Extra Activities. Comet 3

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Activities to develop in English classes


<ul><li><p>Lesson 1Extra practice Write examples of true/false statements on the board. For example: Number 4 likes sunflower seeds. (True) Number 7 has a red hula-hoop. (False) Ask the class if the sentences are true or false. </p><p> Tell students to work in pairs to write three more true/false statements and then read them out to the class. The rest of the class listen and write their answers in their notebooks. Check answers and then ask another pair to read out their sentences. </p><p>Extension Write up example sentences describing pupils in the class, but with the name missing: (Elena) has got an orange jacket. (Max) is wearing a blue shirt. (Albert) can play the guitar. etc. The pupils have to guess the missing name. </p><p>Tell pupils to work in pairs to write their own sentences on pieces of paper about other pupils in the class, also with the names missing. Pairs exchange sentences, guess and write in the missing names. </p><p>If the children at your school wear a uniform, ask them to draw and colour pictures of themselves in their favourite clothes and write their names on the pictures. Pin the drawings on the wall. Then, play the game as described above.</p><p>Lesson 2Extra practice Play the Hangman spelling game. Think of an object in the classroom and draw a line for each letter in the word. Ask pupils to put up their hand to guess a letter until the word is complete. Ask volunteers to come to the board and think of a word.</p><p>Extension Draw three columns on the board: In the classroom, In the city and Geography. Pupils work in pairs to list as many items as they can in each column. Set a time limit of three minutes. To wrap up, ask the pupils </p><p>to read out their words and make a class list on the board, explaining new words, when necessary.</p><p>Lesson 3Extra practice Play the Bingo game. Draw a square on the board and divide it into four small squares. Write a day of the week in each of the four squares. Tell the class to copy the grid and write different days. </p><p> Randomly call days of the week. Pupils listen and circle the ones they hear. When they have all four circled they call Bingo! Ask volunteers to come to the front of the class to call the days. </p><p>Extension Tell the class that they are going to do a survey. Draw a table on the board, with the days of the week across the top and a line for each person to be interviewed. Ask pupils to copy the table. Elicit the question: What do you do on Monday? etc. Explain that they have to think of something different that they do for each day of the week. For example: On Monday I have guitar class. On Tuesday I play football. On Wednesday I watch TV, etc. Ask two volunteers to come to the front of the class to demonstrate the activity and start filling in their tables.</p><p> Pupils interview each other and complete their tables.</p><p>Lesson 4Extra practice Play the Pictionary game. Ask a volunteer to whisper to you the name of something in the picture on page 6. Start drawing a picture of this thing. The first pupil to say the word can come to the board. Whisper another word to the pupil, who has to draw it. Continue the game. </p><p>Extension Make a class list on the board of other fruit and vegetables that pupils know in English. Practise pronunciation, then ask them to copy the list and do a small drawing to match to each word. </p><p>0 Hello KushidaHello Kushida</p></li><li><p> Ask the children to draw or bring clean, empty food packages to school to make a shopping corner. An alternative is to use large cut-outs from supermarket brochures and paste them on a large sheet of poster paper. Each item can be labelled and priced for further vocabulary review in the future. If you have any plastic food, fruit or vegetables in the classroom, make a shop on your desk so that the children can take part in simple dialogues between a shopkeeper and a customer. For example:</p><p>Shopkeeper: Good morning. Can I help you?Customer: Yes, please. I want three apples,four oranges and a packet of chocolate biscuits.Shopkeeper: Here you are. Customer: Thank you. How much is it?Shopkeeper: Nine euros, please.Customer: Thank you very much. Goodbye.Shopkeeper: Bye-bye. Have a nice day.</p><p>Lesson 5Extra practice Read out sentences to the class. Ask the pupils to list numbers in their notebooks, 1 to 10. Pupils listen to each sentence and write true or false in their notebooks. For example: </p><p>1 Monkeys live in the jungle. (True) 2 Monkeys live in zoos. (True) 3 Crocodiles live in the desert. (False), etc. </p><p>Pupils compare answers, then check in open class. </p><p>Extension Ask pupils to work in groups to make animal fact files. Copy this model on the board and draw a picture of the animal. </p><p>KangaroosKangaroos live in Australia. They live in the desert and on the plains. They eat grass and leaves. </p><p> Each group chooses an animal and makes a fact file for that animal. Circulate and help with vocabulary.</p></li><li><p>Lesson 1Extra practice Write the following sentence on the board. Tellthe pupils to work in pairs to mark the sentences true or false. </p><p>The rabbit catches the bus at nine oclock. (False)The rabbit starts school at nine oclock. (True)The rabbit can play on Saturday. (True)Alice goes to school on Saturday. (False)The rabbit has tea at six oclock. (False)</p><p>Check answers. Ask different pupils if the sentences are true for them. </p><p>Extension Tell the class that they are going to imagine the next part of the story. Tell pupils to work in pairs to think of what happens next.</p><p>After three or four minutes ask the class for different ideas. List them on the board, rephrasing the sentences for the pupils. Have the class vote on the best continuation. </p><p>Lesson 2Extra practice Mime one line of the song. Ask the class to say the line. Ask a volunteer, or volunteers, to come to the front of the class and mime a line of the song and for the others to say which line it is. </p><p>Extension Draw three pictures on the board: bus, cow, plane. Ask: Which is the odd one out? Write the skeleton sentence on the board: The is the odd one out because its not a </p><p> Elicit the answer. List the three words on the board. Repeat with another set of pictures: tea, cake, sandwich. Ask volunteers to come to the board to draw different sets of pictures.</p><p>Lesson 3Extra Practice Do a quick survey of the class, with a show of hands, to find out who has breakfast first and last. Ask questions like: Who has breakfast at half past six? </p><p>Who has breakfast at seven? etc. Continue in the same way with: Who goes to bed at eight oclock? etc. The lesson could end with a brief discussion about going to bed at a reasonable time and getting enough sleep. </p><p>Extension Ask different pupils to come to the board and draw different routine actions. Elicit the phrase or present it to the class. Write it on the board. Practise pronunciation of the phrases. Number the pictures. Rub out the phrases and ask the class to remember them. Once they can say them all, give commands and ask the class to mime the actions. For example: have a shower, watch TV, feed the dog, do homework, play computer games, play football, play the violin, etc.</p><p>Lesson 4Extra Practice Do a picture dictation. Ask the children to draw six clock faces before starting the dictation. Slowly dictate a time and a routine phrase: I get up at seven oclock. (have breakfast, go to school, have lunch, have dinner, go to bed) and give pupils time to draw the hands on the clock and their picture before you dictate another one. </p><p> To check their answers, ask: What time do I get up? to elicit, At half past seven.</p><p>Extension Write: 60 seconds = minute on the board and elicit the missing number. Write: minutes = 1 hour. Write: 24 hours = 1 . Elicit the missing information. Practise the pronunciation of second, minute, hour and day.</p><p> Write the following chant (with missing words) on the board: seconds in a minute minutes in an hourTime to sleepWork and play</p><p> hoursMake a day</p><p> Ask the class to complete the chant. Invent a rhythm, demonstrate the chant and ask the pupils </p><p>1 Telling the timeTelling the time</p></li><li><p>to join in. Erase a line at a time while the pupils are chanting to see if they can remember the missing lines.</p><p>Lesson 5Extra practice Write Our routine on the board. Tell the class that they are going to write a description of a typical routine in their country. Refer to the information on the board from the previous stage and the examples in the Pupils Book. Build an example sentence on the board, eliciting where possible from the class. For example: In our country, children start school at oclock. Children have lunch at etc. A stronger class could continue, working in pairs to write more sentences. </p><p> To wrap up, pairs of pupils could read out their sentences, or pin them on the wall for the class to read. </p><p>ExtensionMy routine. Write the sentence beginnings and ends in two columns. Ask volunteers to come to the board to draw a line to match the two parts of each sentence. I get up I have breakfast I go to school I have I go home at I have dinner I go to </p><p>at eight oclock.at half past seven.lunch at one oclock.five oclock.bed at nine oclock.at seven oclock.at half past eight.</p><p>Answer: I get up at seven oclock.I have breakfast at half past seven.I go to school at eight oclock.I have lunch at one oclock. I go home at five oclock.I have dinner at half past eight. I go to bed at nine oclock.</p><p> Tell the class to copy the completed sentences and tick them if they are true for them, or change the time if they are not true. Ask some students around the class to read out their sentences.</p><p>Lesson 6Extra practice Tell the class that they are going to play a (Jumbled letters) game. Write the following jumbled letters on the board. Tell the class that these are all words on </p><p>page 14. Tell them that they have three minutes to put the letters in order to make the words. Jumbled letters: 1. taps, 2. saytude, 3. gintwir, 4. okol, 5. gapdran, 6. stenil</p><p>Answers: 1. past, 2. Tuesday, 3. writing, 4. look,5. grandpa, 6. listen</p><p>Extension Write the following framework on the board. </p><p>What time is it?Look at Its </p><p>Its late. Run!We At </p><p> Tell the class to work in pairs, using the chant on page 14 as a guide, to write a similar chant. Mingle and help when necessary. Suggest words that rhyme if pupils are having difficulty. If this seems too difficult for pupils, build the chant on the board by suggesting options and asking the class to decide which to use. </p><p> Ask different volunteers to say their new chant.</p><p>Lesson 7Extra practice Write A Monsters Day on the board. Write up the skeleton routine and ask the class for ideas to complete it, describing a monsters day. For example:</p><p>Its Saturday and I get up at . (11 pm)I have breakfast at . I have . for breakfast. (12 / snakes)At ., I go to the country. (2 am)At , I have lunch. I have . for lunch. (7 am / spiders)At I go to. (9 am / forest)At I go to bed and read a . (11 am / monster story)</p></li><li><p>Lesson 1Extra Practice Write this rhyme on the board. Read it out three times. Invite four volunteers to read two lines each. Ask the children to copy it on a sheet of paper or at the back of their activity books. When they have copied it out, invite volunteers to read it out again while the rest of the class mime the actions.</p><p>We all ShopWe all cook We help Daddy Clean the car</p><p>We Help petsAnd water flowersLots of choresThat take us hours</p><p>Encourage the children to dance around and recite the rhyme to a Rap rhythm to make it more fun.</p><p>ExtensionDrawing pictures of family chores Write the words My Family on the board. Write the name of each person in your family. Then draw a picture of one of the people doing a chore and write a sentence underneath. For example: This is Danny. He lays the table.</p><p> Distribute sheets of paper and ask pupils to draw a picture of themselves or someone in their family doing a chore at home. On the other side of the paper, they write a sentence about the picture. They may need to ask for the relevant vocabular.</p><p> Pictures can then be shared or displayed, with pupils guessing who is shown in the picture and what they are doing. They can check their answers by reading the sentence on the back of the sheet.</p><p>Lesson 2Extra practice Say a word for a family member and have pupils call out the opposite.Mother FatherBoy GirlSister BrotherGrandma GrandpaMum DadAunt UncleDaughter Son</p><p>Go faster and faster. Encourage pupils to respond as quickly as they can. This could be played as a game: all pupils stand, you say the name of a pupil and a word from the list above. The pupil selected must quickly say the opposite. Those who cannot do it sit down.</p><p>Extension Prepare pictures of children from different cultures pictures from magazines, or from the pupils own science and social science books. The pictures should show the children near their homes. For example, a picture of some children outside their home in an African village, or in a Mongolian village; or in a Western country on a farm.</p><p> Ask the children what they can see in the pictures. Then ask them to think about the chores these children do: What chores do they do that are the same as yours? Do they do chores that are different?</p><p>Some chores will be the same, but a few additional chores might include:</p><p>Help with/look after little brothers and sistersCollect waterHelp in the garden/farmHelp with the buffalo/goats/pigs</p><p>Write up the additional chores the children suggest on the board and ask them to copy this vocabulary into their notebooks. Encourage them to illustrate the chores so that they have a record of their meaning.</p><p>Lesson 3Extra PracticeFamily Chore Mural. Make a family chore wall mural. Instruct the children to draw a picture of themselves helping with the housework at home. At the foot of their picture they will write, I do the ... , I make the ... or I help with the ... . Paste their pictures on poster paper and hang them on the classroom wall.</p><p>Extension To give the children more practise with the use of dont, ask them to write five sentences about themselves. For example, I dont make lunch at home.</p><p>2 Family choresFamily chores</p></li><li><p>Lesson 4Extra PracticeShow pupils a completed survey about some class members on the board and write some sentences about it, with gaps. Ask pupils to copy the sentences and fill the gaps with the correct information. Example:</p><p>Name Make the bed Help with the pets Lay the talbe Make breakfastAna Me No pets Me My motherClara My mother My brother Me My fatherLuca nobody Me My sister Me</p><p>Arturo me My father My mother My grandmother</p><p>Ana and Arturo _______ the bed. Luca and Clara _________ the bed. Claras brother _________ with the petsLucas sister ___________ the table</p><p>Remind pupils to be careful about the third person singular s.</p><p>Extension Instruct the children to look at the picture on page 72 of their activity book and say who they can see in the picture. Grandpa, Grandma, Mummy, Daddy, two sisters, a brother and a baby. Ask the children the following questions: </p><p>- Where are the family? (At home)- Who makes lunch in this family? (Grandpa)- Who does the shopping in this fam...</p></li></ul>