Miniflashcards language games picture bank

Miniflashcards Longuoge Gomes \ u l3 :) PictureBank ner Thomas Susan LONGMAN visit Obama-OMama.blogspot.com for more eBooks and materials ;"-",' lVbsr r* Itrrr*; qAfdS Longuoge Gomes Picture Bank SusanThomas Addison Wesley Longman Limited EdinburghGate Harlow Esset CM20 2JE Enqland and AssociatedCompaniesthroughoutthe tDorl(l LanguageGames,1994 @ Miniflashcards This edition@ AddisonWesleyLongmanLimited 1999 "The right of Susan Thontasto be identifieclas author of this Work has beenassertedby her in accordance with the Copyright,Designsand PatentsAct 1988." All rights reserued;no port of this publication may be reproduced,stored in a retrieual system,or transmittedin any form or by any nleans,electronic,mechanical,photocopying,recording,or othenuise tuithout the prior written pennissionof the Publishers Photocopying The publishergrants permissionfor photocopyingof those pagesmarked'photocopiable'accordingto the following conditions.Individual purchasersmay make copiesfor their own use or for use by classesthey teach Schoolpurchasersmay make copiesfor use by their staff and students,but this permissiondoes not extentto additionalschoolor branches Under no cirumstancesmay any part of this book be photocopiedfor resale ISBN 0582 337917 Set in Rotis Serif and RotisSans Printedin China GCC/01 Acknowledgements Teachers'Notesby SusanThomaswith Hilary McColl With particuiarthanks to ElizabethEvans,Paul Sandayand FrancesWalsh With thanks also to IsabelleAyma, Timothy Hilgenberg,DeniseHobbs,Mary Jago,HanneloreNunn, Andrea Tierney,CarmenBishton, Ana Stanton,Sian Roderick,Brian Lockettand to the many other teachersand learnerswho have contributedideasand suggestions Illustrationsby HeatherClarke CONTENTS I n t r o d u c t i o nM: i n i f l a s h c a r d sa n d e f f e c t i v el a n g u a g el e a r n i n g E n c o u r a g i ncgr e a t i v eu s eo f l a n g u a g e S u g g e s t i o nf o s r u s i n gt h e m a t e r i a l s B P i c t u r eb a n ka n d v o c a b u l a rlyi s t s 1'l o F o o da n d D r i n k 1'.| o Leisure 14 o Travel o W e a t h e n d C a l e n d a r 20 r P e o p l ea n d J o b s 23 o Vital Verbs 26 H a P p yH o l i d a y s 29 o Roundthe Town 32 '17 S u g g e s t i ofnosr a c t i v i t i easn dg a m e s 37 U s i n ga n da d d i n gs p i n n e r s 44 rce-specific activities Resou 52 B F u n c t i ocna r d sE: n c o u r a g i tnrga n s f eor f l a n g u a gsek i l l s 61 lntroduction: learning andeffectivelanguage Miniflashcards Rationale As learners,we make use of all our senses:sight, sound,touch, even taste and smell.And we learn in many different ways: by listening to what peopletell us, by watching what they do, by copying them, by experimentingand finding things out for ourselves,and, above all, by practisingvarious skills Our learning can be passive(listening,reading,obseruing,etc.),it can be active (copying,experimenting, repeating,etc.),it can be individual (learningby oneselflor interactive(learningwith and from others) Often it is a combinationof these and as a result of thesewe developpreferred As learners,we find that we have strengthsand weaknesses, ways of learning.Traditionally,languagelearning in school has emphasisedaural input and text-based learning,but theseare not necessarilythe best or only ways lor all studentsto learn Awarenessof the value of other modesof learning is leading teachersto attempt to broadentheir approachso as to cater 0nly in this way, we are discovering,can teaching for a wider range of learning needsand preferences and learning becomemore effective MiniJtashcardsarevisual and tactile materialswhich help modern languageteachersto provide opportunitiesfor learning which are more multisensoryin their appealand which, hecauseof their flixibility, can be useclto meet a wicler range of learning needsthan textbookson their own can provide The emphasison games-typeactivitiesis deliberate,since the acquisitionof foreign languageskills is as much practicalas it is academic,and it is only through frequentpracticethat the learnercan become sufficiently familiar with the languagepresentedto be confident enough to use it for him/herself.Constant repetition,however,can be demotivating.By incorporatingnew vocabulary and grammaticalstructures into game-likesituationsin which the elementsappearin randomisedand enjoyablecombinations, learners'involvement in the learning processcan be engagedmore effectivelyand sustainedfor longer than is often the casewith textbook exercises.Gamesituations,if designedwith learning goals clearly in mind, can provide stimulating and challengingwork which can supportthosewith learning difficulties and promote the learning of our most gifted students canbe usedto promoteeffectivelearning: WaysMiniflashcards Supportingmultisensoryapproacheswith materialswhich are o tactile r visual o designedfor active use Making languageuisibleby prouiding uisual prompts and manipulablestructuresfor o vocabularyIearning o patternsof language o helping to build or reinforceconcepts o making sequencesand relationshipsbetweenwords more explicit encouragingthe transferof languageskills acrosstopic areas Supportingdffirentiation: Prouidingchallengesappropriatefor classesof all abilities and mircd abilities o flexible materials support hundreds of differentiated activities o interestis maintainedfor longer, so learning is more secure o activitiescan be as simple or as demandingas the teacherwishes o materialssupport acquisitionof complex grammar points as well as simple vocabulary materialscan be used in ways which stimulatecreativeuse of languageacquired o materialslend themselvesboth to self-monitoringand to teacherassessment Supp orting independentlearning gamesand activitiesengageand motivate learnersto work with minimal teacherinteruention o materialsfacilitate self-monitoringand encouragelearnersto achievemastery e activitiesusing the materialscan be devisedby iearnersthemselves o visuals can be used to provide on-going support for learnersencounteringdifficulties Supp orting co-operatiuelearning o providesa putposefor group work o facilitatessocial aspectsof learning together,e.g.,turn taking e providescontext for learning with and from peers Building conjldence o activitiesinvolve learnersin ways which they can managewith ease o flexible materialsprovide as much varied practiceas is required o non-threateningcontexts (successor failure turns on luck as well as skill, encouragingrisk-taking, protectingself-esteemand allowing learning to continue) o through self-monitoringthe learnerbecomesaware of the effectiveness- or othervrise- of her/his own learning, and so can continue until confident Motiuating gamesare fun o working with othersis fun more sensesare engaged o providesreasonsfor speaking,reading,listening,wriling now o practice-> confidence-) success+ motivation Promotingcreatiuity o materialscan provide the starting point or springboardfor further linguistic development o picturesand groups or sequencesof picturescan trigger learners'own ideasand language,whereas text can have the effect of restrictinglearnersto the 'given' language o creativeactivitiescan easily be devisedusing the samematerialsused for gamesor practiceactivities o activitiesusing the materialscan be devisedby learnersthemselves by using the target languagewhile involved in gamesor activities,learnersare using it 'for real' o learnersare encouragedto adapt languagefor use in new and unpredictablesituations Making fficient use of resources,by prouiding materialswhich areJlerible, costeffectiueand timesauing o the materialscan be usedby learnersin any class,at any age or level, including adults they can be used with whole class,groups or individuals o the materialscan support activitiesat various stagesof the languageprogramme,e.g.,presentation, practice,diagnosis,assessment, revision,reference o the sameelementscan be combinedin many different ways to support almost any topic they can be used to supportlanguagelearning in any language,or in a range of languages o many of the gamesmaterialsare ready made,easily portable and ready to be used any.where o the photocopiablematerialscan be cut up, enlarged,coloured,etc to suit individual learning needs templatesare provided for adding further items to suit the classor individual learners o m?ily ideasfor simple gamesand activitiesare provided * - Encouraging creativeuseof language Gamescan be an effectiveway of motivating learnersto practisebasic vocabularyand structuresto the point where they can use them confidently.Someof the gamesdescribedin this book go further than this, encouraginglearnersto combine elementsof languagethey have already acquiredto producenew forms of the languageto suit new situations pack can be used in many other ways to support the The materialssuppliedin this MiniJTashcards given below are creativeuse of language.A few examples Say what you think a person's thinking Imagine a conversation between people Give a simple description of an item Say what's happening in the picture Say what you think a person's saying Makea sentenceabout the picture where you fi:Zt:,F, Give the coffect part of a verb to match the pronoun Say how you feel or if you like or dislike Give a command Ask a guestron Make a negative Say sometfiing in the past, present, future Say sometfiing with a number in it (e.g for counting, Prices, times of the daY) Say what colour sometfilng is Suggestions for usingthe materia ls This book containsthe copymastersto accompanyMiniflashcards.However,the book can also be used as a freestandingphotocopiableresource T h eM a t e r i a l s o B setsof playing cards and/or copymasters: Food and Drink; Leisure;Trauel; Weatherand Calendar;Peopleand Jobs; Vital Verbs;Happy Holidays;Round the Town o spinners: Question;Pronoun;Colour I; Colour2; Tenses; Mood/Faces;l)-section; I2-section:2T-section Howto prepare the photocopiable resources The copymasterscan be preparedin a variety of ways to suit the needsand learning preferencesof your classes ' ' o o ' o t They can be photocopiedonto paper,for use as handoutsor worksheets They can be enlarged,for display or for making flashcards They can be copied onto card, perhapsenlarged,and then cut to make individual cards for {ames and activities Text can be addedbeneathpicturesor on the backs of cards For maximum durability,visuals can be copied onto paper,glued onto thick card and coveredwitn plastic They can be photocopiedonto acetateto createtransparencies for use on the OHP Oncecopied,visuals can be combinedor groupedto make display materials,or used to compile a picture dictionary or topic referencebook Blank masterscan be used to createnew setsof visuals,to make matching text cards and new games U s i n gt h e v i s u a l s The visuals can be used to support classroomwork in a number of different ways For example,a visual can o ' o o o o be used to introduce a new word or phrase; serveas a prompt for the production of the spokenword or phrasein a practiceor review exercise serveas a reminder of the meaning of the associatedwritten word or phrase; provide the starting point for introducing or revising relatedvocabulary; be used in combinationwith one or more other prompts to illustrate a structure; provide one of a seriesof examplesto practisea teachingpoint; be used in conjunction with a die or spinner to provide randomisedprompts for practiceor ASSCSSlnCNI Someof thesefunctions will be more appropriatethan othersat different stagesin the teaching programme Presentation The teacherintroducesnew vocabulary and phrases,referring to the visuals preparedfor the OHp or as flashcards.Provide plenty of opportunity for the languageto be heard and practisedunobtrusivelybefore anyone is called on to perform alone 'Choruswork' and repetitionis useful at this stage.Encourage learnersto experimentwith their voices,repeatingthe new words and expressionsemphatically,softly, angrily, questioningly,etc This helps to avoid monotony and encourageslearnersto get used to experimentingwith intonation as well as pronunciation Learnerswho are good at processingsound input will quickly begin to associatevisuals and sound and be able to reproducethe soundsaccurately;otherswill find it helpful to be able to seethe written words as well, so introduction of the written form should not be too long delayed.This is the stageat which to draw attention to the important phonetic aspectsof the written word, so that learnerswill be able to work out the correctpronunciationfor themselves,if at a later stagethey need to refer back to the items beinq nresentednow s ndgames P r a c t i ca ec t i v i t i ea Oncethe learnershave becomesufficiently familiar with the new elementsto be reasonablysure of pronouncingthem correctly,individual or group activitiesand gamescan be set up Theseactivitieswill help the learnersto improve their familiarity with the new languageand begin to transfer it to long-term memory.At this stagethey should be encouragedto ask for confirmation of any vocabulary or pronunciationthey may find they have forgotten or are not sure of Section5 offers suggestionsfor activitiesand gameswhich can be used with any of the visuals in this book to achievea range of learning outcomes.Section7 offers suggestionsspecificallyrelatedto particular setsof visuals in this book IVIostof the activitiessuggestedin Sections5, and are basedon traditional gamesand will be familiar Younger learnersare usually very good at making up their own variations of thesegames.The important thing is that they are actively using the languagein a practical,meaningfulway, and also having fun Although some gamescan be noisy or boisterous,the effort learnersbring to them can be considerable.Adults usually respondjust as positively as younger learners;using languagein the context 'in of a game can help them to overcomeinitial shynessabout using the language public' For extendedpractice,learnerscan be directedto move round the room at timed intervals,changing partnersor groups repeatedly.In some of the games,successrelies on good co-operationbetweenplayers gther gamesare very competitive.Here the teachermay wish to give somethought on how best to involve the weakerstudent.The competitivegamescan be made into exciting team events,with a time elementbeing introduced,or with studentsrushing out to the front with the correct card(s).However, theseneed to be played in a hazard free area! Most gameswill last between5 and 15 minutes; writing gamescan take longer.Time should also be allowed for debriefing.Studentscan discussany difficultiesthey encountered,the effectivenessof the activity, and how it could be varied, amendedor extendedto fit their own needs/interests/experience U s i n gt h e t a r g e tl a n g u a g e The gamesshould be played using the target language.A player who failed to use the target language might be requiredto go back to the beginning of the game and start again Learnerswill need to be taught appropriatelanguageto use before embarkingon the activities S e l f - a s s e s s m eanstp a r t o f l e a r n i n g Activities and gamesbasedon cards are particularly useful for helping learnersto becomeaware of techniquesfor monitoring their own progress.It is easyto test yourself, or a partner,by counting the number of cardscorrectlyidentified in the target language.Thesecardscan then be discardedtemporarily while the lesswell known cards are reworked,bringing all cardstogetherfor a further test afterwards T e a c h ears s e s s m e n t This can take place o o during a teachercontrolledactivity on the OHP by observingindividuals and groups at work by joining in activitieswith an individual or group in groups,using the foreign languageassistantor more advancedlearnerwho may be present by providing individuals or groupswith a worksheetto complete,basedon the samevisuals Such feedbackprovidesthe teacherwith information for future reteachingor for planning future work (f ?, 3H3HAA ,Oo 3NO/rl t \ a c ,Oo O O Oo O, Oo O, @ AddisonWesleyLongmanlta @ 49 I a\ L v \ r o o o o @ o 50 @ AddisonWesleyLongmanfta @ r {t @ Addison WesleyLongman Ltd @ 51 Resou rce-specific activities ANDDRINK FOOD S u g g e s t elda n g u a g e : o As in vocabularylist o Subsets:fruit, uegetables, drinks o Other items in the pictures:.cup, saucer,tablecloth,spoon o Relatedvocabulary:fresh, hot, cold, delicious o Dialogueat the market.Example: I'd like an ice cream,please Yes,of course- chocolateor uanilla? Vanilla Here you are That'll be ,please o Dialogueat a cafe.Example: I think I'll hsue some tea and a cake.What would you like? I'm not uery hungry.I'll just haue a coffee SuggestedactivitieStSeesection Examples: What's Shown on the Card?; Noughtsand Crosses;3 in a Row; Kim's Game; Bingo; I Spy; Odd One Out; Matching Pairs; They Said/YouSaid; ShoppingSpree Overlays of Prices.Add overlay pricesto OHTsor photocopies Battleship Buddies.Placefood on the shelvesof a fridge or cupboard I Went to Market I went to market and bought some oranges some cheese some onions ,etc Healthy Meals Decidewhich foods are healthierthan others.Deal cards.lf they make a healthy meal, you get a point Fun with Functions.Examples: Ask about/statea prderence, offerfacceptsomething, makefreply to a request,pay a compliment, askfor information,apologisefor something,make/replyto a complaint,persuadesomeoneto something,ask about/giuethe reasonfor something, AdditionaI activities : Table Talk Placeselectedcardsin the middle of the tdble Two playersuse them to prompt a dialogue For elample: Wouldyou like another sandwich?No, thank you But could I haue anotherpiece of cake? Yes,of course.Here you are Thank you lt's delicious Menu Master Spreadout selectedcards on the table Suggestcombinationsor amountsof food to fit a given meal For example,menus for: a low/high calorie meal, a balancedmeal, a uegetarianmeal, a breakfastflunch/afiernoonteafsupper meal, a meal you like/hate,a mealfor your worst enemy a cheap/erpensiue a mealfor B people (with quantities),a picnic meal Use a dictionary to find out extra food and drink items One point per item on the menu Survey Favouritefoods/drinksin the class.What peoplehave for breakfast Mix and Match: Food and Drink Cardsand Mood Spinner Food and Drink Cardsand Number Sninner 52 RE LEISU S u g g e s t el adn g u a g e : o As in vocabularylists o 0ther items in the pictures: Equipment - skis, tennis racquet,football Clothing- shorts, T-shirt o Relatedvocabulary: Pets- fish tank, bird cage,dog kennel A d d i t i o n alla n g u a g e : Wut is it/are they? It's They're What's s/he doing? S/he'splayingfootball Do you haue a dog? What are your hobbies? What do/did you at the weekend?What you afier school? IMat you on Mondays? What's your fauourite sport? What you like/dislikeabout it? What sport would you like/hateto play and why? IMen you play tennis?How much doesa tennis racquetcost? I'd like to join the leisurecentre Are there eueningclassesin '? Would you like to go to the cinema with me? I'd loue to - what shall we go and see? 5.Examples: Suggestedactivitiesl SeeSection What's Shown on the Card?; Noughts and Crosses;3 in a Row; Kim's Game; Bingo; Matching Pairs; True or False; GuessingGame; Charades;They Said/YouSaid I Went to Market etc At the sportsclub you can swimming' tennis- gymnastics , etc' appreciation , you dancing DIY fiIm can eueninq classes the local At Battleship Buddies Put pets in basketsat the vet's DIY Matching Pairs Write descriptionson slips of paper of what you like/don't like about a leisure activity The next group must match up the description with the activity Fun with Functions Examples: Askfor/giue information, describewhat someone'sdoing, make/reply to a request,giue some instructions, giue/acceptan inuitation, make an appointment, askfor/state a preference,report an euent in the past, persuudesomeoneto something askfor/giue permissionto something,erpress(dis)satisfaction, : I activities Additiona Survey Classpets; favourite sports/leisureactivities; favourite music; favourite TV programmes Comparing Diaries With a partner, go through a selection of cards, saying whether you like the activity illustrated Put those you like in next week's diary Mix and Match: Leisureand WeatherCards - Leisureand Mood SPinner Leisureand QuestionSPinner Leisureand Pronoun SPinner Leisureand TensesSpinner 53 TRAVEL S u g g e s t elda n g u a g e : o As in vocabularylists o 0ther items in the pictures: Wheel,screen,headlights,saddle Platform, air ferminal, quay o Relatedvocabulary: Arriual, departure, on time, late, delay A d d i t i o n alla n g u a g e : What is it/are they? It's They're Do you haue a bike/car? What's your fauourite car? What'ss/he doing? She'slookingat the timetable washing the car I'd like a neu bike Certainly What kind of model/make ? How much doesthis one cost? How you get to school/work? How can I get to ? What time doesthe nefi train leauefor ? What time doesit arriue? CouldI hauea ticketto ? I lefi my umbrellaon the bus this morning Learnerscan add their own cards of lessconventionalmodesof travel: skateboard,unicycle,rollerblades Suggestedactivitiest SeeSection 5.Examples: What's Shown on the Card?; Noughts and Crosses;3 in a Row; Kim's Game; Bingo; Matching pairs; True or False; GuessingGame; Charades Matching Pairs Take cards,one from travel and one from weather.Make a plausiblesentence It's icy, foggy - fake care when driuing It's a louely day - I expect there'll be traffic jams on the roads to the coast It's raining - can you giue me a lifi in your car? DIY Matching Pairs Write destinationson slips of paper (e.g.,the nearestpost office, the nearestlarge town, London, Calais,Tokyo; etc.)to match to modesof transport You could get there on foot or you could catch the bus You take the train to Douer, then catch the ferry DIY Matching Pairs As above,but take cards,one from destinations,and one from modesof travel Get a point if they make a plausiblematch (e.g.,Tokyo- bicyclemay not get a point) Battleship Buddies.Examples:Put the tari at the back, put the motorbikene:rtto it Put the car in front of the taxi Fun with Functions Examples: Askfor/giue information, askfor/state a preference,make a suggestionfcomplaint,erpress a worry/hope, describewhot someone'sdoing, make/repty to a request,giue some instructions,report an euentin the past, askfor/giue permissionto something,erpress (dis)satisfoction, persuadesomeone(not) to something Mix and Match: Travel and Weather Cards T r a v e la n d M o o d S p i n n e r Travel and QuestionSpinner Travel and Pronoun Spinner Traveland TensesSoinner 54 AND CALENDAR WEATHER S u g g e s t el adn g u a g e : o As in vocabularylists o Other items in the pictures: Calendar,clock,clothing o Related vocabulary: Dann, dusk, twilight A d d i t i o n al al n g u a g e : What is it? It's What time of day/month/time of year is it? weather".? What's your fauourite time of day/month/seasonf What's the weatherlike? What you wear when it's cold? When'syour birthday? Wat you on your birthday/at Christmas/NewYearfEaster? What's s/he doing? She'slooking at a Valentine'scarrl - it must be February 5.Examples: Suggestedactivitiesl SeeSection What's Shown on the Card?; Noughts and Crosses;3 in a Row; Bingo; Matching Pairs;True or False; GuessingGame; Charades Give Us a Clue Spreadthe cardsout on the table Make a sentenceabout a picture for other playersto guess.Example: In this month you send Valentine'scards DIy Matching Pairs Awritten version of the above.0n slips of paper,write what happensat different times of the year, for the next $roup to match to months, seasonsor festivals DIy Matching pairs On slips of paper,write what happensduring different weatherconditions,for the next group to match to WeatherCards.Example: It's difflcult to see- fogtlY Fun with Functions.ExamPles: Askfor/giue/check information, makefreply to a request,giuelacceptan inuitation, askfor/giue a hope,giue a warning, elpress disappointment preference,make a prediction/express : I activities Additiona Weather report Providelarge photocopiedmaps of Europeor the World One player gives a weather report for the region and the othersplace on their maps the appropriateweathersymbol.They then comparetheir rePorts Mix and Match: and Travel Cards Weather/Calendar and LeisureCards Weather/Calendar and Mood Spinner Weather/Calendar and QuestionSpinner Weather/Calendar and TensesSpinner Weather/Calendar 55 PEOPLE ANDJOBS S u g g e s t el adn g u a g e : o As in vocabularylists o Other items in the pictures: Types of clothing: tunic, safety helmet, uniform, dungarees Equipment: iron, computer,stethoscope,scissors,clipboard o Relatedvocabulary: Job, profession, career, training, conditions of employment A d d i t i o n alla n g u a g e : What job is this/doess/he do? It's 5/he's What doess/he in thisjob? Thisjob is indoorfoutdoor.ln thisjob you work with people Thesecardsoffer many opportunitiesfor languagepractice.Somesuggestionsare to describe: o what the peopleare doing o where they are likely to be o what they are wearing/whatthey need to wear for work o the things they use: hairdresser- scissors,'teacher- cholk Imagine: o what they might be saying or thinking an averageday/week at work o problemsat work and how they would deal with them Learnerscould jot down their own ideason the above before discussingthe characters.They could then, if appropriate,relatethe topic to their own experiences Suggestedactivitiest SeeSection 5.Examples: What's Shown on the Card?; A Questionof Languages; Noughts and Crosses;3 in a Row; I Spy; Kim's Game; Bingo; Matching Pairs; True or False; GuessingGame; Charades;Two's Company; They Said/YouSaid; Countdown I went to Market I went to the Job Centreand I saw the engineerand Battleship Buddies The doctor is betweenthe studentand the dentist Additiona I activities : The Detectives.Lay out 15 cards on the table.You have been a witnessto a robbery.You describeone of the characterson the cardsto the others,the detectives.They have to guesswho it is gne point for the one who describesand guesses.A point is lost for wrong guesses Job Descriptions.Take a card, concealingit from other players.List things that the personmight in his/herjob Example: waiter Takesorders, bringsfood to table, prepares bill, takesmoney, clearstable The othersguesswho it is One point each for the one who describesand who guesses.Points are lost for wrong guesses 56 Job Interview Two players are dealt a card and have to apply for the job The other players are the interviewing panel They can ask about such things as: - qualifications/training/experience personality/health and physique o how the applicant would get to work o how much they know about the job o what they think they would be doing why they want the job/how interestedthey are - - - why they think they would be good at it o why they should be offered the job o how much they expect to be paid/the salary o where they seethemselvesin 5110l2oyears' time The applicants then have an opportunity to ask questions - about the training, the organisation, the hours, the pay, etc The most impressive/plausibleapplicant $ets the job Conversations players each take a card, then role play a conversation that might take place between the two of them ExamPles: Doctor treating bricklayer who has hurt her/his back, tourist with sunburn Computerprogrammer aduising chemist on choice of programme to hold list of patients and preuious prescriptions Complaint or argument at a garage: they hauen'tfired the car properly 'Twenty What's My Line? As in Questions'but you take a card, a mime to it, and then answer up to 10 questionsfrom the othersas to what the job is' But what exactly you do? Lay out selectedPeople and Jobs and Vital Verbs Cards on the table Pick out a pair and make a sentence.Example:A waiter carriesdrinks Mix and Match: People and Jobs and Vital Verbs Cards _ Peopleand Jobs Cardsand Mood Spinner Peopleand Jobs Cardsand QuestionSpinner 57 VITALVERBS S u g g e s t el adn g u a g e : o As in vocabulary lists o Other items in the pictures: Clothing,physical characteristics S u g g e s t e da c ti vi ti e stS e eS e cti o5n.E x amples: What's Shown on the Card?Thesesimple activitiescan be combinedwith spinnersas follows: Pronoun Spinner: Learnerstwirl the spinnerwith selectedcardsto prompt the correctverb ending Note: When the Pronoun Spinner is combinedwith picture prompts it can be agreedin advancethat EITHERthe player usesthe prompts creatively,and assumesthat numbersand genderswill match 0R the player can have his/her turn ONLYif the number and gendermatch If not, the turn goesto the next player TensesSpinner: Learnerstwirl the spinner with selectedcardsto prompt the correcttenseor form of the verb Question Spinner: Frame questionspromptedby the combination of selectedcardsand spinner Note: With all of the above prompts,the spinnerscan be placed with one sectionshowing, for repeated practiceof the sameitem 0r more advancedlearnerscan have a free throw A d d i t i o n aalc t i v i t i e s : Line Solitaire; A Questionof Languages;Noughts and Crosses;3 in a Row; Bingo; Matching Pairs; True or False; GuessingGame; Charades DIY Matching Pairs 0n slips of paper,write sentencesusing the verbs for the next group to match up DIY Matching Pairs As above,but write sentencesusing groups of transitive or intransitiveverbs Fun with Functions.Examples: Ask for/giue information, makefreply to a request,giue/checksome instructions, askfor/giue an e:rplanation,ask aboutfreportsomethingthat happenedin the past, askfor/giue permissionto something,erpresshope,giue a warning, expresssurprisefdisappointment, forbid/encouragesomeone Mix and Match: VerbsCardsand Pronoun Spinner VerbsCardsand QuestionSpinner VerbsCardsand TensesSpinner 5B HAPPYHOLIDAYS S u g g e s t elda n g u a g e : o As in vocabularylists o Other items in the pictures: Clothing,belongings,details of buildingsand places A d d i t i o n alla n g u a g e : What is it/are they? lt's They're What's it like ? tMhutcan you seein this picture ? What's s/he doing? S/he's Do you like ?What'syourfauourite ? How much is ? l'd like to book a room How many nights? Singleor double?How many adults/children? a sea uiew? )uerlooking the pool? With balcony? With bath or shower? With a CouldI seeyour passport,Please? ls there a restaurant?Where'sthe bar/lifi? Where'sthe beach/postbox? I'd like to book an excursion Do you sell stamps/maps?How much is this postcard? How was your holiday? What did you like obout it? What didn't you like? Wheredid you go? How did you get there?Who did you go with? Wheredid you stay? What was it like? 5.Examples: Suggestedactivitiesl SeeSection in a Row; I Spy; Kim's Noughtsand Crosses; What's Shown on the Card?;A Questionof Languages; StoryTime Countdown; Charades; Game; False; Guessing or True Game;Bingo;MatchingPairs; Two's Company.Qne of you is the hotel receptionist,another a guest.An appropriateselectionof cards is dealt to the guestto PromPt: a bookingby telephone an informationgatheringconuersationat the receptiondesksoon after arriual a number of complaintsthat the guest has, concerningroom, lifi, restaurant,etc Lost Property Reportlost items to a relevant authority e.g.,key, passport,camera,suitcase Happy Families Collecta set of belongingsas in the examplesabove Fun with Functions.ExamPles: a Askfor/giue information,offerfacceptsomething,describewhat someone'sdoing, ask about/describe abouffreport ask an etplanation placi, askaboutfstatea preference,makefreplyto a request,askfor/giue somethingthat happenedin the past, askfor/giue permissionto something,expresshope,giue a make a erpresssatisfaction/dissatisfoction, warning, giue an apology,e.rpresssurprise/disappointment, complaint A d d i t i o n aal c t i v i t i e s : Survey.0f real or imagined favourite holiday destinationsand accommodation Mix and Match: HolidaysCardsand Mood Spinner Holidays Cardsand QuestionSpinner Holidays Cardsand TensesSPinner 59 ROUNDTHETOWN S u g g e s t el adn g u a g e : o As in vocabularylists o Other items in the pictures Roof, chimney, window, door, gate Contentsof rooms,shops,stores,stalls A d d i t i o n alla n g u a g e : What is it? It's Describe What can you seein this picture? What is/are s/he/they doing? What's s/he thinking/ saying? What happensin a hospital,bank,school ? Is there a bank near here? Pleasecould you tell me how to get to the post ffice? I'll meetyou outsidethe bank I liue near the castle,town centre Do you like where you liue? Why/Why not? Is there a leisure centre here? What can you there? How was your uisit to the castle? What did you like/dislike about it? Who did you go with? How much did it cost? When is it open? Suggestedactivitiest SeeSection 5.Examples: What's Shown on the Card?; Line Solitaire; A Questionof Languages; Noughts and Crosses;3 in a Row; I Spy; Kim's Game; Bingo; Matching Pairs; True or False; GuessingGame; charades; I Said/TheySaid; Countdown; Story Time GuessingGame.In this place you can buy Chain Games (Variation of I Went to Market) This morning I went and got some cashfrom the bank uisitedmy aunt in hospital tooka parcel to the post ffice DIY Matching Pairs 0n slips of paper write a sentenceappropriateto a place for another group to match up.Example: I had a game of table tennis.I boughtsome cereal.I took in mJ applicationfor an ffice job Fun with Functions.Examples: Ask for/giue information, describewhat someone'sdoing, ask about/describea place, askfor/giue directions, ask aboutfstatea preference,makefreply to a request, askfor/giue an etplanation, ask aboutfreport something that happenedin the past, erpress hope, giue a warning, expresssatisfaction/ dissatisfoction,make a complaint, ask about/describea project Mix and Match: Round the Town and Food and Drink Cards Round the Town and Leisure Cards Round the Town and Job Cards Round the Town Cardsand QuestionSpinner Round the Town Cardsand Mood Spinner 60 _ Functioncards: skills transferof language Encouraging - Many languageprogrammesare organisedaround topics.While this has many advantagesfor the learner, teacherssometimesfind that learners tend to associatecertain vocabulary and structureswith certain topics and need to be given opportunitiesto discoverhow languagethey have alreadylearnedcan be used in quite different situations If learners are to develop fluency in the language, they must be aware, right from the beginning, that a little language can go a long way 'risk-free' Using the materialsin this pack, togetherwith Function cards,Iearnerscan be provided with situationsin which to engageexperimentallyin the use of known languagein new, and perhaps unfamiliar, contexts.In so doing, they will build up confidencein their ability to cope with the unpredictabilityof languagein real life contexts The sampleFunction cardsshown below will illustratethe potential of such an approach U s i n gf u n c t i o nc a r d s Examole1 Preparea card bearing the instruction: Askfor informotion Selecta set of cards or visuals which depict different situations in which a learner might want to ask for information Thesemight include, from this book: EEHEWW Example Mokeo request Preparea card bearing the instruction: or Askfor help Selecta set of cards or visualswhich depict different situationsin which a learner might want to this Thesemight include, from this book: EEWHWW A whole stack of Function cardsreflectingsituationsin the current topic can be made up for use with visuals from former topics covered,or from new situations.Hundredsof permutationsbecomepossible using just a few cards 61 Function cardscan be used at any level, provided that learnersunderstandthat there are various ways of saying the samething, and that what is important is to get the messageacross.For example:if the learnerhas cardswhich require her/him to ask for information about the hospital,and has decidedto ask for directions,he/shecould say: Hospital, please? Where'sthe hospital? Ercuse me, can you tell me where the hospital is? etc Each student can thereforeperform at his/her own level Oncelearnershave got the idea that languageis transferablefrom one situation to another,the teacher might, when introducing a new topic, explore with the classwhich functions might apply to the new situation and what languagethey alreadyhave at their disposal While learnersare becoming accustomedto activitiesusing Function cards,one possibility might be to print the instructionsin their first language.Later on, instructionscan be printed in the target language Usingfunctioncardsto encourage learnersto say more In the examplesabove,single Function cards were used with a range of picturesdepicting situations Another way to use Function cardsis to provide a number of them with a suitablepicture and to ask the learnerto use the ideasthus generatedto say as much as they can either about the picture or imagining they are in the picture Example 1:With picture Round the Town 10 - In Hospital the learner,or a group of learnerscould be askedto producelanguagematching the following functions: Say what this is Make a comparison Saltwhat usually happenshere Mention somethingyou like Describesomething Mention somethingyou don't like Requestsomething Say how you feel about it Giue instructions Make a wish Once ideashave been generated,learnerscould be askedto give a talk or write a piece about a visit to the hospital,doctor or dentist.The sameset of Function cardscould be used with other locations Example2: Using picture Leisure 16-At a Party preparea selectionof Function cardson the following lines: Askfor/giue information Make an appointment Describewhat someone'sdoing Ask for/state a preference Make/reply to a request Report an euentin the past Askfor/giue permissionto something Giue some instructions Persuadesomeoneto something Giue/acceptan inuitation After brainstormingthis situation,learnerscould be askedto write a dialogueor perform a short scene A c t i v i t i easn dg a m e su s i n gf u n c t i o nc a r d s 62 Many of the activitiesand gamesalready describedcan be adaptedfor use with Function cards o Pagesof visuals can be photocopiedfor use in this way, with playersthrowing a suitably numbered dice to selectthe situation for which they are to provide the languageitem shown on the Function card o of Function cardscan be used to prompt the compositionof dialogues Sequences T A I I l_i g I el el q 63 [...]...Reference In all foreign languagework, learners'confidencecan be underminedby memory failure The visuals can be used in a number of ways to provide on-going support for individuals or groupswho may need it at a later stagein the programme.Learnersare more likely to use languageif they have the opportunity to refreshtheir memory quickly and unobtrusively... scrapbook or 'topic book' which can be consultedby learnersat any future stagein the programme.If the items can also be recordedon a short tape, a 'multisensory ref'erence book' can be created 10 4 lists Picturebankandvocabulary FOODAND DRINK l bread 21 orange 2 butter 22 apple 3 jam 23 lemon 4 sandwich 24 dessert 5 cheese 25 CAKC 6 ham 26 ice cream 7 sausage 27 sweets B egg 28 milk 9 salt and pepper 29 tea... 2 man 22 baker 3 friend 23 receptionist 4 girl/boyfriend 24 shop assistant 5 neighbour 25 musician 6 retired person 26 butcher 7 househusband/wife 27 policeman/woman B pupil 28 chemist 9 student 29 bank clerk 10 unemployedperson 30 farmer 11 customer 31 nurse 12 tourist 32 artist 13 computerprogrammer 33 waiter/ress 14 postman/woman 34 customsofficer 15 engineer 35 driver 16 doctor 36 cook 17 dentist... 4 cathedral 24 newsstand 5 monument 25 bookshop 6 castle 26 cornershop 7 park 27 school B town hall 28 youth club 9 museum 29 ice rink 10 hospital 30 leisurecentre 11 policestation 3 1 c i n e m a 12 .bank 32 disco 13 library 33 restaurant 14 post office 34 old town 15 office 3 5 p e d e s t r i a cnr o s s i n g 16 factory 36 bus stop 17 garage 37 phonebox 18 shop 38 litter bin 19 market 39 toilets