challenges

CHALLENGES 1 WEBSITE

MODULE SKILLS LANGUAGE INTERNET 1 The Challenge Speaking: ‘Spot the

Lie’

Vocabulary: ‘Pictionary’

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2 Exercise Writing: ‘A Sports Star’ photo & description

Grammar: has got: ‘Guess the Star’

Star Profiles

3 Risk Reading: ‘Guess the Job’

Grammar: Present simple: Board Game.

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4 Out and About Reading: Sea Life Centre

Grammar: question forms

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5 The Weather Listening: Weather Report

Grammar: has got / there is / present continuous: ‘Spot the Difference’

World Weather

6 Expeditions Reading: ‘Magellan’

Grammar: Past Simple Irregulars: ‘Bingo!’

Explorers

7 Television Speaking: ‘Chat Show’

Grammar: question forms: ‘TV Quiz’

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8 Helping Reading: ‘koko.org’

Grammar: Comparatives & superlatives: ‘Guess the Animal’

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9 Teams Writing: ‘My Team / Group / Club’

Vocabulary: Alphabet Quiz

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10 Fun Speaking: ‘Sentence Chains’

Grammar: going to: Survey

Visit London

Module 1: Speaking ‘SPOT THE LIE’ Teacher’s Notes Objective: To practise giving personal information. You can do this activity after Module 1 ‘Get Ready’ page. Materials: None Time: Ten minutes Step 1: The best way to explain the activity is to demonstrate it. Say a few sentences about yourself, but include one false piece of information. Use the same basic language that students hear in the Module 1 ‘Get Ready’ unit. The students have to guess what is false, i.e. spot the lie. Example My name is Angela. I’m thirty-two years old. I’m from Manchester, but my parents are Scottish. My interests are dogs, horses and football. My favourite team is Manchester United. Step 2: Divide the class into groups three or four students. Students take turns to say a few simple sentences about themselves including one piece of information that is not true. The others have to guess what the false information is.

Module 1: Vocabulary ‘PICTIONARY’ Teacher’s Notes Objective: To revise basic vocabulary from the Get Ready pages and Module 1 of Challenges 1. Materials: Pack of Word Cards (see photocopiable sheet) Time: You can use this after Module 1 as a warmer activity or to fill up lesson time if you finish early; anything from five to fifteen minutes. Preparation: Photocopy the sheet of words and cut it up into word cards. You may wish to enlarge the copy so the words are bigger. Alternatively, you can make your own word cards with different words. Step 1: Demonstrate the game yourself. Put the word cards face down on your desk. Explain that on each card is an English word. You are going to choose one, illustrate it on the board and the students have to guess what the word is. Choose a word from the pack and draw a visual representation of it on the board. This can have amusing results! Step 2: Students take turns to come to your desk and choose a word card. They are not allowed to look at them first. They do a drawing on the board to represent the word. They are not allowed to speak or write any words. The others guess the word. Option You can play the game with two teams. Players from each team take turns to do drawings. The opposing team must stay silent. If the team playing doesn’t guess the word within a fixed time (thirty seconds?), the opposing team can have a guess. Note The game can be played with any level. With higher levels, of course, the words should be more abstract and include phrasal verbs or even idiomatic phrases.

‘PICTIONARY’ VOCABULARY GAME Word Cards

grandmother

bag

Chess

paint

curtains

football

Husband

chair

sing

book

Guitar

cook

dictionary

maths

photography

music

geography

basketball

Ruler

fashion

mobile phone

plant

Motorbike

lamp

DVD player

window

Bin

wardrobe

television

cycling

Watch

pencil

tennis

bookshelf

Reading

bed

door

computer

horse riding

science

Module 2: Writing A SPORTS STAR Teacher’s Notes Objective: To write a short description. You can do the activity after Unit 4. Materials: One sheet of A4 paper per student. Glue. Time: Five minutes explanation in class; fifteen to twenty minutes for the activity in the following class. Preparation: You may wish to make some copies of the example below to give students an idea of what you want them to produce (you don’t need one copy per student); or you could prepare your own example using a photo of a sports star from your own country. Also, it is a good idea to cut out and collect photos of sports stars from magazines to give to students who don’t have photos (* see Step 3 below) Step 1: Briefly, ask students who their favourite sports stars are. Step 2: Explain that you want the students to look through magazines at home and find a photo of a sports star who is not in their sports clothes. They should cut out the photo and bring it to the next class. Step 3: Ask students to take out their photos. Explain that you want them to stick the photo on a piece of paper and write some sentences describing the sports star in the photo. Show them the photocopied example of the activity (or your own example) and refer them to Unit 4 of Challenges 1 for help with vocabulary and grammar. (* If some students forgot to bring their photo, give them one of your spare photos. If they don’t like the sports star, that’s their fault!)

Step 4: Let students read each other’s descriptions. Display the profiles on the wall of your classroom if possible.

A SPORTS STAR Roger Federer

Roger Federer is a great tennis

player. In this photo he has got a

tennis cup and he is with his

girlfriend. They are at a celebration.

Roger has got long, fair hair. He

has got a red tie and is in a dark

suit. His girlfriend has got long, fair

hair and brown eyes. She is in a red

dress.

Module 2: Grammar GUESS THE STAR Teacher’s Notes Objective: To practise describing people using has got. You can play the game after Unit 4. Materials: None Time: Fifteen minutes Step 1: Demonstrate the activity. Describe a famous person and ask the students to guess who it is. They can ask three ‘yes/no’ questions before they guess. You win if they guess wrongly. Example He has got brown eyes and long, dark brown hair. He has got a ponytail. He has got a thin face and big teeth. He’s a footballer from Brazil. (Answer: Ronaldinho). Step 2: Divide the class into groups of three or four. Students take turns to describe a famous person. They should write down the name of the person on a piece of paper before they begin (they can show this to the group after the others have finished guessing). The others in the group can ask up to three ‘yes/no’ questions before they guess who it is.

Module 2: Internet Activity STAR PROFILES Teacher’s Notes Objective: To practise scanning websites for specific information Materials: Photocopies of the worksheet Time: Five minutes’ preparation; thirty minutes at home or in the computer room; twenty minutes feedback in class. Preparation: Book the school’s computer room if you need to. Step 1: Give out the worksheets. Explain that students have to use the Internet to find out as much of the information as they can about the famous people in thirty minutes. You can set the task as homework or use computers in your school if possible. Step 2: In the next class, elicit answers from the class. Students get a point for each piece of information they found. Find out who got the most points. Answers Elvis Presley. Elvis Aaron Presley (1935-77) was a cinema usher and truck driver before he became famous. His mansion home was called Graceland. Kylie Minogue was born in 1968 in Australia. She starred in the 1980s TV soap Neighbours, her sister is called Danni, and she had a small part in the film Moulin Rouge. Nicole Kidman was born in Hawaii. She won an Oscar for The Hours and was once married to Tom Cruise. Wayne Rooney was born in 1985 in Liverpool, England. He scored his first league goal in 2002 when he was still sixteen (the youngest player ever) and made his England debut against Australia in 2003. Robbie Williams was born in Stoke, England in 1974. He was in the group Take That between 1990 and 1995 before going solo. He has sold about 5º million albums. Maria Sharapova was born in Nyagan, Russia in 1987. She is 1.82 metres tall and won her first Wimbledon title in 2004.

STAR PROFILES NAME: __________________________________________________ CLASS: ____ How much information can you find in thirty minutes? Use the Internet. Search for information using:

• www.google.com • www.en.wikipedia.org • www.who2.com

Elvis Presley Full name: _______________ Dates of birth & death: _____________ Jobs before pop singer: _____________ _______________________________ Name of his house: ________________

Kylie Minogue Date & place of birth: ______________________ Star of 1980s TV soap: ______________ Sister’s name: ______________ Small part in 2001 film: ______________

Nicole Kidman Place of birth: _________ Oscar for _____________________ First husband: __________________

Wayne Rooney Date & place of birth: _____________________ First goal aged: _________________ First game for England: ____________

Robbie Williams Date and place of birth: ______________________ Member of the group _____________ from 1990 to ___________ Album sales worldwide: _____________

Maria Sharapova Date & place of birth: ______ _______________________ Height: ________________ First time Wimbledon champion: _______

http://www.google.com/

http://www.google.com/

http://www.who2.com/

http://www.who2.com/

Module 3: Reading GUESS THE JOB Teacher’s Notes Objective: To practise gist reading Materials: Photocopies of the worksheet Time: Fifteen minutes Step 1: Give out the worksheets and explain the task. Students have to match the speech bubbles with the jobs in the box. Step 2: Go over the answers and explain any new vocabulary. Answers: 1 doctor, 2 waiter, 3 model, 4 teacher, 5 scientist, 6 actress, 7 pilot, 8 electrician.

GUESS THE JOB NAME: __________________________________________________ CLASS: ____ Match the speech bubbles with the jobs. actress, doctor, electrician, model, pilot, scientist, teacher, waiter

Module 3: Grammar BOARD GAME Teacher’s Notes Objective: To practise forming sentences using vocabulary and grammar from Challenges 1 Modules 1-3. Materials: One photocopy of the board game (see below) per group. Dice and counters for each group. Time: Thirty minutes Step 1: Divide the class into groups of four students and give each group a board game with dice and counters. Step 2: Explain the game. Students take turns to throw the dice and go round the board. When a student lands on a square, he/she writes down that word and so collects words as the game progresses. When a student reaches the ‘finish’ square, the game is over. Step 3: Each student now makes sentences from his/her own collection of words. Words can be used more than once. The student with the most sentences is the winner. Step 4: As a follow-up, ask each student to say their best sentence and write it on the board. Elicit corrections as appropriate.

BOARD GAME

Module 4: Reading and Grammar SEA LIFE CENTRE Teacher’s Notes Objective: To practise reading skills and question forms. The task should be given after Challenges 1 Unit 11 which presented and practised there is / there are. Materials: Photocopies of the brochure, one for every two students. Time: About thirty minutes Step 1: Divide the class into pairs and give each pair a copy of the brochure. Step 2: Ask students to match the animals with the photos and check answers. Step 3: Explain the activity. Each pair reads the text together and then writes five questions to ask about it. * See a list of possible questions below. Step 4: Students then form new pairs and take turns to ask each other their questions. You can make the activity more interesting by awarding points: if a student answers the question correctly without looking at the text, he/she gets three points; if the student needs to look at the text for the answer, he/she gets only one point. No points for a wrong answer, of course. Step 5: As a follow-up activity you can elicit one question from each student for the whole class to answer. Write questions with grammatical errors on the board and ask students to correct them. Some possible questions Where is the tunnel? Where are the otters? Where do the turtles live? How many dolphins are there? Why doesn’t the centre have dolphins? Where can you eat in the centre? What can you eat in the centre? What does the shop sell? Where can you park your car? What places can disabled people go? Where can you smoke in the centre?

SEA LIFE CENTRE

• Match these animals with the photos.

dolphin, otter, ray, shark, turtle

• Work in pairs. Read about the Sea Life Centre. Write five questions to ask another pair. Example What are the two giant turtles called? Birmingham Sea Life Centre Your FAQs – Frequently Asked Questions!

What are the main attractions? There is a fantastic 360º tunnel in the tropical ocean area – watch the huge sharks and the little tropical fish swim around you! This is also home for our two giant turtles, Molokai and Gulliver – they’re enormous! There is a special area for otters and a wonderful pool to see rays. Are there dolphins? No, there aren’t. Sea Life centres want dolphins to live in their natural environment, so there isn’t a dolphin pool and there aren’t dolphins in the centre. Is there a restaurant? Yes, there is. It serves lunch and dinner. It also serves snacks and vegetarian food.

Is there a shop? Yes. Our shop sells small gifts and souvenirs.

Are there facilities for people with special needs? Yes, there are. Disabled people can go in all areas of the centre. There are special rooms for mothers and babies, too. Is there a car park? No, there isn’t. But there is a car park in Brindleyplace - just one minute’s walk from the centre! * Please note that all areas of the centre are non-smoking areas.

Module 5: Listening WEATHER REPORT Teacher’s Notes Objective: To practise intensive listening. You can do the activity after the Module 5 Get Ready page. Materials: Photocopies of the worksheet Time: Fifteen minutes Step 1: Give out copies of the worksheet. Clarify the meaning of the symbols if necessary. Explain the task. You will read out a weather report for the UK. As they listen, students draw the symbols in the correct places on the map. Step 2: Read out the weather report. You may want to pause as indicated (*) or just read it straight through more naturally. And now a look at today’s weather. Up in Scotland, well, it’s bad today. It’s very cold and windy, yes, very high winds up in Scotland today. (*) And in the North East of England, well, it’s bad there too. In fact there’s a lot of snow up in the North East. It’s very cold and be careful on the roads because it’s very icy and snowy. (*) In the North West, no snow, but it’s cold and rainy. (*) Over in Wales, well, it’s a very nice morning today, very sunny and bright. (*) The Midlands are okay, too, very warm and sunny, a lovely day. (*) Finally, the South East, well, not too bad, some sun but also the occasional shower of rain. And that’s the weather around Britain. Step 3: Ask students to swap their worksheets and go over the answers.

WEATHER REPORT NAME: _______________________________________________ CLASS: ____ Check you understand these weather symbols. Then listen to the weather report and draw the symbols on the map.

Module 5: Grammar SPOT THE DIFFERENCE Teacher’s Notes Objective: To practise grammar structures (has got, there is/there are and present continuous). You can do the activity after Unit 14. Materials: Photocopies of Pictures A for half the class and copies of Picture B for the other half. Time: Fifteen minutes Step 1: Divide the class into pairs and give out the pictures – one student in each pair should have Picture A and the other Picture B. Tell them it’s important that their partner doesn’t see their picture. Step 2: Explain the activity. Student A says a sentence describing something in their picture (for example, “There are a boy and a girl in a snack bar.”). Student B replies either ‘Yes’ or ‘No’. If the answer is ‘No’, he/she corrects the information (for example, “No, in my picture …”). Then Student B takes a turn to say a sentence. The process continues until the students have found eight differences in the pictures. Step 3: Elicit sentences showing the differences between the pictures and ask students to correct the grammar if necessary. Build up a table on the board, like this:

Picture A Picture B • It is raining outside. • The boy is drinking cola. • The boy is listening to his Mp3. • The boy is wearing trainers. • The girl is wearing earrings. • The girl is talking on her mobile. • There is a clock on the wall. • The girl is eating a burger.

• It isn’t raining outside. • The boy is drinking an orange drink. • The boy isn’t listening to his Mp3. • The boy is wearing boots. • The girl isn’t wearing earrings. • The girl is reading a text message on

her mobile. • There isn’t a clock on the wall. • The girl is drinking cola.

SPOT THE DIFFERENCE

Module 5: Internet activity WORLD WEATHER Teacher’s Notes Objective: To practise scanning websites for specific information. You can do the activity during or after Module 5. Materials: Photocopies of the worksheet Time: Five minutes’ preparation; twenty minutes at home or in the computer room; ten minutes feedback in class. Preparation: Book the school’s computer room if you need to. Step 1: Give out the worksheets. Explain that students have to use the Internet to complete the information in the table. Ask them to time how long it takes them and to note the address of the website which gave them the information. You can set the task as homework or use computers in your school if possible. Step 2: In the next class, elicit answers from the class. Find out which were the best websites. Note: A couple of good websites are www.bbc.co.uk/weather/ and www.cnn.com/weather/

http://www.bbc.co.uk/weather/

http://www.cnn.com/weather/

http://www.cnn.com/weather/

WORLD WEATHER NAME: ___________________________________________ CLASS: ____ Use the Internet to find out the weather forecast around the world for tomorrow.

City Weather Maximum

temperature Minimum temperature

London Budapest Moscow Beijing Sydney Los Angeles

Time: ____________________ A good website to find weather forecasts is:

____________________________________________

Module 6: Reading MAGELLAN Teacher’s Notes Objective: To practise intensive reading skills. You can do the activity after Unit 17. Materials: Photocopies of the worksheet Time: Twenty minutes in class or at home Step 1: Ask students what famous explorers they know, e.g. Christopher Columbus, Vasco da Gama, Roald Amundsen. Ask if they know anything about Magellan, e.g where he was from, when he lived, where he explored. Don’t tell them if they are correct. Step 2: Give out the worksheets and explain the tasks. You can set the tasks in class or ask students to do them at home. Step 3: Go through the answers. (True or False: 1F, 2T, 3T, 4F, 5T)

Magellan’s Route

MAGELLAN

• Read about Magellan and draw the route of his round-the-world expedition on the map.

Ferdinand Magellan (1480-1521) was a Portuguese explorer. He was the first explorer to sail around the world. The voyage began on 8th September, 1519. Magellan sailed from Seville, Spain, with five ships - the Trinidad, San Antonio, Concepcion, Victoria, and Santiago. He sailed into the south of the Atlantic Ocean and around the tip of South America into the Pacific Ocean. It was very difficult and he lost two ships. There were many other problems. He had no food and the sailors became ill because the drinking water was bad. Magellan continued west across the Pacific and arrived at the Philippine Islands. There was a fight with the local natives and Magellan died. The Basque navigator, Juan Sebastian de Elcano, became the new captain and continued west across the Indian Ocean. He sailed around the Cape of Good Hope in South Africa, then north up the Atlantic back to Spain. In 1522, after nearly three years, only one ship, the Victoria, returned to Spain with only eighteen of the original 270 sailors. Are these statements true (T) or false (F).

1 Magellan was Spanish.

2 He travelled round the world in an east-to-west direction.

3 He had problems with food and drink.

4 Magellan died in India.

5 He died at the age of forty-one.

Module 6: Grammar PAST TENSE BINGO Teacher’s Notes Objective: To practise recognition of irregular past simple verb forms. You can do the activity after Module 6. Materials: One sheet with infinitives and blank bingo card per student. One pack of past simple verb cards for the teacher. Time: Twenty minutes Preparation: Cut out the verb cards. Photocopy the student sheets. Make sure students are familiar with the past simple forms of the irregular verbs on the inside back cover of Challenges 1. Step 1: Give each student a verb list and blank bingo card. Ask the students to choose any nine verbs from the list and to write them in the blank bingo card so that they have a card with nine verbs in the infinitive. Step 2: Explain the game. On your desk is a pack of cards with verbs in the past tense. Students look at their bingo cards as you take cards from the pack and read them out. If a student hears one of his/her verbs in the past tense, he/she crosses it out. When a student has crossed out all the verbs on the card, he/she shouts out ‘Bingo!’ Follow-up Ask the ‘losers’ to tell you the verbs that they haven’t crossed out and elicit the past simple form. Note: To play the game again, simply ask the students to draw a new blank bingo card on a piece of rouge paper; shuffle the verb cards and start again!

PAST TENSE BINGO

• Choose nine verbs from this list and write them on the bingo card.

begin, build, buy, come, do, drink, find, get, give, go, have, learn, make, meet, put, see, send, sing, speak, take, tell, think, win, write

PAST TENSE BINGO Verb Cards

began

Built

bought

came

did

Drank

found

got

gave

Went

had

learnt

made

Put

saw

sent

sang

Spoke

took

told

meet

Thought

won

wrote

Module 6: Internet Activity EXPLORERS Teacher’s Notes Objective: To practise scanning websites for specific information. You can do the activity after Module 6. Materials: Photocopies of the worksheet Time: Five minutes’ preparation; twenty minutes at home or in the computer room; ten minutes feedback in class. Preparation: Book the school’s computer room if you need to. Step 1: Give out the worksheets. Explain that students have to use the Internet to complete the information. Ask them to time how long it takes them and to note the address of the website(s) which gave them the information. You can set the task as homework or use computers in your school if possible. Step 2: In the next class, elicit answers from the class. Find out which were the best websites.

EXPLORERS Use the Internet to complete the factfiles about famous explorers.

Ibn Batuta

From: __________________ Dates: __________________ Places visited: ____________ _______________________ _______________________

Christopher Columbus


James Cook


Abel Tasman


Hernan Cortes


Alexander Yon Humboldt


Time: ___________________________

Good websites were: ________________________________________

Module 7: Speaking CHAT SHOW Teacher’s Notes Objective: To practise asking for and giving personal information and spontaneous chat. Materials: Photocopies of the role cards (see below) Time: Fifteen minutes preparation at home or in class; one class lesson for the performances of the chat shows. Step 1: Divide the class into groups of four. (It can also work with three). Explain that in the next lesson, each group is going to take turns to act out a TV chat show. Each student will have a role to prepare. Step 2: Give each student in each group a role card. One student in each group is going to act the part of the chat show presenter; the others are his/her guests. Step 3: Ask students to think about their part for homework. They don’t need to do any preparation as a group because the chat show should appear ‘live’ or spontaneous. Step 4: The groups take turns to perform their ‘chat show’ at the front of the class. Arrange their chairs in a semi-circle facing the ‘audience’. The presenter should introduce and interview the first guest, then the second, and so on, until all the guests are on stage together at the end. Feedback Ask the students who they thought was the most interesting ‘guest’.

CHAT SHOW ROLE CARDS You are the chat show PRESENTER. Prepare some questions to ask the guests on your show. • Where are you from originally? • When did you start acting/playing football/singing? • What was your best film/match/concert? • Who are your heroes? Act out your show at the front of the class. Introduce your show and then welcome your guests and chat with them. ------------------------------------------------ --------------------------------------------------------

You are a famous ACTOR or ACTRESS. Think about these things. • Who are you? (You can be a real or imaginary actor/actress) • Where are you from? • When did you start acting? • What was your best film? • Who is your favourite actor or actress? You go on a TV chat show. Answer the presenter’s questions.

You are a famous SPORTS STAR. Think about these things. • Who are you? (You can be a real or imaginary sports star) • Where are you from? • When did you start playing your sport? • What was your best match? • Who is your favourite sports star? You go on a TV chat show. Answer the presenter’s questions. ------------------------------------------------ -------------------------------------------------------- You are a famous SINGER. Think about these things. • Who are you? (You can be a real or imaginary singer) • Where are you from? • When did you start singing? • What was your best concert? • Who is your favourite singer? You go on a TV chat show. Answer the presenter’s questions.

Module 7: Grammar TV QUIZ Teacher’s Notes Objective: To practise question forms. You can do the activity after Module 7. Materials: Photocopies of the quiz sheet Time: Homework plus 15-20 minutes in class Preparation: None. Step 1: Give out the TV Quiz sheets and ask students to do the first two activities. Answers Photos: (a) Lost, (b) Charmed, (c) Desperate Housewives, (d) CSI Quiz: 1c, 2b, 3d, 4b. Step 2: Explain the homework. Students have to write one quiz question about a TV programme that is popular in their country. It need not be a multiple-choice question (for example, it could be a true/false question or a simple ‘wh-‘ question). They should prepare the question for the next English lesson. Step 3: In the next lesson, ask students to read out their questions for the class to answer. If you want to make the activity more fun, you could divide the class into two teams and award points for correct answers. Option As an alternative to Step 3, you could collect the questions and type them up for a later quiz in class.

TV QUIZ

• Can you match the programmes with the photos? DESPERATE HOUSEWIVES CSI CHARMED LOST • Try this quiz. 1 Who is not one of the witches in Charmed? a) Piper b) Phoebe c) Polly d) Paige 2 Where are the people lost in Lost? a) in a desert b) on an island c) in the mountains d) in space 3 Where do the Desperate Housewives live? a) Australia b) Canada c) England d) the USA 4 What does CSI stand for? a) California Science Institute b) Crime Scene Investigation c) Crime Suspect Identity d) Crime Special Investigators • Now write your own quiz question about a TV programme in your country. Ask the class your

question.

Module 8: Reading KOKO Teacher’s Notes Objective: To practise intensive reading Materials: One copy of the ‘Koko.org’ advert per student Time: Fifteen minutes. Students should do the activity after Challenges 1 Unit 23. Preparation: None. Step 1: Ask the students what they know about gorillas. Ask cue questions if necessary: Where do they live? (Africa) Are they aggressive / dangerous / gentle / intelligent? (no, possibly, yes, yes) Are they in danger? Why? (Yes. People are destroying their habitat) Can they communicate with people? (Students should read the text for the answer!) Step 2: Give out the reading sheet and explain the task. Students have to read the text and work out where the missing sentences go. You could set this task for homework. Answers: 1C, 2D, 3A, 4F, 5B, 6E

KOKO • Read the text carefully. Match the sentences (A-F) with the gaps (1-6).

A She is female and was born in 1971.

B There are about 15,500 gorillas in Africa, including 620 mountain gorillas.

C Hawaii is better than our present location in California.

D She also studies their communication.

E Gorillas have got only one enemy - people.

F But gorillas are more gentle and quieter than other primates.

Koko.Org The world’s gorillas are in danger of extinction. We need your help. Our organisation works to save gorillas and understand communication between gorillas and humans.

Sanctuary We are building a gorilla sanctuary in Hawaii for our gorillas. ___1___. The colder north Californian climate is worse for gorillas than hotter, sunnier Hawaii.

The Koko Project Dr Penny Patterson teaches sign language to gorillas. ___2___. Koko is her star student. ___3___. She knows 1,000 different signs and understands 2,000 words in English. Her favourite food is apples and nuts!

About Gorillas Gorillas are bigger, taller and heavier than other primates like chimpanzees. They have shorter legs and longer arms than humans and are stronger. ___4___. They are also more intelligent, less aggressive and less dangerous than other animals. Gorillas in the World ___5___. Mountain gorillas have got longer hair and live in the forests of Rwanda, Uganda and Zaire. ___6___. Some people kill gorillas for meat and to get their land.

Module 8: Grammar and Vocabulary GUESS THE ANIMAL Teacher’s Notes Objective: To practice a selection of tenses and structures, including comparatives and superlatives, and vocabulary related to animals. You can do the activity after Unit 23. Materials: One pack of cue cards Time: Twenty minutes Preparation: Photocopy and cut out the cue cards (see below) Step 1: Explain the activity by demonstrating it. Place the pack of cue cards face down on your desk. Take the top card. Say sentences about the animal. After each sentence, the class can make one guess what the animal is. Example It lives in trees. It is bigger than a monkey. It sleeps fifteen hours a day. (Answer: a sloth) Step 2: Students now take turns to come to your desk and take one of the cards. They look at it and say sentences about the animal (without saying the name of the animal, of course). The card has cues to help them. After each sentence the class can make one guess what the animal is. If they are correct, the next student has a turn. If they are wrong, the student says another sentence. If the class hasn’t guessed after three sentences, the student wins.

‘GUESS THE ANIMAL’ CUE CARDS

sloth

• live / in trees • bigger than /

monkey • sleep / 15 hours a

day

blue whale

• very intelligent • live / in the sea • biggest mammal

Siberian tiger

• live / in Asia • in danger • biggest cat

ostrich

• a bird • can’t fly • biggest bird

horse

• bigger than / cow • work / on farms • go in races

cheetah

• live / in Africa • eat / meat • fastest cat

peregrine falcon

• a bird • smaller than / eagle • fastest bird

hippo

• live / in Africa • bigger than / cow • live / in water & on

land

panda

• live / in Asia • in danger • black & white bear

gorilla

• live / in forests • in danger • very intelligent

rattlesnake

• live / North America • poisonous • has got / no legs

penguin

• a bird • can’t fly • can swim

cow

• live / on farms • bigger than / sheep • give / milk

giraffe

• live / in Africa • eat / leaves • tallest animal

spider

• eat / insects • can be dangerous • has got / eight legs

elephant

• live / in Africa & Asia

• has got / big ears • largest land mammal

dolphin

• a mammal • very intelligent • live / in the sea

polar bear

• eat / meat • bigger than / dog • live / North Pole

crocodile

• live / in rivers • bigger than / dolphin • very dangerous

rabbit

• eat / leaves & vegetables

• smaller than / sheep • has got / big ears

camel

• you can ride it • bigger than / horse • live / in hot countries

Module 9: Writing MY TEAM, GROUP or CLUB Objective: To write a short description of a favourite team or pop group or an after-school club Materials: None Time: Ten minutes’ explanation in class plus homework Step 1: Give out the worksheet. Go through the options and elicit one possibility for each piece of writing. For example, one student in the class might be fanatical about a particular basketball team, another might be a big fan of a pop group, and another might be in the school theatre group or orchestra. Let the students tell you about their teams, groups and clubs; this will help them with ideas. Step 2: Set the task for homework. Students should do the writing on a sheet of paper and stick on a photo or cutting from a magazine. Step 3: When you have collected the pieces of writing, you can make a classroom display or put the descriptions in a class folder for everyone to read.

MY TEAM, GROUP or CLUB Write a short description of one of these things: • Your favourite sports team. • Your favourite music group. • A team, music group or club you are in. Here are some ideas. My Favourite Team Where do they play? What are their colours? Who are the best players? Why do you like them? When did you last see them? What happened? My Favourite Group Who is in the group? What instruments do they play? What type of music do they play? What are their best songs? Why do you like them? My Team, Group or Club When did you join? Who are the other members? What do you do? Why do you enjoy it? Check your writing for spelling and punctuation. Copy it neatly and add a photo.

Module 9: Vocabulary ALPHABET QUIZ

Teacher’s Notes Objective: To practise reading and vocabulary Materials: Photocopies of the quiz Time: One lesson Preparation: Photocopy the quiz sheets (one between two is sufficient). Note There are two versions of the quiz below. Version 1 is easier than Version 2. Step 1: Divide the class into two teams. Give out the quiz sheets (make sure they’re the same version). Step 2: Ask students to read all the questions but not to say any of the answers yet. The answers begin with the corresponding letter of the alphabet. Step 3: A student from Team A chooses a question to answer – it can be any of the questions. If the answer is correct, award two points, if it is wrong, pass it to a member of the other team who can get a bonus point if their answer is correct. Then Team B have a turn. In this way, students answer what they consider the easiest questions first and save the more difficult ones till last. The team with the most points at the end is the winner. Answers, Version 1: aunt, bin, carrot, Denmark, elephant, fantastic, galaxy, history, intelligent, Japan, knife, lazy, Madrid, November, open, parrot, question, ruler, safe, trainers, umbrella, vet, winter, xylophone, yesterday, zoo. Answers, Version 2: Andes, bike, chess, dangerous, easy, ferry, glue, hospital, ice rink, jeans, kitchen, learn, museum, nephew, okay (ok), people, quiz, recycle, scared, tap, uncle, vandalism, wardrobe, x-ray, young, zebra.

ALPHABET QUIZ Version 1

A She’s married to an uncle.

B You put rubbish in it.

C An orange vegetable.

D A country in northern Europe.

E The biggest land mammal.

F Really great!

G A large group of stars.

H School subject about the past.

I Very clever.

J Its capital city is Tokyo.

K You cut food with it.

L Opposite of hard-working.

M The capital of Spain.

N The eleventh month.

O Opposite of ‘close’.

P A colourful bird.

Q You ask this.

R You use it to measure or draw straight lines.

S Not dangerous.

T Sports shoes.

U It keeps you dry when it’s raining.

V This person helps sick animals.

W A season.

X A musical instrument.

Y The day before today.

Z You can see lots of animals here.

ALPHABET QUIZ Version 2

A An enormous mountain range in South America.

B Short for ‘bicycle’.

C A board game.

D Not safe.

E Not difficult.

F A boat that carries people and cars.

G You stick things with this.

H A place for sick people.

I A place you go skating.

J Type of trousers.

K A room where you cook.

L You do this at school.

M A building showing old things.

N Your brother or sister’s son.

O All right.

P The plural of ‘person’.

Q You are doing one now.

R Use rubbish again.

S Frightened or afraid.

T Water comes out of it.

U He’s married to your aunt.

V Damage to public property.

W You hang clothes in it.

X A photo of the inside of your body.

Y Not old.

Z A black and white African animal.

Module 10: Speaking SENTENCE CHAINS Teacher’s Notes Objective: To practise making sentences spontaneously, thus practising syntax – whilst having fun! Materials: None Time: Twenty minutes Step 1: Divide the class into groups of three or four. Explain the game. S1 says one word to begin a sentence. S2 says another word to continue the sentence. S3 says a third word, and so on. If a student can’t think of a word to continue the sentence, he/she is out of the game, and the others continue. The winner is the last student left in the game, who must prove that he/she can finish the sentence. Feedback After you bring the activity to a close, you may wish to elicit a sentence from each group. Beware – they may well be bizarre!

Module 10: Grammar SURVEY Teacher’s Notes Objective: To practise using ‘going to’ for intentions Materials: Photocopies of the survey questions Time: Thirty minutes Step 1: Give out the survey sheets and ask students to answer the four questions. Step 2: Explain the second part of the activity. Students have to move around the class forming pairs and asking and answering the survey questions. They have to try and find other students with the same plans. Step 3: After you draw the survey to a close, ask some students to tell you if they have any plans in common with other students.

SURVEY Answer these questions. 1 What are you going to do tonight?

____________________________________________ 2 What are you going to do at the weekend?

____________________________________________ 3 What are you going to do next summer?

____________________________________________ 4 What are you going to do when you leave school?

____________________________________________ Now ask other students in your class the same questions and answer their questions. Who is going to do the same things as you? 1 _____________________ 2 _____________________ 3 _____________________ 4 _____________________

Module 10: Internet Activity VISIT LONDON Teacher’s Notes Objective: To practise using a website to find specific information. You can do the activity during or after Module 10. Materials: Photocopies of the worksheet Time: Five minutes’ preparation; twenty minutes at home or in the computer room; ten minutes feedback in class. Preparation: Book the school’s computer room if you need to. Step 1: Ask if anyone has ever been to London. If they have, elicit some opinions, reactions, anecdotes, etc. Step 2: Give out the worksheets and explain the activity. Students have to find the London website and then answer the questions. Step 3: Students do the activity at home or at school. Step 4: Go over the answers with the class.

VISIT LONDON Find information on this website: http://www.visitlondon.com/

• What’s On

Find three events happening at the moment. What? Where? Who?

1 Theatre. _____________________________________________

______________________________________________________ 2 Art. _________________________________________________

_______________________________________________________ 3 Music. ________________________________________________

_______________________________________________________

• Book Hotels

What is the most expensive hotel in the list? _____________________

And the cheapest? _________________________________________ • Top Ten Attractions

What is the top attraction in London at the moment? _______________

________________________________________________________ • Kids Love London

Click on this and then ‘Explore London’

Which place do you want to go to? ______________________________ • Find out what the weather is like in London at the moment?

______________________________________________________

http://www.visitlondon.com/

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