Timesaver New Timesaver for English Teachers

Teachers on busy intensive courses have an insatiable demand for templates (maps, menus, etc) around which they can base a lesson. Equally true is the fact that they dont have time to create these themselves. It was this need that led to our first (and still best selling) TIMESAVER

Contents

The following is a list of the photocopiabJe repromasters in this book The activities in brackets are suggestions for lesson aims and skills work; however, many of the

repromasters williend themselves to wide range of activities

*full teachers' notes provided

Personal identification Parts of a car ( vocabulary)

Directions * (speaking)

Identity card * (writing, speaking) 7 Map of London

Family tree (writing, speaking) 8 vocabulary, prepositions ofplace)

(descriptions: eut up / create faces) 9 Maps (for reference)

how many? open or c1osed?) 13

The sitting room

eut up / arrange furniture) 17 Describing objects

Daily routine * Writing postcards

eut up /arrange furniture) 14 Holiday planner (writing)

Types of home (vocabulary) 15 Y outh hostelling * (writing)

Plan of a house (vocabulary) 16 Reserving accommodation

The bedroom (prepositions: Hotel symbols (vocabulary)

Housework * (have to) 18 (vocabulary, speaking)

(the present simple tense) 21 (descriptive writing)

Transport (vocabulary) 22 Containers * (collocation)

Food and drink *

(countable / uncountable nouns) 43

(creative writing, rale play) 50

Writing recipes * (instructions) 52

Leisure

Hobbies and interests * (vocabulary,

speaking, likes and dislikes) 55

TV programmes * (vocabulary,

speaking, likes and dislikes) 56

Sports

(vocabulary, likes and dislikes) 57

Musical instruments (vocabulary,

likes and dislikes, ability) 58

AnimaIs

Wild animais (vocabulary) 59

Family animais (vocabulary) 60

Domestic animais (vocabulary) 61

Schooi

Subjects * (speaking) 63

Timetable * (writing) 64

Classroom objects (vocabulary) 65

School equipment (vocabulary) 66

Class rules (writing , speaking) 67

(will for making predictions) 79 Writing messages * (note-taking) 81 Surveys * (speaking) 83-84

Reference section

To be (present simple tense) 87

The present simple tense 88 The present continuous tense 89

have got (simple present tense) 90

2 Display all the cards on the classroom wall The cards can be used as a getting-to­

know-you activity at the beginning of the school year or course, and later on during the lessons in the following ways:

F ind sorneone who

Students go round the classroom, lo king for information: Find someone who has

the same birthday as you / whose b irth day is in April/who is oider than you / who lives in your street etc

H ow rnany students ?

Students go round the classroom, looki ng for information: How many students in the class have blue eyes / are the s ame age / wear glasses? etc

Language Focus

*

Face (freckles, spots, glasses - round, ov

Expressions (smiling, glum, cheerful, fro

Clothing (hat, cap, ribbon, straw hat, flo

Materials

* copy of the repromaster on page 10 for each student

Procedure

1 Students work in pairs or small

1 Students work in small groups groups

Silently, each student in the group chooses one of the

2 Each student in a pair or group

pictures

writes a description of one of

2 Students write notes about the

pers~n they have chosen - an

3 Students read their descriptions

Imagmary name, age,

to their partner(s) Their

occupation, lifestyle etc

3 In their groups, students act out being described

the roles of their characters, trying to find something in common with every person they talk to Set a time limit of 10 minutes

4 Ask students to tell the class

what they found in corn mon with aIl the other 'characters' in their group

Prepositions: Where was the teapot? (on the table)

What was on top of the cooker? (the saucepan)

were there in the kitchen?

Optional activity (for stronger classes)

Each student in the pair writes down questions (and answers) to

bu ngalo w detac he d house palace

-.

alarm dock computer records

chest of drawers record player

to cook to dust to lay the t a ble

1 Students match the words and the pictures

2 Students work in pairs

3 Students talk about the things in the pictures that they and their family members

have to do, or don't have to do, at home

Example:

Student A 1 have to cook lu nch on a Saturday Do you have to cook at

home?

Student B No, 1 don 't have to cook My sister has to cook dinner sometimes

But 1 have to d o t he gardening Who has to do the gardening in

your family?

4 Students tell the class how many of them have the same duties at home

Optional activity

these acti vi ties

Example:

to wake up to have breakfast to do one's homework

aeroplane ferry taxi

bicycle hovercraft train

bus lorry underground car motorbike van

this town are: a school, a bakery, a p olice station, a hotel, etc

next to it

starting point.)

Example:

here?

along the square, to the corner with High Street Cross the street and turn right The restaurant is the building on your left , at the corner with Market Street

the buildings as they are located

-'C.~ o ]

1

1

11

"

\

(}b

(

Dublin

500 ) _~k~m~ 1

~

Edinburg,

"

NORTH SEA

Newcastle

~irmingham

ENGLAND

ENGL/SH CHANNEL

1 Students fill in the Youth Hostel membership fonn, making up a number, category

of membership, and expiry date

2 Ask: Have you ever been to a Youth Hostel ? When did you go ? Where was il?

What did you likeldislike about il? What kind of holiday do people who stay in youth hostels like to have?

3 Students think about an ideal youth hostelling holiday they would like to have

They should make notes about where to go, when, who to go with, how long to spend there, what they want to do there, etc

4 Students fill in the registration fonn

5 Using the registration fonn and their notes, students imagine that the holiday is

over, and write a paragraph about it

6 Display the paragraphs on the classroom wall for the students to walk round and

read

Note: This activity could be combined with Writing postcards (see 38 - 39)

Dear Sir /Madam,

We are years old OUr tea cher is called

• • e • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

frOlIl ••••• t o

If you have roOlIl, we would like to book •.••••• beds for

students and •••••• beds for teachers, for •••••• nights

every day

Please send us details of priees

We l ook forward to hearing fram y ou soon

(Si g nature)

pictures They should not mention the name of the object, only what it is looks like, and/or is used for

Example:

It can be made ofwood, cardboard, plastic or leather It has a handle and two catches, and is usedfor carrying things (a suitcase)

guess which object in the pictures is being described

1 Ask students to look at the postcards Ask them where they think the postcards come

from, or what they know about the places (Big Ben and the Houses of Parliament, London, a ski resort, a seaside resort in the county of Devon, on the south western coast of England, and Loch Ness, in Scotland)

2 Ask students to imagine and make notes about the kind of things that might

happen on holiday in these places Ask them to make notes under the headings accommodation, sight-seeing, food, transport, people, night-Iife

3 Students choose one of the places and imagine that they are sending a postcard

from that place, to a friend or family member at home Remind students about the correct way to write the address on the cardo

4 Students display their postcards on the c1assroom wall for the rest of the c1ass to

read

2 Students work in pairs and make a list of other items used with each container on

the repromaster on page 40

Possible answers:

a bag of sugar, flour, rice, oats

a bottle of drink, milk, juice, beer, cough mixture, oil, tomato ketchup, shampoo, face cream

a box of fish fingers, tea bags, chocolates, paper clips, staples

a can of drink, beer, peanuts

a carton of cheese spread, milk, yoghurt, cream, soup, juice

a cup of coffee, tea, hot chocolate, soup

a glass of milk, drink, juice, beer, wine

a jar of jam, olives, mustard, baby food, face cream

a packet of custard, biscuits, breakfast cereal, rice, pasta

a pot of yoghurt, dessert, paint, glue

a tin of baked beans, vegetables, fish, tomatoes

a tube of toothpaste, paint, tomato puree, face cream, shampoo, glue

4 Pairs work together in small groups and compare their lists, adding to them, if

necessary

5 Write the class list on the board

1 Students match the words and the pictures

2 Students work in pairs, asking and answering questions about quantities

Exarnple:

Student A Are there any bisc

Student B

Optional activity (for stronger classes)

Students give more detailed information about the quantities of food and drink in the pictures

Exarnple:

Student A Are there any biscuits/sweets/eggs?

Student B Yes, there are sorne

Student A How rnany are there?

Student B There is a packet of biscuits/a bag of sweets/

There are a dozen (12) eggs

Student B 1

Student A Yes, there is

Student B

Student A

.

.

butcher's greengrocer's jeweller's newsagent's record shop shoe shop sports shop

1 Ask students to imagine that they are going to go out for lunch today What kind of

restaurant would they like to go to - a fast food restaurant, a cafe or a more

formai restaurant?

2 Students study the menu of the res taurant of their choice and decide what food

and drink they would like to order

3 Students work in pairs and choose the role of waiter and customer

4 Students role play a restaurant situation, incIuding asking for and paying the bill

5 Students change roles and do the activity again

6 Ask several pairs to act out their dialogues for the rest of the cIass

Sandwiches: ham an d tomato

cheese a nd onion

~ _.;- >

Priee

El.BO El.60

bacon an d letluce

Hot food

Fish and chips

Ham, egg and chips

Bacon and eggs

Sausage roll and be an s

Cr eam tea (pot of t ea a nd two scones

with cr eam a nd st raw berry jam)

El.BO

E3.40 E3.25 E3.15 E2.95 E3.40 E3.50

El.30 El.20 BOp

50p

60p

70p 55p

60p 60p

BOp E3.00

il;

Old Rose Inn

Prawn and avocado cocktail

Garlic mushrooms Egg mayonnaise Melon with P arma ham Chef's homemade pâté with toast

Roast duck with orange Grilled lamb chops with mint sauce

Rump steak Chick en Kiev Poache d salmon Trout wit h almonds

_ _ _ _ _ Vegetables _ _ _

Frenc h fries Sauté potatoes Green beans Carrots Broccoli Side salad

_ _ _ _ _ _ Desserts

Chocolate mousse Black Forest gâteau Sorbet - kiwi, lime, blackcurrant

Ice cream - vanilla, strawberry, chocolate

Fresh fruit salad

Wine - see wine list

Beer Miner al water Fruit juice - orang e , apple, pineapple

Coca cola, l emonade Filtered coffee - black, white, with cream

Service - 15 %

1 Ask students: What is your f av ourite kind offood - as a starter, a main course ,

and a dessert? What kind ofvegetables do you like? And what do you like to drink with your meal?

2 Students plan a menu, including their favourite starters, main courses, vegetables,

desserts and drinks

3 Working in pairs, students exchange menus

4 Students study their partner's menu and decide what food and drink they would

Iike to order

5 Students work in pairs and choose the role of waiter and customer

6 Students role play a restaurant situation, inc1uding asking for and paying the bill

7 Students change roles and do the activity again

8 Ask several pairs to act out their dialogues for the rest of the c1ass

Optional activity

Recipe for: ~_ _ _ _ _ _ _ _ _ _ _ _ _ _ Ingredients:

1 Students think about their favourite food and how to make it

2 Students write the recipe for their favourite food on the recipe card, using the

verbs in the pictures

3 Encourage students to draw or find a picture of the finished food to stick on their

Find someone who

1 Students match the words and the pictures

2 Students tick the activities in the pictures that they like to do (page 55) or the TV

programmes that they like to watch (page 56)

3 Tell students to go round the c1assroom, looking for someone (page 55) who lkes

doing each of the activities: F ind s ome o ne who likes climbing / doing

crosswo rd s etc., or (page 5 ) who Iikes watching each of the TV programmes

4 Students ask and answer questions

5 The aim of the exercise is for students to write down the name of one student who

likes each activity/programme in the pictures

6 Set a time Iimit of about five minutes for this part of the activity

7 At the end of the time Iimit, find out who has written down a name next to ail or

most of the pictures

climbing going to the youth club swimming doing crosswords listening to music taki ng photos

going to discos playing chess watching TV

going to football matches reading

going to the theatre stamp collecting

soap opera sports programme weather forecast western

2 3

to play the cello

to play the clarinet

to play the drums

to play the flute

to play the guitar

to play the piano

to play the recorder

to play the saxophone

to play the triangle

to play the trumpet

to play the violin

to sing

1 2 3

1 Students match the subjects and the pictures on the repromaster (page 63)

2 Students work in pairs and think about their ideal school timetable It might help if

they have their school timetables in font of them, so that they can talk about what they like and dislike about their CUITent school timetable

3 Ask: Do you think you have enou g h ehoice of subjeets at this sehool? Are there

any other subjeets you would like to e hoose? Do you think you have enough/too many/toofew lessons in any one s ubje et in a sehool week? Why? Are the lessons the right length ? Do you like the number ofbreak times you have? What do you think of after-sehool aetivities?

4 Students think about the length of lessons, and the frequency of lessons in the

same subject in a school week

5 Remind students to think about break times, lunch and optional after-school

activi ties

6 Students work with another pair and compare their ideas In groups of four,

students fill in the 'ideal' timetable (page 64)

7 Display the timetables on the classroom wall for the students to look at

Ge og r ap h y

German History Maths

~(C

1;\f~

Music Physical Education Physics

Religious Education Spanish

atlas dictionary pendl case

D: D: D:

0: 0:

:0 :0 :0:0:0 DI :0:0 :0

1 Students wnte the words in the correct places on the plan of the school

2 Ask students to work together and decide on the answers to these questions:

3 Students note down their answers to the questions

4 Students decide which facilities to inc1ude in the design, and which of the existing

facilities to omit or improve

5 Students plan a design for the new school

6 Students display their designs on the c1assroom wall Ask the rest of the c1ass to

look at the designs