Tải bản đầy đủ

Jet primary teachers resource books 2

PRIMARY
TEACHERS'
RESOURCI

Aims
Our main aim is to provide primary school
teachers with easy-to-prepare materials
which can be used as one-off revision
activities or as part of a fuller theme-based
project. As all primary EFL teachers know,
children need to have new language
constantly recycled and these Photocopiable
Pages provide a fresh way of doing just that.
In addition, the preparation of these
materials (most of which can be done by the
pupils themselves) allows for free and
spontaneous language practice.

The Book
This book includes 46 Photocopiable Pages
accompanied by Teacher's Notes on facing

pages. Where an idea requires two
Photocopiable Pages to be used together, the
Notes face the first of the two Photocopiable
Pages. The ideas contained here have been
tried and tested by Primary teachers
through jet magazine and have been selected
to include a variety of activities, such as
games, art and craft, worksheets and songs.

Themes
The Photocopiable Pages in this book are
topic-based. The themes for this volume are
Homes, Transport and Food, chosen because
of their relevance and interest to children.

while also
including the
cultural input
teachers so often
request. The
Photocopiable I
Pages are relerred to by the first 2 letters of
the themes plus page number (eg Hones,
page 1 - HO/01 and Transport, page I =
TR/01).

L a n g u a g e Level
We have not specified a target age or
language level for these materials as each
activity is designed as a starting point from
which Individual teachers can meet their
own classroom needs. As well as includag
all the basic language structures, we haw
also extended the range of language
introduced in Resource Book 1 which means
there are activities suitable for both
beginners and more advanced learners. Our
Teacher's Notes suggest one way of usi»| the
Photocopiable Pages, but these can be easily
adapted to suit different age groups and


language levels. The notes also often include
follow-up ideas for future lessons.
Throughout the notes the following symbols
have been used to indicate whether
activities are for individual work
work (DO. or group work
OOO.

Photocopiable R i g h t s
The 46 Photocopiable Pages provided can be
photocopied freely (or use in the classroom
and do not need to be declared


%*&mwi m mm Wm m SB
Language

Photocopiable material

Page

homes vocabulary, alphabet

Jigsaw cards template

HO/01

persona] information,
adjectives, is, has got

Information to complete

HO/02

giving Information,
has/hasn't got

Information to complete

HO/03

listening for information,
prepositions, furniture vocabulary

Room plans

HO/04

colours, prepositions,
room vocabulary

Cross-section of a house

HO/05

following instructions,
imperatives, directions

House plan

HO/06

listening comprehension,
lives, has got

Street plan

HO/07

numbers, colours, adjectives,
there is/are, would like

Dice game

HO/08

vocabulary of places,
directions, comparatives/
superlatives

Map worksheet

HO/09

hobbies, present simple

Survey chart

HO/10

story-telling,
present tense

Story pictures & sentences
to sequence

HO/11

reading skills, there is/are,
present simple

Island map & cards

HO/12
HO/13

group discussion, writing skills,
has got, need

island worksheet

HO/14

story-telling, present simple
made of * materials

Cut-outs for puppets

HO/15

transport vocabulary

Word & picture cards

TR/01
TR/02

transport vocabulary,
has got, on land/sea,
categorising transport

Transport worksheet

TR/03

present perfect tense
with Have you been ...?
Yes, 1 have/No,
Ihauen't

Survey chart & grid

TR/04

transport vocabulary,
imperatives, Instructions

Boardgame

TR/05
TR/06

present continuous,
prepositions

Sentences to match & write

TR/07

Homes
J i g s a w Homes
My Home

Our H o m e Town

M y Room

Our Mixed-up House

Find t h e Ghost
W h o Lives W h e r e ?

M y Ideal H o m e

Ben's Walk H o m e

A t Home
Camping O u t

Paradise Island

Our bland Home

The Three Little Pigs

Transport
Transport Cards

A Transport Scene

Going Places

The Travel G a m e

Rocket Rhyme


Language

Photocopiable material

Page

numbers, counting,
present/past tense

Survey chart

TR/08

The Wheels on
the Bus S o n g

present simple, action verbs

Song lyrics & music

TR/09

The Wheels on
the Bus G a m e

numbers, colours

Bus outline
Bus parts to cut out

TR/10
TR/11

Journey t o School

present continuous,
story-telling

Pictures & sentences t o
match & order

TR/12

Coming t o School

present simple with
come/comes, by car/on foot

Questionnaire

TR/13

past tense, needs,
story-telling

Shortened version of s t a y

TR/14

vocabulary of vehicle parts,
numbers, colours, shapes

Spinners template

TR/15

What's in t h e Fridge?

food vocabulary, colours,
numbers, alphabet

Food picture

FO/01

The Balloon G a m e

food vocabulary, cutlery,
containers, it's a

Boardgame

FO/02

Fruit & vegetable Surveys

numbers, present simple
with like

Survey chart & graph

FO/03

numbers, action song

Song words & music

FO/04

shopping dialogue with
Can I
have...?

Boardgame

FO/05
FO/06

good/bad for you,
present simple

Meal plans to complete

FO/07

present simple, time,
story-telling

Story pictures to sequence

FO/08

money/costs

Card game

FO/09
FO/10

food vocabulary, days,
numbers, past tense,
story-telling

Food pictures
Story outline

FO/11
FO/12

past tense,
listening comprehension

Worksheet to complete

FO/13

Learning a b o u t Food

adjectives, shape, colours

Chart to complete

FO/14

W h o Ordered W h a t ?

I'd like a .... Can I have?
Where's my...?
reading comprehension

Picture puzzle

FO/15

At t h e Monster C a f e

restaurant role-play

Menu

FO/16

Wheeled Vehicle Survey

Mrs Armitage

on

Wheels

Design a Super-vehicle

Food

Ten Fat

Sausages

L e f s G o Shopping

Mealtimes

M y Lunch Box

Dinner Time

Greedy

George

The Big S h a k e Company



HOMES

THIS TOPK IS BEST STARTED AT THE BEGINNING OF
THE YEAR AS IT IS THE MOST PERSONAL IN NATURE AND
WILL THUS HELP YOUR PUPILS GET TO KNOW EACH
OTHER. IT STARTS OFF WITH PUPILS GIVING SIMPLE
INFORMATION ON THEIR OWN HOME/TOWN AND
PROGRESSES IN DIFFICULTY UNTIL THEY ARE TELLING
STORIES IN THE PAST TENSE AND IMAGINING THEIR

OWN IDEAL HOMES. AS WITH ALL THE TOPICS IN THIS
PACK, THE MATERIALS PUPILS PRODUCE CAN BE
BOUND TOGETHER IN A COVER WITH A TITLE
(E.G. My Home). THESE BOOKLETS CAN THEN BE
DISPLAYED AT THE END OF TERM AND TAKEN HOME
TO SHOW PARENTS.

Jigsaw Homes
Language Focus

Procedure

* vocabulary of different homes
* alphabet
* spelling

1

Materials
•k a copy of HO/01 for each pupil
* thin card
coloured pencils/crayons
* glue and scissors
•k envelopes/plastic bags

Warm-up
1

Revise the alphabet (e.g. using flashcards
or the alphabet song).

2 Either pre-teach or revise the names of
different homes using the pictures on
HO/02 or magazine pictures. Ask individual
pupils to come out and draw a home on the
board, then get another pupil to come out
and write the name underneath. You could
do this as a team game.

Give each pupil a copy of HO/01 and ask
them to glue this onto thin card.

2 Explain that they are going to make some
jigsaw alphabet cards of homes. On the left
side they draw and colour a picture of a
different home. On the right side they draw
the letter this home begins with (e.g. if they
draw a castle on the left, they draw the
letter C o n the right). They complete the 5
different cards. Go round helping where
necessary.
3 They now cut out their 5 alphabet cards
and put them in an envelope or plastic bag
for safe-keeping.
4 Pupils swap cards and do each other's
jigsaws.

3 Point to a name on the board and ask a
pupil to spell it, e.g. That's F-L-A-T.

KWM9

J***

PRIMARY R E S O U R C E S • H O M E S


ZZ
zz

i:r»7Hii


M y Home

0 00
Language Focus

Follow-up

*

You could now do a class survey on the board
in order to find out how many pupils live in a
flat/house/bungalow and then discuss which is
the most common type of home in your area
(in mother tongue if necessary).

is/are

•k has/hasn't

got

•k adjectives

Materials
*

a copy of HO/02 for each pupil

Procedure
1

Pupils draw a picture of their home on the
-worksheet on HO/02 and then complete the
information. (Alternatively, give out the
worksheets and ask pupils to complete
them at home.)

2 Pupils work in pairs asking and answering
questions such as Is your home
Is your home big? Has is got a

a

castle?

garden?

If necessary, ask a few sample questions to
the class first.
3 Pupils should note down their partner's
answers then complete the sentences at the
bottom of their worksheet.

J***

PRIMARY RESOURCES • H O M E S


Class

Name

My Home
Draw a picture
o/ your home -

1

Tick the correct boxes
a

JtT

fists

bungalow



#^ n

flat

house
u big

n

small •

n

hotel

n

teat

n

cave
oldD

newD

cottage



church



villa

coldD



2

windows

a/rontdoor



mansion
tidy

EH



a chimney



n

an attic



a swimming pool

an entry phone



castle

untidy [Zl

warm

C



Ask and write about a friend
My /riend's home is a
It's
It's got

I8HI1H


Our H o m e T o w n

L a n g u a g e Focus

Follow-up



This can lead into a class discussion on
whether pupils like their home town, what
would they like their town to have, what would
they change about their town, etc. If you wish
to introduce an element of British culture, you
could get them to compare their home town
with a British town that they know, e.g. there
may be a British town featured in their
coursebook or if they have been on holiday in
Britain.




present tense with live
has/hasn't

got

place names (e.g. swimming
airport, park,

library,

pool,

cinema.

etc)

Materials
*

a copy of HO/03 for each pupil

Procedure
1

Pupils work in pairs to complete the
information in the worksheet on HO/03.

2 Ask them to change pairs and to check
their answers.
3 Go through the answers with the class.
4 Ask pupils to bring in a photo of their home
town (or a picture from a tourist brochure)
to stick onto the worksheet.

QJSQJ]

J*** P R I M A R Y RESOURCES • H O M E S


Name

Class

Our Home Town
We live in a .
It's called
Tick / the places in your town. Cross / the places not in your towni.
Then write sentences below.

church

restaurant

school

Our home town has got a

Our home town hasn't got a

This is a picture 0/
our home town.

Stick your picture or photo here

CEEI


My Room
Language focus

Follow-up

•it furniture vocabulary
*

prepositions (e.g. next to, beside,
on the left of,

between,

opposite)

Pupils can now draw and colour a plan of their
own bedrooms and then write a few sentences
below, e.g. In my bedroom

•k giving and listening for information

bookcase

there is/are...,

is next to the window.

The

These can then

be displayed on the classroom walls or
included in their Homes booklets.

Materials
* a copy of HO/04 for each pair
•it a sheet of paper for each pupil

Procedure
1

Cut page HO/04 in half and give one pupil
Bedroom A and his/her partner Bedroom B.
Pupils should not let their partner see their
room plan so encourage them to place a
book between them or to sit back-to-back.
Also give each pupil a blank sheet of paper.

2 Pupil A describes the layout of Bedroom A
(e.g. The bed is next to the bookcase.
box is between

the window

The toy

and the train

track) and Pupil B tries to draw a plan of it.
Encourage Pupil B to ask questions like
Where is die bookcase?

Can you repeat

that?

You may need to pre-teach the items of
furniture or practise the use of prepositions
first.
3 When they have finished, get pupils to
swap roles - Pupil B describes Bedroom B
while Pupil A draws a room plan.
4 Pupils compare their two plans of
Bedrooms A and B.

P R I M A R Y RESOURCES • H O M E S


Bedroom A
toy kitchen
doorj

wardrobe

DiillUiiiULli
train, track
window

nnmuiHifi
toy box

chest of
drawers

bookcase

wardrobe
bed

C-*-T3

Bedroom B
bookcase
[ window
table

lamp

desk

door

9


Our M i x e d - u p House

Q 0®
Language Focus

Follow-up

-k vocabulary of rooms

The houses can be used for colour work put
pupils into groups of 5 and get each pupil to
colour in one room and then dictate the
colours to the others in the group.

*

p r e p o s i t i o n s ( e . g . on, under, in, next to)

-k Is it in the ..? Yes, it is/No.

*

it isn't

colours

Materials
*

a c o p y o f HO/05 for e a c h pupil

Warm-up
1

Give a copy of the worksheet on HO/05 to
each pupil.

2 Ask them to name the different rooms, then
brainstorm the names of things you would
usually find in these rooms.
3 Ask them to label the items in the picture,
e.g. sofa,

bed.

Procedure
1

Working individually, pupils draw each of
the objects at the bottom of the page in one
of the rooms. (Alternatively, they could cut
out the objects and glue them on.) Tell
them that the objects shouldn't be in their
usual location (e.g. the cup shouldn't be in
the kitchen).

2

In pairs, pupils try to guess where their
partner's objects are by asking questions
such as Is the book

in the kitchen?

Is it in the

bath? Is it under the bed? If they use more

than 10 questions they give up and ask
Where's the book? You can make this more
competitive by getting pupils to count the
number of questions they have to ask for
each object and the one with the least is
the winner.

IMS

J&*r

P R I M A R Y RESOURCES • H O M E S


Name

Class


Find the Ghost

Language Focus

Follow-up

*
*
*

% Pupils could design and draw a house for
the ghost or for Mr and Mrs Funnybones.
Display these on the classroom walls.

room vocabulary
imperatives
directions

Materials


a copy of HO/06 for each pupil

Procedure
1

2 If you do this activity near the end of
October you could link it to cultural work
on Hallowe'en. (In Britain/USA this festival
is celebrated by children dressing up as
ghosts, skeletons, witches, etc, and going
round houses 'trick or treat'-ing).

Give each pupil a copy of HO/06.

2 Tell pupils that they are going to hear a
story about a ghost and that they have to
write the name of the room the ghost is in.
Read the following story or pre-record it
onto a cassette and play the tape.
Mr and Mrs Funnybones have got a
ghost in their house. Can you find it?
G o in the front door. Turn left open
the door and g o in. It isn't there.
G o into the hall. Walk across the hall
and g o into the bedroom. It isn't
there. G o into the hall again. Turn
right and g o into the room on the
right, rt isn't there. G o through into
the kitchen. It isn't there. Go into the
hall. G o through the door opposite the
kitchen. There it is. Wooooohhh!
Where's it going? It's hiding behind
the door!

3 Read the story again if necessary.
4. Ask pupils to tell you where the ghost is.
(Answer = in the cupboard.)

# « » * • PRIMARY RESOURCES • H O M E S


Name

Class


Who Lives Where?

Language Focus
* listening comprehension
•k present simple with lives and has got

Materials
*

a copy of HO/07 for each pupil

Procedure
1

Give each pupil the worksheet on HO/07.

2 Read the listening comprehension opposite
(or pre-record it onto a cassette and then
play the tape). Pupils draw a line between
the child and the items which identify
his/her home.

In our street there are four houses.
Jack's house has got a big chimney.
It is next to Anna's house. Her house
hasn't got a round window, it's got
one large window. The cat also lives
next to Anna's house. It lives in the
house with the garage. This is Sam's
house. It is number 4. The house with
the round window is not Molly's. Her
house has got a large gate. She lives
next to Jack and she's got a dog.
Anna's house has got two trees and it
is between Jack's and Sam's houses.

3 Read the text as often as pupils want.
4. Pupils then write the child's name under
their house and draw in the identifying
features (e.g. house no. 3 has the big
window).
5 Let pupils compare their answers, then go
over them in class.

PRIMARY RESOURCES • H O M E S


Name

Class


M y Ideal H o m e

Language Focus

Follow-ups

*
*

adjectives
colours

1

*

numbers

Pupils could now play a version of
Consequences:
give each of them a sheet of
paper and ask them to write the name of a
famous person/character + ideal home is

*

it's got

*

there is/there are

(e.g. Superman's

*

would

over. They pass the paper to the pupil on
their right who writes an adjective + a type
of home (e.g. a square tent), folds this over
then passes it to the next pupil. This pupil
then writes Its walls are * a colour, folds
this over and passes it on. Continue using

like

Materials
*
*
•k
*

a copy of HO/08 for each pupil
dice (one between two would do)
blank paper
crayons or coloured pencils

Procedure
1

Give each pupil a copy of HO/08. They read
the story and when they come to the letters
A-F they throw the dice and write the
corresponding word in the gap. They can
do this individually or in pairs.

2 When they have finished, they work in
pairs, reading their descriptions of their
ideal homes while their partner draws it.

ideal home is) then fold it

the phrases it's got and there is/there

are tor

as long as you wish. Finally, each pupil
unfolds and reads out one of the 'ideal
homes'. Try to encourage them to make
their descriptions as amusing as possible.
2 These activities can lead to a class
discussion on 'My ideal home'. Encourage
pupils to use the structure I'd like when
talking about what they'd really like
e.g. I'd like a villa near the beach.
tennis court in the garden.

I'd like a

You could also

ask pupils to draw and colour a picture of
their ideal home for display or for inclusion
in their Home booklets.

3 These pictures can then be displayed on
the classroom walls with a title (e.g. Anna's
ideal home) and with the description below.

/ e t

PRIMARY RESOURCES • H O M E S


Name

Class

My ideal home is a (A)
(B)

Its walls are (C)

and the door is (D)
It's got (E)

windows and

there's a (F)

in the garden.

wx)

haunted

little

modern

bungalow

c

poo

beauti/ul

palace

yellow

pink

green

orange

black

grey

D

red

white

brown

purple

silver

blue

E

two

three

/our

eight

boat

tennis court

lion

dinosaur


Ben's W a l k H o m e

Language Focus

Follow-ups

* vocabulary of places
* comparatives/superlatives
* directions

1

Materials
*

a copy of HO/09 for each pupil

*

different coloured pens or pencils

2 Finally, the map can be used to do work on
directions. In pairs, pupils can take turns
describing a route that Ben takes from his

Procedure
1

Ask pupils to complete part B of their
worksheet by writing in the places Ben
passes on his way home. They can then
write down the places they pass on their
way home after school and even draw a
map of their route.

home (e.g. First walk along

Give out a copy of the worksheet on HO/09
to each pupil.

take the second
King's Road,

Green

Street,

turn on the left, walk

across

it's on your left). Their partner

has to guess the place (e.g. Is it the

2 Ask pupils to draw a line for Ben's shortest
and longest walks home from school using
different colours.
3 Pupils compare their answers in pairs, then
go through the correct answers with the
class.
Answers
Shortest walk = along Green Street,
then straight up Main Street.
Longest walk = along Green Street up
Church Street and along Station Road.
4. You can extend this to further practise
superlatives by asking pupils to draw a
green line to show Ben's most interesting
walk home, draw a black line to show his
most boring walk home, etc.
5 To further practise comparatives, copy the
map onto the board and draw in various
routes from the swimming pool to Ben's
home in different colours. Then pupils can
work in pairs to make up sentences like The
blue route is shorter
red route is quicker

than the red route. The
than the green

route.

PRIMARY RESOURCES • H O M E S


Class

Name

bus station

school

* ^ Station Road

rQ D
o
::

»»»

butcher's

chemist's

library

I

| supermarket!

swimming
pool

[ newsagent's J
I

park

Ben's
home

t

King's Road

r

church
III.

Green Street

A

What's Ben's shortest walk home? Draw a red line.
What's Ben's longest walk home? Draw a blue line.

B

Which places does Ben pass on his shortest walk home?

Which places does Ben pass on his longest walk home?

J


At Home
Language Focus
*

present simple



hobbies

Materials
-*• a copy of HO/10 for each pupil

Preparation
1

Brainstorm different hobbies by asking
pupils what they do when they get home
from school. Write their ideas on the board.

2 Give a copy of HO/10 to each pupil. Ask
them to write the names of 8 friends in the
class down the left-hand column. Then ask
them to complete the 2 empty boxes along
the top with 2 other hobbies (ones which
are popular in your class).

/

;

read a book

/

J

play

/

/

//

2

///

3

football

play with
watch

Procedure
1

do homework

friends

TV

Pupils now go round the class asking their
8 friends What do you usually do when
get home

from school?

you

and ticking the

3

appropriate activity in their chart.
2 They now collate their information and
present it on a sheet of paper e.g. as a pie
chart, bar graph, table, etc. (see fig 1).
3 Display these on the wall and let pupils
wander around reading the results.

HEM

1

;~
watch
TV

play
play
read a
with football
book
friends

y&tt

do
home
work

PRIMARY R E S O U R C E S • H O M E S


Ml

S3iaaoH

UJ

<

2

play with
jriends


Camping out

Language Focus
*

present tense

*

story-telling

Materials

Variation
A simpler way to do this is to give each pair a
set of pictures and sentences and then ask
them to work together. First they match the
correct sentence to the correct picture, then
they re-order the story.

* a copy of HO/11 for each pair
*

scissors

Preparation
1

CutHO/ll in half.

2 Then cut out the pictures and the
sentences (or let pupils do this
themselves).

Procedure
1

Put pupils into pairs. Give each pair a set of
sentences and a set of pictures. Pupils work
individually to try and arrange the pictures
or the sentences in order. They should not
look at what their partner is doing.

2 The pairs now work together to check if
they are correct, and to decide which
picture matches which sentence.
3 Go through the answers with the class.
4 (Optional) Pupils could now colour in the
pictures, glue them onto a larger sheet of
paper in the correct order and either write
or glue the sentences below.
Answers
Sentences: 6 2 4 7 5 1 3
Pictures: e d a g c f b

P R I M A R Y RESOURCES • H O M E S


Tài liệu bạn tìm kiếm đã sẵn sàng tải về

Tải bản đầy đủ ngay

×