extracted_text:
Photocopiable activities for young learners of English
By Joh Marlß
Contents
Page

Introduction

4

General activities

6

  Puzzle activities                                                                                10
   Title                                                                      Language
the English alphabet
letter formation skills
some basic vocabulary
getting used to writing in English
O
Names                                                                    the
verb to be                                                              14

O Colours                                                                colours                                                                       16
Who is it?                                                                                18
O Numbers                                                               there is/there are                                                                             20
numbers I -
10 animal vocabulary plural s
O Kites have
got 22 position of
adjectives

O A family family vocabulary 24 possessive 's
can/can't
food
Animal quiz question forms with do,
have got and can 28
animal vocabulary body parts
general vocabulary practice for a Starters format
clothes vocabulary
present continuous
imperatives classroom instructions
present there
is/there are practice for a Starters format
2

What's this?

this practice for a Starters format

40

Mirror writing

phrases and expressions

42

Crossword

and/or, some, there is articles
  (a/an/the) do/does, have got

44

Find the word

spelling practice for a Starters format

What are they doing?

present continuous verbs

48

Things in the house

household objects

50

Join the dots

food and drink

52

What are they saying?

grammar revision

54

Listen to the word

pronunciation practice

56

What's the word?

vocabulary revision

58

Monkey classroom

vocabulary practice

60

On the phone

revision of questions and expressions

62

What am l?

practice for a Starters format

64

Listening puzzle

prepositions of place
  practice for a Starters format colours, animals

66

Stairs

vocabulary practice

68

Mini-puzzles

70

Teacher's notes

70

Title

Language

a or an

a/an

72

Whose is it?

possessive 's

73

this, that, these, those

this/that/these/those

74

interrogatives: where/which/what/who/whose

75

O Thanks, Mother!

pronunciation of th

76

Where's the bird?

prepositions of place

77

The word is .

adverbs

78

Grammar and vocabulary index

79

Introduction
Aims
The puzzles in this book are for young learners
between 7 to 10 years. They are easy to use, and have a number of aims:
Motivation
Puzzles are fun. They are graphic, attractive and an
enjoyable challenge to complete. Pupils enjoy being able to complete a puzzle
in another language.
Learner autonomy
Pupils benefit from developing their own skills and strategies
for learning.VVhen young learners are completing one of these puzzles, they are
discovering their strengths and weaknesses in English. They are finding gaps in
their knowledge, and developing and using skills to fill those gaps.
Classroom management
A whole lesson can be a very long time to expect young
learners to focus their attention on the teacher - often their attention
wanders and they start chatting in their mother tongue. The puzzles in this
book allow pupils to work on their own, and aim to be absorbing and fun.As
such, they help to keep the classroom atmosphere constructive, focused and
conducive to learning.

Using the puzzles
The puzzles can be incorporated into a classroom lesson in
a variety of ways:
As a basis for a whole lesson
I Choose a puzzle which is the
right level for your class and which contains at least some language which will
be new to them.
2
The Teacher's Notes facing each puzzle contain additional
activities for both introducing and following up the puzzle. As a rough guide,
using the puzzle plus all the activities in the accompanying Teacher's Notes
will take 25 40 minutes.
3
If you wish to expand the lesson further, select one or more
activities from the General Activities section following this Introduction.
These games and activities can be used to
4
practise a wide range of language, and so can be used for
further practice of the language of the puzzle. They can also be used to extend
the language of the puzzle. For example, if a puzzle contained twelve items of
food vocabulary, you could use a general activity to revise those twelve items,
and to introduce and practise a further six.
As part of a lesson
The puzzles mostly cover themes which are very common
in coursebooks. Some have vocabulary aims (e.g. parts of the body) while others
focus on grammar (e.g. the simple past). The puzzles and follow-up activities
can be slotted into lessons with the same theme, preferably at the end, when
learners are familiar with most, or all, of the language they will need for the
puzzle.
The syllabus on which these puzzles are based (see
page 5) may not match perfectly the syllabus of your course material: the
Teacher's Notes to each puzzle contain suggestions for introducing/checking the
necessary language before commencing the puzzle.
End-of-lesson 'reward'
A popular way of organising young learners' lessons is to
divide them into two parts. The first, which constitutes the bulk of the
lesson, is specific in its language aim - perhaps a coursebook unit taught more
or less as directed in the teacher's notes. This is followed with a more
general, revision-based game or activity which students often interpret as
being a 'reward' for having worked well in the first part of the lesson. These
activities typically include quizzes, hangman, and other favourite games. Some
of the puzzles in this book have general revision aims (and, of course, the
required element of fun) and can be used in such an end-of-teggon slot. The
Teacher's Notes for some of the puzzles contain ideas for using them as team
games.
Homework
Teachers have differing opinions on whether or not it is a
good idea to give young learners homework. For those in favour, many of these
puzzles are suitable as homework assignments, especially if the introductory
activities are used to set them up in class beforehand.
Preparation for the Cambridge Young Learners
English Tests
The puzzles in this book are based word-forword on the
syllabus of the Cambridge Young Learners English Tests i.e. the vocabulary
listed in the teacher's notes is the same as you would find in the Tests. Some
of them use formats similar to those appearing in the Tests. The syllabus was
derived from a survey of a wide variety of young learners course material from
around the world, and is intended to be compatible with most young learners coursebooks.
The tests are at three levels: Starters (beginner), Movers
(elementary) and Flyers (elementary/preintermediate), and the three books in
this series correspond to those levels. (Information about the tests is
available at www.cambridgeesol.org, or by post from Cambridge ESOL, I Hills
Road, Cambridge, CBI 2EU, United Kingdom.)
However, the material in this book aims to be equally
useful to classes which are not preparing for the Tests.

Using the puzzles in class
Preparation
Preparation for all the puzzles is the same: make one
photocopy per pupil. For a few of the puzzles, colouring pens or pencils are
required. Procedure
The puzzles can be completed by groups of 2 to 4 working
together, or individually with each learner likely to be collaborating on an
unstructured basis with his/her neighbours.\Nhen the class is working in pairs
or groups, give a copy of the puzzle to every pupil, otherwise all the work is
likely to be done by the more able ones.
The teaching notes for each puzzle suggest how to introduce
it. If further clarification is necessary, give a demonstration: perhaps copy a
small part of the puzzle onto the board, and fill in the solution. Making sure
everybody understands the format of the puzzle will be vital to its success as
an activity. (To check that everybody has understood, perhaps ask a pupil to
explain or demonstrate how the puzzle should be completed.)
Get the class to complete the puzzles in pencil so
mistakes can be legibly corrected. If pencils are not available to all, you may
like to make one or two extra copies in case anybody needs to start again.
Additional games and activities
The teaching notes for each puzzle contain ideas for
additional games and activities.These are 'optional extras' to be used if you
think the class will benefit from them. They can also be used to expand the
puzzles into full-length lessons (see above).
The General Activities following this Introduction
can be used for further expansion, and as emergency 'fillers' if the lesson
material is completed unexpectedly quickly.
Monitoring and feedback
Make a note of the problems you observe while the
puzzle is being completed. Learners are likely to say the answers out loud as
they find them.
Are there pronunciation problems? Do any of the grammar
structures seem to cause difficulty? Was any of the vocabulary confusing?
When the puzzle has been completed go over any problem areas,
perhaps using the following techniques:

Practise pronunciation problems. Create tongue-twister fun by writing on
the board a series of words featuring the problem sound (e.g. this, that,
these, those, mother, father, brother). Get the whole class to shout it out in
unison, then ask individual pupils to try.

Mime problem vocabulary. For example, mime sitting in an armchair (What
am I sitting on?), or sleeping (What am I doing?).The class shouts out the
answers.

With grammar problems, use the information you collect to help plan
future lessons.

If a class has serious difficulty completing the puzzle, give it to them
again at a later date. Their initial reaction may be 'We've done this!', but
explain that the aim this time is to do it 100% correctly.
Mini-puzzles
The final seven puzzles in this book are quick,
self-explanatory puzzles which pupils can do with little preparation and which
will take less time to complete. They can be used for quickly practising the
target language, as lesson-fillers or as additions to other puzzles. They are
reproduced twice on each page in order to reduce photocopying.

General
  activities

The following
games can be used for further practice of the language featured in the puzzles.
For suggestions on how to incorporate these activities into lessons, see the
Introduction. (These activities can, of course, also be used in other lessons
to practise language unrelated to the puzzles.)

I Chinese
whispers race
Preparation
Before the lesson, write down about 15 sentences which include words,
phrases or grammar from the puzzle. To practice apple, for example, the
sentence could be Do you like apples? To practice the present continuous, the
sentence could be The monkey is eating a banana.
Playing the game
I Organise the class into two teams.
Each team stands in a line.
2
Stand at the back
of the lines.Ask the pupils at the back of each line to come to you.
3
Whisper a
sentence to them. They return to the back of their respective teams and whisper
the sentence to the pupil in front of them. This pupil then whispers to the pupil
next to them and so on.
4
Meanwhile, the
teacher walks to the front of the lines.
5
As soon as the
sentence reaches the front of a line, the pupil at the front puts up his/her
hand. Wait until both teams have finished. Ask the pupil who put up their hand
first to say the sentence: if it is identical to the one the game started with,
that team gets a point. If the sentence is not the same, ask the pupil at the
front of the other team. If their sentence is correct, award them a point
instead.
Tips
If anybody whispers
loudly enough for more than one person to hear, give the other team a point.
Keep the score on the board, using team names such as Cats and Dogs.
If there is an odd number of pupils, add another stage: whisper the
sentence to pupil A then he/she whispers it to pupils B and C; they run to
their respective teams and continue the process.
00000000
Teacher A
c QB 00000000
After a few rounds, get pupils to change their positions in the lines.
2 Back to
the board
This version of a favourite ELT game can be used to practice vocabulary
with young learners.
Preparation
Make a list of vocabulary. This should include most of the words from the
puzzle, plus plenty of other words which the class has learned. Make sure it is
possible to mime all the words.
Playing the game
I Put a chair in front of the board.
Organise the class into two or three teams.
2
Get a member of
Team A to come and sit on the chair. He/she must not look round at the board.
Write three words on the board.
3
The other members
of Team A must mime the first word.\Nhen the pupil in front of the board
guesses it (or gives up), they move on to the next word, and so on. The turn
lasts for one minute.
4
Award Team A one
point for each word correctly guessed. Then it is Team B's turn, and so on.
Tips

Keep the score on
the board, using team names such as Apples and Bananas.

Make sure your
choice of vocabulary is fair - if one team feels their words are more
difficult, they may complain vigorously.

Continue playing until
everybody has had at least one turn at the board.
Variations
 Let everybody mime, instead of just
the team mates of the pupil at the board.
e In the adult version of the game,
teams define the words on the board, rather than miming them. This may work for
older, higher level groups of young learners.
3
Simon says
A popular game which can be used to practise parts of the
body and other vocabulary.
Playing the game
 Get the class to stand up. Introduce
the word touch. Practise a few commands such as Touch your
arm, Touch your ear.
2      Then explain they must do the command
only if it is preceded by the words Simon says.
3      Give further commands, some with and
some without Simon says. Anybody who accidentally follows a command not
preceded by Simon says is out. The last player remaining in the game is the
winner.
Variation
With higher level groups, use commands based on miming
target vocabulary: drive a car, eat a Pizza, be a monkey, read a book, etc.

7

4
  Disappearing elephant

This is an adaptation for young learners of the
ever-popular game 'Hangman'.
Preparation
Make a list of
vocabulary. This should include most of the words from the puzzle, plus plenty
of other words which the class has learned.
Playing the game
I Draw a picture of an elephant on
the board like this:

2      Choose a word from your list.VVrite a
line for each letter on the board. Ask pupil A to guess a letter. If the letter
is in the word, write it in the appropriate space. If the letter is not in the
word, write it elsewhere on the board, and rub out one part of the elephant
(begin with the trunk, then the eye, then the mouth, then the ear, then the
head, etc.)
3      Next it is pupil B's turn and so on.
Anybody can put up their hand at anytime and guess the word (but shouting out
is not allowed).

e s m t PO
4 If
nobody has guessed the word when all the parts of the elephant have
disappeared, reveal the word and start again with another word. If a pupil
guesses the word correctly, he/she has won that round.
Variation
Instead of a word, the game can be used to practise
sentences. These should be fixed phrases such as What time is it? On the board,
write the first word, and spaces for the remaining words.
whœt
The game then proceeds as described above, but with the class
suggesting words rather than letters.

5 DIY bingo
A student-centred version of bingo.
Playing the game
 Get the class to brainstorm
vocabulary from the topic featured in the puzzle (e.g. 'Things you can eat').
Write the words on the board.
2      Then draw this grid on the board for
pupils to copy.

3      Each pupil chooses nine of the words
to write into his/her grid.
4      Pupil A chooses a word from her/his
grid and calls it out. He/she can cross out the word, as can other pupils who
have the word in their grids. Then it is pupil B's turn to call out a word, and
so on.
5      The first pupil to cross out all
his/her words is the winner.
6
Walking dictation
An activity which can be used to practise any language.
Preparation
On a piece of paper write ten or so sentences featuring the target
language (e.g. sentences in che present continuous).
Playing the game
I Divide the class into two teams. If
necessary, move the tables to the walls. The teams stand at one end of the
classroom (not too close together). At the other end there is the sheet of
paper containing the sentences,

Paper

Tea M A
Team B

2 A member of each team walks as fast
a possible to the paper, memorises a sentence, returns to his/her team, and
dictates the
sentence. For safety reasons, they are not allowed to run!
3 Then another team member has a turn, and so on.
Monitor, and disallow any incorrect sentences (the team member must go back and
try again).
4 The first team to collect a full
set of sentences wins.
7 Jumbled sentences
This game can be used to practise word order.

Playing the game
I Divide the class into two or more teams.
2
Select some
sentences containing the target language (e.g. questions beginning with do and
does). Concealing what you are doing with a piece of paper, write the first
sentence on the board with the words in the wrong order: you ice-cream like do?
3
Reveal the words.
The first team to say the sentence in the correct order wins a point.
Continue with further sentences.

8
Anagrams
This is the same as game number 7 above, but instead of
guessing jumbled sentences, teams try to solve anagrams of individual words.
9 Memory test
Organise the class into groups of three or four.
2       Write examples of the target language
on the board. This could be about 1 5 words from a vocabulary group (e.g.
things to eat and drink) or about 8 short sentences (e.g. short questions
beginning with What).
3       Give the pupils about a minute to
memorise the language, then wipe the board clean.
4       Each team must write down as many of
the items as they can remember. The team that remembers the most items wins.

10
Spelling competition
I After a puzzle has been completed,
get the class to put their copies of the puzzle away.
2 Dictate about ten words from the puzzle. The pupil who spells the
highest number of words correctly is the winner.
The alphabet
Language aims
the alphabet letter formation
skills
Procedure
I Write some words or names familiar to
the class on the board. Point to a letter, say the letter, then get the class
to repeat it. Continue with further letters. (The sounds of the alphabet are a
good introduction to the sounds in English words.)
2
Write the whole alphabet on the board. Underline letters a to f.
Say the a very quietly, the b a little more loudly, and so on, ending with a
really loud f. Get the class to repeat. Continue with letters g to l, this time
starting loudly and getting quieter. Then go from m to r starting with a low
voice and getting higher. Finally go from s to z starting slowly and getting
quicker.
3
Hand out copies
of the puzzle. Pupils work individually to find the shapes of letters and
connect up the dots.

I Making letters from things
Collect together a large quantity of paper clips,
counters, jigsaw pieces or any other suitable objects. Set a time limit of 30
seconds. Pupils use the objects to form names or English words which are
familiar to them.\Nhoever makes the most words in the time wins. Repeat as
required.
2 Teams form letters
Clear a space in the classroom. Organise the class into two or
more teams (there must be at least 10 in each team). Say a letter. The members
of each team must organise themselves so that they are standing in the shape of
that letter. The first team to do this wins a point.
3 Pupils form letters
Everybody stands up. Say a letter. Everybody must
make their body into a shape which looks like that letter.

Alternative method letters wins.

The alphabet

English words

Language aims
basic vocabulary items writing in English

Vocabulary

• cat, banana, dog, computer, apple, pen, robot, house,
pencil, jeans, elephant, ball
Procedure
I Give out copies of the puzzle.
2 Pre-teach/check the vocabulary in the puzzle: hold up a
copy, point to one of the items, and ask, What's this? (It's a dog.) Do the
same with the other items, and repeat until everybody seems confident saying
the words. 3 Pupils do the puzzle.
4 Write the answers on the board, or get a succession of
pupils to do it. If practical, look at everybody's worksheet to check their
answers. Key
cat banana
dog computer apple pen robot horse pencil jeans elephant ball

activities
I More words
Divide the
class into two or more teams. Select a word from the coursebook you use.XNrite
it on the board using the same method of jumbling as the puzzle. The first team
to guess the word correctly wins a point. Continue with further words.
2 Make your own puzzle
Working in
pairs or individually, the class make their own worksheets using the same
format as the puzzle. The class could choose words from their coursebooks, or
from words you have written on the board. (Perhaps limit the number of words in
each puzzle to six or seven.) When they have finished, they exchange with other
pupils/pairs and complete each other's puzzles.
3 Bingo
Each pupil
chooses six of the items on the puzzle, and puts a circle around each of them.
Call out the items at random: if a pupil has circled the object you call,
he/she can cross it off. The first pupil to cross off all six chosen items is
the winner.

o oo douo!—
@
13

Names

Language
    aim

to be
Structures
I am, he/she is, they are, we are, Who are you?
Procedure
Draw seven
simple faces on the board, and write the following names under them: Tom, Nick,
Sam, Sue, Ann, Bill, Ben. Point to the faces and to people in the room, and
make statements such as He is Bill, They ore Nick and Ann, I orn Ben, We ore
Ann and Sue. Some of the statements should be true and some false. After each
statement, the class must shout out yes or no accordingly.
2 Give ouc copies of the puzzle for
pupils to complete. They first draw matching lines between the speech bubbles
and the characters they describe (using the t-shirts on the clothes line to
help them identify the characters). Then they complete the phrases below.
Key
They are Bill and Ben. He is Nick.
They are Sam and Sue.
He is Tom.
She is Ann.

For each pupil you will need a piece of paper and a piece of
scicky tape. Write the name of one member of class on each piece of paper.
Stick one of these name tags on the back of each pupil, making sure that
everybody has somebody else's name, Pupils then circulate, asking each other Am
and
getting the answer yes or no. Once a pupil gets a yes answer, he/she sits down,
This continues until everybody is seated.

Colours
Language aim
colours
Vocabulary
black, blue, brown, green, grey, orange, Pink, purple,
red, white, yellow

Procedure
I Each pupil
will need colouring pens/pencils. Introduce/check colours by pointing to things
in the room, and asking the class to shout out their colours.
2 Hand out copies of the puzzle.
Students colour the picture as directed When it is coloured it will reveal a
bowl of fruit. (You could also use this to practise fruit vocabulary.)
Alternative method
Organise the class into pairs, and hand out copies of the
puzzle. The first pair to correctly identify the hidden picture wins.

I Clothes bingo
(This activity is not suitable for classes wearing uniform.)
Each pupil chooses five colours, and writes them down. Call out the name of a
person in the class, for example, Maria. Students can cross off all the colours
in their list that Maria is wearing. Then call out the name of another pupil,
and so on. The first pupil to cross off all five of their colours is the
winner. Repeat as required.
2 Yes or No?
Use colours to revise previously-taught vocabulary: call out
sentences such as Bananas are yellow ( the class says Yes!), Elephants ore
blue. (No!) and Cors are orange. (Yes! - it's possible).

Colours O

Colour the picture.

What can you
see?

Who
Language aim
simple present tense sentences with adjectives

Vocabulary

adjectives: small, young, happy,
old, big, sad nouns: boy, girl simple present: he is/she is, Who...?
Procedure
I Introduce/check the vocabulary, e.g.
make a sad face, then ask, Am I happy or sad?
Point to a pupil, Is she a boy or a girl?. Repeat with
further people/objeccs to introduce/check boy/girl,
happy/sod, big/small, old/young.
2
Hand out copies of the puzzle. Read part I out loud, and elicit
an answer.
3
The class
then does the other three parts independently.
Key
2 Torn
4 Sam

Additional activity
Divide the class into two teams. Ask the following questions
about the characters in the worksheet. (the first team to answer each question
wins a point).
 He's big. He's old-Who is it? (ANSWER:
It's
2 He's 1 0. He's happy, (Bill) 3 He's
young. He's small. He's sad. (Nick)
4
He's big. He's ' O. (Sam)
5
She's big. (May)
6
She's 10. (Kim)
7       She's small and happy. (Ann)
8
He's small and old. (Torn)
9
 He's big and happy. (Ben)
10
He's young, small and happy. (Bill)

Who is it?

Ben      Sam   Ann     Tom Bill      May    Nick  Kim

DELTA PUBLISHING 1003

Numbers
Language aims
there isltbere are numbers
I - 10
animal vocabulary plural s
Vocabulary
crocodile, cat, spider, elephant, dog snake, giraffe,
monkey, birds, tiger
Procedure
Get the class to count from one to ten.
Repeat until everybody seems confident.
Z Write the numbers (in
letters) in random order on the board, and get the dass to repeat them,
3
Hand out copies of the puzzle for completion, If any of the
animal vocabulary is new, answer queries by pointing at the pictures.
4
As pupils get near the end, point out that question 10 is
different to the others (there is rather than there are).
Alternative method
This method also practises colours and pupils will need
colouring pens/pencils. Give the fol!owing instructions:
Colour the cats orange.
Colour the giraffes yellow. Colour the dogs brown
Colour the elephants grey.
Colour the crocodiles green. Colour
the snakes purple.
Colour the monkeys PinkColour the
birds blue,
COIOUr the
tiger red
Pupils then complete the puzzle.
Key
3
seven
4
four
7 two
9
ten
10 one

Additional activities
I One potato, two potato Teach che class the
following British schoolchildren's action rhyme:
One potato, two Potato, three potato, four.
Five POtoto, six potato, seven
potato, more, Q U, T, spells 'out', so out you must go.
This is accompanied by an action: groups Of up to six put out
their right fists, one on top of each other to make a tower. With each word in
bold in the rhyme, the person whose fist is at the bottom removes their fist
and places it on top of the tower.At the end of the rhyme, the person
whose fist is at the top of the pile is out. The remaining players repeat the
rhyme until only one person is left - the winner,
2 Animal actions
Pupils take it in turns to mime an animal. while the rest of
the class guess and shout out the name (e.g. It's a monkey.).

Numbers

Kites
Language aims
hove got position of adjectives
Vocabulary
adjectives: big, smolt, black, white, dirty, clean,
old, new
• nouns: girl, boy, dog, robot,
monkey, bird, snake, cot, monster hove got
Procedure
Introduce/ch eck the adj ectives, perhaps by pointing to
things in the classroom and asking is it big or small?, What colour is it? etc.
Elicit answers from the pupils.
2 Hand out the puzzles to the
class. Pupils complete by following the jumbled lines and copying the
descriptions into the correct sentence.
Alternative method
Divide the class into two teams, and
hand out copies of the puzzle. Ask Who's got the old grey kite? The first
person to put up their hand and give the correct answer wins a point for their
team. If members of both teams put up their hands at the same time, give each a
point, Keep the score on the board. Continue with the other kites.
Key
2
small black
3
old grey 4
5
dirty white
6
new grey
7
clean white
8
very big
9
big black

Additional activities
I What is it?
Use the vocabulary from the worksheet to describe an item in
the classroom (e.g. for a wastepaper basket: it's small, green, old and dirty.
Wbot is it?).The class must find and point to the item (it doesn't matter if
they don't know the word in English). Repeat as required.

2 Yes or no?
Make statements like the ones below. The class must shout out Yes or No
accordingly.
Elephants ore big.
Giraffes are small.
Elephants ore grey.
Crocodiles are black and white.
Cots are very big.
Tiger5 are black and orange.
Giraffes are green and red.
I am old.

2 The bog has got 3 The dog has got 4 The robot

5      The monkey

6      The bird

7 The snake 8 The cat

9 The monster

DELTA PUBLISHING 2003                                                                                23
A family

Language aims                                    Additional
activities
       family
vocabulary                                                              Our
family trees

e possessive s

Get the class to draw their own simple
  family

e hove got

trees, using the vocabulary from the
  puzzle. For

position of adjectives.

each
  relative, they must write the name, and the

                                                                 relationship
to themselves. For examp\e:
Vocabulary
e sister, brother, father, mother, grandfather, children, short, long,
black, white
Mork   my
grandfather
2 Who's in
the family?
Introduce the additional vocabulary items son and daughter.
Organise the class into groups of six to eight, preferably with boys and girls
mixed more or less evenly. Each group will become a
family,
Procedure                                                                             and
must secretly decide on a family role for each
I The concept of a family tree
may be unfamiliar member. For example, a group might decide to to the class.
Demonstrate by drawing part of become three grandparents, a mother and
two your own family tree on the board: This is me,children. (If
available, dressing up materials could this is my brother Mario, etc, Use the
family be used.) words featured in the puzzle. Group A goes for a walk round the
classroom in 2 Hand out copies of the puzzle for the
class to the characters of their chosen family
members.

complete by writing yes or no-

Key
9 no

Everybody else must try to guess which family role each
  person is playing (Are you a daughter/sister?) When a pupil's role has been
  correctly guessed, they sit down. When all the

roles have
been guessed, it is group B's turn, and
2
no so on.
3
no
5 no
8 no

           Nick                      Sue

    Ann                          Ben                     Sam

yes or no?

 Ann is Ben's sister.
2       Ann has got three brothers.
3       Ben's father has got long hair.
4       Nick and Sue hove got three
  children.
5       Sam's grandmother has got black
  hair.
6       Sue's mother is Ben's grandmother.
7       Ann's grandfather is Nick's
  brother.
8       Ben's grandfather is young.
9       Sam's sister has got short hair.
10  Tom and Pat have got one child.
Il Sue's father is Ann's grandmother.
12   Ann's brothers have got black hair.
13   Ann's mother's mother has got white
  hair.
14   Sam's brother's father has got long
  hair.
15   Ann's brother's mother's children
  are young.

                             ges

© DELTA PUBLISHING 2003

25

Can the monkey have the banana?

Language aims                                  Additional
activity

• canlcan't

What can you feel?

• food and animal
  vocabulary

You will need a selection of objects
  concealed in a bag. Pre-teach (by miming) the word feel.

Nominate a
pupil to close his or her eyes, Give
Vocabulary him/her an object,
The pupil must guess what it is, have, monkey, cat, horse, dog, Pizza, fish,
orange and say I can feel a (They can use mother juice, apple,
ice-cream, meat, cake tongue for the object if necessary.)
Procedure
I Put an unusual object (for example,
a red bag) somewhere in the classroom where some
pupils can see ic and some can't, Ask various members of the class Con you see
the red bog?
2 If the class is not familiar with the
concept of a maze, hold up a copy of the puzzle, and trace the monkey's route
towards the banana. Can he have it or not? (Yes, he can). Write can in the
space in sentence I a.t the bottom of the puzzle. (If you have
access to an OHP, chis could be done on the screen,)
3 Give out copies of the puzzle for pupils
to complete.
Key
2 can't 3 can
4
can
5
can't 6 can't

7
can't
8
can

Animal quiz

Language aims

animal vocabulary simple
present tense con hove got

Vocabulary

• giraffe, tiger, frog, dog, bird,
crocodile, monkey, duck, cow, horse, snake, lizard, goat, spider, mouse/mice, hippo,
sheep, elephant, chicken, cat

Procedure
Organise the class into two or more teams. Reading from the
puzzle, ask team A a question. If they are correct, they win a point.
Then ask team B a question, and so on. Translate any
words the class don't know, or draw sketches on the board.
2

Hand out copies of the puzzle for the class to complete. They can do this in
their groups.
3
All the animals are illustrated on the puzzle. If any animal
vocabulary is unfamiliar to the class, hold up a copy and point to the relevant
illustration.
Key
2 No
5 No                                15
No (they've got eight)
6 No 7 No
10 Yes                             20
No (not properly)

Additional activities
 Animal charades
Get a pupil to come to the front of the class.
Secretly point to one of the animal illustrations on the puzzle. The pupil must
then silently mime that animal, while the rest of the class try co guess which
one it is. Continue until everybody has had at least one turn at miming.
2 Animal circular bingo
Each pupil draws six different animals. Pupil A calls out one
of his/her animals, and he/she and anybody else who has that animal crosses it
off. Then student B calls out one of his/her animals and so on. The first
person to cross out all their anima's is the winner. Repeat as required.

29
Parts of the body

Language aim
• parts of the body
Vocabulary
e head, hair, face, nose, eye, ear,
arm, hand, foot, feet, leg, body

Procedure
Practise the vocabulary by pointing to your own
head, nose, foot, etc, and getting the class to call out the words. Repeat
until everybody seems confident. Write any unfamiliar words on the board, and
leave them there.
2
If the class are not used to anagrams. write one or two from the
puzzle on the board, and elicit answers.
3     Give
out copies of the puzzle. Pupils unscramble the body anagrams next to the
monster, and then use these words to label parts of the robot.
Key
face     head nose         ear body          arm
leg hand
foot

 face
3 hand

9
  nose
10  foot

4      body
5
  head

7 arm

12 ear
14 ear

8 mouth

16
  hand

Additional activities
 Simon says
Ask the class to stand up. They must follow your
instructions, but only when preceded by the phrase Simon says.... Anybody who
accidentally starts to follow an instruction not
preceded by Simon says... is out, and must sit down. Give instructions such as
(Simon says) move your leg and (Simon says) put your hand on your ear. To begin
with, demonstrate the instruction as you give it. Later on, just give verbal
instructions. The last person still standing is the winner.
2 Picture dictation
Describe a monster for che class to draw. For example, The
monster has got very big ears. He's got three short legs and
big feet Repeat the activity

with pupils taking it in turns to give the instructions.

Help the professor make his robot.

3 1

Can you see it?

Language aims

Vocabulary

•      practice
for a Starters format  spelling  vocabulary
•

television, pencil, armchair,
bed, helicopter, boat, lamp, guitar, watch, book, ruler, computer, ice. cream,
sofa
Procedure
L Hand out copies of the puzzle.
Check that everybody understands what they should be doing: they identify the
objects and unscramble the words to write the names. Tell the class to do the
ones they can, and to leave the others.
2 Go through the answers with
the class together, and write the answers on the board.
Key
 table

pencil

10 guitar

3 television

I I computer

4 armchair

12 watch
13
book

6 boat

14 ice-cream

2
7 helicopter
Alternative method
Organise the class into teams of up to 4, and hand out copies
of the puzzle. The team that gets the most answers within a given time (e.g. 10
minutes) wins.

Additional activities
I More objects

Divide the class into two or more teams. Draw the first of the objects below on
the board. What is it? Team A can have one guess. If they are wrong, Team B can
have a guess, and so on. The team which guesses correctly wins a point.
Continue with the remaining objects, and add more of your own if you wish.

Key
spider, nose, shoe, snake, trousers, elephant, burger, door
Alternative method
Organise the class into pairs/small groups. Give each a
photocopy of the pictures above, or project it using an OHP.The pairs/groups
must try to identify the objects, and write down the words. The pair/group with
the most correct (or plausible alternative) answers wins.

8 lamp

           are

Language aim

•
clothes vocabulary

Vocabulary

•
hat, jacket,
jeans, handbag, dress, glosses, trousers,
T-shirt, shirt, shoes, socks, skirt

I Hand out copies of the puzzle.
2
Hold up a copy, and point to each of the aliens in turn. What is
she (or he) wearing? Repeat until everybody seems confident with the vocabulary
and the pronunciation.
3
Write on the board the words with the more difficult spellings,
plus any words which the class didn't know, and leave them there.
4
Pupils complete the puzzle.
wearing?
Additional activities
I Describe a person
Describe a pupil's clothes without mentioning COIOUrS, e.g.
She's weanng jeans, o big pullover and an old jacket The class must guess who
you are describing. Repeat as required. (This activity will not work if the
class is in uniform.)
2 Dressing up
If a dressing-up box is available, bring it to the
lesson. Arrange the clothes so that they are visible. The students take it in
turn to ask for a garment by describing it, e.g. The green hat The class can
then wear their chosen garments for the rest of the lesson.

Key

Across:

Down:

2 jacket

hat

3 handbag

2

jeans

5 glasses

4

dress

6 trousers

6

T-shirt

8 shoes

7

shirt

I O skirt

9

socks

                       are           wearing?

            do         teachers want?
Language aim                                      Additional
activity

• classroom instructions

Taking it in turns, pupiis mime an instruction from che puzzle, and the
  rest of the class calls it out.

Procedure

I Give out copies of the puzzle, but
tell the class not to write anything yet.
2
Mime one of the
instructions from the puzzle. The class has to find the instruction in the
list, and call it out. Repeat with the rest of the instructions.
3
Pupils now
complete the puzzle by writing the sentences in the appropriate speech bubbles.
Key 2 Open the window, 3 Clean the board. 4
Sit down, please, 5
Be quiet, please.
6    Close your books.
7    Listen to this.
8    Colour this.
9    Draw this.
10
Say that again

What do the
teachers want?
Sit down,
please.
Listen to
this.
Say that
again.
Colour this.
Clean the
board.

37
O                                   2003
and now

 colours  classroom vocabulary  there is/there ore  present
continuous

Vocabulary

block, blue, brown, white, shoes, glasses, T-shirt, socks,
girl, boy, board, classroom, desk, ptcture, wall, bag, floor, clock,
book, pen, chair, window, door

Procedure
l. Give out copies of the puzzle. Show how to do it by
answering the first three or four questions out loud for yourself, e.g. I am
wearing black shoes. No, my shoes are brown. I write 'No' here.
2. Each pupil then completes the puzzle, answering for himself/herself.

Additional activities

I All about a pupil
Pick a pupil who isn't shy. Divide the rest of the class into
teams of 2 co 4. In turn, each team makes a statement about the pupil, e.g.
She's got black hair. They can use the puzzle for inspiration. When a team
can't think of a new sentence they are •out'. The last team left in the game
wins.
2 Make your own sentences
Pupils write another five 'Here and now' sentences about
themselves. They then read these sentences to a partner who has to answer them
with yes or no for himself/herseff.
3 Yes or no
Each pupil must write yes and no on a page of their notebooks
like this:

ses
no

Everybody shuts their eyes. Make a yes/no a statement about
the room, e.g. the clock is grey, Antonio is wearing a blue T-shirt). Pupils,
keeping their eyes closed, must point to yes or no on their sheets accordingly.
Then they can open their eyes. Everybody who was right can award themselves a
point.At the end of the game, the person with the most points is the winner.

Here and
now

What's this?
Language aims
•
practice for a Starters format
•
vocabulary revision and extension
•
this
is .

Procedure
I Hand out copies of the puzzle for the class co complete.
Check that everybody knows what they are supposed to be doing, i.e. ticking the
correct phrases and putting a cross against the incorrect ones. Tell the class
to do the ones they can, and to leave the others. 2 Check the answers.
3 Go through the puzzle, getting the
class to practise saying This is o bird, etc. For the statements which are
ñlse,get the class to say, for example, This is not a potato. This
is/lt's a banana.
Alternative method:
Divide the class into teams Of up to 4, and hand out copies
of the puzzle. The team which gets the most correct answers wins.
Key

2 X (banana)

I I X (cow)

3 X (cat)

12 X (pencil)

4 X (tree)

13 X (sock)

5

6
7 X (hat)

14 V

8 X (house)

17 X (guitar)

9

18 X (pear)

Additional activities
1 Shadows
If an OHP or slide projector is available. bring it co the
lesson. Set it up so that the beam of light is pointing at a whiteboard or
wall. Tell the class it is important not co look directly into che source of
the light.
Before the lesson, copy or photocopy and cut up the following
cards. (Alternatively, just point to the required word on this grid.)

bird

house

spider

ball

legs

snake

hat

chair

giraffe

plane

tree

elephant

book

egg

crocodile

car

Divide the class into two or more teams. A member of team A
comes to the front of the class. Give him/her a card, and whisper a translation
if necessary. The pupil then uses the light projector and his/her hands to make
a shadow of the object: the rest of the team tries to guess what the shadow is
supposed to represent. If they succeed, they win a point. If, after a
reasonable amount of time, they have not guessed, the other team(s) have a
chance to guess and win a point. Then it is team B's turn, and so on.
Alternative
method:
If feasible, close blinds/curtains, and proceed as
described above using a torch pointing at the whiteboard or the wall.
2 Outlines
On the back of the copy of the puzzle, each pupil draws a
large outline of an object and writes the word for it in English on the other
side of the paper. Pupils then take it in turns to hold up their outline while
the rest of the class try to guess what it represents.

                              What's this?  9

4 This is a doll.

5 This is a fish.

6 This is a monkey.

               2 This is a potato.3 This is a mouse.

7 This is c bag.

8 This is a box.

a 9 This is
  o spider.

10 This is an egg.
13 This is a shoe. a 14
This           15 This is a kite.

16 This is a
bus. a 17 This is a piano. a 18 This is an apple.

4 1
Mirror writing

Language
aim

introduction/practice of common expressions
Vocabulary
       Goodbye!
         Happy birthday!                 Hello! Here

you ore.         How do you spell

I don't know.

     Pardon? So do l. What are you
  doing?

Sorry-
  Thanks.

Procedure
I Write some words on the board in
mirror writing. Here are some examples to copy.  o]J9JN
Ask the class to cetl you what the words are (coc hello,
yes).
2 Give out copies of the puzzle. Pupils
should first link the speech bubbles with the speakers, as this wilt help in
understanding the mirror writing. They then re-write the expressions. Nobody is
allowed to read the speech bubbles using a mirror until the puzzle has been

Additional
activities
I Mirrors
Bring a mirror (or several mirrors) to che lesson. Write
three or four sentences on the board. The class must write them in mirror
writing.VVhen they have finished, they can use the mirror to check their
results.
2 Read the words
Divide the class into two teams. If you feel able to produce
your own mirror writing, use it to write a word or phrase which
the class has learnt recently on the board. The first team to read it correctly
gets a point. Continue with further words/phrases.
3 Mirror messages
Each pupil writes a message for his/her neighbour in mirror
writing. They then decipher the messages that have been written for them.

completed.

Mirror
writing

Crossword

revision activity
Structures
ondjor, some,
there is, a/an/the, do/does, have got
Procedure
Tell the class that they are going to do a revision puzzle,
and give out copies.
2 Pupils work individually to
complete the sentences and then the crossword puzzle.

Additional
activity

Ask the class to make their own crosswords with clues, using the puzzle as a
model. The puzzles should be on separate pieces of paper. Set a minimum of five
words per puzzle, When the puzzles are finished, collect them in and redistribute
them so that everybody has somebody else's puzzle. Pupils then complete the
puzzles they have been given.

Key

Across: 2 an

Down:

3 doesn't
6 hasn't
10 some

2 and
S there

B do

O                                  2003
Find the word

Language aims

• vocabulary revision/extension e
practice for a Starters format

Vocabulary

 chair, clock, car, tree, radio, house, flower, train, camera, behind,
under, lorry, cupboard, cross, tick, mirror, motorbike, bookcase, phone,
monster
Procedure
Hand out copies of the puzzle. Check that everybody
understands what they are supposed to be doing: identifying the objects.
finding the letters and writing the words. Tell the class to
do the ones they can, and to leave any they can't do.
2 Get the class to say the answers out
loud and write them on the board.
Alternative method
Divide the class into teams of up to 4, and hand out copies
of the puzzle. The team which correctly salves the most clues is the winner
(you could give a time limit for this).

 chair

   under

2 clock

12 lorry

3 car

13 cupboard

4 tree

14 cross

5 radio

15 tick

6 house

16 mirror

7 flower

17
  motorbike

18    bookcase
19    phone
20    monster

Additional activities
 Anagrams
Organise the class into two or more teams. Choose a word from
your coursebook, and write an anagram of it on the board. The first team to
solve it wins a point. Continue with further anagrams. The team which gets the
most points wins.
2 How many
words can you make?
Organise che class into pairs/small groups. Write the
following letters jumbled-up on the board: a cd e h n o p r s t. The
pairs/groups have two minutes to make as many words as they can from these
letters (they can use letters more than once if they wish). The pair/team which
makes the most wards wins.

Find
the word

e

What are they

Language aim

present continuous verbs
Vocabulary
eating, drawing reading, sleeping,
talking, opening, painting, writing, jumping, sittjng, Pointjng, singing, cleaning,
phoning, asking, listening, watching, closing, having,
Hand out copies of the
puzzle. Hold up a copy, and point to each monkey in turn. What is he (or she)
doing? For each picture, elicit the word from the key below. Write in random
order on the board any words which seem to be new to some or all of the class,
and check pronunciation. Leave them on the board.
2     Pupils
then complete the puzzle. Go round helping if necessary, and point out any
spelling errors.
3
Finally, students write the mystery sentence in the space
provided. (We are learning English.)

Key

I i sitting

2 eating

12 pointing

3 drawing

13 singing

4 reading

14 cleaning

5 sleeping

15 phoning

6 talking

16 asking

7 opening

17 listening

8 painting

18 watching

9 writing

19 closing

10 jumping

20 having

doing?

Additional
activities
I Miming game
Organise the class into two or more teams. Mime a verb from
your coursebook.Ask, What am } doing? The first team to guess what you are
doing wins a point, Continue with further verbs. Once the game is established,
get pupils to do the miming (whisper or write on a piece of paper the verbs you
want them to mime).
2 Silly pictures
Copy or photocopy this grid, and cut up the cards
(alternatively, just point to the required sentence). in turns, pupils come to
the board, receive a card, and draw a picture ta illustrate the sentence. The
rest of the class try to guess what the sentence is.

He is eating a book.

She is sitting on o giraffe.

The dog is having a bath.

The elephant is swimming.

She is walking in the sea.

The cat is eating a banana

The bird is watching tetevision.

He is sleeping in a tree.

The crocodiles are playing football.

The fish is flying.

The elephants are jumping.

The teacher is sleeping in the classroom.

20

What are they doing?

o Things in the

Language
    aim

• household objects
Vocabulary
• armchair, bed, bookcase, box,
chair, clock, cupboard, door, lamp, mag mirror, radio, sofa, table,

I Tell the class you have a list of 15
things you can find in a house. Working in pairs, pupils write down things they
think may be on your list. Write your list (the words listed above) on the
board, explaining any unfamiliar words and checking pronunciation. Pairs get
one point for each icem which matches your list and theirs. The pair with the
most points wins.
2 Give out copies of the puzzle.
Check that everybody understands what they should be doing: they circle or draw
a line through the words they find in the wordsearch.

house
Additional
activities
I Make your own puzzle
Ideally, everybody needs a piece of squared paper. Get pupils
to reorganise the vocabulary from the puzzle into a new wordsearch. These new
puzzles can then be swapped and solved by another pupil. (Alternatively, tell
the class to use a different vocabulary group such as food and drink, or
colours.)
2 What is it?
Organise the class into two or more teams.
Choose one of the illustrations from the puzzle. Copy one
line onto the board, then another, then another, slowly building up the
picture. The first team to correctly identify the picture wins a point. Proceed
with further pictures. (If you lack artistic skills, it will be an advantage,
as it will make the game more challenging!)

                 Things
in       house

O                                                                                5
1

OJoin the dots

Language
    aim

• food and drink vocabulary
Vocabulary
apple, banana, beans, bread, burger, cake, carrot,
chicken, coconut, drink, egg, fish, French fries, icecream, lemon, mongo, milk,
onion, orange, pear, Pineapple, potato, rice, sausage, tomato, watermelon
Additional activity
Nice or nasty?
Introduce the words nice and nasty. Give combinations such
as: sausage and bread, carrot and ice-cream, fish and watermelon, coconut and Pineapple.
The class has to shout out if they think the combination would be nice or
nasty. If there is a disagreement, take a vote. Then get pairs to chink up and
write down five really nasty combinations.

a random order. Next to each, draw a very simple
illustration (perhaps copy from the puzzle). Practise the pronunciation of the
words.
2
Mime to the class eating/drinking one of the items. The class
shouts out the word. Repeat until all the words are being shouted out
confidently.
3
Give out the puzzle. Pupils complete it individually, by reading
the instructions and joining up the pictures (preferably in pencil). They then
complete the sentence at the bottom.
Key
It's a burger and a drink.
                           Join       dots
pineapple                             pear carrot

orange juice orange

orange potato

lemon coconut

potato watermel on

coconut  tomato

banana  beans

milk  cake

ch ic ken

cake mango

chicken—-———— burger

mango  onion

ice-cream-—-—.- bread

onion—————- French fries

bread  apple

French fries

peas

rice

rice sausage sausage  drink watermelon orange juice milk     lemon
apple pe tom
tomato—————
pear

What are they
Language aim
e grammar revision

Procedure
I Give out copies of the puzzle.
The task is to find and circle sentences, and then put them into the correct
speech bubbles (with spaces
between the words). Ask the class to complete the puzzle in
pencil, so mistakes can be corrected.
2 Go through the answers with the class.
Key
2
Whose is this?
3
Is it a television?
4
What are these?
5
What are you
doing?
6
This is my ice-cream.
7
I don't like milk. 8 I like apples.
9
It's a big plane.
10  1've got a kite.

saying?

Additional activities
Act the sentence
Organise the class into groups of 3 or 4.
Each group has to act out all the illustrations in the puzzle. Make it clear
that pupils must take it in turns to do the speaking. (Younger classes may lack
the cooperation skills required for this activity.)
2 More phrases
On the board, write some more phrases from your
coursebook. Pupils must illustrate the phrases with drawings and speech bubbles,
as in the puzzle. (Choose sentences which can be
illustrated with the most basic of artistic skills.) Display the work on
the classroom walls.

Listen to the

Language aim

pronunciation practice
Vocabulary
wear, no,
say, face, two, red, throws, ear, hair, or, they, right you, me, my, here,
clean, door, these, write, nose, know, eye, bookcose, green, head, trees, sea
Procedure
I Everybody will need a ruler and a pencil.
2
Check that everybody understands the concept of rhyming words -
practise rhyming phrases such as fot cot, there's a mouse in the house, red
bread, sheep go to sleep, look at my book.
3
Give out copies of the puzzle, but teli the class not to do
anything yet.
4
Go round the puzzle getting the class to practise saying the
words. Clarify any meanings.
5
Using a ruler, pupils connect the words which rhyme with each
other. Doing this wili produce a geometric pattern which early finishers may
like to colour in.
ear
throws
red
word

Rhyming words
Organise the class into teams of 2 to 4. Choose a word from
the list below, and say it. Each team then has a minute to think of as many
words which rhyme with it as possible-Ac the end of the minute, the team which
has written the most words wins a point. Continue with further words from the
list, bed, tree, radio, chair, those, cot, peas, draw
Key
me
           you                    mg
         wear                    trees
sea

                    Listen to       word
me
                                            you                   mg
here clean
• door
these
earwrite
throwsnose
           red
                                                                                e
know
eye
face  •
bookcase sag • • green
no      head
wear         trees
sea

(9                                                                                57
What's the word?

Language
  aim

Additional
activity
     vocabulary revision                                                       Word
clues

Vocabulary

Organise the class into two or more teams. Choose a word
(e.g. elephant) and on the board write a line for each letter ( _
See key below and
puzzle Then give clues one at a time (IL's an onimal, It's very big, It's
gæy).The first team to guess correctly wins a point. Repeat as required.
Procedure
I Write the answers (see key below) jumbled up on the board.
(If you want to make it rnore challenging, add some extra words.)
2
Give out copies for the class to complete. Check that everybody
knows what they should be doing: finding words from the written clues.
3
Answer vocabulary queries as they arise.
Alternative method
Organise the class into two or more teams. As an example,
read out the clues for number i and give the answer. Repeat with 2. Then read
out the clues for number 3. The first team to guess the 'mystery' word wins a
point. Continue through the rest of the puzzle. Afterwards, hand out copies of
the puzzle for completion by the class.

Key

2 football

12 ball

3 book

13 piano

4 television

14
  dining room

5 monkey

15 crocodile

6 jeans

16 flower

7 birthday

17 socks

8 watermelon

18 cow

9 bedroom

1 9 bathroom

10 numbers

20 names

I i snake

21 question

                     What's
      word?
 teacher I lesson / board                                           schoo l
2 sport /
play kick
3 read / bookcase
4   watch / picture
5   banana I ooh ooh ooh!
6   wear I trousers I blue
7   favourite day / How old are gou
today?
8   fruit / green I verg big    9 room I sleep
10 seven
/ four I nine I one

Il long no legs I ssssssssss!

12 plag /
game / bounce 13 plag /
music hands / black / white

14 room / eat I table

15
animal I green I
water I teeth 16 garden 1 beautiful / colours 17 wear / teet I shoes and .
18 animal
I black or brown / milk
19
room / have a bath

I Kim I Pat / Sue / Sam

26 Monkey classroom

Language
    aim

• vocabulary revision/extension

Vocabulary

• bed,
bath, bread, book, ball, bag, bike/bicycle, burger, box, boy, baby, beach, boat, board, bird, bookcase
Procedure
I Hand out copies of the puzzle, but
teli the class not to do anything yet.
2
Ask the class co put up their hands and point to something in the
picture which begins with
b. Continue until about 8 items have been named.
3
Pupils write these words into the spaces at the bottom of the
puzzle, and then look for more words.
Alternative method
Organise the class into groups of 2 to 4. Each group boks for
words beginning with b, and writes them in the spaces below the picture. The
group which finds the most (in a given time) or the first group to find 16
wins.
baby, bag,
ball, bath, beach, bed, bike/bicycle, bird, board, boat, book, bookcase, box, boy, bread, burger (total
16)

Additional activity

Vocabulary tennis
Organise the class into two teams. Choose a letter from the
list below, and say it. The first member of Team A must think of another word
which begins with that letter. Then it is the turn of the first member of Team
B, then the second member of team A and so on. When somebody can't think of
another word, the opposite team gets a point. Continue the game with further
letters.
Suitable letters: a, c, d, f, g h, m, p, s, t

Monkey classroom

Find words which begin with b

        PUBLISHING 2003
On the phone

Language
aimAdditional activity

 grammar rews•on

Pick
  a pupil and say one of che phrases from the

 practice of common
  questions and

left-hand column of the puzzle. The pupil
  must

expressions

answer with a different phrase to the one in the

puzzle.
Continue with other phrases and pupils.
Procedure
Hand out copies of the puzzle, but tell the class not
to do anything yet.
2
Make the noise of a telephone ringing. Point to a pupil - she or
he must pick up an imaginary phone to answer your call.
3
Say the first phrase from the left column (What's your nome?).
The chosen pupil has to answer (My name's Bill).
4
Choose another pupil and continue with the next phrase (Have you
got o  time the pupil will have to find the
answer on the worksheet (Yes, hove or $ don't know are both acceptable).
5
Continue through the phrases with other
6
The class completes the puzzle in pencil. Although don't know can
initially be matched with several of the left-hand phrases, to complete che
puzzle correctly, it can only go with How do you spell comPuter?
Key
Have you got o pen? Yes I hoveI like
cots. So do l.
Happy
birthday!             It's not my birthday.
Can you ride a bike?             No,
I can't.
Are you a boy?  No, I'm not.
How do you spell computer?  f don't know.
What co[our
ore your socks? They're blue How many children are there in your class? Ten.
Whot
are you doing?  I'm talking to you.
On the phone

; What am l?

Language aim

vocabulary revision/extension
practice for a Starters format
Vocabulary
house, sun, bed, milk, bike, bread, Picture, chair,
hat,
hair, book, sea, pea, tennis, water
I Give out copies of the puzzle.
2

Read the first twa or three questions out loud. Elicit the answers. Point out
that all the answers are illustrated at the bottom of the worksheet.
3
Get the class to continue independently.
Answer any vocabulary queries as they arise. (To make the
puzzle easier, write the answers on the board in a random order.)

Additional
activities
I Challenge the teacher

Working individually or in pairs, the class has five minutes to come
up with more 'What am l?' clues, Get the class to challenge you with their
riddles (they must also give you the number of letters in the word). For each
that you can guess, you gain a point; for each that you can't guess, the class
gains a point.
2 Team challenge
Organise the class into teams of three to four. Each team
devises at least three more riddles as in the puzzle. Team A then asks team B
to solve one of their riddles (they must also give the number of letters in the
word). If Team B can't answer, Team C has a chance and so on. The first team to
guess the riddle gets a point. If nobody can guess the riddle, it must have
been too difficult, and Team A loses one point. Then it is Team B's turn to
ask, and so on.

2 house                           9
chair
10 hat
12 sea

6 bike

7 bread

14 tennis

8 picture

15 water

What am l ?

2

You can live in me. I've got rooms.

3

You can't see me at night.

4

You can sleep on me.

I'm a

5

You can drink me. I'm white.

I'm

6

You con ride me.

7

You can eat me. I'm white or brown.

I'm

8

You can draw or paint me.

I'm a

9 You can sit on me.

I'm a

10 You can wear me on gour head.

I'm a

    You have got me on gour head.

I'm

 You can read me.                                                               I'm
a book
12 Fish live in me.

13 You can eat me. I'm green and verg
small.
14 You can play me with a small yellow
ball.   I'm
15 You drink me. I
haven't got a colour.                  I'm

 Listening puzzle

Language aims

•
prepositions of place
•
colours
•
listening practice
•
practice for a Starters format

Vocabulary

• between, behind, in front of, next
to, on, under, lorry, clock, giraffe, cat, robot, jeans, doll, car, monster,
snake, bird, spider, apple, red, orange, yellow, brown, Pink, red, grey, green,
purple, blue

Procedure
1 Each pupil needs colouring pens/pencils. 2 Give out
copies of the puzzle.
3
Check the vocabulary by holding up a copy (or projecting it
using an OHP), pointing to something in the picture and asking, What is it? or,
HOW many snakes are there? Repeat this until everybody seems confident with the
vocabulary.
4
Ask questions using the prepositions of place: What's on the
radio? What's between a pair of jeans
and a cot?
5
Read the following instructions.
Find a lorry next to a clock. Colour the
lorry blue.
Find a
giraffe in front of a cat Colour the giraffe yellow.
Find a pair ofjeans between
a cot and a robot. Colour the jeans blue.
Find o car under a doll.
Colour the cor purple.
Find a
snake behind a monsterColour the snake green.
Find a
robot in front of a snake. Colour the robot grey.
Find a bird in front of a
monster and a snake. Colour the bird Pink.
Find a monster under a spider. Colour
the monster red.
Find a doll on a car.
Colour the doll Pink.
Find o cat behind a giraffe.
Colour the cat brown.
Find a
snake behind a bird. Colour
the snake yellow. Find a snake behind o robot Colour the snake orange.
Find an apple between
o doll and a robot Colour the apple red.
What word con you see?
Key
Hello

Additional
activities
I
Simon says
Use the prepositions of place from che puzzle for a round or
two of this game. (For the rules, see General Activities section.) Give
instructions such as (Simon says) put your pen under your book and (Simon says)
stand next to your chair.
2 Picture
dictation
Give the following instructions;
Draw o small house.
Draw a tree.
Between the house and
the tree, drow a man.
Behind the house, drow another tree.
In front of the house, drow a bicycle Next to the house, draw a chair. On the
chair, drow a girl.
Under the chair, draw a spider.

Language aim                                  Additional activity
vocabulary practice                                                  Divide
the class into two teams. Team A suggests a word which you write horizontally
on the board. Then team B says a word which starts vertically down from
the last letter of team A's word-The object is to suggest words which are as
Hand out copies of the
puzzle. long as possible.\Nhen each team has given five the board, write one
way of completing words, count up the letters. The team which has total'ed the
most letters wins a point. Repeat as required.
a
3 Pupils complete their puzzles
using different words to your example.
Stairs

PUBLISHING 2003

Mini-puzzles
teacher's notes
a or an
Language aim
 articles: olon
Procedure
I Give out copies of the puzzle, but
tell the class not to write anything yet.
2 Go through the puzzle with the class saying each item: a
cat, on apple, an elephant, etc. Pupils then complete the puzzle.
Key an elephant, ear, arm, eye, egg a banana,
hand, hat, shoe, leg
Whose is it?
Language aim
• possessive 's
Procedure
I Hand out copies of
the puzzle, but tell the class not to write anything yet.
2
Check the names of the animals in the illustration at the top of
the puzzle- Go through the puzzle eliciting the owner of each
3
The class then completes the puzzle in writing.
4
Go through the answers. Ask the class if anyone has noticed the
difference between the pronunciation of horse's/mouse's and the other 's words
in the puzzle.
Key
     2 horse's     3 elephant's     4 mouse's
       5
crocodile's 6 tiger's         7 cat's 8 bird's
70
this, that, these, those
Language aim
this/that/these/those
Procedure
 Practise the target
vocabulary using classroom examples (What's this? What are those?).
2  Hand out copies of
the puzzle. Pupils complete it by putting this, that, these
or those into the gaps in the speech bubbles, and then writing those same words
into the relevant boxes in the word puzzle.
3  The vertical shaded
coiumn will then read he i o_te_. Ask the class if anyone can guess the word
(helicopter). Finally, practise the sentences for pronunciation.
Key

I that

1 these

3 this

4 those

5 that

6
  these

Language aim
 interrogatives: which, what, who,
whose, where
Procedure
 Practise the target
language using classroom examples (Where's my book, Which is your
pen?).
2
Hand out copies of the puzzle. Pupils complete it by filling the
gaps in the speech bubbles with a wh word. They then write these in the
crossword grid.
3
Go through the answers, and practise the
sentences for pronunciation.
Key
Across: 3 whose 5 which 6 what Down: I who 2 where 3
which 4 what

thanks v this
Language aim
 pronunciation of th
Procedure
Hand out copies of the
puzzle, but tell the class not to write anything yet.
2  Practise the words at
the bottom of che puzzle (including thanks and this). Make sure everyone
understands that there are two distinct th sounds. Continue until everybody is
confident with both pronunciations of th.
3  Say one of the words
again, The class shouts out thanks or this depending on which column the
word should go into. Continue with the other words, then the class completes
the puzzle.
4
Go through the answers.Ask the class if anyone can think of any
more words with th. Which column should these new words go into?
Key
thanks: mouth, birthday, three,
throw, bath this: the, there, they, mother, clothes, with
1.2
O Where's the
bird?
Language aim
 prepositions af place: in. on,
under, next to, between, behind, in front of
Procedure
I Practise the
prepositions using examples in the classroom.
2
Hand out copies of the puzzle. The object is to solve
the anagrams, and then find the words in the wordsearch.
3
Go through the answers. Ask the class to write one sentence
about the classroom with each of the prepositions.
Key

The word is ...
Language aim adverbs
Procedure
I This puzzle is intended for classes
which are already familiar with most of the vocabulary.
2     Hand
out copies of the puzzle. The object is to put the words at the top of the page
into the gaps in the speech bubbles, and then write these words in the
crossword.
3
Go through the answers, and practice the sentences for
pronunciation.
Key Across: 2 now        4
there        5 again
Down:        today     3
here      6 not

71

7
EOOt
 9SOLlM
'asatll 0をお一
4 1  7

76

Grammar index              Topic index

adjectives 5, 7

alphabet

adverbs 37

adjectives 5, 7, i O, 25

articles (o/an/the)
  18, 3 1

adverbs 37

be 3

animals 6, 7, 10, 16, 29, 32

can/can't 9, 1 0, 27, 28

body parts I l, 31

do/does 1 0, 1 8

classroom vocabulary 14, 15

have got 7, 10, 1 8, 23,

       1 3, 1 5

imperatives 1 4

       4, 7, 1 5, 29

or 1 8

family members 8

plural s

food and drink 9, 22

possessive s 8, 31

furniture 1 9, 21

prepositions of place 29, 36

      vocabulary 2,    1 6, 1 9, 24,

26, 27

(Numbers refer to the puzzle, not the page)
present continuous 13, 15, 20 household obiects 21 question forms
'O, 18, 23, 27, 34 names 3, 5, 8, 9 simple present 3, 5, 10, 1 8 numbers 6
some 1 8                                                                           prepositions
19, 29, 36
there is[there are 6, 1 5, 1 8                                                     questions
and expressions 17, 27

these 23, 33    this 16, 23, 33
whose 23
transport 19 verbs 10, 15, 20, 25
79

file_name: ИГРЫ НА УРОКАХ АНГЛИЙСКОГО.pdf

alt: Mini-puzzles 70

alt: The General Activities following this

alt: Alternative method letters wins

alt: The alphabet

alt: Names Language aim to be

alt: Key They are Bill and Ben. He is

alt: Colours Language aim colours

alt: Colours O

alt: Who is it?

alt: DELTA PUBLISHING 1003 Numbers

alt: The bog has got 3 The dog has got 4

alt: The bird 7 The snake 8 The cat 9

alt: Ann is Ben's sister. 2

alt: Vocabulary him/her an object,

alt: Help the professor make his robot

alt: Can you see it? Language aims

alt: Language aim • clothes vocabulary

alt: I O skirt 9 socks are wearing?

alt: Language aim

alt: Then they can open their eyes.

alt: Here and

alt: now

alt: What's this? 9 4 This is a doll

alt: This is an egg. 13 This is a shoe

intro:
ДЛЯ 3-6 классов
Данное пособие разработано с целью повысить мотивацию и вызвать интерес к образовательному процессу.
Все мы знаем насколько важны головоломки для развития мыслящего ребенка, а когда эти головоломки вписываются в систему урока и подходят по темам, то процесс обучения проходит легко.

доп. образование детей

group: Другое

title: игры на уроках английского


extracted_text:
Сценарий урока «Обучение сжатому изложению» (8й класс).
Тема урока: «Сжатое изложение».
Цели: учащиеся должны
знать признаки текста и его функциональносмысловые типы; приемы
сжатия текста; композицию текста; основные нормы русского
литературного языка (орфографические и пунктуационные);
уметь определять тему и основную мысль текста, функционально
смысловой тип и стиль речи; пользоваться различными приемами сжатия
текста; анализировать структуру и языковые особенности текста; сжато
излагать текст.
I. Организационный момент. Постановка целей.
Ход урока.
Сегодня на уроке мы будем учиться писать сжатое изложение,
познакомимся с приемами сжатия текста, вспомним типы и стили речи,
композицию текста.
II. Первое чтение текста. (Распечатанный текст находится на каждой
парте).
III. Работа с текстом. (Используем таблицу для обучения школьников
сжатому изложению. Таблица лежит перед каждым учеником.
1) Первое впечатление от текста.
 Какое впечатление произвел на вас текст?
 К какому стилю речи относится этот текст?
 К какому типу речи относится текст?
 Какие слова показались вам непонятными?
Словарная работа. Выясняем значение слов поприще, самореализация.
2) Определение темы текста.
 О чем говорится в тексте? Какова его тема? Как определить тему?
Обратитесь к таблице. Это текст о выборе жизненного пути, поиске смысла жизни,
который делает человека Человеком.
 Запишите ответ в таблицу.
(Здесь же работаем над орфографией и пунктуацией).
3) Определение идеи текста.
 Как вы думаете, для чего автор написал этот текст? Какую мысль
хотел донести до нас?
 Что помогает нам сформулировать идею текста? Обратитесь к
таблице. Сформулируйте идею текста и запишите свой ответ.
(Попутно работаем над орфографией и пунктуацией).
Поиск смысла жизни делает человека Человеком с большой
буквы, личность.
 В каком предложении сформулирована авторская позиция?
4) Определение структуры текста.
 Что называется композицией текста?
 Назовите композиционные части текста.
 Запишите основное содержание каждой композиционной части в
форме тезиса. Обратитесь к таблице.
Вступление. Поиск жизненного пути – важнейшее из решений,
принимаемых человеком.
Основная часть. Человек живет ради самореализации, его
должно оценить общество. Поиски смысла жизни – это
самостоятельный путь проб и ошибок каждого человека.
Заключение. Сам поиск смысла жизни делает человека
Человеком с большой буквы, выделяя его среди живых существ.
 Проверка записей, работа над орфографией и пунктуацией.
IV. Подведение промежуточных итогов урока.
 Что же необходимо сделать после первого прослушивания текста?
(Сформулировать для себя тему текста, его идею, определить
структуру текста, кратко записать содержание композиционных
частей текста.) V. Второе  чтение текста.
5) Абзацное членение текста: определение микротем текста как
частей общей темы.
Абзац – показатель микротемы. Сейчас тексты лежат перед вами,
потому что мы учимся сжимать текст. Когда текста не будет, то вы
должны будете на слух определить количество абзацев, а помогут вам
в этом большие интонационные паузы. А сейчас мы должны
определить микротему каждого абзаца и кратко ее записать.
Прочитайте первый абзац.
 Определите микротему первого абзаца.
 Одинакова ли роль каждого предложения в микротеме?
  Какое предложение является основным?
 Прочитайте первое предложение. Какие приемы сжатия текста мы
можем применить? Обратитесь к таблице «Приемы сжатия текста».
(Таблица лежит перед каждым учеником). Что получилось?
Запишите.
1й абзац – 1 микротема:
Среди множества решений, принимаемых человеком в жизни,
ничто не может сравниться с выбором, по какой дороге пойти
и какое поприще выбрать.
 Прочитайте второе предложение первого абзаца. Какие приемы
сжатия текста мы можем применить? Запишите то, что получилось.
О выборе  человек задумывается тогда, когда начинает
осознавать себя частью общества и чувствует потребность
реализовать свои возможности.
 Прочитайте второй абзац. Определите микротему второго абзаца.
 Какая информация является основной? Какая дополнительной?
 Какие приемы сжатия текста можем применить? Запишите то, что
получилось.  (Здесь же работаем над орфографией и пунктуацией.)
2й абзац – 2 микротема: Ради такой самореализации человек и живет. Человеку
необходимо найти занятие, которое наполнит его жизнь
смыслом, будет востребовано другими людьми, обществом.
 Аналогично работаем над  3м и 4м абзацами. В результате
появляются следующие записи:
3й абзац – 3 микротема:
У каждого человека свои способности и таланты, поэтому
поиск смысла жизни  это поиск самого себя, своих ценностей и
ориентиров.
4й абзац – 4 микротема:
Поиск  смысла жизни делает человека Человеком с большой
буквы, личностью, потому что он может определить ценность
своей жизни, её цели.
6) Моделирование сжатого изложения.
 Как соединить содержание микротем в тексте? Какие средства
языка мы можем для этого использовать? Обратитесь к таблице.
 Используя  лексические и лексикограмматические средства языка,
соедините текст, сохраняя абзацное членение. Запишите его.
Среди множества решений, принимаемых человеком в
жизни, ничто не может сравниться с выбором, по какой дороге
пойти и какое поприще выбрать. Об этом человек
задумывается тогда, когда начинает осознавать себя частью
общества и чувствует потребность реализовать свои
возможности.

Ему необходимо найти занятие, которое наполнит его жизнь
смыслом, будет востребовано другими людьми, обществом.
Именно ради такой самореализации человек и живет.
Но у каждого свои способности и таланты, поэтому поиск
смысла жизни  это поиск самого себя, своих ценностей и
ориентиров. Поиск этого смысла делает человека Человеком с
большой буквы, личностью, потому что он может определить
ценность своей жизни, её цели. (98 слов).
VI. Подведение промежуточных итогов.
 Что же необходимо сделать после второго прослушивания текста?
 С помощью каких языковых средств можно соединить содержание
микротем в текст?
VII. Подведение итогов урока.
 С какими приемами сжатия текста мы сегодня работали?
 Какова последовательность работы над сжатым изложением?
VIII. Домашнее задание.
Напишите   сжатое   изложение   по   упр.   200   (Текст   Д.С.Лихачёва   о
признаках   хорошей   публичной   речи),   используя   таблицы,   которыми
пользовались на уроке.

intro:
Сценарий урока «Обучение сжатому изложению» (8-й класс).Тема урока: «Сжатое изложение».
Цели: учащиеся должны
знать признаки текста и его функционально-смысловые типы; приемы сжатия текста; композицию текста; основные нормы русского литературного языка (орфографические и пунктуационные);
уметь определять тему и основную мысль текста, функционально-смысловой тип и стиль речи; пользоваться различными приемами сжатия текста; анализировать структуру и языковые особенности текста; сжато излагать текст.изложение

русский язык

group: Дисциплины


extracted_text:
(с 10-14 апреля)
         НЕДЕЛЯ ИНОСТРАННОГО ЯЗЫКА
Знакомясь с культурой другой
страны, мы лучше познаем свою
собственную.
Дата
1013
апреля
1012
апреля
1112
апреля
1112
апреля
14
апреля
Мероприятие
Викторина Wir sind klug. We are clever.
Конкурс чтецов «Литературная
гостиная»
Конкурс индивидуальных проектов
«Отгадай, кто это?»
Конкурс словарей
Интеллектуальный марафон
Конкурс  индивидуальных проектов
«Защита окружающей среды»
«Школьные принадлежности»,5кл
 «Достопримечательности Берлина»,6кл
«Еда, здоровое питание»,5 кл
 «Любимая русская и английская еда»,6.
Конкурс групповых проектов
«Это мы»
Конкурс   эссе  «Современное   искусство:
«
кино, театр, литература
Конкурс кроссвордов на английском
языке «Современные гаджеты»
Интеллектуальный марафон
Конкурс презентаций и эссе
«Здоровые привычки, правильное
питание»
Класс
34
классы
57
классы
10а
8в
класс

9а,11а
Награждение НЕДЕЛИ ИНОСТРАННОГО ЯЗЫКА В МОУ
ПЛАН
с 10.04.1814.04.18

Содержание
Дата
Учитель
1. Конкурс словарей
2. Викторина Wir sind klug. We are
clever.
3. Конкурс на лучшего чтеца
«Литературная гостиная»
4. Конкурс индивидуальных проектов
«Отгадай, кто это?»
5. Интеллектуальный марафон
1. Конкурс индивидуальных проектов
«Защита окружающей среды»
2. Конкурс индивидуальных проектов
«Школьные принадлежности»
3. Групповой проект  «Это мы»
4. Конкурс рисунков на тему «Еда,
здоровое питание»
1. Конкурс индивидуальных проектов
«Защита окружающей среды»
2. Групповой проект  «Это мы»
3. Конкурс индивидуальных проектов
«Достопримечательности Берлина»
      4.   Конкурс индивидуальных проектов
«Любимая русская и английская еда».
1. Групповой проект  «Это мы»
2. Конкурс индивидуальных проектов
«Защита окружающей среды»
1.Конкурс кроссвордов на тему
«Современные гаджеты»
1.Интеллектуальный марафон «Я в
будущем»
2. Конкурс презентаций и эссе
«Здоровые привычки, правильное
питание»
3. Конкурс эссе «Современное
искусство: кино, театр, литература»
1. Награждение по конкурсу «Британский
бульдог»
2. Награждение по конкурсам.
№
п/п
1
Класс
234
2
 5а,б,в
3
6а,б,в
7а,б,в
8в
9а,11а
10а
4
5
6
7

file_name: объявление - копия - копия.doc

intro: План недели иностранного языка в школе и объявление о предметной недели в школе. Таблица содержит сроки, иллюстрации, ответственных, классы и название мероприятия, например: Конкурс словарей, 	викторина Wir sind klug. We are clever,  конкурс на лучшего чтеца «Литературная гостиная» и другие.

title: Объявление и план недели ИНО.


extracted_text:
Сценарий выступления агитбригады ЮИД
Эмблема:
Девочка1: Эмблема наша всем известна
       Наш светофорик просто класс!
Девочка2: На перекрёстке он висит
       И жизнью всех руководит
Мальчик: Ты на кнопочку нажми
      И дорогу перейди
Название команды:
Светофорик: Наша команда называется     все вместе говорят      «СВЕТОФОР»
С: Я самый важный гражданин  товарищ, мачо, господин.
Все: Ты самый важный гражданин  товарищ, мачо, господин
С: Светить всегда, светить везде,
Вот мой девиз – тогда не быть беде
Все: Свети всегда, свети везде – тогда не быть беде
Речевка:
С: Красный , желтый и зеленый, ты цвета мои запомни!
     На дороге не зевай, правила все соблюдай
Д1: Если строго соблюдать правила движенья
Д2: Не случится никогда с вами приключенья
Сценка
М: В одном маленьком селе, жил светофорик.
Когда он был совсем маленький мама часто повторяла ему:       слайд
 Несмотря на то, что ты маленький – у тебя большая и важная миссия. Ты указываешь людям дорогу в жизнь.
Свети всегда и всем.
Светофорик честно выполнял свой долг. Но однажды он …. Сломался (выходит светофорик)
С:  О Боже, что я вижу!     (слайд)   Скопление машин. Они не могут проехать. Скопление людей. Они не могут
пройти..Что делать?  (хватается за голову и садится на стул)
(выходят две девочки)
Д1: И долго нам тут стоять?
Д2: Долго. Видишь светофор сломался
Д1: Свети. Мне домой надо.
Д2: Свети.        (тормошат светофорик)
С: н – е – м – о – г – у
Д1: Давай починим?
Д2: Давай.           (подходят и чинят)
Д1: Мне нравится красный цвет. Я бы хотела переходить на красный свет. Так и будет      (прикрепляют надпись
красным)
Д2: А мне не нравится зелёный. Переходить на зелёный больше не будет никто.     (прикрепляют надпись
зелёным)
Д1: А третий цвет?
Д2: Давай синим сделаем  (прикрепляют надпись синим)
Д1: Готово! Свети   (светофорик встаёт)            (девочки уходят и бинтуют ногу и руку)
С: Какое счастье! Я опять приношу пользу.      (гудки машин, звук тормозов…)    Что это? Как это?
Д1 и Д2: Что – то не так        (нога и рука забинтована)
М: Да не то слово. Это просто безобразие! Что это за фрукт?
С: Я светофорик.
М:  Светофирик   должен   быть   таким.       Только   эти   цвета.   Только   в   таком   порядке     (переставляет   цвета
правильно)
К – стой                   Ж – внимание                           З – иди
С: Я вспомнил – я и был таким!! М: А гудки машин прекратились. Затор исчез. Люди переходят дорогу. И вы можете идти
Д1: Как же хорошо  дружить со светофором.
Д2: Пошли. Путь открыт
М: Мы надеемся, что и вы теперь будете дружить с нашим светофориком.
Осторожно на дороге
Берегите руки, ноги
Помни правила везде
А иначе быть беде.
/Исполняется песня на мотив «33 коровы»/
В центре города большого очень много есть дорог,
И, конечно, важно, чтобы перейти их каждый мог.
И поэтому придумал ктото правила, друзья,
Эти правила движенья, и хожденья, и вожденья
Забывать никак нельзя.
Припев:
Правила движенья, правила движенья
Все без исключенья дети знать должны.
Правила движенья с самого рожденья
Каждому полезны и нужны.
Правила движенья с самого рожденья
Каждому полезны и нужны. Эмблема:
Д1: Эмблема наша всем известна
       Наш светофорик просто класс!
Д2: На перекрёстке он висит
       И жизнью всех руководит
М: Ты на кнопочку нажми
      И дорогу перейди
Эмблема:
Д1: Эмблема наша всем известна
       Наш светофорик просто класс!
Д2: На перекрёстке он висит
       И жизнью всех руководит
М: Ты на кнопочку нажми
      И дорогу перейди
Название команды:
С: Наша команда называется     все вместе говорят
«СВЕТОФОР»
С: Я самый важный гражданин  товарищ, мачо,
господин.
Все: Ты самый важный гражданин  товарищ, мачо,
господин
С: Светить всегда, светить везде,
Вот мой девиз – тогда не быть беде
Все: Свети всегда, свети везде – тогда не быть беде
Название команды:
С: Наша команда называется     все вместе говорят
«СВЕТОФОР»
С: Я самый важный гражданин  товарищ, мачо,
господин.
Все: Ты самый важный гражданин  товарищ, мачо,
господин
С: Светить всегда, светить везде,
Вот мой девиз – тогда не быть беде
Все: Свети всегда, свети везде – тогда не быть беде
Осторожно на дороге
Берегите руки, ноги
Помни правила везде
А иначе быть беде
Осторожно на дороге
Берегите руки, ноги
Помни правила везде
А иначе быть беде
Речевка:
С: Красный , желтый и зеленый, ты цвета мои запомни!
     На дороге не зевай, правила все соблюдай
Д1: Если строго соблюдать правила движенья
Д2: Не случится никогда с вами приключенья
Речевка:
С: Красный , желтый и зеленый, ты цвета мои запомни!
     На дороге не зевай, правила все соблюдай
Д1: Если строго соблюдать правила движенья
Д2: Не случится никогда с вами приключенья
Эмблема:
Д1: Эмблема наша всем известна
       Наш светофорик просто класс!
Д2: На перекрёстке он висит
       И жизнью всех руководит
М: Ты на кнопочку нажми
      И дорогу перейди
Эмблема:
Д1: Эмблема наша всем известна
       Наш светофорик просто класс!
Д2: На перекрёстке он висит
       И жизнью всех руководит
М: Ты на кнопочку нажми
      И дорогу перейди
Название команды:
С: Наша команда называется     все вместе говорят
«СВЕТОФОР»
С: Я самый важный гражданин  товарищ, мачо,
господин.
Все: Ты самый важный гражданин  товарищ, мачо,
господин
С: Светить всегда, светить везде,
Вот мой девиз – тогда не быть беде
Все: Свети всегда, свети везде – тогда не быть беде
Название команды:
С: Наша команда называется     все вместе говорят
«СВЕТОФОР»
С: Я самый важный гражданин  товарищ, мачо,
господин.
Все: Ты самый важный гражданин  товарищ, мачо,
господин
С: Светить всегда, светить везде,
Вот мой девиз – тогда не быть беде
Все: Свети всегда, свети везде – тогда не быть беде
Речевка:
С: Красный , желтый и зеленый, ты цвета мои запомни!
     На дороге не зевай, правила все соблюдай
Д1: Если строго соблюдать правила движенья
Д2: Не случится никогда с вами приключенья
Речевка:
С: Красный , желтый и зеленый, ты цвета мои запомни!
     На дороге не зевай, правила все соблюдай
Д1: Если строго соблюдать правила движенья
Д2: Не случится никогда с вами приключенья
Осторожно на дороге
Осторожно на дороге Берегите руки, ноги
Помни правила везде
А иначе быть беде
Берегите руки, ноги
Помни правила везде
А иначе быть беде Песня на мотив «Чему учат в школе»
Если красный светит свет,
На дорогу хода нет,
 Учат правила движения все дети.
 Коль машины мчат вперед,
 Есть подземный переход!
 Безопасней нет дороги на планете!
Как автобус обойти,
 Как дорогу перейти,
Учат правила движения все дети.
 Запрещает этот знак,
Здесь пройти нельзя никак!
 Безопасней нет дороги на планете!
1 частушка:
Кто бежит через дорогу,
Тех накажем очень строго.
Чтобы знали наперёд,
Есть подземный переход
Эх, раз, ещё раз
Слушай правила для вас
Эх, раз, ещё раз
Выполняйте наш указ.
2 частушка:
Осторожно на дороге
Берегите руки, ноги
Помни правила везде
А иначе быть беде.
Эх, раз, ещё раз
Повезло на этот раз
Эх, раз, ещё раз
Вдруг последний это раз.
3 частушка:
И троллейбус, и автобус
Обходите сзади вы,
Чтоб на веки не лишиться
Своей буйной головы.
Эх, раз, ещё раз
Слушай правила для вас
Эх, раз, ещё раз
Выполняйте наш указ!
(Перестроение в хоровод под вступление песни «Новый Год» группы Дискотека Авария)
Поёт весь отряд:
Новый Год к нам мчится, светофор искриться!
Зелёный, жёлтый, красный – дорога безопасна!
Мы ЮИД все любим, всех мы обучаем!
Приходите все к нам – расскажем всё, что знаем!

intro: Данный материал представлен в формате Word и предназначен в помощь учителю при проведении декадника, посвящённому соблюдению правил дорожного движения. Выступление сопровождает презентация, составленная для данного сценария и представленная на сайте "Знанио".  Сценарий составлен для четырёх выступающих: 2 мальчика и 2 девочки. Предназначен для выступления перед учащимися начальной школы  и с 5 по 7 класс

title: Сценарий выступления агитбригады ЮИД


extracted_text:
Государственное бюджетное общебразовательное учреждение
города Москвы «Школа №2075»
Утверждаю
  Директор  ГБОУ Школа № 2075
____________Андриевская  Е. А.
                                                                                «____»________________20___г.
Образовательная программа
«Экология русского языка»
Возраст обучающихся 1112 лет
Срок реализации 1 год

Педагог дополнительного образования:
                                                                           Пыткина Марина Ильинична Москва
2016
Пояснительная  записка
Направленность программы:
Программа  научнохудожественной  ориентации, направлена на изучение основ культуры
речи,  развитие интереса детей к  творчеству и воспитании высококультурной языковой
личности.
Актуальность:  создание  условий  для  развития  личности  ребенка,  развитие  мотивации
к  познанию  и  творчеству,  приобщение  к  общечеловеческим  ценностям,  профилактика
проблем культуры речи,  создание  условий  для  социального,  культурного  и
профессионального  самоопределения,  творческой  самореализации  личности  ребенка,
его  интеграции в  системе    мировой  и  отечественных  культур.
Цель  и  задачи  программы:
Целью  программы  «Экология русского языка»  является:
     Обучение нормам современного русского литературного языка,   развитие навыков
правильной, выразительной речи,  воспитание языковой личности учащихся.
Задачи:
Обучающие:
обучение созданию образцовых в языковом отношении устных и письменных текстов;
знакомство с анализом текстов с точки зрения словоупотребления;
обучение употреблению языковых средств в соответствии с целями и условиями общения.
Развивающие:
развитие речевой компетенции;
развитие навыков анализа речи окружающих и в средствах массовой информации.
Воспитательные:
воспитание  уважительного  и  бережного  отношения  к   творчеству;
воспитание чутья к «экологическим проблемам» современной речи.

Отличительные  особенности  данной  программы
  Состояние русского языка в наши дни вызывает всеобщую озабоченность. Социальные
сдвиги нашего времени приводят к расшатыванию традиционных литературных норм. Это
выражается в росте ошибок, возникающих под влиянием нелитературного просторечия,
территориальных и социальных диалектов, в обилии иностранных слов и терминов, « в
стилистическом снижении современной устной и письменной речи, в заметной
вульгаризации бытовой сферы общения» (Л.Скворцова). Отличительные особенности
программы  в  том  что,  она  написана  на  основе  учебного пособия «Вопросы экологии
русского языка» профессора СФУ А.П.Сковородникова ,  но адаптирована для обучения
учащихся 510 классов.   Программа основывается на изучении основ культуры речи в
средней школе, но ставит более конкретные задачи: выявление наиболее острых
«экологических» проблем культуры современной речи, формирование речевой культуры в
процессе обучения и создания образцовых в языковом отношении устных и письменных
текстов разных стилей и жанров.
Возраст  детей,  на  которых  рассчитана  программа  и  срок  ее  реализации
В программе участвуют дети от 11 до 12 лет.
Срок  реализации  программы  1 год.
Формы  и  режим  занятий
Занятия проводятся   1 раз  в  неделю  по 2 часа Формы  занятий – сообщение  нового  материала,  закрепление  его  на  практике,
экскурсии, квесты, постановки, креативные игры и т.д.
Ожидаемые  результаты  и  способы  определения  их  результативности
В  результате   реализации  программы  учащиеся
будут   знать:
основы  культуры речи;
правила  оценки речевых фактов;
теоретические  сведения  об  изученных  текстах.
Уметь:
использовать  в  работе  знания  анализа текста;
применять  и употреблять  на  практике формы речевого этикета;
выполнять  оценку речевых фактов.
Результативность  обучения  будет  проверятся  опросом,  тестами  и  текстами разных
жанров
Формами  подведения  итогов  станут  праздники,  выставки, конкурсы, газетные статьи,
видеоролики, интернетсайты.
№ Темы  программы
Теория Практика Всего
Учебнотематический   план
1
2
3
4
5
6
Вводное  организационное  занятие.
Речевая грамотность
Культура речи
Речевые ошибки
Развитие языковых норм
Заключение
2
6
4
10
4
2
2
6
12
10
10
4
4
12
16
20
14
6
№ Темы  программы
Содержание  учебнотематического  плана
теори
я
практика
всего
1
2
3
Вводное  организационное  занятие.
Почему мы говорим об экологии русского языка?
Новые явления в русском языкознании.
Практическое применение знаний о языке.
Использование разных языковых единиц в речи.
Культура речи
Повышение семантической культуры речи.
Проект.  Контрольные  задания  по  теме.
Речевые ошибки.
Речевые штампы. Эвфемизмы. Языковые ярлыки.
2
6
4
2
6
12
4
12
16 4
 5
Социальная практика. Событие. Самостоятельная
работа  учащихся.
 Развитие языковых норм.
Составление словаря.

                                                         Итого:
10
6
28
10
14
44
20
20
72
Содержание  программы
Тема  1.  Вводное  организационное  занятие.   4 ч.
Теория
Ознакомление   с  учебным  планом  на  год,  расписанием  занятий,  а  также  правилами
поведения  и  требованиями  к     учащимся.  Инструктаж  по  технике  безопасности  и
противопожарной  защите. Лекция «Что такое «культура речи»?
Тема  2. Новые явления в русском языкознании. 12 часов
Практическое применение знаний о языке.
Рассказ  об  истории  языкознания.   Знакомство  со словарями.  Демонстрация
иллюстраций  и   образцов.
Практика. Проект «История конфетного фантика».
Тема  3.   Культура речи  16  ч.
Теория. Лекция «Как красиво говорить порусски?»
Дебаты «Заимствования  хорошо или плохо?»
Практика. Проект «Создание настольной развивающей игры о заимствованиях».
Тема  №4  Речевые ошибки 20  ч.
Теория. Лекция «Кишащие уродцы нового языка». Речевой этикет.
Практика. Решение ТРИЗ. Анализ речи окружающих людей и в средствах массовой
информации (токшоу и др.), сети интернет.
Игра «Эколингвистика»
Контрольные  задания  по  теме
Тестирование  и  выполнение   творческих  работ.
Тема № 5 Развитие языковых норм 14 ч.
Составление словаря.
Защита исследовательских проектов.
Заключение 6 ч.
 Игра «Креативбой».
Методическое  обеспечение  программы
Словари:
Ожегов С.И. Словарь русского языка.
Краткий словарь трудностей русского языка.
Словарь иностранных слов под ред. И.В.Лехина и др. А.Гин Решение креативных задач
Скворцова Л.И. Правильно ли мы говорим порусски?
Трудности словоупотребления и варианты норм русского литературного языка.
Учебные пособия:
Программа по культуре речи для классов с углубленным изучением русского языка.
Составитель: Тазьмина И,Б.
Пичугов Ю.С. «Русская речь» 8 класс.
Риторика. Рабочая тетрадь. Составитель: Тазьмина И.Б.
Сковородников А.П. Вопросы экологии русского языка. Учебное пособие.
Список  литературы
Введенская М.А., Павлова Л.Г. Культура и искусство слова.
Виноградов В.В. Стилистика.
Виноградов В.В. О культуре русской речи.
Щерба Л.В. Языковая система и речевая деятельность.
Ожегов С.А. О формах существования современного русского национального языка.
Скворцова Л.И. «Экология слова», или Поговорим о культуре речи.
Сергей Фаер Полцарства за идею.
Степунина Л.И. Ржавая речь.
Цейтлин С.Н.  Речевые ошибки и их предупреждение.
Яковлев К.Ф. Как мы портим русский язык?

file_name: 5Экология русского языка.doc

intro: Авторская программа Экологии русского языка разработана на основе программы профессора Сковородникова и адаптирована для обучения учащихся 5-6 классов общеобразовательной школы. В ней отражены современные тенденции развития русского языка., проблемы формирования культуры речи. Программа может использоваться для элективного курса 8-9 классов предпрофильной школы.

title: Образовательная программа по Экологии русского языка.