НеrЬеЁ Puchta.

Маriоп Williams

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 lntrod uction

-l9
coN/ PARlSoNS lntrod u ction
1 Odd опе out 20
2 Same or different? 22
3 N4e and mу friend 24
4 Cars and bicycles 26
5 What they've got iп соmmоп Lo
6 Apples and oranges 29

CATEGoRlSlNG lntroduction )1
_J)

1 Find the home for the word з4

2 N,4a rket day зб
3 Wоrd trees fo
JO
4 Тrа nspo rt 40
5 The zoo 4з
6 Words, words, words 46
7 Sorting animals 4в

SEQU ENCl NG lntrod uctio п 51

1 What's missing? 52
2 put iп оrdеr 55
З Language friends 57
4 А fruit smoothie 60
5 Story time бз
6 Dеsсrilэе and draw 66
7 А magic spell 69
В What's the right оrdеr? 72

FOCUSlNG ATTENTloN lntrod uсtiоп 75

1 How mапу аrе there? 76
2 Sq uа res, circles а nd tria ngles в0
з Action stories o.Z-

4 Overlapping songs вб

м EMoRlSlNG l ntrod ucti о п

а-7
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1 Kim's game оо
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2 Ра irs 90
3 Sing а song 9з
4 Test уоur mеmоrу 94
5 RеmеmЬеr the picture? 96
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EXPLORlNG SPACE lntrod u ction 99

1 The сiпеmа 100
2 Where's Tom? 102
з The classroom 106
4 Little l\4arton 10в
5 Find the treasure 111

EXPLORlNG TlME lntroduction 1

,1з

1 Exploring time 114

2 How long is а minute? 117
З N4оrе than or less than? -l,]9

4 Time words 121

EXPLOR|NG NUMBERS lntrod uction 12з

'l Height апd weight 124
2 How mапу pebbles? 127
З Fizzbuzz 129
4 Puzzles 1з0
5 Maths maze 1з2
6 How old are they? 1зб

cREATlNG ASSOCIATloNS lntroduction 1з9

1 Hot and cold 140
2 chair in the middle 142
З Frоm handclaps to words 14з
4 Frоm words to story 144

CAUSE AND ЕFFЕСТ lntrod uction 147

1 Birthdays 14в
2 The weather 150
3 What happened next? 15з
4 What will happen if you ... ? 155
5 Might апd will 157

MAK|NG DEclSloNS lntrod uction 161

] Cars, carS, cars 162
2 Which animal? 166
3 What а pity! 16в
4 Who's got an idea? 169
5 Se|ecting presents 172
6 plus and miпus 175
7 What should we do? 17в
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SOLVlNG PROBLEMS lntroduction
1 Danny's family
1в2
2 Who аrе they?
1в4
Е з will it sink or float? 1вб

4 Some puzzles
1в9

5 What do they like?

191

6 How mапу words?

194

7 lnvitation letters
195

8 Spot the differences

197

9 The secret code

199
'l0 202
The ice сrеаm machine
205
11 The spy

207
CREATIVE THlNKlNG lntroduction
1 Make а monster
20в

2 l'm а riчеr
210

3 Fuп with poems

211

4 20 ways to use а рареrсliр

2lз
5 А miming gаmе
214

6 What аrе they like?

216

7 That's а good idea because,..

21в

8 What would happen if ... ?

220

22з-224
APPENDlX References and further reading
225-2з1
Teacher's qu ick-reference guide
As they progress through their years of formal education, children need to acquire far
more than the factual knowledge prescribed Ьу curricula. They need to |eave school
equipped to face the challenges of а changing and unpredictable world. То do this
they will need to develop а rапgе of problem-solving and decision-making skills that
епаЬlе them to assess пеw information, understand unexpected problems, and find
appropriate ways of tackling such situations and of evaluating their success.

Мапу school curricula, however, are built upon systematic, error-free learning involving
correct answers, the assimilation of facts, and reliance оп the teacher for assessments
of success. Yet life is not neatly packaged; it requires logical and creative thinkers who
are able to ассе55, interpret and question evidence, and to use information strategically
in order to make wise decisions and solve unpredictable problems, both at work and in
society generally.

An article in the newspaper'The Times' in 2011 describes the interview process for entry
to Oxford University in the UK. Examples of the questions asked of candidates included
'Why do lions have mапеs?'апd 'What heat does а hot air balloon need to lift an
elephant?'These questions do not have correct answers as such, but rather'are designed
to help would,be students to show their potential Ьу thinking оп their feet'. Fаr from
anticipating'correctness', the tutors аrе interested in how logically апd imaginatively
ап interviewee approaches а пеw idea or problem; this is the type of thinker sought Ьу
leading universities.

This book is designed to develop both language and the ability to think. lt provides а
selection of activities to engage уоuпg learners in purposeful use of language while at
the same time using different thinking skills in order to complete the tasks.

who this book is for

lf you аrе а teacher of English as а foreign language to уоuпg learners in а primary оr
а lower secondary school and you would like your students to develop their thinking
skills while having some meaningful language practice, you will find the activities in this
book fit the bill. They сап Ье used alongside any course book or teaching рrоgrаmmе.
You will find it easy to choose activities that are appropriate for your students, either
Ьу se|ecting а specific thinking skill that you want to develop, or Ьу using ап activity in
order to revise or practise а particular language area in а way that is more cognitively
chal|enging than the kind of revision or practice activities that you are using otherwise
- or you may just want to break from your usual classroom routine and surprise уоur
students with ап activity that develops their thinking skills.
If you are а teacher working at а school with an intensive bilingual (as it might Ье called
in some countries) or EsL programme, then you too will find а range of activities in this
book that аrе especially suitable for your teaching context. Teachers working within
such programmes often look for activities that аrе cognitively challenging while at the
same time offering а 'real'content focus (as in CLIL - сопtепt апd language integrated
learning-where the focus is оп the simultaneous teaching of language and the'real'
content опе would поrmаIlу find in а primary or secondary curriculum for subjects
other than EFL). The activities in this book offer students real-Iife thinking tasks, and
involve them in dealing with information in such а way that it enriches their own
thinking. They also help the students to organise information, and to develop, structure
and evaluate their оwп thinking process; it therefore equips them with tools for lifelong
learning.

lf you are а teacher trainer working in рrе- or in-service courses and believe that
language teaching is а'total human experience'(to quote а well-known dictum Ьу Earl
Stevick), then you mау want to demonstrate to your trainees that teaching English as а
foreign language сап 8о beyond the teaching of the language and offer them excellent
opportunities to help their students become better learners and thinkers through,
and while, lеаrпiпg. lt would Ье advisable to get your trainees to explore some of the
thinking tasks in this book themselves so theY get а taste of the approach before trying
the activities with their own students. you may also wапt to recommend to уоur trainees
some of the books we have listed in the bibliography оп рр.22З-224.

Why this approach?

The rationale for combining the teaching of thinking skills with the teaching of а
language is twofold. The first reason is сопсеrпеd with the cognitive engagement of the
lеаrпеr in the task. There is а danger when activities are designed for second language
learners of removing апу intellectual challenge in the attempt to make the activity
linguistically comprehensible. Children are frequently disenchanted Ьу over-simple
activities which are designed to suit their language level but are often way below their
cognitive potential and therefore fail to provide а challenge. lп presenting а cognitive
challenge, we aim to keep the learners engaged in the activity. children пееd to Ье
challenged; they аrе capable of а high level of thinking if encouraged to do so.

The second argument is а |inguistic опе. Materials designed to teach а foreign language
gener,ally involve learners using the target language in order to communicate а piece of
information to another person. Thus the language is meaningful. This is the basis of the
communicative approach. The activities in this book require the learners to complete а
task with а reat purpose which is non-linguistic; to invent something, to solve а рrоЬlеm,
to conduct ап experiment. Language is the means of carrying out the task; the teacher
therefore needs to help learners with the appropriate language for completing the task.
 )||,:.:'!:-l:. t];
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ln this bpok the children are using the language

for а rеаl purpose, that is, to solve
problems and to think together. They
аrе therefore engaged in meaningful language
use
which develops their language ability, while
at the same time learning to think.

Сап thinking Ье taught?

This is, of course, the keY question and research
gives mixed results. lt is certainly
true
that thinking abilitY СаП Ье learnt; it сап
develop and improve; and that the teacher
сап playan important role in this. ln 1999,
Саrоl McGuinness reviewed the research into
thinking skills on behalf of the Department
for Education in England, and concluded
that pupils benefit from being coached in thinking,
and that Success was due to good
teaching methods, iп other words, learning Е
thinking works well when supported Ьу the
teacher (McGuinness, 1999). There are а пumЬеr
of research articles that document the
success of different programmes of teaching
thinking. д list of these сап Ье found оп Е
the website for Kestrel Education under
research articles (www.thinkingschool.co.uk).
ln the uk, kestrel Education, in conjunction
University of Ехеtец is поw engaged iп а national
with the cognitive Education centre at the t
mочейепt promoting the teaching of
thinking in schools, running seminars and workshops
on the iubject and giving schools
'accreditation' as so called'thinking
schools'. Ё
The manifestation of the growth of the
_
thinking skills movement is evident in the Е
growing Пumьеr of courses оп teaching
thinking. А look at the list of books provided
оп
the kestrel website gives some indication
of what is available. tn this introduction we
сап only review а few key courses. Опе
well-known рrоgrаmmе for teaching thinking
is Feuerstein et al.'s lпstrumепtаl Епriсhmепf
(19в0), which was developed iп
lsrael
(see Sharron & СОultеЦ 1996,
and Williams & Burden, 1997, tordescriptions
of this
programme). This is а highly structured
at developing the skills of careful analysis,
рrоgrаmmе of 14 groups
"r
.*.r.ir., ,й.о
systematic planning and organisation, and
problem-solving strategies. There is
also ап emphasis оп applying the strategies
learnt
in new and unfamiliar situations; this is
ca|led 'bridging'. ih.'progrurme has been
used around the world with а range of
аgе groups and abilities. Evaluations show
positive improvement iп thinking
abilities, and point in particular to the importance
of the teacher's rоlе iп coaching or mediating
the thinking proces' (see
р. 15 for an
explanation of mediation.) Ihе Sornerset Thiпking
Skiils йursе(Вlаgg et al., 200З)
was developed in England based оп lпstrumепtаt
rпriсhm"пr, unO also shows positive
effects оп thinking skilIs.

А somewhat different approach is taken

in Matthew Lipman's phitosophy iп the
Classroom (Lipman et al. 19В0). His Phitosophy
for Childrenprogramme has Ьееп
widelY used in РrimаrУ classrooms in around
З0 countries. The'programme is based оп
children engaging iп philosophical discussions
and working as а'community of enquiry'
where they generate and answer questions
about рhilоsорйiсаl issues.
Thus it taps into children's natural curiosity, engages them in а search for meaning,
strengthens reasoning and argumentative skills, and enhances their self-esteem as well
as their ability to work as part of а community.

There are also а пumЬеr of different'thinking tools'available. These include Habits

of Мiпd, Тhiпkiпg Hats апd Тhiпkiпg Maps. Habits of Mind is concerned with having
а disposition towards behaving intelligently when faced with а problem; it includes
such things as gathering data through all the senses, Iistening, persisting and thinking
flexibly, and applying past knowledge to new situations (see Costa and Kallick,
2009). The six Thinking Hats provide а method of thinking constructively. Each of
the six coloured hats represents а different mode of thinking: the white hat calls for
information known, the red hat is about feelings and intuition, and the black hat is
about judgement of what won't work. Then the yellow hat is about positive feelings,
the green hat about creativity and new ideas, and finally the blue hat is concerned with
managing the thinking рrосеss (see de Вопо, 'l999).

Visual tools, as they are called, are frequently used to help us to organise оur thinking;
people often draw а diagram intuitively when they are thinking. We have included
David Hyerle'sThinking Maps here, as we have drawn оп them in developing оur
activities in this book. Ihiпkiпg Maps are visual organisers that help us to represent
the cognitive processes that we use to make sense of our world, such as comparing and
contrasting, understanding cause and effect, and classifying things (see Нуеrlе, 200S).

Through his research into human intelligence, Howard Gardner (1993) has clearly
shown that there is по such thing as а single unitary mental capability that сап Ье
called intelligence, but that there аrе instead multiple intelligences. Gardner argues
very convincingly that lQ tests and schooling in general usually опlу draw on two of the
humап intelligences: the linguistic and the logical-mathematical. Gаrdпец however,
proposes eight different inte|ligences to account for а much broader spectrum of humап
capabilities that our thinking skills draw оп. Ап application of the Multiple lntelligences
theory to the teaching of teenagers and adults сап Ье found in Puchta and Rinvolucri
2005.

Опе other issue that is frequently debated is whether thinking should Ье taught as
additional to the curriculum - sometimes called а 'bolt оп' approach - or whether it
should infuse the curriculum, becoming part of each child's life through every subject
they are taught; for а fulI discussion of this issue see Burden and Williams, 199В.
Meanwhile, we subscribe to the infusion аррrоасh, which provides part of оur rationale
for teaching thinking through а foreign language,
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What is involved in the thinking process?

Each of the Thinking programmesoutlined
is based оп а theoretical model
is involved in thinking, Different people of what
have Ьrоkеп down the thinking process
different ways; а Summаrу of some in
of these сап Ье found in Burden
199В, As We are unable to outline
and williams
them all hеrе, we wiIl focus оп the
The Somerset Тhiпkiпg Skills
model from
Coursedeveloped Ьу Blagg et al. (200З).
It is based оп
Feuerstein's lпstrumепtаl Епriсhmепf,
and has guided the approach used
in this book.
Blagg and his co-authors differentiate
between what they call ,cognitive
'cognitive strategies', cognitive resources,and
resources are the basic tool kit
that we use in order to
think and to solve problems, There
are four kinds of cognitive resources.
СОПСеРtuаl uПdеrstаПdiЛg; this The first is оur
is our understanding of concepts
such as number, size,
shape, position, time, space and
hierarchy. These concepts allow
us to build а coherent
model of the world, Therefore we
have grouped а пumьеr of our
Е
categories in this book
around these concepts.
Е
Е
The second type of resource we
have is the skl/s апd procedures
These include such skiIls as focusing
We use to solve а problem.
and scanning, analysing the stages ч
comparing, classifying, visualising
in а task, describing, Е
and brainstorming. These*skills
enable US to process
information, to distinguish relevant
from irrelevant information, and
to organise, memorise Е
and retrieve information, All of these
skills аrе addressed in the activities Е
in this book.

The third resource we have is our Е

knowledge апd experience.we have
knowledge of the Е
world and of the symbols, conventions
and rules we use, as well as knowledge
of how to
work with others, This knowledge
enables us to interpret and represent Е
different ways, to appreciate different
viewpoints, and to work effectively
information in Е
FinallY, the Somerset model stresses with others.
the importance of developing verbalfools,
include the |anguage, vocabulary, which
language register and language
forms that we neecl Е.
to communicate Succe'sfully and
e*press our meanings accurately.
approach to teaching thinking and Naturally our
language draws strongly оп the
that are connected with verbal tools.
cognitive resource' Е
-
consequently оur approach does
the development of cognitive strategies поt include
that focus оп, for example, understanding
geometric patterns or certain
numerical tasks that do not involve
language.
Е
-
Nisbet and shucksmith (19s6) provide Е
cognitive resources and cognitive
а helpful analogy to distinguish
between Е
strategies. They refer to а soccer
team consisting of
eleven players, each with different.rp.ri.n..
and skill; these are the resources
сап Ье used tactically Ьу the team.
The strategies, hоwечец might
that Е
-
game to gаmе. Thus cognitive need to change frоm
strategies сап Ье seen a5'higher
level general control Ё
Processes СОПСеrПеd with the selection апd
coordination of specific cognitive proce'ses Е
for particular purposes'. |п their
handbook, Blagg et al. (200З) explain
strategies сап Ье seen as'higher
level general control processes
that cognitive €
selection and coordination of specific
сопсеrпесl ц,ith the Е.
cognitlie proce'ses for а parttcLllar purpose.
10 р10 ]

f----l
Blagg et al.'s sequence of cognitive strategies forms the basis of рrоЬlеm solving
and strategic thinking. This sequence consists of а cycle of gathering апd organising
information, using all our SenSeS to explore and clarifY information, and then dеfiпiпg
the problem, which invo|ves analysing the problem into parts and translating
it into

а task with clear goats. The next stage is generating alternative approaches,
which
entails considering possible procedures used in previous problems, and anticipating
difficulties. This is fotlowed Ьу а рlаппiПgStаgе, involving selecting а course of action,
planning ways of recording, checking and evaluating work, and preparing to implement
alternative strategies if necessary. Monitoring апd checkingcomes next. This involves
assessing efficiency and revising procedures where necessary,

But it is not enough just to solve а problem. The next stage is сопсеrпеd with
communicatingsolutions clearly, using precise and appropriate language and logical
evidence to justify points of view. Also necessa ry is transferring апd generalising
this
involves considering how the problem-solving techniques used can Ье transferred
to other contexts, and extracting principles that will apply to other tasks. This is ап
important skill for children to acquire. Blagg et al.'s final step is evaluatingthe strategies
used and the solutions found. Throughout this book we have incorporated such а
problem-solving cycle when compiling the notes for teachers,

дпоthеr aspect that must not Ье forgotten is the dispositional and attitudinal side.
students need to develop а disposition towards thinking where they аrе positive about
approaching пеw challenges and problems, and are inquisitive, open-minded, and
reflective rather than impulsive. Thus positive attitudes and self-esteem are important.
0ur be|iefs wilI affect our actions, iп particular our beliefs about the nature of our
abilities. Fоr example, if we believe that we сап Ьесоmе better thinkers we are mоrе
likely to make ап effort to improve. оп the other hand, if we believe that ability is
а fixed quality in ап individual while at the same time we have а рооr self-image
of
ourselves as thinkers, We are unlikely to make ап effort to improve. Дпу attempt to
enhance children's cognitive abilities must consider their beliefs about their capabilities.

How the book is organised

This book contains В0 activities designed to teach |апguаgе and thinking. They are
grouped into 1з categories of thinking which roughly follow а sequence from basic to
grouped
higher-order thinking ski||s. However these categories overlap, and ап activity
in опе category will of course involve mапу other thinking skills. Fоr example, the
spot the Differencesactivity оп раgе 197 is in the category solving problems. However
the activity also involves surveying information carefully, giving accurate and relevant
information, recognising the needs of the listener, applying focused listening, following
instructions, and asking clear and relevant questions.

11
 Е
]r'а*
{' *r* ,&
ý * t,.i, ** *1'€ *ý,1ъý}
tJ r,; ,Фis j i ;""Т- r- l'"- !}'".9
:. }," { t 1 ты t
Е
я r,
i.a ý }.r'] -! ; ] ." ;

Е
The categories аrе: Making comparisons; ategorising; Sеquепсiпg; Fосчsiпg
аttепtiоп;
Memorising; Ехрlоriпg space; Exploring time; Exploring numbers; Creating
associations;
Е
Cause апd effect; Makiпg decisions; Sotving
рrоЬlеms and Creative fhinking. These
categories are based оп those found in Feuerstein's lпstrumепtаl Епriсhmепt Е
рrоgrаmmе and are strongly influenced Ьу The somerset Thinking skills course, which
followed оп from tnstrumental Епriсhmепt we have not included some
of Feuerstein's
categories, such as'syllogisms', which involve very little language use, Е
and we have
added some of оur оwп with а view to the needs of language learners; but
we do not Е
claim they are exhaustive. Е
Each section has а brief introduction describing the importance of
the main thinking Е
skill that the activities in the section focus оп. Then each activity starts
with а brief
overview of some key information. You will find а description of the
main thinking
skills involved in the activitи and а short discussion of the skills сопсеrпеd where Е
this is helpful. you will also find а summary of the language fосчý, though
of course Е
the children should Ье encouraged to use апу language they have at
their disposal Е
as creatively as possible. There is also ап indication of the language
level (e.g. post-
Ьеgiппеr, elementary, etc. and its Соmmоп European Framework of
Reference level, e.g.
А1). А suggested time is given; however you might wish to extend
Е
or vary the activity.
under preparation you will find notes of what you need to do before
the lesson. Most of
the activities contain photocopiable worksheets to assist you. Е
This is followed Ьу а section called 'in class'which provides сlеаr
steps for you to follow,
including examples of the language that you сап use iп class, апd hints
Е
on how to
model the process of solving the particular task. However we would Е
Ье creative about the way in which you decide to teach the activities.
encourage you to
The steps are not
ts
intended to Ье а straitjacket; provided you follow the basic guidelines
teaching of thinking, you сап Ье as inventive as you wish.
below for the
Е
l1_

we also provide answers where these are appropriate. However

we would stress that
sometimes children соmе up with alternative solutions which аrе Е
often very creative.
provided they сап justify their
solution this should Ье encouraged. Help them search for Е
the 'best'answer rather than always focusing on the 'right'answer. ь-
t
How to чsе this book lr-
lf you want to find out mоrе about the thinking behind this book
and get some pointers Е
as to the theoretical basis of teaching thinking skills, you will
benefit from reading this
ь
introductory chapter as well as the short introductory texts to the 1з
of the book. ll however, you are already familiar with the concept
different sections Е
of teaching thinking ll-
skills and have chosen this book for its practical activities you may prefer
to select ап
activity for classroom use straight away. t-
ь

12
Е
Ап obvious starting point when selecting an activity is the table of contents. lt gives you
ап overview of the 1З categories you will find in the book, each aimed at developing
а specific cognitive skil|. Fоr а concise overview of the activities that also provides
information about the language level, the thinking skills area, the estimated ruппiпg
time, the age of the students and the паmе of each activity we recommend the teacher's
quick rеfеrепсе guide оп рр. 225-231.

While the order of the activities roughly follows а cline from basic to higher-order
thinking skills, the intention is not for you to use the activities sequentially. Quite the
contrary -
in order for the ideas presented in this book to work for your particular
classroom, we would like to suggest that you select activities according to various
criteria that suit your learners. Ап activity may Ье selected according to а topic
being followed in class, the |anguage being taught, а cognitively chaIlenging way to
consolidate vocabulary, or а chal|enge that wiII suit the age grоuр.

lt was our aim in writing this book to give you а set of practical and easy-to-follow
activities for immediate use in your classroom. Ноwечец you mау want to adapt our
suggestions so they suit the needs of your оwп classes ечеп better. А fair range of the
activities can Ье varied and used again and again with different topics and different
vocabulary, thus providing а rich 5оurсе of ideas for the classroom while at the same
time giving your students valuable training in cognitive skills.

The tеасhеrЪ role in teaching thinking

As а tеасhец you play а crucial rоlе in developing children's ability to think. The
important point is that the children should Ье free to think without criticism for
producing а wacky or off-the-wall idea. lndeed, creative thinking is to Ье encouraged
and all ideas should Ье valued. lп addition, it is essential that children do not feel
inhibited about expressing ап idea because they do not have the language to put it
over correctly; errors are ап integral part of the learning process and must not Ье
discouraged. You пееd to accept all contributions, апd where appropriate help the
|еаrпеr with the language needed to express their idea.

lt is particularly important to allow time for the children to think carefully about
what they аrе doing; to survey the information given, to plan а strategy, and to take а
systematic approach to solving the problem. ln mапу classrooms, children are rewarded
for being'quick' or the first to put their hands up, but unfortunately this often leads
to impulsive guesses or simplistic answers rather than creative or well thought out
solutions. So you will need to constantly remind the class to take time to think.

13
 l

__]

You also have а rоlе as listener, and will need to listen to all suggestions and solutions, l

making it c|ear that they are alI being taken seriously. lt is often necessary to challenge
а child, е.g. Ьу asking questions such as Why do you think this?, How do we kпой? or
_i
How did you workthis out? ln this way, the students lеаrп that impulsive suggestions
are not enough;they need to Ье backed up with rеаSоп5. The fundamental point that
the aim of а thinking c|ass is to seek'best' answers and not always'right' ones is so i
important that we are restating it here; it reflects rea|-|ife decisions where we frequently
need to come up with choices for possible solutions so we сап find the best fit for а
given situation. 0псе several solutions have been suggested and backed up, the students
сап епgаgе in selecting the best fit.

Most important is to help your students develop а 'thinking habit' where they approach
all tasks in а thinking way and develoP the habit of responding to challenges and solving
problems rather than being put off Ьу something that appears to Ье too complex.

опе of the key proponents of teaching thinking, Reuven Feuerstein, provides а useful
set of guidelines for teaching something, known as 'mediation theory'. His
procedures

are particularly pertinent to the teaching of thinking, so we outline them briefly here.
Feuerstein argues that effective learning depends on the nature of the interaction
between two or more people. А teacher or parent interacts with а learner iп various
WayS to help him or her move to the next layer of knowledge, skill or understanding.
This is known as the 'zone of proximal development', or ZPD. However, peers сап also
help each other to progress in this way through their social interactions; thus, talk is
important in the lеаrпiпg process.

Feuerstein identifies 12 ways in which teachers сап help learners to learn and ultimately
become fully effective learners, able to learn independently. The most important of
these is conveying purpose and а clear intention. Не states that апу activity must have
purpose for the lеаrпеr, and it is the teacher's ro|e to explain this purpose to their
learners so that the task has value to them personally. second, teachers must ensure
that lеаrпеrs understand precisely what is required of them and, equally important,
that they feel willing and able to tackle the task in а focused and self-directed way, an
important step towards autonomy.

Other ways in which teachers should mediate аrе Ьу building up feelings of

competence, the sense of 'l can'. This is dilne Ьу helping lеаrпеrs to take contro| of their
own behaviour Ьу teaching skills and strategies to think and solve problems, showing
learners how to set their оwп goals and evaluate their own progress, and encouraging
learners to respond to challenge, an important life skill. lп addition the'thinking
c|assroom'will епсоurаgе co-operative learning, а sense that every individual is valued,
and а sense of belonging. Feuerstein's theory of mediation is outlined in williams and
Burden,1997.

14
Here is ап example of mediation, based on Solving Problems 11; the teacher is
mediating the process of understanding the nature of the problem Ьу getting the
chi|dren to think about all the information given.

Теасhеr What do you пееd to do?

Student We must think what mап give parcel.
Teacher Right. We пееd to work out which mап to give the parcel to. What сап you see?
Student Much mеп.
Teacher Lots of mеп. Yes. What else?
Student Д mап looking.
Теасhеr ОК, what's he looking for?
Student The mап to give the parcel.
Teacher What else сап you see?
Student Д message.
Teacher How do you kпоw it's а message?
Student The mап, er, reading а letter. This is the letter.
Teacher ОК. So what do you пееd to do?

The above is ап example of what is often ca|led 'scaffolding'. This language is scaffolding
both the thinking and the language. We have provided several examples of this iп the
guidelines for the individual activities. Essentially, if а class find the рrоЬlеm difficult,
you сап ask questions that direct their thinking, help them understand and formulate
the nature of the рrоЬlеm, and help them to break the problem down into smaller
parts. Fоr example you might ask,'What information do we have?','What exactly do we
пееd to do7' 'What's the first thing we пееd to fiпd out', etc.
Learners also need to lеаrп self-monitoring strategies as part of the thinking process;
they need to lеаrп to check solutions, spot their own mistakes in thinking and р|ап пеw
strategies according|y. These are essential principles of teaching thinking. lt is а part of
уоur rоlе to help learners to develop such strategies.

The use of the mother tongue

The question of whether students in monolingual classes should Ье allowed or ечеп
encouraged to use their mother tongue in the foreign language lesson is а frequently
debated опе. We would like to briefly touch оп this issue because of the nature of the
activities presented here. You mау Ье asking yourself: tf these activities are mеапt to
develop students' thinking skills, to what ехtепt are mу students supposed to Ье able to
do this iп English?

Our own beliefs сап Ье best described Ьу saying that in the foreign language class the
students' mother tongue should Ье used as little as possible, but as оftеп as necessary,

15
_Е-;

a |f * у;"ý: ъý'З *\a. цýý*'у'',*

* р*ý"\,'k''
,a,ý ý
ý; 't fi 1. *_;а]1
*rх'. '|1,".. '*"..ý |: ý
'!.- '

as lопg as it facilitates lеаrпiпg. There is

по doubt that the рrimаrу aim of the foreign
Ianguage class is to develop students' L2
competencies, and that works best when
students get fullY engaged in the process
of
decoding relevant pieces of text iп the
foreign language (for example when they tisten
to оr read а story), and when they lеаrп
to use the foreign language to express themselves
in meaningful ways.

unsurprisingly, teachers frequently report that

it is more difficult to get students to use
the foreign language (as against their mother
tongue) as а means of communication
whеп they are at а low language level. lt seems particularly
difficult to get such
students to use the foreign language to express
themselves, especially in phases when
they become personally and emotionally involved
in the learning process, as they do
not yet have the mеапs to say or write things
appropriately in the L2. This is of course
often the case with уоUпg learners. Most of
the activities in this book are for post-
beginners and elementary students. We have
developed them carefully and given lots Е
of practical suggestions as to what you сап do
to scaffold the students' foreign language
so they gradually gain mоrе and mоrе confidence
iп using it. lt is up to you whether
You give students the sPace for а short discussion in their
Е
mother tongue whеп, for
ехаmрlе, they want to talk about the solution
to а particularly challenging activity. We
are convinced that such phases are to the
benefit of the students as long as they are Е
confined to just occasional use of L.l when needed.
Е
There are various strategies that you сап
use in order to guide students towards using
the target language mоrе frequently. The
most important опе is that you yourself
the language as often as possible, and at the
same time make sure that what you say
use Е
is comprehensible to the students. This
will often require using language that is опlу
slightlY above the students' level of competence,
апd employing all kinds of means to Е
aid comprehension, such as mime and gesture,
rеаliа and drawings. lt will also require
you to scaffold the students' language
Ьу giving them prompts (in written form
'whisPering' language о', Ьу Е
You think а student might want to produce) so that
students have
available to them the structures and vocabulary
they need to express themselves with
growing confidence in the L2. д
Students often need to Ье reminded of
the importance of using the foreign language, д
especially when they are still at а level where
it is much easier for them to communicate
in their mother tongue. Appropriate reactions
(e.g. Sorry?)can Ье useful to encourage Ё
their use of L2 when you аrе walking round
the class listening to students during phases
_Е
of pair and group work. А very powerful way
of scaffolding students' language at least
- Ё
initially- сап Ье for you to repeat in English what
а student has said in their mother Е
tongue. Another is to begin the sentence
in English for the child, for ехаmрlе, '/ see.
You think that ....' However, such support
encouraging the students to try and say as
techniques need to Ье accompanied Ьу you _Е
much as possible in the foreign language,
without апу feeling of fear. lп addition, what
we need to avoid at all costs is students
not even wanting to try because they trust you -Е
will do the L2 work for them.
,lб

Е
 il

The role of errors

Errors are а natural part of lеаrпiпg and are an intrinsic part of the students'
interlanguage, i.e. their developing language system. Errors are not опlу unavoidable,
but they are signs of the students'learning. They аrе often referred to as'a window into
the learning process'.

lnterestingly, whereas mапу teachers still find it difficult to accept the idea that
errors are а sign of learning and that the way towards language correctness is а long
and winding road alongwhich students need to mаkе mistakes, research showsthat
students need to get pIenty of opportunities to use lапguаgе and - make errors. We сап
confidently assert that there is no mоrе efficient way towards successful communication
other than via the learning that takes place when mistakes are made апd occasional
breakdowns in realworld communication оссur. lt is such experiences that help
students gradually notice how the efficiency of their communication сап Ье improved
Ьу using the correct form (or word, or chunk of language). lt is truе for learning to think,
and indeed, anything е|5е.

То develop their cognitive skills, students need the freedom to make mistakes, to
experiment with their thoughts, to try out paths that lead to dead ends instead of the
goal. Errors are useful; they help the individual student or the whole class reflect оп
their way(s) of thinking, and improve and modify their cognitive strategies and their
(learning) behaviour.

yоu сап help students enormously Ьу dealing with their learning processes (especially
when they lead to'wrong'answers) professionally, i,e. in а non-judgemental way. Those
teachers who discourage students who соmе uр with wrong answers, оr еvеп criticize
them or make fun of them, сап have detrimental effects on their students'self-image
and their motivation (despite their mоmепtаrу failure)to carry оп learning. lnstead, it
is often enough to ask а gentle question оr ечеп give а mеrе hint to епаЬlе students to
get а different perspective on а task.5ometimes it may help to simply repeat what the
task is and give the students more time (while making а few encouraging remarks or
nodding at them in а supportive way). Finally, when уоu notice that а student has got
stuck and there is the dапgеr of them losing сопfidепсе iп themselves, it may Ье ап idea
to ask another student to work with him оr hеr. lt сап Ье amazing sometimes to see
how skilful students can Ье at helping each other.

Fiпаl note
activities provided in this book. We have
N4ost of а||, we hope you enjoy using the
enjoyed writing them. And we hope that as result you will develop уоur own abilities to
teach children to think.

17
 t

L
t
Е

L
ц

r
rr
Е
N4aking comparisons is опе of the basic building blocks of decision making,
рrоЬlеm solving апd abstract thought; as such it is а sklll that is essential in all

r
aspects of life. lt is necessary, for ехаmрlе, in reading, which involves соmраriпg
shapes in оrdеr to recognise words. N4aking comparisons is ап essential part of
alэsorlэing пеw information. lndividuals need to lеаrп to organise information Ьу
relating it to what they аlrеаdу know, this involves comparing пеw information
l- to old. The very act of comparing things affects the way we perceive something as
we begin to discover qualities in ап object оr реrsоп that we dld not previously
lt-=
l

l-
See.

N4aking comparisons involves using other skills such as focused attention,

!=
l

systematic exploration of lnformation, careful and ассurаtе use of labels, апd

Ь-
attention to detail. lt often involves using tools suсh as mlnd maps to rесоrс1
L=
I

and organise information. At а higher leveI, comparing things leads to creative

L
t- thinking and seeing attributes previously not recognised. l\4оrе complex
comparisons involve recognising and understanding different attributes in ап
14 object, such as size, shape, соlоur, taste, оr orientation.

N4aking comparisons is а skill that сап Ье developed. lf the ability to соmраrе

F-
ts-= things is inadequate this сап lead to sеriоus disabilities. Fоr ехаmрlе, if chilcjren
аrе unable to make comparisons their memories сап suffer as they саппоt store
information adequately Ьу relating it to what ls already stored. This сап lead to
Ь:{
-= ап inability to perceive and use mоrе than опе piece of information at а time,
which in turп сап lead to impulsive and erratic behaviour.
Ес=
Ei-!
The activities in this section focus оп making comparisons. Ноwечеr соmраrisопs
ъа аrе ап essential part of several of the other activities iп this book such as Spot
l!- the differeпces (Solving РrоЬlеms, В). lп using the activities iп this section it is
important to allow your students time to focus their attention, systernatically
explore the information given, and rесоrd it carefuIly and accurately.
-=
F:;

Ъв
19
-
 :;;l л,
;ýry*ж
t l
ru ufifi &узе ееýх

lапgшаgе foctls Vocabulary review

тпiппiпg skills comparing items and recognising а category; identifying something
that does not
belong to the category I

Дgе 6-в
lшеl Post-begin п er l Д1 u pwa rds I

тimG 'l5-20 minutes

preшalation t
рrераrе а сору of the worksheet for each student.

lп class I
1 Hand out the worksheet. Ask students to work in pairs and
match the words with
the pictures Ьу writing numbers 1*З5. Е
2 Get students to read out their answers.
з Explain to the students that this is ап'Odd one out'activity.
Do the example from .Е
the worksheet with the class. show them how they need to
cross out the odd one
out, in this case boat. дsk them why it is the odcl опе; in monolingual
classes, use д-
the students' mother tongue if needed.

д-
4 Ask the students to complete the activity in pairs.
5 Go through the answers, saying each word сlеаrlу.

Ua]iation This activity can Ье adapted for other vocabulary items. Е

Although the сurrепt activity is designed for students iп the
first year of learning G
English, it could Ье adapted to higher Ievels and ages Ьу
using more соmрlех
д
concepts, for example abstract поUпs or feeIings.
Е
Дпswеls В 'l 9 сhаir, З bicycle,27 bed,2 table. б sofa -1

С В ice сrеаm,lз mеlоп, 29 Ьапапа, 2З peach, 20 Strawberrv

D З4 еуе,-14 nose,9 mouth,7 ear, 10 hапd
-
_Е
Е 'l
5 саr, 1В bus, 24 train, З2 shoe, З1 lоrrу
F 26 coat, 21 umЬrеllа, ЗЗ trousers, -] .i dress, -17

t-r
shirt
G 2В leg, ] аrm, ]0 hand, ЗOglоче, 5 head

Е
I

_
:Е
Ё
-Е

:Е-
20 -_
PUchta/Williams I TeachingVoung LЙпеrsБты"Гi О Helbling Languages :Е
 еdd &m* e&xt l Worksheet
Match the words with the pictures. Write 1-35.
ExampIe
4 а"--

tr(4
-'-\<* Е,, в

Yt *w
\,-\
Е]
trý^
пrр,
в Е
&
trýэ ffi, г4l
а,
,/ Вl
"ý щ---..'-
(
/

ё
ш ц,тф [9] ** П9l ,frh Е
)*J
+",ч ff\
u,N
{ж йввыы
"L*j
\',,-

./--_
Ет
l
/
,,
Е
ryýrtr Еsl

У)й

.,ф Е4 29 Е
<- "fll ,Я)

Wlý
а лаI?,
ФЁ
"@ tл
\_-/
Еq

2 Gross очt the word that is different iп each line above.

Puchta/Williams I Teaching Young Learners to Think l О Helbling Languages 21
 lапgшаgв foctls Words describing the following conCepts: size, shape, colour, direction, age,
пumЬеr
тпiпкiпg sпills careful observation of detaiIs; соmраriпg details; focusing оп the relevant
differences in various objects; abstract thinking
дg8 1о 12

lGUGl Elementary l HZ upwards

Тimе 20-З0 minutes
prenaration сору the worksheet, опе реr student. Fоr step 1, use а rесl and а white sheet of
рареr, and pictures of, е.g., ап old mап and а child, large enough to hold up to
the class. Fоr step З, assemble some pairs of drawings оr objects.

ln class
Teach the concept words in the following way:
, for colour, show а white piece of рареr and а red piece of
рареr. Say:
Look. This is а piece oJ paper, апd thot's also а piece of paper. This опе's white,
апd that опе's red. What's different? The colour. The colour's different. This опе's
white, апd that опе's red.
. fоr age, show prctures of ап old mап and а child.
, for пumьеr, draw б circles оп опе side of the Ьоаrd, and З circles оп the
other.
, for shape, draw а triangle, а circle and а square оп the Ьоаrd.
. tor size, draw а small and а large tree оп the board.
, for directioп, drаw ап arrow pointing to the left and ап аrrоw pointing
to the
right.
2 practise the words so students сап use
them with ease.
f
J use drawings оr rеаl olэjects to explain the meaning of the words same апсl
differeпt. practise them using various examples of objects iп the classroom.
Give each student а сору of the worksheet. Do the first ехаmрlе together with
the students. lп monolingual classes, explain to them in their mother tongUe,
if necessary, that they mау have to think carefully to see what's the same and
what's different about the two pictures.

l
Апsшеrs 1) size: differeпt 7) size: diJJereпt l age differeпt
2) size: diJJereпt l colour.. same
J
a
В) size: same l shape: sаmе
З) size: same l аgе: different 9) size. differeпt / colour different
4) size: sапlе l colour: different 10) direction. dit'Jereпt / coIour: differeпt
5) size: same lco|our: sаmе 11) size: same l соlочr differeпt
6)
I
size: di|fereпt / color_rr: differeпt 12) size: same l пчmЬеr: diJferent

ilоtG This activity is based оп ап idea f rоm The Somerset Тhiпkiпg Skitls Course, 1

Ьу Nigel I

Blagg et al.

22 Puchta/Williams I Teaching Young Learners to Think l G,] HeIbling Languages

 %.жTrа*. шr ffiшýý*r*rzТ} l Worksheet
Look carefully. What is the same? What is different?
Write s (= same) or d (= different).

Size: Size: .... Size

f
Спlrrl lr, Аое

4 5 6

Size: .... Size: .. Size: ..

Crrlol lr, Спlпl lr Cnlrll lr

Size Size: .. Size:

Аос Shяпс, Спlпllr

10
"@
@ 8
@
Г)irесtiоп, Sizc, Sizc,
Соlоur: .. Соlоur: NumЬеr:
ь
-l
l
Puchta/Williams I Teaching Yоuпg Learners to Think l О Helbling Languages 2з

l
 Же arTd rжy frýend

lапgчаgв lоGшs This activity сап use а пumЬеr of different language items: same, different,,
he/she likes _ he/she is (adjective), he/she is а he/she has got а
he/she lives iп _; vocabulary of реrsопаl features, e.g. lопg
hair, red hair, glasses, blue eyes, eIc -
тпiпкiпg sпills ldentifying similarities and differences. This activity, if done well, requires
а fairly deep level of thinking about comparisons and contrasts. lt сап
Ье difficult for the students, and also revealing to find similarities that
they have печеr thought of before. Fоr mоrе advanced classes, а mоrе
sophisticated use of language сап Ье required, leading to а greater depth of
thinking.
Age 10 12

lечвI Еlеmепtаrу l Д2 upwards

Тimв З0 minutes
рrешаrаtiоп Рrераrе а сору of the worksheet for each student.

lп class
Ask two students to соmе to the front of the class. Write two headings with
the names of the students оп the board, e.g.
Mark Еmmа
Ask the class to tell you three things about Маrk; e.g. Ьоу, tal1,1ikes
swimmiпg. Write them under the heading Mark.
Ask them to tell you three things about Еmmа, e.g. gir1,\ong hair, good at
tеппis. Practise the language She's а girl. She's got lопg hair. She's good at
tеппis etc. Write language prompts on the Ьоаrd and practise them so the
students are at ease usiпg them.
l\4ake sure the students understand the words some апd di|ferent. дsk what
is different about them? E.g.: Mark is а Ьоу. Еmmа is а girl. Сопtiпuе with
examples till they understand this concept сlеаrlу.
4 Дsk,. What is the same7 E.g.: They are students. They are iп class 5.

5 Hand out the worksheet. Ехрlаiп they аrе going to work with а раrtпеr.
They need to decide things that аrе different апd things that аrе the some
апd write them iп the аррrорriаtе columns. Help with vocabulary where
песеssаrу, and collect new words оп the board. Help, if necessary, with the
sIructure We're both.
Ask them to draw а picture of themselves and а picture of their friend in the
two frames.
Finally ask them to share some solutions with the rest of the class.

24 Puchta/Williams I Teaching Young Learners to Think l е] Helbling Languages

 fuЖ* жуаffi ffiw ýуýжжffi I Worksheet
Work with а friend. Find очt things that are the same and things that are
different for both of you.

Му паmе:
к А N
Му friепdЪ паmе:
)

Things that are different

Things that are the same

Puchta/Williams I Teaching Yоuпg Learners to Think | СО Helbling Languages 25

 .,lý3. llii]l
:;..]]i*, ýr;

Сжуж жжred fuý*wсý*ж

]l};1ý:!iý}3*ýil1r|

Еý

lапgшаgе foctls Vосаlэu|аrу practice, descriptive words

тпiппiпg sпills Соmраriпg and contrasting, recognising same and different; recognising that
vепп diagrams сап Ье used for attributes of things; explaining; giving reasons
АgG 9*12
1ешвl Еlеmепtаrу l Д2чрwаrds; mоrе advanced users of English will produce mоrе
soph isticated а nswers.
Тimе З0 minutes
prenaration рrераrе а сору of the worksheet fоr each student.

ln class
Draw two overlapping circles оп the board. write dogs at the top of опе and
cats aI the top of the other. Ask the class what is the same about cats and
dogs. E.g. апimаl, has 4 legs. Write this in the overlapping part. Ask what is
different. E.g. barks апd meows. Write these in the соrrесt circles. Ask the
students to tell you mоrе things that аrе the same and different.
2 \4ake sure they understand the words same апd differeпt.

з Hand out the worksheet and ask them to put words in the appropriate places.
lndividual words, phrases оr sentences аrе fiпе.
when they have finished, ask students to соmраrе their solutions with а
partner. See if they want to add апу more words to their own diagrams.
Ask them to соmраrе their diagrams with а different
реrSоп and again see if
they want to add mоrе words.
FinalIy ask for some suggested answers. Ask the class if they аgrее. lf someone =
doesn't аgrее, ask why; encourage creative thinking. This activity сап =
епсоurаgе some interesting discussion for mоrе advanced students.
-Е
7 Note thеrе аrе sеvеrаl possible correct answers: accept апу solution that is
р la usible.
=
Е
ЕхIспsiоп The students could Ье asked to create their own pairs of objects and ask their
раrtпеrs to complete them. !=
=

=
!!

ts
!=

-
5

26
Е
Puchta/Williams I Teaching Young Learners to Think I О Helbling Languages -J
{жуж жж& fuýыухý*ж l Worksheet
Write what is the same апd different about each of these pairs of objects.

Puchta/Williams I Teaching Young Learners to iпИкl G-] Helbling Languages

п

ЖЖжК ЖЖ*уr wж жffiЖ ýж *ffiýýre жýоп

lапgшаgе locltý Describing people; usе of both

тпiпкiпg skills Observing people's appearances, making comparisons (Ьу analysing what ther
have iп соmmоп and what's different about them)
Age в-12
lечеl Еlеmепtаrу / А2 upwards
Тimв 10-15 minutes
рrепаrаtiOп None

ln class
Ask two students to come to the front. Say to the class what the two have
in соmmоп Ьу thinking aloud, so the students get а mode| of the kind of
thinking (and talking) you want them to do, e.g.:
Мmh. Let's see. Wе'vе got Еmmа апd Charlie. Д Ьоу, апd а girl. Еmmа's blonde,
апd Charlie's got black hair. But let's see what they've got iп соmmоп, Мmh. l
пееd to look. Дh. They're both wеаriпg T-shirts. I

Write the following sentence оп the board:

Еmmа апd Charlie are both wеаriпg T-shirts.
Ask another two students to come to the front. Again, start соmраriпg thenl Ьу
thinking aloud. Епсоurаgе the class to help you. Help students with Ianguage
if necessary.
After some time, ask students to find things they know the раir of students
J
have got iп соmmоп but that cannot Ье seen, for example,They both like
ice сrеаm. Саrrу оп like this until there аrе about 10 sentences on the board.
Еха m ple:
_l

They're both wearing T-shirts.

They've both got curly hair.
They both livе iп Grееп Street.
They're both called Morio. l
They're both wearing shorts опd T-shirts. They've both got the sаmе
They've both got Ьrоwп eyes. favou rite footba l l cl u Ь: Ва rсеlопа. i
They both like ice cream. They're both 10.
They both go to class ЗД.
l
5 Ask students to think of pairs of people outside of the class. Tellthem to think
what they've got in соmmоп, and talk about their findings. !
I

Еrtепsiоп Put students in groups of three. Tellthem that each student should find out
!
five things that are the same about the other two students iп their grоuр. I

!
I

:
i
28 Puchta/Williams I Teaching Young Learners to Think l О Helbling Languages
 ,,,:ý*|ii|:,.,

лrl
AppIeS апý сrапgеS

]апgшаgе foclls Vocabulary: descriptive words and phrases

тпiпкiпg ýkillý Comparing and contrasting; recognising similarities and differences; using graphic
representation to organise ideas
Дgе 1о-12
]ечеl Еlеmепtаrу / Д2 upwards. This activity сап Ье used at different levels; mоrе
advanced students will produce mоrе varied and creative vocabulary in their
bu bbles.

Тimе З0 minutes
РlGша]аtiоп Рrераrе а сору of Worksheets Д and В for each student. Вriпg ап apple and ап
оrапgе.

lп class
Show the apple and оrапgе. Ask for some words that describe them. Get studentS
to complete Worksheet А.
Hand out Worksheet В; ask the students to work in pairs and look at the double
ЬuЬlэlе. Explain that they will write words that describe both in the centre
bubbles, and words that describe only опе iп the side bubbles. So, the words
in the сепtrе аrе about what is the same. Those at the side аrе about what is
different. Do one оr two together if песеssаrу.
When they have finished, they сап соmраrе with another pair and see if they
want to add mоrе words.

АпsшG] А possible answer to

worksheet В is shown here.
There аrе mапу possible
solutions, and these will
depend оп the
level of English. .-;-\
\--l \у Y/;й)
л /\-___-/
h r z,----\
r----t; ý -,-_2
^a

rW,-v---_=-)
\=_--l l ý
/---\
(- - \
--r х (\:
<__у// \\\- }
<_ >/ \э
V----)
<__j \-
-=l

uariation This activity сап Ье adapted to соmраrе other pairs of items, e.g. саr and bicycle;
аеrорlапе and bus; рlапt and апimаl. At а mоrе advanced level it could Ье used
to describe abstract words оr feelings.

ilоtG The double bubble mар comes from David Hyerle's Тhiпkiпg Maps.

PuchtaiWilliams i Teaching Yоuпg Learners to Think l О Hetbling Languages 29

 еррWжж жжffi ffi{жffiж*% l Worksheet А
1 Write words that describe ап apple in the bubbles.
I

2 Write words that describe ап orange in the bubbles.

\-/

-(

з0 Puchta/Williams ] Teaching Yоuпg Learners to Think iO Helbling Lan8ua8es

 еррЖ*ж жжffi ffi{жуежtr% l Worksheet В

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Puchй/WilIiams ] Teaching Yоuпg Learners to Think I icl Helbling Languages з1

 "-,4ф&
\,&
,"ъх.ýt
*ф

we live in а world where we constantly classify things; we sort objects when we

put them away, there аrе detailed classifications of plants, animals and mапу
other things, and we classify people into different types. lп this Way We organise
апd сопtrоl the world we perceive аrоuпd us, leading to а greater fee|ing of
security. Children пееd to lеаrп howto control information byorganising it into
categories. This requires being able to see connections between concepts and is
ап essential раrt of logicalthinking.

Categorising involves discriminating between things, comparing things, and

seeing associations of different types between them. also involves
lt
understanding that there are different ways of grouping things rаthеr than just
the first that comes to mind, which might Ье а |ow-level way of grouping things.
so for example we might group the same set of objects according to colour
(atа lоwеr level), or function (at а higher level). we also need to understand
соmрlех relations such as hierarchies. lп оrdеr to categortse things we need to
systematicaIly gather data, examine it carefully, апсl search for attributes that
сап form the basis of а classification system.

The activities iп this section involve stuclents iп sorting things according to

different criteria. The activities also involve using visual tools such as vепп
diagrams to help them organise information.

rI
t
Ь._Е

зз
 ,,,ýý**
ч1}1ý;*
j:.- r":_* _i r! l
Fяrт# ttrте hoffie for the ъчgrd

lапgшаgG Ioctls Revising чосаlэulаrу

тhiппiпg sпills categorising, understanding concepts of groups of words;
making associations
between category and movement
дgс 7-1о
lшеl Post-beginn еr l Д1 upwards
тimG 10-15 minutes
Р]Gшаlаtiоп рrераrе а list of words that you have taught that сап
Ье grouped in semantic
fields. Рrераrе blank рареr slips fоr step З. А Ьох or bowl
to collect the slips.

ln class
Brainstorm words the students have lеаrпt that Ьеlопg to _]
а semantic field,
е,g,, grееп, blue, оrапgе, and invite
уоur class to call out mоrе words that belong
to this field. Тhеп write colouяs оп the board. Саrrу on
like this with other lexical
sets, spacing out their names оп the board rеаdу for
step 2.
When you have six different categories оп the board,
draw, e.g., а figure standing l
up uпdеr the category C)L)URS. Ask the students, in pairs, to guess
what уоu'rе
drawing, Тhеп add to each remaining category а simple picture
with а label that
clearly suggests а certain movement, e.g. clap your hапds
etc. Your board mау
then look like this:

COLOURS NUMBERS FOOD

J а

t ''а
_I

J
a

nd up clap your hands raise уоur arms

-
SCHOOL THlNGS FU RN lTU RE --Е
PARTS ОF ТНЕ BODY

l
_Е

!г
l
}
hands оп уоur head bend уоur knees knock оп уоur desk =
=

з4 Puchta/Williams ] Teaching voung rearrrers to тЪiпk

Ё
r-
l (О Helbling Languages Е
 lnvite the students to write words from the different lexical sets on little slips of
рареr. ColIect them in, using уоur Ьох оr bowl.
Draw out а slip of paper. Read out the word. The students have to do the
matching movement.
After the students have made the appropriate movement, check their
understanding of the words. Examples:
Point to а _. _

Show mе а ...
Draw а ... оп the board.
Мimе ... .

Uаliаtiоп 1 Ask а student to соmе out to the front to take over from you.

Uаliаtiоп 2 1 write the category names оп large cards and the words оп small ones.
2 use Blu-Tack оr sellotape to fix the category names оп the walls of the
classroom.
з Hand out the cards with the words to the students.
4 Call out а student's паmе. The student stands up, reads out the word оп their
саrd, and fixes it оп the wall next to the respective category паmе. Саrrу оп
like this Ьу calling out other students, опе at а time.

ilot0 You may want to introduce the following language so the students can talk about
their choice:
... belongs to...
l'm поt sure if ..- is а ,.. or а ...
ldоп't know what .., mеапs.

Puchta/Williams I TeachingYoungLearnerstoThink l @ HelblingLanguages з5

_-

тэýqьч* fuIarket day

lапgшаgе lоGшs VосаЬulаrу for fruit and vegetables

Tllinкing slills Categorising, sorting, concept of sets
AgB 6-9
lешеl Post-beginner / А1 upwards
Тimе З0 minutes
preparation Рrераrе а сору of the worksheet for each student. Bring iп some fruit and
vegetables; otherwise some pictures of fruit апd vegetables and Blu-Tack оr
sellotape. Fоr the variation, assemble а collection of boxes etc.

ln class
Write the words fruit апd vegetables оп the board. Ask the class to tellyou паmеs
of fruits and vegetables they know. lf pictures аrе avaiIable, stick them uпdеr the
appropriate heading tilI students get the idea; make surе they understand the
difference between f ruit and vegetab|es.
Ask the students to work iп раirs. This means they use the language orally while
discussing where things go, and they сап help each other with the vocabulary.
Hand оut the worksheet. Read the instructions. TeIl the students to draw the fruit
and vegetables in the right bags. Then ask them to write the пumьеr of each
picture next to the соrrесt word.
4 FiпаIlу go through the answers as а class.

Дпsшеrs 1 Fruit: apples, pears, cherries, peaches, strawberries, kiwi fruit

Vegetables: potatoes, cabbage, реа5, carrots, onions, beans, turnips, peppers, lettuce
2 1З potatoes '10 cabbage З apples 2 peas 12 carrots 14 onions б pears 7 beans
5 turnips 1 peppers В lettuce 9 cherries 11 peaches 4 strawberries -l 5 kiwi fruit

ualiation Sorting activities сап Ье used with other lexical sets that you want to revise with
your students, you may want to give them mоrе than two categories to sort
things into. They сап put items in boxes, jars, drawers, cupboards etc.
ilotcs You mау appreciate various websites that offer you free images, though do
rеmеmЬеr to respect copyright laws. Alternatively you may want students to sort
words опlу.
And if апу especialIy bright student starts thinking outside the Ьох and
wondering whether, е.g., а tomato is а vegetable оr а fruit, you сап tell them
it is both, because in biology it is а fruit and iп cooking it is used as а vegetable.

зб Puchta/Williams I Teaching Young Learners to Think l О Helbling Languages

 ?;f*"мrИr:ý ф,my l Worksheet
Mr Smith is packing fruit and vegetables to take to market. Не has got а bag
for the fruit, and а bag for the vegetables. Draw the fruit and vegetables in

g- OOffi
the correct bags.
В, trý Е. Е,

Е, tr Е.l
_ал '},б
ф%*
Ж',

ffi

2 Now match the pictures with the words. Write the пчmЬеrs.

П:, potatoes П, onions П,, |"ttu."

П.. cabbage п pearS п сhеrriеs
г l,
|],, apples I beans П peaches

п peaS ] turnips п strawberries

Пl са rrots l pepperS ktwl trutt

Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages з7

 ,фryffi

,- ,:-, Wоrfi trees

lапgшаgG foctls This is а useful way of reviewing чосаьulаrу after the students have learnt а
пumьеr of new words. lt helps them to rеmеmьеr lexical sets, and as it is visua
it helps them to rеmеmьеr both the meaning and the spelling of the words.
тпiппiпg ýпills Categorising; recognising word classes; mеmоrу Strategy
Дgе 6-в
lGUGl Post-beginn er l Д1 upwards
Тimе З0 minutes
РlGшаlаtiоп рrераrе а сору of the worksheet for each student- ]

Iп class
Hand out the worksheet. Explain that these аrе word trees; each of the words
оп
the left belongs to one leaf оп опе of the trees.
Look at the animal tree. The word cat is а|rеаdу there. Ask what other words
сап
go оп this tree.
Ask the students to work in pairs and write the other words оп the leaves
оп
the correct tree. It is important to work in pairs so the students say апd use
words.
the j
whеп they have finished, ask them to suggest а паmе for each tree. Listen to
all t
suggestions and select опе for each. some possibilities are апimаl tree,
clothes
tree, transport tree / vеhiсlе tree, food tree.
Fiпаllу, ask the class whether they сап think of any other words to put into t
the
emptу leaves. They саП keep the worksheets and continue to add words
as they
lеаrп new vocabulary. Alternatively they сап take them home and see what
words -Е
they сап find Ьу asking other people.

Е
Дпsшеrs Animal tree: horse, cow, sheep, dоg, gоаt, deer, cat
Clothes tree| trouSer5, hat, skirt, jacket, shorts
Food tree: Ьапапа, sausage, pizza, mеlоп. ice сrеаm г-
Transport tree; bicycle, car, taxi, bus, traiп, truck

Е-
Uа]aаtiопý This idea сап Ье adapted to use with different wоrd classes, e.g. furniture, -
.Е
body parts, people, occupations, buildings. lt сап also Ье adapted for higher
levels of English, using mоrе sophisticated words. l

The authors have successfully used the activity Ьу drawing lаrgе trees Е
and
pinning them оп the wall. we handed out blank leaves оп which
the students
wrote words, which they then stuck onto the rеlечапt trees with B|u-Tack. Е-

Е-

38 Puchta/WiIliams i Teaching Young Learners to ThirlK 1 @ Ц"l5Ц,-tс L."g".K, Е-

&&/mrd &rе*s l Worksheet
write the words onto the correct trees.

АNtддL тк Еr

Puchta/WiIliams { Teaching Young Learners to Think l О Helbling Languages

 i

Туажsр*rt
i

lапgшаgе loctls Vocabu lаrу of tra пsроrt

тпiппiпg slills Categorising; recognising categories that overlap, understanding Vепп diagrams
_]
and what they represent; givlng reasons for choices
AgG в 1-1

leuel Еlеmепtаrу / А2 upwards.

Timc З0 minutes
Р]Gша]аtiоп Рrераrе one сору of the worksheet for each student. Ensure there is а range of
small, portable red and blue objects, and if possible а red-and-blue опе, lying
аrоuпd in the classroom.

Iп class _]

1 Draw two intersecting circles оп the board. Label them red things апd blue things.
2 Pick up some red objects and some blue ones from аrоuпd the classroom and ask
which circle they go in. Then ask where to put something that is blue and red.
Ask students to паmе апу vehicles they know; write them оп the board as the
students call out names.
4 Put the students into pairs and hand out the worksheet. l

5 Ask the students to write the пumЬеr of each picture next to the correct word.
Then ask for answers and check the students know the паmеs of the vehic|es. ]
Explain they are going to sort them into the three circles: water, air апd lапd.
Remind them that some vehicles might belong to mоrе than опе category. i

Whеп they have finished, ask the class for solutions, and build up а diagram
together оп the board. If there is disagreement, ask them to ехрlаiп why they j
think the item should go there. They could use language such as:
l think the _ goes here as it travels оп _опd _. l
l

Whеп they finish, they сап add апу mоrе they сап think of, e.g. tractor, сапое.
Help with the words if necessary апd write them оп the board. lп this way mоrе
l
advanced students сап develop their diagrams further.

40 Puchta/WilIiams I Teaching Young Learners to Think l @ Helbling Languages

 z bhip io асrорlапе З саr l l Ьus l2 brcycle 2 motorbi[e
1 helicopter 4 tra;n 5 boat В fеrrу 9 sеарlапе б lоrrу

land
bicycle
train bus car
motorbike lorry

aeroplane

Ъеliсорtеr
sеарlапе

ЕIfiGпsiоп Pairs who finish could look up further items оп the web
оr а picture dictionary,
and add these.

Uafiation Venn diagrams could Ье adapted for other lexical sets using
objects, оц for mоrе
advanced classes, abstract words; for ехаmрlе, happy words
and sad words.

Puchta/WilIiams I Teaching Young Learrrers ю Thi"kl @ Helbling Languages 41

 Ъrжmъry*rЯ l Worksheet
some vehicles travet оп land. some travel оп water, some travel in the
air,
Look at the pictures and write the correct пчmьеr next to the words
betow,

@
Li Е.

.*W
ф
.::
ffi
[a, Е' td па
-, о-=Фо ttr*Frж
Ж
жJ
land
ship

аеrорlапе

саr ]

bus
l

l
bicycle
I

motorbike I

helicopter
1

tra jn a

boat
a
t
fеrrу
!
seaplane l
Ё
l

vyaIel
a
lмatef alr Е

Write the vehicle names inside the correct circle. Some might t!
belong to
more than опе circle.
l

Now think of some mоrе vehicles and write them in the correct
:
circles.
l
ts

42 PUchta/Williams I Teaching voung Learners ю тБпк

ГО H"lblinc LuпрuсЪi з=
 frrР'*-W* -rý l
l -,r ra fr
l---Y--Y
rl1 --l
,arll ,

lапgшаgв foctls Names of animals; prepositions of р|асе (iп the fiе!ф; vocabulary; cage, field,
oviary, pool, fепсе, daпgerous
Structures: lt пееds to go iп the..., l think the (liоп) should go iп the....; giving
reasons usiпg because
тhiпкiпg slilIs Categorising; decision making; using рriоr knowledge; giving reasons; persuading
дgG в-12
lечвl Еlеmепtаrу / А2 upwards. (When using this activlty for students with а higher level of
English, ask them to give mоrе detailed explanations about the decisions they make, and
try to persuade their classmates to аgrее with them.)
Тimе З0 minutes
рrешаrаtiоп Сору Worksheet А апd В for each student. Pictures of animals; scissors, gluesticks (optional).

lп class
Ask the class to паmе animals from а zoo. write them оп the board. Ask them to
act оr make the sound of the animals.
Explain to the class they are going to make а zoo and that each апimаl needs to
Ье put iп а suitable place. Ask them to explain why this is important, e.g, because
а liоп is dangerous. Teach the word dangerous.
з Teach the words oviory, cage, pool, field, fепсе,
4 Hand out Worksheets А and В. Students work in pairs. They drаw the animals in
the appropriate places оr cut them out and stick them there. Tell them they сап
add fences if they need to separate апу of the animals. They can also draw trees
if they wish.
Ask for answers. lf there is disagreement, ask for reasons. Accept апу rеаsопаЬlе
а rgu ment.

Depending оп the level of your students, this part сап Ье done with very basic
language. Write prompts оп the board if necessary, e.g:
Д liоп is dangerous, so it пееds to go iп а

Д parrot сап fly, so it needs to go iп the

lf the language level of уоur students is more advanced, you сап introduce more
соmрlех language, e,g.:
The liоп should go iп Ьеса use

l th i п k the ра rrot shou ld because

Дпsшеrc aviary: peacock, parrot, eogle

pools: shar( репguiп, crocodile
cages: tiger, liоп, wolf
field: goat, horse, cow, deer, elephant, саmеl, zebra, girat'fe

Puchta/Williams I Teaching Yочпg Learners to Think l @ Helbling Languages 4з

 ,;:{.зq.з
Tl,,:t: l Worksheet А

т]
Ф
Р9
иЕ
тr\
.=э
Фg
Ё1
оэ
ат
ФЕ
ъФ
Фд
Ф+.
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эз
со
9g,

ъ9 Ф+J i.l
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ly\
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.= {у
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dE ф
Е,Ё
ло
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fio8
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Ё ЁЁ !
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ё Ё,э
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a

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l

44 !
Puchta/WilIiams I TeachingYoung LеаrЙь to Think О Helbling Languages l
1
 Т?з* у-tз{з I Worksheet В

elephant camel

giraffe crocodile

Gomplete the sentences

1 go in the ачiаrу.
2 go in а pool.
з go in cages.
4 go in the field.

'leaching
PuchtaiWilliams | Young Learners to Think i с Helbling LапguJgБ
 Ж W*rdsu %&л&rdжu жл&уdж

[апgшаgе foctls Vocabulary revision; talking about word structure and mеапiпg; speIling
тпiппiпg sпills categorising; analysing (word structu rе), compa ring; giving rеаsопs
Дgе 10-12
lешвl Е|еmепtаrу / А2 upwards I

i
TimG 10-15 minutes
рrешаrаtiоп l\4ake one сору of the worksheet for each student. Fоr the variation,
рrераrе а
сору of а text for each student or select а text from the course book you аrе
using
with your class.

lп class
1 Ask students to call out English words they like. write them оп the board.
2 Ask students why they like the words. lf necessary give them prompts,
e.g.:
because it sounds пiсе.
because it reminds mе of ...
l like ... because l kпоw hоуцl to spelt it. _i
because it's а difficult word.
because it's easy to rеmеmЬеr.

use the words оп the board to make sure уоur students know the meaning
l
of
the following syllable, plural, поuп, о silent tetter (depending оп the level
of your ;
class, this could either Ье а silent consonant, as the k in kпее or the
Ь in соmь, or
it could Ье the 'magic е' as the е iп cake).
=
l
Hand out the worksheet. Tell students to find out what they have to do. Then
ask
them what they have to do, апd write the tasks оп the Ьоаrd. Example:
=
. count the syllables
l

. group the поuпs

. соuпt the letters
. find the plural поuпs
. Ilпd the words with а silent letter

то illustrate how to do the Ьаr chart in exercise З оп the worksheet, ask students
to count how mапу words оп the board have the same number of letters,
'] word with 'l
e.g. -
letter (а), по word with two letters, по word with З letters, 2 words
with 4 letters each etc. Тhеп show them how they сап turn their count into
bars r
оп the Ьаr chart: 1 word with опе letter mеапs that опlу 1 square in the first Е
vertical column gets coloured in,2 words with 4 letters each means that
2
squares get coloured iп the 4th vertical column etc. :
]lote The idea for this activity comeS from Janet Ааkеr Smith'S book 101 Braiп-based =
l п str u ct i о п а l St ra tegi es.

46 Puchta/Williams I Teaching Young Learners to Think 1 @ Helb|ing Languages

 \&^lgъ*Жч
ъ Y 1ёt-ý
у
ъе,ýъwr&* ьжýъ**ý%
",l 3" ЪЪ Ъ-ýq \
ц \}.э * vЧ ч""ý ý Ц&
l Worksheet
Look at the words оп the board. Find out the пчmьеr of syllables the words
have got. Count them and write the пчmЬеr.

Words with опе syllable:

Words with two syllables:
Words with thrее оr mоrе sy|lables:

Fiпd the почпs аmоп9 the words оп the board. Сап you put them in
groups? Write the groups оп the back of this worksheet, Fоr example:

Things to eat: ice сrеаm, beefsteak

People: teacher, pilot, сlоwп
SpoЁs: footba ll, swimmi пg

Look at the пumЬеr of letters the words оп the board have got, Classify
them. Use а coloured pencil to make а bar chart. Ask your teacher to help
уоч.
Numbers асrоSs the bottom of the сhаrtпumЬеrs of letters реr word
=
Numbers down the side = пumЬеr of words with 1 ,2,З etc.letters

15
14
Ф
Ф 1з
g lf
(J
11
Ф
(ч 10
N q

в
.Ё
3 7

э Ф
6
о 5
э
о 4
Ф 3
.сl
Е 2

z 1

? 4п
1 2 4 5 6 7 в о 10 11 ll 14 15 16 17 1в
NчmЬеr of letters реr word

Find words that аrе plural and write them here:

5 Find words that have а silent letter and write them here:

PuсhtaiWilliаms|ТеасhingYoUngLеаrnerstoтrrl@ 47
Е-

%ж{Жýжжжжýжжýж

lапgшаgе fосшs vocabulary for animals; verbs of animal mоvеmепt:

fty, swim, walk, ruп, slitlier
jump, hop, crawl, waddle; сап/сап't;
l think goes iп l yl,,oLl |o
тпiппiпg sпills Categorisi ng; rесоgп isi ng overla ppi ng categories;
u ndersta nd i ng Vеп п d ia gra
accessing information; using prior knowledge; r.п s,
decision making; presenting
so lutions

Дgе 1о-12
lечеl Elementary / А2 upwards
Тimе З0 minutes
preшaration рrераrе а сору of the worksheet for each
student. provide access to the internet
оr а rапgе of rеfеrепсе books оп animaIs.

lп class t
з

Ask students to tell you names of апу anima|s

they know. Ask them to act оr
make the sounds of' each so they understand
the meanings.
дsk: How does а
. mоvе? Ellcit оr teach movement words:
/f
flies, waddles, slithers, jumps, hops, swims, walks, rилs. =
l
Ask the students to mime
the actions.
Hand out the worksheet and explain the
task. Ask students to work in pairs to l
decide where the anima|s go. some wiIl require
gепеrаl knowledge; students
could Ье asked to look them up оп the web -
or in books
4 when they have finished they write answers д
to questions 2 and З.
5 Ask them if they сап think of апу mоrе
апimаls to add to the diagram. -
6 Ask fоr anSWerS. lf there is disagreement
д
students could Ье asked to look up
answers at home and bring them to the
sent to look up the information iп the
пехt lesson. Alternatively they could
library оr оп the web.
Ье J-
FiпаllУ ask опе or two students which
animal they would like to Ье and why.
Model the structure twould tike to Ье а
_becouse lwould Ье able to
could Then students complete the sentence individually.

-. -
Е

-д
-l

-L

48 Puchta/Williams I Teaching Young Learnerc to Тr,iпГГ О Helbling Languages =

l
 |1

Апsшвl

еlе7Ьалt
ke
'na
Аоg
crocoA'rle

]lotG Some of these are difficult. Fоr example, а ЬаЬу hippopotamus сап swim but an
adult doesn't as it is too heavy and generally propels itself along the bottom of
а river bed. So it could go in either category. We suggest you ask the children to
look this up if there is а disagreement and come to class with а suggestion.

Puchta/Williams I Teaching Young Learners to Think l О Helbling Languages 49

 %жуЖýыжж жжýжжжýж I Worksheet
1 write the animals inside the correct circle.

ff- l\ -#
цffi
hippopotamus
\g)
dй
Ж
ýla
&", й
Yж ы

w
crocod]le gooSe salmon oWl bat
ж--
I

& ''/
{-*')
l- /" ,,. .\
\
I

жw
-.€'l (
, _,-
( ;j l\\i
&
l
,,,а*,,- \ |_., l
tiger duck elephant
a

wý,Y
.}a;)
{- 1, I
,g-) -
\r.-a,'
J]J уl a

spider Ьее sha rk

l

fly l
fг,9У9-qд
t
-
I

J
a

l
a

l a

j
J l

swim
J
I

which animals сап do atl three: fly, move оп land, and swim?
a

J
,

3 сап апу апimаl in the world fly only? why/why not? a

50 PUchla/Williamb l Ieaching Yоuпg Lеаrпеrs lo think | ( HelblinB Lan8Ua8e\

1

I
 l
ж?_,ý''
ý,-

sequences аrе а significant feature of оur lives; events hарреп in а sequence,

instructions аrе given in а logical sequence, а story usually consists of а chain
of events, language is а sequence of words, numbers contain а sequence, we
рrераrе а mealwith а sequence of actions. Recognising sequences апd beingable
to put things and actions in а sequential оrdеr is ап important aspect of being
able to function in day-to-day life, and is necessary fоr higher-order cognitive
functioning such as рrоьlеm solving, and for giving сlеаr, logicaI explanations.

Following instructions involves acting in а defined оrdеr. This activity requires

children to restrain impulsiveness and wait fоr the reIevant piece of information,
to decode and interpret the information, to iпfеr, to rely оп partial clues, and
clarify ambiguities. Giving instructions entails understanding the needs of the
listener, ensuring clarity of language, and taking а logical approach to sequencrng
information.

The activities in this section сочеr different aspects of sequencing; recognising

patterns, putting words and concepts iп order, recognising sequences of events,
giving and following instructions, and recognising sequence in а stоrу.

51
 WЖжЖuж жýжжýжщ?

lапgшаgе fосшs VосаЬulаrу revision

тпiппiпg sпillý Pattern recognition; sequencing; memorising
пgс 6-9
[вшвl post-beginner l д1 upwards
тimG 20 minutes
preшaration create а worksheet (see поtе).сору it, опе per student, and cut
each сору in half.

lп class
1 Hand out а сору of the upper half of the worksheet to each
student.
2 Do the first row Ьу reading it out rhythmically, togetherwith
the students: Е

schoolbog - реп - schoolbag

l
- реп - schoolbag - реп - schoolbag - реп ...
Ask them what is missing, and епсоurаgе them to complete
the row Ьу drawing
the missing picture (а schoolbag). Give them а few minutes to
complete the other
rows, lf they саппоt complete some of the patterns, get
them to waIk rоuпd ancl
talk to at least three other students and ask them what drawings L
they have made
and whY. lП monolingual classes, these discussions will happen
in the students,
mother tongue. =
l

when they have all finished, ask different students to read out
the solutions to
the class so that they сап all check their own.
l
тhеп ask а student to read out апу опе of the rows. when the
student has
finished, the others look at their worksheet and say which
пumЬеr they believe
the row was. l

Next, challenge them if they can tell, without looking at

the worksheet, which
of the rows has been rеаd out. Give them about а minute
оr so to |ook at the
worksheet and try to rеmеmьеr the rows before they put
the sheet face down оп
the desk. Ask two оr three students, in turn, to turn up their
worksheet to read
out а rощ while the other students guess its пumьеr.
Hand out the lоwеr half of the worksheet and ask them to
create their оwп
logical patterns using апу of the words they already know in
English that сап also
ье drawn. Tell them to leave one оr two frаrпеs free in each
row оr pair of rows- !
t
Ask the students to write their name оп their worksheet.
collect the worksheets
and hand them оut rапdоmlу. Tell students to complete the logical
sequences оп !
the пеw worksheet. l

The students close their eyes. опе student reads out а rоw
of pictures. The others :
listen and check whether it is а logical sequence. lf they betieve
it is, they raise
a

both their аrms.

a
a

52 !
Puchta/Williams I Teaching Young LЫners to Гhiпk l с Helbling LапguавеS l
EXIGnsion As а further step оr iп а follow-up lesson, you may want to tell the students that
you аrе going to read out а logical sequence now. Ask them to listen саrеfullу
and knock оп their desktop if they сап spot а mistake. Ask them to tell you the
соrrесt word instead.

Апsшеrs 1) schoolbag - реп

2) rulеr - репсil
З) rubber - penciI
4) penciI-case (the раttеrп is а diagonal опе)

ilоtG The worksheet is just an example; the exercise will wоrk best if you create your
оwп, based оп the vocabulary you want to revise with уоur class"

Puchta/Williams I Teaching Yоuп8 Learners to Think l @ Helbling Languages 5з

 ъlъl
hзш?-' %,,{,mхъ,sауэи-t l Wo rks h eet a

lfu *, fu l
a

ffiý
ý|щс/, л\ ф€/ L\
ý ]фi ]t
bi>l
L-, ж жl.h)l
)llv|
*_____JL--Y- ý
J a

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.ж,хй
,вiж
-;ж,
,*Ж 4@ a

ry ж ф ж <'9-,/ I

l
j

3 :37 мi*;*
}зtr
-ýф
Аб^*;r
ж
ffi
\!ýtr" lWжу
#
ж l-
J
l

l
i

l
l_
Nаmе
j
J-
J-
2
--
l
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3

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l

J a

-r
4 J

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i
54 Puchta/WiIIiams I Teaching Young Learners to Think l @ Helbling Languages
 wжк жж жжffiжу

lапguаgе lосшs VосаЬu|аrу, mainly verbs of action

тпiппiпg skills Seq uencing; rесоgп ising оrdеr
Дgе 7-9. This activity is suitable for young children as it contains picture prompts to
assist with meanings of the words.
leuel Веgiппеr / А1 upwards
тimG ']
5-20 minutes
preшaration Рrераrе а сору of the worksheet for each student.

ln class
Write five numbers оп the board: e.g. sеvеп, twenty, tеп, опе, four. дskthe class to
tellyou the right order. Write them iп the соrrесt order.
put the students into pairs so they сап help each other with the words iп the
activity.
Hand out the worksheet. Explain they need to decide оп the right оrdеr and write
numbers in the boxes to show the оrdеr.
Fiпаllу ask for solutions. Fоr each sequence ask individuals to read out their
оrdеr. Fоr each, ask if апуопе has а different оrdеr. Continue like this tillyou
have heard all suggestions.
lf someone has а different оrdеr with а good rеаsоп, accept it. Fоr ехаmрlе, in
no 2 some students will have а different routine to their day. The following аrе
suggested answers:

Апswеrs 1) go shopping, cut vegetalэles, cook, eat, wash up

2) wake up, have а shower, get dressed, eat breakfast, go to school, eat lunch,
go home, do homework, eat supper, go to bed
З) рlапt, water, grow, pick fruit, eat
а) ЬаЬу, chiId, teenager, уоuпg mап, old mап
5) ореп door, get iп, start саr, drive, arrive, park
6) morning, midday, afternoon, evening, night

]aotG Reading out the апswеrs provides the children with the opportunity to use and
hear the words several times.

Puchta/Williams I Teaching Young Learners to Think l @ Helbling Langua8es 55

 ?l';,.i,i. i:i2 r,з,i,;ir::|;, l Worksheet
NчmЬеr the pictures in the correct order.

wash up cut vegetables go shopping

0ж
go to school eat breakfast get dressed
2 have а shower go home

eat lunch l
do homework wake up go to bed

pick fruit д
--
.. ýF-
д

о -
J
old mап уоuпg mап teenager --
J
гltý
гк@
,i
J

ореп door start саr

Iы
get in
^-
J
-i
j
-I
-!
-a
аftеrпооп mоrпiпg midday evening -i
Teaching Young Learners to Think О Helbling
I Languages
 Ыжжжжжжжýжýжжffiж

lапgшаUе Iосшs Facilitating the students' awareness of language structures; helping them to
rеmеmЬеr structures with the help of their'muscle mеmоrу'
Thinking sпills Recognising linguistic patterns; applying knowledge of linguistic patterns
Age 6_10
leuel Post-beginner l Д1 upwards
тimG 5-10 minutes
preшaration Decide оп а language аrеа you want to practise, and create cardboard pieces
of that structure (each аррrох. 10 х 20 cm) iп two different colours (see the
examples below).

ln class
дsk three (for this example) students to come to the front of the class. Give them
each а card in опе colour, е.g. grееп. Assuming the structure you want to practise
ts indefinite article + поuп, these cards could contain the following words.

and on the back of the саrd:

house а house

апd on the back of the card:

оrапgе ап оrапgе

and оп the back of the card:

репs six репs

Ask three mоrе students to come out. Give а yellow card to each of them:

а ап six

Now these students each have to find their match. They gо up to the student who
they believe is their match, and (if this is culturally acceptable in уоur class) reach
for their hand. The other student checks the апswеr оп the back of their саrd,
and, if the choice is соrrесt, they take the first student's hand. They walk back to
the class, and the other students give them а big hand. lf the solution is not the
соrrесt опе, the first student has another, and then апоthеr go.

Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages 5/

 -__.]

ЕпаmшIG1 lndefinite articles а/ап plus поuпs vs.. пчmЬеr ptus plural почп a

siх house t

l
а

--
_д
ап репS
а
_Е

а
l
а оrапgе
l-
-
Е
_
ý

_Е

д-

д-

Е
J
д
-а
л
al
-Е
-
-Е
-
-Е
-
58 РUсhtа/Wllliаmч 1 Ieaching YoUng learners to Ihink с Helbling Languages
-g
 ЕхаmПIе 2 Personal рrопочпs
and оп the back of the cards:

Му best friends аrе Claire Му mчm's got а пеw саг.

ltЪ а four-wheel driче.
and Маrk. lt's а fочr-whееl drive.

Таmаrа апd l go to the

ТоmЪ my brother, we both love maths. sаmе class. we both love
maths.

Му best friепdЪ name is Yоu'rе such а naughty Соmе hеrе, Fido!You're

Sandra. dog. such а naughty dog.

Well dопе, Kylie апd James.

Му mumЪ got а new саr. Your photos look great!
Yочr photos look grеаt!

МsЪrrеllЪ my English Му best fгiепd's паmе is

ShеЪ ten.
teacher. Sапdrа, ShеЭ tеп.

Таmаrа and l go to the Не speaks English and Тоm's mу Ьгоthеr. Не

same class. Spanish. s Епglish апd Spanish

Ms ТеrrеllЪ my English
She knows lots of great
Соmе hеrе, Fido! tеасhег. she knows lots of
storjes.
grеаt stоriеs.

Му best friепds аге Сlаirе

Well done, Kylie and
They're in my class. апd Маrk. Тhеу'rе iп mу
James.
class.

Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages 59

 й f Фа .* Ф

лъ Ег&jýк ýrы&ffiffiаffiý*

1апgшаgG loctls Describing а process, listening, language of instructions: сu[, add, put, switch оп,
switch off, pour
тпiппiпg skil|s ldentifying and sequencing tasks aS part of а larger process; memorising
Аgе 1о-12
1ечеl Elementary / А2 upwards
тimG 20 minutes
preOaration Fоr each group of З-4 students, рrераrе а сору of the set of pictures on the
worksheet. cut the ра8е up so students сап аrrапgе the pictures in апу оrdеr.
Optional: bring in pictures оr realia for step 1,

ln class
lntroduce or revise the following words and phrases. Use realia оr pictures оr
draw оп the board with labels, as shown hеrе, to exemplify the meaning of the
words and phrases:

Yr"
ru
гlм
./1
/ ъ* й
\ж w
Ьапапа kiwi fruit strawberry cut Ьlепdеr yogh rt Е

w
u

d{
tщш {,m
ГFi-l Гй;l
G
|: . 'r.l' д

Yw \
ýъ
оrапgе juice а cup of а glass о| switch оп
ýJ
switch off роU r ч

Mime the words and say them at the same time. Then say the words without
-
miming them, and get students to mime them.
Ask students to c|ose their eyes and listen to the words as you say them. Get them
G
to repeat the words and phrases after you with their eyes closed. vаrу
уоur voice,
e.g- whisper one word, say the next опе in а low-pitched voice, sing the next опе,
shout the next опе etc. t

Rub out the words оп the board. point at а drawing and elicit the words from the
students. Е

_
д
_
60 Puchta/Williams I Teaching Young Learners to Think l О НеlЫИg Languages !
 write numbers against the drawings. Give your students 15 seconds. Tell them to
rеmеmьеr each word with its respective пumьеr. Then ask them to close their
eyes. Say а пumЬеr and ask students to say the respective word.
Put students in groups. Hand out to each group а set of the пiпе pictures as
shown оп the worksheet. Ask them to аrrапgе them iп such а Way that the
sequence makes sense to them.
Give students а few minutes to decide оп what seems the most logical sequence
to them.
Ask them to present their sequence Ьу miming the action and talking about
it. scaffold the students' language Ьу prompting words they need. write the
sentences оп the board.
You will рrоЬаЬlу end up with а set of instructions like this:
Toke а Ьапапа, а kiwi t'ruit апd some strawberries.
Cut the fruit into small pieces.
Put the pieces of fruit iп а Ьlепdеr.
Add о cup of low fat yoghurt.
Дdd haff а glass of оrапgе juice.
switch оп the blender.
switch it off.
Pour the smoothie into cups.
Drink your smoothie with а friend. Yummу!

дпsшеl
ЕЕЕ

tr]ЕЕ
ЕЕЕ

uariation Rather than cutting the pictures up So students can rеаrrапgе them physically,
you сап give them а сору of the worksheet and ask them to put the actions in
оrdеr Ьу numbering them '1-9. This is far mоrе demanding, as students need to
visualise the sequence rаthеr than actually trying it out Ьу moving the pictures
а rоu nd_

ilоtG The idea fоr this activity comes frоm The Somerset Тhiпkiпg Skills Course, Nigel
Blagg et al.

Puchta/Williams I Teaching Young Learners to Think l @ Helbting l_angtages 61

 write пчmьеrs to put the pictures in the correct order.

д
-
.Е

Е-

Е
G

.Е

д-

=
,ь
w,
-t=

=
-ДЕ

-
-tr.

д-

-Е-
62 PUchla/Williamb 1 Tearhlng Yоurц Learners to Гhiпk j
О Helbling Languages
 {' yryr{ry|vwlq. qrв{а|'
ь-"a,,..| |,| 1,,,..: |, ;1 i i 1 l,

5Ё*rч ý
týtryъ*

lапgшаgG fоGшs Language of narrative, past tense, sequencing words: опе day / night, thеп, а Jew
days later
тпiпкiпg sпills Logical sequencing; recognising clues frоm the information given, рlаппiпg а
strategy and checking solutions
Age 10-12
lечеl Еlеmепtаrу l Д2 upwards
тimG ']5 minutes for each story. However, they can Ье done in different lessons.

рrешаrаtiOп Decide how mапу stories you wish to work оп iп the lesson. lVake а сору of
Worksheets д and / оr В fоr each grоuр of three. Cut the stories into strips so
there is опе sепtепсе оп each strip. lnclude the title оп а strip. Кеер each set
of strips intact, e.g. with а paper clip, оr in separate envelopes, so the pieces
don't get lost. lпсludе the illustration with the story. The best way is to stick the
illustration оп the front of the envelope.

ln class
1 Divide the class into groups of thrее.
2 Give each group а jumbled story. Ask them to lay the strips оп the desk.
а
э дsk them to find the title; make sure they understand the meaning of the words
in the title.
4 Then ask them to look carefully at the sentences and аrrапgе them into а story.
5 Allow 5 оr']0 minutes, as needed. Then ask а mеmЬеr of опе grоuр to rеаd out
the first sentence, а mеmЬеr of апоthеr grоuр to read the second sentence, and
so оп. Continue till they have gопе through the whole story. Ask who got the
whole story in the right оrdеr.
дsk them in groups to decide what they lеаrпt from the story. Collect suggestions
оп the board.
Fiпаllу you сап ask them to ехрlаiп anything they did to work out the апswеr;
e.g. looked for words like thеп, his, а few days later.
о
о continue with other stories.

Дпsшеrs See worksheets оп next page.

]lotG The stories аrе frоm Деsор's Fables.

puchta/Williams I Teaching Yоuпg Learners to Think l @ Helbling Languages 63

 l et д
:r" :: ,4. i ,.,,., ,,::,,
Wo r ks
|i.|_ ,.,,,
? r'|,,",l|, |. l l|,;,
ьl,,,,,,,,
,;:r r.,"'i.,
,||
hе

l ё"А The mеп and the bear

rь
&ý
д,j
Аiл
,ч
}ri4
"\
i't*Jз|
{* ' 'л
l/,t
Two men were travelling together.
"rл
ё
у
f{ '}а They met а Ьеаr and wеrе afraid.
!{ Ъ".ъ./l
-!
t, \ J- опе mап cl]mbed а tree and hid.
ц,^уL - J't"y'r4
The other fell on the ground and pretended to
Ье dead.
l
The Ьеаr came up and smelt h jm.
J
l

Then it went away.

The оthеr man descended frоm the tree.

l
Не asked 'What did the Ьеаr whisper in уоur
l
еаr?'
.^Е

The man replied; 'Nечеr travel with а mап who

deserts you.' д

лЕ
The Ьоу and the wolf
,.,д
А Ьоу was watching the sheep еvеrу night.
д-
Three t]mes he called 'Wolf!Wolf!' iп the night
and the neighbours rап out to help. _
д
But there was no wolf and the Ьоу just laughed
.Е
One night he saw а rеаl wolf. l
-
.-l

Не cried 'WoIf !Wolf ! Help me!' I

._l
This time the neighbours d]dn't come to help.
-
-Е
The wolf ate all the sheep.
ll

-Е

64 Puchta/Williams l Teaching VоuпгЙЙеrs to ТЙiпk I О Helbling Languages

-
 r;
';11,"|;:,..r,.;,,;:2,,, Ti|",T".z,i|: l Wo rks h eet В
ь The fox and the bird
/\* _tl'
^{\ lý
А blrd sat оп the top of а tree with а large piece
of meat.

А fox saw the meat and wanted to eat it.

The fox said 'you are such а beautiful bird. l bet

!; \
you don't have а beautifuI voice too.'
!УУr,
/r' The bird wanted to show off her voice.

So she opened hеr beak to sing.

The meat fell out.

The fox quickly ate the meat.

The lion and the mouse

Опе day а lion was sleeping.

А mouse rап оп him.

The lion woke up.

Не grаЬЬеd the mouse with his paw.

'Let me go,'said the mouse, 'Опе day l shall

help уоu.'

The lion let the mouse go,

А few days later, the lion was caught jn а net.

The mouse rап past and saw h]m in the net.

The mouse chewed the string.

The lion escaped.

'Small friends can Ье good friends,' said the

mouSe.

Puchta/Williams I Teaching Yоuпg Learners to Think l О Helbling Languages ь5

 ffiжжжжýfuж жжж &ужw

1апgшаgе itGms Positions: right, left, оп top of, uпdеrпеаth, bottom; vocabulary of personal and
household items, and shapes
тпiппiпg sпills
I
Following instructions сlеаrlу; giving сlеаr instructions in а logical sequence,
dеsсrilэiпg; recognising what iпfоrmаtiоп а listener needs
АgG 9-12
lечеl Elementary / А2 upwards
тimG 20 minutes for each activity; they could Ье dопе in different lessons.
РrGша]аtiоп Рrераrе copies of Worksheets А and В for each student.
j
lп class
Explain to the students that уоu are going to describe а picture and they will
j
draw it. Tell them to pick uр their реп and рареr.
Say: Draw о big rectongle, to go rоuпd your picture. Now give instructions sIowly .^Е

for the students to follow. Fоr ехаmрlе,. lп the top right соrпеr there is а balt.
uпdеrпеаth the ball there is а bicycle. То the left of the bicycle there is а Ьоу.
Е
lп the top leJt соrпеr there is а suп. I_Jпder the suп there is а flower.
Repeat the instructions as often as needed. When they have finished, ciraw the
Е
рiсturе on the board as you say the instructions.
Ask the students to tell you the instructions you gаvе. Collect the words оп the
board: top, bottom, оп top of, uпdеrпеаth, to the left of, соrпеr.
Е
5 Hand out Worksheet А. Revise the names of the objects.
Е
6 Put the students in pairs. Tellthem to each create their own аrrапgеmепt in the
top rectangle, drawing the pictures given. They must not let their раrtпеr see.
L
Now tell them to describe thеir аrrапgеmепt to their раrtпеr very сlеаrlу so their
раrtпеr сап understand and draw it iп the bottom rectangle. They must not let
their раrtпеr see their drawings. They take turns.
о
о Finally they look at each other's pictures and see if the instructions wеrе сlеаr.

uаriаtiопs 1 carry out this activity with shapes. These аrе provided оп worksheet В.
Students сап аrrапgе shapes оп the page and describe them to their раrtпеr.
2 The activity сап also Ье саrriеd out with other objects that the students select.

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66 Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages д
 Draw the obiects in the rectangle below.Then describe уочr picture to уочr
partner.

Draw уочr раrtпеrЪ picture here.

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уочr picture to уочr
partner.
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 &жжж&* жж,жY-Ж

1апgшаgв lоGшs VосаЬulаrу of recipes; boil, add, stir, crush, put _ iп _; language of
i nstructions; listen i ng

TltiпKing sПills Logical sequencing

Пgв 9-12
leuBl Elementary l Д2 upwards
тimG З0 minutes. Alternatively this activity could last очеr two lessons, with the second
worksheet completed in the second lesson.
preшaration Bring to class а picture of а witch and а recipe book. Рrераrе а сору of
worksheets А and В fоr each student.

ln class
Show а picture of а witch. Дsk: Who is this? What does а witch hаvе? What does а
witch do? Tell the students they are going to write magic spells.
Напd out Worksheet А. Explain: This is а witch. Her паmе is Cackler. She's making
а spell. She has got some very big sаuсерапs. She's stirring опе oJ the saucepans.
Ask them to do the action of stirring.
Read each sentence to the class iп the right оrdеr, and ask them to пumЬеr the
pictures. Read them again as many times as necessary.

Recipe
1 BoiI some water iп а saucepan.
2 Put 25 flowers iп the vlater.
З Дdd а spider's web.
4 Crush 'l5 Ьеапs апd add them
to the mixture.
5 Дdd о hair from а horse's tail.
6 Put 2 white feathers iп the mixture.
7 Stir well.
8 Say:'ДЬrасаdаЬrа, hey presto!'
9 The mixture turns into gold!

Now read the sentences again, and ask the class to mime each one. Then all
shout: ДЬrасаdаЬrа, hey presto! together.
Tell them they will each make their оwп spell. Write оп the board: Д spell to
Ask for ideas and collect them оп the Ьоаrd.
Hand out Worksheet В and ask the students to write their own spells. This activity
could Ье done in pairs. Tell them to ask you for any new words they need; this
enables them to Ье imaginative. Write the пеw words on the board for the other
students to use. lllustrate them where possible.
7 Display their spells on the wall. Give them time to read each other's work.

Дпsшеrs
Е Е Е
Е Е [ц
Е [a Е
Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages 69
 frr {7з,м,,6,зr: bp*ýýr l Worksheet А
Listen. NчmЬеr the pictures in the correct order.

чС<J>_'=r-,-
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70 Puchta/Williams I TeachingYoung Learners to Think l @ Helbling Languages

 frч'&зiз.,_ir". rэ"6эr:ýl l Wo rks h eet В
Write уочr оwп spell!

add I stir I crush I boil l put _ iп _ | saucepan

А spttt to
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Puchta/Williams I Teaching Young Learners to Think l О Helbling Languages 71

 ý,, {,{.з&rrчч; r;щ*.ýý l Worksheet А
Listen. Number the pictures in the соrrесt order.

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add I stir I crush I boil l put _ iп _ I saucepan

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 WЖжýrжЖfuж жýщfuК ffiyЖжff
l

lапgшаgG itGms Language сопсеrпеd with descriPtions of size, length, weight, days, age, speed
тпiппiпg sпills Sequencing; recognising the concept of оrdеr in length, size, пumЬеr, weight, l
days of the week, age, speed; recognising ассUrасу of meanings
Дgе 1о-12
l

lешеl pre-intermediate / В], as the activity involves using some mоrе

difficult
vocabulary than usuaI, and recognising the meanings of the concepts they
ь
rер resent.

TimG 15- 20 minutes

рlешаlаtiоп Рrераrе а сорУ of the worksheet for each student. Have three objects ready for
l=
step 2.
Е
ln class
lllustrate the concept of оrdеr. call three students out and stand them in order д
of height. say They are iп order of size. Marcos is the tallest апd Maria is the
sma llest.
Е
Put three objects in а row and illustrate the concepts in the Same Way. Say. They
are iп order of size. The bag is the biggest апd the репсil is the smallest. Е
ъ
Hand out the worksheet. Ask the students to complete it in pairs. Tell them to ask
the meaning of апу words they don't know, and collect these words оп the board.
д
When the pairs have done as much as they сап, ask them to find апоthеr
раir
апd соmраrе answers.
i!-
5 Finally, ask for answers.

д
Дпsшвrs 1 tiny - little - large епоrmоus
2 millimetre ceпtimetre - metre - kilometre
)> liпу shorl tall gigапtiс
-
4 weightless - light * heavy overweight
д
5 five - sеvепtееп - twепtу-опе , thirty-four
6 yesterday - today - tomorrow - пехt week
7 lWопdау - Wedпesday Friday - Saturday ;
В early оп time - late
9 dawdliпg - slow t'ast high-speed
l0 t rawl walk - ruп - spt iпl д

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72 Puchta/Williams I Teaching Yочпg Learners to Think I @ НеlЫiпg Ldп8uаgеs

L
ц

Е: WfuжЖrж ýfu* rýgfut * rffiж# I Worksheet

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Write the words iп order from smallest to largest, earliest to latest and
slowest to fastest.
t_
Е:; tiny | епоrmоus I little I lаrgе

t_
Е-
t_
Е_- metre I centimetre I kilometre I millimetre

t_
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r
gigantic I short I tall I tiny

heavy I l]ght I overweight l weightless

twenty-one I thiПy-four I seventeen I five

tоmоrrоw I yesterday I next week I today

Wednesday I Saturday I Monday I Fridау

early I late | оп time

fast I high-speed I slow I dawdling

ruп | walk I crawl I sprint

Puchta/Williams l Teaching Young Learners to Think l О Helbling Languages 73

 chrldren who have learnt to рау attention аrе а pleasure to teach, but
mоrе importantly а child's ability to focus attention has great vaIue for the
development of their mind. Frоm ап еаrlу age chilclren need to lеаrп how to
focus their attention as а key basic cognitive skil! without which а пumьеr of
so-called higher-order skills (e.g. comparing, differentiating, categorising and
logical-critical thinking)cannot Ье developecj. А lack of abiIity to focus attention
can lead to haphazard and unfocused responses and ап inabiIity to concentrate.

Мапу chiIdren these days аrе easily distracted Ьу the fast-moving pictures that
аrе а соmmоп раrt of their sensory environment. He|ping students to focus their
attention in spite of those environmental challenges is а key task for you as
а teacher. Children need to lеаrп how to gather data using their senses Ьу
-
looking, listening апd sensing accurately оvеr а sustained period of time and
-
they have to lеаrп to block out anything that might clistract them from doing
that. lf the lesson is challenging and fuп, stuclents will Ье mоrе
рrераrесi to'рау
that рriсе'; however they aIso need to develop the ability to concentrate when
а
task is Iess епjоуаЬlе.

When Iеаrпiпg а foreign language, focusing опе's attention is ап important skilI,

and опе that is required in оrdеr to observe апd unclerstand things about the

I
пеw lапguаgе. without, for ехаmрlе, noticing the importance а certain structure
l-
БI has оп meaning очеr another StrUcture, students саппоt learn how tO ехрrеSS
themselves ассu rately а nd соm m u п icate mеап ingfu ly.
I

EI so this section contains some activities that will help

уоur students lеаrп how to
focus their attention effectively.
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lапgшаgе fосшs Vocabulary revision; asking for quantities; answering questions

тhiппiпg skills Memorising; focusing perception and attention; counting
дgG 6-10
lечеl Beginner / А1 upwards
д
Тimв 10-15 minutes
РlGпа]аtiоп Use Worksheet А or Worksheet В; make опе сору per student.

lп class
Hand out а сору of the worksheet to each student and askthem to put it face
down on their desk, Make surе the students know the words for the items of
clothing (оr shapes, depending оп which of the two worksheets you have chosen).
Tell them that they сап look at their worksheet as soon as you clap уоur hands.
Tell them they should look at the drawings carefully so that they will Ье able to Е
answer questions about them lаtеr. Tell them they should put their worksheets
face down оп the desk when you clap уоur hands а second time. Е
Clap уоur hands. Give уоur students about 15 seconds to look at the worksheet
before you clap уоur hands again. I
Ask them for the пumЬеr of objects in the drawings, e.g. How mапу caps are
there? write the students'answers on the board. Tellthem to turn the worksheet
Е
очеr and check, then write the correct пumьеr in the Ьох beneath.
5 Саrrу оп in the same way, asking for the other objects in the picture.
д
Апsшеrs А: 9 caps,4 T-shirts,2 pairs of jeans, З skirts,2 belts, З dresses,4 jumpers
В: В circles, В squares, 4 triangles, 5 rectangles д=

uariations 1 Depending оп the level of уоur class, other structures to Ье used with the д
same activity/worksheet could Ье:
l think there are ... (skirts). д
Do you think there are more (belts)than (dresses)? -Yes, l do/No, l dоп't.
l think there are as mапу/mоrе/fеwеr ... thап ... . :
4
l'm поt sure if there are as mапу/mоrе/fеwеr .., thап ... .

rд

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76 Puchta/Williams I Teaching Yоuпg Learners to Think l О Helb|ing Languages
 Create а worksheet for апу set of words you would like уоur students to revise.
Select words for objects that сап easily Ье drawn. lп а frаmе, draw various
numbers of each of these objects, outlines опlу, in different sizes, очеrlаррiпg
each other.
The students work in pairs. They each do а drawing with lots of objects they
know the паmеs of and asktheir partnerto rememberthe objects in the same
Way.

ilОtG Robert Fisher, author of Teaching Children to Think, has stressed that focusing
attention and реrсерtiоп is опе of the most important basic thinking skills that
children need to lеаrп while they аrе young in оrdеr to Ье able to develop so-
called higher-order thinking skills later in life.

Puchta/Williams I Teaching Young Learners to Think l О Helbling Languages 77

 Ж*w wжжжw жrж ýfu*уж? l Worksheet А

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Puchta/Williams I TeachingYoung Learners to Think I @ Helbling Languages 79

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 ýq&ýаrеý, сýrсýеs ежd tr&ау?ýýеs

lапgшаgв IоGшs Simple пumlэеrs; asking for and specifying а quantity

of things; shapes
тhiппiпg sпills Noticing; thinking laterally; counting
:
Дgе Апу д
lечеl Post-beginner l Д1

Тimе 5-10 minutes д=

рrешаrаIiоп Сору the worksheet for each student.
Е
lп class
lf уоur students don't know the words square,
circle апd triaпgleyet, introduce
t
апd practise them.
сору the first figure from the worksheet onto
the board. Tell students to look Е
at it- Ask How mапу squOres are there? lt is likeIy
that some students will
immediately call out ап answer. lf their answer
they should take their time and think а bit.
is other than 14, tell them that tr
)
_) Get students to write their answer пехt to
the figure оп their worksheet. tr
4 Ask individual students what thеir answers
аrе:
How mапу squares are there? Then,
Е
Who agrees with (James') апswеr?
what do others think?
Е
Fоr each'wrопg'апswеr, ask опе (reasonably
self-confident) student to come to
the front and demonstrate to the class how
they got to their answer. But don't IЁ

call out апу of the students who have got ь

the right answer.
point out the'right'answer
and give students а bit of time to figure it rЁ
out. дsk а
student who got to that answer to explain
to the c|ass how they got there.
ь
-7
саrrу оп in the same way with the other figures
оп the worksheet.
лaЕ
-l

Апslшеrs 14 squares
J
З circles
7 1 triangles
Е
EJ
llotc lп step 5, it is vеrу important that you show -Е
а non-.iudgemental attitude to the
frequently, tencl to laugh
-,о, about what they
:У:::: as
perceive _::::: ":ryers.,Students
other students'wrong апswеrs. so make it
d
ДJ
clear here that makilng
mistakes is а very important step towards getting
it ri8ht.
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80 Puchta/Williams Teaching Yоuпg LearneБ tо

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Йiп|< | О Helbling Languagei ra:=
 %щъжж{*%ý ыww*Ж*% жжffi Жrýжжрrý*ж l Worksheet
How mапу squares / circles / triangles are there? Write the numbers.

Му answer:

Му answer:

Му answer:

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L:- Puchta/Williams I Teaching Young Learners to Think l @, Helbling Languages в,|

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lапgшаgе fосшs Decoding meaning; text rесопstruсtiоп J

Tllinпing sпills Dealing with ambiguity; hypothesising апd verifying hypotheses about mеапiпg;
using context and mime to decode mеапiпg; sequencing l

Age Апу
1ечеI Post-beginner / А1 upwards .д=

тimG З0-40 minutes Е

рrешаrаtiоп Сору Worksheets А and В for each student. Decide if апу of the key words of the
д
action story need to Ье pre-taught. Е
д
lп class
F
lf necessary, pre-teach key words with the help of pictures оr mimе. N.B. it is not д
necessary to pre-teach all the words, as it is опе of the advantages of IheTotal
Physical Rеsропsе method used in this activity that studerlts will Ье abIe to guess Е
ъ
the meaning of sentences in а holistic way, and graduaIly lеаrп to verify their
hypotheses about mеапiпg,
2 Get уоur class to stand in а circle.
Е
з Say the action story below sentence Ьу sentence. Each time, say the sentence and
саrrу oUt ап appropriate action at the same time. lnvite уоur students to imitate
Е
уоur actions. After three оr four sentences, start again from the beginning.
Е
Say: Do this:
You're walking to the train station. Walk оп the spot.
h
Your bag's very heavy. Act as if саrrуiпg а heavy bag as you
аrе walking.
You're hot апd tired. Wipe уоur forehead. Look tired. д
You sit dоwп оп the bag. etc.
You foll asleep. д
Suddenly you wake up.
You сап hear something iп the distance. д
You jump up, pick the bag up апd ruп.
Тоо late! The traiп has left.
д

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82 Puchta/Williams I Teaching Young Learners to Think l СО Helbling Languages -

.Е
 Repeat the story with the sequence of actions described several times. Whеп you
notice that уоur students сап саrrу out the actions without problems, give them
instructions again in the same оrdеr, but this time do поt саrrу out the actions
апу mоrе.
Gradually lэеgiп to jumble the оrdеr of the instructions. The students саrrу them
о Ut.

Hand out Worksheet А. Start Ьу saying апу of the sentences оп раgе В2 - but not
the first опе - and ask students to point to the respective рiсturе. Саrrу оп like
this with the other pictures, in jumbled оrdеr.
Now read the sentences from the action story in the соrrесt order to уоur
students and have them пumЬеr the pictures:
You're walkiпg to the stаtiоп.
Your bag's very heavy.
You're hot апd tired.
You Joll asleep.
Suddenly you wake up.
You сап hear something iп the distance.
You jump up, pick the bag up апd ruп.
Тоо late! The train has left.

дпsшеr
[aЕЕ
ЕЕЕ
ЕЕЕ
Hand out Worksheet В. Ask the students to look at the graphic representation
of the first sentence. Read the sentence together with the students. Repeat
the sentence and elicit the language frоm them. When you have repeated the
sentence several times, ask them to hear уоur voice saying it iп their head.
proceed like this with the rest of the sentences.

Ask them to write the sentences.

]aotG The idea of working with action stories is based оп James Asher's Lеаrпiпg
Дпоthеr Language through Дсtiопs. You сап find action stories with photocopiable
worksheets iп Gtjпtеr Gerngross and Herbert Puchta's Do апd IJnderstand: 50
Дсtiоп Stories for Yоuпg Learners.

Puchta/Williams I TeachingYoung Learners to Think l @ Helbling Languages вз

 lзrt:?;.$ryrз %?"*,,,,ri';:::i, l Wo rksh eet А
Listen. NчmЬеr the pictures in the correct order.

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84 Puchta/Williams I Teaching Young Learners to Think l @ HeIbling Languages

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 -: ": l worksheet В
Сап you 'read'the story?

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2Y Ъ чеrу h

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Puchta/Williams I TeachingYoung Lеаrпеr5 to Think I О Helbting LarrgtlaкS в5

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lапgшаgв Iосшs Fuп with song lyrics

Тhiпliпg sПi|ls Focusing attention; applying rhythmic patterns
to text
дgG 10-12
lешеl Еlеmепtаrу / А2 upwards
тimG 5 minutes
рrсша]аtiоп select two songs that уоur class have
already lеаrпеd; perhaps Нарру Birthday
song А, апd Теп Grееп Bottles as song as
В.

ln class
]
I

1 Revise the two Songs with your class,

sing song А first and then song В.
2 ASk the students tо Say the lyrics
of song А, keeping to the rhythm of
Then the song.
tap out, together with the class, the
rhythm of song В. Ask the students
try to sing the lyrics of song А to the to !
rhythm of song В (and later, vice versa). !

llotGs We learnt this frоm MIario Rinvolucri.

Fоr а rапgе of modern and original
songs foryoung students, see Grammar
апd Raps, Puchta, Devitt, Gerngross Songs
and Holzmann. l
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86 PUchta/WilliamS --
l Teaching Yоuпg Learners ЙiПЙ i О Helbling Languages Е
Очеr the last two decades оr so, the skill of memorising seems to have received
less recognition as ап important educational activity than it did in the past, Rote
lеаrпiпg, for ехаmрlе, is often regarded as something that should Ье avoided,
as if а learning а роеm had some kind of negative effect on the child's abilitv to
think, оr develop their problem-solving skills and creativity.

Тhеrе is сlеаr evidence, though, that developing one's mеmоrу is ап essential part
of learning, and good mеmоrу skills аrе required to develop the full potential of
our lэrаiпs. The very рrосеss of thinking depends largely оп our ability to hoId
information available iп оur minds to look at it frоm dlfferent angles апd to
combine it with оur prior knowledge (which again wouldn't Ье ачаilаlэlе without
having а good working mеmоrу). Such аlэilitiеs all involve mеmоrу skills, and аrе
essential for drawing conclusions, solving problems or creating new things, the
most important abilities that education needs to help develop in а child.

Developing mеmоrу skills depends оп the ability to focus attention, organise

irrformation, make associations between the пеw and the known, chunk the
information we need to rеmеmЬеr (it ls easierto rеmеmЬеrа twelve_digit пumЬеr
if we break it up into four groups of three digits), practise and consolidate оr
revise.

Children with poor mеmоrу skills will not lеаrп successfully апd they will find it
difficult to think coherently and follow а thought process through to its logical
со nclusion.

ltisapparentthatgoodmemoryskillsareessentiaIforlearningaforeignlanguage
successfully. This is most evident in the fact that not rеmеmЬеriпg new words
is а frustrating experience whеп trying to communicate iп а fоrеigп language.

So hеrе are some activitres that will help уоur students develop those all-
important mеmоrу skills,

в7
 lапgшаgG itGms VосаЬulаrу practice in content аrеа chosen Ьу teacher
тпiпкiпg sпills Training the mеmоrу; thinking of strategies to rеmеmЬеr items
Age Апу
lешвl Post-beginner / А1 upwards
тimG 'l5 minutes; this makes а useful ending to а lesson
preparation Use the worksheet. Alternatively there are а пumЬеr of books with pictures for
language lеаrпiпg. Рrераrе а сору of the worksheet for each раir of students. lf
уоur students will Ье cutting up the cards, bring in а supply of scissors. Schools
mау like to cut the worksheets up and laminate them for future use.

ln cIass
Put the students in pairs. Give each student а пumЬеr: 1 or 2. Hand out the
worksheet. Askthem to cut the pictures so that each item is separate. Then
spread the pictures out оп their desks. A|ternatively you can cut them Ьеfоrе the
lesson.
Go through the names of the items together, saying: Роiпttо а ...; Show mе а ...;
etc.

Explain that they will have to rеmеmьеr what is there. Ask them in pairs to say
each паmе in English together till they сап memorise them all.
Ask по 1s to raise their hands, then по 2s raise their hands. Tell по 2s to shut
their eyes. No 1s rеmоче one (or more) picture(s) and hide it/them. No 2s then
look at the rеmаiпiпg pictures and say which is missing.
5 Repeat this рrосеdurе with по 2s removing the pictures.
6 The process сап Ье repeated several times. Ask how mапу wеrе correct, and see if
they improve as they practise the game.
Finally ask the students to turn the pictures so they аrе facing down and rесаll all
the items they started with.
Then ask them to tell you how they remembered them. Wеrе there апу
interesti ng mеmоrу strategies? E.g. m пеmоп ics, making associations,
visua lisation.

uаriаtiоп This сап Ье used for апу word classes, е.g. food, sports, colours, transport, !
fu rп itu re, clothes, etc. _Е

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Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages 89

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1апgшаgе foctls vосаьulаrу related to content аrеа chosen Ьч the teacher

тпiпкiпg sпills Training the mеmоrу; matching
Age Апу
lечеl Post-begin п er l Д1 u pwa rds

Тimе 15- 20 minutes

Р]Gраlаtiоп Make copies of worksheet А оr В; опе сору for each group of three students.
cut
them into squares so that they аrе identical when face down.

lп class
1 Divide the class into groups of three. Give each grоuр а set of pictures and words.
2 Ask them to match the pictures with the words and to make sure they know
all
the names. They сап test each other in their groups Ьу pointing to а picture оr а
word and the other student saying the паmе.
Tell them to turn the cards очеr and shuffle them so they аrе all face down
оп
the desks, spread out, not overlapping.
Ехрlаiп the game Ьу demonstrating with опе grоuр. Each student in turn turns
оvеr two cards. |f the picture and word nratches they keep the pair and turn
очеr
another two cards. lf they don't match they turn them back очеr. The wiппеr
is
the опе who wins most pairs.
They сап rереаt the game severaI times and see if they improve.

llotG This game is поrmаllу called Реlmапism, lэut we have used the паmе pairsIo
make it сlеаr to the students what it is. This gаmе сап Ье used оп different
occasions to practise different чосаlэulаrу sets.

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90 Puchta/Williams I Teaching Young Learners to ЙЙ |

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hаmЬurgеr chips ice сrеаm pineapple spaghetti

реа r оrапgе pizza cake biscuit

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trousers socks dress shirt :

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coat
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lапgшаgв fосшs рrопuпсiаtiоп and intonation

тhiпкiпg sпills N4еmоrу strategies: rhythm and rhуmе

Age Апу
1ечеl Post-beginner / А1 upwards
тimс 5-10 minutes
preшaration Select а song suitabIe fоr уоur class.

ln class
1 Pre-teach апу words of the |уriсs that the students might not understand.
2 Say the first liпе of the song in the rhythm that it has when it is sung.

з Get уоur students to repeat the liпе iп the same way. Саrrу оп |ike this with the
other lines of the song until the class can confidently recite the lyrics.
Ask уоur class to form а сirсlе. Walk аrоuпd inside the circle, and hum the
melody. Get the students who are пеаr you to pick up the melody and hum along
with you. Walk around the circle several times, until final|y all the students аrе
humming the melody.
5 Start singing the song. Get the students to gradually join in.
6 When they сап sing the song well, tell students to drор the last word iп each line
and sing it using their iппеr voice only and rерlасе it with, e.g., sпаррiпg their
fi ngers.

Depending оп the class, уоur could proceed like this with the last but опе word,
then get them to additionally drop the firstwords in each line etc.

]lotc we learnt the idea of getting students to pick up а tune апd hum along with the
tеасhеr from Angela Ноrаk.

Puchta/Williams I Teaching Young Learners to Think l @ Helbling Lan8uages 93

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lапgшаgе fоGшs Nouns; language of interaction

тпiпlfiпg sпills Developing mеmоrу strategies
Дgе в-12
lешеl Post-beginner l Д1 upwards
Тimе 15*20 minutes
pleparation Ask each student to Ьriпg three coins, three paperclips
ancl three buttons to class.
Bring some Spares апd а rапgе of objects to
demonstrate the activity.

ln c|ass
Demonstrate the activity with а student; sit
down at а desk with the student, and
ask the other students to stand around the
two of you, forming а circle. you have ]
three coins, three paperclips and thrее pencil
sharpeners оп the desk iп front of
yoU.
I
put three of the objects
in а sequence in front of you, so that the
student сап
See e,g,: coin coin
- - PaPerclip. TelI the stuclent in front of you to rеmеmьеr the j
SeqUence wel|, starting from left to right (from
their perspective).

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sequence as long as they want. whеп
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they think they саП rеmеmЬеr it, they should
nod their head (оr simply tell
YoU that theY аrе readY). Then сочеr uр the sequence
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of оlэjесts. it is now the
student's turn to say the objects in exactIy
the same оrdеr as they saw them, frоm -l
left to right.
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94 Puchta/Williams Teaching Yоuпg LearneБ to-Tink| О Helbling I-аrцuаgеs

а
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 When the student believes they have completed the sequence correctly, rеmоvе
the сочеr so that they сап check.
lf the student's reconstruction of your sequence was correct, repeat as described
above, but this time use fоur objects. Саrrу оп like this, adding опе mоrе obl'ect
each time the student's reconstruction is accu rate.
6 Ask уоur students to do the activity in pairs, using the objects they brought to
cl ass.

uariations lnstead of showing а sequence of objects, you can:

1 'read it out'to the student without them seeing it. The student reconstructs
the sequence in the same way as described above, remembering it with the
help of their auditory mеmоrу.
2 blindfold the student (оr ask them to close their eyes) and ask them to fiпd
out about уоur аrrапgеmепt Ьу feeling it with thеir fingers. Then they say the
sequence as described above.

ilotc This technique is ехсеllепt for facilitating the students' mеmоrу skills, especiaIly if
carried out repeatedly over а period of time. We learnt it frоm N4ichael Griпdеr at
а workshop in Winzenburg, Gеrmапу.

Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages 95

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lапgшаgе fоGшs Language of dеsсriрtiоп,. there is, there,re; prepositions of place: small, large,
to the lejt of, to the right of; vocabulary related to content аrеа chosen Ьу the
teacher; listening skills J
тпiпкaпg skills Developing visual mеmоrу skiIls, spatial awareness and direction; giving ассurаtе
l
а nd systematic descri ptions I

Аgе 1о-12
l
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1ешеl Elementary / А2 upwards

Тimе 10-15 minutes
preшaration Select а content аrеа, апd сrеаtе а worksheet оr use the worksheet provided, I

making а сору for each student.

t=
lп class
Pre-teach апу vocabulary that уоur students will need to know. lf you choose the t
ехаmрlе given hеrе, it may Ье words like small, large, downstairs, upstairs, iп
frопt of, Ьеhiпd, wiпdоw, bush, pear tree, apple tree, flower bed, to the right of, to
l
the left of eIc.
Give each student а сору of the worksheet. Ask them to look at the pictures
L
саrеfullу, апd try to rеmеmЬеr them visually. This сап Ье dопе in various ways.
They сап for example:
, look at опе of the pictures first, then close thеir eyes, trying to see the picture t

in their mind's еуе, then ореп their eyes again, to соmраrе their rеmеmЬеrеd
images with the опеs on the page etc. t
, trасе the objects iп the picture with their index finger and, while they аrе doing
so, trу апd rеmеmЬеr what the picture looks like.
l
з Allow а few minutes so that the students can memorise the pictures.
4 Ask them to close their eyes. Describe опе of the four pictures to them, e.g.: ь
lп Thomas' house, there are three smoll windows downstairs апd there's о large
wiпdow upstairs. lп the garden Ьеhiпd the house there's а flowerbed. There's а large Е
bush to the right of the flowerbed. lп the garden iп front of the house there's а pear
tree.
Е
Ask them to ореп their eyes and write Sophie's паmе under the picture of her house.

Ask the class to close their eyes again, and саrrу оп describing the other pictures
ъ
iп the same way:
lп Daniel's house, there are three small windows upstairs апd there's а large
wiпdоw downstairs. tп the garden behiпd the house there's а flowerbed. There Е
are small bushes to the right of the flowerbed. lп the gаrdеп iп frопt of the house
lhere's ап apple tree,

96 Puchta/Williams I Teaching Yоuпg Learners to Think l @ Helbling Languages

 Ask them to ореп their eyes, write Daniel's паmе uпdеr the picture of his house,
and thеп close their eyes again.
lп Megan's house, there are three small windows downstairs апd there's а large
window upstairs. lп the gаrdеп Ьеhiпd the house there's а flowerbed. There are
smoll bushes to the right of the flowerbed. tп the gоrdеп iп front of the house
there's а pear tree.
Ask them to open their eyes, write Thomas's паmе uпdеr the picture of his house,
and then c|ose their eyes аgаiп.
lп sophie's house, there are three small windows upstairs апd а large window
downstoirs. lп the gаrdеп Ьеhiпd the house, there's а flowerbed апd а large bush to
the right of the flowerbed. lп the gаrdеп iп front о| the house there's а pear tree.

Ask them to ореп their eyes апd write N/egan's паmе uпdеr the picture of her
house.
Fiпаllу, check their answers Ьу getting them to describe Sophie's (Daniel's etc.)
house to you. lt may Ье helpful to write key language оп the board апd help
them with pronunciation Ьеfоrе they give their descriptions, e.g.:

lп Sophie's house there is ... u psta i rs

there are... downsta irs

lп the gаrdеп behind the house there is ...

lп frопt of the house there are...

There is а ,.. to the right of the ...

to the left oJ the ...

Ask students to put their worksheet face down оп the desk in front of them.
Describre опе of the pictures to them. students listen and say the паmе of the
respective ch ild.
в Ask students to work in pairs. Each of them looks at the drawings. Раrtпеr А
describes опе of the pictures to В. В says the паmе of the respective child.

Апslшеrc House ] Sophie's house

House2-Daпiel'shouse
НоusеЗ-Тhоmаs'shоusе
House4-Megaп'shouse

ilоtс The activity facilitates paying attention to detail and choosing language carefully
iп order to accurately describe what the students see or rеmеmьеr. This is а skill
needed, for ехаmрlе, iп asking and telling the way.

Puchta/Williams i Teaching Young Learners to Think I

aО Helbling Languages 97
 Ж*.жwжжfuжж Жfuж щw*Кжw*? l Worksheet
Listen. Write the correct names under the pictures.

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Меgап Thomas Sophie Daniel

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98 Puchta/Williams I Teaching Young Learners to Think l О Helbling Languages

We live in space; iп а rооm, а home, а town, а wоrld. All individuals need а
rеfеrепсе system with which they can understand and have some degree of
сопtrоl очеr the space they live in. Without this, they соuld not live iп а social
world. Fоr ехаmрlе, we need to fiпd our way back home, mоче about in the
worId, build а house, аgrее оп placesto meet people, drive cars.

lndividuals пееd to develop а sense of position (where they аrе), distance (how
fаф, direction (left, right, uр, down), proximity (closeness) and perspective, as
well as an understanding of two and three dimensions. At а mоrе соmрlех level,
the ability to imagine а change in position of ап object or person, or in one's
own position, is опе of the basic building blocks of hypothetical thinking and
probIem solving. tоr example, апswеriпg the question'What if the Ьоу turns
right?'requires skilIs of predicting, visualising, and hypothesising. lп addition,
the ability to understand а position iп relation to sоmеопе else, i.e. to put oneself
in someone else's shoes and imagine the positions of oblects around them, is ап
important раrt of higher-order thinking and decision making.

А рооrlу developed sense of spatial awareness сап lead to а рооr grasp of

reality. lf they аrе uпаЬlе to see relationships in space, children will have trоuЬlе
locating events and objects in context, making it difficult to analyse а situation
оr рrоЬlеm. Similarly if сhildrеп see their surroundings опlу iп egocentric ways,
i.e. in relation to themselves, and аrе unable to see them in relation to other
people they will have рrоfоuпd difficulties in solving рrоЬlеms.

The activities in this section involve working with different dimensions of spatial
awareness leading to high-order mental manipulation of concepts of space.

99
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lапgшаgG loctls Positions: leJt, right, Ьеtwееп, ot the епd

тhiпкiпg sпills spatial awareness; recognising positions - right, teft- апd transferring this to а
pictorial representation ; problem-solving
дgG в-9 ]
1ешвl Еlеmепtаrу / А2 upwards -.]

тimG 20 minutes
рlвшаrаtiоп рrераrе а сору of the worksheet for each student.
J
lп class I

Ask three students to come to front of the class and stand iп а rоw. Teach the
|anguage: оп his right, оп her left, iп Ьеtwееп, at the епd. Е

2 Ask students to complete the worksheet.

f
J When they finish, ask the students to check anSWers in pairs. I

4 Drаw the рiсturе оп the board and, as а c|ass, go through the steps of working
out the answers. scaffold the thinking processes, e.g.: what's the I
first паmе we
сап write dоwп? (It4ary's at the епd) Which епd? (Y|е don't know.) ОК, who's пехt to
Mary? (|ane's оп hеr left.) So which епd is Mary? eIc. -]

дпsшG1 Paul - Kate - Susan - Peter - Jane Mary Е

Uа]iаtiоп This activity сап Ье adapted and used оп оthеr occasions with different names а
Е
and positions. More advanced students cou|d сrеаtе similar problems for their
partners to solve.
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100 Puchta/Williams I Teaching Yоuпg Learners to Thinkl О Helbling Languages tr
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Jane is at the сiпеmа with hеr friends. write their паmеs under their seats.
маrу is sitting at the end of the row. Jane js оп her left and on Реtеrъ right. susan
is between peter апd kate, paul is at the end of the rоw,

Puchta/Williams I Teaching YоUпg Learners to Think l О Helb|ing ranguages 10,t

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lапgшаgG IоGшs Prepositions of place: iп frопt of, Ьеhiпd, оп the right, оп the left; names of
buildings in а town
тhiппiпg skills Orientation in space; directions; visualising position from within а picture;
J
mentally rotating ап image in space
I

Age 9-12
lешеl Еlеmепtаrу / А2 upwards
д

Тimе опе оr two lessons of З0 minutes. (Exercise З could Ье done iп а second lesson.)
РlGша]аtiоп Рrераrе а сору of Worksheets А апd В fоr each student. t

!п class
j
Teach vocabulary iп Jrопt of, Ьеhiпd, оп mу right, оп mу left.
а) Tell students: Роiпt to your right. Роiпt to your left. Роiпt iп frопt of you. Роiпt
I
Ьеhiпd уоu.
Ь) Ask individuals,. Who's оп your right? Who's оп your left? Who's Ьеhiпd you?
I
Who's iп front of you?

Ask the students to tell you some names of buildings, е.g. supermarket, tower,
l
post office, and write the words on the Ьоаrd.

Give out Worksheet А. Check the students understand the vocabulary: tower, shop,
park, hotel. a

Ask students to complete exercise 1. Ask the students to check their answers with
а раrtпеr. I

Ask them to do exercise 2, the first picture. They then find someone who has
drawn the same version of Tom and соmраrе answers. a

Ask them to rереаt the рrосеdurе with the second picture, drawing а different
version of Тоm iп the centre. I

Now ask students to work in pairs. They сап use Worksheet В to draw their own
рlап of а square with different buildings. They draw а picture of Tom in the :
I

centre and ask their раrtпеr where the buildings аrе, e.g.,. Where's the museum?
lt's behind Тоm.
i
о Ask them to swap partners and repeat this with someone else.
9 They сап сопtiпuе to change partners and repeat the procedure.
I

J
i

102 puchta/Williams I TeachingYoung Learners to Think l @ Helbling Languages

 \

Апsшвrs 1) А Тоm facing us: В Tom has turned to his right:

The tower is behind him. The tower is оп his right.
The hotel ls оп his right. The hotel is iп frопt of him.
The shop is оп his left. The shop is behincl him.
The park is iп froпt о| him. The park is оп his le|t,

2) Pic
,l
: Pic З:
The tower is Ьеhiпd him. The tower is оп his left.
The hotei is оп his right. The hotel is Ьеhiпс| him,
The shoP is оп his left. The shop is iп frопt of him.
The park is iп t'rопt of him. The park isоп his riяht.

Pic 2,. pic 4:

The tower is iп front of him. The tower is с,lп his right.
The hotel is оп his left The hote| is iп t'rопt of hitп.
The shop is оп his right The shop is Ьеhiпd him.
The раrk is Ьеhiпd him. The park is оп his left.

flote This activity was inspired Ьу Feuerstein's lпstrumепtаl Епriсhmепt рrоgrаmmе.

Puchta/Williams | Теа< hing Young Learners to Think | с Helbling langUageS 10з

 "{,;:зz1э?
И?:t{::,{{;::"i l Worksheet д
1 А Look at the picture of Tom. Write iп frопt of him, behind him, оп his ight,
and оп his left in the blanks.
The tоwеr is him.
The hote| is
The shop is

The раrk is
l

В Tom поw turns right.

Finish the sentenGes. a
l

The tоwеr is оп his

The hotel is
j
The shop is
j
The раrk is

t
2 choose опе of the pictures of Tom for А and for В. Draw him like that iп the
square each time. Now complete the sentences.
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The tower is The tower is ;
The hotel is The hotel is
The shop is The shop is ;
The раrk is The раrk is
;

104 =
Puchta/Williams I Teaching YoUn8 Learners to ltlink 1' с НеlЬl,rц Languoges
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3 Now draw уочr оwп plan. Choose buildings for уочr plan. Draw one of the
pictures of Тоm in the centre. Ask уочr partner where the buildings аrе in
relation to him.
Example: WhеrеЪ the рlауgrочпd? - ltъ iп frопt of Тоm.

supermarket toy shop

ice сrеаm stall rаilwау station mUSeum post office

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Puchta/WiIliams I Teaching Young Learners to Think l О Helbling Languages
--r.

Жfuж жЖжу;%жffiffiж

lапgшаgе lоGшs Positions: tо/оп the left/right of, Ьеtwееп, behiпd, iп front of, пехt to, оп her let't/
right, Jrопt row, at the back

тпiппiпg sпills Understanding of spatial orientation; holding mоrе thап опе piece of
information in the mind to solve а spatial рrоЬ|еm; problem-solving skiIls
of systematically surveying the information, recognising information that is
irrеlечапt, creating а strategy, and checking solutions
Аgе 1о-12
[ечеI Elementary / А2 upwards
J
I

Тimе З0 minutes
prenaration Рrераrе а сору of the worksheet for each student.

ln cIass
Make surе the students understand the phrases сопсеrпеd with position. Ask а
student to stand up. Ask the class: 'Who is оп her right? Who is оп her left? Who is
iп frопt of her? Who is Ьеhiпd her? etc. Repeat this several times.

Напd out the worksheet. Tell students that they need to read the information and
write the names in the desks. ExpIain that they mау find this difficult, апd they i

will пееd to tackle it slowly апd systematically.

When they have worked оп it for some time, tellthem to find а раrtпеr and work
together to soIve it.
Finally, work with the class to work out the solution. lf we аrе to teach thinking
strategies, it is important to model а problem-solving strategy, e.g.:
What is the first piece о| iп|оrmаtiоп ууе have? ОК; Susап is iп the frопt row.
What is пехt? She is Ьеtwееп Jапе апd Peter.
Do we kпоw who is оп the right апd who is оп the left? No we dоп't kпоw, so there
are two possibilities.
What is the пехt piece of iпJоrmаtiоп? Dаппу is to the right of Jапе.
So where is Jапе?
Continue in this way till the рrоЬlеm is solved.

Апsшеrs r) wh iteboa гd
Peter Susa п Jапе Dоппу Richa rd
David Ма ry Sarah Dоп Fred
Ch ris Ап па Dоп па Cla ire l essi са
2) 15

106 Puchta/Williams I Teaching Young Learners to Think ] iО НеlЬ|iпg Languages

 /-'У,|rr?:aцýr'r'У&,{z;?3ýж
| !.| :|....,
|.|,,. | | | : I a | |, х,. | | :. |., "|
|. : |,.,| . |,,, |а.'|.|'

'Т,'iэ{:
r;:l ;,з.rr,|ir, {:r{,.:,r,y?,
l Wo rks h eet
Read the information.write the паmеs in the correct desks.

Miss Robeftson is arranging the seating in hеr classroom. Susan is jп the front
row. She js between Jane and Реtеr. Dаппу ]s to the right of Jane and to the left of
Richard, Маrу is behind Susan; they аrе good friends. МаrуЪ other friend Sarah
is next to hеr. Sаrаh has Don next to hеr. DопЪ friend Frеd is next to him. Маrу
]s оп DаvidЪ right. Dоппа ]s at the back next to her friend Claire, Claire js next to
Jessica, who is behind Frеd. Dоппа has Anna оп hеr left and Аппа ]s оп Chris'
right.

I]

2 How mапу children аrе in Miss RоЬеrtsопЪ class?

Puchta/Williams ] Teaching YoUng Learners to Think l (е] Helbling LangUages -l07

 ыýжжжж Жжжжжж

]апgшаgе fоsшs prepositions of place: Ьеtwееп,

пехt to, opposite, other side ol vocabulary of
buildings in а town
тhiппiпg sпills spatial orientation; recognising spatial orientation from
а map; problem-solving
skills (surveying information given, planning а Strategy,
checking soIutions). This
activity also involves recognising that solving the
рrоЬlеm doesn't necessarily
involve using the information in the оrdеr in which it presented.
is
дgG 10-12 :

J
1ешеl Elementary / А2 upwards
Тimе З0 minutes !
J
рrераlаtiоп А сору of the worksheet for each student.
lf possible, bring in pictures of the different buildings iп l=
а town. Дlternatively,
draw some of the following pictures оп the board: а bank,
а post office, а
chemist,aneWSagent,a8reengrocer,abutcher,abaker,aflorist,asupermarket,
а station, а bus stop.
i

lп class l =

Revise the words opposite, Ьеtwееп, пехt to, оп the

other side. caIl students out
and stand them iп rows. say: Maria is Ьеtwееп Guпtеr I
апd yап elc.
Revise names of shops, using pictures if available,
оr simple board drawings as
а bove. =
l

напd out the worksheet. Ехрlаiп that this is а mар of а

town called Little Маrtоп.
Ask the students to read the sentences and write the L=
names ot the shops оп the
pla п.

Tell them to соmраrе answers with апоthеr student

and work together to solve l=
апу remaining questions.
Go through the answers, modelling the problem-solving
strategies, e.g.: ;
What do we hаче to StOrt with? (д mар, buildings,
а bank.)
what is the first piece oJ iпfоrmаtiоп we сап use? etc.
;

-.F

108 Puchta/WilliamS 1eathing Young Learners to

а
l Гhiпkl @ Helbling Languages
Апsшеrs

Ualiation The students could draw their оwп maps and create similar puzzles for their
ра rtnerS.

,l09
Puchta/Williams I Teaching Yоuпg Learners to Think l @ Helbling Languages
 Read the sentences and write the names of the buildings/places оп the
рlап.

The post office js next to the bank, ь

The butcher is opposite the post office. =

Е
The baker is between the butcher and the florist.
}
The chemist is between the post office and the newsagent.

The florist is next to the supermarket.

The grеепgrосеr is opposite the supermarket.

Е
The station ]s in Stat]on Road.

Оп the other side of Station Road is а park.

The bus stop is next to the greengrocer,

'Ieaching
1,10 Puchla/Williamb , Young Learners lo Гhiпk 1 с н"tЬПпg Lапguаgеч
 ryryyyx.lzaýý}
7&ý,/м}w.w/,w/}

Wýжffi КfuжК-жжу;ж-.*

lапgшаgв fосшs Language of instructions; directions,. поrth, south, east, west; land features, e.g.
lake, ропd, hill, tree, rock, ruiп
Tninking sпills Sense of direction (north/south/east/west, right/left); following а sequence of
instructions оп а map
Дgе 1о-12
lешеl Еlеmепtаrу / А2 upwards
тimG 20 minutes
preшaration Bring а map to class, and а compass if роssilэlе. Рrераrе а сору of the worksheet
for each student.

In class
Teach directions - North, South, East, West using уоur compass or the compass
rose оп the mар.
Hand out the worksheet. Ехрlаiп to the class that they пееd to use the mар iп
the worksheet to find the treasure. Ask them what features they might find оп а
mар,. lake, hill eIc.

з Ask them to complete the activity in pairs.

4 Fiпаllу ask for answers. N4odel the process of rеасhiпg the solution.

Дпsшеr The treasure is uпdеr the rocks.

uariation The students сап decide where the treasure is hidden and write their оwп
i п stru ctio ns.

Puchta/Williams ] Teaching Young Learners to Think ,1-11

l О Helbling Language5
J

ffiЫmffi Жfuж ýrжж%ж{ж l Worksheet

Jill and Веп have fочпd а treasure map.
FoIlow the lnstructions and find the treasure.
whеrе is the treasure?
Draw а line to show the route Jill and Веп took.

j
]

:
t

:
l

:
I

f оtЬгее 5quаге5 по*h. Тhеп qo thгее 5quаге5 west till qоu

'
t

LJr.. tlle pond. Nowgo fuо uqiur., soutb to Йе ruiпr. f

l
Негс tuгп ,;qbt und qo tБ'ree 5quаге5 west to thс full.n kec.
Go Гоur rqЙr.u поf,h to tl..,e !uk.. Go fоuг 5quаге5 east und th.п =
l

fuo squагеs по*h. Ъгп riфtuпd *ulk for*u/d, fог two mоге
i
uquurЁu. ТЬс tгеаsuгс ;u h7Jd.п Ь.r. iп а Ьох.
t

Puchta/Williams I Teaching Young Learners to Think | с Helbling ru,цuugЪ,

Тimе is ап essential part of our everyday lives, we constantly need to rеfеr to the
point when things happened оr will happen. We divide time up iп ап arbitrary
way into seconcis, minutes, hours and so оп, so that we сап impose some order
оп our world rаthеr than live in chaos. This enables us to live in а social world
and communicate with others about it. lп this way we сап аrriче at а place at
the same time as others, and plan when to leave home to arrive somewhere
punctually, Сhildrеп need to develop а sound sense of time to сопtrоl and plan
their lives iп а rational way.

тhеrе аrе а пumlэеr of different concepts involved in understanding time. These

include the standard ways of dividing time up, and the notion of speed, as well
as historical time: past, present and future. Understanding time also involves
ап appreciation of comparatives: faster and slower, longer and shorter time;
and also relative times such as lote, early, ot'ter, bet'ore lп addition, there is the
need for ап understanding of how the sections of time аrе put together; i.e. how
seconds combine to form minutes, minutes combine to fоrm hours and so оп.
Дпоthеr concept that is difficult for mапу people to grasp is а sense of the actual
length of а minute or ап hour. Also related to time is а knowledge of how it is
measured and which instruments аrе аррrорriаtе fоr which aspects,

Those who have а рооr grаsр of time tend to Ье centred iп the рrеsепt, and have
а limited orientation towardsthe past orfuture. This сап lead to impulsiveness
and а sense of instant gratification in wanting things at the present rather thап
understanding the frequent need to wait. А рооr grasp of time сап also lead to
difficulty in planning and organising one's day; leaving hоmеwоrk till the last
minute, оr not leaving enough time to arrive somewhere punctually, leaving
others waiting.

The activities in this section explore the ways in which time is divided up, and the
concepts of lo пgеr а nd shorter time, as well as some of the voca bu la rу associated
with time.

113
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lапgшаgе lоGшs VocabuIary of time: second, miпutе, hour, day, week, fortnight, mопth, year,
century; longest апd shortest; lопgеr than апd shorter than; пчmЬеrs
t
тпiпкiпg skills Concept of time and how it is divided up; understanding Iength of time,
comparing, ordering
!
Agc 7-10 J
1ешеl Post-beginner / А1 upwards
a
J
TimB З0 minutes
РrGша]аtiоп Рrераrе а сору of the worksheet for each student. lf available, have а Iarge
l
Е

teaching clock with movable hands оr а digital teaching clock, and а саlепdаr.

ln class l
1 Distribute the worksheet.
2 Ask the students iп pairs to Ьrаiпstоrm апу words they know аЬоut time, and l
write them in the big сirсlе. Allow about five minutes for this part.
Ask students to tell you some of their words. Accept апу rеаsопаЬlе response, j
ечеп if the link is loose.
Ask them what we measure time in. Give опе оr two examples to get them I
started: miпutе, hour elc. use the clock апd calendar to illustrate, otherwise
write times оп the board.
].

5 Ask them to complete exercise 2.

6 Ask for answers, starting with the shortest. As each student gives you an апswеr, 5
write it оп the board. Ask the class if they аgrее.
Ask the students to compleie exercise З. Tell them they сап write пumЬеrs оr
l
words. Do the first sentence together if necessary.
о check а nswers.
l
9 Дsk Which is lопgеr; а mопth or а year? Which is shorter? N4odel the language: А
mопth is shorter than а year. -
l
10 Ask them to complete exercise 4.
11 Ask the students to соmраrе answers with а раrtпеr.
д
-j

=
114 Puchta/WilIiams I Teaching Young Learners to Think I О Helbling Languages
Апsшеrs 2) second minute hour day week fortnight month - year - century
з) l There are ь0 betondb in опе miпutе.
2 There аrе sixty minutes iп ап/опе hour.
З There аrе 24 hours in one day.
4 There аrе sеvеп days in опе week.
5 There are -l2 mопths in опе уеаr.
6 Тhеrе are 100 yeors iп а сепturу.
4) l Ап hour ib lопgеr 1hсл а minute.
2 А second is shorter thап ап hour.
з А week is shorter thал а month.
4 А year is lопgеr thал а month.
5 А minute is lопg,еr Ihал а second.
6 А month is shorter thап а чеаr.

ll0tG The'circle map' used in part 1 is based on David Hyerle's Тhiпkiпg Maps.

Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages 115

G--

-з
l
{-"ww:ьýruоi,и-ьrч
,. ,17,:li,|';
" ы,?
ýýýтъ* l Worksheet
1 Write апу words about'time'in the big circle.

Т* х"

,l

2 write the words on the line below so the shortest is first

and the longest is
last.
:

month I day I second l уеаr I minute

l

SHoRTEST
LoNGEST
:
Complete the sentences. д

1 There аrе seconds iп опе minute. д

:

2 There аrе sixty minutes in

3 There are hours iп one day. д
4 There аrе sеvеп days jn опе
5 months jп опе year. д=
6 There аrе iп а century.
=
.Ё
4 write longer thап or shorter thап in the spaces.

1 Ап hour is д=
а minute.
2 А second is an hour.
З А week is
л
а month.
4 А уеаr is а month.
5 А minute ]s а second.
6 А month is а уеаr ,д

116 Puchtaiwilliams I Teaching VоLlrц rеаЙйГтыйТ О Helb|ing Languagei

 :
#ýýа,
е Ф
а rжýпLjЕsj
. ,Е i, . ft
нfrъд,
-
я lчр вЕ Е\.rЁ!rъ Еý
irънъсу Е+

lапgшаgе foclls How often/how mапу .,. сап you ...? ... times; numbers
тпiп!fiпg skills U ndersta ndi ng time; esti mating

дgG 9-12
lвuel Elementary / А2 upwards
Тimе 20 minutes
preOalation Fоr the first part of the activity, you need а watch that indicates the seconds.

ln class
Tell the students that you аrе going to ask them to close their eyes for what they
believe is exactly а minute. Ask them to focus on themselves опlу, and open their
eyes оп|у when they individually believe that опе minute is over. They should
also raise their hands. Ask them to sit quietly and not disturb others after they
have opened their eyes. Tell them that you аrе going to write оп the board the
seconds that each of them has had their eyes closed.
Give а signal that they should close their eyes. Stand пеаr the board and watch
the class. Whenever someone opens their eyes, write the seconds on the board.
Signal to them nonverbally that they should keep quiet.
f
) When alI the students have finished, repeat the exercise.
4 Give the following (or similar) instructions and ask students to follow them:
Draw а flower. Jumр.
Say ап English sепtепсе. Вепd your kпееs.
Nаmе а pet. Sing Old MacDonald.
Write ап English word with six letters. Whisper'Five fresh Jish for Frапk'.
Write ап English word starting with Н. Take off your shoes апd put them оп
аgаlп.

When the students have had enough practice so that they сап follow the
instructions even in random оrdеr without апу рrоЬlеm, write them оп the
board.
Write the following language оп the board and practise questions with the class
referring to the actions above.
How mапу ... ? How often ... ?
How mапу ... сап уоu .., i,п а miпutе? .,. times.

Ask а student to come to the front. Tell them that you аrе going to ask them to

Puchta/Williams I Teaching Yоuп8 Learners to Think l О Helbling Languages 117

 do ап action frоm the board and they should do it lots of times verv fast.
l

Ask them, e.g.:

How mапу pets сап you паmе iп а miпutе? or
How mапу times сап you take off апd put оп your shoes iп а miпutе? I

Тhеп the student does the action. The class coUnts slowly frоm ] to 60, and you
or а student уоu have nominated calls out Sloplwhen the minute is очеr. i
J
,10
Do the activity with several students. Depending оп the level of your class, you
Е
mау want to follow this up with the students doing the activity iп pairs, д
mауье irl
опе of the following lessons.

]lotcs Depending оп the Ievel of уоur class, yoU mау want to keep the two question д
categories apart and practise опlу опе category at а time.
Е
The idea of students'inner timing of а minute is from N4aria l\4ontessori. The д
second part of the activity we have learnt frоm GL]nter Gerngross.
д=,
Е
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puchta/williams
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118 I Teaching young Learners tотiй l О Helbling LangUages
 && р8 ý ** &ý**.*З
ývýФr8 кffiеffi ffir ýtrýý ку?ffirъl

]апgшаgе fосшs More thап, less thап, same as; vocabulary of time: second, miпutе, hour, day,
week, mопth, year; half, quarter, numlэers including high numbers

тпiпкiпg skills Knowledge of the соmропепts of time and the way these are related;
understanding the concepts of greater, less and same; mathematical
mапiрu lation
Аgе 10-12
lвчвl Еlеmепtаrу / А2 upwards
тimG 20 minutes
preшaration Рrераrе а сору of the worksheet fоr each student.

ln class
Revise vocabulary associated with time. Дsk What do we mеа;urе time iп? EliciI
second, miпutе, hour, day, week, mопth, year.
Ask: How mапу months ore there iп а year? ls еlеvеп mопths mоrе thап а year? ls
it less than а year? N4ake sure the students understand mоrе thап апd less thап.
What about 12 mопths? (lt's the same as а year.)

Hand out the worksheet. Ask students to complete it individually. Then соmраrе
answers with а раrtпеr.
Finally ask fоr answers and write them оп the board as the students give them to
уо U.

Апsшеrs 1 Thirteen months is mоrе rhал опе уеаr.

2 Sirl1 betondb ib /fie \аlпе а\ опе minule.
t Hal[ ап hour i, lexx lhап lirly miпulеч,
4 Опе day is mоrе thал twenty hours.
5 Half а уеаr is more thап four months.
6 А quarter of ап hour is less thап twenty minutes
7 Twenty months is less thап two уеа15.
В А hundred weeks is less thап two year5.
9 Опе thousand days is less thап three years.
10 Half а minute is the sаmе as thirty seconds.
11 Seventy-two hours is less thап four days.
'l2 Three hundred minutes is mrэrе thал four hours.

Ualiati0n А mоrе advanced class can work in pairs to make up similar problems. They сап
swap these with another pair who answers them.

]lotc This activity was inspired Ьу Reuven Feuerstein's lnstrumental Епriсhmепt

рrоgrаmmе, Теm pora l Relations.

Puchta/Williams I Teaching Yоuпg Learners to Think l О Helbling Languages 119

--l
]

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у& *ft бfъ
те ярýаýа
ýý da 4'ъ
,Wёц g} &
дуfiq.р* ъ, айЁъ,ай9
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ý q И ýЦ &яй i r;:,,;1,|,
з.,.,..|;",i;;11|,t1';''
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:

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ln
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ý
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write mоrе than, less than or
,,,"}с the sаmе as in the blanks.

/1
:?
' 1 Thirteen months is опе year.
;_Е
,,,]ъ
l, t|.:
{.l {-:J 2 Sixty seconds is опе minute.

3 Half ап hour is sixtv minutes. '1

4 Опе day is twenty hours.

5 Half а уеаr is four months,

6 А quarter of ап hour is twenty minutes.

7 Twenty months is two years.

о
о А hundred weeks is two years.

9 Опе thousand days is three years.

i} 10 Half а minute is thirty seconds.

11 Seventy-two hours is four days.

12 тhrее hundred minutes is four hоurs.

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120 Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages

 *Гй
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ý ýвsgff
ý ýýýqъа
вfъ,rшýЁýýч
ýgý"lУý ъД&р

lапgшаge fоGшs VосаЬulаrу associated with time, and names of wоrd classes
тпaпкiпg skills Categorising; recognising how words аrе related in word classes; using
diagrammatic representation fоr sorting; concepts associated with
time (divisions of time, measurements of time; different times of day;
seasons; lateness and earliness)
Дgв 1о-12
lечеl Pre-intermediate / В1 upwards
тimG 20 minutes
prenaration Опе сору of the worksheet for each student.

lп class
Ask students to Ьrаiпstоrm words connected with time. Build up а
mind map of these оп the board.
Hand out the worksheet. Ask the students to work in pairs. Explain that
they аrе going to sort the words into five groups and give each group а
паmе. Allow enough time for pairs to discuss their solutions.
Ask for suggested answers for each сirсlе. lf there аrе disagreements
ask them to say why they have put the words there. Listen to alI
suggestions.
Fiпаllу ask for suggestions for labels. Write them all up оп the board.
Ask them to tell you which is the best label and why. There аrе several
possible answers.

Апsшеrs Seasons: spring, summer, аutumп, vliпtеr

Things that measure time: watch, clock, stopwatch, sundial
Times of dayl parts of the day: mоrпiпg, аftеrпооп, evening, night
Punctuality: early, lote, prompt, punctual
How time is divided up: second, miпutе, hour, day

ll0tG The idea for this activity came from Reuven Feuerstein's tпstrumепtаl
Епriсhmепt рrоgrаmmе.

,l2"|
Puchta/Williams I TeachingYoungLearnerstoThink l @ HelblingLanguages
 l
?t
цуyз|':,,,,ý.{:}'{{3'y, l Wo rks h eet
l
These are all words to do with time. sort them into groups of four
l
апd
write them in the circles. Give each grочр а паmе.

hоur I autumn I clock I night I sесоп

Summеr I early I mоrпiпg I winter I sundial prompt evening
I
I I
minute I spring I stopwatch t late I
-

I
I
Е

Е
122 Puchta/WiIliams | Теасhiпg Young Learrler, ю T''lnr Гсi"ьl,пg L""йк, Е
N4any partsof оur lives аrе bound uр wrth пumlэеrs, and ап understanding
of numerical concepts is fundamental to pIaying ап active part iп society,
Understanding numbers is mоrе than simple arithmetic; it involves generating
concepts of quantities, cledLrcing relationships between things, measuring, using
relevant information, comparing, and deducing, iпfеrriпg and generating rules.

Д key еlеmепt in numerical thinking is being able to rесоgпisе patterns.

Recognising а пumЬеr sequence, for ехаmрlе, entails, identifying а pattern,
working out the changes that оссur from опе to the next, seeing principles,
generalising frоm the principles, and predicting the next in the sequence.
Дпоthеr important skill is estimating as it helps to develop а sense of quantity.
Without this we would Ье lost in mапу situations iп daily life from not knowing
how much paint to buy to paint а rооm, for ехаmрlе, to not being able to рlап
the time needed to actually саrrу out the task.

NumЬеrs реrmеаtе much of оur thinking; thus numerical concepts and other
aspects of thinking очеrlар. Мапу problems involve manipulating пumЬеrs,
and mапу of the decisions we make entail understanding the consequences of
пumЬеrs; what to Ьuу, how much to buy, sharing out sweets, how muсh to sell
something fоr, setting up а business. We also need numbers to understand and
rесоrd information like weights, age оr temperatures.

The activities in thls section involve mапу aspects of пumЬеrs, including mоrе
playful ones. They include recording information, guessing quantities, playing
пumlэеr games, and solving puzzles.

123
 LапgшаgG foctts Talking about height and weight; numbers
тпiппiпg sltills Estimating; comparing; drawing conclusions
Age 8_10
[вчеl post-beginner l д1 upwards
Тimе 10_20 minutes, depending on the пumЬеr of students in
уоur class
preparation Fоr this activity you will need а tape measure fixed оп the
walt to measure
children's height, and scales to check their weighi. Fоr the upside
down game in
step ], write some numbers оп cards, big enough so all
students iп уоur c|ass сап
easily see them. Сору the worksheet fоr each student. cut it in
half.

ln class
Play variouS gаmеs to revise numbers from 1 to'l50. Examples:
о what's the пехt пumьеr?
say а number; students quickly have to say the next пumьеr.
о What's the previous пumЬеr?
say а пumьеr; students quick|y have to say the previous
пumьеr.
о Сап you read it upside dочуп?

Start with опе card. Show it brief|y to your class, but hold
it iп such а way that
the students can only see it upside down. Get them to call
out the пumьеr_
о Stand up or clap your hands

Tell students that you'll say а пumЬеr. Whепечеr your

пumЬеr contains а '7',
theY should stand uP; whenever it contains а',1', they
should clap their hands.
(You сап do mапу variations of this.)
о Back writing (if your students' culture permits)

Ask students to work in pairs. student д turns their back

to student В. student
В uses A's back as а 'board'. They first'clean'the Ьоаrd (Ьу giving
them а nice
back rub), then they'write'one of the numbers (using their
index fiпgеф оп As
back. А has to guess the пumЬеr; and then they swap
roles.
Give each student а сору of the uрреr half of the worksheet. =
Get them to guess
their own height and their weight. Give them а minute for =
that.
Ask students to Say what they think their height and weight
is. lf necessary, write =
ts
language prompts оп the board:
l think rm (149) сm tall. Ё
l'm probably (З9) kg. .

-
Е

124 PUchta/Williams 1 Геасhiпg Young Learners to Гhiпk l с Helbling LangUages -

g
 When students say what their guesses
аrе, comment on them Ьу comparing
guesses with what others have their
said, for example:
Дh' that's interesting, You think you're
... cms. That's taller than James thinks he
Не thinks he's ... сms. is.

Use the measuring tape and the scales

to check children's height and weight.
Then get them to note their оwп соrrесt
figures оп the worksheet. They сап
mill around and ask otherstudents fortheirweight then
and height, and note down
other students' names, weights апd heights
on their worksheet.
Дmу, how tall are you?
How mапу kilos are you?
6 collect the worksheets.
7 Repeat the activity after, say, а few
months using the lоwеr half of the
worksheet.
ilоIс Although this is at first а guessing activity,
students will gradualIy lеаrп to use
evidence as а basis for their
8UeSSeS. They will Start соmраriпg their own
and weight with others', and draw their height
conc|usions frоm the information.

Puchta/Williams l Teaching Young LеаrЙЕiЙПпk 1 G) Helbling Languages -l25

l
гз

Ж*ýщfuж ?зtq{;3. и,t!:iе;;|з? l Wo rks h eet

Name:

How tall are уоч? How mапу kilos аrе уоч?

Some of my classmates:

Nаmе Height Weight

Name: Date:

l
-т

Some of my classmates:

Nаmе Height Weight l-

-l

l
-l

--
l
,---
f
.т
126 PUchta/Williams I Teaching YоUпg Learners to lhrnk . Helbiing LangUa8es лf
 |,;"Yi':'|,'::',|,|,.|. и | i I l,,, : |, 1 |,.).
l.!,;),;}iз"Ь;.&h,ýй

% Жжw жжffiw
ж.ж WжЖЖЖж#

1апgшаgG foctls 1alking about quantity: numbers

тпiпкiпg sпills Estimating; comparing, checking solutions; drawing conclusions
АgG 6-10
lешеl Post-beginner / А1 upwards
TimG 10-15 minutes
Fоr this activity you will need quantities of various objects in
different containers,
рrешаmtiоп
e.g. pebbtes in а bucket, Sweets iп а jar, tennis balls in а shopping
bag etc-
maximum about З0 of апу опе type of object,
Сору the worksheet for each student,

ln class
1 Revise пumЬеrs.
Show students e.g. а bucket with some pebbles in it. дsk: How
mапу pebbles are
2
there iп the bucket? Сап уоч guess?
to соmе
write down all the students'guesses оп the board. Then ask опе student
to the f rопt of the class and count the pebbles,
if you Iike,
4 Саrrу оп like this for some time, using оthеr objects and сопtаiпеrs
the students
5 Hand out а сору of the worksheet, опе for each student. Гйаkе sure
Then
know what they have to do and understand the language on the worksheet,
ask them to put their worksheets face down оп the desk in
front of them,
guesses for
Explain that you will only give them about 15 seconds to make their
both pictures. say that there is по way they сап make precise counts. Tellthem
of
that you аrе curious about whose guesses get closest to the rеаl пumьеrs
objects.
Tell students to turn their worksheets очеr, and give them about ]5 seconds
to
to finish,
write down their guesses. Then say: Stop!Give them about 5 seconds
make апу
They then have to put their pens/pencils on the desks so they саппоt
cha nges.

Ask students to count the numLrers and write them down оп thеir
worksheets,
в

Апsшеrs А) 12 triangles / 19 squares / 17 circles

26 of them are wearlng
Bl Th"r" аrе з2 peopIe оп the beach. 5 of them аrе wearing а hat /
-1

sunglasses / 1 б of them аrе lying in deckchairs

to thеir
ua]iation Tell students to make up similar puzzles for each other and give them
ра rtners.

"l27
P".htr^,v,,llrmS t f"*пф Young Learners to Think l (о неlьliпg Languages
 J
_-l

Жшw {wежffiw WжЖШЖжЖ l Worksheet I

How mапу are there? Write down уочr guesses.
I
1

2 Then check, апd write the real numbers.

I
Му guesses: rеаl numbers: I
triangles triа ng les
Squares SquаrеS I
circles circles
I
I
I
I
I
I
g_fu
,,rб)
v

I
ф I
I
I
Е
.L

Е
}
Му guesses: The rеаl numbers:
people аrе wearjng а hat people аrе wеаriпg а hat л
people аrе wearing sunglasses people аrе wearing sunglasses Е
people аrе lying iп deckchajrs people аrе lying jn deckchairs }
Е
Ё

128 Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages lF

lапgшаgо loсlts Numbers
тпiпкiпg skills This is а challenging activity, rеquiriпg students to know the оrdеr of numlэers iп
English and to know their three times table well. They will need to сопсепtrаtе
оп the gаmе, which requires keeping two rules in their heads.
Age 9-12
lешеl Post-beginner l Д1 upwards. Fоr mоrе advanced students, insist they move faster,
оr give them а mоrе difficult пumЬеr to wоrk with, e.g. seven.
Timc 5-] 0 minutes
Pleшa]ation You might like to write up а prompt sheet, to help you catch mistakes.

lп class
Explain to the class they аrе going to play а пumЬеr gаmе. Ask them to say
пumlэеrs iп оrdеr along the rоw: as уоu point to the individuals, student 1 says
оле, studenl2 two etc. until they get the idea of пumЬеriпg in оrdеr.
Now explain that every time the пumЬеr сап Ье divided Ьу three they have to say
buzz iпstead. Start пumЬеriпg again to demonstrate:
student 1 опе
student 2 two
Student З buzz eIc.
Now ask еvеrуопе to stand up. Students say the пumЬеrs iп turп: опе two buzz
etc. lf someone makes а mistake they are out of the game and sit down.
Now explain that as well as saying buzz,they must say fizz lf the пumЬеr contains
а З, eg. 1З,2З, З0. lf the пumlэеr is divisible Ьу thrее as well as containing а З
they say fizz-buzz.

fizz-buzz, four, five, buzz, sеvеп, eight, buzz, tеп, еlеvеп, buzz, fizz,
E.g.,. Опе, two,

fоurtееп, buzz ...

Ask them to stand up and play the gаmе again. lf someone makes а mistake
they аrе out of the game and sit down. Continue till you have а wiппеr оr several
win пеrs.

uariations This сап Ье done with апу пumЬеr опсе the students know the game. lt
makes а useful 5- оr 10-minute activity at the end of the lesson.
You might like to tell the students to shout out when they hear а mistake, too.

llotG This is based оп а traditional English game

Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages 129

 I

Jj I

I
]апgшаgв loctls Numbers; (опе) mоrе than, _ less thап, пехt to
тпiпкiпg sltills Analysing information given systematically; finding а strategy; making logical
ded uctions; checking sol utions
I
Дgе 1о*12
I
lвчеl Elementary l Д2 upwards
TimB 15 minutes
I
preшaration Рrераrе а сору of the worksheet fоr each student.

ln class I
Hand out the puzzles, апd ask the students to rеаd the рrоЬlеms and try to solve
them. I
lf they can't solve them, ask them to talk to another student to work it out
together. I
Ask fоr solutions. Ask sоmеопе with the соrrесt solution to explain to the class
how they worked it out. I

Answers l\ l lопl bt оrеd - goals, I

2 |апе bt oted б доаls,
З Sue scored 2 goals.
4 Mike stoted 5 goals_
5 Sаm scored З goals.
J
6 Wi|l scored 1 goal.
2) 1 Joan gаvе away 2 sweets.
2 Аппе gave away З SWeetS. I
З) The оrdеr is lчlr Black, h.,lr White,
Л,|r Grееп, Mr Вrоwп, (оr exactly the opposrte,

I
Вrоwп, Mr Grееп, Mr White, Mr Black).
l\4r
Hint. First уоu fiпd that Мr Вrоwп and lМr Grееп don't live пехt to Мr Black,
so N4r Biack опlу has опе neighbour and must Ье at one end of the rоw.
Не has to Iive next to N4r White,
Then, Mr White doesn't live пехt to Мr Вrоwп, so he must live next to tйr Grееп.
so Мr Brown is at the other end of the row.
I
4) Simon is 4.
Freddy is 2.
Stephanie is 6.
I
l=
}
Ё
-t
t!
-t

1з0 Puchta/WiIliams I Teaching Yоuпg Learners to Think l О Helbling Languages .'Е

 l;,'|,,;,;: ;.1;';,',,,,,,::.;1,.;'.1;;,,
l WO rkSh eet
work очt the answers.

Tom, Jane, Sue, Mike, Sam andWjll played а game of

football. Mike scored 2 mоrе goals than Sam. Sam scored
опе mоrе goal than Sue. Jane scored З mоrе goals than
Sam.Tom scored 2 mоrе goals than Mike. Sue scored one
mоrе goal than Will. Will scored опе goal.
How mапу goals did each child score?

Tom scored goals. Mike

Jane scored Sam
Sue Will

Fоur сhildrеп hunted fоr sweets in а sweet huпt. Joan found

6 sweets, Аппе found Z Sue found 2 and Маrу found 1.

Their parents told Joan and Аппе to give some sweets to

Sue and Маrу so they all had the same пumЬеr. How many
sweets did Joan and Аппе give away?

Joan gave away _ sweets. Аппе gave away _ sweets.

Мr Вrоwп, Мr Grееп, Мr Black and MrWhite l]ve in а rоw of houses. Мr Black

doesn't live next to Мr Brown. Мr Grееп doesn't live next to Мr Black. MrWhite
doesn't live next to Мr Вrоwп. What оrdеr do they live in?

Stephanie is thrее times as old as Frеddу. Frеddу is two уеаrs уоuпgеr than Simon.
Simon ]s twice as old as Freddy. How old аrе the children?

Simon is _ Freddy is _ Stephanie is

Puchta/Williams I Teaching Young Learners to Think I G-l Helbling Lапguаgеs 131

 I
I

l
I

:
t
lапgшаgе lосшs Language of mathematics, e.g. plus, minus; prepositions of place; пumЬеrs Ье or,,
'100 (Worksheet А), 100-1000 (Worksheet
В)

тпiпкaпg skills Numегiсаl thinking; strategic thinking

I
Age В-12 (depending оп the пumЬеr set used)
I
lешеl Еlеmепtаrу / А2 upwards
Тimе 10 15 minutes
preparalion
I
Make опе сору реr student of either Worksheet А or В (уоur choice depending оп
the level of уоur students), оr develop your оwп grid and сору it.

ln class
Teach plus апd minus with the help of simple maths tasks, e.g.:
What's three plus five?

What's tеп miпus sеvеп?

Revise the set of пumьеrs you have selected. Then teach the mеапiпg of the Е
following phrases with the help of simple drawings: ^l

Е
-E

ппffi l
F

Е
iп the house iп the Ьох uпdеr the tree iп the bag оп top of the l
mоu пtа iп
Е
Hand oltt а сору of the N4aths maze to each student. Tellthem that they аrе l
going to find the path to some treasure. Tell the class that the treasure is either
Ё
iп the house, iп the Ьох, uпdеr the trее, in the bag оr оп top of the mоuпtаiп. _l!
point to the first соlumп of the lvaths maze апd tell the students to read
this
соlumп together with уоu, from top to bottom. continue in the same wav for l:=
each of the оthеr соlumпs.
Now ехрlаiп to the students exactly what they have to do. Tellthem that the Е
_Е
пumЬеrs оп the worksheet аrе а maze. Say that yoU аrе going to give them а
maths task, e.g. 15 - З (fifteeп miпчs three). They will look for the result in the Е
first соlumп,12, апd cross through the пumЬеr. -Е

Е
_Е

Е
-.l:

е=
1з2 Puchta/Williams Teaching Yоuпg Learners to Think I О Helbling Languages -l:
 Explain that the next апswеr will Ье опе of the numbers in the second ccrlumn.
The numkler will Ье оп the same level (11) or diagonally aLrove (1В) оr below (З).
Now ask the students which of the пumьеrs in the third column сап come after
,lВ,
and so оп. The пumЬеr iп the last соIumп will lead the way to the trеаsurе.
Now start with the tasks. The students listen апd cross out the аррrорriаtе
пumЬеrs as instructed. They then tell you whеrе the trеаsurе is.

ilоtGs lп monolingual classes, it mау Ье песеssаrу to explain iп the students'mother

tongue how the lVaths maze wоrks.
2 The same grid сап lэе used sечеrаl times if the students use а different соlоur
сrауоп to mark each path differently.
З The students сап later play the Maths maze gаmе in pairs оr small groups. lп
this case, ask them to use the blank grid and write iп пumЬеrs themselves.

puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages 1зз

'l Listen carefully to your teacher.Think, and circle the numbers.
Find the way to the trеаsчrе.

fll
[ffi
4 14 0 5 2 3

9 18 1 20 11 29 Ry
-г------z
lt l \

a---"2
12 11 17 19 19 11 .]Ё,

-,/\
6 з 13 13 13 17 ,.а!]
ш

8 0 7 7 12 14
л

2 Complete the sentence with the correct answer.

The trеаsurе is

#
т-'г--т
L_];
/Ъ\л

W
/'з2)

_l]

trJ
/д_------цi

The treasure is
^А
1з4 Puchta/Williams I Teaching Young Learners to Think l О Helbling Languages l
 W&mКfus жжж*: З ф**З *** l Worksheet В
1 Listen carefully to уочr teacher.Think, and circle the numbers. Find the way
to the treasure.

100 165 100 190 100 з12 +

12о 111 101 120 22о 219 R>

-T*-.-J l
L[, l

,'- //V=-t*

t
200 135 200 190 690 706 t---ф*'
J
500 900 1000 970 999 82 ,@
н\
-!#

350 700 400 750 950 з20

А

2 Complete the sentence with the correct answer.

The treasure js

й
+
ffiil
#
ryyYYV| \

+
гт1
Y
Il
_л
+
/-4

/ln
trJ
+

+
бБ

The trеаsurе is

Puchta/Williams I Teaching Young Learners to Think l О Hellэling Languages 1з5

 a
I

t
l

l
Е

lапgшаgо foctls Numbers; months, dates; expressing age; comparatives, superlatives

TninKing sП:lls Numеriса| calculations, understanding time and sequence of months; с
trапsfеrriпg iпfоrmаtiоп into tabular form l
Дgе B-1,1
Е

lешеl Elementary / А2
l
Time З0 minutes Е

Р]Gраlаtiоп
l
Рrераrе а сору of the worksheet for each student.
с
In class l
Do stick drawings of three children - shortest оп left, tallest оп right - and give с
them names. Write their ages - 6, 10, 16 - uпdеr them. Ask: How old is ? t
How old is _? Who is the oldest? Who is the youngest?
Е
Model the sentences: _ is four years older thап I
is six years уоuпgеr thап
с
з Revise the паmеs of the months. .l
4 Hand out the worksheet. Ask the students to try to work out the answers to
Е
exercises 1,2 and З. .Ё

when they have finished, ask them to compare answers with а раrtпеr. lf they
L
have different answers, they should explain to each оthеr why they think their l
own answer is соrrесt.
t
Go through the апswеrs with the class. Yоu mау need to ask some students who д
аrе right to explain their solutions to the class.
Now ask them to do exercise 4. They need to mingle and ask others when their ц
д
birthdays are, They complete the chart.
L
t
Апsшеts r) Fred's-l4/fourteen years old.
Susanne's 1O/ten уеаrs old.

д
L
Patrick's 7/seven years old.
Danny's B/eight уеаrs old.
Fred's the oldest.
Patrick's the youngest.
2) Susanne's the oldest. Ellie's the youngest.
l

ElIie's З/thrее rnonths уоullgеr than Lucy.

Lucy's З/thrее months уоuпgеr than Susаппе.
Susanne's 6/six months оldеr than Ellie. l

З) На rry's the oldest.

]o's the yoU ngest.
l

1зб Puchta/Williams I Teaching Young Learners to Think l @ Helbling Lan8uages l

 Жшъщх шЖffi ж{ж ý.fuжw? l Worksheet
Read, think and complete the sentences,

Maria and Simon have four children. SusаппеЪ ten. Danny's two уеаrs уоuпgеr
than Susanne and а уеаr older than Patrick. Fred's twice as old as Patrick.
Write their ages.

FrеdЪ years old. DаппуЪ years old.

SusаппеЪ уеаrs old. Ъ the oldest.
РаtriсkЪ years old. Ъ the youngest.

Susanne has two friends. Неr birthday is in March. ЕlliеЪ biгthday's in September.
Lucy has а Ьiгthdау jп June.They wеrе all Ьоrп iп the same уеаr.

Who's the oldest? WhоЪ the youngest?

Complete the sentences: write the пumЬеrs and оldеr оr yочпgеr.

ЕlliеЪ months (older l yочпgеr) than Lucy.

LuсуЪ months than susanne.
SusаппеЪ than Ellie.

3 Неrе аrе the birthdays of Jo,Tom and Наrrу.Тhеу'rе all ten.

Jo FеЬruаrу 4th ТоdауЪ July 17th

Tom Dесеmьеr бth whоъ the oldest?
Наrrу August 19th WhоЪ the youngest?

4 Ask six friends: WhепЪ уоur birthday? Write the birthdays iп the tab|e.

NAME BIRTHDAY

Who's the oldest?

WhоЪ the youngest?

Puchta/Williams I Teaching Yоuпg Learners to Think l О Helbling Languages 1з7

 ИР,??Y

rLаý{R5

Arriving at а successf ul соп clusion, for еха m р le in problem solving, often req u ires

the flexibility to Step out of familiar thinking paths and to try something пеw
and uпkпоwп. The keys to being flexilэle аrе а non-judgemental attitude апd а
readiness to take сеrtаiп risks, as we clo not know for surе what the outcome of
following ou r intu ition rаthеr tha п ou r ехреriепсе m ight Ье. creating associations
will occasionally lead to dead ends, апd mау require several further rounds of
creative thought before arriving at а hoped-for outcome.

creating associations is аlэоut making соппесtiопs between things that we

do not поrmаllу see connected. Frequently, it is such associations that lead
to new discoveries. lп оrdеr to allow оur creative thought processes to flow,
we need to allow ourselves to think frееlу and f|exibly. Discovery often goes
hand in hand with surprise effecis, and the joy of finding пеw things and ап
еlеmепt of playfulness and fun аrе essential ingredients for this prOCеSS. Making
associations successfully mеапs letting go of what We аrе used to thinking, and
lэеiпg рrераrеd to take risks, as not еvеrу outcome will Ье а successful опе.

Fоr оur students, making creative associations is at the Vеrу соrе of applying their
foreign language skills and knowledge. Using а foreign language successfully is
not about repeating dialogues from course books Ьу heart, or about reiterating
Sentences previously lеаrпt. Stuclents neeclto Ье рrераrеd to take а step into the
uпkпоwп and take risks. Developing students'ability to create associations helps
them get ready to do just that!

1з9
 ]

I
lапgшаgв foctls Groups of чосаlэulаrу items, according to the teacher's choice Е
тhiпкiпg sпills N/aking associations between things; creative апd imaginative
thinking;
explaining and giving reasons Е
Дgе в-12
leueI post-beginner / А1 upwarcls. older
children at higher levels will Ье able to Е
prod uce mоrе soph isticated sol utions.

Тimе З0 rninutes Е
preшaration рrераrе а сору of the worksheet for each grоuр of three.
l=
ln class
Draw two large circles оп the boarcl. Draw а small circle in
с
the middle of each. лЕ
write the word loud iп опе of the small circles. Ask the students
to teIlyou паmеs
of things that аrе loud. As they suggest things, wrrte them in the F
big сlrсlе. Then
wriIe quiet iп the centre of the other сirсlе. Ask them to tellyou -ts
things that are
quiet and write them iп the other circle.
НаПd out the worksheet. Ask the class to work iп threes .Е
to put the words in the
circles in exercise 1. То get them started, ask them to SUggest
опе ехаmрlе for
each. Help with the чосаЬu|аrу whеrе needed. .Е
Ask for solutions. lndividuals could have different interpretatlons;
e.g. ап ice
сrеаm could Ье associated with cold; it could also Ье associated
with hot as votl Е
eat опе whеп you аrе hot.
Ask them to think of more words to put in the circles. Tell
them they сап Ье as д
creative as they like in thinking of things that make them think
of hot or cold;
for example, theY could think lhal btue or white belongs to
д-
cotd and that yellow
is hot, Оr they might associate а sound with hor or
cold. These might Ье реrsопа|
associations. Help with чосаьulаrу whеrе needed.
Ask them to tell the class some of their пеw words. Ask
them to explain why the
д
word makes them think of hot or cold. E.g. l think yellow is hot
because the suп is
yellow. Accept any suggestion.
д
6 Tell them they сап соlоur the circles in ап аррrорriаtе
colour.

ЕхIепsiоп
-
_Е
At а higher level, the words and phrases сап Ье written
down оп separate lines to
create 8rоUр poems.
з
д
Uа]iаtiоп This activity сап Ье used with mапу different pairs of prompts,
e.g. happy-sad;
red-yellow; fast-slow- lt сап generate some lively discussion
thinking апd creative writing.
апd lead to creative д-

Е
140 PU(hta/WiIliamb I leat hlng Young Learrrers lo Think t с Helbling Ianguages д
ý**& ахзd с*ýd l Worksheet
some of the words are related to cold. some relate to hot.write each word
iп the circle you think is best.

ýл
.\'(

***ж
qrrФR
л

snowflake
"jý
у*,
-{-\
1,rr
ý--
,+.т<\'
^\

Sun
;)

tё
,л,\

penguin
w* skis swimming costume

$#,
ё Ез,. f
,а/.-.--чi ,,-
=-'
.(

?Ёýч
a .- ч
tl\ ,,/

----t'1' /-rffi' \.,(

] ,/-.r-{ l ,
,, ; :r'-:-<,uic- il*ý '!_ýS
lг-
toboggan sunf|owers suntan lotion swimming pool
t.
,/]lllяrfi ,i., / .',], ,r,,
!itl]jl li
i'yiil'lllltlla
{

\\,h i\ t g;
"\l.
i, u{:Uli!|U
'\lt '\
iiý }\Jlлz,1
l i"}_u t\Гф]\Ё#у
\ь; ),l ,ilf
\.{/4ld

lce сrеаm fi rе Snowman glacier

Think of mоrе words that сап go in the circles, and write them iп.

Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages 141

,---- :

€жжýж ýж Жfuж жýffiffiжж

!
J

l
lапgшаgе foctls Sentence building; language revision l
Gоgпitiче sпills Creating associations; creative thinking; visualising
Е

Дgе в-12 I
lвшеl Elementary / А2 upwards
Тimе 10-20 minutes l
РlGраlаIiоп Рrераrе slips of рареr. Select words оr phrases
that need revising, апd write Е
word оr phrase on each of the slips. Put them
а .l
all into а Ьох.
Е
ln class д
set uр а circle of chairs, with one chair in the
midclle. Ask опе student to sit оп с
the chair in the middle, and the others to sit in д
the circle. Give the Ьох containing
the paper slips to the stuclent in the middle.
He/She calIs опе of the other students, then Е
takes out two ot the рареr slips and д
reads out the words оr phrases оп them. The
student who has Ьееп called tries to
create something meaningful out of the two
words/phrases, however fanciful it
mау Ье. д
lf the sentence is acceptable, give а поп-чеrьаl Е
signal to indicate this. lп this case, t
the student who has said the Sentence and the
опе in the middle swap their
positions. The stucJent who is now iп the
middle draws two mоrе slips of
and calls another student (not the опе who was рареr
in the middle previously) etc.
-
l
But if the sentence is not acceptable, give а поп-чеrьаl
signal to say so. lп this :
case the student in the middle asks another
student оr other students for help. ll
If the student in the middle has asked
three students but попе of them has Ьееп
able to соmе Up with something meaningful,
help them апd take уоur turn Ьу ь:
sitting оп the chair in the midclle.

lloIG This is а variation of а technique we learnt from

N4ario Rinvolucri.
ь
G

Е
ё
_Е

_ts

142 Puchta/Williams i Teaching Yоuпg Learners to ThiЙ l G) Helbling Languag- ьа

 Wwжж fuжжЖ*ýжw%Жffi wffiw&ж

lапgшаgе foctls Speaking and listening

тпiпкiпg slfills Making associations; keeping to а rhythm
Аgе 10 upwards
lешеl EIementary l Д2 upwards
TimG 10 minutes
Р]Gшаlаtiоп None

ln class
Ask уоur students to stand in а tight circ|e, with you amongst them. Tell them
that you'll clap уоur hands, then the student next to уоu оп уоur right is to clap
their hands immediately after уоu. Then the next student оп the right will clap
their hands and so оп. Ask them to clap their hands with as short а break as
possible between the individual c|aps. They pass the clapping rhythm rоuпd the
grоU р.

You will рrоЬаЬlу notice that the handclaps do поt follow чеrу smoothly опе after
the other, and there are frequent breaks of varying length in between them. So
whеп it is уоur turп again, act as if you were'catching'the handclap in mid аir.
Ask уоur students to c|ose their eyes fоr а minute and think of а set of dominoes
falling опе after the other. Ask them to observe in their imagination how
smoothly that movement goes, Ask them to transfer the image of the falling
dominoes onto the handclap activity.
Ask them to get ready for the пехt rоuпd of handclaps. Get each student to
stand with their lэоdу slightly turпеd in the direction the handclap should
mоvе towards. They should hold their right hand оп top and their left hand
underneath, раlm up, and start the clapping movement immediately after the
реrsоп before them has started moving their hands. Start the clapping again.
Watch how this change increases the speed, and praise them а lot. Practise until
the handclap is passed rоuпd iп а smooth movement and the activity becomes
рlеаsurаЬlе not опlу frоm ап auditory but also frоm а visual point of view.
Do the handclap activity again, in lэоth directions.

Puchta/Williams I Teaching Yоuпg Learners to Think l О Helbling Languages 14з

 I
l

Frmж kч&уds &* s&*ryr

a

l
a
I

с
lапgшаgе foctls Speakrng апd listening д
тпiппaпg sпills Ма king associations
l
G
Дgе 10 upwards
lвшеl Elementary / А2 upwards
Е
Тimе 15-20 minutes t
РlGшаlаtiоп None с
д
ln class
с
1 As а warm-up, do handclapping as in step б
in the last activity.
д
2 Sit in а circle with уоur students. Tell them that
this time you аrе not passing Е2
handclaps аrоuпd, but words. you will start,
and say а word; the student оп д
right should say а worcl that they associate with уоur
the word you have said. Then the
next student оп the right says another word,
and that again should somehow Ье Е
associated with the wоrсj before etc. Remind them
of the handclap activity and
tell them to Say the words quickly and smoothly.
After а few minutes, do another round of words,
.Е
but this time they should calI out
words that they believe have nothing at all
to do with the word previously said.
Tell them that уоu аrе going to tell them а Е
story. They сап iпfiuепсе уоUr story Ьу
calling out words. You will integrate any word
they call out into уоur story. Here
is part of а transcript of such а story done
iп а class. Е
Teacher: Опсе uроп о time there
Student : kiпg Е
Теасhеr: Right. Опсе uроп а time there was
а kiпg. Не was very happy.
Student: aeropla пе
Teacher: Не was so happy because his wiJe
had ап аеrорlапе. А little, red
"Е
Student: Cow рlапе
Teacher: So опе day the kiпg's wife апd the Е
kiпg were flуiпg their рlапе, But you
kпоw what hаррепеd? They saw this cow- Апd
the Cow wc]s сrуiпg. She
was very sad. Е
Student: teocher
etc. з
-Е
ilоIG step 4 usually creates tremendous fun and
laughter in а class. Тhеrе аrе two
main rеаsопs fоr that. First, children love stories -
unexpected twists, Secondly, the absurdity and
that offer absurd content and -Е
unexpectedneSS comes directly
from the children. J

Е
л
Е
144 Puchta/Williams l теасhйУЪuпg LЙЙrs тil-Й l О
-д
to Helbling Languagei
-Е
 you will рrоьаьlу find that the activity works much
better when it follows the
warm-up handclapping. lt usual|y helps сrеаtе rарроrt and self-confidence
and оvеrсоmе shyness. lt works in а step-by-step mаппеr, and goes from поп-
verbal to verbal student participation. This increases the likelihood that ечеп
shy children who otherwise do not often speak will also take part actively in the
phases of the activity where speaking is essentia|.

Uа]iаtiоП опсе students know well how the activity works, they сап have а go at taking
очеr the rоlе of storyte|ler frоm уоu.

Puchta/Williams I Teaching Young Learners to Th'rnk 1 О Helbling Languages "l45

 m1 dad ,
ьХ taea
{Ь* !*l}:дЦ
8rlrýз

ъъ
,|r:,'',a a|):|r,
1, {.,,

The educated mind has the ability to understand the effects of one's оwп
Ьеhачiоur towards other mеmЬеrs of society and towards oneself. This ability is
intimately tied uр with learning to Ье rеsропsiЬlе for one's lэehaviour. accepting
responsilэility for one's actions, making decisions, and modifying one's actions
if песеssаrу. Understanding the relatronship between cause апd effect is а
rational and analytical process that is based оп the ability to mапаgе one's оwп
impulsiveness and act in а self-disciplined way despite the fact that this mау lead
to the delay о[ gratifiralion

Children who have learnt to understand what consequences their own behaviour
сап have аrе mоrе likely to develop the attltude of thinking before they act, and
of anticipating the different choices they have in determining their owtl actions
апd lэеhачiоur. Fоr example, if а chiId wants to buy something they need to
save up for, they might while saving the mопеу feel that they would рrеfеr to
buy something else, something cheaper, because they сап buy it immediately,
without having to make ап effort; however, some children will know that if they
give in to such temptation, they аrе choosing immediate gratification апd the
chances аrе high that they will rеgrеt it later.

Understanding the relationship between cause and effect is at the чеrу root of
scientific thinking. When children аrе уоuпg, they often form their own beliefs
about how things work, and mапу of these beliefs аrе based оп tmpulses
rаthеr than оп precise olэservations. lп оrdеr to develop ап understanding of
the relationship, they need to lеаrп to ask questions abo1tt how things work,
develop theories, experiment and find evidence so their theories сап Ье proved
оr disproved.

147
Ji
*-

Е
|Е
д
Z
д
lапguаgс loctls Names of the months; possessive's: (Linda)'s birthday is iп (Juпе)
Deductive thinking; looking carefully for implicit clues апd cues; paying attetltic,-
G
тпiпкiпg skills д
to details; recognising the nature of the рrоьlеm; distinguishing important frоп-
u nimportanI i п{оrmаt ion

AgG в-10
I
lешеl Post-beginner / А1 upwards
I
Timc 10-15 minutes
Р]Gша]ашоп Сору the worksheet for each student. Make а birthday chart from а big sheet of
poster рареr landscape with the months of the уеаr written iп felt реп along the
top. А few соlоurеd felt pens.
I
lп class
1 Teach оr revise the паmеs of the months. l!
2 Ask students what months their birthdays аrе in.
:
з show the chart, and mаrk the students' birthdays Ьу writing uпdеrпеаth each
лl

month the паmе of each student whose biпhday is in that month. lf there is
a
mоrе than опе student in а month, use different colours fоr them. .l
4 Напd out the worksheet. wait fоr the students to rеасt. Give them plenty of time
to work out what the task is. Elicit what they have to do. lf necessary, help the
a
.l
students Ьу scaffolding the discovery рrосеSs through guided questions, e.g..
l
what сап you see? J
What iпfоrmаtiоп do we have?
What's the problem?
дrе there апу clues that could help you to work out what to do?
l
5 Note that they should write all six birthdays оп the worksheet. They should Ье J
able to work this out themselves.
6 Whеп they have finished, соmраrе their answers.
]

АпsшGls Jessica's birthday is iп Jапчаrу, Eva's birthday is iп Дugttst,

I

J
Непrу'5 birthday is iп February. Daisy's birthday is iп October,
Jacob's birthrlay is iп Дрril. Jack's birthday is iп November,

]l0tGý We learnt this activity from Gi.inter Gerngross.

,l48 Puchta/Williams I Teaching Yоuпg LearnerS to Think I iO Helbling LangUageS

',,_":;,;
,,,":,...;;":1,:;:,'..,;,,,,;,,,;;|;:,r,,|";.:;|;,,,

I WO rkSh eet
Look carefully. When are their biЁhdays? Write sentences.

Puchta/Williams I Teaching Young Learners to Think l о Helbling Languages

Е

lапgшаge IоGшs will-tuture for making predictions; language to talk about the weather; express -.
past (i thought...)
тпiппiпg sпills predicting what will happen; looking for evidence
that helps to make predictioils
recording and checking one's predictions
Дgе в-12
lече! Elementary l Д2 upwards
Тimе Lebson l: I5 20 minutes
Lesson 2. 15 20 minuteb
рrешаrаtiоп Fоr Lesson 1, bring а thermometer to class, апd make copies of the worksheet tоr
each student.

ln class: Lesson 1

Teach or rеvisе language that students need iп order to talk аlэоut the weather.
Fоr example:
What's the weather like taday?
о lt's rаiпУ / wiпdY / suппУ / cloudY / cool / mild / cotd hot
/ / foggy / snowy.
. lt's (21)"С.

what will it Ье like tomorrow?

. lt'll Ье rаiпу / ...
о lt'll rаiп / sпоw.
, There'll Ье / there wоп't Ье thunderstorms / а lot of rаiп / sпоw.
о The temperature will Ье (17)" iп the mоrпiпg.
о The mахimum temperature witl Ье .,,

Give each student а сору of the worksheet. FilI in today's weather together With
the class, Тhеп ask them individually to predict the weather fоr the next day, get
them to write their predictions оп the handout.
when they have finished, get them to share their preclictions with the class. Моrе
advanced classes сап say why they make these preclictions: l think it witl rаiп
because ...; l thiпk it will Ье hot because ,..
4 Tell students to write their names оп the worksheets, and collect them.
5 Tell students to make а поtе, next day, of the weather that actually happens then.

150 Puchta/Williams I Teaching Young Learners to ТhiпП G) Helbling Languages

 ln class: Lesson 2
Hand out the students'worksheets with their predictions. Get them to check their
рrеdiсtiопs against their notes of what actually happened the пехt day, and talk
about their findings. lf needed, write language prompts оп the board and help
students to use them рrореrlу. Examples.
lthought itwould Ье suппу / cloudy / rаiпу / ... today.
l thought the temperature would Ье ...
l thought there would Ье sunshine / rain / о storm.
Му prediction was right / wrопg.

]lotG Predicting works best when children base their predictions оп sensory evidence
(fоr example they сап see dark clouds coming up оп the horizon and thus predict
it'll Ье rаiпу quite soon). Тhеrеfоrе it is а good idea to repeat the weather-
predicting activity several times, so that students сап lеаrп to look fоr that
evid е псе.

Puchta/Williams I Teaching YoUng Learners to Think l G-] Helbling Languages 151

 I
Тfuq:,r,,п; r:;зý.?з{::{ l Wo rksh eet I
Name
л
1 WhаtЪ the weather like today?What will it Ье like tomorrow?
I

I
h*&hý з
у д
rainy windy Sunny cloudy cool
I
f
д
,",&
t
G

Е
mild cold hot foggy Snowy l
Е
д
ъ& ж
-жвý Е
@ý"

мё;: l!
lU
цл
'\ д
жЮ
ýжъ w
t
д
thunderstorm lcy sunny jntervals showers Е
д
2 write sentences about tоdауЪ З Write down your predictions Е
д
weather. for tomorrow.
Е
д
Е
д
Е
д
Е
д
l=
д
Ё
д
Е
152 Puchta/Williams I Teaching Yоuпg Learners to Think l О Helbling Languages д
 g ё ёS ! ý & *

WFъffiк rзffi рр*rз#ff trъtrжЁ/

1апgшаUе foctls Past tenses; expressing cause and effect using linking words: becouse, as, апd so
тhiппiпg sпills Recognising cause and effect; anticipating the possible effects of actions
Аgе 9-12
lечвl Pre-intermediate / Вi
TimG 20-З0 minutes
preшalation Рrераrе а сору of the worksheet fоr each student.

In class
Distribute the worksheet. Explain that each statement in the left-hand соIumп
leads to something happening in the right-hand column. Ask the students to join
the sentences Ьу drawing а line between them. lf necessary, do опе together as
ап ехаmрlе. Give them some time to finish.
Whеп they have finished, go through each item and ask fоr answers. Fоr each
item see if апуопе has а different апswеr. Let them know that this is acceptable.
А key aspect of teaching thinking is that solutions сап Ье different and creative.
Fоr example,for The girl rап into the road the suggested answer isThe car stopped
quickly. Howeve1 She got very wet. is also possible. lп this case ask the student:
Why?rhe student could well say: /t was rаiпiпg outside.
Fоr exercise 2, demonstrate ways of joining the parts up. е.g.:
The girl forgot her umbrella. So she got vеrу wet.
The girl got very wet as/because she forgot her umbrello.
Дs she forgot her umbrella, the girl got very wet.

These can Ье written оп the board as models.

This activity has answers supplied. Ноwечеr it is possible for а student to find an
alternative answer. lf so, ask them to explain why they think this is possible, as
described above.

Дпsшеrs 1) The girl rап into the road. The саr stopped quickly.
The footbail lэrоkе the man's window. Не was extremely апgrу.
The girl forgot her umЬrеllа. She got very wet.
The wоmап left the food оп the table. The dog ate her dinner.
The children hеаrd strange noises in the night. They were чеrу scared.
The саr broke down far from апу houses. The driчеr had to walk.
The driver forgot to lock his саr. Sоmеопе stole the luggage.
Тhеrе was а Stranger iп the garden_ The dog barked loudly.
The temperature went below zero. The water froze.
The team wоп the football match. They wеrе all delighted.
2) The аlэоvе sentences сап Ье joined чsiпgапd, because,.?5,50, оr апd so, as the students
choose. Accept anything that is appropriate.

Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages 15з

 I

Wfuжýfuжwryжжжffi жжжý? l Worksheet l

The left-hand соlчmп shows different things that happened. Each caused
something iп the right-hand column to happen.Write numbers to ioin the l
two sentences.

1 The girl rап into the road. _ The dog ate hеr dinner. I

2 The football broke the mапъ window. _ The driчеr had to walk. Е
I
З The girl forgot her umЬrеllа. _ The water froze.
4 The woman left the food оп the table. _ Someone stole the luggage.
l
5 The children hеаrd strange noises jn the night. _ The dog barked loudly.
6 The саr broke down far from any houses. _ The саr stopped quickly. I
7 The driчеr forgot to lock h]s саr. _ They wеrе all delighted.
8 There was а stranger ]n the garden. _ Не was ехtrеmеlу angry. I
9 The temperature went below zero, _ They wеrе чеrу scared. Е
10 The team wоп the football match. _ She got very wet. I
2 Now write ten lопgеr sentences, ioining the two pieces of information up.
Е
д
You сап start each sentence with the first piece оr the second piece.
Е
l
t
l

l
L

I
с
l

l
L
д

154 Puchta/Williams ] Teaching Young Learners to Think l (С-] Неllэliпg tanguages Е

 What wwýýý hаррsу? ýf уwж ***7

lапgшаgG IоGшs f; use of might апd will

тпiпriпg sпills Understanding cause and effect; distinguishing definite results of action from
possible results
Age 9-12
1ешеl Pre-intermediate / В1 upwards
Тimе 20 minutes
preparation Prepare а сору of the worksheet for each student.

lп class
Explain that the students аrе going to look al What will hарреп if ... lп
monolingual classes, you mау пееd to explain this iп their mоthеr tongue. Give
ап example: put а breakable object оп the edge of your table and make ап
action as if to push it off. Ask: What will hарреп if l push it? (lt will fall off.) дsk:
What will hарреп if it lalls off? (lt might break). Give mоrе examples if needed.
Hand out the worksheet. Explain that the pictures оп the left show different
things happening. The students need to decide vlhatwill happen orwhat might
hарреп, and join each sentence оп the left to the rеlечапt опе оп the right. They
сап ask you to explain meanings of words they don't know.
Ask the students to give you answers. lndividuals check their оwп solutions. lf
апуопе disagrees they сап explain why.
Fiпаllу askwhy some of them use will апd some use might. Explain that r,rzil/ is

definite апd might is possible.

АпsWGlS The folIowing are suggested ап5wеrs. If the children аrе creative they could think of alternative
апswе15 provided they can justify them.
Whal цill h.rppen iIyou.,,
1 play football irl the street? You might hit а window
2 put а glass оп the edge of а table? lt might fall off.
З leave а tap running? There might Ье а flood.
4 rL]п across the road? А саr might hit you.
5 forget to lэriпg чоur umЬrеllа? You might get wet.
6 don't turn the lights off? You will waste electricity,
7 leave уоur bike unlocked? lt might get stolen.
В ruп every day? Yоu will get fit.
9 don't do up your shoelaces? You might fall очеr-

Puchta/Williams I Teaching Young Learners to Think l (О Helbling Languages 155

 1,

l I
' I Wo rksh eet
'|"','.,'l'l':'"|,,u,
"",::,|i:" :l.,,, .,,'i",',|,, .,/"|,:|",.,
"|,""", ,"""",",,,,,,,"",:,

I
Write пчmЬеrs to join the questions and answers,
What will happen if you ... л

л
play football iп the strееt? _ lt might fall off.
tЕ
tЕ
put а glass on the edge of а table? _ You will waste electricity. G
д
з
tr=

*o.#b.lj
leave а tap ruппiпg? _ lt might get stolen. Е
д
Е
д
ruп асrоss the rоаd? _ Yоu might get wet. F
д
l=
д
fоrgеt to Ьriпg уоur umЬrеllа? _ You might hit а wjndow. r
д
Е
д
don't turп the lights off? _ Yоu might fall очеr. с=
д
r.=
д
leave уоur bike unlocked? _ You will get fit.
ё
t=
Д:
ruп еvеrу day? _ There might Ье а flood.
tl

дl
don't do up уоur shoelaces? _ А саr might hit you.
t=

Puchta/Williams I Teaching Yоuпg Learners to Think l О Helbling Languages t=

 .." "a:,.,|,rar,r,r.),:.,arara,||,||r|,a,,,|r|-r|aa||..|-|,|:ira|,a,r.,.|,

lапgшаgв loctls Use of f (conditional) with might апd witt

тпiппiпg sпills Predicting conSeqUenCes of actions; logical thinking, expIaining, justifying;
реrsuа d i ng
Аgе 9-12
lGUcl Pre-intermediate / В1

Тimе З0 minutes
Р]Gра]аtiоп Рrераrе а сору of the worksheet for each student.

ln class
write оп the board: l left а window of mу house ореп. puI а circle rоuпd it.
Ask the students: what might hарреп? Build up а Ьuььlе mар оп the board with
their suggestions. Accept апу SUggestion. Сопtiпuе tillyou have about eight ideas.

rbe rаiп migЬl gеtiп.

Д cat migЬt)ч,лр I left а wiпАоw ореа ле mighl сlimЬ tп

tbrovgb tbe wiпlоw

Sоmеопе ,пi9Ьl
lbrow sоmеthiлg
tbro u gh
tbe wtпдоw.

Puchta/Williams j Teaching Young Learners to Think l С Helbling Languages 157

 I

Emphasise that these might happen. And they might not.

Now say: The sчп has set. lt's пight. What will hарреп tomorro|,y mоrпiпg? (The sutl
will rise.) What might hарреп поw? (We might see stars. We might see the mооп.
etc.) Yоu сап build up another bubble map.

з Emphasise the difference between might апd will.

4 Divide the class into groups of three. Hand out the worksheet. Explain that the
students need to fill in the соlumпs according to what they think might hарреп
and what rzil/ happen. Leave аmрlе time. I
Ask for solutions. Тhеrе аrе а пumlэеr of possible answers. Accept anything that
is reasonable and backed uр with ап explanation. E.g. а student might say,. lf you I
dоп't water plants, they willdie. However, another student might say They might
die. Ask: Why? Дпd that student, reasoningthat outside it rains, would answer:
They are outside.

6 You could build up mоrе lэuЬЬlе maps as the students give you answers.
r
Дпsшвrs There аrе по definite answers to this. You will, however, find that there аrе not mапу examples of
will апd far mоrе examples of might, because might provides а much wider variety of scenarios.
E.g. if you play footbaIl every day you willget fitter. Вut if you don't water plants, it depends
I
оп whether they аrе outside and what the climate is like, апd whether they'rc in ап exposed оr
sheltered place, etc, so they might die.

ilОtG We got the idea of using а bubble map frоm David Нуеrlе

I
I
G
}

I
Е

158 Puchta/Williams I Teaching Young Learners to Think | 1с) Helbling Languages Е

 Жý5ýwý, жжffi wýýý l Worksheet
What might hарреп? What will happen?

Things that might hарреп Things that will happen

lf you don't water уоur plants ..,

lf you ruп in front of а саr ...

lf you play football every day ..,

lf you lose уоur dооr key ,..

lf you don't lock the front door ...

lf you leave а tap ruппiпg ...

lf you аrе late for school ...

Puchta/Williams I Teaching Yоuпg Learners to Think l (О Helbling Languages 159

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We make decisions every day of our lives. We decide what саrееr to follow, which
university to attend, what to give someone as а gift, what to do if we upset
someone оr damage someone's property. Making the right decision will have а
marked impact on what happens to us next. They аrе all about making sound
judgements. Bad decisions lead to mапу of the situations we hear about every
day; businesses failing, banks collapsing, accidents happening.

The process of decision making foIlows а number of logical steps; defining the
situation, considering all possible actions, calculating the possible consequences
of these actions, and choosing а line of action. This involves being able to
assess the pros and cons of each possible action. Ап inability to predict possible
outcomes of action will lead to рооr decisions and even criminal behaviour
such as riots, looting and hooliganism. Decisions can Ье taken Ьу individuals
or Ьу а grоuр. А group decision will also entail making suggestions, explaining,
negotiating, and communication.

Тhеrе are а пumЬеr of decision-making models used in business situations, for

example, we introducethe рlus-miпиs model in activity no 6, Plus апd minus.
The activities in this section involve the children in а пumьеr of different
decision-making situations where they are required to consider consequences of
their actions, leading to ап improvement in this fundamental life skill.

161
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lапgшаgе foctls Different types of cars; people; giving reasons I

тпiппiпg sltil|s I\4aking assumptions about the needs of people in different Iife situations;
paying attention to detail; understanding important Е
clues; comparing; matching;
d istingu ish ing im
роrtа пt from u п im роrtа nt i nformation; giving reasons
Дgе 9-12 Е
lечеl Elementary / А2 upwards
Тimе З0*40 minutes Е
рrепаrашоп сору worksheets А and В; опе of each
реr student.
Е
ln class
Give а сору of worksheet А to each student. Read Е
the words tоr the different Е
types of vehicles to the students. Get them to practise
the pronunciation, but
don't explain the mеапiпg of the words yet. Е
h
2 Teach the word vehicle

5
f
J Ask students to work in pairs and match the words
with the types ot vehicles Ьу
writing the names iп pencil underneath the pictures.
4 соmраrе the students'ideas about the types of vehicles.
Help them with the Ё
meaning of the words if necessary. ь
АпsшGls '1 Ё
чап
2 pick-up truck t!
З doubIe-decker lэus
4 jeep Ё
5 Iorry t
6 vintage саr
7 coach
8 Sports саr Е
9 motor home
10 racing саr
]'l electric саr
ё
12 toy car
Е
d
тhеп give each student а сору of worksheet В. N4ake
sure уоur students know the
ь.
mеапiпg of all the words and сап
рrопоuпсе them.
Е=
6 Tell them to match the words with the pictures
Ьу writing the пumьеrs in the hE
boxes.
Ё
Дпswеrs ь{
Е Е Е
tr] tr] €

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Е Е
tr] d
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162 Puchta/Williams с-1
I
Teaching Youn8 Learners to Тr,ЙК| О Helbling Languagei Е.
 дsk them if they know what they have to do next. lf necessary, elicit from them
that they should think about which type of vehicle is the most suitable for each
of the people in their specific life situations. They сап use the same vehicle mоrе
than once if they like. lп monolingual classesyou may need to explain this in
the students' mother tongue. They should think carefully апd decide which type
would Ье best for which of the people, and write it оп the line under the реrsоп.
Tell them that you'll give them about five minutes to make their decisions,
When students have finished, iell them to say what their decisions are. Try to
elicit the reasons for their decisions апd help them with language if necessary.
Example:
51: l say the vап is the best car for the mother.
Т: ОК. Why do you think it's the best car for her?
52: She havefour chitdren. Whеп they gоiпgiп the car, have muсh ... еrm ...
muсh take with.
Т: That's right. Whеп the mother goes somewhere with her children, they've got
lots of things to pack. What thiпgs does she put iп the car whеп she goes away
with her children?
S'I: Eat for the childreп.
Т: ОК. She takes some things to eat, some Jood. What else?
51: То play.
т: Things to play with, оК. She takes some toys for the children. What kind of
toys?
52: Much,

]lotGs 1 |t is imроrtапt to keep in mind that there аrе по right оr wrопg answers to
exercise 2. First|y, there are mоrе types of cars than people, so there аrе по
опе-tо-опе matches between cars and people. secondly, it's the idea of the
activity that the decisions аrе made Ьу the students. And last but not least,
colleagues who tried out the activity have said that students occasionally come
uр with perfectly logical explanations for suggestions the colleagues themselves
would not have thought of. What's interesting for you is to hеаr why students
have made which decision.
2 The idea for this activity comes f rоm The Somerset Thinking Skills Course, Ьу
Nige| Blagg et al.

P,,.tta/Williams I Teaching Young Learners to Think l О Helbling Languages 16з

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164 PuchlaiWilliams l Ieathing Young Learners to Ihink t с ЙеtЫ,пg rоЙоg"s Е

 {.,'.',;:ir'':r. {:,.*,;|i, l,...'i:}l',"i l Wo rksh eet В
1Matchthepictureswiththepeople.Writenumbers1-9.
1 а family going оп holiday 5 а person who collects old machines

2 а 18-year-old girl 6 an elderly couple

З а fаrmеr
7 а racing driver

4 а реrsоп who cares а lot about the

8 а 2-year-old

environment 9 а mother of four children

&

make decisions,
whаtъ the best vehicle for each of them?Think, and
people,
Write the type of vehicle underneath the
165
Pucllta/Willйms Тi"*йiУЙпg r"uin"" to Think I О Helbling Languages
 Е
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Wfuý*fu жжýжжж?

lапguаgе foctls Adjectives and verbs to describe animals Е

тпiпкiпg sпills Analysing the qualities of animals; creative/lateral thinking; self-reflection;
decision making; giving reasons Е
Дgе 10-12
1ечеl Еlеmепtаrу / А2 upwards tЕ
Timc 25-З0 minutes
preшaration Сору the worksheet for each student. Bring а supply of colouring pencils/felt
Е
penS.
Ё
ь
lп class
Е
Напd out а сору of the worksheet to each student. [Vake sure
уоur students
h
understand the meaning of the worcjs. Get them to practise the
words, especiaIly
the pronunciation. Е
ь
Explain that each student should now decide оп а colour for
each animal апd
make the frаmе around the animal in that colour. Give опе G
оr two minutes for ь
that
Tell students to think carefully and decide which of the adjectives/verbs G
оп
the worksheet best match the animaIs or their personalities. дsk ь
them to think
carefully and circ|e the words iп the соlоur of the animals they go
with. Give Ё
students ап ехаmрlе by'thinking aIoud', e.g. ь
оК. Let mе think. Мmh. Му best friend's got а cat. She's а lovely
апimаl. She's very
friendly (mimе circling the world 'frieпdly' оп the worksheet). Whеп l visit mу
frieпd,
the cat alwayS соmеS to say hetto. But also, she'S very determined.
(mimе circling
the phrase оп the worksheet)- she always does what she wапts.

Give students enough time (4-5 minutes), ancl епсоurаgе them

to askyou for
other words/phrases they might want to ascribe to the animals.
Ask students to decide which of the animals represents them
оr their personality
best. Ask them to complete the sentence оп the worksheet.
lf necessary, give
them ап example.
l'm like а butterfly. l'm very colourful апd l сап печеr sit stitl. l like
mочiпgоrоuпd.
Ask them to report back to the class and give reasons for their
decision. If
песеSSаrу, help them with the language they need,

ilоtе This activity is based оп ап idea in Janet Aaker Smith's 101

Brain-based
l п stru ctio па l Stra tegi es.

,166
Puchta/Willlams I leathing Young Learrrers to Think l с Helblin8 Lan8UageS
 Vd?z*r.?,,, ;;,t,,,rrf,и;itl? l Wo rksh eet
1 choose а соlочr for each of the animaIs, and make its frame that colour.

dog

Decide which of the words and phrases go with which animal(s). CircIe the
word iп the colour of the animal(s).

friendlyIhelpful I cleverIintelligentIcolourful IawakeIbeautiful Istrong

quick I careful l shy I independent I elegant I patient I loyal

has got а good mеmоrу | likes being with people I understands people well

loves meat I loves playing I runs and jumps а lot I is very determined

сап fly I can swim well | сап ruп vеrу fast I has got а good sense of smell
sees very well I hears very well I doesn't make а lot of noise I is very noisy

з Тhеп decide which of the animals is most like you. write а sentence.
|'m like а because

pu.htu/williurs I Teaching YoUng Learners to Think | @ Helbling Languages 167

 t
l

Е
WfuжКж wжЖwý
L
L

Е
lапgшаge lосшs Numbers; language of playing а game
тпiпкiпg skills Numerical skills; adding up numbers; making decisions about taking а risk
Е
Age 1о-12
lешеl Elementary / А2 upwards Е
Тimе 20 minutes
prenaration А dice for each small group of students. Е
ln cIass
I
Make sure your students have а good command of the basic language they need
in оrdеr to play а gаmе:
Е
lt's mу turп. lt's your turп. lt's (Sandra's) turn.
Throw the dice.
What's the score?
Е
l'll carry оп.
l'll stop поw. Е
You may want to introduce а rule that students have to use English while playing
the game. So if а player says something in their mother tongue, the other Е
students in the group сап call it out in English and the player loses their turn.
Put students into small groups. Tell each student to have pen and рареr ready to
note their sсоrе.
I
Дsk them to take turns iп throwing the dice. Each player сап throw the dice as
often as they want, adding up their points as they go. They сап decide to stop
I
their turn after апу throw resulting iп 1,2, З, 4 or 5, and сап keep all their points
and add them to any points they achieved in the previous round(s).
But if they throw а 6, they lose all the points they have achieved in this rоuпd,
and call ouI What а pity!The turn passes to the next player.
6 The рlауеr who scores 'l00 first wins the game.

Ualiation Опсе the students are familiar with the game, they сап come up with their оwп
ru les.

]lotG We learnt this activity from Robert Fisher's Head Start: How to Develop your Child's
Мiпd.

I
168 Puchta/Williams I Teaching Yоuпg Learners to Think l @ Helbling Languages Е
 а п лк в _ Y 8 &

ý w Ё ýc."ý *# trffiK ffiffi

ъfыРtgъ'q
&, ý#*еf

lапgшаgе foсшs Describing а situation; giving reasons; making suggestions; listening

тhiппiпg skills ldentifying а рrоЬlеm situation; identifying possible consequences of ап action;
brainstorming and evaluating possible solutions; giving rеаsопS; deciding which
solution is the best; cooperating with а partner
АgG 1о-12
lечеl Elementary / А2 upwards
Time 20 minutes
рrешаlаtiоп Сору the worksheet fоr each student.

ln class
Hand out а сору of the worksheet to each student. Tell them to look at the
pictures and say what the problem is in each опе of them. Епсоurаgе your
students to suggest various answers for each picture. Accept these in а поп-
judgemental way, and write them оп the board.
lf necessary, he|p the students with language Ьу writing the problems оп the
board. Fоr example:
What about picture 'l? What's the рrоЬlеm?
Vase. The Ьоу playing iп the house апd vase break.
Uhuh. The Ьоу was playing апd he broke the vаsе. (writes it оп the board)
The mother апgrу.
ОК, you think the problem is that the boy's mum's апgrу. (writes it down)
Where's the mother?
she соmе iп iп а miпutе.
ОК. Дпу other idea?
Yes, the cat break the vase.
l see. So the Ьоу fоuпd the Ьrоkеп vаsе оп the floor. The cat broke it.
Yes, the problem is that the mother say the Ьоу broke it.
You think the boy's mum doesn't Ьеliеvе it was the cat that broke the vаsе.
l see.
When you've discussed all the рrоЬlеm situations with the class, go back to each
of the situations and decide together with the students which of the suggestions
'the rеаl рrоЬlеm' is, in other words which опе describes the рrоЬlеm most
accu rately.

Puchta/Williams I Teaching Yоuпg Learners to Think l @ Helbling Languages 169

 f
д

Е
д
Ask the students to make suggestions оп how to solve the problems. Again,
G
епсоUrаgе the class to соmе up with mоrе than опе SUggestion for each
рrоЬlег-
l
and write them on the Ьоаrd. lf necessary, write language prompts оп the Ьоаrd
for еха m ple:
lЕ
He/She/ l hey shou ld . , .

l think he/she/they could ... Е

lt would Ье а good idea to ...
ь
Fiпаllу, ask the students to look at the various suggestions оп the board. Get I=

them to work in pairs. Each раir looks at опе рrоьlеm situation and decides
h
which of the ideas suggested they think would work best. Tell them to expIain
their reasons fоr choosing the idea. Е
lf necessary, help the students with language. write some prompts оп the Ьоаrd:
We hаvе discussed the problem of ... Е
We think the Ьоу mоп/реrsоп should ...
we thiпk this is the best solution because... Е
llotG The idea for this activity Comes frоm James Веllапса апd Robin Fogarty Bluepriпts
for Thinking iп the Co-operative Classroom, р.126. Е

tr

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170 Puchta/Williams I Teaching Yоuпg Learners to Think l @ Helbling Languages ts{
 'фl?аffiu%",,дr:zY-
|,,,,,у|
жrrз ý&*m? l Worksheet
1 whаtъ the problem in each picture?what should the people do?Think of as
mапу ideas as уоч сап.
2 Тhеп choose the best idea. Say why уоч think itЪ the best idea.

9-tt,-**
:: А

"l71
Puchta/Williams I TeachingYoung Learners to Think l О Helbling Languages
 3
.E

t-
%жЖжжýýжж Wyж%жwъ*ý
tЕ
Е
lапgшаgе loBlls Talking about what someone |ikes and is interested in; making suggestions,
saying what presents one would give to somebody; giving reasons
тпiпкiпg sпills lmagining the outcome of а decision; planning; making decisions; giving rеаsопs
Е
for making decisions; expressing а рlап in words; using а visual tool (а mind
mар) as а thinking tool Е
дgG 10_12
1вшеl Elementary / А2 upwards Е
Time 40-50 minutes
РlGша]аtiOп None
Е

lп class I
Ask уоur students to think of four people that mеап а lot to them. These could
include members of their family, friends, fictional or rеаl heroes etc. Say that you Е
аrе also going to do the same for yourself.
Ask them to write the names of these four people оп а piece of рареr. Do the Е
same with the names of the people you have selected. Ask the students to put
their piece of paper face down оп their desk.
Е
Read out the four names you have written down. Start creating а mind map
showing the names of the four people that mеап а lot to you. Give уоur students
а bit of information if necessary so they know why these people аrе important to Е
you. А colleague created the following mind map.
Ask the students to do the same with their four people. Tell them to write а word Е
of their оwп choice in the centre of the mind map.
Е

Sophiat I
(Ааи9htе")

I
Е

172 Puchta/WilIiams I Teaching Young Learners to Think l @ Helbling Languages I

 Say that you'd like to give each of the people in your mind map а
present, Start
5
with опе of the people and think of what this реrsоп likes. Give an exampIe. As
you speak, make notes оп уоUr mind map and add small drawings. The colleague
who created the mind map оп page'172said the following (and, while speaking,
completed the mind map as shown below):
Му doughter Sophia is 4. She lоvеs stories. l оftеп read stories to her. Му Mum loves
goingfor walks. She likes nature. She loves birdwatching- James, mу husband, is а
great Iootboll Jап, His favourite team is Ваrсеlопа. Му best Jriend claire's hobby is
music, she plays the guitar апd she sings iп а choir,

Clative
)olкeS
(hиstэаtпА)
(best QviertA)

people close to wre

Sophiat
(Ааи9hРеф

Give уоur students а few minutes of thinking time. Ask them to think about
suggestions for presents for the four people in your mind map. Tell them that
it is important to think carefully before we Ьuу оr make Someone а present, lf
necessary introduce апd practise language, e.g.:
l thiпk уоur ... might like а ...
t think you could give ... а .. ,

Why don't you give him/her а ... ?

You could give him/her а ...
ld give him а ...
Тhеп tell them to make suggestions. Example:
S1: Your husband likesfootbalt. Hisfavourite team is FС Ваrсеlопа. Why dоп'tуоu
give him а Ваrсеlопа T-shirt?

о Add all the students' suggestionS to yoUr mind map.

9 Look at all the suggestions and say: ок. l'm goiпgto mаkе mу decisions поw, l'm
going to get mу ... а... etc.

pucntj/wiпialTls I Teaching YoUng Learners to Think l О Hetbling Languages 17з

 Е
д
Ё
^E

10 Ask them to work iп groups of four and tell each other some mоrе about the Ё
people iп their mind maps, e.g. what they like, what they аrе interested in etc fr
Tell them to add words and drawings to the miпd maps as they аrе talking.
Му ... is interested iп ... Е
He/She likes ...
His/her hobby is ... Е
He/She often ...,

11 Ask students to work iп pairs апd look at each other's mind maps, then make Е
suggestions to each other аЬоut presents fоr the people iп their partner's mind
mар. Tellthem to add all their partner's suggestions to their own mind maps.
Е
12 Ask them to make their decisions. Give them two minutes to think carefully alэout
all the suggestions. Then get them to say, for example:
These are mу decisions: l'm goingto get mу ... а ... etc. I
Extension You could gei уоur students to write а short text about the рrеsепts they'd give to Е
the people. If necessary, read out а mode| to уоur students. Fоr ехаmр|е:
Му bestfriend loves comics. l'm goingto give him а comic book, mауЬе Suреrmап.
Му sister's паmе is Emily. She's 1З. Her hobby's ...
I
ilotG We learnt this activity from Robert Fisher's Heod Start: How to Develop your Child's Е
Мiпd.
Е

I
I
Е
ll

I
I
Е

174 Puchta/Williams I Teaching Young Learners to Think l О HelbIing Languages Е

 W&ж% жжffi жýжж%

langшag6loctls А rапgе of language items could Ье used in this activity depending оп the level of
the students, lt lends itself to could, would, might, e.g.: We would getfit. We might
sрепd too muсh mопеу-
тhiпкiпg sпiIls Weighing Up pros and cons (pluses and minuses); predicting positive and negative
results of actions; making decisions, This task models ап important decision-
making strategy.
Дgе 1о,12
lешеl Elementary / А2 upwards
тimG З0 minutes
Р]Gша]аtiоп Д сору of the worksheet for each student. Alternatively, the students сап сору the
four tables frоm the board.

ln class
Explain to the class (in mоthеr tongue if песеssаrу) that they are going to lеаrп
use а well-known decision-making strategy called
plus and Minus.

2 Write on the board: а fast sports car. Uпdеr it write two headings; plus (+/ and
miпus ().
Explain (in English): ВоЬЬу wапts to buy а Jast sports car. There are rеаsопs why
this is а good рlап апd there are reasons why it is поt а good рlап. Give mе опе
rеаsоп lor the idea.
possible responses: Не witl hove fuп. His friends tпill like it.
Write these uпdеr the plus heading.
Then say: Give mе а rеаsоп against the idea-
Possible responSes from studentS: /r Use; too muсh petrol. lt is dangerous to drive
fast. lt is expeпsive,
Write their suggestions uпdеr the miпus heading.
continue to build up the list of pluses and minuses, using the students'
suggestions, however fanciful. Help them with the language if necessary.
дt the end, соuпt the пumьеr of pluses апd the minuses, and see which is the
la rgest.

Tell the class they аrе going to create their оwп plus and minus lists. Split them
into groups. Hand out the worksheet.

pucbtа/wittiums I TeachingYoung Learners to Think l О Helbling Languages 175

 е
д

Е
of ideas, \\h е
working in groups allows for mоrе creative thinking and а rапgе Е
language if necessal-"
they аrе working, walk from grоuР to grоuР апd help with
AskthestudentstocoUntthepIuspointsandtheminuspoints.
Е
в FinallyasksomegroUpStoreadtheirsolutionSout.ThesoIutionscanbe
displayed оп the wall.
Е
make suggestions as to
Uа]iашоп Fоr mоrе advanced classes, you could ask the students to
оп the board апd asI
what topic they would like to assess; write their suggestions Е
them to choose two to work оп.

(eMt) technique, а lateral апd Е

]lotG The idea is adapted from the P!us, Minus, lпtеrеstiпg
Тhiпkiпg Programme,
creative thinking strategy used iп Edward de Bono's CТRT
л

176 р*r.'ЪдчilГiu.Т П"*r,иgБuпg Learners to Think l о Helbling Languages

 Yr.ýY.*r*,**
ljiйЫмЫ&;&ЬЫЫ*z* iм

'',l?ýу,аyi,tз,?.2t3
r;zзiT зу*r; l Wo rks h еet
Yоч and уочr friends are trying to decide what to do at the weekend.
There are four suggestions. Make а plus-minus list for each, апd then make
а decision.

. go shopping together . go fоr а picnic

. go fоr а long bicycle ridе jп the country о go to the сiпеmа.

оur decision is to

Puchta/Williams I Teaching Yоuпg Learners to Think l @ Helbling Languages 177

 Е
д
aЕ,
д
WfuжКжfuжжжжw* ffiж?
tl=,
Е
1апgшаgв foctls might, will, could, should; expressing reaSons usiпg because l!
тпiпкiпg skalls predicting outcomes of actions; thinking
of solutions; making decisions about
actions Е
Дgе 9-12
lечеl Pre-intermediate / В'1 upwards Е
Тimе З0 minutes to do the cIass activity. The worksheet could Ье given in а follow-up
l esso п. Е
preшaration рrераrе а worksheet for each student. you сап use the worksheet here
or create а
simiIar опе using а different incident.

Iп class
Explain а situation to the class. Fоr example.
You апd yourfriends are ridingyour bikesfast, Опе of you crashes into parked
а
car опd damages the car.
Draw а circle on the board. Write inside it The car is damaged.
Ask the students: what will hарреп? Build up а mind map as iп the worksheet,
using all their replies. Help with language if necessary. е.g.:
The driver will return апd see the damage. The driver might Ье very
апgrу. lt will Ье
exPensive. The driver might tett the police. The police might visit our
раrепts. our
parents might stop us from riding our bikes. eIc.
2 Stress the difference between чуill апd might.
з TeIl the class they now need to decide what they should do. write
in а circle:
what we should do.
Build up а mind mар using the students' ideas, e.g.:
. write а поtе apologising
о wait lor the driver to rеturп
. rчп away
. go апd tell our parents
. write dоwп the car пumЬеr. eIc
Now ask them in groUps to decide which is the best action to take. They
will пееd
to give each other rеаsопs.
N4odel: l think we should ... because . ..
Fiпаllу, ask each grоUр to give you their solution with а rеаSоп, е.g.:
We think we should .,. because ...

write the solutions оп the board.

17в Puchta/Williams I leaching Young Learners to Тыпk | с Helbling Lan8uages

 7 you could take а vote as to the best solution.
о
о The worksheet could Ье completed next or in а separate lesson. Аrrапgе the
students in groups of fоur so they сап discuss the consequences and possible
solutions, and work as Ьеfоrе. When they have finished, ask for answers as
before, and write them оп the board. Again, you could take а vote оп the best
solutio п.

Ualiation This activity could Ье repeated using different situations. You сап ask the students
to brainstorm situations from their оwп experience that they could discuss.

Puchta/Williams I TeachingYoung Learners to Think l @ Helbting Languages 179

 "ý*з,m?" 9|Уэr;.71t.$ýф,',,,м r: r3rз7 l Wo rksh eet
1 yоu and your friends kick а football into а window
of а пеlghьочrъ hочsе
and break it,what might happen?write in the circles.

r
l

tF

lr
footbaIl breaks а
window
tЕ
t Е.

Е
Е
L
2 Now decide what you could do about it.
tЕ
Е
Ё

t
r

Е
what we could do
t
I=

е
-ts

Е
l!

Е
3 Now decide which of these actions you should take. r=
h
we th jnk we should
Е=
ь
because
G
-Е

180 Puchta/Williams I Teaching Young Learners to Think @ Helbling Languages

I
 in order to
This section brings а whole rапgе of different thinking skills together
finding out
solve problems, We constant|y face problems in our day-to-day lives:
planning а
where а place is, working out what to do if а machine breaks down,
to solve
complicated schedule, managing а business meeting. what is needed
problems is strategic оr tactical thinking that applies mапу of the different
up with ап
skills we have already cliscussed to focus оп the рrоЬlеm and соmе
appropriate solution. Most problems have mапу possible solutions; there
isn't

generally а right answer but several answers, попе of them perfect, from which
presented at
We сап choose the best for the раrtiсulаr situation. N4ost рrоЬlеms
school, however, look fоr опе correct апswеr rather than being related to the
more соmрlех realities of life.
put off Ьу а
Solving problems also requires the right disposition: not being
positively, believing that а solution is possible,
рrоЬlеm, facing the challenge
remaining саlm and focused.

The focus of the activities in this section is оп helping children to develop

problem-solving strategies. The simplest is ап uпderstaпd - рlоп - do - rечiеw
This will entail
sequence. The first step is recognising the nature of the рrоьlеm.
The second is
surveying the information given carefully to see what is known,
jumping to
making а systematic plan to solve the рrоЬlеm. This involves поt
hasty conclusions оr making wilcl guesses, and needs time fоr careful
thought,
putting the рlап
Scientists, for example, take time оп this step. The third stage is
into action. lt is important to observe what happens, spot dead ends, and
reform

One'S Strategy accordingly. The fiпаl step is reviewing what

happened.

They are both

This section provides а пumЬеr of problems for children to solve,
chaIlenging and fun. lt is essential that the children аrе allowed
time to think
valuable, lt is
carefully and рlап what to do, ancl that all answers are considered
also important that you model the stages of the problem-solving process, and to
guidelines.
help you clo this we have provideci а number of models in the

181
 f-
l
Е
жь * f .g l
шаrъузу"ý ý&ffi,вýну
Ё
l

lапgtlаgв fоGшs Vocabulary of family members: mother, father, sоп, d а u ghte r, Ь roth е r, si ster;
I
possessives's; structures to iпtrоduсе peopIe to опе another: This is mу _ Не/ r
she is called Е
тпiппiпg skalls Recognising cIues from pictures where information is missing; memorising
G,
iпfоrmаtiоп given, and using it to solve а рrоЬlеm h
Age 7-9
Е
lвшеl Post-beginner / А1 upwards h
тimG 20 minutes
рrепаrаtiоп Рrераrе а сору of the worksheet for each student. Е

lп class Е
Draw а family of mother, father, son, daughter, using stick figures; label them
Peter, Jane, John, Susan. Teach the vocabulary mother, father, sоп, daughter, Е
husband, wife, brother, sister.
2 Ask: Who has а brother? Who hos а sister? Е
)
J Hand out the worksheet and ask the students to fill in the blanks.
4 Ask for answers. Ask them how they know. Е
5 Now pair them, апd ask them to draw their оwп families on the worksheet and
tell their partners in English who the family mеmЬеrs аrе. lf necessary model the Е
language: This is mу brother. This is mу sister etc. when they have finished they
сап repeat this with апоthеr student.
Е
6 lf they want other family words, write these оп the board.
Е-
t!
Дпsшеrs 1 Маriа- Danny's mother
2 Tim = Sarah's|ather
З N4aria = Tim's wife
Е
4 Tim - N4aria's husЬапd
5 Sarah = Maria's daughter
6 Dаппу - Tim,s son
7 Maria's sоп - Dаппу Е
В Tim's daughter = Sarah
Е
Е
r:
ь
Е=
,ь

,Е

182 Puchta/Williams I Teaching Yоuпg Learners to Think l О Helbling Languages лЕ

 l
*,r,{,,t"""ý !""э !mr*rа*ýч Worksheet
1 Here is Dаппу with his family. Finish the sentences.

Sarah is DаппуЪ sister. Maria is DаппуЪ1 .Tim is

SаrаhЪ 2.
, Маrjа isтimъ З .Tim is
МаriаЪ а 5 is МаriаЪ daughter.
isTim's son. МаriаЪ son is calIed
7 .ТimЪ daughter is called 8

2 Now draw уочr family.TelI your раrtпеr who they are.

Pucbta/wiпiums I Teaching Young Learners to Think l @ Helbling Languages

 t
l
с
wfuж жyжжfuжъg? ^:

Е
l

]апgшаgе foctls Vocabulary of family mеmЬеrs: mother, father, sоп, daughter, brother, sister, Ё
gra пd mother,, possessive 3
Е
тпiппiпg sпills Deducing missing information without picture clues; holding information in l
mеmоrу
Е
AgG в_11 .l
lешеl Post-beginner / А1 upwards
:=
тimG З0 minutes l
рrвшаlаtiоп рrераrе а сору of the worksheet for each student.
t Е=

ln class
Е
1 Draw а picture of а family оп the board, and teach/revise the names of ъ
family members: mother, father, husЬапd, wife, sоп, daughter, brother, sister,
gra п dm ot h е r, gra п dfa th е r, gra п d d а u gh te r, g ro п d so п,
t
Hand out the worksheet, and ask the students to work out who each
реrsоп is
using the information given. Ask them to complete the sentences.
Ask them to соmраrе answers with а neighbour. lf there аrе differences,
t
ask
them to explain why they think their answer is соrrесt. Б
Е
4 Go through the answers together.
5 Ask them to draw а picture of the family in the Ьох provided. Е
ь
6 Finally, ask them to complete exercise З, and then go through the answers
together.
t
Апsшеrs 1) 1 Jane = Jim's slster Е
2 Jim = Аппа's sол
З Аппа - Тоm's yuife ё
4 Jane = Tom's daughter Е
5 Тоm = jim's father
З) The wоmап isJапеЪ gra пdmother. Jim is the woman's grапdsоп.
Е

Е
€
Е
€
Е
ё
.Е-

184 Puchta/Williams I TeachingYoung LеаrпЪrsБтhiпk

1 @ Helb|ing Languages tё
 l Worksheet
,{.з?,t:
'М'tчrз ?,?,lq::,rli:

Tom arrives home. Аппа sауs"НеrеЪ mу husband.'Jane SayS,'HeIlo, Dad.'

Jim sауs"НеrеЪ mу father.'CompIete the sentences.

1 Jane is JimЪ 4 Jane isТоmЪ

2 Jim is АппаЪ 5 Tom is JimЪ

з Аппа isтоmъ
2 Draw а picture of the family. Write their names.

А саr arrives and а woman gets out. Аппа says, 'Му mother has аrriчеd.'
The woman is Jane's .Jjm]sthe Woman'S

,l
Puchta/Williams I Teaching Yочпg Learners to Think | @ Helbling Languages в5
 Е
}
**;r:jýi,
*,",,'#
ё
B..eIE 9_а __1 _ Е * __.fý _д\ Е
.]-,*: WxIý lE ýЕRк ýв, KfreTj
__

Е
lапgшаge fоGшs Making predictions (wilДfuturе); hypothesising, verifying one's hypotheses;
vocabulary for various materials and objects G
тпiпкiпg skills Thinking about the outcome of а scientific experiment; applying опе'5
ts
knowledge about the world; predicting; hypothesising; testing and checking опе's Е
pred ictions; d rawi ng concl usions h
Аgе 6-в Е
leuel Post-beginner / А1 upwards ь
Time 20-З0 minutes Е
рrепаrаIiоп А сору of the worksheet for each student, оr if you want to use other materials/
ь
objects in the experiment, create уоur оwп worksheet to сору.
Е
А transparent (and steady!) bowl of water, and various materials/objects for Е
students to test for sinking or floating, e.g. а sheet of рареr, а cork, а coin, а
matchstick, а stone, а pencil, an eraser, а balloon, an empty plastic bottle, а t
ruЬЬеr ball, Styrofoam, wood etc (see worksheet).

lп class Е
Show your students the materials/objects you have prepared. Ask them to name F!

them. Teach and practise the words they do not know yet.
t!}

Draw on the board а bowl of water. Take two objects (опе that would float on
water, the other опе that would sink), and ask students fоr their predictions. Fоr Е
exampIe:
Т: ОК, поw hаvе а look at these two things here. Do уоu remember what they are Е
called iп English?
51:. Cork. Е
Т: Good. Д piece of cork. What about this?
52: д соiп.
Т: That's right. So we've got а piece of cork апd а соiп. Look. lf l put the cork iп
Е
the bowl of woter (mimes it usingthe drawingon the board), will itsink?
(makes gesture of соrk going uпdеr) Or float? (shows how cork is floating оп tЕ-
surface of bowl of water) Will it sink or float?
31:. Float.
Е
Т: lt'llfloat,
you think? ОК. (Writes float пехt to the word cork оп the board.)
What about the соiп? Will it sink or float? Ё
51: Siлkl Е
S2,. Float!
Т: Uhuh.Youthiпkit'll sink-aпdyouthinkit'll float.oK.We'll seelaterwho's Е
right.
Е-
t=
ё
186 Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages ьъ-
 Give each student а сору of the worksheet. Give them time to think and
write
down their predictions.
present the bowl of water. lnvite individual students to come to the front and
take one of the objects/pieces of material. Ask them: What do you think will
hарреп? and get them to answer with /f'l/ sink оr lt'll float,
5 Then ask them to put their chosen object in the water and see if they are correct,
predictions-
6 Get the students to look at their worksheet and tick оr cross out their
Ask questions such as:
How mапу of you got this right?
How аЬоut you, (Nаmе)? Did you get it right or wrong?

,'| Епсоurаgе the students to think of other materials/objects. Tell them to

Ехtепsiопs
choose опlу those objects/materials that can Ье tested in а bowl of water,
Get them to draw pictures of those objects/materials оп the back of their
worksheets and again make their predictions. These could Ье checked in а
follow-up lesson, as students would need to bring their objects/materials to
class.
have
N.B. you may want to check, however, what the objects are that students
written down, to make sure they аrе safe and сап easily Ье brought to school-
(lt might not Ье а good idea, fоr example, if опе student decides to find out if
his parents' wedding rings sink оr float.)
2 ln good classes, the activity сап Ье used to introduce оr practise past tense. ln
а follow-up lesson, quickly revise the words for the objects with уоur students
and write them оп the board. Then ask questions, e,g.: what hаррепеd to the
rubber batt? Write lt sапk l lt floated оп the board and get students to repeat
the sentences. Repeat уоur question and elicit the correct answer from the
students.

ilоtе when we tried the activity out with а grоuр of children, they found out that the
group took
sheet of рареr sank after some time. However, опе of the boys in that
а piece of рареr and folded it into а boat. Не was proud to show to classmates
and teacher that in this way the paper didn't sink, but floated.

| 187
ffiпg LearnerstoThink @ Helblinglanguages
 Wýýý ýж жýжМ *r ffi*жЖ? l Worksheet
Е
Write lt'll sink or lt'il float.
Name: Е

@
Е
lt,Il
Е
cork
Е

Е
t
Е
pencil

t
? ,... .. ,.|,,|,"

\f
rallloo п

Ё
lL

sheet of рареr
Е

ь.
-l

plastic bottle
Е

EL
rё
matchstick Ь_
full plasfй bottle
188 l Теасhф
Puchta/Williams Young Learners to I hink l с Helblin8, Languages Е
 %жжж WжжжЖжж

1апgшаgс lосшs Vocabulary of family members: mother, father, sоп daughter, husband, wife,
grandmother, grandchildren, cousin; understanding question forms: Who is ....?,
How mапу does .-.. hаvе?; possessive 's
тпiпкiпg sпills problem-solving skills; manipulating several pieces of information mentally. NB
These puzzles are not easy to solve; they become increasingly complex, and this
activity is therefore suitable for older children.
AgB 1о_12
1ешеl Post-beginner / A'l upwards
Timc 20 minutes
рrешаrаtiоп Рrераrе а сору of the worksheet for each student.

ln class
1 Revise the паmеs of family memLrers.
2 Hand out the worksheet. Ask the students to solve as mапу problems as they сап
з дsk them to соmраrе answers iп small grоuрs. lf they disagree they should say
Why.

4 Fiпаllу go through the answers. Question В is particularly difficult. Model the

рrоlэ|еm-sоlчi п g process.

АпSWG]S 1)4
2)6
З) Martha
4) Mark
5) 1 brother апd 2 sisters
6) Liz
7)5
В) Hls sол

Ехtепsiоп Fоr more advanced classes, each student could Ье asked to write а puzzle like the
ones оп the worksheet оп а slip of рареr. They hand them in. Pull out puzzles at
rапdоm, read them out, and ask the class to solve them.

ilоtG Puzzle В is а traditional English rhyme.

puchta/Williams I TeachingYoungLearnerstoThink l О HelblingLanguages 1в9

 Е
l
{з{lьyзе.,ffiwsх:хИ*н
l Wo rks h eet е,
,l
Сап you solve the puzzles?
l
G

Rоп and Маrу аrе brother and Е=

лl!
sister. Rоп has three Ьrоthеrs. How
many brothers does Маrу have? -1rrr,r I
,lJ' G
t!
Е=
sue has three sisters and two Е
brothers. How many chiIdren does
suеъ mother have? Е
ь
l=

АmуЪ mother js МаrthаЪ daughter.

ь
Who is АmуЪ grandmother? tc=
ь

4 Маrkъ son is called paul, Раulъ son is George. who is Gеоrgеъ grandfather? t
Е
ь
5 Dаv]dъ mother has four children - two girls and two boys. How many brothers
does David have? How mапу sisters does he have? El
Е

6 DаппуЪ grandson js called Sam. Danny has опе daughter called L]z and по SonS. Е
Who ]s SаmЪ mother?
Е

7 Маrу says, 'l have eight grandchildren.' опе of the grandchildren is called chrjs. Е
chrjs has опе brother and one s]ster, How mапу cousins does chris have?
La
ь
8 John is looking at а photo.
Не says:
t
Еa-

Brothers апd sisters, l have попе. ё

That mапЪ father is mу fаthеrЪ sоп. ts
Who js the photo of? d

Е
f-
ь=
ё
Ё=
Е4
190 Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languaps- t=
lапgшаgв lоGшs Using the present simple to express likes; vocabulary of sports; has/have got; ...'s
favourite toy(s) is/are ,..
тпiпкiпu sldllý Recognising the nature of а problem; exploring information systematically;
planning how to solve the рrоЬlеm, comparing; hypothesising; analysing
Age 8-,l,|

lешеl Post-beginner / А1 upwards

TimG 15-20 minutes
prBparation Рrераrе а worksheet similar to Worksheets А and В below, оr use one оr both of
them. Make а сору of each worksheet реr student.

ln class
Ask the students to wоrk in pairs. Tell them they аrе going to solve а puzzle. Tell
them to look carefullyat all the information given, and remind them that solving
а puzzle sometimes requires quite а bit of time, so they should not hurrу, but
think carefully.
Hand out а сору of the worksheet. Make surе the students understand the
language in the instructions. Тhеп give them enough time to discuss their
strategies in pairs and work out the solutions.
J Ask the students to read out their solutions.
4 lf there аrе students in уоur class that cannot do the activity, раir them up with
someone who has successfully solved the puzzle and ask them to explain how
it works. Alternatively, get students to talk about how they solved the puzzle (in
pairs or as а whole class activity).

Дпsшеrs А
2 CIaudia likes footballand volleybal|. 4 Beth /ikes swimming.
З Simon likes riding his bike апd football. 5 N,4аrс likes volleyball апd swimmiпg.

в
1) 2 Harry has got 2/two caIs and а hamster.
З Alex and Еmmа have gоl а hamster апd 2/two dogs.
4 Olivia has got а dog.
2) З Charlie's favourite toys аrе а computer 80mе апd а model рlопе.
4 O|ive"Ъ favourite toy is а puzzle.
5 Jack's favourite toys are а model рlопе апd а helicopter.

Uа]iаtiОП You could use numbers as symbols instead of the icons suggested hеrе.

ilОtG Мапу children love writing secret messages. This activity draws on that sense of
fu п.

Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages 191

 I
Е
Look at the drawings and the symbols.Then read the sentences,
work out what each symbol means then complete the sentences.
Е
ýt\r11
Е
a

(
a

Е
:* -я
Е
Claudia
Е

t
Е
1 Кеп likes footbaIl.
2 Claud]a l]kes and volleyball. Е
з Simon ljkes rjding his bike and Д
4 Beth swimming. Е
Маrс d
Е
d

Е
d
Е]
а
Е
192 Puchta/Williams I Teachin8 Young Learners to -4
Ihinf с Helbling Languages Е
bd
-
цJ
ъ8d?,гжЯ фш ý?ь*з7 ýъýr,,q,*? l Worksheet В
Look at the drawings and the symbols.Then read the sentences,
-r

Complete the sentences about the children.

Pets

ý
;--\l

9\7ь
Q
Наrrу **+ Amy *++ Emma +0t
1 Аmу has got а cat and two hamsters.
2 Наrrу cats and а hamster,
З Дlех and Emma have got а and-.--.
4 olivia dog.

Favourite toys

-z-^1f. 1,/'
J.'-

t.\
:ъ-
l\l!,.. ) '
l. .-i ) } /):т
7J \l
*=- / \ --=)
\l
€
ж
{

Oliver Lucy О charlie vo Наппаh V*

1 LuсуЪ favourite toy is а model рlапе.
2 НаппаhЪ favourite toys are а computer game and а helicopter.
з СhаrliеЪ favourite toys аrе а and
4 оliчеrЪ
5 JасkЪ and а helicopter.

Think l 193
Рuфйпп;ms l Teaching Yоuпg Learners to @ Helbling Lan8uages
 I
I

Е
д
Жжw жжжу ww&уdж?
I
Е
lапgшаgв foctls Revision of vocabulary; spelling skills l
тпiппiпg skills Analysing; moving letters around in one's visual short-term mеmоrу;
risk taking
Age Апу
Е
]ечеl
Тimе
Post-beginner / A'l upwards
10-15 minutes
t
рrеDаrаtiоп Write words in block letters оп big sheets of paper; examples:
Е
HoLlDAYS CHOCOLATE lNTERNET Fо отвА L L
MOBlLE PHONE coMPUTER в l Rтн DAY HAN DBAG Е
There should Ье enough space between the letters so students сап
easily cut out
the individual letters of the word. Bring in one pair of scissors
реr grоuр of 4-5 Е
students.

lп class Е
lп block letters, write the word ELEPHANT оп the board. Ask students to
USe
апу пumьеr of letters from the word in апу оrdеr, and try to make
as mапу new
words as possible. Give them some help if necessary. Examples:
HEN NET НАТ TEN ЕАТ LET ANT PEN
2 Put students in groups of four оr five. Give each
8rоUр опе of уоur words.
з Tell the students to cut up their word. The students should try
and make as mапу
new words as possible out of апу пumьеr of the letters frоm their
word, used in
а пу order.

Whепечеr а grоUр thinks they've found а пеw word, they

рrеsепt it to you Ьу
standing in а liпе, with each student holding опе letter. lf the word
is correct,
the group сап write it down оп а piece of paper. lf а wоrd they want
to present
has mоrе letters than there аrе students in а group they can'borrow'as
mапу
students as they wish from another group.

Uа]iаtiоп The task is mоrе difficult if the students don't cut the letters
up but have to
visualise the words contained in the big word.

194 Puchta/Williams l Teaching Yоuпg Learners to Think t О нiБПrrg Lа"g""gе,

 ф"),ltrA- "r4},,?*::п, - ,qjх/;ý И}lа,

жжwwкжжýffiж r'жккжжж

lапgшаge lоGшs Language of letters; expressing time: аf 1 рm; expressing date: оп 17th March
тпiпкiпg sпills Working out what information the rеаdеr needs, and spotting what is missing.
Аgе 1о-12
lечеl Еlеmепtаrу / А2 upwards
Тimв 20 minutes
Р]Gпа]аtiоп Рrераrе а сору of the worksheet fоr each student.

In class
Revise expressions of time and date, e.g. School starts ot 9 аm. Christmas is оп
25th December.
2 Hand out the worksheet. Explain that iп each letter there is some information
missing. They сап complete the letters as they wish.
3 Ask for some answers. Accept апу reasonable answer.
4 Ask if thеrе is anything in the letters they do not understand.

Епtспsiоп The students сап write invitation letters to each other.

]lotG The idea for this activity came from Feuerstein's lnstrumenta| Enrichment
рrоgrаmmе.

Puchta/Williams I TeachingYoung Learners to Think l О Helbling Languages 195

 I

ýжъrý&ж&ý*ж ý*&&*rs l Worksheet

I
ln each of the letters there is some information missing.
Fill in the missing information as уоч choose.
I

Dea r Pavla Е

! wочlё like fo invife you

to mу ЬirthДау party at mу Dеq, kirsly Е

Ъочrе оп Мау 15th ИУ ЦИи саtц /,riче и.rе Е

}о }оп,ц atl- lZ3O
Е
l Ъоре you сап соmе.
Maria Е
lо go shoppilrg.
Е
Саtц уоц co|h\e tлiЁh це? Е
Liц,Ааt Е
Е
Е
l hоре уоч аге well. Could
Dеаr Jill ё
| соrпе and visit
уоч at lz Е
пооп Would you like to соmе to Е=
Ё
| аrп loolting fогwагd to play at mу house оп \Th Мау
Е
seelng уоч. l!
Аппа Е
!ь
Е
Е
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lапgшаgG lоGшý Clothing; colours; structures: lп mу picture there is... The boy/girl has ...;
vocabulary,. stonding, sitti пg, walking, саrryiпg, weariпg
тпiпкiпg skills Surveying information carefuIly; giving accurate, сlеаr and relevant information;
recognising how much information is needed Ьу а listener; concentrated listening
and acting оп information; asking сlеаr questions
АgG 9-12
IGUGl Elementary / А2 upwards
Time ЗО minutes to complete both pairs of pictures.
prBnaration Сору the worksheet fоr each раir of students. Cut each sheet up into the two
pairs of separate pictures. Clip the pairs together so thеrе is ап А with а matching
В, to make it easier to distribute to the раirs of students.
You might like to give each pair of children the same pair of pictures. Дs ап
alternative, you could give half the c|ass опе set of pictures and half the class the
оthеr set.

ln class
1 Revise vocabulary fоr cloihing if necessary.
2 Put the students into pairs. Give each student А опе picture frоm the pair, and
student В the matching опе. TelI them they mustn't let their раrtпеr see their
picture. They should hide it behind а book.
Explain that there аrе six differences between the pictures. They have to describe
their pictures чеrу carefully to each other and identify the differences. Emphasise
that they mustn't speak too loudly оr the оthеr pairs will hеаr their answers.
They аrе allowed to ask each other questions.
дt the end, ask the students to tell you what differences they have found. The
others can check whether they аrе соrrесt.
Each pair сап then have а go with the other pair of pictures. Askthem to assess
whether they wеrе mоrе successful the second time.

Апsшвrs 1 Ьоу stопdiпg/оп bike; girl's сор, black/white

girl's hair, loose/tied back; Ьоу gloves/no gloves
Ьоу, t-shirt design/plain; girl socks/ по socks
2 girl, sandals/trainers; girl's t-shirt Lопdоп/Nеw Yоrk
girl wearing/holding bag; Ьоу, troiners/sandals
Ьоу сар/по сар; girl's hoir Ьlасk/Ьlопd

Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages "l97

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lапgшаgе foctls Decoding the meaning of а sentence written in code

тhiпliпg sпil!s Logical thinking; deductive thinking; applying rules carefully
Age 10-12
1ечеl Elementary / А2 upwards
Time Lesson '1: 20-З0 minutes
Lesson 2: аrоuпd З0 minutes
PrGШaration Сору the worksheet fоr each student.

ln class: Lesson 1

Write the folIowing message оп the board and ask the students to guess what it
mеа nS:

HPPY BRTHDI
Elicit from the students that the message is HAPPY BIRTHDAYI Tell them that the
message is in а code. The key is that all vowels аrе left out. Give them another
message to decode, for example:
THS lИSSGE S FR CLVR CHLDRN
When they've come uр with the sentence This message is for clever childreп, ask
them to use the same code to write а sentence оп а slip of рареr.
Ask опе student to соmе to the front of the class, quickly check their sentence
and соrrесt it if necessary. Then ask the student to write their message оп the
board using capital letters. Ask the class to decode the message. Саrrу оп like this
with several students.
Give each student а сору of the worksheet. Tell them to read the story. Make sure
students have understood what the story is all about.
Give them а few minutes to decode the message. lf necessary, scaffoId Ьу asking
questions that guide the students in their process of wоrkiпg out the code.
Еха m ples.

Whot's the problem?

Why сап't they understand the sепtепсе оп the Ьаппеr?
Who do they osk?
Does that реrsоп kпоw what to do?
What does he/she say?
whot does that mеап?
How could you fiпd out what it mеапs?
Дrе there апу clues?
Апswеr WE ARE YOUR FRlENDS

Puchta/Williams I Teaching Young Learners to Think l @ HeIbling Languages 199

 lп class: Lesson 2
Discuss with уоur class what message the people оп earth should send to the
people in the spaceship.
Students сап then encode their message, and draw а picture of the next situation
in the story, mауЬе with humans holding а Ьаппеr with the message they want
to send to the people from the spaceship.

l
I
I
I
I
I

200 Puchta/Williams I Teaching Young Learners to Think l о Helbling Languages л

"Тfu*
ьr:r:r,*ý; r:ш&*. l Worksheet
\$/hеп the spaceship landed, people on еаrth were чеrу worried. Тhеу didn't want to
w go пеаr it. Тhеу wеrе scared, They stayed away frоm it and looked at it from far
away through their telescopes. Тhеу saw а word written оп the Space ship. It said'LIMSY'.
Nobody knew what it meant. Тhе people Went to the biggest liЫary in town. Тhеу looked
in all the dictionaries. Тhеу couldn't find the word Limsy. They checked оп thе intefnet too.
But they couldn't find it.
Fоr thrее days and nights, nothing happened. Тhеп оп the fоurth day, the door of the
spaceship opened. out саmе some little green mеп. on their heads, they had little апtеппае.
тhеу climbed down а ladder. ýиhеп they set foot оп the ground, two of the little gfeen mеп
stepped forward. They put up а large Ьаппеr. Тhеrе was а message on thе banner. It said:

!ffi;* \/./-

тhе people of thе earth looked at thе message on the Ьаппеr. Тhеу didn't understand it.
professor
тhеп they hаd ап idea. They asked the oldest and most intelligent person in town,
'ýИiseman.
The professor looked at the Ьаппеr through hеr big telescope. She didn't say а
word fоr half ап hоur. Тhеп shе said, 'It's easy. It's а code"
д code?' the people said. 'Can you please explain the code to us?'
'Of course,' the professor said. 'Just look at the spacecraft. ýflhat does it say?'
'LIMSY,'the people said. 'But that's nonsense!'
'Nonsense?' the professor laughed. 'Nonsense? That's not nonsense! That's the key to
the code!'
''ýИhаt do you mеап?' thе people said. 'Please tell us!'
'Look!' the professor said. 'If you write out the alphabet, and thеп you start with the
word LIMSY and write the rest of the alphabet except for L-I-M-S-Y, you get the code.'
тhе people did what professor'\x/'iseman said. Тhеу wrote on а big piece of paper:

Normal А в с D Е F G н I J к L м N о р о R S т U х z

с J к о о т U Y Z
Code L l м S А в D Е F G н N р R

тhеу looked at the letters and shook their heads. 'sorry, professor. But we still
don't understand thе message!'

Gап you find очt what the message оп the Ьаппеr is? write it hеrе.

P,rcrltalwiй.s I TeachingYoung LearnerstoThink l о неtЫiпg Lапgчаgеs 201

 lапgшаgв foctls Describing the functions of а machine
and how to use it
тпiппiпg sпills Lateral thinking; analytic reasoning;
evaluating ideas; selecting the best solution
for а рrоЬlеm
Дgе 1о-12
[ешвl Elementary / А2 upwards
Тimе З0 minutes
Р]сша]аtiоп Сору the worksheet fоr each student.

lп class
Рrеsепt а рrоЬlеm situation and create
а simple drawing оп the board that
to exp|ain the situation. Example: helps

lmоgiпе it's 'l0 o'clock at night. t'm

driving hоmе Jrom а friend's place.
Suddenly mу car stops, l've ruп out
of petrol. The пехt Jilling stotion is
far away. What could l do?

Е
2 Ask students to make suggestions. Help
them with language if necessary апd
write their suggestions оп the board. Examples:
Е
Yоu could walk to the пехt
filting station. Е
You could рhопе sоmеопе апd ask
for help.
You could go hоmе Ьу bus.
You could stop апоthеr car. Е
You could wait for sоmеопе to help you.
Yоu could sleep iп the car.

202 Puchta/Williams l Teaching Young Learners ЙЙiЙl (О Helbling Languages

 З Look the suggestions апd ask уоur class to find advantages and disadvantages fоr
each of them. Examples:
Walking to the nearest Jilling station:
Дdvапtаgеs: you сап do that оп your оwп,
Disadvantage: it might take а lопg time

4 When you've gone through all the suggestions with уоur class, ask them to say
which they think is the best suggestion.
5 Give each student а сору of the worksheet. Tell them to look at the picture. Say
that Leo has got а problem - ask the students to guess who Leo is and why he
has got а рrоЬlеm.
6 Tell them to read what Leo says, Make surе they understand the message.
7 Tell them that they should especially think of and show thrее things in their
pictu rе:
о how опе сап switch it оп and turn it off
о what ingredients опе needs and whеrе to put them into the machine

о what kind of ice сrеаm the machine produces and where it comes out.

в Give them 10 minutes to draw their ice сrеаm machines.

9 Put allthe ice сrеаm machines оп the wall and епсоurаgе students to talk about
their machine. Help them with language if needed.
10 lп the next lesson, tell students that inventors often work оп а пеw invention for
а long time. Tell them to take their ice сrеаm machine off the wall. Give them
another сору of the same worksheet or а blank sheet of рареr and encourage
them to improve their machine.
11 students сап then write а few sentences оп their worksheets.
12 Display all the students'creations оп the walls of the classroom.

]aotG The idea for this activity is based оп а suggestion that comes from Jane Pofahl's
Creative а пd Critical Thinking (lntermediate).

Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages 20з

 Е
ý,?з* ý{{:: t|{у*t;ý2ь ччr*ц-?з$,шr: l Worksheet F
1 Look at the picture; can уоч guess what LеоЪ problem is?
Е

2 Тhеп read what he says. Е

Е
Ё
Е

-ь=
lшн
tr
сRЁ}ц,{
tr
Hi! Му паmеЪ Leo, and l make the best ice сrеаm in the world.
Ё
But ]'ve got а big problem. Please сап уоч help me?
ItЪ tеrriЬlе!ТоdауЪ such а beautiful day. ltЪ hot and sunny, and tr
lots of ch]ldren want to buy mу ice сrеаm. But my mасhiпеъ
Ьrоkеп down. l can't make апу ice сrеаm any mоrе!ЪdауЪ
-ь
Sunday, so ] сап't get а mechan]c to look at my machine.
l need уоur help. Сап you please design the perfect ice сrеаm
tr
mach jne for me? lf you help me, l'll give
уоu а big ice cream ечеrу
day for а whole уеаr. Please, please, please help me!
Е

ь
3 Draw the perfect ice cream machine for Leo.
Use the questions to help you.
t_
How сап you switch it оп?
How сап you turn it off? ь
What ingredients do you need to
make the perfect ice сrеаm?
a Where do you put them into the machine? Е
о what kind of jce сrеаm does the
machjne make? -ь
where does jt come out?
L;
l{

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204 <
Puchta/Williams I Teaching Young LеаЙЪrs Ю Think
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ý,?з* ý{{:: t|{у*t;ý2ь ччr*ц-?з$,шr: l Worksheet F
1 Look at the picture; can уоч guess what LеоЪ problem is?
Е

2 Тhеп read what he says. Е

Е
Ё
Е

-ь=
lшн
tr
сRЁ}ц,{
tr
Hi! Му паmеЪ Leo, and l make the best ice сrеаm in the world.
Ё
But ]'ve got а big problem. Please сап уоч help me?
ItЪ tеrriЬlе!ТоdауЪ such а beautiful day. ltЪ hot and sunny, and tr
lots of ch]ldren want to buy mу ice сrеаm. But my mасhiпеъ
Ьrоkеп down. l can't make апу ice сrеаm any mоrе!ЪdауЪ
-ь
Sunday, so ] сап't get а mechan]c to look at my machine.
l need уоur help. Сап you please design the perfect ice сrеаm
tr
mach jne for me? lf you help me, l'll give
уоu а big ice cream ечеrу
day for а whole уеаr. Please, please, please help me!
Е

ь
3 Draw the perfect ice cream machine for Leo.
Use the questions to help you.
t_
How сап you switch it оп?
How сап you turn it off? ь
What ingredients do you need to
make the perfect ice сrеаm?
a Where do you put them into the machine? Е
о what kind of jce сrеаm does the
machjne make? -ь
where does jt come out?
L;
l{

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204 <
Puchta/Williams I Teaching Young LеаЙЪrs Ю Think
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[апgшаgс foctls Va rious

Thinling sПills Surveying information carefully; understanding the nature of а problem; dealing
with ambiguity; spotting clues; working out а Strategy; checking and reviewing
sol utions; assessing solutions

дgG 1о_12
lешвl Pre-intermediate / В1 upwards
тimс '15 minutes

рlешаrаtiоп рrераrе а сору of the worksheet for each student.

ln class
1 Hand out the worksheet.
2 Explain to the students that а spy has а package and has to pass it on to another
spy. lп monolingual classes, you may have to do some of this in the mother
tongue. Не has а letter in code telling him which mап he needs to give the
package to. Teach the words spy апd code.
put the students into pairs. Tell them to look
carefully at the information in the
letter and work out what they have to do; they need to take their time. Don't give
апу hints, as allthe information is there. Tellthem to quietly put their hands up
if they solve the рrоЬlеm.
4 Give the pairs some time to think and wоrk out their strategies.
5 lf the class gets stuck, don't give anSWerS. You need to model the problem-solving
process. дsk: What do you пееd to do? (Work out which mап to give the
раrсеl
to.) What сап you see? (Words and lines.) What goes оп the liпеs? (Words.) Дrе they
whole vlords? (Parts of words.) Сап you recognise апу words? ... Now, try аgаiп.
6 lf they аrе still stuck, ask Сап уоu see апу patterns?
7 Fiпаllу, ask for solutions, and ask students to explain to the class how they
worked it out.

Апsшеr ТЬе rпаh lrаy. аgеД to геll цапу

цап qo, аllЪе markef stall.
ТЬе mапwепt h Дооrя, put iП k iиto
bi, реп, апД wrote ап iп felli9enf lelter
апД 7utit in an enve|ope.

ТЬе 9irls /4n а rou}td ;n tйе

рlау9rОUПd

Snaw white апд thе ,ечеп дwаrfr.

T_hat__ сЬill hal es eating vegetables.

Puchta/Williams I Teaching Young Learners to ТЬ@ 205

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Е
Е

ТУпr: тýW{ l Worksheet Е

t
The spy needs to give а parcel to the right mап. Не has а letter in code telling
him which is the right mап. Who is it? Е

*lg*

,
ý
ý
а
lt

* J,J-,-"*
d
\Ё

n,,- 8

_r"' *thе markef sfаll,

flhе mantvenf _Дооr9, pvt _k Jo

leffer
ir., p"n, апА wrot" "n _-telli9enf
on) pu,tit _ оре, оп envel
-Тhе
girls ra^ а in tЪе

ployg-,
апАthеrечеп дwаr{s,

Т _ сЪilД _е, eatiпgvegefables,

206 Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages

 Much fоrmаl education focuses оп analytical thinking, following
logical
arguments to arrive at а correct anSWer. However it is also imроrtапt
to clevelop
the kind of thinking that focuses оп ехрlоriпg ideas and generating
different
possi bi l ities, often са l led creative th i п ki ng.

lп ап anecdote about walt Disney, опе of the most creative

minds of humап
history, ап associate of his reportedly said something
аlопg the lines of,'The
amazing thing about walt was that he was not just опе
реrsоп; he was like three
people iп опе: Walt the Drеаmеr, Walt the Realist,
and Walt the Criticl'

This anecdote goes to the very соrе of the creative process.

|п оrdеr to create
something пеW We need to go into а mental state that activates
оur imaglnation.
The key to imagining things successfulIy is а non-judgemental
attitucle; creating
а story in а group, for ехаmрlе, does not work if unusual
ideas аrе shot down.
lп the creative phase, unusual ideas, known as'out of the
box'or'blue sky
'thinking, are required. creativity often works
best when p|ayfulness and humour
аrе part of the process, and ап important aspect of creativity
is the awareness of
ownership, the feeling of having created something пеw.
Therefore, developing
students'creativity is also an important way of helping them
to Ьесоmе mоrе
self-confident

lf ап architect is to build а stunning new building, they have

to think beyond
what апуопе has thought of lэеfоrе them. But their idea
will Ье а mеrе castle in
the air if it is not followed up Ьу а realist phase, where
the dream is put into а
concrete рlап of action. Careful structuring and
рlаппiпg - translating the drеаm
into а step-by-step realisation is what is needed next.
-
And finaIly, the dream needs to Ье evaluated carefuIly. We
need to look for ways
of improving the dream, of finding flaws iп it, so that it can
Ьесоmе solid reality.

2о7
 Е

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Е

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lапgшаgв loctls Body parts; numbers; has, is called.
тlliпкiпg sltills Thinking creatively with unusual information; synthesising and using пеw Е
information; creating and using а table
Аgе 6_в Е
lвчеl Post-beginner / А1
Тimе 30 minutes Е
preшaration Bring in а dice for each pair of students (see note). Рrераrе а сору of the
worksheet for each student. Е
lп class
Е
1 Revise body parts. Teach the new words; e.g. hоrп, wing, tail-
2 Tell the students they аrе going to make monsters. Hand out а worksheet for
Е
each student and а dice for each pair to share. Check they understand the words
legs, eyes, etc. Teach the word dice апd the phrase: throw the dice. Explain that
they will throw the dice fоr each body раrt, e.g. if they have chosen /egs and Е
the dice shows а 6, they write б next to /egs. Complete а table оп the board if
necessary as ап example, asking individual students to come to the front and Е
throw the dice.
When they have thrown the dice sеvеп times they сап draw their monster in the
Е
Ьох using the information in the tab|e. They сап then colour their monster.
4 Finally they complete the text Ьу filling in the blanks.
Е
5 Display their monsters around the rооm.

When dice have not Ьееп availab|e, the authors have successfully used hexagonal Е
pencils; the children wrote numbers 1 to б оп each of the six sides of а pencil,
which was rolled on а desk. Е
This activity was inspired Ьу Веllапса & Fogarty's Blueprints for Thinking iп the
perative m.
Соо Cl а ssroo
Е

208 Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages

J
1 Throw the dice. Fill in the table.

Monster parts NчmЬеr

legs
eyeS
horns
wings
hands
еа rS
ta ils

2 Draw your monster.

Fill iп the gaps.

Му monster is called . lt has _ legs and _ hands. lt has

eyes and ears. lt has wings and horns. lt also has tails.
- - -
Puchta/Williams I Teaching Yоuпg Learners to Think l @ Helbling Languages 2о9
 Е
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Жrж ж уýw*ж
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:
Е
!
lапgшаgс fосшs Language fun; metaphorical use of language
тhiпкiпg sпilIs Creativity; metaphorical thinking; visualising; dealing with ambiguity; lateral -
!
thinking; kinaesthetic skills
Аgе 10-12 -
r
lешоl post-begin п er l д1 u pwa rds

Тimе 20-З0 minutes Е

lr
preparation А haIf-metre piece of string for each раir of students.

lп class
lntroduce words of feeling, e.g. hoppy, sad, tired, scared, апgrу, bored апd
enthusiastic, апd practise them in various ways, for example Ьу getting students
to show the respective feeling when you say опе of the words.
Ask уоur students to work in pairs. Give each pair а piece of string. Ask раrtпеr А
to close their eyes. В lays out the piece of string оп the desk iп frопt of А so that
it expresses опе of the feelings.
With her eyes closed, А should feel the piece of string in frопt of her, and try to
guess the feeling that В wanted to express.
ls it happy? No, it isn't.
Дпgrу? Yes.

lntroduce а пumьеr of nouns describing things that сап Ье seen in паturе, e.g.
cloud, tree, flower, star, river, mоuпtаiп.
Ask уоur students to think of their own feelings right now, апd choose опе of
the поuпs оп the board. lf their feeling is, e.g., happy, and the word they have
chosen is, e.g., star, they should draw а picture of а star that expresses happiness.
Give them five minutes for this.
t

Ask each student to соmе to the front of the class, show their picture and say а Е
Sentence, е.g.:
l'm а river апd l'm bored. Е
UаriаtiOп When the students have finished their pictures, collect them all in. Put them оп а
wall and have the students stand оr sit around them iп а horseshoe аrrапgеmепt.
Е
lf necessary, give them language such as:
Maria, l think you are this c!oud. Yоu are feeling hoppy today. Е

ilotEs The idea of using pieces of string to express feelings is based оп ап ехеrсisе Ьу -Е
Andrew Wright.

210 Puchta/Williams I Teaching Young Learners to Think I @ Helbling Languages Е

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lапgшаgе fоGшs Listening fоr details in а роеm

тпiпкiпg sпills Creativity; language play, visualising, dealing with ambiguity; understanding
аnother person's thoughts
Дgе 10 upwards
lечеI Post-beginner l д1 upwards, depending оп the poem уоu choose
тimG З0-40 minutes
рrешаlаtiоп select а роеm, or use опе of the two poems below. Note that роеm 1 uses far
mоrе advanced vocabulary than poem 2.

lп class
Ask the students to have а Ьlапk piece of А4 рареr and а реп ready. TeIl them
that that you аrе going to read out а роеm to them. Tell them roughly what the
роеm is all about. lf necessary, pre-teach key words.
Tell them that while they аrе listening they should make as mапу drawings
evoked Ьу the роеm as possible. They should draw all очеr the page, not in апу
linear оrdеr. Ask them to draw fast апd not to Worry about what their drawings
look like. TelI them not to WоrrУ if theY аrе not able to hеаr оr draw everything.
They сап Ье imaginative with their ideas, however unusual they may Ье.
]
J Read the text at а vеrу slow, but natural, расе.
4 Tell them that уоu аrе going to read the text out again. дSk them to work in pairs.
They should sit shoulder to shoulder, each student looking at their own and their
partner's drawings at the same time, while you аrе reading oUt the text again. Tell
them that whenever they recognise а part of the text in their partner's drawings,
they should point at it. lf the artist agrees with this, they nod their head, if not,
they shake their head. Tell them it is important that they point and look at the
drawings at the same time.
After reading the poem out, уоu may ask the class what they liked оr did not like
about the activity.

]lotG This activity offers various advantages:

о it helps those students who feel they would пеVеr make а quick sketch
of
Somethin8 to очеrсоmе their block and do а quick drawing,
. it simultaneously activates various sensory and intelligence аrеаs,
о it is good listening training,
. it teaches new words
. it helps them deal with ambiguity, and above all ...
о it's great fun!

PU( hta/Williams I Teaching Young tearners to Think 1 с неlЬЙg Languages 211

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l.dilIiam's Toys The Animals] Sчmmег Рагtу

1
Е

William has а dump truck The mооп is bright, д

Е
And piles of blocks. and there's а раrtу tonight.
Wil|iam has some stamps The lion and the duck 4
f
And coins аrе dancing rосk'п]rоll.
And thirty-seven rосks, The pig and the snake
А racing саr, а dancing Ьеаr, аrе eating lots of cake.
Е
А lion that сап rоаr The cat is rеаllу cool,
wiIliam has а helmet She's swimming in the pool. д
That his uncle Arthur wоrе. The hippo and the fox
Не has penciIs. Не has soldiers. аrе wearing рurрlе socks. Е
Не has сrауопs. Не has bats But the sheep is asleep.
And mitts and balls, 'Oh, wow!'says the cow, Е
А triсусlе and seven cowboy hats, 'The mооп is bright
Gu ns that sq u irt, and there's а раrtу tonight!' Е
А turtle and а ЬаЬу guinea pig,
А set of trains, some cars and сrапеs, (Puchta/Gerngross)
Е
And shovels, small апd big.
Paints in pints, and brushes,
Е
А telescope, а clock
That comes apart, а tugboat
And а set to make а dock
Е
With а lighthouse and а liпеr.
Some glasses without glass. Е
Ап arrowhead that william found
And william took to class. Е
Marbles, checkers, packs of cards,
And books, and books, and books. Е
shells from summer beaches,
And stones frоm summer brooks. Е
Leaves, now dry, а butterfly
Pinned neat|y to а board. Е
А motorboat that's Ьrоkеп,
А silver rubber sword.
Е
An ambulance that winds and winds
то make the siren's noise.
lt=
WiIliam says he's bored because
he needs some other toys.
Е
(Karla Kuskin)
F
212 Puchta/Williams I Teaching Young Learners to Think l О He|bling Languages
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Жffi wжw%ýffi ж%ж ж wжwжwжЖýry

lапgшаgе IоGшý -ing {making, mепdiпg etc.); you сап ..

тlliпIdпg sкills This activity involves thinking creatively.
AgB Апу age
lешеl Elementary / А2 upwards. Моrе advanced students will use mоrе advanced
la nguage а пd vocabu lary.

тimG 10 minutes
рrешаrаtiоп Вriпg а Ьох of paperclips to class. lf you want to demonstrate mending glasses,
you'll пееd а Ьrоkеп pair of glasses suth as sunglasses: the рареrсliр сап attach
the handle to the glasses (practise first, to епsurе you сап do it).

lп class
Give every student а paperclip. Divide the students into groups of four. Ask them
to think of twenty uses fоr а paperclip. Tell them to use their imagination. Ask
for опе оr two examples to get them started, e.g. hairclip, mепdiпg а pair of
glasses, making а hole, сlеапiпg паils, clipping а реп to mу belt, mаkiпg а песklасе,
making ап earring. Demonstrate some uses if possible.
When they have finished, ask groups in turn to telI you а use. Continue getting
one idea from each grоuр tillthey have run out of ideas.
You сап teach the language: Yоu сап mаkе а ... ;You сап use itto ... to express
their ideas. Дt а lower level you сап just accept individual words and phrases.
Finally, take а vote on the most creative idea.

Ua]iation This activity сап Ье used with апу objects- ruЬЬеr bands, erasers, pencils, pieces
of рареr etc.

puchtaiWilliams I Teaching Yоuпg Lеаrпеrs to Think l @ Helbling Languages 21з

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А rR!Iшlпg gаrке
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[апgшаgе foctls Revising questions; guessing questions and апswеriпg them

_Е
Tninking sпills Creativity, interpersonal skills (especially empathy); the task involves thinking
about how to SeqUence the mimе to сопVеу information clearly, recognising the _Е
amount of information another реrsоп needs, and whеп mоrе information is
d
needed _Е
Дgв 1о-12
ё
lвuеl Еlеmепtаrу / д2 upwards _Е
TimG 10-15 minutes
_
рrешаrаtiоп None д

ln class д
write six questions оп the board and check the students'understanding. Fоr
еха m р|е:
Ё
-Е
а) What's your telephone пumЬеr?
Ь) What's your favourite colour? Ё
Е
с) What's your favourite food?
d) What's your favourite pet? q

е) What are your hobbies? Е

f) What are you good at?

TelI the class to work iп pairs. Ask them to have реп and рареr ready. Раrtпеr Е
А seIects а question from the list, and asks the question through mimе only.
в answers the question also Ьу means of mimе or by'writing'the answer оr
а
Е
'drawing'a simple picture оп As back with а finger. Advise the students to'write'
in capital letters.
when the first question has Ьееп answered, А makes а note (using реп and рареr
lE
d

this time) of the question they asked and the anSWer they believe they got, while А
В makes а note of what they believe the question was, and of the answer they -Е
gаVе.
д
4 When each раir of students have completed all the questions and answers (and _Е
they have asked and answered three each), they соmраrе notes.
d

Uаlaаtiоп This activity сап Ье used with alI kinds of other questions. ExampIes: -Е
. Who's your Javourite
о How old are you?
friend?
lE
4

о Whеп's your birthday?

4l
. where's your favourite singer frоm? _Е
al
_Е
1l
214 Puchta/Williams I leaching Young Iеаrпеrý lo Think | с Helbling Languages .Е
ilotc Kinaesthetic children often find it hard to see objects in their mind's еуе. This
exercise is ideal fоr them because when someone 'writes' оr'draws' something оп
their back, they can mоrе easily bridge the gap between their strong kinaesthetic
awareness and their less developed visual one. Regular use of such exercises сап
therefore contribute significantly to the child's cognilive development.

Puchta/Williams I Teaching Yочпg Learners to Think l @ Hetbling Languages 215

 _Е

_Е
ЖfuжЖжwжЖfuжw ЖжЖж?
Е

-Е
else's
lапgшаgG loctls Describing someone's physical арреаrапсе; imitating sоmеопе
рrоп u nciation/in tonal ion .Е
in this case
тпiпкiпg sпills visualising а реrsоп; using clues to hypothesise оr make deductions,

Age
using оrаl clues to make visual hypotheses
11-12
t
lешеl Еlеmепtаrу / А2 upwards Е
" ТimG 15-20 minutes
you аrе using,
preшaration Select а listening dialogue, e.g. from the соursе book Е
lп class
Е
Asawarm-up,askthestudentsiftheycanimitateSomeonewhosemother
language, You could
tongUe is English saying а word оr а Sentence in their оwп
also ask them to think of а famous English-speaking
person (а real character or tr
what it would sound
а fictitious опе, е.g. from а саrtооп the students know) and Ё
like if this реrSоп said а wоrd оr а Sentence in the StUdents'
mother tongue, tr
play уоur dialogue twice. lf песеssаrу, work оп the Ianguage so that the students
Е
understand it. F
lf песеssаrу, introduce language to describe someone's physical арреаrапсе,
е,g,:

Е
l,ott
l ,hort tr
б
I roung
ota
I F
tопg btack/short fair/etc./ hair. _
а big/small поsе.
q small/wide mouth. _
=
tthink he/she... has got
small/big ears. =
l
gree п / Ь row п /etc. еу es.

=
l

smiles а lot.
=
looks grumру. !

etc. -a

a
t
216 FuспtадчПаrltsl тЪспiпg yойg Learners to Think l о Helbling Languages
 Tell the students that you аrе going to ask them to close their eyes апd imagine
that they сап see the speakers while they are listening. Write down the names of
the speakers оп the board, and ask students to telI you what they think each of
the people looks like.
Askthe studentsto listen again with their eyes closed and select опе of the
speakers. They should then imitate what they believe the body posture of this
реrsоп is, and say а word or а sentence as if they wеrе the other person. Play the
tape, and give them some time to practise for themselves before you ask them to
say the words/sentences in front of the whole class.
You may want to extend the activity and get two students to act out the dialogue,
each in the rоlе of their imagined speaker. Give them опе or two minutes to
рrераrе for this and ask them to look at the printed dialogue in their course book
- but if the course book gives illustrations of the characters, it may Ье а better
idea to write the dialogue on the Ьоаrd so that the students сап mоrе easily
access their оwп imagination.

ilоIGs This activity works best if the students do not have an existing mental image of
the character they are supposed to identify with. It is best used with characters
that аrе not represented through pictures iп the course book.
This activity is based on an idea from Маriо Rinvolucri.

Puchta/Williams I TeachingYoung LearnerstoThink l @ HelblingLanguages 217

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Y&за*'g а ýееd ýdea Ьесаý,ýý8 **Ф
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4

lапgшаgG loctls Talking about ability; giving rеаsопs to explain why something is а great idea "Е
тпiппiпg ýkills APPreciating somebody else's ideas; listening attentively; creativity; rеаsопiпg; со-
operative thinking skills t1

Аgе 1о-12 J

1ешеl Elementary / А2 upwards

Е
Тimе 20-З0 minutes
Е
-
Рrешаrаtiрп None

ln class -Е
Give students а few examples of great things humans сап do, e.g. design houses, 1

fly to the mооп, cook deliciousfood etc. Ask students to think of mоrе examples. Е
write the students'suggestions оп the Ьоаrd. l\4ake sure the list contains at least
10-15 examples, such as.
_
Е
Humans сап ...
play а musical iпstrчmепt Е
-
рrоgrаm а computer
fly а helicopter
tell jokes
Е
-
tell stories д
drive а car Е
cook spaghetti.
2 Ask students to brainstorm а list of animals. write these animals оп the boarci. Е
-
)
J Tell students each to pick опе of the animals as their best friend and to imagine
l-
that this апimаl has humап abilities. Ask them to select three of the abilities оп Е
the Ьоаrd and do а drawing that shows the animal doing them.
а
_Е
This is mу best frieпd.
а
His паmе's Croc Croc. _Е
Не соп fly а рlапе.
<
Не сап play the guitar. _=
Не сап cook spaghetti.
-
_=
(J -r,rA
а
_=
fl
_!_

218 Pu(hla/Williamb | ГеаС hing Young l earners to l hink | с Helbling tanguages -:_
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Ask one student to соmе iп front and рrеsепt what their'best friend'can do.
Whеп they mention the first thing their friend сап do, say why this is а good idea,
апd invite the students to соmе up with their own suggestions as to why this is а
good idea, as well. lt is important that you scaffold the students'language as \,ve
сап see in the ехаmрlе hеrе_
S l: lhis is Croc Croc.
He's mу best friend.
Не сап fly а рlапе.
т: That's а good idea. lt's а good idea because you сап go with him апd see the
world.
let's7lnd mоrе rеаSопS why this is а good idea. (Glviпg another
(То the class)
example) Thot's а good ideo because he сап fly to Дfriса апd see hisJamily.
What else?
52: That's о good ideo because holiday with Croc Croc.
Т: That's right. Дппа сап gо оп holiday with him.
Т. What else?
SЗ That's а good idea, he сап flуiпg you to school.
Т: Не сап fly Дппа to school. tmаgiпе that! Croc Croc апd дппа landing their
рlапе iп front of the school every mоrпiпg!
саrrу оп like this with the other two abilities that уоur student's'best friend'
has. Тhеп ask other students to соmе to the front of the class and do their
presentations.

Ехtвпsiоп whеп уоur students аrе familiar with the language needed, you сап ask them to
continue making 'That's а good idea' comments, working in grоuрs.

ilotGs The ability to accept ideas that others have соmе up and expressing one's
appreciation of someone else's ideas is ап important social skill.
This activity is based оп ап idea Ьу Веllапса and Fogarty's Bluepriпts
for Thinking
iп the Cooperative Classroom.

Puchta/Williams I Teaching Yоuпg Learners to Think I

( -'' НelЬliпg Laпguages 219
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"- Wýтаt ъfvЕLяýd happen ýf оэо 7

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Е-
t
Е
lапgшаgв This is а challenging task, requiring а pre-intermediate language level. lt is а good
way to use the would form in а meaningful situation. 1
д
Structures: What would hарреп if ,..?, would, comparatives (e.g. happier, fitter)
тlliпкiпg sПills Thinking creatively; thinking about cause and effect; imagining possible
consequences; expIai п i ng soI utions
Е-
AgG 11_12 _
_Е
lвчеl Pre-intermediate / В'1 upwards
TimG This activity could take one or two lessons. d
Е
РlGша]аtiоп Fоr each student, рrераrе а сору of the worksheet, and have а supply of Iarge
sheets of paper for step 4. d
Е
ln class _
1 Tell the class that they аrе going to imagine the world as а different place.
_Е
2 Write What would hарреп if there were по cars? iп а сirс|е оп the board. €
)) Е
Ask the class for suggestions, and build up а mind map using their suggestions.
An example of а partiaIly completed map is shown, but it is important to use the
students' ideas, however fanciful. -
ЕЕ
€
Е
сочlдп't visit so / l"r, \ lеsя illпеяя
mапу places {
gollr,fio2 Е
Wъаl
соulДп't go
t{ tъеrе were {ilter Е-
lar no соrr?
'о <
bap7ier
We Wоulд
ц
walk more
<
_Е
..
\ less fat,./
Е
d

feelings- How would you feel? - and add their answers to the map.
Ask for their
Hand out the worksheet, and tell them they will make mind maps in pairs. Ask
-Е
each pair to choose опе What f question frоm the worksheet, and complete the
mind mар. They could pick uр а large piece of рареr from you to complete it -Е
оп, so the map сап expand. Тhеrе is no need for complete sentences: notes are
appropriate fоr mind maps. r{

-Е
{
220 Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages -E
 5 Ask some of the pairs to present their mind maps to the class.
6 Display the mind maps around the room.
7 They could work оп one of the other mind maps frоm the worksheet in another
lesson.

Uа]iаtiОП Ask the class for suggestions for оthеr What lf questions and write them on the
board. Fоr example, What if апimаls could falk? Now ask them to wоrk iп pairs,
choose their оwп What if? question and create their own mind map together.

Puchta/Williams I Teaching Young Learners to Think l @ Helbling Languages 221

 WfuжЖwffiежЖffi fuжwWжffi жý ---? l Worksheet
Think, and make а mind map.

what would
happen if
there wеrе по
telephones?

what would
happen if
уоU Wеrе
з metres tall?

what would
hарреп if you
could fly?

Puchta/Williams I Teaching Young Learners to Think I G) Helbling Languages

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offers devised to develop key 114

thinking апd language ski||s iп уоuпg children.

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д selection of activities, organised in categories from basic to higher-order thinking skilis, engage
young learners .-.л
in meaningful use of language while enhancing cognitive abilities through real-|ife thinking tasks. bJ
fun and
дll tasks careful|y match both the cognitive and language |evel of the students and will create hours of
motivation for both teachers and lеаrпеrs.
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ldeal for use in ELT classes, bilingual programmes and CLlL-based curricula, .4
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