Simple Reading

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OxfordbasEss

SimpleReaditg

Activities

I ILL HADFIELD

CHARLES HADFIELD

OXTORDTINIVERSITY PRESS


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Gontents

ForewordALAN MALEY

lntroduction

Actlvltles1, Greetings nd ntroductions2 The alphabet3 Numbers4 Telling he time5 Personal nformation

6 Countries7 Nationalities8 Locatingobjects9 Feelings

10 FamiliesLL ColoursL2 Shapes13 Parts of the bodyL4 Describing eople15 Clothes16 Rooms n a flatL7 Furniture18 In town19 Directions20 In the market

2L Shopping22 Food and drink23 Leisure ctivities24 Daily routines25 Jobs26 Housework27 Abilities28 Rules:'must'and'mustn't'

29 Describing ctions 130 Describing ctions 2


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Foreword

There s a formidable range of materials published worldwide forteachers f English as a Foreign Language. owever, many of thesematerials, specially hose published n English-speaking ountries,assume hat teachers sing hem will be working with smallishclasses nd have abundant esources vailable o them. Also many,of not most, of these materials make mplicit culturally-biasedassumptions bout the beliefs and values of the teachers ndlearners.

This situation s ironic in view of the fact that the vast majority ofEnglish as a Foreign Language lassrooms o not correspond at allto these onditions. Typically, lasses re arge, esources re

limited, and teachers ave very few opportunities or training andprofessional evelopment. lso, he cultural assumptions fteachers nd earners n many parts of the world may vary quitesignificantly rom those of materials writers and publishers.

This book is an attempt o address his situation. The authorspresent hirty lessons t elementary evel, each with the samemethodological ramework. The lessons re explained n clear,accessible anguage, nd none of them require sophisticatedresources. nstead, hey call on the basic human resources hichall teachers nd learners ring with them to class. he languagepoints covered re ones ound in a typical elementary ourse, ndthe topics are hose which form part of everybody's aily ives, orexample amilies, homes, and eisure activities.

Most importantly, however, he book offers a framework forteachers ho lack training and support. The hope and theexpectation s that such eachers ill begin by following each stepof a lesson uite closely ut, as heir confidence ncreases, illadapt and add to the techniques resented ere, esponding o theparticular needs and abilities of their learners.

This is an important book: one of the few attempts o address heproblems of the'sil ent majority' of teachers orldwide who havelittle or no training, and few resources o work with.

ALAN MALEY

Assumption UniversityBangkok, Thailand


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lntroduction

English s taught all over he world, by all sorts of teachers o allsorts of learners. Schools nd classrooms ary enormously n theirwealth and their provision of equipment. Learners re verydifferent rom place o place. But, whatever he conditions n whichyou are working, there s one resource which is universal andunlimited: the human mind and magination. This is probably heone single most valuable eaching and earning esource we have.Nothing can replace t. In even he most'hi-tech'environment, alack of imagination and humanity will make he most up-to-dateand sophisticated esources eem dull; conversely, he most simpleresources an be the most exciting and useful.

We have been fortunate to spend quite a lot of our time workingnot only in'hi-tech' environments with computers and video, butalso n classrooms here here s little more than blackboard andchalk and some out-of-date coursebooks. ome of our mostinteresting earning and teaching experiences as Confucius said, ateacher s'always eady o teach; always eady o learn') have beennot in the comfortable well-resourced mall classrooms f a privatelanguage chool,but in classrooms here only the minimum ofequipment has been available. qually, ome of our mostmemorable eaching experiences n'hi-tech' classrooms ave been

when we have abandoned he cassette r video or glossycoursebook nd got to work with that most precious esource fall, the learners'own experience nd imagination.

Teachers ften have o use materials which are out of date, orcontain subject-matter rrelevant o their particular group oflearners. For example, we have had great difficulty explaining theconcepts of the fridge freezer and microwave oven to Tibetans. nthe same way, earners who have spent all their lives n northerncountries might have difficulty with an exercise rom an Africantextbook which asks f they prefer yam or cassava. o over the lastfew years we have been rying to design materials which can beused n as wide a range of teaching ituations as possible.

The activities we suggest are as lexible as he human imagination iscreative; hey are'teacher esource material'which teachers ill beable o adjust o suit their particular environment.In thinkingabout universally pplicable,'lo-tech' materials we have come upwith a list of criteria hat need o be met. The materials will needto:

be usable n large classes s well as small.be suitable or adult earners s well as secondary earners, nd ifpossible asilyadaptable o a primary context.be centred on the universals f human experience.


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lntroduction

Lead-in

cover he main language skills and have a useful base of grammarand topic vocabulary.

- be traditional enough o be recognizable y all teachers, nd thusgive hem a sense f security, while providing communicativeactivities or learners.

-, be non-threatening n the demands hey make on learners.,, be teacher-based'resource aterial' ather han books or learners.rrr:i assume hat no technical and reprographic esources re available

and be based on the human resource ather han the technical.be culturally neutral, not context-bound, and thus be flexible,easilyadaptable y the teachers o their own culture and teachingcontext.be flexible enough to complement a standard syllabus orcoursebook.

Simple Reading ActivitiesThis book contains hirty activities, esigned ccording o thecriteria above, or developing he reading skill at elementary evel.Each activity has hree main stages:

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

their attention.Read and respond-This is the main part of the activity. Thelearners are irst encouraged o read hrough the text quickly. Theythen read t more carefully.Follow-up-This stage, which is optional, gives he learners heopportunity to practise he other anguage killsusing materialfrom the reading ext.

The aim of the lead-in s to get he learners o start hinking about

the topic of the reading ext before you actually show hem the textitself,and perhaps ntroduce or familiarize hem with a fewvocabulary tems from the text. You can use a variety of techniquesto stimulate he learners'interest, uestion and answer, ictures, ora short discussion, or example:

ask earners questions bout their personal experiences elated othe topic.ask earners'opinions and have a short discussion round the topic.show a picture of something or someone n the text and asklearners o describe t/him.

., ask earners o imagine a scene/person ike one described n thetext.


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Read and respond

Introduction

Lead-in activities should be very short-they should not takemore than about five minutes. A1l you are aiming to do is to engagelearners'interest nd get heir minds focused on the topic.

Before he learners tudy he reading ext in detail, t is importantthat they should read t through quickly to get a general dea ofwhat it is about, ather han trying to understand every wordstraight away.For this reason, he read and respond part of eachactivity after Activity 5 starts with a phase n which the learners areencouraged o do one of two things:

Read he text-or just the beginning and end-rapidly in order toget a general dea of the theme (often referred o as'skimming').For example, ou could ask hem to read only the first and astsentence f the text and then to tell you what they think it is about.Look rapidly through a text searching or precise nformation(often referred o as'scanning'). For example, ou might ask helearners o find the answers o one or two simple actual questionsabout the text as quickly as possible.

Even when the learners ome o read he text more carefully, t isimportant that they should earn to understand he main pointswithout getting sidetracked y confusing and sometimes rrelevantdetail. The techniques sed n this phase of the activities have beendesigned o practise his skill. They are as ollows:

Read and complete-Learners read a text and use he informationto complete a list, table, chart, or picture.

Read and correct-Learners correct mistakes n a text.

Read and draw-Learners read a text and draw what is described.

Read and guess-Learners ead a text and guess what is described.

Read and match-Learners match information in a text with otherreading exts or pictures.

Read and reorder-Learners read a text in muddled order andnumber the sentences r paragraphs n the correct order; or theyphysically eorder sentences n separate trips of paper.

Read and sort-Two texts are mixed together. Learners have o sortout which sentences elong o which text.

There are examples f all these echniques n this book.


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Introduction

Procedure

MaterialsProviding earners with sufficient eading practice s perhaps he

most daunting problem which faces he teacher with limitedresources, ecause eading mplies ext s n books or on handouts. fyou do have a photocopier you can, of course, make a copy of thetext for each earner. But if you don't, how can you use he texts nthis book? Writing a long text on the board for everyone o see slaborious and time-consuming-and, for all concerned, xtremelyboring. The texts n this book are mostly short enough o write onthe board f you need o, but a much better way to present hem tothe class s by using reading posters.

A reading poster s simply the text written out in large etters on abig sheet ofpaper. Ifyou decide o use posters, ry to find a cheapsource of sheets f paper. n Madagascar, or example, he teacherswe worked with found the sheets f paper used or wrappingvegetables n the market were deal or making posters. good wayto fix posters o the board s to pin a length of string along he topof the board ike a clothes-line. ou can hen use clothes-pegs opin your posters o the string Reading osters have he advantagethat you can save hem, so you will not have o write the whole textout again the next time you want to use t. In this way you canbuild up quite a library of reading texts at different levels.

Posters re also useful when you use pictures n an activity. Again,if you have your pictures on posters, t means hat you do not haveto draw them on the board every ime. This is a particularadvantage fyou are not very confident about your drawing skills.

An alternative o drawings on posters s drawings on smaller piecesof card (but still large enough or all the learners o see). These areusually known as'flashcards'. hey are used n 14,'Describingpeople'.

The main stage f each activity has six basic steps:

1 Put up the text.

2 Set he'skimming' (reading hrough very quickly to get anoverall dea of what the text is about) task, or give he scanning'(looking for specific nformation) questions. xplain clearlywhat you want the learners o do and make sure they

understand.3 Set he'read and respond'task. Again be sure hat you explain

clearlS and that the learners understand what they have o do.


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Follow-up

lntroduction

Give the learners ime to read the text and do the activityindividually. At this stage ou will need to walk around the classand deal with any problems or queries.

When they have inished the activity, it is often a good idea toask he learners o compare heir answers n pairs. f theydiscover hat their answers are different, they have anopportunity to check he text again and perhaps discover hecorrect answer or themselves.

Finally, go through the answers with the whole class and discussthem.

Reading exts are avery good source of new words and expressions.Many of the follow-up activities n this book are aimed atextending he learners'vocabulary y focusing on a particulargroup of words n the text (often called a'lexical set'), or example,classroom urniture in 8,'Locating objects', r household objects n16,'Rooms n a flat'. n many cases, he learners are encouraged oadd more words and expressions o expand he set.

Other deasWall postersA good way of giving learners extra reading practice s to use extsthey write themselves. ou can collect n written work and use t tomake wall posters, ither by choosing a few earners'work andpasting t up on a poster, or if it is badly n need of correction,writing correct versions ourself and pasting hem to posters. heposters can then be displayed on the wall with a reading activity.Learners an read he posters n their spare ime or if they finish an

activity early. This is a good way of revising structures andvocabulary you have recently aught.

Reading cardsIf you can get hold of a number of different short reading exts buthave no photocopier, /ou c:ln make reading cards. Each cardshould have a text and comprehension uestions n the front, andanswers n the back or on a separate ard. The cards can be kept inboxes or ease f use and organization. hey can be gradedaccording o the level of difficulty of the text. You will need morecards han the number of learners n your class. earners an thenuse he reading card box as a lending ibrary, choosing a card attheir level of difficulty and exchanging t for another when theyhave inished. t is a good dea o keep a record of which learnershave read which cards.


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lntroduction

Building lessonThere are four companion bools to this one, PresentingNewLanguage, Simple Listening Activities,Simple Speaking Activities, andSimple Writing Activities.All,of these also contain thirty activities'and in all five books the topics and the language presented andpractised correspond. So, or example, activity I in all five books isabout'Greetings and introductions'and activity 30 is about'Describing actions'. The activities n each book are graded,following a basic structural syllabus. This means hat you candesign your own lesson or sequence f lessons using material fromany, or all, of the books, depending on your learners' needs and thetime available.


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Activities


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LANGUAGE

TECHNIQUE

MATERIALS

Greetings nd ntroductions

Hello. My name'sWhat's your name?Nice to meet you.

Read and reorder.

The dialogue below; he pictures below, on a poster or onboard.

the

Lead-in

pREpARArroN Prepare he poster f you are using one.

TrMEGUrDE 20 minutes.

7. Show he earners hese ictures.

Read and reordel

Ask them what they think the boy and the girl are saying, ollectfew suggestions.

Ask the learners o name he boy and the girl. Write the namesunder the pictures.

Write the following dialogue on the board. t is in jumbled order:

Hello,My name'gNice o meet you too.What'e our name?Nice o meet you.Mv name'a


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tf

fvlqnowrets" Niceto neefgou.

Greetings nd ntroductions

Get the learners o read he sentences ut loud. First get hem toread n chorus and then ask ndividual earners o read.

Ask the earners o copy he pictures and write the sentences,including the names hey have given the boy and the girl, in thecorrect bubbles.

Check he answers with the class.

wlQ.?

Check earners understand he expression'Nice o meet you andexplain that it is quite formal.

Ask them to suggest lternative reetings o'Hello' in English , orexample,'Hi ','Good morning', and'Good afternoo n'. n thelearners'own anguage, iscuss when different greetings re used,and which are formal and which are nformal.

You could get earners o suggest ction s or the expressions, rprovide hem yourself for example, haking hands or'Nice tomeet you'). In the earners'own anguage ou could discuss hedifferences etween hese and greetings n their own culture. Youcould play a game: wo learners erform action and the others

guess what they are saying.

Follow-up


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2 Theatphabet

LANGUAGE The letters of the alphabet.

TEcHNreuE Read and guess.MATERTALS About eight abbreviations; he pictures opposite, on a poster or on

the board.

eREIARATIoN Prepare he poster f you are using one.

TrMEGUIDE 20 minutes.

Lead-in t Put an abbreviation on the board in your language, or example,UN (United Nations).

2 Explain what the letters stand or and ask he learners or somemore examples. If you have a multilingual class, hoose oneabbreviation that everyone s likely to know and find thedifferences n all the different languages.)

aaaaaa aaaoaoaaaaaaaaaaaaaaa.a.aaaaaaaaaa

Read and guess 3 Write about eight abbreviations on the board, for example:

1 DDC

2HM3EU

4 NATO

5 UqA

6 rhD

708

O AID)

4 Say hree or four ofthem and ask he earners o tell you henumbers f the abbreviations n the board, or example:

rrecnBn EULEARNERNumber 3

5 Put the learners nto pairs. Ask if they know or can guess what anyof the abbreviations stand for. Give them a short time to do this.then ask or some deas around the class.

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The alphabet

Put up the following pictures and ask them to guess whichabbreviation goes with which picture.

t ( ;x l (-\tl(lrTI( 41

8

Write up the full names, n the examples, hese are:

1 Eritieh Eroadcastina Corporation

2 Her/ Hie Majeety

3 Eurooean Union

4 North Atlantic Treaty Orqanization

5 United )tatee of America

6 Doctor of Fhiloeophy

7 Great Britain

B Acquired mmune Deficiency yndrome

Check that the learners know what the abbreviations mean. Arethere any differences n their own language?

Divide the class nto two teams. Get each earner o think of anabbreviation in their own language. Tell the teams o take it inturns to say an abbreviation, pelling t out in the English alphabet.The team that knows the most abbreviations wins.

Alternatively,learners could invent abbreviations or things in theclassroom, nd the others could try to guess what it stands or.For example:

IE,INNSN T PC

LEARNER z The Poster Corner

Follow-up

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LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Numbers

Numbers.

Read nd correct.

Dialogue nd numbers ritten on the board.

None.

20 minutes.

aaaaaa aaaaaaaaaaaraataaaaaaa

Lead-inaaaaaaaaaaa

aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaoaaa.aaaaaataa

2 Write a dialogueead nd correct

Aska earner or his or her elephone, dentitycard,or passportnumber. Write it on the board with a mistake. Get he otherlearners o correct ou.

containing umbers n speech ubbles n one sideof the board. All the numbers hould be expressed n words.On theother side,write the numbers n figures, ut with mistakes, orexample:

What'e our elephone umber?

o27009

It' o eight- eeve two ei6ht- oh nine.

wnzT6 VOUrAddreSS{

Twe tv th ree Ch lee )tre et.

Howoldare

t2


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Numbers

Tell the learners hat the person istening wrote down the numbers,but made mistakes. Ask them to write down the correct figures andthen check he ir answers n pairs.

Ask for a volunteer to come to the board and rub out the firstnumber from the speech bubble and replace t with figures, orexample:

It's B72OO9.

Check that it's correct and then ask for other volunteers o correctthe other numbers.

Rub out the answers n the speech bubbles, eaving only thequestions. Put the learners n pairs and get them to ask and answerthe questions using their own numbers.

Or, ask earners o write down three numbers which are importantto them (e.g. elephone numbe6 number of children n theirfamily, etc.). Put them into pairs and get them to guess why thenumbers are mportant.

Follow-up

l3


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LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Telling he time

What time is -?When -?Numbers.

Read and complete.

Dialogues n speech ubbles, on a poster or on the board; diarypage, written on the board.

Prepare he poster f you are using one.

30 minutes.

L Ask the class a few questions, or example:What time is it?When does his lesson end?When is lunch?

Put the times in words on the board. Ask how you would writethem in numbers. Ask for volunteers o write the numbers on theboard.

Lead-in

Read and complete 2 Put up these dialogues n speech ubbles:

What time io the party?

Twenty-fiveo eiqht.

t4


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Tellinghe ime

3 Get the learners o skim the dialogues quickly. Ask a few questionsin random order, for example:

What time is the doctor's appointment?When is the film?When is the party?

4 Write this diary page on the board: Tell the learners o copy it.

M)NDAY dentiat -

TUE)DAY film

WEDNE)DAY tennie

THUKODAY doctor-

FKIDAY parLy

)ATUKDAY train to London

SUNDAY return from London -

Ask the learners o read he dialogues nd to fill in the missingtimes in the diary. They should write the times down in numbers,not words.

Get them to check heir answers n pairs. Then ask for a volunteerto come to the board and fill in the time in the diary entry forMonday. Check that it is correct, then ask for volunteers to fill inthe other times.

Follow-up Get learners o write their own diaries for the next couple of days.

Put them in pairs and get hem to ask and answer questions bouttheir appointments.

Put the following words on the board:

the doctor'e appointment the meeting the parLythe football match the exam the film

Ask the learners o put the words nto two groups'duty'and'fun'.

Then add'What time is -?'to the words on the board tomake a substitution table. n pairs get learners o ask andanswer about their appointments.

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-A\,, Personal nformation

LANGUAGE My name'sI 'm -.I'm from

rEcHNreuE Read and correct,

MATERTALS Letter and speech ubbles on a poster, or on the board; magazinepictures of people for Follow-up).

eREIARATToN Prepare he poster f you are using one. Collect he magazinepictures if you are doing the Follow-up.


Lead-in 7. Ask a learner:

What's your name?How old are you?Where are you from?

2 Write the answers on the board making deliberate errors and getthe learners o shout'Stop 'when they see a mistake. Correct hemistake and go on.

Read and cotlect 3 Put up the ollowing etter and put the speech ubbles nderneath.

Hi penpal

Nice o meet you Let me introducemyoelf. My name'a Jane Grey and I'm15yeare old, l'm from Toronto, Canada

and I liveat 23 Madieon Koad,Toronto. 'm a dancen and my hobbieoare playing he quitar and ainging.

Write and tell me all about voureelf

Jane

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Follow-up

Personal nformation

Cover the speech bubbles and get the class o skim the letterquickly. Ask a few questions, or example:

Who is writing the letter?Who is she writing to?Which country is she rom?What does she ike doing?

Tell the learners hat the sentences n the speech bubbles arespoken by |ane's pen pal. She s telling her friend about Jane butshe's wrong about some things. Ask them to read the letter and thespeech bubbles and write correct versions of the sentences n thebubbles.

When they have inished, ask hem to compare heir answers npairs. Check the answers with the whole class.

Put up the magazine pictures of people on the board or roundthe room. Ask the learners o choose one and to write about him orher using the words on the board. If they need help, write thesesentences n the board:

Hie/her name eHe/ehe'o -.Hie/her hobby e

Go round supplying vocabulary for jobs or hobbies f they need t.

Put learners n groups of three or four. Tell them to take it in turnsto read their description and get the others to guess he picture itdescribes.

T7


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l^O Gountries

LANGUAGE

TECHNIQUE

MATBRIALS

PREPARATToN Prepare the posters.

TrME GUrDE 30 minutes.

'Countries' and'cities' vocabulary area for example Hong Kong,Thailand, ndia, Paris, and London).

Read and draw

Lettet on a poster or on the board; simplified map of the worldon a poster, with countries and cities mentioned in the lettermarked.

Lead-in 1, Put up the map of the world. Ask the learners which countries theywould most like to visit.

2 Ask the earners o copy he map of the world into their books.

.rilAlLAND

Read and draw

u018


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7 Nationatities

'Nationalities' (for example, Mexican, French, Chinese) and'souvenirs' fan, hat).

Read and match.

Poem, on a poster or on the board; poster of pictures of souvenirs,poster of a map.

Prepare he poster(s).

30 minutes.

t Put up the poster of the pictures.

Ask the learners f they know what the objects are called. Get themto guess where each object comes rom.

3 Then tell them you are going to give them a poem to read. Put upthe poem.

My uncle wae a eailorHe sailed acroee the eeaAnd when hie ohip came home at,laatHe brouqht heee qifte for me:

A MexicanhatA TurkiohmatTwoDutch clo1eThree German doaaA )panieh fanA Chineae an

A Japaneoe houeeA litt le French moueeA Peruvian lamaAnd a pair of pyjamae

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

ryry

Lead-in

Read and match

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Nationalities

Ask the learners hese questions:

What was my uncle's ob?\,Vhat did he bring me?

Ask the learners o look at the pictures of the objects and get hemto put write the letters A-| under the pictures n the order theobjects appear n the poem.

Put up the poster of the map.

Ask the learners o copy t and mark the uncle's ou te . It shouldinclude the following countries in any order (Mexico, Turkey, TheNetherlands, Germany, Spain, China, apan, France, Peru?).

Ask the learners:

What country do you think the pyjamas come from? (India)

Ask students f they have any objects rom other countries (if theyare unlikely to have any, ask hem what the uncle would take homeas souvenirs rom their countrv).

b0

Follow-up

2T


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B Locating biects

'Classroom urniture' (for example, icture, desk, board)

Vocabulary area.

Place prepositions.

Read and correct.

A description of your classroom ontaining errors, on a poster oron the board.

Prepare short description of your classroom. nclude ive or sixerrors. Prepare he poster f you are using one.

30 minutes.

7. Ask earners few'quiz' questions bout their classroom, orexample:

It's on the wall near he door. What is it?It's on the ceiling, n the middle. What s t?It's on the floor under the window. What is it?

Supply vocabulary f they don't know the names of the objects.Make sure hey know words such as'wall','ceiling','map', nd

'picture'.

2 Put up the description of your classroom, escribing where objectsare ocated but containing errors, or example:

There e a picture e on the wallnear the door. n front of thepicture there is a deek and a chai r. Theyare the teacher's. At

the back of the classroom here ia a board. At the side of theclaaeroom here ie a window. bove he window here are eomeehelvee. ext to the shelves o a map of the worldand under hemap io a cupboard. There re 20 deeko and chaire on the ceilinqand a lar4e door in the fioor.

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Lead-in

,^fiator

ewalI

llillRead and coruect

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Follow-up

Locating bjects

Ask the learners o begin reading and to put up their hands as soonas hey see anything wrong.

Ask the learners o read the text and to find all the mistakes. Tellthem to write the correct versions of the sentences here here aremistakes.

Read he text out to the learners and ask hem to shout'Stop 'when they hear a mistake. Pause and ask hem what the correctsentence hould be, then alter the text if you have written it on theboard or, f you are using a poster, write out the correct sentenceon the board.

Put the following ist of words on the board (but don't include hewords for things you don 't have n your classroom):

boarddeakradiatorchairfannobiceboarddoorwindowtableliqhtpicture

Ask the learners o sort them into three groups,'On the wall','On the floor', and'On the ceiling'.

Ask earners o write 10 sentences bout objects n the classroom-five correct and five incorrect. Put them in groups of three to fourto read each other their sentences . he first person o shout'wrong'when they hear an incorrect sentence et a point. The winner is theperson n each group with most points.

Alternatively, eave a number of slips of paper with the names ofobjects around the classroom n the wrong places, or example,'board' on a desk,'window' on a door, and so on. Ask the learnersto tell each other the correct locations of the things, and to movethe labels o the right places.

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Feelings

4 Ask a few questions, or example:

Which days were rainy?When was ane bored?When did she see John?

Tell the learners o find the answers as quickly as possible.

5 Write the sentences elow on the board, or put up a poster. Ask thelearners o work in pairs and correct the ones hat are wrong:

Rain made her fed uo.The aunahine made her anqry.A letter made her ead.

Workmade her VEKYhupw.Her father made her thirety.Doin7nothin4 made her happy.Friende made her tired.John made her bored.

6 Ask the learners o write down the correct sentences nd then tocompare hem with a partner.

7 Go through the sentences ith the whole class and correct them onthe board.

8 Ask the learners what they think'busy' and'argument'mean. Tiy toget them to guess rom the context.

;;ffiil""'o""..r"""";;.;ii;ii; .I"g. 'vocabulary.Addthefotlowingwordstothelistyou wrote on the board at stage 2:

examaparEieoqhooto

thunderetormeCheck the learners understand the words, then ask hem to say howthe things make them feel, or example:

Exams make me nervous.Parties make me excited.

Use he context o teach'nervous','worried','excited', nd'scaredl

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1-0 Famities

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

Read and reorder.Posters of a text with sentences n the wrong order, and in thecorrect order.

Prepare he posters. Draw the family tree on the board.

30 minutes.

7. Draw a picture of a family tree on the board, without therelationship words:

ntecebro{hernshusbandwiPeSonrnolf,ersisteruncle

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Lead-in

daughte,r

->Write up the words 'father','m other',' husband','wife','son','daughter','brother','sister','uncle','niece'.

2 Ask the learners f they can tell you where to put the words on thearrows to show the relationships

betweenhe members of the

family.

Read and leorder 3 Put up the following text:

Dear Tom,You wanted o know more about my family.

A My father's name a Tierre.ts My mother io

only 52.C They're 14 and 15 and their names are Marc and Guy.D They still liveat home, but my eieher e married.E Her hueband e called Robert and they have a beautiful

baby called Suzanne.

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Famiriesru

F He's 62 yeare old.G Her name e Jeanne and ahe'e 20 yeare old.

H Her name a Beatrice.I I'veqot two brothera.J 9o l'm an uncle now.

Pleaoe ell me about your family.Your riendHugo.

Ask the learners o respond'true' or'false'to the followingstatements:

Hugo is writing a letter. true)He's writing to John. (false Tom)His father's name s Benedict. false Pierre)He has wo brothers (true)|eanne s 25 years old. (false 20)

Ask the learners o read the text and put the sentences n the bestorder. Then ask hem to compare their answers n pairs.

Elicit the correct order and write the letters on the board (A, R B,H, I, C, D, G, E,

J),Put up the poster showing the correct text and read t aloud withthe learners. Write the people's ames on the tree.

Draw in more people on the family tree on the board.

4

Follow-up

Use he extended amily tree o teach'grandfather','grandmother','grandson','granddaughter','aunt', nd'nephew'.

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1t1t Gotours

LANGUAGE Colours'vocabulary rea for example, -, and -).It's -.

rECHNreuE Read and match.

MATERTALs Text, on a poster or on the board; pictures on a poster.

pREpARArroN Prepare theposter (s) .

TrMEGUIDE 30 minutes .

Lead-in L Ask the learners ome questions bout birds, or example:

What is the most common local bird?What colour is it?What birds do you know?What colours are hey?What is your favouri te bird?

Put up the text.

Seen n qarden:

1 small brown bird with red breast and short tail2 bird with red breast, black head and win7a, rey back3 larqe black and white bird, hoppinq n path, noiey call4 qreen bird,yellowon winqe, hick beak, eeen eatin7 seeds5 oeen n bueh near riven bri7ht blue back and oranqe breaet6 pinkiehbreaat, blue-7rey ead, and black and white otriped

win4a, een eating eeeda n qarden

Ask the learners who they think wrote the notes.

Put up the pictures.

bl*k

Read and match

red

bro*rtred

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44colours fu -fu

yello

brgK blueor0$3a

45

Ask the learners o match the pictures and the descriptions.

Put the learners n pairs o check heir answers.Check he answers with the whole class.Check hat they haveunderstood head', legs', wings', beak', breast', body', and tail'correctly from the context, by drawing a bird on the board andgetting them to help you label the parts.

Get each earner to draw and colour an imaginary bird. Then putthem in pairs and get them to describe heir bird to their partner,

but without showing it. Their partner should draw the bird. Thepairs should compare heir drawings to see how similar they are.

Tell the learners o draw a picture of their bird and write adescription on a piece of paper. Collect he written descriptions.Stick he pictures of the birds on the wall or tables around heroom. Give out the descriptions o learners. Make sure hey don'thave he one they wrote. Get them to walk around the room andmatch their description o a picture on the wall.

Follow-up

blue

blad


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12 shapes

LANGUAGE Shapes'(for example, hin, square, ound) vocabulary area.It's -.

rEcHNreuE Read and guess.

MATERTALS Riddles, on a poster or on the board.

IREIARATToN Prepare he poster f you are using one.


Lead-in L Ask the learners:

It's big and square, and it's on the wall. You can write on it.What is it? (a board)

Introduce the unfamiliar words from the text ('metal','glass','paper') by showing objects for example, key or a book) andasking students o point to others.

Read and guess 2 Put up these iddles:

1 lt's lonq and thin. You write with it.

2 lL'a brown and oquare with four leqa.3 lt's round and white.

4 lt's eoft and equare. t'e on your bed.

5 lt's aoft and aquare and fullof money.

6 lt'a sofL and square and white. t'o in your pocket or your ba4,

7 lt'a round and made of metal. There are a lot in your pocketor baq,

O lt'e lonqand eharp and made of metal. You cut with it.9 lt'e thick and equare and made of paper. naide f,'o back

and white.

10 lt'o biq and aquare and very hin. lt'e made of qlaae. Thereare ... in thia room.

Ask which sentence escribes table. Get them to find the answeras quickly as hey can.

3 Ask the learners o work in pairs to read the riddles and guess heanswers. licit suggestions rom around the class answers: en,table, plate, pillou purse, handkerchief, coin, knife, book, window).

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shapesL2

caaaaaaaaaaraaaaaaaaaco*taaaaa.aaoaaaaaaaataaa

Follow-up Extend the learners'shape vocabulary by drawing these shapes onthe board and seeing f they know the names:

Practise he names ('rectangle', diamond', triangle', oval', square',and'circle'). Teach he adjectives 'rectangular','diamond-shaped','triangular','oval','square', nd'round').

A - ia recLanqulan

A - io diamond-ohaped.

A - io Lrianqular.

A - is oval.

A - ia oquare.

A - ie round.

Ask learners o think of objects o fill in the blanks.

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13 Parts f he body

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

'Parts of the body' (for example, eg, oot, toe) and'shapes'(for example, ound, square, pointed) vocabulary areas.

Read and draw.

Description, on a poster or on the board.


30 minutes.

Lead-in" "'i";;;;l;li;;;

""the board (give him flapping ears and a pointed

nose). Ask the learners:

What is strange about the figure in the drawing?Do you believe here s life on other planets?How would you feel f you met an alien?

As earners describe he alien, make sure hey know parts of thebody and shapes ocabulary for example, eg, oot, toe) Supply'flapping' and'pointed'.

2 Put up the following text:

I'veuet eeen a very etranqe ittle man n the etreet outaide. He'aqot a omall round body with ehort le4o and bi7 feet. Hio feet arevery etranqe because hey have only hree toeo. And anotheretran7e thinq: he'e 7ot eix arma And three heada One head eemall and round with biq ffappin4 eare. ThaLhead hae one eyeriqht in the middle and a oquare mouth. The next head e biq andequare with pointed ears. That head has three eyee and a bigmouth with lote of teeLh. The hird head o t.rianqular with emallequare ears. f, has two eyee, pointed nose, and a amall roundmouth. He'e cominq ,owardsme now. think he'o qoin6 o climb nthrou7h my

Tell he learners hat this is part of a letter ound in someone'shouse.

3 Tell he learners o read he first sentence nd the last one. Askthem:

What do you think the man is?Why isn't the letter finished?What happened?

Read and draw

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Partsrtheodyffi

Ask them to read the whole letter and draw the man that the writerdescribes. e should ook something ike this:

Ask for a volunteer to come and draw their alien on the board. Getthe rest of the class o help and correct if necessary.

aaaaaaaaaaaaaaa.aaaaaaaaaaaaaaaaaaaaaaoa

Follow-up

hair

eyee

ear9

noSe

mouthteeth

body

armS

hande

E0a

feet

Extend vocabulary by listing parts of the body down one side ofthe board and adiectives down the other:

round

square

lonq

short

curlypointed

otraiqht

trian6ular

oval

biq

small

Discuss which adjectives an go with which parts of the bodp forexample, nose can be'straight','long','short','pointed','big', r'small'.

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1r4 Describing eopte

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Lead-in

'Describing people' for example, all, thin, short) and'parts ofthe body' (for example, ace, hair, nose) vocabulary areas.

The adjectival suf6x -ish.

Read and reorder.

Police statement, n a poster or on the board; pictures of fivemen on flashcards.

Prepare he poster if you are using one. Prepare he flashcards.

30 minutes.

L Tell the learners hat they are standing outside a bank when theysee his man running out. Hold up one of the flashcards of themen and show it to the class or a couple of seconds. Tell themthat the man was a robber and ask hem to try and describe im.Use he discussion o make sure they know vocabulary for partsof the body (face, eyes, etc) and physical description (tall, thin,short, at)

2 Tell the learners hat a woman saw he robbers as hey came out

the bank and down the street. Put up her statement o the police:

There were ive men. The iret waa tall and thin. He had aequare face with blue eyeo and curly fair hair. The eecond waeshort and fat with a roundiah ace and ohort otraiqht dark hair.The hird waa of medium build. didn't eee hia face but he hadlon1ioh ark hair. The ourth man waa quite thin, medium hei7ht,

He had a lonq thin face with a big noee. Hia hair was dark andcurly and he had a mouetache and a beard. The ast. man waoshort and plumpiah with very ahort blond hair.I didn't aee hieface, but I remember hia earo. They were very bi6

Ask them:

How many men were here? 5)How many were thin? (2)How many had dark hair? (3)How many had big ears? 1)

Get them to scan hrough the text looking for this information asquickly as possible.

Read and reordelof

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Describingeopre @

3 Put up the five flashcards.

4

5

Ask learners o read the text and write down the letters of theflashcards n the order that the men appear n the text.

Tell them to compare heir answers n pairs.

Check the answers with the whole class and rearrange he picturesin the correct order (B, D, E, C, A).

Get them to tell you what they think'-ish' means. f they haveproblems, explain hat it is added o an adjective o mean'quite'or'not exactly but nearly'. Ask the learners o make up words to mean:

She s quite small-'smallish'He's got quite big ears-'biggish'He's quite a tall man-'tallish'She has hair that is between ed and f161sn-'lgddish orbrownish'He's wearing a shirt that is between blue and green-'bluish orgreenish'

Ask for volunteers o describe nother earner n the class withoutsaylng who he or she s. Get them them to use'-ish'. The rest of theclass must guess who they are describing.

l'"il"i,Jiii

E

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15 Gtothes

LANGUAGE Clothes' for example, hirt, tie, skirt) vocabulary area.

rEcHNIeuE Read and draw.

MATERTALS Poem, on a poster or on the board.

nREIARATIoN Prepare he poster f you are using one. Practise rawing he houseand garden.

rrME GUrDE 30 minutes.

L Draw a quick sketch of a house and garden, alking as you do so:

This is my house-two windows and a door ldraw housel. Here'sthe sky ldraw sky with cloudsl. Here's he cat sitting by the doorldraw catl and here's he back garden fdraw garden]. This is thewashing ine where hang my clothes draw washingline withclothes) and the vegetable garden where I grow mybeans ldrawbeansl. My garden's not very beautiful-there are no flowers, ust alot of dirt ldraw mudl and some puddles draw puddles], nd a fewold boxes draw boxes).

Make sure the learners understand the new vocabulary, 'beans','dirt]'puddle','mud', nd'boxes').

2 Tell them to copy the picture.

Read and d law 3 Put up the poem. Cover all of it but the first line. Ask the learnerswhat they think happened. Collect suggestions.

4 Uncover the rest of the poem. Rub out the clothes rom thewashing ine.

;ij:/ \ \

rFa

---J 5.

. - , \

L=EA Bec

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crothesgS

Oh dear

I came home on a windydayTo ind the waohin7 waa blowin7away.

Dad'e ahirt and his ti e1ailed up in the oky.

My eieter'e red akirbFellinto the dirL.

Three of my eockaWere n an old box

And five or six moreHun7 over he door.

My brother'o blue eanoEnded up in the beane.

Mum'a old woollyhatLooked ood on the cat,

And allin a muddleln a big muddy puddle

Were my ehirt and my eweaterGetti n4 wett e

: .'.0":it:";",, . . and wetter

Ask the learners o read the poem and draw the clothes n thecorrect places n their pictures.

5 Get them to compare heir pictures n pairs, then ask a learner tocome and draw the shirt and tie. If everyone agrees hey are n thecorrect place, ask another earner o come and draw the skirt.Continue in this way until all the clothes are drawn in on thepicture on the board.

Follow-up Ask the learners f they can guess he meaning of the words fromthe poem:

sailed sail)fell (fall)hung (hang)muddle

wetter (wet)

Ask them to show by gesture, mime, or explanation what the wordsmean, or do this yourself f the learners annot guess.

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L6LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Rooms n a flat

'Rooms' vocabulary area (for example, kitchen, living-room,

bedroom) and'household objects' ocabulary area for example,knife, forh plate).

Read and draw.

Plan of a flat, on a poster or on the board; ext, on a poster or onthe board.

Prepare he posters, f you are using them.

40 minutes.

7. Put up the plan ofa flat.eaGin

Tell the learners hat you had a burglary last night. Ask them toguess where the burglar came n and what he took. Use hediscussion o elicit and supply vocabulary for rooms ('kitchen',

'living-room','bedroom', tc) and common possessions 'radio','camera','watch','bracelet', tc) Ask the learners o copy your plan ofthe flat.

Read and draw 2 Put up the following text. Tell the learners t is from a letter youwrote to a friend.

We hink the bur4lar came n throu7h the kitchen window: he qlaoowas broken. He took our knivea nd forks and eome of our plateofrom the kitchen. He muet have qone nto the livin4-room, here hetook a radio and a camera, and then throuqh t'he hall nto thebedroom, where he took a watch and a bracelet. Then he took a rugfrom the hall and left by the front door. He took my bicycle,whichwas outeide the front door. We hink he qob away on it

living-roorn

diningfoom

balhroorrrbeArootw

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4

Roomsnanat - ffi

Tell the learners to read the first and last lines of the text. Wheredid the burglar come in? Where did he leave he flat?

Tell the learners o draw the burglar's route through the flat and towrite down in each room the things that he took.

Tell them to compare their answers n pairs, then ask for avolunteer o come to the board and draw the route according o theclass's nstructions. Ask for another volunteer to write in the thingstaken.

Extend he'household objects'vocabulary n the text by asking helearners what a burglar could take from each room. Go through thedifferent rooms in the flat and collect suggestions. Explain ortranslate words learners don't know, or encourage hem to usedictionaries.

Alternatively, write a sentence-frame etter on the board for thelearners o complete, for example:

Laet niqht we had a burqlary The burqlar came n throuqh theHe Look a - from the He went into the _

and took a - , He took a - from the _ and left bvthe

Follow-up

kih"h;living roonr

diningr00trl

halL-----r ' -

battt-om \ \\ . ,bedroom

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L7 Furniture

LANGUAGE Furniture'vocabulary area for example, ooker, cupboard, sofa).Place prepositions (for example, next to, at one side of,

opposite).rEcHNreuE Read and draw

MATERTALs Letter, on a poster or on the board.

eREIARATIoN Prepare he poster f you are using one.

rrME GUrDE 30 minutes.

Lead-in L Ask the learners o imagine they have a new flat that is empty.

Which three pieces of furniture do they need most? Tell them todiscuss his in pairs, then ask or suggestions rom the class.

Read and draw 2 Put up this etter.

Dear Mum,

Well, ere am in my new iat lt'e qreat The kitchen s on theriqht ae you come n. It'a emall, but bri4ht. There e a cooker

and a aink and lote of cupboardo. he ivin7-room s next tothe kitchen. There's sofa and an armchair and a smalltableat one side of the room. 0n the other eide here is a table andtwo chaira. 0n the wall oppoeite the window here'e abookoaae. here'o bathroom at the end of the hall and mybedroom e oppoeite the livinq-room. There's a wardrobe and alittle deok. nly one problem-there ian't a bed 'llhave oeleep on the fioor toniqht

Love,Anya

3 Ask the learners o read the letter and to draw a plan of the flat.Tell hem to label he rooms.

4 Put them in pairs o compare heir drawings.

5 Ask for a volunteer o come up and draw the plan on the board.Ask for other volunteers o label the rooms. Explain anyunfamiliar words.

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Follow-up

Furniture7

Extend the furniture vocabulary by asking he learners what elsethey think Anya needs n each oom. Collect heir suggestions ndwrite them on the board, e.g.

cuahionru0

cheat of drawera

radio fridge

Get the learners o write or improvise a telephone conversationbetween Anya and her mother. Write a blank-fill text like the onebelow on the board ifyou feel hey need support.

MUM a there an5rthinq ou need or your ffat?

ANYALote of thin1e

MUMWhat hin7o?

ANYAWell, n the kitchen need a -, a -, and a -.

MUM What about Lhe iving-room?

ANYA n the livin7-roomneed a -and a -.

MUM And the bedroom?

ANYA n the bedroom need a -and a -.

bookcse r .l\cnorfs

belrooYt

Kitchan

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18 In own

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Lead-in' ' i ' ' ' ; ;;;;;il;;;or

a own entre.- - - r \

,rt C.or Ae-vt ;

t

'Town'vocabulary area for example, otel, greengrocer, ost

office).Place prepositions for example, ext to, opposite, behind).On the right; on the left.

Read and reorder.

Simple plan of a town centre, on a poster or on the board;description, on a poster or on the board.

Prepare he posters f you are using hem.

30 minutes.

r=dtcl

Tell the learners o imagine they are walking down the street.Ask:

What's on the left?What's on the right?What's next to the hotel?What do you come o after he greengrocer's nd the post office?Go across he crossroads. What's on the right?What's opposite that?

What's at the end of the street?

Use he discussion o make sure hev know the'town'vocabulary nthe text.

f-l^

I- lGracngroczrSl --f

-eeoO-

E church

roccrs

'gtreontiI

(@. ,

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rntownKff

Read and reorder 2 Put up. his text from a guidebook about the town they have ooked

at on the map:A walkdown Main ?treet

1 Next to the hoEel s a qreen7rocer'o hop,and oppooite hat ia apoet office,

2 Eehind he hotel ie a larqe park with a aLream and a emall ake.It'o a very reotful place o sit for a while.

3 Next Lo the church, at the end of the atreet, ie a amall qarden.It's anoLher qood place o eit and rest.

4 Afterthe croeeroade, ou come o a bank on the left and a veryqood Chineee eetaurant on the right.

5 Ae you walkdown Main Street there'e a cinema on the left andan old hotel on the righL.

6 There'a pleaoant ittle cafd next to the bank-a 4ood place ohave a coffee. Oppoeite he cafb ia a lovely ld church.

Get the learners o skim quickly through the text. Ask them somescanning questions, or example:

Whatis

next to thebank?

Is the food in the restaurant good or bad?Where's a good place or coffee?

3 Ask the learners o look at the plan and then write down thenumbers of the sentences n the correct order to make a logicaldescription. If necessary, elp them with vocabulary.

4 When they have inished, put them in pairs to compare heir answers.

5 Check he answers ith the whole class 5, 2, I,4,6,3).

Follow-up Extend vocabulary by talking about the activities you can do ineach place. Write the lists of places and activities below on the boardand ask he learners o say which activiry or activities, you can do ineach place (in some places you can do more than one activity).

hotel have a coffeepoot office have a mealpark buy otampocinema eit and reat for a whilereetaurant pray

qarden qet a room or the ni4htcafd buy eome appleechurch/ moeque chanqe 6ome moneybank eee a film6reen4rocer'e

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Lg Directions

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

lead-in

'Landscape'vocabulary rea for example, ath, river, wood).Prepositions f movement (for example, long, hrough, round).

Imperatives.Read and sort.

Maps, on a poster or the board; ext, on a poster or the board.

Prepare he posters f you are using them.

40 minutes.

L Put up the maps.

BigRiver starnd 8ig Mouffain slavrdTell the learners hat the maps show where treasure s buried(marked X) on the islands. Discuss what the treasure s (forexample, old or diamonds) and who put it there (for example,pirates). Tiace the routes for them from START o X. Ask them todescribe he routes as you trace them. Teach any words they don't

know, or example,'path','bridge]'hill', nd'mountain'.

2 Put the following text on the board. Tell the learners o read thefirst two sentences nd the last two sentences. sk:

Are the messages bout the same map?Which maps are they about?

1 Go alon4 he path until you 4et to the riven2 Go throu7h the wood untilyou come o a river.

3 At the bottom of the hill e a emall ake.4 ln front of you there is a mountain.5 Climb he mountain.

Read and sort

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{xff in udDirections J- \*d

6 Croea he river and turn left at the lake. Go round he lake.7 Go acrosa the brid7e and walkalonq he riqht bank of the

river until you come o a small wood.Go throu4h the woodand over he hill .

B Walkalon4 he lefLbank of the river or abouL en minuteauntilyou come o a emall bridqe,

9 The reaoure s buried on the ialand n Lhe middle of the lake.You'll ave o awtm

10 The reaaure a under a rock on top of the mountain.

Tell the learners hat the tvvomessages ave been mixed up. Askthem to look at the maps and read the text and try and sort them

outinto'Big

River sland'and'Big Mountain Island'.Tell the learners o compare heir answers n pairs, then check heanswers with the whole class Big River sland: , 8, 7 3, 9; BigMountain Island: 2, 6, 4, 5) .

5 Read out the texts as wo separate messages.

Big River IslandGo along the path till you get to the river. Walk along the left bankof the river for about ten minutes until you come to a small bridge.Go across he bridge and walk along the right bank of the river

until you come to a small wood. Go through the wood and over thehill. At the bottom of the hill i s a small ake. The treasure s buriedon the island n the middle of the lake. You'll have o swim

Big Mountain IslandGo through the wood until you come o a river. Cross he river andturn left at the lake. Go round the lake. n front of you there is amountain. Climb the mountain. The treasure s under a rock ontop of the mountain.

Follow-up Get the learners o draw their own islands and to write instructionsfor finding treasure. You can give them a substitution table ike theone below:

GoClimbSwimWalk

alonqthrou4hacroe9overuP

pathwooarIVET

mountainbrid4ehilllakeieland

Turnllef t lu tI ri4ht I

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20LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

In the market

'Food'vocabulary area for example, ggs,milk, oil).Imperatives.

Read and complete.

Recipe, n a poster or on the board.

Prepare he poster, fyou are using one.

30 minutes.

7. Ask the learners what they had for dinner last night. Ask whatingredients went into the dish. Then draw this picture of acupboard on the board with a loaf of bread, hree tomatoes, and abottle of oil in it.

Tell hem this is their cupboard at home. What could they cook?

Put the following recipes n the board.

Take ix eqqe. Ereak hem into a bowl and add a little milk.Mixto1ether. Heat a little oil in a pan and add the eqqe and milk.Addaalt and pepper. lice three tomatoee and qrate some cheeoe.Add theee when he e00e are nearly cooked. Cook a little lonqeruntil the cheese hae melted hen turn it onto a plate. Serve wiLhpotatoee and aalad.

Lead-in

Read and identify

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ln themarketO

3 Tell the learners hat they are going to make the dish. Ask them toread the text rapidly and tell you what the dish is (omelette).

4 Point to the picture and tell the learners hat this is what is in theircupboard. Ask them to read the recipe and then in pairs make a listof what they need o buy in the market.

5 Ask for a volunteer to write the shopping list on the board.

aix eqqemilk?dI I '

PePPercheesepotatoeesalad

6 Ask the pairs if they have he same tems.

Follow-up Enlarge vocabulary by teaching some verbs used n recipes, orexample:

take heat

break eliceadd gratecook turneerve fryetir bakemix

Read out the recipe and ask he learners o mime the actions, orexample:

Break he eggs nto a bowl.

Slice he tomatoes.Add salt and pepper.

Ask the learners what their favourite meal is. Do they know therecipe? Can they tell the class n English how to make t?

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21, shopping

LANGUAGE'Containers' nd'food and drink' vocabulary reas for example,bag of flour, packet of tea, bottle of wine).

rEcHNreun Read nd sort.

MATERIALs List of ingredients or a simple ocal dish.

pREpARArroN Prepare he list of ingredients.

TITVIEUIDE 30 minutes.

Lead-in L Write a short shopping ist on the board. The ist should be ofingredients necessary o cook a simple local dish. Ask the learners

what they think you are going to cook.

2 Write this shopping ist on the board.

2 onionabag of ffourpacket of teabottle of red winebaq of rice

baq of eu7arbottle of milk6 e44otin of Lomatoeechicken6 cans of beerpacket of butterbottle of cookinq ilbar of chocola0e

Get the learners o skim it quickly. Ask questions about it, forexample:

How much rice is on the list?How many eggs are on the list?How much wine is on the list?

3 Tell the learners hat two different shopping ists have been mixedup. One belongs o an old lady who is planning to invite a friendfor tea and cake. The other belongs o a young man who is going tocook dinner for some riends. Ask them to sort out the two listsand write down what they think is in each ist. Tell them that thereare seven hings in each.

Read and sort

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shopping1t

Ask for volunteers o write the two lists on the board.

2 oniono ba7 offlourbottle of cookin4 oil packet oftea

bottle of red wine ba7 of ouqar

baq of rice botble of milk

tin of tomatoea 6 eqqe

chicken

6 cane of beer

Ask the learners:

packet of butter

bar of chocolate

Follow-up

What is the young man going to cook?(Suggestion: hicken n tomatoes with rice)

What kind of cake s the old lady going to make?(Suggestion: hocolate ake)

Write the two lists below on the board. Ask the learners o matchcontainers and food and drink vocabulary.

of am

of peao

of wine

of rice

of biacuito

of chocolate

of yoghurt

a bottle

a baq

a packet

a tin

a jar

a Pova bar

Get the learners o draw pictures of five of the items. Put them inpairs and get them to guess what each other's tems are. fnecessary give them help in the form of speech bubbles, orexample:

Have ou qot a jar of am?No,l haven't.Yes, have.

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22 Food nd rink

'Food and drink' (for example, reen ea, ice, vegetables)

vocabulary area.Read and complete.

Letter, on a poster or on the board.


40 minutes.

7. Ask learners what they usually have or breakfast,lunch, and

dinner. Ask about the different seasons nd whether they eat anyspecial ood in particular seasons. sk what they eat on specialoccasions, or example birthdays and festivals. Elicit or supplyfood vocabulary rom the text:'tea','rice','vegetables','pork','chicken','soup','duck', ish','mangoes','p aches', nd'melons'.

2 Put up the text below Cover all of it except or the first sentence.Ask the learners what they think people eat and drink in China.List their suggestions n the board.

Dear Svetlana,

Youasked me to tellyou what we eat and drink here n China.Well, or breakfast I uoually have green ea and rice porridqe.For unch have ice and ve7etables nd more ea, and fordinner have ice aqain, uouallywith some pork or chicken,ueuallydrink tea-aqain And we inioh he meal with eomeooup. 0n epecial occasiona we have duck or fish for dinner-lIikeduck, but I don't like ieh very much-and in the oummer

we ofLenhave ruit, like manqoeo r peachee r melone. lovemanqoeo t Chineee NewYear we have my favourite meal-dumplin7e leaee write and tell me about food in yourcountry,

5ona Lin

Uncover he text. Did the learners suggest any of the kinds offood and drink in the letter?

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Lead-in

Read and complete

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Foodanddrinkfiffi

4 Put up this chart and tell the earners o copy t.

Breakfast Lunch Dtnner Specialoccaatons

9ummer NewYear

5 Tell them to complete he chart with the foods Song Lin eats atdifferent imes. Tell hem to put a tick against hose she especiallylikes. f necessary, xplain New Year' and'special occasions'. hecklearners now what all the different oods mentioned are beforethey fill in the chart.

6 Get them to compare heir completed charts n pairs.

7 Ask for a volunteer o come and complete he list on the board byasking he rest of the class what to write.

Dreakfast Lunch Dinner 9pecialocca6iona

9ummer NewYear

qreen tea rice flce / duck / manqoeo / dumplinqe

rice porrid4e veqetableo pork fieh peachea

tea chicken melons

Yea

souP

I Get the class o try to guess what rice porridge and dumplingsmight be.

Follow-up Write the following headings on the board.

Fruit Ve1etablea Dairy producto Meat

Explain to the learners hat they are categories of food. Give theman example of what goes n each category for example, apple' n

the'fruit' category and'cheese' n the'dairy products' category). Askthe learners o put the different kinds of food in their charts n thecorrect categories. hen tell them to think of more kinds of food toput in each category.

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23 Leisure ctivities

LANGUAGE sports' (for example, ootball, tennis, volleyball) vocabulary area.Simple present.

rECHNreuE Read nd match.

MATERTALS Text and task, on a poster or on the board.

pREpARArroN Prepare he posters f you are using hem.

TrMEGUrDE 40 minutes .

Lead-in L Write five sports on the board, or example:

football Lennia volleyball baaketball ruqw

(Choose sports hat your learners re ikely to be familiar with.)

2 Mime each sport, elling the learners omething simple about t, forexample:

In this sport the players it the ball over a net.lmime hitting with a racquetl

In this sport the players un carrying he ball.lmime running holding a balll

In this sport the players ick the ball through a goal.

lmime kicking)In this sport the players it the ball with their hands.lmime volleyballl

In this sport the players hrow the ball through a net.fmime shooting goal n basketballl

Ask the learners o identifr the sport after each mime.

Read and match 3 Put up the following texts:

1 ie played with two teama and a larqe ball. There are elevenplayero n a team who muat krck he ball nto a larqe net called aqoal. There re two qoala, one at each end of the pitch.

2 - io played with two teame and a large oval ball. There refifteen playere n each team, and Lhey play on a pitch with a goalat each end. The playere kick he ball or run, carryinq t,

3 - io played with two or four playero who have racqueta and aemall ball. The playera hit the ball with racqueto over a net in themiddle of the court.

4 - ie played on a court with a lar7e ball. There e a net calleda basket at each end of the courL. There re fiveor oix playere neach eam who must throw the ball throuah the baeket,

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%?eisure ctivities** V5 - ie played on a court with a hiqh net in the middle. t iaplayed with six playero in each team. They muet hit a larqe ballover he net with their hande.

Ask'Which number is tennis?' See how quickly the learners canfind the answer.

4 Ask the learners o read the information and identifr each sport.

Follow-up

Get them to check heir answers n pairs, then check he answerswith the whole class 1 - football; 2 - rtgby;3 - tennis; 4 -basketball; 5 - volleyball).

Put up these pictures:

Tell the learners o copy anddescriptions.

label them, using words in the

Write the words below on the board. Check hat the learners know

the meanings.playere goal kick runball net hit carrykick baeket racquet throwteam pitch court

Write up the headings below on the board:

?eople playingthe game

?laceo wherethe qame

ie played

Actions Thinqo peopleuae n

the 6ameTell the learners o copy them and to list the new vocabulary underthe correct headings. Give the answer o the first one, by writing'players'under the first heading. They can work either individuallyor in pairs. Then go through the lists with the whole class.

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3 Getlike:

Dairyoutines 4-

the learners o skim the text quickly. Ask scanning questions

Who takes he children to school?What time is the bus to work?When do the children go to bed?

See how quickly the learners can find the answers.

Give each earner a sheet of paper. Put them in pairs and tell themto copy the text. One learner n a pair should copy sentences toH, and the other sentences to P. When they have copied thesentences, hey should cut their sheets of paper into strips with one

sentence n each strip.Tell the pairs to lay out their strips of paper and to rearrange hesentences n the correct order.

When the pairs have inished, ask hem to tell you the order of thesentences C, B, E, R A, K, I, O, G, D, H, L M, R L, N). They canrearrange heir sentence trips if they have any in the wrong order.

4

6

Follow-up Put times of day n three circleson the board and ask he learnersto copy hem.

Get the learners o put verbs from the text in the three circlesaccording o what they do at different times of day for example,'get up' in the'early morning' circle and'write letters' n the'evening'one. Ask the learners o add other activities o theircircles, or example'go dancing'and'watch TVi Supply vocabularywhen learners equest t.

EarlgMornivrg

Eveni^s

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,^r f-, /^4v Jobs

'Jobs' for example, urse, armer, postman) vocabulary area.

Read and complete.

Descriptions of jobs, on a poster or on the board; )obs chart, on theboard.

Prepare he posters f you are using hem. Draw the obs chart onthe board.

40 minutes.

t Ask learners what their job is, or what their father's or mother's ob

is if they are still at school. Ask more questions ike:Do you/Does he/she get up early?When do you/does he/she tart work?Do youiDoes he/she wear a uniform?Do you like your job/Does he/she ike his/her ob?

2 Put up these descriptions f jobs:

A I etart workat Len at ni4ht. I arrive and put on my uniformthen I

4oup to the ward. Firet of allthere ie a meetinq o

discues the patiente, f,hen qo round he ward o check all thepatiente. After that-it dependa ome ni4hte are very quiet,eome are very buoy. ometimee I have o deal with emerqencieo.I finish work at aix n the morninq and 4o home uot a6 everyoneelee o goinq o work. have breakfaet with my familyand then Iqo to bed. t'e a hard ob, bu| I like workinq with people. t'a veryrewardin4.

B I etart work at five n Ehe mornin7. t'e a very buoy ob. FireLofall I have o milk he cowe, hen I feed allthe other animale.

Then qo to the fielde. Myjob depende on the seaeon. n eprin4I have o plou4h he fielda and aow he aeed, hen in aummerhave o do the weedinq. utumn io very buoy-thaL'e harveaLtime. ln winter I can relax a bit The eet of the year I workuntileeven r eiqht at niqht Eut I enjoy workinq utdoore.

C My ob starte at aix n the morninq. Firet I have o qo to Lhemain office o sort the lettere for my round. Thenat about halfpaot oeven, qet on my bicycle with my ba4 of lettero and qoround he houaea. t'a a nice ob. I knoweveryone n my roundand they're alwayo pleaeed o oee me-eapeaally the oldpeople They ove o qet lettere. I deliver etters until about ten,then I qo back o Lhe office and aort lettera aqain. do asecond ound of deliveriee t about midday, hen aL two o'clock

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Lead-in

Read and complete

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robsffimy work e over. like my afternoono. IL'e nice to be free wheneveryone else is workinq.

Ask learners o scan he texts quickly and to decide what obs thethree people do (A-nurse; B-farmer; C-postman).

Teach ey vocabulary at this stage, or example: ward','checks', nd'patients'in A;'milks', 'ploughs', nd'sows eed' n B, and'sort','deliver' and'round' in C.

3 Write up this chart on the board. Tell the learners o copy t.

Ask the learners o read the text again and fill in the missing timesand words.

4 Go through the chart with the whole class asking for answers andfilling it in.

Comment If the descriptions re oo Iong for your class, se only one or twoof them and adapt he chart.

ara. .araraaraaa

Write the following three groups of words on the board:

bue driver qrow6 peoplee'teethauthor drivea a buepolice officer helpo 6ick peopledentiet writes criminaledoctor arrests planto

qardener lookoafter bookaGet the learners o make sentences with words from the threegroups, or example:

A gardener grows plants.

Follow-up

Nurae Farmer Fostman

)tarDe work 5 a,m.

Jobe diecuee patiente

check

dealwith

COW9

other animala

olouah

aow

weedinq

sort

deliver aqain

lellers

second ound

Finiehee work 6 a .m,

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26 Housework

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

'Housework'vocabulary rea for example, wash up, sweep hebedroom, scrub he stairs).

Present imple ense.Read and reorder.

Text, on a poster or on the board.

Prepare he poster fyou are using one.

40 minutes.

Lead-in" "'i";;k

,il;learn;;; . close heir eyes and think of all the housework

their mother or father does, or ihey do, n a typical day. Get themto open their eyes. Collect suggestions rom the class. Elicit orsupply key housework vocabulary rom the text ('wash','feed','scrub','carry ut rubbish', etc) by asking questions, or example,'Who carries out the rubbish?' mime if thev don't understand)

2 Put up the text below.

1 Feed he baby, qet up, call the five children, waah hechildren.

2 ?ut the children o bed, idy up, aweep he kitchen, feed thebaW.

3 Givehuaband and the children heir eupper, etch more waterfrom the yard, waoh up.

4 5crub the etaire and hall, go out and buy food for the day.

5 Give hueband and the children heir breakfaat, huaband 4oeo owork,aend the children o echool, have own breakfaat.

6 Clear away and waah up the breakfaet hinqe, carry downrubbieh and carry up water from the yard, waoh he clothea,hang he clothee out to dry, oweep he bedroom, waeh anddrese the baby, eed him.

7 Have unch, eed the baby, mend clothea, waah and iron clothes.

B Children ome back rom achool, eed the baby, hueband omesback from work,cook everybody'e upper.

9 Go to bed.

Tell he learners hat this is a day n the ife of a housewife n 1900.

She ived in London in two rooms and had six children.

Read and re{rdel

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Housework6

3 Ask some questions, or example:

How many times does she eed the baby?How many meals does she cook?How many times does she have o fetch water?

Get the learners o scan he text and find the answers as quickly aspossible.

4 The first and last ists of actions are n the right place but theothers are in the wrong order. Tell the learners o read the textmore slowly and write the numbers of the lists in the right order.

5 Then ask hem to compare heir answers n pairs. Check heanswers ith the whole class 1, 5,6,4,7,8,3,2,9).

Follow-up Ask the class how this day compares with their own or with theirmother's and father's. s life easier now? Extend vocabulary byteaching he names of household objects and gadgets. sk thelearners o match a piece of equipment n list A with a'use'verbfrom list B. (Some uses need more than one tem.)

Ewash he clotheecook he dinner

dry the clothee

waoh up

duebpan and bruah polioh .he urniture

A

clothes line

oroom

bowl

cooker

moP

Pans

dusLerbin

ocrubbin4 ruah

iron

clean he ffoor

contains rubbieh

ecrub he flooriron the clothes

Alternatively, get the learners, n pairs, to write the day in the life ofa man or woman working at home in the present day. Discuss howthings have changed, f at all, over the years. f appropriate youcould elicit/teach he following vocabulary:

vacuum cleaner elecricitv

raPs 4ao

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27 Abitities

Abilities' (for example, climb, run, drive) and'qualities' (for

example, adventurous, energetic, ambitious) vocabulary areas.Read and guess.

Texts, n a poster or on the board.


40 minutes.

Pre-teach he following vocabulary:

adventurousenergeticambitiousentertainingpatientfithealthy

Ask the learners o discuss n pairs which qualities hey have orhaven't got. Can they think of a job that would suit the qualities

they have got, for example, explorer-adventurous and energetic;teacher-patient and entertaining?

Write these words on the board:

climb readlie play the 7uitarlauqh actrun knitdrive

Explain any that learners don't understand. Again ask them todiscuss what they can and can't do and what jobs these abilities areuseful for.

3 Put up the following texts on a poster or on the board:

I 5UEI am a4ed 2B and very it. I amadventuroue and I like travellinq,eepecially qoinq on very on4journeyo. can play the quitar andein6 ao I can entertain everyoneon the way

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Lead-in t

2

Read and guess

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28 Rures

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Lead-in

Must, mustn't.No

-ing.Imperatives.

Read and guess.

Notices, on a poster or on the board.


30 minutes.

1, Draw these raffic signs on the board.

Ask the learners what they mean. Tell them the English words ifthey don't know them. Then ask he learners where you might seethese igns.

2 Put up the poster below:

KEEP OFFTHE GRASS

NOOVERTAKING

Read and guess

v rs lToRsARE NOTALLOWED

TO SMOKE

NO ENTRY

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DOGSNOTALLOWED

Ru'esE

SILENCENO

TALKINGINHERE

VISITORSMUST NOTFEED THEANIMALS

Ask the learners o scan he texts quickly and tell you which of therules apply n the classroom.

Tell he learners o work in pairs and decide where you might seethese notices for example, n a hospital, on a road, n a park, n alibrary, at the zoo, n an art gallery or museum).

Ask the pairs o tell you their suggestions. rite them on the board.

NO EATINGOR DRfNKING

DO NOTTOUCH

vf st roRSMUET LEAVEBY 5.oO PM

4

Follow-up, ' o" "

;;;#;;;;;'y by putting these ctions on the board:

drop litt'ereat and drinkemokepick flowerarunehouttouchlean out of the windowtalk loudly

Ask the learners o put the actions nto three categories:

Thingo ou muetn't do in a parkThinqe ou muetn't' do in a libraryThinqo ou muetn't do in a train

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29 Describingctions

LANGUAGE 'Actions' for example, igging, ighting, climbing) vocabulary area.Present ontinuous.

rECHNreuE Read and sort.MATERTALS Text, on a poster or on the board; sheets f paper or all the

learners.

IREIARATToN Prepare he poster f you are usrng one.


Lead-in 1- Write these words on the board:

di4qinq feedinq rabbitafiqhtinq choppin4 eqetableaclimbinq oleepin7eweepinq

Ask the learners o divide them into two groups,'indoor'and'outdoor'. Some words can be included n both groups.

Read nd ort ' ' ' ' ' ' "" ; ' ' ; ; ; ; ; i l ; . , i r, ," r, ."r 'A lt'e a lovely aunny day and my family are all outeide. My parenta

are both workin4 ard.D My familyare all at home at the moment, n fact they're all in

the kitchen.C My father ie workin7 n the qarden-he'o dig4in7 he ve7etablea

and my moLher e han4inq ut the waehinq. veryone e enjoyinqthemeelves.

D As for the reet of the family-oome are helpinq nd some arejuot beinq azy. One of my brohhera a reading a book n thecorner near he door.

E Two of my brothere are playin7 ootball,F Another brother ia waahinq he diehee,G lt'e reallycrowded My mother e cookinqwhilemy father ia

eweepinq he floor.H and the other Lwo are fi7hLingunder he table.I another io climbinq tree,J My older sieter ie feedin4 he rabbits-ahe haLee doin7 Lhie

)nly one peraon an't busy:K and the two youn4eat.are layin4'catch', with my youn7er

aiater.L Myaistere are choppinq eqetableo nd talkinq about the

dance aet ni6ht,M and my 4randmother a tellinq everyone what to do as uaual.N my qrandmoLher s eleepinq eacefully n the eunshine.

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4

Describingctions 29

Ask the learners o read rapidly and say how many families aredescribed. Give each earner a sheet of paper and ask hem to work

in pairs. Tell one learner n each pair to copy A to G, and the otherlearner to copy H to N.

Tell the learners o cut up their sheets of paper into strips so thateach piece of text is on a strip. They should then put all the stripson the desk, and try to sort them into two different descriptions.

When they have inished, ask hem for the letters of the pieces oftext in the first description n the correct order (A, C, E, I, K, J, N).If the learners have any sentences n the wrong order, they canrearrange hem as hey listen. Go through the description, asking afew comprehension questions, or example:

How many brothers and sisters re mentioned?What is grandmother doing?

Read he description aloud, and then do the same procedure withthe second B, G, D, R H, L, M).

It's a lovely sunny day and my family are all outside. Myparents are both working hard. My father is working in thegarden-he's digging the vegetables nd my mother is hangingout the washing. Everyone else s enjoying themselves. wo ofmy brothers are playing football, another is climbing a tree, andthe two youngest are playing'catch'with my younger sister. Myolder sister s feeding he rabbits-she hates doing this Onlyone person sn't busy: my grandmother is sleeping peacefullyin the sunshine

My family are all at home at the moment. In fact they're all inthe kitchen. It's really crowded My mother is cooking while myfather is sweeping he floor. As for the rest of the family-someare helping and some are ust being lazy. One of my brothers isreading a book in the corner near the door. Another brother iswashing the dishes, and the other two are fighting under thetable. My sisters are chopping vegetables nd talking about thedance ast night, and my grandmother is telling everyone what todo as usual.

at .*3. aaaaaaraaa.araaa

Follow-up Extend vocabulary for actions. Write these words on the board:)weepinq the floor eatin7diq7in4 watering

weeding ocrubbin4waehinq p laying he table

Ask learners o divide them into two groups-'Things you do ingardens'and'Things ou do in kitchens'.

plantinq eeededryinq he dishes

cuttinq the graeechoppinq veqeLableo

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30 Describingction 2

'Town' (for example, sidewalk, subway, elevator) vocabulary area.Present ontinuous.

Read and draw.

Poem, on a poster or on the board.


40 minutes.

7- Write these words on the board:

sidewalk crowdeubway hurryelevator qrumpytaxi

Teach any that the learners do not know. Tell the learners hat thewords come rom a poem called'Sing a song of people'. sk themto predict what the song will be about.

2 Put up the poem. Cover everything but the title and the first two

and the last two hnes.5ing a oong of people

)inq a son7 of peopleWalkin4 ast or olowFeople n the cityUp and down hey qo.

Teople n Lhe oidewalkFeople n the buePeople aooinq paooin4ln back and front of ua?eople on the oubwayUnderneath he qroundFeople idin4 taxieKound and round and round.

Teoplewith their hate onGoinq n the dooraPeople ith umbrellaeWhen t raine and pour6

?eople n tall buildin4eAnd in ohopo belowKidinq elevatorsUp and down hey 4o.

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Lead-in

Read and draw

Teople walkinqein4lyFeople n a crowdFeople oayin7 nothing?eople alkinq loudFeople auqhinq, milinqGrum?y people ooTeoplewho uet hurry

And never ook at you9in4 a eon4 of peopleWho ike o come and go5in4 of city peopleYou eee but never know

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4

Describingactions2firo

Ask the learners o read the lines which you have eft uncovered.Discuss ome of the things he city people might be doing. Writethe learners'suggestions n the board.

Uncover the whole poem. Read t aloud with the learners, hen askthem to draw a picture of the people in the poem. Get them tocompare heir pictures with a partner.

Ask for a volunteer to come to the board and draw something-anything-from the poem. Ask for other volunteers o add to thepicture until all the things in the poem have been llustrated.

Comment This poem is about an American city.'Sidewalk','subway' nd'elevator' are allAmerican English words. The British Englishequivalents are pavement', underground', and 'lift'.

Extend vocabulary with the following exercise. Put these words onthe board:

Follow-up

pavementoffice block

road

zebra croaeinqehope

litter bin

buo otoptraffic li7hta

lamp-poot

Draw this picture of a street on the board.

SUPERfVIARKET

Ask the learners o copy it and label the picture using the words onthe board.

Ask the learners o draw five stick people on their own pictures.These people can be doing any actions. Put the learners n pairsand get them to describe heir pictures without showing them toeach other. They should draw in their partner's people on theirpicture.

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o

This ook ontains hirty ctivitiestelementaryevel, llof hemdealing ith opics hich orm partof everybody's aily ives,forexample,familiesnd eisure ctivities.Thenlymaterialshe eacherand lass eed re he board, aper, ndpens.Thenstructionsre

clear nd easy o ollow nd he authors ave rovided dditionalmethodologicalupportna short ntroduction.

Pictures nd exts or eacherso copyTips nproducingeadingextsSuggestionsor eading ith arge lassesldeas orexpanding ocabularyAdaptable ctivities

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