EFT3 Coursebook Module 13

Course book
English for Teaching 3
Feri Latief
Module 13: Give me a clue!
www.teachingenglish.org.uk
Module 13: Give me a clue! Course book
1 Language
1.1 Fun and games with words 1: Words with pictures
Do you sometimes play word games with your learners? For example, crosswords, wordsearches, bingo, etc.
In this section of the module we explore ideas for using word games as a teaching tool.
Work with your partner. Look at the pictures below of things a teacher may need. Write the names under the
pictures. If you dont know the name, ask another pair, e.g. Do you know the name of or Its something that
you use for/to
c_______ c____
_____e
____ _i______r
__s_
r______
_i_
____
__________r
1.2 Fun and games with words 2: Wall race

Work with your team. There are pictures of objects around the room. Stand in a row, one behind the other.
Your trainer will describe an object, without naming it. Listen carefully, then the participant at the front of the
team races to the picture, takes it from the wall and then gives it to the trainer. Continue like this try to
beat the participants from the other team.
Module 13: Give me a clue! British Council 2012
1.3 What makes a word puzzle successful?

What makes a word puzzle successful? Discuss it with your group and write your ideas below.
A good word puzzle:
appeals to learners
Discuss with your group:
Consider the two word puzzles: Words and pictures and Wall race. Were they successful according
to the checklist?
Do you know any other word games? If so, describe them.
What are the advantages of doing word games?
1.4 Task: Create a wordsearch

Part 1
Read the cartoon about how a teacher, Zalina, does a verbal word quiz with her learners. Is it a good one,
according to your checklist?
Ill give you clues,

and you try to
guess what it is,
okay?
Its something
very, very
big
Ask it in
a question
form
Its an
elephant!
Is it an
elephant?
Is it a
skyscraper?
No, its not a

skyscraper or
a mountain.
Is it a
mountain?
No, its
not
Is it a
bus?
Is it an
airplane?
No, its
not a bus.
Heres another
clue its
something you
ride in
Now you are going to do a similar word puzzle. Listen to the clues your trainer gives you. Guess the word!
Part 2
What other word puzzles do you know? Can you explain what a wordsearch is?
Your task is to create a wordsearch. Firstly, brainstorm and note below the procedure for creating
a wordsearch.
Work in groups. Your trainer will give you a theme. Make a list of ten words related to the theme, then create
clues for each one. Write your clues onto one of the templates your trainer will give your group one each.
Dont make the clues too easy or too hard. Use the Useful language box to help you.
Now write your words into the wordsearch template. You can write them horizontally, vertically or diagonally.
Then fill in the other squares with random letters.
Use a blank template to put in the words this is your answer sheet.
Useful language
Its somebody who
Its the place where
Its something (that)
You use it to
Its good for
Part 3
Exchange your wordsearch with another group. Complete the wordsearch, then give each other the answer
sheets to check answers.
Give the other group feedback on their wordsearch:
Did it work?
Were the clues well written?
Did you have any difficulties understanding the clues?
Are there any changes you would recommend?
Part 4
In your group, discuss these questions:
How much preparation did the trainer have to do for the wordsearches?
What are the benefits of asking learners to create material for games/puzzles/quizzes?
How could you adapt the wordsearch for your learners?
Language analysis
1.5 Changes in the staff room

What does your staff room look like? What kinds of resources are available for the teachers? Is it organised?
Who keeps it neat and tidy?
Jamilah and Kamaruddin have just moved down the hall into a new staff room. Listen to them talk about the
changes in the new room. Your trainer will give you some slips of paper to use with your group as you listen.
Can you remember what was said about each of the items on the slips of paper? Discuss with your group.
Listen again and check if you were correct.
1.6 Grammar
Discuss these sentences from the discussion between Jamilah and Kamaruddin. Put a tick in the column that
is true for that sentence.
The words in bold
provide key
information
No, the one above that one.
The words in bold

simply provide extra
information
What about the notices that were in the

other room?
Cynthia, who is sick today by the way, organised
all the course books.
The ones that were pinned on the board?
Did you know that the photocopier that we used to
use has been replaced?
The coloured photocopy paper, which has been
ordered, will be kept on that shelf up there.
The map that was on the wall in the other room will
be put up this week.
Ahmad, whos covering for the head teacher this
week, has already put up next months test schedule.
As soon as the photocopier paper that has been
ordered arrives, Ill be able to
Which of the two groups of examples can you call defining relative clauses?
Which of the two groups of examples can you call non-defining relative clauses?
Write defining relative clauses and non-defining relative clauses on the lines in the bottom row.
Choose the correct column!
1.7 The rules

Look at the rules for defining and non-defining relative clauses below. Draw arrows, and match each rule with
the correct heading.
Defining relative clauses

Non-defining relative clauses
provides important information that

helps us to identify which person or
thing is being talked about
restricts the meaning
doesnt require commas
does not identify which person or thing

is being talked about, and doesnt
restrict meaning
simply gives us further information
we can imagine the information being
introduced with by the way
usually written with a comma at the
beginning and a comma at the end
Match the sentence beginnings and endings.

1. After a relative clause,
only have one direct object.
2. We can only use that or which
the noun it refers to.
3. A relative clause can
we do not repeat the subject.
4. A relative clause follows
when talking about a thing, not what.
1.8 Common mistakes

Work with a partner.
The sentences below each have a mistake commonly made with relative clauses. Rewrite the sentences to
correct the mistakes.
Discuss the reasons the mistakes are made, and which rule you use to correct the problem. Which new
rules can you add to the list in 1.7?
1. I know the woman wrote this book.
2. The dress what I wore was my sisters.
3. My laptop, it is certainly being repaired, was quite expensive!
4. Where is the book, that I left on my desk this morning?
5. The Chinese restaurant, which I visited it yesterday, has great dim sum!
6. Tomatoes, which are a fruit not a vegetable, they are good for making soup.
7. I have just seen the two girls where I met at the party last night.
8. Thats the man, who stole my car!
2 Pronunciation
2.1 Commas in relative clauses
The sentences in the box below are all correct, but they have different meanings and different pronunciation.
Work with your partner. Draw arrows to show intonation
and
^ to show where you would pause as you speak.
My friend who lives in Arizona got married last weekend.
My friend, who lives in Arizona, got married last weekend.
The computer which I bought at Future Shop doesnt work anymore.
The computer, which I bought at Future Shop, doesnt work anymore.

Listen and check your answers. Were you correct?
3 Methodology
3.1 Why supplement?
What influences your decision to use or create activities to supplement your course book?
Look at what some other teachers said in answer to this question:
The activities
are boring
The language
levels are
inaccurate
There are
no images
Theres
no space
to write
Dialogues are
artificial
Do you agree with any of their comments? Tell your group which ones you can relate to, and together
decide if you have any more comments to add.
3.2 The problem with course books

Listen to Nur Afni, a teacher, talk about problems she has with course books. Note the problems she mentions.
3.3 Criteria for designing supplementary material

Your trainer will assign one of the items of the table below to your group. Together, brainstorm four or five
more questions a teacher should ask when choosing or designing supplementary material.
Is it the right length?
Reading/listening texts
Are the instructions clear?
Worksheets
Whats the focus? Accuracy? Fluency? Pronunciation?
Speaking activities
Which writing skill are they learning?
Writing activities
3.4 Types of supplementary activities

Below is a list of supplementary activities. With your group discuss which type of lessons they are suitable
for: reading, grammar, vocabulary, listening, communicative skills, writing. Examples are provided.
Supplementary activities
Activities
Role-plays
All
Quizzes
Word games
Reading, listening, vocabulary
Discussions
Questionnaires
Board games
Communication skills, grammar
Class surveys
Information gaps
Do you know any other supplementary activities?
10
4 In the classroom
4.1 Teacher-created supplementary activities
Look at the following examples of how teachers have created supplementary activities. What do you think of
the activities? Can you think of any other activities which would have suited these situations?
Anna
Anna teaches a class of eight year olds. Recently they read the fairytale Little Red Riding Hood. The tasks
in the course book consisted of comprehension questions. Anna found this useful but limited, and her
class tend to switch off if they sit down for long periods. She decided to ask the children to do a role-play.
She allowed them to change the story in any way they liked, but they had to keep the same characters.
The children wrote their own scripts then acted them out in class. This generated a lot of good language
use and motivated the children. It took time to set up and carry out, but Anna feels she will be able to use
this technique again in the future and next time they children will do it more quickly.
Ibrahim
Ibrahim teaches a class of 15 year olds. The most recent course book lesson was based around writing
an account of a typical day in their lives. Ibrahim knew that his learners would not be interested in this,
so he decided to do it differently, as a survey. He divided the class into four separate groups of boys and
girls. Their task was to compile questionnaires to find out how boys and girls typical days and weekends
differed. Before compiling their questionnaires the groups discussed and noted how they expected
boys and girls to be different. Two groups focused on the typical day and two groups focused on the
weekends. Each group then made a presentation to the class, showing the results of their surveys and
comparing them with their expectations. They then wrote their surveys for homework. The class response
was very favourable, and they asked Ibrahim for more of this kind of activity.
Mia
Mia teaches a group of university students. They need to know grammar well in order to pass their
exams. However, they are often de-motivated and inattentive, because the course book is very dry.
The class have recently been studying ways of expressing the future in English. Mia designed a simple
snakes and ladders board game with future predictions, e.g. at the top of a ladder: you will get a fantastic,
well-paid job; the woman/man of your dreams is going to fall in love with you. On a snake: you will fail the
course and have to start again; your best friend is going to steal your boy/girlfriend. The students felt
motivated by the game and agreed that it had provided valuable practice in the target language.
11
4.2 Activities and situations

Work in groups. Your trainer will assign you one of the four situations below.
Read your situation.
Brainstorm ideas for a supplementary activity for the situation.
Prepare a presentation about your activity: describe what it is, what resources (if any) the teacher will need
and why you have chosen it. You can use visuals or the board if you like.
When you have finished preparing, rehearse your presentation.
Present your idea to the other groups.
Give feedback on the other groups presentations. Consider: is the activity relevant for the learners?
Is it motivating? Is it easy to prepare? Is the focus clear? Will it provide meaningful language practice?
Situation 1
A class of ten year olds. The next unit in the course book is on the topic of sports. It begins with a long
text and is followed by comprehension questions and a vocabulary exercise. Not all the learners are
interested in sports.
Situation 2
A class of 13 year olds. The next unit in the course book introduces and practises the present perfect.
The context relates to a dialogue around travel have you ever been to Paris?, etc., and is very unnatural.
This is followed by written grammar exercises. It is unlikely to motivate the class, who can be disruptive
when they are bored.
Situation 3
A class of 17 year olds. The next unit in the course book deals with letter writing. The learners send texts
on their mobiles, use Facebook and occasionally send e-mails, but they never write letters. The class are
highly motivated and interested in learning English, but become inattentive when something doesnt
interest them.
Situation 4
A class of adults. The next unit in the course book deals with the topic of the environment. It begins
with a listening task of an interview with a scientist talking about global warming and is followed by
comprehension questions and then a written task where learners write a summary of the interview.
The class are very interested in learning English because they need to be able to communicate in it
for their jobs.
12
5 Magazine
The Teacher
The magazine for teachers everywhere
THIS WEEKS HOT TOPIC
WHY USE GAMES IN THE CLASSROOM?

The article is taken from a blog in TeachingEnglish:
www.teachingenglish.org.uk/blogs/yearinthelifeof/using-games-language-classroom-theory-behind-fun-part-1
Read the quotation and discuss the questions.

There is a common perception that all learning should be serious and solemn in nature, and that
if one is having fun and there is hilarity and laughter, then it is not really learning. This is a misconception.
It is possible to learn a language as well as enjoy oneself at the same time. One of the best ways of
doing this is through games.
Do you agree? Can learning and fun go together?
What are the benefits of using games? Brainstorm your ideas and make a list
Now read the next part of the blog. How similar were your ideas to the ones below.
13

These are the reasons she gave that games could be meaningful and effective:
Games are a welcome break from the usual routine of the language class.
They are motivating and challenging.
Learning a language requires a great deal of effort. Games help students to make and maintain
the effort of learning.
Games provide language practice in the various skills speaking, writing, listening and reading.
M. Martha Lengeling and Casey Malarcher, writing in Forum journal in 1997, further explored the ways in
which students may benefit. They classify the benefits like this:
Affective
Cognitive
Classroom
Dynamics
Adaptability
games lower the affective filter
they encourage creative and spontaneous use of language
they also promote communicative ability
games are both motivating and fun
games reinforce learning
they both review and extend learning
games focus on grammar in a communicative manner
games are extremely student-centred
the teacher acts only as facilitator
games build class cohesion and can foster whole-class participation
games promote healthy competition
games can be easily adjusted for age, level, and interests
they utilize all four skills
games require minimum preparation after the first development stage
Which of the benefits do you like the most? Why?

How many of the benefits apply to word games?
Which of the benefits would your learners give as reasons for using games?
Adapted from: http://www.teachingenglish.org.uk/blogs/yearinthelifeof
14

Do you use the learners culture and target culture as a tool for teaching English, for example, using
traditional or well-known stories and songs?
6 Vocabulary
6.1 The benefits of playing games expressions

Your trainer will tell you how to fill out the table below.
a welcome break
lower the affective filter
spontaneous use of language
reinforce learning
healthy competition
15
6.2 Plug in the right expression

Choose the best expression to fill the gaps in the sentences:
1. I try to encourage ________________________________ in my classroom, so students can
experience both winning and losing, and support each other while doing so.
2. After I have presented some new grammar or a new structure, I like to give tasks that let my learners
talk to each other without interruption from me. This ________________________________
really helps them to build fluency and confidence.
3. Weve been studying essay writing for the last two weeks. Today the teacher decided to do some
interactive games with us. It sure was ________________________________!
4. I tend to start each lesson with a short warmer that gets everyone talking. This gets them motivated
for the class, and helps to ________________________________.
5. Using word games for review and practice is a great way to keep motivation high and ___________
_____________________.
16
7 Activity page
The page where you try out classroom activities.
7.1 Relative clause gossip

Your trainer will give you a set of gossip cards. Work in groups of four.
The aim of this activity is to practise non-defining and defining relative clauses.
Players 1, 2 and 3 each put a card down on the table. Player 4 has to make a sentence using all three
cards. For example: uncle + Australia + bicycle = My uncle, who has emigrated to Australia, is planning
to travel across the country by bicycle.
Both defining and non-defining clauses can be used. But player 4 should be careful to use the correct
intonation. The others decide if its defining/non-defining, based on the intonation.
Next, players 2, 3 and 4 put down cards, and player 1 makes the sentence.
Continue till all the cards are finished.
7.2 Discussion
How could you adapt this activity for your learners?
How could you personalise it?
How could you play it without cutting up cards for each group of students?
17
8 Reflection
8.1 Reflection origami
Part 1: Reflective questions
Look back through the module. Write eight different reflection questions for this module. You can use the
prompts in the box or use your own ideas. The first one has been done for you.
activities
benefits
games
supplementary
activities
game
idioms
suggestion
cards
intonation
1. How will your learners benefit from what you have learnt in this module?
2.
3.
4.
5.
6.
7.
8.
Now work with a partner. Compare your questions. Make any changes if you wish, but dont ask or answer
them yet.
18
Part 2: Make an origami scrunchie

Your trainer will give you a square piece of paper. Follow the instructions below to make an origami
scrunchie.
1. Fold the paper diagonally.
2. Unfold it, then fold it the other way,

so that there are two fold-lines.
3. Fold each corner into the middle.
4. Turn paper over and fold corners into

the middle again.
5. Fold it in half. Rotate it and fold it

in half the other way too.
6. Unfold it and turn it over. With a

coloured pen put a large dot into each
square or write the name of the colour.
8. Lift the triangles and write your

questions.
9. Using both hands, put your thumbs

and forefingers into each of the four
squares at the back and push up to
bring them into the middle.
7. Write the numbers 18 on each

triangle on the front.
10. Ask your partner to choose a colour. Spell out the

colour, opening the scrunchie to show a different set
of numbers for each letter you spell. E.g. G-R-E-E-N.
11. When you finish spelling out the colour, ask your
partner to choose one of the numbers thats showing.
Then lift up the flap with that number and ask your
partner the question thats written on the other side.
Part 3: Scrunchie mingle

After you have created your scrunchie, mingle and use the scrunchie to ask questions. Speak to at least
three different participants.
19
8.2 Activity discussion

Work in groups. Discuss the questions below.
Was the reflection activity effective? Why/why not?
What kind of learners does this kind of activity suit?
What kind of preparation/resources does it require?
How could you adapt it for your own learners?
20
British Council 2012/C353b

The British Council is the United Kingdoms international organisation for cultural relations and educational opportunities.

EFT3 Coursebook Module 13

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

EFT3 Coursebook Module 13

Uploaded by

Copyright:

Available Formats

Course book

English for Teaching 3

Module 13: Give me a clue!

English for Teaching 3

Module 13: Give me a clue! Course book

1.2 Fun and games with words 2: Wall race

Module 13: Give me a clue! British Council 2012

English for Teaching 3

Module 13: Give me a clue! Course book

1.3 What makes a word puzzle successful?

Discuss with your group:

Do you know any other word games? If so, describe them.

What are the advantages of doing word games?

1.4 Task: Create a wordsearch

Ill give you clues,

No, its not a

Module 13: Give me a clue! British Council 2012

English for Teaching 3

Module 13: Give me a clue! Course book

Its the place where

Its something (that)

Its good for

Were the clues well written?

Did you have any difficulties understanding the clues?

Are there any changes you would recommend?

How could you adapt the wordsearch for your learners?

Module 13: Give me a clue! British Council 2012

English for Teaching 3

Module 13: Give me a clue! Course book

1.5 Changes in the staff room

The words in bold

What about the notices that were in the

Module 13: Give me a clue! British Council 2012

English for Teaching 3

Module 13: Give me a clue! Course book

1.7 The rules

Defining relative clauses

provides important information that

restricts the meaning

doesnt require commas

does not identify which person or thing

Match the sentence beginnings and endings.

only have one direct object.

2. We can only use that or which

the noun it refers to.

3. A relative clause can

we do not repeat the subject.

4. A relative clause follows

when talking about a thing, not what.

Module 13: Give me a clue! British Council 2012

English for Teaching 3

Module 13: Give me a clue! Course book

1.8 Common mistakes

2. The dress what I wore was my sisters.

3. My laptop, it is certainly being repaired, was quite expensive!

4. Where is the book, that I left on my desk this morning?

8. Thats the man, who stole my car!

Module 13: Give me a clue! British Council 2012

English for Teaching 3

Module 13: Give me a clue! Course book

^ to show where you would pause as you speak.

My friend who lives in Arizona got married last weekend.

My friend, who lives in Arizona, got married last weekend.

The computer which I bought at Future Shop doesnt work anymore.