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Thisresourcebookforteachersofyoungstudentscontainsabankofmotivatingactivitiestosupplementcoursematerial.Theeightsectionsarefullofusefulideasforfunactivitiesinavarietyof...

Thisresourcebookforteachersofyoungstudentscontainsabankofmotivatingactivitiestosupplementcoursematerial.Theeightsectionsarefullofusefulideasforfunactivitiesinavarietyofteachingsituations.Activitiesrangefrom'gettingtoknowyou'activitiestogamesthatpractisethealphabet,numbersandspellingaswellasactivitiesthatfocusonvocabulary,writing,grammarandlongerprojects.Eachactivityisexplainedusingstepbystepinstructionswithphotocopiablematerialonfacingpages.*Materialtosuitstudentsofdifferentlevels*Acombinationoftriedandtestedactivitiesaswellasmoreinnovativematerial*Carefullychosencontextsdesignedtomakethelearningprocessfun,meaningfulandmemorableforyoungerstudents*Awidevarietyoftasktypeswhichallowstudentstoworkindividually,inpairs,ingroupsorasawholeclass.

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1.wry,ungusiutsUNIVERSITYPRESS_.,vtC$'2.Ll.lLIJLl.JLl.ll..l.Il.I.ILlJLl1Ll.Il..lLl.ls!Il.l'o.l.Ill.l.l.l.U.U.H1l1lJll]IE]IlllllllllltliliilcllllklilIntroductionThisbookhasbeenwrittenforteachersofstudentsintheH14agerange,especially'*thoseteachers?_ithernewtotheprofessionornewtothisparticularagerange.Thereisnosuchthingds,either,atypicalteacher,or,atypicalstudent.Itis,therefore,highlyunlikelythateverysingleoneofthe55activitiesincludedwillbeinstantlyappropriate,foreveryteacherineveryclassroomsetting.Instead,youwillfindaspreadofactivitiesextendingfromthetriedandtrusted,moretraditionalgames(NoughtsandCrossesandDominoes,forexample)tootherswhicharemoreunusualaspreadwhich,itishoped,willprovideamixtureofreassuranceandchallenge.IThebookismeanttoaugmentratherthansupplantanexistingcoursebook.Yourcoursebookisprobablyprovidingyourpedagogic'mainmeal,whereasActivityBoxis'ausefulsupplierof'starters,snacks'and'desserts.Theactivitiesprovideopportunitiesforstudentstoworkasindividuals,pairs,smallgroups,teamsandasawholeclass.Anyactivityforthisagerangehastotakegroupdynamics,aswellaspedagogiccontentintoaccount.Oneofyourprimaryaimsmightjustaseasilybetofostercooperationastoteachthepresentsimple.Theactivitiesrangeinlengthfromtenminutestoprojectsspreadoverthreeorfourlessons.Therearealsosomeongoingactivitieswhichtakeafewminutesfromeverylesson.Someoftheactivitiesaredesignedtofurtherskillswork,someprovidepracticeinaspecificgrammarpointwhileothersencouragefluency.Alltheactivitiesdevelopareasotherthanthepurelylinguistic.Somedevelopcooperation,otherscompetition.Somedependonmemoryorconcentration,somearedesignedtodevelopgoodlearningstrategies,whileothersprovidetheopportunitytohaveagoodlaugh.ItisimportanttorememberthatwearenotjustteachersofEnglish,weareteachersofyoung,impressionablepeople.Anyactivitywebringintotheclassroomwill,inevitably,carryahiddenagendaoranadditionalbenefitotherthanitslinguisticcontent.Thisadditionalbenefitismentionedatthestartofeveryactivityandhighlightedinthemapofthebookonpagesvviii.Whatalltheactivitieshaveincommonisanelementoffun,playorchallenge.Thismayinvolveproblemsolving,physicalactivity,displayorcompetitionallofwhichareelementswhichcanhelptoholdtheinterestofthisagerange.Almostalltheactivitiescanbeusedwithlargeclassessuggestionsonhowtoorganiseparticularlylargegroupsaregivenwithintheactivitiesthemselves.SomeoftheactivitieswillbenefitfromL1introductionsandthisisindicatedwheneverappropriate.However,itispossibletouseonlyEnglishforexplanationsalthoughitmustbeappreciatedthatwithlowerlevels,suchasbeginnerandelementaryclasses,thiswillslowdowntheactivity.Thebookwaswrittenwithmonolingualgroupsinmind,largelybecausemyownexperienceshavebeenprimarilyinthisenvironment.However,manyoftheactivitieshavebeenusedIwithmultilingualgroups,too.Youareadvisedtoadjustthesuggestedtimingifyouareworkingwithamultilingualgroupaddalittletimeforexplanationandintroductions.INTRODUCTIONIsthisbookforme?Whatisthishookfor?Whatkindsofactivitiesarethere?Howlongaretheactivitiesandwhat..aretheyfor?Whatkindofclasscanlosethehookwith?3.INTRODUCTIONAretheactivitiesforspecialagegroups?Howisthehookivided?...s~..Noneoftheactivitiesistiedtoaspecificage.Thisisbecauselevelsofmaturitycandiffersoenormouslybothfromculturetoculture,andalsowithinasingleculture.SomeyoungpeoplewillbehappytodrawandcolouruntiltheageofI4,otherswillconsideritaninsult.SomeIIyearoldscanhandlethehonestyrequiredtodiscusstheirfeelingsaboutapieceofmusic,whilesomegroupsofI4yearoldswilltreatthewholeideaasajoke.Whereveranactivitywouldsuitamore,orless,sophisticatedgroup,thishasbeenindicated.Ultimatelyonlyyou,theclassteacher,candecidewhethertheclasshastheappropriatelevelofmaturity_toenjoyaparticularactivity.Thereareeightsectionsinthebook.SECTIONT:GETTINGTOKNOWYOUIncludesactivitieswhichcanbeusedasicebreakersandwarmersatthestartofacourse.Namelearningactivitiesare,ofcourse,included,buttherearealsoactivitieswhichcanassistdiagnosticassessment,otherswhicharelinkedwithlearnertrainingandotherswhicharedesignedtodeveloprapportandunderstandingbetweentheteacherandtheclass.SECTION2:LETTERSANDNUMBERSDealswiththealphabetandbasicnumeracyandwillprobablybeofgreatestusetoteachersofstudentsfromcountrieswheretheRomanalphabetisnotstandard.Someactivities,suchasFractiondominoes(2.3)andRunningtreasurehunt(2.7)canbeadaptedtootherconcepts.SECTION3:SPELIJNGANDPRONUNCIATIONIncludesactivitieswhichcheckorreinforcespelling,andwhichencouragestudentstochecktheirownprogressandmaketheirownsoundassociationswithwords.PleasenotethatcertainpronunciationactivitiesarebasedonUKreceivedpronunciation.TeachersofAntipodeanorNorthAmericanvarieties,inparticular,mayhavetoalterthematerialsslightlytofittheirownvarietyofEnglish.SECTION4:VOCABULARYANDMEANINGDealsprimarilywithmeaningalthoughthereis,inevitably,anoverlapwiththeprevioussection.Examplesareprovidedwithmostoftheactivities,butyouareencouragedtoadaptthebasicideatosuittheleveloftheclass.Forexample,Patchworking(4.I)isillustratedwithan

examplepitchedatanadvancedlevel,buttheactivityitselfcanworkwellwithelementaryclassesifthequestionsaresimplifiedanddealwithbasicvocabularyratherthanprefixesandsuffixes..5}_SECTION5:WRITlNGACTIVITIESProvidesopportunitiesforstudentstowritebothsubjectivelyandobjectively,forrealandimaginedreaders.Insomecasestheaimoftheactivityisfluency,inothersaccuracy.Sometimesstudentswritealone,sometimestheywriteinteams.Notethatsections2,3and8alsoincludewritingactivitiesyoushouldnotfeelthatthissectionaloneprovidestheonlyopportunity..1.V5FIHIFI:"'Ii"I"I.'i:!"i'IlTI."'Il'!'Il'"l'l""I'IF'I.'1t"1i"(Fti7'l."I".I.II'L'II"II"".'IIi"i7'73I1.3717.4.iii"'l..IIiIIitLEILIIlIIWWLitLitlitLilLEILilill1]LIIillll]{kitItLIIit{EIIIEllMnliiititaSECTION6:GRAMMARACTIVITIES~~Focusesonpointsofgrammar.Ineachcaseaspecificgrammarpointisbeingpractisedandinmanysubliminaldrillingistakingplacewithoutstudentsrealising.Griilwork(62)isextremelyflexibleandcanbeadaptedforalargerangeoffinitegrammarpoints.SECTION7:CONTROLLEDCOMMUNICATIONACTIVITIESOffersarangeofactivitiesinwhichthecontextofeachactivitycontrolsthelanguagebeingused.So,althoughthereisopportunityforfreerfluencywork,mostofthelanguageusedwillbeinthetargetstructureusinglexiswhichyoucanpreteach.SECTION3:LONGERPROJECTSDiffersfromtheprevioussectioninthatyoucannotpredictorcontrolthelanguageoutputinanyway.Studentswillrespondaccordingtotheirowndiverseviewsandbeliefs.Someofthewrittenactivitiescanbeeditedandrefinedatalaterstagebut,largely,studentswillbeusinglanguagewhichtheyalreadyhaveintheirpossessionandaskingfornewwordsastheneedtousethemarises.TheactivitiesinthissectiongivestudentsachancetouseEnglishfluentlyandimaginativelyandtoexpresstheirownviews.Abouthalftheactivitiesareaccompaniedbyoneormorephotocopiableresourcepages.Whereverpossible,youshouldconsiderthepossibilityofmountingreusablecopiesoncardandprotectingthemwith,either,laminate(expensive)oradhesiveclearplastic(relativelyinexpensive).Theeffortmadeatthisstagewillpayoffsubsequentlyasphotocopyingcosts,timeandlabourwillbereducedinfuture.InsomecasesyoumayprefertocopythephotocopiablepageontoanOHPtransparencythisagain,willreducephotocopyingcosts.Ifmakinglargenumbersofphotocopiesisunavoidable,thenconsiderusingthereducefacilityfoundonmodernphotocopiersyouwillgettwiceasmanysmallercopiesfromanA4sheetofpaper.Suggestionsforreducingtheamountofphotocopyingaregivenwheneverappropriate.Inmostcases,thephotocopiablepagesaremeanttobeadapted.Ifanylanguagepointisinappropriateforyourclass,buttheactivityitselfisuseful,simplywhiteouttheitemusingtypistscorrectingfluidandsubstitutewithsomethingmorerelevanttoyourclass.Theagerangeofpreandearlyteenshasitsownparticularioysandrewardsaswellasitsownproblems.Yourstudentsareatanagewherephysicalappearancemaywellbedeceptivetheylooklikeyoungadults,butstillactlikechildren.Theirsenseofhumourmaystrikeyouascruelorsillyattimesandtheirattentionspancanbeextremelyshortunlessinterestisgenuine.However,thisistheagerangewhichcansurpriseyouthemostand,ifinterestiscaught,studentsofthisagecanbefiredwithenthusiasm.Theactivitiesinthisbookwill,Ihope,helptoemphasisetherewardsofthisstimulatingagegroupandprovideyouandyourstudentswithproductiveandrewardingfunlINTRODUCTIONCanIphotocopytheactivities?(onIchangetheactivitiestosuitmyclass?Howwillthisbookhelpme?5.GETTINGTOKNOWYOUWho'sitfor?Anylevel,buttheentrieswillbemoresophisticatedfromthehigherlevels.Howlong?I5minuteswhenyouintroducethediary:35minutesattheendofeachlesson,oncethepatternisestablished.Howmany?Anyclasssize.What'sitfor?Icebreakinggettingandrecordinginformationwritingreadinglisteningspeakinglearnertraining.Languageneeded?Howdoyouspellthutt,(onyourepeatthat,Whatdidwedo?,Whatisthehomework?,Didyoulikethelesson?,Wasthelessoneosy.7thenamesofcommonclassroomactivities.ClassdiariesPreparation4MakeacopyoftheClassdiariesposterfortheclass.Enlarge.ittoA3size,ifpossible.Pinorsticktheposterinaprominentplacenearthefrontofthejgoom.cInclassITwentyminutesfromtheendofyourfirstlesson,showtheclasstheposter.Tellstudentsthatposterslikethiswillbearecordofwhattheyaccomplishinclassandtheirfeelingsabouttheirworkeachpostercoversfivelessons.Maketheentriesforthefirstlessonyourself,butinotherlessonsaskonestudenttoaskthequestionsandwritetheinformationtheothermembersoftheclassprovideontheposter.Askadifferentstudenttodothewritingeachlesson.2Writethenameoftheclass,theircoursebookandyournameinthespacesprovided.Thenasktheclassabouttheactivitiesinthelesson.Lowerlevelclassescansimplyprovidepageandexercisenumbershigherlevelclassescansuggestskillswhichthey'haveusedmatureclassesmaymentionaffectiveareas,suchasteamworkorconfidencebuildingtheinformationtheygiveyourecordintheWhatdidwedo?space.Youcanalsorecordnewvocabularyhereifyouwish.3Askfortheclass'sopinionaboutthelesson.Findouthowmanystudentsfounditeasy:theycanindicatethiswithashowofhands.lfyouhaveamatureclass,youcouldaskwhetherstudentsenjoyedthelesson.Recordtheiropinioninthespaceprovided.Thiscouldsimplybeanumber,eg20/30easy,orasmiling,neutralorfrowningface.4Askifthereisanyhomeworkforthelesson.RecordtheinformationintheHomeworkspace.G5Checkthegridatthebottomoftheposterwiththeclass.Lookatthelistofactivitytypesandgetstudentstotellyouwhichthingstheydidinthelesson.Useticksforactivitieswhichtookplaceinthelessonandcrossesforthosewhichdidnot.Again,eachpostercoversfivelessons.Ifnecessary,forlowerlevels,usemimeorLIinthefirsttwoorthreelessonstomakeclearthedifferentactivities.YouwillsoonbeabletousetheirEnglishnames.AdviceThediaryprovidesenoughspaceforfivelessons.Remembertochangethelessonnumbersinanyfurthercopies.Youmaywishtocorrecteachcompletedposterbeforeyoupinanew

oneontop.Younger,lessable,studentswillneedalittlehelpwiththediaryforthefirsttwoorthreelessons.Keepentriesbriefforthem(perhaps,onlypageorexercisenumbers)andallowalittlelongerforcompletionoftheposter.'Thediaryisausefultoolinmanyways.Inthefirstlessonstudentsfindoutaboutthetypesofactivitywhichcanoccurinlanguagelessons.Attheendofeachlessonthediaryservesasabriefsettlingactivityitmakesstudentsreflectonwhattheyhavejustdone.Italsoprovidesafinalspeaking,listeningandwritingactivityforthelesson.Thefinalposterofyourcourseshouldhaveawrittencontributionfromeverystudentthiscanserveasanongoingrecordoftheirstandardofwritingandspelling.Studentswhomisslessonsshouldbeencouragedtoreadthepostertofindoutwhattheymissed.ini.!I_I(IIIIIIIZI{'37(WII'~'I.I'7i'I".'I.""v"l,l"I"II'Imr=i'r=".I3).(fl~IT?I?)Y?T3.1'..4!vi.nr.or.m6.terClassdiariesposSEBQEEEBEEBEEEEEEBB33333333333333o_.o>>oEoc.8.oon_>mcomma.comma.wozooaEoxw>..o_:n8o.>x._o>>oEo_.......o_uasEb..a.._>>FromACTIVITYBOXbyJeanGreenwoodCambridgeUniversityPressT997PHDT01'0P"B'EZ.7.GETTINGTOKNOWYOUWho'sitfor?Intermediatestudents,butitcanbeadaptedforuseatanylevel.IHowlong?Theexampleprovidedwilltakefortyminutesfrompreparationtotheendofthefeedback.Howmany?Suitableforlargeclassesbutthefeedbackshouldbegivenwithinsmallgroupsif.thereare20+studentsintheclass,withteachermonitoring.Insmallerclassesthefeedbackcouldbechannelledthroughtheteacher.What'sitfor?Askingforandgivinginformationaboutyourselfandsomebodyelse.ALanguageneeded?Whquestionsandinvertedquestionsnamesagestransferfromwrittentospokenlanguagetransferfromfirstpersontothirdperson.I'dliketfoeektPreparation,MakeacopyoftheI'dlikeyoutomeetquestionnairefor_eachstudent.InclassIGiveoutthequestionnairesandrevisethequestionformsneededtocompletethemdothisontheboardifnecessary.Wheneverybodyfeelsconfidentwiththequestions,dividetheclassintopairs.,2Givestudentsarealisticamountoftimetoaskquestions,answerandrecordtheanswers.3Whenthetimeisup,askeachstudenttointroducetheirpartnertotheclass,toanotherstudentortotheirgroupusingthenotesintheircompletedquestionnaire.Advice.Beforefeedbackbegins,telltheclassthattherewillbeaquizabouttheinformationtheyhearthiswilldiscouragestudentsattentionfromwandering.Thismeansthatyoushouldtakenoteswhilemonitoringthefeedback.ltisnotadvisabletousethisactivitywithclassesofoverthirtystudents,asthefeedbackcantaketoolong.Donotusethisactivitytopresentforthefirsttimequestionforms,thethirdpersonoranyothergrammarneededtocarryouttheactivitythepersonalinformationwillgetlostintheexplanationofthegrammar.Useonlythelanguagewhichstudentshavemetbeforethiswillgiveyoutheopportunitytodiagnosehowwelltheyuseitandwhetherornotremedialworkisneeded.Qsss.:"..3s"9v.i.2sLis:::nun8.idiiliilidiWWWLili.iJLiLiJLiJLlJliJLiJliJLitilLilLIJLILLEJLIJLIJi.'iiii.'wu.iurLur:iu.rurSNI'dlikeyoutomeetquestionnairesFavouritemusic:Whatmakesyoulaugh:Mostembarrassingmoment:Hopesforthefuture:Favouritemusic:Whatmakesyoulaugh:Mostembarrassingmoment:Hopesforthefuture:.yg,!..,,3.Favouritemusic:WhatmakesyoulaughMostembarrassingmoment:Hopesforthefuture:Favouritemusic:Whatmakesyoulaugh:Mostembarrassingmoment:Hopesforthefuture:9.r~'i*.'v4xGETTINGTOKNOWYOU.Who'sitfol?Elementarystudentsandabovewhoknowtheirdatesofbirth.Howlong?Maximumof30minuteswithalarge_class.Howmany?Anyclasssize.What'sitfor?Askingandrecordinginformationaboutagesdevelopingrapportandorganisationalskills.HLanguageneeded?Howoldareyou?,Whenisyourbirthday?,Whenwereyouborn?monthsdaysagesordinalnumberson+day,in+monthandyear._wx:24Birthdaylineupr,.,.2.44%4%i*""PreparationMakeacopyoftheBirthdaylineupworksheetforeachstudent.Inclass1Giveoutthephotocopies.Askstudentstowriteatthetopofthepaperthedateoftheirbirthdayandtheyearinwhichtheywereborn.2Selectfivestudentsandbringthemtothefrontoftheclass.AskthemWhenisyourbirthday?Theotherstudentshavetolistentotheinformation(withoutwritinganything)andthenarrangethefivestudentsinorderthestudentwiththebirthdaywhichisearliestintheyeargoesontheleft.3Studentsleavetheirseatsandmingle.Theyaskeachotherfortheirbirthdays(dayandmonthonly)andrecoidtheinformationontheirphotocopies.4Whenstudentshavefoundouteveryone'sbirthday,theyarrangethemselvesinalinethestudentwiththebirthdaywhichisearliestontheleft.Getthemtousetheinformation_ontheworksheettotelleachotherwheretostand.Checkthatstudentsarestandinginthecorrectordergeteveryone,inturn,tosaytheirbirthdayagain.Makearecordyourselfsothatnobirthdaysareleftunacknowledgedduringthecourse.ExtensionAsecondlinecouldbeformedaccordingtoage.ForthisactivitystudentswillneedtoknowtheyearinwhichtheywerebornaswellasthedayandthemonththeyshouldalsobeabletousetheconstructionWhenwereyouborn?Youshouldendupwithalineupofstudentswhichhastheoldestontheleftandtheyoungestontheright.Thislinecouldthenbeusedforsomesimplecomparativework,egXisolderthanY,YisyoungerthanZ.AdviceHigherlevelclassescandotheactivitywithouttheworksheet.DonotgetinvolvedinteachingthestructureWhenwereyouborn?grammatically.Studentswillgetconfusedbythepassivevoice.Teachitasawholephrase.ArabicspeakingstudentsmaynotbeabletotellyoutheirdateofbirthaccordingtotheGregoriancalendarandmaybevagueabouttheirage.Arabicspeakingparentstendtosaythatachildistwooncetheyhaveenteredtheirsecondyearoflife.Itis,therefore,advisabletoaskthesestudentstocheckthedateswiththeirparentsbeforeattemptingthelineupactivity.int1.run10.BirthdaylineupworksheetFromACTIVITYBOXbyJeanGreenwoodCambridgeUniversityPressI997

PH0T0c0P"|3'Ecem..wm_.11.GETTINGTOKNOWYOUZWho'sitfor?Matureteenagerspreintermediateandabove.Thehigherthelevel,themorerewardingthediscussionwillbe.Howlong?Atimelimitcouldbeestablishedattheoutset:thirtyminutesmaximum,forexample.However,ifthediscussionispositiveandstudentsareworkingenthusiastically,askthemittheywanttoextendthetime.Thisshouldnotbeateorherdominatedactivity.Howmany?Anyclasssize.whatsitfor?Negotiationofbehaviourandcodesofconductrulesstudentandteacherexpectationscooperation.Languageneeded?Presenttenseofbe:Agoodstudent/teacherissnt...presentsimple:Agoodstudent/teacherdoes/doesn't...should,must.a.v'i*.'Promises,promisesPreparationCopyaPromises,promisesclasscontractforeachstudentandoneforyourself.InfclassIBeginbyaskingstudentsaboutteacherstheyhavelikedandwhytheyhavelikedthem.Askthemnottomentionteachersbynameandtrytoavoidthemmentioningteacherstheyhavenotliked.Thenaskaboutwhat,ingeneral,theylikeanddonotliketeacherstodo.Thiswillmovethediscussionfromtheconcretetotheabstract.Donotcriticiseanyopinionssimplylistentowhatstudentssay.I2Movethediscussionontostudentsaskthemtoguesswhatyoulikestudentstodoandwhatyoudonotlike.Confirmwhethertheirguessesarecorrectornot.3Giveoutthephotocopies.Tellstudentsthatyouareallgoingtomakeacontractaboutbehaviour.Theymustagreetothreeorfourofyourconditionsandyouwillagreetothreeorfouroftheirs."4Setupadiscussionaboutstudentsexpectationsandyourown.Whenaconsensusisfinallyreached,everyonewritesdowntheconditionsontheircopyofthecontractandsignsit.Signallthecontractsyourselftoo.Acopyoftheclasscontractcanbedisplayedthroughoutthecourse.AdviceItisalwaysreassuringifyoungpeopleknowexactlywheretheystandatthebeginningofacourse.Changingtheruleslaterwillonlyconfusethemandmakethemresentful.However,ifthefirstlessonfocusesonlyupontheteacher'srequestsandrules,itcanfosterresentmentabouttheonesidednessofthearrangement.Learnersofquiteayoungageknowwhattheydoanddon'tlikeaboutteachers.Forexample,somestudentsdonotliketeacherswhoshout,whileothersaremadeangrybyteacherswhotakealongtimetomarkworkwhichtheyproducedpromptly.Nobodylikesteacherswholosetheirwork.Teachersmaynotlikepupilswhocalloutinclassorstandup,ortheymayhatelatenessorchewinggum.Fromthesesimplelikesanddislikesitispossibletonegotiateacontractwhichwillsetupacodeofconductforbothstudentsandtheteacherandwill,therefore,helptoestablishrapport.Ifthereareanyschoolruleswhichitisnotinyourpowertochange,donotagreetodotheimpossible.Thecontractismoreaboutthewayyouandtheclasswilltreateachotherduringthecourse.Notethatteachersmusthonourtheirsideofthebargainandnotbeseentobeusingthecontracttomanipulatetheirstudents.IIII"?III1)ryv.12.LillililiilillulLlU.'L.'ULEJlEillLLL1.ll.L1mwwwmmwemwmwwmwwwPromises,promisesclasscontract(111335(llmtiztrzxgtThestudentsofclassFromACTIVITYbyJeanGreenwoodCambridgeUniversityPressI99759"racanmnLl.=f'Aii,13.GETTINGTOKNOWYOUFindsomeonewhoPreparation'Writethefollowingfivequestionsontheboardorprepare~acopyforeachstudent.Ifnecessary,adaptthequestionssothattheytgicludeivocabularywhichstudentshavealreadymet.Who'sitfor?Intermediatestudents,butitcanbeadaptedforuseatanylevel.MHowlong?30minutesmaximum,includingmodellingandfeedback.1Findsomeonewhohasvisitedaforeigncountry.Name,When?2Findsomeonewhohashadanightmare.NameWhat?e3Findsomeonewhohaswonaprize.Howmany?NameWhat?Anyclasssize.Seeadvicebelowforgmupsof20+5mdem5'4Findsomeonewhohashadanembarrassingexperience.QNamegWhat?whofsItfor?yI5Findsomeonewhohasmetafamousperson.&Exchangingpersonalinformationaskingandansweringquestions.NameWm?HLanguageneeded?InclassThetenseofthequestions(inthis,,,_,,,_lEither,giveoutthecopiesofthequestions,ordrawstudentsattentiontothequestionsexampleThelllesemperlwslmpleandontheboard.PractisethequestionsneededInthisexamplestudentswillbepractisingthesimplepast)WlHlU95ll0"5flthepresentperfectHaveyouever...?followedbyaquestioninthesimplepast.interrogaiives.2Setatimelimitoftenminutes(ormoreifyourclassislarge).Studentsleavetheirseatsandmingle.Theyfindpeoplewhohavedonethefivethingsandnotedowninformationabouteachone.,~3Whenthetimelimitisup,orwhenmoststudentshavefinished(whicheverissoonest),asktheclassforfeedback.AdviceThiscanbeanoisyactivityaseveryonewillbetalkingatonce.ifthereare20+studentsinyourclass,oryouareworkinginasmallspace,letonlyhalftheclassmovearoundtheotherhalfcanremainintheirseats.14.ETWWWWWWWiillidlillirlilLilEEUJHJLilLllillillillillilLL'Ll'.lLl.JLl.'ll!LI.LUFlL1.ll.QuestionboxesPreparationPrepareasquareofpaper,T0cmxTOcm,foreachstudent...Inclass~1Giveeachstudentasquareofpaper.Studentsdividethissquareintofoursmallersquaresbyfoldingorbydrawinglines.Theythennumberthefoursquares.2Explainthatyouaregoingtoreadoutfourquestionsstudentsmustwriteanswerstothequestionsinthecorrespondingnumberedsquare.Thequestionsare:TIfIgaveyou1000,whatwouldyoudowithit?2Ifyouhadbeenbornwithaspecialtalent,whatwouldyouhavelikedittobe?3Ifyouhadbeenbornananimal,whichonewouldithavebeen?4Ifyourhousecaughtfire,whichonethingwouldyourescue?3Whenstudentshaveansweredthequestions,collectallthesquaresandthenredistributethematrandom.Studentsleavetheirseatsandmingle.Theytrytofindthewriteroftheanswersintheirpossessionbyaskingeachotherquestionsinthetargetstructures.Whentheyfindthewriter,theyshouldaskforsomemoreinformationandreasonsfortheanswers.4Attheendoftheactivityaskstudentswhattheyhavelearntandwhattheycanrememberaboutanyofthepeopletheytalked

to.AdviceAllowenoughtimeforstudentstothinkaboutandwriteeachanswer.Makesurethatstudentsdon'tsimplyshowtheirsquaretootherstudentsandaskiftheywroteit.Studentsinsmallerclassescanwritetheanswerstothefourquestionsonseparatepapers.Collecttheanswersinfourpiles.Giveeachstudentonepieceofpaperfromeachpiletheymaythenhavetofindfourdifferentwriters.TheactivitywilltakemuchVlonger,buttherewillbemorequestioning.GETTINGTOKNOWYOUV31:Whoisitfor?Upperintermediatestudents,butitcanbeadaptedforuseatanylevel.Howlong?Maximum20minutes.Howmany?Anyclasssize.What'sitfo.Askingandansweringquestionsskillswork.Languageneeded?Inthisexample,secondandthirdconditionals.I33!~.NJ...~.g.{_::s.%~A15.LETTERSANDNUMBERSEWho'sitfoElementarylevelsespeciallynonRomanalphabetusers.Lowerlevelsmayneedexplanationsinll..5Howlong?Maximum20minutes.Howmany?Anyclasssize.MWhat'sitfor?Alphabeticalorderwritinglettersofrtie.a_lp_liabet.HLanguageneeded?Join,lirie,dot,boxlettersofthealphubetaz,AZ.14ii1|..c........:.._~..QXESAlpliabPreparationCopyanAlpllaltoxesgridforeachpairofstudents.YourngyalsoliketomakeanOHPtransparencyofthegridtodemonstratetheactivity.Youwillalsoneedtwodifferentcolouredboardpenorchalks(orOHPpens)forthedemonstration.1Inclass1Drawagridontheboard,fivedotsacrossandfivedotsdown(oruseanOHPtransparencyofthegrid).Bringtwostudentstothefrontfordemonstrationpurposes.Tellthefirststudenttodrawalineioiningtwodots.Then,invitethesecondtodrawalineusingadifferentcolour.Explainthatthetwoplayersmusttryandcompletesquaresand,atthesametime,preventtheirpartnerfromcompletingsquares.iv2Playerstaketurnstodrawlinesuntiloneofthemdrawsalinewhichcompletesasquarethissquarethenbelongstothatstudent.Whenstudentscompletetheirfirstsquare,theywriteasmallletteraintheircolourinthesquare.Theymayalsoaddanotherlinetothegrid.3Asstudentscompletefurthersquares,theyshouldwritethelettersinalphabeticalorder.So,onestudentisaimingtocompletearedalphabet,forexample,whiletheotherisaimingtocompleteabluealphabet,perhaps.4Theobjectofthegameisforplayerstomakeasmanysquaresaspossibleontheboardandtofillthemwiththelettersofthealphabetintheircolour.l5Wheneverybodyishappywiththedemonstrationontheboard,giveeachpairofstudentsaphotocopyofthegrid.Makesurethatpartnerseachhaveadifferentcolouredpencil.56Explainthatifastudenthasall26smalllettersontheboardandtherearestilllotsofsquarestoplayfor,thegamecancontinuewithcapitalletters.AdviceIfcolouredpencilsarenotavailable,letonestudentineachpairworkinpenandoneinpencil.Donotletthembothworkinpencilasitmakescountingthefinalscoresextremelydifficult.Oncestudentshavemasteredtheconceptofthisgame,youcanuseitasafiller,orwarmer,oronactivityforfastfinishers.Toreducetheamountofphotocopying,reducethesizeofthegridandputtwogridsononesheetofA4.P,w.I"."'vVFC]H!T"!r'lcanputoft}T771if=..?.:rir'.:'i.it?)11'][E1nunrwxI''In91D11rm1:'tr.16.AlphubiaxesgridVVFromACTIVITYBOXbyJeanGreenwoodCambridgeUniversityPress1997Pnracapln8159:Q1517.LETTERSANDNUMBERSEWho'sitfor?Beginnerandelementarylevelsespeciallynorrliomanalphabetusers.Howlong?Maximuml0minutes.'WHowmany?Anyclasssize.What'sitfol?lettersofthealphabetA1andtheirsequencereading,listeningandspeaking.3Languageneeded?AZafter,before,nextto,betweencardinalandordinalnumbersWhat'sbefore....7,What:mi:5ing?,What'snext?I6.Alphabetquiz:A.,e.>..&%)I'PreparationMakeacopyattheAlphabetquizbelow(orprepareasimilarone)foreachstudent.Alternatively,copythequizontoanOHPtransparency.IWhatisletternineinthealphabet?2Whatistheletteraftertwelve?'3Whatisbeforeandafterletterten?4WhatistwolettersafterP?5WhatistwolettersbeforeFandtwolettersafterF?6WhatisbetweenRandU?7WhatisfivelettersbeforeX?8WhatisbetweenHandJ!W?9WhatismissingNOPR?H10WhatisnextLMN?'lIWhatistheseventeenthletterofthealphabet?12Whatisthethirteenthletterofthealphabet?Inclass1Revisethealphabet.Organisetheclassintotwotofourteamsaccordingtoclasssize.GiveoutthecopiesofthequizordisplaytheOHPtransparencyifyouwishstudentstoseethequestions.2Therearethreewaysinwhichyoucanusethequestions.0Dividelargeclassesintothreeormoreteams.Thewinningteamistheteamwiththemostcorrectanswersintheallottedtime.bDividesmallclassesintotwoteams.Askeachteamalternatequestionsandawardpointsforeachcorrectanswer.Thewinningteamistheteamwiththemostpoints.cReadoutthequestionsinsteadoflettingstudentsseethem.Thefocusthenchangesfromreadingtolistening.AdviceAppointteamcaptainswhenplayingthegameinteams.Saythatyouwillonlyacceptanswersfromthecaptainofeachteam.Ifyoumakeoneoftheweakeststudentsthecaptain,youwillprovidethisstudentwithextralisteningandspeakingpractice.Usingacaptainalsokeepsthenoiseleveldownbyensuringthatstudentsdonotcalltheiranswersout.Oncestudentshavebeenintroducedtothegame,theycanwritequizzesfortheirownclass,orforanotherclass,touse.N5".'ll{L3},inr'.j'.l'...'..IlI&sei.s1..em..nAv.''.'.'.'..18.L:JLBJLlultunaHillInnmllilHaLrlllll:lin!IKl]lidILhl|&lLIJLIIlib)LhlLlLIIIndilLbILhl|IILS1LIJL.lI.I.ILl]>..ss@fractiondominoesPreparationIIThegameisforgroupsoffourstudents,butsmallergroupsarepossible.Copyonesetof.._,dominoesforeachgroupofstudents.Eachsetmustbecutgrpandheldtogetherwithanelasticband.'3"InclassDividetheclassintogroupsandgiveoutthesetsofdominoes.Explainthefollowingrulesordemonstratethegamewithonegroupbeforestudentsplaythegameintheirgroups.aAllthedominoesarespreadfacedowninrandomorderthetable.Eachplayer0inturntakessevendominoesfromthespread.

Theplayersmaylookattheirowndominoes,buttheyshouldtrytohidethemfromtheotherplayers.bThefirstplayerlaysdownonedomino,forexample,thedominowhichhastwentypercentatoneendand0.5attheother.Thesecondplayermaylaydownadominoiftheyhaveonewhichmatcheseitherendofthefirstdomino,thatis,thequantitiesshownareofequalvalue.Theymayonlyplayonedomino.Thematchingfacesmustbeplacednexttoeachotherso,forexample,thesecondplayerplacestheirdominowith5nexttothefirstplayer'sdominoshowingtwentypercent.Ifthesecondplayerdoesnothaveadominowhichmatchesthefirst,theymustmissaturn.cWhenthesecondplayerlaysdownadomino,thiswill,again,leavetwoendstotheline.Thethirdplayercanlaydownadominoiftheyhaveonewhichmatcheseitherofthoseexposedends.Thegamecontinuesuntilaplayerhasmanagedtogetridofalltheirdominoes.dIfapointisreachedwhennobodyisabletolaydownadomino,thenthewinneristheplayerwiththelowestamountleftintheirhand.ExtensionThereisablanksetofdominoesonpage20.Possibleothersetsincludedotsandnumbers,wordsandcardinalnumbers,wordsanddots,fractionsandwords,ordinalsandcardinals,fractionsandpiecharts.Aswellasnumbers,theblankdominoescanbeusedforpicture/word,colour/wordoralphabet/picturesets.(SeealsoPhonicbingo(3.4).)Youneedsevendifferentfunctions(ag)tomakeasetofdominoesandthepermutationforanysetisbelow:a/a0/bb/ba/cb/cc/ca/db/dc/dd/da/eb/ec/ed/ee/ea/fb/fc/fd/fe/ff/fc/eb/9c/9d/ee/eF/99/9,_...83.LETTERSANDNUMBERS3Who'sitfor?Preintermediatelevelandabove.Theexampleprovidedisforlowerintermediate.Howlong?Maximum20minutes.iaHowmany?Anyclasssize.MWhafsitfor?Recognitionandmatchingofsimilarnumericalconceptsexpressedindifferenttermsorsymbols.5Languageneeded?Fractions,percentagesanddecimalsexpressedinwordsandsymbols..lr3i>.iTlSHCOUNCIL.T.MlNSK.1119.LETTERSANDNUMBERS,.FractiondominoesEgg".x*",T.",nAdviceDonotassumethateveryoneknowshowtoplaythegame.Myownexperienceisthattherearealwaysoneortwostudentswhodonotrealisethatthematchingfaceshavetobeplacednexttoeachother.Ademonstrationgameistimeconsuming,butitwillpayofflater,inthislessonandinfuturelessons,shouldyouwishtousedominoesforanyotherlanguagepoint.'Youareadvisedtostickthesetsoncardbeforeyoucutthemout.Thisisanactivityyoumaywishtousemanytimesinthefuture.Thesetswillbefarmoredurableandeasiertosortiftheyarebackedwithdifferentcolouredcardandlaminatedorsealedwithclearplasticforprotection.ifyoudonothavethetimetomountandprotectyoursets,tryphotocopyingthesetsontodifferentcolouredpaper.Again,thiswillmakesortingthesetseasierforyouifyouwanttousethemagain.__f..7)!:45.."lf./'_'llIll..l"l't"I1'1"1l'll'V."'ll'!..t?.'!.,1'211.2..r?till"ll"lt"tIF]If]li"'tLIE.20.wu:i:uLu.LuuJu1iniLuL:JL:JL:iu:Ji:tLu1.:i'L:.u:.LitInIa:iniittiililiiiiutittijliltilttillttm.e....Fractiondominoessetofs:%::::szaesFromACTlVlTYBoxbyJeanGreenwoodCambridgeUniversityPressW97PHUTQCUPIABLE21.sauna.4w,'::C:1:L2..5ELE.rF.T_z_:.___...T._.__t.n__u__u_.u_.u_:1F:.1.I:.I_,I_C:I:.I.I.crysf}{'"T!._.!blanksetFractiondominoes2PHUTUCDPIIIBLEFromACTIVITYBOXbyJeanGreenwood.,CambridgeUniversityPressI99722.

99Haveyougot...?,isthere...?2123.MIO203040506070809022gridHideandseeko1234I6789WI.H0IDCDPIAI"FromACTIVITYBOXbyJeanGreenwoodCambridgeUniversityPress1997.'''l!''I._.''.'fPTI.l"l/"I"t!''ll"!u.r"v."'ll'lviil'lIF?'.P'!.:1:1!I,I!l"lPt(IIFIWITVIlT'Il~'lire24.IelephantLETTERSANDNUMBERSiageA:,sfromDenmiirkPreparaonThisdependsonwhetheryouaredoingthisactivityorally(nopreparation),orviawritteninstructionswhicharegiventoeachstudentseparately(minimalpreparation).Inclass,I1TellstudentsthatyouaregoingtotrytoreadtheirmindsandguesswhattheyaregoingWl"l0'$ITT07?totellyouattheendoftheactivity.MakeagreatshowoutofwritinggreyelephantsfromPieintermediatelevelandabove,Denmarkonapieceofpaperwithoutlettinganyoneseewhatyouhavewritten.2Then,turnthepaperfacedownonyourdeskandgivetheclasstheirinstructions.ITherearefivedifferentwaysthatthesecouldbepresented.Howlong'aLeadtheactivityyourselfandgivetheinstructionsorallyoneatatimetotheclass520minutesdependingUponmestudentsdothepuzzlestepbystepsimultaneously.,,bDictatetheinstructionstotheclassstudentsdothepuzzleafterthedictation.V__mmllonChosencWritetheinstructionsoneatatimeontheboard}studentsdothepuzzlestepbyifstepsimultaneously.II(IWriteouttheinstructionsbeforethelesson.GiveeachstudentacopystudentsHowmany?readtheinstructionsanddothepuzzle.AnydogsSize.eGivetheinstructionstohalftheclassthesestudentsthendictateorgivetheinstructionstoapartnerwhohasn'tgotthem.IIISIIIKIIOIIS(Theinformationinbracketsisfortheteacheronly.)whafsfor?IThinkofanumberfrom2toIO.(forexample,7)''ill2Multiplyyournumberby9.(inthiscase63)Slmplemumemmm0Owmgomlor3Addthetwonumbersofyourtotaltogether.(6+3=9:thetotal_willalwaysbe9)Qwlmenlnslmmons4Take5awayfromyouranswer.(4:Theanswerwillalwaysbe21)5IfyouranswerisI,itequalsA.Ifitis2,itequalsB.3equalsC.4equalsD.(D:theanswerwill,ofcourse,alwaysbeD)Languageneeded?6ThinkofacountryinEuropebeginningwithyourletter.(thiscanonlybeDenmark)7Thinkofananimal,n_otabirdorafish,beginningwiththesecondletterofyourcountry.(99timesoutofI00thiswillbeelephant)8Thinkofthecolourofyouranimal.(Elephantsarealwaysgrey:youarealmostguaranteedtoendupwithgreyelephantsfromDenmark.)9Atthisstage,youcanproducethesentencewhichyouwroteatthestartoftheactivity.Youwillhaveprovedthatyoucanreadstudentsminds!AdviceInsomeculturesstudentsmayhavenodifficultiesatallwiththemathematicsbutwillhaveproblemswhenitcomestonamingDenmark.TakegeneralknowledgeaboutEuropeintoaccount.Multiply,divide,add,takeawayorsubtract,equals,numbers.Myexperienceofthisactivityisthatstudentsprefertohavesomewrittenrecordofthe"instructionsbecausetheywanttotryitoutonfriendswhoarenotintheirclassafterthelesson.AcknowledgementManythankstoJuneSeward,l.T.C,Bahrain,forsharingthisactivitywithme.25.LETTERSANDNUMBERSQWho:itfor?Lowerintermediatestudents,butitcanbeadaptedforuseatanylevel.XFlowlong?20minutes.Theextensionwilltake4050minutes.Howmany?Anyclasssize.What'sitfor?SimpleproblemsolvingwithnumbersAanddeductionproblemsettingwritingreading.Languageneeded?Howmany....7,Thenumberof...simplelexicalsetswhichhavefixedassociationswithnumbersandwhichstudentshavealreadymetfarexample,daysintheweek,minutesinanhour,spotsonadice,membersinateam,etc.

fTf"f"ll"lAlTl"ll'l1TllTvll'lll'll'5llTlU.'''l1!r'''.l).ll!j.Ijunl"!l("Jinlll"ll"ll"'lLl!l'l26.13.!T!.v!3",Whereshallwego?mazew&~B3EEq%BnB35Ema3Q3EEQQ.xmama:5285:Sonoz_2_..s.o.>_UGOmm_v_co50>m_m_:om50>W222mu.59%o:0mmm_9:mancmxuzuo:0mm:_>>9:m:aoU.o:5:o329:.39::_EC:05_umn_>_v8.9.28.onO22B8%2..O_nc_mucoumm9:m:c_Ecm:cm9:Rnon958oEm_9,>o>3:_8:39::053:5:0nunno9:m:c_E.86ocom>ouwco>t_.:_>>m:oE9:__c33.50:cc5mmSc_E9:munan89w:c_m>ocma.Em:comommcc.mr::oE.9:c_9::oE9:manV_wo>>9::o96:.9:m_9>o>9:mDC_..C.8220.29.9::0cccomcou9:E59__un:oo:cm:_aEuo:o399:wwmaaoto92.::0$29::$Em>wm:0mg9:8%c:omo_u_m9:.38_o_>_u.mnE9awm596a9:mEocaw_m.52:033vacowucov_m9s9::_m>c_u9:E82%>55859%9:=9.E310.53.515331:3.7:.1.3.FromACTIVITYBOXbyJeanGreenwoodCambridgeUniversityPress1997,P.Il.1_'DC0l'.IlIBl"E.__=27.T!]ITYblankmazeWhereshallwego?1viiII1yr0'11'1[FYV[IIIF"IIVVP"0TOCOPl3lEFromACTIVITYBOXbyJeanGreenwoodCambridgeUniversityPressI99728.RunningPreparaonTheactivityisforteamsof48students.Youwillneedacopyofthepuzzlebelowforeachteam.LabelthecopiesTeamIetc.,.5InclassIStickthecopiesofthepuzzlearoundtheroomasfarapartasyoucan.Dividetheclassintoteamsandmakesurethateachteamknowswheretheirparticularpuzzleis.2Explainthateachteamwillsendamember,oneatatime,tolookatthepuzzle.Thefirstteammemberwilllookatthefirstclueandtrytomemoriseit.Thispersonwillthenreturntotheirteamandrepeatthecluesothateveryonecanwriteitdown.Whenthishasbeendone,thesecondteammemberwilllookatthesecondclue,trytomemoriseitandtakeitbacktothegroup.Theactivitycontinuesuntilalltheclueshavebeenrelayedbackandwrittendown.3Atthesametime,theteammustalsotrytosolvethemathematicalproblemthismeansthatstudentsneverlosesightoftheFactthatthepassagetheyaredictatinghasmeaningaswellasform.'PuzzleWhatisthetreasure?IMyrstisthefourthletterof2x50.2Mysecondletteristhesecondletterofminutesinanhour.3Mythirdisthesixthletterofmillimetresinametre.4Myfourthistherstletterofl,0O0xl,0O0.5Myfifthisthesecondletterofyourteacher'seyesplusears.6Mysixthisthelastletterofthedaysintheweek.7Myseventhistheseventhletterofpenceinapound.8Myeighthistherstletterofsidesinahexagon.Whatisthetreasure?KeyIhunDred5lOur2slxty6seveN3thousAnd7hundreD4Million8SixI(Answer:Diamonds)AdviceRunningtreasurehuntsoundsasititcouldbeaverynoisyactivity,butexperiencehasshownthatitisusuallycarriedoutatwhisperpitch,asnogroupwishestobeheardbyanother.Reinforcethismessageatthestartattheactivityremindstudentsthatshoutingtheanswerscanonlybenefitotherteams.WWho'sitfor?lowerintermediatestudents,butitcanbeadaptedforuseatanylevel.Howlong?2030minutes.Howmany?Anyclasssize,aslongasthereisspaceforstudentstoleavetheirseats.EWhat'siffor?Readingspeakinglisteningwriting4??simplemathematics.Languageneeded?Add,divide,multiply,subtractortakeaway,total,cardinalorordinalnumbersanylexicalareaswhichhavenumberassociationswhichstudentshavealreadymet.2729.SPELUNGANDPRONUNCIATIONspelAasterPreparation4None,unlessyouwishtopreparealistofpossibletargetwordsbeforethelesson.Twodifferentcolouredboardpensorchalksareuseful.g_InclassWho'sitfor?1DecideonafourletterwordthatyouknowstudentshaveseenbeforeandthattheyPreintermediatelevelandabove.UnderstandHowever,theactivitycanbeusedwithelementaryorbeginnerlevelsifyoucanexplaintheinstructionsinLi.C2Writefourcrossesontheboardtosymbolisethelettersofthetargetword.3Askstudentstoguesstheword.Itishighlyunlikelythattheywillguessitcorrectlythefirsttime.Writetheirguessunderthefourcrosses.4Totherightofthefourcrossesmakea_columntoindicateanyletterinstudentsguesswhichisinthetargetwordbutinthewrongplace.Nexttothatmakeasecondcolumntoindicateanyletterintheirguesswhichisinthesameplaceinthetargetword.Useticks(/)toindicatethenumberofrightletters.Pointouttotheclassthatticksinthesecondcolumnneednotbeinthesameplaceastheletterinthetargetword.Howlong?Maximuml5minutes.5Studentsmakefurtherguessesuntiltheyfindthetargetwordyouhavechosen.AnHowmany?examplegameisprovidedbelowyoumaywanttogothroughthiswiththeclass.Anyclasssize.Exumpregame.4Targetword:leaf_XXXXrightletterinwrongplacerightletterinrightplaceWhatSIIfor?SpellingofwordsalreadyknownIsl90955ha"d'/3clusterrecognition.2d9e55lCCe'/I/3rdguessfoot/4thguess.bookLanguageneeded?guess:6:,::LettersofthealphabetthetargetguesseG.7thguessleftI//wordscarrectorrightletter,..8thguessleaf./././/correctorrightplace.AdviceOncestudentshavemasteredhowtoplaythegame,theymaywishtoplayinpairs.Ifyouhavesometargetwordsreadyforthem,thiswillgetpairworkofftoaquickstart.Thesamegamecanbeplayedwithfiveletterwords,althoughitmaytakefifteenorsixteenguessestogetthetargetword.Fourlettertargetscanusuallybeguessedinlessthantentries.28,.rv11rr["7V1rI,'tr{*7/'''lIVT.:iyurut30.liuinsoellPreparation'None,unlessyouwishtopreparealistoftargetorproblemwordsinadvance.The"*gameisplayedattheboardinFourteamstourdilterentcolouredboardpensorchalksareuseful,butnotessential.Inclass1Dividetheclassintofourteams.Askteamstolineupwiththefirstpersoninthelinefacingtheboard.Ifpossible,giveeachteamadifferentcolouredpentoworkwith.2Explainthatyouaregoingtoasktheteamstospellwordswhichtheyhaveeitherrecentlymet,orwithwhichtheyhavehadproblems.'03Explainthatthetirstteammembercanwriteonlythefirstletteroftheword,theymustthenhandthepentothesecondteammemberandgotothebackoftheline.Thesecondteammembercaneithercorrecttheletterthathasjustbeenwritten,orwritethenextletterbutthey

can'tdoboth.Then,thepenmustbegiventothenextteammember.Thegamecontinuesinthiswayuntiltheteamisconfidentthatthewordiscorrectlyspelt.4Givethecorrectspellingandawardapointtoteamswhichhavecorrectlyspelttheword.Continuethegamewithuptofiveotherwords.AdviceItyourboardisrathersmall,oryourclassistoobigtohavestudentsallworkingattheboard,trypinninglargeA3sheetsonthewallindifferentpartsoftheroom.WatchoutForstudentswhogetcarriedawayandtrytowritethewholewordinonego.Itthlisrhappens,thegamewillloseitspotentialfordiscussion.Takepointsoffanyteamwhichtriestodothis.'Don'tdoanymorethansixwords.Cltuinspellcanbeastirringactivityso,makesurethatyoufollowitwithasettlingactivity,orwiththeendofthelesson.Yourclassisguaranteedtoleavetheroomsmiling,andsoareyou!SPELLINGANDPRONUNCIATION1.Who'sitfor?Anylevel.:y"~"EHowlong?5l0minutes.Howmany?Anyclasssize.Whatsitfor?Spellinganderrorcorrectionofwordsstudentshaveseenbefore.Languageneeded?Targetwordsrubour,correct.2931.SPELUNGANDPRONUNCIATION3Who'sitfor?Upperintermediateoradvancedstudents,butitcanbeadaptedforuseatanylevel.Howlong?ICHSminutes.Howmany?Anyclasssize.What'sitfor?Remedialspellingfocusinguponproblemclustersandsequences,doubleorsilentletters.Languageneeded?Targetwordswhichstudentshavemetbefore.30>%i.:ciClusternoughtsandcrossesPreparationThisisadifficultgametoplayoffthetopofyourhead.PreparingalistoftargetwordsWltlCl},'yOUt'particularclasshasmetbefore,priortothelessonwillensureafasterpace.Sampilistsforupperintermediatelevelarefoundattheendoftheactivity.Inclass1DrawaClusternoughtsandcrossesgridofninesquaresontheboardandnumberthesquares.Dividetheclassintotwoteamsthenoughtsandthecrosses.Explaintherulesifnecessarythewinningteamisthefirstteamtomakealineofthreenoughtsorthreecrossesinanydirectionacross'theboard.2Ineachoftheninesquareswriteaclusterorsequenceofletterswhichcurrentlycausesstudentsdifficulty.Forexample:Sampleclustersinclude:oughphiousknibleableentantscwhtcheauouieerouseousckeaanceencehardandsoftc(/s:/and/k:/)doubleletterssilentletters..5='3Teamstaketurnstotellyouthenumberofthesquaretheyareplayingfor.Inordertowinthesquare,theymustspellthewordthatyougivethem.Thewordyougivethemmustcontainthelettersshowninthesquare.Thelettersshouldprovidethemwiththehelptheyneedtospellthewordcorrectly.ExtensionDrawthenoughtsandcrossesgridontheboardwithaclusterineachsquare.Thistimedonotsaytheword,butgiveadefinitionoraclue.Teammembersmustguessthewordandthenspellittowinthesquare.Forexample:Whichwordshaseousinitandmeansverypolite?(courteous)AdviceIfyourtwoteamsarelarge,appointcaptainsasthiswillreducethenoiselevel.Tellteammembersnottocallouttheiranswers.Explainthatyouwillonlyacceptanswersgivenby.theircaptain.Appointweakspellersascaptainsthesestudentswillhavetolistencarefullytotheirteammatessuggestions.Donotintroducewordswhichstudentsareunlikelytounderstandsimplybecausetheyfitintotheappropriategroupofwords.Thegamewillgrindtoahaltwhileyouexplainthemeaningofsuchwords.'Wordswhichsounddifferentbuthavesimilarspellingcanbeincluded,forexample,throughandthought.'l"l.''_lI_.l7'lI7E.l"ll"..'ll"liiil'll"ll"ltFyuniIl'=.'.32.11illi.iJl.iJLlJ..m|l.1.I.llxiiiiiLE1LEJLEJEIIa|JLu.xlLI.lc.hlt.llLI.lnA.l.E.ll.E.ILE.lClusterrmuglttsandcressesSPELUNGANDPRONUNCIATIONAfterthegamehasbeenplayedbythewholeclass,itcanbeplayedinsmallgroupsorpairs.Studentscanpreparetheirownlistsofwordstouseagainsteachothertheycanusedictionaries,orasktheirclassmatesoryoutocheckspellings.Samplelistsoughcoughthroughthoughtdr'oughtenoughs..doughknknockgkneeknileknuckleknightknitentcompetentingredientsupplementintelligentobedientdependent.Ph.elephantgraphepitaphtelephonephrasephantomibleterriblehorriblecompatibleediblesensiblevisibleantrelevantelephantabundantstimulanthesitantdefendantiousanxiousseriousdubioussuperstitiousreligiousstudiousableunderstandablelovableflammabledurabledesirablevaluableusscienceconscienceconsciousscissorsdisciplineascent3'I33.SPELLINGANDPRONUNCIATIONWho'sitfor?Preintermediote,butitcanheadoptedforusewithanylevel.Howlong?15minutes.Ilowmany?Anyclasssize.What'sitfor?Soundandspellingassociationwritingremedialspellingreadinglistening.Phonicsymbolsarenotnecessary,butifstudentsarerequiredtoknowthemorareinterested,theycouldbeincorporated.Languageneeded?Targetwordsthedifferencebetweenvowelsandconsonants.32._._4_~.e4n:e:~s~,._g.g,an95.PreparationCopyaPhonicbingocardforeachofyourstudentsorforpairsofstudents.Itdoesn'tmatterifsome(pairsof)studentshavethesqrnecagd.Ifanyofthewordsareneworunsuitableinanyway,whitethemoutandreplacefhemwithwordswhichsharethesamephonicsymbolandwhicharefamiliartoyourclass.,Asthecaller,youwillneedtwocopiesofthecaller'scards.Cutonesetintoindividualcards,leavetheothersetasamastersheet.Eachcaller'scardhasthewordtobecalledinlargelettersandthepartnerwordfromthestudentscardsinsmallletters.Thisissothatthepaceofthegamedoesnotslackenshouldastudentbeinvitedtobethecaller.Inclass1ExplainhowtoplayBingo,ifnecessary.Giveoutthecardsandmakesurethateachstudent,orpairofstudents,hassixsmallobjectsorpiecesofcrumpledpaperorcardtocovertheirsquareswith.Alternativelytheycanusepencilandthenrubouttheirmarks.2Tellstudentsthatoneachcardtherearesix,fairlyshortwordswithdifferentvowelsounds.Askthemquietlytosaytheirsixwordsaloudandtocheckwithyouiftheyhaveanypronunciationworries.3Explainthatyouwillbecallingoutotherdifferentwords.Ifstudentshaveawordontheircardwhichtheythinksharesthesamevowelsound,theyshouldcoverthatsquaregandremember(ormakeanoteof)thewordwhichtheyheard.4Aseachwordiscalled,placethecaller'scardonthecorrespondingcard

onthemastersheet.Thiswillenableyoutomonitorthegame'sprogress.5Explainthatthegamestopswhensomeonehascoveredtheirsixsquares.Thispersonmustthencalloutthesixpairsofwords.Iftheyallmatch,thisstudentisthewinnerandbecomesthecallerforthenextgame.AdviceYoumaywishtopreteachorcheckthesoundsonthesixteencardsbeforeyoubeginthegame.Insteadofcallingoutthecaller'swords,youmaywishtowritethemontheboard.Thismakesforamorechallenginggame.Aftereachgamechangethecardsaroundsothateveryoneisplayingwithadifferentcard.Ifyouareworkinginanenvironmentwherephonicsymbolsareactivelytaught,thegamecanbeplayedinadifferentway.Thecallerwritesthesymbolontheboardplayerscoverawordifithasthissound."9l"ll"lI!I!lIvirunin:thisIvli34.PhonicbingocardsFromACTIVITYBOXbyJeanGreenwoodCambridgeUniversityPress19973?3PH0TUCUPlABl.iE?_lEEEEEBEEBEEGEEEEEm3E53._J_GEJ.GH__:_.:8:....mam::e...ma__vee....3:..._........2,.31:.1.........,.....I...............,....i......1:._..,._.,..3....I!.iaui.n:.aa:m.$=ma:lu.Iu35.caller'scurdsPhonicbingoANOTHER2DTUCUPIIIFromACTIVITYBOXbyJeanGreenwoodCambridgeUniversityPressI99736.uimiuwuaiaauauuuIIJLIIIIIIIII.ll|lLlLlILrnu:u4_Havedictionariesreadytobringtoclassifstudentsdonothavetheirown.SPELUNGANDIPRONUNCIATION2:.pellersPreparation2'Ifyouareleadingthisactivity,preparebeforehandeither,alistofwordswithwhich"~studentsappeartobehavingspellingproblems,oralistoftenwordswhichtheyhavepassivelyencountered.Youwillneedaminimumoftenwords.Who'sitfor?Anylevel,butbeginnersmayneedtheexplanationandrulesinLi.Inclass1Dividetheclassintotwoteams.Dictatethewordsonyourlisttothetwoteams.TeamIwritesthefirstwordonthelistTeam2writesthesecondetc.Tellstudentsnottoworryaboutspellingatthisstage..C.2Whenthelistsarecomplete,tellstudentstologkthewordsupinthedictionaryandHOWlong?findthecorrectspelling.Whentheyhavedonethis,theymustpreparethreeversionsof20minuteeachwordintheirteams.Onewordwillbecorrectlyspeltandtwowillbeincorrect,butphoneticallypossible,oralmostpossible.Youmayhavetodemonstrateanexampleofwhatyoumean,egteacher,teecher,teatcher.Ilowman.3Whenthetwoteamsareready,TeamIchallengesTeam2withthreespellingsofAnItheirfirstword.Thespellingscanbewrittenontheboard,oronpaper,orspeltletterbyYwssSmletter.Team2mustvoteforoneofthespellings.Itmostmemberschoosethecorrectspelling,theteamgetsapoint.However,ifmostchooseanincorrectspelling,theyloseaPl"lvWhatsitfor?'Sll''Advlcepeing,errorawareness,A.......dictionaryskills.Inlargeclassesthisgamecanbeplayedinpairs.ItvLs~_rnoredifficulttomonitorcorrectgspelling,butitisnotimpossible.Makesurethateachstudentleavesthelessonwithalistofthewordscorrectlyspelt.Languageneeded?Thepronunciationofthewordsyouoryourstudentsselect.37.SPELLINGANDPRONUNCIATIONWho'sitfor?Theactivityworksbestwithpreintermediatelevelandabove.Beginnerswillnothaveenoughvocabularytomokethegameinteresting.Howlong?5)0minutes.Howmany?Anyclasssize..What'sitfor?Spellingondvocabularywork.Languageneeded?WordsofstudentsownchoiceIchallengetheteam!36ForcedtofinishPreparationYoumaywishstudentstobringdictionariestoclassifyouareplayingthisinsmallgroupsinprdertpsolvedisputesoverchallenges.InclassDividetheclassintotwoteams.Awardeachteamthreefpointsor'lives.Explainthefollowingrulestotheclass.ITheaimofthegameisn_ottocompleteaword.2ThefirstplayerfromTeamTthinksofawordandthencallsoutonlythefirstletter.3ThefirstplayerfromtheTeam2thinksofawordbeginningwiththatletter,doesnotsaytheword,andaddsasecondletter.Itishighlyunlikelythatthetwostudentsarethinkingofthesameword.3..4ThesecondplayerfromTeam1nowthinksofabeginningwith'thosetwoletters,doesnotsaythewordandaddsathirdletter.5Consultationwithinteamsispermitted.6Thegamecontinuesuntiloneteamisforcedtocompleteaword,whentheyloseapointorlife.Thefirstteamtolosealltheirliveshaslostthegame.7Atanypointinthegameoneteamcanchallengeanotheroverspellingorwhetheritispossibletomakeanywordatallwiththeletterspresent.Alifeislostbytheotherteamifthechallengeisagoodone.However,ifthechallengeisbad,thechallengingteamlosesalife."5)..Agamewithachallengemaygoasfollows:Teaml:H(theyarethinkingofhospital)Team2:A(theyarethinkingofhand)Teaml:P(theyarethinkingofhappiness)Team2:H(theyarethinkingofhaphazard)Teaml2TheychallengebecausetheythinkTeam2isbluffing.Team2:Theyrevealthewordtheywerethinkingofandwinthegame.AdviceItisrecommendedthatyoudemonstratethegamewithamoreablestudentbeforeyoudividetheclassintoteams.Thegamecanalsobeplayedbystudentsworkinginpairs.r"i."'MF7..:.1Y...C"f'*I!'''l)..'I,2l"lllllrIrI38.dd131iiiLa}Liluuu1lu'lilla]inlJwmmrmmmmwtmmmmmmmmmrmmuitmmSPELLINGANDPRONUNCIATIONes.2esiiThewordswehatePreparationAiVTheactivityisforgroupsoffourstudents.Eachgroupwillneedalargesheetofpaperandcolouredpenstowritewith.Youmayneedtobringdictionariestoclassifyour.studentsdonotownthem."InclassIAskstudentstogothroughtheirexercisebooksorfilesandmakeanoteoffivetotenwordswhichtheyhavemisspeltinthepastfewweeksandwhichtheyfeelmightstillbeaproblemforthem.2Makeitclearthattheirlistispersonaltothemanditdoesnotmatterwhethertheirneighbourhasadifferentlist.3Makesurethatstudentshaveaccesstodictionaries.Askthemtocheckthecorrectspellings.Whenthishasbeendone,dividetheclassintogroupsoffourandgiveoutthelargepiecesofpaperandthemarkerpenstoeachgroup.AskonememberofeachgrouptowriteOurHateListatthetopoftheirpieceofpaper.Thenaskthemembersofeachgrouptowritetheirwordsontotheirpaper.Theyshouldnotwritethewordsinanyspecialorderbutshouldtry

tocoverthepaperinarandomway.Encouragestudentstomaketheirwritingaslargeaspossibleandtobeadventurouswiththelettering..1:4Whenthehatepostersarefinished,displaythemanthewallsoftheclassroomforaslongaspossible.Tellstudentsthat,infuturelessons,whentheyfeelconfidentwithoneofthewordsontheirlistandthattheywillnolongermakeamistakewithit,theycancrossitofftheposter.Theyarenotallowedtocrossanotherstudent'swordsoff.Inthemeantime,theposterswillserveasausefulwalldictionary.AdviceDon'tworryifthesamewordiswrittenseveraltimesbydifferentstudents.Itisusefulforbothyouandthemtoseethatcertainspellingproblemsareshared.Encouragestudentstoaddwordstothepostersinfuturelessons.,5,Who'sitfor?Anylevel.Howlong?Initially1020minutes,butthisisanongoingproject..1Howmany?Anyclasssize.What'sitfor?ErrorcorrectionmonitoringprogressdictionaryworlcLanguageneeded?Accesstothecorrectspellingofwordswhichhavebeenmisspeltinthepast.39.VOCABULARYANDMEANING'i:r_.Who'sittot?Advancedstudents,butitcanbeadaptedforuseatanylevel.'Howlong?3050minutes.Howmany?Anysizeclass.What'sitfor?Comprehensionandmeaningchecksdefinitionandsynonymrecognitionlisteningspeakingreferenceskillsifplayedwithadictionary.Languageneeded?Phrasalverbssuffixes,prefixesortargetwordsstudentshavemetbefore.Thisgamecanalsobeusedtointroduceunknownvocabularywitholderstudents,butonlyiftheyareequippedwithdictionaries.Otherwise,frustrationwillleadtodisciplineproblems.38elcingiPatclrworPreparationIfyouaregoingtoplaythegameasawholeclassactivity,transfertheplayingboardtoanoverheadtransparency.Youwillneedtwoboardpensindifferentcolours,oneforeachteam.Thegamecanalsobeplayedinsmallergroupswithonestudentineachgroupactingasthequestioner.Ifyouaregoingtoplayinsmallgroups,youwillneedacopyoftheboardandthequestionsforeachgroup,pluscoveringhexagonsforthetwoteams.TheexampleofPatclrworlcingprovidedonthefollowingpagesdealswithwordsbeginningwithcertainsyllablesandprefixesorendingwithcertainsuffixes.Ifthisgameisunsuitableforyourstudents,whiteoutthelettersinthehexagonsandwriteinyourowncategories,thenpreparesuitablequestioncards.Inclass__1Dividetheclassintotwoteamsifyouareplayingwiththewholeclass,orintosmallgroups.ShowthePatchworlcingboardtotheclassontheOHPorgiveoutacopyoftheboardtoeachgroup.Explainthatthelettersineachspaceareletterswhichstartorendtheanswerstothequestionstheywillbeasked.2Explainthattheobjectofthegameisforteamstomaketheirwayacrosstheboardandreachtheotherside.Theblackteamtravelsdowntheboardthewhiteteamtravelsacrossit.Everytimeaquestionisansweredcorrectly,theteamcanclaimthespaceandcoveritwitheitherablackorwhitehexagon.Thismeansthattheotherteamcannotlandonit.So,aswellastryingtowinhexagons,teamsaretryingtoblockeachotherswayacrosstheboard.&3Ifyouareplayinginsmallgroups,appointaquestionerforeachgroupandgiveoutthequestions.Pointouttothequestionerthateachquestioncardhasthreequestionsonittochoosefrom,andthattheanswersarealsotobefoundonthecard.Thisistoavoidarguingandlossofdiscipline,andithelpstokeepupthepaceofthegame.Thequestionershouldalsobegivenasetoftheblackandwhitehexagonsforscoringpurposes.4Teamsdecidewhichisblackandwhichiswhite.Thefirstteamentersthepatchworkbyaskingthequestionerforaquestiononaparticularsuffixorprefix.Thequestioneraskstheteamthequestionandacceptsthefirstanswer.Iftheansweriscorrect,thequestionerplacesahexagonoftherightcolouronthespace.Thenextteammaynowtryforahexagon.5Ifyouareplayingasawholeclassactivity,thentaketheroleofthequestioneryourself.Shadeinthespacesprojectedontotheboardwithboardpensasteamswinhexagons.'40.VOCABULARYANDMEANINGPatcltworlcingAdviceIThisgametransferstolowerlevelsveryeasily.Insteadofusingprefixesandsuffixes,put....lettersofthealphabetontheboard.Inordertowinahexagon,studentsmustsupplyawordinaparticularcategorybeginningwiththatletter.Forgxample,iftheletterisA,askforananimalorcountryorfoodbeginningwithA.Alternativelythequestioncouldbeadefinitionorsynonymforexample,GivemeanAwhopaintspictures(Artist).Ifyouaremakingcopiesforsmallgroups,stickeverythingoncardbeforeyoucutitout.Thiswillmakethecopiesmoredurableandyouwillbeabletousethesetsmanytimesthismakestheinitialpreparationmoreworthwhile.Tryextendingtheactivitybygettinggroupsofstudentstomakefurthersetsforyoutousewitheitherthemorwithotherclasses.Studentswillhavetodotheresearch,checktheanswersandwritethequestioncardsforothergroupstouse.AcknowledgementThisgamewasinspiredbytheBritishtelevisionquizBlockbusters.TheuseofthisgameinavarietyofEFLcontextswithyoungadultswasfirstdemonstratedtomebyPaulineSibbald,BritishCouncil,Oporto.39.5...aLas...41.401LboardPutchworkinTi!!TvP"UTOc0PUI3lEFromACTIVITYBOXbyJeanGreenwoodCambridgeUniversityPress1997v,I?i=1Al"!I!I"Isun.1='(El[ElIE]nnrt)lIIl..,LEI[El42.WhiiecoveringhexagonsPutchworkinglackcovinghexagonsFromACTIVITYBOXbyJeanGreenwoodCambridgeUniversityPressI997i,'PHUTUC0PlBIi7E:..?43.mola)abookaboutyou,writtenbyyoua)badbldoesn'tworkinasatisfactoryway4:)badprofessionalactagpnirtynw(JIl0[Dll}[Dlll(giuaym/amtomisa)tovanishb)totakeapartc)totakeyourclothesoffa)wrongideaoractionb)givethewrongfacts(IsaysomethingbadlyaJtIn0tl0ltIS_lW(Jmmyuiow(qoyorsimtoa)notnormalb)oncestarteditcannotgobackI)anewonecannotbefoundayqoamydaug{J2/grsimui{q='Jnyoliaut(na)outsideofashiporplaneIt)morethanneededc)outsidedisplayyoiryyiadns(Jsnonglad/is{qunpnusradns(nantea)someoneorthingthatcomesbeforebigroomclbeforebirthofachildyrunuaiun(2nqworpaiun(qJllilllb(Db)smallroomleadingintoabenea)somethinggoodforyoub)someonewhoperformsgoodactsc)someonewho

receivesgenerosity,t1n_n_r,rauaq(Jiapnyauaq(qyorygauaq(oOhonallearningandteachingblfacts,figures,newsc)tendencyorleaninguognugain(1uo_uouuoyu_i(quouaonpo(aproa)tospeakstronglyforanideab)apersonwhogivesmoneyforaplayorfilmc)demonstration[S6[0ld(Jmnponi(qeiouroid(oinfera)betweennationsb)betweenlanguagesc)betweenworlds.fJD[3UD[d)a(ll_lp.l8[6JdJalll_I(qynuogauiaiig(aposta)afterbirthofachildb)writtenafteryoursignatureinaletterc)afterdeathsnaumiyisod(J)d_u)suod(q[promised(0autobtyournamewrittenbyyouc)amachinewhichdoesn'tneedyouJ_tIDulDlItD(Jqdmoinn(qAqduiagqoinn(oprea)beforeaweddingb)judgementbeforeorwithoutfactsc)toseethefutureuqiiguaiuaid10p_ipa1d(Jo:_rpn_Ia1d(qpgdnueidJ0yaryauraid(0COT!a)talkwithsomeoneforadviceblcheckaccuracyc)changeapersonorthinguaiuwpuuguoy(ggnsuo(oObialspeakingtwolanguagesblhavingtwowivesorhusbandsc)agreementortalksbetweentwogroupslama/iq{Jsnouratiiq(qyantiui/_iq(nmedia)9thI2ihcenturiesb)neithergoodorbadc)togobetweentwopeoplewithhelpandadviceamypaw(Janoipaui(qymrpaui(nselfa)thinkingonlyofyourselfb)givingyourselfthebestc)nowaiter9J_I/.195gas(Ja)uotiynpu_iyyas(qqsyyas(0COa)someonewhowritesabookwithyoub)someonewhofliesaplanewithyouc)workingtogetheraiiumadoo)J0uogrmdoo1(1iopdo:(qmquwor(asuba)employotherstodoyourworkIn)underthegroundc)belowwhatisrequiredlDpllI7l$~qIl$(JUDOIIDJJBIIIIISlJMlll0Jq0S(0una)notniceb)notgoodforyouc)notnormalIDIIIIDIIUII(Jlqiyoaqun(qwnsoaydun(afula)largesupplyb)generousc)notagooduseofresourcesynyaisrm(3IJ!l"I(Il"lWIIquestionsPatchworkinmCIna)con'tkeepasecretb)can'tbeseenc)ifyoucan'tstandsomething,itisthis8Il]DJ3]0(ll[(JIll""".II[99D$[pll[(adislI".'P(Jlt"""!Pitioaddnsip(oa)againstthelawb)cannotbereadcldoesnotmakesenseI!59Il!I7lt!ll9II!it1059/):inOIm'a)cannotbedoneb)cannotbebelievedclnotlikelytohappenoyqnqoiduri(Jayq_rsno]duri(qoyqissodug(anessa)anxiety,fearb)despairc)notstrengthssauyna/A{Jssaussoyadory(qSSOUSIIOAIM(D42PHUTUCUPIIBLEFromACTIVITYBOXbyJeanGreenwoodCambridgeUniversityPressI99744.lllleaningbluffPreparationThisactivitycanusefullypreteachvocabularywhichmightbeneededinasubsequentlesson.Youareadvisedtolpokaheadinthesyllabusorcoursebookandfindoutifthereareanyreadingtextswithnewvocabularyinthem.Alternatively,youcouldselecttenwordswhichyouarecertainstudentsdo.notknowandwhichwillbeusefulforthem.Obscurewordsmaybefun,butthereislittlepointinstudentswastingtheirenergiesonwordswhichtheyareprobablynevergoingtouseactively.Dictionariesareuseful.Iftheyarenotavailable,youwillhavetowritethewordsontocardsandincludeaclear,simpledefinitionwithacontextifpossible.Inclass1Dividetheclassintotwoteams.2Dictatetoeachteaminturnthewordswithwhichtheywillbeworking.Thismeansthatstudentswillhavethecorrectspellingandpronunciation.Ifyouaregivingthewordsinwrittenform,makesureyougiveguidanceforpronunciation.3Tellstudentstolookthewordsupinthedictionariesiftheyhavethem.4Whenstudentsareconfidentthattheyunderstandthemeaningsofthewords,askthemtowriteorpreparetwofalsedefinitionsforeachword.Whenpreparationiscomplete,thefirstteamcallsouttheirfirstwordandthengivesthreedefinitions.Remindthemtogiveallthreedefinitionswithequalconfidenceandmakeallthreedefinitionsequallyinteresting.Theotherteamthenguesseswhichdefinitioniscorrectpointsaregiveniftheyguesscorrectly.ExampledefinitionsWord:widgetDefinition1:Averb.Towidgetmeanstomovearoundinyourseatalofandplaywiththingsonyourdesk.(false)Definition2:Anoun.Awidgetisasmallplastictoywhichisoftengivenawayfreeinsidepacketsoffood.(true)Definition3:Anoun.AwidgetisasmallanimallikearatfoundinScotland.Itmovesquicklyandisdifficulttocatch,butisdelicioustoeat.(false)AdviceMakesurethatstudentsleavethelessonwithanaccuraterecordofthenewwordsandVtheirtruedefinitions.Thereisadangerthatthecolourfulfalsemeaningsmaybemorememorablethanthetrueones,butifthevocabularyistoberecycledlaterinthecourse,thisdangerisremoved.Ifyourclassissmall,itwillprobablynotbeaproblemtoletmembersofeachteampreparedefinitionsoftheirwordstogether.However,ifyourclassislarge,youmayhavetosubdividetheteamssothatgroupsoftwoorthreestudentsareworkingononeortwowordsonly.A.anWho'sitfor?Anylevel,butthegameismorechallengingandmorerewardingforintermediatelevelandabove.Howlong?.'20minutes.Howmany?Anyclasssize.Whatsitfor?Acquiringnewvocabularylookingatandwritingdefinitionsraisingawarenessaboutcluestomeaning.iWLanguageneeded?Presentsimpleportsofspeech.4345.VOCABULARYANDMEANINGg.Who'sitfor?Elementarylevelandabove.'H.Howlong?5)0minutes.e.rr.v~r.Howmany?Anyclasssize.Recyclingvocabularyreferenceskillsifdictionariesareavailable.Languageneeded?Thetitlesofthedifferentcategoriesandpreviousexposuretosomewordsineachcategory.Ifthesuggestedcategoriesaretoodifficult,replacethemwithcategorieswithwhichyourstudentswillhavefewerproblems.44CategoriesPreparation'YouwillneedasetoftheCategoriesalphabetcards.Mountthemoncardandcutthemout.Inclass1Studentswritethefollowingheadings:NameCountryortownISomethingtowearAnimalFruitorvegetableFamousperson92Explainthatyouaregoingtoshufflethealphabetcardsandinviteastudenttotellyouwhentostop.Telltheclasstheletteratwhichyoustopped.3Studentshaveoneminutetocomeupwithonewordineachcategory.FortheletterC,forexample,someonemightcomeupwith:Charles,chimpanzee,China,cauliflower,coat,Clinton.Thewinneristhefirststudenttowritesixwords.Afteraninitialdemonstration,thegamecanbeplayedinsmallgroups,withmembersofthegrouptakingturnstosupplythetargetletter.Thegamecanalsobeplayedinteams.Suggestionsforothercategoriesinclude:RiversandmountainsJobsandoccupationsFeelingsSportsSongtitles

UncountablenounsFurnitureBirds,fishandinsectsBuildingsPartsofthebodyAdjectives_FoodanddrinkAdviceYoumaywishtoavoidpreparationandnotusethealphabetcards.Inthiscase,simplyrecitethelettersinyourheadandaskastudenttotellyouwhentostop.However,studentstendtoenjoyusingthecards.'46.>.>

toonesideandignoretheseforthetimebeing.3.:12Tellstudentstolookatthetargetwords.Askwhethertheythinktheyknowthemeaningofanyofthewords.Donotagreeordisagreewithanysuggestionstheyoffer.Thisisachanceforyoutoassesswhethertheactivityisgoingtotakemoreorlesstimethanyouallowedandreplanaccordingly.3Askstudentstounclipthepileofdefinitionsandspreadthemontheirdesks.Explainthatwhentheyfindadefinitionwhichmatchesaword,theyshouldcoverthewordwiththatdefinition.Whilestudentsaredoingthis,monitortheactivitycarefully.Whenyouseeadefinitioninthewrongplace,donotsayanythingsimplyremoveitandreplaceitwiththeotherdefinitionsonthedesk.Fastfinisherscouldhelpyouwiththemonitoringprocess,butmakeitcleartostudenthelpersthattheyshouldnotspeak.4Wheneachpairhasthedefinitionsinplace,moveontothenextstageoftheactivity.Studentscontinuetoworkinpairs.StudentApointstoadefinitionandStudentBmustrememberthewordwhichisunderneath.Theychecktoseewhethertheguesswascorrectbyliftingthedefinitionandthenreplacingit.StudentBgetsapointiftheanswerisright.Ifitiswrong,StudentAgetsapoint.5Collectallthepapersifyouarenotusingltheextensionactivity.Callouteachdefinitioninturnandaskforthecorrespondingword.Studentscaneitherwritethewordortellyou.ExtensionCutupthetargetwordsandgiveeachpairofstudentsaset.[Theynowhavesixteenwordcardsandsixteendefinitions.)StudentAtakesthedefinitionsandarrangestheminfourrowsoffour,takingcarethatStudentBcannotseethearrangement.StudentAnowreadsthefirstdefinitioninthetoprowtoStudentB,whomustputthecorrespondingwordinthatpositiononhisorherdesktheremustbenofurtherspeaking.StudentAthenreadsoutthenextdefinitionandStudentBmustputthesecondwordinplace.Attheendoftheactivitystudentscomparetheirarrangementofwordsanddefinitions.Theyshouldmatch.ThegamecanalsobeplayedwithStudentAarrangingthewordsfirst.Youcanalsoholdaclassrace,andfindouthowquicklypairsofstudentscanmatchthewordsandtheirdefinitionsafterarandomshufflingofall32cards..._t....uJ._.'x,,~....r.'.u..,..4g...,50.itJMVOCABULARYANDMEANING:.7?:34.~.Covertheword.AdviceIIftheexampleisunsuitableforyourclass,whiteoutthetargetwordsandreplacethem3,withvocabularyofyourchoiceandmatchingdefinitions.ThisisanactivityyoucouldTTlusefrequentlyandyouareadvisedtophotocopydirectlyontocardifpossible,ormount3thepaperoncardandstoreinanenvelope.:Youcanmaketheactivitymorechallengingbyonlysupplyingthewordsandaskingstudentstowritethedefinitions.Makesurethatdictionariesareavailable.Thisworkswellasagroupactivity.Differentgroupsworkwithdifferentwordsorphrases.(Ihavefoundthisparticularlyusefulwithcolouridioms.)Whenthecardsarecompleted,each:groupworkswithasetofcardsmadebyadifferentgroup.AOlll.in51.wordsheet(overthewordXdenitionsoverconcernedwith':"l5:l_W5{ld('5apersonwhois5hownedUas0itheappearanceofthelhem.'"g55:5u"'dng"5employedtorunthei.pE5555OpplneanW0OM015.h5placetoliveon5omeworkoutsidethehome5(me5'g>

"selfcorrectionofvocabulary:developingaffectivestrategiesforrecallingvocabulary.Languageneeded?Anyvocabularythathasbeenpresentedorworkedonrecently.53.VOCABULARYANDMEANINGWordgruphsIAAdviceAskstudentstolookattheirgraphsatthestartofthe,ne>_

writeadescriptionofthesettingwhichtheyimagined.Theycanaddanydetailstheywishtotheskeletonsuppliedontheworksheet.Whiletheyarewriting,playthemusicsoftlyandrepeatedlyinthebackground.AdviceSomeoftheresponsescanbeverypersonalanditis,therefore,difficulttomarksuchwork.Youareadvisedsimplytowriteacommentonthecreativeuseoflanguage,ortheeffectivenessofthedescriptionratherthancovertheworkwithcorrectionsofspellingorpunctuation.Atalaterdate,youcouldlookattheworkagainwithstudentsfortheirerrors.Bythistime,theywillhavedistancedthemselvesfromtheactivity..~WRITINGACTIVITIES':."'~.',..,Who'sitfor?Preintermediatelevelandabove.Themoresophisticatedtheclass,themoresophisticatedtheresultswillbe.Itisadvisabletousethisactivitywithstudentswhoknowandtrustyouandeachother.Howlong?50minutes.Howmany?Anyclasssize.What'sitfor?Descriptivewritingaffectiveresponsetomusic.Languageneeded?StudentsmustalreadyknowandbeabletousethewordsontheWritingtomusicworksheet.Theywillwriteusingthelanguagealreadyintheirpossession.55._..,__.,g*~.....u._.57.I3(f}'t'4gg'?"=eworksheetWritingtomusicstm'0:20_present0ovmgfuturestillsunn0eaair0Xstormy4,__tirewetwater.t1"breezed'd0qydawnWmbreezenight"stillevenirg_Iht0I9Qnatura_Fli,ghtA_,__'.dark_,'..9ctjti:ialli9_h_t_music0BlueQ,.,mqchiries__._,__._redV_,___,silence._9reen_.___.voices__yellow___nature'hotdggressionQ,___O"'cola@_"___Mpeace_cool__enemieswarm_____A_:_'_tends,~trees0fast_,__desert__slow__mountains____'_____steady_rivers,'owers_~__lone,_T,cy_V_g_______was.rh"rs_..DmiZi|_l_T_':__*____inacrowdonehouse,___deserted"Ttear_easure'angerdisappointment56PHTUCUPUI515FromACTIVITYBOXbyJeanGreenwoodCambridge.UniversityPressT997J7'71"T1l"'FtW1t"'t(I7T77W1"1"T"1"1WVfl"Hrtr'{W1'!Iit58.tmuiuiuiiuuiuiululuiuimtuLIJLiuLn.uJuJt:Ji:iL:JtiJt.1JL:JLi:JtJJtul.iiIlillWllltllIllu.4DescribeandarrangePreparationIYouwillneedcrcopyoftheDescribeandarrangeshapesforeachstudent.Ifyouaregoingtoaskstudentstoperformthesimplertaskofdrawingorarrangingcardsinfourrowsoffour,thentheywillalsoneedacopyeachoftheblankgrid.Theshapesneedtobecutupandclippedtogether.Remembertomakeanextrasetforyoutousefordemonstration.Inclass1Dividetheclassintopairs.GiveoutasetoftheDescribeandarrangeshapestoeachstudent.Checkthattherearenovocabularyproblemswiththenamesoftheshapes.2Arrangethreeorfourofthecardsfromyoursetonyourdesksothattheycan'tbeseenbytheclass.Thecardscanbearrangedinalineorinarandomlayout.3Writetheinstructionsontheboa'rd(oruseanOHP).Studentsmustfollowtheseinstructionsiftheyaretodiscoveryourlayout.Goroundtheclassandcheckstudentslayouts.lnvitestudentswhoselayoutisnotthesameasyourstogotoyourdeskandlookatthewayinwhichyouhaveplacedthecards.Anexampleforarandomlayoutmightbeasfollows:Thefirstcardistheblackheart.Itisupsidedowninthecentreofthetable.ThewhitesquareisaboutTOcmbelowthefirstcardandabout20cmtotheright.TheblacktriangleisaboutI0cmabovetheblackheart.Thiscardisonitsside.Thetriangleispointingtotheright.4Dividetheclassintopairs.Tellstudentstoarrangethreeorfourcardsontheirdeskinsuchawaythattheirpartnercannotse'thearrangement.Theycoulduseabooktomaskthelayout.Studentsthenwritetheinstructionsfortheirpartnertofollow.Theyshouldalsomakeadrawingofhowtheyhaveplacedtheirshapessothattheycanchecktheirpartner'swork.5Studentsexchangetheirinstructionsandtrytodiscovertheirpartner'slayout.Iftheyarelayingoutthecardsinrows,theycanreadtheinstructionsandthenplacetheshapesintheemptyboxesoftheblankgrid.AdviceIfitisimpossibleforstudentstomasktheirlayoutfromthepersonsittingnexttothem,pairthemupwithotherstudentsworkingsomedistanceaway.Youcouldalsopairstudentsupaccordingtothespeedwithwhichtheyfinishthewriting.Inthiswaynoonewillbesittingwaitingforaslowerpartnertofinish.IfT6pictureswilltakeuptoomuchofyourlessontime,useeightorevenfour.Thiswillalsoreducephotocopying.Ifyoudonotwishtoworkwithshapes,replacethediagramswith,forexample,stickcharactersorcartoonsofanimalstakenfromcomicorpaintingbooks.Describeandarrangecanalsobeusedasanoralactivity.Studentstelleachotherwheretoplacethecardsratherthanwriteinstructions.WRITINGACTIVITIESWho'sitfor?Preintermediatelevelandabove.Howlong?20minutes.itHowmany?Anyclasssize.What'sitfor?Writingreadingcommunicationcooperation.Languageneeded?Star,diamond,heart,spade,circle,square,rectangle,triangle,line,diagonal,horizontal,vertical,nextto,afterthat,between,under,upsidedown,centre,corner,imperativesgivinginformationaboutlocationinwrittenform.5759.shapesDescribeandarrangePHUTUCUPIHHIEFromACTIVITYBOXbyJeanGreenwoodCambridgeUniversityPress1997."'l"'T="'T""Y"T."'T:rrr'r"'"prlLI1:,rutrt)|r'Itill")I''IImritruniv41r60.S3gtorymazePreparation'EachgroupofsixstudentswillneedadiceandacopyoftheLostinSpacemaze.EliemagsismoreeffectiveandeasiertoreadifitisenlargedtoA3size,butthisisnotessential.inclassIDividetheclassintogroupsofsixstudents.GiveoutadiceandacopyoftheLostinspacemazetoeachgroup.2ExplainthateachmemberofthegroupisgoingtowriteastoryentitledLostinSpace.Thediagramwillgivethemtheirplotsandthedicewillhelpthemtofindtheseplots.13Allthestudentsinthegroupstartatthetitleandmovetothefirstheavilyoutlinedboxthiswillrevealtheirfirstproblem.Underneaththeproblemboxesarethedecisionboxeswhicharelightlyoutlined.(Notethatthelightlyunderlinedboxesunderthefirstproblemboxarenotreallydecisionboxesinthestrictestsense.)Studentsinturneachthrowthedice.Ifthediceshowsanoddnumber,theymustfollowtheOroute.IfitshowsanevennumbertheymustfollowtheEroute.Beforetheymoveon,theymustcopydownboththe

informationtheyaregivenintheproblemboxandtheirdecision.Whentherearemorethantwodecisions,thenumberthrownonthedicecorrespondstothedecisionofthesomenumber.4Itishighlylikelythateachstudentinthegroupwillenduppursuingadifferentroutethroughthemazeand,subsequently,haveadifferentstoryline.Whenstudentshavecompletedtheirroutethroughthemaze,theyshouldexpandthestorylineintoafullnarrative.ExtensionOncestudentshavebeenthroughamaze,theycouldconstructtheirownstorylinemazeforanothertitle.Ablankmazeisavailableonpage61.AdviceWatchoutforstudentswhodonotfollowtheinstructionsofthediceandaimfortheshortestroutethroughthemaze.Itishelpfulifstudentshavesomethinginwhichtoshakethedice.lhavefoundthattheplastictopsfromaerosolcansmakeusefulcupsfordicegames."T.eWRITINGACTIVITIESCWho'sitfor?Intermediatelevelandabove.Howlong?60minutes.Howmany?Anyclasssize.IWhat'sitfor?Planningastoryexpansionofstoryline.Languageneeded?Recycledgrammarandvocabularythevocabularyinthestorymazepasttensestheconceptofoddandevennumbersspaceshipvocabulary(engineroom,bridge,cabin,crew,alien,planet,transportermachine)rock,roll,crumble,earthquake,ledge,panic,losecontroltunnel,ladder,elevator,deserted,maze,corridor,collapse,trapped,surrounded.5961.mf.mazeStoryMazeozmmI.r.mcm__o>EwcmEvwv::o._._:mEu:o>Ho:o33=.230_o8>m_m9:ozmat.98c%w_ccoSo.sono.SEwm__o2:9van:9vcwn$83Son9:wmg..2530>.8_=.._=_ow>cm_._w>wc___>>:9wm__cm:.m.o_qxm2waczcouUcow_vm9EEw>om_30>.>c>>o3EE0922womanno..~Ou_C3EEOuozmml....>_m2cmw>cm_UcoBmb50>95.9580%m5.6So>0350>cc:noozwmxhwuoam25So:2:o>vcomcmao38w.:_2a89:*0200$05..m.oU_:8a.oM9:.9820>._.2_2._Eozmu..:.8&9.05:9..mc=toEEcoamccz.._._=.in35...:2:ozmm..:.ozmmi.w_nE:b2xmmvOCOvow:50>Evco=2iconnomtcmmvm9:E.=:_Esovoo._._Ea:co...>o_uE._.__=2.2:E2____===.._=_u=..222:.2._.:82:33...:u22.8.=wWofE:o>.22..=_._o__...52.:3Eco.auseuco2..:30sogoono2mM30>m_uom_mmuw_mp:2.Ev_m62wavyozu2.:.EO9_Uo>_como?=dimwucam50>.vmumw_.#oco:589:E.__mm5o>o_w26:2so._oo_o2E>>,Q.mr_m:o.om:o>mac_.m.wn..._,:w2o%n+2~c__ouSon95m2_moq_.mwVv__%n@_,28,.23.uso:23_._.u_3goon_m>__m9ms.mno.omnou900295ccmqoWmwvoaxo0.Un9.:COC>>OU03azu2.:.=EsoBow2%.2388mg..96...c_oo.8_w8c.w9:903.omnouEocano53no.23o_._2._2._.8..1.:.5mmgpwmmnommm:95O*goovV605mcmaoSon9:can0_.__E9:ason90>....W.__E9::3858M4wvzm2>2noe.__o___o:9vcoN_23stowmi9.,ate.m9c_o284E02>:so1,_.9.:902.onso._.._u2:E:2...52._._B._.._._=893..._=___3O._corana2.so.=__B22:330>.$uvc_9.:Esouoo..wEuo_9:%oo...o_._:._u.3._==._2=..=..__.._=3m.Wn__.omvcnms.2oo..o==_E8.9.....E....8dnem0Em.o_o_xm9w_u_uwUno.w:o_om_o_axmLU.Eoo_wc_mcm_.2_.=._.__t..o.=.2..o_._._.=.=9:w>U_30%.rCOO._.@C_L~wrCOmO_.,OwwU_.UU30>$36$9399Omtvum_._wccaNmgmcmm.2oo>vm_Sqm_use.23232.5._==_o._m2..22....an.__2:58.ir.1.__..2_.._u_.25..25.....13om.:_o.a89:o2oOEH2saga.....22:8.32:=_.25..>oU__92mtoxuo.03.....____m.3_o_2=_38....:.>0mam:._.~_

oftheroutesstressingthattheboldlyoutlinedboxesarepageswhichhavetobewrittenandthemoretaintlyoutlinedboxesaredecisionswhichhavetobemadeattheendofthepage.3GiveeachstudentresponsibilityForwritingoneormorepages.Thereare26pagestobewritten.Ityouhavemorethan26students,asksomeofthemtoworkinpairs.Remindstudentstonumbertheirownpagecarefully.Theyshouldalsoclearlyshow,atthebottomatthepage,thedecisionswithwhichreadersarefacedandwhichpageshouldbereadnextafteradecisionistaken.4Beforestudentsstartwriting,agreewiththemwhatconstitutesapage.lsittobeanumberotwards,oranumberatlines?Also,Forconsistencyssaketheclassmustagreeattheoutsetontheappearanceatthemaincharacters.5Whentheworkiscompleted,thebookcanbeassembledordisplayedposterstyleforotherstoread.64.lilielhtlldiiii[11131Illtiliiiliill.lw1.|.lJLzlLllLlll.lll.IEJLlJllJLEJl1JLiJLlJllJliJli.llJLlLil.lJl.tJTruckerbooksExtensionTheentirestorylinecouldbecomposedbystudentsusingtheblankgridwhich_accompfgniesactivity5.3.AdviceIfyouareaskingindividualstowritetheirownbooks,youmaywishtoaskforshorter'pagesasthereisaconsiderableworkloadinvolvedinwritingoneatthesestoriessinglehanded.,,ItisessentialthatthecompletedbookbepublishedinsomeFormforotherstoread.Aposterisaneasywaytodothis.Youcouldalsostickstudentsworkintoascrapbook.Smallerbookscanbemadebycuttingexercisebooksinhallhorizontally,orbystaplingsevensheetsoiA4papertogether.Stickeachpageatthestoryontoapageatthebook.Getastudenttodesignacover.AcknowledgementIwasfirstinspiredtousetrackerstoriesinanEFI.contextalterreadingDavidWray'sbookonwritingintheBrightideasseries(publishedbyScholastic)andseeingthemusedeltectivelybymycolleagueNigelBacon,tormerlywiththeBritishCouncil,Bahrain...6365.I'Vi"sgplanTrackerbooksII!_....,_..._....(LIMl..........ll_I.....It.._.r..vrr'_'rI:.!r1:1:rmrm1::runr:ry1:(:7_____._PHUTUCUPIARIEFromACTIVITYBOXbyJeanGreenwoodCambridgeUniversityPressi997l66.llllllllllllllllLIIll!illlllLIILIIll]llllllllir:7V:r/,l:(':",LSentencehailingPreparationNone.'h.r3'9InclassTExplaintotheclassthattheaimofthisactivityistoexpandasinglesentenceintoadescriptiveparagraph.2Writethissentenceontheboard:Thewomanstoodbythedoor,lookedattheskyandthoughtaboutherson.3Dividetheclassintosevengroupsandallocateawordfromthesentencetoeachgroup:Twoman2stood3door4looked5skythought7son4Groupmembersmustconcentrateonthewordtheyhavebeengivenandthinkhowtheycoulddescribeit.Ifthewordisanoun,theycouldaddanadjective,phraseorclause.Iftheyareworkingwithaverb,theycouldaddanadverb,phraseorclause.5Asstudentsmaketheirsuggestions,addthemtothesentencewrittenontheboard.Theresultingdescriptionwillbeverylongandprobablyamusinglyincongruous.Anexamplesentencemightbeasfollows:Thefat,oldwoman,wearinganeggstained,cottondress,stooddrunkenlybythebrandnew,reddoorwhichwasalwayslocked,lookedhopefully,throughtearfilledeyesatthecloudy,greyskyandthoughthappilyaboutherstupid,teenageson,John,whoworkedinalawnmowerfactory.Givestudentssimilarsentencestoexpandforthemselves.Examplesinclude:'IThemansatinthechairandlookedatthecalfeedingherkittens.2Theboystoodbythewindow,staringatthetreeandrememberedhisfather.3Thegirllayonthegrass,gazingatthecloudsandlistenedtoherbrother.ExtensionAskstudentstouseoneoftheirsentencesasanopeningforastory.Whyistheoldwomanoutsidethedoor?Whyarehereyestearfilled?Whyisthedooralwayslocked?Whyisshethinkinghappily?an..:qr.'.~frWRITINGACTIVITIESWho'sitfor?Lowerintermediatelevelandabove.Howlong?30minutes.''Howmany?Anyclasssize.What'sitfor?Descriptionofpeople,placesandeventstextexpansioncollaborativewriting.Languageneeded?Posttensesrecycledgrammarandvocabulary.67.wkmucsACTlVl11ESWho'sitfor?Preintermediatelevelandabove.Howlong?.50minutesinitially.AHowmany?Anyclasssize..~.i(LLQ...What'sitfor?Genuinecommunicationrequestsforinformationformalletters.Languageneeded?Functionsofpoliterequests,Wouldyoumind...2,Couldyou...?openingandclosingsalutationsforletterslayoutoflettersandenvelopesparagraphs.66WritingPreparationYoushouldhaveatleastfouraddressestowhichstudentscanwriteandbeguaranteedareply.Touristauthorities,embassiesandconsulatesare,inmyexperience,alwaysveryobligingittheyarereplyingtoonlyoneletter.AveryusefulresourcebookforaddressesisFreeStuffforKids,ExleyPublicationsLtd,lChalkhill,Watford,Hertfordshire,WDl4BN,UK,whichlistsoverTOOaddressesintheUKtowhichstudentscanwriteandbeguaranteedareply.Youwillneedenvelopesandwhite,unlinedpaper.Also,someonemustbepreparedtopayforthestamps.Makesurebeforeyoustarttheactivitywhetherthepupils,theschool,oryouwillbepurchasingthestamps.Inclass.Usethisactivitywhenstudentsareworkingonprojectsandneedtofindoutinformationfromoutsidesources.Informationstudentsreceivecanalsobeusedfordisplays,reading,writing,quizzesandinformationexchangeactivities.'IElicitthelayoutandorganisationalfeaturesofaformalletterandwritesuchaletterontheboard.(Seemodelletterbelow.)Higherlevelstudentswillbeabletosuggestveryquicklywhattheyshouldsayinaformalletter,butlowerlevelstudentswillneedsomehelp.2Studentscanworkingroups,dependingonhowmanyletterstheclassneedstosend.Organisegroupsaccordingtostudentsparticularinterests.3Stressthatthewritingmustbeneatandthattheremustbenocrossingsout.Remindstudentsthattheyarewritingtorealpeople.Advisethemtoworkindraftfirst.Ifwordprocessorsareavailable,theletterscanbetyped.Modellettersender'saddressdatereceiver'saddressDearSirorMadamparagraphIThereasonforwriting(project/information/researchlparagraph2Whatdoyouwant?(brochures/pictures/leaetslparagraph3Thankyoulforattention/kindness)Yoursfaithfullysignaturenameincapitals

68.atLIIcuatanlltatanilllllIlllitinatinLil1':til[ittillitinorlitininiiiinlitiniii"iiatlulluo..WritingreaityExtension'Whenthebrochuresorleafletsstarttoarrive,eachstudentcanwritealetterofthanks~~andsayhowtheinformationhasbeenused.Informationfromtouristauthoritiescanleadintootherprojects.Groupscanorganiseholidayadvertisingcampaigns,ordebatethemeritsoftheirrespectivelocations.AdviceWithalargeclassthepostagebillcouldbeexpensive.Ifstudents,theschooloryouyourselfareunwillingtopayforalargeamountofpostage,thenonewayroundthisistogetstudentsalltowritetothesameorganisation.Writethenameofeachstudentonasmallslipofpaper.Drawthewinningstudent'snamelotterystyleandonlysendoffthisletter.Itisnotrecommendedthatyousendmorethanonelettertothesameaddressatthesametime.Ifyouonlyhavefouraddresses,studentsshouldcomposetheirletterasagroup.Eachmembercouldwriteadifferentpartoftheletterandtheycouldallsignit.UsefuladdressesTheEnglishTouristBoardWelshTouristBoardCorrespondenceDept.CorrespondenceDeptThamesTowerPOBoxIBlacksRoadCardiffHammersmithWalesLondonUKEnglandN"'~s...TheScottishTouristBoardNorthernIrelandTouristOfficePOBox705RiverHouseEdinburgh48HighStreetScotlandBelfastUK_NorthernIrelandUKWRITINGACTIVITIES~.r~r.iL'1..6769.WRITINGACTIVITIESWho'sitfor?Elementarytoupperintermediatelevelthehigherthelevel,themoresophisticatedthestorywillbe.IHowlong?3040minutes..1,uHowmany?Anyclasssize.What:itfor?informationtransfernarrativesequencingrevisionrewriting.Languageneeded?Pasttensesring,rowing,oars,shing,boar,studentswilleshouttherestofthestorywiththelanguagetheyalreadyhave,orwillaskforthevocabularytheyneedorwant.68SilentdictationPreparationNone,unlessyouwanttorehearsethemimesequence.Themoreconfidentyouarewiththemime,themoreresponsivestudentswillbeandthebettertheirwriting.Inclass'ITelltheclassthatyouaregoingtomimeashortstory.inseveralstages.Explainthatbetweeneachstagetherewillbetwominutesforstudentstowriteaboutwhattheysaw.Attheendofthemimetherewillbetenminutesforediting,additionsandrewriting.Studentswillthenhandintheirstories.Pointoutthatwritingonalternatelineswillmakeeditingeasier.2Mimethestoryaccordingtotheprocedureoutlinedabove.AshystoryStagesinthestory_,,,..__9.lApersoncarryingalotoffishinggeargetsintoaboot.Mimethecarryingandclimbingintotheboat.Maketheboatrockslightly,putdownthefishinggearandbegintorowstrenuously.Pauseandmonitorthewritingfortwominutes.2Afterrowingalongway,thepersonfeelshotandstopstorest.Mimemorerowing.Mopyourbrowandlooktired.Lifttheoarsontothesideoftheboat.Reachdownandsplashwateronyourface.Relaxandletonehanddangleinthewater.Pauseandmonitorfortwominutes.3Thepersonliftsthehandoutofthewaterandnoticesthataringismissing.Mimeliftingthehandandshakingitdry.Reachfortheoarsandnoticethattheringismissing.Lookintheboatandoverthesideinpanicandhorror.Leanoverthesideoftheboatandsplashthewatersearchingforthering.Pausefortwominutesandmonitorthewriting.4Thepersonrealisesthattheringhasgoneforeverandbeginssadlytofish.Mimesadnessandannoyance.Lookatyourwatchandslowlygetoutthefishingequipment.Supporttherodbetweenyourkneesandbaittheendoftheline.Castthelineintothewater.Pauseandmonitorfortwominutes.'5Thepersonfishesforalongtimeandfinallycatchesafish.Sitquietlyforsometimeandthenmimeagentletugontheline.Lookpleasedandstarttoreelinthefish.Takeitoffthehook.Holditupandshowwithyoureyesthatitisatleast30centimetreslong.Putitintoabasketinyourboat.Pauseandmonitorfortwominutes.6Thepersonrowsbacktoshoreandpreparestocookthefish.Whenthefishisopenedthepersonfindstheringinsidethefish.Mimerowingbacktotheshore.Getoutoftheboatandliftthebasketout.Collectandarrangesomefirewood.Getoutsomematchesandlightthefire.Warmyourhandsatthefire.Openthebasketandliftoutthefishbythetail.Laythefishontheground.Takeoutaknifefromthebasketanddrawtheknifeslowlyalongthefish.Openthefishslightly.Looksurprisedandhappy.Liftoutthering.Rinseitintheseaandreplaceitonyourfinger.3Pausefortenminutes.Encouragerevision,additionandrewriting.5.ranr::|rrzlHfr(ElVFIVIIl"l(Fl1!III|'l70.Mtallllllzllllllllilllllillll!illIIIIIIIIIuwwwmmmmmwlmwutigtiullliatula.>".'SiierrtdictationAdviceYoumustbeconfidentwhendoingthemime.Ifyoucollapseinlaughter,youcan'texpect..yourstudentstotaketheactivityseriously.Youwillalsobeactivelydiscouragingthemfromevermiminganythingthemselvesinclass.Youshouldn'texpectstudentstoattemptsomethingthatyouaretooembarrassedtotryyourself.Whenmiming,youshouldmakethemovementsaslarge,slowandassimpleaspossible,withoutitbecomingridiculous.Fast,fussy,littlemovementssimplyconfusestudentsandyouwillbeconstantlyaskedtorepeatthemime.TwogoodsourcesforstoriestomimearepicturecompositionbooksandMrBeanvjdeos(BBCpublications).Itissuggestedthatyoushowthevideoanddividethesketchintofiveorsixsectionsbyusingthepausebutton.TheMrBeanvideosarereadilyavailableinalargenumberofcountries.However,iftheprogrammeshavebeenrecentlytelevised,studentsmaywellguesstheendingaftertheopeningseconds.1WRITINGACTIVITIESFI?6971.GRAMMARACTIVITIESWho'sitfor?Theexampleprovidedisforintermediatelevel,butthisactivitycanbeadaptedforusewithstudentsfromintermediatetoadvancedlevel..Howlong?20minutes.Howmany?Anyclasssize.What'sitfor?Trdnsformaontechniqueslisteningspeakingwriting.Languageneeded?Directtoindirectspeechbackchainingattensesandtimereferences.70_Tb)D51lratdidshesay?Preparation'Youwillneedtoprepareashortpassagefordictation,unlessyouusethemodelprovided.._..v3Inclass7'11Dividetheclassintogroupsofsixtoeightstudents.Explainthatyouaregoingtostand,justoutsidetheopenclassroomdoor.Eachgroupistosendonerepresentativeouttoyou.Therepresentativeswillhearashortsentencewhichtheymustremember:for

example,lamateacher.2Whentherepresentativesreturntotheirgroup,theothermembersmustask,Whatdidshesay?Thestudentrepresentativetransformsyourwordsintoindirectspeech:Shesaidshewasateacher.Thegroupshouldthentransformwhattheyhearintotheoriginalutteranceandwritedownlamateacher.Thestagesoftheactivityareprobablybestexplainedthrougha&agramontheboardteacher=directspeech=lamateacher.51P55student=indirectspeech=Shesaidshewasateacher.S51?)3Followthedemonstrationontheboardwithademonstrationwithonestudent.StressthatitisveryimportantforeachgrouptoaskWhatdidshesay?asthisprovidesthecontextforthetransformedreply.group=directspeech=lamateacher.4Makesurethatadifferentgrouprepresentativecomestothedooreachtime,sothateverymemberofthegrouphasachancetotransformasentence.ModelparagraphFillinthespaceswithculturallyappropriateinformationforyourclass.lamateacher.EveryyearIgoonholiday.LastyearIwenttolwanttogothereagainnextyear.PerhapsI'llgotomyholidaythisweek.I'llletyouknowmydecision.AdviceIfthedoubletransformationistoodifficult,simplyuseasingletransformation..Ihadagreattime!instead.ImgoingtobookYoumaywishtoheartherepresentativesindirectspeechversionofyoursentencebeforetheyleaveyoutoreturntotheirgroups.Thisactivityshouldfollowcarefulpresentationoftheruleswhichaffecttransferfromdirecttoindirectspeechandviceversa.Donotusethisactivitytopresenttherules.Hrwy(I7rrvrv!rI|E72.IIIILIJJ:I1!ill11II.IIIIIIIallallLIILFJ1||.IJLIILIJLIJLIJLIJLIJLI]ll]LIILIILIILIJLI]LI]LIIGRAMMARACTIVITIESI'..:.,,,.ridwrkPreparationTheblankgridcanbeusedforalargevarietyofquestiontypes.MakeacopyoftheblankGridworligrid.Chooseaquestiontype_.,thatyouwanttopractiseandwritethequestioninthetoplefthandbox.Then'fi||intheblanksunderthequestionwithlanguage......b.whichwillprovidepracticeinthetargetquestion.(Seeelowforexampleswhichcouldbeusedwithavarietyoflevels.)NotethatstudentsthemselvescanalsoprovidetheWh0'5ITTOIlanguageneededtocompletethetargetquestion.Anylevel,dependingonthecomplexityYoucouldprepareanOHPtransparencyofthecompletedquestionnaireforollllel95ll5demonstrationpurposes,butthisisnotessential.IInclass_,,Howlong?IQuicklydrawacopyofthegridontheboard,orusetheOHPtransparency.Explain52_d,d,ththateachstudenthastointerviewthreeotherstudents.Theymustrecordtheirinformation1Ommulesepenmgupon6intheboxeswithatick(/1oracross(X).'"*delllllifeelbl2Demonstratetheactivitywithmoreablestudents.MakesurethatyouprovideclearI.modelsforthequestions.?3Youmaywishtospecifyatimelimitfortheinformationexchange.TellstudentstoHowm|on_y'writethenamesoftheirpartnersonthegrid.Anymssme4Whenthetimeisover,askforfeedback:WhocantellmeaboutRoberto?Studentstransformtheinformationtheyhavebeengivenintothethirdpersonandtelltheclass_What'sitfor?abouttheirpartner.5Someoftheexamples,egCanyouswim...?,canbeusedasstraightforwardSpeakingleadinglnlolmaonTransfertransfersfromfirsttothirdpersonwhileothersrequiremorework.Forexample,goto'&Senlenfe""5llmll"USArequiresstudentstochangegotobeen.Youcanmakethetaskaseasyordifficultasyouwantbyprovidingeitherthefullquestionorjustapromptwhichhastobe:expandedbythestudent.Languageneeded?lnterrogative,statementandnegativeformsofthetargetverbstructure.6Notethatwithsomeoftheexamples,writtenanswers,insteadofticksandcrosses,havetobeproduced.Forexample,theanswertoWhatisyourfavouritefood?willbeawrittenanswer.AdviceWatchoutforlapsesintoIIinmonolingualclasses.Youmustmonitorcarefullythroughoutthequestionstage.AnystudentsyoususpectofoverusingLlcanbeselectedtogivemoreinformationduringfeedbackwhenEnglishcannotbeavoided.SamplegridsCanyou...?Couldyou...?Areyouwearing(at...?Whatisyour...?swimsweaternametypeieansagerideahorse'Idressheightdrawshirtuseacomputersocksweight_'shoesize73.GRAMMARACTIVITIES72GridworkSamplegridsDoyoulike...?hotdogscabbageicecreameggsmeatDidyouthismorning?mokeyourbedwashyourhaircleanyourshoesmakeyourbreakfastreadthepaperWhatisyourfavourite...?foodmusicdrinkcolourhobbyWouldyouliketobea/an...?doctorartist'pilotdentistsecretaryiHowmanydoyouhave?sistersbrothersunclesauntscousinsAreyoufrightenedof...?spidersthedarkyingdogsheightsWhatcolouris/areyoursweatershirtshoessocksskirt/trousersHaveyouever...?gototheUSArideacameleatrawshdrinkgoat'smilkdriveacarWhatwereyoudoingatyesterday?7.00am9.00am.2.30pm6.00pm9.00pmDoyouhavea...?pencilsharpenerrubberrulernotebookAreyougoingtotonight?computergamestelevisionabookyourhomeworkoutVDoyouhavea/any'yourroom?picturesmirrorplantstelevisiondrawersHowlongagodidyou...?getupdrinkcoffeewritealettergotoacircusreadapoem*1vV"l"lmil1!II1"i'l1"!'l1'l"lL74.umLIJLIJLIJLl.lLlJ.lJllJLIlllJl.l.lUJLIJLIJLIJLllllJLlllllllllllllllllllllllllllllluliilunlwGridworkgridsTL/FromACTIVITYBOXbyJeanGreenwoodCambridgeUniversityPress1997PHOTUCOPIIIBLE75.GRAMMARACTIVITIESD2'.,.I.EWho'sitfor?lowerintermediatelevelandabove.Howlong?15minutesforthefastversionand30minutesfortheslowversion.Howmany?Aminimumofsixstudentsisrequiredotherwiseanyclasssize.Who1sitfor?listeningspeakingdeductivereasoning.Languageneeded?Itmighthavebeen...,Itcouldhavebeen...,ltcnnthavebeen...,ltmusthavebeen...candlestick,rop