Oxford basics simple speaking activities

basics Jill Hadfield CharlesHadfield Oxford University Press Great Clarendon Street,Gdord ox2 5Dp Oxford NewYork Athens Auckland Bangkok Bogotd BuenosAires Calcutta CapeTown Chennai Dar es Salaam Delhi Florence Hong Kong Istanbul Karachi Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi Paris SZo Paulo Singapore Taipei Tokyo Toronto Warsaw and associated companies in Berlin Ibadan oxFoRD and oxronp ENGLIsH are trade marks of Offord University Press ISBN 19 rt42l59 @ Odord University Press1999 First published 1999 Third impression 2000 All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of Ordord University Press,with the sole exception of photocopying carried out under the conditions describedbelow This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publishert prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purcbaser Photocopying The publisher grants permission for the photocopying of those pagesmarked'photocopiable' according to the following conditions Individual purchasers may make copies for their own use or for use by classesthey teach School purchasers may make copies for use by their staff and studen6 but this permission does not extend to additional schools or branches Under no circumstances may any part of this book be photocopied for resale Illustrations by Margaret Welbank Typeset by Mike Brain Graphic Design Limited, Ordord Printed in Hong Kong Gontents Foreword AL AN M AL BY Introductlon L Activltles Greetingsand introductions The alphabet Numbers T.llirg the time Personalinformation Countries Nationalities I Locatingobjects Feelings 10 Families LL Colours L2 Shapes 13 Partsofthebody L4 Describingpeople 15 Clothes 16 Roomsin a flat LZ Furniture 18 In town 19 Directions 20 In the market 2L Shopping 22 Foodand drink 23 Leisureactivities 24 Daily routines 25 26 lobs Housework 27 Abilities 28 Rules:'must'and'mustn't' 29 DescribingactionsI 30 Describingactions2 Foreword There is a formidablerangeof materialspublishedworldwide for teachersof English as a Foreign Language.However,many of thesematerials,especially thosepublishedin English-speaking countries,assumethat the teachers using them will be working with smallish classesand have abundant resourcesavailableto them Also many, if not most, of thesematerials make implicit culturally-biased assumptionsabout the beliefs and valuesof the teachersand learners This situation is ironic in view of the fact that the vast majority of Englishas a ForeignLanguageclassroomsdo not correspondat all to theseconditions Typically,classesare large,resourcesare limited, and teachershavevery few opportunities for training and professionaldevelopment.Also, the cultural assumptionsof teachersand learnersin many parts of the world may vary quite significantly from those of materialswriters and publishers This book is an attempt to addressthis situation.The authorspresent 30 lessonsat elementarylevel,eachwith the samemethodological framework.The lessonsare explainedin clear,accessible language,and none of them require sophisticatedresources.Instead,they call on the basic human resourceswhich all teachersand learnersbring with them to class The languagepoints coveredare onesfound in a typical elementarycourse, and the topics are those which form part of everybody'sdaily lives,for examplefamilies, homes, and leisure activities Most importantly, however,the book offers a framework for teacherswho lack training and support The hope and the expectationis that such teachers will begin by following eachstep of a lessonquite closelybut, as their confidenceincreases, will adapt and add to the techniquespresentedhere, respondingto the particular needsand abilitiesof their learners This is an important book: one of the few attemptsto addressthe problems of the'silent majority' of teachersworldwide who havelittle or no training, and few resourcesto work with AL AN M AL EY Assumption University Bangkok, Thailand Introduction Englishis taught all over the world, by all sortsof teachersto all sorts of learners.Schoolsand classroomsvary enormouslyin their wealth and their provision of equipment.Learnersarevery different from placeto place.But, whateverthe conditionsin which you are working, there is one resourcewhich is universaland unlimited: the human mind and imagination.This is probablythe one singlemost valuableteachingand learning resourcewe have Nothing can replaceit In eventhe most'hi-tech' environment,a lack of imagination and humanity will makethe most up-to-date and sophisticatedresourcesseemdull; conversely, the most simple resourcescan be the most excitingand useful We havebeenfortunate to spendquite a lot of our time working not only in'hi-tech' environmentswith computersand video,but alsoin classroomswhere there is little more than blackboardand chalk and someout-of-datecoursebooks.Someof our most interestinglearningand teachingexperiences(asConfuciussaid,a teacheris 'alwaysready to teach;alwaysready to learn') havebeen not in the comfortablewell-resourcedsmall classroomsof a private Ianguageschool,but in classroomswhere only the minimum of equipmenthasbeen available.Equally,someof our most memorableteachingexperiences in'hi-tech' classroomshavebeen when we haveabandonedthe cassetteor video or glossy coursebookand got to work with that most preciousresourceof all, the learners'ownexperienceand imagination Teachersoften haveto usematerialswhich are out of date,or contain subject-matterirrelevantto their particular group of learners.For example,we havehad greatdifficulty explainingthe conceptsof the fridge -freezerand microwave oven to Tibetans.In the sameway,learnerswho havespentall their livesin northern countries might have difficulty with an exercisefrom an African textbook which asksifthey preferyam or cassava So over the last few yearswe havebeen trying to design materialswhich can be usedin aswide a rangeof teachingsituationsaspossible The activitieswe suggestare as flexibleasthe human imagination is creative;they are'teacherresourcematerial'which teacherswill be ableto adjustto suit their particular environment.In thinking about universallyapplicable,'lo-tech'materialswe havecome up with a list of criteria that needto be met The materialswill needto: be usablein largeclasses aswell assmall be suitablefor adult learnersaswell assecondarylearners,and if possibleeasilyadaptableto a primary context be centeredon the universalsof human experience Introduction :f: cover the main languageskills and have a useful baseof grammar and topic vocabulary traditional enough to be recognizableby all teachers,and thus b€ ',,, give them a senseof security,while providing communicative activitiesfor learners ,, be non-threateningin the demandsthey make on learners ,i: ! teacher-based'resource material' rather than books for learners ri; assumethat no technical and reprographic resourcesare available and be basedon the human resourcerather than the technical , be culturally neutral,not context-bound,and thus be flexible,easily adaptableby the teachersto their own culture and teaching context be flexibleenoughto complementa standardsyllabusor coursebook Simple SpeakingActivities This book containsthirty activities,designedaccordingto the criteria above,for developingthe speakingskill at elementarylevel Eachactivity hasthree main stages: r, ' rl Settingup-This introducesthe learnersto the topic The activity may be demonstratedto the whole class,or learnersmay make materialsto be usedduring the speakingpractice Speakingpractice-This is the main part of the activity The learnerscommunicatewith eachother in pairs or groups,or competeasteams Feedback-The learnerscomeback togetheras a whole class.A few of them may report to the rest of the classon things they have talked about in their pairs or groups.This is the time when the teachergivesfeedbackon the languagepractised,and dealswith anv oroblems It is especiallyimportant in speakingactivities,when learnersare often working in pairs or small groups, that they know exactlywhat to If they are confused,much valuablespeakingtime will be wastedand no-one will enjoy the lesson.Many of the activitiesin this book start with a demonstrationof things the learnerswill later in their pairs or groups.A demonstrationcan be done: Settingup On your own in front of the classas,for example,in 16'Rooms in a flat' and 25'Jobs' ::r With a learner,or learners,in front of the classas,for example,in 3'Numbers'and 14'Describingpeople' , With the whole classas,for example,in 2'The alph4bet'and 'Nationalities' r; Introduction However clear you think the demonstration has been, it is alwaysa good idea to double check that everyoneknows what to Other activities begin with the learnerspreparing materials that they will uselater on For examplein 5'Personalinformation'the learners copy a form that they will later fill in with their partner's details,and in 29'Describingactions I'they preparepiecesof paper with actions written on them that they will later share The setting-upstageof the lessonis also a good time to practisethe pronunciation of any words and phrasesthat you know your learnerswill find difficult You will find help with many common problemsin the'Pronunciation points' sectionof eachlesson Speakingpractice A speakinglessonis a kind of bridge for learnersbetweenthe classroomand the world outside *eakinB Iearningnew language in the classroom Olacece using languageto communicate in real life In order to build this bridge, speakingactivities must have three features.They must give the learnerspracticeopportunitiesfor purposefulcommunicationin meaningfulsituations Compare thesetwo activities: Activity TEAcHER 'Youmust your homework.'Repeat LEARNERS'Youmust your homework.' TEACHER Good.'Youmust arrive at eighto'clock.'Ben? 'Youmust arriye at eighto'clock.' BEN TEACHER Good.'Listento the teacher.' Sara? 'Youmust listen to the teacher.' sARA Activity Setting up f Tell the learnersthat you would like them to think of good rules for learning English.Write one or two exampleson the board: Youmuet epeakEn7liahin claae Youmuatn'Lepeaklmolher longueJin class, Give them a few minutes to think on their own lntroduction Discussion Put the learnersin groups of three or four and ask them to sharetheir ideas.Remind them to use'must' and'mustn't' Tell them to prepare Ten Rules for Learning English and to write them down on a sheetof paper When all the groups have finished making their rules, collect their ideasand write them up on the board The most obvious differencebetweenthe two activitiesis in the way they are organized.In Activity the teacher is talking, first to the whole class,then to individual learners.In Activity the learnersare talking to eachother in small groups This type of learner-learnerinteraction in pairs or groups provides far more practicein using the languagethan the more traditional teacher-learnerinteraction.In a classof twenty learners,a twentyminute activity where the teacherasksthe learnersquestionswill give the learnersa total of only about ten minutes' speakingtime, i.e half a minute each.And the teacher(who doesn'tneed the practice!)getsten whole minutes' speakingtime In contrast,a twenty-minute activity where learnersare working in groups, askingand answeringeachother's questions,will give them many more opportunitiesfor practice Both activitiesprovide a lot of repetition of the structure'must (+ verb)', and both so in a fairly controlled way In Activity 1, the control is provided by the teacherwho tells the learnerswhat to In Activity 2, control is provided by the examplesentenceson the board However,Activity I providesrepetition with no context The sentencesare random and unrelated.Such repetition is virtually meaningless:the learnersare simply repeatingthe and structure.They haveno idea why they are sayingthe sentences, possible without in fact it would be to the activity understandinga word! In Activity 2, there is a context-making rules for learning English-and all the communication is relatedto this context This makes the activity much more meaningful for the learners In Activity 1, the learnershaveno senseof purpose in producing they are merely doing what the teachertells them, their sentences; and the only purpose of their repetition is to practisethe structure In Activity 2, however,the learners have a goal-making the rules-and the languageis used for the purpose of achievingthis goal This mirrors real-life situations much more closely,as well as making the activity more interesting and motivating for the learners Introduction There are many different techniqueswhich can be used to create meaningful contextsfor speakingpractice in English For example: Ask and answer-Learners ask and answerquestions Describeand draw-Learners work in pairs.LearnerA has a picture which learnerB cannot see.LearnerA describesthe picture and learner B draws it Discussion-Learners work in pairs or groupsto find out each other'sideasor opinions on a toprc Guessing-The teachet or someof the learners,haveinformation which the others have to guessby asking questions Remembering-Learners closetheir eyesand try to remember,for example,items from a picture or the location of objectsin the classroom Miming-A learner mimes, for example,a feeling or action which the others have to identifi' Ordering-Learners arrange themselvesin a particular order (for example,alphabetical)by asking questionsuntil they find their correctposition Completing a form/questionnaire-Learners ask and answer questions,or provide information, in order to completea form or questionnaire Role play-Learners act out an imaginary situation The learners either use a dialogue,or the teachergivesthem instructionsabout what to say There are examplesof all thesetechniquesin this book Materials Severalof the activities in this book need no materials at all Where materialsare needed,they are usuallyvery easyto prepare.For example,some activities require every learner to have a small piece of paper or card with information on it: 'Tellingthe time'and 'Nationalities' are two of these.The information is alwaysvery brief, so they will not take long to prepare.Indeed,in somecases, for example12 'Shapes'and30'Describingactions2', the learners make the piecesof paper themselvesas part of the activity In severalof the activities,we haveprovided pictures, plans, or questionnairesfor you to copy.Thesemay be drawn on the board, on largepiecesof paper ('posters'),or on piecesof card ('flashcards').In the caseoflarge picturesand plans,postershave obvious advantagesover drawings on the board: you can prepare them in advanceand they can be stored and used again.Tiy to find a cheapsourceof largesheetsof paper for posters.In Madagascar, for example,the teacherswe worked with found the sheetsof paper lntroduction usedfor wrapping vegetablesin the market were ideal for making posters.A good way to fix postersor flashcardsto the board is to pin a length of string along the top of the board like a clothes-line You can then useclothes-pegsto peg your postersto the string! Someactivitiesneed two different posters,one at the back and one at the front of the class.Learnersthen sit in pairs,one facing the front and one facingthe back.The reasonfor this is to createan 'information gap'.Eachlearnerhas different information which they haveto exchange.The posterscan be pictorial, for examplethe two comic figuresin 13 'Partsof the body',or written, for example the two half-dialoguesin 23'Leisureactivities' Realobjectsor'realia' can be usedas an alternativeto drawings,for examplein 21'Shopping' Glassroomorganization If your learnersare new to working in pairs and groups,you will need to introduce thesewaysof working with care.Here are some tips to help you: Introduce pair- and groupwork gradually.First get your classused to doing very simple activities,practisinglanguagethey are confidentwith At first the activitiesshould not be too long-for exampleyou could introduce a short one at the end of a lesson Tell the learnerswho to work with rather than giving a vague instruction like 'Find a partner' or 'Get into groupsof four' If your classis working in pairs and you havean odd number of learners, make one a group of three It is important to give clearsignalsto show when eachstageof the activity beginsand ends.For example,when you want learnersto begin an activity you should say'Startnow' or'Go', and when you want them to stop,you should clap your hands,ring a bell, orperhapsmost effective-silently raiseyour hand You can teach them to raise their hands too as they stop talking This way the silencespreadslike a ripple The teacher's role While learnersare working togetherin pairs or groups,you have the opportunity to give them individual attention There are several rolesyou might need to adopt: Explainer-If somelearnershavenot understoodwhat to or haveproblemswith the language,you will need to help them If a large number of learnershavethe sameproblem, it is probably better to stop the activity, explain to everyone,and then start again 24 Daity routines L ANGUAGE 'Everydayactions'vocabularyarea(for example,get up, have breakfast,go to work) When you -? First, last Telling the time TECHNIQUE MATERIALS PREPARATION T IM E GUIDE Setting up Completinga questionnaire A set of flashcardsor board drawingsof verbsshowing daily routines:get up, havebreakfast/lunch/dinner,go to work, go home, go to bed; sheetsof paper for all the learners Make the flashcards,or copy the drawingsbelow on the board 40 minutes Make a'picture substitution table' using thesepictures,either as flashcardsstuck to the board, or as board drawinss: Whendo you [4et up] ? [have breakfaet] at _ [qo to workl [havelunchJ [qo home] [have eupperl [watch TVJ [4o to bedJ 58 o'clock 24 Dailyroutines Ask individual learners questionsfrom the table, for example: TEACHERHelen, when you get up? HELEN I get up six TEAcHER Youget up at six That'seafly! Gompletinga questionnaire Write a questionnaire grid like this on the board (use the verbs in the substitution table) Whendo you friend friend friend qer uP have breakfast qo to echool/work havelunch 4o home have aupper watch TV qo to bed Tell the learnersto copy the questionnaire grid on their sheetsof paper.Tell them to fill in the first ('me') column Divide the classinto groups of three or four Tell the learners, working in their groups, to take turns asking the other members of the group what time they get up, havebreakfast,etc They should fill in the details on their questionnaire grids aaataa ata ota aa aa ioaaaaaeaaalaaaaaaaaaaat aaa o t a Feedback Ask the groups questions about the information they have collected,for example: In your group, who getsup first? Who goeshome last? Pronunciationpoints t Practiseshort vowel sounds: /e/ in'bed','get','breakfast' /ir/ in'up','lunch' 59 lth, -l Z-\) Jobs LANGUAGE '|obs'vocabulary area (for example,factory worker, postman, farmer) Simple present tense TECHNIQUE MATBRIALS PREPARATION T IM E GUIDB Setting up Miming Two (or more) setsof ten piecesof paper with the names of jobs written on them Preparethe piecesof paper; practise the mimes 30 minutes t Divide the classinto two teams,A and B (if your classis very large, have a C and a D team as well) For eachteam, have rcady a set of ten piecesof paper with the name of a job written on each one For example: factory worker PoeLman farmer teacher bueineoaman/woman eecretary doctor bua driver farmer hairdreeeer Put the setsin piles on your table at the front of the class.The sides with the writing on should be face down Miming Feedback 60 Thkea piece of paper from one of the setsand mime the job that is on it Invite the classto guesswhat job it is When they have guessed,return the piece of paper to the bottom of the set Explain that eachteam has their own set of piecesof paper Get one learner from eachteam to come to the front and take a piece of paper from the top of their set.He or she should return to the team and mime the job written on it The team must guesswhat the job is When a team has guesseda job, get the next learner from that team to come up and t'akea piece of paper.The first team to finish miming and guessingall the jobs are the winners Reviseany names of jobs the learners had difficulty with robs 25 aaot.a aa oa oa aa aa aaaaaat aaaaaaaaaaat t aat aaaa a a Variation lnsteadof guessing thejob from a mime,getthe teamsto guessby askingquestions,for example: Doesthis personwork indoors? Doesthis personweara uniform? Doesthis personwork in an office? t t aaa a a a a a a a a a a a o a a a o a t a t a a Pronunclatlon points il I Practisethelel soundat the end of manyJobs'words,for example: 'worker','farmer','teacher','doctor' (in British Englishthe'r' is not pronounced) Notethat'-man' at the end of wordslike'postman'and 'businessman'is pronounced/men/, not /mren/ 6l 26 Housework LANGUAGE 'Housework' (for example, make the beds, sweepthe floor, the shopping) and'families' (for example,mother, father, sister) vocabularyareas Presentsimple tense Adverbs of frequency (for example, always,usually, often) T ECHNIQUE MATERIALS None PREPARATION None T IM E GUIDE Setting up Completing a questionnaire t 40 minutes Write this questionnaire grid on the board: lnyourhouee, who rne mother father aioLer brother makeeLhe beds oweepothe floor doee Lhe ehoppinq waeheethe diahee cleana Lhe windowo Ask a learner the first question.Encouragethe learner to use an adverb of frequency, for example: TEACHERSara,in your house,who makesthe beds? sARA My mother TEAcHERDoesshealwaysmqke the beds? Yes,always sARA Ask the rest of the questions, filling in the boxes with the learner's answers Completinga questionnaire 62 Rub out the answers,and ask a learner to come to the front He or she should chooseanother learner in the classand ask the questions and fill in the boxes as you did Give out sheetsof paper to all the learnersand tell them to copy the questionnairegrid Tell them to work in pairs, asking each other the questions and fi.lling in their questionnaire with information about their partner ffiffi Housework Feedback Ask the learnersquestionsabout their partners,for example: TEACHERSam,who washesthe dishesin Maria's house? sAM Maria's sister i r€t Pronunciation points 'Often' is usuallypronounced/ofn/ :r, Practisethe /J/ sound in'shopping' and'wash'.Get the learnersto make the /s/ sound.Then get them to put their tonguesup and back a little to make /J/ 63 27 Abitities LANGUAGE 'Abilities'vocabulary area (for example,ride a bicycle, type, play the trumpet) We can We can't Canyou ? Yes,I can So can I No, I cantt Neither can I rEcHNreuE Discussion MATERTALS pREpARATToN None None rrME GUrDE 30 minutes aa aa aa aaaaaaaaaaaoat aaaaaaaaaaaa r o a a a t a a a a a a a a SettinB up 1, Draw a line down the middle of the board On one side write'We can ' and on the other sidewrite 'We can't ' Think of three or four common things you can Examplesmight be'swim','ride a bicycle]and'type' Ask a learner to come to the front of the classand ask him or her questions,for example: Can you swim? Can you type? When he or she answers'Yes,I can',say'So can I' and write the ability on the 'We can ' side of the board 64 Now think of three or four things you cant Examplesmight be 'play the trumpet','run 15 kilometres',and'ride a camel' Ask the learner questionsin the sameway asyou did before.When he or sheanswers'No,I can't',say'Neither can I'and write the ability on the'We can't'side of the board Tell the class'Wecan - and - We can't - and 27 Abilities Discussion Rub the 'abilities'words off the board Tell the learnersto get into pairs Each pair should make a copy of the two headingson the board Tell the pairs to find out: things they can both things neither of them can Put thesespeechbubbles on the board to help them: Feedback Ask some of the pairs to report back to the classon things they can or can't Variation If you like, you can make this into a competition At stage7, set time limit of five or ten minutes The pair with the most things they can and can't wins Pronunciationpoints Contrastthe pronunciation of the vowel in'can'where it is lnl, and 'can't'where,in British English,it is /q:/ Practisethe stresspatterns in phraseslike: aa Can you ride a bicycle? aa Yes,I can ao No, I can't oa So can I oa Neither can L 65 Rules:'must'and'mustn't' Must, mustn't LANGUAGE Discussion TECHNIQUE Sheets of paperfor thegroups MATERIALS PREPARATION TIME GUIDE aa a None 30 minutes ar r ar aar r aa aaaa.altaa Settingup Tellthe learnersthat you would like them to think of goodrules for learningEnglish.Writeoneor two examples on theboard: Youmust epeakEnaliehin claae Youmustn'tepeaklmotherf,onauelin claae Givethem a few minutesto think on their own aaaaa*t.aiaaaaaaaaaaaaaaaaaaaataaaaaaaaa Discussion Put the learnersin groupsofthree or four and askthemto share theirideas.Remindthemto use'must'and'mustn't' Tellthemto prepareTenRulesfor LearningEnglishandto write themdownon a sheetof paper aoaaaa Whenall thegroupshavefinishedmakingtheir rules,askthem for theirbestideasandwrite themon the board ataaaaaaaaaa Variation Getthe classto votefor the tenbestrules.Youcouldmakethese mto a posterfor the classroom wall a a a a a a a a I t a a a o a r a a a i a a a a a a a a Youcouldaskthelearners to makeothersetsof rules,for example: schoolrules librarvrules rulesfor teachers rulesfor bosses 66 'must' 'mustn't' ffi ffi Rules: and Pronunciation points -* 'Must'is usuallypronounced /mest/ It is only pronounced /m,tst/ when it is stressed.'Mustn't'isalwayspronounced /m,Lsnt/ (note, the fi.rst't' is not pronounced) '';: Practisefalling intonation in commands,for example: Youmust listencarefully You mustn't smoke 67 29 Describing actions1 LANGUAGE 'Leisure activities' (for example,swimming, sewing, riding a bicycle) and'everydayactions'(for example,washing,eating, sleeping)vocabularyareas Are you -ing? Yes,I am No, I'm not rEcHNreuE Miming MATERTALsSheetsofpaper for the groups pREpARArroN Prepareone or two simple mimes of actions TrMEGUrDE 30 minutes ilitiil;;'"" Miming Feedback Variation 68 1- Mime an action Prompt the classto ask:Are you -ing?' Answer'Yes,I am'or'No, I'm not' Put the learnersin groups ofthree or four and give eachgroup a sheetof paper.Tell them to tear it into six pieces.Then ask them to think of some more actionsand to write one on eachpiece Collect all the piecesof paper from the groups,mix them up, and put them in a pile facedown on your desk Divide the classinto two teams,A and B Tell one learner from eachteam to come to the front and take a pieceof paper from the pile He or she should return to the team and mime the action written on it The team must guesswhat the action is When a team has guessedan action, get the next learner from that team to come up and take a pieceof paper.The activity endswhen all the piecesof paper havebeen taken.The team with the most piecesof paper are the winners Reviseany action words the learners had difficulty in guessing You can also this activity in small groups Follow stagesI and in settingup, but insteadof keepingall the piecesof paper yourself, redistributethem so that eachgroup getsa new set.Get eachgroup to put their piecesof paper facedown in a pile One learner in each group should take the first pieceand mime the action to the others The learner who guesses the action correctlytakesthe next piece of paper Describing actions i, Pronunciationpoints s S Practisethe stresspatterns in questionsand answerslike: a Are you reading? oa Yes,Iam aa No I'm not 69 Describing action s2 30 LANGUAGE 'Everydayactions'vocabularyarea (for example,walk, drink,play) Presentcontinuoustense rECHNreuE Describeand draw MATERTALsTwo sheetsof paper for eachlearner PREPARATToN None T rM EGU rD E mi n u te s Setting up 70 7- Draw a window on the board, for example: Give the learnerstwo sheetsof paper eachand tell them to make two copies of the window Tell them that it facesout onto a busy street Write a substitution table like this one on the board: Twomen ie walkingdown the eLreeL, A woman are drinkin4milk A 7id playinq football A baby waitin4 for a bue Twoboye climbin4a free, A do7 eleepin7in the aun A cat eattna an ice cream actions2 Describing Ask the learners,working on their own, to make five sentences from the table to describe things they can seethrough their window Then tell them to illustrate their five sentencesby drawing what they can seeon their first copy of the window, for example: into pairs,A and B reu the pairs to hide their drawings from each other Tell the As to describetheir drawings to the Bs.The Bs should listen to the As'descriptions and draw the sceneon their second copy of the window When they have finished, get the pairs to compare their drawings ;;;;;il;';;;;'#!"'r"';";;id.;;;;;;;." Feedback il;;;;iffi il;il sffi Then tell the Bs to describe their drawings to the As, and the As to listen and draw Again, get the pairs to compare their drawings Ask a few learners to describe their drawings to the rest of the class ';;;i' etc.reach in'walking','selling', standing', '"""a the learners to make this sound through their noses ;h ini 7l O Thisbookcontains thirtyactivities at elementary level, allof them withtopicswhichformpartof everybody's dealing dailylives,for example families andleisure activities.The onlymaterials theteacher pape4 andclassneedaretheboard, andpens.The instructions are clearandeasyto follow, andtheauthors haveprovided additional methodological supportin a shortIntroduction pronunciation Hintsforteaching ldeasforwrittenboardwork Pictures teachers cancopy Suggestions foradaptingactivities Shortdialogues illustrating thewayinwhichteachers canuse English forclassroom instructions andcorrection IS B N0 - - 1 - 8019 1690