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Fun Zone 1, testy jezyk angielski
[ Pobierz całość w formacie PDF ]F
u
Zone
Przeznaczone dla nauczycieli
korzystających z podręczników
English Zone
,
Brainwaves
i
Project
4
Flashcard activities and
photocopiable materials
Fun Zone
Fun Zone
contains ideas for games and activities to
give further practice of grammar and vocabulary
which students will meet in grade 4. The aim of the
activities is to give your students the opportunity to
practise the language in a fun and communicative
way.The activities can be used at the start of the
class as a warmer, or at other points in the lesson to
practise or review language.
Fun Zone
consists of:
1Flashcard activities:
these activities can be
used with
English Zone 1
,
Brainwaves 1
or
Project 1
.They are designed to be used
alongside the grade 4 flashcard pack, which
contains 64 flashcards in total. (Some of the
flashcards feature characters from
English Zone 1
,
who will not be familiar to teachers using either
Brainwaves 1
or
Project 1
.)
2Flashcard activities for use with
English Zone 1
3 Fun with grammar and vocabulary:
photocopiable activities for your students to do in
pairs, groups or on their own. Again, these can
be used with
English Zone 1, Brainwaves 1
or
Project 1.
Guess the flashcard
(10 minutes)
Ta ke a piece of blank card a little larger than the
flashcards and cut a hole in the middle. Move the
hole over a flashcard and ask the children to guess
what the picture is. Alternatively, put two flashcards
face to face. Slowly pull away the first flashcard to
reveal the picture on the other flashcard. The
students try to guess what the picture is.
Listen and point
(10 minutes)
Put flashcards up in a row at the front of the class.
The students listen and point at the picture of the
word you call out.
Word race
(10 minutes)
Flash up individual cards very quickly. Ask the
students to say the word without giving them a clue.
The student who says the word first wins the card.
The student with the most cards at the end of the
race is the winner.
Drawing games
(15 minutes)
Ask one student to come to the front of the class.
Show the student a flashcard. The student draws
what it is on the board while the rest of the class try
to guess. You can extend this game by asking the
student who guesses correctly to come to the front
of the class and draw the next flashcard.
1Fashcard activities
Flashcards are an excellent way of introducing,
practising and revising a lot of vocabulary and
some grammatical structures. This section provides
some general techniques and games which can be
adapted for use according to the individual teacher’s
needs. Here the ideas are for the whole class, but
most can be adapted to use with smaller groups
and even pairs.
Show me a picture
(5-10 minutes)
Hand out a set of flashcards to individual students.
Students listen carefully and hold up the correct
card when they hear you say the word for it.
What’s the missing card?
(10 minutes)
Hand all the flashcards out so that each student
has at least one. Slowly say all the words in the
flashcard set except for one. The student who has it
holds it up and the rest of the class says the word
for it.
Have a race! (
15 minutes
)
Stick several flashcards on the board in a row. Make
sure that they are low enough for the students to
reach. Divide the class into two teams. Call out one
of the flashcards. The first two students from each
team run to the board. The first student to touch the
correct flashcard wins a point for the team. Continue
with the other flashcards.
Kim’s game
(10 minutes)
Stick about seven or eight flashcards on the board.
Tell the students they have one minute to remember
them all. At the end of the minute, remove the
flashcards from the board and ask the class to
name them.
Miming games
(10–15 minutes)
Ask one student to come to the front of the class.
Show the student a flashcard. The student mimes
what it is while the rest of the class try to guess.
You can extend this game by asking the student
who guesses correctly to come to the front of the
class and mime the next flashcard.
Listen and do
(10 minutes)
Using a selected set of flashcards, give the students
instructions, for example,
touch the hamster, give
the bicycle to Basia
, etc.
2
Fun Zone
Chinese whispers
(15-20 minutes)
Put several flashcards on your desk. Divide the
class into two teams and ask them to sit or stand
in two rows. Ask the first two students in each row
to come to the desk. You whisper an instruction
to each of them, for example,
Give me the taxi
.
The two students go back to their rows and
whisper the instruction to the next student in line.
This student then whispers it to the next and so on
until the last student in the row runs to your desk,
picks up the correct flashcard and hands it to you.
The first student to do this correctly wins a point for
the team.
flashcards and the number of the square where it
can be found. If they do so correctly, remove the
flashcard and draw an O or an X in the square.
Each team should aim to get three correct in a row,
diagonally, vertically or horizontally.
Spelling games (
10 minutes)
Use the picture flashcards to drill spelling. Hold a
flashcard up and ask the students to spell the word
for you. Alternatively, you could ask them to come
up to the board and write the word.
Remember the sequence
(10 minutes)
Put four flashcards on the board. Say the words
aloud and ask the class to repeat them. Now take
the cards off the board and ask the students to tell
you what order they should appear in. You can
increase the number of flashcards you use as their
confidence increases. You could also deliberately
stick a flashcard out of sequence and let the
students correct you.
Grouping cards
(10 minutes)
Ask students to group cards together according to
the things they have in common, for example, all
animals together, all objects together, etc.
Matching cards
(10-20 minutes)
Use word and picture flashcards together to do a
matching game. Students match the pictures to
the relevant words. You can extend this activity by
giving each student one picture flashcard and one
word flashcard at random. The students then walk
round the class looking at each other’s flashcards.
They should swap flashcards until they have two
matching pairs each.
True or false?
(5-10 minutes)
Hold up a flashcard, for example, the horse
flashcard. Say:
It’s a horse. True or false?
The students should say
Tr u e
. Continue with
other flashcards, deliberately introducing some
false statements:
It’s a mouse. – False! It’s a cat!
What am I?
(5-10 minutes)
Ask one student to come to the front of the class
and choose a flashcard at random. The rest of the
class tries to guess what the student ‘is’ by asking
simple questions, for example,
Are you an animal?
Note: this game can only be used with certain
flashcards which will need to be selected first.
Simon says
(10 minutes)
Put all the flashcards you want to use face up on a
desk. Tell the class that they will need to take it in
turns to listen to your instructions and follow them or
not (depending on whether they hear you say
Simon
says
.) Now give instructions to the students in turn,
for example,
Simon says stick the cat on the board
.
Put the bicycle on the floor
.If you don’t say
Simon
says
, the student should do nothing.
Stand up, sit down!
(5-10 minutes)
Ask students to form three or four rows. Give each
row a flashcard. Students listen to you carefully.
When you call out the word for their flashcard, the
whole row should sit down. When they hear a word
for a different flashcard, they should stand up.
Goal!
(15 minutes)
Put several flashcards on the floor where all the
students can see them. Ask each student in turn to
throw a coin on to one of the flashcards. If their
coin lands on a flashcard, they must name the card.
Noughts and crosses
(20 minutes)
Draw a 3 x 3 grid on the board and put a number
1-9 in each of the squares. Stick a flashcard in
each of the nine squares. Divide the class into two
teams. Each team takes turns to name one of the
3
Fun Zone
2Fashcard activities for
use with
English Zone 1
The following flashcard activities are for use
alongside
English Zone 1,
although they could also
be used to practise or revise the relevant language
point in
Project 1
and
Brainwaves 1
.They are
designed to practise particular areas of grammar
and, where appropriate, vocabulary.
Unit 3
Jobs vocabulary;
Is it a …? Yes, it is/
No, it’s a …
(10 minutes)
1
Use the job flashcards to present
doctor, nurse,
teacher
, etc. Ask students to test each other in
small groups or in pairs, using some of the
flashcards. You could also play a
Tr ue or false
?
game here. Alternatively, offer the flashcards face
down to each student and ask him or her to take
one. The student holds the card up for the rest of
the class to see. Ask:
Is it a …?
(
teacher/model/
footballer,
etc.) to elicit the answers
Yes, it is
or
No, it’s a
… .
2
Use the job flashcards to play a miming game.
Put the cards face down on your desk. Ask one
student to come to the front of the class and
choose a card. The student then mimes the job
for the rest of the class to guess.
3
You could also play a spelling game with the job
flashcards. Divide students into two teams. Show
each team in turn one of the flashcards and get
them to spell the word. Every correctly spelled
word gets one point.
Unit 1
Simple questions and statements;
character names
(5 minutes)
Use the character flashcards to practise
Who’s this
?
and
This is …
.
You could play a
Tr ue or false
game here (see notes
on page 3), for example, hold up the flashcard of
Sarah and say:
This is Brandon
. Let the students
correct you.
Pronouns
he, she, it
; animal and object
vocabulary (
5-10 minutes
)
Use several of the flashcards (characters, animals
and objects) to drill
he
,
she
and
it
with your students.
Tr y covering up one of the flashcards and slowly
revealing the picture. The first student who guesses
he
,
she
, or
it
correctly keeps the flashcard. Continue
until you have used up all the flashcards.
Unit 5
Animal vocabulary;
have got (10 minutes)
1
Use the animal flashcards to present and practise
mouse, cat, dog, horse
, etc. Stand at the front of
the class and hold up one of the animal cards.
Ask:
What have I got
? The class answers:
You’ve
got a dog/bird/hamster
, etc. Now let individual
students hold up the cards and ask:
What have I
got?
for the rest of the class to answer.
2
When the class is more confident, you could play
a guessing game. Give one student a card which
the rest of the class can’t see. Let the class ask
the student questions using
Have you got …?
until they correctly guess the animal on the card.
3
Practise
haven’t got
by holding one of the animal
cards, for example, the dog and asking:
Have I
got a cat?
Elicit the answer:
No, you haven’t.
You’ve got a dog.
4
Put the animal cards face up on your desk.
Ask students to come and pick up a card that
represents an animal they’ve got as a pet at
home. Encourage them to hold the card up and
say, for example,
I’ve got a hamster
.
Unit 2
Plurals; animal and object vocabulary
(
10 minutes
)
Use the character, animal and object flashcards to
practise the plural of nouns. For instance, hold up
Max the dog’s flashcard and drill
a dog
, then hold
up two fingers and drill
two dogs
; continue until
students understand what to do, then choose
flashcards at random and give students a number,
for example, hold up the flashcard of the bicycle
and hold up five fingers:
five bicycles
.
What’s this? This is …
; animal and object
vocabulary
(15 minutes)
Use the character, animal and object flashcards to
practise and revise
This is …
.For example, hold
up the T-shirt flashcard and say:
What’s this?
Students reply:
This is a T-shirt
.Vary this activity
by offering each student a flashcard, face down.
The student turns over the flashcard, holds it up for
the rest of the class to see, and says, for example,
This is a mouse.
Revision of
What’s this
?
It’s a …
; animal
vocabulary
(10 minutes)
Use the animal flashcards to revise the grammar in
Unit 3. Working in small groups, ask students to hold
up the flashcards and ask each other questions using
What’s this?
and answering
It’s a … .
4
Fun Zone
Revision of plurals and numbers; animal
vocabulary
(10 minutes)
1
Use the animal flashcards to revise the plurals
learnt in Unit 2. Hold up each card in turn and
say:
A cat/horse/bird
, etc. Elicit a number and the
plural form from the students:
Four cats/horses/
birds
, etc.
2
You could also revise large numbers this way.
Write a number on the board and hold up a
flashcard, for example, 71 and the rabbit card.
Elicit:
71 rabbits
from the class.
correct place. Continue by mixing the cards up
more and more. You could invite students to
come to the board and re-order them, then read
out the sequence to the rest of the class.
2
You could also practise the present simple by
playing a short game of
Show me a picture
(see
notes on page 2). Give a set of the flashcards to
individual students. Now say:
I get up at seven
o’clock
.
I have breakfast at seven thirty
, etc. As
you say each sentence the student holds up the
correct card for the class to see.
Unit 6
Family vocabulary; possessive ’
s
(
10 minutes
)
1
Use the flashcards of Sarah’s family and friends
to present the words
father, mother, aunt, uncle
,
etc. Next use them to introduce the idea of the
possessive
’s
. Hold each card up in turn and say,
for example,
Who’s this? – It’s Sarah’s mother
.
Repeat the exercise, allowing each student a turn
at saying who is who.
2
You could play a game of listen and point here.
Stick the family flashcards on the board. Say, for
example,
Show me Sarah’s teacher
. Students
take turns to go up to the board and point at the
relevant card.
Adverbs of frequency; verbs
(10 minutes)
Practise these using the action flashcards. Stick
all the action flashcards on the board. Divide the
students into small groups or pairs. Next get
students to tell each other when they do the things
on the board,
I usually watch TV at six o’clock.
I never get up at nine o’clock,
etc.
Short answers
(20 minutes)
Practise short answers by holding up the action cards
and saying to a student:
You get up at three o’clock
.
The student answers:
No, I don’t.
Say to another
student:
You go to school at 8.15
.The student says:
Yes, I do
.
Let students practise mini dialogues like these in
pairs. Give each pair a flashcard to use as a prompt.
Go round monitoring the pairs and swapping the
flashcards round so that they practise a variety
of verbs.
Clothes vocabulary; possessive adjectives
(10 minutes)
When students are confident with
my, your, his
, etc.,
you could use the clothing flashcards (or the animal
flashcards) to practise possessive adjectives. Hold
up a flashcard and point at yourself. Say:
It’s my
shirt/skirt/jacket.
Next hold up a different card and
give it to a student. Say:
They’re your trainers.
Practise
his
and
her
by pointing at individual
students and eliciting the statement:
They’re his
trousers
, etc.
Unit 8
Clothes vocabulary;
What’s this? What are
these?
(10 minutes)
1
Use the clothing flashcards (
trainers
,
trousers
,
T-shirt,
etc.) to present and practise clothes
vocabulary. When you are confident that the
students are becoming familiar with the new
words, see if they can point at the clothing they
are wearing. Hold up the trousers flashcards.
Say:
Show me some trousers
and encourage
students to point at their own trousers.
2
Use picture and word flashcards together to play
a matching game. Stick the picture and word
flashcards on the board and invite students to
come up and make matching pairs.
Unit 7
Present simple; verbs
(10-20 minutes)
1
Use the action flashcards (
have lunch, get up,
go to school,
etc
.
) to present and practise the
present simple for daily routines. When students
are more confident, you can play a sequencing
game with the flashcards on the board, like this:
first put the flashcards in the correct order (
Sarah
gets up, has breakfast, goes to school
, etc.);
students practise saying present simple
sentences about Sarah. Now ask the students to
close their eyes. Move one of the flashcards so
that it’s out of order. Ask students to go through
the sequence again, putting the card back in its
Revision of colours and clothes
vocabulary
(20 minutes)
Use the clothing flashcards to revise colours. You
could do this by playing Kim’s game (see notes on
page 2). Stick five flashcards on the board and give
students a minute to try to memorise the colours.
Now take all the flashcards down. Divide the class
5
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