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Fun with pronunciation
Fun with pronunciation
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Mark Fletcher
Mark Fletcher
Brain friendly
Brain friendly
Publications
Publications
Active
Active
8
8
Active
Active
8
8
The
The
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Introduction
Introduction
Active 8
Active 8
is designed for teachers with limited preparation time who want to
is designed for teachers with limited preparation time who want to provide lively,
provide lively,
motivating language skills lessons to introduce different
motivating language skills lessons to introduce different games to stimulate conversation at a Lower
games to stimulate conversation at a Lower
Intermediate level.
Intermediate level.
Active 8
Active 8
by
by Mark Fletcher Mark Fletcher
Illustrated by
Illustrated by Mark Fletcher Mark Fletcher
Copyright ©
Copyright © English ExperienceEnglish Experience
Telephone/Fax: (44) 1303 238880
Telephone/Fax: (44) 1303 238880
E-Mail:
E-Mail: [email protected]@dial.pipex.comm
Website:
Website: www.brainfwww.brainfriendly.co.ukriendly.co.uk
ISBN 1 898295 02 6
ISBN 1 898295 02 6
PRINTED BY HYTHE PRINTERS LTD., HYTHE , KENT PRINTED BY HYTHE PRINTERS LTD., HYTHE , KENT
Conditions of sale
Conditions of sale
permit the photocopying / printing of
permit the photocopying / printing of
these masters
these masters
for student use.
for student use.
It is not permitted to
It is not permitted to subsequently use copies to generate further copies for resale.
subsequently use copies to generate further copies for resale.
™
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Class and individuals. A market research activity. Very flexible.
Class and individuals. A market research activity. Very flexible.
Practices different tenses and
Practices different tenses and
SHORT FORM ANSWERS.
SHORT FORM ANSWERS.
2 a
2 a
- b
- b
- c
- c
De
De
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se
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rt
Is
Is
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Small groups. Explorer groups making a map. Information exchange.
Small groups. Explorer groups making a map. Information exchange.
Practices
Practices
“DO YOU K
“DO YOU K
NOW WHE
NOW WHE
RE..?”
RE..?”
and REQUESTS
and REQUESTS
.
.
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Indi
Indi
vidu
vidu
als o
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r sma
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ll gr
ll gr
oups
oups
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Loo
Loo
king
king
for
for
the b
the b
est b
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uys i
uys i
n 4 sh
n 4 sh
ops.
ops.
Practices
Practices
COMP
COMP
ARATIVES AND
ARATIVES AND
SUPERLATIVES.
SUPERLATIVES.
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Small groups (up to 7).Groups prepare news stories.
Small groups (up to 7).Groups prepare news stories.
Practices
Practices
REPORTING AND INTERVIEWING.
REPORTING AND INTERVIEWING.
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Class vocabulary preparation followed by pair work. Creating a hit movie.
Class vocabulary preparation followed by pair work. Creating a hit movie.
Practices
Practices
PRESENTA
PRESENTA
TIONS,
TIONS,
PERSUASION,
PERSUASION,
COMMENT.
COMMENT.
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Class and
Class and
individua
individua
ls.
ls.
Cartoon p
Cartoon p
ictures co
ictures co
ntaining pr
ntaining pr
onunciati
onunciati
on points.
on points.
Practices
Practices
SOUNDS AND INTONATION.
SOUNDS AND INTONATION.
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Practices
Practices
TELEPHONE AND SOCIAL
TELEPHONE AND SOCIAL
language.
language.
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Mini role play - Planning an evening’s entertainment.
Mini role play - Planning an evening’s entertainment.
Practices
Practices
EXPR
EXPR
ESSIO
ESSIO
NS OF
NS OF
CHO
CHO
ICE.
ICE.
CONTENTS
CONTENTS
TEACHING NOTES
TEACHING NOTES
for each game
for each game
➨➨A
GAME 1
-GAME 1 -
Find someone who…
Find someone who…
AimAim To To prapractictice ce QUEQUESTISTIONSONS and and SHOSHORT RT FORFORMM ansanswerwerss (eg (eg Yes Yes I dI did id / N/ No I o I diddidn’tn’t)) Contents
Contents 2 questionnaires2 questionnaires
1A is an elementary version of the game 1A is an elementary version of the game
1B is more challenging and uses a wide range of tenses and more interesting introduction phrases. 1B is more challenging and uses a wide range of tenses and more interesting introduction phrases. Organisation
Organisation Before the class. Photocopy one questionnaire per student.Before the class. Photocopy one questionnaire per student.
Before the game, go through the questions to make sure that students can use the structures e.g.
Before the game, go through the questions to make sure that students can use the structures e.g. Find someone who... went toFind someone who... went to a different country last year
a different country last year..“Excuse me. Did you go to a different country last year?”“Excuse me. Did you go to a different country last year?” Find someone who... has two orFind someone who... has two or
more brothers
more brothers..“Excuse me. I wonder if you have two or more brothers.”“Excuse me. I wonder if you have two or more brothers.” And also practice short form replies “Yes I do. NoAnd also practice short form replies “Yes I do. No
I don’t.” Make sure the students can use the phrases introducing questions.
I don’t.” Make sure the students can use the phrases introducing questions. “May I ask you if...” “I’d like to know if...”“May I ask you if...” “I’d like to know if...”
Play
Play Students have 5 minutes to ask questions - trying to find someone who can answerStudents have 5 minutes to ask questions - trying to find someone who can answer ‘yes’‘yes’. If they find someone who. If they find someone who
answers
answers‘yes‘yes’ they ask that person to sign their form. Students can only ask 2 questions to any individual. They must then find’ they ask that person to sign their form. Students can only ask 2 questions to any individual. They must then find
another partner for another 2 questions.
another partner for another 2 questions.
During the game the teacher monitors and helps with question making.
During the game the teacher monitors and helps with question making.
When the time limit is up see who has collected most
When the time limit is up see who has collected most‘yes’‘yes’signatures.signatures.
Then go through the questions again checking round the class for accuracy of question and of short form reply.
Then go through the questions again checking round the class for accuracy of question and of short form reply.
N.B. This is a very good icebreaker - and you always learn something new and interesting about your students!
N.B. This is a very good icebreaker - and you always learn something new and interesting about your students!
There are two spaces on each card for the teacher (or students) to add extra prompts.
There are two spaces on each card for the teacher (or students) to add extra prompts.
GAME 2
-GAME 2 -
Desert island
Desert island
Aim
Aim. To provide practice in questions and a. To provide practice in questions and answers about locations, especiallynswers about locations, especiallyPRESENT TENSE QUPRESENT TENSE QUESTIONS WITHESTIONS WITH
AUXILIARIES
AUXILIARIESe.g. ‘Do you know e.g. ‘Do you know where the marsh is?where the marsh is?’’
Contents
Contents 2A 2A - I- Infnformormatatioion sn sheheetet 2B 2B - I- Islslanand md mapap 2C 2C - I- Infonformarmatition on fofor gr grouroupsps
Vocabulary to pre-teach
Vocabulary to pre-teach: a map, a shipwreck, a camp, shelter - plus things on the island (snakes, coconuts etc.): a map, a shipwreck, a camp, shelter - plus things on the island (snakes, coconuts etc.)
Organisation
OrganisationThe class divides into four groups (A, B, C and D), with up to five students in each - representing explorers onThe class divides into four groups (A, B, C and D), with up to five students in each - representing explorers on
a tropical island. The object for each group is to complete their island map with all details.
a tropical island. The object for each group is to complete their island map with all details.
Play
Play
1
1 GivGive ee each ach grogroup up an Ian Islasland Ind Infonformarmatiotion Shn Sheeteet, a, and a nd a blablank mnk map. ap. AlsAlso io issussue the the ree relevlevant ant GroGroup Cup Card ard to to eaceach grh groupoup..
2
2 PoinPoint ot out ut thathat et each ach grogroup up musmust ht have ave two two mapmap-ma-makerkers ms mannanning ing thetheir ir mapmap, i, in a n a fixefixed sd spot pot in in the the claclassrssroomoom. W. Whenhen
asked by explorers from other groups, they must give
asked by explorers from other groups, they must give allallthe squares in which a thing is, e.g. ‘The mosquitoes are inthe squares in which a thing is, e.g. ‘The mosquitoes are in
squares A3, B3, C3, D3, E3 and D2.’ (But see Point 3 below).
squares A3, B3, C3, D3, E3 and D2.’ (But see Point 3 below).
3
3 The The othother ser studtudentents as are ‘re ‘expexplorlorersers’ wh’ who vio visit sit othother mer map - ap - makmakers ers and and ask ask quequestistions ons to gto get iet infonformarmatiotion on n on whewhere tre thinhingsgs
are. Emphasize that ‘explorers’ must always use the full formula for asking or answering questions. If the
are. Emphasize that ‘explorers’ must always use the full formula for asking or answering questions. If the
questioners use a shortened or incorrect form of questioning, the map makers can make them repeat the question.
questioners use a shortened or incorrect form of questioning, the map makers can make them repeat the question.
4
4 SeSet t ththe e titime me lilimimit. t. AAbobout ut 20 20 miminunutetes s is is rerecocommmmeendndeded..
Scoring.
Scoring.For Task 1, the teacher can award points for the number of things correctly positioned on each group map (checkedFor Task 1, the teacher can award points for the number of things correctly positioned on each group map (checked
against the master map). For Task 2, points can be awarded for identifying the best camp site (D8). Groups can be asked to
against the master map). For Task 2, points can be awarded for identifying the best camp site (D8). Groups can be asked to
state brief reasons for their choice - and perhaps a few points may be given for alternative sites as long as there are good
state brief reasons for their choice - and perhaps a few points may be given for alternative sites as long as there are good
grounds for the choice.
grounds for the choice.
Note
Note. By making up and issuing different Group Cards, the teacher can repeat this exercise many times with a class.. By making up and issuing different Group Cards, the teacher can repeat this exercise many times with a class.
BRAIN-friendly tip.
BRAIN-friendly tip. Encourage the use of coloured pens to decorate the maps. There could be a special ‘prize’ for theEncourage the use of coloured pens to decorate the maps. There could be a special ‘prize’ for the
group who present the most attractive looking map.
group who present the most attractive looking map.
BRAIN-friendly tip.
BRAIN-friendly tip. Encourage students to move around, to greet each other by name and to use phrases like ‘Thank youEncourage students to move around, to greet each other by name and to use phrases like ‘Thank you very much.’ ‘It’s been nice talking to you.’ ‘I hope we meet again soon!’
very much.’ ‘It’s been nice talking to you.’ ‘I hope we meet again soon!’
Teaching Notes
Teaching Notes
a
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8
See Master Map
See Master Map
Page 2c
Page 2c
GAME 3
-GAME 3 -
Birthday presents
Birthday presents
AimAim To actively practice comparatives and superlatives in To actively practice comparatives and superlatives in a shopping situation.a shopping situation. Contents
Contents 3A: Language input and record card (each student needs one).3A: Language input and record card (each student needs one). 3B: Shopkeeper’s card (only for the 4 shopkeepers).
3B: Shopkeeper’s card (only for the 4 shopkeepers). Play
Play
Use 3A to revise useful expressions for shopping, comparatives and superlatives. Choose four shopkeepers (A, B, C, and D). Use 3A to revise useful expressions for shopping, comparatives and superlatives. Choose four shopkeepers (A, B, C, and D). Give them their individual “contents” picture. They each choose a name for their shop and organise a table for it. The rest of Give them their individual “contents” picture. They each choose a name for their shop and organise a table for it. The rest of the class (the Shoppers) have to buy two presents each. One for an old uncle and one for a child.
the class (the Shoppers) have to buy two presents each. One for an old uncle and one for a child.
Before the game starts they should decide individually on the two presents they want to buy from the list of eight possibilities. Before the game starts they should decide individually on the two presents they want to buy from the list of eight possibilities. They should buy the best presents possible with the money they have (£10). The shoppers should, of course, check with each They should buy the best presents possible with the money they have (£10). The shoppers should, of course, check with each of the four shops before deciding what present to buy in which shop.
of the four shops before deciding what present to buy in which shop. Allow about 15 minutes for this activity.
Allow about 15 minutes for this activity. Checking
Checking Monitor the conversations as they take place. The best value presents are in the following shops.Monitor the conversations as they take place. The best value presents are in the following shops. b
baagg CC sswweeeet t sseelleeccttiioonn DD ttoorrcchh AA kkiittee BB b
booookk CC ssttaattuuee DD w
wrriittiinnggsseett AA gglloovveess BB
When an individual shopper is satisfied that he/she has found the best value for the presents required When an individual shopper is satisfied that he/she has found the best value for the presents required within the £10 limit he/she ‘buys’ them from the shopkeepers and completes the check list.
within the £10 limit he/she ‘buys’ them from the shopkeepers and completes the check list.
GAME 4
-GAME 4 -
The 10 o’clock News
The 10 o’clock News
Aim
Aim To motivate the telling of news stories using appropriate tenses, and also to build upTo motivate the telling of news stories using appropriate tenses, and also to build up amusing interviews.
amusing interviews. Contents
Contents 4A - News story picture strips4A - News story picture strips
4B - Model version elementary/more
4B - Model version elementary/more advanced.advanced. Play
Play
Method 1 (Simple) Method 1 (Simple)
Cut up the picture strips and give one story at a time to each group. Working together each group writes a 3-5 line narrative of Cut up the picture strips and give one story at a time to each group. Working together each group writes a 3-5 line narrative of the story and brings it to you to check for language accuracy before they get the next story. At the end of the allowed time the the story and brings it to you to check for language accuracy before they get the next story. At the end of the allowed time the teams read out their scripts.
teams read out their scripts. Method 2
Method 2 (Sophisticated)(Sophisticated)- with a strong group allow at least 45 minutes for stages a) to c) and another 45 minutes to make a- with a strong group allow at least 45 minutes for stages a) to c) and another 45 minutes to make a good job of d) to f). Cut up the picture strips and give a set to each group of students. Tell them to, a) arrange the stories in good job of d) to f). Cut up the picture strips and give a set to each group of students. Tell them to, a) arrange the stories in order of priority for a 10 pm News programme, b) write short sentence headlines for the three most important stories, c) write order of priority for a 10 pm News programme, b) write short sentence headlines for the three most important stories, c) write 3-5 sentence narratives for each picture strip, d) choose one or two of the stories, and script a short interview with the
3-5 sentence narratives for each picture strip, d) choose one or two of the stories, and script a short interview with the
characters involved, e) record the whole thing with as many imaginative touches and sound effects as possible, f) play all the characters involved, e) record the whole thing with as many imaginative touches and sound effects as possible, f) play all the taped versions and judge them on interest and language content.
taped versions and judge them on interest and language content. BRAIN-friendly tip.
BRAIN-friendly tip. Encourage each group to think of a theme tune (and sing/whistle it to introduce their News Bulletin)Encourage each group to think of a theme tune (and sing/whistle it to introduce their News Bulletin) and also to have a ‘microphone’ as they give their reports.
and also to have a ‘microphone’ as they give their reports. BRAIN-friendly tip.
BRAIN-friendly tip. Encourage the shoppers to “visualise” a) the uncle b) the child and describe them to a neighbour.Encourage the shoppers to “visualise” a) the uncle b) the child and describe them to a neighbour. Also, encourage the shopkeepers to make name cards for their shops and colour their “items for sale” pictures.
Also, encourage the shopkeepers to make name cards for their shops and colour their “items for sale” pictures.
b
b
Teaching Notes
Teaching Notes
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GAME 5
-GAME 5 -
Film Festival
Film Festival
Contents
Contents 5A: Language sheet and record sheet.5A: Language sheet and record sheet. 5B: Film card.
5B: Film card. The object of the game:
The object of the game: To have fun in English using some imagination to “create” a film, and to practice the language of To have fun in English using some imagination to “create” a film, and to practice the language of description and persuasion.
description and persuasion. The situation
The situation
Everyone in the class (or work in pairs) represents a film company at the International Film Festival. Each film company Everyone in the class (or work in pairs) represents a film company at the International Film Festival. Each film company presents one film to the Festival and the delegates collectively decide which 2 films will be shown world wide on TV as the presents one film to the Festival and the delegates collectively decide which 2 films will be shown world wide on TV as the prize winners. “Unfortunately” all the films have been lost in transit (!) and so the representatives must
prize winners. “Unfortunately” all the films have been lost in transit (!) and so the representatives must describedescribe the contentsthe contents and merits of their film.
and merits of their film. To Play
To Play
Pre-teach the language on
Pre-teach the language on 5A5A(brainstorm ‘film’ vocabulary) Cut up the film card sheet. Students work in pairs and pick a(brainstorm ‘film’ vocabulary) Cut up the film card sheet. Students work in pairs and pick a card at random. Each card gives outline details of a film to present to the Festival.
card at random. Each card gives outline details of a film to present to the Festival.
Students have a fixed time (10-20 minutes) in which to develop the film outline and prepare their presentation. It is very Students have a fixed time (10-20 minutes) in which to develop the film outline and prepare their presentation. It is very helpful if there is a pile of magazines in the room so that they can cut out one picture to use as a “still” from the film. They helpful if there is a pile of magazines in the room so that they can cut out one picture to use as a “still” from the film. They should say what their film is about (subject/the type of film/length of film etc) and why it is good enough to win a prize. should say what their film is about (subject/the type of film/length of film etc) and why it is good enough to win a prize. The teacher, or a chosen student, takes the chair, and invites each film company in turn to give a 2 minute presentation of The teacher, or a chosen student, takes the chair, and invites each film company in turn to give a 2 minute presentation of their film. The other delegates listen carefully and complete their record sheets. There should then be a time for comments their film. The other delegates listen carefully and complete their record sheets. There should then be a time for comments from the delegates. Encourage positive as well as critical comment. The language sheet will be useful.
from the delegates. Encourage positive as well as critical comment. The language sheet will be useful. Voting
Voting
Each company has 3 votes (2 for their favourite film and 1 for their second favourite). Of course, they cannot vote for their Each company has 3 votes (2 for their favourite film and 1 for their second favourite). Of course, they cannot vote for their own film. The teacher or Chairperson marks up the points on the board. (An extra element of discussion can be added by own film. The teacher or Chairperson marks up the points on the board. (An extra element of discussion can be added by asking the voters to give reasons for their choices). The Chairperson congratulates the presenters and announces the prize asking the voters to give reasons for their choices). The Chairperson congratulates the presenters and announces the prize winners. (Have a suitable Oscar ready to
winners. (Have a suitable Oscar ready to present). Review the language used in the exercise and present). Review the language used in the exercise and make corrections/suggesmake corrections/suggestions.tions.
GAME 6
-GAME 6 -
Fun with Pronunciation
Fun with Pronunciation
Aim
Aim To practice sounds and intonationTo practice sounds and intonation Contents:
Contents: 6A - Picture sheet.6A - Picture sheet. 6B - The key phrases 6B - The key phrases Play
Play
Give a picture sheet to each student Give a picture sheet to each student
- Teacher reads the key phrases. Exercise 1 is for students to
- Teacher reads the key phrases. Exercise 1 is for students to identify the picturesidentify the picturesfrom the key phrases.from the key phrases.
“Three thirsty thinkers”
“Three thirsty thinkers”- that’s- that’s picture 6picture 6.. - Exercise 2 is
- Exercise 2 is “listen and repeat”“listen and repeat”the phrases. Monitor this carefully picking up the practice points (listed below).the phrases. Monitor this carefully picking up the practice points (listed below). - Exercise 3 Cut up page of Key Phrases. Students match them to the pictures. All sorts of games become possible - Exercise 3 Cut up page of Key Phrases. Students match them to the pictures. All sorts of games become possible
(‘Which phrase is missing?’, ‘Snap’ etc ) (‘Which phrase is missing?’, ‘Snap’ etc )
- Exercise 4 (see next page) The Teacher asks the students to respond to questions in such a way that their answer - Exercise 4 (see next page) The Teacher asks the students to respond to questions in such a way that their answer will
will practicepractice the phonology point.the phonology point. After this the students should
After this the students should
- Colour the 12 cards with felt tip pens and cut them out. - Colour the 12 cards with felt tip pens and cut them out. - Imagine giving presents at a party and
- Imagine giving presents at a party and exchangeexchangethem with others in the class using the key phrase eachthem with others in the class using the key phrase each time (This should be quite formal but fun.)
time (This should be quite formal but fun.)“Peter. I’d like to give you three thirsty thinkers.”“Peter. I’d like to give you three thirsty thinkers.” “Thank you very much Karin. Here’s a present for you.” ‘I love flying in the sunshine’.”
“Thank you very much Karin. Here’s a present for you.” ‘I love flying in the sunshine’.”
- At a given moment, stop the party exercise, and students take turns to place the card(s) they hold on a pile to - At a given moment, stop the party exercise, and students take turns to place the card(s) they hold on a pile to make sets of 12. Each time they put down a card they
make sets of 12. Each time they put down a card they repeat the key phraserepeat the key phrase..
- The cards should be used for a few minutes quite frequently. Students will soon begin to use their own - The cards should be used for a few minutes quite frequently. Students will soon begin to use their own imagination to incorporate them into story situations.
imagination to incorporate them into story situations. E
Exexerrcicise se 1:1: WhWhicich ph picictuture re aam I m I tatalklkining ag abbouout?t? K
Keey y PPhhrraasseess AAnnsswweerr PPrraaccttiicceess T
Thhrreee e tthhiirrsstty y tthhiinnkkeerrss.. 66 [[θθ]]
S Soorrrryy. . YYoou u ccaann’’t t ppaarrk k yyoouur r ccaar r oon n tthhe e bbaarr.. 33 [[α:α:]] ((eemmpphhaassiiss)) I I lloovve e ffllyyiinng g iin n tthhe e ssuunnsshhiinnee.. 1122 [[ ll ] ] [[ ss ] ] [[ ss ] (enthusiasm)] (enthusiasm) W Whhaat t a a lloot t oof f uugglly y oonniioonnss!! 55 [[ΛΛ]] I I aalwlwayays s weweaar r my my rered d anand d yeyellllow ow hahat t in in ththe e babathth. . 1010 [[θθ]] AAddjjeeccttiivve e oorrddeerr A A jjaar r ffuulll l oof f ggeennttlleemmeenn.. 11 [[dd33]] A A wweet t aannd d wwiinnddy y wwaallk k oon n WWeeddnneessddaayy.. 77 [[ww]] L Looook k oouutt! ! HHeerre e ccoomme e ffiivve e vviicciioouus s vviippeerrss.. 44 [ v ][ v ] ((hhoorrrroorr)) T Thheerree’’s s a a sshheeeep p iin n tthhe e sswweeeet t sshhoopp!! 99 [[ ss ]] [ [ s s ] ] ((ssuurrpprriissee)) H Haanng g tthhe e rreed d aannd d wwhhiitte e ssttrriippeed d ppyyjjaamma a jjaacckkeet t oon n tthhe e hhooookk.. 88 [[ hh ]] L Looook k aat t tthhaat t llaazzy y ddaaiissyy!! 22 [ [ eeii]][ [ zz ] ] ((aannnnooyyaannccee)) M My y ddaauugghhtteer r bboouugghht t a a wwaatteer r bbeedd.. 1111 [ [ ]] BRAIN-friendly tip.
BRAIN-friendly tip. Make the planning/presenting stage like a very jokey cocktail party in Hollywood – withMake the planning/presenting stage like a very jokey cocktail party in Hollywood – with “champagne”, and “Oscars” to be won.
“champagne”, and “Oscars” to be won.
Teaching Notes
Teaching Notes
c
c
A
AC
CT
TIIVE
VE 8
8
e eGAME 6
-GAME 6 -
Fun with Pronunciation (continued)
Fun with Pronunciation (continued)
Here are some questions for Exercise 4Here are some questions for Exercise 4 (The students answer)(The students answer) W
Whhaat t wwaas s tthhe e wweeaatthheer r lliikke e oon n WWeeddnneessddaayy?? ““WWeet t aannd d wwiinnddyy..”” C
Caan n I I ppaarrk k hheerree?? ““NNoo. . YYoou u ccaann’’t t ppaarrk k yyoouur r ccaar r oon n tthhe e bbaarr..”” H
Haavve e yyoou u a a hhoobbbby y iin n tthhe e ssuummmmeerr?? ““YYeess, , I I lloovve e ffllyyiinng g iin n tthhe e ssuunnsshhiinnee..”” W
Whheerree’’s s tthhe e sshheeeepp?? ““IItt’’s s iin n tthhe e sswweeeet t sshhoopp..”” IIs s tthhe e jjaar r eemmppttyy?? ““NNoo. . IItt’’s s ffuulll l oof f ggeennttlleemmeenn..”” W
Whheerre e sshhaalll l I I ppuut t tthhiis s jjaacckkeett?? ““HHaanng g iit t oon n tthhe e hhooookk..”” W
Whho o iis s ssiittttiinng g oouuttssiidde e tthhe e ppuubb?? ““TThhrreee e tthhiirrsstty y tthhiinnkkeerrss..”” W
Whhaat t ddiid d yyoouur r ddaauugghhtteer r ddo o yyeesstteerrddaayy?? ““SShhe e bboouugghht t a a wwaatteer r bbeedd..”” W
Whhy y aarre e yyoou u llooookkiinng g sso o tteerrrriiffiieedd?? ““BBeeccaauusse e hheerre e ccoomme e ffiivve e vviicciioouus s vviippeerrss..”” D
Dooees s yyoouur r hhaaiir r ggeet t wweet t iin n tthhe e bbaatthh?? ““NNoo. . I I aallwwaayys s wweeaar r mmy y rreed d aannd d yyeelllloow w hhaatt..”” A
Arre e tthheere re aanny y vveeggeettaabbllees s in in tthhe e kkiittcchheenn?? ““YYeess. . TThheerre e aare re a a lloot t oof f uugglly y oonniioonnss..”” W
Whhaat t fflloowweerrs s ccaan n yyoou u sseee e iin n tthhe e ggaarrddeenn?? ““SSoomme e llaazzy y ddaaiissiieess..””
GAME 7
GAME 7--
On the phone
On the phone
Aim
Aim To practice telephone language through communicative exercises. Also To practice telephone language through communicative exercises. Also the language of the language of numbers/times/dates/measurements/price
numbers/times/dates/measurements/prices s etc.etc. Contents
Contents 7A - Phone cards: Caller/Answer 1-67A - Phone cards: Caller/Answer 1-6 7B - Model conversations 1-6
7B - Model conversations 1-6 Organisation
Organisation Cut up the six pairs of cards.Students work in pairs (ie Caller 3 and Answer 3).Cut up the six pairs of cards.Students work in pairs (ie Caller 3 and Answer 3). Play
Play Students study their own card and then have a telephone conversation with their partner. It is important forStudents study their own card and then have a telephone conversation with their partner. It is important for communicative accuracy that, where information is to be exchanged, it is written down.
communicative accuracy that, where information is to be exchanged, it is written down.
Use the model conversations to input useful language and for the students to check their accuracy performance. Use the model conversations to input useful language and for the students to check their accuracy performance.
GAME 8
-GAME 8 -
A night on the town
A night on the town
AimAim. To practise expressions of choice . To practise expressions of choice concerning entertainment.concerning entertainment. Contents
Contents 88A TA Taassk Ik Innffoorrmmaattiioon / n / RRoolle Ce Caarrddss 8B E8B Eaattiinng og ouut / t / EEnntteertrtaaiinnmmeennt gt guuiiddee Vocabulary to pre-teach
Vocabulary to pre-teach: a musical, a comedy, a thriller, a pub, a first-class restaurant, the Underground, to see the sights.: a musical, a comedy, a thriller, a pub, a first-class restaurant, the Underground, to see the sights. Organisation
Organisation. Students are work in groups of four.. Students are work in groups of four. Play.
Play. 1
1 EaEach ch grogroup up is is gigiveven on one ne cocopy py of of ththe Te Tasask Ik Infnforormamatitionon, a, and nd ththe Ee Entnterertataininmement nt papagege.. 2
2 CuCut tht the Roe Role Cle Carard Std Stririps tps to mao make a ske a sepepararatate Roe Role Cle Carard fod for ear each sch stutudedentnt, an, and did diststriribubute A – Dte A – D. Em. Emphphasasizize the thatat students must fully identify with their roles.
students must fully identify with their roles. 3
3 MaMake ke it it clcleaear tr thahat at all ll didiscscusussision on is is wiwiththin in eaeach ch grgrououp, p, nonot bt betetweween en didiffeffererent nt grgrououpsps.. 4
4 Set Set a tia time me limlimit oit of abf about out 10 m10 minuinutestes. T. The he grogroupsups’ de’ deciscisionions ss shouhould tld then hen be be reaready dy for for prepresensentattationion. T. The the teaceacher her maymay like to insist that each member must contribute at some stage to the group’s spoken report.
like to insist that each member must contribute at some stage to the group’s spoken report. Scoring.
Scoring.This activity is only mildly competitive. The teacher can, however, award a ‘prize’ for the most interesting / bestThis activity is only mildly competitive. The teacher can, however, award a ‘prize’ for the most interesting / best presented plan.
presented plan.
BRAIN-friendly tip.
BRAIN-friendly tip. Use pictures/people’s experience to set the Use pictures/people’s experience to set the scene in London. Encourage the students to scene in London. Encourage the students to thinkthink themselves fully into their roles. Who are they? Why are they in London? They should stay in those roles as they discuss themselves fully into their roles. Who are they? Why are they in London? They should stay in those roles as they discuss and present their plan.
and present their plan. BRAIN-friendly tip.
BRAIN-friendly tip. Use toy phones (or mime using phones). Encourage the students to make the phone call, THENUse toy phones (or mime using phones). Encourage the students to make the phone call, THEN check with the master version THEN make the call again.
check with the master version THEN make the call again. BRAIN-friendly tip.
BRAIN-friendly tip. As you teach the phrases use lots of hand gestures/movement to show intonation, stress, weak formsAs you teach the phrases use lots of hand gestures/movement to show intonation, stress, weak forms etc. Be dramatic. Exaggerate for effect; encourage the students to join in these actions too.
etc. Be dramatic. Exaggerate for effect; encourage the students to join in these actions too.
