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SimpleReaditg Activities IILL H A D F I E L D C H A R LE S HA DF I E L D
OXTORD TINIVERSITY
PRESS
Gontents Foreword AL AN
M AL EY
lntroduction Actlvltles 1, Greetingsand introductions 2
The alphabet
3
Numbers
4
Tellingthe time
5
Personalinformation
6
Countries
7
Nationalities
8
Locatingobjects
9
Feelings
10
Families
LL
Colours
L2
Shapes
13
Partsof the body
L4
people Describing
15
Clothes
16
Roomsin a flat
L7
Furniture
18
In town
19
Directions
20
In the market
2L
Shopping
22
Foodanddrink
23
Leisureactivities
24
Daily routines
25 26
Jobs Housework
27
Abilities
28
Rules:'must'and'mustn't'
29
Describingactions1
30
Describingactions2
Foreword There is a formidable rangeof materialspublishedworldwide for teachersof Englishasa ForeignLanguage.However,many of these materials,especiallythosepublishedin English-speaking countries, assumethat teachersusing them will be working with smallish classesand haveabundantresourcesavailableto them. Also many, of not most, of thesematerialsmake implicit culturally-biased assumptionsabout the beliefsand valuesof the teachersand learners. This situation is ironic in view of the fact that the vast majority of Englishas a ForeignLanguageclassroomsdo not correspondat all to theseconditions.Typically,classes are large,resourcesare limited, and teachershavevery few opportunitiesfor training and professionaldevelopment.Also, the cultural assumptionsof teachersand learnersin many parts of the world may vary quite significantlyfrom thoseof materialswriters and publishers. This book is an attempt to addressthis situation.The authors presentthirty lessonsat elementarylevel,eachwith the same methodologicalframework.The lessonsare explainedin clear, accessible language,and none of them require sophisticated resources.Instead,they call on the basichuman resourceswhich all teachersand learnersbring with them to class.The language points coveredare onesfound in a typical elementarycourse,and the topicsare thosewhich form part of everybody'sdaily lives,for examplefamilies,homes,and leisureactivities. Most importantly, however,the book offers a framework for teacherswho lack training and support.The hope and the expectationis that suchteacherswill begin by following eachstep will of a lessonquite closelybut, astheir confidenceincreases, adapt and add to the techniquespresentedhere,respondingto the particular needsand abilitiesof their learners. This is an important book: one of the few attemptsto addressthe problemsof the'silent majority' of teachersworldwide who have little or no training, and few resourcesto work with. AL AN
M AL EY
Assumption University Bangkok, Thailand
lntroduction Englishis taught all over the world, by all sorts of teachersto all sortsof learners.Schoolsand classroomsvary enormouslyin their wealth and their provision of equipment.Learnersarevery different from placeto place.But, whateverthe conditions in which you are working, there is one resourcewhich is universaland unlimited: the human mind and imagination.This is probablythe one singlemost valuableteachingand learningresourcewe have. Nothing can replaceit. In eventhe most'hi-tech'environment,a lack of imagination and humanity will makethe most up-to-date and sophisticatedresourcesseemdull; conversely, the most simple resourcescan be the most excitingand useful. We havebeen fortunate to spend quite a lot of our time working not only in'hi-tech' environmentswith computersand video,but alsoin classroomswhere thereis little more than blackboardand chalk and someout-of-datecoursebooks.Someof our most interestinglearning and teachingexperiences(asConfuciussaid,a teacheris'alwaysreadyto teach;alwaysreadyto learn') havebeen not in the comfortablewell-resourcedsmall classroomsof a private languageschool,but in classroomswhere only the minimum of equipmenthasbeen available.Equally,someof our most memorableteachingexperiences in'hi-tech' classroomshavebeen when we haveabandonedthe cassetteor video or glossy coursebookand got to work with that most preciousresourceof all, the learners'ownexperienceand imagination. Teachersoften haveto usematerialswhich are out of date,or contain subject-matterirrelevantto their particular group of learners.For example,we havehad great difficulty explaining the conceptsof the fridge-freezerand microwave oven to Tibetans.In the sameway,learnerswho have spent all their lives in northern countries might have difficulty with an exercisefrom an African textbook which asksif they prefer yam or cassava.So over the last few yearswe havebeen trying to designmaterialswhich can be usedin aswide a rangeof teachingsituationsaspossible. The activities we suggestare as flexible as the human imagination is creative;they are'teacherresourcematerial'which teacherswill be ableto adjustto suit their particular environment.In thinking about universallyapplicable,'lo-tech'materialswe havecome up with a list of criteria that needto be met. The materialswill need to: be usablein largeclasses aswell as small. be suitablefor adult learnersaswell as secondarylearners,and if possibleeasilyadaptableto a primary context. be centredon the universalsof human experience.
lntroduction
cover the main languageskills and have a useful baseof grammar and topic vocabulary. - be traditional enoughto be recognizableby all teachers,and thus give them a senseof security,while providing communicative activitiesfor learners. -, be non-threateningin the demandsthey make on learners. ,, be teacher-based'resource material' rather than books for learners. rrr:i assumethat no technicaland reprographicresourcesare available and be basedon the human resourcerather than the technical. be culturally neutral,not context-bound,and thus be flexible,easily adaptableby the teachersto their own culture and teaching context. be flexible enough to complement a standard syllabusor coursebook.
Simple ReadingActivities This book containsthirty activities,designedaccordingto the criteria above,for developingthe readingskill at elementarylevel. Eachactivity has three main stages: Lead-in-This introducesthe learnersto the topic and focuses their attention. Read and respond-This is the main part of the activity. The learnersare first encouragedto read through the text quickly.They then read it more carefully. Follow-up-This stage,which is optional, givesthe learnersthe opportunity to practisethe other languageskills using material from the readingtext.
The aim of the lead-in is to get the learnersto start thinking about the topic of the readingtext beforeyou actuallyshow them the text itself,and perhapsintroduce or familiarizethem with a few vocabularyitems from the text.You can usea variety of techniques to stimulatethe learners'interest,questionand answer,pictures,or a short discussion,for example:
Lead-in
.,
asklearnersquestionsabout their personalexperiencesrelatedto the topic. asklearners'opinionsand havea short discussionaround the topic. show a picture of somethingor someonein the text and ask learnersto describeit/him. asklearnersto imagine a scene/person like one describedin the text.
Introduction
Lead-in activitiesshould be very short-they should not take more than about five minutes. A1l you are aiming to do is to engage learners'interestand get their minds focusedon the topic.
Read and respond
Beforethe learnersstudy the readingtext in detail,it is important that they should read it through quickly to get a generalidea of what it is about,rather than trying to understandeveryword straightaway.For this reason,the read and respondpart of each activity after Activity 5 startswith a phasein which the learnersare encouragedto do one of two things: Readthe text-or just the beginningand end-rapidly in order to get a generalidea of the theme (often referredto as'skimming'). For example,you could askthem to read only the first and last sentenceof the text and then to tell you what they think it is about. Look rapidly through a text searchingfor preciseinformation (often referredto as'scanning').For example,you might askthe learnersto find the answersto one or two simple factualquestions about the text as quickly aspossible. Evenwhen the learnerscome to read the text more carefully,it is important that they should learn to understandthe main points without gettingsidetrackedby confusingand sometimesirrelevant detail.The techniquesusedin this phaseof the activitieshavebeen designedto practisethis skill. They are as follows: Readand complete-Learners read a text and usethe information to completea list, table,chart, or picture. Readand correct-Learners correctmistakesin a text. Read and draw-Learners read a text and draw what is described. Readand guess-Learnersread a text and guesswhat is described. Read and match-Learners match information in a text with other readingtextsor pictures. Read and reorder-Learners read a text in muddled order and number the sentences or paragraphsin the correct order; or they physicallyreorder sentences on separatestrips of paper. Read and sort-Two texts are mixed together.Learnershave to sort out which sentences belongto which text. There are examplesof all thesetechniquesin this book.
Introduction
Materials Providing learnerswith sufficientreadingpracticeis perhapsthe most daunting problem which facesthe teacherwith limited resources, becausereadingimplies textsin books or on handouts.If you do havea photocopieryou can,of course,make a copy of the text for eachlearner.But if you don't, how can you usethe textsin this book?Writing a long text on the board for everyoneto seeis laboriousand time-consuming-and, for all concerned,extremely boring. The textsin this book are mostly short enoughto write on the board if you need to, but a much better way to presentthem to the classis by using readingposters. A readingposteris simply the text written out in largeletterson a big sheetofpaper. Ifyou decideto useposters,try to find a cheap sourceof sheetsof paper.In Madagascar, for example,the teachers we worked with found the sheetsof paper usedfor wrapping vegetables in the market were ideal for making posters.A good way to fix postersto the board is to pin a length of string along the top of the board like a clothes-line.You can then useclothes-pegsto pin your postersto the string! Readingpostershavethe advantage that you can savethem, so you will not have to write the whole text out again the next time you want to use it. In this way you can build up quite a library of reading texts at different levels. Postersare also usefulwhen you usepicturesin an activity.Again, if you haveyour pictureson posters,it meansthat you do not have to draw them on the board everytime. This is a particular advantageifyou are not very confidentabout your drawing skills. An alternativeto drawingson postersis drawingson smallerpieces of card (but still largeenough for all the learnersto see).Theseare usuallyknown as'flashcards'. They are usedin 14,'Describing people'.
Procedure
The main stageof eachactivity has six basicsteps: 1 Put up the text. 2 Setthe'skimming' (readingthrough very quickly to get an overallidea of what the text is about) task,or give the 'scanning' (looking for specificinformation) questions.Explain clearly what you want the learnersto do and make sure they understand. 3 Setthe'read and respond'task.Again be surethat you explain clearlSand that the learnersunderstandwhat they haveto do.
lntroduction
Give the learnerstime to read the text and do the activity individually. At this stageyou will need to walk around the class and deal with any problemsor queries. When they have finished the activity, it is often a good idea to askthe learnersto comparetheir answersin pairs.If they discoverthat their answersare different, they have an opportunity to checkthe text againand perhapsdiscoverthe correct answerfor themselves. Finally, go through the answerswith the whole classand discuss them.
Follow-up
Readingtextsare avery good sourceof new words and expressions. Many of the follow-up activities in this book are aimed at extendingthe learners'vocabularyby focusingon a particular group of words in the text (often calleda'lexical set'),for example, classroomfurniture in 8,'Locating objects',or householdobjectsin 16,'Roomsin a flat'.In many cases,the learnersare encouragedto add more words and expressions to expandthe set.
Other ideas Wall posters A good way of giving learnersextra reading practice is to use texts they write themselves. You can collectin written work and useit to make wall posters,either by choosinga few learners'work and pastingit up on a poster,or if it is badly in need of correction, writing correctversionsyourselfand pastingthem to posters.The posterscan then be displayedon the wall with a reading activity. Learnerscan read the postersin their sparetime or if they finish an activity early.This is a good way of revisingstructuresand vocabulary you have recently taught. Readingcards If you can get hold of a number of different short readingtextsbut haveno photocopier,/ou c:ln make readingcards.Eachcard should havea text and comprehensionquestionson the front, and answerson the back or on a separatecard.The cardscan be kept in boxesfor easeof useand organization.They can be graded according to the level of difficulty of the text. You will need more cardsthan the number of learnersin your class.Learnerscan then usethe readingcard box asa lending library, choosinga card at their level of difficulty and exchangingit for another when they havefinished.It is a good idea to keep a record of which learners have read which cards.
lntroduction
Buildinga lesson There are four companion bools to this one,PresentingNew Language,SimpleListening Activities,SimpleSpeakingActivities, and Simple Writing Activities.All,of thesealso contain thirty activities' and in all five books the topics and the languagepresentedand practised correspond.So,for example,activity I in all five books is about'Greetingsand introductions'and activity 30 is about 'Describing actions'.The activities in eachbook are graded, following a basic structural syllabus.This means that you can designyour own lessonor sequenceof lessonsusing material from any,or all, of the books, depending on your learners'needsand the time available.
Activities
Greetingsand introductions L ANGUAGE
Hello. My name's What's your name? Nice to meet you. Readand reorder.
T ECHNIQUE M AT ERIAL S
The dialoguebelow; the picturesbelow,on a posteror on the board.
pREpARArroN Preparethe posterif you areusingone. TrMEGUrDE 20 minutes.
Lead-in
7.
Showthe learnersthesepictures.
Ask them what they think the boy and the girl are saying,collect few suggestions.
Read and reordel
Ask the learnersto name the boy and the girl. Write the names under the pictures. Write the following dialogueon the board. It is in jumbled order: Hello,My name'g Niceto meet you too. What'eyour name? Niceto meet you. Mv name'a
tf
Greetings and introductions
Get the learnersto read the sentences out loud. First get them to read in chorus and then ask individual learnersto read. Ask the learnersto copy the picturesand write the sentences, including the namesthey have given the boy and the girl, in the correctbubbles. Checkthe answerswith the class.
wlQ.?
Follow-up
fvlq nowrets " Nicetoneefgou.
Checklearnersunderstandthe expression'Niceto meet you and explain that it is quite formal. Ask them to suggestalternativegreetingsto'Hello' in English,for example,'Hi!','Goodmorning',and'Good afternoon'.In the learners'ownlanguage,discusswhen different greetingsare used, and which are formal and which are informal. or You could get learnersto suggestactionsfor the expressions, provide them yourself (for example,shakinghands for'Nice to meet you'). In the learners'ownlanguageyou could discussthe differencesbetweentheseand greetingsin their own culture.You could play a game:two learnersperform action and the others guesswhat they are saying.
Theatphabet
2
LANGUAGE The lettersof the alphabet. TEcHNreuE Readand guess. MATERTALS About eight abbreviations;the picturesopposite,on a posteror on the board. eREIARATIoN Preparethe posterif you are using one. TrMEGUIDE 20 minutes.
Lead-in
aaaaaa
t
Put an abbreviation on the board in your language,for example, UN (United Nations).
2
Explain what the lettersstand for and ask the learnersfor some more examples.(If you havea multilingual class,chooseone abbreviation that everyoneis likely to know and find the differencesin all the different languages.)
3
Write about eight abbreviationson the board, for example:
aaaoaoaaaaaa aaaaaaaaa.a.aaaaaaaaaa
Read and guess
1 DDC 2HM 3E U 4 NATO 5 UqA 6 rhD 708 O AID) 4
Saythreeor four ofthem andaskthelearnersto tell you the numbersof the abbreviations on theboard,for example: rrecnBn EU LEARNERNumber3
5
10
Put the learnersinto pairs. Ask if they know or can guesswhat any of the abbreviationsstand for. Give them a short time to do this. then ask for someideasaround the class.
Thealphabet
Put up the following pictures and ask them to guesswhich abbreviationgoeswith which picture.
=@ t(;x l (\tl(lr
TI( 41
Write up the full names,in the examples,theseare: 1 Eritieh Eroadcastina Corporation 2 Her/ Hie Majeety 3 EurooeanUnion 4 North Atlantic Treaty Orqanization 5 United )tatee of America 6 Doctor of Fhiloeophy 7 Great Britain B Acquired lmmuneDeficiency)yndrome
8
Follow-up
Check that the learnersknow what the abbreviations mean. Are there any differencesin their own language?
Divide the classinto two teams.Get eachlearner to think of an abbreviation in their own language.Tell the teams to take it in turns to sayan abbreviation,spellingit out in the English alphabet. The team that knows the most abbreviationswins. Alternatively,learners could invent abbreviations for things in the classroom,and the others could try to guesswhat it standsfor. For example: IE,INNSN T PC LEARNER z
The Poster Corner!
11
Numbers LANGUAGE TECHNIQUE MATERIALS P R E P A R A T ION T IME GU ID E
taaaaraa taa aa aa a
aaaaaaaaaaa
Readandcorrect. Dialogueandnumberswrittenon theboard. None. 20 minutes.
aa a a a a
Lead-in
aaaaa a aa aa aa aa aa aa
Numbers.
aaaaaaa
Ask a learnerfor his or her telephone, identitycard,or passport number.Write it on the boardwith a mistake.Get the other learnersto correctyou. aaaaaaaaaaaaaao a a a . a a a a a a t a a
Readandcorrect
2
Write a dialoguecontainingnumbersin speechbubbleson oneside of theboard.All the numbersshouldbe expressed in words.On the for otherside,write the numbersin figures,but with mistakes, example: number? What'eyourtelephone
o27009 It'o eight- eeven-two-ei6ht- oh-nine.
wnzT6 VOUrAddreSS{
Twe ntv-th reeCharlee )tre et.
Howold are
t2
Numbers
Tell the learnersthat the person listening wrote down the numbers, but made mistakes.Ask them to write down the correct figures and then checktheir answersin pairs. Ask for a volunteer to come to the board and rub out the first number from the speechbubble and replaceit with figures,for example: It's B72OO9. Check that it's correct and then ask for other volunteers to correct the other numbers.
Follow-up
Rub out the answersin the speechbubbles,leaving only the questions.Put the learnersin pairs and get them to ask and answer the questions using their own numbers. Or, ask learnersto write down three numbers which are important to them (e.g.telephonenumbe6 number of children in their family, etc.). Put them into pairs and get them to guesswhy the numbers are important.
l3
Tellingthe time L ANGUAGE
Readand complete.
T ECHNIQUE M AT ERIAL S
P R EPARAT ION T IM E
Lead-in
What time is -? When -? Numbers.
GUIDE
L
Dialoguesin speechbubbles,on a posteror on the board; diary page,written on the board. Preparethe posterif you are using one. 30 minutes. Ask the classa few questions,for example: What time is it? When does this lessonend? When is lunch? Put the times in words on the board. Ask how you would write them in numbers.Ask for volunteersto write the numberson the board.
Readand complete
2
Put up thesedialoguesin speechbubbles: What time io the party?
Twenty-fiveto eiqht.
t4
Telling the time
3
Get the learnersto skim the dialoguesquickly. Ask a few questions in random order, for example: What time is the doctor'sappointment? When is the film? When is the party?
4
Write this diary page on the board: Tell the learners to copy it. M)NDAY
dentiat -
TUE)DAY
film-
WEDNE)DAY tennieTHUKODAY
doctor-
FKIDAY
parLy-
)ATUKDAY
train to London-
SUNDAY
return from London-
Ask the learnersto read the dialoguesand to fill in the missing times in the diary. They should write the times down in numbers, not words. Get them to check their answersin pairs. Then ask for a volunteer to come to the board and fill in the time in the diary entry for Monday. Check that it is correct, then ask for volunteers to fill in the other times.
Follow-up
Get learners to write their own diaries for the next couple of days. Put them in pairs and get them to ask and answerquestionsabout their appointments. Put the following words on the board: the doctor'e appointment the football match
the meeting the exam
the parLy the film
Ask the learnersto put the words into two groups'duty'and 'fun'. Then add'What time is -?'to the words on the board to make a substitution table. In pairs get learners to ask and answer about their appointments. 15
fA
\,,
Personalinformation
LANGUAGE My name's I'm -. I'm from rEcHNreuE
Readand correct,
MATERTALS Letter and speechbubbleson a poster,or on the board; magazine picturesof people (for Follow-up). eREIARATToN Preparethe posterif you are using one. Collect the magazine pictures if you are doing the Follow-up. TrME GUrDE 30 minutes.
Lead-in
7.
Ask a learner: What's your name? How old are you? Where are you from?
Read and cotlect
2
Write the answerson the board making deliberateerrors and get the learnersto shout'Stop!'when they seea mistake.Correct the mistakeand go on.
3
bubblesunderneath. Put up the followingletterandput the speech
Hi penpal! Nice to meet you! Let me introduce myoelf.My name'aJane Grey and I'm 15yeare old, l'm from Toronto,Canada and I liveat 23 MadieonKoad, Toronto.I'm a dancen and my hobbieo are playingthe quitar and ainging. Writeand tell me all about voureelf! Jane
16
Personalinformation
Cover the speechbubbles and get the classto skim the letter quickly. Ask a few questions,for example: Who is writing the letter? Who is shewriting to? Which country is she from? What doesshe like doing? Tell the learnersthat the sentencesin the speechbubbles are spoken by |ane'spen pal. Sheis telling her friend about Janebut she'swrong about some things. Ask them to read the letter and the speechbubbles and write correct versionsof the sentencesin the bubbles. When they have finished, ask them to compare their answersin pairs. Check the answerswith the whole class.
Follow-up
Put up the magazinepictures of people on the board or round the room. Ask the learnersto chooseone and to write about him or her using the words on the board. If they need help, write these sentences on the board: Hie/her name ie He/ehe'oa -. Hie/her hobbyie Go round supplying vocabulary for jobs or hobbies if they need it. Put learnersin groups of three or four. Tell them to take it in turns to read their description and get the others to guessthe picture it describes.
T7
l^
Gountries
O LANGUAGE
'Countries'and'cities'vocabularyarea(for exampleHong Kong, Thailand, India, Paris,and London). Readand draw
T E CHNIQUE
Lettet on a posteror on the board; simplified map of the world on a poster,with countries and cities mentioned in the letter marked.
MAT BRIAL S
PREPARATToN Prepare the posters. TrME GUrDE
30 minutes.
Lead-in
1,
Put up the map of the world. Ask the learnerswhich countries they would most like to visit.
Read and draw
2
Ask the learnersto copy the map of the world into their books.
.rilAlLAND
u 0 18
Countries
3
Put up the letter. Dear Joe, Here I am at last in Hon7 Konq!l'vehad a lon4 tnp and am tired. Laat weekI waa in Thailandand beforethat in lndia. I lefL Canadasix weekea4o and went atraiqhL to London.From there I went to Farie,and then to Turkeyvia ltaly. I'm ffyin4 back to Canadaon )unday eo willoeeyou aoon! Lovefrom Nataeha
4
Draw a picture of a suitcasewith luggagelabelson the board.
Tell the learnersthat the suitcasestartedin Vancouverand is now in Hong Kong. Ask them to scanthe postcard quickly and fill in the other labelson the suitcase. Then ask the learnersto readthe postcardmore slowly and mark Natasha'sroute in pencil on their maps.
Follow-up
6
Get the learnersto comparetheir maps in pairs.
7
Readout the letter,tracing the route with your finger on the poster asyou read.
Teachmore country namesby askingwhich countriesthe suitcase passedthrough on its route, and getting the learnersto add theseto their maps. Alternatively, practisewords for nationalities. Tell the learnersthat the owner of the suitcasehad to get a visa for eachcountry and ask which embassies he or shehad to visit. 19
7
Nationatities 'Nationalities' (for example,Mexican, French, Chinese) and 'souvenirs'(fan, hat).
L ANGUAGE
Readand match.
T ECHNIQUE
Poem,on a posteror on the board; posterof picturesof souvenirs, posterof a map.
M AT ERIAL S
Preparethe poster(s).
PREPARAT ION T IM E
Lead-in
30 minutes.
GUIDE
Put up the posterof the pictures.
t
ry
ry
Ask the learnersif they know what the objectsare called.Get them to guesswhere eachobject comesfrom.
Read and match
3
Then tell them you are going to give them a poem to read. Put up the poem. My uncle wae a eailor He sailed acroee the eea And whenhie ohip came homeat,laat He brouqht theee qifte for me: A Mexicanhat A Turkiohmat TwoDutch clo1e ThreeGerman doaa A )panieh fan A Chineaepan A Japaneoehouee A little French mouee A Peruvianllama And a pair of pyjamae
20
Nationalities
Ask the learnersthesequestions: What was my uncle'sjob? \,Vhatdid he bring me? Ask the learnersto look at the picturesof the objectsand get them to put write the lettersA-| under the picturesin the order the objectsappearin the poem. Put up the posterof the map.
b
0
Ask the learnersto copy it and mark the uncle'sroute . It should include the following countries in any order (Mexico, Turkey,The Netherlands,Germany,Spain,China, lapan,France,Peru?). Ask the learners: What country do you think the pyjamas come from? (India)
Follow-up
Ask students if they have any objects from other countries (if they are unlikely to have any, ask them what the uncle would take home as souvenirsfrom their countrv).
2T
Locatingobiects
B L A NGUAGE
'Classroomfurniture' (for example,picture, desk,board) Vocabularyarea. Placeprepositions. Readand correct.
T E CHNIQUE M AT ERIAL S
A descriptionof your classroomcontainingerrors,on a posteror on the board.
P R E P A RAT ION
Preparea short descriptionof your classroom.Include five or six errors.Preparethe posterif you are using one.
TIME
Lead-in
GUIDE
7.
30 minutes.
Ask learnersa few'quiz' questionsabout their classroom,for example: It's on the wall near the door.What is it? It's on the ceiling,in the middle.What is it? It's on the floor under the window. What is it? Supplyvocabularyif they don't know the namesof the objects. Make sure they know words such as'wall','ceiling','map', and 'picture'.
ewalI
ll ill
,^fiator
Readand coruect
2
Put up the descriptionof your classroom,describingwhereobjects are locatedbut containingerrors,for example: Thereie a picture ie on the wallnear the door.ln front of the picture there is a deekand a chair.Theyare the teacher's.At the back of the classroomthere ia a board.At the side of the claaeroomthere ie a window.Abovethe windowLhereare eome ehelvee.Next to the shelvesio a map of the worldand under the map io a cupboard.Thereare 20 deekoand chaire on the ceilinq and a lar4edoor in the fioor.
22
Locatingobjects
Ask the learnersto begin readingand to put up their handsas soon as they seeanythingwrong. Ask the learnersto read the text and to find all the mistakes.Tell them to write the correctversionsof the sentences where there are mistakes. Readthe text out to the learnersand askthem to shout'Stop!' when they hear a mistake.Pauseand ask them what the correct sentenceshould be, then alter the text if you have written it on the board or, if you are using a poster,write out the correctsentence on the board.
Follow-up
Put the following list of words on the board (but don't include the words for things you don't havein your classroom): board deak radiator chair fan nobiceboard door window table liqht picture Ask the learnersto sort them into three groups,'On the wall', 'On the floor', and'On the ceiling'. Ask learnersto write 10 sentences about objectsin the classroomfive correct and five incorrect. Put them in groups of three to four to read eachother their sentences. The first personto shout'wrong' when they hear an incorrectsentenceget a point. The winner is the personin eachgroup with most points. Alternatively, leavea number of slips of paper with the names of objectsaround the classroomin the wrong places,for example, 'board' on a desk,'window' on a door, and so on. Ask the learners to tell each other the correct locations of the things, and to move the labelsto the right places.
23
Feetings
9
LANGUAGE'Feelings' vocabularyarea(for example,sad,lonely,h"ppy). rECHNreuE Readand correct. MATERTALs Diary extracton a posteror on the board, a posterwith a list of sentences about feelingson. pREpARArroN Preparethe poster(s)if you are using them. rrME GUrDE 30 minutes. Lead-in
1,
Mime somefeelingsto the class,for example,'huppy'bysmiling and'angry'by frowning. Ask the learnersto guesshow you feel.
2
Write the following words on the board and askthe learnersto discusshow thesethings make them feel: rain sunshine work frienda lettere havinqan arqument Supplyor elicit the following words in the discussion:'sad','lonely', 'happy','fedup','bored','angry',and'tired'.
Read and cottect
3
Put up this diaryextract: MONDAY Greyrainyday.Feelead and lonely. TUE)DAY Weatherbetter today.Hot oun.Letter from John.FeelhappV. WEDNESDAY Bueyday.Workedhard.Hunqryand thiraty. Tiredtoo. THUR9DAY Argumentwith Dad.Anqryall day. FRIDAY Weather cold and rainy. Feelaad and fed-up.
9ATUKDAY Nothinqto do. Eored. SUNDAY Niceday.Friendacame.1awJohn tonight. VERYhappy! Tell the learnersthis is |ane'sdiary for last week.Ask them to skim it quickly.
24
Feelings
4
Ask a few questions,for example: Which dayswere rainy? When was lane bored? When did she seeJohn? Tell the learnersto find the answersas quickly as possible.
5
Write the sentences below on the board, or put up a poster.Ask the learnersto work in pairs and correct the ones that are wrong: Rain made her fed uo. Theaunahinemade her anqry. A letter made her ead. Workmade her VEKYhupw. Her father made her thirety. Doin7nothin4 made her happy. Friende made her tired. John made her bored.
6
Ask the learnersto write down the correct sentencesand then to compare them with a partner.
7
Go through the sentenceswith the whole classand correct them on the board.
8
Ask the learnerswhat they think'busy' and'argument'mean.Tiy to get them to guessfrom the context.
;;ffiil""'o""..r"""";;.;ii;ii;.I"g.'vocabulary.Addthefotlowingwordstothelist you wrote on the board at stage2: exama parEieo qhooto thunderetorme Check the learnersunderstand the words, then ask them to sayhow the things make them feel, for example: Exams make me nervous. Partiesmake me excited. Usethe contextto teach'nervous','worried','excited', and'scaredl
25
Famities
1-0
LANGUAGE 'Families'vocabularyarea(for example,mother, father, sister). Numbers. Readand reorder.
T E CHNIQUE
Postersof a text with sentencesin the wrong order, and in the correct order.
M AT ERIAL S
Preparethe posters.Draw the family tree on the board.
P R E PARAT ION TIME
Lead-in
GUIDE
7.
30 minutes.
Draw a picture of a family tree on the board, without the relationship words:
ntece bro{herns husband wiPe Son
rnolf,er sister uncle daughte,r
-> Write up the words:'father','mother','husband','wife','son', 'daughter','brother','sister','uncle','niece'.
Read and leorder
2
Ask the learnersif they can tell you where to put the words on the arrows to show the relationshipsbetweenthe members of the family.
3
Put up the following text: Dear Tom, Youwanted to knowmoreabout my family. A ts C D E
26
My father's name ia Tierre. My mother io only 52. They're14and 15 and their names are Marc and Guy. Theystill liveat home,but my eieherie married. Her huebandie called Robert and they havea beautiful baby calledSuzanne.
gru Famiries F G H I J
He's 62 yeare old. Her name ie Jeanneand ahe'e20 yeare old. Her name ia Beatrice. I'veqot two brothera. 9o l'm an unclenow.
Pleaoetell me about your family. Yourfriend Hugo.
4
Ask the learnersto respond'true' or'false'to the following statements: Hugo is writing a letter.(true) He'swriting to John. (false-Tom) His father'sname is Benedict.(false-Pierre) He has two brothers (true) |eanneis 25 yearsold. (false- 20) Ask the learnersto read the text and put the sentencesin the best order. Then ask them to compare their answersin pairs. Elicit the correctorder and write the letterson the board (A, R B, H, I, C, D, G, E, J), Put up the poster showing the correct text and read it aloud with the learners.Write the people'snameson the tree.
Follow-up
Draw in more peopleon the family tree on the board.
Usethe extendedfamily tree to teach'grandfather','grandmother', 'grandson','granddaughter','aunt', and'nephew'. 27
1t1t Gotours LANGUAGE'Colours'vocabulary area(for example, It's -.
-,
and -).
rECHNreuE Readand match. MATERTALs Text,on a posteror on the board; pictureson a poster. pREpARArroN Preparetheposter(s). TrMEGUIDE 30 minutes.
Lead-in
L
Ask the learnerssomequestionsabout birds, for example: What is the most common local bird? What colour is it? What birds do you know? What coloursare they? What is your favouritebird?
Read and match
Put up the text. Seenin qarden: 1 2 3 4 5 6
small brownbird with red breast and short tail bird with red breast, blackhead and win7a,7rey back larqe blackand white bird, hoppinqon path, noieycall qreenbird,yellowon winqe,thick beak,eeeneatin7 seeds oeenin bueh near rivenbri7ht bluebackand oranqebreaet pinkiehbreaat, blue-7reyhead,and blackand white otriped win4a,aeeneating eeedain qarden
Ask the learnerswho they think wrote the notes. Put up the pictures.
bro*rt
bl*k red
red
whi 28
44
colours*fu -fu
blue blad
yello
rinkish
or0$3a
brgK blue
Ask the learnersto match the picturesand the descriptions.
Follow-up
4
Put the learnersin pairs to checktheir answers.
5
Checkthe answerswith the whole class.Checkthat they have understood'head','legs','wings','beak','breast','body',and 'tail' correctly from the context, by drawing a bird on the board and getting them to help you label the parts.
Get eachlearner to draw and colour an imaginary bird. Then put them in pairs and get them to describetheir bird to their partner, but without showing it. Their partner should draw the bird. The pairs should compare their drawings to seehow similar they are. Tell the learnersto draw a picture of their bird and write a descriptionon a pieceof paper.Collectthe written descriptions. Stick the picturesof the birds on the wall or tablesaround the room. Give out the descriptionsto learners.Make surethey don't havethe one they wrote. Get them to walk around the room and match their descriptionto a picture on the wall.
29
12
shapes
LANGUAGE 'Shapes'(forexample,thin, square,round) vocabularyarea. It's -. rEcHNreuE
Readand guess.
MATERTALS Riddles,on a posteror on the board. IREIARATToN Preparethe posterif you are using one. TrMEGUrDE 30 minutes.
Lead-in
L
Ask the learners: It's big and square,and it's on the wall. You can write on it. What is it? (a board) Introduce the unfamiliar words from the text ('metal','glass', 'paper') by showingobjects(for example,a key or a book) and askingstudentsto point to others.
Read and guess
2
Put up theseriddles: 1 lt's lonq and thin. Youwrite with it. 2 lL'a brownand oquare with four leqa. 3 lt's round and white. 4 lt's eoft and equare. lt'e on your bed. 5 lt's aoft and aquareand full of money. 6 lt'a sofL and squareand white.lt'o in your pocket or your ba4, 7 lt'a round and made of metal. Thereare a lot in your pocket or baq, O lt'e lonqand eharp and made of metal. Youcut with it. 9 lt'e thick and equareand made of paper.lnaideif,'oback and white. 10 lt'o biq and aquareand very thin. lt'e made of qlaae.There are ... in thia room. Ask which sentencedescribesa table.Get them to find the answer as quickly as they can.
3
30
Ask the learnersto work in pairs to read the riddles and guessthe answers.Elicit suggestions from around the class(answers:pen, table, plate, pillou purse,handkerchief,coin, knife, book, window).
shapesL2 c a a a aa a a a a a ra a a a a a a a a c o*taaaaa.aaoaaaaaaaataaa
Follow-up
Extend the learners'shapevocabulary by drawing theseshapeson the board and seeingif they know the names:
Practisethe names ('rectangle','diamond', 'triangle','oval','square', and'circle'). Teachthe adjectives('rectangular','diamond-shaped', 'triangular','oval','square', and'round'). A -
ia recLanqulan
A -
io diamond-ohaped.
A -
io Lrianqular.
A -
is oval.
A -
ia oquare.
A -
ie round.
Ask learnersto think of objectsto fill in the blanks.
3I
13
Partsof thebody
L ANGUAGE
Readand draw.
T ECHNIQUE
Description,on a posteror on the board.
M AT ERIAL S
Preparethe posterif you are using one.
PREPARAT ION T IM E
Lead-in
'Partsof the body' (for example,leg, foot, toe) and'shapes' (for example,round, square,pointed) vocabularyareas.
GUIDE
30 minutes.
" "'i";;;;l;li;;;
the board (givehim flapping earsand a pointed "" nose).Ask the learners: What is strangeabout the figure in the drawing? Do you believethere is life on other planets? How would you feel if you met an alien?
As learnersdescribethe alien,make surethey know parts of the body and shapesvocabulary(for example,leg, foot, toe) Supply 'flapping' and'pointed'.
Read and draw
2
Put up the following text: I'vejuet eeena very etranqe little man in the etreet outaide.He'a qot a omall round body with ehort le4oand bi7 feet. Hio feet are very etranqe becausethey haveonly three toeo. And another etran7e thinq: he'e7ot eix arma! And three heada!One head ie emall and round with biq ffappin4eare. ThaLhead hae one eye riqht in the middleand a oquaremouth. Thenext head ie biq and equare with pointed ears. That head has three eyeeand a big mouth with lote of teeLh.Thethird head io t.rianqularwith emall equareears. lf, has two eyee,a pointed nose,and a amall round mouth.He'ecominqf,owardsme now.lthink he'oqoin6to climbin throu7h my Tell the learnersthat this is part of a letter found in someone's house.
3
Tell the learnersto read the first sentenceand the last one.Ask them: What do you think the man is? Why isn't the letter finished?What happened?
32
3ffi orthe body Parts Ask them to read the whole letter and draw the man that the writer describes.He should look somethinglike this:
Ask for a volunteer to come and draw their alien on the board. Get the rest of the classto help and correct if necessary. a a a a a aaaaaaaaaa.aaaaaaaaaaaaaaaaaaaaaaoa
Follow-up
Extend vocabulary by listing parts of the body down one side of the board and adiectivesdown the other: hair
round
eyee
square
ear9
lonq
noSe
short
mouth
curly
teeth
pointed
body
otraiqht
armS
trian6ular
hande
oval
E0a
biq
feet
small
Discusswhich adjectivescan go with which parts of the bodp for or example,a nosecan be'straight','long','short','pointed','big', 'small'.
33
peopte Describing
1r4 L ANGUAGE
'Describingpeople'(for example,tall, thin, short) and'parts of the body' (for example,face,hair, nose) vocabulary areas. The adjectival suf6x -ish. Readand reorder.
T ECHNIQUE M AT ERIAL S
P R EPARAT ION T IM E
GUIDE
Policestatement,on a posteror on the board; picturesof five men on flashcards. Preparethe poster if you are using one. Preparethe flashcards. 30 minutes.
Lead-in
L
Tell the learnersthat they are standing outside a bank when they seethis man running out. Hold up one of the flashcardsof the men and show it to the classfor a couple of seconds.Tell them that the man was a robber and ask them to try and describehim. Use the discussionto make sure they know vocabulary for parts of the body (face,eyes,etc) and physical description (tall, thin, short, fat)
Read and reordel
2
Tell the learnersthat a woman saw the robbers as they came out
of the bank and down the street.Put up her statementto the police: Therewerefive men. Thefiret waa tall and thin. He had a equare face with blue eyeoand curly fair hair. Theeecond wae short and fat with a roundiahface and ohort otraiqht dark hair. Thethird waa of medium build. I didn't eee hia face but he had lon1iohdark hair. Thefourth man waa quite thin, mediumhei7ht, He had a lonq thin face with a big noee.Hia hair was dark and curly and he had a mouetacheand a beard.Thelast. man wao short and plumpiahwith very ahort blondhair.I didn't aee hie face, but I rememberhia earo. Theywerevery bi6! Ask them: How many men were there?(5) How many were thin? (2) How many had dark hair? (3) How many had big ears?(1) Get them to scanthrough the text looking for this information as quickly aspossible.
34
peopre K Describing 3
@
Put up the five flashcards.
E
Ask learnersto read the text and write down the letters of the flashcardsin the order that the men appearin the text.
l'"il"i,Jiii
4
Tell them to compare their answersin pairs.
5
Check the answerswith the whole classand rearrangethe pictures in the correctorder (B, D, E, C, A).
Get them to tell you what they think'-ish' means.If they have problems,explainthat it is addedto an adjectiveto mean'quite'or 'not exactlybut nearly'.Ask the learnersto make up words to mean: Sheis quite small-'smallish' He's got quite big ears-'biggish' He's quite a tall man-'tallish' Shehashair that is betweenred and f161sn-'lgddish or brownish' He'swearinga shirt that is betweenblue and green-'bluish or greenish' Ask for volunteersto describeanotherlearnerin the classwithout saylngwho he or sheis. Get them them to use'-ish'.The rest of the classmust guesswho they are describing.
35
15
Gtothes
LANGUAGE 'Clothes'(for example,shirt, tie, skirt) vocabularyarea. rEcHNIeuE
Readand draw.
MATERTALS Poem,on a posteror on the board. nREIARATIoN Preparethe posterif you are using one. Practisedrawing the house and garden. rrME GUrDE 30 minutes.
L
Draw a quick sketch of a house and garden,talking asyou do so:
;ij: /
rFa
.-
-J
5.
--
\\
L=rEA B e c ,\
This is my house-two windows and a door ldraw housel.Here's the sky ldraw sky with cloudsl.Here'sthe cat sitting by the door ldraw catl and here'sthe back garden fdraw garden].This is the washingline where I hang my clothes[draw washinglinewith clothes)and the vegetablegarden where I grow mybeans ldraw beansl.My garden'snot very beautiful-there are no flowers,just a lot of dirt ldraw mudl and somepuddles [drawpuddles],and a few old boxes[draw boxes). Make sure the learnersunderstand the new vocabulary,('beans', 'dirt]'puddle','mud',and'boxes').
Read and dlaw
36
2
Tell them to copy the picture.
3
Put up the poem. Cover all of it but the first line. Ask the learners what they think happened.Collect suggestions.
4
Uncover the rest of the poem. Rub out the clothes from the washingline.
c r o th e s g S Oh dear! I came home on a windyday To find the waohin7waa blowin7away. Dad'eahirt and his tie 1ailed up in the oky. My eieter'e red akirb Fellinto the dirL. Threeof my eocka Werein an old box And five or six more Hun7over the door. My brother'o bluejeano Endedup in the beane. Mum'aold woollyhat Lookedqood on the cat, And allin a muddle ln a big muddy puddle Weremy ehirt and my eweater Getti n4 wett er : .'.0 ":it:";", ,.. and wetter! Ask the learnersto read the poem and draw the clothes in the correctplacesin their pictures. 5
Follow-up
Get them to compare their pictures in pairs, then ask a learner to come and draw the shirt and tie. If everyoneagreesthey are in the correctplace,askanotherlearnerto come and draw the skirt. Continue in this way until all the clothes are drawn in on the picture on the board.
Ask the learnersif they can guessthe meaning of the words from the poem: sailed(sail) fell (fall) hung (hang) muddle wetter (wet) Ask them to show by gesture,mime, or explanation what the words mean,or do this yourselfif the learnerscannot guess.
37
L6 Roomsin a flat 'Rooms' vocabulary area (for example,kitchen, living-room, bedroom) and'householdobjects'vocabularyarea(for example, knife, forh plate).
L ANGUAGE
Readand draw.
TECHNIQUE
Plan of a flat, on a posteror on the board; text, on a posteror on the board.
M AT ERIAL S
Preparethe posters,if you are using them.
P REPARAT ION T IM E
LeaGin
GUIDE
7.
40 minutes.
Put up the plan ofa flat.
living-roorn
dining foom
balhroorrr beArootw
Tell the learnersthat you had a burglary last night. Ask them to guesswhere the burglar came in and what he took. Use the discussionto elicit and supply vocabulary for rooms ('kitchen', ('radio', 'living-room','bedroom',etc) and common possessions 'camera','watch','bracelet', etc) Ask the learnersto copy your plan of the flat.
Read and draw
2
Put up the following text. Tell the learnersit is from a letter you wrote to a friend. Wethink the bur4larcame in throu7h the kitchen window:the qlaoo was broken.He took our kniveaand forks and eomeof our plateo from the kitchen.He muet haveqone into the livin4-room,wherehe took a radio and a camera,and then throuqh t'he hall into the bedroom,wherehe took a watch and a bracelet. Thenhe took a rug from the hall and left by the front door. He took my bicycle,which was outeide the front door. Wethink he qob away on it!
38
Rooms inanat$- ffi Tell the learners to read the first and last lines of the text. Where did the burglar come in? Where did he leavethe flat? Tell the learners to draw the burglar's route through the flat and to write down in each room the things that he took.
4
Tell them to compare their answersin pairs, then ask for a volunteer to come to the board and draw the route accordingto the class'sinstructions. Ask for another volunteer to write in the things taken.
living roonr
kih"h;
halL-----r'dining r00trl
battt-om
\\ \.,
bedroom
Follow-up
Extend the'household objects'vocabularyin the text by asking the learners what a burglar could take from each room. Go through the different rooms in the flat and collect suggestions.Explain or translate words learners don't know, or encouragethem to use dictionaries. Alternatively, write a sentence-frameletter on the board for the learners to complete, for example: Laet niqht we had a burqlary!Theburqlar came in throuqh the He Looka from the He went into the _ and took a , He took a from the _ and left bv the
39
L7
Furniture
LANGUAGE 'Furniture'vocabularyarea(for example,cooker,cupboard,sofa). Placeprepositions (for example,next to, at one side of, opposite). rEcHNreuE
Readand draw
MATERTALs Letter,on a posteror on the board. eREIARATIoN Preparethe posterif you areusingone. rrME GUrDE 30 minutes.
Lead-in
L
Ask the learnersto imagine they have a new flat that is empty. Which three piecesof furniture do they need most? Tell them to discussthis in pairs, then ask for suggestionsfrom the class.
Read and draw
2
Put up thisletter. Dear Mum, Well,here I am in my newfiat! lt'e qreat!The kitchen is on the riqht ae you come in. It'a emall,but bri4ht. Thereie a cooker and a ainkand lote of cupboardo.Thelivin7-roomis next to the kitchen.There'sa sofa and an armchair and a smalltable at one side of the room.0n the other eide there is a table and two chaira. 0n the wall oppoeite the windowthere'e a bookoaae.There'oa bathroomat the end of the hall and my bedroomie oppoeite the livinq-room.There'sa wardrobeand a little deok.)nly one problem-there ian't a bed!I'llhave to eleepon the fioor toniqht! Love,Anya
40
3
Ask the learnersto read the letter and to draw a plan of the flat. Tell them to label the rooms.
4
Put them in pairs to comparetheir drawings.
5
Ask for a volunteerto come up and draw the plan on the board. Ask for other volunteers to label the rooms. Explain any unfamiliar words.
17 Furniture
bookcse
r . l\cnorfs
belrooYt
Kitchan
Follow-up
Extend the furniture vocabulary by asking the learnerswhat else they think Anya needsin eachroom. Collect their suggestionsand write them on the board, e.g.
cuahion
ru0
cheat of drawera radio
fridge
Get the learnersto write or improvise a telephone conversation betweenAnya and her mother. Write a blank-fill text like the one below on the board ifyou feelthey need support. MUM la there an5rthinqyou needfor your ffat? ANYALote of thin1e! MUM What thin7o? ANYAWell,in the kitchen I needa -,
a -,
and a -.
MUM What about Lhe living-room? ANYAIn the livin7-room Ineed a -and
a -.
MUM And the bedroom? ANYAln the bedroomI needa -and
a -. 4l
18
Intown
L ANGUAGE
T ECHNIQUE M AT ERIAL S
PREPARAT ION T IM E
Lead-in
GUIDE
'Town'vocabularyarea(for example,hotel, greengrocer,post office). Placeprepositions(for example,next to, opposite,behind). On the right; on the left. Readand reorder. Simpleplan of a town centre,on a posteror on the board; description,on a posteror on the board. Preparethe postersif you are using them. 30 minutes.
''i''';;;;;;il;;;or ,r
t
a towncentre. ---r\
C.or Ae-vt
t
;
E
f-l^
Il--f
church
roccrs lGracngroczrS
r= (@.!, -eeoO-
'gtreonti I
Hdtcl
Tell the learnersto imagine they are walking down the street. Ask: What's on the left? What's on the right? What's next to the hotel? What do you come to after the greengrocer's and the post office? What's on the right? Go acrossthe crossroads. What's opposite that? What's at the end of the street? Usethe discussionto make surethev know the'town'vocabulary in the text.
42
rntownKff Read and reorder
2
Put up.this text from a guidebook about the town they have looked at on the map: A walkdown Main ?treet 1 Next to the hoEelis a qreen7rocer'oehop,and oppooitethat ia a poet office, 2 Eehindthe hotel ie a larqepark with a aLreamand a emall lake. It'o a very reotful place to sit for a while. 3 Next Lo the church,at the end of the atreet, ie a amall qarden. It's anoLherqood place to eit and rest. 4 Afterthe croeeroade,you come to a bank on the left and a very qood Chineeereetaurant on the right. 5 Ae you walkdown Main Street there'ea cinemaon the left and an old hotel on the righL. 6 There'aa pleaoant little cafd next to the bank-a 4ood place to havea coffee.Oppoeitethe cafb ia a lovelyold church. Get the learnersto skim quickly through the text. Ask them some scanningquestions,for example: What is next to the bank? Is the food in the restaurantgood or bad? Where's a good place for coffee?
Follow-up
3
Ask the learnersto look at the plan and then write down the in the correct order to make a logical numbers of the sentences description. If necessary,help them with vocabulary.
4
When they havefinished,put them in pairs to comparetheir answers.
5
Checkthe answerswith the whole class(5, 2, I,4,6,3). Extend vocabulary by talking about the activities you can do in eachplace.Write the lists of placesand activities below on the board and ask the learnersto saywhich activiry or activities,you can do in eachplace (in some placesyou can do more than one activity). hotel poot office park cinema reetaurant qarden cafd church/ moeque bank
havea coffee havea meal buy otampo eit and reat for a while pray qet a room for the ni4ht buy eome applee chanqe6ome money eeea film
6reen4rocer'e 43
Lg
Directions
L ANGUAGE
Readand sort.
T ECHNIQUE M AT ERIAL S PREPARAT ION T IM E
lead-in
'Landscape'vocabulary area(for example,path, river, wood). Prepositionsof movement (for example,along,through, round). Imperatives.
GUIDE
L
Maps,on a poster or the board; text, on a posteror the board. Preparethe postersif you are using them. 40 minutes.
Put up the maps.
Big River lstarnd
8ig Mouffainlslavrd
Tell the learnersthat the maps show where treasureis buried (markedX) on the islands.Discusswhat the treasureis (for example,gold or diamonds) and who put it there (for example, pirates). Tiace the routes for them from STARTto X. Ask them to describethe routes asyou trace them. Teachany words they don't know, for example,'path','bridge]'hill',and'mountain'.
Readand sort
2
Put the following text on the board. Tell the learnersto read the first two sentencesand the last two sentences.Ask: Are the messages about the samemap? Which maps are they about? 1 2 3 4 5
44
Go alon4 the path until you 4et to the riven Go throu7h the wooduntilyou come to a river. At the bottom of the hill ie a emall lake. ln front of you there is a mountain. Climbthe mountain.
{xffi 'n ud
Directions*J- \*d
6 Croeathe riverand turn left at the lake.Go round the lake. 7 Go acrosa the brid7eand walkalonq the riqht bankof the river until you cometo a small wood.Go throu4h the wood and overthe hill. B Walkalon4the lefL bankof the river for abouLten minutea untilyou cometo a emall bridqe, 9 Thetreaoure is buriedon the ialandtn Lhe middleof the lake. You'llhaveto awtm! 10 Thetreaaure ia undera rock on top of the mountain. Tell the learnersthat the tvvomessageshavebeen mixed up. Ask them to look at the maps and read the text and try and sort them out into'Big River Island'and'Big Mountain Island'. Tell the learnersto compare their answersin pairs, then check the answerswith the whole class(Big River Island: l, 8, 7,3, 9; Big Mountain Island:2, 6, 4, 5). 5
Readout the textsastwo separatemessages. Big River Island Go along the path till you get to the river. Walk along the left bank of the river for about ten minutes until you come to a small bridge. Go acrossthe bridge and walk along the right bank of the river until you come to a small wood. Go through the wood and over the hill. At the bottom of the hill is a small lake.The treasureis buried on the island in the middle of the lake.You'll haveto swim! Big Mountain Island Go through the wood until you come to a river. Crossthe river and turn left at the lake. Go round the lake. In front of you there is a mountain. Climb the mountain. The treasureis under a rock on top of the mountain.
Follow-up
Get the learnersto draw their own islands and to write instructions for finding treasure.You can give them a substitution table like the one below: Go Climb Swim Walk
alonq throu4h acroe9 over uP
path wooa rIVET
mountain brid4e hill lake ieland
T u rn l l e ft l u t I ri4ht I
45
20 In the market L ANGUAGE
Readand complete.
T ECHNIQUE M AT ERIAL S PREPARAT ION T IM E
Lead-in
'Food'vocabularyarea(for example,eggs,milk, oil). Imperatives.
GUIDE
7.
Recipe,on a posteror on the board. Preparethe poster,ifyou are using one. 30 minutes.
Ask the learnerswhat they had for dinner last night. Ask what ingredientswent into the dish. Then draw this picture of a cupboard on the board with a loaf of bread,three tomatoes,and a bottle of oil in it.
Tell them this is their cupboardat home.What could they cook?
Read and identify
Put the following recipeson the board. Takeaix eqqe.Ereakthem into a bowland add a little milk.Mix to1ether. Heat a little oil in a pan and add the eqqeand milk.Add aalt and pepper.5lice three tomatoee and qrate some cheeoe. Add theee whenthe e00e are nearly cooked.Cooka little lonqer until the cheesehae melted then turn it onto a plate. ServewiLh potatoee and aalad.
46
2O lnthemarket 3
Tell the learnersthat they are going to make the dish. Ask them to read the text rapidly and tell you what the dish is (omelette).
4
Point to the picture and tell the learnersthat this is what is in their cupboard. Ask them to read the recipe and then in pairs make a list of what they need to buy in the market.
5
Ask for a volunteer to write the shopping list on the board. aix eqqe milk ?dI
I'
PePPer cheese potatoee salad 6
Follow-up
Ask the pairs if they have the sameitems.
Enlargevocabulary by teaching some verbs used in recipes,for example: take break add cook eerve etir mix
heat elice grate turn fry bake
Readout the recipe and ask the learnersto mime the actions, for example: Break the eggsinto a bowl. Slicethe tomatoes. Add salt and pepper. Ask the learnerswhat their favourite meal is. Do they know the recipe?Can they tell the classin English how to make it?
47
21, shopping LANGUAGE'Containers' and'food and drink' vocabularyareas(for example, bag of flour, packetof tea,bottle of wine). rEcHNreun
Readand sort.
MATERIALs List of ingredientsfor a simple local dish. pREpARArroN Preparethe list of ingredients. TITVIE GUIDE 30 minutes.
Lead-in
L
Write a short shoppinglist on the board. The list should be of ingredients necessaryto cook a simple local dish. Ask the learners what they think you are going to cook.
Readand sort
2
Write this shopping list on the board. 2 oniona bag of ffour packet of tea bottle of red wine baq of rice baq of eu7ar bottle of milk 6 e44o tin of Lomatoee chicken 6 cans of beer packet of butter bottle of cookinqoil bar of chocola0e Get the learnersto skim it quickly. Ask questionsabout it, for example: How much rice is on the list? How many eggsare on the list? How much wine is on the list?
3
48
Tell the learnersthat two different shopping lists havebeen mixed up. One belongsto an old lady who is planning to invite a friend for tea and cake.The other belongsto a young man who is going to cook dinner for some friends. Ask them to sort out the two lists and write down what they think is in eachlist. Tell them that there are seventhings in each.
21t shopping Ask for volunteers to write the two lists on the board. 2 oniono
ba7 offlour
bottle of cookin4oil
packet oftea
bottle of red wine
ba7 of ouqar
baq of rice
botble of milk
tin of tomatoea
6 eqqe
chicken
packet of butter
6 cane of beer
bar of chocolate
Ask the learners: What is the young man going to cook? (Suggestion:chicken in tomatoeswith rice) What kind of cakeis the old lady going to make? (Suggestion: chocolatecake)
Follow-up
Write the two lists below on the board. Ask the learnersto match containersand food and drink vocabulary. a bottle
of jam
a baq
of peao
a packet
of wine
a tin
of rice
a jar
of biacuito
a Pov a bar
of chocolate of yoghurt
Get the learnersto draw pictures of five of the items. Put them in pairs and get them to guesswhat each other's items are. If necessarygive them help in the form of speechbubbles, for example: Haveyou qot a jar of jam? No,l haven't. Yes,I have.
49
Foodanddrink
22 L ANGUAGE
Readand complete.
T ECHNIQUE
Letter,on a posteror on the board.
M AT ERIAL S PREPARAT ION T IM E
'Food and drink' (for example,greentea,rice, vegetables) vocabularyarea.
GUIDE
Preparethe posterif you are using one. 40 minutes.
Lead-in
7.
Ask learnerswhat they usually have for breakfast,lunch, and dinner. Ask about the different seasonsand whether they eat any specialfood in particular seasons. Ask what they eat on special occasions,for examplebirthdays and festivals.Elicit or supply fo od vocabularyfrom the text:'tea','rice','vegetables','pork', 'chicken','soup','duck', fi sh','mangoes','p eaches', and'melons'.
Readand complete
2
Put up the text below Cover all of it exceptfor the first sentence. Ask the learnerswhat they think people eat and drink in China. List their suggestions on the board. Dear Svetlana, Youasked me to tellyou what we eat and drink herein China. Well,for breakfast I uoually havegreen tea and rice porridqe. For lunch I haverice and ve7etablesand more tea, and for dinner I haverice aqain,uouallywith somepork or chicken,I ueuallydrink tea-aqain! And we finiohthe meal with eome ooup.0n epecialoccasionawe haveduck or fish for dinner-l Iikeduck, but I don't likefieh very much-and in the oummer we ofLenhavefruit, like manqoeoor peacheeor melone.I love manqoeo!At ChineeeNewYearwe havemy favourite mealdumplin7e!?leaeewrite and tell me about food in your country, 5ona Lin
Uncover the text. Did the learnerssuggestany of the kinds of food and drink in the letter?
50
ffiffi Foodanddrink 4 Breakfast
Put up this chart and tell the learnersto copy it. Dtnner
Lunch
Special occaatons
9ummer
NewYear
5
Tell them to complete the chart with the foods Song Lin eatsat different times.Tell them to put a tick againstthosesheespecially likes.If necessary, explain'New Year'and'specialoccasions'. Check learnersknow what all the different foods mentioned are before they fill in the chart.
6
Get them to comparetheir completedchartsin pairs.
7
Ask for a volunteerto come and completethe list on the board by askingthe rest of the classwhat to write.
Dreakfast
Lunch
Dinner
9pecial occa6iona
9ummer
NewYear
qreen tea
rice
flce
/ duck
/ manqoeo
/ dumplinqe
rice porrid4e
veqetableo
pork
fieh
peachea
tea
chicken
melons
Yea
souP I
Follow-up
Get the classto try to guesswhat rice porridge and dumplings might be.
Write the following headingson the board. Fruit
Ve1etablea Dairyproducto
Meat
Explain to the learnersthat they are categoriesof food. Give them an exampleof what goesin eachcategory(for example,'apple'in the'fruit' categoryand'cheese'in the'dairy products'category).Ask the learnersto put the different kinds of food in their charts in the correct categories.Then tell them to think of more kinds of food to put in eachcategory. 51
Leisure activities
23
LANGUAGE 'sports' (for example,football, tennis,volleyball) vocabularyarea. Simplepresent. rECHNreuE Readand match. MATERTALS Text and task,on a posteror on the board. pREpARArroN Preparethe postersif you areusingthem. TrMEGUrDE 40 minutes.
Lead-in
L
Write five sportson the board, for example: football
Lennia volleyball baaketball ruqw
(Choosesportsthat your learnersare likely to be familiar with.) 2
Mime eachsport, telling the learnerssomethingsimple about it, for example: In this sport the playershit the ball over a net. lmime hitting with a racquetl In this sport the playersrun carrying the ball. lmime running holdinga balll In this sport the playerskick the ball through a goal. lmime kicking) In this sport the playershit the ball with their hands. lmime volleyballl In this sport the playersthrow the ball through a net. fmime shootinga goal in basketballl Ask the learnersto identifr the sport after eachmime.
Read and match
3
Put up the following texts: 1ie playedwith two teama and a larqeball. Thereare eleven playeroin a team who muat krckthe ball into a larqe net calleda qoal. Thereare two qoala,one at each end of the pitch. io playedwith two teame and a largeoval ball. Thereare 2fifteen playere in each team, and Lheyplay on a pitch with a goal at each end. Theplayerekickthe ball or run, carryinq it, 3io played with two or four playero who have racqueta and a emall ball. Theplayerahit the ball with racqueto overa net in the middleof the court. ie playedon a court with a lar7e ball. Thereie a net called 4a basket at each end of the courL.Thereare five or oix playeretn each team whomust throw the ball throuah the baeket,
52
%?
Leisureactivities€** V
5ie played on a court with a hiqh net in the middle.lt ia played with six playero in each team. Theymuet hit a larqe ball over the net with their hande. Ask'Which number is tennis?'Seehow quickly the learnerscan find the answer. 4
Ask the learnersto read the information and identifr eachsport. Get them to check their answersin pairs, then check the answers with the whole class(1 - football; 2 - rtgby;3 - tennis; 4 basketball;5 - volleyball). Put up thesepictures:
Tell the learnersto copy and label them, using words in the descriptions.
Follow-up
Write the words below on the board. Check that the learnersknow the meanings. playere ball kick team
goal net baeket pitch
kick hit racquet court
run carry throw
Write up the headingsbelow on the board: ?eopleplaying the game
?laceo where the qame ie played
Actions
Thinqopeople uae tn the 6ame
Tell the learnersto copy them and to list the new vocabulary under the correct headings.Give the answerto the first one, by writing 'players'under the first heading.They can work either individually or in pairs. Then go through the lists with the whole class.
53
24
Daity routines
LANGUAGE 'Everydayactions'vocabularyarea(for example,get up, wash,have breakfast). Telling the time. TEcHNreuE Readand reorder. MATERIALS Text,on a posteror on the board; sheetsof paper of all the learners. pREpARArroN Preparethe posterifyou are using one. TIME GUrDE 40 minutes. aaaaaaaaaaa
Lead-in
L
Write up the following list of everydayactions: havebreakfaat qeL dreooed qet up brush teeLh waeh Ask the learnersto write down the actionsin the order in which they do them in the morning. Discussvariationsin their daily routines,for example: Who has breakfastbefore getting dressed? Who brushestheir teeth after breakfast?
Read and le-ordel
2
Put up this text. The sentencesare in the wrong order. A B C D E F G H I J K L M N O F
54
ThenI qet dreeeed and go downetaira. I waohand brush my teeth and then I wakethe children. I 4et up at aeven. ln the afhernoonI do the ehoppinqor clean the houae. I makesure the childrenqet waahedand bruah their teeth. My huebanddreasesthe children. I work until one and then I havelunch. I pick the childrenup from echoolat four o'clock. Thenmy huobandtakes the childrento achool. Weplay or read toqether until my huabandcome6 back from worK. I make breakfast for everyone. After they've qone to bed we read or talk or write lettera. Thenweall havedinner. Weueuallyqo to bed around eleveno'clock. I catch the bus at half paot ei7htto qo to work. Thechildrenqo to bed at ei1ht o'clock.
Dairy 2 4routines 3
Getthe learnersto skim the text quickly. Ask scanningquestions like: Who takesthe children to school? What time is the bus to work? When do the children go to bed? Seehow quickly the learnerscan find the answers.
4
Give eachlearner a sheetof paper.Put them in pairs and tell them to copy the text. One learner in a pair should copy sentencesA to H, and the other sentencesI to P.When they have copied the sentences,they should cut their sheetsof paper into strips with one sentenceon eachstrip. Tell the pairs to lay out their strips of paper and to rearrangethe sentencesin the correct order.
6
Follow-up
When the pairs have finished, ask them to tell you the order of the sentences(C, B, E, R A, K, I, O, G, D, H, L M, R L, N). They can rearrangetheir sentencestrips if they have any in the wrong order.
Put times of day in three circleson the board and askthe learners to copy them.
Earlg Mornivrg
Eveni^s
Get the learnersto put verbs from the text in the three circles according to what they do at different times of day for example, 'get up' in the'early morning' circle and'write letters'in the 'evening'one.Ask the learnersto add other activitiesto their circles,for example'godancing'and'watch TVi Supplyvocabulary when learnersrequestit. 55
,^r f,/^ 4v
J obs
L ANGUAGE
Readand complete.
T ECHNIQUE
Descriptionsof jobs, on a posteror on the board; )obs chart, on the board.
M AT ERIAL S
Preparethe postersif you are using them. Draw the jobs chart on the board.
PREPARAT ION
T IM E
Lead-in
'Jobs'(for example,nurse,farmer, postman) vocabularyarea.
GUIDE
t
40 minutes.
Ask learnerswhat their job is, or what their father'sor mother'sjob is if they are still at school.Ask more questionslike: Do you/Doeshe/sheget up early? When do you/doeshe/shestart work? Do youiDoeshe/shewear a uniform? Do you like your job/Does he/shelike his/herjob?
Readand complete
2
Put up thesedescriptionsof jobs: A I etart workat Lenat ni4ht. I arrive and put on my uniform then I 4o up to the ward.Firet of allthere ie a meetinqto discues the patiente, f,henI qo round the ward to checkall the patiente. After that-it dependa!)ome ni4hte are very quiet, eomeare very buoy.)ometimee I haveto deal with emerqencieo. I finish workat aix in the morninqand 4o homejuot a6 everyone elee io goinqto work.I havebreakfaet with my family and then I qo to bed. lt'e a hardjob, bu| I like workinqwith people.lt'a very rewardin4. B I etart workat five in Ehemornin7.lt'e a very buoyjob. FireLof all I haveto milk the cowe,then I feed allthe other animale. ThenI qo to the fielde.Myjob dependeon the seaeon.ln eprin4 I haveto plou4hthe fieldaand aow the aeed,then in aummerI haveto do the weedinq.Autumn io very buoy-thaL'e harveaL time. ln winter I can relaxa bit! Thereet of the year I work until eevenor eiqht at niqht! Eut I enjoyworkinqoutdoore. C My job starte at aix in the morninq.Firet I haveto qo to Lhe main office to sort the lettere for my round.Thenat about half paot oeven,I qet on my bicycle with my ba4 of lettero and qo round the houaea.It'a a nicejob. I knoweveryoneon my round and they're alwayo pleaeed to oee me-eapeaally the old people!Theylove to qet lettere. I deliver letters until about ten, then I qo back to Lhe office and aort lettera aqain.I do a secondround of deliverieeat about midday,then aL two o'clock
56
2ffi robs my work ie over.I like my afternoono. IL'e nice to be free when everyoneelse is workinq. Ask learnersto scanthe textsquickly and to decidewhat jobs the three peopledo (A-nurse; B-farmer; C-postman). Teachkey vocabularyat this stage,for example:'ward','checks', and 'patients'inA;'milks','ploughs', and'sowsseed'in B, and'sort', 'deliver'and'round' in C. 3
Write up this chart on the board. Tell the learnersto copy it.
Nurae
Farmer
)tarDe work Jobe
Fostman
5 a,m. diecueepatiente
COW9
sort
check
other animala
deliver_
dealwith
olouah
aqain
lellers
aow weedinq
Finieheework
secondround
6 a.m, Ask the learnersto read the text again and fill in the missing times and words. 4
Comment
Go through the chart with the whole classasking for answersand filling it in.
If the descriptionsare too Iong for your class,useonly one or two of them and adaptthe chart. ara..araraaraaa
Follow-up
Write the following three groups of words on the board: bue driver author police officer dentiet doctor qardener
qrow6 drivea helpo writes arrests lookoafter
peoplee'teeth a bue 6ick people criminale planto booka
Get the learnersto make sentenceswith words from the three groups,for example: A gardenergrows plants. 57
26
Housework
L ANGUAGE
Readand reorder.
T ECHNIQUE M AT ERIAL S
Lead-in
Read and re{rdel
Text,on a posteror on the board. Preparethe posterifyou are using one.
PREPARAT ION T IM E
'Housework'vocabularyarea(for example,wash up, sweepthe bedroom, scrub the stairs). Presentsimple tense.
GUIDE
" "'i";;k
2
40 minutes.
,il;learn;;; . closetheir eyesand think of all the housework their mother or father does,or ihey do, in a typical day.Get them to open their eyes.Collect suggestionsfrom the class.Elicit or supply key houseworkvocabularyfrom the text ('wash','feed', 'scrub','carryout rubbish',etc) by askingquestions,for example, 'Who carriesout the rubbish?'(mime if thev don't understand)
Put up the text below. 1 Feedthe baby,qet up, call the five children,waah the children. 2 ?ut the children to bed, tidy up, aweepthe kitchen, feed the baW. 3 Givehuabandand the childrentheir eupper,fetch more water from the yard, waoh up. 4 5crub the etaire and hall,go out and buy food for the day. 5 Give huebandand the childrentheir breakfaat,huaband4oeo to work,aend the children to echool,have own breakfaat. 6 Clearaway and waahup the breakfaet thinqe,carry down rubbiehand carry up water from the yard, waohthe clothea, hang the clothee out to dry, oweepthe bedroom,waehand drese the baby,feed him. 7 Havelunch,feed the baby,mendclothea,waahand iron clothes. B Childrencome back from achool,feed the baby,huebandcomes back from work,cook everybody'e6upper. 9 Go to bed. Tell the learnersthat this is a day in the life of a housewifein 1900. Shelived in London in two rooms and had six children.
s8
26 Housework 3
Ask somequestions,for example: How many times does she feed the baby? How many meals does she cook? How many times does she have to fetch water? Get the learnersto scanthe text and find the answersas quickly as possible.
Follow-up
4
The first and last lists of actionsare in the right placebut the others are in the wrong order. Tell the learnersto read the text more slowly and write the numbers of the lists in the right order.
5
Then askthem to comparetheir answersin pairs.Checkthe answers with the wholeclass(1, 5,6,4,7,8,3,2,9).
Ask the classhow this day compareswith their own or with their mother's and father's.Is life easiernow? Extend vocabulary by teachingthe namesof householdobjectsand gadgets.Ask the learnersto match a pieceof equipment in list A with a'use'verb from list B. (Someusesneedmore than one item.) A
E
clothes line
washthe clothee
oroom
cook the dinner
bowl
dry the clothee
cooker
waoh up
duebpanand bruah
polioht.hefurniture
moP
clean the ffoor
Pans dusLer
contains rubbieh
bin
iron the clothes
ecrub the floor
ocrubbin4bruah iron Alternatively, get the learners,in pairs, to write the day in the life of a man or woman working at home in the present day.Discusshow things have changed,if at all, over the years.If appropriate you could elicit/teach the following vocabulary: vacuumcleaner
elecricitv
raPs
4ao
59
Abitities
27 L ANGUAGE
Readand guess.
T ECHNIQUE
Texts,on a posteror on the board.
M AT ERIAL S
Preparethe poster if you are using one.
P REPARAT ION T IM E
Lead-in
Abilities' (for example,climb, run, drive) and'qualities' (for example,adventurous, energetic,ambitious) vocabulary areas.
GUIDE
t
40 minutes.
Pre-teachthe following vocabulary: adventurous energetic ambitious entertaining patient fit healthy Ask the learnersto discussin pairs which qualities they have or haven't got. Can they think of a job that would suit the qualities they have got, for example,explorer-adventurous and energetic; teacher-patient and entertaining?
2
Write thesewords on the board: climb lie lauqh run drive
read play the 7uitar act knit
Explain any that learnersdon't understand.Again ask them to discusswhat they can and can't do and what jobs theseabilities are useful for.
Readand guess
3
Put up the following texts on a poster or on the board: I 5UE I am a4ed 2B and veryfit. I am adventuroue and I like travellinq, eepeciallyqoinq on very lon4 journeyo.I can play the quitar and ein6 ao I can entertain everyone on the way!
60
27 Abilities AMY I am youn4,fit, and healthy.I can cook, oew,knit, read, oinq, dance, paint, act, clean,and entertain. I can makeeveryonelau7hand I am verypatient. I can eolveprobleme and end quarrelo. RON I am 34 yeara old and havea loL of experiencein thie work.I have4ood eyeei4ht and am fit, healthy, and thin. I can climbtrees - and drainpipeeI I can run veryfaet and drive very fast whenI need to. Ask scanningquestions,for example: Who likes adventure? Who can cook and sew? Who can sing? Get the learnersto scanthe texts as quickly as possibleto find the answers. Write the following jobs on the board: mother
aetronaut
bur7lar
Tell the learnersthat the text is parts of letters applying for jobs. Tell them to match the jobs with the texts.Get them to work in pairs. Check the answerswith the class. (1 Sue-astronaut; 2 Amy-mother;
Follow-up
3 Ron-burglar.)
Write thesewords in two columns on the board: Qualitiea
Jobs
adventuroue enerqetic ambitioua entertaininq amuainq fit patient
explorer eoldier doctor clown footballer teacher nuroe
Ask learnerswhich qualities the different people should have.Get them to think of other appropriatequalities,for example,'brave' (for a soldier or explorer),'intelligent'(for a doctor), and'kind' (for a nurse). If they don't know the word in English,translateit for them. 6l
Rures
28
Must, mustn't. No -ing. Imperatives.
L ANGUAGE
Readand guess.
T ECHNIQUE
Notices,on a posteror on the board.
M AT ERIAL S
Preparethe posterif you are using one.
PREPARAT ION T IM E
Lead-in
GUIDE
1,
30 minutes.
Draw thesetraffic signs on the board.
Ask the learnerswhat they mean. Tell them the English words if they don't know them. Then ask the learnerswhere you might see thesesigns.
Readand guess
2
v rs lToRs
ARE NOT A L L OW E D TO SMOKE
Put up the posterbelow:
NO ENTRY
KE EP O F F THE GRASS
NO OVERTAKING 62
!'s,c
2E Ru'es DOGS
NO EATING SILENCE OR DRfNKING NO TALKING
NOT
ALLOWED
DO NOTTOUCH
IN HERE
v f s t roRS MUET LEAVE BY 5.oO PM
VI SI T O RS M UST NO T FEED THE
A N IMA L S Ask the learners to scanthe texts quickly and tell you which of the rules apply in the classroom. Tell the learnersto work in pairs and decidewhereyou might see thesenotices(for example,in a hospital,on a road, in a park, in a library, at the zoo, in an art galleryor museum).
4
Follow-up
, ' o" "
Ask the pairs to tell you their suggestions. Write them on the board.
;;;#;;;;;'y
by putting theseactionson the board:
drop litt'er eat and drink emoke pick flowera run ehout touch lean out of the window talk loudly Ask the learnersto put the actions into three categories: Thingoyou muetn't do in a park Thinqeyou muetn't' do in a library Thinqoyou muetn't do in a train
63
29
Describing actions 1
LANGUAGE 'Actions'(for example,digging,fighting, climbing) vocabularyarea. Presentcontinuous. rECHNreuE Readand sort. MATERTALS Text,on a posteror on the board; sheetsof paper for all the learners. IREIARATToN Preparethe posterif you are usrngone. TrMEGUrDE 40 minutes.
Lead-in
1- Write thesewords on the board: di4qinq fiqhtinq climbinq eweepinq
feedinq rabbita choppin4veqetablea oleepin7
Ask the learnersto divide them into two groups,'indoor'and 'outdoor'.Somewords can be included in both groups.
R ea da n dso r t''''''"";'';;;;;i l ;.,i r,,"r , . " r ' A lt'e a lovelyaunny day and my family are all outeide. My parenta are both workin4hard. D My familyare all at homeat the moment,ln fact they'reall in the kitchen. C My father ie workin7in the qarden-he'o dig4in7the ve7etablea and my moLherie han4inqout the waehinq.Everyoneie enjoyinq themeelves. D As for the reet of the family-oome are helpinqand someare juot beinqlazy. One of my brohheraia reading a book in the corner near the door. E Twoof my brothere are playin7 football, F Another brother ia waahinqthe diehee, G lt'e reallycrowded!My mother ie cookinqwhilemy father ia eweepinqthe floor. H and the other Lwoare fi7hLingunder the table. I another io climbinqa tree, J My older sieter ie feedin4the rabbits-ahe haLeedoin7 Lhie! )nly one peraonian't busy: K and the two youn4eat.areplayin4'catch',with my youn7er aiater. L My aistere are choppinqveqetableoand talkinq about the dance laet ni6ht, M and my 4randmotheria tellinq everyonewhat to do as uaual. N my qrandmoLheris eleepinqpeacefullyin the eunshine. 64
Describing actions 1 29 Ask the learnersto read rapidly and sayhow many families are described.Give eachlearner a sheetof paper and ask them to work in pairs. Tell one learner in eachpair to copy A to G, and the other learner to copy H to N. Tell the learnersto cut up their sheetsof paper into strips so that eachpiece of text is on a strip. They should then put all the strips on the desk,and try to sort them into two different descriptions.
4
When they have finished, ask them for the letters of the piecesof text in the first descriptionin the correctorder (A, C, E, I, K, J,N). If the learnershave any sentencesin the wrong order, they can rearrangethem as they listen. Go through the description, asking a few comprehensionquestions,for example: How many brothersand sistersare mentioned? What is grandmother doing? Readthe description aloud, and then do the sameprocedurewith the second(B, G, D, R H, L, M). It's a lovely sunny day and my family are all outside.My parents are both working hard. My father is working in the garden-he's digging the vegetablesand my mother is hanging out the washing. Everyoneelseis enjoying themselves.Two of my brothers are playing football, another is climbing a tree, and the two youngestare playing'catch'with my youngersister.My older sister is feeding the rabbits-she hatesdoing this! Only one person isn't busy: my grandmother is sleepingpeacefully in the sunshine! My family are all at home at the moment. In fact they're all in the kitchen. It's really crowded! My mother is cooking while my father is sweepingthe floor. As for the rest of the family-some are helping and some are just being lazy.One of my brothers is reading a book in the corner near the door. Another brother is washing the dishes,and the other two are fighting under the table. My sistersare chopping vegetablesand talking about the dancelast night, and my grandmother is telling everyonewhat to do as usual.
at . *3.
Follow-up
aaaaaaraaa.araaa
Extend vocabulary for actions.Write thesewords on the board: )weepinq the floor eatin7 plantinq eeede diq7in4 watering dryinq the dishes weeding ocrubbin4 cuttinq the graee waehinqup laying the table choppinqveqeLableo Ask learnersto divide them into two groups-'Things you do in gardens'and'Thingsyou do in kitchens'. 65
Describing action s2
30 L ANGUAGE
Readand draw.
T ECHNIQUE
Poem,on a posteror on the board.
M AT ERIAL S
Preparethe posterif you are using one.
P REPARAT ION T IM E
Lead-in
'Town' (for example,sidewalk, subway,elevator) vocabulary area. Presentcontinuous.
GUIDE
40 minutes.
7- Write thesewords on the board: sidewalk eubway elevator taxi
crowd hurry qrumpy
Teachany that the learnersdo not know. Tell the learnersthat the words come from a poem called'Singa song of people'.Ask them to predict what the songwill be about.
Read and draw
2
Put up the poem. Cover everything but the title and the first two and the last two hnes. 5ing a oong of people )inq a son7 of people Walkin4fast or olow Feoplein the city Up and down they qo. Teopleon Lhe oidewalk Feopleon the bue Peoplepaooinqpaooin4 ln backand front of ua ?eopleon the oubway Underneaththe qround Feopleridin4 taxie Koundand round and round. Teoplewith their hate on Goinqin the doora Peoplewith umbrellae Whenit raine and pour6 ?eoplein tall buildin4e And in ohopobelow Kidinq elevators Up and down they 4o.
66
Teoplewalkinqein4ly Feoplein a crowd Feopleoayin7 nothing ?eopletalkinq loud Feoplelauqhinq,emilinq Grum?y peopletoo Teoplewhojuet hurry And neverlookat you! 9in4 a eon4 of people Wholike to comeand go 5in4 of city people Youeee but neverknow!
Describingactions2 ffiro Ask the learnersto read the lines which you haveleft uncovered. Discusssomeof the things the city peoplemight be doing. Write the learners'suggestions on the board. Uncover the whole poem. Readit aloud with the learners,then ask them to draw a picture of the people in the poem. Get them to compare their pictures with a partner.
4
Ask for a volunteer to come to the board and draw somethinganything-from the poem. Ask for other volunteers to add to the picture until all the things in the poem havebeen illustrated.
Comment
This poem is about an American city.'Sidewalk','subway' and 'elevator' are allAmerican English words. The British English equivalentsare 'pavement','underground', and 'lift'.
Follow-up
Extend vocabulary with the following exercise.Put thesewords on the board: pavement office block road
zebra croaeinq ehope litter bin
buo otop traffic li7hta lamp-poot
Draw this picture of a streeton the board.
SUPERfVIARKET
Ask the learnersto copy it and label the picture using the words on the board. Ask the learnersto draw five stick people on their own pictures. Thesepeoplecan be doing any actions.Put the learnersin pairs and get them to describetheir pictures without showing them to eachother. They should draw in their partner's people on their picture.
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level, allof them Thisbookcontains thirtyactivities atelementary dailylives,for dealingwithtopicswhichformpartof everybody's theteacher example,families andleisure activities.The onlymaterials paper, are needaretheboard, instructions andclass andpens.The additional clearandeasyto followandtheauthors haveprovided methodological supportin a shortIntroduction.
Pictures andtextsforteachers to copy Tipsonproducing reading texts forreading withlargeclasses Suggestions vocabulary forexpanding ldeas Adaptable activities
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