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Thomas Susan
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Longuoge Gomes
Picture Bank SusanThomas
Addison Wesley Longman Limited EdinburghGate Harlow Esset CM20 2JE Enqland and AssociatedCompaniesthroughoutthe tDorl(l
LanguageGames,1994 @ Miniflashcards This edition@ AddisonWesleyLongmanLimited 1999
"The right of Susan Thontasto be identifieclas author of this Work has beenassertedby her in accordance with the Copyright,Designsand PatentsAct 1988." All rights reserued;no port of this publication may be reproduced,stored in a retrieual system,or transmittedin any form or by any nleans,electronic,mechanical,photocopying,recording,or othenuise tuithout the prior written pennissionof the Publishers. Photocopying The publishergrants permissionfor photocopyingof those pagesmarked'photocopiable'accordingto the following conditions.Individual purchasersmay make copiesfor their own use or for use by classesthey teach. Schoolpurchasersmay make copiesfor use by their staff and students,but this permissiondoes not extentto additionalschoolor branches. Under no cirumstancesmay any part of this book be photocopiedfor resale.
ISBN 0582 337917
Set in Rotis Serif and RotisSans
Printedin China GCC/01 Acknowledgements Teachers'Notesby SusanThomaswith Hilary McColl. With particuiarthanks to ElizabethEvans,Paul Sandayand FrancesWalsh. With thanks also to IsabelleAyma, Timothy Hilgenberg,DeniseHobbs,Mary Jago,HanneloreNunn, Andrea Tierney,CarmenBishton, Ana Stanton,Sian Roderick,Brian Lockettand to the many other teachersand learnerswho have contributedideasand suggestions.
Illustrationsby HeatherClarke
CONTENTS
1.
I n t r o d u c t i o nM: i n i f l a s h c a r d sa n d e f f e c t i v el a n g u a g el e a r n i n g
5
2.
E n c o u r a g i ncgr e a t i v eu s eo f l a n g u a g e
7
3.
S u g g e s t i o nf o s r u s i n gt h e m a t e r i a l s
B
4.
P i c t u r eb a n ka n d v o c a b u l a rlyi s t s
1'l
o
F o o da n d D r i n k
1'.|
o
Leisure
14
o
Travel
o
W e a t h e ra n d C a l e n d a r
20
r
P e o p l ea n d J o b s
23
o
Vital Verbs
26
.
H a P p yH o l i d a y s
29
o
Roundthe Town
32
'17
5.
S u g g e s t i ofnosr a c t i v i t i easn dg a m e s
37
6.
U s i n ga n da d d i n gs p i n n e r s
44
7.
rce-specific activities Resou
52
B.
F u n c t i ocna r d sE: n c o u r a g i tnrga n s f eor f l a n g u a gsek i l l s
61
lntroduction: learning andeffectivelanguage Miniflashcards Rationale As learners,we make use of all our senses:sight, sound,touch, even taste and smell.And we learn in many different ways: by listening to what peopletell us, by watching what they do, by copying them, by experimentingand finding things out for ourselves,and, above all, by practisingvarious skills. Our learning can be passive(listening,reading,obseruing,etc.),it can be active (copying,experimenting, repeating,etc.),it can be individual (learningby oneselflor interactive(learningwith and from others). Often it is a combinationof these. and as a result of thesewe developpreferred As learners,we find that we have strengthsand weaknesses, ways of learning.Traditionally,languagelearning in school has emphasisedaural input and text-based learning,but theseare not necessarilythe best or only ways lor all studentsto learn. Awarenessof the value of other modesof learning is leading teachersto attempt to broadentheir approachso as to cater 0nly in this way, we are discovering,can teaching for a wider range of learning needsand preferences. and learning becomemore effective. MiniJtashcardsarevisual and tactile materialswhich help modern languageteachersto provide opportunitiesfor learning which are more multisensoryin their appealand which, hecauseof their flixibility, can be useclto meet a wicler range of learning needsthan textbookson their own can provide. The emphasison games-typeactivitiesis deliberate,since the acquisitionof foreign languageskills is as much practicalas it is academic,and it is only through frequentpracticethat the learnercan become sufficiently familiar with the languagepresentedto be confident enough to use it for him/herself.Constant repetition,however,can be demotivating.By incorporatingnew vocabulary and grammaticalstructures into game-likesituationsin which the elementsappearin randomisedand enjoyablecombinations, learners'involvement in the learning processcan be engagedmore effectivelyand sustainedfor longer than is often the casewith textbook exercises.Gamesituations,if designedwith learning goals clearly in mind, can provide stimulating and challengingwork which can supportthosewith learning difficulties and promote the learning of our most gifted students.
canbe usedto promoteeffectivelearning: WaysMiniflashcards Supportingmultisensoryapproacheswith materialswhich are o tactile r visual o designedfor active use Making languageuisibleby prouiding uisual prompts and manipulablestructuresfor o vocabularyIearning o patternsof language o helping to build or reinforceconcepts o making sequencesand relationshipsbetweenwords more explicit . encouragingthe transferof languageskills acrosstopic areas Supportingdffirentiation: Prouidingchallengesappropriatefor classesof all abilities and mircd abilities o flexible materials support hundreds of differentiated activities o interestis maintainedfor longer, so learning is more secure o activitiescan be as simple or as demandingas the teacherwishes o materialssupport acquisitionof complex grammar points as well as simple vocabulary . materialscan be used in ways which stimulatecreativeuse of languageacquired o materialslend themselvesboth to self-monitoringand to teacherassessment
Supp orting independentlearning . gamesand activitiesengageand motivate learnersto work with minimal teacherinteruention o materialsfacilitate self-monitoringand encouragelearnersto achievemastery e activitiesusing the materialscan be devisedby iearnersthemselves o visuals can be used to provide on-going support for learnersencounteringdifficulties Supp orting co-operatiuelearning o providesa putposefor group work o facilitatessocial aspectsof learning together,e.g.,turn taking e providescontext for learning with and from peers Building conjldence o activitiesinvolve learnersin ways which they can managewith ease o flexible materialsprovide as much varied practiceas is required o non-threateningcontexts (successor failure turns on luck as well as skill, encouragingrisk-taking, protectingself-esteemand allowing learning to continue) o through self-monitoringthe learnerbecomesaware of the effectiveness- or othervrise- of her/his own learning, and so can continue until confident Motiuating . gamesare fun o working with othersis fun . more sensesare engaged o providesreasonsfor speaking,reading,listening,wriling now o practice-> confidence-) success+ motivation Promotingcreatiuity o materialscan provide the starting point or springboardfor further linguistic development o picturesand groups or sequencesof picturescan trigger learners'own ideasand language,whereas text can have the effect of restrictinglearnersto the 'given' language o creativeactivitiescan easily be devisedusing the samematerialsused for gamesor practiceactivities o activitiesusing the materialscan be devisedby learnersthemselves . by using the target languagewhile involved in gamesor activities,learnersare using it 'for real' o learnersare encouragedto adapt languagefor use in new and unpredictablesituations Making fficient use of resources,by prouiding materialswhich areJlerible, costeffectiueand timesauing o the materialscan be usedby learnersin any class,at any age or level, including adults . they can be used with whole class,groups or individuals o the materialscan support activitiesat various stagesof the languageprogramme,e.g.,presentation, practice,diagnosis,assessment, revision,reference o the sameelementscan be combinedin many different ways to support almost any topic . they can be used to supportlanguagelearning in any language,or in a range of languages o many of the gamesmaterialsare ready made,easily portable and ready to be used any.where o the photocopiablematerialscan be cut up, enlarged,coloured,etc. to suit individual learning needs . templatesare provided for adding further items to suit the classor individual learners o m?ily ideasfor simple gamesand activitiesare provided
*
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2 Encouraging creativeuseof language Gamescan be an effectiveway of motivating learnersto practisebasic vocabularyand structuresto the point where they can use them confidently.Someof the gamesdescribedin this book go further than this, encouraginglearnersto combine elementsof languagethey have already acquiredto producenew forms of the languageto suit new situations. pack can be used in many other ways to support the The materialssuppliedin this MiniJTashcards given below. are creativeuse of language.A few examples
Say what you think a person's thinking
Imagine a conversation between 2 people
Give a simple description of an item
Say what's happening in the picture
Say what you think a person's saying
Makea sentenceabout the picture where you
fi:Zt:,F, Give the coffect part of a verb to match the pronoun
Say how you feel or if you like or dislike
Give a command Ask a guestron Make a negative Say sometfiing in the past, present, future
Say sometfiing with a number in it (e.g. for counting, Prices, times of the daY)
Say what colour sometfilng is
3 Suggestions for usingthe materia ls This book containsthe copymastersto accompanyMiniflashcards.However,the book can also be used as a freestandingphotocopiableresource.
T h eM a t e r i a l s o
B setsof playing cards and/or copymasters: Food and Drink; Leisure;Trauel; Weatherand Calendar;Peopleand Jobs; Vital Verbs;Happy Holidays;Round the Town
o
9 spinners: Question;Pronoun;Colour I; Colour2; Tenses; Mood/Faces;l)-section; I2-section:2T-section
Howto prepare the photocopiable resources The copymasterscan be preparedin a variety of ways to suit the needsand learning preferencesof your classes. ' . ' o o ' o t
They can be photocopiedonto paper,for use as handoutsor worksheets. They can be enlarged,for display or for making flashcards. They can be copied onto card, perhapsenlarged,and then cut to make individual cards for {ames and activities. Text can be addedbeneathpicturesor on the backs of cards. For maximum durability,visuals can be copied onto paper,glued onto thick card and coveredwitn plastic. They can be photocopiedonto acetateto createtransparencies for use on the OHP. Oncecopied,visuals can be combinedor groupedto make display materials,or used to compile a picture dictionary or topic referencebook. Blank masterscan be used to createnew setsof visuals,to make matching text cards and new games.
U s i n gt h e v i s u a l s The visuals can be used to support classroomwork in a number of different ways. For example,a visual can o ' . o o o o
be used to introduce a new word or phrase; serveas a prompt for the production of the spokenword or phrasein a practiceor review exercise. serveas a reminder of the meaning of the associatedwritten word or phrase; provide the starting point for introducing or revising relatedvocabulary; be used in combinationwith one or more other prompts to illustrate a structure; provide one of a seriesof examplesto practisea teachingpoint; be used in conjunction with a die or spinner to provide randomisedprompts for practiceor ASSCSSlnCNI.
Someof thesefunctions will be more appropriatethan othersat different stagesin the teaching programme.
Presentation The teacherintroducesnew vocabulary and phrases,referring to the visuals preparedfor the OHp or as flashcards.Provide plenty of opportunity for the languageto be heard and practisedunobtrusivelybefore anyone is called on to perform alone. 'Choruswork' and repetitionis useful at this stage.Encourage learnersto experimentwith their voices,repeatingthe new words and expressionsemphatically,softly, angrily, questioningly,etc. This helps to avoid monotony and encourageslearnersto get used to experimentingwith intonation as well as pronunciation. Learnerswho are good at processingsound input will quickly begin to associatevisuals and sound and be able to reproducethe soundsaccurately;otherswill find it helpful to be able to seethe written words as well, so introduction of the written form should not be too long delayed.This is the stageat which to draw attention to the important phonetic aspectsof the written word, so that learnerswill be able to work out the correctpronunciationfor themselves,if at a later stagethey need to refer back to the items beinq nresentednow.
s ndgames P r a c t i ca ec t i v i t i ea Oncethe learnershave becomesufficiently familiar with the new elementsto be reasonablysure of pronouncingthem correctly,individual or group activitiesand gamescan be set up. Theseactivitieswill help the learnersto improve their familiarity with the new languageand begin to transfer it to long-term memory.At this stagethey should be encouragedto ask for confirmation of any vocabulary or pronunciationthey may find they have forgotten or are not sure of. Section5 offers suggestionsfor activitiesand gameswhich can be used with any of the visuals in this book to achievea range of learning outcomes.Section7 offers suggestionsspecificallyrelatedto particular setsof visuals in this book. IVIostof the activitiessuggestedin Sections5, 6 and 7 are basedon traditional gamesand will be familiar. Younger learnersare usually very good at making up their own variations of thesegames.The important thing is that they are actively using the languagein a practical,meaningfulway, and also having fun. Although some gamescan be noisy or boisterous,the effort learnersbring to them can be considerable.Adults usually respondjust as positively as younger learners;using languagein the context 'in of a game can help them to overcomeinitial shynessabout using the language public'. For extendedpractice,learnerscan be directedto move round the room at timed intervals,changing partnersor groups repeatedly.In some of the games,successrelies on good co-operationbetweenplayers. gther gamesare very competitive.Here the teachermay wish to give somethought on how best to involve the weakerstudent.The competitivegamescan be made into exciting team events,with a time elementbeing introduced,or with studentsrushing out to the front with the correct card(s).However, theseneed to be played in a hazard free area! Most gameswill last between5 and 15 minutes; writing gamescan take longer.Time should also be allowed for debriefing.Studentscan discussany difficultiesthey encountered,the effectivenessof the activity, and how it could be varied, amendedor extendedto fit their own needs/interests/experience.
U s i n gt h e t a r g e tl a n g u a g e The gamesshould be played using the target language.A player who failed to use the target language might be requiredto go back to the beginning of the game and start again. Learnerswill need to be taught appropriatelanguageto use before embarkingon the activities.
S e l f - a s s e s s m eanstp a r t o f l e a r n i n g Activities and gamesbasedon cards are particularly useful for helping learnersto becomeaware of techniquesfor monitoring their own progress.It is easyto test yourself, or a partner,by counting the number of cardscorrectlyidentified in the target language.Thesecardscan then be discardedtemporarily while the lesswell known cards are reworked,bringing all cardstogetherfor a further test afterwards.
T e a c h ears s e s s m e n t This can take place o . . o .
during a teachercontrolledactivity on the OHP. by observingindividuals and groups at work. by joining in activitieswith an individual or group. in groups,using the foreign languageassistantor more advancedlearnerwho may be present. by providing individuals or groupswith a worksheetto complete,basedon the samevisuals.
Such feedbackprovidesthe teacherwith information for future reteachingor for planning future work.
Reference In all foreign languagework, learners'confidencecan be underminedby memory failure. The visuals can be used in a number of ways to provide on-going support for individuals or groupswho may need it at a later stagein the programme.Learnersare more likely to use languageif they have the opportunity to refreshtheir memory quickly and unobtrusively. o Visual 'markers'make for easeof reference. For example: o Visualsand text can be usedto makepermanentwall displayswhich can be glancedat as/when necessary. o lf learnershave notebooksor binders,sheetsof copymasterscan be provided for their own use at a Iater stage.(Usefulfor homework and revision,too.) o The visualscan be usedby pupilsto compilea scrapbook or 'topic book' which can be consultedby learnersat any future stagein the programme.If the items can also be recordedon a short tape, a 'multisensory ref'erence book' can be created.
10
4
lists Picturebankandvocabulary
FOODAND DRINK l. bread
21. orange
2. butter
22. apple
3. jam
23. lemon
4. sandwich
24. dessert
5. cheese
25. CAKC
6. ham
26. ice cream
7. sausage
27. sweets
B. egg
28. milk
9. salt and pepper
29. tea
10. meat
30. coffee
11. soup
31. sugar
12. chicken
32. mineral water
13. fish
33. fruit juice
14. vegetables
34. lemonade
15. peas
35. wine
16. potato
36. beer
17. salad
37. chocolate
18. chips
38. breakfast
19. fruit
39. lunch
20. strawberry
40. dinner 11
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LEISURE
l4
1. sport
21. chess
2. swimming
22. toy
3. cycling
23. photography
4. football
24. DIY
5. tennis
25. gardening
6. athletics
26. radio
7. gymnastics
27. television
B. fishing
28. video
9. winter sports
29. computer
10. team
30. relaxation
11. match
31. newspaper
12. stadium
32. magazine
13. a walk
33. fashion
14. film
34. dog
15. play
35. cat
16. party
36. horse
17. rock concert
37. rabbit
18. pop star
38. bird
19.CD
39. fish
20. cards
40. mouse
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TRAVEL 1. bicycle
21. timetable
2. motorbike
22. luggage
3. car
23. lost property
4. taxi
24. waiting room
lr. OUS
25. toll
6. coach
26. petrol station
/. lorry
27. to fill with petrol
B. train
28. petrol
9. underground
29. oil
10. ferry
30. tyre
11. aeroplane
31. hovercraft
12. station
32. breakdown
13. port
33. traffic jam
14. airport
34. town centre
15. motorway
35. street
16. car park
36. traffic lights
17. traveller
37. north
18. on foot
38. south
19. ticket
39. east
20. ticket offlce
40. west
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WEATHER AND CALENDAR" 1. morning
2l . April
2. afternoon
22. May
3. evening
23. June
4. night
24. July
5. day
25. August
6. week
26. September
7. month
27. 0ctober
8. weekend
28. November
9. spring
29. December
10. summer
30. weather (forecast)
11.autumn
31. it'scold
12. winter
32. it's hot
13. year
33. it's foggy
14. birthday
34. it's windy
15. Christmas
35. it's sunny
16. New Year'sEve
36. it's bad weather
17. Easter
37. it's fine weather
18. January
38. it's snowing
19. February
39. it's freezing
20. March
40. it's raining
"Pleasenote that illustrationsfor seasonsand months are relatedto weatherand cultural traditions in GreatBritain. 20
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ANDJOBS PEOPLE 1. woman
21. vet
2. man
22. baker
3. friend
23. receptionist
4. girl/boyfriend
24. shop assistant
5 . neighbour
25. musician
6 . retired person
26. butcher
7. househusband/wife
27. policeman/woman
B. pupil
28. chemist
9. student
29. bank clerk
10. unemployedperson
30. farmer
11. customer
31. nurse
12. tourist
32. artist
13. computerprogrammer
33. waiter/ress
14. postman/woman
34. customsofficer
15. engineer
35. driver
16. doctor
36. cook
17. dentist
37. teacher
lB. flight attendant
38. mechanic
19. fire officer
39. hairdresser
20. office worker
40. bricklayer
23
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VITALVERBS
26
1. get up
21. draw
2. wash
22. love
3. get dressed
23. kiss
4. prepare(meal)
24. sit down
5. eat
25. think
6. drink
26. study
7. go in
27. refuse
8. go out
28. wait
9. go up
29. carry
10. go down
30. open
11. speak
31. look at
12. listen
32. give
13. push
33. choose
14. pull
34. find
15. buy
35. meet
16. sell
36. play
17. arrive
37. run
18. depart
38. dance
19. read
39. go to bed
20. write
40. sleep
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HAPPYHOLIDAYS 1. camp site
21. menu
2. tent
22. sunglasses
3. youth hostel
23. trunks/swimsuit
4. rucksack
24. towel
5. hotel
25. suntanlotion
6. hotel reception
26. swimmingpool
7. singleroom
27. beach
B. double room
28. cafe
9. bath(room)
2e. bill
10. shower
30. money
1i. toilet
31. tourist office
12. balcony
32. map
13. view
33. town plan
14. passport
34. excursion
15. key
35. camera
16. suitcase
36. film
17. lift
37. souvenir
18. breakfast
38. postcard
19. bar
39. stamp
20. restaurant
40. letterbox
29
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ROUNDTHETOWN
7)
1. house
21. baker's
2. flat
22. cakeshop
3. church
23. chemist's
4. cathedral
24. newsstand
5. monument
25. bookshop
6. castle
26. cornershop
7. park
27. school
B. town hall
28. youth club
9. museum
29. ice rink
10. hospital
30. leisurecentre
11. policestation
3 1. c i n e m a
12.bank
32. disco
13. library
33. restaurant
14. post office
34. old town
15. office
3 5 . p e d e s t r i a cnr o s s i n g
16. factory
36. bus stop
17. garage
37. phonebox
18. shop
38. litter bin
19. market
39. toilets
20. supermarket
40. entrance/exit
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for activitiesandgames 5 Suggestions The resourcessuppliedin this kit can be used singly or in a variety of combinationsto suppott work at different stagesof the teachingprogrammeand with studentsof differing abilitiesand needs.For example: Visuals can be used .
with the whole class,to introducevocabulary and concepts;
o
with individual studentsor groups,to practiseor revisediscreteitems of vocabulary (words,phrases or sentences);
o
in combinationin many different ways to illustraterelationshipsbetweenitems of vocabulary;
.
to introducean elementof randomnessto learning activitiesby shuffling groups of cards;
o
as single cards or groups of cardsas a starting point for using languagecreatively.
Spinnerscan be used alone or in combinationwith cardsto enhancethe elementof unpredictability which can improve motivation to learn. Function cardscan be used in conjunctionwith visuals to encouragethe transfer of learning from one situation to another. Board gamesmade by the teacherinvolving the use of visuals and spinnerscan be used to set up activitieswhich can be quite simple or very demanding Novel activitiescan be set up to fulfil a specificlearning need which the teacherhas identified,or familiar gamesformats can be used.
s i t ht h e 0 H P U s i n gv i s u a lw The OHp is particularly useful for introducing new vocabulary but it can also be usedfor whole class work at various stagesthroughout the teachingprogramme.For example,it can be used to display visuals for: o ensuringthat studentsunderstandthe conceptsunderpinningthe work you are planning for them to do (particularlyuseful where there are studentswith specialeducationalneeds); o
reviewing vocabularypreviouslylearned,in order to link it to new vocabularyyou are about to introduce;
o
presentingnew vocabulary;
o
teacher-ledpracticeof new vocabulary;
o
assessingwhether new vocabularyhas been well-enough learnedfor the classto proceedto group work;
o
playing gamesin which the whole classcan join;
o
demonstratingan activity or game which learnersare about to carry out in groups;
o
inviting suggestionsfrom studentsas to how languageitems they have alreadylearnedcould be used in a variety of situations;
o
triggering activitiesrequiring studentsto make creativeuse of the languagethey have learned;
.
organising feedbackabout an activity;
o
assessingthe quality of learning which has taken place during group work, or over a period of time;
o
revising vocabularylearnedat an earlier stagein the programme.
OHPactivities o
Move picture items on the OHP slowly into focus for learnersto name.
o
Flash pictures up quickly. If the item is not named, repeat more slowly. J/
o
Revealsectionsof picture items bit by bit for learnersto name.
o
Cut picturesinto sectionsand place on the OHP one by one, either right way up or upside down. Ask learnersto name the item and give directionsfor the rearrangementof the sectionsinto one picture.
o o
Cut out silhouettesof those items with clear outlines for the learnersto name. Cut shapedholes in cardboardand move over the OHP for 'Through the keyhole' guessinggames.
o
Colour in picturesfollowing learners'instructions.
o
Put on overlaysfor e.g.,prices of food.
'
Play simple gamese.9.,What's Shown on the Card?,Noughts and Crosses, Kim's Game,True or False, or GuessingGame.
U s i n gv i s u a lfso r a c t i v i t i easn dg a m e s Setsof visuals can be used as props for many languagelearning activitiesas well as serving as 'game pieces'in a number of well-known game formats. Many of the activitiesand gamessuggestedbelow can be used for consolidatingrecentlearning, and for helping studentsto monitor the effectivenessof their learning. Somewill stimulatecreativeuse of the languagewhich has alreadybeen learned.They will variously encouragememorisation,speaking, listening,reading or writing, and sometimescombinationsof these. It is worth rememberingthat a single visual or set of visuals can be used in many different ways to achievedifferent learning outcomes.Notes in squarebracketsafter each title will suggestlikely outcomes, but teacherswill have their own ideasto add to these.
INSTRUCTIONS FORACTIVITIES AND GAMES What's Shown on the Card? [memorising,consolidatinglearning] Needed:20+ playing cards/photocopies with text on the back, or checklistof text. The following sequence of activitiesprogressesfrom lessto more demanding. o
Picture Spread.Spreadthe cardspicture up over the table.Take it in turns to choosean item and name it. If you are right, take the card. If you are wrong, put the card back. The player with the most cardsat the end of the game wins. (Offersfree choice of seencards.)
o
Guessthe Card.Placea small pile of cardsface down. Playersin turn guesswhich one is on the top. (Choiceof unseencards.Winning basedmore on luck than knowledge.No time pressure.) Variation 1: GuessWhat's Coming.Producecardson a theme out of a bag, box, pocket,etc. Variation 2: GuessWhat Card I've Got. Guessthe card a player has in his/her hand.
o
Pick a Card.Fan out some cardsfor another player to chooseand name. If s/he is wronf,, the card is put back into the pack. (Choiceof unseencards.)
o
TakeThat Card.Placethe cards in the middle of the table. Take it in turns to name the item on the top card. If you are wrong, the card goesto the bottom of the pack. (No choice of card.)
o
Quick Flash. l'he quiz personholds up a card for one secondonly. The first player to name the item shown wins the card. (No choice of card. Competitive.Time pressure.) Variation: As in Takethat Card,but if you are wrong, you put the card, picture up, in front of you. At the end of the game,if you still have cards,you try again, in turn, to give the right answerand so lose your cards.The last player with a card loses. (Note:This conceptof retaining the card until the item of vocabularyis learnt can be appliedto a numberof games.)
Line Solitaire [memorising,consolidatingrecentlearning,revising,monitoring] Lay out some cardsin a line. Name the first item; then turn the card over and check the answer.If you get it right, you carry on. lf you get one wrong, then you try and learn it. Then turn all the cardsback over, and start again. The aim is to find your longest run without any mistakes.From time to time you 3B
can shuffle the cards.(You can also play this in pairs or teams.) Variation 1: Lay the cardsout in say, rows of six, or in diamond or pyramid shapesand seehow many rows you can get right. Variation 2: Lay the cardsin a square6 x 6. You have to try to $et from one corner to anotherby guessingcorrectcards.The aim is to reachthe other corner in the smallestnumber of, moves. A Ouestion of Languages[monitoring] Divide some cardsinto three piles accordingto whether you think the words are Easy,Medium or Difficult. Then take it in turns to choosea card to guess.The easy cardsare worth one point, the medium two, and the difficult three.The learnerwith the most points wins. Note: This game can be played only once with the samegroup of learners! recentlearning,revising,monitoring] NoughtSand CroSSes[consolidating cards 9 Needed: Lay out the cards 3 x 3 on the table. Takeit in turns to name an item. If you are right, turn the card over, or place a colouredcounter on it. The next player namesan item. If s/he is correct,the card is turned over and placedsidewaysor a different colouredcounter is placed on it. Threecardsin a row wins the game. 3 i n a R o w l c r e a t i v eu s eo f l a n g u a g e ] Needed:Any page of 20 Pictures Choosea picture squareand name an item in it, or say somethingabout the picture. If you are right, put a counter on the square.The first player to get three countersin a row wins. Variation: 2o-SectionSpinner Game.Use a 2O-sectionspinner.Proceedas above,but spin first to pinpoint a square. recentlearning,revising] I Spy...[conso]idating Spreadout some cards over the table. Call out the beginning letter of an item for the other playersto find. If someonepoints to the correct card and namesit, they keep it and becomethe next quiz person. recentiearning,revising] Kim's Game [consolidating the table. One player removesa card while the othersturn away.The others over cards some out Spread player to name the missing item wins a point. The first then look at the cards.
LostProperty
place some carclsin the micldleof the table.You take a card, look at it for 10 secondsand then describe to the otherssomethingthat you have lost. The descriptionshould cover colour,pattern, shape,size,etc. The other playersjudge whetherthe descriptionis $ood enough to get the item back. Bingo [consolidatingrecentlearning,revising,listening] ChooseB items from the 20 on a picture board and put a crossin one corner of each of the 8 squares. The quiz person calls out the 20 items in any order.If you have marked one of the items called out, you put a counter on the square.The first player to cover all their marked squarescalls out an agreedword' Variation 1: The quiz personusesthe 20-sectionspinner to selectthe items called. Variation 2: Memory Bingo. Spreadout some cards on the table.Then put the cards away and write down any ten that you can remember.Then the dealershufflesthe cards,and turns them over one by one. Checkoff the cardsagainstthe items on your list. The first player with 10 correctly spelt words (or with an agreednumber of errors)wins. Forfeits [consoliclatingrecentlearning,revising] Needed:40 carrlsof Mixed Titles.Decidewhich cards attract a forfeit. For example,picture cards containinga child: I forfeit; a food item:2 forfeits;an animal:3 forfeits. Deal out the cards.Take it in turns to put a card, picture up, on the table. If you play a forfeit card, then you must say what it is, then ask the other player to give you his/her cards.For example:Cake giue me 2 cardsplease. 39
The other player puts 2 cardson the pile which you then take.The player who gets all the cardswins. Variation: Include cardsrelating to the current topic. Theseattract the highestforfeit. Catch! [consolidatingrecent learning,revising] The cards are spreadout on a table and the vocabularycheckedbefore the cards are put away. you sit round in a circle.A soft ball is thrown betweenyou. Every time the ball is caught, an item of vocabulary from the cardsmust be producedwithin a few seconds,or you are out. Note: Someother common gametime-limitingdevicesare: Beforea feather/balloon/tissue drops to the ground. Before a plate/topstops spinning. Charades [consolidatingrecentlearning,revising] The first player takes a card and mimes the item for othersto guess.The first to guesscorrectlytakesthe next card. Happy Families[consolidating recentlearning,revising] Needed:4 identical setsof cards Shuffle the cardsand deal them out. The aim is to collect setsof items.If, for example,you alreadyhave two churchesin your hand, you ask anotherplayer: Haue you got a church?lf slhe has, s/he gives you the card in return for one you wish to discard.The first player to collect completesetsof 4 wins. Variation: Preparesets of cardscontaining 'families' of four relateditems,e.g.,4 items of food, 4 sports,4 modesof transportetc. Include a checklistof items for players. Snap [consolidating recentIearning,revising] Needed:4 setsof cardsfrom current topic or previousones Shuffle the cards and deal them out. You each in turn play a card. If one card playeclis the sameas the previousone, the first personto call out the name of the item Aetsthe card. Odd One 0ut [consolidating recentlearning,revising] Needed:Severalsetsof cardsin themesor topics Preparecardsin setsof 4 containing three of the sametheme or topic, one not. Playersname the odd one out. Matching Pairs [consolidating recentlearning,revising] Needed:2 setsof picture cards Shuffle the cardsand spreadthem out face down. First player turns over two cards.If they match, and if the player can name them correctly,s/he keepsthem and tries again. If they clo not match, or if s/he cannot name them correctly,the cardsare turned back down and the next player tries. Variation: [reading,consolidatingrecent learning,revising] Needed:2 setsof cardswith vocabularyon the back Spreadout one set of cardspicture up and the other set word up. Point to a card in set I and a card in set 2, then turn one of them over to seeif they match. If they do, and if you can name them correctly, you keep them. If not, you turn the cardsback over. The player with the most 'pairs' wins. Dominoes [consolidating recentlearning,reading] Needed:Preparedominoes,each with a picture on one half and a word on the other half, using the blank squarestemplates. Give each player 4 or 5 dominoes,placing one face up and the remainderface down on the table. players take it in turns to match a picture to a word and vice versa.If they can't make a match, they clrawfrom the pooi until they can. The object is to be first to run out of dominoes. Snakesand Ladders[consolidating recentlearning,revising] Needed:A picture board with 3 snakesand 3 laddersdrawn on it, connectingdifferent squares. Renumberthe squareson the picture board so that number I is in the bottom left-hand corner and number 20 is in the top right-hand corner.Each player has a counter which s/he placeson square 1. Take it in turns to throw a die or twirl a spinner.Move the counter forward the number of squaresshown. If 40
you land on a squareat the bottom of a ladder,go up. If the squareis on the mouth of a snake,go down. The winner is the first to reach square20. I Went to Market [consolidatingrecentlearning,revising] Spreadsome suitablecardsout on the table. One player startsa sentence.The next player repeatsthe sentenceand addsan item. For example: somentilk... I went to marketand bought...acake...and school... On my walk I passedthe church...thesupermarkef...the GuessingGame [creativeuse of language] Needed:Set of cardsrelatedto current topic The first player thinks of one of the cardsand says somethingabout it e.g.,describesit, or says how it is used.The other playerstry to guesswhich one s/he is thinking of. Example:Holidays: It's made of metal. You put lettersand postcardsin it. (Letterbor) True or False[istening] The teacher,or a learner,points to a picture and says somethingabout it. The first player to call True or Fclse correctlywins a point. Variation 1: [speaking] As above,but the caller repeatsthe sentenceif true, correctsit if false. Variation 2: flistening] The teacheror learner readsout a list of statements.The players iot down which are True and which are False.Checkanswersat the end. recentlearning,speaking] Definitions [consolidating Take a card and try to define what is shown. lf the definition is correct,you keep the card. Example: Caf(-a place whereyou can sit down and haue a drink or snack. Variation l: One player producesa nonsensedefinition and the next player has to correctit. Variation 2: 0ne player producesa nonsensesentenceabout the picture: The teacheris writing on the window.The other playershave to changewhat is wrong and give the sentencecorrectly.One point each for the player who says the nonsensesentenceand the one who puts it right. Twenty Ouestions(Animal, Vegetable,Mineral) [creativeuse of ]anguage,revisingquestionstructuresl Needed:Mixed set of cards Lay out some cardson a table.The first player secretlychoosesan item and writes it down. Other players ask 5-20 questions(dependingon the pictures)to find out which card has been chosen.The first player may answer only Yesor ly'o. Example:Is it a person?Is it a thing? Do you eat it? Is it made of plastic? Variation: Yesor No Each player in turn takesa card and displaysit to the group. The othersfire questionsbasedon the card. The player may answeronly with Yesor No. A time limit or a maximum number of questionscan be set. One point for the player who sulives. One point for the player who catchesher/him out. Shopping Spree [creativeuse of language] Needed:Cardsrepresentingitems in a shop (e.g.,food and drink); stickersor labelswith prices Playersrequestitems from the'stallholder'.A: Good morning, maj I help you? B: Yes,may I hauean ice creamplease?A: Of course,what JTauourwould you like? And so on. Playerswork in twos and seehow long they can make the dialoguelast. 1 point for each 20 seconds. Variation: Playerscomplain about somethingthey have bought, or ask for goods to be exchanged.
,7
Connections[creativeuse of language] Point to any two cardsand make a connectionbetweenthem. Round the Town: Theseare shops. You can buyfood in them. Variation: Describesome differencebetweenthe cards,or make a comparisonbetweenthem. Battleship Buddies [speaking,listening] Needed:2 identical setsof 9 cardsfor each pair of players The first player lays out 9 cardsin a 3 x 3 grid behind a book so the partner cannot seethem. The player describesthe cardsand sayswhere they are.The other player has to put his/her picturesin the right place in a similar grid. For example,Holidays/Travel: Thepostcardis on the top shelf. Put the souueniron the middle shelf betweenthe cameraand the ticket. Variation: Draw picturesin the grid insteadof using cards. Give and ReceiveInstructions [creative use of language, speaking, listening] Using vocabulary from the cards,give instructionsto othersto draw something.At the end compare results.For example:Draw a town square with a church, castle,cafd, and 3 cors. The Colouring Game [creativeuse of language,speaking,listening] Needed:Onepicture- a copy for eachlearner One player colours in a Copymasterpicture, holding it so otherscannot seeit. S/he then gives instructionstelling the other playershow to colour in their drawings.(Theyhide their drawings and pencils from each other.)Playersthen compareresults.The first player commentson their work. Variation: Pairs of playersuse pairs of pictures.Procedureas above. Spot the Difference [creativeuse of language,speaking,listening] Needed:2 enlargedcopiesof a picture Changeyour picture by deletingor drawing in some items.The other player asksyou questionsto work out what the changesare. Countdown [creativeuse of language] A player is dealt a card and has to talk on the subjectof the picture. 0ne point if the player can keep going for 2O seconds,2 points for 40 seconds,3 points for one minute. They Said/You Said [consolidationof recentlearning,memorising] Role play game show with teacheror a learner as comptre. Example: We asked25 people to name o job (a sport, ofood, etc.)Name 5 now.... You said doctor,teacher,dentist,shop assistant,builder. They said mechanic,fire fficer, doctor,teacher,hairdresser.(Preparethis information in advanceby polling the entire classor by inventing it.) You win two points. Simon Says ftistening] Divide the classinto two teams.Give each team a set of cards,one card being dealt to each team member. The teacheror learnerthen calls out a requestfor a particular card using a specialphrasewhich signifies whether or not the learnerwith the card should hold it up (or run to the front with it). The phrasescan be changedeach time it is played.The team with the most correct actionswins. Possiblephrases:
42
I want/don'twant...
Show me/don'tshow me...
Giue me/don'tgiue...
Put/don't put the card on your head/upyour sleeue.
It's a good/badidea to giue me...
Hold the card in your lefi/right hand.
Take it to the front/back of the room.
Put the card onfunder/behindthe table.
Story Time (1) [creativeuse of language,writing] Needed:Cardsof mixed titles Deal out to each player a small number of cardsfrom different titles. Each player writes down a short story using vocabulary/ideasfrom all the cards.Time limit: 10/15minutes.Each player then readsout her/his story. Variation 1: One player startsthe storJl others add one sentenceeach. Variation 2: This activitv can also be used for homework,with storiesrecordedon cassettesfor playback to the group. Story Time (2) [creativeuse of language,writing] Learnersare askedto write a short story and to illustrate it by cutting out and colouring in some pictures. Two's Company [creative,speaking] Needed:Set of mixed cardsfrom different topics Divide the cardsinto two piles.Placethem face down on the table. Each player in turn takes one card from each pile and makesup one sentencewhich must combinevocabulary ideasfrom the two cards (no rzndsallowed). Variation 1: More piles could be used,or piles could be arrangedso that, for example,one pile contained people,anotherverbs, another objects. Variation 2: Make up conversationspromptedby any pictureswith peoplein them. DIY Matching Pairs [creative,writing, reading] Needed:Setsof pictures- a different set for each group Each group writes on slips of paper a sentenceabout each of their pictures.Sentencesare then mixed up. Groupsmove on to anothertable where they have to match up the picturesand sentences. Variations:Many are possible.For example,matching up picture and: statement,description,definition, question,context, dialogue,thought, opinion, text for postcardhome, dream,memory,2-line poem, comment on social or political issue,newspaperheadline,cartoon caption.
O t h e rw o r da n d s p e l l i n gg a m e s The VocabularyLists provided can be used for making up gamessuch as Definitions,Odd One Out, Word Search,SpellingBees,Short Words from Long Words,Crosswords,ChineseWhispers,etc.
M a k i n gy o u ro w ng a m e s Blank mastersare provided of: .
12-squareboards
o
2O-squareboards
Thesecan be used to adapt the existing boards,by changing picturesor adding text as appropriate.They can also be used to creategamessuch as Dominoes,Matching Pairs,or Snakesand Ladders.
43
6 Usingandaddingspinners Languagespinnerscan be used on their own, or in combinationwith dice or other visual materialsto add a further enjoyabledimensionto the learning experience.Spinnersincluded in this book are: o
Questionand Pronoun (EnglishVersion)
o
Tenses
o
Colourx 2
o
Mood
o
10-, 12- and 2O-section NumberSpinners
Blank spinnersof different shapesand sizesare also provided for teachersto createtheir own language versions,and amendedor additional prompts.
Howto prepare o Photocopythe spinnersonto thin card, or photocopy onto paper and glue this onto thicker card. Make a hole in the middle, and push through a sectionof a thickish drinking straw, a long matchstick,or a toothpick. Securewith rubber bands or adhesivearound the straw on both sidesof the spinner. o Blank spinnersare provided so that the materialscan be easily adapted.For example,teacherscan photocopy and duplicateselecteditems and pastethem up to createadditional materialsappropriateto particular groups.Learnerscan be askedto adapt the gamesand make up new ones as an exercise. o
It is also possibleto use small cardsas an alternativeto dice or spinners.
I n d e p e n d e nl et a r n i n g A learner can use the sectionsof the spinner to checkthat s/he knows the languageindicatedby the prompts,and can then test her/himselfby twirling the spinner to ensurethat the items can still be rememberedin random order.Obviousexamplesare numbers.colours. likes and dislikes.
Groupwork- suggested activities o
0n its own. Free choice. Chooseone item on the spinner for repeatedpractice.You each in turn say somethingappropriate to the prompt. If you cannot say anything, or are wrong, you drop out. Variation 1: You each in turn have a free spin and say somethingappropriateto the prompt. Variation 2: You each have three lives, i.e.,you can drop out three times beforeyou have to quit. Variation 3: The first player to respondappropriatelyto the prompt wins the point.
44
o
0n its own. Situation or context supplied. A situation is suppliedor agreedupon. E.9., making a journey, at the leisurecentre,in town, on holiday.The responsegiven must relate to the context.
o
Combinedwith other spinners. Some of the more obvious combinationsare below but with a bit of imagination all combinations can be used.Examples: Colour and Number: 16 red apples Tensesand Pronoun: He arriued late. I arriued on time. Questionand Pronoun: Why is he lote? Wheredid you put the cards?
o
As an extra prompt combinedwith picture card games. Cardscan be used to indicate the context in which sentencesindicatedby the spinner should be generated,for example:Questionsabout leisure, Coloursof Food, Feelingsabout Jobswithin a game e.9.,3 in a Row.
.
As a prompt to generatecomplex sentences. Stacksof cardsand a selectionof spinnerscan be used to generatequite complex sentences. E.g., Questionsspinner + Pronounspinner + Tensesspinner + Leisurecards can give: When do you go swimming ? Why is she working on fhe computer?Wheredid you play footboll? Sentencesgeneratedcould be written down for later checkingwith the teacher.
SPINNER OUESTION .
On its own. In the Spotlight. Playerstwirl the spinner and ask each other questionsbeginning with the word shown. Examples: Whereare you? What's your name? Why are you here?How old are you? Wheredo you liue? What's your fauourite W programmeZYou may answertruthfully or lie outrageously.
o
0n its own. Situation or context supplied. Exampie: Excursions.Wherefwhendid you go? Who did you go with?
o
Combinedwith other spinners.Example: Pronoun spinner.
o
Combinedwith cards. Placethe cardsin the middle of the table. Take a card, twirl the spinner and make up a question.The next player has to answerit. One point each. Examples:What's this? It's a ticket. Where'sthe camera?Who's playing tennis today? Variation:A card is taken from the pack. You each in turn twirl the spinner and ask a questionabout the card. Play continuesuntil no more reasonablequestionsseempossible.One point per question.
o
Combinedwith some other prompt. TV interview: You each write down on a piece of paper the name of someonefamous,fold the paper up, and put it in the middle of the table. The first player takes a paper and pretendsto be that personality.The other playerstwirl the spinner and ask questionsaccordingly.
SPINNER PRONOUN .
0n its own. Examples:I'm ear\. You're late. He's wearing a blue shirt.
o
0n its own. Situation or context supplied. by bus. You catch the train. Example:Transport.I get to school/college
o
Combinedwith other spinners. Example: Mood Spinner.I'm fed up. They'rehappy.
o
Combinedwith picture cards. Example:0n Holiday. They'restaying in a hotel. You're camping.I'm staying in a youth hostel. Note: When Pronoun Spinnersare combinedwith picture prompts it can be agreedin advancethat either: The player usesthe prompts creatively, and assumesthat numbers and genderswill match OR The player can have his turn ONLYif the number and gendermatch. lf not, the turn goesto the next player. o
Changiethe person.Placethe cards on the table.Take a card, and make a sentenceabout it. The next player twirls the spinner,and changesthe personaccordingly.If the pronoun is the same,then the sentenceis repeated.One point for each player. (This game can producesome unusual sentences.) Example:He is behind the door. We are behind the door.
o
Vital Verbs Cards:The Pronoun Spinner is particularly useful with the Vital Verbs Cards - seeSection7 for suggestedactivities.
SPINNER COLOUR Colour spinnerscan be made using either a blank spinner,colourin$ in each segmententirely,or using the spinner with blobs which reducescolouring time! Suggestedcolours: SpinnerA: Red, green,blue, yellow, purple, white SpinnerB: 0range, pink, brown, grey, gold, black
4:)
0n its own. Examples:Red,green,blue. Greengrass,white paper. That table is brown. Note: Good for practisingadjectivalagreementswhere appropriate. 0n its own. Situation or context supplied. Example:Holidays.Blue sky,grey sky, blue sea,yellow sand, white hotel. C o m b i n e dw i t h o t h e rs p i n n e r s . Example:Number. 10 green bottles,2 green eyes,4 black tyres. Example:The other Colour spinner.Yellow + black : a bee,a rugby shirt. Combinedwith picture cards. Example:Food. Lemonsare yellow. Strawberriesare red.
MOODSPINNER This spinner can prompt feelings,opinions,likes and dislikes. o
0n its own. It can be used on its own to develop learners' ability to expressfeelings generally. Examples:Happy. sad, angry.I like/hatethis lesson.I don't mind Maths. I loue ice cream.
.
0n its own. Situation or context supplied. Example:TV programmes.1 quite like documentaries. I hate cartoons. Combinedwith other spinners. Example:QuestionSpinner.Why are you so fed up? What makesyou happy? Combinedwith picture cards. Example:Jobs.1'd hate to be a doctor. That shop assistanfwas really helpful.
NER TENSES etc.SPIN The first 3 of theseprompts are basedon video controls. t
(play)
>> (fast forward)
a presenttenseshould be used a future tenseshould be used
X
(negative)
include a negativein the sentenceformed
?
(question)
the sentenceshould ask a question
!
(command)
the sentenceshould expressa command or suggestion
o
0n its own. Examples:I arriued at 7.30. The lessonwill finish at 9.00. Closethat door!
o
0n its own. Situation or context supplied. 'Goodi That'sgood.Be good! We wiII begood. They were not uery good. Wereyou good? Example:
o
Combinedwith other spinners. Example:Mood Spinner.Cheerup! Don't be sad! He was absolutelyfurious.
o
Combinedwith picture cards. Example:Holidays.He used to go to camping.I'll meetyou in the bar. Takethe casesto the room! Sentencesgeneratedcould be written down for checkinglater.
o
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Vital Verbs Cards:The TensesSpinner is particularly useful with the Vital Verbs Cards- see Section7 for suggestedactivities.
10-,',2-,AND2O-SECTIONS NUMBER SPINNERS: The numbersfor thesespinnerscan be filled in in sequenceor at random. See20-SectionSpinner example. o
0n its own. Twirl a spinner and ask: What number is this? The next player must reply correctly.If s/he cannot then s/he must drop out. The last one in is the winner. Higher or Lower: This game is basedon the TV Card Game.Twirl the spinner,say the number,and say e.g., It's 10. (Will the next one be) higher or lower (moreor less)? The next player repliesHigher or Lower,twirls the spinner and says: 17 - that's higher,I win onepoint. Or 4 - that's lower,I losea point. Number Bingo: Learnersjot down B numbersfrom 1 - 20 in words or numbers.One persontwirls a 2o-sectionspinner and calls out the number.The first personto have all the numberswins.
o
0n its own. Situation or context supplied. Example 1: Prices.Twirl the spinner and you get a twelve. Suggestsomethingthat: Costs12p, costsf1.20, cosfsfL2.00, costsf|20.00 and so on. Suggestthings that: Example 2: Measurements. Are 12 inches/fe et/ metresf m iles long/high / wi de/round/ square, etc. Weish 12 grams/oz/kilosftons Contain 12 mls/litres/gallonsof liquid Trauelat 12 miles an hour Example 3: Myself. Playersdescribethemselves: I'm 12 yearsold. My birthdayis the 12th....1liue at number12.../ on the 12thJ7oor... I earn f12 per week.I can run 100 metresin 12 seconds.I can go round the world in 12 days. The statementsneed not be true. The more outrageous,the more fun!
o
Combinedwith other spinners. Example: OtherNumber Spinners.Sums:You twirl two spinnersand ask: What's 1B + 3 ? W h a t ' s1 6 - 1 3 ? The next player must answercorrectlyto gain a point.
o
Combinedwith picture cards. Example:Travel. 2 tickets.3 buses.The coachjourney lasts 3 hours.
o
Combinedwith some other prompt. Example:Supply a copy of the current Top Twenty songs.The playersask each other: What song is at Number 19? Number 19 is...
.
My Martian is...Each group twirls a spinner to prompt a descriptionof a Martian. Example: My Martian has...7 eyes,3 ears.Is 3 centimetrestall, 5 centimetreswide. My Martion's nose is 1I centimetreslong and so on. Each player then doesa quick sketchof what her/his Martian might look like. The resultsare then compared. Variation: Prompt descriptionsfor The Island of Atlantis or Count Dracula'sCastle.
o
What time is it? Example:You twirl a 12-sectionspinner and ask: What do (did, will) you do at 9 am? The next player repliesaccordingly. Variation l: Playersimagine they are a friend, relative,filmstar, etc. Variation 2: Playersask what time the bus goes/arrives,shopsopen/shut,performancesstart/finish, etc.
47
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7
Resou rce-specific activities
ANDDRINK FOOD S u g g e s t elda n g u a g e : o
As in vocabularylist.
o
Subsets:fruit, uegetables, drinks.
o
Other items in the pictures:.cup, saucer,tablecloth,spoon.
o
Relatedvocabulary:fresh, hot, cold, delicious.
o
Dialogueat the market.Example: I'd like an ice cream,please. Yes,of course- chocolateor uanilla? Vanilla. Here you are. That'll be...,please.
o
Dialogueat a cafe.Example: I think I'll hsue some tea and a cake.What would you like? I'm not uery hungry.I'll just haue a coffee.
SuggestedactivitieStSeesection 5. Examples: What's Shown on the Card?; Noughtsand Crosses;3 in a Row; Kim's Game; Bingo; I Spy; Odd One Out; Matching Pairs; They Said/YouSaid; ShoppingSpree. Overlays of Prices.Add overlay pricesto OHTsor photocopies. Battleship Buddies.Placefood on the shelvesof a fridge or cupboard. I Went to Market. I went to market and bought...some oranges...some cheese...some onions...,etc. Healthy Meals. Decidewhich foods are healthierthan others.Deal 3 cards.lf they make a healthy meal, you get a point. Fun with Functions.Examples: Ask about/statea prderence, offerfacceptsomething, makefreply to a request,pay a compliment, askfor information,apologisefor something,make/replyto a complaint,persuadesomeoneto do something,ask about/giuethe reasonfor something,
AdditionaI activities : Table Talk. Placeselectedcardsin the middle of the tdble. Two playersuse them to prompt a dialogue. For elample: Wouldyou like another sandwich?No, thank you. But could I haue anotherpiece of cake? Yes,of course.Here you are. Thank you. lt's delicious. Menu Master. Spreadout selectedcards on the table. Suggestcombinationsor amountsof food to fit a given meal. For example,menus for: a low/high calorie meal, a balancedmeal, a uegetarianmeal, a breakfastflunch/afiernoonteafsupper meal, a meal you like/hate,a mealfor your worst enemy a cheap/erpensiue a mealfor B people (with quantities),a picnic meal Use a dictionary to find out extra food and drink items. One point per item on the menu. Survey. Favouritefoods/drinksin the class.What peoplehave for breakfast. Mix and Match: Food and Drink Cardsand Mood Spinner Food and Drink Cardsand Number Sninner
52
--
RE LEISU S u g g e s t el adn g u a g e : o
As in vocabularylists.
o
0ther items in the pictures: Equipment - skis, tennis racquet,football Clothing- shorts, T-shirt
o
Relatedvocabulary: Pets- fish tank, bird cage,dog kennel
A d d i t i o n alla n g u a g e : Wut is it/are they? It's... They're... What's s/he doing? S/he'splayingfootball... Do you haue a dog? What are your hobbies? What do/did you do at the weekend?What do you do afier school? IMat do you do on Mondays? What's your fauourite sport? What do you like/dislikeabout it? What sport would you like/hateto play and why? IMen do you play tennis?How much doesa tennis racquetcost? I'd like to join the leisurecentre...Are there eueningclassesin..'? Would you like to go to the cinema with me? I'd loue to - what shall we go and see?
5.Examples: Suggestedactivitiesl SeeSection What's Shown on the Card?; Noughts and Crosses;3 in a Row; Kim's Game; Bingo; Matching Pairs; True or False; GuessingGame; Charades;They Said/YouSaid. I Went to Market. etc. At the sportsclub you can do swimming'..tennis-..gymnastics..., etc' appreciation..., you do...dancing...DIY...fiIm can eueninq classes the local At Battleship Buddies. Put pets in basketsat the vet's. DIY Matching Pairs. Write descriptionson slips of paper of what you like/don't like about a leisure activity. The next group must match up the description with the activity. Fun with Functions. Examples: Askfor/giue information, describewhat someone'sdoing, make/reply to a request,giue some instructions, giue/acceptan inuitation, make an appointment, askfor/state a preference,report an euent in the past, persuudesomeoneto do something. askfor/giue permissionto do something,erpress(dis)satisfaction,
: I activities Additiona Survey. Classpets; favourite sports/leisureactivities; favourite music; favourite TV programmes. Comparing Diaries. With a partner, go through a selection of cards, saying whether you like the activity illustrated. Put those you like in next week's diary. Mix and Match: Leisureand WeatherCards -
Leisureand Mood SPinner Leisureand QuestionSPinner Leisureand Pronoun SPinner Leisureand TensesSpinner 53
TRAVEL S u g g e s t elda n g u a g e : o
As in vocabularylists.
o
0ther items in the pictures: Wheel,screen,headlights,saddle Platform, air ferminal, quay
o
Relatedvocabulary: Arriual, departure, on time, late, delay
A d d i t i o n alla n g u a g e : What is it/are they? It's... They're... Do you haue a bike/car? What's your fauourite car? What'ss/he doing? She'slookingat the timetable...washing the car... I'd like a neu bike...Certainly...What kind of model/make...? How much doesthis one cost? How do you get to school/work? How can I get to...? What time doesthe nefi train leauefor...? What time doesit arriue? CouldI hauea ticketto...? I lefi my umbrellaon the bus this morning... Learnerscan add their own cards of lessconventionalmodesof travel: skateboard,unicycle,rollerblades...
Suggestedactivitiest SeeSection 5.Examples: What's Shown on the Card?; Noughts and Crosses;3 in a Row; Kim's Game; Bingo; Matching pairs; True or False; GuessingGame; Charades. Matching Pairs. Take 2 cards,one from travel and one from weather.Make a plausiblesentence. It's icy, foggy - fake care when driuing. It's a louely day - I expect there'll be traffic jams on the roads to the coast. It's raining - can you giue me a lifi in your car? DIY Matching Pairs 1. Write destinationson slips of paper (e.g.,the nearestpost office, the nearestlarge town, London, Calais,Tokyo; etc.)to match to modesof transport. You could get there on foot or you could catch the bus. You take the train to Douer, then catch the ferry. DIY Matching Pairs 2. As above,but take 2 cards,one from destinations,and one from modesof travel. Get a point if they make a plausiblematch (e.g.,Tokyo- bicyclemay not get a point). Battleship Buddies.Examples:Put the tari at the back, put the motorbikene:rtto it. Put the car in front of the taxi. Fun with Functions. Examples: Askfor/giue information, askfor/state a preference,make a suggestionfcomplaint,erpress a worry/hope, describewhot someone'sdoing, make/repty to a request,giue some instructions,report an euentin the past, askfor/giue permissionto do something,erpress (dis)satisfoction, persuadesomeone(not) to do something. Mix and Match: Travel and Weather Cards T r a v e la n d M o o d S p i n n e r Travel and QuestionSpinner Travel and Pronoun Spinner Traveland TensesSoinner 54
AND CALENDAR WEATHER S u g g e s t el adn g u a g e : o
As in vocabularylists.
o
Other items in the pictures: Calendar,clock,clothing
o
Related vocabulary: Dann, dusk, twilight
A d d i t i o n al al n g u a g e : What is it? It's... What time of day/month/time of year is it? weather".? What's your fauourite time of day/month/seasonf What's the weatherlike? What do you wear when it's cold? When'syour birthday? Wat do you do on your birthday/at Christmas/NewYearfEaster? What's s/he doing? She'slooking at a Valentine'scarrl - it must be February.
5.Examples: Suggestedactivitiesl SeeSection What's Shown on the Card?; Noughts and Crosses;3 in a Row; Bingo; Matching Pairs;True or False; GuessingGame; Charades. Give Us a Clue. Spreadthe cardsout on the table. Make a sentenceabout a picture for other playersto guess.Example: In this month you send Valentine'scards. DIy Matching Pairs 1. Awritten version of the above.0n slips of paper,write what happensat different times of the year, for the next $roup to match to months, seasonsor festivals. DIy Matching pairs 2. On slips of paper,write what happensduring different weatherconditions,for the next group to match to WeatherCards.Example: It's difflcult to see- fogtlY. Fun with Functions.ExamPles: Askfor/giue/check information, makefreply to a request,giuelacceptan inuitation, askfor/giue a hope,giue a warning, elpress disappointment. preference,make a prediction/express
: I activities Additiona Weather report. Providelarge photocopiedmaps of Europeor the World. One player gives a weather report for the region and the othersplace on their maps the appropriateweathersymbol.They then comparetheir rePorts. Mix and Match: and Travel Cards Weather/Calendar and LeisureCards Weather/Calendar and Mood Spinner Weather/Calendar and QuestionSpinner Weather/Calendar and TensesSpinner Weather/Calendar
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PEOPLE ANDJOBS S u g g e s t el adn g u a g e : o
As in vocabularylists.
o
Other items in the pictures: Types of clothing: tunic, safety helmet, uniform, dungarees Equipment: iron, computer,stethoscope,scissors,clipboard
o
Relatedvocabulary: Job, profession, career, training, conditions of employment
A d d i t i o n alla n g u a g e : What job is this/doess/he do? It's...5/he's... What doess/he do in thisjob? Thisjob is indoorfoutdoor.ln thisjob you work with people. Thesecardsoffer many opportunitiesfor languagepractice.Somesuggestionsare to describe: o what the peopleare doing o
where they are likely to be
o
what they are wearing/whatthey need to wear for work
o
the things they use: hairdresser- scissors,'teacher- cholk
Imagine: o
what they might be saying or thinking
.
an averageday/week at work
o
problemsat work and how they would deal with them
Learnerscould jot down their own ideason the above before discussingthe characters.They could then, if appropriate,relatethe topic to their own experiences.
Suggestedactivitiest SeeSection 5.Examples: What's Shown on the Card?; A Questionof Languages; Noughts and Crosses;3 in a Row; I Spy; Kim's Game; Bingo; Matching Pairs; True or False; GuessingGame; Charades;Two's Company; They Said/YouSaid; Countdown. I went to Market. I went to the Job Centreand I saw the engineerand ... Battleship Buddies. The doctor is betweenthe studentand the dentist.
Additiona I activities : The Detectives.Lay out 15 cards on the table.You have been a witnessto a robbery.You describeone of the characterson the cardsto the others,the detectives.They have to guesswho it is. gne point for the one who describesand guesses.A point is lost for wrong guesses. Job Descriptions.Take a card, concealingit from other players.List things that the personmight do in his/herjob. Example: waiter. Takesorders, bringsfood to table, prepares bill, takesmoney, clearstable. The othersguesswho it is. One point each for the one who describesand who guesses.Points are lost for wrong guesses.
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Job Interview. Two players are dealt a card and have to apply for the job. The other players are the interviewing panel. They can ask about such things as: .-
.
qualifications/training/experience personality/health and physique
o
how the applicant would get to work
o
how much they know about the job
o
what they think they would be doing why they want the job/how interestedthey are
-
-
-
.
why they think they would be good at it
o
why they should be offered the job
o
how much they expect to be paid/the salary
o
where they seethemselvesin 5110l2oyears' time
The applicants then have an opportunity to ask questions - about the training, the organisation, the hours, the pay, etc. The most impressive/plausibleapplicant $ets the job. Conversations. 2 players each take a card, then role play a conversation that might take place between the two of them. ExamPles: Doctor treating bricklayer who has hurt her/his back, tourist with sunburn Computerprogrammer aduising chemist on choice of programme to hold list of patients and preuious prescriptions Complaint or argument at a garage: they hauen'tfired the car properly. 'Twenty What's My Line? As in Questions'but you take a card, do a mime to it, and then answer up to 10 questionsfrom the othersas to what the job is' But what exactly do you do? Lay out selectedPeople and Jobs and Vital Verbs Cards on the table. Pick out a pair and make a sentence.Example:A waiter carriesdrinks. Mix and Match: People and Jobs and Vital Verbs Cards
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Peopleand Jobs Cardsand Mood Spinner Peopleand Jobs Cardsand QuestionSpinner
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VITALVERBS S u g g e s t el adn g u a g e : o
As in vocabulary lists.
o
Other items in the pictures: Clothing,physical characteristics
S u g g e s t e da c ti vi ti e stS e eS e cti o5n.E x amples: What's Shown on the Card?Thesesimple activitiescan be combinedwith spinnersas follows: Pronoun Spinner: Learnerstwirl the spinnerwith selectedcardsto prompt the correctverb ending. Note: When the Pronoun Spinner is combinedwith picture prompts it can be agreedin advancethat EITHERthe player usesthe prompts creatively,and assumesthat numbersand genderswill match 0R the player can have his/her turn ONLYif the number and gendermatch. If not, the turn goesto the next player. TensesSpinner: Learnerstwirl the spinner with selectedcardsto prompt the correcttenseor form of the verb. Question Spinner: Frame questionspromptedby the combination of selectedcardsand spinner. Note: With all of the above prompts,the spinnerscan be placed with one sectionshowing, for repeated practiceof the sameitem. 0r more advancedlearnerscan have a free throw.
A d d i t i o n aalc t i v i t i e s : Line Solitaire; A Questionof Languages;Noughts and Crosses;3 in a Row; Bingo; Matching Pairs; True or False; GuessingGame; Charades. DIY Matching Pairs 1. 0n slips of paper,write sentencesusing the verbs for the next group to match up. DIY Matching Pairs 2. As above,but write sentencesusing groups of transitive or intransitiveverbs. Fun with Functions.Examples: Ask for/giue information, makefreply to a request,giue/checksome instructions, askfor/giue an e:rplanation,ask aboutfreportsomethingthat happenedin the past, askfor/giue permissionto do something,erpresshope,giue a warning, expresssurprisefdisappointment, forbid/encouragesomeone. Mix and Match: VerbsCardsand Pronoun Spinner VerbsCardsand QuestionSpinner VerbsCardsand TensesSpinner
5B
HAPPYHOLIDAYS S u g g e s t elda n g u a g e : o
As in vocabularylists.
o
Other items in the pictures: Clothing,belongings,details of buildingsand places
A d d i t i o n alla n g u a g e : What is it/are they? lt's... They're... What's it like...? tMhutcan you seein this picture...? What's s/he doing? S/he's... Do you like...?What'syourfauourite...? How much is...? l'd like to book a room... How many nights? Singleor double?How many adults/children? a sea uiew? )uerlooking the pool? With balcony? With bath or shower? With a CouldI seeyour passport,Please? ls there a restaurant?Where'sthe bar/lifi? Where'sthe beach/postbox? I'd like to book an excursion... Do you sell stamps/maps?How much is this postcard? How was your holiday? What did you like obout it? What didn't you like? Wheredid you go? How did you get there?Who did you go with? Wheredid you stay? What was it like?
5.Examples: Suggestedactivitiesl SeeSection 3 in a Row; I Spy; Kim's Noughtsand Crosses; What's Shown on the Card?;A Questionof Languages; StoryTime. Countdown; Charades; Game; False; Guessing or True Game;Bingo;MatchingPairs; Two's Company.Qne of you is the hotel receptionist,another a guest.An appropriateselectionof cards is dealt to the guestto PromPt: a bookingby telephone an informationgatheringconuersationat the receptiondesksoon after arriual a number of complaintsthat the guest has, concerningroom, lifi, restaurant,etc. Lost Property. Reportlost items to a relevant authority e.g.,key, passport,camera,suitcase. Happy Families. Collecta set of belongingsas in the examplesabove. Fun with Functions.ExamPles: a Askfor/giue information,offerfacceptsomething,describewhat someone'sdoing, ask about/describe abouffreport ask an etplanation. placi, askaboutfstatea preference,makefreplyto a request,askfor/giue somethingthat happenedin the past, askfor/giue permissionto do something,expresshope,giue a make a erpresssatisfaction/dissatisfoction, warning, giue an apology,e.rpresssurprise/disappointment, complaint.
A d d i t i o n aal c t i v i t i e s : Survey.0f real or imagined favourite holiday destinationsand accommodation. Mix and Match: HolidaysCardsand Mood Spinner Holidays Cardsand QuestionSpinner Holidays Cardsand TensesSPinner
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ROUNDTHETOWN S u g g e s t el adn g u a g e : o
As in vocabularylists.
o
Other items in the pictures Roof, chimney, window, door, gate Contentsof rooms,shops,stores,stalls
A d d i t i o n alla n g u a g e : What is it? It's... Describe... What can you seein this picture? What is/are s/he/they doing? What's s/he thinking/ saying? What happensin a hospital,bank,school..? Is there a bank near here? Pleasecould you tell me how to get to the post ffice? I'll meetyou outsidethe bank... I liue near the castle,town centre... Do you like where you liue? Why/Why not? Is there a leisure centre here? What can you do there? How was your uisit to the castle? What did you like/dislike about it? Who did you go with? How much did it cost? When is it open?
Suggestedactivitiest SeeSection 5.Examples: What's Shown on the Card?; Line Solitaire; A Questionof Languages; Noughts and Crosses;3 in a Row; I Spy; Kim's Game; Bingo; Matching Pairs; True or False; GuessingGame; charades; I Said/TheySaid; Countdown; Story Time. GuessingGame.In this place you can buy... Chain Games. (Variation of I Went to Market) This morning I went and got some cashfrom the bank...uisitedmy aunt in hospital...tooka parcel to the post ffice... DIY Matching Pairs. 0n slips of paper write a sentenceappropriateto a place for another group to match up.Example: I had a game of table tennis.I boughtsome cereal.I took in mJ applicationfor an ffice job. Fun with Functions.Examples: Ask for/giue information, describewhat someone'sdoing, ask about/describea place, askfor/giue directions, ask aboutfstatea preference,makefreply to a request, askfor/giue an etplanation, ask aboutfreport something that happenedin the past, erpress hope, giue a warning, expresssatisfaction/ dissatisfoction,make a complaint, ask about/describea project. Mix and Match: Round the Town and Food and Drink Cards Round the Town and Leisure Cards Round the Town and Job Cards Round the Town Cardsand QuestionSpinner Round the Town Cardsand Mood Spinner
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8 Functioncards: skills transferof language Encouraging -
Many languageprogrammesare organisedaround topics.While this has many advantagesfor the learner, teacherssometimesfind that learners tend to associatecertain vocabulary and structureswith certain topics and need to be given opportunitiesto discoverhow languagethey have alreadylearnedcan be used in quite different situations. If learners are to develop fluency in the language, they must be aware, right from the beginning, that a little language can go a long way. 'risk-free' Using the materialsin this pack, togetherwith Function cards,Iearnerscan be provided with situationsin which to engageexperimentallyin the use of known languagein new, and perhaps unfamiliar, contexts.In so doing, they will build up confidencein their ability to cope with the unpredictabilityof languagein real life contexts. The sampleFunction cardsshown below will illustratethe potential of such an approach.
U s i n gf u n c t i o nc a r d s Examole1
Preparea card bearing the instruction:
Askfor informotion
Selecta set of cards or visuals which depict different situations in which a learner might want to ask for information. Thesemight include, from this book:
EEHEWW
Example 2
Mokeo request Preparea card bearing the instruction:
or Askfor help
Selecta set of cards or visualswhich depict different situationsin which a learner might want to do this. Thesemight include, from this book:
EEWHWW
A whole stack of Function cardsreflectingsituationsin the current topic can be made up for use with visuals from former topics covered,or from new situations.Hundredsof permutationsbecomepossible using just a few cards.
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Function cardscan be used at any level, provided that learnersunderstandthat there are various ways of saying the samething, and that what is important is to get the messageacross.For example:if the learnerhas cardswhich require her/him to ask for information about the hospital,and has decidedto ask for directions,he/shecould say: Hospital, please? Where'sthe hospital? Ercuse me, can you tell me where the hospital is? etc. Each student can thereforeperform at his/her own level. Oncelearnershave got the idea that languageis transferablefrom one situation to another,the teacher might, when introducing a new topic, explore with the classwhich functions might apply to the new situation and what languagethey alreadyhave at their disposal. While learnersare becoming accustomedto activitiesusing Function cards,one possibility might be to print the instructionsin their first language.Later on, instructionscan be printed in the target language.
Usingfunctioncardsto encourage learnersto say more In the examplesabove,single Function cards were used with a range of picturesdepicting situations. Another way to use Function cardsis to provide a number of them with a suitablepicture and to ask the learnerto use the ideasthus generatedto say as much as they can either about the picture or imagining they are in the picture. Example 1:With picture Round the Town 10 - In Hospital the learner,or a group of learnerscould be askedto producelanguagematching the following functions: Say what this is. Make a comparison. Saltwhat usually happenshere. Mention somethingyou like. Describesomething. Mention somethingyou don't like. Requestsomething. Say how you feel about it. Giue instructions. Make a wish. Once ideashave been generated,learnerscould be askedto give a talk or write a piece about a visit to the hospital,doctor or dentist.The sameset of Function cardscould be used with other locations. Example2: Using picture Leisure 16-At a Party preparea selectionof Function cardson the following lines: Askfor/giue information. Make an appointment. Describewhat someone'sdoing. Ask for/state a preference. Make/reply to a request Report an euentin the past. Askfor/giue permissionto do something. Giue some instructions. Persuadesomeoneto do something. Giue/acceptan inuitation. After brainstormingthis situation,learnerscould be askedto write a dialogueor perform a short scene.
A c t i v i t i easn dg a m e su s i n gf u n c t i o nc a r d s
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Many of the activitiesand gamesalready describedcan be adaptedfor use with Function cards.
o
Pagesof visuals can be photocopiedfor use in this way, with playersthrowing a suitably numbered dice to selectthe situation for which they are to provide the languageitem shown on the Function card.
o
of Function cardscan be used to prompt the compositionof dialogues. Sequences
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