ANNEX: THEME 4

ASSESSMENT OF THE KNOWLEDGE OF FOREIGN LANGUAGES AS A MEANS OF COMMUNICATION. INTER-

EST IN LINGUISTIC VARIETY THROUGH THE KNOWLEDGE OF A NEW LANGAUGE AND ITS CULTURE.

TECHNIQUES - ACTIVITIES
DEVELOPING CULTURAL AWARENESS

Festivals
In a project on festivals, pupils experience, observe and investigate traditions and celebrations, and
develop cultural awareness. There is a particular emphasis on developing language skills and cultural
awareness.

Pupils develop cultural awareness

They may be taught about other countries and cultures by:
working with authentic materials including some from ICT-based sources
listening to classical, pop and folk music from the chosen foreign country or countries and
tasting associated produce, food and drinks.
focusing on similarities and differences between two countries, using typical sounds, smells,
tastes, colours and temperatures, and videos, photographs, paintings and travel posters.
focusing on pictorial information from a foreign langugae context, tourist information and
reference books, the use of the internet or e-mail to make connections with other countries.
In considering their own culture and comparing it with others, pupils focus on:
the sensory elements of traditions, festivals and celebrations
specific aspects of culture, for example, through themes of foods, festivals, music, dance
and art in cross-curricular activities
what is the same or different and why, for example, that there are differences in climate,
scenery, holidays, language, currency, sports, hobbies and fashion.
Pupils may also:
focus on the works of significant people, such as composers, painters, inventors and writers,
which provide opportunities for sensory appreciation
link with schools abroad, exchanging photographs and information through e-mail
use the internet and e-mail to communicate with pupils from other countries and exchange
information from school websites.
This work can link to work in English, ICT, religion, geography and citizenship

HOUSES OF THE WORLD

INTRODUCTION

Developing artistic sensibility through cultural awareness

Drawing
Picasso and Guernica Landscapes of the world
Painting
Printing Tales and legends: The Pied Piper of Hamlin
CONTENT
Collage Seasonal colours
Textiles Dying techniques (in frica)
3D Houses of the world: models
 3rd cycle Year 5 and year 6
Art and Craft Workshops Small groups of 10-12
3 or 4 sessions of 2 hours

This unit is part of a major clil theme called: Developing artistic sensibility through cultural awareness
aimed at year 5 and 6 of primary education.
We place this unit of work on the art and craft curriculum but we focus above all on the cultural as-
pects.
The two classes of 11 and 12 year olds are split into three groups to make smaller groups of about
10-12 children.
Three different teachers prepare a workshop each term and the three groups of students do the
same activity but in different order.
A workshop can last 3 o 4 sessions depending on the term and each session takes two hours. One of
the three workshops in each term is carried out in English throught the three cycles of primary educa-
tion. Approximately one third of the art and craft curriculum is taught in English in our school.

HOUSES OF THE WORLD

CONTENT
Different type of houses in Developing 3 dimensional skills:
the world Making models
Different houses Use of materials
Use of materials Shape
Geographic location Colours
Weather conditions Patterns
Occupations. Way of I fe

TEACHING NOTES

The aim of this topic is to make students aware that some type of houses are built depending on
materials being locally available, on weather conditions and on the occupation of their inhabitants
and they are not only a mark of their wealth

INTRODUCTION CLASSIFY THE HOUSES ACCORDING TO STUDENTS OWN CRITERIA

Aim Put students in the learning environment of the topic.
Set of laminated cards with pictures of different houses of the
Resources. Material
world.
Grouping Students work in groups of 4
Description of the activity Students discuss in L1 how to classify the pictures.
Plenary session discussing the different criteria of classification.
The teacher makes a mind map of all the possible classifications in
the target language that groups have found. Children realise that
houses can share different criteria of classification.
 Houses can be classified according to:
Type of houses
Size
Shape
Building materials Location Living style Occupation of the inha-
bitants
The teacher will introduce the topic of the lesson explaining to
the children that they are going to do different activities. They are
going to learn many new things but they are also going to do prac-
tical things. Learning and doing things
Language The groups will discuss in L1 first.
Teacher will transfer all the possible classifications in English

Discussion and contrast

Activity: Eating habits (COOPERATIVE LERANING)
Grade: 3rd Cycle Primary
1. Teachers design a question (e.g. What are the differences between Spanish eating habits and
Chinese eating habits?): Get students to fill in the following table.
2. Students are divided into several groups and discuss the question.
3. Each group is required to collect the answers and report the answers in public.
4. Teachers can summarize the answers from each group.
5. After finishing the question, every participant must be clear about the cultural difference of eating
habits between Spansih and English.
ANNEXES: THEME 5

GEOGRAPHIC, HISTORIC AND CULTURAL OVERVIEW OF ENGLISH-SPEAKING COUNTRIES. DIDACTIC

APPLICATION OF THE MOST SIGNIFICANT GEOGRAPHIC, HISTORIC AND CULTURAL ASPECTS.

ANNEX 5.1. COOKING IN BRITAIN TODAY

ANNEX 5.2. AND 5.3. MY ENGLISH TELEPHONE
ANNEX 5.4. THE WOBBLY BRIDGE (NEW PIECES OF ARCHITECTURE IN BRITAIN)
ANNEX 5.5. BEWARE THE SHOPOCALYPSE. (SHOPPING IN NEW YORK)

5.1. COOKING IN BRITAIN TODAY

By Kate Joyce, British Council

Level - Intermediate and above
This lesson consists of a series of activities to help students talk about food and cooking. The main
focus of the lesson is a text based on a recent survey in the UK indicating that British people are be-
coming more adventurous and experimental in their cooking and eating habits due to the growing
popularity of cooking programmes. This lesson should challenge stereotypes of British food and en-
courage students to discuss their own preferences and attitudes towards food and restaurants.
Plan components
Lesson Plan: - guide for teacher on procedure including answers to tasks. (ANNEX 5.1.)

Worksheets: - exercises which can be printed out for use in class. (ANNEX 5.2.)
The worksheet contains:
Brainstorming exercise
Food vocabulary exercise
British food quiz
Reading task (1): article and comprehension questions
Reading task (2): restaurant reviews, discussion questions and creative task
Food proverbs exercise

For more information about this topic you can visit these British Council and BBC sites:-
http://www.britishcouncil.org/ukinfocus-food.htm
http://www.bbc.co.uk/food/tv_and_radio/
http://www.bbc.co.uk/worldservice/learningenglish/youmeus/lingo/lingo_food.shtml
http://www.bbc.co.uk/worldservice/learningenglish/video_lunch.shtml

Learn the language of the street - what people say and the topics they like to talk about. Take a look
at these food words and phrases and try them out in the Lingo Challenge!
FOOD AND COOKING

Nosh / grub - These are informal words for food.

Lets go out for a slap up dinner. / Lets pig out and stuff our faces! - Lets go out and have
a lot to eat!
The food was fusion. - There was a mix of two types of food, e.g. Thai and western European.
I really fancy an Indian! - Youre not in love with someone from India - you just want to go
for a curry [spicy Indian food]!
Fancy a ruby? - Here, ruby is rhyming slang for curry. [Ruby Murray was one of the most
popular singers in the UK in the 1950s.]
Im starving. I could eat a horse! - You are extremely hungry!
Im just a bit peckish. - You are not particularly hungry but feel like having something to eat.

Eating out
A greasy spoon - A caf that sells cheap, filling food.
A good fry up / a full English breakfast - Bacon eggs, sausage, tomatoes, mushrooms and
anything else people can cram on their plates.
Pub grub - food you find in your local public house [the pub].
A starter, a main course, and pudding / dessert. - A three course meal is served in this order.
Service not included - If you see this on your bill at the end of the meal youll need to add
on the tip.

After the meal

That hit the spot!
Im absolutely stuffed!
Im full!
I couldnt eat another thing if I tried!
I think Ive eaten too much!
These are all informal expressions meaning youve eaten well and cant eat any more.

5.2. - 5.3. MY ENGLISH TELEPHONE

By Sally Trowbridge, Teacher, British Council

In this activity, I demonstrate how to use the telephone and my students try it out. The class discusses
how to make the phone and what materials are needed. I elicit the necessary language to make
and use the phones.
Materials
Disposable plastic cups, 2 per student
Nylon string, about 2 metres per student
Small square pieces of paper / stickers, 20 per student
Scissors
Pens / pencils
Preparation
Make your own telephone as an example (ANNEX 5.3.).
Procedure
The following works well with a low intermediate junior class, but you can adapt as appropriate for
the level and age of your students.
Show students a phone you made earlier. Ask for telephone numbers then pretend to call
students pressing sticker buttons. Chat on the phone with various students and let them try the
phone in pairs to show how it works.
Elicit a dialogue, line by line onto the board.
Example
A- Hello. Can I speak to Maria please?
B- Its Maria here.
A- Hi! Its Jane. Do you want to go to the cinema at the weekend?
B- Yes, Id love to. What about Saturday night?
A - .............
(The above practises telephone language and making plans. Adapt according to your students
needs.)
Various students practise the dialogue in open pairs. In closed pairs all students practise the
dialogue and then swap roles. Encourage students to repeat the dialogue without looking at
the board if they can. Early finishers can extend the dialogue.
Explain that the students are going to make a phone and elicit or feed-in how its done. Elicit
the necessary vocabulary onto the board
Example:
- string, tie a knot, plastic cup, stickers
- Can I have the scissors please?
- etc.
While students make their phones (see instructions above), monitor and help. With a large
class, use responsible early finishers as helpers.
In pairs students use one phone to practise and extend the dialogue.
Use the phones in future classes as a fun way to practise new language. This can be very
controlled, e.g., to practise question forms in the past simple (Did you see the new film at the
weekend?) or question tags (The teacher gave us some homework, didnt she?) or less con-
trolled conversations on topics to practise new vocabulary.
This has been a repeated success with my students. Despite the low-tech aspect of the telephones
they love the fact that you can actually hear through the phone. Playing with the phone motivates
students to make one. While making the telephones students need constant reminders to speak
English and use the language on the board. They often want to play with their phones and make up
conversations. If you call it My English telephone, this encourages students to use English. Once you
have made your telephone and used it in class, preparation will be minimal next time around.
ANNEXES THEME 11

Here we describe some activities to help young learners to practise new vocabulary:

Give each student a paper plate and ask them to design their favourite piz-
Pizzas za by drawing the things they most like onto it. You can show them your own
example with e.g. cheese, tomato, ham, pineapple and chocolate!
Semantic field: If they are pre-writers, they can tell you and each other what is on their pizza.
food vocabulary If they are able to, they write the words of the ingredients next to them on the
pizza. The pizzas can be displayed on the classroom walls.

I went to market Get students into a circle.

For older students with a
bigger bank of vocabu-
lary and for all vocabulary,
alphabet awareness and
fun.
Start by saying: I went to market and I bought an apple.
The student to your right must repeat what you said and add another
thing beginning with B.
Keep going until the last student has to remember 26 things bought in
market!

Get Think of a word students learnt last lesson e.g. mountain

Draw eight dashes on the board one for each letter of the word

One at a time students guess which letters may be in the word. If they
are correct the letter is added to the word:
Hangman
N = _ _ _ n _ _ _ n
A quick and effective way
of getting students to re- If they guess incorrectly, the teacher draws one part of a hangmans
vise spelling of previously noose on the board
introduced words. A great
warmer at the start of a les-
son.

Students can guess the whole word at any time. But the teacher wins
if the whole hangman is drawn before the word is guessed.
 - Picture of cat: Cat
- Picture of dog: Dog
- Picture of horse: Horse
- Picture of pig: Pig
- Picture of crocodile: Crocodile
- Picture of lion: Lion
Pelmanisms
This is a great game Prepare separate cards with words and pictures.
for concentration, rea-
ding and meaning. Spread them on the floor or table and ask children to match the words
to the pictures. Once they have done this successfully turn all the cards
over and jumble them up in groups of up to six.
Students take turns to pick up 2 cards and show them to everybody. If
they get a picture and the word that goes with the picture they keep the
cards, if their cards do not match they put them back where they find
them.
Students must try to remember where the cards have been put down.
ANNEX THEME 15

SUGGESTED TITTLES

FOLK TALES
The Emporers New Clothes
Peter And The Wolf
Seven Chinese Brothers
Stone Soup

RECOMMENDED SERIES/COLLECTIONS
Baum, L. Frank: The Oz books
Brooks, Walter R.: The Freddy the Pig series
Burman, Ben Lucien: The Catfish Bend books
Cameron, Eleanor: Mushroom Planet books
Enright, Elizabeth: The Melendy books
Harris, Rosemary: The Moon in the X book
Farley, Walter: The Black Stallion books
Herge: The Tintin books
Hoban, Russell: The Francis books
Jansson, Tove: The Moomim books
Kelly, Walt: The Pogo series
Konigsburg, E.L.: other books
Le Guin, Ursula: The Earthsea tetralogy
Henry, Marguerite: Misty of Chincoteague and sequels
Lewis, C.S: Narnia books
Lovelace, Maud: Betsy/Tacy
Montgomery, L.M.: Anne Books
Nesbit, E.: The Psammead trilogy
Taylor, Sydney: All of a Kind family series

RECOMMENDED BOOKS
There Was an Old Lady Who Swallowed a Fly by Pam Adams
Old Macdonald Had a Farm by Pam Adams
James and the Giant Peach by Roald Dahl
The BFG (Puffin Fiction) by Roald Dahl
Charlie and the Chocolate Factory (Puffin Fiction) by Roald Dahl
Georges Marvellous Medicine (Puffin Fiction) by Roald Dahl
Matilda by Roald Dahl
The witches by Roald Dahl
The Twits by Road Dahl
Alices Adventures in Wonderland; Alice Through the Looking Glass (Penguin Classics)
by Lewis Carroll
Peter Pan (Penguin Popular Classics) by J.M. Barrie
The Secret Garden (Penguin Popular Classics) by Frances Hodgson Burnett
Jungle Books (Penguin Popular Classics) by Rudyard Kipling
The Wind in the Willows (Penguin Popular Classics) by Kenneth Grahame
Treasure Island (Penguin Popular Classics) by Robert Louis Stevenson
 Strange Case of Dr Jekyll and Mr Hyde and Other Tales (Oxford Worlds Classics) by Robert
Louis Stevenson

GRADED READERS
A Christmas Carol New Edition. Charles Dickens
Scrooge is a cold, mean man. He loves only money and is cruel to the people around him. Scrooge
is visited by ghosts who show him his past, his life now and a possible future. Will Scrooge learn from
the ghosts? Can he change?
Alice in Wonderland New Edition. Lewis Carroll
Alice follows a rabbit down a hole and arrives in Wonderland. Here, caterpillars can talk, the rabbit is
always late and the Queen wants to cut off everyones head.
Black Beauty New Edition. Anna Sewell
Black Beauty is a beautiful, gentle horse who works hard but this is not appreciated by some of his
owners, who through meanness or just stupidity maltreat and abuse Black Beauty. A deeply moving
tale which has become a childrens classic.
Five Famous Fairy Tales New Edition
A fisherman opens an old jar and a giant comes out of it. A donkey opens its mouth and gold falls
out. Strange and magical things happen in these five wonderful tales by Hans Christian Andersen,
the brothers Grimm and others.
Adventures of Tom Sawyer. Mark Twain
This story recounts the adventures of the ever-resourceful Tom Sawyer and his friend Huckleberry Finn.
Tom explores a deep and mysterious cave, but why is he afraid of what he sees there.
ANNEX THEME 17

ANNEX 17.1. MUSICAL MATERIALS FOR YOUNG LEARNERS AND SOME ACTIVITIES TO EXPLOIT THEM IN
THE CLASS

If used properly by the teacher, plays and songs are excellent means whereby children have fun and
at the same time acquire a language. Teachers often worry about where to find songs, chants, and
rhymes. However, there is no great secret to turning ordinary language into chants. Children find it
quite natural to turn almost anything into a chant. You can fit the words to any topic you are doing
(Reilly & Ward). For example:
Were going to the beach (zoo, park, moon, etc.)
Were going to the beach
Hooray, hooray, hooray
Were going to the beach
You could even encourage the children to make up a little tune to these words if they want to, and
to make up new chants of their own. Another alternative is to take a well-known tune and put your
own words to it. For example, using the traditional French tune Frere Jacque .
The following are several suggestions for ELT activities with young learners, including a choosing rhy-
me, a singing game, a chain dialogue, and two songs. All are well known in the United States. Applied
linguists often propose very systematic and theoretically well-based techniques and activities to use
with songs and rhymes. In my opinion such strict steps more often than not prove useless since songs
vary so much in form, music, words, meaning, rhythm and level. Perhaps we could draw very broad
guidelines.

A. Eeny, Meeny, Miny Mo

Eeny meeny miny mo,
Catch a tiger by the toe.
If he hollers, make him pay
Fifty dollars every day.
My mother told me to
Choose the very best one.

B. Punchinello
What can you do, Punchinello funny fellow?
What can you do, Punchinello funny you?
2. You can do it, too...
3. You choose one of us...

C. Who Stole the Cookies from the Cookie Jar?

Group: Who stole the cookies from the cookie jar?
Jimmy stole the cookies from the cookie jar.
Jimmy: Who me?
Group: Yes, you!
Jimmy: Not me!
Group: Then who?
Jimmy: Linda stole the cookies from the cookie jar.
Linda: Who me?
Group: Yes you! (And so on).

D. London Bridge
London Bridge is falling down,
Falling down, falling down,
London Bridge is falling down,
 My fair lady.
Chorus: (song after each verse)
Take the key and luck her up...
2. Build it up with iron bars
3. Iron bars will bend and break
4. Build it up with silver and gold.

E. Miss Lucy Had a Baby

Miss Lucy had a baby,
His name was Tiny Tim,
She put him in the bathtub
To see if he could swim.
He drank up all the water,
He ate up all the soap,
He tried to eat the bathtub,
But it wouldnt go down his throat.
Miss Lucy called the doctor,
Miss Lucy called the nurse,
Miss Lucy called the lady
With the alligator purse.

Some Activities Based on the Above Rhymes and Songs

A. Eeny, Meeny, Miny Mo

The first song is a typical choosing rhyme. It is normally used to determine who is it. In a group
of children one child chants the rhyme while pointing to or touching the children one by one,
including himself. The child pointed to last at the end of the rhyme is out. The same thing goes
on till one child is left to be it (Beall). Not what you say but what you do by saying that is
important. So the if clause here does not express any condition. All the words and structures
are used to choose rather than to mean something.

B. Punchinello
Children form a circle. One child is in centre as it. It makes a motion while children sing the
first verse. Children copy its motion during verse 2. It chooses another child to replace him
and takes that persons place in the circle.

C. Who Stole the Cookies from the Cookie Jar?

The group of children forms a circle. The teacher decides whose name will be called first (or
we can use a choosing rhyme). The group asks the question and answers it with the given
name. The person whose name is used refuses the accusation. The group insists. The person
refuses once more. The group then asks who. The person gives the name of someone else in
the group, and it goes on like that.

D. London Bridge
Two children join hands and form an arch. They secretly decide who is silver and who is gold.
The other children form a single line to pass under the bridge. Children in line pass under the
bridge. On My fair lady, the bridge falls and captures a prisoner. The bridge gently sways the
prisoner back and forth. At the end of the chorus, the prisoner is secretly asked, Do you want
to pay with silver or gold? The prisoner then stands behind the child representing this choice.
This goes on until all children have been captured. A tug-of-war between gold and silver
ends the game.
E. Miss Lucy Had a Baby
1. Listen to the song and write the words in every line in the correct order.
Miss Lucy, baby, a, had
was, his, Tiny Tim, name
in, she, bathtub, him, the, put
could, if, to, he, swim, see
drank, he, water, up, all, the
up, soap, he, all, ate, the
to, bathtub, the, eat, he, tried
his, but, go, throat, it, down, wouldnt
called, Miss Lucy, doctor, the
Miss Lucy, nurse, the, called
lady, the, Miss Lucy, called
alligator, with, purse, the
2. Listen to the song and fill in the blanks. (One may leave out, say, all the verbs)
Miss Lucy .......... a baby,
His name ......... Tiny Tim,
She ....... him in the bathtub
To .......... if he could ..........
He ......... up all the water,
He ......... up all the soap,
e ........ to eat the bathtub,
But it .......... .......... down his throat.
Miss Lucy .......... the doctor,
Miss Lucy .......... the nurse,
Miss Lucy .......... the lady,
With the alligator purse.
3. Listen to the song and put the lines in the correct order.
His name was Tiny Tim,
He ate up all the soap,
With the alligator purse.
He drank up all the water,
Miss Lucy called the doctor,
Miss Lucy had a baby,
He tried to eat the bathtub,
She put him in the bath tub
Miss Lucy called the nurse,
To see if he could swim.
But it wouldnt go down his throat.
Miss Lucy called the lady,

ANNEX 17.2. SONGS FOR LEARNING NUMBERS

Learning to Count
Below are three songs that are very popular with young people and help them improve their coun-
ting skills.

Three, four, shut the door.

One, two, buckle my Five, six, pick up sticks.
shoe. Seven, eight, lay them straight.
Eight, seven, six, five, four, three, two, one. All done!
 One little, two little, three little children.
Four little, five little, six little children.
Seven little, eight little, nine little children.
Ten children in the room.
Ten little children
Ten little, nine little, eight little children.
Seven little, six little, five little children.
Four little, three little, two little children.
One child in the room.
This old man, he played one, He played nick-nack on my thumb;
with a nick-nack paddy whack, give a dog a bone. This old man came
rolling home.
This old man, he played two, He played nick-nack on my shoe;
with a nick-nack paddy whack, give a dog a bone. This old man came
rolling home.
This old man, he played three, He played nick-nack on my on my knee;
with a nick-nack paddy whack, give a dog a bone. This old man came
rolling home.
This old man, he played four, He played nick-nack on my door;
with a nick-nack paddy whack, give a dog a bone. This old man came
rolling home.
This old man, he played five, He played nick-nack on my hive;
with a nick-nack paddy whack, give a dog a bone. This old man came
rolling home.
This Old Man
This old man, he played six, He played nick-nack on my sticks;
with a nick-nack paddy whack, give a dog a bone. This old man came
rolling home.
This old man, he played seven, He played nick-nack up in heaven;
with a nick-nack paddy whack, give a dog a bone. This old man came
rolling home.
This old man, he played eight, He played nick-nack on my gate;
with a nick-nack paddy whack, give a dog a bone. This old man came
rolling home.
This old man, he played nine, He played nick-nack on my spine;
with a nick-nack paddy whack, give a dog a bone. This old man came
rolling home.
This old man, he played ten, He played nick-nack once again;
with a nick-nack paddy whack, give a dog a bone. This old man came
rolling

ANNEX 17.3. SONGS SELECTION

1. A SONG FOR LEARNING COLOURS

This is a song about colours, colours.
You see them all around.
There is red on the stop sign,
Green on a tree,
Blue in the sky and sea.
This is a song about colours,
Colours you see them all around.
Its about the happiest song in town.
All you have to do is stand up and sit down.
All you have to do is stand up and sit down.
 RED stand up,
BLUE stand up,
YELLOW and
GREEN stand up.
RED sit down,
BLUE sit down,
YELLOW and GREEN sit down.
RED stand up,
GREEN stand up...
BLUE stand up,
YELLOW stand up...
This is a song about colours, colours;
You see them all around,
There is yellow on bananas and green on a tree, blue
in the sky and the sea.
RED, stand up...
BLUE, sit down...
GREEN, sit down...
This is a song about colours, colours;
You see them all around.
Its about the happiest song in town.
All you have to do is stand up and sit down.
All you have to do is stand up and sit down.All you have to do is stand up and sit down.

2. A SONG FOR LEARNING ENGLISH COMPOUND WORDS

Chorus:
Take two words and make them one
What do you get a compound word
Take two words and make them one
What do you get a compound word
Take the word base and take the word ball put them together
And what do you get? -- You get: baseball
Take the word sun and take the word shine put them together
And what do you get? -- You get: sunshine
Take the word play and take the word ground put them together
And what do you get? -- You get: playground
Take the word fire and take the word house put them together
And what do you get? -- firehouse
Repeat Chorus
Take the word snow and take the word man put them together
And what do you get? -- You get: snowman
Take the word sail and take the word boat put them together
And what do you get? -- You get: sailboat
Take the word foot and take the word ball put them together
And what do you get? -- You get: football
Take the word barn and take the word yard put them together
And what do you get? -- You get: barnyard
Repeat Chorus
3. A SONG FOR LEARNING ENGLISH PUNCTUATION, SPELLING, WORD RECOGNITION, AND CONTRACTIONS

A and An
Jennifer Fixman
Refrain:
An comes before a vowel.
A comes before a consonant.
An comes before a vowel.
A comes before a consonant.
An comes before a vowel.
A comes before a consonant.
An comes before a vowel.
A comes before a consonant.
An comes before a vowel - a, e, i, o, u.
An ant, an egg, an inch, an octopus,
An umbrella...
Use an before words that start with vowels.
Refrain
A comes before a consonant - b, c, d, f, g,...
Refrain
A bat, a cat, a dog, a frog,...
Refrain
ANNEX THEME 19

MOTIVATIONAL AND EXPRESSIVE TECHNIQUES AS A RESOURCE FOR FOREIGN LANGUAGE LEARNING.

REAL-LIFE SITUATIONS, ROLE PLAYING AND STORYTELLING. GROUP WORK IN CREATIVE ACTIVITIES.
TEACHERS ROLE

ROLEPLAYING

There are many ways to give directions. One common way to give directions is to give the name of
the street and then some building nearby. Below are some examples. Fill in the name of the building
that they are talking about:

Floor Information
Street Information Nearby Buildings Possible Buildings?
(Option)

Its on 2nd Avenue next to the bank X

between the pharmacy

Its on Elm Street on the second floor
and the shoe store

Its on the corner of

across from the cafe X
2nd and Elm

Practice the following conversation with a partner using the substitutions in the box:

A: Do you know where I can get a cup of coffee? get some hiking boots get some aspirin
B: Sure. You could try the Starry Caf. get some cat food see a movie
A: Wheres that? buy some milk buy a book
B: Its on 2nd Avenue across from the pharmacy. work out mail a letter
A: Thanks. buy some pants buy some CDs
B: No problem grab a hamburger get a bite to eat
Choose five stores and on another piece of paper write down 2 ways to describe the location for
each of the five stores you choose.

www.bogglesworldesl.com
ANEXOS Tema 20

ANNEX 20.1.
EUROPEAN LANGUAGE PORTFOLIO. EXAMPLE OF ASSESSMENT ITEMS

A1 A2
I can understand phrases and the hig-
hest frequency vocabulary related to
areas of most immediate personal rele-
I can recognise familiar words and very vance (e.g. very basic personal and fa-
basic phrases concerning myself, my mily information, shopping, local area,
Listening family and immediate concrete su- employment).
rroundings when people speak slowly
UNDESTANDING

and clearly.
I can catch the main point in short,
clear, simple messages and announce-
ments.

I can read very short, simple texts.

I can understand familiar names, words I can find specific, predictable informa-
Reading and very simple sentences, for example tion in simple everyday material such as
on notices and posters or in catalogues. advertisements, prospectuses, menus
and timetables and I can understand
short simple personal letters.

I can interact in a simple way provided I can communicate in simple and rou-
the other person is prepared to repeat tine tasks requiring a simple and direct
or rephrase things at a slower rate of exchange of information on familiar to-
Spoken speech and help me formulate what pics and activities.
Im trying to say.
Interaction I can handle very short social exchan-
SPEAKING

I can ask and answer simple questions ges, even though I cant usually unders-
in areas of immediate need or on very tand enough to keep the conversation
familiar topics. going myself.

I can use a series of phrases and sen-

Spoken I can use simple phrases and sentences tences to describe in simple terms my
to describe where I live and people I family and other people, living condi-
Production know. tions, my educational background and
my present or most recent job.

I can write a short, simple postcard, for I can write short, simple notes and mes-
example sending holiday greetings. sages relating to matters in areas of im-
WRITING

mediate need.
Writing I can fill in forms with personal details, for
example entering my name, nationali- I can write a very simple personal letter,
ty and address on a hotel registration for example thanking someone for so-
form. mething.
ANNEX 20.2.
EXAMPLE OF CONTEXTS OF LANGUAGUE USE

Domain Locations Institutions Persons

Home: house, rooms, garden

own (Grand)Parents, offspring,
of family siblings, aunts, uncles,
The family
Personal of friends cousins, in-laws, spouses,
Social networks
of strangers intimates, friends,
Own space in hostel, hotel acquaintances
The countryside, seaside

Members of the public

Public spaces:
Officials.
street, square, park, Public authorities.
Shop personnel.
Public transport, Political bodies.
Police, army, security.
Shops, (super)markets, The law.
Drivers, conductors,
Hospitals, surgeries, clinics, Public health.
Public Passengers,
Sports stadium, fields, halls, Services clubs.
Players, fans, spectators,
Theatre, cinema, entertain- Societies.
Actors, audiences,
ment, Political parties.
Waiters, bar persons,
Restaurant, pub, hotel, Denominations.
Receptionists,
Places of worship,
Priests, congregation,

Offices,
Employers/ees
Factories,
Managers
Workshops, Firms
Colleagues
Ports, railways, Multinational
Subordinates
Farms, corporations
Occupational Workmates
Airports, Nationalised
Clients
Stores, shops, industries
Customers
Service industries, Trade unions
Receptionists, secretaries
Hotels,
Cleaners
Civil Service,

Schools: hall Class teachers

classrooms, playground, Teaching staff
School
Sports fields, corridors Caretakers
College
Colleges Assistant staff
University
Universities Parents
Learned societies
Educational Lecture theatres Classmates
Professional
Seminar rooms Professors, lecturers
Institutions
Student Union (Fellow) students
Adult education
Halls of residence Library and laboratory staff
bodies
Laboratories Refectory staff, cleaners
Canteen Porters, secretaries
ANNEX 3
LANGUAGE USE AND THE LANGUAGE USER/LEARNER

Objects Events Operations Texts

Furnishing and furniture Family occasions Living routines: Teletext

Clothing Encounters dressing, undressing Guarantees
Household equipment Incidents, accidents cooking, eating, Recipes
Toys, tools, personal Natural phenomena washing Instructional material
hygiene Parties, visits DIY, gardening Novels, magazines
Objects dart, books, Walking, cycling Reading, radio and TV Newspapers
Wild/domestic animals, motoring Entertaining Junk mail
pets
Holidays, excursions Hobbies Brochures
Trees, plants, lawn,
Sports events Games and sports Personal letters
ponds
Broadcast and recor-
Household goods
ded
Handbags
spoken texts
Leisure/sports equip-
ment
Money, purse, wallet Incidents Buying and obtaining Public announce-
Forms Accidents, illnesses public services ments
Goods Public meetings Using medical services and notices
Weapons Law-suits, court trials Journeys by road/ Labels and packaging
Rucksacks Rag-days, fines, arrests rails/ship/air Leaflets, graffiti
Cases, grips Matches, contests Public entertainment Tickets, timetables
Balls Performances and leisure activities Notices, regulations
Programmes Weddings, funerals Religious services Programmes
Meals, drinks, snacks Contracts
Passports, licences Menus
Sacred texts,
sermons, hymns
Business machinery Meetings Business admin. Business letter
Industrial machinery Interviews Industrial management Report memorandum
Industrial and craft tools Receptions Production operations Life and safety notices
Conferences Office procedures Instructional manuals
Trade fairs Trucking Regulations
Consultations Sales operations Advertising material
Seasonal sales Selling, marketing Labelling and
Industrial accidents Computer operation packaging
Industrial disputes Office maintenance Job description
Sign posting
Visiting cards
 Writing material Return to school / entry Assembly Authentic texts (as
School uniforms Breaking up Lessons above)
Games equipment Visits and exchanges Games Textbooks, readers
and clothing Parents days / eve- Playtime Reference books
Food nings Clubs and societies Blackboard text
Audio-visual equipment Sports days, matches Lectures, essay writing OP text
Blackboard & chalk Disciplinary problems Laboratory work Computer screen text
Computers Library work Videotext
Briefcases and school Seminars and tutorials Exercise materials
bags Homework Journal articles
Debates and Abstracts
discussions Dictionaries

ANNEX 4
COMMUNICATION THEMES

Within the various domains it may be distinguished themes, the topics which are the subjects of dis-
course, conversation, reflection or composition, as the focus of attention in particular communicati-
ve acts. Thematic categories can be classified in many different ways. One influential classification,
into themes, sub-themes and specific notions is that presented in Threshold Level 1990, Chapter 7:
1. Personal identification
2. House and home, environment
3. Daily life
4. Free time and entertainment
5. Travel
6. Relations with other people
7. Health and body care
8. Education
9. Shopping
10. Food and drink
11. Services
12. Places
13. Language
14. Weather
In each of these thematic areas, subcategories are established. For example, area 4, free time and
entertainment, is subcategorised in the following way:
4.1. Leisure
4.2. Hobbies and interests
4.3. Radio and TV
4.4. Cinema, theatre, concert, etc.
4.5. Exhibitions, museums, etc.
4.6. Intellectual and artistic pursuits
4.7. Sports
4.8. Press
For each sub-theme, specific notions are identified. In this respect, the categories represented in
covering the locations, institutions etc. to be treated, are particularly relevant. For instance, under
4.7. sports, Threshold Level 1990 specifies:
1. Locations: field, ground, stadium
2. Institutions and organisations: sport, team, club
3. Persons: player
4. Objects: cards, ball
5. Events: race, game
6. Actions: to watch, to play (+name of sport), to race, to win, to lose, to draw
ANNEX THEME 22

FEATURES TO TAKE INTO ACCOUNT WHEN MANAGING THE ENGLISH CLASS: GROUPING STUDENTS, OR-
GANIZING SPACE AND TIMING, METHODOLOGY SELECTION AND THEACHERS ROLE

TIPS FOR GROUPING STUDENTS

CLOCK BUDDIES

Copyright Raymond C. Jones. All Rights Reserved.

Permission Granted for Classroom Use / All Others Inquire at rjones@virginia.edu
ReadingQuest http://www.readingquest.org
What Are Clock Buddies?
Clock Buddies is meant to be a quick and easy way to create pairs for partnered activities while avoi-
ding the problem of kids always having the SAME partners. It begins with a clock face, with slots for
names extending from each hour on the dial. The basic idea is that each student has his or her own
copy of a Clock Buddies sheet, with the names of 12 classmates on each hours slot. Each of those
other students, in turn, has this students name in the matching hour slot on each of their clock sheets.

How Does It Work?

When the teacher needs to quickly pair up students without it always being the same partners every
time, she can say to the class: Get with your 4 oclock buddy. Each student will pull out his or her
clock buddies sheet, look at the 4 oclock slot, and then join the partner indicated. This works becau-
se when the strategy is set up, it is done so that partners always have each others names on their
matching hour on the clock buddy chart.
Sounds Complicated...How Do I Set It Up?
The reason it may sound complicated is because you need to see it...reading about it here is about
the least productive way to really get it. Nonetheless, well press on! Look at the example graphic
that appears here.
This is Joeys clock buddies chart, and 12 of his classmates are listed on it. If we were to pull out Ricks
chart, wed see that Joeys name is on Ricks 1 oclock slot, and other childrens names fill out the
rest of his clock.

Whats the Best Way to Set It Up?

From the Massachusetts D.A.R.E. Program I get this idea: Clock buddies are chosen by giving each
student a clock handout with a blank line next to each hour. Each student then goes to classmates
to find a buddy for each hour. If Mike goes to Joe, Joe signs Mikes clock at ___PM and Mike signs
Joes clock for the same time. Students cannot use a name twice and all hours must be filled in. The
clocks are then attached to the inside cover of their notebook or workbook. When you want students
to work with a buddy, you call out a random time, for example, Its time to work with your _____
oclock buddy. Students will then move to and work with the buddy whose name is at that time slot.
We can also set this up using two concentric circles, with half of the students on the inside circle, and
around them in the larger circle is the other half of the group. (I usually take the left half and right half
of the room or the front half and rear half, to make the two concentric circles. That way, the opposite
circle is composed of students who dont normally sit near each other.) Once the two concentric
circles are formed, each student will have one person directly across from him or her. (If there is an
odd number of a student, the teacher joins the circle that has one fewer student in it.) Have the stu-
dents in pairs across from each other write each others name in their 1 oclock slots. Then, tell the
outer circle to move one person to the right. Now, each student has a new partner across from him or
her. This would be the 2 oclock buddy; students write each others name in the 2 oclock slot. Next,
tell the inner circle to rotate one person to the right. Again, now new partners are matched up, and
these should write each others name in the 3 oclock slots. Continue until all students have been all
the way around or until all 12 clock slots are filled, whichever comes first. I alternate having the outer
circle move, then the inner circle, then the outer, and so on. If each always moves to the right, youll
have an orderly progression all the way around.
THEME 24 ANNEXES

24.1. FLASHCARDS

WHERE TO GET FLASH CARDS?

Teachers can buy them. Some course books provide a supplementary pack of flash cards
or they can be bought in sets.
Teachers can make them their selves. If you dont have access to professionally produced
flashcards, dont worry, its really easy to make your own even if youre not very artistic. You
can use pictures from magazines, draw simple pictures or copy from the internet or clip art.
The most important thing is to make sure they are all of the same size, on card (different co-
lours for different sets) so you cant see through them. If possible you can laminate the sets as
you make them and they will last for years. The advantage of making your own, apart from
the fact that theyre cheap and yours to keep, is that you can make sets for your specific
needs. You may like to make a set to use in conjunction with a story book or graded reader,
or even to accompany project work.
Students can make them. Teachers can begin to incorporate the production of flash cards
into their classrooms. After introducing a new lexical set, using realia or the course book, ask
students to produce the flash cards for you. Give each one an item to draw. They can be
mounted on card to make the set.

ACTIVITIES FOR USING FLASH CARDS

Memory Activities
- Memory Tester
Place a selection of flash cards on the floor in a circle.
Students have one minute to memorise the cards.
In groups, they have two minutes to write as many of the names as they can remem-
ber.
Drilling Activities
- Invisible Flashcards
Stick 9 flash cards on the board and draw a grid around them.
Use a pen or a pointer to drill the 9 words. Always point to the flash card you are dri-
lling.
Gradually remove the flash cards but continue to drill and point to the grid where the
flash card was.
When the first card is removed and you point to the blank space, nod your head to
encourage children to say the word of the removed flash card.
Students should remember and continue as if the flash cards were still there. They
seem to be amazed that they can remember the pictures.
Depending on the age group I then put the flash cards back in the right place on
the grid, asking the children where they go, or I ask students to come up and write the
word in the correct place on the grid.
This activity highlights the impact of visual aids. It really proves that the images stick in students
minds.
Identification Activities
- Reveal the word
Cover the flash card or word card with a piece of card and slowly reveal it.
Students guess which one it is.
Once the card is shown, chorally drill the word with the group using different intona-
tion and silly voices to keep it fun. Vary the volume too, whisper and shout the words.
Children will automatically copy your voice.
Alternatively, flip the card over very quickly so the children just get a quick glimpse.
Repeat until they have guessed the word.
 TPR activities
- Point or race to the flash cards
Stick flash cards around the class.
Say one of them and students point or race to it.
Students can then give the instructions to classmates.
You can extend this by saying hop to the cat or even if you have blonde hair, swim
to the fish etc.
You can also incorporate flash cards into a game of Simon Says. Simon says, jump
to the T-shirt etc.

24.2. VIDEO ACTIVITIES

PRE-VIEWING VIDEO ACTIVITIES

Any pre-viewing activity will be associated with developing learners comprehension strategies. Na-
tive speakers use many strategies to aid comprehension and these strategies can also be applied to
learning a second language.
Activities
- Tell learners they are going to watch/listen to a story/advert/news report about.... What
do they expect to hear and see?
- Class discussion about video topic.
- Learners do quiz on topic of video. The quiz could be True/False or open-ended ques-
tions.
- Give learners two minutes to brainstorm vocabulary connected to topic
- Learners put written summary of video in order
- Learners watch video with sound off, then guess topic and content
- Learners read story/news article connected to video topic
- STORIES: Using flashcards of story - Ask learners if they can guess what happens in story.
Flashcards need only be quick line drawings done on A4 card or even paper.
- STORIES: Learners predict story by numbering pictures from story on worksheet. To make
the worksheet draw basic pictures illustrating main ideas of the story on paper. Make sure
they are in a different order to the order they appear in the story.

WHILE VIEWING VIDEO ACTIVITIES

In most cases you will want the learners to watch the video or video extract more than once. The
aims for watching the video for the first time and further times will probably be different.
Tasks completed while viewing a video for the first time are commonly associated with developing
listening skills and in particular listening for global understanding.
Activities for a second or third viewing are often associated with providing information (to provide
content relevant to students needs and interests.) and presenting or reinforcing language (gram-
mar, vocabulary, functions).
Activities
- Developing listening skills
Learners watch video to confirm predictions made in pre -viewing activity
Learners answer comprehension questions
Teacher stops video and asks learners to predict continuation
Providing information
Learners make notes about content which will be used in post-viewing activity. This
could be information they have heard or information they have seen.
Presenting or reinforcing language
Learners listen for specific pre-taught vocabulary. 6-8 vocabulary items would be
 enough. Learners say stop when they hear the vocabulary.
Learners listen for examples of grammatical structures and note them down.
Learners participate in telling story along with video. This could be used after a video
has been watched a few times. The learners are given a character in the story and the
sound is turned down at various points. The learners try to say the words.

POST VIEWING VIDEO ACTIVITIES

Post viewing activities are often connected to the idea of using language that came from the video
or the video could simply have been used as a stimulus and the post viewing tasks are not connec-
ted in anyway to language found in the video.
Activities
Using language
- Learners read story/news report and compare it with video
- Learners act out/record own version of video
- Learners write similar dialogues to one they heard on the video
Project work
- Make posters/wall displays
- Use Internet to find out more information about topic
Craft work
- Draw characters from story
- Make book based on story
Stimulus
- Learners discuss aspect of video
- Learners describe people in video.
- Learners decide how old people in video are.
Learners vote on ugliest/best looking person

24.4. INTERNET

SOME EXAMPLES OF INTERNET LESSONS

These lesson ideas were suggested by contributors to one of the most famous radio series Knowled-
ge on the Net. The lessons show how the internet can bring a new dimension and dynamic into the
classroom and they all depend upon student access to the internet, although the first can easily be
used as an example of finding resource materials on the internet.
News web sites (from an idea by D. Arbuthnot)
- Students can compare the treatment of a major news story across different sites - all at
the click of a mouse. One idea is to compare an American news site with an English news
site.
- You need to access those sites yourself before you go into the class, and you need to
check that the same news items are being reported on both sites. Just compare and con-
trast the content and style.
- It leads on quite well to follow up activities like the students creating their own web site, or
you can get them to compare newspapers in their own country in their own language with
the American and the English sites. You couldnt do this in a normal lesson because you dont
have the access to American newspapers - it would be difficult to get hold of them. It would
involve a lot of photocopying of 20 newspapers if you could get hold of them. Its much easier
to click onto sites quickly and they are able to access things that are included on the web
site. They are able to click onto links which may give them background information that you
wouldnt be able to provide in the classroom, unless you had an in depth knowledge.
 Language analysis (from an idea by D. Eastment)
- Students can use a search engine to compare the frequency of different language
items.
- You could say, for example, what is the most common adjective in English? and stu-
dents type in a word like nice and interesting and just count how many hits that they
get, and this can be very interesting actually. We can do it and find that the word nice is
there 18 million times, and the word super is there 20 million times, but the word special is
there 67 million times, so its 3 times as common as the word nice or super, on the internet.
- Another questions you can ask is what sentence appears only once on the internet?
Until a couple of years ago I like English food had only ever been written once, by a boy
in Cambodia. These days a few more people have done it, but no one has written the sen-
tence I love Welsh food. It just doesnt exist, certainly not for the Google search engine,
whereas I think that 4 or about 5 people have written I like Scottish food. So with some
students that sort of activity can be interesting.
- Students could also search for sentences that they have prepared, with the student with
the most hits winning.
Research / role play (from an idea by D. Eastment)
- For a group of business English students (or as a role play). The students need to choose a
new company car, with a maximum price of perhaps 20 000. The students go to different
sites, select a car and then put the picture of the car inside a word document with an ex-
planation of why they chose that particular model and what features it had.
- This approach could be endlessly adapted. Students can research for any variety of
projects or situations.