TEACHER'S NOTES Aim ‘To practice describing objects Language focus Adjectives for materials Materials and preparation Each pair of students will need one copy of the page. Cut along the dotted lines to make four cards. Student organization Pairs Suggested time 10-15 minutes Procedures ‘© Review sections 6 and 7 in the Student Book before you start. © If necessary, write this dialogue on the board for more practice. Salesperson: Good afternoon, Can | help you? Customer: Yes. | want something, but I don't know the name of it in English, Salesperson: What does it look like? Customer: Well, its made of metal, and you use it to open cans. Salesperson: Ah! A can opener! Here you are. * Put the students in pairs. Indicate who is A and B in each pair, and give out the corresponding Part 1 cards. Make sure students don't see their partners’ cards. * Give students the instructions, Tell the A’s they are salespeople who have these items in their store, They must find out what the customer wants. ‘Tell the BS that they are customers and need to buy the objects on their cards, They don't know the names of the items in English. They should describe each item in English and try to get the salesperson to understand what they want. # Set atime limit of about five minutes for students to role-play Part 1. + Then give out the Part 2 cards and repeat the activity with A's as the customers.PART 1 Student A (Salesperson) Y o ametal hanger _anextension cord alight bulb a mousetrap a dog collar and leash Student B (Customer) Student B (Salesperson) Lfe > EB SNK. EZ \ P \ no —Y a a hole punch paper clips an adjustable a craft knife astapler desk lamp and staples1D Connections [Rctiity —[Groupnark Stodents playa elmanism game to practise giving definitions. ffime——[iomnutes [Preparation |Copy and cut outa set of cards Tor each proup of tee or fourstuders, INon-art|Copy one sheet Tor each stent nthe cass, revise the language from the Student's Book for {giving definitions (means the same as, sounds the same as, is the opposite of, is a kind of is the past of) ~ Divide the students into groups. Give each group a set of Connections cards. Ask the students to shuffle the cards then spread them out face down on the desk (without looking at the words on the cards) ~ Students take turns to turn over two of the cards at atime, ‘The aim isto find two words which are connected. For example, ifa student turns over cat and animal, they can ‘make a connection: A cat is @ kind of animal. if they are unsuccessful they turn the cards over again and the next person has a go = In order to win a pair, a student must make a connection that everyone in the group agrees is correct. The student with the most pairs wins the game. ~ Fora non-cut alternative, put the students into pairs. Give each pair a copy of the sheet. They take turns to make connections from the words. Suggested connections ‘Acat is akind of animal. interesting is the opposite of boring. Big means the same as large. Expensive is the ‘opposite of cheap. Key sounds the same as quay. ‘A potato isa kind of vegetable. il means the same as sick. Didis the past of do. There sounds the same as their ‘Went isthe past of go.Connections expensive interesting12A What's this? You will need: one set of picture cords per three students ‘© Put students into groups of three. Give each group a set of picture cards face down in a pile. Shuffle the cards. beforehand. ‘© Student A picks up the first card. They must define the object to the student on their right (Student B), without saying the name of the object. Student B must try to guess what Student A is describing. (Most of the words In this activity ae from Modules 9-12, withthe exception cof belt, corkscrew, tin opener, ashtray, gloves and Sellotape, which should all be familiar Items that students are able to define.) Students are not allowed to say the name of the object, or to mime in any way they should fold their arms when they are defining the words! ‘© If student 8 guesses correctly, Student A gives them the card I Student 8 doesn't know the word, the turn passes to Student C. if either student can guess the Word, the card goes back to the bottom of the pile. ‘* Students continue taking turns defining the objects on the cards to the student on their right. The student who collects the most cards by the end of the game isthe Note: it would be advisable to demonstrate this activity to the whole class before they begin working in groups. Encourage students to use the following phrases for defining the objects: Its made of ..; I's used for + verb-ing; You keep it in your bedroom/bag/pocket, etc; You need it to + ‘verb. Write these phrases on the board to act as prompts.FOUR GUESSES Materials: One card per group Tell the students you are thinking of a common and successful item. for example, an Pod, Describe the item using relative clauses and te Ss to guess what iis, e.g. I's something which was fst sold in 2001. I's something which is small and light Divide the cass into five teams of two or three and distribute the cards. First, tll Ss 0 think of another successful. common thing like an invention, food. a famous place or even sport, They write four clues using relative clauses like in the examples. Monitor closely to make sure that the relative clauses are used correctly and that the clues are not too difficult or too easy, ‘When Ss are ready, tell the frst team to choose one of their items and to read the first clue. The other teams isten and guess what isbeing described, Tell the other teams not to call ‘out their guess, but co write it on a piece of paper: When al the teams are ready, they hold up their answers. f any team, ‘or teams guess correctly, they win the number of points in brackets for that clue. If no team or ceams guess correctly then the team reading the clues read the next one and the process continues. You can keep score on the board. The ‘winners are the team with the most points. TEACHER’S NOTESTeamA that makes it A poind) The internet Chocolace Tes something which North American _ Ie something which Central Americans universities used first. G points) | first made 3,000 years ago. (4 points) (4 points) Its something which over Ie something which you can half'abillion people use. (points) | eat or drink. (3 points) @ points) Ics something which you Ies something which can be sin needa computer to use. (2 points) | brown or white (2 points) Opoine) Its something which you Nestle, Mars and Linde are (1 point) can surf point) | companies which make it, (1 point) Team B Computer Sandwich Ics something which Charles Babbage _ | Its something which an English invented in the 1820s. (4 points) | man invented in 1770. (4 points) (4 points) Icis something which is getting Its something which you eat. (3 points) smaller and smaller, ‘G points) | 1¢s something which you eat points) Ie is something which is when you wanta snack. (2 points) (@poins) clectron {@ points) | 1¢s something which you make rae Apple is one of the companies with two slices of bread, (1 point) (1 point) Microwave oven [ks something which Percy ‘Monaco Its place which is on the Spencer invented in 1945. (4 points) | Mediterranean coast points) 4 points) Its something which some Its place where you can people think is dangerous. (3 points) | find lots of casinos. G point) points) Ics something that you ean ks che place where lows of fndinaktcen. (2 poine) | millon tv pins) @poina) [eS something which you ase Tes he place where there is (1 poing) to.cook food quickly. (1 poing)_| a famous Grand Prix. (1 poind) Team D cD McDonald’s Ics something that Philips first esa company which started in sold in 1980. 4 points) | California in 1948 4 points) (4 points) Ics something which concains esa company which has a information 6 points) | Scottish name. G points) points) Its something which is round Its company which sells food (@ poinc) and silver. @ points) | t0 58 million people aday. (2 points) Ics something which you [esa company which sells (1 poine) play to listen to music. 1 poind) | fast food, (1 point) TeamE Bicycle [es something which John Staley invented in 1885. points) [ks something which people use for transport and sport. G points) [es something which is very common in Holland and China. @ poines) es something which you vide ( poins) Jeans ‘They're something that sailors and miners first wore 4 points) ‘They'e something which young people often wear. points) ‘They're something whichis ssually blue. points) ‘They're something which Levi Strauss 8 Co. make, (1 point) 4 points) poinss) (2 points) (point)Stuff and things worksheet @ ACTIVITY 2 Divide the class into Group A and Group B Perak male wane 3 Explain that you are going to give both groups the same AIM crossword but that Group A will have the down words already written in and Group B wil have the across words ee already written in. Their task isto write clues for the GRAMMAR AND FUNCTIONS eaiaeeseen eae Describing things when you don’t know the word: 4 Give a copy of crossword A to each student in Group A 18a thing you wear to. and a copy of crossword B to cach student in Group B {5 for ladon ofrtth 5. Aste sens to work withtwo or three oer students from the same group..They should invent and write down ‘clues for the words on their crossword inthe spaces VOCABULARY provided, All the students should write the clues down on Everyday objects their own worksheet. PREPARATION 6 When they hae finished wnting their clus, the students Make one copy ofthe worksheet fr each pir of students in should work with a partner from the other group Gea the class and ut it out as indicated student from Group A should work with a student from Group B) They must not show their crossword to their TIME partner. 40 minutes 7 Ask the students to sit facing one another and take it in ‘tums to ask their partner for clues to the missing words on PROCEDURE their own crossword. They should read out the clues they have written for their partner to guess the words, and write in the missing words on their crasswords from the 1. Tell the students that you are going to give them a definition of a word, and that they have to guess what the word is, Write I's something to write on. on the board. Elicit the answer paper. Tell the students that they are ‘clues their partner gives them. going to write similar definitions of words 2s clues for a cxossword ANSWER 1 z 2 \V/A|S|E 4 P Ss] a) sh Eley 7 [c] cls, /S[C/A/R[F|?, C/olA]T] I lu al L| [Al sisloalp [u o| [mM s c ul [E, ow S{F/O[R[K|2y [E|#2/wA|R|D/R/[O[B/E] R s] [P| w Al |E 3{s|ul1/T/C/A/s[E 15% L ay [Al [N] [Nv weit B) [M| RiviTTs|A) ay 38[L/A|M|P E L Mt L 4iclaiticl|u|L/altlolR 2fOI[L ° E N P| oft E 2/[K/E|T[TILIE, ¥Student A 1 CLUES DOWN ey Example art 1 It's something to write on. 3. [al 1) 2 ay [P| s 4) 5} Eley 74 4 c cjs[s IR[F)2[¢ s 1 U) A L| A _ —__ 4\s P| [vu jo. [M 6 s ¢ Ul [El] ow : {Tol Thay E/T Ir} [R| |B = (RMMMMS| [P| say Al |E) n —_ 3s T| Al [E| 154 L ——- + wy [A, [N| [N| [w) T a B| |M Uv A 19y i eeneanaas sf lal |p E L M L 2 L t{ | Jol] 3s 4 1) |o| E| N 16 P! T E 2 I E re 19 _ Student B y CLUES ACROSS feul Example 2VlAl SIE] ne flowers in. 3y C] ay sy eyo 1 _________ 3,{S|ClA[R|F ?,/ClOlA|T a wa : S(s/oja|P ° ny °F [OLR] K hay 2iWIA|R[D|R|O|BlE] uy | 13 3isl|ul1|/TiclAlslE 15y | i 1 [ a 3 SA) 1 is S{L[A|M[P XIClA[L|C|U|L/A[T|O/R] 2 soli|t — | ai | J 3(K/E|T|T|LIE 22 _18 Beating about the bush Alan Maley Level: Lower Intermediate and above Target Group: Young adult / Adult Type of activity: Speaking / Vocabulary Preparation: Copy and cut up the pictures on page 73 ~ one copy for each group. Also copy the paraphrase sheet on page 74 ~ one copy for each student. ‘This is an activity to help students describe things or actions they do not have the vocabulary for. Method 1 Students work in groups of three. 2 Give each group a different picture. (In larger classes, make extra copies of the pictures or make pictures of other ‘objects ~ see below for suggestions.) Make sure each group recognises their object. Keep a set of all the pictures with you at the front of the class. 3 Distribute the lists of paraphrase items to each group. Explain that they can use some or all of these phrases to describe objects they do not know the names of. Give an example: It’s made of wood. It’s sharp. You use it after a meal to get the food out of your teeth. 4 In each group, students decide on the ways of describing their object. Then one of them goes to another group, leaving their picture behind. S/He then describes the object to the new group, using the paraphrase items. ‘The group must show its understanding by going to the teacher and selecting the matching picture from the master pack. 5 Conduct feedback with the whole class, giving the correct names for each object. 6 Groups then exchange cards so that they are working with a new object. They then write a brief dictionary definition of the object, again using items from the paraphrase list as appropriate. Key Lower Intermediate paper clip, safely pin, corkscrew, clothes peg, thimble, tea strainer, tin-opener, electric plug, 3- way adaptor& 8 \= \Paraphrases It's ...+ adjective (e.g. It’s white/hard/curved/sharp, etc.) It's made of ... (e.g. It’s made of wood/plastic, etc.) It’s about this size./It’s about the size of ... (e.g. It’s about the size of a 10p coin.) It’s about ... long. (e.g. It’s about 10 cm long.) It’s shaped like a/an ... (e.g. It’s shaped like a hand.) You use it for ...-ing ... (e.g. You use it for opening letters.) People use it when ... (e.g. People use it when they want to remember something.) It’s used for ... (e.g. It’s used for getting nails out of wood.) ...$ use them to .../for ... (e.g. Doctors use them to listen to your breathing.) They're very useful if you want/need to stop a tap from freezing.) (e.g. They're very useful if you want to You can get them at/in ... (You can get them at a stationer’s/in a hardware store.) It's... adjective (e.g. It’s white/hard/curved/sharp, etc.) It’s made of ... (e.g. It’s made of wood/plastic, etc.) It’s about this size./It’s about the size of ... (e.g. It’s about the size of a 10p coin.) It’s about ... long. (e.g. It’s about 10 cm long.) It’s shaped like a/an ... (e.g. It’s shaped like a hand.) You use it for ...-ing ... (e.g. You use it for opening letters.) People use it when ... (¢.g. People use it when they want to remember something.) It’s used for ... (¢.g. It’s used for getting nails out of wood.) ..S use them to .../for ... (@,g. Doctors use them to listen to your breathing.) They're very useful if you want/need to ... (e.g. They're very usefull if you want to stop a tap from freezing.) You can get them at/in ... (You can get them at a stationer’s/in a hardware store.)How to define words Here are some words and phrases you can use when you try to give a definition of a word. General It's... a noun, an adjective, a verb, an adverb, etc. Things/objects It's... blue, red, green, etc. It’s a (type of) ... It's part of ... ‘You use it . It’s used ... People It’s someone who ... Its a person who . This person round, square, oval, etc. big, small, fairly big, very small, etc. made of ... (wood, plastic, glass, etc.) something you ... (wear, eat, drink, etc.) a feeling, a part of the body, etc. tree, weapon, container, bird, flower, musical instrument, sport, etc. acar, a bicycle, a computer, etc. to cook with, to look up a word, to wake you up in the morning when you swim, when you wash, when you eat, ete. for reading, for playing football, for writing, etc. works in a (hotel, bank, theatre, school, etc.) helps people when they are ill, stops you from parking your car in the wrong place, etc. is often ill, wears a uniform, is in charge of a company, etc. He/She ... has committed a crime, flies an aeroplane, etc. It’s a relative, a type of ... (criminal, soldier, politician, etc.) Verbs It’s a way of ... walking, eating, speaking, moving, etc. It means to ... drive past another car, laugh in a very loud way, etc. It’s another word for It’s the opposite of Adjectives It’s how you feel when you ... It’s another word for ... It’s the opposite of ... hit, look, talk, etc. arrive, sell, win, etc. are very tired, have just passed an exam, really looking forward to something, very hungry, etc. sad, big, happy, afraid, etc. sad, old, rough, sharp, etc.vvevo. Vv Ww Ww TEACHER’S NOTES Aim ‘To practice describing and defining words Language focus Word building, favorite words, the senses Materials and preparation Each pair will need one copy of the page. Cut it in half along the dotted line. Student organization Pairs Suggested time 10-15 minutes Procedures * Before starting this activity, give students clues for some sample words which do not appear in the crossword, For example, It the noun form of celebrate. (CELEBRATION) 168 something you do every day. You do it with coffee, tea etc. (DRINK) 168 the past tense of go. (WENT) A ‘works in a school. She helps students. (TEACHER) 165 the word you use when you don't know the exact quantity of something, (SOME) * As practice, have students produce clues for other words, such as DOG, MONTH, DRIVER, TRANSLATION, UNDER, etc. * Put students in pairs. Indicate who is A and who is B, and give the corresponding crosswords to each student. Make sure students dont look at their partners’ crossword, throughout the entire activity. * Read through the instructions. To get the class started on the crossword, give these clues for 2 down: We try not to time, or money, or natural resources. When you throw something away without using it, you it. If you buy a lot of food but you don't eat it, you it. (WASTE) * Circulate and listen. You may have to help with some words. © When the students have finished, have them compare their crosswords. If students had trouble, go over the answers as a class.Student A You have some of the answers to this crossword. Give your partner clues for these words, and ask your partner for clues to the words you don't have. For example, for 6 down you could say IS the noun form of curious. Student B You have some of the answers to this crossword. Give your partner clues for these words, and ask your partner for clues to the words you don't have. For example, for 3 across you could say Its the adjective to describe something that has no problems.33 The definition game Time: 30 minutes Type of activily: This is 0 teacherled activity for the whole class which tests the students’ ability to define words. Preparation: Copy and cut up the cards on page 112. Shuffle them and ploce them face down on the desk in front of you. Also copy the How fo define words sheet on page 157 — cone per student lexical area/Topic Various nouns, verbs and adjectives Nouns brochure, dictator, divorce, election, profit, snake, witness Verbs arrest, complain, emigrate, exaggerate, hitchhike, rob Adjectives boring, exhausted, jealous, late, lazy, lonely Method 1 Before starting, divide the class into four teams, A-D, Hand out the How to define words sheet and go through it with the class. If you wish, write a few random nouns, verbs and adjectives on the board, e.g. picnic to crawl genius exciting timetable ete, Ask for suggestions as to how to define them. ‘Team A starts. One person from the team comes out to the front of the class. $/He picks up the top card and looks at the word. S/He now has 3 minutes only to give a definition of it so that his/her team can guess what the word is. (The teacher or another student can act as timekeeper and say Start and Stop.) If the others in the team A guess the word, the team gets 1 point. (Only Team A is allowed to guess at this stage!) If the student runs out of time, one of the other groups (in turn) is allowed to guess and thus gain an extra point. If A starts first, then it would be Group B to guess next, followed by Group C and finally Group D. If none of the teams guess correctly, the teacher tells the class what the word is and invites the whole class to suggest possible definitions. ‘Continue in this manner until each team has had five turns at giving definitions (only fifteen of the cards will be used). ‘The team with the most points at the end wins.election wy oa is (ad) lazy tee slippery (adi) late (ai) profit Wy dictator (n)3C Can you explain the word? A group card game Sts practise giving definitions using relative pronouns Copy and cut up one set of cards per four students. Language {tsa thing which /a person who... 1S. kind of.. It like. You doit when. + Tfnecessary, revise language for giving definitions before you start, Put Sts in small groups. Give each group a set of cards face down or in an envelope. * Demonstrate the activity. Pick up a card and describe the word / phrase until Sts guess it. Insist they say the exact word / phrase on the card with the correct pronunciation before showing them the card. + Stsplay the game, taking turnsto take acard and define the word. Tell Sts they must not use the word on the card. The first student in the group who says the word correctly gets the card. The winner isthe student with the most cards. Non-cut alternative * Copy one sheet per pair of SS, and cut in half, Pur Ses into pairs and give them one half each. A begins by defining one of the words on his / her sheet. IB can say the word, then it’s B’s turn to give a definition.“university station 1a 8 Oo Al F travel agent's | a museum | ticket i RGIN TRAINS Moston E201 Gust Rey 2 £8 2005,& lea i WL23 As you like it Alan McConnell-Duff Level: Elementary and above Target Group: All Type of activity: Vocabulary (word- play) / Speech and pronunciation Preparation: — Copy the handout on page 80 — one copy for each group. Alternatively, write up, display (on OHP) or even dictate the words to the students. ‘This is a simple word game in which nobody can be ‘wrong’! Students are asked to invent definitions for words which do not actually exist in English. Method 1 Divide the students into groups (3-5 students per group). 2 Explain the simple purpose of this activity, namely: ‘These are words which do not actually exist in English. Yet they could be English words. I want you to choose any three of the words and to suggest short, dictionary-style definitions for each of them. Their suggestions may be as fanciful or seemingly realistic as they like. Give some examples, if necessary. grounge (vb) + to beg for money in the metro/ underground * to scoop deep holes in soft wood pluddy(n) — + pudding made of plums * path leading down toa rice field cherming (adj) «describing a wet, muddy road ete. Groups work alone for about 10 minutes. Then ask each of the groups to read out their three definitions. (This may take longer than you expected, and you may well be surprised by the variety!) ‘The rest of the class try to guess which words are being defined. NOTE: To my astonishment, this activity — which I had thought too demanding — proved to be very successful in China, with a group of highly intelligent scientists who only had a rudimentary grasp of English. Whaat seems to have appealed to them (and to many younger learners) is the fact that word-play is common to all languages, and that, given the chance, it is also possible to ‘play around with’ a foreign language.Word Definition grounge flawk pluddy thring bytalise quarmatic brong pentrification drig misky amatic driggle cherming tanoo petralysis zand