 What can Mum see?

Power Up TRB 2 © Cambridge University Press and UCLES 2018 13

What’s Clare doing?

What’s Clare doing?

She’s flying a kite.

She’s flying a kite.

14

Power Up TRB 2 © Cambridge University Press and UCLES 2018 15

PHOTOCOPIABLE

1 Culture

1 Read the email Who is George writing to?

1 his mum 2 his teacher 3 a penfriend

When I grow up

Hi!

My name’s George I live on a farm in Australia

with my mum and dad, my sister Lily, Roger (our

dog), three horses and 500 cows.

Lily and I don’t go to school We talk to our

teachers on our computers.

My parents are farmers and they get up at fi ve o’clock and work I get up at six

o’clock I do my lessons in the morning In the afternoon I help on the farm, play or ride the horses.

In the photo you can see me with Lily, Roger and Dad We’re walking on the farm next to a river We go swimming and fi shing there.

Please tell me about your day.

George

2 Read the email again Complete the sentences.

1 George lives on a in Australia He’s got a and

a dog.

2 He doesn’t go to He does his lessons on a .

3 There’s a on the farm They can and fish there

Vocabulary 1

Using the worksheet

● This worksheet provides practice of the days of the

week

● Learners draw a line to spell the days of the week in

order, starting from Monday, as in the example You can

suggest that they use a diff erent colour for each day

● They then write out the days of the week Make sure

they use capital letters to start each day

Key: Learners draw lines to follow the words in

the maze, and then write the words: Tuesday,

Wednesday, Thursday, Friday, Saturday, Sunday

Optional follow-up activity (reinforcement):

Learners form circles of roughly ten children Each circle

needs a ball They throw the ball around the circle at

random with each learner saying a day of the week in

sequence as they throw They should try to do it as fast

as possible

Grammar 1

Using the worksheet

● This worksheet provides practice of describing habitual

activities using the present simple with How oft en … ?,

adverbs of frequency and other frequency phrases

● For Activity 1, learners write notes to complete the

survey in the You column Check that they use the

phrases in the box

● For Activity 2, learners work in pairs to ask and answer

How oft en … ? questions They note down their

partner’s answers

Optional follow-up activity (extension):

Learners write one or two sentences about their partner

using the information in the survey, e.g My partner does

sport every aft ernoon Collect in the sentence sheets

Choose one at random and read it out Learners guess

who it is about

Vocabulary 2

Using the worksheet

● This worksheet provides practice of the core vocabulary

for freetime activities: read comics, go skateboarding,

watch films, listen to music, roller skate, go shopping,

write emails.

● For Activity 1, learners circle the words and phrases in the word spiral and draw lines to match them to the pictures

● For Activity 2, learners write a true sentence about themselves under each picture

Key: 1 2 skateboarding 3 watch films

4 listen to music 5 roller skate 6 go shopping

7 write emails

Optional follow-up activity (reinforcement):

Use pictures or mime to revise other freetime activities that learners know (see list below) They make a word spiral or word snake with these freetime words Learners swap spirals and find the words and phrases

Learners may remember these freetime activities from

Level 1: play the guitar/piano, play badminton/baseball/

basketball/football/hockey/tennis, ride a bike, swim, watch television.

Grammar 2 Using the worksheet

● This worksheet provides practice of talking about

obligation using must/mustn’t.

● Read the instructions with the class and do some examples, watching one group to make sure all learners understand how to play the game

● Learners work in small groups to play the game They make a list of players and keep the score, marking the number of sentences they make each turn

Optional follow-up activity (reinforcement):

Learners choose a place and write a We must … and a We

mustn’t … sentence for it on a small sheet of paper They

swap their sheet with a partner who reads the sentence and guesses the place

Skills 1: Reading Using the worksheet

● This activity requires learners to read six short texts for gist and to match them with the correct picture

● Learners look at the pictures Ask them to talk about what the children are doing in each picture You could also ask them to make personal statements about the activities they can see and how oft en they do them, e.g

They’re watching television I always watch television in the evening.

Key: 2 C 3 F 4 A 5 E 6 D

My week

2

Optional follow-up activity (reinforcement):

Learners work in pairs Learner A chooses a photo and

Learner B asks questions to find out which photo it is

Learner A can only reply Yes or No Each learner counts

how many questions they ask in order to find the answer

Learners then swap roles

Skills 2: Writing

Using the worksheet

● On this worksheet learners answer questions about

their free time and then write three simple sentences

● For Activity 1, learners choose a photo or draw a picture

of themselves doing a freetime activity of their choice

● They write notes to answer the questions They

shouldn’t write full sentences at this point

● For Activity 2, learners use their answers to the

questions above to write three simple sentences

connected to their picture

Optional follow-up activity (reinforcement)

Learners work in pairs to speak about their work They

show their pictures and ask and answer questions about

them

Stage 1:

Learners will do a survey with two

friends about their daily activities

● Make groups of four, with two pairs in each group

In pairs, learners write some daily activities in the

Activities column, e.g play football, ride your bike, watch

TV Then they write the names of the pair of learners

they are going to interview at the top of the second and

third columns They do the survey, e.g How oft en do you

play football? I play football on Tuesdays and Thursdays

They note their friends’ answers in the second and third

columns

Culture

Using the worksheet

● For Activity 1, pre-teach the words on the page by

asking learners to look at the photos and listen and

repeat the words Then they listen to and answer the

questions, in pairs and then as a class

Track 3

go canoeing

collect coins

make models

Do you ever go canoeing?

Do you collect coins?

Do you ever make models?

● For Activity 2, tell learners they are going to read a chat thread Check (in L1 if necessary) that they know what

a chat thread is Learners scan the three responses and match each one with a photo Check that learners

understand the following words: origami, popular, relax,

tell stories, travel, typical, visit diff erent countries.

● Focus learners’ attention on the countries that the children are from and explain that origami comes from Japan, and that canoeing is a traditional way of travelling for people in Canada and is now a popular freetime activity there Ask them to call out popular hobbies in their country

● For Activity 3, learners work in pairs They read the chat thread again and then read the sentences With classes that need more support, you may prefer to do the activity with the class as a whole Check answers

Key: 2 1 c 2 a 3 b

3 1 yes 2 yes 3 no

Optional follow-up activity (extension):

Learners use the posts as a model to write a short answer about their own hobby Provide a writing frame for them

to follow:

My favourite hobby is …

I like it because …

I oft en do it …

Look and follow Then write.

Power Up TRB 2 © Cambridge University Press and UCLES 2018 19

PHOTOCOPIABLE

1 Write true answers for you.

Every day Every morning Every aft ernoon Every evening

Always Oft en Sometimes Never On Mondays

watch television

listen to music

swim

play football

go skateboarding

2 Work with a partner Ask and answer questions Write your partner’s answers.

is te nt

om

usi

cg

osk at

eb

o

a rd

2 Write about you under the pictures.

1 Circle the words and draw lines.

I never read comics.

I read comics on Saturdays.

I sometimes read comics in the evening.

Power Up TRB 2 © Cambridge University Press and UCLES 2018 21

Read and match.

Wednesdays and Fridays

I like playing basketball

and tennis, but I don’t

like football

I love roller skating

When I go skating I

always wear a helmet

My dad says I mustn’t

skate near cars.

We sometimes watch

TV at the weekend I never watch it in the morning before I go

My grandma and grandpa live

in Australia Every Sunday we talk to them on the computer

I sometimes write emails to

On Saturday mornings

I have music lessons

I can play the piano and the guitar I like listening to music too

I listen to music when

Power Up TRB 2 © Cambridge University Press and UCLES 2018 23

PHOTOCOPIABLE

1 What do you do in your free time? Draw a picture or

stick a photo here Then answer the questions.

2 Skills 2: Writing

1 What do you like doing in your free time?

2 How oft en do you do it?

3 What are you doing in the picture?

4 Who are you with?

5 Where are you?

2 Use your answers to write about your picture.

In this picture I

1 Work with a partner to talk to two friends about free time activities.

Power Up TRB 2 © Cambridge University Press and UCLES 2018 25

PHOTOCOPIABLE

3

1 Listen and say Then listen and answer

2 Culture

2 Read and match with the pictures What hobbies are popular in your country?

1

3 Read again and write yes or no.

1 Hisashi and his family like making things

2 Kallik does his hobby on Saturdays and Sundays

3 Esther collects coins when she’s travelling

My hobby

I love origami because I can do it at home, at school or even on

the bus I like making flowers, animals and boxes In my family

everyone does origami It’s very popular in Japan We do it when

we want to relax

Hisashi, Japan

I oft en go canoeing with my

family on the lake and rivers

near our house at the weekend

It’s a typical Canadian hobby

We sometimes sing when we’re

canoeing and we tell stories too.

to collect 100 Lots of my friends collect them too.

Esther, Kenya

Vocabulary 1

Using the worksheet

● This worksheet provides practice of the costume party

words: clown, cook, costume, dentist, doctor, farmer,

film star, invite, nurse, party, pirate, pop star, present,

treasure.

● Learners work on their own to cut out and match the

pictures and the words Then they complete the words

and check their answers in pairs

Key: treasure dentist present nurse pop star

party cook farmer invite costume clown

film star pirate doctor

Optional follow-up activity (reinforcement):

Learners work in pairs to play Snap! using both of their

sets – words and pictures

Grammar 1

Using the worksheet

● This worksheet provides practice of answering

questions about habitual actions and actions

happening now, using the present simple and the

present continuous

● For Activity 1, learners work on their own to read the

questions and think of their answers They put a tick for

Yes and a cross for No.

● For Activity 2, learners work on their own to write short

answers

Optional follow-up activity (extension):

Learners mingle, asking and answering their questions At

the end, they report back, e.g Paula oft en goes shopping

with her dad Andrew never goes shopping with his dad

Vocabulary 2

Using the worksheet

● This worksheet provides practice of the core vocabulary

for physical descriptions: curly, straight, blonde, fair, fat,

thin, tall, short, long, ugly, beard, moustache.

● Learners look at the scarecrows and then complete the

sentences describing them with the correct name

Key: 2 Bill 3 Bill 4 Ben 5 Ben 6 Bill

7 Ben 8 Bill 9 Bill 10 Ben

Optional follow-up activity (reinforcement):

Say sentences, e.g Ben’s got long curly hair Learners jump to

their right if the sentence is true and to the left if it is false.

Grammar 2 Using the worksheet

● This worksheet provides practice of asking and

answering questions using Why … ? and Because …

● Learners work on their own to read the questions and answers and then draw lines to match them

Key: 2 g 3 i 4 c 5 h 6 j 7 b 8 d

9 a 10 e

Optional follow-up activity (extension):

Learners think of and write diff erent answers for each question They read them out to the class

Skills 1: Listening Using the worksheet

● Activity 1 requires learners to listen for specific information and to match names to people in a picture

● Learners talk about what they can see in the picture Revise the key vocabulary Ask which are girls’ and which are boys’ names

● Play the audio Learners listen and draw lines to match

six of the names with the people in the picture.

Track 4 and 5

Man: Hello, Kate What are you doing?

Kate: I’m looking at a photo from my friend’s party

Look – that’s me there.

Man: Oh, I like your costume You look funny with that long black beard.

Kate: Thanks!

Man: Are your friends from your class in the photo?

Kate: Yes, they are Can you see the tall boy with curly hair? He’s wearing a clown costume That’s Thomas

Man: Ah, I know Thomas! And who is he dancing with? The short girl.

Kate: The one with curly hair? That’s Emma.

Man: Is that Emma? Wow! She looks very diff erent with curly hair.

Kate: Yes, she does Can you see Lucy?

Man: Let me see I think she’s the film star

Kate: Yes, that’s right Lucy’s the film star with long blonde hair She’s very pretty.

Man: Yes, she is And who’s the pop star? He looks funny Kate: That’s James His hair is very funny His costume is funny too I like it

Man: Who’s the doctor? She’s eating an ice cream.

Kate: The doctor? Oh, the girl wearing the long white coat That’s Sara She’s new in our class.

Man: Right I don’t know Sara Oh, look! Paul has got the birthday cake!

Kate: Paul? Who’s Paul?

Man: He’s Abi’s dad He loves making cakes.

Kate: Ah!

Party time!

3

● For Activity 2, learners read the sentences and then

listen to the dialogue again They circle Yes or No.

Key: 1 tall clown – Thomas dancing girl with curly

hair – Emma film star – Lucy pop star – James

doctor – Sara dad with cake – Paul

2 2 Yes 3 Yes 4 No 5 Yes

Optional follow-up activity (extension):

Imagine you are one of the people in the picture Learners

ask questions to find out who you are, e.g Have you got

long hair? Use short answers to reply

Skills 2: Speaking

Using the worksheet

● For this worksheet, learners work in pairs to describe

and draw pictures of a clown and a pirate

● Learners work in A/B pairs Cut the worksheet in half

and give the top half to As and the bottom half to Bs

● Learner As colour and complete the clown picture as

they wish Learner Bs do the same with the pirate

● You may like to write some prompts on the board:

He’s/She’s … (tall/short/thin/fat/ugly/beautiful)

He’s/She’s got (curly/straight/long/short/fair/blond)

hair / a moustache / a beard.

● For Activity 1, Learner As describe their clowns Learner

Bs listen and draw a clown in the frame on the right

● For Activity 2, Learner Bs describe their pirates Learner

As listen and draw a pirate in the frame on the right

● Learners compare their drawings

Optional follow-up activity (reinforcement):

Learners write sentences to describe their pictures

Stage 1:

Learners will complete a play planner

● Learners sit in groups of four Give out a small piece of

paper to each learner Learners draw on the paper a

picture of the character for the job they have chosen In

pairs, each learner describes what their character does

and their partner guesses the job, e.g He makes people

laugh He’s a clown! In their group, they stick their four

small pictures in the character frames

Stage 2:

● In their groups, learners plan a description of their

character and say this to the others in their group, e.g

Hi I’m a clown I’m short and fat.

● For Activity 1, learners say what the children are

doing in the pictures Pre-teach these words: birthday,

birthday cake, candle, blow out, present, party game, balloon, party hat, decorations/decorate

● Ask learners to say if they do any of the things in the pictures on their birthdays Tell them that these pictures are typical of birthday parties in the UK

● For Activity 2, tell learners they are going to read an article about birthdays They read it quickly (skim reading) to themselves and choose a title

● Focus learners’ attention on the countries in the article and ask what they know about them (in L1 if necessary)

● For Activity 3, learners read the sentences and then read the article again and circle the country

● Ask learners to guess the meaning of the following

words: flag, around, give, send, early.

Key: 2 Birthdays around the world

3 2 Denmark 3 India 4 Britain

Optional follow-up activity (extension):

Learners write a short text about how they celebrate their birthdays Provide a writing frame:

We celebrate birthdays …

On my birthday I …

At birthday parties we …

Cut out and match the words and pictures Then complete the words.

Power Up TRB 2 © Cambridge University Press and UCLES 2018 29

PHOTOCOPIABLE

1 Read and tick ( ✓) or cross (✗) for you

Grammar 1

3

2 Choose and write your answers in Activity 1

Yes, I do Yes, I am.

No, I don’t No, I’m not.

4 Are you sitting in your living room now?

Look, read and write the names.

Power Up TRB 2 © Cambridge University Press and UCLES 2018 31

dressed?

a present?

a funny film.

2 Listen again Circle Yes or No.

1 Kate doesn’t like the party Yes / No

2 Thomas has got curly clown’s hair Yes / No

4 Sara isn’t in Kate’s class at school Yes / No

5 Abi’s father likes making cakes Yes / No

Power Up TRB 2 © Cambridge University Press and UCLES 2018 33

1 Choose a job and draw your character.

2 Describe your character. Hi I’m a clown I’m short and fat.

3 Write a scene where someone is helping.

Power Up TRB 2 © Cambridge University Press and UCLES 2018 35

PHOTOCOPIABLE

1 What can you see in the pictures?

3 Culture

2 Read the article and choose a title.

the world How old are you?

In Denmark you know when it’s

someone’s birthday We put a fl ag out

of a window of the house When the

birthday boy or girl is sleeping, the

parents put their presents around the

bed Then we wake up in the morning

and we see our presents.

In Britain we decorate the house with

balloons for birthdays and we give

presents and send cards We have parties

for our friends and play party games We

have birthday cakes and we sing ‘Happy Birthday’ The birthday girl or boy blows out the candles.

In India we celebrate birthdays at home with the family and at school with our friends On my birthday I always get up very early and I put on new clothes All children in India wear new clothes on our birthdays I take some chocolates to school and I give them to the children in

my class.

3 Read the article again and circle.

1 Where do children take chocolates to school? Denmark / Britain /

Vocabulary 1

Using the worksheet

● This worksheet provides practice of the extended

family words: aunt, uncle, cousin, daughter, son, parent,

granddaughter, grandson, grandparent, grown-up.

● For Activity 1, learners work on their own or in pairs

to look at the family tree and complete the sentences

about Zak’s family

● For Activity 2, learners check their answers in pairs,

asking and answering questions as in the example

Key: 1 2 grandparents 3 daughter 4 son

5 cousin 6 granddaughter 7 grandson

8 aunt 9 parents 10 grown-ups

Optional follow-up activity (reinforcement):

Revise the family words from Level 1 with the class, using

the family tree: brother, dad, family, father, grandfather,

grandma, grandmother, grandpa, mother, mum, sister

Learners use the words to write five short sentences about

Zak’s family Four of the sentences should be true and one

should be false They swap sentences and write Yes or No.

Grammar 1

Using the worksheet

● This worksheet provides practice of making

comparisons using short adjectives with -er/-ier.

● Revise the animal words from Level 1 using the pictures

Learners work in pairs They cut out the pictures to

make animal cards and spread them out face down

● One of the learners turns over two cards and makes

sentences comparing the two animals They score

one point per sentence If they can make at least one

sentence, they keep the cards If not, they put them

back

● The next learner does the same The game finishes

when there are no cards left face down

● You may like to ask learners to write down the

sentences that they made at the end of the game They

use their paired cards to help

Optional follow-up activity (reinforcement):

One of the learners chooses one of the animals on the

cards The others have to guess which animal it is by

asking questions, e.g Is it bigger than a horse?

Vocabulary 2 Using the worksheet

● This worksheet provides practice of the core new

home vocabulary: upstairs, downstairs, floor, lift , stairs,

basement, balcony, roof, inside, outside, first, second, third.

● Learners work on their own or in pairs to do the crossword

Key: 2 downstairs 3 first floor 4 balcony

5 basement 6 roof 7 third floor 8 lift

9 upstairs 10 stairs 11 inside

Optional follow-up activity (extension):

Learners draw and label a picture of their dream home

Grammar 2 Using the worksheet

● This worksheet provides practice of talking about

possessions using possessive adjectives: mine, yours,

his, hers, our, theirs.

● Learners work on their own to look at the pictures and read the short dialogues They circle the best answer in each one

● Check answers with the whole class by reading out the questions and asking learners to say the answers

Key: 2 C 3 B 4 A 5 C 6 B

Optional follow-up activity (extension):

Learners work in pairs to learn and act out the dialogues

Skills 1: Reading Using the worksheet

● This activity requires learners to read for specific information and to decide if some sentences about a picture are true or false

● Learners look at the picture Ask them to talk about what they can see and revise the key vocabulary

● Learners read the sentences and write yes or no.

Key: 2 no 3 yes 4 no 5 yes 6 no

The family at home

4

Optional follow-up activity (extension):

Ask learners to bring a photo of their family to class They

label the people in the photo and write sentences about

them as in the activity They can use the sentences to help

them

Skills 2: Writing

Using the worksheet

● For this worksheet, learners draw or stick in a picture

of themselves with some of their family members, and

then answer some questions about them They present

their families to the class

● For Activity 1, learners work on their own to draw a

picture of their family (themselves with some other

family members) Alternatively, they can use a photo

They draw labels and write the names and the family

relationships, then answer the questions

● For Activity 2, learners write sentences comparing the

people in their pictures

● For Activity 3, learners show their family pictures and

talk about them They can work in pairs, in small

groups or with the whole class

Optional follow-up activity (reinforcement):

Learners write short texts to describe their pictures You

can use their pictures and texts in a class display

Stage 1:

Learners will create a family and draw

their family home

● Learners work in groups of six They create an

imaginary family, with grandparents, mum and dad,

and two children They cut out the outlines of the family

members They draw and colour in details

● Learners visit a ‘cousin’ in another family group and

talk about their appearance, making comparisons, e.g

Your brother is shorter than me My mum’s hair is curlier

than yours.

Stage 2:

● In their family group again, learners invent and draw

their imaginary home They decide if they live in a

house or a flat, how many floors it has, and how many

bedrooms and bathrooms Then they invite a ‘cousin’

from another group to their home They compare their

two houses, e.g Our house is smaller than yours, but my

bedroom is bigger than your brother’s

Culture Using the worksheet

● For Activity 1, learners look at the homes in the photos They listen, read and repeat the sentences Ask learners

to guess which countries the homes are in

Track 6

1 Spanish boy: I live in a cave.

2 British girl: I live in a houseboat.

3 American boy: I live in a trailer.

● Tell learners where the three homes are (in Spain, the

UK and the USA) Ask if they guessed correctly

● For Activity 2, tell learners to read the blog quickly and

to put up their hands as soon as they know the answer

● For Activity 3, learners work on their own They read the sentences and then read the blog again and write With classes that need more support, you may prefer to do the activity with the class as a whole Check answers

● Ask learners to guess the meaning of the following

words and phrases from the blog: it looks small, come to

visit, think, share, hot, cold.

Key: 1 1 Spain 2 United Kingdom 3 the United States

2 1 – the cave house

3 1 cave 2 bedrooms / bathrooms 3 big / small 4 brother

Optional follow-up activity (extension):

Learners use the blog as a model to write a blog about their own homes Provide a writing frame for them to follow:

I live in …

I live with …

My home has got …

My favourite room is … because …

38 Power Up TRB 2 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

1 Look Then read and complete.

4 Vocabulary 1

Zoltan

aunt cousin daughter granddaughter grandparents

grandson grown-ups parents son uncle

1 Zane is Zak’s uncle

2 Zelda and Zoltan are

2 Ask and answer with a partner.

Power Up TRB 2 © Cambridge University Press and UCLES 2018 39

PHOTOCOPIABLE

Cut out the animals and play a game.

A giraff e has got longer legs than an elephant.

Grammar 1

4

✃

Look and write.