FirstChoice Teachers Book pdf

Introduction
This Teacher's Resource Book contains
ph
otocopiable
activities
and
further
ideas for
you
use
with
the
First
Choice
Student
Book.
It
has
::-ee
n
written
with
two
aims
in mind:
• to
give
teachers
additional
material

that
reviews
and
extends the
work
in
the
Student
Book
• to give
students
lots
of
extra
speaking
practice
Co
ntrolled skills
work
is
important
for
students
:o
develop
their
reading, writing, listening,
and
"'-pea
king

abilities.
At
the
same
time, it is also
essential
that
students
have
opportunities
to
"get
active"
and
use
their
English in
meaningful
and
relevant
contexts.
The activities
in
this book
are
designed to
help
o
ur
students

do
this. They encourage
students
~o
talk
about
themselves,
compare
opinions
and
;ews,
and
practice the kinds
of
situations
they
are likely to
encounter
in real life.
In
addition,
every activity involves
an
element
of
tea
mwork.
Students
will
need

to
work
together
to s
hare
or
check information
and
agree
on
ou
tcomes
or
solutions. Every activity encourages
purposeful interaction
where
students
need
to
spe
ak
and
listen to
each
other.
T
hrough
role plays,
language
games,

questionnaires,
and
information-gap activities,
~tudents
are
also
given
the
chance to
build
the
ir
confidence
and
introduce
a
more
personal
d
imens~on
to their learning.
How
to
use
the
photocopiable
activiti
es
Each activity
starts

with
the
following
mformation:
Aim
The
main
focus
of
the activity
Language
focus
The
grammar
and/or
function practiced
Lesson
link
The
stage
of
the
Student
Book
lesson
at
which it
's
be
st

to
use
the
activity
Materials
Notes
on
how
to
prepare
the
works
heet
s
Set-up
These
activities act
as
a
warm-up
for
students
prior
to the
main
activity;
they
also give teachers
an
opportunity

to
model
the
main
activity
so
that
students
understand
it
prior
to
doing
it
themselves.
Procedure
This section
has
step-by-step instructions for
carrying
out
the
main
activity. Each
main
activity
takes
between
15
and

25
minutes
and
is suitable
for all class sizes. For each activity there is a
photocopiable
worksheet
or
worksheets.
Some
of
the
worksheets
need
to
be
cut
up
before
they
are
handed
out
to
students.
Extension
After
each
main
activity, there is a suggestion

for
an
extension activity. These generally
ask
students
to
expand
on
the
main
activity,
or
to
report
to the class
the
information exchanged
during
the
main
activity.
Click
&
Change
CD-ROM
The
Click
&
Change
CD-ROM

lets
you
personalize
the photocopiable activities from
the
First
Choice
Teacher's
Resource
Book.
Using
your
computer,
you
cun
change
the
words
and
replace the pictures
on
each
worksheet
to create
customized activities
that
will
appeal
to
the

specific interests
of
the
students
in
your
class.
For instance,
you
can
replace
photos
of
celebrities
with
images
of
other
famous people, local
celebrities, fellow teachers,
or
even
the
students
themselves. You can
include
the
names
of
local

places
that
students
will
know
or
the
late
st
music
, fashion,
or
movies
that
students
will
want
to talk about.
Suggestions
on
how
to
use
the
Click
&
Change
CD-ROM
to
adapt

each activity
are
included
in
the
teaching notes for each photocopiable
activity.
Table
of
Contents
1.2
Is
he
a
teacher?
2.1
What's
your
sign?
2.2
Group
listening
2.3
Class
survey
3.1
Family
battleships
3.2
Tic-Tac-Toe

3.3
Who's
Tom?
4.1
Speed!
4.2
Find
a
friend
4.3
What
do
YOU
think?
5.1
What
do
they
do?
5.2
Find
someone
who

6.1
Secret
person
6.2
Job
search

6.3
Quiz
game
iv
Practicing
asking
and
answering
questions
Gathering
personal
information
Gathering
and
reporting
personal
information
Listening
to
and
answering
questions
about
personal
information
Conducting
a
survey
about
personal

information
Playing
a
guessing
game
about
family
members
Talking
about
family
Asking
and
saying
who
someone
is
Playing
a
lively
game
based
on
likes
and
dislikes
Gathering
information
about
suitable

friends
Conducting
a
survey
about
likes
and
dislikes
Gathering
personal
information
about
free-time
routines
Exchanging
information
about
free
time
Playing
a
guessing
game
Interviewing
each
other
about
job
qualifications
Reviewing

Units
1-6
by
playing
a
board
game
7 .2
Find
your
partner
7 .3
Spot
the
differences
8.1
Is
there
a
desk?
8.2
House
bingo
8.3
Apartment
search
9.1
Listening
qui
z

9.2
pair
dictation
10.1
Memory
challenge
10.2
Go
fish!
11.1
How
was
your
w
eekend?
.
11.2
Who
was
where?
12.1
Lemons
12.2
Museum
mystery
12.3
Go
ahead!
Go
back!

Playing
a
walk-around
game
to
match
a
pair
of
cards
Finding
the
differences
between
two
pictures
Trying
to
find
the
differences
between
two
pictures
Playing
bingo
by
asking
about
each

other
's
rooms
Exchanging
information
about
apartments
Listening
to
and
answering
questions
about
directions
Practicing
questions
and
statements
about
directions
Playing
a
memory
game
using
food
vocabulary
Playing
a
card

game
using
food
Count
andronootirttnwn::
-'
vocabulary
_ ,
same
and
~lli:
focntV-OcabtlJij"
Gathering
personal
information
Exchanging
information
about
the
past
Playing
a
guessing
game
using
past-tense
verbs
Solving
a
mystery

Reviewing
Units
1-12
by
playing
a
board
game
:;
h_,·
Simple
past
Simple
past
v
Aim
To
practice
asking
and
answering
questions
Language
focus
Yes/No
questions
us
i
ng
be

Lesso
n
li
nk
Use
after
Language
Practice
(p.
7)
Materials
One
bingo
card
per
student
Use
the
Cl
i
ck
&
Change
CD-ROM
to:
•
Change
the
prompts
to

include
jobs
that
your
studen
ts
actually
do.
•
Change
the
prompts
to
include
places
where
your
studen
ts
are
from.
•
Rearrange
t
he
items
to
create
additional
bingo

cards.
Set-up (5 minutes)
Give
one
bingo
card
to each
student.
Draw
a 4x4 bingo-card
grid
on
the
board. Write
__
is a student in
the
top
left-hand space.
Have
one
student
come
to the front
of
the
class.
Ask
the
student

, "
Are
you
a
student?"
If
the
student
answers
"yes
,"
write
their
name
in
the
top
left-h
and
space.
If
the
student
answers
"no,"
leave it blank.
Refer the
students
to
the

top left-hand
space
of
the
bingo
•
cards. (All
cards
have
__
is a student in
that
space.)
Have
the
students
ask
the
question
to
another
student
near
them.
Have
them
write
the
other
st

u
den
t
's
name
in
the
space
if
the
answer
is "yes."
Procedure (20 minutes)
Have
the
students
s
tand
up.
Ask
them
to
go
aro
u
nd
the
room
and
ask

questions
ba
s
ed
on
the
information
on
their
bingo
cards.
They
can
ask
each
student
only
one
question
at
a time,
before
moving
on
to
the
next s
tu
dent.
The first

student
to hit
bingo
horizontally, verticall
y,
or
diagonally
is
the
winner.
If
nobody
hits
bingo
before time
is
finished,
the
student
with
the
most
completed
spaces is
the
winner
.
Extension (10 minutes)
Divide
the

students
into
groups
of
four. Write
on
the
board:
__
of us
are
from
a hot
plac
e.
__
of us
are
waiters.
All of us
are
_ _ .
Some
of us
ar
e
__
.
No
one

is
Students
use
the
prompts
to
gat
her
information
about
their
group.
Have
them
report
to
the
class
when
they
are
finished.
is
a
student.
is
a
waitress.
is
from

a big
city.
isn't a
chef.
is
from
a hot
place.
is
a
chef.
is
a
waiter.
isn't a
student.
What's your
name?
©
OXFORD
UNIVERSITY
PRESS
PHOTOCOPIABLE
UNIT
1
•ACTIVITY
1
ARE
YOU

?
is
from
the
US.
is
a
businessman.
isn't
from
the
US.
isn
't a
waiter.
isn't a
teacher.
is
a
teacher.
isn
't from a big
city.
_____
isn
't a
t
I
businesswoman
.

~
How
do
you
spell
your
name?
FIRST
CHOICE
TEACHER'S
RESOURCE
800K
3
UNIT
1
•ACTIVITY
1
ARE
YOU
.

?
is
a
student.
is
a
waitress.
isn't a
waiter.

is
a
chef.
Are
you

?
Ill
is
from
a
small
town.
is
from
a
big
city.
is
a
teacher.
isn't

isn't a
chef.
is
from a hot
place.
from a
small

town.
is
a
businesswoman.
is
from
the
US.
is
from a
cold
place.
isn't
-

from
a
cold
place.
is
a
waiter.
isn't a
teacher.
What's
your name?
How
do
you spell
your

name?
4
©
OXFORD
UNIVERSITY
PRESS
PHOTOCOPIRBLE
FIRST
CHOICE
TEACHER'S
RESOURCE
BOOK
is
a
student.
is
a
businessman.
isn't

from a hot
place.
isn't a
teacher.
is
a
teacher.
isn't a
student.
is

from
the
US.
is
from
a hot
place.
What's
your
name?
©OXFORD UNIVERSITY
PRESS
PHOTOCOPIRBLE
UNIT
1•ACTIVITY1
ARE
YOU
•
?
is
a
chef.
isn't
from
the
US.
is
a
waitress.
is

from
a
big
city.
isn't
from
Toronto.
is
from
a
small
town.
~
is
from
Rio.
isn't a
chef.
How
do
you spell
your
name?
FIRST
CHOICE
TEACHER'S
RESOURCE
BOOK
5
Aim

To
gather
personal
information
Language
foc
us
Third-person
yes/no
questions
with
be
Lesson
link
Use
at
the
end
of
the
unit
Materials
One
info
gap
sheet
per
student
Use
the

Click
&
Change
CD
-
ROM
to
:
•
Rep
l
ace
the
pictures
of
the
people
and
change
their
names.
You
can
use
photos
of
students
or
teachers.
•

Change
what
each
person
does
and
where
they
are
from.
6
TEACHER
'S
NOTES
Set-up
(5
m
in
utes)
Divide the
students
into
groups
of
four. Give
one
info
gap
sheet
to each

student.
Give
one
student
in each
group
an
"A"
sheet, a
"B"
sheet, a
"C"
sheet,
and
a
"D" sheet.
Have
one
student
who
has
an
"A"
sheet
come
to
the
front
of
the

class with their sheet.
Ask
the
student,
"Is
Takeshi from
Korea?"
Have
the
student
answer,
"No,
he
isn't
from Korea.
He's
from Tokyo."
Ask
the
student,
"Is
Ricardo from Rio?"
Have
the
student
.
answer, "I
don't
know."
Procedure

(15 minutes)
Have
the
students
take
turns
asking
each
other
questions to
fill
in
the
missing
information
on
their info
gap
sheets.
If
they
need
he
l
p,
write
more
examples
of
sentences

and
questions
from
the
sheets
on
the
board.
Extension
(10
minutes)
Have
the
students
copy
the
chart
from
the
worksheet
on
a
separate
piece
of
paper,
but
this time
using
the

names
of
people
in
the
class.
Explain
that
students
will complete
the
new
chart
with
information
about
their classmates. Make
sure
students
know
what
questions
they
need
to ask. For example,
"A
re you a doctor? Are you from
Seoul?"
Have
students

move
around
the classroom,
asking
and
answering
questions
to
complete t
he
chart.
A
Takeshi
•s
a
s from
Tokyo
, Japan
UNIT
1
•ACTIVITY
2
ls
HE
A
TEACHER?
Is
he
a
teacher?

Susan
Lisa
r.· ·
····
·· .
·
~
·
.
.
~
.
~
··
·
··.
'
I

~
·
'
,
··
· \.
·.
~
~,
:
·

·
·
·
Ricardo
Student
>

-

-

-

-
8
Takes
hi
IS
a
is
from

c
Takeshi
is
a
is
from

0

Takeshi
IS
a

Businessman
is
from

©OXFORD
UNIVERSITY
PRESS
Susan
Sydney,
Australia
Susan
Teach
er
Susan
PHOTOCOPIRBLE
Lisa
Writer
Lisa
Lisa
Taipei, Taiwan
Ricardo
Ricardo
Sao
Paulo,
Brazil
Ricardo

FIRST
CHOICE
TEACHER'S
RESOURCE
BOOK
7
Aim
To
gather
and
report
personal
information
Language
focus
Wh-
questions;
possessives
Lesson
link
Use
after
Language
Practice
(p.
13)
Materials
One
info
gap

sheet
per
student
Use
the
Click
&
Change
CD
-
ROM
to
:
•
Change
where
each
person
is
from
as
well
as
their
major,
favorite
food,
and
sign.
•

Create
blank
sheets
so
students
can
complete
the
sheets
with
their
own
information
and
information
about
their
classmates
.
8
TEA-CHER
's
Hons
·::::
.···
Set-up
(5 minutes)
Draw
a partial replica of survey sheet
"A"

on
the
board
with
Allen's information filled in
and
Bob's information left blank.
Have
one
student
come to the front of the class. Give the
student
a "B" survey sheet
and
te
ll
the student,
"Yo
u are
Bob.
"
Ask the student, "Bob, where are you from?"
Have
the
student
answer,
"I'm
from Rome." Write
Rome
in

the
appropriate space
on
the board.
Repeat with other questions
on
the survey sheet
if
necesscn-y.
Procedure
(20
minutes)
Divide the
students
into groups of four. Give each
group
a
set of sheets.
One
student
in the
group
is Allen,
one
is Bob,
one
is Carol,
and
one
is Diane.

Have
the
students
interview another person in the
group,
writing their details
on
the worksheet. Pair A
and
B together,
and
C
and
D together. Second, have A
and
C together,
and
B
and
D together. Third, pair
students
off
as
A
and
D,
and
Band
C.
Finally,

students
check each
other's
information to
make
sure
it
is correct.
Extensi
on
(10 minutes)
Have
the
students
leave their
groups
and
interview four
other people in the class. They can use the
same
questions,
plus
any
additional questions they can generate. They
don't
need to
use
the worksheets
or
write

down
any
answers.
UNIT
2
•ACTIVITY
1
WHAT'S
YOUR
SIGN?
I
A
Name
From
Major
Favorite
food
Sign
You
Allen
New
York
chemistry
sushi
Gemini
Bob
Your
Carol
partners
!

Diane
B
Name
From
Major
Favorite
food
Sign
I
You
Bob
Rome
business
Mexican
food
Leo
I
Allen
Your
Carol
partners
I
Diane
c
Name
From
Major
Favorite
food
Sign

You
Carol
London hi
story
pizza Taurus
Allen
Your
Bob
partners
Diane
D
Name
From
Major
Favorite
food
Sign
: :-
;~·
You
Diane
Vancouver English
cake Virgo
Allen
Your
Bob
partners
Carol
©
OXFORD

UNIVERSITY
PRESS
PHOTOCOPIABLE
FIRST
CHOICE
TEACHER'S
RESOURCE
Sonic
9
Aim
To
listen
to
and
answer
questions
about
personal
information
Language
focus
Wh-
questions
Lesson
link
Use
after
Listening
(p.
14)

Materials
One
set
of
cards
per
group
\
~
\
Use
the
Click
&
Cha
_
nge
CD
-
ROM
to
:
~
~
/
•
Replace
the
pictures
of

the
people
and
change
their
names
.
You
can
use
photos
of
students
or
teachers.
•
Change
the
information
about
each
person
and
the
questions.
•
Include
any
additional
vocabulary

that
your
students
have
learned.
10
TE.ACHER
'S
NOTES
Set-
up
(5-
10
minutes)
Briefly introduce yourself to the class.
Include
personal
information
such
as
name, nickname,
hometown,
favorite
food, birthday, sign,
or
e-mail
address.
Then
check
how

well the class listened
and
remembered.
Ask,
"What's
my
name?
What's
my
nickname?"
and
so
on.
Write the
answers
on
the board.
For
example:
Name:
Michael
Smith
Nickname: Mike
From:
Chicago
Ask
a
student
to introduce themselves,
using

the
kinds
of
information listed
on
the
board.
Procedure
(20
minutes)
Divide
the
students
into
groups
of
four
. Give each
group
a
set
of
cards.
One
student
in the
group
is A,
one
is

B,
one
is
C,
and
one
is D.
Students
work
in
pairs. They
use
the
information
on
the
left
side
of
the card to talk
about
the
person. Next,
they
ask
the
questions
to
their
partner. A

student
who
answers
a question
correctly
gets
a point. Whoever
in
the
group
has
the
most
points
at
the
end
of
the
activity is
the
winner.
Have
students
switch
partners
and
repeat
the
activity

until
they
have
heard
the
information
on
all
of
the
cards.
Extension
(10
minutes)
Have
the
students
create their
own
ID
cards.
Students
then
read their
own
information to
the
group
and
ask

questions.
UNIT
2
•ACTIVITY
2
GROUP
LISTENING
Group
listening
Name:
Rob
erto
Nickname:
Rob
From:
Rio
de
Janeiro
Major:
chemistry
Favorite food:
pizza
Birthday: June
17
Sign:
Gemini
Questions:
1.
What's
Roberto's

nickname?
2.
Where's
he
from?
3.
What
's
his
major?
4.
What's
his
sign?
~
-

®
©
@
©OXFORD UNIVERSITY
PRESS
Name:
Sara
From:
Vancou
ver
Job: history teacher
Birthday:
Augu

st 1
Sign:
Leo
Favorite food:
Mexican
food
Name:
Mariko
Nickname:
Mako
From:
Osaka
Major:
business
Birthday: September
15
Sign:
Virgo
Name:
Su-wei
From:
Beijing
Job: chef
Favorite singer:
Mariah
Carey
Birthday:
May
2
Sign:

Taurus
Questions:
1.
Where's
Sara
from?
2.
Is
she a teacher?
3.
What's
her
sign?
4.
Whats
her
favorite
food?
j
Questions:
1.
What's
Mariko's
nickname?
2.
What's
her
major?
3.
Where's

Mariko
from?
4.
What's
her
sign?
~
-" =-======= ,,,.,,,,
J
Questions:
1.
Where's
Su-wei
from?
2.
Is
she a singer?
3.
Who
is
her
favori
te singer?
4.
What's
her
sign?
PHOTOCOPIRBLE
FIRST
CHOICE

TEACHER'S
RESOURCE
BOOK
11
12
Aim
To
conduct
a
survey
about
personal
information
Language
focus
Yes/No
questions
Lesson
link
Use
at
the
end
of
the
unit
Materials
One
survey
sheet

per
student
Use
the
Click
&
Change
CD-ROM
to
:
•
Include
local
information
on
the
survey,
such
as
local
foods
,
local
actors
,
and
other
academic
majors.
•

Change
is
to
isn't
to
create
new
statements
.
Set-up
(5
minutes)
Write
the
following
statements
on
the
board:
is
a student.
is
a
Leo.
__
's
birthday
is
in
June.

Ask a
student,
"A
re
you
a
st
udent?"
When
they
answer
"yes,"
write
their
name
in
the
appropriate
blank
on
the
board.
Ask
another
student,
"Are
you
a
Leo?"
If

they
answer
"yes,"
write
their
name
in
the
blank.
If
they
answer
"no,"
don't
write
their
name
down.
Repeat
with
the
third
statement
if
necessary.
Procedure
(15
minutes)
Give each
student

a
survey
sheet.
Have
the
students
walk
around
the
room
and
ask
each
other
yes/no
questions.
If
the
answer
is
"yes,"
have
them
write
the
person's
name
in
the
blank.

If
the
answer
is
"no,"
have
them
ask
a different
question
or
ask
another
student.
The
first
student
to fill in
their
survey
with
12 different
names
is
the
winner.
Extension
(15
minutes)
In pairs,

students
say
12
statements
each
about
themselves:
"I'm
an
actor.
My
favorite food is pizza.
I'm
a
Gemini."
Students
can
use
the
survey
sheet
or
make
their
own
sentences.
The
other
student
has

to guess
if
each
statement
is
true
or
false.
When
a
student
guesses correctly,
they
get
a point.
The
student
with
the
most
points
at
the
end
wins.
For
more
practice,
have
students

change
partners
and
do
the activity again. This time
have
students
use
negative
statements.
Class
Survey
1 .
_________
's favorite singer
is
Madonna.
2.
______
___
's birthday
is
in
August.
3.
_________
's
major
is
biology.

4.
_________
's major
is
English.
5.
is
a student.
-

6.
________
's
nickname
is
an
English
word.
7.
_________
's favorite food
is
pizza.
8.
_______
_ _
is
a
Leo.
9.

_________
is
a
Virgo.
10.
_
_______
is
happy.
11.
is
from
Asia.


12. 's favorite actor
is
from
the
US
.
-

Could
you
spell
your
name,
please?
UNIT

2 •
ACTIVITY
3
CLASS
SURVEY
Could
you repeat
that please?
©
OXFORD
U1
1I¥
HSITY
PRESS
PHOTOCOPIRBLE
FIRST
CHOICE
TEACHER'S
RESOURCE
BOOK
13
Aim
To
play
a
guessing
game
about
family
members

Language
focus
Vocabulary
questions
with
is
Lesson
link
Use
after
Conversation
(p
.
17)
Mater
i
als
One
sheet
per
pair
of
students
:.
;-'.·
Use
the
Click
&
Ch

a
nge
CD
-
ROM
to
:
•
Rearrange
the
items
to
create
additional
cards.
•Arrange
words
vertically
or
diagonally.
•
Include
any
additional
"family"
vocabulary
that
your
students
have

learned.
•
Create
blank
cards
that
students
can
fill
in
on
their
own
.
Set-up (10 minutes)
Write
an
example
grid
and
question
on
the
board:
1
2
A B C D E F G H 1 ]
w
I T R Is a letter
in

10?
Have
a
student
ask
you
the question.
Answer
"yes". Elicit
the
follow-up question,
"What
letter is it?" Tell
them
the
correct letter (A).
Have
the
class
ask
you
more
questions
until
they
have
guessed
all
th
e letters to

the
word
WAITER. •
Teach
the
expression, We think
the
word
from
1C
to
1G
is
Divide
the
students
into pairs. Give
an
/1
A"
worksheet
and
a "B"
worksheet
to each pair. Tell
the
class
they
have
to

guess
five
words
in their
partner
's worksheet.
Each
word
is spelled
along
a
horizontal
line.
Procedure
(20
minutes)
Have
the
students
take
turns
asking questions
to
find
the
words.
Five family
words
are
hidden

in
the
grid.
The
first
student
to
find
all
the
words
is the
winner
.
Let
them
compare
their
handouts
when
fini
shed.
Extension (10 minutes)
Have
the
students
write
three
more
words

in
the
ir grid.
Studen
ts
play
again
using
their
own
words.
®
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en
Is a letter
in

?
@A
B C D E
1
2
3
4
5
6
family
Battleships
x
~
F G H
What letter
is
it
?
J K
Is
a letter
in

?
@A
B C D E
1
2
3
4
5
6
~
F G H
What letter
is
it
?
@A
B C D E F G H
J
K
@A
B C D E F G H
1
H
u
s
B
A
N
D

1
B
R
0
T
H
E R
2
s
0
N
2
w
3
M
0
T
H
E R
3
4
s
I
s
T
E R
4
F
A T
H

E R
5
5
D
A
u
G
H
T
E
6
p
A
R E
N T
s
6
G
R
A
N
D
F
A T
J
K
J K
I
F
E

R
H
E R
c:::
z

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VI
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"O
VI
Aim
To
practice
talking
about
family
Language
focus
Statements
using
be
Lesson
li
nk
Use
after
Language
Practice
(p.
19)
Materials
One
sheet
per
student
Use
the

Click
&
Change
CD-ROM
to
:
•
Change
the
family
members
and
information
in
each
box.
•
Rearrange
the
items
to
create
additional
cards.
•
Include
any
additional
vocabulary
that

your
students
have
learned
.
16
TEACHER'S
Nores
Set-up
(10
m
in
utes)
Draw
a
grid
with
nine squares
on
the board. Ask
students
to
call
ou
t family
words
and
write them
on
the grid. Write

some
extra
prompts
next to the words. For
examp
le:
Sister/
job
Grandfather/
age
Mother
I
from
Brother/
major
Divide the class into
two
teams, Team X
and
Team
0.
Teaip 0
starts.
Have
them
choose a
prompt
and
make
a sentence. Try

to elicit sentences such as
My sister's a
teacher
or
My
brother's
major
is
English.
If
it
is
not
correct, Team X can try with the
same
prompt.
Make
sure
students
understand
why
they say the
word
major
in
the sentences
but
don
't usually
say

the
words
job
and
age
.
If
Team 0
says a correct sentence, write
an
0
on
the
grid
in
that
box. Then it is Team X's turn.
Continue
until
one
team
gets three in a row (tic-tac-toe) either horizontally, vertically
or
diagonall
y.
Procedure
(20
minutes)
Divide the class into pairs. Give each
student

a handout.
Have
the class play Tic-Tac-Toe. Each pair decides
who
is
0
or
X.
The
students
make
sentences
and
mark
their
grids
accordingly.
The first
person
to complete a line (horizontal, vertical,
or
diagonal) is the winner. Each
pair
can play four games.
Monitor
and
check for correct sentences.
Extension
(10
minutes)

Instead
of
pairs, have students make groups of four. Two
players make
up
one
team.
Have
students make another tic-
tac-toe grid
on
the back of their handout. They choose
what
words/prompts
to write. Have them play the
game
again.
This time they
must
only make negative sentences.
As
an
examp
le, write
on
the board:
Brother
/age
Elicit
My

brother
isn't
26,
he's
19.
Write this
on
the board, too.
UNIT
3
•ACTIVITY
2
TIC-TAC-TOE
. .· <(VY
'.

. •.

·.·.····/
~
.•.

•

@ @ •.
·.
~.:;:Q.tWM-Y~A«~
J~'~'r
'
Father

/
phone
number
Sister
/
sign
Mother
/
from
~
'
II.;-~.:
Brother
/
•
major
Sister
/job

_ ,_.,

Father/
job
Grandfather
I
age
Brother/
favorite
food
Daughter

/
nickname
~
I
tzH
Husband
/
age
Teacher/
favorite
food
Grandfather/
nickname
=~'
~
Wife
/job
~
Parents
/
age
Father
/
sign
iiJ
i I
~
I
ll
!:fiS~~~~

~1
Son
/
favorite
singer
Friend/
favorite
music
i
i
I
Mother/
address
'
··
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,.,, ,,
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Grandparents
/
age
I
I
Family
/
from
~
L-

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·-
__

,

I
Friend
/
last
name
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'-H
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/
address
Father
/
favorite
food
Brother/
sign
~
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Classmate
/
cell
phone

number
-
Teacher
/
nickname
Daughter
/
age
•.
.,
.
"
Mother/
favorite
singer
Teacher
/
age
Children/
sign
. r
Friend/major
~
~
I
Parents
/
favorite
food
··-

····
I
Brother/
I
birthday
I
__
__;
~ii
Son/
favorite
sport
Grandfather
/
from
I
Sister
/ I
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FIRST
CHOICE
TEACl'IER'S
RESOtlR(:E'
&,eOK
#.
•7
"/
. •
»~~
·~?-
~~
:,:::~®
?~~£
·t!'·
Aim
To
practice
asking
and
saying
who
someone
is
Language
focus

Wh-
questions
using
be
Lesson
li
nk
Use
after
Listening
(p.
20)
Materials
One
sheet
per
pair
Use
the
Click
&
Change
CD
-
ROM
to:
•
Replace
the
pictures

of
the
people
and
change
their
names
.
•
Change
the
information
about
each
person
.
18
T
E
AC
K.E
~
'
s
No
n s
Set-up
(10
minutes)
Draw

your
own
family tree on the board,
but
leave all of
the names
blank
except for
your
own. Then, next to the
family tree,
wr
ite the names, ages,
and
jobs of
your
parents,
brothers,
and
sisters.
Have
the
students
ask
you
questions
about
each person on
the list.
For

example:
Who's
Steve?
He
's
my
father.
How
o
ld
is
he?
He
's
62.
What's
his
job?
He
's
retired.
Have
the
students
continue asking
you
questions like this
until you
have
completed the family tree.

If
necessary, have a volunteer come
to
the front,
draw
a
similar chart
on
the board, and
answer
questions
about
his
or
her
family members.
Procedure
(20
minutes)
Divide the
students
into pairs. Give sheet "A" to
one
student
in
each pair,
and
give sheet "B" to the
other
student. Make

sure
the
students
do
not
look
at
their
partner
's
sheet.
Explain to the
students
that
they will complete their sheets
by
asking
and
answering questions
about
the
family
members
and
their ages, jobs, favorites, and
so
on.
If
necessary, complete
the

information for
one
family
member
as
an
example.
When
students
have finished, have them look
at
each
other's
cards.
Have
them
point
to their
partner
's
card
and
make
new
questions:
"Who's
this? Who's that?" They
should
answer
accordingly.

Extension
(10
mi
nutes)
Students use the
same
cards again. Write
on
the board:
Dan
's
sister
is
a student.
She
li
ves
in
New
York.
Have
the
students
write
imaginary jobs
and
places where
they live
on
their half of the trees.

Next, have them
make
similar sentences
as
in the example.
Have
them
write
what
their
partner
tells them
on
the trees.
UNIT
3
•
ACTIVITY
3
WHO'S
ToM?
Who'~
Tomf
Student A
Ask
about:
Tom,
Jane,
Sam,
Joe

Name:
____
_
Name:
___
_
Age:
___
_
Age:
___
_
Job:
___
_
Favorite singer:
__
_
;a!Mn
-

~
l
I l
Name:
Name:
Age:
Age:
Favorite food:
Sign:

Dan,
13
~~Hllll"GW.J
~~~m~~'!1:i
Favorit
e food:
ice
cream
~


Tom
,
21
Favorite
food:
pizz
a
©
OXFORD
UNIVERSITY
PRESS
Who'~
Tomf
Student B
Ask
about:
Sue,
Liz,
Tim,

Dan
Name:
Name:
l
Age:
Age:
Job:
Favorite
food
:
PH
OTOCOPIRBLE
FIRST
CHOICE
TEACHER'S
RESOURCE
800K
19
20
Aim
To
play
a
lively
game
based
on
likes
and
dislikes

Language
focus
I
like;
I
don
't
like
Lesson
link
Use
after
Conversation
(p.
27)
Materials
One
set
of
cards
per
group
Use
the
Click
&
Change
CD-ROM
to:
•Replace

the
pictures
on
the
cards
with
images
of
things
your
students
might
have
an
opinion
about.
•Include
pictures
of
local
places
,
music
,
foods,
and
celebrities
that
students
can

personally
relate
to
.
•Replace
the
pictures
with
words.
)'1i,x.
x
~
~}-
::;.
.
;;.;;;.
~==:;f

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z::::::.;
1£~
s~eRi.S
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#o;<E}
r~
~-
~~
~
·:~,
Set-up

(5
minutes)
Write
the
following statements
on
the board:
I like
__
I don't
like
Draw
three pictures
on
the
board:
pi
zza, sushi,
and
cake.
Have
three
students
come
to
the
board.
Say, "I like pizza.
"Gesture
to the

students
to
tap
the
pizza
picture.
Put
a
point
on
the
board
for
the
student
who
taps
the
picture
first.
Say
a similar sentence,
such
as
"I
don't
like cake."
Have
the
students

race
again
to
tap
the correct
picture
on
the
board,
and
award
a
point
to
the
winner.
Procedure (15 minutes)
Divide
the
students
into
groups
of
four. Give
one
set
of
cards
to each
group.

Ask
the
students
to place
the
cards
face
up
and
spread
them
out
on
the
desk.
Students
take
turns
making
statements
with
the
pictures
on
the cards: I
like
_ _ / I
don
't like
__

.
The
other
three
students
race to
tap
the
correct card.
The
quickest
student
receives
the
card.
The
student
with
the
most
cards
at
the
end
is
the
winner.
Extension (10 minutes)
Have
the

students
place
the
cards
face
down
and
spread
them
out
on
the desk.
Students
take a
card
in
turn.
The
other
students
try
to
guess
the
card
by
asking yes/no questions:
"Is it a city?
Is
it a

kind
of
food? Is
it
a
kind
of
music?
Is
it
jazz?"
The
student
who
guesses correctly receives the card.
The
student
with
the
most
cards
at
the
end
is
the
winner
.
~;
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UNIT
4
•ACTI
V
IT
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PHOTOCOPIRBLE

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Aim
To
gather
information

about
suitable
friends
Language
focus
Does
he/she
like_?
What
kind
of
does
he/she
like?
Lesson
link
Use
after
Language
Practice
(p.
29)
Materials
One
set
of
cards
per
pair
\ $ )

Use
the
Click
&
Change
CD-ROM
to:
·
~V
•
Replace
the
pictures
of
the
people
and
change
their
names.
You
can
use
photos
of
students
or
teachers.
•
Change

the
things
that
each
person
likes
and
dislikes.
22
TEACHER'S
NOTES
Set-up
(5
minutes)
Write
the
following
on
the
board:
Friend
Matching
Service,
Inc.
Jane:
like
s pizza,
electronica,
and
dance

mu
sic
Bob:
likes
Mexican
food,
hip-lzop,
and
rock
Mike:
lik
es
pizza,
electronica,
and
dance
mu
sic
Mary:
like
s
Chinese
food,
jazz,
and
pop
Ask
the class,
"What
kind

of
food
does
Jane like? Does
she
like electronica? Does
she
like dance?" Also
ask
questions.
about
Bob, Mike,
and
Mary. Finally,
ask
the
class
who
would
be a good friend for Jane.
Procedure
(20
minutes)
Divide the
students
into
pairs. Give card
"A"
to
one

s
tud
en
t
in
each
pair
and
card
"B"
to
th
e
other
s
tud
ent. Explain
that
students
will
complete
the
form
by
asking
and
answering
questions. As
an
example,

have
Student
A
ask
Student
B,
"
What
's
Terri
's
favorite
food?"
Have
Student
B
write
pizza
in
the
appropriate
place
on
the
form.
Have
the
students
do
the

activity.
As
each
pair
finishes, give
them
the
card
titled
After
you
finish
Have
them
compare
Anita's
likes
and
dislikes
with
Terri's, Dave's,
and
Sara's,
and
choose a
good
friend for Anita.
Extension
(10
minutes)

Have
the
students
turn
over
their
cards
and
write
about
their
own
food
and
music
preferences.
Next,
have
the
students
walk
around
the
room
and
ask
other
students
questions.
What

kind of
food
do
you
like?
Do
you
like
jazz?
The
first
student
to find
someone
with
the
same
preferences
is
the
winner.