Challenges 1 Activities

[mr sayed]

CHALLENGES 1 WEBSITE
MODULE SKILLS LANGUAGE INTERNET
1 The Challenge Speaking: ‘Spot the
Lie’
Vocabulary:
‘Pictionary’
………………….
2 Exercise Writing: ‘A Sports
Star’ photo &
description
Grammar: has got:
‘Guess the Star’
Star Profiles
3 Risk Reading: ‘Guess the
Job’
Grammar: Present
simple: Board
Game.
………………….
4 Out and About Reading: Sea Life
Centre
Grammar: question
forms
………………….
5 The Weather Listening: Weather
Report
Grammar: has got /
there is / present
continuous: ‘Spot
the Difference’
World Weather
6 Expeditions Reading:
‘Magellan’
Grammar: Past
Simple Irregulars:
‘Bingo!’
Explorers
7 Television Speaking: ‘Chat
Show’
Grammar: question
forms: ‘TV Quiz’
…………………
8 Helping Reading: ‘koko.org’
Grammar:
Comparatives &
superlatives: ‘Guess
the Animal’
…………………
9 Teams Writing: ‘My Team
/ Group / Club’
Vocabulary:
Alphabet Quiz
…………………
10 Fun Speaking:
‘Sentence Chains’
Grammar: going to:
Survey
Visit London
Module 1: Speaking
‘SPOT THE LIE’
Teacher’s Notes
Objective: To practise giving personal information. You can do this activity after Module 1 ‘Get Ready’ page.
Materials: None
Time: Ten minutes
Step 1:
The best way to explain the activity is to demonstrate it. Say a few sentences about yourself, but include one
false piece of information. Use the same basic language that students hear in the Module 1 ‘Get Ready’ unit.
The students have to guess what is false, i.e. spot the lie.
Example
My name is Angela. I’m thirty-two years old. I’m from Manchester, but my parents are Scottish. My interests
are dogs, horses and football. My favourite team is Manchester United.
Step 2:
Divide the class into groups three or four students. Students take turns to say a few simple sentences about
themselves including one piece of information that is not true. The others have to guess what the false
information is.
Module 1: Vocabulary
‘PICTIONARY’
Teacher’s Notes
Objective: To revise basic vocabulary from the Get Ready pages and Module 1 of Challenges 1.
Materials: Pack of Word Cards (see photocopiable sheet)
Time: You can use this after Module 1 as a warmer activity or to fill up lesson time if you finish early;
anything from five to fifteen minutes.
Preparation: Photocopy the sheet of words and cut it up into word cards. You may wish to enlarge the copy so
the words are bigger. Alternatively, you can make your own word cards with different words.
Step 1:
Demonstrate the game yourself. Put the word cards face down on your desk. Explain that on each card is an
English word. You are going to choose one, illustrate it on the board and the students have to guess what the
word is. Choose a word from the pack and draw a visual representation of it on the board. This can have
amusing results!
Step 2:
Students take turns to come to your desk and choose a word card. They are not allowed to look at them first.
They do a drawing on the board to represent the word. They are not allowed to speak or write any words.
The others guess the word.
Option
You can play the game with two teams. Players from each team take turns to do drawings. The opposing team
must stay silent. If the team playing doesn’t guess the word within a fixed time (thirty seconds?), the opposing
team can have a guess.
Note
The game can be played with any level. With higher levels, of course, the words should be more abstract and
include phrasal verbs or even idiomatic phrases.
‘PICTIONARY’ VOCABULARY GAME
Word Cards
grandmother
bag
Chess
paint
curtains
football
Husband
chair
sing
book
Guitar
cook
dictionary
maths
photography
music
geography
basketball
Ruler
fashion
mobile phone
plant
Motorbike
lamp
DVD player
window
Bin
wardrobe
television
cycling
Watch
pencil
tennis
bookshelf
Reading
bed
door
computer
horse riding
science
Module 2: Writing
A SPORTS STAR
Teacher’s Notes
Objective: To write a short description. You can do the activity after Unit 4.
Materials: One sheet of A4 paper per student. Glue.
Time: Five minutes explanation in class; fifteen to twenty minutes for the activity in the following class.
Preparation: You may wish to make some copies of the example below to give students an idea of what you
want them to produce (you don’t need one copy per student); or you could prepare your own example using a
photo of a sports star from your own country. Also, it is a good idea to cut out and collect photos of sports stars
from magazines to give to students who don’t have photos (* see Step 3 below)
Step 1:
Briefly, ask students who their favourite sports stars are.
Step 2:
Explain that you want the students to look through magazines at home and find a photo of a sports star who is
not in their sports clothes. They should cut out the photo and bring it to the next class.
Step 3:
Ask students to take out their photos. Explain that you want them to stick the photo on a piece of paper and
write some sentences describing the sports star in the photo. Show them the photocopied example of the activity
(or your own example) and refer them to Unit 4 of Challenges 1 for help with vocabulary and grammar.
(* If some students forgot to bring their photo, give them one of your spare photos. If they don’t like the sports
star, that’s their fault!)
Step 4:
Let students read each other’s descriptions. Display the profiles on the wall of your classroom if possible.
A SPORTS STAR
Roger Federer
Roger Federer is a great tennis
player. In this photo he has got a
tennis cup and he is with his
girlfriend. They are at a celebration.
Roger has got long, fair hair. He
has got a red tie and is in a dark
suit. His girlfriend has got long, fair
hair and brown eyes. She is in a red
dress.
Module 2: Grammar
GUESS THE STAR
Teacher’s Notes
Objective: To practise describing people using has got. You can play the game after Unit 4.
Materials: None
Time: Fifteen minutes
Step 1:
Demonstrate the activity. Describe a famous person and ask the students to guess who it is. They can ask three
‘yes/no’ questions before they guess. You win if they guess wrongly.
Example
He has got brown eyes and long, dark brown hair. He has got a ponytail. He has got a thin face and big teeth.
He’s a footballer from Brazil. (Answer: Ronaldinho).
Step 2:
Divide the class into groups of three or four. Students take turns to describe a famous person. They should write
down the name of the person on a piece of paper before they begin (they can show this to the group after the
others have finished guessing). The others in the group can ask up to three ‘yes/no’ questions before they guess
who it is.
Module 2: Internet Activity
STAR PROFILES
Teacher’s Notes
Objective: To practise scanning websites for specific information
Materials: Photocopies of the worksheet
Time: Five minutes’ preparation; thirty minutes at home or in the computer room; twenty minutes feedback in
class.
Preparation: Book the school’s computer room if you need to.
Step 1:
Give out the worksheets. Explain that students have to use the Internet to find out as much of the information as
they can about the famous people in thirty minutes. You can set the task as homework or use computers in your
school if possible.
Step 2:
In the next class, elicit answers from the class. Students get a point for each piece of information they found.
Find out who got the most points.
Answers
Elvis Presley. Elvis Aaron Presley (1935-77) was a cinema usher and truck driver before he became famous.
His mansion home was called Graceland.
Kylie Minogue was born in 1968 in Australia. She starred in the 1980s TV soap Neighbours, her sister is called
Danni, and she had a small part in the film Moulin Rouge.
Nicole Kidman was born in Hawaii. She won an Oscar for The Hours and was once married to Tom Cruise.
Wayne Rooney was born in 1985 in Liverpool, England. He scored his first league goal in 2002 when he was
still sixteen (the youngest player ever) and made his England debut against Australia in 2003.
Robbie Williams was born in Stoke, England in 1974. He was in the group Take That between 1990 and 1995
before going solo. He has sold about 5º million albums.
Maria Sharapova was born in Nyagan, Russia in 1987. She is 1.82 metres tall and won her first Wimbledon title
in 2004.
STAR PROFILES
NAME: __________________________________________________ CLASS: ____
How much information can you find in thirty minutes?
Use the Internet. Search for information using:
• www.google.com
• www.en.wikipedia.org
• www.who2.com
Elvis Presley
Full name: _______________
Dates of birth & death:
_____________
Jobs before pop singer:
_____________
_______________________________
Name of his house: ________________
Kylie Minogue
Date & place of birth:
______________________
Star of 1980s TV soap: ______________
Sister’s name: ______________
Small part in 2001 film: ______________
Nicole Kidman
Place of birth: _________
Oscar for _____________________
First husband: __________________
Wayne Rooney
Date & place of birth:
_____________________
First goal aged: _________________
First game for England: ____________
Robbie Williams
Date and place of birth:
______________________
Member of the group _____________
from 1990 to ___________
Album sales worldwide: _____________
Maria Sharapova
Date & place of birth: ______
_______________________
Height: ________________
First time Wimbledon champion: _______
Module 3: Reading
GUESS THE JOB
Teacher’s Notes
Objective: To practise gist reading
Materials: Photocopies of the worksheet
Time: Fifteen minutes
Step 1: Give out the worksheets and explain the task. Students have to match the speech bubbles with the jobs
in the box.
Step 2: Go over the answers and explain any new vocabulary.
Answers: 1 doctor, 2 waiter, 3 model, 4 teacher, 5 scientist, 6 actress, 7 pilot, 8 electrician.
GUESS THE JOB
NAME: __________________________________________________ CLASS: ____
Match the speech bubbles with the jobs.
actress, doctor, electrician, model, pilot, scientist, teacher, waiter
Module 3: Grammar
BOARD GAME
Teacher’s Notes
Objective: To practise forming sentences using vocabulary and grammar from Challenges 1 Modules 1-3.
Materials: One photocopy of the board game (see below) per group. Dice and counters for each group.
Time: Thirty minutes
Step 1:
Divide the class into groups of four students and give each group a board game with dice and counters.
Step 2:
Explain the game. Students take turns to throw the dice and go round the board. When a student lands on a
square, he/she writes down that word and so collects words as the game progresses. When a student reaches the
‘finish’ square, the game is over.
Step 3:
Each student now makes sentences from his/her own collection of words. Words can be used more than once.
The student with the most sentences is the winner.
Step 4:
As a follow-up, ask each student to say their best sentence and write it on the board. Elicit corrections as
appropriate.
BOARD GAME
Module 4: Reading and Grammar
SEA LIFE CENTRE
Teacher’s Notes
Objective: To practise reading skills and question forms. The task should be given after Challenges 1 Unit 11
which presented and practised there is / there are.
Materials: Photocopies of the brochure, one for every two students.
Time: About thirty minutes
Step 1:
Divide the class into pairs and give each pair a copy of the brochure.
Step 2:
Ask students to match the animals with the photos and check answers.
Step 3:
Explain the activity. Each pair reads the text together and then writes five questions to ask about it.
* See a list of possible questions below.
Step 4:
Students then form new pairs and take turns to ask each other their questions. You can make the activity more
interesting by awarding points: if a student answers the question correctly without looking at the text, he/she
gets three points; if the student needs to look at the text for the answer, he/she gets only one point.
No points for a wrong answer, of course.
Step 5:
As a follow-up activity you can elicit one question from each student for the whole class to answer.
Write questions with grammatical errors on the board and ask students to correct them.
Some possible questions
Where is the tunnel?
Where are the otters?
Where do the turtles live?
How many dolphins are there?
Why doesn’t the centre have dolphins?
Where can you eat in the centre?
What can you eat in the centre?
What does the shop sell?
Where can you park your car?
What places can disabled people go?
Where can you smoke in the centre?
SEA LIFE CENTRE
• Match these animals with the photos.
dolphin, otter, ray, shark, turtle
• Work in pairs. Read about the Sea Life Centre. Write five questions to ask another pair.
Example What are the two giant turtles called?
Birmingham Sea Life Centre Your FAQs – Frequently Asked Questions!
What are the main attractions?
There is a fantastic 360º tunnel in the tropical ocean area – watch the huge sharks and the little tropical
fish swim around you! This is also home for our two giant turtles, Molokai and Gulliver – they’re enormous!
There is a special area for otters and a wonderful pool to see rays.
Are there dolphins?
No, there aren’t. Sea Life centres want dolphins to live in their natural environment, so there isn’t a
dolphin pool and there aren’t dolphins in the centre.
Is there a restaurant?
Yes, there is. It serves lunch and dinner. It also serves snacks and vegetarian food.
Is there a shop?
Yes. Our shop sells small gifts and souvenirs.
Are there facilities for people with special needs?
Yes, there are. Disabled people can go in all areas of the centre. There are special rooms for mothers and
babies, too.
Is there a car park?
No, there isn’t. But there is a car park in Brindleyplace - just one minute’s walk from the centre!
* Please note that all areas of the centre are non-smoking areas.
Module 5: Listening
WEATHER REPORT
Teacher’s Notes
Objective: To practise intensive listening. You can do the activity after the Module 5 Get Ready page.
Materials: Photocopies of the worksheet
Time: Fifteen minutes
Step 1:
Give out copies of the worksheet. Clarify the meaning of the symbols if necessary. Explain the task.
You will read out a weather report for the UK. As they listen, students draw the symbols in the correct places on
the map.
Step 2:
Read out the weather report. You may want to pause as indicated (*) or just read it straight through more
naturally.
And now a look at today’s weather. Up in Scotland, well, it’s bad today. It’s very cold and windy, yes, very high
winds up in Scotland today. (*) And in the North East of England, well, it’s bad there too. In fact there’s a lot of
snow up in the North East. It’s very cold and be careful on the roads because it’s very icy and snowy. (*) In the
North West, no snow, but it’s cold and rainy. (*) Over in Wales, well, it’s a very nice morning today, very sunny
and bright. (*) The Midlands are okay, too, very warm and sunny, a lovely day. (*) Finally, the South East,
well, not too bad, some sun but also the occasional shower of rain. And that’s the weather around Britain.
Step 3:
Ask students to swap their worksheets and go over the answers.
WEATHER REPORT
NAME: _______________________________________________ CLASS: ____
Check you understand these weather symbols. Then listen to the weather report and draw the symbols on
the map.
Module 5: Grammar
SPOT THE DIFFERENCE
Teacher’s Notes
Objective: To practise grammar structures (has got, there is/there are and present continuous). You can do the
activity after Unit 14.
Materials: Photocopies of Pictures A for half the class and copies of Picture B for the other half.
Time: Fifteen minutes
Step 1:
Divide the class into pairs and give out the pictures – one student in each pair should have Picture A and the
other Picture B. Tell them it’s important that their partner doesn’t see their picture.
Step 2:
Explain the activity. Student A says a sentence describing something in their picture (for example,
“There are a boy and a girl in a snack bar.”). Student B replies either ‘Yes’ or ‘No’. If the answer is ‘No’, he/she
corrects the information (for example, “No, in my picture …”). Then Student B takes a turn to say a sentence.
The process continues until the students have found eight differences in the pictures.
Step 3:
Elicit sentences showing the differences between the pictures and ask students to correct the grammar if
necessary. Build up a table on the board, like this:
Picture A Picture B
• It is raining outside.
• The boy is drinking cola.
• The boy is listening to his Mp3.
• The boy is wearing trainers.
• The girl is wearing earrings.
• The girl is talking on her mobile.
• There is a clock on the wall.
• The girl is eating a burger.
• It isn’t raining outside.
• The boy is drinking an orange drink.
• The boy isn’t listening to his Mp3.
• The boy is wearing boots.
• The girl isn’t wearing earrings.
• The girl is reading a text message on
her mobile.
• There isn’t a clock on the wall.
• The girl is drinking cola.
SPOT THE DIFFERENCE
Module 5: Internet activity
WORLD WEATHER
Teacher’s Notes
Objective: To practise scanning websites for specific information. You can do the activity during or after
Module 5.
Materials: Photocopies of the worksheet
Time: Five minutes’ preparation; twenty minutes at home or in the computer room; ten minutes feedback in
class.
Preparation: Book the school’s computer room if you need to.
Step 1:
Give out the worksheets. Explain that students have to use the Internet to complete the information in the table.
Ask them to time how long it takes them and to note the address of the website which gave them the
information. You can set the task as homework or use computers in your school if possible.
Step 2:
In the next class, elicit answers from the class. Find out which were the best websites.
Note:
A couple of good websites are www.bbc.co.uk/weather/ and www.cnn.com/weather/
WORLD WEATHER
NAME: ___________________________________________ CLASS: ____
Use the Internet to find out the weather forecast around the world for tomorrow.
City Weather Maximum
temperature
Minimum
temperature
London
Budapest
Moscow
Beijing
Sydney
Los Angeles
Time: ____________________
A good website to find weather forecasts is:
____________________________________________
Module 6: Reading
MAGELLAN
Teacher’s Notes
Objective: To practise intensive reading skills. You can do the activity after Unit 17.
Materials: Photocopies of the worksheet
Time: Twenty minutes in class or at home
Step 1:
Ask students what famous explorers they know, e.g. Christopher Columbus, Vasco da Gama, Roald Amundsen.
Ask if they know anything about Magellan, e.g where he was from, when he lived, where he explored. Don’t tell
them if they are correct.
Step 2:
Give out the worksheets and explain the tasks. You can set the tasks in class or ask students to do them at home.
Step 3:
Go through the answers. (True or False: 1F, 2T, 3T, 4F, 5T)
Magellan’s Route
MAGELLAN
• Read about Magellan and draw the route of his round-the-world expedition on the map.
Ferdinand Magellan (1480-1521) was a Portuguese explorer. He was the first explorer to sail around the
world.
The voyage began on 8th September, 1519. Magellan sailed from Seville, Spain, with five ships - the Trinidad,
San Antonio, Concepcion, Victoria, and Santiago.
He sailed into the south of the Atlantic Ocean and around the tip of South America into the Pacific Ocean. It was
very difficult and he lost two ships. There were many other problems. He had no food and the sailors became ill
because the drinking water was bad.
Magellan continued west across the Pacific and arrived at the Philippine Islands. There was a fight with the local
natives and Magellan died.
The Basque navigator, Juan Sebastian de Elcano, became the new captain and continued west across the Indian
Ocean. He sailed around the Cape of Good Hope in South Africa, then north up the Atlantic back to Spain.
In 1522, after nearly three years, only one ship, the Victoria, returned to Spain with only eighteen of the original
270 sailors.
Are these statements true (T) or false (F).
1 Magellan was Spanish.
2 He travelled round the world in an east-to-west direction.
3 He had problems with food and drink.
4 Magellan died in India.
5 He died at the age of forty-one.
Module 6: Grammar
PAST TENSE BINGO
Teacher’s Notes
Objective: To practise recognition of irregular past simple verb forms. You can do the activity after Module 6.
Materials: One sheet with infinitives and blank bingo card per student. One pack of past simple verb cards for
the teacher.
Time: Twenty minutes
Preparation: Cut out the verb cards. Photocopy the student sheets. Make sure students are familiar with the
past simple forms of the irregular verbs on the inside back cover of Challenges 1.
Step 1:
Give each student a verb list and blank bingo card. Ask the students to choose any nine verbs from the list and
to write them in the blank bingo card so that they have a card with nine verbs in the infinitive.
Step 2:
Explain the game. On your desk is a pack of cards with verbs in the past tense. Students look at their bingo
cards as you take cards from the pack and read them out. If a student hears one of his/her verbs in the past
tense, he/she crosses it out. When a student has crossed out all the verbs on the card, he/she shouts out ‘Bingo!’
Follow-up
Ask the ‘losers’ to tell you the verbs that they haven’t crossed out and elicit the past simple form.
Note:
To play the game again, simply ask the students to draw a new blank bingo card on a piece of rouge paper;
shuffle the verb cards and start again!
PAST TENSE BINGO
• Choose nine verbs from this list and write them on the bingo card.
begin, build, buy, come, do, drink, find, get, give, go, have, learn, make, meet, put,
see, send, sing, speak, take, tell, think, win, write
PAST TENSE BINGO
Verb Cards
began
Built
bought
came
did
Drank
found
got
gave
Went
had
learnt
made
Put
saw
sent
sang
Spoke
took
told
meet
Thought
won
wrote
Module 6: Internet Activity
EXPLORERS
Teacher’s Notes
Objective: To practise scanning websites for specific information. You can do the activity after Module 6.
Materials: Photocopies of the worksheet
Time: Five minutes’ preparation; twenty minutes at home or in the computer room; ten minutes feedback in
class.
Preparation: Book the school’s computer room if you need to.
Step 1:
Give out the worksheets. Explain that students have to use the Internet to complete the information.
Ask them to time how long it takes them and to note the address of the website(s) which gave them the
information. You can set the task as homework or use computers in your school if possible.
Step 2:
In the next class, elicit answers from the class. Find out which were the best websites.
EXPLORERS
Use the Internet to complete the factfiles about famous explorers.
Ibn Batuta
From: __________________
Dates: __________________
Places visited: ____________
_______________________
_______________________
Christopher Columbus
From: __________________
Dates: __________________
Places visited: ____________
_______________________
_______________________
James Cook
From: __________________
Dates: __________________
Places visited: ____________
_______________________
_______________________
Abel Tasman
From: __________________
Dates: __________________
Places visited: ____________
_______________________
_______________________
Hernan Cortes
From: __________________
Dates: __________________
Places visited: ____________
_______________________
_______________________
Alexander Yon Humboldt
From: __________________
Dates: __________________
Places visited: ____________
_______________________
_______________________
Time: ___________________________
Good websites were: ________________________________________
Module 7: Speaking
CHAT SHOW
Teacher’s Notes
Objective: To practise asking for and giving personal information and spontaneous chat.
Materials: Photocopies of the role cards (see below)
Time: Fifteen minutes preparation at home or in class; one class lesson for the performances of the chat shows.
Step 1:
Divide the class into groups of four. (It can also work with three). Explain that in the next lesson, each group is
going to take turns to act out a TV chat show. Each student will have a role to prepare.
Step 2:
Give each student in each group a role card. One student in each group is going to act the part of the chat show
presenter; the others are his/her guests.
Step 3:
Ask students to think about their part for homework. They don’t need to do any preparation as a group because
the chat show should appear ‘live’ or spontaneous.
Step 4:
The groups take turns to perform their ‘chat show’ at the front of the class. Arrange their chairs in a semi-circle
facing the ‘audience’. The presenter should introduce and interview the first guest, then the second, and so on,
until all the guests are on stage together at the end.
Feedback
Ask the students who they thought was the most interesting ‘guest’.
CHAT SHOW ROLE CARDS
You are the chat show PRESENTER.
Prepare some questions to ask the guests on your show.
• Where are you from originally?
• When did you start acting/playing football/singing?
• What was your best film/match/concert?
• Who are your heroes?
Act out your show at the front of the class. Introduce your show and then welcome your guests
and chat with them.
------------------------------------------------ --------------------------------------------------------
You are a famous ACTOR or ACTRESS.
Think about these things.
• Who are you? (You can be a real or imaginary actor/actress)
• Where are you from?
• When did you start acting?
• What was your best film?
• Who is your favourite actor or actress?
You go on a TV chat show. Answer the presenter’s questions.
You are a famous SPORTS STAR.
Think about these things.
• Who are you? (You can be a real or imaginary sports star)
• Where are you from?
• When did you start playing your sport?
• What was your best match?
• Who is your favourite sports star?
You go on a TV chat show. Answer the presenter’s questions.
------------------------------------------------ --------------------------------------------------------
You are a famous SINGER.
Think about these things.
• Who are you? (You can be a real or imaginary singer)
• Where are you from?
• When did you start singing?
• What was your best concert?
• Who is your favourite singer?
You go on a TV chat show. Answer the presenter’s questions.
Module 7: Grammar
TV QUIZ
Teacher’s Notes
Objective: To practise question forms. You can do the activity after Module 7.
Materials: Photocopies of the quiz sheet
Time: Homework plus 15-20 minutes in class
Preparation: None.
Step 1:
Give out the TV Quiz sheets and ask students to do the first two activities.
Answers
Photos: (a) Lost, (b) Charmed, (c) Desperate Housewives, (d) CSI
Quiz: 1c, 2b, 3d, 4b.
Step 2:
Explain the homework. Students have to write one quiz question about a TV programme that is popular in their
country. It need not be a multiple-choice question (for example, it could be a true/false question or a simple
‘wh-‘ question). They should prepare the question for the next English lesson.
Step 3:
In the next lesson, ask students to read out their questions for the class to answer. If you want to make the
activity more fun, you could divide the class into two teams and award points for correct answers.
Option
As an alternative to Step 3, you could collect the questions and type them up for a later quiz in class.
TV QUIZ
• Can you match the programmes with the photos?
DESPERATE HOUSEWIVES CSI
CHARMED LOST
• Try this quiz.
1 Who is not one of the witches in Charmed?
a) Piper b) Phoebe c) Polly d) Paige
2 Where are the people lost in Lost?
a) in a desert b) on an island c) in the mountains d) in space
3 Where do the Desperate Housewives live?
a) Australia b) Canada c) England d) the USA
4 What does CSI stand for?
a) California Science Institute b) Crime Scene Investigation
c) Crime Suspect Identity d) Crime Special Investigators
• Now write your own quiz question about a TV programme in your country. Ask the class your
question.
Module 8: Reading
KOKO
Teacher’s Notes
Objective: To practise intensive reading
Materials: One copy of the ‘Koko.org’ advert per student
Time: Fifteen minutes. Students should do the activity after Challenges 1 Unit 23.
Preparation: None.
Step 1:
Ask the students what they know about gorillas. Ask cue questions if necessary:
Where do they live? (Africa)
Are they aggressive / dangerous / gentle / intelligent? (no, possibly, yes, yes)
Are they in danger? Why? (Yes. People are destroying their habitat)
Can they communicate with people? (Students should read the text for the answer!)
Step 2:
Give out the reading sheet and explain the task. Students have to read the text and work out where the missing
sentences go. You could set this task for homework.
Answers:
1C, 2D, 3A, 4F, 5B, 6E
KOKO
• Read the text carefully. Match the sentences (A-F) with the gaps (1-6).
A She is female and was born in 1971.
B There are about 15,500 gorillas in Africa, including 620 mountain gorillas.
C Hawaii is better than our present location in California.
D She also studies their communication.
E Gorillas have got only one enemy - people.
F But gorillas are more gentle and quieter than other primates.
Koko.Org
The world’s gorillas are in danger of extinction. We need your help.
Our organisation works to save gorillas and understand communication between gorillas and humans.
Sanctuary
We are building a gorilla sanctuary in Hawaii for our gorillas. ___1___. The colder north Californian climate is
worse for gorillas than hotter, sunnier Hawaii.
The Koko Project
Dr Penny Patterson teaches sign language to gorillas. ___2___. Koko is her star student. ___3___. She knows
1,000 different signs and understands 2,000 words in English. Her favourite food is apples and nuts!
About Gorillas
Gorillas are bigger, taller and heavier than other primates like chimpanzees. They have shorter legs and longer
arms than humans and are stronger. ___4___. They are also more intelligent, less aggressive and less dangerous
than other animals.
Gorillas in the World
___5___. Mountain gorillas have got longer hair and live in the forests of Rwanda, Uganda and Zaire. ___6___.
Some people kill gorillas for meat and to get their land.
Module 8: Grammar and Vocabulary
GUESS THE ANIMAL
Teacher’s Notes
Objective: To practice a selection of tenses and structures, including comparatives and superlatives, and
vocabulary related to animals. You can do the activity after Unit 23.
Materials: One pack of cue cards
Time: Twenty minutes
Preparation: Photocopy and cut out the cue cards (see below)
Step 1:
Explain the activity by demonstrating it. Place the pack of cue cards face down on your desk. Take the top card.
Say sentences about the animal. After each sentence, the class can make one guess what the animal is.
Example
It lives in trees.
It is bigger than a monkey.
It sleeps fifteen hours a day.
(Answer: a sloth)
Step 2:
Students now take turns to come to your desk and take one of the cards. They look at it and say sentences about
the animal (without saying the name of the animal, of course). The card has cues to help them. After each
sentence the class can make one guess what the animal is. If they are correct, the next student has a turn. If they
are wrong, the student says another sentence. If the class hasn’t guessed after three sentences, the student wins.
‘GUESS THE ANIMAL’ CUE CARDS
sloth
• live / in trees
• bigger than /
monkey
• sleep / 15 hours a
day
blue whale
• very intelligent
• live / in the sea
• biggest mammal
Siberian tiger
• live / in Asia
• in danger
• biggest cat
ostrich
• a bird
• can’t fly
• biggest bird
horse
• bigger than / cow
• work / on farms
• go in races
cheetah
• live / in Africa
• eat / meat
• fastest cat
peregrine falcon
• a bird
• smaller than / eagle
• fastest bird
hippo
• live / in Africa
• bigger than / cow
• live / in water & on
land
panda
• live / in Asia
• in danger
• black & white bear
gorilla
• live / in forests
• in danger
• very intelligent
rattlesnake
• live / North America
• poisonous
• has got / no legs
penguin
• a bird
• can’t fly
• can swim
cow
• live / on farms
• bigger than / sheep
• give / milk
giraffe
• live / in Africa
• eat / leaves
• tallest animal
spider
• eat / insects
• can be dangerous
• has got / eight legs
elephant
• live / in Africa &
Asia
• has got / big ears
• largest land mammal
dolphin
• a mammal
• very intelligent
• live / in the sea
polar bear
• eat / meat
• bigger than / dog
• live / North Pole
crocodile
• live / in rivers
• bigger than / dolphin
• very dangerous
rabbit
• eat / leaves &
vegetables
• smaller than / sheep
• has got / big ears
camel
• you can ride it
• bigger than / horse
• live / in hot countries
Module 9: Writing
MY TEAM, GROUP or CLUB
Objective: To write a short description of a favourite team or pop group or an after-school club
Materials: None
Time: Ten minutes’ explanation in class plus homework
Step 1:
Give out the worksheet. Go through the options and elicit one possibility for each piece of writing. For example,
one student in the class might be fanatical about a particular basketball team, another might be a big fan of a
pop group, and another might be in the school theatre group or orchestra. Let the students tell you about their
teams, groups and clubs; this will help them with ideas.
Step 2:
Set the task for homework. Students should do the writing on a sheet of paper and stick on a photo or cutting
from a magazine.
Step 3:
When you have collected the pieces of writing, you can make a classroom display or put the descriptions in a
class folder for everyone to read.
MY TEAM, GROUP or CLUB
Write a short description of one of these things:
• Your favourite sports team.
• Your favourite music group.
• A team, music group or club you are in.
Here are some ideas.
My Favourite Team
Where do they play?
What are their colours?
Who are the best players?
Why do you like them?
When did you last see them? What happened?
My Favourite Group
Who is in the group?
What instruments do they play?
What type of music do they play?
What are their best songs?
Why do you like them?
My Team, Group or Club
When did you join?
Who are the other members?
What do you do?
Why do you enjoy it?
Check your writing for spelling and punctuation.
Copy it neatly and add a photo.
Module 9: Vocabulary
ALPHABET QUIZ
Teacher’s Notes
Objective: To practise reading and vocabulary
Materials: Photocopies of the quiz
Time: One lesson
Preparation: Photocopy the quiz sheets (one between two is sufficient).
Note
There are two versions of the quiz below. Version 1 is easier than Version 2.
Step 1:
Divide the class into two teams. Give out the quiz sheets (make sure they’re the same version).
Step 2:
Ask students to read all the questions but not to say any of the answers yet. The answers begin with the
corresponding letter of the alphabet.
Step 3:
A student from Team A chooses a question to answer – it can be any of the questions. If the answer is correct,
award two points, if it is wrong, pass it to a member of the other team who can get a bonus point if their answer
is correct. Then Team B have a turn. In this way, students answer what they consider the easiest questions first
and save the more difficult ones till last. The team with the most points at the end is the winner.
Answers, Version 1: aunt, bin, carrot, Denmark, elephant, fantastic, galaxy, history, intelligent, Japan, knife,
lazy, Madrid, November, open, parrot, question, ruler, safe, trainers, umbrella, vet, winter, xylophone,
yesterday, zoo.
Answers, Version 2: Andes, bike, chess, dangerous, easy, ferry, glue, hospital, ice rink, jeans, kitchen, learn,
museum, nephew, okay (ok), people, quiz, recycle, scared, tap, uncle, vandalism, wardrobe, x-ray, young, zebra.
ALPHABET QUIZ
Version 1
A She’s married to an uncle.
B You put rubbish in it.
C An orange vegetable.
D A country in northern Europe.
E The biggest land mammal.
F Really great!
G A large group of stars.
H School subject about the past.
I Very clever.
J Its capital city is Tokyo.
K You cut food with it.
L Opposite of hard-working.
M The capital of Spain.
N The eleventh month.
O Opposite of ‘close’.
P A colourful bird.
Q You ask this.
R You use it to measure or draw straight lines.
S Not dangerous.
T Sports shoes.
U It keeps you dry when it’s raining.
V This person helps sick animals.
W A season.
X A musical instrument.
Y The day before today.
Z You can see lots of animals here.
ALPHABET QUIZ
Version 2
A An enormous mountain range in South America.
B Short for ‘bicycle’.
C A board game.
D Not safe.
E Not difficult.
F A boat that carries people and cars.
G You stick things with this.
H A place for sick people.
I A place you go skating.
J Type of trousers.
K A room where you cook.
L You do this at school.
M A building showing old things.
N Your brother or sister’s son.
O All right.
P The plural of ‘person’.
Q You are doing one now.
R Use rubbish again.
S Frightened or afraid.
T Water comes out of it.
U He’s married to your aunt.
V Damage to public property.
W You hang clothes in it.
X A photo of the inside of your body.
Y Not old.
Z A black and white African animal.
Module 10: Speaking
SENTENCE CHAINS
Teacher’s Notes
Objective: To practise making sentences spontaneously, thus practising syntax – whilst having fun!
Materials: None
Time: Twenty minutes
Step 1:
Divide the class into groups of three or four. Explain the game. S1 says one word to begin a sentence.
S2 says another word to continue the sentence. S3 says a third word, and so on. If a student can’t think of a
word to continue the sentence, he/she is out of the game, and the others continue. The winner is the last student
left in the game, who must prove that he/she can finish the sentence.
Feedback
After you bring the activity to a close, you may wish to elicit a sentence from each group. Beware – they may
well be bizarre!
Module 10: Grammar
SURVEY
Teacher’s Notes
Objective: To practise using ‘going to’ for intentions
Materials: Photocopies of the survey questions
Time: Thirty minutes
Step 1:
Give out the survey sheets and ask students to answer the four questions.
Step 2:
Explain the second part of the activity. Students have to move around the class forming pairs and asking and
answering the survey questions. They have to try and find other students with the same plans.
Step 3:
After you draw the survey to a close, ask some students to tell you if they have any plans in common with other
students.
SURVEY
Answer these questions.
1 What are you going to do tonight?
____________________________________________
2 What are you going to do at the weekend?
____________________________________________
3 What are you going to do next summer?
____________________________________________
4 What are you going to do when you leave school?
____________________________________________
Now ask other students in your class the same questions and answer their
questions.
Who is going to do the same things as you?
1 _____________________
2 _____________________
3 _____________________
4 _____________________
Module 10: Internet Activity
VISIT LONDON
Teacher’s Notes
Objective: To practise using a website to find specific information. You can do the activity during or after
Module 10.
Materials: Photocopies of the worksheet
Time: Five minutes’ preparation; twenty minutes at home or in the computer room; ten minutes feedback in
class.
Preparation: Book the school’s computer room if you need to.
Step 1:
Ask if anyone has ever been to London. If they have, elicit some opinions, reactions, anecdotes, etc.
Step 2:
Give out the worksheets and explain the activity. Students have to find the London website and then answer the
questions.
Step 3:
Students do the activity at home or at school.
Step 4:
Go over the answers with the class.
VISIT LONDON
Find information on this website:
http://www.visitlondon.com/
• What’s On
Find three events happening at the moment. What? Where? Who?
1 Theatre. _____________________________________________
__________________________________________________ ____
2 Art. _________________________________________________
__________________________________________________ _____
3 Music. ________________________________________________
__________________________________________________ _____
• Book Hotels
What is the most expensive hotel in the list? _____________________
And the cheapest? _________________________________________
• Top Ten Attractions
What is the top attraction in London at the moment? _______________
__________________________________________________ ______
• Kids Love London
Click on this and then ‘Explore London’
Which place do you want to go to? ______________________________
• Find out what the weather is like in London at the moment?
__________________________________________________ ____

[teach me2007]

[سعودي انجلش]

الف شكر لك اخي الكريم
وياليتك لو وضعته في ملف ورد وحملتها هنا بيكون تنسيقها احسن
وفقك ربي
وسلمك من كل شر

[mr sayed]

ان شاء الله

[دبدوب]

اللة عليك شغل حلو متعوب علية جزاك اللة خيييييير

[اسامواه]

[فلانه]

ثااااااااااانكس

[f111]

شكرا جزيلا

[fofo7]

[mostafa ez]

[معقد]

الف شكر يعطيك العافيه

[ammar66]

شكرا ويعطيك العافية

[Fhd1416]

اسسّتغفر الله ~
اسسّتغفر الله ~
اسسّتغفر الله ~

[tiger1979]

[hot soul]

Thanx 4 these useful activities

[العنزي دوت كوم]

[amanyafandi]

يعطيك العافية

[ah25]

Thanks alot

[shisho]

thanks so much

[sorour2002]

Thanks alot

[nasser74]

thaks for your efforts

[Mr H]

Thanks a lot

[Mr H]

It's awesome

[Mr H]

We are waiting for more

[Mr H]

Could you please rewrite it using word 2003