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PUBLISHING

PICTURE PROMPTS
Body
and
Health
Susan Thomas
Miniflashcards
Language Games
First published 1999
DELTA Publishing 1999
Artwork and original text MiniFlashcard Language Games 1996
Text and cover design by Darren Watts
Page make-up by Dave Glover
Printed and bound in the UK
Project Management: Swan Communication Ltd, England
Adapted Text: Susan Holden
All rights reserved. No reproduction, copy or transmission of this publication may be made
without written permission, except that the picture sets may be photocopied as indicated for
non-commercial purposes.
Based on material developed by MiniFlashcard Language Games, PO Box 1526, London W7 11\!D
This edition published by DELTA Publishing, 39 Alexandra Road, Addlestone, Surrey KT15 2PQ
ISBN: 1 900783 18 5
Picture Prompts:
Body and Health
CONTENTS
Language Chart
Section 1
Introduction
1.1 What Picture Prompts contains
1.2 Using games in the language classroom
1.3 Preparing the picture sheets
1.4 Using the picture sheets
1.5 Language presentation
1.6 Practice activities and games
1.6.1 Varying the activities
1.7 Assessment
1.7.1 Self-assessment
1.7.2 Teacher assessment
Section 2
Using the pictures
2.1 Use in class
2.2 Using the 9HP: why
2.3 Using the OHP: how
Section 3
Standard games and activities
Lesson notes
Section 4
Using the spinners
Spinners
Section 5
I ndividualising the materials
5.1 Function cards
5.2 Make your own games
Gameboards
4
5
8
9
14
47
51
52
Language Chart
Page Title Useful Language
14 Body and Health How are you?
Where does it hurt?
20 Happy Families Have you got a (hand)?
Yes, I have. No I haven't.
22 Odd One Out Body vocabulary
24 Make a Monster Adjective + noun
26 Monster Mash What does (s)he look like?
S/He's got long hair.
What does s/he eat?
28 Hands Up! Vocabulary related to hands
30 I can't do anything What sort of hair has she got?
with my hair What style of hair do you like?
32 Caught in the act Verbs
34 Cleaning up your act Verbs connected with health and beauty
36 What's Wrong? I wash my hair with ...
She's washing her hair.
Use a hair brush.
38 How much is it? I need a/some ...
Have you any ... ?
How much is ... ?
40 Why don't you ... ? What do you do if ... ?
What would you do if ... ?
What did you do when ... ?
You should/ought to/must ...
42 Taking medication You should (not) ...
You must (not) ...
44 Health and Fitness Diary Places connected with health
4
SECTION
Introduction to Picture Prompts
1
1. 1 What Picture Prompts contains
otes
Each Picture Prompts book contains:
a description of ways of using games and game-like activities in foreign
language teaching;
a menu of 20-30 standard activities which can be used with the specific picture
cards;
photocopiable sets of pictures to use around a theme (eg Health), or to provide
practice in a specific language area (eg Adjectives);
instructions for using the pictures, including:
- vocabulary list;
- useful language;
- suitable standard activities;
- additional activities;
spinners to photocopy and cut out for use with games;
blank boards to photocopy and use to make your own games.
Each book thus provides a rich resource of ideas and photocopiable materials which can
be used with a wide range of age groups and language levels.
1.2 Using games in the language classroom
otes
Games and game-like activities provide excellent ways of allowing learners to practise
language in a relaxed, creative way. They encourage the repetition of key language
items in a way which is motivating and challenging. New lexical items and grammatical
structures can be used within familiar game-like formats, thus providing the slower
learners' with support and guidance, while allowing the faster ones to use their creativity.
The practice provided through Picture Prompts extends that contained in the course
book, and allows mixed ability classes to work in groups at their own pace.
1.3 Preparing the picture sheets
otes
The picture sheets can be prepared in different ways:
They can be photocopied onto paper, for use as handouts or worksheets.
They can be enlarged, for use as flashcards or posters.
They can be copied onto card, and cut out, to make individual cards for use in
games.
Text can be added beneath the pictures, or on the back.
To protect the pictures, they can be copied onto paper, glued onto card, and then
covered with acetate.
They can be photocopied onto acetate to provide OHP transparencies.
The visuals can be combined or grouped to make display materials, or to make
a picture dictionary or topic reference book.
The blank masters can be used to create new sets of visuals, and to make
matching text cards and new games.
1 .4 Using the picture sheets
es
The visuals can be used to:
introduce a new word or phrase;
serve as a prompt for spoken language in a practice or review activity;
serve as a reminder of the meaning of a written word or phrase;
provide the starting point for introducing or revising related vocabulary;
illustrate a structure, often in combination with other pictures;
provide a series of examples to illustrate a teaching point;
provide random prompts, when used in conjunction with a spinner or die, for
practice or assessment.
5
1.5 Language presentation
Notes
Introduce new language, using the visuals as tlashcards, or on the OHP. Provide plent y
of time for the language to be heard and practised before you ask any student to speak
alone. Chorus work and class repetition are useful here. Encourage the learners to
experiment with their voices: they can repeat the words in different ways, eg
emphatically, softly, angrily, questioningly, etc. This helps to avoid boredom, and
encourages good intonation and pronunciation.
Learners who are good at relating :sounds and visuals will find that they can easily
associate language items with the illustrations. Others may find it useful to see the
written form as well, so introduction of this should not be delayed. At this stage,
attention should be drawn to differences between pronunciation of the written form in
English and the students' own language. In this way, these items can be used later as
production models by the students.
1.6 Practice activities and games
Notes
Once the learners are familiar with the new vocabulary items, individual or group
activities and games can be set up to practise them. Such activities will provide
opportunities to practise the items in context, and in association with specific language
structures and functions. This will help them transfer the language into their long-term
memories.
During the course of an activity, you should help the students with any lexical items or
pronunciation features which they are unsure of.
Section 3 (page 9) sets out a collection of standard activity-types which can be used
with any of the picture sheets in this book.
The language notes opposite each page of pictures give activities which are designed
specifically for that visual set.
1.6.1 Varying the activities
Most of the standard activities are based on well-known games and may be familiar to
your class. Younger learners are often very good at making up their own variations,
while older ones may rely on you to suggest these. However, adults usually respond
well, as they can practise actively without using the language 'in public'.
The important thing is that the learners are practising the language in an active,
meaningful way, and are also having fun. Some of the games may generate others
are quite quiet. Some are others require co-operation.
You may wish to decide how to encourage weaker students in the competitive games.
These can often be made into exciting team events, using mixed ability teams, with a
time element. If this involves physical movement, make sure there are no hazards in the
classroom!
For extended practice, you may wish to get the students to move round the room after
each game, changing partners and groups. Most games last between 5 and IS minutes,
although the writing activities generally take longer.
Allow time at the end of a game to discuss difficulties, and ideas for varying or
improving the game. There may be ways of adapting it to reflect the students' own
interests more closely.
6
1.7 Assessment
Notes
1.7. 1 Self-assessment
Activities and games based on picture cards are ideal for encouraging the learners to
assess their own progress. Once they are sure of particular language items, they can
discard these particular cards and use more unfamiliar ones. The cards can be used
together later for a test.
1.7.2 Teacher assessment
This can take place:
during a teacher-controlled activity with the
by observing individuals and pairs at
by joining in with groups or individuals during an
by providing individuals or groups with a worksheet, based on the same visuals.
Such feedback provides information for future reteaching, or for planning future work.
7
SECTION
Using the Pictures
2
2. 1 Use in class
Notes
The pictures contained in this book can be used singly, or in a variety of combinations.
to support work at different stages of the language programme. They can also be used
with students of different abilities, needs and ages.
The visuals can be used:
with the whole class, to introduce vocabulary and concepts;
with individual students and groups, to practise or revise specific language items.
They can be:
combined in many different ways to illustrate relationships between different
areas of vocabulary;
used in random groups to introduce variety and an element of challenge;
introduced singly or in groups as the starting point for using language creatively.
Function cards (page 51) can be used in combination with the visuals to encourage the
transfer of learning from one context to another.
Board games (page 51-53) involving the visuals and/or dice and spinners, can be used
to set up group activities which are simple or demanding.
2.2 Using the OHP: why
Notes
If available, an OHP is particularly useful for introducing new vocabulary. It can also
be used for whole-class work at various stages in the language programme. It can be
used to:
ensure that the students understand the concepts underlying the activity;
review previously-taught language items before introducing new, associated vocabulary;
present new language;
provide teacher-led practice of new language;
assess whether the new language has been well enough learned for the students to
go on to group work activities;
play whole-class games;
demonstrate the rules of a game before it is played in groups;
invite suggestions from the students on ways of using language items 10 different
situations;
encourage activities which require the students to make creative use of the language
they have learned;
organise feedback on an activity;
assess learning;
revise items which were learned earlier in the programme.
2.3 Using the OHP: how
Notes
There are many ways of using the pictures on the OHP. Here are several, which will add
variety and interest to your lesson.
Move the pictures slowly into focus and ask the students to name them.
Flash the picture up. If it is not named, repeat more slowly.
Reveal sections of the picture bit by bit.
Cut the picture into sections, and put on the OHP in random order, and/or upside
down. Ask the students to reassemble in the con-ect order.
Use as silhouettes.
Use a keyhole shape cut out of card as a frame. Play 'Through the Keyhole'
guessing games.
Colour the pictures using instructions from the class.
Add overlays for items such as the price of clothes.
Use for whole-class games such as Noughts and Crosses [3]; What's on the Card?
[1]; Kilns Game [6]; True or False?[I4]; and Guessing Game [13].
8
SECTION
3
Standard Games and Activities
The group of 17 games and activities described here can be used with most sheets of
Picture Prompts in most books of the series, although you may want to vary them
slightly. Each is cross-referenced by a number, eg [1], in the individual Lesson Notes.
[1]
What's on the Card?
Equipment:
memorising; consolidating
20+ picture cards with text on the back, or a
checklist of the text.
a Picture Spread free choice of visible cards
Spread the cards face up on a table. Take it in turns to pick a card and name it. If you
are right, keep the card. If you are wrong, put it back. The player with most cards at the
end is the winner.
b Pick a Card free choice of unseen cards
One player fans out the cards, face down. One player chooses a card and tries to name
it. If correct, you keep the card. If incorrect, you put it back, and the cards are shuffled
before the next player chooses. The winner is the player with most cards at the end.
c Take that Card no choice of card
Place the pile of cards on the table, face up. Take it in turns to name the top card. If you
are correct, you keep it. If you are incorrect, that card goes to the bottom of the pile.
Winner as before.
Variation: If you do not know a card, put it face up on the table in front of you.
It becomes a penalty card. At the end of the game, take it in turns to name these cards.
Whoever names the card correctly, wins it.
d Quick Flash no choice of card; time pressure
One person holds up a card for one second only. The first player to name it correctly
keeps it. Winner as before.
[2]
Line Solitaire
Equipment:
memorising; consolidating; revising
10+ cards per player.
Basic version individual learning
Layout some cards in a line, face up. Name the first item, and then check with the word
on the back. If you get it right, carry on. If you are wrong, learn the word. Then shuffle
the cards, lay them out in a new line, and begin again. The winner is the player who
completes the longest line.
Variation 1: Put the cards in a diamond or pyramid shape, or in rows of six, and see
how many rows you can get right.
Variation 2: Lay the cards in a square 4x4 (you need 16 cards per player). Move from
corner to corner in the smallest number of moves.
[3]
Noughts and Crosses
Equipment:
Basic version
consolidating; revising; monitoring
nine cards.
Lay the cards face up in a 3x3 shape. Take it in turns to name them. If you are correct,
turn the card over, or put a coloured counter on it. The next player tries to name one of
the cards next to it. Three named cards in a row wins the game.
9
[4]
Three in a Row
Equipment:
Basic version
creative use of language
any page of 20 pictures relating to a topic.
Three counters for each player.
Choose a picture square, and name the item on it, or say something about the picture.
If you are right, put a coloured counter on it. The first player with three counters in a
row is the winner.
Variation: Use a 20-sided spinner. Proceed as above, but use the spinner to select the
squares.
[5]
I Spy ...
Equipment:
Basic version
consolidating; revising
cards.
Put some cards face up on the table. One player calls out the first letter of an item. The
first player to point to a correct card beginning with that letter, wins it. That player call s
the next letter. The winner is the player with most cards at the end of the game.
[6]
Kim's Game
Equipment:
Basic version
consolidating; revising
cards.
Spread out cards face up on the table. All the players turn away, and one player removes
one card. The first player to name the missing card wins a point.
[7]
Bingo
Equipment:
Basic version
consolidating; revising; listening
a sheet of 20 cards on a picture board for
each player.
Eight counters for each player.
Each player chooses eight items from the 20-picture sheet and puts a cross in the corner
of each. The quiz person calls out the 20 items in any order. If you have put a cross next
to that item, you can put a counter on it. The first player to put a counter on all their
marked squares calls 'Bingo!' and is the winner.
Variation 1: The quiz person uses the 20-sided spinner to select the words called.
Variation 2: Spread out 20 cards face up on the table. The quiz person removes them,
and you write down ten words you can remember. The quiz person then shuffles the
cards, and puts them down one after the other. Check your ten words against these. The
first player to have ten words correctly spelled on their list is the winner.
[8]
Charades
Equipment:
Basic version
consolidating; revising
cards.
The first player chooses a card and mimes the item for the others to guess.
10
[9]
Snap
Equipment:
Basic version
consolidating; revising
four sets of cards from the current topic, or
previous ones.
Shuffle the cards and deal them out. Each player takes it in turn to put a card face up on
the table. If two similar cards are put down, the first player to name the cards correctly
wins them.
[10]
Dominoes
Equipment:
Basic version
consolidating; reading
sets of dominoes with pictures and text,
using the blank square template (page 53).
Distribute six dominoes to each player. Put one domino in the centre of the table. Take
it in turns to put your dominoes down, as you match words and pictures.
[11 ]
Matching Pairs
Equipment:
Basic version
consolidating; revising
two sets of picture cards.
Shuffle the cards and spread them out face down. The first player turns over two cards.
If they are the same, and if you can name them correctly, you can keep them, and have
another turn. If they do not match, or if you cannot name them, the cards are put back.
It is then the next player's turn.
[12]
I Went to Market
Equipment:
Basic version
consolidating; revising
cards.
Spread suitable cards face up on the table. One player says "I'm going to the doctor's
because I have ... ", and adds an item using the cards on the table as a prompt. The next
player repeats the sentence and adds another item.
"I'm going to the doctor's because I have a cold ...
a broken leg ... and indigestion .... "
Any player who gets the sentence wrong, or cannot name a new item, drops out.
[13]
Guessing Game creative use of language
Equipment:
set of cards relating to current topic.
Basic version
The first player thinks of one of the cards and says something about it. The first person
to identify the card, wins it.
[14]
True or False? listening
Equipment:
a sheet of cards.
Basic version
One person points to a card, and makes a true or false statement about it. The person
who correctly says "True" or "False" wins the card.
Variation 1: As above, but the second player repeats the sentence if it is true, or corrects
it if it is false.
Variation 2: One person reads out a list of true or false statements about the pictures.
The players make a note of whether each is true or false.
11
[15]
Spot the Difference
Equipment:
creative use of language; speaking;
listening
two enlarged copies of a picture for each
pair.
Basic version pairwork
Player A changes his/her picture by adding or deleting things. Player B asks questions
to find out what the changes are, and makes similar changes. Compare your pictures.
[16]
Story time
Equipment:
Basic version
creative use of language; writing
mixed cards.
Give each player some cards from mixed sets. Each player has 10-15 minutes to write a
short story, incorporating the items on these cards. Each person then reads out their story.
Variation 1: One player starts the story as an oral activity. The others take it in turns to
add a sentence.
Variation 2: Use the activity for homework, and ask the students to record their stories
on a cassette. Play them back in class.
Variation 3: Learners or groups select three or four cards at random. They then make
up a story, or act out a scene, using the cards as prompts.
[17]
Simon Says listening
Equipment:
selected cards for each player
Basic version
One player gives instructions to move the cards, eg
"Lift your arm. Scratch your head.
Point to your back. Touch your foot."
12
For your notes
13
LESSON
Body and Health (pages 14 to 19)
NOTES
Key language
1 head
2 hair
3 face
4 eye
5 nose
6 ear
7 mouth
8 tooth
9 tongue
10 neck
11 shoulder
12 arm
13 hand
14 finger
15 chest
16 stomach
17 back
18 leg
19 knee
20 foot
Useful language
Notes
21 toe
22 I'm hungry
23 I'm thirsty
24 I feel dizzy
25 I've got a nose bleed
26 I've got a cold
27 I've got a temperature
28 I've got indigestion
29 I'm being sick
30 I feel seasick
31 I'm drunk
32 I've got sunburn
33 I've got spots
34 I've got backache
35 I've broken my leg
36 I've sprained my ankle
37 I've bumped my head
38 I've cut myself
39 I've burnt myself
40 I've been stung
Talking to a friend
How are you?
Not very well.
Oh dear, what's the matter?
I've ...
Reporting
She listened to my chest.
She looked at my tongue.
1 forehead
2 lines, wrinkles
3 lips
4 eyebrow
5 waist
6 hips
7 earlobe
8 nostril
9 thumb
10 elbow
11 inside leg
12 chest
13 heel
14 beard
15 moustache
16 nails
17 bone
18 muscle
19 knuckles
20 chin
At the doctor's
Where does it hurt?
How did it happen?
How long have you had it?
Open your mouth.
Put your tongue out.
Say'Aah' .
He told me to stay in bed/take these pills/drink lots of water.
Standard games and activities (see Section 3, pages 9-12)
Notes
[1] What's on the Card?
[3] Noughts and Crosses
[5] I Spy
[11] Matching Pairs: select some Body cards to match Health Problem cards.
eg stol1wch: sick, seasick, indigestion
[12] Did you have a good holiday? (variation of I went to Market).
Make a chain: My parents were seasick, my brother broke his leg ...
[15] Give and receive instructions:
One player gives the other(s) instructions to draw a person.
eg Gi ve him glasses, a beard, a ring in his nose. Colour his
T-shirt red.
14
Body and Health
1
t I
\

) \


13
)
15
Notes
Question Spinner: Make questions (see page 47):
Why didn't you put any cream on it? What did you drink?
How did you cut your hand?
Who gets indigestion? Someone who eats or drinks too much.
Additional activities for these picture sheets
Notes
Snakes and Ladders: Use the board on page 18.
True or False Quiz: Learner or teacher-produced quiz.
Consult a reference book on the body and write a true/false quiz.
eg You have 8 fingers and 2 thumbs.
Most adults have 206 bones.
Your heart beats 80 times a minute.
An adult has 100,000 hairs on their head.
70 hairs fall out each day.
66% of your body is water.
You blink 20,000 times a day.
An adult has 5 litres of blood.
Your hair grows 10 cm a year.
Adults have 32 teeth.
Variation: Write the questions in multiple choice form.
eg How many bones does an adult have?
a 56 b 206 c 30
Who's That?
a Describe a person who is in the news this week (what they look like,
what they are wearing, etc.). The others guess who it is.
b Make a list of famous people, or bring in magazine pictures.
One group of students write descriptions of what they are wearing
and what they look like.
Another group matches the descriptions to the pictures or names.
Celebrity Makeovers
a Bring in several pictures of a famous person. Students choose the
best and worst ones and put them up in the classroom.
b They write descriptions of their clothes and appearance.
c They make suggestions for improvement.
Perhaps she could try ... Has he thought of ... ?
Blind Date
a Bring in four large newspaper photos or magazine pictures of
famous people.
b One student is blindfolded.
c The others ask about the person they would like to meet for a date.
Would you prefer someone dark or fair? With or without glasses?
Wearing a shirt or a T-shirt?
d Tell them who their date is when they have given enough details.
Your date for tonight is the Prime Minister!
16
Body and Health
40
17
\ I" - :
'I .'
,- ,.
\ , .
, I _
~ I I
~ - ' \ :
Snakes and Ladders
18
19
LESSON
Happy Families (pages 20 and 21)
NOTES
Key language
eye foot hand mouth leg
Useful language
Notes
Have you got a . . . ? Yes, I have. No, I haven't.
Standard games and activities (see Section 3, pages 9-12)
Notes
[1] What's on the Card?
[3] Noughts and Crosses
[4] Three in a Row
[14] True or False?
Additional activities for these picture sheets
Notes
Happy Families
a Cut up the cards.
Play in groups of four.
Shuffle the cards and give four to each player.
Put the rest in the middle of the table, face down.
The aim is to collect four cards of the same type.
b Players take turns to ask each other Have you got a (hand) ?
If the player has got it, s/he says Yes I have. Here it is. and gives up the card.
The player who gets the card discards one of their cards onto the pile.
If the player does not get a card, s/he picks the top one from the pile, and
discards another one.
c The first player to get a set of cards says 'Happy Families!'
NOTE: Use the blank master sheet to create other combinations of families.
20
Happy Families
1 2 3 4

..
\
. , . ' ...
I')
5
13 14 15 16
21
LESSON
Odd One Out (pages 22 and 23)
NOTES
Key language
1 nose 2 foot 3 eye
5 foot 6 toe 7 knee
9 hand 10 finger 11 arm
13 eye 14 hand 15 tongue
17 comb 18 brush 19 hairdryer
Standard games and activities (see Section 3, pages 9-12)
Notes
[1] What's on the Card?
[3] Noughts and Crosses
[4] Three in a Row
[5] I Spy
[14] True or False?
Additional activities for these picture sheets
Odd One Out
4
8
12
16
20
Notes
a Players decide which picture is the odd one out.
ear
mouth
nose
tooth
hair
They must name all the pictures in the line to get a point.
Variation:
b Use a 20-sided spinner and win a point for landing on the odd one out.
c The player with most points wins.
NOTE: You can make variations using the blank masters.
22
Odd One Out
1 4
6 7 8
9 10
13 14 15
17 18 19
23
LESSON
NOTES
Make a Monster (pages 24 and 25)
Make several copies of the monster and cut them into pieces.
They can be coloured before or after they are cut up.
Activities for these picture sheets
Notes
Make a Monster
a Provide one set of cards for each player, and a six-sided spinner or dice.
b Spread the cards on the table, face up.
c Players spin the spinner or throw the dice. They ask for the part of the
body with the same number.
eg Four: a hand, please. Or: A red hand, please.
d The first player to complete their monster wins.
Make your own Monsters
Students can draw their own monsters, or each person can draw one part of the monster.
Celebrity Monsters
Make monsters from pictures of famous people, which are pasted onto card and cut up.
Players can collect parts of the same person or different people.
Rummy
a Provide one set of cards per player, plus an extra set.
b Deal out 12 cards and put the rest in the centre of the table, face down.
c Players take it in turns to ask the person on their left for a card, eg A head,
please. If s/he does not have it, the person asking the question takes the top
card from the pile. If s/he can use it, s/he keeps it and discards another one.
d The first player to collect a monster is the winner.
Happy Families
Play as for Rummy, but players collect sets of parts of the body, eg hands.
24
Make a Monster
r ~ - - - - - - : - - - - - - - - - - - - - - r - - - - - - - - - - - - - - - - - - - - - ~
(
~ - - - - - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - ~ ~ ~ - r - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - - ,
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0),
- - - - - - - - _________________ _________________________ J
25
LESSON
Monster Mash (pages 26 and 27)
NOTES
Useful language
Notes
Animals
fangs
fin
fur
paw
tail
wlllgS
Fairytale creatures
dinosaur
dragon
ghost
giant
gnome
serpent
skeleton
witch
Find the tall monster with the big nose.
What shall we call Monster no I?
Other parts of the body
bones
flesh
muscle
skin
What does s/he look like? S/He's big, small, tall, short, fat, thin.
S/He's got long/short hair.
S/He's got one foot, three eyes, no hair.
How old do you think s/he is?
Where does s/he live?
What does s/he eat?
What health problems does s/he have? Why? Because ...
Standard games and activities (see Section 3, pages 9-12)
Notes
[1] What's on the Card?
[4] Three in a Row
Take a Body card as a prompt.
Players make a comment about that part of the monster's body.
eg hair He has black hair. He has no hair.
[6] Kim's Game
[11] DIY Matching Pairs
A monster with two big teeth: Picture no 6.
[13] Guessing Game
This I1wnster has no feet. He has more than two eyes.
He lives in Scotland.
[15] Spot the Difference Monster How many eyes has your monster got?
Additional activities for these picture sheets
Notes
Dressing up the Monster
a Deal six body and clothes cards. Call them out.
eg one eye, one I1wuth, one leg
wearing: a sock, a pair of underpants, and a scarf
b The players draw a monster with these details.
c Players compare drawings.
What's your monster like? / Colour your monster
(Give and receive instructions)
Read a description of a monster.
Draw afat monster with a big nose and three legs.
The players draw it and then compare drawings.
Twenty Questions Has he got two eyes? Has he got a big mouth?
26
Monster Mash
.. ~
r . . ~ k
.".. .... : ..
27
LESSON
Hands Up! (pages 28 and 29)
NOTES
Key language
1 wash dishes 12 smoke 24 hitchhike/thumbs up
2 wear fancy dress 13 show palm and back of hand 25 write
gloves (monster style) 14 put on nail varnish 26 make shadow shape
3 survey/measure landscape 15 put hand over mouth 27 take finger print
4 hold hands
5 put finger to lips
6 clench fist
7 scratch head
8 shake hands
9 wave
10 wear gardening gloves
11 put on hand cream
Useful language
Notes
16 bite nails 28 suck thumb
17 juggle 29 grow nails
18 clasp hands, pray 30 have a bandaged thumb
19 put/try on rings 31 cut up food
20 tie knot around finger 32 pick nose
21 wri te on hand 33 put plaster on
22 wear lace gloves
23 point finger, have a wart
Parts of the hand
back of hand
finger
knuckles
palm
thumb
vems
wrinkles
Things related to hands
bandage
cream
glove
nail varnish
nng
watch
Activities for these picture sheets
Notes
Responding to prompts
Players respond to one of these prompts:
Name any item in the picture.
Describe any aspect of the picture.
Describe the hand.
Say who you think the hand belongs to.
Say where you think the person is.
Say what job you think the person does.
Say how you think the person spends their time.
Say what you think the person may do before or after the picture.
Say what the hand is doing, and why.
Hands up! Board game
This is a game for 2-4 players.
Each player starts in a different corner of the board.
They try to get to the opposite corner by moving one square at a time, and
saying something about the picture. A prompt from the list above defines
what they say.
Players can move horizontally or vertically, but not diagonally.
28
Hands Up!
29
LESSON
I can't do anything with my hair
NOTES
(pages 30 and 31)
Key language
1 short, dark
2 straight, dark, long
3 long, blonde, hair up, formal , wig
4 rollers, set, permed
5 fair, medium length, bunches, ribbons
6 bald
7 blonde, hair up, formal
8 long, long fringe, medium length
9 very long plait
10 frizzy
Useful language
11 dark, long, curly, ringlets
12 punk, mohican
13 blond, ponytail
14 short, blond
15 short, dark, wig, toupee
16 blonde, straight, blow-dried
17 short, dark, bald patch, tonsure
18 dark, straight, medium, length
19 a hair cut
20 blonde, curly, medium length
Notes
What kind/style of hair do you like?
What sort of hair has s/he got?
What do you think of my hair? What do you think I should do with my hair?
I can't do anything with my hair!
Standard games and activities (see Section 3, pages 9-12)
[1] What's on the Card?
[3] Noughts and Crosses
Notes
[4] Three in a Row
[14] True or False?
30
I can't do anything with my hair
31
LESSON
Caught in the act (pages 32 and 33)
NOTES
Key language
1 smile 8 skip 15 kick
2 sweat 9 shiver 16 touch
3 stretch 10 kneel 17 whistle
4 blow 11 snore 18 bend
5 taste 12 smell 19 nudge
6 cough/sneeze 13 bite 20 wink
7 laugh 14 cry
Standard games and activities (see Section 3, pages 9-12)
Notes
[1] What's on the Card?
[11] Matching Pairs
Players match the Caught in the Act copymaster cards and
selected Body cards.
[14] True or False?
Additional activities for these picture sheets
Notes
Good sense game
Players are blindfolded and guess objects, smells, tastes and sounds.
They say:
f can touch/feel a ...
f can smell coffee/cake/perfume/soap/ .. .
f can taste salt/lemon/sugar/vinegar/ .. .
f can hear coughing/sighing/whistling/breathing/eating/ ...
(they also name the associated part of the body).
32
Caught in the act
33
LESSON
Cleaning up your act (pages 34 and 35)
NOTES
Key language
1 Put (spl ash) on aftershave 11 Shave
2 Get undressed 12 Wash face
3 Do (style) hair 13 Dry hair
4 Dry oneself 14 Have a bath
5 Put on deodorant 15 Put on loti on
6 Look in mirror 16 Wash hair
7 Get dressed 17 Have a shower
8 Cl ean teeth 18 Put on make-up
9 Put on nail varni sh 19 Go to the toil et
10 Spray on perfume 20 Cut (toe) nail s
Standard games and activities (see Section 3, pages 9-12)
Notes
[1] What's on the Card?
[6] Kim's Game
[14] True or False?
I put nall varnish on my face.
I clean my teeth with soap.
Twenty-sided Spinner game: Sequences or Silly Sequences
Pl ayers pinpoint a square and make up a (sill y) sequence.
eg I wash my hair and then I dry it.
Before I washed Iny hair, I put on sO/ne make-up.
Tenses Spinner
I cleaned my teeth this m.orning. Clean your teeth!
Frequency Spinner
I paint Iny toenails every week.
Additional activities for these picture sheets
Notes
Desert Island
Pl ayers rank the actions from 1-20 in terms of their importance.
Which three things are essenti al?
Which three things are not needed?
34
Cleaning up your act
35
LESSON
What's Wrong? (pages 36 and 37)
NOTES
Key language
1 I wash my hair with soap.
2 I brush my hair with my toothbrush.
3 I clean my teeth with my hairbrush.
4 I put lipstick on my toenails.
5 I dry myself with my hairdryer.
6 I take an aspirin with a glass of beer.
7 I shave the hair on my chest.
8 I have a bath in the washbasin.
9 I have a shower with my clothes on.
10 I cut my toenails at the dinner table.
11 I wipe my nose with my sleeve.
12 I put nail polish on my lips.
13 I wash myself with my hairbrush.
14 I wash myself with my toothbrush.
15 I wash myself with my comb.
16 I use toilet paper to dry myself.
17 I use tissues to dry myself.
18 I wash my hair in the toilet.
19 I wear a towel at the dinner table.
20 I use a toilet brush to brush my hair.
Useful language
Notes
She's washing her hair.
Use a hair brush.
Standard games and activities (see Section 3, pages 9-12)
Notes
[1] What's on the Card?
[13] Guessing Game
Question Spinner games
What is s/he doing?
Why is this wrong?
Who would do this?
When shouid you do this?
36
What is s/he using?
What should you use?
Where should you do this?
What's Wrong?
1 2
5
37
LESSON
How much
.
it? (pages 38 and 39) IS
NOTES
Key language
1 comb
2 brush
3 toothpaste
4 toothbrush
5 hairdryer
6 SCIssors
7 perfume
8 plasters
9 toilet paper
10 tissues
Useful language
Notes
11 suntan lotion
12 towel
13 razor
14 shoelaces
15 aspirin
16 shampoo
17 lipstick
18 mascara
19 soap
20 hairband/scrunchie
I need a/some ...
I must buy a/some .. .
Where can I buy ... ?
Have you any ... ?
How much is ... ?
Can you buy me some/a ... ?
How much was it/were they?
Standard games and activities (see Section 3, pages 9-12)
Notes
[1] What's on the Card?
[3] Noughts and Crosses
[5] I Spy
[8] Charades
[12] I Went to Market
[13] Guessing Game
[14] True or False?
Additional activities for these picture sheets
Notes
'What's wrong?' prices
Write crazy prices on the objects to play the above games.
Shopping
Use the items as cues for shopping practice.
Price survey
Do a survey of prices in local shops. Report back.
38
How much is it?
1 2 3
5 6 7 8

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j
' ... ...
/'l
)
%/. .. I
. ;; . .
/1, '
.. '''''-..,. .
-------. J,.
13 14 15

I(

17 18 19
39
LESSON
Why don't you ... ? (pages 40 and 41)
NOTES
Key language
1 Sit in the centre of the boat (seasick).
2 Call an ambulance.
11 Go to bed.
12 Put your hand under cold water.
13 Use bandages, safety pin, scissors.
14 Take your temperature.
3 Take tablets, capsules, pills.
4 Pinch your nostrils, sit up straight
with your head slightly forward. 15 Drink some water.
5 Use bottles of lotion/tubes of cream.
6 Go to the hospital! Accident and
16 Find a toilet.
17 Put a plaster on.
Emergency Department.
7 Have something to eat.
18 Put a cold compress on your head.
19 Use tissues/toilet paper/cotton wool.
20 Go and see the doctor. 8 Call the doctor to your home.
9 Lie down, put your feet up.
10 Take a soluble pill.
Useful language
Notes
What do you do if you ... ?
What would you do if ... ?
What did you do when ... ?
Why don't you .... ?
Have you thought of ... ?
You should/ought to/must ....
Sympathetic comments:
Unsympathetic comments:
I would ....
Oh dear! I'm so sorry!
I told you (not) to ... !
Standard games and activities (see Section 3, pages 9-12)
Notes
[1] What's on the Card?
[8] Charades
Putting on a plaster.
[11] Matching Pairs
Match Health Problems cards with Health Solution cards.
[13] Guessing Game
In this picture there is a nurse. Picture 6!
[14] True or False?
In picture 8, she's in bed. True!
Additional activities for these picture sheets
Notes
Class magazine
Design an advert for suntan creams or vitamin pills.
Write letters for a Health Problem page in a magazine.
Give advice about healthy eating.
Write the Dos and Don'ts of Sunbathing.
Give advice about ways of coping with exam day.
40
Why don't you ... 7
Ji)
:
0 0 0
~
_ 0 ~
41
LESSON
Taking medication (pages 42 and 43)
NOTES
Key language
1 See the doctor and get a prescription.
2 Collect medication from the chemist's.
3 Take tablets before food.
4 Take tablets with food.
5 Take tablets after food.
6 Take tablets with water.
7 Take tablets three times a day.
8 Do not take more than eight in 24 hours.
9 Dissolve in water.
10 Do not drink alcohol.
11 Do not go into direct sunlight.
12 Causes drowsiness.
13 Do not operate machinery.
14 Do not dri ve.
15 Rub cream in the affected area.
16 Not to be consumed - for external use only.
17 Keep in refrigerator.
18 Finish the course of tablets.
19 Do not use after the expiry date.
20 Return unused medicine to the chemist's.
Useful language
Notes
You should (not) .. .
You must (not) .. .
Standard games and activities (see Section 3, pages 9-12)
Notes
[1] What's on the Card?
[14] True or False?
Twenty-sided Spinner
It's a tablet. You take three tablets a day.
Tenses Spinner
I have to take my tablets with water.
When I had a cough, I ....
Additional activities for these picture sheets
Notes
Students write a short story about the last time they took medicine.
42
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~
to ~
~ ~
24-
24-
_, , ... I ,
, , , ...
I _
. . \
, ;. .
, \
J
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(
m
43
LESSON
Health and Fitness Diary (pages 44 to 46)
NOTES
Key language
1 in the Ladies Toilet
These visuals illustrate some common situations related to Body and Health. The two
pages can be pasted onto an A3 sheet, or the pictures can be cut up into cards.
11 in the bathroom
2 with the school nurse eye test
3 in a hospital bed
12 in the Toiletries Dept
13 giving blood
4 at the chemist's
5 at the hairdresser's
6 at the baby clinic
14 at the doctor's
15 at the gym
7 group counselling session eg AA
8 having an inoculation
16 at the fracture clinic
17 at the aerobics class
18 going cycling
9 in the changing room 19 going walking
10 at the dentist 20 at the opticians
Standard games and activities (see Section 3, pages 9-12)
Notes
[13] Guessing Game
She' s looking embarrassed.
[14] True or False?
He's got a large spot on his chin.
[8] Charades
Take a card and mime the scene.
[11] DIY Matching Pairs:
N04!
No 11: false!
Players write down on slips of paper what someone in the picture
may be saying or thinking.
Other players match text and pictures.
Twenty-sided Spinner Game
Picture No I. Lipstick, mirror, friends.
She's putting on her lipstick.
They're at a disco with some friends.
Faces Spinner
I don't mind having jabs.
Question Spinner
Who's got a rash? A little girl.
Where is she? At the doctor's.
Additional activities for these picture sheets
Notes
Name items in the picture.
Describe an aspect of the picture.
Say what ' s happening in each picture.
Describe a possible sequence of events in one picture.
Arrange an appointment.
Talk about the appointment and say what may happen.
Describe what happened.
What happened when you went to the ... ?
Players choose a picture and compare personal experiences.
These can be true or invented!
44
Health and Fitness Diary
45
{ r".
~
(\'
Health and Fitness Diary
.. ' ... "
46
---......
=.JIl@
A
EZN
O)(C."f""
JIIr L , ~ ~
, .....
C I
------------
SECTION
4
Using the Spinners
Language spinners or dice can be used in combination with visual materials to add a
further enjoyable dimension to the learning experience. Spinner versions of dice
included in this book are:
Question and Pronoun
Tenses
Colour x 2
Mood
10, 12 and 20 sided Number Dice.
Blank spinners of different shapes and sizes are also provided for teachers to create
their own language versions, and amended or additional prompts.
How to prepare
Photocopy the spinners onto thin card, or photocopy onto paper and glue this onto
thicker card. Make a hole in the middle, and push through a section of a thickish
drinking straw, a long matchstick, or a toothpick. Secure with rubber bands or
blutak around the straw on both sides of the spinner.
Blank spinners are provided so that the materials can be easily adapted. For
example, teachers can photocopy and duplicate selected items and paste them up to
create additional materials appropriate to particular groups. Learners can be asked
to adapt the games and make up new ones as an exercise.
It is also possible to use small cards as an alternative to dice or spinners.
Group Work - Suggested Activities:
Use a spinner or dice as an extra prompt within games such as Three in a Row or
True or False? Choose one item on the dice or spinner for repeated practice of one
item, or allow players to have a free throw.
Cards can be used to indicate the context in which sentences indicated by the dice
should be generated, for example Questions about Fitness, Colours of Monsters,
Feelings about Health Problems.
Stacks of cards and a selection of dice can be used to generate quite complex
sentences. Eg Questions dice + Pronoun dice + Tenses dice + Health cards can
give: When do you take aspirin? Why was he sick? Where did she sprain her ankle ?
Sentences generated could be written down for later checking with the teacher.
Question Spinner:
Example: Why are you going to the doctor's? - Because I've sprained Iny ankle.
Pronoun Spinner:
Example: I've got short curly hair, but you've got long straight hair.
Colour Spinner:
Example: That monster's got green hair and a purple tongue.
Faces Spinner: to prompt opinions and feelings.
Examples: I like ... l love brown eyes. I don't mind short hair. I hate 'vI/asp stings.
Number Spinner:
Examples: I've got ten toes. That monster has three eyes.
Tenses etc Spinner: (the first three of these prompts are based on video control s) .
> (play) say something about the present.
(fast forward) say something about the future.
(rewind) say something about the past.
X negative say something using a negative.
7 question make a question.
command give a command.
47
48
WHO
49
50
SECTION
Individualising the materials
5
Notes
5. 1 Function cards
Notes
Depending on the age and level of your students, you may wish to adapt the
basic cards, or to use them in different ways.
You may want to prepare some written function cards to use in connection
with the picture cards. Prepare sets saying such things as:
ASK FOR INFORMATION
COMPLAIN ABOUT SOMETHING
EXPRESS A WORRY
5.2 Make your own games
Notes
The blank masters on pages 52-53 can be used to prepare your own games.
These consist of:
12-square board;
20-square board.
51
l:J



J
52

tJ l!J
l:J

J




53
For your notes
54
For your notes
55
For your notes
56
PICTURE PROMPTS
Body and Healtli
PICTURE PROMPTS is a series of sets of photocopiable picture sheets
for language practice. The pictures provide practice in basic language
through games and gamelike activities, as well as opportunities for
extension and creative language work.
The material is highly flexible, and can be used with a wide range of
ages and language levels to extend and enhance language learning
practice.
Each book contains:
introduction to using games and activities
description of over twenty standard activities to apply to
the games
a series of photocopiable picture sheets
exploitation notes
blank sheets for making your own games
Age group: 9/10 to adult
Language level: Elementary to upper intermediate
Series:
Prepositions and Directions
Adjectives
Clothes
Body and Health
er
-
DELTA
PUBLISHING
900783 169
900783 177
900783 193
900783 185
ISBN 1-900783-18-5

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