Clockwise elementary teacher resource pack

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Clockwise elementary Teacher’s Resource Pack PHOTOCOPIABLE Rena Basak & Drew Hyde e OXFORD UNIVERSITY PRESS Introduction This Resource Pack contains thirty-four Pre-activity photocopiable activities and further ideas for adult elementary students of English It has been written to supplement the Clockwise elementary short course, and each photocopiable activity is linked Most of the activities begin with a Pre-activity which should take between five and ten minutes If the Resource Pack material is being used as a However, this Pack can also be used to supplement any other elementary course Adult elementary students need to develop If, however, you decide to use the Resource Pack material the next day or in the next lesson, the to a lesson in the Classbook (see Lesson link below) confidence to use the language they are learning This Resource Pack aims to build confidence and fluency by reinforcing and developing elementary level language items and vocabulary The topics, such as travel, comparing cities, work, and diet, are familiar to students, The activities motivate, challenge, and allow students to experiment with the language The emphasis is on communication and the promotion of risk-taking Some activities focus students on particular language items, while others are freer and encourage students to contribute their own ideas Where appropriate students are provided with natural language to help them respond to each other, helping to develop conversation skills The material in this Pack provides a wide variety of direct follow-on from the Classbook lesson, it may be more natural not to the Pre-activity Pre-activity can serve as a warmer or as brief revision of the language / topic Procedure The notes in this section describe the stages of the main activity, and include suggestions on student interaction, timing, monitoring, and feedback The main activities take between ten and 40 minutes and are described in easy-to-follow stages Activities are suitable for most class types, but where appropriate there are suggestions and variations for classes where there are differences in level, class size, and nationality mix, so that teachers can adapt activities where necessary Extension activities activity type, pace, and interaction Activity types include information-sharing activities, games, competitions, questionnaires, roleplays, and Extension activities are suggested for most activities These can be used as fillers, homework Imaginative ideas and realistic contexts ensure that students will find the material motivating, topics covered in the main lesson discussions, all with an emphasis on fluency and each activity has clear objectives and a clear pay-off for students and teachers Every activity has been tested with elementary classes How to use the activities Each activity is prefaced with the following information: Aims the main focus of the activity Language exponents key areas of grammar and likely functional Vocabulary words and phrases which come up in the activity Skills which of the four skills the activity involves Lesson link suggestions for when to use the activity if done in conjunction with the Classbook Materials notes for preparation and materials needed activities, or as material for subsequent follow-up lessons, and they build on the language, skills, or Worksheets All activities have a photocopiable worksheet, and we have indicated where an OHT or the board can be used as well Some of the worksheets require copying and cutting up, though we have aimed to keep the preparation time to a minimum We recommend that the cards be laminated if possible, so that they can be stored and used again We hope you and your students enjoy using the material Foe Bet Deo lke ontents Activity Q1 ADDRESS BOOK Q2 WISH YOU WERE HERE 03a HAVE You Got O3b «ROOM OF MY OWN 04 ARE YOU A GOOD STUDENT? 05a TELL US ABOUT YOUR COUNTRY O51 WHOSE ROUTINES? 06a GUESS WHATI DO 06b jos stress O7 LIKES AND DISLIKES O8 A WEEKEND TRIP O09 LOST IN THE SUPERMARKET 10 WHAT Do YOU THINK? 11a TIME PHRASES 11b MAKING PLANS 12 GETTING TO HEATHROW 13 WHAT'S HAPPENING? 14 TELEPHONING 03 Activity 14b TALK TIME Description Board gamé to revise and extend ‘ 'trrhine language 15 WHAT'S IT LIKE STUDYING IN BRITAIN? Discussing the problems of living abroad 16 WHAT DO YOU EAT? Reading texts about eating habits 17 DESIGN A RESTAURANT : ‘Mini-presentations to Branton talking 18a EXCUSES AND EXPLANATIONS :card gam ee restaurants to rats taking about ˆ 18b vers BUILDING ‘Game to practise the past 19a ~ Describing your home towr mY TOWN 19b Two ciTIES and making comparisons Reading texts to practise descr bing and 20 = AIRPORTS 21@ THE IDEAL HOTEL 21b HOLIDAY PROBLEMS “Card game to.practise past tenses and intonation 22a WHAT DO YOU SPEND YOUR 22b THE PERFECT GAME 23 SHOPPING SPREE Board game to practise shopping language and XOSRSUEN _ 24a MY WARDROBE Group activity to practise tal i MONEY ON? 24b cLoTHES QUIZ 04 _ Talking about hotels Questionnaire about money and spending Card game to practise present MẸ Xăng past simple le, and noun EBllocations about BE, Class game about clothes : TEACHER’S NOTES ” 01 ADDRESS BOOK Pre-activity (10 minutes) To practise asking for and giving personal information « questions that they may be familiar with, e.g What’s your address / date of birth? with less formal questions that are more appropriate in this situation, e.g Where you live? When’s your birthday? pe 40 Question forms, e.g What’s your name? What’s your (e-mail) address? When’s your birthday? Language for showing interest, e.g That’s an easy number to remember That's a difficult number to remember | Vocabulary Personal information, e.g first name / family name, address, birthday, postcode, area code, home phone number/ mobile phone number, e-mail, @, dot, co, com Give examples of other useful expressions, e.g It’s my parents’ address It’s a temporary address What’s your address in Oxford / at home? Procedure (10-20 minutes) Give each student a worksheet and explain that they are going to complete each section with the personal details of their classmates Choose a student and demonstrate the activity, asking for the information needed Give suitable responses to make the exchanges more conversational, e.g That’s near me That’s a difficult / easy number to remember That’s a simple / complicated address The students mingle, swapping personal information and spelling difficult words if necessary ‘ Extension activities 'Lesson link Use in the first lesson If you have continuous enrolment, students can bring their sheet each time new students join the class Alternatively, use from time to time over the first few lessons to break the routine and allow students to get to know one another U21 « Speaking, listening Revise the questions students will need, e.g What's your name / address? With a stronger class you could contrast the more formal / official * Inclasses with continuous enrolment get the students to update their address books by adding new names and information when new students join * Use the information for activities such as writing a postcard or e-mail to a student who has left, or for practising comparatives, e.g Who lives nearer the school ? Two copies of the worksheet per student, or more for a large class or appress 800k = CLOCKWISE ELEMENTARY RESOURCE PACK 01 ADDRESS BOOK Name Name Address Address Phone Phone e-mail e-mail Birthday Name Name Address Address Phone Phone e-mail e-mail Birthday Birthday Name Name Address Address Phone Phone e-mail e-mail Birthday Birthday Name Name Address Address Phone Phone e-mail e-mail Birthday Name Address Birthday Name Address Phone Phone e-mail e-mail Birthday TW Birthday PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS Birthday TEACHER’S NOTES "02 WISH YOU WERE HERE Pre-activity (5 minutes) For students studying abroad, find out who has sent a postcard home Who did they send it to? What did they say? What was the postcard of? To focus on asking questions Reaches For students studying in their own countries, find out who sends postcards when they are on holiday, who they send them to, and when Present and past simple of the verb to be, e.g It was beautiful We were on the beach they send them Tell the students what you Procedure (15 minutes) Vocabulary Tell the students that they are going to read a postcard from someone on holiday Adjectives, e.g friendly, unfriendly, hot, cold, small, big, warm, cool, wet, dry Divide the students into pairs and explain that they will both have the same postcard but in some of the sentences there are two possibilities They have to ask questions to find out which information is right Speaking, listening, reading Demonstrate by writing the following examples on the board Postcard A It was a short / long flight and we were very tired Lesson link Postcard B It was a long flight and we were very tired / excited Use after Classbook Lesson 02 Ask the students what questions they need to ask to get the right information Was the flight short? Materials One copy of the worksheet per pair, cut up Were they tired? Give each student postcard A or postcard B Ask students to read their postcard Tell the students to take turns asking questions, and to circle the correct answers Go around the class monitoring and offering help where necessary feedback with the whole class Ask the students to tell each othe r abouta recent holiday Extension activity * For students studying abroad, as k them to write a postcard For those sudying in their own country, ask them to choose a holiday estination and to write a postcard to send home from there 02 WISH YOU WERE HERE CLOCKWISE ELEMENTARY RESOURCE PACK 02 ° WISH YOU WERE HERE A Dear Wish We've Today velo Lydia, you were here! in Australia at the moment It’s great it is really |not / coldjand wet, so we've ¡2 i|0wy W@†ef / na café |nnd writing to our friends Yesterday we were bn the beach / by the pool It was beautiful The water was realty and we saw Lots of beautiful birds On Katurday ⁄ Sundaw] we wewTt to a barbecue Everybody was ver rend The house was garden the and There was Swimming, pook in There was a Lot of food and drink, and we had a great time! ly dia Ford UB Linacre Drive Dorchester Dorset OTB 2LP See you S00, Lots of Love, Zak and Rachel UK B Dear Lydia, Wish You were here! we're in [Australia / New Zealand|at the moment It’s great Today it is really hot and dry / wet, so we're relaxing in our hotel and writing to our Yesterday Hriends / fomilyl, we were on the beach It was Gronded ¥ beauFiPul, The water was really warn and we saw Lots of beautiful birds On Sunday WAS Ve big and in the we went toa barbecue Everybod Chie nlp / Friendly The nduse Dns there was x |swimming pool / tennis court] aarden ~ and we had a There was a Lot of food and drink, great time! See you soon, Lots of Love, Zak and Rachel WĐ PHotocopiaste © oxFoRrD UNIVERSITY PRESS Lydia U8 Ford Linacre Drive Dorchester Dorset " DTB 2LP © TEACHER'S NOTES "03a HAVE YOU GOT .? Pre-activity (10 minutes) To practise asking for things * Language Focus on the target language Borrow something from one student, and make clear who it belongs to using the possessive s This is °s pen Give it to another student using the phrase Here you are To practise yes / no you got ? It’s Jon’s pen the question Have you got _’s (bag)? Language of possession, e.g Have Language of giving, e.g Here you are Replies, e.g Yes, | have / No, I’m @ sorry, | haven't replies, redistribute more students’ belongings and ask various students ¢ Drill if necessary Procedure (20 minutes) Vocabulary Pre-teach the vocabulary where necessary Lexical sets of everyday items, e.g Divide the class into groups of three or four, and give one set of all 36 passport, boarding card, ticket, traveller’s cheques : Skills Speaking, listening catds to each according to piccure is the they need to group, cut up Show how the cards are in sets of four who they belong to Tell the students that the large object they have, and the three small pictures are the ones complete the set Explain that there are nine sets of cards in total belonging to nine different people Write all the people’s names on the board Lesson link Use before or after English in use in Classbook Lesson 03 The students look to see which cards they need to make complete sets, e.g two more of Jon’s cards, and then take it in turns to ask each other for the cards they need Player asks another player for a card providing he or she already has f d ne set of 36 cards per group three or four, cut up f Ask the students to shuffle the cards and deal them out face down one of the set, e.g Have you got Jon’s mobile phone number? If player has the card, he or she has to hand it over, and player has another go If player does not have the card, it becomes his or her turn The students must answer truthfully for the game to work When a player has collected a set of four he or she puts them on the table Ifa player runs out of cards, he or she is out of the game The player to collect the most sets wins 03a HAvE voucor : EM CLOCKWISE ELEMENTARY RESOURCE PACK O3a HAVE YOU GOT ? PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS ° ... most sets wins 03a HAvE voucor : EM CLOCKWISE ELEMENTARY RESOURCE PACK O3a HAVE YOU GOT ? PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS ° CLOCKWISE ELEMENTARY RESOURCE PACK ® 03a HAVE YOU GOT ? Jon Jon... between five and ten minutes If the Resource Pack material is being used as a However, this Pack can also be used to supplement any other elementary course Adult elementary students need to develop... This Resource Pack contains thirty-four Pre-activity photocopiable activities and further ideas for adult elementary students of English It has been written to supplement the Clockwise elementary