MOVING ON

ACTIVITY TYPEpairwork information transfer[TPR)

LANGUAGE FOCUSasking for / giving directions:Where ís/are .. .7, on theleft/right, next to, opposíletoys: bol/, bíke, boat, books,cor, computer, crayons, dofl,iígsaw, kite, plane, rocket,skateboard, skates, table-tennis bot, teddy, tennísracketaísle /011/

LEVEL2

AGE RANGE9-10

TIME30 minutes

MATERIALSa copy of both Lostín thetoyshop worksheets, A and B,per pair of pupils, an extracopy for demonstrotion

76

Lost in the toyshop

Before classMake a copy of both Lost ín the toyshop worksheets, A and B, for every two pupils and an extracopy for demonstration.

In class1 Pre-teach or revise the toy vocabulary by brainstorming it with the class. In pcirs, pupils

write a list of 011 the toys they can think of. After three minutes ask them to read them out foryou to write on the board.

2 Draw the following on the board and pre-teach the word aísle (pronounced /ml/). Then useit to practise directions.

•

AISLE 1

-ea-rs I li------dO-,'sI IAISLE2 -------'

--s-k-at-es--I I books I I__ ki_te_s_---'AISLE 3

brieks

You arehere

Ask the question Where are the dol/s? to elicit answers such as Go down aisle 2. Go past thecars and they are on the left. / They are next lo the brícks. / They are opposíte the books.

3 For further practice, number the aisles in the classroom. Say Where's Anna? to elicit Godown aísle 3 and she's on the ríght. Sne's next lo Tom. Ask individual pupils to ask andanswer about their classmates in this way.

4 Demonslrale Ihe activity with a pupil. Select a pupil and sil facing him or her. Give the pupilWorksheel B and you keep Worksheel A. Ask queslions lo lind your loys. As your parlnergives you inslructions, lrace thern on your worksheet then write the name of the toy in thecorrect place.

5 Arrange the class in pairs: A and B. Give pupils their worksheet, A or B, and ask them toface their parlners. Explain that the information on their photocopy is 'secret' and pupils canonly look al Iheir own piece of paper.

6 Pupils take turns to osk and answer questions to find their toys.

7 Circulate to monitor and correcto Encourage pupils lo use English for communicating whilethey play, e.g. Can you repeal ttvot, please?

8 Pupils check by comparing their worksheets.

~Lo~s~t~in~t~he~to~Y~Sh~O~P~(A~)~~~~~~~~~UD~~·~

_.. ~~

~D 0)O~Ask your friend for directions.

Example: Wh.ere are th.e ?

AISLE 1

? ?~

• •

c:;;;:;? ?\ti •

rn AISLE 2

?

AISLE 3

?•

~M~~~~~~?•

?•

AISLE 4

From Primary Communication Box by C. Nixon and M. Tomlinson © Cambridge University Press 2005 77PHOTOCOPIABLE

~~~~ __ ~ __ ~ Lo_s_t_in__ th_e_t_O~Y_Sh_O~P~(~B)

[8) Look for these toys.

You arehere.

Ask your friend for directions.

Example: Wh.ere are th.e ?

AISLE 1

QO ?•

?•?•

~

?•

\ ~? r 00 o o

[;"""'""~•

AISLE 2

?•

020~?•

78

AISLE 3

AISLE 4

PHOTOCOPIABLE From Primary Communication Box by C. Nixon and M. Tomlinson © Cambridge University Press 2005

MOVING ON

ACTIYITY TYPEpairwork or small groupinFormation transFer

LANGUAGE FOCUSpossessive ' scomparative adjectivesbig, small, clean, dirty, faf,thin, long, shorf, old, newbook, broom, cot, haf, skirf

LEYEL2

AGE RANGE9-10

TIME30 minutes

MATERIALSa copy oFthe Which wifch?worksheet per pupil, scissors,classroom objects to practisecomparatives: long and shortpencils, old and new(diFFerentcoloured) books,etc.

90

Which witch?Before classMake a copy of the Which witch? worksheet for each pupil. Have two old and new (diFFerentcoloured) books and pencils of varying sizes ready for comparison.

In class1 Revise or teach the comparative forms of short adjectives, using classroom objects:

• Show the class two diFFerentbooks and ask pupils to describe them, to elicit It's old andIt's new. HoId up the old book and say Listen and repeat: The (red) book is older thanthe (blue) book.

• Hold up the new book and repeat the procedure to elicit the comparative newer.• Continue with the pencils to practise the comparatives longer and shorter.• Write the comparative sentence on the board, underlining the -er ending and the

conjunction than, for pupils to copy into their notebooks, e.g. The blue pencil is longerthan the red one.

• Drill by giving the adjective for pupils to say the comparative form, e.g.Teacher: bigPupils: biggerDo this for the adjectives big, small, clean, dirty, fat, thin, long, short, old, new.

• Invite pupils to make comparative sentences about objects in the classroom, animals,etc. using the language above.

2 Draw two simple figures of a boy and a girl on the board. Write their names 'Susie' and'Icck' below them. Draw an enormous car next to Susie and a small car next to Jack. SaySosie's car is bigger than [ack's. Draw some more pictures to make comparisons, and askindividual pupils to say the sentences.

3 Give out the worksheets and ask pupils to cut out the pictures at the bottom of the page.Check that pupils know the word broom.

4 Ask pupils to stand in a circle around you and demonstrate how the activity works. Select apupil and sit facing him or her. In secret, place one of each picture in either Winnie's circleor Wanda's circle. Give your partner the information by saying Winnie's skirt's cleaner thanWanda's. Wait for your partner to find the pictures and place them on his or her worksheetbefore continuing, Wanda's cat's falter than Winnie's, etc.

5 Arrange the class in pairs: A and B. Ask pupils to face their partners. Pupil As place theirpictures in secret and make comparative sentences for Pupil Bs to place their pictures. Whenthey have Finished they can check their answers by comparing their pictures. Then theyswap roles.

6 Circulate to monitor and help. Do not prescribe the adjectives, but rather allow pupils todescribe what they see: bigger, falter, darker, friendlier, etc.

ExtensionPupils stick the pictures oFthe witches and their belongings into their notebooks and write thecomparative sentences.

OptionPupils do the activity in small groups. One pupil places his or her pictures and describes theworksheet for the rest of the group. They compare pictures and another pupil takes a turno

_W_h_ic_h_w__ it_c_h~_. ~ __ ~~ __ ~ __ ~~~~ __ ~~

Winnie

Wanda

X~r-------------------r-------------------T-------------------T-------------------,-------------------,""O :,: ej"''': ' .5fenS

,-I I ~ I ~;:;--- : : ~: ...- /

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1 l~i., /1I I II I . I

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From Primary Communication Box by C. Nixon and M. Tomlinson © Cambridge Universily Press 2005 PHOTOCOPIABLE 91

FLYING HIGH

ACTIVITY TYPEsmall group role play

LANGUAGE FOCUSshop conversations: Have yougot ... ? How many would youlike? How much is that?

LEVEL3

AGE RANGE11-12

TIME30 minutes

MATERIALStwo copies of the Shop till youdrop worksheet per group ofeight pupils

02

Shop till you dropBefore dassYou will require two game sets per eight pupils. To make a game set, cut the Shop till you dropworksheet into eight cards.

In dass1 Pre-teach or revise the vocabulary by brainstorming shop vocabulary with the class. Ask

them to suggest different kinds of shops and write them on the board, ensuring that youhave a bcker's. butcher's, stationer's and greengrocer's.

2 Elicit the different things they can buy in these shops, making sure you include thevocabulary items on the worksheet.

3 Demonstrate the activity with yourself as one of the shoppers and four more pupils asshopkeepers. The aim of the game is for the shoppers to go around the shops to find thethings on their lists. When they find these, they need to write down the prices.

4 Give each of your demonstration pupils a shopkeeper's card and tell them to look at theircards in secreto

5 Model the conversation in front of the class:Shopper: Excuse me. Have you gol any oranges?Shopkeeper: Yes, we have. How many would you like?Shopper: A kilo, please. How much is Ihal?Shopkeeper: Ibct': three euros fifty.

6 When you have got everything on your list, show pupils where to write the total of theprices on the cardo

7 If necessary, write some prompts on the board to help weaker pupils with the dialogue.

8 Divide the class into groups of eight and give one game set to each group, so that thereare four shoppers and four shopkeepers. If necessary, put some pupils in pcirs, puttingstronger pupils with weaker ones so that they can help them.

9 Circulate to monitor and correct as they play.

10 When a group finishes, ask them to check the total they have spent.

Key

Jirn spent 9.50 euros.John spent 10.50 euros.Anthony spent 20.75 euros.Susie spent 24.50 euros.

11 When 011 the group have checked their totals, give them a new worksheet. The pupilsswap roles: the shoppers become shopkeepers, and the shopkeepers become shoppers.

Shop tiU you drop ••

X~ --------------------------------------------------~-------------------------------------------------~

l.arnb's Butcher's Charlie's Fruit'n'Veq

I

I

II

I

I

I

II~ -------------------------------------------------r-------------------------------------------------~

I II I

: Joe Bun's Bakery :I II II II I

: Price ListI

I

II

II

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II

I

II-------------------------------------------------~--------------------------------------------------~

Price Listeuros

I 1 chicken

6 eggs8.002.509.50/kg1.00

sausageshamburger

1.WrightPrice List

euros1 pen1 pencil1 eraserexercise book

1.000.250.503.00

Price Listeuros

apples 3.00/kg4.50/kg3.50/kg2.50/kg

pearsorangesbananas

euros1 roll1 loaf brown bread1 loaf white bread1 loaf sliced bread

0.502.001.502.50

~ -------------------------------------------------~-------------------------------------------------~.:siIl1'.s.shopping li.st pnce .:sohn'.s.shopping li.st prrce

II

II

I

I

II

I

I

I

I~~------------------------------------------------_!_------------------------------------------------~

I

II

III

I

II

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II

I I~-------------------------------------------------~--------------------------------------------------~

4 hawburgers

110af white bread

I lkg apples

1pen

total

Anthony'.s .shopping li.st pnce

1chicken

lloaf brown bread

3kg oranges

1pencil

total

6 eggs

lloaf sliced bread

2kg bananas

1er aser

total

Su.sie'.s .shopping li.st

1kg sausages

6 rolls

prlce

2kg pears

1e~ercise booktotal

From Primary Communication Box by C. Nixon and M. Tomlinson © Cambridge Universily Press 2005 14:Ce)(er.(']4t!:t!4 103