fun zone - 2

Photocopiable activities

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Fun Zone 2IntroductionFun Zone 2 provides additional material for teachersto use in class alongside English Zone 2 Student’sBook. It contains activities and games which offerfurther practice of the grammar and vocabulary inthe Students’ Book. The activities can be used inthe following ways:

– alongside the practice material in the Student’sBook and Workbook units

– at the end of the Student’s Book and Workbookunits to give further practice of the languagestudents have just learnt before moving on to thenext unit

– for revision purposes at the end of term, or at anyother time before a test is given.

The aim of these activities is to give your studentsthe opportunity to practise the language in a fun andcommunicative way. For example, some of theactivities require students to work in pairs andexchange information with a partner to complete atable. If, however, teachers feel that students needmore controlled practice of a particular languagearea, options are given for how to adapt suitableactivities for different classroom situations.

1A Furniture matching (25 minutes)

Group work; rooms and furniturevocabularyOne copy of the worksheet cut into 36 cards foreach group of students. You can either do thisbefore the lesson, or you can ask the students todo it before they start playing the game.

• If necessary, revise the vocabulary using thenumbered picture on page 8 of the Workbook.

• Give each group a set of cards and ask them tospread them face down on the desk. In turn, thestudents turn over two cards. If they match, theykeep them and form a sentence that is true forthem, for example, I’ve got a computer in mybedroom. If the cards don’t match or their sentenceis wrong, they turn them over again and the otherstudent has a go.

• They continue until all the words have beenmatched. The winner is the player who holdsmost cards at the end of the game.

OptionsWhole class: share the cards out between all thestudents in the class. Ask one student to hold upone card; the student with the other half of the word

holds up the card. He/She then has to make acorrect sentence to get a point.

1B Picture dictation (25 minutes)

Pairwork; there is/there are + furniturevocabularyEach student will need one copy of either A or Bworksheet.

• Revise the structure and vocabulary using thepicture and vocabulary in exercise 6 on page 9 ofthe Student’s Book.

• Ask a student to start a sentence and inviteanother to complete it.

• Divide the students into A and B. Give out the Aand B worksheets. Explain the instructions: theymust draw four more things in their room.

• Working in pairs, students ‘dictate’ their pictures.

• When the pairs have finished, they check theirwork by comparing pictures.

• Students write sentences about both pictures andread them out to the class.

Options1 Individual revision: students draw and write

sentences about their pictures.

2 Whole class: you ‘dictate’ the picture/s to the class.

2A Skyscraper sandwiches(30 minutes)

Individual and pairwork; some/any + foodvocabularyEach student will need one copy of the worksheet.

• Use the pictures on the worksheet to revise thefood vocabulary. Students add their own favouritesto the picture so you will need to help them withnew vocabulary.

Alternatively, you can teach them the Englishnames for two local delicacies which they all addto their cupboard.

• Explain that they are going to use the ingredientsfrom the cupboard to make a tall sandwich.Encourage them to use strange combinations.Students list their ingredients and draw theirsandwich.

• In pairs, students ask what is in their partner’ssandwich and tick or cross the ingredients in thecupboard. When they have the information, theycomplete the paragraph.

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Options1 Individual work: give each student a copy of the

worksheet. For activity 1, students draw linesbetween the verbs and nouns. They then writesentences that are true for them. For activity 2,students find the hidden messages and write thesentences.

2 Whole class: For activity 1, give each student onecard and tell them to find a person with amatching card. Before they start, they need toprepare the question to help them find the rightcard: Have you got ‘play’? or Have you got‘karate’ or ‘exercise’? For activity 2, give eachstudent a part of a hidden message and tell themto find the students with the rest of theirsentence.

Answers1 My Mum can’t speak English.2 Her sister can ride a horse.3 I can play an instrument.4 Martin and Suzy can ride bicycles.

3B Can you …? (30 minutes)

Pairwork; can + activitiesEach student will need one copy of either A or Bworksheet.

• Revise can questions and positive/negativeanswers. Use the activities like those on theworksheet so students are reminded of thecorrect verbs, play, do, ride.

• Divide students into A and B and give them theappropriate worksheet.

• Students complete column 1 for themselves.

• In pairs students ask and answer questions untilthey have completed the table. Then they checktheir work by comparing worksheets.

• Students write sentences using the information inthe table.

OptionsIf you are short of time or have a weaker class, useonly Student A worksheet. Change Student B toYour teacher before you make the copies. Studentscomplete column 1 for themselves then ask you forthe information they need for columns 2, 3 and 4.

4A At school (30 minutes)

Pairwork; school subjects (+ have got)Each student will need one copy of either A or Bworksheet.

• Revise school subjects and telling the time usingthe students’ timetable, for example:

• Ask students to talk about their partner’ssandwich to the rest of the class.

OptionsIf you are short of time, miss out the pairwork.Students can then write about their own sandwichand describe it to the class.

2B Questions questions (30 minutes)

Individual and group/pair work: How many/much + countable/uncountable nounsEach student will need one copy of the worksheet.

• If necessary, use the pictures on the worksheetto revise how many/much + countable anduncountable nouns.

• Tell students to form questions by connecting thethree columns. Go through the questions with theclass. There is more than one way of formingthe questions so encourage them to be creative.Elicit one or two example answers to eachquestion. Students write complete questions incolumn D.

• Teach the answer none (= not any). Working inpairs or groups, students ask their questions andmake a note of the answers in columns E and F.

• After they have written their sentences, ask eachstudent to share one piece of information with theclass.

OptionsIndividual work: students form the questions andanswers for themselves.

3A Activity matching (30 minutes)

Pairwork; verb/noun collocation for activities,spelling and sentence construction.One copy of the worksheet for each pair ofstudents. Activity 1 is cut into 20 cards, activity 2 isa worksheet.

• Revise verb/noun collocations for play, do, speakand ride by showing pictures of the activities andasking students to say the phrase, for example,ride a bike.

• Activity 1: give each pair a set of 20 cards andtell them to spread them face down on the desk.In turn, students turn over two cards. If theymatch, they keep them and form a sentence thatis true for them, for example, I can/can’t dokarate. If the cards don’t match or their sentenceis wrong, they turn them over again and the otherstudent has a go. The winner is the student whoholds most cards at the end of the game.

• Activity 2: give each pair of students a worksheet.They find the hidden messages and write thesentences.

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T: What have you got at (10.00) on (Tuesday)?SS: We’ve got (English).

When the students are confident, they ask eachother questions: What have we got at 11.30 onFriday? We’ve got I.T.

• Divide students into A and B pairs and give themthe appropriate worksheet.

• Explain that they must complete the timetable byasking and answering questions.

• Students check their work by comparing timetables.

• Students write sentences using the information inthe table and read them out to the class.

OptionsIf you are short of time, give Student A worksheetto all the students. They complete it by asking youthe questions.

Extend the activity by telling the students to writetheir (perfect) timetable in English.

4B Board game (30 minutes)

Group work or pairwork; Present continuousOne copy of the board game for each group/pair ofstudents, and a dice. Alternatively students can makea dice by marking the sides of a six-sided pencil.

• Use the pictures on page 42 of the Student’sBook to revise the positive, negative andinterrogative forms of the Present continuous.

• Give each group/pair a copy of the board gameand a dice. Check that students understand themeaning of Bonjour in box 12 (French for Hello).

• Explain that they must throw the dice and movearound the board. When they land on a picture,they must make a correct Present continuoussentence. The other students judge if thesentence is correct, but can call on you if thereare any disagreements. If a student can’t correcttheir sentence, they miss their next go. The firststudent to the finish is the winner.

• At the end, go through the squares with the classasking for sentences.

Options1 Individual work: cover the text boxes before you

make the copies. Students write a sentenceabout each picture.

2 For stronger classes: students play in pairs; whenthey land on a square, one must form a correctquestion and the other must give a correct answer.

3 For weaker classes: give students time to studythe pictures and think of sentences before theystart.

5A Do you like …ing? (30 minutes)

Individual and group activity; likes/dislikes+ leisure activitiesEach student will need one copy of the worksheet.

• Tell students that they have to find the activitywords hidden in the puzzle. Explain that thewords go vertically and horizontally, backwards aswell as forwards.

• Go through the answers and check spelling.

• Go through the second part of the worksheet.Explain that the students must first choose six ofthe activities from the word square and writethem in the Find someone who likes chart.

• Working in groups, students ask and answerquestions to complete the Find someone wholikes chart.

• To finish, ask students to tell the class one pieceof information from the Find someone who likesactivity.

OptionsGroup work: the Find someone who likes resultscan be collated on a class graph which can bedisplayed on the wall.

Answer1 SGNILIASWSGPWSBZNDUQAJNQICHESSJZSLILMQCKCDMIHKNOMSKIINGUIMNAITZQCSDRNUUPNGNIDAERGARNGYBTWAPFUPXZPAINTINGPVCRWATCHINGTVTXGKALGLDIVPMYOGNIKOOCKUEW

5B Likes and dislikes (25 minutes)

Pairwork; likes/dislikes + leisure activitiesEach student will need one copy of either A or Bworksheet.

• Divide the students into A and B and give themthe appropriate worksheet. If necessary, use thepictures to revise likes/dislikes + leisure activities;revise the forms love, don’t mind, like and hate,using the pictures from the worksheet ifnecessary.

• Students look at their pictures and think aboutwhat they need to ask and answer. They canmake notes if they need the extra practice orsupport.

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• In pairs, students ask and answer about thepeople and complete the table with the correctface symbol or words.

• Students check their work by comparingworksheets.

• Ask students to write five sentences using theinformation in the table.

OptionsFor weaker classes: use only Student A worksheet.Do the activity as a whole class. Students ask youthe questions and complete the table.

6A Human snap! (30 minutes)

Pairwork; describing peopleEach student will need one copy of either Student Aor B worksheet.

• Revise the vocabulary by describing someone inclass and asking students to guess the person.


• Tell them to look at the four people on theirworksheet and to think about how they willdescribe them. If your class needs more support,you can do picture A with the whole class as it’sthe same person on each worksheet.

• In turn, the pairs exchange information and try tomatch the people.

• When all the pictures have been described, thestudents can show each other their worksheets tocheck if they are correct.

• Students write brief descriptions about their fourpeople and read them out to the class.

Options1 Individual revision: copy just the pictures and ask

the students to describe the people either orallyor in writing.

2 Whole class activity: make the pictures into cardsand give the students one each. Describe one ofthe people. The students with the same pictureput their hands up.

6B Puzzles (30 minutes)

Individual and pairwork; appearances,colour, past simple beEach student will need one copy of the worksheet.

• Give each student a copy of the worksheet andgo through one example from each of theactivities.

• The students work on their own to complete thepuzzles, but allow them to check their answerswith a partner.

• Finish by checking the answers with the wholeclass.

OptionsFast finishers: can write their own puzzles. Invitethem to share them with the class at the end of thelesson.

Answers1 1 short 2 curly 3 wavy 4 thick

5 bald 6 straight 7 blond 8 cute

2 red, black, green, brown, blue, grey, pink, yellow

7A Past simple games (30 minutes)

Individual or pairwork; past simple

Each student will need one copy of the worksheet.

• Revise some examples of regular and irregularpast simple verbs with the class.

• Give each student a worksheet and explainactivity 1. Student’s have to find as many Pastsimple forms in the word square in a time limit offive minutes.

• After five minutes, ask students how many verbsthey found. Ask the student(s) with the highestnumber to come to the front of the class andwrite the verbs they found on the board. Then askother students to write any other forms they foundon the board as well.

• For activity 2, make sure students understandwhat they have to do by looking together at theexample on the sheet. If necessary, give anotherTrue/False example for yourself before they startworking in pairs.

• For activity 3, go through the example together.Make sure that students use the correctpunctuation when they write out the completesentences.

Answers

1 VNWASCZEWBVIWROTESLEPTSOUDXPAINOOIBOUGHTKTGOTHTNEPSEMOKEYSTAYEDNTBDAAWRDIDRUYTPIBSWAMWPQXIDQAEROWGH

3 2 My sister bought me a book for my birthday.3 When did your headache start?4 I learnt to swim last summer.5 Did you play football on Saturday?6 What was your teacher like last year?

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Fun Zone

Answers1

2 sore, hurt, stomach ache, headache, burnt,cough, cut, broken

8B Past simple Bingo (30 minutes)

Whole class or group; past simple (regularand irregular)One bingo card for each student; one copy of thequestionnaire for each student.

• Activity 1: give each student a bingo card. Thecards all have the same words but they arearranged differently.

• Dictate this list of past simple verbs and tell thestudents to write one in each empty square:worked wore wanted started sat played lookedcooked came watched

• Each student will now have all the words butarranged differently.

• Say the present simple form of the verbs. Thestudents cross out the past simple form.

• The winner is the first student to have a verticalor horizontal line. They must shout ‘Bingo!’

• Activity 2: give students a copy of thequestionnaire and ask them to choose verbs fromtheir Bingo table to write questions. They ask andanswer their questions in pairs/groups.

• Ask students to tell the class one piece ofinformation they found out.

Options1 Allow the student to choose the verbs they use to

complete their cards.

2 Group work: one student in the group reads thepresent simple forms while the others cross outthe words.

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EH

E GLH RT A TO

O CD

R MAO U G H

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CA N DH

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A D7 Did he stay at home last weekend?8 They didn’t like their maths lesson.

7B Summer holiday (30 minutes)

Pairwork; past simple + holiday vocabularyEach student will need one copy of either A or Bworksheet.


• Students study the information about Suzy/Danand complete their own details. If they don’t goon family holidays, they can write about animaginary holiday.

• Working in pairs, students tell each other aboutSuzy/Dan’s and their own holidays.

• Students check their work by comparingworksheets.

OptionsIndividual work: students complete the informationabout their last holiday and write paragraphs aboutthemselves and Suzy.

8A Health problems (25 minutes)

Individual pair and group work; parts of thebody and illnessesEach student will need one copy of the worksheet.

• For activity 1, students work alone or in pairs tocomplete the word puzzle and find the healthproblem (headache). Make sure that student’sunderstand they must work out the puzzle bycounting the letters in the words and looking atthe position of the letters.

• For activity 2, students work alone or in pairs tofind the hidden words. (Note: there are morewords in the snake than in the pictures.)

• For activity 3, divide the students into groups ofthree. In turn, they whisper an illness to anotherstudent. That student mimes and the thirdguesses the illness. Encourage the students tobe creative and to put together newcombinations, for example, You broke your nose,you’ve got a sore eye. You’ve got a sore arm,you burnt your feet and you have got a cold.

• End by asking each group to mime their bestillness for the whole class to guess.

Options1 Individual work: instead of the group work in

activity 3, ask students to write down as manyillnesses as they can think of.

2 Whole class: you can save time by doing themime in activity 3 as a whole class activity. Theprompts can either be written down or whispered.

© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

Furniture matching1A

ARM CHAIR BED ROOM COOK ER

FRI DGE KIT CHEN POS TER

SO FA TAB LE TOI LET

WASH BASIN WASHING MACHINE COM PUTER

STE REO CD PLAYER TELE VISION

DE SK PIC TURE CLO CK

✂✂ ✂✂

Picture dictation STUDENT A1B

1B

1 In box A draw a bedroom. Put four more things from the list in the bedroom:

a computer three posters a TV a chair a mouse five books

Box A

2 Describe your picture to Student B. Example There’s a bed in the bedroom. There are …

3 Listen to Student B and draw the picture in your notebook.

4 Write sentences about the pictures with there is or there are.

✂

Picture dictation STUDENT B


1 In box B draw a living room. Put four more things from the list in the living room:

a CD player a telephone a TV two armchairs three snakes a table

Box B

2 Describe your picture to Student A. Example There’s a sofa in the living room. There are …

3 Listen to Student A and draw the picture in your notebook.

4 Write sentences about the pictures with there is or there are.

Bed

Sofa

Skyscraper sandwiches


1 Say what is in the kitchen cupboard. There is some … There are some …

2 Put two more things in the cupboard.

3 Choose five things from the cupboard and make a big sandwich. Write and draw the sandwich.

breadbutter………………………………………………………………………………butter bread

4 Find out what is in your partner’s sandwich. Tick (✔ ) or cross (✗ ) the things in the cupboard.Example

A Is there any chocolate? B Yes, there is.A Are there any eggs?B No, there aren’t.

5 Write about your partner’s sandwich.In …’s sandwich there is …, … and … . There are … and … . There isn’t any … or … .

6 Tell the class about your partner’s sandwich. Who has got the best sandwich? Who has got the worst sandwich?

2A

My sandwich


Questions questions2B

1 Use the words from A, B and C to make questions. Write the questions in column D in the table below.

A B C

How many milk do you buy in a week?

How many legs do you eat a day?

How many beds live in your house?

How much comics do you drink a day?

How many sandwiches are there in your bedroom?

How many cheese have you got?

How much pets do you eat in a week?

How many people has a snake got?

D Questions E Name F Answer

ExampleHow much milk do you drink a day? Ewa 2 glasses1

2

3

4

5

6

7

2 Ask other students your questions. Write the name of the student in column E andhis/her answer in column F.

3 Write sentences with the information in the table. Example Ewa drinks two glasses of milk a day.

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Activity matching


3A

1 Match the verbs and the activites.

DO THE VIOLIN

DO TENNIS

PLAY A BIKE

PLAY A HORSE

PLAY ENGLISH

PLAY FRENCH

RIDE THE GUITAR

RIDE VOLLEYBALL

SPEAK

SPEAK EXERCISE

KARATE

2 Find the hidden messages. Write the sentences.

1

2

3

4

a k E n g u m c a M y m n ’ t s p e l i s h

r s e s t e r c d e a h o H e r s i a n r i

a y a u m e n t I c a n i n s t r n p l

d e b i M a r t i n a n c y c l e s d S u z y c a n r i

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Can you …? STUDENT A

Can you …? STUDENT B


3B

3B

1 Look at the table. What can you do? Yes, I can. = ✔ No, I can’t. = ✗

you Molly Rob Student B

swim ✘

karate ✔

piano ✘

bike ✔

2 Work with Student B and find out what Rob and Molly can do. Example A Can Rob do karate? B Yes, he can.

3 Ask Student B what he/she can do. Example A Can you swim? B Yes, I can.

4 Write sentences about the people in the table with and and but.Molly and Rob can do karate. I can swim but Rob can’t swim.

1 Look at the table. What can you do? Yes, I can. = ✔ No, I can’t. = ✗

you Molly Rob Student B

swim ✔

karate ✔

piano ✘

bike ✘

2 Work with Student A and find out what Rob and Molly can do. Example A Can Molly do karate? B Yes, she can.

3 Ask Student B what he/she can do. Example A Can you swim? B Yes, I can.

4 Write sentences about the people in the table with and and but.Molly and Rob can do karate. I can swim but Rob can’t swim.

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At school STUDENT A


At school STUDENT B

1 Look at the subjects in Fran’s timetable.

Time Monday Tuesday Wednesday Thursday Friday

9.00 Maths Geography R.E. Geography

9.45 History

10.30 break break break break break

10.45 I.T. Art Science English

11.30 Music

2 Work with Student B and complete the table. Example A What’s Fran got at 9.45 on Monday? B She’s got Science.

3 Write sentences about the subjects.Fran has got Geography on Wednesday and Friday. She’s got …

1 Look at the subjects in Fran’s timetable.

Time Monday Tuesday Wednesday Thursday Friday

9.00 Maths

9.45 Science Maths History English

10.30 break break break break break

10.45 P.E.

11.30 History I.T. P.E. Art

2 Work with Student A and complete the table. Example B What’s Fran got at 9.00 on Monday? A She’s got Maths.

3 Write sentences about the subjects.Fran has got Geography on Wednesday and Friday. She’s got …

4A

4A

Board game


4B

Start!Go back

2 places!

Miss

a go!

Go forward

3 places!

Miss

a go!

Go forward

3 places!

Go back

2 places! Finish!

1 2

4

8 99 10 11

12 13 1514

16

5 6 7

3

17

Work in groups. In turns, throw the dice and move to the correct square. Say something about the picture. Example

For square 1 you can say:

He’s playing football or He isn’t playing tennis or Is he doing karate?If you say a wrong sentence, you miss a turn!

Bonjour

1 Find ten activity words in the puzzle.

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2 Choose six of the activities in the word box. Write them in the questionnaire.

3 Ask your classmates questions. Write in the name.Example

A Kasia, do you like swimming?B Yes, I do.

Do you like …ing?5A

Find someone who likes . . .Name

1

2

3

4

5

6


1 Look at the information. Think about what to ask and answer.

Alex Chris Dan

2 Work with Student B. Ask questions and complete the table.Example A Does Alex like running? B He doesn’t mind it.

3 Compare worksheets. Have you got the same information?

Likes and dislikes STUDENT A5B

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Can you …? STUDENT B5B

1 Look at the information. Think about what to ask and answer.

Alex Chris Dan

2 Work with Student A. Ask questions and complete the table.Example B Does Alex like swimming? A Yes, he loves it.

3 Compare worksheets. Have you got the same information?


1 Look at the four people. What do they look like? Think about these questions:Is it a boy or a girl? How old is he/she? What is his/her hair like?

2 Ask and answer questions with your partner. Have you got pictures of the same people?Tick (✓ ) same or different in the table.Example A She’s got long hair. B Is it straight or curly?

Picture A Picture B Picture C Picture D same same same same

different different different different

3 Look at Student B’s worksheet and check your answers.

4 Give the four people names and write sentences about them.Her name’s Susan. She’s eighteen. Her hair is long and curly.

1 Look at the four people. What do they look like? Think about these questions:Is it a boy or a girl? How old is he/she? What is his/her hair like?

2 Ask and answer questions with your partner. Have you got pictures of the same people?Tick (✓ ) same or different in the table.Example A She’s got long hair. B Is it straight or curly?

Picture A Picture B Picture C Picture D same same same same

different different different different

3 Look at Student A’s worksheet and check your answers.

4 Give the four people names and write sentences about them.Her name’s Susan. She’s eighteen. Her hair is long and curly.

Human snap! STUDENT A6A

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Human snap! STUDENT B6A


Puzzles6B

1 Rearrange the letters to make words about appearances. You have the first letter for each word.

1 ` ```` 5 ` ```

2 ` ```` 6 ` ```````

3 ` ``` 7 ` ````

4 ` ```` 8 ` ```

2 Find the colours. Colour them.

3 Write the questions and answer them.

1 W your hair when you w 3?

Example Was your hair short when you were three? Yes, it was. / No, it wasn’t.

2 W you when you w a ?

3 W your dad’s hair when he w 18?

4 W your mum’s hair when she w 20?

5 W you at today?

6 W you in last year?

4 Choose three of the questions and ask your partner.


C L U RW V Y A

Y

T I K C H

A I TL D A

D N O LT

SB

BC E U

H G R TS T O H R

shredablackhafejgreenevebrownexibluewhgreyhwepinksiwyellowwer

1211 1

10 2

9 3

8 47 56

Race

1 How many Past simple verbs can you find in the box? You have five minutes!

sit buy take go sleep like say stay visit write swimget up see wear do spend

VNWASCZEWBVIWROTESLEPTSOUDXPAINOOIBOUGHTKTGOTHTNEPSEMOKEYSTAYEDNTBDAAWRDIDRUYTPIBSWAMWPQXIDQAEROWGH

True or false?

2 Choose four of the verbs. Write two true sentences and two false sentences. Read them to your partner. He/She says ‘true’ or ‘false’.Example A I got up at ten o’clock yesterday. B False!

Hidden sentences

3 Find the sentences and write them below.

1 5

2 6

3 7

4 8

Past simple games7A

westarted

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ereseven.

mysisterbo

ug h tm

ea b ookfo

rm

ybirthday.

whendi

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ach

esta

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ilearntto

swim

l a s t su

mm

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didyoup

lay f o o t b a l l o

nsa

turd

ay?

whatwa

sy

ou r t e a c h

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lastye

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didhest

aya

t h ome

l as

tweeke

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theydidn’ t l i ke t h e i r m

ath

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1 2 3 4 5 6 7


We started English when we were seven.

8

1 Look at the information about Suzy’s holiday. Where did she go? Where did she stay? What did she eat? What did she buy?

2 Now complete the information about your last holiday. Use your imagination!

go stay eat buy

Suzy USA campsite hamburgers a baseball hat

you

Dan

Student B

3 Tell your partner about your holiday and Suzy’s holiday. Example Suzy went to the USA. I went to Sopot.

4 Now listen to Student B and write the information in the table.

1 Look at the information about Dan’s holiday. Where did he go? Where did he stay? What did he eat? What did he buy?

2 Now complete the information about your last holiday. Use your imagination!

go stay eat buy

Suzy

you

Dan Spain farm fish football shirt

Student A

3 Tell your partner about your holiday and Dan’s holiday.Example Dan went to Spain. I went to Krakow.

4 Now listen to Student A and write the information in the table.

Summer holiday STUDENT A7B

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Summer holiday STUDENT B7B


1 Write the words in the puzzle. What is the problem?

2 Find the illness words.

3 Work with two friends. Think of an illness. Whisper it to one friend.Example You broke your foot. You’ve got earache.

Your friend mimes the illness. Your other friend guesses.Example You’ve got a cough … You hurt your hand …

Take turns. Who is the best actor? Who is the best doctor?

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Health problems8A

H E

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A D

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A


DOCTOR

HEAD

ARM

COUGH

HAND

LEG

THROAT

FINGER

ea

ts

or e a s o n h u r t e n t s t o m

ac

ha

ch

eadac

he

gg b u r n t u

r nc

h

e c o u g h el l o

cu

tow

nbrokenki

Past simple Bingo!8B

learned danced

went bought

saw stayed

ate got up

swam hurt

danced learned

saw ate

hurt got up

went bought

swam stayed

ate got up

swam saw

bought hurt

stayed went

danced learned

✂

✂


Activity 1

Past simple Bingo!8B

1 Choose five verbs from your Bingo table. Write questions to ask your partner orclassmates. Write his/her answers here.

2 Tell the class about your partner.Example Artur ate a sandwich and an apple for lunch.


Activity 2

Questions AnswersExampleWhat did you eat for lunch? I ate a sandwich and an apple. (Artur)

1

2

3

4

5

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Acknowledgements

Illustrations by: Amy Arnold pp 9 (cheese, crisps, sausages, fruit), 18 (baby);Piers Baker pp 15, 18 (short hair, curly hair), 23; Stan Eales pp10 (sandwich);David Eaton pp 9 (chocolate), 10 (cheese, milk, bed), 14 (football, singing);Robin Edmunds pp 9 (eggs, ham, yoghurt), 10 (people), 16 (faces), 21 (brokenleg); Belinda Evans p 18 (bald, straight hair); Gecko DTP pp 18 (clock), 21(snake); Phil Healy pp 10 (dog), 16 (singing), 21 (cough); Gillian Martin p 14(cycling); Colin Mier pp12 (portraits), 14 (drinking, writing/eating, watching TV,reading, eating, swimming, running, tennis, writing); Andrew Peters p 12(swimming, karate, piano); Francis Scappaticci/Mundy’s Agency p 17; HarryVenning p 20; Sholto Walker p 14 (rabbit); Margaret Wellbank p14 (speakingFrench), 18 (smiley face); Celia Witchard pp 12 (bike), 14 (violin, guitar, painting),16 (swimming, running, dancing), 18 (statue of Liberty)

A0000811

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