New success elementary photocopiable resources

Resource 1

I’m from Ooo

Unit 01

✁

162

Name: Carl James

Name: Ania Kuzbik

Name: Jean Delain

Age: seventeen

Age: twenty-one

Age: nineteen

Country: England (Oo)

Country: Poland (Oo)

Country: France (O)

Nationality: English (Oo)

Nationality: Polish (Oo)

Nationality: French (O)

Name: Jose Perez

Name: Claudio Sestini

Name: Hans Müller

Age: fifteen

Age: twenty-two

Age: sixteen

Country: Spain (O)

Country: Italy (Ooo)

Country: Germany (Ooo)

Nationality: Spanish
(Oo)

Nationality: Italian
(oOoo)

Nationality: German
(Oo)

Name: Aki Tomoko

Name: Ahmed Kemal

Name: Ivan Breski

Age: twenty

Age: twenty-four

Age: twenty-three

Country: Japan (oO)

Country: Turkey (Oo)

Country: Russia (Oo)

Nationality: Japanese
(ooO)

Nationality: Turkish (Oo)

Nationality: Russian (Oo)

Name: Ferenc Garani

Name: Mohammed Shahin

Name: Sun Lee

Age: seventeen

Age: nineteen

Age: twenty-two

Country: Hungary (Ooo)

Country: Egypt (Oo)

Country: China (Oo)

Nationality: Hungarian
(oOoo)

Nationality: Egyptian
(oOo)

Nationality: Chinese (oO)

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1 I’m from Ooo
Aim: To practise pronunciation of countries and nationalities and the verb to be.
Interaction: Groups of three or four
Exercise type: Guessing game

Time: 15 minutes plus 10 minutes for optional follow up
Language: My name’s (Jose). I’m (fifteen). I’m from (Spain). I’m (Spanish). Are you from
(Spain)? Are you (Spanish)? His/Her name’s … He’s/She’s (seventeen). He’s/She’s from
(Japan). He’s/She’s (Japanese).
Materials: One copy, cut up, per group.
Instructions: (1) Pre-teach to hum and show Ss how to use humming to show word
stress, e.g. Hello, my name’s mmMMmm. Tell Ss they are going to hum some countries and
nationalities (they can use clapping or other ways of showing stress if they prefer) and that
the other Ss in their group are going to try to guess where the people are from. Tell Ss that
the names of the people may help them to guess their nationalities as they are typical for that
country, e.g. John Smith for England. (2) Put Ss into groups of three or four and give out the
cards to each group, placed face down on the desk between Ss. One student picks up the first
card and says: My name’s ... I’m (seventeen). I’m from … I’m … (they then hum the country
and nationality.) The other Ss must guess by asking Are you from (country)? Are you
(nationality)? (3) The student who guesses correctly keeps the card and reads the next one.
This ensures that a strong student can’t dominate the activity.
Optional follow up: Ss in pairs choose one character card each which represents their
partner. They write full sentences about the person: His name’s … He’s/She’s (age). He’s/
She’s (nationality). Then each student in turn introduces his/her partner to the others.
Monitor and note errors for correction at the end.

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Resource 2

Family tree

Unit 01

Student A

Philip

—

=

Joanna

—

=

Emma

=

—

Shane

=

PETER

—

—

—

— Catherine

—

—

=

Tom

—

Complete the family tree using the information below.
1. Carole is Peter’s wife.
2. Daniel is Carole and Peter’s son.
3. Mandy is Tom’s sister.
4. John is Mandy’s father.
5. Stephen is Catherine’s grandfather.
6. Belinda and Sharon are Peter’s aunts.
7. Sharon is Joanna’s sister.
8. Philip is Belinda’s husband.
9. Natalie is Catherine’s aunt.
10. Barry is John’s brother.

Now ask your partner questions about the family tree,
e.g. Who is Peter’s wife?

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Student B

=

—

Natalie

—

=

=

—

Sharon

=

—

Belinda

=
—

—

—

Daniel

PETER

—

—

—

Barry

Mandy

Complete the family tree using the information below.
1. Emma is Peter’s sister.
2. Catherine is Peter’s daughter.
3. Carole is Daniel’s mother.
4. John is Barry’s brother.

5. Tom is Emma’s son.
6. Stephen and Joanna are Daniel’s grandparents.
7. Philip is Stephen’s brother.
8. Belinda is Philip’s wife.
9. Shane is Sharon’s husband.
10. Sharon is Joanna’s sister.

Now ask your partner questions about the family tree,
e.g. Who is Peter’s sister?

165

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2 Family tree
Aim: To practise the verb to be, names of family members and possessive ’s.
Interaction: Pairs, then groups of four
Exercise type: Reading to complete information
Time: 20 minutes
Language: Who is (Peter’s) (brother)? Names of family members.
Materials: One copy of Worksheet A or Worksheet B per pair.
Instructions: (1) Remind Ss about symbols used in a family tree
parent
husband = wife

brother – sister

|
child

and quickly revise names of family members before doing the activity. (2) Tell Ss that they
are going to complete a family tree by reading information about the family members. (3) Put
Ss in pairs and give each pair a copy of handout A or B. Monitor to check that Ss have the
correct names on their family trees. (4) Join two pairs together, A and B. Each pair, in turn,
asks the others questions about the family tree from the information on their sheet, e.g. where
it says: Carole is Peter’s wife Ss would ask: Who is Peter’s wife? The Ss in the other pair race
to find the correct answer, competing against each other to be first.

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Resource 3

Find out!

Unit 01

Student A

Student A

Name: Hanan

Name:..................................................................................

Surname: alAdoun

Surname: ........................................................................

Country: Egypt

Country: ..........................................................................

Nationality: Egyptian

Nationality: ..................................................................

Age: seventeen

Age: .....................................................................................

Family: Brother: Saheed
Sister: Munia
Mother: Hanna
Father: Yasser

Family: B
 rother: ......................................................
Sister: ...........................................................
Mother: . ......................................................
Father: .........................................................

Married/Single: Single

Married/Single: .........................................................

Phone number: 461 223 6781

Phone number: ..........................................................

Address: 38 AlMisaha Street
Dokki
Cairo

Address:..........................................................................


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



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

Student B

167

Student B

Name: Karl

Name:..................................................................................

Surname: Sherman

Surname: ........................................................................

Country: the USA

Country: ..........................................................................

Nationality: American

Nationality: ..................................................................

Age: twenty-six

Age: .....................................................................................

Family: Brother: Steve
Sister: Laverne
Mother: Beth
Father: Ron

Family: B
 rother: ......................................................
Sister: ...........................................................
Mother: . ......................................................
Father: .........................................................

Married/Single: Married

Married/Single: .........................................................

Phone number: 718 344 5962

Phone number: ..........................................................

Address: 1012 Brooklands Drive
Bloomfield
10123 Detroit

Address:..........................................................................


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



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

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3 Find out!
Aim: To practise the verb to be and questions to find out about personal information.
Interaction: Pairs
Exercise type: Information gap
Time: 20–25 minutes
Language: What’s his/her first name? What’s his/her surname? Where is he/she from?
What’s his/her nationality? How old is he/she? What’s his/her brother’s/sister’s/mother’s/

father’s name? Is he/she married or single? What’s his/her phone number? What’s his/her
address?
Materials: One copy of two cards for Student A and Student B.
Instructions: (1) Give each student A and B their set of two cards. Tell them to read through
their information but not to look at their partner’s. (2) Tell Ss that they must complete the
information by asking their partner the appropriate questions. Tell Ss not to roleplay the
characters presented on the cards but talk about them in the third person. (3) Elicit the
questions needed for the activity and encourage Ss to write them down. (4) Monitor as Ss are
doing the activity and note any errors that occur. (5) Have a correction slot after the activity
and ensure Ss make a written record of all the correct questions from the activity.

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Resource 4

A day in the life of Bob

Unit 02

✁

169

A

E

B

F

C

G

D

H

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Complete the text with words from the box.
4 o’clock

11 o’clock

autograph
John
park
photographs

This is Bob Davies. He is a

London
work

musician

. He lives in a big house in

1

. He likes swimming and playing tennis. Bob gets

2

up at

and eats breakfast. He always has a very big

3

breakfast. At 12 o’clock, Bob goes to

. He plays the

4

guitar and sings. He writes songs with his friend
At

Marie

.

5

, Bob and John listen to their new songs. After

6

work, Bob usually goes to a restaurant for dinner. He often eats with his
girlfriend,

7

. She is a singer, too. After dinner, Bob and

Marie sometimes go for a walk. They like walking in the
or by the river. In the evening, Bob and Marie

8

sometimes go to a club and dance. People always ask Bob for his
. Bob likes talking to people but he doesn’t like people

9

who take

10

. Bob usually goes home by taxi. He never

goes to bed early.

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4 A day in the life of Bob
Aim: To practise the Present Simple for daily routines. To practise reading and speaking.
Interaction: Pairs, then groups of four
Exercise type: Picture story, gap fill
Time: 30 minutes
Language: The Present Simple 3rd person singular and plural, e.g. he lives, they eat.
Materials: One set of cards per pair, cut up; one gap-fill text per pair.
Instructions: (1) Hand out a set of cards to each pair and tell them to place them on the
table so that they can see them all. Elicit the vocabulary from the pictures that Ss may already
know (in random order): house, breakfast, guitar, park, restaurant, club, taxi. Pre-teach
important vocabulary: tennis racket, playing tennis, swimming pool, make a CD, river,
autograph, photograph. (2) Tell Ss to put the pictures in the order they think they happen,
and to come up with a short story about the pictures. (3) Hand out the gap-fill text for Ss to
try to complete in pairs. Elicit answers. Ask students how the story differs from the one they
made up. Note that the pictures are in the correct order before they are cut up, i.e. 1A, 2E,
3B, 4F, 5C, 6G, 7D, 8H. (4) Take away the gap fill. Join Ss into groups of four. Each student
takes two of the pictures. The student with the first picture talks about it in as much detail
as possible and the four Ss together tell the whole story, each student talking about their two
pictures. (5) Monitor and note errors for a correction slot at the end.

Answers 1 musician 2 London 3 11 o’clock 4 work 5 John 6 4 o’clock 7 Marie
8 park 9 autograph 10 photographs

171

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Resource 5

172

Do you know your friends?

Unit 02

I

I am

I

I am

do my homework.

late for school.

work hard in class.

happy and friendly.

I

I

I

I

go to the cinema
on Saturday night.

go out at the
weekend.

go for a walk.

listen to the radio.

I

I

I

I

come to school
by car.

chat on
the Internet.

read a newspaper.

watch TV in the
morning.

I

I

I

I

watch TV in bed.

get up late
on Sunday.

learn English
in the holidays.

write to friends
when I’m on
holiday.

I

I

I

I

drink tea for
breakfast.

eat hamburgers
for lunch.

use a mobile
phone at school.

drink coffee
in the evening.

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5 Do you know your friends?
Aim: To practise adverbs of frequency with the Present Simple.
Interaction: Whole class
Exercise type: Guessing game

Time: 30 minutes
Language: Always, usually, sometimes, often, never.
Materials: One copy of the set of cards, cut up, per class. Lots of pieces of scrap paper.
Instructions: (1) Pre-teach the following vocabulary items: work hard, happy, friendly, use
a mobile phone, chat on the Internet. (2) Tell Ss that they are going to play a game where
they have to try to see how well they know their colleagues. One student comes to the front
of the class and picks up the first card. He/She reads it out, saying the word blank where the
adverb of frequency should go, e.g. I BLANK do my homework. (3) The student at the front
writes down an appropriate adverb of frequency about himself/herself on a piece of paper and
the other Ss write down the adverb of frequency they think that student will have written. Ss
write the answers on the pieces of scrap paper. They must write in big enough writing for you
to be able to see their answers. (4) When they are ready, all Ss hold up their cards and anyone
who has the same adverb as the student at the front wins a point. (5) Choose a new student
for the next card and repeat the procedure.

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Resource 6

Do you like jazz music?
Someone who
likes / loves /
enjoys this

Unit 02

Someone who
doesn’t like /
hates this

1 jazz music

2 Saturdays

3 chocolate cake

4 going to
the cinema

5 chatting on
the internet

6 going on
holiday

7 reading

8 shopping

9 football

10 d
 oing
homework

174

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6 Do you like jazz music?
Aim: To practise talking about likes/dislikes.
Interaction: Whole class
Exercise type: Find someone who
Time: 15 minutes; 45 minutes with follow-up activity
Language: Do you like ...? Yes, I do. I love it. Yes, I enjoy …ing. No, I don’t. No, I hate it.
He/She likes/loves/enjoys … He/She doesn’t like/hates … Do you know anything about
(name)?
Materials: One copy of the resource for each student.
Instructions: (1) Hand out the resource to each student and elicit what question you would
need to ask people to find out the information on the sheet (Do you like ...?). Elicit different
ways of answering the question: Yes, I do. Yes, I love it. Yes, I enjoy ...ing. No, I don’t. No,
I hate it. (2) Tell Ss that they have to try to find one person who likes and one who dislikes
each activity. They cannot write the same name more than twice. When they have found
someone, they should write their name and talk to someone else. (3) When each person’s
sheet is full, they sit in pairs and compare what they found out.
Optional follow up: Each student has to find out as much as possible about one other
student in the class. Ss again mingle but this time ask: Do you know anything about (name)?
They note everything about that one person and then use the information to write a profile of
the student for homework.

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Resource 7

176

Memory test

Unit 03

PETER

claire

PEnny

alex

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177

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7 Memory test
Aim: To practise have got in positive, negative and question forms.
Interaction: Groups of four
Exercise type: Memory game
Time: 15 minutes
Language: Who has got a ...? Has ... got a ...? Yes, he/she has. No, he/she hasn’t.
Materials: One copy of the set of cut-up cards per group.
Instructions: (1) Put Ss into groups of four. Hand out to each group the cards presenting
the four people and the object cards. Tell Ss to spread the people cards on the table so that
everyone in the group can see them and place the object cards in a pile face down between
the Ss. (2) Ss look for one minute at the four people cards, then lay them face down. (3) One
student lifts an object card and asks the other Ss a question using have/has, e.g. Who’s got
a wallet? Has Claire got a wallet? The first student to give the correct answer ‘wins’ the card
and repeats the procedure with the next card. Ss can check the people cards if they are not
sure that the answer is correct.

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Resource 8

Spot the similarities

Unit 03

✁

179

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8 Spot the similarities
Aim: To practise have got and vocabulary for describing appearance. Follow up: expressions
used for likes, dislikes and adjectives of personality.
Interaction: Pairs (but can also be used with groups of four or six)
Exercise type: Spot the similarities; matching
Time: 15–20 minutes; follow up: 30 minutes
Language: He’s/She’s got (long hair). He’s/She’s (tall). His/Her name’s … He’s/She’s
(twenty-five). He/She likes ... He/She doesn’t like ... He/She is ... (adjective of personality).
Both …
Materials: One set, cut up, per group.
Instructions: (1) Pre-teach: medium-height. (2) Hand out one set of cards to each pair.
(3) Each student picks a card and studies the picture without showing it to his/her partner.
Ss describe their pictures to each other and note down any similarities between the two
people. (4) When they have finished, Ss attempt to give a full description of their partner’s
card from what they heard during the activity and talk about the similarities, e.g. They’ve both
got (long hair). Then Ss take a different card and repeat the process.
Optional follow up: Ss work together, looking at the pictures and decide as a group what
they think each person likes, doesn’t like and what their personality is, writing the information
on the back of the cards under the following headings: ‘name’, ‘age’, ‘likes’, ‘dislikes’ and

‘personality’. Collect in the completed cards and redistribute so that Ss have cards from
a different group. They read what the other group have written and have to try to put the
people into three pairs. There is no right answer but they must be able to justify their ideas.

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Resource 9

181

Match them up!

Unit 03

I’ve got a sister but

I haven’t got a brother.

My mother is tall but

my father is short.

My brother is confident but

I am shy.

I’m American but

I live in England.

My mother is French but

my father’s Italian.

I’ve got one brother and

t wo sisters.

She’s got a TV and

an iPod.

I’ve got t wo uncles and

t wo aunts.

I play football on Saturdays and

Sundays.

In my bag there is a wallet and

an ID card.

I look like my father because

we’ve both got blue eyes.

I can talk to my friends because

I’ve got a mobile phone.

It’s not my bag because

my bag is black.

I’ve got t wo cousins because

my aunt and uncle have t wo children.

I’ve got a dog because

I like dogs.

I’ve got a big family so

I get lots of birthday presents.

I like reading so

I’ve got lots of books.

I’ve got a computer so

I play computer games.

I love sport so

I’ve got some trainers.

I don’t like sports so

I don’t play them.

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9 Match them up!
Aim: To understand the use of linkers: and, but, because and so.
Interaction: Groups of four
Exercise type: Matching game
Time: 15 minutes
Language: And, but, because, so.
Materials: One set, cut up, per group.
Instructions: (1) Pre-teach the following phrases: lots of and play sports. (2) Put Ss in
groups of four. Hand out the sentence beginnings to each group and tell Ss to place them face
down on the table in a pile. Then hand out the endings and tell Ss to deal them out in their
groups, five cards each. (3) One student turns over a beginning and reads it out. The other
Ss try to find an appropriate ending in their hands. If they have one, they put the two halves
together and take them. (4) The winner is the first person to make five sentences but the
game can go on until all sentences have been made. (5) Monitor and help out where there are
disagreements but otherwise don’t correct yet. (6) Elicit all the sentences in open class and
correct where necessary.

Answers The resource gives the correct answers.

182

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Resource 10

What’s my job?

Unit 04

✁

183

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10 What’s my job?
Aim: To practise have to and names of jobs.
Interaction: Groups of two to four
Exercise type: Guessing game
Time: 25 minutes
Language: Does he/she have to ...? Yes, he/she does. No, he/she doesn’t.

Materials: One set of cards, cut up, per group.
Instructions: (1) Write the word teacher on the board. Ask Ss questions and write just
the key word on the board followed by a tick or a cross, e.g. Does a teacher have to ... wear
a uniform? No, he/she doesn’t. (write uniform ✗ to show that he/she doesn’t have to do
this) work at night? (✗) pass exams? (✗) work outside? (✗) travel? (✗) be friendly? (✓)
be strong? (✗) be good looking? (✗). Elicit more questions from Ss and keep writing key
words on the board. (2) Re-elicit the questions using the key words as prompts. (3) Tell Ss
they are going to ask similar questions to find out what different jobs are. Put Ss into groups
of two to four. Place the cards face down between the Ss. (4) One student picks up a card
but doesn’t show it to the other Ss. The others have to guess the job by asking questions using
have to. The person holding the card can only answer Yes, he/she does or No, he/she doesn’t
(or use words such as usually or sometimes if appropriate). (5) The rest of the group can
only guess a job once so, if they are not sure, they should ask more questions to make sure.
(6) When the group has guessed the job, another student picks up the next card and repeats
the process.

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Set 1

Give us a job! I can do that!

French summer school
teachers needed
We need people who can speak French

to teach students aged seven–eleven
on our summer courses. Students
learn French and also swim, dance
and cook. If you can do all these things
and like children, come and work with
us this summer.

Singers needed

Can you sing? Can you play the guitar?
We want to find young people
for a pop group.
If you are good-looking and can dance
we want to meet you today!
We need good-looking, hard-working,
confident people.
Call us today on 012 343 4554.

Stephen
Can sing
Can dance
Can swim
Can speak French
Can drive

Francesca
Can sing
Can play the guitar
Can drive
Can dance

Can swim

Susie
Can act
Can speak French
Can ride a horse
Can speak English
Can write in English

Likes children
Likes sport

Is hard-working and
confident
Is good-looking

Likes the theatre
Likes animals

✃

Set 2

EL Schools. Tel: 023 433234

Keep fit

We need people to look after three young
Italian children.
Do you like children? Can you speak Italian?

Our children love horses. Can you ride a horse?
Can you play the guitar?
We want you to ride with our children, play
them music on the guitar and go swimming
with them. Can you swim?

instructor needed
Our young schoolchildren
want to keep fit.
They need a confident person
who likes dancing.
Our keep fit classes are in English.
Can you speak English?
We also have keep fit classes in
the swimming pool. Can you swim?

Call us on 0123 461 233.

Tom
Can act
Can dance
Can cook
Can speak Russian
Likes football
Is good-looking
Is confident and
hard-working

185

Unit 04

✃

Resource 11

If this is you, telephone 745 3214.

Danielle
Can play the guitar
Can ride a horse
Can dance
Can swim
Can speak Italian

Catherine
Can speak English
Can write in English
Can play football
Can ride a horse
Can swim

Likes dancing
Likes children

Likes dancing
Is confident

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11 Give us a job! I can do that!
Aim: To practise can in questions and responses.
Interaction: Groups of five
Exercise type: Roleplay; mingling
Time: 15 minutes plus 30 minutes for optional follow up
Language: Can you ...? Yes, I can. No, I can’t.
Materials: One set of cards, cut up, per group.
Instructions: (1) Pre-teach: nanny, keep fit instructor. (2) Put Ss in groups of five. Tell
Ss that two of them are employers and the rest are looking for work. Hand out job and people
cards Set 1. (3) The employers are going to ask questions and the applicants can only say yes
if the information is written on their card. (4) The employers read the job adverts and work
together to prepare the questions. The applicants work together to compare their role cards
and practise asking and answering questions about their skills, e.g. Can you sing, Francesca?
Yes, I can. (5) The employers choose one job advert each and sit separately. They each
interview an applicant for their job. The aim is to find an applicant who answers yes to all the
questions. If the first applicant answers yes to all the employer’s questions, the employer gives
the successful applicant the relevant job advert. If the first applicant does not answer yes to all
the questions, the employer interviews another applicant until he/she finds a match. The task
is complete when both employers have found applicants that match the two jobs. (6) Check
that Ss have found the correct applicants (Stephen – French summer school, Francesca –
singer). (7) The third student who was not a match (Susie) says sentences about her abilities,
e.g. I can act. I can speak French, etc. The group discusses what kind of job she might be
suitable for. (8) Hand out cards Set 2 and repeat the activity with Ss swapping roles so that
there are two new employers and three new applicants (Danielle – nanny, Catherine – keep fit
instructor).
Optional follow up: Ss work in pairs to write their own job adverts similar to those in the
activity. Each pair in turn reads out their advert without saying what the job is and the other Ss

have to guess what it is for.

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