Part A: Read about Sharon the chef and answer the questions. Write full sentences please. This is Sharon, She's a chef. She's short and pretty. She works in a restaurant, She cooks for people. Every day she gets up at seven o'clock in the morning. She takes a shower and puts on her clothes. She doesn't eat breakfast, she drinks coffee with milk. At eight o'clock, she drives to the market. At the market, she buys lots of food. She buys fruit, vegetables and meat, Then she goes to the restaurant. She cooks lunch from twelve o'clock to three o'clock. Then she takes a break. At five o'clock, she starts to cook dinner. She cooks pasta, pizza and steak for lots of people. She finishes work at nine o'clock. She's very tired. She drives home and takes a shower. She plays computer games for an hour and then she goes to bed. 1. What's her name? 2. Where does she work? 3. Is she tall? 4, Does she have breakfast in the morning? 5. Does she walk to the market? 6, Does she buy pizza? 7. What does she buy? 8, Does she cook lunch at home? 9. What does she cook in the evening? 11, Where does she buy food? 12, What time does she have a break? 13, What time does she go to bed?17 Unitil/ CREATIVE WRITING AND THINKING / Lev Tim: i Language Function(s) Materials: None Before Class Prepare about ten comprehension questions simular to ‘hose used sa standard comprehension tests They can bbe based esther om an existing passage from a textbook fr on a passage that does not actually exist Brig ia shsteverstractares and vocablany you wish t9 pre te of semforce. Up- of downgrade the questions to St the level of the clase’ An example af 1 set of (qoestions aot based oa text bt smply made up is 32 fallow: Why was David so exbtvsted whea be got back to the village? ‘Was he suprised to find the village deserted? Why oe why aot? ‘The waiter suggests thsee possible seasoas why the silage bad been abandoned. Wi them theo of id David discover om openiag the Kost door of his cotage? ‘What would you have doae ia these ciscumstances? What id David do? 8. Do you think he was justified in being so ioleat? Why or why not? 9. How many survivors were discovered before dawn? 4. Finally, ifyou have based your questions om areal passese, proseat tis tothe cass ether by eadsag i loud, puting i onthe board fupli- fated copies. Discuss how the studeuts” passages Author's Note O-IT-YOURSELF COMPREHENSION Intermediate and above! Narrating; answering questions What was done wih the reantias of thove who did 10, What would be a good tile for the passage you have wniten? In Class 1 Review ith the students the standacd compeehen- stom exercise techague sa Which they fead a pas- tnd then bbave used excises of this kind ceceaty. you ay swish to remind them of specific passages aad gues" ‘uogs. Tell them that they ae going to doa rariation ‘of thi teehaque this tie. Infact, they a going 12 do such an enercive backwards Present the questions you have prepared to the students) You em ether write thean om the bowed pass out duplicated copies of them. Tell the sto- Alests that this time they are aot to answer the ‘estions bu instead they are fo write a passage on Which che questioas could be based. They ase to be Ste that every question willbe able tobe answered ‘by tending the passage they rite. (This allows the studeats fo use their creative iuagintion withia & finmemork set by vor) ‘When the passages have been completed, have thea sead aloud. You will probably fad as many striking similarities a= you will disinileities Tet ‘the class discuss and compare the passages they ave written compare with the orginal. Ifyou did not base your ‘questions om an actual passage, this the tie to T have found that there is sometimes 4 worble autictimax when the clas is ‘ioaly tla that there sea seally a passage at all, I seems isiporteat act 19 ually he to them whea you present the sastructions and questions Jean-Paul Cretan at,II-8 HAT SHOULD WE TALK ABOUT? Unit Il / CREATIVE WRITING AND THINKING / Level: Low intermediate and above / Time: 40-50 minutes one day, 20-30 minutes second day Language Function(s): Exchanging tees, reporting, narrating Mat la: None In Class Stas a discussion about what students are inter cstedin. Then ask each student 19 write three topicr Im which he or she is nterested on a piece of paper Divide the class into pais, and ask each pois to diseuss this Hats and loo for similarities Then ask the paus to jow together to make groups of four Now ask # spokesperson foreach group to tll the class the intetests ofthat group. Following his, ask ‘dents, om the bisis of these reports, to form new interest based" topic groups. Let them circulate freely and question thers in order to find the erouy they want to join. You may ead up wath thice or out definite interest groups "Strays" should be Author's Note susged to join on or another ofthe groups, which fever comes nearest to touching on their interests Tell the aroups that they ae to we the remainder of the period to prepare a0 introductory talk om their ‘subject for s ater class Let the groupe choose when they would ike to give thew talks. and arbitrate aay schedule coaficts When the scheduled time comes. have the sroups present their talks. Do not let one student dominate the proccediags. however, be sure that euch eae bs the opportunity to speak. The discussion cam coutiane with the whole class asking questoas ead ‘making coutsbutions ead a studeut fom aay one of the groups taking the chair Elements of this proceduse cau be adapted for use with students having die ing needs is smile difcaltien ato sangeimproverent. the clacs can be divided into gro rhaeing Chnts MillsLanguage Function(s): Interpreting and suggesting Materials Before Class Select aevespaper articles with headlines appropriate to the level of Your class. You will aeed about thee cles for cach of the seal groups sto which you will divide the clas (Step 1). Cot the headlines off the ancles and cut ech Headline into separate words You may want to mount each article and each headline ‘word on paper. This makes for easier bandliag and flso easares that stents are seeing the coorect ede oF the cut-out piece of newspaper aad are nat confused by what happens fo be om the back. (For of the exercise it preferable that all headliner be = the same type size and style ) Shute the words athe tee headlines foreach geoup aad put them sa eave lopess0 that all the words for the ft group aze ia one cavelope, those forthe second group im stother. aad In Class 1. Divide the clas into small groups, and pass ‘envelopes of shuffled headline words the 2. Tal the group that their envelopes contain words tom thice headlines. They are to reconstruct the Aeadliaes by patting the ght words together. Tell them that you will provide the Leral measiag of any words they don't understand but point out that aio, Newspaper aitcles; headlines fiom the astcles cut into single words Inendlines do not always use words in their liter sense. they mast work ovt any metaphorical mean- tgs fr themselves Let the eroups work for as long as necessary. Pro ide belp where you thak tis aeeded. Assembling the Readies sould take about ten muautes. al ‘housb this will vary withthe level ofthe class When the headlines have been assembled ask each 1ovp to vead ste headlives and tell what they atea Sed what the proup feels the article wa about ‘Thea nk cach stodent to take one ofthe headlines sand rent his or her own version of a article to 29 ‘with that headline. GFthere are more studeats @ headlines, some can copy the headline and work from the copy) The articles should be short, per hnaps five to twelve sentences ‘Then have the students read their asticles to the las. Finally. they can compare thes verstous with fhe exercise has more impact if they can a least see te oniguaal amcle ia ts peinted form) Chis SmithLanguage FanCtion(s): Materials: A newspaper Before Class are sewspaper pages for each member of she clas. Be sure hat each page has two or moze complete stcles oa i In Class 1. Give one newspaper page 10 each member of the cass 2. Tell the smdents that they are to read one of the aicles on thet page. and thea to ete a question bout that amicle 9a the board. They ave ot to SMentify the stile om which the question ss bared ‘The question shovld be such that it can beam sswered only by reading the article. Whes they have toy PPRECIATING ADVERTISEMENTS ten theie question, they are to cera the news paper page to you. Spread al the newspaper pages om the ble in tandou otdes, Thea ask the studeuts to fad the faeners to the questions om the board. This will fequise quick, efficient sending of the mtevil a= they ewrulate. Scanning the articles on the pages, then reading to find the answer tothe question ater they bave located the proper artcle Go through the anewers with the cles a5 soon a8 the fist person has finished. I'you wish, you ae Siseuse with the studeats the kind of reasoning they used to locate the correct articles Paul Cammack TII-6 Unit ill | READING AND WRITING / Level: Intermediate and above / Time: 60 minutes Motori fale: OM magazines In Class 1. Being a pile of olé magazines into class and tell the Sstudeats to spend the aext Sifeen miautes leaiag through them, looking especially at the advertise 2 Now tall she students to select some or all of the following: 1 an advertisement they like 1. an advertisement they hate can advertisement they think is = good one 4 an advertisement they thnk is a bad one oy age Function(s): Explining and justifying choices, des Go around the class, asking each studeat 10 de seaibe and discuss one of the advertiseaieats be of the bar choren. The students showld explain and justify their chesces, Encourage questions and com ‘ents from the rest of the clase Write on the hoard any advertising slogans, catch heaves. of other things you may wish to daw tention to; there items should Now oat of points Drought up ia Step 3. Discuss these with the’ clas, callig for examples from some ofthe selected ads David Fill