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Pair Work Elementary to Pre-Intermediate Peter Watcyn-Jones PENGUIN BOOKS P E N G U I N BOOKS Published by the Penguin Group Penguin Books Ltd, 27 Wrights Lane, London W8 5TZ, England Penguin Putnam Inc., 375 Hudson Street, New York, New York 10014, USA Penguin Books Australia Ltd, Ringwood, Victoria, Australia Penguin Books Canada Ltd, 10 Alcorn Avenue, Toronto, Ontario, Canada M4V 3B2 Penguin Books (NZ) Ltd, 182-190 Wairau Road, Auckland 10, New Zealand Penguin Books Ltd, Registered Offices: Harmondsworth, Middlesex, England First published 1984 This revised edition with ten additional activities published 1997 Copyright O Peter WatcynJones, 1984, 1997 All rights reserved The moral right of the author has been asserted Printed in England by William Clowes Limited, Beccles and London Set in Century Schoolbook and Helvtica Except in the United States of America, this book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher's prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser Photocopying notice The pages in the book marked From Pair Work 1by Peter Watcyn-Jones O Penguh Books 1997 P H 0TO C 0P l A L E may be photocopied free of charge for classroom use by the purchasing individual or institution This permission to copy does not extend to branches or additional schools of a n institution All other copying is subject to permission from the publisher Acknowledgements The publishers make grateful acknowledgement to the following for permission to reprint copyright photographs ;V1 the following photographs are reprinted with the permission of Barnaby's Picture Library: pp.10 and 52: top row (left) Photo-Chance, (centre) David Alexander Simson, (right) Trevor Legate, bottom row (left) B Gibbs, (centre) David Alexander Simson, (right) Bill Angove; p.17: (left) Trevor Legate, (right) R Gardner; p.30 (top left) Adrian C Muttitt, (top right) Ray Roberts, (bottom left) George Sturm, (bottom right) Gerald Wilson; p.61: M.G Webb; p.74: (top left) Ray Roberts, (top right) Eric J Chalker, (bottom left) Kester J Eddy, (bottom right) O.J Troisfontaines Photograph on p.64: copyright Geoffrey Drury The publishers make grateful acknowledgement to the following for permission to reprint illustrations: Norman Baptista: pp.16, 18, 26, 33, 34, 56; Illustra, p.21; David Locke: pp 13, 25, 27, 28, 36, 54, 67, 69, 70, 76 Every effort has been made to trace copyright holders in every case The publishers would be interested to hear from any not acknowedged here Introduction Getting to know you (1) Getting to know you (2) Missing Information: the Eurovision Song Contest Questionnaire: likes and dislikes Who's who? One-sided dialogue: making suggestions Following instructions (1) Missing information: flats and houses Following instructions (2) This is my boyfriendlgirlfriend Newspaper interview (1) This is my brother Questionnaire: habits and daily routines For sale Eye-witness Complete the crossword Carry on talking A family tree Going on a weekend course Complete the drawing (1) Complete the drawing (2) Missing information: the life of Elvis Presley Looking a t holiday photographs (1) Newspaper interview (2) Looking a t holiday photographs (2) One-sided dialogue: shopping Where's the station? Questionnaire: opinions Asking for information about a tour Asking for information about summer jobs One-sided dialogue: an invitation What's the word? Making guesses Sort it out: a dialogue Missing information: a holiday in England* Making sentences Questionnaire: have you ever ? Renting a holiday home Car number plates Where are they going? What's a 'floppa'? \ \ Appendix Student A 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 92 Student B 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 INTRODUCTION I n most language situations there is always an element of the unexpected - of not knowing exactly what the person you are talking to is going to say, even though on some occasions you may have a general idea (e.g when ordering food in a restaurant) Unfortunately, most books give little practice in this since all too often every student has access to the same material as everyone else in the class with the result that anything that is said is often predictable This, in turn, gives the students a false sense of security, so that once the whole context or the set-piece is removed they often find difficulty in communicating outside the classroom Pair Work tries to overcome this by making sure from the beginning that Student A does not have access to Student B's information, and vice versa In this way students are forced to react with one another and to respond to the unexpected - which is, after all, a n essential requirement for true communication Another important aspect of language learning which again is often neglected is training students to listen effectively Whereas listening comprehension exercises are an attempt to overcome this problem they are, in most cases, fairly passive activities and all too often removed from reality Instead, what we should be concentrating on is in students listening effectively to one another Again, when all the information is available to everyone in the class such intensive listening is not necessary since the student can always read anything he or she does not understand But by removing what the other speaker is going to say the student is immediately forced into a situation where he or she not only has to but wants to listen intensively in order to be able to talk to the other person - which is, after all, the situation he or she is going to be in when he or she leaves the comparative safety of the classroom Description of the material This book contains 41 activities These are arranged, where possible, into pairs of activities so that if Student A has one particular role or task in the first activity then he or she has Student B's role or task in the second, and vice versa This gives both students practice in the same function but avoids the possibly boring alternative of simply changing parts and doing exactly the same activity again Instead, the same function is practised again but the situation (or role) is changed There are six main types of activity in the book: These are activities in which students are given definite roles to play and are usually asked to assume a different name, background, age, etc An example of a role-play is Activity 11- Newspaper interview (1) Simulation exercises These are activities in which students play themselves but are given a definite task to or are put in a specific situation and asked to make appropriate responses An example of a simulation exercise is Activity 29 Asking for information about a tour One-sided dialogues These are activities in which students read a dialogue together but can only see their own part These dialogues usually include opportunities for the student to make his or her own responses An example of a one-sided dialogue is Activity one-sided dialogue: Making suggestions Information-gap activities These are activities in which students are asked to perform a task together, they fall into two types In the first, one student has access to all the information and tries to impart it to his or her partner An example of this type is Activity 20 - Complete the drawing (1) I n the second, both students are given access to half the information and by working together try to solve the whole An example of this type is Activity 22 - Missing information: the life of Elvis Presley Discussion and conversation activities These are activities designed to stimulate students to discuss a subject or subjects with their partner and usually take the form of a questionnaire These activities are particularly useful when students are practising giving opinions and showing agreement or disagreement Problem-solving activities These are activities in which students are asked to solve some sort of problem together - usually where students share 'clues' and then try to work out the answer An example of a problem-solving activity is Activity - Who's who? How to use the book The activities in Pair Work have been written to give extra 'communicative' practice i n certain structures and functions Consequently, they should be done as follow-up work rather than for 'teaching' purposes, since it is assumed that students are already familiar with basic structures, functions and vocabulary connected with each activity In the Appendix (pages 92 - 96), a list of main structures and functions for each activity is given, plus examples of typical questions, sentences or responses Using this as a guide, all the teacher has to is to decide what needs to be practised, choose a suitable activity and photocopy the appropriate pages Since, in many cases, more than one activity has been written to practise a particular structure or function, repeated practice can be given without the students becoming bored Finally, the activities in Pair Work are not graded in any way, so they can be done in any order depending on the needs of a particular class Teaching hints Classroom organization Since the activities in Pair Work involve the students working in pairs, a certain amount of classroom reorganization may be necessary If it is a t all possible, the room should be arranged in such a way that pairs face one another across a desk or a table This is to give them 'eye-contact' which makes communication a lot easier Again, if possible, some sort of screen (e.g a bag) should be placed between them so that they cannot see one another's books However, there may be practical reasons why such a classroom arrangement may not be possible in which case the teacher can adapt the working methods accordingly to suit his or her particular circumstances Working in pairs Since the students will be working in pairs, there is the inevitable problem of what happens when there is a n odd number of students in the class Here are one or two possible solutions (although they are by no means the only ones): a) The teacher forms the 'extra' partner, in which case he or she should choose a different student to work with each time b) The 'odd' student monitors another pair The student chosen to monitor another pair should be changed each time a n activity is done c) Three students work together instead of two Two of the students form a team to partner the third one, taking it in turns to talk to him or her Again, the group of three should be changed frequently One final consideration regarding pair work is that partners should be changed frequently to ensure that everyone really gets a n opportunity to work with and to get to know as many different members of the class a s possible Introducing an activity Clear instructions are given for all the activities, so in most cases it should be sufficient for the teacher simply to ask the students to turn to a particular activity and to let them read through the instructions While they this, the teacher goes around the class checking that they have fully understood what they have to before they begin If, on the other hand, the class lacks confidence or is not used to communicative work, the teacher could, on the first few occasions when the book is used, demonstrate briefly with two students (A and B) while the class monitors them Alternatively, the teacher could set up the situation with the whole class then, by prompting the students, get suggestions as to what A and B might say to each other Whichever method is chosen, it is essential that the students know exactly what they have to before they are allowed to begin Working through activity It is probably better if all pairs start working a t the same time rather than working one after the other During the activity, the teacher moves from pair to pair, as a passive observer, noting problems or mistakes which can be taken up with the whole group afterwards The length of the activities varies from approximately five to twenty minutes It is up to the teacher and the class to decide whether to spend a whole lesson on the activities or else to make them a part of the normal lesson (Perhaps a combination of these two is a good idea.) Finally, since not all groups will finish at exactly the same time, it may be necessary for the teacher to have a definite 'finishing time' in mind for some of the more open-ended activities Following up an activity The teacher should always spend a few minutes after an activity discussing it with the class The discussion could include talking about what the students found difficult as well as finding out if anyone wanted to say something but didn't have the necessary language skills to express himself or herself This is also the time when any mistakes can be pointed out and, if necessary, revision practice given Finally, it is a good idea occasionally to ask one of the pairs to practise the activity again while the rest of the class listen and monitor their performance Activity and Activity Although these two activities practise asking and answering questions, the chief reason for putting them first in the book is that they are a useful way of breaking the ice when the class is a new one although they are still useful even when the class has been together for some time Material for photocopying GETTING TO KNOW YOU (1) Get to know something about Student B by asking himlher questions and filling in the following form (Student B will also ask you questions.) Name: Age: Country of origin: Nationality: Homeltown village: Number of people in family: Mother Father Number of brothers Number of sisters Anyone else Father'soccupation: Mother's occupation: Still at school YesINo Left school bear) (If Student B has left school): Present job or CollegeKJniversity: Length of time spent studying English: years Interests: Favouritecolour: Favourite countries visited: Mainambition: Before starting, work out which questions to ask For example: What's your name? Have you got any brothers? How long have you been studying English? Where you come from? What's your father's job? When you have finished, use the answers Student B gave you to fill in the gaps in the following sentences Ispoketo HeIShe is years old and comes from HeIShe is (nationality) and lives in a towdvillage called There are people in hislher family altogether - hislher HisIHer father is d a n and hislher mother is alan HeIShe is still at school OR HeIShe left school in 19 and is now studying at (name of College/University ) OR HeIShe left school in 19 and is now working as d a n HeIShe has been studying English for years His /Her interests are and hislher favourite colour is HeIShe hasn't visited any foreign countries OR The only foreign country helshe has visited is OR HeIShehasvisited (name of foreign countries) 10 Finally, hisher main ambition is to When you have finished, find another partner Now tell this person all about Student B by reading out the sentences above From Pair Work by Peter Watcyn-JonesO Penguin 1997 P H TO C P I A L E GETTING TO KNOW YOU (2) Ask Student B questions to find out the things below Before starting, work out which questions to ask (Student B will also ask you questions.) Find out if Student B: Yes is afraid of the dark (Are you is married (If the answer is Yes, find out what Student B's wifethusband is called.) is good a t sport lives in a town or a village (Do you ?) always does histher homework goes home by bus has got a dog or a cat (Have you got ?) has got more than two brothers (If the answer is Yes, find out how many brothers Student B has got.) has got any relatives in England 10 can swim (Can you No Other information ?) ?) 11 can speak more than two languages (If the answer is Yes, find out which languages Student B can speak.) 12 was born in May or June (If the answer is yes, find out on which day Student B was born.) Were you ?) 13 started school before hetshe was seven (Did you ?) 14 listened to the radio last night (If the answer is Yes, find out the name of one of the programmes Student B listened to.) 15 has been to Scotland (Have you ?) 16 has had more than two boyfriendstgirlfriends 17 is going abroad next summer (If the answer is Yes, find out where Student B is going.) Are you going ?) 18 would like to be a millionaire (Would you ?) When you have finished, find another partner Now tell himlher what you found out about Student B From Pair Kork i -)- Perer Watq-n-Jones C Penguin 1997 P H TO C P l A 6L E MISSING INFORMATION: THE EUROVlSlON SONG CONTEST A daily newspaper is publishing each day a short description of some of the singers taking part in the Eurovision Song Contest Here is today's list of singers Unfortunately, some of the information about them is missing Ask Student B questions to find out the missing information and fill it in (Student B also has missing information and will ask you questions.) You can ask questions like these: How old is (say name)? Where does (say name) live? Which country is (say name) singing for? Is (say name) married or single? How long has (say name) been a pop singer? What are (say name)'s interests? What is the name of the song (say name) is going to sing? What is (say name)'s ambition? Who's who in the Eurovision Song Contest Part When you have finished, check with Student B to see if you have filled in the missing information correctly (Note: The Eurovision Song Contest is a competition held once a year by the various television companies in Europe to pick the best pop song There is a jury in each country who gives marks for each song and the song with the highest total is the winner The competitors from each country must sing the song in the language of that country.) 10 From Pair Work 1by Peter Watcyn-JonesO Penguin 1997 P H 0TO C P I A L E 32 WHAT'S THE WORD? Student B Here are 10 words which Student A is going to ask you to explain Before you start, think about what you are going to say For example: (Number 2) It's a fruit It's long and yellow etc scissors banana cousin weekend mountain 10 computer carrot yesterday headache dentist Now it is your turn to ask Student A to explain the following words You can ask: What's word number (I)? If you think you know the answer, write it down But don't say the word! When you have both finished, check your answers From Pair Work 1by Peter Watcyn-Jones C) Penguin 1997 P H 70C P I A L E 33 MAKING GUESSES Student B Read through the questions below and answer Yes or No to each one Then read through them again and try to guess how Student A will answer (Again write Yes or No after each question.) You Student B Correct? Do you enjoy dancing? Do you like ballet? Do you often go to bed late? Are you a good cook? Are you afraid of getting old? Do you think divorce is wrong? Do you want to be famous? Do you prefer long hair to short hair? Are you a good singer? 10 Can you skate? 11 Have you got more than six uncles? 12 Do you eat more fruit than vegetables? 13 Have you ever made a speech in public? 14 Do you find i t easy to remember jokes and funny stories? 15 Would you marry a foreigner? 16 Do you wish you were slimmer? 17 Do you wake up without a n alarm clock? 18 Did you go to a party on New Year's Eve? When you have both finished, take it in turns to check by asking Student A all the questions Mark how many times you guessed correctly The person who has the highest number of correct guesses is the winner! From Pair Work by Peter Watcyn-Jones 0Penguin 1997 P H 0T O C P A L E 34 SORT IT OUT: A DIALOGUE The following sentences are part of a dialogue between a shop assistant and a customer Unfortunately, you have only got the shop assistant's words Student A has got the customer's Working together, try to put the complete dialogue in order You must not show your part to Student A, but you can read out the sentences Together, mark the dialogue 1-19 (Your part will be marked 1, 3, , 7, 9, 11, 13, 15, 17 and 19.) When you have finished, check by reading it out loud To help you, the first part of your dialogue is marked Before you start, read through the sentences Medium Right How about this one? - Oh, wait a minute We have this one - it has blue and white stripes - Good morning Can I help you? I'm afraid these are the only two kinds of blue we have - But it's very good quality - What colour would you like? - Thirty-five pounds - Thank you - Yes, here's one - Blue I see And your size is ? From Pair Work 1by Peter Watcyn-Jones0 Penguin 1997 P H 0TO C P A 6L E - 35 MISSING INFORMATION: A HOLIDAY IN ENGLAND b8s 81 88 wd Below is a n account of Peter Klemper's holiday i n England last summer and was born in Peter Klemper comes from on March 18th, 1982 When he was seven years old he moved to Hamburg (This he went to England for his holidays, is where he now lives.) I n It is on the south coast of England, about 60 miles to a town called from London He stayed with a n English family called the Wilsons They were very friendly They had two children - a boy called Simon, who was 14 years old They also had two pets - a dog and who was and a girl called a Peter liked Eastbourne very much There was so much to there I n the afternoons he often played tennis or went swimming I n the evenings he or stayed a t home and sometimes One day the family took him to a town called Brighton He bought there a n d three CDs He stayed in Eastbourne for and felt very sad when it was time to go home But he hopes to go back there again next Unfortunately, some of the information is missing By asking Student A questions, fill in the missing information (Student A also h a s missing information and will ask you questions.) Before you start, read through the text and work out what questions to ask For example: Where does Peter come from? Where was he born? When did he go to England? Which town did he go to? etc When you are both ready you can begin Take it in turns to ask and answer questions But you must not let Student A see your text When you have finished, check to see if you have filled in everything correctly From Pair Work by Peter iVatcyn-Jones O Penguin 1997 P H 0TO C P I A L E 36 MAKING SENTENCES Student B Here are thirty words Take it in turns with Student A to make complete, logical sentences using two of the words For example, if the two words are tennis and n e s d a y you could say: Iplayed tennis on R e s d a y or She plays tennis every n e s d a y You are not allowed to change the words rain shoe garden bedroom football farm cheese ZOO aeroplane breakfast 10 boring tall teacher holiday lion 6 Tuesday tennis pilot apple brother frightened hot kiss fat food umbrella funny chocolate Switzerland table If Student A accepts your sentence, you score the number of points in the square for each of the two words For example, for the sentence Iplayed tennis on n e s d a y you will score + = If Student A does not accept your answer, you score no points and the words are not crossed out If you cannot make up a sentence, you say 'Pass' and Student A tries instead The person who has the highest points a t the end of the game is the winner You start From Pair Work 1by Peter Watcyn-Jones O Penguin 1997 P H T O C P I A 6L E 37 QUESTIONNAIRE: HAVE YOU EVER Student B Find out something about Student A by asking himher the following questions (Student B will also ask you questions.) Mark Student A's answers with a cross (X) Have you ever: seen a lion? been inside St Paul's Cathedral in London? read a book by Ernest Hemingway? been camping? sung a song in English? drunk tea with milk? played squash? forgotten to your homework? met a famous person? flown in a helicopter? eaten Japanese food? visited Sweden, Norway or Denmark? felt really frightened? been a babysitter? got engaged? When you have finished, using the answers Student A gave you, write eight sentences For example: I spoke t o (name) HeIShe has only (seen a lion) oncela few times HeIShe has (seen a lion) twicellots of times OR HeIShe has never (seen a lion) OR From Pair Work by Peter Watcyn-Jones Q Penguin 1997 P H 0TO C P l A 6L E 38 RENTING A HOLIDAY HOME Student B You are looking for a house or flat to rent for weeks in the summer You see the following advertisement in the newspaper HOLIDAY home to let Summer months Phone 865432 Evenings only You decide to phone up Student A to find out more details Before you start, think of some questions to ask For example: Is it a house or a flat? Where is it? Is it free from to ? (Decide the dates you want it.) How big is it? Is it modern? How much is the rent? Is it near the shops, the beach? etc Think of at least ten questions If you are interested in the house or flat, try to arrange a day and time when you can go and see it (Don't forget to ask for the address!) After Student A has answered the phone, you can begin: Good evening I'm phoning about the holiday home in today's paper From Pair Work by Peter Watcyn-Jones O Penguin 1997 P H To C 0P l A 6L E 39 CAR NUMBER PLATES In each box is a car number plate Student A also has a box with 20 car number plates But five are different Find out which squares have different number plates M695 NVP B537 KWY H832 YRI P721 HOY 11 16 G579 JLK A582 JDY 0391 FAZ 14 13 N856 EIH 17 1367 RWI C467 WUD 12 F312 SLK D601 GTU L912 CEJ E223 KLJ 18 N156 JJY 19 P659 EIL You can ask: What's the number plate in box (I)? Is the number plate in box (16) G579 JLK? When you think you have found the five differences, check your answers From Pair Work by Peter Watcyn-Jones O Penguin 1997 P H TO C P I A L E F902 ISN 10 M638 VGJ 15 P962 YTU 20 L398 QVH 40 WHERE ARE THEY GOING? Eight people are going to different places Look a t the following train timetable and the sentences below Destination Single Fare Return Fare Next train Platform BRISTOL £22 £31 07.25 HASTINGS £7 £12 08.30 SWANSEA £32 £46 10.35 LEEDS £23 £35 11.55 PENZANCE £35 £52 12.10 EDINBURGH £42 £65 14.10 BRIGHTON £10 £17 14.25 LIVERPOOL £25 £38 14.40 Ms Smith bought a single ticket Mr Jones is leaving in the morning Ms Kent's train leaves a quarter of an hour before Mr Starr's train Mr Grey's train leaves from platform Mr Wright's train leaves five minutes before midday Ms Smith's ticket cost £7 Student A also has information about the eight people and the trains they are catching Work together to see if you can work out where the eight people are going Write your answers next to the names You are allowed to read out the information you have but you must not let Student A see your page Name Destination Name Mr Wright Ms Smith Ms Stone Mr Jones Mr Starr Ms Kent Mr Grey Ms McDonald Destination From Pair Work by Peter Watcyn-JonesO Penguin 1997 P H 0TO C P I A 6L E 41 WHAT'S A 'FLOPPA' Student B Here are eight clues to help you to work out what a 'floppa' is You can carry a floppa Both very young people and very old people can use a floppa A floppa is not usually very expensive to buy Black is a popular colour for floppas Women usually have smaller and prettier floppas than men People are usually happy when they don't have to use a floppa A floppa is difficult to use when it is very windy A floppa is useful when it is raining Student A has also got eight clues Take it in turns to read out your clues, starting with number After each clue, make a guess Write it down, but not show your answer to Student A When you have read out all the clues and made eight guesses, check to see who guessed what a floppa is first Student A starts Write your guesses here: Note to the teacher: The answer is on page From Pair Work by Peter Watcyn-Jones O Penguin 1997 P H 0TO C F' I A 6L E Activity 5: Who's who? Type of activity Ice-breaker Main structures Present Simple - question and answer forms Verbs: to be, have got, various others Examples: What's your name? Have you got any brothers? Where you come from? Main functions Asking for and giving personal information (see above examples) Type of activity Problem-solving Main structures Comparatives and superlatives of adjectives Examples: Peter is a year older than Sally The tallest person is a year younger than John etc Main functions Asking for things to be repeated Drawing conclusions Asking for things to be confirmed Examples: Could you say that again? So the girl on the left must be Sally Did you say that John is twenty-one next birthday? etc Activity 2: Getting to know you (2) Activity 6: One-sided dialogue: making suggestions GUIDE TO THE STRUCTURES AND FUNCTIONS USED Activity 1: Getting to know you (1) Type of activity Ice-breaker Main structures Various tenses - questions and answer forms, including short forms (Yes, I am/No, I'm notNes, I doINo, I don't, etc.) Examples: Yes, I amINo, I'm not Are you afraid of the dark? (I live) in Do you live in a town or a village? Yes, I haveINo, I haven't Have you got more than two brothers? Yes, I canINo, I can't Can you swim? Yes, I waslNo, I wasn't Were you born in May? Yes, I didNo, I didn't Did you listen to the radio last night? etc Main functions Asking and answering questions about yourself and others (see above examples) Activity 3: Missing information: the Eurovision Song Contest Type of activity Information transfer Main functions Present Simple - question and answer forms (verb to be) questions with does Examples: How old is Fleming Larsen? Where does Marcel Meyer live? Which country is 'Nana' singing for? Is Paula Allen married or single? Main functions Asking for and giving personal information about other people (see above examples) Activity 4: Questionnaire: likes and dislikes Type of activity Questionnaireldiscussion Main structure Like, love, don't like, etc + noun Like, etc + gerund So IINeither I Examples: Yes, so I I like cats I quite like writing letters No, neither I I don't like washing my hair etc Main function Expressing likes and dislikes (in varying degrees) Agreeing or disagreeing with someone's likes and dislikes (see above examples) Type of activity One-sided dialogue Main functions Asking for and making suggestions Accepting or turning down a suggestion Examples: Shall we something tomorrow? How about .? Why don't w e ? Let's No, I don't really like I'd rather not All right Let's that, then Activity 7: Following instructions (1) Type of activity Information transfer Main structures Imperatives Prepositions of place Examples: Start in the black square Go to the square below the drawing of a house In this square draw a large cross etc Main functions Giving instructions Asking for instructions to be repeated Checking instructions Examples: I'm sorry, I didn't understand that Could you say it again, please? Did you say go left two squares? etc Activity 8: Missing information: flats and houses Type of activity Information transfer Main structures Is there ? Are there ? Main functions Asking for and giving information about flats and houses Examples: Where's the house? Is the flat big? Is the house modern? How many rooms are there in the flat? etc Activity 9: Following instructions (2) Activity 15: Eye-witness See Following instructions (I) l'ype of activity Role-play Main functions Describing someone (physical appearance) Examples: How old was he? How tall was he? Was he fat or thin? What colour was his hair? What was he wearing? etc Activity 10: This is my boyfriendlgirlfriend Type of activity Simulation Main structures Question forms - various tenses Questions beginning with a question word (wh- question) Examples: Where did you meet himher? How long have you known himher? What's hislher job? How old is helshe? Do you plan to get married? etc Main functions Asking for and giving personal information (see above examples) Activity 11: Newspaper interview (1) Type of activity Role-play Main structures Future tenses - questions and statements Examples: When are you starting your march? When you hope to arrive in London? Are you visiting many countries on the way? What will you about food? etc Main functions Asking and answering questions about future plans (see above examples) Activity 12: This is my brother Type of activity Simulation (see This is my boyfriend/girlfriend) Activity 13: Questionnaire: habits and daily routines Type of activity Questionnaire Main structures Adverbs of frequency - always, usually, often, etc 'Do' questions Examples: Yes, always Do you go out a t weekends? No, not often Do you remember your dreams? Yes, usually Do you find it easy to make friends? etc Main functions Asking and answering questions about habits and daily routines (see above examples) Activity 14: For sale Type of activity Simulation Main functions Describing things (a cassette recorder) Asking and answering questions about something (a cassette recorder) Examples: It's What make is it? About How much you want for it? Yes, it does Does it have a radio? etc Activity 16: Complete the crossword Type of activity Information transfer Main functions Asking for and giving definitions of words Examples: You eat it It's a fruit It's yellow What's down? It's the opposite of 'hot' What's 10 across? etc Activity 17: Carry on talking Type of activity Role-play Main structures Past tense - questions and answers Examples: Where did you go? Were you alone? What did you do? Why didn't you phone me to let me know you weren't coming? What was the party like? Who was there? etc Main functions Talking about a pleasant event Giving explanations Talking about a party (see above examples) Activity 18: A family tree Type of activity Information transfer Main structures Present Simple - question word + verb to be/have got Examples: Who is Bill married to? Is Paul a teacher? How many children have Colin and Jennifer got? Is Samantha nineteen? etc Main functions Asking for and giving personal information about people Asking for confirmation that something is true Saying that something is not true Examples: She's married to Paul Who is Mary married to? Yes, that's right Is Samantha a hairdresser? No, she's not She's a student Is Pamela a shop assistant? etc Activity 19: Going on a weekend course Activity 23: Looking at holiday photographs (1) Type of activity Simulation Main s t r u c t u r e s Would like Question word + verb to be + will Examples: I'd like some information about one of your weekend courses Where is it being held? How much does it cost? etc Main functions Asking for and giving information about a course (see above examples) Type of activit?Simulation Main s t r u c t u r e s Questions and answers - Past tense Main functions Asking and answering questions about a holiday Describing photographs Examples: Where did you go for your holiday? How long did you stay in ? Activity 20: Complete the drawing (1) Type of activity Information transfer Main s t r u c t u r e s There is There are Where is ? Where are ? Prepositions of place Examples: There's a clock on the wall between the two cupboards There are three cups in the cupboards on the right It's Where's the jug? They're Where are the glasses? etc Main functions Saying where things are in the kitchen Asking where things are in the kitchen Asking for something to be repeated Asking for confirmation Examples: (see above examples) Also: I didn't understand that Could you repeat it please? Do you mean here? In which cupboard - the one on the right or the one on the left? etc Activity 21: Complete the drawing (2) As above, except that this activity is about saying where things are in the living-room Was it nice there? Who did you go with? What's this building here? Who are these people? Where was this photograph taken? etc Activity 24: Newspaper interview (2) See Newspaper interview ( I ) Activity 25: Looking at holiday photographs (2) See Looking a t holiday photographs (1) Activity 26: One-sided dialogue shopping Type of activity One-sided dialogue Main s t r u c t u r e s I'd like + some + noun (countable, uncountable plural) + quantity + noun Have you got ? + any + noun How much + noun (uncountable) How many + noun (plural, countable) Examples: I'd like two pounds of sugar, please Have you got any tins of tomato soup? How much does it cost? etc Main functions Stating what you would like to buy Asking how much of something someone wants Inquiring about prices, brands, etc (see above examples) Activity 27: Where's the station? Activity 22: Missing information: the life of Elvis Presley Type of activity Information transfer Main s t r u c t u r e s Past tense - question with did Past tense - wh- questions Main functions Asking for and giving information about a person's life Narrating past events Examples: Where was Elvis born? What happened to him in 1942? What job did he get when he left school? When did his mother die? etc Type of activity Information transfer Main s t r u c t u r e s Where is + building Prepositions of place Main functions Asking about, and saying, where buildings are Examples: Where's the hospital? Where's the pub? etc It's in Green Road opposite the Chinese restaurant It's the first building on the left in London Road Activity 28: Questionnaire: opinions Activity 32: What's the word? Type of activity Questionnaire/discussion activity Main structures Questions beginning with Do you think ? YesINo answers (Yes, I doINo I don't1I'm not sure) So IINeither I Main functions Asking for and giving a n opinion Agreeing or disagreeing with a n opinion Stating uncertainty Examples: Do you think English is a difficult language to learn? Yes, so I Yes, I Do you? I don't Type of activity Information transfer Main functions Asking for and giving definitions of words Examples: What's word number l? It's a woman who works in a hospital She wears a uniform etc Do you think politics is very interesting? No, neither I No, I don't Don't you? I Do you think men and women can ever be equal? I'm not sure, really No, neither am I Oh, I Oh, I don't etc Activity 29: Asking for information about a tour Type of activity Simulation Main functions Asking for and giving information about a tour Examples: I'd like some information about your coach tours Which tours have you got tomorrow, please? When does the tour to Brighton leave London? Where does the coach go from? How much does it cost? When does the coach get back to London? Could I book two seats for the tour to Brighton, please Activity 30: Asking for information about summer jobs As above, but this time asking for information about summer jobs Activity 31: One-sided dialogue: an invitation Type of activity One-sided dialogue Main structures Would you like to + verb phrase What about + noun When + shall + verb Main functions Asking how someone is (and answering) Giving a n invitation Accepting a n invitation Turning down a n invitation with a reason Suggesting an alternative day Arranging a time and place to meet Confirming arrangements Examples: Hello, How are you? I'm all right, thanks And you? Would you like to go to the cinema with me next week? Yes, I'd love to On Friday? Oh, I can't, I'm afraid I have to What about on Thursday? I'm free then Yes, Thursday would be fine What time? Where shall we meet? Right, I'll see you on Thursday, then Yes, I'll look forward to it Activity 33: Making guesses Type of activity Questionnaire Main structures YesINo questions + answers Examples: Yes, I do.lNo, I don't Do you enjoy watching golf? Yes, I am.lNo, I'm not Are you romantic? Yes, I can./No, I can't Can you skate? Have you got more than six uncles? Yes, I have./No, I haven't Yes, I would./No, I wouldn't Would you marry a foreigner? Did you go out last Saturday night? Yes, I did.lNo, I didn't Main functions Asking for and giving personal information Speculating about a person (see above examples) Activity 34: Sort it out: a dialogue Type of activity Problem-solving (jigsaw reading) Main functions Buying a n item of clothing from a shop Stating sizes, asking how much something costs Examples: What colour would you like? I'm looking for a shirt Medium And your size is ? Have you got anything darker? How much is it? That's a bit expensive I'll take it Activity 35: Missing information: a holiday in England Type of activity Information transfer Main structures Wh- questions Examples: Where was Peter born? Where did he move to when he was seven? When did he go to England? How far is Eastbourne from London? etc Main functions Asking for and giving information about people and places (see above examples) Activity 36: Making sentences Type of activity Conversation Main structures Sentence formation, based on linking two nouns or two adjectives or noun + adjective, Examples: Our teacher is fat My sister thinks football is boring I went to Switzerland for my holiday this year etc Activity 37: Questionnaire: Have you e v e r ? Activity 40: Where are they going? Type of activity Questionnaire Main s t r u c t u r e s Questions and answers using the Present Perfect Examples: Yes, once Have you ever eaten caviare? Yes, twice Yes, a few times Yes, lots of times No, never Main functions Asking for and giving personal information (see above examples) Type of activity Problem-solving Main s t r u c t u r e s Statements using the Present Simple, the Past Simple and going to Examples: Mr Starr's train leaves from platform Ms Smith bought a single ticket Ms McDonald's going to visit her mother in Scotland etc Main functions Asking for things to be repeated Drawing conclusions Asking for something to be confirmed Getting information from a train timetable Examples: Could you say that again So Mr Jones must be going to Swansea Did you say Ms Smith bought a single ticket? etc Key Mr Wright (Leeds); Ms Stone (Penzance); Mr Starr (Liverpool); y Ms Smith (Hastings); Mr Jones (Swansea); Mr ~ r e (Bristol); Ms Kent (Brighton); Ms McDonald (Edinburgh) Reporting about a person Examples: He has only eaten caviare once She has visited the USA twice He has never smoked a cigar Activity 38: Renting a holiday home Type of activity Simulation Main s t r u c t u r e s Wh- questions Questions using the verb to be Examples: Where's the house? How big is it? Is it modern? How much is the rent? etc Main functions Asking for and giving information about a holiday home (see above examples) Arranging a day and time to see a houselflat Examples: When can I see it? What about ? Activity 39: Car number plates Type of activity Information transfer (finding differences) Main s t r u c t u r e s Letters of the alphabet Numbers Examples: M695 NVP etc Main functions Asking for and giving information about car number plates Asking for confirmation that something is true Saying that something is not true Examples: It's M695 NVP What's the number plate in box (I)? Yes, I did./No, I Did you sayM695 NVP? said Is the number plate in box (2) B537 KWY? Yes, it is.lNo, it's not It's etc Activity41: What's a 'floppa'? Type of activity Problem-solving Main s t r u c t u r e s Sentences using the present simple + adverbs of frequency1 modal verb: can Examples: A floppa is not usually used indoors Floppas can be opened and closed A floppa often gets wet etc ... Appendix Student A 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 92 Student B 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65... curly (7 (7 sllm blond C] wavy brown (7 C] over 60 17 1 -18 0cms (7 (7 over metres (7 medium bulld falr 51- 60 16 1 -17 0 crns (7 19 1 cms-2 metres 18 1 -19 0 crns (7 2&35 (7 grey strahght thln any other... ask you lots of questions, so be prepared to use your imagination!) From Pair Work :?:- Peer wa:c;r-Jores C Penguin 19 97 P H 0TO C P A 6L E 11 NEWSPAPER INTERVIEW (1) Your name is Maria (or Rolf)