Resource materials

Contents
Worksheet Activity and focus What the students are doing

Unit 1

1 Grammar Pairwork: completing personal details Writing questions.

Landing card be: simple present Interviewing each other to complete
Personal information a landing card.

1 Vocabulary Pairwork: information gap crossword Completing a crossword using

Common nouns Common objects picture clues.
The alphabet and spelling

1 Communication Groupwork: board game Identifying countries, cities, and

Where in the world? Countries/Nationalities nationalities.

Unit 2

2 Grammar Pairwork: information gap Identifying family members

Who’s who Possessive determiners, ’s/s’.

2 Vocabulary Teamwork: miming card game Guessing jobs from mime.

What’s the job? Jobs

2 Communication Pairwork and groupwork: pelmanism Matching number cards.

Match the numbers Pronunciation of numbers Pronouncing -teen and -ty correctly.
(13/30, 14/40 etc.)

Unit 3

3 Grammar Pairwork: writing and asking questions Finding out about a partner’s
True or false? Simple present favorite things and people.

3 Vocabulary Whole class: miming activity Using like, don’t like, don’t mind,
I love playing charades hate, love

3 Communication Whole class: mingle activity Guessing who likes doing what …
Am I right? like / don’t like + ing

Review A Groupwork: board game Choosing the correct sentences.

The Review Game Review of structures and vocabulary
from Units 1—3.

Contents RESOURCES 1
 Worksheet Activity and focus What the students are doing

Unit 4

4 Grammar Pairwork: asking about times Grouping prepositions of time and

A question of time Simple present asking questions about students’
Time routines.
Prepositions of time

4 Vocabulary Pairwork or groupwork: pelmanism Matching pairs of cards showing

Make or do? Verb phrases: make and do actions with make and do.

4 Communication Groupwork: board game Asking about frequency and ordering

Snakes and ladders Adverbs of frequency sentences and questions.
Dates

Unit 5

5 Grammar Whole class: mingle activity Talking about past events and finding
I did the same! Simple past someone with matching information.

5 Vocabulary Pairwork: talking about the weather Reading a weather report.

How was the weather? Adjectives describing weather in Identifying a picture slide.
a report Writing a weather report.
Simple past

5 Communication Pairwork: information gap crossword Miming clues to complete a

What’s the sport? Sports crossword.

Unit 6

6 Grammar Whole class: mingle activity Guessing which student experienced

I think … Simple past question forms a particular past event or activity.

6 Vocabulary Groupwork: guessing game Guessing items associated with

How do you feel? Adjectives. Feelings certain feelings.

6 Communication Pairwork: dictation Memorizing parts of a text and

Last summer, I … Simple past question forms dictating to a partner.
Punctuation Asking questions about vacations.

Review B Groupwork: board game Choosing the correct sentences

The Review Game Review of structures and vocabulary
from Units 4—6

2 RESOURCES Contents
Worksheet Activity and focus What the students are doing

Unit 7

7 Grammar Pairwork: information gap Asking questions about quantity and

How much milk is there? How much ...? and How many ... ? completing a picture.
Countable and uncountable nouns
Food and drink

7 Vocabulary Groupwork: card game Guessing what’s on a picture card

Describe it! Food from clues given by other students.

7 Communication Pairwork: questionnaire Interviewing a partner with a

Healthy or hopeless? How much ...? and How many ... ? questionnaire about food and drink.
Food

Unit 8

8 Grammar Groupwork: writing answers to a quiz Comparing and ordering three

Quiz time Comparative and superlative alternatives using adjectives.
adjectives

8 Vocabulary Pairwork: wordsearch Finding adjectives in a wordsearch

Ready, steady, search Adjectives and opposites puzzle and matching them with their
opposite meaning.

8 Communication Pairwork: guessing game Asking yes/no questions to identify

What is it? Describing objects an object in a picture.

Unit 9

9 Grammar Groupwork: team game Miming actions for a team to guess

How do you do it? Adverbs of manner the activity and adverb of manner.
Everyday activities

9 Vocabulary Individual/Pairwork: crossword Completing a crossword by

Character jumble Character adjectives rearranging the letters of jumbled
character adjectives.

9 Communication Whole class: mingle activity Asking questions to find someone

How many people can (for ability) who can do a certain thing.
can do it?

Review C Groupwork: board game Choosing the correct sentences

The Review Game Review of structures and vocabulary
from Units 7—9

Contents RESOURCES 3
 Worksheet Activity and focus What the students are doing

Unit 10

10 Grammar Groupwork: Pelmanism Making correct sentences using verb

Make a sentence with … Future forms: want to, would like patterns.
to, hope to, going to

10 Vocabulary Groupwork: suggestions Discussing problems and making

TV TV shows suggestions on issues related to
TV viewing.

10 Communication Groupwork: questionnaire Making questions and interviewing

What’s your future? Future forms: want to, would like to, other students about future hopes
hope to, going to

Unit 11

11 Grammar Pairwork: information gap Completing information and guessing

Where have they been? Present perfect and ever identities by asking about experiences.

11 Vocabulary Whole class: mingle activity Asking about experiences and

Bingo! Present perfect questions and ever completing Bingo! cards with names
of other students.

11 Communication Whole class: mingle activity Completing questions and finding out
Life experience Present perfect vs simple past details about past experiences.

Unit 12

12 Grammar Whole class: review game Completing four team tasks:

Circuit training Reviewing grammar, vocabulary and Grammar, Vocabulary, Pronunciation,
pronunciation from American Inside and English in use
Out Evolution Elementary Student’s
Book

12 Vocabulary Groupwork: review game Playing a team game reviewing:

Challenge Reviewing grammar, vocabulary and Grammar, Vocabulary, Pronunciation,
pronunciation from American Inside and Speaking.
Out Evolution Elementary Student’s
Book

12 Communication Whole class: mingle activity Asking questions about methods of

It takes forever! Questions about transportation transportation and completing a table
about the class.

Review D Groupwork: board game Choosing the correct sentences

The Review Game Review of structures and vocabulary
from Units 10—12

4 RESOURCES Contents
 Teacher’s notes
1 Grammar Landing card 3
• After both students in a pair have finished, ask them
Page 26 to exchange their worksheets. Each student checks
that the information on the card is correct, and then
keeps the worksheet.
Activity
Pairwork: completing personal details.

Focus 1 Vocabulary Common nouns

Asking questions.
Page 27
Personal information.
be simple present. Activity
Pairwork: information gap crossword.
Preparation
Make one copy of the worksheet for each student in the Focus
class. Common nouns.
The alphabet and spelling.
Procedure
1 Preparation
• Write First name on the board. Encourage your Make one copy of the worksheet for each pair of
students to make the question What’s your first students in the class, and cut the copies as indicated.
name? and answer it.
• Give one copy of the worksheet to each student in the Procedure
class. Ask students to write the questions for each
• Draw a simple crossword on the board and check or
line of the landing card in Exercise 1. Explain to them
introduce students to the vocabulary: crossword, clue,
that they shouldn’t complete the landing card with
across, down.
their own information. Check all questions as a class
and write any questions they need on the board. • Put the students into pairs and explain that you’re
(Note that Where are you from? is a more common going to give everybody the same crossword, but that
question than What’s your nationality?) Student A has the Down words already written in, and
Student B has the Across words written in.
• Give a copy of Crossword A and Clues A to each
ANSWERS:
Student A, and a copy of Crossword B and Clues B to
What’s your first name? each Student B.
What is your last name?
• Point out that their words have pictures they can
Where are you from? show their partner. Ask them to check that they know
What is your home address? the word for each picture. Explain that they must not
What is your email address? show their crossword to their partner during the
activity. They can fold it back to show the pictures.
What is your home telephone number?
• Ask them to sit facing one another and to take turns
What is your cell phone number?
to ask their partner for clues to the missing words.
2 Demonstrate with one Student A’s worksheet.
For example:
• Put the students into pairs and ask them to interview
each other and write down the answers their partner Teacher: What is 3 across?
gives them in the correct space in Exercise 2. Remind Student B: (points to the picture of the umbrella) This.
the students that they can ask for spellings: How do
you spell it? or Can you repeat that, please? or Sorry? Teacher: (Show students that you are writing umbrella
if they need to check information. You may like to in the space.)
write these on the board.

Teacher’s notes RESOURCES 5

 ANSWERS: 2 If the answer is correct, you can play the next turn.
1
P
2
W If it is incorrect, go back to the last “Miss a turn”
3 square and miss the next turn. One student in the
U M B R E L L A group can be the “checker” and have a copy of
N T the answers.
4
C O I N S C 3 The winner is the first person to reach the
E H ARRIVALS square.
5
B L
6 7 ANSWERS:
C A P P L E
1
A G P 2 The United Kingdom, British
M H 3 France, Paris
8 9
E T O O T H B R U S H 4 Italy, Italian
R N 0 5
10
M A G A Z I N E 0 6 Egypt, Cairo
7 Cuba, Spanish
K
11 8 Russia, Moscow
K E Y S
9
10 Mexico, Mexican
11 Chile, Spanish
1 Communication Where in 12 Japan, Japanese
the world? 13
14 The United States of America, English
Page 28 15 Australia, Canberra
16
Activity 17 Canada, English and French
Groupwork: board game.
18 Argentina, Spanish
19 Brazil, Portuguese
Focus 20 The United States of America, American
Countries/Nationalities.

Preparation Extension
Make one copy of the worksheet (this could be enlarged
You could say the name of each country and check the
if possible) and of the answer key (below) for every group
country, nationality, and language for each with the
of two to four students. You may also like to give each
whole class. Pay attention to the correct word stress.
student a copy of the worksheet at the end of the
activity.
You will need one dice for each group and one counter
for each student.
2 Grammar Who’s who?
Procedure
Page 29
• Put your students into groups of two to four and give
each group a worksheet, a dice, and one counter per
student. Activity
• Tell the students they are going to play a board game Pairwork: information gap.
and explain the rules:
1 Start on the DEPARTURES square. Roll the dice Focus
and move around the board. If you land on a: Possessive determiners, ‘s/s’.
• map, you give the country and the nationality.
• flag, you give the country and the language. Preparation
• famous building, you give the country and the Make one copy of the worksheet for each pair of
capital city. students and cut up as indicated into section A for
• “Miss a turn” square, you miss your next turn. Student A and section B for Student B.

6 RESOURCES Teacher’s notes

Procedure Variation 1
• Draw a small family tree of your own family on the • Place the pack of cards face down at the front of
board. Now explain: the class.
The teacher’s husband is (name). • Divide the class into two teams, A and B.
The teacher’s son is (name). • Ask one student from each team to come to the front
The teacher’s sister is (name). of the class and sit with their backs facing the board.
• Pick up a card and write the job on the board.
1
• All the students in each team have to mime the job
• Now ask the students to work in pairs, and give a to their student at the same time.
different copy of the worksheet to each student in
• The student who is the first to call out the correct
the pair. Tell students to work individually for the
job gets the point.
first activity, completing the gaps with the names
on the family tree on their worksheet. • Another student from each team comes to the front,
and so on.
2
• When the pack is finished, the team with the most
• When they have finished, tell the students that their points wins.
partner will read sentences with the names of the
people who are on the family tree on their worksheet
and they should listen in order to complete the Variation 2
missing names on their worksheet. • Copy the worksheet several times, so that there are
3 enough cards for one pack per group of four or five
students. Each group will need one large sheet of
• When Student A has finished, it’s Student B’s turn
paper and a board pen or thick marker.
to speak about the family on their worksheet so
that Student A can fill in the missing information • Working in their groups, one student takes a card from
on their sheet. the pack without showing the others and starts to draw
someone doing the job. They must not speak, or answer
any questions by nodding or shaking their head.
• When someone in the group has guessed the job, the
2 Vocabulary What’s the job? next student picks up the next card from the pack and
draws the job. Each student in the group should take
Page 30 a turn.
• The first group to finish the pack is the winning group.
Activity
Teamwork: miming card game

2 Communication Match the

Focus
Jobs. numbers
Page 31
Preparation
Make one copy of the worksheet and cut it up as indicated.
Activity
Pairwork and groupwork: Pelmanism.
Procedure
• Write the word Jobs on the board and ask students to
give you a few examples. Make sure that students are
Focus
familar with all of the jobs on the worksheet. Pronunciation of numbers (13/30, 14/40, etc.).
• Show the class the pack of cards and explain that
each card has one job on it. Preparation
• Take one card, look at it, and then place it face down. Make one copy of the worksheet for each pair of students
Mime the job and ask the class to guess what it is. (or group of four), and cut the copies up as indicated.
• Divide the class into two teams, A and B.
• Place the pack face down at the front of the class. Procedure
• One student from each team comes up to the front. • Put students into pairs or small groups (four students
They both look at the first card. They mime the job to divided into two pairs).
the class and, when someone guesses correctly, their • Give each pair/group a set of cards and tell them to
team gets a point. Then a student from the other place the cards face down on the table.
team comes up to the front and mimes the next one. • Explain that the aim of the game is to turn over two
• When the pack is finished, the team with the most cards which have the same number on them. If a
points wins. student turns over a matching pair, they keep it. If they

Teacher’s notes RESOURCES 7

 turn over two different cards, they should return them • Remind the students of the meaning of true and false
face down to the same place they took them from. The and ask them to guess which of your sentences is the
idea is to remember the position of the cards. false one.
• The students begin the game, with the first player/ • Encourage the students to ask the question Is your
pair turning over two cards and reading them aloud. favorite drink apple juice? and answer Yes, it is or No,
Remind the students to stress the first syllable on the it isn’t.
-ty numbers, and the second on the -teen numbers. • Then ask the students to work in pairs, and give one
They either keep them or replace them. The next player copy of the worksheet to each student.
(or pair of players) then takes a turn, and so on. • Tell the students that they are going to write true and
• This continues until all the matching numbers have false sentences about their own favorite things and
been found. The winner is the player or pair with the then guess whether their partner’s sentences about
most cards. their favorite things are true or false.
• The game can be repeated as often as necessary. • Ask them to work individually and complete the
sentences with a mixture of true and false information.
ANSWERS: • When they have completed this task, ask them to
13 thirteen exchange worksheets with their partner and to read
their partner’s sentences and put a T next to sentences
14 fourteen
they think are true and an F next to those they think
15 fifteen are false. Remind the students that they should not
16 sixteen speak to one another during this part of the activity.
30 thirty • When they have finished, ask students to take turns
40 forty to ask their partner questions to find out whether
they have guessed correctly or not. Encourage them
50 fifty
to use the question structure Is your favorite ...? Tell
60 sixty them to keep a record of how many sentences they
guessed correctly and write the score at the bottom
of their partner’s worksheet. The student with the
Extension most correct guesses is the winner.
For further practice on the difference between 13 and
• Go around, checking they are using the simple present
30, 14 and 40, etc. write the numbers on the board and
correctly and when they have finished, ask several
divide the class into two teams. Call out a number. One
pairs to report back to the class about any interesting
student from each team has to run to the board and information they found out about their partners.
identify the number you call out. The first student who
identifies the number correctly earns their team a point.
The team with the most points at the end of the game is Extension
the winner. This worksheet could also be used to practice possessive
determiners covered in Unit 2. Choose a category and ask
each of your students to select a favorite item (it can be
3 Grammar True or false? one from the worksheet or you could elicit ideas for new
categories from the students). Tell them they are going to
Page 32 play a game where they have to listen carefully to each
other to remember all the information. Select one student
(Student A) to start. Student A says their favorite item.
Activity The next student (Student B) has to first remember what
Pairwork: writing and asking questions. Student A said and then add their own favorite thing. This
continues until all the students have spoken. If a student
Focus can’t remember, then the game starts again.
Simple present. For example:
Student A: My favorite food is chicken.
Preparation Student B: His favorite food is chicken. My favorite food
Make one copy of the worksheet for each student. is fruit.

Procedure Student C: His favorite food is chicken, her favorite food

• Write three sentences about your own favorite things is fruit. My favorite food is pasta.
on the board. For example:
My favorite food is potatoes.
My favorite drink is apple juice.
My favorite sport is baseball.
Two sentences should be true and the other one false.

8 RESOURCES Teacher’s notes

3 Vocabulary I love playing • When they have written in their guesses, tell them
they are going to mingle with the other students and
charades ask them questions to see if they were right or wrong.
Elicit the question form by asking a student about
Page 33 your own guess for the first activity: (do) the
housework. For example: I think (a student) likes doing
the housework. (Student’s name) … do you like doing
Activity the housework?
Whole class: miming activity. • Ask students to mingle and find out if their guesses
were right or wrong and to fill in the two columns on
Focus the right of the worksheet. This continues until all the
students have asked and answered all the questions.
Activities vocabulary.
The winner is the player who guesses the highest
Preparation number of correct names.
Make one copy of the worksheet and cut it up as indicated.

Procedure Review A The Review Game

• Tell the students you are going to mime an activity
and that they have to guess what it is (e.g. singing). Page 35
• Then ask students to guess from your face whether you
like it or not (mime not liking something by frowning). Activity
• Elicit from the students the verbs below by miming. Groupwork: board game.
(Alternatively, you could refer students back to the
emojis in Unit 3 of the Student’s Book in Vocabulary
and Listening on page 22 that are used to elicit the
Focus
verbs below): Revision of grammar and vocabulary from American
like — don’t like — don’t mind — hate — love Inside Out Evolution Elementary Student’s Book, Units
• Then tell students that it’s their turn to mime and ask 1<en dash>3.
one student to come up to the front of the class and to
pick one of the slips you cut up. They should mime the Preparation
activity to the class and when someone guesses Make one copy of the worksheet for every three or four
correctly, ask the student who is miming to make a students in the class, and one for yourself. You will need
facial expression to show his/her feelings about the one counter for each student, one coin and a copy of
activity (e.g. like, doesn’t like, doesn’t mind, hates). American Inside Out Evolution Elementary Student’s
Ask the student who guessed correctly to make a Book for each group.
complete sentence about the activity and the miming
student’s feelings towards it using the structure:
Procedure
He/she likes / doesn’t like / doesn’t mind / hates +
Ask the students to work in groups of three or four.
verb + ing (e.g. She doesn’t mind doing the dishes.).
Hand out the worksheets, one to each group. One person
is the “Checker”. The Checker doesn’t play the game.

3 Communication Am I right? 1 Players place their counters on different squares

marked START.
2 The first player throws the coin and moves the
Page 34 counter as follows:
“Heads” = two squares
Activity “Tails”= one square
Whole class: mingle activity. 3 When a player lands on a square, they must choose
the correct sentence, a or b.
4 The Checker then turns to the Grammar Extra section
Focus on pages 108<en dash>111, or the Vocabulary section in
like / don’t like + ing. Review A on page 27, and checks the answer. If the
player is right, they can wait for their next turn. If the
Preparation player is wrong, they miss a turn.
5 The first player to reach FINISH is the winner.
Make one copy of the worksheet for each student.

ANSWERS:
Procedure Player 1: 1b 2a 3a 4b 5a 6b 7a 8b
• Ask students to read the worksheet and try to guess
Player 2: 1a 2b 3b 4a 5b 6b 7a 8a
which of their classmates likes doing the things listed.
Player 3: 1b 2a 3b 4a 5a 6a 7b 8a
• Then ask them to work individually and fill in their
worksheet with their guesses in the first column
under Name.
Teacher’s notes RESOURCES 9
 4 Grammar A question of time 4 Vocabulary Make or do?
Page 36 Page 37

Activity Activity
Pairwork: asking about times. Pairwork or groupwork: Pelmanism.

Focus Focus
Time. Verb phrases: make or do.
Prepositions of time.
Preparation
Preparation Make one copy of the worksheet for every pair of
students in the class. Take enough pairs of scissors into
Make one copy of the worksheet for each student in
the class for your students to cut up the worksheet after
the class.
they have worked on it.

Procedure Procedure
• Ask students to work in pairs.
• Ask students to work in pairs (or groups of four
1 divided into two pairs).
• Give one copy of the worksheet to each student in the • Give one copy of the worksheet to each pair and ask
class. Ask them to work in pairs to write the time them to work together to complete the verb phrases
phrases that go with the correct preposition: on, in, by writing either make or do in the space provided.
or at. • When they have finished, check the answers together
• When they have finished, check their answers as a class.
together as a class. • Then ask your students to cut the worksheet as
indicated. Ask them to place the cards face down on
2 the table.
• Ask your students to think about their answers to the • Demonstrate that the aim of the game is to turn over
eight questions and then ask them to take turns, with two cards which show the same activity; for example,
the same partner, to ask and answer the questions. do homework and a picture of someone doing
Write an example on the board: homework. If a student turns over a matching pair,
they keep it. If they turn over two different cards,
Jon: What time do you get up?
they should return them face down to the place that
Marc: I get up at 7:30. they took them from. The idea is to remember the
Jon: (writes) Marc gets up at 7:30. position of the cards.
• Encourage them to get as much practice as possible • The students begin the game with the first player/pair
using the time prepositions. turning over two cards and reading them aloud. Students
should remember what the picture cards represent, and
ANSWERS: should read them out as if they were written. They either
keep the cards or replace them. The next player (or pair
on in at of players) then takes a turn, and so on.
Saturday night the fall 7:45 • This continues until all the matching cards have been
found. The winner is the player (or pair) with the most
the weekend February a quarter to six cards.

Friday the evening four thirty ANSWERS:

do homework
November 18th October two o’clock
make a lot of noise
Monday morning the spring 7:45 make dinner
do the shopping
April 24 the afternoon night
make a decision
make the beds
do the laundry
do the dishes
do the housework
do exercise
make a telephone call
make a mistake

10 RESOURCES Teacher’s notes

4 Communication Snakes 13 October 31st

and ladders 12 April

11 —
Page 38 10 John is never late for school.
9 February 14th
Activity 8 August
Groupwork: board game. 7—
6 I’m always home at 8 p.m.
Focus 5 December 25th
Dates, months, adverbs of frequency. 4 November
3—
Preparation 2 I usually get up at 6:30 a.m.
Make one copy of the worksheet for each group of four 1 June
or five students in the class. You will need a dice for
each group and a counter for each player.

Procedure 5 Grammar I did the same!

• Divide the class into groups of four. Give each group a
Page 39
copy of the worksheet, a counter for each player, and
one dice.
• Tell the students they are going to play a game. The
Activity
aim of the game is to reach the finish first by Whole class: mingle activity.
answering questions. Explain that the ladders are
helpful—when you land at the bottom of a ladder, you Focus
can travel to the top of the ladder. But the snakes
Simple past.
have the opposite effect. If you land on a snake’s
head, you have to move back to the end of its tail.
After you have been up a ladder or down a snake, you Preparation
don’t answer the question you land on. Make one copy of the worksheet for each student in the
• There are four types of question and there is a key on class.
the page to help the students understand what they
have to do. One student in the group can be the Procedure
referee and check the answers, or the other students 1
in the group can check the player’s answer.
• Give one copy of the worksheet to each student in the
1 To start the game, each student puts their counter
class. Ask your students to work individually to
on the START square. Player 1 rolls the dice and
complete the sentences so they are true for them.
moves forward the number of squares indicated on
the dice. 2
2 They must answer the question so that the other • When everyone has finished, ask students to get up
players or the referee are happy with their answer. and move around the class and try to find someone
If they answer the question correctly, they remain with the same information as their own. For example:
on the square. If they don’t answer the question Student A: The last time I traveled in a car was two
correctly, they have to move back to where they days ago. What about you?
started.
Student B: I traveled in a car last week.
3 The student to the left of Player 1 goes next. They
• In this situation, neither student writes anything.
roll the dice and move in the same way. The game
However, if the answers are the same, the students
continues until one player reaches the FINISH
write each other’s name after the sentence. Ask
square and wins the game.
students not to write the same name more than
twice.
ANSWERS:
• As soon as one student completes their worksheet,
20 January 1st
stop the activity. Ask different students to tell the
19 — class who had the same information for one of the
18 Anna hardly ever goes out. sentences.
17 —
16 October
15 —
14 I often cycle to work.

Teacher’s notes RESOURCES 11

 5 Vocabulary How was the 2 In pairs, students could look on the internet for weather
forecasts in English from different parts of the world
weather? and compile a list of words and expressions that are
used to talk about or describe the weather. They then
Page 40 could use the words and expressions to write a report
about the weather yesterday in a place of their own
choice.
Activity
Pairwork: talking about the weather. ANSWERS:
1 warm, wet, bad, cold, dry, good, hot, nice
Focus 2 cloudy, foggy, sunny, windy, rainy, snowy, stormy
Adjectives describing weather in a report.
3 Slide B
Simple past

Preparation
Make one copy of the worksheet for each pair of 5 Communication What’s the
students in the class. Cut out the picture slides if you do
the extension activity. sport?
Page 41
Procedure
• Tell the students that they’re going to practice talking
about the weather in this lesson.
Activity
Pairwork: information gap crossword.
1
• Hand out one copy of the worksheet to each pair of
students in the class. Ask the students to do
Focus
Exercise 1. Sports.
2
• Ask the students to do Exercise 2.
Preparation
Make one copy of the worksheet for each pair and cut up
• Check answers to Exercise 1 and 2 with the whole class.
the copies as indicated.
3
• Give the students five minutes to read the weather Procedure
report and to identify which of the picture slides it • Draw a simple crossword on the board and check the
refers to. Go around and listen, helping with vocabulary students remember: crossword, clue, across, down.
if necessary, e.g. foggy. Encourage those students
• Put the students into pairs and explain that you’re
who finish quickly to practice reading the report
going to give everybody the same crossword, but that
aloud. As an alternative, you could read the report to
Student A has the Across words already written in
the students yourself, and ask them to identify which
and Student B has the Down words written in.
of the picture slides it refers to.
4 • Give a copy of Crossword A to each Student A, and a
copy of Crossword B to each Student B. Point out that
• Ask the students to choose one of the remaining their words have pictures. Ask them to check that
picture slides (A or C) and to prepare a weather they know the word for each picture.
report to describe it. Tell them to use the report in • Explain that they must not show their crossword to
Exercise 3 as a model. Less confident students could their partner.
work together to produce their report. More confident
students could write their own individual report. • Ask them to sit facing one another and to take turns
to ask their partner for clues to the missing words.
• When students have finished writing their weather
reports, either individually or in pairs, ask them to For example:
practice it in pairs, taking turns to present their Student B: What is 1 down?
report to their partner or to the class. Student A: (says nothing but mimes someone
horseback riding)
Extension Student B: Is it horseback riding?
1 Ask students to cut up the weather slides and put the
Student A: Yes, it is.
individual pictures on a map of their country (if they
do not have a printed map, they could draw one) and (Student B writes “horseback riding” in the space.)
prepare their own TV weather reports, which you • When they have finished, ask students to decide in
could record and play back. their pairs which sports take the verb play and which
sports take the verb go.

12 RESOURCES Teacher’s notes

 ANSWERS: Did you spend a lot of money last weekend?
Crossword A: Down 1 soccer; 2 sailing; Did you come to school by bus today?
3 horseback riding; 7 scuba diving Were you late for school this week?
Did you do some exercise yesterday?
Crossword B: Across 4 surfing; 6 tennis;
Did you stay at home last night?
8 cycling; 9 swimming; 10 kitesurfing
Did you have any breakfast this morning?
You play soccer and tennis, but all the other Did you cook a meal last night?
sports here take the verb go. Did you do any homework last night?

6 Grammar I think … 6 Vocabulary How do you

feel?
Page 42
Page 43
Activity
Whole class: mingle activity. Activity
Groupwork: guessing game.
Focus
Simple past question forms. Focus
Adjectives. Feelings.
Preparation
Make one copy of the worksheet for each student. Preparation
Make enough copies of the worksheet for half of the
Procedure class to have one each, or several copies for groups of
four, and cut each worksheet in half as indicated.
• Give one copy of the worksheet to each student. Ask
them to guess which of their classmates (or the
teacher!) did each of the activities on the worksheet, Procedure
and then to complete the sentences by writing the • Divide the class into two teams, Team A and Team B,
names of their classmates in the appropriate spaces; or into groups of four for larger classes.
for example, Julio went to a party last weekend.
• Give Team A the top half of the worksheet and Team
Encourage the students to write as many different
B the bottom half.
names as possible.
• Explain that the students need to work together to
• When they have completed all the sentences, ask
agree on five things they associate with the five
students to find out if their guesses were correct by
feelings shown on their worksheet. For example, in
walking around the class, asking and answering
the column for Five things that make you feel happy,
questions. For example:
students could write: the weekend, love, wine, friends,
Julio, did you go to a party last weekend? the sun. You could demonstrate this with the whole
Yes, I did. / No, I didn’t. class by writing up the agreed five words on the
board. Remind students that they must make sure
Remind students that all the questions begin with Did
that the other team can’t see what they’re writing.
you …? even when the answer is negative (for
homework and breakfast). • When they have finished this part of the activity, ask
the teams to sit facing one another and explain that
• The students check their correct guesses and put a the aim of the game is to guess as many words as
cross next to their incorrect guesses. The student possible on the other team’s list. Team A reads out its
with the most correct guesses is the winner. category: Five things that make you feel happy, and
• Ask several students to report back to the whole Team B has one minute to say as many words as they
class on anything interesting they found out about can from Team A’s list. If they say a word that Team A
their classmates. has on their list, they get a point. Team A is
responsible for marking down the points and timing
Team B.
ANSWERS:
• After Team B has had their go, it’s Team A’s turn.
Did you go to a party last weekend?
Team B reads out its first category and Team A has
Did you send an email yesterday?
one minute to guess Team B’s words. The teams take
Did you eat in a restaurant last week?
turns to guess each other’s words until all the
Did you listen to some music this morning?
categories have been used up. The team with the
Did you watch television last night?
most points is the winner.
Did you send a text today?

Teacher’s notes RESOURCES 13

 6 Communication Last • The students then write notes about their own
vacation to complete the second column of the table.
summer, I … • Put the students into groups of three and tell them to
take turns to ask the other two students about their
Page 44 vacations and to fill in the last two columns with the
information.
Activity
Pairwork: dictation. Extension
A logical next step is for students to write about their
Focus last vacation. You may wish to provide some input for
the connecting words and, but, so, and because (examples
Simple past question forms: guessing game. in dictation text), and to encourage students to use them
Punctuation. in their own writing.

Preparation ANSWERS:

Make a copy of the worksheet for each student, and one 1 When did you last go on vacation?
extra copy. Cut out the text at the top of the extra 2 Where did you go?
worksheet. Note that this activity is longer than usual 3 Who did you go with?
and could be done in two or three stages.
4 How did you go?
5 Where did you stay?
Procedure 6 What did you do?
• Write two short sentences on the board and stand with
7 Did you enjoy it?
your back to the board. Ask a student to dictate the
two sentences on the board to you. As the student
dictates, ask for repetition, clarification, spelling, etc.
For example: Wait a moment. What did you say? How Review B The Review Game
do you spell that? What comes after ... ?
Page 45
• Write these expressions on the board. Then check that
students know how to describe various punctuation
marks—period, comma, apostrophe, etc. Activity
• Stick the text from the top of the extra worksheet Groupwork: board game.
onto the wall outside the classroom. If it is a big class,
you may like to stick two texts up. Focus
• Revision of grammar and vocabulary from American
• Put the students into pairs, with Student A as the Inside Out Evolution Elementary Student’s Book,
“writer” and Student B as the “reader.” Explain to Units 4—6.
the students that the readers will dictate a text
to their partner (the writer). Tell them that they Preparation
should speak only in English.
Make one copy of the worksheet for every three or four
• Ask the readers to stand up, go to the text, read it, students in the class, and one for yourself. You will need
and then return and dictate it to their partner. Instruct one counter for each student, one coin and a copy of
readers to stand about one meter away from their American Inside Out Evolution Elementary Student’s
partners as they dictate the text. Explain that they Book for each group.
will probably have to return to the text several times,
remembering a short piece of text each time. Go around,
checking that the students are using only English.
Procedure
Ask the students to work in groups of three or four.
• When the students have finished, the readers can sit
Hand out the worksheets, one to each group. One person
with their writing partner to check the writing. After
is the “Checker”. The Checker doesn’t play the game.
they have checked for a few minutes, give them two
copies of the worksheet for the final check. 1 Players place their counters on different squares
marked START.
•
2 The first player throws the coin and moves the
• Ask the students to complete the questions in counter as follows:
Exercise 2 using the prompts on the remaining part of “Heads” = two squares
the worksheet and then to check with their partner. “Tails”= one square
•
3 When a player lands on a square, they must choose
• Tell the students to ask you the questions in Exercise the correct sentence, a or b.
2 about your last vacation and to fill in the first
column of the table after each answer.

14 RESOURCES Teacher’s notes

4 The Checker then turns to the Grammar Extra section ANSWERS:
on pages 110<en dash>113, or the Vocabulary section in
Review B on page 49, and checks the answer. If the STUDENT A’s QUESTIONS STUDENT B’s ANSWERS
player is right, they can wait for their next turn. If the
How much bread is there? There’s a lot of bread.
player is wrong, they miss a turn.
How much rice is there? There’s a lot of rice.
5 The first player to reach FINISH is the winner.
How much tea is there? There’s a lot of tea.
ANSWERS: How any bananas are there? There aren’t any bananas.
Player 1: 1b 2a 3b 4b 5a 6a 7a 8b
How many tomatoes are there? There aren’t many tomatoes.
Player 2: 1 b 2a 3a 4b 5a 6b 7a 8a
How many apples are there? There are a lot of apples.
Player 3: 1 b 2a 3a 4b 5b 6a 7b 8a
STUDENT B’s QUESTIONS STUDENT A’s ANSWERS

How much pasta is there? There’s a lot of pasta.

7 Grammar How much milk How much milk is there? There isn’t any milk.
is there? How many oranges are there? There are a lot of oranges.

Page 46 How many onions are there? There are a lot of onions.

How many steaks are there? There are a lot of steaks.

Activity How much coffee is there? There isn’t much coffee.
Pairwork: information gap.

Focus Extension
How much ... ? and How many ... ? You may want to play a game using the completed picture.
Divide the class into two teams. Ask one team Question:
Countable and uncountable nouns.
oranges. The team should quickly respond with the question
Food and drink. How many oranges are there? to win a point. If they make
a correct question, say to the other team Answer, and
Preparation they reply: There are a lot to get a point for their team.
Make one copy of the worksheet for each pair of Continue until all the items have been mentioned. Speed
students in the class and cut in half as indicated. is essential in this game, and any delay from either team
means that the other team gets the points. The team with
the most points at the end of the game is the winner.
Procedure
• Put the students into pairs, and give one the Student
A worksheet and the other the Student B worksheet.
Tell students not to look at each other’s worksheets. 7 Vocabulary Describe it!
• Go through the vocabulary and then explain that
each student has the same picture, but there are
Page 47
some differences in quantities of food and drink,
and they need to ask their partner to find them out. Activity
Then they can draw the correct amount of food or Groupwork: card game.
drink on their pictures.
• Student A should decide if the food item is a countable Focus
or uncountable noun and then ask Student B the
Food.
question: How much (tea) is there? Or How many
(bananas) are there? Student B then replies: Not much,
Not many or A lot. Student A then draws the item in the Preparation
quantity that Student B says. Make one copy of the worksheet for every group of four
• Ask students to take turns to ask and answer questions, or five students in the class. Cut into cards as indicated.
and draw in the answers. When they have finished, they
can compare worksheets. Procedure
• Go through the vocabulary and then divide the class
into groups of four or five and give one set of cards to
each group. Ask them to place the cards in a pile on
the table, face down.

Teacher’s notes RESOURCES 15

 • Explain that the students have to take turns picking Variation
up a card, looking at the word on it, but not showing
Ask the students to read the questionnaire and answer
it to the other members of the group. They then have
the questions individually, and then compare results with
thirty seconds in which to describe the food item
a partner.
without saying the word. For example: It’s a fruit. It’s
usually yellow. Monkeys like this. It’s soft.
• If another student guesses the word, both players get
one point. If nobody guesses the answer after 8 Grammar Quiz time
30 seconds, the card is placed on the bottom of the
pack, and the next player takes a new card. Page 49
• Each group should choose one student to keep score.
After all of the words have been used, the game is Activity
over. The player with the most points is the winner. Groupwork: writing a quiz.

Variation Focus
This could also be played as a board drawing game. Comparatives and superlative adjectives.
Divide the class into two teams. One player comes to the
front from each team. They look at the word, and then Preparation
both start drawing it on the board for their teams. The
Make one copy of the worksheet for each team of two or
first team to call out the correct word gets the points.
three students, and one copy of the worksheet for each
After all the students have had at least one go, the
student.
game ends. The team with the most points wins.

Procedure
7 Communication Healthy or • Put the students into teams of two or three and give
each team a copy of the worksheet.
hopeless? • Allow the students plenty of time to discuss the
questions and write their answers. The students only
Page 48 have to write the letters as their answers at this stage.
• When the teams have completed the quiz, ask them
Activity to exchange worksheets with another team for
Pairwork: questionnaire. marking and then check the answers with the whole
class.
Focus • Award three points if all three are in the correct order
and one point if one is in the correct position. The
Food.
team with the highest score is the winner.
How much ... ? and How many ... ? • Give out one clean worksheet to each student for their
records. For further practice or for homework, ask
Preparation them to write out their answers as full sentences, with
the comparative and superlative forms, using the
Make one copy of the worksheet for each student and
example in question 1 as a model.
cut the copies up as indicated.

Procedure ANSWERS:

• Ask the students to work in pairs. Give one copy of 1 b, a, c

the questionnaire to each student in the class but do Everest is the highest, and Kilimanjaro is higher
not give out the “What it means …” section yet. than Mount Fuji.
• Give them a few minutes to read the questionnaire 2 c, a, b
and to ask any questions about words they do not The Nile is the longest, and the Mississippi is
know. longer than the Amazon.
• Now ask them to take turns to ask their partner the 3 a, c, b
questions on the questionnaire and to note down their A cheetah is the fastest, and a horse is faster than
partner’s answers. a rabbit.
• When they have interviewed one another, they should 4 c, a, b
add up their partner’s score. Venus is the nearest to Earth, and Mars is nearer
than Mercury.
• Then give the “What it means …” section to each pair
of students and ask them to read out their partner’s 5 b, a, c
results to each other. Ask several pairs to report back Heathrow Airport is the busiest, and Frankfurt
with anything interesting they found out about their Airport is busier than JFK Airport.
partner’s healthy or not so healthy habits.

16 RESOURCES Teacher’s notes

 6 a, c, b ugly beautiful
A chimpanzee is the most intelligent, and a gorilla young old
is more intelligent than a dolphin.
rich poor
7 b, c, a
big small
Russia is the biggest, and Brazil is bigger than
Australia.
8 c, a, b Extension
The is the most common word in the English Ask the students, working in pairs, to produce some true
language, and I is more common than it. sentences, either written or spoken, using the pairs of
9 a, b, c opposite adjectives. For example: Some people think
An elephant is the heaviest, and a rhinoceros is English is difficult, but we think it’s easy.
heavier than a hippopotamus.

A
F A S T Q U G L Y X
8 Vocabulary Ready, steady,
search D D Y S W Z X Y O Z

Page 50 G I I W R L R T U L
J F D R Y K I R N K
Activity
Pairwork: wordsearch. P F H K T J C W G J

Focus L I K M P Y H Q P H
Adjectives and opposites.
W C H E A P C M S G
Preparation Q U L G S G V B I G
Make one copy of the worksheet for each pair of
students and cut up as indicated. Y L O N G R B N D F

Procedure N T Z R D F G O O D
• Put the students into pairs, and give one the Student
A worksheet and the other the Student B worksheet.
1 B
• Ask the students to find eight more adjectives in their
wordsearch puzzle, circling the words and writing S M A L L Z O K L M
them in the “My words” column of the table as they
find them. W B K F V S L O W Q
2
C L E A N D D J R S
• Students A and B work together, exchanging their
adjectives to complete the table. For example:
R J W A C V S H T H
A: What’s the opposite of dirty?
B: Clean. What’s the opposite of ... ? B A D F U T W G Y O
ANSWERS: T H X L X T Q D P R
Student A Student B
fast slow E X P E N S I V E T
difficult easy
Y G O R B Y Z F Q R
good bad
dirty clean P F O H G P V X U D
long short
cheap expensive S D R M E A S Y Z L

Teacher’s notes RESOURCES 17

 8 Communication What is it? Procedure
• Divide the class into two teams. Tell them they are
Page 51 going to play a game against each other.
• Explain that you are going to mime an action and they
Activity should call out what it is. Explain that the answer ends
Pairwork: guessing game. in an adverb of manner. Demonstrate by miming an
action of your own choice (making a cup of coffee
quickly, brushing your teeth slowly, etc.), making sure
Focus your students understand that they have to guess
Describing objects. both the action and the adverb of manner.
• Tell each team to take turns sending one player to the
Preparation front of the class. The player picks up one of the mime
Make one copy of the worksheet for each student in the cards and silently reads the sentence. The player then
class. has 30 seconds to mime the action on the card while
their team calls out guesses. If the mime has not been
guessed after 30 seconds, the other team can steal a
Procedure point by giving the correct answer. Each team then
• Put the students into pairs and give each student a takes turns to guess the answer until one team gets it
copy of the worksheet. Tell students they are going to right. Teams can score one point for a correct action
ask questions to find out about objects. Go over the and one point for a correct adverb of manner. Any
vocabulary in the table at the bottom of the page team immediately guessing both action and adverb
before explaining the rules of the game: scores four points.
• The game continues until all the cards are used up.
1 Student A chooses an object from the worksheet
The team that has the most points at the end is the
without telling Student B what it is.
winner.
2 Student B asks the yes/no questions on the
worksheet (in any order) and other questions to try
to identify the object. Student A can only answer Extension
Yes, it is / No, it isn’t or Yes, you do / No, you don’t, The students can make their own cards for the teacher
to Student B’s questions. to store and use at a later date as a short activity at the
beginning or end of a class
3 If at any time Student B thinks they know what the
object is, they can make a guess. If correct, they
get a point and the round finishes. If not correct,
this counts as one question and they continue 9 Vocabulary Character
asking more questions.
jumble
4 The student who is guessing can ask a maximum of
ten questions. If after ten questions they don’t Page 53
know the object, they have one final guess at the
object. If correct, they get a point. If not correct,
then Student A gets a point.
Activity
Individual/pairwork: crossword.
• At the end of the round, the students exchange roles
and play again. You could set a time limit, or play until
the first student gets to, for example, five points. Focus
Character adjectives.

9 Grammar How do you do it? Preparation

Make one copy of the worksheet for each student in
Page 52 the class.

Activity Procedure
Groupwork: team game. 1
• Give one copy of the worksheet to each student and
Focus ask them to complete the crossword by rearranging
Adverbs of manner. the letters of jumbled character adjectives. You could
help the students by telling them that the first letter
Everyday activities. of each adjective is in the correct position.
• Note that the words stubborn and funny may be
Preparation new for your students so you may want to explain
Make one copy of the worksheet and cut it up as indicated. the words.

18 RESOURCES Teacher’s notes

• The students can either do the crossword individually Procedure
or work together in pairs. You could add a competitive
• If there are more than ten students in the class,
element by making the first student or pair to finish
divide them into groups. Give one card to each
the winner.
student in the class.
• When the students have finished the crossword, check
• Tell the students they are responsible for finding the
the answers as a class.
answer to the questions on their card by speaking to
2 everybody in the class (or their group). Make sure the
• The students work in pairs or small groups to discuss students know how to form the questions correctly
the questions. (each question starts with Can you ...?).
• Ask the students to go around the class (or their
ANSWERS:
group), asking and answering questions. Tell them that
1
S E L F 2
I S H 3
S 4
F they may need to make notes on a separate piece of
H N E U paper.
5
Y T B O R I N G • When they have spoken to everybody in the class (or
E I N their group), they should take turns to report back to
R 6
F O Y the class (or group) on the information they have
7
S 8
G E N E R O U S found out.
E S I S
9
C O N F I D E N T E
S I N Review C The Review Game
I N D
10
S T U B B O R N G L Page 55
L Y
11
Q U I E T Activity
Across Groupwork: board game.
1 selfish
5 boring Focus
8 generous Revision of grammar and vocabulary from American
Inside Out Evolution Elementary Student’s Book,
9 confident
Units 7—9.
10 stubborn
1 1 quiet
Preparation
Down Make one copy of the worksheet for every three or four
1 shy students in the class, and one for yourself. You will need
one counter for each student, one coin and a copy of
2 interesting
American Inside Out Evolution Elementary Student’s
3 serious Book for each group.
4 funny
6 friendly Procedure
7 sensible Ask the students to work in groups of three or four.
Hand out the worksheets, one to each group. One person
is the “Checker”. The Checker doesn’t play the game.
9 Communication How many 1 Players place their counters on different squares
people can do it? marked START.
2 The first player throws the coin and moves the
Page 54 counter as follows:
“Heads” = two squares
Activity “Tails”= one square

Whole class: mingle activity. 3 When a player lands on a square, they must choose
the correct sentence, a or b.
Focus 4 The Checker then turns to the Grammar Extra section
can (for ability). on pages 112<en dash>115, or the Vocabulary section in
Review C on page 71, and checks the answer. If the
player is right, they can wait for their next turn. If the
Preparation player is wrong, they miss a turn.
Make one copy of the worksheet for every ten students
in the class and cut up the copies as indicated.

Teacher’s notes RESOURCES 19

 5 The first player to reach FINISH is the winner. • One student turns over the top card on each pile.
The other students take turns to say a sentence using
ANSWERS: the two verbs shown. The student who turned over
Player 1: 1a 2b 3b 4a 5b 6a 7b 8a the cards judges which of the other students has
said the best sentence and gives the pair of cards
Player 2: 1a 2b 3b 4a 5b 6a 7b 8a
to that student.
Player 3: 1b 2b 3b 4a 5a 6a 7b 8a
• The next student turns over the top card on each pile
and the game continues.

10 Grammar Make a sentence Notes

with ... Version 1 is easier, as the students are more likely to help
each other as they try to produce correct sentences.
Page 56 Therefore, it is probably best to play the two games in
the order given. You may want to provide extra verbs to
Activity increase the number of possible verb combinations.

Groupwork: Pelmanism.

Focus 10 Vocabulary TV
Future forms: want to, would like to, hope to, going to. Page 57

Activity
Groupwork: suggestions.
Preparation
Make one copy of the worksheet for each group of three
to five students. Cut the copies up as indicated and sort
Focus
into two piles: A and B. TV shows.

Procedure Preparation
Make one copy of the worksheet for each student in
Version 1 the class.
• Divide the class into groups of three to five students.
• Demonstrate the activity to the class in the Procedure
following way: 1
• Spread out the two sets of cards (A and B) face down
• Give one copy of the worksheet to each student in
on the table of your demonstration group.
the class. Focus your students’ attention on the 10
• One student turns over two cards. If they are both statements and tell them they are going to make
A cards, or both B cards, they turn them back over, suggestions for each statement using the prompts
and the next student has a turn. at the top of the worksheet.
• If the two cards are an A card and a B card, the student • Elicit suggestions from the class for statement 1 as an
uses the two verbs to make a sentence. example. Then ask students to work individually and read
• If all the students in the group agree that the grammar the other statements and to write their suggestions.
is correct and the meaning is clear, the student keeps 2
the pair.
• When they have finished thinking about the
• The next student turns over two cards, and so on.
statements and have written a suggestion for each
• Go around, checking they are using the structures one, ask them to work in small groups and discuss
correctly and taking note of any errors which may their answers. Go around, helping with vocabulary if
need focusing on later, and also any examples of good necessary.
language which you can praise in a feedback session
• After the students have finished discussing the
at the end of the activity.
statements, ask them to report back to the whole
class with the suggestions they made.
Version 2
• Divide the class into groups of three to five students.
Put the cards face down into two piles—one for A cards,
one for B cards.

20 RESOURCES Teacher’s notes

10 Communication What’s 11 Grammar Where have
your future? they been?
Page 58 Page 59

Activity Activity
Pairwork: questionnaire. Pairwork: information gap.

Focus Focus
Future forms: want to, would like to, hope to, going to. Present perfect + ever.

Preparation Preparation
Make one copy of the worksheet for each student in Make one copy of the worksheet for each pair of
the class. students in the class and cut up as indicated.

Procedure Procedure
1 • Tell your students that they are going to play a game,
but first they have to make sure their worksheets
• Write the first question from the worksheet on the
contain the same information.
board. Ask the class if anyone can complete the gap,
and write it on the board: • Divide the class into pairs, Student A and Student B.
Give the top half of the worksheet to Student A and
What do you hope to study in the future?
the bottom half to Student B. Explain that they need
• Give each student a copy of the worksheet and point to ask and answer questions about the people on
out that the students must use would, do, or are to their card. Use the first person’s name (Amy) as an
make the questions. example, and encourage the students to help you
2 write this conversation on the board:
• Now ask the students to work individually to write Student B: Has Amy been to The Olympics?
their own short answers to the questions in the first Student A: Yes, she has. (Student B writes ✔)
column, under “You.” Student B: Has she been to Buenos Aires?
• Go around, helping with vocabulary if necessary. Student A: No, she hasn’t. (Student B writes ✘)
• Now ask the students to work in pairs and interview a • Tell your students to ask and answer questions about
partner, making sure they use the correct question form, everyone on their card. When they have done that,
and write their partner’s answers in the second column. ask them to compare worksheets to check that the
• You may like to discuss any interesting answers as a information is the same. Now tell them they are ready
class at the end of the activity. to play the game.
1 Student A chooses a person on their card but
ANSWERS: doesn’t tell Student B. Student B has to ask
questions (as before) to eliminate the others on
1 What do you hope to study in the future?
their card.
2 What job would you like to get?
3 How many children would you like to have? 2 The aim of the game is to find the selected person
4 Where are you going to go for your next as quickly as possible (i.e., in as few questions as
vacation? possible).
5 What luxury item do you hope to buy one 3 The students can keep playing for as long as they
day? enjoy it. The winner is the player who has guessed
6 Where in the world would you like to live? the most people in the fewest guesses.
7 Which famous person do you want to meet? For example:
8 What are you going to ask for on your next
Student A: Is it a man or a woman?
birthday?
9 What are you going to watch on TV this Student B: A woman.
evening? Student A: Has she been to Italy?
10 Where do you hope to be next summer? Student B: Yes, she has.
Student A: Has she been to Egypt?
Student B: No, she hasn’t.
Student A: Has she been to The Olympics?
Student B: No, she hasn’t.
Student A: It’s Eva.

Teacher’s notes RESOURCES 21

 Student B: Yes. can complete their card by writing No one in the space.
The first student to call out Bingo! is the winner.
(Student A guessed in four questions. Student B can
only win the round if they guess in fewer than four • Ask the students to rub out the names, exchange their
questions.) bingo cards, and play the game again. Alternatively,
you may like to give out fresh bingo cards. Repeat this
as many times as you feel is appropriate.
Notes
In order to guess more quickly, your students will
probably stop using Has (s)he been to ...? and just use the
name of the place. You may like to explain that the point
11 Communication Life
of the exercise is to practice saying the stem as often as experience
possible to make it sound more natural. Point out to your
students that have is not stressed in the question and Page 61
been to is pronounced either /‘binta/ when it is followed
by a consonant (e.g. Has she been to Buenos Aires?), or /
‘brntu/, i.e., followed by a “w” sound when it’s followed by Activity
a vowel (e.g. Has she been to Australia?). Whole class: mingle activity.

Focus
11 Vocabulary Bingo! Present perfect vs simple past.

Page 60
Preparation
Make one copy of the worksheet for each student in the
Activity class.
Whole class: mingle activity.
Procedure
Focus • Give one copy of the worksheet to each student in the
Present perfect + ever. class. Explain that they are going to complete some
questions and then ask each other about their
Preparation experiences.
Make one copy of the worksheet for every six students • Direct your students’ attention to the first verb on
in the class and cut it up as indicated. the worksheet (lost) and ask them to look at the
example, where Student A has completed the
question with any money to make the question Have
Procedure you ever lost any money? The example goes on to
• Check students know the following vocabulary from show that, when Student A asked Carlos the question,
the bingo cards: bungee jump, credit card, drums, he gave the answer Yes, and so his name was written
octopus, wallet, accident, celebrity, ID card, X-ray, in the second column. Then Student A asked for
tattoo, operation, break your leg, fall in love. details.
• Give out one bingo card to each student. Explain that This time, the tense changes from present perfect to
the aim of the game is to complete the bingo card simple past. Ask your students to guess the two
with the names of students who have done the questions necessary to complete the third column
activities on their card. with the note-form answer: lost it last week at the
• Remind the students how to form the present perfect mall. (The questions are When did you lose it? and
with ever and if necessary revise the irregular past Where did you lose it?) Both questions can be seen in
participles: done, been, gone, broken, had, lost, won, the sample dialogue between Student A and Carlos.
eaten, found, met, fallen, seen, ridden. • Encourage your students to be creative when
• Tell the students to walk around the class, asking each completing their questions and to try to think of
other questions starting with Have you ever ... ? about questions that they would really like to hear answers
the activities on their card; for example, Have you ever to. When they have written them, ask your students
visited New York? Have you ever done a bungee jump? to get up and mingle, asking and answering their
When a student answers yes to a question, their name questions.
is written in pencil next to the activity. Once the card • When one student has finished, stop the activity and
is complete, with a name written beside each of the ask the class if they found out anything interesting
activities, the student should shout Bingo! If no one in about each other.
the class can answer yes to a question, the student

22 RESOURCES Teacher’s notes

12 Grammar Circuit training Vocabulary
Use your dictionaries and Student’s Books to check the
Page 62
answers. One point for every correct word.

Activity Pronunciation
Whole class: review game.
/˄/ much but cut son

Focus /ʒr/ word girl first work

Reviewing grammar, vocabulary, and pronunciation from /ɔ/ more four walk door
American Inside Out Evolution Elementary Student’s Book. /i/ easy meet three seat
/ɔ/ big ship rich bit
Preparation
Make four copies of the worksheet and cut the copies up English in use
as indicated.
1h 2e 3f 4b 5i 6j 7a 8c 9d 10 g
Make one copy of the answer key below for each student
for the final part of the activity.
Provide four English dictionaries if you have them.
12 Vocabulary Challenge
Procedure Page 63
• Stick one of the photocopied tasks (Grammar, English
in use, Pronunciation, or Vocabulary) on the wall in
each corner of the classroom.
Activity
Groupwork: Review game.
• Divide the class into four teams and ask them to
choose a name for their team. Tell the students that
they should try to complete the task in each corner of Focus
the classroom in their teams. They must remember to Reviewing grammar, vocabulary, and pronunciation from
write their team name at the top of the task sheet. American Inside Out Evolution Elementary Student’s
• Tell the students they will have eight minutes per task. Book.
At the end of the eight minutes, collect in the completed
task sheets and stick up a new task sheet. Each team Preparation
then moves on to a different corner of the classroom.
Make two copies of the worksheet, and cut one of the
• Once all the teams have completed all four tasks, tell copies up as indicated.
the students to sit down in their teams. Give each
team a copy of the key, an English dictionary, and
another team’s task sheets to mark. Procedure
• Go around, while the students are marking the sheets, • Place the worksheet which has not been cut up face
checking that they are marking fairly and helping with up on your desk. Arrange the cards face down on top
any language queries. of the worksheet, so that you are using the worksheet
as a grid.
• Return the marked task sheets to the original teams
and find out which group has the highest score. • Divide the class into two teams. Explain the rules of
the game:
1 The students have to answer questions and win
Circuit training answer key points for their team.
Grammar 2 There are four categories of questions, and four
Give one point for each correct sentence. difficulty levels for each category. The more difficult
the question, the more points the team can win.
1 She is an amazing woman.
3 Teams take turns, one student at a time, to choose
2 Mary always takes the bus at 8:00 pm.
a category and a difficulty level for their question.
3 After dinner he goes for a walk along the river. If the question they have chosen has already been
4 David always cooks and Phillipa does the dishes. answered, they must choose a different category
5 What was the weather like? or difficulty level.
6 He drives across Europe on vacation every summer. 4 If they answer the question correctly, the team is
7 Where are you going on vacation next summer? awarded the card and the number of points written
on the card.
8 I would like / ’d like to travel to New York tomorrow.
5 The winning team is the one with the most points
at the end of the game.
•

Teacher’s notes RESOURCES 23

 • Play the game. For each question, copy the text on
the board so that the whole class can read it.
12 Communication It takes
forever!
Extension
Page 64
If the students enjoyed the game and if time allows, the
teams could prepare review questions for each other
using the same categories. Activity
Whole class: mingle activity.

ANSWERS:
Focus
Vocabulary Questions about transportation.
75 points: strong — weak; finish — start; like — hate/
dislike; near — far; drive under — drive over Preparation
Make one copy of the worksheet for each student.
Grammar
25 points: bus — buses; family — families; leaf — leaves;
beach — beaches; bus — buses; child — children
Procedure
1
50 points: Countable — journey, desert, trip, wheel;
Uncountable — money, time, travel, scenery, snow, • Ask the students to match the expressions at the top
weather of the page—one has been done as an example and
75 points: go — went; hear — heard; ride — rode; buy check answers as a whole class.
— bought; sleep — slept; can — could; fly — flew; drive 2
— drove
• Tell students to fill in the table—you may like to do
100 points: through — along — past — across — up — over the first line as an example before they do this. Then
ask the students to complete the bottom line with
Pronunciation information about themselves before checking their
25 points: passports; thirteen; experience; interesting; answers with a partner.
hotel 3
50 points: correct; office; avenue; scenery; waterfall; • Focus students’ attention on the table. Elicit the
afternoon. questions from the students, and write them on
the board:
75 points:
How do you go to school/work?
/a/ car, start
How long does it take?
/ʒr/ world, first • Ask the students to walk around the class, asking and
/u/ blue, two answering the questions, and then to complete the
table. Go around, taking note of any errors and also
100 points: any examples of good language which you can praise
in a feedback session at the end of the activity.
/d/ traveled, listened.
/t/ walked, reached.
Extension
/ɪd/ visited, started. You can use the completed tables from Exercise 3 to
lead into a writing activity in which students write about
how they and their classmates go to school/go to work
(using the connectors and and but).
ANSWERS:

Type of
transport- Leave How long
ation home Arrive does it take

Ann bus 8:10 8:55 45 minutes

Ben car/ferry 7:30 9:00 90 minutes

Chris foot/train 7:45 8:45 one hour

24 RESOURCES Teacher’s notes

Activity
Groupwork: board game.

Focus
Revision of grammar and vocabulary from American
Inside Out Evolution Elementary Student’s Book,
Units 10—12.

Preparation
Make one copy of the worksheet for every three or four
students in the class, and one for yourself. You will need
one counter for each student, one coin and a copy of
American Inside Out Evolution Elementary Student’s
Book for each group.

Procedure
Ask the students to work in groups of three or four.
Hand out the worksheets, one to each group. One person
is the “Checker”. The Checker doesn’t play the game.
1 Players place their counters on different squares
marked START.
2 The first player throws the coin and moves the
counter as follows:
“Heads” = two squares
“Tails”= one square
3 When a player lands on a square, they must choose
the correct sentence, a or b.
4 The Checker then turns to the Grammar Extra section
on pages 114<en dash>115, or the Vocabulary section in
Review D on page 93, and checks the answer. If the
player is right, they can wait for their next turn. If the
player is wrong, they miss a turn.
5 The first player to reach FINISH is the winner.

ANSWERS:
Player 1: 1 b 2b 3a 4b 5a 6b 7a 8a
Player 2: 1 a 2b 3a 4b 5a 6b 7a 8a
Player 3: 1 b 2a 3b 4a 5a 6b 7b 8a

Teacher’s notes RESOURCES 25