EDUVISUAL by Halabi Diseño

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Director de la publicación: Carlos Carbajales Autora de las actividades: Paula Coudannes Landa Ilustraciones: Fabián Zac Diseño y edición HALABI DISEÑO

Eduvisual: Donado 2841 3º 21 ( C1430DSE ) 4544-4778 15 3167-1517 info@eduvisual.com.ar www. eduvisual.com.ar

Carbajales, Carlos Eduvisual : posters educativos . - 1a ed. - Ciudad Autónoma de Buenos Aires : el autor, 2013. 12 p. + Posters : il. ; 28x20 cm. ISBN 978-987-33-3366-8 1. Enseñanza de Lenguas Extranjeras. 2. Inglés. I. Título CDD 420.7

Fecha de catalogación: 17/04/2013 Queda prohibida la reproducción total o parcial de esta publicación.

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This is an example for The bedroom:

ACTIVITY

BINGO

COLOURS Blue Yellow Brown Red Purple, etc.

Aim: To practise vocabulary Procedure: Ask pupils to get in pairs and choose six lexical items under the vocabulary area you want them to practise (e.g. parts of the body, school objects, professions, parts of the house, etc.) This is an example for The Body : HEAD EYE NOSE MOUTH

CLOTHES T-shirt Skirt (pair of ) trousers Socks Shoes, etc.

TOYS Robot Teddy bear, etc.

Extra challenge: Ask pupils to think of another category and list the items on the poster which belong to it.

FINGER LEG

ACTIVITY

CUBES & SENTENCES Aim: To practise the structures and vocabulary learnt in a fun way.

Make sure there are more than six items available. Otherwise everyone will choose the same six words. Tell them to write in these words on a bingo card. Play bingo. The pair whose six words are called out first wins the game. Option: Ask pupils to write in verbs. This is ideal for Habits , The House.

Procedure: Before meeting pupils build three cubes in cardboard. Each cube should represent a category that you want your students to work on. For example: verbs, nouns, adjectives, prepositions, etc. Write a word on each side of the different cubes except one as shown in the example below:

have got/ has got

Can

There is/ There are

Do/ Does

ACTIVITY

To Be

CATEGORISING Aim: To categorise lexical items Procedure: Choose any of the posters which allows you to work on different vocabulary areas (e.g. clothes, toys, colours, means of transport, shops, etc.). Ask pupils to write down all the items they can find on the poster which correspond to that category.

Ask a pupil to take the three cubes and throw them one at a time. He/She makes a sentence using the three words facing up which is true for the poster (affirmative or negative). The verbs can be used both in the singular or plural as well as affirmative or negative forms. The star stands for any word pupils can think of within that same category.

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ACTIVITY

MEMORY GAME Aim: To practise there is/there are; have got/has got; adjectives; articles, etc. Procedure: Ask pupils to look at the poster, for example, The zoo (other possibilities can be The Bedroom, The House, and The Classroom. Say ‘At the zoo, there’s a bear’. Pupil A then repeats your sentence and adds another animal. For example, ‘At the zoo, there’s a bear and an elephant’. Pupil B repeats your sentence, Pupil A’s sentence and adds his/her own. The game continues in the same way with the rest of the pupils

repeating the sentences they have heard and adding their own. The pupil who cannot remember any of the sentences or says them in the wrong order is out of the game. The winner is the one who still remains after the rest of the class is out of the game. Option: Ideally, pupils should use both the singular and the plural. But to make it easier for them ask the to start with all the singular items and then follow with the plural ones. Extra challenge: Use adjectives (of the same or different category) to make the game more challenging. Following the same example as above: You: ‘At the zoo, there’s a big bear.’ Pupil A: ‘At the zoo, there’s a big bear and a grey elephant.’ Pupil B: ‘At the zoo, there’s a big bear, a grey elephant and a fierce tiger.’

ACTIVITY

FIND THE WORDS Aim: To practise vocabulary

Answers:

Procedure: Decide which vocabulary area you want pupils to practise. Prepare a chart which includes all those words in these positions Give the chart to the class. Tell them some words (specify how many) on the poster are hidden in the chart. Ask them to find and circle the words. This is an example for The Body:

A S H L M D I A A R

K H P A F B E E R O

H N R M I R E L M C

J O E B N R D E M M

K S S E G A E A E O

A S H L M D I A A R

K H P A F B E E R O

L E Y E E I S R J U

H N R M I R E L M C

J O E B N R D E M M

O H O A R T F G I T

K S S E G A E A E O

L E Y E E I S R J U

D E O F E L B O W H

O H O A R T F G I T

D E O F E L B O W H

H A N D R E B O O M

F D Y E S G P S G T

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ACTIVITY

I SPY

Aim: To ask and answer yes/no questions and use the vocabulary learnt. Procedure: Ask pupils to look at the poster. Say ‘I spy with my little eye something beginning with b/blue/big, etc.’

ACTIVITY

TRUE OR FALSE Aim: To practise any of the structures or tenses (e.g. there is/there are; can/can’t; present continuous, past simple; etc.) or lexical items you have already presented. Procedure: Divide pupils into two groups Ask them to have a look at the poster for one minute, trying to remember as much as possible. Remove the poster. - Group A starts by making a statement about the poster

Pupils try to guess the item you have chosen asking questions, using the language they have learnt in class. If you are working on The City, for example, these might be some of the questions for something beginning with b: ‘Can you play with it?’; ’Is it black and white?’; ‘Is it round?’; etc.

( e.g. for the poster The House they could say ‘The girl is washing her hands.’). - Group B decides whether the statement is true or false. - Award a point for every right answer. - Then it is time for Group B to make a statement and for Group A to answer. - The winning group is the one with the highest number of right answers. Option: Instead of having Groups A and B taking turns, groups only make a statement if they have previously provided a right answer. Extra challenge: If the statement is false, you can decide to award an extra point for providing the correct statement (e.g. in the above case, the correct answer would be ‘The girl is combing her hair’).

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SPECIFIC-POSTER ACTIVITIES On the following pages, you will find different activities to be done with specific posters. The aim of these activities is to work on skills and hopefully tap into pupils’ imagination and creativity. There are different activity options for each poster so that you can decide which one to use according to pupils’ command of the language.

POSTER

HABITS

SKILLS: READING & SPEAKING ACTIVITY

Ask pupils to have a look at the poster and complete the exercise below. Read and tick (√) or cross (X) or don’t know (?). The girl wakes up at 7 o’clock and washes her teeth. She eats eggs for breakfast and some toast. She drinks some orange juice, too. At 8 o’clock she arrives at school. She’s ready to study. She meets the boy for lunch. From time to time, she eats hamburgers. She prefers cheese sandwiches. She returns home from school around 4 in the afternoon. She watches some TV and does the homework. She goes to bed at midnight. The boy takes a shower early every morning. He usually skips breakfast and goes to school. It’s a pity. It’s important to have breakfast every day. The boy starts his first lesson at half past eight. He loves maths but doesn’t enjoy science. He plays with his friends at breaktime and meets the girl for lunch. Back from school, the boy reads a book. He loves adventure stories. He often goes to bed early so as to get as much sleep as possible.

ACTIVITY

Ask different pupils to come to the front one at a time. They draw the arms of the clock according to your instructions. For example: ‘The girl washes her teeth at half past seven’. Option: Allow pupils to give instructions to other pupils in the class.

1. The girl always eats hamburgers for lunch. 2. The boy never eats breakfast. 3. The boy loves learning about historical events. 4. The girl goes to bed at 12 am 5. The boy goes to bed early every day so that he can sleep as much as possible Answers: 1X; 2X; 3?; 4√; 5X; Extra challenge: Pupils write the correct sentence next to the X sentences and offer different answers to the ? sentences.

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ACTIVITY

Prepare a similar chart to the one below:

Name

wash your teeth in the morning

take a shower

have cereal for breakfast

read a book after school

go to bed early

… … … … YOU Pupils ask questions to three people in the class so as to complete the chart (e.g. ‘X, do you wash your teeth in the morning?’). They then report their answers to the rest of the class, using the appropriate verb form and trying to compare answers in

this way: ‘X goes to bed early every day, but Y doesn’t. He goes to bed late. Me too.’ Option: Pupils draw a bar chart with the above answers.

POSTER

JOBS

SKILLS: SPEAKING & WRITTING ACTIVITY

Ask a pupil to come to the front. Give him/her a minute to look at the poster and try to remember as many details as possible. He/she stands with his/her back to the blackboard, facing the rest of the class. Write one of the jobs on the poster on the blackboard. The pupil standing at the front must not see this. He/She asks questions to the other pupils, trying to guess the job written on the blackboard. Only yes/no questions are allowed. For example: ‘Am I a man?’/’Am I wearing glasses?’/’Do I build houses?’ Once the pupil has asked six questions, he must dare an answer.

Option: In order to make everyone participate, ask pupils to get in pairs. Each of them writes a job on an adhesive label which the other pupil in the pair must not see. They stock this label on their friend’s forehead. Pupils take turns to ask each other questions in order to find out what the job is.

ACTIVITY

Ask pupils to write two or three riddles each about the different jobs on the poster. Choose different pupils to read their riddles to the rest of the class, who try to guess what the job is. Do not overlook accuracy but place emphasis on the use of their creativity. You might need to provide them with an example as a model:

At four o’clock in the morning, when everyone’s asleep

I’m up to start working with water, flour but no sheep For the young and the old, I cook for them all. When it’s hot and it’s cold I make buns and rolls Who am I? Answer: baker Option: If you think this activity is too challenging for pupils to do on their own, allow them to work in pairs.

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ACTIVITY

Pupils choose a job from the poster and write an acronym. For example:

The letters in the word chosen can be used at initial, middle or final position. For example:

Postcard Office Stamp Telegram Mailbox Address News

ReCipe fOod

Oven KitChen

POSTER

THE ALPHABET

SKILLS: LISTENING & WRITING ACTIVITY

Tell the class to get into two teams. Draw a line on the blackboard which divides it into two equal halves. Ask a pupil from each team to come to the front and stand facing half the blackboard each. Volunteer to call out the alphabet the first time. Then have pupils from each team take turns to do this. Call out the alphabet in such a way that only the first letter being called out is heard and the rest are recited silently. Someone in one of the teams says ‘stop’. Call out the letter that you were stopped at. Give the pupils at the front a minute to write as many words beginning with that letter as possible. Give a point for every correct word which both pupils have written and two for every original one (i.e. that only one pupil has included). Repeat this procedure with other pupils in each team. The winning team is the one with the highest score. Options: Allow other pupils in the same team to help the one at the front by whispering into his/her ear more words. Encourage students to start calling out the alphabet at dif-

LETTER A G S

ANIMAL bear goat sea lion

CLOTHES boot glove scarf

COLOUR brown green …etc…

ferent letters (i.e. not always starting with A). Extra challenge: Instead of having students write as many words as they can think of beginning with the letter in question, ask them to complete the following table (change the categories according to the areas learnt in class). When one of the two pupils completes his/her line, he/she calls out ‘stop’. Give a point for every correct word which both pupils have written and two for every original one (i.e. that only one pupil has included). Repeat this procedure with other pupils in each team. The winning team is the one with the highest score. Ask pupils to look at the poster for a minute, trying to remember as many details as possible.

COUNTRY Brazil Greece …etc…

FOOD banana …etc… …etc…

SPORT baseball …etc… …etc…

SCORE

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ACTIVITY

words and create a crossword puzzle. Ask pupils to exchange crossword puzzles and solve them.

Pupils choose different letters on the poster and think of words they know that start with that letter. Once they do this, they write simple definitions for these

Option: Give pupils the possibility to choose a letter which can either bear the initial, middle or final position in a word.

POSTER

THE BEDROOM

SKILLS: READING & SPEAKING ACTIVITY

Then, ask them to copy and answer the multiple-choice exercise below in their copybooks/folders: Circle the correct answer. 1) What can you find on the shelves? a. Books, an apple and a car b. A lorry, a bear and a robot c. A doll, tennis balls and a robot

4) Where is the pink blouse? a. Next to the green skirt

2) How many lamps are there in the bedroom?

b. Under the girl’s bed

a. Two

c. Next to the blue skirt

b. Three c. One

5) Which of these items cannot be found in the bedroom? a. A TV set and a notebook

3) What is the boy doing?

b. A TV set and a play station

a. Playing a computer game

c. Music headphones and a notebook

b. Sending a text message c. Reading a book

Answers: 1) b

2)a

3)a

4)c

5) b

ACTIVITY

Pupils get in pairs or groups of three and choose three objects (including toys) in the bedroom. Ask pupils to imagine a conversation among these three objects when lights go out at night. Pupils role play their conversation. Option: You can decide to have an award ceremony.

Choose different categories, for example: best performing actor/actress, best story, best ensemble, etc. Cut out (or ask pupils to do so) cardboard awards. Ask pupils to vote for someone in all categories. Present the awards to those pupils with the most votes in each category.

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POSTER

THE BODY

SKILLS: READING & WRITING ACTIVITY

Pupils invent a toy, ET, or an invented creature or animal, etc. They draw and colour it on a piece of paper. On a different piece of paper, they write a description of it using the vocabulary on the body. Once they finish, ask pupils to hand in both the drawings and the descriptions to you. Display the drawings and the descriptions separately on the classroom wall. Ask pupils to try and match the descriptions to the corresponding drawings.

ACTIVITY

Say ‘The boy on the poster is listening to rap music. You will be songwriters today. Get in pairs and write a rap, using at least five (5) parts of the body.’ Encourage pupils to sing their raps to the rest of the class.

POSTER

THE CITY

SKILLS: LISTENING & WRITING ACTIVITY

Before the lesson, prepare a text about three people (a woman and two men) who are trying to get to a place in the city featured on the poster.

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For example: Lisa walks down Jujuy Street. She goes by the greengrocer’s and the baker’s. She waits for the traffic lights to change. Her friend, Laura, lives in the building right across the street. They are going to have tea together. But the lights are taking too long to change and she decides to have a look at the clothes shop. She goes inside. Lisa receives a text message from Laura. She can’t meet her. Lisa decides to go home. She leaves the clothes shop, turns left and walks straight to the corner. She turns left again and keeps walking until she gets home. Her house is not the one with the wooden door but the one next to it. Carlos jumps off the bus on Moreno Street. The clothes shop is to his left. He wants to buy the newspaper at the newsagent’s at the park, but he has got no money. He needs to get some money from the bank first. Then, off to buy … (Mention the local newspaper here).

Victor leaves the building opposite the park on Moreno Street . He’s in a real hurry. He’s late to his new job and doesn’t know how to get there. He crosses the street and tries to get some help at the baker’s. No luck. He meets the woman wearing a purple skirt in the middle of the street and asks her for directions. No luck. Standing at the bank, he decides to cross the street and ask the newsagent. But he is very busy selling newspapers. So he decides to go back where it all started.

This is only a model text. Adapt the language to pupils’ level of English. Add/Remove as many details as you need. Cut out three shapes like these :

On the day of the lesson, tell them these three people are trying to get to a place in the city. Ask three volunteers to come to the front and assign a person to each. Read the text as quickly as possible. Pupils listen to the text and decide where the three people are, sticking the shapes on the poster (you can decide to give them markers and write the names of the people directly on the poster). Answers:

Extra challenge: ask pupils to write their own set of instructions and carry out the activity in the same way.

ACTIVITY

Ask pupils to get in groups and write a page of the city newspaper. They could include: illustrations; ads; a piece of news about something that happened (or will happen) in the city; a short interview to a shopkeeper (about sales, about the product he/she sells, etc.) or a citizen; a reference to the activities taking place at the par; etc.

Display pupils’ work in class for everyone to enjoy. Option: If the above is too demanding, ask pupils to get in pairs or groups of three. Each group is in charge of writing one article, or ad, or interview, etc. Put everyone’s work together to make up a newspaper.

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POSTER

THE CLASSROOM

SKILLS: SPEAKING & WRITING ACTIVITY

Pupils find differences and similarities between the classroom on the poster and their own. Option: Give pupils a set of connectors that you want them to use when doing the comparison. For example: and, but, too, etc.

ACTIVITY

Pupils work in pairs. Pupil A decides on an object from the poster, but does not tell Pupil B what it is. Then he/she tries to define the object for Pupil B to guess. Pupil A: ‘You use it to write. It’s not for writing on the black board (They are not allowed to say it isn’t chalk). It comes in different colours…’ Pupil B can dare an answer at any time. But he/she needs to make sure the prompts have been enough to ensure his/her answer is right.

Tell pupils to choose one of the students on the poster. It is this boy’s/girl’s first day at a new school. Ask them to write an email as if they were him/her to a friend in their former school. Pupils describe the classroom, what they like/not like about it; they share with his/her friend how they feel in the new school; they tell his/her friend who they sit next to and what this student is like, etc.

POSTER

THE HOUSE

SKILL: LISTENING, SPEAKING & WRITING ACTIVITY

Before the next lesson, create a text (the length and the content will depend on pupils’ level of English) describing the scene on the poster, including wrong information. An example is provided for you at the end of this explanation.

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On the day of the lesson, ask pupils to have a look at the poster for half a minute. Read the text once for pupils to listen carefully. Read it a second time, allowing pupils to write down the correct information. Read the text in such a speed that makes the activity challenging but doable. You might want to tell them how many items they need to correct. This is an example for beginner-level pupils: It is a rainy day today. Mum is making lunch in the kitchen. It smells good. The boy is listening to some music in his bedroom. Dad is reading a book in the living room. Where’s the girl? She’s in the bathroom. She’s washing her hands. There are some beautiful blue birds singing outside. Grandpa is outside, too, playing with the family’s cat in the yard. He can’t listen to the birds singing because there’s a hel icopter overflying the area. Answers: sunny; Grandma; the kitchen; the newspaper; combing her hair; yellow; dog; airplane; Option: If you only want pupils to practise the parts of the house, focus on these vocabulary items when working on the text.

ACTIVITY

Looking at the poster, encourage pupils to share with the rest of the class which is the room in their house they like the best. Ask them to justify their choice.

ACTIVITY

Ask pupils to choose a member of the family. Tell them to think what this person is thinking and feeling at that moment in time. Pupils write this down on a thinking bubble on cardboard They then stick their bubble next to the corresponding person on the poster. Discuss the different alternatives pupils thought of.

POSTER

THE WEATHER

SKILLS: LISTENING & SPEAKING ACTIVITY

Before the lesson, prepare a short text about the weather on the different days of the week. On the day of the lesson, read this text to the class and ask them to decide what the weather is like on each day. For example: The weather is very hot on Monday morning. There’s some wind around midday and clouds, too. No rain is expected. Black clouds bring a heavy storm on Tuesday. But the temperature is warm. The temperature changes completely on Thursday. Lots of snow, wind and rain. It gets very cold. The previous day is cold and rainy, too. Friday and Sunday are exactly the same as Monday. Saturday is a lovely day: sunny and warm. Ideal to be out.

Answers: Cloudy Monday, Friday and Sunday Cold Wednesday, Hot/Warm Monday, Tuesday, Friday, Saturday and Sunday Rainy Tuesday, Wednesday, Thursday Snowy Thursday Sunny Saturday Windy Monday, Thursday, Friday and Sunday

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This example works well with pupils who have not yet learnt the future. Extra challenge: Write the days of the week and have pupils complete the weather.

Cloudy Monday … … …

Cold … … … …

Hot/Warm Monday … … …

Rainy

Snowy

… …

ACTIVITY

Ask pupils to bring a map (a map or the word or any other). Pupils get in pairs and cut out different shapes which correspond to the different weather types. Examples:

sunny (day)

They then place three or four weather types on the map. Pupil A is a TV presenter and Pupil B the weather man. Pupil A asks questions to Pupil B about the weather in the different countries or the different provinces/states in the same country. Bear in mind you will probably have to provide pupils with some of this language.

cloudy (day)

Pupil B refers to the poster, making as many comments as possible. Encourage them to be imaginative and think of the advice the weather man would give the audience. For example: Pupil A: ‘And now the weather forecast with Daniel García. Hello, Ana. What is the weather like today?’ Pupil B: ‘Hello, Ana. It is sunny and hot in Rosario. The temperature is above 32° C. There are no clouds. It is a perfect day to play outside or have a picnic. Remember to take sunblock and to drink lots of water.’

rainy (day)

windy (day)

Pupil A: ‘That sounds good. What can you tell us about the weather in Buenos Aires?’ Pupil B: ‘It’s windy in Buenos Aires. It’s rainy, too…’ Do not encourage pupils to use the future unless they have already learnt it.

snowy (day)

Sunny

Windy Monday

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POSTER

THE ZOO

SKILLS: WRITING ACTIVITY

For those pupils whose command of the language does not yet allow them to write long chunks of language, working on a ‘Wanted or ‘Lost’ poster is ideal. Ask pupils to choose an animal on the poster and complete a ‘Wanted’ or ‘Lost’ poster on cardboard as shown below. Tell them to complete the different lines with a few words. Some ideas have been provided to help you.

ACTIVITY

Ask students to write a shape poem, encouraging them to be as creative as possible. For example:

Ask pupils to choose an animal on the poster.

I’m a big bear, Living in the zoo. I’ve got brown hair And bits of black, too. I’m a hungry bear, Waiting at the zoo For children who care And bring me a nut or two.

Pupils write as if they were that animal, expressing their thoughts and feelings about living in a zoo, about zoo goers that visit them, about the animal friend they like the best, or any other idea they can think of. Option: If pupils can deal with the past simple they can write about something that happened to the animal in question at the zoo. For example, it escaped for a few hours, it hid another animal’s food, it had the visit of a very interesting character (maybe someone famous)

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