Ce ARR Lee Photocopiable activities for yell ay ele teem aya) By Jon MarksContents Introduction General activities Puzzle activities Whose foot is it? What's it made of? Rhyming pairs | All about elephants Jobs Planes and trains What’s in the house? Join the months Which word is different? Ann’s things Word clouds Big numbers Find the sentence Have you ever ...? Kim's kitchen Which verb? Opposites Mixed-up words Mary's monkey Fred’s photographs 868 © 06 6 @ 6 GB GEO00O000S O O80: Cross out the word Language animal vocabulary, Whose ...? simple present passive voice: it’s [they’re/this one is made of vocabulary revision/extension pronunciation practice difficult spellings question words jobs vocabulary going to future, adjectives household objects vocabulary months of the year pronunciation practice verbs of sensation: looks like, sounds like, etc. vocabulary extension: seasons, clothes, food, household objects numbers up to 1,000 vocabulary revision/extension present perfect: Have you ever .. ? present perfect verbs practice for a Flyers format food and related vocabulary practice for a Flyers format verbs yerb collocations adjectives vocabulary revision/extension spelling simple past grammar revision/extension practice for a Flyers format past continuous vocabulary revision/extension practice for a Flyers format Page 16 18 20 “2 24 26 28 30 32 34 36 38 40 42 44 46 48 508 Mirror writing Here and now What are they saying? Crossword Rhyming pairs 2 Silent letters Animal quiz What's the matter? ® @@e@ees9 @ 8 Lscening puzzle Mini-puzzles Teacher's notes Tide @D_Whac time is it? The weather tomorrow How much have you gov? Time words @ ® ® ©@ Word tennis bas @ @ Bob's story Grammar and topic index impersonal you 52 tense revision: simple past, present perfect, present simple, present continuous verbs practice for a Flyers format vocabulary revisionfextension 4 grammar revisionlextension practice for a Flyers format grammar revisionlextension 56 practice for a Flyers format vocabulary revisionfextension 58 practice for a Flyers format pronunciation practice 60 difficult spellings pronunciation practice 2 dificult spellings adverbs 4 adverbs of frequency animal vocabulary health vocabulary 66 practice for a Flyers format listening practice 68 giving directions local places vocabulary prepositions of place and movement practice for a Flyers format 70 70 Language telling che eime n weather vocabulary B going to for precictions ‘quantities and measuring 74 time vocabulary 75, pronouns: anyone, everything, etc. 1% food and related vocabulary 7 impersonal you ‘education vocabulary 78 stil, ago adverbial clauses with when 9Introduction The puzzles in this book are for young learners aged 8 to 10 years who have completed around 75 hours of learning English. The puzzles are easy to use and have a number of aims: Motivation Puzzles are fun. They are graphic, attractive and an ‘enjoyable challenge to complete, Pupils enjoy being able to complete a puzzle in another language, Learner autonomy Pupils benefic from developing their own skills and strategies for learning, When young learners are completing one of these puzzles, they are discovering their strengths and weaknesses in English. They are finding gaps in their knowledge, and developing and using skills to fill those gaps. Classroom management ‘A whole lesson can be a very long time to expect young learners to focus their attention on the teacher — often their attention wanders and they start chatting in their mother tongue. The puzzles in this book allow pupils to work on their own, and aim co be absorbing and fun.As such, they help to keep the classroom atmosphere constructive, focused and conducive to learning Us ‘The puzzles can be incorporated into a classroom lesson in a variety of ways: Soe As a basis for a whole lesson 1 Choose a puzzle which is the right level for your class and which contains at least some language which will be new to them, 2. The Teacher's Notes facing each puzzle contain additional activities for both introducing and following up the puzzle.s a rough guide, using the puzzle plus all the activities in the accompanying Teacher's Notes will ake 25 — 40 minutes. 3. I you wish co expand the iesson further, select: ‘one or more activities from the General ‘Activities section following this Introduction. These games and activities can be used to IEEE EE practise a wide range of language, and so can be used for further practice of the language of the puzzle. They can also be used to extend the language of the puzzle. For example, if a puzzle contained twelve items of food vocabulary. you could use a goneral activity to revise those ‘ewelve items, and to introduce and practise a further six. As part of a lesson The puzzles mostly cover themes which are very ‘commen in coursebooks. Some have vocabulary aims (e.g, jobs) while others focus on grammar (€-, going t future). The puzzles and follow-up activities can be slotted into lessons with the same theme. preferably at the end, when learners are familiar with most or all of the language they will need for the puzzle. The syllabus on which these puzzles are based (see page 5) may not match perfectly che syllabus of your course materia the Teacher's Notes to each puzzle contain suggestions for introducing/checking the necessary language before commencing the puzzle. End-of-lesson ‘reward’ ‘A popular way of organising young learners" lessons is to divide them into two parts. The first which constitutes the bulk of the lesson.is specific in its language aim ~ perhaps a coursebook unit taught more or less as directed in the teacher's notes. This is followed with a more general, revision-based game or activity ‘which scudents often interpret as being a ‘reward’ for having worked well in the first part of the lesson. These activities typically include quizzes, hangman, and other favourite games, Some of the puzzles in this book have general revision aims (and, of course, the required element of fun) and can be used in such an end-of-lesson slot, The Teacher's Notes for some of the puzzles concain ideas for using them as team games. Homework Teachers have differing opinions on whether or not itis a good idea to give young learners homework, For those in favour, many of these puzzles are suitable as homework assignments, especially ifthe introductory activities are used to set them up in class beforehand,Preparation for the Cambridge Young Learners English Tests The puzzles in this book are based word-for- word on the syllabus of the Cambridge Young Learners English Tests Le. focussing on the same vocabulary and grammar. Some of them use formats similar to those appearing in the Tests. The syllabus was derived from a survey of a wide variety of young learners course material from around the world, and is intended to be compatible with most young learners coursebooks. The tests are at chree levels: Starcers (beginner), Movers (elementary) and Flyers (elementary/pre- intermediate), and the three books in chis series correspond to those levels. (Information about the tests is available at www. CambridgeESOL.com, ‘or by post from Cambridge ESOL, | Hills Road, Cambridge, CB! 2EU, United Kingdom.) However, the material in this book aims to be equally useful to classes which are, and to classes which are not, preparing for the Tests. CAR Preparation Preparation for all the puzzles is the same: make one photocopy per pupil. For a few of the puzzles, colouring pens or pencils are required. Procedure ‘The puzzles can be completed by groups of 2 to 4 working together, or individually wich each learner likely to be collaborating on an tunscructured basis with her/his neighbours, When the class is working in pairs or groups, give a copy of the puzzle to every pupil, otherwise all the work is likely to be done by the more able ones. ‘The teaching notes for each puzzle suggest. how ‘to introduce it. f further clarification is necessary, give a demonstration: perhaps copy a small part of the puzzle onto the board, and fil in the solution, Making sure everybody understands the format of the puzzle will be vital to its success as an activity. (To check that everybody has understood, perhaps ask a pupil to explain or demonstrate how the puzzle should be completed.) Get the class to complece the puzzles in pencil so mistakes can be legibly corrected. If pencils are not available co all, you may like to make one or ‘wo extra copies in case anybody needs to stare again. Additional games and activities The teaching notes for each puzzle contain ideas for additional games and activities. These are “optional extras’ to be used if you think the class will benefit from them. They can also be used to expand the puzzles into full-length lessons (see above). ‘The General Activities following this Introduction can be used for further expansion, and as emergency fillers’ if the lesson material is completed unexpectedly quickly. Monitoring and feedback Make a note of the problems you observe while the puzzle Is being completed. Learners are likely to say the answers out loud as they find them. Are there pronunciation problems? Do any of the grammar structures seem to cause difficulty? Was any of the vocabulary confusing? ‘When the puzzle has been completed go over any problem areas, perhaps using the following techniques: ‘© Practise pronunciation problems. Create tongue-twister fun by writing on the board a series of words featuring the problem sound (e.g this, that these, those, mother, fauher, brother). Get the whole class to shour it out in unison, then ask individual pupils to try. ‘© Mime problem vocabulary. For example, mime sitting in an armchair (What om f siting on). or sleeping (What am I doing?) The class shouts out che answers, ‘© With grammar problems, use the information you collect to help plan future lessons, ‘© Ifa class has serious difficulty completing the puzzle, give It to them again at a later date. Their initial reaction may be ‘We've done this!, but explain that che aim this cime is to do it 100% correctly. Mini-puzzles The final seven puzzles in this book are quick, self-explanatory puzzles which pupils can do with litle preparation and which will take less time to ‘complete. They can be used for quickly practising the target language, as lesson fillers or as additions to other puzzles. They are reproduced ‘twice on each page in order to reduce photocopying.General activities The following games can be used for further practice of the language featured in the puzzles. For suggestions on how to incorporate these activities into lessons, see the Introduction. (These activities can, of course, also be used in ‘other lessons to practice language unrelated to the puzzles.) nee Preparation Before the lesson, write down about 15 sencences which include words, phrases or grammar from the puzzle. To practise the present perfect. for example, the sentence could be Have you ever seen a lion? To practise vocabulary, instead of a sentence, the message could be a list of words: the four seasons, four or five food/drink items, etc. Alternatively it could be a sentence featuring target vocabulary (e.g. Tom wentt to the hospital in an ambulance). The game couid also be used to practise useful functional expressions such as Shall we go now? and What’ it made of? Playing the game 1 Organise the class into ewo teams, Each team stands in a line, 2 Stand at the back of the lines. Ask the pupils at the back of each line to come to you. 3) Whisper a sentence to them.They recurn to the back of their respective teams and whisper the sencence to the pupil in front of Teacher ‘them. This pupil then whispers co the pupil next to them and 50 on, 4. Meanwhile, the ceacher walks to the fronc of the lines. 5 As soon as the sentence reaches the front of a Tine, the pupil at the front puts up his/her hand, Wait until both teams have finished. Ask the pupil who put up their hand first to say the sentence: if itis identical to the one the game started with, that team gets a point. If the sentence is not the same, ask che pupil at the front of the other team. If their sentence is correct, award them a point instead. Tips ‘8 IFanybody whispers loudly enough for more than one person to hear give the other team a point. ‘© Keep the score on the board, using ceam names such as Cats and Dogs. If chere is an odd number of pupils, add ‘another stage: whisper the sentence to pupil A then he/she whispers ic to pupils Band C; they run to their respective teams and continue the process. Bo COQD00000 Ste dQ <5 09000000 ‘© After a few rounds, get pupils to change their positions in the lines.Par a eek This version of a favourite ELT game can be used to practice vocabulary with young learners. Preparation Prior to the lesson, make a list of vocabulary. This should include most of the words from the puzzle, plus plenty of other words which the class has learned. Make sure it is possible to mime all the words. Playing the game: version 1 | Puta chair in frone of the board. Organise the class into ewo or chree teams, 2 Geta member of Team A to come and sit on the chair. He/she must not look round at the board. Write three words on the board. 3. The other members of Team A must mime the first word. When the pupil in front of the board guesses it (or gives up), they move on to the next word,and so on.The turn lasts for cone minute. 4. Award Team A one point for each word correetly guessed. Then it is Team Bs turn, and soon, Playing the game: version 2 This version of the game is more challenging, and can be used with older classes. 1 Puta chair in front of the board, facing away from it. Organise the class Into two or three teams. 2 Get a member of Team A to come and sit on the chair, He/she must not look round at the board. Write three words on the board. 3. The other members of Team A must try to define the words. For example, What do you do with @ light before you go to bed? (turn off). This can be quite difficult, so there is no fixed time limit (although the turn should not last more than 2 minutes or S0).F che pupil in front of the board guesses correctly the team wins a point. 4) Then ic is Team Bs turn, and so on Tips '@ Keep the score on the board, using team ‘names such as Apples and Bananas. Make sure your choice of vocabulary is fir — if one team feels their words are more difficult, they may complain vigorously. ‘© Continue playing until everybody has had at least one turn at the board. @ In version |, let everybody mime, instead of juse the team-mates of the pupil at the board. Quiz activities tend to be very popular with this age group and they can be used to practise the target language in this book. Version |: teacher centred I Before the lesson, compose some questions related to the puzzle, For example, puzzle 7 features items that can be found in @ house. The answers to the questions could be words from the puzzle, eg. What can you use to cut paper? (scissors) and any related vocabulary ‘which the class has previously encountered. ‘You will need at least 12 questions. 2 Organise the class into two or more teams. Ask Team A a question. If chey give the correct answer, award a point. Otherwise, pass the {questions to Team B, and so on. 4 Ask the second question to Team B. and so on, 5 Keep the score on the board. The team which gains the most points wins the game. Version 2: pupil centred 1 Organise the class into teams of 2 to 4 pupils. 2. Give the class a theme which is in some way related to the puzzle Good themes are animals, the wor'd, History (which practises past tenses) and food and drink. Each team ust compose at least 3 questions connected to the theme. 3. Visit the groups, and check their questions. le is not really imporcant whether the question is a particularly good quiz question or not, as Jong as the English is correct. 4. Team A asks Team B a question, IfTeam B answers correctly, they win a point ‘Otherwise, Team C has the opportunity to answer, then Team D, ete 5. Next Team B asks Team C a question,and so on. 6 Keep the score on the board. The team which gains the most points wins the game.ees This is an adaptation for young learners of the ever-popular game Hangman’. Preparation Make a list of vocabulary. This should include most of the words from the puzzle, plus plenty of ‘other words which che class has learned. Playing the game 1 Draw a picture of an elephant on the board tke this: 2 Choose a word from your list. Write a line for each letter on the board. Ask pupil A to guess a letter If the lester is in the word, write it in the appropriate space. If the letter is not in the word, write it elsewhere on the board, and rub out one part of the elephant (begin with the trunk, then che eye. then the mouth, then the ear, then the head, ete.) 3 Next it is pupil B's turn and so on. Anybody ‘ean put up their hand at anytime and guess the word (but shouting out is not allowed), 4 If nobody has guessed che word when all the parts of the elephant have disappeared, reveal the word and start again with another word. If a pupil guesses the word correctly helshe has won that round, Variation Instead of a word, the game can be used to practise sentences. These should be fixed phrases such as Hove you ever played volleyball! On the board, write the first word, and spaces for the remaining words. Have —_ —__. iv ‘The game then proceeds as described above, buc ‘with the class suggesting words rather than lecters. aa A student-centred version of bingo. Playing the game 1 Get the class to brainstorm vocabulary from the topic featured in the puzzle (e.g. Things you can find in 2 kitchen’), Write the words on. she board, 2. Then draw this grid on the board for pupils co copy 3. Each pupil chooses nine of the words to write into his/her grid 4 Pupil A chooses a word from her/his grid and «alls it out He/she can cross out the word, as can other pupils who have the word in their arids.Then itis pupil BS turn to call out a word, and so on 5. The frst pupil to cross out all his/her words is the winner,CAC acl ecscel ‘An activity which can be used to practise any language. Preparation (On 2 piece of paper write cen or so sentences featuring the target language (e.g. sentences in the present continuous). Playing the game I Divide the class into cwo teams. If necessary, move the tables to the walls. he teams stand at one end of che classroom (aot too close together). At the other end there is the sheet of paper containing the sentences, 2 Amember of each ceam walks as fast 2 possible co the paper; memorises a sencence, returns to his/her team, and dictates the sentence. For safecy reasons, chey are not allowed to runt 3. Then another team member has a turn, and so ‘on. Monitor. and disallow any incorrect sentences (the team member must go back and try again) 4. The first ceam co collect a full set of sentences wins. 7 Jumbled sentences This game can be used to practise word order: Playing the game 1. Divide the class into two or more teams. 2 Select some sentences containing the earget language (e.g. questions in the present perfect). Concealing what you are doing with a piece of paper, write the first sentence on che board with the words in the wrong order: you broken ever have arm your? 3 Reveal the words. The first ream to say the sentence in the correct order wins a point. Continue with further sentences. This is the same as game number 7 above, but instead of guessing jumbled sentences, teams try to solve anagrams of individual words, Caran 1 Organise the class inco groups of three or four 2. Write examples of che target language on the board. This could be about 15 words from a vocabulary group (e.g. verbs) or about 8 short sentences (e.g, shore questions beginning with what, where, wien, who, why, how and which). 3. Give che pupils about a minute to memorise the language, then wipe the board clean. 4. Each team must write down as many of the items as they can remember. The team that remembers the most items wins. eee A 1 After 2 puzzle has been completed, get the class to put their copies of the puzzle away. 2 Dictate about ten words from the puzzle. The pupil who spells the highest number of words correctly is the winner.Q whose foot is it? ‘@ animal vocabulary © bot, bear, camel, dinosaur, fy, kangaroo, lon, panda, parrot, octopus, rabbit, swan 1 Hand out copies of the puzzle, but cell the class not to write anything yet. 2. Hold up a copy of the puzzle. If any of the vocabulary is new, pre-teach It using the animal pictures at che top of the puzzle. 3 Then go through the puzzle asking, Whose foot és this? and supplying the answer if necessary. Then ask the class t9 complete the puzzle themselves. Key 1 kangaroo rabbit lion bat 2 3 4 5 parrot & fy 7 panda 8 bear 9 octopus 10 camel 1 dinosaur 12 swan Etro ‘Organise the class into teams of 2 to 3 seudents. ‘Ask the questions below-After each question, teams must write down an answer (al the answers are animals from the puzzle). Elicit the answers. The team with the most correct answers wins Questions Look at the animals in the puzzle. 1 This animol usually ents at night. (bot) 2 This animat is soft and wet. (octopus) 3 This animat only eats one plont. (panda) 4. Of the twelve animals, only this one is a good pet. {rabbit) 5. This animal is extinct, (mosau) 6 Which of the two birds is smaller? (parrot) 7. This aniemal ines in the forest, and is sometimes dangerous. (bear) 8 This animal is always dangerous. (ion) 9 This animol is not often thirsty (cartel) 10 This onimat hos six fegs. (fy) LI Which of the two birds has the longest neck? (swan) 12 Whose toil is the longest? (kangaroo)Whose foot is it? @ xy bat “Re kangaroo (ce spear (ion roof fee) panda FE comet Typoret E ® ety (esp octopus :What’s it made of? ‘© simple present passive voice: Itsitheyre/this one is made of .. Sores ‘& made of cardiglassigoldimetallpoperiplaticlsver! wood!woo! akc ksl 1 Use examples in che classroom to reviselineroduce made of card, meta, plastic, paper, etc. For example, What's tis desk made of} 2. Hand out copies of the puzzle for pupils to complete. Explain that pupils must decide which object each clue refers to, and chen write that word in the crossword grid. (There are eighteen objects to choose from, but only nine are needed.) 3. Check the answers, and practise reading the clues with the class for pronunciation. Key 1 birthday card 2 telephone 3 mag: 40 bottle 4% bookcase 5. spoon & sweater 7 keys 8 crown Organise the class into pairs or groups of three. Draw the grid below on the board for the pairs/groups to copy. made of card made of plastic made of paper made of glass made of metal made of silver made of gold made of wood made of wool The task is to think of as many things (in English) as possible to write into each box.Allow ten ‘minutes, then go through their suggestions. The pair/group who have written the most items wins. Tip You may also wish to practise the alternative form made from... s this can also appear in the Flyers test.What’s it made of? > QO \ ARM I It's made of card. 2 It's made of plastic. 3. It's made of poper. flag 4= It’s made of glass or plastic. bookcase shoes plate 4#This one is made of wood. 5 This one is made of silver. 6 This one is made of wool 7 They're made of metal. 8 This one is made of gold magazine - towel ey ys cl S My bridge keys sandwich (© DELTA PUBLISHING 2004 1BRhyming pairs '@ pronunciation practice ‘© difficult spellings © blue, do, sky, high, square, chair, aunt, ca, through, t,t00, laugh, half wood, would, fire, higher, ski, peo, hour, shower, skate, straight eres 1 Give out copies of the puzzle. Elicit answers (0 the first rwo or three riddles (the clue is that the words should rhyme).Then let the class finish independently. Tell them co leave any they can’t answer and move on to the next. 2. Elicit che answers,and practice them thoroughly for pronunciation. Key 1 blue/do skyfhigh square/chair auncican't through (or to)itoo laughihalt woodiwould firethigher skifpea 10 hour/shower were nun U1 skace/seraight Okie 1 Poems Write che following silly rhyme on the board. ‘A kangaroo went to the zoo, She found a shoe. twos red ond bive. ‘Ask the class to write similar silly rhymes of at least three lines. 2. More pairs Organise the class into groups of 3 xo S.Give a time limit and ask each group to think of and write down other rhyming pairs. They can use words from the puzzle, but not repeat pairings: ‘squarelbear is acceptable, but square/chair is not, because it has already been used in the puzzle. As in the puzzle, the words must have different spellings of the rhyming sounds. Perhaps make it a game by awarding a point for each pair of words,Rhyming pairs | © | Acolour. / ___ you like pizza? ses blue....do. 2 Birds fly in it. / The opposite of low. a " 4& Your uncle's wife, / I’m sorry. I help you. sede 5 Lwalked the door. / This sweater is big. le af 7 Choirs and tables are often made of it. /____. you like a glass of milk? eft 8 Oh no! The house is on . | The opposite of lower. © DELTA PUBLISHING 2004,Oa about elephants earirorin @ question words Said (© What? Where? Why? How? How much? How ong? How far? How long does it take? Lida hasd 1 Ifthe class don't already know what metres and kilogrammes are, draw a line about 1 metre long on the board, and explain what it is. (Three pieces of A paper end to end are about a metre.) Tell them that you weigh 1. kg.Ask if anyone knows how many kilogrammes they weigh. 2. Hand out copies of the puzzle for pupils to complete. Check that everybody knows that they should read each question and then circle the correct answer: a,b, oF C. 3. Go through the answers, Key 1b 2b 3c 4a 5b 6b Ta Ba 9c We a 12a Alternative method ‘Organise the clas into two or more teams. Use the questions for a quiz. The team which answers, the most questions correctly wins, After the quiz, hand out copies of the puzzle for pupils to complete as described above. 16 Add TEs 1 Poster project Get the cass to make posters about elephants. The posters should inclide a written text in paragraphs and at least one illustration. This could bbe done in pairs or individually (Perhaps offer both options, allowing students to work in pairs ‘or alone if they prefer) Display the fnished posters on the wall. 2 Gats and dogs quiz ‘Organise the ¢lass into two teams. Team A must think of 6 questions about cats, and Team B must think of 6 questions about dogs. They can use the questions from the puzzle for inspiration if they wish, Team A asks Team B a question, then Team B asks Team A a question, and so on. Keep the score on the board.All about elephants @} ? 3 Where ak What do elephants ect re do elephants live? a Africa ame b Indio bb leaves and gross © Aftica ond India fish 2 How tall is an elephant? © cbout | metre tatl : ; b about 3 metres tott © about 6 metros talt 6 How tong does it take an elephant to eat its food . every day? 1 @ about { hour J about 16 hours 4 How forisitfom on. | § What's this called? & about 24 hou elephant's ears 3 metres, @ an elephant's nose | t Seen 6 metres » on olephant’s trunk i" end 10 metres. © an elephant’s orm ¢ about 8 How do elephants sleep? I ® How much foog do @ they stand Stephonis ect every doy? b they sit down b ooo s (grammes © thoy lie down grammes GF POU 150 kilogrammes | A> why con't elephants jump? a they're too heavy bp their feet are too soft ‘¢ they're not clever enough HL How long do etephants live? @ cbout 50 years b about 100 years © about 150 yeors ; ike? ji Jo Whot are elephants : «they're friendly ib they're dangerous % B they use their ears they're fiandly Out SUG © they never drink © Sometimes danger 12 How do etephants drink? @ they use their trunks 7 (© ELTA PUBLISHING 2004@ Jobs erro © jobs vocabulary fe actorlactres, artist, cook, dentist, doctor, farmer, {iremanfwoman, footbatir, journalist, mechanic, rurse, photographer, pilot, poicemaniwonran, secretary, singer, student™, teacher”, tennis player, TY news reader* (only included in the follow-up activity) deren 1 Hand out copies of the puzzle, but tell the class not to write anything yet. 2. Elicit the job of each of the figures in che puzzle by asking, What's number one? She's @ policewoman, ete. Practise until everybody seems confident. 3. Then get che class to complete the puzzle. This will reveal the sentence What's your jab? Journalist | secretary actor or actress policeman or policewoman mechanic | Key 1 policewoman 7 docior 2. mechanic 8 nurse 3 arvist 9 farmer 4 dentist 10 journalist 5 singer M1 cook 6 tennis player 12 fooeballer Cire ‘What job? Copy or photocopy the cards below. (Alternatively, simply point to the required square ‘on the grid.) Four students come to the front of the class. Give each a card. They take turns to mime the job they have been given. The other members of the class put up hands to offer suggestions. e.g. Stefan Is @ dentist. When a job has been guessed, the student miming it sits down, When the class have guessed all che jobs, repeat with further groups of four fireman or firewoman tennis player nurse farmer TV news reader artist photographer footballerjournalist doctor fireman tennis player policewoman artist mechanic photographer pilot singer secretary dentist footballer actress farmer cook nursePlanes and trains ere going to future © adjectives Caries © long, round, square, strange, dirty, wet, Black, old, small plane, train, orrive, land idkersct tk 1 Give out copies of the puzzle and explain that pupils must follow the dotced lines to find out where each plane is going to land and follow the railway tracks to find ouc where each train is going to arvive. 2. When they have completed the puzzle, get che lass to practise reading the sentences for pronunciation. Key 1 Mary Kim airport Swan airport Dolphin airpore Mountain airport Castle airport Dark Cave airport Castle station ween aun Mountain station 10 New Road scation 20 PCa hes) 1 What's it going to be? Stare drawing a picture on the board. It should be something the class will know how to say in English, but ft doesn't matter if your drawing skills are not good, ‘When you have drawn the first three or four lines, ask che class co guess what the picture is going to be. Elicit guesses in full sentence form {l think its going to be ...). Add some more lines. ‘Continue the process until somebody guesses correctly, Then get different pupils to take turns drawing. 2 What are you going to be? ‘Organise the class into two teams. Each pupil must decide on an occupation ~ what they are going to be when they grow up. Explain that it doesn’t matter if they don’t know, but they must think of a job which they would like to do. Pupils write down their occupations, but keep what they have written secret from the rest of the class Choose a pupil. The pupils in the other team take it in curns co guess what the selected pupil has written. To guess, they must use the form, think heishe is going to be @ .. ‘When a pupil guesses correctly, he/she wins a point for hisfher team. ‘The veams then reverse roles, and so on. Note: Jobs vocabulary is featured in the preceding puzzle (puzzle 5).Planes and trains ws 8, I 2 The round plane 3 The square plane 4 The strange plane 5 The dirty plane 6 7 8 The wet plane : The black train is going. to. arrive at. 0. The dirty train... 9 The old train 10 The small train ELTA PUBLISHING 2004 2€P What's in the house? © household objects erie ‘¢ bin, brush, cooker, fan, fridge, key, ight, newspaper, mogozine, scissors, shelf, telephone, toler, torch 2 1 Hand out copies of the puzzle, but tell the cass not to write anything yet, 2. Hold up a copy of the puzzle, and elicit the names of the objects in the pictures. Practise Until everybody seems confident, 3 Explain that the object is to find the words in ‘the grid, and chen write them below the picaures. The words ean go horizontally and vertically (but not diagonally), and can change direction, No fetter is used more than once, As the format is unusual, show the class how to find one of the words. Key mtelooker agaecnei-d cizphobrg ssisherfe nsnettlush eorseftke wtoitnohy sbinfarct pap et iegh Draw this grid on the board for the class to copy in pen (nine squares by nine), The pupils have to write the words from the puzzle into the grid using the same method as in the puzzle, but in a different arrangement. This is not as easy as it might seem, and pencils should be used so that mistakes can be corrected.What’s in the house? @ toilet shelf brush 5 a a 2 5 e light fridge fan telephone key bin magazine torch scissors look >& 4S wtoi 23 (© DELTA PUBLISHING 200Join the months ‘© months of the year (oer ‘© January, February, March, Apri, May, une, July, ‘August, September, October, November, December Procedure | Practice the names of the months. Then go round the class getting pupils to tell you which month their birthday is in. Write the months on the board, and give the class a minute to try to memorise the spellings. Then wipe the board clean. 2. Ask pupils to complete the top part of the puzzle. The first person (or pair) to complete ‘the anagrams correctly is the winner. 3. Pupils then complete the bottom half of the puzzle. The abject is to join the dots next to each month in order (January, February, March, etc.) Then to finish by joining December to January. This will reveal a simple outline of a plane. Key (from lefe to right) May, March, August, June, December, October, january, April, November, February, july, September aeroplane 24 Eerie Boi | Order of birthdays For this activity, che class will also need to know ordinal numbers up to 31st. ‘Organise the class into groups of 6 to 10. Each group will need enough space to be able to stand ina line. The groups must organise themselves in line according to their birthdays, i.e. the one ‘whose birthday comes first in the year is av the beginning of the line and so on. To do this, they can say the date of their birthday, and nothing alse 2 Calendar posters ‘Organise the class into 12 groups Give each group one of the 12 months. Their task is to make a poster for that month. What happens in that month? Are there any festivals? What's the weather like? Are the schools closed? The posters should contain sentences about the month, and some illustrations. Put the posters up on the classroom wall in sequence. Allow some time for the class to look at the display. Note: With smaller classes, divide the pupils into six groups, and assign two adjacent months to ‘each (og, january and February)Join the months @ amy ..... May... charm Remember: May, not gutsau nuje .... cedmereb .............. rotcobe oa. yungjar ..... Uipra ve bemvenor oo... earburfy . bestpreem Novembere October . January February Morch December ® ° SC OO Oo 6 April : ° ° Moy "August, September [© DELTA PUBLISHING 2006 25Which word is Ewe ‘© pronunciation practice idgekss: lad 1 Hand out copies of the puzzle, buc tell che class not to write anything yet. 2. Read out the first line of words and practise pronunciation of each word. Explain that pupils have to identify which is the odd word out, i. the word with the differenc vowel sound. 3. Then the class completes the puzzle. The pupils should go through each line saying the ‘words aloud to themselves, before circling which word is said differently. 4. Go through the answers. Key 1 how do there your nose enough cow might piece 10 does woven eun WH hear 12chey 13 our 14skip 26 different? Additional activities 1 Rhyming tennis Organise the class into two teams. Say the first ‘word from the list below. The first member of team A must think of a word which rhymes with it Then the first member of team B must chink of another word which rhymes with it, and so on. Continue until a pupil can’t think of another rhyming word. When this happens, the opposing team gets a point Play the game again using furcher words from the list below. Word list see shoe door late there my chair 0 2 Make a poem Tell the class that they are going to write short poems in English. Allow them to work in pairs or alone as they prefer. ‘The words from the puzzle provide plenty of inspiration for writing poems.To get things started, you may like to give them an example: What's the time? I don’t know. I think its time to go. J wart to buy some cheese, So tell me the time, please. Each pair/pupil must write a poem of at least four lines. It does not matter how silly the poems are, as long as they rhyme, Go round the class helping and checking chat the rhymes are correct, Invite volunteers to read out their poems co the chss.Which word i rd is differen © t? == | 00 knowthowpthrow . 2. so do show no 2 there here near ear 4 our hour your flower 5 shoes lose whose nose augh half enough = 7 show cw Iyelow age date weight g might eight ‘ece sits chest please peas pi aise 0° © DELTA PUBLISHING 2004 auAnn’s things ‘© verbs of sensation: looks like, sounds like, feels like, smells like (aries ‘© rubber, violin, soop, umbrello face, comb, sock, swing, dinosaur, ice, cheese, fish, mouse, flowers, at, monster Lgkekcter elhed [Demonstrate iooks ike, sounds tke, feels lke and smells ike. For example’ Make your hand into a shape which looks like a rabbie. Ask the class, What does it look ke? Make a noise which sounds like an animal and ask, What does it sound like? Aska student co close hisiher eyes, give him/her an object and ask, Whot does it feel like? Bring an item of food or drink and ask, ‘What does it smelt like? 2. Hand out copies of the puzzle and ask the pupils to complete it in pencil by joining Ann's things with the objects on che right. 3. Go through the answers and then get the class to practise the sentences for pronunciation, Key Anri’s rubber looks tke a fish. ‘Ann's violin sounds like a cat. ‘Ann’s soap smells like flowers. ‘Ann's umbrella looks tke a monster. Ann's face feels like ice, Ann's sock smells lke old cheese, ‘Ann's comb looks like a dinosaur. ‘Ann's swing sounds like a mouse. 28 Additional activi 1 What is ie? ‘Ask a pupil to come out to the front of the class ‘and put on a blindfold. Other pupits pass hinwher objects and ask What does it fee! lke? What does i smell ke? etc, The blindfolded pupil tries to guess what the object is. 2. How many can you think off This activity introduces feel, sound, look and smel plus adjective. Organise the class into teams of 2 co 4. Read out the questions below. Each team must think of as many suitable words as they ean. Allow about a minute for each question. When you have read out all the questions, ask the teams to count up the number of words they have. The team with the most words wins (but check that all their words are correct before declaring them the winners) Questions How many things con you think of which . . feel cold? smell nice? sound horrible? feel soft? look beautiful? on fee wet? Sound stronge?DELTA PUBLISHING 2004 29QO Word clouds Erterorin © yocabulary revisioniextension: seasons, clothes, food, household objects Caries glove, tights, scarf bet, uniform biscuit, chocolate, solod, butter, suger, shelf fridge, telephone, toilet, cooker, Christmas, spring, summer, auturan, winter Lorre us 1 Hand out copies of the puzzle, but tell the lass not to write anything yet. 2. Revise the words at the top of the puzzle, eg. rrime one of the words for the class. They look at the puzzle, and guess the word you are miming. Then get different volunteers to choose a word and mime it. 3 Finally, check any vocabulary which is difficult to mime, e.g. autumn, spring and uniform. The class then complete the puzzle in writing. Key clothes glove, tights, scarf, belt, uniform food biscuit, chocolate, salad, butter, sugar in the house shelf fridge, telephone, collet, cooker times of the year ‘Christmas, spring, summer, auturnn, winter 30 Ad Ses Categories Write the following categories on the board: animals clothes jobs food and drink things you do what things are | Explain what is meant by things you do (verbs) and what things are like (adjectives) - give examples. ‘Organise the class into teams of 2 to 4. Give one of the letters below: The teams try to think of words to include in each category beginning with that letter. For example, the letter 4 could produce dog, dinosaur, dress, doctor, dentist, etc. ‘After about a minute, tell che teams to stop, and count how many words they have. The team with che most words wins a point (citeck that their words are acceptable), Continue with further letters from the list. Letters for the activity be fhm pstWord clouds @ Put the words into the correct clouds biscuit glove toilet tights chocolate salad scart cooker autumn butter Christmas telephone uniform fridge spring belt summer _ shelf winter sugar © DELTA PUBLISHING 200 3® Big numbers een ‘© numbers up to 1000 Corres @ one to one thousand | Practise larger numbers: dictate about cen numbers for the class to write down. Then get them to call out the numbers they have written, 2. Hand out copies of the puzzle for pupils to complete. The object is to join the numbers as directed (the starting points are marked with larger dots). his will then reveal a picture of a butrerfly. (Not all the numbers are used} Key a butterfly Alternative method Use the puzzle as a listening exercise. Cover the written numbers when you make the photocopies. Then read out the numbers instead, 32 TT ees bs Draw this grid on the board for the class to copy. The pupils must cach choose twelve numbers between I and 1000 and write them inte the arid Play bingo by calling out the numbers below. Pupils cross out numbers that have been called, and the first one to cross out all of their numbers is the winner. Read the following to play the game: Cross out any number from 116 to #29. 551 —S77 827-855 24-46 782-799 379-402 130-446 510-531 630 — 648 220-243 183 — 200 427-451 759 - 781 959-957 800 - 826 147 ~ 168 62-80 673 ~ 686 882 - 900 1-23 352-378 244-271 976-1000 485 ~ 509 169 - 182 452 ~ 484, 901 - 926 687 — 705 300 - 325 47-61 272-299 593-611 532 ~ $50 856 ~ 881 326-351 403 - 426 81-96 578-592 97-115 649-672 706 ~ 731 927-958 732-758 612-629 201 - 219Big numbers @® seventy-three # forty-nine # five hundred + two # sixteen »» two hundred and ninety-nine # seventy-three fifteen # sixty-five a thirty * nine hundred » two hundred and thirty # fiteen twenty-one » eight hundred # one hundred and fifty » fifty twenty # twenty six six hundred # sixty-one * two hundred and fifty-eight # twenty nineteen # one hundred ond ninety seven # twenty-one # fifty-nine threo # seven fifly-nine # ninety » seven hundred ond fifty # two hundred and one » seventy-eight # eleven 010 * forty-five # sixty-seven one hundred # thirteen # one hundred and eighty-two » zero ‘eleven # one thousand # forty-four # two hundred and twenty-five * thirty-one # ninety-five » three forty-eight # thirty-four fifty # one hundred and seven # twenty-four # one hundred and twenty-two fifty-nine » thirty-seven » nine hundred and ninety-nine * twenty-nine # one hundred ond twenty-two 894 ne 190 34, 225 a 130 50 13 295 + 890 a * 49 v 190% en8 toe ue 299) Z ‘4s 107 ata 130 16 tooo" 2 3 . 730 129 182 20 e 26 "4 e = a “a2 600 4 30° 122 a 20° 15 705: . 6 900" . 78° 258 : 230 ! $0 are - & 201 750° . +998 752+ * 989 263 +10 What can you see? DELTA PUBLISHING 2004 33Find the sentence etree © vocabulary revi n/extension ‘© present perfect: Have you ever? Caer butterfly, caste, cave, CD, drum, envelope, flag, love, plu, ice, rucksack, sky, sledge, snowman, soap, stamp, suitcase, swing, tent ideas RS 1 Give out copies of the puzzle. Use the pictures to check/pre-teach any vocabulary ‘which you think will be new to the class, 2 Explain that the object of the puzzle is to match the words with the pictures, then circle the words in the grid. The words run in all directions. No lecter is used more than once. ‘The remaining letters make a sentence. Have you ever swum in a lake? 3. Use the pictures as prompts to ask pupils Hove you ever ..? questions, e.g, Have you ever slept in a tent? J Have you ever carried a rucksack? 34 Addi 1 Write a story Pupils choose five of the words from the puzzle. They then write a story which features all five items. The activity can be done individually or in pairs ~ perhaps invite the class to work alone or in pairs as they wish. Display the finished scories on the wall 2 Questionnaire ‘Organise the class into pairs. Each pupil must write down 5 questions beginning with Have you ever «? To make this easier, you may like to write some suitable verbs ‘on the board, for example, been to, seen, eaten, hhad, drunk, used. ‘The pupils then take it in turns to ask their questions to their partner. 3 Ask the teacher Pupils are often curious about the lives and ‘experiences of their teachers. You may like to invite Have you ever ..? questions from the class.Find the sentence (f) tent suitcase drum envelope soap butterfly cave swing castle ice rucksack flag sledge stamp glove CD glue snowman sky oxo anRXFOeL ACO os083QN3 0cC-aQ What sentence can you see? ‘} (© DELTA PUBLISHING 2004 35@ Have you ever...’ present perfect: Have you ever..? © verbs Sorts ‘© broken, drunk, falter, made, played, seen, skated, slept, taken, used, worn, elephar, snowman, arm, tent, table tennis, sheep's mil, skated, photograph, computer, hot, sreet Part 4 of the Reading and Writing paper uses picture clues for words in a similar way to this puzzle (although the missing words are not supplied). Laas 1 Ask the class some Have you ever..? questions. K necessary, Include those from the puzzle ‘which you think may contain unfamiliar ‘vocabulary. Ask the class to think of some Hove you ever? questions to ask you. 2. Give out copies of the puzzle for pupils to complete. The puzzle has three parts: pupils use the pictures to complete the sentences, they circle the words ac the top and bottom of the puzzle as they are used, and finally they answer the questions 3. Check the completed questions, chen get the class to practise the sentences for pronunciation. Finally in pairs. get the class to ask each other the questions. Key 1 seen an elephant made a snowman broken your arm slope in a tent played table tennis drunk sheep's mill shared on ice taken a photograph wera nen used a computer 1Oworn a hat 1 fallen in the sereet Dictate the following questions for the class co ‘weite down, (Omic any which are not suitable for the class.) Hove you ever flown in an aeroplane? Hove you ever found some money in the street? Hove you ever seen a dolphin? Have you ever cooked a meol? Hove you ever lost your school bag? Hove you ever skated on ice? Have you ever met a forous person? Have you ever ridden on an cnimal? Have you ever moved house? Have you ever won a competition? Each pupil must choose one of the questions and ask that question to as many other students as. possible. Allow five to ten minutes for the interaction. Aske individual pupils to give their results to the class, eg. 3 pupils have flown in an aeroplane and 7 pupils haven't flown in an aeroplane.Hove you ever 2 Hove you ever .... 3 Have you Vr ee 4 Have you ever 5 Have you ever a Have you ever esse 7 Have you ever 8 Hove you ever .. 9 Have You Over cscs 10 Have you ever ... ag, marerergaasweoin E Il Hove you ever coe inthe © DELTA PUBLISHING 2004 a@ Kim’s kitchen © food and related vocabulary cote ‘© lunch, snack, spoon, knife, fridge, fore, cooker, cupboard, plates, cups, food, flour, shelf. jam, sat, pepper, pizzo, vegetables, salad, water, table, te, coffee, pasta, biscuits, sugar milk, buter, chocolate “The puzzle practises a format of the Reading and Writing paper in the Flyers test. Give out copies of the puzzle, but tell the class not to write anything yet. 2. Read the text aloud, Then let the class do the puzzle: the object is to find the differences between the cext and the picture. These mistakes" can be identified by underlining text and circling parts of the illustration. Go through the example with chem. 3. When the puzzle has been completed, elicit che mistakes from individual students. There are ten mistakes in total (nat counting the example). Alternative method Hand out the worksheets, and ask everybody to fold the text under the picture, Read the text aloud at least twice. Students circle differences between what they hear and what is in the picture. Then they unfold the puzzle, and check thelr results. Key Example Picture: It’s 8 o'clock. “ext: It time for lunch 1) Picture: Kim has three full saucepans on the cooker. Text: moking @ snack 2 Picture: the knife is on the cooker. Text: knife on the fridge 3. Picture: the fork is on the fridge. Text: fork on the cooker 4, Picture: there are seven plates in the cupboard. Text: sk plates 5 Picture: there is a packet of biscuits in the cupboard. Text: no food (In the cupboard) & Picture: there’s only one bag of flour on the shelf. Text: bags of flour 7. Picture: there's no pepper on the shelf. Text: on the shelf... pepper Picture: there is chocolate in the fridge. Text: nothing sweet Jn the fridge 9 Picture: there are no vegetables in the fridge. “Text: in the fridge... vegetables 10 Picture: the salad is in a bow Text plate of soled Cs Memory test ‘Organise the class into teams of 2 — 5 (maximum about 7 groups). Give the teams owe minutes to memorise the picture. During this time, they must write three questions about it e.g. How many plates are there in the cupboard? They then turn their puzzles face down. Team A asks one of their questions, and the other teams ‘write down their answers.Then Team B asks a question, and so on. ‘When every team has asked their questions, get each team to go through their answers. The team which fas the highest number of correct answers wins. Alternative method Give the class a minute or so to memorize the picture. Then ask questions such as, How many cups ore there in the cupboard? Each pupil secretly ‘writes down her/his answer, When you have asked about |0 questions, tell the class the answers. The pupil whe got most correct answers is the winner.Kim’s kitchen @ How many mistakes can you find? It’s time for lunch, and Kim is making a snack. She’s got a spoon in her hand, and there is a knife on the fridge and a fork on the cooker. In the cupboard there are six plates and two cups, but no food. There are some bags of flour on the shelf. Also on the shelf, there is jam, salt and pepper. There is nothing sweet in the fridge, but there is a pizza and some vegetables. There’s a plate of salad and a bottle of water on the table. (© DELTA PUBLISHING 204 39Which verb? Er @ verbs © verb collocations Sard © arrive, break, bring, brush, cut, decide, do, explain, et. guess, look for, make, post, remember, stay, tidy, turn off use, visi, win (ee 1 Choose the verbs which you think will be new to the class, and practise them, perhaps by miming, e.g. What am | doing? You're looking for something, 2 Hand out copies of the puzzle for pupils co complete in pencil. Explain chat they must decide which of the verbs given in the puzzle {goes with the words/phrases in each line. Tell the class that they must find the best word to 0 in each space:for example, in number | tse, brush and look for are technically also possible, but would be unusual. Alternative method Make it-a game by organising the class into groups or pairs. The pairiteam which can find the most correct answers wins. Key 1 break IL decide 2 cur 12 explain 3 look for 13 post 4 brush 14 make 5 get 15 remember 6 use 16 say 7 turn off 17 guess 8 arrive 18 do 9 win 19 visit Voridy 20 bring 40 x fees | Follow the verb ‘Organise the class into teams of 2 to 4. Say one of the verbs from the list below. The teams have to think of things which could follow the verb, e.g. do ... homework, a competition, something, what ‘you want, ete. Allow about two minutes for each verb. Get one of the coams to read out their answers. ‘Ask the rest of the class for further examples. ‘The team which found the most ways of following the verb is the winner of that round. Continue with further verbs from the list. verbs for the activity do, get, make, take, go 2 Opposites quiz ‘Organise the class into two or more teams. Ask Team A to cell you the opposite of win. If they remember lose, they win a point, otherwise ask Team B. AslcTeam B another question, and so on. Keep the score on the board, Opposites for the activity buyiselt forgetiremember beginiend - finish - stop put onitake off closefopen pushipull tum onfturn off lovethate startiend - finish - stop comelgo get offiget on 0 to sleepiwake up sit downistand upWhich verb? @% Put one of the words in each space. Use each word once only. Write in pencil first. loo I ........break..... a.glass / your arm / a window sosescee your finger / a place of coke F@ moet . something you lost . your teeth / your hair better / cold / a birthday present ex lain a computer / a pair of scissors .. @. computer / a light / a radio . late for school socnnnee a competition / first prize .. your bedroom to go / to buy a new pair of shoes why you do something a letter / a postcard .. a snowman / a cake / a mistake sceesvee your friend’s birthday 16. here fat home /ina hotel gq = 7 how old your teacher is / the answer 18 your homework / nothing Stay 9 a museum / your grandparents 20 a sandwich to school / it with you 4@ Opposites Language aim @ adjectives Come © untidy, nosy, Full ich, interesting, expensive, nice, Gry ligh, young, unfriendly, dangerous, high, broken, late, warm, dark, ready, excellent, sof, closed Lidgcracuks 1 Choose the adjectives which you think will be new to the class, and practise them. perhaps by using objects in the classroom as examples. Ic is essential that the class understands the ‘word opposite meaning ‘contrary’ 2. Give out copies of the puzzle for pupils to ‘complete in pencil. Explain that they should use the given adjectives to complete the two puzzles, Check their answers. Key A B 1 untidy 1 high 2 noisy 2. dangerous 3 full 3 broken 4 rich 4 late 5 interesting 3 warm 6 expensive 6 dark 7 nice 7 ready 8 dry 8 excellent 9 light 9 soft lo young 1Oclosed unfriendly a2 Opposites quiz ‘Organise the class into two teams. Say an adjective from the list below.The first scudent to call out the opposite wins a point for her/his team. Where it is impossible to say which team should get the point, award a point to both. Adjectives beautiful, better, Boring, cheap, clean, dark, different, iffcul, dry, early, empty, fos, fo, friendly, ast, noisy, strong, worst ‘Opposites ugly, worse, interesting, expensive, clean safe, ight, the same, easy, wet, late, ful slow, thin, unfriendly, frst, ‘quiet, weok, best Alternative method Organise the class in teams of 2 — 4.Write the adjectives and their opposites (as listed above) in a jumble on the board.The first team to match them all in pairs wins.Opposites @ A What’s the opposite? a = ft BS 1 tidy ‘(ul ntidy 3 2 quiet 3 5 rs aui KX te, S RX Ye 3. empty 3 4 2” Bs. 3 4 6 B ws OO : 3 xg § boring 3 ful = % Pg eneay 4 dry i 7 horrible (4 letters) 7) g ~ Ra yous 8 wet a nit & 9 heavy | Ss gv os 10 old 0 y, 3 Y % Ye, & + Go The opposite of low... high. Lions, tigers and crocodiles are This plate is The opposite of early. Not hot, not cold, but ,,.. 25 ae ONS woconremaasaa Ee+x7a5 7073 She x c The opposite of light. Are you for school, yet? The opposite of very bad. o3Jeos,0x050 coecx+eco avsoa oe <0 eo2aT-a ou ae31x7+8a050 a-s-0 This bed is very 10 The opposite of open. (© DELTA PUBLISHING 200% 43Mixed-up words Ete ‘¢ vocabulary revsionfextension @ spelling Saris © scissors, bicycle, whistle, soap, trafic, space, ‘ambulonce, fire, clever, queen, golf knife and fork, office, salt and pepper. dks ed 1 Hand out copies of the puzzle, but tell che class not to write anything yet. Hold up & ‘copy, point to the pictures and elicit the words, 2 Lev che class complete the puzzle. They should Use pencils so that mistakes can be corrected. Key {from left to right) seisors, bicycle, whistle, soap, traf, space, ambulance, fre, clever, queen, golf kif ‘and fork, offe, sat and pepper. 3. Practice the words for pronunciation In particular scissors, bieyle, soap, whist, queen, keife and office may be problematic. 4 Start spelling one of the puzzle words, eg-C-£ +E. When a pupils thinks chey know shat i is, they put up their hand and answer eg, clever. If chay are correct, they choose another puzzle word to spell. 44 GSEs 1 Guess the anagram ‘Ask each pupil to think of three ot four anagrams and to write these down on a piece of paper: ‘They should not show these to anybody else. Organise the class into two teams.A pupil from ‘Team A comes to the board, and writes one of herthis anagrams on the board.The first pupil to ques the word wins a point for her/his team. Then a member of Team B comes to the board, and so on. 2 Anagram dictation Organise the class into teams of 2 t0 4 pupils, Each team makes up at least 3 anagrams. They could use their coursebooks for inspiration. ‘A member of Team A reads out one of their anagrams, spelling it out letcer by letcer:The other ‘teams copy it down, and attempt to solve it. Then ‘a member of Team B reads out an anagram,and soon, Continue for as long as required, or until all che anagrams have been read out Team A reads out the unscrambled versions of their words. Each team that solved the anagram correctly can award themselves 2 point (monitor to make sure that teams really deserve the points they are awarding themselves!) The ceam with the most points wins.Mixed-up words @® fib sorcsiss “" cyebile leswith paso [.....cissars seers | { mevcsersvenmomosoonua| | emnsenouserenne SERBS } re fniek and korf© Mary’s monkey © simple pase © grammar revisionfextension Pictures with text underneath are the basis of Part 5 of the Reading and Writing paper. These ‘are accompanied by questions in a similar format to those in the Additional activity. Procedure I Give out copies of the puzzle, but cell the class not to write anything yet. Read the story aloud.At the end of each section, invite any vocabulary questions. 2. The class then completes the puzzle. The ‘object is to find 14 differences between the ext and the pictures. These can be identified by underlining or circling the text. Some of the differences are quite subtle, and may take careful thinking to find. Key 1 Text: flat. Picture: house 2a Text: Sam wanted to lear to read. Picture: Sam is reading a newspaper 2b Text: walk, Picture: they're on a bike 3a Text: History, Piceure: Maths 3b Text: Som ate oll his bananas. Picture: Sam hasn't eaten all his bananas. 4. Text: second fesson, Picture: third lesson Sa Text:...showed the class fiow monkeys dance. Piccure: Sam isn’t dancing, he's singing Sb Text: Samm can't speak. Picture: Sam is singing words. 4a Text: pineapple, coconut, banana, Piceure: pineapple, banana, pear 6b Text: interesting. Picture: the children are bored 7 Text: The last lesson wos Science. Picture: Lesson 5 - English is in the next picture 8 Text: the teacher was very habby. Picture: the teacher is not happy 9a Text: language school. Ficture ANIMAL SCHOOL 9b Text: History, Maths, Geography Picture: bananas, the jungle Cerne Memory test ‘Organise the class into teams of 2 to 5. Give the teams a minute to memorise the story as written in the text. They then put away copies of their puzzle. Ask the questions below. Teams write down one answer for each question. 1 Do Mary and Sar five in a house or o flat? (at) 2 How does Mary usually go to school? (by bus) 3 What was Marys fist lesson? (History) 4 What did Som do after fe ote his bananas? (He went co sleep) 5 What was te second fesson? (Geography) 6 What wos the second lesson about? (monkeys in the jungle) 7 What aid Sam show the class? (how monkeys dance) & What did Sam drow on the board? (@ pineapple.a coconut and a banana) 9 Why did Som eat Mary’s book? (che lesson was boring) 10 Where did Sam put his banana skins? (in the teacher's bag) 11 Whot eid the teacher say to Mary? ("Please don't bring Sam to school again. 12. What subjects does Sam learn every day naw? (History, Maths, Geography)Find 14 mistakes 1 Mary has got ¢ strange pet 2 Sam wanted to learn to read, 3. May's first lesson wos History She's got a pet monkey! His 180 Mary decided to take him to Sam hed some lsananas. He nome is Som, ond he lives with school. Mary usuolly goes to didn't understand the lesson, so Mory’s fomily in their((tai> school by bus, but todoy she he cte all his bananas. Then he docided to walk. went to sleep. Lesson 3: Geeqcaphy Monkeas in da the vie Pe 4 Maty’s second tesson wos 5 The teacher asked Sum to tell 6 Then Som drew c pineapple, Geogrophy, Sam understood the the class about monkeys. Sem —_@ coconut ond a banana on the lesson becouse it wes about can't speck, so he showed the board, All the children in the class monkeys in the jungle. class how monkeys dance, thought it was very interesting. Lesson te Science ie water fC) 7 The last lesson wos science, 8 The teacher was very happy At 9 Now Sam goes to « longuege Sam thought it was boring, so he the end of the lesson he scid, school, Every day he learns ‘ate Mary's book. Then he put his ‘Please don’t bring Sam to school History, Maths end Geography. bbonana skins in the teacher's bag. again’ Mery said, ‘OK. I'm sorry’ He's very happy there. (© DELTA PUBLISHING 2004 arFred’s photographs & y Fred took these photographs yesterday afternoon at about 3 o’clock. What were his friends doing when he took the photographs? playing tennis waiting fora bus riding a bicycle = swimming skating painting taking a photograph —_ eating an ice-cream crying reading running fishing listening to music learning English carrying a heavy suitcase phoning \ Me By \ < Betty was David was Harry was Swimming fan iM eeceeceeeeneee Helen .--- Mary oso Michael SOON even Wiltiom (© DELTA PUBLISHING 2004 7 -© past continuous Saray © swimming, riding 0 bicycle, running, playing tennis, reading, painting, crying, waiting for a bus, learning English istening to musi, honing, eating an ice- ‘ream, fishing, skating, taking a photograph, carrying 0 heawy suitcase Procedure 1 Go round the class. asking students what they were doing at particular times the previous day. Then get them to ask you and each other. 2. Give out copies of the puzzle for pupils to complete in pencil. Explain that they should identify what each person was doing when Fred took the photograph (the actions are igven at the top of the puzzle). Key (from lefe to right) swimming, riding a bicycle, running, playing tennis, reading, painting, ceying, ‘waiting for @ bus, learning Engish, istening to musi, phoning, eating an ice-cream, fishing, skating, toking a photograph, carrying a heavy suitcase a. ‘Were you eating at ... o'clock yesterday? ‘Were you watching TV at ... o'clock yesterday? 48 Were you sleeping o'clock this morning? Were you playing at ... o'clock yesterday? De CTCL Ucar 1 Questionnaire Photocopy the cards at the bottom of the page. ‘Write suitable times in the spaces. For example, if people in your country usually have cheir evening ‘meal becween Spm and 10pm, write 9 on the first card, Copy the cards you have written on again. Each pupil will need one card. Give each pupil a card. He/she must ask other pupils the question.and make a note of the answers. To do this, pupils will have to stand and circulate. Ger feedback on the results, and find out what proportion of the class was doing the activities at ‘those times. 2 Other classes Make an arrangement with other teachers for your pupils to visit their classes. Divide he class into as many groups as there are classes to be visited (ie. if there ave five classes 10 be visited, make five groups.) Choose a time from earlier in the lesson (for example, quarter pase three). Each team then visits another class, and asks them what they were doing at quarter past three. When the groups have returned, discuss their findings, and write them on the board. Were you doing homework at ... o'clock yesterday? ‘Were you walking to school at ... o'clock yesterday?€) Cross out the word © vocabulary revision/extension Sores April octopus, expensive, competition, far, toste, if, winter, forgot, late, queen, used, quarter, ‘hea, diary, medicine, space, cemury, money, traffic, sated, pyramid Flyers The puzzle contains elements which are similar to Part | and Part 4 of the Reading and Writing paper. igaeknc Lad 1 Revise/pre-ceach any language which you think may cause problems. Then hand out copies of the puzzle. The abject is to use the clues to cross out words from the list. Demonstrate the first one or twa sentences, then let the class complete the rest of the puzzle, When ‘the puzzle has been completed, the remaining words make a sentence, Key 1 Apri 13 quarter 2 octopus M4 heavy 3 expensive 15 diary 4 competition 16 medicine 5 far 17 space 6 taste 18 century 7 knife 19 money 8 winter 20 trafic 9 forgor 21 salad WO late 22 pyramid I queen Shall we go to the cinema I2used tomorrow evening? Alternative method ‘When making photocopies, cover the sentences Then proceed as above, but read out the sentences. The activity will then also be a listening exercise ‘Additional activity Quiz Divide the class into two or more teams.Ask team A a question from the list below. If they can answer, they win a point. I they can’t, team B has the chance to answer. Then itis team B's curn for a question, and so on, J It’s brown and sweet and lots of people tke eating #. What is &? (chocolate) 2. A family can sleep in this, Its soft, Wit is it? (2 tent) 3 Don't tel anybody. t's «... (secret) 4 Where can you go to see old things? (museum) 5 You con find what words meon in this, (dictionary) 6 The opposite of empty (fll) 7 You go here io buy medicine (chernist's) 8 J usually wash my hands with ... (Soap) 9 Sweaters are often made of this. (wool) 10 You can use these to cut paper. (scissors) 11 If you eot here, you must poy. (restaurans) 12 You can use this to cross a iver (bridge) 13 Forks are usually made of .. (metal) 14 The opposite of late. (ear'y) 15 The tenth month of the year. (October)Cross out the word @ The fourth month of the year. This has eight legs. winter late pyramid Not cheap. You might win one of these. knife octopus shall How ____ is it to your house? competition we ei ! 2 3 4 5 6 Does your coffee strange? 7 8 The coldest time of the year. 9 I didn’t remember. I expensive go traffic 10 Not early, medicine heavy I Her husband is a king. 12. Have you ever a computer? to money salad forgot 13 Two of these are one half. 14 Not light. 15 Every day I write in my 16 If you are ill, you might take this. 17 The planets are here. quarter cinema taste 18 One hundred years. 19 You use this to buy things. 20 Cars, buses, lorries and motorbikes. 7 : queen century the tomorrow far space 21 Lettuce and tomatoes in a bowl. What sentence can you see? : evening used diary (© DELTA PUBLISHING 2004 SI22) Mirror writing Peeters © impersonal you tense revision: simple past, present perfect, present simple, present continuous © verbs Caetirad ‘© bur, fel fst, agree, sk, whistling, pushipull, studied, wish, mixed, forgot, pizz0, wood, pen, hil, song, door, Histor, fy, flour, milk, eggs, birthday This puzzle practises a format of the Reading and Writing paper. ideas 1 Write one of two words on the board in mirror writing. Elicit the words from the pupils. 2. Hand out copies of the puzzle for pupils to complete in pairs or individually. Check that everybody understands that they should use the picture clues and the mirror writing to fill in the blanks in the sentences. 3. When everybody has finished, elicit the answers. Key tke burn fell lost agree ski whistling push/pull studied 1 wish een en nune U1 mixed 12 forgot 52 ET ieee 1 Left hand writing Each student writes three or four sentences with ‘the hand they do not usually use for writing. Pairs then exchange sentences. They decipher their friend's sentences and re-wrice them with their usual hand. 2 Monkey writing Collect some sentences from the course material you have been using. Divide the class into two or more teams. Write a sentence on the board in ‘monkey writing’ ie using the hand you don't usually write with, hold the board-pen at the end, and wobble ie as you write. The firse person to put up their hand and say the sentence wins a point for histher team. Continue with further sentences. This activity could be used to practice a particular language point, eg. sentences in the present perfect.Mirror writing @ Do you .....llKe....... pizza? oilil 2 YOU COM ec cennen, WOO. mud 3 OW! Ton over. Jet 4 T've . wou. MY pen. jeo] 5 Yes, I with you. e9sipp 6 YOU COM nn down a hill. dle 7 She's. song. pniltzidw 8 Do you. ... this door deuq OF ooeeeccertseese it? JJuq 9 I've never History. bsibute 101 cone T could fly. deiw Wt I've some flour, milk and eggs. b9xim 12 I'm sorry, 1 ..... your birthday, topiot 53&® Here and now Pers ims © vocabulary revision grammar revision/extension ‘The format of the puzzle is similar to Part 2 of the Reading and Writing paper, except that the ‘questions in the test refer to a picture, rather than to the surrounding environment. idkeksce kel 1 Check that pupils understand the vocabulary (uniform, bin, midday, belt and pocket may be new to classes at this level) 2. Hand out copies of the puzzle for pupils to complete. 3° Check the answers. Then get the class to practise the pronunciation of some of the sentences in the puzzle. 54 Additional ac 9 1 Make your own sentences Pupils write another five ‘Here and now" sentences about their homes and habits. They then read these sentences to a partner who has to answer them with yes or no for their own homes and habit. Give them some examples if necessary: ‘My house has got a small garden with some trees ink J usually go to bed at 8 o'clock ‘My Bedroom hos got some pictures on the walls J usually conte to school by bus. 2 Who am I? Ask the class to suggest names of famous people, and write che names on the board. Choose the bese suggestion. Working in pairs, pupils have to imagine the life of that famous person, and write ten ‘Here and now’ sentences about himfher using the puzzle for inspiration. When they have finished, elicit a sentence from ‘each pair. Do the rest of the class agree that it describes the famous person?Here and now Write yes or no 1 Tam wearing a uniform. 2 The teacher has written something on the board. 3. There's a bin in the corner of this room 4 Some students have brought dictionaries to the lesson, 5 It’s spring, 6 There's an ‘r’ in this month (for example, March). 7 It’s more than ten kilometres from here to my home. 8 I started learning English two years ago. EimsamueraEte 9 Lwaslate for school thismorning ——ictsrnne 10 I have studied Maths today, Il There’s a telephone in this room. 12 It's after midday. 13 T’ve spoken three Languages today. 14 This school has got an office. 15 The clothes 1 am wearing have got five pockets. 16 There's enough space in this classroom. 17 It might be foggy tomorrow. 18 I've used a computer today, 19 I'm wearing a belt. 20 I've brushed my hair today. 21 Half the students in this classroom are girls. 22 I will speak English tomorrow. (DELTA PUBLISHING 2004 552) What are they saying? ‘© grammar revisionfextension ‘This puzzle can help-to prepare for Part 3 of the Reading and Writing paper. Ladki Note: this is intended as a revision puzzle as there is too much grammar to checkipre-teach before commencing the puzzle. 1 Hand out copies of the puzzle for pupils to complete, Explain that they have co ‘decode’ the questions, and that looking at the replies will help wich this. 2. Check the answers. Get the class to practise the sentences for pronunciation. 3 Then ask them to practise the mini-dialogues in pairs. They then exchange roles and do it again. Key 1 What's your name? 2 What time is it? 3. How tall are you? 4. Have you ever been to the circus? 5. Shall we go to the park? 6 How do you get to the station? 7 Will you be here tomorrow? 8 What's this made of? 9 How far is it to your house? 10 What are you going to do this evening? 1 Would you like a cup of coffee? 12. What's this called in English? 56 Additional activities | New questions Organise the class into groups of 2 to 3. Each group must make up a different question to £0 ‘with each of the replies in the puzzle. For ‘example, in number | of the puzzle What's your name? could be changed co Who’ that? The first ‘group to write an alcernative question for every answer wins. 2 More codes ‘Ask each pupil to find at least three sentences from the coursebook you are using, or to think up and write down three criginal sentences. Pupil re-write their sentences using codes from the puzzle. Pupils exchange sentences with a partner, and try to solve the coded sentences they receive.What are they saying? & ‘Matron Ys (ECs) Los (© DELTA PUBLISHING 2006@ Crossword eyes © vocabulary revisionlexcension Rais volleyball, secret, dictionary, hotel, planet, golf ‘midday, ambulance, uniform, plot, packet, tearm, factory, present This format is similar to Part | of che Reading and Writing paper (except that in the vest the ‘words are written on lines rather than being put into a crossword grid). dkekass kd 1 Revise/pre-ceach any vocabulary you think wll bbe new to the class. 2. Hand out copies of the puzzle for pupils to ‘complete. Explain that they should use the clues to complete the crossword (the words are given around the puzzle. 3. Check che answers, Key 1 pilot 8 uniform 2 team 9 hotel 3 present Lo golf 4 dictionary U1 planet 5. midday 12volleyball 6 pocket 1B secret 7 ambulance Vfactory 58 ‘Organise the class into groups of 2 ~ 5. Each group must write three or four clues similar to those used in the crossword. They can use their coursebooks to look for words. Check that the sentences will work as clues. “Team A reads out one of their definitions. The other teams write down what they think the ‘word is, Team & reveals the word, Every team which wrote down the correct word gets a point. Then Team B reads out a definition, and so on. 2. Make a crossword (On the board, draw a grid of around 15 squares across and 15 squares down.Ask pupils to copy this. They then use it to make up their own crosswords like the one in the puzzle, but using ‘other words they know. (It Is sufficient just co make a grid of words: they don't need to write clues.) Make sure everybody works in pencil ~ rubbing out and thinking of alternatives will be ‘essential, Perhaps display the results on the wall of the classroom. Example:Aplane can’t fly without one of these, In football, one of these has eleven players. A friend might give you one of these on your birthday. You can find what words mean here. This time of day is between the morning and the afternoon. It's part of your clothes, and you can put things in it. If you go to hospital, you might go in one of these. Nurses, policemen and policewomen usually wear one of these. You don’t live here, but you can sleep here. 10 This sport has a ball, but doesn’t have teams. Il We alt live on this. 12 This sport has a ball and two teams. 13 You don't tell this to anyone else. 14 Things are made here. wareoaron— eg ambulance HUT (© DELTA PUBLISHING 2004 39@ Rhyming pairs 2 ie cn pronunciation practice © difficult spellings © bird, heard, stairs, bear, nurse, worse, kangaroo, shoe, cough, off before, floor, use, lose, climb, time, home, comb, farmer, baker, score, dinosaur 1. Give out copies of the puzzle, Elicit answers to the firse two or three riddles, then let the class continue independently. Remind them that their answers should rhyme. Tall them to leave any they can't answer and move on to the next, 2. Blicit the answers, write the correct spellings ‘on the board and practice for pronunciation. (Note the schwa sound of number U1 =a very common sound in English, and worth extensive practice.) Key birdiheard stairsfbears nurselworse kangaroolshoe coughloft before!fioor uselose limbitime 1Ohomelcomb 1 farmerfbaker were nen 12 scorefdinosaur 60 Et Paes 1 Poems Write the following silly rhyme on the board, tam a dinosaur. J ive on the third floor ve eaten the door, ‘And | want to eat more Ask the class to write similar silly rhymes of at feast chree lines. 2. More pairs ‘Organise the class into groups of 3 to 5. Each {group should make up more rhyming pairs Tike the ones in the puzzle. They can use words from ‘the puzzle, bur not repeat pairings: thiriheord is acceptable, but bird/heard is not, because it has already been used in the puzzle.As in the puzzle, the words must have different spellings of the rhyming sound (so headed is allowed, but hheadIbread is not), Perhaps make it a game by awarding a point for each pair of words.Rhyming pairs 2B 1 Tt’s on your face. / My mother to work at 9 o'clock. NOSse 1. GO@S..... 2 Ican fly /1____ a noise. 3 4 This person works in a hospital. / The opposite of better. eee 5 An Australian animal. / It's on your foot. J x 6 f . ha ag 7 Monday is_______ Tuesday. / Your chair is on it now. Ia 8 CanI the computer please. / The opposite of win. A . / If you haven’t got a hair brush, use this. 10. I want to go Il This person works on a form. / This person works in a bakery. i 12 6 ‘© DELTA PUBLISHING 2004&@ Silent letters fie ceo ‘© pronunciation practice © difficult spellings ‘# whale, science, slond, woud, wrong, chemist ‘medicine, comb, shoud, kitchen, castle. tees 1 On the board, write the werds climb and when, Ask the class which letters are silent, (and h) 2. Hand out copies of the puzzle. Practice pronunciation of all the words. 3. The pupils circle the silent letter in each word, and place it in the relevant space below. This will build up the sencence. 4 Go through che answers and practise the ‘words again for pronunciation. Key The silent letters are underlined: 1 kigehen whale science island castle would wrong chemist weve unun medicine 10 comb, HI should. The castle was horrible, 62 Ex Ttoreask | Kim's game Organise the class into teams of 2 to 3.Allow half a minute or so for pupils to memorise the eleven ‘words in the castle part of the puzale. They then turn over the puzzle, The ceams write down as many of the eleven words as they can remember: Check the results. Teams win one point for each ‘word they remembered, and another point for each word which is spelt correctly 2. Five words Individually or in pairs, pupils write stories which must contain at least five words selected from the puzzle. Perhaps display the results on the wall. 3 Pronun Practise the pronunciation of the words from the puzzle thoroughly Tell the class that you will test chem on this in the following lesson, In the next lesson, ask individual students £0 pronounce a word from the puzzle.A particularly good pronunciation earns a round of applause from the class.Silent letters &@D 2 whale — 3 science 4 island 5 castle 4 » 6 would a) rs 7 wrong >, _-8 chemist . 9 medicine i § 10 comb 63@® Animal quiz Eero @ adverbs ‘@ adverbs of frequency © animal vocabulary 1 Read out the sentences from the puzzle, and got studenes to put up their hands ¢o say if the sentence is right or wrong When a sentence is wrong, the student who answers must say ‘why itis wrong. 2. Hand out copies of the puzzle for pupils to complete by reading the sentences and writing the answer. 3. Go through the answers. Key True. False. Sheep are never very clever: False. Bats often live in trees and buildings. True. False, Almost all whales only eat very small shings. False, Octopuses always live in the sea ‘True, They always have six legs. False. Monkeys don't often eat carefully. wee False. They have to drink much more often than once a year. corefully suddenly 64 10 False. They usually ent very fast. 11 False 12 Tue, 13 True. In dolphin language, of course! 14 True, 15 False. Swans can occasionally be dangerous. 16 Fase. They usually swim quite slowly. 17 True. 18 False. They almost never live in houses. 19 False. Monkeys usually eat noisily. 20 False. They lived millions of years ago. 21 False. Some cats are not afraid of dogs at all. 22 False, Dogs started living with people many ‘thousands of years ago. Adi How do you brush your teeth? Photocopy the cards below (or simply point to the words in the grid). Gor a volunteer co come co the front of the class. Give him/her a card, and tell him/her to pretend to brush hisiher teeth in that way. The rest of the class has to guess the adver. (To get the activity started, ask questions such as fs she brushing her teeth quieti?) Repeat with other cards and volunteers. quickly hoppityWrite True or False 12 13 4 15 16 7 18 19 20 ai 22 Lions can run very fast. True. Sheep are sometimes very clever. False... Sheep are. never very clever. Bats always live in caves. Dolphins usuatty live together in groups. Whales often eat sharks. Octopuses sometimes live in rivers. Insects never have eight legs. cstsnnnne eccroensre Monkeys always eat carefully, Camels only drink once o year. Dogs eat very slowly. Monkeys will soon learn how to speak English. Some monkeys have already learned how to paint pictures. Dolphins often communicote with each other, Peopte can't understand dolphins yet. Swans are never dengerous. Swans usually swim very fast. Bears are sometimes dangerous. Butterflies often tive in houses. Monkeys eat very quietly. raeercorsntste prevoaressee Dinosaurs lived about ten centuries ago. Cats are always afraid of dogs. Dogs have lived with people since about 1,000 years ago. (© DELTA PUBLISHING 2004 65Sg €) What's the matter? ie oe health vocabulary Soret © cough, earache, eemperature, doctor, hospital ambulance, chemist, medicine, fine ‘The format is similar to Part 4 of the Reading and Writing paper: In the exam the words which 0 In the gaps are not supplied. To make a more authentic exam practice, cover the words at the bottom of the puzzle before copying. dessa 1 Hand out copies of che puzzle but tell she class not to write anything yet. Read through the story eliciting words to fil the gaps. Then let the class complete the puzzle, They should circle words in the ‘word worm’ at the bottom of the puzzle and then write them in the story. 2. Go through the answers. Key (from lefe to right) il, cough, earache, temperature, doctar, hospital, ambulance, chemist, medicine, fine 66 Addi ime 1A similar story Allow half a minute or so for pupils co memorise the story from the puzzle. They then turn their puzzle pages over Dictate the story below for pupils to copy down, ‘Working in pairs, pupils try to find the differences between the dictated story and the story in the puzzle (buc without looking at che puzzle). ‘They now turn over the puzzles and find out how many differences they spotced. Similar story (the differences are in bold type) Lost Tuesday, Mary felt il She had a cold and toothache ond her temperature was high. Her ‘mother took her to the doctor. Mary said,T don’t ‘want to go to the hospitel.The doctor laughed and said, Youte not very il, Mary.Your mother wil go £0 the shops ond get Somme medicine, On Friday youl be better. 2. Hospital story In class or for homework, pupil compose a short story set in a hospital. The vocabulary in the puzzle may help with inspiration. The stories could then be illustrated and displayed on the classroom walls. 3. Short stories Ask pupils to write a short story in pencil If necessary, give chem suggestions regarding characters, place, etc. Tell them to leave two lines cof space in berween each line of writing. ‘When the stories have been completed, each pupil must choose five words which can be replaced with a picture. When pupils have chosen their words, they rub them out, and replace chem with drawings Pupils then exchange their stories with a neighbour. Each pupil then fills in the missing ‘words in their partner's story, using the pictures asa guidev 1 What’s the matter? ® Last Monday Jane felt ..........f.......... She had a GN veces ONG Nero. stone WOS high. Her nad When the doctor came, Jane said, ‘I don’t want to go to the mother phoned a inn... The doctor laughed and said, ‘You’re not very ill, Jane. Your mother will go to the ow... and get some (© DELTA PUBLISHING 2004 67& Listening puzzle entero 4 listening practice © siving directions ‘© local places vocabulary fe prepositions of place and movement coe ‘@ 0 pastistraight onloveriroundithrough/under, urn feftrigh, to the end of the road © post office, cheotre, bus stop, station, airport, bookshop, bank, hil, bridge, cafe, fre station, ‘museum, chenmist's, park, Joke, river, circus, houses, street Listening comprehension of this kind of language is useful practice for the Listening part of the test. 1 Hand out copies of the puzzle. The object is to follow directions (read by you), and mark che journey on the puzzle. This will reveal @ word. Tips If you wish to use the follow-up activity, it is essential that the class does the puzzle in pencil 2. Read the following directions: Go down the road post the post office, past the theatre, past the bus stop and past te station. There's « bookshop on the corner. Turn left here, cand go straight on. ‘Ac the end of the rad, turn ight, and go to the end of the road. Then tum left, go past the bank, wira right, ond go straight on. Go over the Fil At the end of the road go round the roundabout ‘nut don't go over the bridge. Go back aver the fill ‘goin, and past the caf 68 Go post the fire station and past the museum. There's a chemist’s on the corner. Don't go past the chemst's. Tur left, and go through the park. Go past the fake, under the bridge, over the hill ‘and over the river, Go straight on to the end of the rood. There's a circus on the comer.Tur left here Then turn sight into a street of houses. Go to the end of the road. The airport is here. 3. Check answers by holding up a completed map and getting pupils to tell you the route. Then elicit what word they can see Get the class to rub out the route they drew on the puzzle. Give them directions to trace another route (for example, from the lake to the theatre.) ‘When the directions are complete, ask the class ‘where they have arrived at Repeat with further routes. Here are some suggestions, The station to the park The fire station 10 the post office The café to the bus stab The airport tothe hospitalMini-puzzles teacher’s notes €) Wrat time is it? Language aim fe telling the time: olock, olf past, quarter Post Procedure 1 Hand out copies of the puzzle, but tell the ‘lass not co write anything yet. 2. Go through the puzzle eliciting times for pumbers | co 7.The class then completes the puzzle. For number ®, students draw 2 monkey howing any time they choose and write in the ime. Key 1 Bordock Dhalf past 9 3 quarter past 2 A quarter to 12 5 half past 5 G quarcer past 6 7 quarter to one ED) The weather 10 tomorrow Language aims ‘e weather vocabulary: windy, cloudy, sunny FRY rain, snow ‘© going to for predictions Procedure 1 Hand out copies of the puzzle, but tell the class not co write anything ye 2. Ask questions such as Whar's the weather going to be ike tomorrow in Rainbow Ciy? to elicit the meaning of each weather symbol, Make sure they understand the difference beoween Its going to rain and I's going to Be sunny: 3. Then let the class complete the puzzle. Key cloudy, sunny snow, windy. rain, fogsy @ How much have you got? Language aim fe quanuties and measuring: « few alle, piece Fol, quarter, enough Procedure L_ Practice the target language by using examples in the classroom. For example, Are there tenough choirs? Has anybody got a piece of chewing gum? 2 Hand out copies of the puzzle. The aim Is 10 copy the pictures into their correct boxes. 3. Afterwards, practice the phrases for pronunciation. Key a few beans. litle milk, a piece of cake, half a pear, quarter of an apple, enough biscuits Time words Language aim «etime vocabulary: midday, midnight, minute, hour Inonth year, century, date, tomorrow, Of Procedure 1 Introduce/revise the vocabulary with questions, For example, What’ the dave Tomorrow? How many minutes are there fp on hour? et. 2. Hand out copies of the puzzle for pupils © complete. They should unseramble the words, put them into the sentences,and then circle them in the wordsearch. 3. Afterwards, practice the sentences for pronunciation. Key 1 midday 2 month 3 tomorrow 4 hour Sdate century 7 midnight Bagor r N@aQao-xce 3 jo €B Word tennis balls Language aim ‘@ pronouns: anyane, someone, no-one, everyone, ‘everything, anything Procedure 1 Hand out copies of the puzzie, but tell the class not to write anything yet. 2. The letters jumbled in each ball make up the pronoun that goes into the gap in the sentence co its ieft. Go through the sentences eliciting the pronouns. 3 Then fet the class complete the puzzle. Check the spellings on the board. Key J anyone 2someone 3 everyone S anything 6 everything 4 no-one @ More food words Language aims @ food and related vocabulary: lunch, dinner, meal, snack, sweet, sugar, vegetables, jam © impersonal you Procedure 1 Hand out copies of the puzzle for pupils to complete. All the words needed to complete che crossword are included in the clues and the picture. 2. Afterwards practise the words for pronunciation, Key Ts sweet 4 lunch 37) Bob’s story Language aims 18 sugar 2 vegetables 3 meal Siam 6snack 7 dinner ‘© education vocabulary: school, college, universiy, subject, Maths, Geograpty, History, exam, team sti ogo Procedure 1 Hand out the puzzles. but tell the class not to write anything yet. Read through the text eliciting suggestions for words to fill the gaps. 2. Then let the class complete the puzzle by themselves. Key {from left to right) school, team, college, MathsiHistory/Geography in any order), subject, university, exams, ago, still Note: the mini puzzles which follow are reproduced wice on each page to reduce photocopying. n‘oot onisriana vata) sul 8 efisquow mug Salo an oo SAL ysod 104 SAT Z K sypo1e.0 "SAL @ What time is it? = r £ wy z S 8 poor ontnsNEna WiT3a ene gap go paneer: BE ie sfsquow ‘mwosd ¢ mesa “ “Sal S sens ygod spond 841 € =. *ysod yoy SAI % “yooye.0 “ESA | my100% onsnuna wiT3e 6 ‘ABDIIIA 180104 U} ‘yooeg fiyooy yo fig moquioy uy ujpwno; aygoL, uo “yooeg Bu07 yp “UMOYMON UL uns = fiuuns. . pup}s] uaery @The weather tomorrow ‘aq 01 Bul08 $11 soe 01 Bulo8 san ott eaen Bueller 0 6ul06 sa 8g 0) Bulo6 $,41 8g 0} Bulo8 $1) moxoWO, fibGo) fipnojo mous = fipuim voor onIHsnena weTaG & yooeg fijooy 19 Fit moquiny Ut “upwunoyy @1q01 Uo "yooeg 6u09 yo sumoyMany UL erences ulna = fuuns pup}s] ueesD 32 weather tomorrow sonntene 2q 01 Buto6 s,t - 01 Bulo6 §,11 2q 0} Bulo6 5,17 04 Bu106 s,11 9q 01 Bulo6 8,1] 2g 01 BuIo8 $31 MoLOWOL fibBoy fipnojo9 mous fipuim BBz 3 @ : 3 s : | a a, $ 3 ACA y. £ LAr 2 2 O3 = JT), | 6 i # i @® How much have you got? : b i x 2 £ 8 o £ 2 = 3 5 5 =ime words @r ZMiwufisbdb podoiwy Buyiainoy o1wjy} as foo6Btu jw xwufie yy noy,bo{tm RyrubBlup wax bo 6 4 iw Of sjom daly) som Fopyulg FIN 8 aid ecw aL kag ‘wuP supe aeeasinetaoia atic -gipefi paipunu ¥ 9 PS? efiopoy re oul S,DUM, S ny? uo Si SeyNUI 09 12, -fopsony s) = RSPUOHTS] FOAL, ag y ysouoys au s| Fuonuqes z fipppiw urdat 1 vor omasmiena ving 3 —ED>>xKAODON pr ofor+os Jufiab doiswy yanoy Wy pas o6uj)w ufie y¥4 ybo Im yBsupt x bo 64 wogl 2 eam nen pemNIY 9 AE 2 SERUM # auo si samnul 09 4 iopuow si fiopo, ¢ yseuloys ayy st fuonuaey z fioppiur wd ZitERE ccscrsoanennnenio piece of chocolate? f 2 There's. TV who Looks like you. 4 There's - the bus. { 5 Is there ee =>), can do to help you? on ay s]jeq SIUUa2 PACAA @ nv ihy aa 6 Don't be sad, will be all . DELTA PUBLISHING 2004 6 Don’t be sad, will be all right. V Would we piece of chocolate? 2 There's TV who looks like you. Sq 5 18 there cesses can do to help you? @D 5 a ao oO aa a 3, oe 2 anah I Sugar, chocolate and coke are: 18You con put this in tea and coffee v Carrots, potatoes and onions are oe Aplate of meat | and vegetables isa 5 The meal before dinner. a It's sweet. You can put it on bread for a snack. o Something to eat between mecls. ~_ The meal after Lunch spiom pooy a10W Ga I# Sugar, chocolate and coke ore 18 You can put this in tea ond coffee. ry Carrots, potatoes and onions are eo A plote of meat and vegetables isa SP1OM Poo} 40; 5 The meal before dinner. a It’s sweet. You can put it on bread for a snack, o Something to eat between meals. ~oor ONIMStI@Nd WII root onmisnena waa ‘mou 184909} 0 cain | wa ‘mou 394908] D (fusion | w,] puo sina oy ip fan alan SUL ‘Jeyonel 8 8q 0} MOY WuDE] ay Yey9091 0 Aq 0} MOY IO] eeeeeeectee oy quom | 91 som | UUM, ‘FuoIsiy som Go aqunoany fi ee 0} ueM T gi SOM T UBYM pu pup palpms poarpnis sesniean TRO 50) UeM | ‘91 SOM T UOYAA od pa a o fo] MPaIog} 1OOYds oY 3° a ‘ ee - “ Uy SOM T PUD ‘}}OGIOO} PACH T FG OYIS an fi mau b JO peyDS | ‘PIO Sibafi II SOM | YOY a“ Oo a °° 9° B &De PGrammar index prea peed nee Bagg} adjectives 6,17 adverbial clauses with when 37 ago 23, 34,37, adverbs 28 adverbs of frequency 28 going to for plans and intentions 6 aeing 1 for predictions with evidence 32 grammar revision 19, 23, 24 Have you ever? 13, 14 How farimuchilong? 4 impersonal you 22, 36 made of 2 passive voice 2 past continuous 20 past simple 19, 22 prepositions of movement 30 prepasidon of lige 30 present continuous 22 present perfect 13, 14, 22, 23 presone simple 22 pronouns: anyone, everything, exe 35 quien worded stil 37) verbs of sensation: looks fie, ete. 10 Topic index adjectives 6, 17 adverbs 28 animals 1, 28 clothes 11 directions 30 education 37 food 11, 15,36 heatth 29 household objects 7, 11 jobs 5 local places 30 materials: glass, plastic, wood, ete. 2 months of the year 8 numbers up to 1,000 12 ‘occupations 5 prepositions of movement 30 prepositions of place 30 pronunciation practice 3, 9, 26,27 quantities 33 seasons 11 spelling 3, 18, 26,27 telling the time 31 time phrases 34 verbs 14, 16,22 verbs of sensation 10 vocabulary revision 2, 13, 18, 21, 23, 25 weather 32 9