Table Of Content. .. . ,-
',.<" .: I-, . ?:', . -
Pair
Elementary- Pre-Intermediate
New Edition -
P, "* .1',
Peter WatcynmJones and
*.
9eirdre HowardmWilliams
I
i Series Editor
Peter WatcynmJones
S ENGLISH PHOTOCOPIABLES
Contents
Key to contents table
Preparation
Introduction one handout to copy
Part 1 Teacher's notes @
several handouts to copy
Part 2 Material for %
one handout to copy and cut up
photocopying
Level
@ = beginner (suitable for beginner
students and above)
0 0 = elementary (suitable for elementary
students and above)
0 0 @ = pre-intermediate (suitable for pre-intermediate
students and above)
Game/Activity Time Main Main Preparation Pages
functions grammar
Ice-breaker/Warm-up activities
1 Getting to know 20 mins Asking for and giving Asking questions, using the 12/40
you. personal information verb to be and the auxiliary do
Asking about and with the present tense
expressing likes and Using question words: what/
dislikes wherehow, etc.
Filling in a form What's your ...? /Where do .. . ?/
Asking how to spell a How many ...? /How do ...?
name Using the present simple first person
Spelling your name to talk about oneself: I live ...A speak
Using the present simple third person
to talk about another person:
He/she likeddoesn't like . ..
2 This is my 30 mins Asking about and Asking questions with what D 1214142
favourite! expressing and the verb to be: What's
Do you agree? @ personal preferences your favourite?
Offering alternatives Answering with the verb to be:
My favourite is .. .
3 I think I know 20-25 Speculating about a person Common verbs in the present IL4
you. @ mins Asking for information tense: be/have/got/go/live/listen/ 13143-44
about a person watch/read, etc.
Giving information Use of can to express ability
about yourself Use of want to express the wish to
do something
First and third person: I'm .../ He's .. . /
I can .../ She can ..., etc.
Asking questions: Are you .. .?/
Have you got .. . ?/Can you .. . ? /
Do you .. . ?
Use of negative first and third
person: He isn't ...A can't ..d.on/'t I... /
She hasn't got .. .
Short answers using am/can/have/do
in positive and negative: Yes, I can/
No I can't/Yes, I ammo, I don't
Comparatives: older
4 This is 25 mins Explaining what certain Understanding a variety of 1414546
important things mean and refer to questions: What .. .?/
tome. 0 Asking a variety of Which ...? /How many ...? /How old ...?
questions to find out Expressing times, numbers,
further information days and dates
Present tense of various verbs:
wear/finish/live, etc.
3
Game/Activity Time Main Main Preparation Pages
functions grammar
5 What we do at 25-30 Talking about likes and The gerund - as used to talk L9 1514748
weekends mins dislikes about activities: watching
Discussing weekend telm'sion/cooking/doing the
activities washing up, etc.
Ranking activities in order The use of the gerund following:
of preference like/hate/dislike/don't like: I hate doing
things in the kitchenn like spending time
with friends, etc.
6 Something ... 20 mins Word associations Think + of D 15/49
@@@ Talking about thoughts and Asking questions: What do you
reactions think of when you think of something .. . ?
Comparing our reactions to Expressing reactions: I think of .../My
those of others partner thinks of...
both: We both think of.. .
...
7 Associations 20 mins Word webs - expanding Using the past tense: My 16/50
@@@ vocabulary by extending fourth word was ..c.ho/seI .. .
word families Asking questions using the
Asking for and giving past tense: What word did you
reasons have?/What was your fourth
word?/Why did you choose .. . ?, etc.
Giving reasons using because
Simulations/Role plays
8 At the post 25-30 Buying stamps to send mail Asking questions: How much does 17/51-52
office mins (at a post office) it cost?/How much does it weigh?
Simple greetings, requests Use of would: I'd like to .../
and thanks Would you like ...?
Asking about and giving Numbers up to 430
information about cost
(using pounds and pence)
Asking about and giving
information about weight
(using grammes)
9 This is my 15-20 Giving information about a Present tense third person: He D 17/53-54
brother mins third person livesme works/He enjoys, etc.
L
Asking questions Asking questions (present tense
Talking about a photograph third person): Is he ...? /What does
Showing a polite interest in he ...? /How old is he .. .? etc.
what somebody tells you Use of would to be polite: Would you
like to see ...? /Yes, I'd love to see .. .
.
10 Renting a holiday 15 mins Asking for and giving Asking questions (present 18/55
home information about a tense and various question
Property words): Where is .. . ?/How big
Talking about facilities is ...? /When is .. . ?, etc.
Talking about needs and Giving information: It's near .. . /
preferences It costs .. . , etc.
Making a phone call Use of want to and would like: Wew ant
to come .../ We'd like a room ..., etc.
11 Celebrity 20 mins Asking for and giving Question words: how/where/ D 19/56
interview personal information when/who/what, etc.
Welcoming and thanking Asking questions in the present:
Responding to welcome and Do you ...? /How are you?, etc.
thanks Present tense to talk about daily life
Use of may: May I ask . .. ?
Use of thank you for + gerund: Thank
you for answering .. .
12 Eye witness 20 mins Describing a person - Past tenses in the affirmative, D 19/57-58
@@@ physical features interrogative and negative
Describing clothes Past simple: He was tall./Was he
Asking about somebody's tall?/He wasn't very old./He took .../ What
appearance did he take?
Talking about an incident Past continuous: He was wearing a
coat./He wasn't wearing a hat. Was he
carrying anything?
Game/Activity Time Main Main Preparation Pages
functions grammar
Information-gap activities
- --
13 Instructions 20 mins Giving and following Imperatives: go/draw/write D
instructions Adverbs of direction: up/down/ 20159-60
Asking for repetition and leftlright
clarification: I'm sorry, I don't
understand. Could you say it
again, please?
Talking about direction:
up/down/left/right
%
14 People at a 15-20 Spelling names out loud Questions in the present tense 21/61
conference mins Asking about age and Verb to be: What is ...? /How old
occupation is ...?
Asking about where people Verbs with auxiliary do/does:
live How do you spell ...? /Where does she
live ...? , etc.
Indefinite articles used with
occupations: He's a .../ She's an ...
%
15 The kitchen 15-20 Describing location/ There is/there are: There is a 22/62
cupboard mins position: on the top fryingpan.mere are glasses, etc.
shelf/bottorn shelflon the Prepositions: on the shelflin the
left/right/in the middle/next to cupboard/on the left, etc.
Asking about location/ Questions with the verb to be:
position Where's ...? As it ...?
16 At the theatre 15-20 Describing the different Prepositions: at the fronuat 22/63
ee mins parts of a theatre the back/in the middle
...
Letters and spelling Position: from to
Location: asking for and Asking a variety of questions:
giving details of where Which ...? /What's ...?
things are situated Can: wheelchairs can go
17 For sale 15-20 Asking for missing Question words: Whats ort 23/64
mins information of.. .?/What's ...? /What's .. . ?/
Giving details about items How much .. . ?, etc.
Understanding newspaper Asking questions (present tense)
advertisements Adjectives: square/fn'endly, etc.
Giving phone numbers Numbers
18 Richard's student 20-25 Describing where things go Prepositions of place: in/on/
room mins in a room under/beside/on top of, etc.
Asking for clarification Asking and answering questions
Talking about furniture and about location: Where's ...? /
personal effects Is it :. . ?mere's .. . !There are .. . , etc.
19 Following orders 20-25 Giving and following orders The imperative: start/go/draw/
.a mins and instructions write
Describing location and Adverbs and prepositions of
direction place: up/down/left/n'ght
Asking for repetition and
clarification
- -
20 Where's the 20-25 Giving and following Asking questions: Where's .. . ?,
Tourist mins directions etc.
Information Talking about places in a Prepositions of place: next to/
Centre? town opposite/beside/between/on the
right, etc.
Ordinal numbers: firsusecond
Discussion/Speaking activities
21 Daily life 20-25 Talking about daily routine The present simple tense: I have 25/71-72
mins Asking and answering coffee.Ago to sleep.
questions Asking questions with do: Do
Expressing information you come by bw?/Do you play
about events CDs?
Talking about frequency Adverbs of frequency and their
position before the verb: I always
have coffee for breakfast.A never read
in bed./She often phones friends./He
sometimes goes to sleep after midnight.
Game/Activity Time Main Main Preparation Pages
functions grammar
22 Packing a 20 mins Talking about needs and Verb to need in the present tense: rl 26/73
weekend bag choices I need .../ What do you need?/We
Listing personal effects don Y need .. .
Making comparisons Making comparisons: X is more
useful/important than Y.
23 How to keep fit 2&25 Ranking items in order of Should: You should .../ You rl 27/74
mins importance shouldn't .. .
Reading and listening for Comparisons: I think it's more
order important to/not to .. . than to/
Making comparisons not to ...
Expressing opinions
Talking about health and
fitness
24 How to make 25-30 Expressing your own opinion Asking questions about rl 27/75
friends mins Asking others for their opinions: Do you agree?/What
opinion do you think?LHow do you
Making comparisons rank?/What's your opinion?
Discussing human Comparatives: It's better to ... than
relationships to ...
Superlatives: The most important
thinn is to .. .
25 My brilliant 20 mins Making choices and Asking questions: What do 28/76
barbecue explaining them you think?/Do you agree?
Planning an event with Prepositions of time and location:
others in the middle of the day/at the
Asking for other people's weekend/on a public holiday/on the
opinions beach/in the countryside/in the street
Agreeing and disagreeing Giving reasons: Because .. .
Fl
26 What's it for? 20 mins Describing an object Various constructions in the 28/77
0.0 Saying what something is for present to describe objects:
Speculating It's made of ...A t's for ...
Future with will: It will keep a
sandwich fresh.At will look good in
your kitchen.
Can: It can contain 9 kilos.
Enough: It's small enough to .. .
Could and might used to speculate:
It could be for cooking./
It might be made for paper.
-
27 This is how I 20 mins lnterpreting and describing a The.present continuous tense: 29/78
see it scene A woman is running./A child is
Asking questions watching.bs the man talking?/l%e
Agreeing and disagreeing baby is not wearing shoes.
Speculating
28 Holiday 20 mins Descriptions of places - Various tenses (mainly the 30179
postcards towns/holiday resorts/foreign present simple)
countries Questions using a variety of
Asking and answering question words: What monument
questions is this?/When was this built?/Who
Giving details is this king?, etc.
-
29 What would 20-25 Talking about one's self- Second/unreal conditional: If 1 rl 30180
yoube? 0.0 mins image were a/an .. . I would be .. . /Zf you
Asking others about their were a/an, what would you be?
self-image
Giving reasons
Problem-solving activities
30 Photographs 15 mins Finding similarities and There is/l%ere are .. . : There is a 31/81-82
• differences boy./l%ere are two cats.
Describing photographs Simple present tense: I don't
have .../ l%e cat is black and white.
Present continuous tense: The girl
is playing with a ball.flhe woman is
smiling.
Game/Activity Time Main Main Preparation Pages
functions grammar
31 Who's who? 15 mins Giving and processing Comparatives of adjectives: % 32/83
0. information Peter is older than Sally./Julie is
Drawing conclusions thinner than Mary.
Asking for things to be Superlatives of adjectives: The
repeated: Could you say that thinnestperson is only sixteen.
again, please?
32 Find the 15 mins Describing what is Present continuous tense: A 32/84
differences happening man is reading a paper./A
Asking for details woman is talking to the flight
attendant, etc.
33 A family tree 15 mins Asking for and giving Present simple + question 33/85-86
0.0 personal information about word + to behavegot: What
people does Bill do?/How many children
Asking if something is true has Jennifergot?
Saying whether things are
true or not
34 Buying a shirt 15-20 Buying an item of clothing Asking questions: How much 33/87
0.0 mins from a shop is it?/Have you got .. . ? /
Stating sizes and asking What colour .. . ?
about colour and cost
Vocabulary activities
35 The secret word 20-25 Asking for and giving Various simple constructions 34/88
mins definitions of words in the present tense
Using adjectives: It's long and
yellow./Theyfre usually blue, etc.
36 Half a crossword: 25-30 Asking for and giving Simple questions: What's 5 35/89-90
food and drink mins definitions of words down?/What's 10 across?
Present tenses: It's a fruit./lt's
red./You drink it.
37 What's a 'floppa'? 15-20 Giving and understanding Can: You can cany a D 35/91-92
0. mins information floppa./People can see a floppa.
Problem-solving Adverbs of frequency: Women
Making guesses and usually have .../ A floppa often .. .
suppositions
38 Half a crossword: 20-25 Asking for and giving Adjectives - meaning and use 36/93-94
adjectives 0. mins definitions of words Present tense: This can describe .. ./
Talking about and using It's the opposite of.. ./You feel this
adjectives when ..., etc.
Miscellaneous activities
39 Categories 1 30 mins Thinking of examples of Giving your opinion and 36/95
010 • atype asking for your partner's
Discussion and making opinion: I think .../ What do
choices you think?
Expressing preferences Comparatives: X is better
than Y./lt's more unusual.
40 Categories 2 30 mins Thinking of examples of Giving your opinion and 37/96
./... a*‘= asking for your partner's
Discussion and making opinion: I think .../ What do
choices you think?
Expressing preferences Comparatives: X is better
than Y./lt's more unusual.
Introduction
Pair Work 1 forms part of the Penguin series of Type of activity
photocopiable resource books for teachers and is
Pair Work 1 has been organised according to
aimed at students from beginner level to
types of activities. There are seven different
pre-intermediate. It is the first book in the series
sections altogether.
and is a completely new and thoroughly revised
edition. It contains 40 activities for students
Section 1: Ice- break erlwarm-up
working in pairs, the majority of which are
activities
communicative and contain some form of
information gap or opinion gap. These activities are largely for fun and are meant
to be used with new groups to 'break the ice'.
Each activity contains material to be
They are very useful for getting the students to
photocopied. For the majority of activities there
know more about one another.
are usually two sheets - one for Student A and
one for Student B. Occasionally, however, there is
Section 2: Role-plays and simulations
a single sheet which is used by both Student A
and Student B during the activity. For other In these activities, the students play simple roles
activities there may be extra sheets or cards to be or act out situations they could find themselves
cut up. in, such as buying stamps at a post office. Often
the shyest students come to life when hiding
There are also clear and detailed step-by-step
behind a role.
Teacher's notes to accompany each activity,
including notes on preparation, organisation and
Section 3: Information-gap activities
ways of introducing the activity. In addition, a
These are activities where students have to
key is supplied for those activities which need
'correct' answers. perform a task together. In some cases, one
student has access to all the information and
Pair Work 1 is meant to complement any
tries to impart it to his or her partner. In other
existing course book at Beginner, Elementary or
cases, both students have access to part of the
Pre-Intermediate level and can be used with both
information only, but by working together, they
adults and teenagers to give extra pair-work
try to solve the whole.
practice in a fun and stimulating way.
Part 1 of the book gives detailed Teacher's Section 4: Discussion/Speaking
notes while Part 2 contains the various handouts, activities
to be photocopied.
These are activities where the emphasis is on
students speaking together, often in order to
1 Choosing an activity for
exchange views or opinions and to express
your class agreement and disagreement. These are often
referred to as 'opinion gap' activities.
The first place to look is in the Contents, which
will give an overview of what is contained in the Section 5: Problem-solving activities
book plus a brief description of each activity
These are activities where the students have to
using the following headings:
solve problems of various kinds, such as jigsaw-
Type of activity reading problems, logic problems and so on.
Title (+ level)
Section 6: Vocabulary activities
Time
These activities concentrate on vocabulary
Main fvnction(s) learning and/or revision.
Main grammar
Section 7: Miscellaneous activities
Preparation
The activities grouped in this section do not
Page numbers
really fit into the previous categories. They
The first page number refers to where the include activities for pairs which do not contain
Teacher's notes are to be found and the second to information gaps or opinion gaps but which
where the handout or handouts are to be found. involve the students working together (and
sharing the same handout) to complete a given
When something interests you, turn next to
task. The activities in this section are more
the Teacher's notes which will explain the
challenging and open-ended and are flexible
activity in far greater detail, including a list of
enough to be used at different levels and in
the key vocabulary used.
8 different ways. They are deliberately different to
intrigue students as well as interesting them and include some that you may wish to pre-teach at
inspiring them to talk and think in English. this level. Not all classes will find the same words
difficult, so it is a good idea to have a look at the
There may be a certain amount of
vocabulary first and see if there are any words or
overlapping sometimes between the above
expressions that you feel you may need to work
sections. For example, a speaking activity can
on with your students before they start the
also be an ice-breaker, an information-gap
activity. However, as with structures, for some
activity can be a vocabulary activity, and so on.
activities the students will invariably produce
Where there is more than one possibility, the
more vocabulary than the words listed here.
activity has been organized according to the
main focus of the activity.
Preparing the activity before the
Level lesson
The activities in this book range from beginner The Teacher's notes to each activity have a
to pre-intermediate and within each section they special section: Preparation.
are arranged in order of difficulty, with the
This section tells you exactly what you need
activities suitable for beginner students coming
to do before the class starts, i.e. how many pages
first. However, all the activities in the book are
to photocopy, how many copies are needed and
separate from one another, so can be taken from
if the copies need to be cut up in any way. It will
anywhere in the book in any order.
also tell you if you need to take anything into
To be able to see at a glance the level of an the lesson with you, e.g. a photograph, dice, and
activity, the following system of dots is used: SO on.
= beginner (suitable for beginner students The contents page also gives an indication of
and above) the amount of preparation needed. This is
explained by means of the following icons:
= elementary (suitable for elementary
students and above) [g
1 handout to copy
e = pre-intermediate (suitable for pre- D
intermediate students and above) several handouts to copy
%
Time
1 handout to copy and cut up
There is an indication in the contents list and
also in the Teacher's notes as to the approximate
time each activity will take. This will of course 2 Organizing the activity in
vary from class to class and will depend on how
the classroom
thoroughly you wish to exploit the activity.
However it does give an indication and can help
The activities in Pair Work 1 are sufficiently
you decide if you wish to make the activity the
flexible to be done in classes of all sizes.
main focus of the lesson or use it either at the
beginning (as an ice-breaker and introduction) or
Introducing the activity
at the end of the lesson (as a relaxation and
revision). The Teacher's notes always start with suggestions
on how to introduce the game or activity. This is
Main functions and grammar important as it helps stimulate interest in the
topic and will prepare them for the activity to
The contents list gives a brief description of the
follow. It is at this stage that you can pre-teach
main functions and grammar practised in each
any difficult words that will be new to the
activity. In addition, the Teacher's notes contain
students.
examples of the phrases and language structures
used. In some of the activities, however, it is It is also very important to always explain
almost inevitable that other structures and very clearly what to do and, where possible,
language will be introduced which is almost demonstrate the activity first with the whole
impossible to predict beforehand. class - either forming a pair with yourself and
one student or preferably, getting two students to
Key voca bulary/Topic demonstrate. This stage shouldn't be rushed as
when the students understand fully what to do
(only in Teacher's notes)
they feel more confident and are able to do their
The Teacher's notes contain a short list of the
best and really benefit from the activity. With
types of words being practised, and sometimes
monolingual classes, and especially those new to grow in confidence as they discover that they
pairwork, you can very occasionally explain can complete a task successfully without
things in their first language - just to be 100% constant help from the teacher.
certain that they understand exactly what they
5 Many pair-work activities (especially of the
have to do.
ice-breaker type) lead to greater
Although an approximate time is given for personalization and students begin to express
each activity, in most cases it is a good idea to set their own personalities in a more natural and
a time limit and write this up so that everyone less inhibited way. This again contributes to
can see it. Give a warning a few minutes before it creating a better learning atmosphere in class
expires so that students can start to finish off. It plus a positive group feeling.
may be that some students have not finished but
6 Many pair-work activities are a lot more fun
it is inevitable that people will finish at different
to do than more traditional exercises.
times. And it is always best psychologically to
Students who enjoy what they are doing are
stop them while they are still enjoying
more likely to learn than those who find the
themselves rather than letting the activity drag
work boring. In addition, in this book there is
on and on until everyone has finished.
a wide variety of activities - another
important factor in keeping students
Pair work
interested and motivated.
Since all the activities in this book are for
7 Pair work is dynamic and active. Learning
students working in pairs, it may be worthwhile
cannot really take place unless the students
summarizing the main advantages of pair work,
are actively involved in the process. Pair-work
plus how best to organize it in the classroom.
keeps them active which increases their
(This is especially important for teachers trying
ability and desire to learn.
pair work for the first time.)
8 Finally, pair work gives teachers a break from
Advantages being the centre of attention, from having to
'perform', be dynamic, interesting, and so on.
1 The first enormous advantage of working m
Instead, the teacher can stand back, listen
pairs is that it gives everyone a chance to
more actively and think up strategies for
speak and in a non-threatening environment,
helping the students increase their knowledge
i.e. with a fellow-student rather than in front
and confidence.
of the teacher and the whole class. Students
will learn from one another in a natural way If pair work is new to the students, it is worth
that approximates more to the world outside spending the time and trouble to explain its
and gets away from some of the constraints of advantages and to encourage them to take full
the classroom. advantage by participating as much as they can
and sticking strictly to English.
2 Pair-work activities are student-centred rather
than teacher-centred. Once an activity has
Classroom organization
been explained (and perhaps demonstrated),
the students work independently of the Since the activities in Pair Work 1 involve the
teacher and at their own pace. This means the students working in pairs, a certain amount of
students really have an opportunity to see classroom reorganization may be necessary. If it
how well they can communicate in English. is at all possible, the room should be arranged in
such a way that pairs face one another across a
3 The language produced during pair work is
desk or a table. This is to give them 'eye-contact'
generally more natural and authentic than in
which makes communication a lot easier.
teacher-led sessions. It is also more
However, there may be practical reasons why
personalized and, subsequently, more
such a classroom arrangement may not be
memorable for the students.
possible. In the case of large classes organized in
4 Pair-work activities encourage co-operation rows try to get students to work with the person
between students since, in order to complete sitting directly in front of or behind them. If this
a task successfully, they have to work together isn't possible and the students have to work with
and help each other as much as possible. This the person sitting next to them, they can move
in turn helps create a very positive learning their chairs so that they are at an angle. Finally,
atmosphere in class - one where they when organizing a class into pairs, the students
genuinely want to work with others. It also should sit so that it is difficult for them to see
normally leads to students being less afraid of their partner's handout (unless it is an activity
making mistakes. In addition, most students where they share handouts). If necessary, you
