New success elementary photocopiable resources

This is a useful guide for practice full problems of english, you can easy to learn and understand all of issues of related english full problems.The more you study, the more you like it for sure because if its values.

Name: Carl James

Age: seventeen

Country: England (Oo)

Nationality: English (Oo)

Name: Ania Kuzbik Age: twenty-one Country: Poland (Oo) Nationality: Polish (Oo)

Name: Jean Delain Age: nineteen Country: France (O) Nationality: French (O)

Name: Jose Perez

Name: Ivan Breski Age: twenty-three Country: Russia (Oo) Nationality: Russian (Oo)

Name: Ferenc Garani

Unit 01

I’m from Ooo

Resource 1

✁

1 I’m from Ooo

Aim: To practise pronunciation of countries and nationalities and the verb to be

Interaction: Groups of three or four

Exercise type: Guessing game

Time: 15 minutes plus 10 minutes for optional follow up

Language: My name’s (Jose) I’m (fifteen) I’m from (Spain) I’m (Spanish) Are you from

(Spain)? Are you (Spanish)? His/Her name’s … He’s/She’s (seventeen) He’s/She’s from (Japan) He’s/She’s (Japanese)

Materials: One copy, cut up, per group.

Instructions: (1) Pre-teach to hum and show Ss how to use humming to show word

stress, e.g Hello, my name’s mmMMmm Tell Ss they are going to hum some countries and

nationalities (they can use clapping or other ways of showing stress if they prefer) and that the other Ss in their group are going to try to guess where the people are from Tell Ss that the names of the people may help them to guess their nationalities as they are typical for that

country, e.g John Smith for England (2) Put Ss into groups of three or four and give out the

cards to each group, placed face down on the desk between Ss One student picks up the first card and says: My name’s I’m (seventeen) I’m from … I’m … (they then hum the country

and nationality.) The other Ss must guess by asking Are you from (country)? Are you

(nationality)? (3) The student who guesses correctly keeps the card and reads the next one

This ensures that a strong student can’t dominate the activity

Optional follow up: Ss in pairs choose one character card each which represents their

partner They write full sentences about the person: His name’s … He’s/She’s (age) He’s/ She’s (nationality) Then each student in turn introduces his/her partner to the others

Monitor and note errors for correction at the end

Complete the family tree using the information below.

1 Carole is Peter’s wife

2 Daniel is Carole and Peter’s son

3 Mandy is Tom’s sister

4 John is Mandy’s father

5 Stephen is Catherine’s grandfather

6 Belinda and Sharon are Peter’s aunts

7 Sharon is Joanna’s sister

8 Philip is Belinda’s husband

9 Natalie is Catherine’s aunt

10 Barry is John’s brother

Now ask your partner questions about the family tree,

e.g Who is Peter’s wife?

Complete the family tree using the information below.

1 Emma is Peter’s sister

2 Catherine is Peter’s daughter

3 Carole is Daniel’s mother

4 John is Barry’s brother

5 Tom is Emma’s son

6 Stephen and Joanna are Daniel’s grandparents

7 Philip is Stephen’s brother

8 Belinda is Philip’s wife

9 Shane is Sharon’s husband

10 Sharon is Joanna’s sister

Now ask your partner questions about the family tree,

e.g Who is Peter’s sister?

2 Family tree

Aim: To practise the verb to be, names of family members and possessive ’s.

Interaction: Pairs, then groups of four

Exercise type: Reading to complete information

Time: 20 minutes

Language: Who is (Peter’s) (brother)? Names of family members

Materials: One copy of Worksheet A or Worksheet B per pair

Instructions: (1) Remind Ss about symbols used in a family tree

husband = wife brother – sister

parent

|child

and quickLy revise names of family members before doing the activity (2) Tell Ss that they are going to complete a family tree by reading information about the family members (3) Put

Ss in pairs and give each pair a copy of handout A or B Monitor to check that Ss have the

correct names on their family trees (4) Join two pairs together, A and B Each pair, in turn,

asks the others questions about the family tree from the information on their sheet, e.g where

it says: Carole is Peter’s wife Ss would ask: Who is Peter’s wife? The Ss in the other pair race

to find the correct answer, competing against each other to be first

Student A

Name: Hanan

Surname: alAdoun

Country: Egypt

Nationality: Egyptian

Age: seventeen

Family: Brother: Saheed

Sister: Munia Mother: Hanna Father: Yasser Married/Single: Single

Phone number: 461 223 6781

Address: 38 AlMisaha Street

Dokki Cairo

Student A

Name:

Surname:

Country:

Nationality:

Age:

Family: Brother:

Sister:

Mother:

Father:

Married/Single:

Phone number:

Address:

Student B Name: Karl Surname: Sherman Country: the USA Nationality: American Age: twenty-six Family: Brother: Steve Sister: Laverne Mother: Beth Father: Ron Married/Single: Married Phone number: 718 344 5962 Address: 1012 Brooklands Drive Bloomfield 10123 Detroit Student B Name:

Surname:

Country:

Nationality:

Age:

Family: Brother:

Sister:

Mother:

Father:

Married/Single:

Phone number:

Address:

Find out!

Language: What’s his/her first name? What’s his/her surname? Where is he/she from?

What’s his/her nationality? How old is he/she? What’s his/her brother’s/sister’s/mother’s/ father’s name? Is he/she married or single? What’s his/her phone number? What’s his/her address?

Materials: One copy of two cards for Student A and Student B.

Instructions: (1) Give each student A and B their set of two cards Tell them to read through their information but not to look at their partner’s (2) Tell Ss that they must complete the

information by asking their partner the appropriate questions Tell Ss not to roleplay the

characters presented on the cards but talk about them in the third person (3) Elicit the questions needed for the activity and encourage Ss to write them down (4) Monitor as Ss are doing the activity and note any errors that occur (5) Have a correction slot after the activity

and ensure Ss make a written record of all the correct questions from the activity

Complete the text with words from the box.

4 o’clock 11 o’clock autograph John London Marie musician

park photographs work

This is Bob Davies He is a 1 He lives in a big house in

2 He likes swimming and playing tennis Bob gets

up at 3 and eats breakfast He always has a very big

breakfast At 12 o’clock, Bob goes to 4 He plays the guitar and sings He writes songs with his friend 5

At 6 , Bob and John listen to their new songs After

work, Bob usually goes to a restaurant for dinner He often eats with his girlfriend, 7 She is a singer, too After dinner, Bob and Marie sometimes go for a walk They like walking in the

8 or by the river In the evening, Bob and Marie

sometimes go to a club and dance People always ask Bob for his

9 Bob likes talking to people but he doesn’t like people who take 10 Bob usually goes home by taxi He never goes to bed early

4 A day in the life of Bob

Aim: To practise the Present Simple for daily routines To practise reading and speaking Interaction: Pairs, then groups of four

Exercise type: Picture story, gap fill

Time: 30 minutes

Language: The Present Simple 3rd person singular and plural, e.g he lives, they eat.

Materials: One set of cards per pair, cut up; one gap-fill text per pair

Instructions: (1) Hand out a set of cards to each pair and tell them to place them on the

table so that they can see them all Elicit the vocabulary from the pictures that Ss may already know (in random order): house, breakfast, guitar, park, restaurant, club, taxi Pre-teach

important vocabulary: tennis racket, playing tennis, swimming pool, make a CD, river,

autograph, photograph (2) Tell Ss to put the pictures in the order they think they happen,

and to come up with a short story about the pictures (3) Hand out the gap-fill text for Ss to

try to complete in pairs Elicit answers Ask students how the story differs from the one they made up Note that the pictures are in the correct order before they are cut up, i.e 1A, 2E,

3B, 4F, 5C, 6G, 7D, 8H (4) Take away the gap fill Join Ss into groups of four Each student

takes two of the pictures The student with the first picture talks about it in as much detail

as possible and the four Ss together tell the whole story, each student talking about their two

pictures (5) Monitor and note errors for a correction slot at the end.

Answers 1 musician 2 London 3 11 o’clock 4 work 5 John 6 4 o’clock 7 Marie

8 park 9 autograph 10 photographs

I

do my homework

I am late for school

I work hard in class

I am happy and friendly

I

go for a walk

I listen to the radio

I

come to school

by car

I chat on the Internet

I read a newspaper

I watch TV in the morning

I

watch TV in bed

I get up late

on Sunday

I learn English

in the holidays

I write to friends when I’m on holiday

I

drink tea for

breakfast

I eat hamburgers for lunch

I use a mobile phone at school

I drink coffee

in the evening

Do you know your friends?

5 Do you know your friends?

Aim: To practise adverbs of frequency with the Present Simple.

Interaction: Whole class

Exercise type: Guessing game

Time: 30 minutes

Language: Always, usually, sometimes, often, never.

Materials: One copy of the set of cards, cut up, per class Lots of pieces of scrap paper

Instructions: (1) Pre-teach the following vocabulary items: work hard, happy, friendly, use

a mobile phone, chat on the Internet (2) Tell Ss that they are going to play a game where

they have to try to see how well they know their colleagues One student comes to the front

of the class and picks up the first card He/She reads it out, saying the word blank where the

adverb of frequency should go, e.g I BLANK do my homework (3) The student at the front

writes down an appropriate adverb of frequency about himself/herself on a piece of paper and the other Ss write down the adverb of frequency they think that student will have written Ss write the answers on the pieces of scrap paper They must write in big enough writing for you

to be able to see their answers (4) When they are ready, all Ss hold up their cards and anyone who has the same adverb as the student at the front wins a point (5) Choose a new student

for the next card and repeat the procedure

Someone who likes / loves / enjoys this

Someone who doesn’t like / hates this

Resource 6

6 Do you like jazz music?

Aim: To practise talking about likes/dislikes.

Interaction: Whole class

Exercise type: Find someone who

Time: 15 minutes; 45 minutes with follow-up activity

Language: Do you like ? Yes, I do I love it Yes, I enjoy …ing No, I don’t No, I hate it

He/She likes/loves/enjoys … He/She doesn’t like/hates … Do you know anything about (name)?

Materials: One copy of the resource for each student.

Instructions: (1) Hand out the resource to each student and elicit what question you would

need to ask people to find out the information on the sheet (Do you like ?) Elicit different

ways of answering the question: Yes, I do Yes, I love it Yes, I enjoy ing No, I don’t No,

I hate it (2) Tell Ss that they have to try to find one person who likes and one who dislikes

each activity They cannot write the same name more than twice When they have found

someone, they should write their name and talk to someone else (3) When each person’s

sheet is full, they sit in pairs and compare what they found out

Optional follow up: Each student has to find out as much as possible about one other

student in the class Ss again mingle but this time ask: Do you know anything about (name)?

They note everything about that one person and then use the information to write a profile of the student for homework

7 Memory test

Aim: To practise have got in positive, negative and question forms.

Interaction: Groups of four

Exercise type: Memory game

Time: 15 minutes

Language: Who has got a ? Has got a ? Yes, he/she has No, he/she hasn’t.

Materials: One copy of the set of cut-up cards per group.

Instructions: (1) Put Ss into groups of four Hand out to each group the cards presenting

the four people and the object cards Tell Ss to spread the people cards on the table so that everyone in the group can see them and place the object cards in a pile face down between

the Ss (2) Ss look for one minute at the four people cards, then lay them face down (3) One

student lifts an object card and asks the other Ss a question using have/has, e.g Who’s got

a wallet? Has Claire got a wallet? The first student to give the correct answer ‘wins’ the card

and repeats the procedure with the next card Ss can check the people cards if they are not sure that the answer is correct

Spot the similarities

✁

8 Spot the similarities

Aim: To practise have got and vocabulary for describing appearance Follow up: expressions

used for likes, dislikes and adjectives of personality

Interaction: Pairs (but can also be used with groups of four or six)

Exercise type: Spot the similarities; matching

Time: 15–20 minutes; follow up: 30 minutes

Language: He’s/She’s got (long hair) He’s/She’s (tall) His/Her name’s … He’s/She’s

(twenty-five) He/She likes He/She doesn’t like He/She is (adjective of personality) Both …

Materials: One set, cut up, per group.

Instructions: (1) Pre-teach: medium-height (2) Hand out one set of cards to each pair

(3) Each student picks a card and studies the picture without showing it to his/her partner

Ss describe their pictures to each other and note down any similarities between the two

people (4) When they have finished, Ss attempt to give a full description of their partner’s

card from what they heard during the activity and talk about the similarities, e.g They’ve both got (long hair) Then Ss take a different card and repeat the process

Optional follow up: Ss work together, looking at the pictures and decide as a group what

they think each person likes, doesn’t like and what their personality is, writing the information

on the back of the cards under the following headings: ‘name’, ‘age’, ‘likes’, ‘dislikes’ and

‘personality’ Collect in the completed cards and redistribute so that Ss have cards from

a different group They read what the other group have written and have to try to put the people into three pairs There is no right answer but they must be able to justify their ideas

I’ve got a sister but I haven’t got a brother.

My mother is tall but my father is short.

My brother is confident but I am shy.

My mother is French but my father’s Italian.

I’ve got one brother and two sisters.

I’ve got two uncles and two aunts.

I play football on Saturdays and Sundays.

In my bag there is a wallet and an ID card.

I look like my father because we’ve both got blue eyes.

I can talk to my friends because I’ve got a mobile phone.

It’s not my bag because my bag is black.

I’ve got two cousins because my aunt and uncle have two children I’ve got a dog because I like dogs.

I’ve got a big family so I get lots of birthday presents.

I like reading so I’ve got lots of books.

I’ve got a computer so I play computer games.

I love sport so I’ve got some trainers.

I don’t like sports so I don’t play them.

Match them up!

9 Match them up!

Aim: To understand the use of linkers: and, but, because and so.

Interaction: Groups of four

Exercise type: Matching game

Time: 15 minutes

Language: And, but, because, so.

Materials: One set, cut up, per group.

Instructions: (1) Pre-teach the following phrases: lots of and play sports (2) Put Ss in

groups of four Hand out the sentence beginnings to each group and tell Ss to place them face down on the table in a pile Then hand out the endings and tell Ss to deal them out in their

groups, five cards each (3) One student turns over a beginning and reads it out The other

Ss try to find an appropriate ending in their hands If they have one, they put the two halves

together and take them (4) The winner is the first person to make five sentences but the game can go on until all sentences have been made (5) Monitor and help out where there are disagreements but otherwise don’t correct yet (6) Elicit all the sentences in open class and

correct where necessary

Answers The resource gives the correct answers.

What’s my job?

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10 What’s my job?

Aim: To practise have to and names of jobs.

Interaction: Groups of two to four

Exercise type: Guessing game

Time: 25 minutes

Language: Does he/she have to ? Yes, he/she does No, he/she doesn’t

Materials: One set of cards, cut up, per group.

Instructions: (1) Write the word teacher on the board Ask Ss questions and write just

the key word on the board followed by a tick or a cross, e.g Does a teacher have to wear

a uniform? No, he/she doesn’t (write uniform ✗ to show that he/she doesn’t have to do

this) work at night? (✗) pass exams? (✗) work outside? (✗) travel? (✗) be friendly? (✓)

be strong? (✗) be good looking? (✗) Elicit more questions from Ss and keep writing key

words on the board (2) Re-elicit the questions using the key words as prompts (3) Tell Ss

they are going to ask similar questions to find out what different jobs are Put Ss into groups

of two to four Place the cards face down between the Ss (4) One student picks up a card

but doesn’t show it to the other Ss The others have to guess the job by asking questions using

have to The person holding the card can only answer Yes, he/she does or No, he/she doesn’t

(or use words such as usually or sometimes if appropriate) (5) The rest of the group can

only guess a job once so, if they are not sure, they should ask more questions to make sure

(6) When the group has guessed the job, another student picks up the next card and repeats

the process

Give us a job! I can do that!

French summer school

teachers needed

We need people who can speak French

to teach students aged seven–eleven

on our summer courses Students

learn French and also swim, dance

and cook If you can do all these things

and like children, come and work with

us this summer

EL Schools Tel: 023 433234

Singers needed

Can you sing? Can you play the guitar?

We want to find young people

for a pop group

If you are good-looking and can dance

we want to meet you today!

We need good-looking, hard-working,

Can danceCan swim

Is hard-working and confident

Is good-looking

Susie

Can actCan speak FrenchCan ride a horseCan speak EnglishCan write in EnglishLikes the theatreLikes animals

We need people to look after three young

Italian children

Do you like children? Can you speak Italian?

Our children love horses Can you ride a horse?

Can you play the guitar?

We want you to ride with our children, play

them music on the guitar and go swimming

with them Can you swim?

Call us on 0123 461 233.

Keep fit instructor needed

Our young schoolchildren want to keep fit

They need a confident person who likes dancing

Our keep fit classes are in English Can you speak English?

We also have keep fit classes in the swimming pool Can you swim?

If this is you, telephone 745 3214.

Catherine

Can speak EnglishCan write in EnglishCan play footballCan ride a horseCan swim

186 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE

11 Give us a job! I can do that!

Aim: To practise can in questions and responses.

Interaction: Groups of five

Exercise type: Roleplay; mingling

Time: 15 minutes plus 30 minutes for optional follow up

Language: Can you ? Yes, I can No, I can’t

Materials: One set of cards, cut up, per group.

Instructions: (1) Pre-teach: nanny, keep fit instructor (2) Put Ss in groups of five Tell

Ss that two of them are employers and the rest are looking for work Hand out job and people

cards Set 1 (3) The employers are going to ask questions and the applicants can only say yes

if the information is written on their card (4) The employers read the job adverts and work

together to prepare the questions The applicants work together to compare their role cards and practise asking and answering questions about their skills, e.g Can you sing, Francesca?

Yes, I can (5) The employers choose one job advert each and sit separately They each

interview an applicant for their job The aim is to find an applicant who answers yes to all the

questions If the first applicant answers yes to all the employer’s questions, the employer gives

the successful applicant the relevant job advert If the first applicant does not answer yes to all

the questions, the employer interviews another applicant until he/she finds a match The task

is complete when both employers have found applicants that match the two jobs (6) Check

that Ss have found the correct applicants (Stephen – French summer school, Francesca –

singer) (7) The third student who was not a match (Susie) says sentences about her abilities,

e.g I can act I can speak French, etc The group discusses what kind of job she might be

suitable for (8) Hand out cards Set 2 and repeat the activity with Ss swapping roles so that

there are two new employers and three new applicants (Danielle – nanny, Catherine – keep fit instructor)

Optional follow up: Ss work in pairs to write their own job adverts similar to those in the

activity Each pair in turn reads out their advert without saying what the job is and the other Ss have to guess what it is for

4 Things you like:

5 Things you don’t like:

6 Abilities:

7 Time you usually get up:

8 Time you usually go to bed:

9 Best subjects at school:

10 Worst subjects at school:

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Language: What’s your name? How old are you? What’s your address?/Where do you

live? What do you like? What don’t you like? What can you do well? What time do you usually get up/go to bed? What are your best/worst subjects at school? Describe your personality What does your mother/father do?

Materials: One copy per student.

Instructions: (1) Elicit names of jobs Ss already know and write them on the board, so that

everyone can see them (2) Pre-teach the following vocabulary items: worst subjects at school

and personality (3) Hand out a copy of the application form to each student and elicit the

questions that they would have to ask to find out the answers required Encourage them to write down the questions they need Pre-teach: What don’t you like? What are your best/

worst subjects at school? and Describe your personality (4) One person in each pair keeps

the form in front of him/her This student is the interviewer (the other student should turn his/her form face down until later) and he/she asks his/her partner the questions needed to fill in

the form, making notes of the answers in the spaces provided (5) When they have finished, the second student in each pair turns over his/her form and repeats the process (6) Ss swap

papers with a second pair who read through the answers and discuss together a perfect job for

each student (7) Pairs join up and tell each other their findings and reasons.

Who lives where?

190 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE

✃

1

2

3

13 Who lives where?

Aim: To practise there is/are in questions and statements.

Interaction: Groups of three

Exercise type: Matching game

Time: 30 minutes

Language: Is there a …? Are there any ? Yes, there is No, there aren’t.

Materials: One set of materials, cut up, per group.

Instructions: (1) Put Ss into groups of three and hand out the six people cards to each group Tell Ss to look at the pictures (2) Tell Ss to brainstorm three things that each person

may have in his/her room Monitor and help Ss with vocabulary that they want to use, e.g

computer, white coat, boots, gloves (3) Place the room cards face down on the desk One

person in each group picks up one room card and does not show it to the other Ss The others have to guess whose room it is by asking questions, e.g Is there a bag? Are there any letters?

and noting what the student says (4) When one student thinks he/she knows whose room it

is, he/she points to the appropriate people card and says why Repeat the process for the next

two rooms (5) Elicit what all the items in the three room cards are and give a written record

of any new vocabulary, e.g pizza, pizza box, white coat, stethoscope, plants, flowers, boots, gloves

Optional follow up: Each student chooses one of the other three people and draws a room

for them – Ss ask you for any vocabulary needed Ss then tell their partners what there is in their room and peer teach any new vocabulary

Answers Picture 1 = E Picture 2 = A Picture 3 = C

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Guess the picture

✁

14 Guess the picture

Aim: To practise there is/are statements and questions and prepositions of place.

Interaction: Pairs, then groups of four

Exercise type: Guessing game; talking about a picture

Time: 30 minutes

Language: There is/are Is there a …/Are there any ? Yes, there is/are No, there isn’t/

aren’t In, on, under, next to, behind, in front of.

Materials: One picture, A or B, per pair.

Instructions: (1) Give out a picture to each pair Make sure that Ss looking at picture A do not see picture B and vice versa (2) Each pair writes down ten things that they can see in

their picture that they know the words for in two columns: There is a /There are … (3) Ss

swap their word lists and discuss in their pairs what they think the hidden picture is of, in as

much detail as possible (4) The two pairs join up and ask more questions about the picture,

e.g Is the man on the bed? Is the boat on the beach? Where is the chair? (5) Ss now work

in pairs and, using all the information they have found out, try to draw the other pair’s picture

Tell them that it doesn’t matter if they are wrong, the aim is to speculate and talk (6) When

they are ready, the pairs get together and show each other what they have drawn to see how close the guesses were

194 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE

How do I get to …?

Ask your partner how to get to these places:

From the start to the zoo

From the start to the newsagent’s

From the start to the burger restaurant

From the start to the church

From the start to the art gallery

Student A

Train Station

Old Castle

Ask your partner how to get to these places:

From the start to the garage

From the start to the bus station

From the start to the pub

From the start to the music shop

From the start to the old castle

ZOO

Train Station

Burger Restaurant

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15 How do I get to …?

Aim: To practise giving and understanding directions.

Interaction: Pairs

Exercise type: Information gap; simulation

Time: 20 minutes plus 15 minutes for optional follow up

Language: Excuse me, how do I get to the ? Go along, turn left/right, go past, at the end,

on the corner, opposite, next to.

Materials: One copy, A or B, per student.

Instructions: (1) Check that Ss know how to ask for directions Elicit the expressions they

will need for the activity, e.g Excuse me, how do I get to the zoo? (2) Pre-teach the following

words: garage, old castle (3) Put Ss in pairs Hand out a copy of Worksheet A to one student

and Worksheet B to the other Tell them not to show them to each other (4) Tell Ss that they

are arriving in town at the railway station and that each direction they give should start from

the same point Check that Ss know where the start point is on the map (5) Ss take it in

turns to ask each other for directions to the places listed on the worksheet Student A starts

by asking how to get from the start to the zoo A listens and draws the route as B tells him/her the directions He/She then marks the place on the map Student B then asks A for directions

(6) Ss continue until they have been directed to all five missing places on their maps At the

end of the activity, Ss compare maps to see if they have marked the places correctly

Optional follow up: Ss can write the directions to the five places or you can elicit them orally.

What’s in your fridge?

198 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE

16 What’s in your fridge?

Aim: To practise there is/are in questions and short answers.

Interaction: Pairs

Exercise type: Information gap

Time: 15 minutes

Language: Is there any (butter, fruit juice) in your fridge? Are there any (potatoes,

eggs) in your fridge? Yes, there is/are No, there isn’t/aren’t.

Materials: One copy of the handout, A or B, per student.

Instructions: (1) Put Ss in pairs Hand out a copy of Worksheet A to one student and a copy

of Worksheet B to the other Tell them not to show them to each other (2) Ss take it in turns

to ask each other about their fridges using the form Is there/Are there any ? (3) Ss list the

items they have asked about, noting which ones are in their partner’s fridge The aim is to be

the first person to find all twelve items in their partner’s fridge (4) Monitor and correct errors

during the activity

200 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE

Materials: One copy of the materials, A or B, per student.

Instructions: (1) Give out each student A and B their worksheet Tell Ss not to show them

to each other Allow them time to identify all the foodstuffs and packaging Encourage Ss to

write the names of foodstuffs under their pictures (2) Tell Ss that they have to find out the

differences between their two tables (there are twelve) by asking each other questions using

How much/many?, e.g How many tins of tuna are there on your table? There are three

tins of tuna on my table There’s one tin of tuna on my table (3) Monitor and correct

during the activity (4) When Ss have finished, elicit all the foodstuffs and packaging that are

on their partner’s table, e.g. There is one bottle of cola on Tomek’s table.