Cambridge English: Starters 1
Class: No. of students: Book:
Objectives:
Listening:
Speaking:
Reading:
Writing:
Vocabulary:
Non-YLE vocabulary:
Activity (see brackets for resources required) Time Interaction
needed
Warmer 10-15 mins
Play a guessing game to activate classroom words that the
learners might already know. Tell learners that you are thinking of T then S-T
something in the classroom and they must guess what it is.
Vocabulary 1 (Book) 10-15 min
Write the first word, w_nd_w, on the board, or display on the 5 min T-S
Interactive White Board (IWB). Ask for a volunteer to come and
write in the correct letters to complete the word, to model the
task. Ask the class Is that correct? and have other learners correct
the spelling if necessary.
Learners then work individually to complete the words with the 5 min S
missing letters and write two more classroom words of their own.
Give a time limit, then have them check their answers in pairs.
Feedback: Ask learners to say the missing letters while you write them on S-T
the board, or IWB. You may need to revise the pronunciation of the
5 min
alphabet before you do this. As learners say the missing letters, have
them swap books to check each other's answers.
Extension: Elicit learners' ideas for two more classroom words and ask
them to spell these while you write them on the board. 2 mins S-T
Answers
1 window 2 board 3 desk 4 tablet
5 computer 6 bookcase
Vocabulary 2 (Book) 30 -35 min
Focus learners on the picture in task 1. Ask What colours can you 15 min T-S
see? (red, orange, white, green, blue, black, pink and purple)
Ask learners to close or cover their books. Show them the
example sentence either in your own copy of the book or on an
IWB, covering the answer. Elicit the answer, yes, then reveal the
answer on the page. S
Now ask learners to read sentences 1-5 and write the answer
next to each sentence. Give them a time limit.
Cambridge English: Fun Skills 1
© Cambridge University Press
5 min
Feedback: S-T
Have all learners stand up. With books open, read out each sentence and
ask them to sit down for no and stay standing for yes.
Extra support: In a more confident class, you can ask them to close their
books and focus on the page on the IWB or to memorise the answers 10 min
before reading out the sentences. S
Extension: Learners write sentences about their own classroom. S-T
Brainstorm what classroom objects and colours they can see around
them. Then model the task by asking for a volunteer to come up to the
board and write a sentence, e.g. The table is green. Learners work in pairs
to write two more sentences about their classroom. Ask early finishers to
write another sentence.
Answers
1 no 2 no 3 no 4 yes 5 no
Reading 1 (Book) 15-20 min
Ask learners what they can see in the picture in the example
sentence, eliciting a bookcase. Then read the whole sentence,
drawing learners' attention to the correct word circled. 2 min T-S
Tell learners to take a pen or pencil and continue the task: they
read the sentences, look at the pictures and circle the correct
words in sentences 1-4. Give learners a time limit. 10 min S
Feedback: If you are using a board, write the two options for each
sentence on the board, in preparation for checking the answers, while
learners are doing the task. Then either ask learners to come up to the 5min
board (or IWB) and circle the correct answers, or elicit which word should
be circled.
Answers
1 desk 2 posters 3 floor 4 playground
Cambridge English: Fun Skills 1
© Cambridge University Press
Cambridge English: Fun Skills 1
© Cambridge University Press
