Resourceful english teacher complete companion chandler jon, stone mark

rofessional
ersvectives
Series Editor Mike Burghall

The

Resourceful

English Teacher

A complete teaching companion
Jon Chandler
Mark Stone


Foreword
T h i s is, i n m a n y w a y s , t h e b o o k that w e w o u l d
like t o h a v e b e e n a b l e t o h a v e t o h a n d o u r s e l v e s b o t h as i n e x p e r i e n c e d t e a c h e r s starting o u r first
jobs and as more e x p e r i e n c e d teachers l o o k i n g for
fresh i n s p i r a t i o n .
Rather t h a n f o c u s i n g o n o n e r e s o u r c e a r e a , a s i s
o f t e n t h e c a s e , The Resourceful English Teacher
addresses t h e f u l l b r e a d t h o f r e s o u r c e s a v a i l a b l e t o
the l a n g u a g e t e a c h e r , a n d offers a w i d e v a r i e t y o f
activities a n d t e c h n i q u e s for the m o d e r n c l a s s r o o m .
T h i s b o o k a i m s to be a r e s o u r c e in itself,
presenting stimulating options a n d alternatives
but w i t h o u t p r e s c r i b i n g a s p e c i f i c a p p r o a c h t o
teaching. It c a n be ' d i p p e d into' for a n e w w a y of
r e c y c l i n g v o c a b u l a r y , for e x a m p l e , o r i t c a n b e
read at greater l e n g t h in o r d e r to get a fresh

p e r s p e c t i v e o n u s i n g , say, n e w s p a p e r s o r t h e O H P .
W e h o p e that these pages w i l l b e w e l l - t h u m b e d
a n d the a c t i v i t i e s w i l l b e t r i e d , p l a y e d w i t h a n d
m o d i f i e d , t o suit y o u a n d y o u r c l a s s e s - a n d that
as a result y o u w i l l feel r e f r e s h e d , a n d t h e
experience of being in your classroom will be
richer, for b o t h y o u a n d y o u r s t u d e n t s .
I n short, w e h o p e that i t w i l l e n a b l e y o u t o
b e c o m e a more resourceful English teacher.
Jon Chandler
M a r k Stone


Contents
Page
Foreword

3

Introduction

6

Section 1

9

Newspapers
U s i n g w h o l e newspapers to d e v e l o p and practise reading and speaking skills
Section 2

14

Articles
M a k i n g the most o f i n d i v i d u a l articles f r o m m a g a z i n e s a n d n e w s p a p e r s
Section 3

20

Songs
Successfully c a p i t a l i s i n g on the potential of songs
Section 4

25

Readers
U s i n g graded readers effectively, both in the class a n d in the students' o w n t i m e
Section 5

31

Icebreakers a n d W e l c o m i n g Activities
G e t t i n g c l a s s e s a n d c o u r s e s o f f t o a g o o d start
Section 6

36

Dialogues
M a k i n g the most effective use of d i a l o g u e s f r o m any source
Section 7

40

W a r m e r s a n d Fillers
C h a n g i n g pace, providing contrast and filling a w k w a r d gaps without wasting time
Section 8

47

Circles
G e t t i n g g r a m m a r a n d v o c a b u l a r y out i n the o p e n

4


Page

Section 9

52

Questionnaires
H e l p i n g students t o create their o w n lesson a s they ask a n d a n s w e r their o w n q u e s t i o n s
57

Section 10
T h e W o r d Box
R e c y c l i n g lexis so that it b e c o m e s part of the s t u d e n t s ' a c t i v e v o c a b u l a r y
Section 11

62

Dictionaries
H e l p i n g students use this often n e g l e c t e d resource to the full
67

Section 12
The O H P
C o n v e r t i n g a tool for presentations into a m e d i u m for interactive learning
Section 13

72

Computers
U s i n g t h e c o m p u t e r a s a v e r s a t i l e l e a r n i n g a i d w i t h o r w i t h o u t t h e latest s o f t w a r e
Section 14

79

T h e Radio
E x p l o i t i n g a rarely used but surprisingly effective m e d i u m
Section 15

83

T V and Video
G e t t i n g v i d e o t o w o r k rather than s i m p l y entertain
Appendix

professional

perspectives

series

.

89

information

95

5


Introduction
Planning Your Lessons

Today's language c l a s s r o o m is a c o m p l e x a n d
varied place. The d e m a n d s m a d e on the language

The Resourceful English Teacher is not a b o o k of

t e a c h e r are n o less c h a l l e n g i n g .

l e s s o n p l a n s b u t o f a c t i v i t i e s , strategies a n d g a m e s ,

On the o n e h a n d , y o u m a y be in a p o s i t i o n w h e r e

d e s i g n e d to help y o u e x p l o i t the resources and

all current t e c h n o l o g y is at y o u r d i s p o s a l

t o o l s a r o u n d y o u , whatever they are.

( c o m p u t e r , v i d e o , internet). O n t h e o t h e r h a n d ,

• S t u d e n t s e n j o y songs b u t , in fact, rarely

y o u m a y find yourself in a p l a c e w h e r e e v e n a

w a n t t o s i n g t h e m . W h a t else c a n y o u d o ?

b l a c k b o a r d w o u l d be a luxury.

• L o w l e v e l s t u d e n t s f i n d video d a u n t i n g .

In b o t h c a s e s , y o u are r e q u i r e d to be resourceful.

W h a t k i n d s o f tasks c a n b r i d g e t h e gap?

This b o o k is designed to help y o u in either of
these c i r c u m s t a n c e s , o r a s i s m o r e t h a n p r o b a b l e ,

• H o w c a n y o u use t h e O H P t o c r e a t e a n

i n a n y o f the v a r i e t y o f s i t u a t i o n s that l i e b e t w e e n .

interactive grammar game?

• W h a t do y o u do w i t h a radio in a

Using This Book

classroom?

The Resourceful English Teacher has b e e n w r i t t e n

A s this i s n o t a b o o k o f l e s s o n p l a n s , y o u c a n b e

to be useful to a w i d e v a r i e t y of t e a c h e r s of E n g l i s h .

f l e x i b l e i n t h e w a y y o u use the a c t i v i t i e s . T h e y c a n
be u s e d w i t h i n a r a n g e of d i f f e r e n t l e s s o n f o r m a t s

• For the less experienced teacher, t h e r e is a

a n d a t d i f f e r e n t stages o f t h e c o u r s e .

w e a l t h o f ideas t o h e l p y o u b u i l d u p a
repertoire of activities in the c l a s s r o o m .

• A filler m a y c o m e at t h e b e g i n n i n g of a
lesson, to liven up students, in the m i d d l e ,

• For the more experienced teacher, s o m e of
the ideas i n t h e b o o k m a y a l r e a d y b e

to i n d i c a t e a c h a n g e of p a c e or f o c u s , or at

familiar, a l t h o u g h , even w i t h the tried a n d

the e n d , to fill an a w k w a r d gap.

tested activity, w e h a v e a t t e m p t e d t o f i n d a

• A circle game m i g h t be u s e d to f i n d o u t

n e w twist. H o w e v e r , most w i l l b e n e w a n d

w h a t students k n o w or to practise w h a t y o u

w i l l h e l p y o u t o see t h e r e s o u r c e s a v a i l a b l e

•

h a v e a l r e a d y t a u g h t t h e m ... o r b o t h .

to y o u in a n e w l i g h t .

• A n icebreaker c a n b e u s e d a t t h e b e g i n n i n g

• For the teacher trainer, t h e r e is a w i d e

of a c o u r s e or as a w a y of c l e a r i n g the air

range o f m a t e r i a l s t o h e l p y o u p l a n s e s s i o n s

after a n e x a m .

o n i n d i v i d u a l areas o f c l a s s r o o m t e c h n i q u e .

6


Planning Your Course
If y o u w o r k w i t h a c o u r s e b o o k y o u m a y be

• W o r d box a c t i v i t i e s c a n be u s e d to b u i l d

l o o k i n g for w a y s o f b r i n g i n g i n a u t h e n t i c m a t e r i a l s

y o u s t u d e n t s ' a c t i v e v o c a b u l a r i e s o v e r the

either to a u g m e n t a u n i t or to r e p l a c e m a t e r i a l s

course.

that are less r e l e v a n t to y o u r s t u d e n t s ' interests or

• Articles a c t i v i t i e s c a n h e l p to e s t a b l i s h

needs. If this is t h e c a s e , t h e S e c t i o n s on

Newspapers,

Articles a n d

Songs w i l l

give you

strategies that s t u d e n t s c a n use w h e n

the

reading o n their o w n .

ideas y o u n e e d t o d o this w i t h c o n f i d e n c e .

• A circle game c a n be p l a y e d s e v e r a l t i m e s .

A l t e r n a t i v e l y , y o u m a y w i s h t o use e x i s t i n g c o u r s e

E a c h t i m e y o u c a n 'stir i n ' m o r e l a n g u a g e ,

material but in a d i f f e r e n t w a y that w i l l b r i n g it to

making it more challenging.

life for y o u r c l a s s .
• Dialogues c a n be p r e s e n t e d in a v a r i e t y of
ways and then practised in order to
m e m o r i s e p h r a s e s o r w o r k o n stress, r h y t h m
and intonation.
• G r a m m a r can be practised out l o u d using
circle games.
• P e r s o n a l i s e d s p e a k i n g tasks c a n b e t u r n e d
into questionnaires f o r s t u d e n t s w h o are
reluctant to v o i c e their o p i n i o n s

spontaneously.
A n u m b e r o f a c t i v i t i e s i n his b o o k w o r k w e l l a s
'threads' t h r o u g h o u t a c o u r s e . T h i s m e a n s that y o u
c a n use t h e m o n a r e g u l a r b a s i s , p e r h a p s o n c e o r
t w i c e a w e e k to g i v e c o h e r e n c e a n d s t r u c t u r e to a
series o f l e s s o n s . A s students b e c o r n e m o r e
f a m i l i a r w i t h the a c t i v i t i e s , t h e y w i l l b e g i n t o use
them^more e f f i c i e n t l y a s t h e n e e d t o e x p l a i n t h e
' h o w s ' a n d the ' w h y s ' o f the g a m e d i m i n i s h .

7


Finding Your Way

c l a s s as a w h o l e . If there is a c o m p e t i t i v e e l e m e n t ,
or if the students need to be able to m o v e a r o u n d ,

T h e t w o h u n d r e d a c t i v i t i e s o f The Resourceful

t h e n this t o o i s i n d i c a t e d .

English Teacher h a v e b e e n d e s i g n e d to be as
a c c e s s i b l e a n d e a s y t o use a s p o s s i b l e .

Equipment / Materials
H e r e are listed t h e t h i n g s y o u w i l l n e e d t o h a v e
w i t h y o u in the c l a s s r o o m .

Sections

T h e b o o k has b e e n o r g a n i s e d i n t o S e c t i o n s , e a c h

Plus...

of w h i c h focuses on a particular resource. You w i l l

H e r e y o u w i l l f i n d a n y s p e c i f i c m a t e r i a l s that y o u

f i n d a v e r y brief e x p l a n a t i o n o f e a c h r e s o u r c e o n
the

w i l l need to f i n d , or to prepare, a n d on w h i c h the

Contents p a g e s .

a c t i v i t y is b a s e d .

Activities

Appendix

E a c h A c t i v i t y has b e e n g i v e n a short a n d , w e

S u g g e s t e d m a t e r i a l for s o m e o f t h e a c t i v i t i e s f r o m

h o p e , m e m o r a b l e title f o l l o w e d b y a b r i e f

t h e Circles s e c t i o n is p r o v i d e d in a separate

d e s c r i p t i o n o f t h e m a i n a i m a n d a set o f

A p p e n d i x a t t h e b a c k o f the b o o k .

p r o c e d u r e s that c a n be t a k e n in at a g l a n c e .

Headings
A series o f H e a d i n g s i n d i c a t e s e v e r y t h i n g y o u
need to k n o w to carry out each activity
successfully.
Levels
W e h a v e suggested w h a t w e c o n s i d e r the o p t i m u m
l e v e l , o r r a n g e o f l e v e l s , for e a c h a c t i v i t y . T h e s e
are d e s c r i b e d as: b e g i n n e r , e l e m e n t a r y , preintermediate, intermediate, upper-intermediate
and advanced.

m

Activity types
W e i n d i c a t e w h e t h e r students w i l l b e w o r k i n g i n
pairs or g r o u p s ; if this is s u g g e s t e d as an o p t i o n ,
t h e n the a c t i v i t y c a n a l s o b e o r g a n i s e d f o r t h e

8


Newspapers
N e w s p a p e r s are a v a l u a b l e but o f t e n u n d e r - u s e d
c l a s s r o o m r e s o u r c e . T h e r e is a b r e a d t h of c o v e r a g e
i n t h e m , w h i c h m e a n s there i s s o m e t h i n g o f
interest t o a l m o s t a l l readers. T h e y p r o v i d e a g o o d

source o f p o p u l a r c u l t u r e , a s t h e y o f t e n i n c l u d e
articles o n p o p m u s i c , T V a n d sport, a s w e l l a s
a d v e r t i s e m e n t s for p r o d u c t s a n d e v e n t s . O n e
newspaper m a y be the source of a w i d e range of
activities, for a l l l e v e l s .
M a n y t e a c h e r s are a f r a i d that t h e i r students m i g h t
be i n t i m i d a t e d by E n g l i s h l a n g u a g e n e w s p a p e r s . In
this s e c t i o n , h o w e v e r , we offer a r a n g e of a c t i v i t i e s
w h i c h a c q u a i n t students w i t h n e w s p a p e r s t h r o u g h
a p p r o p r i a t e tasks for t h e i r l e v e l o f E n g l i s h .
You m a y w i s h t o c o n s i d e r w h i c h E n g l i s h - s p e a k i n g
countries y o u r students i d e n t i f y w i t h m o s t
positively. V e r y o f t e n this i d e n t i f i c a t i o n
conveniently c o i n c i d e s w i t h the a v a i l a b i l i t y of
n e w s p a p e r s , but it is w o r t h r e m e m b e r i n g that m o s t
newspapers c a n be o b t a i n e d f r o m their publishers
by post.


Newspapers

Ailing Newspaper

D e s c r i b e a Typical Reader
Use

newspapers

students'

to

curiosity

speaking

stimulate
about

your

English-

A

challenging

students

at

task
the

which

heart

puts

Preconceptions
your

of Fleet

Street

Elementary

Level

onwards

Intermediate

Activity type

Groupwork

None

Equipment/
Materials

None

Plus

Three or four

find

Plus...

T w o different English
language

language

(see

Put the students into small groups.

•

G i v e each group a different

•

Pre-intermediate

Activity type P a i r w o r k / g r o u p w o r k
Equipment/
Materials

newspapers

Plus ...

below)

None
T w o or t h r e e B r i t i s h

newspapers.

Suggestions for U K

newspapers

are

and

newspaper. T h e a i m for e a c h g r o u p

The

is to use any clues in the n e w s p a p e r

The

The

The

Times,

The

Independent,
Daily

Guardian

The

•

Times

d o w n a n u m b e r of generalisations

and

c o n c e r n i n g British a n d A m e r i c a n

and

p e o p l e that they t h e m s e l v e s m i g h t

Telegraph.

feel to be true, for e x a m p l e
•

At lower levels, brainstorm any

l o o k like?' ' W h a t ' s her taste in
board.

their views.

n e w s p a p e r s for e v i d e n c e to prove o

Reveal

The

the

•

truth

(The

946,697;

The

Independent

March

Daily

The

Guardian

stage the g r o u p s c a n o n l y suggest a

Times

few generalisations, you may wish

409,569;

221,926,

as

At higher levels this activity c o u l d

next stage.

T h e n tell the students that t h e y are
n e w s p a p e r with the

lower

suggest different business p l a n s that

politics in m o d e r n Britain, the U S A

will

wherever.

revive that p a r t i c u l a r

newspaper's circulation.
•

the b o a r d , before g o i n g on to the

2003).

circulation. In groups, they should

w i d e r discussion of class and

to p o o l these, by writing t h e m on

at

w o r k i n g as consultants to the

be used as an i n t r o d u c t i o n to a

or

newspapers a m o n g the pairs/groups
a n d the students s h o u l d search the

Telegraph

description of their typical reader to

•

the most c o p i e s per m o n t h a n d w h y .
T h e y t h e n tell the class, justifying

671,340;

Students then present the
the class.

O n c e students have c o m p l e t e d theii
lists, c i r c u l a t e British a n d A m e r i c a n

refute t h e i r a s s e r t i o n s . If at the initia
•

a picture of their i m a g i n a r y reader.
•

•

w h i c h n e w s p a p e r they think sells

clothes?' a n d write these on the

these questions in order to b u i l d up

' A m e r i c a n s are m o r e c o n c e r n e d
w i t h m o n e y , the British w i t h class.'

students d e c i d e in their groups

p e r s o n , for e x a m p l e ' W h a t d o e s h e

In g r o u p s , students try to a n s w e r

Tell the students that they are to
d e c i d e w h i c h o f the t w o newspapers
has the higher c i r c u l a t i o n . T h e

q u e s t i o n s o n e m i g h t ask a b o u t a

•

Put the students into pairs or s m a l l
groups a n d ask the students to write

Independent

to help write a d e s c r i p t i o n of this

•

American

newspapers

Put the students into groups a n d

typical person w h o might read this

reader.

Help

give out c o p i e s of t w o rival

n e w s p a p e r and the n a m e of a

typical

know

people?

out

and
•

students

(optional)

different English
newspapers

to

your

American

onwards

Groupwork

...

do

and

Level

onwards

Equipment/
Materials

Activity type

well

British
them

cultures

Level

How

After a short time the groups c a n
present their plans to the class.
At the e n d , the class vote for the
p l a n that they feel is m o s t l i k e l y
to succeed.

10

•

O n c e all the n e w s p a p e r s have been
circulated, each group should make
a p r e s e n t a t i o n in w h i c h t h e y tell the
class w h i c h generalisations have
been confirmed, and w h i c h have
b e e n d i s p r o v e d , g i v i n g their reasons
as they go along.


Newspapers

Present a N e w s p a p e r
Learn

about

newspapers
deal

of

-

the
and

vocabulary

differences
practise
as

a

Newspaper

between

Use

a

good

to

discover

the

two

cultures

as

well

'pyramid'

Newspaper Q u i z

Cultures

discussion

(see

differences

below)

between

exemplified

in

Use

an

your

element

students

of

competition

reading

to

get

newspapers

their

newspapers

Level

Level

Elementary

Intermediate

Activity type

Activity type

Groupwork

Equipment/
Materials

Equipment/
Materials

None

Plus...

Plus ...

One

Elementary

to

different

Level

Elementary

Groupwork

Activity type

Groupwork

None

Equipment/
Materials

Photocopies

Copy/copies of an

Plus

M u l t i p l e c o p i e s of a

English

onwards

...

single

language

n e w s p a p e r for every

n e w s p a p e r a n d of a

three or four students

first l a n g u a g e

in the class

newspaper

•

onwards

newspaper

Prepare a written q u i z , the length
and difficulty of w h i c h will depend
on the level of your class.

•

Pre-teach a n y essential
vocabulary,

article,

for

feature,

newspaper

Pre-teach

any essential

column,

vocabulary,

headline.

article,

example

caption,

•

for

newspaper

column,

example

feature,

caption,

•

Questions may be o p e n and aim to
stimulate d i s c u s s i o n , for e x a m p l e ,

headline.

'What would you watch on
•

Put the students into s m a l l g r o u p s of

Thursday night and why?' or closed

and give each group a different

a m a x i m u m of six students. G i v e

w i t h right/wrong answers, for

newspaper.

each of these groups an

example:

Put the s t u d e n t s i n t o s m a l l g r o u p s

•

l a n g u a g e n e w s p a p e r a n d a first

• Tell t h e m to a n a l y s e a l l t h e d i f f e r e n t

' W h a t w a s the

temperature

in Athens yesterday?'

l a n g u a g e n e w s p a p e r for a s i m i l a r

sections of the n e w s p a p e r to see

readership,

how much column space is

and

allocated to different topic areas
a n d h o w m u c h a d v e r t i s i n g t h e r e is.

English

•

The

for e x a m p l e

D i v i d e the g r o u p into t w o , so that

Times.

description of the n e w s p a p e r that

The others study

The

E l Pais.

T h e y s h o u l d analyse all the different

they have b e e n e x a m i n i n g to the

sections of their n e w s p a p e r to see

class.

h o w m u c h column space is

allocated to different topic areas.
•

Students then w o r k together within
the larger g r o u p to p r o d u c e
sentences c o m p a r i n g the t w o
n e w s p a p e r s , for e x a m p l e : 'There are
m o r e sports
in

•

•

pages

in

The

Times t h a n

El Pais.'

Pool the observations by a s k i n g
e a c h g r o u p in turn to read out their
sentences.

P u t t h e s t u d e n t s i n t o g r o u p s a n d set
the

half of the g r o u p l o o k s at

• The students then present the

Times

El Pais.

Invite d i s c u s s i o n o n t h e

possible differences between the
two countries.

11

•

quiz.

Discuss the answers.


Newspapers

Where Are The Correspondents?
Excellent
way

practice

around

a

for

finding

newspaper

one's

and

H e a d l i n e ' C a l l M y Bluff'

A r t i c l e Pairing
Persuade

your

armoury

of

students
reading

to

use

their

A

panel

game

language

skills

words,

scanning

already

used

classrooms
but

not

as

in

with
yet

English
individual

with

newspaper

onwards

headlines

Level

Beginner

Level

and

Elementary

Activity type

Level

Intermediate

Activity type

Competitive

Pairwork/groupwork

Activity type

Groupwork

(optional)

Equipment/
Materials

None

Plus

One copy of two

Equipment/
Materials

Photocopies

Plus ...

A c o p y of a d i f f e r e n t

different

English

for e a c h g r o u p

...

language

newspaper and

the w o r l d for e a c h

activity/game

pair/group of students

•

•

G i v e each pair/group a p h o t o c o p i e d

A range of n e w s p a p e r

...

D i v i d e the class into groups or
teams, and give each team two or

give e a c h g r o u p t w o different

three articles with a m b i g u o u s

newspapers, preferably a quality

h e a d l i n e s , for e x a m p l e , ' S o a p O p e r a

newspaper and a tabloid.

Star Still i n C l o s e t ' o r ' S c h o o l s P l a c e
E m p h a s i s on Tables' (You w i l l

A s k e a c h g r o u p t o d r a w u p a list o f

need

t w e l v e different articles if there are

articles on the same subject in e a c h
•

Plus

Put the students into g r o u p s a n d

Put the students into pairs or s m a l l

groups.

None

a r t i c l e s (see b e l o w )

•
•

Equipment/
Materials
newspapers

a

photocopied map of

•

Pre-intermediate
onwards

four

newspaper, for e x a m p l e , different

teams.)

m a p of the w o r l d a n d a different

reports of the s a m e c r i m e ,

newspaper

conflicting reviews of the same film.

alternative stories that c o u l d e q u a l l y

g e n e r a l l y w o r k better for this

Students n e e d not read all the

well

activity).

articles in their entirety, but m e r e l y

(serious

newspapers

e n o u g h of each article to be able to

Tell t h e m that e a c h n e w s p a p e r has

•

•

the students to present their findings

correspondents for the n e w s p a p e r

to the class.

a c c o m p a n y these headlines.

T h e g a m e starts.

Each team presents

i n v e n t e d stories a n d the original

Extend the activity by e n c o u r a g i n g

their m a p the location of all the

Each team s h o u l d m a k e up three

their h e a d l i n e a l o n g w i t h the three

i d e n t i f y its s u b j e c t .

c o r r e s p o n d e n t s in different parts of
the w o r l d ; their task is to m a r k on

•

story.

•

The other teams decide w h i c h of

that they h a v e b e e n g i v e n .

the f o u r stories t h e y h a v e just h e a r d

At the e n d of the activity, all the

accordingly.

is the most plausible. A w a r d points
•

maps and newspapers can be
compared.

12


Newspapers

Chequebook

journalism

The

newshounds

have

some

good

-

them

for

stories
a

good

Level

can

sniffed

out

they

sell

Pushy
Se//

pictures

and

Level

onwards

Elementary

onwards

Activity type M i n g l e / o p e n s p a c e

activity

how

much
about

Materials
Plus...

from English language

Intermediate

Groupwork;

Equipment/
Materials

None
Newspaper
(see

activity

Plus

...

Photocopies
Photocopies of four
or five n e w s p a p e r

below)

articles, each from a
•

• Cut out i n d i v i d u a l short n e w s stories

a l o w - c u t d r e s s or B r a d Pitt w i t h o u t

is

one good source.

newspaper and give the journalists

•

to the highest b i d d e r . T h e y h a v e to

newspaper

•

to omit the headlines.

D i v i d e the class into 'editors' a n d
•

T h e p h o t o g r a p h e r s s h o u l d try to sell

British

newspaper

they are taken f r o m , s u p p o r t i n g their
decision using their o w n k n o w l e d g e

the highest price.
Encourage fierce c o m p e t i t i o n !

Tell t h e m to s k i m the articles a n d

decide which

their p h o t o g r a p h s to the editors for

•

G i v e y o u r students a s e l e c t i o n of
perhaps five articles. You m a y wish

'photographers.'

a story e a c h .
• The journalists a i m to sell their story

•

his shirt.

• Divide the class into 'journalists'
and 'editors.' A s s i g n the editors a

different

Cut out some typical paparazzi
shots, for e x a m p l e Jennifer L o p e z in

from a n e w s p a p e r - the ' N e w s in

Guardian

onwards

(optional)

below)

The

have

language

competitive

photographs

newspapers

of

students

Level

activity

None

(see

your
English

Activity type

Equipment/
Brief n e w s stories

section

See

newspapers

Equipment/

Brief

English

price?

Intermediate

Materials

learn

Spot the Paper

learned

Activity type M i n g l e / o p e n s p a c e

Plus ...

Paparazzi

of the press.
•

A l t e r n a t i v e l y this c a n be p l a y e d as a

think of different a r g u m e n t s that w i l l

g a m b l i n g game, the students w h o

persuade the editors of e a c h

guess correctly w i n n i n g token

newspaper to b u y their story.

money, the others losing their
o r i g i n a l bets.

• The editors have a l i m i t e d b u d g e t ,
but are a l l k e e n t o i n c r e a s e t h e i r
readership.
• At the e n d of t h e a c t i v i t y t h e e d i t o r s

tell t h e c l a s s w h i c h s t o r i e s t h e y h a v e
bought and give their reasons.

13


Newspapers

Chequebook
The

newshounds

have

some

good

-

them

for

stories
a

good

Level

Pushy

Journalism
sniffed
can

out

they

Sell

pictures

and

English

See

how

learned

much
about

Level

onwards

Elementary

Level

onwards

Plus...

Brief n e w s stories

Materials
Plus...

Equipment/
Materials

None
Newspaper

from English language

photographs

newspapers

(see

Plus

...

onwards

Photocopies
Photocopies of four
or five n e w s p a p e r

below)

articles, each from a

below)
•

a low-cut dress or Brad

from a n e w s p a p e r - the ' N e w s in

newspaper and give the journalists

t o the highest b i d d e r . T h e y h a v e t o

•

G i v e y o u r students a s e l e c t i o n of
perhaps five articles. You m a y w i s h

D i v i d e the class into 'editors' a n d
•

'photographers.'

Tell t h e m to s k i m the articles a n d
decide which

•

a story e a c h .
• The journalists a i m to sell their story

newspaper

to omit the headlines.
•

• Divide the class into 'journalists'
and 'editors.' A s s i g n the editors a

Pitt w i t h o u t

his shirt.

is

one good source.

different

Cut out some typical paparazzi
shots, for e x a m p l e Jennifer L o p e z in

• Cut out i n d i v i d u a l short n e w s stories

Guardian

Intermediate

(optional)

Equipment/
None

The

have

language

competitive activity

activity

Equipment/
Materials

of

students

Activity type G r o u p w o r k ;

Activity type M i n g l e / o p e n s p a c e

activity

(see

your
English

newspapers

price?

Intermediate

section

learn

sell

Activity type M i n g l e / o p e n s p a c e

Brief

Spot the Paper

Paparazzi

•

British

newspaper

T h e p h o t o g r a p h e r s s h o u l d try to sell

they are taken f r o m , s u p p o r t i n g their

their photographs to the editors for

decision using their o w n k n o w l e d g e

the highest price.

of the press.

Encourage fierce c o m p e t i t i o n !

•

A l t e r n a t i v e l y this c a n be p l a y e d as a

think of different a r g u m e n t s that w i l l

g a m b l i n g game, the students w h o

persuade the editors of e a c h

guess correctly w i n n i n g token

newspaper to b u y their story.

m o n e y , the others losing their
o r i g i n a l bets.

• The editors h a v e a l i m i t e d b u d g e t ,
but are a l l k e e n t o i n c r e a s e t h e i r
readership.
• At the e n d of t h e a c t i v i t y t h e e d i t o r s
tell t h e c l a s s w h i c h s t o r i e s t h e y h a v e
bought and give their reasons.

13


Articles
M a n y c o u r s e b o o k s c o n t a i n a r t i c l e s , o r parts o f
articles, from newspapers and m a g a z i n e s .
S o m e t i m e s , these are g r a d e d t o t h e s t u d e n t s ' l e v e l ,
but i n c r e a s i n g l y t h e y r e m a i n a s a u t h e n t i c m a t e r i a l .
V e r y o f t e n , ' r e a l ' a r t i c l e s are i n c l u d e d a l o n g w i t h
appropriate activities, w h i c h dovetail w i t h the
book's grammatical and lexical syllabus.
Selecting your o w n articles from English language
n e w s p a p e r s a n d m a g a z i n e s has a d d i t i o n a l

advantages. Newspapers and magazines contain
a n e n o r m o u s r a n g e o f text t y p e s . M a n y s u b j e c t s
are c o v e r e d in a v a r i e t y of styles a n d registers,
a l l o w i n g y o u t o c h o o s e s o m e t h i n g that suits b o t h
y o u r s t u d e n t s ' n e e d s a n d interests. A r t i c l e s c a n b e
t o p i c a l . Students c a n use t h e i r k n o w l e d g e o f
current events as w e l l as their o w n e x p e r i e n c e to
h e l p t h e m u n d e r s t a n d w h a t t h e y are r e a d i n g a n d
this w i l l h e l p t h e m b e c o m e m o r e c o n f i d e n t .


Articles

Information G a p
Different
same

newspapers

often

cover

the

stories

Same

story

differences

Level

Elementary

Activity type

Collocation

Style a n d Register

onwards

but
in

look

out

for

the

language

Level

Intermediate

Exploit
and

onwards

newspapers
practise

Prediction

in
new

order

Intermediate

Pai rwork/grou p w o r k

P a i r w o r k/g r o u p w o r k

Activity type

Pairwork/groupwork

Activity type

Photocopies

Equipment/
Materials

Photocopies

Equipment/
Materials

Photocopies

Plus...

Two

Plus

Two

Plus

A

articles

...

(see b e l o w )

newspaper

a r t i c l e s (see

and a simple table

(see

(see

below)

...

below)

a n d a list of q u e s t i o n s

below)

onwards

n e w s p a p e r article

(see

•

present

Level

Equipment/
Materials

newspaper

to

collocations

below)

F i n d a text w h i c h is r i c h in
c o l l o c a t i o n s . Political articles are

• Choose two articles, both on the

C h o o s e t w o articles f r o m t w o

g o o d a n d full of such e x a m p l e s as

same subject, f r o m t w o different

•

newspapers, both on the same

'hotly d e n i e d ' , 'flatly refused' or

newspapers. Before the lesson,

subject but differing in terms of style

'sweeping

p r o d u c e a set o f q u e s t i o n s w h i c h fit

a n d register. B e f o r e the l e s s o n ,

any of the f o l l o w i n g c a t e g o r i e s :

p r o d u c e a table consisting of three

(a) q u e s t i o n s b e s t a n s w e r e d u s i n g

vertical c o l u m n s headed 'Information

information from both the articles;

contained o n l y in article A',

(b) q u e s t i o n s e l i c i t i n g d i f f e r e n t

'Information contained only in

answers from the t w o articles:

a r t i c l e B', ' I n f o r m a t i o n c o n t a i n e d i n

(c) q u e s t i o n s , t h e a n s w e r s t o w h i c h

articles A a n d

B'.

Photocopy one

can only be f o u n d in o n e of the

c o p y of this table, as w e l l as a c o p y

articles. P h o t o c o p y o n e c o p y o f the

of e a c h article, for e a c h student.

set o f q u e s t i o n s , a n d o n e c o p y o f
each article, for e a c h student.

•

Put the class into t w o g r o u p s : g r o u p
A a n d g r o u p B. G i v e e a c h student in

• Put t h e c l a s s i n t o t w o g r o u p s : g r o u p

e a c h student in g r o u p B a c o p y of

in group A a c o p y of article A, a n d

article B. A s k the students to read

each student in g r o u p B a c o p y

the w h o l e of their article i n d i v i d u a l l y

of article B. A s k the students to

and resolve any problems, either by

read the w h o l e o f t h e i r a r t i c l e

discussion, w i t h i n their g r o u p or by

individually at this stage.

using a dictionary.
•

At the e n d of this stage put students

articles, t h e y s h o u l d , w i t h i n t h e i r

into AB pairs. G i v e e a c h pair a table

groups, resolve a n y v o c a b u l a r y

to fill in. W h e n they have finished

p r o b l e m s , first b y d i s c u s s i o n a n d

ask t h e m to select four or five of the

then, if necessary, by u s i n g

items that they h a v e written

dictionaries.

c o l u m n labelled 'Information in

• Hand out the q u e s t i o n s . W o r k i n g in
A B pairs, students p o o l i n f o r m a t i o n
and discuss d i f f e r e n c e s in t h e i r
answers.

articles A a n d

P h o t o c o p y t h e list f o r e a c h p a i r o f
students.
•

u n d e r l i n e the phrases that express
these items. Discuss the differences
in language.

15

In pairs s t u d e n t s try to m a t c h t h e
w o r d s in order to r e p r o d u c e the ten
collocations. C h e c k their answers at

this stage.

•

A s k the students w h i c h current news
story the c o l l o c a t i o n s have been
t a k e n f r o m . If t h e y d o n ' t k n o w , tell
t h e m . A s k the students to suggest
any other phrases or vocabulary
items that they think are likely to
o c c u r in the story a n d write these
on the b o a r d .

•

In pairs or g r o u p s , the students
include the original collocations,
and any of the phrases agreed o n , in
order to create their o w n version of
the o r i g i n a l n e w s story.

in the

B'. A s k t h e m t o

Take out ten c o l l o c a t i o n s a n d type
t h e m a s a list o f i n d i v i d u a l w o r d s .

g r o u p A a c o p y of article A, a n d

A and group B. G i v e e a c h student

• W h e n the students h a v e read their

•

changes'.

•

T h e students then read the original
newspaper article and c o m p a r e it
with their o w n version.


Articles

Headline

Prediction

Maximize

your students' curiosity

before

reading

Level

a

newspaper

A roleplay with a difference

Level

Pre-intermediate

Level

Pre-intermediate

a

good

film

Activity type G r o u p w o r k

Activity type G r o u p w o r k ;

Equipment/

(optional)

Equipment/

Equipment/

O H P ; photocopies

Materials

A newspaper article

Plus ...

below)

P r e - i n t e r m e d iate
onwards

homework

(see

enjoys

onwards

Activity type G r o u p w o r k

Plus ...

Everybody

article

onwards

Materials

Film Reviews

Obituaries

Materials
Photocopies

Plus ...

F o u r or f i v e o b i t u a r i e s

Photocopies
A s e l e c t i o n of f i l m
reviews

a n d a sheet of p a p e r
•

with four or five

On an O H P , s h o w the students the

(see

s h o u l d try t o p r e d i c t w h a t t h e a r t i c l e
might be about.
•

similar in length. Photocopy one
c o p y of e a c h for every student.

•

C o l l e c t four or five interesting
•

Put the class into g r o u p s of four or

obituaries.

e a c h obituary for every student.

five (depending on the n u m b e r of

Put the students into four or five

student in e a c h g r o u p a different

groups. G i v e each g r o u p a different

film review. A l l o w the students time

o b i t u a r y to study.

to read the reviews.

Y o u m a y w i s h to ask the students to
write them on O H T s in order to

Photocopy one copy of

reviews you
•

w o u l d like the article to answer.

•

below)

O n c e they have agreed on the

t h e m to write ten q u e s t i o n s that they

•

Select four or five reviews of current
c i n e m a releases. They s h o u l d be

actual subject of the article, put
t h e m into small groups a n d ask

•

•

names on it

headline to an article. Students

•

W h e n they

have fully

understood

•

have).

Give each

Take b a c k the r e v i e w s . Tell the

c o m p a r e t h e m as a class.

the c o n t e n t of the article that they

students that e a c h g r o u p is g o i n g

have been given,

out to see a f i l m together; they have

Students then read the article to see

into n e w groups. Each of these n e w

to d e c i d e w h i c h film they want to

w h e t h e r their o w n questions have

g r o u p s s h o u l d c o n t a i n a t least o n e

see. Students discuss the films and

been

student from e a c h of the original

negotiate a plan for the e v e n i n g .

answered.

groups.

In their g r o u p s , the students m a y
then discuss likely answers to their

reseat the class

•

•

remaining questions.

Each g r o u p then tells the class

E a c h s t u d e n t takes it in turns to

w h i c h film they have chosen and

r e m i n i s c e a b o u t their life a n d t i m e s .

why.

( O n l y a l l o w reference to the text if
essential.) T h e other students ask

•

At l o w e r levels, y o u m a y w i s h to

questions and sympathize.

g r o u p t o g e t h e r t h e s t u d e n t s w h o are

G i v e t h e m time, o n c e the activity is

they meet the other students w h o

over to m a k e notes, asking further

have read a different review.

reading the s a m e review, before
•

questions if necessary. These notes
c a n then be written up for
homework.

16


Articles

Day-by-Day Weather Reports
Everybody
always
prepare

knows
talk

that

about

your

Level

the

the

English

weather

-

W o r l d W e a t h e r Reports
Widen

your

class's

Everybody
question

horizons

loves
is,

is

giving
it

advice

good

-

the

enough?

students!

Level

Beginner to
Pre-intermediate

Activity type

Whole

Equipment/
Materials

O H P

Plus...

weather

A g o n y Aunts

Level

Pre-intermediate
onwards

class

(optional);

Activity type

Whole

Equipment/
Materials

Single V H S

Activity type

class

player

photocopies

+ TV (optional);

A weather

photocopies

report

Plus...

c o p y of the w o r l d

national or international) f r o m the

weather

current day's n e w s p a p e r , or m a k e a

Photocopies

Plus...

A problem

page

from a magazine
or

•

newspaper

•

report

M a k e a r e c o r d i n g of the TV n e w s

replies giving advice.
•

weather report and m a k e a c o p y of
• Study it as a c l a s s , f o c u s i n g on t h e

the ' A r o u n d the W o r l d ' section of

language used to d e s c r i b e the

the current day's n e w s p a p e r

weather.

weather report for every t w o or

•

weather is like. A s k t h e m if they

•

three of the replies and p h o t o c o p y

•

language used.

in the class.

H a n d out the ' A r o u n d the W o r l d '
p h o t o c o p i e s a n d allocate a city to

weather. M a k e a r e c o r d of t h e s e .

•

p h o t o c o p y of the three replies) a n d

prepare to give a brief w e a t h e r

the w e a t h e r h a s b e e n l i k e . C o m p a r e

report f r o m their part of the w o r l d .

the c l a s s ' s f o r e c a s t w i t h t h e o n e i n

G i v e t h e m time to prepare this a n d

the p r e v i o u s d a y ' s n e w s p a p e r .

h e l p with a n y v o c a b u l a r y ; ask t h e m

ask e a c h pair of students to m a t c h
t h e m . E x p l a i n that there are three
letters that d o n o t yet h a v e a n y
replies.

to be imaginative.
•

W h e n y o u feel that y o u r students

•

•

C h e c k the m a t c h i n g e x e r c i s e as a
class.

are p r e p a r e d , record t h e m g i v i n g
their i n d i v i d u a l w e a t h e r reports.

H a n d out the p h o t o c o p i e s w i t h the
letters a n d a n s w e r s (but n o t the

e a c h student. A s k the students to
• The f o l l o w i n g day, talk a b o u t w h a t

Finally, p h o t o c o p y both pasted up
pages, o n e for e a c h pair of students

true, a n d e n c o u r a g e t h e m t o m a k e
•

Paste these o n t o a p i e c e of p a p e r in
a random order; however, omit
these o n t o another piece of paper.

S h o w y o u r students the v i d e o of the
weather report and study the

think that t h e f o r e c a s t w i l l c o m e

C u t t h e p a g e u p , s o that e a c h letter
and each reply is n o w separate.

three students.

• Tell t h e s t u d e n t s t o l o o k o u t o f t h e

T a k e a p r o b l e m p a g e that has a
v a r i e t y o f p r o b l e m letters a n d

photocopied O H T of the forecast,

their o w n p r e d i c t i o n s a b o u t t h e

Equipment/
Materials

A c a m c o r d e r or a

(see b e l o w ) a n d a

weather report/forecast (local,

w i n d o w a n d talk a b o u t w h a t the

Pairwork

cassette-recorder

• G i v e the s t u d e n t s a c o p y of a

and present this.

Pre-intermediate
onwards

•

E x p l a i n to the students that they are
n o w w o r k i n g a s ' a g o n y aunts' for

This activity w o r k s particularly well

the same newspaper. W o r k i n g in

with a multilingual class presenting

pairs, they are to write the replies to

weather reports for their o w n

t h e t h r e e u n a n s w e r e d letters.

countries.
•

W h e n the students have finished
their replies, put these up a r o u n d
the class and e n c o u r a g e t h e m to
read e a c h other's.

•

At the e n d of the lesson, h a n d out
the real a g o n y a u n t replies for the
students to c o m p a r e w i t h their o w n .

17


Articles

Use

newspaper

discourse

articles

to

create

a

A

text-completion

Level

Pre-intermediate

focuses

on

Students
spare

probably
time

Level

Intermediate

Photocopies

Plus

Two

Plus ...

newspaper

a r t i c l e s (see

below)

this

in

their

Beginner to

Activity type M i n g l e ; h o m e w o r k
(optional)

Equipment/
Materials

do

anyway!

Pre-intermediate

Activity type P a i r w o r k

Pairwork

Equipment/
Materials
...

that

onwards

onwards

Activity type

task

register

puzzle

Level

T V Partners

Plagiarists

Scissors

Photocopies

Equipment/
Materials

Twonewspaper
a r t i c l e s (see

Plus ...

below)

Photocopies
A TV s c h e d u l e
from a newspaper

•

Take t w o articles on the s a m e subject

•

and f r o m the s a m e newspaper, but

t h e s a m e story, t h e first f r o m a

from two consecutive days.

tabloid newspaper, and the s e c o n d

Ensure

from a broadsheet.

that the t y p e f a c e in e a c h article is
the
•

•

P h o t o c o p y o n e c o p y of each article

Cut up each c o p y of the article
c o l u m n by c o l u m n , and then cut
between each

•

paragraph.

•

M i x up the t w o articles, but m a k e

Put e a c h pair of cut-up articles into
an e n v e l o p e . D o n ' t forget to keep a

i n t h e U K , try t o u s e the T V s c h e d u
for that e v e n i n g . If y o u are w o r k i n g

but cut the broadsheet article into

a b r o a d , try t o i n c l u d e a T V s c h e d u

t w o after the s e c o n d o r t h i r d

that i n c l u d e s s o m e English l a n g u a g

paragraph.

channels.

Study the article from the tabloid

•

m a r k e d o n it. ( Y o u m a y w i s h t o o r r
this stage a n d ask y o u r students to

register a n d style.
•

D i v i d e your class into pairs a n d give
each pair o n e of the envelopes. A s k
t h e m to piece the articles back
•

Put y o u r students into pairs. G i v e

m a k e the table d u r i n g the class.)
•

D i v i d e the students into pairs a n d

e a c h p a i r t h e first s e c t i o n o f t h e

give each pair the p h o t o c o p i e d TV

broadsheet article. Ask them to

s c h e d u l e , a n d the table if y o u have

identify any differences in style

p r e p a r e d it. T h e s t u d e n t s d e c i d e

between the t w o articles. Write

individually what they wish to

these up on the board.

w a t c h that e v e n i n g . T h e y h a v e t o
w a t c h T V c o n t i n u o u s l y b e t w e e n si:

T h e n ask the students to w o r k in

o'clock and midnight.

pairs to c o m p l e t e the s e c o n d article.
They should select any appropriate

•

i n f o r m a t i o n f r o m t h e first, b u t

•

M a k e a simple table with each h o i
f r o m six o ' c l o c k until m i d n i g h t ,

particular attention to issues of

c o p y of the c o m p l e t e versions.

together again.

P h o t o c o p y the TV s c h e d u l e for eac

P h o t o c o p y b o t h articles for the

w a y that y o u w i s h to, p a y i n g

c o p y of e a c h article at a time.

•

•

below)

n u m b e r of students in your class,

n e w s p a p e r with the class in any

sure that y o u d e a l w i t h o n l y o n e

•

(see

pair of students. If y o u are w o r k i n g

same.

for e a c h pair of students.
•

and a simple table

C h o o s e t w o news articles reporting

H a v i n g filled in the f o r m , the
students then m i n g l e to find their

s h o u l d a t t e m p t to r e f o r m u l a t e it in a

m o s t c o m p a t i b l e T V p a r t n e r f o r the

style a n d register m o r e a p p r o p r i a t e

e v e n i n g , a s k i n g q u e s t i o n s l i k e , 'I'm

to the s e c o n d newspaper.

watching Blind Date. Are you?'

Finally, give e a c h pair the c o p i e s of
t h e rest o f t h e s e c o n d a r t i c l e .

•

As h o m e w o r k , y o u c o u l d ask the
students to w a t c h o n e English
l a n g u a g e p r o g r a m m e that e v e n i n g .

18


Articles

' P e o p l i n g ' the N e w s

C o u c h Potatoes
Something

of

a challenge!

Reconstructing
human

Level

Elementary

to

Intermediate

Activity type

Groupwork;
homework

Equipment/
Materials

Photocopies

Plus...

A TV

(optional)

the

resources

news
at

using
your

the

A n d Today's A r t i c l e is ...
Unsure

which

Level

Intermediate

Activity type

Groupwork/mingle

Equipment/
Materials

Photocopies

Level

onwards

Newspaper

article/s

(see b e l o w ) a n d a

schedule

from a newspaper

to

read

next?

Pre-intermediate
onwards

Activity type

Plus...

article

disposal

Groupwork

Equipment/
Materials

None

Plus

Four or five short

...

cassette-recorder or

newspaper

camcorder

on a range of topics

(optional)

articles

and a simple table
(see b e l o w )

•

• P h o t o c o p y a TV s c h e d u l e for the

Find an interesting story in the n e w s

•

D i v i d e the class into four or five

that has an i m p o r t a n t h u m a n -

groups. G i v e e a c h g r o u p a different

interest e l e m e n t a n d that i n v o l v e s a

article.

day and, if y o u w i s h , a table w i t h

meeting between the characters in

the h o u r s b e t w e e n s i x o ' c l o c k a n d

t h e story. Try t h e g o s s i p c o l u m n s o f

m i d n i g h t m a r k e d o n it.

national dailies, local newspapers

alone, a n d then, w o r k i n g as a

and gossip magazines such as

g r o u p , t o p r o d u c e a list o f f i v e

• Ask your students to read the TV

Hello!

or

•

Tell the students to read their article

r e a s o n s w h y t h e rest o f t h e c l a s s

OK!

s h o u l d read the article. G i v e t h e m a

schedule individually a n d to write
d o w n their p r e f e r r e d list o f

•

the story, or f o l l o w a series of

t h e m t h a t t h e y must s p e n d t h e e n t i r e

articles as they a p p e a r o v e r a f e w

evening w a t c h i n g television.

days.

• Put t h e s t u d e n t s i n t o g r o u p s o f t h r e e

•

use an article w h i c h deals with a

schedules.

dramatic, and possibly emotional,
m e e t i n g ; p e a c e talks are g o o d
e x a m p l e s . After studying the article

spend the e v e n i n g w a t c h i n g T V

a n d d i s c u s s i n g the feelings of all

together a n d t h a t t h e r e i s o n l y o n e

i n v o l v e d , set u p a r o l e p l a y i n w h i c h

television in the h o u s e . In t h e i r

the students re-enact the m e e t i n g

groups they h a v e to n e g o t i a t e a

t h e y h a v e just b e e n r e a d i n g a b o u t .

compromise schedule w h i c h they
all f i n d a c c e p t a b l e .

•

If y o u are u s i n g a series of a r t i c l e s ,
u s e a s t o r y that l e a d s up to a

• As h o m e w o r k , ask the students to

dramatic meeting. F o l l o w the events

watch one English l a n g u a g e

leading up to the meeting, and then,

programme that e v e n i n g .

on the d a y that the m e e t i n g itself is
d u e t o t a k e p l a c e , set u p a r o l e p l a y
i

in w h i c h the students enact the
meeting as they think it will h a p p e n .
•

•

E a c h g r o u p takes it in turn to
p e r s u a d e the class as a w h o l e that
their article is the most interesting.

If y o u are using o n l y o n e article,

o r four a n d ask t h e m t o c o m p a r e

• N o w tell t h e m that t h e y a l l h a v e t o

time limit.

Either study an article written a b o u t

programmes for the e v e n i n g . Tell

C o m p a r e the roleplay with w h a t
actually took place.

19

•

T h e class votes to d e c i d e w h i c h
a r t i c l e t h e y w o u l d l i k e t o l o o k at.

•

As h o m e w o r k y o u c a n give students
the s e c o n d most p o p u l a r article.


3
Songs
Students o f t e n c o m e i n t o t h e c l a s s r o o m h u m m i n g

M a n y s o n g s n o w c o m e w i t h a v i d e o . E x p l o i t this

s o n g s t o w h i c h t h e y d o n ' t k n o w the w o r d s .

relationship. You m a y also find the t e c h n i q u e s in

K n o w i n g the w o r d s g i v e s m a n y t e e n a g e r s k u d o s ,

t h e TV and Video c h a p t e r o f this b o o k u s e f u l w i t h

a greater i n s i g h t i n t o the m i n d s o f t h e i r i d o l s , a n d

songs,

may even help with language acquisition.
Teachers do not often have so m u c h curiosity
available in the c l a s s r o o m .
For learners, as i n d e e d for n a t i v e - s p e a k e r s , t h e
m a i n desire is to understand the s o n g , not
n e c e s s a r i l y the d e t a i l s , but at least t h e gist. N o n native speakers often find English language songs
particularly d a u n t i n g a n d frustrating. W h a t is
important, t h o u g h , is the relationship b e t w e e n the

m a t e r i a l a n d the task that is set.
T h e a c t i v i t i e s i n this s e c t i o n h e l p students t o
understand the songs, a n d in the process, d e v e l o p
their E n g l i s h i n t e r m s o f g r a m m a r , v o c a b u l a r y a n d
pronunciation.
Songs c a n often be bought c h e a p l y in
c o m p i l a t i o n s . Students m a y h a v e t h e i r o w n
collections of English songs, and they appreciate
i t w h e n the t e a c h e r b o r r o w s o n e o f t h e i r s o n g s
a n d d e v e l o p s a l e s s o n a r o u n d it.

20


Songs

Line-by-Line M i n g l e
Students

mingle

to

unmuddle

a

song

Shake,

take,

slake,

rhymes

for

'-ake'

think

Level

Level

Beginner to

Mingle/open

Activity type

space

many

students

An

below)

*

Photocopy the w o r d s of a s o n g a n d

Activity type

Pa i r w o r k / g r o u p w o r k

Mingle;

Equipment/
Materials

Single cassette player;

Plus

A r e c o r d i n g of a s o n g

...

and the w o r d s

•

(see

a r e c o r d i n g of a s o n g

•

and the w o r d s

category, for e x a m p l e n o u n s , verbs,

below)

or adjectives.

to allocate t w o students to a line.)
• Ask the students to s t a n d u p .

omitted.

the c o r r e c t s e q u e n c e , i n o r d e r t o

c o p y for e a c h student.

cross wherever they think a w o r d

text

missing.
breath

you

form the lines of the s o n g , in t h e
•

•
•

At the t o p of a s m a l l poster, w r i t e
e n d i n g of o n e of the w o r d s that y o u

jostling for p o s i t i o n , p l a y t h e s o n g ,
and see i f t h e s t u d e n t s w a n t t o
move. You m a y n e e d t o d o this
more than o n c e .

should read the s o n g a l o u d , s a y i n g

•

one line e a c h . T h e y c o u l d e v e n s i n g

w o r d s for the gaps.

poster

created might be possible in the

Discuss w h i c h of the

context of the s o n g a n d h o w these
alternatives might c h a n g e the

D i v i d e your class into pairs and

w i t h the s o u n d that has b e e n
indicated.
Put the posters up a r o u n d the r o o m ,
a n d give the students the g a p p e d
text of the s o n g . T h e y s h o u l d
circulate, trying to c o m p l e t e the
gaps in their texts by s e l e c t i n g the
w o r d s from the posters.
•

Play the song and c h e c k the
alternatives that the students h a v e

have to write on the posters all the

•

•

group of line endings.

words they can think of w h i c h end
"

N o w w o r k i n g in small groups the

answers.

circulate the posters. The students

it, but d o n ' t c o u n t o n i t !

C h e c k t o g e t h e r as a c l a s s .

have o m i t t e d . Repeat this for e a c h

/eik/

• O n c e the lines are in o r d e r , s t u d e n t s

is

students then brainstorm possible

the p h o n e m i c transcription for the

• W h e n the students h a v e f i n i s h e d

Put the students into pairs, a n d give
e a c h pair the text. A s k t h e m to put a

Every m o v e y o u

correct order.

•

line of the lyrics, and m a k e o n e

Every

• T h e n ask t h e m to s t a n d in a l i n e in

Do not indicate

where t h e s e w o r d s h a v e b e e n

C h o o s e a song, preferably with
for this. Put a gap at the e n d of e a c h

the lines o f t h e s o n g , y o u m a y h a v e

Type up the song, omitting w o r d s
belonging to one grammatical

multiple rhymes; 'rap' is excellent

(If y o u h a v e t o o m a n y s t u d e n t s f o r

below)

knowledge

of p h o n e m i c chart;

cut u p the s o n g l i n e b y l i n e .

onwards

photocopies

Single cassette player;

(see

• G i v e e a c h l i n e to a d i f f e r e n t s t u d e n t .

standard

Elementary

Teacher's

Plus...

a n d a cut-up text

the

Level

photocopies

A r e c o r d i n g of a s o n g
(see

to

Pre-intermediate

Equipment/
Materials

Single cassette player;

alternative

gap-fill

(optional)

photocopies

•

how

onwards

Equipment/

Plus...

your

grou pwork/pa i rwork

activity

Materials

rake
can

of?

Intermediate

Activity type

W h e r e A r e all the Nouns?

Every Breath You Fake ...

Finally, play the s o n g to c h e c k the
answers.
21

meaning.


Songs

Picture

W r o n g W o r d s in Text
Old

MacDonald

Level

had

a

pram

...

and on

that farm

Level

A l l levels

Activity type

(optional)

Equipment/
Materials

Equipment/
Single cassette player;

•

Beginner

...

Old

a

Level

and

Whole

Plus...

A r e c o r d i n g of a s o n g

MacDonald

had

Beginner to
Intermediate

class

Single cassette player;

Activity type

Pairwork

Equipment/
Materials

Single cassette player

Plus

A r e c o r d i n g of a s o n g

photocopies

A r e c o r d i n g of a s o n g

...

a n d the w o r d s

a n d the w o r d s

a n d the w o r d s

(see

(see

(see

below)

Type up a s o n g s u c h as ' O l d

•

below)

Type up a s o n g s u c h as ' O l d

•

below)

Type up a s o n g s u c h as ' O l d

M a c D o n a l d had a farm', replacing

M a c D o n a l d had a farm' with the

wrong, possibly hilarious, 'mistakes'

the target v o c a b u l a r y w i t h s m a l l

w o r d s in s o m e of the lines put into

into the text, for e x a m p l e ' O l d

pictures, for e x a m p l e :

the w r o n g order. M a k e a c o p y for

had

a

e a c h pair of students.

pram'.
•

T h e students read the text, w o r k i n g
spot the mistakes a n d correct t h e m .
Play the song to c h e c k the answers.

Put the students into pairs a n d give
out the copies.

in pairs or s m a l l g r o u p s , a n d try to

•

farm

M a c D o n a l d had a farm', putting in

MacDonald

•

had a

photocopies

Photocopies

Plus ...

he

Elementary

Activity type P a i r w o r k / g r o u p w o r k

Materials

Jumbled W o r d s

Gaps

•

Play the s o n g a n d ask the students

•

t o s i n g a l o n g w i t h it.
•

At the e n d , ask t h e m to write d o w n
the w o r d s next to each picture.

22

Students w o r k together to put the
w o r d s into the correct order within
the lines.

•

Play the s o n g to c h e c k the answer;


Songs

Song D i c t a t i o n

Singogloss
A

challenging

dictogloss

variation

on

the

Mind

the

Split Song
A

gap!

Level
Activity type

Elementary

Level

onwards

Activity type

Pai r w o r k / g r o u p w o r k

Equipment/
Materials

Single cassette player;

Plus...

Plus...

A r e c o r d i n g of a s o n g
and the w o r d s

Activity type

Pairwork

Equipment/
Materials

Single cassette

Single cassette

player;

with

• Play the s o n g t h r o u g h o n c e . A s k t h e

Plus...

and the w o r d s
(see

it again, pausing briefly at the e n d

lines c o m p l e t e

(copy A), a n d the other w i t h the

copy

e v e n n u m b e r e d lines g a p p e d and

G i v e e a c h student a b l a n k p i e c e of

( c o p y B).

paper, or alternatively, a c o p y of the

or B for e a c h student.

m i s s i n g w o r d in the s o n g .
•

•

M a k e o n e c o p y of either A

Play the s o n g , if necessary p a u s i n g
ask the students to write it d o w n as

• P l a y it a g a i n .

it.
•

the other c o p y B. Play the s o n g

R e p e a t as often as the students feel

again, p a u s i n g every f e w lines. A s k

t h e y n e e d it. A f t e r l i s t e n i n g t o t h e

based on their n o t e s .

the students to c o m p l e t e the g a p p e d

song e a c h time, they c o m p a r e their

lines individually.

texts w i t h their partner's.

• Finally, c o m p a r e t h e i r texts to t h e
•

Finally,

h a n d out the copies of the

full text for the students to c h e c k .

Split the class into pairs, giving o n e
m e m b e r of each pair c o p y A, and

a dictation.
•

Play the song through o n c e . Ask
students o n e or two questions about

at the end of each line or verse, a n d

e x p e c t e d t o w r i t e d o w n a l l o f it.

original s o n g lyrics.

a

song with a line indicating every

down any important w o r d s or

their n o t e s a n d t h e n c o n s t r u c t a t e x t

Make

n u m b e r e d lines g a p p e d and the
even numbered

and

the o d d n u m b e r e d lines complete
•

of each verse. T h e y are to w r i t e

• In pairs or s m a l l g r o u p s , t h e y p o o l

Stones)

C h o o s e a s o n g a n d type it u p . M a k e
t w o c o p i e s , o n e w i t h the o d d

Play

e x a m p l e s are

(Rolling

below)

below)

for e a c h student in the class.

it.

phrases t h e y h e a r - t h e y a r e n o t

Good

player;

A r e c o r d i n g of a s o n g

and the w o r d s

Yellow ( C o l d p l a y ) .

students o n e o r t w o q u e s t i o n s a b o u t

• Tell t h e m t h a t y o u a r e g o i n g t o p l a y

Fire

levels

A r e c o r d i n g of a s o n g

Choose a slow song with clear
words.

students

photocopies

•

w o r d s for e a c h s t u d e n t .

the

Pa i r w o r k / g r o u p w o r k

• Choose a song, preferably o n e that
•

where

answers

(optional)

(see

tells a story. M a k e o n e c o p y o f t h e

activity
the

All

onwards

photocopies

photocopies

all

Level

Elementary

(optional)

Equipment/
Materials

listening

have

idea

•

W h e n the dictation is finished,
students c h e c k the answers with
their partners.


Songs

Running D i c t a t i o n
'Run

rabbit,

My

run'

your

Cef

they

students

probably

to

talk

'A and R People'

Song
talk
about

about
outside

what
class

Your

class

keep

a

look

out

for

new

talent

anyway!

Level

Elementary

Activity type
Equipment/
Materials

Level

onwards

Competitive

Activity type W h o l e c l a s s

activity/game

Equipment/
Materials

Plus...

•

Run

fun,

fun,

run,

pie/So
run,

Single cassette

Plus...

R e c o r d i n g s of a
variety of songs
(see

below)

•

run

give

rabbit,

the

fun/He'll

get

run

rabbit,

run f o r e a c h

by

his

without
run

•

his

rabbit,

student,

•

•

and

below)

C h o o s e a s e l e c t i o n of songs w h i c h
students; they m a y be very recent,
or they may be 'oldies'.

Let t h e o t h e r s t u d e n t s a s k q u e s t i o n s .
T h i s c a n be d o n e , either as a s i n g l e

•

(see

Introduction),

r e c o r d c o m p a n y (they select a n d

through

market the bands).

the term or course.
•

Play the s o n g through o n c e . A s k the

D e s c r i b e the role of Artist a n d
Repertoire p e r s o n n e l in a m o d e r n

lesson, or as an o n g o i n g series or
'thread'

player

you think will be u n k n o w n to your

them.

run,

farmer

T h e y play the m u s i c to the class,
and e x p l a i n w h y it is important to

poster.

Put the class into g r o u p s . Tell the
students that they are 'A a n d R

students o n e or t w o questions about

•

Groupwork

Equipment/
Materials

their favourite song in English, a n d

o n e large c o p y , to be u s e d as a

•

A s k your students to c o m e in with

Activity type

t o b e p r e p a r e d t o t a l k a b o u t it.

rabbit,

run/Don't

rabbit

Single cassette player

a n d the w o r d s

M a k e o n e c o p y of the w o r d s of the

run,

Pre-intermediate
onwards

A r e c o r d i n g of a s o n g
(see

song:

Level

onwards

Single cassette player;
photocopies

•

Elementary

it.

p e o p l e , ' a n d that they are g o i n g to

P l a c e the poster of the s o n g on a

promising young bands.

hear ' d e m o tapes' from s o m e

wall outside the classroom.
•
•

•

Put the students into g r o u p s of three
o r four. O n e student i n e a c h g r o u p

whether the b a n d is worth 'signing',

s h o u l d act as a ' s c r i b e ' , the others

the sort of p e o p l e the b a n d m i g h t

s h o u l d take it in turns to act as

a p p e a l to, a n d h o w the b a n d s h o u l d

'runners'.

be presented to the p u b l i c .

The runners read the song placed

•

outside the c l a s s r o o m . T h e y
m e m o r i z e as large a f r a g m e n t of the

•

group as quickly as possible, and
relay the text to the s c r i b e , w h o

h o w successful these bands have

then writes it d o w n .

actually

T h e groups then race e a c h other to
see w h i c h g r o u p c a n transcribe the
c o m p l e t e text o f t h e s o n g first.
As s o o n as o n e g r o u p has f i n i s h e d ,
play the s o n g a n d c h e c k the
answers.

•

To c o m p l e t e the session, if y o u have
sufficient k n o w l e d g e , tell the class

4

•

Repeat this p r o c e d u r e for e a c h
song.

song as they c a n , return to the

•

P l a y t h e first s o n g . T h e s t u d e n t s ,
w o r k i n g in their groups, discuss

Finally, give all the students a c o p y
of the w o r d s to the song.
24

been.


4

Readers
Most o f the m a j o r p u b l i s h e r s n o w p r o d u c e series

A c t i v i t i e s i n this s e c t i o n a l l o w students t o p r a c t i s e

of graded readers. T h e y are v e r y v a r i e d a n d

the skills of s k i m m i n g , s c a n n i n g , a n d d e d u c i n g

include c o n t e m p o r a r y f i c t i o n , a s w e l l a s c l a s s i c s

from context, as w e l l as creating an opportunity

and books o f f i l m s . T h e w i d e r a n g e o f titles m e a n s

for f l u e n c y practice. Students w i l l also be able to

that it is relatively easy for a s t u d e n t to c h o o s e a

extend their v o c a b u l a r y a n d d e v e l o p their w r i t i n g

book that fits their interests, or for a t e a c h e r to

skills.

choose a class reader that w i l l a p p e a l to a g i v e n
class.

T h e a c t i v i t i e s in t h e first part {Using a Class

The activities in this s e c t i o n f a l l i n t o t w o parts:

s a m e p o i n t i n the reader. T h e a c t i v i t i e s i n t h e

activities w h i c h c a n b e u s e d w h e n the w h o l e c l a s s

second

is using a single r e a d e r ; a n d a c t i v i t i e s to be u s e d

d e s i g n e d for w h e n s t u d e n t s h a v e c h o s e n t h e i r

when students are a b l e t o s e l e c t t h e i r o w n r e a d e r

o w n i n d i v i d u a l readers.

from the s c h o o l library, a b o o k s h o p or a s c h o o l supported m a i l o r d e r s c h e m e .
These activities a i m to m o t i v a t e students to r e a d ,
and to d e v e l o p as i n d e p e n d e n t l e a r n e r s . Initially,
students w i l l need to be s u p p o r t e d t h r o u g h the
reading process. T h i s c a n b e a c c o m p l i s h e d b y
dealing with p r o b l e m s o f c o m p r e h e n s i o n a n d
vocabulary, setting r e a l i s t i c r e a d i n g targets a n d
providing a p p r o p r i a t e l y c h a l l e n g i n g tasks. T h i s
will help to give students t h e c o n f i d e n c e t h e y
need to read i n d e p e n d e n t l y in t h e i r o w n t i m e .

Reader) d e p e n d o n t h e c l a s s h a v i n g r e a d t o t h e
part

(Using

Different

Readers)

are