Picture Prompts: Body and Health

~~

DELTA PUBLISHING

PICTURE PROMPTS

Body and Health

Susan Thomas Miniflashcards Language Games

First published 1999

© DELTA Publishing 1999 © Artwork and original text MiniFlashcard Language Games 1996 Text and cover design by Darren Watts Page make-up by Dave Glover Printed and bound in the UK Project Management: Swan Communication Ltd, England Adapted Text: Susan Holden All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission, except that the picture sets may be photocopied as indicated for non-commercial purposes. Based on material developed by MiniFlashcard Language Games, PO Box 1526, London W7 11\!D This edition published by DELTA Publishing, 39 Alexandra Road, Addlestone, Surrey KT15 2PO ISBN: 1 900783 185

Picture Prompts: Body and Health CONTENTS • Language Chart

4

• Section 1 Introduction

5

1.1 1.2 1.3 1.4 1.5 1.6 1.7

What Picture Prompts contains Using games in the language classroom Preparing the picture sheets Using the picture sheets Language presentation Practice activities and games 1.6.1 Varying the activities Assessment 1.7.1 Self-assessment 1.7.2 Teacher assessment

• Section 2 Using the pictures

2.1 2.2 2.3

Use in class Using the 9HP: why Using the OHP: how

• Section 3 Standard games and activities ·

8

Lesson notes

9

14

• Section 4 Using the spinners

Spinners

47

• Section 5 Individualising the materials

5.1 5.2

51

Function cards Make your own games

• Gameboards

52

Language Chart Page Title

Useful Language

14

Body and Health

How are you? Where does it hurt?

20

Happy Families

Have you got a (hand)? Yes, I have. No I haven't.

22

Odd One Out

Body vocabulary

24

Make a Monster

Adjective + noun

26

Monster Mash

What does (s)he look like? S/He's got long hair. What does s/he eat?

28

Hands Up!

Vocabulary related to hands

30

I can't do anything with my hair

What sort of hair has she got? What style of hair do you like?

32

Caught in the act

Verbs

34

Cleaning up your act

Verbs connected with health and beauty

36

What's Wrong?

I wash my hair with ... She's washing her hair. Use a hair brush.

38

How much is it?

I need a/some ... Have you any ... ? How much is ... ?

40

Why don't you ... ?

What do you do if ... ? What would you do if ... ? What did you do when ... ? You should/ought to/must ...

42

Taking medication

You should (not) ... You must (not) ...

44

Health and Fitness Diary

Places connected with health

4

SECTION

Introduction to Picture Prompts

1 1.1 What Picture Prompts contains Notes

Each Picture Prompts book contains: • a description of ways of using games and game-like activities in foreign language teaching; • a menu of 20-30 standard activities which can be used with the specific picture cards; • photocopiable sets of pictures to use around a theme (eg Health), or to provide practice in a specific language area (eg Adjectives); • instructions for using the pictures, including: - vocabulary list; - useful language; - suitable standard activities; - additional activities; • spinners to photocopy and cut out for use with games; • blank boards to photocopy and use to make your own games. Each book thus provides a rich resource of ideas and photocopiable materials which can be used with a wide range of age groups and language levels.

1.2 Using games in the language classroom Notes

Games and game-like activities provide excellent ways of allowing learners to practise language in a relaxed, creative way. They encourage the repetition of key language items in a way which is motivating and challenging. New lexical items and grammatical structures can be used within familiar game-like formats, thus providing the slower learners' with support and guidance, while allowing the faster ones to use their creativity. The practice provided through Picture Prompts extends that contained in the course book, and allows mixed ability classes to work in groups at their own pace.

1.3 Preparing the picture sheets \lotes

The picture sheets can be prepared in different ways: • They can be photocopied onto paper, for use as handouts or worksheets. • They can be enlarged, for use as flashcards or posters. • They can be copied onto card, and cut out, to make individual cards for use in games. • Text can be added beneath the pictures, or on the back. • To protect the pictures, they can be copied onto paper, glued onto card, and then covered with acetate. • They can be photocopied onto acetate to provide OHP transparencies. • The visuals can be combined or grouped to make display materials, or to make a picture dictionary or topic reference book. • The blank masters can be used to create new sets of visuals, and to make matching text cards and new games.

1.4 Using the picture sheets \otes

The visuals can be used to: • introduce a new word or phrase; • serve as a prompt for spoken language in a practice or review activity; • serve as a reminder of the meaning of a written word or phrase; • provide the starting point for introducing or revising related vocabulary; • illustrate a structure, often in combination with other pictures; • provide a series of examples to illustrate a teaching point; • provide random prompts, when used in conjunction with a spinner or die, for practice or assessment. 5

1.5 Language presentation Notes

Introduce new language, using the visuals as flashcards, or on the OHP. Provide plenty of time for the language to be heard and practised before you ask any student to speak alone. Chorus work and class repetition are useful here. Encourage the learners to experiment with their voices: they can repeat the words in different ways, eg emphatically, softly, angrily, questioningly, etc. This helps to avoid boredom, and encourages good intonation and pronunciation. Learners who are good at relating ,sounds and visuals will find that they can easily associate language items with the illustrations. Others may find it useful to see the written form as well, so introduction of this should not be delayed. At this stage, attention should be drawn to differences between pronunciation of the written form in English and the students' own language. In this way, these items can be used later as production models by the students.

1.6 Practice activities and games Notes

Once the learners are familiar with the new vocabulary items, individual or group activities and games can be set up to practise them. Such activities will provide opportunities to practise the items in context, and in association with specific language structures and functions. This will help them transfer the language into their long-term memories. During the course of an activity, you should help the students with any lexical items or pronunciation features which they are unsure of. Section 3 (page 9) sets out a collection of standard activity-types which can be used with any of the picture sheets in this book.

The language notes opposite each page of pictures give activities which are designed specifically for that visual set.

1.6.1

Varying the activities

Most of the standard activities are based on well-known games and may be familiar to your class. Younger learners are often very good at making up their own variations, while older ones may rely on you to suggest these. However, adults usually respond well, as they can practise actively without using the language 'in public'. The important thing is that the learners are practising the language in an active, meaningful way, and are also having fun. Some of the games may generate noise; others are quite quiet. Some are competitive; others require co-operation. You may wish to decide how to encourage weaker students in the competitive games. These can often be made into exciting team events, using mixed ability teams, with a time element. If this involves physical movement, make sure there are no hazards in the classroom! For extended practice, you may wish to get the students to move round the room after each game, changing partners and groups. Most games last between 5 and 15 minutes, although the writing activities generally take longer. Allow time at the end of a game to discuss difficulties, and ideas for varying or improving the game. There may be ways of adapting it to reflect the students' own interests more closely.

6

1.7 Assessment Notes

1.7. 1 Self-assessment Activities and games based on picture cards are ideal for encouraging the learners to assess their own progress. Once they are sure of particular language items, they can discard these particular cards and use more unfamiliar ones. The cards can be used together later for a test.

1.7.2 Teacher assessment This can take place: • during a teacher-controlled activity with the OHP; • by observing individuals and pairs at work; • by joining in with groups or individuals during an activity; • by providing individuals or groups with a worksheet, based on the same visuals. Such feedback provides information for future reteaching, or for planning future work.

7

SECTION

Using the Pictures

2 The pictures contained in this book can be used singly, or in a variety of combinations. to support work at different stages of the language programme. They can also be used with students of different abilities, needs and ages.

2.1 Use in class Notes

~ The visuals can be used: • with the whole class, to introduce vocabulary and concepts; • with individual students and groups, to practise or revise specific language items.

They can be: • combined in many different ways to illustrate relationships between different areas of vocabulary; • used in random groups to introduce variety and an element of challenge; • introduced singly or in groups as the starting point for using language creatively. Function cards (page 51) can be used in combination with the visuals to encourage the transfer of learning from one context to another. Board games (page 51-53) involving the visuals and/or dice and spinners, can be used to set up group activities which are simple or demanding.

2.2 Using the OHP: why Notes

If available, an OHP is particularly useful for introducing new vocabulary. It can also be used for whole-class work at various stages in the language programme. It can be used to: • ensure that the students understand the concepts underlying the activity; • review previously-taught language items before introducing new, associated vocabulary; • present new language; • provide teacher-led practice of new language; • assess whether the new language has been well enough learned for the students to go on to group work activities; • play whole-class games; • demonstrate the rules of a game before it is played in groups; • invite suggestions from the students on ways of using language items in different situations; • encourage activities which require the students to make creative use of the language they have learned; • organise feedback on an activity; • assess learning; • revise items which were learned earlier in the programme.

2.3 Using the OHP: how Notes

There are many ways of using the pictures on the OHP. Here are several, which will add variety and interest to your lesson. • • • • • • • • •

Move the pictures slowly into focus and ask the students to name them. Flash the picture up. If it is not named, repeat more slowly. Reveal sections of the picture bit by bit. Cut the picture into sections, and put on the OHP in random order, and/or upside down. Ask the students to reassemble in the correct order. Use as silhouettes. Use a keyhole shape cut out of card as a frame. Play 'Through the Keyhole' guessing games. Colour the pictures using instructions from the class. Add overlays for items such as the price of clothes. Use for whole-class games such as Noughts and Crosses [3]; Whats on the Card? [1]; Kims Game [6]; True or False?[14]; and Guessing Game [13]. 8

SECTION

Standard Games and Activities

3 The group of 17 games and activities described here can be used with most sheets of Picture Prompts in most books of the series, although you may want to vary them slightly. Each is cross-referenced by a number, eg [1], in the individual Lesson Notes. [1]

What's on the Card?

memorising; consolidating

•

20+ picture cards with text on the back, or a checklist of the text.

Equipment:

a Picture Spread free choice of visible cards Spread the cards face up on a table. Take it in turns to pick a card and name it. If you are right, keep the card. If you are wrong, put it back. The player with most cards at the end is the winner. b Pick a Card free choice of unseen cards One player fans out the cards, face down. One player chooses a card and tries to name it. If correct, you keep the card. If incorrect, you put it back, and the cards are shuffled before the next player chooses. The winner is the player with most cards at the end. c Take that Card no choice of card Place the pile of cards on the table, face up. Take it in turns to name the top card. If you are correct, you keep it. If you are incorrect, that card goes to the bottom of the pile. Winner as before. Variation: If you do not know a card, put it face up on the table in front of you. It becomes a penalty card. At the end of the game, take it in turns to name these cards. Whoever names the card correctly, wins it.

d Quick Flash no choice of card; time pressure One person holds up a card for one second only. The first player to name it correctly keeps it. Winner as before. [2] Line Solitaire

memorising; consolidating; revising

10+ cards per player. • Equipment: Basic version individual learning Layout some cards in a line, face up. Name the first item, and then check with the word on the back. If you get it right, carry on. If you are wrong, learn the word. Then shuffle the cards, lay them out in a new line, and begin again. The winner is the player who completes the longest line. Variation 1: Put the cards in a diamond or pyramid shape, or in rows of six, and see how many rows you can get right. Variation 2: Lay the cards in a square 4x4 (you need 16 cards per player). Move from corner to corner in the smallest number of moves.

[3] Noughts and Crosses

consolidating; revising; monitoring

nine cards. • Equipment: Basic version Lay the cards face up in a 3x3 shape. Take it in turns to name them. If you are correct, turn the card over, or put a coloured counter on it. The next player tries to name one of the cards next to it. Three named cards in a row wins the game.

9

[4] Three in a Row

•

creative use of language any page of 20 pictures relating to a topic. Three counters for each player.

Equipment:

Basic version Choose a picture square, and name the item on it, or say something about the picture. If you are right, put a coloured counter on it. The first player with three counters in a row is the winner.

Variation: Use a 20-sided spinner. Proceed as above, but use the spinner to select the squares.

[5] I Spy ...

consolidating; revising

cards. • Equipment: Basic version Put some cards face up on the table. One player calls out the first letter of an item. The first player to point to a correct card beginning with that letter, wins it. That player calls the next letter. The winner is the player with most cards at the end of the game.

[6] Kim's Game

consolidating; revising

cards. • Equipment: Basic version Spread out cards face up on the table. All the players turn away, and one player removes one card. The first player to name the missing card wins a point. [7] Bingo

•

consolidating; revising; listening a sheet of 20 cards on a picture board for each player. Eight counters for each player.

Equipment:

Basic version Each player chooses eight items from the 20-picture sheet and puts a cross in the corner of each. The quiz person calls out the 20 items in any order. If you have put a cross next to that item, you can put a counter on it. The first player to put a counter on all their marked squares calls 'Bingo!' and is the winner. Variation 1: The quiz person uses the 20-sided spinner to select the words called. Variation 2: Spread out 20 cards face up on the table. The quiz person removes them, and you write down ten words you can remember. The quiz person then shuffles the cards, and puts them down one after the other. Check your ten words against these. The first player to have ten words correctly spelled on their list is the winner. [8] Charades

consolidating; revising

cards. • Equipment: Basic version The first player chooses a card and mimes the item for the others to guess.

10

[9] Snap

•

consolidating; revising

four sets of cards from the current topic, or previous ones.

Equipment:

Basic version Shuffle the cards and deal them out. Each player takes it in turn to put a card face up on the table. If two similar cards are put down, the first player to name the cards correctly wins them. [10]

Dominoes

consolidating; reading

•

sets of dominoes with pictures and text, using the blank square template (page 53).

Equipment:

Basic version Distribute six dominoes to each player. Put one domino in the centre of the table. Take it in turns to put your dominoes down, as you match words and pictures. [11]

Matching Pairs

consolidating; revising

two sets of picture cards. • Equipment: Basic version Shuffle the cards and spread them out face down. The first player turns over two cards. If they are the same, and if you can name them correctly, you can keep them, and have another turn. If they do not match, or if you cannot name them, the cards are put back. It is then the next player's turn. [12] I Went to Market

consolidating; revising

cards. • Equipment: Basic version Spread suitable cards face up on the table. One player says "I'm going to the doctor's because I have ... ", and adds an item using the cards on the table as a prompt. The next player repeats the sentence and adds another item. "I'm going to the doctor's because I have a cold ... a broken leg ... and indigestion ... ." Any player who gets the sentence wrong, or cannot name a new item, drops out. [13] Guessing Game

creative use of language

set of cards relating to current topic. • Equipment: Basic version The first player thinks of one of the cards and says something about it. The first person to identify the card, wins it. [14]

True or False?

listening

a sheet of cards. • Equipment: Basic version One person points to a card, and makes a true or false statement about it. The person who correctly says "True" or "False" wins the card.

Variatioll 1: As above, but the second player repeats the sentence if it is true, or corrects it if it is false. Variatioll 2: One person reads out a list of true or false statements about the pictures. The players make a note of whether each is true or false.

11

[15] Spot the Difference

•

creative use of language; speaking; listening two enlarged copies of a picture for each pair.

Equipment:

Basic version pairwork Player A changes his/her picture by adding or deleting things. Player B asks questions to find out what the changes are, and makes similar changes. Compare your pictures. [16]

Storytime

creative use of language; writing

mixed cards. • Equipment: Basic version Give each player some cards from mixed sets. Each player has 10-15 minutes to write a short story, incorporating the items on these cards. Each person then reads out their story. Variation 1: One player starts the story as an oral activity. The others take it in turns to add a sentence. Variation 2: Use the activity for homework, and ask the students to record their stories on a cassette. Play them back in class. Variation 3: Learners or groups select three or four cards at random. They then make up a story, or act out a scene, using the cards as prompts. [17]

listening

Simon Says

selected cards for each plarer • Equipment: Basic version One player gives instructions to move the cards, eg "Lift your arm. Scratch your head. Point to your back. Touch your foot."

12

For your notes

13

LESSON

Body and Health (pages 14 to 19)

NOTES

Key language

1 2 3 4 5 6 7 8 9 10 11

12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

head hair face eye nose ear mouth tooth tongue neck shoulder arm hand finger chest stomach back leg knee foot

toe I'm hungry I'm thirsty I feel dizzy I've got a nose bleed I've got a cold I've got a temperature I've got indigestion I'm being sick I feel seasick I'm drunk I've got sunburn I've got spots I've got backache I've broken my leg I've sprained my ankle I've bumped my head I've cut myself I've burnt myself I've been stung

1 2 3 4 5 6 7 8 9 10 11

12 13

14 15 16 17 18 19 20

forehead lines, wrinkles lips eyebrow waist hips earlobe nostril thumb elbow inside leg chest heel beard moustache nails bone muscle knuckles chin

Useful language Notes

Talking to a friend

At the doctor's

How are you? Not very well. Oh dear, what's the matter? I've ...

Where does it hurt? How did it happen? How long have you had it? Open your mouth. Put your tongue out. Say'Aah'.

Reporting She listened to my chest. She looked at my tongue. He told me to stay in bed/take these pills/drink lots of water.

Standard games and activities (see Section 3, pages 9-12) Notes

What's on the Card? Noughts and Crosses I Spy [11] Matching Pairs: select some Body cards to match Health Problem cards. eg stomach: sick, seasick, indigestion [12] Did you have a good holiday? (variation of I went to Market). Make a chain: My parents were seasick, my brother broke his leg ... [1] [3] [5]

[15]

Give and receive instructions: One player gives the other(s) instructions to draw a person. eg Give him glasses, a beard, a ring in his nose. Colour his T-shirt red.

14

Body and Health 1

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13

17

15

16

Notes

Question Spinner: Make questions (see page 47): Why didn't you put any cream on it? What did you drink? How did you cut your hand? Who gets indigestion? Someone who eats or drinks too much.

Additional activities for these picture sheets Notes

Snakes and Ladders: Use the board on page 18. True or False Quiz: Learner or teacher-produced quiz. Consult a reference book on the body and write a true/false quiz. eg You have 8 fingers and 2 thumbs. Most adults have 206 bones. Your heart beats 80 times a minute. An adult has 100,000 hairs on their head. 70 hairs fall out each day. 66% of your body is water. You blink 20,000 times a day. An adult has 5 litres of blood. Your hair grows 10 cm a year. Adults have 32 teeth.

Variation: Write the questions in mUltiple choice form. eg How many bones does an adult have? a 56 b 206 c 30 Who's That? a Describe a person who is in the news this week (what they look like, what they are wearing, etc.). The others guess who it is. b Make a list of famous people, or bring in magazine pictures. One group of students write descriptions of what they are wearing and what they look like. Another group matches the descriptions to the pictures or names. Celebrity Makeovers a Bring in several pictures of a famous person. Students choose the best and worst ones and put them up in the classroom. b They write descriptions of their clothes and appearance. c They make suggestions for improvement. Perhaps she could try ... Has he thought of ... ? Blind Date a Bring in four large newspaper photos or magazine pictures of famous people. b One student is blindfolded. c The others ask about the person they would like to meet for a date. Would you prefer someone dark or fair? With or without glasses? Wearing a shirt or a T-shirt? d Tell them who their date is when they have given enough details. Your date for tonight is the Prime Minister!

16

Body and Health 0:

33

17

24

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Snakes and Ladders 17

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18

Body and Health

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19

LESSON

Happy Families (pages 20 and 21)

NOTES

Key language eye

foot

hand

mouth

leg

Useful language Notes

Have you got a ... ?

Yes, I have.

No, I haven't.

Standard games and activities (see Section 3, pages 9-12) Notes

[1] [3] [4] [14]

What's on the Card? Noughts and Crosses Three in a Row True or False?

Additional activities for these picture sheets Notes

Happy Families a Cut up the cards. Play in groups of four. Shuffle the cards and give four to each player. Put the rest in the middle of the table, face down. The aim is to collect four cards of the same type. b Players take turns to ask each other Have you got a (hand)? If the player has got it, s/he says Yes I have. Here it is. and gives up the card. The player who gets the card discards one of their cards onto the pile. If the player does not get a card, s/he picks the top one from the pile, and discards another one. c The first player to get a set of cards says 'Happy Families!' NOTE: Use the blank master sheet to create other combinations of families.

20

Happy Families 2

1

3

5

4

7

11

13

14

15

~ ~

17

21

16

LESSON

Odd One Out (pages 22 and 23)

NOTES

Key language 1 nose 5 foot 9 hand 13 eye 17 comb

2 6 10 14 18

foot toe finger hand brush

3 eye 7 knee 11 arm 15 tongue 19 hairdryer

4 8 12 16 20

ear mouth nose tooth hair

Standard games and activities (see Section 3, pages 9-12) Notes

[1]

What's on the Card? Noughts and Crosses Three in a Row [5] I Spy [14] True or False?

[3] [4]

Additional activities for these picture sheets Notes

Odd One Out a Players decide which picture is the odd one out. They must name all the pictures in the line to get a point. Variation: b Use a 20-sided spinner and win a point for landing on the odd one out. c The player with most points wins. NOTE:

You can make variations using the blank masters.

22

Odd One Out 1

4

6

9

7

10

13

17

18

19

23

8

LESSON

Make a Monster (pages 24 and 25)

NOTES Make several copies of the monster and cut them into pieces. They can be coloured before or after they are cut up.

Activities for these picture sheets Make a Monster Notes

a Provide one set of cards for each player, and a six-sided spinner or dice. b Spread the cards on the table, face up. c Players spin the spinner or throw the dice. They ask for the part of the body with the same number. eg Four: a hand, please. Or: A red hand, please. d The first player to complete their monster wins.

Make your own Monsters Students can draw their own monsters, or each person can draw one part of the monster. Celebrity Monsters Make monsters from pictures of famous people, which are pasted onto card and cut up. Players can collect parts of the same person or different people. Rummy a Provide one set of cards per player, plus an extra set. b Deal out 12 cards and put the rest in the centre of the table, face down. c Players take it in turns to ask the person on their left for a card, eg A head, please. If s/he does not have it, the person asking the question takes the top card from the pile. If s/he can use it, s/he keeps it and discards another one. d The first player to collect a monster is the winner. Happy Families Playas for Rummy, but players collect sets of parts of the body, eg hands.

24

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25

LESSON

Monster Mash (pages 26 and 27)

NOTES

Useful language Notes

Animals

Fairytale creatures

fangs fin fur paw tail wings

dinosaur dragon ghost giant

gnome serpent skeleton witch

Other parts of the body bones flesh

muscle skin

Find the tall monster with the big nose. What shall we call Monster no I? What does s/he look like? S/He's big, small, tall, short, fat, thin. S/He's got long/short hair. S/He's got one foot, three eyes, no hair. How old do you think s/he is? Where does s/he live? What does s/he eat? What health problems does s/he have? Why? Because ...

Standard games and activities (see Section 3, pages 9-12) [1] What's on the Card? Notes [4] Three in a Row Take a Body card as a prompt. Players make a comment about that part of the monster's body. eg hair He has black hair. He has no hair. [6] Kim's Game [11] DIY Matching Pairs A monster with two big teeth: Picture no 6. [13] Guessing Game This monster has no feet. He has more than two eyes. He lives in Scotland. [15] Spot the Difference Monster How many eyes has your monster got?

Additional activities for these picture sheets Dressing up the Monster Notes

a Deal six body and clothes cards. Call them out. eg one eye, one mouth, one leg wearing: a sock, a pair of underpants, and a scaif. b The players draw a monster with these details. c Players compare drawings. What's your monster like? / Colour your monster (Give and receive instructions) Read a description of a monster. Draw a fat monster with a big nose and three legs. The players draw it and then compare drawings. Twenty Questions Has he got two eyes? Has he got a big mouth?

26

Monster Mash

27

LESSON

Hands Up! (pages 28 and 29)

NOTES

Key language 12 smoke

1 wash dishes 2 wear fancy dress gloves (monster style) survey/measure landscape hold hands put finger to lips clench fist scratch head shake hands wave wear gardening gloves 11 put on hand cream

3 4 5 6 7 8 9 10

13 show palm and back of hand 14 put on nail varnish 15 put hand over mouth 16 bite nails 17 juggle 18 clasp hands, pray 19 put/try on rings 20 tie knot around finger 21 write on hand 22 wear lace gloves 23 point finger, have a wart

24 25 26 27 28 29 30 31 32 33

hitchhike/thumbs up write make shadow shape take finger print suck thumb grow nails have a bandaged thumb cut up food pick nose put plaster on

Useful language Notes

Parts of the hand

Things related to hands

back of hand finger knuckles palm thumb veins wrinkles

bandage cream glove nail varnish ring watch

Activities for these picture sheets Responding to prompts Notes

Players respond to one of these prompts: Name any item in the picture. Describe any aspect of the picture. Describe the hand. Say who you think the hand belongs to. Say where you think the person is. Say what job you think the person does. Say how you think the person spends their time. Say what you think the person may do before or after the picture. Say what the hand is doing, and why.

Hands up! Board game This is a game for 2-4 players. Each player starts in a different corner of the board. They try to get to the opposite corner by moving one square at a time, and saying something about the picture. A prompt from the list above defines what they say. Players can move horizontally or vertically, but not diagonally.

28

29

LESSON NOTES

I can't do anything with my hair (pages 30 and 31)

Key language 1 2 3 4 5 6 7 8 9 10

short, dark straight, dark, long long, blonde, hair up, formal, wig rollers, set, permed fair, medium length, bunches, ribbons bald blonde, hair up, formal long, long fringe, medium length very long plait frizzy

11 12 13 14 15 16 17 18 19 20

dark, long, curly, ringlets punk, mohican blond, ponytail short, blond sh0I1, dark, wig, toupee blonde, straight, blow-dried short, dark, bald patch, tonsure dark, straight, medium, length a hair cut blonde, curly, medium length

Useful language Notes

What kind/style of hair do you like? What sort of hair has s/he got? What do you think of my hair? What do you think I should do with my hair? I can't do anything with my hair!

Standard games and activities (see Section 3, pages 9-12) Notes

[1] [3] [4] [14]

What's on the Card? Noughts and Crosses Three in a Row True or False?

30

I can't do anything with my hair

31

LESSON

.

Caught In the act (pages 32 and 33)

NOTES

Key language 8 skip 9 shiver 10 kneel

1 smile 2 sweat 3 stretch blow taste cough/sneeze laugh

4 5 6 7

15 16 17 18 19 20

11 snore

12 smell 13 bite

kick touch whistle bend nudge wink

14 cry

Standard games and activities (see Section 3, pages 9-12) Notes

[1] What's on the Card? [11] Matching Pairs

Players match the Caught in the Act copymaster cards and selected Body cards. [14]

True or False?

Additional activities for these picture sheets Notes

Good sense game Players are blindfolded and guess objects, smells, tastes and sounds. They say: I can touch/feel a ... I can smell cojfee/cake/perjume/soap/ .. . I can taste salt/lemonlsugar/vinegar/.. . I can hear coughing/sighing/whistling/breathing/eating/ ... (they also name the associated part of the body).

32

Caught in the act

33

LESSON

Cleaning up your act (pages 34 and 35)

NOTES

Key language 1 Put (splash) on aftershave 2 Get undressed 3 Do (style) hair 4 Dry oneself 5 Put on deodorant 6 Look in mirror 7 Get dressed 8 Clean teeth 9 Put on nail varnish 10 Spray on perfume

11 12 13 14 15 16 17 18 19 20

Shave Wash face Dry hair Have a bath Put on lotion Wash hair Have a shower Put on make-up Go to the toilet Cut (toe) nails

Standard games and activities (see Section 3, pages 9-12) Notes

[1] What's on the Card? [6] Kim's Game [14] True or False? I put na'il varnish on my face. I clean my teeth with soap. Twenty-sided Spinner game: Sequences or Silly Sequences Players pinpoint a square and make up a (silly) sequence. eg I wash my hair and then I dry it. Before I washed my hair, I put on some make-up. Tenses Spinner I cleaned my teeth this morning. Clean your teeth! Frequency Spinner I paint my toenails every week.

Additional activities for these picture sheets Notes

Desert Island Players rank the actions from 1-20 in terms of their importance. Which three things are essential? Which three things are not needed?

34

Cleaning up your act

35

LESSON

What's Wrong? (pages 36 and 37)

NOTES

Key language 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

I wash my hair with soap. I brush my hair with my toothbrush. I clean my teeth with my hairbrush. I put lipstick on my toenails. I dry myself with my hairdryer. I take an aspirin with a glass of beer. I shave the hair on my chest. I have a bath in the washbasin. I have a shower with my clothes on. I cut my toenails at the dinner table. I wipe my nose with my sleeve. I put nail polish on my lips. I wash myself with my hairbrush. I wash myself with my toothbrush. I wash myself with my comb. I use toilet paper to dry myself. I use tissues to dry myself. I wash my hair in the toilet. I wear a towel at the dinner table. I use a toilet brush to brush my hair.

Useful language Notes

She's washing her hair. Use a hair brush.

Standard games and activities (see Section 3, pages 9-12) Notes

[1] What's on the Card? [13] Guessing Game

Question Spinner games What is s/he doing? Why is this wrong? Who would do this? When should you do this?

36

What is s/he using? What should you use? Where should you do this?

What's Wrong?

37

LESSON

How much

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NOTES

Key language 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

comb brush toothpaste toothbrush hairdryer scissors perfume plasters toilet paper tissues

suntan lotion towel razor shoelaces aspirin shampoo lipstick mascara soap hairbandlscrunchie

Useful language Notes

I need a/some ... I must buy a/some .. . Where can I buy ... ? Have you any ... ? How much is ... ? Can you buy me some/a ... ? How much was it/were they?

Standard games and activities (see Section 3, pages 9-12) Notes

[1] [3] [5] [8] [12] [13] [14]

What's on the Card? Noughts and Crosses I Spy Charades I Went to Market Guessing Game True or False?

Additional activities for these picture sheets Notes

'What's wrong?' prices Write crazy prices on the objects to play the above games. Shopping Use the items as cues for shopping practice. Price survey Do a survey of prices in local shops. Report back.

38

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Using the Spinners

4 Language spinners or dice can be used in combination with visual materials to add a further enjoyable dimension to the learning experience. Spinner versions of dice included in this book are: • Question and Pronoun • Tenses • Colour x 2 • Mood • 10, 12 and 20 sided Number Dice. Blank spinners of different shapes and sizes are also provided for teachers to create their own language versions, and amended or additional prompts. How to prepare • Photocopy the spinners onto thin card, or photocopy onto paper and glue this onto thicker card. Make a hole in the middle, and push through a section of a thickish drinking straw, a long matchstick, or a toothpick. Secure with rubber bands or blutak around the straw on both sides of the spinner. • Blank spinners are provided so that the materials can be easily adapted. For example, teachers can photocopy and duplicate selected items and paste them up to create additional materials appropriate to particular groups. Learners can be asked to adapt the games and make up new ones as an exercise. • It is also possible to use small cards as an alternative to dice or spinners. Group Work - Suggested Activities: Use a spinner or dice as an extra prompt within games such as Three in a Row or True or False? Choose one item on the dice or spinner for repeated practice of one item, or allow players to have a free throw. • Cards can be used to indicate the context in which sentences indicated by the dice should be generated, for example Questions about Fitness, Colours of Monsters, Feelings about Health Problems. • Stacks of cards and a selection of dice can be used to generate quite complex sentences. Eg Questions dice + Pronoun dice + Tenses dice + Health cards can give: When do you take aspirin? Why was he sick? Where did she sprain her ankle? • Sentences generated could be written down for later checking with the teacher. Question Spinner: Example: Why are you going to the doctor's? - Because I've sprained my ankle. Pronoun Spinner: Example: I've got short curly hair, but you've got long straight hair:. Colour Spinner: Example: That monster's got green hair and a purple tongue. Faces Spinner: to prompt opinions and feelings. Examples: I like ... I love brown eyes. I don't mind short hair:. I hate wasp stings. Number Spinner: Examples: I've got ten toes. That monster has three eyes. Tenses etc Spinner: > (play) » (fast forward) «(rewind) X negative 1 question command

(the first three of these prompts are based on video controls). say something about the present. say something about the future. say something about the past. say something using a negative. make a question. give a command.

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48

WHO

49

50

SECTION

Individualising the materials

5 Notes

Depending on the age and level of your students, you may wish to adapt the basic cards, or to use them in different ways.

5.1 Function cards Notes

You may want to prepare some written function cards to use in connection with the picture cards. Prepare sets saying such things as: ASK FOR INFORMATION COMPLAIN ABOUT SOMETHING EXPRESS A WORRY

5.2 Make your own games Notes

The blank masters on pages 52-53 can be used to prepare your own games. These consist of: • 12-square board; • 20-square board.

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