Ready made English, beginner-low intermediate.pdf

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Contents
Teacher's Introduction
Worksheet Activity Level
Time Aim
Language
1
Police Report
Whole class
Beginner
30 To ask and answer simple past tense forms of
questions in the simple past common verbs
2
Trust Me1
Groupwork
Beginner
30 To promote conversation
questions and answers using
involving personal
shple present and past tenses
information
-,
3 Similes
Pairwork/
High beginner 25 To familiarize students with as adjective as (a) noun
Groupwork
common English similes
4
City Tour Itinerary
Groupwork
High beginner 40 To discuss and plan an
language of description and
itinerary
disagreement
5
Strip Quiz 1
Groupwork
Beginner
15 To order sentences
ordinal numbers
6
Place Your Bets
Pairwork/
Low intermediate 25 To distinguish words with
common pairs of easily confused
Groupwork
the same spelling
words
7
Best Advice
Groupwork
Low intermediate 25 To offer and compare
language of advice
suggestions
8 Gestures
Pairwork
Beginner
15
To describe how someone
describing simple gestures
is feeling
9
Opposites 1
Groupwork/
High beginner
25
To teach verbs
some common verbs and their
Whole class
opposites
10
Story Problems
Groupwork
High beginner 25 To encourdge intensive
some mathematical expressions
listening
1 I
Getting the Fax bght Pairwork/
High beginner 20 To declpher barely leglble
if Ioaks like .. it could be ...
Groupwork
rjrint
12 Artists
Pairwork
Beginner
25
To practice prepositions of prepositions of location and
place
direction
1 3
Gracie and Gus Go
Parwork/
High beginner 25 To practice words and
questions and answers about air
Overseas
Groupwork
phrases commonly used
travel, hotels, and tourism
when traveling
14 Word Links
Groupwork
Beginner
30 To order words and
simple pas narrative
sentences
15
Griddles
Pairwork
Low Intermediate 40 To use irregular verbs in
irregular verbs, forming tag
different tenses
questions
16
Tic Tac Toe
Groupwork
Beginner
45 To practice asking
some common irregular verbs
b
questions in the simple past
tense
17 Pet Peeves
Pairwork
High beglnner 35 To practlce common i Late it when . . I can't stand it
expressions of imtation
ufhen ... It gets on nzy Reroes ..
etc.
18 Role plays
Whole class
Low mtemlediate 45 To practice asking
what happened before/after
questions in the simple past
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Worksheet Activity Level
Time Aim
Language
19
Phrases and Places
Pairwork
Beginner
20
To recognize common
some polite requests, statements,
phrases
enquiries, etc., used in public
places
20
Lifeline
Pairwork
High beginner
45
To talk about the future
(I think) I will . . . I amgoing to .. .
To ask future tense
Willyou ... Are you going to ...
questions
2 1
How ofien do you .. .? Pairwork
Beginner
35
To describe the frequency
simple present tense, expressions
of common actions
of frequency
22
Pass\vord
Groupwork
Heginner
30
To reinforce names of
vocabulary of members of a fmily
relations
23
Homophones
Pairwork
High beginner
20
'So distinguish words with
pairs of monosyllabic
the same sound
homophones
24
New Year's
Groupwork
High beginner
30
To talk about predictions
Inou will start/stop ... ing
Resolutions
and resolutions
25
Roommates
Pairwork
High beginner
35
To use articles. adjectives,
vocabulary of household items
and nouns
26
"Triple Play" Word
Groupwork
High beginner
30
To identifi. items within a
directional vocabulary, horizontal,
Search
category
vertical, diagonal
27
Idiom Jumble
Pairwork
Beginner
30
To learn two idioms
You'repulling my leg!
Speak of the devil!
-
28
Have you ever ...?
Pairwork
Beginner
25
To practice the present
verbs in the present perfect tense
perfect tense
29 The Tortoise and the Pairwork
Beginner
30
To practice using count
count nouns, simple past tense
Hare
nouns in the singular and
narrative
plural
30
Opposites 2
Groupwork/
Low intermediate 25
To teach adjectives
some common adjectives
Whole class
3 1
Love Letter - Not!
Pairwork
Beginner
20
To use negative sentences
terms of endearment
32
"Double Letter"
Pairwork
High beginner
30
To listen for information
40 words containing double letters
Crossword Puzzle
-
33
Truth or Dare
Groupwork
High beginner
40
To encourage students to
open questions, I dare you to ...
talk about themselves
34
Strip Quiz Z
Groupwork
Beginner
15
To order sentences
simple past tense, sequential
markers
35
Hairdresser
Pairwork
Beginner
15
To increase vocabulary and adverbs of frequency
identify parts of speech
Contributors/
Questionnaire
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Police Report
Aim
To ask and answer questions using the simple past tense.
Language
Simple past tense forms of common verbs.
Preparation
Select two students to be "the suspects." Tell them the following information:
Last Saturday night, this company's (school's) security guard made his rounds as
usual. He checked every office and room to make sure that every door and
window was locked and no one was in the building except himself. At
900 p.m., the guard checked the front office. He noticed that there was a lot of
money on the desk. The guard continued his rounds and returned to the front
office at 1l:OO p.m. The door was open and the money was gone. He
immediately called us, "the police." We questioned everyone in this company
(school). Everyone except you has a solid alibi. Now, we have to check your
alibi.
Procedure
1. Give the two "suspects" about ten minutes to prepare a two-hour alibi from
9:00 p.m. to 11:OO p.m. last Saturday. The alibi must occur in a public place
where witnesses can be found, e.g. at a restaurant, disco, bowling alley, etc. The
one rule is that they must not make notes - all the planning must be memorized.
2. Have the "suspects"prepare elsewhere in the room so they cannot be heard
by the others. While they are preparing their two-hour alibi, hand out copies of
the Worksheet to the remaining students and review the questions on it.
3. When the "suspects" have finished creating their alibi, one of them leaves the
room. The other is questioned by "the police," who are free to ask any questions
they like; the purpose of the Worksheet is to help them formulate their initial
questions. They can, of course, use the Worksheet to jot down their notes.
4. When the interrogation is over (about ten to fifteen minutes), the other
"suspect" comes back into the room.
5. The "police"ask identical questions of the second "suspect" and try to find
inconsistencies concerning the aiibi. The first "suspect" is allowed to remain in
the room, but he/she cannot offer any assistance to hisher partner.
6. At the bottom of the Worksheet, each "police officer" checks one of the four
boxes according to hisher opinion as to the innocence or guilt of the
"suspects." They should be encouraged to explain their reasons, e.g., SuspectA
said they sat at a round table but suspect B said they sat at a square table.
Varia'tions
1. Locate a local crime story from a newspaper with which the students are
familiar. Pair all of the students and have them serve as accomplices and create
an alibi which, if it were true, could free the accused of all charges. Teams
compete against other teams for the best alibi.
2. Higher-level ability students may enjoy extending this activity into a court
trial. Divide the class into teams of prosecuting attorneys, defense attorneys,
witnesses for both sides, a jury, and a judge. The aim of the trial is to have a jury
accuse or acquit the two "suspects."
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First Suspect's Account
Second Suspect's Account
Where did you go? Who decided to go there? Who
invited whom? When was the invitation made?
At what time did you meet? Where? Who arrived first?
How long did you wait? What did you both wear?
How did you get there? (by taxi, by car, on foot, etc.) If
taxi, who sat where? What color was the taxi? How
much was the fare? Who paid? Was the driver young or
old? Male or female? Did the driver have a uniform? If
by car, whose car? What was the make and model of
the car? What color was the interior? What did you talk
about during the drive? If on foot, what was the route?
Were the streets crowded?
I
At what time did you arrive at your destination? On
what floor of the building is this place? Did you take the
stairs or elevator? (Left or right side?) Who entered
first? Were reservations required? (Did you have one?
Who made it? When was the reservation made?) Was
the place crowded? Did you have to wait before sitting?
(How many minutes? While waiting, what did you do?)
Where did you sit? (Draw an interior map of the place
on the board. Point out where you sat.) Was your table
round or square - or did you sit at the counter? What
kind of table covering was there, if any? What else was
on the table?
Did you have a waiter or waitress? Describe himlher.
What kind of customers sat at the tables next to you?
(Were they families, business people, couples, etc.?)
Describe them in detail.
What did you eat? Who ordered first? How many of
each item did each of your order? What did you drink?
Did it come in a can, a bottle, a glass, or a mug? What
was the brand? How many did each of you drink?
What did you talk about while there? How many times
did each of you visit the restroom? What time did you
leave? Who paid the bill? Cash or credit card? How
much was it? Where was the cash register? When you
left, was the door automatic or was it a push/pull type?
What did you do after leaving the place? Did you agree
.. . -
to come D~CK
on another aav'c
I?=?
How did each of you go home? Who left for home first?
... . ..- .-.. . . ..-.
her or vou nave an um~rella'!what color was I~!I
r~
'.) North Star Publishing Lo. 1996
Published by Hcincmann English language Teaching. This sheer ma! hc phc,ll~.,pnrd and u.ud within rhc clacs.
. .
What was the weather like last Saturday night? (Did
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