Total English Plus Supplementary materials

Total English
Supplementary Materials
Elementary
Pre-Intermediate
Intermediate
Upper-Intermediate


Total English
Supplementary Materials
Elementary


Total English
Supplementary Materials
Elementary


Do you know…?

1

Fill in the chart below with a job, family word and country/nationality
for each of the letters your teacher calls out.

LETTER

JOB

FAMILY WORD

COUNTRY/
NATIONALITY

SCORES

FINAL SCORE:

2

Now look at your partner’s filled in chart. Check that all the words are
spelt correctly. Use your Students’ Book to make any corrections.

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TEACHER’S NOTES:
Do you know…?
Aim: to practise and consolidate key vocabulary from unit 1; jobs, family
words and countries/nationalities. This worksheet is designed as a
warmer to be used with unit 1.
Time: 30 minutes maximum
Materials: photocopies of the worksheet for each student.

1

To warm students up for the game, ask them to shout out the names of
jobs, countries and family words that they can remember from unit 1.

2

Explain that you are going to call out a letter from the alphabet and they
have to try and fill in a job/family word/country/nationality starting with that
letter. For each word they get, they get five points.

3 Call out the following letters: A, S, B, P, C
A - Artist, architect, aunt, Australian/Australia, America/American
S - Student, secretary, shop assistant, sister, son, stepbrother,
Spain/Spanish
B - Bank clerk, brother, best friend, Britain/British, Brazil/Brazilian
P - Police Officer, parents, Poland/Polish
C - Computer programmer, children, cousins, China

For the next letters, tell the students there are only 2 categories to fill in,
and let them know (if you think this is necessary) which ones they are:
G - grandparents, grandmother, girlfriend, grandfather, Greece/Greek,
Germany/German
F - father, father-in-law, Finland/Finnish, France/French
J - Journalist/judge, Japan/Japanese
N - Nurse, nephew, niece
R - retired, Russia
T - Teacher, traffic warden, Turkey/Turkish
U - Unemployed, uncle

4

Go through all the letters and get students to call out their words, and
then add up their total score. If the winner seems very confident, ask them
to spell out some of the words they filled in.

5

Finally ask students to swap with their partner and check the spellings of

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all the words - a final consolidation and check on accuracy.

Copyright © 2005 Pearson Education.
All rights reserved.www.longman.com/totalenglish/


Hello, my name’s…

1

2

Look at the following dialogue and correct the underlined mistakes.
Maria:

Hello, my name

(1) Maria. What’s your name?

Tom:

Hello Maria. My name are

Maria:

Where is

Tom:

I

Maria:

I’m from Spain. I live with my parents and my brother.

Tom:

How old are

Maria:

He

Tom:

I

Maria:

How old is he

Tom:

She’s 20 and she

Maria:

Are you a student Tom?

Tom:

Yes, I am. Are you a student?

Maria:

No I not

Tom:

See you tomorrow Maria.

Maria:

Yes, goodbye Tom

(2) Tom.

(3) you from Tom?
(4) from London. Where are you from?
(5) your brother?

(6) 15. How old are you?

(7) 18. I live with my cousin, Jane.
(8)?
(9) a student at the university.

(10) a student. I’m a nurse.

Imagine you are meeting your favourite pop star, sportsperson or
actor/actress. Ask them questions about their family, nationality and
job. Use the above corrected dialogue to help you and the words in
the box below.
job

nationality

parents

brothers

age

country of origin

sisters

age of relatives

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TEACHER’S NOTES:
Hello, my name’s…
Aim: to practice verb to be in context of exchanging information about
family, where you are from and jobs. This worksheet is designed to
be used in conjunction with unit 1.1.
Time: 40 minutes
Materials: photocopies of the worksheet for each student.

1

Get students to read through the dialogue first. Then ask them to
correct the mistakes.
Answers: 1 ’s 2 is 3 are 4 ’m 5 is 6 ’s 7 ’m 8 she 9 ’s 10 ’m

2

Ask students which famous person they’d most like to speak to. Tell
them they have this chance and are going to ask a few questions
about their family, job and nationality. Get them to practise with their
partner, and monitor as they do so. If there’s time, ask some pairs to
demonstrate their questions/answers to the class, mimicking the
accent (if possible) of their chosen person.

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All rights reserved.www.longman.com/totalenglish/


Tell me…!

1

2

Write the correct question using the prompts and the answers provided.
Who/he

?

He’s Tom Cruise.

What/it

?

It’s a handbag.

Where/from

?

They’re from Italy.

What/job

?

She’s my English teacher.

Where/you

?

I’m from Japan.

What/job

?

He’s a doctor.

Where/he

?

He’s from Brazil.

Who/they

?

They’re my parents.

Fill in the gaps below with a partner.
1

_’m a doctor.

5

_ _’re from Russia.

2

_ _’s a journalist.

6

_ _ _’re an architect.

3

_ _ _ _’re students.

7

_ _’s a phone.

4

_ _ _’s a teacher.

8

_’m from Sweden.

3

Draw some things or people you know in the boxes below.

4

Work in groups. Show your pictures and look at your classmates. Who
are they? Where are they from? What is it? Ask and answer.

Copyright © 2005 Pearson Education.
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TEACHER’S NOTES:
Tell me…!
Aim: to practice subject pronouns and positive forms of to be with Whquestions. This worksheet is designed to be used in conjunction
with unit 1.2.
Time: 40 minutes
Materials: photocopies of the worksheet for each student.

1

Students can either complete the exercise in pairs or alone. Check answers.
Answers: 1 Who is he? 2 What is it? 3 Where are they from?
4 What’s her job? 5 Where are you from? 6 What’s his job?
7 Where is he from? 8 Who are they?

2

Again students can work together or with a partner. Check answers.
Answers: 1 I’m 2 He’s 3 They’re 4 She’s 5 We’re 6 You’re 7 It’s
8 I’m

3

Ask the students to draw three people or things that they like/are important
to them. Draw your example on the board (don’t worry about being a great
artist!) e.g.
Your camera

Your family

Your car

Encourage students to ask you questions using the prompts in Ex. 1.

4

Ask students to work in groups of three or four and compare pictures.
Encourage them to use the questions; What is it? Who is it? Monitor and
help students with vocabulary when needed.

Copyright © 2005 Pearson Education.
All rights reserved.www.longman.com/totalenglish/


Who is Mr Green?

1

Peter Green is 32 and is from England. His telephone number is 0208 444
6890 and his mobile number is 08882 689567. He is a journalist. Look at the
form below, and correct the information that is wrong:
E.g.: His surname isn’t Blue, it’s Green.

2

First name:

P

A

U

L

Surname:

B

L

U

E

Age:

2

6

Place of origin:

A

U

S

T

R

A

L

I

A

Nationality:

A

U

S

T

R

A

L

I

A

Address:

2

4

W

A

T

E

R

S

O

A

K

W

O

O

D

Telephone number(s):

0

2

0

8

4

3

5

Mobile number:

0

7

7

7

2

6

8

Occupation:

D

O

C

T

O

R

N
L

A

N

E

D

O

N

L

O

N

6

8

9

0

9

5

6

7

Rewrite the following sentences using the negative form of to be.
1

I’m 50.

2

She’s my cousin.

3

They’re his parents.

4

We’re students.

5

You’re a journalist.

6

He’s from France.

7

They’re shop assistants.

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8

I’m unemployed.

TEACHER’S NOTES:
Who is Mr Green?
Aim: to consolidate negative forms of verb to be. This worksheet is
designed to be used in conjunction with unit 1.3.
Time: 40 minutes
Materials: photocopies of the worksheet for each student.

1

Ask students to identify the incorrect information by reading the small
paragraph at the top of the page and then correcting the information
on the form using negative forms of to be. If necessary, do the first
one with the students to give them an example: He isn’t 24, he’s 32.
If necessary, tell your students they have to find six mistakes.
Answers: 1 He isn’t 26, he’s 32. 2 He isn’t from Australia, he’s from
England. 3 He isn’t Australian, he’s English. 4 His home number isn’t
0208 435 6890, it’s 0208 444 6890. 5 His mobile number isn’t 07772
689567, it’s 08882 689567. 6 He isn’t a doctor, he’s a journalist.

2

Elicit negative forms in the present simple and, if necessary, write
these examples on the board. Then instruct students to work in pairs
to change the affirmative statements into negatives.
Answers: 1 I’m not 50. 2 She isn’t my cousin. 3 They aren’t his
parents. 4 We aren’t students. 5 You aren’t a journalist. 6 He isn’t
from France. 7 They aren’t shop assistants. 8 I’m not unemployed.

3

Follow up activity: if there’s time, get the class to write six sentences
in the affirmative of to be, and give them to their partner to write in
the negative. You can monitor this as a free activity for the students.

Copyright © 2005 Pearson Education.
All rights reserved.www.longman.com/totalenglish/


Copyright © 2005 Pearson Education.
All rights reserved.www.longman.com/totalenglish/


Total English
Supplementary Materials
Elementary


Find the word!

1

Look at the words below from unit 2, and then find them in the word
search! The words go up and down in these directions: ,,,,,

beach pool restaurant eat work sleep open clean meet
swim bag book car lamp watch desk sell dry go

2

V

R

K

O

O

B

W

R

G

T

M

E

S

E

L

L

Q

A

S

O

I

S

C

L

E

A

N

N

S

H

W

T

B

K

S

E

D

E

N

O

S

A

M

E

E

T

K

P

L

M

P

U

J

W

A

C

P

O

O

L

E

R

P

A

W

C

A

D

R

Y

E

A

M

T

O

B

H

R

B

C

L

N

A

C

R

G

A

E

A

T

S

T

L

H

K

H

I

G

F

A

Quick quiz!

Now look at the words above again. Can you write a sentence for each
one? E.g. I go to a restaurant every weekend.

Copyright © 2005 Pearson Education.
All rights reserved.www.longman.com/totalenglish/


TEACHER’S NOTES:
Find the word!
Aim: This fun warmer can be used to consolidate key vocabulary from
unit 2, first by searching in the word searcher and then using the
words to make sentences in part 2.
Time: 40 minutes
Materials: photocopies of the worksheet for each student.

1

Check that all students understand how a word search works and then
do the first one with them. Create some excitement by giving setting
a time limit of ten minutes to see if they can find all the words in time.

2

There are seventeen words remaining, and at this point students could
work in pairs to create the seventeen sentences. Monitor their work,
and correct all the grammar mistakes. If there are any spelling
mistakes just underline them and get the students to double check
either against the words above or in unit 2 of the Students’ Book.
Answers:

V
M
I
W
S
P
E
E
L
S

R
E
S
T
A
U
R
A
N
T

K
S
C
B
M
J
P
M

A
L

O
E
L
K
E
W
A
T
C
H

O
L
E
S
E
A
W
O
R
K

B
L
A
E
T

C
C
B
G
H

W
Q
N
D
K
P
A
H
A
I

R
A
N
E
P
O
D
R
E
G

Copyright © 2005 Pearson Education.
All rights reserved.www.longman.com/totalenglish/

G
S
S
N
L
O
R
B
A
F

T
O
H
O
M
L
Y
C
T
A


Mix and match

1

2

Rewrite the following mixed up words to form ten verbs:
1

od

__

6

hwas

____

2

tsrat

_____

7

vhae

____

3

wsim

____

8

korw

____

4

klei

____

9

awcth

_____

5

tae

___

10

lcaen

_____

Now use the verbs above to fill in the gaps of the following sentences
to complete the crossword.
1
2
3
4
5
6
7
8
9
10

He _ _ _ _ _ at the café every Saturday.
Fiona _ _ _ _ _ _ her hair every evening.
I _ _ _ _ under water in the sea.
They _ _ _ _ _ TV every evening.
What do you _ _ in the afternoon?
I _ _ _ _ an interesting job.
Matt _ _ _ _ _ _ the house every weekend.
We _ _ _ _ _ work at 8am.
She _ _ _ _ _ his work.
What time do you _ _ _ breakfast?
1

2

3

4

5

6

7

8

9

10

Copyright © 2005 Pearson Education.
All rights reserved.www.longman.com/totalenglish/


TEACHER’S NOTES:
Mix and match
Aim: to practice present simple and use of subject pronouns: I/you/
he/she/it/we/they and verb vocabulary. This worksheet is designed
to be used in conjunction with unit 2.1.
Time: 40 minutes
Materials: photocopies of the worksheet for each student.

1

Tell students they have to unscramble the anagrams as quickly as
they can. To help them understand what an anagram is put up an

example, kmea _ _ _ _, on the board and demonstrate how it
becomes ‘make’.
Answers: 1 do 2 start 3 swim 4 like 5 eat 6 wash 7 have
8 work 9 watch 10 clean

2

Ask students to fill in the crossword by completing the sentences.
To encourage peer correction ask the students to compare their
answers at the end, then elicit the correct sentences.
Answers: 1 (down) works 2 (down) washes 3 (across) swim
4 (down) watch 5 (across) do 6 (down) have 7 (down) cleans
8 (across) start 9 (across) likes 10 (across) eat

3

Suggested extra activity: If time, get students in pairs to find five
new words each from unit 2 and make anagrams for each other to
work out.

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Quick quizzes

1

He, she, it quick quiz!
Quickly fill in the table below with the correct form of the present

simple for he/she/it. Write full sentences.

Verb:

Sentence using he/she/it

watch
go
carry
have
do
organize
finish
wash
dry

2

Noun plurals quick quiz!
The plurals below are spelt incorrectly. Read them and then write the
correct plurals:

3

1

pictureies _ _ _ _ _ _ _ _

7

addressies

_________

2

watchs

_______

8

peoples

______

3

bookes

_____

9

scarfs

_______

4

knifes

______

10

citys

______

5

mens

___

11

childs

________

6

diarys

_______

12

classies

_______

Look at your verb sentences from Ex. 1 again. Now try and make the
sentences longer using ten of the words from Ex. 2. You can change the
sentences if you want.

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TEACHER’S NOTES:
Quick quizzes
Aim: to consolidate 3rd person present simple and noun plurals. This
worksheet is designed to be used in conjunction with unit 2.2.
Time: 40 minutes
Materials: photocopies of the worksheet for each student.

1

Monitor the sentences the students write and encourage faster ones to
make the sentences as comprehensive as possible.
Answers: watches, goes, carries, has, does, organizes, finishes,
washes, dries

2 Ask the students to imagine they are a teacher correcting the

spellings. Encourage them to work on their own initially as they will
have a chance to work together in the final part.

Answers: 1 books 2 pictures 3 watches 4 knives 5 men 6 diaries
7 addresses 8 people 9 scarves 10 cities 11 children 12 classes

3 The aim here is to get students to look back at their original sentences
and try to incorporate more words using the noun plurals and to build
their confidence sentence building. Ask students to complete the task
and go around the class monitoring. Ask them to exchange their
papers with a partner and encourage them to peer correct. Give
prompts to students who need them.

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Day by day

1

Look back at unit 2 questions using what, when, where, do and does using
the present simple to ask about daily routines. Now choose your own
question in the present simple for each of these and fill in the questions in
the box below.

Student A

Student B

Student C

Student D

What ?
Who ?
When ?
Where ?
Do ?
Does ?

2

Find four other students in the room and ask each student your five
questions about their daily routine. Write the answers in the chart above.

3 When you have completed the information, read it carefully. Now write
sentences to describe the answers each student gave you. Then give it to

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your partner who will check it through for you.

TEACHER’S NOTES:
Day by day
Aim: to consolidate can do - talking and writing about daily routines.
This worksheet is designed to be used in conjunction with unit 2.3.
Time: 40 minutes
Materials: photocopies of the worksheet for each student.

1

This is designed to be a free activity where students receive no
prompts as to how to write the questions, but encourage them to refer
to the Students’ Book and Workbook if they need to. Monitor each
student to check that their questions are correct, and then get them
up and about the class asking questions - the more practice the better!

2

They then have to write up their results in the 3rd person plural. Again
monitor this, and encourage students to check each others work at the
end. If time is going well, and you have a confident class, ask some
students to read out their results and get the rest of class to respond
with any questions they may have.

Copyright © 2005 Pearson Education.
All rights reserved.www.longman.com/totalenglish/


Total English
Supplementary Materials
Elementary


Vocabulary Quiz

1

Answer the following questions with your partner.
1

Which days of the week are missing below? Write them in the spaces.
Sunday, Monday, Tuesday, _ _ _ _ _ _ _ _ _, Thursday,
Friday, _ _ _ _ _ _ _ _

2

List 3 sports that we use with do:
________

3

____

List 3 games and sports that we use with play:
________ _____

2

3

________

______

Correct the following phrases:
1

I go run every weekend

2

We go swim on Fridays

3

I go lunch at a restaurant on Saturdays

4

She goes shop as often as possible!

5

He listens music most mornings before work

6

I read newspaper on the way to work every morning

Unscramble the following new verbs from unit 3.
ecnad

4

____

_____

oock

____

gins

____

e h a t b n u s_ _ _ _ _ _ _ _

misw

____

d r a o b e t a k s_ _ _ _ _ _ _ _ _ _

Look at the following new vocabulary below. Write a sentence about yourself
using each of these eight new items of vocabulary.
go for a walk

go running

listen to the radio go to the gym

read a book

see a film

watch a DVD/video

ride a bike

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TEACHER’S NOTES:
Vocabulary Quiz
Aim: to consolidate new vocabulary (days of the week, verbs, do + noun
for activities, play + noun for games) from unit 3; to improve
accuracy and confidence using the vocabulary.
Time: 40 minutes
Materials: photocopies of the worksheet for each student group.

1

Students in pairs or threes fill in the missing information.
Answers: 1 Wednesday and Saturday 2 aerobics, judo and yoga
3 play computer games, football, tennis

2

Ask the students to imagine they are a teacher correcting the phrases.
If necessary, do an example on the board to help. For example:
‘English I teacher am a’ becomes ‘I am an English teacher’.
Answers: 1 I go running every weekend. 2 We go swimming on Fridays.
3 I have lunch at a restaurant on Fridays. 4 She goes shopping as often as
possible. 5 He listens to music most mornings before work.
6 I read a newspaper on the way to work every morning.

3

Check students understand the concept of ‘unscrambling’ before
asking them to complete the exercise. Again, if necessary elicit an
example or write one on the board. E.g. ‘hatec’ becomes ‘teach’.
Answers: dance, sing, swim, cook, sunbathe, skateboard

4

Encourage students to be as creative as they like using all language
associated with present simple/can/can’t so far. Monitor closely and
supply new vocabulary on individual basis if necessary.

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