PHOTOCOPIABLE KET
Paul Ashe
RATIONALE
This is the KET version of a series of photocopiable books for teachers of the Cambridge ESOL exams. I believe my proposal will help to satisfy the huge demand I have experienced in this area personally and have been made aware of by colleagues. There is a gap in the market for activities which guide possible candidates through these exams.
Market Age range: Language level: Institutions:
The activities would be suitable for both KET for Schools candidates and older. In 2004 56,000 candidates took the KET exam worldwide. The level of the activities will correspond to level A2 of the Common European Framework. The CEF is increasingly being regarded as the principal reference for language levels. KET is taught in both private language schools and state schools around the globe. The Italian government, for example, provides funding for school teachers who wish to take the KET exam while the Chilean Government has included KET into the state school system. The market will therefore include private and public education on an international scale.
Methodology The objective of these photocopiable activities is to provide KET-level (CEF A2) teachers worldwide with a variety of fun activities to develop their learners’ learning strategies and skills which will help them to continue improving their English long after they pass the KET exam. My belief in not only teaching the language but also the necessary skills to be able to learn outside the classroom is reflected in the Guided Instruction tasks for each part of the KET exam. These act as an introduction to the task type and trains learners in the skills required to complete the task. My belief in learner autonomy is evident in the activities being largely student centered. The tasks are generally designed in such a way so as to reduce teacher intervention to a minimum. This also reflects my opinion that learners can learn just as much from one another as they can from the teacher. The assumption that a language is learnt to be spoken and is best ‘acquired’ (Krashen’s definition) by speaking it is behind creating activities which can be done in pairs or small groups. This also increases the amount of student talking time in class. When communicating people bring with them real-life experiences and opinions and their language reflects these events. Many of the tasks have a humanistic aspect based on the belief that if learners can connect personally with the language they are more likely to acquire that language. Furthermore, by combining movement, visual aids and analytical activities the tasks cater for differing learning styles. From a teacher’s point of view I am tired of ‘Disposable Worksheets’. This is all the photocopiable material which requires one copy per learner, cutting up into several sections and then being rendered unusable with the same class and thrown away once it has been done once. The tasks, in this KET section on ONESTOPENGLISH, are designed so as to have multiple uses and avoid such a waste of time and effort on the teacher’s part. The Alternative Activities section, on the teacher’s instructions page, provides detailed explanations of how each worksheet can be adapted in several ways. I have organized the tasks according to the part of the KET exam it pertains to. Each task is preceded by a teacher’s instruction page which includes important information for the busy teacher such as number of copies required, time, the topic area, and the skills developed. All the activities have been tried and tested by several teachers on various classes at the school where I work. All activities were found to be effective in their objectives and any relevant suggestions for improvement have since been incorporated. The following pages include: • The contents page of the proposal • 3 sample tasks with the corresponding teacher’s notes. • A sample crossword (crossword 13)
pogs@supercable.es Calle Antonio Barroso y Castillo, 14, 4º-1, 14006, Cordoba Spain
PHOTOCOPIABLE KET
Paul Ashe
This is an extract of the contents page highlighting the layout. To note: • The guided instruction activities which provide the skills to complete the following three practice tasks. • An average of 4 activities per part. • Twenty-two crosswords. One crossword for every lexical topic Cambridge use in the exam. They provide candidates with essential vocabulary while practising spelling and understanding defintions, essential skills for part 6 of Paper 1. The pictures help to convey meaning.
CONTENTS
Paper 1, part 1 1 Work out the sign— guided instruction 2 Watch that sign 3 Sink the sign 4 Spot the sign
2 4 6 8
Paper 1, part 2 5 Multiple elimination— guided instruction 6 Accumulation game 7 Lexical jumble 8 Puppet prepositions
10 12 14 16
Paper 1, part 3 9 Conversation confusion — guided instruction 10 Functional sketches 11 Conversation construction 12 Rapid replies 13 Irrelevant responder
18 20 22 24 26
Paper 1, part 4 14 This is my life— guided instruction 15 A maze in story 16 Backwards answers 17 Win the gap ...
28 30 32
• • • • • • • • • • • • • • • • • • • • • •
Crosswords Clothes Daily life Entertainment and media Food and drink Health, medicine and exercise Hobbies and leisure House and home Language People Personal feelings, opinions and experiences Personal identification Places and buildings School and study Services Shopping Social interaction Sport The natural world Transport Travel and holidays Weather Work and jobs Crossword Answer Key
67 68 69 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90
Tapescripts
103 pogs@supercable.es Calle Antonio Barroso y Castillo, 14, 4º-1, 14006, Cordoba Spain
PHOTOCOPIABLE KET
Paul Ashe
Reading and Writing - part 1 Activity 1
Work Out the Sign Guided Instruction Warmer
EXAM PART Paper 1 Part 1
EXAM SKILLS Understanding signs
TOPIC Signs and notices in public places
TIME 40 minutes
PREPARATION One photocopy of the activity page per eighteen learners
Write the following sign on the board: ALL COATS HALF PRICE UNTIL SATURDAY Ask students where they might see this sign (answer: in a clothes shop window). Then divide students into pairs and give them three minutes to try to express the meaning of the sign in a different way i.e. paraphrase the sign. After the time is up tell students you are going to have a quick competition. Each pair is a team. You are going to ask a question and the first team to stand up can answer the question. Pairs get two points for correct answers or one point taken away for an incorrect answer. Ask the following questions and ask for the justification for the answer also: 1. Does the shop sell coats? (Yes) 2. Are the coats expensive today? (No) 3. Are the coats always cheap? (No) 4. Are the coats 50% cheaper at the moment? (Yes) 5. Will the coats be more expensive after Saturday? (Yes) Now write the following three options on the board and ask pairs to discuss which option corresponds to the meaning of the sign. A. You can get 2 of these for the price of 3 B. The things in the shop are cheap on Saturdays C. It is more expensive to buy these after Saturday. (correct answer)
Main Acitivty 1.
Tell students that they are going to see more signs that they might see in the street in any English speaking country. 2. Give each pair one cut out sign. Tell them to fold the paper along the dotted line so that they cannot see the three a,b,c options. 3. Tell students that answering the comprehension questions together will help them work out the meaning of the sign. They should not worry too much about any difficult vocanulary in the sign yet. Tell students to answer the questions and try to paraphrase the meaning of the sign together. 4. Once they have done this they can unfold the paper and choose which of the three options corresponds to the correct meaning of the sign. Once they have chosen between a, b or c they should make a note of the number of the sign and the letter they have chosen. 5. When pairs have finished with one sign give them another to work on. Rotate all nine signs around each pair so that they have all had a go at answering each sign. 6. When all pairs have finished put the signs somewhere all the class can see them and ask the class the correct answers and their justification for the answer. Answers 1.b 4.b 7.b 2.a 5.b 8.a Alternative Activities 3.c 6.a 9.c Movement 1. 2.
You could cut out only the signs. Stick them around the classroom on the walls, for example, and read out the meanings of the signs. Students have to stand next to the corresponding sign. Althernatively you could make the above game into a team competition whereby the class are divided into two teams. Instead of standing by the sign one member of each team has to run and take the sign from the wall and bring it back to you. If it is correct that team receive a point.
Follow up Why not ask learners to bring in photos of English signs, or posters or shop names they see in the town where they are living. You could look at the meanings together in class and students could write their own paraphrased meanings.
pogs@supercable.es Calle Antonio Barroso y Castillo, 14, 4ยบ-1, 14006, Cordoba Spain
PHOTOCOPIABLE KET
Paul Ashe
1 Work out the sign Public Library
2
Paper 1,part 1 3
SLOW!
Please return books to shelves after use
Children Crossing
Half Price Shoes! Sale must end this afternoon
1. What does a Library have in it? 2. Are the books in a library on the floor? 3. When you finish reading a book in a library where should you put it? -----------------------------------------------a. You must not take books that are on the shelves. b. You must return books when you have finished reading. c. You cannot return books after using them.
1. Where can you see this sign? 2. Is it dangerous for the children? 3. What are they crossing? 4. What has to go slow?
1. Are the shoes cheap? 2. Will the shoes be cheap tomorrow? 3. When does the sale finish?
-----------------------------------------------a. You must not drive fast here. b. Children are moving slowly. c. You can fast when there are no children.
------------------------------------------------a. You can get three for the price of two b. You can always buy cheap things in this shop. c. It is cheaper to buy things in this shop today and not tomorrow
4
5
6
NO BALL GAMES ON GRASS
Odeon Cinema Adults Children
Olympic Sports Centre
£4.50 £2.50
Reductions for students
1. What is a ball game? 2. Can you be on the grass? 3. Is football a ball game? 4. Can you play football on the grass? -----------------------------------------------a. You can play football here b. You must not play football here c. You must play football with a ball
1. Who has to pay more money to go to the cinema? 2. What is a synonym for children? 3. Do young people have to pay more or less to go to the cinema? -----------------------------------------------a. Adults have to pay for children. b. Young people pay less here. c. Children get free popcorn.
1. Can students use the sports centre? 2. Can they use the sports centre without paying? 3. Do they have to pay the full price? ------------------------------------------------a. Students get a discount here. b. Students cannot use the centre. c. Students can use the sports centre for a short time only.
7
8
9
Postcards 40p each or 3 for £1 1. How much is one postcard? 2. Can you buy three postcards? 3. Is it cheaper if you buy three postcards? -----------------------------------------------a. You can't buy only one of these. b. It's cheaper to buy three of these. c. You can get one for the price of three.
BEWARE OF THE DOG!
ROAD CLOSED Diverted traffic
1. Is there a dog? 2. Is it dangerous? 3. Should you be careful?
1. Can you continue along this road? 2. Is the road closed to cars? 3. Is there an alternative route?
-----------------------------------------------a. There is a possible danger. b. The animal is a dog. c. The animal is dangerous.
------------------------------------------------a. You must stop driving and get out of your car b. There is a lot of traffic on this road. c. You must take a different route.
pogs@supercable.es Calle Antonio Barroso y Castillo, 14, 4º-1, 14006, Cordoba Spain
PHOTOCOPIABLE KET
Paul Ashe
Reading and Writing - part 3 Acitivty 13
Irrelevant responder Warmer Tell the class you are going to say something and you would like them to reply. Read some of the prompt sentences from the worksheet. Elicit various answers and explain any that are inappropriate. Do not suggest any of the answers that are on the worksheet yourself.
EXAM PART
Main Acitivty 1.
Paper 1 Part 3
EXAM SKILLS Understanding functional language
2.
TOPIC Everyday functional prompts and replies
TIME 40 minutes
3.
PREPARATION One copy of the activity page per fourteen students
Tell students they are going to look at more expressions that require a particular answer. Give each student one card. Make sure that all students have a card with answers that corespond with another student’s Answers: G-H card. For example if you have six students, give out A-B I-J cards A to F or if you have twelve students cards A to L. C-D K-L If you have an odd number of students take a card and E-F M-N form part of the activity yourself. Tell students to imagine it is the first time they have all met. Students have to mingle with their classmates and say hello and introduce themselves and say where they are from in order to initiate a conversation. The objective is to find the person who has the appropriate answer to their prompt. Once the conversation has begun they should try to continue the conversation and include their prompt sentences and answers into the conversation as naturally as possible. They should use their prompt sentence and answer with every student in the class. Once all students have spoken to one another ask them to stand by the person who has the correct answer to their prompt. In pairs students should act out these functional exchanges. The rest of the class should then decide whether the answer is appropriate or not.
Alternative Activities Matching 1.
Gather the class around a table and place all the cards face up on it. Tell the students to work together to find the cards which match appropriately. For example ‘student I’ card matches with ‘student J’ card. Be on hand to answer any questions as regards difficult vocabulary.
Follow up •
•
Why not get pairs to prepare and act out an expanded version of the conversation. Doing this during extreme weather conditions or strange imageined places helps to introduce a little humour and make the exchanges a little more memorable. You could repeat or translate and reinact conversations or exchanges that students have had that day or week.
26 pogs@supercable.es Calle Antonio Barroso y Castillo, 14, 4º-1, 14006, Cordoba Spain
PHOTOCOPIABLE KET
Paul Ashe
13 Irrelevant responder
Paper 1, part 3
Student A Answer
Student B Prompt
We're going to have a party tonight
Over there
Answer
Prompt
Can I come?
Where did you put the radio?
Student C Answer
Student D Prompt
I was born in 19_ _
Have you been here before?
Answer
Not since last lesson
Student E Answer
What day is it today?
Answer
I haven't done my homework
Answer
Prompt
Didn't you have time?
I've got a headache!
Student I Answer
Student J Prompt
I can't. I have to babysit
I can't find my glasses!
Answer
Prompt
Here they are!
Would you like to go to the cinema?
Student K Answer
Student L Prompt
It's a bit chilly
Can you play the guitar?
Prompt
Answer
What's the weather like?
Not very well
Student M Answer
When did you last wash your hair?
Student H Prompt
Shall I turn the music down?
Prompt
It's Tuesday
Student G Answer
When were you born?
Student F Prompt
This morning
Prompt
Student N Prompt
There's I can't open this another one in jar half an hour
Answer
Let me try
Prompt
I've just missed the train!
pogs@supercable.es Calle Antonio Barroso y Castillo, 14, 4ยบ-1, 14006, Cordoba Spain
PHOTOCOPIABLE KET
Paul Ashe
Speaking - part 2 Acitivty 59
Reverse Bingo Warmer
EXAM PART Paper 3 Part 2
EXAM SKILLS Asking questions
TOPIC Personal and nonpersonal information
Who?
What?
How many? Are? Copy the following box onto the board: Ask students the following questions and as you do cross off the question word in the box: • Who has got a pet? • What is the name of your pet? • How many people have got two sisters? Before you ask students the next question tell them to listen to determine whether it is grammatically correct or not: • Are you can the oldest in your family? Students should tell you it is incorrect. So, tell students they shouldn’t answer the question and you cannot complete your bingo card. Ask the question again, this time eliminate the word ’can’ from the question. Now cross off the final question word and shout BINGO!
Main Acitivty 1. 2.
TIME 30 minutes
PREPARATION
3.
One copy of the activity page per fourteen students
4.
Tell students they are going to play bingo. Divide students into pairs and give each pair a different bingo card. Tell students your friend likes going to the countryside at the weekend. Pairs need to ask you questions to find out more information about what he does. The objective is to be the first pair to cross off all the words on their bingo cards and shout BINGO. To do this they must ask you correct questions. Get students to cross off the words in pencil so that you can re-use the bingo cards. Before you play give each pair five minutes to think of questions they could form with the prompt words they have on their bingo cards. Once the time is up ask students to ask you questions about the party. You must only answer well-formed questions. Remind students they can only cross off their words if you have answered the question.
Variations Matching 1.
2.
Once the students understand the rules they could play individually asking you or in groups of three by themselves. Students could ask each other about their daily lives, their obvies or interests, their jobs, school, their families, where they live etc. You could get two students to practice part two of the KET oral in front of the class. You could use sample material from the KET handbook or download it free from the cambridge esol website. As the two candidates are talking the other students have the bingo cards and must cross off the words that the candidates use in question form.
Follow up •
Why not use this activity as an occasional warmer. You could write the question words on the board and ask one student to sit in front of the class with his/her back to the board. The other students then have to ask the student questions using the words on the board. You could time the class and try to get them to beat their record each time you do the activity.
26 pogs@supercable.es Calle Antonio Barroso y Castillo, 14, 4º-1, 14006, Cordoba Spain
PHOTOCOPIABLE KET
Paul Ashe
59 Reverse Bingo
Paper 3, part 2 Student 2
Student 1
Who?
Which?
How many?
When?
Is?
Does?
Do?
Can? Student 4
Student 3
How much?
Why?
What?
How?
Are?
What?
Can?
Is? Student 6
Student 5
How many?
Which?
How much?
How?
Why?
How?
Is?
What? Student 8
Student 7
Where?
What?
How many?
Do?
Does?
Can?
Are?
Why? Student 10
Student 9
Who?
Which?
How?
When?
Does?
Can?
Where?
Are? Student 12
Student 11
Do?
How much?
Who?
Why?
What?
Where?
Is?
Are? pogs@supercable.es Calle Antonio Barroso y Castillo, 14, 4ยบ-1, 14006, Cordoba Spain
PHOTOCOPIABLE KET
Paul Ashe
Crossword 13
School and Study n
p
s
c h
f
t e c
e r t d
b p
c
b r s Down " 1. You write vocabulary in this.
Across! 7. This is extra work your teacher gives you
2. You can play in this at school when you are not in
to do at home.
class. It is usually outside.
9. This machine helps you with mathematics.
3. This will give your pencil more point.
10. This is a test which you do at the end of
4. You can sit on this in class.
the course.
5. This is a somehwhere to keep your books and papers
11. This is something you use when you make
together.
a mistake in pencil.
6. This person helps you pass the KET exam and gives
14. A teacher usually writes on this for ever-
you a lot of homework.
yone to see.
8. This is something you use when you make a mistake
15. You can write with this if you have not
in pencil.
got a pen.
9. At school you can look for information on this
17. Books are usually organized on this.
12. You put your books on this and study at school 13. This tells you the meanings of words 16. This is the place where you have lessons
pogs@supercable.es Calle Antonio Barroso y Castillo, 14, 4ยบ-1, 14006, Cordoba Spain