00 Spark3 INT Ss Portfolio_Contents_00 Spark3 INT Ss Portfolio_Contents 13/06/2011 9:18 ΜΜ Page 1
00 Spark3 INT Ss Portfolio_Contents_00 Spark3 INT Ss Portfolio_Contents 17/06/2011 8:40 ΠΠ Page 2
Published by Express Publishing
Liberty House, New Greenham Park, Newbury,
Berkshire RG19 6HW
Tel.: (0044) 1635 817 363
Fax: (0044) 1635 817 463
e-mail: inquiries@expresspublishing.co.uk
http://www.expresspublishing.co.uk
© Virginia Evans – Jenny Dooley, 2011
Design and Illustration © Express Publishing, 2011
Illustrations: Victor, Kyr, Angela, Simon Andrews © Express Publishing, 2011
First published 2011
Made in EU
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form, or by any means, electronic, photocopying, or otherwise, without
the prior written permission of the publishers.
This book is not meant to be changed in any way.
ISBN 978-0-85777-930-4
Photocopying
The publishers grant permission for the photocopying of the resource activities and tests for
classroom use only. School purchasers can make copies for use by their staff and students only.
Individual teachers can make copies for their own use or for use by the students they teach.
Under no circumstances may any part of this book be photocopied for resale.
00 Spark3 INT Ss Portfolio_Contents_00 Spark3 INT Ss Portfolio_Contents 13/06/2011 9:18 ΜΜ Page 3
Contents
Language Biography ....................
Module 1
Resource Activities 1 .......................
Pairwork Activities 1 .......................
Portfolio Activities 1........................
Game .............................................
Module 2
Resource Activities 2 .......................
Pairwork Activities 2 .......................
Portfolio Activities 2........................
Game .............................................
Module 3
Resource Activities 3 .......................
Pairwork Activities 3 .......................
Portfolio Activities 3........................
Game .............................................
Module 4
Resource Activities 4 .......................
Pairwork Activities 4 .......................
Portfolio Activities 4........................
Game .............................................
pp.
4-7
pp.
8-9
pp. 10-11
p.
12
p.
13
pp. 14-15
pp. 16-17
p.
18
p.
19
pp. 20-21
pp. 22-23
p.
24
p.
25
pp. 26-27
pp. 28-29
p.
30
p.
31
Module 5
Resource Activities 5 .......................
Pairwork Activities 5 .......................
Portfolio Activities 5........................
Game .............................................
pp. 32-33
pp. 34-35
p.
36
p.
37
Module 6
Resource Activities 6 .......................
Pairwork Activities 6 .......................
Portfolio Activities 6........................
Game .............................................
pp. 38-39
pp. 40-41
p.
42
p.
43
Module 7
Resource Activities 7 .......................
Pairwork Activities 7 .......................
Portfolio Activities 7........................
Game .............................................
pp. 44-45
pp. 46-47
p.
48
p.
49
Module 8
Resource Activities 8 .......................
Pairwork Activities 8 .......................
Portfolio Activities 8........................
Game .............................................
pp. 50-51
pp. 52-53
p.
54
p.
55
3
00 Spark3 INT Ss Portfolio_Biography_00 Spark 3 INT Ss Portfolio_Biography 13/06/2011 9:19 ΜΜ Page 4
Language Biography
All About Me!
Name:
Date of birth:
Age:
Place of birth:
I am in my
year of English.
My English Teacher’s name:
Read and put a tick (✓) or a cross (✗).
Some members of my family speak English.
Some members of my family are from an English-speaking country.
I often read English books, magazines, etc.
I often watch English TV programmes.
I often listen to English songs.
I have extra English lessons.
There is someone at home who speaks English to me.
I have contact with people from English-speaking countries.
I have visited/lived in the following English-speaking countries:
Country (ies): .....................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
4
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Language Biography
How I Learn!
Think about the easiest ways for you to learn something new. Read the sentences below and choose. You
can choose more than one.
1
2
3
I understand words/sentences better if I
A listen to them on cassette/CD.
B listen to my teacher saying them.
C see them written.
D see, listen and do something with them.
E other
I learn words/phrases better if I
A listen to them on cassette/CD.
B listen to my classmates saying them.
C read them.
D write them.
E repeat them.
F act them out, sing them, etc.
G they are part of a video/DVD, etc.
H other
I can express myself best if I
A already know all the words I need to use.
B know some of the words I need to use.
C use mime, objects and pictures to help me.
D have some life experience on the subject.
E other
4
I learn best if I work
A on my own.
B in pairs.
C in a group/team.
D other
5
I am more eager to learn if
A I know why I’m doing an activity.
B I know an activity will help me.
C I am rewarded.
D an activity will help me to find out
more about the things I like.
E other
6
I understand grammar rules better if
A they are explained to me in my
mother tongue.
B I compare them with my mother
tongue.
C I find them through exploring a text.
D other
My World of English!
Make a note of what you do in English.
The stories/poems I know in English
............................................
..........................................
............................................
..........................................
............................................
..........................................
The songs I can sing in English
............................................
..........................................
............................................
..........................................
............................................
..........................................
The videos/DVDs/cartoons I’ve watched in English
............................................
..........................................
............................................
..........................................
............................................
..........................................
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Language Biography
Now I Can ...!
Here is what you will be able to do in English at this level. Every now and then, for instance once a month,
you will need to check your progress. For this reason you should use a pencil so that you can change
and/or add things as you go along. You can use the following code:
Very Well: ✓✓✓
OK: ✓✓
Not Very Well: ✓
Listening
I can ...
• understand people talking about things I know.
• understand people giving factual information.
• understand everyday conversations.
• understand programmes on TV and the radio.
• understand films.
• guess the meaning of unknown words.
• understand other people when they speak clearly.
• understand short lectures and talks.
................................
................................
................................
................................
................................
................................
................................
................................
Reading
I can ...
• understand texts on subjects I am interested in.
• understand personal letters expressing feelings.
• understand brochures and short, official documents.
• understand descriptions of events.
• understand argumentative texts that are written clearly.
• understand clear, straightforward instructions on a piece of equipment.
• understand newspaper articles about things I know.
• find and understand general information in everyday material.
................................
................................
................................
................................
................................
................................
................................
Speaking
I can ...
• describe things to people.
• give simple instructions.
• give directions.
• give advice to people.
• give news.
• express my thoughts on abstract cultural topics (films, books, music).
• describe personal experiences.
6
©Express Publishing
PHOTOCOPIABLE
................................
................................
................................
................................
................................
................................
................................
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Language Biography
•
•
•
•
•
describe feelings.
talk about my dreams, hopes, wishes and ambitions.
socialise
invite/accept or decline invitations.
make arrangements.
................................
................................
................................
................................
................................
Writing
I can ...
• write a short narrative.
• describe the plot of a book or a film.
• describe my thoughts on cultural topics such as films and music.
• write personal letters, expressing feelings and giving news.
• take messages describing enquiries and problems.
• write a short summary of a longer text.
................................
................................
................................
................................
................................
................................
Future Plans!
What would you like to do in the future to improve your English? How can you learn more about other
people and other countries? Choose and write. You can also use your own ideas.
•
•
•
•
I WOULD
read English stories, magazines, etc
•
watch English films, TV programmes, etc
•
listen to English songs
•
talk to English people
•
LIKE TO ...
use the Internet
write to people from other countries
visit other countries
find information about other countries and cultures
©Express Publishing
PHOTOCOPIABLE
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01 Spark3 INT Ss Portfolio_Mod 1_01 Spark3 INT Ss Portfolio_Mod 1 13/06/2011 9:20 ΜΜ Page 8
Resource Activities
Vocabulary
Complete the word puzzle
1
1
2
3
4
5
6
7
8
9
2
using one word to describe
each person:
1
2
3
4
5
6
8
3
7
9
1
2
3
4
5
4
1
1
2
3
4
5
6
7
8
9
8
Steve always tells people what
to do. He’s ...... .
Sally loves to chat. She’s ...... .
Everyone likes Adam. He’s ..... .
Pam only cares about herself.
She’s ...... .
I hate waiting for anything. I’m
...... .
Molly’s always smiling. She’s
...... .
Alan always tells the truth. He’s
...... .
Pete always gives things to
people. He’s ...... .
Clara is always doing something!
She’s ...... .
©Express Publishing
PHOTOCOPIABLE
2
3
5
1
2
3
4
Match the words to form collocations.
1
2
3
4
5
6
7
security
dressing
graphic
computer
travel
fashion
shop
a
b
c
d
e
f
g
designer
assistant
guard
agent
room
designer
programmer
Grammar
Complete the sentences using the correct form of
the adjective in brackets.
Gold is .................... (expensive) than silver.
My sister is as .................... (tall) as me now.
He is the most .................... (generous) person I know.
It’s the .................... (busy) time of the year.
The traffic is much .................... (bad) at this time of day.
Underline the correct verb tense.
Mary isn’t going/doesn’t go out tonight because she
wants/is wanting to read a book.
I am knowing/know that he is taking/takes the bus to
school every day.
It rains/is raining today so we play/are playing tennis inside.
Make sentences that mean the same as the
sentences below, using the word in brackets.
I get up too late to see the sunrise. (early)
.......................................................................................
My sister isn’t tall enough to reach the shelf. (short)
.......................................................................................
The baby is too young to walk. (old)
.......................................................................................
These jeans are too small for me. (big)
.......................................................................................
01 Spark3 INT Ss Portfolio_Mod 1_01 Spark3 INT Ss Portfolio_Mod 1 13/06/2011 9:20 ΜΜ Page 9
Resource Activities
Reading
6
Writing
Read the text and answer the questions.
7
1
2
3
4
5
6
7
8
9
Write a short text about
koalas using the fact file
below. Use the paragraph
plan and the text in Ex. 6 as
a model.
l symbols.
Australia’s nationa
of
e
on
is
oo
ar
ng
The ka
ngaroo
an forty types of ka
There are more th
rge back
ngaroo has two la
ka
A
.
lia
ra
st
Au
in
and a
smaller front legs
legs, large feet,
ith
t a small head w
long tail. It has go
d sharp teeth. A
two large ears an
as tall as 2 metres
large male can be
e
ost 100kg. Th
and weigh alm
t
ea
gr
ng
is ideal for jumpi
dy
bo
’s
oo
ar
ng
ka
up to
n run at speeds of
distances and it ca
m
ch eans
supial animal, whi
70km/h. It is a mar
carry its
h on its belly to
that it has a pouc
its mum’s
ngaroo stays in
ka
by
ba
A
g.
un
yo
ven months.
pouch for up to se
different
of kangaroo have
Different species
eat
em eat meat. They
th
of
ne
no
t
bu
diets
rest in
ants. Many of them
grass and other pl
nightonly come out at
d
an
y
da
l
al
e
ad
the sh
gs such as
ors include wild do
time. Their predat
aroos
rge reptiles. Kang
la
d
an
s,
xe
fo
d
dingos an
threat to
are usually not a
d
an
s
al
im
an
y
sh
are
sport
nters kill them for
hu
es
im
et
m
so
t
humans bu
conditions,
t. In the right
ea
m
r
ei
th
r
fo
or
six years.
for about four to
kangaroos can live
1
2
3
4
5
Animal type: marsupial
Size: 60-80cm / Weight: 9kg
Description: fur (soft like wool) grey
on back and white on stomach / ears
have long white hairs on edge.
Diet: eucalyptus leaves.
Daily habits: sleep 18 hours in
trees.
Endangered: 1920s hunters killed
for fur / today, loss of habitat,
traffic, dogs
Average life span: 15-20 years
How many kinds of kangaroo are there in Australia?
What kind of animal is the kangaroo?
How long does a baby kangaroo stay in its mother’s pouch?
What do kangaroos eat?
How long can kangaroos live for?
Para 1: Introduction; The koala is
one of the Australia’s
national symbols. Although
people often call it a Koala
Bear it is not a bear. It is a
... .
Para 2: Information about size,
weight, description
Para 3: Information about diet,
daily habits, average life
span
©Express Publishing
PHOTOCOPIABLE
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01 Spark3 INT Ss Portfolio_Mod 1_01 Spark3 INT Ss Portfolio_Mod 1 13/06/2011 9:20 ΜΜ Page 10
Pairwork Activities
1
2
3
4
5
6
7
8
9
A
Student
Work with Student B. Answer Student B’s questions about the acrobat job advertisement. Then
ask questions to find out some information about Student B’s advertisement for a stuntman.
SUNSHINE CIRCUS is
LOOKING FOR
ACROBATS
EARN UP TO £40,000 A YEAR
We need reliable, skilled performers.
Experience essential.
To apply send us a video of your performance.
All applications to:
Sunshine Circus, Manchester MR7 6CS
Stuntman Job Advertisement
ñ
ñ
ñ
ñ
ñ
10
©Express Publishing
what / skills / need?
company / provide / training?
when / start / work?
how much / earn?
who / call / interview?
PHOTOCOPIABLE
01 Spark3 INT Ss Portfolio_Mod 1_01 Spark3 INT Ss Portfolio_Mod 1 13/06/2011 9:20 ΜΜ Page 11
B
Student
Pairwork Activities
1
2
3
4
5
6
7
8
9
Work with Student A. Ask Student A questions to find out some information about a job as an
acrobat. Then answer Student A’s questions about the stuntman job advertisement.
The Fabulous Film Company
Requires Stuntman
Can you ride a motorbike and do gymnastics?
Our company provides training for stunts.
Start work immediately
Earn up to í150 a day.
For an Interview:
Call Jim Donaldson on 29876 5410976
Acrobat Job Advertisement
ñ
ñ
ñ
ñ
ñ
what / earn?
what / qualities?
experience / necessary?
how / apply?
where / send application?
©Express Publishing
PHOTOCOPIABLE
11
01 Spark3 INT Ss Portfolio_Mod 1_01 Spark3 INT Ss Portfolio_Mod 1 13/06/2011 9:20 ΜΜ Page 12
Portfolio Activities
1
2
3
4
5
6
7
8
9
Name: ....................................................
Date: .................................
Class: ................................
Draw or stick in pictures of what’s in fashion this year.
This Year’s Fashion
Write a paragraph about this year’s fashion:
It’s 20 ......................... and this year the clothes to wear are ........................................................
................................................................................................................................................... .
The ‘in’ colours are ..................................................................................................................... .
Accessories such as .......................................................................................................................
........................................................................................................................... are very popular.
As for shoes, .................................................................................................................................
.................................................................................................................... are most fashionable.
12
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01 Spark3 INT Ss Portfolio_Mod 1_01 Spark3 INT Ss Portfolio_Mod 1 13/06/2011 9:20 ΜΜ Page 13
GAME
1
2
3
4
5
6
7
8
9
Students play in small groups. Each group has a Snakes and Ladders board. Each student in the
group rolls the dice and moves their counter the same number of squares that the dice shows.
If they land on a square with a task, they must complete the task correctly. If their sentence is
not correct, they miss a turn. If the square has a ladder the student can ‘go up’ the ladder. If a
student lands on a square with the head of a snake they must ‘go down’ the snake. The winner
is the student who reaches the FINISH square first, by landing on it with an exact roll.
Snakes and Ladders
30
31
Compare 2 items
of food.
29
28
32
What kind of
music do you like
listening to?
27
26
Describe what the
person sitting next
to you is wearing.
20
21
22
10
9
23
24
16
15
What’s the
weather like
today?
18
Describe your
favourite clothes.
Ask another
student a
question
about a job.
What job do you
want to do in the
future?
What is the
best day of
the week? Why?
Describe
something you
don’t like.
19
25
11
Describe yourself.
8
17
What do you like
doing in your free
time?
12
Describe your
favourite shoes.
7
Ask a student
the time.
1
Describe what
you are wearing
today.
Describe your
house/flat.
13
14
Who’s your
favourite Disney
character? Why?
6
5
What’s your
favourite food?
2
3
Describe the
character of a
student in your
class and justify
the adjective.
©Express Publishing
4
Describe the
physical features
of a student in
your class.
PHOTOCOPIABLE
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1
2
3
4
5
6
7
8
9
02 Spark3 INT Ss Portfolio_Mod 2_02 Spark3 INT Ss Portfolio_Mod 2 13/06/2011 9:47 ΜΜ Page 14
Resource Activities
Vocabulary
Match the words in the columns to form
1
2
Grammar
phrases.
1
bruise
2
sprain
3
knock
4
pull
5
clean
a
b
c
d
e
4
3
4
5
3
14
at 2 o’ clock yesterday afternoon. Look at
the picture and the verbs/phrases below
unconscious
a muscle
your wrist
your eye
a wound
and write what each person was doing.
ñ listen to music ñ drink cola ñ cook lunch
ñ play with the dog ñ talk on the phone
Use the words below to complete the
sentences.
ñ headache ñ sore throat ñ temperature
ñ toothache ñ cough
1
2
Mr Smith and his family were at the park
I feel very hot; I think I have a ................. .
What really helps when you have a
.......................................... is a hot cup of
tea with honey and lemon.
John is at the dentist because he has a
dreadful ................................................... .
Your .................................. sounds terrible!
Maybe you need to see a doctor.
Can you please bring me a painkiller
for my ..................................................... ?
D
R
O
N
F
A
T
I
R
A
V
A
L
A
N
U
I
S
L
O
W
O
S
N
E
O
G
Y
O
A
H
M
Q
T
O
H
C
M
O
C
H
E
N
N
D
U
P
I
T
F
O
R
S
T
D
O
U
G
R
H
T
A
K
L
G
T
I
E
P
R
N
A
D
O
R
C
G
H
E
A
R
T
H
Q
U
A
K
E
A
R
I
M
W
L
U
O
N
A
M
T
S
U
N
A
M
I
P
E
T
A
©Express Publishing
PHOTOCOPIABLE
Mrs Smith
Mr Smith
David
Mary
Helen
1
2
3
4
5
5
1
Find seven natural phenomena in the
grid below.
Sue
2
3
6
1
2
3
4
David .........................................................
Mrs Smith ..................................................
Sue ............................................................
Mr Smith ...................................................
Helen and Mary .........................................
Underline the correct verb tense.
Susan was walking/walked home when it
was starting/started to rain.
Helen was cooking/cooked while Tom
worked/was working in the garden.
Who were you waiting/did you wait for
when I was seeing/saw you?
Underline the correct item.
Did you use/used to live in France?
I’m not used/use to staying up so late.
He used to help/helping his father at work.
They are used/would visit us every week.
02 Spark3 INT Ss Portfolio_Mod 2_02 Spark3 INT Ss Portfolio_Mod 2 13/06/2011 9:47 ΜΜ Page 15
Resource Activities
Reading
7
A
B
C
D
E
F
8
Read the text and put the sentences in
The Golden Touch is a story with a
moral. Which moral do you think fits
the story?
the correct place.
ñ The true value of money is not having it
but what we do with it.
ñ We often look down on what is most
useful to us.
ñ Those who want too much can lose
everything.
he took an apple
he lost his power
as it went down his throat
Midas took care of Silenus for ten days
to make a huge meal to celebrate
he granted him one wish
Writing
The Golden Touch
Once upon a time, an old
man called Silenus got lost
and wandered into the
rose garden of King Midas.
1
, before returning
him back to his house and
his son Bacchus. Bacchus was a god with special
powers and to thank Midas, 2
. Midas asked that
everything he touched turn to gold.
Midas was impatient to try out his new power. He
picked up a stone and it turned to gold. Then 3
from a tree and it turned to gold. He was delighted
and when he got back to his palace he told his
servants 4
. But as soon as he took some bread,
it turned to gold before it could reach his lips. His
drink turned into melted gold 5
. Midas
became extremely hungry. His daughter, feeling
sorry for him, threw her arms around her father but
she too turned into gold. Midas asked Bacchus for
help. Bacchus told him to wash himself in the River
Pactolus. As soon as Midas stepped into the water, it
turned into gold and 6
.
From then on, Midas hated wealth and didn’t want
to be king. He decided to live in the countryside and
play music with Pan, the god of the fields, for the
rest of his life.
1
2
3
4
5
6
7
8
9
9
Write a story in the past tense (100-120
words) using the plan below:
The Goose that Laid
the Golden Egg
Characters: a farmer and his
wife, a goose
Setting:
a farm in the
countryside
Events: 1 The farmer and his wife work hard on
their farm.
2 They buy a goose in a nearby town.
3 The goose lays a golden egg.
4 Every day the goose lays a golden
egg which they sell in the town.
5 Farmer and wife have money to buy
things.
6 But farmer is greedy, wants more
money, kills goose because thinks it’s
full of golden eggs.
7 Goose has no eggs inside. Farmer
and wife must work hard again.
Ending: The moral of the story, which can be
expressed in any one of three ways:
ñ Greed can destroy what begins well.
ñ Think before you do something.
ñ Those who want too much can lose everything.
©Express Publishing
PHOTOCOPIABLE
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1
2
3
4
5
6
7
8
9
02 Spark3 INT Ss Portfolio_Mod 2_02 Spark3 INT Ss Portfolio_Mod 2 13/06/2011 9:47 ΜΜ Page 16
Pairwork Activities
A
Student
Work with Student B. Ask Student B questions to find out about survival courses. Then answer
Student B’s questions about the First Aid course.
3-week course
STARTS: 04 May
ENDS: 21 May
3 hours every Tuesday
Clearwater
Community Centre
Survival Courses
ñ
ñ
ñ
ñ
ñ
16
©Express Publishing
name of course?
who / Wild Will?
when / courses / begin?
courses last / how long?
phone number?
PHOTOCOPIABLE
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02 Spark3 INT Ss Portfolio_Mod 2_02 Spark3 INT Ss Portfolio_Mod 2 13/06/2011 9:47 ΜΜ Page 17
Pairwork Activities
B
Student
1
2
3
4
5
6
7
8
9
Work with Student A. Answer Student A’s questions about survival courses. Then ask Student A
questions to find out about a First Aid course.
If you love adventure and travel ...
DON’T MISS meeting experienced hiker
and traveller Wild Will!
Learn how to survive in the wild
and treat injuries.
Weekend courses starting 1 June.
Call 230-267-6777
First Aid Course
ñ
ñ
ñ
ñ
ñ
course / start?
course last / how long?
price? ú?
hours per week?
name of centre?
©Express Publishing
PHOTOCOPIABLE
17
1
2
3
4
5
6
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02 Spark3 INT Ss Portfolio_Mod 2_02 Spark3 INT Ss Portfolio_Mod 2 13/06/2011 9:47 ΜΜ Page 18
Portfolio Activities
Name: ..........................................
Date: ........................
Class: ........................
Find a story in a newspaper or on the Internet about a natural phenomenon e.g. a storm or a
volcanic eruption. Write about it in your own words. Say what it was, when it happened,
where it happened, how long it lasted, what the result of the event was. You can include any
other interesting information.
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Draw or stick a picture related to the natural phenomenon here:
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02 Spark3 INT Ss Portfolio_Mod 2_02 Spark3 INT Ss Portfolio_Mod 2 13/06/2011 9:47 ΜΜ Page 19
GAME
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8
9
Play in teams. The teacher gives each team a story starter and a list of ten verbs, adjectives
and adverbs. Each student uses one of the verbs (in the past simple or past continuous tense),
adjectives or adverbs to continue the story by creating a new sentence. Students have a minute
each to form their sentence and cannot use a word from the list that has already been used.
Students continue to make sentences until all of the words are used. Each grammatically
correct sentence is worth one point. If a student makes a mistake or cannot continue, one
point is deducted and the student loses a turn. The team with the most points wins.
Sample story starters:
I was walking to school …
It was a cold winter night …
Jenny was home watching
TV …
I was lying on the beach and
enjoying the sun …
Sample verbs, adjectives & adverbs:
run
ring
call
scream
rain
laugh
look
realise
manage
decide
® Teacher:
Team A S1:
Team A S2:
surprised
scared
shocked
bored
awful
unable
tired
happy
confused
alive
luckily
suddenly
loudly
happily
carefully
angrily
slowly
well
quickly
badly
I was walking to school …
and I was very happy because it was my birthday that day.
As I was walking, I heard someone crying loudly.
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03 Spark3 INT Ss Portfolio_Mod 3_03 Spark3 INT Ss Portfolio_Mod 3 13/06/2011 9:22 ΜΜ Page 20
Resource Activities
Vocabulary
1
Use the sports below to complete the
spidergram.
ñ snorkelling ñ motocross
ñ skateboarding ñ canoeing ñ skydiving
ñ kayaking ñ rock climbing
ñ hang-gliding ñ bungee jumping
Sports
Land
.................................
.................................
.................................
Water
..................................
..................................
..................................
2
1
2
3
4
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10
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Air
.................................
.................................
.................................
Grammar
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1
2
3
4
5
6
7
8
Fill in: obstacles, racquet, flight, pain, bat
passport, paddle, flippers, gloves, wave.
You use a ........................... to hit the ball
when you play cricket.
She felt a sharp ........................... when the
bee stung her.
He boarded a ......................... to New York.
When we go snorkelling we wear .............. .
To move through the water in a canoe you
need a ........................... .
Ann has overcome many ...........................
in her life.
The surfer was waiting to catch a .............. .
Laura lost her .......................... and couldn’t
travel.
It’s important to wear ........................ when
you go snowboarding.
You need a ............. and ball to play squash.
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4
Expand the sentences using the present
Perfect and the word in brackets.
you/play/cricket? (ever)
..................................................................
They/be/in/Italy/July (since)
..................................................................
I/know/Helen/four years (for)
..................................................................
Dave/make plans/for next week (already)
..................................................................
Lucy/miss/her flight (just)
..................................................................
Martin and Joel / be friends / they were at
school (since)
..................................................................
Kerry / not eat / her lunch (yet)
..................................................................
We / live / here /ten years (for)
..................................................................
I / see / a shark / in the sea (never)
..................................................................
Complete the sentences by putting the
appropriate verb from the list below into
the present perfect or the past simple.
ñ win ñ visit ñ not/do ñ just/sprain
ñ try ñ meet ñ never/go
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I ................................... my homework yet.
Alex ....................... the lottery last month.
Peter ....................... his ankle and it hurts.
We ................................. our grandparents
a week ago.
They ...................................... 3 years ago.
Bob ............................... to fix it yesterday.
She ............................................... to Paris.
03 Spark3 INT Ss Portfolio_Mod 3_03 Spark3 INT Ss Portfolio_Mod 3 13/06/2011 9:23 ΜΜ Page 21
Resource Activities
Reading
5
Read the text and put the sentences in the correct place. There is one extra sentence.
Karl@happy.mail
Jimbo@write.com
I’m on holiday!
Hi Jim,
How are you? Sorry I haven’t been in
touch. I’m in the south of France. My
family and I are on a cycling holiday. It’s
excellent! 1
My legs get tired
sometimes, but Mum has chocolate to give
us energy. That helps!
We cycle to different places every day. At night we sleep in
tents. We have also been swimming, visited a museum and
walked around a castle. We usually have meals in a restaurant.
2
I really like the bread you can buy in the bakeries here.
It’s delicious.
We have been here for a week, and I have made friends at the
campsite 3
. I miss you, though. Maybe you can come
with us next year.
See you soon.
Karl
P.S. Here’s a picture of me that Mum took. 4
the best holiday ever!
A
B
C
D
E
This is really
Writing
6
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6
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Imagine you are on holiday. Write notes to answer the questions.
ñ Where are you?
ñ What have you done there?
ñ What have you eaten?
We have eaten fish, steak
and lots of potatoes, but
we haven’t tried snails or
frogs’ legs!
I like it because I look
happy and I am having
fun.
The weather hasn’t been
very nice, so we haven’t
gone outside much.
I have never done so
much exercise, but I am
really enjoying it.
I have learned a new
trick on my bike from
them.
Now write an email to your friend. Tell them all about your holiday. Use the text in Ex. 6
as a model. (100-120 words)
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03 Spark3 INT Ss Portfolio_Mod 3_03 Spark3 INT Ss Portfolio_Mod 3 13/06/2011 9:23 ΜΜ Page 22
Pairwork Activities
A
Student
Work with Student B. Ask Student B questions to find out about an Activity Centre. Then
answer Student B’s questions about the holiday in Nepal.
Enjoy
Kathmandu, Nepal
Prices from ú900!
ñ
ñ
ñ
ñ
12-19 May
4-star hotel
visit ancient temples
snowboarding & white-water
rafting
For reservations call: 321 9845
Activity Centre
ñ
ñ
ñ
ñ
ñ
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where?
sports?
what / type / mountain trips?
which days / open?
opening hours?
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B
Student
Pairwork Activities
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Work with Student A. Answer Student A’s questions about the Activity Centre. Then ask
Student A questions to find out about a holiday in Nepal.
Activity Centre
BEACHFRONT, 8 MILTON STREET
BALKAR RESORT
We offer a variety of challenging sports.
Choose from:
snorkelling
kayaking
sailing
Mountain trips
try rock climbing and mountain biking
Centre open every day 9 am-6 pm.
Holiday in Nepal
ñ
ñ
ñ
ñ
ñ
how much / cost?
how long / holiday?
where / stay?
what / see?
sports?
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03 Spark3 INT Ss Portfolio_Mod 3_03 Spark3 INT Ss Portfolio_Mod 3 13/06/2011 9:23 ΜΜ Page 24
Portfolio Activities
Name: ..........................................
Date: ........................
Class: ........................
Imagine that you are a travel agent. Design a poster for Exciting Expeditions.
They are a travel company for young people.
ñ
ñ
ñ
ñ
ñ
Stay – a week
Activities – what can you do there?
Who? – who works there? What are they like?
Where is it? Where do people sleep?
How do you feel when you are on holiday there?
Exciting Expeditions
Welcome
Activities:
ñ
ñ
ñ
ñ
The experience:
We are:
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GAME
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Students play in pairs or groups of three. Each pair or group gets a set of story cards. Student
A turns over a story start card and reads it to the group/pair. Then, student A continues the
story by adding on a sentence that contains one verb (in the past simple or present perfect)
and at least one noun or adjective. After student A completes their turn, the other students
continue in the same manner. The sentences have to be grammatically correct. Each correct
sentence gets one point. If a student makes a mistake, or cannot continue, one point is
deducted and the student loses a turn. The game ends when the group can no longer continue
the story. The group with the most points at the end wins the game.
Sample Story Start Cards:
I’ve
travelled
abroad
many
times…….
Last week
I went to
a birthday
party……
A long
time
ago………
I had the
worst da
y
yesterda
y
…..
I’ve b
ee
on ho n
liday
for a
w
and I eek
’ve
alrea
dy
done
m
thing any
s……
It was
a warm,
sunny
day…..
® Student A turns over the following story start card:
® Student A’s new sentence: When all of a sudden, dark
clouds appeared in the sky.
It was
a warm,
sunny
day…..
The next student continues the story in the same way,
and the game continues until there is a winner.
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