GETTING THERE

Compact A2 Key for Schools Unit 6

6
CLASS PROJECT: A QUIZ
Step 1: Plan
THE PROJECT

In groups, you are going to design a quiz for your classmates and play a game. You will create quiz questions
using comparative and superlative adjectives on the topic of transport, and then you will play the quiz with the
other groups. You will also take part in the quizzes prepared by your classmates. After playing all quizzes, the
group with the most points will be the winning team.

1 Read the project description and answer these questions with a partner.
1 What will you produce in this project?
2 What grammar and vocabulary from Unit 6 will you need to use?
3 What will you do with the other groups in the class?
4 What will happen at the end?

2 Discuss these questions about the topic with your classmates.

1 Do you enjoy playing quizzes? Why or
why not?
2 When and where do people usually
play quizzes?
3 Have you ever designed a quiz before?
How can you make your quiz interesting?
4 In your opinion, why is a quiz more fun
than a test?

PREPARATION

3 Look at the transport words in the table and decide which verbs they match. Write D (Drive), F (Fly), R (Ride)
or S (Sail).

TRANSPORT
SEA boat

LAND bike taxi

AIR helicopter

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4 Read the quiz questions quickly and underline the different types of transport you find. Write them in the
correct categories in the table on page 1. Then decide which verbs they match and write D (Drive), F (Fly), R
(Ride) or S (Sail).

5 Read the quiz questions again and write the correct comparative or superlative form of the adjectives
in brackets.

QUIZ !
1 Which city currently has 6 Is a lorry

(expensive) public transport (heavy) a ship?

system in the world? A Yes
A London B No
B New York C They are the same.
C Paris
7 Which city currently has
2 On average,
which type of transport is (good) airport in the world?
A Los Angeles
(noisy) a car? B Frankfurt
A bike C Singapore
B taxi
C motorbike 8 A bus in in which city is usually

3 Which country currently has (crowded) a bus in Madrid, Spain?

A Mumbai, India
(fast) train in the world? B Oxford, England
A France C Cuenca, Spain
B Japan
C China
4 If you’re travelling by plane
from London, which city is

(far) Sydney in Australia?

A Chicago in the USA
B Auckland in New Zealand
C Bangkok in Thailand
5 Which city currently has

(big) tram system in the world?

A Melbourne
B Lisbon
C Cairo

6 Do the quiz in groups. Then check your answers as a class. Which group scored the most points?

7 Discuss with a partner. How well did you do in the quiz? Did any of the answers surprise you?

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GETTING THERE
Compact A2 Key for Schools Unit 6
6
CLASS PROJECT: A QUIZ
STEP 2: Develop

1 In groups, think about what area of transport you would like to focus your quiz on. Here are some options,
but you can also discuss your own.
• Design a quiz all about trains or planes
• Create a quiz on transport in the USA or in China
• Prepare quiz questions on the future of transport or the history of transport

2 Try to find out the answers to these questions about

the transport topic you chose in Exercise 1. Use the Online Research:
Evaluating information
Online Research to help you with your search.
1 Is there enough information about the topic online? Here are some more search tips to check just how
true the information you’re searching for is:
2 Do different websites give similar information?
3 How do we know if a website has true information? • Read the information carefully to be sure it
4 Are we certain we can find correct answers to the relates to your topic
quiz we want to do on our transport topic? • Check the facts are clear and the information
sounds true and correct
• Check the dates to be sure the information is
up to date or new
• Check that the writer of the information or the
organisation it comes from is truthful
• Remember to always check at least three
different websites to see if the information
you’re looking for is the same, and therefore
probably correct.

3 You are going to design a quiz on your chosen transport topic.

Use the Useful Language to discuss and agree upon ten quiz Useful Language:
Agreeing and disagreeing
questions that you would like to ask. Remember that each
question should contain an example of a comparative or I agree. / I don’t really agree.
superlative adjective.
I (don’t) feel the same way.
I’m (not) sure you’re right.
Yes, but don’t you think that … ?
I understand what you’re saying, but …
That’s a good point, but …

4 Prepare your quiz questions and the answers to complete your quiz. Don’t forget to:
• find correct answers online by checking all the information available to you
• use the model quiz as an example
• use vocabulary and grammar from Unit 6
• use photos to illustrate your quiz if you want to

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GETTING THERE
Compact A2 Key for Schools Unit 6
6
CLASS PROJECT: A QUIZ
STEP 3: Present
PRESENTATION

1 Prepare to do your quiz with the other groups. Each group, including yours, should give themselves a team
name, and the class should decide the quiz rules with the teacher before playing. Present your quiz to the
other teams, and then take part in the other groups’ quizzes.

2 When all the quizzes have been played, answer these questions with the members of your own group:
1 Did any of the other teams focus on the same transport topic as you? Were any of the questions similar?
2 Could you answer most of the quiz questions? Were any of the topics particularly difficult?
3 What did you learn about the different transport topics presented?
4 After taking part in the other quizzes, what would you do differently with your quiz? Would you change any
of the questions or any other part of your quiz?
5 Did your team answer the most questions? Why or why not?

SELF-EVALUATION

1 With the members of your group, answer these questions together. 1 = not very well, 6= very well

CREATIVE THINKING
1 How well did we work together to design an original and imaginative quiz?

1 2 3 4 5 6

CRITICAL THINKING
2 How well could we tell the difference between fact and opinion in our answer choices?

1 2 3 4 5 6

DIGITAL LITERACY
3 How well did we use the internet to evaluate all the information available?

1 2 3 4 5 6

SOCIAL RESPONSIBILITIES
4 How well did our group answer the quiz questions set by the other teams?

1 2 3 4 5 6

2 Answer these questions about yourself. 1 = not very much, 6= a lot

1 How well did I contribute to the project?

1 2 3 4 5 6

2 How much English did I use to plan and research the project?

1 2 3 4 5 6

3 Thinking about your answers above, how could you improve the next time you do a project?

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TEACHER’S NOTES

PROJECT OVERVIEW

In this project, students will design a quiz for their classmates and play a game. They will create quiz
questions using comparative and superlative adjectives on the topic of transport, and then play their quiz
with the other groups. Each group will take part in the quizzes prepared by the other groups, too. After
playing each quiz, you will keep score of each group’s points and the group with the highest score at the
end is the winning team.
The project helps students to develop the following life competencies, which form part of the
Cambridge Framework for Life Competencies:
CREATIVE THINKING
Participating in creative activities

CRITICAL THINKING
Evaluating ideas, arguments and options

DIGITAL LITERACY
Evaluating how accurate information online is

SOCIAL RESPONSIBILITIES
Taking active roles including leadership

GETTING THERE
Compact A2 Key for Schools Unit 6
6
CLASS PROJECT: A QUIZ
Step 1: Plan

Estimated time: 45 minutes

1 Ask students some questions based on the information on page 40 of the Student’s Book to see how much
they remember. For example, Where is the longest road bridge in the world? (Thailand) Which city has got some
of the worst traffic in the world? (Los Angeles), etc. Explain that in this project students will design their own
quiz on the topic of transport, researching and preparing similar questions. Get students to read the project
description and then answer the questions in pairs.
[AK: 1 a quiz; 2 comparative and superlative adjectives, transport vocabulary; 3 We will ask the other groups our quiz
questions, and we will play the quizzes prepared by the other groups; 4 The group with the most points will be the
winning team.]
2 Discuss the questions about the topic as a class to find out what students know about quizzes and whether
they have ever designed one before. Explain that, even though a quiz is a series of questions on a topic, much
like in a test, it is more fun because it is played as a game with teams competing against one another to win.
[AK: Student’s answers]
3 Ask students to complete the table with the verbs related to different types of transport. There is one verb for
each type of transport. Students should ignore the other gaps in the table for the moment.
[AK: boat = S; bike = R; taxi = D; helicopter = F]
4 Draw students’ attention to the quiz on page 2. Ask them to read through the quiz questions quickly and
underline the ten transport words they find. They then write these words in the correct categories in the
table (note that bike and taxi are already in the table), and write the letters for the verbs related to the
different types of transport.
[AK: SEA = ship (S); LAND = motorbike (R), car (D), bus (D), lorry (D), train (D), tram (D); AIR = plane (F)]

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5 Ask students to read the quiz questions again, this time completing the gaps in the questions with the correct
comparative or superlative form of the adjectives in brackets.
[AK: 1 the most expensive; 2 noisier than; 3 the fastest; 4 further than; 5 the biggest; 6 heavier than; 7 the best;
8 more crowded than]
6 The students can now do the quiz in their groups. Read out the quiz questions and have the groups work
together to answer them on a piece of paper. Set a time limit for answering each question. Students then hand
you their answers for you to add up the scores and see which group has the most points. If two or more groups
have the winning score, it’s a tie. You can do the quiz differently if you prefer, for example, ask groups to put up
their hands (or ring a buzzer) to answer the questions. It is not important if students don’t know the answers to
all the questions, they can guess the answers to those that are trickier to see if they made the right choice.
[AK: 1 A (in 2019, a single journey on the London underground is £4.90, it is $2.75 on the New York subway, and it
is €1.90 euros on the Paris metro); 2 C; 3 C (in 2019, the Shanghai Maglev reached a speed of 267.8 mph); 4 B; 5 A
(Melbourne’s tram system is the world’s largest with 250km length of track and 1763 stops); 6 B; 7 C; 8 A]
7 Students discuss what else they would like to find out about on the topic of transport and think of a quiz
question that they can ask another pair of students in the class. They may need to do some online research to
check the answer to their question.
[AK: Student’s answers]

Note: This is the end of Stage 1 of the project: Plan. You can continue now or in a future lesson. If you decide
to continue in a future lesson, you could ask the students to prepare for the next stage by thinking about some
quiz questions they might like to ask on the topic of transport.

GETTING THERE
Compact A2 Key for Schools Unit 6
6
CLASS PROJECT: A QUIZ
Step 2: Develop

Estimated time: 90 minutes (this can be split into two sections, between Exercises 3 and 4)
Exercises 1–2: 30 minutes
Exercise 3–4: 45 minutes

1 In groups, students think about the area of transport they would like to focus their quiz on. There are several
options given, or students can do some online research to come up with their own. The example quiz in this
project gives a general overview, but ideally groups should be encouraged to choose different areas on the
topic of transport to avoid the same questions coming up in the different quizzes. The class should be divided
into four or five different groups with three or four students in each group, depending on the number of
students in the class. It would be good to have no more than four or five different quiz rounds, if possible.
2 Students should use these questions as guidelines to help them find the information they need to prepare for
their quiz. Focus their attention on the Online Research box. Explain that when they do online research for their
quiz, it is important that they use accurate information in the questions and answers. They should use the tips
to evaluate whether their chosen sources of information are genuine, trustworthy and up to date.

Note: If you wish to stop here and continue in a future lesson, this stage of the project can be split at this point.

3 Students continue planning their quiz by putting together their quiz questions. They should aim for ten
questions. The example quiz gives eight questions as it serves as a model only. Students can format the
answers to their quiz questions as they wish, using multiple choice as in the example quiz, or true / false
options or another option. Encourage students to use the language in the Useful Language box to discuss and
agree upon the content of their quiz. Also remind students that each question should contain an example of a
comparative or superlative adjective. Students may also design their quizzes digitally using a free online quiz
maker such as Survey Monkey.

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 4 Students compile the answers to their quiz questions. They should do a thorough online search using the
points in the Online Research box to be sure that the information they find is accurate. When the project is
ready, students should have some time to practise their quiz. Students can take turns reading out the questions
and giving the answer options, in preparation for when they play the quiz with the other groups in the class.

Note: This is the end of Stage 2 of the project: Develop. You can continue now or in a future lesson.

GETTING THERE
Compact A2 Key for Schools Unit 6
6
CLASS PROJECT: A QUIZ
Step 3: Present

Estimated time: 45 minutes

PRESENTATION

1 Set up the classroom to play the quizzes. Perhaps have four or five areas of the room grouped together for
each team. Groups should give themselves a team name. Decide on the quiz rules before playing, for example:
to answer questions, teams can confer as a group and write down the answers, put up their hand or press a
buzzer; if a team gets the answer wrong, another team can play; keep a score of each team’s answers so that
you can calculate who the winning team is at the end. If possible, play a quiz question with a stronger group to
model the game for the whole class to learn the procedure.
2 Ask students to work in their original groups to answer the questions. Discuss some of the answers as a class.

SELF-EVALUATION

1 Explain that students are going to think about how well they did the project as a group, as this will help
them to understand their strengths and their areas for improvement in future projects. Students discuss
the questions together and give their group a score from 1–6 for each question. Ask for some examples as
feedback for the entire class.
2 Explain that students are going to reflect on their own personal contribution, as this will help them to
understand their strengths and their areas for improvement in future projects. Students consider the questions
individually and give themselves a score from 1–6 for each question. Ensure that students understand that this
is self-reflection and is not in any way a formal mark.
3 Students reflect on their answers in Exercises 1 and 2 and discuss as a group how they feel they could improve
for the next project.

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