resources energy 1

This photocopiable guide has been downloaded from www.longman.com/energy© Pearson Education 2005

Energy 1 Unit 1

Ask the right question

A Complete the speech bubbles with the correct questions

My friend? His name’sDave Black

I’m from Poland but Ilive in Manchester

I’m fourteen

Tom Adamski

Yes I am. I play theguitar

The band’s calledNRG

Yes, he’s from Poland,but my mother’sEnglish

Yes – I study at DaleswaySecondary School

Err no, she isn’t, but Ireally like her. She’scalled Isabel

1

2

3

4

5

6

7

8

9


Energy 1 Unit 1Ask the right question

Teacher’s Notes

Time Activity A: 10 minutes Activity B: 5 minutesInteraction Individual and pair workPreparation Photocopy one worksheet per studentAim Practise personal questions with to be

Procedure

Activity A

• Ask Ss to work individually or in pairs and distribute the worksheets.• Write on the board My name’s (your name).• Elicit the question for this response – What’s your name?• Tell Ss that they need to write the correct questions for the information

about Tom on the worksheet.• Allow the Ss to check in pairs before eliciting the questions and mystery

person.• In pairs, Ss practise the conversation

Answers1. What’s your name?2. How old are you?3. Where are you from?4. What’s your friend’s name?5. Is she your girlfriend?6. Are you a student?7. Is your father from Poland?8. What’s your band called?9. Are you a musician?

Activity B Guess who?• Ask each student to think of someone they and their partner know about. A

friend/a singer/sportsperson/actor …• Each S prepares basic information about the person. (They can also

answer “I don’t know” to some questions.)• In pairs the students ask and answer. They don’t give the name. Can their

partner guess the person?


Energy 1 Unit 2Rooms and Things

In my room, there’s a …..

Activity A

tabledeskcomputerstereobedcupboard

shelveschairposterpicturewastebinlight

Work in pairs. Ask and answer about your bedrooms.

A: Is there a …. in your bedroom?B: Yes there is./No, there isn’t

Activity B


Energy 1 Unit 2In my room, there’s a …..

Teacher’s Notes

Time Activity A 5 minutes; B 10 minutes; C 5 minutesInteraction Pair, Group and class workPreparation Photocopy one worksheet per studentAim Practice of there is/are with furniture and prepositions of

placeProcedure

Activity A.

• Ss work in pairs. A asks about B’s bedroom.A: Is there a …. in your room?B: Yes, there is/No, there isn’t.

• S A writes a tick or a cross in the table. Then change roles.

Activity B

• Tell the Ss In my room, there’s a bed behind the door.• Ask a strong S to repeat your sentence and add one of his/her own: In my

room, there’s a bed behind the door and there are two posters on the wall.• Continue around the class, asking Ss to repeat the description and add

sentences of their own until the game breaks down.• Ask Ss to complete the diagram individually.• On the board, draw a diagram with several mistakes.• Ask Ss to talk about the differences

There isn’t a desk behind the cupboard!


Energy 1 Unit 3Friends and Family

Identify the person. Who is it?

1 Write the answers for each person:

Person A:

man / woman ………….eyes ……………………hair………………………type of hair………………beard / moustache………tall/ short…………………job…………………………other information………………………………………..……………………………..

Person B:

man / woman ………….eyes ……………………hair………………………type of hair………………beard / moustache………tall/ short…………………job…………………………other information………………………………………..……………………………..

2. Draw the person’s face:A B


Energy 1 Unit 3Friends and Family

Identify the person. Who is it?

Teacher’s Notes

Time 15 minutesInteraction Individual then pair workPreparation Photocopy one worksheet per studentAim Practice of descriptions

Procedure• Ask Ss to work individually and listen to the descriptions

• Part 1. Describe the first person, and ask the students to write theinformation:

Person A has got blue eyes, and brown hair. His hair is short and straight.He’s got a big nose and a large mouth. he hasn’t got a beard or moustache.He doesn’t wear glasses. He’s very tall and strong. He was born in Austriabut now he’s American. he was a film star, but now he’s a politician. He livesin California.

• Describe the second person, and ask the students to write the information:

Person B has got brown eyes, and brown hair. She’s black. Her hair is longand straight (but sometimes it’s blonde and curly). She’s tall, and a very gooddancer and singer. She writes songs too. She’s a really famous pop star. Shesings solo but she sometimes sings in a group called Destiny’s Child.

• Part 2. Ask the Ss to draw the faces of the people in the boxes.• • Now ask the Ss to compare pictures and information. Who are they

mystery people?

AnswersA Arnold Schwarzenegger B Beyonce


Energy 1 Unit 4Daily Life

1 Match the time with the correct activity

7.00 do homework

7.20 get up

8.00 go to bed

9.00 finish school

4.00 start school

4.15 have dinner

6.00 have breakfast

7.00 go home

10.00 go to school

2 Write sentences about Jessica’s day.1 She gets up at seven o’clock.

3 In pairs, think of three more activities for Jessica.1 She …………. at twelve o’clock.


Energy 1 Unit 4Daily Life

Teacher’s Notes

Time 10 minutesInteraction Individual then pair workPreparation Photocopy one worksheet per studentAim Revision of time, present simple

Procedure• Check times on b/b:

What time is it? It’s ………………• Check grammar of present simple on b/b:

He / She ………………. s at one o’clock.• Part 1. Point out that the day has a logical time sequence, and they have

to work it out. Ask Ss to match the correct times and activities.• Part 2. Ask Ss to write sentences about Jessica’s day/

She gets up at seven o’clock.• Ask Ss to work in pairs: ask the questions and give the answers for the

sentences.What does she do at seven o’clock?She gets up.

• Part 3. Ask Ss to think of three more activities and add them to their lists.

Answers1 She gets up at seven o’clock.2 She has breakfast at twenty past seven.3 She goes to school at eight o’clock.4 She starts school at nine o’clock.5 She finishes school at four o’clock.6 She goes home at quarter past four.7 She has dinner at six o’clock.8 She does her homework at eight o’clock.9 She goes to bed at ten o’clock.


Energy 1 Unit 5 Worksheet A

Pete’s free time activities

1 Your partner will ask you questions about Pete. Read the text so you knowthe answers to your partner’s questions.

Pete’s from Manchester. He’s sixteen and he loves sport. He always plays footballafter school and he often goes swimming before he has his dinner. He usually ridesto school on his bike – but not when it rains! In the summer he often runs in theevening, but he never does this in the winter. He doesn’t do Tae Kwon Do – he saysit’s a strange sport. Pete is normal and isn’t a complete fitness freak! He sometimeswatches TV or listens to music at home in the evenings. At the weekend he oftenmeets his friends and they usually all go to a club.

2 Now read about Debbie. Ask your partner questions to complete the text.

How often does Debbie …?

Debbie’s from Leeds. She’s fifteen and she doesn’t really like sport. She 1

…………….. rides a bike to the park because she wants to stay slim. She likesmusic but she doesn’t2 …………….. . She loves magazines – she 3 …………….. reads them at home. She4 …………….. does her homework in the evening but she sometimes does it on theschool bus! Debbie’s mum says she 5 …………….. cleans her room but Debbie6 …………….. helps to cook the dinner. Debbie loves shopping – she 7 ……………..meets her friends in town and she 8 …………….. goes to lots of shops. She likescomputer games and9 …………….. plays a new game when she gets home from the shops. Her dad saysshe’s a couch potato!

3 How often does Debbie do these things?

1 ride a bike2 read magazines3 do her homework4 clean her room5 cook6 meet friends7 go shopping8 play computer games9 play the piano


Energy 1 Unit 5 Worksheet B

Debbie’s free time activities

1 Your partner will ask you questions about Debbie. Read the text so you knowthe answers to your partner’s questions.

Debbie’s from Leeds. She’s fifteen and she doesn’t really like sport. She sometimesrides a bike to the park because she wants to stay slim. She likes music but shedoesn’t play the piano. She loves magazines – she always reads them at home. Sheusually does her homework in the evening but she sometimes does it on the schoolbus! Debbie’s mum says she never cleans her room but Debbie sometimes helps tocook the dinner. Debbie loves shopping – she always meets her friends in town andshe usually goes to lots of shops. She likes computer games and always plays a newgame when she gets home from the shops. Her dad says she’s a couch potato!

2 Now read about Pete. Ask your partner questions to complete the text.

How often does Pete …?

Pete’s from Manchester. He’s sixteen and he loves sport. He 1 …………….. playsfootball after school and he 2 …………….. goes swimming before he has dinner. He 3

…………….. rides to school on his bike – but not when it rains! In the summer he 4

…………….. runs in the evening, but he never does this in the winter. He 5

…………….. do Tae Kwon Do – he says it’s a strange sport. Pete is normal and isn’ta complete fitness freak! He some 6 …………….. times watches TV or he 7

…………….. listens to music at home in the evenings. At the weekend he 8

…………….. meets his friends and they 9 …………….. all go to a club.

3 How often does Pete do these things?

1 play football2 go swimming3 ride his bike4 run5 do Tae Kwon Do6 watch TV7 listen to music8 meet friends9 go to a club


Energy 1 Unit 5

Free time activities

TEACHER’S NOTES

Time 20 minutesInteraction Small group and pairsPreparation Photocopy worksheets A and B – enough for students to have one

eachAim To practise free time activities vocabulary and frequency expressions

Procedure• Show students worksheets A and B. Tell students they will read about two

teenagers – Pete and Debbie. They have all of the information about, forexample, Pete’s free time activities but don’t know about, for example, Debbie’sfree time activities.

• Handout worksheets A to half of the students and worksheets B to the otherstudents.

• Tell students A to read about Pete. Tell students B to read about Debbie. Set gistreading question: Is this person a fitness freak or a couch potato?

• Tell students to work in small groups to prepare questions about the secondperson on their worksheet. Demonstrate this e.g. Students A write: How oftendoes Pete play football? Monitor for problems.

• Demonstrate how to do pair work activity using open pairs. Choose a strongstudent A to ask a strong student B. Show students that they should write theanswers in their gapped text on the bottom half of their worksheet.

• Regroup students into pairs of 1 student A and 1 student B. Monitor to checkstudents are doing the activity correctly. When students finish tell them to look attheir partner’s worksheet to check their answers.

Possible follow-up activity.• Tell students to write a short paragraph about themselves and their free time

activities. For example, I’m Marek and I’m fourteen years old. I love football – Ialways play it after school.

• Monitor and help students with this.• Collect written work and then read about one student, without saying the

student’s name, for example, This student is sixteen and always texts friends.Students listen and try to guess who it is.

• Redistribute written texts – students take turns to do this either whole class or insmall groups – remind them to say, This student and NOT the student’s name.


Energy 1 Unit 6

Activity AParts of the body

Write the words correctly.

mar __arm___________1. elg ________________2. rea ________________3. ote ________________4. adeh ________________5. eken ________________6. osen ________________7. riha

________________8. nobe ________________9. afec ________________10. danh ________________11. seey ________________12. tefe

________________13. tumoh ________________14. thecs ________________15. mubht ________________16. grinef ________________17. semluc ________________18. mathosc ________________

Activity BMixed up drawings

1 Complete the drawings.

head

body and arms

legs

2 Describe the person in the picture.

This person …………………………...…………………………………….... .I think this person has got the head of……………….. , the body and arms of………………….….. and the legs of…………….. .


Energy 1 Unit 6Parts of the body

Teacher’s Notes

Time Activity A: 10 minutes Activity B: 10 minutesInteraction Individual, pairs or groupsPreparation Photocopy one worksheet per student and cut in two along the dottedlineAims To practise spelling parts of body vocabulary

Procedure

Activity A Write the words correctlyGive a copy of the worksheet to each student, pair or group.Do the example and set a time limit of 5 minutes to unscramble all the words.Check answers. The student, pair or group with the most correct answers wins.

Answers: 1 leg 2 ear 3 toe 4 head 5 knee 6 nose 7 hair 8 bone 9 face 10 hand 11 eyes12 feet 13 mouth 14 chest 15 thumb 16 finger 17 muscle 18 stomach

Activity B Mixed up drawings• Put students into groups of 4.• Tell students they are going to draw someone famous. Each student thinks of

someone they want to draw – they mustn’t say who it is.• Hold up worksheet for activity B and point to ‘head’ box. Tell students to draw

the head of their famous person in this box. Note: Students mustn’t let anyonesee. When they finish, they fold the paper over so that the ‘head’ box is hiddenbut all the ‘body and arms’ box can be seen.

• Tell students to pass their drawing to the person on their right in their group.Students now draw the arms and body of their famous person. When they finishthis, they fold the paper so the ‘arms and body’ box is hidden and all of the ‘legs’box can be seen.

• Tell students to pass their drawing to the person on the right in their group. Theynow finish their drawing and draw the legs of their famous person.

• When they finish they pass their drawing to the person on the right – this personopens up the picture.

• Students write 3 or 4 sentences about the ‘person’ they can see in the picture.For example; This person has short brown hair and big blue eyes. This personhas got a thin body, short arms and very long legs. Students then guess who thethree different famous people are, for example; I think this person has got thehead of Justin Timberlake, the arms and body of Kylie and the legs of Madonna.


Energy 1 Unit 7What are you doing?

Alex Hi, Katy!

Katy Hi, Alex. What are you doing?

Alex Not a lot. I’m just listening to CDs and doing some homework.

Katy I’m shopping with Jane. Do you want to come and meet us?

Alex OK. Where are you?

Katy We’re sitting in the café in the shopping centre.

Alex Is that the Rock café?

Katy Yes, Tom’s coming too.

Alex Why’s he coming? He hates shopping!

Katy We know, but it’s his mum’s birthday tomorrow. We’re helping him buy a present.

Alex OK. See you in a bit. Bye.

Katy Bye!

Alex Hi, Katy!

Katy Hi, Alex. What are you doing?

Alex Not a lot. I’m just listening to CDs and doing some homework.

Katy I’m shopping with Jane. Do you want to come and meet us?

Alex OK. Where are you?

Katy We’re sitting in the café in the shopping centre.

Alex Is that the Rock café?

Katy Yes, Tom’s coming too.

Alex Why’s he coming? He hates shopping!

Katy We know, but it’s his mum’s birthday tomorrow. We’re helping him buy a present.

Alex OK. See you in a bit. Bye.

Katy Bye!


Energy 1 Unit 7What are you doing?

Teacher’s Notes

Time Activity A: 15 minutes Activity B: 15 minutesInteraction PairsPreparation Photocopy one worksheet per studentAim To practise present continuous, acting out a conversation

ProcedureActivity A• Cut up the worksheet. Give each pair a set of the cut-up conversation.• Tell students they will put Alex and Katy’s conversation in order. Tell them Alex is

phoning Katy on a Saturday morning. Do the first one or two lines as an example.• Set time limit of about 5 minutes. Monitor and help students as required.• Check students’ answers: ask one student at a time to read a line and ask all

students to say if this is correct.• Tell students they are going to memorise the conversation. Demonstrate this:

read a line out several times and turn it over when you can remember it. In eachpair one student remembers Alex’s lines and the other student memorises Katy’slines. Set time limit of 5 minutes and monitor and help with pronunciation.

• Pairs take turns to act their conversation out in front of the class.

Activity B• After stage 5, the teacher can ask students to write their own conversation. Tell

them they should start the conversation in the same way as Alex and Katy, forexample, they should say Hi! and then What are you doing?.

• Set time limit of 10 minutes to write the conversation. Monitor and help withaccuracy.

• Students then practise the conversation (as described in stage 5 above). Helpwith pronunciation.

• Each pair then acts out their conversation. At the end the class can vote for theirfavourite conversation.

AnswersAlex Hi, Katy!Katy Hi, Alex. What are you doing?Alex Not a lot. I’m just listening to CDs and doing some homework.Katy I’m shopping with Jane. Do you want to come and meet us?Alex OK. Where are you?Katy We’re sitting in the café in the shopping centre.Alex Is that the Rock café?Katy Yes, Tom’s coming too.Alex Why’s he coming? He hates shopping!Katy We know, but it’s his mum’s birthday tomorrow. We’re helping him buy apresent.Alex OK. See you in a bit. Bye.Katy Bye!


Energy 1 Unit 8What did you do last week?1 What did Tom do last week? Listen to your teacher and complete Tom’s diary.

Tom’s diary

Monday 4th

Tuesday 5th

Wednesday 6th

Thursday 7th

Friday 8th

Saturday 9th

Sunday 10th

2 What did you do last week? Complete your diary for last week.

Your diary Your partner’s diaryMonday Monday

Tuesday Tuesday

Wednesday Wednesday

Thursday Thursday

Friday Friday

3 Ask your partner what he/she did last week. Then complete their diary.


Energy 1 Unit 8What did you do last week?

Teacher’s Notes

Time Activity A: 10 minutes Activity B: 20 minutesInteraction Individual then pair workPreparation Photocopy one worksheet per studentAim To practise listening for specific information and asking and

answering questions using past simple

ProcedureActivity A• Give students a copy of the worksheet. Tell them they are going to hear about what Tom

did last week.• Read the information below. The students complete the worksheets by writing in what

Tom did on each day.• Tell students to check their answers with each other. If necessary, read the information a

second time.• Check answers (shown in bold).

Tom had a busy week last week. On Monday he played football after school. Tom’s in theschool team and has to practise a lot. Next Thursday, they’re playing in a competition andthey want to win.

On Tuesday Tom didn’t have any homework so he went into town after school. He boughtthe new Lord of the Rings computer game – he liked the film and now he likes the game.

On Wednesday it was Tom’s friend’s birthday. His friend didn’t have his party that daybecause his dad said the weekend was a better time for that. Tom and his friend went to anItalian restaurant and had pizza that night.

Thursday wasn’t a good day for Tom. He was ill and he had to stay at home. He was boredand watched a lot of TV.

Tom was very excited on Friday. His band played at the school concert. They were reallygood and the audience loved them.

On Saturday Tom and his friends watched the video that his dad made at the schoolconcert. The band thought it was great. Tom’s dad said that next year they will be on TV!

Tom didn’t do a lot on Sunday. He got up late and went to the park with Mickey. They satand talked about what they want to do in the summer holidays.

Activity B• Tell students they are going to talk about what they did last week.• Show students ‘your diary’ on their worksheet and give them 5 minutes to make notes on

what they did last week. Monitor and help as necessary.• Put students into pairs and demonstrate task: ask a strong student to ask you what you

did on Monday. Tell students they should write what their partner did in the secondcolumn ‘My partner’s diary’.

• Set a time limit of 5 minutes for student A to ask questions. When students have finishedgive student B 5 minutes to ask questions.

• Optional activity: you can change the pairs and tell the students to tell their new partnerabout their previous partner’s week.


Energy 1 Unit 9Sports crossword

Student A

1

2S U R 3F I N G

4T E N N I S

5

6T A E K W O N D O

7B A S E B A L L

8

9S N O W B O A R D I N G

10I C E H O C K E Y

11G Y M N A S T I 12C S

13B A S K E T B A L L

Write the definitions for the words you have here.

For example:

2 across You do this sport in the sea.

4 across …………………………………………………………………………………

6 across …………………………………………………………………………………

7 across …………………………………………………………………………………

9 across …………………………………………………………………………………

10 across …………………………………………………………………………..……

11 across ………………………………………………………………………..………

13 across …………………………………………………………………………………

Take turns with your partner. Tell your partner your definitions. Then listen toyour partner’s definitions and guess the words to complete the crossword.


Energy 1 Unit 9Sports crossword

Student B

1RU 2S 3FN K O

4 N I OI I TN N B 5SG G 6 A K

L A7 L T

EB

8V O9S O AW L RI L DM E 10IM Y NI B 11G 12CN A YG L C

L 13B A S K E T B A L LING

Write the definitions for the words you have here

For example:

1 down You can do this in the park or in the country. You need trainers.

2 down …………………………………………………………………………………

3 down …………………………………………………………………………………

5 down …………………………………………………………………………………

8 down …………………………………………………………………………………

9 down …………………………………………………………………………………

12 down …………………………………………………………………………………

Take turns with your partner. Tell your partner your definitions. Then listen toyour partner’s definitions and guess the words to complete the crossword.


Energy 1 Unit 9Sports crosswords

Answers

1RU 2S U R 3F I N GN K O

4T E N N I S OI I TN N B 5SG G 6T A E K W O N D O

L A7B A S E B A L L T

EB

8V O9S N O W B O A R D I N GW L RI L DM E 10I C E H O C K E YM Y NI B 11G Y M N A S T I 12C SN A YG L C

L 13B A S K E T B A L LING


Energy 1 Unit 9Sports crosswords

Teacher’s Notes

Time Activity A: 15 minutes Activity B: 10–15 minutesInteraction Group work then pair workPreparation Photocopy one worksheet per student. Copy answer sheets either as

photocopy or on transparency for overhead projector.Aim To practise sports vocabulary and writing/understanding definitions.

ProcedureActivity A• Tell students they are going to do a crossword. Show them a crossword if they

don’t know this word. Teach them the terms ‘1 across’ for words going across thepage and ‘3 down’ for words going down the page.

• Divide students: half the class are student A and half are student B. Put them intosmall groups (about 3 or 4 per group) of all students A or B.

• Tell students they will get half a crossword and that they have 10 minutes to writedefinitions. Do an example on the board with a word the students don’t have ontheir crosswords.

For example: You play this sport with a table, a small white ball and a bat.You play with another person. Answer: table tennis.

• Give students A crossword A, and give crossword B to students B. Monitor andhelp with any problems the students have writing definitions. You may find ithelpful to write some useful phrases on the board at the start of this stage. Forexample,

1 You play/do this sport with a … (bat, stick, racket)2 You play/do this sport outside/inside.3 You play this in a team/on your own.4 You run/hit/kick/catch (a ball) …

Activity B• When students have finished writing their definitions, put the students in pairs

with 1 student A and 1 student B in each pair. Tell them they are going to worktogether and do the full crossword. Note: they mustn’t look at their partner’scrossword.

• Demonstrate with a student or with an open pair how to take turns: student Areads the first definition and student B guesses what the sport is. Student B thenreads the first definition and student A guesses the word. Students can read theirdefinitions twice. If their partner cannot guess the word, they can then mime theword.

• Students work in pairs and take turns to give a definition and then listen andguess their partner’s definition. Set a time limit to finish all the clues.

• Check answers: show students the answers – you can do this using an overheadprojector, or if you don’t have one of these, give students a copy of the answerpage.


Energy 1 Unit 10I’m going to have a fantastic time!

Activity A

A You won a trip abroad last week. Write about your trip. Your teacher will helpyou with each number.

Last week I had a fantastic surprise. I won a trip abroad in a competition. Thecompetition was in/on (1) ……………………… magazine. I won lots of spendingmoney, too – I’m going to get (2) ……………………… . Before I go, I’m going to buysome new clothes – I’m going to get (3) ……………………… . I want to take lots ofphotos so I’m going to buy (4) ……………………… with the rest of the money.

I’m going to go to (5) ……………………… and I’m going to meet someone reallyfamous – (6) ……………………… . We’re going to visit (7) ……………………… andhave dinner at (8) ……………………… and then she/he is going to take me to aparty at (9) ……………………… . I can take someone with me – I’m going to take my(10) ……………………… .

We’re going to have a fantastic time!!

Activity B

B Now work with a partner. Ask him/her questions about his/her trip. Makenotes.

Write your partner’s name here: ________________________

1. read/heard about the competition in/on …………………………………….2. is going to get …………………………………………………………………3. is going to wear………………………………………………………………..4. is going to buy………………………………………………………………….5. is going to ………………………………………………………………………6. is going to ………………………………………………………….…………..7. …………………………………………………………………………………..8. …………………………………………………………………………………..9. …………………………………………………………………………………..10. …………………………………………………………………………………..


Energy 1 Unit 10I’m going to have a fantastic time!

Teacher’s Notes

Time Activity A: 15 minutes Activity B: 15–20 minutesInteraction Individual then pair workPreparation Photocopy one worksheet per studentAim To give guided writing practice about future plans and to give practise

of talking about this.

ProcedureActivity A• Tell students they entered a competition a few weeks ago and they have won.

The prize is a trip abroad and they will get some money to spend and will meetsomeone really famous.

• Give students the worksheet and tell them to read about their trip. Ask them:What’s your trip going to be like?

• Tell students they are going to write about their trip. Write the following promptson the board and elicit questions as you write each prompt up, for example;Where did you read/hear about the competition? How much money are you goingto get? What clothes are you going to wear?

1. Where you read/hear about the competition?2. How much money/take?3. What/wear?4. What/buy?5. Where/go?6. Who/meet?7. Which places/visit?8. Where/eat?9. Where/go to party?10. Who/take with you?

• Set a time limit of 10 minutes for students to complete the description of their trip.Monitor and assist with problems, for example, students don’t know what theywant to do on their trip or they don’t the word for what they want to say.

Activity B• Put students into pairs. Tell them they are going to ask their partner about their

trip. Go back to the prompts on the boards and check the students can makequestions using ‘you’ for example, Where are you going to go? Who are yougoing to meet?

• Set a time limit of 10 minutes for both students to ask and answer questions.• Feedback: students tell the class about their partner’s trip. The class decides

which is the best trip.• Alternative activity: students then write a short paragraph about their partner’s

trip. Give students about 15 minutes to do this. Monitor and help students withspelling or grammar questions. Take the texts in, write a number on each one andstick them round the room. Give students 5–10 minutes to read about the tripsand choose their favourite.

resources energy 1

Documents