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8/20/2019 Simple Speaking Activities
1/75
basics
Jill
Hadfield
Charles adfield
8/20/2019 Simple Speaking Activities
2/75
Oxford University
Press
Great Clarendon
Street,Gdord ox2
5Dp
Oxford NewYork
Athens Auckland
Bangkok Bogotd
BuenosAires
Calcutta
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es Salaam Delhi
Florence Hong Kong
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Melbourne
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Paris
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Toronto Warsaw
and associated companies
in
Berlin
Ibadan
oxFoRD and oxronp
ENGLIsH
are
trade marks of Offord University
Press
ISBN 0 19
rt42l59 4
@ Odord University Press1999
First
published 1999
Third impression
2000
All
rights reserved. No
part
of
this
publication
may be reproduced, stored
in a retrieval system, or
transmitted, in any
form or by
any means, electronic,
mechanical,
photocopying, recording or otherwise,
without the
prior
written
permission
of Ordord
University
Press,with the sole
exception of
photocopying
carried out under
the conditions
describedbelow.
This book is sold subject
to the
condition that
it
shall not, by
way of trade
or otherwise, be
lent,
resold, hired out, or
otherwise circulated
without
the
publishert prior
consent in
any form of binding
or
cover other than that
in which it is
published and
without a similar
condition including
this condition
being
imposed on the subsequent
purcbaser.
Photocopying
The
publisher grants
permission for
the
photocopying of those
pagesmarked photocopiable
according
to the
following
conditions.
Individual
purchasers may make
copies
for their own
use or for
use by classes hey
teach. School
purchasers
may
make copies for use by their
staff and
studen6 but
this
permission does not extend
to additional
schools or
branches.
Under
no circumstances
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of
this
book
be
photocopied for resale.
Illustrations by
Margaret Welbank
Typeset by Mike
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Design Limited,
Ordord
Printed in Hong
Kong
8/20/2019 Simple Speaking Activities
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Gontents
Foreword
ALAN MALBY
Introductlon
Activltles
L
Greetings nd ntroductions
2 The
alphabet
3
Numbers
4
T.llirg
the time
5 Personal
nformation
6 Countries
7
Nationalities
I Locating
objects
9
Feelings
10 Families
LL
Colours
L2
Shapes
13
Parts fthebody
L4 Describing eople
15
Clothes
16 Rooms n
a
flat
LZ Furniture
18 In
town
19
Directions
20 In
the
market
2L
Shopping
22 Food
and drink
23 Leisure
ctivities
24 Daily
routines
25
lobs
26
Housework
27 Abilities
28 Rules: must and mustn t
29 Describing ctions
30 Describing
ctions
8/20/2019 Simple Speaking Activities
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Foreword
There s
a formidable ange
of materialspublished
worldwide
for
teachers
f
English as
a
Foreign Language.
However,
many
of
thesematerials,
especially
thosepublished
n English-speaking
ountries,
assume
hat the teachers
using them will be working
with smallish
classes
nd have
abundant
resources vailable
o them. Also many,
f not
most,
of thesematerials
make
implicit
culturally-biased assumptions
about the
beliefs and values
of the
teachers nd earners.
This
situation
s
ironic in view
of the fact
that
the
vast
majority
of English
as
a
Foreign
Language
lassrooms o not
correspond
at
all to these
onditions.
Typically,classes
re
arge,
esources
re imited,
and
teachershave
very few
opportunities for training
and
professional
development.
Also,
the
cultural
assumptions f teachers
nd earners
n many parts
of
the world may vary
quite
significantly from
those
of
materials
writers
and publishers.
This
book is an attempt
o address
his situation.
The
authorspresent
30 essons t
elementary evel,
eachwith the
samemethodological
framework.
The lessons
re explained
n clear,
accessibleanguage,
nd none
of them require
sophisticatedesources.
nstead,
hey
call
on the basic
human resources hich
all
teachers nd learners
ring with
them to
class.
The language oints
covered
re ones ound
in
a typical
elementary
ourse,
and the topics are those
which form part
of everybody s
daily lives, or
example amilies, homes,
and leisure
activities.
Most importantly, however,
he book
offers a framework
for teachers
who
lack training and support.The hope and the expectation s that such teachers
will begin by following
eachstep
of a
lesson
quite
closely
but, as heir
confidencencreases,
ill adapt
and add
to the techniques resented
ere,
responding
o the
particular
needsand
abilities
of
their
learners.
This is
an important
book: one of the few
attempts
o address
he problems
of the silent majority
of teachers
orldwide
who have ittle
or no
training,
and few resources
o work
with.
ALAN MALEY
Assumption
University
Bangkok, Thailand
8/20/2019 Simple Speaking Activities
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Introduction
English s taught
all over he
world, by
all sorts
of teachers
o all
sorts
of
learners.
Schools
nd classrooms ary
enormously
n their
wealth and their provisionof equipment.Learners revery
different rom place
o place.But,
whatever
he
conditions n
which
you areworking,
there s
one resource
which is
universal
and
unlimited:
the human
mind and magination.
This
is probably
he
one singlemost valuable
eaching
and earning
esource
we have.
Nothing
can
replace
t. In
even he most hi-tech
environment,
a
lack
of
imagination
and
humanity
will
make
he most
up-to-date
and
sophisticatedesources
eem
dull; conversely,
he most
simple
resources
an be the most
excitingand
useful.
We
have
been ortunate
o spendquite
a lot
of our time
working
not only in hi-tech environmentswith computersand
video,
but
also n classrooms
here here
s little more
than
blackboard
and
chalk
and someout-of-date
coursebooks.
omeof our most
interesting
earning
and teaching
experiences
as
Confuciussaid,a
teacher s
always
eady
o teach;
always eady
o learn ) have
been
not
in the
comfortablewell-resourced
mall classrooms
f a
private
Ianguage
chool,but in
classrooms here
only the minimum
of
equipmenthas
beenavailable.
qually,
omeof our most
memorable
eaching
experiencesn hi-tech
classrooms
ave
been
when
we haveabandoned
he
cassette r video
or glossy
coursebook nd got to work with that most precious esource f
all, the learners own
experience
nd magination.
Teachers
ften have
o usematerials
which
are out of
date,or
contain
subject-matterrrelevant
o their particular
group
of
learners. or
example,
we
have
had great
difficulty
explaining
he
conceptsof the fridge -freezer
and
microwave
oven to Tibetans.
n
the sameway, earners
who have
spent
all their lives n northern
countries might have
difficulty
with an exercise rom
an African
textbook
which asks fthey preferyam
or cassava.
o over he last
few years
we havebeen
rying to design
materials
which can
be
used n aswide a range
of teaching
ituations
as
possible.
The
activitieswe suggest re
as lexible
as he human imagination
s
creative;hey
are teacher esource
material which
eachers
ill be
able
o adjust o suit
their
particular
environment.
n
thinking
about universally pplicable, lo-tech
materials
we havecome
up with a list of criteria
hat need o
be met. The materials
will
need
o:
be usable n large
classes swell
assmall.
be
suitable
or
adult earners
swell as
secondaryearners,
nd f
possibleeasilyadaptableo a primary context.
be centered n
the universals
f human experience.
8/20/2019 Simple Speaking Activities
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Introduction
Settingup
:f: cover he
main languageskills
and have a useful base
of grammar
and topic
vocabulary.
',,, b€ traditional enough o be recognizable y all teachers, nd thus
give
them
a
senseof security,
while
providing
communicative
activities or
learners.
,,
be
non-threatening n the demands
hey
make on
learners.
,i:
.
teacher-based'resource
aterial'
ather han books
or learners.
ri;. assume hat
no technical and
reprographic resources
are available
and be based
on the human
resource
ather than the technical.
,
be
culturally neutral,
not context-bound,
and thus be
flexible,easily
adaptable y
the teacherso their
own culture and
teaching
context.
be
flexibleenough
o complement
a
standard
syllabus
r
coursebook.
Simple
Speaking
Activities
This book
contains hirty
activities, esigned
ccording o the
criteria
above,
or
developing
he speaking
kill at
elementary
evel.
Eachactivity has hree
main stages:
r,
Setting
up-This
introduces he
learners o the topic.
The activity
may be demonstrated
o the whole class,
r learners
may make
materials o be used
during the speaking
ractice.
'
Speaking
practice-This
is the main
part
of
the activity.
The
learners ommunicate
with eachother
in
pairs
or
groups,or
competeas
eams
rl Feedback-The
learners omeback together
as a
whole class.
few
of
them
may report to the
rest of the class
n things hey
have
talked about
n their
pairs or groups.
This is the time
when the
teacher
gives
eedback n the
language
ractised, nd deals
with
anv oroblems.
It is especiallymportant in speaking ctivities,when
earnersare
often working
in
pairs
or small
groups,
hat they
know exactly
what
to
do. If they are confused,
much
valuablespeaking
ime
will be
wastedand
no-one will enjoy
he
lesson.Many of
the activities
n
this
book start
with a demonstration
of things
the learners
will
do
later n their
pairs
or
groups.A demonstration
can be
done:
r;
On
your own
in front of the class
as, or example,
n
16'Rooms
n
a flat' and
25'Jobs'.
::r
With a learner,
or learners,
n front of
the classas,
or example,
n
3'Numbers'
and 14'Describing
eople'.
, With the wholeclassas, or example,n 2'The alph4bet'and
7
Nationalities'.
8/20/2019 Simple Speaking Activities
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Speaking
ractice
Introduction
However clear you
think the
demonstration has
been, t is
alwaysa
good idea to double
check hat everyone
knows what
to do.
Other activities begin with the learnerspreparing materials hat
they will use ater
on. For example n
5'Personal nformation'the
learners
copy a
form
that they
will later fill in with
their
partner's
details,and n 29'Describing
actions 'they prepare ieces
f
paper
with actions written
on them that they
will later share.
The
setting-upstageof the lesson s
alsoa good
ime to
practise
he
pronunciation
of any
words
and phrases
hat
you
know
your
learners
will find difficult. You
will find help
with many common
problems n the'Pronunciation
points'
section
of each
esson.
A
speaking esson s
a
kind
of bridge for learners
etween he
classroom
nd
the world outside.
*eakinB
Olacece
Iearning
ew anguage
in the classroom
using anguage
o
communicate
in real ife
In
order to build this bridge,
speakingactivities must have
three
features.They must give
the
learnerspractice
opportunities or
purp
osefulcommunicationn
meaningful ituations.
Compare these
wo
activities:
Activity 1
TEAcHER
'You
must do your homework.'
epeat.
LEARNERS
You
mustdo
your
homework.'
TEACHER
Good.'Youmust arrive
at eighto'clock.' en?
BEN
'You
must
arriye
at eighto'clock.'
TEACHER Good.'Listen
o the
teacher.'
ara?
sARA
'You
must listen to the teacher.'
Activity 2
Setting up
f Tell
the
learners
hat
you
would like them
to
think
of
good
rules for learning English.Write
one or two examples
on the
board:
You
muet epeakEn7liah n
claae.
Youmuatn'L
epeak
molher
ongueJ n
class,
Give them
a few minutes
to think on their
own.
8/20/2019 Simple Speaking Activities
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lntroduction
Discussion
2 Put the learners n groups
of
three
or
four
and
ask hem
to
share heir ideas.Remind them to use'must' and'mustn't'.
3 Tell
them
to prepare Ten Rules or Learning English
and
to
write them down on a sheetof
paper.
4 When
all the
groups have finished making
their
rules,
collect
their ideasand write them up on the board.
The most
obvious differencebetween he two activities s
in
the
way they are organized. n Activity 1 the teacher s talking, first to
the whole
class,
hen
to
individual learners. n Activity 2
the
learners
are alking to eachother
in
small
groups.
This
type of
learner-learner
nteraction n
pairs
or
groups provides
far more
practice n
using he language han the more traditional
teacher-learnernteraction. n a classof twenty earners,
twenty-
minute
activity where
he
teacherasks he learners
questions
will
give
he learnersa total of only about ten
minutes'
speaking ime,
i.e.half
a
minute
each.
And
the teacher
who
doesn't
need
he
practice )gets
en whole
minutes'
speaking ime. In contrast,a
twenty-minute activity where earnersare working in
groups,
askingand
answering
eachother's questions,will give hem many
more opportunities or practice.
Both activities
provide
a
lot
of repetition of the structure'must
(+
verb)',
and
both do so in a fairly controlled way.
n Activity 1,
the control is provided by the teacherwho tells he
learners
what to
do.
In Activity 2, control is
provided
by the examplesentences n
the board. However,
Activity I provides
epetition
with no
context.
The sentences re random and unrelated.Such epetition s
virtually meaningless:he
learnersare
simply
repeating he
structure.
They haveno ideawhy they are saying he sentences, nd
in fact it would be
possible
o do the activity
without
understandinga word In Activity 2, there s a context-making
rules or learning English-and all the communication
is
related
o
this context.
This makes he
activity
much more meaningful for the
learners.
In Activity 1, he learnershaveno sense f
purpose
n
producing
their sentences;
hey
are
merely doing what the teacher ells hem,
and
the
only
purpose
of
their repetition s to
practise
he structure.
In
Activity 2,
however, he
learners have
a
goal-making the
rules-and the language
s
used or the
purpose
of achieving his
goal. This mirrors real-life situations much more closely,as well as
making the activity
more interesting
and
motivating for
the
learners.
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Introduction
There are many
different
techniques
which can
be used
o
create
meaningful
contexts or
speakingpractice
n
English. For
example:
Ask
and answer-Learners
ask and
answerquestions.
Describe
and draw-Learners
work in pairs.
Learner
A has
a
picture
which learner
B cannot
see. earner
A describes
he
picture
and learner B
draws t.
Discussion-Learners
work in pairs
or
groups
o find out each
other's deas
or opinions
on a toprc.
Guessing-The
teachet or some
of the learners,
ave nformation
which the
others have
o
guess
by asking questions.
Remembering-Learners
close heir eyesand
try to remember,
or
example,tems from a pictureor the locationof objects n the
classroom.
Miming-A learner
mimes, for
example,
a feeling
or action which
the others have
o identifi'.
Ordering-Learners
arrange
hemselvesn
a particular
order
(for
example,
alphabetical)
by asking questions
until
they find
their
correct
position.
Completing a form/questionnaire-Learners
ask
and answer
questions, r provide
nformation,
n
order to
completea form
or
questionnaire.
Role play-Learners act out an imaginary situation. The learners
either usea dialogue,
or the teachergives
hem instructions
about
what to say.
There are examples
f all
these echniques
n this
book.
Materials
Severalof the activities
n this book need
no materials
at
all.
Where
materialsare needed,
hey
are usuallyvery
easy o prepare.For
example,some activities require
every
earner
to
have
a small piece
of paperor cardwith information on it: 4 'Telling he time'and
7
'Nationalities'
are two of these.The
information
is
always
very
brief, so they will not take ong
to prepare.
ndeed, n
somecases,
for
example12
Shapes'and
0'Describing
actions2',
he
learners
make
the
pieces
of paper
themselves
s
part
of the activity.
In
severalof the activities,
we haveprovided
pictures, plans,
or
questionnaires or you
to
copy.
These
may
be drawn
on the board,
on
largepieces
f
paper
('posters'),
r on
pieces
f card
('flashcards').
n
the case flarge pictures
and plans,posters
have
obvious advantages
ver
drawings on the board:
you can prepare
them
in
advance
and they can
be stored and
used again.Tiy
to find
a cheapsource
of large
sheets f
paper
or posters.
n Madagascar,
for
example, he
teacherswe
worked with found
the sheets
of
paper
8/20/2019 Simple Speaking Activities
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lntroduction
used
or wrapping vegetables
n the market were deal
or making
posters. good
way to fix postersor flashcards
o the board
s
to
pin a length of string along he top of the board ike a clothes-line.
You can then useclothes-pegs
o
peg your posters o the string
Someactivities
need wo different
posters,
ne
at the back and
one
at the
front of the class.
earners
hen sit
in
pairs,
one facing he
front and
one
facing he back.
The reason or this
is
to create
an
'information
gap'.Each
earnerhas
different
nformation which
they
have
o
exchange.
he posters
can
be
pictorial, or example he
two
comic figures
n 13
Parts
of the body',or written,
for
example
the two half-dialogues
n
23'Leisure
activities'.
Realobjectsor'realia'can be usedasan alternative o drawings, or
example
n 21'Shopping'.
Glassroom
rganization
If
your
learnersare
new to working in
pairs and groups, ou will
need
o introduce hesewaysof
working with care.
Here
are
some
tips to help
you:
Introduce
pair- and groupwork
gradually.First get
your
class
sed
to doing
very simple activities,
ractising anguage
hey are
confidentwith. At first the activitiesshouldnot be too long-for
example
ou
could
introduce a short one at the end
of a lesson.
Tell the learners
who to work with
rather than giving a
vague
instruction like
Find
a
partner' or
'Get
nto
groupsof four'.
f your
class
s working in pairs and you
havean odd number of
learners,
make
one
a group of three.
It
is important to
give
clearsignals
o show
when
each
stageof
the
activity begins
and ends.
For
example,
when you want
learners o
begin an activity
you should
say'Startnow' or'Go',
and when you
want them to stop,
you should clap
your hands,
ing
a bell,
or-
perhapsmost effective-silently raiseyour hand.You can teach
them to raise
heir hands too as hey stop
talking.
This
way
the
silence preads
ike a
ripple.
The teacher's
role
While
learnersareworking together
n
pairs
or groups,
you have
the opportunity to
give them individual attention.
There are several
rolesyou might need o
adopt:
Explainer-If some
earners avenot understood
what to do or
have
problemswith
the
language,
ou will need o help them.
If a
largenumber of learners ave he sameproblem, t is probably
better
to
stop
the activity,
explain to everyone,and
then start again.
8/20/2019 Simple Speaking Activities
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Introduction
Controller-If the activity gets
oo
noisy,
you
will
have
o quieten
things down.
(You
could use he technique
ust
mentioned
of
raisingyour hand and getting he learners o raise heirs.)Youwill
also
have
o
make
sure as ar
as
you
can that al l the learners
are
speakingEnglish.This means
you will have
o
be
quick
on your
feet
Evaluator-These
activities give you
a
valuable
opportunity to
listen o
your learners
and
evaluate heir progress,
oth
as
individualsand
asa whole class. ou
can get
a
lot
of feedback rom
listening
o them
to
help you
decidewhether
hey have
understood
and you can move
on, or whether
hey needmore
teaching.You
can also
give
hem feedback
n their problems.
t is bestnot to
interrupt the activityas his can mpede luencyand undermine
their confidence.
Carry
a piece
of
paper
with
you,
note
down errors
and
problems,
and dealwith
them
in
the feedback
tage.
When the activity s
over, t is important
to
bring the class ack
together again. f the activity
has nvolved, for
example,
a
discussion r a questionnaire,
sk a few earners
o report
back o
you and the rest
of the class,or
example:
TEACHER aria,
now,you
and Helen.What
canyou
both do?
MARrA Wecan bothsing.Wecan bothplay ... check ..
TEACHER hess?
MARrA Wecan
both
play
chess.
It is also mportant
to give eedback
n the language ractised.
Use
the notes
you
made
while monitoring
the activity as he
basisof
your feedback.n
the case f grammar
and
vocabulary
errors, ry
writing them on
the board and ask he learners
f they
can see
what
is
wrong.
If
a
large
number
of learners avemade
he same
mistake,
ou
might need
o spendsome
ime explainingor
clarifring
it. Make
sure hey have understood
and perhaps
ask hem
to do the activity again with a different partner.You might also ike
to make his language rob lem
the topic
of another esson
at
a later
date.
This is
alsoa good stage n
the lesson o focus
on
persistent
pronunciation problems.
Each
activity contains
suggestionsor
pronunciation
work. The
pronunciation points
dealtwith arise
directly out of the language
being
presentedn
the activity.While it
is impossible
o address
every
problem
that
usersof the book will
encounter,we have made
an attempt to coverpoints that many learnerswill find
troublesome,ike
stress
atterns,
ntonation in
different ypes
of
question
and statement,
nd
somework on individual
sounds,
oints
8/20/2019 Simple Speaking Activities
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lntroduction
focusing
on those hat give rouble most
often such
as
ong and
short vowels,
or the
/0/
sound.
Suggestions
or
teaching he learners
to produce individual sounds are given n eachactivity.In general,
a useful technique s
to
get
the learners
o
produce
and
practise
he
sound
n isolation irst,
then go
on to
produce t
in a word, and
then to produce
he
word in
a sentence.
Stress
There
are
various
echniques or practising
stress
atterns,
both in
individual words and in sentences,or
example:
&
Get the learners o clap
out the
rhythm
before saying he word or
sentence.
,
Get the learners o tap
out the
rhythm
on their desksas hey repeat
the
sentence.
Dictate
he word
or
sentence nd get
he learners o mark
the
stress.
Intonation
The main
patterns
dealt with are:
r"r
Falling
ntonation in question-wordquestions,or
example:
____________
Where's he station?
$i
Rising intonation in yes/no questions,
or example:
Do you like fish?
la Falling intonation in
answersand negativestatements, or
example:
No, there
isn
t any sugar.
Falling intonation in commands, or example:
You mustn't
smoke.
There are
various
techniques or practising intonation patterns, or
example:
F:
Show with hand movements how
the
voice
risesor falls.
ts
Get the learners o make
appropriate
hand
movements up or down
as hey repeat
he sentences.
fllr Get the learners o mirror the riseor fall physically, or example
when
they
repeat
a yes/no
question
get them
to
begin
the
question
in a
seated
osition
and to standup as heir voice ises
at
the end
of the
sentence.
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Introduction
ffi Dictate
the sentence
and get the learners
o mark the intonation
arrows up
or down.
Building
a
lesson
There
are two companion
books to
this one,
PresentingNew
Languageand
SimpleListeningActivities.
Each
of these
also contains
thirty activities,
and in all
three books
the topics
and the language
presented
and
practised
correspond.
So, or example,
activity
1 in
all three books
is about'Greetings
and introductions'and
activity
30
is
about'Describing
actions'.The
activities n
each
book
are
graded,
ollowing
a basic
structural syllabus.This
means
hat
you
can designyour own lessonor sequence f lessonsusing material
from
one, two, or all three
books, depending
on your learners'
needs
and the time
available.
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Activities
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Greetings
nd
ntroductions
LANGUAGE
Hello. My name's
What's
your name?
Nice to
meet you.
Role play.
The dialogue below.
None.
20 minutes.
TECHNIQUE
MATERIALS
PREPARATION
TIME GUIDE
Setting
up
1, Divide the class
nto two
groups
of
equal size.Get the
groups to
form
two
circles,one
inside the
other.
The
learners should
face
eachother in pairs, ike this.
The
learners n the outer
circle are',{s and those
n the inner
circle
are'B's.
2 Tell
the
pairs
to introduce
themselves
o eachother
like this:
LEARNER
Hello. My name's
What's
your name?
LEARNER
My
name's Nice to
meet you.
LEARNER
Nice to meet
you
too.
Role
play
3
Get everyone
n the outer circle
(the
As) to
move a step to
the
right,
so
that they are
acinga new
partner.This time, the'B's
n
the
inner circle should
start the dialogue:
LEARNER
Hello. My name's
,
etc.
4
Get
the As in the outer
circle to continue
moving
round
until
they
have
gone
all
the way round and
are
back
where they started.
As
and'B's should ake
urns
in
starting
he dialogue.
aaaaaaara taaaaaaora laaoaataaaa laaaaa
Feedback
t2
5 Review
any common
pronunciation problems the learners
had.
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Greetings nd
ntroductions
aaaaaaalaaaaaaaaaaaaaaaaaalaaaaaaaaaaaaaaaaaaa
Pronunciation
points
I Practisehe stress atterns
n the
dialogue:
oaa
Hello. My name'sBen. What's your name?
aa
My
name's
Kate. Nice
to meet
you.
o
Nice
to
meet
you
too.
c
Practise alling
intonation in question-word
questions:
_----=
}
What's
vour name?
aaaaaaaotoao
aaaoaaaaaaaaaaaaaaaaaaoaaaaa
Comment
This is a
good
activity to use
at the beginning
of a course
or
school
year
when, especially f
the class s large,
hey may not
know
one
another
well.
This
activitp
as
well
as needing
a lot of space,
an
get
quite
noisy, so if you
can, do it
outside.
13
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2
Thealphabet
The letters of the alphabet.
Completing a
grid.
A list
of
the letters of the alphabet n random order.
Make the list of letters.
30 minutes.
7, Tell
the
learners o draw
a grid like this:
Tell the
learners
o
work alone
and
choose ifteen letters from the
alphabet-they can be any
letters
hey
like. They should write one
letter in each square
of their
grid.
Tell
the
learners hat
you are going to call
out
a list of letters
n
random order.When they hear
you
call out a
letter
that
is in their
grid,
they should cross
t
out.
The first learner to crossout
all their
letters
s the
winner.
LANGUAGE
TECHNIQUE
MATERIALS
PREPARATION
TIME GUIDE
Setting up
aaaarotraaaaaaaaoaataataaaataaaaaaaaaoaaaaaraa
Gompleting
grid
tatalatoaat€ataaaoaaaaaaaaaaaaaaaaaaaaaaaaaoaa
Feedback
4 Divide the
learners nto groups
of three or
four. One
person n
each
group
should
write
down the
letters of the alphabet
n
random
order,
as
you
did.
The
other
members of the group should
draw new
grids
and
fill them with letters.
5 The learners
can then take turns in
playing
the
game n their
groups.
6 Review
any
problems
the
learnershad in
pronouncing
the
letters
of
the alphabet.
t4
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The
alphabet
aalaaaaaaaaaaaaaoaaaaaoaaaataaaataraaaaaaaaaat
Pronunciation
olnts
AHJK
BCDEGPTV
FLMNSXZ
IY
o
QUW
R
Gomment
* The etters
of
the alphabet
ivide nto
seven
ound
groups.
he
phonemes
or
the soundgroups
areas ollows:
lerl
li:l
le l
larl
laul
lazl
la:.1
This
activity
is
based
on a
g:rme
called'Bingo'which
is popular
in
Britain. This
is
usually
played
with
numbers rather
than letters.
When someonehas
crossed
out all the numbers
on their
grid,
they
call out'Bingo '
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LANGUAGE
TECHNIQUE
MATERIALS
PREPARATION
TIME GUIDE
Numbers
Numbers.
What's your
number?
It's -.
Ordering.
Cards
with the
numbers you
want
to
teach
on
them.
There
should
be
one card or
each earner
n
your
class.
Make
the cards.
20
minutes.
aaaraaaae
c6a
aaaara
aaaaaa
Setting
up
L Ask
for five volunteers
o come
to the front
of the class.
Give
each earner
a card with
a
number
from
one to five.
2
Write
the following
speech
ubbles
on
the board:
3 Tell
the volunteers
o find
out
eachother's
numbers
using
the
dialogue
on the board.
They
should
then arrange
hemselves
n
the
order
of
the numbers
on their
cards.
Ordering
4
Collect
he cards rom
the volunteers,
dd
them to
your
other
cards,and mix
them
up.
5
Give each earner
in the
classa
card and
ask
them all to
stand up.
Tell
everyone o
arrange hemselves
n a line
from the
smallest
number to the largest.Showthem where the person with the
smallestnumber
should
start
the line.
Remind
them
that they must
use he
dialogue
and not
show their
cards
o anyone
else.
aaaaaa
aaaaaaa3caaaa
6
Review
any sequences
f numbers
the learners
had problems
with.
It',e
Feedback
What'e
our
number?
t6
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Numbers
Pronunciation
point
Practise
0/
in'threei
Teach
he earners
o make his
sound
by
putting
heir
ongue etween
heir
eeth
andbreathing
ut.
Gomment
If
you
want to practise
a limited
sequence
f numbers,
or example
1
to
10,use
several
etsof
cardsand
divide the
learners nto
groups.This
activitr',
as
*'ell
as
needing
a lot
of space,
an get quite
noisy
so,
f
you
can,
do
it
outside.
t7
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LANGUAGE
TECHNIQUE
MATERIALS
PREPARATION
TIME GUIDE
Telling
he time
What time is it?
It's
-
o'clock.
Ordering.
Pieces
f
paperwith a
time of day
written on them
in
figures
for
example72.15,3.45,5.30)-there
shouldbe one
for
each earner n
your
class; mall
pieces
f card o make clock aces
see
below).
Prepare
he
pieces f
paper
and card.
20 minutes.
1- Divide
the class
nto groupswith
about ten learners n eachgroup.
Tell eachgroup to find a space
nd
mark
a'clock face'on the
floor
with
pieces
f card,
ike
this:
qvP
AA
DO
ooooo
2 Give each earnera
piece
of paperwith
a time written on
it. Tell
them not to show t to other membersof their group.
Tell
them to arrange
hemselves ound
the clock
face
according o
the times written on their pieces
f
paper.They should
do this by
standingwhere
hey
think
the
hour
hand on the clock
should
be.
They
should hen ask
he
other
earners
tandingnear
hem
the
time.
What time
is it?
It's - o'clock.
If necessary
hey should change heir
position.
When
they
have
finished, they might be
standing
round
the clock
face ike
this:
(The
times his
group
of learners ad were: 12.00, 2.I5,2.30,2.45,
6.45,7.00,9.30,
0.00, 1.15, 1.45.)
Setting up
Ordering
l8
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Tel l ing
he
ime
5
Collect he
pieces
f paper
and redistribute
hem. This
time, you
could turn the activity
nto a
race-but make
sure
here s no
cheating nd earners o not look at eachother's ieces f paper
Feedback
6 Review
anv
times
the learners
had
problems
with.
Pronunciation
points
'O'clock'is
pronounced
ekloki.
Practisealling ntonation
n question-word
uestions:
---=_-_-_
What time is it?
T9
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-
IA
\r,
Personal
nformation
LANGUAGE
TECHNIQUE
MATERIALS
PREPARATION
TIME GUIDE
Setting
up
What's
your
name/address?
How do
you
spell hat?
How
old areyou?
Whereareyou from?
My name's
I'm-.
I'm
from
Numbers,
alphabet.
Completing
a
form; guessing.
The form below on
the board.
None.
30 minutes.
L Draw
this
form
on the board
and tell the earners
o copy t:
NAME
hoL
ADDRE)9
TLACE
OF FIRTH
Ask for
a
volunteer
o come o the
front. Ask him
or her the
following
questions:
What's
your
name?
How
do
you
spell hat?
How
old are
you?
What's
your
address?
Whereareyou
from?
Fill in the form
on the board as
he earner eplies.
20
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Personal
nformation
aaraaaaaaaraaaaataaaaaaaaaaaeaaaaataaataaoataa
Gompleting
a
form
Guessing
Feedback
Pronunciation
oints
3
Ask two learners
o
come o the front.
Get one
o ask he
questions
and fill in the form for
the other.
Put
he questions
p in
speech
bubbles
on the board f you
think
they need his
support.)
4 Tell
he class o work in
pairs,
asking
and answering
he
questions
and filling in their
own copiesof
the form for
eachother.
aaatoaaaotaaaaaaaoaaaaaaaalaaaeaaaaaaaoaaataal
5
Collect
n
the forms.Pick
one at random
rom the
pile.
Tell
the classwhether
he
person
described
n
the
form
is
a'he' or a
'she'.
Get hem to identifr
the
person
described
y asking:
How old is he/she?
What'shis/her
address?
Where s he/sherom?
6 Ask
some
earners
what they found
out about
their
partners,
for
example:
TEAcHERMark,
how old
is
John?
MARK He,S
.. elv_.
TEAcHER..
eleven..
MARK He's
eleven,
TEAcHERGood.
And where's
he
from?
aaaaaacaataaalaatttaoaoataaaalaaaaaaaaaaaaaraa
Practise
h/
in'howl
Teach he learners
to make
this sound
by
pretending
to laugh
(Ha
Ha )
while
holding
a
sheetof
paper
in
front of their mouths.
The
paper
should move.
I
Practise alling
intonation
in
question-word
questions:
_=-----_
What's
vour
name?
How
do
you
spell hat?
2l
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l^
O
Gountries
LANGUAGE
TECHNIQUE
MATERIALS
PREPARATION
TIME GUIDE
Setting
up
'Countries'
vocabulary area
(for
example,
France, taly, Argentina).
Where is
-?
It's in -.
Which country
islare
ls
from?
He's/she's/it's rom
They're from
-.
Ask and answer.
Pieces f
paper or
all
the earners.
Think
of six
cities,six
kinds
of
food,
and six
famouspeopleyour
learnersare
ikely
to
know.
30 minutes.
L Put ouestions
ike
these
on the board:
Where s Taria?
Rome?
BuenoeAiree?,etc,
Which ountry
ia
epaqhetti
from?
are curry
hamburqere, f,c.
Which ountry ie
[6
namesof famoue
peoplel from?
Give all the
earners
ieces
f
paper
and tell them
to
tear
hem into
six smaller
pieces.
hen divide the class
nto groupsof three.
The
first member of each
group shouldwrite one of the cities
on each
of his or her
pieces
f
paper,
he second
member should do the
samewith the'food'words,
and the third with the
famouspeople.
Tell
he
groups o
put
all their
pieces
f
paper
acedown in a
pile
on a desk
n the middle of the
group.Tell
hem
to mix them up.
Tell them to take
t in turns to
pick
up a
piece
of
paper
and
ask he
appropriate
question to
the
other two learners n the
group. The
first to answer he
question
correctly
should be
given
he
pieceof
paper.
The
learnerwith most
pieces
f
paper
at the end
s the
winner.
Ask and answer
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Countries
Feedback
5 Check he answers
with the class.
Pronunciation points Makesure he earnersnow where he stressalls n the
names
f countries,or
example:
a
America
a
Argentina
o
Italy
Comments
If the
learners
are confident, ub
the
questions
off the board after
they havewritten the words on their piecesof paper.However,
leave
hem up if you
think they need
help.
The countries
shown here are examples.
f
you
feel
other countries
are of
more interest
o your learners,
ubstitute
hem for the
examples
iven.
23
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LANGUAGE
TECHNIQUE
MATERIALS
PREPARATION
TIME GUIDE
Nationalities
'Nationalities'
vocabulary
area
for
example,English,
Chinese,Brazilian).
Are you -?
Yes,
am.
No, I'm not.
Guessing.
2 identical
setsof
about
10 pieces
f
paper
with a
nationality
written
on each
(or
one set for
each
group
if
you
do this activity in
small groups).
Prepare
he
pieces
f
paper.
20 minutes.
7, Tell
the class o imagine
that you come from
a different country.
Tell them you
are going to
draw
pictures
on
the board and they
should ry to guesswhat
nationality
you
are.
Here
are some deas:
Begin drawing and get them to ask questionswhile you draw for
example:
Are you
French?
Are
you
Australian?
Setting up
2
Guessing
Rub
out your
drawings and
draw a
line
down the middle
of the
board. Divide the
class
nto
two teams
of equal size.Put
the two
setsofpieces ofpaper face
down on your
desk.
Ask one learner from each eam to come to the board and give
them
a
pieceof
chalk each.
Get
them
to take a piece
of
paper rom
the top of their
pile.
24
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Nationalit ies
5
Tell
them to draw pictures
on the board,
as
you
did. The other
members of
their team should
try to
guess
what nationality
they
are, asking Are
you
_?'
6 When
a team has
guessed
orrectly, he next
member
of
that
team
should
come to the
board,
take
a
piece
of
paper,
and
draw. The
team
that
finishes
first is
the winner.
Feedback
7
Review any nationalities
the
learners
seemedunsure
about.
Variation
You can
do this activity in
small groups,
f you
prefer.
Give each
group
some sheets
f
paper
o draw
on, and a set of pieces
of
paper
with nationalities written on them. Tell them to put the piecesof
paper
acedown in
the centreof
their
group.
In turn, each
earnershould
take a
piece
ofpaper
and draw a
picture representing
he nationality written
on
it.
The rest of
the
group
should try to guess
he
nationality.
aaataaaaoaoaaaaa.aataataaa.
Pronunciation
points
iw
Practise
e/
(not
lnl)
in'African','Australian','Indian','Italian'.
ffi
Sometimes he stress alls on the
samesyllable n
country and
nationality words, for
example:
aa
Africa.African
ao
America.
American
... and sometimes
on a different
syllable, or
example:
oa
Egfpt, Egyptian
oo
Italy, Italian
i:s
Practise ising
intonation in yes/noquestions:
Is
she Greek?
Are they Australian?
25
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8
Locating
biects
LANGUAGE
Everyday
bjects'
for
example,
ag, lowers,
ook)
and'classroo
furniture'
(for
example,
able,windowsill,
desk)
vocabulary
reas.
Where's he/my_?
Where are
he/my
_?
Place repositions
for
example
n,
n front
of, behind).
rEcHNreuE
Remembering.
MATERTALS
None.
PREPARATToN
None.
rrME
GUrDE 30 minutes.
aataaaaaaaaaaaoaaaaaaaaaaaaaaaataaaaaaaaaaaaao
Setting
up
L
Closeyour
eyes, hen
ask he
class o tell you
where something
s,
for
example:
TEAcHER
Where's
my bag?
LEARNERs
t's under the table.
2 With your
eyes
still closed,get earners
o ask
you
where
one or
two
things in
the
classroom
are,
or
example:
LEARNER
Where
are the
lowers?
TEAcHERThey'reon the windowsill.
ii;;ilti;;""""'
T.li;:
il;r.r.'*.n
to
prepare
ight uestions
bout
he
location
of objects n the
classroom.
Put speech
bubbles
on the
board
ifyou feel
they need
support:
Where'e
he ?
my
Where
re the
_?
my
It's
on
the
They're in front
of
behind
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Locating
bjects
4 Then get
them to
work in
pairs.
One in eachpair
should
closehis
or her eyesand
the other should
ask he questions
he
or she has
prepared.The learner with closedeyesshould try to reply from
memory.
5 Then the
other
learner
should
ask his
or
her
questions.
Feedback
6
Reviseany
prepositions
the
learners
had problems
with
by asking
individual earners
about he location
of
obiects n
the classroom.
Pronunciation
points
is
Practise he stress atterns
n the replies
o the questions:
aa
It's under he
able.
They're
ot, tfr" wlndowsill.
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9
Feetings
LANGUAGE
TECHNIQUE
MATERIALS
PREPARATION
TIME GUIDE
'Feelings'vocabulary
rea
for
example,
ired, happy,hungry).
Are you -?
Yes,
am.
No, I'm
not.
Miming.
2 identical
setsof about 10 pieces
f
paper
with a
feeling'
word
written
on each.
Prepare
he
pieces
f
paper.
30 minutes.
Setting
up 1- Draw
a speech ubble on
the board:
Miming
Mime a feeling
o the class,or
example'tired'by
yawning
or
'happy'by
smiling.
Get the learners
o askyou how you
feel, or
exampleAre you tired?'Reply'Yes, am' or'No, I'm not ' as
appropriate.
Choosea confident earner
and givehim
or
her
one of
the
pieces
f
paper
with a'feeling'word
written
on
it. Tell
the learner
o mime
the adjective
and
get
the
rest
of
the class o guesswhat
the feeling
is.
Divide
the class nto two teams
of equal
size.
Put
the two sets
of
pieces f paper acedown on your desk.
Get a member
of each eam
to come o the front of
the class nd
take
a
piece
of
paper
from
their team's
pile.
They
should mime the
feeling written
on it until
someone n their
team
guesses
orrectly.
Then
another member
of the team
should come to the front,
take
the next piece
of
paper from
the
pile,
and mime the feeling
written
on
it for
the rest
of the team to guess,
nd so on.
28
7
The first team o finish
the
pieces
of
paper
wins.
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Feedback
Feelings
8 Review
any
pronunciation problems
the learners
had.
Many earners onfusenl as n'angry' and,N as n'hungry'.
Teachhem he difference etween
hese ounds.
Get hem o make
lal
first with their mouthsopen.Then get
hem o round
their ips
and
put
their tongues
ack
or
lr'l
Make
sure hey
put
the
/h/
soundat the beginningof hungry
(but
not at the beginning
of
angry )
Practiseising
ntonation n
yes/no
questions:
Are
you
tired?
Is shehungry?
This activity can also be adapted or
pairs
or small groups.
Pronunciation oints
Comment
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10
Famities
LANGUAGE
TECHNIQUE
MATERIALS
PREPARATION
TIME GUIDE
Settingup
aaaaaaarc
L
2
'Families'vocabulary
rea
for
example,
ather, mother,
sister).
Who's this?
This is my -.
He/she's
years
old.
Is this your
-?
Yes, t is.
No, it isn't.
Ask and answer.
Sheets fpaper
for all the learners.
None.
40 minutes.
Give
all the learners sheetsof
paper.
Ask them to close heir eyes
and imagine a photograph of their
whole
family.
Give
them a little time to do this, then
ask hem to
draw their
'photo'
on
their sheetof
paper.
Ask for a volunteer to come to the front
and copy his
or
her
photo on the board.Ask him or her to describe he people n the
picture, or example'This
s my father.He's47 yearsold.'Help the
learnerby asking
questions, or example'Who's
his?','Is his
your
mother?'
Then get
the
learners o work in
pairs
telling each
other about the
people n
the
photos
hey havedrawn.
Put model questionsand
answers
n speechbubbles on
the
board to
help them, for example:
Ask and answel
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aaaalaaaaaoataaaoaaaaaaaataaaaaaoaaaaataaaaaaa
Famiries
-0
Ask a few earners
o
describeheir photo
to the rest
of the class.
il Practise
0/
in'father','mother','brother'.
Teach he learners
o
make this
sound by
putting
their
tongue
between
their teeth
and
breathing out.
t
Practise
he stress
patterns
n the
following
sentences:
a
This
s my sister.
ao
She's ix
years
ld.
Feedback
aaaaaaaaaaaaaatataoaaaaaaaaaaaaaaaaaaaaiaalata
Pronunciation oints
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1r1,
cotours
LANGUAGE
TECHNIQUE
MATERIALS
PREPARATION
TIME GUIDE
Setting up
'Colours'
(for
example,
lue,
red, brown) and'everyday
bjects'
(for
example,
plate, pencil, envelope)
vocabulary areas.
Have you got a - -?
Yes,
have.
No,
I haven't.
Ask and answer.
Sheets
f
paper
or
all
the earners;
oloured
pencils.
None.
40 minutes.
7. Give
all the
learnerssheets
of
paper.Tell them to tear
them into
six
pieces.
2 Get them
to draw one
everyday
bject on each
piece, or example
a
plate,a
pencil,an envelope.
Demonstrate
ne or
two simple
drawings
on
the board,
for example:
3
Tell
he learners
o colour each
of the objects,
r
label hem
with
the
name
of
a colour
f they do
not havecoloured
pencils.Each
object
should
be a different
colour.
They should also
write a
list of
their
objectson
a separate
ieceof
paper, or example:
a bluepencil
a red
hat
a
yellow
book
a brownenvelope
a
qreen
cuP
a
white
plate
4 Put the learners nto small groups of three or four. Ask them to
put their drawings
ogether
face down
and mix them
up.
Then each
person n the
group should
ake six drawings.
Ask and answel
o
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colours
I
Tell the learners hat they must
get
their
own
pictures
back by
asking
questions.
f necessarpwrite a model
dialogue
n
speech
bubbles
on the board as
support,
or
example:
The
learners
should take turns asking questions, like
this:
LEARNER
To LEARNER
Have
you
got a red
plate?
LEARNER Yes, haye.
[gives
learner I
picture
ofred
plate]
LEARNER To LEARNER Have you got
a brown envelope?
LEARNERI
'Nq
lhaven't.
LEARNER To LEARNER Have you got
a
green
book?
6
When
they
get a
picture
back,
they
should cross that
item
off their
lists.
Feedback
7 Practise
pronunciation
by holding up some
of the
learners'
pictures and getting
the
whole
class
o repeat
he description of the
object,
or example,'a ellow
book','a
green
cup'.
Pronunciation
oints
m
Some
earnershaveproblems
with
n/
in'blue','yellow',
and
'black',
and
lrl
in'green','grey', nd'brown'. Teach hem
to
make
he
/l/ sound by putting the tip of their tongues on the part of the
mouth
just
behind
the upper
teeth and pulling
it away
quickly
as
they make the sound.
For
the
/r/
sound their tongues should curl
back and
not
press
against he top
of the
mouth.
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L2
shapes
LANGUAGE
shapes'vocabulary
rea
for
example,
hin'
round, square).
Have
you got anything
-?
Yes,we have.We'vegot a
No,
we haven't.
Ask and
answer.
Sheets
fpaper
for all
the learners.
None.
40
minutes.
TECHNIQUE
MATERIALS
PREPARATION
TIME
GUIDE
.aaaaa
"s*t*
Setting up
Ask and
answel
Feedback
7. Divide your class
nto
groups of about
five learners
and give
each
earner
a sheet
of
paper.
Tell the
groups
that
they
must draw
objects
of
a certain
shape,
or example:
Group
1 thin
objects
Group
2
round
objects
Group
3 square
objects
Group
4 triangular
objects
Collect
all the
drawings
of
shapes
and
mix them
together.
Redistribute
hem
so each
group
has drawings
of objects
of
a
variety
of shapes.
Make sure
he
groups
know
the
names of
the
objects.
Tell each
group
to
hide their
drawings
from the
rest
of
the
class.
Tell the
groups
that
they
must
now
get back their
own
drawings.
They must
do this
by
asking
the other
groups for
them.
For
example
ell
a
learner
from
group
I to ask
he other
groups,
n
turn,'Have
you
got anything
hin?'The
other
groups
should
replr'
for example,'Yes,
e
have.
We've
got a
thin
pencil'or'No,
we
haven't'
as appropriate.
f they
have
got a drawing
of something
thin,
they
should
give
t
to
grouP
1.
5
If
possible,
display
he drawings
n their
'shape'
groups.
Ask
the
learners
f they
can
think
of the
names
of
more
objects
of each
shape.
3
4
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Pronunciation
oints
4
r-l
shapes
Z
Practise he
0l
sound n'thin'and'thick'. Teach
he learners
o
make this sound by
putting
their tongues
between heir teeth and
breathing out.
Practise he short
/r/
sound n'thin'and'thick'.
(Some
earnersmay
substitute
a long
/i:/
sound.) Show
how
the
ltl
sound
is much
shorter than
lt':/,
and there is no
'smiling'
movement of the
lips.
Practise he stress
pattern
in:
Have
you got
anything roindt
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13
Parts f hebody
LANGUAGE
'Parts
of the
body'
(for
example, arm,
foot, hand) and'colours'
(for
example,
blue, brown, black)
vocabulary areas.
He/she's ot a -
He/she's
ot
-
/s.
His/her
/s
is/are
rECHNreuE
Describe
and
draw.
MATERTALS
wo
postersof comic figures
with
contrasting
eatures; heets
f
paper or all the learners.
PREPARATToN
ake the
posters.
TrMEGUIDE
30 minutes.
Setting up
1, Divide the
learners
nto pairs.Ask
one
earner
n
each
pair to
turn round so they
are acing he back of the
room. The other
should stay
acing he
front. Put
one
posterup at eachend
of the
room, for example:
;;;;;i6;';il;;;
2 rell the learners
acins he front of the
room to describe
he
poster hey
can see o their
partner
(who
is facing
he other
way).
Their partner shoulddraw t on his or her sheetof paper.No
peepingl
f
necessary,
ut
up a
poster
of
model sentences
n speecl
bubbles
assupport,
or example:
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Partsr
he
body
1-
3
Get he
earners acing he backof the
room
to describeheir
poster n the sameway.This time the earnersacing he front of
the room should
draw.
Tell the learners
acing the back to turn round.
Tirke
down the
poster
at the
back of the room
and
put
it up beside he other one.
Get he
earners o makesentencesomparing heir drawings,
or
example'He's
ot
big
feet;he'sgot
small
eet.'
aaaaaaaaaaaaaaoaaaoaaaaa
5 Draw a third
comic igure on the board with different
eatureso
the oneson the two posters. sk earners o describet, if necessary
using he speech
ubbles.
s
.Practise
the stress
atterns
n:
aa
He's
got big feet.
aa
His arms are
short.
oints
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14
Describing
eopte
LANGUAGE
TECHNIQUE
MATERIALS
PREPARATION
TIME
GUIDE
'Describing
people'
(for
example,
all, thin,
young),
'parts
of
the
body'
(for
example
hair,
eyes,
nose), and'colours'
(for
example,
blue, brown, black) vocabulary areas.
We are both
-.
We have both
got
/s.
Discussion.
None.
None.
30
minutes.
Ask for two volunteers
o come to
the front of
the class
and say
what they
have n common.
Tell
them
to use he
language
n the
speechbubbles.
3
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Describing
eopre
4
"'
r
" "'
r
" '.
" "'
;k;;;;;;rr
to
makenew sentencessing'we areboth and
'We
have
both
got'about
themselves nd other
earners
n the class
,
. t
' . t
''
points
n
Practise
fl
in'short'. Teach he learners o make his sound by
first
making he
/s/
sound
(as
n'sort')
and then
moving
the
tongue
back
and curling up the edgeso make
J/.
s Practise
0/
in'thin'.
Teach he learners
o
make
his sound
by
putting their tonguesbetween
heir
teeth
and
breathing
out.
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15 ctothes
LANGUAGE
TECHNIQUE
MATERIALS
PREPARATION
TIME
GUIDE
Setting up
'Clothes'
for
example,
kirt,
blouse,T-shirt)
and'colours'
(for
example,blue, white, yellow) vocabulary areas.
He/she's
wearing
a
-/
s.
Remembering.
None.
None.
30 minutes.
t Give each row of learnersalternate etters,A and B, so that the
learners
are divided
into columns
of As
and Bs ike this:
Row
ABAB
ABAB
ABAB
ABAB
-
O
A
A
A
A
B
B
B
B
Remembering
2 Tell each
column
of
As
and Bs
to turn and
study the column
of
learners
opposite
them. They
should try
to
remember
exactlywhar
they are
wearing.
Give them two minutes
to memorize
the
details.
3 Group
the
learners
n pairs
so that As
are working with
the Bs
opposite hem.
Tell all the Bs to close heir eyes.Tell the As to describeall the other
learners
n the B
column
to their
partner.
The Bs should
ry and
name
eachdescription, or
example:
LEARNERN
coLUMN
She'swearing
a blue
skirt
and
a white blouse
LEARNER
N coLUMN
s Anna?
LEARNER N
coLUMN a No.
Anna's wearing
a
white
T-shirt.
LEARNER
N coLUMN
s Oh ...
yes
.. it 's
Sara
Then
all the As should
close their
eyes. Tell the Bs
to describe all tlr
other
learners
in
the A column
to their partner.
This
time the
As
should try and name each description.
6 Ask individual
learners
o describe
he
person
they remember
most vividly.
4
Feedback
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4tr
Clothes
-
J
aaaaaaaaaataalaa*aaaaataaataaraaaaaaoaaaaaaaaa
Variation
At
stage4, tell all
the
Bs
to close
heir eyes.Tell
the As to
make
some changes n
their appearance,
or example
aking off a watch
or exchangingsweatshirts.Then tell the Bs to open their eyesand
saywhat changes hey
can see, or
example:
LEARNER Peter's
earing
a blue
acket
now
... and Helen sn't
wearinga watch.
;ffi;;;iiil
il;i;''"
".";,J;.
il;
/.iro,r,'a
n'shirt','skirt','r-shirt'.
nBritishnglish
the'r'is not pronounced
n thesewords.
&
Practise
he
aal
sound n'blouse'and'trousers'.
Teach he learners
to makethis soundby rounding their lips, and then slowly closing
their
mouths.
Comment
This
activity is set up for
the traditional
classroomwith rows of
desks
acing
the
front. Ifyour
classroom
s arranged n
a
different
way, get
your learners
o work in groups
who are sitting near
one
another.Each group
should contain five
or six learners.
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Rooms
n
a
flat
LANGUAGE
'Rooms'
ocabulary rea
for
example,
iving-room, itchen,
bedroom).
This s he
Here's he
The is next o/oppositehe
TECHNIQUE
MATERIALS
PREPARATION
TIME GUIDE
Setting
aa'aaat
up
r * t l * o r I a a a r 6 a
* e I
t
a
ra*..tr
Discussion 2
3
Write
There
the
are
Thisie the
Here'e
he
7-
Discussion.
Plan
of a
flat,
on
a poster
or on theboard;
sheets
f
paper or all
the earners.
Make he
poster,f you
areusingone.
30 minutes.
lara..a...a..a.c
Put
up a
planofyour ideal lat,or
drawone
on the board.For
example,
f you ike
cooking,
ncludea
big
kitchenand f you
ike
reading,
nclude
ibrary.Tell he
earners
bout
t, for example:
This s
a
flat I would ike
to
live n. There's
big
kitchen.That's
goodbecauselove
cooking.
like reading oo,and his
ittle
room here
s
my
ibrary-where
keepmy
books.
.. etc.
Get he earnerso drawaplanof their deal lat or house.
When heyhave
inished,
ell hem o work
n
pairs.
Theyshould
show heir
partner
he'plan hey
have
drawn
and
ell
hem about
following
hrases
n theboard o
help
hem:
The ie
next
o the
42
oppoeite
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Roomsn
a rat
16
araaraaatttaaiaatoaltaaataaaataaaaarraatataaaa
Feedback 4 Ask a few learners o
tell the
rest
of the classabout their
partners'
houses.
Review any common
pronunciation problems
the learners
had.
Tell
the
learners
o work
in pairs.
If
possible,get
them to
sit
back
to
back.
Give them a few minutes
to think
about
these wo
questions:
What
kind of person s
their
partner?
What
kind
of
flat or house would
their
partner
like?
Then ask them
to
draw
the
plan
of a flat or
house
they think their
partner
would
like.
When they have inished, tell
the
pairs to
show
eachother their
plans
and describeall the rooms.
r
Practise
/
in'is','kitchen','living-room'.Many learnersmake
this
sound too long,
like
/i:/
in'leave'.
One
way
of emphasizing
he
contrast
between
short
and
long
sounds s to
put
your hands wide
apart, as
f
stretching a
piece
of
elastic, or long
sounds,
and
then
bring them
close
ogether for
short sounds.
Variation
Pronunciation
oints
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LT Furniture
LANGUAGE
'Furniture'vocabulary
area
(for
example,sofa, armchair, table).
Placeprepositions
(for
example,near, beside,between).
rECHNreuE Discussion.
MATERTALS
Plan
of a
living-room,
on a
poster
or on the
board; sheetsof
paper
for
all the
learners.
pREpARArroN
Make
the
poster,
f you
are using one.
TrME
GUrDE
40
minutes.
Setting up L Put up a
plan
of a living-room,
or draw one on the board, for
example:
Beside
he
plan
write a
list
of furniture with
prices,
or
example:
sofa E4OO
armchair
table
television
ru4
f.200
€1611
8200
F6n
picture
flOO.
cupboard
f,zOO
Choose
tems
that the
learners
are ikely to have n their homes.
2 Tell the learners o copy the plan.
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4ry
Furniture
fu f
Discussion
3 Tell he learners hat they eachhave
1,000 to spendon new
living-room furniture. Tell
hem
to
decidewhat to buy from the list
on the board and where o put it in their living-room. They should
draw
t in
on
their plan.
4
When
they have inished
drawing
n
their furniture, tell them to get
into pairs.
They
should ell their partner what
they bought and
where hey
put it.
Feedback
5 Ask a
few earners
o
tell
the
rest
of the class bout their
partners' iving-rooms.Reviewany
common
pronunciation
problems he learnershad.
v;;;il;;
You could do a more elaborate ersion
of
this activity with a plan
of a whole
flat
or house.Obviously he list of furniture
would be
longer,and the amount of money would have
o be largerl
i;tJi"lJiliiili
bJi'"i"
;.
";'#;
irJ)
" i.-.t'air'
and
picture'.
each
he earnerso
'
make his sound by
placing
he
tips of their
tongueson the
part
of
the
mouth
just
behind the upper teeth
(as
f
they weregoing to
make a /J/), and then releasingt to make a /tJ/.
.:i
Practise
aal
in
'sofa'
and
letl
in
'table',
howing
how
eachof these
sounds combine two different vowels.
Gomment We have
used
British pounds n the
example, ut this activity will
probablybe more interesting or
your
learners f you
use
your
own
)
currency.
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LANGUAGE
TECHNIQUE
MATERIALS
PREPARATION
TIME
GUIDE
In
town
'Town'vocabulary
rea
for
example, arket, ark,
baker).
Is therea
Yes,
here
s.
No,
there sn't.
Where's
he
Place repositions
for
example,
ext o,
opposite, ear).
Describe
nd draw.
Simple lan
of
an maginary
own,
on a
poster
or
on theboard;
two sheets f
paper
or
all the earners.
Make heposter,f youareusingone.
40 minutes.
*al }aaar taaaaraat*r ra
aaaaa.
aa*a*
Setting
up L Put
up theposter,
r draw he
own
plan
belowon
theboard.
tsANK
Tell
he earners
o
make
wo copies
ach.
bank
poet
office
Nr.raaoaaaaoaa
and draw
3
escribe
2
While
the
earners
remaking
heir copies,
rite
up
a
ist
of
placo
on theboard, or example:
market
park
baker
ctnema
caTe
diaco
butcher
eupermarket
aairtaaaataaa+9a
Tell he earners,
till
working
on their
own, to takeone
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Intown
8
4 Divide the learners nto pairs,
A and B. Tell them
to
keep
the towns
they
have
designedwell hidden from their partners
5 Tell all the As to take their blank plansand the Bs to takethe towns
they havedesigned. he As
should ask he Bs questions
bout
where
places
re
n
their towns and draw
them onto their blank
plans, or
example:
LEARNER Is there
a cinema?
LEARNER Yes,
here
s. t'snext o the
cafe,
LEARNER, Where's
he cafe?
LEARNER
It's
oppositehe market.
6
When the As have inished heir
copiesof the Bs'town
designs,el l
the Bsto ask he As questions n the sameway.
7 When both the As
and the
Bs have inished,
ell
the
earners
o
compare heir copieswith the originals.Are
they accurate?
8
Ask
a
few earners uestions
bout their town
designs. eview
any common
pronunciationproblems
he learners ad.
l"ili"
..
"
"': "";;;,;;;;;il
';;"
vower
r/
in'bank','care',nd
he
ong
vowel
a:l
in'market','park'.
For the
nl
sound,
he
mouth
is open
and lips pulled back as f smiling. For
the
/a:/
sound, he lips are
further
forward and rounded
o make he longer
sound,and the
tongue
goes
down and back.
Practise alling ntonation in
question-wordquestions:
--------
Where's he bank?
'"'
and the stress
atterns
of the answers:
It'r n&t to the pJst office.
It's optpositehe cirema.
It's behitnd he mirket.
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Lg
Directions
LANGUAGB
TECHNIQUE
MATERIALS
PREPARATION
TIME
GUIDE
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Setting
up
L
Put
up the
poster,
or draw a simple
plan
of your town centre on
the
board.
Here is
an example:
'Towrl
vocabulary area
(for
example,
church,
market,
cinema).
How
do
I get
to the
-?
Go
straight
on.
Turn right.
Turn left.
Imperatives.
Role play.
Simple
plan
of
your town centre,
on a
poster
or on the board.
Make
the
poster,
f
you
are using one.
30 minutes.
t-
EI
H
F
{/l
=
:
t
Write a list of the most important
places
board, for example:
church/moeque
market
cinema
bank
parK
in
the
centre
on
the
48
8/20/2019 Simple Speaking Activities
52/75
Directions
9
Role
play
3
Ask the learners o
imagine
they are standing
outside,
or
example, he
post
office.
Pretend
you
are
ost
and
ask hem how to
get to the first placeon the list, for example:
TEAcHERExcuseme,
'm a strangerhere.
Can
you help me?How
do
I get to the church?
LEARNER o down
Main
Street .. turn
left. Thechurch s on
your right,
opposite
he cafe.
4 Repeat
he
procedure
with the
next place
on
the list.
5
Divide the learners
nto pairs
and
tell them to take turns in
directing
eachother to the other
places
on the list.
Feedback 6
Review any common
pronunciation
problems
the
learnershad.
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Variation Use
a
plan
of
your
school
nstead of one of your town centre.
Ask
learners o imagine they
are
at the
main
entrance.
Ask them how
to
get
to
various rooms, for example he Head
Teacher's fifrce, heir
classtoom,
he gym.
a
a a * t r I r a a o a a a
a'a
a a *
a o a a r
.
.
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