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basics

Jill Hadfield CharlesHadfield

SimpleListening Activities JillHadfield Hadfield Charles

OXTORD I I NI VERSI TY

PRES S

Contents Foreword AL AN

M AL BY

lntroductlon L

Actlvltles Greetingsand introductions

2

The alphabet

3

Numbers

4

T.lliog the time

5

Personalinformation

6

Countries

7

Nationalities

8

Locatingobjects

9

Feelings

10

Families

U.

Colours

L2

Shapes

13

Partsof the body

L4

Describingpeople

15

Clothes

16

Roomsin a flat

L7

Furniture

18

In town

19

Directions

20

In the market

2L

Shopping

22

Foodand drink

23

Leisureactivities

24

Daily routines

25 26

Jobs Housework

27

Abilities

28

Rules:'must'and'mustn't'

29

DescribingactionsI

30

Describingactions2

'

Foreword There is a formidable rangeof materialspublishedworldwide for teachersof English as a Foreign Language.However,many of thesematerials, especially thosepublishedin English-speakingcountries,assumethat the teachers using them will be working with smallish classesand have abundant resourcesavailableto them. AIso many, if not most, of thesematerials make implicit culturally-biased assumptionsabout the beliefs and valuesof the teachersand learners. This situation is ironic in view of the fact that the vast majority of English as a ForeignLanguageclassroomsdo not correspondat all to theseconditions. Typically, classesare large, resourcesare limited, and teachershavevery few opportunities for training and professionaldevelopment.AIso,the cultural assumptionsof teachersand learnersin many parts of the world may .vary quite significantly from those of materials writers and publishers. This book is an attempt to addressthis situation.The authorspresent 30 lessonsat elementarylevel,eachwith the samemethodological language,and none framework.The lessonsare explainedin cleat accessible of them require sophisticatedresources.Instead,they call on the basic human resourceswhich all teachersand learnersbring with them to class. The languagepoints coveredare onesfound in a typical elementarycourse, and the topics are thosewhich form part of everybody'sdaily lives,for examplefamilies,homes,and leisureactivities. Most importantly, however,the book offersa framework for teacherswho lack training and support. The hope and the expectationis that such teachers will begin by following eachstepof a lessonquite closelybut, astheir will adapt and add to the techniquespresentedhere, confidenceincreases, respondingto the particular needsand abilitiesof their learners. This is an important book one of the few attempts to addressthe problems of the'silent majority' of teachersworldwide who havelittle or no training, and few resourcesto work with. AL AN

M AL EY

Assumption University Bangkok, Thailand

Introduction English is taught all over the world, by all sorts of teachersto all sorts of learners.Schoolsand classroomsvary enormouslyin their wealth and their provision of equipment.Learnersarevery different from place to place.But, whatever the conditions in which you are working, there is one resourcewhich is universal and unlimited: the human mind and imagination.This is probablythe one singlemost valuableteachingand learning resourcewe have. Nothing can replaceit. In eventhe most'hi-tech'environment,a lack of imagination and humanity will make the most up-to-date and sophisticatedresourcesseemdull; conversely, the most simple resourcescan be the most excitingand useful. We havebeen fortunate to spend quite a lot of our time working not only in'hi-tech'environments with computersand video,but also in classroomswhere there is little more than blackboard and chalk and someout-of-datecoursebooks.Someof our most interestinglearning and teachingexperiences(asConfuciussaid,a teacheris'always ready to teach; alwaysready to learn') havebeen not in the comfortablewell-resourcedsmall classroomsof a private languageschool,but in classroomswhere only the minimum of equipmenthasbeen available.Equally,someof our most memorableteachingexperiences in'hi-tech' classroomshavebeen when we haveabandonedthe cassetteor video or glossy coursebookand got to work with that most preciousresourceof all, the learners'ownexperienceand imagination. Teachersoften haveto usematerialswhich are out of date,or contain subject-matterirrelevantto their particular group of learners.For example,we havehad great difficulty explaining the conceptsof the fridge -freezerand microwave oven to Tibetans.In the sameway, learnerswho havespent all their lives in northern countries might have difficulty with an exercisefrom an African textbook which asksif they prefer yam or cassava.So over the last few yearswe havebeen trying to design materials which can be usedin aswide a rangeof teachingsituationsaspossible. The activities we suggestare as flexible as the human imagination is creative;they are'teacherresourcematerial'which teacherswill be able to adjust to suit their particular environment. In thinking about universallyapplicable,'lo-tech'materialswe havecome up with a list of criteria that needto be met. The materialswill need to: be usablein large classesaswell as small. be suitable for adult learnersas well as secondarylearners,and if possibleeasilyadaptableto a primary context. be centeredon the universalsof human experience.

Introduction

cover the main languageskills and have a useful baseof grammar and topic vocabulary. be traditional enoughto be recognizableby all teachers,and thus give them a sensegf security,while providing communicative activitiesfor learners. be non-threateningin the demandsthey make on learners. material'rather than books for learners. be teacher-based'resource assumethat no technicaland reprographicresourcesare available and be basedon the human resourcerather than the technical. be culturally neutral,not context-bound,and thus be flexible,easily adaptableby the teachersto their own culture and teaching context. be flexibleenoughto complementa standardsyllabusor coursebook.

Simple ListeningActivities This book containsthirty activities,designedaccordingto the criteria above,for developingthe listeningskill at elementarylevel. Eachactivity has three main stages: Warm-up-This introducesthe learnersto the topic and focuses their attention. Listen and respond-This is the main part of the activity. The learnerslisten to a text and respondto what they hear in a variety of ways. Follow-up-This stagegivesthe learnersthe opportunity to practisewhat they havelearnedusing the other languageskills. aaa" "

Warm-up

Before the learnerslisten to a text, it is very important to prepare them by doing a'warm-up'activity. This meansgiving them some idea of what the text is going to be about, either by telling them or askingthem to guess. Beforeyou begin the activity,you may alsowant to pre-teach difficult new vocabulary.But don't pre-teachall the new vocabulary.Guessingnew words is an important listeningskill and it is a good idea to give the learnerssomepracticein this. Prepare the text beforethe lessonand decidewhich words would be easy for your learnersto guessand which would be difficult. Pre-teach only thosewords which would be difficult or impossibleto guess from the context, but which are essentialfor understanding the text. Leavethe othersand try to get the learnersto guesswhat they mean-don't do all the work for them!You can explain diffrcult later on in the lesson. words or expressions

Introduction

Warm-up activities should be very short-they should take not more than about five minutes. All you are aiming to do is to get the learnersinterestedin the topic and familiarize them with some vocabulary.

Listen and respond

Mary learners find it diffrcult to develop the listening skill. Why is this?One reasonis that learnersmay not often hear-or at least needto understand-spoken Englishoutsidethe classroom.The best way to improve their confidenceis to provide them with regular listening practice. It may be that you are worried about your own English,that it is not of 'nativespeaker'standard. But it is much more important that your learnersshould havepracticein listeningthan that they should alwayslisten to a so-called'perfect' model. After all, it is likely that they will often need to understand non-native speakerswhen they use English in the outside world. If possible,though, it is good for them to havepractisein listeningto a variety of voicesspeakingEnglish. In a few activities which include dialogues,for example5'Personalinformation' and 21 'Shopping',we have suggestedthat you invite a colleagueto act out the dialoguewith you. Another reasonis that learnerstry to understand every word and get completelylost, becauseduring the time they havespent worrying about one phrase or word, the speakerhas said three or four more sentences. Alwaysaskyoursel('What is the main messageof this text?What are the main points?' Concentratefirst of all on helping the learnersto understandthosemain points. Only then, if necessarSshould you focus on detailsof the language. There are many different techniqueswhich can be usedto encouragelearnersto listen for the main points. For example: *

Listen and complefs-lsa1ng1s listen and use the information given to complete a picture, map, diagram, table, or chart. w Listen and correct-Learners listen to a text which contains a number of factual mistakes.They identify and then correct the mistakes. rt!t; Listen and do-Learners listen to a seriesof instructions or actions,and do tlrem as they hear them. :s Listen and draw-Learners listen to a description of a person, place,or object and draw it asthey listen. r; Listen and guess-Learnerslisten to a descriptionof a person, place,or object and guesswhat it is. &. Listen and match-Learners listen to a description and match it to, for example,pictures,people,objects,or places.

Introduction

Listen and reorder-Learners listen to someinformation and useit to put somepicturesor sentences in the correctorder. There are examplesof all thesetechniquesin this book. Materials A listeningtext is provided in most of the activities.This may be in the form of sentences, a descriptivetext, or a dialogue.In some cases,it is a good idea to adapt the text to suit your teaching situation and the learnersyou areworking with. For examplein 20 'In the market',the lessonwill be more interestingfor the lg31ng15-3ndthey will learn more-if you describethe kinds of food that they seeand eat every day. In the caseof some texts, especiallythosewhereyou are describingyour own experiences and preferences, for example22'Food and drink'it is better if you talk from notesrather than readingout a text. Practiseon your own, usingjust the notesto help you speak,until you feel confident.Evenif you do need to follow a text closely,it is important to becomefamiliar with it beforethe lesson. In severalof the activities,we haveprovided pictures,plans,or chartsfor you to copy.Thesemay be drawn on the board, on large piecesof paper ('posters'),or on piecesof card ('flashcards').In the caseof largepicturesand plans,postershaveobvious advantages over drawingson the board: you can preparethem in advanceand they can be storedand usedagain.Try to find a cheapsourceof largesheetsof paper for posters.In Madagascar, for example,the teacherswe worked with found the sheetsof paper usedfor wrapping vegetablesin the market were ideal for making posters.A good way to fix postersor flashcardsto the board is to pin a length of string along the top of the board like a clothes-line.You can then useclothes-pegsto peg your postersto the string! Realobjectsor'realia' can be usedas an alternativeto drawings,for examplein 12'Shapes'and 20'In the market'. Procedure During this stageof the activity the learnersare first encouragedto listen for the main points in a text, and only after they havedone this to listen in detail.The procedurestagehas five basicsteps:

7. Explain clearlywhat you want the learnersto do and checkthat they haveunderstoodbeforegoing on.

2

When you are sure that the learnershave understood what to do, read the text or act out the dialoguewithout stopping.Tiy to speak as naturally as possible-as if you were telling a story or talking on the telephone-rather than just readingout loud. The first time you presentthe text, the learnersshould just listen.

Introduction

The secondtime you presentthe text, get the learnersto do the task while they listen. You may need to read, or act it out, more than once for the learnersto complete the task successfully.Again, remembernot to stop.

4

Get the learnersto checktheir answersin pairs.Then checkthe answersyourself with the whole class.

5

Only now is it time for the learnersto listen to the text---or parts of it-in detail and for you to help them with the words and expressionsthat they found hardestto understand.Sometimesyou can predict what thesewill be and have explanationsready,but sometimesyou will not know what gavethem most difficulty until they tell you. (Alternatively,they might even have found it so easy that you have little explaining to do!) This stageof the lesson involvesa lot of interaction betweenyou and the classas you find out what gavethem trouble and help them with it. Here are some things you can do at this stage: Check the answersand write them on the board as the learnersgive them to you. Then go over the text again, re-reading the relevant phrasesand explaining anything the learnersstill don't understand. Choosesomeparts of the text to work on in detail,for examplea sentencethat seemedparticularly difficult. Put a seriesof blankson the board, one for eachword in the sentence:

(If you want to make this easier,you can write some words in.) Readthat part of the text again,asking the learnersto fill in as many words as they can. Build up the sentencewith the classuntil all the gapshavebeen filled. When the meaning of a word can be guessedfrom the context, repeat the phrase or sentencein which it occurs and ask the learnersto guesswhat the word means,or to suggestother words that could replaceit. Selectsome useful phrasesor expressionsfrom the listening, write them on the board, and ask the learnersif they know the meaning. If not, explainit to them. Give the learnerScopiesof the listening text or write it on the board. Let them read and listen at the sametime. This is a useful technique becauseit helps them to relatethe spoken and the written word. However,don't use it too often, or the learnerswill put lesseffort into understanding the text earlier in the activity.

Introduction

Follow'up

If there is time after you have completed the listening activity, you can follow it up with an activity from another skill area,for example speakingor writing. This givesthe learnersthe opportunity to practise what they have learned and helps them establishrelationships between the different languageskills.

Buildinga lesson There are two companion books to this one,PresentingNew Languageand SimpleSpeakingActivities.Each of thesealso contains thirty activities, and in all three books the topics and the language presentedand practised correspond.So, for example,activity I in all three books is about'Greetings and introductions' and activity 30 is about'Describingactions'.The activitiesin eachbook are graded,following a basic structural syllabus.This meansthat you can designyour own lessonor sequenceof lessonsusing material from one, two, or all three books, depending on your learners' needsand the time available.

Activities

Greetingsand introductions LANGUAGE Hello. My name's What's your name? Nice to meet you. rEcHNIeuE Listen and reorder. MATERTALs The dialogue below; the pictures below, on a poster or on the board. pREpARArroN Preparethe dialogue, if possiblewith a colleague. rrME GUrDE 30 minutes.

Warm-up

1,

Shakehands with a few learnersand greet them in English. Get them to greet you in return.

Listen and reordet

2

Write.this mixed-up dialogue on the board and ask the learnersto coPy rt. What'eyour name? Nice to meet you. My name'oKate. Nice to meet,you too, Hello.My name'a Een.

3

Tell the classthey are going to listen to a dialogue that contains thesesentences,but in a different order.

4

If possible,act out the following dialogue with a colleague.Or read it aloud, using different voicesfor Ben and Kate. BEN KArE BEN

5

Hello. My name's Ben. What's your name? My name'sKate. Nice to meet you. Nice to meet you too.

Act out, or read, the dialogue again and ask learnersto number the sentencesin the order they hear them, like this: What'ayour name?

2

Nice to meet you.

4

My name'oKate.

3

Nice to meet you too.

5

Hello.My name'e Ben.

1

Greetingsand introductions

6

Tell the learnersto compare their answerswith the person sitting next to them. Repeatthe dialogue again,so they can check their answers. Put up thesepictures. Get the learnersto copy them and to write in the dialogue.

8

Follow-up

Ask one or two pairs of learnersto read out their sentencesin the correct order, one taking Ben'spart and.the other Kate's(get them to use their own namesif they prefer).

Tell the learners eachto think of someonethey would like to be. This could be someonewho is well-known locally or nationally, or a person from their country's history. Get them to pretend they are at a party. Tell them to 'introduce' themselvesto the learnerssitting near them, pretending they are the well-known person they have chosen.

The alphabet LANGUAGE The lettersof the alphabet. rECHNreuE Listen and guess. MATERIALS

None.

eRErARATIoN Chooseabout ten namesof learnersin your class. TrMEGUrDE 20 minutes.

Warm-up

7,

Spell out your name slowly, letter by letter, writing it on the board asyou do so.Ask the learners,'Whosename is this?'Tellthem to try and guessas soon as possible,beforeyou reachthe end.

Listen and guess

2

Divide the classinto two teams,A and B. Begin to spell out a learner'sname.Tell the classto write down the lettersasyou speak.

3

Tell the classthat as soon as anyone thinks they know whose name you are spelling,they should put up their hand. Tell them not to call out the name.

4

The first learnerto put up his or her hand may try and guessthe name.If he or sheis right, his or her team getsa point. If he or she is wrong, the other team getsa point. Continue to spell the name until someoneguesses it correctly. T EA c H ERS -A -R ... rsenNpn Sar?zJ (rEeu e) TEAcHER No. Team B gets a point. Now listen carefully ...

-4... rpe.nNnn Saral (reav s) TEACHERYes,that'sright. TeamB getsanotherpoint. 5

Follow-up

10

Spellseveralnamesin this way,keepingcount of the scores.The team with the most points at the end is the winner.

Get learnersto continue the game,spellingout namesto each other.

The alphabet

kiation

You can also use this activity to revise vocabulary spelling out words instead of names.At an early stage,when learnersdo not know much English vocabulary,usewords which are the s€une,or very similar, in English and their own language.Common examples include:

football hotel restaurant taxi trainers video

11

Numbers LANGUAGE Telephone/phonenumber. Numbers I to 9. rEcHNreuE Listen and correct., MATERTALsA telephone(but this is not essential). eREeARATToNPrepareabout ten telephonenumbers. Decidewhich onesyou will write down incorrectly. TrMEGUrDE 20 minutes.

Warm-up

a a a a a a a a a a a a a a aaar

Listen and cotrect

7.

Write your own, or the school's,telephonenumber on the board. Saythe numbersasyou write them. Ask'What's this?'(Teach 'telephonenumber' if the learnersdo not know it. Explain that this is often shortenedto'phone number'.)

2

Ask for volunteers to give you their telephone numbers in English. Write them on the board in figures.

aaaaaaaaaaaaaaaaaaaaaa

3

Pretendto be talking on the telephone,for example: What's your telephone number? Six - seven- three - five - two one. Justa minute, Iet me write that down. Write the number on the board in figures.

4

Tell the classthat they are going to hear and watch you writing down severalmore telephone numbers in this way. Tell them that you might make some mistakes.If they think you have made a mistakethey should write down the correct number.

5

Repeatthe telephone conversationseveraltimes with different numbers.Write somecorrectly,someincorrectly.For example,you might say'six - seven- three - five - two - one',but write: 6-7-3-5-2-2

6

I2

Repeatthe telephone conversationsagain.Ask for volunteers to come to the board and correct the numbers you wrote down incorrectlv.

Numbers

Follow-up

If your classis not too large,make a classtelephone directory. Give eachlearner a list of namesof people in the class.Learnersshould take turns to dictate their telephone number to the rest of the class. Or, if your learnersare unlikely to have telephonesat home, prepare a list of up to ten important numbers in your town-for examplethose of the hospital, the bank, and the station-and write it up on the board.Ask individual learners'What'sthe phone number of the -?' and get them to dictate the number to you.

l3

Tetting thetime

4 LANGUAGE

T ECHNIQUE

What time is it? It's o'clock. Listenand complete.

MATERIALS

None.

PREPARATION

None.

T IM E GUIDE

30 minutes.

Warm-up

7,

Draw a clock faceon the board, either a round or a digital clock face.Put in a time and ask the class'Whattime is it?'Get them to answer'It'so'clock.'Repeatthis with three or four different times.

Listen and complete

2

Draw ten blank clock faceson the board and tell the learnersto copy them. Number them I to 10.

Readout the time for eachclock,for example: Clock number one. It's ten o'clock. Clock number two. It's a quarter to three. Tell the classjust to listen at this stage. Repeatthe times.Tell the learnersto draw in the hands or write in the numbers on eachclock faceasyou read. Repeatthe times once more. Get the learnersto comparetheir answerswith the person sitting next to them. Ask individual learnersto come up and draw in the handson the clockson the board, or write in the numbers.

t4

Tellingthe time 7

Follow-up

When all the clocks on the board are completed,divide the class into two groups for choral practice. Point to different clock faces, getting one group to ask'What time is it?' and the other group to answer'It's o'clock',etc.

Ask for volunteers to come to the front of the classand draw clock facesshowing different times on the board. Get them to ask other learnersthe time.

15

Personalinformation

C

What's your name/address? How do you spell that? How old are you? Where are youfom?

LANGUAGE

Numbers, alphabet. Listen and complete.

TECHNIQUE MATERIALS PREPARATION

TIM E GUIDE

The dialogue below. Preparethe dialogue below, or a similar one, if possiblewith a colleague. 40 minutes. ar aaaaaaaa

a a a a ra o a a a a a a a a a aaaaaaaaaaaaaa

Warm-up

t

Copythis form on the board. NA ME AGtr

ADDRESS

TLACEOFFIRTH

Ask a learner the following questions: What's your name? How do you spell that? How old are you? What's your address? Where are you from? Fill in the form with his or her details.

Listen and complete

I6

2

Rub out the learner'sdetails.Tell the learnersto copy the blank form.

3

If possible,act out the following dialogue with a colleague. Alternatively read it aloud, using different voices for the receptionist and Helen. Tell the learnersto listen and note down the kinds of information that they hear about Helen, for example her name and address.

Personalinformation

REcEPrroNrsrCan I help you? HELEN Yes,I havean appointment with Dr Bell at ten o'clock. REcEprroNrsr Fine. I just needto takeyour details.What'syour name? HELEN Browne,Helen Browne.That'sBrownewith an 's'-S-R-O-W-N-E. RncEprroNrsr And is that Miss or Mrs? HELEN Miss. RgcEprroNrsr Where do you live, Miss Browne?What'syour address? HELEN 29,Alston Road . . . RECEprroNrsr How do you spellthat, please? HELEN A-L-S-T-O-N. RECEprroNrsrThank you. Can you tell me your ageplease? HELEN Sorry? REcEPTroNrsrHow old are you? HELEN

I 'm 1 7 .

RECEprroNrsrAnd whereare you from? HELEN I'm from London. RgcgprroNrsr Thank vou Miss Browne.Pleasetake a seatover there.ihe doctor will call you in a minute.

Follow-up

4

Act out, or read through, the dialogueagain.Ask the learnersto comparetheir answerswith the personsitting next to them. They should haveHelen'sname,address,age,and where she'sfrom.

5

Repeatthe dialoguefor a third time. This time, tell the learnersto fill in the information on their copiesof the form.

6

Repeatthe dialogue once more so the learnerscan check their forms.

7

Ask for a volunteer to come and fill in the form on the boarc. When the form is filled in, repeatthe dialogue a final time.

Get learnersto make anotherblank copy of the form. They should then work in pairs.First learnerA in eachpair should asklearnerB for personalinformation and fill in his or her form, and then learnerB should asklearnerA.

t7

l4

O countries 'Countries'vocabularyarea(for example,England,France,Spain).

LANGUAGE

Listen and draw.

TECHNIQUE MATERIALS

Brief description of a world tour; simplified map of the world on a poster,with countries mentioned in the tour marked.

PREPARATION

Preparea description of a world tour, or use the one below; make a poster of the world map. 40 minutes.

T IM E GUIDE

Warm-up

7.

Put up the map of the world.

ENGTAND

\oa

I

TRhNCE

a

5PAIN

9otftl

hFRlcA

s

o

Ask the learnerswhich country they would like to visit most. aaaaaa

aaaaaaaaaaaaaaaaaa

Listen and draw

t8

2

Get the learnersto copy the map. Tell them you are going to describea world tour and ask them to follow vour route on their maps.

Countries

3

Tell them about your'travels'. Createa route that includes countries that will be interestingto your learners.Note that they do not need to know the past tenseand all the vocabulary in your description. They just need to recognizethe namesof the countries.Here is an example: I left England in fune and took a train to France.I stayedthere for a few weeksand then went down into Spain. I travelled down into southernSpainand from there I took a boat to South Africa. I stayedthere for a while and flew to Australia. I worked in Australia for three months to get money to go to fapan. I visited fapan and China, and from China I took the TiansSiberian railway home, right acrossRussiaand Germany.

Follow-up

(

4

Repeatthe description and get the learnersto mark your route in pencil on their maps.

5

Get the learnersto comparetheir map with that of the person sitting next to them.

6

Repeatthe descriptionagain,tracing the route with your finger on the posterasyou talk.

Think of a country and mime or draw somethingconnectedwith it (for example,eatingspaghettifor'Italy', or a picture of the pyramids for'Egypt'). Get the learnersto guesswhich country you are thinking of. When you have done two or three mimes or drawings, ask for volunteers to come and mime or draw things connectedwith other countriesfor the rest of the classto guess.

t9

Nationalities (for example,Spanish, LANGUAGE'Nationalities'vocabularyarea French, Italian). rEcHNreuE Listen and complete. MATERTALsThe descriptionbf guestsat a party below. PREPARATIoN

None.

rrME GUrDE 30 minutes.

Warm-up

t

Write this list of names on the board: Name

Country

Nationality

Carloe Tierre and Annet'ta Leonardo

t

Honq Mei Ahmed Sheila 9am 2

20

Tell the learnersthat it's a list of guestsat an international party. Ask them to guess,from the guests'names,which countries they come from. As the learners guess,fill in the names of the countries in the'Country' column, for example: Name

Country

Carloo

9pain

Tierre and Annette

France

Leonardo

ltaly

Nationalit:r

Nationalities

Listenand complete

3

Tell the learnersto copy the list.

4

Tell the learners that they havejust arrived at the party. You are going to point out the other guestsand saya Iittle about them. Tell the classjust to listen for the moment. Look over there. The man in the red shirt. That's Carlos, from Barcelona.He's Spanish.Next to Carlos,there'sa couple.She's got long hair. That's right. That's Annette and Pierre. They're French ... and the man on the left of Pierreis Italian. His name's Leonardo. The girl he'stalking to, Hong Mei, is Chinese.Now, over there near the window, can you seethe man in the check shirt? That's Ahmed and he's Egyptian. He's talking to a tall man and a blonde woman in a black dress.That'sSam and Sheila. Sheila'sAustralian and Sam'sAmerican. Tell the learnersthat you are going to describethe other guests again.This time, they should fill in the'Nationality' column in their copiesof the list. Do the first one with them:

Follow-up

Name

Country

Nationalit:r

Carloe

9pain

9panieh

6

Repeatyour descriptionone more time.

7

Fill in the'Nationality'column on the board and tell the classto checktheir answers.

Explain that some people arrived late. Ask learnersto suggestsome more namesof guests,with their countriesand nationalities,to add to the list.

2l

Locatingobiects

8 LANGUAGE

'Furniture' (for example,table, chair, picture) and'everyday objects'(for example,book, pen, bag) vocabularyareas. Placeprepositions (for example,near, in front of' on). Listen and draw.

TECHNIQUE MATERIALS

PREPARATION T IM E GUIDE

Descriptionof a living-room; picture of a living-room on the board. You may want to prepareyour own description. 40 minutes.

aaaaaaaaaaaaaaaaaaaaaaaaaaaaaa

Warm-up

Li;i;

;il';;iw

7, Ask the learnersto tell you the Englishwordsfor furniture and objectsthat might be found in a living-room.Write their on theboard. suggestions

" "';"

I

;;;;t'';i;;.

thatit is a livingon theboard.relt thetearners

room. 3

Tell the learnersto copy it.

4

Tell the classthat you are going to describethe furniture and objectsin the room. They must draw the things you describein the correctplaces.Do the first one with them. There'sa table near the window. Pause,and ask the learnersto draw the table in their rooms. Get them to use pencils so they can correct any mistakes.

22

Locatingobjects

Draw in the table on the board and check that the learnershave drawn their tablesin the right place.

6

Tell the learnersthat you are going to describethe other objects in the room, and that they must draw them in the correct places.Say that you will repeatthe description three times. Leavethem plenty of time to completetheir drawings. There'sa table near the window and in front of the table is a chair. There'sa picture hanging on the wall by the window. On the table,there'sa book and a pen. Under the table there'sa bag. There'sa box on the floor next to the chair. In the box there'sa big, black cat. Ask learnersto come to the board and draw in the furniture and objects asyou read the text again.The rest of the classshould check their drawings.

Follow-up

Rub out all the furniture and objectsin the picture on the board leaving just the room and the window. Write the following list on the board: table

Pen

chair

344

picture

oox

book

cat

Ask for volunteers to come to the board and draw thesethings in different placesin the room. Then get the learnersto make sentencesdescribing the furniture and objectsin their new positions.

23

Feetings

9 LANGUAGE TECHNIQUE MAT ERIAL S PREPARATION T IM E GUIDE

ii,;;:il"""

7,

'Feelings'vocabularyarea(for example,happy, tired, angry). Listen and match. 8 flashcardsof facesshowingdifferent feelings. Make the flashcards. 40 minutes.

Write two or three English words for feelingson the board, for example: happy

tired

anqry

Ask the learnersto think of things that make them have those feelings.Tell them to compare their ideaswith a partner. They can usetheir own language.

Listen and match

2

Put up the flashcards.Give eachone a number, for example:

3

6

24

Feelings

3

Tell the learnerssomething about eachpicture, in muddled order, for example: Her friend is ill, so she'ssad. Someone'sstolen his watch. He's very angry. He's got a specialletter todap so he's very happy. She'sbeen working in the garden,so she'stired. The sun'sshining, so he'svery hot. It's a hot day so she'svery thirsty. It's two o'clock. He hasn't had lunch yet, so he's quite hungry. Shehasnt got a coat, so she'sreally cold.

Follow-up

4

Tell the learnersyou are going to repeat the sentences.They should listen carefi,rllyand decidewhich picture each sentencerefers to. Tell them not to call out the numbers of the pictures.

5

Repeatthe sentencesfor a third time. This time, tell the learnersto write down the numbers of the pictures in the order in which you repeatthe sentences.

6

Get the learnersto compare their answersin pairs, then check them with the wholeclass(theorderis 4,3,L,2,5,7,8,6).

Ask a learner to chooseone of the pictures, but not to saywhich one he or she has chosen.The other learners must guessby asking 'Is he happy?','Isshesad?',etc.

25

1-0 Famities LANGUAGE

TECHNIQUE MATERIALS

PREPARATION T IM E GUIDE

Warm-up

7,

'Families'vocabulary area (for example,mother, father, sister). Numbers. Listen and correct. The description of a family below; the family tree below on a poster,or on the board. Make the poster,if you are using one. 30 minutes.

Ask three or four learnersquestionsabout their families, for example'Sam,how many brothershaveyou got?','What'syour mother'sname,Sara?'Thenrepeatsomeof the information making deliberatemistakes.Ask the classto stop you when they hear a mistake,for example: TEAcHERSara'smother'snnmeis Anna. cLASs No it isn't. lt's Helen!

Listen and colrect

2

l

Draw a family tree on the board or put up a poster.

Mori"'s

Mario^s..

grandmolher m. grand{ialfier

Tell the learnersto look carefully at the family tree. Ask them one or two questions about it, for example: How many sistershas Maria got? What is her father's name?

26

K# Famir*s 4

Tell the classthat you are going to describeMaria's family. Tell them that you might make some mistakes.They should listen very carefullyand call out'Stop!' if they hear any mistakes. Maria comesfrom a large family. Shelives with her mother and father and four brothers and sisters.Her father's name is Roberto.He's45 yearsold. Her mother'sname is Daniela.She's 42 yearsold. Maria's grandparents-Daniela's mother and father-live with them too. They're quite old now. Her grandmotheris 75 and her grandfatheris 77. Maria has three brothers,calledAldo, Marco, and Gianni, and one sistercalled Rosa.Aldo's wife is calledAnna, and they havetwo daughters. Gianni married a girl called Luisa last year and they have a baby daughter.

5

Follow-up

When the learnerscall out'Stop!', askthem what the mistakewas, and what the correctversionshould be.

Get learnersto draw their own family trees(grandparents,parents, any brothers and sisters).Ask for volunteersto talk about their familiesto the rest of the class.Get them to use'I've got one/two, and'My -'s nameis -: -(s)'

27

1t1, cotours LANGUAGE 'Colours'vocabularyarea(for example,orange,black,blue). rEcHNreuE Listenand match. MATERTALSThe descriptionof hats and their ownersbelow; the 6 drawingsof hats below on a po'ster,or on the board. (If you are using the board, make sureyou havepensor chalksof the colours.) pREpARArroN Make the poster,if you are using one. rIME GUIDE 30 minutes.

Warm-up

L

Saythe names of some colours and get the learnersto tell you the namesof obiectsin the classroomwhich are that colour.

2

Draw the six hatsbelow on the board, or put up the poster. Number the hats I to 6.

aaaaaaaaaaoaaaaaaaaaaaaaaaaaaa

Listen and match

,= "f f iI3 r !'l:"d,i:?.,,.0 (yelt"w)

3

(red and. -. i^rhifesPls)

(bl"ok)

/*bl""*"oth"^") oranqe. wilh

(bror")

Write six nameson the board: Mark 9ara 9am Helen John Kate Tell the learnersto write down the list of names.

28

L2

shapes

LANGUAGE TECHNIQUE MATERIALS

PREPARATION T IM E GUIDE

Warm-up

'Shapes'vocabulary area(for example,square,round, long). Listen and match. The descriptionof a stolenbag below; the drawingsof objects below,on a posteror on the board. Make the poster,if you are using one. 30 minutes.

7, Write the following words on the board: baq qlaeeee handkerchief diary puroe money etolen

pen

Make sure the learnersunderstand the meanings of all the words.

Listen and match

B

30

2

Ask them to think of a situation in which the words might occur together.Tell them to discusswith a partner, in their own langilage, what might havehappened.

3

Put up the following poster,or do the drawings on the board. Make sureeachitem in eachgroup of three is labelledA, B, or C.

4r1 IZ Shapes 4

Ask the learnersto write down the words: 'bag','glasses', 'handkerchief ',' diary','pen',and'purse' in a list. Act the following description, as if you were describing a stolen bag to a police officer on the telephone.Tell the learnersto listen to the description and decidewhich objects in the drawings are being described. ... Yes,it was this morning at about ten o'clock.I put it down on a chair and the next thing it was gone ... y€s,yes ... my bag.It's made of black leather.It's square.What was in it? Well, my glasses.... They'requite small,with round frames.And a handkerchief.It's large and white. Then there'smy diary. It's a long, thin shape... and my pen.Yes,it's a fountain pen. It's short and black and rather old. It was a present from my best friend. And of coursemy purse was in the bag. It's small, but there was a lot of money in there ... about fifty pounds.No, it's not square, it's a round shape.Thank you. I do hope you find it! Tell the learnersthat you are going to repeat the description. This time they should identifr which of the objectsin the drawings are being describedand write down A, B, or C next to eachobject in their list.

7

Get the learnersto compare their answerswith their neighbour.

I

Repeatthe description for a third time and check the answers with the class(bag A; pen A; handkerchief C; purse A; glassesB; diary B).

Follow-up

Play'I spy'.Learnersdescribean object in the room and the others guesswhat it is.

hriations

If you have a small class,you could use real bags,pens, handkerchiefs,etc. rather than drawings. If you can get a colleagueto act the part of a police officer, you can turn the description in stage5 into an interview with the officer asking you questionsabout the things which have been stolen.

3l

Partsof the body

L3 LANGUAGE

TECHNIQUE MATERIALS

PREPARATION T I ME GUIDE

Warm-up

7,

'Parts of the body'vocabulary area (for example,finger, thumb, hand). Listenand do. The song'One finger,one thumb, keepmoving'; if possible,a guitar or other musicalinstrument. Practisethe song. 40 minutes.

Draw an outline figure on the board.

Write thesewords on the board: finqer

thumb

arm

leq

hand

foot

head

nooe

eye

Ask for volunteersto come up and label theseparts on the figure.

Listen and do

2

Reviseor teachthe verbs'move','nod','twitch','wink',and'jump' by demonstrating the actions. Give a few commands to check that the classhave understood, for example: Move your thumb. Nod your head. Twitch your nose.

3

32

Tell the classyou are going to teachthem a song. Perform the following versetwo or three times. Tell the learnersto listen carefully.

Parts orthebody1- 3

One

fin

ger, one thumb,

keep mov

ing,

One

G7

fin-ger, onethumb, keep mov- ing, One fin-ger, one thumb, D D TG

C

ing,

4

keep

We'll

all

be mer ry and bright.

Repeat,telling the learnersto join in, and to move the parts of their bodiesmentioned in the song. Add more verses,repeating the notes to fit the words. First the learnersshould just listen,and then they shouldjoin in, performing the actionsdescribedin the song.For example: One finger, one thumb, one arm, one leg, keep moving, (x 3) One finger, one thumb, one arm, one leg, one hand, one foot, keepmoving, (x 3) One finger,one thumb, one arm, one leg,one hand, one foot, one nod of the head,keepmoving, (x 3) One finger,one thumb, one arm, one leg,one hand, one foot, one nod of the head,one twitch of the nose,keepmoving, (x 3)

6

Follow-up

Continue for as many versesas you and your classhaveinvention and energy for!

Tell the learnersto work in pairs. Get them to give commands to eachother,for example'Moveyour hand','Wink your eye'.

33

peopte Describing

14 LANGUAGE

Listen and draw.

TECHNIQUE MATERIALS PREPARATION T IM E GUIDE

Warm-up

'Describingpeople','partsof the body',and'colours'vocabulary areas(for example,long brown hair; small nose).

7,

The descriptions 6f people below; coloured pens or chalks. None. 40 minutes.

Draw a circle on the board.

Ask the learnerswhat it could be. If they have difficulty in guessing 'a face',add a feature,for example an ear or a nose.

2

When they have guessed,ask them to suggestwhat the facelooks like, for example: TEAcHER Yes,it's a face. What about the hair? Long?Short? rnenNEns long. TEACHER OK. And what colour? LEARNERS Brown. [add long brown hair] TEAcHER Now, the nose.Large?Small? Complete the face according to the learners'suggestions.

Tell the learnersto draw six circlesand to label them with the numbers I to 6.

Llsten and dlaw

4

34

Tell them you want them to listen and to draw the facesof the six people you describe.

peopte K 4Describing 5

Describethe first person: Number one is a man with a beard and short black hair. He's smiling. Repeatthe description and wait for the learnersto finish their drawings.

6

Ask for a volunteer to come and copy his or her drawing on the board. Check with the rest of the classthat it is the sameas the description.

7

Continue with the other descriptions: Number two is a man with long fair hair and a beard and glasses. He looks unhappy. Number three is a boy with very short hair and big ears.He's smiling. Number four is a woman with long curly hair and glasses. She looks unhappy. Number five is a h"ppy old lady with white hair, a long nose,and glasses. Number six is a girl with short curly hair and a big smile. The learnersshould draw eachpersonasyou describehim or her. Repeateachdescriptionand give the learnerstime to finish their drawings.

I

Ask for volunteersto come and copy their drawingson the board. Check with the rest of the classthat they are the sameas the descriptions.

Follow-up

Ask indMdual learnersto describethe faceof someonein the class. The othersshould guesswho it is.

ldariation

Tell the learnersto draw six circles,but don't askthem to number them. Readthe six descriptionsand get the learnersto draw the faces.Then tell them to put their pictures up on the wall. Readout the descriptions'againand get the learnersto match the pictures and the descriptions.

35

15

Grothes

LANGUAGE 'Clothes'(for example,T-shirt, jeans,trainers) and'colours' (for example,blue, grey, black) vocabulary areas. TECHNIeuE Listenand guess. MATERTALS

None.

pREpARArroN Seestage2. (If your learnerswear uniform, see'Variation'.) TrMEGUrDE 30 minutes. a. a a . a

aaaaaraaaa

Warm-up

1,

Tell the learnersthat you are going to describesomeone.They must listen carefully and guesswho it is. Tell them to call out the answer as soon as they know. Describeyourself.

Listen and guess

2

At the beginning of the lesson,mentally selectfive learnersand make a note of what they are wearing, both the type and colo,urof their clothes.(This is so that you do not haveto look at them directly while you are describing them later on.)

3

Tell the learnersto write the numbers I to 5 in their notebooks.Tell them you are going to describefive people in the class.The learners'task is to write the namesof thosepeoplebesidethe numbers.

4

Describeeach of the learnersyou have selected,in turn, without looking at them, for example: Number one is wearing a blue T-shirt and dark grey jeans.He is also wearing trainers. They are black and white. Repeatyour descriptions,in the sameorder.

Follow-up

36

5

Ask the learnersto check their answersin pairs.

6

Repeatthe descriptions again,pausing after eachone and asking the learnersto identifr their classmates.

Learnerstake it in turns to describesomeonein the classwhile the othersguesswho it is.

1-5 crothes r-. a a aaaaaa aa aa aa aa ao aa t oaaaaaaaaaaaaaaaaaaaaa

Elation

If your learnerswearuniform, bring a bagof clothesto class.These shouldbe clothesthat the learnerscaneasilyput overtheir uniform, for examplehats,jumpers,big T-shirts,and scarves. Choosefive learners.Sendthem outsidethe room with the clothes while you do the warm-up.Theyshouldreturn dressedup! Stand them in a row at the front and describeoneof them.(Try not to look at them too directlywhile you arespeaking.)Ask the restof the class'Whois it?'Repeatthis procedurewith the others.

37

L6 Roomsin a flat LANGUAGE

'Rooms'vocabularyarea(for example,hall, living-room, kitchenJ. On the right; on the left. Placeprepositions (for example,through, next to, opposite).

TECHNIQUE MATERIALS PREPARATION T IM E GUIDE

Listen and compldte. Descriptionof a flat; plan of a flat, on a posteror on the board. Make the poster,if you are using one. 30 minutes.

Warm-up

7.

Get the learnersto think of English words for rooms in a flat or house.Ask them for their suggestionsand write the words on the board.

Listen and complete

2

Put up the poster,or draw a plan of a flat on the board:

H Ask the classfor suggestionsabout which room is which, but don't label the plan.

3

Tell the learnersto copy the plan.

4

Tell the learnersthat this is your flat and that you are trying to sell it. Explain that you are going to describeit to a possiblebuyer. Their task is to listen to your descriptionand label the rooms. Pretend to be on the telephonetalking to the buyer. Yes,... it was painted last year.What?Yes,there'sa lot of space. You go through the front door into the hall. On the left is the living-room. It's quite big. It's at the front of the building and there'sa nice view of the park. Next to the living-room there's the kitchen.Yes... the door's at the end of the hall. What? . . . Nrr it's quite small so we alwayseat in the living-room. There'sone bedroom.Yes... that'snice and big. What? Oh, I didn't say ... the bedroom'son the right of the hall, oppositethe living-room. The bathroom's betweenthe bedroom and the kitchen.

38

Rooms inarrat1ffi 5

Repeatyour description, then get the learnersto work in pairs, comparing how they have labelled their plans.

6

Repeatthe description once more, then get a learner to come to the board and write in the names of the rooms as vou read the text again.

7

Discusswith the classwhether they would like to buy your flat.

Follow-up

. aaa.a aa aa aa

Variation

Get the learnersto draw a plan of their own flat, or-if they live in a house-the ground-floor of their house.They should label all the rooms. Tell them to work in pairs, taking turns to describetheir flat or house to the person sitting next to them. at aaaa *t a a a r a a a a a *a a a a a r a a a a

If your school is in a country area,it might be better to describea house and not a flat. In any case,adapt the description to suit the kind of home which most of your learners are familiar with.

39

LT

Furniture

LANGUAGE

T ECHNIQUE MATERIALS

PREPARATION TIM E GUIDE

'Furniture'vocabularyarea(for example,clock,sofa,table). Placeprepositions(for example,near,round, above). Listen and complete. Instructionsfor'rdmoval people';plan of a living-room on the board. You may want to prepareyour own instructionsand plan. 40 minutes.

..a a l a

Warm-up

7.

Tell the learnersto stand up. Ask them to imagine that they are moving house.Tell them to pick up different piecesof furniture, someheavyand somelight, for example: Here'sa little clock.Can you pick it up? Be careful,it's not very heavybut it's very valuable.Here'sa sofa.Can you lift it? It's heavy.Ask someoneto help you ... etc. )

a ..a a a a a a a

Listen and complete

2

Clear a spacein the classroom.Ask the learnersto imaginethat it is a living-room in a new house.Showthem where the door and window are.Tell them that the room is empty at the moment. Somefurniture hasbeen deliveredand needsto be arrangedin the room.

3

Ask for two volunteersto act as'removalpeople'.Their task is to mime the actionsasyou tell them what to do with the furniture, for example: Carry the table through the door-careful! Can you put it near the window Thanks! Now the chairs-those four chairs. lpoint to imaginary chairsl OK. Can you put them round the table?OK. Now the sofa.Be careful. That sofa'svery heavy!Put the sofa by that wall there please.Now the armchair. Next to the sofa.OK. What's next?Ah, the picture. Put that on the wall abovethe sofa. Fine.And the television.That needsto go oppositethe sofaand the armchair.Finally-the cupboard.That goesin the corner, behind the door. Oh yes,this vase.Put that on the cupboard. Tell the rest of the classto listen and watch carefully.

4

40

When all the imaginary furniture is in place,draw an outline plan of the room on the board and tell the learnersto copy it.

17 Furniture

Ask the learnersto try and remember the position of all the pieces of furniture in the room. Tell them to draw the furniture in the correctplaceson their plans and label it,like this:

TABLE

tcf

rJRE

Ask for volunteers to come and draw the piecesof furniture in the outline room on the board. The rest of the classshould check their plans.

Follow-up

Ask the learnersto suggestchangesin the arrangement of the furniture. Learnerswho have ideasfor changesshould come to the board, alter the plan, and describetheir changesin English.

4I

1-8 Intown LANGUAGE

'Town'vocabularyarea(for example,street,cinema,cafe). Placeprepositions(for example,opposite,next to, beside). On the right; on the left.

T ECHNIQUE MATERIALS

Descriptionof a town centre;simple plan of a town centre,on a posteror on the board.

PREPARATION

You may want to prepareyour own instructions and plan. Make the poster,if you are using one.

T IM E GUIDE

Warm-up

Listen and comilete.

1,

40 minutes.

Put up a plan of a town centre on the board, for example:

Ask the learnersto tell you English words for shops and other placesthey might find in a town centre.Write theseup in a list on the board. Explain any words that learnersdon't understand.

42

18 Intown Listenand complete

Tell the learnersto copy the plan. Then describethe town centre to them. The first time you give the description, tell them just to listen. You ve never been to Newton? Well, the centre'squite small. Main Streetis the biggeststreet.It runs north-south. [pausel Then there'sOld Streetwhich is much smaller.As you go north up Main Street,Old Streetis on the right.lpausel Oppositethe junction of Main Streetand Old Street,there'sa big cinema. fpauselNext to the cinema, there'sa little cafe.It sellsvery good ice-cream.fpause]Continue north up Main Street,and there'sa hotel with alarge car-park beside it. [pause]Then opposite the hotel there'sa post office. [pause]Shops?Most of them are in Old Street.If you go along Old Street from Main Street,the first shop on the right is a newsagent.[pause]Then next to the newsagentthere'sa butcher.[pause]Oppositethe butcher there's a little baker'sshop.lpauselOh, I forgot the library. That'son the south side of Old Street,on the corner with Main Street. Readthe description again,leaving pausesfor the learnersto label the places.Tell them to label as many placesas they can, but not to worry if they can't label all of them.

4

Readthe description for a third time. This time the learnersshould try and label all the places. Ask for a volunteerto come to the board and label the plan asyou read the description slowly.The rest of the classshould check their plans.

i"i"iJ-i,li"""

Get the classto look again at the list of placesyou wrote on the board in the warm-up. Are there any placesthe learnerssuggested that were not included in your description of the plan-for example a bank, a supermarket,a park? Get learnersto come to the board and add theseto the plan. Ask them to describewhere they are,for example'Thebank is betweenthe cafeand the hotel.'

43

Directions

19

LANGUAGE Go straight on.

Turn right. Turn left. Tkrkethe secondon the right. Tirke the third on the left. rEcHNIeuE

Listenand match.

MATERIALS The directions below; the plan of a town centre below, on a poster or on the board. pREpARArroN Preparethe poster,ifyou are using one. rrME GUrDE 40 minutes.

Warm-up

7,

Draw thesesigns on the board:

Ask for a volunteer to come to the board. Give thesedirections in random order: Go straight on. Turn right. Turn left. Takethe secondon the right. Takethe third on the left. Tell the volunteer to point to the appropriate sign when you give a direction.

44

Directions 19 dsten and match

2

Draw this plan on the board,or put up the poster.point out the arrow labelled'YOUARE HEREi

CA R P A RK

3

Ask the learnersto write the numbers 1 to 5 in their notebooks.

4

Explain to the classthat you are going to give directions from the arrow labelled YOU ARE HERE to five placeson the map. Give directions to the first place: Number one. Go straight on. Thkethe third on the left. Then it's on your right. Tell the learnersto write down the name of the place.Check that they have got'post office'. Do the samefor the other four places. Number two. Go straight on. Thkethe secondon the right. Go past the car park, then it's on your right. Number three. Thke the first on the right, then it's on the left. Number four. Takethe secondon the left. It's near the end of the road on the right. Number five. Takethe secondon the left. It's opposite the park. Repeatall the difections, then tell the learners to check their answersin pairs (2 library; 3 bank; 4 park; 5 school). Ask individual learnersto come to the front and trace each route on the map with a finger asyou give each direction.

aa aa aa aa oaaaaaaaar aaaaaaaaaaaaaaoa a a r a a a

Follow-up

Ask learners to give directions to other placeson the map.

45

20 In the market LANGUAGE 'Food'vocabularyarea(for example,carrots,tomatoes,honey). Some,any. TEcHNreuE Listenand guess., MATERTALs6 food items that are availablein your local market. Include countableand uncountablefoods. pREpARArroN Collectthe food items.Prepareshort, simple descriptionsof them like the onesbelow. TrMEGUrDE 30 minutes.

Warm-up

t

Ask the learnersto think of threekinds of food they can buy in the local market and write them down. Tell them to write the English words if they know them. Collecttheir suggestionsand write them in a list on the board. If they don't know the Englishword, l translatefor them.

Listen and guess

2

Placethe six items you havebrought to classon your deskwhere everyonecan seethem. Explain that this is your'market'.

3

Checkthe list on the board with the class.Are there any items in your market which are not on the list?If so, add them.

4

Describean item on the list without mentioning its name.Say whether it is in the market or not. For example: Theseare long and orange.There aren't any in the market today. Ask the learnersto guesswhich item you are talking about.When they haveguessed(carrots),tell them to write the numbers 1 to 8.

5

Describeeight more items on the list without mentioning their names.Include four items in your market and four from the list. For example: Number one. Theseare round and red. There are somein the market today.(tomatoes) Number two. This is yellow and sticky. It is very sweetand you put it on bread.There'ssomein the market today.(honey) Number three.This is white and you can drink it. It comesfrom cows.There isn't any in the market today. (milk) Number four. Theseare long and yellow. There aren't any in the market today.(bananas) Number five. Theseare round and orange.They are sweet.There are somein the market today.(oranges)

46

20 rnthemarket Number six. Theseare round and brown. They grow in the earth. There aren't any in the market today. (potatoes) Number seven.This is yellow. It comes from cows and you put it on bread. There'ssome in the market today. (butter) Number eight. This comesfrom the sea.There isn t any in the market today. (fish) The learners should guesswhat the items are and write the answers besidethe numbers.

Fol[,ow-up

6

Repeatthe descriptions and ask the learnersto compare their answersin pairs.

7

Ask for a volunteer to come to the front of the class.Tell him or her to point to each food item in the list as you describeit. If the item is in your market, hold it up. Check the answerswith the class.

Get the learnersto make up descriptions for the remaining items in the list. Help them if necessary.

47

2I

shoppins

LANGUAGE Typical languageused in shopping. 'Containers' and'food and drink' vocabulary areas(for example, a kilo of tomatoes, a jar of jam, a bag of flour). rEcHNreuE Listen and match. MATERTALSShoppinglist;dialogue. pREpARArroN You may want to adapt the shopping list and dialogue.If possible, prepare to act the dialogue with a colleague. rrME GUrDE 40 minutes. a a a a a a a a e a a a a a ta a a a aaaaaoaaaataaaaaaaaaatoaaia

Warm-up

L

2

Llsten and match

3

lntroduce the idea of a'shopping list'. Ask the learnerswhat things they might put on their shopping list for one of the following: a popular national dish in your country; a meal to celebratean important festival;a famtly of five young children. I Collect their suggestionsand write them on the board. If they don t know the English word, translate for them.

Write a shopping list on the board, for example: tomatoea plumjam flour oran4ea 6uqar Tell the learnersto copy it.

4

48

Write up a list of quantities and containersbesidethe shopping list, like this: tomatoee

1 kO

plumjam

4

ffour

1jar

oran7ee

1 bag

6uqar

2 kqa

21 Shopping 5

The learnersshould copy this aswell. Ask them to suggestwhich measurementor container goeswith which food. There may be more than one possibility.

6

Readthis dialogue or, if possible,act it with a colleague.Tell the learnersto listen carefully and find out which measurementsand containers go with which foods. ASSrsrANr Good morning. Can I help you? cusroMER Good morning. Haveyou got any orangestoday? AssrsrANr Yes,how many would you like? cusroMER Four please. ASSISTANTHere you are.Anything else? cusroMER Yes,tomatoes.A kilo of tomatoesplease. ASSTsTANT Thesehere or thoseonesover there? cusroMER These'lldo thanks. AssrsrANr One kilo of tomatoes.Anything else? cusroMER Yes,I need somejam. ASSrsrANr Strawberry?Raspberry? cusroMER Er ... haveyou got any plum jam? ASSTsTANT Yes,hereyou are.One jar was it? cusroMER Yes,thanks.Erm ... what else?... someflour. I'd better have two kilos, I think. And I need sugar too. One of thosesmall bagsof sugar. ASSrsrANrWill that be all? cusroMER Yes,thank you. How much is that? ASSrsrANr That'll be four pounds exactlyplease.

aCbw-up

7

Reador act the dialogue again.This time, tell the learnersto match the foods with the measurementsand containersby drawing lines betweenthem in their lists.

8

Ask a pair who are confident with their answersto come to the board and draw the lines between the two lists. Read or act the dialogueonce more.

Ask eachlearner to think of a dish they know how to cook. Get them to write down a list of the ingredients (help them with the English words if necessary).Tell them to work in pairs. They should read their lists to each other without saying the name of the dish. Can their partner guesswhat they are'cooking'?

49

Foodanddrink

22 LANGUAGE

'Food and drink'vocabulary area(for example,fish, pasta,oranges). I like -. I don't like Very much; quite; not very much; not at all.

T ECHNIQUE MATERIALS

Listenand complete. A short talk about your likes and dislikesin food; the chart below on the board.

pREpARArroN Preparenotesfor a short talk like the one below.Mention 10 to 15 different kinds of food. It is more interestingfor the learnersif what you sayis true! rrME GUrDE 40 minutes.

Warm-up

L

Find out the most popular food in the class.Ask eachlearnbrto name their favouritefood. Write theseon the board and mark the total number of learnerswho like that food underneath,for example: ice-cream

hambur7ero

fioh

/////

////////

//

. aaar a

Listen and complete

2

Draw this chart on the board and tell the learnersto copy it:

verymuch

auite

not very much

not at all

Tell the classthat you are going to talk about the kinds of food you like and dislike. Tell them to listen and fill in the chart with the namesof the foods in the correctcolumns.It is best if you talk informally from notesrather than preparinga text. Here is an example: Well, my favourite dish is fish.I like fish very much-all kinds of fish, especiallyshellfishlike shrimps or crab.I don't like meat very much so I don't eat it often, though I quite like chicken so I but do eat that sometimes.I quite like pastaand vegetables, there'sone vegetableI don't like at all-that's cauliflower. I eat a lot of fruit-for breaKast, lunch, and dinner. I like most kinds of fruit very much. My favourites are mangoesand papaya,but I really don't like orangesat all.

50

s} 4 Foodanddrink &

4

&

Repeatthe talk. Don't worry about repeating it word for word, but make sure your likes and dislikes are the same!Tell the learnersto check their answerswith their neighbour. very much

auite

not very much

not at all

fieh

chicken

meat

caulifiower

ehrimpo

paota

crab

ve4etablee

oran0ea

fruit man4oea PaPaya 5

=o{low-up

Ask for volunteersto come to the board and fill in the namesof the foods in the correct columns.

Tell the learnersto work in pairs.Write this sentenceframe on the board: very much,and we quite like Welike at all.

but we don't like

Tell them to find out what kinds of food they both like very much, what they both quite like, and what they both don't like at all. They should then fill the gapsto make a sentencethat is true for both of them.

rariation

If you can get a colleagueto come in and be interviewedabout food, this would make a good additional or alternative listening activity to the one above.Explain to your colleaguebefore the lessonthat you would like him or her to usethe expressions'very much','quite','notvery much',and'not at all'when describing preferences.Ask questionslike the following: What's your favourite food? What's your least favourite food? Do you eat much meat?

51

23

Leisure activities

LANGUAGE

'Leisure activities'vocabulary area (for example,table tennis, swimming, sewing). I love/like/don't like/hate -.

TECHNIQUE

L6ten and complete.

MATERIALS

A short talk about the things you do in your sparetime; a chart like the one below on the board.

PREPARATION

Preparenotes for a short talk,like the one below, about the kinds of leisure activity you like and dislike. Mention 5 to 10 activities. It is more interesting for the learnersif what you sayis true!

TIME GUIDE

Warm-up

7,

40 minutes.

Write a list of about ten leisure activities on the board. Choose ones that your learnerstake part in themselves.Tell the classthat you want them to divide the activities into two groups. The| can do this in any way they like. Give them one or two suggestions,for example: activities they like - activities they dislike sports- other activities Encouragethem to think of their own ideas.Get them to work in pairs or small groups.After about five minutes, ask them for their suggestions.

Listen and complete

2

Explain that you are going to talk about the things you do in your sparetime. Tell the learnersto listen and seehow many of their guesseswere right! It is best if you talk informally from notes rather than preparing a text. Here is an example: I like a game of table tennis occasionallyand I'm quite good at it-though I'm terrible at tennis! I don t like tennis at all. In the summer I love swimming, especiallyin the sea.I love playing badminton but I'm not very good at it, although I practisea lot. Apart from sport, my other main hobby is sewing-I really enjoy a quiet evening at my sewing machine. My sister'svery interested in chessand she'salwaystrying to get me to play,but I hate it.

52

23 Leisure activities 3

Draw this chart on the board and tell the learnersto copy it: love

Iike

dont like

badminton chess 6ewn4 ewimminq table tannis

Tell the classthat you are going to talk about the things you do in your sparetime again.This time they should tick the appropriate boxesin their charts. Stop and check after the first activity that you mention to seethat they understand. Ask for volunteers to come to the board and tick the appropriate boxes. .. aaaaaa aa aa aa aa aa aa aaaaaaaaalaaaaaaaaaaeaaoa a

Fllow-up

Get learnersto think of one activity they love, one they like, one they don't like, and one they hate. Tbke a vote to find out which are the most and which are the leastpopular activities in the class.

53

24

Daity routines

LANGUAGE 'Everydayactions'vocabularyarea(for example,get up, have supper,go to sleep). TECHNTeUEListenand correct. MATERTALSA story about a daily routine containingmistakes,like the one below: the correctversion. pREpARArroN Write a story,or usethe one below.If you write your own story, rememberto preparea correctversion. TrMEGUrDE 30 minutes.

Warm-up

L'i;i; ;il';;;;;;i'

t

' ' . ' ' ' . ";' '

Put the title'Peter'sday' on the board.Ask the learnersto tell you what they think he or she does every day. Prompt them with questions,for example'WhatdoesPeterdo first everyday?letc.

ri;;;; il;;

';;,y

ora mixed-up dayto therearners, ro.exar|pre,

Every day I get up at midday. First I go to the cinema and then I have supper.Then I go to sleep.After that I fly to school. I have lunch at seveno'clock and I go home at one o'clock.In the morning, I cook breakfastand then brush my teeth. I wake up at ten thirty. 3

Tell them that you are going to read the story again.This time, tell them to put up their hand everytime they hear a mistakeand to correctit with more suitablewords.

4

Write the story on the board with gapsfor the mistakes,for example: Everyday I get up at -. Firat I and then I -. AfLerthat I -to echool.I havelunchat and I 4o homeat o'clock.In the -, I cookthen -, Iat ten thirty.

5

ThenI o'clock and

Ask for volunteers to come up and write in suitable words. The 'correct'versionmight look like this: Everyday I qet up at eix thirLy. Firat I waah and then I have breakfaet.ThenI bruah my teeth. AfDerthat I walkto school.I havelunchat one o'clockand I qo homeat fiveo'clock.ln the evenin4,I cook eupperand then waf,chTV I qo to bed at ten thirty.

54

24 Dairy routines Preparea simple story of the daily routine of someonethe learners all knoq or who hasa familiar job suchasa postmanor a doctor. It shouldcontain no more than five or six sentences. W'ritethe sentences in random order on the board and getthe learnersto put them in the right order.

55

J

'A t-t ,/-^

Z-\r,

Jobs

LANGUAGE '|obs'vocabulary area (for example,postman, dentist, waiter). TEcHNreuE Listenand guess. MATERTALSThe short descriptionsof jobs below. pREpARArroN You might want to adapt,or add to, the descriptions. TrMEGUrDE 30 minutes.

Warm-up

1

Write up the following words on the board: delivers

uniform

apron

ecissora

drives

makes

cap needle uoe6

coat

Ask the learnersto divide them into thesethree groups: things we do things we use things we wear

Llsten and guess

l

2

Explain any unfamiliar words. Then ask the classwhat they think the listening text will be about.

3

Tell the learnersto write the numbers I to 6. Tell them you are going to describesix jobs without mentioning the namesof the jobs. They must guessthe jobs you are describing.

4

Readthe six descriptions.Tell the learnersjust to listen and not to write anything for the moment. Number one. He wears a uniform and drives a van or rides a birycle. He getsup very early in the morning to deliver letters to people'shouses. Number two. You go and seethis person when you have toothache.He or she wearsa white coat and usesa drill. Number three. This person brings you food and drink when you are in a restaurant. Number four. Shewearsa uniform and works in a hospital. She caresfor people when they are ill. Number five. He makes clothesfor men. He has a shop where he sellsthe clothes. Number six. He wearsa white coat and sometimesa white hat. He makesbread and cakesand sellsthem in a shop.

56

25 robs

ffiil;'

5

Readthe descriptions again.This time, the learnersshould write down the namesof the jobs.

6

Repeatthe descriptions once more. Tell the learnersto check their answersin pairs.

7

Ask for volunteersto come and write the answerson the board (1 postman;2 dentist;3 waiter/waitress;4nurse;5 tailor; 6 baker).

" " '"

maketheirowndescriptions of jobs.Putthese

a;;il;;;;;.

substitution tableson the board to help them: He

worka

the

He

indoore, outdoora.

weare

the

omart clothea. a uniform. a white coat.

He

mende

)he

makea eelle 0rowo looks afLer

They should think of a job and choosewords from the framework to describeit. Ask individual learnersto read out their descriptions and get other learnersto guessthe job.

57

26 Housework 4

Write up a timetablefor the weekon the board. Mon

tu e

Wed

Thur

rn

5at

9un

Tellthe learnersto copyit. Tell the learnersthat you aregoingto repeatthe story.As they listenagainthey shouldtry to write in the uncle'scrazyhousework timetable.When they havefinishedit shouldlook like this: Mon

I Ue

cook iron beda ffoor

Wed

Thur

Fri

9at

9un

ary feed lieten to polieh make ehoppinq clothee windowa furniture walk watch book

Tellthe learnersto imaginethat they arehis nephewsor nieces. Theyshouldcorrecthis timetableand makea moresensible one for him. 7

Ask for volunteersto cometo the board to makethe corrections.

. . . a aaaaaaaa ata aa aa aa aa aaat aaaaaaaaaaaaaaaaaao

Follow-up

Get the learnersto write their own (sensible)timetables.

59

27

Abitities

LANGUAGE Verbs for common actions. Can, can't. TEcHNreuE

Listen and guess.

MATERTALS The riddles below. pREpARArroN You might like to think of more riddles and add them to the ones below. TIME GUrDE

30 minutes.

Warm-up

L

Introduce the topic of riddles.Ask the learnersthe Sphinx'sriddle: 'What moves on four legsin the morning, two legs in the day,and three legsin the evening?'(Answer:a man going from being a baby crawling to a man walking, and then becoming an old man who walks with a stick.) Ask the classif they know any riddles in their l own language.

Listen and guess

2

Tell the learnersto write the numbers 1 to 5. Sayyou are going to tell them five riddles. They must try and think of the person, animal, or thing you are describing. Number one. I can't talk or walk. I can't eat but I can drink. I can smile and cry. Who am I? Number two. I've got four legsbut I can't walk. What am I? Number three. I can go out for a walk, but I can't leavemy house.I can only walk very slowly.What am I? Number four.I've got feathersbut I can't fly.I can keepyou warm at night, though. What am I? Number five. I've got hands,but I can't lift anything. I've got a facebut I can't see,hear,or speak.I can tell you the time though. What am I?

60

3

Readthe riddles a couple of times, leaving time for the learnersto write down the answers.

4

Readthe riddles for a third time, pausingaftereachone to allow the whole classto call out the answer ( I a baby; 2 a table; 3 a tortoise,or a snail;4 a duveu 5 a clock,or a watch).

27 Abirities Follow-up

Get learnersto work in pairs, making up their own riddles using 'can'and'can't1 Suggestsome subjectsthey could make riddles about and help them with English vocabulary,for example: a needle

it has an'eye'

a saw

it has'teeth'

a nail

it has a'head'

a chair

it has'legs',a'back',and sometimes'arms'

61

28 Rules:''must'and 'mustn't' LANGUAGE

T E CHNIQUE MATERIALS PREPARATION T I M E GUIDE

'|obs'vocabularyarea(for example,teacher,doctor, policeman). Must. mustn't. Listen and match. The extractsfrom ionversations below. None. 30 minutes.

Warm-up

L

Introduce the topic of schoolrules.Ask the learnersfor examples of things they must and mustn't do at school.Help them translate their ideasinto Englishif necessary.

Listen and match

2

Write the following words on the board in two lists, A and B, like this: l AB teacher

driver

doctor

Pasaen4er

policeman

patient

librarian

pupil

ticket collector

etudent

3

Explain any unfamiliar words. Choosesome examplesfrom list B, for example'patient'and'driver'.Ask what kinds of things these peoplemust and mustn't do.

4

Get the learnersto copy the two lists,sideby side.

5

Tell them they are going to hear five short extractsfrom conversations.In eachextract, someonefrom list A is talking to someonefrom list B. They must decidewho is talking, and who they are talking to. Readthe extracts.Try and'act'them asmuch aspossible,using appropriateintonation and gestures. Number one.You're late again!You must try to get to school on time. Number two. You mustn't park in this street.Look at the notice up there! I'm afraid you must pay a fine of twenty pounds, and you must pay it before next Friday.

62

Rules:'must'and 'mustn't'

28

Number three. You must stop smoking, and you mustn't eat so many sweets.... And you really must try to take more exercise. Number four. Shhh!You must be quiet. ... And you mustn't bring any food or drink in here. Number five. No sir. You must have a ticket before starting your journey. No, I'm sorry. You must get off the train at the next station. Readthe extractsagain.This time, tell the learnersto draw a line betweenwho is talking and who they are talking to.

a a a a a a a a a a aaaaaaaa

Follow-up

8

Readthe extractsfor a third time so the learnerscan check their answers.

9

Ask for a volunteerto come to the board and draw the lines betweenthe two lists (1 teacher- pupil; 2 policeman - driver; 3 doctor - patient; 4 librarian - student; 5 ticket collector passenger). aaaaaaaaaaaaaaaa

Tell the learnersto work in pairs.Ask eachpair to chooseone of the five extractsabove.Get them to make up three more'rules'for that situation in that extract (for example,teacher- pupil) using 'must'and/or'mustn't1 Eachpair should read out their rule and the rest of the classshould guessthe situation.

63

1 Describing actions

29

Presentcontinuous.

LANGUAGE

Listenand guess.

T ECHNIQUE

The short descriptions of placesbelow.

MATERIALS

You may want to adapt, or add to, the descriptionsbelow.

PREPARATION

30 minutes.

T IM E GUIDE

Warm-up

Ask the learnersto guesswhat place it is you are describing. Describethe classroomsceneas it is now for example:

7"

A man/woman is standing in a large room. There are a lot of people in front of him/her. They are all sitting down. Someoneis etc. lDescribewhat a few Someoneelseis -ing, -ing. learnersare actuallydoing.l Continue with your descriptionuntil the learnersguess.Don't. make it too easyfor them!

Listen and guess

'

t liiililr".tr ,tt" you are going to describefi.vescenesto them. Tell them to listen and, for each scene,decide either'What is happening?'or'Where is it?' Number one. My garden is full of people. My little sisteris crying. My father is bringing a ladder and everyoneis looking up into a tree.What is happening? Number two. The room is full of people. There is loud music playrng.Somepeopleare eatingand somepeopleare drinking. A lot of peopleare dancing.What is happening? Number three. My friend is lying in bed in a long room. A lot of other peopleare lying in bed too. Someof them are listeningto the radio. Someof them are talking to friends. One is talking to a man in a white coat.And a lot of people are sleeping.Where is my friend? Number four. I'm in a big building. A lot of people are sitting behind a long counter. Other people are queuing at the counter and writing on piecesof paper.Someof them are collectinga lot of money!Wheream I? Number five. I'm in a big building. A lot of people are sitting behind a long counter. Other people are queuing at the counter with letters and parcels.They are buying small, brightly coloured piecesofpaper and stickingthem on the lettersand parcels. Where am I?

64

Describingactionsl 2g

Follow-up

3

Ask the learnersto write the numbers I to 5. Readthe descriptions of the scenesagain,this time leaving pausesbetween each description so the learnerscan write down the answers.

4

Readthe descriptions a once more. This time, get the learnersto checktheir answerswith their neighbour.

5

Check the answerswith the class(l my little brother is stuck up a tree;2 at aparty;3 in a hospital;4 in a bank; 5 in a post office).

Write the following sentenceframes on the board: fm

ina.

5ome peopleare _inq. Other peopleare _inq Oneman/womania _in4 Tell the learnersto work in pairs. Ask them to imagine that they are at a place in town. Tell them write a description of this place by copying the sentenceframes and filling the blanks. Then ask each pair to read out their description.The rest of the classshould guess the place they are describing.

65

Describing action s2

30 LANGUAGE

'Town'vocabularyarea(for example,shop,cafe,bank). Presentcontinuous.

T ECHNIQUE MATERIALS PREPARATION T IM E GUIDE

ii,;il;;

1,

Procedure

Listenand do. The descriptionof a streetscenebelow. You may want to adapt the description below. 40 minutes.

Tell the learnersto think of the main street in your town or village. Ask them what kinds of building they can find there. Write the Englishwords on the board.

Createa'street'at the front of the classby arrangingchairsand desksto standfor a shop,a cafe,a bank, and a bus stop.Desckibeit to the learners,for example: This is the main street.This is the butcher'sshop here.And here, next to the butcher's,there'sa cafe.There are tablesand chairs outsidethe cafe.On the other sideof the cafe,there'sa bank. And here'sthe bus stop,by the bank.

3

Describethe following scene.Ask the learnersto imaginethe events taking placeon the'street'in front of them. I'm looking out of my window. There'sa busy streetoutside. Oppositeme a man and two boys are standingat the bus stop. The man is readinga newspaper.The two boys are eatingsweets out of a bag.A woman is coming out of the butcher'sshop.She's carrying a very heavybasket.A man is sitting at the cafe next to the butcher's,drinking coffeeand writing in a notebook.There are two girls sitting at the table next to him. One is eating spaghettiand the other is eatingice-cream.A young woman is walking down the streetwith a small dog on a lead. I can seetwo men coming out of the bank. They are carrying a big, heavybag. I wonder what is inside? Ask ten learnersto come to the front of the class.Positionthem in your street,three at the bus stop,one coming out of the butcher's shop,three sitting outsidethe cafe,and so on. Tell them that when you readthe descriptionagain,you want them to form a tableau (i.e. a three-dimensionalpicture) of the scene. Describethe sceneagain.The ten learnersshould form the tableau asyou read.

66

F'

30 Describingactions2 6

Fllow-up

Tell the ten learnersto return to their places.Seehow many details the classcan remember and repeat to you in English.

Get the learnersto write sevensentencesto form a description of the scene.Can they remember what all the people were doing?If they need help, you can remind them bywriting theseprompts on the board: Aman,., Twoboyo... Awoman... Aman... Twoqirlo... A younq woman. . . Twoman.. .

67

basics Thisbookcontainsthirty activitiesat elementarylevel,allof them dailylives,for dealingwith topicswhichform partof everybody's materials theteacher families and leisure activities.The only example instructions are andpens.The andclassneedarethe board,paper, clearandeasyto follow,and the authorshaveprovidedadditional methodological supportin a shortIntroduction.

ldeasfor writtenboardwork Pictures teacherscancopy for adaptingactivities Suggestions canuse illustrating thewayin whichteachers Shortdialogues instructions andcorrection English for classroom

IS B N0-19-112168-6

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