Timesaver: New Timesavers for English Teachers (Elementary) PDF
Preview Timesaver: New Timesavers for English Teachers (Elementary)
Contents The following is a list of the photocopiabJe repromasters in this book. The activities in brackets are suggestions for lesson aims and skills work; however, many of the repromasters williend themselves to wide range of activities. * full teachers' notes provided Personal identification Parts of a car ( vocabulary) 23 Directions * (speaking) 25 Identity card * (writing, speaking) 7 Map of London (directions, Family tree (writing, speaking) 8 vocabulary, prepositions ofplace) 26 Identikit Maps (for reference) (descriptions: eut up / create faces) 9 * Descri ptions (vocabulary, speaking) 11 The world 27 TheEC 28 House and home The British Isles 29 The USA 30 * The kitchen (prepositions, Holidays and travel how many? open or c1osed?) 13 The sitting room (prepositions: eut up /arrange furniture) 14 Holiday planner (writing) 31 Types of home (vocabulary) 15 Y outh hostelling * (writing) 32 Plan of a house (vocabulary) 16 Reserving accommodation (writing) 34 The bedroom (prepositions: Hotel symbols (vocabulary) 35 * eut up / arrange furniture) 17 Describing objects Housework * (have to) 18 (vocabulary, speaking) 37 * * Daily routine Writing postcards (the present simple tense) 21 (descriptive writing) 38 Around town Food, drink, shopping Transport (vocabulary) 22 Containers * (collocation) 40 * Work Food and drink (countable / uncountable nouns) 43 Quantities (vocabulary) 44 Curriculum vitae (writing) 70 Shops (vocabulary, Occupations (vocabulary) 71 -72 prepositions ofplace ) 45 Menus * (rale play) 47 -49 Health * Writing menus (creative writing, rale play) 50 Parts of the body (vocabulary) 73 Writing recipes * (instructions) 52 Aches and pains * (giving advice) 74 Leisure General * Hobbies and interests (vocabulary, * Writing diaries (going to, speaking, likes and dislikes) 55 invitations, suggestions) 77 * TV programmes (vocabulary, * Writing horoscopes speaking, likes and dislikes) 56 (will for making predictions) 79 Sports Writing messages * (note-taking) 81 (vocabulary, likes and dislikes) 57 Surveys * (speaking) 83-84 Musical instruments (vocabulary, likes and dislikes, ability) 58 Reference section AnimaIs Telling the time 85 Numbers and words 86 Wild animais (vocabulary) 59 To be (present simple tense) 87 Family animais (vocabulary) 60 The present simple tense 88 Domestic animais (vocabulary) 61 The present continuous tense 89 have got (simple present tense) 90 Schooi Possession 91 Questions 92 Subjects * (speaking) 63 Prepositions of place 93 * Timetable (writing) 64 Position 94 Classroom objects (vocabulary) 65 To be, have (past simple tense) 95 School equipment (vocabulary) 66 The future 96 Class rules (writing , speaking) 67 * Plan of school (writing , speaking) 68 Identity card Language Focus * Giving personal information Materials * copy of the repromaster on page 7 for each student Procedure 1 Students fill in the card, and, if possible, provides a recent photograph of themselves. 2 Display all the cards on the classroom wall. The cards can be used as a getting-to know-you activity at the beginning of the school year or course, and later on during the lessons in the following ways: Find sorneone who ... Students go round the classroom, looking for information: Find someone who has the same birthday as you / whose birthday is in April/who is oider than you / who lives in your street etc. How rnany students ...? Students go round the classroom, looki ng for information: How many students in the class have blue eyes / are the same age / wear glasses? etc. Identity card Surname ...••••••••••••••••••••••...................•••••••••••••.•...•..............•.. First name ....•••..•••••••••••••••.•..................•.•••••••••••••••••............•.... Address .............••••............................................................... •••••••...•..•.••.........•..•...••••••••••••••....•.............•••••••••••.... ..............••••.............................................................. Telephone number ..•••.........••••.............................................................. Age ...............•••............................................................... Date of birth ..•.............••.............................................................. Place of birth ................•.....................•......................................... Nationality ..•.............••.......•...............•••.................................... School .•.............................................................................. Height •...............••.......................••••................................... Weight •............•..••..................•..•••••••.........••••..................... Colour of hair .................•....................••••••••.................................. Colour of eyes .......•........••....................•••••••••.................•..••.••........ Distinguishing .....................................•••.••..................................... features Signature .•...............•.......•.........••••••••••••• - ' QJ .r:. 0 - - E QJ I.J -'QJ E> .... :s::::::l: fi) 4 > fi) E -'QJ >E <1 -'QJ .r:. .r:. <J ~- (J ~ Q. q "'C QJ s::::: tU fi) ' >- Ol) -' E > QJ E .r:. 0 -' .t::J. Q. aJ QJ fi) > aJ C'Cl l E J. + ~ - ~ Q \ '1\ <: QJ E <. .. •• L E ~ IJ. - ' QJ .r:. ~ - > E s::::: :::l - tU ' > QJ E - - 'QJ --(fij)i s::::: .r:. Q. fi) 0 QJ :::l 0 E fi) I.J - "C > ' E > QJ s::::: E .r:. . tU ' 0 Ol) • ' > .t::J. .a~ E ~<l" > O~~ E 1\> . . .-.. Jy ".. \\ 00 r -...... ~).) 0 0 cll) \ ~ ......- , ~ <:J J8'" Descriptions Language Focus * Describing people's appearances Useful vocabulary: Hair (curly, short, cropped, bald, bobbed, wavy, parting, pigtails, dreadlocks, dark, fair, blonde) Face (freckles, spots, glasses - round, oval, bi-focals, sunglasses - beard, moustache Expressions (smiling, glum, cheerful, frowning, sad, cheeky, thoughtful, angry) Clothing (hat, cap, ribbon, straw hat, flower, earrings) Materials * copy of the repromaster on page 10 for each student Procedure Who is it? Role play 1 Students work in pairs or small 1 Students work in small groups. groups. Silently, each student in the group chooses one of the 2 Each student in a pair or group pictures. writes a description of one of the people in the pictures. 2 Students write notes about the pers~n they have chosen - an 3 Students read their descriptions Imagmary name, age, to their partner(s). Their occupation, lifestyle etc. partner(s) should try to guess which person in the pictures is 3 In their groups, students act out being described. the roles of their characters, trying to find something in common with every person they talk to. Set a time limit of 10 minutes. 4 Ask students to tell the class what they found in corn mon with aIl the other 'characters' in their group. In the kitchen Language Focus * kitchen vocabulary * prepositions * how many? * open or closed? Materials * copy of the repromaster on page 13 for each student Procedure 1 Give each student a copy of the illustration. 2 Students study the picture for two or three minutes. 3 Students tum over the pictures. 4 Ask students questions about the picture*: Prepositions: Where was the teapot? (on the table) What was on top ofthe cooker? (the saucepan) How many? How many cups were there on the table? How many chairs/cupboards were there in the kitchen? open or closed:? Was the dishwasher/window/fridge open or closed? 5 Find out who has the best memory in class. Optional activity (for stronger classes) Students work in pairs. Students study the picture for two or three minutes. Each student in the pair writes down questions (and answers) to ask their partner. Students tum over the pictures and ask each other their questions.
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