A Book of Activities for Upper Primary

Stephen Williams S00165279 Image from: Google clip art

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CONTENTS Activity Page Number

Boy Overboard Summary………………………………………………………………………………………………………2

Vocabulary……………………………………………………………………………………………………………………………3

Match Words to Images………………………………………………………………………………………………………….4

Vocabulary Cloze…………………………………………………………………………………………………………………..5

Phrasal Verbs………………………………………………………………………………………………………………………..6

Grammar – Verb Participles…………………………………………………………………………………………………...7

Graphic Stimulus…………………………………………………………………………………………………………………...8

Grammar – Word Usage………………………………………………………………………………………………………..10

Pair Work – This is My Brother…………………………………………………………………………………………......11

Grammar – Relative Pronouns………………………………………………………………………………………………13

Listening Comprehension……………………………………………………………………………………………………..14

Grammar – Subject or Object Pronouns…………………………………………………………………………………15

Figurative Language…………………………………………………………………………………………………………….16

Communication Game – Feelings………………………………………………………………………………………....17

Communication Game – Whatsitsname………………………………………………………………………………..18

Communication Game – The Excuses Game………………………………………………………………………….19

Communication Game – The Cinderella Game………………………………………………………………………20

Large Size Pictures for Communication Games……………………………………………………………………..21

Teachers’ Guide and Answer Key…………………………………………………………………………………………28

Reference List and Further Reading……………………………………………………………………………………..31

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Boy Overboard Jamal and his family live in war torn Afghanistan, in a region under the rule of the Taliban. They belong to an Afghani minority group and as such are persecuted for this. But Jamal and his sister Bibi have a dream, to reform their country. Yusuf’s grandfather says, “Overboard is an English word meaning to do something that is bold, wild, dangerous and crazy.” Jamal’s decision to ‘go overboard’ comes about from the experiences he has in his childhood, growing up in such a war-torn environment. Jamal sets about trying to change the world. With his soccer star sister Bibi, in a place where females are forbidden to play sport, Jamal has a fantastic plan. Using their passion for the game of soccer, they decide to try to turn their government around by showing how good the sport can be for everyone. This, they hope, will make a better life for them and their family. Jamal and his family, however, are about to begin a journey far outside of any possibility Jamal could have imagined. What begins as an ‘adventure’ soon becomes far from that. Jamal’s family faces the unknown as they flee certain death in their home country. The story becomes exciting and suspense filled as in a true adventure. Jamal and his family escape firing squads, bombs, and a terrible journey to arrive at the boat waiting to deliver them to their new future. There is no guarantee they will make it safely, for a beloved family heirloom (and protector) has to be sacrificed for their future. Jamal’s parents have a hope, that they can build a new future in Australia, and sacrifice all to make it there. Still Jamal’s soccer dreams keep him feeling optimistic about one day returning to Afghanistan. Torturously, Jamal and Bibi are separated from their parents at the docks and end up on different boats headed for Australia. They are faced with the nightmare of maybe never seeing their parents again. A chance meeting with some others on the refugee boat gives Jamal purpose, and the will to keep going despite the traumas and hazards of the journey on the refugee boat. Throughout the tale, Jamal draws on the strength of his warrior ancestors and his belief in soccer to enable him to never give up in the face of adversity. Jamal and Bibi remain optimistic, have courage, tenacity and perseverance, and rely on the support of friends made on their journey to survive the challenge. Jamal focuses on his fantasy soccer life, and dreams of how things will be in the unknown land of Australia, to sustain himself through the travails of his astounding journey. Image from: Google clip art

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Vocabulary Demonstrate your understanding of the key words in Boy Overboard. Create sentences using some of the words you have learnt from the text. Using the grid below choose any three words in a row to make a sentence. You can make the sentence as long as you like, but the three words must be in one sentence. E.g. After the explosion a single buzzard flew over the remains of the pirate hold-out.

You can choose words in horizontal, vertical or diagonal rows. How many sentences can you make? ……………………………………………………………………………………………………………………………………

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Adapted from: www.sallyluane-tipsandtricks.weebly.com/boy-overboard-resources.html

Pirate Tackle Survivor

Explosion Frantically Taliban

Buzzard Refugee Wreckage

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Match the Words to the Images Demonstrate you understanding of vocabulary by matching each word to its picture. Cut out the pictures and paste in your book. Write the word beside the picture.

buzzard - missile - Afghanistan - ancestors - landmines - debris – wreckage - frantic - tantrum - survivor - camouflage - dribbling - tackle - baker – Taliban - rocket crater -

persecute – refugee Adapted from: www.sallyluane-tipsandtricks.weebly.com/boy-overboard-resources.html

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Vocabulary Cloze

From the list of words given, choose the most suitable word. Write the word in the space. There will be two words left over.

landmines less landscapes abandoned camels environment Afghanistan rainfall species warriors endangered adapt dunes wander desert occasional rivers horizon

Desert regions are often though of as lifeless wastelands made up of nothing but hot, dry

sand and the (1) ………………………………. plant like cactus or date palms and, of course,

camels. Actually sand covers (2) ……………………………. than 30% of the world’s

(3)……………………… areas. Australia has many different (4)……………………………., from

stony desert covered with small pebbles called gibbers, grassland, hills and gorges with

bare rock, long sand (5)…………………………….. and dry lake beds. Many of the animal

(6)…………………….. found in the deserts are (7)…………………………… and many more have

become extinct since colonisation. Even so, the desert contains an astonishing variety of

animal and plant life. Many species are extremely rare and seldom seen. These animals

have survived in areas of very little (8)………………………. with astounding behavior that

changes to (9)…………………………to the harsh (10)……………………………. .

The desert where Jamal lives in (11)………………………..is different. It is flat and goes all

the way to the (12) …………………………. Jamal’s dad is always saying that the desert has

been ruined by the war. There are many (13) ……………………….. tanks and crashed planes

and exploded troop carriers lying around. The desert here was once the home of Jamal’s

ancestors. They were fierce, brave, desert (14)…………………………., proud and tall as they

sat in the saddles of their mighty Arab horses. Today, the desert near Jamal’s home is a

place of danger, not from wild life, but from (15)…………………………. After decades of war,

these remain in the ground to kill and maim those who (16)………………………….off the

safely worn paths to get back a soccer ball.

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Phrasal Verbs

A phrasal verb is a verb that consists of two or three words; its meaning is different from the meaning those words would have if you considered each one separately Phrasal verbs enrich your written and spoken English.

For example: One meaning of ‘cough up’ is to pay money for something, especially when you do not want to. “Cough up the $10 you owe,” said Luke adamantly.

Activity One: Circle the phrasal verbs in the following sentences. As a class group discuss the meaning of each and write it on the line below. 1. “Why don’t you mull over the idea?” Jamal’s father advised him.

……………………………………………………………………………………………………………… 2. Bibi excitedly rattled off a list of everything that had happened at the soccer

game. ………………………………………………………………………………………………………………

3. Rashida was so grateful to her new friends for rallying around during such a distressing time. ………………………………………………………………………………………………………………

4. Finally the boat trip was over and Jamal could now slacken off and think about the future. ………………………………………………………………………………………………………………

5. Omar didn’t have time to listen to him waffle on. ………………………………………………………………………………………………………………

Activity Two: Complete the sentences with phrasal verbs from the box.

grinding away skirting around pack it in washed over covered up ticked off

1. Bibi was ………………………………………… the question as she didn’t want to tell the truth. 2. Jamal was starting to get…………………………………….. as he would now miss the football match. 3. “…………………………………………..!” the sailor in yellow said to Bibi, “I’ve had enough of your nonsense.” 4. Jamal and Bibi always …………………………………… for each other when one of them had done something wrong. 5. “I’ve been ………………………………… all morning on this bread and I’m getting nowhere,” said Jamal quietly to Rashida. 6. A wave of anxiety ………………………………….. him when the smugglers demanded more money.

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Grammar – Verb Participles Verbs can take five different forms or principal parts. Of these 5 forms, participles make up two: past and present.

Present participle verbs always end in ‘-ing’ even when the verb is an irregular verb. Participle forms functioning as verbs require a helping verb (auxiliary verb) in a

sentence. Look at the table below. The 5 forms of three verbs are given. It is important to note that the infinitive form of a verb does NOT function as the verb in a sentence. Participles can also function as adjectives or as nouns in a given sentence.

Verb Simple Present

Simple Past

Past Participle

Present Participle

Infinitive

play plays played played playing to play

stay stays stayed stayed staying to stay sleep sleeps slept slept sleeping to sleep

Let’s look at the parts of these verbs: Jamal had played soccer. had – helping (auxiliary) verb; played – past participle. Jamal is playing soccer. is – helping (auxiliary) verb; playing – present participle. Jamal had been playing soccer. had – helping (auxiliary) verb; been – past participle; playing – present participle. In the last sentence, the words ‘had been’ place the time (or tense) in the past. Identify the parts of the verbs underlined in the passage below. Revision: Linking verbs link a noun to another idea, someone or something. There are two linking verbs underlined in the passage. It was Saturday. Jamal had been sleeping since midnight. He had stayed up late watching soccer on television and had decided to sleep till noon the next day. While he slept, his sister played the radio very loudly. Jamal’s mother wanted Jamal to stay asleep longer. Jamal’s sister pulled a long face and complained that he had slept for almost ten hours. She wanted to play her music. Jamal’s sister was unhappy.

1. was ……………………

2. had ……………………

3. been ……………………

4. sleeping ……………………

5. had ……………………

6. stayed ……………………

7. had ……………………

8. decided ……………………

9. to sleep ……………………

10. slept ……………………

11. played ……………………

12. wanted ……………………

13. to stay ……………………

14. pulled ……………………

15. complained ……………………

16. had ……………………

17. slept ……………………

18. wanted ……………………

19. to play ……………………

20. was ……………………

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Graphic Stimulus Jamal, Bibi, Omar and Rashida must have been feeling very stressed while on the refugee boat. ‘For the millionth time since we set sail, I remind myself why we’re doing this . Freezing on a hard deck all night. Roasting all day. Watching poor little children and old people suffer even more than us. Australia. Laughing people. A kind government. Mum and Dad and Dubbo Abattoirs United.’ (p130)

Read the details of the flyer below to find out how you can combat stress. Read it carefully before answering the multiple-choice questions.

Comprehension Answer the following questions. Choose the correct answer and write the letter in the bracket 1. What does the phrase ‘spill to someone you trust’ mean? a) laugh with your friends c) don’t worry b) discuss your problems d) exercise and be happy ( ) 2. The flyer advises you to keep a journal to ………………………………………… a) write down your feelings c) reduce stress b) keep a record of your day d) both a) and c) ( )

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3. ‘Lend a hand’ means …………………………… a) talking to others c) helping others b) finishing your work d) planning ahead ( ) 4. Your body needs more sleep because …………………. a) your body is developing c) you need to recharge b) your mind is changing d) all of the above ( ) 5. The flyer is about……………………………. a) having a good time c) overcoming stress b) enjoying life d) not getting angry ( ) 6. The flyer advises teenagers to ……………………………… a) eat food when hungry c) eat food occasionally b) eat food regularly d) eat lots of food ( ) 7. The word hectic means……………………….. a) entertaining c) disappointing b) important d) extremely busy ( ) Adapted from: Singapore Ministry of Education flyer. Reducing PSLE Stress. 2008.

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Grammar – Word Usage The spelling and usage of some words in the English language depends on whether the word is being used as a noun or as a verb.

‘ice’ - noun Examples

Practice, licence, and advice when spelt with a ‘c’ are used as nouns.

I have tennis practice every Monday. Sue has obtained her driver’s licence. She did not listen to her father’s advice.

‘ise’ - verb

Practise, license, advise when spelt with an ’s’ are used as verbs.

You must practise your spelling words. He was licensed to carry a gun. She was advised to go to the doctor.

Activity One:

Fill the space with either the noun or the verb form of the words mentioned above.

1. He will be home late as he is attending football …………………………… tonight.

2. Their father went out in the taxi to ………………………….. his driving.

3. Bibi did not listen to her brother’s ……………………………. and was almost seen playing

soccer.

4. With a lot of dedicated …………………………. Bibi could be a professional soccer player.

5. Mt Nasser has a …………………………. to drive a car in Afghanistan.

6. The bus was ……………………………. to carry fifty people.

7. You will need to ………………………… speaking in English if you want to become fluent.

8. Do you have your motorbike ………………………………..?

9. I ………………………….. you not to take the short cut through that field as there may still

be land mines there.

10. The taxi is ………………………………… to carry five people at one time.

11. Jamal listened to Yusuf’s grandfather whenever he gave ……………………………

12. ………………………….. the multiplication tables until you know them automatically.

Activity Two: Use the following words in your own sentences.

(a) advised …………………………………………………………………………………………………

(b) practiced …………………………………………………………………………………………………

(c) advice …………………………………………………………………………………………………

(d) licence …………………………………………………………………………………………………

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Pair Work – This is My Brother STUDENT A Rashida is a new friend that Jamal has met on the boat carrying them to Australia. What kind of questions do you ask when you make a new friend? Student B is your new friend that you have met on holiday. He/She is going to show you a photograph of his/her brother and their family. Find out as much as you can about them by asking Student B questions, such as:

What is your brother’s name? How old is he? What does he do? What is his wife’s name? Does she work too? How long have they been married? Where do they live? Do you see them often?

Try to think of at least 10 questions to ask. You can write them below if you need to. When you are both ready, Student B will begin.

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Adapted from: Watcyn-Jones, P. 1984. Pair Work 1 Conversation Practice for Elementary and Pre-Intermediate Students, Penguin English, London.

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Pair Work – This is My Brother STUDENT B Below is a photograph of your brother and his family. Student A is your new friend that you have just met on holiday. You are going to tell him/her all about your brother and his family. Before starting, think about the following:

Your brother’s name/age/job. His wife’s name/job. Their children’s names and ages. Where they live. How long they have been married. How often you see them. What your brother is like. (his personality – kind, friendly, funny etc.) His interests and hobbies.

When you are both ready, you can begin with:

Would you like to see a picture of my brother and his family?

(Note: Student A will probably ask you lots of questions, so be prepared to use your imagination.) Adapted from: Watcyn-Jones, P. 1984. Pair Work 1 Conversation Practice for Elementary and Pre-Intermediate Students, Penguin English, London.

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Grammar – Relative Pronouns

who, whom, which, whose Examples

A relative pronoun refers to the noun immediately before it. Who and whom are used for people.

Use who as the subject of the sentence OR when referring to the subject of the sentence.

Use whom as the object of the sentence OR when referring to the object of the sentence.

Tim is a boy who learns fast. Who did you meet last night? The person to whom I sent a letter did not reply. “To whom did you speak with?” asked Kelly.

Whose is used to show possession. The boy, whose dog is missing, is here. Which is used for animals and things. The sound system, which he proudly listens

to, cost him $1,500.

Activity One: Choose the correct relative pronoun and fill in the spaces. 1. Omar, about …………………. we were talking, is walking towards us now.

2. Jamal, ………………….. father is a baker, has aspirations to become one too.

3. The smugglers, …………………… the police have not caught, have committed more crimes.

4. The football, ………………… my friend found has been returned to its owner.

5. The man……………………… was driving the family to the market today has fallen ill.

6. My cousins, with ………………… I stayed last year, are arriving today.

7. Yusuf’s grandfather, ……………. is well known for his advice, is visiting my father today.

8. Is this the market …………………… sells vegetables at the cheapest price?

9. Uncle Ahmed, ……………… was here last week, is coming again in a fortnight’s time.

10. Their football coach, of ………….. they were extremely fond, sadly passed away.

Activity Two: Choose the correct relative pronoun for each space.

Note: The choice of ‘that’ or ‘which’ is intuitive. The general rule is to try ‘that’ first, but if it

doesn’t sound right, use ‘which’. ‘That’ tends to be used when referring to more general things.

who where whom that which whose when

Afghanistan is the place where intrepid explorers, (1)………………….. ideal holiday is to ‘think

outside the square’ can go in search of their dreams. Each and every day will bring new

adventure and dangers (2) ……………….. will stimulate the senses. From visiting traditional

herding villages to cycling along a highway in the Karakoram Ranges, the opportunities are

endless.

Anyone (3) …………… has ever dreamed of a spectacular hiking holiday will be enthralled by the

mountain trails to ancient ruins high in the Pamirs. The local people, with (4)…………………………..

you can stay throughout your trip will welcome you into their villages (5) ……………… you will

experience the sights, sounds and tastes of their culture. A trip to Afghanistan will leave you with

the memory of a time (6) ……………… you left your comfort zone and were rewarded with an

experience (7)………………… you will never forget.

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Listening Comprehension Activity: Listen carefully as the teacher reads aloud a text. The text shall be read twice. Choose whether the statements below are true or false. Circle the correct answer. 1. Father received an important message in a phone call. T F 2. Mother made some tea for us. T F 3. Our family all sat down at the table. T F 4. The Taliban was the ruling government. T F 5. The family ran a public school. T F 6. The school was for boys and girls. T F 7. Australia wasn’t far away. T F 8. The children were excited about moving. T F 9. Mother wanted to start packing immediately. T F 10. They knew that everything would be ok. T F

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Grammar – Subject or Object Pronoun

Knowing whether a word is being used as the subject of a sentence or the object of a sentence will determine the correct pronouns to use. Always use a subject pronoun as the subject of a sentence and an object pronoun as the object of a sentence.

Activity One: Complete the sentences with the suitable subject and object pronouns. You will also need to include reflexive pronouns i.e., themselves, myself, himself. 1. My friends and I were watching cartoons on television. Suddenly my brother Jamal

and his friends came in. …………………………. wanted to watch a football match. We

tried to stop …………………….. but ………………………… bribed us with the offer of sweets

so we let ………………… do so.

2. The man was trapped in a net. ……………. struggled to free …………………………. After

cutting at the ropes with his knife, …………. managed to escape and ran away from his

captors.

3. We had been trekking through the desert for three days by …………………………. and

everything had been perfect. That was until Mum slipped down a sandy bank and

badly hurt ………………………. We did not have a first aid kit and had nothing with

which to strap …………………. ankle. We only had ……………………… to blame for being

disorganized and not preparing properly for our trip.

4. The children wanted to go desert camping by ………………………… However, their

parents said that …………………. were too young to stay out overnight by

……………………… Instead ……………………. pitched a tent behind their house. The

children thoroughly enjoyed …………………………….

5. The two siblings, Jamal and Bibi kept …………………………….. busy playing soccer so that

………………….. did not focus too much on what ……………………. were missing out on.

……………………… were not allowed to go to their friend Yusuf’s house. …………………….

were being punished because they could not keep ……………………………. quiet when

……………………… were left at home by ……………………………

6. Animals in the desert have to learn to fend for …………………………… Many animals live

in family groups such as a pride of lions, or a pack of wolves, as ……………………….

recognise that there is safety in numbers. A lioness will keep a close eye on

………………. cub to ensure …………….. doesn’t wander too far from the pride and put

…………………. in danger.

I ---- me we ---- are

you ---- you he, she, it ---- him, her, it

they ---- them who ---- whom

Subject Pronouns

Object Pronouns

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Figurative Language Figurative language is used to create mental images by comparing ideas to help the reader more clearly imagine the person, place or thing being described. Figurative language makes writing more interesting, entertaining and colourful, as there is often a link between two unlike subjects.

Activity One: Read the passage, then with your partner, discuss and circle the figurative language. Secondly, match the expressions with their meanings below.

Activity Two: Use at least four of the above expressions in your own sentences. The context of the

sentence should paint a clear image.

For example; ‘Max was boiling mad as Danny was late again and they would miss the beginning of

the movie.’

“Why are you not wearing your burka? If Mr. Nasser sees you, he’ll come

down on you like a ton of bricks,” asked Mum. “I just don’t feel like it today.

No one will notice and I’m not worried about him,” replied Bibi boldly. Sure

enough, before the morning was through, Bibi and her mother were

summoned to Mr. Nasser’s office. “She’s as tough as old boots,” thought Mum.

“Nothing bothers her. Mr. Nasser’s reprimand will be like water off a duck’s

back to her.” Bibi however, months later, still cringed when she recalled how

she felt being caned for not wearing her burka in public; all part of some

foolish dare. She was as sick as a parrot as she waited for her father to arrive

home that evening. And as sure as eggs are eggs, he was disappointed in her

for upsetting the applecart.

come down on you like a ton of bricks as tough as old boots like water off a duck’s back as sick as a parrot as sure as eggs are eggs upsetting the applecart

0 0 0 0 0 0 0 0 0 0 0 0

something that has absolutely no effect on someone how worried or uneasy someone is something will definitely happen causing trouble or difficulty punish or reprimand very severely strong or able to deal with a difficult situation

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Communication Game – Feelings Activity Type: Pair work Function: Describing Feelings Structure: He/She looks/feels Vocabulary: sad, happy, tired, angry, worried, surprised, ill, bored, puzzled, frightened, hot, cold. Skill: Using adjectives to describe feelings. Asking questions. Imagine the kinds of feelings that Jamal and his family must have experienced throughout the whole story of Boy Overboard. Can you name the feelings? What do the expressions look like? Play this game to see how well you know your feelings. Rules: 1. Play in pairs 2. Sit opposite across a table 3. Use a barrier so that the other person’s work cannot be seen. 4. Player 1 chooses 12 pictures* and arranges them in any order on the frame*. 5. Player 1 then describes the pictures to Player 2. Say, He looks angry or She looks sad, etc 6. Player 2 tries to put the pictures in the same order as Player 1. Player 2 may ask questions such as Does he look happy?

* Large size pictures for activity can be found from page 21. Pictures need to be cut out before use. Adapted from: Hadfield, J. 1990 Elementary Communication Games. Addison Wesley Longman Ltd. England.

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Communication Game – Whatsitsname? After arriving in the refugee centre, Jamal, Bibi and their parents would be confronted with many things that were not familiar to them. The everyday way of life in Afghanistan is very different to the everyday way of life in Australia. Activity Type: Whole class or small group. Students need to acquire four small pictures of items in their large picture by asking questions about an object’s function, without using its name. Function: Describing objects (known or unknown) Structure: A thing which ----s. A thing for ---ing with. Vocabulary: cut, open, join, screw, beat, hit, put, write, wash, make, turn, cook, dry, hold, paint, get out of, dig, contain, heat, water, grass, bottle, tin, cork, egg, wood, screw, nail, material, clothes, hole, food, flowers, hair, paint, fish, earth, tea, coffee, plants, letter, paper. Skill: Using relatives with end prepositions. How to Play:

1. Each player receives one random large picture* and four random small pictures*. 2. Students move around the room asking others for the things they require, but

without mentioning the name of the object (even if they know it). Not Have you got a corkscrew? but Have you got a curly thing for opening wine bottles?

3. If a student has a small picture corresponding to the question being asked, they hand it over.

4. The game is finished when all students have the objects they require.

* Large size pictures for activity can be found from page 21. Pictures need to be cut out before use. Adapted from: Hadfield, J. 1990 Intermediate Communication Games. Addison Wesley Longman Ltd. England.

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Communication Game – The Excuses Game Throughout the story Jamal keeps coming up with excuses for why things don’t always go the way they should. Can you come up with excuses to get out of these situations? Type of Activity: Whole class, matching Function: inviting, accepting and refusing, stating obligations and making excuses. Structure: Would you like to … ? How about … ? What about … ? I’m terribly sorry but I’m … -ing. / I’ve got to … I’d love to but I’m … -ing / I’ve got to … I’m afraid I’m … -ing / I’ve got to … I’d love to. How nice. Great! That would be great/nice/lovely. Vocabulary: skating, bowling, attending, appointment. Skill: Practical social interaction for refusing invitations to various occasions. How to play:

1. Copy enough cards* so that each player will receive 5 cards, mixed from the I (invitation) and E (excuse) pages. Shuffle and distribute so that students have a random mix.

2. Players with I cards move around the class asking others to join them for the activity on the card. Appropriate times should be stated. Would you like to come for dinner tonight, Iwan?

3. If the player being addressed has an appropriate excuse card, he/she should hand it to the other player, making the excuse. I’m sorry, I’m working late tonight.

4. If he/she has no appropriate excuse then he/she must accept the invitation graciously and accept the invitation card.

5. The object is to get rid of all of your cards.

* Large size pictures for activity can be found from page 21. Pictures need to be cut out before use. Adapted from: Hadfield, J. 1987 Advanced Communication Games. Addison Wesley Longman Ltd. England.

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Communication Game – The Cinderella Game An integral part of the story in Boy Overboard is how Jamal hopes and wishes for things to happen in the future to make life better for his family and his country. Type of Activity: Whole class, matching Function: Expression of wishes and hopes, and of needs and wants. Structures: I wish I could … I hope I’ll be able to … I need to … I want to … Vocabulary: au pair, divorced, split up with, miscalculated, discontinued, stuck, in stock. Skill: Expressing everyday problems and difficulties. How to play:

1. Copy one card* for each student in the class. 2. Distribute cards randomly and allow students time to read them. 3. Tell students that on their card is a problem, but someone in the class has the

solution. One person’s problem is someone else’s solution. 4. Students should move around the class telling each other about their problem

and commiserating with each other, until they find the person with the solution. 5. The object is to find the person with the solution to your problem.

* Large size pictures for activity can be found from page 21. Pictures need to be cut out before use. Adapted from: Hadfield, J. 1987 Advanced Communication Games. Addison Wesley Longman Ltd. England.

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Pictures for Communication Game - Feelings

Adapted from: Hadfield, J. 1990 Elementary Communication Games. Addison Wesley Longman Ltd. England.

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Picture for Communication Game - Feelings

Adapted from: Hadfield, J. 1990 Elementary Communication Games. Addison Wesley Longman Ltd. England.

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Pictures for Communication Game - Whatsitsname

Adapted from: Hadfield, J. 1990 Intermediate Communication Games. Addison Wesley Longman Ltd. England.

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Pictures for Communication Game – Whatsitsname

Adapted from: Hadfield, J. 1990 Intermediate Communication Games. Addison Wesley Longman Ltd. England.

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Pictures for Communication Game – Excuses

Adapted from: Hadfield, J. 1987 Advanced Communication Games. Addison Wesley Longman Ltd. England.

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Pictures for Communication Game – Excuses

Adapted from: Hadfield, J. 1987 Advanced Communication Games. Addison Wesley Longman Ltd. England.

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Pictures for Communication Game – Cinderella

Adapted from: Hadfield, J. 1987 Advanced Communication Games. Addison Wesley Longman Ltd. England.

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Pictures for Communication Game – Cinderella

Adapted from: Hadfield, J. 1987 Advanced Communication Games. Addison Wesley Longman Ltd. England.

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Teacher’s Guide/Answer Key p. 5 Vocabulary Cloze

1. occasional 2. less 3. desert 4. landscapes 5. dunes 6. species 7. endangered 8. rainfall 9. adapt 10. environment 11. Afghanistan 12. horizon 13. abandoned 14. warriors 15. landmines 16. wander

p. 6 Phrasal Verbs

Activity One: 1. mull over 2. rattled off 3. rallying around 4. slacken off 5. waffle on

Activity Two:

1. skirting around 2. ticked off 3. Pack it in 4. covered up 5. grinding away 6. washed over

p. 7 Grammar – Verb Participles

1. was auxiliary

2. had linking

3. been past participle

4. sleeping present participle

5. had auxiliary

6. stayed past participle

7. had auxiliary

8. decided past participle

9. to sleep infinitive

10. slept simple past

11. played simple past

12. wanted simple past

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13. to stay infinitive

14. pulled simple past

15. complained simple past

16. had auxiliary

17. slept past participle

18. wanted simple past

19. to play infinitive

20. was linking

p. 8 Graphic Stimulus

1. b 2. d 3. c 4. a 5. c 6. b 7. d

p. 10 Grammar – Word Usage

1. practice 2. practise 3. advice 4. practice 5. licence 6. licensed 7. practice 8. licence 9. advise 10. licensed 11. advice 12. Practise

p. 13 Grammar – Relative Pronouns Activity One:

1. whom 2. whose 3. whom 4. which 5. who 6. whom 7. who 8. which 9. who 10. whom

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Activity Two:

1. whose 2. that 3. who 4. whom 5. where 6. when 7. which

p. 14 Listening Comprehension Listening Passage. Read twice to students, pausing at commas and full stops for emphasis. Read slowly and clearly.

That one message changed our lives completely. From then on, things would never be the same again. As my father closed the door he looked at us seriously. “I have something important to tell you,” he said. “Come and sit down,” said my mother. “I’ll make us some tea.” My parents, my sister and I sat down at the table. Bibi asked anxiously, “ What’s happened? What’s wrong?” “Everything will be fine,” reassured Mother. Father went on to explain to us in his quietly calm voice that the Taliban government, who ruled our area, had been told about our secret school for girls. His friend in the police had sent a message to warn us that they knew. We had to leave our country as fast as possible to escape from the religious police. At first we cried at the thought of leaving our beloved Afghanistan; our friends and our relatives. This was the only world we knew, and Australia seemed so foreign and so far away. However it wasn’t long before we all began to feel more accustomed to the prospect of living in a new country. “Hopefully someday we will be able to return,” we all concurred. Mother joked, “I’d better start packing for the journey and trying to learn some English.” With these few words, we knew that everything would be OK. Answers

1. F 2. T 3. F 4. T 5. F 6. F 7. F 8. T 9. T 10. T

p. 15 Grammar – Subject or Object Pronoun

1. They, them, they, them. 2. He, himself, he. 3. ourselves, herself, her, ourselves 4. themselves, they, themselves, they, themselves. 5. themselves, they, they, They, They, themselves, they, themselves. 6. themselves, they, her, it, itself.

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References

Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on May 17, 2014. http://www.acara.edu.au/verve/_resources/EALD_Learning_Progression_revised_February_2014.pdf Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on May 17, 2014http://www.acara.edu.au/verve/_resources/English_as_an_Additional_Language_or_Dialect_Teacher_Resource_05_06_12.pdf Bourke, K. 1999 The Grammar Lab. Oxford University Press, UK. British Council and BBC World Service, https://www.teachingenglish.org.uk/ Claire, E. and Haynes, J. 1994 Classroom Teacher’s ESL Survival Kit #1. Longman, USA. Davison, C. 1990 When nature needs some help! The natural learning approach and the teaching of ESL in the primary school. [online].TESOL in Context; v.1 n.1 p.15-18; 1990. Availability: <http://search.informit.com.au/fullText;dn=167334;res=AEIPT> ISSN: 1030-8385. [cited 17 May 14]. Durkin, P., Ferguson, V, and Viska, P. 1990 More Funny Comprehension. Oxford University Press, Australia. Frank, C., Rinvolucri, M. and Berer, M. 1982 Challenge To Think. Oxford University Press, UK Hadfield, J. 1987 Advanced Communication Games. Addison Wesley Longman Ltd. England. Hadfield, J. 1984 Elementary Communication Games. Nelson English Language Teaching. England. Hadfield, J. 1990 Intermediate Communication Games. Addison Wesley Longman Ltd. England. Hadfield, J., and Hadfield, C. 1995 Reading Games, Nelson English Language Teaching, England. Hancock, M. 1995 Pronunciation Games, Cambridge University Press, UK. Hesk, J. 2000 Vorderman’s English Made Easy – Key Stage 2. Dorling Kindersley, UK Kay, S. 1995 Reward – Intermediate, Macmillan Heineman, UK. Kay, S. 1996 Reward – Upper-intermediate, Macmillan Heineman, UK. Kellaher, K. 2000 Grammar Puzzles and Games Kids Can’t Resist, Scholastic, USA. LCentral English. www.LCentral.net

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Lorna Whiston Sdn Bhd. http://www.lornawhiston.com.my/ Murphy, R. 1990 Essential Grammar in Use. Cambridge University Press, UK. O’Toole, M, 1992 A-Z of Language Games Resource Book for Teachers. Macmillan Education, Australia. Schrampfer-Azar, B. 1984 Basic English Grammar, Prentice Hall Regents, USA. Tyler, J., Gee, R. and McClelland, P. 1992 Spelling Puzzles, Usborne House, UK. Ur, P. 1988 Grammar Practice Activities, Cambridge University Press, UK. Watcyn-Jones, P. 1984 Pair Work 1 Conversation Practice for Elementary and Pre-Intermediate Students, Penguin English, London. Wallwork, A. 1997 Discussions A-Z Advanced. Cambridge University Press, UK. Wallwork, A. 1997 Discussions A-Z Intermediate. Cambridge University Press, UK. Winch, G. and Blaxell, G. 1994 The Primary Grammar Handbook. Horwitz Martin, UK. www.penguin.com.au/educationcentre/title notes.cfm?SBN=9780141308388 www.sallyluane-tipsandtricks.weebly.com/boy-overboard-resources.html