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A picture is worth a thousand words P hotographs are a powerful teaching tool, especially in second-language instruction. Long before we develop verbal skills, we are able to derive profound meaning from our visual environment. No wonder we say, “I see what you mean.” Newspapers use photographs liberally to lend appeal and meaning to their stories. Imagine how drab a newspaper would be without photographs. Compelling newspaper photographs provide the all-important sense of “being there.” On the other hand, photographs rarely tell the whole story. Imagine how shallow news- papers would be if they included nothing but photographs. Photographs provide beginning second- language students with immediately “compre- hensible input.” Right away, students can build their vocabulary by recognizing and describ- ing familiar objects. As linguistic skills devel- op, photographs aid in the comprehension of written material. The initial activities in this section encourage students to learn a variety of English nouns, adjectives and prepositions. The teacher may have to provide some basic vocabulary. The more challenging activities combine the use of photographs and text (headlines, articles, and “cutlines” - the brief explanatory captions under most photos). Just as a picture is worth a thousand words, so there are a thousand ways to use news- paper photographs in second-language education. Here are just a few: PHOTOGRAPHS PHOTOGRAPHS 11 Select different photographs, each showing an example of a different shape . For example: a round ball, a square house, a straight road, and so on. Find as many examples of different shapes as you can. Say or write the names of the objects and their shapes. Select different photographs – each showing an example of a different size . For example: a big elephant, a little boy, a tall tree, and so on. Find as many examples of different sizes as you can. Say or write the names of the objects and their sizes. PHOTOGRAPHS 1 2

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A picture is worth a thousand words

Photographs are a powerful teaching tool,especially in second-language instruction.Long before we develop verbal skills, we

are able to derive profound meaning from ourvisual environment. No wonder we say, “I seewhat you mean.” Newspapers use photographs liberally to

lend appeal and meaning to their stories.Imagine how drab a newspaper would be without photographs. Compelling newspaperphotographs provide the all-important senseof “being there.” On the other hand, photographs rarely tell

the whole story. Imagine how shallow news-papers would be if they included nothing butphotographs. Photographs provide beginning second-

language students with immediately “compre-hensible input.” Right away, students can buildtheir vocabulary by recognizing and describ-ing familiar objects. As linguistic skills devel-op, photographs aid in the comprehension ofwritten material. The initial activities in this section encourage

students to learn a variety of English nouns,adjectives and prepositions. The teacher mayhave to provide some basic vocabulary. Themore challenging activities combine the use ofphotographs and text (headlines, articles, and“cutlines” - the brief explanatory captionsunder most photos). Just as a picture is worth a thousand words,

so there are a thousand ways to use news-paper photographs in second-language education. Here are just a few:

PHOTOGRAPHS

PHOTOGRAPHS

11

Select different photographs,each showing an example of adifferent shape. For example: a round ball, a square house, a straight road, and so on. Findas many examples of differentshapes as you can.

Say or write the names of theobjects and their shapes.

Select different photographs –each showing an example of adifferent size. For example: abig elephant, a little boy, a talltree, and so on. Find as manyexamples of different sizes asyou can.

Say or write the names of theobjects and their sizes.

PHOTOGRAPHS

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PHOTOGRAPHS

PHOTOGRAPHS

PHOTOGRAPHS

PHOTOGRAPHS

Find different photographs –each showing a different quantity. For instance: one bird,two chairs, many people, and soon. Find as many examples ofdifferent quantities as you can.

Say or write the names of theobjects and their quantities.

12

Find a picture that makes yousmile or laugh.

Imagine the story behind it.

Tell a friend.

From many photographs, cutout different body parts: eyes, ears, mouth, hair, arms,legs, and so on.

Paste them together to make awhole body.

Identify the different parts.

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Find different photographs –each showing an example of adifferent position. For example:something above, below, infront of, behind, or beside,something else. Find as manyexamples of different positionsas you can.

Say or write the names of theobjects and their positions.

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PHOTOGRAPHS

Find an action photograph.Discuss with a partner what youthink is going on in the picture.

What do you think happenedbefore the photo was taken?What will happen after?

13

Find five photos of people inthe news.

For each, make up a name,where the person is from andthe person’s job.

Have your classmates guesswhich photo goes with whichname, place and profession.

Cut out five photos along withtheir cutlines. Separate the cutlines from the photos andmix them up.

Trade with a partner. Rematchyour partner’s cutlines and photos.

For a greater challenge,rematch photos with headlinesor articles.

PHOTOGRAPHS

PHOTOGRAPHS PHOTOGRAPHS

Choose an interesting newsphotograph.

List things you could see, hearor touch if you were there.

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PHOTOGRAPHS

PHOTOGRAPHS

PHOTOGRAPHS

PHOTOGRAPHS

Choose a newspaper photographof a person.

Write a thought or speech bubble that expresses what theperson might be thinking or feeling.

14

Choose a photograph, but don’tshow it to anyone else.

Your classmates must guess thesubject of the photo by askingyou questions that can only beanswered by “yes” or “no.”

Select a photograph, but don’t letyour partner see it.

Describe the photo to your partner, who will make a draw-ing based on your description.Your partner can ask you questions about the photo.

When finished, compare thedrawing to the photo. Later,switch roles.

Find an interesting photograph.Don’t read the cutline.

Write your own cutline for thepicture.

Compare what you have writtenwith the original cutline.

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The comics are rich resources for developing whole language exercises.They are especially useful in factual

and inferential comprehension, discussion,deconstruction and restating. Comics contain many examples of: ■ event sequencing, creative expression,

and emotive speech ■ colloquial usage and vocabulary; word

play, allusions, double meanings,and idioms

■ lifestyles, social trends and biases,and humour

Best of all, the “funnies,” as the comics are also called, make learning fun. Theyappeal to all ages. And when illustrationsaccompany written dialogue, students areless likely to translate back to their mothertongue, and even novice language studentsare quick to uncover meaning.

Useful vocabulary: cartoon, comic strip,character, frame, caption, speech bubble,thought bubble

Make a list of the different animals that appear in today’scomics.

Explain which one you wouldlike for your pet and why.

15

Make a list of five different characters in today’s comics.

Describe how each one looks.

Which is your favourite? Why?

COMICS

COMICS

COMICS

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COMICS

Ask your classmates whichcomic strip they like most.

Make a graph to show theresults.

16

Cut apart the frames of a comicstrip. Mix them up and tradewith a partner.

Put the frames in the order thatmakes the most sense. Is thereanother order that makessense? Explain your choices.

Your teacher will give you acomic strip with some or all ofthe words covered up.

Look at the drawings and theremaining words, then writewhat you think the charactersare saying in each frame.

Select frames from the comicsthat show occupations.

Which character has the mostinteresting job? Why?

COMICS

COMICS COMICS

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COMICS

Use a comic strip as the beginning or ending of a shortstory.

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COMICS

COMICS COMICS

Make up two frames to beadded to the beginning or endof a comic strip from today’snewspaper.

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Find a comic strip where a character asks a question. Findanother comic strip where acharacter says something that is a possible answer to thatquestion.

Cut out the two characters andtheir speech bubbles. Pastethem beside each other on apiece of paper.

Do this for a few more questions and answers.

Cut out a speech bubble. Placeit on top of a speech bubble in adifferent comic, so you put newwords in a character’s mouth.

Replace other speech bubbleslike this. Which combinationsmake the most sense? Whichare the funniest?

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COMICS

Imagine you are a space aliensent here to learn about thepeople of earth. Your onlysource of information is thecomics.

Make a report of your findings.

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If you could meet your favouritecomic strip character, whatwould you ask him or her?

With a partner, role play aninterview with the cartoon character.

COMICS

COMICS COMICS

Think of something funny thathas happened to you, yourfriends or family.

Make up your own comic stripabout the event.

Choose a comic strip thatwould be fun to act out in class.

With other students, play theparts of different characters.

Read your part with feeling. Use your imagination to add tothe scene.

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The weather is a popular topic of con-versation. Weather forecasts help peopleplan what to wear, what to do, and where

to go. Naturally, weather forecasts sparkmany practical second-language activities.

WEATHER

WEATHER

WEATHER

Make a list of weather wordsfrom today’s weather forecast.

Illustrate the meaning of eachword by cutting out or drawinga symbol.

19

With the help of your teacher,compare the temperatures invarious cities around the world.

For example:Which city is the hottest?Which is the coldest?Is Amsterdam hotter or colderthan Athens? etc.

Pretend you are going on holiday to Sydney, Australia.

Look up Sydney’s weather forecast, then discuss with apartner what clothes you should pack.

WEATHER

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WEATHER

WEATHER

WEATHER

WEATHER

Read today’s weather forecastin the newspaper.

Use the information to preparea brief weather report thatcould be read on radio or TV.

Read it to a partner.

20

Pretend you’re a newspaperreporter who has witnessed abad storm, like a blizzard, tornado, or hurricane.

Prepare a short news articleabout what you have seen.

With a partner look at tomorrow’sweather forecast.

Discuss what you might wear andhow you think it will affect theway you feel.

Look up the time the sun willrise today and the time it will set.

Describe what you will be doingat those times.

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Horoscopes are a popular newspaper feature based on the ancient art of astrology. Horoscopes offer semi-

personalized predictions based on the ideathat our personalities and fortunes are affected by the position of the stars and planets, especially at the time of our birth.Every day, the horoscope offers twelve sets ofpredictions, one for each sign of the zodiac.

The stars and planets may not have anyimmediate effect on our fortunes, but horoscopes do tend to deal with our basichopes and fears. Therefore, besides just predictions, horoscopes offer a fascinatingview of human nature, which is sure tolaunch many interesting conversations.

HOROSCOPE

HOROSCOPE

HOROSCOPE

HOROSCOPE

Learn the names of the variouszodiac signs and the dates thatcorrespond to each one.

Take a class survey to see howmany people were born undereach zodiac sign.

21

Pretend your horoscope hascome true.

Draw a picture of your day.

Read your horoscope for today.

Tomorrow, read it again. Howtrue was it?

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HOROSCOPE

HOROSCOPE

HOROSCOPE

HOROSCOPE

Make up an imaginary horoscope for a friend.

Use today’s newspaper horoscopes for style.

22

Read the predictions made forpeople born on today’s date.

Make up a short story in whichmost of the predictions cometrue.

Newspaper horoscopes try topack a lot of information into asmall space. Often words likethe, a, and, you, your, is, are,and will are left out.

Find sentences where thesewords seem to be missing. Putback the missing words andrewrite each of the sentences sothey are more complete.

Rewrite your horoscope to yourown liking.

Share it with your classmates.

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Sports appeal to people of all ages andbackgrounds. More and more peoplewatch and play sports. No wonder the

sports section of the newspaper is so wellread. Sports writing tends to be more relaxed

than most news writing, making room for anabundance of idioms. Help students locatethese phrases and use them in their own sentences.Here are some others activities to help you

use sports coverage in your classroom.

YESTERDAYanadiens 3, Nordiques 2

Le Coliséerst PeriodQuebec, NolanForsberg, Ricci)..............11.44 (pp)

Penalties – Ricci Que. (holding 4:33. Nolane. (cross-checking) 5:26, Brunet Mtl. (holding)

cci Que. (high-sticking) 8:34. Keane Mtl. (high-cking) 10:15. Desjardins Mtl. (holding) 11:09.

OCKEY

■YESTERDAYCanadiens 3, Nordiques 2At Le Coliséeirst Period. Quebec, Nolan(Forsberg, Ricci)..............11.44 (pp)Penalties – Ricci Que. (holding 4:33. Nolanue. (cross-checking) 5:26, Brunet Mtl. (holding)icci Que. (high-sticking) 8:34. Keane Mtl. (high-ticking) 10:15. Desjardins Mtl. (holding) 11:09.

HOCKEY

d P i d

Cut out or copy five headlinesfrom the sports section.

Ask a partner to guess whichsport is involved in each headline.

23

Make a collage or poster abouta particular sport.

Use photos and words from thesports section. Include as manyclippings about that sport asyou can (teams, stars, scores,equipment, action photos, etc.).

Show your creation to the class,pointing out the things you’vefound.

SPORTS

SPORTS■YESTERDAYCanadiens 3, Nordiques 2At Le ColiséeFirst Period1. Quebec, Nolan (Forsberg, Ricci)..............11.44 (pp) Penalties – Ricci Que. (holding 4:33. NolanQue. (cross-checking) 5:26, Brunet Mtl. (holding)Ricci Que. (high-sticking) 8:34. Keane Mtl. (high-sticking) 10:15. Desjardins Mtl. (holding) 11:09.

HOCKEY

Second Period

List the different sports mentioned in today’s newspaperunder two headings:

1. sports played in teams2. sports played alone

Trade lists with a partner.

Add at least three more sportsto each of your partner’s lists.

SPORTS

2 3

1

SPORTS

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SPORTS■YESTERDAYCanadiens 3, Nordiques 2At Le ColiséeFirst Period1. Quebec, Nolan (Forsberg, Ricci)..............11.44 (pp) Penalties – Ricci Que. (holding 4:33. NolanQue. (cross-checking) 5:26, Brunet Mtl. (holding)Ricci Que. (high-sticking) 8:34. Keane Mtl. (high-sticking) 10:15. Desjardins Mtl. (holding) 11:09.

HOCKEY

Second Period

■YESTERDAYCanadiens 3, Nordiques 2At Le ColiséeFirst Period1. Quebec, Nolan (Forsberg, Ricci)..............11.44 (pp) Penalties – Ricci Que. (holding 4:33. NolanQue. (cross-checking) 5:26, Brunet Mtl. (holding)Ricci Que. (high-sticking) 8:34. Keane Mtl. (high-sticking) 10:15. Desjardins Mtl. (holding) 11:09.

HOCKEY

Second Period

■YESTERDAYCanadiens 3, Nordiques 2At Le ColiséeFirst Period1. Quebec, Nolan (Forsberg, Ricci)..............11.44 (pp) Penalties – Ricci Que. (holding 4:33. Nolan

Que. (cross-checking) 5:26, Brunet Mtl. (holding)Ricci Que. (high-sticking) 8:34. Keane Mtl. (high-sticking) 10:15. Desjardins Mtl. (holding) 11:09.

HOCKEY

S d P i d

■YESTERDAYCanadiens 3, Nordiques 2At Le ColiséeFirst Period1. Quebec, Nolan (Forsberg, Ricci)..............11.44 (pp) Penalties – Ricci Que. (holding 4:33. Nolan

Que. (cross-checking) 5:26, Brunet Mtl. (holding)Ricci Que. (high-sticking) 8:34. Keane Mtl. (high-sticking) 10:15. Desjardins Mtl. (holding) 11:09.

HOCKEY

Second Period

Check the sports scoreboard pageand make a list of all the oppo-nents your favourite team mustmeet.

Locate the home towns of theopponents on a map.

Which town is closest? Which isfarthest away?

Find one newspaper photographshowing victory and anothershowing defeat.

For each picture, write at leastthree words that describe howyou think each person feels.

Find an article that gives a lotof information about a sportsevent: place, time, teams, and so on.

Create a newspaper ad promoting the event.

Start a class sports scrapbook.

Include different sections fordifferent sports.

Include photos, articles, andespecially your own comments.

SPORTS

SPORTS SPORTS

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SPORTS■YESTERDAYCanadiens 3, Nordiques 2At Le ColiséeFirst Period1. Quebec, Nolan (Forsberg, Ricci)..............11.44 (pp) Penalties – Ricci Que. (holding 4:33. NolanQue. (cross-checking) 5:26, Brunet Mtl. (holding)Ricci Que. (high-sticking) 8:34. Keane Mtl. (high-sticking) 10:15. Desjardins Mtl. (holding) 11:09.

HOCKEY

Second Period

■YESTERDAYCanadiens 3, Nordiques 2At Le ColiséeFirst Period1. Quebec, Nolan (Forsberg, Ricci)..............11.44 (pp) Penalties – Ricci Que. (holding 4:33. NolanQue. (cross-checking) 5:26, Brunet Mtl. (holding)Ricci Que. (high-sticking) 8:34. Keane Mtl. (high-sticking) 10:15. Desjardins Mtl. (holding) 11:09.

HOCKEY

Second Period

■YESTERDAYCanadiens 3, Nordiques 2At Le ColiséeFirst Period1. Quebec, Nolan (Forsberg, Ricci)..............11.44 (pp) Penalties – Ricci Que. (holding 4:33. Nolan

Que. (cross-checking) 5:26, Brunet Mtl. (holding)Ricci Que. (high-sticking) 8:34. Keane Mtl. (high-sticking) 10:15. Desjardins Mtl. (holding) 11:09.

HOCKEY

Second Period

■YESTERDAYCanadiens 3, Nordiques 2At Le ColiséeFirst Period1. Quebec, Nolan (Forsberg, Ricci)..............11.44 (pp) Penalties – Ricci Que. (holding 4:33. Nolan

Que. (cross-checking) 5:26, Brunet Mtl. (holding)Ricci Que. (high-sticking) 8:34. Keane Mtl. (high-sticking) 10:15. Desjardins Mtl. (holding) 11:09.

HOCKEY

Second Period

Find a quote by an athlete.Write the question you think thereporter asked the athlete to getthat quote.

Write other questions youwould ask that athlete.

25

Pretend you are a famous athlete written about in a sportsarticle. Your partner pretends tobe a sports reporter.

Use the information containedin the article to role play aninterview. Later, switch roles.

Read a sports story and summarize it in a sentence or two.

Do this for a few sports stories.

Use your summaries to preparea brief sports report for TV orradio.

SPORTS

SPORTS SPORTS

Find a few photos of athletes inaction. Read the cutline andstory that goes with each photo.

Write speech bubbles on eachphoto, showing what you thinkthe athletes are saying or thinking.

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ARTS & LIFE

ARTS & LIFE

ARTS & LIFE

Pretend you’re inviting a friendto dinner. Choose a recipe fromthe newspaper that you wouldlike to make.

Call your friend and describethe recipe to him or her.

Does he/she think it soundsgood?

26

Pretend you are the owner of arestaurant and you need a newmenu.

Cut photos, words, and numbersfrom the newspaper. Paste themon a piece of paper to make yourmenu.

Cut out fashion pictures fromthe newspaper. From these, cutout individual pieces of clothing.

On a piece of paper, paste clothing from different photostogether to make new outfits.Paste new heads on the models.

Write the name of each item ofclothing beside your collage.

The Arts & Life section offers a widevariety of lifestyle and arts features.These include fashion news and

tips; recipes and food shopping hints;buying, decorating and renovationideas; advice columns, and much more. Arts & Life articles are both interesting

and useful to second-language students.

ARTS & LIFE

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ARTS & LIFE

Draw a floor plan of your bedroom, house, or classroom.

Clip or copy as many words asyou can find from the Homesection naming different piecesof furniture. Paste them on yourfloor plan in the right place.

Try doing the same for yourdream bedroom, house, orschool.

27

Write your own letter to Annie’sMailbox asking for advice.

Ask one of your classmates towrite a reply.

ARTS & LIFE

ARTS & LIFE

Your teacher or a classmate will read aloud one of the lettersto Annie’s Mailbox (an advice column).

Without looking at the columnists’ answer, give your own advice.

Afterwards, compare youranswer with the advice offeredin the newspaper.

ARTS & LIFE

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Imagine you are a fashiondesigner.

Find words from the newspaperthat might be used to describeyour new line of clothing.

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The Gazette includes daily news, reviewsand schedules from the world of entertain-ment. The features deal with music, films,

videos, drama and dance performances, TVand radio programs, art and museum exhibits. The entertainment pages have something for

students of all ages.

ENTERTAINMENT

ENTERTAINMENT

You have invited a friend to yourhouse to watch TV.

Find the TV listings in the newspaper. Discuss what youwant to watch. Give the name ofeach program, the time and thechannel. Explain why you choseeach program.

28

Take a class TV survey. Find out• which TV shows are most

popular• which actors and actresses

are most popular• how many hours of TV the

students watch each week

Write a short news articledescribing the results.

ENTERTAINMENT

Choose a movie you want tosee.

Phone to invite a friend to go tothe movie with you.

Tell your friend about the movie.Explain where and when it isplaying. Give directions to themovie theatre.

ENTERTAINMENT

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ENTERTAINMENT

Pretend that your favourite musician is coming to town.

Design a newspaper ad to promote the concert.

Before you begin, look at ads inthe entertainment section.Whatinformation do they contain? How do they attract the readers’attention?

29

Pretend your class wants tovisit a museum exhibition.

From the newspaper, choose a museum exhibition you would like to visit. Present your reasons for wanting to see that particular exhibit.

Pretend that a friend from outof town is coming to visit forthe weekend.

Use the entertainment sectionto make a list of activities thatyou can do together. For eachactivity, write down the time,place and cost, as well as howyou will get there and what youshould wear.

ENTERTAINMENT

ENTERTAINMENT ENTERTAINMENT

Find a review of a new recording by a musician orgroup.

Design a CD/cassette cover forthe recording using informationfrom the review. Include thenames of the musicians, thetitle of the recording and, ifavailable, the song titles.

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ENTERTAINMENT

ENTERTAINMENT

ENTERTAINMENT

ENTERTAINMENT

Pretend you are a famous musician or actor written aboutin the newspaper.

Explain how your life would be different if you were thatperson.

30

Find and read a news storyabout a famous musician oractor.

Pretend you are that person,while your partner is a TV showhost. Do an interview. Use asmuch information from thestory as you can.

Write a newspaper-style reviewof a book you have read or amovie you have seen.

Share it with your classmates.

Choose a photograph of afamous actor, actress or musician.

Pretend this person is missing.

Prepare a ‘Missing’ poster tohelp find him or her. Glue thepicture onto a sheet of paper.Underneath, describe the star in as much detail as possible:name, age, hair color, eye color,height, weight, clothing, etc.

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The newspaper’s travel section is alwaysfascinating, whether you’re planning anactual trip or simply dreaming of far-off

lands.The travel section is a wonderful lead-in to

linguistic exercises in asking for and givingdirections, as well as discussions of geography, cultural customs, transportation,languages, and much more.

TRAVEL

TRAVEL

Use the travel section to make a list of holiday destinations. For each destination, write the following on an index card:• where it is• how to get there• cost• where to stay• best time to visit• special attractions• what to shop for, etc.Which destination would you most like to visit? Why?

31

Pretend that you are a travelagent, and your partner wantsto go on a trip.

Use the travel section to suggest places your partnermight go. When he or she haschosen a destination, pretend to make arrangements (call the airline clerk, make hotelreservations, etc.).

TRAVEL

Make a list of all the holidaydestinations found in one travelsection of the newspaper.

Take a class survey to find outwhich of these destinations isthe most popular.

Everyone should briefly explainhis or her choice.

TRAVEL

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Page 22: ESL spreads 1x (Page 11) · Draw a picture of your day. Read your horoscope for today. Tomorrow, read it again. How true was it? 1 2 3. HOROSCOPE HOROSCOPE HOROSCOPE HOROSCOPE Make

TRAVEL

Write an imaginary postcard tothe class from a holiday spotreviewed in the travel section.

Include information about theweather, what you’ve been doing,and your feelings about the place.

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Read a travel article about a foreign country.

List five differences betweenthat country and your own.

Design a travel ad for an unusuallocation, for example, the moonor a volcano.

Before you begin, examine theads in the travel section of thenewspaper. What kinds of information do they contain?

TRAVEL

TRAVEL TRAVEL

Imagine that you are a travelreporter from another country.You want to write a travel articleabout this city.

Ask your classmates for advice onthe best places to visit here.

You might also want to lookthrough the rest of the newspaper,especially the entertainment sec-tion, for ideas.

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