Simple Reading Activities

=.=

1+ i l_r

\,.i 'ilr

:,,+'

i i 1 1. .

a

{'

F*

rn.. ': j

Lr't

{ I

OxfordbasEss

SimpleReaditg Activities IILL H A D F I E L D C H A R LE S HA DF I E L D

OXTORD TINIVERSITY

PRESS

Gontents Foreword AL AN

M AL EY

lntroduction Actlvltles 1, Greetingsand introductions 2

The alphabet

3

Numbers

4

Tellingthe time

5

Personalinformation

6

Countries

7

Nationalities

8

Locatingobjects

9

Feelings

10

Families

LL

Colours

L2

Shapes

13

Partsof the body

L4

people Describing

15

Clothes

16

Roomsin a flat

L7

Furniture

18

In town

19

Directions

20

In the market

2L

Shopping

22

Foodanddrink

23

Leisureactivities

24

Daily routines

25 26

Jobs Housework

27

Abilities

28

Rules:'must'and'mustn't'

29

Describingactions1

30

Describingactions2

Foreword There is a formidable rangeof materialspublishedworldwide for teachersof Englishasa ForeignLanguage.However,many of these materials,especiallythosepublishedin English-speaking countries, assumethat teachersusing them will be working with smallish classesand haveabundantresourcesavailableto them. Also many, of not most, of thesematerialsmake implicit culturally-biased assumptionsabout the beliefsand valuesof the teachersand learners. This situation is ironic in view of the fact that the vast majority of Englishas a ForeignLanguageclassroomsdo not correspondat all to theseconditions.Typically,classes are large,resourcesare limited, and teachershavevery few opportunitiesfor training and professionaldevelopment.Also, the cultural assumptionsof teachersand learnersin many parts of the world may vary quite significantlyfrom thoseof materialswriters and publishers. This book is an attempt to addressthis situation.The authors presentthirty lessonsat elementarylevel,eachwith the same methodologicalframework.The lessonsare explainedin clear, accessible language,and none of them require sophisticated resources.Instead,they call on the basichuman resourceswhich all teachersand learnersbring with them to class.The language points coveredare onesfound in a typical elementarycourse,and the topicsare thosewhich form part of everybody'sdaily lives,for examplefamilies,homes,and leisureactivities. Most importantly, however,the book offers a framework for teacherswho lack training and support.The hope and the expectationis that suchteacherswill begin by following eachstep will of a lessonquite closelybut, astheir confidenceincreases, adapt and add to the techniquespresentedhere,respondingto the particular needsand abilitiesof their learners. This is an important book: one of the few attemptsto addressthe problemsof the'silent majority' of teachersworldwide who have little or no training, and few resourcesto work with. AL AN

M AL EY

Assumption University Bangkok, Thailand

lntroduction Englishis taught all over the world, by all sorts of teachersto all sortsof learners.Schoolsand classroomsvary enormouslyin their wealth and their provision of equipment.Learnersarevery different from placeto place.But, whateverthe conditions in which you are working, there is one resourcewhich is universaland unlimited: the human mind and imagination.This is probablythe one singlemost valuableteachingand learningresourcewe have. Nothing can replaceit. In eventhe most'hi-tech'environment,a lack of imagination and humanity will makethe most up-to-date and sophisticatedresourcesseemdull; conversely, the most simple resourcescan be the most excitingand useful. We havebeen fortunate to spend quite a lot of our time working not only in'hi-tech' environmentswith computersand video,but alsoin classroomswhere thereis little more than blackboardand chalk and someout-of-datecoursebooks.Someof our most interestinglearning and teachingexperiences(asConfuciussaid,a teacheris'alwaysreadyto teach;alwaysreadyto learn') havebeen not in the comfortablewell-resourcedsmall classroomsof a private languageschool,but in classroomswhere only the minimum of equipmenthasbeen available.Equally,someof our most memorableteachingexperiences in'hi-tech' classroomshavebeen when we haveabandonedthe cassetteor video or glossy coursebookand got to work with that most preciousresourceof all, the learners'ownexperienceand imagination. Teachersoften haveto usematerialswhich are out of date,or contain subject-matterirrelevantto their particular group of learners.For example,we havehad great difficulty explaining the conceptsof the fridge-freezerand microwave oven to Tibetans.In the sameway,learnerswho have spent all their lives in northern countries might have difficulty with an exercisefrom an African textbook which asksif they prefer yam or cassava.So over the last few yearswe havebeen trying to designmaterialswhich can be usedin aswide a rangeof teachingsituationsaspossible. The activities we suggestare as flexible as the human imagination is creative;they are'teacherresourcematerial'which teacherswill be ableto adjustto suit their particular environment.In thinking about universallyapplicable,'lo-tech'materialswe havecome up with a list of criteria that needto be met. The materialswill need to: be usablein largeclasses aswell as small. be suitablefor adult learnersaswell as secondarylearners,and if possibleeasilyadaptableto a primary context. be centredon the universalsof human experience.

lntroduction

cover the main languageskills and have a useful baseof grammar and topic vocabulary. - be traditional enoughto be recognizableby all teachers,and thus give them a senseof security,while providing communicative activitiesfor learners. -, be non-threateningin the demandsthey make on learners. ,, be teacher-based'resource material' rather than books for learners. rrr:i assumethat no technicaland reprographicresourcesare available and be basedon the human resourcerather than the technical. be culturally neutral,not context-bound,and thus be flexible,easily adaptableby the teachersto their own culture and teaching context. be flexible enough to complement a standard syllabusor coursebook.

Simple ReadingActivities This book containsthirty activities,designedaccordingto the criteria above,for developingthe readingskill at elementarylevel. Eachactivity has three main stages: Lead-in-This introducesthe learnersto the topic and focuses their attention. Read and respond-This is the main part of the activity. The learnersare first encouragedto read through the text quickly.They then read it more carefully. Follow-up-This stage,which is optional, givesthe learnersthe opportunity to practisethe other languageskills using material from the readingtext.

The aim of the lead-in is to get the learnersto start thinking about the topic of the readingtext beforeyou actuallyshow them the text itself,and perhapsintroduce or familiarizethem with a few vocabularyitems from the text.You can usea variety of techniques to stimulatethe learners'interest,questionand answer,pictures,or a short discussion,for example:

Lead-in

.,

asklearnersquestionsabout their personalexperiencesrelatedto the topic. asklearners'opinionsand havea short discussionaround the topic. show a picture of somethingor someonein the text and ask learnersto describeit/him. asklearnersto imagine a scene/person like one describedin the text.

Introduction

Lead-in activitiesshould be very short-they should not take more than about five minutes. A1l you are aiming to do is to engage learners'interestand get their minds focusedon the topic.

Read and respond

Beforethe learnersstudy the readingtext in detail,it is important that they should read it through quickly to get a generalidea of what it is about,rather than trying to understandeveryword straightaway.For this reason,the read and respondpart of each activity after Activity 5 startswith a phasein which the learnersare encouragedto do one of two things: Readthe text-or just the beginningand end-rapidly in order to get a generalidea of the theme (often referredto as'skimming'). For example,you could askthem to read only the first and last sentenceof the text and then to tell you what they think it is about. Look rapidly through a text searchingfor preciseinformation (often referredto as'scanning').For example,you might askthe learnersto find the answersto one or two simple factualquestions about the text as quickly aspossible. Evenwhen the learnerscome to read the text more carefully,it is important that they should learn to understandthe main points without gettingsidetrackedby confusingand sometimesirrelevant detail.The techniquesusedin this phaseof the activitieshavebeen designedto practisethis skill. They are as follows: Readand complete-Learners read a text and usethe information to completea list, table,chart, or picture. Readand correct-Learners correctmistakesin a text. Read and draw-Learners read a text and draw what is described. Readand guess-Learnersread a text and guesswhat is described. Read and match-Learners match information in a text with other readingtextsor pictures. Read and reorder-Learners read a text in muddled order and number the sentences or paragraphsin the correct order; or they physicallyreorder sentences on separatestrips of paper. Read and sort-Two texts are mixed together.Learnershave to sort out which sentences belongto which text. There are examplesof all thesetechniquesin this book.

Introduction

Materials Providing learnerswith sufficientreadingpracticeis perhapsthe most daunting problem which facesthe teacherwith limited resources, becausereadingimplies textsin books or on handouts.If you do havea photocopieryou can,of course,make a copy of the text for eachlearner.But if you don't, how can you usethe textsin this book?Writing a long text on the board for everyoneto seeis laboriousand time-consuming-and, for all concerned,extremely boring. The textsin this book are mostly short enoughto write on the board if you need to, but a much better way to presentthem to the classis by using readingposters. A readingposteris simply the text written out in largeletterson a big sheetofpaper. Ifyou decideto useposters,try to find a cheap sourceof sheetsof paper.In Madagascar, for example,the teachers we worked with found the sheetsof paper usedfor wrapping vegetables in the market were ideal for making posters.A good way to fix postersto the board is to pin a length of string along the top of the board like a clothes-line.You can then useclothes-pegsto pin your postersto the string! Readingpostershavethe advantage that you can savethem, so you will not have to write the whole text out again the next time you want to use it. In this way you can build up quite a library of reading texts at different levels. Postersare also usefulwhen you usepicturesin an activity.Again, if you haveyour pictureson posters,it meansthat you do not have to draw them on the board everytime. This is a particular advantageifyou are not very confidentabout your drawing skills. An alternativeto drawingson postersis drawingson smallerpieces of card (but still largeenough for all the learnersto see).Theseare usuallyknown as'flashcards'. They are usedin 14,'Describing people'.

Procedure

The main stageof eachactivity has six basicsteps: 1 Put up the text. 2 Setthe'skimming' (readingthrough very quickly to get an overallidea of what the text is about) task,or give the 'scanning' (looking for specificinformation) questions.Explain clearly what you want the learnersto do and make sure they understand. 3 Setthe'read and respond'task.Again be surethat you explain clearlSand that the learnersunderstandwhat they haveto do.

lntroduction

Give the learnerstime to read the text and do the activity individually. At this stageyou will need to walk around the class and deal with any problemsor queries. When they have finished the activity, it is often a good idea to askthe learnersto comparetheir answersin pairs.If they discoverthat their answersare different, they have an opportunity to checkthe text againand perhapsdiscoverthe correct answerfor themselves. Finally, go through the answerswith the whole classand discuss them.

Follow-up

Readingtextsare avery good sourceof new words and expressions. Many of the follow-up activities in this book are aimed at extendingthe learners'vocabularyby focusingon a particular group of words in the text (often calleda'lexical set'),for example, classroomfurniture in 8,'Locating objects',or householdobjectsin 16,'Roomsin a flat'.In many cases,the learnersare encouragedto add more words and expressions to expandthe set.

Other ideas Wall posters A good way of giving learnersextra reading practice is to use texts they write themselves. You can collectin written work and useit to make wall posters,either by choosinga few learners'work and pastingit up on a poster,or if it is badly in need of correction, writing correctversionsyourselfand pastingthem to posters.The posterscan then be displayedon the wall with a reading activity. Learnerscan read the postersin their sparetime or if they finish an activity early.This is a good way of revisingstructuresand vocabulary you have recently taught. Readingcards If you can get hold of a number of different short readingtextsbut haveno photocopier,/ou c:ln make readingcards.Eachcard should havea text and comprehensionquestionson the front, and answerson the back or on a separatecard.The cardscan be kept in boxesfor easeof useand organization.They can be graded according to the level of difficulty of the text. You will need more cardsthan the number of learnersin your class.Learnerscan then usethe readingcard box asa lending library, choosinga card at their level of difficulty and exchangingit for another when they havefinished.It is a good idea to keep a record of which learners have read which cards.

lntroduction

Buildinga lesson There are four companion bools to this one,PresentingNew Language,SimpleListening Activities,SimpleSpeakingActivities, and Simple Writing Activities.All,of thesealso contain thirty activities' and in all five books the topics and the languagepresentedand practised correspond.So,for example,activity I in all five books is about'Greetingsand introductions'and activity 30 is about 'Describing actions'.The activities in eachbook are graded, following a basic structural syllabus.This means that you can designyour own lessonor sequenceof lessonsusing material from any,or all, of the books, depending on your learners'needsand the time available.

Activities

Greetingsand introductions L ANGUAGE

Hello. My name's What's your name? Nice to meet you. Readand reorder.

T ECHNIQUE M AT ERIAL S

The dialoguebelow; the picturesbelow,on a posteror on the board.

pREpARArroN Preparethe posterif you areusingone. TrMEGUrDE 20 minutes.

Lead-in

7.

Showthe learnersthesepictures.

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

Read and reordel

Ask the learnersto name the boy and the girl. Write the names under the pictures. Write the following dialogueon the board. It is in jumbled order: Hello,My name'g Niceto meet you too. What'eyour name? Niceto meet you. Mv name'a

tf

Greetings and introductions

Get the learnersto read the sentences out loud. First get them to read in chorus and then ask individual learnersto read. Ask the learnersto copy the picturesand write the sentences, including the namesthey have given the boy and the girl, in the correctbubbles. Checkthe answerswith the class.

wlQ.?

Follow-up

fvlq nowrets " Nicetoneefgou.

Checklearnersunderstandthe expression'Niceto meet you and explain that it is quite formal. Ask them to suggestalternativegreetingsto'Hello' in English,for example,'Hi!','Goodmorning',and'Good afternoon'.In the learners'ownlanguage,discusswhen different greetingsare used, and which are formal and which are informal. or You could get learnersto suggestactionsfor the expressions, provide them yourself (for example,shakinghands for'Nice to meet you'). In the learners'ownlanguageyou could discussthe differencesbetweentheseand greetingsin their own culture.You could play a game:two learnersperform action and the others guesswhat they are saying.

Theatphabet

2

LANGUAGE The lettersof the alphabet. TEcHNreuE Readand guess. MATERTALS About eight abbreviations;the picturesopposite,on a posteror on the board. eREIARATIoN Preparethe posterif you are using one. TrMEGUIDE 20 minutes.

Lead-in

aaaaaa

t

Put an abbreviation on the board in your language,for example, UN (United Nations).

2

Explain what the lettersstand for and ask the learnersfor some more examples.(If you havea multilingual class,chooseone abbreviation that everyoneis likely to know and find the differencesin all the different languages.)

3

Write about eight abbreviationson the board, for example:

aaaoaoaaaaaa aaaaaaaaa.a.aaaaaaaaaa

Read and guess

1 DDC 2HM 3E U 4 NATO 5 UqA 6 rhD 708 O AID) 4

Saythreeor four ofthem andaskthelearnersto tell you the numbersof the abbreviations on theboard,for example: rrecnBn EU LEARNERNumber3

5

10

Put the learnersinto pairs. Ask if they know or can guesswhat any of the abbreviationsstand for. Give them a short time to do this. then ask for someideasaround the class.

Thealphabet

Put up the following pictures and ask them to guesswhich abbreviationgoeswith which picture.

=@ t(;x l (\tl(lr

TI( 41

Write up the full names,in the examples,theseare: 1 Eritieh Eroadcastina Corporation 2 Her/ Hie Majeety 3 EurooeanUnion 4 North Atlantic Treaty Orqanization 5 United )tatee of America 6 Doctor of Fhiloeophy 7 Great Britain B Acquired lmmuneDeficiency)yndrome

8

Follow-up

Check that the learnersknow what the abbreviations mean. Are there any differencesin their own language?

Divide the classinto two teams.Get eachlearner to think of an abbreviation in their own language.Tell the teams to take it in turns to sayan abbreviation,spellingit out in the English alphabet. The team that knows the most abbreviationswins. Alternatively,learners could invent abbreviations for things in the classroom,and the others could try to guesswhat it standsfor. For example: IE,INNSN T PC LEARNER z

The Poster Corner!

11

Numbers LANGUAGE TECHNIQUE MATERIALS P R E P A R A T ION T IME GU ID E

taaaaraa taa aa aa a

aaaaaaaaaaa

Readandcorrect. Dialogueandnumberswrittenon theboard. None. 20 minutes.

aa a a a a

Lead-in

aaaaa a aa aa aa aa aa aa

Numbers.

aaaaaaa

Ask a learnerfor his or her telephone, identitycard,or passport number.Write it on the boardwith a mistake.Get the other learnersto correctyou. aaaaaaaaaaaaaao a a a . a a a a a a t a a

Readandcorrect

2

Write a dialoguecontainingnumbersin speechbubbleson oneside of theboard.All the numbersshouldbe expressed in words.On the for otherside,write the numbersin figures,but with mistakes, example: number? What'eyourtelephone

o27009 It'o eight- eeven-two-ei6ht- oh-nine.

wnzT6 VOUrAddreSS{

Twe ntv-th reeCharlee )tre et.

Howold are

t2

Numbers

Tell the learnersthat the person listening wrote down the numbers, but made mistakes.Ask them to write down the correct figures and then checktheir answersin pairs. Ask for a volunteer to come to the board and rub out the first number from the speechbubble and replaceit with figures,for example: It's B72OO9. Check that it's correct and then ask for other volunteers to correct the other numbers.

Follow-up

Rub out the answersin the speechbubbles,leaving only the questions.Put the learnersin pairs and get them to ask and answer the questions using their own numbers. Or, ask learnersto write down three numbers which are important to them (e.g.telephonenumbe6 number of children in their family, etc.). Put them into pairs and get them to guesswhy the numbers are important.

l3

Tellingthe time L ANGUAGE

Readand complete.

T ECHNIQUE M AT ERIAL S

P R EPARAT ION T IM E

Lead-in

What time is -? When -? Numbers.

GUIDE

L

Dialoguesin speechbubbles,on a posteror on the board; diary page,written on the board. Preparethe posterif you are using one. 30 minutes. Ask the classa few questions,for example: What time is it? When does this lessonend? When is lunch? Put the times in words on the board. Ask how you would write them in numbers.Ask for volunteersto write the numberson the board.

Readand complete

2

Put up thesedialoguesin speechbubbles: What time io the party?

Twenty-fiveto eiqht.

t4

Telling the time

3

Get the learnersto skim the dialoguesquickly. Ask a few questions in random order, for example: What time is the doctor'sappointment? When is the film? When is the party?

4

Write this diary page on the board: Tell the learners to copy it. M)NDAY

dentiat -

TUE)DAY

film-

WEDNE)DAY tennieTHUKODAY

doctor-

FKIDAY

parLy-

)ATUKDAY

train to London-

SUNDAY

return from London-

Ask the learnersto read the dialoguesand to fill in the missing times in the diary. They should write the times down in numbers, not words. Get them to check their answersin pairs. Then ask for a volunteer to come to the board and fill in the time in the diary entry for Monday. Check that it is correct, then ask for volunteers to fill in the other times.

Follow-up

Get learners to write their own diaries for the next couple of days. Put them in pairs and get them to ask and answerquestionsabout their appointments. Put the following words on the board: the doctor'e appointment the football match

the meeting the exam

the parLy the film

Ask the learnersto put the words into two groups'duty'and 'fun'. Then add'What time is -?'to the words on the board to make a substitution table. In pairs get learners to ask and answer about their appointments. 15

fA

\,,

Personalinformation

LANGUAGE My name's I'm -. I'm from rEcHNreuE

Readand correct,

MATERTALS Letter and speechbubbleson a poster,or on the board; magazine picturesof people (for Follow-up). eREIARATToN Preparethe posterif you are using one. Collect the magazine pictures if you are doing the Follow-up. TrME GUrDE 30 minutes.

Lead-in

7.

Ask a learner: What's your name? How old are you? Where are you from?

Read and cotlect

2

Write the answerson the board making deliberateerrors and get the learnersto shout'Stop!'when they seea mistake.Correct the mistakeand go on.

3

bubblesunderneath. Put up the followingletterandput the speech

Hi penpal! Nice to meet you! Let me introduce myoelf.My name'aJane Grey and I'm 15yeare old, l'm from Toronto,Canada and I liveat 23 MadieonKoad, Toronto.I'm a dancen and my hobbieo are playingthe quitar and ainging. Writeand tell me all about voureelf! Jane

16

Personalinformation

Cover the speechbubbles and get the classto skim the letter quickly. Ask a few questions,for example: Who is writing the letter? Who is shewriting to? Which country is she from? What doesshe like doing? Tell the learnersthat the sentencesin the speechbubbles are spoken by |ane'spen pal. Sheis telling her friend about Janebut she'swrong about some things. Ask them to read the letter and the speechbubbles and write correct versionsof the sentencesin the bubbles. When they have finished, ask them to compare their answersin pairs. Check the answerswith the whole class.

Follow-up

Put up the magazinepictures of people on the board or round the room. Ask the learnersto chooseone and to write about him or her using the words on the board. If they need help, write these sentences on the board: Hie/her name ie He/ehe'oa -. Hie/her hobbyie Go round supplying vocabulary for jobs or hobbies if they need it. Put learnersin groups of three or four. Tell them to take it in turns to read their description and get the others to guessthe picture it describes.

T7

l^

Gountries

O LANGUAGE

'Countries'and'cities'vocabularyarea(for exampleHong Kong, Thailand, India, Paris,and London). Readand draw

T E CHNIQUE

Lettet on a posteror on the board; simplified map of the world on a poster,with countries and cities mentioned in the letter marked.

MAT BRIAL S

PREPARATToN Prepare the posters. TrME GUrDE

30 minutes.

Lead-in

1,

Put up the map of the world. Ask the learnerswhich countries they would most like to visit.

Read and draw

2

Ask the learnersto copy the map of the world into their books.

.rilAlLAND

u 0 18

Countries

3

Put up the letter. Dear Joe, Here I am at last in Hon7 Konq!l'vehad a lon4 tnp and am tired. Laat weekI waa in Thailandand beforethat in lndia. I lefL Canadasix weekea4o and went atraiqhL to London.From there I went to Farie,and then to Turkeyvia ltaly. I'm ffyin4 back to Canadaon )unday eo willoeeyou aoon! Lovefrom Nataeha

4

Draw a picture of a suitcasewith luggagelabelson the board.

Tell the learnersthat the suitcasestartedin Vancouverand is now in Hong Kong. Ask them to scanthe postcard quickly and fill in the other labelson the suitcase. Then ask the learnersto readthe postcardmore slowly and mark Natasha'sroute in pencil on their maps.

Follow-up

6

Get the learnersto comparetheir maps in pairs.

7

Readout the letter,tracing the route with your finger on the poster asyou read.

Teachmore country namesby askingwhich countriesthe suitcase passedthrough on its route, and getting the learnersto add theseto their maps. Alternatively, practisewords for nationalities. Tell the learnersthat the owner of the suitcasehad to get a visa for eachcountry and ask which embassies he or shehad to visit. 19

7

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

L ANGUAGE

Readand match.

T ECHNIQUE

Poem,on a posteror on the board; posterof picturesof souvenirs, posterof a map.

M AT ERIAL S

Preparethe poster(s).

PREPARAT ION T IM E

Lead-in

30 minutes.

GUIDE

Put up the posterof the pictures.

t

ry

ry

Ask the learnersif they know what the objectsare called.Get them to guesswhere eachobject comesfrom.

Read and match

3

Then tell them you are going to give them a poem to read. Put up the poem. My uncle wae a eailor He sailed acroee the eea And whenhie ohip came homeat,laat He brouqht theee qifte for me: A Mexicanhat A Turkiohmat TwoDutch clo1e ThreeGerman doaa A )panieh fan A Chineaepan A Japaneoehouee A little French mouee A Peruvianllama And a pair of pyjamae

20

Nationalities

Ask the learnersthesequestions: What was my uncle'sjob? \,Vhatdid he bring me? Ask the learnersto look at the picturesof the objectsand get them to put write the lettersA-| under the picturesin the order the objectsappearin the poem. Put up the posterof the map.

b

0

Ask the learnersto copy it and mark the uncle'sroute . It should include the following countries in any order (Mexico, Turkey,The Netherlands,Germany,Spain,China, lapan,France,Peru?). Ask the learners: What country do you think the pyjamas come from? (India)

Follow-up

Ask students if they have any objects from other countries (if they are unlikely to have any, ask them what the uncle would take home as souvenirsfrom their countrv).

2T

Locatingobiects

B L A NGUAGE

'Classroomfurniture' (for example,picture, desk,board) Vocabularyarea. Placeprepositions. Readand correct.

T E CHNIQUE M AT ERIAL S

A descriptionof your classroomcontainingerrors,on a posteror on the board.

P R E P A RAT ION

Preparea short descriptionof your classroom.Include five or six errors.Preparethe posterif you are using one.

TIME

Lead-in

GUIDE

7.

30 minutes.

Ask learnersa few'quiz' questionsabout their classroom,for example: It's on the wall near the door.What is it? It's on the ceiling,in the middle.What is it? It's on the floor under the window. What is it? Supplyvocabularyif they don't know the namesof the objects. Make sure they know words such as'wall','ceiling','map', and 'picture'.

ewalI

ll ill

,^fiator

Readand coruect

2

Put up the descriptionof your classroom,describingwhereobjects are locatedbut containingerrors,for example: Thereie a picture ie on the wallnear the door.ln front of the picture there is a deekand a chair.Theyare the teacher's.At the back of the classroomthere ia a board.At the side of the claaeroomthere ie a window.Abovethe windowLhereare eome ehelvee.Next to the shelvesio a map of the worldand under the map io a cupboard.Thereare 20 deekoand chaire on the ceilinq and a lar4edoor in the fioor.

22

Locatingobjects

Ask the learnersto begin readingand to put up their handsas soon as they seeanythingwrong. Ask the learnersto read the text and to find all the mistakes.Tell them to write the correctversionsof the sentences where there are mistakes. Readthe text out to the learnersand askthem to shout'Stop!' when they hear a mistake.Pauseand ask them what the correct sentenceshould be, then alter the text if you have written it on the board or, if you are using a poster,write out the correctsentence on the board.

Follow-up

Put the following list of words on the board (but don't include the words for things you don't havein your classroom): board deak radiator chair fan nobiceboard door window table liqht picture Ask the learnersto sort them into three groups,'On the wall', 'On the floor', and'On the ceiling'. Ask learnersto write 10 sentences about objectsin the classroomfive correct and five incorrect. Put them in groups of three to four to read eachother their sentences. The first personto shout'wrong' when they hear an incorrectsentenceget a point. The winner is the personin eachgroup with most points. Alternatively, leavea number of slips of paper with the names of objectsaround the classroomin the wrong places,for example, 'board' on a desk,'window' on a door, and so on. Ask the learners to tell each other the correct locations of the things, and to move the labelsto the right places.

23

Feetings

9

LANGUAGE'Feelings' vocabularyarea(for example,sad,lonely,h"ppy). rECHNreuE Readand correct. MATERTALs Diary extracton a posteror on the board, a posterwith a list of sentences about feelingson. pREpARArroN Preparethe poster(s)if you are using them. rrME GUrDE 30 minutes. Lead-in

1,

Mime somefeelingsto the class,for example,'huppy'bysmiling and'angry'by frowning. Ask the learnersto guesshow you feel.

2

Write the following words on the board and askthe learnersto discusshow thesethings make them feel: rain sunshine work frienda lettere havinqan arqument Supplyor elicit the following words in the discussion:'sad','lonely', 'happy','fedup','bored','angry',and'tired'.

Read and cottect

3

Put up this diaryextract: MONDAY Greyrainyday.Feelead and lonely. TUE)DAY Weatherbetter today.Hot oun.Letter from John.FeelhappV. WEDNESDAY Bueyday.Workedhard.Hunqryand thiraty. Tiredtoo. THUR9DAY Argumentwith Dad.Anqryall day. FRIDAY Weather cold and rainy. Feelaad and fed-up.

9ATUKDAY Nothinqto do. Eored. SUNDAY Niceday.Friendacame.1awJohn tonight. VERYhappy! Tell the learnersthis is |ane'sdiary for last week.Ask them to skim it quickly.

24

Feelings

4

Ask a few questions,for example: Which dayswere rainy? When was lane bored? When did she seeJohn? Tell the learnersto find the answersas quickly as possible.

5

Write the sentences below on the board, or put up a poster.Ask the learnersto work in pairs and correct the ones that are wrong: Rain made her fed uo. Theaunahinemade 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 learnersto write down the correct sentencesand then to compare them with a partner.

7

Go through the sentenceswith the whole classand correct them on the board.

8

Ask the learnerswhat they think'busy' and'argument'mean.Tiy to get them to guessfrom the context.

;;ffiil""'o""..r"""";;.;ii;ii;.I"g.'vocabulary.Addthefotlowingwordstothelist you wrote on the board at stage2: exama parEieo qhooto thunderetorme Check the learnersunderstand the words, then ask them to sayhow the things make them feel, for example: Exams make me nervous. Partiesmake me excited. Usethe contextto teach'nervous','worried','excited', and'scaredl

25

Famities

1-0

LANGUAGE 'Families'vocabularyarea(for example,mother, father, sister). Numbers. Readand reorder.

T E CHNIQUE

Postersof a text with sentencesin the wrong order, and in the correct order.

M AT ERIAL S

Preparethe posters.Draw the family tree on the board.

P R E PARAT ION TIME

Lead-in

GUIDE

7.

30 minutes.

Draw a picture of a family tree on the board, without the relationship words:

ntece bro{herns husband wiPe Son

rnolf,er sister uncle daughte,r

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

Read and leorder

2

Ask the learnersif they can tell you where to put the words on the arrows to show the relationshipsbetweenthe members of the family.

3

Put up the following text: Dear Tom, Youwanted to knowmoreabout my family. A ts C D E

26

My father's name ia Tierre. My mother io only 52. They're14and 15 and their names are Marc and Guy. Theystill liveat home,but my eieherie married. Her huebandie called Robert and they havea beautiful baby calledSuzanne.

gru Famiries F G H I J

He's 62 yeare old. Her name ie Jeanneand ahe'e20 yeare old. Her name ia Beatrice. I'veqot two brothera. 9o l'm an unclenow.

Pleaoetell me about your family. Yourfriend Hugo.

4

Ask the learnersto respond'true' or'false'to the following statements: Hugo is writing a letter.(true) He'swriting to John. (false-Tom) His father'sname is Benedict.(false-Pierre) He has two brothers (true) |eanneis 25 yearsold. (false- 20) Ask the learnersto read the text and put the sentencesin the best order. Then ask them to compare their answersin pairs. Elicit the correctorder and write the letterson the board (A, R B, H, I, C, D, G, E, J), Put up the poster showing the correct text and read it aloud with the learners.Write the people'snameson the tree.

Follow-up

Draw in more peopleon the family tree on the board.

Usethe extendedfamily tree to teach'grandfather','grandmother', 'grandson','granddaughter','aunt', and'nephew'. 27

1t1t Gotours LANGUAGE'Colours'vocabulary area(for example, It's -.

-,

and -).

rECHNreuE Readand match. MATERTALs Text,on a posteror on the board; pictureson a poster. pREpARArroN Preparetheposter(s). TrMEGUIDE 30 minutes.

Lead-in

L

Ask the learnerssomequestionsabout birds, for example: What is the most common local bird? What colour is it? What birds do you know? What coloursare they? What is your favouritebird?

Read and match

Put up the text. Seenin qarden: 1 2 3 4 5 6

small brownbird with red breast and short tail bird with red breast, blackhead and win7a,7rey back larqe blackand white bird, hoppinqon path, noieycall qreenbird,yellowon winqe,thick beak,eeeneatin7 seeds oeenin bueh near rivenbri7ht bluebackand oranqebreaet pinkiehbreaat, blue-7reyhead,and blackand white otriped win4a,aeeneating eeedain qarden

Ask the learnerswho they think wrote the notes. Put up the pictures.

bro*rt

bl*k red

red

whi 28

44

colours*fu -fu

blue blad