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Penguin Functional English Peter WatCvn-Jones Penguin Functional English Pair Work One Student B Peter Watcyn-Jones PENGUIN ENGLISH PENGUIN ENGLISH Published by the Penguin Group Penguin Books Led, 27 Wrights Lane, London W8 5TZ, England Penguin Books USA Inc., 375 Hudson Street, New York, New York 10014, USA Penguin Books Australia Ltd, Ringwood, Victoria, Australia Pega Books Canada Ltd, 10 Alcorn Avenue, Toronto, Ontario, Canada M4V 3B2 Penguin Books (NZ) Ltd, 182-190 Wairau Road, Auckland 10, New Zealand Penguin Books Ltd, Registered Offices: Harmondsworth, Middlesex, England First published 1984 10987 Text copyright © Peter Watcyn-Jones, 1984 Al rights reserved Printed and bound in Great Britain by BPC Hazell Books Ltd A member of ‘The British Printing Company Ltd set in Bembo Except in the United States of America, this book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, re-sold, hired out, or otherwise circulated without the publisher's 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 purchaser Contents To the teacher page Getting to know you (1) Getting to know you (2) page page page 21 page 24 Missing information: the Eurovision Song Contest Questionnaire: likes and dislikes page 12 Who's who? page 13 One-sided dialogue: making suggestions page 14 Following instructions (1) page 16 Missing information: flats and houses page 18 Following instructions (2) page 19 This is my boyfriend/girlfriend page 20 Newspaper interview (1) page 46 Questionnaire: opinions page 48 Asking for inform ation about a tour page 50 Asking for inform ation about summer jobs page 51 One-sided dialog an invita ue: tion page 52 Picture credits page 64 page 10 Appendix: Guide to the structures and functions used page 54 28 29 30 31 27 Where's the station? 16 Complete the crossword page 2# 17 Carry on talking page 30 18 A family tree page 31 19 Going on a weekend course page 32 20 Complete the drawing (1) page 34 21 Complete the drawing (2) page 36 22 Missing information: the life of Elvis Presley page 38 23 Looking at holiday photographs (1) page 40 24 Newspaper interview (2) page 41 25 Looking at holiday photographs (2) page 42 26 One-sided dialogue: shopping page 44 Eyée=witniess ˆ page 27 This is my brother page 22 Questionnaire: habits and daily routines For sale page 26 G BOBRSS SemIAMALNE To the teache r Pair Work One forms part of the Penguin Functional English course and ae ive students, working in pairs, further practice inthe structures and fonctions in First Impact.ae The book can, however, be used equally successfully wit Leintroduce eleage| d : i diate level intermed iate any other existing functionally-based course at pre-inte Description of the material books, one for r Student bs ist ofol two d‹ cessor, y PairPai Work, Pairi Work One consists i ike s for Student B {Pair Work is similar to Pair tee tới Sari ae i Included In dạ), ar upwards) i level and ate i ¢ advanced students (intermedi to the teacher in that book is the rationale behind using two books ae acc i ix then he or she has StudenB's t role or task in the second, and vice versa This arranged, ofc St ties.A onThese arerc a sae i ste % the former, te cae a? boring alternative of simply changing parts es doing " , bu is, the same structure or function is i Tếlike to teac and the group would is changed However,iff the the teacher na situation (or role)icon iviti then there isi no reason, of course, wl yhy students shouldn't change activities toe and them again But this is probably best done at a later date The activities can be divided into four main types: Simulations/role-plays ere The main difference between a armaleton TH splay a and ey cd to ake appeopraseteaponac iu the aie, snustaint, se situa asked tion make appropt a s,aeswheres w wmme diac given ak W= to na T non goi es Aniviey 14 Bor ab, while is Activ an example of a role-play is Activity 11 - Newspaper interview (1) background, and so on e-sided dialogues hi Wis alos cok diatguetogeier bt can se only Be ee eh h hich usually includes opportunities for the studen Top Bin tample oFa one-ided dialogue is Activity 26 ~ Shopping n tion-transfer activities which students are asked to perform a task together; they fall ies designed ng in all thee informa and tries to tions fe na tee: a ne cee eshto e t impart it to his or her An exam, Tp partner nên ca eos ball te infection and, by ing together, try to solve the whole An example of this type is Activity wachi ng oes © © ot Questionnaire or dicusinlconveraion activities CÔ st to stimulate with their partner, and usually take the form ofa questionnaire These activities are particularly useful when students are practising giving opinions showing agreement or disagreement An example of this type of activity is and Activity ~ Questionnaire: likes and dislikes, Howto Use the boars The activities in Pair Work One have been written to give extra practice in certain structures and functions Consequen tly, they should be done follow-up work rather than for ‘teaching’ purposes, since the books assume that the student hay a basic knowledge of structures plus the language needed to perform the various functions In the Appendix (pages 54-64), list of the structures and functions for each activity is given, plus examples of typical sentences or responses Using this as a guide, all the teacher has to is to questions, decide which structure function needs Practising and choose an appropriate activity from the ones given or Since, in many Be = one activity = been láng : practise a particular structure functi ted practice c: i ithout the students becoming bored on ete a b e ey wo hen cing bar to take the activities in order if the needs of the class and the teacher dictate otherwi: i the books should be worked through from beginning ies can, and should, be taken in any order depending on the needs ofa particular class Classroom organization Teaching hints Since the activities ee ao te giveee themeye Weyct’ vowhichee makes= commu esnicat ees bệ “eye-conta a lot eo easier ion in Pair Work One involve the students working in pairs, a certain : HỘ amount of classroom reorganization may be necessary If it is B1 at all possible, the A ab ‘gain,if possible, some sort of screen (e.g a bag) should be placed between them so that they cannot see one another' s books However, there may be reasons why such a classroom arrangement may not be possible, in which casepractical the teacher can adapt the working methods accordingly to suit his or her particular circumstances Working in pairs Since the students will be working in pairs, there is the inevita ble problem of what happens when there is an odd number of studen class Here are one or two Possible solutions (although they are by no meansts thein the only ones): The teacher forms the ‘extra’a partner, partner, in which case he or she should cho se me a a7-_ differen t student to work with each time b The ‘odd’ student monitors another pair chosen to monitor another pair should be changed each time an activityThe is student done Three to partnerstudent the s thirdworkone,togethe takingr instead of two Two of the students form a team of three should be changed frequenitintly.turns to talk to him or het Again, the group One final consideration regarding pair work is that partners should be changed frequently to ensure that everyone really gets an opportunity to work with and to get to know as many different members of the class as possible Introducing an activity Cleat instructions are given for all the activities, so in most cases it should be sufficient for the teacher simply to ask the students to turn to a particular activity and tollet them read through the instructions While they this, the teacher goes around the class checking that they have fully understood what they have to before they begi If, on the other hand, the class lacks confidence or is not used to communicative work, the teacher could, on the first few occasions when the book is used, demonstrate briefly with two students (A and B) while the class monitor them Alternatively, the teacher could set up the situation with the whole class then, by prompting the students, get suggestions as to what A and B might say to each other Whichever method is chosen, it is essential that the students know exactly what they have to before they are allowed to begin Working through an activity It is probably better if all pairs start working at the same time rather than working one after the other During the activity, the teacher moves from pair to pair, as a passive observer, noting problems or mistakes which can be taken up with the whole =———————Broup afterwards The length of the activities varies from approximately five to twenty minutes It is up to the teacher and the class to decide whether to spend a whole lesson on the activities or else to make them a part of the normal lesson (Perhaps a combination of these two is a good idea.) Finally, since not all groups will finish at exactly the same time, it may be necessary for the teacher to have a definite ‘finishing time’ in mind for some of the more open-ended activities Getting to know you (1) Get to know something about Student A by asking him/he : and ae (year) Anyone else (day) (month) (year) Number of sisters Country: Date of birth: r questions filling in the following form (Student A will also ask you questi ons.) Place of birth: Town: Nationality: Number of brothers Home townlvillage: Number of people in family: Mother Father a a Father's name: Mother's name: Still at school Yes/No (If Student A has left school): or Present job: Favourite pop singer: Languages spoken (apart from English): College/University: Started learning English: Following up an activity The teacher should always spend a few minutes after an activity discussing it with the class The discussion could include talking about what the students found difficult as well as finding out if anyone wanted to say something but didn’t have the necessary language to express himself or herself This is also the time when any mistakes can be pointed out and, if necessary, revision practice given Finally, it is a good idea occasionally to ask one of the pairs to practise the activity again while the rest of the class listen and monitor their performance Before starting, work out which questions to ask For example: Interests: Activity and Activity Although these two activities practise asking and answering questions, the chief reason for putting them first in the book is that they are a useful way of breaking the ice when the class is a new one — although they are still useful even when the class has been together for some time What's your name? When were you born? Where were you born? Have you got any sisters? When did you start learning English? He/She Ispoketo was born on _ cu and his/her favourite pop singer Than Ave (nationality) and lives in a town/village called e country) When you have finished, use the answers Student A gave you to fill in the gaps in the following sentences: IShe ï : a toun luillqge) in -on, SG ft There are TH people altogether in his/her family - his/her His/Her interests are Hig/Her fnheris „ alled and he is years old His/Her mother’s name is „ and she is (age) HelShe is still at school or He/She left school in 19 and is now studying at “(name of College University) Ta or He/She left school in 19 and : is now workingi HelShe Ìs alan = HelShe started learning English in 19 ` 10 Apart from English, he/she also speaks 11 Finally, his/her main ambition is to all When you have finished, find another partner Now tell this person about Student A by reading out the sentences above _ |i Getting to know you (2) Yes [No] Other Information Ask Student A questions to find out the things below Before starting, work out which questions to ask (Student A will also ask you questions.) Find —* out if Student ; A: _is afraid of flying (Are you 2) is the tallest person in his/her family (If tallest person in Student A’s family) the answer is No, find out who is the _ is good at mathematics lives in a house or a flat (Do you ?) _teads a newspaper every day [6 gets up before o'clock |_7_ has got a bicycle (Have you got 2) Te i got more than one Christian name If the nanswer find Aouthasan) what other Cheta mimesis Yes, Salen has got a telephone (If the answer is Yes, a out Student A’s telephone |10 can type (Can you .?) 11 can play a musical instrument (If the answer is Yes, find out which musical instrument Student A can play) has read any books by Agatha Christie is Yes, find out where Student A went) has been to Paris (Have you ?) 12 was born in a town or a village (Were you 2) 13 watched television last night (Did you 14 went abroad last summer (If the answer 15 16 (Would you 2) would like to be a film-star or a pop star 17 is going somewhere this weekend (If the answer is Yes, find out where Student A is going) (Are you going ? 18 When you have finished, find another partner Now tell him/her what you found out about Student A Missing information: the Eurovision Song Contest A daily newspaper is publishing each day a short description of some of the singers taking part in the Eurovision Song Contest Here is today’s list You can ask questions like these: / / singers Unfortunately, some of the information about them is missing As Student A questions to find out the missing information and fill it in (Student A also has missing information and will ask you questions.) How old is (say name)? Where does (say name) live? Which country is (say name) singing for? Is (say name) married or single? ? i How long has (say name) „ been a pop singer? What are (say name)’s interests? Astrid Klempe | Strange Love Part What is the name of the song (say name) is going to sing? What i (say name)'s ambition? Milan Italy Maria Rossi isi n Song Contest Who’s who iin the Eurovisio Name Age Home town Country Married/single To buy a Rolls-Royce Length of time | years as a pop singer Interests Song {in English) Ambition Ị } ị i Name = Home town any enng tan TP == Ambition ‘Nana’ To sing in the U.S.A football Martied/single | single TTL iene ae a8 a pop singer Interests Name An (in English) Age Home town Greece Love Me Tonight = Country of time nhe KLength độ chn/snge Interests le tion (in English) Amt Sua = AEE — A maa eee When You Are Gone Marcel Meyer a married To write a musical When you have finished, check with Student A to see if you have filled in the missing information correctly, (Nore: The Eurovision Song Contest is a competi tion held once a year by the various television companies in Europe to pick the best pop song There is a jury in each country who give marks for each song and the song with the highest total is the winner The competitors from each country must sing the song in the language of that country.) Questionnaire: likes and d es Work on your own Read through the following sentences and choose an answer ([ lilike, I quiteBarelike, I don'teelike, I hate, etc.) Mark your answer withñ a cross (x) 3q = 2/g/2 a Sg slyl# |x+|+|s ÿ|sl#|s| z|Z|#|3|3|š listening to pop music cats writing letters horror films (Dracula, Frankenstein, etc.) this town being alone cooking ice-cream the smell of garlic singing modern furniture watching football Shanna eas Gar teacher flying _ The iioi H8) getting up early aise Di: vhip lave Eillrg is inymiE When you have finished, find a partner (Student A) Now talk about your likes and dislikes like this: I No, neither Take it in turns to start You: or Oh, Ido (Ilove them.) Student A: Yes, so doI/Yes, me too or Oh, I don't (I quite like it.) 12 | | Ệ + i i ịfi Who’s who? Here are six peopplus lesome i i me informa tion Sally is the youngest about Peter is taller than Mary but shorter than Mike Mary is fatter than both Sally and Julie ¢ thinnest nest person isi only 16, pee hair is longer than Sally's, them: : E Student A also has information about the six people to s have about the si boxes T ene Work together i mg can work out their names and their ages (Write them in the entA see your book (ou are allowed to read out the information y ou but you must not let Stude mm ¢, | One-sided dialogue: making suggestions nh fn NT Admission 50p Water-polo International match between England and Wales Lansdown swimming aths2 p.m.— Judo National - _ JMMendmeea Well, there are two here - one to (explain there the excursions are going to) Wiomore Sports Centre 1.30-4.30 Admission 60p bs = ©) ae = Excursions {including lunch Cost£450 Soo) Isle of Wight and Stonehenge Da nh BỊ bi from Coach tour to the Isle ne Renae Stonehenge, ey approx 9.30 p.m Arrive back: eee el £2.50 The Motor Show Special coach trip ite Moto stow Donat oie Station Road Arrive back: approx 8.15 p.m - Other Events A Midsummer Night's Dream Special open-air jormance o ‘one of Shakespeare's best-loved plays by students Rất ee St Seats £1.50 a Landscape Gallery P =: Seer Conference tes: Wigmore Centre 10-6 p.m to play the latest attraction for children — Games Comer ~ a chance computers Special latest in home See and try out the Computer Fair ——==—————_ mm Admission 20p Hall 9.30-5.30 =a sh Local cat show at St Peter's Church ức artists by well-known local Paintings Exhibition of eighteenth-century landscape paintings Exhibitions I ¡mm nrxư | ị —— _ SATURDAY GUIDE Sports Events basse Yes, all right What you suggest? let’s see Ah! This sounds interesting! ee : een Student A is your friend Today is Friday You are discussing where to go tEngland inVip You: Student A: You: Well, Student A: Student A: will say When you are both ready you can begin Before you start, read through your part to have some idea of what you tomorrow Unfortunately, you can see only your part of the dialogue so you t — must listen very carefully to what Student A says Use the Saturday Guide on the opposite page when trying to decide where to go Ệ Well you suggest something, then ‘Saturday Guide) oo All right How about (suggest going on an excursion from the SPORTS EVENTS) You: (Read something out of the section of the Saturday Guide marked Gidene As You: You: Student A: Student A: ặ You: Student A: , You: It depends on what sort of an exhibition it is I know! Let’s go to (suggest something from the section marked OTHER EVENTS) có Student A: You: No, they don’t sound very interesting Bi (Answer) And it only costs (say what it costs) You: Student A: ` as You: Great! You: Student A: Admission 80p " Scandinavian Design Exhibition of modern | | | furniture from Denmark, Sweden | _ 930-4 | and Finland, BiiGesign centre esc, Free Admission adults £1 children 50p 15 Following instructions (1) 12 write which year it is In square number 17 write the number 42 In square number 16 write your teacher’s name In square number 13 write which day it was yesterday In square number In square number write today’s date On the opposite page is a rectangle which contains twenty squares Before you start, fill in the following: Insquare number 20 write your name Insquare number 19 write the colour of your eyes Now work with Student A He/she has a large rectangle in his/her book similar to yours But all twenty squares are empty Help him/her to fill them in by reading out loud the following instructions But not let Student A see your book ‘When you have finished, compare rectangles to see if Student A has filled Here are the instructions: in everything correctly this square Start in the black square Go up one square Draw a picture of the sun in Go right two squares Draw a picture of a house in this square Go down two squares In this square write which day it was yesterday Go left two squares, then down one square In this square write our squares In this square draw a triangle teacher's name Go back to the square with the drawing of the sun Go right three Go down two squares Draw a picture of a cup in this square date Go left two squares, then up one square In this square write today’s In the square above this, draw a picture of a horse Go back to the square with the drawing ofa cup In the square below this write down what colour my eyes are of a tree 10 Go left three squares, then up one square In this square draw a picture large cross 11 Go to the square below the drawing of the house In this square draw a 12 Go right two squares In this square draw a large circle 13 Go down two squares In this square write my name this square 14 Go left three squares Multiply seven by six then write your answer in year it is now 15 Finally, write in the square to the right of the drawing of the tree which afr 12 18 œ a 20 ... functionally-based course at pre-inte Description of the material books, one for r Student bs ist ofol two d‹ cessor, y PairPai Work, Pairi Work One consists i ike s for Student B {Pair Work is similar... the students know exactly what they have to before they are allowed to begin Working through an activity It is probably better if all pairs start working at the same time rather than working one. .. esnicat ees b? ?? “eye-conta a lot eo easier ion in Pair Work One involve the students working in pairs, a certain : HỘ amount of classroom reorganization may be necessary If it is B1 at all possible,