. .. . ,- ',.<" .: I-, . ?:', . - Pair Elementary- Pre-Intermediate New Edition - P, "* .1', Peter WatcynmJones and *. 9eirdre HowardmWilliams I i Series Editor Peter WatcynmJones S ENGLISH PHOTOCOPIABLES Contents Key to contents table Preparation Introduction one handout to copy Part 1 Teacher's notes @ several handouts to copy Part 2 Material for % one handout to copy and cut up photocopying Level @ = beginner (suitable for beginner students and above) 0 0 = elementary (suitable for elementary students and above) 0 0 @ = pre-intermediate (suitable for pre-intermediate students and above) Game/Activity Time Main Main Preparation Pages functions grammar Ice-breaker/Warm-up activities 1 Getting to know 20 mins Asking for and giving Asking questions, using the 12/40 you. personal information verb to be and the auxiliary do Asking about and with the present tense expressing likes and Using question words: what/ dislikes wherehow, etc. Filling in a form What's your ...? /Where do .. . ?/ Asking how to spell a How many ...? /How do ...? name Using the present simple first person Spelling your name to talk about oneself: I live ...A speak Using the present simple third person to talk about another person: He/she likeddoesn't like . .. 2 This is my 30 mins Asking about and Asking questions with what D 1214142 favourite! expressing and the verb to be: What's Do you agree? @ personal preferences your favourite? Offering alternatives Answering with the verb to be: My favourite is .. . 3 I think I know 20-25 Speculating about a person Common verbs in the present IL4 you. @ mins Asking for information tense: be/have/got/go/live/listen/ 13143-44 about a person watch/read, etc. Giving information Use of can to express ability about yourself Use of want to express the wish to do something First and third person: I'm .../ He's .. . / I can .../ She can ..., etc. Asking questions: Are you .. .?/ Have you got .. . ?/Can you .. . ? / Do you .. . ? Use of negative first and third person: He isn't ...A can't ..d.on/'t I... / She hasn't got .. . Short answers using am/can/have/do in positive and negative: Yes, I can/ No I can't/Yes, I ammo, I don't Comparatives: older 4 This is 25 mins Explaining what certain Understanding a variety of 1414546 important things mean and refer to questions: What .. .?/ tome. 0 Asking a variety of Which ...? /How many ...? /How old ...? questions to find out Expressing times, numbers, further information days and dates Present tense of various verbs: wear/finish/live, etc. 3 Game/Activity Time Main Main Preparation Pages functions grammar 5 What we do at 25-30 Talking about likes and The gerund - as used to talk L9 1514748 weekends mins dislikes about activities: watching Discussing weekend telm'sion/cooking/doing the activities washing up, etc. Ranking activities in order The use of the gerund following: of preference like/hate/dislike/don't like: I hate doing things in the kitchenn like spending time with friends, etc. 6 Something ... 20 mins Word associations Think + of D 15/49 @@@ Talking about thoughts and Asking questions: What do you reactions think of when you think of something .. . ? Comparing our reactions to Expressing reactions: I think of .../My those of others partner thinks of... both: We both think of.. . ... 7 Associations 20 mins Word webs - expanding Using the past tense: My 16/50 @@@ vocabulary by extending fourth word was ..c.ho/seI .. . word families Asking questions using the Asking for and giving past tense: What word did you reasons have?/What was your fourth word?/Why did you choose .. . ?, etc. Giving reasons using because Simulations/Role plays 8 At the post 25-30 Buying stamps to send mail Asking questions: How much does 17/51-52 office mins (at a post office) it cost?/How much does it weigh? Simple greetings, requests Use of would: I'd like to .../ and thanks Would you like ...? Asking about and giving Numbers up to 430 information about cost (using pounds and pence) Asking about and giving information about weight (using grammes) 9 This is my 15-20 Giving information about a Present tense third person: He D 17/53-54 brother mins third person livesme works/He enjoys, etc. L Asking questions Asking questions (present tense Talking about a photograph third person): Is he ...? /What does Showing a polite interest in he ...? /How old is he .. .? etc. what somebody tells you Use of would to be polite: Would you like to see ...? /Yes, I'd love to see .. . . 10 Renting a holiday 15 mins Asking for and giving Asking questions (present 18/55 home information about a tense and various question Property words): Where is .. . ?/How big Talking about facilities is ...? /When is .. . ?, etc. Talking about needs and Giving information: It's near .. . / preferences It costs .. . , etc. Making a phone call Use of want to and would like: Wew ant to come .../ We'd like a room ..., etc. 11 Celebrity 20 mins Asking for and giving Question words: how/where/ D 19/56 interview personal information when/who/what, etc. Welcoming and thanking Asking questions in the present: Responding to welcome and Do you ...? /How are you?, etc. thanks Present tense to talk about daily life Use of may: May I ask . .. ? Use of thank you for + gerund: Thank you for answering .. . 12 Eye witness 20 mins Describing a person - Past tenses in the affirmative, D 19/57-58 @@@ physical features interrogative and negative Describing clothes Past simple: He was tall./Was he Asking about somebody's tall?/He wasn't very old./He took .../ What appearance did he take? Talking about an incident Past continuous: He was wearing a coat./He wasn't wearing a hat. Was he carrying anything? Game/Activity Time Main Main Preparation Pages functions grammar Information-gap activities - -- 13 Instructions 20 mins Giving and following Imperatives: go/draw/write D instructions Adverbs of direction: up/down/ 20159-60 Asking for repetition and leftlright clarification: I'm sorry, I don't understand. Could you say it again, please? Talking about direction: up/down/left/right % 14 People at a 15-20 Spelling names out loud Questions in the present tense 21/61 conference mins Asking about age and Verb to be: What is ...? /How old occupation is ...? Asking about where people Verbs with auxiliary do/does: live How do you spell ...? /Where does she live ...? , etc. Indefinite articles used with occupations: He's a .../ She's an ... % 15 The kitchen 15-20 Describing location/ There is/there are: There is a 22/62 cupboard mins position: on the top fryingpan.mere are glasses, etc. shelf/bottorn shelflon the Prepositions: on the shelflin the left/right/in the middle/next to cupboard/on the left, etc. Asking about location/ Questions with the verb to be: position Where's ...? As it ...? 16 At the theatre 15-20 Describing the different Prepositions: at the fronuat 22/63 ee mins parts of a theatre the back/in the middle ... Letters and spelling Position: from to Location: asking for and Asking a variety of questions: giving details of where Which ...? /What's ...? things are situated Can: wheelchairs can go 17 For sale 15-20 Asking for missing Question words: Whats ort 23/64 mins information of.. .?/What's ...? /What's .. . ?/ Giving details about items How much .. . ?, etc. Understanding newspaper Asking questions (present tense) advertisements Adjectives: square/fn'endly, etc. Giving phone numbers Numbers 18 Richard's student 20-25 Describing where things go Prepositions of place: in/on/ room mins in a room under/beside/on top of, etc. Asking for clarification Asking and answering questions Talking about furniture and about location: Where's ...? / personal effects Is it :. . ?mere's .. . !There are .. . , etc. 19 Following orders 20-25 Giving and following orders The imperative: start/go/draw/ .a mins and instructions write Describing location and Adverbs and prepositions of direction place: up/down/left/n'ght Asking for repetition and clarification - - 20 Where's the 20-25 Giving and following Asking questions: Where's .. . ?, Tourist mins directions etc. Information Talking about places in a Prepositions of place: next to/ Centre? town opposite/beside/between/on the right, etc. Ordinal numbers: firsusecond Discussion/Speaking activities 21 Daily life 20-25 Talking about daily routine The present simple tense: I have 25/71-72 mins Asking and answering coffee.Ago to sleep. questions Asking questions with do: Do Expressing information you come by bw?/Do you play about events CDs? Talking about frequency Adverbs of frequency and their position before the verb: I always have coffee for breakfast.A never read in bed./She often phones friends./He sometimes goes to sleep after midnight. Game/Activity Time Main Main Preparation Pages functions grammar 22 Packing a 20 mins Talking about needs and Verb to need in the present tense: rl 26/73 weekend bag choices I need .../ What do you need?/We Listing personal effects don Y need .. . Making comparisons Making comparisons: X is more useful/important than Y. 23 How to keep fit 2&25 Ranking items in order of Should: You should .../ You rl 27/74 mins importance shouldn't .. . Reading and listening for Comparisons: I think it's more order important to/not to .. . than to/ Making comparisons not to ... Expressing opinions Talking about health and fitness 24 How to make 25-30 Expressing your own opinion Asking questions about rl 27/75 friends mins Asking others for their opinions: Do you agree?/What opinion do you think?LHow do you Making comparisons rank?/What's your opinion? Discussing human Comparatives: It's better to ... than relationships to ... Superlatives: The most important thinn is to .. . 25 My brilliant 20 mins Making choices and Asking questions: What do 28/76 barbecue explaining them you think?/Do you agree? Planning an event with Prepositions of time and location: others in the middle of the day/at the Asking for other people's weekend/on a public holiday/on the opinions beach/in the countryside/in the street Agreeing and disagreeing Giving reasons: Because .. . Fl 26 What's it for? 20 mins Describing an object Various constructions in the 28/77 0.0 Saying what something is for present to describe objects: Speculating It's made of ...A t's for ... Future with will: It will keep a sandwich fresh.At will look good in your kitchen. Can: It can contain 9 kilos. Enough: It's small enough to .. . Could and might used to speculate: It could be for cooking./ It might be made for paper. - 27 This is how I 20 mins lnterpreting and describing a The.present continuous tense: 29/78 see it scene A woman is running./A child is Asking questions watching.bs the man talking?/l%e Agreeing and disagreeing baby is not wearing shoes. Speculating 28 Holiday 20 mins Descriptions of places - Various tenses (mainly the 30179 postcards towns/holiday resorts/foreign present simple) countries Questions using a variety of Asking and answering question words: What monument questions is this?/When was this built?/Who Giving details is this king?, etc. - 29 What would 20-25 Talking about one's self- Second/unreal conditional: If 1 rl 30180 yoube? 0.0 mins image were a/an .. . I would be .. . /Zf you Asking others about their were a/an, what would you be? self-image Giving reasons Problem-solving activities 30 Photographs 15 mins Finding similarities and There is/l%ere are .. . : There is a 31/81-82 • differences boy./l%ere are two cats. Describing photographs Simple present tense: I don't have .../ l%e cat is black and white. Present continuous tense: The girl is playing with a ball.flhe woman is smiling. Game/Activity Time Main Main Preparation Pages functions grammar 31 Who's who? 15 mins Giving and processing Comparatives of adjectives: % 32/83 0. information Peter is older than Sally./Julie is Drawing conclusions thinner than Mary. Asking for things to be Superlatives of adjectives: The repeated: Could you say that thinnestperson is only sixteen. again, please? 32 Find the 15 mins Describing what is Present continuous tense: A 32/84 differences happening man is reading a paper./A Asking for details woman is talking to the flight attendant, etc. 33 A family tree 15 mins Asking for and giving Present simple + question 33/85-86 0.0 personal information about word + to behavegot: What people does Bill do?/How many children Asking if something is true has Jennifergot? Saying whether things are true or not 34 Buying a shirt 15-20 Buying an item of clothing Asking questions: How much 33/87 0.0 mins from a shop is it?/Have you got .. . ? / Stating sizes and asking What colour .. . ? about colour and cost Vocabulary activities 35 The secret word 20-25 Asking for and giving Various simple constructions 34/88 mins definitions of words in the present tense Using adjectives: It's long and yellow./Theyfre usually blue, etc. 36 Half a crossword: 25-30 Asking for and giving Simple questions: What's 5 35/89-90 food and drink mins definitions of words down?/What's 10 across? Present tenses: It's a fruit./lt's red./You drink it. 37 What's a 'floppa'? 15-20 Giving and understanding Can: You can cany a D 35/91-92 0. mins information floppa./People can see a floppa. Problem-solving Adverbs of frequency: Women Making guesses and usually have .../ A floppa often .. . suppositions 38 Half a crossword: 20-25 Asking for and giving Adjectives - meaning and use 36/93-94 adjectives 0. mins definitions of words Present tense: This can describe .. ./ Talking about and using It's the opposite of.. ./You feel this adjectives when ..., etc. Miscellaneous activities 39 Categories 1 30 mins Thinking of examples of Giving your opinion and 36/95 010 • atype asking for your partner's Discussion and making opinion: I think .../ What do choices you think? Expressing preferences Comparatives: X is better than Y./lt's more unusual. 40 Categories 2 30 mins Thinking of examples of Giving your opinion and 37/96 ./... a*‘= asking for your partner's Discussion and making opinion: I think .../ What do choices you think? Expressing preferences Comparatives: X is better than Y./lt's more unusual. Introduction Pair Work 1 forms part of the Penguin series of Type of activity photocopiable resource books for teachers and is Pair Work 1 has been organised according to aimed at students from beginner level to types of activities. There are seven different pre-intermediate. It is the first book in the series sections altogether. and is a completely new and thoroughly revised edition. It contains 40 activities for students Section 1: Ice- break erlwarm-up working in pairs, the majority of which are activities communicative and contain some form of information gap or opinion gap. These activities are largely for fun and are meant to be used with new groups to 'break the ice'. Each activity contains material to be They are very useful for getting the students to photocopied. For the majority of activities there know more about one another. are usually two sheets - one for Student A and one for Student B. Occasionally, however, there is Section 2: Role-plays and simulations a single sheet which is used by both Student A and Student B during the activity. For other In these activities, the students play simple roles activities there may be extra sheets or cards to be or act out situations they could find themselves cut up. in, such as buying stamps at a post office. Often the shyest students come to life when hiding There are also clear and detailed step-by-step behind a role. Teacher's notes to accompany each activity, including notes on preparation, organisation and Section 3: Information-gap activities ways of introducing the activity. In addition, a These are activities where students have to key is supplied for those activities which need 'correct' answers. perform a task together. In some cases, one student has access to all the information and Pair Work 1 is meant to complement any tries to impart it to his or her partner. In other existing course book at Beginner, Elementary or cases, both students have access to part of the Pre-Intermediate level and can be used with both information only, but by working together, they adults and teenagers to give extra pair-work try to solve the whole. practice in a fun and stimulating way. Part 1 of the book gives detailed Teacher's Section 4: Discussion/Speaking notes while Part 2 contains the various handouts, activities to be photocopied. These are activities where the emphasis is on students speaking together, often in order to 1 Choosing an activity for exchange views or opinions and to express your class agreement and disagreement. These are often referred to as 'opinion gap' activities. The first place to look is in the Contents, which will give an overview of what is contained in the Section 5: Problem-solving activities book plus a brief description of each activity These are activities where the students have to using the following headings: solve problems of various kinds, such as jigsaw- Type of activity reading problems, logic problems and so on. Title (+ level) Section 6: Vocabulary activities Time These activities concentrate on vocabulary Main fvnction(s) learning and/or revision. Main grammar Section 7: Miscellaneous activities Preparation The activities grouped in this section do not Page numbers really fit into the previous categories. They The first page number refers to where the include activities for pairs which do not contain Teacher's notes are to be found and the second to information gaps or opinion gaps but which where the handout or handouts are to be found. involve the students working together (and sharing the same handout) to complete a given When something interests you, turn next to task. The activities in this section are more the Teacher's notes which will explain the challenging and open-ended and are flexible activity in far greater detail, including a list of enough to be used at different levels and in the key vocabulary used. 8 different ways. They are deliberately different to intrigue students as well as interesting them and include some that you may wish to pre-teach at inspiring them to talk and think in English. this level. Not all classes will find the same words difficult, so it is a good idea to have a look at the There may be a certain amount of vocabulary first and see if there are any words or overlapping sometimes between the above expressions that you feel you may need to work sections. For example, a speaking activity can on with your students before they start the also be an ice-breaker, an information-gap activity. However, as with structures, for some activity can be a vocabulary activity, and so on. activities the students will invariably produce Where there is more than one possibility, the more vocabulary than the words listed here. activity has been organized according to the main focus of the activity. Preparing the activity before the Level lesson The activities in this book range from beginner The Teacher's notes to each activity have a to pre-intermediate and within each section they special section: Preparation. are arranged in order of difficulty, with the This section tells you exactly what you need activities suitable for beginner students coming to do before the class starts, i.e. how many pages first. However, all the activities in the book are to photocopy, how many copies are needed and separate from one another, so can be taken from if the copies need to be cut up in any way. It will anywhere in the book in any order. also tell you if you need to take anything into To be able to see at a glance the level of an the lesson with you, e.g. a photograph, dice, and activity, the following system of dots is used: SO on. = beginner (suitable for beginner students The contents page also gives an indication of and above) the amount of preparation needed. This is explained by means of the following icons: = elementary (suitable for elementary students and above) [g 1 handout to copy e = pre-intermediate (suitable for pre- D intermediate students and above) several handouts to copy % Time 1 handout to copy and cut up There is an indication in the contents list and also in the Teacher's notes as to the approximate time each activity will take. This will of course 2 Organizing the activity in vary from class to class and will depend on how the classroom thoroughly you wish to exploit the activity. However it does give an indication and can help The activities in Pair Work 1 are sufficiently you decide if you wish to make the activity the flexible to be done in classes of all sizes. main focus of the lesson or use it either at the beginning (as an ice-breaker and introduction) or Introducing the activity at the end of the lesson (as a relaxation and revision). The Teacher's notes always start with suggestions on how to introduce the game or activity. This is Main functions and grammar important as it helps stimulate interest in the topic and will prepare them for the activity to The contents list gives a brief description of the follow. It is at this stage that you can pre-teach main functions and grammar practised in each any difficult words that will be new to the activity. In addition, the Teacher's notes contain students. examples of the phrases and language structures used. In some of the activities, however, it is It is also very important to always explain almost inevitable that other structures and very clearly what to do and, where possible, language will be introduced which is almost demonstrate the activity first with the whole impossible to predict beforehand. class - either forming a pair with yourself and one student or preferably, getting two students to Key voca bulary/Topic demonstrate. This stage shouldn't be rushed as when the students understand fully what to do (only in Teacher's notes) they feel more confident and are able to do their The Teacher's notes contain a short list of the best and really benefit from the activity. With types of words being practised, and sometimes monolingual classes, and especially those new to grow in confidence as they discover that they pairwork, you can very occasionally explain can complete a task successfully without things in their first language - just to be 100% constant help from the teacher. certain that they understand exactly what they 5 Many pair-work activities (especially of the have to do. ice-breaker type) lead to greater Although an approximate time is given for personalization and students begin to express each activity, in most cases it is a good idea to set their own personalities in a more natural and a time limit and write this up so that everyone less inhibited way. This again contributes to can see it. Give a warning a few minutes before it creating a better learning atmosphere in class expires so that students can start to finish off. It plus a positive group feeling. may be that some students have not finished but 6 Many pair-work activities are a lot more fun it is inevitable that people will finish at different to do than more traditional exercises. times. And it is always best psychologically to Students who enjoy what they are doing are stop them while they are still enjoying more likely to learn than those who find the themselves rather than letting the activity drag work boring. In addition, in this book there is on and on until everyone has finished. a wide variety of activities - another important factor in keeping students Pair work interested and motivated. Since all the activities in this book are for 7 Pair work is dynamic and active. Learning students working in pairs, it may be worthwhile cannot really take place unless the students summarizing the main advantages of pair work, are actively involved in the process. Pair-work plus how best to organize it in the classroom. keeps them active which increases their (This is especially important for teachers trying ability and desire to learn. pair work for the first time.) 8 Finally, pair work gives teachers a break from Advantages being the centre of attention, from having to 'perform', be dynamic, interesting, and so on. 1 The first enormous advantage of working m Instead, the teacher can stand back, listen pairs is that it gives everyone a chance to more actively and think up strategies for speak and in a non-threatening environment, helping the students increase their knowledge i.e. with a fellow-student rather than in front and confidence. of the teacher and the whole class. Students will learn from one another in a natural way If pair work is new to the students, it is worth that approximates more to the world outside spending the time and trouble to explain its and gets away from some of the constraints of advantages and to encourage them to take full the classroom. advantage by participating as much as they can and sticking strictly to English. 2 Pair-work activities are student-centred rather than teacher-centred. Once an activity has Classroom organization been explained (and perhaps demonstrated), the students work independently of the Since the activities in Pair Work 1 involve the teacher and at their own pace. This means the students working in pairs, a certain amount of students really have an opportunity to see classroom reorganization may be necessary. If it how well they can communicate in English. is at all possible, the room should be arranged in such a way that pairs face one another across a 3 The language produced during pair work is desk or a table. This is to give them 'eye-contact' generally more natural and authentic than in which makes communication a lot easier. teacher-led sessions. It is also more However, there may be practical reasons why personalized and, subsequently, more such a classroom arrangement may not be memorable for the students. possible. In the case of large classes organized in 4 Pair-work activities encourage co-operation rows try to get students to work with the person between students since, in order to complete sitting directly in front of or behind them. If this a task successfully, they have to work together isn't possible and the students have to work with and help each other as much as possible. This the person sitting next to them, they can move in turn helps create a very positive learning their chairs so that they are at an angle. Finally, atmosphere in class - one where they when organizing a class into pairs, the students genuinely want to work with others. It also should sit so that it is difficult for them to see normally leads to students being less afraid of their partner's handout (unless it is an activity making mistakes. In addition, most students where they share handouts). If necessary, you