PHOTOCOPIABLE ACTIVITIES MY CLASS THE TEACHER SAYS ... Use after: Get Ready B about 20 minutes ne photocopy for every pair of students, cut in half Instruction: 1. Divide the class into pairs and allocate a Student A and a Student B in each pai. 2 Ask students in LL if they have ever been distracted in class and not followed the teacher's instructions. 3. Explain that they are going to look at a picture of an English class but that some of the students in the English class in their picture are not listening to the teacher's, instructions. They must listen to the instructions which their partner will read to them, find the student each time and write the number of the instruction next to him/her. 4 Give outa copy of the resource sheet to each pair, half each. Tell students not to show their paper to their partner. 5 Give students two minutes to read through their instructions. Remind them that if they ‘need their partner to repeat something, they can ask. Elicit the language for this and write it on the board, e.g. I don't understand, Can you repeat that, please?/Sorry, can you say that again? 6 Give students five minutes to exchange instructions and number the students on their pictures. 7 When they have finished, they can compare resource sheets with their partner in order to check answers, 8 Finally, choose students to come to the front of the class and lead a game of Teacher ‘says. This i played like Simon says. The student at the front of the class gives instructions and the class must follow as long as the instruction is preceded by the phrase Teacher says, e.g. Teacher says open your books. Teacher says speak to your partner. If the instruction is not preceded by this phrase, the other students must not follow the instruction and anyone who does is out of the game,Student A Some students in the English class aren't listening to the teacher's instructions. Listen to your partner's instructions. Number the students who aren't listening. 4 y 2 * \ 1 Don't open your books. = 2. Don'tuse your dictionary. 3. Speak English in cass 75 ‘ | 5 Don't workin groups. Listen to the dialogue. K Student B a) Ke Some students in the English class “lle Sd vy Now oaplsco. | fey b oy 7 aren't listening to the teacher's instructions. Listen to your partner's instructions. Number the students who Z/ | aren't listening. | | \\ 1 Open your books. = hig } Use a dictionary. 2 3 Work in pars, Yen 4 Write five sentences in your (ww notebook wiz 5 Don't use a pen. e i@ Z 7 WAAn announcement ‘Aims To practise imperatives in an announcement context Time 10 minutes ‘Materials | handout for each student ‘Give each student a handout and tell them to complete task ‘A Check answers as a class oan ‘Announcement 1 come 2 see 3 Dont forget 4 Visit 5 all ‘Announcement 2 1 Enter 2 write 3 send, 4 Dontwalt 5 start ‘Announcement 3 1 Join 2 Lean 3 have 4 make 5 Phone Announcement 4 1 Come 2 meet 3 Listen 4 ask 5 Don't be ‘Divide the class into pais and tel them to do task Encourage them to use some different phrases for expressing likes/dislikes when answering number 2. ‘= Get feedback from the class on their ideas and opinions. a3 b2c4 d4 03 f1A. complete the announcements with the imperative form of the verbs below. Use the affirmative or negative. call__come forget see visit 1 Fashion Show {Are you interested in fashion? *____to our fashion show! It's on Saturday 9 March from eight o'clock until ten in the Star Theatre. 2 amazing clothes, moder hairstyles and beautiful make-up. »___ to tell your friends! our website wor. brilliant-style.com or>___ 0800 685436 for ticket information. enter send start__wait write 2 Free ABC Cinema Tickets! ‘Are you into watching films? Are you a Johnny Depp fan? our competition to win four tickets for his new film. Just ?____ 150 words about why you like Johnny Depp and »__it to us. The best entry wins! iting not make phone Do you love music? Can you sing beautifully? our singing group. We practise every Tuesday from six until seven at Highgrove School. new songs, *___ Harriet smith on 07893 614289. fun ands__new friends. ‘ask be come listen meet 4 Meet the Author ‘Are you keen on reading science-fiction books? '____and____ a great sci-fi author. Suzanne Collins is at Chapters Bookshop at 4 p.m. on Sunday 14 April »_____to her talk about her brilliant books and then “_____her questions. late! B Workin pairs. Discuss the questions about the announcements. 1. Which announcement do you think is interesting for people who a like music? b are interested in films? € are good at writing? d are into books? can sing well? f are keen on clothes? 2. Are the announcements interesting for you? Why/Why not? The first announcement isn't interesting for me because I'm not really into fashion. | think announcement four is very interesting because Hove Suzanne Collins’ books. She's a great author!ued Imperatives mime | ‘Use this activity after Lesson 7.1, Ex. 6 0n page 72. + New language: Procedure Preteach the new language. Divide sts into groups of four and subdivide each group into pairs. Explain that each pair is going to mime imperatives for the other pair to guess. Ask a pair to demonstrate to the class. For example, for the ‘order Please don’ t open the window, one student could be opening a window when the other looks worried, mimes pushing it shut and shakes his/her finger. 1ewspaper, look left/right Give each pair different set of cards. They take it in turns to pick up a card and mime the order together —one person plays the part of the person who gives the order ~the other receives the order. The sts in the other pair compete to see who can guess the imperative form correctly. Ask sts to show the difference between a firm command (with an exclamation mark) and a more polite one with please. ‘The first student to guess correctly gets a point. Once all the cards have been used, the student with the most points wins. IFyou have groups of three sts, ask them to work in different pairs each go.jouoyd oy Josue 1,U0q] saunqoid S14} 1 Yoo) aseard “sayndwo> ano uo wing ‘ouerd ayy Avjd },uop asa €dW MOA Jjo wn y ‘auoyd ayiqow 4noKk jjo uuny aseayg ov = uv = 3 z ° = Z i} 2 a Imperatives mime g pue y syuepnigEQ) imperatives Type of activity Small group, board game Grammar point Imperatives and negative imperatives — we use the infinitive form of the verb for the imperative ‘commands and instructions: Sit down. Come here. Touch your toes. — we use do not or don’t in negative imperatives: Don't laugh. Other structures None Vocabulary Parts of the body, e.g. hands, tes, stomach, ears, nase, ee, ences, elbow, fet, tongue, head, mouth Game actions and expressions: say (the alphabet backwards), ‘miss (a 50), pat (your head), rub (your stomach), go (back three squares), close (Jour eyes), move, change (the rules! ‘one instruction), land (on a square), and other actions as invented by students; at the same time, i's your go, counter Materials and preparation + Copy a LAURA'S GAME BOARD and set of INSTRUCTIONS for each group of 6-8 students in your class, You will also need a dice for each group, and 3-4 differently coloured counters for each group. How to use the game + Check that your students are familiar with the grammar in the Grammar point and with the words listed under Vocabulary, above. You can write the vocabulary up on the board for their reference + Divide the students into groups of 6-8 players. + Ask players in each group to group themselves in pairs. + Tell them they are playing together in these pairs against the other pairs in the group. + Give each group a LAURA’S GAME BOARD, a set of INSTRUCTIONS and a dice. Give each pair in the group a differently coloured counter. + Ask all pairs to put their counters on START. + Tell them to begin playing by shaking the dice and ‘moving the counters round the board. + When they land on a shape (triangle, circle, square or diamond) they should obey the instruction for that shape. Then it is the next pair's turn. + When a pair lands on“? they may choose one of the INSTRUCTIONS to change, for example, changing the parts of the body when landing on a circle. + The only condition is that they may not make an instruction that allows a pair to move more than four squares forward, or straight to FINISH. + ‘They may want to change rules to benefit their pair or just to have fun, + The object of the game, as in a normal board game, is to reach the end first. + The pair that does so wins the game. 20 Imperatives Rules 1 Play this game in a group of 6-8 players. 2 Within each group, organise yourselves into pairs. 3 Each pair is playing against the other pairs in the group. 4 You will have a board and a set of instructions, counter for each pair, and a dice. Put your counters on START. Begin playing normally, by shaking the dice and moving the counters round the board. 7 When you land on a shape (triangle, circle, square or diamond), you must obey the instruction for that square. 8 Each time your pair lands on a square marked ‘!’, you can change one of the four other instructions in any way you want. But you cannot make a rule that allows a pair to move more than four squares forward, or straight to FINISH. 9 You can change rules to help your team win, or just to have fun! 10 The winners are the pair who get their counter to the end of the board first. awLAURA'S GAME BOARD Say the alphabet backwards. (If you can’t, then miss a go.) Pat your head and rub your stomach at the same time. (If you can’t, go back three squares.) Close your eyes. Don’t open them until it’s your go. (If you open them, go back two squares.) Don’t move for one minute. (If you move within the minute, put your counter back on START.) ‘You may choose one instruction to change if you land on this square.11 |Grammar 3 _ Instruction mix up Target language: imperatives ‘Activity type: matching When to use: Use this activity after Lesson 11.3, Time: 15 minutes Preparation: Photocopy and cut up one set of cards for each pair of students. Procedure Put students into pairs. Give a set of cards to each pair of students. Make sure you shuffle the cards. Tell students that there are three sets of instructions on the cards. Ask students to read the instructions and to decide what the three sets of instructions are for. Then tell students to put the instructions in the correct order. Get feedback from the whole class. ‘Answers Using a washing machine: 1 Put the clothes into the washing machine. 2 Don't put too ‘many clothes into the machine. 3 Put some washing powder into the machine. 4 Put two coins into the machine. 5 Press the WASH button, Using a cash machine: 1 Put your bank card into the cash machine. 2 Enter your PIN ‘number. 3 Don't enter the wrong number! 4 Choose how much money you want. 55 Take the money and your card out of the machine. ‘Making a call on a mobile phone: 1 Turn on your mobile phone. 2 Dial the number. +3 Press the green CALL button. 4 Speak to the person you are calling. 5 Finish speaking and press the END CALL button.Instruction mix up ‘PresstheWASHbutton. ‘Put your bank card into the cash machine, ‘enteryourPiNnumber, ‘Dor'tenterthe wrong number! ‘Choose how much money youwant. = ‘Take the money and your card out of the machine. “Tum onyour mobilephone. = ‘Dialthenumben ‘Pressthe green CALLbutton, = ‘Speak to the person you are calling, =13 Instructions © Time: 20 minutes Preparation: — Copy the handouts (A and 8) on pages 59-60 ~ one set for each pair. (Note: There are two handouts for ‘Student B.) ‘Main functions Giving and following instructions Asking for repetition and clarification: I’m sorry, I don’t understand. Could you say it again please? Talking about direction: up/down/efi/right ‘Main grammar points Imperatives: go/draw/write Adverbs of direction: up/down/left/right Key vocabulary/Topic Basic directions, verbs (go, draw, write) and objects You should check they understand the following words: cup, down, empty, fill in, instructions, left, moon, rectangle, right, square, stars, sun, tree, up Method 1 Draw a4 x 4 grid on the board. In the square in the top right-hand comer draw a sun and a square in the opposite bottom. ‘corner. Draw a few obstacles in the way. Ask class how to go from the square to the sun and follow their instructions. Make sure they can all use go up/down/left/right. Now check understanding of the key vocabulary by asking volunteers to come up to the board and draw: a cup/a moon/a sun/a tree/a star. 2. Divide the class into pairs (A and B). Ask each pair to decide who will be the artist and who will be the talker. Then distribute the appropriate handouts (A to the artist and B to the talker). Stress that they must not show each other their handout. 3. Allow a minute or two for the B students to fill in the extra 6 squares as detailed at the top of their sheets. While they are doing this, point out to the A students that if they do not understand what their partner says or means, they can say I’m sorry, I don't understand. Could you say it again, please? ‘Now pairs work together with student B reading out as clearly as possible the instructions (1-16) and student A drawing and writing as instructed. Walk round the room while they are working to help anyone in difficulties and also to make sure that they are not looking at each other's rectangles. 4 After 10 minutes stop the activity and ask the students to look at their partners’ rectangles. Congratulate those who are the ‘most accurate, Follow up The students can prepare their own rectangles and instructions. In this case take them in and then redistribute to other pairs to try out and comment on for clarity, difficulty and interest.Student A Here is a rectangle with sixteen squares. Listen to your partner, who will give you instructions. Draw or write something in each square. Before you start, remember: UPS DOWN, LEFT€ RIGHT If you do not understand, say: I’m sorry, I don’t understand. Could you say it again, please? When your rectangle is finished, show it to your partner and look at your partner's rectangle. Are they the same?Student B Look at your Answer sheet. Before you start, fill in these squares: 1 In square 1 write today's date. 4 In square 9 write the year it is. 2 In square 4 write your name. 5 In square 14 write your partner's name, 3. In square 7 write the name of your 6 In square 16 write the colour of your eyes. English teacher. Now work with your partner. Your partner has a large rectangle with sixteen squares too — but the squares are empty. Read the instructions below to your partner but do not show him/her your Answer sheet. 1. Start in the black square. Go up one 8 Go to the black square. Go right one square. square, Draw a tree. Write the name of our English teacher. 2. Now go left one square, Write today’s date. 9 Go down two squares. Draw two stars, 3. Go down one square. Draw a cup. 10 Go left one square. Write your own name. 4 Go down two squares. Draw the moon. 11. Go up one square. Draw a house. 5 Go right three squares. Write the colour 12 Go left one square. Write the year it is now, of my eyes. 13. Go right two squares. Write one hundred 6 Go up three squares. Write my name. and one. 7 Go left one square. Draw the sun, 14 Go right one square, Write the letter W. 15 Go up one square, Draw a cat. Now look at your partner’s rectangle and show him/her your rectangle (Answer sheet). Are they the same? Answer sheet Student B Do not show this to your partner!19 Following orders @@ Time: 20-25 minutes Preparation: Copy the handouts (A and 8) on pages 67-68 ~ one set for each pair. Main functions Giving and following orders and instructions Describing location and direction Asking for repetition and clarification ‘Main grammar points ‘The imperative: start/go/draw/write ‘Adverbs and prepositions of place: up/down/ leftright Key vocabulary/Topic Basic verbs start, 0, draw, write, describe Basic geometrical shapes arrow, circle, cross, diagonal, rectangle, square, triangle Basic punctuation ‘exclamation mark, question mark Personal items ‘comb, necklace, sunglasses, ring Other words alive, ttle, today, weather ‘Method 1 To introduce the activity, ask for a volunteer to come out to the front. Draw a 5x 4 rectangle on the board. Give him/her orders to follow using a pen/marker/piece of chalk, etc, e.g. Go up/stop/go lef/stop/go down/stop/draw a triangle. Repeat with another student asking him/her to draw a comb. Elicit the names of other simple shapes and personal objects (as in the key vocabulary above). Finally draw an exclamation mark and a question mark on the board and ask what they are called in English. 2. Divide the class into two groups (A and B). Give one half of the class the handouts for Student A and give them a few minutes to read the instructions at the top of the sheet and do what they are asked. If they get stuck, they should ask one another. 3 While they are doing this, give the other half of the class the handouts for Student B and explain they are going to follow instructions and write and draw what they are told to. However stress that they can ask for clarification and practise with them the phrase: I'm sorry, I didn’t understand that. Could you say it again, please. 4 Put the students into pairs (one A and one B in each pair) and tell them they must keep their handouts a secret from each other. Student A then starts to read out the instructions and Student B starts to follow them by writing or drawing as instructed. ‘Walk round to give help where needed. 5. After a maximum of 12 minutes, stop the activity. Pairs who finish early can check their work by looking at each other’s handouts. 6 Fora whole class feedback, ask several students to start at the black square and then give a variety of instructions (e.g. Go right one square, up two squares and then left one, what's in the square?, etc.). Everyone should agree! Follow up Ask the students to turn over their handouts and write alist of all the items they remember from the rectangle. Congratulate the class memory champions!Student A Here is a rectangle which contains twenty squares. Before you start, fill in the following on your Answer sheet. 1 auswn In square 2 write one word to describe the weather today. In square 4 write one word to describe the colour of your hair. In square 6 write your title (e.g. Mrs/Miss/Ms/Mr).. In square 11 write the number of people there are in the room. In square 17 write the time this lesson started. In square 20 write the name of the President of the United States. Now work with your partner. He/she has a large rectangle but all the twenty squares are empty. Read out the following instructions to your partner but do not let him/her see your page. 1 warvansun 10 11 12 13 14 15 16 17 18 Start in the black square. Go down two squares. Draw a comb. Now go right two squares. Write the name of the President of the United States. Go up four squares. Write the colour of my hair in this square. Go back to the square with the comb. Go up one square. Draw an exclamation mark. Go left one square and up three squares. Draw a question mark in this square. In the square to the right of this, write one word to describe the weather today. Go down one square and right two squares. Draw a triangle here. Go back to the black square. Go left one square. Draw a ring here. Go down two squares. Write the time this lesson started. Go right two squares. Draw an arrow pointing downwards in this square. Go up one square, Draw a necklace. Go up two squares and left two squares. Draw a large diagonal cross. Go right one square. Write my title (e.g. Mr/Miss) Go right one square and up one square. Draw a circle, Go down one square and draw another arrow, this time pointing upwards. Go down one square and write the number of people in this room. In the square to the right, draw a pair of sunglasses. In the square below this, draw two squares, one inside the other. When you have finished, compare your partner's rectangle with your completed Answer sheet. Were they the same? Answer sheet Student A Make sure your partner does not see this!Student B Here is a rectangle with twenty squares. You are going to write or draw things in each square. Your partner will tell you what to do. You will have to listen very carefully and follow his/her orders. If you don’t understand something, you can ask your partner to say it again, e.g. T’m sorry, I didn’t understand that. Could you say it again, please? But you are not allowed to ask for the number of the square and you must not look at your partner’s work. When you have finished, compare your rectangles. Did you fill it in correctly?FOCUS. Giving instructions TIME 30 minutes KEY LANGUAGE beat, boil, bread, butter, cheese, cucumber, cut, fry rill heat, lemon, lettuce, milk, oil, omelette, onion, pour, saltand pepper, slice, spread, str, tomato; Imperatives : PREPARATION ‘One photocopy for each ‘group of three students, - the photocopies cut into their three sections; dictionary for each group. Unit / Food and drink ‘Warm up 11 Put the students into groups of three. Check each group has a dictionary On the board write the headings: Tel the students to copy therm Tell the students this is a competition. You are going to write 20 words on the board and. thelr team must wark together to write the wards in the correct list as fast as they can, Tell them to shout ‘Fnished!" when they finish 2. Write the words and headings below on the board: beat heat pour Joodidrink ways of making foodirink boil lemon salt and pepper cheese lettuce slice cucumber —snilk spread aut oil stir fy omelette tomato grill onion 3. When the winners finish, stop the other teams. ‘Ask the winners which list each word goes in and write the words in the lists. Check everyone understands the meanings, asking the winners to explain any unknown words Main activity Demonstration 11 Mime making a fried egg sandwich, giving instructions as you do it. Say Take some bread. lice it. Cut two slices. Butter it. Spread butter on both slices, Take two eggs. Break them into a dish, Beat the eggs. Add a ite salt and pepper. Stir the eggs. Take a trying pan. Pour in atte oll, Heat the pan, Pour the eggs into the pan ‘and fry them. Put the fried eggs on the bread. Put the ather slice on tap. 2 Mime eating the sandwich. Ask the class what you are eating, '3 Ask the winners to come to the front. Repeat the instructions. Yell them to act out the instructions as you speak Then tell them to repeat the instructions to the class. Helo where necessary Tel the class to mime the actions Speaking 11 Give out the sets of recipes to the groups; each member has one recipe. Tell them not to [00k at each other's or tll thelr partners the name of thelr recip. 2. Ask who has recipe A. Tell those students to give instructions to the team memioer on their eft. Te the member on the left to act out the instructions. Tellthe other team. ‘member to guess the recipe. if they can nit guess, tell students to repeat the instructions and actions again ‘3. When they have finished, tel the students who acted last time to give instructions for their recipe to the person on their eft, the person on the left to act them out, and the other tearn member to guess the recipe. 4 Repeat until everyone has had a go instructing, acting and guessing Follow up Te team members to work together and write alist of instructions for another recipe © Tell one team to give instructions to another team who acts them out. Tearn members take turns giving one line of instructions each,A Cheese and cucumber sandwich2C Dominoes ‘A group domino game ‘Sts match different sentences. Copy and cut up one worksheet for every three or four St. Language imperatives (4) [=1 let's Sit down. Don't eat or dink in here. Let's go fr lunch. Explain to the Sts they are going to play dominoes. Check that everyone knows how to play. [fnecessary show a few examples on the board. Give one set of cards to each group. Share out the cards. In groups of three, give eight cards to cach student and pur the others face down. In groups of four, give seven cards each. Sts look at their cards. Clarify any vocabulary problems before they start. One student placesa card on the table. The person on her /his left places the card which matches the sentence correctly at one end of this card. Ife / she doesn’t have ‘one he / she misses turn and takes a card from the middle. The game continues until all the cards are on the table. The winner is the first to use all his her cards. “Monitor that the game is being played correctly. The teacher has the final word if there is any disagreement!2C GRAMMAR imperatives, let’s © Complete the dialogues with a positive jor negative [=]imperative using a verb in the list. be becareful bequiet elese park slowdown take turnoff sitdown worry 1 A tmcold. Close the window. please. B OK. 2A. What time is the exam? B Tomorrow at 9.00. Don’t be late! 3. A. This exercise is very difficult. Bee I can help you. 4 A This cityis very dangerous at night, Please B OK. SA her B_ Why not? A. It'sabus stop, 6A the TV and finish your homework! BOK, Dad. 7A photos! B_ Why not? ‘A. Look at that sign. ‘No photographs in the museum’ BA ___ and open your books. B What page sit? A Page 22. SA nner . please. This is a library! B Sorry, 10 4 e _! The limit is 60 kph on this road. BI know, but were very late! Complete the dialogue with Let's ask gohome have have park step and a verb in the list, 1A Imtired 4 B_ OK, Let'sstop and sit down. 2A tmbungry. B_ Me too! in that café over there. 3 A. it’s verylate. 6 B Yes o>o> ‘a sandwich © Practise the conversations on this page with a partner. > Look. The hotel is over there. 0K. Where's the bus station? don't know. man. tm very thirsty. Me too. that bar. in that car park. that a drink in