Director de la publicación:Carlos Carbajales

Autora de las actividades:Paula Coudannes Landa

Ilustraciones:Fabián Zac

Diseño y ediciónHALABI DISEÑO

Eduvisual:Donado 2841 3º 21 ( C1430DSE )4544-477815 3167-1517info@eduvisual.com.ar www. eduvisual.com.ar

Carbajales, CarlosEduvisual : posters educativos . - 1a ed. - Ciudad Autónoma de Buenos Aires : el autor,

2013.12 p. + Posters : il. ; 28x20 cm.

ISBN 978-987-33-3366-8

1. Enseñanza de Lenguas Extranjeras. 2. Inglés. I. TítuloCDD 420.7

Fecha de catalogación: 17/04/2013

Queda prohibida la reproducción total o parcial de esta publicación.

have got/has got

Can There is/There are

Do/Does

To Be

Aim: To practise vocabulary

Procedure: Ask pupils to get in pairs and choose six lexicalitems under the vocabulary area you want them to practise(e.g. parts of the body, school objects, professions, parts ofthe house, etc.)This is an example for The Body :

Make sure there are more than six items available. Otherwiseeveryone will choose the same six words.Tell them to write in these words on a bingo card.Play bingo.The pair whose six words are called out first wins the game.Option: Ask pupils to write in verbs. This is ideal for Habits ,The House.

Aim: To categorise lexical items

Procedure: Choose any of the posters which allows you towork on different vocabulary areas (e.g. clothes, toys, colours,means of transport, shops, etc.).Ask pupils to write down all the items they can find on theposter which correspond to that category.

This is an example for The bedroom:

Extra challenge:Ask pupils to think of another category andlist the items on the poster which belong to it.

Aim: To practise the structures and vocabularylearnt in a fun way.

Procedure: Before meeting pupils build three cubes in card-board. Each cube should represent a category that you wantyour students to work on. For example: verbs, nouns, adjec-tives, prepositions, etc. Write a word on each side of the different cubes except oneas shown in the example below:

Ask a pupil to take the three cubes and throw them one at atime. He/She makes a sentence using the three words facingup which is true for the poster (affirmative or negative). Theverbs can be used both in the singular or plural as well as af-firmative or negative forms.The star stands for any word pupils can think of within thatsame category.

# 1BINGO

ACTIVITY

HEAD

EYENOSE

MOUTH

FINGER

LEG

# 2CATEGORISING

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CLOTHEST-shirt Skirt(pair of ) trousersSocksShoes, etc.

TOYSRobotTeddy bear, etc.

COLOURSBlueYellowBrownRedPurple, etc.

# 3CUBES & SENTENCES

ACTIVITY

A K H J K L O D H F S H N O S E H E A D H P R E S Y O O N Y L A M B E E A F D E M F I N G E R E R S D B R R A I T L E G I E E D E S F B B P A E L E A R G O O S A R M M E J I W O G R O C M O U T H M T

# 4MEMORY GAME

ACTIVITY

# 5FIND THE WORDS

ACTIVITY

Answers:

A K H J K L O D H F S H N O S E H E A D H P R E S Y O O N Y L A M B E E A F D E M F I N G E R E R S D B R R A I T L E G I E E D E S F B B P A E L E A R G O O S A R M M E J I W O G R O C M O U T H M T

Aim: To practise vocabulary

Procedure: Decide which vocabulary area you want pupilsto practise. Prepare a chart which includes all those words in these po-sitions Give the chart to the class. Tell them some words (specifyhow many) on the poster are hidden in the chart. Ask themto find and circle the words. This is an example for The Body:

Aim: To practise there is/there are; have got/hasgot; adjectives; articles, etc.

Procedure:Ask pupils to look at the poster, for example, Thezoo (other possibilities can be The Bedroom, The House, andThe Classroom. Say ‘At the zoo, there’s a bear’.Pupil A then repeats your sentence and adds another animal.For example, ‘At the zoo, there’s a bear and an elephant’. Pupil B repeats your sentence, Pupil A’s sentence and addshis/her own. The game continues in the same way with the rest of the pupils

repeating the sentences they have heard and adding their own.The pupil who cannot remember any of the sentences or saysthem in the wrong order is out of the game.The winner is the one who still remains after the rest of theclass is out of the game.Option: Ideally, pupils should use both the singular and theplural. But to make it easier for them ask the to start with allthe singular items and then follow with the plural ones.Extra challenge:Use adjectives (of the same or different cat-egory) to make the game more challenging. Following thesame example as above: You: ‘At the zoo, there’s a big bear.’Pupil A: ‘At the zoo, there’s a big bear and a grey elephant.’Pupil B: ‘At the zoo, there’s a big bear, a grey elephant and afierce tiger.’

Aim: To practise any of the structures or tenses(e.g. there is/there are; can/can’t; present contin-uous, past simple; etc.) or lexical items you havealready presented.

Procedure: Divide pupils into two groups Ask them to have a look at the poster for one minute, tryingto remember as much as possible.Remove the poster.

- Group A starts by making a statement about the poster

( e.g. for the poster The House they could say ‘The girl is wash-ing her hands.’).

- Group B decides whether the statement is true or false. - Award a point for every right answer.- Then it is time for Group B to make a statement and for

Group A to answer.- The winning group is the one with the highest number

of right answers.Option: Instead of having Groups A and B taking turns,groups only make a statement if they have previously pro-vided a right answer.Extra challenge: If the statement is false, you can decide toaward an extra point for providing the correct statement (e.g.in the above case, the correct answer would be ‘The girl iscombing her hair’).

# 6I SPY

ACTIVITY

# 7TRUE OR FALSE

ACTIVITY

Aim: To ask and answer yes/no questions and usethe vocabulary learnt.

Procedure: Ask pupils to look at the poster. Say ‘I spy withmy little eye something beginning with b/blue/big, etc.’

Pupils try to guess the item you have chosen asking ques-tions, using the language they have learnt in class. If you are working on The City, for example, these might besome of the questions for something beginning with b: ‘Canyou play with it?’; ’Is it black and white?’; ‘Is it round?’; etc.

SKILLS: READING & SPEAKING

Ask pupils to have a look at the poster andcomplete the exercise below.Read and tick (√) or cross (X) or don’t know(?).The girl wakes up at 7 o’clock and washes herteeth. She eats eggs for breakfast and sometoast. She drinks some orange juice, too.At 8 o’clock she arrives at school. She’s readyto study. She meets the boy for lunch. From time to time, she eats hamburgers. She prefers cheese sandwiches.She returns home from school around 4 in the afternoon. Shewatches some TV and does the homework.She goes to bed at midnight.The boy takes a shower early every morning. He usually skipsbreakfast and goes to school. It’s a pity. It’s important to havebreakfast every day.The boy starts his first lesson at half past eight. He lovesmaths but doesn’t enjoy science.He plays with his friends at breaktime and meets the girl for lunch.Back from school, the boy reads a book. He loves adventure stories.He often goes to bed early so as to get as much sleep as possible.

1. The girl always eats hamburgers for lunch.

2. The boy never eats breakfast.

3. The boy loves learning about historical events.

4. The girl goes to bed at 12 am

5. The boy goes to bed early every day so that he cansleep as much as possible

Answers: 1X; 2X; 3?; 4√; 5X; Extra challenge:Pupils write the correct sentence next to theX sentences and offer different answers to the ? sentences.

SPECIFIC-POSTER ACTIVITIES

On the following pages, you will find different activities to be done with specific posters.The aim of these activities is to work on skills and hopefully tap into pupils’ imagination and creativity.There are different activity options for each poster so that you can decide which one to use according topupils’ command of the language.

# 1ACTIVITY

# 2ACTIVITY

Ask different pupils to come to the front one at a time. They draw the arms of the clock according to your instruc-tions. For example: ‘The girl washes her teeth at half pastseven’.Option: Allow pupils to give instructions to other pupils inthe class.

HABITSPOSTER

Ask a pupil to come to the front. Give him/her a minute to look at the poster andtry to remember as many details as possible.He/she stands with his/her back to the black-board, facing the rest of the class.Write one of the jobs on the poster on theblackboard. The pupil standing at the front must not seethis. He/She asks questions to the other pupils, trying toguess the job written on the blackboard. Only yes/no questions are allowed. For example: ‘Am I aman?’/’Am I wearing glasses?’/’Do I build houses?’ Once the pupil has asked six questions, he must dare an answer.

Option: In order to make everyone participate, ask pupils toget in pairs. Each of them writes a job on an adhesive labelwhich the other pupil in the pair must not see. They stock this label on their friend’s forehead.Pupils take turns to ask each other questions in order to findout what the job is.

# 3ACTIVITY

Name wash your teeth in the morning

take a shower have cereal for breakfast

read a book after school

go to bed early

… … … … YOU

Prepare a similar chart to the one below:

Pupils ask questions to three people in the class so as to completethe chart (e.g. ‘X, do you wash your teeth in the morning?’). They then report their answers to the rest of the class, using the appropriate verb form and trying to compare answers in

this way: ‘X goes to bed early every day, but Y doesn’t. He goes to bed late. Me too.’Option: Pupils draw a bar chart with the above answers.

SKILLS: SPEAKING & WRITTING

# 1ACTIVITY

JOBSPOSTER

# 2ACTIVITY

Ask pupils to write two or three riddles each about the differentjobs on the poster. Choose different pupils to read their riddlesto the rest of the class, who try to guess what the job is.Do not overlook accuracy but place emphasis on the use oftheir creativity.You might need to provide them with an example as a model:

At four o’clock in the morning,when everyone’s asleep

Answer: bakerOption: If you think this activity is too challenging for pupilsto do on their own, allow them to work in pairs.

I’m up to start workingwith water, flour but no sheepFor the young and the old,

I cook for them all.When it’s hot and it’s coldI make buns and rolls

Who am I?

Pupils choose a job from the poster and write an acronym.For example:

The letters in the word chosen can be used at initial, middleor final position. For example:

PostcardOffice StampTelegramMailboxAddressNews

# 3ACTIVITY

ReCipefOod Oven

KitChen

SKILLS: LISTENING & WRITING

# 1ACTIVITY

Tell the class to get into two teams.Draw a line on the blackboard which dividesit into two equal halves. Ask a pupil from each team to come to the frontand stand facing half the blackboard each.Volunteer to call out the alphabet the firsttime. Then have pupils from each team take turns to do this.Call out the alphabet in such a way that only the first letterbeing called out is heard and the rest are recited silently. Someone in one of the teams says ‘stop’. Call out the letter thatyou were stopped at. Give the pupils at the front a minute towrite as many words beginning with that letter as possible.Give a point for every correct word which both pupils havewritten and two for every original one (i.e. that only one pupilhas included).Repeat this procedure with other pupils in each team.The winning team is the one with the highest score.Options: Allow other pupils in the same team to help theone at the front by whispering into his/her ear more words.Encourage students to start calling out the alphabet at dif-

ferent letters (i.e. not always starting with A). Extra challenge: Instead of having students write as manywords as they can think of beginning with the letter in ques-tion, ask them to complete the following table (change thecategories according to the areas learnt in class).When one of the two pupils completes his/her line, he/shecalls out ‘stop’.Give a point for every correct word which both pupils havewritten and two for every original one (i.e. that only one pupilhas included).Repeat this procedure with other pupils in each team.The winning team is the one with the highest score.Ask pupils to look at the poster for a minute, trying to remem-ber as many details as possible.

THE ALPHABETPOSTER

LETTER ANIMAL CLOTHES COLOUR COUNTRY FOOD SPORT SCORE A bear boot brown Brazil banana baseball G goat glove green Greece …etc… …etc… S sea lion scarf …etc… …etc… …etc… …etc…

Then, ask them to copy and answer themultiple-choice exercise below in their copy-books/folders:Circle the correct answer.

1) What can you find on the shelves?

a. Books, an apple and a car

b. A lorry, a bear and a robot

c. A doll, tennis balls and a robot

2) How many lamps are there in the bedroom?

a. Two

b. Three

c. One

3) What is the boy doing?

a. Playing a computer game

b. Sending a text message

c. Reading a book

4) Where is the pink blouse?

a. Next to the green skirt

b. Under the girl’s bed

c. Next to the blue skirt

5) Which of these items cannot be found in the bedroom?

a. A TV set and a notebook

b. A TV set and a play station

c. Music headphones and a notebook

Answers:

1) b 2)a 3)a 4)c 5) b

# 2ACTIVITY

Pupils choose different letters on the poster and think ofwords they know that start with that letter.Once they do this, they write simple definitions for these

words and create a crossword puzzle.Ask pupils to exchange crossword puzzles and solve them.

Option: Give pupils the possibility to choose a letter whichcan either bear the initial, middle or final position in a word.

SKILLS: READING & SPEAKING

# 1ACTIVITY

THE BEDROOMPOSTER

# 2ACTIVITY

Pupils get in pairs or groups of three and choose three ob-jects (including toys) in the bedroom. Ask pupils to imagine a conversation among these three ob-jects when lights go out at night. Pupils role play their conversation.Option: You can decide to have an award ceremony.

Choose different categories, for example: best performingactor/actress, best story, best ensemble, etc.Cut out (or ask pupils to do so) cardboard awards. Ask pupilsto vote for someone in all categories.Present the awards to those pupils with the most votes ineach category.

# 1ACTIVITY

# 2ACTIVITY

# 1ACTIVITY

THE BODYPOSTER

SKILLS: READING & WRITING

Pupils invent a toy, ET, or an invented creature or animal, etc. They drawand colour it on a piece of paper.On a different piece of paper, they write a description of it using the vo-cabulary on the body. Once they finish, ask pupils to hand in both the drawings and the descrip-tions to you. Display the drawings and the descriptions separately on the classroomwall.Ask pupils to try and match the descriptions to the correspondingdrawings.

Say ‘The boy on the poster is listening to rap music. You willbe songwriters today. Get in pairs and write a rap, using atleast five (5) parts of the body.’Encourage pupils to sing their raps to the rest of the class.

THE CITYPOSTER

SKILLS: LISTENING & WRITING

Before the lesson, prepare a text about threepeople (a woman and two men) who are try-ing to get to a place in the city featured on theposter.

For example:

Lisa walks down Jujuy Street. She goes by the green-grocer’s and the baker’s. She waits for the traffic lightsto change. Her friend, Laura, lives in the building rightacross the street. They are going to have tea together.But the lights are taking too long to change and shedecides to have a look at the clothes shop. She goesinside.Lisa receives a text message from Laura. She can’tmeet her. Lisa decides to go home. She leaves the clothes shop,turns left and walks straight to the corner. She turnsleft again and keeps walking until she gets home. Herhouse is not the one with the wooden door but the onenext to it. Carlos jumps off the bus on Moreno Street. The clothesshop is to his left. He wants to buy the newspaper atthe newsagent’s at the park, but he has got no money.He needs to get some money from the bank first. Then,off to buy …

(Mention the local newspaper here).

Victor leaves the building opposite the park onMoreno Street . He’s in a real hurry. He’s late to his newjob and doesn’t know how to get there. He crosses thestreet and tries to get some help at the baker’s. No luck.He meets the woman wearing a purple skirt in themiddle of the street and asks her for directions. Noluck. Standing at the bank, he decides to cross thestreet and ask the newsagent. But he is very busy sell-ing newspapers. So he decides to go back where it allstarted.

This is only a model text. Adapt the language to pupils’ levelof English. Add/Remove as many details as you need.Cut out three shapes like these :

On the day of the lesson, tell them these three people are try-ing to get to a place in the city. Ask three volunteers to come to the front and assign a personto each. Read the text as quickly as possible.Pupils listen to the text and decide where the three peopleare, sticking the shapes on the poster (you can decide to givethem markers and write the names of the people directly onthe poster).

Answers:

Extra challenge: ask pupils to write their own set of instruc-tions and carry out the activity in the same way.

Ask pupils to get in groups and write a page of the city news-paper. They could include: illustrations; ads; a piece of newsabout something that happened (or will happen) in the city;a short interview to a shopkeeper (about sales, about theproduct he/she sells, etc.) or a citizen; a reference to the ac-tivities taking place at the par; etc.

Display pupils’ work in class for everyone to enjoy.Option: If the above is too demanding, ask pupils to get inpairs or groups of three. Each group is in charge of writingone article, or ad, or interview, etc.Put everyone’s work together to make up a newspaper.

# 2ACTIVITY

Pupils work in pairs. Pupil A decides on an object from the poster, but does nottell Pupil B what it is.Then he/she tries to define the object for Pupil B to guess. Pupil A: ‘You use it to write. It’s not for writing on the blackboard (They are not allowed to say it isn’t chalk). It comes indifferent colours…’Pupil B can dare an answer at any time. But he/she needs tomake sure the prompts have been enough to ensure his/heranswer is right.

Tell pupils to choose one of the students on the poster.It is this boy’s/girl’s first day at a new school. Ask them to writean email as if they were him/her to a friend in their formerschool.Pupils describe the classroom, what they like/not like aboutit; they share with his/her friend how they feel in the newschool; they tell his/her friend who they sit next to and whatthis student is like, etc.

# 1ACTIVITY

# 2ACTIVITY

# 3ACTIVITY

# 1ACTIVITY

THE CLASSROOMPOSTER

SKILLS: SPEAKING & WRITING

Pupils find differences and similarities betweenthe classroom on the poster and their own.Option: Give pupils a set of connectors thatyou want them to use when doing the compar-ison. For example: and, but, too, etc.

THE HOUSEPOSTER

SKILL: LISTENING, SPEAKING & WRITING

Before the next lesson, create a text (the lengthand the content will depend on pupils’ level ofEnglish) describing the scene on the poster, in-cluding wrong information. An example is pro-vided for you at the end of this explanation.

On the day of the lesson, ask pupils to have a look at theposter for half a minute.Read the text once for pupils to listen carefully. Read it a secondtime, allowing pupils to write down the correct information. Read the text in such a speed that makes the activity chal-lenging but doable.You might want to tell them how many items they need tocorrect.This is an example for beginner-level pupils:It is a rainy day today. Mum is making lunch in the kitchen. It smells good. The boyis listening to some music in his bedroom.Dad is reading a book in the living room.Where’s the girl? She’s in the bathroom. She’s washing herhands.There are some beautiful blue birds singing outside. Grandpa is outside, too, playing with the family’s cat in theyard. He can’t listen to the birds singing because there’s a helicopter overflying the area.Answers: sunny; Grandma; the kitchen; the newspaper; combing her hair; yellow; dog; airplane;Option: If you only want pupils to practise the parts of the house,focus on these vocabulary items when working on the text.

Looking at the poster, encourage pupils to share with the restof the class which is the room in their house they like thebest.Ask them to justify their choice.

Ask pupils to choose a member of the family.Tell them to think what this person is thinking and feeling atthat moment in time.

Pupils write this down on a thinking bubble on cardboard They then stick their bubble next to the corresponding per-son on the poster. Discuss the different alternatives pupils thought of.

# 2ACTIVITY

# 3ACTIVITY

THE WEATHERPOSTER

SKILLS: LISTENING & SPEAKING

# 1ACTIVITY

Before the lesson, prepare a short text aboutthe weather on the different days of the week. On the day of the lesson, read this text to theclass and ask them to decide what theweather is like on each day.

For example:The weather is very hot on Monday morning. There’s some windaround midday and clouds, too.No rain is expected.Black clouds bring a heavy storm on Tuesday. But the tempera-ture is warm.The temperature changes completely on Thursday. Lots of snow,wind and rain. It gets very cold.The previous day is cold and rainy, too.Friday and Sunday are exactly the same as Monday.Saturday is a lovely day: sunny and warm. Ideal to be out.

Answers: Cloudy Monday, Friday and SundayCold Wednesday,Hot/Warm Monday, Tuesday, Friday, Saturday and SundayRainy Tuesday, Wednesday, ThursdaySnowy ThursdaySunny SaturdayWindy Monday, Thursday, Friday and Sunday

Ask pupils to bring a map (a map or the word or any other).Pupils get in pairs and cut out different shapes which corre-spond to the different weather types. Examples:

They then place three or four weather types on the map.

Pupil A is a TV presenter and Pupil B the weather man.

Pupil A asks questions to Pupil B about the weather in thedifferent countries or the different provinces/states in thesame country. Bear in mind you will probably have to providepupils with some of this language.

Pupil B refers to the poster, making as many comments aspossible. Encourage them to be imaginative and think of theadvice the weather man would give the audience.

For example: Pupil A: ‘And now the weather forecast with Daniel García.Hello, Ana. What is the weather like today?’

Pupil B: ‘Hello, Ana. It is sunny and hot in Rosario. The tem-perature is above 32° C. There are no clouds. It is a perfect dayto play outside or have a picnic. Remember to take sunblockand to drink lots of water.’

Pupil A: ‘That sounds good. What can you tell us about theweather in Buenos Aires?’

Pupil B: ‘It’s windy in Buenos Aires. It’s rainy, too…’Do not encourage pupils to use the future unless they havealready learnt it.

Cloudy Cold Hot/Warm Rainy Snowy Sunny Windy Monday … Monday … Monday … … … … … … … … … …

# 2ACTIVITY

This example works well with pupils who have not yet learntthe future.Extra challenge:Write the days of the week and have pupilscomplete the weather.

sunny (day)

cloudy (day)

rainy (day)

windy (day)

snowy (day)

Ask pupils to choose an animal on the poster.

Pupils write as if they were that animal, expressing theirthoughts and feelings about living in a zoo, about zoo goersthat visit them, about the animal friend they like the best, orany other idea they can think of.

Option: If pupils can deal with the past simple they can writeabout something that happened to the animal in questionat the zoo. For example, it escaped for a few hours, it hid an-other animal’s food, it had the visit of a very interesting char-acter (maybe someone famous)

# 2ACTIVITY

I’m a big bear,Living in the zoo.

I’ve got brown hair

And bits of black, too.

I’m a hungry bear,Waiting at the zoo

For children who careAnd bring me a nut or two.

Ask students to write a shape poem, encouraging them tobe as creative as possible. For example:

# 1ACTIVITY

THE ZOOPOSTER

SKILLS: WRITING

For those pupils whose command of the lan-guage does not yet allow them to write longchunks of language, working on a ‘Wanted or‘Lost’ poster is ideal.Ask pupils to choose an animal on the posterand complete a ‘Wanted’ or ‘Lost’ poster oncardboard as shown below. Tell them to complete the different lines with afew words. Some ideas have been provided tohelp you.

# 3ACTIVITY