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C1Having A Snack - Present Progressive

The document describes several classroom activities involving pairs or groups of students. In one activity, students take turns asking and answering questions to find differences between pictures one student has and the other does not. Another involves students role playing a short conversation, filling in blanks with verbs. A board game has students asking and answering questions related to pictures on squares to move their markers around the board.

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Cristina Rodriguez
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70 views5 pages

C1Having A Snack - Present Progressive

The document describes several classroom activities involving pairs or groups of students. In one activity, students take turns asking and answering questions to find differences between pictures one student has and the other does not. Another involves students role playing a short conversation, filling in blanks with verbs. A board game has students asking and answering questions related to pictures on squares to move their markers around the board.

Uploaded by

Cristina Rodriguez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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C.

1 Having a Snack

What Are You Doing?

Pairs. Student A, imagine you are calling Student B. Find out what he or she is
doing. Use the conversation below as a model.
Luis: Hello.
Chris: Hey Luis, it’s Chris.
Luis: Hi, Chris. What’s up?
Chris: Not much. What are you doing?
Luis: Right now? I’m taking a break.
I ’m going to work late tonight.
I have a lot of stuff to do. What are you doing?
Chris: I’m at the Rock right now.
I’m hanging out with Kate.
Luis: Oh, cool. Can I join you?
Chris: Sure. Come on down.

Information Gap: Find the Differences


Pairs. Student A, look at this page. Student B, look at page 44.
Student B has the same people, but there are some differences between the
pictures. Take turns asking and answering questions to find the differences. Ask
questions about Mr. and Mrs. Hill, Hannah, and Ted.
Use this language:
A: Are Mr. and Mrs. Hill ________? B: Yes, they are. / No, they’re ________.
A: Is Hannah ________? B: Yes, she is. / No, she’s ________.

Susan Charlie Mr. Hill Mrs. Hill Peter

Hannah Ted

42
Board Game: What Are They Doing?

Groups of 4. Two pairs will compete. Each pair needs 1 marker. See appendix for complete instructions.
Example
Pair 1, toss the coin. Move 1 space.
Pair 1, Student A: Look at the picture. Ask: “What’s she doing?”
Pair 1, Student B: Look at the picture. Say, “She’s jogging.”

16 17 18
work out paint play
basketball
FINISH

15 14 13 12
cook have a picnic play the talk on the
guitar phone

8 9 10 play 11
read a go for a walk watch TV
magazine soccer

7 6 5 4
play tennis listen to music dance take a photo

1 2 3
jog ride bikes swim

START

Level 1 • Unit C.1 43


Information Gap: Find the Differences

Pairs. Student B, look at this page. Student A, look at page 42.


Student A has the same people, but there are some differences between the pictures. Take turns asking
and answering questions to find the differences. Ask questions about Peter, Susan, and Charlie.
Use this language:
A: Are Mr. and Mrs. Hill ________? B: Yes, they are. / No, they’re ________.
A: Is Hannah ________? B: Yes, she is. / No, she’s ________.

Susan Peter Mrs. Hill Mr. Hill Ted Charlie


Hannah

Role Play: Do You Need Any Help?

Pairs. Read the conversation. Fill in the blanks with the correct form of the main verbs in the pool.
Use the simple present or the present continuous. Use each verb once.
Use these main verbs:

cook do like make need

A: Hi, Mia. You’re home early.


B: Hi, Liz. What ___________
are you ___________?
doing ___________ you ___________?
A: Yes, I am.
B: Great! I’m really hungry. What ___________ you ___________?
A: Chicken pasta. ___________ you ___________ that?
B: Yes, I really like it. ___________ you ___________ any help?
A: Yes, thanks. Please cut this onion.
B: Thanks a lot, Liz!
Now practice the conversation.

44 Pearson English Interactive Communication Companion


Game: What Am I Doing?

Pairs. First, work alone. Think about what you do at different times of the day. Look at the times
in the table. Write what you are doing then. For example: [7:30 a.m.] “I am sleeping.”
Do not show your partner!
Time What you are doing
7:30 a.m.
11:30 a.m.
5:00 p.m.
8:30 p.m.
10:00 p.m.

Now work with your partner. Take turns guessing what your partner is doing at different times.
You can guess 3 times for each activity. Score 1 point every time you guess correctly.
Use this language:
A: It’s 7:30 a.m. What am I doing? B: I think you’re sleeping.
A: No, I’m not. Guess again. B: I think you’re getting up.
A: No, I’m not. Guess again. B: I think you’re eating breakfast.
A: No, I’m not. I’m taking a shower.
A: It’s 11:30 a.m. What am I doing? B: I think you’re eating lunch.
A: That’s right!

WebTalk

Groups of 4. Take turns talking about the movie you found on the web.
Tell your group:
• the name of the movie
• the actors in the movie
• what the movie is about
The other students ask questions about the movie.
For example, “Do you like the actors in the movie?”

Level 1 • Unit C.1 45


Appendix
Instructions for Board Games
Use these instructions for the games on pages 7, 15, 19, 27, 35, 39, 43, 47, and 51.
Groups of 4 (2 pairs). Use 1 book and 1 coin. Pairs compete against each other. Each
pair needs 1 marker.
Pairs 1 and 2: Put your markers on the “Start” square. To move forward on the
board, toss the coin. One side of the coin = move 1 space; the other side of
the coin = move 2 spaces.
Pair 1: Begin playing. Toss the coin and move your market to the correct square.
Use the cues and pictures in the square and/or in the middle of the board
to ask and answer a question. Look at the example on the page for more
information.
Pair 2: Make sure Pair 1 asks and answers the question correctly. If you aren’t sure,
ask your teacher.
Pair 1: If you are correct, your marker stays on the square. If you are not correct,
move the marker back to where you started.
Pair 2: Toss the coin and move to the correct square. If you land on the square
with Pair 1’s marker on it, move to the next square. Ask and answer a question.
Pairs 1 and 2: Take turns. Play until one pair gets to the “Finish” square.

Use these instructions for the game on page 11.


Groups of 3. Use 1 book and 1 coin. Students A, B, and C will compete against each
other. Each student needs 1 marker.
Students A, B, and C: Put your markers on the “Start” square. To move forward on
the board, toss the coin. One side of the coin = move 1 space; the other side
of the coin = move 2 spaces.
Student A: Begin playing. Toss the coin and move your marker to the correct
square. Use the cues and pictures in the square to make up your sentence.
Look at the example on the page for more information.
Students B and C: Make sure Student A is correct. If you aren’t sure, ask your teacher.
Student A: If you are correct, your marker stays on the square. If you are not
correct, move the marker back to where you started.
Students A, B, and C: Take turns. Toss the coin and move to the correct square.
If you land on a square with another student’s marker on it, move to the next
square. Play until one student gets to the “Finish” square.

62

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