Fun
Zone
Flashcard activities and
photocopiable materials
Przeznaczone dla nauczycieli
korzystających z podręczników
4
English Zone, Brainwaves i Project
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Fun Zone
Fun Zone contains ideas for games and activities to Guess the flashcard (10 minutes)
give further practice of grammar and vocabulary
Take a piece of blank card a little larger than the
which students will meet in grade 4. The aim of the
flashcards and cut a hole in the middle. Move the
activities is to give your students the opportunity to
hole over a flashcard and ask the children to guess
practise the language in a fun and communicative
what the picture is. Alternatively, put two flashcards
way. The activities can be used at the start of the
face to face. Slowly pull away the first flashcard to
class as a warmer, or at other points in the lesson to
reveal the picture on the other flashcard. The
practise or review language. Fun Zone consists of:
students try to guess what the picture is.
1 Flashcard activities: these activities can be
Listen and point (10 minutes)
used with English Zone 1, Brainwaves 1 or
Put flashcards up in a row at the front of the class.
Project 1. They are designed to be used
The students listen and point at the picture of the
alongside the grade 4 flashcard pack, which
word you call out.
contains 64 flashcards in total. (Some of the
flashcards feature characters from English Zone 1,
Word race (10 minutes)
who will not be familiar to teachers using either
Flash up individual cards very quickly. Ask the
Brainwaves 1 or Project 1.)
students to say the word without giving them a clue.
2 Flashcard activities for use with English Zone 1
The student who says the word first wins the card.
3 Fun with grammar and vocabulary:
The student with the most cards at the end of the
photocopiable activities for your students to do in
race is the winner.
pairs, groups or on their own. Again, these can
be used with English Zone 1, Brainwaves 1 or Drawing games (15 minutes)
Project 1.
Ask one student to come to the front of the class.
Show the student a flashcard. The student draws
what it is on the board while the rest of the class try
1 Flashcard activities
to guess. You can extend this game by asking the
Flashcards are an excellent way of introducing,
student who guesses correctly to come to the front
practising and revising a lot of vocabulary and
of the class and draw the next flashcard.
some grammatical structures. This section provides
Show me a picture (5-10 minutes)
some general techniques and games which can be
adapted for use according to the individual teacher s
Hand out a set of flashcards to individual students.
needs. Here the ideas are for the whole class, but
Students listen carefully and hold up the correct
most can be adapted to use with smaller groups
card when they hear you say the word for it.
and even pairs.
What s the missing card? (10 minutes)
Have a race! (15 minutes)
Hand all the flashcards out so that each student
Stick several flashcards on the board in a row. Make
has at least one. Slowly say all the words in the
sure that they are low enough for the students to
flashcard set except for one. The student who has it
reach. Divide the class into two teams. Call out one
holds it up and the rest of the class says the word
of the flashcards. The first two students from each
for it.
team run to the board. The first student to touch the
Kim s game (10 minutes)
correct flashcard wins a point for the team. Continue
with the other flashcards.
Stick about seven or eight flashcards on the board.
Tell the students they have one minute to remember
Miming games (10 15 minutes)
them all. At the end of the minute, remove the
Ask one student to come to the front of the class.
flashcards from the board and ask the class to
Show the student a flashcard. The student mimes
name them.
what it is while the rest of the class try to guess.
Listen and do (10 minutes)
You can extend this game by asking the student
who guesses correctly to come to the front of the
Using a selected set of flashcards, give the students
class and mime the next flashcard.
instructions, for example, touch the hamster, give
the bicycle to Basia, etc.
2
2
Fun Zone
flashcards and the number of the square where it
Chinese whispers (15-20 minutes)
can be found. If they do so correctly, remove the
Put several flashcards on your desk. Divide the
flashcard and draw an O or an X in the square.
class into two teams and ask them to sit or stand
Each team should aim to get three correct in a row,
in two rows. Ask the first two students in each row
diagonally, vertically or horizontally.
to come to the desk. You whisper an instruction
to each of them, for example, Give me the taxi.
Spelling games (10 minutes)
The two students go back to their rows and
Use the picture flashcards to drill spelling. Hold a
whisper the instruction to the next student in line.
flashcard up and ask the students to spell the word
This student then whispers it to the next and so on
for you. Alternatively, you could ask them to come
until the last student in the row runs to your desk,
up to the board and write the word.
picks up the correct flashcard and hands it to you.
The first student to do this correctly wins a point for
Remember the sequence (10 minutes)
the team.
Put four flashcards on the board. Say the words
aloud and ask the class to repeat them. Now take
Grouping cards (10 minutes)
the cards off the board and ask the students to tell
Ask students to group cards together according to
you what order they should appear in. You can
the things they have in common, for example, all
increase the number of flashcards you use as their
animals together, all objects together, etc.
confidence increases. You could also deliberately
stick a flashcard out of sequence and let the
Matching cards (10-20 minutes)
students correct you.
Use word and picture flashcards together to do a
matching game. Students match the pictures to
True or false? (5-10 minutes)
the relevant words. You can extend this activity by
Hold up a flashcard, for example, the horse
giving each student one picture flashcard and one
flashcard. Say: It s a horse. True or false?
word flashcard at random. The students then walk
The students should say True. Continue with
round the class looking at each other s flashcards.
other flashcards, deliberately introducing some
They should swap flashcards until they have two
false statements: It s a mouse.  False! It s a cat!
matching pairs each.
Simon says (10 minutes)
What am I? (5-10 minutes)
Put all the flashcards you want to use face up on a
Ask one student to come to the front of the class
desk. Tell the class that they will need to take it in
and choose a flashcard at random. The rest of the
turns to listen to your instructions and follow them or
class tries to guess what the student  is by asking
not (depending on whether they hear you say Simon
simple questions, for example, Are you an animal?
says.) Now give instructions to the students in turn,
Note: this game can only be used with certain
for example, Simon says stick the cat on the board.
flashcards which will need to be selected first.
Put the bicycle on the floor. If you don t say Simon
says, the student should do nothing.
Stand up, sit down! (5-10 minutes)
Ask students to form three or four rows. Give each
row a flashcard. Students listen to you carefully.
When you call out the word for their flashcard, the
whole row should sit down. When they hear a word
for a different flashcard, they should stand up.
Goal! (15 minutes)
Put several flashcards on the floor where all the
students can see them. Ask each student in turn to
throw a coin on to one of the flashcards. If their
coin lands on a flashcard, they must name the card.
Noughts and crosses (20 minutes)
Draw a 3 x 3 grid on the board and put a number
1-9 in each of the squares. Stick a flashcard in
each of the nine squares. Divide the class into two
teams. Each team takes turns to name one of the
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TEACHER

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Fun Zone
Unit 3
2 Flashcard activities for
Jobs vocabulary; Is it a & ? Yes, it is/
use with English Zone 1
No, it s a & (10 minutes)
The following flashcard activities are for use
1 Use the job flashcards to present doctor, nurse,
alongside English Zone 1, although they could also
teacher, etc. Ask students to test each other in
be used to practise or revise the relevant language
small groups or in pairs, using some of the
point in Project 1 and Brainwaves 1. They are
flashcards. You could also play a True or false?
designed to practise particular areas of grammar
game here. Alternatively, offer the flashcards face
and, where appropriate, vocabulary.
down to each student and ask him or her to take
one. The student holds the card up for the rest of
Unit 1
the class to see. Ask: Is it a & ? (teacher/model/
Simple questions and statements;
footballer, etc.) to elicit the answers Yes, it is or
character names (5 minutes)
No, it s a & .
Use the character flashcards to practise Who s this?
2 Use the job flashcards to play a miming game.
and This is & .
Put the cards face down on your desk. Ask one
You could play a True or false game here (see notes
student to come to the front of the class and
on page 3), for example, hold up the flashcard of
choose a card. The student then mimes the job
Sarah and say: This is Brandon. Let the students
for the rest of the class to guess.
correct you.
3 You could also play a spelling game with the job
flashcards. Divide students into two teams. Show
Pronouns he, she, it; animal and object
each team in turn one of the flashcards and get
vocabulary (5-10 minutes)
them to spell the word. Every correctly spelled
Use several of the flashcards (characters, animals
word gets one point.
and objects) to drill he, she and it with your students.
Try covering up one of the flashcards and slowly
Unit 5
revealing the picture. The first student who guesses
Animal vocabulary; have got (10 minutes)
he, she, or it correctly keeps the flashcard. Continue
1 Use the animal flashcards to present and practise
until you have used up all the flashcards.
mouse, cat, dog, horse, etc. Stand at the front of
the class and hold up one of the animal cards.
Unit 2
Ask: What have I got? The class answers: You ve
Plurals; animal and object vocabulary
got a dog/bird/hamster, etc. Now let individual
(10 minutes)
students hold up the cards and ask: What have I
Use the character, animal and object flashcards to
got? for the rest of the class to answer.
practise the plural of nouns. For instance, hold up
2 When the class is more confident, you could play
Max the dog s flashcard and drill a dog, then hold
a guessing game. Give one student a card which
up two fingers and drill two dogs; continue until
the rest of the class can t see. Let the class ask
students understand what to do, then choose
the student questions using Have you got & ?
flashcards at random and give students a number,
until they correctly guess the animal on the card.
for example, hold up the flashcard of the bicycle
and hold up five fingers: five bicycles.
3 Practise haven t got by holding one of the animal
cards, for example, the dog and asking: Have I
What s this? This is & ; animal and object
got a cat? Elicit the answer: No, you haven t.
vocabulary (15 minutes)
You ve got a dog.
Use the character, animal and object flashcards to
4 Put the animal cards face up on your desk.
practise and revise This is & . For example, hold
Ask students to come and pick up a card that
up the T-shirt flashcard and say: What s this?
represents an animal they ve got as a pet at
Students reply: This is a T-shirt. Vary this activity
home. Encourage them to hold the card up and
by offering each student a flashcard, face down.
say, for example, I ve got a hamster.
The student turns over the flashcard, holds it up for
the rest of the class to see, and says, for example,
Revision of What s this? It s a & ; animal
This is a mouse.
vocabulary (10 minutes)
Use the animal flashcards to revise the grammar in
Unit 3. Working in small groups, ask students to hold
up the flashcards and ask each other questions using
What s this? and answering It s a & .
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TEACHER

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Fun Zone
correct place. Continue by mixing the cards up
Revision of plurals and numbers; animal
more and more. You could invite students to
vocabulary (10 minutes)
come to the board and re-order them, then read
1 Use the animal flashcards to revise the plurals
out the sequence to the rest of the class.
learnt in Unit 2. Hold up each card in turn and
2 You could also practise the present simple by
say: A cat/horse/bird, etc. Elicit a number and the
playing a short game of Show me a picture (see
plural form from the students: Four cats/horses/
notes on page 2). Give a set of the flashcards to
birds, etc.
individual students. Now say: I get up at seven
2 You could also revise large numbers this way.
o clock. I have breakfast at seven thirty, etc. As
Write a number on the board and hold up a
you say each sentence the student holds up the
flashcard, for example, 71 and the rabbit card.
correct card for the class to see.
Elicit: 71 rabbits from the class.
Adverbs of frequency; verbs (10 minutes)
Unit 6
Practise these using the action flashcards. Stick
Family vocabulary; possessive  s
all the action flashcards on the board. Divide the
(10 minutes)
students into small groups or pairs. Next get
1 Use the flashcards of Sarah s family and friends
students to tell each other when they do the things
to present the words father, mother, aunt, uncle,
on the board, I usually watch TV at six o clock.
etc. Next use them to introduce the idea of the
I never get up at nine o clock, etc.
possessive  s. Hold each card up in turn and say,
for example, Who s this?  It s Sarah s mother.
Short answers (20 minutes)
Repeat the exercise, allowing each student a turn
Practise short answers by holding up the action cards
at saying who is who.
and saying to a student: You get up at three o clock.
2 You could play a game of listen and point here.
The student answers: No, I don t. Say to another
Stick the family flashcards on the board. Say, for
student: You go to school at 8.15. The student says:
example, Show me Sarah s teacher. Students
Yes, I do.
take turns to go up to the board and point at the
Let students practise mini dialogues like these in
relevant card.
pairs. Give each pair a flashcard to use as a prompt.
Go round monitoring the pairs and swapping the
Clothes vocabulary; possessive adjectives
flashcards round so that they practise a variety
(10 minutes)
of verbs.
When students are confident with my, your, his, etc.,
you could use the clothing flashcards (or the animal
Unit 8
flashcards) to practise possessive adjectives. Hold
Clothes vocabulary; What s this? What are
up a flashcard and point at yourself. Say: It s my
these? (10 minutes)
shirt/skirt/jacket. Next hold up a different card and
1 Use the clothing flashcards (trainers, trousers,
give it to a student. Say: They re your trainers.
T-shirt, etc.) to present and practise clothes
Practise his and her by pointing at individual
vocabulary. When you are confident that the
students and eliciting the statement: They re his
students are becoming familiar with the new
trousers, etc.
words, see if they can point at the clothing they
are wearing. Hold up the trousers flashcards.
Unit 7
Say: Show me some trousers and encourage
Present simple; verbs (10-20 minutes)
students to point at their own trousers.
1 Use the action flashcards (have lunch, get up,
2 Use picture and word flashcards together to play
go to school, etc.) to present and practise the
a matching game. Stick the picture and word
present simple for daily routines. When students
flashcards on the board and invite students to
are more confident, you can play a sequencing
come up and make matching pairs.
game with the flashcards on the board, like this:
first put the flashcards in the correct order (Sarah
Revision of colours and clothes
gets up, has breakfast, goes to school, etc.);
vocabulary (20 minutes)
students practise saying present simple
Use the clothing flashcards to revise colours. You
sentences about Sarah. Now ask the students to
could do this by playing Kim s game (see notes on
close their eyes. Move one of the flashcards so
page 2). Stick five flashcards on the board and give
that it s out of order. Ask students to go through
students a minute to try to memorise the colours.
the sequence again, putting the card back in its
Now take all the flashcards down. Divide the class
5
TEACHER

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Fun Zone
into two teams and appoint a spokesman for each
Group worksheet 2
team. Now say: What colour is the T-shirt? The
Practice of present simple, I like/don t
team that is the first to answer correctly scores a
like, Have you got & ? (20 minutes)
point. Continue until you have been through all the
Each student will need a copy of the worksheet.
flashcards.
Do a quick revision of the structures above by
I like/I don t like; clothes and food asking questions round the class, for example, Do
vocabulary (15 minutes) you like Maths, Have you got a pet? Tell students
that you are going to give them a questionnaire to
Use the food and clothing flashcards to practise I
complete. Explain that they should walk round the
like and I don t like with the students. You could
classroom asking each other questions until they
stick all the flashcards on the board and ask
have found one person who fits the description on
students to come up in turn and tell the class what
the questionnaire. They should write the person s
they like and don t like. Alternatively, you could offer
name in the space provided. Set a time limit, for
the flashcards face down for students to choose.
example 10 15 minutes. When the students have
When they turn the card over, they must say I like
finished, ask them to report their findings back to
or I don t like plus the relevant noun.
the class.
Revision of plurals
Pairwork sheet 3
Use the clothing flashcards to revise plurals.
Practice of questions and possessive  s
(Note that you will need to explain that trousers is
(20 minutes)
an exception and remains the same in the plural.)
Students will work in pairs; each will need one copy
Ask one student to come to the board. Hand out
of either Student A or Student B worksheet.
flashcards to the rest of the class. The student at
the board writes any number between 2 and 100 on Ask one student how old s/he is. Then ask another
the board. Each student in turn holds up a flashcard student to say how old the first student is, to elicit
and gives the plural using the number on the board, He s ... or She s ... . Next ask a few questions about
for example, fifty T-shirts. students favourite colours, hobbies, or animals in
order to revise What s your favourite ...? Put student
into pairs and hand out pairwork sheet 3. Explain
3 Fun with grammar and
that there is different information on each worksheet
and that students must ask questions in order to
vocabulary
complete the tables. Ask students to read the
The photocopiable pages which follow are
example questions before they start.
designed to practise grammar and vocabulary in a
communicative way. They can be used to practise
Individual worksheet 4
the relevant grammar and vocabulary point alongside
Clothes vocabulary; present simple
English Zone 1, Brainwaves 1 or Project 1.
questions (20 minutes)
Each student will need one copy of the worksheet.
Pairwork sheet 1
Practice of the present simple
Hand out one worksheet to each student. Explain
(20 minutes)
that there is one vocabulary word search and that
words may be written vertically, horizontally and
Students will work in pairs; each will need one
diagonally as well as forwards and backwards.
copy of either Student A or Student B worksheet.
Next explain the hidden messages. The sentences
Before you start, revise a few questions and
have been cut up and jumbled up. Students
answers with the present simple. Ask questions
must put them back in the correct order to make
round the class, for example, What time do you get
three questions. When they have unscrambled
up? When do you usually play sport? When do you
the questions, they should also answer them.
listen to music? Now explain to students that they
(See page 7 for answers.)
are going to look at James s diary. The diary tells
them what he usually does in the morning and
Pairwork sheet 5
afternoon every day. Put students into pairs and
Family members vocabulary;
hand out the worksheets. Explain that there is
possessive  s (20 minutes)
different information on each worksheet and that
Students will work in pairs; each will need one copy
students must ask questions in order to complete
of either Student A or Student B worksheet.
the diaries. Ask students to read the example
Quickly revise family members with the class by
question and answer before they start.
asking questions, for example, What s your sister s
6
TEACHER

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Fun Zone
name? Ask students if they know what a family tree for example, Have you got a dog? Have you got
is. Explain to them how it works. Tell students that a computer? Has he got a cat? Has she got a
you are going to give them Jack s family tree to skateboard? Tell students that you are going to give
complete. Explain that there is different information them a table to complete. Put students into pairs
on each worksheet and that students must ask and hand out the worksheets. Explain that there is
questions in order to complete the family trees. different information on each worksheet and that
Ask students to read the example question and students must ask questions in order to complete
answer before they start. the table. They must look at the pictures for the
information to answer their partner s questions.
Pairwork sheet 6
Ask students to read the example question before
Present simple and clock times
they start. When the students have finished, you
(20 minutes)
could extend the activity by asking questions to elicit
Students will work in pairs; each will need one copy
hasn t got, for example, Has Charlie got a bicycle?
of either Student A or Student B worksheet.
 No, he hasn t; alternatively make a statement, for
example, Charlie s got a bicycle and get students
Revise clock times quickly with the class by drawing
to say: No, Charlie hasn t got a bicycle. He s got
a clock on the board and marking various times on
a skateboard.
it. Ask students some questions, for example, What
time do you get up? What time do you go to bed?
Pairwork sheet 8
Tell students you are going to give them some
Room and objects vocabulary; Where s? 
pictures that show what Lucy does during the day.
It s in & (20 minutes)
Put students into pairs and hand out the worksheets.
Students will work in pairs; each will need one copy
Explain that there is different information on each
of either Student A or Student B worksheet.
worksheet and that students must ask questions in
order to complete the times. Ask students to read Revise common household objects with the
the example question before they start. students by asking questions, for example, Where
in the house is your television? Where s your desk?
Pairwork sheet 7
Put students into pairs and hand out the worksheets.
Have got (20 minutes)
Explain that the pictures on each worksheet are
Students will work in pairs; each will need one copy
different and that students must ask questions in
of either Student A or Student B worksheet.
order to draw the objects in the correct places.
Ask students to read the example question and
Revise have got round the class by asking questions,
answer before they start.
Answers to Individual worksheet 4
Wordsearch Hidden messages
What s your favourite colour?
TTCJYKSPTB
How old are you?
RKRKASORJJ
When do you get up every day?
IJGAECOAEU
HYURIUKAZU
SRDMSNNEON
TOREPSEFTI
AJRERERRUF
ESULUJRHSO
WSTROHSQQR
SSTOOBZPPM
7
TEACHER

S NOTES
Pairwork sheet 1 STUDENT A
Work with Student B and complete James s diary. Use this dialogue to help you.
Pracuj z kolegą lub koleżanką. Uzupełnij terminarz Jamesa. Skorzystaj z
podanego dialogu.
YOU: What does James usually do on Monday morning?
STUDENT B: He gets up early and finishes his homework.
Monday Friday
Morning Morning
Afternoon go to Peter s house Afternoon do homework
Tuesday Saturday
Morning paint in art class Morning go to the cinema
Afternoon Afternoon
Wednesday Sunday
Morning Morning
Afternoon listen to CDs Afternoon play football
Thursday
Morning use the internet in computer class
Afternoon
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE
'
Pairwork sheet 1 STUDENT B
Work with Student A and complete James s diary. Use this dialogue to help you.
Pracuj z kolegą lub koleżanką. Uzupełnij terminarz Jamesa. Skorzystaj z
podanego dialogu.
YOU: What does James usually do on Monday afternoon?
STUDENT B: He goes to Peter s house.
Monday Friday
Morning get up early and finish homework Morning play basketball
Afternoon Afternoon
Tuesday Saturday
Morning Morning
Afternoon walk Mr Kendall s dog Afternoon go shopping
Wednesday Sunday
Morning go to piano lessons Morning get up late
Afternoon Afternoon
Thursday
Morning
Afternoon watch TV
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE
Group worksheet 2
Complete the questionnaire. Ask your classmates questions. Use this dialogue
to help you. Uzupełnij ankietę. Zadawaj pytania kolegom i koleżankom. Skorzystaj
z podanego dialogu.
YOU: Have you got a dog?
STUDENT A: Yes, I have.
YOU: Do you like football?
STUDENT B: No, I don t.
Find someone who . . .
Name
1 has got a dog
2 likes football
3 has got a white T-shirt
4 gets up before seven o clock
5 has got a computer
6 hasn t got a Walkman
7 likes apples
8 has a birthday in summer
9 has got black shoes
10 studies every day
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE
Pairwork sheet 3 STUDENT A
Work with Student B and complete the table. Use these questions to help you.
Pracuj z kolegą lub koleżanką. Uzupełnij tabelkę. Skorzystaj z podanych pytań.
How old is ...?
What s ... s favourite subject?
What s ... s favourite sport?
Name William Sally Jo Claire
Age 15 16
Favourite subject Geography Maths
Favourite sport Tennis Swimming
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE
'
Pairwork sheet 3 STUDENT B
Work with Student A and complete the table. Use these questions to help you.
Pracuj z kolegą lub koleżanką. Uzupełnij tabelkę. Skorzystaj z podanych pytań.
How old is ...?
What s ... s favourite subject?
What s ... s favourite sport?
Name William Sally Jo Claire
Age 14 13
Favourite subject English History
Favourite sport Football Athletics
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE
Individual worksheet 4
1 Word search!
Find the words in the puzzle. Znajdz
ukryte słowa.
TTCJYKSPTB
RKRKASORJJ
IJGAECOAEU
HYURIUKAZU
SRDMSNNEON
TOREPSEFTI
AJRERERRUF
ESULUJRHSO
WSTROHSQQR
SSTOOBZPPM
2 Hidden messages
Put the boxes in the correct order to make a question.
Utwórz pytania, układając kratki w odpowiedniej kolejności.
F A V U R O U R C O L O U Y O T  S I T E
W H A R ?
€ H A
```````
``
Write your answer to the question here:
Tutaj napisz odpowiedz
na pytanie: ____________________________________________
E W A R Y O D U ? O L H O
H Ò
```````
Write your answer to the question here:
Tutaj napisz odpowiedz
na pytanie: ____________________________________________
U P E V Y ? E R Y O U G E T D A
W H E N D O Y
€ H E
`````````
Write your answer to the question here:
Tutaj napisz odpowiedz
na pytanie: ____________________________________________
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE
SHORTS
BOOTS
SWEATSHIRT
DRESS
TRAINERS
JACKET
TROUSERS
JEANS
JUMPER
UNIFORM
Pairwork sheet 5 STUDENT A
Work with Student B and complete Jack s family tree. Use this dialogue
to help you. Pracuj z kolegą lub koleżanką. Uzupełnij drzewo rodzinne Jacka.
Skorzystaj z podanego dialogu.
YOU: Who s number 1?
STUDENT B: He s Jack s ...
YOU: What s his name?
STUDENT B: His name s ...
2 Jack s grandmother
1 Jack s
Mary
3 Jack s 4 Jack s mum 5 Jack s 6 Jack s aunt 7 Jack s
Sue Jill
8 Jack s brother Jack 9 Jack s 10 Jack s sister 11 Jack s 12 Jack s cousin
Michael Jane Ben
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE
'
Pairwork sheet 5 STUDENT B
Work with Student A and complete Jack s family tree. Use this dialogue
to help you. Pracuj z kolegą lub koleżanką. Uzupełnij drzewo rodzinne Jacka.
Skorzystaj z podanego dialogu.
YOU: Who s number 2?
STUDENT A: She s Jack s ...
YOU: What s her name?
STUDENT A: Her name s ...
1 Jack s grandfather 2 Jack s
Jon
3 Jack s dad 5 Jack s uncle 6 Jack s 7 Jack s uncle
4 Jack s
Bill George Tom
8 Jack s Jack 9 Jack s sister 10 Jack s 11 Jack s cousin 12 Jack s
Ann Katy
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE
Pairwork sheet 6 STUDENT A
Work with Student B and complete the sentences about Lucy. Use this
question to help you. Pracuj z kolegą lub koleżanką. Uzupełnij zdania o Lucy.
Skorzystaj z podanego pytania.
YOU: What time does Lucy ...?
1 2 3
4 5 6
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE
'
Pairwork sheet 6 STUDENT B
Work with Student A and complete the sentences about Lucy. Use this
question to help you. Pracuj z kolegą lub koleżanką. Uzupełnij zdania o Lucy.
Skorzystaj z podanego pytania.
YOU: What time does Lucy ...?
1 2 3
4 5 6
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE
Pairwork sheet 7 STUDENT A
Work with Student B and complete the table. Use these questions to help you.
Pracuj z kolegą lub koleżanką. Uzupełnij tabelkę. Skorzystaj z podanych pytań.
YOU: What has Kate got?
STUDENT B: She s got &
Charlie Kate Ann Mark
radio Walkman
rabbit cat
bike roller blades
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE
'
Pairwork sheet 7 STUDENT B
Work with Student A and complete the table. Use these questions to help you.
Pracuj z kolegą lub koleżanką. Uzupełnij tabelkę. Skorzystaj z podanych pytań.
YOU: What has Charlie got?
STUDENT A: He s got &
Charlie Kate Ann Mark
computer skateboard
hamster dog
CD player guitar
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE
Pairwork sheet 8 STUDENT A
Work with Student B. Draw these things in the correct rooms in the house.
Use this dialogue to help you. Pracuj z kolegą lub koleżanką. Narysuj te
przedmioty w odpowiednich pokojach. Skorzystaj z podanego dialogu.
YOU: Where s the ...?
STUDENT B: It s in the ...
dog
lamp
book
radio
car
table
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE
'
Pairwork sheet 8 STUDENT B
Work with Student A. Draw these things in the correct rooms in the house.
Use this dialogue to help you. Pracuj z kolegą lub koleżanką. Narysuj te
przedmioty w odpowiednich pokojach. Skorzystaj z podanego dialogu.
YOU: Where s the ...?
STUDENT A: It s in the ...
TV
desk
cat
plant
clock
chair
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE
W książkach z serii
Primary Resource
1
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Acknowledgements
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Oxford Illustrators pp12, 15, John Storey p 10
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