ALPHABET PRONUNCIATION GAME
STUDENT A
Part 1
1. Say the following letters to your partner. Your partner will write the letters he or she hears
as you say them. (Place your finger under the letter you are reading; this will help you keep
your place.)
D U T B V T D B V U B B
2. Check your partner s work. He or she should have marked:
D 2 times
U 2 times
T 2 times
B 4 times
V 2 times
How did your partner do?
Part 2
Now it s your turn. Listen carefully to your partner say the following letters. Place a mark under
the letter you hear.
EXAMPLE: Your partner says: S R E S I L E
You mark this:
SIREL
CHART:
SIREL
Spectrum Book 1, Unit 1
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ALPHABET PRONUNCIATION GAME
STUDENT B
Part 1
1. Listen carefully to your partner say the following letters. Place a mark under the letter you
hear.
EXAMPLE: Your partner says: D U B D T V B
You mark this:
DUTBV
CHART:
DUTBV
Part 2
1. Say the following letters to your partner. Your partner will write the letters he or she hears
as you say them. (Place your finger under the letter you are reading; this will help you keep
your place.)
S I R E L E S R L I R R
2. Check your partner s work. He or she should have marked:
S 2 times
I 2 times
R 4 times
E 2 times
L 2 times
How did your partner do?
Spectrum Book 1, Unit 1
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VOCABULARY CARD GAMES
INSTRUCTIONS FOR THE TEACHER
Below you will find 18 pre-printed word cards. The words may be new or difficult for beginning
English students. The words are found in the conversations and instructions of Unit 1. These
card games are intended to help students familiarize themselves with new vocabulary.
Next to each word card is a blank card. Give each student a copy of the following pre-printed
vocabulary cards and the blank cards. If you can, photocopy the cards onto construction or any
other kind of thick paper. This will prevent the pictures and words from being seen when the
cards are turned face down.
Before students begin playing, they must cut out the cards. For each vocabulary word card, they
must draw a simple picture or other representation on the blank card that accompanies it. (You
may want to give this as homework and tell the students to bring the cards with them to your
next class.)
Here are two games that are very easy to explain.
KARUTA
(Best with two or more players. You will need one set of picture OR word cards for each group
of students.)
1. The students mix up their picture cards and put them face up on a table.
2. The teacher calls out a vocabulary word.
3. The students find the picture to go with the vocabulary word.
4. The student who finds the most pictures wins.
After the students have played this game using the picture cards, try using the word cards. (This
is great sight word practice.)
CONCENTRATION
(Best with two or more players. You will need one set of picture AND word cards for each group
of students.)
1. The students mix up their cards and put them face down on a table.
2. The first student turns over two cards. If the picture and the word match, the student holds
onto the cards and gets to pick another two cards. If they don t match, the student returns
the cards to the table face down, and the turn goes to the next student.
3. Students continue playing until all cards have been matched and taken off the table.
4. The student with the most pairs wins.
Spectrum Book 1, Unit 1
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neighbor
upstairs
coffee shop
alphabet
people
photo
Spectrum Book 1, Unit 1
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phone booth
classmate
landlady
apartment
city
move
Spectrum Book 1, Unit 1
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partner
conversation
postcard
friendly
country
write
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MONEY IN THE UNITED STATES
Part 1
Bill needs your help. Find the correct change for him and complete the sentences below.
Each question has more than one answer. Look at the example.
1. Bill: Excuse me, do you have change for a dime?
Yes, I do. Here are five pennies and one nickel.
Yes, I do. Here are
Yes, I do. Here are
2. Bill: Excuse me, do you have change for a quarter?
(There are 12 different ways to make change for a quarter. You only need to write
three different ways.)
Yes, I do. Here are
Yes, I do. Here are
Yes, I do. Here are
Challenge: How many different ways can you make change for a half dollar?
(There are a few half dollar coins in America; half dollar coins are not commonly used.)
Part 2
Which way would you choose to buy these things? Discuss with a partner.
1. candy:
a. one piece of candy for a dime
b. three pieces of candy for a quarter
2. erasers:
a. two erasers for a quarter
b. six erasers for a dollar
3. hamburgers:
a. two hamburgers for five dollars
b. three hamburgers for ten dollars
4. pencils:
a. one pencil for a nickel
b. six pencils for a quarter
Spectrum Book 1, Unit 2
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MONEY IN THE UNITED STATES
Answer Key
Part 1
1. two nickels; 10 pennies
2. 12 different ways:
25 pennies
20 pennies and one nickel
15 pennies and two nickels
10 pennies and three nickels
five pennies and four nickels
five nickels
three nickels and one dime
two nickels, one dime, and five pennies
one nickel and two dimes
two dimes and five pennies
one dime and 15 pennies
one dime, one nickel, and 10 pennies
Part 2
The following ways will give the lowest price per item:
1. b
2. b
3. a
4. b
Spectrum Book 1, Unit 2
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NUMBERS GAMES
ACTIVITY 1: FAST NUMBER-MATCHING ACTIVITY
INSTRUCTIONS FOR THE TEACHER
Using heavy paper, make one copy of the number cards.
Cut and mix the cards. Split your class into two groups, and hand out the number word cards
( one, etc.) to one group and the numeral cards ( 1, etc.) to the other group. Hand out the
appropriate number of cards for the number of students in your class. Then tell students to find
their partner in the other group by matching the number word cards with the numeral cards.
ACTIVITY 2: GO-FISH
INSTRUCTIONS FOR THE TEACHER
Divide the number of students in your class by four. Multiply the number you get by two. This is the
number of photocopies you will need of the number cards. Photocopy the cards on heavy paper.
The object of the game is to match number word cards to numeral cards. The student with the most
matched cards wins.
1. Break the students up into groups of four.
2. Give each group two sets of the number cards. Each group will then mix up the cards.
3. Each person in the group receives five cards. The remaining cards are placed face down on the
table.
4. The first student asks one other student (any one of the group members) for a card.
Example:
Student 1: Do you have a T-E-N ?
(Student spells out the number word to get a number word card.)
OR
Do you have a 10 ?
(Student says the numeral out loud to get a numeral card.)
Student 2: Yes, I do. Here you are.
OR
No, I don t. Go-Fish.
(Student 1 must then pick one card from the remaining cards on the
table.)
5. Students keep playing until all the cards are drawn or matched.
Spectrum Book 1, Unit 2
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Zero 0
One 1
Two 2
Three 3
Four 4
Five 5
Spectrum Book 1, Unit 2
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Six 6
Seven 7
Eight 8
Nine 9
Ten 10
Spectrum Book 1, Unit 2
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CONTRACTIONS, PLURAL NAMES, AND POSSESSIVES
An Editing Exercise
INSTRUCTIONS FOR THE TEACHER
The following worksheet will give your students practice in recognizing when contractions,
plurals, and possessives are used incorrectly.
You may want to review the differences in form between contractions, plural names, and
possessives before handing out the worksheet.
EXAMPLES:
Contraction: He is = He s
Plural name: the Smiths
Possessive: Arnold s pen
If you like, after students have completed the exercise, have them divide the corrected sentences
into three groups: those which use contractions, those which use plural names, and those which
use possessives.
An answer key is provided.
Spectrum Book 1, Unit 3
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NAME:
Contractions, Plural Names, and
Possessives
Student Worksheet
Correct the following sentences.
EXAMPLE:
Hes from Canada.
He s from Canada.
1. What is Jims address?
2. The Tanaka s are here.
3. Wheres Nestor?
4. I am at a friends house.
5. The Lopezes are from Mexico.
6. Its 60 Bank Street.
7. This is Anns sister.
8. The Brown s want some coffee.
9. Shes fine.
10. Leos friend is in New York.
Spectrum Book 1, Unit 3
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Contractions, Plural Names, and Possessives
Answer Key
1. What is Jim s address? (contraction)
2. The Tanakas are here. (plural name)
3. Where s Nestor? (contraction)
4. I am at a friend s house. (possessive)
5. The Lopezes are from Mexico. (plural name)
6. It s 60 Bank Street. (contraction)
7. This is Ann s sister. (possessive)
8. The Browns want some coffee. (plural name)
9. She s fine. (contraction)
10. Leo s friend is in New York. (possessive)
Spectrum Book 1, Unit 3
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NUMBER PRONUNCIATION
Practice of Minimal Pairs
INSTRUCTIONS FOR THE TEACHER
Copy the following on a chalkboard. Read the words to your students.
LEFT RIGHT
Thirteen Thirty
Sixteen Sixty
Fourteen Forty
Seventeen Seventy
Fifteen Fifty
Eighteen Eighty
Nineteen Ninety
Give each student a copy of the following chart. Review the chart with them. Tell students that
at each number on the chart, they will have a choice of going either to the left or to the right as
they advance forward to the next number.
Explain that you will read four number words from the list above. As you read each word,
students must look for it in the RIGHT or LEFT column. If the word is in the RIGHT column,
students should advance to the next number to the right on the chart. Likewise, if it is in the
LEFT column, then students should advance to the next number on the left. After you have
said all four number words, the students should all have reached the same location in the
chart.
EXAMPLE:
Thirteen (students will advance LEFT) Seventy (advance RIGHT) Forty (advance RIGHT)
Ninety (advance RIGHT) = JAPAN (final destination)
After you have led the students in a couple of rounds of this game, have them try it in pairs.
Spectrum Book 1, Unit 3
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
The following are suggested routes for reaching each of the final destinations on the chart:
Thirteen (LEFT) Sixteen (LEFT) Fourteen (LEFT) Fifteen (LEFT) = CANADA
Sixteen (LEFT) Seventeen (LEFT) Fourteen (LEFT) Fifty (RIGHT) = NIGERIA
Thirteen (LEFT) Seventeen (LEFT) Forty (RIGHT) Nineteen (LEFT) = BRAZIL
Nineteen (LEFT) Fourteen (LEFT) Eighty (RIGHT) Ninety (RIGHT) = INDONESIA
Fifteen (LEFT) Thirty (RIGHT) Eighteen (LEFT) Thirteen (LEFT) = AUSTRALIA
Seventeen (LEFT) Forty (RIGHT) Nineteen (LEFT) Thirty (RIGHT) = GERMANY
Fourteen (LEFT) Sixty (RIGHT) Thirty (RIGHT) Eighteen (LEFT) = CHILE
Sixteen (LEFT) Sixty (RIGHT) Ninety (RIGHT) Fifty (RIGHT) = JAPAN
Thirty (RIGHT) Seventeen (LEFT) Fourteen (LEFT) Nineteen (LEFT) = TURKEY
Seventy (RIGHT) Fourteen (LEFT) Thirteen (LEFT) Ninety (RIGHT) = INDIA
Sixty (RIGHT) Eighteen (LEFT) Forty (RIGHT) Thirteen (LEFT) = GREECE
Thirty (RIGHT) Fifteen (LEFT) Thirty (RIGHT) Eighty (RIGHT) = MEXICO
Ninety (RIGHT) Seventy (RIGHT) Fourteen (LEFT) Seventeen (LEFT) = TAIWAN
Fifty (RIGHT) Forty (RIGHT) Sixteen (LEFT) Thirty (RIGHT) = EGYPT
Seventy (RIGHT) Ninety (RIGHT) Sixty (RIGHT) Thirteen (LEFT) = FRANCE
Eighty (RIGHT) Thirty (RIGHT) Ninety (RIGHT) Forty (RIGHT) = THE UNITED STATES
Spectrum Book 1, Unit 3
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4
4 4 4 4 4 4 4
3 3 3 3
2
2
1
START
Spectrum Book 1, Unit 3
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CANADA
NIGERIA
BRAZIL
INDONESIA
AUSTRALIA
GERMANY
CHILE
JAPAN
TURKEY
INDIA
GREECE
MEXICO
TAIWAN
EGYPT
FRANCE
THE UNITED STATES
GUIDED WALK
A Speaking Activity Using Imperatives
INSTRUCTIONS FOR THE TEACHER
In this activity, students will use imperatives to guide their partners. If you have a lot of
students, the classroom may be too crowded to carry out this activity successfully. You may
want to use the hallway or an outside courtyard.
Before you start, write the following commands on the chalkboard and review them with your
students:
Stand up.
Turn right.
Turn left.
Turn around.
Walk toward (the blackboard/the teacher s desk . . . ).
Walk straight ahead (five (big or little)) steps.
Open the door.
Sit down.
Sit next to .
Give these instructions to your students:
1. Find a partner and sit down next to him or her.
2. Decide who will be Student A and who will be Student B.
3. Student A: think of a place inside (or near) the classroom. Don t tell your partner what
it is!
4. Student A: stand up. Give directions to your partner to guide him or her to the place you
have thought of. Use the directions you have just reviewed with your teacher. It is very
important that you give clear directions!
5. When Student B reaches the correct place, Students A and B switch roles.
Spectrum Book 1, Unit 4
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MISSING NUMBERS
A Speaking and Listening Activity
INSTRUCTIONS FOR THE TEACHER
This activity is a supplement to the ordinal numbers exercise on page 35. In this activity, students will
practice asking and answering simple present questions about ordinal numbers.
Divide your class into pairs. Make one copy of the following page for each pair of students. Cut the
page in half and give Table A to Student A and Table B to Student B. Explain to the students that the
object of the activity is to ask each other questions about the missing ordinal numbers in their tables
until they have filled in all of the squares correctly. They are not allowed to show their tables to their
partners.
You may want to write the following on a chalkboard to help get students started:
EXAMPLE:
A: What s the ordinal number in square A3?
B: It s  tenth.
Have students compare their tables when they have finished filling them in. Ask them to check if they
completed their tables correctly, and to identify which two ordinal numbers are repeated.
Spectrum Book 1, Unit 4
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MISSING NUMBERS
TABLE A (FOR STUDENT A)
Don t show your partner your table. Take turns asking your partner for the missing ordinal numbers.
Answer your partner s questions. Compare your answers after you are finished. Which two ordinal
numbers are in both tables?
A B C D
1 6th 3rd
2 1st
3 10th 7th
TABLE B (FOR STUDENT B)
Don t show your partner your table. Take turns asking your partner for the missing ordinal numbers.
Answer your partner s questions. Compare your answers after you are finished. Which two ordinal
numbers are in both tables?
A B C D
1 9th 5th
2 8th 2nd 10th
3 6th 4th
Spectrum Book 1, Unit 4
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Occupations
A Vocabulary Exercise
INSTRUCTIONS FOR THE TEACHER
In this exercise, students will practice the new vocabulary for jobs and occupations presented in Unit 5
of Spectrum Book One. Students will also form sentences about occupations.
Make a copy of the following worksheet for every student in your class. Students may work with a
partner or individually on this activity.
When students are finished with the activity, review their answers using the answer key provided.
Spectrum Book 1, Unit 5
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Occupations Name: ____________________
Student Worksheet
Part One
Fill in the blanks in the chart. Choose your answers from the box below.
doctor in a school in a hospital in a kitchen banker
waiter accountant in a law office cars biologist
WHO WORKS WITH WHERE
1. teacher students in a school
2. _____________ money in a bank
3. mechanic ______________ at a garage
4. _____________ numbers in an office
5. cook food and drink ______________
6. _____________ research in a hospital
7. nurse doctors ______________
8. _____________ food and drink in a restaurant
9. secretary lawyers ______________
10. _____________ nurses in a hospital
Spectrum Book 1, Unit 5
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Part Two
Using the information in the chart in Part One, write sentences about the occupations.
Example:
1. A teacher works with students in a school.
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
6. ______________________________________________________________
7. ______________________________________________________________
8. ______________________________________________________________
9. ______________________________________________________________
10. ______________________________________________________________
Spectrum Book 1, Unit 5
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Occupations
Answer Key
Part One
2. banker
3. cars
4. accountant
5. in a kitchen
6. biologist
7. in a hospital
8. waiter
9. in a law office
10. doctor
Part Two
2. A banker works with money in a bank.
3. A mechanic works with cars at a garage.
4. An accountant works with numbers in an office.
5. A cook works with food and drink in a kitchen.
6. A biologist works with research in a hospital.
7. A nurse works with doctors in a hospital.
8. A waiter works with food and drink in a restaurant.
9. A secretary works with lawyers in a law office.
10. A doctor works with nurses in a hospital.
Spectrum Book 1, Unit 5
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
The Most Important Word
A Pronunciation Activity
INSTRUCTIONS FOR THE TEACHER
This activity is a supplement to the pronunciation activity (4.  How to say it ) in Spectrum Book
One, page 53. In this activity, students will work on improving their pronunciation through
recognizing and emphasizing the most important word in a sentence.
Explain to students that each sentence has one important word, depending on the meaning of the
sentence. Tell them that important words are said with a stronger voice than are the other words
in the sentence. Tell them that the voice usually goes up or down when saying the most
important word.
Read the following sentences, emphasizing the  most important words in bold. Ask students to
identify the most important word in each sentence. Give students a chance to practice repeating
these sentences after you.
1. Where do you work?
2. What do you do?
3. Is he a doctor?
4. Is she a lawyer?
Make one copy of the following worksheet for each student. Tell students to follow the
directions on the worksheet. Remind them to look at both the questions and the answers to figure
out which is the most important word in each sentence.
When students have completed the task, refer to the answer key as you read the conversations on
the worksheet out loud, emphasizing the most important words. Have students repeat the
conversations after you.
Spectrum Book 1, Unit 5
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The Most Important Word Name: ____________________
Student Worksheet
Circle the most important word in each sentence. Then practice saying the conversations with a
partner. Remember that important words are strong and your voice goes up or down when saying
them.
A: What do you do?
B: I m an actress.
A: Oh, that s interesting.
A: Do you live alone?
B: No, I live with my family.
A: Does Maggie work at Brooklyn Hospital?
B: Yes, she works in the lab.
A: Where do you live?
B: I live on Main Street.
A: Does Mark work in a hospital?
B: No, Mark works in an office.
A: Is he a lawyer?
B: No, he s an accountant.
A: Do you like coffee?
B: No, I like tea.
A: Are you going on Friday?
B: No, I m going on Saturday.
Spectrum Book 1, Unit 5
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
The Most Important Word
Answer Key
(the most important words are in bold)
A: What do you do?
B: I m an actress.
A: Oh, that s interesting.
A: Do you live alone?
B: No, I live with my family.
A: Does Maggie work at Brooklyn Hospital?
B: Yes, she works in the lab.
A: Where do you live?
B: I live on Main Street.
A: Does Mark work in a hospital?
B: No, Mark works in an office.
A: Is he a lawyer?
B: No, he s an accountant.
A: Do you like coffee?
B: No, I like tea.
A: Are you going on Friday?
B: No, I m going on Saturday.
Spectrum Book 1, Unit 5
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Language, Country, and Nationality
A Vocabulary Puzzle
INSTRUCTIONS FOR THE TEACHER
This puzzle is a supplement to the chart in Spectrum Book One, page 62. In this activity, students
will practice newly learned vocabulary for languages and nationalities. The object of the puzzle
is to fill each square with a language, country, or nationality that begins with the letter at the top
of the column.
Make one copy of the following worksheet for each student. Tell students that it is not always
necessary to match the language, country, and nationality under each letter. For example, in the
H language box, Hindi can be filled in, although the H country is Hungary and the H nationality
is Honduran. If students get stuck, you may want to direct them to Spectrum Book One, page
166 for a complete listing of languages, countries, and nationalities.
Give students a time limit (five minutes per puzzle works well for some groups) to complete the
puzzles. When they have completed the puzzles, review the answers with them. A possible
answer key is provided, although keep in mind that answers will vary.
Spectrum Book 1, Unit 6
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Languages, Countries, Name: ____________________
and Nationalities
Student Worksheet
Fill in the boxes with a language, country, or nationality that begins with the letter at the top of
the column. The words in each column do not have to match with each other. The H-column has
been done for you.
C H I N A
Language Hindi
Country Hungary
Nationality Honduran
In this puzzle, there is an extra credit square under the Y-Language.
E G Y P T
Language
Country
Nationality
Spectrum Book 1, Unit 6
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Languages, Countries, and Nationalities
Answer Key
Although students answers will vary, the following is one possible set of answers to the puzzle.
C H I N A
Language Chinese Hindi Italian Norwegian Arabic
Country China Hungary Italy Norway Australia
Nationality Chinese Honduran Indian Norwegian American
E G Y P T
Language English German Yiddish Polish Turkish
Country Ethiopia Greece Yemen Peru Tunisia
Nationality Ecuadorian Ghanan Yugoslavian Portuguese Thai
Spectrum Book 1, Unit 6
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Logic Problem
A Vocabulary Activity
INSTRUCTIONS FOR THE TEACHER
This activity is a supplement to the exercises in Spectrum Book One, page 59. Students will
practice the present tense of be and family vocabulary from Unit 6 to solve a logic problem.
Make one copy of the following worksheet for each student. Give the class approximately 10
minutes to complete the problem. When all the students are finished, tell them to compare their
family trees with their classmates. Then, using the answer key provided, review the correct
answers with the class.
Spectrum Book 1, Unit 6
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Logic Problem Name: ____________________
Student Worksheet
The Austin Family
Use the clues below to fill in the Austin family tree.
1. Grandmother Stella is 85 years old.
2. There are five females and five males in the Austin family. One of the males is named
Bob. He is 87 years old.
3. Ann and Andy are brother and sister.
4. Lisa is Ann and Andy s cousin.
5. John and Sam are Lisa s uncles.
6. Nick and Susan are married.
7. Carolyn is Sam s wife.
.
Spectrum Book 1, Unit 6
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Logic Problem
Answer Key
Stella Bob
Nick Susan John Sam Carolyn
Lisa Ann Andy
Spectrum Book 1, Unit 6
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Leisure Time Group Survey
A Speaking Activity
INSTRUCTIONS FOR THE TEACHER
This activity is a supplement to the second activity on page 72 of Spectrum Book One, in which students are
asked to make a list of their classmates leisure activities. Students will practice leisure time vocabulary by
asking their classmates which leisure time activities they enjoy doing and filling out a survey. They will then
present their findings to the class.
Give each student a copy of the following Leisure Time Activity Survey. Divide the class into groups of five.
Explain that the students should take turns asking the other students in their group questions about their
leisure activities. Each student will ask a question from the chart, such as  Do you watch TV every day?
Then everyone in the group will put a check mark on their survey under the number of students who answer
 yes. Have the students take turns asking questions until all the questions on the survey have been asked
and answered.
When the survey is completed, have each group work together to complete sentences 1 5. Using the
information on their surveys, students should write five true sentences about their group. For example, if all
five students in the group watch TV every day, then  All of us (five students) watch TV every day would be
a possible answer to question 1. Finally, have one member from each group report their findings to the class.
Spectrum Book 1, Unit 7
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Leisure Time Activities Survey
Work in groups of five. Take turns asking the questions in the survey. Mark the number of students in your
group who answer  yes to each question. Then complete sentences 1 5.
1 2 3 4 5
Do you watch TV every day?
Do you play on a school tennis team?
Do you read two or more books a month?
Do you go to the movies often?
Do you visit your family every week?
Do you travel to new places every year?
Do you study English during leisure time?
Do you see a football game every week?
Do you like jazz music?
Do you enjoy cooking for friends?
Do you eat at a restaurant every weekend?
Group findings:
1. All of us (five students) _________________________________________.
2. Many of us (four students) ______________________________________.
3. Some of us (three students) _____________________________________.
4. A couple of us (two students) ____________________________________.
5. None of us (no students) _______________________________________.
Spectrum Book 1, Unit 7
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Lost and Found
A Speaking and Listening Activity
INSTRUCTIONS FOR THE TEACHER
This activity will allow students to practice vocabulary associated with clothing and personal
belongings, colors, and looking for a lost item as well as possessive adjectives. This is a mixer
activity students will wander the classroom, talking to each other, trying to locate items they
have lost.
You will need a number of cardboard boxes to perform this activity. To find the number, divide
the number of students in your class by four.
Before you begin this activity, go through dialog E on page 83 of Spectrum Book One and
review the vocabulary and forms on pages 84 85 with your class. Explain to students that in this
activity, they have lost something. They must go to various Lost and Found departments and ask
for their lost items until they find them.
1. Write the following dialogs on the board:
A.
Clerk: Lost and Found. May I help you?
Student: Yes. I lost my __________ this morning. Do you have it by any chance?
Clerk: Let s see& What color is it?
Student: ________.
Clerk: Just one moment, please. . . . Yes, it s here!
Student: Oh, what a relief! Thank you!
B.
Clerk: Lost and Found. May I help you?
Student: Yes. I lost my __________ this morning. Do you have it by any chance?
Clerk: Let s see& What color is it?
Student: ________.
Clerk: Just one moment, please. . . . No, it isn t here. Sorry!
Student: Oh, no!
2. Collect one personal item from each student (such as a book, a pencil, an article of
clothing, etc.). These will be the  lost items. Make sure that the students know the
English words for their items, either by asking for items that students already know or
writing the English words for the items on the board.
Spectrum Book 1, Unit 8
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
3. Tell students to copy the dialogs on the board into their notebooks, filling in the
blanks with information about their own lost items. This task will occupy them while
you set up the activity. Tell the students not to watch you while you set up Lost and
Found departments by placing the cardboard boxes throughout the classroom.
Distribute the  lost objects you have collected among the Lost and Found
departments so that each cardboard box contains the same number of items. Try to
make sure that students do not see where you place their items.
4. Divide the class as follows: one quarter of the students are clerks in the Lost and
Found departments, and three quarters of the students have lost something. Assign
each Lost and Found clerk to one of the Lost and Found departments. Tell each clerk
to stand behind his or her cardboard box, ready to answer questions about the box s
contents.
5. When all the Lost and Found clerks are at their posts, tell the rest of the students to go
to the various Lost and Found Departments and ask the clerks for the lost items. They
should use the dialogs they copied into their notebooks as models for their
conversations, modifying the dialogs as needed. The clerk should give the lost item
back to the student if he or she has it (dialog A). If the clerk doesn t have the item
(dialog B), the student will move on to another Lost and Found department to check
there.
6. As the students begin to recover their items, switch the students who have found their
items with the clerks in the Lost and Found Department. This way the clerks can also
recover their items.
Spectrum Book 1, Unit 8
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Questions With the Past of Be
A Reading and Writing Activity
INSTRUCTIONS FOR THE TEACHER
In this reading and writing activity, students will practice asking and answering questions using
the past tense of be. Review the grammar frames on page 87 of Spectrum Book One before
beginning this activity.
Make one copy of the following worksheet for each student. Students may choose to work in
pairs, small groups, or individually.
For Part One, explain that the students must prepare questions for the answers that are written
(the first one is done for them). The answers are taken from the dialogs on pages 82 and 83 of
Spectrum Book One. If some students finish before others, tell them to think of additional
questions about the dialogs and to write them in their notebooks.
For Part Two, students will write answers to the questions asked. The answers can be found in
the dialogs on page 88 of Spectrum Book One.
After all students are finished the worksheet, go over the answers. Refer to the answer key
provided, but keep in mind that answers may vary. You may want to write the best (or most
creative) questions from Part One and answers to Part Two on a chalkboard.
Variation: (Speaking and Listening Task)
1. Instead of handing out copies of the worksheet, read aloud the answers to Part One
and the questions in Part Two to the class.
2. Students work in small groups to find the question or answer.
3. Have each group write their questions and answers on a chalkboard.
4. Review the questions and answers and make necessary corrections.
Spectrum Book 1, Unit 8
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Questions with the Past of Be Name: _________________
Student Worksheet
Part One
Look at the dialogs on pages 82 and 83 of Spectrum Book One. Write questions that go with the
answers.
QUESTIONS ANSWERS
What was on the floor.
1. _____________________________ The wallet was on the floor.
2. _____________________________ Mrs. Kelly and the clerk were on the
telephone.
3. _____________________________ Her next appointment is on Tuesday,
April 6th at 10 o clock.
4. _____________________________ She was worried because she lost her
wallet.
5. _____________________________ Mrs. Kelly s day was not bad.
Part Two
Read the dialogs on page 88 of Spectrum Book One. After you have read them, answer the
following questions. Give full answers.
QUESTIONS ANSWERS
1. What were the names of the two _____________________________
people trying out for the commercial?
2. When was Carolyn s appointment? _____________________________
3. Who was Vicky Wu? _____________________________
4. What were Carolyn and Bob _____________________________
reading?
5. What did All-Bright do to the shirts? _____________________________
Spectrum Book 1, Unit 8
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Questions with the Past of Be
Answer Key
The following are possible responses to the exercises on the Student Worksheet. Answers will
vary.
Part One
2. Who was on the telephone?
3. When is Mrs. Kelly s next appointment?
4. Why was Mrs. Kelly worried?
5. How was Mrs. Kelly s day?
Part Two
1. Their names were Carolyn Duval and Bob Velez.
2. Carolyn s appointment was at ten o clock.
3. Vicky Wu was Mr. Anderson s assistant.
4. Carolyn and Bob were reading a script.
5. All-Bright made the shirts white.
Spectrum Book 1, Unit 8
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Object Pronouns
Grammar Activities
INSTRUCTIONS FOR THE TEACHER
These exercises are a supplement to the object pronoun grammar frame at the bottom of page 71 in
Spectrum Book One. In Part One, students will draw lines connecting subject pronouns with their
corresponding object pronouns. In Part Two, students will unscramble sentences containing subject and
object pronouns that are taken from the dialogs in Unit 7.
Make a copy of the following worksheet for each student. When students have finished the exercises on
the worksheet, review the answers with them using the answer key provided.
Spectrum Book 1, Unit 7
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Object Pronouns Name: ____________________
Student Worksheet
Part One
Draw a line matching each subject pronoun with the correct object pronoun.
Subject Pronouns Object Pronouns
I him
you them
she you
he me
it her
we us
they it
Part Two
Unscramble the sentences. Write your answers on the lines beneath the scrambled words.
1.
him Nina know not does
________________________________________________________.
2.
give message will her the I
________________________________________________________.
3.
help I may you
________________________________________________________?
4.
the game with watch can me you
________________________________________________________.
5.
us visit going to they are
________________________________________________________.
Spectrum Book 1, Unit 7
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Object Pronouns
Answer Key
Part One
Subject Pronouns Object Pronouns
I him
you them
she you
he me
it her
we us
they it
Part Two
1. Nina does not know him.
2. I will give her the message.
3. You can watch the game with me.
4. May I help you?
5. They are going to visit us.
Spectrum Book 1, Unit 7
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
BINGO!
Instructions:
1. Your teacher will ask the following yes/no questions.
2. Try to get four yes-answers in a row. The row can go across, down, or diagonally. Give true answers!
3. Tell your teacher when you have Bingo!
Are you a musician? Are you a student? Are you a good cook? Are you married?
YES NO YES NO YES NO YES NO
Name of Classmate: Name of Classmate: Name of Classmate: Name of Classmate:
Do you ride a bicycle Do you go to the gym Do you speak Japanese? Do you like dogs?
often? every day?
YES NO YES NO YES NO YES NO
Name of Classmate: Name of Classmate: Name of Classmate: Name of Classmate:
Do you like horror movies? Do you like rock music? Do you like cheeseburgers? Do you like opera?
YES NO YES NO YES NO YES NO
Name of Classmate: Name of Classmate: Name of Classmate: Name of Classmate:
Do you like to read Do you take pictures? Do you like to watch TV? Do you live in an
magazines? apartment?
YES NO YES NO YES NO YES NO
Name of Classmate: Name of Classmate: Name of Classmate: Name of Classmate:
Spectrum Book 2, Unit 1
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
JIGSAW PRE-READING ACTIVITY
INSTRUCTIONS FOR THE TEACHER
Have your students complete this activity before they do the listening task on page 3 of
Spectrum Book 2, Unit 1. Tell your students not to look at the conversations on pages 2 and 3 of
the book before doing the activity.
1. Using thick paper, make enough copies of the following conversations for each student in
your class (or enough for pairs or small groups of students). Alternatively, you could split the
class into four groups and give each group one of the conversations. Make cards by cutting
each conversation into separate lines of dialog (in other words, cut along the grid lines). Mix
up the cards.
2. Explain to students that there are four different conversations (conversations A, B, C, and D).
Tell students they are to put the conversations together in correct order to complete the four
conversations.
3. Hand out a complete set of cards to each student/pair/group, or hand out one mixed-up
conversation to each of the four groups. Allow approximately 10 minutes for students to
complete the activity.
4. After students have put the cards in order, have them read/listen to the conversations on
pages 2 and 3 of Spectrum Book 2 and check if the order in which they placed the cards is
correct.
Spectrum Book 2, Unit 1
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
(A) Charley: Excuse me, are you Mrs. Akbar, the branch manager?
(A) Mrs. Akbar: Yes.
(A) Charley: I m Charles Jackson, the new teller.
(A) Mrs. Akbar: Oh, yes. How do you do?
(A) Charley: Hello. I hope I m not late.
(A) Mrs. Akbar: No, not at all. Come with me and I ll introduce you to the other
employees.
Spectrum Book 2, Unit 1
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
(B) Mrs. Akbar: Charles Jackson, I d like you to meet Larry Silver, our loan officer.
Larry Silver, Charles Jackson, our new teller.
(B) Larry: Nice to meet you.
(B) Mrs. Akbar: And this is Teresa Rivera, our head teller.
(B) Teresa: I m sorry, what s your name?
(B) Charley: Charles. Charles Jackson, but just call me Charley.
(B) Teresa: Nice to meet you, Charley.
(B) Mrs. Akbar: Well, it s almost 9:00. Teresa, could you show Charley around?
We have a few minutes before we open.
(B) Teresa: Sure.
Spectrum Book 2, Unit 1
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
(C) Charley: That was a long day. I m tired.
(C) Teresa: Yeah, and I have to go home and make dinner.
(C) Charley: Do you cook every night?
(C) Teresa: Yeah, I usually make dinner, and my roommate washes the dishes.
Do you like to cook?
(C) Charley: Not really, so I eat out a lot. Fortunately, there are some
good restaurants in my neighborhood.
(C) Teresa: Where do you live, Charley?
(C) Charley: In Highland Park. How about you?
(C) Teresa: Oh, just a few blocks from here.
Spectrum Book 2, Unit 1
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
(D) Teresa: Are you going to the gym now?
(D) Charley: No, I ve got a soccer game tonight.
(D) Teresa: Oh, really? Do you play on a team?
(D) Charley: Yeah. We play every week. We re not very good, but we
have a lot of fun. How about you? Do you play any
sports?
(D) Teresa: I usually play tennis once or twice a week.
(D) Charley: What about you, Larry?
(D) Larry: No, I m not too interested in sports. Sometimes I watch
baseball on TV, but that s about all.
Spectrum Book 2, Unit 1
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
LEISURE TIME
A Vocabulary and Speaking Game
INSTRUCTIONS FOR THE TEACHER
You will need a clock or watch for this activity.
1. Divide your class into two equal teams.
2. Make a copy of the following cards and cut them out. Give one card to each student, and
keep one card for yourself. If you don t have enough cards, you may want to create similar
cards or pair students for this activity.
3. Instruct students not to show or tell their team members the words that are on their cards.
4. Explain that this is a guessing game. Each student will have a chance to give verbal clues
about the words on his or her card. His or her team members must guess as many words as
possible within a specific time. Decide how much time your students will need to guess the
words on the cards.
5. Show them how to play the game by demonstrating the following example:
EXAMPLE:
TEACHER: The title of my card is Places to Go. Yuki, please watch the clock and tell me
when one minute has passed. First word: you can see a lot of famous art at
this place.
STUDENT: An art store?
TEACHER: No, you must buy a ticket to enter this place.
STUDENT: An art museum?
TEACHER: Yes! Second word, . . .
Keep playing until one minute is up or the students have guessed all the words on your card.
6. After showing students how to play the game, have one person from Team 1 come up to the
front of the room, announce the title of his or her card, and start giving clues. Instruct Team 2
to watch the clock and let the other team know when their time is up.
7. You can play this game with or without keeping track of points earned by the teams.
8. You may want to write some of the following structures on a chalkboard to help students give
clues.
This has . . .
This is like . . .
This is used for . . .
This is the opposite of . . .
You need . . .
Spectrum Book 2, Unit 1
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Leisure Time Activities Places to Go
1. Photography 1. Art Museum
2. Playing Sports 2. Dance Club
3. Cooking 3. Bookstore
4. Reading 4. Restaurant
5. Listening to Music 5. Movie Theater
Movies Individual Sports
1. Actor 1. Tennis
2. Popcorn 2. Jogging
3. Ticket 3. Skiing
4. Adventure 4. Swimming
5. Horror 5. Golf
Going on Vacation At the Library
1. Plane 1. Book
2. Bus 2. Magazine
3. Train 3. Dictionary
4. Camera 4. Computer
5. Suitcase 5. Newspaper
Team Sports Countries to Visit
1. Baseball 1. United States
2. Soccer 2. Egypt
3. Football 3. India
4. Basketball 4. China
5. Volleyball 5. Brazil
Spectrum Book 2, Unit 1
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
TALKING ABOUT ABILITIES
A Writing and Speaking Activity Using Can / Can t
INSTRUCTIONS FOR THE TEACHER
There are two activities on the following worksheet. Make copies of the worksheet for each pair
of students in your class and discuss the answers after students are finished.
In PART 1, students will discuss ability questions with a partner. Refer students to pages 16 and
17 of Spectrum Book 2 for help with can / can t structures. Make sure they understand the words
in the sentences.
In PART 2, students will discuss with a partner what can be done about a dilemma. Instruct
students to write down their answers. Discuss the situation with the whole class. Refer students
to page 15 for should structures.
Spectrum Book 2, Unit 2
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
NAMES: _________________________
TALKING ABOUT ABILITIES
A Writing and Speaking Activity Using
_________________________
Can / Can t
Part 1
Discuss the questions with your partner. Fill in the blanks.
EXAMPLE:
What can birds do that cats can t do?
Birds can fly , but cats can t
.
1. What can computers do that dogs can t do?
Computers , but dogs
.
2. What can cars do that bicycles can t do?
Cars , but bicycles
.
3. What can elephants do that fish can t do?
Elephants , but fish
.
4. What can adults do that children can t do?
Adults , but children
.
5. What can your partner do that you can t do?
I , but my partner
.
My partner , but I
.
Spectrum Book 2, Unit 2
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Part 2
Discuss the following problem with your partner. Write on a piece of paper some of the
things that you can (or can t) do in this situation, then decide what you should do. Be
ready for a class discussion.
Your three-year-old son is not feeling well.
As a mother or a father, what are some of the things you can or can t do
in this situation? Also, what do you think you should do?
Spectrum Book 2, Unit 2
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
AT THE DOCTOR S OFFICE
A Role-Playing Activity
INSTRUCTIONS FOR THE TEACHER
This is a supplement to the role-playing activities on pages 14 and 15 of Spectrum Book 2. In this
role-playing activity, students practice asking and answering questions at a doctor s office. They
review vocabulary associated with health problems and questions about personal information. In the
first situation, Student A is the patient and Student B is the medical receptionist. In the second
situation, Student A is the doctor and Student B is the patient.
Divide the number of students in your class by two. This is the number of copies you will need of
Situation Cards 1 and 2 and the Patient Information Form.
Before starting, you may want to write the following common questions and answers on a
chalkboard. Tell students that they can use these or their own questions and answers in the activity.
EXAMPLES:
Medical Receptionist: Patient:
May I help you? I d like to make an appointment with the doctor.
How about . . . on . . .? I have a . . .
What s the problem? I ve got a . . .
Doctor:
What can I do for you?
How about . . . on . . .?
What s the matter?
Tell me about your . . .
Does your . . . hurt?
It looks like you ve got . . .
You should . . .
You should take some . . .
Instructions for the Activity:
1. Tell students to find a partner.
2. Have them read Situation Card 1 together, and decide who is the patient and who is the medical
receptionist.
3. Have them write a dialog for the situation.
4. The patient starts the dialog by saying he/she would like to see the doctor.
5. The medical receptionist gives a time for the appointment and asks the patient questions to
gather information for the Patient Information Form.
6. Encourage students to look at the vocabulary on pages 14 and 15 of Spectrum Student Book 2 if
they need help.
7. When students are finished with the first situation card, have them go to the next card. They
should follow the same instructions for Situation Card 2.
Spectrum Book 2, Unit 2
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Situation One: Making an Appointment
Patient: You are not feeling well. You telephone a doctor s office that is near your
house. Make an appointment with the receptionist to see the doctor, and help the
receptionist fill out the Patient Information Form.
Medical Receptionist: Make an appointment for the patient. Fill out the Patient
Information Form.
Situation Two: In the Examination Room
Patient: Tell the doctor about your health problems.
Doctor: If you like, use the Patient Information Form to ask questions. Give the
patient some advice about his or her illness.
PATIENT INFORMATION FORM
Name:
Address:
Phone Number:
Time of Appointment:
Medical Problem:
Spectrum Book 2, Unit 2
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
CHARADES AND THE PRESENT CONTINUOUS
An Acting and Speaking Activity
INSTRUCTIONS FOR THE TEACHER
Students will practice the present continuous tense in this traditional game of acting and
guessing. Before playing, have students review the chart  Some verbs and prepositions on
page 24 of Spectrum Book 2.
To play charades:
1. Copy and cut out the charades cue cards before the beginning of class.
2. Shuffle the cue cards and place them in a bag.
3. Explain that one student will silently act out an activity. The class must guess what the
activity is, using the present continuous tense.
4. Silently act out an activity for the class as an example. Students must correctly identify
the activity using the present continuous.
EXAMPLES:
TEACHER: (acts out listening to a radio)
STUDENT: You are listening to a radio!
5. Ask for one volunteer to mime the first cue card. The volunteer will draw a cue card from
the bag and mime the action on the cue card. Give the class one minute to correctly guess
the activity.
6. The student who guesses the activity is the next person to select a new cue card from the
bag and mime the action on it. Continue playing until all the cue cards have run out.
7. If you want to make this activity more competitive, you can divide the class into teams and
award a point to a team each time one of its members guesses an action correctly.
Spectrum Book 2, Unit 3
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
You are looking for your wallet. You are waiting for a taxi.
You are listening to dance music. You are looking at the teacher.
You are talking to a friend. You are thinking about eating.
You are drinking water at a water
You are waiting for a telephone call.
fountain.
You are watching a soccer game on
You are reading a funny book.
TV.
You are thinking about your
You are talking to a waitress.
boyfriend/girlfriend.
Spectrum Book 2, Unit 3
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Measures
A Matching Activity
INSTRUCTIONS FOR THE TEACHER
In this supplemental activity to the lesson on page 72 of Spectrum Book Two, students will
match measures with words that correspond with them.
Students can complete this activity with a partner or individually. Make a copy of the following
worksheet for each student (or pair of students). Explain to students that the object of the
exercise is to fill in the measures chart with words from the box. Most of the measures can be
matched with two words from the box.
When students have completed the exercise, review the answers with them using the answer key
provided.
Spectrum Book 2, Unit 7
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Measures Name: __________________
Student Worksheet
Fill in the measures chart below with the words from the box. Most of the measures can be
matched with two words. One of the measures can be matched with only one word.
Example:
CORRECT: a bag of& . candy
INCORRECT: a bag of& . milk
ketchup film lettuce soup paper towels
tomato sauce cereal peanuts bread rice
popcorn shampoo cabbage
a can of . . .
a box of . . .
a roll of . . .
a loaf of . . .
a bag of . . .
a bottle of . . .
a head of . . .
BONUS QUESTION:
Which measure can be matched with only one word? _____________________
Spectrum Book 2, Unit 7
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Measures
Answer Key
a can of . . . soup tomato sauce
a box of . . . cereal rice
a roll of . . . film paper towels
a loaf of . . . bread
a bag of . . . peanuts popcorn
a bottle of . . . ketchup shampoo
a head of . . . lettuce cabbage
BONUS QUESTION: a loaf of& can be matched with only one word.
Spectrum Book 2, Unit 7
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
ADDING LETTERS
A Spelling Game
INSTRUCTIONS FOR THE TEACHER
This game gives students practice in spelling vocabulary words from Unit 4. Choose words from
the following list for students to try to spell. Write the words you have chosen on the board for
students to refer to as they play the game.
tank top socks gray tight
T-shirt jacket brown loose
sweatshirt cap tan
pants swimsuit small
shorts green medium
gloves blue large
shoes red size
Make enough copies of the following 60 letters to give a set to each group. If you have enough
scissors, you may want to ask students to cut out the letters themselves in order to save you
some time.
Divide the class into groups (between two to four students in each group). Explain that they
will be playing a game in which they have to spell the words from Unit 4 that you have put up
on the blackboard.
Pass out the sets of letters to each group. Make sure that each player in the group receives an
equal number of the letters. For example, in a group of four, each student will receive 15 letters.
Give students the following instructions:
1. Decide who will be the first player in the group.
2. Player 1: choose a word from the board. Don t tell the other players what it is. Start the
game by placing the first letter of the word in the middle of the table in front of you.
3. Player 2: look at the first letter. What do you think the word is? If you have it, place the
second letter of the word on the table next to the first letter.
4. Player 3: look at the two letters. What do you think the word is? If you have the third
letter, place it on the table.
5. All the players continue laying down letters until a word from the board is spelled. The
last player to put down a letter that completes a word gets all the letters on the table. The
person with the most letters wins.
6. Remember: If you can t spell the word or don t have the letter you need, you must place
one of your letters into the letter garbage pile. The letter garbage pile is on the table near
the word being spelled. (The player that finishes a word from the board gets all the letters
in the garbage pile too.)
Spectrum Book 2, Unit 4
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
A E I O U B
A E I O U B
A E I O U C
H H J J K C
K L L M M D
N N P P Q D
Q R R S S F
T T V V W F
W X X Y Y G
Z Z A E I G
Spectrum Book 2, Unit 4
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
DRAWING WITH PREPOSITIONS
A Listening Exercise
INSTRUCTIONS FOR THE TEACHER
In this activity, you will tell students the location of pieces of furniture in a room in an
apartment. As they draw a picture of the room, students will practice prepositions and
furniture vocabulary.
Before starting the activity, ask your students to review the furniture vocabulary on pages
38 and 39 of Spectrum Book 2 and to look at the picture of the apartment on page 39. The
furniture in their pictures should be drawn from a similar perspective to the one used in this
picture.
You may want to read the instructions and draw your own picture before you read the
instructions to students. After the students have finished drawing, you can check your picture
against their pictures to see if they have understood your instructions. Some variations in the
pictures will occur.
Hand out the following worksheet before starting the activity. Tell students to use the coffee
table already shown as a point of reference for the rest of the drawing.
Instructions for Students:
1. Listen carefully to my instructions. Take out a pencil.
2. Look at the coffee table in the middle of your worksheet.
3. Beside the coffee table and to the left, there is a sofa.
4. Beside the coffee table and to the right, there are two chairs.
5. Between the two chairs, there is a lamp.
6. Behind the two chairs and on the right side of the worksheet, there is a closet.
7. Under the coffee table, there is a rug.
8. The coffee table is in front of a fireplace. The fireplace is at the top of the paper.
9. Your picture is finished. Compare it to your neighbor s picture. Are there any differences in
where you placed the furniture?
Suggested additional activity:
If you have time, you may want the students to write 10 sentences based on their pictures. Tell
them to use as many prepositions as possible when writing their sentences.
EXAMPLE:
There is a coffee table on the rug.
Spectrum Book 2, Unit 4
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
DRAWING WITH PREPOSITIONS
Student Worksheet
coffee
table
Spectrum Book 2, Unit 4
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
The Future With Going To
A Role-Playing Activity
INSTRUCTIONS FOR THE TEACHER
Students will practice asking and answering questions about the future in this role-playing
activity. You may want to review the grammar frames on page 53 of Spectrum Book Two before
beginning this activity.
You will need enough copies of the Student A Worksheet for half the class, and enough copies of
the Student B Worksheet for the other half of the class. Divide the students into pairs and
distribute the worksheets. One student in each pair is Student A, and the other student is Student
B. Tell the students they must use the information on their worksheets to ask and answer the
questions.
Give each pair six minutes to complete the activity three minutes for Student A to ask about
Student B s weekend, and three minutes for Student B to ask about Student A s weekend. (You
may want to use a timer to let the students know when three minutes are up.)
Wrap up the activity by asking one Student A volunteer and one Student B volunteer to tell the
class about their partner s weekend.
Example:
Student A: Paula is going to go shopping this weekend. She is going to go with her
sister Wendy and her friend Linda.
Spectrum Book 2, Unit 5
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
The Future With Going To
Student A Worksheet
Ask your partner this question:
What are you going to do this weekend?
Then ask the questions in the box.
When are you going to go ?
Who is going to go with you?
What are you going to (do, buy, see)?
Where are you going to go ?
How are you going to get there?
Are you going to ?
You must ask questions (and listen to your partner s answers) until your teacher says to stop.
Read the following situation. This is your plan for this weekend. Your partner is going to ask you
some questions about your plans for this weekend. Give short answers to all of your partner s
questions.
You are going to go skiing at Crystal Mountain this weekend.
Your friends Gail and Steve are going to go with you. You
are going to stay in a hotel. You are going to drive your Jeep
to Crystal Mountain.
Spectrum Book 2, Unit 5
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
The Future With Going To
Student B Worksheet
Read the following situation. This is your plan for this weekend. Your partner is going to ask you
some questions about your plans for this weekend. Give short answers to all of your partner s
questions.
You are going to go shopping this weekend. Your sister,
(Wendy) and your friend (Marylou) are going to go with you.
Your sister is going to drive her new Toyota car. You are
going to buy a sweater, and your friend Jennifer is going to
buy a dress.
Now it s your turn to ask questions! Begin by asking your partner:
What are you going to do this weekend?
Then ask some of the questions in the box.
When are you going to go ?
Who is going to go with you?
What are you going to (do, buy, see)?
Where are you going to go ?
How are you going to get there?
Are you going to ?
You must ask questions (and listen to your partner s answers) until your teacher says to stop.
Spectrum Book 2, Unit 5
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Weather Forecast
A Reading Comprehension Activity
INSTRUCTIONS FOR THE TEACHER
This is a supplemental reading comprehension activity. After students read and look at the map
on page 56 of Spectrum Book Two, they will demonstrate their level of comprehension of the
material by completing this worksheet.
Make one copy of the following worksheet for each student. Distribute the worksheets to your
class.
In Part One, students will fill in the blanks under the  Temperature and  Weather headings.
The temperature and weather students write should be consistent with the information in the
boxes on the map. Temperatures will be estimates, as there is no definite information about them
on the map. (They can be in either Fahrenheit or Celsius, although you should point out that the
United States uses Fahrenheit). For example, it says on the map that in southern California, there
have been heavy rains, snow, and floods, so for Los Angeles, students would complete the chart
with a cool temperature under the  Temperature heading and  rain and snow under the
 Weather heading.
In Part Two, students must use the information on the map to draw an imaginary weather
forecast for one of the regions. Students will choose one area on the map to draw/talk about and
then draw a simple weather forecast in the boxes (such as simple pictures of the sun or rain
clouds).
In Part Three, students will write their own weather forecasts based on the forecasts they drew in
Part Two. Have them fill in the blanks in the written weather report, using appropriate weather
words for their region. If you have more advanced students, you may want them to create their
own weather forecast rather than to fill in the blanks. (If you choose this option, hand out only
the first page of the worksheet and tell the students to write their forecasts in their notebooks.)
When students have completed their forecasts, have them present them to the class.
Spectrum Book 2, Unit 5
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Weather Forecast Name: ____________________
A Student Worksheet
Part One
Read the map on page 56.Use the information on the map to fill in the blanks in this newspaper
weather report. Guess what the temperature is.
City Temperature Weather
Los Angeles, USA 30 degrees (F) rain and snow
Rio de Janeiro, Brazil ___ degrees _________________
Cape Town, South Africa ___ degrees _________________
Amman, Jordan ___ degrees _________________
Hong Kong, China ___ degrees _________________
Melbourne, Australia ___ degrees _________________
Part Two
Look again at the map on page 56. Choose one area on the map. Use the information on the map
to draw a three-day weather forecast for a city in that area.
Today Tomorrow The Day After Tomorrow
Spectrum Book 2, Unit 5
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Part Three
Write your own weather forecast, based on the weather forecast you drew in Part Two. Replace
the underlined words with your own weather words in the paragraph.
Example:
Welcome to the Five O clock News. My name is Margaret. I m going to give you the
three-day weather forecast for Los Angeles.
The weather is unusually wet today. Heavy rain and snow may cause serious flooding.
The clouds are going to go away tomorrow. The day after tomorrow should be clear and
sunny.
Your weather forecast:
Welcome to the Five O clock News. My name is ______________. I m going to give you
the 3-day weather forecast for ______________.
The weather is unusually ______________ today. ______________ may cause
______________. ______________ going to ______________ tomorrow. The day after
tomorrow should be ______________.
Now present your weather forecast to the class.
Spectrum Book 2, Unit 5
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
A, Some, Any
A Survey and Grammar Activity
INSTRUCTIONS FOR THE TEACHER
In this activity, students will talk about foods and drinks they like as they practice a, some, and any with
count and mass nouns. Review the grammar frames on page 62 of Spectrum Book Two before starting
this activity.
Make one copy of the following worksheet for each student. In Part One, students will answer the
questions on the survey, choosing their favorite foods and drinks for breakfast, lunch, and dinner. In Part
Two, students will use the information in Part One to complete questions about their favorite foods with
a, some, or any. Make sure that students understand that the questions in Part One correspond directly
with the questions in Part Two. For example, if their favorite breakfast food in Part One, Question 1 was
b. eggs, they should complete Part Two Question 1 with a, some, or any and eggs.
When students have completed the activity, review the answers with them using the answer key provided.
Answers for Part One will vary, and several answers are possible for each question in Part Two.
Spectrum Book 2, Unit 6
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Eating Habits Name: ____________________
Student Worksheet
Part One
What do you like to eat and drink? Circle the best answers for you.
BREAKFAST
1. What is your favorite food for breakfast?
a. cereal
b. eggs
c. yogurt
2. What is your favorite drink for breakfast?
a. coffee
b. tea
c. orange juice
LUNCH
3. What is your favorite food for lunch?
a. soup
b. sandwiches
c. spaghetti
4. What is your favorite drink for lunch?
a. soda
b. milk
c. water
Spectrum Book 2, Unit 6
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
DINNER
5. What is your favorite entree for dinner?
a. cheeseburgers
b. chicken
c. lasagna
6. What is your favorite side dish for dinner?
a. French fries
b. salad
c. rice
7. What is your favorite food for dessert?
a. chocolate cake
b. grapes
c. ice cream
Part Two
Now you are in a restaurant. You want to order your favorite food and drinks for breakfast, lunch, and
dinner. Complete each sentence below with a/an, some, or any and your favorite food or drink from the
corresponding question in Part One.
Example:
BREAKFAST:
Could you bring me ___ ______?
Could you bring me some eggs, please?
BREAKFAST
1. Do you have ___ _________?
2. Could you bring me ___ ______?
LUNCH
3. Could you bring me ___ __________?
4. Do you have ____ ___________?
Spectrum Book 2, Unit 6
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
DINNER
5. Do you have _____ _______________?
6. Could you bring me ______ ___________?
7. Could you bring me ______ ___________?
Spectrum Book 2, Unit 6
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
A, Some, Any
Answer Key
Part One
Answers will vary.
Part Two
Several answers are possible for each question:
1. any cereal
any eggs
any yogurt
2. some coffee
some tea
some orange juice
3. some soup
a sandwich/some sandwiches
some spaghetti
4. any soda
any milk
any water
5. any cheeseburgers
any chicken
any lasagna
6. some French fries
some salad
some rice
7. some chocolate cake
some grapes
some ice cream
Spectrum Book 2, Unit 6
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Mass Nouns Word Search
INSTRUCTIONS FOR THE TEACHER
In this activity, students practice some of the more common food-related mass (or noncount)
nouns.
Remind students that mass nouns:
" have no plural form (example: breads is incorrect*)
" do not use a or one
* at least for students at this beginning level
Make one copy of the following worksheet for each student. After the students have completed
the word search in Part One, tell them to use the words they found to fill in the blanks in the
sentences in Part Two. They may use a dictionary to look up the food-related mass nouns if
necessary. Review the answers with them using the answer key provided.
Spectrum Book 2, Unit 6
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Mass Nouns Word Search Name:__________________
Student Worksheet
Part One
Find these mass nouns in the word search puzzle below. The words go up, down, right,
and left.
PEPPER RICE
MILK MEAT
BREAD FRUIT
WATER COFFEE
CHEESE SOUP
TEA FOOD
M I L K Y C W Q B
E U L M S O U P H
A T D O O F B E E
T I U R F F K P S
X R N N O E E P E
G Z V T I E C E E
F B R E A D I R H
R E T A W T R U C
Spectrum Book 2, Unit 6
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Part Two
Use the words from the word search in Part One to complete the sentences below. Use
each word only once.
1. Could you please pass the salt and __ __ __ __ __ __?
2. __ __ __ __ is a white drink.
3. You make sandwiches with __ __ __ __ __.
4. May I have a glass of __ __ __ __ __?
5. I like lots of __ __ __ __ __ __ on my pizza.
6. Would you like some sugar with your __ __ __?
7. __ __ __ __ sounds like nice and dice.
8. Vegetarians don t eat __ __ __ __.
9. Bananas and apples are types of __ __ __ __ __.
10. I drink __ __ __ __ __ __ every morning.
11. __ __ __ __ is served hot and in a bowl.
12. All of the words in this puzzle are kinds of __ __ __ __.
Spectrum Book 2, Unit 6
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Mass Nouns Word Search
Answer Key
Part One
M I L K Y C W Q B
E U L M S O U P H
A T D O O F B E E
T I U R F F K P S
X R N N O E E P E
G Z V T I E C E E
F B R E A D I R H
R E T A W T R U C
Part Two
1. pepper
2. Milk
3. bread
4. water
5. cheese
6. tea
7. rice
8. meat
9. fruit
10. Coffee
11. Soup
12. food
Spectrum Book 2, Unit 6
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Dinner for Seven?!
A Speaking Activity
INSTRUCTIONS FOR THE TEACHER
This activity gives students practice in forms presented on pages 71 73 of Spectrum Book Two.
Explain to students that the object of this activity is to use terms of quantity in identifying the
food they have, and to plan a meal with the food they have available.
Divide the class into pairs or small groups. Make one copy of the following worksheet for each
pair or group of students. Alternatively, if you feel the activity is too challenging for your
students, do it together as a class.
The list of ingredients on the worksheet has been designed to make foods that have been
introduced in earlier units of Spectrum, such as apple pie, chicken and rice, salad, hamburgers,
and spaghetti and with meat or tomato sauce. However, there may be other common foods eaten
in your students culture(s) that are made with the ingredients on the worksheet. If you feel that
your students will be likely to suggest these foods for their menus, you may want to write a few
of them on the board (in English, if possible). You may also want to adapt the list of ingredients
to foods more common in your culture.
After students complete the activity, have them present their menus to the class. Have the class
vote on the best-sounding meal.
Spectrum Book 2, Unit 7
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom
use.
Dinner for Seven?! Name: ____________________
Student Worksheet
You and your partner/group just received a telephone call. Five of your friends want to have
dinner with you tonight. You have no money, so you can t go out to a restaurant. You have to
cook dinner for your friends. You told your friends that dinner would be ready at 7 p.m. It is now
4 p.m.
Look at the list of items you have in your kitchen. With your partner or group, discuss what type
of foods you have, how much of it there is, and what type of meal you could prepare with it.
The following are some of the meals you might be able to make. Try to think of some others!
apple pie hamburgers
chicken and rice spaghetti with meat sauce
salad spaghetti with tomato sauce
Use a few, a little, a lot of, no, any, and measures in your discussion.
Example:
STUDENT A: We have some flour and sugar. We should make chocolate cake.
STUDENT B: We can t make chocolate cake. We don t have any chocolate!
Food in the Kitchen:
1 dozen eggs one bottle of oil
2 cans of beans 2 lbs. of chicken
3 bananas 1 lb. of ground beef
½ gallon of milk 3 cans of tomato sauce
3 packages of butter 5 lbs. of flour
a lot of rice some apples
a package of spaghetti ½ bag of oranges
2 heads of lettuce a package of cheese
a few tomatoes a lot of grapes
2 large onions 1 bottle of orange juice
a bag of potatoes 3 lbs. of sugar
a loaf of bread
What will you make for your friends?
__________________________________________________________________
__________________________________________________________________
Spectrum Book 2, Unit 7
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom
use.
Measures
A Matching Activity
INSTRUCTIONS FOR THE TEACHER
In this supplemental activity to the lesson on page 72 of Spectrum Book Two, students will
match measures with words that correspond with them.
Students can complete this activity with a partner or individually. Make a copy of the following
worksheet for each student (or pair of students). Explain to students that the object of the
exercise is to fill in the measures chart with words from the box. Most of the measures can be
matched with two words from the box.
When students have completed the exercise, review the answers with them using the answer key
provided.
Spectrum Book 2, Unit 7
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Measures Name: __________________
Student Worksheet
Fill in the measures chart below with the words from the box. Most of the measures can be
matched with two words. One of the measures can be matched with only one word.
Example:
CORRECT: a bag of& . candy
INCORRECT: a bag of& . milk
ketchup film lettuce soup paper towels
tomato sauce cereal peanuts bread rice
popcorn shampoo cabbage
a can of . . .
a box of . . .
a roll of . . .
a loaf of . . .
a bag of . . .
a bottle of . . .
a head of . . .
BONUS QUESTION:
Which measure can be matched with only one word? _____________________
Spectrum Book 2, Unit 7
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Measures
Answer Key
a can of . . . soup tomato sauce
a box of . . . cereal rice
a roll of . . . film paper towels
a loaf of . . . bread
a bag of . . . peanuts popcorn
a bottle of . . . ketchup shampoo
a head of . . . lettuce cabbage
BONUS QUESTION: a loaf of& can be matched with only one word.
Spectrum Book 2, Unit 7
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Pronunciation Puzzle
An Exercise in Past Tense Forms
INSTRUCTIONS FOR THE TEACHER
In this activity, students will learn and apply a basic past tense pronunciation rule. This activity
should be introduced after students have completed activity 4,  How to say it, on page 91 of
Spectrum Book Two.
Make one copy of the following worksheet for each student. Distribute the worksheets. Explain
to students that this is a pronunciation puzzle and that the answer is related to how you
pronounce certain verbs in their base forms and in the past tense. (If you want to make it more
difficult for students, just hand out the puzzle with no explanation.)
Give students approximately ten minutes to fill in the chart and answer the puzzle question.
Check that they have filled in the chart correctly (using the answer key provided). Ask them if
they have discovered the answer to the puzzle. If they haven t, read the base forms of the verbs
out loud to them, emphasizing the sounds at the ends of the words. Ask them to listen carefully
to the way you are pronouncing the forms, and to try to guess the answer to the puzzle again.
Finally, give the students the answer.
Spectrum Book 2, Unit 8
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Pronunciation Puzzle Name: ____________________
Student Worksheet
Change the following verbs to the past tense. Next, fill in the chart by placing the past tense
verbs in the correct columns according to how they are pronounced. Finally, answer the puzzle
question.
rest afford watch want
stay paint park record
raise flood save show
demand sound need mail
cover answer cause use
add
Example:
Rest rested place under [ed] column
[ed] [t] [d]
rested
Puzzle:
How are the base forms of the verbs under the [ed] column different from the base forms of the
verbs under the [t] and [d] columns?
Spectrum Book 2, Unit 8
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Pronunciation Puzzle
Answer Key
Answers to Chart:
[ed] [t] [d]
rested watched stayed
added parked raised
wanted saved showed
painted mailed answered
afforded covered used
demanded caused
flooded
needed
sounded
recorded
Answer to Puzzle:
Regular verbs that end in sounds [t] or [d] in the base form are pronounced with an extra syllable
in the past tense.
Spectrum Book 2, Unit 8
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Remembering . . .
A Speaking Activity
INSTRUCTIONS FOR THE TEACHER
In this class discussion activity, students will review questions and statements in the simple past
tense as they discuss their memories of the first and last times they did various things. It can be
used as a supplement to the simple past exercises on page 87 of Spectrum Book Two,
particularly Exercise 8.
Before you begin the activity, cut up the following list of topics and put the slips of paper into a
box.
Warm the class up by asking a few students, one by one, about the last time they went to a
concert. Ask them a series of questions, such as:  What was the name of the musician or band in
the concert? ;  Was it a rock concert? ;  How did you like the concert?, or  How long was the
concert? Give students enough time to remember, but keep the discussion going at a quick pace.
If students seem to be having a hard time responding, help them by making comments about the
last time you went to a concert.
Explain that students will pick topics from the box and ask and answer questions about the topics
they pick. Tell them not to worry if they can t remember anything related to a particular topic.
This activity is only meant to encourage discussion. If students can t remember or prefer not to
talk about the topic they choose, they can choose another topic from the box.
Once the students understand the question and answer process for this activity, divide them into
pairs. Let the first pair choose a topic from the box. This pair will then take turns asking each
other about the  first or last time they . . . Give each pair a couple of minutes to have
discussions about the topic they have chosen, prompting them as needed. Then move on to the
other pairs until all the pairs have had a chance to speak.
Variation:
If you feel that your students are advanced enough to discuss the topics without your supervision,
do not use the box or monitor the discussion. Instead, make enough copies of the following list
of topics for each pair of students and allow the pairs to select and discuss topics on their own.
Spectrum Book 2, Unit 8
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Remembering&
List of Topics
The last book you read. The last time you ate at a The last movie you saw.
restaurant.
The first time you drove a Your first day of school. The first time you went on
car. vacation.
The last time you rode a The last time you bought The last time you were
bike. something. surprised.
The first time you saw your The first time you flew in an The last class you went to.
husband / wife / boyfriend / airplane.
girlfriend.
The first time you failed a The last party you went to. The last game you played.
test or exam.
The first pet you had. The first job you had. The first teacher you had.
The last time you rode the The last CD / tape you The first time you visited a
bus. bought. foreign country.
Spectrum Book 2, Unit 8
Copyright © 2002 by Pearson Education, Inc. Permission granted to reproduce for classroom use.