Simple Speaking Activities

8/20/2019 Simple Speaking Activities

1/75

basics

Jill

Hadfield

Charles adfield


2/75

Oxford University

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ENGLIsH

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ISBN 0 19

rt42l59 4

@ Odord University Press1999

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published 1999

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2000

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3/75

Gontents

Foreword

ALAN MALBY

Introductlon

Activltles

L

Greetings nd ntroductions

2 The

alphabet

3

Numbers

4

T.llirg

the time

5 Personal

nformation

6 Countries

7

Nationalities

I Locating

objects

9

Feelings

10 Families

LL

Colours

L2

Shapes

13

Parts fthebody

L4 Describing eople

15

Clothes

16 Rooms n

a

flat

LZ Furniture

18 In

town

19

Directions

20 In

the

market

2L

Shopping

22 Food

and drink

23 Leisure

ctivities

24 Daily

routines

25

lobs

26

Housework

27 Abilities

28 Rules: must and mustn t

29 Describing ctions

30 Describing

ctions


4/75

Foreword

There s

a formidable ange

of materialspublished

worldwide

for

teachers

f

English as

a

Foreign Language.

However,

many

of

thesematerials,

especially

thosepublished

n English-speaking

ountries,

assume

hat the teachers

using them will be working

with smallish

classes

nd have

abundant

resources vailable

o them. Also many,

f not

most,

of thesematerials

make

implicit

culturally-biased assumptions

about the

beliefs and values

of the

teachers nd earners.

This

situation

s

ironic in view

of the fact

that

the

vast

majority

of English

as

a

Foreign

Language

lassrooms o not

correspond

at

all to these

onditions.

Typically,classes

re

arge,

esources

re imited,

and

teachershave

very few

opportunities for training

and

professional

development.

Also,

the

cultural

assumptions f teachers

nd earners

n many parts

of

the world may vary

quite

significantly from

those

of

materials

writers

and publishers.

This

book is an attempt

o address

his situation.

The

authorspresent

30 essons t

elementary evel,

eachwith the

samemethodological

framework.

The lessons

re explained

n clear,

accessibleanguage,

nd none

of them require

sophisticatedesources.

nstead,

hey

call

on the basic

human resources hich

all

teachers nd learners

ring with

them to

class.

The language oints

covered

re ones ound

in

a typical

elementary

ourse,

and the topics are those

which form part

of everybody s

daily lives, or

example amilies, homes,

and leisure

activities.

Most importantly, however,

he book

offers a framework

for teachers

who

lack training and support.The hope and the expectation s that such teachers

will begin by following

eachstep

of a

lesson

quite

closely

but, as heir

confidencencreases,

ill adapt

and add

to the techniques resented

ere,

responding

o the

particular

needsand

abilities

of

their

learners.

This is

an important

book: one of the few

attempts

o address

he problems

of the silent majority

of teachers

orldwide

who have ittle

or no

training,

and few resources

o work

with.

ALAN MALEY

Assumption

University

Bangkok, Thailand


5/75

Introduction

English s taught

all over he

world, by

all sorts

of teachers

o all

sorts

of

learners.

Schools

nd classrooms ary

enormously

n their

wealth and their provisionof equipment.Learners revery

different rom place

o place.But,

whatever

he

conditions n

which

you areworking,

there s

one resource

which is

universal

and

unlimited:

the human

mind and magination.

This

is probably

he

one singlemost valuable

eaching

and earning

esource

we have.

Nothing

can

replace

t. In

even he most hi-tech

environment,

a

lack

of

imagination

and

humanity

will

make

he most

up-to-date

and

sophisticatedesources

eem

dull; conversely,

he most

simple

resources

an be the most

excitingand

useful.

We

have

been ortunate

o spendquite

a lot

of our time

working

not only in hi-tech environmentswith computersand

video,

but

also n classrooms

here here

s little more

than

blackboard

and

chalk

and someout-of-date

coursebooks.

omeof our most

interesting

earning

and teaching

experiences

as

Confuciussaid,a

teacher s

always

eady

o teach;

always eady

o learn ) have

been

not

in the

comfortablewell-resourced

mall classrooms

f a

private

Ianguage

chool,but in

classrooms here

only the minimum

of

equipmenthas

beenavailable.

qually,

omeof our most

memorable

eaching

experiencesn hi-tech

classrooms

ave

been

when

we haveabandoned

he

cassette r video

or glossy

coursebook nd got to work with that most precious esource f

all, the learners own

experience

nd magination.

Teachers

ften have

o usematerials

which

are out of

date,or

contain

subject-matterrrelevant

o their particular

group

of

learners. or

example,

we

have

had great

difficulty

explaining

he

conceptsof the fridge -freezer

and

microwave

oven to Tibetans.

n

the sameway, earners

who have

spent

all their lives n northern

countries might have

difficulty

with an exercise rom

an African

textbook

which asks fthey preferyam

or cassava.

o over he last

few years

we havebeen

rying to design

materials

which can

be

used n aswide a range

of teaching

ituations

as

possible.

The

activitieswe suggest re

as lexible

as he human imagination

s

creative;hey

are teacher esource

material which

eachers

ill be

able

o adjust o suit

their

particular

environment.

n

thinking

about universally pplicable, lo-tech

materials

we havecome

up with a list of criteria

hat need o

be met. The materials

will

need

o:

be usable n large

classes swell

assmall.

be

suitable

or

adult earners

swell as

secondaryearners,

nd f

possibleeasilyadaptableo a primary context.

be centered n

the universals

f human experience.


6/75

Introduction

Settingup

:f: cover he

main languageskills

and have a useful base

of grammar

and topic

vocabulary.

',,, b€ traditional enough o be recognizable y all teachers, nd thus

give

them

a

senseof security,

while

providing

communicative

activities or

learners.

,,

be

non-threatening n the demands

hey

make on

learners.

,i:

.

teacher-based'resource

aterial'

ather han books

or learners.

ri;. assume hat

no technical and

reprographic resources

are available

and be based

on the human

resource

ather than the technical.

,

be

culturally neutral,

not context-bound,

and thus be

flexible,easily

adaptable y

the teacherso their

own culture and

teaching

context.

be

flexibleenough

o complement

a

standard

syllabus

r

coursebook.

Simple

Speaking

Activities

This book

contains hirty

activities, esigned

ccording o the

criteria

above,

or

developing

he speaking

kill at

elementary

evel.

Eachactivity has hree

main stages:

r,

Setting

up-This

introduces he

learners o the topic.

The activity

may be demonstrated

o the whole class,

r learners

may make

materials o be used

during the speaking

ractice.

'

Speaking

practice-This

is the main

part

of

the activity.

The

learners ommunicate

with eachother

in

pairs

or

groups,or

competeas

eams

rl Feedback-The

learners omeback together

as a

whole class.

few

of

them

may report to the

rest of the class

n things hey

have

talked about

n their

pairs or groups.

This is the time

when the

teacher

gives

eedback n the

language

ractised, nd deals

with

anv oroblems.

It is especiallymportant in speaking ctivities,when

earnersare

often working

in

pairs

or small

groups,

hat they

know exactly

what

to

do. If they are confused,

much

valuablespeaking

ime

will be

wastedand

no-one will enjoy

he

lesson.Many of

the activities

n

this

book start

with a demonstration

of things

the learners

will

do

later n their

pairs

or

groups.A demonstration

can be

done:

r;

On

your own

in front of the class

as, or example,

n

16'Rooms

n

a flat' and

25'Jobs'.

::r

With a learner,

or learners,

n front of

the classas,

or example,

n

3'Numbers'

and 14'Describing

eople'.

, With the wholeclassas, or example,n 2'The alph4bet'and

7

Nationalities'.


7/75

Speaking

ractice

Introduction

However clear you

think the

demonstration has

been, t is

alwaysa

good idea to double

check hat everyone

knows what

to do.

Other activities begin with the learnerspreparing materials hat

they will use ater

on. For example n

5'Personal nformation'the

learners

copy a

form

that they

will later fill in with

their

partner's

details,and n 29'Describing

actions 'they prepare ieces

f

paper

with actions written

on them that they

will later share.

The

setting-upstageof the lesson s

alsoa good

ime to

practise

he

pronunciation

of any

words

and phrases

hat

you

know

your

learners

will find difficult. You

will find help

with many common

problems n the'Pronunciation

points'

section

of each

esson.

A

speaking esson s

a

kind

of bridge for learners

etween he

classroom

nd

the world outside.

*eakinB

Olacece

Iearning

ew anguage

in the classroom

using anguage

o

communicate

in real ife

In

order to build this bridge,

speakingactivities must have

three

features.They must give

the

learnerspractice

opportunities or

purp

osefulcommunicationn

meaningful ituations.

Compare these

wo

activities:

Activity 1

TEAcHER

'You

must do your homework.'

epeat.

LEARNERS

You

mustdo

your

homework.'

TEACHER

Good.'Youmust arrive

at eighto'clock.' en?

BEN

'You

must

arriye

at eighto'clock.'

TEACHER Good.'Listen

o the

teacher.'

ara?

sARA

'You

must listen to the teacher.'

Activity 2

Setting up

f Tell

the

learners

hat

you

would like them

to

think

of

good

rules for learning English.Write

one or two examples

on the

board:

You

muet epeakEn7liah n

claae.

Youmuatn'L

epeak

molher

ongueJ n

class,

Give them

a few minutes

to think on their

own.


8/75

lntroduction

Discussion

2 Put the learners n groups

of

three

or

four

and

ask hem

to

share heir ideas.Remind them to use'must' and'mustn't'.

3 Tell

them

to prepare Ten Rules or Learning English

and

to

write them down on a sheetof

paper.

4 When

all the

groups have finished making

their

rules,

collect

their ideasand write them up on the board.

The most

obvious differencebetween he two activities s

in

the

way they are organized. n Activity 1 the teacher s talking, first to

the whole

class,

hen

to

individual learners. n Activity 2

the

learners

are alking to eachother

in

small

groups.

This

type of

learner-learner

nteraction n

pairs

or

groups provides

far more

practice n

using he language han the more traditional

teacher-learnernteraction. n a classof twenty earners,

twenty-

minute

activity where

he

teacherasks he learners

questions

will

give

he learnersa total of only about ten

minutes'

speaking ime,

i.e.half

a

minute

each.

And

the teacher

who

doesn't

need

he

practice )gets

en whole

minutes'

speaking ime. In contrast,a

twenty-minute activity where earnersare working in

groups,

askingand

answering

eachother's questions,will give hem many

more opportunities or practice.

Both activities

provide

a

lot

of repetition of the structure'must

(+

verb)',

and

both do so in a fairly controlled way.

n Activity 1,

the control is provided by the teacherwho tells he

learners

what to

do.

In Activity 2, control is

provided

by the examplesentences n

the board. However,

Activity I provides

epetition

with no

context.

The sentences re random and unrelated.Such epetition s

virtually meaningless:he

learnersare

simply

repeating he

structure.

They haveno ideawhy they are saying he sentences, nd

in fact it would be

possible

o do the activity

without

understandinga word In Activity 2, there s a context-making

rules or learning English-and all the communication

is

related

o

this context.

This makes he

activity

much more meaningful for the

learners.

In Activity 1, he learnershaveno sense f

purpose

n

producing

their sentences;

hey

are

merely doing what the teacher ells hem,

and

the

only

purpose

of

their repetition s to

practise

he structure.

In

Activity 2,

however, he

learners have

a

goal-making the

rules-and the language

s

used or the

purpose

of achieving his

goal. This mirrors real-life situations much more closely,as well as

making the activity

more interesting

and

motivating for

the

learners.


9/75

Introduction

There are many

different

techniques

which can

be used

o

create

meaningful

contexts or

speakingpractice

n

English. For

example:

Ask

and answer-Learners

ask and

answerquestions.

Describe

and draw-Learners

work in pairs.

Learner

A has

a

picture

which learner

B cannot

see. earner

A describes

he

picture

and learner B

draws t.

Discussion-Learners

work in pairs

or

groups

o find out each

other's deas

or opinions

on a toprc.

Guessing-The

teachet or some

of the learners,

ave nformation

which the

others have

o

guess

by asking questions.

Remembering-Learners

close heir eyesand

try to remember,

or

example,tems from a pictureor the locationof objects n the

classroom.

Miming-A learner

mimes, for

example,

a feeling

or action which

the others have

o identifi'.

Ordering-Learners

arrange

hemselvesn

a particular

order

(for

example,

alphabetical)

by asking questions

until

they find

their

correct

position.

Completing a form/questionnaire-Learners

ask

and answer

questions, r provide

nformation,

n

order to

completea form

or

questionnaire.

Role play-Learners act out an imaginary situation. The learners

either usea dialogue,

or the teachergives

hem instructions

about

what to say.

There are examples

f all

these echniques

n this

book.

Materials

Severalof the activities

n this book need

no materials

at

all.

Where

materialsare needed,

hey

are usuallyvery

easy o prepare.For

example,some activities require

every

earner

to

have

a small piece

of paperor cardwith information on it: 4 'Telling he time'and

7

'Nationalities'

are two of these.The

information

is

always

very

brief, so they will not take ong

to prepare.

ndeed, n

somecases,

for

example12

Shapes'and

0'Describing

actions2',

he

learners

make

the

pieces

of paper

themselves

s

part

of the activity.

In

severalof the activities,

we haveprovided

pictures, plans,

or

questionnaires or you

to

copy.

These

may

be drawn

on the board,

on

largepieces

f

paper

('posters'),

r on

pieces

f card

('flashcards').

n

the case flarge pictures

and plans,posters

have

obvious advantages

ver

drawings on the board:

you can prepare

them

in

advance

and they can

be stored and

used again.Tiy

to find

a cheapsource

of large

sheets f

paper

or posters.

n Madagascar,

for

example, he

teacherswe

worked with found

the sheets

of

paper


10/75

lntroduction

used

or wrapping vegetables

n the market were deal

or making

posters. good

way to fix postersor flashcards

o the board

s

to

pin a length of string along he top of the board ike a clothes-line.

You can then useclothes-pegs

o

peg your posters o the string

Someactivities

need wo different

posters,

ne

at the back and

one

at the

front of the class.

earners

hen sit

in

pairs,

one facing he

front and

one

facing he back.

The reason or this

is

to create

an

'information

gap'.Each

earnerhas

different

nformation which

they

have

o

exchange.

he posters

can

be

pictorial, or example he

two

comic figures

n 13

Parts

of the body',or written,

for

example

the two half-dialogues

n

23'Leisure

activities'.

Realobjectsor'realia'can be usedasan alternative o drawings, or

example

n 21'Shopping'.

Glassroom

rganization

If

your

learnersare

new to working in

pairs and groups, ou will

need

o introduce hesewaysof

working with care.

Here

are

some

tips to help

you:

Introduce

pair- and groupwork

gradually.First get

your

class

sed

to doing

very simple activities,

ractising anguage

hey are

confidentwith. At first the activitiesshouldnot be too long-for

example

ou

could

introduce a short one at the end

of a lesson.

Tell the learners

who to work with

rather than giving a

vague

instruction like

Find

a

partner' or

'Get

nto

groupsof four'.

f your

class

s working in pairs and you

havean odd number of

learners,

make

one

a group of three.

It

is important to

give

clearsignals

o show

when

each

stageof

the

activity begins

and ends.

For

example,

when you want

learners o

begin an activity

you should

say'Startnow' or'Go',

and when you

want them to stop,

you should clap

your hands,

ing

a bell,

or-

perhapsmost effective-silently raiseyour hand.You can teach

them to raise

heir hands too as hey stop

talking.

This

way

the

silence preads

ike a

ripple.

The teacher's

role

While

learnersareworking together

n

pairs

or groups,

you have

the opportunity to

give them individual attention.

There are several

rolesyou might need o

adopt:

Explainer-If some

earners avenot understood

what to do or

have

problemswith

the

language,

ou will need o help them.

If a

largenumber of learners ave he sameproblem, t is probably

better

to

stop

the activity,

explain to everyone,and

then start again.


11/75

Introduction

Controller-If the activity gets

oo

noisy,

you

will

have

o quieten

things down.

(You

could use he technique

ust

mentioned

of

raisingyour hand and getting he learners o raise heirs.)Youwill

also

have

o

make

sure as ar

as

you

can that al l the learners

are

speakingEnglish.This means

you will have

o

be

quick

on your

feet

Evaluator-These

activities give you

a

valuable

opportunity to

listen o

your learners

and

evaluate heir progress,

oth

as

individualsand

asa whole class. ou

can get

a

lot

of feedback rom

listening

o them

to

help you

decidewhether

hey have

understood

and you can move

on, or whether

hey needmore

teaching.You

can also

give

hem feedback

n their problems.

t is bestnot to

interrupt the activityas his can mpede luencyand undermine

their confidence.

Carry

a piece

of

paper

with

you,

note

down errors

and

problems,

and dealwith

them

in

the feedback

tage.

When the activity s

over, t is important

to

bring the class ack

together again. f the activity

has nvolved, for

example,

a

discussion r a questionnaire,

sk a few earners

o report

back o

you and the rest

of the class,or

example:

TEACHER aria,

now,you

and Helen.What

canyou

both do?

MARrA Wecan bothsing.Wecan bothplay ... check ..

TEACHER hess?

MARrA Wecan

both

play

chess.

It is also mportant

to give eedback

n the language ractised.

Use

the notes

you

made

while monitoring

the activity as he

basisof

your feedback.n

the case f grammar

and

vocabulary

errors, ry

writing them on

the board and ask he learners

f they

can see

what

is

wrong.

If

a

large

number

of learners avemade

he same

mistake,

ou

might need

o spendsome

ime explainingor

clarifring

it. Make

sure hey have understood

and perhaps

ask hem

to do the activity again with a different partner.You might also ike

to make his language rob lem

the topic

of another esson

at

a later

date.

This is

alsoa good stage n

the lesson o focus

on

persistent

pronunciation problems.

Each

activity contains

suggestionsor

pronunciation

work. The

pronunciation points

dealtwith arise

directly out of the language

being

presentedn

the activity.While it

is impossible

o address

every

problem

that

usersof the book will

encounter,we have made

an attempt to coverpoints that many learnerswill find

troublesome,ike

stress

atterns,

ntonation in

different ypes

of

question

and statement,

nd

somework on individual

sounds,

oints


12/75

lntroduction

focusing

on those hat give rouble most

often such

as

ong and

short vowels,

or the

/0/

sound.

Suggestions

or

teaching he learners

to produce individual sounds are given n eachactivity.In general,

a useful technique s

to

get

the learners

o

produce

and

practise

he

sound

n isolation irst,

then go

on to

produce t

in a word, and

then to produce

he

word in

a sentence.

Stress

There

are

various

echniques or practising

stress

atterns,

both in

individual words and in sentences,or

example:

&

Get the learners o clap

out the

rhythm

before saying he word or

sentence.

,

Get the learners o tap

out the

rhythm

on their desksas hey repeat

the

sentence.

Dictate

he word

or

sentence nd get

he learners o mark

the

stress.

Intonation

The main

patterns

dealt with are:

r"r

Falling

ntonation in question-wordquestions,or

example:

____________

Where's he station?

$i

Rising intonation in yes/no questions,

or example:

Do you like fish?

la Falling intonation in

answersand negativestatements, or

example:

No, there

isn

t any sugar.

Falling intonation in commands, or example:

You mustn't

smoke.

There are

various

techniques or practising intonation patterns, or

example:

F:

Show with hand movements how

the

voice

risesor falls.

ts

Get the learners o make

appropriate

hand

movements up or down

as hey repeat

he sentences.

fllr Get the learners o mirror the riseor fall physically, or example

when

they

repeat

a yes/no

question

get them

to

begin

the

question

in a

seated

osition

and to standup as heir voice ises

at

the end

of the

sentence.


13/75

Introduction

ffi Dictate

the sentence

and get the learners

o mark the intonation

arrows up

or down.

Building

a

lesson

There

are two companion

books to

this one,

PresentingNew

Languageand

SimpleListeningActivities.

Each

of these

also contains

thirty activities,

and in all

three books

the topics

and the language

presented

and

practised

correspond.

So, or example,

activity

1 in

all three books

is about'Greetings

and introductions'and

activity

30

is

about'Describing

actions'.The

activities n

each

book

are

graded,

ollowing

a basic

structural syllabus.This

means

hat

you

can designyour own lessonor sequence f lessonsusing material

from

one, two, or all three

books, depending

on your learners'

needs

and the time

available.


14/75

Activities


15/75

Greetings

nd

ntroductions

LANGUAGE

Hello. My name's

What's

your name?

Nice to

meet you.

Role play.

The dialogue below.

None.

20 minutes.

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Setting

up

1, Divide the class

nto two

groups

of

equal size.Get the

groups to

form

two

circles,one

inside the

other.

The

learners should

face

eachother in pairs, ike this.

The

learners n the outer

circle are',{s and those

n the inner

circle

are'B's.

2 Tell

the

pairs

to introduce

themselves

o eachother

like this:

LEARNER

Hello. My name's

What's

your name?

LEARNER

My

name's Nice to

meet you.

LEARNER

Nice to meet

you

too.

Role

play

3

Get everyone

n the outer circle

(the

As) to

move a step to

the

right,

so

that they are

acinga new

partner.This time, the'B's

n

the

inner circle should

start the dialogue:

LEARNER

Hello. My name's

,

etc.

4

Get

the As in the outer

circle to continue

moving

round

until

they

have

gone

all

the way round and

are

back

where they started.

As

and'B's should ake

urns

in

starting

he dialogue.

aaaaaaara taaaaaaora laaoaataaaa laaaaa

Feedback

t2

5 Review

any common

pronunciation problems the learners

had.


16/75

Greetings nd

ntroductions

aaaaaaalaaaaaaaaaaaaaaaaaalaaaaaaaaaaaaaaaaaaa

Pronunciation

points

I Practisehe stress atterns

n the

dialogue:

oaa

Hello. My name'sBen. What's your name?

aa

My

name's

Kate. Nice

to meet

you.

o

Nice

to

meet

you

too.

c

Practise alling

intonation in question-word

questions:

_----=

}

What's

vour name?

aaaaaaaotoao

aaaoaaaaaaaaaaaaaaaaaaoaaaaa

Comment

This is a

good

activity to use

at the beginning

of a course

or

school

year

when, especially f

the class s large,

hey may not

know

one

another

well.

This

activitp

as

well

as needing

a lot of space,

an

get

quite

noisy, so if you

can, do it

outside.

13


17/75

2

Thealphabet

The letters of the alphabet.

Completing a

grid.

A list

of

the letters of the alphabet n random order.

Make the list of letters.

30 minutes.

7, Tell

the

learners o draw

a grid like this:

Tell the

learners

o

work alone

and

choose ifteen letters from the

alphabet-they can be any

letters

hey

like. They should write one

letter in each square

of their

grid.

Tell

the

learners hat

you are going to call

out

a list of letters

n

random order.When they hear

you

call out a

letter

that

is in their

grid,

they should cross

t

out.

The first learner to crossout

all their

letters

s the

winner.

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Setting up

aaaarotraaaaaaaaoaataataaaataaaaaaaaaoaaaaaraa

Gompleting

grid

tatalatoaat€ataaaoaaaaaaaaaaaaaaaaaaaaaaaaaoaa

Feedback

4 Divide the

learners nto groups

of three or

four. One

person n

each

group

should

write

down the

letters of the alphabet

n

random

order,

as

you

did.

The

other

members of the group should

draw new

grids

and

fill them with letters.

5 The learners

can then take turns in

playing

the

game n their

groups.

6 Review

any

problems

the

learnershad in

pronouncing

the

letters

of

the alphabet.

t4


18/75

The

alphabet

aalaaaaaaaaaaaaaoaaaaaoaaaataaaataraaaaaaaaaat

Pronunciation

olnts

AHJK

BCDEGPTV

FLMNSXZ

IY

o

QUW

R

Gomment

* The etters

of

the alphabet

ivide nto

seven

ound

groups.

he

phonemes

or

the soundgroups

areas ollows:

lerl

li:l

le l

larl

laul

lazl

la:.1

This

activity

is

based

on a

g:rme

called'Bingo'which

is popular

in

Britain. This

is

usually

played

with

numbers rather

than letters.

When someonehas

crossed

out all the numbers

on their

grid,

they

call out'Bingo '


19/75

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Numbers

Numbers.

What's your

number?

It's -.

Ordering.

Cards

with the

numbers you

want

to

teach

on

them.

There

should

be

one card or

each earner

n

your

class.

Make

the cards.

20

minutes.

aaaraaaae

c6a

aaaara

aaaaaa

Setting

up

L Ask

for five volunteers

o come

to the front

of the class.

Give

each earner

a card with

a

number

from

one to five.

2

Write

the following

speech

ubbles

on

the board:

3 Tell

the volunteers

o find

out

eachother's

numbers

using

the

dialogue

on the board.

They

should

then arrange

hemselves

n

the

order

of

the numbers

on their

cards.

Ordering

4

Collect

he cards rom

the volunteers,

dd

them to

your

other

cards,and mix

them

up.

5

Give each earner

in the

classa

card and

ask

them all to

stand up.

Tell

everyone o

arrange hemselves

n a line

from the

smallest

number to the largest.Showthem where the person with the

smallestnumber

should

start

the line.

Remind

them

that they must

use he

dialogue

and not

show their

cards

o anyone

else.

aaaaaa

aaaaaaa3caaaa

6

Review

any sequences

f numbers

the learners

had problems

with.

It',e

Feedback

What'e

our

number?

t6


20/75

Numbers

Pronunciation

point

Practise

0/

in'threei

Teach

he earners

o make his

sound

by

putting

heir

ongue etween

heir

eeth

andbreathing

ut.

Gomment

If

you

want to practise

a limited

sequence

f numbers,

or example

1

to

10,use

several

etsof

cardsand

divide the

learners nto

groups.This

activitr',

as

*'ell

as

needing

a lot

of space,

an get quite

noisy

so,

f

you

can,

do

it

outside.

t7


21/75

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Telling

he time

What time is it?

It's

-

o'clock.

Ordering.

Pieces

f

paperwith a

time of day

written on them

in

figures

for

example72.15,3.45,5.30)-there

shouldbe one

for

each earner n

your

class; mall

pieces

f card o make clock aces

see

below).

Prepare

he

pieces f

paper

and card.

20 minutes.

1- Divide

the class

nto groupswith

about ten learners n eachgroup.

Tell eachgroup to find a space

nd

mark

a'clock face'on the

floor

with

pieces

f card,

ike

this:

qvP

AA

DO

ooooo

2 Give each earnera

piece

of paperwith

a time written on

it. Tell

them not to show t to other membersof their group.

Tell

them to arrange

hemselves ound

the clock

face

according o

the times written on their pieces

f

paper.They should

do this by

standingwhere

hey

think

the

hour

hand on the clock

should

be.

They

should hen ask

he

other

earners

tandingnear

hem

the

time.

What time

is it?

It's - o'clock.

If necessary

hey should change heir

position.

When

they

have

finished, they might be

standing

round

the clock

face ike

this:

(The

times his

group

of learners ad were: 12.00, 2.I5,2.30,2.45,

6.45,7.00,9.30,

0.00, 1.15, 1.45.)

Setting up

Ordering

l8


22/75

Tel l ing

he

ime

5

Collect he

pieces

f paper

and redistribute

hem. This

time, you

could turn the activity

nto a

race-but make

sure

here s no

cheating nd earners o not look at eachother's ieces f paper

Feedback

6 Review

anv

times

the learners

had

problems

with.

Pronunciation

points

'O'clock'is

pronounced

ekloki.

Practisealling ntonation

n question-word

uestions:

---=_-_-_

What time is it?

T9


23/75

-

IA

\r,

Personal

nformation

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Setting

up

What's

your

name/address?

How do

you

spell hat?

How

old areyou?

Whereareyou from?

My name's

I'm-.

I'm

from

Numbers,

alphabet.

Completing

a

form; guessing.

The form below on

the board.

None.

30 minutes.

L Draw

this

form

on the board

and tell the earners

o copy t:

NAME

hoL

ADDRE)9

TLACE

OF FIRTH

Ask for

a

volunteer

o come o the

front. Ask him

or her the

following

questions:

What's

your

name?

How

do

you

spell hat?

How

old are

you?

What's

your

address?

Whereareyou

from?

Fill in the form

on the board as

he earner eplies.

20


24/75

Personal

nformation

aaraaaaaaaraaaaataaaaaaaaaaaeaaaaataaataaoataa

Gompleting

a

form

Guessing

Feedback

Pronunciation

oints

3

Ask two learners

o

come o the front.

Get one

o ask he

questions

and fill in the form for

the other.

Put

he questions

p in

speech

bubbles

on the board f you

think

they need his

support.)

4 Tell

he class o work in

pairs,

asking

and answering

he

questions

and filling in their

own copiesof

the form for

eachother.

aaatoaaaotaaaaaaaoaaaaaaaalaaaeaaaaaaaoaaataal

5

Collect

n

the forms.Pick

one at random

rom the

pile.

Tell

the classwhether

he

person

described

n

the

form

is

a'he' or a

'she'.

Get hem to identifr

the

person

described

y asking:

How old is he/she?

What'shis/her

address?

Where s he/sherom?

6 Ask

some

earners

what they found

out about

their

partners,

for

example:

TEAcHERMark,

how old

is

John?

MARK He,S

.. elv_.

TEAcHER..

eleven..

MARK He's

eleven,

TEAcHERGood.

And where's

he

from?

aaaaaacaataaalaatttaoaoataaaalaaaaaaaaaaaaaraa

Practise

h/

in'howl

Teach he learners

to make

this sound

by

pretending

to laugh

(Ha

Ha )

while

holding

a

sheetof

paper

in

front of their mouths.

The

paper

should move.

I

Practise alling

intonation

in

question-word

questions:

_=-----_

What's

vour

name?

How

do

you

spell hat?

2l


25/75

l^

O

Gountries

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Setting

up

'Countries'

vocabulary area

(for

example,

France, taly, Argentina).

Where is

-?

It's in -.

Which country

islare

ls

from?

He's/she's/it's rom

They're from

-.

Ask and answer.

Pieces f

paper or

all

the earners.

Think

of six

cities,six

kinds

of

food,

and six

famouspeopleyour

learnersare

ikely

to

know.

30 minutes.

L Put ouestions

ike

these

on the board:

Where s Taria?

Rome?

BuenoeAiree?,etc,

Which ountry

ia

epaqhetti

from?

are curry

hamburqere, f,c.

Which ountry ie

[6

namesof famoue

peoplel from?

Give all the

earners

ieces

f

paper

and tell them

to

tear

hem into

six smaller

pieces.

hen divide the class

nto groupsof three.

The

first member of each

group shouldwrite one of the cities

on each

of his or her

pieces

f

paper,

he second

member should do the

samewith the'food'words,

and the third with the

famouspeople.

Tell

he

groups o

put

all their

pieces

f

paper

acedown in a

pile

on a desk

n the middle of the

group.Tell

hem

to mix them up.

Tell them to take

t in turns to

pick

up a

piece

of

paper

and

ask he

appropriate

question to

the

other two learners n the

group. The

first to answer he

question

correctly

should be

given

he

pieceof

paper.

The

learnerwith most

pieces

f

paper

at the end

s the

winner.

Ask and answer

22


26/75

Countries

Feedback

5 Check he answers

with the class.

Pronunciation points Makesure he earnersnow where he stressalls n the

names

f countries,or

example:

a

America

a

Argentina

o

Italy

Comments

If the

learners

are confident, ub

the

questions

off the board after

they havewritten the words on their piecesof paper.However,

leave

hem up if you

think they need

help.

The countries

shown here are examples.

f

you

feel

other countries

are of

more interest

o your learners,

ubstitute

hem for the

examples

iven.

23


27/75

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Nationalities

'Nationalities'

vocabulary

area

for

example,English,

Chinese,Brazilian).

Are you -?

Yes,

am.

No, I'm not.

Guessing.

2 identical

setsof

about

10 pieces

f

paper

with a

nationality

written

on each

(or

one set for

each

group

if

you

do this activity in

small groups).

Prepare

he

pieces

f

paper.

20 minutes.

7, Tell

the class o imagine

that you come from

a different country.

Tell them you

are going to

draw

pictures

on

the board and they

should ry to guesswhat

nationality

you

are.

Here

are some deas:

Begin drawing and get them to ask questionswhile you draw for

example:

Are you

French?

Are

you

Australian?

Setting up

2

Guessing

Rub

out your

drawings and

draw a

line

down the middle

of the

board. Divide the

class

nto

two teams

of equal size.Put

the two

setsofpieces ofpaper face

down on your

desk.

Ask one learner from each eam to come to the board and give

them

a

pieceof

chalk each.

Get

them

to take a piece

of

paper rom

the top of their

pile.

24


28/75

Nationalit ies

5

Tell

them to draw pictures

on the board,

as

you

did. The other

members of

their team should

try to

guess

what nationality

they

are, asking Are

you

_?'

6 When

a team has

guessed

orrectly, he next

member

of

that

team

should

come to the

board,

take

a

piece

of

paper,

and

draw. The

team

that

finishes

first is

the winner.

Feedback

7

Review any nationalities

the

learners

seemedunsure

about.

Variation

You can

do this activity in

small groups,

f you

prefer.

Give each

group

some sheets

f

paper

o draw

on, and a set of pieces

of

paper

with nationalities written on them. Tell them to put the piecesof

paper

acedown in

the centreof

their

group.

In turn, each

earnershould

take a

piece

ofpaper

and draw a

picture representing

he nationality written

on

it.

The rest of

the

group

should try to guess

he

nationality.

aaataaaaoaoaaaaa.aataataaa.

Pronunciation

points

iw

Practise

e/

(not

lnl)

in'African','Australian','Indian','Italian'.

ffi

Sometimes he stress alls on the

samesyllable n

country and

nationality words, for

example:

aa

Africa.African

ao

America.

American

... and sometimes

on a different

syllable, or

example:

oa

Egfpt, Egyptian

oo

Italy, Italian

i:s

Practise ising

intonation in yes/noquestions:

Is

she Greek?

Are they Australian?

25


29/75

8

Locating

biects

LANGUAGE

Everyday

bjects'

for

example,

ag, lowers,

ook)

and'classroo

furniture'

(for

example,

able,windowsill,

desk)

vocabulary

reas.

Where's he/my_?

Where are

he/my

_?

Place repositions

for

example

n,

n front

of, behind).

rEcHNreuE

Remembering.

MATERTALS

None.

PREPARATToN

None.

rrME

GUrDE 30 minutes.

aataaaaaaaaaaaoaaaaaaaaaaaaaaaataaaaaaaaaaaaao

Setting

up

L

Closeyour

eyes, hen

ask he

class o tell you

where something

s,

for

example:

TEAcHER

Where's

my bag?

LEARNERs

t's under the table.

2 With your

eyes

still closed,get earners

o ask

you

where

one or

two

things in

the

classroom

are,

or

example:

LEARNER

Where

are the

lowers?

TEAcHERThey'reon the windowsill.

ii;;ilti;;""""'

T.li;:

il;r.r.'*.n

to

prepare

ight uestions

bout

he

location

of objects n the

classroom.

Put speech

bubbles

on the

board

ifyou feel

they need

support:

Where'e

he ?

my

Where

re the

_?

my

It's

on

the

They're in front

of

behind

26


30/75

Locating

bjects

4 Then get

them to

work in

pairs.

One in eachpair

should

closehis

or her eyesand

the other should

ask he questions

he

or she has

prepared.The learner with closedeyesshould try to reply from

memory.

5 Then the

other

learner

should

ask his

or

her

questions.

Feedback

6

Reviseany

prepositions

the

learners

had problems

with

by asking

individual earners

about he location

of

obiects n

the classroom.

Pronunciation

points

is

Practise he stress atterns

n the replies

o the questions:

aa

It's under he

able.

They're

ot, tfr" wlndowsill.

27


31/75

9

Feetings

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

'Feelings'vocabulary

rea

for

example,

ired, happy,hungry).

Are you -?

Yes,

am.

No, I'm

not.

Miming.

2 identical

setsof about 10 pieces

f

paper

with a

feeling'

word

written

on each.

Prepare

he

pieces

f

paper.

30 minutes.

Setting

up 1- Draw

a speech ubble on

the board:

Miming

Mime a feeling

o the class,or

example'tired'by

yawning

or

'happy'by

smiling.

Get the learners

o askyou how you

feel, or

exampleAre you tired?'Reply'Yes, am' or'No, I'm not ' as

appropriate.

Choosea confident earner

and givehim

or

her

one of

the

pieces

f

paper

with a'feeling'word

written

on

it. Tell

the learner

o mime

the adjective

and

get

the

rest

of

the class o guesswhat

the feeling

is.

Divide

the class nto two teams

of equal

size.

Put

the two sets

of

pieces f paper acedown on your desk.

Get a member

of each eam

to come o the front of

the class nd

take

a

piece

of

paper

from

their team's

pile.

They

should mime the

feeling written

on it until

someone n their

team

guesses

orrectly.

Then

another member

of the team

should come to the front,

take

the next piece

of

paper from

the

pile,

and mime the feeling

written

on

it for

the rest

of the team to guess,

nd so on.

28

7

The first team o finish

the

pieces

of

paper

wins.


32/75

Feedback

Feelings

8 Review

any

pronunciation problems

the learners

had.

Many earners onfusenl as n'angry' and,N as n'hungry'.

Teachhem he difference etween

hese ounds.

Get hem o make

lal

first with their mouthsopen.Then get

hem o round

their ips

and

put

their tongues

ack

or

lr'l

Make

sure hey

put

the

/h/

soundat the beginningof hungry

(but

not at the beginning

of

angry )

Practiseising

ntonation n

yes/no

questions:

Are

you

tired?

Is shehungry?

This activity can also be adapted or

pairs

or small groups.

Pronunciation oints

Comment

29


33/75

10

Famities

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Settingup

aaaaaaarc

L

2

'Families'vocabulary

rea

for

example,

ather, mother,

sister).

Who's this?

This is my -.

He/she's

years

old.

Is this your

-?

Yes, t is.

No, it isn't.

Ask and answer.

Sheets fpaper

for all the learners.

None.

40 minutes.

Give

all the learners sheetsof

paper.

Ask them to close heir eyes

and imagine a photograph of their

whole

family.

Give

them a little time to do this, then

ask hem to

draw their

'photo'

on

their sheetof

paper.

Ask for a volunteer to come to the front

and copy his

or

her

photo on the board.Ask him or her to describe he people n the

picture, or example'This

s my father.He's47 yearsold.'Help the

learnerby asking

questions, or example'Who's

his?','Is his

your

mother?'

Then get

the

learners o work in

pairs

telling each

other about the

people n

the

photos

hey havedrawn.

Put model questionsand

answers

n speechbubbles on

the

board to

help them, for example:

Ask and answel

30


34/75

aaaalaaaaaoataaaoaaaaaaaataaaaaaoaaaaataaaaaaa

Famiries

-0

Ask a few earners

o

describeheir photo

to the rest

of the class.

il Practise

0/

in'father','mother','brother'.

Teach he learners

o

make this

sound by

putting

their

tongue

between

their teeth

and

breathing out.

t

Practise

he stress

patterns

n the

following

sentences:

a

This

s my sister.

ao

She's ix

years

ld.

Feedback

aaaaaaaaaaaaaatataoaaaaaaaaaaaaaaaaaaaaiaalata

Pronunciation oints

3l


35/75

1r1,

cotours

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Setting up

'Colours'

(for

example,

lue,

red, brown) and'everyday

bjects'

(for

example,

plate, pencil, envelope)

vocabulary areas.

Have you got a - -?

Yes,

have.

No,

I haven't.

Ask and answer.

Sheets

f

paper

or

all

the earners;

oloured

pencils.

None.

40 minutes.

7. Give

all the

learnerssheets

of

paper.Tell them to tear

them into

six

pieces.

2 Get them

to draw one

everyday

bject on each

piece, or example

a

plate,a

pencil,an envelope.

Demonstrate

ne or

two simple

drawings

on

the board,

for example:

3

Tell

he learners

o colour each

of the objects,

r

label hem

with

the

name

of

a colour

f they do

not havecoloured

pencils.Each

object

should

be a different

colour.

They should also

write a

list of

their

objectson

a separate

ieceof

paper, or example:

a bluepencil

a red

hat

a

yellow

book

a brownenvelope

a

qreen

cuP

a

white

plate

4 Put the learners nto small groups of three or four. Ask them to

put their drawings

ogether

face down

and mix them

up.

Then each

person n the

group should

ake six drawings.

Ask and answel

o

32


36/75

colours

I

Tell the learners hat they must

get

their

own

pictures

back by

asking

questions.

f necessarpwrite a model

dialogue

n

speech

bubbles

on the board as

support,

or

example:

The

learners

should take turns asking questions, like

this:

LEARNER

To LEARNER

Have

you

got a red

plate?

LEARNER Yes, haye.

[gives

learner I

picture

ofred

plate]

LEARNER To LEARNER Have you got

a brown envelope?

LEARNERI

'Nq

lhaven't.

LEARNER To LEARNER Have you got

a

green

book?

6

When

they

get a

picture

back,

they

should cross that

item

off their

lists.

Feedback

7 Practise

pronunciation

by holding up some

of the

learners'

pictures and getting

the

whole

class

o repeat

he description of the

object,

or example,'a ellow

book','a

green

cup'.

Pronunciation

oints

m

Some

earnershaveproblems

with

n/

in'blue','yellow',

and

'black',

and

lrl

in'green','grey', nd'brown'. Teach hem

to

make

he

/l/ sound by putting the tip of their tongues on the part of the

mouth

just

behind

the upper

teeth and pulling

it away

quickly

as

they make the sound.

For

the

/r/

sound their tongues should curl

back and

not

press

against he top

of the

mouth.

33


37/75

L2

shapes

LANGUAGE

shapes'vocabulary

rea

for

example,

hin'

round, square).

Have

you got anything

-?

Yes,we have.We'vegot a

No,

we haven't.

Ask and

answer.

Sheets

fpaper

for all

the learners.

None.

40

minutes.

TECHNIQUE

MATERIALS

PREPARATION

TIME

GUIDE

.aaaaa

"s*t*

Setting up

Ask and

answel

Feedback

7. Divide your class

nto

groups of about

five learners

and give

each

earner

a sheet

of

paper.

Tell the

groups

that

they

must draw

objects

of

a certain

shape,

or example:

Group

1 thin

objects

Group

2

round

objects

Group

3 square

objects

Group

4 triangular

objects

Collect

all the

drawings

of

shapes

and

mix them

together.

Redistribute

hem

so each

group

has drawings

of objects

of

a

variety

of shapes.

Make sure

he

groups

know

the

names of

the

objects.

Tell each

group

to

hide their

drawings

from the

rest

of

the

class.

Tell the

groups

that

they

must

now

get back their

own

drawings.

They must

do this

by

asking

the other

groups for

them.

For

example

ell

a

learner

from

group

I to ask

he other

groups,

n

turn,'Have

you

got anything

hin?'The

other

groups

should

replr'

for example,'Yes,

e

have.

We've

got a

thin

pencil'or'No,

we

haven't'

as appropriate.

f they

have

got a drawing

of something

thin,

they

should

give

t

to

grouP

1.

5

If

possible,

display

he drawings

n their

'shape'

groups.

Ask

the

learners

f they

can

think

of the

names

of

more

objects

of each

shape.

3

4

34


38/75

Pronunciation

oints

4

r-l

shapes

Z

Practise he

0l

sound n'thin'and'thick'. Teach

he learners

o

make this sound by

putting

their tongues

between heir teeth and

breathing out.

Practise he short

/r/

sound n'thin'and'thick'.

(Some

earnersmay

substitute

a long

/i:/

sound.) Show

how

the

ltl

sound

is much

shorter than

lt':/,

and there is no

'smiling'

movement of the

lips.

Practise he stress

pattern

in:

Have

you got

anything roindt

35


39/75

13

Parts f hebody

LANGUAGE

'Parts

of the

body'

(for

example, arm,

foot, hand) and'colours'

(for

example,

blue, brown, black)

vocabulary areas.

He/she's ot a -

He/she's

ot

-

/s.

His/her

/s

is/are

rECHNreuE

Describe

and

draw.

MATERTALS

wo

postersof comic figures

with

contrasting

eatures; heets

f

paper or all the learners.

PREPARATToN

ake the

posters.

TrMEGUIDE

30 minutes.

Setting up

1, Divide the

learners

nto pairs.Ask

one

earner

n

each

pair to

turn round so they

are acing he back of the

room. The other

should stay

acing he

front. Put

one

posterup at eachend

of the

room, for example:

;;;;;i6;';il;;;

2 rell the learners

acins he front of the

room to describe

he

poster hey

can see o their

partner

(who

is facing

he other

way).

Their partner shoulddraw t on his or her sheetof paper.No

peepingl

f

necessary,

ut

up a

poster

of

model sentences

n speecl

bubbles

assupport,

or example:

36


40/75

Partsr

he

body

1-

3

Get he

earners acing he backof the

room

to describeheir

poster n the sameway.This time the earnersacing he front of

the room should

draw.

Tell the learners

acing the back to turn round.

Tirke

down the

poster

at the

back of the room

and

put

it up beside he other one.

Get he

earners o makesentencesomparing heir drawings,

or

example'He's

ot

big

feet;he'sgot

small

eet.'

aaaaaaaaaaaaaaoaaaoaaaaa

5 Draw a third

comic igure on the board with different

eatureso

the oneson the two posters. sk earners o describet, if necessary

using he speech

ubbles.

s

.Practise

the stress

atterns

n:

aa

He's

got big feet.

aa

His arms are

short.

oints

37


41/75

14

Describing

eopte

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME

GUIDE

'Describing

people'

(for

example,

all, thin,

young),

'parts

of

the

body'

(for

example

hair,

eyes,

nose), and'colours'

(for

example,

blue, brown, black) vocabulary areas.

We are both

-.

We have both

got

/s.

Discussion.

None.

None.

30

minutes.

Ask for two volunteers

o come to

the front of

the class

and say

what they

have n common.

Tell

them

to use he

language

n the

speechbubbles.

3

38


42/75

Describing

eopre

4

"'

r

" "'

r

" '.

" "'

;k;;;;;;rr

to

makenew sentencessing'we areboth and

'We

have

both

got'about

themselves nd other

earners

n the class

,

. t

' . t

''

points

n

Practise

fl

in'short'. Teach he learners o make his sound by

first

making he

/s/

sound

(as

n'sort')

and then

moving

the

tongue

back

and curling up the edgeso make

J/.

s Practise

0/

in'thin'.

Teach he learners

o

make

his sound

by

putting their tonguesbetween

heir

teeth

and

breathing

out.

39


43/75

15 ctothes

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME

GUIDE

Setting up

'Clothes'

for

example,

kirt,

blouse,T-shirt)

and'colours'

(for

example,blue, white, yellow) vocabulary areas.

He/she's

wearing

a

-/

s.

Remembering.

None.

None.

30 minutes.

t Give each row of learnersalternate etters,A and B, so that the

learners

are divided

into columns

of As

and Bs ike this:

Row

ABAB

ABAB

ABAB

ABAB

-

O

A

A

A

A

B

B

B

B

Remembering

2 Tell each

column

of

As

and Bs

to turn and

study the column

of

learners

opposite

them. They

should try

to

remember

exactlywhar

they are

wearing.

Give them two minutes

to memorize

the

details.

3 Group

the

learners

n pairs

so that As

are working with

the Bs

opposite hem.

Tell all the Bs to close heir eyes.Tell the As to describeall the other

learners

n the B

column

to their

partner.

The Bs should

ry and

name

eachdescription, or

example:

LEARNERN

coLUMN

She'swearing

a blue

skirt

and

a white blouse

LEARNER

N coLUMN

s Anna?

LEARNER N

coLUMN a No.

Anna's wearing

a

white

T-shirt.

LEARNER

N coLUMN

s Oh ...

yes

.. it 's

Sara

Then

all the As should

close their

eyes. Tell the Bs

to describe all tlr

other

learners

in

the A column

to their partner.

This

time the

As

should try and name each description.

6 Ask individual

learners

o describe

he

person

they remember

most vividly.

4

Feedback

40


44/75

4tr

Clothes

-

J

aaaaaaaaaataalaa*aaaaataaataaraaaaaaoaaaaaaaaa

Variation

At

stage4, tell all

the

Bs

to close

heir eyes.Tell

the As to

make

some changes n

their appearance,

or example

aking off a watch

or exchangingsweatshirts.Then tell the Bs to open their eyesand

saywhat changes hey

can see, or

example:

LEARNER Peter's

earing

a blue

acket

now

... and Helen sn't

wearinga watch.

;ffi;;;iiil

il;i;''"

".";,J;.

il;

/.iro,r,'a

n'shirt','skirt','r-shirt'.

nBritishnglish

the'r'is not pronounced

n thesewords.

&

Practise

he

aal

sound n'blouse'and'trousers'.

Teach he learners

to makethis soundby rounding their lips, and then slowly closing

their

mouths.

Comment

This

activity is set up for

the traditional

classroomwith rows of

desks

acing

the

front. Ifyour

classroom

s arranged n

a

different

way, get

your learners

o work in groups

who are sitting near

one

another.Each group

should contain five

or six learners.

4I


45/75

Rooms

n

a

flat

LANGUAGE

'Rooms'

ocabulary rea

for

example,

iving-room, itchen,

bedroom).

This s he

Here's he

The is next o/oppositehe

TECHNIQUE

MATERIALS

PREPARATION

TIME GUIDE

Setting

aa'aaat

up

r * t l * o r I a a a r 6 a

* e I

t

a

ra*..tr

Discussion 2

3

Write

There

the

are

Thisie the

Here'e

he

7-

Discussion.

Plan

of a

flat,

on

a poster

or on theboard;

sheets

f

paper or all

the earners.

Make he

poster,f you

areusingone.

30 minutes.

lara..a...a..a.c

Put

up a

planofyour ideal lat,or

drawone

on the board.For

example,

f you ike

cooking,

ncludea

big

kitchenand f you

ike

reading,

nclude

ibrary.Tell he

earners

bout

t, for example:

This s

a

flat I would ike

to

live n. There's

big

kitchen.That's

goodbecauselove

cooking.

like reading oo,and his

ittle

room here

s

my

ibrary-where

keepmy

books.

.. etc.

Get he earnerso drawaplanof their deal lat or house.

When heyhave

inished,

ell hem o work

n

pairs.

Theyshould

show heir

partner

he'plan hey

have

drawn

and

ell

hem about

following

hrases

n theboard o

help

hem:

The ie

next

o the

42

oppoeite


46/75

Roomsn

a rat

16

araaraaatttaaiaatoaltaaataaaataaaaarraatataaaa

Feedback 4 Ask a few learners o

tell the

rest

of the classabout their

partners'

houses.

Review any common

pronunciation problems

the learners

had.

Tell

the

learners

o work

in pairs.

If

possible,get

them to

sit

back

to

back.

Give them a few minutes

to think

about

these wo

questions:

What

kind of person s

their

partner?

What

kind

of

flat or house would

their

partner

like?

Then ask them

to

draw

the

plan

of a flat or

house

they think their

partner

would

like.

When they have inished, tell

the

pairs to

show

eachother their

plans

and describeall the rooms.

r

Practise

/

in'is','kitchen','living-room'.Many learnersmake

this

sound too long,

like

/i:/

in'leave'.

One

way

of emphasizing

he

contrast

between

short

and

long

sounds s to

put

your hands wide

apart, as

f

stretching a

piece

of

elastic, or long

sounds,

and

then

bring them

close

ogether for

short sounds.

Variation

Pronunciation

oints

43


47/75

LT Furniture

LANGUAGE

'Furniture'vocabulary

area

(for

example,sofa, armchair, table).

Placeprepositions

(for

example,near, beside,between).

rECHNreuE Discussion.

MATERTALS

Plan

of a

living-room,

on a

poster

or on the

board; sheetsof

paper

for

all the

learners.

pREpARArroN

Make

the

poster,

f you

are using one.

TrME

GUrDE

40

minutes.

Setting up L Put up a

plan

of a living-room,

or draw one on the board, for

example:

Beside

he

plan

write a

list

of furniture with

prices,

or

example:

sofa E4OO

armchair

table

television

ru4

f.200

€1611

8200

F6n

picture

flOO.

cupboard

f,zOO

Choose

tems

that the

learners

are ikely to have n their homes.

2 Tell the learners o copy the plan.

44


48/75

4ry

Furniture

fu f

Discussion

3 Tell he learners hat they eachhave

1,000 to spendon new

living-room furniture. Tell

hem

to

decidewhat to buy from the list

on the board and where o put it in their living-room. They should

draw

t in

on

their plan.

4

When

they have inished

drawing

n

their furniture, tell them to get

into pairs.

They

should ell their partner what

they bought and

where hey

put it.

Feedback

5 Ask a

few earners

o

tell

the

rest

of the class bout their

partners' iving-rooms.Reviewany

common

pronunciation

problems he learnershad.

v;;;il;;

You could do a more elaborate ersion

of

this activity with a plan

of a whole

flat

or house.Obviously he list of furniture

would be

longer,and the amount of money would have

o be largerl

i;tJi"lJiliiili

bJi'"i"

;.

";'#;

irJ)

" i.-.t'air'

and

picture'.

each

he earnerso

'

make his sound by

placing

he

tips of their

tongueson the

part

of

the

mouth

just

behind the upper teeth

(as

f

they weregoing to

make a /J/), and then releasingt to make a /tJ/.

.:i

Practise

aal

in

'sofa'

and

letl

in

'table',

howing

how

eachof these

sounds combine two different vowels.

Gomment We have

used

British pounds n the

example, ut this activity will

probablybe more interesting or

your

learners f you

use

your

own

)

currency.

45


49/75

LANGUAGE

TECHNIQUE

MATERIALS

PREPARATION

TIME

GUIDE

In

town

'Town'vocabulary

rea

for

example, arket, ark,

baker).

Is therea

Yes,

here

s.

No,

there sn't.

Where's

he

Place repositions

for

example,

ext o,

opposite, ear).

Describe

nd draw.

Simple lan

of

an maginary

own,

on a

poster

or

on theboard;

two sheets f

paper

or

all the earners.

Make heposter,f youareusingone.

40 minutes.

*al }aaar taaaaraat*r ra

aaaaa.

aa*a*

Setting

up L Put

up theposter,

r draw he

own

plan

belowon

theboard.

tsANK

Tell

he earners

o

make

wo copies

ach.

bank

poet

office

Nr.raaoaaaaoaa

and draw

3

escribe

2

While

the

earners

remaking

heir copies,

rite

up

a

ist

of

placo

on theboard, or example:

market

park

baker

ctnema

caTe

diaco

butcher

eupermarket

aairtaaaataaa+9a

Tell he earners,

till

working

on their

own, to takeone


50/75

Intown

8

4 Divide the learners nto pairs,

A and B. Tell them

to

keep

the towns

they

have

designedwell hidden from their partners

5 Tell all the As to take their blank plansand the Bs to takethe towns

they havedesigned. he As

should ask he Bs questions

bout

where

places

re

n

their towns and draw

them onto their blank

plans, or

example:

LEARNER Is there

a cinema?

LEARNER Yes,

here

s. t'snext o the

cafe,

LEARNER, Where's

he cafe?

LEARNER

It's

oppositehe market.

6

When the As have inished heir

copiesof the Bs'town

designs,el l

the Bsto ask he As questions n the sameway.

7 When both the As

and the

Bs have inished,

ell

the

earners

o

compare heir copieswith the originals.Are

they accurate?

8

Ask

a

few earners uestions

bout their town

designs. eview

any common

pronunciationproblems

he learners ad.

l"ili"

..

"

"': "";;;,;;;;;il

';;"

vower

r/

in'bank','care',nd

he

ong

vowel

a:l

in'market','park'.

For the

nl

sound,

he

mouth

is open

and lips pulled back as f smiling. For

the

/a:/

sound, he lips are

further

forward and rounded

o make he longer

sound,and the

tongue

goes

down and back.

Practise alling ntonation in

question-wordquestions:

--------

Where's he bank?

'"'

and the stress

atterns

of the answers:

It'r n&t to the pJst office.

It's optpositehe cirema.

It's behitnd he mirket.

47


51/75

Lg

Directions

LANGUAGB

TECHNIQUE

MATERIALS

PREPARATION

TIME

GUIDE

aaaaaaaaraaaaraaaaraaaaaaoataaaaaaraaaataaaaaa

Setting

up

L

Put

up the

poster,

or draw a simple

plan

of your town centre on

the

board.

Here is

an example:

'Towrl

vocabulary area

(for

example,

church,

market,

cinema).

How

do

I get

to the

-?

Go

straight

on.

Turn right.

Turn left.

Imperatives.

Role play.

Simple

plan

of

your town centre,

on a

poster

or on the board.

Make

the

poster,

f

you

are using one.

30 minutes.

t-

EI

H

F

{/l

=

:

t

Write a list of the most important

places

board, for example:

church/moeque

market

cinema

bank

parK

in

the

centre

on

the

48


52/75

Directions

9

Role

play

3

Ask the learners o

imagine

they are standing

outside,

or

example, he

post

office.

Pretend

you

are

ost

and

ask hem how to

get to the first placeon the list, for example:

TEAcHERExcuseme,

'm a strangerhere.

Can

you help me?How

do

I get to the church?

LEARNER o down

Main

Street .. turn

left. Thechurch s on

your right,

opposite

he cafe.

4 Repeat

he

procedure

with the

next place

on

the list.

5

Divide the learners

nto pairs

and

tell them to take turns in

directing

eachother to the other

places

on the list.

Feedback 6

Review any common

pronunciation

problems

the

learnershad.

aaaaaa

.aaaaa aaaa.aaaaaaa

Variation Use

a

plan

of

your

school

nstead of one of your town centre.

Ask

learners o imagine they

are

at the

main

entrance.

Ask them how

to

get

to

various rooms, for example he Head

Teacher's fifrce, heir

classtoom,

he gym.

a

a a * t r I r a a o a a a

a'a

a a *

a o a a r

.

.

Simple Speaking Activities

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Transcript of Simple Speaking Activities