SONTENTS “atroduction 8 Part 1 Teacher's notes 1 Dart 2 Material for photocopying a Retiay Author ~~ Ttaver_| Type of activity Page “1 Honestly! Jake Allsop We Reading/Diseussion 28 2 My word! ‘Jake Allsop Lit | Oral interaction/ Vocabulary! 30 L Grammar (sentence construction) 73 Tolling a story Jan Bell and I+ | Speaking a - Roger Gower 4 Reading different worlds | Ron Carter A Reading/WritingyLiteraturel 4 ‘Language awareness 5 Cardversations ¥ Julian Eage va | Communication activity 3% 6 Inserting words Simon Greenall | f Writing/Reading 6 7 Deleting words Simon Greenall | 1 Writing/Reading aT ~8 Predicting from check Simon Greenall | T Writing/Reading 98 questions . "9 Medals Sill Hadtiela e+ | Course ending/Moralp 40 7 boosting “20 Remember when Sill Hadtield B+ | Course ending/Morale a - boosting 11. Musical etoris Jeremy Harmer | I Creative writing 2 “12 You Jeremy Harmer | E+ | Creative writing 43 713 Numbers quiz Deirdre Howard | BT | Quia/Voeabulary “4 ~ -Willisms __l4 Wish you were here Deirdre Howard | E+ | Voesbulary connected with 45 - Williams: holiday activities/Asking - questions Hip The chicken tckon story | Annie Hughes | Br | Tistening/Spesking 46 “x6 Its written in the stars | Annie Hughes | T+ Reading/Writing'Speaking 0 17 Can you see it? Cen you | Roy Kingsbury | T ‘Voeabulary (phrasal verbs) aL = make it out? | 718 Home! Roy Kingsbury | UVA | Reading/Grammar sa 19 Nonsense! Roy Kingsbury | UVA | Resding/Grammar 53 20 Word array ‘Alan Maley ie ‘Weiting/Grammar 54 21 Mining beat ‘lan Maley UA | Writing 56 ‘22 Welcome to Rasch! ‘Alan MeConnell | I+ ‘Role play/Writing oT ~ Dut 23 Mean with meaning John McRae Ir Reading/Voeabulary 58 24 Ben Battle John McRae [ie ‘Text reconstruction 59 mo peeneny 1 Ler nari Innemedine UUPage ‘aor Tovah Tipe oat “What do you do with this? | Terry Moston. rT Vocabulary/Dictionary work! 60 a Reading comprehension “Runny face ‘Terry Moston | E Drawing/Following written 6 FatractionSpesking - (Cepessing opinions) Ca paral eerie robert Nett | Er | ReadingSpeaking ® sree eeectokisthe | ober. Oil | Lt | RendingDisussion 3 eset te tory? cree teclkc about | Gillan Porter |_| Reading peaking! oa ne weather adousse | Weiing Vocabulary Roots Gitiantorer | vA | tistorinarSpekine! 6 Tadousee Coltral awareness “edt nine questions [Jane Revel | UUA | ListeningQuastion formation 68 Taking mites Jere evel | UTA. | Necbolary@uick thinking? 70 = Thinking aout things n neways sentences from tales Mario Rinvolueri | VA | Reading/Writing 8 Remembering sae imtucs [va | Baking Sitatin/Dsnssion 14 TRREmEer worldwide | Derek Stange) E | ReadingVocrbulary 8 “Solve «pikes Derek Suange | _ | RensingfLoie!deduetgn 18 TSM SPE rain | Michael Svan and | Lit | Fluency praticoRoleply n Catherine Walter Strange presents ‘Michael Swan and | Li+ ‘Fluency practice 3 = Catherine Waler one word pos see Timea, [1 | Yecbolaryforeatvewstng 3 associations Panny Ur BUA | Weabulary Rapid caning! 0 - Grammer Tt ampatica Penny Ur ea | Gelling know you! ws Grammar (question frmaton) Tuas Property ater Viney | EILL_| Roleplay with whole class a partsption rina non santana | Per ton-Jons| Lie | Grammar rt ode) 86 = Reading = payow ge ani ents? | Peter ateyn-Jone| I+ | Reading Purl ovina! wr | Grammar (conditionals) Fesenevert—aitiet | Pour eyon] vA | sua mone 8 * peeing Elan the words ater WatemnJones| 0A | Yoeabulary explaining words) 9 Te aaantungame [Peter Wney-donee Ie | eeabulry (ng o Uefitions) Fdevacessere [Teme Wieart [4 Dravingeading ot comprehensionDiscssion | sade the Andcow Weight and) 1+ | Listening eistSpeeing ss I Sate Cee iets = soap ces Sills Dad andl B | SpeakingDewesbing a person 96 alia Dudast C ART 1: TEACHER’S NOTES {1 Honestly! Tote alisop “Spurget group: Young adult/Adtult ype of activity: Reading! Discussion "Ths material is designed to provoke discussion Ly ring the double standards that most of us ive arin pasetlen, it ie likely to bring out the follow ng pants ‘e Do we do the right thing’ because we think we Fo Sal be ses if we do the wrong thing? “Re circumstances rather than our moral code deter Soins ow me behave eg will happily cheat a com pany geting a bu witout paying butt» ed “sa We might use lying for & good purpose, e. im “rder tobe tactful Pissomatememmotan ts = Intermediate and above is imperial furans a far 0 they eee ae dealing wh moral sont i a corned rte Method "Make copes ofthe handout on page 28 on cps ste mtn Theft seven auctions are 8 fr each open neoe i be caved ot &s & TATE ap acy, thing of veabeley Pre ER, tear neded iil each stent fom ie ea cnc guation se, and make aa ote fisher answer bfoe the gene" 2hccn esi > The caer now complete the quetionnae Pog Sade Thcnly Altemaively students indian har each ne in he ptr is se ee iy to respon 4 Oren everyone has completa the questinnat Soe cane one to general discuss inset copende and peiication peter a ike sions Geseribed) Eath of aie 2 revel oF ot reveal hishor ‘erponuen 4 There il ouitaby be a clameur for the inter Tha of tne roves Make and Band ost ee Peerteyom page 9 leis uot meant be Se a apgetv,b, fat, 0 much 668 cee aentrratiin af the enueons depend nd upen factors which ave not made erp in hem aaa a ™ 2 My word! Lower intormedite and above ake Alsop ‘Target group: Young adult Adult ‘Type of activity: Oral interaction/ Vocabulary! Gremmor eentence consircton) In this activity each student tries to sore a8 many aunts as poctbe by continuing a story started by Tie teacher asing a aet number of words Method Tory the handout on page 0 — one copy for each Seer es hat a the words are known ‘2 Explain the rules ofthe game, namely that you weil bogin story and then the students Rave to Wohnee ie using @ word from the list. Here are some possible story openings: got on a bus the ether morning to go to foun thon eat down, noticed a strange object on the eat next tome. Tt was ‘ne day, my finde ond I mont down the river Preeti tare sting onthe river bank eat er sonduwiches when iceman in ¢ wniform ame up tous. She was very Mt waar midnight ond John was fast oslep. Suddenly, he heard “Ask (or appoint someone to continue. This person see oe" one minute im which to continue the ‘hot an to ty toned a5 many words a9 Boe SE? ees tke lite When a word is used, any setsber of the class may challenge it 1 RE Tine has been wrongly used orf ake thinks {hae doen not fie nto the stor. If te words tea, tis erated aff and the student gains the SiStber of paints next to A new student now 2uiRee on (leary the tack gets harder ~ and Gully more hilarious ~ a8 the words are used Ub) Stop the activity after 10-18 minutes and count sores Follow-up 1 The clas can be sot the task of writing the story ts uld Creying on their memories). 2 The teacher can give an arbitrary list of 6-10 Tatas an ask the students to construct » story JWiotving Diese words. (This can also be used as & warmup) a 3 Telling a story Intermediate and above ‘Jan Bell and Roger Gower Target group: Young odult/Adult ‘Type of activity: Speaking ‘This activity combines problem solving and story Telling, Sadents should be encouraged to use thelr imaginations. Method 4 Copy and cut out the objects and the problems on page 31 one set for each group. 2 Explain the rules. Each group must select five of fhe objects without looking at the situationsTeacher’ notes ‘They then turn over one of the situations and | 2 Ifyou read text A without a tolephone in front of slot three of the objects they have chosen (m0 ‘oe, no lets) to tll the story ‘When they have worked out how to complete the story the studente should be asked to practise s3)- Ing the whole ofthe story using past verb forms. ‘Students can then be asked to tll the story to the other groups. The class can then decide which ‘sory they think is best. Variations 1 The etoriea ean be mimed and the other groups can gues what the story was. Groups ean tll one story or more than one story Different groups can be asked total diferent stor- 4 Stories can be recorded and snother group can rake suggestions for improvement. The stories can then be rerecorded, Acknowledgement: The idea is based on the “Think ‘Links’ ideas by Edward de Boro 4 Reading different worlds Agvances on Carter ‘Target group: Young adult! Adult Type of activity: Reading/Writing Literatures Language awareness ‘This sen exercise in comparing and contrasting two hematiclly similar texts writtan for very diferent purposes. The main aim is to enable learners to Follecon different uoes of language by xeading, end by reading opening their way into writing. Method 1 Divide the class into pairs or groups of 45 students 2 Copy and cutout the two texts (A and B) on page 32 one at for each pair or group. Also copy and ‘cutout the student question sheet on poge 38 Give out text B first. Allow the students time to read it then hand out text A. Again, allow them time 0 read it. Finally hand out the question sheet, Allow them 10-16 minutes to answer the (questions. The students should consider the fol lowing: fe that different print sizes signal different levels Of importance to the message. f that in the poom the aim is for the reader radually to work out what the object that ‘soothing to sloop with sounds’ = talking {nto the earpiece; ‘ekg’ = dialling 4 Students can get together with another psir or troup to compare and discuss their answers, Follow-up questions (for whole class) 1 Text A doet not contain any metaphors or ambiguous words. Why not? yowtor in your hand, would it matter? 53 Ifyou read text B without a tolephone infront of you, would it matter? 4 Why is the word telephone’ not mentioned in text R Writing task (Optional extea) Students working individually can try their hand at ‘writing. Copy the bandos on page 34 ~ one copy for faeh student, They can either dot in class or ie can be st for homework. Acknowledgements Thig activity is developed from The Web of Words: Exploring Literature through Language by Honald Carter and. Michael 8 Long (Combridge Univesity Press, 1987) (@Cardversations —_ntermeciate/Advanced ‘ullan Edge Target group: Adult Type of activity: Communication activity ‘This is & conversation/discussion game for small groups. Method . 1 Copy the handout on page 36 ~ one copy for each student. Check the ekpressions aro understood. 2 Onestudent names atopic ~ anything wil doe. learning language, how t slim, violence ee) 3 The student to hisher left ‘plays! the opening ‘cand by saying, The firs thing is that. and com pleting the sentence appropriately. 4 Students take turns to the le, playing any eard they wish except the closing esta. Seta (fivesee: bd) limit, or the turn pastes. Fach card can be played only once 5 When all ther cards have been played, the next student must play the closing eed Notes 8 Ifpossible, use a tape of eompetent speakers play ing the game as an introduction, bb Use tick-on address labels to expand the range of ‘expression used on farther handouts, Variations When students are ueed to the above methed, m variations are possible: 42 Cut the eheots sp into actual ‘cards’ and deal them ta be played unseen, 2 Appaint an observer to feed back on appropriaey ‘and accuracy 3 Withdraw the fixed sequence of turns and invite students to play competitively. Acknowledgement: There is more information about anythe game and ideas for cards in: ‘Cardversations! (Worid Language Bnglish 3/3: 190-195,1984) 6 Inserting words ‘Simon Qreenalt Target group: Young adult! Adult Type of activity: Writing Reading Intermediate ‘This activity involves alot of reading but because it alse focuses on word order, itis a good writing prac: fice an well, without actually having to write any thing down, Method 1. Make copies of the handout on page 26 one copy for each seudent. 2 Ask them to decide where the missing words goin ‘the passage. They will have to read the passage snveral ime befire they ean do this suecesstally 3 Correct the students’ answers orally Key ‘As they were raking him 10 the airport tn @ police "By chance the policemen came from Naples ond «replied fluently in Talon Because he hadn't visited Italy since he was a small child but he thought they were delayed by the heavy Roman traffic Hla needed to find hie way tothe bus station + He thought he had already arrived in Rome. ‘You may Sind that some students find possible slter- natives. I they are syntactically correct, then accept them, Follow-up 71 Tell them you invented’ the words, and they don't veal belong to the passage. Choose a new pas sage, either one from your textbook, or one you = have zecenty looked at in class. Ask the students to work in pairs 72 Working separately, ask the students to ‘invent! five or six words which can go into the new pas- sage. Ask them to write them on a separate plece = ofpaper 8 Ask the students to exchange pisces of paper and 7" ta decide where the words goin the new passage. fStudent A can find more than one suite posi- tion foreach of Student B's words, Student Agets fa point The student with highest number of points othe veinner Teachers notes 7 Deleting words Intermediate ‘Simon Greenait Target group: Young adult/Adult Type of activity: Writing! Reading Like Activity 6 In sng activity which Method 1 Make copies ofthe handout on page 37 foreach student, 2 Explain that the text has a number of words which can be crossed out, and the ganeral sense Tomaine, Aak the student to reed the passage ‘and ta cross out five wards which are not neces: Sary to the general sense of the passage. Point fut that they cannot eros gut two oF mare words fogether. For example, you eannot cross out: Ona flight across America in 205. 8 Find out how many students found more than five ‘words, Key (suggestion) Ona flight cross America in 1976, a man rote from his tat, took out a had gun and pointed it atthe ae hostess, “Take me immediatly to Detroit,’ he said quit “We're aime going to Detrbit, she replitd salmly "Oh... good,’ said and eat down ain Follow-up Choose a new passage, cither one from your text. book, or one you have recently looked atin class. Ask the students to look for any words which are not necessary: Remind them that they cannot eros ot tivo oF more words together ting worde, this is also a read us on word orden one copy 8 Predi ing from check questions Intemediave ‘simon Greenall Target group: Young adult/Adult Type of activity: Writing Reading ‘This san activity where students attempt to predict 8 story before thoy have actually read it by making up answers to given set of questions based on the story. Method 1 Mako copies of the questions on page 28 and of the passage on page 39.~ one copy for each student. To begin with, hand out copies of the questions. 2 Explain that they are going to reconstruct. a passage called A weekend to remember from the Check questions before they have read theTeacher's notes pessage itself Reassure them that there is 2 lot key will be able to predic, but if there is any- thing which they are not sure about, they should eave a blank, They will have to fil in the blanle ‘with the missing information, For speaking and listening practice, ask the stu: dente to do this In pairs Now hand out copies of the actual passage, Ask the studente to read it and to ill in the blanks ‘with any missing information. ee 9 Medals Elementary and above ss Hadfield Target group: Young edult/Adult ‘Type of activity: Course ending Morale boosting ‘This is an activity which will boost morale and create positive feelings. It is good for the end of term, to round a course off, or mid-term to give people a lt and digpel the mid-term blues Method 1 Copy end cutout the medal outlines on page 40. ropere enough for every student in the class to hnave one to give away and one to keep. Make one for yourself too. You will also need a bag of colored pens and pins. 2 Make yourself a medal saying, Long-suffering Mether ot Good Friend ox Patient Teacher or some ‘other quality you feel deserves recognition, Wear feta lass. Explain to the students that you thought you weren't getting enough recognition, so you Thought you'd award yourself a medal. Tell them Jou think it's time fora bit of general recognition ‘round, so you've decided on « medal ceremony. 4 Give out the blank medals, two per student 5 Ask them to make a medal for themselves, and for the person on their right, honouring them for ome quality they possess. They can spread out & ‘it at fhis point, to work on their medals in secret, ase around the coloured pens and crayons. 6 When everyone has finished, have a medal cere- tony with as much pomp and circumstance as possible (solemn music, if practicable). Students Thould come forward one ata time to receive their ecorations, Acknowledgement: This activity first appeared in Classroom Dynamics by Jill Hadfield (Oxford ‘University Pres, 1992). — 40 Remember when ... Elementary and above sill Hadfield ‘Target group: Young adult/Adult ‘Type of activity: Course ending! Morale boosting ‘This is an activity which will boost morale and ‘ate postive felings Tes good fr tho end of term in ‘howe last days where studento come to clas but dont feel like any serious work: [e rounds a course of nicely Method 1 Copy and ext out the handout on page 41 ~ one pile of strips for each student. 22 Ask the clase to think back over the term and to fay and remember nice o funny things that have happened ta the group during the term. 3 Ask them to complete the sentence slips in many ways as possible 4 After they have bown waiting « litle while, join ‘them up with a partner and ask them to share their sentences, Then ask them to go on writing, Josging each others! memories. 5 Finally, ask everyone in the class to share their Follow-up It is good idea if you have time, to collect all the Sentences, ype them up and make a souvenir book Ite for everyone is the cass, Acknowledgement: This activity first appeared in Classroom: Dynamics by Jal Hadfield (Oxford University Press, 1992) _ 11 Musical stories \Joremy Harmer Target group: Young adult/ Adult ‘Type of activity: Creative writing Intermediate ‘This is aereative’ writing activity which depends on having tapes of wo very diferent mood musical extracts, (Bach extract should last for no more than S minutes.) Method 1 Copy the handout on page 42 ~ one copy foreach student. 2 Tell the students that you are going to play them ‘some music, They are going to continue the story fn any may they can, but they should et the music tell them what ¢o rite, 3 Wit until they are all ready and then start the tape 4 When the tepe has Sinished, give them a short ‘ime to finish their stories, 5 ‘oll the students to turn their pages upside down. 6 Tell them that once again you are going to play ‘them some muse, They are going to continue the ‘tory in any way they ean and again they should Tet the music tll them what to write7 Play the second tape. When it has finished give | them a shore time to Bish thelr stories. 6 Tell the students to give their papers to another student. Allow them time to read the stories they have been given, 9 Ask the atudonte to read out ne of the stories ‘hey have in front of them (not ther own stories). ‘The rest ofthe clase should try to guess whether | the story was written under the influence of the Fist plece of music or the second, Acknowledgement: As with most of the musical activites I use this was provoked by reading * Musical Openings by David Cranmer and Clermont. Leroy, (Longman Pilgrims). Two pieces of music that heve worked well forme are Tohathovsky’s Ist string . quartet and movement) Tor the Orst piece of manic fa Beanie bythe Bangui Cate Orson fer 2 cond 12 You Elementary and above Jeremy Harmer ‘Target group: Primary/Adult Type of activity: Creative writing ‘This is an activity which makes even the most recaeitrant student into a poet! Method 1 Copy the handout on page 43 ~ one copy for each student 2 Tell the students to think of somebody they either Tove of hate, It can be 2 member of their fils, firlidendiboyftiend, a work colleague, a fellow Student, ete Tell the students to write about the person they have thought of as if they were a type of food. Give them (simple) examples You area chocolate icecream. You area loaf of garlie Bread, CGivs them time to write a line ‘Tell the students to write the next line as if their person is kind of weather: Once again be pre pared to give examples You are a hot summer day. You are an autumn mist 5 Go through all the lines giving examples if you think it s necessary. The tone of your voice ~ the type of silence you create while students are writ: Recs crucial tothe success ofthis activity. 6 When the students have finished have them swap their papers. They can now (if they want to) read ‘out the poem they have in front of them to the rest of the clase. Acknowledgement: I was fist persuaded about the ‘Success ofthis activity by the work of Maura Dooley Teacher’ notes published in Poets Live by the Eastern Arts ‘asoeiation in the UK. 13 Numbers quiz Elementary/ntermedtatet Deirdre Howard-Witlams Target group: Alt Type of activity: Quiz! Vocobulery “This is a fun activity based on trying to work out ‘Various ‘mystery expressions all based on numbers. Tecan be done individually ar in pairs/groups. Method 1 Write the example (7 D in a W) on the board 2s = ‘inystery expression’ and see if the group ean ‘work out what st means, Give the answer (7 days Ine week) and explain that they are going to be {Sven a listof similar expressiona to work out, You ry like to set up a scoring system and ask st: lenis to work individvally oF in pairs or small roups. 2 Copy the handout an page 44 - one for exch stu ‘lent, pair or eroup, Set atime limit or ask those ‘sho complete the Bretton to stand up. Those who Finich early ean be encouraged to work out the harder examples, Finally, everyone can be asked to think up two number expressions oftheir own, 8 Cheek orally, giving elueafor any expressions that nobody svas able to work out. Allocate points and listen tothe examples the students have made up Give extra points for particularly good ones oF fones thatthe group had dificlty with Key 12 months ina year ‘52 weeks in a year 25 letters in the alphabet 24 hours ina day 100 pence in « pound 30 days in September (60 seconds in a minute 100 years ina century IO years in a decade 10.4 seasons ina year 11 The 5 senses 12, 10 Downing Street 13 12 signs ofthe zodioe ‘There are ofcourse plenty more! 2001 § 0 (2001 Space Odyssey) and the 10.6 (the 10 Commandment) ta name but two. * With Intermediate groups place more emphasis on the harder exemples and on them inventing their own expressions. uuTeachers notes 14 Wish you were here Elementary and above Deirdre Howard-Willams. Target group: All ‘Type of activity: Vocabulary connected with Aoliday acieties Asking questions In this activity studeate complete holiday postesrds foreach other Method 1 Briefly introduce the subject of holidays and send {ng potteards (a real postcard could be used as an example). 2 Copy the handout on page 45 ~ one for each stu dent Set the scene: they are on holiday and are send. ing a posteard to friend. They have to fil in the Speces om the. posteard (using gerunds. and ‘ouns), Give a few exaraples and be ready to help Tower level groupe with vocabulary. Stress that they must not sign the postcard. 4 Breryone now works individually to complete their posteard. Te is not necessary for them to ‘write @ BS, The function of the PS. is to give Something extra for the quick workers to do it they show signs of getting bored while waiting or thers to finish, While the students are working, Slreulate to give help with vocabulary and to make sire that no one signs their name 65 Take in all the posteards and redistribute them. Bgplain that everyone has now received s mys tery card in the post and the aimy io Yo ind out so sent it 6 Students walk around the room asking one anoth: fr questions to find out who sent the card they how have. For an elementary class, questions Would be simple questions requiring & yesino newer, eg Do you go windeurfing?/Do you like Berbecues? ete, For an intermediate class, ques ‘one could avoid using the actual voesbulary on te cand and be more indirect (ko a detective), 2 Do you like water sperts?/Do you like eating in the open air? ete, ‘When students think they have found the person swho sent them a postcard, they give it back to them, If tie correct, the sender signs and keeps it incorrect, they Keep on trying, Once students have their original posteard back and have also found out who wrote to them and given that post: ard back, they have finished and may st down, 8 Those who have finished ean write a PS. The most smausing and original ones can be read out to the class 15 The chicken licken story Elementary ana above Annie Hughes: Target group: Primary ‘Type of activity: Listening Speaking “This is a story that an be followed and each cutout charactor is added a i appears in the story. The chil Gren can aloo easly and quikdy job in with the story. Method 1 Give each child a copy ofthe handout on page 46 land ask them to carefully eut out the strip from ‘he bottom ofthe page with all the birds on 2 Now ask them to carefully cut out all these birds, ‘around the dated Ines. 23 Ask them to look at the picture on the handout fan then tel them to Tooke tthe itl chick on the oad, Tel them that iti ehicken liken 4 Now show them the cutout birds and introduce the names for them one by one 1 the hen —Shanny panay? 2 the duck ~ ‘ducky lucky" 8 the goose ‘goosey looses’ 4 the turkey ~ “turkey Turkey’ 5 the cockerel ~eocky lneky’ B the fox - foxy loxy It would be useful to show the class a picture of king too. 5 Now tell them to listen to the story and add each character as they hear them in the story, Show them how to add a character after ‘chicken liken’ fn the road 0 that it looks as though they are sralking down the road in a line, As you tell the Tory held up the eutout of the relevant character tohelp the pupile, As you tell the story encourage the ehildren to join ip with all the repeated dia- logue as each bid joins the line! Follote-up ‘This story lends itself very nicely to role-play. 1 Ask the clas to help yu tll the tary while seven of them play the characters including chicken lieken, 2 Split the class into groups of seven. Each child in fa group is then given the name ofa character and faimes the story as you read it out. Encovrege them to repeat what the characters say. 16 It’s written in the stars Intermediate and above ‘Annie Hughes ‘Target group: Young adult AdultType of activity: Reading/Writing Speaking ‘This is an activity for pairs based on horoscopes. Method 1 Organize the class into pairs, A and B. But to begin with, etudents work individually. 2 Give each student a copy of handout (1) on page 48, plas a copy of the personality profile chart on ‘page 49, Each student now fills n the first hand- but choosing appropriate words fiom the various fections of the personality profile chart. Set a timelimit of about 810 minutes, When they Ihave Sinished, they exchange papors 3 Copy and hand out the horoscope on page 50 (one copy for each etudent). Using their partners filled {in form, they now ery to work out which star sign best suits hiner. To make it easier to check, they could eirele the corresponding Words their partner choge in the various sections of the horo- scope ‘They now check by asking their partner for histher date of birth. Was anyone true to their ster sign or were most people way out? 5 Have a clase dlecussion on horoscopes, How many believe in them? Is it possible to toll a person's character from hisher star sign? Acknowledgement: This is variation of an activity Grhich ia ta be found in Treasure Trail 4 by Annie “Hughes and Kim Broom (Penguin Bocks, 1994) 17 Can you see it? ~ Can you make it out? Intermediate Roy Kingsbury ‘Target group: Teenager! Young adult ype of actiotry: Vocabulary (phrasal vrs) ‘This is a ‘rewriting? game for pairs or small groups Method 1 Copy the handout on page 51 ~ one copy for each alrfgroup, 2 Explain the rues as fellows: Under each sentence students must write a sen- tence which means the same, but which uses a phrasal verb chosen ftom those ir the oval at the {op ofthe page. 9 Sota time limit (og. 5 minutes) and check orally ‘To avoid cheating, let the students mark one another's handouts. 4 Bach answer (or phrasal verb translation) wall be Cleeriy correct of incorrect. If correct, swudenis gain the numberof points shown in brackets after the verb 5 At the end, fill n and total the numberof points for all the corvoct verbs | Teacher's notes 6 The pair oF group with the highest score wins, Key (and points) 1 Can you work i out? (5 points) 2 You've making it all up! (5 poin's) 3 The weather was 40 bad they had f0 call the (game offeall off the game. (10 points) 4 We've been held up in heavy trafic. (10 points) {5 That telephone receptionist eut me off. (10 points) 5 My unele used to smoke, bu! he has finally given itup. (10 points) 17 Now that hecan talk, they just con't shut him up. (0 pointe) 8 Can you help me blow up these balloons/blow these balloons up? (10 points) {9 He was brought up in London. (15 points) 10 Thay often run him down (15 points) Possible maximum score: 100 points Follow-up [As the ends if thro fe ail ‘time to Kil, students tight be asked to write short sentences with the phrasal verbs that are left, showing how they are tised in English 18 Home! Upper intermediate Advanced Roy Kingsbury : Target group: Young adult/Adult Type of activity: Reading! Grammar ‘This is a speed-seading and reordering game for pairs Method 1 Copy the handont an page 52 - one copy for each pair (although students can work with a single Sheet of paper, you might ext up the sheet into paragraphs as indicated eo that students can try Taying them out physically in different orders ‘They may find the task easier this way) Explain the rues: they must read the paragraphs nd reorder them to make a sensible story ‘quickly as they ean. They can write the order ‘urabers of paragraphs(I 7) the Boxes. 8 Ten minutes must be the absolute time-limit, but one pair should have won by then, Check the order of the paragraphs: it will be clearly corret oF incorrect. (Ifa pair thinks they have won, but you find thatthe order they have is “yong, they are barved from correcting and shout ing again.) 15 The pair that shouts ‘Home! first, and that has the paragraphs of the story in the correct order,Teacher's notes Key ‘The correct order of the paragraphs: 1G 2G;2F44;5D;65;7E Follow-up Ask the students to try and explain why they toueht parauraph Ceame before paragraph G, why Followed G, ste. 19 Nonsense! Roy Kingsbury Target group: Young adult/Adult Type of activity: Reading Grammar Upper intermedtate/Advanced ‘This isa reading comprehension game for students ‘working on thelr own or in pairs. Method 1 Copy the handout on page 58 - one copy for each student or pain, 2 Explain the rules as follows: Students must read each sentence and decide and mark ‘A whother it makes common sense, BB whether itis totally ridiculous ~ nonsense! or C whether it makes sense, but somehow sounds strange ~ philosophical Set a time limit (eg, 5 minutes) and check orally ‘To avoid cheating, let students exchange and mark one anather's handouts 4 Bach anew will ba clearly Sensible, Noneoneo or Philosophical, Students get 6 points fr each ansner ‘marked corey according to the key belove At the end, the ‘markers’ add up the points for correct answers end write dawn the total number of points seared, 6 The student or pair withthe highest soore wins Key The correct answers are 14,20, 2B, 43,54, 64,7B,8C,9A,10B, 116, 128,188, 128,154 (axinam scare possible = 75 points) Followup’ Ask students to try to produce more sentences for tach other which they know are nonsense, ‘philo: sophical or perfectly correct 20 Word array Intermediate and above Alan Maley Target group: Young adult /Adult Type of activity: Writing Grammar “ in pr iu crt cmpetion enn morantas Manat Some? 1 Gy nd tp th rd ay dp Bececereeessarsera te SORES SRA Sten ekg Ite fac om set ts dhe iia IER in” a ae tor de et” As Spend Sonne. 4 Tinto kin peat-4and vend et and ete Ba a act is Sa nae eee ee aa SEEPS us a za Mihai sre nce suoges ia ees, Sees oS ee lade pfs ee BOE Orta se 2 Geach pp he epprany rnd t et SESE ote oat Snares suages 1 nd sath au cp ofthe ol ext Te Seinceescmeten ate ca ‘They may find that thhy wrote sentences which Pama roel 2 Alki ws ds utr commen en SRG cra hms ein ele lb ate een SPRSANE ihe tel Shee eels Sang wt Asiana ent ah Santa sett it a eal ae tst detonate eS ins S aa siete 21 Mining a text lan Maley Upper msermeaiarerravancea Target group: Young adult/Adule ‘Type of activity: Writing ‘This is « creative waiting exercise within a frame: work of suppert, Method: 1 Copy and ent out the texts on page 56. Give each student a copy af one ofthe texts 2 Students read their text carefully, then underline ‘up to Zen words ar phrases which stro them a Important in some way ~ perhaps beemuse of the Imagery or their importance to the story, ete8 They aow waite down these vordsiphrases on a ‘epurate pies of paper. When they have done this, Gellect up all the Sriginal texts, o they cannot fefor back to them, 44 Tel them that they must now use their selection Gf wordephrasea an the basis for wating a com fletay ne text ate may be a plcce of areata Grea poor, « letter, 2 diary entry, a newspaper Stile, or any other text type they choose. Make Sure they understand that the purpose is io create f completely new text, not to try to reconstruct fhe original from the fragments they have Jined Sot a tmerimit (approximately 10-15, insta). 5 Tiny now, work pio runs of rn, Thay {ead out their texts and thelr partners try to 8ug- Junroufeatons or improvements 6 IF thore is time, some students cen be asked vo ‘ead thei texts aloud. Otherwise, 1s a good idea {pin up the texts on a wall or dieplay boerd for others read Acknowledgement; The texts are taken from Gampbells Crossing and Other Short Stories by ‘Man Maley (Penguin Books, 1984), The idea is a development on one in The Inward Ear by Alan Hlaey'cnd Alan Dutt (Cambridge University Press, 1868). 22 Welcome to Raach! intermediate and above ‘Alan McConnell-Dutf ‘Target group: Young adult/Adult ‘Type of activity: Role-play! Writing ‘This is a role play activity for small groups which involves the writing and delivering of the opening words ofa speech, Method 1 Copy the handout on page 67 ~ one copy for esch roup. 2 Ask the students to form groups of four and to {hink of an interesting tle for an international Conference or meeting. (The ttle does not have to be serious ~ it can be as imaginative as they wish.) {8 While the groups are discussing this, give out the ‘handout 4 Now tell the clase that an international confor- ‘enue is to be held in their town. The Mayer of the town. will give the welcoming address. (S)he ould like te include atleast tun 1-2 Tine quot {ons in the opening words. The quotation must be taken from the handout. 5 Each group now takes the topie upon which it has already decided as the theme for the conference. ‘Their task is Ga approximately 10 minutes) to Teacher's notes ‘work out the opening lines of the Mayor's speech including at Teast two quotations in English, The speech should be about ten sentences long 6 tis now time forthe presentation, In each group, tne person now acts as the Mayor, and in turns, ‘ach Mayor presents hishher welcoming speech, NOTE: A monolingual version of this xctivity wae firet carried out in Raach (Austria) at the end of a teacher training course, In this version, the speech is worked out in the students’ mother tongue, but still including @ quotation in English, During the presentation stage, one student in each group now ets as interpreter, giving an ‘offthe-cuft transla tion into English 23 Mean with meaning Intermediate and above John McRae ‘Target group: Young odult/Adult Type of activity: Reading! Vocabulary ‘This isa group activity which ean be used after any reading class. If used regularly it wll help students Dretwome. teacher depondonce for vocabulary, and get them thinking about voeabulary for themselves Whatever kind of text is presented, at any level, the focus ofthe reading elasstean be themes, processes, issues, ete rather than on vocabulary as such It is an awareness raisinglexercise, as well as a use Ful learning game. It involves learning about the language, while acquiring some new vocabulary and reading skills, Method 1 Copy the handout on page 58 ~ one copy for each student, Either tead the text to the students or Jet them read it themselves, Then arrange the class into groups of 4 students 2 Esch group now lists all the unfamiliar or tunknown vocabulary items in the text that has been read, 3 ‘They then discuss which of these items can be ‘guessed or worked out for meaning in context, In {his wey some ‘problem’ items can be eliminated ‘om thelist. The remaining vocabulary tems are ‘now to be listed in order of importance, They put them in either the ‘Need to know’ column, the ‘Would like to know’ column or in the ‘Don't need to know’ column. 4 Aer discussion, the group reports back on the fone item that group members really need to now. Frequently, diferent groups will come up ‘yath different Ivete» Uaey need to koove Thie ean Tead to other groups saying why they did not need to know that particular item. 45| Toachor' notes Variations 1 The teacher can play the gome a ‘mean with meaning by only explaining one word per group, instruting the cass to ook up further ers a report bank at the nest lesson 2 Bach group's Top Three might be given according Ether of cas, te ent nd ts sues athe eliminationreasoning whch has led to the ole ofthe Top Three ema *NOTE: This text only intended as s sugestion ‘ay other tant. can be used if preferred 24 Ben Battle John McRae Target group: Young adult/Adule ‘Type of activity: Text reconstruction Intermediate and above ‘This isa toxt reconstruction exerste for the whole class based on @ short poem. It isan exercise for bath visual and verbal memory, as well 2s for several d grammar points, punctuation, and even the thythm ofthe text. Method 1 Make an OHP transparency of the poem on page 59, 2 Flash the text on an OHP for one short reading. Tt is better to read the text aloud with the clas. ‘Then switch jt of The point is to sae how much of the text students can reconstruct after this first Asliborately Brief exposure, For this reason itis Important ‘not to war the students what they are going to do 4 Check that the basic pun (arms) has come across. ‘Then ask how many lines there were, and what the man’s name was. Then ask the students, ‘working in pais or small groups, to see how mich of the story they can reconstruct, Get them to do this in waiting 4 Afwera few minutes, during which some students will be able to reconstruct a fair amount of the text, some just a litle, the teacher begins to rewrite the text on the board. Start with the name, four blank lines, and the last word, namely Ben Battle . ‘iork back to verbs in the last line. Explore possi ble choiees ~ put down, laid down. (Check on var- ‘ous layiie confusions.) Leave the linker ~ so or other possibilities ~ ul Inter Do the same with the third line, Explore various possible verbs ~ blew off shot off, ete. You can ‘even play with spellings, blue off, for example ‘The class can then challenge the teacher's spelling! ‘Move to the first line, looking for verb and adjee- tive. Is the adjective better before or after the ‘noun? Why? ‘The second line should be handled last, agit is probably the one students will have had least suc fess in reconstructing. This ie because i has fewer actual content eloments of the story then the other lines. Also the used to form might lead students to follow it with a verb. Work back from ‘arms’ in line four to try out possible rhymes, Finally look at linkers, and punetuation, NOTE: The eect ig mat ta arivn at tha gama test 1s was frst shown, but to explore some possibilities including short term memory! 25 What do you do with this? intermediate ‘Terry Moston ‘Target group: Secondary/Adult {ype of activity: Vocabulary Dictionary work! Reading comprehension ‘This isa word-mesning gutesing game for pairs or groups, ‘The students wil also need an Boglish English dictionary Method 1 Copy end cut up the handout and th kay on page S50/Bach student gets «copy of the handout The students can work in pairs or groups of 4. They ead out the questions in tum and each person Writes down histher anewers without conferring ‘withthe others in the group. 2 After all eight questions have been dealt with in this way, one person acts as compre. Give exch compére a eapy of the answer key. The compere reads out each question and asks each member of the group to dediare their ansiers im pubic The compére then reads out the correct definition from the key: The group decides on the basa of the correct definition which of the three uses a, 8 ore is core 8 Heaving found out which use was correct the com pire then reports to those group members who Chose diferent uses to what they have actually Sd, (You sad you pute tareen in your pocket) 4 Ifstudents decide to do the follow-up astivty and reste thetr own quistes, thoy could work 888 froup and then ule another group. Quiazes ean Ee witten on the board, put on to an overherd transparency or writen out a8 a worksheet and then duplicated. The quizmakers should keep @ ecard of the correct anawore. A compine or the teacher ean explain the funny responses.6 oko * 8,98, a, 5b, 6, 70,88 Followup + Mae your own qui, (See handout) © 26 Funny face + Terry Moston ‘Target group: Sesondary/Adult ‘Type of activity: Drawing /Following writen + instructions Speaking (expressing opinions) Elementary ‘This is a drawing activity which tosts the students! + ability te follow sertten instructions. Each student ‘will need a pencil and paper Method + 1 Divide the clase into pairs. Give each student a copy of the handout on page 61. This contains (etailed written instructions for constructing a drawing of another student. Using theso simple steps, even people who think they have no talent for drawing can produce reasonable results Beture they sturt, ake sure that the students | understand the words vertical” and ‘horizontal. ‘The students all work om their drawings at the same time, Remind them not to show their part ner their drawing yet! 3 When the drawings are completed, they are exchanged for comment. It may bo best if sti fdants take tums at giving thelr comments. While one person is commenting, the other drawing ean bs placed face down an the desk (With certain learners, however, this may be counterproductive since it suppresses spontaneity.) 4 The expressions given cover common reactions. It ray be necessary for the teacher to be ready to ‘expand on these ad hoe Follow-up 1 All the drawings can be pinned up on the walls as a sort of Art Exhibition. The students try to say tho the people are. Ifthe teacher fle it would be Useful, students can comment on the drawing once the person has been identified, using the ‘same expressions as in 4 above. 2 Drawing the teacher is always a favourite. Maybe Dild ine delay of a week or two in order to con- solidate the expressions. 3 The teacher writes a set of instructions for draw- ing abstract shapes or scenes. The students follow the instructions and compare their rocults 4 The students ean write their own instructions to ach other for drawing an abstract shape or Scone, The author draws the shape away from the roup and conceals it. They then compare the ‘accuracy of the group's drawings. Teacher's notes 27 A parallel exercise Elementary and above Robert O'Neil ‘Target group: Young adult/Adult ‘Type of activity: Reading Speaking In this activity students make comparisons between themselver and two imaginary people ~ Constance Sunshine and Harry Chest. Method 1 Copy the handout on page 62 ~ one copy for each student. ‘2 Read through the text and allow them time to think oftheir answers. ‘3 Bach student then gets together with a partner and they take it in tien totale about themselves find how different they are to Constance Sunshine and Harry Chest, 4 I necessaiy, one or twa students ean be asked to tell the whole class about how they differ from Constance and Harry. Follow-up ‘The students can bo acked to write up the dilfer. ences for homework. 28 What do you thinklis the rest of the story? Lower intermediate and above Robert O'Neill Target group: Young adult/Adult ype of activity: Reading/ Discussion Im this activity, students are given two texts which are only fragments of a story. From these fragments they anawer a saris of questions ~ most of which fare open-ended and will challenge their creativity and imagination. Method 1 Copy the handout on page 63 ~ one copy for each student, ‘2 Bither reed through the two extracts with the ‘whole class or allow them to read it themselves, 3 Arrange the class into pairs or groups of three ‘and allow them to go through the questions after each extract 4 Check orally, asking various pairs/groups for their Follow-up ‘You can ask the students to write sn extra pa ‘graph for each extract for homework. They can Choose to write the paragraph that comes before the ‘extractor after it. "‘ t t c Teacher's notes 29 They always talk about the weather Intermediate Gillan Porter Ladousse ‘his Is a ranking exercise, followed by a writing setivity Method 1 The students work in pairs ~ A and B. Give each paira copy of the Beaufort Wind Seale on page 64, ‘Also egpy and eut the handout on page 60 im hal Give Skident A and Student B hioher List of descriptions. ‘Tell the students that, working together, they hhave ta rank the descriptions in order of the strength of the wind and write them on theit (gids. They can read out their deseriptions but they are not allowed to look at each other's cards, Set'a time limit of § minites, and, i appropriate, run the activity as a competition with the pait ‘which finishes fest as the winners Iithere is time, or for homework, ask the students to wite the descriptions in their own words from their own first-hand or second-hand experience Encourage creative, original or humorous ideas. ‘You can compile a class wind seale with the best eas, Examples 0 You cantt breathe and it's very ho. 12 Ships at sea sink Key (A = Student 4; B = Student B) QAnd;1A~e:2B=b 9A-B;4B-f.5A~o:6 ACf7B—a,8B-d;9A-c;10B—c:11 Be; 12 Angand Bog. Followup 1 Weather sayings Wit one or two weather sayings on the blackboard, such as Red shy at night, shepherd's delight. Red sky in the morning, ehepherd’s warning or Lightning never strikes tn the same place twice or When the wind is from the northwest, if @ good time to do business. Ask the students if they think there is any truth in them. If so, why? Then ask them about weather sayings in their own country or countries, 2 Writing ‘With a parsner, wnite a ‘seasonal story’ (250 words) which could only take place in winter, summer, spring or autumn. Bafore you begin, brainstorm the vocabulary ofthe season you choose, 30 Roots Imtermeciate/Advanced Gillian Porter Ladousse Target group: Young adult /Adult in mono Lingual or multi-lingual elasses Type of activity: Listening/Speabing Cultural ‘This is an activity in which the students explore their own cultural origins. Make sure that the ste dents understand thatthe activity ia about the eal ‘ural identity (not personal identity) of the group of groups they belong to. ‘The students listen to questions om topics which hhave probably shaped their cultural entity. They make. brie notes and then compare them, In a ‘multilingual cass, the students describe their own alkural origina to each other. Ina monodingual las, they discuss, agree and disagree about what is important in their impressions of their cultural identity Method 1 Copy the handout on page 65-7 ~ one copy for adh student peas ” 2 With an intermediate group, you may need to brainstorm vocabulary gn the various topes. In this ease, you ean begin the activity in one lesson and finish tin another, 38 You can read the script on page 68 to your stu- ents, or invent a similar ane is important to speak ine melifuous way, Keeping a gentle rhythm as if you were doing a guided fantasy, 0 that you stimulate your learners’ imagination. Make sure you allow time for tho students to write down their notes. 4 Depending on the time availabe, you can do one or tno sections or the whole activity. The listening and note-taking shouldnt take more than a third Of the time available, so that you Teave plenty of time for discussion. 5 With an intermediate class, you may like to stop after each section and ask the students to com pare notes, With an advanced clas, you will prob. ably do the whole listening activity atone go, and then have the discussion. 6 After the students have listened and made notes, they compare their notes, Ina monolingual group, make sure they explain to each other how they: think the things they have noted down have influ- enced their cultural identity. Follow-up 1 The students may lke to make some kind of vis al record oftheir findings, such as a map, a di fram, a mind map, or a picture | 2 Ask the students to think of what they would ‘iss most if or when they go abroad. They com pare and discuss their choices, giving reson43 Ask the etudents to write to someone they know or might know sho is g:ing to vist their country. ‘They explain what itis essential for a visitor to know about their country. (150 words) 31 Find the nine questions ‘Upper intermeciate/Aavanced Jane Revell Target group: Young adult Adult Type of activity: Listening | Question formation ‘This activity takes a welltried EFL technique and tums it into a wonderful surprise - the questions fur oat to be the lyrics of a famous Elvis Presley tong. For this to work, you will need a cassette with ‘Are you lonesorne tonight? by Elvis Presley: NOTE: It is important that you keep the song a dlosely guarded secret right up to the very last trinute, Talk about a ‘text rather than a song. Method 1 Tallthe students that they are going to practise form- ingaquestions, They can work individually orn pairs, 2 Make copies of the handout on page 69 - one copy for each studentipair. Ask them to suggest possi- ble questions to ft. Tell them that they can work fn the questions in any order and to write down their ideas, | 4 Seta timelimit and check orally with the whole tlses. Several questions are possible in every ase. Accept all of those which are but don’t tell ‘them if they really hie the nail on the head! ‘Tall the students you are going to play them the | text go they ean check with the original version. | 5 Play the fret verse of Are you lonesome tonight” (They wil laugh). 6 Ask them to reconstruct this part of the song ‘using the questions to help thems 1 The students listen again and double-check. Key ‘Are you lonesome tonight? Do you miss me tonight? ‘Are you sorry we drifted apart? Doct your memory stray to 0 bright summer day then Thissed you and called you sweetheart? Do the chairs in your parlour seem empty and bare? ‘Do you gaze at your doorstep and picture me there? Is your heart filed with pain? ‘Shall I come back again? Tell me dear, are you lonesome tonight? NOTE: You could of course go on to exalit the see- | nd part of the song as we!. Bearing in mind the ‘anger of overexposing ~ and lling ~ lovely text, | | Teacher's notes however, I would be inclined to let thom listen to it ‘and enjoy it Finally ifa eopy of the song isnot avail ‘ble, you could always try singing it yoursell! 32 Making similes ‘Lower Intermadiate/intermediate/Aavanced Jane Revell ‘Target group: Young edule/Adult ‘Type of activity: Vgcebulary/ Quick thinking/ ‘Thinking about things in new woys ‘This is group game to challenge students both lin aguistically and imaginatively. Method 1 Make copies of one of the handouts on pages 70-2 fone copy for each student. The handout you tchooge will depend on the level of the group (see below). Check that the students are familiar with all the voeabulary. 2. Divide the class into groups of three (with one oF ‘wo groupe of four sfnecessary), and explain how the game works fe Student A chooses any word from column X and says it ‘Student B chooses ang word from column ¥ and Says ‘is ike (plus their chosen word) ‘e Student C says ‘becaute ...” and quickly thinks Gta reason! (and gets a point). If C cannot think of anything, A is allowed to make e suggestion (ond get a point). IFA is unable fo come up with link, B can have a go (and get the point) fe Student B now begins the next round 8 Students play the game for 10 minutes, Keeping their own scores (Handout 1 on page 10 is for Lower Intermediate students, handout 2 on page 71 for Intermediate Students’ and handout 3 on page 72 for Advanced students) Feedback 1 Bach group shares their favourite simile with the restof the class. 2 Ask groups if there were any combinations they ‘had trouble with and get the whole class to think about them 3 Were there any HUGE winners in any of the ous? Variations 1 Instead of allowing the socond person to hear the first person's word before choosing theirs, you right ask them to write down their choices secretly and simultaneously.Teacher's notas 2 Let students go beyond the handout and suggest their own monde Follow-up Groups choose any one ofthe similes they came up ‘with and ereate and write a story to illustrate it Acknowledgement: This idea is a variation on an ‘Seuvity 1 free encountered in a workshop on the Uses of simile and story-telling in Neuro-Linguistie Programming run by Lara Bwing. 38 Sentences from tales Intermedlate/Advances Mario Rinvoluet, Pligrims Target group: Young adult/Adule Type of activity: Reading/Writing ‘This is a matching pairs exercise based on sentences from feiry tales. Method 1 Copy and eut out the handout on page 73—one set for each pair 2 Ask each pair to match the two halves of the for ‘ulaie sentences from fairy tales. 43 Ask one pair to read out their matchings to check that all the students have done thelr matching correctly, 4 Now, working individually, ask the students to try and create mismatches like Mirror, mirror on the walt got! 5 Ask them to take one of their mismatches and ‘write the story for which it isthe title 6 Ask the students to stick their new tales up round the walle of the room so they can read each other's. Key (correctly matched) 1d; 26; 9a; 4~g: 5h; Bj: 78:8 wits} Acknowledgement: An excelent workshop in Seville in 1995 by Audrey Rajal got me thinking about the creative power of mismatching sentence halves. She presented us with the idea of matching them what big eyes you've be: Remembering numeduwadancas autem Torget group Youn wult/Adat ‘Type of activity: Taking dictation’ Discussion Manhod 1 Copy the handout on page 74 ~one copy per three students 2 Dictate the handout to your class (working indi- vidually) and ask them to think about: their ‘answers to the questions as thoy write. (Some people love doing two things simultaneously) 3 When you have dictated the eight questions, ase the stidents to cover the tap part ofthe question- naire they have been taking down. Aske them if they can remember the first too questions in tho ictation, Find out how they recalled them, of ‘used to recall them 4 Now give out the handout ao the students, work: ing in threes, can correct any errors in their dictation, 5 Saill working in threes ask them to answer each question © Round the tesson off with = whole group discussion about what they have learnt about themselves and others Acknoteledgement: The thinking in the question- naire would never have entered my head without the work of Bandler and Grinder in Neuro-linguistie Programming (The Structure of Magic, vale Lend TT) and that of Olver Sachs (An Anthrpoagst from 35 The wonderful worldwide names quiz ‘Elementary Derek Strange ‘ Target group: Secondary! Young adult Type of activity: Reading / Vocabulary ‘This is a general knowledge and vocabulary quit for individuals or pars of students, Method 1 Copy the handout on page 75 one copy for each ‘sudent or pain 2 Students (individually or in pairs) work through the quiz as quickly as possible, racing against ach ather te complate it, Sat’ timeclimtt af tither 10 or 15 minutes, Tell them they can use their ditionaries to look up any vocabulary they do not know, but this will obviouely slow them down, 3 Allow all the students time to finish the quiz after the first studentoair has won the race. ‘The students who finish frst ean go back and try to ‘add more names beginning with the same letters ta their answers aa they may ho alata think of several answers for each question. 4 Check the answers with the whole class Key (some suggestions) Atlantie/Aretic, biseuit/bread/beans, Canada! Chil, door drainpipe/dining-room, Eoeret/ Eiger, Friday, German, Honda, Iowa! illinois, June! July, nee, librarian lumberjack, Mediterranean,Neptune, orange, pig, Queensland, rose, suit! ihrt/aoth, turkey,” United Nations, Vancouver, ithisky wine, sylophone, yellow, Zambia Zimbabwe 36 Solve a problem Derek Strange Target group: Secondory Young adult Type of activity: Reading! Logica! deduction Lower intermediate ‘This is problem solving activity for individuals, practising eomparative and superlative adjectives Method 1 Copy the handout on page 76— owe copy for each student 2 Presteach the word surname, if necessary (= fam sly name), 48 The students read the information, the problem fan the clues, They then try to solve the problem, ‘Thoy are not allowed to consult with each other. 4 Seta time-limit, While the students are working tn the problem draw & blank copy ef the grid on the bosrdl 5 At the end of the time, ask students to compare ‘heir solutions in pairs for a minute or two, 6 Finally, work through the problem with the whole class, putting ticks in the boxes to show the cor ect solutions. Ask individual students to read out the completed sentences, to check the answers fully Key 1 Me Alison Bellis 160 centimetres tal. 2 Me Anne Bdwards is 180 centimetres tall 3 Ms Angela Carter is 175 centimetres tal 4: Ms Abbie Davis is 170 centimetres tll Acknowledgement: This logical reading puzzle is ‘modelled on puzzles described by Ann Ward in her ‘work with secondary students in Malaysia. 87- Conversation on a train ‘Lower intarmedtate and above ‘Target group: Young adult Adult Teacher's notes ype of activity: Fluency practice Role-play ‘This is a group activity for 6-8 students, Method 1 Divide the clase into groups of 68. Not all ofthe {lang ned be in he groupe at the begining. Some fan Yo the rnin at's later sage. Others can la She pars of lke inspector, posoport ental of ters peopl selling drinks an sanwishes, le 2 Give each persona copy ofthe handout on page 77 And allow them tie to prepare 2 Arrange the sets in zows of three ot fous, fing Suan Shee When everyone ready. they ean tevin 1 One ofthe groups can ‘perform their ate playin front of the tbe. 2 They ean be asked to write a scone — a conversa dion between two peyple on the tain (15-20, He) Ts ean be beso on what they remember from the roleplay G8) Strange presents Tower ntrmedite and above Iichae! Swan and Catherine Walter Target group: Young dault/Adut Type of activity: Fluengy practice "This isa group activity based on giving reasons why Gertsin unusual presents would be suitable for you Method 1 Copy and cutout the handout on page 78~ one set of-present cards foreach group. 2 Arrange the students into groups of 6-8. Bach troup gets a set of cards and places them face flown on the table. Bach person chooses a card fand has 1 minute in which to think about why this ‘present is really auitable for them. 8 ‘They now take it in turns to tell the rest of the troup why the ‘present they have been given is 30 suitable, 4 Sota time-timit. When everyone has fished, ask fone or two studants, at random, to tll the whole lass why. their present was so. suitable ‘Alternatively, ask each group to nominate one person from their group to tel the rest ofthe lass Pipreferably the person who gave the most con- vincing reaton. Variation Working individually, each student writes on three eparate pieces of paper the names of three things teat would make strange presents (eg. a baby tiger, fa rubber clot a bottle of melted snow, ete.) Collect ‘he papers and give them out to different people in the class one item for each student. (Make sure no‘Teacher's notes ‘one receives their own item!) Arrange the students into groups of 6-8. They now take it in turns to tell the rest of the group why the ‘present’ they have been given would be really suitable for them. 39 One word poems Intermediate Brian Tomlinson ‘Target group: Teenagers/Young Adult/Adult ‘type of activity: Vocabulary! Creative writing ‘This is an interpretation and a creative writing activity based on one word poems. Method 1 Copy the handout on page 79 ~ one copy for each sent. 2 Tell the students that they are going to read some fone word poems and that as they read each one they should try to make a picture of what the poein means to them in their heads. Give them an example first by describing or draw: ing on the board the picture that you make in your head while reading the poem ‘Watermouth’ ‘Give out the handout and tell the students to do exercise I individually. 4 Tell the students to form groups and to compare their experiences ofthe ten poems. ‘Tell the groups to select five words from exercise and to put them together to form a new 5-ine poem, They can add extra linking words of their wn a well they lke, ea Nowthen Bggblack then Lightblue now Tickohime then Drumstill now Oneword. ‘You could show this example to any group which ‘was not sure what to do. 6 Ask each group to read out Follow-up 1 Tell the groups to make up ten one word poems of their own. 2 Got each group to give their poems to another iroup and then to combine five of the one word poems they are given to make @ now fiveline poem (as nS above). 3 Get the students to produce neat copies of all the poems they have written and then display them fn the walls of the classroom, + For homework ask each student to write at least five more one word poems, ir poem, 40 Associations Elementary/otermediate/Advanced Penny Ur Target group: Alt ype of activity: vocabulary! Kepid scanning/Grammar (Variation 1) ‘This ie a vocabulary activity based on forming plau- sible associations between pairs of words, Method 1 Copy and cut up one of the handouts on pages 80, = 2. Choose a handout appropriate to the level of the group (eve note below). Give each student copy of sheet A and make sure they understand all the vocabulary on their sheets 2 Ask them to suggest a (plausible!) sentence that Tinks any esto of the words, When a student does thi, tell them all to find the words and join them with a line, (you have the facility, iis useful to project a copy using an OHP and draw in the lines yourself as you conduct this part of the activity) ‘Thay can, af course, pot the verbs in different tenses or numbers, oF make the nouns plural ‘when composing their sentences, 3 Then divide them into groups of 4-5 students, and challenge each group to draw in as many Tines as it ean in $ minufes, based on sentences suggested by participantd. After 3 minutes stop them and count up the lines. Then give out sheet B at their level, and see if they can break their ‘own previous record Variations 1 Limit them to a grammatical structure you hhave been teaching. For example, the sentence must bea comparison, using comparative adjectives; or it mist be something that is going fon at the moment, using the Present Continuous, ete 2 Do the same in writing, as an individual or pair activity Each student (or pait) hae 3 minutes to ‘write as many sentences as they eam, and draw in the relevant lines on their sheet. Then pool the results with the whele class, NOTE: The sheets are graded as follows: 1A /1B (lementary), 2N2B (ntermediate) and 34/98 (Advanced), 41 sympathize Elementan/ntermodtate Penny Ur Target group: All Type of activity: Getting to know you! Grammar (question formation)This i @ getting to know you activity forthe whole class. Method 1 Copy the handout om page 83 one copy for each student. 22 Tell them to fill in the answers to the questions, expressing thelr own honest opinions 8 When they have finished, they get up and ck other students in the class the same questions. When they find someone who feels the same way about any of the questions, thoy write down that person's name under Symparhizers Variations 1 When you find someone who fels differently from the way you do, ing out Why, and get them to explain their opinion 2 Try to find someone who has at least three chote cs that are the same as yours Follow-up Find out which options got the most votes and why =a sort of class survey and discussion. NOTE: For children, eut out and use only the first 42 Lost Property Elementary.ower intermeciate Peter Viney Target group: Young adult Adult Type of activity: Role-play with whole class participation ‘This is a method for involving everyone in a role-play while emphasising the importance of non- verbal communication, The class activity sheet can be used for any other role-plays where there is a confrontation situation. The grammar has been restricted to the past simple Method 1 Copy and cut up the handouts on pages 84 ~ 5. ‘You will need one copy of the role cards for ‘Students A end B, together with enough copies of the Class Activity sheot for each student to have fone, (To eave paper, two identical copies of the (Class Activity sheet are given.) Select a pair to do the role-play. They should not fee each other's cards. Send them out of the room ‘while you explais Gio wetvity to the rest of the class, Tell them that the person who has lost property is Student A while the Lost Property flerk is Student B. 3 Have Students A and B role-play standing up, ‘while the class observes, Eneaurage them to move tround, The ret of the class watch closely, trying fo think: about the points on thelr Class Activity Teacher's notes shect, (They can make rough notes, i they wish) 4 When Students A and B have finished the role- play, the rest of the class now Fill in their Class Aativity sheet 5 Arrange the class into pairs. They compare thei ‘observations and repart back to the class. Were the students generally in agreement, or were there alot of different opinions? Dicuss the importance of the non-verbal com nication in the role-play. Ack the students for Some examples of non-verbal communication (6 folded arms, gestures, eye contact, sales, ete.) Repeat with a farther pai, who will now be aware of the cbservation task 48 Discuss and compare the toleplays. Did students ‘A’and B perform better this time? Acknowledgement: This activity is based on a gen ‘ral approach to role-play used in Potor Viney and Karen’ Viney's Handshake A Course in Communication (Oxford University Press) 43 Find the hidden sentences omer Inermedate ain! above Peter Wateyn-Jones ‘Target group: Young afult/Adult ‘Type of activity: Grammar (word order)/ Reading This is a simple jigsaw reading type of activity for pairs or groups of three, where the students have to Find eight sentences hidden in a grid. Method 1 Copy the handout on page 86 ~ one copy for each palrlgroup, 2 Explain that they have to find eight hidden sen- ‘ences and then write them down at the bottom of ‘their handout. To help them the first word ofeach sentence is given, pls one other word, They can fonly use a word from an adjacent square, but can move vatticaly horizontally or diagonally in any Grostion, They are not allowed ts use the same ‘word more than once. Finally, point out that not all the words in the grid will be used 4 Sot a timestimit and check orally. Key 1 Anne and her sister are teins, French people drink a lot of wine 8 We ueually play tannis on Friday 4 The capital of Indonesia is Jakarta, 5 T love animals, especially dogs. 6 7 8 James gave up smoking two years ago. Do you want to know a secret? Hle met his wife at a party.poe on oe on t t Teacher's notes ——— 44 Do you get easily confused? Intermediate and above Peter Wateyn-Jones Target group: Young adult/Adult ‘Type of activity: Reading! Pussle solving! Grammar (eondtionals) ‘This activity for pairs or groups tests the students’ ability to read logically, Method 1 Copy the handout on page 87 one copy for each paleo. 2 Explain that they only have 10 minutes in which to complete it 3 Check orally. To avoid cheating, let the students mark one another's handouts 4 The painigroup with the highest score wins Key (2 point per correct answer) 1 The letter Z should be erossed out 2 Draw a cross 926 (6 + 20) 40CEAN 5 ward should be underlined. 565 75 8 BANANA. (The copital of Wales is Cardiff Belfast ts the capital of Northern Ireland) 9 Draw a circle around the word ‘rele! An extra ‘Point for underlining the word ‘on’ in sontarce number 10. 10 HELP LI Write which day it i today, 412 NO MORE. (maximum score: 18 points) 45. Same word ~ different meaning Intermeciate/Advanced Peter Wateyn-Jones Target group: Young adult/Adult Type of activity: Vocabulary (homonyms) This is @ vocabulary game for groups, It concen- trates on homonyms ~ words which leok the same but can have teveral meanings, Method 1 Copy and cut out the 24 words on page 88 or page 89“ one st for each group. The words on page 88 are for intermediate students and the words on | 2 page 89 for upper intermediate/advanced tur ents. Divide the clas into groups of 4-6 studente, Bach froup will divide itself into two further groupa = ‘A.and B, Give each group a pile of cards and place ‘them face down on the table The groups face cash ‘other Group A starts. One person turns over the top card soit is visible to everyone and the gronp ties fo give two different meanings for the ‘word. Group B listens and either accepte or rejects Group A's answer. If successful, Group A retaing the card. I not, itis replaced atthe bottom of the pile, Explain that some of the words may be pro ounced differently. Also that a word might have fone meaning as a verb and a completely different bne as a noun or an adjective. Play proceeds inthis manner, the groups taking it jn turns to explain the words The group withthe largest number ofeards at the cond fs the winner, At the end of the game, fin out from the whsle class if there were any words that caused prob. Teme Variation For advanced groups especially, instead of giving two explanations for the words, you can ask them to ‘ake up two sentences th show the different mean. ings 1: Key (possible explanation’) Intermediate words ash (from a cigarette/a cree); boll (a formal dance/used in’ soccer); bark (sound. a dog Imahee lanier coating of strc) bill fata restau on, bird's beak) blind (ean sae !a sot of curtain boil (water on a stove/a. sore: Book (something. you read reserve); bow (bend the body forward in some. ‘one's hair or shoelace); bridge (over a riverla cord gare); change (loose money alter something); chest (part of the body large container) coach (type of bus someone in charge of athletes, ete); dave (December Ista fruit fair (light in colour place of ‘amuserend); lear (meat with no fat bend the body light (not hoavy’a match); match (te make free football match); palm (inside of hand/a tree; sole (part of fot/a fish); spring (a season wate) stamp (for a tetter/your foot): train (a means of trans ort/someone eg. to sing better); watch (ells you the ‘ime /watch television); wave (your hands /at the sea) Adcanced words ‘admit (say you're wrong/allow to enter): bear (ani- ‘mal/ean't bear pain); bolt (for a door what @ horse might do if frightened): charge (price/seldiere charge); conduct (behaviour lead ‘en orchestra) court (tennis court/place where legal matiers are set Hed); desert (area. of sand/abandon someone); drought (current of air/preliminary plan or sketch) Faint (ose consciousness not clear) fan to cool your: selffa heen follower) fence (around a house to fencea with swords): grave (for dead Bodies /serious); hide (eep out of sight/animal’s shin) leave (depart! permission tobe absent eg. from army); liter (rubbish litter of puppies); note (musical notela short written message) private (not publie/type of Sadie rear (bring up young back end of, some thing): refuse (eay nolrubbish); row (line of hous erlquarrel); sentence (in grammar/a prison ser lance); sound (make @ noise area of water): temple (part of the headireligious buileing); well (for water /not ill) in the words Intermediate/Jpper intermediate’ Advanced Peter WateynsJones ‘Target group: Young adult/ Adult 48 Expl Type of activity: Vocabulary explaining words) ‘This is a vocabulary game for groups of 5-6 students, Method 1 Copy, ext out and shuffle the words on page 90 (intermediate) or on page 81 (upper intermedi ate/edvanced) ~ ono set for each group. The ‘words are handed to the groups face down, 2 Bplain that they take itm turns to pick up 2 card, then try to explain what the word in italics means. The rest of the group listen and decide ‘whether the explanation is satisfactory (majority vote, if necessary). If so, the person Keeps the ‘word, Ifnot, iis placed at. the Bottom of the pile 8 The student with the highest number of words ‘When they have finished, go through the words to find out if there were any they didn't really understand, Acknowledgement: This is an adaptation of an idea in Vocabulary Games & Activities by Peter Wateyn- ones (Penguin Book, 1003) 47 The definition game Intermediate and above Peter WateynsJones Target group: Young edult/Adult Type of activity: Vocabulary (giving definitions) ‘This is a vocabulary game for pairs based on being able to make up euitable definitions for ten words so that the other person ean guess what the words are, Method 1 Copy out the handout on page 92 for Studant A and on page 93 for Student B. The students sit Teacher's notes facing each other, making sure that they cannot see that is written on each other's papers 2 Explain the rules, namely that Student A starts by asking Stadent B to explain the ten missing words on hisher sheet. (They can be taken in any (rden) To make it lightly cnsier, certain letters in the missing words are already given, Stadent A writes down the answer if (s)he thinks (She Knows it, DO NOT CHECK YET! 4 Student B now asks Student A to explain the missing words on hisher sheet. Again, the ‘anawers are written down, 4 Let them check their answers by comparing bandouts, 48) Drawing a snippet intermeciate/Advanced Tessa Woodward Target group: Young adult Adu ype af atc: raving Rating compen ‘This is a pair or group activity where students read a short snippet from a newspaper, then try to draw ie Method 1 Copy and cut up the handouts on page 94 ~ Give one of the stories to Student A and nother to Student B, 2 Students work alone at first. Let them read their handouts, They can check any words they dont understand using a dictionary or by asking yeu. 8 Once they have read and understood the situa- tion, they start drawing it, Tell them they don't hhave to be great artists ~ simple ‘matchstick men’ drawings will do, They can also have several “drawings if necessary to illustrate the story. They are also allowed tonite one word to help explain the stor 4 They now work in pairs, They take it in turns to show each other their drawings. The student who hhas the drawing, tiesto work out what the story was by asking hishher partner questions, For example: Is this « man, here? Is this e washing machine? Ise taking electricity from the streetlamp? ‘What does £75 mean? Is that how much money he saved? Is this « baby? Hi ote. NOTE: These snippets aro only suggestions. You can almays find your own, but make sure they have ‘2 weird situation that can be easily visualised end drawn, it been man over by the car?_ Teachers notes Variation As above but this timo, the students work in groups ‘of four (You will need to find two extra stories). Each person gets one of the stories to dravr, When they have finished, they take i in turn to show the three other members of the groups their drawing. All thee staents can now ask questions 10 ry 19 WOrR out what the original story as Extra stories In Aprit 1992, mugger attacked a woman in Johannesburg. But she took 2 gun out and locked him into the boot of her car. Then she drove him to the nearest police station, ‘A woman driver who had her handbag snatched while she waitnd at x traffic light ohacad aftor th thieves in her car a white BMW. The thieves dropped the handbag, so she got out of her car to pick it up. As she did 60, the thieves stole her BMW Instead 49 Modern myths Lower intermediate and above Andrew Wright and Julia Dudas Target group: All ype of activity: Listening for gist/ Speaking (ithen retelling the story) People aro usually ready for story al any time and stories do not need to take 2 ong to tell. Modern ryt are sure fire winner: they only exist bacause people want to tell them and hear them. You and the Students probably know mzny of them perhaps Without realising it. Here's one for you to tell and for the students to retell. If possible try to learn the story in advance so you can ‘all it more or less a5 written in the handout. Method 4 1 Copy the handout on page 95 ~ one copy far each student. Dut do not hand Uses val yeu 2 Ask the class to make themselves comfortable ‘Tall the students you are going to tell them a story but there want be any comprehension exer~ cises todo afterwards, Tell “hem thal some people say it is a true story but you're not sure, ‘Tell the story - proforably by heart Ifnot, try to read it ab ‘naturally’ a possible. 4 Ask the students to sit in pairs and try to tll the story to each other so that they can retell to their fiends or family at another time. 5 Give the students a copy ofthe story and suggest that they compare it with their own memory and telling ofthe story. They can, i they wish, modify their own telling by adding details they (or you!) forgot to ineluds, | 50 Soap faces Andrew Wright and Julia Dudas Target group: All ‘Type of activity: Speaking / Describing @ person Elementary ‘A page of faces is invaluable! Virtually every lan- {guage teaching point can be practiced with them, Here ig an activity you can do with sistoon faces. Method 1 Copy the handout on page 96 ~one copy for each sroup of four students 2 Bach student must think of one of the facos and ‘write down all the information he er she can Imagine about that person. The deseription ean be Ssarious but you might suggest to the students ‘that they can make thei ideas as funny and out ragoous as they wish, 8 ‘The students take it in tums to read out their description. The other seudents listen and try to {guess which person the description refers to Variation 1 Copy the handout on page 96 - one copy for each sroup of four students, 2 Wirite on the board a selection of the fillowing sentence starters: ike people who 1 don't tke people who Tite people whose 1 don’ tke people whose [like onimals whieh 1 don't like animals which lite places where Ion’ like places where 1 like stories in which don't like stores in which '5 The students choose a tace, pom to it and then take it in tums to complete each sentence on Dbohalf oftheir chosen characterHONESTLY! Jake Allsop ‘Questions fo get you talking. 5 Hlave you ever told a ‘white ie? Bf you were given too much change i {Have you ever gotof? a bus or train without poying? 2fyou found a purse or wallet in the etret, what would you do with it? 8 Ifyou found some money on the floor, would you Keep it? 44Hlave you ever taken something from a shop without paying for it? 1 shop, would you tell the shop assistant? 7 When itis your turn to pay; would you ever try to get out of paying? Now, answer these questions as honestly as you can. 8 Your friend arrives wearing a new dress ‘Shes pleased with it, but you think it looks terrible. Would you [A pretend to like it too? Q B tal her it didnt uit hor? o © sey nothing about it? o 9 You are playing a computer game when you ruddenty remember that you have come homework, You dons have enough time to-do le, What would you Soabous i? A Copy from a friond and pretend a its your own work. 3 Make an excuse tothe teacher, a ‘og. that you wereil, or had to do something for your father. 2 Ask ifyou can hand your o homework in late. 10 Someone compliments you on your beautiful tarden. They do not know that you pay a gardener ‘do it for you. How would you react? A. Say thank you and accept the compliment. 3 Admit that i was not your work but the iardener's, 2 Change the subject 1 You are in your classroom with another student ie stares to smoke a cigarette, which is ogcinst ‘hool rales. Seeing a teacher coming, he throws it ut ofthe window, but when the teacher comes in, he can smell the cigarette smoke. She looks round nd blames you. What would you do? | Toll her that it was not you butthe other C1 student. 1 Take the blame and say nothing. Q 1 Tum to the other student and wait for a inv to own up. 2 You decide to go for along cycle ride, but give up fier 10 kilometres Because you fel tired. Nest day, ome friends are talking about how they regularly ceysle 30 oF 40 kilometres. When they ask you how you ‘got on lastnight, what would you fell them? ‘A. Say that you stopped after 10 kilometres) ‘because you fel tired. Say that you did not messure how far you ( cycled, bu it was probably abuut 25 or 30 Iellometres. ‘Say that you couldn't go very far ‘because you had to be back by a certain time. 18. You pay for some goods at phe supermarket, and realise thatthe shop assistant has given you change far 2 £50 note, whereas you gaye him a £20 pound note, What would you do? B a |A. Point out his mistake. B Say nothing and hope he doesn't realise.) © Wale utt you get home before decid a what to do about it AM The boss tells you a joke which you do not under stand at all. Wha’ would you do? ‘A. Laugh anyway. Q B Ask him/her to explain it a ©. Remain silent, or change the subject. a 18 You are at a party, and a man you do.not know Starts fo mate racist or eeist comments which you find very offensive. What would you do? A. Try to change the subject, B_ Pretend to agree with him. © Tall him how much you dislike his cpinions, 16 Your partner finds a photograph of another girl boy on your desk. The person in the photo is Someone yo nator Iudiday and flirted with, What twould you tell your partner? A. Is someone I met on holiday. Bes a cousin of mine. © Lknow nothing about the photograph. Someone must have lef It there a a a1 HONESTLY! Key Jake Allsop How did I do? 8 A. This is the most tactful thing todo. (8 points) B Although you are telling the truth, you axe not being very sensitive (2 points) © Thisis the coward’s way. (1 point) 9 A. Thisis just plain dishonest. (1 point) B Although not completely honest, tis what most people do, so you get & prints for honestly answering the question! (3 points) © This is noble and deserves 2 points. (2 points) 10 A. This is what most people would do, so you get 3 points for honestly answering the question! (8 points) B_ This is honest and deserves 2 points. (2 points) © Thisis the coward’s way: (1 point) 11 A Would you really do this? (1 point) B Although this is the noble thing to do, it rarely happens. (2 points) This is the likeliest response in real life. (3 points) 42 A. Thisis the plain truth and hurts nobody, not even yourself. (9 points) B This is really naughty (1 point) CC Well, itis a sort of half-truth. (2 points) 18 A’ This is what most people in fact do, despite a momentary temptation. (3 points) B Just plain dishonest. (1 point) © You ave probably deceiving yourself, but maybe you are sincere. (2 points) 14 A. Let's face it, itis a small deception to keep your boss happs: (3 points) B Would you really put your job at risk for such an unimportant thing? (2 points) © Ie might work, but you really ought to take some positive action. (I point) 15 A. This is the coward's way (2 points) B_ This is both dishonest and cowardly. (1 point) Well, we all like to think that this is what we would do. (3 points) 16 A. Well, itis honest, but a bit dangerous. (2 points) B This is what most people would do, so you get 3 points for honestly answering the question! (3 points) The coward’s way out. (1 point) 22-28 You are a person of such high moral character that you must be very dificult to live with, We can only hope that you were not being totally honest when you completed the questionnaire! 15-21 You are a good citizen and a good friend, tempering honesty with tact 8-14 You are no better and no worse than the rest of us - you mean to be honest, but sometimes Jou tind it hard. And sometimes, you pve in to temptation. Atleast you gave honest answers. didn’t you? 0-7 Come on! Either you worry too much about what other people think of you, ot you didn't ‘answer the questions honestly!3 TELLING A STORY Jan Bell and Roger Gower 1 You are on your way to have an interview for a very important job but the lift stops between Aoors. There is no emergency button but there is a small hole in the top bf the lift. How do you get to the interview on time? ‘You are giving « dinner party for some very important yuests in the top Moor flat of a vory high building. You ave having drinks in the room next door and you go into the dining-room to check. that everything is ready. Unfortunately, you see a dead body under the table! There is no other Goor in the roors. How do you get the body out without the guests knowing? 3 An old man has lost the secret of his childhood. He wanders all over the world trying to find it ‘but without success. One day he comes across a huge river. There is a forest on the other side and he is sure that he can find the secret of his childhood there. But the river is very deep. He hhas no boat, he can’t swim and there are no rocks in the river. How does he get across? 4 You wanted to parachute into a field. You have jumped from the plane but your parachute hasn't opened. You are falling very fast on to a motorway. There are many cars and lorries below you, You only have the three objects you have chosen to help you. How do you land safely? '5 You are living ir. a town by the sea. You see somebody rob a bank and run away with the money. ‘You chase the robber through the town and on to the beach. The robber can run faster than ‘you. There is nc boat, How do you stop the robber and get the money back?4 READING DIFFERENT WORLDS Ron Carter Text A 1 Lifthandset Listen for dial tone, (Continuous purring or new dial tone ~ high-pitched hum.) 2 Insert money ‘At least minimum fee. Credit display stops flashing on insertion of minimum fe. Do not insert money for operators of SOS-Emergency (999) calls. If dial tone stops before you start to dial, press blue follow-on call button, listen for dial tone, then dial number. 3 Dialnumber Listen for ringing tone. Speak when connected, Failed call? New call with remaining oredit? ‘Do nat replace handset, Press blue follow-on button for dial tone, then re-dial. (Minimum {fee still applies. Insert more money, if necessary.) ‘To continue a dialled call - when you see the display flashing and hear paytone (rapid pips), or any time during call, insert more money. 4 Replace handset ‘Value showing on credit display is not always returnable, Ohly wholly unused coins returned. Text B ‘A MARTIAN SENDS A POSTCARD HOME’ In homes, a haunted apparatus sleeps, that snores when you pick it up. If the ghost cries, they carry it to their lips and soothe it to sleep with sounds. And yet, they wake it up deliberately, by tickling with a finger. Craig Raine Garter and M.N, Long, The Web of Words by permission of Cambridge University Press 2 ronan Cae ote tt hee Merton eens eh) PHOTO COPIABLEREADING DIFFERENT WORLDS Student question sheet Ron Carter Answer the folowing questions. 1 There ar many imperatives in telephon: text A, eg. lift, insert, dial, rep.ace, listen, etc. Why? ee 2 Text A also makes use of different kkinds of srint styles and sizes, Why?_§ —————__________— 3 Why are there so many different paragraphs? What does the layout of the text contribute to the way we read it? — — — 4 Now give some thought to how the lines are arranged in text B. Notice, for example, that the line regularly breaks with a verb or verb phrase and that the next line resumes with an adverb or adverbial phrase, e.g. to their lips, with sounds, deliberately, etc. What is the effect of the line break upon the reader? —_ 5 List all the words in the extract from the poem which are connected ‘with sleep. Why is sleep a dominant, image for the view of the telephone given by the Martian’? Is it @ good comparison? — 6 Whois the ‘they’ in the third and fifth lines? oe 7 What is the point of the title of this poem: ‘A Martian Sends a Posteard Home’? —4 READING DIFFERENT WORLDS Writing activity Ron Carter “Te poom in txt B and others trom the volume (om which hiss te ile poe) give a view of the Word Treforyday human objects end actions tnrough the eyes of a complete strange’ from anoier Planet reyre you aro 2 Marfan. Wate home short postcare’ desertions in ethr pooty or prose of fvo of the folowing: a television radio trying to start the engine of a very old car people in a swimming poo! tovo peogle greeting each other. Take one example from your own culture and then one from another culture you know of «© opening and drinking a bottle or ean of Coca-Cola, Poem/Text 1 ee Poem/Text 2 po5 CARDVERSATIONS Julian Edge (choose a topic and take it in tus fo use the folowing expressions. OPEN The first thing is that... | think that... | | But take the example of... | agree, because... I disagree, The main point is that... Maybe, but | still think Yes, but... ' To go back to... Iam quite sure that... CLOSE In my experience... Can | make one final point?6 INSERTING WORDS ‘Simon Greenall Decide where these words go in the passage. police fluently small heavy bus already In 1977 Mr Nicholas Scotti of San Francisco decided to visit his relatives in Rome. During the flight, the plane stopped for fuel in New York. Because he hadn’t visited Italy since he was a child, he thought he had arrived in Rome. His nephews weren't there to meet him, but he thought they were delayed by the Roman traffic. He needed to find his way to the station, so he asked a policeman in Italian, By chance the policeman came from Naples and replied in Italian. . “When the New York police finally understood what had happened and explained where he was, he refused to believe them. As they were taking him to the airport in a car with its sirens screaming he said, ‘Look, I know I'm in Italy. That's how they drive!” (Check your answers in pairs. Look at another passage (your teacher wil tell you which one) and invent five or six words which can go into it. Make sure the word order is correct. Whe the words in random order on a separate sheet of paper. {Give your sheet uf paper withthe words on to your partner. If (sha can finda position for each word which fs diferent from the postion you thought of, (s)he gets a point. If(s)he can only fin the posi- tion you thought of, you get a point Do the same with hisfher words. The person with the highest number of points Is the winner.. DELETING WORDS. Simon Greenall eed the passage below and cross out any words which are unnecessary. You cannot crass out MO or more words together. On a flight actoss America in 1976, a man rose from his seat, took out a hand gun and pointed it at the air hostess. “Take me immediately to Detroit} he said quietly. sWe're already going to Detroit) she replied calmly. : ‘Oh. .. good he said and sat down again. 2 Look at a new passage (your teacher will tel you which one) and look for words which are unnee- essary’, Remember that you cannot cross out two of more words together.|g PREDICTING FROM CHECK QUESTIONS (1) Simon Greenall ‘A weekend to remember’. Read the questions and Hore are some questions about a passage called 's the answer. The fist two have been done ‘nnte fal ancwors to them. Leave a blank if you cannot gues: for you. Aweekend to remember 1 Where did Marie Jones go for the weekend? Answer: To visit friends in Wales. 2 What did she take with her? ‘Answer: Her new 3 Why did she tee it with her? “4 What did she do when she got home? '5 What did she pick up the following day? 6 What was she looking forward to seeing? "7 Who did she expect to cee in her photos? 8 Toher surprise, what did she find? {9 What did the twenty-four identical photos show? 10. What did she think the photographer's shop had done with her photos? I Who did she complain to the following morning? 32 What did she get back from the shop later that day? 38 What did the manager explain she had done with the camera? {A What had she taken twenty-four photos of?8 PREDICTING FROM CHECK QUESTIONS (2) ‘Simon Greenall Now read the passage and fil the blanks you left in handout 1 Maric Jones went to stay with friends in Wales for the weekend, She took her new camera with her to take photos. The weather was beautiful and she took photos of the countryside, her friend’s house, her friends, their child-en and even their pet dog, Bruno. When she got back home, she went to 2 local photographers to get the film developed. The shop assistant told her they would be ready the following day. She picked the photos up on her way home from work. As soon as she reached her flat, she sat down and opened the packet, She was really looking forward to seeing, the photos she bad taken. She couldn't believe it when all twenty-four photos showed something light brown and completely out of focus. The shop must have mixed her photos up with someone else's, she thought. ‘The following morning, on her way to work, she called at the photographer's and complained angrily to the manager about the mix-up. She left the photos with him and he said he would look into it. She agreed to call back on her way home from work. ‘At 5.30, she turned up at the photographer's, once again looking forward to seeing the ‘proper’ photos this time. To her surprise, the manager handed back the same photos as before, explaining that she had not held the camera properly. She had taken twenty-four photos of her own igh: cheek! oO rig9 MEDALS10 REMEMBER WHEN.. Jill Hadfield Remember when Remember when Remember when Remember when Remember when Remember when Remember when Remember when Remember when Remember when Remember when Remember when Remember when Remember when Remember when Remember when Remember when Remember when Remember when Remember when pani wet PHOTOCOPIABLE 4“11 MUSICAL STORIES Jeremy Harmer ‘Read the sentence in the box and then continue the story Let the music tell you what to write. He turned and looked at her. Now turn the page upside down! “roy 28 payoo] pue pound 2H -aqum 01 yeys nog yor oysnus 84) 327 AOS ey) enujudd Lay) PUB xo9 64) U! 2ueIU0S AU PEEL uty Poe Wninnstnss Peas tht PHOTOCOPIABLE a, Frm he es12 YOU Complete the following. Jeremy Harmer (a kind of food) (a kind of weather) (a type of furniture) (a means of transport) (an article of clothing) (a part of the house) (a colour) (a month of the year) You You You You You You You You[13 NUMBERS QUIZ Deirdre Howard-Williams Look at these expressions with numbers. Can you work out wiat they mean? Feample TDinaW = 7 days in a week 2MinaY s2WinaY 26 Lin the A 24HinaD 100 Pine P s0DinS 60SinaM 100¥ineC 10YinaD 10 4SinaY When you've finished, ty these harder ones: 1 Thess ww w0Ds 18 128 oftheZ ‘Now se8 if you can invent two of your own: 1“ 614 WISH: YOU WERE HERE Deirdre Howard-Williams. rae , =| Hithere! Z| mhaving a GREAT time hore Z| Every day we 20 andin the evening we do a lot of ‘The feed is delicious, especially The onty thing | don’t lke is and Im looking forward vo seeing again =| Wish you were here! *| es,15 THE CHICKEN LICKEN STORY Annie Hughes15 THE CHICKEN LICKEN STORY Teacher’s sheet Read the following story to your class. (One day a litle chick, chicken lcken, was walking ‘trough the wood when ‘plop’ an acorn fell on his head. “On sald chicken licken “The sky is falling down, | must go and tell the king’ So, off he went, down the road to tel the king, (On the way he met a hen ~ henny penny’. ‘Oh, hello chicken licen,” said henny penny. ‘How are you today?" "Ym fine thanks, but the sky is falling and | am going to tll the king.” "Then fl go with you,’ said henny penny. So chicken ficken and henny penny went off down the road to tll the king (On the way they met a duck — ‘ducky lucky’. ‘Oh, hello chicken licken, henny penny,’ said ‘ducky lucky. ‘How are you today?" ‘We're fine thanks, but the sky sfaling and we ‘are going to tel the king.” "Then Tl go with you.’ said ducky lucky. So chicken licken, henny penny and ducky lucky ‘went ff down the road to tell the king, (On the way they met a goose ~ ‘goosey loosey’. ‘Oh, hello chicken licken, henny penny, ducky lucky said goosey loosey. How are you today?” "We're fine thanks, but the sky is falling and we ae going to tell the king” "Then Il go with you,’ said goosey loosey. So chicken Ticken, henny penny, ducky lucky and gposey loosey went off down the road to tell the king. (On the way they met a turkey ~ "turkey lurkey. “Oh, hello chicken licken, henny penny, ducky lucky, and goosey loosey,’ said turkey lurkey. ‘How are you today?” Annie Hughes ‘We've fine thanks, but the sky is falling and we are going to tell the king.” “Then I'l go with you,’ said turkey Turkey. So chicken licken, henny penny, ducky lucky, goosey loosey and turkey lurkey went off down the road to tell the king (On the way they met a cockerel ~ ‘cocky locky. “Oh, hello chicken licken, henny penny, ducky lucky, goosey loosey and turkey turkey,’ said ccocky locky. ‘How are you today?” "Wo'te fine thanks, but the sky is faling and we are going to tell the king.” “Then T'l_go with you,’ said cocky locky. So chicken licken, henny penny, ducky lucky, goosey loosey, turkey lurkey and cocky locky went off down the road to tll the king. , ‘On the way they met a fox ~ ‘foxy loxy’ “Oh, hello chicken ficken, henny penny, ducky lucky, goosey loasey, turkey lurkey and cocky loacky; said foxy loxy. ‘How are you today? "We're fine thanks, but the sky is falling and we are going to tel the king.” ‘Follow me, said foxy loxy. So chicken licken, henny penny, ducky lucky, goosey loosey, turkey lurkey, and cocky locky followed foxy loxy ‘They went down the road, over a bridge, past a field, and into a wood. They came to a big hole. “This is where the king lives,’ said foxy loxy. ‘Follow me." Into the hole went chicken licken, into the hole Went henny penny, into the hole went ducky lucky, into the hole went goosey loosey, into the hole went turkey lurkey, into the hole went cocky locky. ‘That night foxy oxy, Mrs foxy oxy and all the litle foxy loxies had a delicious supper! ssn atny erat~n tran Panrin et PROTOCOPIABLE, ar| 16 IT’S WRITTEN IN THE STARS (1) Annie Hughes Complete the following using the personality profile chart and 1. My good points are that I am (Choose two from Section 1 in the personality profile chart.) 2 My>bad points are that Iam and (Choose two from Section 2 in the personality profile chart.) 3 In appearance I _ (Choose words from Section 9 in the personality profile chart,) 4 Inever have problems with my health. ___ (tick (\) if correct) or 1 sometimes have a problem with/suffer from (Choose from Section 4 inthe personality profile chart,) 5 Three jobs that would suit me would be the following: @ co) © (Choose three from Section 5 in the personality profile chart.) 6 Tike and (Choose swo from Section 6 an the personality profile chart.) Tdon’tlike or, (Choose two from Section 7 in the personality profile chart.) When you have fnished, pass your paper to your partner. 6 Fem ip Cas ties Foe Wotan Feaninin PATA AMIARY(16 IT’S WRITTEN IN THE STARS (2) PERSONALITY PROFILE CHART Section 1: Personality (good points) Annie Hughes caring dependable are-working Loyal sompathetia ceutious energetic honest optimistic versatile charming entertaining kind protective very loving cooperative tenthusiactic| loving sensitive witty creative | Bection 2: Personality (bad points) acer atheart hotheaded moody quickly bored tempornmentat | aos impatient Juste the boss rude ton eal ort phcadea douse nervous Nitinteronted —— snfonving asl embarrassed imtable not very honest selitying sntiy | Rratous jealous possessive Beabborn | Betion Sr Appearance | Thave Tam. | sbeeotifu complexion intense eyes 2 rather long nec overweight ‘beautiful smile large eyebrows Srvall eyes which are far apart rather ahort road face large fet sparkling ees Serious ooking Liidhftrekeod moval face with arge eyes a sright nove slim ‘Sction Possible health problems taller than average sokles igestive system head knees ye aethma eating disorders heart legs skin back eyes hips Jungs stomach sirelation fect edneys nerves throat. Section Suitable jobs - ~ ator business person journalist scientist surgeon ast ceil servant ‘mechani secretary teacher baker detective rnurse soldier vet banker engincer photographer solicitor writer benutican farmer politisian Seotion 6: Likes ‘being among people gerohling parties shopping trips bring fussed aver gerdening peace and quiet sport thildren and pets having strange friends poetry surprises callating things Thome and family privacy talking ‘emfort making ists punctuality traveling fiends new clothes romantic places winning Section 7: Dislikes any enticiem of my home being second raking promises vuly places EuEiitcd personal. being nid to hurry wp new things and ideas unhappy friends questions change foley, crowded places untidiness being ignored crowds and noise people who show off violence and fighting being kept waiting Toad arguments sharing svaiting for things Dring laughed at making mistakes sitting still fr @ long time nao Prin te? PHOTOCOPIABLE, 4916 IT’S'WRITTEN IN THE STARS (3) Annie Hughes HOROSCOPE CHART ‘aren -Aerugos ‘Aserugas 6t~Atruor 02 smurf | way oz ney 22 ig 2e1p0z &hi CAN YOU SEE IT? - CAN YOU MAKE IT OUT? | Roy Kingsbury Feplece the verbs in italics in the sentences by phrasal verbs from those below: You will not need all the phrasal verhs, but sama varhs are worth more than others ~ and you want fo score as many points as | you cant blow up (10) bring uP 15) cay gereay PYM cut osrc10) give up (10) hold up (10) Took up (6) make out (15) make uP) pty ao) APRA shat ap 40) a 2 I don't believe you! You're inventing it all! 3 The weather was so bad they had to cancel the game, 4 We're going to be late. We've been delayed in heavy traffic. 5 That telephone receptionist interrupted my conversation! | iy we ed aco, bat eh ial opr | 7 Now that he can tall, they just can’t stop him talking. | 8 Can you help me inflate these balloons? 9 He was raised and educated in London. 10 They often criticize him. Your stores: 1 2 3 $8 6 7 8 9 10. ‘TOTAL von Tin Cn ies iy Per yn snae Peonin 6? PHOTOCOPIABLE 518 HOME! Roy Kingsbury Im pairs, read and reorder these paragraphs to make a sensible, logical story. The first pair to shout ‘Home and to get the paragraphs in the correct order wins the game, A Not surprisingly, and as a direct consequence of waiting, they soon realized that the tide was coming in and that it might be almose impossible to walk across. But they decided at least to try. B_ Because they had experienced such a narrow escape, it put them off making another attempt, So they decided to stay on the island overnight, ©The girls were on an adventure camping holiday, and one of their tasks was to cross to the island from the mainland and back again. They had been waiting for days for the water to subside enough for them to walk across to the island some six dlomerres out in the channel D__ They had only walked out some 500 metres before the water began fo reach to theit knees. They looked at each other ~ and ran back to the island. They dould have been drowned! E On the following morning, the Friday, because the tide was once more very low, they found that they were again able to cross the six kilometres to the mainland without getting more than their feet wet! They were very relieved! F And it was while they were swimming, off the other side of the island that the tide began to come in again up the channel between the island and the mainland. G Suddenly, on the Thursday morning, at low tide, they could see mud and sand all the way out. They quickly packed some food and drink and set off Because it was heavy going, it cook them wo houts, so they decided to zest, eat and have a swim off the other side of the island before returning. 2 Pram ip Co Ait ted y Ptr Wynn Frgsin 0? PHOTOCOPIABLE19 NONSENSE! Roy Kingsbury Read each sentence below very caretully and decide which column to tick (7). «+ Ifthe sentence is grammaticaly correct and makes sense, tick column A ‘+ Ifthe santence is total nonsense (i.e. if the grammar is all wrong, the word order wrong, etc), tick column B. «Ifthe sentence is grammatical correct and perhaps sounds strange, but might be ‘philosophical, tick column C. Examples A B Sensible | Nonsense c Philosophical Fish swim, 7 Fich may think offortessly. Darkly fh might be flown 1 [Men walk fast Fast people always walk Fact walk men and women do, (Gently giraffes ciean. Sisters are always annoying Elephants remember everything [Bored brother never met she. [Some people may fly at night, A train thundered by noisily. Eaten was greedily the blackbird. 11 [Snakes spend hours thinking, 12. [Lions keen of spor rarely are not 13 [Silently a red jet aircrat wanted. 14 [Pleased of winning we have, 15. [A book is a collection of writen thoughts. 5 6 7. 8 ‘Your score: Sentences 10 “ Mee. 1b. 12 ‘ToraL| sink Per Whey donee Penguin ta PHOTOCOPIABLE20 WORD ARRAY Student’s sheet Alan Maley silence said met most don't tent what t hut flowers never we spoke he in took in wrote of how me ras parks Tetters if restaurants love remember anyway a Make up at least eight sentences using the words from the above box. You can uso a word as many times as you lke, but you are not allowed to change it in any way. You do nor have to use ail the words, Write your sentences here: [Now work in groups of three, Compare your lists. Add to your own list if you wis. Working as a group, use some of your sentences to write a short text (a story a poem, ete) ‘Read out your text tothe rest ofthe class. coyotes teynin ts PHOTOCOPIABLE20 WORD ARRAY ORIGINAL TEXT Here Is the original text, for c somparison with your own text: He never sent me flowers. He never wrote me letters. He never took me to restaurants. He never spoke of love. We met in parks. I don’t remember what he said, but I remember how he said it. Most of it was silence anyway. Leszek Szkutnik ‘Alan Maley21 MINING A TEXT Alan Maley Text 1 Ken woke ftom a confused dream, Gradually his eyes focused. The Gist thing he noticed was a hand a few inches in front of his face, The fingers were like a bird’ claw, stif, blue with cold ‘With a shock, he realised thatthe hand belonged to him. Ac the same time, he became filly aware of just how cold he was. His bones felt like fozen lead. He remembered an incident from the previous day; he had been hanging about near the kitchen entrance of the Strind Palace Hotel Ecavenging for scraps, when a delivery van arrived, The driver had carried in whole sides of beef the red and white meat tefrigerated into hard blocks. He now felt like that feozen meat, his back cold and stiff as 2 corpse Text 2 (Margaret Jenkins sat on a bench in Flyde Park, keeping 2 watchful eye on Mandy. The child was chasing che pigeons in the dappled sunlight under the big plane trees. It was spring and the lawns ‘were splashed with clumps of brighe yellow daffodils. She thought of her own childhood, There had been daffodils chen too, but wild ones in the fields behind the farm, She often found herseit remembering things lke this these days. What if she had stayed on the farm and never gone to Cambridge, never met Bill, never had Mandy «2 . ‘ ‘She pushed these disturbing thoughts out of her mind as Mandy shambled towatds her across the {gas In her hand the five-year-old child clutched a pigeon’ feather, Mandy offered it to her ike 4 precious possesion. Her lage head lolled to one side and her slack mouth dribbled salva, as trays, but her eyes were bright with pleasure. Margaret took her datighter into her arms. Some people walking by turned to look at them. tn their eyes she recognized a mixture of pity and isgust, Never mind, she was used to ie now: How could they understand? Mandy slobbered and shieked with delight Text 3 Milmag vas a solitary person. He would spend hous ix the forest not hunting, simply sitting sell, watching, waiting for something to happen. A spider would swing its thread across the ‘anyon between two branches. A woodpecker would drum at the trunk of a chestnut tre, its neck 4 blur of speed. Above all, the tees themselves would speak to him, He would be aware of them creaking and swaying in the wind. He could sense che sap rising in them in the springtime; feel thee sorrow at the approach of winter, IPhe pur his ear to the trunk of a tree, he could hear it growing, very slowly; fee it moving towards its Smal magnificent shape. (este ents aha Cpls Cringe Shr Sai by Aan Mae,522 WELCOME TO RAACH! Alan McConnell-Duff [Choose at east two quotations for your speech from the following. Sonnet No. 18 Shall I compare thee to a summer's day? ‘Thou art more lovely and more temperate Rough winds do shake the darling buds of May, ‘And summer's lease hath all too short a date; ‘Sometime too hot the eye of heaven shines, And often is his gold complexion dimm’d; ‘And every fair from fair sometime deciines, By chance, or natur untrimm’d; But thy eternal summer shall not fade, Nor lose possession of that fair thou ow’st; Nor shall Death brag thou wander'st in his shade, When in eternal lines to time thou grow’st. . So long as men can breathe or eyes can see, So long lives this, and this gives lite to thee. changing course, Wiliam Shakespeare You can write the opening words of the Mayor's speech here: a euorecomanre 523 MEAN THE MEANING John McRae ead the folowing text. Itcertainly is most wretched weather. At all events, itis $0, now, at the time I am writing and if t isn’t particularly unpleasant when I come to be read, it soon will be It always is wretched weather, according to us. The weather is like the Government, always in the wrong, In summer time we say itis stifling; in winter that it is killings in spring and autumn we find fault with it for being neither one thing nor the other, and wish would make up its mind, If tes ne, we say the country is being ruined for want of rains ifit does rain, we pray for fine weather. If December passes without snow, we indignantly ‘demand to know what has become of our good old-fashioned winters, and talk as ifwe had been cheated out of something we had bought and paid for; and when it does snow, our language is a disgrace to a Christian nation. We shall never be content until each man makes his own weather, and keeps it to himself. If that cannot be arranged, we would rather do without it altogether, ‘Deka fom: le Tape of oe Flow by Jeome K Jerome Attar you have finished reading the text, working in groups, do the folowing. , 1 Make a list of any words or phrases in the text which yon didn't know the meaning of 2 Now discuss which of these you can guess the meaning of from the context. Cross out these words from your list 8 Now from the words that are left, put them in order of importance under one of the following headings. Need to know ‘Would like to know Don't really need to know 4 Finally, discuss and decide upon just ome word or phrase that you really need to know. 58 From Tope see Per aromas ® Pune or PHOTOCOREARY E4 BENSBATTLE John McRae Ben Battle was a soldier bold, And used to war’s alarms; But a cannon-ball took off his legs, So he laid down his arms. Thomas Hood| 25 WHAT DO YOU DO WITH THIS? ' Terry Moston i Here are some unusual English words. Three possible uses are given for each word, but only ane is cor- rect. Choose one of the three uses and waite it down. When you have finished, compare your answers withthe correct definitions. Did you say anything funny? 11 What do you do with a tureen? 5 What do you do with crockery? 2 Putiton your head, @ Planta cactus ini > Putitin your pocket bPutiton the table at mealtimes. © Put soup init, © Hide it betore anyone sees i, 2 What do you do with varnish? 6 What do you do with gruel? a Feed tothe cat, @ Hang it in your window. b Clean the floor with it b Paint it black. € Paintit on your furniture. © Feed it to someone who isi, 3 What do you do with a ewe? 7 What do you do with a dibble? 2 Cutitinto small pieces. a Use it in the garden. b Putitina field, b Immediately repor it to the police. © Give it to your mother. © Puta stamp on it and post it 4 What do you do with a haggis? 8 What do you do with kedgeree? 2 Cook it for lunch, a Polish it and show it to your friends, b Read it, Eat ithot or col. © Feed it © Make a summer dress out of it. L Follow-up activity ‘Make your own quiz. ‘¢ Find some unusual words in an English-English dictionary. Write out the word correct definitions. (You may want to simplify the dictionary definitions.) ‘© Add two incorrect definitions for each word, Make your definitions believable. © Quiz a partner, a group or your class on your words. How many people can you get to believe your definitions? and their Key Here are the correct definitions. tureen A deep bowl with a lid, from which soup is served varnish Varnish gives a hard, shiny, transparent coat when painted on to wooden furniture, ewe ‘A female sheep haggis A Scottish dish made from the minced heart, lungs, and liver of a sheep or calf, suet and oatmeal, seasoned with salt, pepper, onions, ete., and boiled like a large sausage in ‘the stomach of the animal crockery Plates and cups gruel A light soup (often given to invalids) made by boiling oatmeal in water or mill, sometimes with the addition of other ingredients, such as butter, sugar, spices, onions, ete. dibble A gardening tool for making holes in the ground for seeds, bulb, or young plants. Kedgeree An Indian dish of rice with lentils, onions, eggs, butter and spices,! 96 FUNNY FACE Work with a partnen You are going to draw your partner's face. Your partner is going to draw you. Use the egg shape opposite. ‘Before you start, draw two very thin lines inside ‘the ogg. The first line (Line A) goes down the middle of the egg from top to bottom. The second Tine (Line B) goes from left to right about half ‘way from the top. The two lines make a cross (+) in the centre, 1 Todraw the eyes Line B is where the eyes will go. Draw the eyes 2 To draw the nose “Line A is where the nose will go, Draw on Line A fa short line half-way between the eyes and the Dottom of the egg. The top of the nose starts between the eyes; the bottom of the nose ends at ‘the mark, Draw the nose now. 3 To draw the ears ‘The top of the ears starts where the top of the eyes are, The bottom of the ears ends where the bottom of the nose is. Draw the ears now if you can see them under the hair. 4 To draw the mouth Draw a short line on Lino A half-way between the bottom of the nose and the bottom of the egg. ‘This is where the mouth will go. Draw the mouth Terry Moston 5 Todraw the hair ‘Some of the hair will be inside the egg. Some of the hair will be outside the egg. Lock at your partner carefully. Draw the hair now. Anything else? Glaseos? Earrings? Draw them Now you have fnishea! ‘Show your partner your drawing. Sey nbat you think of your partner's drawing. The is really good. Opposites. are long short big small My ears | sren'tlike that. | ‘Thoy/re too .. wile narrow eyes | aren't... enough. | They should be i ih nose | isn't right. Its too thin fat mouth | isn’t... enough. | It should be curly straight hair a aracnei anes 627 A‘PARALLEL EXERCISE Robert O'Neill Talk about the differences between Constance Sunshine and yoursolt Constance lives in a beautiful and very big house in Southern California. She has three cars, one of which is a Mercedes Benz. She also has a Ferrari as well as a Cadillac Seville, a swimming pool, seven different boyfriends (one for each day of the week) and a smalll poodle called Rambo. Here Is just one possible answer. ‘I don't live in a beautiful and big house. I live in a ... and it's in .. I've got just one car. Its a ... I don't want seven different boy/girlfriends. I ‘haven't got any pets, either.’ Now continue with these. 1 Constance loves all animals, particularly poodles. , 2. Her favourite food is cold salmon and caviar, which she usually drinks down with champagne. 3 Constance’s greatest ambition in life ts to stay young and healthy forever. 4 She has four or five holidays a year, and usually spends them in Hawaii, Now compare yourself with her number one or ‘Sunday’ boyfriend, Harry Chest Harry's favourite form of relaxation is lifting weights and wind-surfing, He loves old Elvis Presley recorde and Country and Western music. ‘He gets up every morning around 6. He usually goes to bed before 10 p.m, (One of the things he is very proud of is his collection of tattoos. He has five on his chest, two on each arm and ten more on other parts of his body.“28 WHAT DO YOU THINK IS THE REST OF THE STORY? Robert O'Neill ‘These short txts are only fragments of a story. Discuss the questions with someone else. Ifyou can't answer a question, ignore it and find another question you can answer. Above all, remember that there is no one ‘correct answer’. There are only many different answers. ‘Tha woman was well-dressed and in her late twenties. She was sitting at one of the comer tables with an older man, He was talking to her intensely, but ina very low voice. 'No,’ she suddenly said She threw a glass of wine in his face. Then she jumped up, and ran out of the restaurant. The older man ran after her. "Jennifer, For God's sake, stop. Try to understand,’ he shouted. It was raining and the street was badly lit. A car had just turned the comer and was ‘coming towards her very fest. The driver probably didn't see her. And she didn’t seem to notice the car as she ran out into the middle of the street 1 What do you think they were talking about? Try to imagine something one or the other actually said What do you think happened after she tran out into the street? 3 Imagine you happened to pass the restaurant only @ few minutes later. Describe what you saw and heard. How do you ‘see’ either the woman or the ‘man? Try to describe what he or she was ‘wearing, the colour of her or his hair, ete. 5 Whet do you think are some other fragments’ of this story ~ either something that had happened before or later? | had just gone into a big department store in London. | saw a young man In a (shit running down the ‘up’ escalator. He had a bag of some Kind in one of his hands. 1 couldn't really see it very well. The other ‘shoppers tried to got out of his way. He ran past me and out of the door into the street, Then | saw another man, He came running down the ‘up’ escalator, too. He was wearing @ kind of suit and was about thirty. | watched him as he ran out of the door into the street, too. He stopped for a moment, looked to his'right and then to his loft, Then he began running again. Why was the young man running? Why was the other ina sunning? 3 Imagine you had gone into the store a few ‘minutes earlier. You saw the young man fon one of the other floors just before he ‘started running, Describe everything you saw or that you think happened. 4. Why did the older man stop when he ran. out of the door? Why did he begin running again? What happened after that? Describe what the younger man did a few hours later. Where was he? Who spoke to him? What did they actually say? das Pnanin vor PHOTOCOPIABLE as29 THEY ALWAYS TALK ABOUT THE WEATHER Gillian Porter Ladousse ‘THE BEAUFORT WIND SCALE 0 Calm; smoke rises vertically. 8 12 Very rarely experienced, accompanied by widespread damage.29 THEY. ALWAYS TALK ABOUT THE WEATHER Gillian Porter Ladousse Student A ‘The Beaufort wind scale is used to describe the wind. It goes trom 0 fo 12, With your partner, put the descriptions on your cards on the grid in the right order. ‘Large branches in motion; telegraph wires whistle, umbrellas used with difficulty. “Leaves and small twigs in constant motion; light flag blows in the wind. Slight structural damage occurs. Calm; smoke rises vertically. 0 Wind felt on face. Breaks twigs off trees; generally makes walking difficult Very rarely experienced; accompanied by widespread damage, 12 29 THEY ALWAYS TALK ABOUT THE WEATHER Gillian Porter Ladousse Student B The Beaufort wind scale is used to describe the wind. It goes from 0 to 12, With your partner, put the descriptions on your cards on the grid in the right order. Whole trees in motion; difficulty walking against the wind. 7 Direction of wind showin by smoke but not by wind vanes. ‘Teese uprosted; considerable structural damage occurs. Whole trees in motion; inconvenience in walking against the wind, Devastation occurs. ‘Small trees in leaf begin to sway; small crested waves on inland waters. Very rarely experienced; accompanied by widespread damage, 12 os PHOTACOPIABLE 66. 30 ROOTS. Student’s sheet Gillian Porter Ladousse "Think about the county or countries where you have roots Listen fo the questions and make brief notes under the following headings. You do not hava to answer all the questions. GEOGRAPRY landseape - people - agriculture + industry - neighbours - - GEOLOGY soil rock - PEOPLE, * size — — other physical * characteristics. ___ HISTORY s events — heroes and + heroines30 ROOTS Student’s sheet (continued) Gillian Porter Ladousse ART AND CULTURE myths and legends oo painters _ writers oe other? socrETY political regime __ families schools _ standard of living work ___ OTHER PLACES OTHER PEOPLE30 ROOTS Teacher's sheet Gillian Porter Ladousse Read the following to the class. ‘You are going to think about the culture of the community or the communities that you belong to, and the wry this or these cultures have developed. Fist, think about the geog:aphy. How big is your country. Is it big or small, or medium sizo? What's the landscape Tike? Are there mountains? Is it flat? Are you by the sea? Are there farms, or is it industrial? What clse is there? Do you live in an environment which is all the same or whieh has varied features. What about neighbouring countries? Now think about the geology. What kind of soil is there? What about the rock underneath it? How has this affected the people of your country? What about the people in your country? How tall are they? Are they dark or fair? Are they the same es the people who live in neighbouring countries? What about your country’s history? \ ‘What are the main historical events? Has your history been peaceful, or have there been lots of wars? Name two or three of your national heroes or heroines. How have they affected the history of your country? What achievements are the people in your country proud of? What about the art and culture in your country? What are the most important myths and legends of your country? Who are the most important painters, musicians, writers, photographers, sculptors, architects, ete, Now think about society ‘What kind of society do you live in? What kind of political rogime? How big are the families in your country? Is there a class system? What kind of education do children have? Are ‘people well-off or is life hard? Do people work long hours, or are they relaxed about their Jobs? Now think about other countries and other people. ‘Think about aspects of culture of other countries which have influenced your country. Which aspects do you like? Think bout peuple from other eountrioo who are living ia your country, What aspects of their culture do you like? ra ca" he nin he agencies Resin or PHOTO COPIA REE31 FIND THE NINE QUESTIONS Jane Revell White down one question fo correspond to each of these answers. (Several questions are possible for aach answer) ‘No, I'm not, [like being on my ovin. No, I dont. Fm too busy to miss you. a — ‘Yes, it strays to that day sometimes. Not often, though. No, the chairs seem quite normal. 6 No, I don't, 'm not a very visual person anyway. No, it isn’, Its filled with relief 8 ___— wouldn't come back again if were you! 9 For the second time No, I'm not. [like being on my own.32 MAKING SIMILES (1) Lower intermediate Jane Revell Kis like Y hecause What excing combinations can you make? x ¥ ababy an aeroplane a good fm a park se brthday_ uturnn ‘flower a photograph boas bank 2 holiday a policeman a brother abele a hospital aradio achild a bicyele a hotel rain 1 dog boat an illness aniver fear a bottle of wine January the sea 2 friend a bus aioe aship 4 good tm a chair a nife shire a grandparent a Chinese restaurant a lake song happiness chocolate learning English a supermarkot ome cinema a market a telephone a husband a clovdy sky ‘2 mountain train love the colour red moustache tree aman a detective museum the weather money an exe anewspaper 1 the weekend a mother an envelope the number thirteen the wind music football a pair of glasses winter a parent a politician ence hoo] sport teacher television svork Example: &x &: Love Bi. is ike Y Br is like a good film, Co because. C: because it's very exciting! 0 Pron tan cen tl Or: because it ean make you ery. Or: because you want it to go on and on Or: because you don't know what will happen next, On: ete,-32 MAKING SIMILES (2) Intermediate Xie like ¥ because What exciting combinations can you make? Jane Revell x anger an army bad advice beer coward death fashion a fool a foreigner freedom a fiend the future God 1 good meal happiness home hope intelligence a kiss life love marriage pain peace sport a teenager work ¥ fan alarm clock fan ambulance abad dream balloon ‘a beautiful sunset blood a blunt razor 1 box of chocolates abridge a bunch of red roses a burglar butcher's shop ‘car park acastle chimney the colour black a computer daylight a dead body a dentist desert a dripping tap ‘8 duck an empty glass ‘an expensive diamond a fridge a game of chess a ghost good wine hair a handbag a headache fan Indian curry a joke 1 long journey a jungle a ladder learning Bnglish alit lightning a locked door London amap medicine a motorway vyesterday's news an old sofa an operation a plastic bag poison a posteard a rotten apple the Russian alphabet asnake a spider a strawberry Sunday a supermarket a Tshirt a teddy-bear stent a theatre athiet a thunderstorm atoilet ‘ toothbrush a traveller’s cheque 1 tworheaded coin an umbrella aan unexploded bomb a dictionary an outof-tune piano a violin a film star apair ofcurtains a window fine weather a passport photograph winter aflame penguin 200 2 football match apillow a forest a piens Example: A: Love B: .. is like learning English C: 1. because it’s fan at first! Ors because you don’t alwaye understand it Or: because it takes a lot of time and effort. Or: because you are always discovering new things. Or: because it can make you very confused. Or: ete im HATA FART ARIE ea32 MAKING SIMILES (3) Advanced Jane Revell Xis like ¥ because .. What exciting combinations can you make? x Y anger an ache an earthquake 18 mosquito an an advertisement the Eiffel Tower a museum bride alcohol an clastic band the number seven democracy en Andrew Lleyd an elephant, su ong depression Webber musical the environment —_—_a packet of cornflakes failure Antarctica an experiment pair of pyjamas fame anartexhibition a fingerprint a paper clip fear abad debt a firework a Picasso freedom bald head a food a pinie a friend a beggar a funeral 2 pillowcase 1 e00d book Sheatty contest fimfuie 2 poor appetite the government boxing a fur coat 2 pompon hat home abra gossip a rainbow hope a broken window-pane ‘The Grand Canyon a recipe jealousy abruise a hedgehog ales joy a lighted candle aheart attack a runny nose knowledge cancer a hangover shampoo life caviar hiccups 4 asneaze love a chameleon 1 hippopotamus sa snowilake | marriage champagne your horoscope a stick-inaect sotherhood cheap perfume hot airhalloon a straitjacket pera a chemistry lesson a huge salary a super model esce chickenpox hunger a Swiss cheese 2 poem constipation an ico-ink a terrorist polities ceton-wact an iceberg a top hat power cough mixture Jace a tunnel a problem a crossword a judge a voleano progress a desert lavghter a whip success a diet learning English willpower truth a disco along queue winter ‘unemployment fa dripping tap a marathon 8 word-processor war a dustbin mathematics woman a duster measles work Example: AX A: Love Be is ike ¥ B: is like the Bilfel Tower C: because ©: because it’s a long way up but its worth it n From To ne tne Or: Or: or: Or. Or: because it makes you gasp! because it's the experience of a lifetime, because it costs a lotto go up! because it took a long time to build. ete.ay 33 SENTENCES FROM TALES Mario Rinvolucri Then I'll huff and I'll putt | smell the blood of an Englishman. So, Chicken Licken were three bears anda little gitl called Goldilocks. Fee-Fie-Fo-Fum ran off to tell the king that the sky was falling in. Run, run, as fast as you can and ['ll blow your house in. Snow White Joe or Joshua or James? Oh, Grandmother, and who's eaten it all up? (Once upon a time there you'll never catch me, I'm the Gingerbread man. Mirror mirror on the wall and the seven dwarfs, Js my name Jonathan or she ran out of the ballroom. On the stroke of midnight 10 what big eyes you've got! Who's been eating my porridge 1 who's the fairest one of all? cus Wnsmsones © Fein tot PHOTOCOPIABLE. 334 REMEMBERING Mario Rinvolucri Memory Questions 1 Do I have a good memory, compared to other people in my family? 2 In general do I tend to remember in pictures, or are sounds, words and feelings more important to me? 3 If] think back to my last holiday, do I feel I am in the place, do I hear sounds and voices vividly, do I have strong, focused colour pictures? Do I have all of these equally strongly? 4 How exactly do I remember phone numbers? Some people know a tapping sequence in their fingers, some people say the number to themselves and some people see the number or the person they are phoning. ) 5 Can I right now, say my own phone number to myself in ENGLISH? How did I do this? 6 When I meet a person I haven't been with for a long time, do I first recognise them by their voice, by their face or by the way feel their presence? 7 How, precisely, do I remember the way from one place to another? How do I bring to mind a tube or bus journey I have done only once before? 8 How do I bring back information from the past? Do I see it on the page? Do I hear it? Do I know it some other way? u Po Tp Cho ein oy ee Warne Panga 87 PHOTOCOPIARLE35 THE WONDERFUL WORLDWIDE NAMES QUIZ Derek Strange Can you ‘¢ name an ocean beginning with A? = ‘¢ name a sort of food beginning with B? ee name a country beginning with C? eS ‘© name a part of a house beginning with D? ee ‘+ name a high mountain beginning with E? + name a day of the week beginning with F? — ‘+ name a European language beginning with G? a name a type of Japanese car beginning with H? name an American state beginning with I? _ ‘+ name a month of the year beginning with J? ‘© name a part of the body beginning with K? —— ‘+ name a job beginning with L? - name a large sea beginning with M? — name a planet beginning with NY a «name a frit beginning with 0? name a farm animal beginning with P? ee «name an Australian state beginning with Q? oo name a flower beginning with R? oe name a piece of clothing beginning with S? a name a large bird beginning with T? oo 4 name an international organization beginning with U2 ‘+ name a Canadian city beginning with V? ‘© name an aleoholic drink beginning with W? ee «© name a musical instrament beginning with X? oe name a colour beginning with ¥? — _— ‘¢ name a country in Africe beginning with 2? ee sete ees dnns stp oft PHOTOCOPIABLE 1%36 SOLVE A PROBLEM Derek Strange ‘Read the folowing information and clues to solve the problem. Use the grid below. Put ticks (7) in the corect boxes to show the names and heights of the gis. Then complete the sentences. ‘The information and the probiem ‘Alison, Anne, Angela and Abbie all have different surnames. One of them has the surname Bell, one has the surname Carter, one has the surname Davis and one has the surname Edwards. One of them is 160 centimetres tall, one is 170 centimetres tall, one {s 175 centimetres tall and the other is 180 centimetres tall, ‘The problem: which girl has which surname and how tall is each of the four girts? ‘The clues [Alison is the shortest person. ‘None of the other girls is taller than Anne. [Abbie is not as tall as Angela, The tallest girl is called Edwards. 1 2 a 4. Abbie's surname is Davis. 5 6. Ms Bell is not 175 centimetres tall. Bell Carter.‘ Davis_ Edwards 160cms 170cms 175cms 180cms 1 T ‘Alison Anne Angela Abbie Complete these sentences. 1 Ms Alison is _ centimetres al centimetres tal 2 Ms Anne is 3. Ms Angela centimetres tall 4 Ms Abbie is centimetres tall, shade Peae en nent Ponnin ist PHOTOCOPIABLE37 CONVERSATION ON A TRAIN Michael Swan and Catherine Walter Before you star, read through the following notes. ‘The situation You are with several other people in a compartment on an old-fashioned railway train, The train is {going across Burope and Asia, from Paris to Vladivostok, You have already been travelling for several Sours and nobody has spoken. You are bored. Start up a conversation with the others “L To think about 1 Before starting, think about: who you are a woman with a child a travelling student ‘a plumber, electrician, English teacher, ete film director aspy ‘a Chinese, Russian, French, ete. person ‘a soldier going home 1 prisoner on the run from the police a travelling folk singer someone who is slightly deat 1 photographer ote a retired schoolteacher | why you are travelling for a holiday fon business , for a job to learn Tai-Chi to get away from someone (boyfriend, girlfriend, family, ete.) ‘you won a prize in a competition to write a travel book who you are going to see a penfriend ‘family member (brother, sister, uncle, ete.) ‘your boyfriend, girlfriend, husband, wife, ete. ‘a famous person (politician, writer, artist, healer) as many new people as possible ‘your long lost father, brother, mother, sister, ete 2 From time to time the train stops at a station. Some people can leave the train; others ean get on. Other people may also come into your compartment: ticket-collectors, passport control officers, people selling drinks and sandwiches, etc 9 Further along the train there is a restaurant car and a bar, sin 0th PHOTOCOPIABLE n388 STRANGE PRESENTS Michael Swann and Catherine Walter a baby tiger a rubber clock a dead parrot a broken vase an igloo a stuffed bear aplastic dog a bunch of weeds a Chinese-Swahili dictionary a bucket with a hole in it a wooden leg a packet of used teabags a bottle of melted snow a parachute a bottle of invisible ink a two-headed coin . | Sack of quick-drying cement a pair of odd socks a fully-grown ostrich a bald wig leather sheets the back end of a stage horse 78 ‘Pr Tp Cha Avi ied by Per Won dna Pega st PHOTOCOPIABLE.39 ONE WORD POEMS Brian Tomlinson +1 Yeu ae gong to read some one word poems. Yes, each poem consis of word only. AS yer ais eaun poom ow ty o make a pice in your mind of what he Foor to you. you read 220? plow each word ether caw your picture ofthe poem or we a cesciive of what you sav. 1 Eggblack 2 Bookfall 3crydumb ‘4 Tickchime 5 Buschain 6 Drumstill | {| TOnewore ‘8 Sunwent 9 Seagrass * yo Lightblue ‘ iv and discuss your experience of each poem withthe group, poems and combine them to form a new fve line poem. yoo want fo, Write your group poem in the space below: 2. Form 2 group of fou 3 Now in your group select five of th You can use your own words too i ane 1) a (Line 2) ine 8) (Line 4) Line 5) sy Par Yau ne # Pepin tet PHOTO COPIABLE 9 ot ee ee40 ASSOCIATIONS 1A (Elementary) blue cow Singapore understand bad brown bus sit telephone happily Penny Ur die nose shop tomorrow elephant money bread book angry tea monkey policeman teacher 40 ASSOCIATIONS 1B (Elementary) Penny Ur exercise computer tree green cat quickly car mountain fall mun cold Paper hat sheep stand dollar head America Si long museum fat stupid sun umbrella em i Cit Acted by Pater Wit Jones Fegsin 8? PHOTOCOPIABLE140 ASSOCIATIONS 2A (Intermediate) Penny Ur interview . politician : Practise politely _ instructions _ Programme succeed fi ! : introduction — Stugste punish country helmet travel + lifeguard = weight dangerous ' eyebrows legend twins jewelle! . ‘ } y realistic pollution planet comfortably '40 ASSOCIATIONS , 2B (Intermediate) Penny Ur r old-fashioned gravity disease sweetly | official truth estoy melt decide powerful experience | . refuse ' sunbathing humour | ft mild jovernmen' 9 disappointed wl . valley "sponsible competition bored warn diary iceberg on ip Chi Acie ite by te Waxy omer @ Png oT PHOTOCOPIABLE, at440 ASSOCIATIONS 3A (Advanced) Penny Ur 1 . customer {wink legal compulsory 1 ; monument * reservation contrast metaphorically - progress rocket branch : smash = concur wholesale bisect - jubilee protective : hierarchy = stifle disgraceful cattle embrace _40 ASSOCIATIONS ~ 3B (Advanced) Penny Ur * correspondence spiral fugitive tentacle frost fictional 5 ros smouldering 7 punctuation footprint anttictal . message creative > platoon f : i forgery - Freight collectively compass : cathedral OO" tayer ethnic group - ical mutual * continental symmetrical flutter 2 From Ti ha tite indy Pts Wheres © Fannin 6h? PHOTOCOPIARL Eat | SYMPATHIZE Penny Ur Questions Sympathizers What is your favourite colour? Choose one of the following: red, yellow, blue, green, orange, purple Which animal do you like best? Chioose one of the following: dog, cat, monkey, horse, sheep, elephant, mouse Which household job do you hrate most? Choose from the following: washing dishes, cleaning floors, cleaning windows, washing clothes, tidying up, dusting What kind of people do you envy most? Choose from the following: rich people, good-looking people, professionally successful people, popular people, famous people What hind of films do you like best? Choose from the following: thrillers, romantic flms, comedies, dramas, horror films, documentaries, action fims, musicals vino Por Sahn Pong 1987 PHOTO CO PIABLE 8342 LOST PROPERTY Peter Viney Student A You are going to role play a convarsation with Student D. You're at the Lost Property Office of the Sandbourne Bus Company. (Student B is a clerk there.) You were on a number 38 bus Ieleft the town contre at 3.15 Itarrved atthe sports stadium at 8.4. You left a green bag on the seat ‘There was a kilo of Camembert cheese inthe bag When you got on the bus, the driver complained about the strong smell of the cheese. ‘You don't live in Sandhourne. You're only here for the day. itudent B >uare going to role-play a conversation with Student A. ‘You work atthe Lost Property Office of the Sandhourne Bus Company. We 5.25. You finish work at 5.30, ‘The olfice closes at 5.80. Youre mesting someone at 5.35 You have a headache. You haven't got the lost property Stadent A asks for Ask for information about the lost property ‘The bus driver of the number 20 bus finishes work at pam Suggest that the passenger returns tomorrow. rom Tip Ci Astin ody Pt nson ines @ Pron 38? PHOTOCOPIABLE4y2 LOST PROPERTY (continued) t Peter Viney Iclass activity 1) watch two students (A and 8) doing a role-play, and complete this form while you're watching. You can 2 heck more than ane box or each ne, Read it caretly Before you begin! 1 thought Student A was ( [aggressive Clannoyed (polite (! pleasant.) {thought Student B was ( Clunhelpful helpful C)riendly C) rude.) Student A( Camiled a lot 0 didn’t smile C looked angry) Student B ( Camiled a lot (didn't smile CiTooked angry) Student A ( Cstood still Ch moved around Cl waved his/her arms.) ‘Student B ( (stood still Clmoved around Cl waved his/her arms) ‘Student A fole( Corse Cibetter (ithe same) at the end of the conversation. Student B felt ( Ol worse D better Ci the same) at the end of the conversation Thought Student A was ( [right (wrong) to behave as (she di. 10. thought Student B was ( [light Cl wrong) to behave as (s)he did Class activity Watch two students (A and 8) doing a role-play, and complete this form while you're watching. You can chook more than one box for each line. Read it carefully before you begin! 1 Tthought Student A was ( Claggressive Ci annoyed (1 polite pleasant.) T thought Student B was ( Clunhelpful (helpful (friendly Crude.) Vt mile Qlooked angry) Student A ( CJsmiled a lot Odi Student B smiled a lot (i didn't smile Cl looked angry’) ‘Student A ( [stood still C1 moved around C] waved hishher arms.) ‘Student B( stood still Cl moved around C] waved his/her arms.) ‘Student A felt ( Cworse (better the same) at the end of the conversation. Student B falt ( CO worse C better [the same) at the end of the conversation. 1 éhought Student A was ( CG xight Chron) to behave as (she did. 10 I thought Student B was ( Clright Cl wrong) to behave as (s)he did. en Tis Cs Act id by Pater atm Sone Hegsn 87 PHOTO COPIABLE 85| 43 FIND THE HIDDEN SENTENCES Peter Watcyn-Jones There are eight sentences hidden in the following grid. See if you can find them. Write your answers at the bot of the page. You can only move one square at a tine. T 3] 7] T 3 Ane | We | The | play | tennis | up He | love and | capital | usually | on gave | smoking | met | three ot | her | Friday. | wine. he | two | his Indonesia] is | sister | of Do | you | years | wite 5 | French | are | Jakarta. | to ot | want | at ago. dogs | people | twins. | a | animals,| a |, to | know is | tikes | drink Jove | party. especially! for a z 1 to | saw 1 go for | dogs. | secret? | train 1 anne sister 6 Pr Tip Cla Avi ately Ptr Watsons Fen itt PHOTOCOPIABLEls DO YOU GET EASILY CONFUSED? Peter Watcyn-Jones Tork in pairs or groups of three. You have a time-imit of 10 minutes to ‘mpete the folowing. —_— 1. ithe letter Z appears anywhere before this comma, cross it out. If not, cross it out in this word: ZEBRA. 2 Now if the word ‘car’ appears in scared, draw a cross here Otherwise draw a triangle. 8 And by the way, ifthe letter Z is number 26 in the alphabet, what does F + add up to? Write your answer here: 4 Write OCEAN here if the word starts with a vowel. Ifnot, awrite the last four letters of the alphabet. 5. Underline the second word after ‘the’ in this sentence. 6 16C is the seventh letter of the alphabet, then don't write the number 22 in this gap Dut write the number 65 instead. 7 Look at instructions 1-3 above, Write down here how many times the word ‘the’ is used. 8 Ifthe answer to the question What is the capital of Wales” is Belfast, write ROME in this gap Otherwise, write BANANA. 9. Draw a circle around the third word in this sentence and a line under the last word in the next sentence. 10 Write HELP in this gap ___ if. woman is sometimes taller than a man. IL Next, write the answer to the question ‘What day is it today?" in this ‘gap if there are more than 23 words in this sentence, 42. Now, if you've had enough, write NO MORE in the gap at the end of this sentence. Otherwise, write NO MORE. ‘Total Points | [| Ul | ce yn PHOTOCOPIABLE 87} SAME WORD - DIFFERENT MEANING (1) Intermediate Peter Watcyn-Jones ash ball bark | bill blind boil book bow bridge change chest coach date fair lean light match palm sole spring stamp train watch wave em ip Cats sn oot PHOTOCOPIABLE$AME WORD — DIFFERENT MEANING (2) Upper Intermediate/Advanced Peter Watcyn-Jones 1 admit bear bolt charge | conduct court desert draught faint | fan | fence grave hide leave litter note private | rear refuse | row sentence sound temple well oy PHOTOCOPIABLE6 EXPLAIN THE WORDS (1) Intermediate Peter Watcyn-Jones an anonymous a corrupt police to abolish nuclear letter officer weapons a damp cellar a huge garden to applaud loudly a dusty attic an invisible line to hum a song a clever barrister a lame horse to hijack a plane 1 a frightening earthquake a remote village to inherit £25,000 a second-hand a favourite car nephew a shabby coat to tan easily acold draught a waterproof jacket 1£10,000 ransom an urgent message to demolish a cinema hv ip Cha Atte ely Pats Bsn ne @Fegin tb? PHOTOCOPIABLEEXPLAIN THE WORDS (2) Upper intermediate/Advanced Peter Watcyn-Jones skinny secretary a former president to look around furtively an uninhabited island a black trilby a hostile reception an inarticulate an ingenious idea a long-winded lecturer speech a terrible to loathe pop an annoying nosy hangover music. parker a pushy person a monotonous job | a bilingual teacher a fragrant 7 perfume a dog-eared book an irate parent a discourteous teenager an illicit love affair to work diligently a weird experience a husky voice a boisterous game say Powe anne 9 Pople 7 PHOTOCOPIABLE on47 THE DEFINITION GAME Student A Tyyto find what these words are. Ask: What's number (1)? Peter Watcyn-Jones af fo v [|r] | T| 2 WN ¥ 7 FLLLE 3 TT Hy] ° fT [| ny] + JR] al [t ° [Fl | = [§] P | 10 e] [it Now try to explain: : 1 divorce (n) 6 choir (n) 2 emigrate (vb) 3 biography (n) 4 cheerful (adj) 5 brochure (n) 26. (No) 7 exaggerate (vb) 8 boring (adj) 9 crawl (vb) 10 voluntary (adj) Isa (noun). It’s a person's life story, but written by someone else, etc. on PHOTOCOPIABLE7 THE DEFINITION GAME Student B Peter Watcyn-Jones toexplain: complain (vb) 6 arrest (vb) lonely (adj) 7 witness (n) hitch-hike (vb) 8 disobedient (adj) pregnant (adj) 9 profit (n) slippery (adj) 10 dictator (n) 3) f(verd) and it’s what you might do when you can't afford the bus fare or the train fare, ete a \,tto find what these words are. What's number (1)? 1 Ir R «|x Te] E [t 7 EE 6] IE] 0] [Rl] Y s[ [fal | [es E F o [e L a «I wf N Y hom ip Ch Ate ee y ae tare ©Prgin 887 PHOTOCOPIABLE 9348 DRAWING A SNIPPET Student A ‘Tessa Woodward Read the following text. Its a true story from a newspaper. Don Raddeli, 57, an electrician, was fined £75 at Canterbury, Kent yesterday for wiring up his tumble drier to a streetlamp outside his house. 1 Check any words you need in a dictionary or ask your teacher. On a separate pioco of paper make a drawing of what happened. Give your drawing to your partner. ((S)he will try to guess the story from your drawing.) --- wonenqee--e-- 48 DRAWING A SNIPPET Student B Tessa Woodward Read the following text, Ifs a true story from a newspaper. ‘A father in Pennsylvania, USA, left his 3-month-old son in a portable car seat on the roof of his car while he strapped his older sister inside and drove off. ‘When he reached 50 m.p.h., he heard a sliding noise and, looking in his mirror, saw the baby falling into the road. The boy was crying a little but was unhurt. 1 Check any words you need in a dictionary or ask your teacher. On a separate piece of papor make a drawing of what happened. Give your drawing to your partner. ((S)he will try to guess the story from your drawing.) 9 pron ip Cs Ansar ota by Po Wg Soon 8 aan 87 PHOTOCOPIABLE,9 MODERN MYTHS Andrew Wright and Julia Dudas THE ANGORA RABBIT Did I tell you about the angora rabbit in Manchester? No?! ‘Well, it’s an amazing story! A friend ofa friend of mine told it to me. He said it was true! Anyway, this couple in Manchester didn’t have any children so they bought a rabbit, an angora rabbit, you know, the one with long white hair and little red eyes like panasonic power lights. They loved this rabbit, They kissed it and cuddled it and called it sweetheart and all that sort of thing. ‘Anyway, the couple next door had a small dog, you know, the sort that bites postmen in the ankle, And they said, If our dog ever gets that rabbit it’s going to be a very dead nbbit. ‘Anyway, one day they came downstairs and saw their dog. in the garden going, Grrre! Grrrr! So they went into the garden and found it had got a very dead rabbit. The Reighbours weren't in; the car wasn't in the drive so the people with the dog took the rabbit inside the house nd put it on the kitchen table. | “Thy ate going to be so upset ifthey know our dog killed their rabbit! “Why don’t we get another one? They might not notice the difference!” So they raced off to the local pet shop and bought one. It looked jst the same t0 them, They raced back and put it into its hutch and then went back home. ‘A little while later the couple came home, drove their car up the drive, stopped, got out and went across the garden. coying. The couple with the dog saw them. Suddenly they Stopped and began t0 scream and hold each other! The couple with the dog ran out and said over the garden fence, ‘Is everything all right?” ‘No! It’s the rabbit!’ “What's wrong with it?” ‘Te's alive!” “What's wrung with chat?” “Well, it died yesterday and we buried it!” fo ro Tp lv Atte bty PeerWae Snae Fees st PHOTOCOPIABLE. 9550 SOAP FACES Andrew Wright and Julia Dudas a < 8 £ 8 ¢