Simple Listening Activties Jill Hadfield

5/24/2018 Simple Listening Activties Jill Hadfield

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basics

Jill HadfieldCharles adfield


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SimpleListeningActivitiesJi l lHadfieldCharles adfield

OXTORDI INIVERSITY PRESS


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ContentsForewordALAN MALBY

lntroductlonActlvltlesL Greetings nd ntroductions

2 The alphabet3 Numbers4 T.lliog the time5 Personalnformation6 Countries7 Nationalities8 Locatingobjects9 Feelings

10 FamiliesU. ColoursL2 Shapes13 Partsof the bodyL4 Describing eople15 Clothes16 Rooms n a flatL7 Furniture18 In town19 Directions20 In themarket2L Shopping22 Foodand drink23 Leisure ctivities24 Daily routines25 Jobs26 Housework '27 Abilities28 Rules:'must'and'mustn't'29 Describing ctions30 Describing ctions2


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ForewordThere s a formidable rangeof materialspublishedworldwide for teachers fEnglish as a Foreign Language.However,many of thesematerials, especiallythosepublished n English-speakingountries,assume hat the teachersusing them will be working with smallish classes nd have abundantresourcesavailable o them. AIso many, f not most, of thesematerialsmakeimplicit culturally-biasedassumptionsabout the beliefs and valuesof theteachers nd earners.This situation is ironic in view of the fact that the vastmajority of English asa ForeignLanguage lassrooms o not correspondat all to theseconditions.Typically, classes re arge,resourcesare imited, and teachershavevery fewopportunities or training and professional evelopment. Iso, he culturalassumptionsof teachersand learners n many parts of the world may .varyquite significantly from those of materials writers and publishers.This book is an attempt o addresshis situation.The authorspresent30 essons t elementaryevel,eachwith the samemethodologicalframework.The lessons re explained n cleat accessibleanguage, nd noneof them requiresophisticatedesources.nstead, hey call on the basichuman resources hich all teachers nd earners ring with them to class.The language oints coveredare ones ound in a typical elementary ourse,and the topics are hosewhich form part of everybody's aily ives, orexample amilies,homes,and leisureactivities.Most importantly,however, he book offersa framework or teacherswholack training and support.The hope and the expectation s that such eacherswill begin by following eachstepof a lessonquite closely ut, as heirconfidence ncreases, ill adapt and add to the techniques resented ere,responding o the particularneedsand abilitiesof their learners.This is an important book one of the few attempts to address he problemsof the'silent majority' of teachers orldwide who have ittle or no training,and few resources o work with.ALAN MALEYAssumption UniversityBangkok, Thailand


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IntroductionEnglish is taught all over the world, by all sortsof teacherso allsortsof learners.Schools nd classrooms ary enormously n theirwealthand their provisionof equipment.Learnersareverydifferent from place o place.But, whatever he conditions in whichyou are working, there s one resourcewhich is universal andunlimited: the human mind and magination.This is probably heone singlemost valuable eachingand earning esourcewe have.Nothing can replacet. In even he most'hi-tech'environment,alackof imaginationand humanity will make he most up-to-dateand sophisticatedesourceseemdull; conversely,he most simpleresources an be the most excitingand useful.We havebeen fortunate to spend quite a lot of our time workingnot only in'hi-tech'environmentswith computersand video,butalso n classroomswhere there is little more than blackboard andchalk and someout-of-datecoursebooks. omeof our mostinteresting earningand teachingexperiencesasConfuciussaid,ateacher s'alwaysready o teach;always eady o learn') havebeennot in the comfortablewell-resourced mall classrooms f a privatelanguage chool,but in classrooms hereonly the minimum ofequipmenthasbeenavailable. qually, omeof our mostmemorable eachingexperiencesn'hi-tech' classrooms avebeenwhen we haveabandonedhe cassette r videoor glossycoursebook nd got to work with that most precious esource fall, the learners'ownexperience nd imagination.Teachers ftenhave o usematerialswhich areout of date,orcontainsubject-matterrrelevant o their particulargroup oflearners.For example,we havehad great difficulty explaining theconceptsof the fridge-freezerand microwaveoven to Tibetans. nthe sameway, earnerswho havespent all their lives n northerncountries might havedifficulty with an exercise rom an Africantextbook which asks f they preferyam or cassava. oover the lastfew yearswe havebeen trying to design materialswhich can beused n aswide a rangeof teachingsituationsaspossible.The activitieswe suggestare as lexible as he human imagination iscreative;hey are teacher esourcematerial'which teachers ill beable o adjust to suit their particular environment. In thinkingabout universallyapplicable,'lo-tech'materialswe havecomeup with a list of criteria hat need o be met. The materialswillneed o:be usable n largeclasses swell as small.be suitable or adult learnersas well as secondary earners,and ifpossibleeasilyadaptable o a primary context.be centered n the universals f human experience.


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Introduction

aaa""Warm-up

cover he main languageskills and havea usefulbaseof 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 heymake on learners.be teacher-based'resourceaterial' ather han books or learners.assume hat no technicaland reprographic esources re availableand be basedon the human resource ather han the technical.be culturallyneutral,not context-bound,and thus be flexible,easilyadaptable y the teacherso their own cultureand teachingcontext.be flexibleenough o complementa standard yllabus rcoursebook.SimpleListeningActivitiesThis book contains hirty activities, esigned ccording o thecriteria above, or developing he listeningskill at elementaryevel.Eachactivityhas hree main stages:Warm-up-This introduces he learners o the topic and focusestheir attention.Listen and respond-This is the main part of the activity.Thelearners isten o a textand respond o what they hear n a varietyof ways.Follow-up-This stage ives he learners he opportunity topractisewhat they have earnedusing he other anguage kills.

Before he learners isten to a text, it is very important to preparethem by doing a'warm-up'activity. This meansgiving them someidea of what the text is going o be about,eitherby telling them orasking hem to guess.Beforeyou begin the activity,you may alsowant to pre-teachdifficult newvocabulary.But don't pre-teachall the newvocabulary.Guessing ew words s an important listeningskill andit is a good dea o give he learners omepractice n this.Preparethe text before he lessonand decidewhich wordswould be easyfor your learners o guess nd which would be difficult. Pre-teachonly thosewordswhich would be difficult or impossible o guessfrom the context, but which areessential or understanding hetext.Leavehe othersand try to get he learners o guesswhat theymean-don't do all the work for them You can explaindiffrcultwords or expressionsater on in the lesson.


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Introduction

Warm-up activitiesshould be very short-they should take notmore than about five minutes.All you are aiming to do is to get thelearners nterested n the topic and familiarize them with somevocabulary.

Listen and respond Mary learners ind it diffrcult to develop he listening skill. Why isthis?One reason s that learnersmay not often hear-or at leastneed o understand-spoken Englishoutside he classroom. hebest way to improve their confidence s to provide them withregular istening practice. t may be that you are worried aboutyour own English, hat it is not of 'nativespeaker'standard. ut itis much more important that your learners hould havepractice nlistening han that they shouldalways isten o a so-called'perfect'model. After all, it is likely that they will often needto understandnon-native speakerswhen they use English n the outsideworld. Ifpossible,hough, t is good for them to havepractise n listening oa variety of voicesspeakingEnglish. n a few activities whichinclude dialogues,or example5'Personal nformation' and21 'Shopping',we have suggestedhat you invite a colleague o actout the dialoguewith you.Another reason s that learners ry to understandeveryword andget completely ost,because uring the time they havespentworrying about one phraseor word, the speakerhas said three orfour more sentences.lwaysaskyoursel('What is the mainmessage f this text?What are the main points?'Concentrate irstof all on helping he learners o understand hosemain points.Only then, f necessarShould you focuson detailsof the language.There aremany different techniqueswhich can be used oencourageearners o listen or the main points.For example:

* Listen and complefs-lsa1ng1s listen and use he informationgiven to complete a picture, map, diagram, table,or chart.w Listen and correct-Learners listen to a text which contains anumber of factual mistakes.They identify and then correct themistakes.

rt t; Listen and do-Learners listen to a seriesof instructions oractions,and do tlrem as hey hear hem.:s Listen and draw-Learners listen to a description of a person,place,or object and draw t as hey isten.r; Listen and guess-Learners isten o a descriptionof a person,place,or object and guesswhat it is.&. Listen and match-Learners listen to a description and match it to,for example, ictures,people,objects, r places.


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Introduction

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Listenand reorder-Learners listen o some nformation and use tto put somepicturesor sentencesn the correctorder.Thereare examples f all these echniquesn this book.MaterialsA listening ext is provided n most of the activities.This may be inthe form of sentences, descriptiveext, or a dialogue. n somecases,t is a good dea o adapt he text to suit your teachingsituationand the learners ou areworking with. For example n20 In the market', he lessonwill be more interesting or thelg31ng15-3nd hey will learn more-if you describe he kinds offood that they seeand eat every day. n the caseof some texts,especiallyhosewhereyou aredescribing our own experiencesand preferences,or example22'Food and drink'it is better f youtalk from notes ather han readingout a text. Practise n yourown, using ust the notes o help you speak,until you feelconfident.Even f you do need o follow a text closely,t isimportant to become amiliar with it before he lesson.In several f the activities,we haveprovidedpictures,plans,orcharts or you to copy.Thesemaybe drawn on the board,on largepieces f paper('posters'), r on pieces f card ('flashcards').n thecase f largepicturesand plans,postershaveobviousadvantagesover drawingson the board:you can prepare hem in advance ndthey can be storedand usedagain.Try to find a cheapsourceoflargesheets f paper or posters.n Madagascar,or example, heteacherswe worked with found the sheets f paperused orwrapping vegetablesn the market were deal for making posters.Agood way to fix postersor flashcardso the board s to pin a lengthof string along he top of the board ike a clothes-line. ou can thenuseclothes-pegso peg your posters o the stringRealobjectsor'realia' can be usedasan alternative o drawings, orexamplen 12'Shapes'and0'In the market'.ProcedureDuring this stageof the activity the learnersare irst encouragedolisten or the main points in a text,and only after hey havedonethis to listen n detail.The procedurestage as ivebasicsteps:Explain clearlywhat you want the learners o do and check hattheyhaveunderstoodbeforegoing on.When you are sure that the learnershave understood what to do,read he text or act out the dialoguewithout stopping.Tiy to speakasnaturally aspossible-as if you were telling a story or talking onthe telephone-rather than ust readingout loud. The first timeyou present he text, he learners hould ust listen.


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Introduction

The second ime you present he text, get the learners o do the taskwhile they listen. You may need to read,or act it out, more thanonce for the learners o complete he task successfully. gain,remembernot to stop.Get the learners o check heir answersn pairs.Then check heanswers ourself with the whole class.Only now is it time for the learners o listen to the text---or partsof it-in detail and for you to help them with the words andexpressionshat they found hardest o understand.Sometimesyoucanpredict what thesewill be and have explanations eady,butsometimesyou will not know what gave hem most difficulty untilthey tell you. (Alternatively, hey might even have ound it so easythat you have ittle explaining to do ) This stageof the lessoninvolvesa lot of interaction betweenyou and the classasyou findout what gave hem trouble and help them with it. Here are somethings you can do at this stage:Checkthe answersand write them on the board as he learnersgivethem to you. Then go over the text again,re-reading he relevantphrasesand explaining anything the learnersstill don't understand.Choosesomepartsof the text to work on in detail, or exampleasentencehat seemed articularlydifficult. Put a series f blanksonthe board,one for eachword in the sentence:

(If you want to make this easier, ou can write some words in.)Read hat part of the text again,asking he learners o fill in asmany words as hey can. Build up the sentencewith the classuntilall the gapshavebeenfilled.When the meaning of a word can be guessedrom the context,repeat he phraseor sentence n which it occursand ask helearners o guesswhat the word means,or to suggestother wordsthat could replace t.Selectsome usefulphrasesor expressions rom the listening, writethem on the board,and ask he learners f they know the meaning.If not, explain t to them.Give the learnerS opiesof the listening text or write it on theboard.Let them readand istenat the same ime. This is a usefultechniquebecauset helpsthem to relate he spoken and thewritten word. However,don't use t too often, or the learnerswillput lesseffort into understanding he text earlier in the activity.


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Introduction

Follow'up If there is time after you have completedthe listening activity, youcan follow it up with an activity from another skill area, orexamplespeakingor writing. This gives he learners heopportunity to practisewhat they have earned and helps themestablish elationshipsbetween he different languageskills.

Building lessonThere aretwo companion books to this one,PresentingNewLanguageand SimpleSpeakingActivities.Eachof thesealsocontainsthirty activities,and in all three books the topics and the languagepresentedand practisedcorrespond.So, or example,activity I inall three books is about'Greetings and introductions' and activity30 s about'Describingactions'. he activities n eachbook aregraded, ollowing a basicstructural syllabus.This means hat youcan design your own lessonor sequence f lessonsusing materialfrom one, two, or all threebooks, depending on your learners'needsand the time available.


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Activities


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Greetings nd ntroductionsLANGUAGE Hello. My name's

What's your name?Nice to meet you.

rEcHNIeuE Listenand reorder.MATERTALs The dialoguebelow; the picturesbelow,on a poster or on the

board.pREpARArroN Prepare he dialogue, f possiblewith a colleague.

rrME GUrDE 30 minutes.

Warm-up 1, Shakehands with a few learnersand greetthem in English. Getthem to greet you in return.

Listen and reordet 2 Write.this mixed-up dialogue on the board and askthe learners ocoPy rt.What'e our name?Nice to meetyou.My name'oKate.Nice to meet, ou too,Hello.My name'a Een.

3 Tell the class hey aregoing to listen to a dialoguethat containsthesesentences, ut in a different order.

4 If possible,act out the following dialogue with a colleague.Or readit aloud, using different voices or Ben and Kate.

BEN Hello. My name's Ben.What's your name?KArE My name'sKate. Nice to meet you.BEN Nice to meetyou too.

5 Act out, or read, he dialogue again and ask earners o number thesentencesn the order they hear them, like this:What'a our name? 2Niceto meetyou. 4My name'oKate. 3Niceto meetyou too. 5Hello.My name'e Ben. 1


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6

Greetingsnd ntroductions

Tell the learners o compare heir answerswith the person sittingnext to them. Repeat he dialogueagain,so they can check heiranswers.Put up thesepictures.Get the learners o copy them and to write inthe dialogue.

8 Ask one or two pairsof learners o readout their sentencesn thecorrect order, one taking Ben'spart and. he other Kate's get themto use heir own names f they prefer).

Tell the learnerseach o think of someone hey would like to be.This could be someonewho is well-known locally or nationally,ora personfrom their country'shistory. Get them to pretend they areat a party.Tell them to 'introduce' themselves o the learnerssittingnear them, pretending they arethe well-known personthey havechosen.

Follow-up


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ThealphabetLANGUAGEThe lettersof the alphabet.

rECHNreuE Listenand guess.MATERIALS None.

eRErARATIoN Chooseabout ten namesof learnersn your class.TrMEGUrDE 20 minutes.

Warm-up 7, Spell out your name slowly, etter by letter, writing it on the boardasyou do so.Ask the learners,'Whose ame s this?'Tell hem totry and guess ssoon aspossible, eforeyou reach he end.

Listen and guess 2 Divide the class nto two teams,A and B. Begin o spellout alearner's ame.Tell he class o write down the lettersasyou speak.3 Tell the class hat as soon asanyone hinks they know whosenameyou are spelling, hey should put up their hand. Tell them not tocall out the name.4 The first learner o put up his or her hand may try and guesshename. f he or she s right, his or her teamgetsa point. If he or she

is wrong, the other teamgetsa point. Continue to spell he nameuntil someoneguessest correctly.TEAcHERS-A -R . . .rsenNpn Sar?zJ(rEeu e)TEAcHER No. Team B getsa point. Now listen carefully ...-4 . . .rpe.nNnnSaral(reav s)TEACHER es,hat's ight. TeamB getsanother oint.

5 Spellseveral ames n this way,keepingcount of the scores. heteam with the most pointsat the end s the winner.

Follow-up Get earners o continue he game,spellingout names o eachother.

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Thealphabet

kiation You can also use this activity to revise vocabulary spelling outwords insteadof names.At an early stage,when learnersdo notknow much Englishvocabulary,usewords which are the sune, rvery similar, in English and their own language.Common examplesinclude:

restauranttaxitrainersvideo

footballhotel

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NumbersLANGUAGETelephone/phonenumber.

Numbers I to 9.rEcHNreuE Listenand correct.,MATERTALsA telephone but this is not essential).

eREeARATToN repare bout ten telephonenumbers.Decidewhich onesyou will write down incorrectly.

TrMEGUrDE 20 minutes.

Warm-up 7. Write your own, or the school's,elephonenumber on the board.Say he numbersasyou write them. Ask'What'sthis?' Teach'telephonenumber' f the learnersdo not know it. Explain hat thisis often shortened o'phone number'.)

2 Ask for volunteers o give you their telephonenumbers in English.Write them on the board n figures.

aaaaaaaaaaaaaaaaar aaaaaaaaaaaaaaaaaaaaaaListen and cotrect 3 Pretend o be talkingon the telephone,or example:What's your telephonenumber? Six - seven three- five - two -one.Justa minute, Iet me write that down.

Write the number on the board n figures.4 Tell the class hat they are going to hear and watchyou writing

down severalmore telephonenumbers in this way. Tell them thatyou might make somemistakes. f they think you have madeamistake heyshouldwrite down the correctnumber.

5 Repeat he telephoneconversationseveral imes with differentnumbers.Write somecorrectly, ome ncorrectly.For example, oumight say'six - seven three- five - two - one',but write:6-7-3-5-2-2

6 Repeat he telephoneconversationsagain.Ask for volunteers ocome to the board and correct the numbers you wrote downincorrectlv.

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Follow-up

Numbers

If your classs not too large,make a class elephonedirectory. Giveeach earner a list of namesof people n the class.Learnersshouldtake turns to dictate their telephone number to the rest of the class.Or, if your learnersare unlikely to have elephonesat home,preparea list of up to ten important numbers in your town-forexample hose of the hospital, the bank, and the station-and writeit up on the board.Ask individual learners'What'she phonenumber of the -?' and get them to dictatethe number to you.

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LANGUAGE

TECHNIQUEMATERIALS

PREPARATIONTIME GUIDE

4 Tettinghe imeWhat time is it?It's - o'clock.Listenand complete.None.None.30 minutes.

Warm-up 7, Draw a clock aceon the board, either a round or a digital clockface.Put in a time and ask he class'What ime is it?'Get them toanswer'It's o'clock.'Repeathis with threeor four differenttimes.

Listen and complete 2 Draw ten blank clock faces n the board and tell the learners ocopy hem. Number them I to 10.

Readout the time for eachclock, or example:Clock number one. t's ten o'clock.Clock number two. It's a quarter o three.

Tell he classust to listenat this stage.Repeathe times.Tell he learners o draw n the handsor write inthe numberson eachclock faceasyou read.Repeat he times oncemore.Get the earners o compare heiranswerswith the personsittingnext to them.Ask individual learners o come up and draw n the handson theclockson the board, or write in the numbers.

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Follow-up

Tellinghe time7 When all the clocks on the board are completed,divide the class

into two groups for choral practice.Point to different clock faces,getting one group to ask'What time is it?' and the other group toanswer'It's - o'clock',etc.

Ask for volunteers o come to the front of the classand draw clockfacesshowing different times on the board. Get them to ask otherlearners he time.

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-C PersonalnformationWhat's your name/address?How do you spell that?How old areyou?Where are youfom?Numbers, alphabet.Listen and complete.The dialogue below.Prepare he dialoguebelow, or a similar one, f possiblewith acolleague.40 minutes.

Warm-up t Copy his form on theboard.NAMEAGtrADDRESS

TLACEOFFIRTH

Ask a learner the following questions:What'syour name?How do you spell that?How old areyou?What's your address?Where areyou from?Fill in the form with his or her details.

LANGUAGE

TECHNIQUEMATERIALS

PREPARATION

TIME GUIDEaaaaraoaaaaaaaaaaaaaaaaaaaaaaa araaaaaaaa

Listenand complete 2 Rub out the learner'sdetails.Tell the learners o copy the blankform.3 If possible,act out the following dialoguewith a colleague.

Alternatively read t aloud, usingdifferent voices or thereceptionistand Helen. Tell the learners o listen and note downthe kinds of information that they hear about Helen, for exampleher name and address.

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Personalnformation

REcEPrroNrsrCan helpyou?HELEN Yes,Ihavean appointmentwith Dr Bellat teno'clock.REcEprroNrsr Fine. just need o takeyour details.What'syourname?HELEN Browne,HelenBrowne.That'sBrownewith an's'-S-R-O-W-N-E.

RncEprroNrsrAnd is that Missor Mrs?HELEN Miss.RgcEprroNrsr Where do you live,MissBrowne?What'syouraddress?HELEN 29,Alston Road . .RECEprroNrsrHow do you spell hat,please?HELEN A-L-S-T-O-N.RECEprroNrsrThank you. Canyou tell me your ageplease?HELEN Sorry?REcEPTroNrsrHow old areyou?HELEN I 'm 17.RECEprroNrsrAnd whereareyou from?HELEN I'm from London.RgcgprroNrsr Thank vou Miss Browne.Pleaseake a seatoverthere. he doctor will callyou in a minute.

4 Act out, or read hrough, he dialogueagain.Ask the learners ocompare heir answerswith the personsitting next to them. Theyshould haveHelen'sname,address, ge,and whereshe's rom.5 Repeat he dialogue or a third time. This time, tell the earners ofill in the information on their copiesof the form.6 Repeat he dialogue once more so the learnerscan check heirforms.7 Ask for a volunteer to comeand fill in the form on the boarc.When the form is filled in, repeat he dialoguea final time.

Follow-up Get earnerso makeanotherblank copy of the form. They shouldthen work in pairs.First earnerA in eachpair should ask earnerBfor personal nformation and fill in his or her form, and thenlearnerB should ask earnerA.

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l4O countries'Countries'vocabulary rea for example,England,France,Spain).Listen and draw.Brief description of a world tour; simplified map of the world on aposter,with countriesmentioned in the tour marked.Preparea description of a world tour, or use he one below; make aposterof the world map.40 minutes.

7. Put up the map of the world.

ENGTAND\oaTRhNCE Ia

LANGUAGE

TECHNIQUEMATERIALS

PREPARATION

TIME GUIDE

Warm-up

5PAIN

9otftl hFRlcA

Ask the learnerswhich country they would like to visit most.aaaaaa aaaaaaaaaaaaaaaaaaListen anddraw 2 Get the learners o copy the map. Tell them you aregoing todescribea world tour and ask hem to follow vour route on their

maps.

so

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Countries

3 Tell them about your'travels'. Createa route that includescountriesthat will be nteresting o your learners.Note that they do not needto know the pasttenseand all the vocabulary n your description.They ust need o recognizehe namesof the countries.Here s anexample:I left England n fune and took a train to France. stayed herefor a few weeksand then went down into Spain. travelled downinto southernSpainand from there took a boat to SouthAfrica. I stayed here for a while and flew to Australia. I workedin Australia for three months to get money to go to fapan. Ivisited fapan and China, and from China I took the Tians-Siberian railway home, right acrossRussiaand Germany.

4 Repeat he description and get the learners o mark your route inpencilon their maps.5 Get the learners o compare heir map with that of the personsitting next to them.6 Repeat he descriptionagain, racing he routewith your finger onthe posterasyou talk.

Follow-up Think of a country and mime or draw somethingconnectedwith it(for example, atingspaghetti or'Italy', or a picture of thepyramids or'Egypt'). Get the learners o guesswhich country you( arethinking of. When you havedone two or three mimes ordrawings,ask or volunteers o come and mime or draw thingsconnectedwith other countries or the restof the class o guess.

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NationalitiesLANGUAGE'Nationalities'vocabularyareafor example, panish,French, talian).

rEcHNreuE Listenand complete.MATERTALsThe descriptionbf guests t a party below.

PREPARATIoN None.rrME GUrDE 30 minutes.

Warm-up t Write this list of names on the board:NameCarloe

Country Nationality

Tierre and Annet'taLeonardo tHonq MeiAhmedSheila9am

2 Tell the learners hat it's a list of guestsat an international party.Ask them to guess,rom the guests'names,which countries theycome from. As the learnersguess, ill in the namesof the countriesin the'Country' column, for example:Name Country Nationalit:rCarloo 9painTierre and Annette FranceLeonardo ltaly

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Listenandcomplete 34

Nationalit ies

Tell he learners o copy he list.Tell the learners hat they have ust arrived at the party. You aregoing to point out the other guestsand saya Iittle about them. Tellthe classust to listen or the moment.

Look over there.The man in the red shirt. That's Carlos, romBarcelona. e'sSpanish.Next to Carlos, here'sa couple.She'sgot long hair. That's right. That's Annette and Pierre. They'reFrench .. and the man on the left of Pierre s Italian.His name'sLeonardo.The girl he's alking to, Hong Mei, is Chinese.Now,over there near the window, can you see he man in the checkshirt?That'sAhmed and he's Egyptian.He's talking to a tall manand a blonde woman in a black dress.That'sSamand Sheila.Sheila'sAustralian and Sam'sAmerican.

Tell the learners hat you aregoing to describe he other guestsagain.This time, they should ill in the'Nationality' column intheir copiesof the list. Do the first one with them:NameCarloe

Country9pain

Nationalit:r9panieh

67

Repeat our descriptionone more time.Fill in the'Nationality'column on the board and tell the class ocheck heir answers.

Explain that somepeople arrived late. Ask learners o suggest omemore namesof guests,with their countriesand nationalities,o addto the list.

Follow-up

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8 Locating biectsLANGUAGE

TECHNIQUEMATERIALS


aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaWarm-up

ILi;i; ;il';;iw " "';" ;;;;t'';i;;. on heboard.elt he earnershat t isa iving-room.3 Tell the learners o copy it.

Tell the class hat you aregoing to describe he furniture andobjects n the room. They must draw the thingsyou describen thecorrectplaces.Do the first one with them.

There'sa table near the window.Pause, nd ask he learners o draw the table in their rooms.Getthem to usepencilsso they can correct any mistakes.

'Furniture' (for example, able, chair, picture) and'everydayobjects' for example, ook, pen,bag)vocabularyareas.Placeprepositions(for example,near, n front of' on).Listenand draw.Descriptionof a living-room; pictureof a living-room on theboard.You may want to prepareyour own description.40 minutes.

7, Ask he earnerso tell you theEnglishwords or furnitureandobjects hatmight befound n a iving-room.Write theirsuggestionsn theboard.

4

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6

Locating bjects

Draw in the table on the board and check hat the learnershavedrawn their tables n the right place.Tell the learners hat you are going to describe he other objects nthe room, and that they must draw them in the correctplaces.Saythat you will repeat he description three times. Leave hem plentyof time to complete heir drawings.

There'sa table near the window and in front of the table is achair. There'sa picture hangingon the wall by the window. Onthe table, here'sa book and a pen.Under the table here'sa bag.There'sa box on the floor next to the chair. In the box there'sabig, black cat.Ask learners o come to the board and draw in the furniture andobjects asyou readthe text again.The restof the classshould checktheir drawings.

Rub out all the furniture and objects n thepictureon the boardleaving ust the room and the window. Write the following list onthe board:Follow-up

tablechairpicturebook

Pen344ooxcat

Ask for volunteers o come to the board and draw these hings indifferent places n the room. Then get the learners o makesentences escribing he furniture and objects n their newpositions.

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9 Feetings'Feelings'vocabularyrea for example, appy, ired, angry).Listenand match.8 flashcards f faces howingdifferent eelings.Make the flashcards.40 minutes.

7, Write two or three English words for feelingson the board, forexample:happy tired anqryAsk the learners o think of things that make them have hosefeelings.Tell them to compare their ideaswith a partner. They canuse heir own language.

LANGUAGE

TECHNIQUEMATERIALS


ii,;;:il"""

Listenand match 2 Put up the flashcards.Give eachone a number, for example:

3

6

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Feelings

3 Tell the learnerssomething about eachpicture, in muddled order,for example:

Her friend is ill, so she'ssad.Someone's tolenhis watch. He's very angry.He'sgot a special etter todap sohe'svery happy.She'sbeenworking in the garden,so she's ired.The sun'sshining, so he'svery hot.It's a hot day so she'svery thirsty.It's two o'clock.He hasn'thad lunch yet, so he'squite hungry.Shehasn got a coat, so she's eally cold.

4 Tell the learnersyou aregoing to repeat he sentences. hey shouldlisten carefi,rllyand decide which picture eachsentence efers o.Tell them not to call out the numbers of the pictures.

5 Repeat he sentencesor a third time. This time, tell the learners owrite down the numbers of the pictures in the order in which yourepeat he sentences.

6 Get the learners o compare their answers n pairs,then check hemwith thewholeclasstheorder s 4,3,L,2,5,7,8,6).

Follow-up Ask a learner to chooseone of the pictures,but not to saywhichone he or she has chosen.The other learnersmust guessby asking'Is he happy?','Is hesad?', tc.

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1-0 Famities'Families'vocabularyarea(for example,mother, father, sister).Numbers.Listenand correct.The description of a family below; the family tree below on aposter,or on the board.Make the poster, f you are using one.30 minutes.

7, Ask three or four learnersquestionsabout their families, forexample'Sam, ow manybrothershaveyou got?','What 's ourmother'sname,Sara?'Then epeatsomeof the informationmaking deliberatemistakes.Ask the class o stop you when theyhear a mistake, or example:TEAcHERSara'smother's nme sAnna. lcLASs No it isn't. t'sHelen

Tell the learners o look carefully at the family tree.Ask them oneor two questionsabout it, for example:How many sistershas Maria got?

What is her father's name?

LANGUAGE

TECHNIQUEMATERIALS


Warm-up

Listen andcolrect 2 Draw a family tree on the board or put up a poster.Mori"'s Mario^s..grandmolher m. grand{ialfier

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Famir*s#4 Tell the class hat you are going to describeMaria's family. Tell

them that you might make some mistakes.They should listen verycarefullyand call out'Stop ' if theyhear any mistakes.

Maria comes rom a large family. She iveswith her mother andfather and four brothers and sisters.Her father's name isRoberto.He's45 yearsold. Her mother'sname s Daniela.She's42 yearsold. Maria's grandparents-Daniela's mother andfather-live with them too. They're quite old now. Hergrandmother s 75 and her grandfather s 77 Maria has hreebrothers,calledAldo, Marco,and Gianni,and one sistercalledRosa.Aldo's wife is calledAnna, and they have wo daughters.Gianni married a girl called Luisa ast yearand they have a babydaughter.

5 When the learners all out'Stop ',ask hem what the mistakewas,and what the correctversionshould be.

Follow-up Get earners o draw their own family trees grandparents,arents,anybrothers and sisters). sk for volunteers o talk about theirfamilies o the rest of the class.Get them to use I've got one/two,-(s)' and'My -'s name s -:

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1t1, cotoursLANGUAGE Colours'vocabulary rea for example, range,black,blue).

rEcHNreuE Listenand match.MATERTALS he descriptionof hatsand their ownersbelow; he 6 drawingsofhatsbelow on a po'ster, r on the board. (If you areusing heboard, make sureyou havepensor chalksof the colours.)

pREpARArroN Make the poster, f you areusingone.rIME GUIDE 30 minutes.

Warm-up L Say he namesof somecolours and get the learners o tell you thenamesof obiects n the classroomwhich are hat colour.aaaaaaaaaaoaaaaaaaaaaaaaaaaaaaListen and match 2 Draw the six hatsbelow on the board,or put up the poster.Number the hats I to 6.,= "f f i I r

'l:"d,i:?.,,.0red and.-. (bl"ok)i^rhifesPls)

(yelt"w) / oranqe. wilh (bror")bl""*"oth"^")

3 Write six nameson the board:Mark9ara9amHelenJohnKateTell the learners o write down the list of names.

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L2 shapes'Shapes'vocabularyrea for example, quare, ound, long).Listenand match.The descriptionof a stolenbag below; he drawingsof objectsbelow,on a posteror on the board.Makethe poster, f you areusing one.30 minutes.

Write the following words on the board:baq qlaeeee handkerchief diary penpuroe money etolenMake sure he learnersunderstand the meaningsof all the words.Ask them to think of a situation in which the words might occurtogether.Tell them to discusswith a partner, n their own langilage,what might havehappened.

3 Put up the following poster,or do the drawings on the board. Makesureeach tem in eachgroup of three s labelledA, B, or C.

LANGUAGE

TECHNIQUEMATERIALS


Warm-up 7,

2

Listenandmatch

B

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4

4r1ShapesZAsk the learners o write down the words: bag','glasses','handkerchi f ,' diary','pen', nd'purse' n a list.Act the following description,as f you were describinga stolen bagto a police officer on the telephone.Tell the learners o listen to thedescription and decidewhich objects n the drawings arebeingdescribed.

... Yes,t was his morning at about ten o'clock. put it down ona chair and the next thing it wasgone ... ys, es .. my bag. t'smade of black leather. t's square.What was n it? Well, myglasses... They'requite small,with round frames.And ahandkerchief. t's largeand white. Then there'smy diary. It's along,thin shape .. and my pen.Yes,t's a fountain pen. t's shortand black and rather old. It was a present rom my best friend.And of coursemy pursewas n the bag. t's small, but there was alot of money n there ... about fifty pounds.No, it's not square,it's a round shape. hank you. I do hopeyou find it

Tell the learners hat you aregoing to repeat he description.Thistime they should identifr which of the objects n the drawings arebeing describedand write down A, B, or C next to eachobject intheir list.Get the learners o compare heir answerswith their neighbour.Repeat he description for a third time and check he answerswith the class bagA; pen A; handkerchiefC; purseA; glasses ;diary B).

7I

Follow-up Play'I spy'.Learnersdescribean object in the room and the othersguesswhat it is.

If you havea small class, ou could use real bags,pens,handkerchiefs,etc.rather than drawings.If you can geta colleague o act the part of a police officer,you canturn the description in stage5 into an interview with the officerasking you questionsabout the things which havebeen stolen.

hriations

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L3 Parts f the bodyLANGUAGE

TECHNIQUEMATERIALS


'Partsof the body'vocabulary area(for example, inger,thumb, hand).Listenand do.The song'One inger,one thumb, keepmoving'; f possible, guitaror other musical nstrument.Practisehe song.40 minutes.

Warm-up 7, Draw an outline figure on the board.

Write thesewords on the board:finqer thumb arm leq hand foot head nooe eyeAsk for volunteers o come up and label theseparts on the figure.

Listenand do 2 Revise r teach he verbs'move','nod','twitch','wink',nd'jump' bydemonstratingthe actions. Give a few commands o check hat theclasshaveunderstood, or example:

Move your thumb.Nod your head.Twitch your nose.

3 Tell the class ou are going to teach hem a song.Perform thefollowing verse wo or three times.Tell the learners o listencarefully.

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Partsr he ody1- 3

One fin ger, one thumb,

keep mov- ing, One fin-ger, one thumb, keepDDTG

keep movG7

ing, One

fin-ger,onethumb,C

4ing, We'll all be mer ry and bright.

Repeat, elling the learners o join in, and to move the parts of theirbodiesmentioned n the song.Add more verses,epeating he notesto fit the words. First thelearners hould ust listen,and then they should oin in,performingthe actionsdescribedn the song.For example:

One finger, onethumb, one arm, one leg, keepmoving, (x 3)One finger,one thumb, one arm, one leg, one hand, one foot,keepmoving, (x 3)One finger,one thumb, one arm, one eg,one hand, one foot,one nod of the head,keepmoving, (x 3)One finger,one thumb, onearm,one eg,one hand, one foot,one nod of the head,one twitch of the nose, eepmoving, (x 3)

Continue for as many versesasyou and your classhave nventionand energy or

Tell the learners o work in pairs.Get them to give commands oeachother, or example'Move our hand','Wink your eye'.

6

Follow-up

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14 Describingeopte'Describingpeople','parts f the body',and'colours'vocabularyareas for example,ong brown hair; small nose).Listen and draw.The descriptions6f peoplebelow; colouredpensor chalks.None.40 minutes.

7, Draw a circle on the board.

Ask the learnerswhat it could be.If they havedifficulty in guessing'a face', dd a feature, or examplean ear or a nose.

2 When they have guessed, sk hem to suggestwhat the face ookslike, for example:TEAcHER Yes, t's a face.What about the hair?Long?Short?rnenNEns long.TEACHER OK. And what colour?LEARNERS rown. [add long brown hair]TEAcHER Now,thenose. arge?Small?Completethe face according o the learners'suggestions.

Tell the learners o draw six circlesand to label them with thenumbers I to 6.Tell them you want them to listen and to draw the facesof the sixpeople you describe.

LANGUAGE

TECHNIQUEMATERIALS


Warm-up

Llsten and dlaw4

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Describingeopte 4-5 Describe he first person:

Number one s a man with a beard and shortblackhair. He'ssmiling.Repeat he description and wait for the learners o finish theirdrawings.

6 Ask for a volunteer to come and copy his or her drawing on theboard. Check with the rest of the class hat it is the sameas hedescription.7 Continue with the other descriptions:

Number two is a man with long fair hair and a beardand glasses.He looks unhappy.Number three s a boy with very short hair and big ears.He'ssmiling.Number four is a woman with long curly hair and glasses.helooks unhappy.Number five is a h"ppy old lady with white hair, a long nose,andglasses.Number six is a girl with short curly hair and a big smile.The learners hould draw eachpersonasyou describe im or her.Repeat achdescriptionand give he learners ime to finish theirdrawings.

I Ask for volunteers o come and copy heir drawingson the board.Checkwith the rest of the class hat they arethe sameas hedescriptions.

Follow-up Ask ndMdual learners o describe he faceof someone n the class.The othersshould guesswho it is.

ldariation Tell he learners o draw six circles, ut don't ask hem to numberthem. Read he six descriptions nd get he learners o draw thefaces.Then tell them to put their pictures up on the wall. Readoutthe descriptions'againnd get he learners o match the picturesand the descriptions.

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15 GrothesLANGUAGE Clothes' for example,T-shirt, eans, rainers)and'colours'(for

example,blue, grey,black) vocabularyareas.TECHNIeuE Listenand guess.MATERTALS None.

pREpARArroN See tage . (If your learnerswear uniform, see'Variation'.)TrMEGUrDE 30 minutes.

a.aa.a aaaaaraaaaWarm-up 1, Tell the learners hat you are going to describesomeone.They mustlisten carefully and guesswho it is. Tell them to call out the answerassoon as hey know. Describeyourself.

Listen and guess 2 At the beginning of the lesson,mentally select ive learnersandmake a note of what they are wearing, both the type and colo,uroftheir clothes. This is so that you do not have o look at themdirectly while you are describing hem later on.)

3 Tell the learners o write the numbers I to 5 in their notebooks.Tellthem you aregoing to describe ive people n the class.Thelearners' ask s to write the namesof thosepeoplebeside henumbers.

4 Describeeach of the learnersyou have selected,n turn, withoutlooking at them, for example:Number one is wearing a blue T-shirt and dark grey eans.He isalso wearing trainers.They are black and white.

Repeatyour descriptions, n the sameorder.5 Ask the learners o check heir answers n pairs.6 Repeat he descriptionsagain,pausingafter eachone and askingthe learners o identifr their classmates.

Follow-up Learners ake t in turns to describesomeone n the classwhile theothersguesswho it is.

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crothes-5r-.aaaaaaaaaaaaaaaaaoaatoaaaaaaaaaaaaaaaaaaaaaElation If your earnerswearuniform,bring a bagof clothes o class. heseshouldbe clothes hat the earners aneasily ut over heiruniform, or example ats,umpers,big T-shirts,and scarves.Chooseive earners. endhem outsidehe room with the clotheswhileyoudo the warm-up.Theyshould eturn dressedp Standthem n a rowat thefront and describe neof them.(Trynot tolook at them oo directlywhileyouarespeaking.) sk he restofthe class'Whos t?'Repeathisprocedurewith theothers.

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L6LANGUAGE

TECHNIQUEMATERIALS


Roomsn a flat'Rooms'vocabulary rea for example, all, iving-room, kitchenJ.On the right; on the left.Placeprepositions(for example, hrough, next to, opposite).Listen and compldte.Descriptionof a flat; plan of a flat, on a posteror on the board.Make the poster, f you are using one.30 minutes.

7. Get the learners o think of Englishwords for rooms in a flat orhouse.Ask them for their suggestions nd write the words on theboard.

Ask the class or suggestionsbout which room is which,but don'tlabel he plan.Tell the learners o copy the plan.Tell the learners hat this is your flat and that you are trying to sellit. Explain that you aregoing to describe t to a possiblebuyer.Their task s to listen o your descriptionand abel he rooms.Pretend o be on the telephone alking to the buyer.

Yes, .. it waspainted astyear.What?Yes,here'sa lot of space.You go through the front door into the hall. On the left is theliving-room. It's quite big. It's at the front of the building andthere'sa nice view of the park. Next to the living-room there'sthe kitchen.Yes .. the door's at the end of the hall. What? . . Nrrit's quite small so we alwayseat n the living-room. There'sonebedroom.Yes .. that'sniceand big.What?Oh, I didn't say ..the bedroom'son the right of the hall,opposite he living-room.The bathroom'sbetween he bedroom and the kitchen.

Warm-up

Listenand complete 2 Put up the poster,or draw a plan of a flat on the board:

H34

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Roomsn rat ffi5 Repeatyour description, then get the learners o work in pairs,

comparing how they have abelled heir plans.6 Repeat he description oncemore, then get a learner to come to theboard and write in the names of the rooms asvou read the text

again.7 Discusswith the classwhether they would like to buy your flat.

Follow-up

.aaa.aaaaaaa ataaaa*taaaraaaaa*aaaaaraaaaVariation

Get the learners o draw a plan of their own flat, or-if they live ina house-the ground-floor of their house.They should label all therooms. Tell them to work in pairs, taking turns to describe heir flator house o the person sitting next to them.

If your school s in a country area, t might be better to describeahouse and not a flat. In any case,adapt the description to suit thekind of home which most of your learnersare familiar with.

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LT Furniture'Furniture'vocabularyarea for example, lock,sofa, able).Placeprepositions for example, ear, ound, above).Listenand complete.Instructions or'rdmoval people';plan of a living-room on theboard.You may want to prepare our own instructionsand plan.40 minutes.

7. Tell the learners o stand up. Ask them to imagine that they aremoving house.Tell them to pick up different piecesof furniture,someheavyand some ight, for example:

Here'sa little clock.Canyou pick it up?Becareful, t's not veryheavybut it's very valuable.Here'sa sofa.Can you lift it? It'sheavy.Ask someone o he lp you ... etc. )

2 Clear a space n the classroom. sk the learners o imagine hat it isa living-room in a new house.Show hem where he door andwindow are.Tell hem that the room is empty at the moment.Some urniture hasbeen delivered nd needs o be arranged n theroom.

3 Ask for two volunteers o act as'removalpeople'. heir task s tomime the actionsasyou tell them what to do with the furniture,for example:Carry the table through the door-careful Can you put it nearthe window Thanks Now the chairs-those four chairs. pointto imaginary chairsl OK. Canyou put them round the table?OK.Now the sofa.Be careful.That sofa'svery heavy Put the sofa bythat wall there please.Now the armchair. Next to the sofa.OK.What's next?Ah, the picture. Put that on the wall above he sofa.Fine.And the television.That needs o go opposite he sofaandthe armchair.Finally-the cupboard.That goes n the corner,behind the door. Oh yes, his vase.Put that on the cupboard.

Tell the rest of the class o listen and watch carefully.4 When all the imaginary furniture is in place,draw an outline planof the room on the board and tell the learners o copy t.

LANGUAGE

TECHNIQUEMATERIALS


. .aalaWarm-up

a. .aaaaaaaListenand complete

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Furniture7

Ask the learners o try and remember the position of all the piecesof furniture in the room. Tell them to draw the furniture in thecorrectplaces n their plansand abel t,like this:

TABLE

Ask for volunteers o come and draw the piecesof furniture in theoutline room on the board. The restof the classshould check heirplans.

Ask the learners o suggest hanges n the arrangement of thefurniture. Learnerswho have deas or changes hould come to theboard, alter the plan, and describe heir changes n English.

tc f rJRE

Follow-up

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1-8 In ownLANGUAGE

TECHNIQUEMATERIALS

PREPARATION

TIME GUIDE

Warm-up

'Town'vocabularyarea for example, treet,cinema,cafe).Placeprepositions for example, pposite,next to, beside).On the right; on the left.Listenand comilete.Descriptionof a town centre; imple plan of a town centre,on aposteror on the board.You may want to prepareyour own instructions and plan. Makethe poster, f you are usingone.40 minutes.

1, Put up a plan of a town centre on the board, for example:

Ask the learners o tell you Englishwords for shops and otherplaces hey might find in a town centre.Write theseup in a list onthe board. Explain any words that learnersdon't understand.

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Intown8Tell the learners o copy the plan. Then describe he town centre othem. The first time you givethe description, tell them just tolisten.

You ve neverbeen o Newton?Well, the centre'squite small.Main Street s the biggest treet. t runs north-south. [pauselThen there'sOld Streetwhich is much smaller.As you go northup Main Street,Old Street s on the right.lpausel Opposite hejunction of Main Streetand Old Street,here'sa big cinema.fpauselNext to the cinema, here'sa little cafe. t sellsvery goodice-cream.pause]Continue north up Main Street, nd there'sahotel with alarge car-parkbeside t. [pause]Then opposite thehotel there'sa post office. [pause]Shops?Most of them are nOld Street. f you go alongOld Street rom Main Street, he firstshop on the right is a newsagent.pause]Then next to thenewsagenthere'sa butcher. pause]Opposite he butcher here'sa little baker'sshop.lpauselOh, I forgot the library.That'son thesouth sideof Old Street, n the corner with Main Street.

Read he description again,leaving pauses or the learners o labelthe places.Tell them to label as many placesas hey can,but not toworry if they can't label all of them.Read he description for a third time. This time the learnersshouldtry and label all the places.Ask for a volunteer o come o the board and abel he plan asyouread the description slowly.The restof the classshould check heirplans.

Listenand complete

4

i"i"iJ-i,li""" Get the class o look again at the list of placesyou wrote on theboard in the warm-up. Are there any places he learnerssuggestedthat were not included in your description of the plan-forexample a bank, a supermarket,a park?Get learners o come to theboard and add these o the plan. Ask them to describewhere theyare, or example'Thebank is between he cafeand the hotel.'

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Warm-up

19 DirectionsLANGUAGE Go straight on.

Turn right.Turn left.Tkrke he secondon the right.Tirke the third on the left.

rEcHNIeuE Listenand match.MATERIALS The directions below; the plan of a town centre below,on a poster

or on the board.pREpARArroN Preparehe poster, fyou areusing one.

rrME GUrDE 40 minutes.7, Draw thesesigns on the board:

Ask for a volunteer to come to the board. Give thesedirections inrandom order:Go straight on.Turn right.Turn left.Take he secondon the right.Take he third on the left.

Tell the volunteer to point to the appropriate signwhen you giveadirection.

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Directions92 Draw hisplanon the board,or put up theposter. oint out thearrow abelled'YOUAREHEREi

Ask the learners o write the numbers 1 to 5 in their notebooks.Explain to the class hat you aregoing to givedirections from thearrow labelledYOU ARE HERE to five placeson the map. Givedirections to the first place:

Number one.Go straight on. Thke he third on the left. Then it'son your right.Tell the learners o write down the name of the place.Check thatthey have got'post office'.Do the same or the other four places.

Number two. Go straight on. Thke he secondon the right. Gopastthe car park, then it's on your right.Number three.Thke he first on the right, then it's on the left.Number four. Take he secondon the left. It's near the end of theroad on the right.Number five. Take he secondon the left. It's opposite the park.

Repeatall the difections, then tell the learners o check heiranswers n pairs (2 library; 3 bank; 4 park; 5 school).Ask individual learners o come to the front and trace eachrouteon the map with a finger asyou giveeach direction.

dsten and match

aaaaaaaaoaaaaaaaaraaaaaaaaaaaaaaoaaaraaa

34

CARPARK

Follow-up Ask learners o give directions to other placeson the map.45


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20 In the marketLANGUAGE Food'vocabularyarea for example, arrots, omatoes,honey).

Some,any.TEcHNreuE Listenand guess.,MATERTALs6 food items hat are availablen your local market. nclude

countableand uncountable oods.pREpARArroN Collect he food items.Prepare hort, simple descriptions f them

like the onesbelow.TrMEGUrDE 30 minutes.

Warm-up t Ask the learners o think of threekinds of food they can buy in thelocal marketandwrite them down. Tell them to write the Englishwords f they know them.Collect heir suggestionsnd write themin a list on the board. f they don't know the Englishword,translate or them. l

Listen and guess 2 Place he six itemsyou havebrought to class n your deskwhereeveryone an see hem.Explain hat this is your'market'.

3 Check he list on theboardwith the class. re thereany tems nyour market which are not on the list? f so,add them.4 Describean item on the list without mentioning ts name.Say

whether t is in the marketor not. For example:Theseare ong and orange.There aren't any n the market oday.

Ask the learners o guesswhich item you are alking about.Whenthey haveguessedcarrots), ell them to write the numbers 1 to 8.5 Describeeight more itemson the list without mentioning heir

names. nclude our items n your market and four from the list.For example:Number one.Theseare round and red. Thereare some n themarket oday. tomatoes)Number two. This is yellow and sticky. t is very sweetand youput it on bread.There's ome n the market today. honey)Number three.This is white and you can drink it. It comes romcows.There isn't any in the market today. (milk)Number four. Theseare ong and yellow. There aren't any in themarket today. bananas)Number five.Theseare round and orange.They are sweet. hereare some n the market oday. oranges)

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rnthemarket0Number six.Theseare round and brown. They grow in theearth.There aren't any in the market today. (potatoes)Number seven.This is yellow. It comes rom cows and you put iton bread.There'ssome n the market today. (butter)Number eight. This comes rom the sea.There isn t any in themarket today. (fish)

The learners should guesswhat the items areand write the answersbeside he numbers.

6 Repeat he descriptions and ask he learners o compare heiranswers n pairs.

7 Ask for a volunteer to come to the front of the class.Tell him or herto point to each ood item in the list asyou describe t. If the itemis in your market, hold it up. Checkthe answerswith the class.

Fol[,ow-up Get the learners o make up descriptionsfor the remaining itemsin the list. Help them if necessary.

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2I shoppinsLANGUAGE Typical languageused n shopping.

'Containers'and'food and drink' vocabulary areas for example,a kilo of tomatoes, a jar of jam, a bag of flour).rEcHNreuE Listenand match.MATERTALSShoppinglist;dialogue.

pREpARArroN You may want to adapt the shopping list and dialogue. f possible,prepare o act the dialogue with a colleague.rrME GUrDE 40 minutes.

aaaaaaaaeaaaaataaaaaaaaaoaaaataaaaaaaaaatoaaiaWarm-up L lntroduce the ideaof a'shopping list'. Ask the learnerswhat thingsthey might put on their shopping ist for one of the following:a popular national dish in your country; a meal to celebrateanimportant festival;a famtly of five young children. I2 Collect their suggestions nd write them on the board. If they don tknow the Englishword, translate or them.

Llsten and match 3 Write a shopping list on the board, for example:tomatoeaplum amflouroran4ea6uqarTell the learners o copy it.

4 Write up a list of quantities and containersbeside he shopping ist,like this:tomatoee 1kOplum am 4ffour 1aroran7ee 1bag6uqar 2 kqa

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Shopping15 The learnersshould copy this aswell. Ask them to suggestwhich

measurementor container goeswith which food. There may bemore than one possibility.

6 Read his dialogueor, if possible,act it with a colleague.Tell thelearners o listen carefully and find out which measurementsandcontainers go with which foods.ASSrsrANrGood morning. Can I help you?cusroMER Good morning. Haveyou got any oranges oday?AssrsrANr Yes,how many would you like?cusroMER Four please.ASSISTANT ere you are.Anything else?cusroMER Yes, omatoes.A kilo of tomatoesplease.ASSTsTANThesehereor thoseonesover here?cusroMER These'lldo thanks.AssrsrANr One kilo of tomatoes.Anything else?cusroMER Yes, needsome am.ASSrsrANrStrawberry?Raspberry?cusroMER Er ... have ou gotanyplum jam?ASSTsTANTes, ereyou are.One ar was t?cusroMER Yes, hanks.Erm ... what else? .. some lour. I'd

better have wo kilos, I think. And I needsugar oo.One of thosesmall bagsof sugar.ASSrsrANrWill that be all?

cusroMER Yes, hank you. How much is that?ASSrsrANrThat'll be four poundsexactlyplease.7 Reador act the dialogue again.This time, tell the learners o matchthe foods with the measurements nd containersby drawing lines

between hem in their lists.8 Ask a pair who are confident with their answers o come to theboard and draw the lines between he two lists. Read or act the

dialogueoncemore.

aCbw-up Ask each earner to think of a dish they know how to cook. Getthem to write down a list of the ingredients (help them with theEnglishwords if necessary). ell them to work in pairs. Theyshould readtheir lists to each other without saying he name of thedish. Can their partner guesswhat they are'cooking'?

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22 Food nd rink

TECHNIQUEMATERIALS

LANGUAGE 'Foodand drink'vocabulary area for example,ish,pasta,oranges).I like -.I don't likeVery much; quite; not very much; not at all.Listenand complete.A short talk about your likesand dislikes n food; the chartbelowon the board.

pREpARArroN Prepare otes or a short talk like the onebelow.Mention 10 o 15differentkinds of food. It is more interesting or the learnersfwhat you say s truerrME GUrDE 40 minutes.

L Find out the most popular food in the class. sk each earnbr oname heir favourite ood. Write theseon the board and mark thetotal number of learnerswho like that food underneath,orexample:ice-cream hambur7ero fioh/ / / / / / / / / / / / / / /

Warm-up

.aaaraListenand complete 2 Draw this chart on the board and tell the learners o copy t:verymuch auite not verymuch not at all

Tell he class hat you are going o talk about the kinds of food youlike and dislike. Tell them to listen and fill in the chart with thenamesof the foods n the correctcolumns. t is best f you talkinformally from notes ather han preparinga text.Here s anexample:

Well, my favourite dish is fish.I like fish very much-all kinds offish, especially hellfish ike shrimpsor crab. don't like meatvery much so I don't eat t often, though I quite like chicken so Ido eat hat sometimes. quite ike pastaand vegetables,utthere'sone vegetable don't like at all-that's cauliflower. eat alot of fruit-for breaKast, unch, and dinner. I like most kinds offruit very much. My favourites are mangoesand papaya,but Ireallydon't like orangesat all.

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s} 4Food nddrink & &4 Repeat he talk. Don't worry about repeating t word for word, butmake sure your likes and dislikesare the same Tell the learners o

check heir answerswith their neighbour.verymuchfiehehrimpocrabfruitman4oeaPaPaya

auitechickenpaotave4etablee

not verymuchmeat

not at allcaulifioweroran0ea

5 Ask for volunteers o come o the board and fill in the namesof thefoods n the correctcolumns.

=o{low-up Tell he learners o work in pairs.Write this sentencerame on theboard:We ike verymuch,and wequite like but wedon't likeat all.Tell them to find out what kinds of food they both like very much,what they both quite like, and what they both don't like at all. Theyshould then fill the gaps o make a sentence hat is true for both ofthem.

rariation If you can geta colleagueo come n and be nterviewedaboutfood, this would make a good additional or alternative isteningactivity to the one above.Explain to your colleaguebefore thelesson hat you would like him or her to use he expressions'verymuch','quite','notvery much',and'not at all'when describingpreferences. sk questions ike the following:What's your favourite food?What's your least avourite food?Do you eat much meat?

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23 LeisurectivitiesLANGUAGE

TECHNIQUEMATERIALS

PREPARATION

TIME GUIDE

Warm-up

'Leisureactivities'vocabulary area(for example, able tennis,swimming, sewing).I love/like/don't like/hate -.L6ten and complete.A short talk about the things you do in your spare ime; a chart likethe onebelow on the board.Preparenotes for a short talk,like the one below, about the kinds ofleisureactivity you like and dislike. Mention 5 to 10 activities. t ismore interesting for the learners f what you say s true40 minutes.

7, Write a list of about ten leisure activitieson the board. Chooseones hat your learners akepart in themselves. el l the class hatyou want them to divide the activities nto two groups. The| cando this in any way they like. Give them one or two suggestions,orexample:

activities they like - activities they dislikesports other activities

Encourage hem to think of their own ideas.Get them to work inpairs or small groups.After about five minutes, ask hem for theirsuggestions.

2 Explain that you aregoing to talk about the things you do in yourspare ime. Tell the learners o listen and seehow many of theirguesses ere right It is best f you talk informally from notesrather than preparing a text. Here is an example:

I like a gameof table tennis occasionallyand I'm quite good atit-though I'm terrible at tennis I don t like tennis at all. In thesummer I love swimming, especially n the sea.I love playingbadminton but I'm not verygood at it, although practisea lot.Apart from sport, my other main hobby is sewing-I really enjoya quiet evening at my sewing machine. My sister'svery interestedin chessand she'salways rying to get me to play,but I hate it.

Listen and complete

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Leisurectivities33 Draw this chart on the board and tell the learners o copy it:

love Iike dont likebadmintonchess6ewn4ewimminqtable tannis

Tell the class hat you aregoing to talk about the things you do inyour spare ime again.This time they should tick the appropriateboxes n their charts. Stopand check after the first activity that youmention to see hat they understand.Ask for volunteers o come to the board and tick the appropriateboxes.

. .aaaaaaaaaaaaaaaaaaaaaaaaaaalaaaaaaaaaaeaaoaaFllow-up Get learners o think of one activity they love, one they like, onethey don't like, and one they hate. Tbke a vote to find out which arethe most and which are the leastpopular activities n the class.

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24 DaityoutinesLANGUAGE Everyday ctions'vocabulary rea for example, etup, havesupper,go to sleep).

TECHNTeUEListenand correct.MATERTALSA story about a daily routine containingmistakes,ike the onebelow: he correctversion.

pREpARArroN Write a story,or use he one below. f you write your own story,remember o preparea correctversion.TrMEGUrDE 30 minutes.

Warm-up t Put the title'Peter'sday'on the board.Ask the learners o tell youwhat they think he or she doesevery day. Prompt them withquestions,or example'WhatdoesPeterdo first everyday?letc.L'i;i; ;il';;;;;;i' ' ' . ' ' ' . ";' ' ri;;;; il;; ';;,y ora mixed-upayo he earners,o.exar|pre,Every day I get up at midday.First I go to the cinema and then Ihavesupper.Then I go to sleep.After that I fly to school. havelunch at seveno'clockand I go home at one o'clock. n the

morning, I cook breakfastand then brush my teeth. I wakeup atten thirty.3 Tell hem that you aregoing o read he story again.This time, tellthem to put up their hand every ime they hear a mistakeand tocorrect t with more suitablewords.4 Write the story on the boardwith gaps or the mistakes,orexample:

Everyday I get up at -. Firat I and then I -. ThenAfLerthat I -to echool. have unchat - o'clockand I 4o homeat o'clock. n the -, I cook- andthen -, I - at ten thirty.

5 Ask for volunteers o comeup and write in suitable words. The'correct'versionmight look like this:Everyday I qet up at eix thirLy. Firat I waahand then I havebreakfaet.Then bruahmy teeth. AfDer hat I walk o school.have unchat one o'clockand I qo homeat fiveo'clock. n theevenin4, cookeupperand then waf,chTV qo to bedat ten thirty.

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Dairyoutines4Prepare simple story of the daily routine of someone helearnersall knoq or who hasa familiar job suchas apostmanor a doctor.It shouldcontainno more than fiveor six sentences. 'rite hesentencesn randomorder on the board andget he learnerso putthem in the right order.

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At-' t ,/-^Z-\r, JobsLANGUAGE '|obs'vocabulary area(for example,postman, dentist,waiter).

TEcHNreuE Listenand guess.MATERTALS he short descriptions f jobsbelow.

pREpARArroN You might want to adapt,or add to, the descriptions.TrMEGUrDE 30 minutes.

Warm-up 1 Write up the following words on the board:delivers uniform capapron ecissora needledrives makes uoe6 coatAsk the learners o divide them into these hree groups:

things we do lthingswe usethingswe wear

2 Explain any unfamiliar words. Then ask he classwhat they thinkthe listening text will be about.

Llsten and guess 3 Tell the learners o write the numbers I to 6. Tell them you aregoing o describe ix obswithout mentioning the namesof thejobs.They must guesshe obsyou are describing.4 Read he six descriptions.Tell the learners ust to listen and not to

write anything for the moment.Number one. He wearsa uniform and drives a van or rides abirycle. He getsup very early n the morning to deliver etters topeople's ouses.Number two. You go and see his personwhen you havetoothache.He or shewearsa white coat and usesa drill.Number three. This personbrings you food and drink when youare n a restaurant.Number four. Shewearsa uniform and works in a hospital. Shecares or peoplewhen they are ll.Number five. He makesclothes or men. He has a shop where hesells he clothes.Number six. He wearsa white coat and sometimesa white hat.He makesbread and cakesand sells hem in a shop.

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robs55 Read he descriptions again.This time, the learnersshould writedown the namesof the jobs.6 Repeat he descriptionsonce more. Tell the learners o check heiranswers n pairs.7 Ask for volunteers o come and write the answerson the board(1 postman;2 dentist;3 waiter/waitress;4 urse;5 tailor; 6 baker).

ffiil;' " " ' " a;;il;;;;;. makeheirowndescriptionsf obs.Put hesesubstitution tableson the board to help them:He worka indoore,the outdoora.

He weare omart clothea.the a uniform.

a whitecoat.

He mende)he makea

eelle0rowolooksafLer

They should think of a job and choosewords from the frameworkto describe t. Ask individual learners o readout their descriptionsand get other learners o guesshe job.

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Housework64 Writeup a timetable or the weekon the board.

Mon tue Wed Thur 5at 9un

Tell he earnerso copy t.Tell he earnershatyou aregoing o repeat hestory.As theylistenagain heyshould ry to write in the uncle's razyhouseworktimetable.When hey have inished t should ook like this:

Wedaryehoppinq

rn

Moncookbeda

IUeironffoor

Thurpoliehclothee

Frimakewindowa

9atfeedfurniture

9unlieten towalkwatchbook

Tell he earnerso imagine hat they arehisnephews r nieces.Theyshould orrect is imetable nd makea moresensiblenefor him.7 Ask for volunteerso come o the board o make he corrections.

. . .aaaaaaaaaataaaaaaaaaaaataaaaaaaaaaaaaaaaaaoFollow-up Get he earnerso write their own (sensible)imetables.

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27 AbititiesLANGUAGE Verbs for common actions.

Can, can't.TEcHNreuE Listen and guess.MATERTALS The riddles below.

pREpARArroN You might like to think of more riddles and add them to the onesbelow.

TIME GUrDE 30 minutes.

Warm-up L Introduce he topic of riddles.Ask the learnershe Sphinx's iddle:'What moveson four legs n the morning, two legs n the day,andthree egs n the evening?'Answer:a man going rom being a babycrawling to a man walking, and then becomingan old man whowalkswith a stick.) Ask the classf they know any riddles in theirown language. l

Listen and guess 2 Tell the learners o write the numbers 1 to 5. Sayyou are going totell them five riddles. They must try and think of the person,animal,or thing you are describing.

Number one. I can't talk or walk. I can't eat but I can drink. I cansmileand cry. Who am I?Number two. I've got four legsbut I can'twalk. What am I?Number three. I can go out for a walk,but I can't leavemyhouse. can only walk very slowly.What am I?Number four.I've got feathers ut I can't ly.I can keepyouwarm at night, though. What am I?Number five. I've got hands,but I can't lift anything. I've got afacebut I can't see, ear,or speak. can ell you the time though.What am I?

3 Read he riddles a couple of times, eaving ime for the learners owrite down the answers.4 Read he riddles or a third time,pausingaftereachone to allowthe whole class o call out the answer( I a baby; 2 a table;3 a tortoise,or a snail;4 a duveu 5 a clock,or a watch).

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Abirities7Follow-up Get learners o work in pairs,making up their own riddles using'can'and'can't1Suggest ome subjects hey could makeriddles

about and help them with Englishvocabulary, or example:a needle it hasan'eye'a saw it has'teeth'a nail it hasa'head'a chair it has'legs', 'back',and sometimes'arms'

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28LANGUAGE

TECHNIQUEMATERIALS


Rules:'must'and mustn't''|obs'vocabularyarea for example, eacher, octor,policeman).Must. mustn't.Listen and match.The extracts rom ionversationsbelow.None.30 minutes.

L Introduce he topic of school ules.Ask the learners or examplesof things hey must and mustn't do at school.Help them translatetheir ideas nto English f necessary.

2 Write the following words on the board in two lists, A and B, likethis: lAB

Warm-up

Listen and match

teacherdoctorpolicemanlibrarian

driverPasaen4erpatientpupil

ticket collector etudentExplain any unfamiliar words. Choosesome examples rom list B,for example'patient' nd'driver'.Ask what kinds of things hesepeoplemust and mustn't do.Get the earnerso copy he two lists,sideby side.Tell them they are going to hear five short extracts romconversations.n eachextract,someone rom list A is talking tosomeone rom l ist B. They mustdecidewho is talking, andwhothey are talking to.Read he extracts. ry and'act'them asmuch aspossible, singappropriate ntonation and gestures.

Number one.You're ate again You must try to getto school ontime.Number two. You mustn't park in this street.Look at the noticeup there I'm afraid you must pay a fine of twenty pounds, andyou must pay it before next Friday.

3

45

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89

Rules:must'and mustn't ' 28Number three.You must stop smoking, and you mustn't eat somany sweets. .. And you really must try to take more exercise.Number four. Shhh You must be quiet. ... And you mustn'tbring any food or drink in here.Number five. No sir.You must havea ticket before startingyourjourney. No, I'm sorry. You must get off the train at the nextstation.

Read he extractsagain.This time, tell the learners o draw a linebetweenwho is talking and who they are talking to.Read he extracts or a third time so the learnerscan check heiranswers.Ask for a volunteer o come o the board and draw thelinesbetween he two lists (1 teacher pupil; 2 policeman- driver;3 doctor - patient; 4 librarian - student; 5 ticket collector -passenger).

aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaFollow-up Tell the earners o work in pairs.Ask eachpair to chooseone ofthe five extractsabove.Get them to makeup threemore'rules'forthat situation n that extract(for example, eacher pupil) using'must'and/or'mustn't1Eachpair should readout their rule and therestof the class houldguesshe situation.

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29 DescribingctionsPresent ontinuous.Listenand guess.The short descriptions of placesbelow.You may want to adapt, or add to, the descriptionsbelow.30 minutes.

7" Ask the learners o guesswhat place t is you are describing.Describe he classroomsceneas t is now for example:

A man/woman is standing n a large room. There are a lot ofpeople n front of him/her. They are all sitting down. Someone s-ing. Someone lse s -ing, etc. Describewhatafewlearners reactuallydoing.l

Continue with your descriptionuntil the learners uess.Don't.make t too easy or them' t liiililr".tr ,tt" you are going to describe i.vesceneso them.

Tell them to listen and, for each scene, ecide either'What ishappening?' r'Where is it?'Number one. My garden s full of people. My little sister scrying. My father is bringing a ladder and everyone s looking upinto a tree.What is happening?Number two. The room is full of people.There s loud musicplayrng.Somepeopleare eatingand somepeopleare drinking.Alot of peoplearedancing.What is happening?Number three. My friend is lying in bed in a long room. A lot ofother peopleare ying in bed too. Someof them are istening othe radio. Someof them are talking to friends. One is talking to aman in a white coat.And a lot of peopleare sleeping.Where ismy friend?Number four. I'm in a big building. A lot of people are sittingbehind a long counter. Other peoplearequeuing at the counterandwriting on pieces f paper.Someof them arecollectinga lotof money Where m I?Number five. I'm in a big building. A lot of peopleare sittingbehind a long counter.Other peoplearequeuing at the counterwith lettersand parcels.They are buying small, brightly colouredpieces fpaper and sticking hem on the lettersandparcels.Where am I?

LANGUAGETECHNIQUEMATERIALS


Warm-up

Listenandguess

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Descr ibingact ionslg3 Ask the learners o write the numbers I to 5. Read he descriptionsof the scenes gain, his time leaving pauses etweeneach

description so the learnerscan write down the answers.4 Read he descriptionsa once more.This time, get the learners ocheck heir answerswith their neighbour.5 Check the answerswith the class l my little brother is stuck up atree;2 at aparty;3 in a hospital;4 in a bank; 5 in a postoffice).

Follow-up Write the following sentence rameson the board:fm ina.5ome peopleare _inq.Other peopleare _inqOneman/womana _in4Tell the learners o work in pairs.Ask them to imagine that they areat a place n town. Tell them write a description of this placebycopying the sentence ramesand filling the blanks.Then ask eachpair to readout their description.The restof the class hould guessthe place hey aredescribing.

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30 Describingction 2'Town'vocabularyarea for example, hop,cafe,bank).Present ontinuous.Listenand do.The descriptionof a streetscene elow.You may want to adapt the description below.40 minutes.

1, Tell the learners o think of the main street n your town or village.Ask them what kinds of building they can find there.Write theEnglishwords on the board.Createa'street'at the front of the class y arrangingchairsanddeskso stand or a shop,a cafe, bank, and a busstop.Desckibetto the learners, or example:

This is the main street.This is the butcher's hophere.And here,next to the butcher's, here'sa cafe.There are tablesand chairsoutside he cafe.On the other sideof the cafe, here'sa bank.And here's he bus stop,by the bank.

Describe he following scene. sk the learners o imagine he eventstakingplaceon the'street' n front of them.I'm looking out of my window.There'sa busy streetoutside.Oppositeme a man and two boys are standingat the bus stop.The man is readinga newspaper. he two boysare eatingsweetsout of a bag.A woman is coming out of the butcher's hop.She'scarrying a very heavybasket.A man is sitting at the cafenext tothe butcher's, rinking coffeeand writing in a notebook.Therearetwo girls sitting at the table next to him. One is eatingspaghetti nd the other is eating ce-cream. young woman swalking down the streetwith a small dog on a lead. I can see women coming out of the bank. They are carryinga big,heavybag.I wonder what is inside?

Ask ten learners o come o the front of the class. osition hem inyour street, hree at the bus stop,one coming out of the butcher'sshop, hree sitting outside he cafe,and so on. Tell hem that whenyou read he descriptionagain, ou want them to form a tableau(i.e.a three-dimensional icture) of the scene.Describe he scene gain.The ten learners hould orm the tableauasyou read.

LANGUAGE

TECHNIQUEMATERIALS


ii,;il;;Procedure

3

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F'

Describingactions206 Tell the ten learners o return to their places.Seehow many details

the classcan remember and repeat o you in English.

Fllow-up Get the learners o write sevensentenceso form a description ofthe scene.Can they remember what all the peopleweredoing? fthey need help,you can remind them bywriting theseprompts onthe board:Aman,. ,Twoboyo.. .Awoman.. .Aman.. .Twoqir lo. . .A younq woman . .Twoman . .

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basicsThisbookcontainshirtyactivities t elementaryevel, llof themdealingwith opicswhich ormpartof everybody'saily ives,forexampleamilies nd eisure ctivities.Thenlymaterialshe eacherandclass eed re he board, aper,ndpens.Thenstructionsreclear ndeasyofollow,andheauthors ave rovided dditionalmethodologicalupportn a short ntroduction.

ldeasorwrittenboardworkPictureseachersancopySuggestionsoradapting ctivitiesShort ialoguesllustratingheway nwhich eachersanuseEnglishorclassroomnstructionsndcorrection

ISBN0-19-112168-6, luill

Simple Listening Activties Jill Hadfield

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