The author would like to thank the following N6irin Burke, lsobello Wigan the British Council,

for their invaluable

help, encouragement Chris Kennedy, Sylvia Parwish with the

and patience and also for their generosity with time and space: Jeanne McCarten, and Liz Driscoll, Larry Haggerty, and Jimmy Blyth. Thanks also to june Seward, Nigel Bacon and Jo Watson formerly with Bahrain, and


Barber, Liz Keller and Abdulrahman support and enthusiasm.

British Council, Qatar, for their continued

[ am also grateful to teachers and pupils at the following material so thoroughly and for the practical

institutions for trialling


suggestions for improvements: United Kingdom; Naples, Bell School of Languages, - Centro and the

Bell School of Languages, Saffron Wolden, Norwich, United Kingdom; British Council, Espofiol, Oviedo, Education, Hungary;

Italy; Centro Britcnico International

Spain; College Clemenceau,

Paris, France; Jackie Garry

staff of the Edinburgh

School of English, United Kingdom;

School of Kecskemet,

University of Leeds, United Kingdom; Nigel Pike; Scuola Media G. Galilei,


Britanic per a Joves, Barcelona, ltoly: Star English, Murcia,

Spain; Rosemary Hurst, Kecskerneti Primary Teacher Training College, Spain; Tokyu Seminar BE, Tokyo, Japan.

She's Leaving Home
Words and Music by John Lennon and Paul McCartney

All Rights in the United States and Canada EMI BlACKWOOD All Rights Reserved Controlled and Administered SONGS by LLC

MUSIC INC. under licence from SONY/AN lnternotionol Copyright Secured


Cover illustration Lotty Book illustrations Dennis Tinkler Book design and production Amanda Hancock, Realisation



The good food guide

In dass: lesson 2
1 Students report back with their information. They then discuss the eating places near Use a rating the school and agree on the final overall rating for each establishment. system with a maximum grade of five stars. Try not to interfere too much in the discussion; a cafe which would seem ideal for you might not be at all attractive to a 14-year-old. 2 When the final ratings have been decided and the entries checked for English errors (and libellous over-subjectivity!), publication. students can begin to write their entries out neatly for

~ ~

The activity will involve students in meeting local people outside lesson time and asking questions for a purpose. It is true that students compiling involve them in translating, composing this information in their own country will use their mother tongue during research stage. However, the writing will and editing in English. The fact that the final The overall rating is in students' version will be published in some form will increase motivation. purelysubjective terms will rate 5 stars.




and is given out of five stars. A truly excellent establishment

Inclass: lesson 3
1 If word processors are available, published as a magazine comprehension, problem-solving the entries can be typed.

~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~


not, they can be display.

or as a poster. The final document can be used for and quiz activities as well as an information

When I did this activity with a class, I had four or five copies of their guide spiral bound and displayed in the student common room. My class called their magazine at intervals. students' work with a page which states that the



and one member of the class designed a cover for it. Subsequent classes

updated the contributions

You might find it useful to accompany establishments

ideas expressed by the students do not necessarily reflect those of the school. All the mentioned positively in the guide which my students produced were Also, some of the outlets began to offer small discounts for extremely grateful for the publicity. As a matter of courtesy, each outlet was sent a copy of their entry in the magazine. students at the school as a result of the research.


... -l: po_;;.::



~ ~ ~

The good food gui
None, unless you bring in a copy of a restaurant guide such as the Michelin or Egan



Ronay gUide as on example. Local magazines places to eat .

sometimes have a page recommending

Who's it for?

As the activity involves students doing research, you may find it necessary to obtain permission from your head teacher even if you don't want this to be done in school time.

Upper-intermediate level and above. Thisactivity is most suited for a more sophisticated class. It works best with students studying in the UK,but this is definitely not essential for the activity to be successful.

In class: lesson 1
1 Ask students if they ever eat before, between or after classes. If they do, ask them where they go and why they go there, 2 Draw a map on the board with the school in the centre. Ask students to tell you where the nearest food outlets are. Add the names to the map. Restrict this to within a radius of 500 metres if your local area is busy. Explain that the doss is going to produce a good eating guide for the rest of the school. This will be a guide to local food outlets . 3 Elicit what students look for when choosing a place to eat. Their list might include: speed, menu, price range, take-away entertainment faCility, decor, music, student discount, extra (video games etc), service, telephone order facility, delivery facility, faCility. for research to groups or

How long? Three sessions of 40-50 minutes, plus research outside the classroom.

How many? Any class size.


~~ ~ ~

cleanliness, proximity to the school, reservation

4 look at the map on the board and allocate responsibilities individuals.

II; (!

Tell students that they will be responsible for writing a report on the outlet(s) and that they must be as accurate with their

which either they choose, or you allocate to them. Make sure that they realise that almost all of the report will be factual and objective information


as possible. You may wish to give them a model.


III Whafs it for?

Model report
The Surpreza cate: Distance from the school: Menu: Price range: Take away: Delivery: Telephone order: Reservations: Speed: Music: Decor:· Entertainment: Service: Student discount: Cleanliness: Attitude to student researchers: Overall rating: 11Boa Fortuna Tel: 651202 50 metres. Hamburgers, hot dogs, sandwiches, chips, pizzas. 250 Esc-400 Esc. Yes. No . For some regular customers, but not ell. Not necessary, unless it is a large group at lunchtime. Average order in less than five minutes. Local radio played and taped music: no juke box. Very dark; plosfic tablecloths. Pool table at the back of the cafe; one video game. Polite; not very talkative. 5% for groups offive or more. All the tables were very clean. Very helpful.


E ~.


Acombination of objective and subjective writing; recording facts and impressions; consumer report writing; teamwork.


E_; ~!


Iii E


language needed?

Comparatives; description of services; food; drink; price range.

-,l 1(\

-1 ~J


.1; ~


** *

5 Tell students to do their research. Set a date by which this must be done.


:~ From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 PHOTOCOPIABLE 117 ...I fI ~'5I ~ ra ~ ~ ~ Read all about it! newspaper !i !l ~u lltrhan ijJintes I WON'T RETURN! Runaway won't go home! Local garage man denies kidnapping I~ i~ ! :~ ~ ~ MOTHER UNDER SEDATION. ~ ~ Father knew it would happen! . STILL !I :~ ~ ~ ~ ~ ~ !l !1 ~ ~ .

Give each group a copy of the front page of the Read all the about itl newspaper four characters. Imagine a front page of stories and interviews with the main characters in Cinderella. the writing can be started in class and finished at home. The completed newspapers make an excellent display. If possible.STUDENT-CENTRED ACTIVITIES AND LONGER PROJECTS Read all about it! In class: versions A and B 2 Divide the class into groups. Advice Although this activity can be done from start to finish in a 60-minute lesson. for example. as students know that other people are going to read their work. Peer pressure can produce a higher standard of presentation than usual. Explain that the mother rang the police and that the story was big news in the local press. If students work in groups of eight. then they write the article in pairs. Journalists hove been oble to interview 3 Each member of the group has responsibility for writing one article. but watch out that the picture is not too big. try to provide each to keep. Encourage students to be creative. check it for 4 Set a time limit or deadline for the articles. What is the family called? What is the girl's name? What do they all look like? If students wish to find a small photograph encourage from a magazine to represent their character. and the cut-up articles. member of the group with their own copy of the completed newspaper This activity can be done with other storylines. 116 . then them to do so. errors (or get other students to check) and then stick it in place on the front page. As each article is produced.

III How many? is needed. The two activities are mutually independent.5.. but a minimum of four words.. This can be spread over fwo sessions.. Ask them how they think the Four characters In class: version B 1 If you are not continuing folloWing questions. 1 How old is the girl? 2 3 Why is she leaving? What do you think about the mother? What do you think the note said? How do you think the mother will react to the note? How will the father react? Who is the 'man from the motor trade'? Do the girl's parents know about him? How long do you thinkthe girl has known him? from activity 8. 4 5 6 7 8 9 . I~ 1- Make a copy of the lyrics of the song She's leaving home for each student or make an OHP transparency. distribute or [the girl.:~ :~ !.<) '~ i~ ~ In class: version A 1 If you are continuing from activity 8. If they have not already display them on an OHP transparency. ::. tell students that in spite of all the advice the girl Play the song if possible..5. . 10 Do you think that the girl will ever go back? .1 ~ ~ . You will need two . teamwork. vocobulary of emotions end feelings. imaginative development..h. it will add another dimension to the lesson. while students read the in the song left home. You will need glue to stick the completed articles onto How long? 60 minutes minimum.. but [The lyrics are on page 113. . the . Then ask for their answers to the !.~r She's leaving home but it is not essential to have done this activity. seen the lyrics of the song. editing skilk . ploy the song while they read the words. I .~ i . car salesman) are feeling now. the mother. roleplay.~ Language needed? Direct and indirect speech. Any class size.~ Whafs it for? Report writing.. Cut one of the pages into four separate articles. ·if possible.. . show students the song lyrics and.<I if you Who's it for? Intermediate level and above.J 115 .. copies of the front page of the the front page.) It is not necessary to have a recording do. of the song.~ "'~ ~ =31 ~ '=3 ~ .n r I r [~r i ~r Read all aboul ltl :!l' Preparation This activity follows on nicely from activity 8. students • must be able to understand the vocabulary of the song lyrics. Read all about it! newspaper for each group.5 STUDENT-CENTRED ACTIVITIES AND LONGER PROJECTS . the father. Students work in groups of four to eight to produce a newspaper.

Am } selfish? rm so confused. Should I just drop her? BACHfLOR ~ ~~ ~ · • · PRISONER ~--------------------------------------------------------------.--------------------------------------------------------------- C Dear Clare I feel very uncomfortable I have any choice. but not get involved. saw has a secret I'm not a good husband I think my daughter boyfriend them at a garage. S/rt 4Muld elf/til' /rtr famt4f w/u184k ftt«y !Item. She}s almost a pnsoner. but I want to escape. I ltavc 4tlOrtJiccdmy carter and Maa~ ttl Jlvc !Item att my time and atfgfttitlft. He wants me to run away with him I don't love him. but [ don}t want to marry her or anything like that. wtflr my dtatjltrcr.r 11fftarf ttld and !lterc 1t ac jJ18ftlft tit umt ittr t/taZ. but my wife tells me that or father. I have left school and I'm 17. I have no friends or boyfriends. 1Jtlnt p!t ttjrte? Whff dtlftt pun! jJctrjJlt ajJjJreoia/t /ttJw tao!.problem page She's leaving home A 'Dear Clare. We have to meet in secret. She treats our only child who is 17 years old like a 7-year-old. but I don't feel stops her going out or having any friends of her own. so I can}t meet the parents. I}d like to help. but we got talking. Sltt 4affr 4k wana lJear Clarc auf now.y !ltcyarc ttl italiC jJarcnP. I've met him a few times in secret. I try ttl ac tritfU14. but B he seems to lik. single and have a good little job selling cars in my mate}s garage.e me. Dear Clare. A few weeks ago I met a man at a garage. A few weeks ago a 17 year old girl came into the garage to ask about cars. wife or my daughter man? FATHER perhaps I should speak to the young 114 PHOTOCOPlliBLE From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 . I live at home with my parents. I've tried to interfere. She I 0 writing to you about my wife. but she}s very unhappy at home. What should I do? } know he loves me. She}s a nice kid. I italiC 4iallcd ltard att my atc terr my Ir~ aand and dtatjltrcr. [ want to help her to escape to a new future. My colleagues trfettdY and attJJ#ritnd4:Sltt~ ttftt. but they won't let me get a job and I'm not allowed to do anything unless it is with them I'm not allowed to go to parties. I am 1I years old.YwM Ittvc !Item? MOTHER Should I tell my that I know. He's a lot older than J am. dances or clubs. 4k dtlt4ftt ajJjJrCOfafC witaf I'IIC dtJltC terr Ittr. She couldn}t afford anything.

our baby s gone! Why would she treat us so thoughtlessly? How could she do this tome?" I She ~~ ~~ ~~ ~~ !~ . Standing alone at the top of the stairs. i~ [~ J~ . "Daddy.r~ . Quietly turning the backdoor key.~~ .~ . Picks up the letter that's lying there. (What did we do that was wrong?) is having (We didn't know it was wrong) fun. Leaving the note that she hoped would say more.~ ~ ~~~ L ~ ~~ ~..~ (We never thought of ourselves) is leaving (Never a thought for ourselves) home (We struggled hard all our lives to get by) She's leaving home after living alone for so many years. as the day begins. Father snores as his wife gets into her dressing gown. clutching her handkerchief. Bye-bye! She She ~ . (We gave her everything money could buy) She's leaving home after living alone for so many years. Stepping outside she is free • (We gave her most of our lives) is leaving (Sacrificed most of our lives) home. Meeting a man from the motor trade._:.~ ~. She breaks down and cries to her husband. home ~ I~ I~ . Wednesday morning at 5 o'clock. Silently closing her bedroom door.~ . 113 . She's leaving home. (Fun is the one thing money can't buy) Something inside that was always denied for so many years.~ .~ - .!j ~:~ From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 'Q:I/)lmiIJUfl ':1'. She's leaving home song She s leaving . Friday morning at 9 o'clock she is far away. Waiting to keep the appointment she made. She goes downstairs to the kitchen.

Ask students whether they think the girl's final decision to run away could have been avoided. while monitoring. Students write a letter to the character of their choice offering advice. If your class is very However. or after it. young people can be very and the least likely group sometimes can be surprisingly open and task. If you don't have access to any of the above titles. Forcing young people to stop talking about something which interests them and get down to work might be somewhat inappropriate given the subject matter with which you are dealing. either before the girl's final decision to run away. unpredictable responsive when given a sophisticated If your class is monolingual. and try to find a song which deals with conflict look through your own music collection This activity works best with young people who are more sophisticated and who will respond well to the challenge of roleplay and team writing. The River. Philade/phia by Bruce Springsteen. or problems between people. request responses in English. this activity might be best avoided. the irony. Also. Papa Father and son by Cat Stevens can all be adapted. Be prepared to change the timing of the whole activity if any of the discussion stages ask questions and take off and genuinely interest your class. immature. or show the lyrics. Do not let this worry you unduly. Your students would not fail to see 112 .STUDENT-CENTRED ACTlVmES AND LONGER PROJECTS She's leaving home Extension Play the song She's/saving home if possible. you may find that students lapse into II during the discussion stage. The stimulus for the discussion is in English and the letter of advice is in English. Don't underestimate your class. Advice There are many other songs which can be used for this problem-solving activity: don't preach by Madonna.

please note. they nominate a group secretary who will write down their advice. in their groups. l!J t~ !~ 5 When group members have discussed their letter. 7 Groups take turns to read out their letter and give advice in the some way. Why don't you . ?. Each group will need at least one page. the discussion usually becomes more interesting. She's leaving home problem I~ I In class 1 Introduce the idea of leaving home. Give each group a copy of one of the letters on the problem page. Invite agreement and disagreement from the rest of the closs. functions of advice. However.-:9 L~ !!!) l~ k ~ ~. Other groups can suggest advice at this stage. If Iwere you . but a minimum of four students is essential. Find out what kind of problems they feel could only be solved by leaving home. this is not essential. The activity is for students working copy of one of the letters on the in four groups. Ask students whether they feel it is ever a good is a good idea for a young person to run away from home.-r l ~ STUDENT-CENTRED ACTIVITIES AND LONGER PROJECTS f~ f!l r 51 i~ t~ . problem page is useful too. A second spokesperson then reads out the group's advice. imagine that they work for the problem page of a magazine for young people. It is helpful if you have the Beatles' song [The lyrics are on page 113. . I 111 . III Language needed? Students must be able to understand the problem letters and ~rks of She's leaving home (if you ore using the song}. making suggestions. l~ !!J ~~ [~ 3 Divide the closs into four groups. How many? Any dass size.7 which is the next aCtivity in this section. Youshould/ought to .~ [ ~. As it becomes more and more obvious that the writers know each other. However. !~ I I . III !~ l21 l::-t !~ I I~ I to be flexible if students have a lot to say... 4 Students. Do not be [udqementol. but be prepared for you to find out a great deal about your students. ~ t. with activity 8. Elicit ideas as to why people write to such pages and the sort of problems they have. Again. speaking and listening. 6 Bring the class together again and ask a spokesperson from each group to read out their letter.) A copy of a typical magazine but not essential. III Who's it for? Intermediate level and above. This (On be spread over two sessions. team work. you may have to give out more than one copy of the letter. allocate a time limit. If groups are large. Allocate a time limit for this.~ I~ f~ f!l She's leaving home Preparation This activity works well in conjunction dependent. language of adVice. Whafs it for? • Letter writing. They discuss the problem in their letter and come up with some advice for the writer. Agree on a time limit How long? 60 minutes minimum. I •. that this is not essential and the activities are not mutually She's leaving home from the Beatles' album Sergeant Pepper's Lonely Hearts Club Band on cassette. 2 Introduce the idea of the problem page.fhis opportunity before you begin the discussion.

if possible. it will make a useful listening resource for other classes. . which invite people to select music which has special memories for them. Decide the order in which students will speak. Remember that the music is being used as a catalyst for speech. Then play about one minute of the music. . The first session will to ke only 20 minutes maximum.. You will need a second machine iFyou intend to record students' selections and commentaries..STUDENT-CENTRED ACTIVITIES AND LONGER PROJECTS Listen and tell - Preparation You will need a cossette recorder for both sessions and one or two pieces of music which mean something to you personally because of associations with the past... Most students select music which is only a few months old. Do not criticise any selections. listening.. These memories can be associated • How long? Twosessions: the first to infroduce and explain the ideo and the second to make the programme. 110 . should not last any more How many? Anyclass size. when they can tell the rest of the doss what memories the music evokes. Language needed? Past tenses. Each student will need five minutes. Do the some with the second piece. Be prepared to extend the activity into a third session to allow such students to contribute .. Tell them to bring a piece of music. In class: lesson 2 1 Find out which students have brought a piece of music and who has forgotten their music. It is highly likely that students who forgot to bring music to the second session will wont to contribute. but would still like to talk. 3 Ask students iFthey have any music which is special to them. In class: lesson 1 1 Tell the doss that in many countries there ore radio programmes with places. on cassette. that you will expect them to ask questions. or not bothered to bring any music.. The second session depends on the number of students in your doss. people or events . Invite students to ask you questions about the memories. speaking. 2 Tell the class about your first selection and the memory you associate with the music. It makes me feel . It reminds me of . narrative sequencing. genuine communication. They then play about one minute of the cassette and then answer questions. Tell those who have forgotten. . Talking about post experiences. If the session is taped. to the next lesson. 2 Students talk briefly about their choice of music. • What's it for? Advice Do not be surprised if the memories are quite recent. Their entire contribution than four minutes . Who's it for? Intermediate level and above.

-.~ .. ..._ ::........t...~ !I .~ ~ 109 . _ .~ .....--........_...._.. ."" . ...-......-_._.... -- 1"\l1li ...... ..~ --.... "I'&lIClI .. .~ r i~ i~ I~ Wall newspapers Do not let students get too ambitious about interviewing politician interviewed be more obliging. ~ ......... ........._ -_ ..~. . ......"..."" •.......l~ea~o -._......... -- -- 011 .. ---.... A visiting national is highly unlikely to agree to an interview.. the famous..._...• _ .1J ~ '''0_ ........ ....-.. .. ... -. 0 ---_ ... :!I ~ ~ !I ..o.... .....-...-.... ------..... -... .. o ............. .......... 'tOll r-:" -_... .... " .... ..fI F' f~ t STUDENT-CENTRED ACTlVmES AND LONGER PROJECTS f~ f51 i~ .. o o "...~ ........ A..._.."'4.. !I ~ . while the local councillor is likely to A copy of the finished article should be sent to the person who was as a matter of courtesy.......... ....... I . -.. - _ :o:::1'@~ .... . ~ :::s ~ ~ ....!!J ~ :... ..... "_"""-' __ ........~ .. ._. .......Q . [~ Sample layouis l~ I~ .....

Do not make this decision for them. 6 Once students know the order in which they are writing. go. in this way. reading. Language needed? Recyded grammm and vocobulary. For example: books. travel articles. As the completed work is handed in. students to volunteer to write an article for the newspaper. editing. sportsmen and women and businesspeople. . Some students will quickly opt for topics which they have suggested. If the mounting card is full.. you should keep a You will have to remind students at intervals about their deadlines. stories. .. local figures and 4 Write the list of suggested contents on the board. they should be staggered through Whafs it for? Interviewing. staff. with the later ones. films and TV programmes. Encourage them to illustrate their work. writing. ~ -i. perhaps they have lived somewhere a strange hobby. . unless you really feel that you have no choice. Who's it for? Pre-intermediate level and above. ask Suggest that The person unusual. Ask for ideas for a title for the magazine. so.STUDENT-CENTRED ACTIVITIES AND LONGER PROJECTS Wall newspapers Preparation You will need mounting card and a space to display the newspaper. at the same time. etc . . while others will have to be helped to make a decision. Students should correct their work before it is stuck on the wall. celebrities. should be interesting in some way. translation and reference skills. speaking. local and international and magazines. Ask students to vote for the best title. Ask for a volunteer to write and illustrate the title for the poster/newspaper. puzzles. . 3 Ask students to suggest specific ideas for items for the newspaper. or have How many? Any doss size. family friends. note-taking. • events. if possible . The magazine remove the earliest articles and replace them will. When the list is exhausted. you should set them deadlines for their articles. organisational skills.. 108 . Elicit the kind of items which can criticism of advice on where to eat and where to recipes. . 8 The magazine will grow slowly but steadily during the term. this can be in L1 or English. 7 Take the role of editor yourself.l ! iii: Advice Use the magazine for reading comprehension. make suggestions for corrections. Involve the students themselves as much as possible in the process. poems. Collect the papers and draw them at random to find the order in which the pieces will be written.but this is an onijoing activity. E_: ~ . interviews can be carried out with fellow students. • In class 1 Introduce the idea of newspapers be found in them. or quiz activities. remain a constant source of interest. this might include writing letters or making phonecalls. Do not worry if interviews are held in l l . How long? 3(}50 minutes ini1ially. -I ~ -I up. 2 Explain that the class is going to produce a wall newspaper in poster form. interviews. S Give each student a number. Students who wish to interview local celebrities may need some assistance in setting this E: . which they write on a small scrap of paper. The items should not all be produced the course or term. careful record of who is doing what and when. Students will have to translate and edit themuseful skills in themselves. such as actors. but articles are still being produced. or they have achieved something out of the ordinary. sports coverage.

-------------------------------------------- :~ I~ Extension Ask students to note down the numbers of the pictures they selected and to write down why they selected them. ice breaking.. picture represents how you feel about starting a new class? c Which picture represents how you feel about being a teenager? picture represents how you feel about the world today? d Which l·~ ~ e Which picture represents how you feel about your home town? Your own teaching context could provide other questions more specific to your class and setf ng...... It makes me feel .~..~ FeE (or any other think of . I 107 .. Ilike it because . It reminds me of . Students' answers can involve very personal responses. . ~~ !~ l~ l~ !~ l!:5i ~ Advice The first question should always remain the same. Give every picture a number and make sure that these can be clearly seen from a distance. 3 Ask the second question: Which picture represents how you feel about learning How many? English? Tell students to make their choice and then tell those standing nearby which Any class size. . Try to remain as receptive and non-judgemental only as possible when feedback is taking place. recycled vocabu!my. Postcards of paintings can be used instead of magazine you have a large variety of different styles and subjects. Ask students for ideas for a fourth and fifth question. ks :~ if the request for your opinions comes from the class). Whafs it for? Opinion excha nge. photo-journalism stranger the photograph Advertisements and are the best sources. .. Ask students to go round and have a good look at the pictures. The pictures and their writing can be displayed. . genuine com munication. but make:sure that k. 4 Ask the flnal question: Which picture best the procedure for the other two questions... emotions and feelings. It makes me I. pin up the pictures around the room.. that it's the last thing you see at night and the first thing you see in the morning? Ask monitor their conversations. give one or two to each student and ask them to display the pictures. try not to use fashion and interior shots.-[i l F 5J STUDENT-CENTRED ACTIVITIES AND LONGER PROJECTS r~ r I~ Picture gallery Preparation You will need 20-30 large. You should also be prepared to talk freely about your own choices jf students appear genuinely curious (and illustrations. While students are talking. Then ask the first so WhOIS it for? More sophisticated students at lowerintermediate level and above. but other possibilities for questions 2 and 3 include the following: a Which picture represents how you feel about starting your examination) b Which course? Language needed? .51 j~ I~ i~ i!il I possible.. . . Again monitor students' conversations. . represents how you see your future? Repeat .- picture they selected and why. question: Which of these pictures would you like to have on the wall beside your bed.. How long? 20 minutes.. If you have time before the lesson. !~ !~ I students to make their choices and to tell those standing nearby which one they selected and why. The the better.. !~ !~ j:!J I~ In class 1 If you 2 didn't have time to pin up the pictures before the lesson. but try to mix as many different atmospheres as r~ . : I I !=<1 I·=t . evocative pictures from magazines.

We don't actually have to see the spaceship land.! !' . 31 ~.:. corridors or street for external locations. ~I E:. instead we can see the The way students solve look on the faces of the witnesses as they look out of the window. Tell them to cut bubbles from the white paper and stick the photos information can be written on strips of white paper and Advice Teenagers can be nervous about roleplay. grounds. Secure this before you start the project. I 31 ! 1 3 will be almost entirely in English. The teacher's desk can be transformed into a variety of locations with a simple sign saying Reception. Police Station. Students on props. The time schedule above is a rough guide only. but my experience inhibited about this form of 'drama' is that they are less because they are not required to speak or move. 2 Students decide on the arrangement in suitable spaces. Oporto..31 I 106 [~"'··~I ~ I . display card and and thought bubbles. who mode this a regular feature of Junior Summer Schools and whose classes produced some outstanding . The activities in the first and second lessons can easily be extended and do not have to be cut off when the lesson ends." ~i ~.- .ii ~. Students often get very engrossed in this activity and you must be flexible. remember that you may need permission to do so. Acknowledgements I had already experimented activity demonstrated with this activity with native speaker children in the UK state EFl closs until I saw the and Helen Stephenson. Make sure that all your instructions and comments during the activity are in English and insist that when students are talking to you.:~I i ~ c:" ! ~:··~I 'i31I : !!' I am also grateful to colleagues at the Edinburgh results. Advise If a can sometimes make themselves over-dependent them to restrict themselves to what can be found in the classroom.STUDENT-CENTRED AcnvrnES AND LONGER PROJECTS Photostories In class: lesson 3 1 Give out the developed photographs white paper. a great deal of L1 in monolingual classes initially. these logistics problems is part of the process of creating the story. Damage to expensive equipment can sour the experience for everyone. This activity generates a great deal of enthusiasm and. of the photographs and compose the dialogue along with glue.iJ/ 1 . This is not a reason to avoid the activity.. Remember this is a student-centred activity. If you are tempted to use the school yard. watch out for over-ambitious planning in the first and second lessons. ~I -I ~ . scenery and costume.:·. School of English.". However. I i~~ . Additional stuck below the photos. Fourth lesson is needed to satisfy students' creativity. therefore. do not let very young students take any of the photos. ~ ~I E: If you are using your own or the school's camera. scissors.L~!:. Lesson E. but I didn't have the nerve to try it with a monolingual very effectively by Angus Gascoigne formerly British Council.. 3 Display the final stories for other classes to read. then you are advised to accommodate this need. etc. system. they use English.

. It in which a story is told either in 51 ~ !"tJ ~ ~ ~ ~ ~ ~ ~ strip cartoon form or with photos. or 36) boxes on a piece of paper and write brief notes about each shot in the box.!3l ! . ask them to divide the story into 12 (or 24.:.. or retell a traditional story in a modern setting.. c Thoughts and feelings are shown in cloud-shaped scene for every exposure on the film. Who's it for? Pre-intermediate level and Ilbove. they willtell their stories with vocabulary already in their possession. It does not necessarily have to be in English.>'_. 2 Elicit the conventions for telling comic strip stories: a The story is told in boxes which show the most important action. on how long together or in groups. organisational skills. In class: lesson 1 1 Ask students if they read or have read comic strip stories. . above and below the pictures.J~:' -. Examples include: !iJ ~ How many? Any des size..'-. Requests for new lexis should be met as the need arises ruther than by Irying to anlicipate needs. :l'~~:': ~:~~ i~ !I ~ -. mounting cord. Once groups have decided on a rough plot. • The thief gets caught The lottery winner A modern Cinderella A modern version of Three little pigs Kidnap atthe school Money doesn't buy happiness The aliens land 4 Divide large classes into groups of !~ t~ 1 I ~ Whafs it for? I~ !~ . b The dialogue is written in balloon-shaped spaces. ::::.~ In class: lesson 2 1 Groups reform and refine the plot details and decide who is going to play which part in the story. 2 Encourage the rest of the group to direct the poses and try to avoid ordering students into position. The film must 105 . but these do not all have to be leading roles.'. ~. ~-' STUDENT-CENTRED ACTIVrnES AND LONGER PROJECTS ~""~" :-". Lorgeclasses can be divided into groups. should have parts for every member of the group... or magazine. 24 or 36 exposures. The storyline . ""0'/· ~. Language needed? 8-10 students for planning the story. :~ the is taken. ".. or 36) scenes .h ri! ~ ~ e'" \\.. minimum. As each pose is assumed. They can either think of an original story. a photograph now be developed. depending you wont students' stories to be and whether the class is working is useFul to have an example of a comic. If students are short of ideas. d Extra information is written. story summary..31 I I . Depending on the storyline students choose.: Photostories Preparation You will need a camera and a film of 12. How long? Three lessons of 35-60 minutes each. Gialoguewriting. glue and scissors are needed for the third lesson. briefly. It is helpful at this stage if students draw 12 (or 24. White paper. provide them with some starting points.'.. 3 Tell students that they are going to make a photostory of their own.

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you may find it advisable to model one or two questions. they should write it on the name card in the picture. minimum of four students. Make sure that students all know how to pronounce are able to recognise which ones are girls' names and which ones are boys'. EJ. checks etc to the master before photocopying if you wish to focus on this. plain. present simple for appearance and present continuous for clothing. How many? Any dass size. patterns (striped. I e! ~ . ~ II l' _.) r J{ . prepositions of localion. appearance. between). about and substitute ones which are more However. They can use any information provided in their picture to help them. short. white-out the names provided instantly recognisable to your doss. spotted. opposite. floral. hair (/ong. They can use position. 4 After a pre-arranged amount of time. you do wish to work with English names. C or D) to ~ : • each student in their groups.. 2 Explain that students are all new at the school and they are trying to learn the names of the other students in the class. straight.: L. l1li Whafs it for? En~ish names and spellings. Who's it for? Pre-intermediate level and above. description of appearance and clothing. curly.L. in this way students will learn that they can use all the visual information at their disposal to answer.: I ~I ~1 E! ~ ! ELi ~ Ll ~. Copy a set of ~! Meet my class pictures • • for each group of students. This will include hair length and colour and clothing in some ii~ i Meet my class picture (A.CONTROLLED COMMUNICATION ACTIVITIES i$ l~ :E ~ Meet my class Preparation The activity is for students working in groups of four.. prepositions (beside. ~. if them and ~i j E s. spots. When they find out a new name. E IJ IJ j Language needed? What does s/he look like?. or the culture in which you are working. clothing and names [including those they have learned). The only way that they can find out the names of all the students is to ask the other members of their group. Encourage students to check their answers by referring to visual information. dark. fair). Give out a at any of the others. but not ~: :: f!i. 3 Before students carry out the activity. B. organise feedback and check answers. Make E! :' ~ sure that everyone has the correct spellings. next to. j.' • Advice If you feel that your students have enough to do in this activity without bothering English names.i.! 102 eLi CO J . Point out that students may look at their own picture. you are advised to write the names on the board before the activity. ~: i How long? 15 minutes. checked). In class 1 Divide the class into groups of four. Add stripes. ~ i~ cases.

Which school do you go to? plans f4·' tennis court :~ :~ ~ I garden area rear exit classroom indoor pool rear exit . PHOTOCOPIIJBLE by Jean Greenwood © Cambridge University Press 1997 101 .._--~---. rear laboratory music room video studio !1!9 31 ~ ~ ~ sideD exit head teacher offices room staff c] library classroom boys toilets DD /I side L_jexit ::I !S :5 !!J ~ From ACTIVITY PLAN D BOX E~CE~====================~~ ..~--~...... <:j.....~ '3 :~ D head teacher DC] offices staff room C] /I side L__jexit 3 ~ sideD exit C] :3 ~ library classroom 3 ~ boys toilets DC] main door girls toilets ENTRANCE 3 ~ PLAN C outdoor pool gym/han 3 ~ ~ ~ ~ tennis court /i ... D L_j..

. ! 111 _ ~ E.y..a-ss-ro-o-m--..--~~--~ .. -1 . ~l' . 1-. _1 IIi) '-r-. -i "~i wi ..-C]---rrI'-D---'--C-la-ss-ro-o-m'=.' ~[~ ...1 -l .. I I..S. [i_ I m _" i PLAN A E ~ ....rlS . toilets toilets QQ. ~I tlllll b. -! -] outdoor pool garden area music room laboratory computer lab p: til E rear exit classroom art room classroom head teacher side~ exitu DC] .i..! .:jijl . D ~ • Ul' /I E ~: E .o.plans Whichschool do you go to? garden area gym/hall outdoor pool . iii E ~ staff room .1 ~. -' ur<' E . .9. i -i ! ~ [:j __ I_ib_rary.--~r~~:~ .-[:j~"""~I"------"--~"'_--".. ~ .. ~: ! _J offices gym/hall E til side L_jexit \ _I :!. From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 E~ . laboratory music room video studio p:"' f I head teacher side~ exitL__j offices staff room side LJ9Xit ~DD library classroom boys toilets girls toilets /I ~.=ill _ • ENTRANCE PLAN B 100 PHOTOCOPIABLE E..~~ '-r"'-' ~ ~ I_I. ~_~_~-I~ ..r-c-.~.. .

. 3 The activity ends when students have found all the members of their group. directions.cL.._. speaking..1liI'I : '"-~ ~ "a~ ~J~~ I ~. Extension Students discuss the relative merits of the different schools and which one they feel has the most successful plan. minimum of eig ht students..C1 I to each other and asking questions._. How many? Any maximum dnss size. straight ahead. school subjects. They should do this by describing and questions will have to be quite detailed. cocpenricn . so.. 99 .3 ~ ~ ~ I:!) .. I ~:~ :'::ra . courtyard. Try to ensure near equal numbers of each plan. • !~ I' :~ 3 1 language needed? Oescribing buildings... Point out that the four schools are very similar. • understand that they are not allowed 2 Explain that the object of the activity is for students to organise themselves into four groups according the descriptions to the school they attend. asking and answering questions. [~ !~ II!!J I~ In class 1 Shuffle the Which school do you go to? plans and give them out. As a preliminary reading a floor plan if this is the first time they have step. behind). organisation skills.. reading floor plans.. !!. their plans l1li How long? 15 minutes. it may be worthwhile drawing a floor plan of the school in which you work on the board and guiding your students around the plan.. • . corridor. locations of rooms and facilities. along. !~ I~ I l~ Whafs it for? Listening. Who's it for? Pre-intermediate levelond above.1.~:.1. Make sure that students to show their plan to any other member of the dass. prepositions (opposite. !i .. play area. iss i~ fSi j!iJ j5J CONTROLLED COMMUNICATION ACTlVmES Which school do you go to? Preparation There are Four Whichschool i~ t~ I~ do you go to? plans. !~ !~ Advice Some students may have difficulty worked on one.entrance. !~ I . in the middle of. Copy a plan For each student.

.~a I I I I I I I '#~e4- ... . 4 Sa~ LI4f l) . r .. . . .. • . ~ !l ~ . . . TDttilt ---- I I I I I I I I TfJrat __ ~ II s. . . . . I I I I I . . .. I I I I 2 PtZZQ. ' .. .. ~:' ~- ~ ~ ~ zf~··························· z~ I~ I~ .~ i I I I I I I I I I I I I piI I ~ ~~~-~~~~~~~~~~~~----~~~~------------~~-------------~-~-------~---------------------~-----------~~-------------------~-I I I I I I I I I ~! E:I E~ I I I I I I I p! SftejJpiltj 3 CMJE/. . I I I I I I ~J. .urjCr .. I J I I I I I I I I I .. II .1 I I I I I I oreal114'. . . r" Ii .... .. .ms 2 Apple pies ...············ . ~ ········ .arjCN 1 Ham/. II . . · I I I I I I Z(}~~ · I I I I I I I 3 Salads Z Cokes 1 Milk shake 1 Apple pie . . ... I ~ ~ ~ ~ ~. I I I I I I I 'Totd I I I I I I I Total ~! ~! tiE ~I : I I I I I I I . I I I I I Shopping List 13 Z Hot d09s 1 Hamburger Z Cheeseburgers 1 Fries z~ ~1'7 ··········· . . .~ lists Fastfood x .. 2 Apple jJlfit. . ... . 4 Frft4. . 2 Icc ~ II II ~ II 2 Ice crea. .-= II ~ Ii I I I I I I ~ !I E'~ by Jean Greenwood E JI I I I I I I I I I I 98 PHOTOCOPIJlBLE From ACTIVIlY BOX © Cambridge University Press 1997 sJ!L "I] I ~ . . I I I I I I I I I I I I I I I I '..1 I I I I I I I I I I I 3 Milk SltaJ!&J. . ... 1 Oraitft JtUC8.' .$ ••• 1C"'eeseburger 1 HtJt dDg 1$fJltflld II I I E~ L: I·i. .. I I I I I I J ~ !i r" E:' . .. . .

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milkshakes and lemonade are cheapest at Softees. . 2 Tell the rest of the dass that they are tourists ond they do not have much money left. are cheapest at MacGregors. but when they turn students may well discover where the cheapest hamburgers to the second cheapest place. hot dog. The hamburgers. and so on. please? Advi(e If your class is large (over 24 students]. Counter staff can refuse to serve anyone who does not follow these rules.60 D £14. listening. they will have to go to each the restaurants in turn and find out how much everything of costs. How long? 20 minutes. Make menus. Haw much is .. Tell them that the object of the activity is to buy what is on their list for the lowest possible totol price. Give each student a Fast food list. speaking. This should help with discipline! Whafs it for? Asking and telling how much something costs. lemonade. Each restaurant has three of the lowest prices. Key list minimum price A £7. . Or.CONTROLLED COMMUNICATION ACTlVrnES Fast food Preparation Make a copy of each of the four • • working in the Fast food Fast food restaurants. In doss 1 Explain to the class that there are four Fast food restaurants operating in four different parts of the classroom. They will then have to hurry back down the activity.25 B £8. milkshake. you may wish to have more than one student behind the counter of the restaurant. 96 . Remember to keep the same pattern when you replace these prices with local currency.. white-out the English currency on the menus and replace it with local currency. ice cream. tell students working to work. they should cross it off their stock list. They must then remember How many? Any dass size: minimum of eight students. apple pie. Can Ihave . writing. Four teams of enough copies of the 1-4 students will Fast food lists so be that there is one for each of the remaining students in the class. You will need to make extra copies of the menus for either of these variations If you want to make the activity more competitive. As they sell for example.s it for? Pre-intermediate level and above. Who. ?. where they can get the cheapest items. each hamburger. reoding. The cheeseburgers. at the fast food restaurants that they only have a fixed amount of each food and drink to sell. 3 Remind students that they must be polite at all times and that they must not jump their place in the queue. fast food (hamburger.. fries or chips. orange juice. To do this. and coke are cheapest at Burger Queen. you can use Fast finishers to help out behind the counter. cheeseburger.15 C £8. the restaurant has sold out. They may have to buy something on their list from each of the four restaurants in order to get a bargain. This means that are sold. pizzas and fries are cheapest at Burger Shed. the salad. salad. If you feel that working in English currency is an additional complication which may slow up there to buy their meal. These students are not allowed to show the menu to any of their customers. Appoint one (or more) of the students to work behind each of the counters of these restaurants and give them the menu to study. go back and buy them and write the name of the restaurant on their list. ice cream orange juice and apple pie The hot dogs.20 • Language needed? Prices. Finally.. coke. pizza)..

The person in front of you was looking out of the window. The person in front of you was drawing a picture. ----X ~ ! ~ From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 PHOTOCOPIABLE 95 . You were cleaning your nails. The person behind you was looking out of the window. You were drawing a picture. The person on ~ your right was thinking about football. ~ The person in front of you was doing their homework. You were sharpening a pencil. The person on your right was copying someone's homework. The person on your left was copying someone's homework.. The person behind you was sharpening a pencil. You were eating a sweet. The person behind you was thinking about football. •. The person behind you was doing last night's homework. The person in front of you was cleaning their nails. You were furthest away from the teacher and you were sleeping. The person behind you was drawing a picture. The person behind you was cleaning their nails. The person on your left was cleaning their nails. The person in front of you was playing with their hair.!a ~ ~ ~ ~ ~ ~ When the alarm went off cards You were sitting in front of the teacher's desk. The person on your ~ right was eating a sweet. You were copying your friend's homework. The person in front of you was writing a letter and the person on your left was filling a pen. The person on your left was drawing a picture and the person behind you was writing a letter. The person on your left was writing a letter. I I I 1 I I I I I I I I I I I I I You were listening to your walkman.. The person on your right was writing a letter. You were playing with your hair. You were making a paper plane. The person on your left was listening to a personal stereo. ·16 ~. You were doing last nighrs homework. The person on your left was looking out of the window and the person behind you was playing with their hair. The person in front of you was listening to the teacher. ~ 2 c:J . The person on your right was playing with their hair. The person on your left was making a paper plane.7 !4 ~ ~ ~2 ~ 31 3 ~ ~ ~ ~ ~ ~ ~ 14 ~ !G 31 ~ crJ C!J You were looking out of the window. c:J ----------------- . ~ ! ~ ~ You were filling a pen. You were reading a comic. !O ~ ~ s 31 ~ ~ ~ You were writing a letter. The person in front of you was sharpening a pencil. The person on your right was filling a pen. The person on your right was reading a comic. - You were thinking about football. ~ . You were listening to the teacher.

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in front of. 2 Explain that. However. This will provide them with information about their own actions and those of two of the students silting nearest to them. if students are working competitively. photocopy extra place cards and tell the class that at some of the tables on the grid there are two students. Each student will need a blank !4J '~ When the alarm went off grid and a When the alarm went off card. 3 Ask students to read their own place card. CD OTI [IJ IT] [l] ~ [JIJ [JQJ IT] [}I] IT] IT] language needed? Past simple and past continuous. likely that. • • 3 ~ How many? Minimum 12 students. The first method involves competition. maximum 20. problem solving. ~ In class 1 Give out a blank grid and a card to each student. some of them will finish for the in the pattern of the correct The second method emphasises co- ~ ~ . you could set a time limit at the start of the activity and stop everyone at the same time. speaking.!il :~ :~ .. writing. 4 Students get up from their desks and ask each other 3 ~ ~ ~ How long? 20 minutes. ?. Alternatively. Whafs it for? listening.. two of the students should be able to identify their locations immediately: the student furthest away from the teacher's desk and the student directly in front of the teacher's desk.. If there are between 12 and 15 . Who's it for? Pre-intermediate level and above.~ When the alarm went off Preparation The example activity is designed for a class of 16 students. the fire alarm went off two minutes before lessons began and the head teacher/principal would like to know where everyone was sitting and what everyone was doing when the alarm went off. reading.3 . 93 . 3J What were you doing when the !O 31 ~ . Advice One way for students to solve the problem is to write the answers as they find them .~ alarm wento(f?They can then write the correct numbers on the desks in the blank grid. • . Another way is for students to arrange themselves physically answers. on your right..~ . behind.~ 1t is highly before the others. Point out that every card has a number on it. If there are more than 16 students in your class. What were you doing when . The winner is the student who has managed to complete the largest correct number of desk spaces on the grid. operation. the previous day. From the cords alone.~ ~ CONTROLLEDCOMMUNICATION ACTIVmES . Key • [J[J IT] [ZJ IT!] [J1J ~ 3 :!I . It is up to you to decide what the class requires . on your left.~ students. these students are still useful sources of information =a ~ ~ ~ ~ slower members of the class. These two should fill in their number in the desk space provided. leave out one or more of the cards in the back row .

pictures That's minel . g 92 PHOTOCOPIABLE From ACTIVITY BOX by Jean Greenwood © Cambridge Universify Press 1997 .

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describing mingle and move on to other partners until they have found their four missing objects. pencils. -1 . it's got . tell half the class to remain in their seats while the other half move around. and pencil cases. make it a rule at the beginning what they have lost. with it. This activity is suitable for classes of over 24 if you have enough space for students to mingle... spotted. long.. mount the pictures on card and cover them with plastic so that they can be used several times over a period of time. that they must stand back to back while they describe I I ~ I~ I i: ~ I -. Advice If your students cannot cope with pattern and shape.. they all took the wrong things home with them. irs made of . material.. If. floral. • How long? 15-20 minutes. f -i iij -: it.. square..!. I!' E ~ [ E . Give each student a set of five pictures which you arranged before the lesson: one large picture. sharpeners. you will need four copies of the sheet of large pictures and four copies of the sheet of small pictures.. plain. there are 24 students in your class. .' [ . otherwise preparation involved outweighs the usefulness of the activity.. they must give it to the real owner.. If you do this. \ I . . minimum of six. for example.. round... If you do not trust your students not to look at each other's pictures during the activity.. E .. I 7"4:- I - I . They now want to get their own things back...' _1 .. short. ? What's it like?. -=1'~··~ii 1 Then make new groups of five pictures with one from each pile. I ~Jj -1 : ~. Students J • • texture. . 3 Students get their own things back by asking other students if they have any of their things and describing description them in detail. If any student has a small picture which matches the in their portner's large picture. Copy enough of the small Who's it for? Pre-intermediate level andabove. and identifying objects by shape. colour. Whafs it for? Listening. Make sure that the objects in the small pictures are not in the large picture. If space is limited. one sharpener. speaking. rubbers. triangular.. -. In class 1 Divide the class into pairs. 2 Explain that when students left school yesterday. pattern. • That's miner pictures so that each object in every large picture has a small picture to go the w::::. ! \ . How many? Any doss size..~. Arrange pictures into five piles: large pictures.CONTROLLED COMMUNICAnON ACTIVITIES That's mine! Preparation Make a copy of a large Thai's mine! picture for each student. i - : . I li I E: . r "'i lllii -I . -' ~. lI.. I ~: ~ J ~: 1 II -i_ !Ii - ~. one rubber.. you can simplify the activity by colouring the objects.striped. 90 . one pencil and one pencil case. these are the things in the large picture. the • Language needed? Have you got . oblong.

II :3 3 !iI 3 ~ Didadraw pictures *4') 3 ~ 3 ~ s 3 ~ 3 ~ 3 ~ 3 ~ :3 ~ :I !l 3 ~ :~ :~ : . ~ ~ !~ From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 ~ PHOTOCOPII1BLE 89 I ..!i I~ .:!_.

The winner is the group whose board drawing resembles the picture on the artist's back. pin A3 sheets of paper up in the four corners and have a group work in each corner. longer. E ~ Whafs it for? Describing appearance. thinner. in groupwork.CONTROLLED COMMUNICATION ACTlVmes Dictadraw Preparation This activity can either be performed in pairs. facial and bodily features. Who's it for? PJlrintermediate to upper-intermediate level. or if you wish groups to work in different parts of the room. E E E: E: • I. My experience surprisingly stops them from communicating the instructions clearly to their artist. listening. shorter. After a pre-arranged stop the activity and let the artists see the picture they were trying to draw. fatter. 2 Ask the guides to stand behind their artist partners. 2 On the back of each artist pin or tape a different drawing. Distribute the pictures to the guides and ask them to pin or tape the pictures to their partner's back. Dictadraw pictures ·1 in case this happens. How many? Any doss size. make it a rule that is that it is have a different emphasis: the groupwork activity is competitive. E ~ If you do not have the luxury of a large white board. In class (pairs) 1 Divide the class into pairs. cOiIperotion.: ~" 10 minutes each lime. Have spare copies of the available students working with the same picture. descriplion of E P E:_: ~. instructions from those of the other groups. 4 After a pre-arranged amount of time. clothing. giving clem inslructions. alternative emphasises co-operation. quiet after an initially noisy start. You may think that working in groups will be very noisy.. Students soon realise that excessive noise To avoid one student taking over the instruction-giving students take turns to give an instruction each . Ask the four artists to face - the board and give each of them chalk or a board pen. 3 The guides describe the picture for their partner to draw. It is up to you to decide what language needed? Whot does sj1Je look like 1. In class (groups) 1 Divide the doss into four groups and ask for a volunteer from each group to be the group's artist. time. of their group will coil out instructions. Explain that one student will be the artist and the other will be the guide. stop the activity and remove the drawings most closely from - • [J" ~ ~ the backs of the artists. . or in four groups. Make sure that artists are not seated next to a pair of 88 . you will probably find that the artists want a turn at giving the instructions and vice versa. Each pair or group will • need one of the Dictadrllw pictures.! I If your students are working in pairs. speaking. E ~ • Advice The activity variations while the pairwork your class needs. Tell them that the other members ~ How long? 3 Point out that the challenge of the activity is that the artfsts have to distinguish their fi: .

) I \------------------------ ~ l~ l~ I I I I I I I !!t 1 -------------------------------------------------------------~--------------------------------------------------------------~ I I I I I I I I ~ !~ l:3 . Tee1h ~~------------------. . I I I .~.~ _ t ~~Q~------------------Ears ~y~~------------------...\!~ __ s_h~~!~~~~ ------------------------ Nose \------------------------ ~ ~ .. I I I I '31 ~~------------------~~'! _2 _pp~!e~_~~ _~ ~ Nose :~ =3 ~ .¥a T!I ~ ~ ~ Aliens pictures 3 3 ~ ~ ~~-~~--------_Ears _ ~~~------------------Ears f I ~y_~~_-_-----------Nose • T~fu _ ~ I I I I I I I I~ ~ Nose • T~th \-----------------------~ \------------------------ I I I I I I I I I I I 3 ~ I I I I --------------------~----~-------------------------------~-~-~--------------------------------------~--~---------~----------~ =-'L I I I I 3 ~ I I I I I I I I I I I I 3 !il 3J ~ I I I I I I I I I I Ears I I I I I I ~~~~------------------Ears ------------------------ ~~~------------------Nose T~fu I I I I I 3l ~ I I I I ~)[~~------------------~~~~ __ f_I~~Q ~~~ !~d_ Teeth _ \------------------------ ~ ..~ ~ From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 PHOTOCOPIABLE 87 .~ I I I I ..

When they about the alien. The alien can also be drawn. E_j ~ ~_ I~ ~. WhCJtls it for? Asking ond answering about appearance. • In class 1 Explain that students are going to find out more about an alien and what it looks like. 3 Explain that students each have only one piece of information way to find out all the information on their paper. ii~ ':iii1 ii . number. size. If this is the first time students have ever done an activity like this. while students who tried to do what was requested are ignored.. ~:!~ E. Practise the question forms students will need to ask about arms and legs and facial features.. ~ can be extended with further information about what the alien eats. elementary and preintermediate levels. The only III is to get up and ask the other students in the class down in the right space.~ E! ~I 1 ~. using the information on the Depending on students' level.: ~ ·'·1- ~. Aliens E:! 3 r. E·3 -~! ':. ' III Language needed? Alien.j ~i: 3 ~~ Aliens picture to each student. ears. arms. i 3 - How many? A minimum of six students.. Once students have the descriptive they can draw the alien and then expand the brief details into a paragraph looks like. the descriptions details. the sound it makes and where it lives. ask for feedback and write the answers on the board so that you can check spelling.~ : .J 86 EJc~ E'I~ JJ -[-I . they may be more interested in Finishing quickly. etc. can answer more questions as they receive more information. they should write the information have all the information. about what it pictures... they should sit down. legs. 30-50 minutes ifthe writing and drawing extensions ore done. . Instead of criticising students who cheated. ?. The activity does not take long as students ~···~3 r!_: l:. Advice Your role during the information exchange is to monitor the language and to ensure that students do not simply show their papers to each other.! ~ Ei'~ E. They can only ask each student one question. nose. If they get an answer to their question. how many . eyes. Teachers are often tempted to give attention-seekers the attention they crave by singling them out for criticism. give out an WhOIS it for? Beginner. This activity will probably appeal most to less sophisticated pupils in the 1() 12 age range. teeth.~ 1 How long? 10 minutes for the inilial activity. Stress that students must not look at each other's picture. I II II ~1 ~I. What are they like?. mouth. Beginner classes may need the inSITUclionsin ll. praise students who tried to do the task correctly.J~I I E !3 ~L. Extension The activity lends itself well to extension work.. i r' . 2 When you are happy with the question forms. 4 When students are all back at their desks.CONTROLLED COMMUNICATION ACTIVITIES Preparation Each student will need one of the Aliens pictures. ~!. colour. shope.

or five or ten seconds (depending of a substitution before they lose a life. the game can still be successfully played without explaining The game is supposed to be played quickly. If students are not yet ready for on explanation of this it. Tell students that they will only have three. You do not have to write and rub out the answers on the board once students have grasped the idea of how to play..~ 1 'I il~ :T3 3 GRAMMAR ACTIVITIES :i~ Pass the passive i~ '3 !~ j3 Advice If you have a large class. difference. Accept answers only through the captain. that material will change into another material during the process. It is a good idea to explain this before the game starts rather than slow it down with interruptions. Instead. ==3 I" .~. Students sometimes have difficulties with the difference between made from and made 'j3 !3 !~ !3 !~ !3 I [.~ !~ of. for example. gloss is made from sand. ~ ~~ 85 .. •. you will find it difficult to give every student more than one turn. but windows are made of glass. upon their level) to think [3 •• !~ !3 l~ !:3 l~~ ! :3 1 !~ !3 !~ -.~ . Appoint the weakest student in each team as captain. When a product is made from something. divide the class into four teems.

this material: Teacher: Student Anyclass ize._~ i i: ! ~\ the player who has lost the fewest lives at the close of play. countries. but they stay in the game. radios. 1: Chairs are made of wood.. wheat. speaking. _1 4: Bott/es are made of glass. 84 . but can be any matter From which something is made . s Wood. S . plastic. or wood with another material. m made from andmade in. Make sure that students understand that material in this context does not simply refer to only fabric or cloth. metal. drills. 1>1 -f the difference belween ode of. material in another list. • In class 1 Ask students to look around the room and identify as many materials as possible. Student 10: Beer is made from haps. The winner is E! ~ -i -! . materials (wood. etc) on the board in a list. 3: Bottles are made of plastic.foodstuffs (milk. Student 8: BMW cars are made in Germany. iFstudents run out of ideas. they lose a point or 'life'. 2: Chairs are made of plastic. Time How long? 10-15 minutes. etc). III III 2 3 4 Ask students to name products made from these materials which are not in the room. cocoa. ~ ~ ~ J!!: -i -j Language needed? Present simple passive.. or from.. paper.n! 1 -I Student 7: BM W cars are made of metal. cotton. Write their suggestions next to the appropriate Supplement both lists with additional vocabulary spent at this stage will make the game faster and more entertaining .. 6 Rub out wood on the board and replace it with plastic. chairs. level • . The game continues thus. Student 9: Beer is made in Germany. for J example: Student Student Student Student -! I'. 6: Dishes are made of metal.1 -. etc). another product. Student famous For making the product. This student must produce a sentence in the passive voice which includes the material and something made of. or with the nome of a country which is particularly Student Student 2 can only make one substitution. 2 can now substitute chairs with Whafs it for? Substitution listening. IFstudents miss a turn. products (cars. 5: Dishes are made of gloss.GRAMMAR ACTlVmES Pass the passive Preparation None. Write their suggestions (paper. i ~ . r S Write this first sentence on the board. speedyesponse. wood. Clean the board and demonstrate the game. etc). Who's it for? Pre-intermediate andabove. Give the name of a material to a How many? student.

~ ~ From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 PHOTOCOPIABLE 83 .ill 31 ~ All change pictures 3 ~ 3 I~ !3 !3 !~ !3 !~ !3 l~ I:§ -----------------------------------------------------------------------------------------------------------------------------~ !3 I -----------------------------------------------------------------------------------~ !3 !~ \3 ~ w <t !~ !3 !~ I Ii: :t .~ w =3 -~ 2 w co ~ -a .~ --51 3 !.~ ---------------------_---_--------------------------_-----------------------------------_------------------------------------~ ~ .

He's had his hair cut. If you wish.) 5 His tattoos have been removed. (He's had his teeth fixed. the 'before' partners must not look at each other's picture. His agent has told him that if he makes some changes to his looks. (He's had his hair cut. - lower.) 8 His shoes have been cleaned. Give out picture to one student and the 'after' picture. listening.) language needed? Tattoos. he will get an important part in a new film. you is not picture while you have a copy of the 'after' one. (He's had his T-shirt mended. removed. c 2 3 His beard has been shaved off. Students will direct all their questions to you in this case. (He's had his beard shaved off.) His clothes have been washed. speaking. (He's had his trousers/shoes mended. • How many? Any doss size. 3 As students find each change. fixed or mended.) Extension Classes sometimes like to discuss whether or not a person should change their image in order to get work. .jntermemote level. this procedure unless you really feel you have no choice.) Whafs if for? DesCIihing change. His hair has been cut. Would they have had their hair cut? Advice It is essential that students don't look at their partners can give them all copies of the 'before' recommended picture. Mick agrees to change himself. (He's had his clothes washed. Ask students to sit back to back with their partner..) 4 His teeth have been fixed. to the other students. Students describe their picture to their partner and find out what changes have been made. Stress that How long? 15 minutes.) 6 His trousers/shoes have been mended. 2 Divide the class into pairs. WhOiS it for? In class 1 Tell the class that Mick is a young actor who never gets any parts. writing. or. (He's had his tattoos removed. beord. 82 . • Key His hair has been cut. You will need one copy of the All change • 'before' picture and one copy of the 'after' picture for each pair of students. they should write it down in the target structure: either.. shoved. 7 His T-shirt has been mended. (He's had his shoes cleaned. cleaned.GRAMMAR AcnvmES All change Preparation This is an activity for students working in pairs. present perfect passive or causative form. In order to avoid this. However. o-operalion. cut. point out there are nine changes.

Give the other students a second conditional question. 3 The student who was sent out returns. • Language needed? • ---3 -!I 3 ~ Second conditionals. •••• ? ~ ~ In class 1 Ask for a volunteer to leave the class. for example: .. r for example: 3 ~ I would keep a door open with it. lateral thinking. !~ 13 I~ 4 What would you do if you were super-intelligent? 5 What would you do if your teacher started screaming? 6 What would you do if it never stopped raining? 7 What would you do if you were invisible? 8 What would you do if you were given £ 1000 to spend in a day? 9 What would you do if you saw a spaceship? 10 What would you do if you saw a ghost? Whafs it for? Speaking. :~ -~ ~ =s ~~ ~ ~ 81 . 3 ~ How long? 5-10 minutes. The winners are those who guessed the student's response correctly.. III !~ 13 3 Example questions 1 What would you do with it if I gave you a brick? 2 3 What would you do with it if I gave you a bucket? What would you do if you ruled the world? How many? Any class size. What would you do jf I gave you a brick? 2 Students each have to think of a different answer which begins I would . .. You may have to give a Fewexamples to get them started.. Bring the student back into the room and ask the question. Alternative Send one student out of the room and ask the others to guess what that studentwould do in one of the above situations.r i~ -3t iii I GRAMMAR ACTlVmeS i~ i~ What would you do if -~ Preparation ~ None. recycled vocabulary.I Who's it for? Intermediate level. -3 ~ Advice Try to encourage studentsto give imaginative and creative responsesto the questions. . Tellthis student to guess the' ifclause' after hearing all the 'would clauses'.

cards I'd rather be a hammer than asClw 80 PHOTOCOPIJJBLE From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 .

:.. :3 ~ :::3 ~ -a ~_!! From ACTIVITY BOX byJean Greenwood © Cambridge University Press 1997 PHOTOCOPIJlBLE 79 . i~ ~ 3 ~ 3 iii ~ 3 ~ ]3 I~ !3 !3 I !~ i~ j3 J~ !-3 13 I i~ ":3 I I~ I !!J .~ .~ I -3 I .~ I'd rather be a hammer than a saw cards (..

They must also give reasons for their choice. I'd rather stroke a cat than a dog. dog and cat. for example.. or. This card will present them with a choice of two objects or activities. ~ -r ~ .. Iii: E ~ adjectives. Advice iFyou are not sure whether your students will be able to recognise and pronounce activities and objects on the cards.. ~- . nat so . as thecards. • I'd prefer plus infinitive. For example. Anydcss size.. I'd prefer to have a dog than a cat because cats aren't so loyal as dogs. because cats have the softest fur. with the card must state a preference for one of the objects or activities.I'd prefer + infinitive. speaking. However. . 2 The cards are shuffled and placed Face down in the middle of the table. a student who turns over the card with cat and dog on it can respond in the following ways: ~ ~ How many? I'd rather be a cat than a dog. Language needed? rd rather + verb. Members the group take turns to turn over the top card.GRAMMAR ACTlVmES ~ ~ I'd rather be a ha Preparation The game is best played in groups of four although larger and smaller groups are cards. . . you can go through the cards with them first. The winner is the student with the most points.. If students manage to do this successfully.• How long? 20 minutes. • possible. Each group will need a cut-up set of the I'd rather be a hammer than a saw J In class it for? 1 Divide the class into groups - Who's of four and demonstrate the game with one group. . you will lose the element of surprise which is part of the fun of the game. ... thevocabulary on IE ~ ~ ~ E ~ .. t!. I'd rather -...~ 78 . ~ . ~ ~: all the Whafs it for? Expressing opinions.. comparative adjectives. because cats are more independent .. . Sentences must be begun within a time limit of ten ~I seconds. as. of -r ~i ~ Intermediate level. ! . superlative adjectives. '1 . Alternatively. running and dancing.. listening. I plus any verb of their choice. using they could use The student ~! ~:c. The game continues until either all the cards have been used or you have called a halt. they get a point.

.!f'-~.- .c+>0 0> 0 0 ~. ......_ l0 S (/) Ck: CL a3 2 "Q) 0) cO)(/) C e :::> a '0 (90CLCO 0 ..+-0 :::> Q) co U) E o e C o § o 0 .0 0 E E E 2 o0 o 0 0) o >. .....~ -I~ EU:::: Q) ... .s: 0) l>. '3 ~ u ~ Q) ........ . 0000000 ----------------------~-----------------------------~ 3 I' ~ 3 ~ ~ u += (/) Q) I- -0 U 3 0000000 e a 0.0 o -0 0'> .c . _!! ~"'··3 0000000 0000000.J e£ +- 0> 0 co 0000000 From 0000000 0000000 IJ:lt)I.. !:~ i':..c ffi 0) .. o0 0 - ~ C :::> E a '0 0 o CL co g 51 C ....: ~ ...0000000 ----------------------------------------------------~ ... 77 ~~ -L r ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 ..c +-0 ::J e ~ ..s: .Ia'tJ4V':l!. ~..... .~ ~. 0 0Ck: 0:: Q) ~ (9 ::J C OCLCO g a Q) C '0 51 E 0 .. Q) Q) -0 '". It might have been murder checklists i~ .0000000 ----------------------------------------------------~ . "'-0 e ....0 o I- § E . § o I- E 0 I- 0 -E .- ~c:::I c..I 'E I ::I UCk:O::(9 e a..'~'~ o~~ V) 0>0 0> Q) ..~ .s I- ..~l!l T ..e §3 "c .. 0 E >a (::)Q ::JCO ~ 0000000.... "4 ~ r I- __l___ ~ ~"..-3 -' I i" •I:!iii -..Q) +>a co U) o Q ~ oJ I- o § 0000000 0000000. 3 .C.... Q) (/) u 0'> . c .

cards It might have been murder Candlestick Bedroom Dr Wheeler Rope Study Mr Carter Pillow Dining room Miss Mason Gun Kitchen • Dagger Uving room Professor Fletcher Poison Colonel Chandler Bomb Mrs Tyler 76 'U:f. From ACTiViTY BOX by Jean Greenwood © Cambridge University Press 1997 .Jt1lq.JOin.:u..

. The murder cards will be more durable if they are mounted and laminated with transparent.~ Advice Watch out for students who do not realise that the game is competitive cords to a neighbour.f-~ ~ ~ ::~ i 75 .~ ~TS1 t1:!iI GRAMMAR ACTIVITIES "3 -I~ I I I It might have been murder 6 Both versions: When a student is ready to make an accusation challenge).. or covered and show their -3 ~ This is a popular activity and students often wont to play more than once. (rather than a name) in the. replace the say nothing and let the game continue.. Have some extra copies of the checklists available in case another game is requested.. ." ·i.. If the accusation was wrong in any way.. Check the envelope yourself. ~~ ~~ :3 ._---3 ~ . . (weapon).h ":. '3 ~ ::=3 ~: -~ -.I . (character's j3 I~ !3 I . [room) with the.I '-':. cards in the envelope. More able students will quickly realise that they can bluff by including cards in their challenges which they actually have in their hands. :3 -:! '3 -~ 3 ---~ . accusation was right. they use the expression It must have been. adhesive plastic. If the the student has won the game..

.. Students should not reveal their cards to anyone else in the group at any time . remove one card from each category or in a safe place. . as these cards ore obviously checklist the cards they have in their own particular . deductive reasoning. If can't have been Dr Wheeler. The challenged cards. bomb. simply double the number of cards given to each player. Make sure that students do not see which cards you select.GRAMMAR ACTlvmES It might have bee . It can't have been . even if they have two or three mentioned second challenge. It might have been Dr Wheeler with the candlestick in the bedroom. in one of At this point. and understand the three categories rooms. If any student in the group has anyone for example: of those cards. . S The game can proceed in two different ways. Explain that a murder has been committed by one of the characters. each other. the rooms. but it is not essentiaL Who's it for? Lower-intermediate level and above.. An envelope for each group will be In class 1 Divide the doss into groups and give out the checklists. How many? A minimum of six students is required. dogger. They can begin the activity by crossing out on their hand. if they r Yes. How long? 15 minutes for the fast version and 30 minutes for the slow version. Make it clear that a student can only hold up one card. thus: It might hove been . . It can't have been . the game can also be played in threes.. If your doss does not easily divide into groups of six. individual students challenge one hold one of the in the most recent challenge in their possession.. depending on the time available. Language needed? Fast version: the first student in the group makes a challenge... It must hove been . and place the three cards in the envelope. Slow version: instead of challenging another. if they don't hold any of the cards. . (Student shows Dr Wheeler card. speaking. • 2 Show the class the murder cards and explain that each card represents an item on the checklist. gun.. The next student in the group now makes the student replies. It might have been murder checklist. rope..... it might have been . They reply the whole group. of items on the checklist: characters. with one of the weapons. 3 Ask one student in each group to distribute their remaining cards face down to the others. It could have been . Each player will need a copy of the need a set of of the useful. candlestick. each group will It might have been murder cards. 4 Explain that the object of the activity is for students to discover which cards are in the envelope by challenging not in the envelope . - Preparation The game is best played in groups of six.. Do this for each group. otherwise any class size. Make sure that students can pronounce weapons. • Whafs it for? listening.) All the other members of the group now cross Dr Wheeler off their lists.. pillow. . 74 . they hold it up and soy. poison.

'~ '3 ~ 3 :!1 3 .~ ~ Gridwork grids Question Friend 1 Friend 2 <.: .~ =3 ~ From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 PHOTOCOPIJlBLE 73 .I -3 I I:!I I .lI '3 ~ Question Friend 1 Friend 2 Friend 3 '3 ~ 3 .' (·a r3 Iii ~ I Friend 3 '3 ."' "{.'.~ .' :' ". ~{ 'L /-~.... 'S'.3 ~ ~ 3 .~ :3 ~ :~ ~j =3 :_.

..00 am 9. ? go to the USA ride a camel eat raw fish drink goafs milk drive a car What were you doing at ..... ? food music drink colour hobby Are you frightened of .. do you have? sisters brothers uncles aunts cousins Do you have a .00 prn 72 . this morning? make your bed wash your hair clean your shoes make your breakfast read the paper How many ... .00 pm 9...30 pm 6.. ? pencil sharpener rubber ruler notebook Are you going to '" tonight? computer games television a book your homework out Do you have a/any .. ? doctor artist pilot dentist secretary Did you .00 am 2.. ? hotdogs cabbage ice cream eggs meat Would you like to be alan . ? sweater shirt shoes socks skirt/trousers Have you ever . in your room? pictures mirror plants television drawers What is your favourite .... ? spiders the dark flying dogs heights How long ago did you .GRAMMAR ACTlVmES Gridwork Sample grids Do you like . ? getup drink coffee write a letter go to a circus read a poem What colour islare your .. yesterday? 7......

: -. -.. S Some of the examples. sentence transformation.:> ~ ·-3 !~ Gridwork I ·3 I '~ Preparation The blank grid can be used for a large variety of question types. written answer.. language needed? What is .) Note that students themselves can also provide the language needed to complete the target question. . go to Speaking. . :-3 . ? Are you wearing (a) . -- Who can tell me about Roberto? Students they have been given into the third person and tell the class ~3 ~~ Whafs it for? ?.... ~c . For example. Choose a question type that you want to practise and write the question in the top left-hand box._-~ . written answers.'. ~ Advice Watch out for lapses into L1 in monolingual classes.~ 3 '~ [X)...depending on the complexily of the qaesfnns. Any students you suspect of overusing L1 can be selected to give more information during feedback when English cannot be avoided. (See below for examples which could be used with a variety of levels. 4 When the time is over.~ -51 GRAMMAR ACTlvrnes '. For example.. statement and negative forms of the target verb structure. instead of ticks and crosses. I I ~. ? sweater jeans dress shirt socks What is your .'::. How long? 15-20 minutes.> 1. .. in the boxes with a tick [I'j or a cross Explain that each student has to interview three other students...tu~: _ ---.3 71 . been.. You may wish to specify a time limit for the information exchange. the answer to your favourite food? will be a Interrogative. eg Can you swim . reading. 2 3 Demonstrate the activity with more able students.:. USA requires students to change go to by the student. or use the OHP transparency. -. ? Could you .3 .3 . -. How many? Anyclasssize. Make sure that you provide clear models for the questions. You can make the task as easy or difficult 3 -~ as you want by providing expanded either the full question or just a prompt which has to be - !~...'-"->~:~ . Make a copy blank !3 of the 1~ 13 ~ Gridwork grid. information ITOnsfer. depending upon the depth offeedback . f_".3 ~. of the completed questionnaire for !~ 3 Who's it for? Any level. have to be produced. C' .. In class 1 Quickly draw a copy of the grid on the board. can be used as straightforward transfers from first to third person while others require more work. ? name age height weight shoe size swim type ride a horse draw ~ :-3 I ~~ use a computer ~_ E:. . Tell students to 3 write the names of their partners on the grid. but this is not essential. You must monitor carefully throughout the question stage. • 11'1 You could prepare an OHP transparency demonstration purposes.-01 ~ ~~l ~:3 Sample grids Can you .. ask for feedback: transform the information about their partner. They must record their inFormation . Then fill in the blanks under the question with language which will provide practice in the target question.j : 6 Note that with some of the examples.

• she say? The student representative transforms your she was a teacher. = through a diagram a on the board: TO 55 / SP S1 55 teocher student"" group » direct speech indirect speech {am teacher. speaking. {am a teacher. every member of the group has a chance to transform a sentence.GRAMMAR ACTIVITlES What didshe say. instead. The stages of the activity are probably What did She said what they hear into the original How long? 20 minutes. • Model paragraph Fill in the spaces with culturally appropriate information for your class. listening. words into indirect speech: 2 When the representatives return to their group.. • that it is very important for each group to ask What did she say? Whafs it for? 4 Make sure that a different group representative comes to the door each time. I'll let you know my decision. She said she was a teacher .. . indirect speech version of your sentence You may wish to hear the representatives' before they leave you to return to their groups. writing.. Do not use this activity to present the rules. 70 . direct speech 3 Follow the demonstration context for the transformed on the board with a demonstration reply. best explained "" :. simply use a single transformation. Each group is to send one representative example. Stress as this provides the :. back chaining of tenses and time references. . I'm going to book Advice If the double transformation is too difficult. How many? Any doss size. Language needed? Directto indirect speech. Perhaps I'll go to __ my holiday this week. with one student. The group should then transform utterance and write down I am a teacher. I had a great time! I am a teacher. so that Transformation techniques. the other members must ask. I am a teacher. - Preparation You will need to prepare a short passage for dictation. This activity should follow careful presentation of the rules which affect transfer from direct to indirect speech and vice versa. but this activity can be adopted for use with students hom intermediate to advanced level. Every year I go on holiday. The representatives will hear a short sentence which they must remember: for WhOISitfor? The example provided is for intermediate level. last year I went to __ I want to go there again next year. Explain that you are going to stand just outside the open classroom door. In class 1 Divide the class into groups of six to eight students. unless you use the model provided. out to you.

If you collapse in laughter. into five or six sections by using the pause button. You will also be actively discouraging something that you are too embarrassed to try yourself. students may well guess the ending after the opening 69 . without it becoming ridiculous. However. slow and as simple as possible. The 'Mr Bean' videos are readily in a large number of countries. available books and 'Mr Bean' It is suggested that you show the video and divide the sketch have been seconds. little movements Simply confuse students and you will be constantly asked to repeat the mime. them from ever miming anything themselves in class. you should make the movements as large. if the programmes recently televised. you can't expect your students to take the activity seriously. Two good sources for stories to mime are picture composition videos (BBe publications). Fast. fussy.WRITING ACTIVITIES Silent dictation Advice You must be confident when doing the mime. You shouldn't expect students to attempt When miming.

put down the fishing gear and How many? Any class size. 4 The person realises that the ring has gone forever and begins sadly to fish. Warm your hands at the fire. Collect and arrange some firewood. Toke out a knife from the basket and draw the knife slowly along the fish. narrative sequencing. Reach for the oars and notice that the ring is missing. Encourage revision. Mime sadness and annoyance.-. Support the rod befween your knees and bait the end of the line. revision. Mop your brow and look tired. . . Explain that between each stage there will be two minutes for students to write about what they saw. Look at your watch and slowly get out the fishing equipment. Students will then hand in their stories. up and show with your eyes that it is at least 30 centimetres long. ~j. students willflesh out the rest of the story with the language they already have. Lean OYer the side of the boat and splash the water searching for the ring. ring. Get out some matches and light the fire. Make the boat rock slightly. fishing. The more confident you are with .•• "'I .. Language needed? Post tenses. Pause and monitor for fwo minutes. ~. 3 The person lifts the hand out of the water and notices that a ring is missing. Sit quietly for some time and then mime a gentle tug on the line. Look pleased and start to reel in the fish. Open the fish slightly.. Mime rowing back to the shore.::. At the end of the mime there will be ten minutes for editing. 68 .~j~ How long? 3G-40 minutes. Pause and monitor for fwo minutes. Whois it for? Elementary to upper-intermediate level. Take it off the hook. or willask for the vocabulary they need or want. ~ ~ I Silent dictation er3 I::-ir •• ~!. rewriting. Mime the carrying and ~! :~ into the boat. Lift the oars onto the side of the boat. 2 After rowing a loog way. the mime. 2 Mime the story according to the procedure outlined above.. additions and rewriting. Pause for fwo minutes and monitor the writing. the more sophisticated the story will be. When the fish is opened the person finds the ring inside the fish. unless you want to rehearse the mime sequence.~ I . the more responsive students will be and the beHer their writing. Cast the line into the water. Pause and monitor for two minutes. 5 The person fishes for a long time and finally catches a fish.WRmNG ACTIVITIES p:gr. Hold jt Whafs it for? Information transfer. Mime more rowing. Put it into a basket in your boat. 3 Pause for ten minutes. boot. Mime lifting the hand and shaking it dry. rowing. 6 The person rows back to shore and prepares to cook the fish. Look in the boat and over the side in panic and horror. the higher the level. In class 1 Tell the class that you are going to mime a short story in several stages. Reach down and splash water on your face. Lay the fish on the ground. Point out that writing on alternate lines will make editing easier. the person feels hot and stops to rest. Open the basket and lift out the fish by the tail.~ ! ---- ~. oors. A Fishy Story Stages in the story 1 A person carrying climbing a lot of fishing gear gets into a boat. Get out of the boat and lift the basket out. Relax and let one hand dangle in the water. Pause and monitor the writing for two minutes.. addition and rewriting. Rinse it in the sea and replace it on your finger. lift out the ring. begin to row strenuously. look surprised and happy. Preparation None.

slip of paper.~ UK Northern Ireland Tourist Office River House 48 High Street Belfast Northern Ireland 3 ~ The Scottish Tourist Boord PO Box 705 Edinburgh Scotland UK 3 . Groups can organise campaigns. or debate the merits of their respective locations. Draw the winning It is not recommended If students. then one way round this is to Write the name of each student on a small student's name lottery-style and only send off this letter. 13 ~ thaI you send more than one letter to the same address at the same time. Welsh Tourist Board Correspondence Dept 3 ~ PO Box 1 Cardiff Wales 3 . 3 ~ 3 1 I~ 13 I13 I !~ holiday advertising Advice With a large class the postage bill could be expensive. from tourist authorities can lead into other projects.~ ~ WRmNG ACTlVmES 3 ~ :3 ~ Writing reality Extension When the brochures or leaflets start to arrive. Each member could write a different part of the letter and they could all sign it.~ UK 3 3 . the school or you yourself are unwilling to pay for a large amount of postage. :3 ~ Useful addresses The English Tourist Boord Correspondence Thomes Tower Blocks Road Hammersmith London England Dept. get students all to write to the same organisation.3 67 .3 ~ =3 ~ ~ ~ . If you only have four addresses. students should compose their letter as a group. each student can write a letter of thanks and say how the information Information has been used.

. Information reading. Model letter sender's address Ii ~ date receiver's address Dear Sir or Madam paragraph 1 The reason for writing lprolect/lntormcnon/resecrcb) paragraph 2 What do you wanf? Ibrochures/pictures/leaflets) paragraph 3 Thank-you (for attention/kindness) Yours faithfully signature name in capitals E ~ 66 . writing. requests for information. ~. but lower level students will need some What's it for? Genuine (ommunicalion. Organise to students' particular • Stress that the writing must be neat and that there must be no crossinqs out. always very a Ii. Preparation You should have at least four addresses to which students can write and be guaranteed reply. pay for the stamps. the school. Language needed? ~! Eli ~ E! I Functions of polite requests. Ltd.) Higher level students will be able to suggest very quickly what they should say in a formal letter. Tourist authorities. depending groups according on how many letters the class needs to send... obliging if they are replying to only one letter. In class Use this activity when students are working from outside sources. formal letters. which lists over 100 addresses in t. interests. Make sure before you start the activity whether the pupils.. ?. someone must be prepared or you will be purchasing the stamps. . students receive can also be used for displays.. the UK to which students can write and be guaranteed a reply.. embassies and consulates are. ~: ~ ~ ~ ~I How many? Any class size. Would you mind .. Remind the letters can be typed.. ~. WD 1 4BN. 2 3 Students can work in groups.. A very useful resource book for addresses is Free Stuff for Kids.. (See model letter below. Watford. in my experience. . ?.-- Writing reality IE:! ~. Exley Publications 16 Chalkhill. 1 Elidt the layout and organisational features of a formal letter and write such a letter on the board. unlined paper. ~i You will need envelopes and white. If word processors are available.: Jiii C ~:: i: Who's it for? Pre-intermediote level and above. quizzes and information on projects and need to find out information exchange activities. . . Advise them to work in draft first. paragraphs. students that they are writing to real people. Hertfordshire. UK. Also.~ WRmNG ACTlVmES Ei ~ ~ --. Could you . help. layout of letters and envelopes.. opening and dosing salutalions for letters. to How long? 50 minutes initially.

clause. looked hopefully. looked at the sky and thought about her son. :3 . . Why is the old woman outside the door? Why are her eyes tear-filled? Why is the door always locked? Why is she thinking happily? i. !3 ~~:: I . red door which was always locked. add them to the sentence written on the board . brand new. If the word is a noun. collaborative writing. • 3 ~ How long? 30 minutes. :_::-. I~ -3 WRmNG ACTlVmES ···~···3 : .~ !- 3 ~. 3 Divide the class into seven groups and allocate a word from the sentence to each group: 3 3 ~ Who's it for? Lower-intermediate level and above. grey sky and thought happily about her stupid. they could add an adverb. 3 ~ An example sentence might be as follows: The fat.. places ond events. recycled grammar and vocabulary. • ~ S As students make their suggestions.-~ '~ Extension Ask students to use one of their sentences as on opening for a story. In class 1 Explain to the class that the aim of this activity is to expand a single sentence into a paragraph.::- ::~.~ r .~ :=3 I ! I ~ 4 ~~ § 65 . descriptive 2 Write this sentence on the board: The woman stood by the door.' . wearing an egg-stained.:'. Descriptionof people.:J ~"?:. If they are working with a verb. John.~ Sentence building I !~ :3 ~ Preparation None. ~~3 ::] 3 The girl lay on the grass. who worked in a lawnmower factory. text expansion. Examples include: language needed? . . catton dress. gazing at the clouds and listened to her brother. through tear-filled eyes at the cloudy. teen-age son.. ": Give students similar sentences to expand for themselves.. How many? Anyclass size. old woman. The resulting description will be very long and probably amusingly incongruous. phrase or phrase or clause. • ~ ~ 1 The man sat in the chair and looked at the cat feeding her kittens. =3 ::-:. Past tenses.':-. staring at the tree and remembered his father. stood drunkenly by the Whafs it for? 1 . 2 The boy stood by the window. • 1 woman 2 stood 3 door 4100ked 5 sky 6 thought 7 son 4 Group members must concentrate on the word they have been given and think how they could describe it. they could add an adjective.

I . U") a._ 0: c-.: ..: N r-+.: 0- I . c.: r+ .. .....plan Trackerbooks + _t o:.I t N I J c._ 0: 0 . Z w w Q ~! f_I. 0: i!: &I') Z w w c ~ ~ Z w w P) ('tit Q ~J .. 1 _j 0 c... ~.. N c...... a. From ACTIVITY BOX by Jean Greenwood © Cambridge Universily Press 1997 ...I '¢" ~ t 'C N t+ N 0: a. 0: 1 iii. I f .. c ~ ~ 0: 0: ..I ~ W ~ W ~ . ~l E! I Ii r----- -+ Z w w c ~ Q Z w :r ~ i!: co ..: a. N N r- C") o..)1'111'14". Z w w . N _i 'C I N 0..:: . ~- i!: a. c..t J r- t a._ cL 0: a.r- 0: '" e.... -0 N c.... U") c....: '" Q Q c. I ~ c.. _L a: I r- . ~ f-+&I') ~.. l 1::1.: ... ~ o::t .. Z w w ~ 0: • eI 0: • '" 0 ~i :1.. ..: N 0 a.._ (¥) ~ I _..L '<:t a. N c. c-..: .. C") c.. a.: a.: • Q ~! E! E! J 10:::' I <! r+ ('tit Z w w j.! ~I '" a..: o...c. co e.. c-.- a...:". .~! r~11 ~1<! ..:..: . a._ 0: w j.._ . c: H-- N __..: '" a. Q '-0 N a.._ I .- eo r- U") a. cc o.1 ~. -'1 EJ:! ~~··~i 64 141:1.._ a. -e . ... cL I/') ~. a.: r- 0- 'C r- o:......t 0. a. N .: N N a.._ _.. C") c. 'C n...: I (¥) Z w w ~ C .. c. N o. -e 0: c-..

_ T- ~~ 63 . o· ~ .~ ... g !"~ . r" - 3 ~ I!" 3 ~ ".~ .. '"3 -. The entire storyline could be composed by students using the blank grid which octivity 5. 0" . ~ . seven sheets of A4 paper together.~ T ~: 13 1 I WRmNG ACTlVmES ii' -.. 3 ""~ n Advice 3 ~ IFyou are asking individuals handed.-:~ '. ' iii. _ _ 3 ~ . -..~] Acknowledgement .. - ... - ~-j ""'. I. ::3 I . . _ II . Uj -...! Tracker Extension accompanies books 3 ~ -.' - - a.. It is essential that the completed book be 'published' in some form for others to read. Get a student to design a cover. . Stick each page of the story onto a page of the book... Smaller books can be made by cutting exercise books in half horizontally. 3 . You could also stick students' work into a scrapbook..' '3 f' If" poster is an easy way to do this. ~"3 11:. _. ~ . ~ _.. ... formerly with the British Council.. _.3.~ ~.. you may wish to ask For 'shorter' workload involved in writing one of these stories singlepages as there is a considerable -r - . - I was first inspired to use tracker stories in an EFLcontext after reading David Wray's book on writing in the Bright Ideas series (published by Scholastic) and seeing them used Bahrain . ... effectively by my colleague Nigel Bacon. A or by stapling to write their own books.. a: Ii..

This is similar to the blank with the maze for activity 5. These decisions affect the subsequent events of the story until the next decision has to be mode. If you have more than 26 students.. If readers opt for the first decision. 1.. In English the earliest examples include ~·. ask some of them to work in pairs. organisational skills. ti. developing atmosphere. the first box with a bold outline. i!. 1 Give out a copy of both the Tracker book plan and the Lost in space maze to each in student (unless students already example. ~. Lost in space maze.::. 2 Guide students through one li.': of the routes stressing that the boldly-outlined boxes are pages which have to be written and the more faintfy-outlined have to be made at the end of the page. at the bottom of the page. the name of the ship and the reason for the mission . . Ask how this could be expanded the name of the captain. • In doss The object of this activity is to produce a 26-page individual students can produce their own books. then they will turn to page 11. This small groups. Examples are published in a variety of languages. 3 Give each student responsibility for writing boxes are decisions which Iii~ t. Remind students to number their own page carefully. or a number of lines? Also. from Puffi n.. Again. -. use of past tenses. for consistency's sake the class must agree at the outset on the appearance 5 When the work is completed. have on example of a tracker book to show the closs. but it is not identical in that it directs students to certain page numbers. necessary. try activity 5..3. ~ ~ . alternatively. the decisions with which readers are Faced and which page should be read next after a decision is token. poster-style for ~.3 Story maze before using Tracker books. 4 Before students start writing. could.. ogree with them what constitutes a page. . students with tracker stories and the ideo behind them.j ! ! number of words. Ask students to focus on the information to introduce. Who's it for? Lower-intermediate level and above.. _. They should also clearly show. E· If the second decision is made. The Fighting Fantasy Gamebooks pi . but it will familiarise English. The plan should be used in conjunction could even copy the page numbers from the How many? Any class size..WRmNG AcnvmES Tracker books . .. Information A tracker book is on adventure story in which the reader is invited to make choices or decisions at various points in the story. Is it to be a of the main characters. pairs. • You will need a copy of the Tracker book plan for each student. recycled grammm and vocubulary. -j one or more pages. the book can be assembled or displayed others to reod. This is not absolutely How long? 50 minutes plus homework. ~.. book of the Ei Lost in space story. text expansion. it does not have to be in this is not essential. Iii. would. can be a single book produced by the whole class. or Whafs it for? Narrative sequencing.. 62 . If possible. then on the Pasttenses. in fad you Tracker book plan onto the Lost in Space maze. . Language needed? Point out that the boxes with the fainter outlines are decisions which have to be made.2 :E. for 1. Trocker hook plan they will turn to page 12. Preparation IFpossible.:-:~. have a copy). There are 26 pages to be written. might. .

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When students have completed full narrative. corridor. earthquake. transporter mochine).. the concept of odd and even numbers. The diagram of six students. but this is not ~ In class 1 Divide the class into groups space maze to each group. their route through the maze. elevator. planet. crumble. Before they move on. expansion of storyline. lodder. box are not really 'decision number they must follow the information boxes' in the strictest sense.~ ~ =-3 ~ ~ ~ ~ 59 . surrounded. • ~~ ~. :~ ~ -.. crew. It is helpful if students have something in which to shake the dice. bridge. Underneath the problem boxes are the decision boxes which are lightly outlined. 3 -~ -3 Extension Once students have been through a maze.col/apse. 3 ~ Whafs it for? 4 It is highly likely that each student in the group will end up pursuing a different route through the maze and. I have found that the plastic tops from aerosol cans make useFul cups for dice games. subsequently. Language needed? Recycledgrammm and vombulary. they must copy down both the to the decision of the How many? Any doss size. they must followthe E route. maze. this will reveal their first problem. alien. they should expand the storyline into a Planning 0 story. cabin.f=. If it shows an even How long? 60 minutes.~ Advice Watch out for students who do not follow the instructions of the dice and aim For the shortest route through the maze. Give out a dice and a copy of the Who's Lost in 3 3 ~ it for? • Intermediate level and above. When there are more than two decisions. 3 . panic. they could construct their own storyline maze for another title. spaceship vocabulary (engine room. . rock. have a different storyline. 3 ~ 3 All the students in the group start at the title and move to the first heavily outlined box. ':3 r :~ '3 ~~ WRITING ACTIVmES Story maze Preparation Each group of six students wi!1 need a dice and a copy of the essential. lose control. roll. ledge. A blank maze is available on page !I 61. trapped. the number thrown on the dice corresponds same number. will give them their plots and the dice will help them to find these plots. the vocabulary in the story maze. 2 Explain that each member of the group is going to write a story entitled Lost in Space. The maze is more effective and easier to read if it is enlarged to A3 size. III they are given in the problem box and their decision. 3 ~ Lost in Space maze.) Students in turn each throw the 3 ~ dice. . deserted. tunnel. If the dice shows an odd number. past tenses. [Note that the lightly underlined boxes under the first problem 0 route.

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heart. line. under.1'. An example for a random layout might be as follows: 3 ~ How many? . Invite students whose layout is not the some as yours to go to your desk and look at the way in which you have placed the cards. three or four of the cards from your set on your desk so that they can't be in a line or in a random layout. Students then write the instructions for their partner to follow. between.3 ~ 4 Divide the class into pairs. The shapes need to be cut up and clipped together. imperafives. stick characters or cartoons of animals taken from comic or painting books. They should also. spade. after that. The triangle is pointing to the right. vertical. This will also reduce photocopying . upside down.!'~ r 3 ~ ···~··~3 Describe and arrange Preparation You will need a copy of the Demibe and arrange shapes for each student. !'-~ j ~'····3 I _' ! . triangle. In this way no-one pair them up with other students working some distance away. diagonal.. communication. l~ ! 3 Write the instructions on the board (or use an OHP). Students must follow these instructions if they are to discover your layout. i _3 I : In dass 1 Divide the class into pairs. If 16 pictures will take up too much of your lesson time. .C] I i h~ +=3 ! . then they will also need a copy each of the blank grid. Check that there are no vocabulary 2 Arrange Who's it for? Pre-intermediate level and above. comer. use eight or even four. If they are laying out the cards in rows. ~ Language needed? .. for example. Go round the class and check students' layouts. The white square is about 10 ern below the first card and about 20 cm to the right. to the speed with which they finish the writing. ~ Describe and arrange can also be used as an oral activity. This card is on its side. I seen by the doss.. diamond. . Remember to make an extra set for you to use for demonstration. You could also pair students up according will be sitting waiting for a slower partner to finish. Students tell each other where to place the cards rather than write instructions. 3 -~ What's it for? Writing. The cards can be arranged How long? 20 minutes. Star. S Students exchange their instructions and try to discover their partner's layout.. • . rectangle. next to. ~ ~ C r= i 57 .. horizontal. III Any doss size. reading. make a drawing of how they have placed their shapes so that they can check their partner's work. Advice If it is impossible for students to mask their layout From the person sitting next to them. It is upside down in the centre of the table. Give out a set of the student. square. centre. =3 . The first card is the black heart. replace the diagrams with.. cOiJperofion. circle. giving information about location in written form. If you are going or arranging cards in four rows of 3 J -~ to ask students to perform the simpler task of drawing four. The block triangle is about 10 cm above the black heart. Tell students to arrange three or four cards on their desk in such a way that their partner cannot see the arrangement.~ r ·'-3 -111 WRmNG ACTlvmes .l~ 1 L~ If you do not wish to work with shapes. 3 3 Describe and arrange shapes to each !~ 1 problems with the names of the shapes.1 . They could use a book to mask the layout. they can read the instructions and then place the shapes in the empty boxes of the blank grid.

~: E= easure ~. ~ In a crowa .worksheet Writing to music movln sti sunn air water re wet storm sti a music mac mes VOICes suence nature hot cold coo warm eace enemies esert steady nvers ~. an er 56 'a':I/)Z'IIl'14ll+Uij From ACTIVITY BOX by Jean Greenwood © Cambridge Universily Press 1997 . mountains ~.deserted (me ouse E. E.

You are advised simply to write a comment on the creative use of language. While students are listening. Check that they understand all the vocabulary. The response should be as genuine as possible and personal to them only. Make sure they realise that there is no right or wrong response. ask students to tell those sitting near them about their imagined setting. •j ~ - 55 . Encourage students not to communicate with those around them. they should circle the adjective which is most suitable for their _ ~ • 3 Point out that there is no need for students to choose a word on every line. You will need a copy of the 1 1 - Writing to music worksheet for each student. 5 Ask students to write a description of the setting which they imagined. therefore. By this time.-~ . Who's it for? Pre-intermediate level and above. such as that composed by Vangelis or Jean Michel Jorre. Classical music works well. As they listen. Language needed? • _'. nor should they feel that they have to respond line by line._r ShJdents must already know and be able to use the words on the Writing to music worksheet. 4 When the music is finished. difficult to mark such work. 2 Explain that you are about to playa piece of music. they for this should imagine themselves to be somewhere else .f Advice Some of the responses can be very personal and it is.~ Writing to music Preparation You will need an evocative piece of instrumental music of about 5-8 minutes in length and a means of playing it. I I At a later date.J ~ any details they wish to the skeleton supplied on the worksheet. but I have had my best results from modern electronic musk. The more sophisticated the doss. I •.. Invite students who wish to do so to share their response with the class. While they are writing. play the music softly and repeatedly How many? Anydass size. • . in the background. rather than cover the work with corrections of spelling or Whafs it for? • &_ .o place which is appropriate feelings and their imagined setting. you could look at the work again with students for their errors. ~ . It is advisable to use this activity with students who know and trust you and each other. they will have distanced themselves from the activity. • I . the more sophisticated the results will be. • . They will write using the language already in their possession. affective response to music.. 3 . _ J music. or the effectiveness of the description punctuation. :1 DesCIiptivewriting.WRITING ACTIVITIES ~1 I .1 r .. They can add in any way I ~-_ 1 D How long? 50 minutes. In class 1 Give out a worksheet to each student.

Drawing cartoons will help to consolidate the different meanings and provide some fun after a session which has been quite heavy in terms of workload.VOCABULARY AND· MEANING Homophone stories Key pale/pail knight/night throne/thrown to/two tare/tail f/aye/eye know/no pain/pane sent/scent which/witch read/red write/right so/sew meet/meat rode/road through/threw night/knight eight/ate dew/due faint/feint sun/son peeki ng/ peaki ng saw/sore sight/Site blue/blew hair/hare fair/fare straight/strait chaste/ chased flawless/floo stare/stair bow/bough wondered/wandered here/hear slay/sleigh bury/berry wait/weight mode/maid weak/week poor/paw plain/plane for/fore/four dear/deer so/sow great/grate would/wood feat/feet knows/nose alone/a loan sword/soared hole/whole place/ plaice day's/daze peace/piece bear/bare heart/hart breaking/braking taut/taught see/sea read/reed mail/male fate/fete wrote/rote aunt/ant needs/kneads boy/buoy new/knew flower /ffour sweet/suite there/their pair/pear rIess Extension An amusing extension of this activity is to ask students to draw cartoons of some of the strange images presented in the story. 54 . For example: She asked me to sleigh and berry the king.

I couldn't believe what I sore._.. reference skills. The Sting in the Tale The pail night sat on the thrown and began two tell this tail. 'Since then I haven't had a daze piece. error correction. . Explain that it contains Ask students to circle the words which 3 ~ several examples of incorrectly used homophones.'~ -3 ~ Whafs it for? Raisingawareness that spelling can affect meaning. for reference iFyour students do not In class 1 Explain. provided below. the word 3 ~ homophone [two words with the same pronunciofion. but with different spellings and meanings]. . frequently used homophones. How long? 30-40 3 ~ 3 Tell students that they should keep a record of each pair of words and be able to use both words correctly. Ask students if they can give you any examples. She begged me to right back and sew I asked her to meat me. such as those in the example story. last weak she rote to an ant to say that she will marry once more. 'Aye didn't no that she would give me such pane when eye first met her. :3 :~ -=3 ~ ~ .f: T::3 . her husband. but the activity con be adapted for lower-intermediate and above. witch I red at once.~ and its meaning. My hart is braking and my nerves are taught. I can hardly bare it. minutes. Give out a copy of The Sting in the Tale to each student. I reed her male because I fear four my fete. . Her knew flour bed is very suite. IFthey are not using this example. version they think are the incorrect homophones and tell them to rewrite the text with the correct of the words. I responded with a bough and wandered why she was hear. but my love fore my deer queen was sow grate that I said I wood do it. . but first she kneads a buoy to do some digging for her. Her request maid me week. You sea. plane man. • 3 ~~ Language needed? Homophone ~3 ~. She was a beautiful site! Her eyes were blew and her long hare was fare and strait. It was not an easy feet. or elicit the meaning of. It is a good idea to provide dictionaries have their own. writing. She could weight no longer.. I am a paw. 2 WhOIS itfor? The example provided is for upper'intermediate. then you will need to prepare a story of your own.. She road threw the knight and we met at ate when the due was still on the grass and the feint son was peaking over the hills. Then she asked me to sleigh and berry the king. heaven nose.!J :-=3 53 ..' :3 ~ How many? Any doss size. She scent me a letter.. :3 . increasing familiarity with frequently occurring homophones. but at last I got him a loan and ran him through with my soared. you will need a copy 3 ~ ~ for each student. She looked chased and floorless! 'She gave me a long stair. I dug a deep whole in a plaice in the garden. but she'd prefer it if their were a pear. 1~ VOCABULARY AND MEANING ~'3 '3 ~ Homophone stories Preparation If students are going to use '3 ~ The Sting in the Tale.

VOCABULARY AND MEANING r~ I'~' ! i . I know an antonym for this word. !~ Wordgraphs Advice Ask students to look at their graphs at the start of the next lesson and check with them via a quiz or mini-test whether their appraisals students to revise their graphs. I can pronounce this word. You can also display students' graphs in poster form and check after several lessons whether students feel the same way about the words. I have used this word before. I think this word is easy to remember. Suggestions for other categories include: I like this word. I know a synonym for this word. I think this word is useful. of the previous lesson were correct. I can translate this word into my language. Encourage ~ ~~ I!~'" ~ ~ ~'1 1 ! ~J t ~s "i~ 52 . I can put this word into a sentence of my own.

This shows how confident they are about the meaning of the word. they can be encouraged .. . they should give themselves a score of 10. If they are less than 100% confident.... for example: I can spell this word and I know the meaning of this word.j 1 Draw a graph like that below on the board. .~ ~ ·3 d e c Language needed? • portly Q) CL e dapper '" c 8 7 6 0 u Anyvocabulary that has been presented or worked on recen~y. 4 Ask students to move along the horizontal axis. ~ _ . . they should choose a score which reflects how they feel. Youmay need to give lower levels the instructions in L1.. a reading text The idea is that students each place the new words on grids or to their own personal feelings about the words. In subsequent lessons to revise the positions of the words on the graph. they should give themselves a score of 10... for example. . Example a hirsute b chubby c angelic ""0 '0 '" -E 3: 10 9 d b u-~ :: :="3 .. . . they should give themselves a suitable score. !: ~ 3 Ask students to give word aJ a score on the vertical axis. 1 .. Also choose two statements which you would like students to think about. If they are sure that they can spell the word in future lessons. I In dass This activity is most useful after vocabulary graphs according has been presented and met in context. .. Get students to copy the graph into their notebooks. They then place the letter oj on the graph in a position which indicates both scores. 'Ii _' ... How many? Any dass size.. S Students continue in this way until they have placed all the words on the graph. 5 4 3 2 ~ ! ~ a R F3 g o 2 3 4 1 know 5 6 7 8 9 10 the meaning of this word g 51 .:r~ - 3 Who's it for? Elementary level and above. If they are less confident. ~ " -3 l1li Whafs it for? Increasing leurner awareness and self-correction of vocabulary: developing affective strategies for recalling vacabulmy. If they are 100% sure that they can remember the meaning of the word and use it appropriately in future lessons.VOCABULARY AND MEANING fl' -:... .. Write the numbers 0-10 both up the vertical axis and along the horizontal axis. F How long? 10-15 minutes. This axis shows how confident students are about spelling. ~ . r- ~ .. if :.. : Wordgraphs Preparation None. 2 Write the new words from the lesson next to the graph.

word sheet Cover the word definitions X r-----------------------------ii-----------------------------li------~-------------~~----~--l---~--------------------------. I I I I t 1 I 1 b par y glvhen y : someone w 0 moves i h i to a new ouse I I 'to ~ l I I \ a person who enters ! quickly become friends j a scheme or plan : : : i your home to rob you i with someone i not likely to work iii I I L ! i J : L ~ ~ ~ I JI f ~~__~ ~ ! I ~ ~ target words houseproud housekeeper housework on the house have an open house bring the house down house of cards housebreaker 50 PHOTOCOPIABLE From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 . i lOt : C eanlng. every seat so In a i receive very great : : ! theatre or cinema i applause i 1 I ii hunable tobleave h I I : I I : I ! : t e ouse erouse ! foil h I h : 0 I eo t I I I ! : i ! : I I r------------------------------. cleaning and! I dt th i boot flHed up as e! shopping and who does nOf! emp oye a run e! ploce to live on h i work outside the home i orne r I ~ I ° ° i 1 i : I ~+------------------------------i------------------------------~------~-----------------------~---~------------------------ I I i ! I I 011 the persons living ° i: j In : ! a h ouse at t h:e same time work done to mointoin i a h ouse. i over-concerned with ! a married woman who does i ° person who is i ! i i ~I i e oppehoronce a orne th f th ! the cooking. e c.---------------------------~-~------------------------------~------------------------------~ I I. cookimg.: j I I I forbidden to leove i id f b h :i a h ouse or to receive i pOI or y t e 0: i i company or bar owner visitors: i I I I I I I __~ : ! iI ! I : I I I ~------------------------------~-----------------------------4------------------------------4------------------------------4 ! be ready to receive i : ! I ~ j : guests at any time Id ° i.

This works each - :I 111 students to write the definitions.. .... i:l ~-~ J.- ~-r-.~ i i 1--'. This is an activity you could use frequently and you are advised to photocopy directly onto card if possible. VOCABULARY AND MEANING . white-out the target words and replace them with vocabulary of your choice and matching delinitions._. ... or mount the paper on cord and store in an envelope. ~ 3 G~ :=1 i] I "3 L ~1 ~ g ~ .. - 11 - -.-.. I.. :r - well as a group activity..j - II .. .·-t··.·. .. 'I ..- r 11 . - 11 . .. Make sure that dictionaries found this particularly ... (I have useful with colour idiorns... - Cover the word Advice If the example is unsuitable for your class. . group works with a set of cards made by a different group..... You can make the activity more challenging by only supplying the words and asking are available. Different groups work with different words or phrases. . ..] When the cards are completed.. _ . ~ i~ 49 . .

Cut the sixteen definitions words. 48 . - eJementory level and above.) Student A tokes the defin itions and arranges them in Student A now four rows of four. remember the word which is underneath.. At the end of the activity students compare their arrangement of wards and definitions. you will either need scissors with you in class. do not say anything. If it is wrong. 2 Tell students to look at the target words. Student A points to a definition correct by lifting the definition and then replacing is right. Ask whether they think they know the meaning of any of the words. monitor the activity carefully. Do not agree or disagree with any suggestions they offer. (over the word target words and their definitions to each pair to one side and ignore these for the You may need to give lower levels the of students. the languoge used in the definitions. However. move on to the next stage of the activity . and Student B must Whafs it for? Reinforcing meaning. Student B gets a point if the answer and definitions. When you in the wrong place. who must put the corresponding word in that position on his or her desk. Student A gets a point. taking care that Student B cannot see the arrangement. they should cover the word with that definition. Student A then reads out the next definition and Student B must put the second word in place.. The game can also be played with Student A arranging the words first. associating words Students continue to work in pairs. Fast Finishers could help you with the monitoring process.. simply remove it and replace it Any closs size. . Explain that when they find a definition which matches a word. 4 When each pair has the definitions in place. 3 Ask students to unclip the pile of definitions and spread them on their desks. Mak~ sure that the definitions are in random order. Students can either write the word Language needed? This activity helps to introduce new vocobulory. If you intend to use the extension activity. they must be able to understond Extension Cut up the target words and give each pair of students a set. How many? with the other definitions on the desk. in turn and ask For the corresponding word. [They now have sixteen word cards and sixteen definitions. You can also hold a class race. This is a chance for you to assess whether the activity is going to take more or less time than you allowed and replan accordingly. or you will have to cut up both the target words and the definitions before the lesson.VOCABULARY AND MEANING Cover the word . Ask them to put the pile of definitions How long? 20-30 minutes. there must be no further speaking. instructions in ll. so students do not need to have met any of the words before. see a definition While students are doing this. They should match. Preparation The game is for students working in pairs.. . Who's it for? The example provided is for intermediate level. each S Collect all the papers jf you are not using the extension activity. reads the first definition in the top row to Student B. but make it clear to student helpers that they should not speak. . Callout definition or tell you. but it con be adapted for use at In doss 1 Give out a copy of the time being. You will need a copy of the word sheet for out and clip them together to the target each pair of students. They check to see whether the guess was it. and Find out how quickly pairs of students can match the words and their definitions after a random shuffling of 01132 cards.

nature. clothes. e n a k m n b z w n (s i h I P y a i v c a Y I d 7 When everyone understands how to play the game. They can then exchange wordboxes given to other classes. l .. The second supplies a list of the :B I <- words which are hidden in the grids. nationalities. Extension ..VOCABULARY AND MEANING 6 Ask students if they can locate the words they put into the grid. Either ask students to think of their own words or elicit suggestions from the class. Ask students to make their own version of the wordbox. There are two ways to play this game. . When they find words.. element of the activity can help to reinForce spelling. alternatives for' nice'.~ the game is focusing upon and no other information. they circle them and rewrite them in the list at the sides. fields which they have encountered ~ food and drink. You may wish to work with words which are not related to a particular but which are causing your students spelling difficulties. . Give out the photocopies of the blank grids. b f g h c a ~v-: b a t e r c / Vo/ -: / v/ Vc x k s V 0 b u f t e s p v t r a i n e q boat ship plane .~ .-t.. Tell students that they can add other words to the lists . irregular verbs. parts of the body. weather.J~. Errors can be removed with a paper tissue and the cards can be Wiped clean at the end of the lesson and used again .. __~ J. ~ J. The first simply gives the vocabulary field which ~.•.. jobs.i.. animals. ~-3 if they wish. The first alternative is far more challenging. family words. remove the grid from the board.L ~ Advice To reduce the amount of photocopying it is useful to mount ten of the grids on card and then cover them with adhesive plastic film or laminate. feelings.s I Give out the photocopies comparatives..-.! The writing and rewriting 47 . !' § ~ ~ ~ . Students then work with nonpermanent OHP pens.. J.. vocabulary field. . and ask pairs of students to make word boxes for different word in the past: colours. etc. furniture. Point out that the words should not be in the same place as they were in with other students or they can be the word box they have just made.

X and Z. The student can either come and write the word on the board. as possible from the original it off the list at the side of the board. Encourage students to suggest changes to the grid if. . a 0 k e t bicycle surfboard bus motorbike scooter b u r t e r a 5 h i n P 5 When students can get no more words into the grid. cross . A field of "iii How long? 30-50 minutes. As each word is added to the grid. or diagonally.~-= Invite a student to add another word from the list to the grid.. diagonally. Continue in this way until as many words list are in the grid.~ VOCABULARY AND MEANING ~ II. will need a copy of the grid which accompanies ~ ~. use the sides. Again cross off the word from the list. 2 3 When the list is complete. . You will need to white-out the numbers along the top and down the the activity if you put one of these otherwise you will have to copy it onto the board. They may not be able to use all of the words from their original list. ~. Cross off the word from the list. 4 Invite another student to add a third word.F! ~ . • "~" "iii . depending on whether students make their own games. Ask them to suggest as many words as they can which could go into that field. In doss 1 Tell students the vocabulary field you wish them to work with: for example. begin to create a write one of the words in the grid. transport. Elementmy level and above. ~ Wordboxes Preparation Each student.i! What's it for? Recyclingvocabulary fields. writing. You may find it easier to demonstrate grids onto an OHP transparency. language needed? train ship plane canoe boot skates van c a r b s c a c t car rocket Vocabulary students have worked with before: horizontally. they will be able to include more words from their list in the final grid. or pair of students. 12-20 words is sufficient.. How many? Anyclass size.4). 46 . liB Who's it for? left-hand side. or instruct you where to write it. As students suggest words..~<~ and seek (activity 2. this adds another oral dimension to the activity. ~~ ~. Firstword if necessary. Explain that the word verticaliy. spelling. wordbox. can go in any direction: horizontally. Do not write the list in the centre of the board. write them up on the board. by moving a word to another position. toopemton. The word can join your . Discourage the use of Q. vertically. or the class's suggestions are exhausted. ask them for letters and fill the remaining spaces in the wordbox. organisation." Hide .

... • .. I I I I I I I ----------------------~-----------------r~---------------------------------------i----------------------~----------------I I I I • • I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I • -~~-~-~------~--------------~-----------f--------------~-------------------------f---------------~------~--------------~-I I I I I I I I I I I I I I I I I . 'III I .. I . I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I • • I I I I I I I . I I I I I I I I I I I I I I I I . I I I I I I I I I I I I I ----------------------------------------t----------------------------------------+---------------------------------------I I I I I I I I I .i -------------------------~--------------r----~-----------------~~---~------------+-----------------------------~---------I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I ----------------~~-----------------~----+------_-_-------~-_-_------_-_-_----~--~~_-_---_-_-------------_--~-~----_-_-~---_ I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I -~------------------------~-------------T----~------------------~---~------------~--------------------------------~-------I I I -----~~---------------~---------_-_-----+~----------------------~-----------_----~---_-----------------------------------_ I I I I I I I I I I I I ..1r: ..::I:: I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 PHOTOCOPlnBLE 45 . ~ .-~ Categories alphabet cards I I I I I I (2<1 • • ... I I I I I • - I I I -~----~-----------------~---------------~----------------------------------------+------~--------------------------------I I I I I I ~ • I I I I I I I r:r a..

simply recite the letters in your head and ask a student to tell you when to stop. C. reference skills if dictionaries are availa ble. Tell the class the letter at which you stopped.. replace them with categories with which your students will have fewer problems. cauliflower. . The winner is the first student to write six words. How long? 5·10 minutes. Suggestions for other categories Rivers and mountains Jobs and occupations Feelings Sports Song titles Uncountable nouns Furniture Birds. .. For the letter China. After an initial demonstration. Mount them on card and cut them out. . 44 . target letter. coat. Clinton .VOCABULARY AND MEANING Categories .. However. when to stop. In class 1 Students write the following Name Country or town Something to wear Animal Fruit or vegetable Famous person 2 Explain that you are going to shuffle the alphabet cards and invite a student to tell you headings: Who's it for? Elementary level and above. fish and insects Buildings Parts of the body Adjectives Food and drink include: the game What's it for? Recyclingvocobulory.. In this case. Ifthe suggested cotegories are too difficult. Advice You may wish to avoid preparation and not use the alphabet cards. someone might come up with: Charles.. How many? Any closs size. can be played in small groups. Preparation You will need a set of the Categories alphabet cords. 3 Students have one minute to come up with one word in each category. students tend to enjoy using the cords. . with members of the group taking turns to supply the Language needed? The titles of the different cotegories and previous exposure to some words in each category. chimpanzee. The game can also be played in teams. for example.


Meaning bluff


This activily can usefully pre-teach vocabulary are any reading texts with new vocabulary

wh ich might be needed in a subsequent you could select ten

lesson. You are advised to look ahead in the syllabus or coursebook and find out if there in them. Alternatively, words which you are certain students do not know and which will be useful for them. Obscure words may be fun, but there is little point in students wasting their energies on words which they are probably Dictionaries never going to use actively. you will have to write the words onto

Who's it for?
Any level, but the game is more challenging and more rewarding for intermediate level and above.

.. •
•. .

are useful. If they are not available,

cards and include a clear, simple definition

with a context if possible.

In class
, Divide the class into two teams. This means 2 Dictate to each team in turn the words with which they will be working. that students will have the correct spelling and pronunciation. in written form, make sure you give guidance for pronunciation. if they have them. If you are giving the words

How long?
20 minutes.



3 Tell students to look the words up in the dictionaries

How many?
is Remind

.. .. ..

4 When students are confident that they understand the meanings of the words, ask them to write or prepare twofalse complete, definitions for each word. When preparation the first team calls out their first word and then gives three definitions.

Any class size.

them to give all three definitions with equal confidence given if they guess correctly.

and make all three definitions is correct; points are

equally interesting. The other team then guesses which definition

Whafs it for?
Acquiring new vocabulary; looking at and writing definitions; raising awareness about clues to meaning.

Example definitions


Word: Widget

Definition 1: A Definition Definition

verb. To widget means to move around in your seat a lot and play with

things on your desk. [false) 2: A noun. A Widget is a small plastic toy which is often given away free

language needed?
Present simple; parts of speech.


inside packets of food. (true) 3: A noun. A widget is a small animal like a rat found in Scotland. It moves

quickly and is difficult to catch, but is delicious to eat. (false)

Make sure that students leave the lesson with an accurate record of the new words and

.. ..

their true definitions. memorable

There is a danger that the colourful false meanings may be more

than the true ones, but

if the


is to be recycled later in the course,

this danger is removed . If your class is small, it will probably not be a problem to let members of each team

prepare definitions of their words together. However, if your class is large, you may have to subdivide the teams so that groups of two or three students are working on one or two words only.


questions Patchworking

mala) bad b) doesn't work in a satisfactory way c) bad professional act
9JI/lVJd/ow (J UDIPunj/ow (q IUBlo~D/VW (V

benea) something good for you b) someone who performs good acts d someone who receives generosity
AJDPljSuaq (J JDIJVjDUBq (q /VPfjBuaq (D

autoa) a book about you, written by you b) your nome written by you cl a machine which doesn't need you
J!IOWD/flO (J qdOlBolno (q AqdolBo!qolno (0

self0) thinking only of yourself b) giving yourself the best c) no waiter

In0) mn't keep a sene! b) can't be seen c) if you can't sland something, il is this
819OlB/DIUI (J B/qI51~U! (q 188JJ5!PUI (D

UIM85 jlB5 (J sJuaB/npuN/85 (q q5lJJs5 (0

• meD) wrong ideo or action

01 leorning and leaching
b) fads, figures, news

preo I before 0 wedding bl judgement before or without facts c) to see the future
UOI/IUOWBJd JO P!pald (J 8J/pn!aJd (q /oudnU-8Jd JO ID/IJOW-aJd (0


disto vonish b) to toke aport c) to take your clothes off

give the wrong facts cl say something badly

c) tendency or leaning

someone who writes a book with you b) someone who flies D plane with you c) working together

8JunouoJd5!W (J W10jU!5!W (q a~015!W (0

UO/lVUIPU! (J UO!/OWJOJU! (q uO//OJnp8 (0

aAi/oJedo-oJ JO UOIIOJ8do-oJ {J IOlld-OJ (Q Joqlno-oJ (0

aqOJS!p (J al/uow5lP (q J08ddDS!P (0

Ira) not normal
b) once started it cannot

pro, ,

cona) talk with someone for advice b) (h~ck accuracy cJ change a person or thing
/l8AUOJ (J WJljUO] (q /IIJmOJ (0

suba) employ others to do your work b) under the ground c) below what is required
pJDpUV/5-qns (J uoaUOJJalqm (q jJOJIUOJqns (0

iI0) b) c)

go bock a new one cannot be found
8/Q08JOld8Jl! (J 8Jq!5Ja~SJl/ (q lVlnBs}J! (0



a) to speak strongly for an ideo bl a person who gives money for a ploy or film c) demonstration
15810Jd (J mnpoJd (q 8/oWOJd (V

against the low cannot be read does not make sense

10J!Bo//! (1 81q/B8 (q 106al/f (v



supera) oulslde of D ship or plane b) more than needed c) outside display


inter0) between nations b) between languages c) between worlds 0)

bispeaking two languages b) having two wives or husbands d agreement or talks between two groups
JVJa/otlq snowoBlq /onBu!/!q

una) not nice hI not good for you c) not normal

nna) cannot be done h) cannot be believed c) not likely to happen


loP!psdns (J snDnlJ10dns (Q 8JnpnJ/sJadns (0





,{lO/8UOIGJ8IU! (J J8/8JdJ8IUI (q /DUOUOUJ8IU! (0

(q (0

jOJn/vuun (J AqIJ08qun (q IU05081dun {v

8/qoqoJdw! (J 8Iql5n0/dw! (q slW5sodw! (0

anteoj someone or thing thot comes before h) small room leading into a big room c) before birth of a child
IO/OU8jUD (J JaqwlJ~J8/UO (q /uapm/uo (11


, ,



posta I after birth of a child b) written after your signature in a letter c) after death
500wnqlsod (J Id!JJ5IS0d (q IIJ/DU-/50d (0

medi0) 9t~-12fh centuries

a) Jorge supply b} generous c) nol a good use of resources
/nj81S0M (J /nj!lunoq (q InjllU8[d (0

oj anxiety, fear bl despair c) not strength


I ,


hI neither good or bad d to go between two people with help and advice
aiD/paw (J 8JJD!paW (q 10AB!paW (0


5iou¥oaM (J 5saussaladoq (q S5aUSnO~)au (0



From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997




(OJ' White covering hexagons

I 'I

1 '.









Black covering hexagons

BOX by Jean

Greenwood © Cambridge University Press 1997



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on card before you cut it out. Instead of using prefixes and suffixes. .~ I13 ~ A. The use of this game in a variety of EFLcontexts with young adults was first demonstrated Sibbald. stick everything this makes the initial preparation more worthwhile. -I' r I II ~ ~i3 : -I" .: ~ .~ T "'·3 ~ l VOCABULARY AND MEANING (. to me by Pauline "3 ~ 3 ~ '3 ~ 3 :~ '3 . Students will have to do the research.::. put letters of the alphabet on the board. Oporto. "3 i . check the answers and write the question cards for other groups to use. A Alternatively the question could Give me an A who paints pictures (Artist) . In order to win a hexagon. for example. word in a particular be a definition category beginning ask for an animal or country or food beginning or synonym. with students must supply a if the letter is with that letter. If you are making copies for small groups. I I ~ • .~ Try extending the activity by getting groups of students to make Further sets for you to use with either them or with other classes.~ :3 . For example.: . . British Council. !3.I I ~3 . 39 . • :3 I ~ Patchworking Advice This game transfers fo lower levels very easily. Acknowledgement This game was inspired by the British television quiz Blockbusters. This will make the copies more durable and you will be able to use the sets many times.

. • In class 1 Divide the class into two teams if you are playing with the whole class. speaking. ~~ - ~Jii! 'p '~ How long? 30-50minutes. the questioner places a hexagon of the right colour on the space. So. You will need two board pens in different colours. Every time a question is answered correctly. Point out to the questioner that each question card has three questions on it to choose from. The next team may now try for a hexagon. The questioner asks the team the question and accepts the first answer.J. verbs. listening. This means that the other team cannot land on it. . The black team travels down the board. If you are going to play in small groups. If the answer is correct. . and that the answers are also to be found on the card. If this game is unsuitable for your students. Explain that the letters in each space are letters which start or end the answers to the questions they will be asked. Show the Patchworking board to the class on the OHP or give out a copy of the board to each group. Otherwise. teams are trying to block each other's way across the board. appoint a questioner for each group and give out the questions. c definition ndsynonym a recognition. The questioner should also be given a set of the black and white hexagons for scoring purposes. ! Phrasal suffixes. ~ Anysizeclass. ii . S If you are playing as a whole class activity. :5 r~ WhOiS it for? Advanced students. 38 ~i 'i .. one for each team . The game can also be played in smaller groups with one student in each group acting as the questioner. then prepare suitable question cards. transfer the playing board to an overhead transparency. the white team travels across it. The example of Patchworking provided on the following pages deals with words beginning with certain syllables and prefixes or ending with certain suffixes. you will need a copy of the board and the questions for each group. the team can claim the space and cover it with either a black or white hexagon.'1* . plus covering hexagons for the two teams. reference if skills played withadictionary.~ WhaYs it for? Comprehension andmeaninghecks.E Language needed? it! ~i ~!! . then take the role of the questioner yourself. prefixes target or words students metbefore. or into small groups. have This game canalso beused tointroduce un known vocabulary witholder tudents. 2 Explain that the object of the game is for teams to make their way across the board and reach the other side. and it helps to keep up the pace of the game. frustration will lead todiscipline problems.II! VOCABULARY AND MEANING rI ~ [I Patchworking Preparation ~ ~ ~ • If you are going to play the game as a whole class activity.. ~ 3 If you are playing in small groups. as well as trying to win hexagons. Shade in the spaces projected onto the board with board pens as teams win hexagons. The first team enters the patchwork by asking the questioner for a question on a particular suffix or prefix. s butonlyif theyareequipped with dictionaries. This is to avoid arguing and loss of discipline. white-out the letters in the hexagons and write in your own categories. How many? :E .ii· . 4 Teams decide which is black and which is white. conbe butit adapted foruseatanylevel.

Ask them to check the correct Who's it for? Any level.".. 3 ~ . 3 _. when they feel confident with one of the words on their list and that they will no longer make a mistake with it. .-~ . 2 Make it dear that their list is personal to them and it does not matter whether their neighbour has a different list. 4 When the 'hate posters' are finished.~ Advice Don't worry if the same word is written several times by different students. ~ ~ ~ The words we hate Preparation The activity is for groups of four students. They should not write the words in any special order but should try to cover the paper in a random way. •. • -3 E ~ How long? a n ongoing project. _ 1..~~ . Encourage students to add words to the posters in future lessons..' I[ In class 1 Ask students to go through their exercise books or files and make a note of five to ten words which they have misspelt in the past few weeks and which they feel might still be a problem for them. • both you and them to see that certain spelling problems are shared. They are not allowed to cross another student's words off. display them on the walls of the classroom for as long as possible. in future lessons. Then ask the members of each group to write their words onto their paper. the posters will serve as a useful wall dictionary. ~ spellings. Each group will need a large sheet of paper and coloured pens to write with. ~ ( . ~ If . Tell students that.~-. Whafs it for? Error correction.:-3 L . _ Ii. . Encourage students to make their writing as large as possible and to be adventurous with the lettering.. divide the class into groups of four and give out the large pieces of paper and the marker pens to each group. • ~ a _ E -s . . How many? Any doss size. 3 ~ ~ .r.1 ~1 t: ! . Ask one member of each group to write " -3 eo -~ ~L Our Hate List at the top of their piece of paper.3 37 . It is useful for Language needed? Access 10 Ihe correct spelling of words which hove been misspell in Ihe past. they can cross it off the poster. but this is . dictionary work. - 3 Make sure that students have access to dictionaries. In the meantime. SPEWNG AND PRONUNCIATION -~'. . You may need to bring dictionaries to class if your students do not own them....1 . :3 . .1' ~ ·1 .. monitoring progress. . • -3 r - - Inilially I0-20 minutes. . When this has been done. "'...-B J .

with those two with that tetter. WhOiS it for? The activity works best with pre-intermediate level and above. following rules to the class. 2 The first player from Team 1 thinks of a word and then calls out only the first letter. does not say the word and adds a third letter. In class Divide the class into two teams. Award each team three points or 'lives'. Team 2: They reveal the word they were thinking of and win the game. A life is lost by the other team iFthe challenge is a good one. I Team 2: A (they are thinking of hand) Team 1 : P (they are thinking of hcppiness] Team 2: H (they are thinking of hophozord) Team 1: They challenge because they think Team 2 is bluffing. 7 At any point in the game one team can challenge another over spelling or whether it is possible to make any word at all with the letters present. S Consultation within teams is permitted. the challenging How many? Any doss size.. does not . when they lose a point or 'Iife'. However. 3 The first player from the Team 2 thinks of a word beginning thinking of the same word . It is highly unlikely that the two students are How long? 5·10 minutes. A game with a challenge may go as follows: Team 1: H (they are thinking is bad.. if the challenge team loses a life. say the word. The first team to lose all their lives has lost the game. 4 The second player from Team 1 now thinks of a word beginning letters. Explain the The aim of the game is not to complete a word. The game can also be played by students working 36 . . Beginners will not have enough vocabulary to make the gome interesling. and adds a second letter. 6 The game continues until one team is forced to complete a word. divide the class into teams. III WhaYs it for? Spelling and vombulary work. of hospital) III Language needed? Words of students' own choice. challenge the team! Advice It is recommended that you demonstrate the game with a more able student before you in pairs.SPEWNG AND PRONUNCIATION Forced to finish Preparation You may wish students to bring dictionaries to class if you are playing this in small • groups in order to solve disputes over challenges.

2 When the lists are complete.. or spelt letter by letter. It is more difficult to monitor correct spelling.3F Speller's bluff -c '.' . or a list of ten words which they have You will need a minimum of ten words. However. The spellings can be written on the board. Make sure that each student leaves the lesson with a list of the words correctly spelt. :3 G3 =3 ~ ~ ~ ~ 35 . - III Who's it for? Any level. but beginners may need 1 the explanation and rules in L1. prepare beforehand passively encountered. One word will be correctly spelt and two will be incorrect. teatcher. or almost possible. tell students to look the words up in the dictionary and but find the correct spelling. You may have to demonstrate what you mean.~ III language needed? The pronunciation of the words you or your srudents select. Dictate the words on your list to the two teams. they must prepare three versions of each word in their teams. Tell students not to worry about spelling at this stage. . -. 'III Preparation If you are leading this activity.• . error awareness.~~ ~--3 :] . but it is not impossible. phonetically possible. .~ 3 3 -~ 3 When the two teams are ready.. Advi(e In large classes this game can be played in pairs. <~. or on paper. ready to bring to dass if students do not have their own. .SPEWNG AND PRONUNCIATION . Team 1 challenges Team 2 with three spellings of their first word. When they have done this.. ~3 '. _". Team 2 writes the second etc. How many? Any closs size.. Team writes the first word on the list. What's it for? Spelling. the team gets a point. Have dictionaries either. In class 1 Divide the class into two teams. Team 2 must vote for one of the spellings. they lose a point. dictionary skills. -~ ::l -:>-:< '. If most members choose the correct spelling. teecher. a list of words with which students appear to be having spelling problems. :'3 . if most choose an incorrect spelling. • teacher. eg an example of • How long? 20 minutes.

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leave the other set as a master sheet. It doesn't ~ ~ i I matter iFsome (pairs o~ students have the same card. if necessary. the difference between vowels and consonants. If students have a word on their cord which they think shores the same vowel sound.SPEWNG AND PRONUNCIATION Phonic bingo . but it can be adopted for use with any level. language needed? Target words. Instead of calling out the caller's words. I Who's it for? Pre-intermediate. If any of the words are new or unsuitable in any way. 3 Explain that you will be calling out other different words. listening.. white them out and replace them with words which share the same phonic symbol and which are familiar to your doss.. students are req uired to know them or are Advice You may wish to pre-teach or check the sounds on the sixteen cards before you begin the game. This will enable you to monitor the game's progress. I. • How long? 15 minutes. they could be incorporated.. 4 As each word is called. If they all match. 32 . but if interested. 5 Explain that the game stops when someone has covered their six squares. wrlting. has six small objects or pieces of crumpled paper or card to cover their squares with. Preparation Copy a Phonic bingo card for each of your students or for pairs of students. The caller writes the symbol on the board. As the caller. you will need two copies of the caller's cards. How many? 2 Tell students that on each card there are six. Ask them quietly to say their six words aloud and to check with you if they have any pronunciation worries. If you ore working in an environment where phonic symbols ore actively tought. fairly short words with different vowel sounds. remedial spelling. . card on the 'c. reading. In class 1 Explain how to play Bingo. Any dass size. Each caller's card has the word to be called in large letters and the partner word from the students' cards in small letters. This makes for a more challenging game. Alternatively • . they should cover that square and remember (or make a note o~ the word which they heard. the game con be played in a different way. After each game change the cards around so that everyone is playing with a different card. you may wish to write them on the board. This is so that the pace of the game does not slacken should a student be invited to be the caller .~~ Whafs it for? Sound and spelling association. this student is the winner and becomes the caller for the next game. place the caller's card on the corresponding master sheet. Give out the cards and make sure that each they can use pencil and then rub out their marks . players cover a word if it has this sound. student. Cut one set into individual cards. or pair of students. Phonic symbols are not necessary. This person must then callout the six pairs of words.

it can be played in small groups or pairs. or ask their classmates or you to check spellings.~ ~~ ~ . Students can prepare their own lists of words to use against each other.~: ss !3 ~ ~ SPEWNG AND PRONUNCIATION 3 Cluster noughts and crosses After the game has been played by the whole class.~ 3 13 !~ ~ knknock knee knife knuckle knight knit -ible terrible horrible compatible edible sensible visible -able understandable lovable flammable durable desirable valuable 3 ~ 3 ~ 3 13 !!t -ent competent ingredient supplement intelligent obedient dependent -ant relevant elephant abundant stimulant hesitant defendant -scscience conscience conscious scissors discipline ascent L~ !:3 I "l. s ~ 3 ~ Sample lists -oughcough through thought drought enough dough -phelephant graph epitaph telephone phrase phantom -ious anxious serious dubious superstitious religious studious 3 3 ~ .~ L:3 !~ ~ . they can use dictionaries. 31 ...

silent letters. -ph-. -once. through and thought. For example: -ough-ph-ious How long? minutes. -sc-. 4 -ent 5 -ont 6 -sc- :~~ ~ '. the noughts and the crosses. l -eou-. -able. -ence. -ck. hard and soft c (/s:/ and /k:/). Extension Draw the noughts and crosses grid on the board with a cluster in each square. Divide the class into two teams. Team members must guess the word and then spell it to win the square. double orsilentetters.SPEWNG AND PRONUNCIATION Cluster noughts an Preparation This is a difficult game to playoff the top of your head. -ough-. Sample lists for upper-intermediate WhOISitfor? Upper-rntermedrate oradvanced students. Tell team members not to callout their answers. Do not introduce words which students are unlikely to understand simply because they fit into the appropriate group of words. ~~. - • 1 kn- 2 -ible 3 -able How many? Anyclass size. hutit conheadapted foruseatonylevel. 9 problem dusters andsequences. Words which sound different but have similar spelling can be included. This time do not say the word. -ou-. Language needed? Target words which students ove h metbefore. 30 . -tch.~ . Explain that you will only accept answers given by their captain. The game will grind to a halt while you explain the meaning of such words. Whafs it for? Remedial spelling. -OUS. • • 1(). these students will have to listen carefully to their team mates' suggestions. wh-. prior to the lesson will ensure a faster pace.15 which your particular class has met before. focusing pon u 7 Sample clusters include: 8 -eous. -ious. -ent. for. 2 In each of the nine squares write a cluster or sequence of letters which currently causes students difficulty. -ant. they must spell the word that you give them. -ei-. Preparing a list of target words level are found at the end of the activity. For example: Which words has -eo us in it and means polite? (courteous) Advice If your two teams are large. Appoint weak spellers as captains. -ie-. In order to double letters. -ible. but give a definition very or a clue. The letters should provide them with the help they need to spell the word correctly. kn-.. In class 1 Draw a Cluster noughts and crosses grid of nine squares on the board and number the squares. the winning team is the first team to make a line of three noughts or three crosses in any direction across the board. appoint captains as this will reduce the noise level.l! . -ea-. 3 Teams take turns to tell you the number of the square they are playing • win the square. for example. The word you give them must contain the letters shown in the square. Explain the rules if necessary.

Take points off any team which tries to do this. Don't do any more than six words. If possible. but they can't do both. but not essential. Then. Your class is guaranteed to leave the room smiling. so. . rub out. Continue the game with up to five other words. Ask teams to line up with the first person in the line facing the board. they must then hand the pen to the second team member and go to the back of the line. - =~ 29 '- . at the Whafs it for? words students have seen before. • How many? Any class size. 3 Explain that the first team member can write only the first letter of the word. 4 Give the correct spelling and award a point to teams which have correctly spelt the I 11 " . unless you wish to prepare a list of target or problem words in advance. or with which they have had problems. . make sure that you follow it with a settling activity. the game will lose its potential for discussion. give each team a different coloured pen to work with.SPEWNG AND PRONUNCIATION Chainspell Preparation None. How long? 5·10 minutes. Advice If your board is rather small.. The game is played at the board in four teams. The game continues in this way until the team is confident that the word is correctly spelt. . ~I • Who's it for? Any level.. 2 Explain that you are going to ask the teams to spell words which they have either recently met.. or your class is too big to have students all working board. Watch out for students who get carried away and try to write the whole word in one go.. Spelling and error correction of lf this happens. or with the end of the lesson. . and so are you! Target words. try pinning large A3 sheets on the wall in different parts of the room. Language needed? Chainspell can be a stirring activity. . the pen must be given to the next team member.. The second team member can either correct the letter that has just been written. or write the next letter. four different coloured board pens or chalks In class 1 Divide the class into four teams.1 word. are useful. corred.

I . Next to that make a second column to indicate any letter in their guess which is in the same place in the target word.. 4 To the right of the four crosses make a column to indicate any letter in students' guess which is in the target word but in the wrong place.I '/. An example game is provided below.1. the activity can be used with • 2 Write four crosses (xxxx) on the board to symbolise the letters of the target word. XXXX 1 st guess 2nd guess 3rd guess 4th guess 5th guess 6th guess 7th guess 8th guess hand face ~~ ~ ./ Language needed? letters of the alphabet the torget words.~. elementary or beginner levels if you (on explain the instructions in ll. Use ticks '~! • • -~'. Two different coloured board pens or chalks are useful. correct or right letter.1.1 Advice Once students have mastered how to play the game. "' How long? Maximum 15 minutes. In class 1 Decide on a [our-letter word that you know students have seen before and that they understand.1 ./ f a at book bear beat Ie leaf .SPEWNG AND PRONUNCIATION Masterspell - Preparation None.... this will get pairwork off to a quick start. duster recognition. ~l Who's itfor? Pre-intermediate level and above.E' . Four-letter targets can usually be guessed in less than ten tries. unless you wish to prepare a list of possible target words before the lesson. If you have some target words ready for them. 28 . right letter in wrong place right letter in right place leaf Whafs it for? Spelling of words already known. However. How many? Example game Target word: ~~ . It is highly unlikely that they will guess it correctly the first time. The same game can be played with five-letter words. Write their guess under the four crosses./.. . they may wish to play in pairs. although it may take fifteen or sixteen guesses to get the target word.I) to indicate the number of right letters.~ > . . ~! Any class size.1.1 . you may want to go through this with the class.~.1 .1. (.1. "fi~' . . S Students make further guesses until they find the target word you have chosen. Point out to the closs that ticks in the second column need not be in the same place as the letter in the target word . I 1 ~~ ?c. . . f t .1. 3 Ask students to guess the word. correct or right ploce.

but experience has shown that it is usually carried out at whisper pitch. divide. as long as there is space for students to leave their seats. This person will then return to their team and repeat the clue so that everyone can write it down. Divide the doss into teams and make sure that each team knows where their particular puzzle is. problem. speaking. multiply. Who's it for? Lower·intermediate students. any lexical wnich areas have number associations which students have already met. 2 My second letter is the second letter of minutes in an hour. 27 . wriling. What is the treasure? Add. 2 Explain that each team will send a member. cardinal or ordinal numbers. • Puzzle What is the treasure? 1 My first is the fourth letter of 2 x 50. the team must also try to solve the mathematical means that students never lose sight meaning as well as form. subtract or toke away. 7 My seventh is the seventh letter of pence in a pound. one at a time.lEITERS AND NUMBERS Running treasure hunt Preparation The activity is for teams of 4-8 students. this has of the fact that the passage they are dictating How many? Any doss size. try to memorise it and take it back to the group. • Language needed? • 8 My eighth is the first letter of sides in a hexagon. to look at the puzzle. Label the copies Team 1 etc. Key 1 hunDred sixty thousAnd Million 5 7 fOur 2 3 4 6 seveN hundreD Six 8 (Answer: Diamonds) =3 ~ ~ Advice Running treasure hunt sounds as if it could be a very noisy activity. as no group wishes to be heard by another. In class 1 Stick the copies of the puzzle around the room as for apart as you can. simple mathematics.... but it con be adapted for use at any level. • How long? 20-30 minutes. The activity continues until all the clues have been relayed back and written down. remind students that shouting the answers can only benefit other teams. - • ~ 3 At the some time.000. .000 x 1. Reinforce this message at the start of the activity.. listening. 6 My sixth is the last letter of the days in the week. S My fifth is the second letter of your teacher's eyes plus ears. 3 My third is the sixth letter of millimetres in a metre. totaf. the second team member will look at the second due. The first team member will look at the first clue and try to memorise it. You will need a copy of the puzzle below for each team. - . Whafs if for? Reading. 4 My fourth is the first letter of 1. When this has been done.

i . r:·J! ~.blank maze Where shall:we go? iE:! .

.! •• ...1 oi. ..--.: • III .. .) 'I.r... . - ~_ . I • I • I• ·1.~ J'... . .Where shall we go? maze fJ. • • - -•• ..t.. . J _ ... I • .-'~ From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 PHOTOCOPIABLE 25 .I .-1 I • I 1IJ .".~ l .

. the natural extension is to get groups to make their own games which can be played or displayed. Where shall we go? maze purposes. ~: ~. Make sure you replace the distracters with something which resembles the or the room or building or right answer. are teaching. members in a teo m.! '-~.. ~ a The first member of the team enters the maze and decides which the team will try first. junction by junction. out the offending or immediate. simple lexical sets which have fixed associations with numbers and which students have already metfor example. b E The answer will give the number of the route which the second team member must follow. Members of the team are allowed to double back if they did not like the answer given previously. ! E Extension A blank maze can be found on page 26. 2 Explain how to carry out the activity to the class.~ LEITERSAND NUMBERS ~ E ~ Where shall we 9 Preparation This is for groups of four. E E ~ Whafs it for? Simple problem solving with numbers and deduction. c 3 The journey continues. they are working as a team. writing. Other ideas are included in Number Puzzles [Usborne Press). and will have to write in English and any consultation with the teacher must be . You may also wish to prepare an OHP III WhOiS it for? Lower-intermediate students..Ei ~ ~. until the team has discovered the final destination. doys in the week... team member by team member. reoding. question and its correct answer and substitute something more relevant Language needed? How many . You may wish to include questions which refer speciFically to the class you Marias are there in this closs? How many How many stairs are there to our room? in which you teach. The token is moved to that junction.. They will still be forced to agree on the wording in English. of the maze for demonstration E: ~ ~ ~. there will be fifteen E questions to answer and the final destination will be the zoo. problem setting. After finishing the game. If all goes well. In class 1 Divide the class into groups and give out the copies of the Where shall we go? maze. The number of . diO:~I i .e: 1 Acknowledgement The idea of usinq this format for EFl skills work was initially inspired by Jenny Tyler and Graham Round's work on numbers. . simply whiteor may not be culturally oppropriote. Check the final destination with the class. Copy a transparency ~ ~ E!.:-. but it mn be adopted for use at any level. the second member reads the question and decides which route the third member must follow.j i answers. minutes in on hour. E ·. for each group of students.. Do not be too dismayed if monolingual groups seem to use a lot of E making their II when own games. • How long? 20 minutes_ The extension willtoke 40-50 minutes. The first team member reads the question which is at the junction and answers it on How many? Any class size. 24 tJinl ~I ~I 10::. for example E E . • Advice Some of the questions in the maze provided doss's world knowledge. against each Explain that the aim of the activity is to find out where the young people in the car were at the end of their [ourney. may be too difficult. junction/roundabout behalf of the others. Point out that group members are not competing other.:. of the problems and the .. • . ~ Each group will also need one token (or coin). etc. _?. spots on a dice. or may be beyond the In this case. At the next junction.

e. (6+3=9: the total will always be 9) 4 Toke 5 away from your answer. Give each student a copy. turn the paper face down on your desk and give the class their instructions.. add. Write the instructions one at a time on the board. for sharing this activity with me. divide. it equals Whafs it for? . equals. [this can only be Denmark) with the second letter of your Language needed? • 7 Think of an animal. or via written instructions which are given to each student separately [minimal preparation). elephants from • I Denmark 2 on a piece of paper without letting anyone see what you have written . follOWingorcl or written inslrurnons. it equals B.) 3 ~ 1 Think of a number from 2 to 10. Dictate the instructions to the class.sU' Preparation This depends on whether you are doing this activity orally [no preparation}.LErrERS AND NUMBERS -1 Grey elephants from Denmark. of course. you can produce the sentence which you wrote at the start of the activity. (99 times out of guaranteed OJ with your letter. toke away or subtract.. How long? 5·20 minutes depending upon the voriafion chosen. (4: The answer will always be 4) 5 If your answer is 1.... :3 ~ A.. b c step simultaneously. '-3 ..~ ~~ !. fa b. 7) 2 Multiply your number by 9. If it is 2. You will have proved that you can read students' minds! 3 .. . beginning Mu/ffply. Make a great show out of writing grey Who's it for? Pre-intermediate level and above. . [in this case 63) 3 Add the two numbers of your total together. _ 3 J d e read the instructions and do the puzzle. students Give the instructions to half the class. ~~ Advi(e In some cultures students may have no difficulties at all with the mathematics but will Take general knowledge about have problems when it comes to naming Europe into account. I a Lead the activity yourself and give the instructions orally one at a time to the class. I - In class 1 Tell students that you are going to try to read their minds and guess what they are going to tell you at the end of the activity.T.~ Denmark.) 9 At this stage. instructions to a partner who hasn't got them. 4 equals D. students do the puzzle after the dictation. • Simple mothemafics.~ 100 this will be elephant) (Elephants are always grey: you are almost 8 Think of the colour of your animal. Acknowledgement Many thanks to June Seward. Instructions (The information in brackets is for the teacher only. [0: the answer will. :-. students do the puzzle step by Write out the instructions before the lesson. There are five different ways that these could be presented. numbers. . (for example. always be 6 Think of a country in Europe beginning country. ~ 23 . 3 equals C. these students then dictate or give the students do the puzzle step by step Simultaneously . . My experience of this activity is that students prefer to have some written record of the .. not a bird or a fish. Then.. Bahrain.~ ::::3 instructions because they want to try it out on friends who are not in their class after the lesson. to end up with grey elephants from Denmark. How many? Any class size.

... ~! .~..! . ..J ..~ 1 I.grid Hide and'. .: ~: .E..... o o 10 2 3 4 5 6 7 8 9 20 30 40 50 60 70 80 90 22 PHO TOCOPIJlBLE From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 _1 ~.

Point out that each square has made up of the vertical number plus the horizontal the grid reference for a selection of the squares. III 3 z~ -~ 2 Instead of hiding ten rings in the grid. 'Hiders' must tell 'Seekers' which letter they have found. students label the vertical side of the grid with hundreds and the horizontal side with a selection of ten numbers from 0. of the grid will be useful For In class 1 Give out the grids.. and make!wo :~ ~ ~ ~ ~ ~ smaller grids on one piece of A4 paper. but it is not essential. give a time limit.. they must make sure that their partner 4 I How many? square by If 'Seekers' must ask their partners if there is a ring hidden in a particular giving the reference number of the square.. Instead. 'Seekers' and 'Hiders' photocopier will probably want to change roles and play the game again. . 21 . Explain that students are going to work in pairs. Is there ? . The winning 'Seeker' is the student who has found the most rings in that time. must admit this and the 'Seeker' can then draw of the grid. . 5 Divide the class into pairs.LETTERS AND NUMBERS . ~ Advice Do not wait for every pair of students to find the treasure if your class is large. Language needed? 1-99.~ order to reduce the amount of photocopying. a reference number from 0-99. Check that students can identify Elementary and pre-intermediate levels. which they can rub out after each game. Students who are quick at copying could make their own grids in their exercise books.99. Who's it for? one. hidden in a particular 'Seekers' must ask if there is a letter square. the 'Seeker' marks the empty X. If the square is empty.. Alternatively can use pencil. treasure which the other player must find [seek}. Explain that 'Hiders' does not see where they have hidden them. One player in each pair hides some have ten gold rings How long? Maximum 20 minutes.n Hide and seek Preparation " - Photocopy a grid for each student. You will need to take the role of 'Seeker' wilh one student hiding the treasure from you. . . which they must draw in ten squares in their grids. Make sure that partners know whether they are hiding or seeking the treasure. Is there is a ring in the square. An OHP transparency demonstration purposes. 'Seekers' then write this letter in the correct square on their copy of the empty grid. Whafs it for? Practice in saying numbers ]-99. the 'Hider' the ring On their copy square with an there a ring in square 52? Any closs size. Have you got ?. The words can be written in any direction.J ~ Extension 1 If you want to practise with even bigger numbers. In reduce the size of the grid on the they ::-! . tell 'Hiders' to hide five different four-letter words. for example. Make sure that the whole class is working with the same selection of numbers. 2 3 Copy a grid quickly onto the board or use the OHP transparency 10 demonstrate the game.

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