Extra Activities Book 1

What’s this?Activity 1

aim:

A matching game to practise everyday vocabulary.

time:

30 minutes

instructions:

Divide your class into groups of four to six students and hand out a copy of the What’s this? worksheet to each group. Ask students to complete the sentences underneath the pictures. Tell students all the words they need can be found in the introduction or unit 1 of their books. Once students have completed the sentences, tell the groups to exchange worksheets. Write the answers on the board and tell students to check each other’s answers. When you are sure they have labelled all the pictures correctly, tell the students to cut out the pictures and sentences along the dotted lines and arrange all the cards face down on their desks. Ask students to take turns turning over one picture card and one sentence card. If the two cards match, the student can keep them and have another turn. If the cards do not match, the student turns them face down again and the next player takes a turn. Students continue playing until there are no more cards left. The student with the most matching pairs of pictures and sentences wins.

Activity 2

aim:

A class drill to practise everyday vocabulary with weaker students, before or instead of the above matching game.

time:

15 minutes

instructions:

Photocopy the What’s this? worksheet and cut out the pictures, taking care not to separate them from their accompanying sentences. Give one picture and sentence to each student. Ask students to complete the sentence under the picture that they have been given. Check that they have labelled their picture correctly. Tell students they are going to ask each other about the pictures they are holding. Demonstrate with one student by pointing to his or her card and asking, What’s this? The student should then answer, “It’s a …” and show the picture. Ask students to stand up and walk around the class asking and answering each other about their pictures, for example: 1. Student A: What’s this? Student B: It’s a pen. 2. Student B: What’s this? Student A: It’s a book.Continue the activity until students have talked to the majority of their classmates. As a follow-up, ask students how many words they remember from the activity. Write a list of the words used on the board and ask students how many of the words are similar in their own language.

UNIT 1

�

This is a .................... . This is a .................... . This is a .................... . This is a .................... .



This is a.................... . This is a .................... . This is a .................... . This is a .................... .

✂UNIT 1 What’s this?

English for Adults 1 Photocopiable © B Burlington Books �

Jobs SnapActivity 1

aim:

A matching game which reviews the vocabulary of jobs, the verb to be and plural nouns.

time:

20 minutes

instructions:

Give each student a copy of the Jobs Snap worksheet and tell them to complete the sentence under each picture. Explain that in the first four pictures, they have been given the beginning of the sentence. Make sure that the students know the difference between He is a …, She is a … and They are … . Remind students that there is no article with plurals. Explain that policemen is the plural of policeman, that waitress is the feminine of waiter and that businesswoman is the feminine of businessman.When the students have completed the sentences, write the correct answers on the board and tell students to check each other’s worksheets in pairs. Students then cut out the pictures and sentences along the dotted lines.Students work in pairs. Student A takes all the sentence cards, mixes them and puts them face down on the table. Student B takes all the picture cards and does the same. Student A turns over the top card in his or her pile and places it in the centre of the table. Student B does the same and places his or her card on top. They continue until the card which is turned over matches the one currently on top, for example: Student A turns over a picture card of a waiter and Student B a sentence card with He is a waiter. on it. The first student to shout He’s a waiter! gets the pile of cards. Continue until one student has got all the cards. This game can be quite noisy!Alternatively, if the group is less advanced, the students can play the game without separating the sentences from the pictures. The procedure is the same, but when two pictures of a waiter, for example, are turned over, the first person to shout a waiter! gets the pile.

Activity 2

aim:

A different matching game to practise the vocabulary and structures from Unit 2.

time:

20 minutes

instructions:

The students should sit in pairs and use only one set of cards from the Jobs Snap worksheet. Ask students to arrange all the cards face down on their desks. Students take turns turning over one picture card and one sentence card. If the two cards match, the student can keep them and then have another turn. If the cards do not match, the student turns them face down again and the next player takes a turn. Students continue playing until there are no more cards left. The student with the most matching pairs of pictures and sentences wins.

UNIT �

�

He is ............................... .. She.is............................... . They.are.......................... . She.is............................... .

.................................... .................................... .................................... ....................................

.................................... .................................... .................................... ....................................

.................................... .................................... .................................... ....................................

✂UNIT � Jobs Snap


Colours BingoActivity 1

aim:

A Bingo game to practise the vocabulary of colours. (Note: Students need 11 different coloured pens or pencils.)

time:

20 minutes

instructions:

Give each student a copy of a grid with nine squares from the Colours Bingo worksheet. Tell students to colour each square in a different colour. Students should use each colour only once. Call out the name of a colour and tell any student who has got a square that colour to cover it with a small piece of paper. Continue calling out colours one at a time. The first student to cover a straight line, horizontally, vertically or diagonally, immediately shouts Bingo! and wins the game. If two students each get a line at the same time, the first one to shout Bingo! is the winner. Repeat the game, but this time ask a student to call out the colours.This activity can also be used to practise the structure have got. In addition to covering their squares, students also need to answer you when you call out a colour they have got, for example:Teacher: Who has got red?Student: I have got red. / I’ve got red.

Activity 2

aim:

An additional activity to reinforce vocabulary from any unit in the coursebook, for example: jobs, numbers, the alphabet, etc.

time:

20 minutes

instructions:

The same procedure as above, but students write or draw vocabulary items in the squares according to lexical groups from any unit in the coursebook, for example numbers, jobs, etc. If you prefer, you can combine more than one lexical group, for example colours and numbers..

UNIT �

�

UNIT � Colours Bingo

✂

✂

✂


Word Order GameActivity 1

aim:

A game to practise word order.

time:

30 minutes

instructions:

Before the lesson: Photocopy the Word Order Game worksheet onto thin card and cut all the sentences into separate words. Put the words for each sentence into a separate envelope.During the lesson: Divide students into 8 groups (if you have got a small class, 4 groups are sufficient). Give an envelope to each group. Explain that the words in the envelope form a sentence. Explain that one word in the sentence is represented by a picture. Tell students they must try to arrange the words in the correct order and guess the missing word. Ask them to call you when they think they have formed the sentence. Check that they have completed the task successfully and tell a member of the group to write the completed sentence on a separate piece of paper. As soon as one group completes a sentence, exchange their envelope of words with another group’s. The first group to complete all the sentences wins.At the end of the activity, ask a representative from each group to write a sentence on the board. Check that the sentences are correct and that students understand them.

Activity 2

aim:

An additional activity to revise previous vocabulary and identify parts of speech.

time:

15 minutes

instructions:

Divide the students into 8 groups and give each group a different envelope. Tell students to form a sentence with the words in the envelope. When you have checked that they have formed the sentences correctly, ask a representative from each group to write their sentence on the board. Underline the picture word in each sentence, for example:Japan is a very small country.Then ask students which other words they could use to replace Japan, for example:China is a very big country.Canada is a very big country.Tell students they have got ten minutes to write as many variations of their sentence as possible. Stronger groups can also change other words in the sentence to make it correct, for example:Portugal isn’t a very big country.Walk around the class and check that students are looking for the right type of words. After ten minutes, stop the students and ask a representative of each group to write their sentences on the board. Check the sentences with the whole class. The team with the most correct sentences wins..

UNIT �

�

is a very small country.

My brother has got a

Our parents have got blue

Has Alberto’s sister got brown

Who is that over there?

The students’ is very young.

Has the got long hair?

Where is that student from?

✂

✂

1 1

2

3

4

5

6

7

8

1

2

3

4

5

6

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

2

3

4

5

6

7

8

7

UNIT � Word Order Game

?

.

English for Adults 1 Photocopiable © B Burlington Books

.

�

UNIT �My HouseActivity 1

aim:

An activity to practise the vocabulary of rooms of the house, furniture and ordinal numbers.

time:

30 minutes

instructions:

Cut copies of the My House worksheet into two. Ask students to sit in pairs. Give Student A a copy of Susie’s house and Student B a copy of Tim’s house. Tell them not to show their pictures to each other. Tell Student A to describe Susie’s house to Student B, “Susie’s house has got three floors.”, “Susie’s living-room has got a sofa.” Student B tries to draw the house according to A’s description. Walk around the class listening to students’ descriptions and correcting them when necessary. When they have finished, students compare their pictures with the pictures on the worksheet. Then repeat the procedure, with Student B describing Tim’s house to Student A.

Activity 2

aim:

An additional oral exercise to practise the vocabulary of the rooms of the house, furniture and ordinal numbers.

time:

15 minutes

instructions: Students work in pairs with copies of the My House worksheet in front of them. Tell students they have got five minutes to write down as many differences as possible between the two houses, for example “Susie’s house has got three floors, but Tim’s house has got two floors.” When the five minutes are over, write the students’ sentences on the board. The pair with the most correct sentences is the winner.

10

UNIT � My House

Susie’s.house

Tim’s.house

English for Adults 1 Photocopiable © B Burlington Books 11

UNIT �What’s the Time?Activity 1

aim:

A matching game to practise telling the time.

time:

30 minutes

instructions:

Divide your class into groups of four to six students and hand out a copy of the What’s the Time? worksheet to each group. Ask students to complete the sentences underneath the pictures telling the time. Once students have completed the sentences, tell the groups to exchange worksheets. Write the answers on the board and tell students to check each other’s answers. When you are sure they have labelled all the pictures correctly, tell the students to cut out the pictures and sentences along the dotted lines and arrange all the cards face down on their desks. Ask students to take turns turning over one picture card and one sentence card. If the two cards match, the student can keep them and have another turn. If the cards do not match, the student turns them face down again and the next player takes a turn. Students continue playing until there are no more cards left. The student with the most matching pairs of pictures and sentences wins.

Activity 2

aim:

A class drill to practise everyday vocabulary with weaker students, before or instead of the above matching game.

time:

15 minutes

instructions:

Photocopy the What’s the Time? worksheet and cut out the pictures, taking care not to separate them from their accompanying sentences. Give one picture and sentence to each student. Ask students to complete the sentence under the picture that they have been given. Check that they have labelled their picture correctly.Tell students they are going to ask each other about the pictures they are holding. Demonstrate with one student, by pointing to his or her card and asking, What’s the Time? The student should then answer, “It’s .............” and show the picture. Ask students to stand up and walk around the class asking and answering each other about their pictures, for example:1. Student A: What’s the time? Student B: It’s three o’clock.2. Student B: What’s the time? Student A: It’s half past eleven.Continue the activity until students have talked to the majority of their classmates.

1�

UNIT � What’s the Time?

It’s.................................... .. ..It’s................................. .. ..It’s................................. .. ..It’s................................. ..

It’s...................................... ..It’s................................. .. ..It’s................................. .. ..It’s................................. ..

It’s..................................... ..It’s..................................... ..It’s..................................... ...It’s................................. ...

It’s..................................... ..It’s..................................... ..It’s..................................... ..It’s.....................................

✂

English for Adults 1 Photocopiable © B Burlington Books 1�

UNIT �DominoesActivity 1

aim:

A game to practise verb-noun collocations.

time:

30 minutes

instructions:

Before the lesson: Photocopy the Dominoes worksheet onto thin card and then cut into separate dominoes.During the lesson: Students play in groups of three. Give each group two sets of dominoes. Students mix up the dominoes and divide them into four piles. Each student takes one pile and the remaining pile is left face down on the table. Students should not show their dominoes to each other. Explain that students must try to match the verbs on the right hand side of their dominoes to the nouns on the left. Students take turns placing dominoes on the table. A student can only place a domino on the table if he or she can match it to one which is already on the table, for example:

television listen to music study English watch+ +

If a student cannot put down a domino, he / she must take one from the extra pile and wait for his / her next turn. The student to put down all his or her dominoes wins.

Activity 2

aim:

An additional drill to reinforce word collocations.

time:

20 minutes

instructions:

Give each student one domino. Tell them to stand up and move around the class until they find someone with a matching domino, for example a student with television / read needs to find a student with a book / dance or at a party / watch. Students should then sit down and write a sentence using the words on their dominoes, for example:I read books in the evening.We watch television in the morning.When everyone has found a partner and written a sentence, ask students to write their sentences on the board. Check with the class that the sentences are correct..

1�

UNIT � Dominoes

television listen television read

at a party work at a party watch

in a bank read a book dance

a book work English watch

an e-mail study dinner write

to music cook to music study

dinner write in a bank listen

English cook an e-mail dance

✂

✂

✂


UNIT �BattleshipsActivity

aim:

A game to find hidden words and sentences.

time:

30 minutes

instructions:

Battleships (jugar a los barcos). Draw a grid, the same as on the worksheet, on the board. Copy a sentence onto the grid, writing each word horizontally, one letter per square in different places in the grid, for example:

Explain that they have to guess the position of the words by giving the correct number and letter which corresponds to the correct square. For example, B4 corresponds to w, C4 corresponds to h, etc. Erase the sentence and tell students you have chosen a different sentence, which they have to guess. If a student gives the coordinate of a square in which you have got a letter, write in the letter. If he or she did not guess correctly, let a different student guess. Continue like this until they discover the sentence, for example: Student: B4? Teacher: w.Student: A4? Teacher: No.Student: C4? Teacher: hStudent: Is the word What? Teacher: Yes.Student: Is the sentence What is your name? Teacher: Correct!Alternatively, for weaker students you can write individual words from a lexical group, for example: furniture, colours, numbers etc.When students understand the game, divide them into pairs and give each student a copy of the Battleships worksheet. Tell students to write down a sentence in grid A without letting their partners see it. Weaker students can write down two or three words from a chosen lexical group. Students take turns guessing the coordinates of their partner’s words. If they guess correctly, they write the letter on grid B. The first person to guess all their partner’s words correctly wins the game.

w h a t

i s

y o u r

n a m e

1

2

3

4

5

6

7

8

9

10

A B C D E F G H I J

1�

UNIT � Battleships

Grid.A

Grid.B

1

2

3

4

5

6

7

8

9

10

A B C D E F G H I J

1

2

3

4

5

6

7

8

9

10

A B C D E F G H I J


Documents

Extra Activities Book 1