Table Of Content

lIa i§1 .1fJ Mi,tl mmuM-l JET (Ju nior English Ti mesavers) S pea ki ng Activit ies Weicome to JET Speaking Activities Aims Topies Our main aim is to provide primary school teachers The activities in this book are topic-based, with easy-to-prepare supplementary materials to have been chosen as far as poss b e 0 practise the skill of speaking with young learners of topics children caver in thelf cour-se:boot:s, English. The Photocopiable Pages include, among example, animais, families, ages a d others, spot-the-difference pictures, charts, eut-out hobbies, etc. sa that teachers Il he a e game cards and puppets, which act as a trigger for supplement the coursebook w ' h extra spea g games, puzzles, role-plays, class surveys and story practice and provide extra practice of a target telling activities. There is an information-gap aspect language area. to many of the activities, which provides children with a genuine need to communicate in order to comp lete the game or activity. The emphasis in the Language Level activities is on having fun while practising useful We have not specified a target age or language level language. for these materials as each activity is designed as a The activities can be used as one-off extension and starting point from which individual teachers can consolidation activities or as part of a fuller theme meet their own classroom needs. Most activities can based lesson or project. As ail primary EFL teachers be adapted for use as whole class, group or pairwork, 1\0 ,children need to have new language depending on class size and ability. Our Teacher's c stantly recycled and JET Speaking Activities Notes suggest one way of using the Photocopiable p 'des a fresh way of doing just that. In addition, Pages, but these can be easily adapted to suit e preparation (much of which can be done by the different age groups, class sizes and language levels. pupils themselves) allows for free and spontaneous Each activity also leads to ideas for follow-up language practice. activities or alternative approaches. The Book Photoeopiable Rights The book includes 25 Photocopiable Pages The Photocopiable Pages provided can be accompanied by Teacher's Notes on facing pages. photocopied freely for use in the classroom and do Where an idea requires two or more Photocopiable not need to be declared. Pages to be used together (e.g. Animal Match), the Notes face the first of the Photocopiable Pages. The ideas contained here have been selected to include a variety of activities such as games and making masks and puppets, and practise different sk ills such as matching, describing, listening and responding and information gap activities. mnt ,.tiU3j,t·rM ii ,t§j ... C) Contents Language Photocopiable material Pages A Toy Box colours, numbers 1-7 Picture to colour 4 & 5 What c%ur is the (bail)? B .Beachcombing alphabet, numbers 1-20 Picture puzzle 6-9 beach vocabulary It's a ... present continuous prepositions C Spiders furniture vocabulary Spot the difference 10 & 11 Everywhere prepositions 15 there ... ? Yes, there is. No, there isn't 0 Animal Noises animal vocabulary Picture cards 12 - 15 animal noises You're a ... Are you a ... ? E Animal Match wild animal vocabulary Picture cards 16 -19 It's got ... possessive -5 animal body parts (head, tait, etc.) F Pet Survey pets vocabulary Survey chart 20 & 21 Have you got a ... ? How many? G Pocket Money toys and snack vocabulary Picture to complete 22 & 23 1want ... How much is/are ... ? numbers pounds and pence Happy Birthday months and seasons Game cards 24 & 25 When's your birthday? It's in (April). (ordinals: first to thirty-first) Wackrt family vocabulary Game cards 26 - 29 Fami les descriptions 15 this your (mum) ? She's got (long hair). Fussy Eaters food/drink vocabulary Pictures to eut up 30 & 31 1/ike .. ./don't /ike '" ., Do you /ike ... ? .... K Can VOU parts of the body Spinner to make 32 & 33 actions (hop, knee/, stretch) can/can't questions and short answers L Phone Me! telephone dialogue Phones to eut out 34 & 35 number sequences requests: Can you .. . ? time M He's Wearing sports/leisure vocabulary Spot the mistake picture 36 & 37 My Skirt! personal pronouns: she, he, they, you possessive pronouns: my, your, his, her, their, our possessive -5 present continuous tense ,te es"'" a 'M H-j i§1-tfi i Language Photocopiable material Pages N What's action verbs Board game 38 & 39 She Doing? present continuous tense present perfect: Have you ever? o Who am I? clothes vocabulary Picture puzzle 40 &41 l'm wearing ... colours present continuous actions P Holiday Island geographical features Map of island 42 & 43 imperatives present continuous tense prepositions directions Q Picture Pairs in the park Picture cards 44 & 45 present continuous tense R Collectors' toys and collections Picture cards 46 & 47 Corner present tense (1 collect ... ) descriptions: It's very old/modern. countries/nationa 1it ies 5 Who Lives pets vocabulary Logic puzzle 48 & 49 Here? present tense: He lives/is/likes ... hobbies and interests ages T A Day' ln daily routines and habits Picture raie cards My Llfe food time present simple (first person singular) short answers present simple, third person U What 's M y Job? jobs and work vocabulary Picture cards 52 & 53 present tense question forms - present tense V After School invitations Calendars 54 & 55 going to for future plans days of the week present tense: third person singular W Three story telling Finger puppets and story text 56 & 57 Little Pigs present simple tense It's made of (stra w). requests: Can 1.. .? future intentions: l'II ... past simple tense X Little Red story telling Masks 58 - 61 Riding Hood past simple tense y AskMe general review Board game and questions 62 - 64 A Question! questions and short answers frii§·tfJaht·fM"'UtiJ @Toy Box L*anguage focus 6 Explain that they now need to find out the colours (olours: red, yellow, b/ue, green, pink, grey, brown of the other toys on their pictures by asking and * Numbers: 1-7 answering the question: What c%ur is the (doll)7 * Toys vocabulary: teddy, monkey, bal/, aerop/ane, /t's (green). Practise the question several times. car, skateboard, (Barbie) doll, ballet costume, truck, rocket, book, computer game, dinosaur, snake 7 Put the pupils into pairs so that one has picture A1 * The (bail) is (b/ue). and one has Picture A2 in each pair. Encourage What c%ur is the (bail)? /t's (b/ue). them to ask about ail the toys they have not coloured in their pictures and to mark the colours Materials with a dot. * copies of handout A (cut in half) for each pair of pupils 8 Give pupils time to finish colouring their pictures. * coloured crayons * (optional) real toys 9 Get pupils to compare pictures with their partners and check that they have coloured the toys Procedure correctly by asking the class: What c%ur is the 1 Teach/review the toy lexis using handout A or real (truck)? Get them to chorus the answer: It's (red). toys: teddy, monkey, bal/, aerop/ane, car, skateboard, (Barbie) dol/, ballet costume, truck, rocket, book, Follow-up activities * computer game, dinosaur, snake Pupils can add a few further toys and colours to their pictures and colour them in and tell you or a partner 2 Revise the colours : red, yellow, b/ue, green, pink, about them: The e/ephant is purp/e. grey, brown by painting ta things in the classroom * and asking: What c%ur is it? Pupils can draw their own toy boxes containing some of thei r favourite toys and tell you or a partner about 3 Oivide the class into two groups: Group 1 and Group them. Display their pictures on the classroom walls. 2. Hand out a copy of Picture Alto each student in Group 1 and picture A2 to each student in Group 2. It Alternative activity * is best if Pupils 1 and 2 are not sitting near each Pupils can play a simple guessing game in pairs using other at this stage as they need to keep thei r pictures their pictures. Pupil A chooses a toy without telling secret. their partner which they have chosen. Pupil B guesses the toy. Pupils swap roles: 4 Tell pupils that they have to find the numbers on A: It's got 4 whee/s. It's red. their pictures and colour the toys according to your B: A truck? instructions. Make sure they have their crayons ready A: Yeso then give the following information asking them to drawa dot of each colour on the relevant toy: Number 1 is yellow. Number 2 is pink. Number 3 is b/ue. Number 4 is green. Number 5 is brown. Number 6 is grey Number 7 is red. 5 Get pupils to check their answers with another pupil in their group and give them time ta finish colouring the numbered toys on their pictures. -To-y -Bo-x--=~-----=======~Œ )'r§ji§i.I=tf13'p[lL 1 fX§i§.ifiar,t.i!t;mntiJ ® Beachcombing Language focus 4 Pupils take it in turns to locate the objects and * Beach vocabulary: shell, boat, bird, sung/asses, position their pictures. Once they have positioned bucket, sandcast/e, bail, crab, spade, ice cream ail five items, they can compare pictures and check * */t's a ... the grid references. Their completed pictures Alphabet: A-Z should be identical. * Numbers: 1-20 * (optional) present continuous for describing 5 Check with the whole class by asking: Where is the pictures (bird)? and getting them to give you four * (optiona l) prepositions references for the seagull, e.g. 11 b, 11 c, 12b, 12c. They can then glue the pictures into position. Materials * *copies of handouts B 1 and B2, one for each pupil F*ollow-up activity (optional) scissors and glue Pupils draw one or two further objects on their pictures and describe the position to a partner. Procedure 1 Teach/review the beach vocabulary using flashcards Alternative activity * or real objects. Review the alphabet and numbers Pupils can describe the people in the picture using 1-20 if necessary. the present continuous tense, e.g. He's reading a book. Turn this into agame by getting pupils to 2 Divide the class into pairs and hand out pictures B 1 pretend to be a character in the picture. Their and B2 to the pairs. Explain that they must not partner asks several questions in order to guess show t heir picture to their partner. which character they are, e.g. A: Are you in the water? 3 Get pupils to eut out the five objects down the side B: No. of their pictures and explai n that the aim of the A: Are you sleeping? activity is to find out where these items are B: No. positioned on their beach picture. They must give A: Are you p/aying? grid references to their partners (as in B: Yeso 'Battleships'.) Point out that each picture takes up A: (pointing) Is this you ? four squares, so they need to look for places where A: Yeso there are 4 empty squares together on the grid. Remind them to keep a note of references they have tried without success, or mark a cross in pencil on their pictures, so that they do not waste time going back to those spaces, e.g.: Pupi/ 1: 89 Pupi/ 2: Nothing. Pupi/1: 19y Pupil 2: Its a boat. They then need to give three further references in order to locate exactly wh ich four spaces are covered by the boat picture. When they have done this, they can place their boat in the correct position (ideally using blu-tack at this stage). ------>@., )Ir:ji§.tfiai.t.i!t;®lti-., B_E_ac_h_oc_m_ b_i n__g_ "'---________ ,-----1 f------------------r~-------------· r···············- --------------·---[-----------~------1 ~jl~~i r~ l__________________ l_. ___ .... _..L........_._. __ ._.________________ N " ~ = m ~ N ~ ~ ~ ~ ~ ~ 0 ~ N ~ ~ ~ ~ ~ ~ Q N ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ .13i#]'Ifi0i,t.t,mut4-j ® Beachcombing When an activity requires two photocopiable pages, the teacher's notes face the first page. -.