820.иностранный язык (английский язык) сборник

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Министерство культуры Российской Федерации ФГБОУ ВПО «Кемеровский государственный университет

культуры и искусств» Социально-гуманитарный институт

Кафедра иностранных языков

ИНОСТРАННЫЙ ЯЗЫК (английский язык)

Сборник интерактивных

профессионально ориентированных заданий

для студентов 1-го, 2-го курсов всех направлений подготовки КемГУКИ

Кемерово 2014

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

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ББК 81.2Англ-923 И68

Утвержден на заседании кафедры иностранных языков 10 февраля 2014 года, протокол № 6.

Рекомендован к изданию учебно-методическим советом социально-гуманитарного института 14 марта 2014 г., протокол № 7.

И68 Иностранный язык (английский язык) [Текст]: сб. интерактивных профессионально ориентированных заданий для студентов 1-го, 2-го кур- сов всех направлений подготовки КемГУКИ / авт.-сост.: М. В. Межова, С. А. Золотарева. – Кемерово: Кемеров. гос. ун-т культуры и искусств, 2014. – 211 с.

Авторы-составители:

кандидат культурологии, доцент

М. В. Межова кандидат культурологии, доцент

С. А. Золотарева

ББК 81.2Англ-923


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ВВЕДЕНИЕ

В соответствии с новой образовательной парадигмой, в основе которой лежит компетентностный подход, иноязычное обучение в системе высшего образования приобретает большую значимость. Компетентностный подход понимается как формирование умений и навыков направленных на приме- нение на практике коммуникативных способностей человека, его культурных, социальных, и информационных и профессиональных компетенций. Компе- тентностный подход осуществляется на основе таких методов, которые орга- низуют обучение через желание, активизируют обучение учащихся, стиму- лируют их к познанию, мотивируют интерес к самостоятельному приобрете- нию знаний.

Основной образовательной целью дисциплины «Иностранный язык» в условиях вуза является формирование у обучающихся способности прак- тического владения иностранным языком, позволяющей использовать его в будущей профессиональной деятельности. Показателем уровня сформи- рованности такой способности является профессионально ориентированная вторичная языковая личность.

В соответствии с ФГОС третьего поколения, приоритетом сегод- няшнего дня в преподавании иностранных языков является ориентация на формирование общекультурной компетенции. В связи с этим для достижения основной образовательной цели дисциплины «Иностранный язык» предъяв- ляются серьезные требования к содержанию и формам организации учебного процесса. Реализация учебной цели в соответствии с новыми ФГОС в усло- виях неязыкового вуза возможна только с учетом комплексности обозна- ченных компетенций, а при обучении иностранному языку это, в основном, общекультурные компетенции (ОК):

способность свободно пользоваться русским и иностранным языками как средством делового общения;

знание иностранного языка, владение одним из иностранных языков на уровне не ниже разговорного,

способность осуществлять коммуникации в профессиональной среде и в обществе в целом, в том числе на иностранном языке.

Требования к сформированности общекультурных компетенций при обучении иностранному языку представлены комплексом умений в различ- ных видах речевой деятельности: говорение, письмо, чтение, понимание на слух (аудирование). В результате освоения дисциплины обучающийся должен


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демонстрировать свои знания в цикле «знать, уметь, владеть», обозначенные в рабочей учебной программе (или учебно-методическом комплексе дисциплины) по всем направлениям подготовки вуза.

Качество полученных знаний иностранного языка проявляется в го- товности обучающихся применять его не только в повседневном общении, но и, в профессиональном общении, для формирования межкультурных связей, представления своей страны на международных конференциях, симпозиумах, международных научных и деловых профессиональных мероприятиях, а также в ситуациях профессиональной коммуникации и профессионального обмена опытом.

Компетентностный подход усиливает качество знаний иностранного языка, подчеркивает роль опыта, умений реализовать свои знания на практике.

В связи с таким усилением практико-ориентированного образования и его предметно-профессионального аспекта, преподаватели кафедры иност- ранного языка применяют новые подходы, формы, методы и технологии обучения иностранным языкам. Их разработка в значительной степени активизирует интерактивную форму обучения как один из эффективных методов, способствующих формированию умений и навыков разговорной речи, а также освоению лексического и грамматического материала.

Интерактивная деятельность занимает особое место в освоении курсов по иностранному языку в КемГУКИ. Интерактивная деятельность предпо- лагает организацию и развитие диалогового общения. В ходе диалогового обучения обучающиеся учатся решать сложные проблемы на основе анализа обстоятельств и соответствующей информации, взвешивать альтернативные мнения, принимать продуманные решения, участвовать в дискуссиях, общаться с представителями профессионального сообщества других культур. Учебный процесс, опирающийся на использование интерактивных методов обучения, организуется так, чтобы включить в процесс познания всех обучающихся группы. Совместная деятельность означает, что каждый вносит свой особый, индивидуальный вклад, в ходе работы идет обмен знаниями, идеями, способами деятельности. Для этого на практических занятиях организуется индивидуальная, парная и групповая работа, применяются исследовательские проекты, ролевые и деловые игры, идет работа с доку- ментами и различными источниками информации, используются творческие и проектные работы.


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Целью сборника интерактивных заданий по английскому языку является оказание практической помощи в развитии речевых навыков в контексте иноязычной коммуникации. Сборник состоит из Введения,

Методических рекомендаций для преподавателей по использованию интерактивных заданий, Warm-up activities, Group Activities, Educational

Language Games (crosswords, wordsearch, role-play games), Contests and Quizzes, Answers, списка литературы, перечня сайтов с элементами интерактивных заданий, предназначенных для самостоятельного изучения английского языка.

Сборник включает следующие обучающие интерактивные задания: коммуникативные ситуации (диалоги), индивидуальные ситуативные задания для малых групп, деловые и ролевые игры (как в малых группах, так и коллективные), задания на основе сase-study (анализ конкретных ситуаций, ситуационный анализ), коммуникативные задания на основе метода task-based learning, кластерные задания-игры (cluster) (объединенные темы для более детального рассмотрения, с использованием определенной лексики), warm-up activities (задания, направленные на активизацию взаимодействия в группе).

В сборник также вошли задания блока Language Games (Языковые игры), которые включают: языковые кроссворды (для работы в малых группах), wordsearch games (поиск слов в определенном тематическом поле лексики), contests and quizzes (аутентичные задания для викторины и конкурсов).

Все материалы сборника являются аутентичными и разработаны с уче- том требований к уровню владения иностранным языком для студентов первого и второго курсов по всем направлениям подготовки студентов КемГУКИ.

Все задания снабжены ключами, что делает возможным использование сборника для самоконтроля и самостоятельного изучения английского языка.

Последний раздел сборника включает перечень интернет-ресурсов, содержащих интерактивные задания (в том числе тесты), как для само- стоятельного, так и для группового изучения английского языка.

Enjoy your English Classes and make your English Classes fun!


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МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ ДЛЯ ПРЕПОДАВАТЕЛЕЙ

ПО ИСПОЛЬЗОВАНИЮ ИНТЕРАКТИВНЫХ ЗАДАНИЙ

Данный сборник состоит из четырех разделов, в которых представлены

различные виды интерактивных заданий нескольких уровней сложности –

от Elementary до Upper-Intermediate.

Сборник предназначен как для самостоятельного изучения студентами

английского языка, так и для использования преподавателем во время

практических занятий в качестве дополнения к основному курсу. Задания

данного сборника направлены на формирование навыков во всех видах

речевой деятельности и отражают различные типы коммуникативных

ситуаций, и бытовых, и профессиональных. Большинство заданий обладают

достаточной гибкостью подхода, позволяющей встраивать их в различные

этапы занятия и применять в группах с различным уровнем языковой

подготовки.

Каждое задание (в некоторых случаях вид заданий) состоит из его

описания, включающего формулировку цели, указания времени, которое

необходимо для выполнения задания, и описания пошаговой стратегии и

особенностей его выполнения, а также, в большинстве случаев, непосред-

ственно самого задания. Некоторые задания требуют предварительной

подготовки, о чем можно прочитать в инструкции к нему. Каждое задание

сопровождается практическим материалом (рабочими листами), которые

предназначены для аудиторной работы студентов. Таким образом, даже

человек, не обладающий опытом педагогической деятельности, сможет легко

их использовать и, кроме того, опытные преподаватели также сэкономят

время на подготовку к занятиям.

Интерактивные задания служат важным средством активизации процес-

са изучения иностранного языка в условиях отсутствия языковой среды,

однако не рекомендуется вводить более одного задания в течение одного

практического занятия, так как это усложняет восприятие студентами

изучаемой темы.


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WARM-UP ACTIVITIES

A FROZEN PICTURE

Aim: to practice Present Continuous Tense.

Timing: 20–25 minutes.

Procedure:

- Choose 2 or more people who will be the guessing persons.

- Explain the other students they are going to imitate anyone or anybody they

see in the picture.

- When the guessing persons are back in class, they must try to identify the

person or the object and say what they are doing.

- If they are right, the players go back to their seats.

- The game is over when the last person is identified.

Note: the activity can be done to practice Past Continuous as well.


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YOU IN PICTURES

Aim: to practice basic question forms in the main tenses and with modals.

Timing: 45 minutes.

Procedure:

- Ask the students to think about their own character and to choose the five images

that best represent this. Then, tick or circle them.

- Ask the students to complete the sentences at the bottom of the worksheet.

- In pairs or small groups, the students explain their choices to each other.

Note: this activity can be done with the whole class.


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Look at the pictures. Choose the five that best represent you. Talk about

yourself using the following structures:

The pictures that best represent me are

... the ______________________ because _____________________

... the ______________________ because _____________________

... the _______________________ because _____________________

... the _______________________ because _____________________

... the _______________________ because _____________________

The pictures that best represent the class are _____________________

because __________________.


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WHAT IS MY JOB?

Aims: to practice adverbs of frequency and job-related questions.


Procedure:

- Make one copy of the worksheet for every student. Write names of 'jobs' on

separate post-it notes. You will need one job and post-it note per student.

- Explain to the students they are going to be given a job but they will not

know what it is. Their task will be to find it out. Possible examples of jobs:

accountant, bouncer, butcher, clown, dentist, farmer, fashion designer,

fireman, gardener, hairdresser, mechanic, musician, nurse, photographer,

pilot, plumber, pop star, postman, priest, scientist, soldier, taxi driver,

translator, waiter, weather forecaster, window cleaner, writer.

- Give each student a copy of the worksheet. Ask the students to read the

instructions and questions.

- Tell the students to add three extra questions of their own at the bottom. Help

with vocabulary problems.

- Ask the students to come to your desk to get their jobs stuck on their backs.

- Refer students to the instructions at the top of their sheet. Tell them to mingle

freely, asking each person a couple of questions and noting down the

answers.

- Circulate and encourage the use of frequency adverbs in the answers.

- After 10 minutes of questioning (or when the first student has correctly

guessed their job), stop the activity and ask students to write down what they

think their job is.

- Check answers and give feedback.


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Ask questions to find out about your

job and write down the answers.

Answer questions about other

people's jobs, using the key on the

right for your answers. Change

partners after every couple of

questions.

Possible answers:

Yes/no

Yes, all the time

Usually

Very often

Quite often

Not very often

Rarely

Hardly ever

No, never

Sometimes

Questions

1 Do I wear special clothes for my job?

2 Do I often work outdoors?

3 Do I work with the public?

4 Do I often work at weekends?

5 Do I have to travel to do my job?

6 Do I earn much?

7 Is my work glamorous or highly prestigious?

8 Do I work mainly with my hands?

9 Is my job sometimes dangerous?

10 Do I often receive tips?

11 Is my job creative?

12 Do I work with animals?

13 Do I work in a laboratory?

14 Do I usually work in a building? Is it an office?

15 Do I need to be fit for my job?

16 Do I need a university degree for my job?

17 Do I need to be good with numbers?


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SOLVE THE MYSTERY

Aim: Practice of Yes/No questions and Past Perfect. Timing: 15 minutes. Procedure: - Read out the first puzzle on the worksheet, or give it out to the students to read. - Tell students they must ask good grammatical Yes/No questions to discover the explanation behind the strange discovery. - Answer questions, addressing language problems as they arise. This can best be done by writing the incorrect questions asked on the board and analysing them as a class. Establish that questions concerning the time before the discovery of the man will usually need past perfect. - When students have solved the first mystery, they can continue with the other puzzles on the page. Again, you can give clues to help students solve the puzzles. Note: in weaker classes, you can give students some clues and time to prepare questions, possibly in pairs or small groups. Puzzle 1. In June 1998, a man was discovered in a forest in Australia. The trees in the forest had no leaves. The man was wearing a mask. An ambulance took him to hospital. Puzzle 2. A man walked into a bar and asked the barman for a glass of water. The barman pulled out a gun and pointed it at the man. The man said 'Thank you' and walked out. Puzzle 3. Two boxers were in a boxing match. The fight was scheduled for 12 rounds but ended after 6 rounds, after one boxer knocked out the other boxer. Yet no man threw a punch. How was this possible? Puzzle 4. A great king told his two sons to race their horses to a distant city. The son with the slower horse would inherit the king's fortune. The brothers didn't know what to do. They asked a wise man for advice. After hearing the advice they jumped on the horses and raced as fast as they could to the city. What did the wise man say?


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HI! HOW ARE YOU? Aim: To practice using the Present Perfect for news events.

Timing: 20–40 minutes

Procedure:

- Invite a student to ask you 'How are you?' Mime 'Not too good', to show that it's

bad news, then mime crashing your car to elicit the 'I've crashed my car' sentence.

After the demonstration explain the rules:

• The game starts off with one of the team asking, 'How are you?'

• The person with the card from the opposite team must be silent and explain the

sentence with gestures.

• If the team says the complete sentence, they get the card.

- Put the students in groups of four or five and give each group a set of cards face

down. Students take it in turns to take a card from the top of the pack, to mime and

elicit the news.

- After all the cards have been completed check who has won (the team with most

cards wins).

Note: it is recommended to set a time limit for every card’s discussion.


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I've crashed my car. My cat has had kittens. I've passed my exams. I've won the lottery.

I've just had a great holiday.

I've just bought a new computer.

My car's been stolen. I've lost my keys.

I've just got a new job.

I've passed my driving test.

I haven't done my English homework.

My brother's been arrested for drink driving.

My goldfish has died.

I've been ill recently.

I've split up with my fiance(e).

I've just met my new boss.


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AMAZING FACTS Aim: to teach the students to search for and report interesting information to

the class.

Timing: 10 minutes.

Procedure:

- Tell students to find some interesting facts to report in class.

- After everybody reports their information, ask the students to vote for the most

unusual and exciting material.

- The person who is the winner gets an excellent mark.

Examples of interesting facts:

1. You are born with 300 bones but as an adult you have 206.

2. Right-handed people live on average 9 years longer than left-handed people.

3. A car travelling at 80 km/h uses half its fuel to overcome wind resistance.

4. Americans on average eat 18 acres of pizza a year.

5. The Apollo 11 only had 20 seconds of fuel left when it landed.


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SUCCESSFUL RELATIONSHIPS

Aim: to play a guessing game in order to practice talking about the relationships.


Procedure:

- Provide each student with the a card describing a perfect partner.

- Write on board: My partner…

- Tell the students they are going to mime what is written in their cards.

- Ask the students to show their cards in front of the class and guess its content.

- After this stage is done ask the students to rank the following factors from 1 to 16.

Try to discuss as much as you can in English.

- As a follow-up activity ask the students to complete the Love and Relationships

Cloze Worksheets in pairs or small groups.

- Check the answers.


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SUCCESSFUL RELATIONSHIPS WORKSHEET 1

is attractive

has a lot in common with me

has lots of money/wealth

has a high level of education

is interesting/creative

is patient

has good communication skills

has a sense of humor

has a good family background

has the same racial/ethnic background

is open with his/her feelings

has a good sense of fashion

is outgoing/sociable

has a positive outlook in life

is open-minded

is easygoing


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LOVE AND RELATIONSHIPS CLOZE WORKSHEET 2

Fill in the blanks with the words in the boxes.

Beginning Relationships

crush ask sight courage blind If you have a ________________________ on someone, then you have to work up the _____________________ to ___________________ them out. You might also ask a friend to arrange a ________________________ date. If you are lucky, it will be love at first ________________________.

Dating

romantic falls on along know seeing When couples go ______________________________ a date, they usually go to a __________________________________ restaurant or café where they can get to _________________________ each other better. When you start dating somebody regularly, we say that you are '___________________________' somebody. If you get____________________________ really well then you might become a couple. Sometimes, one person ____________________ in love, which means they start to have strong feelings for the other person. Love and Marriage

wedding proposes engaged vows ring asks When couples go out for a long time, they may decide to get __________________ . One partner, usually the man, ____________________. When he proposes, he usually gives the woman a _____________________ and __________________ her to marry him. They invite their friends and family to the __________________ where they say their wedding ___________________. Ending Relationships

apart divorced break argue heartbroken over

Sometimes couples start to ______________________ over everything. Other couples just grow __________________. And so, sometimes, couples ____________________ up. If they are married, they get ___________________. However, when couples split apart, often one person is____________. In that case, the person will need some time to get ___________________the relationship.


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GROUP ACTIVITIES

WORLD SEARCH

Aims: to practice countries’ names and defining relative clauses.

Timing: 30 minutes.

Procedure:

- Write on the board: Х is famous for wine, food and romance. There is a famous

tower in the capital city. Ask students to guess the country (France).

- Tell the students they are going to write some similar hints as clues for a

crossword.

- Divide the class into Team A and Team B. Explain that you are going to give each

group the same crossword but that Team A will have the “across” words already

written in and Team В will have the “down” words already written in. Their task is

to write the clues for the words written on their crosswords.

- Give a copy of crossword A to each student in Team A and a copy of crossword

B to each student in Team B. Ask the students to work together with people in their

group to write a clue for each county.

- To help your students prepare the clues, monitor carefully and encourage them to

think particularly about: a) geographical location, b) what the country produces,

c) what it's famous for and d) what its capital city is called. All of these could make

useful clues.

- When they have finished writing their clues, students should work with a partner

from the other group. They must not show each other their crossword.

- Ask them to sit facing each other and take it in turns to ask their partner for clues

to the missing names on their crossword.

- When they have asked and answered all the questions and completed their

crosswords, they can look at each other's paper to check.

Note: this activity can be done as a group competition.


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SUSIE'S PARTY Aim: to practice using Past Simple and Present Perfect and talking about jobs.

Timing: 60 minutes.

Procedure:

- Ask the students if they have been to a birthday party.

- Ask what people talk about when they meet for the first time (personal details, the

music, the food, the host/hostess etc.).

- Explain that they are going to pretend to be at Susie's birthday party. Susie is a

model. They all know Susie, but don't all know each other.

- Give one card to each student. Explain that they have to be the person on the card

and that they must ask questions to find out information about the other people at

the party.

- Elicit the questions (see Answers).

- Elicit what people say when they want to end a conversation, e.g.: I must get

another drink, or Oh, there's X. Would you excuse me?

- The students do the role-play. They are not allowed to write anything down or

show each other their cards. Walk around and listen and correct if necessary.

- Stop the students and let them sit down. Tell them they must try and remember

the details they have found out.

- Ask the students to write down what they know about Susie – her age, her job, her

lifestyle, etc. Let them compare notes in pairs/groups and discuss.


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Name: Tom Morris. Occupation: Computer programmer. How long you have known Susie: 2 years. How you first met: you met her at a disco and asked her out. You have been her boyfriend ever since.

Name: Faizal Omid. Occupation: Truck driver. How long you have known Susie: 6 years. How you first met: Your wife introduced you. She and Susie were best friends at school.

Name: Sam Peters. Occupation: Hairdresser. How long you have known Susie: 6 months. How you first met: She had an appointment in your salon. She's had her hair done there ever since.

Name: Gabriel Gabriella Martini. Occupation: Personal assistant. How long you have known Susie: 6 months. How you first met: You came to live next door. Susie invited you in for a cup of tea.

Name: Fatima Omit. Occupation: Housewife. How long you have known Susie: 20 years. How you first met: At school. You were in different classes, but you met at playtime and after school.

Name: Daniel Daniela Williams. Occupation: Computer programmer. How long you have known Susie: One day.How you first met: Here at the party. You came with your friend, Tom Morris.

Name: Michel/Michelle Lebrun. Occupation: Photographer. How long you have known Susie: 8 years. How you first met: On a photo shoot. You started chatting and have been good friends ever since.

Name: Frances/Francis Matthews. Occupation: Musician. How long you have known Susie: 5 years. How you first met: You were a friend of Susie's brother.

Name: Jo Joe Chambers. Occupation: Sales manager. How long you have known Susie: 3 years. How you first met: Susie was promoting one of your products at a show.

Name: Charlie Smith. Occupation: Interior designer. How long you have known Susie: 1 уear. How you first met: She used your company to decorate her house.

Name: Chris Glen. Occupation: Teacher. How long you have known Susie: 8 years. How you first met: At college. Susie was on the same course but left to become a model.

Name: Nick /Nicky McAllister. Occupation: Nurse. How long you have known Susie: 4 months. How you first met: Susie broke her finger while she was modelling some sports equipment. You helped to look after her.

Name: Sarah Jacobson. Occupation: Model. How long you have known Susie: 6 months. How you first met: On the same modeling job.

Name: Sandy Beach. Occupation: Chef. How long you have known Susie: 3 years. How you first met: Susie came to eat at your restaurant and loved the food! You've done her catering ever since.


24

HALF A CONVERSATION

Aim: to practice Preset Perfect for time up to now and Past Simple for finished

time.

Timing: 30 minutes.

Procedure:

- Make one copy of the worksheet for every four students and cut in half where

indicated.

- Divide the class into two groups, A and B. Hand out worksheet A to each student

in Group A and worksheet В to each student in Group B.

- Tell students that they are going to read one half of a telephone conversation and

they must try to reconstruct the other half. Students could work individually or in

pairs within their groups.

- Tell them to look at Andy's first sentence and imagine what Bob's reply is. They

should write Bob's reply in the 'blank conversation' section of the worksheet.

- Students continue, writing Bob's replies to Andy's remarks. Circulate, checking

students are completing Bob's half of the conversation naturally and accurately onto

the worksheet. Note down any serious or interesting mistakes for later correction.

- When students have finished, ask them to tear off the 'blank conversation' section

of their worksheet and exchange it with a student from the other group. The

students from Group A will now be looking at Group B's 'blank conversation'

sections and vice versa.

- Tell students to read Bob's replies in their new 'blank conversation' sections and

imagine what Andy's remarks are. They should then write Andy's remarks on the

lines provided in their new 'blank conversation' sections.

- When all students have finished writing Andy's remarks, ask them to get into pairs

with one student from Group A and one student from Group В in each pair. In their

pairs, students then check each other's conversations for mistakes and practise

reading them aloud.

- When all pairs have practised the conversations, ask several pairs to perform their

conversation for the class.


25


26

THE ROOT OF ALL EVIL

Aim: To practise pronunciation, especially stress and intonation. To reinforce going

to and the use of the present continuous for the future.

Timing: up to 60 minutes.

Procedure:

- Make copies of the worksheet for all the students. Make one “wad of bank notes”

for each group of four students. Cut up paper to represent about ten bank notes.

Roll them together to make a wad.

- Write the title 1 of the play on the board. Tell the students the saving, Money is

the root of all evil. Ask them what they think it means (money often brings out the

worst in people).

- Give one сору of the worksheet to each student. Let the students read it. Ask if

they think events in the play illustrate the title.

- Divide the students into groups of four. If the class does not divide equally,

students in smaller groups can double up. Alternatively, one student can be the

director instead of an actor.

- Ask the students to take parts and read the play out loud. Explain that the sex of

the characters is not important, and he's can be changed to she's if appropriate.

- Walk round, helping especially with stress and intonation.

- If necessary, call the students' attention to the more difficult sentences such as

“I know, why don't we share it?” and “To see if anyone's come back to look for it.”

and drill.

- Ask the students to perform the play with actions and props (the 'banknotes').

They may need another rehearsal before the final performance.


27

A - What's the matter? B - Look what I've found! A - Money! How much is there? B - Looks like more than 400 quid! Hang on while I count it. (counts) £480! A - Where did you find it? B - Just outside in the street (moves towards the door). A - Where are you going? B - To the police station, I'm going to hand it in. A - (snatches the money) Wait, you can't do that! You should keep it! B - But it's not mine ... someone may be looking for it right now, (tries to take the money back). Here, give it back. I found it! (they tussle over the money) C - (enters) What's going on? (A and В stop. A still has the money.) Where did you get that? A - (pointing at B) Не/She found it! Just outside! C - What are you going to do with it? A and B (together) - Keep it. Spend it.

Take it to the police station. C - I know, why don't we share it? Let's go out for a meal. A - Yes, let's buy some new clothes and go to a smart restaurant. B - We can't do that! It isn't ours! Give it back (snatches back the money). I'm takingit to the police station! (A and С rush to stop him. D comes in.) D - What's going on? (A, B and С stop fighting) Where did you get that? A - (pointing at B) Не/She found it! Just outside! D - What are you going to do with it? A, B and C (together) - Take it to the police station.

- Keep it. Spend it! - Go out for an expensive meal! Buy new clothes.

D - Hey, you can't keep it. It isn't yours. Let me have it for a minute (takes the money and moves towards the door). A, B and C (together) - Where are you going? D - To see if anyone's come back to look for it. (D walks out. А, В and С wait. Half a minute goes by. D doesn't return. They get uneasy). A - I'm going to see what he's doing (goes out, pause, returns, upset). He's gone! D's gone! He's nowhere to be seen! He's taken the money! He's taken the money! B and C (together) - No!


28

MANIFESTO

Aim: to practice language expressing opinions.

Timing: 60 minutes.

Procedure:

- Make one copy of the worksheet for every group of three to five students.

- Elicit the various causes onto the board: against globalisation; against cruelty to

annuals; against nuclear weapons; against student fees; against destruction of the

environment.

Encourage the students to come up with new ones also.

- Explain that the students are going to form their own pressure groups connected

with the causes on the board or with other causes that they can think of.

- Divide the students into groups of three to five students.

- Instruct the students to decide which cause they represent. Tell them to think of a

suitable name for their group and to appoint a leader. Explain that the leader will

present the group's ideas to the class at the end and that a vote will be taken on the

best manifesto.

- Either draw a skeleton of the manifesto leaflet on the board or photocopy it onto

an OHP. Do an example with the class and elicit possibilities to fill the gaps.

- Give out one worksheet per group and appoint a secretary who will write down

the group's ideas.


THE __ Party le_ ______FOR We belieWe feel ________ ______We suppbecause AGAINWe are aWe are sbecause We are n OUR PRWe wanWe hopeWe will We will We will and ___We prom

________

eader: ________

eve in_ __very stron

________________port ____

_______

NST anti-_ ___strongly a_______

not in favo

ROPOSAnt to ban _e to encoutry to stopintroducemake __

________mise to __

_________

_________

_________ngly about

____________________________________

_________against_ ___________our of ___

ALS _________urage morep people _e new laws___________________________

P

_________

_________

_________t _______

____________________________________

____________________________________

_________e ________________s to ________________________________

29

lease sup

________

________

________________________________________________

________________________________

________________________________________________________

port us!

_________

_________

______________________________________________________

____________________________________

_________________________________________________ co-op_________

_________

_________

______________________________________________________

____________________________________

_____________________________________________perate toge_________

______ G

________

________________________________________________

________________________________

________________________________________ether more________

GROUP

______ _

______ _ _______ _ because ______ _ _______ _______

______ _ ______ _ _______ _______

_______ _______ _______ _______ _______ e closely _______


30

HELLO!

Aim: to practise offers and requests and telephone language.

Timing: 30 minutes.

Procedure:

- Make one copy of the worksheet for every pair of students. Cut the copies into

columns A and B.

- Tell your students that they are going to work in pairs, phoning each other up to

make requests and offer help.

- Write on the board or prepare on an OHP the following phrases:

Can I speak to Jenny?

Shall I take the call?

Could you repeat the number, please?

Would you mind hanging on a moment?'

Is it okay if I call you back later?

Would you like me to come straight away?

- Ask them to copy sentences into their notebooks and then write offer or request

next to each sentence.

- Elicit ways of starting a phone conversation, and write them on the board, e.g.:

Hello, is John in?; It's John speaking, or Can I speak to Alison?

- Before the pair work, demonstrate the activity with a good student. Role play a

short phone call, asking the student to come five minutes early for the next class to

help you put some posters up in the classroom.

- Divide the class into pairs and give each Student A a copy of worksheet A and

each Student В a copy of worksheet B.

- Ask the students to read the instructions on their worksheets. Tell them they

should write down the basic requests and offers before starting their conversations.

- Students follow the instructions on their worksheets to make four telephone

conversations.

- Circulate, checking that students use the appropriate question/answer forms for

the offers and requests, and that they are having “complete” telephone

conversations.

- When most students have finished, ask one or two pairs to act out their

conversation for the whole group.


31


32

HEALTHY EATING

Aim: to practice food vocabulary.


Procedure:

- Make one copy of the worksheet for each pair or group.

- Review the different ways of cooking (e.g. grill; bake) and discuss which method

are healthy and which are unhealthy.

- Ask the students what kind of food they would expect to find on the menu for

breakfast at a health farm. Discuss the elements of a healthy diet.

- Together with the students, brainstorm what might appear on the breakfast menu.

- Divide the students into pairs or small groups. Hand out one worksheet to each

pair or group of students.

- Ask the students to complete the menu for Celereton Health Farm by creating

different healthy dishes for the three remaining meals of the day. They must try to

follow the nutritional guidelines given in the worksheet. Tell the students they can

use their dictionaries.

- When they have finished, ask the students to swap menus with each other,

compare their results and choose the best one.


33


34

THEN OR NOW?

Aim: To practise used to + infinitive for past habits and states.


Procedure:

- Make one copy of the worksheet for each student.

- Arouse students' interest by showing them old photographs/a short film clip that

depicts life 100 years ago. If you don't have access to such things, then ask students

to talk about the lives of their grandparents and how they were different from life

now.

- Write up the first statement on the board with the I agree / I'm not sure / I disagree

boxes. Invite the students to agree or disagree with the statement and encourage

them to give reasons for their choice.

- Hand out the worksheets and tell the students to do the same with the statements.

Allow 5–10 minutes for this stage and make sure the students are working alone.

Monitor and help with any difficulties.

- Divide the class into pairs or groups as you require. Groups will probably lead to

more disagreement and ultimately a more productive discussion.

- Once students have discussed all the statements, conduct a class feedback session

focusing on those that proved to be most contentious and any that the students

created for themselves that proved interesting.

Note: The ideas generated could form the basis of a discursive essay on the

advantages and disadvantages of living now as opposed to 70–100 years ago.


35

Think about life 100 years ago. Was it better or worse than it is now? Look at the statements 1–12 below and decide if you agree with them. Tick (√) the appropriate box to show how you feel. When you have finished, talk to your partner and compare your answers. Try to give reasons for your choices.

One hundred years ago ... Agree Disagree Not sure

1. Children used to be happier.

2. People used to wear better quality clothes.

3. People used to be fitter.

4. Family life used to be better.

5. People used to have more interesting hobbies.

6. People used to have a better quality of life.

7. People used to feel safer.

Nowadays...

8. People work harder than they used to.

9. It is more difficult to get around than it used to be.

10. People have a worse diet than they used to.

11. Women have worse lives than they used to.

12. People are less intelligent than they used to be.


36

QUESTIONS, QUESTIONS, QUESTIONS… Aim: To practise recognizing, answering and asking questions. Timing: 30 minutes. Procedure: - Give out one worksheet for each student. Tell students to read through the answers and check the meanings of any words they don't understand, either with you or using dictionaries. - Working in pairs, the students have to find all the questions and write them next to the appropriate answers. - The students now take turns to ask each other these questions, writing down their partner's answers in the spaces on the worksheet. Encourage the students to ask follow-up questions to find out more information, e.g. “What's your favourite city?” – “Madrid. And yours?” – “London.” – “Why London?” - Ask each student to report back three things they have learned about their partner.

Answers: Have you got a pet? Where would you like to be right now? Do you play a musical instrument? Would you like to go to the moon? Which country would you most like to visit? How often do you speak English? Who is your favourite singer? Are you reading a book at the moment? Could you speak English when you were ten? What kind of music do you like? How many countries have you been to? Which is your favourite city? Have you ever been to the UK? Are you any good at cooking? Have you got any children? Can you count to ten in five languages? How are you feeling right now? Who chose your name? What were you doing at midnight last night? What is your favourite colour?


37


38

BLOCKBUSTER

Aim: To practise writing the outline of a narrative.


Procedure:

- If you have a TV and video, play the first 3 minutes of a well-known film for the

students. Otherwise, write the title of a film on the board (e.g. 'Star Wars'). Ask

them what type of film it is (e.g. 'science fiction'),

- Brainstorm different categories/genres of film and write them on the board, e.g.

romance, adventure, drama, comedy, musical, western, thriller, horror, action,

science fiction, animation, documentary. Elicit films the students have seen in each

of the categories.

- Divide the students into groups of three or four.

- Tell them they are going to write an outline for a film. The group with the best

outline will get (a notional) $100 million to make their movie.

- Give each group a copy of the worksheet. Ask them to choose at least three items

from each column.

- The groups build up the details of a plot, using their chosen location, characters,

props and events. Set a time limit.

- Circulate and help them with vocabulary and ideas as necessary.

- Each group also thinks of three possible titles for their movie and chooses the

actors and actresses to appear in their film.

- Each group, in turn, presents its outline to the rest of the class.

- The class then decides which of the three titles is the best for the movie that has

been described.

- After the presentations, the class votes for the best idea (they can't vote for their

own) and a winner is declared.

Notes & comments:

As an alternative for larger classes: each group invents one title for their movie and

gives it to the teacher, who writes up all the titles on the board. The class listens to

the presentations and guesses which title was written for each film outline.


39


40

MAKING NEWS

Aim: To practise forms of past tense verbs (both regular and irregular).


Procedure:

- Divide the class into groups of four or six. Ask the students in each group to sit in

a circle and number themselves 1–4 or 1–6, anti-clockwise.

- Ask the students to imagine that this morning they heard a surprising piece of

news on their local radio station and that they are going to tell a friend about it.

- Give one set of pictures from the worksheet to each group. Ask students number

1 to shuffle the pictures well and deal out four to six pictures face down to every

student in the group.

- Tell the students that they have five to ten minutes to make up a newsworthy story

which includes at least three of their pictures. Explain that the story should take one

minute to tell. Ask the students to write short notes about the story. Encourage them

to be imaginative.

- Circulate, helping with vocabulary and grammar problems.

- When the students are ready, tell them that the activity is in two rounds and that

they only need half of their story for the first round.

First round

- Ask students 1, 3 and 5 to tell their story to the student on their left, beginning

with “This morning I heard on the news that ...” Tell the students that the telling-

listening periods will be exactly one minute and that you will be giving the “go”

and “stop” commands.

- Ask students 2, 4 and 6 to pass the story they have just heard on to the student on

their left, again beginning with “This morning I heard on the news that ...”

- Ask the students to make the stories 'travel' anti-clockwise. Repeat this until the

stories have been told to the original storyteller.

- The original storytellers explain to the whole group what in the story is correct

and what has been omitted or changed by showing the pictures they used.

Second round

- Repeat stages 7–10, working with the other half of the stories. Ask students 2, 4

and 6 to start.


41


42

INTERPRETER

Aim: To practise reported speech.

Timing: 30 minutes.

Procedure:

- Introduce the activity by telling or asking the students what it feels like to be in a

foreign country where you don't speak the language. Elicit some of the most

embarrassing or difficult situations for the traveller.

- Ask students to form groups of three. In each group there are three roles:

• police officer

• foreigner

• interpreter

If there are four students in a group, double up the role of foreigner.

- Explain that in each group the foreigner(s) takes a role card at random from the

pile. The card describes a situation. They will have to explain it to the police

officer, who does not speak English, via the interpreter.

- If necessary, demonstrate one of the situations with two students.

- Make sure that they take turns to change roles for the subsequent cards so that

everyone gets the chance to be the police officer, the foreigner and the interpreter.

Follow up:

Allow some time at the end of the group work to role play some of the situations in

front of the whole class - those that have worked best with the smaller groups.

(Make notes as you monitor group work on particularly productive and generative

situations and groups for a final demonstration.)


43


44

CLASSROOM ENGLISH

Aim: to practice classroom language.


Procedure:

- Elicit the important questions:

Can you repeat that please?

How do you spell ________?

What does __________ mean?

Can you give me an example?

How do you say _______ in (my Language)?

- Ask one student to pick up a card with a strange word. Write the spelling,

meanings, examples, and native language translation of these words on the board.

Word:

Meaning:

Example:

My language:


45

I am reading a book about mammals. Meaning: A mammal is an animal that gives milk to its babies. Examples: dogs, lions, horses, humans. Learner’s Language:___________

I am reading a book about herbivores. Meaning: A herbivore is an animal that eats only plants. Examples: cows, deer. Learner’s Language:___________

I am reading a book about reptiles. Meaning: A reptile is a cold-blooded animal. Examples: lizards, snakes. Learner’s Language:___________

I am reading a book about carnivores. Meaning: A carnivore is an animal that eats only meat. Examples: lions, great white sharks. Learner’s Language:___________

I am reading a book about amphibians. Meaning: An animal that is born in water but can live on land. Examples: frogs Learner’s Language:___________

I am reading a book about omnivores. Meaning: An omnivore is an animal that eats both plants and animals. Examples: human, bear. Learner’s Language:___________

I am reading a book about insects. Meaning: An insect is an animal that has six legs and three body sections. Examples: ant, grasshopper, bee. Learner’s Language:___________

I am reading a book about mollusks. Meaning: A mollusk is an animal that has a soft body. Examples: octopus, oyster, snail. Learner’s Language:___________


46

GETTING TO KNOW YOUR CLASS

Aim: to practice presenting personal information.


Procedure:

Ask every student to fill in the blanks with information about themselves. Try to

think of an appropriate question for finding out each of those facts.


47

Str

ateg

ies

for

sayi

ng:

H

ello

an

d G

ood

-bye

A:

Nic

e w

eath

er, i

sn’t

it?

Gre

at p

arty

, In

tere

stin

g cl

ass,

B

: Y

es, i

t is

. A

: B

y th

e w

ay, I

’m M

ike.

Fac

ts A

bou

t M

e

I’m

___

____

____

___.

(jo

b)

Qu

esti

on:

____

____

____

____

____

____

____

I gr

ew u

p in

___

____

____

____

. (h

omet

own

)

Qu

esti

on:

____

____

____

____

____

____

____

I co

me

from

a b

ig f

amil

y/sm

all f

amil

y.

I h

ave

____

____

____

__. (

nu

mb

er o

f si

bli

ngs

).

Qu

esti

on:

____

____

____

____

____

____

____

I’m

into

___

____

____

__ (

hob

by/

inte

rest

s).

Qu

esti

on:

____

____

____

____

____

____

____

I’m

stu

dyi

ng/

stu

die

d _

____

____

___

(maj

or).

Q

ues

tion

: __

____

____

____

____

____

____

__

In

th

e fu

ture

, I’d

lik

e to

___

____

____

____

_

____

____

____

____

__. (

futu

re p

lans

/dre

ams)

Q

ues

tion

: __

____

____

____

____

____

____

__

A:

Hi.

How

’s it

goi

ng?

H

ow a

re y

ou d

oin

g?

B:

Goo

d.

Inte

rest

ing

Fac

ts A

bou

t Y

our

Cla

ssm

ates

N

ame

Fac

t

A

: H

i. W

hat

hav

e yo

u b

een

up

to?

B

: N

ot m

uch

. I’

ve b

een

bu

sy.

A:

Wel

l, it

was

nic

e ta

lkin

g to

you

. ch

atti

ng

wit

h

seei

ng

B:

You

, too

. See

you

.

A:

Wel

l, I’

ve g

ot t

o go

now

. ru

n

B:

Alr

igh

t, s

ee y

ou la

ter.


48

HOW HAS LIFE CHANGED IN 50 YEARS?

Aim: to practice the use of Present Perfect.


Procedure:

- Divide students into groups of four.

- Ask them to think of how the quality of life has changed in the last 50 years. Give

a list of examples.

People are wealthier now.

People eat better now.

People eat more instant food now.

More people drive cars now.

People were thinner in the past.

People were more honest in the past.

- After looking at this list each group should make up sentences about how our life

has changed over the last 50 years using Present Perfect.

- Then ask the students to make up their own sentences and present them to the

class.


49

FINDING SOMEONE WHO HAS A LOT IN COMMON Aim: to practice certain grammar structures. Timing: 20–25 minutes. Procedure: - Elicit the following sentences: We have a lot in common. We have nothing in common. I have a lot in common with ____________. - Students should mingle around the class and ask and answer the following questions: What do you do in your free time? What kind of music do you like? Who is your favorite actor? - Ask the class to walk around and find three people that you have a lot in common with (three things in common) - After finishing the task they should report the results to the class using these patterns: I have a lot in common with ____________________ We both like... We both play... We both come from...

What are some things that people have in common? Make a list as a class: Person: Things we have in common: ___________________________________

(1) ______________________________________________ (2) ______________________________________________ (3) ______________________________________________ (4) ______________________________________________ (5) ______________________________________________ (6) ______________________________________________ (7) ______________________________________________ (8) ______________________________________________


50

FIND SOMEONE WHO… PAST TENSE

Aim: to practice Past Simple.

Timing: 60 minutes.

Procedure:

- Write on board some examples of what people could do at the weekend:

drank coffee.

watched TV.

played basketball or soccer.

skipped breakfast.

took the bus to University.

cut their hair.

had a date.

took a trip.

went shopping.

- Ask the students to brainstorm other examples.

- Divide the class into groups of three or four.

- Tell them to make up questions in Past Simple using the expressions on the board.

- After they have finished the teams ask each other to find out who was involved in

the most activities last weekend.


51

EXPRESSING DISLIKES

Aim: to practice certain grammar structures.

Timing: 60 minutes.

Procedure:

- Write on board some examples of grammar patterns used to express dislikes:

I hate ____________________________

I dislike __________________________

I can’t stand _______________________

I’m tired of ________________________

I’m fed up with ____________________

I’m sick of ________________________

I’m sick and tired of _________________

_____________ really bugs me.

_____________ makes me mad.

_____________ drives me crazy.

_____________ pisses me off.

_____________ annoys me.

- Ask the students to brainstorm their own ideas to complete these sentences.

- Divide the class into pairs and tell the students to ask each other the following

questions:

What does your friend do that annoys you?

What does your friend do that pisses you off?

What type of person bugs you?

What kind of teacher makes you mad?

What does your mother do that drives you crazy?

What do your neighbors do that you are fed up with?

What do you do that bugs your friends?

What are you tired of these days?

- After they have finished they report the most interesting information to the class.


52

FOR AND AGAINST Aim: to discuss different social issues using certain grammar structures. Timing: 60 minutes. Procedure: - Write on board some examples of grammar patterns used to express opinions: I’m for it. I don’t really care I’m against it. I’m in favor of it. It doesn’t concern me. I’m opposed to it. - Look at the following issues. Decide whether you are for them or against. Express your opinion giving your reasons. Smoking in public places ________________ Drinking in public places ________________ Free university education ________________ Free high school education ________________ Free trade ________________ High taxes on tobacco ________________ High taxes on alcohol ________________ High taxes on imports ________________ Smaller classes ________________ Students electing teachers ________________ Paying teachers more ________________ Paying politicians more ________________ Giving money to the poor ________________ Giving food to the poor ________________ Mandatory military service ________________

Women’s Mandatory service ________________ Giving homes to the homeless ________________ Free Medicine ________________ Free Public Transportation ________________ Raising the drinking age to 25 ________________ Raising the driving age to 25 ________________ Lowering the voting age to 15 ________________ Lowering the smoking age to 15 ________________ - Vote in class for or against every issue and ask the students to make a report on the conducted survey.


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PROBLEMS AND SOLUTIONS Aim: to discuss different social issues using certain grammar structures. Timing: 60 minutes. Procedure:

- Write on board some examples of grammar patterns used to express agreement or disagreement and to explain problems. Problems:

One problem is that ... (sentence) One problem is ... (noun)

Solutions: One solution is to ... (verb) We could ... (verb) I think we should ... (verb) I recommend that ... (verb)

Agree: Disagree: I think it’s a good idea. It’s a good idea but ___________ I agree with _______. I disagree with ______ because I am for __________. I am against it because ________ The problem with that is ... - Explain the situation to the students. - Ask the students to pick a problem card and discuss it in groups.


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The situation is: You are the management staff of a large resort hotel. Lately, you have had a lot of problems. You must discuss these problems with the other managers and then come up with solutions.The hotel is on an island surrounded by beautiful beaches, coral reefs, and mountains. It seems like the perfect place to have a hotel but ... .

PROBLEM CARDS

Theft: There is a lot of theft at the hotel. Someone is stealing food from the kitchen, money from front desk, and sports equipment from the gym. Guests have also complained that somebody stole their wallets.

Guests are bored: Guests have complained that there is nothing to do. There are no activities at night. In the day, there are few sports and nothing to see.

Complaints about the food: The guests have complained that the food tastes terrible. They also complained that the food is the same every night. Some vegetarians were very angry because every dinner has meat. There are few guests: Very few people know about the hotel. And the guests who do come say it is too expensive.

Complaints about the staff: Many guests say that the staff is rude and unhelpful. The staff members argue with each other. Sometimes they swear at the managers.

Many things are broken: The roof leaks and many TVs in the room don’t work. Sometimes there is no electricity or hot water.

The hotel is difficult to get to: There are no buses coming from the airport to the hotel. The taxi from the airport to the hotel is very expensive.

- Ask the students to report the results of the discussions in the following form:

MANAGEMENT DISCUSSION

Problem: Possible Solutions:

Management Recommendation:


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AT THE MOVIES Aim: to practice speaking about movies. Timing: 30 minutes. Procedure: - In class discuss these questions:

What kind of movies do you like the best? Who is your favorite actor? Actress? What movies have you seen recently? How often do you watch movies or videos? What movies do you want to see?

- Divide the class into three or four groups and ask the students to make three riddles for movies that they have seen according to the model.

Movie1: It’s a _______________ _______________ is in it.

It takes place ________________________ It’s about ___________________________

In the end, ________________________ Use the following expressions: Who: Who’s in it? (be in a movie= act in a movie) Bruce Willis is in it. It’s starring Bruce Willis. Setting: It takes place ___________________ Where: In the city, in the country, in Italy, on Mars, on a ship, in an airplane ... When: In the 80s, in the 90s, in the 1800s, in the future, in the past, in winter ... Plot: What’s it about? It’s about ___________________________ What: Two people who fall in love, a meteor that crashes into the earth, Climax: In the end, ____________________ What happened: They get married, they save the earth ... Category: What kind of movie is it? It’s a _________________ What kind: comedy, romance, sci-fi, documentary, horror, animation, thriller, action movie. - Tell the students to share their riddles and try to guess the answer.


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SURVEYS ON ANNOYING HABITS Aim: group discussion. Timing: 60 minutes. Procedure: - Write on board some examples of grammar patterns used to express annoyance: It bugs me when... I can’t stand it when... It gets on my nerves when... It annoys me when... It bothers me when... It drives me crazy when... It makes me angry when... It makes my blood boil when... - Ask the students to brainstorm their ideas to complete these sentences. It bugs me when I’m on the subway and_____________________________ It bothers me when I am at a movie and somebody ____________________ It gets on my nerves when I’m trying to sleep and _____________________ It annoys me when women _______________________________________ It really makes me angry when teachers ____________________________ It really pisses me off when parents ________________________________ It makes my blood boil when I am at a restaurant and __________________ It drives me crazy when my neighbors ______________________________ It drives me crazy when my boyfriend/girlfriend ______________________ It bugs me when my best friend ___________________________________ It annoys me when my brother/sister _______________________________ It drives me crazy when I run to answer the phone and _________________ It bugs me when I go to an internet site and __________________________ I can’t stand it when people _____________________________ while they are eating. It gets on my nerves when people ____________________before they really know me. - Divide the class into groups. - Give each group a set of cards made from the worksheet. - Ask the students to take cards in turn and answer the questions.


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WORKSHEET

Subway

1. Do you take the subway on a regular basis? 2. What drives you crazy on the subway?

Movies 1. What bugs you the most when you go to the movies? 2. Have you ever told anybody to be quiet?

Neighbors 1. Do you get along well with your neighbors? 2. What do you neighbors do that makes your blood boil?

Girlfriends and Boyfriends 1. Do you have a girlfriend or boyfriend? 2. What do they do that gets on your nerves?

Parents 1. Do you get along well with your parents? 2. What do they do that annoys you?

Internet

1. How many hours a week do you surf the internet? 2. What bugs you the most when you go to a website?

Men 1. What do young men do that makes your blood boil? 2. What do old men do that gets on your nerves?

Women 1. What do young women do that gets on your nerves? 2. What do old women do that bugs you?


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MAKING SURVEYS

Aim: to encourage students for communication within the class and the groups as

well as for collecting opinions and systematizing information on a certain issue.

Timing: 40 minutes.

Procedure:

- If necessary provide the students with vocabulary and grammar patterns useful for

conducting survey and further discussion.

- Distribute the problem cards among the class (this can be done both for an

individual or pairs of students).

- Ask the students to move around and record everybody’s opinions on the issue.

- Tell them to present their results to the class (this can be done orally or as

a written home task).


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SURVEYS ON HYPOTHETICAL SITUATIONS

War

1. Are you worried that your country will go to war in the near future? 2. What would you do if your country went to war?

Superheroes 1. What superhero would you like to be? 2. If you could have any power what would it be?

Lottery 1. Do you ever buy lottery tickets? 2. What would you do with the money if you won?

Ghosts 1. Do you believe in ghosts? 2. What would you do if you saw a ghost?

Reincarnation 1. Do you believe in reincarnation? 2. What would you like to be reincarnated as?

Ethics

1. Have you ever found money on the ground? 2. If you saw 10,000 won fall out of somebody’s pocket, would you keep it or tell them?

Ethics II 1. Do you ever pretend you are sleeping on the subway so that you don’t have to give up your seat? 2. If you saw a pregnant woman on the subway, would you stand up? Really?

Space Travel 1. Do you think that people will live on other planets someday? 2. Would you travel to Mars if you had the chance?


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SURVEYS ON EDUCATION

Survey on Tuition How much tuition did you pay this year? Do you think university education should be free for everyone? Do you think students ought to be given student loans from the government at zero interest?

Survey on Class Size When you were in high school, how many students were in your class? What should the maximum number of students per class be in high school? Would you be willing to pay more tuition for smaller class sizes?

Survey on Homework How much homework do you do everyday? How much homework should university students be given everyday? How much homework should high school students be given everyday?

Survey on Tests

Do you think there ought to be a university entrance exam? What do you think should be the most important thing for university students? Tests, essays, or projects? What punishment should students receive if they get caught cheating on a test?

Survey on Teachers Do you think high school students should be able to choose their own teachers? What do you think is the most important quality for a good teacher? Do you think teacher should be paid extra if they have good student evaluations?

Survey on Punishment What is the worst punishment you have ever received? Should corporal punishment be allowed in school? Should students be given failing grades for plagiarism?

Survey on Grades

Have you ever received an F grade in a university class? Do you think teachers should mark students on a bell curve? Do you think teachers ought to fail some students every semester?

Survey on Technology Do you ever use the internet to do research? Do you think students ought to be given internet access in class? Should students be required to do multi-media presentations like Power Point in class?

Survey on Being Late How often are you late for class? How often is your teacher late for class? What should the teacher do if a student comes late?


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SURVEYS ON CONTENTIOUS ISSUES

Animal Research

1. How do you feel about using animals for research? 2. Is OK to use animals for medical research? How about cosmetic research?

Death Penalty 1. What’s your opinion on the death penalty? 2. Do you think that innocent people are sometimes put to death?

Corporal Punishment 1. How do you feel about corporal punishment in schools? 2. How about corporal punishment by parents?

Nuclear Energy 1. What’s your opinion on nuclear energy? 2. Do you think the government should build more nuclear power plants?

Violence on TV 1. How do you feel about violence on TV? 2. Do you think the violence on TV causes children to be violent?

Women’s Equality

1. What’s your opinion on women working? 2. Do you think women have the same opportunities as men?

Youth Offenders 1. How do you feel about young criminals? 2. Should parents of young offenders be responsible for any damage that the young offenders cause?

Tough Anti-Drug Laws 1. What’s your opinion on drugs? 2. Do you think that people should go to jail for life for taking drugs?


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PAST PROGRESSIVE AND PAST PERFECT PROGRESSIVE SURVEY

Television What were you watching when you were in high school? What have you been watching recently? How long have you been watching that program?

Housing Where do you live now? How long have you been living there? What city would you like to live?

911 What were you doing when you heard about 9-11? Where were you when you heard about 9-11? Who were you with?

Your University How long have you been studying at your university? When you were in high school, were you planning on studying at your university? What were you doing when you found out you got accepted into your university?

Sports Do you play any sports? How long have you been playing that sport? Where were you living during the last Olympics?

Dating Do you have a boyfriend or a girlfriend? If no, have you been looking for one? If yes, how long have you been going out?

Fashion What were you wearing this time last year? What were you wearing yesterday? How long have you had the clothes you are wearing

Music What were you listening to when you were in high school? What were you listening to last summer? Who is you favorite singer and how long have you liked them?

Time What were you doing this time last year? What were you doing five years ago at this time? What were you doing last semester at this time?


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SURVEYS ON MOVIES

Survey on Best Actors

(1) Who is the best male actor? (2) Who is the best female actor?

Survey on Horror Films

(1) Do you enjoy horror movies? (2) What is the scariest movie you have seen?

Survey on Comedies

(1) Do you like to watch comedies? (2) Who is the funniest actor?

Survey on Action

Films (1) Do you enjoy action films? (2) Is it OK for young kids to watch violence on TV?

Survey on Movie Going

(1) How often do you go to the movies? (2) Who do you usually go with?

Survey on Movie Going

(1) What was the last movie that you saw? (2) What was the first movie you ever saw?

Survey on Sci-fi

Movies (1) Do you enjoy sci-fi movies? (2) What was the last sci-fi movie you saw?

Survey on Best Films (1) What is the best film you’ve seen recently? (2) Who was starring in it?

Survey on Worst Films (1) What is the worst film you’ve seen recently? (2) Who was starring in it?


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SURVEYS ON EATING

Survey on Breakfast

(1) Did you have breakfast this morning? (2) What do you usually have for breakfast? (3) Who do you eat breakfast with?

Survey on Lunch (1) Where do you usually have lunch? (2) What do you typically have for lunch? (3) Who do you eat lunch with?

Survey on Dinners

(1) Where do you usually have dinner? (2) What time do you usually eat dinner? (3) What did you have for dinner yesterday?

Survey on Fast-food

(1) Do you go to fast-food restaurants often? (2) What is your favorite fast-food restaurant? (3) Do you prefer fast-food or your mom’s cooking?

Survey on Restaurants (1) How often do you eat at restaurants? (2) What is your favorite restaurant? (3) Do you usually leave a tip?

Survey on Ordering Food

(1) How often do you order food at your home? (2) Do you ever order pizza? (3) Do you ever order Chinese food?

Survey on Favorite

Food (1) What is your favorite food? (2) How often do you eat it? (3) What is your least favorite food?

Survey on Cooking (1) Who cooks in your family? (2) Who is a better cook your mom or your dad? (3) What do you know how to cook well?

Survey on Spicy Food (1) Do you enjoy spicy food? (2) What is the hottest food you’ve eaten? (3) Have you ever had food that was so hot you couldn’t eat it?


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EDUCATIONAL LANGUAGE GAMES

A FEW QUICK QUESTIONS

Aim: To consolidate asking questions.


Procedure:

- Make one copy of the worksheet per student.

- Fold the worksheet so only the left column is visible. Give one worksheet to each

student.

- Ask the students to write a different classmate's name on each line in the left

column. Alternatively, the worksheet is passed around the class and the students

write their own names on the lines. (The latter ensures all students' names appear

equally as often)

- The worksheet is unfolded to reveal incomplete statements about the students'

classmates. For example,

Thierry feels ________ today.

Emily is named after _________ .

- The students mingle around the classroom, asking and answering questions and

completing the statements. For example, Thierry feels worried about his exam

today. Emily is named after her grandmother.

- Encourage the students to ask further questions to find out more information.

- When all the sentences have been completed, the students, in pairs or small

groups, tell each other what they have learned. Ask the students to report to the

class anything interesting they have learned.


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67

LETS TALK!

Aim: Тo practise using gerund- and infinitives after particular verbs.


Procedure:

- Write two examples on the board – one which requires the gerund and one which

requires the infinitive.

Do you like (go) to the theatre? (going)

Have you decided (go) out tonight? (to go)

- Elicit the correct form for each sentence.

- Divide the class into groups of three.

- Explain the rules of the game:

Students throw the dice and move around the board.

If they land on a question, the student must form the question correctly using the

gerund or infinitive form. The student then asks this question to another member of

the group who must give an appropriate answer.

If the student lands on a one word prompt, e.g.: DECIDE, then another member of

the group must form a question for the person who landed on that square. The

question must use the key word in an appropriate tense and with the correct verb

pattern e.g.: When did you decide to come to England?

The students proceed until someone has finished. If time and inclination allow, they

can start again in new groups.


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69

LET’S TALK

Aim: To practice different verb patterns and vocabulary related to describing appearance. Timing: 30–40 minutes. Procedure: - Put your students into groups of three (two players and one referee) or rive (two pairs and one referee) and give each group a copy of the worksheet, two counters and a dice. You will need let give the referee a copy of the answers. - The students place their counter on the START square and then roll the dice to see who goes first. - The students take it turns to roll the dice, move that number of squares forward and then choose the correct alternative. The referee checks the answers, if correct, the student's counter remains on the square. If incorrect, the student has to return his/her counter to its original square. - If the player lands on a SMILE! They should square; move forward but not have to answer the question, if a player lands on an OOPS!: square, they automatically miss a go. - This continues until a player pair reaches the final SMILE! square and wins the game. Answers: 2 I need to speak/speaking English for my job. 3 She's got long, wavy hair/hairs. 4 He's always telling us what to do - he's very bossy /shy. 6 I can swim/to swim faster than vou. 7 He's got freckles / dimples all over his face. 8 He grew a moustache/ beard to cover the scar on his chin. 10 She's got fair hair /eyes. 11 I enjoy watching/to watch sport on TV. 12 He's got pale skin /hair. 14 What does look like/look? 15 I want being/to be rich. 16 She's wearing false eyelashes / eyebrоws! 18 I put on /take off my shoes before I leave the house. 19 She's got the most perfect tooth/teeth. 20 I think I'm going to give up /hang up smoking. 22 He looks tired – he's got bags under his ears /eyes. 23 I'm looking forward to meet/meeting her. 24 She's got a beautiful hair /smile. 26 She feels things very strongly – she's sensitive / sensible. 27 What is she like/look like? 28 When she smiles, small wrists /wrinkles appear next to her eyes. 29 I've decided getting/to get my hair cut.


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71

FIND THE MISTAKE

Aim: To consolidate the main language areas.


Procedure:

- Put the students into pairs and give one the Student A worksheet and the other the

Student В worksheet. Tell the students that six of the questions contain a grammar

mistake and six are correct.

- Ask the students to work individually to find and correct the grammar mistakes.

- When they have done this, ask Students A and В to compare the corrections they

have made and to identify the correct version of each question.

- Check answers with the whole class.

- Follow up

- Ask the students, working in pairs or small groups, to ask and answer the

questions. Encourage them to ask further questions to find out more information.

For example, for question 1: When did you first hear the song? Why do you like it

so much? Does it remind you of a particular time, place or person?

- Ask the students to report back to the class anything interesting from their

discussions.


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73

IRREGULAR BATTLESHIR

Aim: To practice spelling of irregular verbs forms.


Procedure:

- Ask if any of the students have played the game “Battleships”. If anyone has, ask

them to explain it to the rest of the class.

- Ask the students to form pairs of Student A and Student B.

- Give each student a copy of the relevant worksheet.

- Tell the students that the object of the game is to find ten irregular verbs in the

past tense and past participle in their partner's grid.

- Ask the students to read the instructions on their worksheets carefully. You may

want to pre-teach some of the key lexis: a grid, to score a hit, to miss, your turn,

your go.

- Circulate, checking that students spell the verbs correctly.

Answers:

The verbs on Worksheet A are: grew, stolen, won, led, put, heard, gone, ate,

thrown, drove. The verbs on Worksheet B are: sung, drunk, made, built, sat, hurt,

woke, swam, cut, taught.

Follow up:

• Ask the students to make a list with the infinitive, past tense and past participle

forms of the twenty verbs that they have found.

• Use the blank grids below to play the game again: students can write in their

own verbs. The grids can also be used for other lexical fields.

Notes & comments:

For lower level classes, if you think it will take too long for the students to find out

the verbs, write the twenty verbs on the blackboard before starting the game.


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75

SCHOOL JOKES Aim: To practice listening and speaking in a humorous context. Timing: 15–20 minutes. Procedure: - Tell your students that they will each be given half of a joke: either the opening or the ending (punchline). You can use a well-known joke such as “Doctor, Doctor, everyone keeps ignoring me. – Next please”, to exemplify the kind of humour they can expect. - Give out the cards – one or more to each student, depending on class size. Allow a few minutes for students to check any vocabulary they don't know, either with you or in a dictionary. - Ask the students to walk around the classroom reading out their incomplete jokes to each other and deciding whether their halves match. - Ask the students to check with you when they think they have found their 'other half. - When the activity is over, pairs read out their “complete” jokes. Solution: The jokes are: I can still remember my university days ... – All three of them. I'll never learn how to spell. – The teacher keeps changing the words. What is black when clean and white when dirty? – A blackboard. Where was the Declaration of Independence signed? – At the bottom. One day I brought an apple for the teacher and she kissed me. – The next day I brought her a watermelon. I spent three years in college taking medicine. – You poor thing. Are you well now? It took me a whole year to write a book. – You idiot. Don't you know you can buy one for a fiver? Before we begin this final exam, are there any questions? – Yes. What's the name of this course? I want to read a book ... something very deep. – What about “20,000 Leagues Under the Sea?” So you flunked the history exam. – Yes. They kept asking questions about things that happened before I was born. Now, class, are there any questions? – Yes. Where do those words go when you rub them off the blackboard? What comes after six? – The milkman. I got an A in spelling. – You fool. There isn't any A in 'spelling'. Who needs a dictionary? – If you've read one you've read them all.


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77

HOW WELL DO YOU KNOW YOUR CLASSMATES?

Aim: To practise question forms.

Timing: 20 minutes.

Procedure:

- Fold each of the worksheets as shown so that only the spaces where the students

write their names are visible.

- If possible, ask the students to sit in a circle or horseshoe.

- Give out one worksheet to each student. They should not open out the worksheet.

- Each student then writes their name in one of the spaces and passes the folded

worksheet to the right.

- The next student writes their name in any one of the remaining spaces, before

passing it on again.

- Continue until all the spaces have been filled. Then hand on the worksheet one

more time.

- Each student opens out the worksheet to find sixteen questions about different

people,

e.g. Where did Anna last go on holiday?

- The students try to guess the answer to each of the questions and write this next to

the question.

- The students then mingle and ask the questions. They record with a tick (√) or a

cross (X) whether or not they had guessed correctly.

This continues until all the questions have been asked.

- The winner is the person who has the most correct guesses.


78

FOLD FOLD

What's 's favourite possession?

Who in the world would most like to meet?

What's 's greatest wish?

When did last have a haircut?

Which would rather be – a frog or a snake?

Where in the world would like to be right now?

How many times has been in love?

When did first kiss someone?

What's 's idea of a perfect day?

Where did last go on holiday?

What will be doing at nine tonight?

How often does speek English outside class

What's 's favourite smell?

How many languages can count to ten in?

What's 's favourite English word?


79

JOB FAIR ROLE PLAY

Aim: to practice talking about jobs and participating in an job interview. Timing: 60 minutes Procedure: - This lesson follows a format of a discussion, followed by a role-play activity. - Print out photocopy of three documents: Benefits and Qualifications, Employers Activity Sheets, Job Seekers Activity Sheets (see below). - Divide the class into seven different employers and seven different job seekers. - Tell the students that you will be talking about job interviews today. Define the words benefit and qualification on the board. - Write the key vocabulary items on the board: promotion, work experience, medical insurance, vacation, bachelor/masters/doctor, degree, references, salary wage housing, license, commissions, tips bonus, well-spoken, hardworking, discounts, training courses, dental insurance, creativity, report card/transcript, raise, neat appearance/dress. - Give the students some examples of the key languages patterns: What kind of experience do you have? What did you study in university? Do you have any special skills? What are your good points and bad points? What company do you represent? What kind of job do you offer? - Make a chart with the headings benefits and qualifications on the board and ask the students to come up with some examples. Write the examples under the appropriate headings. - Now hand out the worksheet titled Benefits and Qualifications. Go over it as a class. In groups decide what the most important benefits and qualifications are. Ask a few students what benefits they want. Then ask a few students what qualifications they have. - Ask the students to practice doing job interviews in English. - Let the companies line up in row. And tell the job seekers go from company to company and ask about the jobs. Explain to the students that the job seekers are primarily interested in what benefits they can get, and the companies are primarily interested in the qualifications of potential employees. - Before you let the students go at it, you should probably model an example interview with one student. You may also want to discuss the questions that each party will want to ask. - Ask both groups should fill out the table on their activity worksheets. And when they are done and if time permits, you can ask the employers who they would like to hire and why.


80

Benefits and Qualifications:

A benefit is something you receive from a job A qualification is something you need to do a job.

Look at the following list of vocabulary items. Are they benefits of a job or qualifications for a job? __________________ promotion __________________ work experience __________________ medical insurance __________________ vacation __________________ bachelor/masters/doctor degree __________________ references __________________ salary __________________ wage __________________ housing __________________ license __________________ commissions __________________ tips __________________ bonus __________________ being well-spoken __________________ being hardworking __________________ discount on goods __________________ training courses __________________ dental insurance __________________ creativity __________________ report card/transcript __________________ raise __________________ neat appearance/dress

In a group, decide what the most important qualifications and benefits are?

Most Important Benefits Most Important Qualifications


81

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83

FIVE SIMPLE BANKING TRANSACTIONS ROLE PLAY

Aim: to practice talking about banks and participating banking conversation.

Timing: 60 minutes.

Procedure:

- This lesson follows a format of a discussion, followed by a role-play activity.

- Write the key vocabulary items and grammar patterns on the board.

- Print out photocopy of five documents: Bank Teller Activity Sheet, Bank Client

Activity Sheet, Bank Cards and Photo ID, Checks and Bills (see below).

- Divide the class into two groups: bank tellers and bank customers.

- Ask the bank tellers to sit in a line facing the clients (like in a real bank). Give the

Bank tellers Bank Teller Activity Sheet and a supply of Biggle Bucks and

American Dollars.

- Bank clients should visit the bank tellers and conduct transactions. Each bank

client will need a Bank Client Activity Sheet, Bank Card, one Piece of Photo

ID, two Checks, and three Bills (gas, electricity, and telephone).

- Bank clients should go to a Bank Teller and conduct one of the five transactions

(pay a bill, cash a check, withdraw money, deposit money, and exchange some

currency. When they are finished, they go to another bank teller and conduct

another transaction. Each time the students go to a teller, they should get a

signature. The students can use the conversation as a guide. If you have time

remaining, tell the students switch roles and go over it again.


84

BANKING ROLE-PLAY

Aim: to practice talking about banks and participating banking conversation. Timing: 60 minutes. Procedure: - Write the key vocabulary items and grammar patterns on the board: deposit money, withdraw money, cash checks, exchange currency, and pay bills (if needed give some more).

- Use Personal Finance Vocabulary Sheets for Warming-up before the game.

- Print out photocopy of five documents: Vocabulary Handouts, Client Role Cards, Financial Product Brochures, Banker Activity Sheet, and Client Activity Sheet.

- Divide the class into two groups: bankers and bank clients.

- Give each client a client role-play card. The bankers should be divided into four groups: new accounts, credit cards, mortgages, and loans. Each banker should be given a financial product brochure for the group that they belong to. Students should be given time to absorb the material. They can quietly read the material in front of them and ask questions if they do not understand something.

- Give the bankers a banker activity sheet and give the clients a client activity sheet. Bankers should set up desks where they can meet with their clients. Using the conversation as a guide, bankers and clients begin the role-play.

- Ask the bank clients to visit the bank and talk to the bankers about various financial products such as credit cards and mortgages. After the bankers explain the financial products, the client should select one product and apply. The bankers should then open up a bank profile and start a credit evaluation.

- Ask the Bankers now set up a bank profile and do a credit evaluation. This involves asking questions about income and debt. The questions are on the banker activity sheet and the answers to the questions are on the client role-play cards.

- After finishing the tasks, ask the participants of the game to discuss briefly which financial products were more appealing and why. With the bankers you can discuss who they felt had a good credit evaluation and why, and whom would they lend money to. Give some hints to the students: The doctor has a good salary but also a lot debt. The waitress has a modest salary but almost no debt.


85

PERSONAL FINANCE VOCABULARY WARM-UP Match the column on the right with the definitions: ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________

mortgage default funds variable fixed co-sign cash advance credit rating credit evaluation credit limit annual savings chequing afford interest net income gross income prime

(a) Money. (b) Stays the same over time. (c) Guarantee a loan for somebody else. (d) Money that you borrow on a credit card. (e) A check to see how well you can pay back a loan. (f) The maximum you can borrow. (g) A loan to buy a house or property. (h) A bank account you use to save money. (i) Be able to pay for goods or pay back a loan. (j) Changes over time. (k) Not pay back a loan. (l) The cost of borrowing money. (m) An opinion on how well you can pay back a loan. (n) Your income after you pay income taxes and expenses. (o) The basic interest rate that banks use. (p) A bank account you use for day to day expenditures. (q) Yearly. (r) Your income before you pay taxes.


86

PERSONAL FINANCE VOCABULARY WARM-UP

Match the words with their opposites:

________

________

________

________

________

________

spend variable withdraw borrow default purchase

(a) deposit (b) lend (c) save (d) sell (e) fixed (f) pay back

Fill in a preposition to complete the sentence: (1) If you owe money, you are ___ debt.

(2) If you have a savings account, you are keeping your money ___ the bank. (3) If you take money out of your bank account, you are withdrawing funds ____ your account. (4) If you move money from a savings account to a chequing account, you are transferring funds ___ chequing. (5) When you give back money that you borrowed you are paying ___ your debts or paying ____ your debts.

Explain the difference using whereas: (1) A savings account usually has a high interest rate, whereas a

chequing account has a low interest rate. (2) A fixed interest rate doesn’t change with time, (3) Your gross income is your income before you pay taxes, (4) A deposit is when you put money into your account,


87

PERSONAL FINANCE VOCABULARY CLOZE Fill in the blanks with the vocabulary items listed above each paragraph:

limit default afford

cash advance funds

debt purchase

pay back interest

Credit Cards

Credit cards are a convenient way to ___________ goods. They also come in handy when you have a shortage of ______________.If you need a little extra money for the weekend, you can take out a ______________.

In spite of these benefits, credit card ________________ can also cause serious problems for people. People spend more than they can _________. And because of the high _________ on money borrowed, the credit card debt becomes harder and harder to ___________ __________. Eventually, some people are forced to ________________ on their payments. This is why credit card companies put a _________________________________ on the amount that people can borrow.

Credit risk afford

Mortgage co-sign

Savings Default

credit evaluation

Mortgages Most people don’t have enough in __________________ to purchase a house so they take out a house loan, which is called a ____________. Before you get a mortgage, the bank will do a thorough ________ __________ to make sure you can __________ the loan. If the bank feels you are a _________ __________ they may ask you to find somebody else to __________________ your mortgage.

This person will be responsible to pay your mortgage if you ______________.


88

BANK CLIENT ROLE CARDS FOR BANKING ROLE-PLAY

Instructions: Visit your bank and: (1) Open an account. (2) Apply for a new credit card. (3) Apply for a new mortgage. You are moving into a larger house. (4) Apply for a loan to redecorate your house.

Profession: You are a doctor. You earn about $15, 000 a month. Last year you earned $165,000. Housing: You own your own house, but you have mortgage of $400,000. Your monthly mortgage payment is $2,900. Car: You own a car. Your car is worth $50,000. But you have a monthly payment of $500. You still owe 40,000 on your car. Credit Cards: VISA and American Express. You owe 2500 on your Visa and 6000 on your American Express.

Debts You still owe $50,000 in student loans for medical school. Your monthly payment is $600.

Instructions: Visit your bank and: (1) Open an account. (2) Apply for a new credit card. (3) Apply for a new mortgage. You want to move into a house. (4) Apply for a loan to take acting lessons.

Profession: You are a struggling actor. You earn about $1500 a month. Last year you earned $14,000. Housing: You rent an apartment. Your share of the rent is $420 a month. Car: You own a car. You don’t have to make any payments on your car but it is only worth about $1000 Credit Cards: You have a VISA. You owe about $500 on your VISA.

Debts You don’t have any other debts.


89

Instructions:

Visit your bank and: (1) Open an account. (2) Apply for a new credit card. (3) Apply for a new mortgage. You want to buy a house. (4) Apply for a loan to buy a boat.

Profession: You are a lawyer. You earn about $12, 000 a month. Last year you earned $130,000 Housing: You rent an apartment for $3200.00 a month Car: You own a car. Your car is worth $100,000. But you have a monthly payment of $1200. You still owe 70,000 on your car. Credit Cards: Visa and American Express. You owe 10000 on your Visa and 8000 on your American Express.

Debts You still owe $30,000 in student loans from law school. Your monthly payment is $800.

Instructions:

Visit your bank and: (1) Open an account. (2) Apply for a new credit card. (3) Apply for new mortgage. You are moving into a larger house. (4) Apply for a loan to go on a vacation.

Profession: You are a teacher. You earned about $3000 a month. Last year you earned $35,000. Housing: You own your own house, but you have mortgage of $120,000. Your monthly mortgage payment is $800. Car: You own a car. Your car is worth $2000. You have no monthly payments. Credit Cards: You have a MasterCard. You owe about $600 on your Master Card.

Debts You have no other debts.


90

Instructions: Visit your bank and: (1) Open an account. (2) Apply for a new credit card. (3) Apply for a new mortgage. You are moving into a larger house. (4) Apply for a loan to buy new equipment for your band.

Profession: You are a musician. You earn about $2,000 a month or $25,000 a year. Housing: You don’t own a house. You rent an apartment. Your monthly rent is $600 Car: You don’t own a car. Credit Cards: You have a VISA. You owe $200 on your VISA.

Debts You don’t have any other debts.

Instructions: Visit your bank and: (1) Open an account. (2) Apply for a new credit card. (3) Apply for a mortgage. You want to buy a house. (4) Apply for a loan to buy a car.

Profession: You are a waiter. You earn about $3400 a month. Last year you earned $38,000. Housing: You rent an apartment. Your monthly rent is $700. Car: You don’t own a car. Credit Cards: You don’t have a credit card.

Debts You don’t have any debts.


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93

BANK EMPLOYEE ACTIVITY SHEET

Conversation Guide BE=Bank Employee,

C=Customer

When a client asks to set up an account, apply for a credit card, take out a mortgage, or take out a loan, set up a credit profile for your bank.

BE: Please have a seat. How can I help you today?

C: Well, I’m interested in taking out a mortgage, but I would like some information first.

BE: I’d be happy to answer any questions you have. What would you like to know?

C: Well for starters, what kind of mortgages do you offer?

BE: We have a variable rate mortgage and a fixed rate mortgage.

C: Could you explain the difference please? BE: Sure. (Explains Different Mortgages). BE: Do you have any questions regarding what I just told you? C: No. I’d like to apply for the fixed rate mortgage. BE: Ok. I’ll need to set up a bank profile first. So I’ll need to ask you some questions about your personal finances? Can you spell your name for me? (Bank employee starts a credit evaluation and asks questions about the client’s personal finances).

Client 1 Client 2 Client 3 Client 4 Name Profession Monthly Salary Last Year’s Income Credit Cards Y/N (Type?)

Total Credit Card Debt

Owns Car Y/N (If Yes, Type?)

Estimated Car Value

Monthly Car Payments

Total Amount Owing on Car

Previous Loans Y/N

Monthly loan payments

Total Amount Owing on Loans

Owns House Y/N Value of House

Question to Ask For Client Bank Profile What do you do for a living? How much is your monthly salary?

Mortgage Payment Monthly Payment

Renting Y/N

Monthly rent


94

What was your gross income last year? Do you have any credit cards? How much debt do you have on your credit card? Do you own a car? How much is it worth? Do you make monthly payments on it? How much do you owe? Do you have any outstanding loans? What are your monthly payments? How much do you owe? Do you own a house? What is your house appraised at? Do you have a mortgage? What is your monthly mortgage payment? Are you renting? How much is your monthly rent payment?

In this role-play, you are a bank employee. Clients will come and ask you information about financial products that your bank offers, such as loans, credit cards, mortgages, and savings accounts. First, you will explain your bank’s financial products. Then when the client opens an account or applies for a loan, mortgage, or credit card, you will write down their credit profile.


95

BANK CLIENT ACTIVITY SHEET

Conversation Guide BE=Bank Employee, C=Client

Fill out this table by asking bank employees about their financial products.

BE: Please have a seat. How can I help you today? C: Well, I’m interested in taking out a mortgage, but I would like some information first. BE: I’d be happy to answer any questions you have. What would you like to know? C: Well for starters, what kind of mortgages do you offer? BE: We have a variable rate mortgage and a fixed rate mortgage. C: Could you explain the difference please? BE: Sure. (Explains Different Mortgages). BE: Do you have any questions regarding what I just told you? C: No. I’d like to apply for the fixed rate mortgage. BE: Ok. I’ll need to set up a bank profile first. So I’ll need to ask you some questions about your personal finances? Can you spell your name for me? (Bank employee starts a credit evaluation and asks questions about the client’s personal finances).

Bank AccountsProduct 1: _____________

Product 2: _____________

Credit Cards Product 1: _____________

Product 2: ______________

Mortgages Product 1: _____________

Product 2: ______________

Business Loans Product 1: _____________

Product 2: ______________


96

What products did you apply for? Bank Account: _______________________ Why? Credit Card: _________________________ Why? Mortgage: ___________________________ Why? Business Loan: ______________________ Why?

In this role-play, you are a bank client. You have to find out about various financial products such as credit cards, mortgages, business loans and savings accounts. First, you must inquire about the different products and then you must choose one and create a credit profile for the bank. The bank employee will ask you questions about your financial history. The bank needs to know about your monthly income and expenditures.


97

BUSINESS ENGLISH TELEPHONE ROLE-PLAY

Aim: to practice talking on the phone using business vocabulary and expressions

for leaving formal business messages.

Timing: 60 minutes.

Procedure:

- Write the key vocabulary items, expressions and the grammar of reported speech

on the board.

- Print out photocopy of four documents: Secretary Activity Sheet, Secretary Role

Cards, Client Activity Sheet, Client Role Cards.

- Divide the class into two groups: secretaries and clients.

- Give the Clients a client activity sheet and a client role card. Clients should call

the 'Stellar Corporation' to talk to Mary Jenkins, a manager there (unfortunately,

Mary is out of the office). Explain to the students that the clients have some

important information to relay as well as some details to discuss.

- Give the Secretaries a secretary activity sheet and a secretary role card.

- Tell the Secretaries to inform the clients of that fact that Mary is out and tell them

the time/date of Mary's expected return. The secretaries should take a message as

well.

- Ask the Secretaries to line up facing the wall and ask the clients to line up behind

the secretaries.

- Tap them on the shoulder when they want to make a call. Clients should practice

this conversation with as many secretaries as they can.


98

Sample Conversation:

Would You Like to Leave a Message?

SECRETARY ACTIVITY

SHEET

A = Secretary B = Business

Client A: Good Afternoon. Stellar Corporation. B: Hello. Can you put me through to Mary Jenkins please?

A: I’m sorry. She’s at a meeting with a client. B: Do you know when she’ll be back?

A: She should be back by 2:00. Would you like to leave a message for her?

B: Yes. Could you tell her the new ads are finished?

A: Certainly. Can I have your name please?

B: My name is Jack Felspar. That’s F-E-L-S-P-A-R. I’m with Spectrum Printers. And could you have her call me when she has a spare moment. I need to discuss the billing details.

A: Does she have your number?

B: I think so, but I better give it to you just to be sure. It’s 314-274-5464.

A: Alright, Mr. Felspar. I’ll have her call you when she gets a minute/she’s back in the office.

B: Thanks. I appreciate it. Have a nice day.

A: You too.

You are a secretary for the Stellar Corporation. Your boss Mary Jenkins is out so when business clients call, take their message.

Client Name

Company Tel# Message Wants to Discuss

Jack Felspar

Spectrum Printers

314- 274-5464

New ads are finished

Billing details


99

SECRETARY ROLE CARDS Secretaries should be given a role-card with information about their boss. The information includes the boss’s whereabouts and her expected return time. When people call asking for the boss, secretaries should convey the information in the card and take a message.

You work for the Stellar Corporation. You are a secretary. Your boss is Mary Jenkins. She is at a meeting. She is expected back at 1:30.

You work for the Stellar Corporation. You are a secretary. Your boss is Mary Jenkins. She is out to lunch. She is expected back at 1:00.

You work for the Stellar Corporation. You are a secretary. Your boss is Mary Jenkins. She is on vacation. She is expected back next Monday.

You work for the Stellar Corporation. You are a secretary. Your boss is Mary Jenkins. She is talking to a client. She is expected back in about an hour.

You work for the Stellar Corporation. You are a secretary. Your boss is Mary Jenkins. She is away on business. She is expected back tomorrow.

You work for the Stellar Corporation. You are a secretary. Your boss is Mary Jenkins. She is talking to the boss. She is expected back in about 15 minutes.

You work for the Stellar Corporation. You are a secretary. Your boss is Mary Jenkins. She just stepped out. She is expected back in about 2 hours.

You work for the Stellar Corporation. You are a secretary. Your boss is Mary Jenkins. She is away on maternity leave. She is expected back at the beginning of next month.


100

Sample Conversation: Would You Like to Leave a Message?

CLIENT ACTIVITY

SHEET

A = Secretary B = Business Client

A: Good Afternoon. Stellar Corporation. B: Hello. Can you put me through to Mary Jenkins please? A: I’m sorry. She’s at a meeting with a client. B: Do you know when she’ll be back? A: She should be back by 2:00. Would you like to leave a message for her? B: Yes. Could you tell her the new ads are finished? A: Certainly. Can I have your name please? B: My name is Jack Felspar. That’s F-E-L-S-P-A-R. I’m with Spectrum Printers. And could you have her call me when she has a spare moment. I need to discuss the billing details. A: Does she have your number? B: I think so, but I better give it to you just to be sure. It’s 314-274-5464. A: Alright, Mr. Felspar. I’ll have her call you when she gets a minute/she’s back in the office. B: Thanks. I appreciate it. Have a nice day. A: You too.

You are a business client of the Stellar Corporation. You want to call a manager their, Mary Jenkins, to let her know some important information and to discuss some details. If she is not there, leave a message with her secretary.

Secretary’s Name (Classmate’s

Name)

Mary Jenkins Location

Expected Return

Time/Date

Jiyoung (Classmate’s name)

At a meeting 2:00


101

BUSINESS CLIENT ROLE CARDS

Business clients should be given a role-card with information concerning a business transaction with Mary Jenkins, a manager at Stellar Corporation. The Role-card contains the clients name, company, telephone number, and important business information that the clients want to convey to Mary Jenkins.

You are Mike Berggson. You work for LJ computers. Your telephone number is 604-324-4321. You have to call Mary Jenkins from the Stellar Corporation and tell her that her shipment of computers has arrived. If she is not in, leave a message with the secretary. You want Mary to call you so that you can discuss the delivery and instalment schedule.

You are Tanya Griswold. You work for Krubb Interior Designs. Your telephone number is 017-367-2190. You have to call Mary Jenkins from the Stellar Corporation and tell her that you have come up with an estimate for the renovations. If she is not in, leave a message with the secretary. You want Mary to call you so that you can discuss the color of the walls and floor tiles.

You are Sara Voldemort. You work for Darkside Media. Your telephone number is 250-432-3456. You have to call Mary Jenkins from the Stellar Corporation and tell her that the advertising campaign is ready to launch. If she is not in, leave a message with the secretary. You want Mary to call you so that you can discuss payment for services.

You are Felix Unger. You work for Upland Real Estate. Your telephone number is 212-425-3994. You have to call Mary Jenkins from the Stellar Corporation and tell her that you have found a property she would be interested in. If she is not in, leave a message with the secretary. You want Mary to call you so that you can discuss an initial offer for the property.

You are Lisa Harada. You work for 1st International Bank. Your telephone number is 812-999-3344. You have to call Mary Jenkins from the Stellar Corporation and tell her that her loan application has been approved. If she is not in, leave a message with the secretary. You want Mary to call you so that you can discuss the repayment schedule.

You are John Richter. You work for Wide-Eye Security. Your telephone number is 204-323-4998. You have to call Mary Jenkins from the Stellar Corporation and tell her that her cameras have arrived. If she is not in, leave a message with the secretary. You want Mary to call you so that you can discuss when she wants the cameras installed.

You are Dana Walker. You work for Jones and Baily Law Firm. Your telephone number is 312-556-6655. You have to call Mary Jenkins from the Stellar Corporation and tell her that she won her court case. If she is not in, leave a message with the secretary. You want Mary to call you so that you can discuss payment for services.

You are Jerry Flannegan. You work for Provincial Express Shipping. Your telephone number is 011-293-3425. You have to call Mary Jenkins from the Stellar Corporation and tell her shipment has been delivered. If she is not in, leave a message with the secretary. You want Mary to call you so that you can discuss future shipments.


102

A TELEPHONE ENGLISH ROLE-PLAY Aim: to practice taking and leaving messages over the telephone and using reported speech. Timing: 40 minutes. Procedure: - Write the key vocabulary items and grammar patterns on the board. - Print out photocopy of five documents: Vocabulary Handouts, Client Role Cards, Financial Product Brochures, Banker Activity Sheet, and Client Activity Sheet. - Divide the class into two groups: callers and receivers. - Give the Callers an activity A sheet and a role card. - Give the Receivers an activity B sheet, a will-be-back note and a name tag. - Ask the Receivers to sit facing the wall and callers behind the receivers. - Explain the students that when a caller wants to make a call, they tap the receiver on the shoulder and say, "Bring! Bring!" Receivers should put the name tag on the back of their chair so that the callers know who they are calling. - Then ask the Callers to sit down behind the receivers, tap them on the shoulders and to begin the conversation. Callers should ask to talk to their friend. Receivers should tell them that the friend is out and give them the details written in the 'Will Be Back' note. Then the receivers should take a message and the callers leave a message. - Give hints to the receivers to use this model to write the messages: Name, Message, Location, Number. - After they finish a conversation the callers should get up to call another friend on the list. - After the callers have called all of their friends, they should go back home and ask if there were any messages. -Write this conversation as a guide on the board: A = caller from part I B = receiver from part I

A: Hi. I’m home. B: Hi. Did you have a good day? A: Yeah. Did anybody call while I was out? B: Yes. While you were gone Mark called. and said that there was a sale at Harold’s department store. A: Did he leave a number? B: Yes. He’s at the department store right now, And his number is 250-684-3234. A: Did anybody else call? B: Yes, ... (continues with the next message)

- Ask the receivers to read the messages that they wrote down.


103

Sample Conversation: Can I Take a Message

CALLER ACTIVITY

SHEET

A= Parent (Receiver) B = Caller

A: Hello. B: Hello. Is John there please? A: No, he’s not here right now. B: This is Mark, John’s classmate from university. A: Oh. Hi, Mark. B: Do you happen to know where he went? A: He said he was going downtown to do some shopping. B: Do you know when he’ll be back? A: He told me he would be back by 4 o’clock. Can I take a message? B: Yes. Please tell him there’s a party tonight. And could you tell him to call me when he gets in? A: Sure. Does he know how to get a hold of you? B: I’m at Harold’s Department Store right now. My number is 250-684-3234. A: I’ll right. I’ll tell him you called. B: Thanks a lot. Bye. *Fill in the table with the underlined information

You will be given a role card with a list of friends to callup and invite somewhere. When you call, they will not be home, so leave a message with their roommate.

Name Location Activity ExpectedReturn Time

John

Downtown

Shopping

4:00


104

CALLER ROLE CARDS

Mark: You are at Harold’s Department Store. There is a sale at Harold’s Department store. You want to call your friends and invite them. Your number is 017-432-7283 Your friends are: Anita: friend from high school Lorenzo: team-mate from soccer Minsu: co-worker Tomoko: classmate from university Frieda: old roommate Yoon: friend from middle school Dinesh: buddy from the army

Anita: You are downtown. There is a film festival tomorrow. You want to call your friends and invite them. Your number is 215-728-3452 Your friends are: Mark: friend from high school Lorenzo: buddy from the army Minsu: friend from middle school Tomoko: old roommate Frieda: team-mate from volleyball Yoon: co-worker Dinesh: classmate from university

Lorenzo: You are at the park. There is a soccer game on Saturday. You want to call your friends and invite them. Your number is 714-312-6543 Your friends are: Mark: team-mate from soccer Anita: buddy from the army Minsu: classmate from university Tomoko: co-worker Frieda: friend from high school Yoon: old roommate Dinesh: friend from middle school

Minsu: You are at the gym. There is a play on Friday night. You want to call your friends and invite them. Your number is 011-328-3498 Your friends are: Mark: co-worker Anita: friend from middle school Lorenzo: classmate from university Tomoko: team-mate from hockey Frieda: buddy from the army Yoon: friend from high school Dinesh: old roommate


105

Tomoko: You are at the college. There is a protest for the environment tomorrow morning. You want to call your friends and invite them. Your number is 215-221-3949 Your friends are: Mark: classmate from university Anita: old roommate Lorenzo: co-worker Minsu: team-mate from hockey Frieda: friend from middle school Yoon: buddy from the army Dinesh: friend from high school

Frieda: You are downtown. There is a festival on Sunday. You want to call your friends and invite them. Your number is 714-465-1122 Your friends are: Mark: old roommate Anita: team-mate from volleyball Lorenzo: friend from high school Minsu: buddy from the army Tomoko: friend from middle school Yoon: classmate from university Dinesh: co-worker

Yoon: You are at the grocery store. There is a party tonight. You want to call your friends and invite them. Your number is 019-383-3945 Your friends are: Mark: friend from middle school Anita: co-worker Lorenzo: old roommate Minsu: friend from high school Tomoko: buddy from the army Frieda: classmate from university Dinesh: team-mate from baseball

Dinesh: You are at the library. There is a dinner meeting on Friday night. You want to call your friends and invite them. Your number is 604-277-2753 Your friends are: Mark: buddy from the army Anita: classmate from university Lorenzo: friend from middle school Minsu: old roommate Tomoko: friend from high school Frieda: co-worker Yoon: team-mate from baseball

The callers have to go through the list of friends and leave a message with their friends’ parents.


106

CROSSWORDS

Job crossword 2

Aim: to practice topic vocabulary.

Timing: 15 minutes.

Procedure:

- Make copies of the crosswords for every group of students.

- Set the time limit and ask them to work together to find out the words.

- Make it in a form of competition: the first group to finish (or the one with the

most number of the guessed words) are the winners.

- Check the answers with the students.

M U S I C I A N F A R M E RU A

V F R D E N T I S TE I S L

W A I T E R M E C H A N I C SE I H R A OF N E T R L

P O L I C E O F F I C E R DG R S I I

J P H A T H L E T EA R T S R RN O E A C T O R R

S I N G E R R ET R D O C T O R PO A N P I L O TR M A R

M U TS C I E N T I S T T E A C H E R

R R


107

Jobs Crossword 1:

Across

1. Somebody who plays an instrument.

3. Someone who grows crops.

7. Somebody who fixes teeth.

8. A person who serves food.

9. Someone who fixes cars.

13. Somebody who catches criminals.

16. A person who plays sports.

17. Someone who stars in a movie.

19. A person who sings songs.

20. Somebody who helps sick people.

21. Somebody who flies airplanes.

22. A person who does experiments.

23. Some body who teaches.

Down

2. A person who helps a doctor.

4. Someone who delivers mail.

5. Somebody who helps sick animals.

6. Somebody who puts out fires.

9. Someone who digs for metal ore in the ground.

10. Someone who cooks food.

11. A person who paints pictures.

12. A person who protects a country.

14. Someone who cleans buildings.

15. A person who makes computer games.

16. A person who goes to outer space.

18. A person who tells us the news.

1 2 3 4

5 6 7

8 9 10 11 12

13

14 15 16

17 18

19

20

21

22 23


108

Job crossword 2 Aim: to practice topic vocabulary.

Timing: 15 minutes.

Procedure:






C S C I E N T I S TO A C T O R ON T P I L O TS H J A N I T O R DT L U O IR E M I N E R G EU T S R RC H E F E A A V E TT A S M EI R F T M AO M A I L C A R R I E R CN E R O R M HW R E W N E EO F A A D O C T O RR I I U E HK F L I G H T A T T E N D A N TE H E T NR E P O R T E R M U S I C I A N

E S CS I N G E R A R T I S T


109

Jobs Crossword 2:

Across

2. A person who does experiments.









19. Someone who serves people on airplanes.





Down

1. Someone who builds houses.





10. Someone who grows crops.


13. Somebody who teaches.





1 2 3

4

5

6 7

8

9 10 11 12 13

14

15

16

17

18

19

20 21

22 23


110

Job crossword 3 Aim: to practice topic vocabulary.

Timing: 15 minutes.

Procedure:






F I S H E R M A N M I N E RI UR S D PE P S I O OF L C C C LI U I A R T I S T I

P R O G R A M M E R A O CA H B N N U R S EN T D E N T I S T OC E R I J FH R A A S T R O N A U T FE C T N R IR V E T M M S I U C

O E A I T C EC O N S T R U C T I O N W O R K E R

H L G R DP A C H E F R

W I N A R IA S O L D I E R VI O C R E P O R T E R

A T H L E T E I RE ER F A R M E R


111

Jobs Crossword 3:

Across

1. Somebody who catches fish.








20. Someone who builds houses.





27. Some one who grows crops.

Down




4. Somebody who catches criminals.

5. A person who fixes toilets.

6. A person who does research.

9. A person who raises cattle.



15. A person who drives a truck.






1 2

3 4

5 6

7

8 9

10

11

12

13 14 15

16 17 18 19

20

21 22

23

24

25

26

27


112

“Things that…” Crossword 1 Aim: to practice topic vocabulary.

Timing: 15 minutes.

Procedure:






B E E S L I V I N G R O O MR P A R K E UU R S O L D I E R SS T A D I U M D EH T N O L C U

H G R C O W B E D R O O MF A L L N H NI E S P I D E R A R T I S TR T N F C A R E TE V E N I N G C H A I R LF B E A C H C U II K N I F E I H C BG A H T H E A T E RH A R D W A R E S T O R E R I AT O M C O C O RE A E I K I T C H E N YR D G A R D E N L W

A N D O C T O RC A M E R A T C R

A I R A K E KS I N G E R S A W E

E T F A C T O R Y


113

Down

1 Something that people use to paint.

2 The season when farmers plant crops.

4 A thing that people use to sew.

5 A place where people can see old things and learn history.

9 A person who plays sports.

10 The time of day when people eat breakfast.

11 A person who builds buildings.

12 A person who cooks food.

14 Someone who puts out fires.

16 A person who designs buildings.

17 Someone who teaches.

21 A place where people borrow books.

24 A person who grows crops.

25 A thing that people use to catch fish. (4)

28 A place where people drive.

29 A person who does experiments.

31 A thing that people use to tell the time.

32 A place in a home where people park their cars.

1. Things That…

Across

1 An insect that makes honey.

3 A place in a home where people watch TV.

6 A place where people picnic.

7 A person who has joined the army.

8 A place where people see soccer or baseball games.

12 An animal that gives us milk.

13 A place in a home where people sleep.

14 The season when leaves change color.

15 An animal that makes webs.

16 A person who draws pictures.

18 A thing that people drive.

19 The time of day when people eat dinner.

20 A place where people sit.

22 A place where kids make sandcastles.

23 A thing that people use to cut meat.

26 A place where people watch movies.

27 A place where people buy tools.

30 A place in a home where people cook food.

32 A place where people grow flowers.

33 A person who cures sick people.

34 Something people use to take pictures.

35 Something people use to clean up leaves.

36 A person who sings.

37 A thing that people use to cut wood.

38 A place where people make things.

1 2 3 4 5

6

7

8 9 10

11

12 13

14

15 16 17

18

19 20 21

22

23 24

25 26

27 28 29

30 31

32

33

34

35

36 37

38


114


Timing: 15 minutes.

Procedure:






A R A K E MC O B M A I L C A R R I E RT E A C H E R A A I CO D U P M N U R S ER F S H O M E G O

B E A C H A R S A WM R R P A CE K M U S I C I A N B O O KC I H L PH A T P F I R E F I G H T E RA C I T O E H UN H A L L O W E E N O A LI E O C T L N EC O N S T R U C T I O N W O R K E R

L G S BS H O O K I G I

M U S E U M G S P I D E RH M P E N C I L T V D

B E E M I S I PA E V E N I N G T N AN P R H S I N G E RK A R T I S T K


115

Across 2 Something people use to clean up leaves. (4)

5 A person who delivers mail. (4,7)

8 Someone who teaches. (7)

9 A person who assists a doctor. (5)

11 A place where people live. (4)

12 A place where kids make sandcastles. (5)

14 A thing that people use to cut wood. (3)

18 A person who plays a musical instrument. (8)

19 A thing that people read. (4)

20 A thing that people wear on their heads. (3)

22 Someone who puts out fires. (11)

26 A time when kids wear costumes. (9)

27 A person who builds buildings. (12,6)


31 A place where people can see old things and learn history. (6)

33 An animal that makes webs. (6)

34 Something people use to write. (6)

36 An insect that makes honey. (3)

38 The time of day when people eat dinner. (7)

39 A person who sings. (6)

40 A person who draws pictures. (6)

2. Things That… Down

1 A person who acts in movies. (5)

2 A place where people drive. (4)

3 A thing that people use to see tiny things like cells. (10)

4 Something that people use to paint. (5)

5 A thing that people use to find where they are. (3)

6 Something people use to take pictures. (6)

7 A thing that you wear on your finger. (4)

10 A place where people grow crops. (4)

13 A person who designs buildings. (9)

15 A person who fixes cars. (8)

16 A scientist who studies dinosaurs. (14)

17 A place in a home where people cook food. (7)

21 Someone who flies airplanes. (5)

23 A scientist who studies rocks. (9)

24 A holiday when people say thanks and eat turkey. (12)

25 A thing that people use to draw straight lines. (5)

28 An animal that can fly. (4)

29 A time when people go to the beach. (6)

32 An animal that gives us wool. (5)

35 The time of day when the stars come out. (5)

36 A place where people save money. (4)

37 A place where people picnic. (4)

1 2 3

4 5 6 7

8

9

10 11

12 13 14

15 16

17 18 19

20 21 22 23 24 25

26

27

28

29 30

31 32 33

34 35

36 37

38

39

40


116


Timing: 15 minutes.

Procedure:






R A R C H I T E C T H O M EO A O A

F A R M E R W A I T E RS D I AC C T P B E A C H KI B I R T H D A Y A ES O A L S U M M E RS T S I N G E R EO E C K O R MR L O S N M A P Z O OS H E E P G T J U N

S E I O A S ED C V A L E N T I N E S D A YE O I O I C US P N I G H T I S A WE V E N I N G I O A KR S T R I N G CT A P I L O T A H O O K

C A H O R S E NA F T E R N O O N D F I

O K E FB I R D P L A Y G R O U N D B E E


117

Down 1 A place where people drive. (4)

3 A thing that people drive. (3)

4 An animal that gives us milk. (3)


7 A thing that people use to see tiny things like cells. (10)

9 Something people use to clean up leaves. (4)

10 A thing that people use to cut paper. (8)

11 A holiday when people say thanks and eat turkey. (12)

12 A scientist who studies dinosaurs. (14)


17 A thing that people use to see far away things like planets. (9)

19 Something people use to buy things. (5)

20 A person who plays a musical instrument. (8)

23 Someone who cleans buildings. (7)

24 A place where camels live. (6)

26 The time of day just after the sun sets. (4)

31 A place where people grow flowers. (6)

32 A person who cooks food. (4)



36 A thing that people use to cut meat. (5)

3. Things That…

Across 2 A person who designs

buildings. (9)


6 A person who grows crops. (6)

8 Someone who serves food in a restaurant. (6)


15 A time when people eat cake and get presents. (8)




21 A place where people see animals. (3)


25 A time when people give chocolates and say, "I love you." (10,3)

27 The time of day when the stars come out. (5)


29 The time of day when people eat dinner. (7)

30 Something people use to tie things up. (6)

34 Someone who flies airplanes. (5)


37 An animal that people ride. (5)

38 The time of day when kids finish school. (9)


40 A place where kids can go on the swings or down the slide. (10)

41 An insect that makes honey. (3)

1 2 3 4 5

6 7 8 9

10

11 12 13 14

15

16

17 18

19

20 21

22 23

24 25 26

27 28

29

30 31 32

33 34 35 36

37

38

39 40 41


118


Timing: 15 minutes.

Procedure:






C H R I S T M A S C H E FZ O O U A A

N L P R C A RL S H E E P H H O O K A MI T R B O O K A MB I R D S M D E S E R TR U C B E A C H RA C H A I R R C R A K ER T E C L O C K O EY I N O H M U S E U M

O T W I P T OB A N K I H A T A A N

W S A W E S U EO T S C I S S O R S Y

P A R K H T U AK D O C T O R M O R N I N GE A R M T E

H A R D W A R E S T O R E F EC N I E R A DT N L LO S I N G E R A T H L E T ER


119

Down 1 A person who builds buildings. (12,6)

2 A thing that people use to draw straight lines. (5)


5 A place where people grow crops. (4)

7 A place where people drive. (4)


9 A place where people borrow books. (7)


15 A person who does experiments. (9)

18 A person who designs buildings. (9)

20 A thing that people use to find north. (7)

21 A place where people order food. (10)

22 An animal that gives us milk. (3)

24 Something people use to buy things. (5)


31 An animal that people ride. (5)

32 The time of day when the sun rises. (4)

34 A thing that people use to sew. (6)


37 A thing that you wear on your finger. (4)

38 The season when leaves change color. (4)

4. Things That… Across

1 A holiday when people give each other presents. (9)

4 A person who cooks food. (4)

6 A place where people see animals. (3)

8 A thing that people drive. (3)



13 A thing that people read. (4)


16 A place where camels live. (6)


19 A place where people sit. (5)

21 Something people use to clean up leaves. (4)

22 A thing that people use to tell the time. (5)

23 A place where people can see old things and learn history. (6)

25 A place where people save money. (4)



28 A thing that people use to cut paper. (8)


32 A person who cures sick people. (6)

33 The time of day when people eat breakfast. (7)

35 A place where people buy tools. (8,5)


40 A person who plays sports.

1 2 3 4 5

6

7 8

9 10 11 12

13

14 15 16

17 18

19 20 21

22

23 24

25 26

27

28 29

30 31

32 33 34

35 36 37 38

39 40


120

WORD SEARCH

Aim: to practice topic vocabulary.

Timing: 15 minutes.

Procedure:

- Make copies of the word search grids for every group of students.

- Set the time limit and ask them to work together to find out the words and mark

all the words hidden inside the box. The words may be placed horizontally,

vertically, or diagonally.





121

JOBS WORD

SEARCH

actor

architect

artist

astronaut

athlete

chef

dentist

doctor

farmer

firefighter

janitor

mechanic

miner

musician

nurse

pilot

police officer

reporter

scientist

singer

soldier

teacher

vet

waiter


122

JOBS WORD

SEARCH

actor

architect

artist

astronaut

athlete

cashier

chef

construction worker

dentist

doctor

farmer

firefighter

flight attendant

janitor

mailcarrier

mechanic

miner

musician

nurse

pilot

police officer

programmer

reporter

scientist

singer

soldier

teacher

truck driver

vet

waiter


123

JOBS WORD

SEARCH

actor

architect

artist

astronaut

athlete

cashier

chef

construction worker

dentist

doctor

farmer

firefighter

flight attendant

janitor

mailcarrier

mechanic

miner

musician

nurse

pilot

police officer

programmer

reporter

scientist

singer

soldier

teacher

truck driver

vet

waiter


124

PICNIC WORD SEARCH


125

boots

coat

dress

gloves

hat

jacket

pajamas

pants

shirt

shoes

shorts

socks

sweater


126

OPPOSITES WORD SEARCH

Match the words with their opposites and then find them all.

on

in

fast

open

up

out

off

close

down

slow


127

IRREGULAR VERB PAST TENSE WORD SEARCH

begin get say

blow give see

bring go send

buy grow sing

catch hear sit

come know sleep

do make swim

draw meet take

drink read throw

eat run write


128

WINTER WORD SEARCH 1. cold 2. frost 3. icicle 4. snowangel 5. snowball 6. snowflake 7. snowfort 8. snowman


129

THANKSGIVING WORD SEARCH

Word Bank 1. corn on the cob 2. feast 3. family 4. gravy 5. mashed potatoes 6. pilgrims 7. pumpkin pie 8. roast turkey


130

CONTINENTS AND OCEANS WORD SEARCH

Africa

Antarctica

Arctic

Asia

Atlantic

Australia

Continent

Equator

Europe

Globe

Indian

North America

North Pole

Ocean

Pacific

South America

South Pole

Southern

What continens are these?

(1)_________ (2)___________ (3)__________ (4)_________


131

COUNTRIES WORD SEARCH

animal

bird

bush

camping

farm

field

fishing

forest

harvest

hiking

hill

insect

lake

meadow

mountain

pond

river

stream

tree

waterfall


132

FEELINGS WORD SEARCH

afraid

angry

awkward

bored

cold

comfortable

confident

confused

cool

depressed

dizzy

embarrassed

excited

exhausted

frightened

furious

happy

hot

hungry

itchy

mad

nervous

relaxed

sad

safe

scared

strange

thirsty

tired

uncomfortable

warm

weak

worried


133

MUSICAL INSTRUMENTS WORD SEARCH

band

bass

cello

clarinet

drums

flute

guitar

musician

notes

piano

recorder

triangle

trombone

trumpet

violin


134

armor

arrow

bow

castle

dragon

dungeon

dwarf

elf

enchanted

evil

fairy

fairytale

frog

giant

goblin

kiss

knight

magic

mermaid

ogre

pirate

princess

shield

spell

sword

troll

unicorn

witch

wizard


135

FOOD WEB WORD SEARCH

carnivore

catch

decomposer

eat

energy

filter feeder

foodchain

foodweb

gather

graze

grow

harvest

herbivore

hunt

insectivore

omnivore

parasite

pick

plant

predator

prey

scavenger

sunlight

trap

There is a secret message hidden in this grid. Can you find it?


136

TREE WORD SEARCH

bark

branches

cone

flower

fruit

leaves

needles

nut

oak

oxygen

palm

pine

roots

seed

sunlight

trunk

water

wood


137

IREGULAR VERB PAST TENSE WORD SEARCH

begin get say

blow give see

bring go send

buy grow sing

catch hear sit

come know sleep

do make swim

draw meet take

drink read throw

eat run write


138

MATERIALS WORD SEARCH

cotton glass leather metal plastic rubber wood wool


139

DINNER WORD SEARCH

hamburger hotdog pizza rice

salad sandwich soup steak


140

BIRD WORD SEARCH

beak bird chick egg feather nest talon wing


141

SOLAR SYSTEM WORD SEARCH

(1)

(2)

(3)

(4)

(5)

(6)

(7)

(8)


142

CHRISTMAS EVE WORD SEARCH

1. cookies 2. elf 3. reindeer 4. ribbon 5. Santa 6. sleigh 7. toys 8. wrapping paper


143

blind

deaf

ears

eyes

feel

fingers

hear

light

listen

nerve

noise

nose

see

sense

sight

smell

sound

taste

tongue

touch


144

TRANSPORTATION WORD SEARCH

airplane

ambulance

boat

bus

camel

car

ferry

helicopter

horse

motorcycle

rocket

ship

submarine

subway

taxi

train

truck

van


145

INTERACTIVE TOPICAL QUIZZES Aim: to practice discussion of certain social issues,

Timing: 30 minutes.

Procedure:

- Divide the class into three or four groups (it can be done in pairs).

- Provide each group a copy of three different texts.

- Give them some time to read the texts.

- After they have finished, give each group a worksheet on the text they haven’t

read.

- Ask them to discuss the questions and answer them according to what they think.

- In turns, every group reads out their answers and the group which read the texts

corrects them if the answers are not right.

- The team with the most correct answer is the winner.


146

AMERICAN CLASSROOM CUSTOMS QUIZ

If the teacher asks a question, you are expected to give an answer. If you do

not understand the question, you should raise your hand and ask the teacher

to repeat the question. If you do not know the answer, it is all right to tell the

teacher that you do not know. Then he or she knows what you need to learn.

1. There is no excuse for not doing your homework. If you are absent, you

should call your teacher or someone who is in your class and ask for the

assignment. It is your responsibility to find out what assignments you have

missed. It is not the teacher's responsibility to remind you of missed

assignments.

2. You must not be absent on a test day. If you are seriously ill, call and let the

teacher know you will not be there for the test. If your teacher allows make-

up tests, you should take the test within one or two days after returning to

class. Serious illness is the only reason for missing a test.

3. Be on time! It is considered rude to be late. Also, it bothers other students. If

you must come in late, be sure to do it quietly. Have your books and papers

out of your bag before you come into the room. Then go to your seat and sit

quietly. In the US it is not necessary to knock before you enter the

classroom. Most of the ELC teachers will give you a low grade if you are

often late.

4. Have your book out and be ready to begin when the class starts. Your

teacher should not have to ask you every day to take out your book. Be sure

you have a paper and a sharp pencil ready.

5. In America, you should call your teacher by his or her last name, not

"teacher". Also you should use Mr., Miss, Ms. or Mrs. before the last name

(such as Mrs. Smith or Mr. Jones). This is considered polite. The teacher

will tell you his or her preferred title.

6. Be courteous to other students. If another student is answering a question,

giving a report or an explanation, you should listen quietly and give them

your attention. Everyone must be treated with the same respect you would

like them to give to you. Also, the question they are asking may be

something you need to know.

7. It is considered impolite in the U.S. to eat, drink or chew gum during class.

This is reserved for the break. Also, removing one's shoes in the classroom is

not polite.


147

8. If you must leave during class, do so quietly. There is no need to ask the teacher's permission. However, leaving the class for something other than an emergency is not acceptable. (Getting a drink or sharpening your pencil is not considered an emergency.)

9. Copying another student's test or paper is never acceptable. It is called cheating. At BYU and most schools in the US, students who cheat are expelled (kicked out).

10. Posters, bulletin boards, or any other thing hanging on the wall is considered property of the school and shouldn't be written on or removed without permission. (A sign-up sheet may be written on, but only put your name on it.)

11. It is not acceptable to put up any sign, announcement or advertisement without first getting permission from the school office.

12. Books, backpacks, lunches – anything that belongs to other people is considered private and should not be moved or tampered with.

13. Entering a teacher's office or any office with a closed door without knocking first is not acceptable. Knock first, then wait to be invited in.

14. It is not considered polite to yell at people to get their attention. When talking in a group, you should not speak so loudly as to disrupt others who are close by.

15. Wearing a hat in class is considered impolite by many teachers. Some teachers/programs may ignore it, but you should ask permission first.

WORKSHEET

QUESTIONS FOR AMERICAN CLASSROOM CUSTOMS QUIZ

1. When the teacher asks a question, you should ___________. a. raise your hand. b. give an answer. c. repeat the question.

2. If you miss a class, what should you do to find out what assignment was given? a. call the teacher or a classmate. b. give an excuse. c. remind the teacher you were absent.


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3. When are you allowed to take a make-up test? a. when you are absent on a test day. b. when you are really sick and call the teacher justifying your absence. c. when there's a test two days after the previous one.

4. A synonym for bother is ________. a. please. b. worry. c. disturb.

5. Teachers in the USA should be called ___________. a. by their preferred title plus their last name. b. 'teacher'. c. by their first name.

6. A student is considered impolite when he/she _______________. a. eats and drinks during the break. b. takes off his/her shoes in class. c. treats everyone with respect.

7. In most schools in the USA, cheating is considered ______________. a. acceptable in some cases. b. a minor fault. c. a serious fault.

8. What are you not allowed to do without previous permission. a. speak quietly in a group. b. knock at the door before entering the teacher's office. c. put up an announcement.

9. To tamper means ________________. a. to damage. b. to insult. c. to steal.

10. Wearing a hat in class is considered _____________ by many teachers. a. indignified. b. rude. c. charming.


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JOB GOALS QUIZZ

To find the job that is right for you, you must set goals. A goal is a purpose you set for yourself. It is what you hope for in the future. You have to identify the skills that you need to get the job you want. Then you need to design a program to help you reach the level of improvement you set for yourself.

To reach your goal, you must have a specific goal. Decide what you are going to do and when you are going to do it. Plan ways to achieve your goal. How will you accomplish it? Next, identify problems that will get in the way of accomplishing your goal. Then think of possible ways to solve the problems. Finally, evaluate your progress. Did you reach your goal? Did you get the job you wanted?

Decide what the answer should be.

1. To find the right job, you must set goals.

2. A goal is an interview you set for yourself.

3. In order to get a job you want, you don't have to identify the skills that you need.

4. You need to design a program to improve.

5. To reach your goal you must have a general goal.

6. You must decide what you are going to do.

7. If you plan, you can achieve your goals.

8. You must identify problems that will interfere with accomplishing your goal.

9. Think of ways to worry about your problems.

10. Evaluate your progress to help you get the right job.


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PERSONAL QUALITIES

By Linda Blake Smith

Personal qualities are personal characteristics of an individual. They are what make up one's personality. They help a person get along in a new situation. For example, dependability and patience are qualities that employers would like a good worker to have. Other qualities employers value are: honesty, assertiveness, flexibility, problem solving, friendliness, intelligence, leadership, enthusiasm, and a good sense of humor.

Most employers want people who are dependable and who get along with others. Though skills are important, an employer will select new employees based on their personal qualities as well.

Personal qualities are personal _________ of an individual.

Personal qualities are what make up one's __________ .

They help a person get along in a new _____________.

For example, __________ is a quality employers would like in a good worker.

Other qualities _________ value are honesty, intelligence, and leadership.

Flexibility, assertiveness, problem solving, and ___________ are also valued.

Most employers want people who are dependable and who get along with ______.

Though skills are important, an employer will select new employees based on their

__________ as well.


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JOB SKILLS

Skills are the activities that a person does well. What things are you good at doing? Everyone has many skills. Sometimes it is difficult to recognize the skills that you have.

Job skills are abilities you need for a specific job. For example, a chef needs to know how to cook and bake. A taxi driver needs to know how to drive a car and read signs.A secretary needs to know how to type and take messages.

Transferable skills are skills you can use in many different jobs. You can take skills from one job and use them in a very different job. Speaking English well, for instance, is a skill you can use in almost any job. Some examples of transferable skills are teaching other people, solving problems, accepting responsibility, organizing projects, making decisions, and creating new ideas. Employers want to select employees who have or who can learn the skills necessary to do the job. This quiz is part of the HTML-Only Self-Study Quizzes which is part of Activities for ESL Students, a project by The Internet TESL Journal.

Read each sentence carefully. Choose the best word for your opinion to fill in the blank.

__________ are activities a person does well.

Everyone __________ many skills.

Sometimes it is difficult ________ the skills you have.

Job skills are __________ you need for a specific job .

__________ skills are skills you can use in many different jobs.

An example of a transferable skill is ___________.

An example of a job skill is __________ .

Employers want to select people who can learn the __________ necessary to do the job.


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JOB DUTIES

Job duties are tasks you must do on a job. They are the responsibilities you have for a particular job. A job description lists the duties you will do for your job. For example, an auto mechanic would repair and paint cars. A file clerk would file forms, answer the telephones, and sort mail. A bookkeeper would prepare bills, keep books, and type bills. The list of activities you are required to perform for any occupation are the job duties.

Decide what the answer should be as a best word in this case.

Job duties are_______ you must do on a job.

They are the ________ you have for a particular job.

A job description lists the _______ you will do for your work.

An auto mechanic would _________ and paint cars.

A ___________ would file forms, answer telephones, and sort mail.

A bookkeeper would prepare bills, ___________ and type bills.

The list of activities you are required to perform for any occupation are the ______.


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WANT ADS

Want ads are messages in the newspaper where you can find out about many different things. They are also known as the classified advertising section and you can find out about job openings there. The "Help Wanted" section is a part of the newspaper with want ads placed by people who have jobs to fill. After you find the "Help Wanted" or "Employment" section, you will see other titles under these general titles. They are called subheadings. For example, you can look under the subheading "Office" or "Clerical" if you have special skills as a secretary or typist. The jobs are listed in alphabetical order under the subheadings.

You can read the want ads to learn general information about available jobs or to learn specific information about a particular job that interests you. Reading the want ads will help you better understand the jobs that are available. However, only a small group of people get jobs through the want ads. Often the jobs offered are entry level jobs or beginning jobs. If you have little experience as a worker, want ads may help you find the job you looking for.


Want ads are _______ in the newspaper where you can find out about many different things.

They are also known as the ___________ advertising section, and you can find out about job openings there.

The _________ section is a section with want ads placed by people who have jobs to fill.

After you find the "Help Wanted" or ________ section, you will see other titles under these general titles.

They are called ___________ .

For example, you can look under the subheading ___________ if you have special skills as a secretary or typist.

The jobs are listed in ____________ order.

Reading the want ads will help you better understand the jobs that are _______.

Only a ________ group of people get jobs through the want ads.

Often the jobs offered are entry level jobs or _______ jobs.


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JOB ANNOUNCEMENTS

Job announcements are also called job listings. They have the same information as

want ads, but you do not find job announcements in the newspaper. You can find job

announcements at government or private offices that help people look for jobs. For

example, Job Service is an office that helps people look for jobs. Many employment

agencies charge money for their service. However, the government agencies are free.


1. Job ________ are also called job listings.

2. They have the same information as _________, but you don't find job

announcements in the newspaper.

3. You can find job announcements at government or ________ offices that help

people look for jobs.

4. For example, Job Service is an _________ that helps people look for jobs.

5. _________ also help people look for jobs.

6. Government offices are usually __________ .


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NETWORKING

By Linda Blake Smith

The most effective way to find a job is through networking. Family, friends, neighbors, people you worked with in your last job, classmates, and other people you know can help you find a job. Ask them to help you. This is called networking. You can begin networking with anyone who knows people and is willing to talk to you. The people you are then referred to are likely to know even more about the job you want. Each referral will try to be helpful and refer you to someone who knows even more than they do.

You need to convince the people you see that you have the skills to do a good job. They must like you, or it will be difficult to get them to help you. Tell them what kind of job you are looking for and what skills, experience, and other credentials you have for that job.


The most effective way to find a job is through _______.

Family, ________ neighbors, people you worked with in your last job, classmates, and other people you know can help you find a job.

You can begin networking with ________ who knows people and is willing to talk to you.

The people you are then ________ are likely to know even more about the job you want.

Each referral will try to be ___________ and refer you to someone who knows even more than they do.

You need to _________the people you see that you have the skills to do a good job.

They must like you, or it will be _________ to get them to help you.

Tell them what kind of job you are looking for and what ________ experience, and other credentials you have for that job.


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JOB APPLICATION

A completed job application provides the employer with two kinds of information about you. First, it provides answers to questions about your education and work experience. Second, it provides information about your ability to follow directions, work neatly, spell correctly, and provide accurate and complete data. This information is provided by "how" you fill out the application form.

A completed job application is a statement about your personal, educational, and work experience. It is also a statement about some of your other very important characteristics as a person and as a prospective employee. It is very important that you take the time to make every job application that you fill out a very positive statement about you as a person and as a future employee. You need to be thorough in your preparation and then careful while you are filling the application out.

When you fill out the form, be sure to follow directions. Be neat. Provide only positive information. For example, list any unpaid volunteer experience in the work experience section. The job application represents who you are.


A completed job application gives the employer two kinds of _______ about you.

It provides answers to questions about your education and ______________ .

It provides information about your ability to _________ work neatly, spell correctly, and provide accurate and complete data.

This information is provided by __________ you fill out the application form.

A completed job application is a __________ about your personal, educational, and work experience.

It also tells about important characteristics about you as a person and as a __________ employee.

It is very important that you take the time to make every job application that you ________ a very positive statement about you as a person and as a future employee.

You need to be complete in your preparation and then ______ while you are filling the application out.

The job application represents who ________ are.


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RESUME

A resume is an individualized, written summary of your personal, educational and experience qualifications. It is designed to present you as a prospective employee. Not everyone needs a resume. However, if you are looking for a professional, technical, administrative, or managerial job, you will need a resume. Applications for many clerical and sales positions also require a resume.

A resume is like a written sales presentation. It alone will not get you a job. However, an effective resume creates a favorable impression of you while presenting your abilities and experience. Your resume can be used as a response to an ad. It can also be used as a letter of introduction for an interview. It is a fact sheet that tells a prospective employer that you are a desirable prospective employee.


A _____ is an individualized, written summary of your personal, educational

and experience qualifications.

It is______ to present you as a prospective employee.

Not ______ needs a resume.

Applications for many clerical and sales positions also require a _________.

A resume is like a ________ sales presentation.

It alone will not get you a ________.

An effective resume _________ a favorable impression of you while presenting

your abilities and experience.

Your resume _______ be used as a response to an ad.

It is a fact sheet that tells a _______ employer that you are a desirable future

employee.


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WALKING IN

When a business has a job opening, this business is looking for a new worker. Many businesses put "Help Wanted" signs in the window when they have job openings. When you see "Help Wanted" signs, you can go into companies and ask about jobs. This is called "walking in." Sometimes companies have job openings, but they don't put up signs. You can walk into these companies and ask about jobs. When you walk into a company, the first person you talk to is usually the receptionist or another employee. Later, you can sometimes talk to the manager.


When a business has a job opening, the business is looking for a new worker.

All businesses put "Help Wanted" signs in the window when they have job

openings.

When you see "Help Wanted" signs, you can't go into the companies and ask

about jobs.

Sometimes companies have job openings, but they don't put up signs.

You can walk into any company and ask about jobs.

When you walk into a company, the first person you talk to is usually the boss.


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INTERVIEW

An interview is a meeting between an employer and an applicant to talk about a job. A job interview is your opportunity to present your skills to an employer in person. During the interview, an employer judges your qualifications, appearance, and general fitness for the job opening. The interview is your opportunity to convince the employer that you are right for the job.

The interview also gives you a chance to evaluate the job, the employer, and the company. The interview helps you decide if the job meets your career needs and interests.

It is very important to prepare for a job interview. If you prepare well, the interviewer will know that you are organized and that you are really interested in the job. If you learn as much as you can about the job and the company before the interview, and if you are careful about your appearance, then you will make a good impression. If you practice the interview questions that managers usually ask, then you will feel confident when you speak.


An interview is a meeting between an employer and an applicant to talk about

a job. A job interview is your opportunity to present your job duties in person to an

employer.

During the interview, an employer judges your qualifications and appearance.

The interview is your opportunity to convince the employer that you are wrong

for the job.

The interview gives you a chance to evaluate the employer and company.

It is not very important to prepare for a job interview.

If you prepare well, the interviewer will know that you are organized and that you

are really interested in the job.

If you learn as much as you can about the job and the company before the interview,

and if you are careful about your appearance, then you will make a good impression.

If you don't practice the interview questions that managers usually ask, then you

will feel confident when you speak.


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A JOB INTERVIEW

Read the dialogue and then answer the questions.

Interviewer: So, why do you want to be a computer programmer? Jason: Well, I don't like working in a fast food restaurant, and I want to make more money. Interviewer: I see. Do you have any experience? Jason: No, but I'm a fast learner. Interviewer: What kind of computer do you use? Jason: Computer? Uhm, let me see. I can use a Mac. I also used Windows 95 once. Interviewer: That's good. Jason: May I ask a question? Interviewer: Please, go ahead. Jason: Will I be able to find a job as a computer programmer? Interviewer: Umm, err, ahh....

Choose the correct answer. 1. What job does Jason want?

a. Cook b. Computer programmer c. Cameraman

2. Where does Jason work? a. In a restaurant b. For a computer company c. At a school

3. Why does Jason want a new job? a. he's bored b. he quit his job c. he wants more money

4. Does Jason have programming experience? a. yes b. no

5. Jason is a slow learner. a. true b. false

6. What kind of computer does Jason use? a. a Mac b. Unix c. Amiga

7. Has Jason ever used Windows 95? a. yes b. no

8. Will Jason get a new job? a. yes b. no c. I don't know.


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CONTESTS & QUIZZES

GENERAL KNOWLEDGE Aim: To organize discussion. Timing: 30–40 minutes. Procedure: - Announce a general knowledge quiz and then ask the kind of questions given in the box. - The students can volunteer answers or you can ask them to write down what they think the answer might be. Variation 1: Ask each student to research and write down at least three questions and answers. Ask them to give their reference for their facts. Use these in the quiz. Variation 2: Divide the class into groups of four. Ask the questions and give the students exactly 45 seconds to discuss each question and to agree on an answer in their groups. Each group gives its answer and then you (or a student in the role of quiz master) give the authoritative answer. Answers:

1. Nepal/Tibet border. 2. 8.848 metres. 3. South America. 4. Montevideo. 5. The two-humped Bactnan camel lives in the Central Asian Steppes. 6. The African elephant has larger ears and longer back, legs. 7. France/Paris. 8. Spanish. 9. Red, white and blue. 10. Red. 11. The Amazon and the Nile are about the same length. 12. 6,448 km for the Amazon and 6,670 for the Nile. However, it is

impossible to be absolutely sure. 13. Santo Angel in Venezuela – 979 metres. 14. The UK 240,937 km2, France 547,026 km2, Spain 504,782 km2.

15. The Thames. 16. A place where many kings and people of the court were buried – in Luxor,

Egypt. 17. Save Our Souls. 18. Trunk. 19. The moon. 20. A and I.


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BOX: General knowledge

Elementary level

1. Where is Mount Everest?

2. How high is Mount Everest?

3. Where do anteaters live?

4. What is the capital city of Uruguay?

5. Where does the two-humped camel live?

6. What are the differences between African and Indian elephants?

7. Where is the Eiffel Tower? Which country and which city?

8. What is the official language of Chile?

9. What are the colours of the French flag?

10. What colour do you add to blue in order to make purple?

11. Which is the longest river in the world?

12. How long is the longest river in the world?

13. Which is the highest waterfall in the world?

14. Which is the biggest country: the United Kingdom, France or Spain?

15. Which river flows through London?

16. What and where is the Valley of the Kings?

17. What is SOS in the international Morse code?

18. What is the American English word for the boor of a car?

19. Where is the Sea of Tranquillity?

20. What are the shortest words in English?


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NUMBERS, NUMBERS, NUMBERS… Aim: To consolidate and practise numbers and superlatives. Timing: 30–40 minutes. Procedure: - Pre-teach key vocabulary: life expectancy, linguist, grape, diameter, spin, smell. - Put the students into groups of three and give a different set of questions and answers to each student. The students must not show each other their worksheets. - Student A should then read out the first question on his / her list. Students В and С look at their pool of answers and try to agree on the correct answer. The clues (e.g.: kph, hours, centimetres, etc.) should help them. Student A writes this down in the 'Answers' column. Then Student В reads out the first question on his / her list and Students A and С try to find the correct answer. - The students continue taking turns to ask their questions until all the questions have been asked. - Circulate and monitor. Check the answers in open class. The group with the most correct answers is the winner. Answers: Student A 1 192 2 206 3 63.4 years 4 200,000 5 in the 1850s 6 272 centimetres Student В 1 250 2 32 3 38 litres 4 1948 5 58 C 6 99.8 metres Student С 1. 100,000 times a day 2. 12,756 km 3. 25 % 4. 900 years ago 5. 1,070 kph 6. 5,000


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GLOBETROTTERS

Aim: To practise the Present Perfect.

Timing: 30 minutes.

Procedure:

- Divide the class into groups.

- Tell the students that they have to award the 'Globetrotter Extraordinaire' trophy.

Give each student a copy of the worksheet.

- Allow a couple of minutes for silent reading. Circulate, checking that students

have understood.

- Ask the students, to discuss the questions and complete each line with the name of

one student in the group.

- After the discussion the students decide who to award the trophy to.

- Let the spokesman/woman for each group announce the winners.


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LIES AND STATISTICS

Aim: To practise speaking and listening.

Timing: 30 minutes.

Procedure:

- Divide the class into groups of four or five.

- Give each group a copy of the top half of the worksheet but not the answers.

- Explain that some of the sentences are true, some false. Allow a few minutes for

silent reading.

- Use the picture on the worksheet to introduce the concept of an auction.

Elicit/check vocabulary such as bid, bidder, etc. and ask concept questions like:

“Are prices fixed beforehand at an auction?”.

- Explain the rules of the game.

• The teacher is the auctioneer.

• Each group has £2,000 which they must use to buy as many true sentences as

they can.

• Groups get one point for each true sentence they buy.

• Money is deducted from their total whether the sentence is true or false.

• The winning group is the one with the most points when all the sentences have

been auctioned.

- Give the groups a few minutes to decide together which sentences they want to

buy, and how much they will pay for them.

- Auction the sentences one at a time. As each sentence is sold, tell the group

whether they have bought a true or false sentence.

If no one wants to buy a sentence and you are unable to trick or convince the

students that it is true, move on to the next sentence, having told the class the real

fact.

Notes & comments

If you have access to an OHP, you can run the auction without giving the students a

chance to see the sentences first. Or, you can write them on the board.


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CHRISTMAS STORY QUIZ

Answer the questions.

1. Where did Mary and Joseph have to sleep?

2. Where did the baby Jesus sleep?

3. What did the wise men follow?

4. What was Joseph's job?

5. What town did Joseph and Mary go to?

6. Who were watching the sheep?

7. Did Joseph and Mary see an angel?

8. What did the wise men bring?

9. What was the evil king's name?

HALLOWEEN 1

Choose the correct answer.

1. Halloween is celebrated on ___________. a. February 14th b. July 14th c. October 31st d. December 25th

2. The word comes from medieval England's All Hallows' ____________. a. eve b. time c. month d. rite

3. It's believed that __________ have supernatural powers, and that they fly on broomsticks. a. Wizards b. Witches c. Fairies d. Ghosts


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4. Halloween is the time for _________ fun. a. spooky b. frosty c. very d. plenty

5. ___________ and black are colors associated with Halloween. a. Blue b. Red c. Orange d. Green

6. ___________ are carved into Jack-o'-Lanterns. a. Pumpkins b. Melons c. Potatoes d. Onions

7. Children wear scary ___________. a. habits b. costumes c. gowns d. customs

8. Children go from door to door asking for ___________. a. tricks b. treats c. money d. coins

9. When children go to someone's door they say "_____________." a. Trick or treat b. Treat or trick c. Treat or treat d. Trick or beat

10. ________________ are also associated with Halloween. a. Black dogs b. Brown bears c. Black cats d. White cats


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HALLOWEEN 2


1. What do we call the first of November? a. All Saints' Day b. Halloween

2. Halloween originated in __________. a. the USA b. England c. Ireland

3. Which two are not symbols of Halloween? a. Black cats b. Witches c. Skeletons d. Pumpkins e. Fireworks f. Turkey

4. A "jack o'lantern" is: a. a game b. a cartoon hero c. a carved pumpkin

5. "Trick or treat" is ______________. a. a movie that won an Oscar b. a computer game c. a Halloween phrase

6. When children yell Halloween phrases they hold their ________ wide open. a. wallets b. bags c. mouths


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HOW TO MAKE A HALLOWEEN JACK-O'-LANTERN

Choose the right answer.

1. Go to the store and _________ a pumpkin. a. bought b. buy c. buys d. buying

2. _________ a pumpkin that has a shape that you like. a. Selecting b. Select

3. When you get home, _________ the pumpkin.

a. wash b. washing c. washes d. washed

4. Next, _________ the pumpkin on the table. a. place b. placed c. placing

5. _________ a large hole around the top of the pumpkin. a. Cut b. Made c. Put

6. Put your hand inside the pumpkin and _________ out the seeds. a. took b. take

7. Now it is time to _________ a face. a. made b. make c. making

8. __________ the eyes, nose and mouth on the pumpkin. a. Draw b. Drew c. Drawing


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9. __________ out the eyes, nose and mouth with a knife. a. Cut b. Made c. Hole

10. Your pumpkin becomes a Jack-o'-Lantern when you ________ a candle in it. a. place b. placed c. placing

SANTA CLAUS


1. What colour is Santa's suit?

2. What is Santa's lead reindeer called?

3. What do the reindeer pull for Santa Claus?

4. What colour are Santa's boots?

5. What night does Santa come?

6. How does Santa get into the house?

7. What does Santa carry the toys in?

8. What do children hang up for Santa to put the toys in?

9. If you are a bad boy or girl, what does Santa bring you for Christmas?

10. Who helps Santa to make toys at the North Pole?

SOME AMERICAN HOLIDAYS

What is the holiday?

1. It's celebrated on January 1st.

2. It's observed on the 3rd Monday in January.


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3. It's celebrated on February 12th.


5. It's celebrated on March 17th.

6. It's celebrated on the third Saturday in May.

7. It's observed on the last Monday in May.

8. It's celebrated on June 14th.

9. It's celebrated on July 4th.

10. It's celebrated on October 12th.

11. It's celebrated on October 31st.

12. It's celebrated on November 11th.

13. It's celebrated on the 4th Thursday in November

14. It's celebrated on December 25th.

SOME BRITISH FESTIVALS AND HOLIDAYS



2. It's celebrated on the Tuesday 40 days before Easter.

3. This festival is the first day of Lent, 40 days before Easter.


5. This solemn day is the Friday before Easter.

6. It's celebrated on the first Sunday, after the first full moon, after March 21st.

7. This festival is held on April 1st.


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8. This is a bank holiday held on May 1st.

9. This holiday used to be held 50 days after Easter but now it is held the last weekend of May.

10. This celebration is held the second Saturday in June.

11. It's celebrated on October 3st.

12. It's celebrated on November 5th.

13. This anniversary is held on November 11th or the next Sunday

14. It's celebrated on December 25th.

15. This holiday is held on December 26th.

SOME JAPANESE HOLIDAYS



2. It's celebrated on the 15th of January.


4. It's celebrated on March 21st.

5. It's celebrated on April 29th.

6. It's celebrated on May 3rd.

7. It's celebrated on May 5th.

8. It's celebrated on September 15th.

9. It's celebrated on September 23rd.

10. It's celebrated on October 10th.

11. It's celebrated on November 3rd.


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12. It's celebrated on the 2nd Monday in November.

13. It's celebrated on November 23rd

14. It's celebrated on December 23rd.

EASY VALENTINE'S DAY QUIZ


1. What month is Valentine's Day?

2. What date is it?

3. How do you spell 14th?

4. What colour is popular?

5. What shape is popular?

6. What kind of mail is most often sent?

7. What kind of candy is most often given?

8. What greeting is often said on this day?

9. Is Valentine's Day a public holiday?

10. Personal columns have a lot of messages of love on this day. Where are

personal columns found?

SAINT PATRICK'S QUIZ


1. Saint Patrick's Day is _________ Irish holiday honoring Saint Patrick. a. the b. an c. ones d. [nothing]


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2. Saint Patrick's Day is celebrated __________ March 17th. a. in b. on c. at d. about

3. Saint Patrick was a Christian missionary who _____________ credit for the conversion of Ireland ________ paganism. a. gave / from b. is given/ of c. has given / about d. was given / from

4. Shamrock is ________ traditional symbol ___________ Saint Patrick's Day. a. the / of b. the / for c. X / of d. X / off

5. A shamrock resembles a __________ clover. a. three-leaf b. three-leaves c. tree-leaf d. three-leafs

6. Saint Patrick used the shamrock ______________ a metaphor to explain the concept of the Trinity (father, son and holy spirit). a. like b. as if c. as d. how

7. Green is _______ Saint Patrick's Day because _________ the color of spring, Ireland, and the shamrock. a. associated with / is b. associated with / it is c. associate with / it is d. associate / is

8. The first American celebration of Saint Patrick's Day __________ in Boston, Massachusetts in 1737. a. held b. has held c. is held d. was held


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9. The largest parade __________ Saint Patrick takes place in New York City. a. in honor of b. honoring of c. with honor of d. on honor of

10. The Saint Patrick's Cathedral in Dublin is perhaps the most famous cathedral __________ Saint Patrick. a. named by b. named for c. named after d. named from

EASTER QUIZ


1. Easter is a Christian feast that _______ the resurrection of Jesus Christ. a. commemorate b. commemorates c. will commemorate d. has to commemorate

2. It is one of _________ holy days in the calendar of Christian churches. a. most b. the more c. more d. the most

3. Easter symbolizes God's promise that ___________ soul is immortal. a. man b. men c. man's d. mans'

4. Easter was __________ a pagan festival. a. original b. originally c. origin d. originated


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5. The symbol of the Easter rabbit ___________ by the Germans to America. a. was brought b. had brought c. was bought d. brought

6. At Easter, it's a custom for children to hunt colored eggs and place _______ in an Easter basket. a. their b. it c. them d. its

7. Rabbits are also associated __________ Easter. a. to b. upon c. within d. with

8. The Easter Bunny is a symbol of ___________ and new life. a. fertilization b. fertility c. fertile d. fertilized

9. The egg is a symbol of _________ in many cultures, thus it's associated with Easter. a. rebirth b. birthday c. birthing d. born

CHRISTMAS IN DENMARK


1. Christmas is an important holiday for most Danes, because it is almost the only tradition ________ we all have in common. a. who b. that c. what d. as


180

2. We celebrate Christmas ____________ the 24th of December in the evening. a. at b. in c. on d. of

3. Everybody has got an Advent wreath, made of spruce, with four candles and lots of ribbons, for ________________ time until Christmas Eve. a. measures b. measuring c. measure d. measurement

4. The children watch a ________________ story on TV in December named "The Christmas Calendar". There is a surprise for every day. a. continuing b. continue c. continuation d. continues

5. On the 24th in the afternoon, many people ____________ to church. a. went b. gone c. going d. go

6. We normally eat duck or roast pork ____________ Christmas dinner. a. for b. with c. in d. to

7. After dinner we walk ____________ the Christmas tree, singing carols. a. into b. over c. around d. up

8. And finally, the long awaited moment, when it is time to ______ the presents that have been lying under the tree. a. wrap b. unpack c. unwrap d. wrap up


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CHRISTMAS TRADITIONS

Define the correct answer.

1. What bird is cooked for Christmas dinner?

2. Where are the presents kept before opening them?

3. What is hung outside on the door?

4. What kind of songs are sung?

5. Before electricity, these were put on the trees?

6. What is a common four letter abbreviation of Christmas?

7. What plant with red berries is used for decorations?

8. What do you kiss under?

9. What kind of calender is opened by children leading up to Christmas?

10. What are pulled at the table?


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EASTER

Read the following story and answer the questions that follow.

Easter is celebrated every spring. It is always celebrated on a Sunday. Easter has its roots in many traditions gathered from many parts of the globe.

There are many symbols of Easter. German settlers to Pennsylvania brought with them the story of the Easter Bunny. Children believed that if they were good, the Easter Bunny would lay a nest of colored eggs. Because rabbits are known for producing a lot of young, especially in the springtime, they symbolize new life. As the Easter Bunny custom spread across the country, it led to other traditions such as Easter baskets and gift giving.

Birds lay a great number of colorful eggs in the spring which has brought about the use of Easter eggs, egg dyeing and egg hunts. Long ago, the egg was honored during many springtime festivals. Egg dyeing was popular in ancient times and continues to be popular today. To the Christian, the egg represents the rebirth of the earth and of man.

Ham is the traditional food of Easter. This type of pork is popular throughout the world. In many cultures, the pig is a symbol of prosperity.

As you have learned, Easter in America is a mixture of a lot of cultures, stories, and Christian beliefs. However, the reason for the celebration remains the same – to call to mind our crucified Jesus who rose from the dead to save us.

Answer the guestions.

1. On what day of the week is Easter celebrated? 2. What symbol of Easter did the German settlers bring with them? 3. What do rabbits symbolize? 4. What are two other customs that came from the Easter Bunny tradition? 5. What does the egg represent to the Christian? 6. What do Americans traditionally eat on Easter? 7. What is the pig a symbol of? 8. Do Easter customs come from only American beliefs?


183

GROUNDHOG DAY QUIZ


1. Another name for a groundhog is________. a. a woodchuck b. a squirrel c. a fox

2. Groundhog Day is February________. a. 14th b. 2nd c. 22nd

3. The groundhog pops up out of its________. a. hole b. nest c. lair

4. The groundhog is looking for its________. a. mother b. friend c. shadow

5. If the sun is shining, it will________its hole. a. go back into b. stay out of c. run around

6. If it doesn't see its shadow, ________. a. there will be six more weeks of cold weather b. spring will come early this year c. it will rain for the next two weeks

7. The groundhog lives in________. a. the ground b. a tree c. a river

8. The groundhog spends all________ in its hole. a. winter b. spring c. autumn


184

9. People are looking________ to spring. a. backward b. forward

10. This kind of belief is called a________. a. festival b. superstition c. true story

MEMORIAL DAY QUIZ


1. The first ________ of Memorial Day was on May 5, 1866. a. observe b. observes c. observance d. observations

2. The first Memorial Day ________"Decoration Day". a. is called b. was called c. had called d. have called

3. Soldiers who ________ in previous wars were honored as well on May 30, 1868. a. dying b. had died c. dyes d. dead

4. The Confederate (Southern) States, however, ________ to observe it on the fourth Monday of April. a. decides b. decided c. decide d. deciding

5. In 1971, along with other holidays, President Richard Nixon ____________ Memorial Day a national holiday on the last Monday in May. a. declares b. declaring c. declare d. declared


185

6. Arlington National Cemetery in Virginia is the ________ largest national cemetery. a. nations b. nations's c. nations' d. nation's

7. Astronauts, explorers and other distinguished Americans ________with a

special place at Arlington National Cemetery. a. will all honor b. be all honored c. should all honor d. have all been honored

8. On Memorial Day, the President or Vice President of the United States ________ a speech and ________a wreath on the "Tomb of the Unknowns". a. gives, lies b. gives, lays c. give, lay d. give, lie

9. There is a chance that one of the soldiers buried ________ is a father, son, brother or friend of those who visit the graves. a. here b. where c. their d. how

10. Over the years it came to serve as a day ________ all US men and women

killed or missing in action in all wars. a. remembered b. remembers c. to remember d. remembering

PRESIDENTS' DAY QUIZ – TRUE OR FALSE

Define the correct answer.

1. Presidents' Day is celebrated the third Monday in February.

2. It honours two great presidents, President Washington and President Clinton.


186

3. President Washington was the first American president.

4. President Washington is the only president to have a state named after him.

5. President Lincoln's first name was George.

6. Pictures of both presidents heads can be found on US. banknotes.

7. President Lincoln wrote the US Constitution.

8. Bothpre sidents were as sassinated.

9. President Lincoln helped end slavery in the United States.

10. President Washington was born on February 9th.

A GREEN QUIZ FOR ST. PATRICK'S DAY


1. Which one of these color words is a shade of green?

a. Cerulean

b. Chartreuse

c. Vermilion

d. Titian

2. A green thumb is:

a. A first time hitch hiker.

b. Someone who is clumsy with his or her hands.

c. Someone who is good at gardening.

3. A green horn is:

a. Someone with little or no experience.

b. An ecologically safe musical instrument.


187

4. A person who is said to have green "eyes" feels: a. Envy b. Hatred c. Love

5. A person who is green "around the gills" is: a. A lover of seafood b. Has trouble breathing c. Nauseous d. Happy

6. The proverb "A hedge between keeps friendships green" means: a. Friendships are hard so don't expect them. b. Friends are always separated by something. c. Privacy is important for friendship.

7. The proverb "The grass is always greener on the other side of the fence" means: a. People always think that they would be happier in a different situation or place. b. Farmers always wish they could own their neighbor's land. c. Grass grown in the shade of a fence stays green.

8. The euphemism "green goods" refer to: a. Ecologically friendly paper b. Vegetables c. Counterfeit bank notes d. Green colored clothing

9. The euphemism "green mailer" refers to: a. A corporate raider who seeks to get paid to go away b. A postal employee in a green uniform

10. The euphemism "green carder" refers to: a. A member of Green Peace b. The holder of a U.S. work permit


188

11. The euphemisms "green van" in the United Kingdom or "green cart" in Australia refer to: a. A environmentally friendly vehicle b. An electric golf cart c. Mental hospital ambulance which is typically colored green

12. The euphemism "green hornet", in Toronto, Canada refers to:

a. A type of insect b. A motorcycle traffic policeman who wears a green uniform c. A cartoon character

13. The euphemism "green man" is: a. A British pub term for the men's toilet b. The caretaker of a golf course c. Is the shop keeper of a vegetable store

14. The euphemism "green monkey disease" refers to: a. Drug addiction b. AIDS c. Malaria

15. The euphemism "green needle" refers to: a. A reusable hypodermic needle b. A needle that gardeners use to inject fertilizer into soil c. A lethal injection of cyanide

16. What are the names of some green vegetables? 17. What are the names of some green fruits? 18. The euphemism "green willow" means:

a. To grieve for the loss of a loved one b. To plant a new tree in the park

19. The euphemism "greenbacks" refers to: a. Ecological refugees b. US dollars c. Freshman football players


189

20. The euphemism "Greensburg prep" refers to: a. Someone who attends a private school in Greensburg, Pennsylvania b. The preparation for surgery given at Greensburg memorial hospital c. A model state prison pre-release center near Greensburg, Pennsylvania

ST. PATRICK'S DAY


1. St. Patrick is the patron saint of ________. a. England b. France c. Ireland

2. St. Patrick's Day is celebrated on _____________. a. February 14th b. March 17th c. December 25th

3. In New York city a huge ________ is held to celebrate St. Patrick's Day. a. parade b. marathon c. demonstration

4. A _________ strip is painted down the centre of 5th Avenue. a. yellow b. red c. green

5. Millions of Shamrocks are flown from Ireland. A shamrock is a small plant with _______ leaves. a. one b. two c. three d. four

6. Green is the colour that _________ the Irish people. a. indicates b. suggests c. represents


190

7. St. Patrick's Day is celebrated on the day that Patrick _________. a. got married b. was born c. died

8. A well known story about him says that he drove all the ________ out of Ireland. a. snakes b. bears c. women

9. Many famous politicians including President _______ are of Irish descent. a. Nixon b. Clinton c. Kennedy

10. St. Patrick was born in _________. a. England b. Ireland

c. the U.S.A.

VALENTINE'S DAY QUIZ 1


1. Valentine's Day ____________ on February 14th. a. celebrates b. had celebrated c. is celebrated d. celebrated

2. Cupid is the most famous ___________ of Valentine. a. symbol b. sign c. motif d. hint


191

3. It's known that this mischievous _____________ child shoots darts of desire and make men fall deeply in love. a. swinged b. wigged c. winged d. winded

4. The ___________ of Saint Valentine's Day had its origin in a belief that birds began to pair on February 14th. a. costume b. habitat c. custom d. customer

5. The festival became associated with the ____________ day of two Roman

martyrs, both named St. Valentine, who lived in the 3rd century. a. fast b. feast c. feature d. fist

6. Valentine's Day became the date for exchanging love letters and sending lovers'

__________. a. tolls b. tools c. trots d. tokens

7. St. Valentine has been regarded as the ____________ saint of lovers. a. patrol b. patron c. patroness d. patronal

8. Today's celebration of Valentine's Day _________ of a tradition that began in the Roman Empire. a. grew out b. grew up c. grew d. grown up


192

9. The cards, known as valentines, are often ____________ with hearts to symbolize love. a. desired b. signed c. derived d. designed

10. Roses are the most common flowers given _______ this occasion.

a. on b. in c. after d. under



1. Valentine's Day is_________ on February 14th. a. rehearsed b. celebrated c. held

2. This is a popular day for________ to get engaged. a. enemies b. spouses c. sweethearts

3. Flowers and chocolates are_______ popular presents to give. a. neither b. either c. both

4. It is also a custom to send greeting cards________ valentines. a. called b. named c. labelled

5. Many cards are anonymous. This means you don't know who they are________. a. to b. for c. from


193

6. People used to believe that birds met on this day to find their mate for_____. a. winter b. spring c. summer

7. A modern tradition is to write a personal message in the personal_________ of a newspaper. a. columns b. lines c. blocks

8. A popular________ is a Cupid carrying a bow and arrow. a. symbol b. sign c. diagram

9. Sending valentines used to be more_________ than sending Christmas cards. a. traditional b. popular c. prestigious

10. St. Valentine's Day is named_____________ one of two possible saints. a. with b. after c. from

ICE HOCKEY RULES AND REGULATIONS


1. Ice hockey is played ______ six players on each team. a. from b. for c. with

2. Ice hockey players are required to wear protective equipment, including a face mask or visor for those players under 20 _____ old.

a. year b. years c. age


194

3. ___________ the begining of a match each team plays three forwards, two defencemen and a goalkeeper who stand in their predetermined places until the referee drops the puck.

a. At b. On c. In

4. The dimensions of the ice surface are usually 90 feet _____ 200 feet.

a. by b. from c. times

5. The game starts _______ the puck is dropped between two forwards in the center of the ice surface. a. if b. when c. whether

6. The game allows opposing players to bodycheck _________ other. a. an b. each c. one

7. The sticks ________ the players carry cannot be used to injure opposing players and cannot be raised above the shoulders. a. who b. when c. that

8. A typical game is _____________ by one referee and two linesmen. a. officiated b. officiating c. officiates

9. Most people learn to skate before they ___________ playing hockey. a. starting b. starts c. start


195

10. There are four lines that _________ laterally across the ice surface; one thin red line at each end of the ice along the front of the goalkeeper's net, two blue lines approximately one third of the way towards the middle and a red line across the center.

a. run b. ran c. running

11. One of the most common calls by a linesman is the offside call. This occurs when a player crosses the opposing team's blue line before the puck ____.

a. was b. does c. is

12. Another common call by a linesman is icing. Icing occurs when the puck is shot towards the opposing team's side before the center red line and crosses the far red line without anyone touching ________. a. them b. there c. it

13. A referee watches for infractions and __________ two minute penalties for, amoung others; tripping with the stick, holding, slashing (hitting the opposing player with the stick) or boarding (illegal bodychecking). a. calls b. books c. heads

14. A hockey game is one hour __________ playing time. It is split between three - twenty minute periods and a break of 10 minutes between each period to let the players rest. a. for b. at c. of

15. If the score is tied at the end of regulation time (60 minutes), ________ there is an extra overtime period of ten minutes. a. that b. when c. then


196

NATURAL SIMILARITIES AND OPPOSITES

PART ONE: Introduction

in Two Poems by Joseph Ceravolo

Sometimes poets use opposite or contradictory statements to express many sides of a feeling. After all, smooth surfaces can be dangerous (think of the flat surface of a deep lake, for instance). Joseph Ceravolo was an American poet who often mixed similar and opposite ideas in his verse. In the following two poems Ceravolo suggests that natural objects that we often take for granted can be viewed as extraordinary, even unnatural. Ceravolo looks at trees and finds they contain wild feelings.

PART TWO: The Poems When the First Tree Blossoms

Snow fall like April: the icicles stick. Like April the birds float. It is white foam.

Like April when the first tree blossoms and you do not know it.

Happiness in the Trees

O height dispersed and head in sometimes joining these sleeps. O primitive touch between fingers and dawn on the back

You are no more simple than a cedar tree whose children change the interesting earth and promise to shake her before the wind blows away from you in the velocity of rest


197

PART THREE: The Quizzes


Quiz 1

The following words have the SAME meaning as words from Ceravolo's two

poems. Find words in the poems which mean the SAME as these:

1. spikesofice

2. quietorsleep

3. uniting

4. pledgeorvow speed

5. flowers

6. scattered

Quiz 2

The words that follow have meanings OPPOSITE to words in the poems. Find

words in Ceravolo's two poems that have OPPOSITE meanings:

1. breakingup

2. sophisticated

3. complicated

4. slowness

5. unfasten

6. almost never

Quiz 3

Decide if the following statements are TRUE or FALSE.

1. Another way of expressing "foam" is "a mass of bubbles."

2. The words "rest" and "velocity" contain opposite ideas.

3. "Primitive" means "ugly."

4. "Joining" is like "sticking."

5. "Promise" is like "vow."

6. "Icicles" and "blossoms" are sort of opposites.

7. When the wind "blows" it "moves."

8. "Dispersed" means "united."

9. "Height" means the opposite of "tallness."

10. "Sometimes" means "always."


198

ANSWERS

AMERICAN CLASSROOM CUSTOMS

1. b 2. a 3. b 4. c 5. a

6. b 7. c 8. c 9. a 10. b

JOB GOALS

1. True 2. False 3. False 4. True 5. False

6. True 7. True 8. True 9. False 10. True

PERSONAL QUALITIES

1. characteristics 2. personality 3. situation 4. dependability

5. employers 6. friendliness 7. others 8. personal qualities

JOB SKILLS

1. skills 2. has 3. to recognize 4. abilities

5. transferable 6. writing well 7. cooking pizza 8. skills

JOB DUTIES

1. tasks 2. responsibilities 3. duties 4. repair

5. file clerk 6. keep books 7. job duties


199

WANT ADS

1. messages 2. classified 3. help wanted 4. employment 5. subheadings

6. “office” or “clerical” 7. alphabetical 8. available 9. small 10. beginning

JOB ANNOUNCEMENTS

1. announcements 2. want ads 3. private

4. office 5. employment agencies 6. free

NETWORKING

1. networking 2. friends 3. anyone 4. referred to

5. helpful 6. convince 7. difficult 8. skills

JOB APPLICATION

1. information 2. work experience 3. follow directions 4. how 5. statement

6. prospective 7. fill out 8. careful 9. you

RESUME

1. resume 2. designed 3. everyone 4. resume 5. written

6. job 7. creates 8. can 9. prospective


200

WALKING IN

1. true 2. false 3. false

4. true 5. false 6. false

INTERVIEW

1. true 2. false 3. true 4. false 5. true

6. false 7. true 8. true 9. false

A JOB INTERVIEW

1. b 2. a 3. c 4. b

5. b 6. a 7. a 8. c

CHRISTMAS STORY QUIZ

1. in a stable 2. in a manger 3. a star 4. a carpenter 5. Bethlehem

6. the shepherds 7. yes 8. gift-gold, frankincense and myrrh 9. Herod

HALLOWEEN 1

1. c 2. a 3. b 4. a 5. c

6. a 7. b 8. b 9. a 10. c


201

HALLOWEEN 2

1. a

2. c

3. e and f

4. c

5. c

6. b

HOW TO MAKE A HALLOWEEN JACK-O'-LANTERN

1. b

2. b

3. a

4. a

5. a

6. b

7. b

8. a

9. a

10. a

SANTA CLAUS

1. red

2. Rudolph

3. a sleigh

4. black

5. December 24th

6. down the chimney

7. a sack

8. a stocking

9. nothing

10. elves

SOME AMERICAN HOLIDAYS

1. New Year’s Day

2. Martin Luther King. Jr’s

Birthday

3. Lincoln’s Birthday

4. Valentine’s Day

5. Saint Patrick’s Day

6. Armed Forces Day

7. Memorial Day

8. Flag Day

9. Independence Day

10. Columbus Day

11. Halloween

12. Veteran’s Day

13. Thanksgiving

14. Christmas


202

SOME BRITISH FESTIVALS AND HOLIDAYS

1. New Year’s Day 2. Shrove Tuesday (Pancake

Day) 3. Ash Wednesday 4. Valentine’s Day 5. Good Friday 6. Easter Sunday 7. April Fools Day

8. May Day 9. Whitsun 10. Trooping of the Colour 11. Halloween 12. Bonfire Night 13. Remembrance Sunday 14. Christmas 15. Boxing Day

SOME JAPANESE HOLIDAYS

1. New Year’s Day 2. Adult Day 3. Commemoration of the Founding of the Nation 4. Vernal Equinox Day 5. Green Day 6. Constitution Day 7. Children’s Day

8. Respect for the Aged Day 9. Autumnal Equinox Day 10. Health Sports Day 11. Culture Day 12. Veteran’s Day 13. Thanksgiving 14. Emperor’s Birthday

EASY VALENTINE'S DAY QUIZ

1. February 2. 14th 3. fourteenth 4. red 5. heart shape

6. cards 7. chocolate 8. happy Valentine’s day 9. no, it isn’t 10. in a newspaper

SAINT PATRICK'S QUIZ

1. b 2. b 3. d 4. a 5. a

6. c 7. b 8. d 9. a 10. c


203

EASTER QUIZ

1. b 2. d 3. c 4. b 5. a

6. c 7. d 8. b 9. a

CHRISTMAS IN DENMARK

1. b 2. c 3. b 4. a

5. d 6. a 7. c 8. c

CHRISTMAS TRADITIONS

1. a turkey 2. under the tree 3. a wreath 4. carols 5. candles

6. x’mas 7. holy 8. mistletoe 9. an advent calendar 10. crackers

EASTER

1. it is celebrated on Sunday 2. the Easter Bunny 3. the symbolize new life 4. easter baskets and gift giving 5. the rebirth of earth and man 6. they eat ham 7. it is a symbol of prosperity 8. no, they are a mixture of several beliefs

GROUNDHOG DAY QUIZ

1. a 2. b 3. a 4. c 5. a

6. b 7. a 8. a 9. b 10. b


204

MEMORIAL DAY QUIZ

1. c 2. b 3. b 4. b 5. d

6. d 7. d 8. b 9. a 10. c

PRESIDENTS' DAY QUIZ – TRUE OR FALSE

1. true 2. false – President Washington and President Lincoln 3. true 4. true 5. false – it was Abraham 6. true – Washington($1), Lincoln($5) 7. false – James Madison authored it 8. false – Only President Lincoln was shot 9. true 10. false

A GREEN QUIZ FOR ST. PATRICK'S DAY

1. b 2. c 3. a 4. a 5. c 6. c 7. a 8. c 9. a 10. b 11. c 12. b

13. a 14. b 15. c 16. green peppers; okra; spinach; lettuce; celery; cucumber; watercress; chives 17. avocado; grapes; limes; honeydew melon; watermelon 18. a 19. b 20. c


205

ST. PATRICK'S DAY

1. c 2. b 3. a 4. c 5. c

6. c 7. c 8. a 9. c 10. a


1. c 2. a 3. c 4. c 5. b

6. d 7. b 8. a 9. d 10. a


1. b 2. c 3. c 4. a 5. c

6. b 7. a 8. a 9. b 10. b

ICE HOCKEY RULES AND REGULATIONS

1. c 2. b 3. a 4. a 5. b 6. b 7. c 8. a

9. c 10. a 11. b 12. c 13. a 14. c 15. b


206

NATURAL SIMILARITIES AND OPPOSITES

Quiz 1

1. icicles

2. rest

3. joining

4. promise

5. velocity

6. blossoms

7. dispersed

Quiz 2

1. joining

2. primitive

3. simple

4. velocity

5. stick

6. sometimes

Quiz 3

1. true

2. true

3. false

4. true

5. true

6. true

7. true

8. false

9. false

10. false


207

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120 с. – ISSN 2072-7607.

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10. Lanternfish. Jobs, Worksheets, and Flashcards for the ESL and TEFL Teacher

[Electronic resource]: site / ed.: Chris Gunn, Stephen Gordon, Cam Lirette,

Thomas Lavelle – Electron. data. – USA, 2014. – Access mode:

http://bogglesworldesl.com/picture_descriptions.htm – Title screen.


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11. English Grammar Express with John F. Hill. Grammar for English learners

[Electronic resource]: site / ed.: John F. Hill – Electron. data. – UK, 2012. –

Access mode: http://www.englishgrammarexpress.com/ – Title screen.

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Moscow, 2014. – Access mode: http: // fenglish.ru – Title screen. http: //www.

harcourtschool.com/activity/sentencetrail/index.html

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site / ed. Paul Lawrence. – Electron. data. – USA, 2013. – Access mode:

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Peter Post, Peggy Post, Daniel Post Senning. – Electron. data. – USA, 2013. –

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site. – Electron. data. – USA, 2014–2014. – Access mode: http://www.

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17. Englishnotes. Learn English for free [Electronic resource]: site. – Electron.

data. – Moscow, 2013. – Access mode: http://www.englishnotes.ru/krossvordy-

na-anglijskom-yazyke/ – Title screen


209

ПЕРЕЧЕНЬ САЙТОВ

С ЭЛЕМЕНТАМИ ИНТЕРАКТИВНЫХ ЗАДАНИЙ,

ПРЕДНАЗНАЧЕННЫХ ДЛЯ САМОСТОЯТЕЛЬНОГО

ИЗУЧЕНИЯ АНГЛИЙСКОГО ЯЗЫКА

http://www.correctenglish.ru/exercises/

http://www.native-english.ru/exercises

http://www.grammar.sourceword.com

http://www.study-languages-online.com/

http://puzzle-english.com

http://lingualeo.ru/

http://bogglesworldesl.com/

http://www.englishgrammarexpress.com/

http://www.slickwrite.com/

http://fenglish.ru/

http://www.harcourtschool.com/

http://www.learnamericanenglishonline.com

http://www.emilypost.com

http://www.teachersfirst.com

http://www.crazymonkeygames.com/

http://www.englishnotes.ru/


210

СОДЕРЖАНИЕ

Введение……………………………………………………………………....... 3

Методические рекомендации для преподавателей по использованию

интерактивных заданий……………………………………………………......

6

Warm-up activities…………………………………………………………........ 7

Group Activities……………………………………………………………….... 20

Educational Language Games ……………………………………………......... 65

Answers…………………………………………………………………………. 198

Список литературы……………………………………………………..…….. 207

Список полезных электронных ресурсов……………………………..….….. 207

Перечень сайтов с элементами интерактивных заданий, предназначен-

ных для самостоятельного изучения английского языка…………………....

209


211

Учебное издание

ИНОСТРАННЫЙ ЯЗЫК (английский язык)

Сборник интерактивных профессионально ориентированных заданий

Авторы-составители:

М. В. Межова, С. А. Золотарева

Редактор В. А. Шамарданов

Компьютерная верстка Я. А. Кондрашовой

Подписано в печать 30.06.2014. Формат 60х841/8. Бумага офсетная. Гарнитура «Таймс». Уч.-изд. л. 14,8. Усл. печ. л. 24,6.

Тираж 300 экз. Заказ № 56. _______________________________________________________

Издательство КемГУКИ: 650029, г. Кемерово,

ул. Ворошилова, 19. Тел. 73-45-83. E-mail: [email protected]


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820.иностранный язык (английский язык) сборник