basics
JillHadfield Jill Hadfield Charles adfield
Oxfordhasics
SimpleWriting Activities E LD D IT I T L L H A D F I EL E LD D CH C H A R L E S H A D F I EL
OXJ.ORD IJNIVERSITY
Oxfordhasics
SimpleWriting Activities E LD D IT I T L L H A D F I EL E LD D CH C H A R L E S H A D F I EL
OXJ.ORD IJNIVERSITY
Contents Foreword ALAN
MALEY
Introductlon Actlvities Greetings nd ntroductions 2
Thealphabet The alphabet
3
Numbers
4
Telling he time
5
Personalnformation nformation Countries
7
Nationalities Locatingobjects
9
Feelings
10
Families
tL
Colours
L2
Shapes
13
Partsof Partsof thebody the body
L4
Describing eople
15
Clothes
16
Rooms
L7
Furniture
18
In town
19
Directions
20
In the market
27.
Shopping
22
Foodand Foodanddrink drink
23
Leisure ctivities
24
Daily routines
25 26
lobs Housework
27
Abilities
28
Rules
29
Describing ctions
30
Describing ctions
Foreword There is a formidable range of materials published worldwide for teachers f Englishas ForeignLanguage. owever,many of thesematerials, speciallyhosepublished n English-speaking countries,assume hat teachers sing hem will be working with smallish classes nd haveabundant resourcesavailable o them. Also many, f not most, of thesematerialsmake mplicit culturally-biased ssumptions bout the beliefsand valuesof th teachers nd earners. This situation s ironic in view of the fact that the vastmajority of Englishasa ForeignLanguage lassrooms o not correspondat al to these onditions.Tlpically, classes re arge, esources re limited, and teachers av very few opportunities or training an professional evelopment. lso, he cultural assumptions teachers nd earners n many parts of the world may vary quite significantly rom thoseof materialswriters an publishers. This book is an attempt o addresshi situation.The authors present hirty lessons t elementaryevel,eachwith the sam methodological framework. The lessonsare explained n clear, accessibleanguage, nd none of them requiresophisticated resources.nstead, hey call on the basichuman resources hich all teachers nd earners ring with them to class. he language points coveredar ones ound in a typical elementary ourse, nd the topics are thosewhich form part of everybody'sdaily lives, or example, amilies,homes,an eisureactivities. Most importantly, however, he book offers framework for teacherswho lack training and support.The hope and the expectation s that such eacherswill begin by following eachstep of a lessonquite closely, ut, as heir confidencencreases, il adapt and add to the techniques resented ere, esponding o the particular needsand abilitiesof their learners. This is an important book: one of the few attempts to address he problemsof the'silent majority' of teachers orldwide who have little or no training, and few resourceso work with. ALAN
MALEY
Assumption University Bangkok,Thailand
lntroduction English s taught all over he world, by all sortsof teacherso all sortsof learners.S chools nd classroomsary enormously n their wealth and their provision of equipment.Learners revery different rom place o place.But, whatever he conditions which you ar working, there one resourcewhich is universal an unlimited: the human mind and imagination.This is probably he singlemost valuable eachingand learning esource we have.Nothing can replace t. In even he most'hi-tech environment,a ack of imagination and humanity will make he most up-to-dateand sophisticatedesources ee dull; conversely,h e most simple esources an be the most exciting and useful. We havebeen ortunate o spendquite a lot of our time working no only in hi-tech environmentswith computersan video,bu also n classrooms here here s little more than blackboardan chalk and someout-of-datecoursebooks. om of our most interestingearningand teachingexperiencesas Confuciussaid, teacher s'always teach;always eady o learn') havebeen not in the comfortablewell-resourced mall classrooms f a private anguage chool,but in classrooms hereonly the minimum of equipmentha beenavailable. qually, om of ou most memorable eachingexperiencesn'hi-tech' classrooms ave beenwhen we haveabandoned he cassette video or glossy coursebook nd go to work with that most precious esource all, the learners'ow experience nd imagination. Teachers ften have o usematerialswhich are out of date,or containsubject-matterrrelevant o their particulargroup of learners. or example,we havehad greatdifficulty explaining he conceptsof the fridge -freezerand microwave oven to Tibetans. the sameway, earnerswh havespentall their lives n northern countries might havedifficulty with an exercise rom an African textbookwhich asks f they preferya or cassava. over he last few yearswe havebeen rying to designmaterialswhich can be used aswide a rangeof teaching ituationsaspossible. The activitieswe suggest re as lexible as he human imagination creative; hey are'teacher esourcematerial'which teacherswill be able o adjust o suit their particular environment. n thinking about universallyapplicable,'lo-techmaterialswe havecome up with ist of criteria hat need o be met. The materialswill need o: be usable n largeclasses well assmall. be suitable or adult earners swell assecondaryearners, nd possible asilyadaptable o a primary context. be centredon th universals human experience. cover he main languageskills and have useful baseof grammar and topic vocabulary.
Introduction
be traditional enough be recognizableo all teachers, nd give them a senseof security,while providing communicative activities or learners. be non-threatening n the demands hey makeon learners. be teacher-based'resourceaterial'rather han books or learners. assume hat no technicalan reprographic esources re available, an be basedon the human resource ather han the technical. be culturally neutral,not context-bound,and thus flexiblean easilyadaptable y the teachers their own culture and teaching context. be flexibleenough o complementa standard yllabus coursebook.
SimpleWriting Activities This book contains hirty activities, esigned cc ording th criteria above, or developing he writing skill at elementary evel. Eachactivity ha hree main stages: Lead-in-This introduces he learners o the topic, and focuses their attention. Organizing exts-This stage rovidescontrolledwriting practice in preparation or freerwriting task. Creating exts-This stage ives he learners he opportunity to use he knowledge hey haveacquired n the previous wo stages producing text. The teacherprovidesa contextand a reason or writing.
Lead-in
aaaaaaaoaaaa*aaoaaaaraaa
Organizingexts
Writing is easierf the learnersar prepared or the task,and if their imaginationsare stimulatedbeforehand. he purposeof the lead-in to'warm up'the learners,n o ther words, o start he thinking about the topic and practisingsomeof the language hat will be neededwhen they actuallycome o write. aaaaaaaaaa
Th aim of this stage s to give he learners ontrolledwriting practicebefore hey attempt a freer writing task.This is important becausehe language f writing is different ro that of speech. speech, tterancesen to be short or incomplete,and the language sed s often colloquial,and may breakgrammatical rules.However,most written languages more formal and elaborate, nd follows certainconventions. The text organization echniques sed
this book areas ollows:
Introduction
Completion-The learners ill in the blanks n a text or crossword uzzlewith an appropriateword or phrase.T his techniqueca give earners ractice particular anguage oint, fo example, laceprepositions. Describing picture-The learnerswrite a descriptionof picture.They may then discuss he best order which to describe the different elementswhich go to make up the picture. This gives them practice organizinga spatialdescription. foining-Learners join words or sentences singa linking word, suchas'and'or'but'. This techniquehelps earners o develop he skill of linking ideas ogically and writing more fluently. Matching-The learnershave o match the two separate alvesof sentences hich arewritten in the for of tw lists.This technique helps earners o understandho sentences re constructedan which other words. Reordering-Sentences r textsare given o the learners muddled order and they have o rearrange he in the correct order.Reordering entencess useful or teachingword order,while reordering extshelps earners ractisechoosing logicalsequence for sentences. Substitution-In this techniquea basicsentenceramework written on the board.The learnercan vary this by choosing differentwords or phrases t certainpointb.This shows earners how a basicsentenceorm may be usedwith slight variations express number of differentmeanings. Writing from notes-The learnersare given notes expand nto text. This gives hem practice n arranging heir ideascoherently.
Greating exts
It is difficult to write when you don't know who you are writing to, or why. In real life we alwayshavea reason or writing: for example, o answer etter,preparea shopping ist, or makenotes for a talk. In the classroomhere s often no apparent eason or writing beyond'The teacher ai do this for homework'. f, however,you provide the learnerswith a context for creating a written text,yo can make he task much more concretean interesting. here s a wide varietyof techniqueswhich you ca use.Th oneswe haveused n this book are as ollows:
:i:
Writing from a picture-The learnersus picture asa startingof point for creating text. Responding o a text-The learnersare given a text to read before they write, for example poem or etter.Th text actsasa source of inspiration,and usefulwords and phraseswhich they canus their own writing. Alternatively, hey may be asked o use heir
lntroduction
ow texts rom the'Creating exts'part of the lesson. Surveyan report-In this technique he writing task preceded by a speaking ask n which the learners ave gather nformation from eachother and use to write a report. This gives hem somethingconcrete o write about,and a definitepurpose writing. Visualization-The learners lose heir eyes nd visualize scene which yo describe them. They then write about th scene hey have magined.They may sharewhat they havewritten with another earner. Learners an alsoact aseachother'saudience. his is the most immediateand direct way of providing the writer with reader. There arevarious echniqueswhich can be used: Write and do-The learnerswrite texts, or example, letter, series f instructions,or a descriptionof a scene.O ther learners read hem and respond n an appropriateway, or exampleby creatinga tableauof the scene. Write and draw-The learnersdraw a picture and write descriptionof it. They either pass heir description o another learnerwh ha o draw a picture of it, or the picturesan descriptions re put up in the classroom nd the learnersmatch them. Write and guess-The learnerswrite a descriptionor riddle for others o read and guesshe personor objectbeing described. Teachers ften se writing for homework,and someof th activities n this book may be given or homework time is short. However, hey are reallydesigned o be done n class, o that yo can circulatewhile th learnersar working, supply anyvocabularlthey need,and corrector explainany mistakes s hey arise. t is also an advantage or learners receive mmediate feedback rom on anotheron their writing.
Materials
A wide variety of text types s used n this book. These nclude descriptions, arratives, eports, nstructions, ists,poems,an letters.T his helps provide nterestand equips he learners o deal more effectivelywith different kinds of writing. Many activitiessuggesthe useof poster.This is simply a text written out in large etters, r a picture,on a big sheet paper. you prepareposters efore he lesson,t means hat you do not have he time-consuming askof writing or drawing on the board while the lesson s in progress. his is a particularadvantagef you are not very confidentabout your drawingskills. alsomeans hat
Introduction
yo will not have o write out the text,or draw th picture,again the next time you want to use t. Ifyou decide o useposters,ry to find a cheapsourceof sheets paper. n Madagascar,or example, he teacherswe worked with found the sheets f paper used or wrapping vegetablesn the market were deal or making posters.A good way to fix posters the board to pi a length of string along he top of the board ike a clothes-line. ou can hen us clothes-pegs pi your posters the string! An alternativeo drawingson posters drawingson smallerpieces of card (but still largeenough or all the learners o see).Thesear usuallyknown as flashcards'. hey are used 1l 'Colours' and 24 'Daily routines'.
Gorrection
After someof the activities ou will want to correct he learners' work in order to give hem feedback bout heir progress. can be very discouraging or learners f their work comesback covered n red ink, and this can havea destructiveeffect on their creativity, enthusiasm, nd confidence.n addition, f everymistake corrected y the teacher,his robs he learnerof valuable earning experience-how to spot and correct heir own mistakes. ou ca reduce he'big red pen' effect,an help learners o self-correct using he following strategies: Working with learnersas hey are writing, supplying vocabulary an pointing ou mistakes. Getting earners o work togetheror readeachother'swork and help eachother with mistakes. When you correct earners'work,us symbols n the margin to indicate hat there s a mistake n that line rather ha correcting the mistakeyourself. t is then up to th learner o work ou what wa wrong, and what the correctversionshould be. Usefulsymbols are: well done organization
Sp spelling tense preposition word order
lntroduction
A
article
Ag
agreement singular/plural, tc.) punctuation
V
vocabulary
Gr
other grammar mistake
You may not want to correcteverymistake n learner'swork, but prefer o concentrate n one specificareaat a time, for example, tenses, pelling,or prepositions. you adopt his system ou will need o give earnersa little time after you hand back heir writing tasks o work out what was wrong, write in the correct version, and askyou for help if they still do not understand.f most of the classmade he sameor similar mistakes, ou may want to devote lessonor part of a lesson o remedialwork on this area.
Building lesson There are four companion books to this one,PresentingNew Language,SimpleListeningActivities,SimpleSpeaking ctivities, and SimpleReadingActivities.AII of thesealso contain thirty activities,and in all five books the topics and the language presented nd practised orrespond.S o, or example, ctivity I in all five books about'Greetings nd ntroductions'and activity 30 is about'Describingactions'. he activities n eachbook are graded, ollowing a basicstructuralsyllabus. his means hat you ca designyour own lessonor sequence lessons singmaterial from any,or all, of the books,dependingon your learners' eeds and the time available.
Activities
Greetings nd ntroductions LANGUAGE
Organizing exts:completion. picture.
TECHNIQUES
MATERIALS PREPARATION TIME
Hello. My name's What's your name? Nice to meet you.
GUIDE
Lead-in
The dialoguebelow; he picturesbelow,on postersor on the board. Prepare he poster f you are usingone. 30
Walk around the class ntroducing yourself to the learners.Use Pu up thesepictures.
Hello. namos Be"ur. Mq noru"ts Niceto neefgort. \itr."tb3our
Ni."to \- +ooY
l- mecl-uorr
Tell he learners o repeat dialogue.T hen cover,or ru out, the names, nd get he learners repeat he dialogueagain,using heir own names.
Organizingexts: completion
3
Write this gappeddialogueon th board: Oen.- y o u r KATE My name'e
Ask the learners
Nice
meeN-.
copy he dialogueand fill in the gaps.
Greetings nd ntroductions
Cleatlng texts: writing fiom a picture
aaaaaaaaoeaaaaaa
Gomment
4
When everyonehas finished, write in the missing words on the board and ge he learners o check heir work.
5
Put up these ictures.Get he earnerso copy hemand o write in th dialogue.
6
Ask one or two pairs of learners o read out their sentencesnthe correct order, one taking Ben'spart and the other Kate's get them to use heir own names f they prefer).
aaaaaataaaaaaaaaaaaaaaotaaaata
If appropriate,change he names o more familiar local names.
L A N G UAGE TECHNI QUES
MATERIALS
PREPARATION TIME GUIDE
raaaaataaaaaaa
Lead-in
aaaaaataaaoonaaaa
The etters th alphabet. Organizingexts: eordering. Creatingexts:writing from picture.
The umbledwordsbelow; hepictures elow, n posteror on the board. Prepareheposterfyou areusing ne. 40 minutes. aaaaaaaaaaaaa
7- Spellout this dialogue i.e.pronounce achetterseparately): n-a-m-e'-
H-e-l-lW-h-a-l'-s
y-o-u-r
n-a-m-e'-e
D-e-n.
n-a-m-e? K-a-t,-e. y-o-u.
N-i-c-
Tell he learners pu up theirhandand ell the classwhen hey guess woro. aaaaaaaeaaaaaaaaaaaaaaaaataa
Organizinge xts: leoldeling
aaaaaaaaaaaaaonaao
Write heseumbledwordson the board: LOLHE
CEIN
TEME N/EAN'9 OT
YM
OY
AMNE
TEKA
YM UYOR g'THWA E9'MNA Divide he earnersnto pairs,A andB.AskA to look at the iumbledwords the irst columnand o sort hem out. B shoulc do the same or the second olumn.
alphabet
4
Creating exts: wdting fiom a pictule
When they have inished, askA to dictate his or her words to B, who should write them down. Then get B to do the same or A. Tell them to make a dialogue from the words.
Put up these ictures:
Tell the learners o copy the pictures and write the dialogue n the sPaces. Get learners o compare their dialogueswith others n the class.
Gomment
Learnerscan write their own dialoguesusing different names,and dictate them to one another.
Numbers LANGUAGE
Numbers. Organizing exts:completion. Creating exts: esponding o a text.
TECHNIQUES
MATERIALS
PREPARATION
TIME GUIDE
The crossword elow a blank versionwith cluesand a versionwith answers, n two posters; he poem below,on a posteror on th board; examples f the objects n the poem. Adapt th poem if necessary. ake the crossword osters, nd the poem poster f you areusingone. Collect examples f the objects th poem. 50 minutes.
Lead-in
1,
Give he learners om simple'mental arithmetic'with numbersup to 20. For example,ask hem to ad 6 and4, and t8 and 2. Yo could make his into a competition between wo teams f you like.
Organizingexts: completion
2
Put up the blank versionof the crossword.M ake sure hat the learnersunderstandhow to fill in a crossword.
Across 6x b+11 7 b-7 O 3x5 I 3x3 12 20-3 15 6x3 16 7x2
Down 1 16-3 1O+1 3 3+4 5 5x2 10 4x 1Ox2 12 12-6 15 BxZ 716 2x2 Tell the learners o copy he grid, but not the clues. Ask them to complete he crossword n their own, and then compare heir answers pairs. Pu up the versionwith answers.
T2
Numbers
aaaaaoaaaa
aaataaaaaaaaaaaaaaaaaaaaaaaaoa
Creating exts: respondingo a text
Pu up this poem. (I necessary,hange omeof the objects o thoseyour learnersare more likely to have n their schoolbags.) ln 1am's echoolbag Enqlieh ook, MO wooden ulers, THREE laeenolebooke, FOUK lackpene, FIVE hocolaLe iscuits, paVer ankiee, 9EVEN caoeettee, EIGHT oloured encile, NINE ickeL6, TE oiicky sweels, Show he classan exampleof eachobject n the poem,and ask he learners o identifr it. Tell them they may use heir own language they don't know th word in English. 7
Read he poem,holding up an exampleof eachobject asyou read each ine. Ge the class o read he poem n chorus.Then as or volunteer to come out and hold up eachobject as he restof the class ead th poem.
9
Ask the learners o tell you about other things they have n their schoolbags. el hem they may use heir own languagef they don't know th word in English.Translateheir suggestionsnt English an write them on the board.
10
Ask the learners o write a poem like'In Sam's choolbag',alled'In my schoolbag'.
Tetting LANGUAGE Wh at time is it? It's
o'clock.
Numbers. rECHNreuEs
Organizing exts:completion. Creating texts: responding to a text.
MATERIALS Notesand clock faces, postersor on th e board; diary pages, n a posteror on the board. pREIARArroN TrMEGUrDE
Lead-in
L
Ifnecessary, dapt he notes o suit your learners'ages nd cultures. Prepare he posters f you areusing hem. minutes.
Revise imes by drawing a clock faceon the board, drawing in the handsat different times, and asking he learners o tell you what time it is.Use: What time is it? It's
Organizingexts: completion
2
o'clock.
Put up thesenotesand clock faces: )ue, see
afuerschool
Helen, eeNyou llhe cinema f, Tom,meetrm e or lunch Jamee, he meeNinq
T4
. Helen
James
Tellinghe ime
(I necessaryeach'see','school','meet','cinema','lunch', nd 'meeting'.) Tell the learners o match the notes and the clock faces. 3
Get the learners o copy the notes and write in the times in words.
4
Check the answerswith the whole class. Put up thesenotes: 1am,
atthe
Tom,
afLer me or
)ue, Helen, he 6
at eiqhN 'clock.Tom. ou o'clock. at lwelve itleen. Helen.
ie al ten lhirty. Mark.
Ask the learners o copy the notes and fill in the gapswith appropriate vocabulary tems from the first set of notes. Check the answerswith the whole class.
Creating exts: respondlng o text
Put up thesediarypages: Meet 1am. Teaaeue inema. ilm-b.l5. elina-3.2O.
el Tom.
Dinnerwilh James.HuanaShan eslauranN -7.30. Arranqe o 6ee 7ue after work-6.OO Casablanca afe. Tell the learners o write notes o Sam,Tom, Iames,and Sue making thesearrangements. Ask some earners o read out their notes o the whole class.
tlA
Personalnformation
LANGUAGE My name s Iam-. Iama am from live at My hobbies are
and -.
TEcHNreuEs Organizing exts: eordering. Creating texts: responding o a text. MATERTALS Jumbledsentences;e tter,on
posteror on the board.
IREIARATToN Prepare he poster f you are using one. TrMEGUIDE 40 minutes.
Lead-in
L
Ask the learners f they have,or haveeverhad, a penpal.Ask some questions bout their penpals, or example: What is his or her name? Where
he or she rom?
aaaaaaataa
aaaaaaaaaaaaaaaaaaaaaoaaaaaaaa
Write these umbled sentences n the board:
Organizing texts: reoldering
name
John
live aN79 AbbeyKoad )eneqal learner l'm
hobbies re my dancinq wimminq Tell the learners o write them out correctly. Remind them that eachsentence hould begin with capital etter and end with full stop.When they have rnished, et hem to compare heir answers in pairs. 3
Ask individual earners o readout their answers
the whole class.
Personaln formation
aaaaaaataaaaaaaaaaaaaaaaaalaataoaaaataaaaaaaoa
Gleating texts:
respondingo a tex
Pu up this etter: DearVenpal, nf,roduce yoelf. yearoold. name'e anjayJhabvala. I'm rom lndia. poolman, I live
25 City Koad,Delh|
hobbiee re cyclin4 nd ootball. Wrile and ell me
aboul youreelfl
Ask the learners rewrite the letter,putting the sentencesn betterorder (name,age, ountry,address,ob hobbies).Draw the letter layout below on the board and tell them to follow it.
When the learnershave rewritten the lettet ask hem to write reply, elling the penpal all about themselves.
r\-/t Gountries LANGUAGE 'Countries' fo example, ndia, Greece, apan) and'food' (for example,curry, pizza, hamburgers) vocabulary areas. is/ are rom -. rEcHNreuEs
Organizing exts:substitution Creating texts:responding o a text.
MATERTALS Substitution ab le,on a posteror on the board;menu, on a poster or on the board. pREpARArroN Prepare he posters f you are using hem. TrMEGUrDE 40 minutes.
Lead{n
1,
Ask the learners f they have ever tried any of the fbllorving: curry, pizza,hamburgers, ushi,or chop suey.As them if thev know which countries hesekinds of food come rom.
Olganizing texts:
2
Putup thissubstitutionable.
substitution
Tizza
ta
lndia.
Chopeuey
Greece.
Voueeaka
Ja?an.
Goulaeh
Italy,
lamburqero
China.
Curry
Hunqary.
Suehi 3
from
U)A.
Tell the learners o match the countries rvith the kinds of food, and then write sevencorrect sentences. Check the answerswith the whole class.
6;;;il;;'i;i;;'''''''''''';'';; ;; ili, ;;,, respondlng to a text
N TERNATTO\,A,, =3-irRANT. webomeNo TheRENDEZVOU9 From taly, ry our aoty Vizzae. rom wilzer.a.a, ne vrinq fondue. romGreece, oussaka. mm.Oelicic-e. epecialily Turkey, ebabe. nd rom Thailand, picy curry.
Countries
Explain any new vocabulary or example,'tasty','fondue','delicious', 'speciality','kebab',nd'spicy'. Put the learners n pairs and ask hem to discusshow discusshow they would lay out the menu to make it read and look better. Go round and help them while they are doing this. Collect suggestions rom the classand classand write up a new more attractive menu on the board. Ask the learners what they would choose o eat. Put the learners n groups of three or four and ask them to design their own international menu. When they have have inished, get them to swap menus. Each group discusswhat they would choose rom their new menu. should then discusswhat Write thesespeech thesespeech ubbleson ubbleson the board if you think they need suPport:
Mmm. think l'll Whal about you?
eounds elicioue.
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaoaaaaaaaaalaa
Comment
If appropriate, hange ood items and their countries of origin to suit your learners'culturean learners'culturean general nowledge.
Nationalities LANGUAGE 'Countries' fo example,Canada, C anada, apan, China) and'nationalities' (for example,Canadian, example,Canadian, apanese,Chinese)vocabulary Chinese)vocabulary areas. TEcHNreuEs
Organizing exts:completion. exts:completion. Creating exts:responding exts:respondingto to a text.
Listsand sentences,n posteror on the board; etters,on MATERIALs Listsand sentences,n a posteror etters,on a poster or on the board. eREIARATIoN Prepare he posters f you ar using hem. TrMEGUrDE TrME GUrDE 40 minutes.
Lead-in
1,
Ask the learnersabout learnersabout the nationalities of famous peoplethey people they are likely to know; for example,pop example,pop stars,sportsmen stars,sportsmen and women, and political eaders.
Otganizingexts: Otganizingexts: completion
2
Putup Putup hreeists, hreeists,or or example: Country
Nationality
Languagea
Canada Japan China Mexico )witzerland Thailand Venezuela Morocco Rueeia
Venezuelan 9wise Canadian Thai Japanese Kueeian Moroccan Chinese Mexican
French, erman, nd talian SVanieh )oanish Frenchand Frenchand Enqlieh Chineee French Arabic Kussian Japanese Thai
fuk the learners 3
match country nationality, and languages.
Put up somegap-fill some gap-fill sentencesike sentencesike the ones below Tell the learners to copy them, filling in the gapswith gapswith words from the lists: Carlos s
comee rom Acapulco.
RonqRonq RonqRonq e Aeqonio Jameo Maria e
the lives Shanqhai. He ivee Caracae.
-from
Monlreal. eopeako e opeako
and comeo rom Luqano.
Jamila -,from
opeako
Marrakech.)he peaks
Nationalities
Creating exts: respondingo respondingo a text
4
Putup Put up theseetters: theseetters:
I likemusic likemusicand and frlme. soeak My name'o ean.l'm yeareold.I'mCanadian. old.I'mCanadian.live live Avenue e Ternes, ontreal. aboul vou?Lel me me nlroduce mveelf.
Hellol I live n thanqhai, biqcily biqcily in he easl of -.I'm Chineee. My hobbieo readin4 nd badminton.like badminton. likeEnqliohl opeak Enqliohlopeak a little Enqlieh. name'e onq Lin. about vou? Explain that the sentencesn sentencesn both letters are the wrong order. Go through the first one with the whole class,asking class,asking he learners reorder he sentences. Get them to do the samewith samewith the other letter, working on their own. As fo volunteers o read out their letters o the rest of the class. Suggest orrections necessary. Ask the learners o chooseone chooseone of of the two letters and write a reply to it. They can use anguageand anguageand sentence atterns from the letters to help them.
Gomment
aataeaaaaaaaaaaaa
If you feel that your learnersare not familiar with the ones prese.rt"dhere, prese.rt"d here,substitute substitute different countries and nationalities, and adapt he letters.
21
Locating biects LANGUAGE
'Everyday bjects' fo example, ag,vase, ose) and'classroom furniture' (for exampleboard, chair, able) vocabularyareas. Placeprepositions fo example, n, next to, near). Organizing exts: eordering. Creating exts:write an guess.
TECHNIQUES
Fivesentencesbout objects n your classroom; escription,on a posteror on the board.
MATERIALS
Prepare he sentences;repare he poster fyou ar using one.
PREPARATION TIME
Lead-in
GUIDE
7,
40 minutes.
Write the first parts of the sentences boutyour classroomn a column on the left-hand sideof the board and the secondparts jumbled order on the right-hand side, or example: blackboard My ba6 o able s
on he chair. nexL he door. near window.
As th learners o match the two parts o make sentences describing he classroom.
Organizingexts: leoldering
22
2
Put up this description: The oom e he lable ie a va6ewith one ed rose n it. There r,wowindows ppooite he door. quibebi7. Lanqinq someballoone, Nhe eilinq,ver he table ou'. 6) 1eLween Next o lhe cake a card eayinq'l vase s a biqcake. windowss r,able. ln fronL
Locating bjects
Ask the learners o read he text. Explain'vase','rose','balloons', 'cake', nd'card' f necessary.sk them what is going o happen n the room. 3
Get them to start drawinga picture of the room.Ask them ho th text could be reordered o make t easier. umber th sentences and get he learners o decidewhat the bestorder would be to make he descriptionclearer. Go through heirsuggestions hen heyhave inished 2,3,6, 1,7, 4 is best, hough 2, 3, 6, 1,7,5 is possible). earners if any of the sentencesan be joined with-and'.
wlite an guess
5
Tell he learnersa riddle about an object n your classroom nd as them to guesswhat it is, for example: It's next to the windoq on the wall above he table.What is it? anotherexample: It's on the table next to the door. Ge the learners o write five similar riddles about objects n th room, without mentioning the namesof the objects. When they have inished,pu the learners n pairs an ge hem to read heir riddles o eachother.Their partnersshould guesswhat the objectsare.
I
Ask for volunteers o readon of their riddles o the wholeclass. and et the class uesswhat the object s.
23
Feelings LANGUAGE 'Feelings'vocabulary re
fo example, ot, thirsty, h"ppy).
And, or, but. rEcHNreuEs
Organizingtexts:joining. Creatingtexts:surveyand report.
MATERTALs Notes;a list of eight o ten adjectivesn the'feelings'vocabulary area. pREnARATToNPrepare our ist of adjectives. rrME GUrDE 40 minutes.
Lead-in
7.
Ask a few learnersabout their feelings, or example,'Areyou happy?Write their answerson the board in the following patterns: [Name] [Name] sn't [Name]
or
For example: Vark ie hoN nd hirely. Anna sn't anqryor bored. Kale is hunqry haVpy. 2
Explain hat'and'is used join two feelings hat ar similar, or negative entence'or' example, wo bad onesor two good ones. is used nsteadof 'and'. But' is used join two contrasting eelings.
#,ii. l;;;;;;;' onhe oard:
6;;;;i;i;;i;i;;1iliil''i''
Timlhunqrylthirety Marial not anqrylcold Annal ired/ NhirelylhaVpy tsenlLiredl exciled 1aral Liredlbored As th learners o expand hem into sentences sing'and','or',or 'but'. 4
24
Ask the learners make two sentences, ne to describe hemselves and the other to describe he person sitting next to them.
Feelings
aaaaaa
aaaaaaaaaa
aaaaaa
Greating exts: suryeyan report
5
Write the'feelings'adjectivesou havepreparedon the board.As th learnersquestions bout their feelings sing he adjectives,or example: Who is huppy today? How many of you are hot? How many of you are cold? Write the totalson the board, or example: Ha?py Hot Cold bored An7ry
6
37 O O
Tell the learners
write the results as a survey, or example:
ClaeeThree oday, hirtry Veople re happv. hirIy oeven peoVle hot, bul one ?eroon coldlNo-one boredor an6ry.
1-0
Famities
LANGUAGE 'Families'vocabulary re
fo example,m other, father,brother).
On the right; in the middle; on the left. He/she'sarECHNreuEs Organizing exts: eorde ring. Creating exts:writing from picture. MATERIALS Photographs learners' amilies;board drawing of your family; description,on a posteror on the board;sentencerames. pREIARArroN At the end of the previous esson, sk he learners o bring a photographof their family to the next lesson.M ake a sketch or board drawing of your family.Spenda little time preparingwhat you're going o sayabout eachmember of your family.Prepare he poster f you are using one. TrMEGUrDE 40 minutes
Lead-in
L
Draw picture of your family on th e board.As you draw, alk about eachmember, or example: This is a picture of my family. This is me ldraw sefl -in the middle, ook, and here s my husbandstandingnext to meldraw husband)On the right are my husband's arents. draw parents) This is his mother,and this is his father.They'reboth teachers .. etc.
Constructing exts: leoldering
Pu up this text: This
weddinq h o b o .
On he left, now. 7\
(4
my molherand father-bolh 65
retired
That'sus-in the middle f the pictrure. Next o brolhere-Vichael and his wife parenle Hu4h hie wifeAnne. Jill,
dffi frHgE aB'$
."S* %d
Families
Michael
enqineer,
Huqh ndAnne
bothdocfors.
aLher-in-lawe my wife'o iot'er, elicily'
Nexi o oaoy
Next o Felicily, n 'he ar riqht of John. cousine, Al the end Nh sisler Susan'
nex| o tlugh, e
VicIure,
wife'e
ourprioe ueot'-my
riqht' e my wife'oamily-her mother et'anding exN oher'
ather
euean iveen America, u| ehecameover or Nhewedding' Ask the learners read the text and to try to draw the photo. Ask them if it would be easierf the sentences er n differentorder. Discuss ow the text couldbe betterarranged that th reader can visualize t better. Get the learners o write down the order they think would be the clearest. 4
.' ".;"
;;;iil;'t;;il;' writing frOm picture
Collectsuggestionsrom the class.W orking out from th middle ight (1,3,2,4,5,8, L0,9,6, and hen owards towards (1 3, 9, 6,7,2,4, owards or towards right and 5, 8, 10) areprobably he best.
o use *'i. ;h;;;;;;;".. frames heboard.ell he earners boutheirphotos. them o writesentences iqhN. ie on n
lefl, middle f the phoNoqraph.
behind ie mY
fronN Hiel
name
Hel ehe's I'el she's 6
Get th learners o work in pairs,describing heir photographs eachother.
27
cotours LANGUAGE
'Colours'vocabularyarea fo example, lue, red, green). What colour is the -? It's -. Organizing exts: eordering. Creating exts: esponding o a text.
TECHNIQUES
Eight flashcards the illustrationsbelow;poem with lines n jumbled order,on a posteror on the board;poem with lines n the correctorder,on a posteror on the board.
MATERIALS
Make he flashcards.Make the posters yo are using hem.
PREPARATION TIME
G UI DE
L
50 minutes.
Hold up the flashcards ne by one,and ask he learnerswhat coloureach hing s.
Fix the flashcardso the board n a row.Write the nameof each colour above he picturesand the nameof each hi ng below t. For example: blue re eea apVle Pu the learners n pairsand ask hem to think of asmany other thingsas hey canwhich are he samecoloursas he things on the flashcards. upplyvocabulary f they need t. Write the learners' uggestionselow th flashcards.
Organizingexts: reordedng
Teach hesewords with quick sketches n the board:'rose','poppy', 'swan',pear',grass',c loud', fountain',barley',clouds', nd twilight'. Someof the things may be unfamiliar to your learners.us explain that they are English lowers/birds/ fruit/ crops. f yo can, ry to find a local flower, fruit etc. hat is similar.
Colours
.-n- #*
Pu up this poem.Explain hat the lines the left-hand column are already n th correctorder,bu those n th right-hand column are n jumbled order.Also tell the learners hat th poem rhymes. What
pink?
WhaN pink? rooe pink founlain'e rink. What ie red? Voppy'o ed What, blue? heoky e blue Whatrs white? ewan EwhiLe WhaI e yellow? eare yellow Whal e qreen? qraoo qreen WhaL s violet? loude violel Whal ie oran1e?Why, n oranqe Ask the learners
Creating ext: respondingo a text
;'
e a i l i n q he liqhL. barleybed. ln he eummer wili4ht.. Juet, oranqel Where heclouderoat hrouqh. Kichand riVeand mellow, WiIh emall lowersbelween.
pu th lines n the correctorder.
;;; ;;;;;; with the lines the correctorder. (I is by the Victorian poet, Christina Rossetti). What a pink? WhaN Vink? rooe e pink lhe founLain'erink. WhaN red? poppy'e barleybed. Whal e blue? heoky e blue Where clouds loat hrouqh. WhaNo white? ewan s whiLe Sailinq Lhe ight.
yellow What yellow? ears Kichan riVe mellow. What e qreen? qraoo qreen With emall rowere elween. What,s violetr? louds violet ln rhe ummer wilight. WhaL orange? W hy, n oranqe Justr n oranqel
Ask the learners o write their ow poem on the samepattern, using he words and deas he collected n the Lead-in.Show hem ho the pairsof lines shouldbe structured: Whatr Tell hem that their poemsdon't have o rhyme! As for volunteers o readout their poems o the restof the class.
29
L2
shapes
LANGUAGE
'Shapes'fo example, quare, ound, long) and'colours' (for example,brown, red, black) vocabulary areas. And, with. Organizing exts:substitution. Creating exts:write and guess.
TECHNIQUES
Exercises,
MATERIALS
Make the poster f you are usingone.
PREPARATION TIME
Lead-in
poster
GUIDE
7.
40 minutes.
Describe wo or three of things in the room, for example: It's squareand brown with four legs. It's small and round and red,with money nside. Get the learners
Organizingexts: substitution
2
guesswhat you are describing table,purse).
Write substitution table on the board like the one below.Ask the learners o write five sentencesrom the table. pencil 000Ke
a??te ar bananas blackboard 3
tonq 6quare round
red. Ihick. black. yellow. Ihin.
Go round the class nd check he learners'work.
shapes
Pu up theseexercises:
Greating texts: write and guess
Ioin theseshort sentencesnt on
ongersentence sing'and':
Itr'o ellow.l'o lonq.l|'ecuryed. lL'sblack.lt'o quare.ll'o lL'e ound.lL'efaL.lt'eeilver. Join these hort sentencesnto one onger sentence sing'with': It'o on6
round.lt
ll'e lonq veryNhin nd eilver.ll veryomallholeat,Ihe oLher. lt's round
qold. t hae hole n
pointed poinlal one
and a
middle.
Ask the learners o do them. 5
Check the sentences ith the whole class.Ask the learners f they ca guesswhat the objectsar (A banana, oard, coin; pencil, needle, ing).
6
Put the learners nto pairs and ask hem to make up some riddles of their own like the ones n the exercise.
7
When eachpair has made up at least wo riddles, oin the pairs into groups of four and ask hem to read out their riddles for the other pair to guess.
13
Parts f
LANGUAGE
'Partsof the body'vocabu laryarea fo example, oot, head,knee).
TECHNIQUES
MATERIALS
PREPARATION TIME
GUIDE
body
Organizing exts: oining. Creating exts:write and draw Drawing and descriptionof a robot, on a posteror on the board; tw pieces paper or eachof the learners. Make he poster yo are usingone. 40 minutes.
Lead-in
Call out partsof the body, or exam ple,'Foot!','Head !','Knee!'Tell th learners point to tha t part of their body,asquickly as hey can. ncreas e our speedasyou go on.
Organizingexts: matching nd oining
Put up thesepicturesan descriptions nd ask he learners match them.
1 T h i s o b o L a s a q u a r e e a da n d a r o u n db o d y . l l oarme leqo rectanqular. has rian7ular ande eel. T h i s o b o l h a e lrian7ular ead.ltsb o d y o a q u a r e round r e c l a n q u l a re q o . 3 T h i e o b o l h a s r o u n dh e a d reclanqular and eqe.
lrianaular o d v .l has
Partsr he ody Check he answerswith the class. 1-B, 2-C,3-A). Put up this robot and the description of it.
body o reclanqular Its hande Lrianqular
and
round yee ndaf,rian7ular mouTn.
wilh
it, has en finqeroon each hand.
The obol hao oquarehead
hae our arms le4o,
Lhree
Ask the learners o match the sentence alv esn the description, joining them with'and' or'with'. 5
Ask them what they think is the best order for the sentences make a description of the picture. This is probably: The robot hasa squarehead with round eyesand a triangular mouth. Its body is rectangularand it has four arms and three legs. ts hands and feet are triangular and it has ten fingerson eachhand (i.e. describing rom the top downwards).
Creating exts: wdte an dlaw
6
Give each earner two sheetsof paper.Tell them to draw their own robot on one sheet, nd to write a descriptionof it on the other.
7
When they have inished,put them in pairs. Tell them to give the description, but not the drawing, to their partner. Their partner should read the description and try to draw the robot. They can then compare heir drawings.
Describingeopte
1r4 LANGUAGE
Organizing texts:writing from notes. Creating texts:visualization.
TECHNIQUES
MATERIALS PREPARATION TIME
'Describingpeople' fo example,all, slim),'parts of the body' (for example,hair, face,nose), and'colours' (for example,blonde, blue, black) vocabularyareas.
GUIDE
Policeposter,on a poster or on the board. Make the poster
you are using one.
40 minutes.
aaaaaaaa.aaaaaaaataaaaaaaaaaaaaaaaaaaaaaaaaaaa
Lead-ln
L
Ask the learners o close heir eyesand to think of a famous person.Tell them to think of what the person oolcs ike. Then they should open their eyesand describehim or her to the person sitting next to them, who should try to guesswho it is.
2
Put up this police poster and write the notes beside t on the board:
aaaaaaaaaaaoaaaaaoaaaaaaaaaaaaaaaoaaaaaaoaaaaa
Organlzlngexts: writing fiom notes
Lall elim lonqcurlyblonde round blueeyee lonqnooe blackdreee
eopre Describing Write this outline description on the board. Ask the learners expand he notesbeside he poster nt a descriptionbasedon the outline: Tolice lookinqor a woman ael seen n a red car nearWesI StreeL. -heiqhr -ehaVe -hair -eye5 -no5e -cloNhee. Anyone eees he wom an hould onlacN he police immediately, Ask some earners o readout their descriptions.D iscussdifferent ways of describing he woman, for example: The woman is tall and slim with long curly blonde hair, a round face,blue eyesan long nose.Sh wearing black dress. The woman is tall and slim. Shehas ong, curly blonde hair and a round face,with blue eyesand a long nose.She s wearing a black dress.
Creating texts: visualization
5
Ask the learners visualize heir idealma or woman.As them what he or shewould look like. (With youngerchildren you can ask hem to imagine a iry-talecharacters,or example, prince or princess.)Elicit somevocabularyan write it on th board. As learners o write a short descriptionof th person. Pu the learners n pairs,or groups of three, o compare heir descriptions.
8
Ask the groups to report back to the class, or example: Sara's deal ma is tall and dark, but mine is blonde with a beard.'
ctothes LANGUAGE 'Clothes' for example, weater,acket, eans),'colours' for green,blue), and'describingpeople' example, tall, small, fat) vocabulary areas. TEcHNreuEs
exts: eorderingan Creating texts:write and do.
MATERIALS Sentences,n a posteror on the board; bag of clothes or dressing up as obbers;anotherbag,marked'money'. eREIARATToN
ar using one.Prepare he clothes.
TrMEGUrDE 40 minutes.
Lead-in
Organizing texts: joining
7- Divide the class nto two teams.Chooseand sayan item of clothing that one of the learners s wearing, or example,'a ed shirt'.Th team to say he name of the person that item gets point. Continue or about ten items of clothing.You can et a volunteer rom the class all out items of clothing.
Put up these what they think the best the sentences ould be Tell hem to write out the sentencesn the bestorder,and to combinesomeof them with 'and'. olher had
eweater. qreenacket and blueeane.
3 lle had 4 | eaw wo younq o'clock. 5 DoLh
ow
werewearinqrainers.
ol,herwas smaller nd alLish. Nall. elim. Doth
brown air.
eLreetat, abouL
ctothes 3
Creating exts: write and do
Put them in pairsan ge hem to readeachothers'descriptions. Collectsuggestionsro the class nd agreeon the bestorder fo 4,8, 7,6,9,2, 1,3,5 is probably bestorder. sentences. and 3 can be combinedwith'and'. and so can 7 and 8.)
Tell he learners hat yo needsomeactors,an ask or four or five volunteers. sk them to come outside he door with you. Tell hem that they arebank robbers,and that they aregoing o act out a robbery. Give them the bag of clothesyou havebrought in, and ask them to disguise hemselves.he can alsoswapsomeof their own clothes f they ike. Then tell them that the classroom a bank,an that you are a cashier. ou will be sittingat your desk.After one minute they should run in and demand money.You will give t to them, and they should ake and run out again. Go back nto the class nd tell them,'Thisis a bank and I am the cashier.'Ask few earners o comeup and stand n queueat the desk.Pretend o be dealingwith the first'customer'whenth 'robbers'run When the'robbers'have aken he money and goneou again,as the class o discussn pairs what they saw.Ask them if they can remember what the robbers werewearing, and then tell them to write a descriptionof what they saw or the police. When the robbershavechangednt their normal clothesan comeback nto the room, tell them to try and rememberwhat they wereall wearing,an write a description oo Get the learners work in pairsor smallgroupsand discusswhat they havewritten. As them if all their descriptions f the robbers are he same. Get feedback bout the descriptionsrom the whole class.
Rooms 'Rooms' vocabulary area (for example, iving-room, bedroom, kitchen).
LANGUAGE
On the right; on the left. Placeprepositions. Organizing texts: matching. Creating texts:visualization.
TECHNIQUES
Picturesof houses, n a posteror on the board; plan of a flat, on posteror on the board.
MATERIALS
Make the posters f you are using them.
PREPARATION TIME
GUIDE
a a a a a a a a a a aa a a a a a a a o a a a aa a a a o a a a a a a a aa a a a a a a a a
Lead-in
40 minutes.
7. Put up these ictures:
Make sure the learnersknow the words for the different kinds of house.Ask them which they would like to live in most, and why.
Organizingexts: matchlng
2
Put up the plan ofa flat, and the halfsentences:
""'-
Rooms The ivin7-roomt9 kiLchen baLhroom kiLchen bedroom baLhroom
next o Lhebedroom. next o Ihe kitchen. the endof Nhe a l l . on the lefI. belweenhe living-roomnd he bathroom. belweenhe bedroom he kitchen. on he riahLof the hal l.
Get the learners o match sentence alves o make true sentences about the plan. They should mention all the rooms in the flat. Tell them to arrange heir sentenceso make description of the flat.
Creating texts: visualization
4
Ask some of the learners of the class.
read out their descriptions o the rest
5
Ask the learners o choosea house rom the first poster.Get them to close heir eyesand visualizewhat it would be like inside.Ask them questions uc as How many rooms arethere? What are the namesof the rooms?
6
Tell them to open their eyesand write a description of their imaginaryhouse.
7
Put the learners pairs.They should readtheir descriptions their partners,who should try and guesswhat kind of home they havedescribed.
Furniture LANGUAGE
'Furniture' (for example,sofa, able, bed) and'rooms' (for example, living-room, kitchen, bedroom) vocabulary areas. Placeprepositions. Organizing exts:completion. Creating texts:write and draw.
TECHNIQUES
Drawing and descriptionof room, on a posteror on the board.
MATERIALS
Make the poster f you are using one.
PREPARATION TIME
G UI DE
40 minutes.
aaaaaaaaaaaaaaaaaaaaaaaaaoaaaaaaaaaaaal
Writethis substitution ableon the board
Lead-in
There ign'l
eome
aren'l
cooKer
eofa table be
in he
livinq-room. kitchen. bedroom.
hall.
cupboardo chaire armchairs
Ask the learners o make sentences rally that are true for the flat or housewhere thev live. aaaaaaaaaaaaaaaaaaaaaaaaaaaatataaaaoaaaaaoaaaa
Organizingexts: completion
2
Put up this drawing and extract from
letter:
CHEST OF
WARDROBE
DRAWERS
BOOKSHELVES
40
Furniture . . . and Nhey'veivenme a room eecond,'oor. 'm very very iqht,, ecauee here Vleaeed iLh t. lI'e quile a biq room are wo windowe verlookinq qarden. deok windowe aqainst wall deek. here'e ' armchair Nhe c h a i rN h e r e ' o w a r d r o D : Lhem,N here'e chesLof drawerowilh bookehelvee Everythinq need eallyl Write theseprepositionson the board: near
oVpooiNe
next
between behind
Tell he Iearners o fill in the blankswith th correctprepositions. Check he answerswith th whole class. Discusshow the text is organized.Ask the learners: What di the letter writer describe irst? Why do yo think sh chose hat? Ask them how the writer made t easy o visua lize he room. Th writer de scribed he most important thing s n the room first-th, windows and the deskbetween hem-the things that would calc: your eyewhen you went in. She hen went on to describe vhere other things were n relation to the windows and the desk.
Creating exts: write and dlaw
As th learners imagine hat they havemoved nto a ner'- ....:: or redecorated room in their house. Fo younger earners -.ru can ask hem to imagine hey have ound a wizard's oom, or princess'soom in a castle.)A sk them to draw a picture of th room, and to write a letter to a friend about it. The y can us h. vocabularyand sentence atterns rom the substitution able a: the description help them. Ask them to exchangeetterswith a partner,an to try to dra',t their partner's oom. They can then compare heir dran'ings.
18
In
LANGUAGE 'Town'vocabularyarea fo example, os office,cafe,bank). On the right; on the left. Placeprepositions fo example, ext to, beside,opposite). rECHNreuEs Organizing exts: eordering. Creating texts: write and draw. MATERTALS Drawing of the alien own and th letter,on board. pREpARArroN Make
poster f you
posteror on the
usingone.
TIMEGUrDE 40 minutes. ';."
Lead-in
dliil;;;;;;;to close heir eyesand imagine he ar walking down the main streetof their town. Ask them questions, or example: What ca yo see? What is on the right? What is on the left? Give hem a short time to imagine, hen ask hem to stop'walking' and open their eyes.Ask them to tell the person sitting next to them where they are n the street.
Olganizing texts: leoldedng
2
Putup thispicture, ndextractrom a'letter rom PlanetZeta':
fYB e-AEt-
--PoST
:oFFt PoST
{FrcE
r\.
-li
{F"ir} -"areatr\
./f,o.:.e.r-\-.
["ll*42
tr-.d
cr'rr nt
q_CINE}AA rNEM
k,Nenl,
rntown 1 Here's pictureof the mainelreeN n
Nown.
poe| officeo a cafewhere NexN drinkenoozola h a v e q o o deleeV)noozola ivee nice reamel). needemoney
Ihere aren'l any banke n Zela, because 4 Nexi on he riqhl, s a bulcher'swhere worms. Ar the haveun.
park,where e
other sideof lhe elr eetr wrile lot, lelterel
6
beellee
ro fya r o u n d n d hree poel officee-we
7 1eside hec a f e s t h e c h u r c h , here Thuredaye.
Lo dance
There ren'l any bookshope ecauee don'l havebooke, Nhere re cinemae ppoeiNe hepoet offtces. Tell he learners o look at thepicture an pu th sentences th bestorder to make a cleardescription.As them whether he ca link any of them with'and'. When they have inished,tell them to compare heir texts with partner. through the descriptionwith the whole class th best order probably 5, 4, 6, 2, 7, 3, 8).
i;;iil;'i;.i;;"
write and draw
.";";iil#;";;
. writea reply o thealien'setter.he ca either
describe heir real main street, r imagine hey ive on another planetand describe imaginarystreet. n either case,el them to draw a plan ofthe streetbefore hey start, o help them organize their description. Put the learners n pairs.Tell hem to exchange escriptionswith their partners,and to try and draw eachother'sdescriptions. he can hen compare heir drawings.
Directions LANGUAGE
'Town'vocabularyarea fo example, tation, cinema,park). Go straight on. Turn right. Turn left. Take he secondon the right. Tbkethe third on the left. Organizing exts:completion. Creating texts: write and draw.
TECHNIQUES
MATERIALS
PREPARATION TIME
GUIDE
Lead-in
aaaaaaoaaaaa
Organizingexts: completion
Ma of the areaaround your house,and ettet on the board; sheetof paper or each earner. Make the poster f you areusing one. 40 minutes.
Put the learners n pairs.Ask them to describe heir route to school or work to each other. aaaaaaaaaaaoaaaaaaaaaaaaaaoa
2
Put up sketchmap of the areaaround your house,with a short letter to a friend giving directions for finding it. Leaveblanks for the direction words. Here is an example.
PAR INEMA
44
posteror on
Directions OearHelen, lere's
LhaI asked or.When leave he olalion, cinema. end of the road ri6ht,. ?aoL Go etraiqhl park -Lurninq My houoe s Lhe-houee on Lhe eoon! Anna Tell the learners read the letter, and to use the map to help them fill in the blanks. Tell them to check their answerswith the person sitting next to them.
Creating texts:
writendlaw
4
Check the answerswith the whole class.
5
Ask he earnerso imaginehat a friend coming o see hem,bu
lxTilH#yff:51l::Jh:I*ilJ,:3::ffif:ffi'. mark the flat or house on it. They should then write a letter giving directions on how to find where they live. They can use anguage from the letter to Helen to help them.
6
Put the learners pairs and get them to exchange etters and maps.They should read heir partner's etter and use t to help them mark the flat or houseon the map. Get feedback rom the class.Was t easy o mark the flats or houses from the descriptions n th letters?
the market LANGUAGE 'Food'vocabularyarea fo example, pples, heese, read). Some,any. rEcHNreuEs
Organizing exts:substitution. Creating texts: write and guess.
MATERTALS Substitution able,on the board; poem and framework,on two postersor on the board. pREpARArroN Make he postersf you are using hem. TrMEGUrDE 40 minutes.
Lead-in
1,
Ask the learners o close heir eyesand visualizea market. Tell them to imagine they are walking round it. Ask them what they can see fo sale. Ask for volunteers o tell the restof the classwhat they'saw' in the market.
aaaaaaaaaaaaaaaaaoaaaaaataaaaaaaaa
Constructlng texts:
substitution
Write this substitutionableon the board. If necessary,dapt he table to show food items that learnersare ikely to know.)
applee inthe lmarker,
There ien't
aren'I
50me
cneeoe
an
bread melon
fish
milk Tell the learners o use he tableto write sentenceshat are true about the market they visualized. Ask the learners f there wereany other kinds of food in their market.Add them to the substitution table. Tell the learners o write a description of their market usingthe sentenceshey have made,and new sentenceswith the other kinds of food they have suggested.
46
lnthemarket
;#i;;'i;;i;="'""" rrite an guess
6
Put up this poem: ln lhe market I bouqht, omeeqq6, I bouqhL cheese, I b o u q h l l i L t l eh a m , Dul I didn'N uy peae. I went, home opened bookWhatk i n do f m e a l m | 4 o i n q o cook?
Ask the learners o readthe poem, then ask them what they think you are going to make with the ingredients. (a ham and cheese omelette) Ask the learners o think of a simple recipe they know, and to write down a list of t he ingredients. Put up this framework: ln lhe market, bouqhL I bou4ht I bouqhL (etc., ae otr,enas neceeeary) didn'N uy I wenf, home opened bookW h a t , i n do f m e a l m I q o i n 7 l o cook? Tell the learners o make their own poems,using the framework and the ingredients they havewritten down. When they have inished, put them in groups of three or four and get them to readtheir poems to each other. They should try to guesswhat dish eachof them is goingto cook.
21, shopping LANGUAGE
Organizing exts:substitution. Creating exts:write and guess.
TECHNIQUES
MATERIALS
PREPARATION
TIME
'Containers'and'food nd drink'vocabulary reas or example, ot ofyoghurt, a oafofbread, a canofbeer).
GUIDE
Lead-in
Substitution able,on a posteror on the board; nstructionson slipsof paper. Make the poster, f you are using one;prepare he instructionson slipsof paper. 40 minutes.
Divide the class nto two teams.Say he name of a container, or example,'bottle'. he first team namesomething hat comes n that container fo example,'milk' n a bottle) gets point. Continue for eight o ten containers. he team with the most points at th en is th winner. aaaaaaaaaa
aaaaaa
Organizingexts: substitution
3
Put up this substitution able: lootn?aete
Two
?oL6
?reaa
lube
yoTnurt
Three canS of loaves VackeL aq 4
?or,aToee oeer chocolaLe le
Tell the learners o match the containerswith the items of food and drink, and write a shopping ist.
Shopping Creating exts: rite and guess
5
Ask he earners think of thepeople their family.What is each person'savourite ood or drink?Ask hem o write a shoppingist for the familycontainingeach erson'savourite, or example: 6 cane beer ather) 5 baqo sweele itlle eieter) bareof chocolale (mel) Get them to compare heir lists with their neighbour. Divide the learners nto groups of four. Give each earner n each group one of these our instructionson slip of paper: Wrilea ehoppinqist, or an old ?ereon ivinq WriNe ohoppin4list f a m i l yo f o i x . Writea ehoppinqist, or VarLy. W r i N e e h o p p i n 7 l i s l a e p e c i am l eal.
their own.
The earners houldno show heir slipsof paper o the others th group. Tell he learners o wri te a shopping ist fo the personor situation described n their slip. When they have inished, get them to read out their lists to the others n the group. The others must guesswho the list is for.
49
Food
rink
LANGUAGE 'Food and drink'vocabulary area fo example,m angoes, ish, carrots). I like/ don't like -. He/ she ikes/ doesn't ike -. Very much; quite; not very much ; not at all. rEcHNreuEs
Organizing exts: eordering,and describingpictures. Creating texts:responding o a text.
MATERTALS Sentences,n a posteror on the board;picture clues,on on the board.
posteror
nREnARATToN Prepare he posters, yo are using hem. TIME GUIDE 40 minutes. aaaaaaaaoaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
Write up this quiz on the board:
Lead{n
Name'. four kinde
fruit,
2 lhree kindsof veqelable 3 three kinde
meat
lwo dairy oode 5 vhreedifferenldrinke Divide the learners nto groups of three or four and tell them to do the quiz together.Tell one member of eachgroup to write down their answers. 2
The group that finishes irst with all the answers orrect is the winner.
" "''''i";;;;; il;;;;;""ces an ask he earners rewritehem, utting ;A;i;i;;';;i;;.. thewords thecorrect rder: leotdeting, and describingpictures r I manqoeoike uite 2 don't, ieh like all at, 3 doeen'l verycarrote muchhe ike 4 likeo he ricemuchvery likeduakdon't I like
chickenmuchal all
dR
'R
Foodnd rink Write the sentences the correct order on the board, and tell the learners o check heir work. Put up thesepicture clues:
g@@6>G Tell the learners o use hem to write sentenceswith the same patterns as hose they have ust completed.
exts: rcsponding a text
Ask the learners o write letter to penpal in another country, telling him or her about the kinds of food they eat.They should say which kinds of food they like and don't like, using the sentence patternsthey havepractised.
23
Leisurectivities
LANGUAGE
Organizing texts: substitution Creating exts:surveyan report.
TECHNIQUES
MATERIALS PREPARATION
TIME
GUIDE
Lead-in
Organizingexts: substitution
'Leisure activities' vocabulary area (for example,swimming, sewing, ootball).
Substitution able,on the board; charts. Choosesome eisureactivities hat are amiliar to your learners. Make the charts. 50 minutes.
As th learners o tell you the namesof activities hey enjoy doing in their free time. Tianslate or them if they can't think of the word in English.Write the activities n a list on the right-hand sideof tne board.
1-
Change the ist into a substitution able ik this: likel ikee (liet of aclivitiee) Vy VarLner don'l mindldoeen'Imind halel hatee Divide the learners nto pairs.Tell hem to use he table o write sentenceshat are rue (and correct!) or themsel ves nd their partners. As some earners o report back the restof the class. he should ell you one thing about their partneran on about themselves.
Creating exts: surveyan report
Change he substitut ion ableback nto a list by rubbing out the two lef t-hand columns. Tell the learners o copy the list and make a chart like this (demonstrate n the board):
(liot,of activiliee)
Leisurec tivities 6
Divide the class nto groupsof six to eight learners,and write the following prompts on the board:
Do yo like-inq? I
lika
-in6
don'l mind
Tell the learners o find out what the other members of their group feel about each eisure activity listed on their charts.They should note the number of peoplewh like, don't mind, or hateeach activity, for example: likes ewimminq
doesn'Nmind
hale6
.+
dancinq
Ask eachgroup to report back to the rest of the classwhich was he most popular and which was he leastpopular activity n their group. Write
framework
qroupwe ound hat ln a ourvey f leisure clivities avourite cliviNy. nexl moet poVular ctivity Leeopopular ctivilieear The east, an popular cbivities re Tell the learners o write reports of their surveysusing their charts and the framework.
Daityoutines LANGUAGE 'Everydayactivities'vocabularyarea (for example,get up, wash, havebreakfast). Telling the time. TEcHNreuEs
Organizing exts:completion. Creatingtexts:writing from a picture.
MATERIALs Text rameworks,on postersor on the board; lashcards animals. IREnARATToN Make th posters yo are using hem; make he flashcards. rrME GUIDE 50 minutes.
lead-in
1,
Write a selectionof everydayactions on the board, for example: watrch'N read cook do houeework do homework Tell the learnersyou are going to do a quick survey o find out what they do in the evenings.
2
aaaaaaaae
aa
Organlzing exts: completion
Readout eachaction. Ask the learners put up their hands f they do it regularly in the evenings.Count the hands and write the total by eachaction. What do most learnersdo?
ataaaaaaaaaaaaaaaaaaaaaaaaaa
3
Putup this ext ramework:
Every ay Then -. Afler lhat | Lo at, and qo homeat nd Lhen -. tr ed
Firetl andLhenl school. ln he evening
Tell the learners o copy and complete t for a typical day in their lives. f you havea class hat needsmore support, you can give suggestionsor filling in some of the gaps, or example: brush mv teeth naveeu??er et u? have unch waen havebreakfaet
54
Dailyroutines 4
Put up this text framework and ask he learners o describewhat they do after school: home rom echool Firstl andthen Next After ao to bed at
Gleating texts: writing fiom picture
5
Show he earnerslashcards f four or fivedifferentkinds of animal, or example:
Chooseanimals that are familiar to your learners. As the learners o chooseone and to write a descriptionof typical day from that animal'spoint of view They can use he framework for the description of their own day to help them. When they have inished, put the learners n pairs to read their descriptions o each other and to guesswhich animal's day is being described.
,^r l-
ZC
Jobs
LANGUAGE '|obs'vocabularyarea fo example, armer, doctor, waiter). rEcHNreuEs
Organizing exts:substitution. Creating texts:write and guess.
MATERTALs Model text on
poster.
PREPARATToNMake he poster. TrMEGUIDE 50 minutes. aoaoaaaaaoaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
Lead-ln
Organizlngexts: substltutlon
1, Putthe earners groupsof threeor four.Tell he groups hat they must hink of asmany obs as hey can threeminutes.One learner n eachgroupshouldwrite down he obs. 2
Write he ob he earners avehoughtof on th board.Th groupwhichhas houghtof themost ob s thewinner.
3
Putup thismodeldescription: My
falher mother brobher eioler a uniform. a euiL. overalle. caeualclobhee. an a?ron. a whitecoat.
gete uV doesn'l comee 11o
Ch
veryearly, about,
o'clock.
likes thie doeon'l ike he
I
earno doesn'trarn I
of money.
booe.
Ask the learners o write about a member of their family, or a friend, using the model.
robs Creating exts: rrite and guess
Ask the learners choose ne of the ob on the board, and to write description of a day in the life of personwho does hat job. Tell hem not to mention the name of the ob in their descriptions.Tell them that they can use sentencepatterns from the model text. When they have inished writing, put the learners groups of three or four, and tell them to swap heir descriptions. They should read the descriptions they havebeen given,and guess which jo is being described.
aaaaoaaaaaraaaaaaaaaaaaa
Comment
oaaaaaraaa
You can choose that your learnersare familiar with, and that are culturally appropriate.
Housework LANGUAGE
'Housework'vocabulary area (for example,washthe dishes,make the beds, do the shopping. To hate (doing something). Organizing exts:describinga picture,and completion. Creating texts:write and draw.
TECHNIQUES
MATERIALS PREPARATION TIME
Leadln
GUIDE
Posterof a'kitchen robot'. Make the poster. 50 minutes.
7- Write a selectionof householdtaskson the board, for example: wash he dishes make he bede do the ehoppin7 Tell the learnersyou are going to do a quick survey o find out which household taskthey hate the most. Readout each ask.As the learners'Whohates most?'Tell them to put up their hands.Write the total by each ask.What do the largestnumber of learnershate doing?
Organlzingexts: descilbing picture, an completion
Put up this picture and text:
Housework lntroducinqRobocook, cookinq? o
amazing itchen oboN.
ou haf,e
eomelimeeonq or
oabhewaohing p?
helV? on't, eepairl elp e herelK obo'a rmehelVw i l h while rm
borinq ilchen aske. Ar
AfLer Lhe meal Arm
Kobocook alwaye eady qrumbleol
hose
an
Arm E -.
helplHe s neveriredl
never
on Nodayl
Tell the learners look at the picture and write out the text, filling in the gaps. f necessary,elp them by writing the tasksRobocook is doing on t he board: layinq able waehinqhe diehee eweepinq he roor puttin4lhe diehee cookinq hedinner Get the learners o check heir answers
5
Go through the answerswith the whole class.
Tell he earnerso inventa machine o help hem with a household
Creating texts:
write
pairs.
4
draw
task they hate doing. Ask them to draw their machine and to write short paragraphdescribing t. 7
Put the learners n pairs and tell them to show their pictures and read their descriptions eachother.
27
Abitities example, rive, sing,cook) and'jobs'(for example, bus driver, secretary,doctor) vocabularyareas.
Organizing texts: reordering. Creating exts:write and do.
TECHNIQUES
etterof applicationposter;pieces paperwith Io adverts of jobs all the earners.
MATERIALS
PREPARATION TIME
Lead-in
GUIDE
1,
Make the posters. 60 minutes.
Write a list of jobs on the board, for example: r
Organizingexts: reordering
oman
leacher
2
Divide the class nto two teams and givea clue to one of the jobs using'can', or example:'She an curepeople' doctor);'Sheca type' (secretary).The first team to givethe correct answergets
3
The teamwith the most points at the end s the winner.
4
Put up
poster
WArure
14OTHER
SPONSIgILTTY
CIIIIDREN
tGERs
WAWTED: LORRY RIVER EN6LISH
WANTE
DtSrAt{cE
TRIPS
I/yANTED: ASTRoNAuT FxPEDtTfoN
MARS
Abilities Thenput up this etter: Dear ir, d r i v e , i n q , o o kd e l i c i o u e e a l s , a e h l o L h e e dishee, ew, nitr, nd Nell oLoriee. hope willconeider application.can work wenf,y-four ourea day,oeven daye week. would ike o apply or Nhe I have five paireof arme or hu1qinq, Vaireof eyee or wahchinq, fivepaire ears or liotenin1, fivemouths einqinq Youro faithfully, Explain any unfamiliar vocabulary,and then ask he learnerswhich jo the writer is applying or (mother). Ask them to write out the letter,putting the sentencesn order.
better
Check he order of the sentences ith the whole class 4, l, 5,3,2, possibly , 3, I,
;;;ii;;'i;.[;" write and do
"
" " ";"
Ail;hj"u*;' apiece paper it hename r oneof the otherob on t. Tell them to write a letter of application for the job on their piece of paper.They should use he letter they havecopied as a model. Go round and help them while they arewriting, supplying any vocabulary they need.
10
Collect up the letters n sets, .e. all the zoo keeperapplications, all the clown applications, and so on.
L1,
Divide the classnto groups.Thesegroupsare'assessmento ards' fo eachof th jobs. Giveeachboard their se of applications. el the groups to read all their applications and to decidewho gets he job.
Rules: must'
mustn't'
LANGUAGE Must,mustn't. rEcHNreuEs Constructingexts:matching. Creating exts:write and guess. MATERTALs Listsof places. pREpARArroN Prepare nough istsof placesor the sub-groups.
Lead-in
As the learners'Wha are he rules at home?What do your parents tell you you mustdo What do they tell yo you mustn'tdo?' (I your learners re adults,ask hem to remember heir childhood.) 2
Constructing texts:
Write hese alfsentencesn theboard:
matching
Greating texts: wlite and guess
62
Put them in groupsof threeor four to talk about this. Then ask he groups o report back o the restof the class
oumusl ehout oumusNn'N run n he corridors eatr n claee Le polite your homework climbout,of f,hewindowe wrif,eon Lhe exlbooks 4
Ask fo volunteers o makecompletesentences.sk them what th sentences ight be called 'School ules').
5
Get the learners o write ou eight completesentences.hey should give heir sentenceshe title'School rules'.
6
Check he answerswith the whole class.
7
Divide the class nto groupsof four or five.Then divide eachgroup into tw pairs,or a pair an group of three and B).
I
GiveAs in eachgroup this list of places: eroplane, ospital,shop, zoo.GiveBs n eachgroup this ist of places: rison, bank,park, boat.
9
Ask the learners o write a setof rules or eachplace.Give hem an example, a library the rules might look like this:
u l e s : ' m u s t 'n d ' m u s t n ' t '
BRARY Yo rust "t
yietlg.
Youmustvr'fff or driYrk' Yo nrustnh uYl. You rrrusteturn books ontiweGo round and help, supplying any necessary ocabulary. Ask As to read their rules for eachplace Bs,without saying he namesof the places.Bs must guesswhat the placesare.Then Bs should read their rules to As.
il;;;i..'ooo''""''""''''i;;:;;p.r,',n.,.rroolrulesonthewallsaroundtheclassroom.
Describingc tions LANGUAGE
Organizing exts:describinga picture. Creating exts:write and do.
TECHNIQUE
Pictureof
MATERIALS
living-room on a poster.
Make the poster.
PREPARATION TIME
Present ontinuous.
GUIDE
60 minutes.
aaaaaoaaaaaa
Lead-in
Organizingexts: describing picture
64
7.
Ask the learners o close heir eyesand imagine a room. Ask them to decidewhat furniture it contains.Then tell them that four peopleare n the room. Ask them'Who ar hey?What are hey doing?'Give hem a little time to imagine, hen tell them to open their eyes.
2
Put the learners n pairs and get them to tell their partners what they'saw'.
3
Put up thispicture:
Describingctions
pffi
Point to eachperson n the picture and ask he earnerswhat he or sh doing. Supplyan necessaryocabulary. 4
Tell he learners hat the y aregoing o write a descriptionof the picture.Write th beginningof the descriptionon th board: M r s T o N N e r e l e e V i n qn r o n t o f t h e t e l e v i s i o n . w h i l e , Nhinqo happeninq around er. V e a c e f u l l yl e e V i n qerrible Encouragehe
Creating exts: wilte and do
to connectsentences ith'and'or'while'.
Put the learners n groupsof about eight.As eachgroup to imagine that they are all members of the same amily. Tell them to decidewho is who, for example,grandmother,grandfather,aunt, uncle,mother, ather,son,daughter. As the groups o imaginea kitchen or living-room scene. ach personshould maginewhat they aredoing.When you havegiven them a little time, ask he groups n turn to get up and form tableau they form a'picture'by standing n their position n the room as f they are doing their action). When al th groupshave ormed their tableaux, et hem to preparea descriptionof the room an what everyone doing in it. Eachgroup shouldappointa'secretary' o write down the description. Collect he descriptions nd redistribute he so that eachgroup now hasanothergroup'sdescription.Eachgroup should read he description t hasbeengiven,and form tableau rom it. Ask the groups n turn to get up and form their tableau.Th other groupsshould call out wh en they recognizeheir descriptions rom thesenew tableaux.
Describingction LANGUAGE
Present ontinuous. In the background; in the foreground. On the left; on the right. Behind; in front of; near. Organizing exts:describinga picture. Creating exts:write and draw
TECHNIQUES
MATERIALS PREPARATION TIME
GUIDE
Posterof a park scene;wo piecesof paper for each earner. Make the poster. 50 minutes.
ataaaaaaataaaaaaoaaaaaataaaaaataaaattaaaaoaaaa
lead-in
1- Ask the learners o imagine the street outsidethe school.What are people doing there?Collect suggestionsrom the class.
Organizingexts: describing picture
2
Putup thispicture:
r\l/,r\l/ Ask for volunteers o tell you someof the things that are happening in th picture.
Describingctions
Divide the class nto threegroups,asnear he samesizeaspossible. As th first group to write a descriptionof the scene, tartingon the left and describing t from left to right. Ask the secondgroup to write a description, tartingwith the foregroundan moving backwards. sk the third group to write a description, tartingwith the backgroundand moving forwards.Eachgroup should appoint a'secretary' o write their description. Write someusefulexpressionsn the board: in he back4round in he fore4round he lefL he ri4ht behind ronL near Ask for a volunteer ro eachof the threegroups readou their descriptions o the rest of the class. sk the classWhich was he bestwa of organizing he description?' In this picture, t is best beginwith the background o set he scene, nd then to move forwards, finishing with the main event-the balloon race n the foreground.) aaaaaaataaaa
Creating exts: write and draw
aa*{aaaaaaa$*a*iaaaat*
6
Ask the earners o close heir eyes nd maginea busy streetThen ask hem to open heir eyesand draw the picture he magined. Then ask hem to write descriptions f the pictures he have drawn on a separate ieceof paper. Chooseeight of the learners' escriptions nd pictures.Separate the descriptions rom the pictures.Label he descriptions , B, C, etc.and abel he pictures1,2,3, etc.Takecare hat matching picturesand descriptions renot givencorrespondingettersan numbers(for example,m akeA somenumber other than 1, an somenumber other than 3). Keepa list of th e matching ettersan numbers for yourself. Put up the descriptions nd picturesaround he classroom, nd as th learners o read he descriptions nd try to find the matching pictures.
