eft3 coursebook module 13

8/9/2019 EFT3 Coursebook Module 13

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www.teachingenglish.org.uk

Course book

English for Teaching 3Module 13: Give me a clue!

© F

e r i L a t i e f


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English for Teaching 3Module 13: Give me a clue! Course book

1Module 13: Give me a clue! © British Council 2012

1 Language

1.1 Fun and games with words 1: Words with pictures

Do you sometimes play word games with your learners? For example, crosswords, wordsearches, bingo, etc.

In this section of the module we explore ideas for using word games as a teaching tool.

Work with your partner. Look at the pictures below of things a teacher may need. Write the names under the

pictures. If you don’t know the name, ask another pair, e.g. ‘Do you know the name of…’ or ‘It’s something that

you use for/to…’

c _ _ _ _ _ _ _ c _ _ _ _ _ _ _ _ _ e r _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ i _ _ _ _ _ _ r _ _ s _ _ i _ _ _ _ _ _ _ _ _ _ _ r

1.2 Fun and games with words 2: Wall race

Work with your team. There are pictures of objects around the room. Stand in a row, one behind the other.

Your trainer will describe an object, without naming it. Listen carefully, then the participant at the front of the

team races to the picture, takes it from the wall and then gives it to the trainer. Continue like this – try to

‘beat’ the participants from the other team.


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2 Module 13: Give me a clue! © British Council 2012


1.3 What makes a word puzzle successful?

What makes a word puzzle successful? Discuss it with your group and write your ideas below.

A good word puzzle:

● appeals to learners ●

● ●

● ●

Discuss with your group:

● Consider the two word puzzles: ‘Words and pictures’ and ‘Wall race’. Were they successful according

to the checklist?

● Do you know any other word games? If so, describe them.

● What are the advantages of doing word games?

1.4 Task: Create a wordsearch

Part 1

Read the cartoon about how a teacher, Zalina, does a verbal word quiz with her learners. Is it a good one,

according to your checklist?

Now you are going to do a similar word puzzle. Listen to the clues your trainer gives you. Guess the word!

It’s anelephant!

Is it anelephant?

It’s somethingvery, very

big… Ask it ina question

form…

No, it’snot…

I’ll give you clues,and you try to

guess what it is,okay?

Is it abus?

Is it anairplane?

Is it askyscraper?

Is it amountain?

No, it’s not askyscraper or

a mountain.

Here’s anotherclue… it’s

something youride in…

No, it’snot a bus.


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Part 2

What other word puzzles do you know? Can you explain what a wordsearch is?

Your task is to create a wordsearch. Firstly, brainstorm and note below the procedure for creating

a wordsearch.

Work in groups. Your trainer will give you a theme. Make a list of ten words related to the theme, then create

clues for each one. Write your clues onto one of the templates – your trainer will give your group one each.

Don’t make the clues too easy or too hard. Use the ‘Useful language’ box to help you.

Now write your words into the wordsearch template. You can write them horizontally, vertically or diagonally.

Then fill in the other squares with random letters.

Use a blank template to put in the words – this is your answer sheet.

Useful language

It’s somebody who…

It’s something (that)…

It’s the place where…

You use it to…

It’s good for…

Part 3

Exchange your wordsearch with another group. Complete the wordsearch, then give each other the answer

sheets to check answers.

Give the other group feedback on their wordsearch:

● Did it work?

● Were the clues well written?

● Did you have any difficulties understanding the clues?

● Are there any changes you would recommend?

Part 4

In your group, discuss these questions:

● How much preparation did the trainer have to do for the wordsearches?

● What are the benefits of asking learners to create material for games/puzzles/quizzes?

● How could you adapt the wordsearch for your learners?


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Language analysis

1.5 Changes in the staff room

What does your staff room look like? What kinds of resources are available for the teachers? Is it organised?

Who keeps it neat and tidy?

Jamilah and Kamaruddin have just moved down the hall into a new staff room. Listen to them talk about the

changes in the new room. Your trainer will give you some slips of paper to use with your group as you listen.

Can you remember what was said about each of the items on the slips of paper? Discuss with your group.

Listen again and check if you were correct.

1.6 Grammar

Discuss these sentences from the discussion between Jamilah and Kamaruddin. Put a tick in the column that

is true for that sentence.

The words in bold

provide key

information

The words in bold

simply provide extra

information

No, the one above that one. ✓

What about the notices that were in the

other room?

Cynthia, who is sick today by the way, organised

all the course books.

The ones that were pinned on the board?

Did you know that the photocopier that we used to

use has been replaced?

The coloured photocopy paper, which has been

ordered, will be kept on that shelf up there.

The map that was on the wall in the other room will

be put up this week.

Ahmad, who’s covering for the head teacher this

week, has already put up next month’s test schedule.

As soon as the photocopier paper that has been

ordered arrives, I’ll be able to…

Which of the two groups of examples can you call ‘defining relative clauses’?

Which of the two groups of examples can you call ‘non-defining relative clauses’?

Write ‘defining relative clauses’ and ‘non-defining relative clauses’ on the lines in the bottom row.

Choose the correct column!


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1.7 The rules

Look at the rules for defining and non-defining relative clauses below. Draw arrows, and match each rule with

the correct heading.

Defining relative clauses

Non-defining relative clauses

● provides important information that

helps us to identify which person or

thing is being talked about

● restricts the meaning

● doesn’t require commas

● does not identify which person or thing

is being talked about, and doesn’t

restrict meaning

● simply gives us further information

● we can imagine the information being

introduced with ‘by the way’

● usually written with a comma at the

beginning and a comma at the end

Match the sentence beginnings and endings.

1. After a relative clause, only have one direct object.

2. We can only use that or which the noun it refers to.

3. A relative clause can we do not repeat the subject.

4. A relative clause follows when talking about a thing, not what.


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1.8 Common mistakes

Work with a partner.

The sentences below each have a mistake commonly made with relative clauses. Rewrite the sentences to

correct the mistakes.

Discuss the reasons the mistakes are made, and which ‘rule’ you use to correct the problem. Which new

rules can you add to the list in 1.7?

1. I know the woman wrote this book.

2. The dress what I wore was my sister’s.

3. My laptop, it is certainly being repaired, was quite expensive!

4. Where is the book, that I left on my desk this morning?

5. The Chinese restaurant, which I visited it yesterday, has great dim sum!

6. Tomatoes, which are a fruit not a vegetable, they are good for making soup.

7. I have just seen the two girls where I met at the party last night.

8. That’s the man, who stole my car!


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2 Pronunciation

2.1 Commas in relative clauses

The sentences in the box below are all correct, but they have different meanings and different pronunciation.

Work with your partner. Draw arrows to show intonation

and ^ to show where you would pause as you speak.

My friend who lives in Arizona got married last weekend.

My friend, who lives in Arizona, got married last weekend.

The computer which I bought at Future Shop doesn’t work anymore.

The computer, which I bought at Future Shop, doesn’t work anymore.

Listen and check your answers. Were you correct?


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3 Methodology

3.1 Why supplement?

What influences your decision to use or create activities to supplement your course book?

Look at what some other teachers said in answer to this question:

Do you agree with any of their comments? Tell your group which ones you can relate to, and together

decide if you have any more comments to add.

3.2 The problem with course books

Listen to Nur Afni, a teacher, talk about problems she has with course books. Note the problems she mentions.

The activitiesare boring

Dialogues areartificialThere’s

no spaceto write

The languagelevels areinaccurate

There areno images


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3.3 Criteria for designing supplementary material

Your trainer will assign one of the items of the table below to your group. Together, brainstorm four or five

more questions a teacher should ask when choosing or designing supplementary material.

Reading/listening texts

● Is it the right length?

●

●

●

●

Worksheets

● Are the instructions clear?

●

●

●

●

Speaking activities

● What’s the focus? Accuracy? Fluency? Pronunciation?

●

●

●

●

Writing activities

● Which writing skill are they learning?

●

●

●

●


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3.4 Types of supplementary activities

Below is a list of supplementary activities. With your group discuss which type of lessons they are suitable

for: reading, grammar, vocabulary, listening, communicative skills, writing. Examples are provided.

Supplementary activities Activities

Role-plays All

Quizzes

Word games Reading, listening, vocabulary

Discussions

Questionnaires

Board games Communication skills, grammar

Class surveys

Information gaps

Do you know any other supplementary activities?


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4 In the classroom

4.1 Teacher-created supplementary activities

Look at the following examples of how teachers have created supplementary activities. What do you think of

the activities? Can you think of any other activities which would have suited these situations?

Anna

Anna teaches a class of eight year olds. Recently they read the fairytale ‘Little Red Riding Hood’. The tasks

in the course book consisted of comprehension questions. Anna found this useful but limited, and her

class tend to ‘switch off’ if they sit down for long periods. She decided to ask the children to do a role-play.

She allowed them to change the story in any way they liked, but they had to keep the same characters.

The children wrote their own scripts then acted them out in class. This generated a lot of good language

use and motivated the children. It took time to set up and carry out, but Anna feels she will be able to use

this technique again in the future and next time they children will do it more quickly.

Ibrahim

Ibrahim teaches a class of 15 year olds. The most recent course book lesson was based around writing

an account of a typical day in their lives. Ibrahim knew that his learners would not be interested in this,

so he decided to do it differently, as a survey. He divided the class into four separate groups of boys and

girls. Their task was to compile questionnaires to find out how boys’ and girls’ typical days and weekends

differed. Before compiling their questionnaires the groups discussed and noted how they expected

boys and girls to be different. Two groups focused on ‘the typical day’ and two groups focused on ‘the

weekends’. Each group then made a presentation to the class, showing the results of their surveys and

comparing them with their expectations. They then wrote their surveys for homework. The class response

was very favourable, and they asked Ibrahim for more of this kind of activity.

Mia

Mia teaches a group of university students. They need to know grammar well in order to pass their

exams. However, they are often de-motivated and inattentive, because the course book is very dry.

The class have recently been studying ways of expressing the future in English. Mia designed a simple

‘snakes and ladders’ board game with future predictions, e.g. at the top of a ladder: ‘you will get a fantastic,

well-paid job’; ‘the woman/man of your dreams is going to fall in love with you’. On a snake: ‘you will fail the

course and have to start again’; ‘your best friend is going to steal your boy/girlfriend’. The students felt

motivated by the game and agreed that it had provided valuable practice in the target language.


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4.2 Activities and situations

Work in groups. Your trainer will assign you one of the four situations below.

Read your situation.

Brainstorm ideas for a supplementary activity for the situation.

Prepare a presentation about your activity: describe what it is, what resources (if any) the teacher will need

and why you have chosen it. You can use visuals or the board if you like.

When you have finished preparing, rehearse your presentation.

Present your idea to the other groups.

Give feedback on the other groups’ presentations. Consider: is the activity relevant for the learners?

Is it motivating? Is it easy to prepare? Is the focus clear? Will it provide meaningful language practice?

Situation 1

A class of ten year olds. The next unit in the course book is on the topic of sports. It begins with a long

text and is followed by comprehension questions and a vocabulary exercise. Not all the learners are

interested in sports.

Situation 2

A class of 13 year olds. The next unit in the course book introduces and practises the present perfect.

The context relates to a dialogue around travel – have you ever been to Paris?, etc., and is very unnatural.

This is followed by written grammar exercises. It is unlikely to motivate the class, who can be disruptive

when they are bored.

Situation 3

A class of 17 year olds. The next unit in the course book deals with letter writing. The learners send texts

on their mobiles, use Facebook and occasionally send e-mails, but they never write letters. The class arehighly motivated and interested in learning English, but become inattentive when something doesn’t

interest them.

Situation 4

A class of adults. The next unit in the course book deals with the topic of the environment. It begins

with a listening task of an interview with a scientist talking about global warming and is followed by

comprehension questions and then a written task where learners write a summary of the interview.

The class are very interested in learning English because they need to be able to communicate in it

for their jobs.


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5 Magazine

The Teacher The magazine for teachers everywhere

WHY USE GAMES IN THE CLASSROOM?

THIS WEEK’S HOT TOPIC

The article is taken from a blog in TeachingEnglish:

www.teachingenglish.org.uk/blogs/yearinthelifeof/using-games-language-classroom-theory-behind-fun-part-1

Read the quotation and discuss the questions.

‘There is a common perception that all learning should be serious and solemn in nature, and that

if one is having fun and there is hilarity and laughter, then it is not really learning. This is a misconception.

It is possible to learn a language as well as enjoy oneself at the same time. One of the best ways of

doing this is through games.’

Do you agree? Can learning and fun go together?

What are the benefits of using games? Brainstorm your ideas and make a list

Now read the next part of the blog. How similar were your ideas to the ones below.


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These are the reasons she gave that games could be meaningful and effective:

● Games are a welcome break from the usual routine of the language class.

● They are motivating and challenging.

●

Learning a language requires a great deal of effort. Games help students to make and maintainthe effort of learning.

● Games provide language practice in the various skills – speaking, writing, listening and reading.

M. Martha Lengeling and Casey Malarcher, writing in Forum journal in 1997, further explored the ways in

which students may benefit. They classify the benefits like this:

● games lower the affective filter

● they encourage creative and spontaneous use of language

● they also promote communicative ability

● games are both motivating and funAffective

● games reinforce learning

● they both review and extend learning

● games focus on grammar in a communicative mannerCognitive

● games are extremely student-centred

● the teacher acts only as facilitator

● games build class cohesion and can foster whole-class participation

● games promote healthy competitionClassroomDynamics

● games can be easily adjusted for age, level, and interests

● they utilize all four skills

● games require minimum preparation after the first development stageAdaptability

Which of the benefits do you like the most? Why?

How many of the benefits apply to word games?Which of the benefits would your learners give as reasons for using games?

Adapted from: http://www.teachingenglish.org.uk/blogs/yearinthelifeof


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Do you use the learners’ culture and target culture as a tool for teaching English, for example, using

traditional or well-known stories and songs?6 Vocabulary

6.1 The benefits of playing games – expressions

Your trainer will tell you how to fill out the table below.

a welcome break

lower the affective filter

spontaneous use of language

reinforce learning

healthy competition


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6.2 Plug in the right expression

Choose the best expression to fill the gaps in the sentences:

1. I try to encourage ________________________________ in my classroom, so students can

experience both winning and losing, and support each other while doing so.

2. After I have presented some new grammar or a new structure, I like to give tasks that let my learners

talk to each other without interruption from me. This ________________________________

really helps them to build fluency and confidence.

3. We’ve been studying essay writing for the last two weeks. Today the teacher decided to do some

interactive games with us. It sure was ________________________________!

4. I tend to start each lesson with a short warmer that gets everyone talking. This gets them motivated

for the class, and helps to ________________________________.

5. Using word games for review and practice is a great way to keep motivation high and ___________

_____________________.


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7 Activity page

The page where you try out classroom activities.

7.1 Relative clause gossip

Your trainer will give you a set of ‘gossip’ cards. Work in groups of four.

● The aim of this activity is to practise non-defining and defining relative clauses.

● Players 1, 2 and 3 each put a card down on the table. Player 4 has to make a sentence using all three

cards. For example: ‘uncle’ + ‘Australia’ + ‘bicycle’ = My uncle, who has emigrated to Australia, is planning

to travel across the country by bicycle.

● Both defining and non-defining clauses can be used. But player 4 should be careful to use the correct

intonation. The others decide if it’s defining/non-defining, based on the intonation.

● Next, players 2, 3 and 4 put down cards, and player 1 makes the sentence.● Continue till all the cards are finished.

7.2 Discussion

● How could you adapt this activity for your learners?

● How could you personalise it?

● How could you play it without cutting up cards for each group of students?


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8 Reflection

8.1 Reflection origami

Part 1: Reflective questions

Look back through the module. Write eight different reflection questions for this module. You can use the

prompts in the box or use your own ideas. The first one has been done for you.

activities benefits games supplementary

activities

‘game’

idioms

suggestion cards intonation

1. How will your learners benefit from what you have learnt in this module?

2.

3.

4.

5.

6.

7.

8.

Now work with a partner. Compare your questions. Make any changes if you wish, but don’t ask or answer

them yet.


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8.2 Activity discussion

Work in groups. Discuss the questions below.

● Was the reflection activity effective? Why/why not?

● What kind of learners does this kind of activity suit?

● What kind of preparation/resources does it require?

● How could you adapt it for your own learners?


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eft3 coursebook module 13

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