Smart Planet 1 Teacher’s notes Communication
For all these activities, you first need to put the students into pairs and give one half of the worksheet to one student
and the other half to the other student.
Unit 1 Our World Unit 3 It’s my life!
The aim of this activity is to practise wh- questions The aim of this activity is to practise the present
with the verb be. simple tense (3rd person singular).
Activity 1 Activities 1 and 2
Students complete the information about Explain that each person has information about
themselves (but not their partner’s yet). You may either Julie or Mark, but some information is
want to ask one or two students to give some missing. They have to make and ask questions
examples for the class. Monitor students as they are to find the missing information. Explain that first
writing and check any unfamiliar vocabulary. Student B will ask all the questions about Julie and
Activity 2 Student A will answer. Then the roles are reversed.
Students take turns to ask each other questions Monitor to make sure they are using the present
and write the information. Model the activity with a simple forms correctly. Note any problems. If
student. Then ask two students to model one or two necessary, stop the activity to remind students about
questions for the class. the third person ‘s’ or write a reminder on the
Example dialogue: board.
Student A: What’s your favourite colour? Follow-up: Ask students to write a paragraph about
Student B: My favourite colour is red. the daily routine of someone they know or invent
that of a famous person.
Student A: Oh that’s my favourite colour, too!
Activity 3 Unit 4 Schooldays
Nominate a student to tell the class about their The aim of this activity is to review names of places
information. in a school, school subjects and to talk about likes
Follow-up: Ask students to write five of the and dislikes and review can and can’t.
sentences in their notebooks or for homework. Activity 1
Vocabulary Note: PE = Physical Education Tell students to write sentences about what they can
and can’t do in each of the places in the box. Tell
Unit 2 Family and friends them not to write the name of the place.
This is an information-gap activity where each
Activity 2
student has to ask their partner questions to find
Students take it in turns to read their sentences to
the missing information. It is designed to help
each other and guess the place.
students practise have got (affirmative, negative
and question forms and short answers) as well as Activity 3
questions with the verb be. Students complete the table for themselves then ask
Activity 1 their partner about their likes and dislikes and circle
their answers in the table.
Explain that Student A and Student B have pictures
of the same family but with different missing Follow-up: In pairs, the students write a new
information. They have to ask questions to find the survey either about school or about something else
missing information. (sports, free time activities, animals, etc.). Then the
students change pairs and ask and answer their new
Model one or two questions with the class.
questions.
Ask students to work in pairs. Monitor to make sure
they are using forms of have got correctly. Note any
problems.
Follow-up: Ask students to ask questions in pairs
about their families or a famous person’s family.
Teacher’s notes Communication
Smart Planet 1 Teacher’s notes Communication
Unit 5 Food, food, food! Unit 8 Sports time
The aim of this activity is to review words for food The aim of Activities 1-3 is to review affirmative,
and questions and answers with there is / there are negative and question forms in the simple past. The
and have got. aim of Activity 4 is to review vocabulary for sports
Activity 1 and clothes.
Explain that both students have similar pictures but Activity 1
there are some differences between them. They Students complete the sentences individually.
have to ask questions to find the differences without Activity 2
showing their picture to their partner. Students write questions about their sentences from
Activity 2 Exercise 1.
Students write sentences about the differences Activity 3
between the pictures. Nominate students to read Students take turns to ask each other their
out their sentences. questions. They count how many of their answers
Follow-up: Ask students, in pairs, to draw their are the same.
own ‘Find the difference’ activity. Make sure they Activity 4
draw things they know the names of in English. Explain that students have the same crossword
Students then give the activity to another pair of with words related to sports and clothes, but with
students to find the differences. different words missing. They have to exchange
information by describing the words, but they
Unit 6 Animal world mustn’t read them out.
The aim of this information-gap activity is to review
Example dialogue:
words for animals and practise present continuous
Student B: What’s 1 across?
and present simple forms.
Student A: It is something you wear on your feet in
Activity 1
winter.
Remind students to use the present continuous
Student B: Are they boots?
because we are talking about what the animals are
doing now. Student A: Yes, that’s right.
Activity 2 Follow-up: Ask students to make up their own
crossword using words from this unit.
Remind the students to use the present simple
in this activity because they are describing daily
Unit 9 We holidays!
routines.
The aim of these activities is to review the present
Follow-up: Ask students to bring in pictures of
continuous for future plans.
animals and talk about what they are doing and
Activity 1
their daily routines.
Students complete their programmes using words
Unit 7 Towns and cities from each box (a sport and a place). Make sure
The aim of this activity is to practise the simple past they leave the second line blank for their partner’s
of regular and irregular verbs. programme.
Activity 1 Activity 2
Students read the first part of the quiz silently and Students take turns to ask each other questions and
complete their answers. Remind them to write the write down the answers. Nominate students to tell
past simple of the verbs in brackets. you about their plans and their partner’s.
Activities 2 and 3 Activity 3
Student A reads out their sentences and Student Students cover up the programmes and take turns
B checks them (and gives some additional to say what they can remember.
information). Then they change roles. Follow-up: Students invent another adventure
Activity 4 holiday in pairs and have to agree on doing the
activities together.
Students write their own ideas then test their
partner.
Follow-up: Ask students to choose a town or city
and research two interesting facts about its past to
tell the class in the next lesson.
Teacher’s notes Communication
