FirstChoice Teachers Book pdf

Gathering and reporting personal information Listening to and answering questions about personal information Conducting a survey about personal information Playing a guessing game about

Introduction

This Teacher's Resource Book contains

photocopiable activities and further ideas for you

use with the First Choice Student Book It has

::-een 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

Controlled skills work is important for students

:o develop their reading, writing, listening, and

"'-peaking 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

our 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

teamwork Students will need to work together

to share or check information and agree on

outcomes or solutions Every activity encourages

purposeful interaction where students need to

speak and listen to each other

Through role plays, language games,

questionnaires, and information-gap activities,

~tudents are also given the chance to build

their confidence and introduce a more personal

d imens~on to their learning

How to use the photocopiable activities

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 best to use the activity

Materials Notes on how to prepare the

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 latest music, fashion, or movies that students will want

4.3 What do YOU think?

5.1 What do they do?

5.2 Find someone who

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

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

v

One bingo card per student

Use the Click & Change CD-ROM to:

• Change the prompts to include

jobs that your students actually do

•Change the prompts to include

places where your students are

from

• Rearrange the 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 s tud e nt 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-hand 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 s tud e nt in that space.) Have the students ask the question to another student near them Have them write the other student's name in the space if

the answer is "yes."

Procedure (20 minutes) Have the students stand up Ask them to go around the room and ask questions based on the information on their bingo cards They can ask each student only one question at a time, before moving on to the next student

The first student to hit bingo horizontally, vertically, 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 u s are from a hot plac e _ _ of u s are waiters

All of u s are _ _

Some o f u s ar e _ _

No one is Students use the prompts to gather 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

How do you spell your name?

FIRST CHOICE TEACHER'S RESOURCE 800K 3

UNIT 1 •ACTIVITY 1 ARE YOU ?

-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 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

One info gap sheet per student

Use the Click & Change CD - ROM to :

•Replace 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

sheet to each student Give one student in each group an "A" sheet, a "B" sheet, a "C" sheet, and a "D" sheet

He's from Tokyo."

answer, "I don't know."

Procedure (15 minutes)

Extension (10 minutes)

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

"Are you a doctor? Are you from Seoul?"

answering questions to complete the chart

A

Takeshi

•s a

s from Tokyo, Japan

UNIT 1 •ACTIVITY 2 ls HE A TEACHER ?

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 tell the student, "You 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

Extens i 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

UNIT 2 •ACTIVITY 1 WHAT'S YOUR SIGN?

Carol

© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE FIRST CHOICE TEACHER'S RESOURCE Sonic 9

Aim

To listen to and answer questions

about personal information

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

Pro c edu r e (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

3 What 's his major?

4 What's his sign?

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?

3 Who is her favori te singer?

4 What's her sign?

PHOTOCOPIRBLE FIRST CHOICE TEACHER'S RESOURCE BOOK 11

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

Ask a student, "Are you a student?" 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

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

-6 _ _ _ _ _ _ _ _ 's nickname is an English word

7 _ _ _ _ _ _ _ _ _ ' s favorite food is pizza

8 _ _ _ _ _ _ _ _ _ is a Leo

9 _ _ _ _ _ _ _ _ _ is a Virgo

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

Use the Click & Cha 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:

Teach the expression, W e 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 finished

E xtension (10 minutes) Have the students write three more words in their grid Students play again using their own words

• ::0

(")

-I

<

~ Ill

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 minutes) Draw a grid with nine squares on the board Ask students to

call out family words and write them on the grid Write some extra prompts next to the words For example:

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 diagonally

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 example, 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

I birthday

One sheet per pair

Use the Click & Change CD - ROM t o

•Replace the pictures of the people

and change their names

• Change the information about

family tree, write 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

Students use the same cards again Write on the board:

Dan 's sister is a s tud ent

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?

F avorite food: pizza

© OXFORD UNIVERSITY PRESS

Job: Favorite food :

P OTOCOPIRBLE FIRST CHOICE TEACHER'S RESOURCE 800K 19

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

I lik e _ _

I don't like

Draw three pictures on the board: pizza, 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

~; · "' @ ~ '°x ~~::

~'~·~~ff~~~0,_~_,_'.~-~-'.~·~'.'~-~~~·~~ ~·~~'.-· ~-~·~~~ -'

-UNIT 4 •ACTI V IT Y 1 S PEED!

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

·- ~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

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

like electronica? Does she like dance?" Also ask questions

Divide the students into pairs Give card "A" to one student

"What's Terri's favorite food?" Have Student B write pizza in

Have the students do the activity As each pair finishes, give them the card titled After you finish Have them compare

Have the students turn over their cards and write about their

What kind of food do you like?

Do you like jazz?

The first student to find someone with the same preferences

is the winner

Student A FRIEND MATCHING SERVICE INC

UNIT 4 • ACTIVITY 2 F IND A FRI E ND

© food © food Chinese food © food cake

hip-hop © ® hip-hop © ® hip-hop © ®

classical © @ classical © ® classical @ ®

© food rP '=

·zz=a' -hip-hop © @

jazz @ ® rock © @

classical @ ®

©OX.FORD UNIVERSITY PR E SS PHOTOCOPIRB LE FIRST CHOICE TEACHER'S RESOURCE BOOK 23

Aim

To conduct a survey about likes

and dislikes

Language focus

I like; I don't like; My favorite ;

think : What do you think of ?

Lesson link

Use at the end of the unit

Mate r ia ls

One survey sheet per student

Use the Click & Change CD - ROM to :

•Include local information on the

survey, such as local foods and

music that your students will

know

• Include any additional vocabulary

that your students have learned

Set-up (5-10 minutes)

Write the following model on the board:

good

matches the statement, I think sus hi is really good, write th~ir

name on the appropriate line in the Same opinion column If

their answer doesn't match, write their name and opinion

under the Different opinion column

Do the same with the second statement If students have trouble answering, write a couple of prompts on the board:

1 think he's /s he 's/ it's _ _

I like / don't like her/him/it

Procedure (20 minutes)

blanks in the ten statements with their own information Have the students walk around the room and ask each other,

E x tension (10 minutes)

Divide the students into groups of four Have the students

report the information on their survey card to the other

UNIT 4 •ACTIVITY 3 WHAT DO YOU THINK?

~ , ,_, _, ,"=~z-r~=~~ -:w-»=ca=w""""""=>"-===~~=xc- """"""_ ,~=•""""""~'

Could you repeat that please?

Aim

To gather personal information

about free-time routines

One set of sheets per group

\.:_i, • Replace the pictures of the people

and change their names You

can use photos of students or

teachers

• Change the days of the week and

the activities each person does

• Include any additional vocabulary

that your students have learned

ANSWERS

Alberto

On Saturday nights Goes dancing

Divide the students into groups of three Give one info gap

sheet, a "B" sheet, and a "C" sheet

Have one student who has an "A" sheet come to the front

Alberto do on Saturday nights?" Have the student answer Ask the student, "What does Becky do on Sundays?" Have

Have Students A, B, and C take turns asking questions to fill

in the missing information on their info gap sheets If they need help, write more examples of sentences and questions from the sheets on the board Have them check their answers

after they are finished

Divide the students into new groups of three Write

on the board:

Have them report on what their previous partners do

He does his homework

She goes to the movies

You Answers will vary

On Sundays Reads the newspaper Plays tennis Watches TV Answers will vary Every week Plays soccer Goes shopping Rents DVDs Answers will vary

UNIT 5 ACTIVIT Y 1 WHAT DO THEY oo?

l

On Saturday

Goes dancing nights

On Saturday

Reads a book nights

E very week Plays soccer

On Saturday

Does yoga nights

©OXFORD UNIVERSITY PRESS PHOTOCOPIFlBLE FIRST CHOICE TEACHER'S RESOURCE BOOK 27

Aim

To exchange information about

free time

Language focus

Do you ever questions;

wh-questions and irregular verbs

Lesson link

Use at the end of the unit

Materials

One worksheet per student

•Change the prompts to include

other activities that your students

are interested in

such as local activities, place

names, TV shows, etc

Write piny , go , and do on the board Elicit activities for each

Do you e ver _ _ ?

Where do you ?

When do you _ _ ?

Ask a student, "Do you ever _ _ ?" Elicit a ye s or no answer

If they answer "no", ask another question If they answer •

"yes", ask their name and write it in the box Then ask

a where or wh e n question Again write the answer in the

appropriate box

ask each other questions to complete the sheet with names

and other information Ask them to write the name only of people who answer "yes" Have them find different names

for each box

The game continues until everyone has completed the handout

A Soo - hee plays tennis

B Where does she play tennis?

A She plays tennis in / at _ _ _

Have them ask wh-questions They don't need to write anything

UNIT 5 •A C TIVITY 2 FIND SOMEONE WH O •

What's your name?

Really? Where do you

One worksheet per student

• Replace the pictures of the people

• Change or rearrange the answers

• Include questions about other

abilities and personal favorites

• Include any additional vocabulary

that your students have learned

Set - up (10 minutes)

Draw the first part of the secret person chart on the board, from Dave to Taro (Alternatively, give a few students a worksheet and have them copy the information on the board

for you.) Have a student come to the front of the class Ask the student to pretend they are Dave, Sara, or Taro The

student should not say who they are

Ask the student questions and try to guess who they are: Do

you like sports? Can you play chess? Can you dance well? Who 's

If you can guess after one question, give yourself five points; after two questions, four points; after three questions, three points; after four questions, two points; after five questions,

one point Finally, if you guess incorrectly, write a zero on the board and make a sad face

Now the teacher secretly chooses a person and the student

tries to guess (with suggestions from the class) The person

with the most points at the end of the round is the winner

Divide the students into pairs Give each student a worksheet Have the students play the secret person game for at least three rounds

If time allows, have the students make new pairs and

play again

In pairs, students use the question prompts on the secret

person worksheet to interview each other They answer

using their own information

After finishing, students report to another person about their partner's likes and abilities For example:

-can play chess I

can dance well

can sing well

-I

-<

Aim

To interview each other

about job qualifications

Language focus

Can you ; He/She can ; Do you

like ?; He/She likes

Lesson link

Use after Language Practice (p 41)

Materials

One set of worksheets per group

\ 0 \ Use the Click & Change CD-ROM to:

\._ './ •Change the jobs and questions

•Include any additional vocabulary

that your students have learned

group to give you two or three examples Write them

Give a set of four questionnaires to each group Explain that

best for each job: singer, chef, P.E teacher, and spy

Ask one student to bring a copy of their questionnaire to

the items in the first questionnaire (the one for a singer) For example, ask the student, "Do you like music? Do you like concerts? Can you sing karaoke very well?" Pretend to check

"yes" or "no" on your form

After finishing, students return to their groups Each student

He can cook pizza very well

students' names on the board Have the class vote to decide

UNIT 6 • ACTIVITY 2 J OB SERRCH , , , K

Job: Singer

can sing karaoke very well yes 0 no 0 yes 0 no 0 yes 0 no 0

Job: Chef

can cook Chinese food yes 0 no 0 yes 0 no 0 yes 0 no 0 can cook pizza very well yes 0 no 0 yes 0 no 0 yes 0 no 0 can read an English menu yes 0 no 0 yes 0 no 0 yes 0 no 0

-

Job: P.E Teacher

can play sports very well yes 0 no 0 yes 0 no 0 yes 0 no 0

language well

can drive a sports car yes 0 no 0 yes 0 no 0 yes 0 no 0 can play spy video games yes 0 no 0 yes 0 no 0 yes 0 no 0 very well

©OXFORD UNIVERSITY PRESS PHOTOCOPIRBLE FIRST CHOICE TEACHER'S RESOURCE BOOK 33

statements on the question

sheets

• Include any additional vocabulary

Have three students come to the front to play the game with

board Have the students place their game pieces on start

They can use coins, erasers, pen caps, etc

token along the board the appropriate number of spaces

matches the number of the space the student has landed on

points!" If the student answers incorrectly, look puzzled and

no points

Divide the students into groups of four Give each group a

at the end is the winner

Play the game again, but this time have the students use Question Sheet 2 Students must now listen to a statement and make a question that the statement could be answering

father 42?

UNIT 6 •ACTIVITY 3 QUIZ GAME

1 Do you like pizza?

2 What kind of music do you like ?

3 What can you do?

4 Who ' s your favorite singer?

5 When do you eat dinner?

6 Can you drive a car?

7 What's your sign?

8 What can your father do?

9 Do you collect comics?

10 Does your mother do yoga?

11 Are you from Brazil ?

12 When's your birthday?

13 Can you play the piano?

14 What's your address?

15 Do you like ice cream?

16 Where do you study English?

?f

I