New Timesavers for English Teachers

Contents The following is a list of the photocopiabJe repromasters in this book. The activities in brackets are suggestions for lesson aims and skills work; however, many of the repromasters williend themselves to wide range of activities.

* full teachers' notes provided

Personal identification

Directions Identity card

* (writing, speaking)

Family tree (writing, speaking)

23

25

Parts of a car ( vocabulary)

* (speaking)

7 8

vocabulary, prepositions ofplace)

9

Maps (for reference)

11

The world

27

TheEC

28

29

30

Map of London (directions,

26

Identikit

(descriptions: eut up / create faces) Descri ptions

*

(vocabulary, speaking)

House and home

The British Isles The USA

The kitchen

* (prepositions,

how many? open or c1osed?)

13

Holidays and travel

The sitting room (prepositions:

eut up /arrange furniture) Types of home (vocabulary) Plan of a house (vocabulary)

14 15 16

The bedroom (prepositions:

Youth hostelling

* (writing)

Reserving accommodation (writing) 34

*

17

Describing objects

* (have to) Daily routine *

18

(vocabulary, speaking)

(the present simple tense)

21

Writing postcards

Around town Transport (vocabulary)

35

Hotel symbols (vocabulary)

eut up / arrange furniture) Housework

31

32

Holiday planner (writing)

37

*

(descriptive writing)

38

Food, drink, shopping 22

Containers

* (collocation)

40

Food and drink

Work

*

(countable / uncountable nouns)

43

Quantities (vocabulary)

44

Shops (vocabulary,

Occupations (vocabulary)

45 47 - 49

prepositions ofplace )

* (rale play) Writing menus *

Menus

(creative writing, rale play) Writing recipes

Curriculum vitae (writing)

* (instructions)

50 52

Leisure

70 71 -72

Health Parts of the body (vocabulary) Aches and pains

* (giving advice)

73 74

General

Hobbies and interests

* (vocabulary,

speaking, likes and dislikes) TV programmes

Writing diaries

55

* (vocabulary,

speaking, likes and dislikes)

* (going to,

Writing horoscopes

56

Sports

57

*

(will for making predictions) Writing messages

(vocabulary, likes and dislikes)

77

invitations, suggestions)

Surveys

* (note-taking)

* (speaking)

79 81

83-84

Musical instruments (vocabulary, likes and dislikes, ability)

58

AnimaIs

Numbers and words

85 86

To be (present simple tense)

87

The present simple tense The present continuous tense

88 89

have got (simple present tense)

90

Possession Questions

91 92

Prepositions of place

93

Position To be, have (past simple tense)

94 95

The future

96

Telling the time

Wild animais (vocabulary) Family animais (vocabulary) Domestic animais (vocabulary)

59 60 61

Schooi * (speaking) Timetable * (writing) Subjects

Classroom objects (vocabulary) School equipment (vocabulary) Class rules (writing , speaking) Plan of school

Reference section

* (writing , speaking)

63 64

65 66 67 68

Identity card

Language Focus * Giving personal information

Materials * copy of the repromaster on page 7 for each student

Procedure 1

Students fill in the card, and , if possible, provides a recent photograph of themselves.

2

Display all the cards on the classroom wall. The cards can be used as a getting-to­ know-you activity at the beginning of the school year or course, and later on during the lessons in the following ways:

Find sorneone who ... Students go round the classroom, looki ng for information: Find someone who has the same birthday as you / whose birthday is in April/who is oider than you / who lives in your street etc.

How rnany students ... ? Students go round the classroom, looki ng for information: How many students in the class have blue eyes / are the same age / wear glasses? etc.

Identity card

Surname

...••••••••••••••••••••••...................•••••••••••••.•...•..............•..

First name

....•••..•••••••••••••••.•..................•.•••••••••••••••••............•....

Address

.............••••...............................................................

•••••••...•..•.••.........•..•...••••••••••••••....•.............•••••••••••....

..............••••..............................................................

Telephone number

..•••.........••••..............................................................

Age

...............•••.......................................... .....................

Date of birth

..•.............••..............................................................

Place of bi rth

................•.....................•.........................................

Nationality

..•.............••.......•...............•••....................................

School

.•..............................................................................

Height

•...............••.......................••••...................................

Weight

•............•..••..................•..•••••••.........••••.....................

Colour of hair

.................•....................••••••••..................................

Colour of eyes

.......•........••....................•••••••••.................•..••.••........

Distinguishing features

.....................................•••.••.....................................

Signature

.•...............•.......•.........•••••••••••••

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9 poster

1 blackboard

5 door

2 chair

6 map of the world

10 tape recorder

3 cupboard

7 notice board

11 teacher's desk

4 desk

8 overhead projector

12 window

atlas

dictionary

pendl case

calculator

exerdse book

rubber

cassette

file

ruler

compass

pen

school bag

computer

pendl

textbook

Class ..................

0 •••••••••••••••••••••

Teacher ............................................... .

In our English class We agree to: 1.

2. 3.

4. 5. 6.

7. 8.

9. 10. Pupils' signatures:

Teacher' s signature:

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1 canteen

7 library

2 cloakroom

8 music room

3 classrooms

9 playground

4 gymnasium

10 secretary's office

5 headteacher's office

11 staff room

6 laboratories

12 toilets

-

Design an ideal school

Language Focus * school buildings and facilities

Materials * copy of the repromaster on page 68 for each student

Procedure 1

Students wnte the words in the correct places on the plan of the school.

2

Ask students to work together and decide on the answers to these questions: Which extra facilities would you like your school to have?

Whichfacilities are used least? Are there any facilities that could be usedfor

more than one purpose (example: the hall could be used as a cinema, or the

library as a student 'art gallery'). How could you use this space to build new

facilities?

Think of ail the rooms you have in your school. Which ones need improvement?

Why?

3

Students note down their answers to the questions.

4

Students decide which facilities to inc1ude in the design, and which of the existing facilities to omit or improve.

5

Students plan a design for the new school.

6

Students display their designs on the c1assroom wall. Ask the rest of the c1ass to look at the designs.

CURRICULUM VITAE

Name:

Address:

Telephone number:

Date of birth:

Age:

Nationality:

School:

Favourite subject:

Future career:

Qualifications needed:

Weekend/holiday jobs:

School clubs:

Activities outside school:

cashier

mechanic

café/restaurant

chef

policeman/policewoman

company/office

computer programmer

postman/postwoman

factory

electrician

secretary

garage

factory worker

teacher

schoo/

journalist

waiter/waitress

supermarket

1

7

8

JOB CENTRE

9

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housewife/ househusband nurse pilot unemployed vet

aerop/a ne /aw court farm hospita//surgery house sa/on theatre

iO 11 12

13

15

17

18

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. . - - - - - - - 19

....

ankle arm ear elbow eye

fingers foot hand head knee

leg mouth neck nose shoulder

20

stomach teeth thumb toes wrist

to be sea-sick to feel sick to have a broken arm to have a broken leg to have a cold to have a headache

to to to to to to

have a sore throat have a stonlach-ache have a temperature have backache have ear-ache have toothache

Aches and pains

Language Focus * Giving advice

Materials * copy of the repromaster on page 74 for each student

Procedure 1

Students match the words and phrases to the pictures.

2

Students work in pairs and make a list of advice structures: Why don '1 you ... ? If 1 were you, l'd ... You should ... You shouldn '1 ... You could/should try ... + -ing Try ... + -ing Maybe/ Perhaps you should ... Il mighl be a good ide a ta ...

2

Students take tums to make up and give advice about an illness.

Example: Student A Student B 3

l've gOI a headache.

Why don't you lie downfor a while / take an aspirin etc.

Ask several pairs to mode! their dialogues to the rest of the class.

Diaries

Language Focus * using going to for plans and intentions * invitations and suggestions

Materials * copy of the repromaster on page 77 for each student

Procedure 1

Drawa rough copy of the diary on the board, and fill in a few imaginary plans for the week.

Example: cinema with Joe

Monday 6 p.m. Wednesday morning shopping

2

Ask students to fill in their imaginary diaries for the following week. Remind them to fïll in the month and the year at the top.

3

Students work in pairs and ask each other about their plans.

Example: Student A Student B 4

Ask Student A in each pair to suggest an activity to Student B. Students have to try to find a time when they are both free to do the activity together. Demonstrate the following dialogue with one student. Student A Student B

5

What are you doing on Monday evening?

['m going to the cinema with Joe.

Would you like to have lunch with me on Wednesday? ['d love to, but l'm busy on Wednesday. l'm going shopping. How about Thursday?

Ask each pair to tell the c1ass what they are going to do together, and when.

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Horoscopes

Language Focus * using will for predictions

Materials * copy of the repromaster on page 79 for each student

Procedure 1

Students work in pairs or small groups.

2

Each pair or group writes short horoscopes with predictions for the next weekend/holiday, for ail the signs of the Zodiac. Students can write predictions about health , money, family and friends, free time and travel.

3

Pairs or groups display their horoscopes on the classroom wall.

4

Working individually, students go around the cl assroom, reading the predictions for their signs. Students write notes about the predictions in their notebooks.

5

After the weekend/holiday, students re-read their notes about the predictions.

6

Students work in pairs or small groups. Students say which predictions were true, and which were not true.

7

Ask students to vote for the most accurate horoscope in the class.

Aquarius

Pisces

Aries

21 January - 18 February

19 February - 20 March

21 March - 20 April

Taurus

Gemini

Cancer

--

21 April - 21 May

22 June - 22 July

~---

Leo

Virgo

Libra

23 July - 23 August

24 August - 23 September

24 September - 23 October

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Sagittarius

Capricorn

24 October - 22 November

23 November - 21 December

22 December - 20 January

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Writing messages

Language Focus * writing telephone messages

Materials * copy of the repromaster on page 81

for each student

Procedure 1

Discuss with students the kind of infonnation they should include when leaving and taking down a written message - the time the message was left, the name of the person the message is for, and who it is from, etc. For more advanced classes, point out that personal pronouns, conjunctions, articles and auxiliaries are usually omitted in written messages.

2

Students work in pairs, sitting with their backs to each other to simulate a telephone conversation.

3

Students have a conversation. Student A leaves a message for someone else. Student B writes the message on one of the notes.

4

Students reverse roles and do the activity again.

5

Students compare messages to make sure that they have included ail the relevant infonnation, and that the message is clear and easy to read.

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Message fo r: ...............................

From: .............................................

Day: ...............................................

Tinle: .............................................

Message: ......................................

Class surveys

Language Focus * Asking and answering questions about likes and dislikes (Note: These repromasters can be used to practise asking and answering questions about any subject students have studied: films, IV programmes, food, hobbies, music, sports etc.)

Materials * copy of the repromaster on page 83 or 84 for each student

Procedure 1

Students fill in the first column as a questionnaire for a survey.

Example: Do you Iike ... ?

horror fil ms

romances

thrillers science-fiction 2

Students interviewas many people as they cano If students are using the repromaster on page 84, they only have to write 'Y es' or 'No' (or a tick or a cross) under the interviewee's name. If the y are using the repromaster on page 83, they should write the name of the interviewee in the correct column, according to the interviewee's opinion .

3

Students report on the results of their survey: 1 interviewed 12 students. Five of them love thrillers, two of them don 't like romances etc.

Optional activity Find sorneone who ... Tell students to go round the classroom, looking for someone who loves / hates each of the things in the questionnaire: Find someone who ... loves jazz music/hates pop music etc.

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five to ...

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ten to ...

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quarter past ...

quarter to ...

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it's one o'clock

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it's midday

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it's half pa st seven

it's midnight

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sixty-nine

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seventy-th ree

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forty-four

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eighty

84 eighty-four

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eighty-eight

92 ninety-two

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ninety-six

100 a hundred

T0 be - present tense

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am

W not

Negative

Questions

Iim

Am 1?

Vou are

Vou aren't

He She

He She isn't

IS

It

It

We Vou are They

We Vou aren't They

Are you? Is

he? she? it?

we? Are you? they?

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The present simple

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don't

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He She reads It

He She doesn't It

We Vou read They

We Vou don't They

He often loses his keys.

Questions

read

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we you ~ they ~

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The present continuous

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am

Negativew 1

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He She It

He She isn't It

IS

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walking

We You aren't They

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am not

You are

Questions

Are you

walking

Is

he she it

walking?

we Are you they

Phrases used with the present continuous: now at the moment today tomorrow this afternoon this evening

T0 have got - present tense