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Simple Writing

Simple Writing

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Jill Hadfield Charles Hadfield


Writing Simple Activities



Introductlon L 2 3 4 5 6 7 8 9 10 tL L2 13 L4 15 16 L7 18 19 20 27. 22 23 24 25 26 27 28 29 30 Actlvities Greetings introductions and The alphabet Numbers Tellingthe time Personal information Countries Nationalities Locating objects Feelings Families Colours Shapes Partsof the body Describing people Clothes Rooms Furniture In town Directions In the market Shopping Foodand drink Leisure activities Daily routines lobs Housework Abilities Rules Describing actions1 Describing actions2

the book offers a framework for who lack training and support.Tlpically.resources havevery few opportunitiesfor training and limited. however.and leisureactivities. and points coveredare onesfound in a typical elementarycourse. especially thosepublishedin English-speaking that teachers countries. but. This is an important book: one of the few attempts to addressthe problemsof the'silent majority' of teachers worldwide who have to little or no training.they call on the basichuman resources The language all teachers and learnersbring with them to class.respondingto the adapt and add to the techniques particular needsand abilitiesof their learners.Thailand . and teachers of professional development.many of teachers Englishas a ForeignLanguage. this situation.Foreword There is a formidable range of materials published worldwide for However. classes large.The authors This book is an attempt to address presentthirty lessons elementarylevel. the topics are those which form part of everybody'sdaily lives. and none of them require sophisticated which resources. and few resources work with.assume using them will be working with smallish classes and have abundant resourcesavailableto them. Instead. The lessonsare explained in clear.eachwith the same at methodological framework. the cultural assumptions vary quite teachers and learnersin many parts of the world may significantlyfrom thoseof materialswriters and publishers. AL AN M AL EY Assumption University Bangkok. of thesematerials. families. if not most. of thesematerials make implicit about the beliefsand valuesof the culturally-biased assumptions teachers and learners. This situation is ironic in view of the fact that the vast majority of Englishas a ForeignLanguage classrooms not correspondat all do are are to theseconditions.for example. astheir confidence of a lessonquite closely.The hope and the teachers expectationis that such teacherswill begin by following each step will increases. accessible language.homes. presented here. Also many. Most importantly. Also.

most simple resources be the most exciting the can and useful. over the last So few yearswe havebeen trying to designmaterialswhich can be usedin aswide a rangeof teachingsituationsaspossible. to be centredon the universals human experience. as be suitablefor adult learnersaswell as secondary learners. Someof our most (as interestinglearningand teachingexperiences Confuciussaid.This is probablythe singlemost valuableteachingand learningresource we have.learners who havespentall their livesin northern countries might have difficulty with an exercise from an African textbook which asksif they preferyam or cassava.a teacheris'alwaysreadyto teach.but alsoin classrooms where there is little more than blackboardand chalk and someout-of-datecoursebooks.someof our most memorableteachingexperiences in'hi-tech' classrooms have beenwhen we haveabandoned cassette video or glossy the or coursebook and got to work with that most preciousresource of all. they are'teacherresource material'which teachers be will ableto adjust to suit their particular environment. by all sorts of teachers all to sortsof learners. The materialswill needto: be usablein largeclasses well as small.lntroduction Englishis taught all over the world. conversely. Equally. the learners'ownexperience and imagination. there is one resource which is universal and unlimited: the human mind and imagination.Nothing can replaceit.'lo-techmaterialswe havecome up with a list of criteria that needto be met. For example. Schoolsand classrooms vary enormouslyin their wealth and their provision of equipment.But.Learners very are different from placeto place.a lack of imagination and humanity will make the most up-to-dateand sophisticated resources seemdull. The activitieswe suggest asflexible asthe human imagination is are creative. .alwaysreadyto learn') havebeen not in the comfortablewell-resourced small classrooms a of privatelanguage school. havehad greatdifficulty explainingthe we conceptsof the fridge -freezerand microwave oven to Tibetans.or contain subject-matter irrelevantto their particular group of learners.but in classrooms where only the minimum of equipmenthasbeen available.In thinking about universallyapplicable. of cover the main languageskills and have a useful baseof grammar and topic vocabulary. and if possibleeasilyadaptable a primary context. In eventhe most'hi-tech' environment. whateverthe conditionsin which you are working. We havebeen fortunate to spendquite a lot of our time working not only in hi-tech environmentswith computersand video.In the sameway. Teachers often haveto usematerialswhich are out of date.

rather than the technical.and thus flexibleand to easilyadaptable the teachers their own culture and teaching by context. be non-threateningin the demandsthey make on learners. aaaaaaaaaa aaaaaaaoaaaa*aaoaaaar aaa texts Organizing The aim of this stageis to give the learnerscontrolledwriting practicebeforethey attempt a freer writing task.most written language more formal and elaborate.for developing the writing skill at elementarylevel. The teacherprovidesa contextand a reasonfor writing. and be basedon the human resource be culturally neutral.and the speech.This is important In because language writing is different from that of speech.and if if The purposeof the their imaginationsare stimulatedbeforehand.to start them that thinking about the topic and practisingsomeof the language will be neededwhen they actuallycome to write. the of tend to be short or incomplete. Eachactivity has three main stages: Lead-in-This introducesthe learnersto the topic. give them a senseof security. and focuses their attention.not context-bound. SimpleWriting Activities This book containsthirty activities.while providing communicative activitiesfor learners. Creating texts-This stagegivesthe learnersthe opportunity to in usethe knowledgethey haveacquiredin the previoustwo stages producing their own text.However.Introduction to and thus be traditional enoughto be recognizable all teachers. designed accordingto the criteria above. be flexibleenoughto complementa standardsyllabusor coursebook. material'rather than books for learners.and may break grammatical is rules. and follows certain conventions. utterances language usedis often colloquial. in lead-in is to'warm up'the learners. Lead-in Writing is easier the learnersare preparedfor the task. other words. be teacher-based'resource are assume that no technicaland reprographicresources available. The text organizationtechniques usedin this book are as follows: . Organizingtexts-This stageprovidescontrolledwriting practice in preparationfor a freer writing task.

you provide the learnerswith a context for creating a written text.Introduction Completion-The learnersfill in the blanks in a text or a crossword puzzlewith an appropriateword or phrase. Alternatively.This showslearners at how a basicsentence form may be usedwith slight variationsto express number of different meanings.while is reorderingtextshelpslearnerspractisechoosinga logical sequence for sentences.This technique helpslearnersto understandhow sentences constructedand are which words can go with other words. This techniquehelpslearnersto developthe skill of linking ideaslogically and writing more fluently. however.preparea shoppinglist. you can make the task much more concreteand interesting. This gives them practicein organizinga spatialdescription.If. Describinga picture-The learners write a descriptionof a picture.This techniquecan give learnerspracticein a particular language point. :i: Responding to a text-The learnersare given a text to read before they write. foining-Learners join words or sentences such as'and'or'but'.and usefulwords and phrases which they can usein their own writing. for examplea poem or a letter. answera letter. In the classroom there is often no apparentreasonfor writing beyond'The teachersaid do this for homework'.The oneswe haveusedin this book are as follows: Writing from a picture-The learnersusea picture as a startingoff point for creatinga text. The learnercan vary this by choosing differentwords or phrases certainpointb. Greatingtexts It is difficult to write when you don't know who you are writing to. or why. This givesthem practicein arrangingtheir ideascoherently. they may be askedto use their . Reordering-Sentences textsare givento the learnersin or muddled order and they haveto rearrangethem in the correct order. using a linking word.They may then discuss best order in which to describe the the different elementswhich go to make up the picture. . Substitution-In this techniquea basicsentence framework is written on the board. Matching-The learnershave to match the two separatehalvesof sentences which are written in the form of two lists. for example. placeprepositions.Reorderingsentences usefulfor teachingword order. a Writing from notes-The learnersare given notes to expand into text. In real life we alwayshave a reasonfor writing: for example. or make notes to for a talk. There is a wide variety of techniques which you can use.The text actsas a source of inspiration.

Write and draw-The learnersdraw a picture and write a descriptionof it. supply any vocabularlthey need.poems. If or you preparepostersbeforethe lesson. This givesthem somethingconcreteto write about. Surveyand report-In this techniquethe writing task is preceded by a speaking task in which the learnershaveto gatherinformation from eachother and useit to write a report.for exampleby creatinga tableauof the scene. Theseinclude descriptions. Other learners read them and respondin an appropriateway. Write and guess-The learners write a descriptionor riddle for othersto read and guess personor object being described.or a descriptionof a scene.and letters.and someof the activitiesin this book may be given for homework if time is short. Many activitiessuggest useof a poster. that you to so can circulatewhile the learnersareworking. letter. meansthat you do not it havethe time-consumingtask of writing or drawing on the board if while the lessonis in progress.This helpsto provide interestand equipsthe learnersto deal more effectivelywith different kinds of writing. a picture. the Teachers often setwriting for homework.for example.instructions. This is the most immediateand direct way of providing the writer with a reader.This is simply a text the written out in largeletters.It is as also an advantagefor learnersto receiveimmediate feedbackfrom one another on their writing. narratives. reports.lntroduction own textsfrom the'Creating texts'part of the lesson. Materials A wide variety of text typesis usedin this book. There arevarious techniques which can be used: Write and do-The learnerswrite texts.they are really designed be done in class.on a big sheetof paper. Visualization-The learnersclosetheir eyesand visualizea scene which you describe them. They either passtheir descriptionto another learnerwho has to draw a picture of it. They then write about the scene they to have imagined.lists.and corrector explainany mistakes they arise. Learners can alsoact as eachother'saudience.a a of series instructions. This is a particular advantage you are not very confident about your drawing skills. and a definitepurposein writing. However. or the picturesand descriptionsare put up in the classroom and the learnersmatch them. They may sharewhat they havewritten with anotherlearner.It also meansthat .

In Madagascar. Ifyou decideto useposters. this robs the learnerof a valuablelearning experience-how to spot and correcttheir own mistakes. supplying vocabulary and pointing out mistakes.Theseare usuallyknown as'flashcards'. Gorrection After someof the activitiesyou will want to correctthe learners' work in order to give them feedback about their progress. and confidence.It is then up to the learnerto work out what waswrong. Usefulsymbols are: well done o T organization Sp spelling tense Pr preposition WO word order . and this can have a destructive effect on their creativity. When you correctlearners'work. and what the correctversionshouldbe.the teacherswe worked with for found the sheets paper usedfor wrapping vegetables the of in market were ideal for making posters. They are usedin 1l 'Colours' and 24 'Daily routines'.Introduction you will not haveto write out the text. enthusiasm. Getting learnersto work togetheror read eachother'swork and help eachother with mistakes. example. if everymistakeis In correctedby the teacher. addition.usesymbolsin the margin to indicatethat there is a mistakein that line rather than correcting the mistakeyourself.and help learnersto self-correct by using the following strategies: Working with learnersas they are writing. to find a cheapsourceof sheets try of paper. again the next time you want to useit. You can reducethe'big red pen' effect. can be It very discouraging learnersif their work comesback coveredin for red ink. You can then useclothes-pegs pin your postersto to the string! An alternativeto drawingson postersis drawingson smallerpieces of card (but still largeenoughfor all the learnersto see). good way to fix postersto A the board is to pin a length of string along the top of the board like a clothes-line. or draw the picture.

lessonor part of a lessonto remedialwork on this area. you adopt this systemyou will need to givelearnersa little time after you hand back their writing tasksto work out what was wrong.or all.lntroduction A Ag P V Gr article (singular/plural. Buildinga lesson There are four companion books to this one. for example.following a basicstructural syllabus.) agreement punctuation vocabulary other grammar mistake work. all five books is about'Greetingsand introductions' and activity 30 The activitiesin eachbook are is about'Describingactions'. Language.or prepositions. If and askyou for help if they still do not understand. SimpleListeningActivities.PresentingNew Activities. etc. This meansthat you graded. spelling. most of the you may want to devotea classmade the sameor similar mistakes.dependingon your learners' and the time available. and practisedcorrespond.and in all five books the topics and the language activity I in presented So. .AII of thesealso contain thirty activities. of the books. but You may not want to correcteverymistakein a learner's preferto concentrate one specificareaat a time.SimpleSpeaking and SimpleReadingActivities. on If tenses. for example. using material of can designyour own lessonor sequence lessons needs from any. write in the correct version.

Activities .

\itr. KATE My name'e FEN Lo -you Oen.uorr Ni. Organizingtexts:completion.using their own names. the picturesbelow.Then cover."to \ \. Mg namos Be"ur.? l.Greetings and introductions L ANGUAGE Hello. -your NiceLoo.and get the learnersto repeatthe dialogueagain. ? Ask the learnersto copy the dialogueand fill in the gaps. T E C HNIQUES MAT ERIAL S P R E PARAT ION TIME GUIDE Lead-in Walk around the classintroducing yourself to the learners. meeN -. Creating texts: writing from a picture. The dialoguebelow. Mq noru"ts Kak . the 30 minutes.mecl. ."tb3our yron€.Use 'Hello. My name's What's your name? Nice to meet you.on postersor on the board. Hello. " Niceto neefgort. Prepare posterif you are using one. My name's What'syour name?' Put up thesepictures. texts: Organizing completion 3 Write this gappeddialogueon the board: FEN Hello. the names.+ooY Tell the learnersto repeatthe dialogue.or rub out.

write in the missing words on the board and get the learners checktheir work. one taking Ben'spart and the other Kate's(get them to usetheir own namesif they prefer). changethe namesto more familiar local names. a aa aa aa ao ea aaaaa aaaaa a t a a a a a a a a a a a a a a a o t a a a a t a Gomment If appropriate. to Cleatlng texts: writing fiom a picture 5 pictures. the learners copythem and to write in Put up these Get to the dialogue.Greetings introductions and 4 When everyonehas finished. . 6 Ask one or two pairs of learnersto read out their sentences inthe correct order.

LANG UAGE TECHNI QUES Theletters the alphabet. y-o-u-r M-y N.c - n-a-m-e'-e whenthey Tellthe learners put up theirhandandtell the class to guess woro. Prepare poster the ifyou areusing one.e. 40 minutes. B shoulc do the samefor the second column. Creating texts: MATERIALS Thejumbledwordsbelow.A andB.the pictures below. a aa aaaaaeaaaaaaaaaaaaaaaaat a a aaaaaaaaaaaaaonaao texts: Organizing leoldeling 2 Write these iumbledwordson theboard: LOLHE NEF CEIN TEME OYU TEKA N/EAN'9 OT YM AMNE YM UYOR g'THWA E9'MNA 3 Dividethe learners pairs.i.Spellout this dialogue pronounce each letterseparately): H-e-l-lW-h -a -l'-s n M. 10 .-e. aaaaaaaaaaaaa P REPARATION TIM E GUIDE raa aaat aaaaaaa aaaaaa t a a a o o n a a a a Lead-in (i. 7. a posteror on the on board. writing from a picture.AskA to look at the into iumbledwordsin the first columnandto sort themout.y n-a-m-e' n-a-m-e? K-a-t. y-o-u. D-e-n. of Organizing texts: reordering.

who should write them down.and dictate them to one another. Tell them to make a dialogue from the words.Thealphabet 4 When they have finished. askA to dictate his or her words to B. Creatingtexts: wdting fiom a pictule 5 pictures: Put up these 6 Tell the learnersto copy the pictures and write the dialogue in the sPaces. l1 . Then get B to do the samefor A. Gomment Learnerscan write their own dialoguesusing different names. Get learnersto compare their dialogueswith others in the class.

ask them to add 6 and 4. examples the objectsin the poem. Organizingtexts:completion. poem below. two posters. 3 4 Tell the learnersto copy the grid. of Adapt the poem if necessary. Ask them to completethe crosswordon their own. T2 . Organizing texts: completion Across 1 6x2 4 b+11 5 1+2 7 b-7 O 3x5 I 3x3 12 20-3 15 6x3 16 7x2 Down 1 16-3 2 1O+1 3 3+4 5 5x2 6 3+2 10 4xZ 11 1Ox2 12 12-6 15 BxZ 14 7-5 16 2x2 2 Put up the blank versionof the crossword. Creatingtexts:respondingto a text. Collect examples the objectsin the poem. The crosswordbelow a blank versionwith cluesand a versionwith answers.Numbers L ANGUAGE T ECHNIQUES Numbers. M AT ERIAL S PREPARAT ION TI M E G UI DE Lead-in 1. For example. Make the crosswordposters. and t8 and 2. Make surethat the learnersunderstandhow to fill in a crossword. but not the clues. and the poem posterif you are usingone. Give the learnerssomesimple'mental arithmetic'with numbers up to 20. You could make this into a competition betweentwo teamsif you like.on a posteror on the on the board. in Put up the versionwith answers. of 50 minutes. and then comparetheir answers pairs.

FOUK blackpene. Show the classan exampleof eachobject in the poem. 7 I Readthe poem. MO wooden rulers.Then ask for a volunteer to come out and hold up eachobject asthe rest of the classread the poem. them they may usetheir own language they don't if know the word in English. THREE claee nolebooke. 9EVENpoVcaoeettee. TEN oiicky sweels. Ask the learnersto tell you about other things they have in their Tell schoolbags.Numbers a a a ta a a a a a a a a a aaaaaaaaaaaaaaoa aaaaaoaaaa Creatingtexts: responding a text to 6 Put up this poem. NINEbus tickeL6.) ln 1am's echoolbag ONEEnqlieh book. FIVEchocolaLe biscuits. holding up an exampleof eachobject asyou read eachline. Get the classto read the poem in chorus. (If necessary. and askthe learnersto identifr it. EIGHT coloured ?encile. Tell them they may use their own languageif they don't know the word in English. called'In my schoolbag'. changesomeof the objectsto thoseyour learnersare more likely to havein their schoolbags. 1lX paVer hankiee. Ask the learnersto write a poem like'In Sam'sschoolbag'. 9 10 l3 .Translate into English their suggestions and write them on the board.

MATERIALS Notes and clock faces. LANGUAGE What time is it? Numbers. a on on posteror on the board. and asking the learnersto tell you what time it is. . postersor on the board. Helen. Creating texts: responding to a text. Organizing texts: completion 2 Put up thesenotesand clock faces: )ue.4 Tetting time the It's o'clock. Use: What time is it? It's o'clock. diary pages. rECHNreuEs Organizingtexts:completion. af. Lead-in L Revisetimes by drawing a clock face on the board. adapt the notesto suit your learners'ages cultures. pREIARArroN Ifnecessary. and Prepare postersif you are using them. Helen )ue Tom James 6 T4 . the TrMEGUrDE 40 minutes. meeNyou allhe cinema -. Tom. seeyou afuer schoolaN-. Jamee.meetr lor lunchaN me ie the meeNinq atr-. drawing in the hands at different times.

Tom. and 'meeting'. Teaaeue Film-b.'lunch'. Mark. Cinema. -you )ue. ie al ten lhirty.'meet'.'school'. Dinner wilh James. Helen. Helen. at lwelvefitleen. aNfour o'clock.HuanaShan reslauranN -7. Ask some learnersto read out their notes to the whole class.30. Check the answerswith the whole class. Ask the learnersto copy the notes and fill in the gapswith appropriate vocabulary items from the first set of notes. Meelina-3.2O. Put up thesenotes: 1am. 15 .OO Casablanca Cafe. 3 4 5 Get the learnersto copy the notes and write in the times in words.and Sue making thesearrangements. TellTom.l5. Tell the learnersto write notes to Sam. Lhe 6 7 youatthe afLer me for at eiqhN o'clock. Arranqelo 6ee 7ue after work-6. Iames.) Tell the learnersto match the notes and the clock faces. Check the answerswith the whole class. Tom.'cinema'.Telling time the i6t (If necessary teach'see'. Creatingtexts: respondlngto a text I Put up thesediarypages: Meet 1am.Tom. )ue.

them to comparetheir answers get in pairs. MATERTALS Jumbledsentences. Iama I am from I live at My hobbies are TEcHNreuEs and -.When they havefrnished.Ask some questionsabout their penpals. to to 16 .Remind them that eachsentenceshould begin with a capital letter and end with a full stop.on a posteror on the board. letter. liveI aN79 Abbey Koad )eneqalfrom I am learner l'm a 15l am hobbies my dancinq are owimminq and Tell the learnersto write them out correctly. IREIARATToN Prepare posterif you are using one. Creating texts: responding to a text. example: for What is his or her name? Where is he or shefrom? aaaaaaaaaaaaaaaaaaaaaoaaaaaaaa aaaaaaa t a a Organizing texts: reoldering 2 Write thesejumbled sentences the board: on namemy Johnie.or haveeverhad. 3 Ask individual learners read out their answers the whole class.J tlA Personal information LANGUAGE My nameis -. Organizingtexts:reordering. Iam-. a penpal. the TrME GUIDE 40 minutes. Lead-in L Ask the learnersif they have.

When the learnershave rewritten the lettet ask them to write a reply.country. LeLme inf. l'm 2l yearoold.Personal information aa a aa aa taa aa aa aaaaaaaaaaaalaat aoaaaat aaaa a a a o a Gleating texts: 4 Put up thisletter: DearVenpal. I liveaN25 City Koad. My name'e 1anjayJhabvala. l'm a poolman.Draw the letter layout below on the board and tell them to follow it. better order (name. telling the penpal all about themselves.roduce myoelf. hobbies). putting the sentences a in job. I'mfrom lndia. T7 . Wrile and tell me all aboul youreelfl responding a text to Ask the learnersto rewrite the letter.age.address.Delh| My hobbiee cyclin4 are and football.

.India.a. ili. rEcHNreuEs Organizingtexts:substitution Creating texts: responding to a text. are Curry Suehi 3 4 Tell the learnersto match the countries rvith the kinds of food.. Hunqary.curry.. 6.Oelicic-e. pREpARArroN Preparethe postersif you are using them. China. Tizza Chopeuey Voueeaka Goulaeh lamburqero ta substitution from lndia. epicyf'eh curry.. Ask them if thev know sushi. webomeNo TheRENDEZVOU9 Fromltaly.A. TrME GUrDE 40 minutes. Ja?an.or chop suey. menu.on a posteror on the board. From)wilzer. which countriesthesekinds of food come from.try our taoty Vizzae.. 18 .hamburgers...is/ are from -.i. Check the answerswith the whole class. respondlng to a text TNTERNATTO\.a.'i. ne vrinqyou A from fondue.il.. hamburgers) vocabulary areas.. Ask the learnersif they have ever tried any of the fbllorving: curry. pizza. <=3-irRANT. fapan) and'food' (for example. Italy.''''''''''''. pizza. Andfrom Thailand. Greece. Lead{n 1. FromGreece..'' .. the U)A. MATERTALS Substitutiontable.. moussaka.^ r\-/t Gountries LANGUAGE 'Countries'(for example.. kebabe. . on a poster or on the board. Mmm. epecialily Turkey. Olganizing texts: 2 Put up this substitution table. and then write sevencorrect sentences. . Greece.


Explain any new vocabulary for example,'tasty','fondue','delicious', 'speciality','kebab', and'spicy'. Put the learners in pairs and ask them to discusshow they would lay out the menu to make it read and look better. Go round and help them while they are doing this. Collect suggestions from the classand write up a new more attractive menu on the board. Ask the learnerswhat they would chooseto eat.


Put the learners in groups of three or four and ask them to design their own international menu. When they have finished, get them to swap menus. Each group should then discusswhat they would choosefrom their new menu. Write thesespeech bubbleson the board if you think they need suPport:

Mmm.lthink l'lllry -. Whal about you?

eounds delicioue.

aa aa aa aa aa aa aaaaaaaaaaaaaaaaaaaaaoaaaa a a a a a l a a


If appropriate,changefood items and their countriesof origin to suit your learners'cultureand generalknowledge.


LANGUAGE 'Countries'(for example, Canada,fapan, China) and'nationalities' (for example,Canadian, fapanese,Chinese) vocabulary areas. TEcHNreuEs Organizingtexts:completion. Creating texts: responding to a text.

MATERIALs Lists and sentences, a posteror on the board; letters,on a poster on or on the board. eREIARATIoN Prepare postersif you are using them. the TrME GUrDE 40 minutes.



Ask the learnersabout the nationalities of famous people they are likely to know; for example,pop stars,sportsmen and women, and political leaders.

texts: Otganizing completion


Putup three lists, example: for
Country Canada Japan China Mexico )witzerland Thailand Venezuela Morocco Rueeia Nationality Venezuelan 9wise Canadian Thai Japanese Kueeian Moroccan Chinese Mexican Languagea French, German, and ltalian SVanieh )oanish Frenchand Enqlieh Chineee French and Arabic Kussian Japanese Thai

fuk the learnersto match country nationality, and languages. 3 Put up some gap-fill sentences the ones below Tell the learners like to copy them, filling in the gapswith words from the lists: Carlosis -. 9u RonqRonqie is Aeqonio a -. Jameoie a -from Maria ie ana _. He comeefrom Acapulco. the livesin Shanqhai. He liveein Caracae. Monlreal. opeako He and -.

and comeofrom Luqano. She opeako Marrakech.)he epeaks and -.

Jamilais -,from



Creatingtexts: responding a text to


Put up these letters:
Hil I likemusicand frlme.I soeak and -. yeareold.I'mCanadian.live 26 My name'o I at Jean.l'm23 Avenue Ternes, de Vontreal.Howaboul vou?Lel me inlroduce mveelf.

Hellol I livein thanqhai, biqcily in the easl of -.I'm a Chineee. My hobbieo readin4 are and badminton.likeEnqliohl opeak I I Vy and a little Enqlieh. name'e eonq Lin.Howabout vou? Explain that the sentences both letters are in the wrong order. in Go through the first one with the whole class,asking the learnersto reorderthe sentences. Get them to do the samewith the other letter, working on their own. Ask for volunteersto read out their lettersto the rest of the class. Suggest correctionsif necessary. Ask the learnersto chooseone of the two letters and write a reply to it. They can use languageand sentence patterns from the letters to help them.


If you feel that your learners are not familiar with the ones prese.rt"d here, substitute different countries and nationalities, and adapt the letters.


T ECHNIQUES Organizingtexts:reordering.8 L ANGUAGE Locating obiects 'Everyday objects'(for example.(6) 1eLween the Next to lhe cakeie a card eayinq'l love (7) windows a r. bag.wowindows oppooite (5) Lanqinq from Nheceilinq. on. you'. preparethe posterifyou are using one. Creatingtexts:write and guess. texts: Organizing leoldering 2 Put up this description: (1)On the lable ie a va6ewith one red rose in it. (2) Theroom ie the door. nearLhewindow. the 40 minutes. chair.on a posteror on the board. Placeprepositions(for example.(4) quibebi7. Prepare sentences.rose) and'classroom furniture' (for exampleboard.able.vase. table) vocabularyareas. overlhe tableare someballoone. next to. description. ln fronL of Lhevaseis a biq cake. Five sentences about objectsin your classroom.for example: Theblackboard ie My ba6 io TheIable is on lhe chair. near). Lo nexL lhe door. M AT ERIAL S PREPARAT ION T IM E GUIDE Lead-in 7. is 22 . Ask the learnersto match the two parts to make sentences describingthe classroom.(3) Thereare r. in Write the first parts of the sentences about your classroom a column on the left-hand sideof the board and the secondparts in jumbled order on the right-hand side.

though 2.7. 3 Get them to start drawing a picture of the room. 6. Number the sentences and get the learnersto decidewhat the bestorder would be to make the descriptionclearer.6. 1.'balloons'. and'card' if necessary. Go through their suggestions when they havefinished(2. them what is going to happenin Ask the room.7. for example: what It's next to the windoq on the wall abovethe table.put the learnersin pairs and get them to read their riddles to eachother. Explain'vase'. I 23 . can 4 Creatingtexts: wlite and guess 5 Tell the learnersa riddle about an object in your classroom and ask them to guess it is. When they havefinished. 4. 4 is the best.3.What is it? another example: It's on the table next to the door. 'cake'. without mentioning the namesof the objects.Locating objects p Ask the learnersto read the text.'rose'. 1.Their partnersshould guess what the objectsare. 3. the learners Ask if any of the sentences be joined with-and'. 5. and let the class guess what the object is. Ask for volunteersto read one of their riddles to the whole class.5 is possible). Ask them how the text could be reorderedto make it easier. 6 7 Get the learnersto write five similar riddles about objectsin the room.

... rEcHNreuEs Organizingtexts:joining. 2 Explain that'and'is usedto join two feelings that are similar. Kale is hunqrybut haVpy..for example. h"ppy).i. 4 Ask the learnersto make two sentences.Feelings LANGUAGE 'Feelings'vocabulary area(for example.' on board: the Timl hunqrylthirety Marial not anqryl cold Annal tired/ NhirelylhaVpy tsenlLiredl exciled 1aral nol Liredl bored Ask the learnersto expandthem into sentences using'and'.ii.i. but. Ask a few learnersabout their feelings.or 'but'.'But' is usedto join two contrastingfeelings. rrME GUrDE 40 minutes.In a negative is usedinsteadof 'and'. Creating texts: survey and report..1iliil''i'' #. to describethemselves one and the other to describethe person sitting next to them. hot. MATERTALs Notes..'or'.'Areyou happy?Write their answerson the board in the following patterns: [Name] is [Name] isn't[Name]is For example: Vark ie hoNand thirely..for sentence'or' example.. Lead-in 7. pREnARATToNPrepare your list of adjectives.a list of eight to ten adjectives the'feelings'vocabulary in area... or -. but -. Anna isn't anqryor bored. And. or. two bad onesor two good ones. 24 .i.i.il. thirsty.. and -. 6.

Ask you the learnersquestions about their feelingsusing the adjectives. for example: Ha?py Hot Cold bored An7ry 32 37 1 O O 6 Tell the learnersto write the results as a survey. for example: Who is huppy today? How many of you are hot? How many of you are cold? Write the totals on the board.lhirtry wo Veople happv.Feelings aaaaaa aaaaaa aaaaaaaaaa Greatingtexts: suryeyand report 5 Write the'feelings'adjectives havepreparedon the board. t are ThirIy-oeven ie are peoVle hot. z) . bul one ?eroonie coldl No-one boredor an6ry.for example: -t ln ClaeeThree oday.

26 . in the middle.and Hu4hand hie wifeAnne. rECHNreuEs Organizing texts:reordering. father. and here is my husbandstandingnext to meldraw husband) the right are my husband's On parents. Spenda little time preparingwhat you're going to sayabout eachmember of your family. of description. Make a sketchfor a board drawing of your family..talk about eachmember.are my molher and father-bolh 65 and retired now. This is me ldraw sefl -in the middle. Preparethe posterif you are using one. LANGUAGE 'Families'vocabulary area(for example. Creatingtexts:writing from a picture. pREIARArroN At the end of the previouslesson.on a posteror on the board. brother).board drawing of your family. TrME GUrDE 40 minutes Lead-in L Draw a picture of your family on the board. sentence frames. He/she'sa. etc. look.As you draw. and this is his father. (4) Next to my parenleare my brolhere-Vichael and his wife Jill. MATERIALS Photographs learners'families. (7\ That's us-in the middleof the pictrure..They'reboth teachers .1-0 Famities On the right. Constructingtexts: leoldering 2 Put up this text: (1 ) Thisis our weddinq phobo.mother.[draw parents) This is his mother. the learnersto bring a ask photographof their family to the next lesson.for example: This is a picture of my family. on the left. (2) On the left.

3.".. or towardsthe right and then towards left (1. Ask were in a different order.5. my wife'e on and John.2..9. 9. ie mY-.'t.. ie (6) Nexi lo my faLher-in-law my wife'o oaoyqon.3.4. ehecameoverfor Nhe Ask the learnersto read the text and to try to draw the photo. are (7) Next io Felicily. 10) are probablythe best." .h.7.."S* %d ggH a B '$ and (5) Michael an enqineer.. Lynn cousine.dffi frHgE Families .. frames theboard. 6..' writing frOma picture to rell on *'i.. to My My My io on NheriqhN. 8. behindmy ln fronNof my Hiel her nameis Hel ehe's I'el she'sa -. Working out from the middle from the class.2. the 7).il. 27 .. t'hefar riqht of NheVicIure. queot'-my (B) Al the end of Nherow.4. 3 4 Get the learnersto write down the order they think would be the clearest.. if them if it would be easier the sentences how the text could be better arrangedso that the reader Discuss can visualizeit better. ie on Ihe lefl.ie a ourprioe sisler Susan' family-her motherand f ather are (9) 0n lhe riqht'ie my wife'o nexN her' No et'anding wedding' bu| in (O) eueanlivee America.describingtheir photographsto eachother. .6. . Huqhand Anneare both docfors. 5.iil..' ". Collect suggestions the the towards left and thentowards right (1. ie and her Felicily' siot'er. b mY-. L0. therearners use about them writesentences theirphotos. of ie in Ihe middle the phoNoqraph.8.nex| lo tlugh. 6 Get the learnersto work in pairs.

'poppy'. fruit etc. blue. Creatingtexts:respondingto a text. Supplyvocabularyif they need it. red.'barley'. poem with lines in the correct order. 28 . T ECHNIQUES Organizingtexts:reordering. Make the postersif you are using them.on a posteror on the board. texts: Organizing reordedng 4 Teachthesewords with quick sketches the board:'rose'. 'grass'. fust explain that they are Englishflowers/birds/ fruit/ crops. on 'swan'. 'pear'.If you can. Write the learners' suggestions below the flashcards. For example: Put the learnersin pairs and askthem to think of as many other things as they can which are the samecoloursasthe things on the flashcards. and 'twilight'. green). and askthe learnerswhat colour eachthing is. 'cloud'.try to find a local flower.q No& blue red eea apVle f fi Fix the flashcards the board in a row. Eight flashcards the illustrationsbelow. Make the flashcards. M AT ERIAL S P R EPARAT ION T IM E GUIDE L Hold up the flashcards one by one. Someof the things may be unfamiliar to your learners. that is similar. poem with lines in of jumbled order.1tI L ANGUAGE cotours 'Colours'vocabularyarea(for example. 50 minutes. What colour is the -? It's -. 'clouds'. 5 .'fountain'.on a posteror on the board. Write the name of each to colour abovethe picturesand the name of eachthing below it.

.. blue? oky ie blue ie The Whatr white? ewaniEwhiLe is A WhaI ie yellow? Teare yellow are Whal ie qreen? qraooio qreen The WhaL violet? is Cloude violel are Whal ie oran1e? Why. What ie qreen? qraooio qreen The With emallfrowere belween.#* lrE 3 $ Y€ & A Put up this poem. Ask the learnersto put the lines in the correct order.Show them how the pairs of lines should be structured: Whatr -? is ie/ are Tell them that their poemsdon't haveto rhyme! I Ask for volunteersto read out their poemsto the rest of the class.. Explain that the lines in the left-hand column are alreadyin the correctorder. ln the eummer Nwili4ht. .but thosein the right-hand column are in jumbled order. is What. ln iNobarleybed. Kichand riVeand mellow. What io pink? WhaN pink? rooeie pink is A by lhe founlain'e brink. What ia pink? WhaN Vink? rooeie pink ie A gy lhe founLain'e brink.Also tell the learners that the poem rhymes. is WhaL orange? Why. with the lines in the correctorder. oranqe an Justran oranqel Ask the learnersto write their own poem on the samepattern. (It is by the Victorian poet. 29 .an oranqel Where cloude Lhe froat lhrouqh. Christina Rossetti). What ie red?A Voppy'o red What.Colours . in What is yellow? Tearsare yellow Kichand riVeand mellow. oranqe an in eailinq the liqhL.-n. WhaN red?A poppy'e ie red ln ite barleybed.. ' Creatingtext: responding a text to .' . using the words and ideasthey collectedin the Lead-in. violetr? Clouds are violet ln trheeummer Nwilight. WiIh emallflowersbelween. Juet.. Whal ie blue? oky ie blue The Where clouds the float throuqh. WhaN white?A ewanis whiLe io Sailinq Lhelight....

brown.round. Describetwo or three of things in the room. bananas round blackboard Ihin. T ECHNIQUES Organizingtexts:substitution. It's small and round and red. Creatingtexts:write and guess. An 000Ke t6 tonq and Ihick. for example: It's squareand brown with four legs. a posteror on the board. 40 minutes. with. red. M AT ERIAL S PREPARAT ION T IM E GUIDE Lead-in 7.L2 L ANGUAGE shapes 'Shapes' (for example. 30 . Ask the from the table. pencil 3 Go round the class and checkthe learners'work. learnersto write five sentences red. Get the learnersto guess texts: Organizing substitution 2 Write a substitution table on the board like the one below.purse). And. what you are describing(table. yellow.with money inside. long) and'colours' (for example. on Make the posterif you are using one. Exercises. black) vocabulary areas. square. a??te are 6quare black.

Ask the learnersto do them. lL'eround.lt'eeilver. When eachpair has made up at least two riddles. Check the sentences Ask the learnersif they what the objectsare (A banana. ll'e lonqand veryNhin and eilver. Put the learnersinto pairs and ask them to make up some riddles of their own like the ones in the exercise.ll'o biq. Itr'o ll'o lL'sblack. coin. lonq.lt hae a holein Lhemiddle.ring). join the pairs into groups of four and ask them to read out their riddles for the other pair to guess.lt hae a pointed end.llhae a poinl al oneendand a veryomallholeat.shapes J- 12 t- Greating texts: write and guess 4 Put up theseexercises: A Ioin theseshort sentences into one longer sentence using'and': yellow.lt'o oquare. can guess needle. 6 7 3l .Ihe oLher. lt's roundand qold.board.lL'e B Join theseshort sentences into one longer sentence using'with': It'o lon6and thin and round.l|'ecuryed. ffaL. B pencil. 5 with the whole class.

3 Thierobol has a roundheadand a lrianaularbodv. joining.Increase your speedasyou go on.'Knee!'Tell the learnersto point to that part of their body.as quickly as they can.lloarmeand leqoare rectanqular. Organizing texts: Creatingtexts:write and draw Drawing and descriptionof a robot.13 L ANGUAGE T E C H NIQUES Parts thebody of 'Partsof the body'vocabularyarea(for example. 40 minutes. Call out partsof the body. has ll reclanqular armo and leqe. 32 . foot. M A T ERIAL S P R E PARAT ION T I ME GUIDE Lead-in 7. lt 2 Thisrobol hae a lrian7ularhead. A 1 ThisroboL has a aquare headand a roundbody.'Head!'. of Make the posterif you are using one.for example. two pieces paper for eachof the learners. has roundarmo and reclanqular leqo.'Foot!'. on a posteror on the board.knee). texts: Organizing matchingandioining 2 Put up thesepicturesand descriptionsand ask the learnersto match them. has lrian7ularhandeand feel.lts bodyio aquare and it. head.

3 3 4 ( Checkthe answers with the class. They can then compare their drawings. Its body is rectangular and it has four arms and three legs. lLe bodyio reclanqular Its handeand feet are Lrianqular and wilh roundeyeeand af.Parts the or body 1. 33 . and to write a descriptionof it on the other. Tell them to give the description. to their partner.3-A). When they have finished.rian7ular mouTn. 2-C. This is probably: The robot has a squarehead with round eyesand a triangular mouth. it. Put up this robot and the description of it. put them in pairs.Tell them to draw their own robot on one sheet. has ten finqeroon each hand. joining them with'and' or'with'. Their partner should read the description and try to draw the robot.e. Therobol hao a oquarehead Ask the learners match the sentence to halvesin the description. iNhaefour arms and Lhree le4o. describingfrom the top downwards). 5 Ask them what they think is the best order for the sentences to make a description of the picture. 1-B. but not the drawing. Creatingtexts: wdte and dlaw 6 7 Give eachlearner two sheetsof paper.Its hands and feet are triangular and it has ten fingers on eachhand (i.

face. Organizing texts: writing from notes.nose).1r4 L ANGUAGE peopte Describing 'Describingpeople'(for example. and'colours' (for example. who should try to guesswho it is. aaaaaaaat aaaaaaaaaaaaaa a a a a a a a a a a a a a a Lead-ln L Ask the learnersto closetheir eyesand to think of a famous person. Police poster.'parts of the body' (for example. aa aa aa aaaaaoaaaaaoaaaaaaaaaaaaa a a o a a a a a a o a a a a a texts: Organlzlng writing fiom notes 2 Put up this police poster and write the notes besideit on the board: Lall elim lonqcurly blonde hair roundface blueeyee lonqnooe blackdreee 34 . Then they should open their eyesand describehim or her to the person sitting next to them. tall. blue. black) vocabulary areas. Tell them to think of what the person loolcslike. 40 minutes. T ECHNIQUES M AT ERIAL S PREPARAT ION T IM E GUIDE aa aa aa aa.blonde. Creating texts: visualization. Make the poster if you are using one.on a poster or on the board.hair. slim).

for example: The woman is tall and slim with long curly blonde hair. Ask learnersto write a short descriptionof the person. a round face. Ask them what he or shewould look like.to comparetheir descriptions. but mine is blonde with a beard. 4 Ask somelearnersto read out their descriptions.blue eyesand a long nose.Sheis wearing a black dress. Ask the groups to report back to the class.a prince or a for princess. Anyonewhoeeeslhe womanehouldconlacNLhe police immediately.with blue eyesand a long nose. Put the learnersin pairs.or groups of three.)Elicit somevocabularyand write it on the board.for example:'Sara'sideal man is tall and dark. Shehas long. curly blonde hair and a round face. or: The woman is tall and slim. -heiqhr -ehaVe -hair -f ace -eye5 -no5e -cloNhee. Creating texts: visualization 5 Ask the learnersto visualizetheir ideal man or woman. example. (With younger children you can askthem to imagine fairy-talecharacters.peopre14 Describing 3 Write this outline description on the board. Ask the learnersto expandthe notesbesidethe posterinto a descriptionbasedon the outline: Tolice lookinq a womanlael seenin a red car nearWesI are for StreeL.' 6 7 8 35 .Sheis wearing a black dress. Discussdifferent ways of describing the woman.

2 Thelall man had a qreen 3 lle had blacklrousere. 1 Theolher had a red eweater. jacket and blue jeane.and to combine someof them with in 'and'. abouLeix o'clock.You can let a volunteerfrom the classcall out items of clothing.marked'money'. MATERIALS Sentences. a posteror on the board.anotherbag. Tell them to write out the sentences the best order. example.Prepare clothes.Chooseand sayan item of clothing that one of the learnersis wearing.for example. Lead-in 7- Divide the classinto two teams. 36 . 4 | eawtwo younqmen runnin4 downLheeLreetat. fat) vocabulary areas. green.jeans). Creating texts: write and do.'ared shirt'. and'describingpeople'(for example.'colours'(for LANGUAGE 'Clothes'(for example. B le was quiteelim.herwas smallerand falLish.The first team to saythe name of the person wearing that item getsa point. sweater. the learners Ask what they think the best order for the sentences would be. tall. 5 DoLhmenwerewearinq trainers. red. 7 )ne waeNall. 6 Theol.1-5 ctothes jacket.blue). eREIARATToN Make the posterif you are using one. 9 Doth menhad shorl brownhair. Organizing texts: reordering and joining 2 Put up thesesentences. a bag of clothesfor dressing on up asrobbers. TEcHNreuEs Organizingtexts:reorderingand joining. the TrMEGUrDE 40 minutes. small. Continue for about ten items of clothing.

and so can 7 and 8. You will give it to them.I the sentences. You will be sitting at your desk.and that they are going to act out a robbery.3. the and 3 can be combinedwith'and'. is clothesif they like.'Ask few learnersto come up and stand in a queueat the desk. 7. 1. 6 When the'robbers'havetakenthe money and gone out again. and ask They can also swapsomeof their own them to disguise themselves. Give them the bag of clothesyou have brought in.8.and askfor four or five volunteers.Pretendto be dealingwith the first'customer'when the 'robbers'runin.and write a descriptiontoo.) 4r Creatingtexts: write and do Tell the learnersthat you need some actors. 9 about the descriptionsfrom the whole class.5 is probably bestorder. and tell them. and that you are a cashier.9. Ask them to come outsidethe door with you. and then tell them to write a descriptionof what they sawfor the police.After one minute they should run in and demand money.ctothes -L J 3 Put them in pairs and get them to read eachothers'descriptions.6.Ask them if they can remember what the robbers were wearing. Ask them if all their descriptionsof the robbers are the same. tell them to try and rememberwhat they were all wearing.2.'This is a bank and I am the Go back into the class a cashier.ask the classto discussin pairs what they saw. Tell them that they arebank robbers. Then tell them that the classroom a bank. and they should take it and run out again. from the classand agreeon the best order for Collect suggestions (4. what Get the learnersto work in pairs or small groups and discuss they havewritten. When the robbershavechangedinto their normal clothesand come back into the room. Get feedback 37 .

on the left. T ECHNIQUES Organizing texts: matching. Picturesof houses. kitchen). a posteror on the board. 40 minutes. on a on posteror on the board. plan of a flat. Organizing texts: matchlng 2 Put up the plan ofa flat. bedroom. Creating texts: visualization. and the halfsentences: ""'- 38 . M AT ERIAL S PREPARAT ION T IM E GUIDE a aa aaaaaaaaaaaaaaaaoaaaaaaaa o a a a a a a a a a a a a a a a a a Lead-in 7. Put up these pictures: Make sure the learnersknow the words for the different kinds of house. and why.LG Rooms L ANGUAGE 'Rooms' vocabulary area (for example. Placeprepositions.Ask them which they would like to live in most.living-room. Make the postersif you are using them. On the right.

Get the learnersto match sentence halvesto make true sentences about the plan. and belween lhe bedroom and lhe kitchen. on lhe riahLof the hall. Ask them questionssuch as: How many rooms are there? What are the namesof the rooms? 6 7 Tell them to open their eyesand write a description of their imaginary house. 3 4 Tell them to arrangetheir sentences make a description of to the flat. Put the learnersin pairs. who should try and guesswhat kind of home they havedescribed.1-6 Rooms Thelivin7-room t9 ThekiLchen ThebaLhroom ThekiLchen Thelivinq-room Thebedroom ThebaLhroom next lo Lhe bedroom. 39 .Get them to to closetheir eyesand visualizewhat it would be like inside. belween the living-room lhe bathroom. next lo Ihe kitchen. Ask some of the learnersto read out their descriptionsto the rest of the class. They should read their descriptions to their partners. on the lefI. They should mention all the rooms in the flat. at the endof Nhehall. Creating texts: visualization 5 Ask the learners choosea housefrom the first poster.

Drawing and descriptionof room. Creating texts: write and draw. table. T ECHNIQUES Organizingtexts:completion. kitchen. or a aa aaaaaaaaaaaaaaaaaaaaaaaaa t a t a a a a o a a a a a o a a a a texts: Organizing completion 2 Put up this drawing and extract from a letter: CHEST OF WARDROBE DRAWERS BOOKSHELVES 40 . Ask the learnersto make sentences orally that are true for the flat house where thev live. cooKer cupboardo chaire armchairs livinq-room. Placeprepositions. 40 minutes. bedroom) vocabulary areas. M AT ERIAL S PREPARAT ION T IM E GUIDE a aa aaaaaaaaaaaaaaaaaaaaaaoaa a a a a a a a a a a l Lead-in t Write this substitution tableon the board: There is ign'l are aren'l i n l he a eofa eome table bed any hal l .17 L ANGUAGE Furniture 'Furniture' (for example. bed) and'rooms' (for example. on a posteror on the board. Make the poster if you are using one. kitchen. living-room. bedroom.sofa.

Vlydeokie the windowe my bedio aqainstNhe There'e a' and.and to try to dra'. They can then comparetheir dran'ings. .:: or redecorated room in their house. to 4 5 with the whole class.Lhem. r Th: writer described most important things in the room first-th.t their partner'sroom. . Lhere becauee Vleaeed Lhe are lwo windowe overlookinq qarden.) Creating texts: write and dlaw Ask the learnersto imagine that they havemoved into a ner'-r. Everythinq needreallyl I Write theseprepositionson the board: near (x2) oVpooiNe next between behi nd Tell the Iearners fill in the blankswith the correct prepositions. armchair Nhedeskand -Lhe a chairNhere'o wardroD: -.-. and to write a letter to a friend about it. Ask them to exchange letterswith a partner.(For youngerlearners. lI'e quile a biq roomand very liqht. vocabularyand sentence patternsfrom the substitutiontable a:.. Shethen went on to describervhere other things were in relation to the windows and the desk. Nhere'e chesLof drawerowilh bookehelvee a it.. . They can useih. wall-Lhe deek. the windows and the deskbetweenthem-the things that would calc: your eyewhen you went in.) Ask them to draw a picture of the room. or a princess's room in a castle...ru a can askthem to imagine they havefound a wizard'sroom.l'm very wiLhit. the descriptionto help them. Check the answers Discusshow the text is organized. and Nhey've I'oor.L7 Furniture qivenme a room on Lhe eecond. .Ask the learners: What did the letter writer describefirst? Why do you think she chosethat? Ask them how the writer made it easyto visualizethe room.

next to. Placeprepositions(for example.. post office." Lead-in dliil. './f. rECHNreuEs Organizing texts:reordering. :oFFt PoST - {FrcE -li S %/ tr\ -. MATERTALS Drawing of the alien town and the letter. Olganizing texts: leoldedng 2 Put up this picture. Ask them to tell the person sitting next to them where they are in the street. Creating texts: write and draw..:. TIME GUrDE 40 minutes. Ask them questions..Nenl.then ask them to stop'walking' and open their eyes.to closetheir eyesand imagine rhey are walking down the main streetof their town..o. LANGUAGE 'Town'vocabularyarea(for example..d 2 cr'rr ntL / \ q_CINE}AA {F"ir} -"areatr\ N Qc r NEM {-o o ! 42 k.r-\-.18 Intown On the right.e.cafe. beside.on a posteror on the board. for example: What can you see? What is on the right? What is on the left? Give them a short time to imagine. on the left. andextract from a'letterfrom PlanetZeta': \ --P o ST Y rr tce { 6 fYB e-AEt* .bank). pREpARArroN Make the posterif you are usingone.. ["ll*42 Pos r\. ..opposite).

43 . we b Therearen'l any bookshope Nhere four cinemae are oppoeiNe poet offtces. 2. becauee don'l havebooke. tell them to compare their texts with a partner.a8 rntown 1 Here's pictureof the mainelreeNin my Nown.'i. we 5 Ar the far end ie lhe park. letter. i.iil#. 3 4 When they have finished.". 4 Nexi to il. on lhe riqhl. 7. 8).In either case.. Go through the descriptionwith the whole class(the best order is probablyL. 6.i.where all qo troffy aroundand have fun.or imagine they live on another planet and describe imaginary street. them to an tell draw a plan ofthe streetbeforethey start. because one needemoney. a we 2 NexN the poe| officeois a cafe where qo lo drink enoozola to you nicedreamel).and to try and draw eachother'sdescriptions. rhey caneither ..Ask them whether they can link any of them with'and'.. Nhe in Tell the learnersto look at the picture and put the sentences the best order to make a cleardescription. ()noozola qivee a and have qoodeleeV no 3 Ihere aren'l any bankein Zela. 5.iil. is a bulcher'swhere gel our beellee we and worms." write and draw " .of lelterel we 7 1eside Lhecafe is the church. writea reply thealien's to describe their real main street. but. can then comparetheir drawings. 6 descriptions with Put the learnersin pairs. to help them organize their description. 4. where all qo Lo danceon Thuredaye.Tell them to exchange They their partners.. 3.". 6 On lhe other side of lhe elreetrare lhree poel officee-we Zetane wrile a lot.".

aa aaaaoaaaaa aaaaaaaaaaaoaaaaaaaaaaaaaaoa Organizing texts: completion 2 Put up a sketchmap of the area around your house.with a short letter to a friend giving directions for finding it. Leaveblanks for the direction words. Go straight on.and lettet on a posteror on the board. 40 minutes. Turn left.station.Lg L ANGUAGE Directions 'Town'vocabularyarea(for example. sheetof paper for eachlearner. PARK INEMA 44 . T ECHNIQUES Organizingtexts:completion. Tbke the third on the left. Map of the areaaround your house.park). Make the posterif you are using one. Ask them to describetheir route to school or work to each other. Turn right. Creating texts: write and draw. cinema. Here is an example. Take the secondon the right. M AT ERIAL S PREPARAT ION T IM E GUIDE Lead-in L Put the learnersin pairs.

lere's Nhemap LhaI you asked for. They should then write a letter giving directions on how to find where they live. Get feedbackfrom the class. They can use language from the letter to Helen to help them.Lhe end of the road _ ri6ht. When you leave the olalion.:3::ffif:ffi'..19 Directions OearHelen. Go etraiqhl on. write dlaw and Creating texts: 5 Askthe learners imagine to that a friendis comingto see them.They should read their partner'sletter and useit to help them mark the flat or house on the map. qo on.i mark the flat or house on it. and to use the map to help them fill in the blanks.Was it easyto mark the flats or houses from the descriptionsin the letters? 7 45 .but lxTilH#yff:51l::Jh:I*ilJ. 3 4 Tell them to check their answerswith the person sitting next to them.At.-the parkand take the -Lurninq on the My houoe Lhe-houee is on Lhe )ee you eoon! Anna Tell the learners to read the letter. 6 Put the learners in pairs and get them to exchangeletters and maps. ?aoLtrhecinema. Check the answerswith the whole class.

Some.on the board. bread). Tell the learnersto write a description of their market using the sentences they have made. I 50me l cneeoe any I bread melon fish otl milk Tell the learnersto use the table to write sentences that are true about the market they visualized.on two postersor on the board.apples. adaptthe table to show food items that learnersare likely to know. poem and framework. Add them to the substitution table. Tell them to imagine they are walking round it.any. MATERTALS Substitutiontable. and new sentences with the other kinds of food they have suggested. pREpARArroN Make the postersif you are using them.20 In the market LANGUAGE 'Food'vocabularyarea(for example. 46 .cheese. Lead-in 1. Ask the learnersto closetheir eyesand visualize a market.(If necessary. TrMEGUrDE 40 minutes. Ask them what they can see for sale. 4 5 Ask the learnersif there were any other kinds of food in their market. rEcHNreuEs Organizingtexts:substitution. 2 o a a a aa aaaaaaa aaaaaaaaaaoaaaaaataaaaaaaaa Constructlng texts: 3 Write this substitution tableon the board. Ask for volunteersto tell the rest of the classwhat they'saw' in the market. Creating texts: write and guess.) There ie ien't are aren'I substitution Ia 1a p p le e in t h e lma rk e r.

47 . put them in groups of three or four and get them to read their poems to each other. (a ham and cheese omelette) Ask the learnersto think of a simple recipe they know. I bouqhL I bou4ht I bouqhL (etc. homeand opened bookback my What kindof mealam | 4oinq cook? to Ask the learnersto read the poem..="'""" rrite and guess 6 Put up this poem: ln lhe market I bouqht. I bouqhL eomecheese. Put up this framework: ln lhe market. ae otr.. Dul I didn'N buy any peae. backhomeand opened bookmy What. then ask them what they think you are going to make with the ingredients. When they have finished. and to write down a list of the ingredients. They should try to guess what dish eachof them is going to cook.enas neceeeary) Out I didn'N buy-. someeqq6.'i. I bouqhla liLtleham.i. I wenf. using the framework and the ingredients they havewritten down..#i.2Q lnthemarket . I went. kindof mealam I qoin7lo cook? Tell the learners to make their own poems.

a can ofbeer).for example. aaaaaa a a a a 2 aaaaaa Organizing texts: substitution 3 Put up this substitutiontable: bar Two 9ix ?oL6 lube lootn?aete ?reaa yoTnurt ?or. 40 minutes. Make the poster.'bottle'. Creatingtexts:write and guess. instructionson slipsof paper. preparethe instructionson slips of paper. The team with the most points at the end is the winner. 48 .aToee oeer iam chocolaLe lea Three canS of loaves VackeL iar baq 4 Tell the learnersto match the containerswith the items of food and drink. and drink'vocabulary areas a pot ofyoghurt.'milk'in a bottle) getsa point. The first team to name somethingthat comesin that container(for example. and write a shoppinglist.Saythe name of a container. Substitutiontable.on a posteror on the board.if you are using one.21. Continue for eight to ten containers. a loafofbread. shopping L ANGUAGE 'Containers'and'food (for example. T ECHNIQUES M AT ERIAL S PREPARAT ION T IM E GUIDE Lead-in L Divide the classinto two teams. Organizingtexts:substitution.

on ohoppin4list a familyof oix. for list. 49 . Divide the learnersinto groups of four. on When they have finished. Give each learner in each group one of thesefour instructionson a slip of paper: Wrile a WriNe a Writea WriNe a list. example: for (my father) 6 cane of beer (my litlle eieter) 5 baqoof sweele 1Obare of chocolale (mel) 6 7 Get them to compare their lists with their neighbour. ehoppinq for a VarLy.What is each to person's favouritefood or drink?Ask them to write a shopping list for the family containingeach person's favourite. ehoppinq for an old ?ereonlivinq their own. The others must guesswho the list is for.21t Shopping Creatingtexts: rite and guess 5 Ask the learners think of the peoplein their family. ehoppin7lisl a epecial for meal. Tell the learnersto write a shoppinglist for the personor situation described their slip. get them to read out their lists to the others in the group. The learnersshould not show their slipsof paper to the othersin the group.

fish. LANGUAGE 'Food and drink'vocabulary area(for example.'.. rEcHNreuEs Organizingtexts:reordering. quite. Creating texts: responding to a text. TIME GUIDE 40 minutes.. you are using them.""ces andask learners rewrite .fieh like I all at. aaaaaaaaoaaaaaaaaaaaaaaaa a a a a a a a a a a a a a a a a a a a a a Lead{n L Write up this quiz on the board: Name'.. and describingpictures r I manqoeo quite rike 2 don't.i..22 Food drink and mangoes. 1 four kindeof fruit. 2 The group that finishes first with all the answerscorrect is the winner.. 3 doeen'l very carrote much he like 4 likeoshe rice muchvery muchal all 5 likeduakdon't I likeI buI vew chicken 50 . I like/ don't like -.. MATERTALS Sentences.on a posteror on on the board. He/ she likes/ doesn't like -.. the if nREnARATToN Prepare posters. putting them. " "''''i". not very much.Tell one member of each group to write down their answers.. the to il.i.... Very much. not at all.. 2 lhree kindsof veqelable 3 three kindeof meat 4 lwo dairyfoode 5 vhreedifferenldrinke Divide the learnersinto groups of three or four and tell them to do the quiz together. in thewords thecorrect order: leotdeting. carrots). picture clues.and describingpictures.A..i. a posteror on the board.

dR 'R Food drink 22 and in Write the sentences the correct order on the board. using the sentence patterns they have practised. telling him or her about the kinds of food they eat. Put up thesepicture clues: @ @ 6 g@@6>G with the same Tell the learnersto use them to write sentences patterns as those they havejust completed. and tell the learnersto check their work. Greatingtexts: rcsponding a text to 7 Ask the learnersto write a letter to a penpal in another country. They should say which kinds of food they like and don't like. 5l .

swimming. charts. They should tell you one thing about their partner and one about themselves. Organizing texts: substitution.23 L ANGUAGE Leisure activities 'Leisure activities' vocabulary area (for example. Tell the learnersto copy the list and make a chart like this (demonstrate the board): on (liot. football). Tianslate for them if they can't think of the word in English.Tell them to usethe table to write sentences that are true (and correct!)for themselves their and partners. Creatingtexts:surveyand report. Choosesomeleisureactivitiesthat are familiar to your learners. Ask somelearnersto report back to the rest of the class. T ECHNIQUES M AT ERIAL S PREPARAT ION T IM E GUIDE Lead-in Ask the learnersto tell you the namesof activitiesthey enjoy doing in their free time. 50 minutes. Organizing texts: substitution 1- Changethe list into a substitutiontablelike this: I likellikee (liet of aclivitiee) Vy VarLner don'l mindldoeen'Imind halel hatee Divide the learnersinto pairs.Write the activitiesin a list on the right-hand sideof tne board. Creatingtexts: surveyand report Changethe substitutiontable back into a list by rubbing out the two left-hand columns. Make the charts. Substitutiontable. sewing.on the board.of activiliee) 52 .

for example: likes ewimminq eewinq dancinq . 9 53 . Theleast. don't mind. Tell the learnersto write reports of their surveysusing their charts and the framework.+ doesn'N mind Z hale6 2 1 1 z 6 1 8 Ask each group to report back to the rest of the classwhich was the most popular and which wasthe leastpopular activity in their group. Leeopopular activilieeare -. or hate each activity.They should note the number of peoplewho like.and write the following prompts on the board: Do you like-inq? I lika don'l mind -in6 Tell the learnersto find out what the other members of their group feel about eachleisure activity listed on their charts.23 Leisure activities 6 Divide the classinto groups of six to eight learners. acbivities are popular and -. and -. nexl moet poVular The activity is -. Write this framework on the board: ln a ourvey leisure of ie aclivities in our qroupwefoundthat ihe f avouriteacliviNy.

make the flashcards. Write a selectionof everydayactions on the board. lead-in 1. Ask the learnersto put up their hands if they do it regularly in the evenings. have breakfast). and I qo homeat ln lhe evening I Iand Lhen| -.on postersor on the board.Count the hands and write the total by each action. you can give suggestions filling in some of the gaps. wash. rrME GUIDE 50 minutes. What do most learnersdo? aa aaaaaae aaa ataaaaaaaaaaaaaaaaaaaaaaaaaa Organlzingtexts: completion 3 Putup thistextframework: Every day I Firetl al andLhenl Then| -. Creating texts: writing from a picture.If you have a classthat needsmore support.for example: for brush mv teeth qo naveeu??er qet u? havelunch waen havebreakfaet 54 . at. tro bedat _ Tell the learnersto copy and complete it for a typical day in their lives.get up.24 Daity routines LANGUAGE 'Everydayactivities'vocabulary area (for example. MATERIALs Text frameworks. flashcards animals. Telling the time. for example: watrch'N read cook do houeework do homework Tell the learnersyou are going to do a quick survey to find out what they do in the evenings. TEcHNreuEs Organizingtexts:completion. of IREnARATToN Make the postersif you are using them. 2 Readout eachaction. Afler lhat | -Lo school.

Firstl andthen I -. When they have finished. put the learners in pairs to read their descriptions to each other and to guesswhich animal's day is being described. Gleating texts: writing fiom a picture 5 Showthe learners flashcards four or five differentkinds of of animal. Next land -. Ask the learnersto chooseone and to write a descriptionof a typical day from that animal's point of view They can use the framework for the description of their own day to help them. 55 .24 Dailyroutines 4 Put up this text framework and ask the learners to describewhat they do after school: I qel homefrom echoolal -. example: for Chooseanimals that are familiar to your learners. After lhal I somelimee I ao to bed at or -.

caeualclobhee. 2 Writethejobsthe learners have The thoughtof on the board. 56 . waiter). booe.farmer. or a friend. overalle. ao aoaaaaaoaaaaaaaaaaaaaaaaaa a a a a a a a a a a a a a a a a a a Lead-ln 1. an a?ron. a white coat. TrMEGUIDE 50 minutes. doctor. Chc He the earno 1 a lo| of money. lik e s t h ie I doeon'llike I her I o'clock. a euiL. Organizlng texts: substltutlon 3 Putup this modeldescription: My falher mother brobher eioler iea Ne 5he a uniform.Tellthe groupsthat they in must think of asmanyjobs asthey canin threeminutes. MATERTALs Model text on a poster. qet doesn'l u? | home about. LANGUAGE '|obs'vocabularyarea(for example.^r l- ZC rEcHNreuEs Jobs Organizingtexts:substitution.. Put the learners groupsof threeor four. One learnerin eachgroupshouldwrite down the jobs. PREPARATToNMake the poster. comee at. He 5he He a 11o gete uV I veryearly. groupwhichhasthoughtof the mostjobsis thewinner. doesn'tr earn I Ask the learnersto write about a member of their family. Creating texts:write and guess. using the model.

When they have finished writing. Tell them not to mention the name of the job in their descriptions. 57 . and that are culturally appropriate. and to write a description of a day in the life of a person who doesthat job. put the learnersin groups of three or four. and tell them to swap their descriptions.28 robs Creatingtexts: rrite and guess 4 Ask the learnersto chooseone of the jobs on the board. and guess which job is being described. a a aaaoaaaaar aaaaaaaaaaaaa oaaaaaraaa Comment You can choosejobs that your learners are familiar with.Tell them that they can use sentencepatterns from the model text. They should read the descriptions they havebeen given.

To hate (doing something).make the beds. 50 minutes. do the shopping. T ECHNIQUES Organizingtexts:describinga picture.What do the largestnumber of learnershate doing? texts: Organlzing descilbinga picture.26 L ANGUAGE Housework 'Housework'vocabulary area (for example. 2 Readout eachtask. for example: washthe dishes makelhe bede do the ehoppin7 Tell the learnersyou are going to do a quick survey to find out which household task they hate the most.wash the dishes. M AT ERIAL S PREPARAT ION T IM E GUIDE Leadln 7. Posterof a'kitchen robot'. and completion 3 Put up this picture and text: 58 .Write a selectionof household taskson the board. Creating texts: write and draw. and completion.Ask the learners'Whohates most?'Tell them to put up their hands.Write the total by eachtask. Make the poster.

and AfLer Lhe meal Arm D and Arm E -. Go through the answerswith the whole class. filling in the gaps. write and draw 7 Put the learnersin pairs and tell them to show their pictures and read their descriptions to each other. deepairl borinq kilchen Iaske. Ask them to draw their machine and to write a short paragraphdescribingit.Arm A Arm C while Arm b -.If necessary. ie liredl he never Kobocook alwayereadylo helplHe is never qrumbleol Duy oneNodayl Tell the learnersto look at the picture and write out the text.26 Housework lntroducinq Robocook. you haf. help them by writing the tasksRobocook is doing on the board: layinq t able the waehinq diehee Ihe eweepinq froor Nhe puttin4lhe diehee away cookinq dinner Lhe 4 5 Get the learnersto check their answersin pairs. Creating texts: 6 Tellthe learners inventa machine help them with a household to to task they hate doing. amazingkitchenroboN.e the Do lonqfor waohing up? Doyou eomelimee cookinq? you loabhe Do Helpie herel Kobo'a arme helV wilh all those helV? Don't. 59 .

of Iob advertsposter.27 Abitities LANGUAGE Abilities'(for example.The first team to give the correct answergets a point. Make the posters. 60 minutes. T ECHNIQUES Organizing texts: reordering.'Shecan type' (secretary). The team with the most points at the end is the winner. example:'She for can cure people'(doctor).drive. bus driver. M AT ERIAL S PREPARAT ION T IM E GUIDE Lead-in 1.letter of applicationposter. 3 texts: Organizing reordering 4 Put up this posterofjob adverts: WArure o: SPONSIgILTTY 1 4 O T HE R FOR CIIIIDREN ro nttGERs WANTE D: WAWTED: DRIVER E N6 L I S H LORRY EAC HER FOR CLASS ONE I/yANTED: ASTRoNAuT FoRFxPEDtTfoN FOR DtSrAt{cE TRIPS r o M ARS 60 . cook) and'jobs'(for example.doctor) vocabulary areas. sing. Can. Creatingtexts:write and do.pieces paper with the namesof jobs for all the learners. Write a list of jobs on the board. for example: buedriver oecretary doclor larmer businessman/ woman hairdresser leacher 2 Divide the classinto two teams and give a clue to one of the jobs using'can'. secretary.

supplying any vocabulary they need. can worklwenf.. Go round and help them while they are writing. I I have five paire of arme for hu1qinq. l.i.ii. waehcloLhee and good oLoriee. Give eachboard their set of applications.' a piece paper or withthename oneof the or jobson it.cookdelicioue meals. 5 6 Explain any unfamiliar vocabulary.[. and so on. Ask them to write out the letter.knitr. Tell the groups to read all their applications and to decidewho getsthe job. 6I . all the zoo keeperapplications.3. all the clown applications." Ail.and then ask the learnerswhich job the writer is applying for (mother). 4. 5. 5.. einq. They should use the letter they have copied as a model.27 Abilities Thenput up this letter: Dear)ir. Youro faithfully. putting the sentences a better in order. . 9 10 L1. 2).hj"u*.e. Collect up the letters in sets. and fivemouthsfor einqinq eonq6and Lellin7 oloriee. Checkthe order of the sentences with the whole class(4. or possibly 3. I can drive.2. five five paire of ears lor liotenin1. I..Thesegroups are'assessment Divide the class boards' for eachof the jobs.. hopeyou willconeider dishee." write and do " " " " ".'i. into groups.oeven job daye a week. Vaireof eyeefor wahchinq. other Tell them to write a letter of application for the job on their piece of paper. and Nell I my application. wouldlikelo applyfor Nhe of -.y-four I hourea day. eew.

Lead-in L Ask the learners'Whatare the rules at home?What do your parents tell you you mustdo?What do they tell you you mustn'tdo?' (If your learnersare adults. zoo. MATERTALs Listsof places.Give them an example.eon Lhe texlbooks matching 4 5 6 Ask for volunteersto make completesentences. pREpARArroN Prepare enoughlistsof places the sub-groups.Then divide eachgroup into two pairs. a library the rules might look like this: in 9 62 . to They should givetheir sentences title'School rules'. bank. rEcHNreuEs Constructing texts:matching.28 Rules:'must'and 'mustn't' LANGUAGE Must. Get the learners write out eight completesentences.askthem to remembertheir childhood. for TrMEGUIDE 50 minutes.hewindowe wrif. Creatingtexts:write and guess.mustn't. the Checkthe answers with the whole class.shop. Greating texts: wlite and guess 7 I Divide the class into groupsof four or five.of f. park. them what the Ask sentences might be called('Schoolrules'). hospital.or a pair and a group of three (A and B). GiveAs in eachgroup this list of places: aeroplane. Give Bs in eachgroup this list of places: prison.) Put them in groups of three or four to talk about this. Ask the learnersto write a set of rules for eachplace. boat. 2 Constructing texts: 3 Writethese sentences theboard: half on Youmusl ehout YoumusNn'N run in lhe corridors eatrin claee be laLe be polite do your homework climbout. Then askthe groupsto report back to the rest of the class.

:.'..'ooo''""''""''''i. Yo" nrustnh return books Yourrrust ontiwevocabulary..Then Bs should read their rules to As... Go round and help.rroolrulesonthewallsaroundtheclassroom. eff Youmustvr'f or driYrk' ruYl.i.n.Rules:' must' and' m ustn' t' 28 L I BR A R Y You nrustt"tk yietlg.p..r.. 63 . supplying any necessary Ask As to read their rules for eachplace to Bs..without sayingthe namesof the places. il.Bs must guesswhat the placesare.

then tell them to open their eyes. Organizingtexts:describinga picture. Ask the learnersto closetheir eyesand imagine a room. Creatingtexts:write and do. 60 minutes. Ask them to decidewhat furniture it contains.29 L ANGUAGE T ECHNIQUE Describing actions 1 Present continuous. Make the poster. Put the learnersin pairs and get them to tell their partners what they'saw'. M AT ERIAL S PREPARAT ION T IM E GUIDE aaaaaoaaaaaa Lead-in 7.Then tell them that four peopleare in the room. Ask them'Who are they?What are they doing?'Givethem a little time to imagine. 2 texts: Organizing a describing picture 3 Put up this picture: 64 . Picture of a living-room on a poster.

for example. Each personshould imaginewhat they are doing. Tell them to decidewho is who. ask the groups in turn to get up and form a tableau(they form a'picture'by standingin their position in the room as if they are doing their action). Collectthe descriptions and redistributethem so that eachgroup now has another group'sdescription.Ask eachgroup to imagine that they are all members of the samefamily.and form a tableaufrom it. terrible Nhinqo happeninq aroundher.get them to preparea descriptionof the room and what everyone doing in it. When all the groupshaveformed their tableaux. are all Veacefully Encourage them to connectsentences with'and'or'while'. uncle. father. Supplyany necessary vocabulary. 4 Tell the learners that they are going to write a descriptionof the picture. Creatingtexts: wilte and do Put the learnersin groupsof about eight.son.daughter.Eachgroup should read the descriptionit hasbeen given. Ask the groupsto imaginea kitchen or living-room scene. while ie in Dul eheie eleeVinq.aunt.mother.Describing actions 1 pffi Point to eachpersonin the picture and ask the learners what he or sheis doing. grandfather. is Eachgroup should appoint a'secretary' write down the to description.Write the beginningof the descriptionon the board: Mrs ToNNer eleeVinq front of the television.The other groupsshould call out when they recognize their descriptions from thesenew tableaux. 65 . When you havegiven them a little time.grandmother. Ask the groupsin turn to get up and form their tableau.

30 L ANGUAGE Describing s 2 action Present continuous. In the background. in front of. Behind.two piecesof paper for eachlearner. M AT ERIAL S PREPARAT ION T IM E GUIDE a taa aaaaat aaaaaaoaaaaaat aaaaaa t a a a a t t a a a a o a a a a lead-in 1.Ask the learnersto imagine the street outside the school. near. 50 minutes. Posterof a park scene. On the left. Creating texts: write and draw. Organizing texts: describinga picture 2 Putup thispicture: r\l/.r\l/ Ask for volunteersto tell you some of the things that are happening in the picture. on the right. Make the poster. T ECHNIQUES Organizingtexts:describinga picture. 66 . in the foreground.What are people doing there?Collect suggestions from the class.

Keepa list of the matchinglettersand numbers for yourself. the backgroundand moving forwards.2.Eachgroup should appoint a'secretary' write their description.and label the pictures 1.Separate Chooseeight of the learners' pictures.startingwith the foregroundand moving Ask the third group to write a description. the descriptions from the etc. 67 . A. forwards.startingwith backwards. and ask Put up the descriptions and picturesaround the classroom.asnear the samesizeaspossible. to Ask the class (In bestway of organizingthe description?' this picture.Takecarethat matching picturesand descriptions not givencorresponding lettersand are numbers (for example. startingon the left and describing it from left to right. and C somenumber other than 3). makeA somenumber other than 1.Describing actions 2 3# Divide the class into three groups.Then askthem to open their eyesand draw the picture they imagined.3.) aaaaaaa ta aa a a a *{a a a a a a a $ *a *i a a a a t * Creatingtexts: write and draw 6 Ask the learnersto closetheir eyesand imagine a busy street. Then askthem to write descriptions the picturesthey have of pieceof paper. to 4 Write someusefulexpressions the board: on in lhe back4round in lhe fore4round on the lefL on lhe ri4ht behind in fronLof near Ask for a volunteerfrom eachof the three groupsto read out their 'Which was the descriptions the rest of the class. Ask the secondgroup to write a description. C. etc.it is bestto and then to move begin with the backgroundto setthe scene.Labelthe descriptions B. Ask the first group to write a descriptionof the scene. finishing with the main event-the balloon race in the foreground. drawn on a separate descriptions and pictures. and try to find the matching the learnersto read the descriptions pictures.

ilililll ENGLISH OXFORD tsBN0-19-442170-8 . at This bookcontains thirtyactivities elementary allof them daily whichformpartof everybody's lives. andclass provided additional have to and clear easy follow. pens.for dealing withtopics materials teacher the only and activities. the authors and in Introduction.The example. support a short methodological to and ldeas lead-ins language topics for for Real-life contexts writing picture textprompts helplearners thinking start to and Simple theirwriting about learners'work Tips correcting on .families leisure paper.The are instructions and needarethe board.basics level.

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