This document provides instructions for a classroom speaking activity where students play a board game in groups. The goal is to be the first to reach the "Finish" square by rolling a die and moving that number of spaces. When a student lands on a square, they must complete a sentence prompt using vocabulary like "used to", "would", or "-ing" forms and then discuss the topic. Examples of sentence prompts include activities they did as children, food preferences, or grammar points they now understand. The teacher's notes provide guidance on setting up the game and potential follow-up discussion.

1. Photocopiable © Macmillan Publishers Ltd. 2011
Unit 1A
Student’s WorksheetLevel 1
Talk about …
A Play a game. Follow the instructions below.
1 Work in groups of four or five.
2 Roll the die and move the number of squares indicated.
3 Complete the sentence with used to, would, is/was always + -ing or “sense” vocabulary, and
talk about the topic on the square. If you can’t complete the task, move back two squares.
4 The winner is the first player to land on the Finish square.
Talk about …
something you
always ____
___ __ on
Saturday mornings
Is there a
_____ ______ of
community in the
area you live?
a TV program
you ______ never
miss when you
were a child
something you
____ ___ be
afraid of
the plot of
a book or movie
that didn’t ____
sense to you
My parents
____ always telling
me to … when I
was younger.
Do you think
animals are
________ to
human emotions?
Describe your
nation’s __ of __.
What kinds of things
do you laugh at?
Nowadays,
many TV channels
____ _____
showing …
a grammar
point you didn’t
understand but now
____ ___ to you
These days my
boss/friend/mom
etc. ___ always …
How can you
_____ ___
somebody is
lying?
Are you a
spontaneous
person or a more
_____ person?
a place you
always ____ __
go in the summer
and what you __
do there
Is it important
to discuss _____
issues in class?
a kind of food
you ____ never
eat as a child
an intelligent
person you know
who doesn’t have
much ___ sense
a kind of music
you always ___ __
__ to that you don’t
like anymore
Finish
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2. Teacher’s NotesTeacher’s NotesUnit 1ALevel 1
Written by Leanne Gray Design: Jordan Publishing Design Limited Illustration: Mike Lacey Photocopiable © Macmillan Publishers Ltd. 2011
Objective: to practice talking about habits and use “sense” vocabulary
Time: 30–45 minutes
Skills: speaking and listening—talking about habits, past and present
Vocabulary: sense
Grammar: would, used to, and (be) always + –ing
Preparation: hand out one copy per group of four–five; bring in enough dice and counters for
each team
Talk about …
Lead-in»
Draw a circle on the board and write SENSE inside.Ask the
students to call out any of the phrases they remember from
Student’s Book page 8.Write their answers around the circle.
Alternatively, ask students to come up to the board and write
them. Next, write the following sentences on the board:
I always ______ ___ laugh at [T’s choice] on TV when I was
younger, but now I don’t find it funny. My sense of ______ has
completely changed.
When I was little, the children in my area _____ always play
together on the street.There was such a _____ ______ ___
community.
Ask the students what is missing. Elaborate a little on the
sentences, e.g., why you don’t think the TV show is funny
anymore, what kinds of games you would play on the street,
etc.Then ask the students to work in pairs for a few minutes
to discuss the sentences and whether or not they are true for
them. Elicit examples from one or two confident students.
●● Put the students into groups of four or five and
hand out a copy of the game board and enough
dice and counters for each group. The aim of this
communicative game is to reach the Finish square
first. Pre-teach spontaneous by asking students Which
adjective describes someone who does things in a natural,
sudden way without any planning?
●● Have the students read the directions. Elicit the rules
from volunteers, in order to check they understand.
(Players roll the die and move along the board. When
they land on a square, they say what the missing
words are. Other students in the group act as referees.
If they decide the player has completed the phrase/
sentence correctly, that player writes in the answer
and follows up by sharing some relevant information.
If the sentence is incorrect, the player must go back
two squares.)
●● Point out that if another player lands on a square that
is already complete, they should simply talk about the
prompt.
●● Have the students start the game with the student who
rolled the highest number going first, and then the
player to their left taking the following turn, and so on.
●● Monitor while the students are playing, and give help
if needed. Make notes of any errors with the target
language and of any interesting sentences.
●● Have the groups continue playing until the first person
reaches the Finish square.
Answers
2 used to do 3 strong sense 4 would
5 used to 6 make 7 were 8 sensitive
9 sense, humor 10 are always 11 sensitive
12 used to, would 13 sensible 14 sense when/if
15 is, … –ing 16 makes sense 17 would
18 common 19 used to listen
Follow-up
●● Ask each group to choose one square that they found
particularly interesting. Put the students into new
groups and have them tell each other what they
discovered about their original group, e.g., Natalia used
to be really afraid of water so she only learned to swim a few
years ago!
Web homework
Have the students research one of the following topics
from the game. Invite them to share any interesting
findings in the next lesson.
– how to sense when someone is lying
– if animals are sensitive to human emotion
– a plot of a movie/book that didn’t make sense
– a place a classmate used to go in the summer