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PRIMARY TEACHERS' RESOURCI Aims Our main aim is to provide primary school teachers with easy-to-prepare materials which can be used as one-off revision activities or as part of a fuller theme-based project As all primary EFL teachers know, children need to have new language constantly recycled and these Photocopiable Pages provide a fresh way of doing just that In addition, the preparation of these materials (most of which can be done by the pupils themselves) allows for free and spontaneous language practice The Book This book includes 46 Photocopiable Pages accompanied by Teacher's Notes on facing pages Where an idea requires two Photocopiable Pages to be used together, the Notes face the first of the two Photocopiable Pages The ideas contained here have been tried and tested by Primary teachers through jet magazine and have been selected to include a variety of activities, such as games, art and craft, worksheets and songs Themes The Photocopiable Pages in this book are topic-based The themes for this volume are Homes, Transport and Food, chosen because of their relevance and interest to children while also including the cultural input teachers so often request The Photocopiable I Pages are relerred to by the first letters of the themes plus page number (eg Hones, page - HO/01 and Transport, page I = TR/01) L a n g u a g e Level We have not specified a target age or language level for these materials as each activity is designed as a starting point from which Individual teachers can meet their own classroom needs As well as includag all the basic language structures, we haw also extended the range of language introduced in Resource Book which means there are activities suitable for both beginners and more advanced learners Our Teacher's Notes suggest one way of usi»| the Photocopiable Pages, but these can be easily adapted to suit different age groups and language levels The notes also often include follow-up ideas for future lessons Throughout the notes the following symbols have been used to indicate whether activities are for individual work work (DO or group work OOO Photocopiable R i g h t s The 46 Photocopiable Pages provided can be photocopied freely (or use in the classroom and not need to be declared %*&mwi m mm Wm m SB Language Photocopiable material Page homes vocabulary, alphabet Jigsaw cards template HO/01 persona] information, adjectives, is, has got Information to complete HO/02 giving Information, has/hasn't got Information to complete HO/03 listening for information, prepositions, furniture vocabulary Room plans HO/04 colours, prepositions, room vocabulary Cross-section of a house HO/05 following instructions, imperatives, directions House plan HO/06 listening comprehension, lives, has got Street plan HO/07 numbers, colours, adjectives, there is/are, would like Dice game HO/08 vocabulary of places, directions, comparatives/ superlatives Map worksheet HO/09 hobbies, present simple Survey chart HO/10 story-telling, present tense Story pictures & sentences to sequence HO/11 reading skills, there is/are, present simple Island map & cards HO/12 HO/13 group discussion, writing skills, has got, need island worksheet HO/14 story-telling, present simple made of * materials Cut-outs for puppets HO/15 transport vocabulary Word & picture cards TR/01 TR/02 transport vocabulary, has got, on land/sea, categorising transport Transport worksheet TR/03 present perfect tense with Have you been ? Yes, have/No, Ihauen't Survey chart & grid TR/04 transport vocabulary, imperatives, Instructions Boardgame TR/05 TR/06 present continuous, prepositions Sentences to match & write TR/07 Homes J i g s a w Homes My Home Our H o m e Town M y Room Our Mixed-up House Find t h e Ghost W h o Lives W h e r e ? M y Ideal H o m e Ben's Walk H o m e A t Home Camping O u t Paradise Island Our bland Home The Three Little Pigs Transport Transport Cards A Transport Scene Going Places The Travel G a m e Rocket Rhyme Language Photocopiable material Page numbers, counting, present/past tense Survey chart TR/08 The Wheels on the Bus S o n g present simple, action verbs Song lyrics & music TR/09 The Wheels on the Bus G a m e numbers, colours Bus outline Bus parts to cut out TR/10 TR/11 Journey t o School present continuous, story-telling Pictures & sentences t o match & order TR/12 Coming t o School present simple with come/comes, by car/on foot Questionnaire TR/13 past tense, needs, story-telling Shortened version of s t a y TR/14 vocabulary of vehicle parts, numbers, colours, shapes Spinners template TR/15 What's in t h e Fridge? food vocabulary, colours, numbers, alphabet Food picture FO/01 The Balloon G a m e food vocabulary, cutlery, containers, it's a Boardgame FO/02 Fruit & vegetable Surveys numbers, present simple with like Survey chart & graph FO/03 numbers, action song Song words & music FO/04 shopping dialogue with Can I have ? Boardgame FO/05 FO/06 good/bad for you, present simple Meal plans to complete FO/07 present simple, time, story-telling Story pictures to sequence FO/08 money/costs Card game FO/09 FO/10 food vocabulary, days, numbers, past tense, story-telling Food pictures Story outline FO/11 FO/12 past tense, listening comprehension Worksheet to complete FO/13 Learning a b o u t Food adjectives, shape, colours Chart to complete FO/14 W h o Ordered W h a t ? I'd like a Can I have? Where's my ? reading comprehension Picture puzzle FO/15 At t h e Monster C a f e restaurant role-play Menu FO/16 Wheeled Vehicle Survey Mrs Armitage on Wheels Design a Super-vehicle Food Ten Fat Sausages L e f s G o Shopping Mealtimes M y Lunch Box Dinner Time Greedy George The Big S h a k e Company HOMES THIS TOPK IS BEST STARTED AT THE BEGINNING OF THE YEAR AS IT IS THE MOST PERSONAL IN NATURE AND WILL THUS HELP YOUR PUPILS GET TO KNOW EACH OTHER IT STARTS OFF WITH PUPILS GIVING SIMPLE INFORMATION ON THEIR OWN HOME/TOWN AND PROGRESSES IN DIFFICULTY UNTIL THEY ARE TELLING STORIES IN THE PAST TENSE AND IMAGINING THEIR OWN IDEAL HOMES AS WITH ALL THE TOPICS IN THIS PACK, THE MATERIALS PUPILS PRODUCE CAN BE BOUND TOGETHER IN A COVER WITH A TITLE (E.G My Home) THESE BOOKLETS CAN THEN BE DISPLAYED AT THE END OF TERM AND TAKEN HOME TO SHOW PARENTS Jigsaw Homes Language Focus Procedure * vocabulary of different homes * alphabet * spelling Materials •k a copy of HO/01 for each pupil * thin card coloured pencils/crayons * glue and scissors •k envelopes/plastic bags Warm-up Revise the alphabet (e.g using flashcards or the alphabet song) Either pre-teach or revise the names of different homes using the pictures on HO/02 or magazine pictures Ask individual pupils to come out and draw a home on the board, then get another pupil to come out and write the name underneath You could this as a team game Give each pupil a copy of HO/01 and ask them to glue this onto thin card Explain that they are going to make some jigsaw alphabet cards of homes On the left side they draw and colour a picture of a different home On the right side they draw the letter this home begins with (e.g if they draw a castle on the left, they draw the letter C o n the right) They complete the different cards Go round helping where necessary They now cut out their alphabet cards and put them in an envelope or plastic bag for safe-keeping Pupils swap cards and each other's jigsaws Point to a name on the board and ask a pupil to spell it, e.g That's F-L-A-T KWM9 J*** PRIMARY R E S O U R C E S • H O M E S ZZ zz i:r»7Hii M y Home 00 Language Focus Follow-up * You could now a class survey on the board in order to find out how many pupils live in a flat/house/bungalow and then discuss which is the most common type of home in your area (in mother tongue if necessary) is/are •k has/hasn't got •k adjectives Materials * a copy of HO/02 for each pupil Procedure Pupils draw a picture of their home on the -worksheet on HO/02 and then complete the information (Alternatively, give out the worksheets and ask pupils to complete them at home.) Pupils work in pairs asking and answering questions such as Is your home Is your home big? Has is got a a castle? garden? If necessary, ask a few sample questions to the class first Pupils should note down their partner's answers then complete the sentences at the bottom of their worksheet J*** PRIMARY RESOURCES • H O M E S Class Name My Home Draw a picture o/ your home - Tick the correct boxes a JtT fists bungalow • #^ n flat house u big n small • n hotel n teat n cave oldD newD cottage • church • villa coldD • windows a/rontdoor • mansion tidy EH • a chimney • n an attic • a swimming pool an entry phone • castle untidy [Zl warm C • Ask and write about a friend My /riend's home is a It's It's got I8HI1H Our H o m e T o w n L a n g u a g e Focus Follow-up • This can lead into a class discussion on whether pupils like their home town, what would they like their town to have, what would they change about their town, etc If you wish to introduce an element of British culture, you could get them to compare their home town with a British town that they know, e.g there may be a British town featured in their coursebook or if they have been on holiday in Britain • • present tense with live has/hasn't got place names (e.g swimming airport, park, library, pool, cinema etc) Materials * a copy of HO/03 for each pupil Procedure Pupils work in pairs to complete the information in the worksheet on HO/03 Ask them to change pairs and to check their answers Go through the answers with the class Ask pupils to bring in a photo of their home town (or a picture from a tourist brochure) to stick onto the worksheet QJSQJ] J*** P R I M A R Y RESOURCES • H O M E S Name Class Our Home Town We live in a It's called Tick / the places in your town Cross / the places not in your towni Then write sentences below church restaurant school Our home town has got a Our home town hasn't got a This is a picture 0/ our home town Stick your picture or photo here CEEI My Lunch Box J§^^ j r\-i O S ] Dinner T i m e a>a>a> Language Focus • money/costs + courses in a meal Materials • • • • -*• a copy of FO/09 and FO/10 for each group card scissors glue crayons/coloured pencils Preparation Put pupils into groups of three and give them a copy of the playing cards on FO/09 and FO/IO If they pick up the Tummy Ache card they show it to the others, lose points and then put it at the bottom of the pile If they pick up the Full Tummy card they show it to the others, gain points and then return it to the bottom of the pile The round ends when a pupil collects a complete meal of one drink, a main course, a vegetable and a pudding This pupil scores points plus a further points if the meal costs less than S3 Pupils play another few rounds (or give them a time limit) then they count up the points to see who is the winner They stick these onto card before cutting them out They can then colour the cards in if they wish Ask them to sort the cards into piles: drinks, main courses, vegetables and puddings Then check the answers Procedure Still in groups, one player shuffles the cards, deals out four to each player and places the rest in a pile face down on the table Pupils take it in turns to pick up a card from the pile, look at it and decide whether to keep it or put it at the bottom of the pile If they keep it they must discard a different card from their hand Players must only have four cards at a time FO/09 • FO/10 y^Tr P R I M A R Y RESOURCES • F O O D 4^ Peas 60p Burger £1.00 Baked beans 30p Chaps 60p Fish £1.20 Pizza £1.10 Tummy Ache Sausages 95p ^^^^^^^ Apple pie £1.00 Greedy George 00 000 Language Focus * * •k * * GREEDY GEORGE George was very greedy On Sunday his grandma gave him some money On Monday he bought one bar of chocolate and ate it all up On Tuesday he ate two lollipops and ate them all up On Wednesday he bought three ice creams and ate them all up On Thursday he bought for cakes and ate them all up On Friday he bought five biscuits and ate them all up On Saturday he bought one sandwich, one sausage, one pizza, one apple pie and one melon He ate them all up and then he had a tummy ache! On Sunday his grandma gave him some money He put it in his piggy bank! food vocabulary days of the week numbers past tense story-telling Materials * a copy of FO/11 and FO/12 for each pupil * paper and crayons/coloured pencils Procedure Give each pupil a copy of FO/11 Divide them into two teams and play a quick game to revise vocabulary, shout out a letter (e.g A), the first pupil to shout out the corresponding food wins their team a point If they are incorrect the other team gets a turn Tell them they are going to hear a story about a greedy boy called George and they have to tick the food on FO/11 that he eats Follow-up Read the story opposite, then check the answers Tell them you are going to read it again, but this time they have to number the foods in the order that he eats them e.g chocolate = 1, lollipops = Read the story as often as necessary before checking the answers They now write their own version of the story by filling in a child's name plus days, numbers, prepositions and foods (these don't have to be in the same order as in the original story) Read the story again but change some When they have finished, ask them to draw pictures to illustrate their story Then each pair goes to the front of the class, reads their story while they hold up their drawings words e.g On Tuesday he bought six lollipops Pupils shout Stop! when they hear a mistake and then tell you the correct word, e.g two Put pupils into pairs and give each a copy of FO/12 Finally, ask some simple comprehension questions, e.g What did he eat on FO/11 • FO/12 Tuesday? J***: PRIMARY RESOURCES • F O O D Name Class Greedy George Greedy On Sunday 's grandma gave some money On bought and ate all up and ate all up On bought On bought one one _, , one and one Then had a tummy achsl T h e Big S h a k e C o m p a n y Language Focus * * * listening comprehension past tense writing recipes Materials * Answer key a True b False c False d True a strawberry b strawberry c Lisa d Paul e orange a copy of FO/13 for each pupil Procedure Go through the answers Then pupils work individually, or in pairs, to complete numbers and on the Worksheet Give each pupil a copy of the worksheet on FO/13 Explain that they will hear some information about the Big Shake Company and that they have to record the points each child gave in the chart They don't have to understand every word They should then fill in the totals for each flavour Follow-up If you have suitable facilities, you or your pupils could bring in the necessary ingredients for making milkshakes i.e milk, ice cream and flavourings (banana, chocolate powder, etc) You could then make the four different types and conduct your own class survey to see which is their favourite flavour Pupils could then follow this up by writing out recipes for making their favourite milk shake Read the text below (or pre-record it onto a cassette), as often as necessary The Big Shake Company has made some new flavours of milkshake The flavours are strawberry, chocolate, banana and orange Five children tasted the milkshakes and gave each flavour points out of Alan gave points for strawberry, (pause) points for chocolate, (pause) points for banana, (pause) and points for orange, (pause) Megan gave no points for strawberry, (pause) points for chocolate, (pause) points for banana, (pause) and points for orange, (pause) Paul gave points for strawberry, (pause) no points for chocolate, (pause) points for banana, (pause) and point for orange, (pause) Lisa gave points for strawberry, (pause) points for chocolate, (pause) (pause) and points for orange, (pause) point for banana Josh gave points for strawberry, (pause) points for chocolate, (pause) banana, (pause) and point for orange, (pause) no points for PRIMARY RESOURCES • F O O D Class Name THE BIG SHAKE COMPANY Milkshake flavours test & strawberry chocolate Megan @ Paul Josh TOTAL Write True or False a Alan gave chocolate points, b Lisa gave banana no points C Paul gave orange points, d Megan gave chocolate points Write the answers a Which /lavour did Paul like best? b Which /lavour did Megan like least? C Who liked orange best? d Who liked chocolate least? e Which flavour got the most points? banana o orange Learning about Food Language Focus Follow-up * * * adjectives colours/shapes tastes Pre-teach some necessary adjectives to d o Materials with taste, e.g sour, sweet, •k a copy of FO/14 for each pupil Preparation Bring in a few different tasting foods Chop these up onto plates, place these on a table and cover them with cloths Put pupils into groups of about four Ask them to decide on a fruit or vegetable which they should bring in to the next class i.e so that each group has different items of food to examine bitter, fresh Pupils work in pairs: first one pupil is blindfolded, tastes each of the food items, guesses what they are, and their partner writes down the guess They then change roles Tell pupils what food is on each plate and see how many got them all right Procedure Pupils get into their groups again Give out copies of FO/14 and go over the chart Explain what each section means and ask for some suggested answers, e.g What's inside? seed = seeds, pips, a large nothing Pupils work together to complete the chart for their own food items Go round the class helping where necessary Groups now work together to compare and ask questions about their charts Q*2EQ PRIMARY R E S O U R C E S • F O O D W h o Ordered W h a t ? Language Focus • I'd like * Can I have • Where's a * reading comprehension my .? ? Materials * a copy of FO/15 for each pupil or pair Procedure Give out copies of FO/15 and ask a few questions: Who can you see in the picture? Where are they? they What are they doing? Are happy? Pupils work individually or in pairs to try and solve the puzzle First, they must match the correct tray to the table, and then draw on the missing item Pupils can work in different pairs to compare their answers before you check the answers with the class ANSWER KEY d a b e 5c a witch's potion b creepy cola c cobweb cake d dragon steak e chocolate mouse delight / e t P R I M A R Y RESOURCES • F O O D Name Class A t t h e Monster Cafe Language Focus WAITER Good morning, madam Here's your table Are you ready to order? restaurant role-play Customer 1: Yes I'd like the Snake Soup and a Dragon Steak Materials •k a copy of FO/16 for each group •*• props for t h e role-play W: Would you like anything to drink? C I : Yes please The Green Gunge Preparation Ask pupils if they can remember the name of the cafe from the last activity Tell them they are now going to visit this cafe for a meal Can they remember the names of any of the meals? W: What about you? C2: Can I have The Monster Special W: Would you like a sweet? Give out copies of FO/16 and go through the items asking pupils to predict what might be in the meal, what colour it might be, etc Q: W: Here are your meals C1: Thank you Put pupils into groups of 3-5 and get them to choose roles (one must be the waiter, the others are customers) If possible, get them to prepare simple props: • table and chairs • cutlery and plates (these can be real or made from paper) • pretend food (pupils can draw meals from the menu) • a tray, glass, cups, etc for the waiter • clothes/ hats/ accessories Procedure Go through a simple restaurant role-play with a pupil as your partner (see the example opposite) Pupils work in groups to prepare a similar role-play Then let them act it out in front of the class No thank you (pause) (pause) C2: Excuse me! W: Can I help you? C2: Can I have the bill, please? Follow-ups Pupils could make up their own Monster Cafe menus Pupils could write recipes for making one of the dishes on the menu If you have the facilities, pupils could prepare their own Monster Tea Party They could make up invitations and then prepare suitable food, e.g green jelly, unusual coloured cakes, biscuits with spiders/mice iced on them, etc J^-tt P R I M A R Y RESOURCES • F O O D MOKSTER MtKU STARTERS Snake soup Purple pate Fish eyes MAXK COURSES Dragon steak Pinky-green pasta The monster special Loch Ness monster stew SWEETS Chocolate mouse delight Spider's surprise Cobweb cake DRIMkS Witch's potion Green gunge Creepy cola ... home HO/ 12 • HO/13 J