G S im on i l l Michaela Cafikov6






Introduction Activities 7. Greetingsand introductions 2 3 4 5 6 7 I 9 10 L1L2 13 L4 15 16 L7 18 19 20 27, 22 23 24 25 26 27 28 29 30 Everydaycustoms and habits Names and families Flags The UK Stamps Housesand homes Jobsfor men and women Pets Food Drink Schoollife Clothes Sport Holidays Souvenirs Shopping Cities Tiansport Parks Weather and climate Health and fi.tness Superstitions Politenessand social behaviour Humour Music Celebrities Inventorsand discoverers InternationalEnglish Festivalsand celebrations '

Many This book is particularly relevantto thesecultural concerns. teachers and learnersin many parts of the world may vary quite significantlyfrom thoseof materialwriters and publishers. Also many. and teachers havevery few opportunities for training and of professional Also.resources are limited. This is an important book one of the few attemptsto address the problemsof the silent majority of teachers have worldwide who little or no training. countries. of thesematerialsmake implicit assumptions about the beliefsand valuesof the teachers and learners. with no sophisticated books in the series. materialsor equipment.classes large. teachers uneasilyawarethat culture playsa key role in learning are a language both the culture of the new langugeand the cultqre However. this title showshow.Typically. adapt and add to the presented techniques here. to AL AN M AL EY Assumption University Bangkok. astheir confidence increases. of However. This situation is ironic in view of the fact that the vastmajority of Englishas a ForeignLanguage do classrooms not correspondat all are to theseconditions.respondingto the particular needsand abilitiesof their learners. The hope and expectationis that such teachers will begin by following eachstep of the lessonquite will closelybut. Of equalimportanceis the framework the book offersto teachers who lack training and support.Thailand \l .teachers can introduce culturally relevant content in a way which is both challengingand helpful to learners' language learningprogress. Like the other incorporating intercultural activitiesin their lessons.they are often at a losshow to set about of the learners.many of these materials. the cultural assumptions development.Foreword There is a formidable rangeof materialspublishedworldwide for teachers Englishas a ForeignLanguage. strong point of the activitiesis that A they encourage cultural comparison. and few resources work with.rather than the imposition of the targetlanguage culture. especially thosepublishedin English-speaking assume that teachers using them will be working with smallish classes haveabpndantresources and available them. to if not most.

-We all live within our own family. We also need to recognizethat there are many different Englishspeakingcultures acrossthe world. It is also a natural part of the communicationprocess that learnersdevelopa curiosity about the culture of the peoplewho usethe language they arelearning and wish to learn more about it. town. Gultureand language When learning a secondlanguage.the art. and why people communicate in the way they do. economy. or of community. what we eat. what time we get up and go to bed.and lifestyles of of peoplein a community. In many ways it is what we most like to talk about.and achievements a country. We have a lot to sayabout our daily lives.the Taj Mahal.our country.and so on.big'C' and small'c' culture. areas interestthat the and of they discover. and factsabout a country'shistory.and their ability to describe and discuss similarities.opinions. An understanding the customs. Theseare the places know and understandbestand feel we most comfortable in. many of which do not involve nativeEnglishspeakers. Gulture Culture in its widest senserefersto everything related to the customs.and literatureof a country or ethnic group may include achievements such asthe plays of Shakespeare. how. This book helpsthem to learn more about the variousEnglish-speaking culturesand prepare them for when they experiencethat culture first hand.Big'C' culture . Small'c' culture refersto our'everyday' culture and includeswhat we learn at It can be divided into two distinct groups. music.and its customs. This book will concentrate mainly on small'c'culture. achievements so on. and the Beethoven's symphonies. and city. village. successful communication partly dependson an understandingof the culture that comeswith it. how men and women's lives differ.our socialcustoms. As learnerswe also wish to communicate our own culture. institutions.This book aims to developour ability to talk about the . Mona Lisa.what we do in our freetime.In this book we offer a series activitiesthat developlearners' of awareness culture of their own and others.differences. all form the backgroundto and understanding the culture which in turn explains a lot about what.lntroduction Our experience teachers led us to believethat culture is a as has vital part of languagelearning and that languageand culture are interlinked in many important ways. community.

Activities In this book you will find thirty activitiesbasedon culture. All of the activitiesneed only very simple. We Here are startingpoint from which to developyour own lessons.willingnessto participatein discussion. hope you will seethe ideasin the book as . The length of the lessonwill dependon a variety of factors.of any age. .practiseand incorporate into your teaching.opinions. to and of either gender. we can fostera greaterrespectand toleranceof eachother's cultures. the profile . should last between45 minutes and an hour. And finally. syllabusfor the class. is designed usewith learnersbetweenthe elementaryand for intermediateIevels.-: 'inferior'. thi. timetableanc the etc. ideas. understandingis often unconscious and we havea tendencyto assume our own culture is normal or the'norm'.easilyaccessible materialswhich are described the unit. 'Pets'and focuslesson the discussion the end of the unit: if r-t-' at - .There are somefeatures common to all of them. and accessible learnersfrom all cultures. we hope to developa of sharingof knowledgeand mutual understanding eachother's cultures. or in extren-:. At the sametim< we may considerother culturesas'foreign'or'funny'. pacetl:.for example.lntroduction many and varied aspects our-own backgroundin a confident of and informed way. The picturesto be drar':in on the board or postersare easyand quick to draw.We can encourage cases learnersto becomemore a\4'are othersand their culturesand to learn that the spectrumof possiL't.through this more informed and balancedapproach.lifestyles.overalllevel. the class cultures.the lessons not'cast in and stone'.: youngerlearners you may want to expandthe list of famous pets-. are A very important idea is flexibility . By giving equalemphasis learners' understandingof other to culturesand ability to describe their own. fbr someexamples: ideasin the'The UK'unit can be adapted the job any country your classis interested you could add more in. Eachactivity: dealswith a specifictopic. Eachtopic was chosento be meaningtuinteresting. titles to the list in'fobs for men and women'. Although we generally understandour own culture. havetried to demonstrate many techniques We as activity types aspossiblefor you to use..knowledgeof other class work at. and tastesis wider than they thought. if you havea class.

discovering and sharingideas.or evenbizatre! On the other side.You alsoneedto think about the activitiesin relation to the courseyou are teachingby askingyourselfthe following questions: Doesthe topic fit the curriculum or syllabus? Doesit match my more generalteachingaims? The activitiesin this book may fit into spaces that appearin your lt. on one imaginehow it appears people to outsidethat culture and what thosepeoplemay find interesting. The best sourceof information is direct communicationwith 'people from other cultures.1 What topicshavethe classshown an interestin? \{hat agegroup are they? \A4ratis their levelof English? What do they know about other cultures? What do they know about this particular topic? If you are not sureof the answerto the first question.The that following questionsmay be useful: i.Introduction are teachingin a country that is mentioned in the'Food'unit. The main idea is to concentrate on topicsthat motivateyour class express to themselves. is alsousefulfor learnersto have It access other sources: to libraries. you should spendtime making surethat they are suitable for the particular classor classes you are teaching. .a caseof being awareof one'sown culture and being ableto describe it. Having found the answers thesequestions. to However. to you should chooseand adaptthe appropriateactivities. if you havea class that is knowledgeable about sport you could extendthe list of sportseventsin'Sport] and so on. Sourcesof information Developinga balanced view of culture is. magazines.learnersneed access to other culturesthrough various sources.finding points of similarity and alsodifference. you may wish them to be part of an integrated or syllabus. unusual.television. and developinga mutual respectand understanding. you can replaceit with detailsof another country. Approach The activitiesin this book should be accessible most learners. may want to take sometime to askthe class what they are interested in or would like to know about or talk about. Learners should learn to be an objectivesourceof information about their own culture.

and highlighting and explaining key points. you may want to help them access the information by simplifying it.lntroduction the Internet. Betb:= you start an activity. going through the information with them.i to help them express themselves theseareas. for activity topic and how the learnerscan access them.and discuss their feelingsabour i topic.Encouragt them to give mini-presentations individually or in small groups trr the rest of the class. We hope you enjoy using it. this^book. their The activitiesalsogive the learnersan opportunity to presentthe information they havefound. The activitiesencourage learnersto relateideas.compareand the contrastfacts.. think of suggestions sourcesregarding th.and opinions. You may wish to give them somelanguage input and pracr. If thesesourc. You should encourage your classto take an active approach to finding out about other culture.givetheir opinions. are aboveyour learners'level. by using whichever of thesesourcesis availableand to develop their knowledgEof other cultures using their own initiative.and. of course. . ' Gonclusion This book offers the following: topics of generalinterest that we have found useful in our own teaching a range of teaching techniquesand ideaswhich you can use and adaptto teachyour classes an approach which requiresyour classto be active in their approachto their studies a sourceof knowledge regarding a variety of English speaking cultures.

for example. to cRoup Welcome Turkey. and slapii for embarrassing your class. . Write this exchange the board.and Greetings introductions L A NGUAGE Nice to meet you. Demonstrateit with : group.hug.pair work Board 45minutes-lhour Slipsof paper with a tpe of greeting Elementaryto lower intermediate Hand out one slip of paper to eachgroup of three or four learnt: that you think may be too Do not useany non-verbalgreetings Explain nod. on List the typesof greetingand places/people the board. Write this on the board: A Niceto meet you.At leasttwo peopleshould remain :. and visit eachother'sgroups. Discus. the what kinds of greetings name). thanks.I'm fine. and you? Different waysof greetingpeopleusing body language(non-r-e:: greetings)and.bow. necessary.Let eachpersonfrom everygrouP visit three or four other groups. TY7E9OFOREETING) nod (9candinavia) kiee on eide of Lhe face (Turkey) ehakehands (U)A) handa Loqetherand bow (Thailand) bow (Japan) huq (Kuoeia) alap on the shoulder (north Canada) CULTURE F OCUS A CT IVIT IES M A T ERIAL S T I ME GUIDE P R E P ARAT ION L EVEL that theseare traditional forms of greetingani Explain to the class the country they come from is in brackets. Pleasedto rfreetyou. Positionthe groupsaround the classroom. was the most/leastcomfortablefor them and why. l'm (first name. how to perform the:: Go round and checkeachgroup understands on greeting. TEACHERThank [greeting] Tell the classto mingl. Ask the classif they can rememberthe countriesand greetings. My name'e(first name. [greeting] name). B Fleaaedto meet you. How are you? . welcomevisitors. in I don't like huggingbecause my country we don't usuallytouclt when we greet.Ask which greetr:.expressions Group activity.

Hello.. for .Stop the and activity when everyonehas introduced themselves. Shakehands at the sametime.""'*ri.changeB to JaneEIIis and go through the samestages. you'than'thanks' and change secondbubble. The classpractise lt's as in stage6. Ask the classwhat you should write in the bubbles (A . This time the learnersshould useMs insteadof . Explain that A is much younger than B. 5 Draw thesefiguresand bubbleson the board.Then ask a pair to practisein front of the class. B . then another pair. Gh*. Rub out the nameslohn and Mary from the bubble and write PeterRyan and Bob Ellis under A and B.Peter) Explain that it is more polite to say'thank .Greetings introductions and Introduce yourselfto a few peoplein the classusing this short exchange..) Practisethe exchange with a learner in front of the class. Follow-up activity .:i.Mr Ellk. " Th. Then ask a few pairs to practise in front of the class.(Answer: they are friends because they usefirst names. Howare gotr? anJSou? 6 Ask the classif the peoplein the picture are strangers friends or and ask them to explain their answer. When they are readyaskthe class walk around and greeteachother (not to shakinghandsthis time). For further practice. Now askthe whole class move around the classroom to introducing themselves using the expressions shakinghands.Explain that this is a polite way to introduceyourselfto someonein an English-speaking country. or actout a shortconversation between two people meeting the first time.

not 5 Womengiveflowersto their husbandor son on their birthdar.Slovakia. 8 People havesoupat lunchtime. before. put 4 People up a Christmastreeon 24th December.n. 4 the CzechRepublic.-r Z Everyday customsand habits LANGUAGE Presentsimple for habits.2 many countriesincluding the UK. Turkey lapan. a 3 Childrenweara unifurm to go to school. Maybe under My or country. 2 People nothingbefore say beginning meal.things that are generallytrue cuLruRE Focus AcrrvrrrEs Typical national customsand everyday habits Quiz. 8 Central Europe. I People inviteguests lie down and restwhen theyarrive at t.Hungary. Tell the classto write True. 6 People boiledeggs eat only with a plasticspoon.Do an examplewith the clas.' False Japan.) the .6former GDR.I hour Make a list of daily habits or make sure the list provided in staq: is suitable LEVEL Lowerintermediate intermediate to L Make sure all the learnershavea cleanpieceof paper. Korea 3 Readthe other sentences give the learnerstime to think abi and their answers and to ask questionsif they wish.: ' to house. 5 7 Slovakia. and write the name of a country they think it might b'r true about under Other countries. Slovakia.False. CzechRepublic.Drart th< following on the board: My aountry Other countriea 1 2 3 2 you are going to read out somesentences *r. (Answers:I Sudan. class about da:habits.:: 7 People say'Goodbye' when theyget out of a lift.not a metal o. 'Teople take their shoeaoff whenthey enter their home.discussion MATERTALs Board r I M E G U rD E pREpARATIoN 4 5 m i n u te s . Sudan. 3 many countriesincluding the UK. .

False. Make sure they have a clean sheetof paper. Here peoplegive lift operatorsa tip when they get out of a lift. (learner's name)? LEARNER Theydon't sayanythinghere.'when they entertheir home. .I think theydo in France. Maybe.Write the answers the board.five of them true and five of them false.What do you think. When all the groups have finished. the for example: ln Lhe UOAyounq peopleneedto ehowan identiLycard to prove their aqe whenthey order an alcoholicdrink.Everyday customs and habits 4 When you have read all the sentences. Make sure that everyonehas had a chanceto ask and answer some questrons. mix the groups so that everyoneis working with at leastone person from another group. put five of the most interesting questionson the board and discuss questionswith the class. Go round the classcheckingand helping if necessary.for example: In Koreapeoplesay'I'm home. on TEACHER People something say beforetheyeat a meal. When all the groups are ready.While they do this. go round and or checkand make a note of the most interestingquestions. Tell the new groupsthat peopleshould read out their sentences while the others answer True. read through again one by one from the beginning and ask individuals to answer. Put the classinto small groups of three or four. Do you think this ie a qood idea?ls it a qood idea for thia country? Follow-up activity The classcan write a short descriptionof some important customs and habits in their country.Tell them to make a new list of daily habits about their country and/or other countries.

.listening MATERTALSA family tree on a posteror the board TrME GUrDE 45 minutes. |ohn) 2 Clear the board and write down thesetwo names: Anthony Tony Ask the classhow the name on the right is different and why.families Pair work...Names and families LANGUAGE Englishfirst and family names - got.the personwho guardsa gateor door. Waterman . Pu: on the following British family nameson the board and askthe cl:.John a gervant the pereonwho7uarde a qate or door a metal worker a pereon who hae recently arrived (Answers:Newman .Go throurthe answerswith the classwhen all the pairs have finished.Porter. have is/isn't married. Iones .. Smith a metal worker. (Answer:it has been shortenedand changedslightly. brainstorming. 1234 Robert Daniel Andrew Joeeph tsob Dan Andy Jo Victoria Thomae Catherine ?uean Vicky Tom Katy )ue 10 .a person who has recently arrived..: name ::il:1.I hour PREPARATIoN None LEVEL Lower intermediateto intermediate L Ask the classif they know the origin of their family namesand what they are in English. is.':f::nships: cuLruRE Focus AcTIvITIES First and family namesin Britain and other countries. to match the name with the meaning: i Newman 9mith WaLerman Ser7eant ?orter Jones oomeone whooails or rowoa boat Ehionamecomesfrom the firet name.This is a common feature of English nameswhen we addressfriends or membersof the family...this name comesfrom the first name...) Write down the namesin columns I r-: below and ask the classto discussin pairs what they think the s: forms are and write them in the right-hand columns. Sergeant a servant.Write someexamples the board.someonewho sailsor rows a boat.

11 . in the class's culture. Explain that lines going across for family membersof the samegeneration(brothers.lines aboveare the previousgeneration(mothers. Draw the family tree below on the board or put up the poster.qnd they'vegot two children. Robert Bob .His wxfeis calledLucy. a member of the family. Tell them to give the copy to their partner and describetheir family tree using the expressions above. They'remy cousins. Tirrkey. AIy name's Lucy.) and lines below are the following generation(sons.). Catherine we call her Katie . etc.Italy . daughters. When the classhave finished ask individual learnersto come up to the board and write in a name and explain who it older than me. and point to your name on the tree. :DaviL Readout the text and ask the classto fill in the nameson the tree. Russia Andrei becomes Andrushka. He hasn'tgot any brothers sisters my mum hastwo brothers. Readit two or three times if necessary. for example: on Victoria Thomas/Tom Lucy 4 Lucy'amum is calledVictoria. Hio wife ie catled Lucy. Put them in pairs. Explain that you are Lucy.Hanakobecomes Hana-chan. . Other examplesarelapan .if there is one. fathers. Follow-up activity Tell the classto write a description of their family tree and add a few detailsabout eachperson. etc. Ask the classto copy it.that'swhat we usuallycall Thomas isn't married but David is. Their namesare Harry and Hannah.etc. Victoriahaa a brother called Thomaeor'Tom'. are theyoungest.Fatimabecomes Fatos.As the classare working walk around checking and helping where necessary.My mum'snameis Victoriqand my Dad is called Andrew.I've got a brotherqnd a sister.Guiseppe becomes Beppe.just like me . Tom. Ask the classto draw their own family tree with all the namesand then make a copy with just their name. writing a sentence the board.that'smy brother.The sign = meansmarried. or but Thomasand David.Na me sa n d f a milie s Discussany similar custom. David ia married.).

and the L2 .) Flagsfrom around the world Matching.positions (top. If they are not a pair. etc.:: to the bottomright hand corner. for example.Tell them they are going to eachlearner play'Snap'. Put the class pairs and hand out a set of cardsso that in has half a matching set. hand cornerto in from the top to the bottom of the rectangle the middle. Checkthat the classcan pronouncethe namescorrectly. and the playersturn again.or.The winner is the playerwith the most cards.4 Ftags L ANGUAGE C U L T URE F OCUS Namesof countries.Now draw two morelines. dictation Country name cards Examples someflags(aslargeaspossible) of 45minutes-lhour Prepare cardsand a list of flagsfrom various countries the Research origin of the flags'designs the Prepareflags(the sameas on the list) Lower intermediateto intermediate Choosenamesof countriesthat you want to make flagsfor later in the lesson. the first person to say'Snap'winsthe pair. they go into a pile.. Hold up an example of a flag and ask the classif they know why it is designed like it is. If they are a pair.colours. Dictate theseinstructions: Now draw a linefrom the top Ieft hand con:i' Draw a largerectangle. Draw anotherlinefrom the top rig. middle. the bottomleft corner. red circle in the middle of the the flag is a symbol of the rising sun. Eachplayerputs their cardsfacedown and turhs one card over eachat the sametime. ACT IVIT IES M AT ERIAL S T IM E GUIDE PREPARAT ION L EVEL L Bt^[ 4aria Erg lond Ger n4an$ TLr k. which Tell the class they are going to draw a flag and haveto guess country it is from.u Bra ziL Hrrn tivna Den mdrk Aus tratia Ken ua Viet nam 3ary Argen When all the pairs havebeen found. Put up somemore |apanese to examples the board and askthe class work in pairs and on for the discuss possiblereasons the design. askindividuals to read out the namesof the countriesand write them on the board.

a red crosson a white background. Readthe instructions again if necessary. or write a short description of the country represented the flag they were given by in the lesson. It is called the Union fack. They are all red. learnerscan come to the front of the classand read their descriptions.a red crosson a white background. The flag is made up of three flags: England .put them in pairs and explain that one personshould read their descriptionwhile the other person draws.They should then try to guessthe country. Follow-up activity The class can write a descriptionof another flag.All the lines cross the middle of theflag. t3 . When they are ready.Ireland .The rest of the classcanfiy to guessthe country. The restof the in rectangle blue.) 5 Give eachpersona flag (from a country you chosefor stage1) and tell them to prepare a description on their own. Give the classtime betweenreadingsto discussand draw. Give them five minutes. Scotland. For further practice and fun. The classcan make guesses about which country it is at the end of the activity. also in the middle. Thereis a little bit of white on eachsideof the red is lines. (Answer: the United Kingdom or'UK'.a white diagonalcrosson a blue background.other onefrom the left to the right.

biggestetc. and famous places Preparea poster with a description of ten placesin the UK Elementary to lower intermediate Hand out the largepieces paper..J lrA TheUK Where's.longest.Put up the UK map. L ANGUAGE C U L T URE F OCUS ACT IVIT IES M AT ERIAL S T IM E GUIDE P REPARAT ION L EVEL L Ask the groups to draw in where they think the major cities anc other famousplaces are.matching Map of the UK (optional) Largepiecesofpaper for eachgroup of3 or 4 learners 45minutes-lhour Find a map of the UK or check the locations of major UK citie. The highest.a::: invite groupsto come up and look at it and memorisethe. If you do not have a map.?It's in.They then go back to their outline maps and checkthr placesthey marked in. if you haveone.. go round the groups assistingand showing them where placesare. locations... t4 .two pieces everygroup ti: of to three or four learners. Namesand locationsof famousplacesin the UK (note that this lessonoutline can be adaptedfor any country) Guessing game. Draw the outline of the UK on the boarC and askthe groups to copy it onto their sheets.

8i.3j.4b.for example: LEARNER (pointing to the group map) This is Edinburgh. When all the groups have finished. park rn central London e the hiqheat mountain in the UK f a place with SOOO-yearold atone crrcles g the biq4eet city in gcotland h the Beatlee came from here i a port wiLhfamoua white cliffe j William the Conqueror wona famoue battle here in 1066 (Answers: Ld. go round the groups in turn. l0c) 5 Tell the groups to try to match the place with the description. 6 Tell the groups to draw an outline of their country. for example: ABAB Is this London? Yes. 7f.5h. checking their answers. 4 On the board write the names of the ten placesin Britain that are describedon the poster.2a. Eoard 1 Hyde Park 2 Edinburqh 3 Haetin7a 4 )tratford-upon-Avon 5 6 7 b Liverpool Glaeqow gtonehenge Dover Den Nevie iO Loch Nesa g Poster a the capital of gcotland b thakeapearewa6 born here c a lake wiLha well-known monoter d the big4eef. that's right. it's here. Is it here? No.the capital of scotland. 15 . When they have finished matching. The groups give the visitor a name and ask what it is famous for and where it is. Put the poster up next to the board. members of each group should visit other groups and ask about or guessthe placesmarked.69.The UK 3 When all the groups have finished. When they have finished ask them to write ten descriptions of well-known places and mark them on their outline (without the name). 9e. they should mark the placesin their outline. Follow-up activity The classcan write or talk about a favourite place they have visited in their country or a foreign country. Where's Birmingham? What's this? That's the River Thames.When all the groups have finished they then visit eachother.

somethingfrom nature.somethingcultural. famouspeople. found.: l6 . tell the :.a tan-. If they match in any way.. etc. to look at the stampsand discuss what is on the stamp .two with get into groups of six. describingand matchinPostage stamps.:..for example.. Note that namesof countriesc-': stampsare often in their original language.-: the has a new set of about the samenumber. - 4 When all the countrieshavebeenmarked on the map. C U LT URE F OCUS ACT IVIT IES M AT ERIAL S T IM E GUIDE PREPARAT ION L EVEL L 2 3 Draw a sketch map of the world on the board (or put up a pos::Ask the groupsto checkwhich countriestheir stampsare froc: come up to the board. Sverige Sweden.' at .:: andfive with picturesoffamousplaces. many different kinds aspossible A sketchmap of the world Slipsof paper 45minutes-1hour Collect stampsfrom a variety of countries Ask the class collectsome stamps to Write short descriptionsof someof the stampson the slipso: paper Lower intermediate Hand out the stamps random to groupsof threeor four lea::.i": Spain.thev sh..Tell the groupsto tu:.. their stampsupsidedown on one desk. When the-.Both these for stamps come from Br.| Stamps L ANGUAGE Describingpictures Both X and Y are .a bird or flower. for example. Polska Poland.that is.. for example: Wefound threestamps with picturesof animals.Nippon . eachgroup should haveten stampsor more. country. example: for Helvetia.-readythey should take it in turns to turn over two stampsat a time.a place.they both havepicturesof famouspeople.Japan. If possible. mtrtching(Pelmanism).etc.. Stampsfrom around the world Categorizing. Ask t:-.Osterreich Austria.e:...Explain that this is a q.make a sentence. example. Ask eachgroup to report back to the rest of the classon what :.Esp.Switzerland. and the winner is the personwith the most stamps. they come from the sar:-.l4 \. and write the name of the country in ti:= appropriateplaceon the map.a national costume. They should put the stampsinto groupsbasedon thesecatego:. Reshuffle stampsso that eachgr.

one for each personin the class. When all the groups have finished they should come up to the front of the classand presenttheir design. in N ORT H cA AMERI ArnrcA 0 v 17 . When they find a match. First. If the stamps don't match they turn them over again.He has got a big white beard. Hand out the slips of paper with descriptionson .He is holdingsomethingblue.the personwith the descriptionshould take the stamp and sit down. example. Hand out a stamp to eachmember of the class. Tell them they are going to design a new stamp for their country and the best designwill be put on the board. The last two people to sit down are the losers. Follow-up activity The learners can design their own individual stamps or write a descriptionof a stamp they didn't describe class. Then they should draw a sketch in colour. the groups should choosea categoryand decide on something original.This stampis yellow.On it you can for seethe British queen's headand a picture of Father Christmas.The game is over when there are no more matching stamps.Stamps and keep the pair. The class should then walk around the room reading their descriptions. Ask the classto read their descriptions and check any words they don t know. Put the classinto groups of three or four. It should be different from the description but have a pair.

etc. cheap.or free.) Ask the class think which typesof housingare most commc:. When thev h.and Canada. ' completedthe sentences read out the statements and ask the c-' .namesof room-s More/most Housing in a variety of countries Discussing. expensive.. home.)You may needto explain accommodation? improvisedhome (a place to live using immediately available materials.::' . next to the illustrations.) Wat do we call this type of (Answer:bedsit. r8 .and which are rentedor o\t:-::. Ll to their country and other countries. Tell the classto write as you dictate the following information about housing in the UK. listehing Board 45minutes-lhour None Lower intermediate to intermediate Draw the illustrations below on the board and ask the classto name as many types of housing asthey can.sheetsof canvasor tr:: detached house shared house trailer bedsit improvised home attached house single owner apart m i':: apartment shared other (dormitory. Australia. to tell you which are True or up their ide. L ANGUAGE C U L T URE F OCUS ACT IVIT IES M AT ERIAL S T IM E GUIDE P REPARAT ION L EVEL L Guide the class other words on the list below with questior:.'.- I I Houses and homes Typesof housing. do live roomsare there?(Answer: one.for example.cardboard boxes. to for example.What kind of places students in? How mar.

000.False. b .riversidetown. sitting room.1 " out the descriptions their idealdwelling. It costs $50.""'-. live c More Australians live in attached houses than Canadians. has an openplan living area and two bedrooms. in row. It a verandah.#. (Answers: 1 .bathroom. to the 4 Ask the classwhich country and what type of place they would like to live in most and what sort of featuresit would have.000. d More UK residents in houses live than Canadiansor Australians.dining room. live and 30/o in othertypes. False) a c d3 Write down thesecountries'nameson the board: TheUOA En7land NewZealand Readout thesethree descriptionsof placesto live in and askthe class guess to which country they are in. and it hqsseventeen largewindowsthat look overthe city. It costs $240. of t9 . 31o/o in apartments.It is in a It historical. wasbuilt in 1997. b Most UK residents in flats. or terracedhouseg Canada 560/o Canadianslive in detached of houses.2 .New Zealand. threebedrooms and threebathrooms. 3 This is a small house a terrace in with an entrance hall.It is about ten minutes' walk from the centreof town. The total areaof the apartrnentis 150 metres. of 160/o apartments. 2 This is a loft apartment It hasa very large liting room/dining room. (Answers: . 3 . 10o/o in attached live houses.True. Follow-up activity fi". It is about 100 yearsold and hasa reargarden. live Statements a More peoplein Canadalive in apartments than in Australia.and 2o/o in in bedsits and othertypesof accommodation.False.It costs $5.Smillion.England) An alternative for this activity is to name the countries and ask the class guess price of the houses. Australia 79o/o Australians of live in detqched house512o/o apartment5and in 9o/o semi-detached. and a doublegarage. .500square has metres land with beautful viewsof of the countryside. I This house USA.Houses homes and UK 82o/o British peoplelive in houses. and two doublebedrooms.

1 pairs why they chosethe group they did. Ask the classto find the odd one out (Answer: model .r.: down. a chair person).comparing None 45 minutes .' the other words refer to a man or woman). police -.. a cabin attendant. matlhing.. -ds-.a server. offrcer.t hour None Intermediate 1. women. doctor nuree chef detecLive body builder lorry driver aecretary model When the pairs have finished. Ask them to think : words which refer to the samejobs asthe list but do not refer :. 20 . one of threejob groups:jqbs for men.8 Jobsfor menandwomen LANcuAGE Jobnames Numbers cuLruRE Focus AcrrvrrlEs MATERTALS TrME GUrDE PREPARATToN LEvEL How we think and talk about men and women and iobs Discussion. a a a a a a a fireman moaer otewardess waiter policeman fieherman chairman (Answers: firefighter. discussthe list with the class. l Write the words below on the board and ask the classto copv ---." are usedthesedays. both men anc women. a a -. When all the classhave finished go through the answersand discusswhy the words on the first list causeproblems when 'i. 2 Write thesewords on the board and ask the classto put then . " man or woman.

do? Are there anyjobe women/men can't do? Do men and women4et the aame levelof pay? Arejob advertieementsdividedinto men'aand women'o sectione? Do womenuouallyworkfull time/part Lime. Ask the classhow equal men and women are in their counrty and in the world generally.95O.8% in 1996. Do men and womendo the same kind of joba? Are there anyjobe women/men shouldn't. ln 1972. Follow-up activity - The classcan describetheir opinions about how men and women are treated in their country. in From 1983 to 1996.B%.2%. By 1996. 2l .6% 1972to 43. 4 Hand out the information slips below.9%. Thepercenta1eof womenin aeniorcompanypoaitiono roae from 17. When they are ready they should mix with pairs who have other slips and sharetheir information and opinions. INFORMATION SLIPS yearly incomein the UOAfor men ia $36.2O5 womenbuaineee owneroin the UOA.OOO. in the Americas 15.3%.OOO.000 and for Theavera4e womenfi26. Thepercentaqeof womenpoliticianoin Nordiccountriea ia 3B.Jobsfor menand women 3 Write thesesentences the board and askthe classto discuss on the situation in their country in pairs or small groups.4% Lo 17. the percentage of womenin police forcea in the UOA roee from 9.workfrom home. Threeout of four womenover sixteenare now employed. one to a pair and ask them to talk about the information on the slip. Women earn leee than men in 99% of all occupationo.there were4O2. Aeia 14. Lhat numberhadjumped to the housework? When they have finished ask eachpair or group to explain one of their answers. in and Europe14.1%.When most of the classhaveshared their information askthe classto discuss main points that were the raised.

Ask the classto think of somefamouspetsfrom books.9 Pets L ANGUAGE Namesof animals Giving opinions Petsin different countries Multiple-choice<iuiz.'Winnie the Fooh' a cat and mou6ewhoare alwayefi4htin7. Put the scores the board after eachquestion. the film.5million of b How many dffirent breeds/types dog in the world are there? 100 400 1000 22 .Readthe questionsslowly and clearly. Put the class into pairs or groupsof three and tell them to listen to the question. book. if they haven't been mentioned already. from the carLoon. a How manyfamilies in the USA own a cat? 315. film. talk about it briefly then put up their hands to answer.Ask them if they kn6w the following. Pikachu Winnie the Fooh mouee-like creaturee.1 5 m llllo n 31. or real life and make a list on the board. discussion Picturesof famouspets (optional) Slipsof paper for stage3 45minutes-lhour Find picturesof famouspets (optional) Think of other famouspets Write the sentences piecesof paper from stage3 onto separate Lower intermediate C U L TURE F OCUS ACT IVIT IES M AT ERIAL S TIM E GUIDE P R EPARAT ION L EVEL 7.'Tom and Jerry' from a cute piq who behaveelike a eheepdoq.'Eabe' Tomand Jerry Dabe 2 Explain to the classthat they are going to do a quiz.Show the picturesof the pets (optional).000 J.from the'Tokemon' cartoon a bear who lovedhoneyand had lota of from a children'e adventures.The first on team that answers correctlyis given a point. They can be from the country you are in or another country.television.and explain who they are.

Feople some countrieacanno| afford pete.b . c .Explain that they are going to discuss good and bad points about pets and each the personhasto argue'For' or Against'.20 bitlion dollars) 3 Put the classinto groups of four or five and give eachlearner a slip of paper so that there are about 50/50'For' and Against'petsin eachgroup.5million.e . for Tete makea meeoon the atreet. Fete are 4ood companiona older people. in To checkeveryone understands their sentence the'For'learners ask to raise their hands and then the Against'.31. Do4oare ueefulbecauaethey etop robberaand bur4laro. Feta are fun for children Lo play with. Petecan be dan4erousand killpeople. Follow+rpactivity The class can write down their reasons supporting or being for againstpets.and other dirLy animala. f .raLa. d-23 (a British dog in L987).Go round and monitor asthe groups are discussing.400. When they have finished ask the classto vote 'For' or Against'pets. z3 .c What wasthefirst animal to go into space? a monkey a dog a mouse d Wat is the largest numberof puppiesborn at onetime? 10 23 41 e \4rltatproportion of British families havepets? a quarter a half threequarters f How much money (in dollars) is spenton pets in the tlSA everyyear? 20 thousand 20 million 20 billion (Answers: .a dog (calledLaika from a Russia). Themoneyepen| on pete ohould4o to childrenwhoare etarvin7.a half. CaLsare 4ood at killinqmrce. Fet food ie a waate of meat from fish and other animala.

10 L ANGUAGE C U L TURE F OCUS Food Words and phrasesconnectedwith food Food from different countries Drawing word spiders. ACT IVIT IES M AT ERIAL S T IM E GUIDE P REPARAT ION L EVEL L b".? roasr olam chowder fish o"d ohips 2 Write the list below on the board without the numbers. When they have finished ask members of the classto come up and draw their spiderson the board. Venn diagrams. Tell the classto work in pairs and number the items. 1 pizza 2 goulaah 3 ehiehkebab 4 korma curry 5 couscoua 6 dimeum 7 auahi O naai qorenq 9 boracht Kusoia 9 Japan 7 Turkey 3 India 4 Malayeia B ltaly 1 Hunqary 2 North Africa 5 China 6 pieceaof fiah on rice 7 barbecuedmince meat 5 epiceswiLhcream and meat or ve4etablee 4 oteamed eemolinawith opicy meat 5 eLewffavouredwith paprika 2 baked douqh with tomato and cheeeetoppinq 1 eteameddumplinqo 6 fried rice dish with eq7 O ooup made wit'h beetroot I 24 . think of examplesof foreign breaKast and lunch food Elementary to lower intermediate Draw theseword spiders on the board and ask the classto add to them. Tell them to make some more spidersfor other countries.sentence building. Do an examplewith the class. discussion None 45minutes-lhour Check the meaning of foreign food words. Explain that this is a list of different world foods.

(Answer: the first two letters of 'breakfast'and the last three letters of 'lunch') and explain that it is eatenbetweenbreakfastand lunch usually at the weekendand can be a combination of different types of breakfastand lunch food. Follow-up activity The classcan write a description of their favourite meal. Ask the classto write down what they eat for thesetwo meals and what other nationalities eat. toaet ba4elo cabbaqeeoup roaot lamb yo4hurt porridge 4 corn flakes pancake eushi couocouo mueali kebab ham curry omelettee fruit tacoe ice cream Go through the words with the classand crossout the food they wouldn't eat. Ask the classto guesswhat they think this is. SreokPqsf When everyonehas finished write the class's ideasin the two circles. You may need to explain some words first. for example. Explain that in the USA and Britain peopleeat something called'brunch'. Draw two large circles on the board and label them Breakfasfand Lunch. Write the names of food below on the board and ask the classto work in pairs crossingout the food that they wouldn't want to eat for brunch. 25 .When all the pairs have finished ask them to make sentences about each dish using this pattern: Pizza comes from ltaly and is baked dough with tomato and cheese.for breakfast (moon-shaped the Frencheat croissants pastries)and drink coffee.Ask them when they would eat thesefoods or what they might eat instead.

5 Manrcountriesincluding France. No countrieshavea shortage fresh water . Each:=. discussion None 45 minutes . to discuss list in pairs and order them accordingto hort::--: the they drink every week: Lap water bottled water tea 26 . China. New Zealand. cuLruRE Focus AcrrvrrrEs MATERIALs IIME GUrDE Drink Typesof drink and the effectsof drink on health and societrQuiz. False manv cou:r::-: 4 have a shortageof fresh water.Germany.cow. Sri Lanka. Quiz Questions I 2 3 4 5 6 7 8 9 L0 i In which countries alcoholnot allowed? is Which drink companysupportsthe USA RepublicanParf. 3 Variouspossibleanswers. especiallyin Africa. it doesn't produce milk. 8 Many countries includ:::. including the words getsa point for a correct answer.Then o:= the member of the team answers putting up their hand.C-:. Australia. Kenya.Ireland. fapan: the 7 chicken. 2 CocaCola.India.I hour LANGUAGE Words and phrases do with drink to pREeARATToN Researchthe effects of drink on health. 10 |apan (it is a kind of rice wine)) 2 Ask the classto think of as many kinds of drink as they can --: write them on the board.9 False(in the S€rS€ trl 'produced').chicken. goat? Which countriesproducetea? Coffeeis made in Britain .True or Fal:e? of In which countriesis wine produced? Were is whiskyproduced? Which is the odd oneout . Ask the USA.Italy. USA.6 Scotland. Sakecomes lapan? from China?Korea? (Answers:1 Strict Islamic countriessuch as SaudiArabia.Spain. see stage 2 LEVEL Intermediate 7- into groups of three or four and tell them ther' Put the class -= going to do a quiz.lapan. Explain that you are going to read out th< questionsand they should discuss answerbriefly.: Name sixsoft drinks.True or False.

comparedto a fif\h (2O%)in 1988.nkn coffee canneddrinke other eoft drinka fruit juice beer wine epirits other alcoholicdrinks milk other kinde of drink Ask a few pairs to read out their list to the class. of all traffic 5% accident caeualtieo. Discusswhat kinds of effects the drinks haveon their health and put up another list in order of healthiest to least healthy.Put three columns up on the board: Good Dad No effect Give the pairs five minutes to discusstheir answersand then discuss them as a class.. When all the groups are readyget the them to presenttheir points and askquestionsabout other groups'ideas. helpspeopleto socialize. Tell the pairs to look at their list againand write down which drinks are good for their health. 27 . Durinq 1997 in Great Britain there were16.bad for their health. 3 Write thesetwo sentences the board and ask the classto talk in on small groups about the effectsof drinking. )ver a quarter (27%)of pupileaged 11-15 drank alcoholoncea weekor more in 1996.) In your countryAsk the groups to make noteson the main points that they discuss.Or.B00 casualtiee in [raffic accidente involvinq ille1alalcohollevele. using the two categories listed. causes health problems.Discusswith the classhow they might improve their drinking habits.or do not havean effect. The effectsof drinking alcohol: In general. Fo{low-up activity The classcan?ri u report on what friends or membersof their " family drink. etc.(relieffrom stress. in En7land.

Subjectsstudied in England En4lieh Mathematica 9cience Deoiqn and technolo1y Hiatory Oeoqraphy Modern forei4n Ian6ua ee 4 Art and deei4n Muaic Fhyaical education Citizenehip lnformationand communication technoloqy Tell the classthey are going to listen to an account of a typica. each day.\\ the learnersto put their hand up if they hear a new subject. Each perioil laste -minutee. on the board.12 L ANGUAGE schoot tire Schoolsubjects Time Schoolsubjects.:': -perioda a --minute breakat and lunchfrom -Lo Leeeone finiahat AfLer leeeoneatudents can do 5i:-! hobbies. Board Themornin7otartz at -when There there ia Aeoembly. z': . C U L T URE F OCUS ACT IVIT IES M AT ERIAL S T IM E GUIDE PREPARAT ION L EVEL L 28 . quiz competition Blank piecesofpaper 45minutes-lhour Write a gappeddescriptionof a typical day on the board Pre-teach times and periods if necessary Lower intermediate Ask the class name the subjects to they learn at schooland pu: . typical schoolday a Gap fill dictation'. :-: ' the new subjects the board.'. -.Then read out the list below drtrii. at an English school.:. Then askthem which of the subjects they think '-: studiedat an Englishschool.Tell the classto write down the sentence: from the board then listen to your dictation and fill in the ga. Explain any subjects cla4s on the c:: know.i Readthe text twice if necessary.

.Then read the following questions twice each: I Do all Englishschoolchildren wear uniforms .Schoot . Explain that they are going to answerten quiz questionsabout English schools. from 11-14 yearsold. can fnish at 3. 9 .true.00 and lunchfrom 12. earrings.. . 3 .After lessons When you have finished ask individual learners to read back the dictation a sentenceat a time while you write the times in the gaps on the board.Tell eachteam to preparea sheetof paper with numbers I.True or False? 7 At what agedo childrenstart school 5 or 8? 8 Somestudents in their school Trueor False? live 9 All studentshaye to study a foreign language True or False? l0 Long hair. When they have finished discuss differences the with the class. 8 .Ji. 10 .Yes No? or 2 In which month do moststudents taketheir exams Juneor September? 3 At what agedo mostchildrenleave school 16 or 18? .September. 7 . 6 . not all.Eachperiod lasts35 minutes. j"iriii" r"riii. Put the classin pairs and tell them to make a list of the differences between their typical day and the English one. Put the classinto teams of three or four and give eachgroup a name. Write the team names on the board. 2 -lune. they are not allowedin someschools. 3. and make-upare not allowedin English schools Trueor False? (Answers:1 .no. 5 . Now read each question and let eachgroup answer.) Give the teamgtime to discusstheir answers. As a classdiscussthe differences betweenyour country and England.Thereis a 15-minute breakat 11. 4 .false. Thereare tenperiods eachday. They should discuss their answers and write them on the paper. Get the classto reconstructthe dictation to describe their typical schoolday.five yearsold.Lessons students do sportsor hobbies." 1k Dictation The morning startsat nine o'clockwhen thereis Assembly.25to 1. Give one srark to each team for eachcorrect answer.April or September? 4 When doesthe school year start 5 All schools England arefree .false. in boarding schools.True or False? in 6 All children rnustgo to school.ii The classshould write some rules that they have at school.20.l6years old.00. 29 .children can be educatedat home.false.2.public schoolsare not free.10on the left.true.The team with the most points is the winner.

Finish the gameafter about ten sentences. 3 Write the following three columns on the board and drar.--: : to with the names.clotheswords that the classhad difflculty with.lapan . for answer'True'or'False'. beret.' to going to describe someone's clothesand that other learners. cheongsam China . mackintosh.. Cardswith information on |ersey.1.8 .for example.Vietnam . They can walk around if they wish.'i . sarong.-' colour of the of the world wearing Namesof clothesand national costumes Is made from/oflinto cuLruRE Focus ACrrvrrrES Typicalitems of national dressfrom different countries Memory game.Malaysia 2.7. and Shetland rrME GUrDE 45 minutes.'p:. Explain that'.{. Tell the classto =--:.True.dictation. Encourage class match the country and picture if they are having tr.' of the items on the right side of the board. example: Lee is wearing a blue shirt.3.France. minute and try to rememberwhat clothesthey are wearins ::.matching. fezMorocco . . non .. Clothing non kimono aaron7 fez mackintoeh beret kilt cheon1eam Country )cotland Vietnam Malayoia Enqland China Morocco Japan France ?iature 2 (Answers: kimono .England.. 30 .6.t hour PREPARATToNPrepare handouts LEVEL Elementary to lower intermediate 1 Ic: Ask the learnersto look at all the other peoplein the class .information exchange MATERTALS Board.1-3 Glothes LANGUAGE Wear.5. . i*.non .7. Reviewany colou: .-i--.Vietnam . Tell everyone sit down and closetheir eyes. . -: --:-: the threeparts.

thetland wool ie mada from the eheepon the ialandand ia made into eweatero and scarvea. A jereey ia a sweater made from wool. for example. 3l . auita. Discusswith the classany types of clothes that are still made traditionally in their country. who write the text down. and coate. Explain the words wool and cottonif necessary. They should exchange information they have and note the any differencesand similarities. woollen cloth whichia ueed for makin7 Thecolour of the cloth ia uauallymixed.A e . aft*-np activity The learners can write aparcgraph about traditional clothes from their country. Tweed a rouqh ie io jacketa. 4 Write thesewords on the board and ask the classif they have heard ofthese placesor clothes: Jereey thetland Tweed Put the classinto groups of three or four. and hand out a card to one member of each group. Card 2 Thethetland lslandaare off the north of Scotland. Card 1 Jereey ia an ialand betweenEn7landand Francewhereclothea weremade with wooland co|ton. Card 3 The Tweed a river in the eouth of )cotland.crothesKS L . When all the groups have finished. When all the groups are readymix the groups so that everyoneis working with people from the other two groups. ask each group to explain any siinilarities or differencesthey have found.ferseyand Shetlandare both islqnds. The personwith the card should read it out to rest of the group.

filling iri a chart.Hand out the slipsof paper one at a time to learnersand askthem to mime the sport: tennis. skiing.. to Event.14 L ANGUAGE C U L T URE F OCUS sport Have you ever ..a n Country 4 yeare 0lympice a variety of eporDe To make it easier you could put this list underneath(it is in the wrong order): the UK.. 2 Make sure everyone has a cleanpieceof paper.the London marathon. the World Cup.the World Cup. different country every4 racing. 26-mile run. 32 . the Tour de France. tennis France the UK a different rnt rmlnt a t. pattern: sentence Wimbledon is a tennis competitionheld in Typesof sports 6nd sporting events Miming.the a Olympics.? Do you like.When everyone has finishedaskpairs at random for the answerand write it in the appropriatespacein the chart. soccer/football. a different country every4 years.rLondon marathon. Wimbledon the Tourde France 26-mtlerun ooccer/football 5port.the UK. etc. The learnerscan usethe follorvins.. etc. doing a survey None 45minutes-1hour Prepareslips of paper with the name of a sport on Make a list of sporting eventsor make surethe list provided is suitable Elementary to lower intermediate ACT IVIT IES M AT ERIAL S TIM E GUIDE P R EPARAT ION L EVEL 7. cyclhFrance. the UK.athletics. different country every4 years) a Ask the classto work in pairs filling in the chart. tennis. (Answers: Wimbledon.Mime the following sports and askthe classto guess which spon it is: horseracing.Draw the follortinE on the board and ask the class copy it down.

haven't.skiing.kickboxing.put them into groups of three or four and ask them to put their resultstogether. The classthen walk around asking. go cycling.) Ask the classif theseeventshelp good relationships betweencountriesor cause problemsbetweencountries.and filling in their charts. of for example. No. 7 8 Follow-up activity The classcan write a report on the resultsfrom their surveyor write about their favouritesports. Dependingon the answerdraw a tick or a crossin the column. etc.Only onepersonlikesgolf. Switzerland.for example.Thailand . that is. (Answer:they are all internationalsporting events. I No.S oortL& When the chart has been filled golf. morreon to the next sport. 33 . I Ask the groupsto report back to the classon their results. we usually use do with non-ball games. and go for outside sports.Give them someexamples: Eight peoplehaveplayed tennis. Do a quick to checkto make surethe sportsare'doable'.I do. not Grand Prix car racing! You could also explain that play is usually used with ball games.I don't. Everyone hasplayed football. If the answeris No. 4 Ask the classfor examples other types of sportsand countries. the next question: ask TEACHER Do you likeplayingfootball? LEARNER Yes. 6 Tell the class add another nine sportsto the list. have. for example. When they have all completed their charts.Walk around checking and helping if necessary.the USA . If the answeris Yes. ask the classwhat the events havein common. Put the following on the board and ask the classto copy it down on a largesheetofpaper: Name Spor| haveplayed like playin4 5 Ask one of the class following question: the TEACHER Haw you everplayedfootball? LEARNER judo.for example.answering.

photos and postcards of famousholiday spotsaround the world TrMEGUrDE I hour pREpARArroN Ask the classto bring postcards they havebought or received to class Prepare photos and postcards famous/interesting of holiday locations Think of sightseeing areasin Australia LEVEL Lower intermediateto intermediate 7. learners' holiday photos.snorkelling Write up their ideasunder Famousholiday placesand Things you can do on holiday. Ask a learnerfrom eachgroup to pull out a photo. planningin groups LANGUAGE Future plans using going to and hoping to MATERTALSA box or hat. show it to the group. and askthe group to make someguesses about it. Put the classinto groups of four or five. 34 . Put all the photos for eacLr group at random into a box or hat. and Country Australia Famous holiday places Uluru(AyersRock) huge.You can give hints using the abovenoteson Uluru (Ayers Rock)and the GreatBarrier Reefand other placesvou haveprepared.15 cuLruRE Focus ACrrvrrrES Hotidays Famous holidaylocations Discussion. for example: Is lr (name) on holidayin (pIace)? The personwhosephoto it is can then correctthem and the group can askquestionsabout the photo and holiday: Who took thephoto? Whendid you go on holidayro (place)? Who are thepeoplein thepicture? 2 Write the threeheadingsand Australia(not the notes) on the boari and ask the studentswhich parts of Australia arefamous for sightseeing what you can do there. red rock in centralAustraliq GreatBarrier Reefbeautifulseaon Eastcoast Things you can do on holiday walk around the aren diving.

plane. eat (tood...? Thingeto eat ...hotele. When they have finished they should stand next to the place they would like to visit.. etay for (time).. Follow-up activity The classcan write an imaginary postcard from the place they planned to visii.bue. take (money).? a Tlaceto etay .a few daya. goin4/hopin4 We're to vvere vieit (Vlace).camp eihe. qo by (lranoporl).bed and breakfaet.. 35 .. ask the classto put up their adverts on the wall around the class. etay in/at (Vlace). When each pair has finished. the a description of the place. . Tell eachnew group (peopleshould join a group of three or more) that they should now plan a holiday. Tell them to discuss photos and make a holiday advert featuring the photo.forei4nfood.). . .Explain that going fo is more certain than hoping to.rain.. fortniqht.lHotidavs tp 4$G Ask the learnersto get into pairs and passround the photos and postcardsof other famous holiday placesin the world.Walk around the classmonitoring and helping.a week.Ask them what questionsthey need to think about and put a list on the board: OeLtin4 there .and a list things you can do there.? Coat? When all the groups have finished. faaL food. Now ask the classto walk around and read all the other adverts.f. " " " " " We're We're We're We're The groups should practisetheir sentences about their plan and when they are readytell the rest of the classabout their holiday plans. write these example sentences on the board and get the classto practiseusing Australia as an example.? Lenqth of etay .

Ask them for details about the objects.key rings.etc.bring somesouyenirsof your own LEvEL Elementaryto intermediate 7Put your souvenirson your desk and cover them with a cloth. somelargepieces paper of TrME GUrDE 45 minutes. TEACHER And what wasthepicture on the T-shirt? LEARNER It wasan animal. Now remove the cloth and invite the classto come and look at the souvenirs. and try to remember what they are.discussion. I 36 . cups. 2 Put the class into groupsof four or five.After a minute tell them to go and sit down and work in pairs to write down what they saw.plates. After the time limit. ask the classto saywhat they saw.for example: LEARNER Therewasa T-shirt.t hour IREIARATIoN Ask the class bring a souvenirfrom home (giveexamples to such as T-shirts. TEAcHER What colourwasit? LEARNER It waswhite. Explain to the classthey are going to play a game called'Kim's Game' and tell them to look at the things on your desk for 60 seconds. Now tell the classto ask you some questionsabout the items: Did you buy the T-shirt? Wheredid you buy it? How much was it? Whendid you buy it? Answer in as much detail asyou can and include some interesting information.Al^ IO cULTURE Focus AcrrvrrrEs souvenirs Touristsouvenirs Memory game.Tell them to askeachother about the souvenirs they havebrought.Give them three or four minutes. TEACHER What sortof animal? LEARNER A tiger. presentation LANGUAGE The simplepast MATERIALS Souvenirs colleciedby you and the class.).

Minis.Walk round the classmonitoring and helping where necessary. Hand out somelarge piecesof paper and make sure eachgroup has enough pens and pencils. pubs. The T-shirt should have a logo. rofttrrup activity The classcan write a description of a souvenirthey havebought recently and any story related to it. 4 Write up the names of other countries that you think your class know something about. When all the groups have finished write their ideas on the board. for example the UK . 6 When all the groups have finished ask each group to come to the front of the classin turn and presenttheir T-shirt.seefor yourself'. Write their ideasup on the board.the Union Jack. A prize can be given to the group with the best design. Put the classinto small groups and tell them to make a list of five things that are most tlpical of that country.LG souvenirs Ask the classto think of five things that they think are the most typical of their and chips. Tell the classthey are going to design a T-shirt for that country. the Queen. Ask the other groups to guessthe country. for examplea phraselike'Cool Britannia?.and a designincluding some or all of the things on the list. 37 .

car boot eale. a small shop owner in England. oupermarket.They should write the name of the thing the numbers in the list refer to. Ask individual learnersto read them out. I Choosea member of classto continue: LEARNER Yesterdaywent shopping I and I boughta newsiaper and a . If they are having difficulties. charity ehop.hi7h otreet shop Tell the classto put the placesin order of sizeand then discussin small groups which placesthey visit most often and what sort of things they buy.give them practicewith somemore big numbers and fractions.corner shop.17 cuLruRE Focus ACrrvrrrES M ATERI ALS shopping Shopping habits Word game. 3 Ask the classif their local shoppingareahas changedin the last fir-e years. discussion None LANGUAGE Typesofproducts and brands rrME GUrDE 45 minutes t hour PREPARATIoN LEVEL None Lowerintermediate 7- Play a quick warm-up game. deparLmentetore.Ask questionsto elicit theseplaces if necessary: market etall. copy them. Readthe text out slowlv and clearlv: 38 . 2 Ask the class think of typesof places to wherewe can shop.Write their ideason the board.grading. That personthen nominatesanotherlearnerand so on. listening.which kinds of shopshaveappeared disappeared or or Write thesenumberson the board and askthe classto 1/4 million 7 B Tell the classthey are going to listen to Brian. ahoppin4 arcade/mall/centre.Saythe sentence: Yesterday went shoppingand I bought a newspaper..Explain to the classthat you are goine to saya sentence and will choosesomeone continue the sentence to with a new item of shopping. 3/4 5 25. The game finisheswhen no one can rememberthe whole list.

Readthe text again if necessary and ask individual learnersto read out their answers 4 Put the classinto small groups and askthem to discuss the situation in your/their country. school.which is dfficult for a small shopowner.till I o'clockat night .Almost threequarters of all food is boughtfrom thefive biggest supermarketchainsso it is very dfficub for small. r€fow{p activity . ask each group to talk about the points they have discussed.The result is that more than a quarter of a million small shops in villagesand small towns haveclosed. When all the groups have finished. thinking about thesepoints: Do a lot of peopleshopin big supermarkets? Have a lot of new shoppingcentresbeenbuilt out of town? Do big supermarkets open till late and everyday? Are small shops closing down? and any other problems they can think of.Twenty-five to thousand new shoppingcentres have beenbuilt out of town sofewer peopleshop locally. a surveyof the local shopsin the areaaround the 39 .Big supermarkets offord can to stay open later ..localshops suryive....JShopping 4 r 5y BRIAN Thingsare very badfor small shopslike mine.:i. It's a tough life. 'Th.And most shopsare opensevendaysa weekso peoplelike me can't ffird to take a holiday.

. Put a list of eachgroup'sideason the board. only a few morethan SdoPauloin Brazil. The last threeof the toP ten are LosAngeles.9million. USA. with 17.Mumbai (Bombay)in India. With the class. divided into three or four parts (this is an option. which hasonly 21. has 18. The biggest city in the world k Tokyoin lapan with 34. for example: Group l NewYork 1 Tokvo2 Group 2 NewYork 3 Tokvo1 No* .3.9million.5 million people. write the correctlist on the board. New York. seestages 2 and 3 below) Intermediate C U L T URE F OCUS ACT IVIT IES M AT ERIAL S T IM E GUIDE P REPARAT ION L EVEL 1.18 L ANGUAGE Gities City names Bigger. and rank them in order of size.It is much biggerthan the next city."a out this text and tell the class checkhow many cities to they guessed correctly.biggest The biggestcitiesin the world. and ask them somegeneralquestions Wich city is it? How big is it? Wat is it famousfor? Would they like to live there?etc.4 million. and Manila in the Philippines. the country they are in.lapan alsoha: the seventh largest city.Showthe classpicturesof any largecitiesyou collected. picturesof big cities 45minutes-lhour Find picturesof somelargecities. Osaka.2and MexicoCity with 19. 40 . Ask the classto work in small groups and write down all the biggestcities (in this casecities= connectedurban areas)they can think of.. Put up a picture of the world on the board and asklearnersto come up to the board and draw in the locationsof the top ten cities. town and city features Listening World map.ask a group to name the city they think is the biggestand askthe other groupsif they agreeor if it's on their list. This is very close Seoulin Koreawhich has to 20. When they havemade a list of about ten cities.a short text describinga famous city. Al-Qahirah (Cairo) in Egypt.

or bicycle. old buildings.etc. When all the pairs have finished discussthe answerswith the class. Londonis dividedinto a commercial area in the East calledthe City. shopping. and ito parke. Ask the groups to read out their parts and discussany similarities to or differencesfrom the town they discussed. All the etreeto havenames whichueuallyhavea hisf. Mosf.modern skyline. ln the centre the main otreeto are quiLeahorEand narrowand the main roade are outeide the centre.Finally ask which city or town they would prefer to live in and why.orical origin. AI A'l . Readthe text again and give the classtime to discusstheir answers in pairs.peopleLravelon the Tube. taxi. Farkinqepaceeare very limited eo not many peopletravelto work by car. focusing on the following points: commercial. Londonie famoue for ita old buildinqe. called)oho. expressways/ mot or ways. Divide the text you have prepared or the text below about London into three or four parts and hand it out to groups of three or four. Leeeexpeneive areae are in the East and )outh-eaet. Expenoive areae are near the main ehopo.a carnival.1-ffi cities Ask the classto think about and make notes on their local town or city. str s and avenues.Keneinqton and Mayfair are two of the richeet. entertainment areas what it's famousfor . or by bua. Thebiqqeetentertainment area. the name of the under1round oy6tem. Foley'up activity The classcan write a descriptionof their local town or city. like Hyde Tark and Ke7ent'e ?ark. st r eet narne eet s common of transport forms expensive inexpensive and areas Discussthe abovepoints asa class. River Thamea. io next to the main ohoppin7 the area.and the main ehoppin4 area in the cenLrecalledthe Weet End.

Different tyryesof transport around the world preslntation Discussion.)) 2 Ask the classif they can think of any lessusual forms of transport and write up their ideasalongwith the left-hand column of the list below..Vietnam) Thailand 42 ... Tell the classto work in pairs and name the countries where they think theseforms of transport are used. Form of transport rickshaw(two wheels.When they have finished ask pairs for the answersusing a sentence: LEARNER In Malaysia somepeopletravel by riclcshaw.19 L ANGUAGE rransport Names of types of transport and problems related to transport We think. None 45minutes-lhour None Lower intermediate Draw the following forms of transport and ask the classto name them and put them in order of speed: t\-- C U L T URE F OCUS ACT IVIT IES M AT ERIAL S T IM E GUIDE P REPARAT ION L EVEL L b-d 4.. pulled byfoot or bicycle) tuk tuk (a motorizedbicyclewith a passenger at the back) seat Example countrF Asia (Malaysia. should.

). $r they should consider all the plusesand minuses for different areas or countries. accidents.the rickshawis very cheapbut hard for the person pulling it. = they should preparea short presentation. are Theminuses . Which would they like to try? 3 Ask the classwhat problems there are with different types of transportation.spaceusedfor roadsand railways.for example.pollution.for example.for example. cost.. using oil resources. '.. The minuses that they are slowand not very comfortable. s rolow-up activity 43 .. are When the classare readyask one group to give you one of their ideasand tell them to try to use the phrases.": The classcan write a report on which forms of transport would be best for their town or city. waste(usedcars. delays. ' 4 Put the classinto small groups and give them fifteen minutes to discuss and make decisions.noise.then ask eachgroup to presenttheir ideasin front of the class. Thepluses . Tell the classit is their job to decidewhat forms of transport their country will use in the future: they can choosefrom any of the forms describedor think up new ones... breakdowns.etc.T ra n s p o rtl 9 jeepney(a USAjeep converted into a peoplecarrier) horseand cart camel dog and sleigh trom Philippines China Egypt Greenland the USA Ask the classwhat they think the plusesand minuses for each form are. are Give the groups time to work out what they want to say. We think that tuk tuks are a good idea in London.Write the class's ideason the board.. Write thesephrases the board: on We think that .. Theplusesare that they are cheapand don't needany fuel.

space for Readthe text again. parks are areaswhere Thereare main typesof park.or enjoya -.listening None with parks connected LANGUAGE Words and phrases rrME GUrDE 45 minutes. 44 .the Grand Canyon National Park (the seconddot on the left) and the Everglades to National Park (the seconddot on the right). Thereis usuallya lakeor fresh peopleto sunbathe.20 cuLruRE Focus AcrrvIrIES M ATERTALs Parks Differenttypesof parks Dictation. If there are anymistakes. reada book. 2 Draw a simple outline map of the USA on the board and askthe classto copy it.' natureis protected It is usuallypossible go walkingor campingand do otheractivities to peoplecango to where areplaces suchassailingor -.When you havefinishedwrite the following to words on the board and ask the class put them into the They can work individually or in pairs. Mark some spots on it at random and two which indicatethe location of the USA National parks.Explain that when you Readthe text saythe word'beep'they are to leavea blank space. slowly and clearly. for a word fitting or not fitting into a given space. Ask the class guess the correct spotsfor theseparks. appropriatespace. City two picnic climbinq relax National fountain ecenery Go through the text with the classwith individual learnersreading the discuss reasons at one sentence a time. -parks and and get some air.t hour pREpARArroN Prepareoutline of the USA LEVEL Lowerintermediate L Tell the classyou are going to read a short text about parks and ask them to write the text down asyou speak. and peoplecan enjoythe wildlife and the.

Parksps Tell the class you are going to read eight sentences about the parks and they haveto write the sentence number and park name. This park is basedaround 277 miles of the Colorado River. When they have all written somethingask individual learnersto read out their sentences and the classto guesswhich park they are describing. The classcan ask questionsif they need to. This park isfamousfor its wide variety of birdlife.I . (GC) (E) (GC) (E) (E) (GC) (E) (GC) When you have finished reading the sentences. This park isfamousfor alligatorsand crocodiles. This park is mainly desert. give the classtime to talk about their answersin pairs. then go through the answers together. tr@lorv-up activity The classcan write about their visit to a park in their country or abroad. Thk park is in mainly wetlands and swamps. This park is near Las Vegas.for example.Grand Canyon (GC). 45 . Thispark is nearMiami. I 2 3 4 5 6 7 8 Thispark hasa valleyabout2 kilometres deep. 3 Ask the classto write down the names of some parks in their country and make some sentences about them.

Zone Tolar Middle ?ubtropical Tropical Typeof alimate freezin4. 9 ubtropical. Britain) Write words connectedwith eachseason random on the board at and ask the classwhich types of weather typically fit which category. word grouping.)Tell them to work in pairs and decidewhere they think the main climate zonesare and write ?olar.Algeria.Ask the class they can find them on the map and what the main if differenceis betweenthem. (Answer:their North-South position and their climate. England.enow ice cold winters.Tropical the board.Middle.Then askthe class to think about the effectsof this weatheron nature and people.2I L ANGUAGE C UL T URE F OCUS weather ctimate and Words connected with weather Different climatesand tlpes of weather Discussion. Write down the namesot four countries:Greenland. 46 . on Ask one or two learnersto come up to the board and draw on the map where they think thesezonesare. You may need to explain heatwave.Ask the classto describe the kind of climateand weatherin eachzone. Do the Polar zone togetherwith the classfirst and then put the class back into eummera hot all year round Effect few Lreegor anima. fog and harvest.warm oummere cool winters.e difficult to live here ACT IVIT IES M AT ERIAL S T IM E GUIDE P REPARAT ION L EVEL L Write down the namesof the four seasons.When the classis ready fill in the rest of the chart.and Congo. Winter 5prinq Summer Autumn (Answer:usuallycountriesin the Middle zone.listening Map of the world on a poster (optional) 45minutes-lhour None Lower intermediate Put up a posteror draw a map of the world on the board (see Unit 6) and askthe classto copy it down.for example. askthe class and which countrieshavefour seasons. Write the ideasnext to the map and askthem which zone their class's country is in and if it is a typical country.Monitor and help if necessary.

Winter 6now cold ice 3 9pring newflowere babyanimale lonqerdaya 5ummer eunahine drou4ht heatwave Autumn fallinq leavee fallin7 temperature harveof.g. Is it cold outside? A Only a bit. freezing and spring's comingsoonin conversation1. babyanimala heatwave drouqht longerdaya fallin7temperature Ask the classfor their suggestions and write up the answerson the (Answers: board. Dialogue I A Hello. absolutely it's freezing.) Ask pairs of studentsto read out the following conversationsand ask the classto sayin which seasonthe conversationtakesplace. absolutely .weather ctimat" P and *- falling leavea enow aunohine cold new fiowera ice harveof. 47 . but the leaves a lovelygoldencolour. to the . Kate. Tom. B Yes. ]ane! B Hello! A The weather'sterrible today. (Answer:summer) Dialogue 3 A Wouldyou like to gofor a walk? B I'd love must be j0 degrees. =oilow-up activity The classcan write a description of their favourite seasonand the things they like to do. Tell the classto work in pairs and write two more dialoguesfor two of their seasons. A Isn't it hot today! B Really.isn't it. B Hi. (Answer:winter) Dialogue 2 A Hi. A I hopespring's comingsoon. are (Answer:autumn) Go through the answersand check with the classwhich are the key words in eachconversation e. When they are readythe pairs can read their dialogues the classand askthem to guess season.

22 Healthandfitness LANGUAGE Words and phrases connectedwith health cuLruRE Focus Health around-theworld ACTrvrrrES Discussion. fl-l Ry Make sureyou elicit the three ideasin bold: take exeroiee have a healthy diet don't amoke donT drink too much live in a healthy environment aleepB houro a day ao to the doctor reaularlt Put the learnersin three groups and give them eachone of the ideashighlighted in bold from stage1 and ask them to think of more ideasrelated to their topic. tsrazil Egypt 48 Nigeria China the UK )audi Arabia the UOA PakiaLan lndoneeia . Draw the prompts below to help them.and put their ideason the board.grading MATERIALS None rIME GUrDE 45 minutes. keeping the ideasfrom stageI on the board.t hour pREpARArroN Think of ideasfor the categories stageI in Look at the list in stage2 and think of reasons the order of the for countries LEvEL Lowerintermediate 7.mix the groups so that there is one person eachfrom the original group. wallll go join a fitnessclub more and drive less. all 2 Write up the names of thesecountries on the board. discuss the groups'ideasasa class. Tell them to sharetheir ideas.Finallr-. for example: take exercise: jogging onceor twice a week.cycleto work. Ask the classhow people keep healthy. When they are ready.

for example: for Weput the USAfirst because thereare lotsof doctorsand peoplehave plenty to eat.. DOCT OR I'm a doctorand I work in a hospitalin London.that is. 4 Hoopitaleare happV placee. 4 R 5 T) 4 Ask the class discuss to whether the statements True or False are regarding the health servicein their country. (Answers:I R 2 R 3 T.k Hearth ritness # and Put the learnersinto pairs and askthem to put the countriesin order of health. Ask the class where they would put their country. Egypt.Patients can comein at any time but they usually have to wait. Youhqye a to watt. aaaaaaaaaaaaa.for example: Thefirst sentence isn't true. 5 ThequaliLyof healLhcare ia poor. 49 . often two hours or more. Because Londonis expensive is dfficult to find enoughnLtrses. China. Youcan see doctorany also meansthereis a lot of stress and a lot of staff want to quit. Tell the class they are going to hear an Englishdoctor talk about the Health Serviceand have to sayif the statementsare True or False..using their ideasfrom the previousstage. Brazll.Pakistan. They should give reasons their choice.Readthe text clearly and quite slowly. Statementa 1 Thewaitinq time to see a doctor ia quite ehort. Indonesia.rll answer. Nigeria) Go through the answerswith the classwhen the pairs are ready.This meansthat sometimes mistakes madeand are patients are given the wrong treatment. the USA.aa Eollow-up activity The class can write a short descriptionof their healthyor unhealthy habits. 2 Thereare plenty of nuraea. Saudi Arabia. we it so cannotopenall the bedsin the hospitaland staff haveto work very long hours. Hospitalsneeda lot more money beforewe can givepatients a satisfactory standardofhealth care. which countriesthey think are the most healthyto leasthealthy. Readthe text again. 3 Miatakesare common. (Answers:UK.Go through the answerswith the classgiving a fi. 3 Write the statements below on the board.

9 Two magpiesis a sign 50 . pronunciation/rhythm practice None 45minutes-lhour None Elementary to lower intermediate ACT IVIT IES M AT ERIAL S T IM E GUIDE P REPARAT ION L EVEL 7.23 L ANGUAGE C U L T URE F OCUS superstitions -ing words (gerunds) Superstitionsfrgm different countries Dictogloss.China) Tueodaythe 13Lh()pain) aeein7two maqpieetoqether (the UK) walkin7 undera ladder (t. If you get . you win. 1 2 3 4 5 6 7 B 9 10 a bride lookin4in the mirror on her weddin7day (China) the numberLhirteen(ltaly) an itchy noee (Holland) dreaminqof a white cat (America) a blackcat walkin7in front of you (the UK) the numberLhirteen(the UK) the numberfour (Japan. for example: Luaky throwingoalt overyour ehoulder Unluaky Write the superstitions1-10 on the board and askthe classto discussin small groups or pairs whether they are lucky or dnluc$' and add them to the list.Ask the classif they know any superstitions about being lucky or unlucky in their culture and put a list on the board. Dreaming of 4 a white cat brings good luck in the USA.he UK) (Answers: Lr.2'Fare tredici!' or'To make thirteen!'is the slogan of the National Lottery. 3 An itchy noseis a sign that good newsis expected. Explain magpiefirst (a black and white bird with a long tail).

means'death'. Then ask the rest of the class comment to and help until the whole text is completeand correct on the board.'shi'.twofor joy Threefor s girl. Onefor sorrow. 5 A black cat walking in front of you is bad luck in the UK. sixfor gold Seven a secret. Get the classto help you do this.ask one of the classto write the words they can rememberon the board. .try to remember it.1 Looking in the mirror the bride sees second a bride. If you like.) Mark the stressed syllableson the text. Give them time to reconstruct the rhyme.) Go through the answerswith the classand discussany similar superstitions from their country. Unlucky .When they are ready. 5l .8 For most also countriesit is FridaS but in Spain it is Tuesday. Ask them to chant the rhyme together. in |apanese. Probably l0 because somethingwill fall on your head.clapping their hands to the rhythm. neverto be told. and write it down. then encourage them to help eachother in pairs or groups.rubbing out parts of the rhyme eachtime until they are 'reading'from an empty blackboard. Tell them you will only read it once and that they must listen very carefully.od[ow-up activity The classcan translatea local rhyme into English.&fe # superstition. 7 The word'four'. .you can put blanks on the board to correspondto the words. for If you think they will need help. four for a boy Fivefor silver.s"€ ru# of joy. (This techniqueis known as dictogloss. at first individually. you can repeatthe process several times over. Tell the classyou are going to read them a rhyme from England about seeingmagpies.

ask all the classwhat they think the pictures representand how they relate to good/badbehaviour.Ask the classhow they addressvarious people .^. etc.24 Politenessandsocialbehaviour L ANGUAGE C U L TURE F OCUS should.people in their family. needn't Politenessand social behaviour in different societies Discussion.tt3X! \ -f When the pairs havehad a chanceto discuss the pictures.Then write up thesesentences the boari on and ask the classto work in small groups to discussthem: Doyou blowyour nose in public? Doyou makea noiaewhenyou eatyour food? What'doyou think of peoplewhodrink alcoholin public? 52 . Ask them why it is important to address someonecorrectly. people they don t know. friends. shouldn't. Iistening None 45minutes-lhour None Lower intermediate ACT IVIT IES M AT ERIAL S T IM E GUIDE P REPARAT ION L EVEL 7.. Draw the following pictures on the board and ask the classto work what the picturesrepresent: in pairs and discuss HoxK! .

for example. but in the UK not queuing is unacceptable.It really annoysme when peopletry and push their way to thefront of a queue. Bus driversare usuallyrude and unhelpful. Readthe text slowly and clearly. cnfo*-uP activity The classcan write about some things that have made them angry recently. 53 . etc. When they have finished ask them to come up to the board and write down one item from their list and talk about it in more many parts of the USA drinking in public is not acceptable. 2 Tell the classthey are going to hear a persontalking about things they like and dislike about public behaviour. 3 Go through the answers with the classand write the list on the board. Then askthe classto work in pairs and make two lists of things about other people's behaviourthat makesthem happy or angty.Continue till all the learnershavehad a chanceto soeak. The worst thing k groupsof young peopleat night who havebeendrinking. I live in a small town and mostpeoplearefriendly and say 'Hello'. |apan making a noise eating in noodlesis acceptable making a noiseblowing your noseis not.politenesssociat and ffir& behaviour Doyou opendoora for other people? Doyou wait in a queuefor a bue or train? Doyou epeakat the eame Limeoomeone epeakin4 you? ie to Doyou aay'Good mornin4'toyour neighbourT you viait a forei4ncountry do you try to learn a few phraeee When of that lanqua4e? When the groupshavefinished.and the standard of servicein shopsis terrible.It's very dffirent in the big city wherepeopleare much colder.discuss which types of behaviour are acceptable the learners'countryand if they are acceptable in or not in other countries. Theyshoutand swearand are very noisy. Ask them to list the points mentioned.

we can eat some type of cream and put other types of cream on our skin.' Twocannibale wereeatinq a clown.' Thereare two 1oldfioh in a tank.'wiqwam teepeewi7wam teepee'. and a teepee are. He eaid ')ay Aaah'. I oaid 'Why?' He eaid'Oecause doq'o my died. funny can mean amusingor strangs.a wigwam. Oneqoldf'ohoayelo the of.) 54 . a tank canbe a large container of water or a military vehicle.25 L ANGUAGE C U LT URE F OCUS Humour Asking and answeringquestions Typesof humour. Thedoctor oaye'You're two tentel When all the pairs havebeen found askeachpair to read out their lines.making sure all the strips have a pair.'Can driveLhis thinq? you A man 4oeo to the doctor and shoute. and tentsis very similar in pronunciation to tense.her.Tell the classto walk around and saytheir lines to someoneelseand seeif the lines match. if not they should talk to someoneelse. Oneeayolo the olher:'DoesLhioNaehe funny to you? A man qoee to the docton with a atrawberrygrowinqout of his head. they can sit down. the pronunciation of two is the sameas too. You will probablyneed to teachthe class what a t cannibal.If they do. completinga joke Strips of paperswith parts of jokes 45minutes-lhour Write out the jokesfrom stageone on ten strips of paper Intermediate ACT IVIT IES M AT ERIAL S T IM E GUIDE P REPARAT ION LEVEL 7.Ask them what the funny part of the joke is. Explain that there are five jokes and the classhave to match the first part of the joke with the second. British jokes Matching parts of a joke.Hand out one strip to eachlearner. Jokes I went to the dentiet. Thedoctor eaye'l'llqiveyou eomeareamtro puLon iN. (Answers:we say aaah when we open our mouths at the dentist and when we are sorry for someone.

Explain that a lot of British humour is basedon playing with words. Ask what other types of humour there are in your/their country and other countries, for example: Types of humour jokes usuallya shortfunny story a comedybasedon ridiculoussituations farce slapstick humour basedon simple actionslike falling down, hitting things mime silentcomedy Explain to the classthat they are going to write a joke with your help. The joke is about a man who goesto hospital.When a learner suggests word, write it on the board if it's correct and give them a a point. If the word occurs more than once write down all the occurrencesand award the appropriate number of points, for example:
LEARNER doctor


WelIdone. That's threepoints.

Put the posterup on the blackboard. doctor.'



When a learner answers,rub out the appropriate line, write in the word, and put a point next to their name. Give them hints if necessary. winner is the learnerwith most points. (Answer: The A man went to seethe doctor.'Come the doctorsaid,'What is the in,' problem?''I don't havea problem,'said the man, 'but we havea big problem with my brother.He thinlcshe'sa chicken.''I see,' said the doctor,'Bring him to seeme and I can help him.' 'But we needthe eggs,' man said. the 4 Put the classin p?irs and tell them to think of somejokes or other types of humour from their country and seeif they can translate it into English. Let pairs with ideasperform in front of the class.

rcbw-up activity

The classcan write a funny story or joke. 55

cuLruRE Focus AcrrvIrIES

Music and musiciansfrom different countries Mingling, quit

LANGUAGE Typesof music Yes/Noquestion-s

":', MATERTALS Slipsof paper,sticky tape

rrME GUrDE 45 minutes t hour pREpARArroN Prepareslips of paper with namesand information about musiciansand bandsthe classare likely to know (seestage3 for examples) LEvEL Elementary 7. Ask the classwhich bands and musiciansthey like - domesticand foreign.Get them to tell you somenamesand write them on the board under the headings: ; Band/Mueician 2 Typeof Musia Country Tell the classthey are going to play a game in which they have to guess name of a band or musician.Showthe classa slip of the paper and explain that they have to discoverwhat is written on the Here is an questions. Help them if necessary. back by asking Yes/No example.(Answer:Paul McCartney.) TEACHER Thefirst questionis, 'Is it a band?'Youtry. Is it a band? cLASS TEACHER No.Try another question.'Is (pointto the word ... 'Musician')' Is it a musician? clAss TEACHER Yes. Man? Is it a man? cLASS TEACHER Yes. cLASS Does play ... ? he Write the questionson the board if you think the class will need After they haveguessed name of the the support later in the lesson. to musician,hand out the slips of paper and tell the class write down the name of anotherband or musician.When they have thought of a name they find a partner and stick the paper on their backswithout showingthe written side.Let the classmingle and ask and answerquestions. They can changeand askanother learne: if they are stuck.They can look at their slip of paper only when who they haveguessed correctly.The loser is the last one to guess they are.


3 Tell the class you are going to play a guessing game.You are going to read a sentence about a musician or band. They can guess which musician or band it is but if they are wrong they lose a point, if they are right they get five points. If no one guesses read out you another sentence about the samemusician/band.This time they lose a point or get four points. a b c d e Sheis a pop singer. Sheis from the USA. Her first singlewascalled'Holiday'. Her family name is Ciccone. Shehasmadefourteenalbums. HeisaDJ. He isfrom England. He is married to a famous TV presenter. He playshousemusic. His real name is Norman Cook.

(Answer:Madonna) a b c d e

(Answer:Fat Boy Slim) a b c d e Theyare an Irish band. Their biggert is called'Breathless'. hit Thereare threepeoplein the band. Threeof them are sisters. Theysingpopular and traditionalIrish songs.

(Answer:TheCorrs) a b c d e Theyare an Americanrock band. Thereare threemen in the band. They havemadefifteen albums. Their biggertalbum was Automatic for the People'. Their lead singeris calledMichael Stipe. (Answer:REM)


Put the classinto small groups or pairs and ask them to think of someother bandsor musiciansand write five sentences about them. When all the groups/pairs have two or three examplesask half the groups/pairsto swapplaces with another group/pair then read their sentences so the other group/pair can guess out who they are describing.

=ollow-up activity

'Til;;;;.."'*tir" musician.

a shortdescription their favourite of bandor


verbs. information strips rrME GUrDE pREpARArroN LEVEL 45 minutes . example.and pick a partner. sing well. etc.musician. 1973in Mackay.and how r''e know they are celebrities.Queensland. they haveexpensive carsand houses. they are married to other celebrities.Queensland. When they are ready they should mingle.ofcelebrity ACTTvITIES figsaw reading and writing MATERTALs Slips of paper. Shewasborn on 16 February.wherenecessan-.athlete. one to each student. Do an examplewith the class: Born on 16 February. They should find peoplewith information about the sameperson and put the information into the correct sequence.27 cetebrities LANGUAGE Talking about the past Making complete sentences cuLruRE Focus Different aspects.The partner must look at the name on the other ferson's questionsabout them so that the other back and answerYes/No personcan guess who who they are. 2 3 58 . for adding subjects.etc. exchanging their information with other members of the classusing complete sentences. they are good looking.I hour Prepare information slips Lower intermediate to intermediate 7- Tell the classto write the name of a celebrity (a famous person such as an actor. Tell the classthey are going to learn about the lives of two celebrities. and give them a minute to check they understand their information. example.When everyone has guessed they are they can introduce themselves the rest of the class. act well. stop. Then get the whole classto walk around at random. etc.) from their country on a slip of paper and stick the paper on to another student's back. Hand out the information slips at random. to for Discuss with the group why thesepeopleare celebrities. 1973in Mackay.etc. example. for they are in the media a lot.

')teel Ma4noliae'(1989) earned her an )ecar nominaLion and made her a gLar.'Fretty Woman'. Named1996 Australian '9porte Teroonality the Year'.the hi4heet ealary everpaid Lo a ecreenactrees in 'Erin Brockovich' 2OOO. Movedto NewYorkafber hi7h achool.and write somesentences about them. Ask the classwhich celebritiesthey talked about and what they think about them. if so. whv? ro'llow-up activity The classcan write a description of their favourite celebrity. domestic or international. of Carriedthe )lympic flame durinq the Opening Ceremony the of )ydney 2OOO)lympic Gameeand wonthe 4OOm .ffi T / celebritles { Celebrity 1 Eorn on 16 February. Put the classin pairs and ask them to think of a celebrity. married country einqer Lyle Lovett (they divorced two yeare later). Later in 1990. $2O million. had her qreateet aucceee. ln 1993. Finally. in WonDeot Actresa Oacar at the 2OOOAcademyAwards. the classguesswho the two celebritiesare . Would they like to be that person and. 1990 nanedYounqAustralianof theYear. 59 .Queensland. Wona doubleqold at the Commonwealth Gamea in 1994 in Lhe 2OOmand 4OOm.Cathy Freeman and Julia Roberts. tn Af. Georqia(UOA). When they arereadythe pairs should join togetherand describetheir celebrities and askquestionsto guess who they are. 16 yeare of a1e wonqold at the Commonwealth Gamea.1986.1973 Mackay.Auetralia's lOOth Olympic qold medal. Made her film debut with her brother in'Blood Ked'. Celebrity 2 Born on 2B Octoben1967.

Tell the classto work in pairs and match the people with the invention or discovervand the date. ooO OOeOOoooe Write the middle column of namesfrom the following chart on the board.28 lnventorsand discoverers L ANGUAGE The most/least Talking about the past Inventors and discoverersfrom different countries and ages Matching.) Ask the classto guesswhen things were invented Then write up the names on the left and the dates or discovered. and the right.decisionmaking A posterfor stage1 (optional) 45minutes-lhour Preparethe poster (optional) Intermediate Draw the following on the board and ask the classto identiS' them: C U L TURE F OCUS ACT IVIT IES M AT ERIAL S T IM E GUIDE PREPARAT ION LEVEL tJ t tm t er vv Alexander FIemin4 (5 cotla nd) other qalaxieo Oalileo Hippocratee (Greek) EdwinHubble(UgA) pain reliever penicillin moonoof Jupiter 1928 60 . secondfour are discoveries. Ask the classto divide them into two and discussthe differencebetweenthem. grading. Eqyptiane Australian Abori4inee Jamea Naiamith (Canada) the Chineoe baeketball PaPer the clock boomeranqe 1091 35OO ac 10 OOOyeare aq: lat.centuryoc 1610 1924 6 +h vvtt ramf vvt. discoveries did. the inventions didn't exist before. (Answer: the first four are inventions.

3500ec. 61 . century ec.Edwin Hubble (USA). 000 yearsago.r.pain reliever. Put their ideason the board. paper.James 10 Naismith (Canada). I Tell the classthat they have been chosenby the UN to decidewhich of the following should be banned. Ask the class work in small groupsand think of things in their to houseor schoolthat havebeeninventedand write them down. example: for TheEgyptians invented clockin 3500 the nc. the boomerangs. rFdlow-up activity The classcan write a [escription of their favourite invention. AustralianAborigines. Flemingdiscovered penicillin in 1928. 1610.moons of ]upiter.Hippocrates 5th Galileo. 1928.Vhenthey are ready ask eachgroup to put their list on the board and explainwhich items they are going to ban. \. other galaxies. ask eachpair to make a sentence about one of the inventionsor discoveries.) \A/henall the pairs have finished. m ffi (Answers: Egyptians. penicillin. Alexander Fleming (Scotland).They can add their own ideas aswell. (Greek). 1891.the Chinese. for example: cornPUTer frid7e Detevigion cleaner vacuurn radio hi-fi telephone Now tell them that they haveto choosethe three things that they would take with them to a desertisland (which has electricity)and give a reasonwhy. guns landmines drugs powerstations nuclear nuclearbombs cars which cause pollution factories theelectric chair Put the class into small groupsand discuss their 'wish list' of items to be banned and reasonswhy.Inventors and discov"r. 1924.lst century nc. for example: I'd takethe hi-fi because lovelisteningto music. basketball. clock.

This is a lapanese wordfor something cold that you Ask the class why thesewords are'loaned'and why their spellings and pronunciation sometimeschange. (Answers: cream.Write down the following words on the board: r aisukuriimu (faire le)footing golfista bookingkontor computadora waina Ask the classto work in pairs to try and guess what they mean in English. etc.You can make it more difficult by readingthe cluesin the wrong order.golfer. pronunciation.ticket office/bookingcounter. Discuss on with the classif they have changedin any way . This is a Spanish This is a Hawaiian wordfor a drink.) 2 3 Ask the classif they can think of any words in Englishthat came from another language. for example: al kohl alcohol (from Arabic) 62 . hangman(seestage Guessing.29 cuLruRE Focus AcrrvrrrEs lnternationat Engtish How langu4ges relateto eachother matchjng.The spelling and pronunciation changeto fit with the other words in the language. from other Tell the class you are going to give them someexamples countries.jogging. This is qn ltalian word for the personwho plays a type of sport.(Possible answer:they are usuallywords for things that are new to the culture. This is a Danish wordfor a placewhereyou can buy tickets. 3) (loan words) LANGUAGE Words which come from other languages MA T ER T AL S N o n e TIME GUrDE pREpARArroN LEVEL 45 minutes . This is a Frenchword for a sport or fitnessexercise. wordfor a very commontypeof machine.spelling. Write an exampleon the board. ice computer.After a minute or two give them the following clues.I hour Think of some words in the class'slanguage that came from English Lower intermediate to intermediate L Ask the classif their language has any words which come from Englishand write some of their examples the board.

When eachgroup hashad a chanceto speak.Australia.lnternationat 2g Engtish Write the following words on the board and ask the classto work in pairs to guesswhat they mean.India.Turkey) 63 . sauna. You could put the following prompts on the board: Nativelanguages Culture Understanding Dfficulty When they are ready ask each group to explain their ideasand other groupsto respond.Tahiti. kiosk . of Fo{low-up activity Give them the following anagramsto solveand guesswhere the word comesfrom: totota oogarkan osmahop asaun okisok (Answers:tattoo .ask the classto vote on whether they think English should be the common language communication. the Explain to the classthat English is the most common languageof communicationbetweenpeopleof different nationalities. kangaroo . robota balcone bEor qayaq te kocsi cocodrille marmelada tekhne chocolatl A kind of machine A placeto stand outsidea house A cold drink A type of boat A hot drink A type of transport A dangerousanimal A type of food we eat with bread A way of doing something A kind of food (robot) (Czech) (balcony)(Italian) (beer) (Latin) (kayak) (Inuit) (tea) (Chinese) (coach)(Hungarian) (crocodile)(French) (marmelade)(Portuguese) (technique)(Greek) (chocolate) (AzteclNahuatl) Go through the answerswith them and at the sametime seeif they can guessany of the languages words come from. Ask them to work in small groups and think of reasonswhy this is a good thing or a bad thing. shampoo . Readout some cluesto help if they find it difficult.Finland.

one to eachlearner. adding any local festivals they can think of. I Sentence building Festivalsaround the world Note taking. writing descriptions. Ask the classwhat sort of festivalsthey have in their country. tell each other about their festivals.and make notes.listening Slips of paper with details of festivals 45minutes-lhour Prepare slipsof paper the Intermediate ACT IVIT IES M AT ERIAL S T IM E GUIDE PREPARAT ION L EVEL 7. ') I. copy the chart from the board and fill it in. example: for In the UK at Christmaswe havea Christmastreeand giveqiesents on Christmasday. Drarr the chart on the board and hand out the information slips. Chart Christnas s h 8rifarn-C ristraalr ee. Festivals L ANGUAGE C U LT URE F OCUS /A.4.When they have finished they should sit down. Tell the classto mingle. day on prstents Christnes 64 .and celebrations \) tv.Go through Christmasas an exarnpleusing a complete sentence.

a d . politicians.When they have finished they read them out to the rest of the classwho should try and guesswhich festival they are describing.lovere eend each other carde and chocolatee 14July.faatinq for one month Kio de Janeiro. Children usually carry lanternsand firecrackers let off. (Answers: . atarLs 6 Nov2OO2.Halloween. 1789. for example.ChineseNewYear. one weekof dancin4 atarta with the NewMoon on the firat day of Lhe newyear and ends on the full moon fifteen daye later.Rio Carnival.Festivats and cetebrations ffi ru Information slips Ramadan Kio Carnival Chineee NewYear lelamiccounLriea.witchesand ghostsin sentenceone. the end of the At month we havea bigparty calledld-al-Fitr when we havea feast. f I alwaysgite my husbanda card eventhough he's80 yearsold now. 65 .February.Brazil.Valentine's Day. They can ask questionsif they can't guess from the sentence. are e We usuallydanceall night or watchthe street parades. a We dressup as witchesand ghostsand play bobbingfor apples.Thereare lotsof street c Wecannoteat anythingduring daylighthours.b . c . 31 )ctoben dead peopleare eaid to appear from their 0rave6 14 February. . d We cleanour houses before festivalthen our familiesget the together. b Thereareparadesin the streetsby the military and speeches from parttes.) Go through the answerswith the classidentifring key words.e .beqinntn4 the FrenchKepublic of Halloween Valentine'e Day DaetilleDay 2 Readout the following short texts and ask the classto guesswhich festival you're talking about.f .Ramadan. 3 Tell the classto work in pairs to write a sentence about some of their festivals.BastilleDay. fullow-up activity Theclass write a description whattheir familydoes a can of for particularfestival.

They dealwith topics relating everyday to andgivelearners opportunity to talkabout an both their own cultures discover about activities are and more other cultures. paper.O This and bookcontains thirtyactivities between elementary intermediate culture level. pens.The details and authors provided have regarding content teaching the and approach theIntroduction.The easy follow require or nopreparationresources to and little or justa board. in A widevariety activity of types practise four skills to the Accessible coveringwiderange cultures countries topics of and a Pictures areeasy copy that to Step-by-step lessons clear with instructions .

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