Popis vyučovací hodiny

Transkript

Kurz angličtiny pro nekvalifikované učitele angličtiny
na ZŠ a pro učitele odborných předmětů
na OSŠP Kolín s.r.o.
CZ.1.07/1.3.04/04.0017
CLIL Banka
témata
Přílohou
k tomuto
dokumentu
je
soubor
prilohy_clil_banka_temata.rar
Jazyky pro učitele CZ.1.07/1.3.04/04.0017
Kurz angličtiny pro nekvalifikované učitele angličtiny na ZŠ a pro učitele
odborných předmětů
Pracovní list č.1
Vyučovací předmět
Anglický jazyk
Ročník
Osmý a devátý
Časová dotace
45 minut
Téma
Zaměstnání (Jobs)
Cíl vyučovací hodiny
Rozšíření slovní zásoby na dané téma
Zdokonalení schopnosti mluvit na dané téma
Klíčová kompetence
Kompetence k učení
Kompetence komunikativní
Kompetence sociální a personální
Průřezová témata
Multikulturní výchova
Osobnostní a sociální výchova
Předpokládané jazykové znalosti
A1
Předpokládané odborné znalosti
-1-
Očekávané výstupy
Studenti si rozšíří slovní zásobu související
s daným tématem a jsou schopni krátce na toto
téma pohovořit.
Nová slovní zásoba
An architect, an optician, a mechanic, a soldier,
a model, an electrician, a farmer, a PA,
a salesperson, a stewardess
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Pomůcky
Aktivita A: pracovní listy Jobs
Aktivita B: tabule, dva fixy
Aktivita C: obrázky, pracovní listy
Activity A: worksheet Jobs (20 minutes)
Photocopy one worksheet for each student. Give each student a copy of the worksheet.
Exercise 1
Students can do the exercise on their own or in pairs. Check answers with the class. Drill the words.
Focus on word stress.
Exercise 2
Students can do the exercise on their own or in pairs. Check answers with the class. Ask students to
make a sentence with the incorrect word.
Exercise 3
Students do the exercise on their own. Then they work in pairs and discuss the sentences.
/ Recources: REDSTON, CH., CLARK, R., YOUNG, A., aj. face2face Pre-intermediate Teacher’s
Book. Cambridge: Cambridge University Press, 2005. ISBN 978-0-521-61396-5/
Activity B: Board Race (10 minutes)
You can use this activity to revise vocabulary. Students stand in two lines in the centre of the room,
facing the board. Devide the class into two teams and devide the board into two columns with the
headings Team A and Team B. Give the first student in each team a board pen. Give students a topic
( jobs ) and a time limit. Say Go or Start. The first student in each team runs to the board, writes a
word associated with the topic in his/her column, runs back and gives the pen to the second student,
who does the same. When the time is up, students sit down. Check answers with the whole class.
Teams get one point for each answer, one point for each word that is spelled correctly and one point
for each answer not in the other team’s list. The team with the most points wins.
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Activity C: Speaking (15 minutes)
Students do this exercise in pairs. Give two different pictures to each pair. Students describe the
pictures. Then students compare their pictures. These ideas may help them : place, people, activity,
job, skills/ education. After finishing a pair work you can discuss the job students would like to do. Do
this activity with the whole class.
/Recources : OSŠPo/
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Pracovní list č.2
Anglický jazyk
Ročník
Osmý a devátý
Časová dotace
45 minut
Téma
Jídlo (Food)
Rozšířit slovní zásobu na dané téma
Procvičit přítomný čas prostý
Zlepšit schopnost hovořit na dané téma
A1
-5-
Studenti si rozšíří slovní zásobu na dané téma a
jsou schopni na toto téma krátce pohovořit.
Steak, potatoes, butter, margarine, mushrooms,
onions, a lettuce, pasta, beans, lemons,
strawberries, pears, salt, pepper, grapes, oil,
garlic, tomato ketchup
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Pomůcky
Aktivita A: pracovní listy s obrázky potravin,
pracovní listy Food
Aktivita B: obrázky
Activity A: worksheet Food (30 minutes)
At the beginning of the lesson give each student a copy of worksheet with pictures of the food items
and read it with the whole class. You can test students on vocabulary by pointing to a picture and
asking: What’s this? or What are these?. Then give each student a copy of worksheet Food.
Exercise 1
Students do this exercise on their own or in pairs. Check answers with the class. Drill the words.
Highlight the irregular spelling of the plural of potatoe: potatoes.
Exercise 2
Elicit examples of countable and uncountable nouns. Students work in pairs. While they are working,
draw the table on the board. When students have finished, check the answers and fill in the table.
Note that some words in English can be both countable and uncountable: steak (the type of meat) and
a steak (a piece of steak).
Exercise 3
Students do the exercise on their own. While they are working, write these example conversations on
the board:
A I love (garlic).
B I eat (pasta) every day.
C I don’t often eat (beans).
Me too. / Oh, I hate it.
Me too. / Oh, I don’t.
Me neither. / Oh, I do.
Drill these with the class. Then students move around the room and find one person who agrees with
each of the sentences they have completed. When they find someone who agrees with their
sentence, they write that student’s name on the worksheet. Students continue moving around the
room and talk to a different student. Students can do this in groups of four or five.
Exercise 4
Students work on their own and circle the food words in the puzzle. Check which words aren’t in the
puzzle (margarine, mushrooms, a lettuce, grapes).
/Recources: REDSTON, CH.,CLARK, R., CUNNINGHAM, G., aj. face2face Elementary Teacher’s
Book. Cambridge, Cambridge University Press, 2005. ISBN 978-0-521-61371-2;
-7-
REDMAN, S., English Vocabulary in Use. Cambridge, Cambridge University Press, 2003. ISBN-13
978-0-521-01171-6/
Activity B: Speaking (15 minutes)
Students do this exercise in pairs. Give each pair two pictures. Students describe these pictures.
Then they can compare them. After finishing this activity students can discuss their favourite place to
eat out.
/Recources : OSŠPo/
-8-
Pracovní list č.3
Anglický jazyk
Ročník
Osmý a devátý
Časová dotace
45 minut
Téma
Vzhled (Physical appearance)
Zlepšit schopnost hovořit na dané téma
Výchova k myšlení v evropských a globálních
souvislostech
A1
-9-
Studenti si rozšíří slovní zásobu na dané téma,
jsou schopni na dané téma krátce pohovořit a
stručně popsat vzhled svého spolužáka.
Wavy hair, be going bald, a ponytail, a scar,
a beard, a tattoo, a fringe, stubble, blonde hair,
well-built, slim, smart, scruffy, handsome ( men ),
Pretty ( women )
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Pomůcky
Aktivita A: pracovní list Physical appearance
Aktivita B: psací potřeby
Aktivita C: pracovní listy
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Activity A: Worksheet Physical appearance (15-20 minutes)
Exercise 1
Students do this exercise on their own. Check answers with the class. Drill the vocabulary.
Poin out that stubble is uncountable.
Exercise 2
Students do the exercise on their own. Check answers with the class. Explain that pretty is used to
describe women and handsome is used for men.
Exercise 3
Students choose one of the people and write a description on their own. Put students into pairs.
Students read their partner’s descriptions and check they are correct.
Exercise 4
Students work in pairs and ask each other the questions.
Activity B: Writing a description of someone in the class (10-15 minutes)
Students write a description of someone in the class. Collect the descriptions and read them out to the
class. Ask students to guess who they think is being described.
Activity C: Who’s Alex? (15-20 minutes)
Photocopy one Student A worksheet and one Student B worksheet for each pair of students.
Pre-teach He/She is wearing glasses. Put students into pairs. Give a copy of the Student A
worksheet to one student and a copy of the Student B worksheet to his/her partner. Students are not
allowed to look at each other’s worksheets.
Students work in pairs and describe one of the people who hasn’t got a name. Students must
describe the people’s appearance and their clothes, not where they are in the picture or who they are
talking to. The aim is to find out which person is Alex.
When a student has finished describing a person, his/her partner says the name of that person. If a
student is unsure which person is being described, he/she should ask questions, for example: Has he
got long or short hair?, What is she wearing?, etc. Students write the names on their worksheets
when they are sure who their partner has described.
When students have finished they decide which person is Alex. She is the only person without a
name. She has short dark hair, is wearing glasses and is talking to Jean, Tim and Max. Check this
whith the whole class. Students can look at each other’s pictures and compare their answers.
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Book. Cambridge, Cambridge University Press, 2005. ISBN 978-0-521-61371-2
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Pracovní list č.4
Anglický jazyk
Ročník
Osmý a devátý
Časová dotace
45 minut
Téma
Město (Town)
Zlepšit schopnost mluvit na dané téma
souvislostech
A1
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Studenti si rozšíří slovní zásobu na dané téma
a jsou schopni tato slova použít.
Studenti jsou schopni se zeptat na cestu, rozumí
popisu cesty a stejně tak jsou schopni trasu
popsat.
A tourist information centre, a swimming pool, a
travel agent’s, a theatre, a hospital, a library, a
hairdresser’s, a football stadium, an art gallery, a
shopping centre
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Pomůcky
Aktivita A: pracovní listy Places in a town
Aktivita B: kopie mapy a kopie Directions cards
Activity A: Worksheet Places in a town (15-20 minutes)
Photocopy one worksheet for each student.
Exercise 1
Give a copy of the worksheet to each student. Students do this exercise on their own. Check answers
with the class. Drill the words chorally or individually. Note that library means a place where you
borrow books, not a place where you buy them, which is a bookshop. Point out that the ‘s in travel
agent’s and hairdresser’s is possessive. The person who owns each business or works in it is a travel
agent and a hairdresser.
Exercise 2
Students do the exercise on their own. Check answers with the class. Students can test each other in
pairs. For example, student A asks What’s pisture b ? and student B replies It’s a football stadium.
Exercise 3
Students do the exercise on their own. Students try to use words from the worksheet if possible.
Students can compare their answers in pairs.
For homework, students can write a description of their town, using vocabulary from the worksheet
and there is/ there are.
Book. Cambridge, Cambridge University Press, 2005. ISBN 978-0-521-61371-2/
Activity B: The missing lottery ticket (20-30 minutes)
Photocopy one map and one set of Directions cards for each pair. Cut the Directions cards into
separate cards and organise them so that you have one class set of card 1, one class set of card 2,
etc.
Tell the students that you won the lottery last week, but you lost your lottery ticket! You want the
students to help you find the ticket.
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Put the students into pairs. Give each pair a copy of the map and allow them a minute to study it. Tell
the students that you left your bag and your lottery ticket in one of the places on the map, but you
can’t remember where. Students start their search at the station.
Give each pair a copy of Directions card 1. Students read the directions and write the name of the
place at the bottom of the card. Then they give you the card. If the place on the card is correct, give
the students Directions card 2. They follow the directions and write the name of the place. If the place
is not correct, students should try again.
Continue this procedure with the rest of the Directions cards. The first pair to finish the activity wins.
You can stop the activity at this point or you can continue until most of the pairs have finished.
1 Harmony’s Bar 2 newsagent’s 3 Park Hotel 4 shoe shop 5 City Hospital 6 department store
7 Cordy’s Café 8 City Museum 9 bookshop 10 Station Café
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Pracovní list č.5
Anglický jazyk
Ročník
Osmý a devátý
Časová dotace
45 minut
Téma
Zábava: film,TV, hudba
(Entertainment: film, TV, music)
Zlepšit komunikativní schopnosti
Mediální výchova
A1
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Studenti si rozšíří slovní zásobu na dané téma
a jsou schopni na toto téma krátce pohovořit.
A soundtrack, hilarious, predictable, depressing,
brilliant, subtitles, terrible, difficult/ easy to follow,
unpredictable, be set in, be based on, star, be
about
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Pomůcky
Aktivita A: pracovní listy Describing films
Aktivita
B:
crosswords
pracovní
listy
Entertainment
Activity A: Worksheet Describing films (20-30 minutes)
Photocopy one worksheet for each student.You can start the lesson by discussing films that are in the
cinemas at the moment or students‘ favourite films.
Exercise 1
Students do the exercise on their own or in pairs. Check answers with the class. Drill the words with
the class.
Exercise 2
Students match the adjectives on their own or in pairs. Check answers with the class. Students can
test each other by one student saying one adjective and their partner giving the opposite adjective.
You can say one of the adjectives and ask students if they think it describes good or bad films.
Exercise 3
Students do the exercise on their own or in pairs. Check answers with the class. Elicit other places
the film could be set in ( for example, space, the mountains, other countries ) or other things a film
can be based on ( for example, a true story, a famous person’s life ).
Exercise 4
Students do the exercise on their own or in pairs. Check answers with the class.
Activity B: Entertainment crossword (15-20 minutes)
Photocopy one worksheet for each pair of students. Cut into two separate worksheets.
Devide the class into two groups, A and B. Give a copy of the student A crossword to each student in
group A and a copy of the student B crossword to each student in group B.
Students work in pairs with a partner from the same group and check they know the meanings of all
the words on their worksheet.
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Put students into pairs so that a student from group A is working with a student from group B.
Students are not allowed to look at each other’s worksheets. Check that students understand how to
refer to words in a crossword, for example, 1 down and 7 across. They should tell their partners if the
answer is two words.
Students then také turns to give their clues for the words on their crossword. These clues can be a
sentence ( People win things on this type of TV programme ) or visual ( students can mime, sing,
draw ). Students are not allowed to use the words themselves or to give letters as clues.
When students have finished, they check their completed crosswords and their spelling with their
partner.
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Pracovní list č.6
Anglický jazyk
Ročník
Osmý a devátý
Časová dotace
45 minut
Téma
Prázdniny (Holidays)
Zlepšit komunikační schopnosti
Výchova
v evropských
souvislostech
A1
- 22 -
a
globálních
jsou schopni na toto téma diskutovat.
Aktivita A: a 5-star hotel, sunbathe, dive,
peaceful, go hiking, a guidbook, a youth hostel,
historical monuments, a souvenir, lively
Aktivita B: a library, a study centre,
accomodation, an art gallery, a traditional English
pub, a cathedral, go sailing
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Pomůcky
Aktivita A: pracovní listy Holiday
Aktivita B: sada Language school cards
Aktivita C: obrázky
Activity A: Worksheet Holiday (15-25 minutes)
Exercise 1
Students read the postcards quicly to find out who is having a beach holiday and who is having a city
holiday. Check answers with the class.
Exercise 2
Students do the exercise on their own before checking in pairs. Check answers with the class. Drill
the phrases.
Exercise 3
Students do the exercise on their own. Check answers with the class. Students then work on their
own and tick the sentences which are true for them. Students work in pairs and compare sentences.
Encourage them to ask follow-up questions, for example, Which guidebook do you usually read?
When did you last go hiking?
Activity B: Language schools (20-30 minutes)
Photocopy one set of Language school cards for every
four students. Cut into four separate worksheets.
Pre-teach library, study centre, accomodation, art gallery, traditional English pub, cathedral,
go sailing,.
Tell the class they are going to study English in England for a month and that they
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must decide which school to go.
Put the class into four groups, A, B, C and D. Give a copy of The City Language
School worksheet to every student in group A, a copy of the English World
Language School worksheet to every student in group B, a copy of the Sea View
Language School worksheet to every student in group C and a copy of the Lakeside
Language School worksheet to every student in group D. All the schools cost the
same.
Students work together in pairs with a student from the same group. They discuss
what you can and can’t do at the language schools and the places where they are
located. For example,
a student from group A could say You can do a general English course at this school, but
you can’t do a course in the evening. Students can make notes at this stage, but they
shouldn’t write complete sentences.
Reorganise the class into groups of four with one student from each of the four
groups. Students tell the group what they can and can’t do at their language school
and the place where it is located. The whole group must then discuss and decide
which school they want to go to. Students must all decide on the same school.
Finally, each group tells the class which school they have decided to go to and their
reasons for choosing this school.
Activity C: Speaking Holidays and travelling (10-15 minutes)
Students work in pairs. Give each pair two different pictures. Students are not
allowed to look at their partner’s picture. Students describe the pictures and then
they compare these pictures. Finally,students can talk about how they would like to
spend their holidays.
/ Recources: OSŠPo /
- 25 -
Pracovní list č.7
Anglický jazyk
Ročník
Osmý a devátý
Časová dotace
45 minut
Téma
Volný čas (Free time)
Zlepšit komunikativní schopnosti
Kompetence pracovní
A1
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Do judo, do aerobics, go skateboarding, do yoga,
go to the gym
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Pomůcky
Aktivita A: sada kartiček (pracovní list Verb-noun
collocations))
Aktivita B: pracovní list An active life?, sada
kartiček
Activity A: Verb-noun collocations (10-20 minutes)
Photocopy one worksheet for each group of three students. Cut into sets. Shuffle each set.
Put the class into groups of three. Give each group a set of cards. Ask them to put the cards facedown in front of them, with the smaller verb cards on one side and the bigger picture cards on the
other.
Students turn over one verb card and one picture card. If a student thinks that the verb matches the
picture, he/she says the appropriate phrase, for example, read a book, watch DVDs, etc. If the phrase
is correct, the students keeps the pair of cards and has another turn. If the two cards don’t match, the
student puts them back on the table face-down in exactly the same place.
The activity continue until all the cards are matched up. The student with the most cards is the winner.
If a group finishes early, students can take turns to say sentences using the phrases on their cards,
for example, I don’t often read books. I usually watch DVDs at the weekend.
( read books, do sports, watch, DVDs, go dancing, play tennis, read magazines, také photos, watch
TV, go swimming, listen to the radio, listen to music, go to concerts, go for a drink, have coffee with
friends, go to the cinema, go running )
Activity B: An active life? (20-30 minutes)
Photocopy one worksheet for each student and one set of activity cards for every twelve students. Cut
into separate cards.
Give each student a copy of the worksheet. Focus students on the pictures. Students work on their
own or in pairs and write the verb and the name of the activity in the verb + activity columns. Elicit the
first one as an example. Check answers with the class.
Students work in pairs and prepare yes/no questions with you for each picture to find out if people do
these activities, then a question with How often …?. Elicit the questions for the first picture: Do you do
judo? How often do you do judo?. Check and drill the questions if necessary.
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Give each student an activity card. If you have fewer than twelve students, give two cards to some
students. If you have more than twelve students, photocopy an extra set and give out duplicate cards.
Students are not allowed to look at each other’s activity cards.
Students find the activity from their card on their worksheet, then write their name in the Name column
and how often they do this activity in the How often column.
Students then move around the room asking their questions with Do you …? To find out who does
which activity. When they find the person who does each activity, they write his/her name in the Name
column. They then ask their question with How often …? And fill in the How often column.
Demonstrate this stage of the activity with the whole class before they begin.
Students continue moving round the room asking each other questions until they have filled in all the
spaces on the worksheet.
Finally, students can compare their answers in pairs and decide who they think leads the most active
life. Ask students to share their ideas with the class.
(do jodo, play volleyball, go to the theatre, go running, play basketball, go to the concerts, do
aerobics, go skateboarding, go to the beach, do yoga, go to the gym, play tennis )
Activity C: Speaking (10-15 minutes)
Students work in pairs. Give to each pair two different pictures. Students are not allowed to look at
their partner’s picture. Students describe the pictures and then they compare these pictures. Finally,
Students can talk about their favourite free time activity.
/Recources: OSŠPo/
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Pracovní list č.8
Anglický jazyk
Ročník
Osmý a devátý
Časová dotace
45 minut
Téma
Money (Peníze)
a zlepšit komunikativní schopnosti
souvislostech
A1
- 30 -
jsou schopni tyto nové fráze použít v mluveném
projevu.
Coins, a credit card, a currency, a cashpoint/
a cash machine, a cash point card, an exchange
rate, notes, a tip, a PIN
- 31 -
Pomůcky
Aktivita A: pracovní listy Time and money
Aktivita B: pracovní listy Money
Activity A: Time and money (15-20 minutes)
Photocopy one worksheet for every three students. Cut into three separate worksheets.
Check students can pronounce these currencies correctly : dollars, cents, euros, pounds and p, for
example, 40p.
Put the students into groups of three. Give a copy of the student A worksheet to one student in each
group, a copy of the student B worksheet to the second student and a copy of the student C
worksheet to the third student. If you have one or two extra students, put two students together to
share one worksheet.
Explain that students listen to the times and prices other students say. If the time or price is in their
Hear column, students then say the time or price next to it in their Say column.
Student A in each group starts by saying ten o’clock. The activity continues until the students reach
Finish. Students can tick the prices and times on their worksheets when they hear or say them.
If necessary, demonstrate the activity with the whole class before students work in their groups.
Activity B: Money (20-30 minutes)
Exercise 1
Students do this exercise on their own or in pairs. Check answers with the class. Check pronunciation
of vocabulary. Note that in US English, cheque is spelled check. In a restaurant the bill ( UK English )
Is the check ( US English ). PIN is an acronym for Personal Identification Number. Students then work
in pairs and test each other. One student says a number and the other says the word.
Exercise 2
Pre-teach change money . Students do the exercise on their own, then check answers in pairs. Check
answers with the class.
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Exercise 3
Students do the exercise on their own. Check answers with the class.
Exercise 4
Students work in pairs or groups and ask and answer the questions in exercise 3. Ask students to
share any interesting informatio with the whole class.
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Pracovní list č.9
Anglický jazyk
Ročník
Osmý a devátý
Časová dotace
45 minut
Téma
Nakupování/oblečení (Shopping/clothes)
Zlepšit komunikativní dovednosti
souvislostech
A1
- 34 -
A collar, a neclace, a sleeve, a bracelet, a zip,
a vest, a lace/laces, tights, a handbag, earrings,
a button, a belt, a glove/gloves, a scarf, knickers,
a bra, pants, boxer shorts, jewellery, underwear
- 35 -
Pomůcky
Aktivita A: pracovní listy Clothes, případně
pracovní listy Pockets, buttons, collar, sleeves
Aktivita B: pracovní listy Shopping crossword
Activity A: worksheet Clothes (15-25 minutes)
Photocopy one worksheet for each student. Before starting this activity you can pre-teach new
vocabulary. You can read the worksheet Pockets, buttons, collar, sleeves with the class.
Exercise 1
Students do the exercise on their own, then check answers in pairs. Check answers with class.
Students can test each other in pairs by pointing at a picture. Remind students that we can say
a pair of …+ plural noun: gloves, pants, etc. Discuss which words are always plural. For example, we
always say jeans, not a jeans.
Exercise 2
Ask students to explain why sleeve is the odd one out in question 1 ( it’s a part of an item of clothing;
The other things are not ).Students work on their own or in pairs. Check answers with the class. Ask
why students have chosen each odd word out.
Exercise 3
Students work in new pairs and do the crossword. Suggest that they begin with the longest words
first. While they are working, monitor and check their crosswords. Check answers with the class.
Book. Cambridge: Cambridge University Press, 2005. ISBN 978-0-521-61396-5; REDMAN, S. English
Vocabulary in Use. Cambridge, Cambridge University Press, 2003. ISBN-13 978-0-521-01171-6/
Activity B: worksheet Shopping crossword (15-25 minutes)
Photocopy one worksheet for each pair of students. Cut into two separate worksheets.
Put the class into two groups, group A and group B. Give a copy of the student A crossword to each
student in group A and a copy of the student B crossword to each student in group B.
Students work in pairs with a partner from the same group and check they know the meanings of all
the words on their worksheets.
- 36 -
Put students into pairs so that one student from group A is working with a student from group B.
Students are not allowed to look at each other’s worksheets. Check that students understand how to
refer to words in a crossword, for example, 1 down and 7 across. Students then take it in turns to give
their clues for the words on their crossword. These clues can be a sentence ( You buy meat there.)
or visual ( students can point to articles of their own clothing or draw a picture on a piece of paper ).
Students are not allowed to use the words themselves or to give letters as clues. Students should also
tell their partner if the answer is two words.
When students have finished, they check their completed crosswords and their spelling.
Activity C: Speaking (15 minutes)
Students work in pairs. Photocopy two different pictures for each pair of students. They are not
allowed to look at their partner’s picture. Students describe their pictures and then they compare
these pictures. After finishing this activity students can talk about the shops they prefer shopping in.
/Recources: OSŠPo Kolín s.r.o./
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Pracovní list č.10
Anglický jazyk
Ročník
Osmý a devátý
Časová dotace
45 minut
Téma
Home (Domov)
Rozšířit slovní zásobu
Zlepšit komunikativní dovednosti
A1
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A bowl, a coffee maker, a cup, a dishwasher, a
food processor, a fork, a glass, a kettle, a knife, a
mocrowave, a mug, a plate, a saucer, a spoon, a
toaster, a washing machine
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Pomůcky
Aktivita A: pracovní listy A place to rent
Aktivita B: pracovní listy In the kitchen
Activity A : worksheet A place to rent (20-30 minutes)
Photocopy one Flat questionare for each student, one copy of Flat A, Flat B and Flat C cards for each
group of three students. Cut into separate questionares and cards. Discard the extra Flat A cards.
Put students into groups of three. Tell the students that each group wants to share a flat together and
that each student is going to look at a different flat.
Give each student a copy of the Flat questionare. Elicit the questions for prompts 1 and 2 (How much
is the rent? and How many rooms are there?). Students then work in their groups and write questions
with there is/are for prompts 3-12. Check these questions with the whole class if necessary. You can
also point out that questions with have got/has got (How many rooms has it got?) are also correct in
this situation.
Give a copy of the Flat A card to one student in each group, a copy of the Flat B card to the second
student and a copy of the Flat C card to the third student. Point out that F = fridge and WM = washing
machine. Students are not allowed to look at each other’s cards. Students work on their own and fill in
the column for their Flat on their questionare.
Students work in their groups and také turns to ask the questions they have prepared. Students write
the answers on the Flat questionare so that they have the information about all three flats.
Students then decide as a group which flat they want to live in. They must all agree on one flat and
decide on the reasons why they have chosen it.
Finally, each group tells the class which flat they have chosen and their reasons for choosing it.
1 How much is the rent?
2 How many rooms are there?
3 Are there any beds?
4 Is there any furniture in the living room?
5 Is there a shower and a bath?
6 Is there a washing machine?
7 Is there a fridge?
8 Is there a garden?
9 Is there a balcony?
10 Is there a station near the flat?
11 Are there any shops near the flat?
12 Is there a park near the flat?
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Activity B : worksheet In the kitchen (15-20 minutes)
Photocopy the worksheet.
Exercise 1
Students do the exercise on their own, then check answers in pairs. Check answers with the class.
Drill the words with the class, focusing on word stress. Highlight that in the compound nouns the
stress is on the first word.
Exercise 2
Students do the exercise on their own or in pairs. Check answers with the class. Students work in
pairs and take turns to name a category and respond with three items from that category.
Exercise 3
Students do the wordsearch puzzle in pairs. The first pair to complete the puzzle wins.
Exercise 4
Write the following quantifiers on the board : a few, not many, a lot of, lots of, some and not any.
Students then work on their own and write sentences about the things they have in their kitchens.
Put students into pairs. Students compare lists and find out what they both have in their kitchens.
Students can also tell their partner which of the objects in the picture they would like to have. For
example, I’d like to have a dishwasher.
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