100+ Ideas for Children - Teacher's Resource of topic-based activities [Macmillan Â©1997...

7/23/2019 100+ Ideas for Children - Teacher's Resource of topic-based activities [Macmillan 1997 Holderness, Hughes]

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Jackie Holderness

Annie Hughes

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M A C K

H E I N I

Engl ish Lan i

4 I L L A N

M A N N

: u a g e T e a c h i n g


2/94

1 0 0

min

I de a s fo r C h ild re n

Jackie Holderness

Annie Hughes

A Te a ch e r s R e s o u r ce B o o k o f to p ic-b a s e d

a c ti vi ti e s f o r ch i ld re n

M A C M I L L A N

H E I N E M A N N

E n g l is h L a n g u a g e T e a c h i n g


3/94

C o n t e n t s

INTRODUCTION

AGE 4

TOPICS AND LEXICAL SITS

A 6

LANGUAGE FOCUS

110

TOPIC 1

AMILIES

AGE 10

Children learn how to talk about their families.

TOPIC 2 NIMALS

AO

111

This topic introduces children to a wider range o f natural features, animals and wildlife than they might encounter

in the average coursebook.

TOPIC 3

UR WORLD

AGE 26

This topic enables children to travel around the world as w ell as venture into outer space.

TOPIC 4

HRISTMAS

AGE 34

This topic covers all the traditional material of the season in w ays that are b oth fun and interesting.

TOPIC

S

OLIDAYS

AGE 42

This topic gives children the opportunity to discuss w hat they enjoy do ing outside school.

TOPIC 6

OW THINGS WORK

AGE 50

From nam ing parts of a car to making elephants and windm ills, this unit examines how things work.

TOPIC 7

ALTH AND FITNESS

A0

SS

The body is the focus of this unit. Children talk about the food they enjoy and learn the parts of the body

through puppet ma king.

TOPIC 3

EOPLE

AGE 66

Children learn how to describe peop le from witches and thieves to their best friend

TOPIC 9

RAVELLING

AO

74

Following the theme of travel this unit lets children hunt for treasure, ma ke jigsaws and write poetry.

TOPIC 10 TORIES

A0

32

This unit stretches children's imagination as well as their vocabulary.

TAP1SCRIPTS

A

90

STORY SUMMARIES

A

96


4/94

ntroduction

I Plus

Ideas for

Children is a teacher's resource

book of over hundred activities - one hundred ond

lwenty ro be precise It is a collectron of lrstening,

~ p e a k i n g

reading and writing activities baseo around

the ten topics of Families Animals Our World

Christmas, Holidays

How Things

Work

Health

and

Fitness People Travelling and Stories.

I

Plus

Ideas for

Children

has been designed

and wriHen to support the teacher of English to young

learners.

To

th

is

end you will

fin

d that each activity

has

a cognitive challenge and o clear product, e.g. a

song is

sung, a mop

is

followed or o poem

is

written.

Each activity uses Erglish suitable for young learners.

Children need

to

be motivated by exciting and

relevant classroom activities f real understanding and

ocauisition

is

to toke place. Activities in

J

00

Pius

Ideas

for

Children hove these quali ties .

For

each topic you will find four photocopioble

pages.

For

each photocopiable there ore three

activities of different ability levels marked *.

*

* and

* *

*.

These activities ore des igned to cater for range

of ages, abilities and language levels.

You

con

use

these different activities for differ

ent

ability groups in

e9ch class or for

classes

of different

age

groups.

The first

three photocopioblcs for each topic

provide o listening ocivity, on

art

and c10ft activity and

o game. The fourth photocopioble is spl t into

lwo

sections.

This

photocopy provides o song

and

or

pOAm and also o writing activity for children with more

language experience.

L I S T E N I N G

C T I V I T I I S

The

first photoc

op

iable for each topic always centres

around o topescript. which is found on the

:Jccomponying listening cassette. The photocopioble

orovides three 1steni

ng

activities, ot a d ifferent level of

::iifficulty.

The

tapescrip

t

hove been

go

ihered together

JI the bock of

the

book. The topescripts ore signposted

oy a cosset;e symbol and the page

rnumbe

r for the

topescript is included in

the

VVhot you needsection for

the

re

levant activity.

It

s always helpful to listen to

the

topescript yourself before t

he

lesson, to check

the

pronunciation and intono'ion of new vocabulary and

phra ies or structures

O M I S

In each tcpic unit

you

wil l find a game. Gomes ore

challenging and exciting for young learners as they

w i

ll

use English

for real purposes and clear goals.

Before using a game in the classroom, you ore

advised to try it yourself f

irst

and understand how it

works.

S O N G S

Songs provide

good

opportunities

to

rev

is

e and

oonsordote previously taught language as well as a

chance

to

introduce new vocabulary

in

context. The

song activities in 7

00 Plus

Ideas

or

Children

encourage extended thinking about each song

through the language activi

ty

that accompanies them.

RT N D C R f T

1\tl.aking

and creating new things, e.g . a fortune tel ing

toy oro jointed puppet, through English, wi ll bring

the

language alive and make it satisfying for young

learners while also making it fun

On

the

photocopiables, a dotted line shows lines

rhat neecl to he folded, and a so lid line with n scissor

icon shows lines that need to be cut.

HOW TO

U S I

1 I ' LU

I D I A

FOR

C H I L D R I N

Each

activity in 700 Plus Ideas for Children has been

designed

to sta

nd alone. I00

Plus

Ideas

for Children

is not a coursebook and the topics and activi

ti

es do

not hove to be

used

in

any particular order.

100

Plus

Ideas

or Children has been designed so

that you con

dip

into the activities to use in your


5/94

teaching n activiti

es

con be used

to

exterd

0

topiC

f

ro

m a coursebook, to consolidate vocabulary or

st

r

uctures

a lready tc

llght

, or to introduce

new

vocob-lory or stru

ctu

res.

The

instructions ror

tf

' e activities ore opposie Ire

relevant photocopiable page

You

should read the

nstructio

ns corefu

ly,

before

the l : ~ : 0 1

so that you can

p

rero

re whatever is necessoy

Next to

the

instructions for each octiviy you will

find the aims clearly outlined, a list of the bnguage

needed for that particular activity and a li

st

of the

resources you will

need

The group

s

ze for each

activity

and the

opproxirrote h'llmg is also provided .

While

the tim

ing is included as a guidt=, yoo :.hould be

aware tot each doss

is

rlrffere"t and your class could

rake

a little MO C o

less

time tha n

in

dicated.

After

eoch activity there ore

useful

sugges tions for

a 'Follovvup activity'. shoulo you wish to spend longer

practis ing certain slructur

es

and vocabulary.

ROSS

R I F I R I N C I N G

Teachers con li

nd

on activity by th t

op

ic, voco:1u lory

or st

ructure

they wish to concentrate on by usi

ng

t

he

indi

ces

and referer'

Ce

pages. To identify on activity by

topic, tun to pages 6-7. To identify on activity by

language structur : turn to pages 89.

fOR THE

I I C H I R

I lus Ideas fo hildren has been designed

to

mcreose

the

enjoyment

of

teach

ers

and young leornes

in t

he Engl

ish classroom. It offer:. a variety o= stn...clured

~ d

contextualised a

chv

,ties and resource materials,

that ae created eas ily by using

the

p10tocopi

ab

le

pages and follow ng the activity

instr

uctions.

VVe

hope

you

and your classes enjoy using this book as much as

we

hove e n j o y ~ w1ti1 9 it

Jackie Holderness

nnie ugh s


6/94

T o p i c s * a n d L e x i c a l s e t s

T O P I C S A N D

C T I V I T Y

LEXIC AL SETS

Alphabet

n i ma l s 4C ; Our W or l d 1 A -C ;

Chr is tm as 2C; Hol idays 3A-C;

Trave l l i ng 1C

T O P I C S A N D C T I V I T Y

LEXIC AL SETS

D a y s o f t h e ol idays 1 A-C

w e e k

An i m a l s A n im a ls 1A -C 2A -C 3A -C 4A -C ;

H o w T h i n g s W o r k 2 A

Directions Anim als 1B-C; Hol idays 3A-C

Body Anim als 2A-C; Our Wor ld 1 B-C;

Heal th and F itness 2A-C 3A-C 4A-B

Faces

People 1 A-C 2A-B; Stor ies 2B-C

C a r s

H ow T h i ng s W o rk 1A -C F a m i l i e s

Fami l ies 1A-C 2A -C 3A-C 4A -C;

Hol idays 2B-C 4A-B; Stor ies 1 B-C

lots

Fami l i es 4A; A n ima ls 18 ; Chr i s tmas 4A-B F o o d Heal th and F i tness 1A-C 4C; Peop le 2C

C h r i s t m a s Chr is tm as 1A-C 2A-C 3A -C 4A-C G a m e s

Fami l i es 3A -C; Chr i s tmas 3A-C;

H ow T h i ng s W o rk 3C ;

Heal th and F i tness 3A-C

Circus

Hol idays 3A-C

G e o g r a p h y

Travel l ing 1 A-C

C l o t h e s

Chr is tmas 1 C; Ho l idays 2A-C;

S to r i es 2A 2C

G h o s t s

Peop le 4A-B

Colours

An im a ls 2A- C; O u r W o r ld 1 A- C;

Chr i s tma s 1A 3A ; Ho l i d a ys 1 A 2B - C;

H o w Th i n gs Wo rk 3 A-B ;

Peop le 1 A-C 2A-B 3A-B

Hobbies

Hol idays 1A-C

Countr ies

O u r W o r ld 2A- C 3A- C; Tr a v e l l in g 2A- C

H o l i d a y s

Hol idays 1 A-C 2A-C 4A-C


7/94

T o p k g a n d L e x i c a l s e t s

TOPICS AND

CTIVITY

LEX ICAL SETS

H o u s e s

rave l l ing 3A-C

TOPICS AN D CTIVITY

LEXICAL SETS

S o n g s

a m i l i es 4 B 4 C; An i m a l s 4 A -B ;

Our W or l d 4A -B ;

H o w T h i n g s W o r k 4 A -B ;

Hea lth and F i tness 4A-B; S to r i es 4A-B

J ob s Peop le 3A-C

Space

Our World 1A-C

L e t t e r s

Chr i s tmas 4C

S p o r t

H o l i day s 1C ; H e al t h and F i t ne ss 2C 4C

Likes/Dis l ikes

Hea l th and F i tness 1 A-C; Peop le 2C 4C

Stor ies Stor ies 1 A-C 3A-C 4A-C

M o n s t e r s

O u r Wo r l d 1 A -C

Tim e

H o l i d ay s 4 B

M o n t h s

Trave ll i ng 2B

To y s

Chr i s tmas 2A-C

Nature A n i m a l s 1 A -C 4 A -B ; O u r W o r l d 4 B ;

Ho l idays 1 A-C; T rave l l i ng 1 A-C 3A-C

T r a n s p o r t

Our World 2C, 3B-C;

H o w Th i n gs Wo rk 1 A -C 3 A-C 4 A-B ;

Trave l l ing 4A-C

N u m b e r s

A n i m a l s 1A 3A -C 4A -B ;

Our W or l d 1A -C 3A -C ; C h r i s tm as 3A ;

H o l i d a ys 3 A-C ; H o w Th i n g s Wo rk 1 A-C ;

Peop le 1 B 3C; Trave l l i ng 1C

Trave l

Our World 2A-C 3A-C; Travelling 4C

Puppets

Hea l th and F i tness 2A -C; S to r i es 2A-C

Z o o H o l i d a ys 3 A-C

S e a s o n s H o l i d a ys 4 C ; T ra ve l l in g 2 B


8/94

L a n g u a g e F o c u s

A / A n

n i m a l s 2 A ; H ea l t h a n d F i t n es s 2 A

Adje ct ive s

n ima ls 4B; Chr i s tmas 1 B-C 4B;

Peop le 1A-C; T rave l l ing 4A -B

I ' d i k e . .

h r i s tm as 2B 4C ; H o l i day s 1C

Im pe r at ive u r Wo r l d 1 B ; Ch r i s t m a s 3 A ; H o l i d a ys

3 A-B ; H o w Th i n gs Wo rk 1 A -C 2 C

3 A-C 4 C; H ea l t h an d F i t n es s 2 B ;

P eo p l e 2 A ; T ra ve l l i n g 3 A

C a n

n i m a l s 1 C ; H o l i d a ys 1 C 3 C ;

H o w T h i n g s W o r k 1 C 3 C

L e t s

H o l i d ay s 1 B

C o m p a r a t i v e

H o w T h i n g s W o r k 3 C ; P eo p l e 1 C 3 C

L o o k s i k e

n i m a l s 2 C

C o u n t a b l e /

eal th and Fi tness 1 A-C

U n c o u n t a b l e

n o u n s

L o t o f ea l th and F i tness 1 A-C

D e f i n i t e /

ur World 4C; People 4A

Inde f i n i t e

art i c l es

M y n a m e s . . .

Fami l ies 1 A

-

B

G r e e t i n g s

f k

O u r W o r l d 1 A ; C h r i s t ma s 4 A - B

Past cont inuous

Sto r i es 1A

w a s w a l k i n g

H a v e

g o t

Fami l i e s 2C 3C ; A n i ma l s 2A -C 3C

4C ; Our W or l d 1 B -C 3A -C 4A -B ;

S t o r i es 2B ; Pe o p l e 1A - C 2A - B

P a s t s i m p l e

O u r W o r l d 1 C ; C h r i s t m a s 1 C 3 C ;

H o w Th i n gs Wo rk 3 C ; S t o r i es 1 A-C

3A-C 4B-C

H o w m a n y . . ?

Fami l ies 2C P e r s o n a l

p r o n o u n s

F a m i l i es 1 B -C 2 A-C ; O u r Wo r l d 4 A ;

Stor ies 1 B-C 4C

H o w o l d . . ?

Fami l i es 2C; Peop le 3C P lu r a l n o u n s

An i m a l s 2B ; O u r Wo r l d 1 B -C 4 B

c o m e r o m . . O u r W o r l d 1 A

P o s s e s s i v e

adje ct ive s

Fami l i e s 1 A -C 2A -C Our W or l d 4A ;

H o l i d a y s 2A 2 C ; P e o p l e 2B ;

Trave l l ing 3 11C; S to r ies 1 B-C

I l i k e . . .

Health and F i tness 1 B-C

P o s s e s s i v e s

(genit ive)

Fami l i es 1 C ; An ima ls 2B -C;

Hol idays 2B-C; Peop le 1 C 2A-C

0


9/94

L a n g u a g e F o c u s

LANGUAGE ACTIVITY ANGUAGE ACTIVITY

F O C U S

O C U S

T o b e

r e p o s i t i o n s

a m i li e s 1 A - C ; A n i m a l s 1 A - C ;

O u r W o r l d 4 C ; H o w T h i n g s W o r k 1 B - C ;

P e o p l e 3 A ; T r a v e l l i n g 1 A , 3 A - C

F a m i li e s 2 C ;

Our

W o r l d 1 B , 2 A - B ;

H o l i d a y s 2 C ; P e o p l e 1 C ;

T r a v e l l i n g 1 A - C , 3 C

P r e s e n t a m i l ie s 1 B - C ; O u r W o r ld 2 C , 3 A - C ;

co nt inu o u s h r i s t m a s 1 B - C ; H o l i d a y s 1 B , 2 A - B ,

I m e a t i n g A - C ; S t o r i e s 2 A

W h a t s t h i s ?

C h r i s t m a s 2 A - B H o w T h i n g s W o r k 1 A ,

1 C ; H e a l t h a n d F i tn e s s 1 A - C , 4 A - B ;

P e o p l e 4 A

W h a t s t ?

e a l t h a n d F i tn e s s 3 A - C , 4 A - B ;

Travelling lA

Pr e s e nt pe r fe ct T r a v e l l in g 4 C

H a v e y o u

t r a v e l l e d . . ?

P r e s e n t s i m p l e F a m i l i e s 4 B - C

4C; Our W or ld

3 B - C ; H o l i d a y s

re v i t - r ha

i n

n

5 s F r/oe r k

P e o p l e 2 C , 3 B ,

F i t n e s s

A n i m a l s 1 A - C , 3 B - C , 4 A ,

1 A ; C h r i s t m a s 1 A - B ,

1 A , 3 A , 4 A - B ;

2 VA-B

, 4C;

4 C ; T r a v e l l in g 4 A - B

W h e r e ?

F a m i l ie s 1 A ; A n i m a l s 1 C ;

Our W orld 2 A-C, 3B;

T r a v e l l i n g 1 A - C , 2 A - C , 3 A - C

W h e r e , h o w ,

w h a t ?

O ur W or ld 3 C

S o m e

e a l t h a n d F i t n e s s 1 B - C

W h i c h ?

A n imals 3 C , 4 C

S o m e t i m e s , e a l t h a n d F i tn e s s 4 C

n e v e r , a lw a y s

W h o ?

F a m i l ie s 1 A - C , 2 A - B ; A n i m a l s 1 C ;

H o l id a y s 2 A - B , 4 C

T h a t / T h o s e o l id a y s 2 A

W h o s e ?

H o l id a y s 2 C ; H o w T h i n g s W o r k 3 C

T h e r e a r e a m i li e s 4 A W o u l d y o u

l i k e . . ?

C h r is t m a s 2 B - C , 4 C ; H o l id a y s 4 C ;

H o w T h i n g s W o r k 2 C

T h e r e i s

u r W or ld 4 C

T h i s i s a m i li e s 1 A - C , 2 A - B

T h i s / T h e s e

o l i d a y s 2 C ; H o w T h i n g s W o r k 1 B - C


10/94

F a m i l e g

ACTIVITY 1 A: MY FAMILY CI3

AIMS:

To practise listening to

descriptions o f the family To

introduce new language for

mem bers of the family

LANGUAGE:

M o t h e r , a t h e r ,

s i s t e r , b r o t h e r , g r a n d f a t h e r ,

g r a n d m o t h e r , a m i l y , a u n t , u n c l e ,

c o u s i n , baby

Ne x t t o Wh e r e

i s ?

TIMING: 15-30 mins

GROUP SIZE: Ind/Class

WHAT YOU NEED:

Photocopy 1 per child. Cassette

(tapescript p.90). A picture of a small

nuclear family and an extended

family.

WHAT TO DO:

1 Show the class the picture of the nuclear

family and teach

mother, father, sister

and

brother. Write these on the board.

2 Show the picture of the extended family.

Point

to a woman and introduce

aunt.

Ask

the class to repeat. Do the same with uncle,

cousin, grandmother, grandfather

and

boby. Write these on the board.

3 Ask three children to come to the front and

stand in a line and say

Juon is next to Maria,

etc. Point out what you mean by

next to.

Get

three different children and ask

Where

is ...?

Repeat as necessary.

4

Give each child photocopy 1. Point to

Susan and say

This is S usan.

Explain that they

will hear Susan talking about her family. As

they listen they must write the names below

the right person. They can use the names on

the board. Tell them that you are going to

play the cassette at least three times.

5 Play the cassette stopping at each pause

(//) while the children write down the

name. After sister ask the class to tell you

who it was and to point to the person in the

picture to check understanding.

6 Hold up the photocopy and point to

each person asking Who

is it?

They should

tell you

mother, aunt

etc. The correct order

from left to right

is: cousin, uncle, father,

cousin, grandmother, grandfather, mother,

aunt and baby, brother, Susan, sister.

FOLLOW-UP ACTIVITY:

Children draw a picture of their family and

label it.

ACTIVITY 1 B: THE PHOTOGRAPH CI:1

AIMS:

To practise listening for

names of mem bers of the extended

family To practise l istening to

descript ions of photograp hs To

pract ise answering quest ions To

practise labelling

LANGUAGE:

As Activity 1 A

plus

t w i n s t a b l e beh i n d ,

i n b e t w e e n s i t t i n g , s t a n d i n g ,

h o l d i n g , p l a y i n g W h o s t ? W h o ' s

t h i s ?

TIMING:

20-30 mins

GROUP SIZE:

Ind/Class

WHAT YOU NEED:

As Activity IA plus realia/pictures for

c h a i r , a b l e , s i t t i n g , s t a n d i n g , b a b y ,

n e x t o , b e h i n d , b e t w e e n , n r o n t

of.

A photog raph of your family.

WHAT TO DO:

See Activity 1A steps

1-2.

3 Elicit or introduce

table, next to,

between, behind,

sitting, holding, standing

by using realia, pictures or placing pupils

behind, in front of, next to, in between

each other and describe this e.g. Maria is

behind Jose

etc.

4

Show the class your photograph and

describe the members of your family, using

similar language to that used on the

cassette, e.g. Standing in between ...,

sitting behind ..., next to my ..., is my ...

etc.

5

Hold up photcopy 1 and point to

Susan saying This is Susan. Explain that

Susan is going to describe her family to you

on the cassette. The class have to write

down the name of the member of the

family as Susan describes him or her. Tell

them that you will play the

cassette

at least

three times.

6

Play the cassette stopping at each pause

VA. Wait until the children have had time

to write the name down before you

continue the cassette.

7

Hold up the photocopy and point to

each person asking

Who is it? The class

should tell

you

mother, aunt,

etc. The

correct order from left to right is:

cousin,

uncle, father, cousin, grandmother,

grandfather, mother, aunt

and baby,

brother, Susan, sister.

FOLLOW-UP ACTIVITY:

Susan's cousin, Jane, is in the picture next

to Susan's uncle. Describe the family from

Jane's point of view i.e. father, cousins, etc.

*** ACTIVITY1 C: WHOARE THEY? BEI

AIMS: To practise listening for

nam es of extended family To

practise writing English names To

practise listening to prepositions

To practise listening for

information To practise label l ing

LANGUAGE: As

Activity 1 B

plus

e a c h s i d e o f s i t t i n g d o w n ,

g o i n g o

TIMING: 20-30 mins

GROUP SIZE:

Ind/Class

WHAT YOU NEED:

Photocopy 1 per child. Cassette

(tapescript p.90). Pens. Pencils.

Colours. Pictures of nuclear and

extended famil ies. A photog raph of

your exten ded family.

WHAT TO DO:

See Activity IA steps

1.

3 Teach

next to, behind,

each

side

of,

holding, standing

and sitting down

by

asking three children to come to the front.

Stand them in a line and describe them, e.g.

Juan is next to Annie, etc.

4 Show the class your family photograph

and describe it like this: Here

is my mo ther.

Her name is ... Next to my mother is my

uncle. His name is ...

etc.

5 Give each child photocopy 1 and teach

twins, baby cousin etc.

6 Introduce

Susan, Tom, Mary, Anne,

Sandra, Alex, John, Sam, Robert, Jane,

Nicholas

and Nancy and write them on the

board.

7

Hold up photocopy 1 and point to

Susan. Explain that they are going to hear

Susan describing her family.

8 Play the cassette three times, stopping at

each pause (//). The children write down

the names under each picture. After

grandfather ask them what they wrote and

check understanding.

9 Point to each person on the photocopy

and ask

Who is it?

The class should give

you the names of Susan's family in the

correct order: Jane, Robert, John, Sam,

Mary, Tom,

Anne, Sandra, Alex, Nicholas,

Susan, Nancy.

FOLLOW-UP ACTIVITY:

Children describe their own family pictures.

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100+ Ideas for Children - Teacher's Resource of topic-based activities [Macmillan Â©1997...

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Transcript of 100+ Ideas for Children - Teacher's Resource of topic-based activities [Macmillan Â©1997...