basics

Ji l l HadfieldCharles Hadfield

Oxfordhasics

Simple WritingActivities

ITLL HADFIELD

CHARLES HADFIELD

OXJ.ORDIJNIVERSITY PRESS

Contents

ForewordALAN MALEY

Introductlon

ActlvitiesL Greetings and introductions

2 The alphabet

3 Numbers

4 Telling the time

5 Personal information

6 Countries

7 Nationalities

8 Locating objects

9 Feelings

10 Families

tL Colours

L2 Shapes

13 Parts of the body

L4 Describing people

15 Clothes

16 Rooms

L7 Furniture

18 In town

19 Directions

20 In the market

27. Shopping

22 Food and drink

23 Leisure activities

24 Daily routines

25 lobs26 Housework

27 Abilities

28 Rules

29 Describing actions 1

30 Describing actions 2

Foreword

There is a formidable range of materials published worldwide forteachers of English as a Foreign Language. However, many ofthese materials, especially those published in English-speakingcountries, assume that teachers using them will be working withsmallish classes and have abundant resources available to them.Also many, if not most, of these materials make implicitculturally-biased assumptions about the beliefs and values of theteachers and learners.

This situation is ironic in view of the fact that the vast majority ofEnglish as a Foreign Language classrooms do not correspond at allto these conditions. Tlpically, classes are large, resources arelimited, and teachers have very few opportunities for training andprofessional development. Also, the cultural assumptions ofteachers and learners in many parts of the world may vary quitesignificantly from those of materials writers and publishers.

This book is an attempt to address this situation. The authorspresent thirty lessons at elementary level, each with the samemethodological framework. The lessons are explained in clear,accessible language, and none of them require sophisticatedresources. Instead, they call on the basic human resources whichall teachers and learners bring with them to class. The languagepoints covered are ones found in a typical elementary course, andthe topics are those which form part of everybody's daily lives, forexample, families, homes, and leisure activities.

Most importantly, however, the book offers a framework forteachers who lack training and support. The hope and theexpectation is that such teachers will begin by following each stepof a lesson quite closely, but, as their confidence increases, willadapt and add to the techniques presented here, responding to theparticular needs and abilities of their learners.

This is an important book: one of the few attempts to address theproblems of the'silent majority' of teachers worldwide who havelittle or no training, and few resources to work with.

ALAN MALEY

Assumption UniversityBangkok, Thailand

lntroduction

English is taught all over the world, by all sorts of teachers to allsorts of learners. Schools and classrooms vary enormously in theirwealth and their provision of equipment. Learners are verydifferent from place to place. But, whatever the conditions inwhich you are working, there is one resource which is universaland unlimited: the human mind and imagination. This isprobably the single most valuable teaching and learning resourcewe have. Nothing can replace it. In even the most'hi-tech'environment, a lack of imagination and humanity will make themost up-to-date and sophisticated resources seem dull;conversely, the most simple resources can be the most excitingand useful.

We have been fortunate to spend quite a lot of our time workingnot only in hi-tech environments with computers and video, butalso in classrooms where there is little more than blackboard andchalk and some out-of-date coursebooks. Some of our mostinteresting learning and teaching experiences (as Confucius said, ateacher is'always ready to teach; always ready to learn') have beennot in the comfortable well-resourced small classrooms of aprivate language school, but in classrooms where only theminimum of equipment has been available. Equally, some of ourmost memorable teaching experiences in'hi-tech' classrooms havebeen when we have abandoned the cassette or video or glossycoursebook and got to work with that most precious resource ofall, the learners'own experience and imagination.

Teachers often have to use materials which are out of date, orcontain subject-matter irrelevant to their particular group oflearners. For example, we have had great difficulty explaining theconcepts of the fridge -freezer and microwave oven to Tibetans. Inthe same way, learners who have spent all their lives in northerncountries might have difficulty with an exercise from an Africantextbook which asks if they prefer yam or cassava. So over the lastfew years we have been trying to design materials which can beused in as wide a range of teaching situations as possible.

The activities we suggest are as flexible as the human imagination iscreative; they are'teacher resource material'which teachers will beable to adjust to suit their particular environment. In thinking aboutuniversally applicable,'lo-tech materials we have come up with a listof criteria that need to be met. The materials will need to:

be usable in large classes as well as small.be suitable for adult learners as well as secondary learners, and ifpossible easily adaptable to a primary context.be centred on the universals of human experience.cover the main language skills and have a useful base of grammarand topic vocabulary.

Introduction

Lead-in

aaaaaaaoaaaa*aaoaaaaraaa aaaaaaaaaa

Organizing texts

be traditional enough to be recognizable to all teachers, and thusgive them a sense of security, while providing communicativeactivities for learners.be non-threatening in the demands they make on learners.be teacher-based'resource material'rather than books for learners.assume that no technical and reprographic resources are available,and be based on the human resource rather than the technical.be culturally neutral, not context-bound, and thus flexible andeasily adaptable by the teachers to their own culture and teachingcontext.be flexible enough to complement a standard syllabus orcoursebook.

Simple Writing ActivitiesThis book contains thirty activities, designed according to thecriteria above, for developing the writing skill at elementary level.Each activity has three main stages:

Lead-in-This introduces the learners to the topic, and focusestheir attention.Organizing texts-This stage provides controlled writing practicein preparation for a freer writing task.Creating texts-This stage gives the learners the opportunity touse the knowledge they have acquired in the previous two stages inproducing their own text. The teacher provides a context and areason for writing.

Writing is easier if the learners are prepared for the task, and iftheir imaginations are stimulated beforehand. The purpose of thelead-in is to'warm up'the learners, in other words, to start themthinking about the topic and practising some of the language thatwill be needed when they actually come to write.

The aim of this stage is to give the learners controlled writingpractice before they attempt a freer writing task. This is importantbecause the language of writing is different from that of speech. Inspeech, utterances tend to be short or incomplete, and thelanguage used is often colloquial, and may break grammaticalrules. However, most written language is more formal andelaborate, and follows certain conventions.

The text organization techniques used in this book are as follows:

Greating texts

Introduction

Completion-The learners fill in the blanks in a text or acrossword puzzle with an appropriate word or phrase. Thistechnique can give learners practice in a particular language point,for example, place prepositions.Describing a picture-The learners write a description of apicture. They may then discuss the best order in which to describethe different elements which go to make up the picture. This givesthem practice in organizinga spatial description.foining-Learners join words or sentences using a linking word,such as'and'or'but'. This technique helps learners to develop theskill of linking ideas logically and writing more fluently.Matching-The learners have to match the two separate halves ofsentences which are written in the form of two lists. This techniquehelps learners to understand how sentences are constructed andwhich words can go with other words.Reordering-Sentences or texts are given to the learners inmuddled order and they have to rearrange them in the correctorder. Reordering sentences is useful for teaching word order, whilereordering texts helps learners practise choosing a logical sequencefor sentences.Substitution-In this technique a basic sentence framework iswritten on the board. The learner can vary this by choosingdifferent words or phrases at certain pointb. This shows learnershow a basic sentence form may be used with slight variations toexpress a number of different meanings.Writing from notes-The learners are given notes to expand intotext. This gives them practice in arranging their ideas coherently.

It is difficult to write when you don't know who you are writing to,or why. In real life we always have a reason for writing: forexample, to answer a letter, prepare a shopping list, or make notesfor a talk. In the classroom there is often no apparent reason forwriting beyond'The teacher said do this for homework'. If,however, you provide the learners with a context for creating awritten text, you can make the task much more concrete andinteresting. There is a wide variety of techniques which you canuse. The ones we have used in this book are as follows:

. Writing from a picture-The learners use a picture as a starting-off point for creating a text.

:i: Responding to a text-The learners are given a text to read beforethey write, for example a poem or a letter. The text acts as a sourceof inspiration, and useful words and phrases which they can use intheir own writing. Alternatively, they may be asked to use their

lntroduction

own texts from the'Creating texts' part of the lesson.Survey and report-In this technique the writing task is precededby a speaking task in which the learners have to gather informationfrom each other and use it to write a report. This gives themsomething concrete to write about, and a definite purpose inwriting.Visualization-The learners close their eyes and visualize a scenewhich you describe to them. They then write about the scene theyhave imagined. They may share what they have written withanother learner.

Learners can also act as each other's audience. This is the mostimmediate and direct way of providing the writer with a reader.There are various techniques which can be used:

Write and do-The learners write texts, for example, a letter, aseries of instructions, or a description of a scene. Other learnersread them and respond in an appropriate way, for example bycreating a tableau of the scene.Write and draw-The learners draw a picture and write adescription of it. They either pass their description to anotherlearner who has to draw a picture of it, or the pictures anddescriptions are put up in the classroom and the learners matchthem.Write and guess-The learners write a description or riddle forothers to read and guess the person or object being described.

Teachers often set writing for homework, and some of theactivities in this book may be given for homework if time is short.However, they are really designed to be done in class, so that youcan circulate while the learners are working, supply any vocabularl-they need, and correct or explain any mistakes as they arise. It isalso an advantage for learners to receive immediate feedback fromone another on their writing.

A wide variety of text types is used in this book. These includedescriptions, narratives, reports, instructions, lists, poems, andletters. This helps to provide interest and equips the learners todeal more effectively with different kinds of writing.

Many activities suggest the use of a poster. This is simply a textwritten out in large letters, or a picture, on a big sheet of paper. Ifyou prepare posters before the lesson, it means that you do nothave the time-consuming task of writing or drawing on the boardwhile the lesson is in progress. This is a particular advantage if youare not very confident about your drawing skills. It also means that

Materials

Gorrection

Introduction

you will not have to write out the text, or draw the picture, againthe next time you want to use it.

Ifyou decide to use posters, try to find a cheap source of sheets ofpaper. In Madagascar, for example, the teachers we worked withfound the sheets of paper used for wrapping vegetables in themarket were ideal for making posters. A good way to fix posters tothe board is to pin a length of string along the top of the board likea clothes-line. You can then use clothes-pegs to pin your posters tothe string!

An alternative to drawings on posters is drawings on smaller piecesof card (but still large enough for all the learners to see). These areusually known as 'flashcards'. They are used in 1l 'Colours' and 24'Daily routines'.

After some of the activities you will want to correct the learners'work in order to give them feedback about their progress. It can bevery discouraging for learners if their work comes back covered inred ink, and this can have a destructive effect on their creativity,enthusiasm, and confidence. In addition, if every mistake iscorrected by the teacher, this robs the learner of a valuable learningexperience-how to spot and correct their own mistakes. You canreduce the'big red pen' effect, and help learners to self-correct byusing the following strategies:

Working with learners as they are writing, supplying vocabularyand pointing out mistakes.Getting learners to work together or read each other's work andhelp each other with mistakes.When you correct learners'work, use symbols in the margin toindicate that there is a mistake in that line rather than correctingthe mistake yourself. It is then up to the learner to work out whatwas wrong, and what the correct version should be. Useful symbolsare:

oSp

T

Pr

well done

organization

spelling

tense

preposition

word orderWO

lntroduction

A article

Ag agreement (singular/plural, etc.)

P punctuation

V vocabulary

Gr other grammar mistake

You may not want to correct every mistake in a learner's work, butprefer to concentrate on one specific area at a time, for example,tenses, spelling, or prepositions. If you adopt this system you willneed to give learners a little time after you hand back their writingtasks to work out what was wrong, write in the correct version,and ask you for help if they still do not understand. If most of theclass made the same or similar mistakes, you may want to devote alesson or part of a lesson to remedial work on this area.

Building a lessonThere are four companion books to this one, Presenting NewLanguage, Simple Listening Activities, Simple Speaking Activities,and Simple Reading Activities. AII of these also contain thirtyactivities, and in all five books the topics and the languagepresented and practised correspond. So, for example, activity I inall five books is about'Greetings and introductions' and activity 30is about'Describing actions'. The activities in each book aregraded, following a basic structural syllabus. This means that youcan design your own lesson or sequence of lessons using materialfrom any, or all, of the books, depending on your learners' needsand the time available.

Activities

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

Greetings and introductions

Hello. My name'sWhat's your name?Nice to meet you.

Organizing texts: completion.Creating texts: writing from a picture.

The dialogue below; the pictures below, on posters or on the board.

Prepare the poster if you are using one.

30 minutes.

Walk around the class introducing yourself to the learners. Use'Hello. My name's What's your name?'

Put up these pictures.

Lead-in

Mq noru"ts Kak ." Niceto neefgort.

Ni."to \l- mecl- uorr\- +ooY

Organizing texts:completion

Hello. Mg namos Be"ur.\itr."tb3our yron€, ?

Tell the learners to repeat the dialogue. Then cover, or rub out, thenames, and get the learners to repeat the dialogue again, using theirown names.

3 Write this gapped dialogue on the board:

FEN Hel lo. - Oen. -your ?

KATE My name'e Nice - meeN -.

FEN Lo -you Loo.

Ask the learners to copy the dialogue and fill in the gaps.

Greetings and introductions

4 When everyone has finished, write in the missing words on theboard and get the learners to check their work.

Cleatlng texts: 5 Put up these pictures. Get the learners to copy them and to write inwriting fiom a picture the dialogue.

aaaaaaaaoeaaaaaa

Gomment

6 Ask one or two pairs of learners to read out their sentences inthecorrect order, one taking Ben's part and the other Kate's (get themto use their own names if they prefer).

aaaaaataaaaaaaaaaaaaaaotaaaata

If appropriate, change the names to more familiar local names.

LANG

TECHNI

UAGE

QUES

The letters of the alphabet.

Organizing texts: reordering.Creating texts: writing from a picture.

The jumbled words below; the pictures below, onboard.

Prepare the poster ifyou are using one.

40 minutes.

raaaaataaaaaaa

Lead-in

MATERIALS

PREPARATION

TIME GUIDE

aaaaaataaaoonaaaa

7-

N-i-c-

n-a-m-e'-e K-a-t , -e.

learners to put up their handworo.

a posteror on the

y-o-u.

and tell the class when they

aaaaaaaaaaaaa

Spell out this

H-e- l - l -

W-h-a- l ' -s

M-y

dialogue (i.e. pronounce each letter separately):

n M-y n-a-m-e'- D-e-n.

y-o-u-r n-a-m-e?

Tell theguess a

aaaaaaaeaaaaaaaaaaaaaaaaataa aaaaaaaaaaaaaonaao

2 Write these iumbled words on the board:

LOLHE CEIN

NEF TEME

N/EAN'9 OT

OYU

TEKA

YM

AMNE

UYOR YM

g'THWA E9'MNA

3 Divide the learners into pairs, A and B. Ask A to look at theiumbled words in the first column and to sort them out. B shoulc

Organizing texts:leoldeling

10

do the same for the second column.

The alphabet

4 When they have finished, ask A to dictate his or her words to B,who should write them down. Then get B to do the same for A. Tellthem to make a dialogue from the words.

Creating texts:wdting fiom a pictule

5 Put up these pictures:

Tell the learners to copy the pictures and write the dialogue in thesPaces.

Get learners to compare their dialogues with others in the class.

Gomment Learners can write their own dialogues using different names, anddictate them to one another.

6

l1

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

Numbers

Numbers.

Organizing texts: completion.Creating texts: responding to a text.

The crossword below a blank version with clues and a version withanswers, on two posters; the poem below, on a poster or on theboard; examples of the objects in the poem.

Adapt the poem if necessary. Make the crossword posters, and thepoem poster if you are using one.Collect examples of the objects in the poem.

50 minutes.

1, Give the learners some simple'mental arithmetic'with numbers upto 20. For example, ask them to add 6 and 4, and t8 and 2. Youcould make this into a competition between two teams if you like.

2 Put up the blank version of the crossword. Make sure that thelearners understand how to fill in a crossword.

Tell the learners to copy the grid, but not the clues.

Ask them to complete the crossword on their own, and thencompare their answers in pairs.

Put up the version with answers.

Lead-in

Organizing texts:completion

Across1 6x24 b+115 1+27 b-7O 3x5I 3x312 20-315 6x316 7x2

Down1 16-32 1O+13 3+45 5x26 3+2

10 4xZ11 1Ox212 12-615 BxZ14 7-516 2x2

3

4

T2

Numbers

aaataaaaaaaaaaaaaaaaaaaaaaaaoa aaaaaoaaaa

Creating texts:responding to a text

6 Put up this poem. (If necessary, change some of the objects tothose your learners are more likely to have in their schoolbags.)

ln 1am's echoolbag

ONE Enqlieh book,MO wooden rulers,THREE claee nolebooke,FOUK black pene,FIVE chocolaLe biscuits,1lX paVer hankiee,9EVEN poV caoeettee,EIGHT coloured ?enci le,NINE bus t ickeL6,TEN oiicky sweels,

Show the class an example of each object in the poem, and ask thelearners to identifr it. Tell them they may use their own language ifthey don't know the word in English.

7 Read the poem, holding up an example of each object as you readeach line.

I Get the class to read the poem in chorus. Then ask for a volunteerto come out and hold up each object as the rest of the class readthe poem.

9 Ask the learners to tell you about other things they have in theirschoolbags. Tell them they may use their own language if they don'tknow the word in English. Translate their suggestions into Englishand write them on the board.

10 Ask the learners to write a poem like'In Sam's schoolbag', called'Inmy schoolbag'.

l3

4 Tetting the time

LANGUAGE What time is it?

It's - o'clock.

Numbers.

rECHNreuEs Organizing texts: completion.

Creating texts: responding to a text.

MATERIALS Notes and clock faces, on posters or on the board; diary pages, on aposter or on the board.

pREIARArroN Ifnecessary, adapt the notes to suit your learners'ages and cultures.Prepare the posters if you are using them.

TrME GUrDE 40 minutes.

Lead-in L Revise times by drawing a clock face on the board, drawing in thehands at different times, and asking the learners to tell you whattime it is. Use:

What time is it?

It's - o'clock.

2 Put up these notes and clock faces:

)ue, see you afuer school aN -. Tom

Helen, meeNyou al lhe cinema af, - . James

Tom, meetr me lor lunch aN . Helen

Jamee, the meeNinq ie atr - . )ue

Organizing texts:completion

6

T4

Telling the time

(If necessary teach'see','school','meet','cinema','lunch', and'meeting'.) Tell the learners to match the notes and the clock faces.

3 Get the learners to copy the notes and write in the times in words.

4 Check the answers with the whole class.

5 Put up these notes:

1am, - you atthe - at eiqhN o'clock.Tom.

Tom, -you afLer aN four o'clock. )ue.

)ue, - me for at lwelve fitleen. Helen.

Helen, Lhe ie al ten lhirty. Mark.

6 Ask the learners to copy the notes and fill in the gaps withappropriate vocabulary items from the first set of notes.

7 Check the answers with the whole class.

Creating texts:respondlng to a text

I Put up these diarypages:

Meet 1am. Teaaeue Cinema. Film-b.l5.

M e elin a-3.2O. T ell Tom.

Dinner wilh James. Huana Shan reslauranN-7.30.

Arranqe lo 6ee 7ue after work-6.OOCasablanca Cafe.

Tell the learners to write notes to Sam, Tom, Iames, and Suemaking these arrangements.

Ask some learners to read out their notes to the whole class.

i6t

15

t-lAJ Personal information

LANGUAGE My name is -.

Iam-.

Iama

I am from

I live at

My hobbies are - and -.

TEcHNreuEs Organizing texts: reordering.Creating texts: responding to a text.

MATERTALS Jumbled sentences; letter, on a poster or on the board.

IREIARATToN Prepare the poster if you are using one.

TrME GUIDE 40 minutes.

Lead-in L Ask the learners if they have, or have ever had, a penpal. Ask somequestions about their penpals, for example:

What is his or her name?

Where is he or she from?

aaaaaaaaaaaaaaaaaaaaaoaaaaaaaa aaaaaaataa

Organizing texts: 2 Write these jumbled sentences on the board:reoldering

name my John ie.

l ive I aN79 Abbey Koad

)eneqal f rom I am

learner a l 'm

15l am

hobbies are my dancinq owimminq and

Tell the learners to write them out correctly. Remind them thateach sentence should begin with a capital letter and end with a fullstop. When they have frnished, get them to compare their answersin pairs.

3 Ask individual learners to read out their answers to the whole class.

16

Personal information

aaaaaaataaaaaaaaaaaaaaaaaalaataoaaaataaaaaaaoa

Gleating texts: 4 Put up this letter:responding to a text

Dear Venpal,

LeL me inf,roduce myoelf.

l 'm 2l yearo old.

My name'e 1anjay Jhabvala.

I'm from lndia.

l'm a poolman,

I live aN 25 City Koad, Delh|

My hobbiee are cyclin4 and football.

Wrile and tell me all aboul youreelfl

Ask the learners to rewrite the letter, putting the sentences in abetter order (name, age, country, address, job, hobbies). Draw theletter layout below on the board and tell them to follow it.

When the learners have rewritten the lettet ask them to write areply, telling the penpal all about themselves.

T7

r̂\-/t Gountries

LANGUAGE 'Countries' (for example, India, Greece, fapan) and'food' (forexample, curry, pizza, hamburgers) vocabulary areas.

- is/ are from -.

rEcHNreuEs Organizing texts: substitutionCreating texts: responding to a text.

MATERTALS Substitution table, on a poster or on the board; menu, on a posteror on the board.

pREpARArroN Prepare the posters if you are using them.

TrME GUrDE 40 minutes.

Lead{n 1, Ask the learners if they have ever tried any of the fbllorving: curry,pizza,hamburgers, sushi, or chop suey. Ask them if thev knowwhich countries these kinds of food come from.

Olganizing texts: 2 Put up this substitution table.substitution

Tizza

Chop euey

Voueeaka

Goulaeh

lamburqero

Curry

Suehi

lndia.

Greece.

Ja?an.

Italy,

China.

Hunqary.

the U)A.

ta

are

from

3 Tell the learners to match the countries rvith the kinds of food, andthen write seven correct sentences.

4 Check the answers with the whole class.

6;;;il;;'i;i;;'''''''''''';'' ;;; ;; ili, ;;;,,respondlng to a text

webome No TheRENDEZVOU9 TNTERNATTO\,A,, <=3-irRANT.

From ltaly, try our taoty Vizzae. From )wilzer.a.a, ne vrinq youfondue. From Greece, moussaka. Mmm. Oel ic ic-e. A epecial i ly f romTurkey, kebabe. And from Thailand, epicy f'eh curry.

18

I

Countries

Explain any new vocabulary for example,'tasty','fondue','delicious','speciality','kebab', and'spicy'.

Put the learners in pairs and ask them to discuss how they wouldlay out the menu to make it read and look better. Go round andhelp them while they are doing this.

Collect suggestions from the class and write up a new moreattractive menu on the board. Ask the learners what they wouldchoose to eat.

Put the learners in groups of three or four and ask them to designtheir own international menu.

When they have finished, get them to swap menus. Each groupshould then discuss what they would choose from their new menu.Write these speech bubbles on the board if you think they needsuPport:

aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaoaaaaaaaaalaa

Comment If appropriate, change food items and their countries of origin tosuit your learners'culture and general knowledge.

Mmm. l th ink l ' l l l ry - .Whal about you?

eounds del ic ioue.

t9

Nationalities

LANGUAGE 'Countries' (for example, Canada, fapan, China) and'nationalities'(for example, Canadian, fapanese, Chinese) vocabulary areas.

TEcHNreuEs Organizing texts: completion.Creating texts: responding to a text.

MATERIALs Lists and sentences, on a poster or on the board; letters, on a posteror on the board.

eREIARATIoN Prepare the posters if you are using them.

TrME GUrDE 40 minutes.

Lead-in 1, Ask the learners about the nationalities of famous people they arelikely to know; for example, pop stars, sportsmen and women, andpolitical leaders.

Otganizing texts: 2 Put up three lists, for example:completion

Country Nationality Languagea

Canada Venezuelan French, German, and l tal ianJapan 9wise SVaniehChina Canadian )oanishMexico Thai French and Enqlieh)witzerland Japanese ChineeeThailand Kueeian French and ArabicVenezuela Moroccan KussianMorocco Chinese JapaneseRueeia Mexican Thai

fuk the learners to match country nationality, and languages.

3 Put up some gap-fill sentences like the ones below Tell the learnersto copy them, filling in the gaps with words from the lists:

Carlos is -. He comee from Acapulco.

9u Ronq Ronq ie the l ives in Shanqhai.

Aeqonio is a -. He livee in Caracae.

Jameo ie a - from Monlreal. He opeako - and -.

Maria ie and comeo from Luqano. She opeakoana _.

Jamila is - , f rom Marrakech.)he epeaks and -.

20

Nationalit ies

Creating texts:responding to a text

4 Put up these letters:

Gomment

Hel lo l

I l ive in thanqhai, a biq ci ly in the easl of - . I 'm Chineee.My hobbieo are readin4 and badminton. I l ike Enql iohl I opeak

and a l i t t le Enql ieh. Vy name'e eonq Lin. How aboutvou?

Explain that the sentences in both letters are in the wrong order.Go through the first one with the whole class, asking the learners toreorder the sentences.

Get them to do the same with the other letter, working on theirown.

Ask for volunteers to read out their letters to the rest of the class.Suggest corrections if necessary.

Ask the learners to choose one of the two letters and write a replyto it. They can use language and sentence patterns from the lettersto help them.

aataeaaaaaaaaaaaa

If you feel that your learners are not familiar with the onesprese.rt"d here, substitute different countries and nationalities, andadapt the letters.

Hi l

I l ike music and frlme. I soeak and -.My name'o Jean. l 'm 23 yeare old.I 'm Canadian. I l ive at 26Avenue de Ternes, Vontreal. How aboul vou? Lel me inlroducemveelf.

21

8 Locating obiects

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

Lead-in

'Everyday objects' (for example, bag, vase, rose) and'classroomfurniture' (for example board, chair, table) vocabulary areas.

Place prepositions (for example, on, next to, near).

Organizing texts: reordering.Creating texts: write and guess.

Five sentences about objects in your classroom; description, on aposter or on the board.

Prepare the sentences; prepare the poster ifyou are using one.

40 minutes.

7, Write the first parts of the sentences about your classroom in acolumn on the left-hand side of the board and the second parts injumbled order on the right-hand side, for example:

The blackboard ie on lhe chair .My ba6 io nexL Lo lhe door.The Iable is near Lhe window.

Ask the learners to match the two parts to make sentencesdescribing the classroom.

2 Put up this description:

(1) On the lable ie a va6e with one red rose in it. (2) The room iequibe bi7. (3) There are r,wo windows oppooite the door. (4)Lanqinq from Nhe cei l inq, over lhe table are some bal loone, (5)Next to lhe cake ie a card eayinq'l love you'. (6) 1eLween thewindows is a r,able. (7) ln fronL of Lhe vase is a biq cake.

Organizing texts:leoldering

22

Locating objects

Ask the learners to read the text. Explain'vase','rose','balloons','cake', and'card' if necessary. Ask them what is going to happen inthe room.

3 Get them to start drawing a picture of the room. Ask them how thetext could be reordered to make it easier. Number the sentencesand get the learners to decide what the best order would be tomake the description clearer.

4 Go through their suggestions when they have finished (2,3,6, 1,7,5, 4 is the best, though 2, 3, 6, 4, 1,7,5 is possible). Ask the learnersif any of the sentences can be joined with-and'.

Creating texts:wlite and guess

5 Tell the learners a riddle about an object in your classroom and askthem to guess what it is, for example:

It's next to the windoq on the wall above the table. What is it?

another example:

It's on the table next to the door.

6 Get the learners to write five similar riddles about objects in theroom, without mentioning the names of the objects.

7 When they have finished, put the learners in pairs and get them toread their riddles to each other. Their partners should guess whatthe objects are.

I Ask for volunteers to read one of their riddles to the whole class.and let the class guess what the object is.

p

23

Feelings

LANGUAGE 'Feelings'vocabulary area (for example, hot, thirsty, h"ppy).

And, or, but.

rEcHNreuEs Organizingtexts:joining.Creating texts: survey and report.

MATERTALs Notes; a list of eight to ten adjectives in the'feelings'vocabularyarea.

pREnARATToN Prepare your list of adjectives.

rrME GUrDE 40 minutes.

Lead-in 7. Ask a few learners about their feelings, for example,'Are youhappy? Write their answers on the board in the following patterns:

[Name] is - and -.[Name] isn't - or -.[Name] is - but -.

For example:

Vark ie hoN and thirely.Anna isn't anqry or bored.Kale is hunqry but haVpy.

2 Explain that'and'is used to join two feelings that are similar, forexample, two bad ones or two good ones. In a negative sentence'or'is used instead of 'and'. 'But' is used to join two contrasting feelings.

6;;;;i;i;;i;i;;1iliil''i'' #,ii. il;;;;;;;' on the board:Timl hunqryl thiretyMarial not anqryl coldAnnal tired/ Nhirelyl haVpytsenl Liredl exciled1aral nol Liredl bored

Ask the learners to expand them into sentences using'and','or', or'but'.

4 Ask the learners to make two sentences, one to describe themselvesand the other to describe the person sitting next to them.

24

Feelings

aaaaaa aaaaaa aaaaaaaaaa

Greating texts:suryey and report

5 Write the'feelings'adjectives you have prepared on the board. Askthe learners questions about their feelings using the adjectives, forexample:

Who is huppy today?How many of you are hot?How many of you are cold?

Write the totals on the board, for example:

Ha?py 32Hot 37Cold 1bored OAn7ry O

6 Tell the learners to write the results as a survey, for example:

ln Claee Three t oday, lhirtry -t wo Veople are happv. ThirIy - oevenpeoVle are hot, bul one ?eroon ie coldl No-one ie bored or an6ry.

z)

Lead-in

1-0 Famities

LANGUAGE 'Families'vocabulary area (for example, mother, father, brother).

On the right; in the middle; on the left.He/she'sa- .

rECHNreuEs Organizing texts: reordering.Creating texts: writing from a picture.

MATERIALS Photographs of learners' families; board drawing of your family;description, on a poster or on the board; sentence frames.

pREIARArroN At the end of the previous lesson, ask the learners to bring aphotograph of their family to the next lesson. Make a sketch for aboard drawing of your family. Spend a little time preparing whatyou're going to say about each member of your family. Prepare theposter if you are using one.

TrME GUrDE 40 minutes

L Draw a picture of your family on the board. As you draw, talkabout each member, for example:

This is a picture of my family. This is me ldraw sefl -in themiddle, look, and here is my husband standing next to meldrawhusband) On the right are my husband's parents. [draw parents)This is his mother, and this is his father. They're both teachers ...etc.

2 Putup this text:

This is our weddinq phobo.

On the left, are my molher and father-bolh 65 and retirednow.

That's us-in the middle of the pictrure.

Next to my parenle are my brolhere-Vichael and his wifeJill, and Hu4h and hie wife Anne.

Constructing texts:leoldering (1)

(2)

(7\

(4)

26

dff if rHgEggHaB'$

Families ."S* %d

(5) Michael ie an enqineer, and Huqh and Anne are both docfors.

(6) Nexi lo my faLher-in-law ie my wife'o siot'er, Felicily' and her

oaoy qon.

(7) Next io Felicily, on t'he far riqht of Nhe VicIure, are my wife'e

cousine, Lynn and John.

(B) Al the end of Nhe row, nex| lo tlugh, ie a ourprioe queot'-my

sisler Susan'

(9) 0n lhe riqht' ie my wife'o family-her mother and f ather are

et'anding nexN No her'

(O) euean l ivee in America, bu| ehe came over for Nhe wedding'

Ask the learners to read the text and to try to draw the photo. Ask

them if it would be easier if the sentences were in a different order.

Discuss how the text could be better arranged so that the reader

can visualize it better.

3 Get the learners to write down the order they think would be the

clearest.

4 Collect suggestions from the class. Working out from the middle

towards the lef t and then towards the r ight (1,3,2,4,5,8, L0,9,6,

7), or towards the right and then towards the left (1, 3, 9, 6,7,2,4,

5, 8, 10) are probably the best.

;;;iil;'t;;il;' .' ".;"

*'i. ;h;;;;;;;".. frames on the board. rell the rearners to usewriting frOm a picture them to write sentences about their photos.

My - io on Nhe r iqhN.

My - ie on Ihe lefl,

My - ie in Ihe middle of the phoNoqraph.

behind my - b mY -.

ln fronN of my - ie mY -.

Hiel her name is

Hel ehe's

I'el she's a -,

6 Get the learners to work in pairs, describing their photographs to

each other.

27

1tI cotours

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

5,q No& f f iFix the flashcards to the board in a row. Write the name of eachcolour above the pictures and the name of each thing below it. Forexample:

blue redeea apVle

Put the learners in pairs and ask them to think of as many otherthings as they can which are the same colours as the things on theflashcards. Supply vocabulary if they need it.

Write the learners' suggestions below the flashcards.

'Colours'vocabulary area (for example, blue, red, green).

What colour is the -?It's -.

Organizing texts: reordering.Creating texts: responding to a text.

Eight flashcards of the illustrations below; poem with lines injumbled order, on a poster or on the board; poem with lines in thecorrect order, on a poster or on the board.

Make the flashcards. Make the posters if you are using them.

50 minutes.

L Hold up the flashcards one by one, and ask the learners whatcolour each thing is.

Teach these words with quick sketches on the board:'rose','poppy','swan', 'pear', 'grass', 'cloud', 'fountain', 'barley', 'clouds', and 'twilight'.Some of the things may be unfamiliar to your learners. fust explainthat they are English flowers/ birds/ fruit/ crops. If you can, try tofind a local flower, fruit etc. that is similar.

Organizing texts:reordedng

4

28

l rEColours .-n- #*

3$ Y€ &APut up this poem. Explain that the lines in the left-hand columnare already in the correct order, but those in the right-hand columnare in jumbled order. Also tell the learners that the poem rhymes.

What io pink?

WhaN is pink? A rooe ie pinkby lhe founlain'e br ink.

What ie red? A Voppy'o redWhat, ie blue? The oky ie blueWhatr is white? A ewan iE whiLeWhaI ie yellow? Teare are yellowWhal ie qreen? The qraoo io qreenWhaL is violet? Cloude are violelWhal ie oran1e? Why, an oranqe

Ask the learners to put the lines in

eai l inq in the l iqhL.ln iNo barley bed.ln the eummer Nwil i4ht. .Juet, an oranqelWhere Lhe cloude froat lhrouqh.Kich and riVe and mellow,WiIh emall flowers belween.

the correct order.

Creating text:responding to a text

;' ' ;;; ;;;;;; with the lines in the correct order.(It is by theVictorian poet, Christina Rossetti).

What ia pink?

WhaN ie Vink? A rooe ie pinkgy lhe founLain'e br ink.WhaN ie red? A poppy'e redln ite barley bed.Whal ie blue? The oky ie blueWhere the clouds f loat throuqh.WhaN io white? A ewan is whiLeSai l inq in Lhe l ight.

What is yellow? Tears are yellowKich and riVe and mellow.What ie qreen? The qraoo io qreenWith emall frowere belween.What, is violetr? Clouds are violetln trhe eummer Nwil ight.WhaL is orange? Why, an oranqeJustr an oranqel

Ask the learners to write their own poem on the same pattern,using the words and ideas they collected in the Lead-in. Show themhow the pairs of lines should be structured:

Whatr is -? ie/ are

Tell them that their poems don't have to rhyme!

I Ask for volunteers to read out their poems to the rest of the class.

29

L2 shapes

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

Lead-in

'Shapes' (for example, square, round, long) and'colours' (forexample, brown, red, black) vocabulary areas.

And, with.

Organizing texts: substitution.Creating texts: write and guess.

Exercises, on a poster or on the board.

Make the poster if you are using one.

40 minutes.

7. Describe two or three of things in the room, for example:

It's square and brown with four legs.It's small and round and red, with money inside.

Get the learners to guess what you are describing (table, purse).

2 Write a substitution table on the board like the one below. Ask thelearners to write five sentences from the table.

Organizing texts:substitution

Anpenci l000Ke

a??tebananasblackboard

tonq6quareround

red.Ihick.black.yellow.Ihin.

andt6

are

3 Go round the class and check the learners'work.

30

12shapes J- t-

Greating texts: 4 Put up these exercises:write and guess

A Ioin these short sentences into one longer sentence using'and':

Itr'o yellow. ll 'o lonq.l| 'e curyed.

lL 's black. l t 'o oquare. l l 'o biq.

lL 'e round. lL 'e f faL. l t 'e ei lver.

B Join these short sentences into one longer sentence using'with':

I t 'o lon6 and thin and round. l t hae a pointed end.

l l 'e lonq and very Nhin and ei lver. l l hae a poinl al one end and avery omall hole at,Ihe oLher.

l t 's round and qold. l t hae a hole in Lhe middle.

Ask the learners to do them.

5 Check the sentences with the whole class. Ask the learners if theycan guess what the objects are (A banana, board, coin; B pencil,needle, ring).

6 Put the learners into pairs and ask them to make up some riddlesof their own like the ones in the exercise.

7 When each pair has made up at least two riddles, join the pairs intogroups of four and ask them to read out their riddles for the otherpair to guess.

3l

13 Parts of the body

'Parts of the body'vocabulary area (for example, foot, head, knee).

Organizing texts: joining.Creating texts: write and draw

Drawing and description of a robot, on a poster or on the board;two pieces of paper for each of the learners.

Make the poster if you are using one.

40 minutes.

7. Call out parts of the body, for example,'Foot!', 'Head!','Knee!'Tellthe learners to point to that part of their body, as quickly as theycan. Increase your speed as you go on.

2 Put up these pictures and descriptions and ask the learners tomatch them.

1 This roboL has a aquare head and a round body. l lo arme andleqo are rectanqular. l t has l r ian7ular hande and feel.

2 This robol hae a l r ian7ular head. l ts body io aquare and i t , hasround armo and reclanqular leqo.

3 Thie robol has a round head and a l r ianaular bodv. l l hasreclanqular armo and leqe.

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

Lead-in

Organizing texts:matching and ioining

A

32

3

4

Parts or the body 1- 3

wilh it, has ten finqero on eachhand.

iN hae four arms and Lhreele4o,

Ask the learners to match the sentence halves in the description,joining them with'and' or'with'.

5 Ask them what they think is the best order for the sentences tomake a description of the picture. This is probably:

The robot has a square head with round eyes and a triangularmouth. Its body is rectangular and it has four arms and threelegs. Its hands and feet are triangular and it has ten fingers oneach hand (i.e. describing from the top downwards).

6 Give each learner two sheets of paper. Tell them to draw their ownrobot on one sheet, and to write a description of it on the other.

7 When they have finished, put them in pairs. Tell them to give thedescription, but not the drawing, to their partner. Their partnershould read the description and try to draw the robot. They canthen compare their drawings.

Check the answers with the class. ( 1-B, 2-C,3-A).

Put up this robot and the description of it.

lLe body io reclanqular and round eyee and af,r ian7ularmouTn.

Its hande and feet areLrianqular

The robol hao a oquare head

Creating texts:wdte and dlaw

33

1r4 Describing peopte

'Describing people' (for example, tall, slim),'parts of the body' (forexample, hair, face, nose), and'colours' (for example, blonde, blue,black) vocabulary areas.

Organizing texts: writing from notes.Creating texts: visualization.

Police poster, on a poster or on the board.

Make the poster if you are using one.

40 minutes.

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

aaaaaaaa.aaaaaaaataaaaaaaaaaaaaaaaaaaaaaaaaaaa

Lead-ln

aaaaaaaaaaaoaaaaaoaaaaaaaaaaaaaaaoaaaaaaoaaaaa

Organlzlng texts:writing fiom notes

L Ask the learners to close their eyes and to think of a famousperson. Tell them to think of what the person loolcs like. Then theyshould open their eyes and describe him or her to the personsitting next to them, who should try to guess who it is.

2 Put up this police poster and write the notes beside it on the board:

Lalle l imlonq curly blonde hairround faceblue eyeelonq nooeblack dreee

34

Describing peopre 14

3 Write this outline description on the board. Ask the learners toexpand the notes beside the poster into a description based on theoutline:

Tolice are lookinq for a woman lael seen in a red car near WesIStreeL.-heiqhr-ehaVe-hair-f ace-eye5-no5e-cloNhee.Anyone who eees lhe woman ehould conlacN Lhe policeimmediately,

4 Ask some learners to read out their descriptions. Discuss differentways of describing the woman, for example:

The woman is tall and slim with long curly blonde hair, a roundface, blue eyes and a long nose. She is wearing a black dress.

or:

The woman is tall and slim. She has long, curly blonde hair and around face, with blue eyes and a long nose. She is wearing a blackdress.

Creating texts: 5 Ask the learners to visualize their ideal man or woman. Ask themvisualization what he or she would look like. (With younger children you can

ask them to imagine fairy-tale characters, for example, a prince or aprincess.) Elicit some vocabulary and write it on the board.

6 Ask learners to write a short description of the person.

7 Put the learners in pairs, or groups of three, to compare theirdescriptions.

8 Ask the groups to report back to the class, for example: 'Sara's idealman is tall and dark, but mine is blonde with a beard.'

35

1-5 ctothes

LANGUAGE 'Clothes' (for example, sweater, jacket, jeans),'colours' (forexample, red, green, blue), and'describing people' (for example,tall, small, fat) vocabulary areas.

TEcHNreuEs Organizing texts: reordering and joining.Creating texts: write and do.

MATERIALS Sentences, on a poster or on the board; a bag of clothes for dressingup as robbers; another bag, marked'money'.

eREIARATToN Make the poster if you are using one. Prepare the clothes.

TrME GUrDE 40 minutes.

Lead-in 7- Divide the class into two teams. Choose and say an item of clothingthat one of the learners is wearing, for example,'a red shirt'. Thefirst team to say the name of the person wearing that item gets apoint. Continue for about ten items of clothing. You can let avolunteer from the class call out items of clothing.

Organizing texts: 2 Put up these sentences. Ask the learners what they think the bestreordering and joining order for the sentences would be. Tell them to write out the

sentences in the best order, and to combine some of them with'and'.

1 The olher had a red eweater.

2 The lal l man had a qreen jacket and blue jeane.

3 lle had black lrousere.

4 | eaw two younq men runnin4 down Lhe eLreet at, abouL eixo'clock.

5 DoLh men were wearinq trainers.

6 The ol,her was smaller and falLish.

7 )ne wae Nal l .

B le was quite el im.

9 Doth men had shorl brown hair.

36

Creating texts:write and do

4rctothes -L J

3 Put them in pairs and get them to read each others'descriptions.Collect suggestions from the class and agree on the best order forthe sentences. (4,8, 7,6,9,2, 1,3,5 is probably the best order. Iand 3 can be combined with'and'. and so can 7 and 8.)

Tell the learners that you need some actors, and ask for four or fivevolunteers. Ask them to come outside the door with you. Tell themthat they are bank robbers, and that they are going to act out arobbery. Give them the bag of clothes you have brought in, and askthem to disguise themselves. They can also swap some of their ownclothes if they like. Then tell them that the classroom is a bank, andthat you are a cashier. You will be sitting at your desk. After oneminute they should run in and demand money. You will give it tothem, and they should take it and run out again.

Go back into the class and tell them,'This is a bank and I am thecashier.'Ask a few learners to come up and stand in a queue at thedesk. Pretend to be dealing with the first'customer'when the'robbers'run in.

When the'robbers'have taken the money and gone out again, askthe class to discuss in pairs what they saw. Ask them if they canremember what the robbers were wearing, and then tell them towrite a description of what they saw for the police.

When the robbers have changed into their normal clothes andcome back into the room, tell them to try and remember what theywere all wearing, and write a description too.

Get the learners to work in pairs or small groups and discuss whatthey have written. Ask them if all their descriptions of the robbersare the same.

9 Get feedback about the descriptions from the whole class.

6

37

LG Rooms

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

aaaaaaaaaaaaaaaaaaaoaaaaaaaaoaaaaaaaaaaaaaaaaa

'Rooms' vocabulary area (for example, living-room, bedroom,kitchen).

On the right; on the left.

Place prepositions.

Organizing texts: matching.Creating texts: visualization.

Pictures of houses, on a poster or on the board; plan of a flat, on aposter or on the board.

Make the posters if you are using them.

40 minutes.

Lead-in 7. Put up these pictures:

Make sure the learners know the words for the different kinds ofhouse. Ask them which they would like to live in most, and why.

Organizing texts:matchlng

2 Put up the plan ofa flat, and the halfsentences:

""'-

38

Rooms 1-6

next lo Lhe bedroom.next lo Ihe kitchen.at the end of Nhe hal l .on the lefI.belween the living-room and lhe bathroom.belween lhe bedroom and lhe kitchen.on lhe riahL of the hall.

Get the learners to match sentence halves to make true sentencesabout the plan. They should mention all the rooms in the flat.

3 Tell them to arrange their sentences to make a description ofthe flat.

4 Ask some of the learners to read out their descriptions to the restof the class.

Creating texts: 5 Ask the learners to choose a house from the first poster. Get themvisualization to close their eyes and visualize what it would be like inside. Ask

them questions such as:

How many rooms are there?What are the names of the rooms?

6 Tell them to open their eyes and write a description of theirimaginary house.

7 Put the learners in pairs. They should read their descriptions totheir partners, who should try and guess what kind of home theyhave described.

The l iv in7-roomThe kiLchenThe baLhroomThe kiLchenThe livinq-roomThe bedroomThe baLhroom

t9

39

17 Furniture

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

aaaaaaaaaaaaaaaaaaaaaaaaaoaaaaaaaaaaaal

Lead-in t Write this substitution table on the board:

There

Ask the learners to make sentences orally that are true for the flator house where thev live.

aaaaaaaaaaaaaaaaaaaaaaaaaaaatataaaaoaaaaaoaaaa

Organizing texts:completion

2 Put up this drawing and extract from a letter:

CHEST OFDRAWERS

WARDROBE

BOOKSHELVES

'Furniture' (for example, sofa, table, bed) and'rooms' (for example,living-room, kitchen, bedroom) vocabulary areas.

Place prepositions.

Organizing texts: completion.Creating texts: write and draw.

Drawing and description of room, on a poster or on the board.

Make the poster if you are using one.

40 minutes.

isign'larearen'l

aeomeanycooKer

eofatablebed

cupboardochairearmchairs

in lhe

hal l .

l ivinq-room.kitchen.bedroom.

40

Furniture L7

. . . and Nhey've qiven me a room on Lhe eecond, I'oor. l 'm very

Vleaeed wiLh it. lI 'e quile a biq room and very liqht,, becauee Lhereare lwo windowe overlookinq the qarden. Vly deok ie - Lhewindowe and, my bed io aqainst Nhe wal l -Lhe deek. There'e a'armchair Nhe desk and -Lhe chair Nhere'o a wardroD:

Lhem, Nhere'e a chesL of drawero wilh bookehelvee - -.-

it. Everythinq I need reallyl

Write these prepositions on the board:

near oVpooiNe (x2) next between

Tell the Iearners to fill in the blanks with the correct prepositions.

Check the answers with the whole class.

Discuss how the text is organized. Ask the learners:

What did the letter writer describe first?Why do you think she chose that?

Ask them how the writer made it easy to visualize the room. r Th:writer described the most important things in the room first-th,windows and the desk between them-the things that would calc:your eye when you went in. She then went on to describe rvhereother things were in relation to the windows and the desk. )

Ask the learners to imagine that they have moved into a ner'- r....::or redecorated a room in their house. (For younger learners .-.rucan ask them to imagine they have found a wizard's room, or aprincess's room in a castle.) Ask them to draw a picture of theroom, and to write a letter to a friend about it. They can use ih.vocabulary and sentence patterns from the substitution table a:;the description to help them.

Ask them to exchange letters with a partner, and to try to dra',ttheir partner's room. They can then compare their dran'ings.

behind

4

5

Creating texts:write and dlaw

18 In town

LANGUAGE 'Town'vocabulary area (for example, post office, cafe, bank).

On the right; on the left.

Place prepositions (for example, next to, beside, opposite).

rECHNreuEs Organizing texts: reordering.Creating texts: write and draw.

MATERTALS Drawing of the alien town and the letter, on a poster or on theboard.

pREpARArroN Make the poster if you are using one.

TIME GUrDE 40 minutes.

Lead-in';."

dliil;;;;;;;to close their eyes and imagine rhey are walkingdown the main street of their town. Ask them questions, forexample:

What can you see?What is on the right?What is on the left?

Give them a short time to imagine, then ask them to stop'walking'and open their eyes. Ask them to tell the person sitting next tothem where they are in the street.

Olganizing texts: 2 Put up this picture, and extract from a'letter from PlanetZeta':leoldedng

6 fYB\ e-AEt- ./f,o.:.e.r-\-.

- -PoSTYrr tce {

*

["ll*42- Pos:oFFt

r\.

-li2 cr'rr ntL

- PoST

{FrcE S%/ tr- /q_ \

CINE}AA

{F"ir} \ -.dQc rNEM N

-"areatr\{-o o ! k,Nenl,

42

rntown a8

1 Here's a picture of the main elreeN in my Nown.

2 NexN to the poe| officeo is a cafe where we qo lo drink enoozolaand have a qood eleeV ()noozola qivee you nice dreamel).

3 Ihere aren'l any banke in Zela, because no one neede money ,

4 Nexi to il, on lhe riqhl, is a bulcher's where we gel our beelleeand worms.

5 Ar the far end ie lhe park, where we al l qo tro f fy around andhave fun.

6 On lhe other side of lhe elreetr are lhree poel officee-weZet ane wrile a lot, of lelterel

7 1eside Lhe cafe is the church, where we al l qo Lo dance onThuredaye.

b There aren'l any bookshope becauee we don'l have booke, but,Nhere are four cinemae oppoeiNe Nhe poet offtces.

Tell the learners to look at the picture and put the sentences in thebest order to make a clear description. Ask them whether they canlink any of them with'and'.

3 When they have finished, tell them to compare their texts with apartner.

4 Go through the description with the whole class (the best order isprobably L, 5, 4, 6, 2, 7, 3, 8).

i;;iil;'i;.i;;" " .";";iil#;";;

. write a reply to the alien's letter. rhey can eitherwrite and draw describe their real main street, or imagine they live on another

planet and describe an imaginary street. In either case, tell them todraw a plan ofthe street before they start, to help them organizetheir description.

6 Put the learners in pairs. Tell them to exchange descriptions withtheir partners, and to try and draw each other's descriptions. Theycan then compare their drawings.

43

Lg Directions

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

'Town'vocabulary area (for example, station, cinema, park).

Go straight on.Turn right.Turn left.Take the second on the right.Tbke the third on the left.

Organizing texts: completion.Creating texts: write and draw.

Map of the area around your house, and lettet on a poster or onthe board; sheet of paper for each learner.

Make the poster if you are using one.

40 minutes.

L Put the learners in pairs. Ask them to describe their route to schoolor work to each other.

Lead-in

Organizing texts:completion

aaaaaaoaaaaa aaaaaaaaaaaoaaaaaaaaaaaaaaoa

2 Put up a sketch map of the area around your house, with a shortletter to a friend giving directions for finding it. Leave blanks forthe direction words. Here is an example.

PAR K

INEMA

44

Directions 19

Oear Helen,

lere's Nhe map LhaI you asked for. When you leave the olalion, qoon, ?aoL trhe cinema. At, Lhe end of the road _ ri6ht,.

Go etraiqhl on, - the park and take the -Lurninq on theMy houoe is Lhe -houee on Lhe

)ee you eoon!Anna

Tell the learners to read the letter, and to use the map to help themfill in the blanks.

3 Tell them to check their answers with the person sitting next tothem.

4 Check the answers with the whole class.

Creating texts: 5 Ask the learners to imagine that a friend is coming to see them, butwrite and dlaw lxTilH#yff:51l::Jh:I*ilJ,:3::ffif:ffi'.i:"-"mark the flat or house on it. They should then write a letter givingdirections on how to find where they live. They can use languagefrom the letter to Helen to help them.

6 Put the learners in pairs and get them to exchange letters andmaps. They should read their partner's letter and use it to helpthem mark the flat or house on the map.

7 Get feedback from the class. Was it easy to mark the flats or housesfrom the descriptions in the letters?

45

20 In the market

LANGUAGE 'Food'vocabulary area (for example, apples, cheese, bread).

Some, any.

rEcHNreuEs Organizing texts: substitution.Creating texts: write and guess.

MATERTALS Substitution table, on the board; poem and framework, on twoposters or on the board.

pREpARArroN Make the posters if you are using them.

TrME GUrDE 40 minutes.

Lead-in 1, Ask the learners to close their eyes and visualize a market. Tell themto imagine they are walking round it. Ask them what they can seefor sale.

2 Ask for volunteers to tell the rest of the class what they'saw' in themarket.

oaaaaa aaaaaaaaaaaaaaaaaoaaaaaataaaaaaaaa

Constructlng texts: 3 Write this substitution table on the board. (If necessary, adapt thesubstitution table to show food items that learners are likely to know.)

There ie I a 1 applee I inthe lmarker,ien't

are

aren'I

50me l cneeoe

melonfishot l

milk

Tell the learners to use the table to write sentences that are trueabout the market they visualized.

4 Ask the learners if there were any other kinds of food in theirmarket. Add them to the substitution table.

5 Tell the learners to write a description of their market using thesentences they have made, and new sentences with the other kindsof food they have suggested.

any I bread

46

;#i;;'i;;i;="'"""rrite and guess

lnthemarket 2Q

6 Put up this poem:

ln lhe market

I bouqht, some eqq6,I bouqhL eome cheese,I bouqhl a l iLt le ham,Dul I didn'N buy any peae.I went, back home and opened my book-What kind of meal am | 4oinq to cook?

Ask the learners to read the poem, then ask them what they thinkyou are going to make with the ingredients. (a ham and cheeseomelette)

Ask the learners to think of a simple recipe they know, and to writedown a list of the ingredients.

Put up this framework:

ln lhe market,

I bouqhLI bou4htI bouqhL(etc., ae otr,en as neceeeary)Out I didn'N buy -.I wenf, back home and opened my book-What, k ind of meal am I qoin7lo cook?

Tell the learners to make their own poems, using the frameworkand the ingredients they have written down.

When they have finished, put them in groups of three or four andget them to read their poems to each other. They should try toguess what dish each of them is going to cook.

47

21, shopping

'Containers'and'food and drink'vocabulary areas (for example, apot ofyoghurt, a loafofbread, a can ofbeer).

Organizing texts: substitution.Creating texts: write and guess.

Substitution table, on a poster or on the board; instructions onslips of paper.

Make the poster, if you are using one; prepare the instructions onslips of paper.

40 minutes.

Divide the class into two teams. Say the name of a container, forexample,'bottle'. The first team to name something that comes inthat container (for example,'milk' in a bottle) gets a point.

Continue for eight to ten containers. The team with the mostpoints at the end is the winner.

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

Lead-in

aaaaaa aaaaaaaaaa

Organizing texts:substitution

3 Put up this substitution table:

L

2

Two

9ix

Three

bar

?oL6

lube

canSloaves

VackeLiarbaq

of

lootn?aete

?reaa

yoTnurt

?or,aToeeoeer

iamchocolaLelea

4 Tell the learners to match the containers with the items of food anddrink, and write a shopping list.

48

Creating texts:rite and guess

Shopping 21t

5 Ask the learners to think of the people in their family. What is eachperson's favourite food or drink? Ask them to write a shopping listfor the family containing each person's favourite, for example:

6

7

6 cane of beer (my father)5 baqo of sweele (my litl le eieter)1O bare of chocolale (mel)

Get them to compare their lists with their neighbour.

Divide the learners into groups of four. Give each learner in eachgroup one of these four instructions on a slip of paper:

Wrile a ehoppinq list, for an old ?ereon livinq on their own.WriNe a ohoppin4l ist for a family of oix.Write a ehoppinq list, for a VarLy.WriNe a ehoppin7l is l for a epecial meal.

The learners should not show their slips of paper to the others inthe group.

Tell the learners to write a shopping list for the person or situationdescribed on their slip.

When they have finished, get them to read out their lists to theothers in the group. The others must guess who the list is for.

49

22 Food and drink

LANGUAGE 'Food and drink'vocabulary area (for example, mangoes, fish,carrots).

I like/ don't like -.He/ she likes/ doesn't like -.

Very much; quite; not very much; not at all.

rEcHNreuEs Organizing texts: reordering, and describing pictures.Creating texts: responding to a text.

MATERTALS Sentences, on a poster or on the board; picture clues, on a poster oron the board.

nREnARATToN Prepare the posters, if you are using them.

TIME GUIDE 40 minutes.

aaaaaaaaoaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa

Lead{n L Write up this quiz on the board:

Name'.1 four kinde of fruit,

2 lhree kinds of veqelable

3 three kinde of meat

4 lwo dairy foode

5 vhree differenl drinke

Divide the learners into groups of three or four and tell them to dothe quiz together. Tell one member of each group to write downtheir answers.

2 The group that finishes first with all the answers correct is thewinner.

;A;i;i;;';;i;;.. " "''''i";;;;;

il;;;;;""ces and ask the learners to rewrite them, puttingleotdeting, and the words in the correct order:describing pictures

r I manqoeo rike quite

2 don't, fieh like I all at,

3 doeen'l very carrote much he like

4 likeo she rice much very

5 like duak don't I l ike I buI vew chicken much al all

50

dR 'R

Food and drink 22

Write the sentences in the correct order on the board, and tell thelearners to check their work.

Put up these picture clues:

g@@6>GTell the learners to use them to write sentences with the samepatterns as those they have just completed.

7 Ask the learners to write a letter to a penpal in another country,telling him or her about the kinds of food they eat. They should saywhich kinds of food they like and don't like, using the sentencepatterns they have practised.

@@6

Greating texts:rcsponding to a text

5l

23 Leisure activities

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

Lead-in

'Leisure activities' vocabulary area (for example, swimming,sewing, football).

Organizing texts: substitution.Creating texts: survey and report.

Substitution table, on the board; charts.

Choose some leisure activities that are familiar to your learners.Make the charts.

50 minutes.

Ask the learners to tell you the names of activities they enjoy doingin their free time. Tianslate for them if they can't think of the wordin English. Write the activities in a list on the right-hand side of tneboard.

Organizing texts:substitution

1- Change

IVy VarLner

the list into a substitution table like this:

l ikel l ikeedon' l mindl doeen'I mindhalel hatee

Divide the learners into pairs. Tell them to use the table to writesentences that are true (and correct!) for themselves and theirpartners.

Ask some learners to report back to the rest of the class. Theyshould tell you one thing about their partner and one aboutthemselves.

Change the substitution table back into a list by rubbing out thetwo left-hand columns.

Tell the learners to copy the list and make a chart like this(demonstrate on the board):

(liet of aclivitiee)

Creating texts:survey and report

(liot, of activiliee)

52

Leisure activities 23

6 Divide the class into groups of six to eight learners, and write thefollowing prompts on the board:

Tell the learners to find out what the other members of their groupfeel about each leisure activity listed on their charts. They shouldnote the number of people who like, don't mind, or hate eachactivity, for example:

8

9

l ikes doesn'N mind hale6

ewimminq .+ Z 2

eewinq 1 z

dancinq 6 1 1

Ask each group to report back to the rest of the class which was themost popular and which was the least popular activity in theirgroup.

Write this framework on the board:

ln a ourvey of leisure aclivities in our qroup we found that - ieihe f avourite acliviNy. The nexl moet poVular activity is -.Leeo popular activiliee are -, and -. The least,popular acbivi t ies are - and -.

Tell the learners to write reports of their surveys using their chartsand the framework.

Do you like -inq?

I l ika - in6don' l mind

53

24 Daity routines

LANGUAGE 'Everyday activities'vocabulary area (for example, get up, wash,have breakfast).

Telling the time.

TEcHNreuEs Organizing texts: completion.Creating texts: writing from a picture.

MATERIALs Text frameworks, on posters or on the board; flashcards of animals.

IREnARATToN Make the posters if you are using them; make the flashcards.

rrME GUIDE 50 minutes.

lead-in 1, Write a selection of everyday actions on the board, for example:

watrch'Nreadcookdo houeeworkdo homework

Tell the learners you are going to do a quick survey to find outwhat they do in the evenings.

2 Read out each action. Ask the learners to put up their hands if theydo it regularly in the evenings. Count the hands and write the totalby each action. What do most learners do?

aaaaaaaae aaa ataaaaaaaaaaaaaaaaaaaaaaaaaa

Organlzing texts: 3 Put up this text framework:completion

Every day I - a l - Firet l andLhenlThen | -. Afler lhat | -Lo school.

at, - and I qo home at ln lhe evening Iand Lhen | -. I - tro bed at _

Tell the learners to copy and complete it for a typical day in theirlives. If you have a class that needs more support, you can givesuggestions for filling in some of the gaps, for example:

brush mv teethqonave eu??erqet u?have lunchwaenhave breakfaet

54

Dailyroutines 24

4 Put up this text framework and ask the learners to describe whatthey do after school:

I qel home from echool al -.First l andthen I - .Next l - and - .After lhal I somelimee or -,I ao to bed at

Gleating texts: 5 Show the learners flashcards of four or five different kinds ofwriting fiom a picture animal, for example:

Choose animals that are familiar to your learners.

Ask the learners to choose one and to write a description of atypical day from that animal's point of view They can use theframework for the description of their own day to help them.

When they have finished, put the learners in pairs to read theirdescriptions to each other and to guess which animal's day is beingdescribed.

55

,^r l-ZC Jobs

LANGUAGE '|obs'vocabulary area (for example, farmer, doctor, waiter).

rEcHNreuEs Organizing texts: substitution.Creating texts: write and guess.

MATERTALs Model text on a poster.

PREPARATToN Make the poster.

TrME GUIDE 50 minutes.

aoaoaaaaaoaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa

Lead-ln 1, Put the learners in groups of three or four. Tell the groups that theymust think of as many jobs as they can in three minutes. Onelearner in each group should write down the jobs.

2 Write the jobs the learners have thought of on the board. Thegroup which has thought of the most jobs is the winner.

Organizlng texts: 3 Put upsubstltutlon

My

Ne5he

He5he

He

a

11o

Chc

Hethe

this model description:

falhermotherbrobhereioler

iea

a uniform.a euiL.overalle.caeual clobhee.an a?ron.a white coat.

gete uV I very early,doesn'l qet u? |

comee home at, about, o'clock.

l ikes th ie I booe.doeon'l like I her I

earno 1 a lo| of money.doesn'tr earn I

Ask the learners to write about a member of their family, or afriend, using the model.

56

Creating texts:rrite and guess

aaaaoaaaaaraaaaaaaaaaaaa oaaaaaraaa

robs 28

Ask the learners to choose one of the jobs on the board, and towrite a description of a day in the life of a person who does thatjob. Tell them not to mention the name of the job in theirdescriptions. Tell them that they can use sentence patterns from themodel text.

When they have finished writing, put the learners in groups ofthree or four, and tell them to swap their descriptions.

They should read the descriptions they have been given, and guesswhich job is being described.

4

You can choose jobs that your learners are familiar with, and thatare culturally appropriate.

a

Comment

57

26 Housework

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

Leadln 7-

'Housework'vocabulary area (for example, wash the dishes, makethe beds, do the shopping.

To hate (doing something).

Organizing texts: describing a picture, and completion.Creating texts: write and draw.

Poster of a'kitchen robot'.

Make the poster.

50 minutes.

Write a selection of household tasks on the board, for example:

wash the dishesmake lhe bededo the ehoppin7

Tell the learners you are going to do a quick survey to find outwhich household task they hate the most.

Read out each task. Ask the learners'Who hates most?'Tellthem to put up their hands. Write the total by each task. What dothe largest number of learners hate doing?

3 Put up this picture and text:

2

Organlzing texts:descilbing a picture,and completion

58

Housework 26

lntroducinq Robocook, the amazing kitchen roboN. Do you haf,e

cookinq? Do you loabhe waohing up? Do you eomelimee lonq for

helV? Don't , deepair l Help ie herel Kobo'a arme helV wi lh al l those

borinq ki lchen Iaske. Arm A whi le Arm b -, and

Arm C AfLer Lhe meal Arm D - and Arm E -.Kobocook ie alwaye ready lo helpl He is never liredl he never

qrumbleol Duy one Nodayl

Tell the learners to look at the picture and write out the text, fillingin the gaps. If necessary, help them by writing the tasks Robocookis doing on the board:

layinq the t ablewaehinq Ihe dieheeeweepinq Nhe froorputt in4lhe diehee awaycookinq Lhe dinner

4 Get the learners to check their answers in pairs.

5 Go through the answers with the whole class.

Creating texts: 6 Tell the learners to invent a machine to help them with a householdwrite and draw task they hate doing. Ask them to draw their machine and to write

a short paragraph describing it.

7 Put the learners in pairs and tell them to show their pictures andread their descriptions to each other.

59

27 Abitities

LANGUAGE Abilities'(for example, drive, sing, cook) and'jobs'(for example,bus driver, secretary, doctor) vocabulary areas.

Can.

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

Organizing texts: reordering.Creating texts: write and do.

Iob adverts poster; letter of application poster; pieces of paper withthe names of jobs for all the learners.

Make the posters.

60 minutes.

Lead-in 1, Write a list of jobs on the board, for example:

bue driver doclor businessman/ woman leacheroecretary larmer hairdresser

2 Divide the class into two teams and give a clue to one of the jobsusing'can', for example:'She can cure people' (doctor);'She cantype' (secretary). The first team to give the correct answer gets apoint.

3 The team with the most points at the end is the winner.

Organizing texts:reordering

4 Put up this poster ofjob adverts:

WArure o:14OTHER

FORCIIIIDREN

WANTE D:LORRY DRIVER

FORDtSrAt{cE

TRIPS

I/yANTED:ASTRoNAuT

FoR FxPEDtTfoNro MARS

SPONSIgILTTY

ron t tGERs

WAWTED:EN6LISH

EAC HERFOR

CLASSONE

60

Abilit ies 27

Then put up this letter:

Dear )ir,

I can dr ive, einq, cook del ic ioue meals, waeh cloLhee anddishee, eew, knitr, and Nell good oLoriee. I hope you will coneidermy application. I can work lwenf,y-four houre a day, oevendaye a week. I would like lo apply for Nhe job of -. I havefive paire of arme for hu1qinq, five Vaire of eyee for wahchinq,five paire of ears lor liotenin1, and five mouths for einqinqeonq6 and Lellin7 oloriee.

Youro faithfully,

Explain any unfamiliar vocabulary, and then ask the learners whichjob the writer is applying for (mother).

Ask them to write out the letter, putting the sentences in a betterorder.

Check the order of the sentences with the whole class (4, l, 5,3,2,or possibly 4, 3, I, 5, 2).

;;;ii;;'i;.[;" " " " " ";"

Ail;hj"u*;' a piece or paper with the name or one of thewrite and do other jobs on it.

9 Tell them to write a letter of application for the job on their pieceof paper. They should use the letter they have copied as a model.Go round and help them while they are writing, supplying anyvocabulary they need.

10 Collect up the letters in sets, i.e. all the zoo keeper applications, allthe clown applications, and so on.

L1, Divide the class into groups. These groups are'assessment boards'for each of the jobs. Give each board their set of applications. Tellthe groups to read all their applications and to decide who gets thejob.

5

6

6I

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

LANGUAGE Must,mustn't.

rEcHNreuEs Constructing texts: matching.Creating texts: write and guess.

MATERTALs Lists of places.

pREpARArroN Prepare enough lists of places for the sub-groups.

TrME GUIDE 50 minutes.

Lead-in L Ask the learners'What are the rules at home? What do your parentstell you you must do? What do they tell you you mustn't do?' (Ifyour learners are adults, ask them to remember their childhood.)

2 Put them in groups of three or four to talk about this. Then ask thegroups to report back to the rest of the class.

Constructing texts: 3 Write these half sentences on the board:matching

You muslYou musNn'N

ehoutrun in lhe corr idorseatr in claeebe laLebe politedo your homeworkclimb out, of f,he windowewrif,e on Lhe texlbooks

4 Ask for volunteers to make complete sentences. Ask them what thesentences might be called ('School rules').

5 Get the learners to write out eight complete sentences. They shouldgive their sentences the title'School rules'.

6 Check the answers with the whole class.

Greating texts: 7 Divide the class into groups of four or five. Then divide each groupwlite and guess into two pairs, or a pair and a group of three (A and B).

I Give As in each group this list of places: aeroplane, hospital, shop,zoo. Give Bs in each group this list of places: prison, bank, park,boat.

9 Ask the learners to write a set of rules for each place. Give them anexample, in a library the rules might look like this:

62

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

L I BRARYYou nrust t"tk yietlg.

You mustvr'f eff or driYrk'

Yo" nrustnh ruYl.

You rrrust return booksontiwe-

Go round and help, supplying any necessary vocabulary.

Ask As to read their rules for each place to Bs, without saying thenames of the places. Bs must guess what the places are. Then Bsshould read their rules to As.

i l ; ; ; i . . 'ooo' '"" ' '"" ' ' ' ' i ; ; : ; ;p.r, ' ,n.,.rroolrulesonthewallsaroundtheclassroom.

63

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

aaaaaoaaaaaa

Lead-in

Organizing texts:describing a picture

29 Describing actions 1

Present continuous.

Organizing texts: describing a picture.Creating texts: write and do.

Picture of a living-room on a poster.

Make the poster.

60 minutes.

7. Ask the learners to close their eyes and imagine a room. Ask themto decide what furniture it contains. Then tell them that fourpeople are in the room. Ask them'Who are they? What are theydoing?'Give them a little time to imagine, then tell them to opentheir eyes.

2 Put the learners in pairs and get them to tell their partners whatthey'saw'.

3 Put up this picture:

64

Describing actions 1pffi

Point to each person in the picture and ask the learners what he orshe is doing. Supply any necessary vocabulary.

4 Tell the learners that they are going to write a description of thepicture. Write the beginning of the description on the board:

Mrs ToNNer ie eleeVinq in front of the television. Dul whi le ehe ie

Veaceful ly eleeVinq, terr ible Nhinqo are happeninq al l around her.

Encourage them to connect sentences with'and'or'while'.

Put the learners in groups of about eight. Ask each group toimagine that they are all members of the same family. Tell them todecide who is who, for example, grandmother, grandfather, aunt,uncle, mother, father, son, daughter.

Ask the groups to imagine a kitchen or living-room scene. Eachperson should imagine what they are doing. When you have giventhem a little time, ask the groups in turn to get up and form atableau (they form a'picture'by standing in their position in theroom as if they are doing their action).

When all the groups have formed their tableaux, get them toprepare a description of the room and what everyone is doing in it.Each group should appoint a'secretary' to write down thedescription.

Collect the descriptions and redistribute them so that each groupnow has another group's description. Each group should read thedescription it has been given, and form a tableau from it.

Ask the groups in turn to get up and form their tableau. The othergroups should call out when they recognize their descriptions fromthese new tableaux.

Creating texts:wilte and do

65

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

ataaaaaaataaaaaaoaaaaaataaaaaataaaattaaaaoaaaa

lead-in

Organizing texts:describing a picture

r\l/,-

Present continuous.

In the background; in the foreground.On the left; on the right.Behind; in front of; near.

Organizing texts: describing a picture.Creating texts: write and draw.

Poster of a park scene; two pieces of paper for each learner.

Make the poster.

50 minutes.

30 Describing action s 2

LANGUAGE

1- Ask the learners to imagine the street outside the school. What arepeople doing there? Collect suggestions from the class.

2 Put up this picture:

r\l/

Ask for volunteers to tell you some of the things that are happeningin the picture.

66

4

Describing actions 2 3#Divide the class into three groups, as near the same size as possible.Ask the first group to write a description of the scene, starting onthe left and describing it from left to right. Ask the second group towrite a description, starting with the foreground and movingbackwards. Ask the third group to write a description, starting withthe background and moving forwards. Each group should appointa'secretary' to write their description.

Write some useful expressions on the board:

in lhe back4roundin lhe fore4roundon the lefLon lhe r i4htbehindin fronL ofnear

Ask for a volunteer from each of the three groups to read out theirdescriptions to the rest of the class. Ask the class 'Which was thebest way of organizing the description?' (In this picture, it is best tobegin with the background to set the scene, and then to moveforwards, finishing with the main event-the balloon race in theforeground.)

aaaaaaataaaa aa*{aaaaaaa$*a*iaaaat*

Creating texts:write and draw

6 Ask the learners to close their eyes and imagine a busy street. Thenask them to open their eyes and draw the picture they imagined.

Then ask them to write descriptions of the pictures they havedrawn on a separate piece of paper.

Choose eight of the learners' descriptions and pictures. Separatethe descriptions from the pictures. Label the descriptions A, B, C,etc. and label the pictures 1,2,3, etc. Take care that matchingpictures and descriptions are not given corresponding letters andnumbers (for example, make A some number other than 1, and Csome number other than 3). Keep a list of the matching letters andnumbers for yourself.

Put up the descriptions and pictures around the classroom, and askthe learners to read the descriptions and try to find the matchingpictures.

67

basics

This book contains thirty activit ies at elementary level, all of themdealing with topics which form part of everybody's daily lives,forexample,families and leisure activit ies.The only materials the teacherand class need are the board, paper, and pens.The instructions areclear and easy to follow, and the authors have provided additionalmethodological support in a short Introduction.

ldeas for lead-ins to language and topicsReal-life contexts for writingSimple picture and text prompts to help learners start thinkingabout their writ ingTips on correcting learners'work

OXFORD ENGLISHtsBN 0-19-442170-8

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