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    CCC Activity Box PDF

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    Gabriel Onofras

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    © All Rights Reserved
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    ee www wal “ae ee eee INTRODUCTION —OTIMITY Introduction This book hos been written for teachers of students in the 11-14 age range, especially ~ Is this hook for me? jet Rew to the profession of new to this particular age range. There is no such hing os, either, « typical teacher, ora ypical student, is, therefre, highly unlikely that every single one of the 55 activities included will be instantly appropriate for every leacher in every classroom setting, Instead, you will find a spread of activities ‘extending from the ried and trusted, more hracitional games (Noughts and Crosses and Dominoes, for example} to others which are more unusual; a spread which, itis hoped, will provide o mixture of reassuronce and challenge. z z f "The book is meant fo augment rather than supplant an existing coursebook. Your What is this coursebeok is probably providing your pedagogic ‘main meat’, whereas Activiy Boxis" hagk for? a useful supplier of 'trlers, ‘snacks’ ond “desserts K fore ‘The activities provide oppoctunities for students to work as individuals, pois, small What kinds of groups, teams and as a whole class. Any acy for his age range hos o ake group ‘iti 9 Gieurce arwelcepelogogiecononintocrcounOncefyox paneyamemign SUtivities are there? {vst os easily be 10 foster co-operation os to teach he present simple. The cetivities range in longth from ton minutes to projects spread over three or four How long are the lessons. There are clo some ongoing activities which take a Few minutes om every « lesson Some ofthe acute ore designed toforber skis work sone provide procice | Activities and what ina specific grammar point while others encourage fluency. All he cctvities develop are they for? ‘reas other than the purely linguistic. Some develop co-operation, olners competition. Some depend on memory or concentration, some are datigned to develop good learning skategies, while cthors provide the opportunity to have 0 good laugh. tis impertant lo remember that we are nat just eachers of English, we ore teachers of ‘young, impressionable people. Any activity we bring into the classroom will, inevitably, carry @ hidden agenda o¢ an odlditional benefit other than is linguistic content. This, additional benefits mentioned at he start oF every activity and highlighted in the map of the book on poges wil Whot all she activitios have in common is an elenient of fun, play or challenge. This may involve problem solving, physical activity, display or competition; all of which are ‘elements which can help fo held the intrest ofthis age range. ‘Almost ol he activites can be used wit large classes; suggestions on how toorgonise What kind of class portcularly large groups are given within the activities themselves. Some of the activities ‘wilbenet om Ll intodcions ends isindicted whenever appropriate. However, ais CN Tuse the book possible to use only English for explanations although it must be appreciated that with with? lower levels, such as beginner ond elementary classes, ths will slow down ihe actly. The book was writen with monelingual groups in mind, lrgely beccuse my own experiences have been primarily inthis environment. However, many ofthe activities have been used : with multilingual groups, too. You are advised to adjust he suggested timing if you ore working with a mutilingual groupe; edd a ile ime for explanat on ond introductions. INTRODUCTION Are the activities for special age groups? * How is the book divided? ‘None of the activities is tied to a specific age. This is because levels of maturity can differ 20 enormously beth frem culture to culture, and alzo within a single culture. Some young people will be happy to draw and colour until the age of 14, others will consider itn insult, Some 11-year-olds can handle the honesty required fo discuss heir feelings about ‘a piece of music, while some groups of I-yearolds will reat the whole idea as « joke. Wherever an acivity would suit a more, or less, sophisticated group, this has been indicated. Ulimotely only you, he class teccher, can decide whether the class has the oppropriate level of maturity o enjoy particular activi These are eight sections in the book SECTION 1: GETTING TO KNOW YOU : Includes activities which con be used as ice breakers and warmers a the stort ofa course. Nemelearning acivilies are, of course, included, but there are cso activities which can assist diognostic assessment, others which ore linked with learner taining ‘and others which are designed to develop rapport and understanding between the teacher and the class. ‘SECTION 2. LETTERS AND NUMBERS Deals wit the alphabet and basic numeracy and will probably be of greatest use fo teachers of students from countries where the Roman alphabet is nat standard. Some cctivites, such as Fraction dominees {2.3} ond Running ireasee hunt (2.7) can be adapied to other concepts, SECTION 3: SPELLING ANO PRONUNCIATION Includes activites which check or reinforce spelling, and which encourage shuderis to check their own progress and moke their own sound associations with words, Please note thal earlain pronunciation activities are based on UK received pronunciation, Teachers of Antipodean or North American varieties, in particular, may have to aller the materials slightly to fithe's own variely of English SECTION 4: VOCABULARY AND MEANING Deols primarily wih meaning although there is, inevitably, an overtop with the previous secon, Examples ore provided with most of he octvities, but you ore encouraged to adapt the basic idea to suit the level ofthe class. For example, Patdhworking (4.1) is illustrated with on examole pitched at on advanced level, but the activity itself can work well with elementary classes ifthe questions are simpliied and deol with kasic vocabulary rather than prefixes and suffixes, SECTION 5: WRITING ACTIVITIES. Provides opportunities for students to write both subjectively and objectively, for real and imegined readers. In some cases the aim ofthe activity is lvency, in others accuracy. Sometimes students write alone, sametimes they writa in teams. Note tha! sections 2,3 cond 8 also include writing activities; you should not fee! thet this section clone provides the only opportunity. a fa nm am Tm mm PMT PP Pee mm” & OH aww Wo a Ww daw wi Pon Ww we aw eee ee bd vd INTRODUCTION SECTION 6: GRAMMAR ACTIVITIES .~ Focuses on poinis of grammar. In each case a specific grammar point is being practised cond in many subliminal ciling is taking place without students realising, Gidwork (6-2) is extremely flexible and can be adapted for a large range of finite grammar points. SECTION 7: CONTROLLED COMMUNICATION ACTIVITIES Offers a range of cctivites in which the context of each activity contvols the language being used. So, although here is opportunity for freer fluency work, most ofthe language used will be in the forge! struclure using lexis which you can preteach, SECTION 8: LONGER PROJECTS Differs from the previous section in that you conno! predict or contral he language output in any way. Students will eespond according to their own divarse views and belies, Some of the written oclivtios can bo edited and refined ot a loter stage but, largely, students will be using lenguage which they already have in their possession and asking for new words os the need to use them orises. The activities inthis section give students @ chance to use English fluently ond imaginatively and to express their own views. ‘About half the activities are accompanied by one or more photocopiable resource Can | photocopy the pages. Wherever possible, you shoul consider the possibiliy of mounting revsoble_etivitigg? copies on card and protecting them with, either, laminate (expensive) or adhesive dear . plosic (elatvely inexpensive. The effort made ot this stage will pay off subsequently os Photocopying costs, ime ard labour willbe reduced in future, In sore cases you may prefer to copy the pholocopioble page onto an OH? transparency; this again, will reduce photocopying costs. If moking large numbers of photocopies is unavoidable, then consider using the reduce focity found on modern photocopier; you will get hvice as ‘many smaller copies from an Ad sheet of poper. Suggestions for reducing the amount of photocopying ore given whenever appropriate. In most cases, the pholocopiable pages are meant fo be adapted. If any language Can | change the inappropriate for your class, but the activity ial is useful, simply white out ‘1 m sing Wp corecing hid ond substi wih someting mare relevenrio _ acllvitles to seit your class, my dass? The age range of pre-and early eens has ils own particular joys ond rewardsos wells How will this book its own prablems. Your sudenls are atan ege where physical appearance may wellbe ely me? deceptive; hey Icok lke young eduls, bt sill act like children. Thoie sonse of humour P trey strike you os cruel or silly ot imes ond their atteniion span can be extremely shor unless interes is genuine, However thsi the age range wiich con surprise you the most cand, if interest is caught, stents ofthis age can be fred with enthusicsm. The actives in this book wil, Thope, help to emphasise the rewards ofthis stimulating age group and provide you and your students with productive and rewarding fun! GETTING TO KNOW YOU 5 Class diaries mom Preparation =~ b Moke a copy of he Cass diaries poster forthe class. Enlargeit io AS size, if possible. i oF sick he poster na prominent place nar the front ofthe gbom. E = In dass : c Who's itfor? 1 Twenty minutes From the end of your fist lesson, show the class the poster. Tel studen's > Aylee| bl teeatowilbemae that poster ike this willbe « record of what they accomplish in clase ond ther feelings £ , about their work; each poster covers five lessons. Make the entries forthe frst lesson ‘thearsine eh, sel bln her lessons oak one dent eas the quosons ond wt he c - information he obher members of the class provide on the poster. Ask a dlferent student todo the writing eoch lesson. t How long? 2 Write the nome of the class, their coursebook and your nome in the spaces provided. & 15 minutes when ovine he ciny: Th. och the closs about tho octvitos inthe lescon. Lower level classes can simply 35 minutesottheendcleahlesot, provide page and exercise numbers; higher level classes can suggest skills which they e nc he ain ee have used; mature classes may mention allective oreas, such as feamwork of confidence bbullding; he informotion they give you record in the What dd we do? space. You can & = also record new vocabulary here if you wish ft How many? 3 Ask or the class's opinion about he lesson. Find out how many students found it easy: - dy cls se they can indicate this with a show of hands. If you have a mature class, you could ask £ whether students enjoyed the lesson, Record their opinion in the space provided. This : = could simply be « number, eg 20/30 easy, or a smiling, neutral or frowning face. & What sit for? 4. Ask ifthere is ony homework for the lesson. Record the information in the Homework a lee breaking, geting ond acing spore, & & ima i lg bsing, 3. Checkthe grid atthe boom of the postr with he class, Look at the Ist of activ pes odie ‘and get students to tal you which things they did inthe lesson. Use ticks for actives which e Speaking ea tock place in the lesson and crosses for those which did not. Again, each poster covers five lessons. I necessary for lowes levels, use mime or LI in the fist two or three lessons i = to make dear the diferent activities. You wil soon be cble fo use their English names. 7 longuageneaded? Advice e ee you alt, Cin oops ‘hat, Wir dd ede? Whorshe TH doy provides rough space for five lessons Renamer change the lesson & swmbers in any furher copies. You may wish to correct each completed poster before Ne ene {you pina new one on top E ‘amo duston cio, Younger, less able, students will need a litle help with the diary forthe first two or three & sae lessons. Keep enlries brief for them (perhaps, only page or exercise numbers} and allow citle longer for completion of the poster. & The diary isa useful tol in mony woys. Inthe fire lesson students find out about the t types of activity which con occur in language lessons. Atthe end of each lesson the diary serves as a brief setiling activity; it makes students reflect on what they have just E done, Itclso provides a final speaking, listening ond wing activity forthe lesson. The final poster of your course should have a written contribution from every student; this can e serve 0s an ongoing record of their standard of writing and spelling. Siudents who miss . lessons should be encouraged Io read the poster lo find out what they missed. & e rs , at ep expo uioxs fapyngo30% ‘Aedoj03 woyppunvord ‘opnpund souoB Guyiads ‘Bup|oeds Buwiassit Baw, eop em pip UM A € wossa} Z uosse} | Uosse] lass diaries poster jaipoa, ~~ sone eS “renee APMP PMO MM Reha > From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 GETTING TO KNOW YOU m= Who's it for? ‘nermedinn tudes, butt con be nfpte for vse of cry eve. = How long? ‘The example provided wl oke forty rites papain nthe od fhe ean, = How many? Suitobi fos og cases but the Feedbock Shou be given win se gsi there 20+ suds cs, wih eocesmeir,nslee doses the eth cal be coed throu te ea = What's it for? ‘king ging inom out orl some be, = Language needed? ‘Wh questions on inetd cuss; ‘homes; oges; arse from wen to spe ingyen om ist person oid psn. I'd like you to meet ve Preparation - Make a copy of the Fd like you to meet ... questionnaire for each student. Indass 1 Give out the questionnaires and revise the question forms needed! fo complete them; do this on the board if necessary. When everybody feels confident with the questions, divide the class into poirs _ 2 Give students a realistic omount of ime to ask questions, answer and record the onswers. : 3. When the fime is up, oak each student fe inkroduce their poriner to the class, to another student o fo their group using the noles in their completed questionnaire. Advice ? Before feedback begins, tell the class that there will be a quiz.cbout the information they hear; this will discourage students’ attention from wandering, This means thal you should "take notes while monitoring the feedback. ltis not advisable to use this activity with classes of over thirty students, os the feedback can take too long. Do not use this activity to present forthe first time question forms, the thd person or any * other grammor needed to carry out the activity the personal information wil get lost in the explanation of the grammar. Use only the fanguage which students have mel before; 1his will give you the opportunity to diagnose how wel hey use il and whether or not remodial work is needed. e 3 3 I'd like you to meet ... questionnaires aa TY egy a a 3 3 3 3 3 Favourite music: | Zavouite music: a . 3 ‘Whet makes you laugh: Wha! makes you laugh: a a Most embarassing moment tos embossing moment 3 3 Hopes for the future: ‘Hopes for the fulure: 3 a 3 3 a a a a a Favourite music: Favourite music: a 4 Wheat makes you ough What makes you laugh: a a ‘Most embarrassing moment: ‘Most embarrassing moment a a 3 Hopes forthe future Hopes forthe futur a 2 iw From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 zy GETTING TO KNOW YOU goa = Who's it for? ener vers od bove wt ‘knoe thei dates ef bin, = * How long? xan of 0 ies wi lage cls. m How many? ‘ay css sie, mm What's it for? fing on caiegif onan cont ges; dvlping pert ond egos sti. = Language needed? Hoot you? han your Sih, Wen wee yo bo, mos; dso; all ube en ++ moth et. Birthday line-up Preparation - ‘Make a copy of the Birthday line-up worksheet for each student. In class 1 Give outthe photocopies. Ask students to write atthe top ofthe poper the date oftheir birthday and the year in which they were born 2. Solect five students and bring them to the front ofthe class, Ask them When is your bidhday? The other students have fo listen tothe information (without wring anything} ‘ond then arrange the five students in order; the student with the birthday which i earliest inthe yeor goes on the left. 3. Students laave ther seals and mingle. They ask each other for ther binthdoys [day ond month only) ond record the information on their photocopies. A When students have found out everyone's birthdoy, they arrange themselves in a line; the student withthe birthday which is earliest on the left. Get them to use the information on the worksheet fo tell each other where to stand. Check that students are standing in the correct order; ge! everyone, in tuen, to say their birthday again. Make a record yourself so that no birthdays ore left unacknowledged during the course. Extension __ A second line could be formed according to age. For his activity students will need to iknow the year in which they were born as well as the day ond the month; hey should alto be able to use the construction When were you born? You should end up with a line-up of students which hes the oldest on the left and the youngest on the right. This lin could then be used for some simple comparative work, eg X is older than Y, Yis younger than Z. Advice Higher level classes can do the activity without the worksheet Do not get involved in leaching the structure When were you bon? grammatically. Students will get confused by the passive woice. Teach i as a whole phrase. Arabicsoeaking sidents may nol be able fo el you their data of bith according to the Gregorian calendor and may be vague about their age. Arabicspeaking parents tend lo 12 thot a child is wo once they hove enlered their secone! year o life. is, erelore, asi 70 nines (per centat one end and 0.5 at the other. The second player may lay down a domino if . ' they have one which matches either end of the frst domino, that i, the quantiies = | shown are of equal value. They may only ploy one domino. The matching faces mus! |! bee placed next to each other; so, lor example, the second player places their domino How many? vith 4 next tothe firs! ployer’s domino showing fwenty per cent. f the second player day dss, does not have a domino which matches he first, hey must miss a turn, . ‘¢ When the second player lays dovi a domino, this will again, leave two ends to the = line. The third player can lay down o domino ifthoy have one which matches either of What's it for? ' those exposed ends. The game consinves unl a player has managed 1 ge rd of all tien sd etig ‘heir dominoes. ‘ & sit sume conapsexpesed d a poinis reached when nobody is able to lay down a domino, then the winner is ines yah. the player withthe lowest amount latin their hand Extension = ! There is a blank set of dominoes on page 20, Possible other sets include dots and Language needed? numbers, words end cardinal numbers, words and dots, fractions and words, ordinals Frcs, pages onl dens and cardinals, fractions and pie charts. ens in werd ae jobs, ‘As well os numbers, the blank dominoas can be used for picture/word, colour/word or alphabel/picture sets. (See also Phenix binge [3.4) You need seven different functions (a-g} fo make a set of dominoes and the permutation for ony sot below: ofa o/b b/b o/c be cfc afd b/d cfd d/d o/e b/e cle d/e e/e off b/t cf dt eft HF o/g b/g cfg d/g e/a Ya 9/a BRITISH CoUNCIL,” BINS a_s_lUucaiweOOoe Corer CO OOo re oreo er ie eer TSE Se ee : 7 ,opue LETTERS AND NUMBERS y" VviTy Fraction dominoes * ee gee Advice - Do not assume that everyone knows how to play the game. My own experience is hat there are always one or two sludents who do not reolise that the matching faces have to be placed noxt to each other. A demonstration gome is time consuming, but it will poy off later, in this lesson and in future lessons, should you wish to use dominoes for any other language peint. You are advised to stick the sets on card before you cut them out. This is an activity you may wish fo use many fimes in the future, The sets willbe far more durable and easier to sort if hay are backed with different coloured card and laminated or sealed with clear plastic for protection, . IF you do not heve the fime to mount and protect your ses, ry photocopying the sets onto different coloured paper. Again, this will make sorting the sets easier for you if you wont fousethem again, , My ca From ACTIVITY BOX by jean Gi ACTIAATY blonk set Fraction dominoes Pr i aarp oe on MS | 7 a ae TT J Ls : 20 From ACTIVITY BOX by Jean Greenwood,© Cambridge University Press 1997 t a Preparation - Photocopy a grid for each student. An OHP transparency of the grid will be useful for demonstration purposes, but itis not essential. In dass 1 Give out the grids. Point out that each square has a reference number from 0:99, made up of the vertical number plus the horizontal one, Check that students can i the gtid reference for a selection of the squares. 2 Copy 0 grid quickly onto the board cr use the OHP transparency to demonstrate he game. You will need lo take the role of Seeker’ with one student hiding the treasure from you. nly 3. Explain that students are going to work in pairs. One player in each pair hides some treasure which the other ployer must find (seek). Explain that Hiders’ have ten gold rings which they must draw in tan squares in their grids, they must moke sore that their partner does not see where they have hidden them. 4 Seekers’ must osk heir parinersif here is © ring hidden in a particular square by giving the reference number af the square, for exomple, fs there a ving in square 527K there is ring in the square, the ‘Hider’ must admit this and the ‘Seeker’ can then draw the ring on their copy ef the grid. Ifthe square is empty, the ‘Seeker’ marks the emply square with an X, 5 Divide the class into pairs. Moke sure thet partners know whether they are hiding or seeking the treasure. Extension e 1 Ifyou want to practise with even bigger numbers, students label the vertical side of he gtid with hundreds and the horizontal side with a selection of ten numbers from 0.99, Make sure that the whole class is working with the some selection of numbers. 2 Instead of hiding fen rings in the grid, tell (Hiders’ to hide five diferent fourletter ‘words. The words can be written in any direction. ‘Seekers’ must ask if there is a leer hidden in o particular square. ‘Hiders’ must tell ‘Seekers’ which letter they hove found. “Seekers’ then write this leer in the correct square on their copy of the empty grid. Advice . Do not wail fr every pair of students ofind the reasure ifyour class is lorge. Instead, give ate limit. The winning ’Seekeri the student who hos found the mos rings inthe. ‘Seekers’ and ‘Hiders' will probably want to change roles and play the gome again. In ‘order to reduce the omount of photocopying, educe the siz ofthe grid on the photocopier and make two smaller grids on one piece of Ad paper. Siudants who ore uick a! copying could moketheis own grids in their exercise books. Allemolively they con use pencil, which they can tub out afer each game, ‘Who's it for? ‘lmnop imental, How long? ‘Maxine 20 rinutes. - How many? dey css, . = What's it for? Fecninsfogrunbes 19, - Language needed? 195; He you got... stew? 21 : ng ep CIM TY grid Hide and seek 22 Fram ACTIVITY BOX by Jean Greenwood © Cambridge University Prass 1997s Grey elephants from Denmark Preparation - This depends on whether you are doing this activity orally {no preparation}, of via 4 writen instutions which are given fo each student separately minimal preparation). In class , 1 Tell students that you are {o try to read their minds and guess what they are going to tell you at tha end of the activity. Make a great show out of writing grey elephants from Denmark on a piece of paper without leting anyone see what you have writen. 2 Then, tura the paper face down on your desk and give the class their instructions. Thare are five diferent woys that heve could be presented 4 Lead the activiy yourself and give the instructions orally one at atime tothe class; students do the puzzle step by step simultaneously, : b Diclae the inskuctions fo the class; students do the puzzle afer the dictation. ¢ Waite the instructions one ata te on the board; students do the puzzle step by slep simultaneously. Write out the instructions belore the lesson. Give each student a copy: students reod the instuctions end do the puzzle. € Give the instructions to half the clas; these students then dictale or give the instructions to @ pariner who hasn't go! them. Instructions {The information in brackets is forthe teacher only} 1 Think of a number from 2 to 10. (or example, 7) 2 Muliiply your number by 9. {inthis case 63) 3 Add the two numbers of your lolol lagether. (643-9: the total will akvays be 9} 4 Take 5 away fiom your answer, (4: The answer will always be 4] 5 Ifyour answer is 1, it equls A. If itis 2, it equals 8. 3 equals C. 4 equals D. (0: the answer wil, of course, obvoys be D) 6 Think of o country in Europe beginning with your leer. (his can only be Denmark) 7 Think of an onimal, nat a bied or a fish, beginning with the second letter of your county. {99 limes out ef 100 this will be elephant) 8 Think of the colour of your animal . Elephonis are clvays grey: you are olmost guaranteed fo end up with grey elephants from Denmark.) 9 Atthis slage, you can produce the sentence which yau wrote al the star of the ‘ctvity, You will have proved that you can read students’ minds! Advice In some cultures students may have no difficulties ot all with the mathematics but will have problems when it comes to naming Denmark, Take general knowledge about Europe into account. (My experiance of this activity is that students prefer to have some written record of the Jnstuctions because they want lo hy it out on Kiends who ato notin her class offer the lesson. Acknowledgement ‘Many thanks to June Seward, I.T.C:, Bahrain, for sharing this activity with me. LETTERS AND NUMBERS: * = Who's it for? Preinkmedite evel nd hove. = How long? 5 aus depen opr he ‘voriafon chosen, How many? ‘Any css size. a What's it for? Simple rhea; Folloving rl x wien inci. = Language needed? ‘Mulls, die cd tae ony. -subtrad, equals numbers. = Who's it for? (onerinerecie sus, btit an te cep free ot ary ne = Fiow fong? 20 minutes. The extersion wil toke 40-50 minutes. How many? ‘Any dass size. = What's it for? Single pie ski wih bers end adc pln sting ‘wrting:euding. = Language needed? Ao any, Tha bef. Sige lx ss wich bai ‘ossociations with numbers and which styles hoe chen et — for mpl, sin te week, rings nko, ts nade, ‘members ia 0 team, etc Where shall we go? Preparation = - Thisis for groups of four. Copy © Where shall we go? maze for each group of students. Eoch group will alo need one token {or coin). You may also wish o prépare an OHP transparency of the maze for demonstration purposes. Indass 1 Divide the class into groups and give out the copias of the Where shell we go? maze. Explain that the aim of the activity isto find out where the young people in the car were ‘at the end of their journey, Point out hat group members are not competing against each otter; they are working as a team. 2. Explain how to carry out the actviy o the class. «@ The first member of he team enters the maze and decides which junction/roundabout the team will ty first. The token is moved te that junction. The firs team member reads the question which is atthe junction and answers ton behalf of he others b The answer will give the number of the route which the second team member must follow. Al the next junction, the second member reads the question and decides which rove the third member must fallow, Members of the team ore allowed to clouble back iF they did not like he answer given previously. ¢ The journey continues, team member by cam member, urction by junction, uni! the team has discovered the final destination, 3 Check the final destinction with the class. IFell goes well, here will be fifteen questions to answer and the final destinaticn will be the zoo, Advice Some of the questions in the maze provided may ke too difficult, or may be beyond the class's world knowledge, or moy net be culturally appropriate, In this case, simply white- cout the offending question and its correct answer and substitule something more relevant ‘or immediate, Make sure you replace the distraciers with something which resembles the right answer. You may wish to include questions which refer specifically to the class you «re teaching, or the room or building ia which you teach, for example How many ‘Marias ore there in this class? or How many siairs are there fo our room? Extension . Ablank maze can be found on page 26. After finishing the game, the natural extension isto get groups to make their own games which cor be played or displayed, Do not be too diemayed if monolingual groups seam fo use a lot of LI when making their ‘own games, They will still be forced to agree on the wording of the problems and the answers, and will have to write in English ond ony consultation withthe teacher must be inEagish Acknowledgement The idea of using this format for EFL skills work was initially inspired by Jenny Tyler cond Groham Round's work on numbers. Other ideos ore included in Number Puzzles {Usborne Press). rans ae ease oy ™ is E 25 ‘su85Uy 1A sow, ‘i; Pu Sapo nok ’siapinous snok ACTIVITY . ep PHOTOCOPIAGLE “UUM Sys ‘ay po snjd anoy UD Uy SeyNUIW Sy {vosoes 0 u syyuouu ‘@yy snjd yam 24h }0 Shop ou Siamnon au SAIL seqoudio Us16u3 ou Jo Sluouosuo> ayy yoqi00) © snjd 102 B yo S69} ay DIP 0 JO SapIs ‘yt Aq papwip: sequiaides ur 'S9) shop auf £ t foamn a uw Sop aut fq Papiap Aucrugey ‘ul SADp @Yt JOY From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997, Where shall we go? maze BrABBRRrRMmMrmmrmmrmmmnnrtnm ACTIVITY blank maze Where shall we go? Meee mae Ee mm rey imp tte me renee MOTE nL 26 From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 © : br Running treasure hunt Preparation - The activity is for teams of 4-8 students. You will need a copy of the puzzle below for each team. Lobel the copies feam I etc. “hoa In class 1 Slick the copies of the puzzle around the room as far apart as you can. Divide the. class into teams and make sure that each team knows where their parlicular puzzle is. 2 Exploin hot eoch team will send a member, one ata time, to look ot he puzzle. The Fics eam member will ook ot the first clue and try to memorise i. This person will then return fo their team ond repeat the cluo so that everyone can write it down. When this bras been done, the second team member will look atthe second elve, try to memorise it ‘and take itback tothe group. The activity continues until all the clues bove been relayed back and writen down, 3. Althe some ime, the tecm must also try to solve the mathematical problem; this rmsons tht tude’s never lose sight ofthe fact hat he passage they are dictating has nearing os well as form, Puzzle What is the treasure? 1 My fists the fourth letter of 2x50. 2 My second letter is the second letler of minutes in an hour. 3 My thirds the shh lene of mifimetres in a metre. 4 My lourhis the first letter of 1,000 x 1,000, 5 My fithis the second letter of your teacher's eyes plus eors. 6 My sithis the last eter of the daysiin the week. 7 My seventhis the seventh letter of pence in o pound. 8 My cighthis the fist eter of sides in ahexagon. What s he treasure? Key 1 hunDred 5 fOur 2 shty 6 seveN 3 thousAnd 7 hundred 4 Million 8 Six (Answer: Diamonds} Advice Running treasure hunt sounds as if it could be o very noisy activity, but experience has shown that itis usually carried out at whisper pitch, as no group wishes to be heard by another, Reinforce this message ot the start of the activity; remind students that shouting the answers can only benefit other teams, e = Who's it for? Aware students, bation be dled owe How long? 20:30 minutes. = How many? Any class size, as long es there is space fe sens teat es, =m Whats if for? Reading speaking stein wig Single mathe = Language needed? ‘Ai, cvide, mi, sbtotox okey, ota ada oon suber on encores wich have number esocnons whch sents hove aecdy met, 27 Roa = Who's it for? Preitxmedt lvl and ahve Home, att cone used wth eles or begin levels you cen phn he suction in) How long? ‘Moximum 15 minules. How many? Any dss size. = Whats it for? palin of words aed know, duster recognition. = Language needed? Lets ofthe chet the get works eet gle, conc ight. 28 a Masterspell Preparation - None, unless you wish fo prepare a ist of posible large! words before the lesson. Two different coloured board pens or chalks are useful In dass 1 Decide on a fourletter word that you know students have seen before and thet they understond. 2. Write four crosses (aces) cn he board fo symbolise the leers of he large! word. 3 Ask students f0 guess the word. tis highly unlikely that they wil guess it correctly the first time. Write their guess under the four crosses. 4 To he right of the four crosses make q.column to indicate any lair in students’ guess ‘which isi the target word but in the wrong ploce. Next o that make o second column to indicate any ler in their guess which isin the seme place in the target word. Use ticks {4} to indicate the number of right letters. Point out fo the class that ticks in the second column need no be in the same ploce os the letter inthe targel word, 5 Students moke further guesses until they find tho target word you have chosen. An example game is provided below: you may wont 10 go through this withthe closs Example gome « Target word: leaf XXXX__rightleter in wrong place _right ltr in right place Ist guess + 2nd guess 3rd guess Ath guess Sih guess we 6th guess we 71h guess ws 8th guess viet Advi : ‘Once students have mastered how to play the game, they may wish to play in pairs, i you have some target wards ready for them, this will get pairwork off to a quick start, The same game can be played with liveletter words, although it may take fifteen or sixteen guesses to getthe target word. Fourletler targets con usually be guessed in less thon ten tries. sien Ss ciate” ‘SPELLING AND PRONUNCIATION ACTIMit Chainspell Preparation - None, unless you wish to prepare a list of farget or problem words in advance. The ~~ gome is played at the board in four teams; four different coloured board pens or chalks are usehul, but net essen. In class 1 Givide the class into four teams. Ask teams to line up with the first person in the line facing the board. if possible, give each team a different coloured pen to work with. 2 Exploin thal you are going fo osk the teams to spell words which they have either recently mel, or wth which thay have had problems. 3 Exploin thot the frst feom member can write only the first letter of the word: they must then hand the pen fo the second leam member and go to the back of the line. The second team member can either correct the letter that has just been writen, of write the next letir; but they can’t do beth. Then, the pen must be given tothe nex! eam member. The

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