Simple Writing

8/4/2019 Simple Writing

http://slidepdf.com/reader/full/simple-writing 1/72

basics

Ji l lHadfieldCharles adfield



Oxfordhasics

SimpleWriting

Activities

ITLL HADFIELD

CHARLES HADFIELD

OXJ.ORDIJNIVERSITY PRESS



Contents

Foreword

ALAN MALEY

Introductlon

ActlvitiesL Greetings nd ntroductions

2 Thealphabet

3 Numbers

4 Telling he time

5 Personalnformation

6 Countries

7 Nationalities

8 Locatingobjects

9 Feelings

10 Families

tL Colours

L2 Shapes

13 Partsof thebody

L4 Describing eople15 Clothes

16 Rooms

L7 Furniture

18 In town

19 Directions

20 In the market

27. Shopping

22 Foodanddrink

23 Leisure ctivities

24 Daily routines

25 lobs

26 Housework

27 Abilities

28 Rules

29 Describing ctions1

30 Describing ctions2



Foreword

There is a formidable range of materialspublished worldwide for

teachers f Englishasa ForeignLanguage. owever,many of

thesematerials, speciallyhosepublished n English-speaking

countries,assume hat teachers sing hem will be working withsmallish classes nd have abundant resourcesavailable o them.

Also many, f not most, of thesematerials make mplicit

culturally-biased ssumptions bout the beliefsand valuesof the

teachers nd earners.

This situation s ironic in view of the fact that the vastmajority of

Englishasa ForeignLanguage lassrooms o not correspondat al l

to these onditions.Tlpically, classes re arge, esources re

limited, and teachers avevery few opportunities or training and

professional evelopment. lso, he cultural assumptions f

teachers nd earners n many parts of the world may vary quitesignificantly rom thoseof materialswritersand publishers.

This book is an attempt o addresshis situation.The authors

present hirty lessons t elementary evel,eachwith the same

methodologicalframework. The lessonsare explained n clear,

accessibleanguage, nd noneof them requiresophisticated

resources.nstead, hey call on the basichuman resources hich

all teachers nd earners ring with them to class. he language

pointscoveredareones ound in a typical elementary ourse, nd

the topics are those which form part of everybody'sdaily lives, or

example, amilies,homes,and eisureactivities.

Most importantly, however, he book offers a framework for

teacherswho lack training and support.The hopeand the

expectation s that such eacherswill begin by following each step

of a lessonquite closely, ut, as heir confidencencreases, il l

adapt and add to the techniques resented ere, esponding o the

particular needsand abilitiesof their learners.

This is an important book: one of the few attemptsto addresshe

problemsof the'silent majority' of teachers orldwidewho have

little or no training, and few resourceso work with.

ALAN MALEY

Assumption University

Bangkok,Thailand



lntroduction

English s taughtall over he world,by all sortsof teacherso allsortsof learners.Schools nd classrooms ary enormously n theirwealth and their provisionof equipment.Learners revery

different rom place o place.But, whatever he conditions n

which you areworking, there s one resourcewhich is universaland unlimited: the human mind and imagination.This isprobably he singlemost valuable eachingand learning esource

we have.Nothing can replace t. In even he most'hi-tech'

environment,a ack of imaginationand humanity will make he

most up-to-dateand sophisticatedesourceseemdull;

conversely,he most simple esourcesan be the most exciting

and useful.

We havebeen ortunate o spendquitea lot of our time working

not only in hi-techenvironmentswith computersandvideo,but

also n classrooms here here s little more than blackboardandchalk and someout-of-datecoursebooks. omeof our most

interestingearningand teachingexperiencesasConfuciussaid,ateacher s'always eady o teach;always eady o learn') havebeennot in the comfortablewell-resourced mallclassrooms f aprivate anguage chool,but in classrooms hereonly the

minimum of equipmenthasbeenavailable. qually, omeof ourmost memorable eachingexperiencesn'hi-tech' classrooms ave

beenwhenwe haveabandonedhe cassette r videoor glossy

coursebook nd got to work with that most precious esource f

all, the learners'ownexperience nd imagination.

Teachersften have o usematerialswhich areout of date,or

contain subject-matterrrelevant o their particulargroup of

learners. or example,we havehad greatdifficulty explaining he

conceptsof the fridge-freezerand microwaveoven to Tibetans. n

the sameway, earnerswho havespentall their lives n northern

countries might havedifficulty with an exercise rom an African

textbookwhich asks f they preferyam or cassava.oover he last

few yearswe havebeen rying to designmaterialswhich can be

used n aswide a rangeof teaching ituationsaspossible.

The activitieswe suggest re as lexibleas he human imagination s

creative; hey are'teacher esourcematerial'which teacherswill beable o adjust o suit their particularenvironment. n thinking about

universallyapplicable,'lo-techmaterialswe havecome up with a ist

of criteria hat need o bemet. The materialswill need o:

be usable n largeclassesswell assmall.

be suitable or adult earners swell assecondaryearners, nd f

possible asilyadaptableo a primary context.

be centredon the universals f human experience.

cover he main languageskills and havea useful baseof grammar

and topic vocabulary.



Introduction

Lead-in

aaaaaaaoaaaa*aaoaaaaraaa aaaaaaaaaa

Organizingexts

be traditional enough o be recognizableo all teachers, nd thus

give them a senseof security,while providing communicative

activities or learners.be non-threatening n the demands heymakeon learners.

be teacher-based'resourceaterial'rather han books or learners.

assume hat no technicaland reprographic esources re available,

and be basedon the human resource ather han the technical.

be culturallyneutral,not context-bound,and thus flexibleand

easilyadaptable y the teacherso their own culture and teaching

context.

be flexibleenough o complementa standard yllabus r

coursebook.

SimpleWriting Activities

This book contains hirty activities, esigned ccording o the

criteria above, or developing he writing skill at elementary evel.

Eachactivityhas hree main stages:

Lead-in-This introduces he learners o the topic, and focuses

their attention.

Organizing exts-This stage rovidescontrolledwriting practice

in preparation or a freerwriting task.

Creating exts-This stage ives he learners he opportunity touse he knowledge heyhaveacquired n the previous wo stagesn

producing heir own text. The teacherprovidesa contextand a

reason or writing.

Writing is easierf the learnersareprepared or the task,and if

their imaginationsare stimulatedbeforehand. he purposeof the

lead-in s to'warm up'the learners,n o ther words, o start hem

thinking about the topic and practisingsomeof the language hat

will be neededwhen they actuallycome o write.

The aim of this stage s to give he learners ontrolledwriting

practicebefore hey attempt a freer writing task.This is important

becausehe language f writing is different rom that of speech.n

speech, tterancesend to be short or incomplete,and the

language sed s often colloquial,and may breakgrammatical

rules.However,most written languages more formal and

elaborate, nd follows certainconventions.

The text organization echniques sed n this book areas ollows:



Greating exts

Introduction

Completion-The learners ill in the blanks n a text or a

crossword uzzlewith an appropriateword or phrase.Thistechnique

cangive

earners ractice n a particular anguage oint,for example, laceprepositions.

Describinga picture-The learnerswrite a descriptionof apicture.They may then discuss he best order n which to describethe different elementswhich go to make up the picture. This gives

them practice n organizinga spatialdescription.

foining-Learners join wordsor sentences singa linking word,

suchas'and'or'but'. This techniquehelps earnerso develop heskill of linking ideas ogically and writing more fluently.

Matching-The learnershave o match the two separate alvesof

sentences hich arewritten in the form of two lists.This technique

helps earners o understandhow sentences re constructedandwhich words can go with other words.

Reordering-Sentences r textsare given o the learners n

muddled order and they have o rearrange hem in the correct

order.Reordering entencess useful or teachingword order,whilereordering extshelps earners ractisechoosinga logicalsequencefor sentences.

Substitution-In this techniquea basicsentenceramework swritten on the board.The learnercan vary this by choosing

differentwordsor phrases t certainpointb.This showsearners

how a basicsentenceorm maybe usedwith slight variations oexpress number of differentmeanings.

Writing from notes-The learnersare given notes o expand ntotext. This gives hem practice n arranging heir ideascoherently.

It is difficult to write when you don't know who you are writing to,

or why. In real life we alwayshavea reason or writing: for

example, o answera etter,preparea shopping ist, or makenotesfor a talk. In the classroomhere s often no apparent eason orwriting beyond'The teacher aiddo this for homework'. f,

however,you provide the learnerswith a context for creating awritten text,you can make he task much more concreteandinteresting. here s a widevarietyof techniqueswhich you canuse.The oneswe haveused n this book are as ollows:

. Writing from a picture-The learnersusea picture asa starting-off point for creatinga text.

:i: Responding o a text-The learnersare givena text to readbefore

they write, for examplea poem or a etter.The text actsasa sourceof inspiration,and usefulwords and phraseswhich they canuse n

their own writing. Alternatively, hey may be asked o use heir



lntroduction

own texts rom the'Creating exts'part of the lesson.

Surveyand report-In this technique he writing task s preceded

by a speaking ask n which the learners ave o gather nformationfrom eachother and use t to write a report.This gives hem

somethingconcrete o write about,and a definitepurpose n

writing.

Visualization-The learners lose heir eyes nd visualizea scene

which you describeo them. They then write about the scene hey

have magined.They may sharewhat they havewritten with

another earner.

Learners an alsoact aseachother'saudience. his is the most

immediateand direct way of providing the writer with a reader.

There arevarious echniqueswhich can be used:

Write and do-The learnerswrite texts, or example, letter,a

series f instructions,or a descriptionof a scene.Other learners

read hem and respond n an appropriateway, or exampleby

creatinga tableauof the scene.

Write and draw-The learnersdraw a picture and write a

descriptionof it. They either pass heir description o another

learnerwho has o draw a pictureof it, or the picturesand

descriptions re put up in the classroom nd the learnersmatch

them.

Write and guess-The learnerswrite a descriptionor riddle for

others o read and guesshe personor objectbeing described.

Teachers ften setwriting for homework,and someof the

activities n this book may be given or homework f time is short.

However, hey are reallydesigned o be done n class, o that you

can circulatewhile the learnersareworking, supply anyvocabularl-

they need,and corrector explainany mistakes s hey arise. t is

also an advantage or learners o receive mmediate feedback rom

oneanotheron their writing.

A wide variety of text types s used n this book. These nclude

descriptions, arratives, eports, nstructions, ists,poems,and

letters.This helps o provide nterestand equips he learners o

deal more effectivelywith different kinds of writing.

Many activitiessuggesthe useof a poster.This is simply a text

written out in large etters, r a picture,on a big sheet f paper. f

you prepareposters efore he lesson,t means hat you do not

have he time-consuming askof writing or drawing on the board

while the lesson s in progress. his is a particularadvantagef youare not very confidentabout your drawingskills. t alsomeans hat

Materials



Gorrection

Introduction

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

Ifyou decide o useposters,ry to find a cheapsourceof sheets fpaper. n Madagascar,or example, he teacherswe worked withfound the sheets f paperused or wrappingvegetablesn themarketwere deal or makingposters.A goodway to fix posters othe board s to pin a lengthof string along he top of the board ikea clothes-line. ou can hen useclothes-pegso pin your posters othe string!

An alternativeo drawingson posterss drawingson smallerpiecesof card (but still largeenough or all the learners o see).Theseareusuallyknown as flashcards'.hey are used n 1l 'Colours' and 24'Daily routines'.

After someof the activities ou will want to correct he learners'work in order to give hem feedback bout heir progress.t can beverydiscouraging or learnersf their work comesback covered nred ink, and this can havea destructiveeffecton their creativity,enthusiasm, nd confidence.n addition, f everymistake scorrected y the teacher,his robs he learnerof a valuable earningexperience-how to spot and correct heir own mistakes. ou can

reduce he'big red pen'effect,and help learners o self-correct yusing he following strategies:

Working with learnersas hey are writing, supplying vocabularyand pointing out mistakes.

Getting earners o work togetheror readeachother'swork andhelp eachother with mistakes.

When you correct earners'work,usesymbols n the margin toindicate hat there s a mistake n that line rather han correctingthe mistakeyourself. t is then up to the learner o work out whatwaswrong, and what the correctversionshouldbe. Usefulsymbols

are:

o

Sp

T

Pr

well done

organization

spelling

tense

preposition

word orderO



lntroduction

A article

Ag agreementsingular/plural, tc.)

P punctuation

V vocabulary

Gr other grammar mistake

You may not want to correcteverymistake n a learner'swork, but

prefer o concentrate n one specificareaat a time, for example,

tenses, pelling,or prepositions.f you adopt his system ou will

need o give earnersa little time after you hand back heir writing

tasks o work out what was wrong, write in the correctversion,

and askyou for help if they still do not understand.f most of theclassmade he sameor similarmistakes, ou may want to devotea

lessonor part of a lesson o remedialwork on this area.

Buildinga lesson

There are four companion books to this one,PresentingNew

Language,SimpleListeningActivities,SimpleSpeaking ctivities,

and SimpleReadingActivities.AII of thesealso contain thirty

activities,and in all five books the topics and the language

presented nd practised orrespond.So, or example, ctivity I inall five books s about'Greetings nd ntroductions'and activity30

is about'Describingactions'. he activities n eachbook are

graded, ollowing a basicstructuralsyllabus. his means hat you

candesignyour own lessonor sequence f lessons singmaterial

from any,or all, of the books,dependingon your learners' eeds

and the time available.



Activities



LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

Greetings nd ntroductions

Hello. My name's

What's your name?Nice to meet you.

Organizing exts:completion.

Creating texts: writing from a picture.

The dialoguebelow; he picturesbelow,on postersor on the board.

Prepare he poster f you are usingone.

30 minutes.

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

Put up thesepictures.

Lead-in

Mq noru"tsKak ." Niceto neefgort.

Ni."to \l-

mecl-uorr\- +ooY

Organizingexts:completion

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

Tell he learners o repeat he dialogue.Then cover,or rub out, thenames, nd get he learners o repeat he dialogueagain,using heir

own names.

3 Write this gappeddialogueon the board:

FEN Hel lo.- Oen.-your ?

KATE My name'e Nice meeN-.

FEN Lo you Loo.

Ask the learners o copy he dialogueand fill in the gaps.



Greetingsnd ntroductions

4 When everyonehas finished, write in the missing words on the

board and get he learnerso check heir work.

Cleatlng texts: 5 Put up these ictures.Get he earnerso copy hemand o write inwriting fiom a picture thedialogue.

aaaaaaaaoeaaaaaa

Gomment

6 Ask one or two pairs of learners o read out their sentencesnthe

correct order, one taking Ben'spart and the other Kate's get them

to use heir own names f they prefer).

aaaaaataaaaaaaaaaaaaaaotaaaata

If appropriate,change he names o more familiar local names.



LANG

TECHNI

UAGE

QUES

The etters f thealphabet.

Organizingexts: eordering.

Creatingexts:writing from apicture.

The umbledwordsbelow; hepictures elow, nboard.

Prepareheposterfyou areusing ne.

40 minutes.

raaaaataaaaaaa

Lead-in

MATERIALS

PREPARATION

TIME GUIDE

aaaaaataaaoonaaaa

7-

N-i-c-

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

learnerso putup theirhandworo.

aposteror on the

y-o-u.

and ell the classwhen hey

aaaaaaaaaaaaa

Spellout this

H-e- l- l -

W-h-a- l ' -s

M-y

dialoguei.e.pronounce achetterseparately):

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

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

Tell heguess

aaaaaaaeaaaaaaaaaaaaaaaaataa aaaaaaaaaaaaaonaao

2 Write heseumbledwordson the board:

LOLHE CEIN

NEF TEME

N/EAN'9 OT

OYU

TEKA

YM

AMNE

UYOR YMg'THWA E9'MNA

3 Divide he earnersnto pairs,A andB.AskA to look at theiumbledwordsn the irstcolumnand o sort hem out. B shoulc

Organizingexts:leoldeling

10

do the same or the second olumn.



Thealphabet

4 When they have inished,ask A to dictate his or her words to B,

who should write them down. Then get B to do the same or A. Tell

them to make a dialogue from the words.

Creating exts:wdting fiom a pictule

5 Put up these ictures:

Tell the learners o copy the pictures and write the dialogue n the

sPaces.

Get learners o compare their dialogueswith others n the class.

Gomment Learnerscan write their own dialoguesusing different names,anddictate them to one another.

6

l1



LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

Numbers

Numbers.


Creating exts: esponding o a text.

The crossword elow a blank versionwith cluesand a versionwith

answers, n two posters;he poem below,on a posteror on the

board; examples f the objects n the poem.

Adapt the poem if necessary. ake the crossword osters, nd the

poem poster f you areusingone.

Collect examples f the objects n the poem.

50 minutes.

1, Give he learners omesimple'mental arithmetic'with numbersup

to 20. For example,ask hem to add 6 and4, and t8 and 2.You

could make his into a competitionbetween wo teams f you like.

2 Put up the blank versionof the crossword.Make sure hat the

learnersunderstandhow to fill in a crossword.

Tell the learners o copy he grid, but not the clues.

Ask them to complete he crossword n their own, and then

compare heir answersn pairs.

Put up the versionwith answers.

Lead-in


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 exts:respondingo a text

6 Put up this poem. (If necessary,hange omeof the objects o

thoseyour learnersare more likely to have n their schoolbags.)

ln 1am'sechoolbag

ONEEnqlieh ook,

MO wooden ulers,

THREE laeenolebooke,

FOUK lackpene,

FIVE hocolaLe iscuits,

1lXpaVer ankiee,9EVENpoVcaoeettee,

EIGHT oloured enci le,NINE us ickeL6,

TENoiicky sweels,

Show he classan exampleof eachobject n the poem,and ask he

learners o identifr it. Tell them they may use heir own language f

they don't know the word in English.

7 Read he poem,holding up an exampleof eachobject asyou read

each ine.I Get the class o read he poem n chorus.Then ask or a volunteer

to come out and hold up eachobject as he restof the class ead

the poem.

9 Ask the learners o tell you about other things they have n their

schoolbags. el l hem they may use heir own languagef they don't

know the word in English.Translateheir suggestionsnto English

and write them on the board.

10 Ask the learners o write a poem like'In Sam's choolbag',alled'In

my schoolbag'.

l3



4 Tettinghe ime

LANGUAGE What time is it?

It's - o'clock.

Numbers.

rECHNreuEs Organizing exts:completion.

Creating texts: responding to a text.

MATERIALS Notesand clock faces, n postersor on the board; diary pages, n a

posteror on the board.

pREIARArroN Ifnecessary, dapt he notes o suit your learners'ages nd cultures.

Prepare he posters f you areusing hem.

TrMEGUrDE 40 minutes.

Lead-in L Revise imes by drawing a clock faceon the board, drawing in the

handsat different times, and asking he learners o tell you what

time it is.Use:

What time is it?

It's - o'clock.

2 Put up thesenotesand clock faces:)ue, seeyouafuerschoolaN . Tom

Helen, eeNyou l lhe cinema f , . James

Tom,meetrme or lunchaN . Helen

Jamee,he meeNinqeatr . )ue


6

T4



Tellinghe ime

(I f necessaryeach'see','school','meet','cinema','lunch',nd'meeting'.)Tell the learners o match the notes and the clock faces.

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

4 Checkthe answerswith the whole class.

5 Put up thesenotes:

1am, - youatthe - at eiqhN 'clock.Tom.

Tom, you afLer aN our o'clock.ue.

)ue, - me or at lwelve itleen. Helen.

Helen, he ie al ten lhirty. Mark.

6 Ask the learners o copy the notes and fill in the gapswith

appropriatevocabulary tems from the first set of notes.

7 Checkthe answerswith the whole class.

Creating exts:respondlng o a text

I Put up thesediarypages:

Meet1am. Teaaeue inema. ilm-b.l5.

Meelina-3.2O. Tel lTom.

Dinnerwilh James.HuanaShan eslauranN

-7.30.

Arranqe o 6ee 7ue after work-6.OO

Casablanca afe.

Tell the learners o write notes o Sam,Tom, Iames,and Sue

making thesearrangements.Ask some earners o read out their notes o the whole class.

i6 t

15



t-lAJ Personalnformation

LANGUAGE My name s -.

Iam-.Iama

I am from

I live at

My hobbies are- and -.

TEcHNreuEs Organizing exts: eordering.

Creating texts: responding o a text.

MATERTALSJumbledsentences;etter,on a posteror on the board.

IREIARATToN Prepare he poster f you are using one.

TrMEGUIDE 40 minutes.

Lead-in L Ask the learners f they have,or haveeverhad, a penpal.Ask some

questions bout their penpals,or example:

What is his or her name?

Where s he or she rom?

aaaaaaaaaaaaaaaaaaaaaoaaaaaaaa aaaaaaataa

Organizing texts: 2 Write theseumbled sentences n the board:

reolderingnamemy John e.

l ive aN79 AbbeyKoad

)eneqal rom am

learner l 'm

15l am

hobbies re mydancinq wimminqnd

Tell the learners o write them out correctly.Remind them that

eachsentence hould begin with a capital etter and end with a full

stop.When they have rnished, et hem to compare heir answers

in pairs.

3 Ask individual earners o readout their answers o the whole class.

16



Personalnformation

aaaaaaataaaaaaaaaaaaaaaaaalaataoaaaataaaaaaaoa

Gleating texts: 4 Putup this etter:respondingo a text

DearVenpal,

LeLme nf,roduce yoelf.

l'm2l yearoold.

My name'e anjayJhabvala.

I 'm rom lndia.

l'ma poolman,

I liveaN25 City Koad,Delh|

My hobbiee re cyclin4 nd ootball.

Wrile and ell meall aboulyoureelfl

Ask the learners o rewrite the letter,putting the sentencesn a

betterorder (name,age, ountry,address,ob, hobbies).Draw the

letter layout below on the board and tell them to follow it.

When the learnershave rewritten the lettet ask hem to write areply, elling the penpal all about themselves.

T7



^r\-/t Gountries

LANGUAGE 'Countries' for example, ndia, Greece,apan) and'food' (for

example,curry,pizza,

hamburgers) vocabulary areas.- is/ are rom -.

rEcHNreuEs Organizing exts:substitution

Creating texts:responding o a text.

MATERTALS Substitution ab le,on a posteror on the board;menu, on a poster

or on the board.

pREpARArroN Prepare he posters f you are using hem.


Lead{n 1, Ask the learners f they have ever tried any of the fbllorving: curry,

pizza,hamburgers, ushi,or chop suey.Ask them if thev know

which countries hesekinds of food come rom.

Olganizingtexts: 2 Putup thissubstitutionable.substitution

Tizza

Chopeuey

Voueeaka

Goulaeh

lamburqero

Curry

Suehi

lndia.

Greece.

Ja?an.

Italy,

China.

Hunqary.

the U)A.

ta

are

from

3 Tell the learners o match the countries rvith the kinds of food, and

then write sevencorrect sentences.

4 Check the answerswith the whole class.

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

webomeNo TheRENDEZVOU9NTERNATTO\,A,,=3-irRANT.

From taly, ry our aoty Vizzae. rom wilzer.a.a, ne vrinqyou

fondue. romGreece, oussaka. mm.Oel icic-e. epecial i lyrom

Turkey, ebabe. nd rom Thailand, picy 'eh curry.

18



I

Countries

Explain anynew vocabulary or example,'tasty','fondue','delicious',

'speciality','kebab',nd'spicy'.

Put the learners n pairs and ask hem to discusshow they would

lay out the menu to make it read and look better. Go round and

help them while they are doing this.

Collect suggestions rom the classand write up a new more

attractive menu on the board. Ask the learnerswhat they would

choose o eat.

Put the learners n groups of three or four and ask them to design

their own international menu.

When they have inished, get them to swap menus. Eachgroup

should then discusswhat they would choose rom their new menu.

Write thesespeech ubbleson the board if you think they need

suPport:

aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaoaaaaaaaaalaa

Comment If appropriate, hange ood items and their countriesof origin tosuit your learners'cultureand general nowledge.

Mmm. think l ' l l ry - .Whal aboutyou?

eounds el ic ioue.

t9



Nationalities

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

TEcHNreuEs Organizing exts:completion.

Creating exts:respondingto a text.

MATERIALs Listsand sentences,n a posteror on the board; etters,on a poster

or on the board.

eREIARATIoN Prepare he posters f you areusing hem.


Lead-in 1, Ask the learnersabout the nationalities of famouspeoplethey are

likely to know; for example,pop stars,sportsmen and women, and

political eaders.

Otganizingexts: 2 Putup hreeists,or example:completion

Country Nationality Languagea

Canada Venezuelan French, erman, nd tal ian

Japan 9wise SVanieh

China Canadian )oanish

Mexico Thai Frenchand Enqlieh)witzerland Japanese Chineee

Thailand Kueeian French nd Arabic

Venezuela Moroccan Kussian

Morocco Chinese Japanese

Rueeia Mexican Thai

fuk the learners o match country nationality, and languages.

3 Put up somegap-fill sentencesike the ones below Tell the learners

to copy them, filling in the gapswith words from the lists:

Carlos s -. Hecomee rom Acapulco.9u RonqRonq e the l ives n Shanqhai.

Aeqonios a -. He ivee n Caracae.

Jameo e a -from Monlreal. eopeako and .

Maria e and comeo rom Luqano. heopeako

ana_.

Jamila s -, f rom Marrakech.)he peaks and .

20



Nationalit ies

Creating exts:

respondingo a text

4 Putup theseetters:

Gomment

Hellol

I l ive n thanqhai, biqci ly in he easl of - . I 'm Chineee.

My hobbieore readin4 nd badminton.l ikeEnql iohlopeak

anda l i t t le Enql ieh. y name'e onqLin.Howabout

vou?

Explain that the sentencesn both letters are n the wrong order.

Go through the first one with the whole class,asking he learners o

reorder he sentences.

Get them to do the samewith the other letter,working on their

own.

Ask for volunteers o read out their letters o the rest of the class.

Suggest orrections f necessary.

Ask the learners o chooseone of the two letters and write a reply

to it. They canuse anguageand sentence atternsfrom the letters

to help them.

aataeaaaaaaaaaaaa

If you feel that your learners are not familiar with the ones

prese.rt"dhere,substitute different countries and nationalities, andadapt he letters.

Hi l

I likemusicand frlme. soeak and-.My name'o ean.l 'm23 yeareold.I 'mCanadian.l ive t 26

Avenue e Ternes, ontreal.Howaboul vou?Lel me nlroduce

mveelf.

21



8 Locatingbiects

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

Lead-in

'Everyday bjects' for example, ag,vase, ose) and'classroom

furniture' (for exampleboard, chair, able) vocabularyareas.

Placeprepositions for example, n, next to, near).

Organizing exts: eordering.

Creating exts:write and guess.

Fivesentencesbout objects n your classroom; escription,on a


Prepare he sentences;repare he poster fyou areusing one.

40 minutes.

7, Write the first partsof the sentences boutyour classroomn a

column on the left-hand sideof the board and the secondparts njumbled order on the right-handside, or example:

Theblackboarde on he chair.

My ba6 o nexL o he door.

The able s nearLhewindow.

Ask the learners o match the two parts o make sentences

describing he classroom.

2 Put up this description:

(1)On he lable ie a va6ewith one ed rose n it. (2) The oom e

quibebi7. 3) There rer,wowindows ppooitehe door. 4)

LanqinqromNhe ei l inq,ver he tablearesomebal loone,5)

Next o lhe cake e a card eayinq'l ove ou'. 6) 1eLweenhe

windowss a r,able.7) ln fronLof Lhevase s a biqcake.

Organizingexts:leoldering

22



Locating bjects

Ask the learners o read he text. Explain'vase','rose','balloons','cake', nd'card' f necessary.sk them what is going o happen nthe room.

3 Get them to start drawinga picture of the room.Ask them how thetext could be reordered o make t easier. umber the sentencesand get he learners o decidewhat the bestorder would be tomake he descriptionclearer.

4 Go through heirsuggestionshen heyhave inished 2,3,6, 1,7,5,4 is the best, hough 2, 3, 6,4, 1,7,5 is possible). sk he earnersif any of the sentencesan be joined with-and'.

Creating exts:

wlite andguess

5 Tell he learnersa riddle aboutan object n your classroom nd ask

them to guesswhat it is, for example:

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

anotherexample:

It's on the table next to the door.

6 Get the learners o write fivesimilar riddles about objects n theroom, without mentioning the namesof the objects.

7 When they have inished,put the learnersn pairsand get hem to

read heir riddles o eachother.Their partnersshould guesswhatthe objectsare.

I Ask for volunteers o readone of their riddles o the wholeclass.and et the class uesswhat the object s.

p

23



Feelings

LANGUAGE 'Feelings'vocabularyrea for example, ot, thirsty, h"ppy).

And,or, but.

rEcHNreuEs Organizingtexts:joining.

Creatingtexts:surveyand report.

MATERTALs Notes;a list of eight o ten adjectivesn the'feelings'vocabulary

area.

pREnARATToNPrepare our ist of adjectives.

rrME GUrDE 40 minutes.

Lead-in 7. Ask a few learnersabout their feelings, or example,'Areyou

happy?Write their answerson the board in the following patterns:

[Name] s - and-.[Name] sn't or -.[Name] s - but -.

For example:

Vark ie hoN nd hirely.

Anna sn't anqryor bored.

Kale is hunqry ut haVpy.2 Explain hat'and'is used o join two feelings hat aresimilar, or

example, wo bad onesor two good ones. n a negative entence'or'

is used nsteadof 'and'.But' is used o join two contrasting eelings.

6;;;;i;i;;i;i;;1iliil''i'' #,ii. l;;;;;;;' onhe oard:Timlhunqrylthirety

Marial not anqrylcold

Annal ired/ NhirelylhaVpytsenlLiredl exciled

1aral nol Liredlbored

Ask the learners o expand hem into sentences sing'and','or',or

'but'.

4 Ask the learners o make two sentences, ne to describe hemselves

and the other to describe he personsitting next to them.

24



Feelings

aaaaaa aaaaaa aaaaaaaaaa

Greating exts:suryeyandreport

5 Write the'feelings'adjectivesou havepreparedon the board.Ask

the learnersquestions bout their feelings sing he adjectives,or

example:

Who is huppy today?

How many of you are hot?

How many of you are cold?

Write the totalson the board, or example:Ha?py 32

Hot 37

Cold 1

bored O

An7ry O

6 Tell the learners o write the results as a survey, or example:

ln ClaeeThree oday, hirtry two Veople re happv. hirIy oeven

peoVle re hot, bul one?eroone coldlNo-onee boredor an6ry.

z)



Lead-in

1-0 Famities

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

On the right; in the middle; on the left.

He/she'sa- .

rECHNreuEs Organizing exts: eorde ring.

Creating exts:writing from a picture.

MATERIALS Photographs f learners' amilies;board drawing of your family;

description,on a posteror on the board;sentencerames.

pREIARArroN At the end of the previous esson, sk he learners o bring a

photographof their family to the next lesson.Make a sketch or a

board drawing of your family.Spenda little time preparingwhat

you're going o sayabouteachmemberof your family.Preparehe

poster f you are using one.

TrMEGUrDE 40 minutes

L Draw a picture of your family on the board.As you draw, alk

abouteachmember, or example:

This is a picture of my family. This is me ldraw sefl -in the

middle, ook, and here s my husbandstandingnext to meldraw

husband)On the right are my husband's arents. drawparents)

This is his mother,and this is his father.They'reboth teachers ..

etc.

2 Putup this text:

This s ourweddinq hobo.

On he left,are my molherand father-bolh 65 and retired

now.

That'sus-in the middle f the pictrure.Next o my parenleare my brolhere-Vichael and his wife

Jil l,and Hu4hand hie wifeAnne.

Constructingexts:leoldering

(1)

(2)

(7\

(4)

26



dff ifrHgE

ggHaB'$

Families ."S* %d

(5) Michaelean enqineer,ndHuqh ndAnnearebothdocfors.

(6) Nexi o my aLher-in-lawe my wife'o iot'er, elicily' nd her

oaoy on.

(7) Next o Felicily, n 'he ar riqht of NheVicIure, re mywife'e

cousine, ynn ndJohn.

(B) Al the endof Nhe ow,nex| o tlugh, e a ourprioe ueot'-my

sisler Susan'

(9) 0n lhe riqht' e my wife'oamily-her motherand ather are

et'anding exN oher'

(O) euean iveen America, u| ehecameover or Nhewedding'

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

them if it would be easierf the sentences ere n a differentorder.

Discuss ow the text couldbe betterarranged othat the reader

canvisualize t better.

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

clearest.

4 Collectsuggestionsrom the class.Working out from the middle

towardshe eftand hen owardshe ight (1,3,2,4,5,8, L0,9,6,

7),or towards he right and hen owardshe eft (1 ,3, 9, 6,7,2,4,

5, 8, 10) areprobably he best.

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

*'i. ;h;;;;;;;".. framesn heboard.ell he earnerso use

writing frOma picture them o writesentencesboutheirphotos.

My- ioonNhe iqhN.

My- ie on Ihe lefl,

My ie n he middle f the phoNoqraph.

behindmy b mY .

ln fronNof my- ie mY .

Hielhername s

Hel ehe's

I'el she'sa -,

6 Get the learners o work in pairs,describing heir photographs o

eachother.

27



1tI cotours

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

5,q No& ff iFix the flashcardso the board n a row.Write the nameof each

colour above he picturesand the name of each hing below t. Forexample:

blue red

eea apVle

Put the learners n pairsand ask hem to think of asmany otherthingsas hey can which are he samecoloursas he things on theflashcards. upplyvocabulary f they need t.

Write the learners' uggestionselowthe flashcards.

'Colours'vocabularyarea for example, lue, red, green).

What colour is the-?It's -.

Organizing exts: eordering.

Creating exts: esponding o a text.

Eight flashcards f the illustrationsbelow;poem with lines njumbled order,on a posteror on the board;poemwith lines n the

correctorder,on a posteror on the board.

Make he flashcards.Make the posters f you are using hem.

50 minutes.

L Hold up the flashcards ne by one,and ask he learnerswhat

coloureach hing s.

Teach hesewords with quick sketches n the board:'rose','poppy','swan',pear',grass',cloud', fountain',barley',clouds', nd twilight'.

Someof the things may be unfamiliar to your learners.ust explainthat they are English lowers/birds/ fruit/ crops. f you can, ry tofind a local flower, fruit etc. hat is similar.

Organizingexts:reordedng

4

28



l rEColours .-n- #*

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

What io pink?

WhaNs pink? rooe e pinkby lhe founlain'e rink.

What ie red?A Voppy'oed

What,e blue? heoky e blue

Whatrs white? ewan EwhiLe

WhaI eyellow? eare reyellow

Whal e qreen? heqraoo o qreen

WhaL s violet? loude reviolel

Whal ie oran1e?Why, n oranqe

Ask the learners o put the lines n

eai l inqn he l iqhL.

ln iNobarleybed.

ln he eummer wil i4ht..

Juet, n oranqel

Where heclouderoat hrouqh.

Kichand riVeand mellow,

WiIh emall lowersbelween.

the correctorder.

Creating ext:respondingo a text

;'';;; ;;;;;; with the lines n the correctorder.(It is by theVictorian poet,Christina Rossetti).

What a pink?

WhaNe Vink? rooe e pinkgy lhe founLain'erink.

WhaNe red?A poppy'eed

ln te barleybed.

Whal e blue? heoky e blue

Wherehe clouds loat hrouqh.WhaNo white?A ewan s whiLe

Sail inqnLhe ight.

What s yellow? earsareyellow

Kichand riVeand mellow.

What eqreen? heqraoo oqreen

With emall rowere elween.

What,s violetr? louds reviolet

ln rhe ummer wil ight.WhaLs orange?Why, n oranqe

Justr n oranqel

Ask the learners o write their own poem on the samepattern,using he words and deas hey collected n the Lead-in.Show hemhow the pairsof lines shouldbe structured:

Whatrs -? ie/ are

Tell hem that their poemsdon't have o rhyme!

I Ask for volunteers o readout their poems o the restof the class.

29



L2 shapes

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

Lead-in

'Shapes'for example, quare, ound, long) and'colours'(for

example,brown, red, black) vocabularyareas.

And, with.

Organizing exts:substitution.


Exercises,n a posteror on the board.

Make the poster f you are usingone.

40 minutes.

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

It's squareand brown with four legs.

It's small and round and red,with money nside.

Get the learnerso guesswhat you are describing table,purse).

2 Write a substitution table on the board like the one below.Ask the

learners o write five sentencesrom the table.

Organizingexts:substitution

An

penci l

000Ke

a??te

bananas

blackboard

tonq6quare

round

red.

Ihick.black.

yellow.

Ihin.

and6

are

3 Go round the class nd check he learners'work.

30



12shapes J- t-

Greating texts: 4 Put up theseexercises:

write and guessA Ioin theseshort sentencesnto one ongersentence sing'and':

Itr'o ellow.l'o lonq.l|'ecuryed.

lL 'sblack. l t 'o quare. l l 'o iq.

lL 'e ound.lL 'efaL. l t 'eei lver.

B Jointhese hort sentencesnto one ongersentence sing'with':

I t 'o on6and hin andround.l thaea pointed nd.

l l 'e lonqandveryNhin nd ei lver. l lhaea poinlal oneendand a

veryomallholeat,Ihe oLher.l t 's round ndqold. t haea hole nLhemiddle.

Ask the learners o do them.

5 Check the sentences ith the whole class.Ask the learners f they

canguesswhat the objectsare(A banana, oard, coin;B pencil,

needle, ing).

6 Put the learners nto pairs and ask hem to make up someriddles

of their own like the ones n the exercise.

7 When eachpair has madeup at least wo riddles, oin the pairs intogroupsof four and ask hem to read out their riddles for the other

pair to guess.

3l



13 Parts f hebody

'Partsof the body'vocabularyarea for example, oot, head,knee).

Organizing exts:oining.Creating exts:write and draw

Drawing and descriptionof a robot, on a posteror on the board;

two pieces f paper or eachof the learners.

Make he poster f you are usingone.

40 minutes.

7. Callout partsof the body, or example,'Foot!', 'Head !','Knee!'Tell

the learners o point to that part of their body,asquickly as hey

can. ncrease our speedasyou go on.

2 Put up thesepicturesand descriptions nd ask he learners o

match them.

1 This oboL asa aquare eadand a roundbody. l loarmeand

leqo re rectanqular .t has r ian7ular ande nd eel .

2 This obol haea lr ian7ular ead.l tsbody o aquare nd t ,has

round rmoand reclanqulareqo.

3 Thie obol hasa roundhead nda lr ianaular odv.l has

reclanqular rmoand eqe.

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

Lead-in

Organizingexts:matchingand oining

A

32



3

4

Partsr he ody 1- 3

wilh it, has en finqeroon each

hand.iNhae ourarmsandLhree

le4o,

Ask the learners o match the sentence alvesn the description,joining them with'and' or'with'.

5 Ask them what they think is the best order for the sentenceso

make a description of the picture. This is probably:

The robot hasa squarehead with round eyesand a triangular

mouth. Its body is rectangularand it has four arms and three

legs. ts hands and feet are triangular and it has ten fingerson

eachhand (i.e.describing rom the top downwards).

6 Give each earner two sheetsof paper.Tell them to draw their own

robot on one sheet, nd to write a descriptionof it on the other.

7 When they have inished,put them in pairs.Tell them to give the

description, but not the drawing, to their partner.Their partner

should read the description and try to draw the robot. They can

then compare heir drawings.

Check he answerswith the class. 1-B, 2-C,3-A).

Put up this robot and the description of it.

lLebody o reclanqular and round yee ndaf,r ian7ular

mouTn.

Its handeand eet are

LrianqularThe obol haoa oquarehead

Creating exts:wdte anddlaw

33



1r4 Describingeopte

'Describingpeople' for example,all, slim),'parts of the body' (for

example,hair, face,nose),and'colours' (for example,blonde, blue,black) vocabularyareas.

Organizing texts:writing from notes.

Creatingtexts:visualization.

Policeposter,on a posteror on the board.

Make the poster f you are using one.

40 minutes.

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

aaaaaaaa.aaaaaaaataaaaaaaaaaaaaaaaaaaaaaaaaaaa

Lead-ln

aaaaaaaaaaaoaaaaaoaaaaaaaaaaaaaaaoaaaaaaoaaaaa

Organlzlngexts:writing fiom notes

L Ask the learners o close heir eyesand to think of a famousperson.Tell them to think of what the person oolcs ike. Then they

should open their eyesand describehim or her to the person

sitting next to them, who should try to guesswho it is.

2 Put up this police posterand write the notes beside t on the board:

Lall

el im

lonqcurlyblonde air

round ace

blueeyee

lonqnooe

blackdreee

34



Describingeopre14

3 Write this outline description on the board. Ask the learners o

expand he notesbeside he poster nto a descriptionbasedon the

outline:

Tolice re lookinqor a woman ael seen n a red car nearWesI

StreeL.

-heiqhr

-ehaVe

-hair

-f ace-eye5

-no5e

-cloNhee.Anyonewhoeees he woman hould onlacN he police

immediately,

4 Ask some earners o readout their descriptions.Discussdifferent

ways of describing he woman, for example:

The woman is tall and slim with long curly blonde hair, a roundface,blue eyesand a long nose.She s wearinga blackdress.

or:

The woman is tall and slim. Shehas ong, curly blondehair and a

round face,with blue eyesand a long nose.She s wearing a blackdress.

Creating texts: 5 Ask the learners o visualize heir idealman or woman.Ask themvisualization what he or shewould look like. (With youngerchildren you can

ask hem to imagine a iry-talecharacters,or example, prince or aprincess.)Elicit somevocabularyand write it on the board.

6 Ask learners o write a short descriptionof the person.

7 Put the learners n pairs,or groupsof three, o compare heir

descriptions.

8 Ask the groups to report back to the class, or example: Sara'sdeal

man is tall and dark, but mine is blondewith a beard.'

35



1-5 ctothes

LANGUAGE 'Clothes' for example, weater,acket, eans),'colours' for

example, ed,green,blue), and'describingpeople' for example,

tall, small, fat) vocabulary areas.

TEcHNreuEs Organizing exts: eorderingand oining.

Creating texts: write and do.

MATERIALS Sentences,n a posteror on the board; a bag of clothes or dressing

up as obbers;anotherbag,marked'money'.

eREIARATToN Make he poster f you areusing one.Prepare he clothes.


Lead-in 7- Divide the class nto two teams.Chooseand sayan item of clothing

that one of the learnerss wearing, or example,'a ed shirt'.The

first team to say he nameof the personwearingthat item getsapoint. Continue or about ten itemsof clothing.You can et a

volunteer rom the class all out itemsof clothing.

Organizing texts: 2 Put up these entences. sk the earnerswhat they think the best

reordering and joining order for the sentences ould be.Tell hem to write out the

sentencesn the bestorder,and to combinesomeof them with

'and'.

1 Theolher hada redeweater.

2 The al l manhada qreenacketand blueeane.

3 lle had black rousere.

4 | eaw wo younqmen unnin4 ownLheeLreetat, abouLeix

o'clock.

5 DoLhmenwerewearinqrainers.

6 Theol,herwas smaller nd alLish.7 )ne waeNal l .

B le wasquiteel im.

9 Doth menhad shorl brown air.

36



Creating exts:write and do

4rctothes -L J

3 Put them in pairsand get hem to readeachothers'descriptions.

Collectsuggestionsrom the class nd agreeon the bestorder for

thesentences.4,8,7,6,9,2, 1,3,5 is probablyhebestorder.and 3 can be combinedwith'and'. and so can 7 and 8.)

Tell he learners hat you needsomeactors,and ask or four or five

volunteers. sk them to come outside he door with you. Tell hem

that they arebank robbers,and that they aregoing o act out a

robbery. Give them the bag of clothesyou havebrought in, and ask

them to disguisehemselves.hey can alsoswapsomeof their own

clothes f they ike. Then tell them that the classrooms a bank,and

that you are a cashier. ou will be sitting at your desk.After oneminute they should run in and demand money.You will give t to

them, and they should ake t and run out again.

Go back nto the class nd tell them,'This is a bank and I am the

cashier.'Ask few earners o comeup and stand n a queueat the

desk.Pretend o be dealingwith the first'customer'when the

'robbers'run n.

When the'robbers'have aken he money and goneout again,ask

the class o discussn pairs what they saw.Ask them if they can

remember what the robbers werewearing, and then tell them towrite a descriptionof what they saw or the police.

When the robbershavechangednto their normal clothesand

comeback nto the room, tell them to try and rememberwhat they

wereall wearing,andwrite a description oo.

Get the learners o work in pairsor smallgroupsand discusswhat

they havewritten.Ask them if all their descriptions f the robbers

are he same.

9 Get feedback bout the descriptions rom the whole class.

6

37



LG Rooms

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

aaaaaaaaaaaaaaaaaaaoaaaaaaaaoaaaaaaaaaaaaaaaaa

'Rooms'vocabulary area(for example, iving-room, bedroom,

kitchen).

On the right; on the left.

Placeprepositions.

Organizing texts: matching.

Creating texts:visualization.

Picturesof houses, n a posteror on the board;plan of a flat, on a


Make the posters f you are using them.

40 minutes.

Lead-in 7. Put up these ictures:

Make sure the learnersknow the words for the different kinds of

house.Ask them which they would like to live in most, and why.

Organizingexts:matchlng

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

""'-

38



Rooms-6

next o Lhebedroom.

next o Ihe kitchen.

at the endof Nhe al l .on the lefI.

belweenhe living-roomnd he bathroom.

belweenhe bedroom nd he kitchen.

on he riahLof the hal l.

Get the learners o match sentence alves o make true sentences

about the plan. They should mention all the rooms in the flat.

3 Tell them to arrange heir sentenceso make a description of

the flat.

4 Ask some of the learners o readout their descriptions o the restof the class.

Creating texts: 5 Ask the learners o choosea house rom the first poster.Get them

visualization to close heir eyesand visualizewhat it would be like inside.Ask

them questions uchas:

How many rooms arethere?

What are the namesof the rooms?

6 Tell them to open their eyesand write a description of theirimaginaryhouse.

7 Put the learners n pairs.They should readtheir descriptions o

their partners,who should try and guesswhat kind of home they

havedescribed.

The ivin7-room

ThekiLchen

ThebaLhroomThekiLchen

The ivinq-room

Thebedroom

ThebaLhroom

t9

39



17 Furniture

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

aaaaaaaaaaaaaaaaaaaaaaaaaoaaaaaaaaaaaal

Lead-in t Writethis substitution ableon the board:

There

Ask the learners o makesentences rally that are true for the flat

or house where thev live.

aaaaaaaaaaaaaaaaaaaaaaaaaaaatataaaaoaaaaaoaaaa


2 Put up this drawing and extract from a letter:

CHEST OF

DRAWERSWARDROBE

BOOKSHELVES

'Furniture' (for example,sofa, able, bed) and'rooms' (for example,

living-room, kitchen, bedroom) vocabulary areas.

Placeprepositions.


Creatingtexts: write and draw.

Drawing and descriptionof room, on a posteror on the board.

Make the poster f you areusing one.

40 minutes.

is

ign'l

are

aren'l

a

eome

any

cooKer

eofa

table

bed

cupboardo

chaire

armchairs

in he

hal l .

l ivinq-room.

kitchen.

bedroom.

40



Furniture7

. . . and Nhey'veivenme a roomon Lheeecond,'oor. 'mvery

Vleaeed iLh t. lI 'e quile a biq roomand very iqht,, ecauee here

are wo windowe verlookinqhe qarden.Vlydeok e - Lhewindowend,my bed o aqainstNhewal l Lhe deek. here'e '

armchair Nhe eskand Lhe chairNhere'o wardroD:

Lhem,Nhere'e chesLof drawerowilh bookehelvee -.-

it. Everythinqneed eallyl

Write theseprepositionson the board:

near oVpooiNex2) next between

Tell he Iearners o fill in the blankswith the correctprepositions.

Check he answerswith the whole class.

Discusshow the text is organized.Ask the learners:

What did the letter writer describe irst?

Why do you think shechose hat?

Ask them how the writer made t easy o visualize he room. rTh:

writer described he most important things n the room first-th,

windows and the deskbetween hem-the things that would calc:

your eyewhen you went in. She hen went on to describe vhere

other things were n relation to the windows and the desk.

Ask the learners o imagine hat theyhavemoved nto a ner'- ....::

or redecorated room in their house. For younger earners -.ru

can ask hem to imagine hey have ound a wizard's oom, or a

princess'soom in a castle.)Ask them to draw a picture of the

room, and to write a letter to a friend about it. They can use h.

vocabularyand sentence atterns rom the substitution ablea:;

the description o help them.

Ask them to exchangeetterswith a partner,and to try to dra',t

their partner's oom. They can then compare heir dran'ings.

behind

4

5

Creating exts:write and dlaw



18 In own

LANGUAGE 'Town'vocabularyarea for example, ost office,cafe,bank).

On the right; on the left.

Placeprepositions for example, ext to, beside,opposite).

rECHNreuEs Organizingexts: eordering.

Creating texts: write and draw.

MATERTALSDrawing of the alien own and the letter,on a posteror on theboard.

pREpARArroN Make he poster f you areusingone.

TIMEGUrDE 40 minutes.

Lead-in';."

dliil;;;;;;;to close heir eyesand imagine heyarewalkingdown the main streetof their town. Ask them questions,or

example:

What canyou see?

What is on the right?

What is on the left?

Give hem a short time to imagine, hen ask hem to stop'walking'and open their eyes.Ask them to tell the person sitting next to

them wherethey are n the street.

Olganizing texts: 2 Putup thispicture, ndextractrom a'letter rom PlanetZeta':leoldedng

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

--PoSTYrr tce {

*["ll*42-

Pos:oFFt

r\.

-li

2 cr'rrntL

-

PoST

{FrcE S%/ tr- /q_ \

CINE}AA

{F"ir}\ -.d

Qc rNEM

-"areatr\

{-o o ! k,Nenl ,

42



rntown8

1 Here's pictureof the mainelreeN n myNown.

2 NexNo the poe| officeo s a cafewhereweqo o drinkenoozola

and have qoodeleeV)noozola ivee ounice reamel).

3 Ihere aren'l any banke n Zela, because ooneneedemoney

4 Nexi o il, on he riqhl, s a bulcher'swherewegel our beellee

andworms.

5 Ar the far end e he park,where eal lqo ro fyaround nd

have un.

6 On he other sideof lhe elr eetrare hree poel officee-we

Zetanewrile a lot,of lelterel

7 1eside hecafe s the church, here eal lqoLo dance n

Thuredaye.

b There ren'l any bookshope ecauee edon'l havebooke, ut,

Nhere re our cinemae ppoeiNe hepoet offtces.

Tell he learners o look at the picture and put the sentencesn the

bestorder to make a cleardescription.Ask them whether hey can

link any of them with'and'.

3 When they have inished, tell them to compare heir texts with a

partner.

4 Go through the descriptionwith the whole class thebest order s

probablyL,5, 4, 6, 2, 7, 3, 8).

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

. writea reply o thealien'setter.heycaneitherwrite and draw describe heir real main street, r imagine hey ive on another

planetand describe n imaginarystreet. n either case,el l them to

draw a plan ofthe streetbefore hey start, o help them organize

their description.6 Put the learners n pairs.Tell hem to exchange escriptionswith

their partners,and to try and draw eachother'sdescriptions. hey

can hen compare heir drawings.

43



Lg Directions

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

'Town'vocabularyarea for example, tation, cinema,park).

Go straight on.

Turn right.Turn left.

Take he secondon the right.

Tbkethe third on the left.


Creating texts: write and draw.

Map of the areaaround your house,and ettet on a posteror on

the board; sheetof paper or each earner.

Make the poster f you areusing one.

40 minutes.

L Put the learners n pairs.Ask them to describe heir route to school

or work to each other.

Lead-in


aaaaaaoaaaaa aaaaaaaaaaaoaaaaaaaaaaaaaaoa

2 Put up a sketchmap of the areaaround your house,with a short

letter to a friend giving directions for finding it. Leaveblanks for

the direction words. Here is an example.

PARK

INEMA

44



Directions9

OearHelen,

lere's NhemapLhaI youasked or.When ou leave he olalion, qo

on,?aoL rhecinema.At,Lheend of the road_ ri6ht,.Go etraiqhlon, the parkand ake he -Lurninq on he

My houoe s Lhe-houee on Lhe

)ee you eoon!

Anna

Tell the learners o read the letter,and to usethe map to help them

fill in the blanks.

3 Tell them to check their answerswith the person sitting next to

them.

4 Check the answerswith the whole class.

Creating texts: 5 Ask he earnerso imaginehat a friend scoming o see hem,butwritendlaw

lxTilH#yff:51l::Jh:I*ilJ,:3::ffif:ffi'.mark the flat or house on it. They should then write a letter giving

directions on how to find where they live. They can use anguage

from the letter to Helen to help them.

6 Put the learners n pairs and get them to exchangeetters and

maps.They should read heir partner's etter and use t to help

them mark the flat or houseon the map.

7 Get feedback rom the class.Was t easy o mark the flats or houses

from the descriptions n the letters?

45



20 In the market

LANGUAGE 'Food'vocabularyarea for example, pples, heese, read).

Some,any.

rEcHNreuEs Organizing exts:substitution.

Creating texts: write and guess.

MATERTALS Substitution able,on the board; poem and framework,on twopostersor on the board.

pREpARArroN Make he postersf you are using hem.


Lead-in 1, Ask the learners o close heir eyesand visualizea market.Tell themto imagine they are walking round it. Ask them what they can seefor sale.

2 Ask for volunteers o tell the restof the classwhat they'saw' in themarket.

oaaaaa aaaaaaaaaaaaaaaaaoaaaaaataaaaaaaaa

Constructlng texts: 3 Writethis substitutionableon the board. If necessary,dapt hesubstitution table to show food items that learnersare ikely to know.)

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

are

aren'I

50me l cneeoe

melon

fishotl

milk

Tell the learners o use he table to write sentenceshat are true

about the market they visualized.4 Ask the learners f there wereany other kinds of food in their

market.Add them to the substitution table.

5 Tell the learners o write a description of their market using thesentenceshey have made, and new sentenceswith the other kindsof food they have suggested.

any I bread

46



;#i;;'i;;i;="'"""rrite andguess

lnthemarketQ

6 Put up this poem:

ln lhe market

I bouqht, omeeqq6,

I bouqhL omecheese,

I bouqhla l iLt leham,

Dul I didn'N uyany peae.

I went, ackhomeand openedmy book-

Whatk indof mealam | 4oinqo cook?

Ask the learners o readthe poem, then ask them what they think

you are going to make with the ingredients. (a ham and cheese

omelette)

Ask the learners o think of a simple recipe they know, and to write

down a list of the ingredients.

Put up this framework:

ln lhe market,

I bouqhLI bou4ht

I bouqhL

(etc.,ae otr,enas neceeeary)

Out I didn'N uy .I wenf, ackhomeand openedmy book-

What, indof mealam I qoin7locook?

Tell the learners o make their own poems,using the framework

and the ingredients they havewritten down.

When they have inished, put them in groups of three or four and

get them to readtheir poemsto each other. They should try toguesswhat dish eachof them is goingto cook.

47



21, shopping

'Containers'and'food nd drink'vocabulary reas for example,pot ofyoghurt, a oafofbread, a canofbeer).

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

Substitution able,on a posteror on the board; nstructionson

slipsof paper.

Make the poster, f you are using one;prepare he instructionson

slipsof paper.

40 minutes.

Divide the class nto two teams.Say he name of a container, orexample,'bottle'. he first team o namesomething hat comes n

that container for example,'milk' n a bottle) getsa point.

Continue for eight o ten containers. he team with the mostpointsat the end is the winner.

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

Lead-in

aaaaaa aaaaaaaaaa


3 Put up this substitution able:

L

2

Two

9ix

Three

bar

?oL6

lube

canS

loaves

VackeLiarbaq

of

lootn?aete

?reaa

yoTnurt

?or,aToeeoeer

iamchocolaLe

lea

4 Tell the learners o match the containerswith the items of food and

drink, and write a shopping ist.

48



Creating exts:

rite and guess

Shopping1t

5 Ask he earnerso think of thepeoplen their family.What iseach

person'savourite ood or drink?Ask hem o write a shopping istfor the familycontainingeach erson'savourite, or example:

6

7

6 caneof beer (my ather)

5 baqoof sweele (my itlle eieter)

1Obareof chocolale (mel)

Get them to compare heir lists with their neighbour.

Divide the learners nto groups of four. Give each earner n each

group one of these our instructionson a slip of paper:

Wrilea ehoppinqist, or an old ?ereon ivinq n their own.WriNe ohoppin4l is tor a familyof o ix.

Writea ehoppinqist, or a VarLy.WriNe ehoppin7l is lor a epecia lmeal.

The earners houldnot show heir slipsof paper o the others n

the group.

Tell he learners o wri te a shopping ist for the personor situation

described n their slip.

When they have inished, get them to read out their lists to the

others n the group. The others must guesswho the list is for.

49



22 Foodnd rink

LANGUAGE 'Foodand drink'vocabulary area for example,mangoes, ish,

carrots).

I like/ don't like -.He/ she ikes/ doesn't ike -.

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

rEcHNreuEs Organizing exts: eordering,and describingpictures.

Creating texts:responding o a text.

MATERTALS Sentences,n a posteror on the board;pictureclues,on a posteror

on the board.

nREnARATToN Prepare he posters,f you are using hem.

TIME GUIDE 40 minutes.

aaaaaaaaoaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa

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

Name'.

1 four kindeof fruit,

2 lhree kindsof veqelable

3 three kindeof meat

4 lwo dairy oode

5 vhreedifferenldrinke

Divide the learners nto groups of three or four and tell them to do

the quiz together.Tell one member of eachgroup to write down

their answers.

2 The group that finishes irst with all the answers orrect is the

winner.

;A;i;i;;';;i;;.. " "''''i";;;;; il;;;;;""ces andask he earnersorewritehem, uttingleotdeting,and thewordsn thecorrect rder:describingpictures

r I manqoeoike uite

2 don't, ieh like all at,

3 doeen'l verycarrote muchhe ike

4 likeo he ricemuchvery

5 likeduakdon't I l ike buI vew chickenmuchal all

50



dR'R

Foodnd rink 22

Write the sentencesn the correct order on the board, and tell the

learners o check heir work.

Put up thesepicture clues:

g@@6>GTell the learners o use hem to write sentenceswith the same

patterns as hose they have ust completed.

7 Ask the learners o 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 sentence

patternsthey havepractised.

@@6

Greating exts:

rcspondingo a text

5l



23 Leisurectivities

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

Lead-in

'Leisureactivities' vocabularyarea(for example,swimming,

sewing, ootball).

Organizing texts: substitution.Creating exts:surveyand report.

Substitution able,on the board; charts.

Choosesome eisureactivitieshat are amiliar to your learners.

Make the charts.

50 minutes.

Ask the learners o tell you the namesof activities hey enjoy doing

in their freetime. Tianslate or them if they can't think of the wordin English.Write the activities n a list on the right-hand sideof tne

board.


1- Change

I

Vy VarLner

the ist into a substitution able ike this:

l ikel ikee

don' l mindldoeen'Imind

halel hatee

Divide the learnersnto pairs.Tell hem to use he table o write

sentenceshat are rue (and correct!) or themselves nd their

partners.

Ask some earners o report back o the restof the class. hey

should ell you one thing about their partnerand oneabout

themselves.

Change he substitut ion ableback nto a list by rubbing out the

two lef t-hand columns.

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

(liet of aclivitiee)

Creating exts:surveyand report

(liot,of activiliee)

52



Leisurectivities 3

6 Divide the class nto groupsof six to eight learners,and write the

following promptson the board:

Tell the learners o find out what the other members of their group

feelabout each eisure activity listed on their charts.They should

note the number of peoplewho like, don't mind, or hateeach

activity, for example:

8

9

l ikes doesn'Nmind hale6

ewimminq .+ Z 2

eewinq 1 z

dancinq 6 1 1

Ask each group to report back to the restof the classwhich was he

most popular and which was he leastpopular activity n their

group.

Write this framework on the board:

ln a ourvey f leisure clivities n our qroupwe ound hat - ie

ihe favourite cliviNy. henexl moet poVular ctivity s -.Leeopopular ctivilieeare-, and -. The east,

popular cbivit ies re and .

Tell the learners o write reports of their surveysusing their charts

and the framework.

Doyou like-inq?

I l ika - in6

don' l mind

53



24 Daityoutines

LANGUAGE 'Everydayactivities'vocabularyarea(for example,get up, wash,havebreakfast).

Telling the time.

TEcHNreuEs Organizing exts:completion.

Creating texts: writing from a picture.

MATERIALs Text rameworks,on postersor on the board; lashcards f animals.

IREnARATToN Make the postersf you are using hem; make he flashcards.

rrME GUIDE 50 minutes.

lead-in 1, Write a selectionof everydayactionson the board, for example:

watrch'N

read

cook

do houeework

do homework

Tell the learnersyou are going to do a quick survey o find outwhat they do in the evenings.

2 Readout eachaction. Ask the learners o put up their hands f they

do it regularly in the evenings.Count the hands and write the total

by each action. What do most learnersdo?

aaaaaaaae aa a ataaaaaaaaaaaaaaaaaaaaaaaaaa

Organlzing exts: 3 Putup this ext ramework:completion

Every ay I - al - Firet l andLhenlThen -. Afler lhat | -Lo school.

at, and I qo homeat ln he evening

and Lhen -. I - tr obedat _

Tell the learners o copy and complete t for a typical day in theirlives. f you havea class hat needsmore support, you can give

suggestions or filling in some of the gaps, or example:

brush mvteethqo

naveeu??er

qet u?

have unch

waen

havebreakfaet

54



Dailyroutines4

4 Put up this text framework and ask he learners o describewhatthey do after school:

I qel home rom echool l -.F irst l andthen -.Next - and-.After lhal I somelimee or -,I ao to bed at

Gleating texts: 5 Show he earnerslashcardsf four or fivedifferentkinds ofwriting fiom a picture animal, or example:

Chooseanimals that are familiar to your learners.

Ask the learners o chooseone and to write a descriptionof atypical day from that animal'spoint of view They can use heframework for the description of their own day to help them.

When they have inished, put the learners n pairs to read their

descriptions o each other and to guesswhich animal's day is being

described.

55



,^r l-

ZC Jobs

LANGUAGE '|obs'vocabularyarea for example, armer, doctor, waiter).

rEcHNreuEs Organizing exts:substitution.

Creating texts:write and guess.

MATERTALs Model text on a poster.

PREPARATToNMake he poster.

TrMEGUIDE 50 minutes.

aoaoaaaaaoaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa

Lead-ln 1, Putthe earnersn groupsof threeor four.Tell hegroups hat theymust hink of asmany obsas hey can n threeminutes.Onelearner n eachgroupshouldwrite down he obs.

2 Write he obs he earners avehoughtof on theboard.Thegroupwhichhas houghtof themost obs s thewinner.

Organizlngexts: 3 Putupsubstltutlon

My

Ne

5he

He

5he

He

a

11o

Ch c

He

the

thismodeldescription:

falher

mother

brobher

eioler

iea

a uniform.

a euiL.

overalle.

caeualclobhee.

an a?ron.

a whitecoat.

geteuV I veryearly,doesn'l et u? |

comee ome t,about, o'clock.

l ikes thie I booe.doeon'l ike I her I

earno 1 a lo| of money.doesn'trarn I

Ask the learners o write about a member of their family, or a

friend, using the model.

56



Creating exts:rrite and guess

aaaaoaaaaaraaaaaaaaaaaaa oaaaaaraaa

robs 8

Ask the learners o choose ne of the obs on the board, and to

write a description of a day in the life of a personwho does hatjob. Tell hem not to mention the name of the ob in their

descriptions.Tell them that they can use sentencepatterns from the

model text.

When they have inished writing, put the learners n groupsof

three or four, and tell them to swap heir descriptions.

They should read the descriptions they havebeengiven,and guess

which job is being described.

4

You can choose obs that your learnersare familiar with, and that

are culturally appropriate.

a

Comment

57



26 Housework

LANGUAGE

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

Leadln 7-

'Housework'vocabulary area(for example,washthe dishes,make

the beds, do the shopping.

To hate (doing something).

Organizing exts:describinga picture,and completion.

Creating texts:write and draw.

Posterof a'kitchen robot'.

Make the poster.

50 minutes.

Write a selectionof householdtaskson the board, for example:

wash he dishes

makehe bede

do the ehoppin7

Tell the learnersyou are going to do a quick survey o find out

which household taskthey hate the most.

Readout each ask.Ask the learners'Whohates most?'Tell

them to put up their hands.Write the total by each ask.What do

the largestnumber of learnershatedoing?

3 Put up this picture and text:

2

Organlzingexts:descilbinga picture,andcompletion

58



Housework6

lntroducinqRobocook,he amazing itchen oboN. oyou haf,e

cookinq? oyou oabhewaohing p?Doyoueomelimeeonq or

helV? on't, eepair l elp e herelKobo'a rmehelVwi lhall hose

borinq i lchen aske.Arm A while rm b -, and

ArmC AfLer Lhe meal Arm D - and Arm E -.

Kobocooke alwaye eady o helplHe s neveriredl he never

qrumbleol uyoneNodayl

Tell the learners o look at the picture and write out the text, filling

in the gaps. f necessary,elp them by writing the tasksRobocook

is doing on the board:

layinqhe t able

waehinqhe diehee

eweepinq he roor

putt in4lhe diehee way

cookinq hedinner

4 Get the learners o check heir answers n pairs.

5 Go through the answerswith the whole class.

Creating texts: 6 Tell he earnerso inventa machine o help hem with ahousehold

writeanddraw task they hate doing. Ask them to draw their machine and to write

a short paragraphdescribing t.

7 Put the learners n pairs and tell them to show their pictures and

read their descriptions o eachother.

59



27 Abitities

LANGUAGE Abilities'(for example, rive, sing,cook) and'jobs'(for example,

bus driver, secretary,doctor) vocabularyareas.

Can.

TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

Organizing texts: reordering.

Creating exts:write and do.

Iob advertsposter; etterof applicationposter;pieces f paperwith

the namesof jobs for all the earners.

Make the posters.

60 minutes.

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

buedriver doclor businessman/oman leacher

oecretary larmer hairdresser

2 Divide the class nto two teams and givea clue to one of the jobs

using'can', or example:'She an curepeople' doctor);'Shecan

type' (secretary).The first teamto givethe correct answergetsapoint.

3 The teamwith the most pointsat the end s the winner.

Organizingexts:reordering

4 Put up this posterofjob adverts:

WArure:14OTHER

FORCIIIIDREN

WANTED:LORRY RIVER

FORDtSrAt{cE

TRIPS

I/yANTED:ASTRoNAuT

FoRFxPEDtTfoNro MARS

SPONSIgILTTY

ron tGERs

WAWTED:EN6LISH

EACHERFOR

CLASSONE

60



Abil i t ies7

Thenput up this etter:

Dear ir,

I candr ive, inq, ookdel ic ioue eals, aeh loLhee nd

dishee, ew, nitr, nd Nell oodoLoriee. hope ouwillconeider

myapplication.can work wenf,y-four ourea day,oeven

dayea week. would ike o apply or Nheob of -. I have

fivepaireof arme or hu1qinq,iveVaireof eyee or wahchinq,

fivepaireof ears or liotenin1, nd fivemouths or einqinq

eonq6and Lell in7 loriee.

Youro faithfully,

Explain any unfamiliar vocabulary,and then ask he learnerswhichjob the writer is applying or (mother).

Ask them to write out the letter,putting the sentencesn a better

order.

Check he order of the sentences ith the whole class 4, l, 5,3,2,

or possibly , 3, I, 5,2).

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

Ail;hj"u*;' apiece rpaper ith hename r oneof thewrite and do otherobson t.

9 Tell them to write a letter of application for the job on their piece

of paper.They should use he letter they havecopiedas a model.

Go round and help them while they arewriting, supplying any

vocabulary they need.

10 Collect up the letters n sets, .e. all the zoo keeperapplications, all

the clown applications, and so on.

L1, Divide the classnto groups.Thesegroupsare'assessmentoards'

for eachof the jobs.Giveeachboard their setof applications. el l

the groups to read all their applications and to decidewho gets hejob.

5

6

6I



28 Rules:must'and mustn't'

LANGUAGE Must,mustn't.

rEcHNreuEs Constructingexts:matching.


MATERTALsListsof places.

pREpARArroN Prepare nough istsof placesor the sub-groups.

TrMEGUIDE 50minutes.

Lead-in L Ask the learners'Whatare he rules at home?What do your parents

tell you you mustdo?What do they tell you you mustn'tdo?'(If

your learners re adults,ask hem to remember heir childhood.)

2 Put them in groupsof threeor four to talk about this. Then ask hegroups o report back o the restof the class.

Constructing texts: 3 Write hese alfsentencesn theboard:matching

Youmusl

YoumusNn'N

ehout

run n he corr idors

eatr n claee

be aLe

bepolitedoyourhomework

climbout,of f,hewindowe

wrif,eon Lhe exlbooks

4 Ask for volunteers o makecompletesentences.sk them what thesentences ight be called 'School ules').

5 Get the learners o write out eightcompletesentences.hey shouldgive heir sentenceshe title'School rules'.

6 Check he answerswith the wholeclass.

Greating texts: 7 Divide the class nto groupsof four or five.Then divide eachgroupwlite and guess into two pairs,or a pair anda group of three A and B).

I GiveAs in eachgroup this list of places: eroplane, ospital,shop,zoo.GiveBs n eachgroup this ist of places: rison,bank,park,

boat.

9 Ask the learners o write a setof rules or eachplace.Give hem anexample,n a library the rulesmight look like this:

62



28ules: 'must 'nd'mustn' t '

L I BRARYYou rust "tk yietlg.

Youmustvr'fff ordriYrk'

Yo" nrustnhuYl.

Yourrrusteturn booksontiwe-

Go round and help, supplying any necessary ocabulary.

Ask As to read their rules for eachplace o Bs,without saying he

namesof the places.Bs must guesswhat the placesare.Then Bs

should readtheir rules to As.

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

63



LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

aaaaaoaaaaaa

Lead-in

Organizingexts:describing picture

29 Describingctions

Present ontinuous.

Organizing exts:describinga picture.

Creating exts:write and do.

Pictureof a living-room on a poster.

Make the poster.

60 minutes.

7. Ask the learners o close heir eyesand imagine a room. Ask them

to decidewhat furniture it contains.Then tell them that four

peopleare n the room. Ask them'Who are hey?What are heydoing?'Give hem a little time to imagine, hen tell them to open

their eyes.

2 Put the learners n pairs and get them to tell their partners what

they'saw'.

3 Put up thispicture:

64



Describingctionspffi

Point to eachperson n the pictureand ask he earnerswhat he or

she s doing. Supplyanynecessaryocabulary.

4 Tell he learnershat they aregoing o write a descriptionof thepicture.Write the beginningof the descriptionon the board:

Mrs ToNNereeleeVinqn ront of the television. ul whi le he e

Veaceful lyleeVinq,err ibleNhinqo rehappeninql laround er .

Encouragehem to connectsentences ith'and'or'while'.

Put the learners n groupsof about eight.Ask eachgroup to

imagine that they are all members of the same amily. Tell them todecidewho is who, for example,grandmother,grandfather,aunt,uncle,mother, ather,son,daughter.

Ask the groups o imaginea kitchen or living-room scene. achpersonshould maginewhat they aredoing.When you havegiven

them a little time, ask he groups n turn to get up and form a

tableau theyform a'picture'by standing n their position n theroom as f they are doing their action).

When al l the groupshave ormed their tableaux, et hem to

preparea descriptionof the room andwhat everyones doing in it.

Eachgroup should appointa'secretary' o write down thedescription.

Collect he descriptions nd redistribute hem so that eachgroupnow hasanothergroup'sdescription.Eachgroup should read he

description t hasbeengiven,and form a tableau rom it.

Ask the groups n turn to getup and form their tableau.The othergroupsshould call out when they recognizeheir descriptions rom

thesenew tableaux.

Creatingexts:

wilte and do

65



TECHNIQUES

MATERIALS

PREPARATION

TIME GUIDE

ataaaaaaataaaaaaoaaaaaataaaaaataaaattaaaaoaaaa

lead-in

Organizingexts:describinga picture

r\l/,-

Present ontinuous.

In the background; in the foreground.

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

Organizing exts:describinga picture.

Creating exts:write and draw.

Posterof a park scene;wo piecesof paper for each earner.

Make the poster.

50 minutes.

30 Describingction2

LANGUAGE

1- Ask the learners o imagine the street outsidethe school.What arepeopledoing there?Collect suggestionsrom the class.

2 Putup thispicture:

r\l/

Ask for volunteers o tell you someof the things that are happeningin the picture.

66



4

Describingctions 3#Divide the class nto threegroups,asnear he samesizeaspossible.

Askthe first group to write a descriptionof the scene, tartingon

the left and describing t from left to right. Ask the secondgroup to

write a description, tartingwith the foregroundand moving

backwards. sk the third group to write a description, tartingwith

the backgroundand moving forwards.Eachgroup should appoint

a'secretary' o write their description.

Write someusefulexpressions n the board:

in he back4round

in he fore4round

on he lefLon he r i4ht

behind

in ronLof

near

Ask for a volunteer rom eachof the threegroups o readout their

descriptions o the rest of the class. sk the classWhich was he

bestway of organizing he description?' In this picture, t is best o

beginwith the background o set he scene, nd then to move

forwards, finishing with the main event-the balloon race n the

foreground.)

aaaaaaataaaa aa*{aaaaaaa$*a*iaaaat*

Creating exts:write and draw

6 Ask the earners o close heir eyes nd maginea busy street.Then

ask hem to open heir eyesand draw the picture hey magined.

Then ask hem to write descriptions f the pictures heyhave

drawn on a separate ieceof paper.

Chooseeight of the learners' escriptions nd pictures.Separate

the descriptions rom the pictures.Label he descriptions , B, C,

etc.and abel he pictures1,2,3, etc.Takecare hat matching

picturesand descriptions renot givencorrespondingettersand

numbers(for example,makeA somenumber other than 1,and C

somenumber other than 3). Keepa list of the matching ettersand

numbers for yourself.

Put up the descriptions nd picturesaround he classroom, nd ask

the learners o read he descriptions nd try to find the matchingpictures.

67



basics

This ook ontainshirtyactivitiestelementaryevel, l lof hem

dealing ith opicswhich ormpartofeverybody'saily ives,for

example,familiesnd eisurectivities.Thenlymaterialshe eacher

andclass eedare he board, aper,ndpens.Thenstructionsre

clear ndeasyo follow, nd heauthors ave rovided dditional

methodologicalupportna short ntroduction.

ldeasor ead-inso anguagend opics

Real-lifeontextsorwriting

Simple icture nd extpromptso help earnerstarthinking

aboutheirwriting

Tips n correctingearners'work

Documents

Simple Writing