Integrated Skills in English (ISE) Classroom Activities ISE Foundation. Speaking & Listening

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1 Integrated Skills in English (ISE) Classroom Activities ISE Foundation Speaking & Listening Contents Topic Task Page 1 Topic Task Page 6 Conversation Task Page 10 Conversation Task Page 14 Independent Listening Task 1 Page 18 Independent Listening Task 1 Page 33 Independent Listening Task 1 Page 38 Independent Listening Task 2 Page 44 Independent Listening Task 2 Page 49

2 Preparing Students for Conversation in the Topic Task At a glance Level: ISE Foundation Focus: Topic Task Aims: Developing skills in connected speech for the topic task and encouraging question formation and development of natural conversation Objectives: Students will select and talk about a range of topics and practise the use of ISE Foundation language Topic: Practising speaking about a topic with one or more partners Language functions: Describing people, objects and places, describing present events and current activities, describing past events, describing future plans and intentions, expressing likes and dislikes Grammar: Present simple tense; present continuous tense; going to future; adjectives (including comparatives and superlatives); adverbs of manner and frequency; like + gerund/infinitive; formation of questions and the use of question words Lexis: Vocabulary specific to the subject and topic areas Materials needed: Sets of topics and questions cards (see worksheet) (one set per four students) Timing: Approximately 1 hour Procedure Preparation Cut out the Topics and the Questions cards. You will need one set of Topics cards and one set of Questions cards for every four students in your class. If you can, it might be helpful to print the sets of cards on different coloured papers. In class 1. Explain to the class that they will be doing an activity to help them practise speaking naturally, and that they will need to do this in the Topic phase of the exam. Tell them they will be using question and topics cards to help them with ideas. 1

3 2. Divide your class into groups of four students. In each group, two pairs of students work together. 3. Give each group one set of Topics (pink) and one set of Questions (blue) cards. 4. Tell the students, in pairs, that they have minutes to discuss the prompts on their topic cards. At this stage, it is a good idea to look at one of the topic cards with the class. For example, you can look at the topic: Something interesting that has happened to you. You can provide suggestions to help students develop their ideas on this topic; for example, discussing positive things that have happened in individual student s lives which are well-known to the rest of the class. As the ideas grow, encourage students to use the language of ISE Foundation. For example, with this topic, it s natural to use the Present perfect tense and with Plans for the future students can use future with going to. 5. Ask each pair to choose four Topics on the (pink) cards. 6. When each pair has decided what to talk about for their four topics, the other pair uses the Questions (blue) cards to develop full questions to ask about the topics. Encourage students to use ISE Foundation language in questions. 7. Monitor groups to make sure they use full and relevant questions. Write up any errors on the board to look at later. 8. Encourage all four students in each group to collaborate on developing questions and help the activity to develop into a natural discussion of the topics in English. 9. When the first pair has discussed their topics, they ask the other pair questions from the Questions card about the other pair s topics. 10. Give students some feedback on how well they carried out the task and go over any errors you have written up on the board. 2

4 Extension activity If any of the groups finish quickly, swap the topic cards between pairs and ask them to repeat the activity. Further support activity With weaker students you could: Help them to select topics of direct interest to them Remind them of the target language for ISE Foundation Provide them help with vocabulary by encouraging them to write down new words After class Ask students to choose one of the topics they discussed in their group and then do one or more of these tasks: Make notes on what they know about the topic. Use the internet or the school library to find out more information about it. Decide which English words and phrases they will need to talk about it. Write down 4-5 questions they could ask about the topic. Note: Encourage students to practise talking about a range of different topics before they select a final one for the exam. However, you can in the next lesson show the class an ISE Foundation Topic form and explain to students what they will need to do to complete it. 3

5 Topics Topics Something interesting that has happened to you Topics Someone you know Topics A famous person Topics Something you like doing Topics An interesting or exciting place Topics Plans for the future Topics Something difficult Topics A surprise Topics A book, movie or TV show Topics Free-time activities 4

6 Questions Questions What s going to happen? Questions What do you like about? Questions Describe (using four adjectives). Questions Where is? Questions How often? Questions How many? Questions When did you first hear about? Questions What are the best and worst things about? Questions What s happening with now? Questions What happened about in the past? 5

7 My Favourite Topics At a glance Level: ISE Foundation Focus: Topic Task Aims: To choose a topic Objectives: To brainstorm ideas for the topic discussion and to practise talking about it z Topic: Learner s choice except food, sports and shopping Language functions: Describing present events and activities, expressing ability and inability, describing future plans and past events, expressing likes and dislikes Grammar: Present Simple, Going to Future and Past Simple Lexis: Dependent on learner choice Materials needed: Pictures from magazines and one worksheet per student Timing: 50 minutes Procedure Preparation 1. Look for pictures in magazines or on the internet on various topics (see ideas below) and cut them out. DVDs/people at the cinema (Films) Computers/Smart phones (How I use the Internet) Bands, singers and musical instruments (My favourite band/music style) Paintings and design furniture and objects (My favourite painting/artist) Authors and books (A book I loved/hated) (Remember to try and avoid the following topics as these are topics for the conversation phase: FOOD, SHOPPING, SPORTS, HOLIDAYS, SCHOOL and WORK) 2. The pictures may help students discover their interests, expand their ideas and choose an interesting and meaningful topic. 6

8 3. Put the pictures of the different topics that you have selected into separate envelopes (depending on the topic) so you can distribute them in class. 4. Anticipate the vocabulary that you might need to teach according to the pictures you select. In class 1. Put your students in small groups of four (or up to eight students if you have a large class). 2. Tell your students that today they are going to talk about their favourite topics. Tell the class what your favourite topics are. 3. Use one of the pictures that you cut out and the worksheet questions to demonstrate the activity with a strong student. Ask the student to ask you questions about your picture and remind them of the language functions and grammar points they need to use. For example, complete short answers: Yes, I can/no I can t and using auxiliary verbs to ask questions: Where do you usually go to do this? 4. Ask them to choose one picture and distribute the worksheets. Students make notes individually about their picture and they can then start asking questions about each other s pictures. 5. Walk around monitoring students answers and make notes of any errors on the board to look at later. 6. Ask your students to think about their three top favourite topics and to write them down on a piece of paper individually. Try to encourage students to think of different topics. After your students have written their topics, ask them to draw a picture for each topic. They make notes and write three things about each topic on the same piece of paper (in note form so as they learn to speak from notes and not memorised sentences). 7. Ask the students to look again at the worksheet. Students then answer the questions about their topic individually and make notes. They can then start asking each other questions about their favourite topics. 8. Students talk about their topics in pairs. Each student must ask at least TWO questions about their partner s topic. (They can use the questions on the handout). The teacher walks around listening and making notes of any more errors on the board. 7

9 9. At the end, give students feedback on how well they asked and answered questions and ask them to notice and correct the errors you have written up on the board. Select the most important errors for them to notice and praise them on good language use as well. Extension activity Stronger students can brainstorm five topics instead of three and help weaker students with their ideas. Further support activity Weaker students can brainstorm two extra topics and write sentences about them. After class 1. Ask your students to look for their own pictures to illustrate their selected topic. They can draw, cut pictures from a magazine or take their own pictures and print them if they have this facility. They can write sentences about their new pictures and use them to talk about them the following lesson. 2. Alternatively, students can use their smart phones (if available) to record themselves for one minute talking about their topics and listen to each other s recordings the following lesson. 8

10 Worksheet - My Favourite Topics TOPIC 1 What is it? Can you describe it? Why do you like it? Where do you usually see/do this? Can you see/do it alone? When/Where was the last time you saw/did this? When/Where are you going to see/do this again? TOPIC 2 What is it? Can you describe it? Why do you like it? Where do you usually see/do this? Can you see/do it alone? When/Where was the last time you saw/did this? When/Where are you going to see/do this again? TOPIC 3 What is it? Can you describe it? Why do you like it? Where do you usually see/do this? Can you see/do it alone? When/Where was the last time you saw/did this? When/Where are you going to see/do this again? 9

11 A Conversation about Shopping At a glance Level: ISE Foundation Focus: Conversation Task Aims: Students practise asking and answering questions about shopping Objectives: Students engage in a natural conversation where they exchange information Topic: Shopping (but this model can also be used for all other ISE Foundation Conversation topics) Language functions: Asking for information, giving personal information about present and past activities and describing future plans Grammar: Present simple tense, past simple tense of regular and common irregular verbs and going to future Lexis: Vocabulary specific to shopping Materials needed: Whiteboard, paper and pens Timing: 60 minutes Procedure Preparation Prepare some example questions for each conversation topic you are going to cover using the present, past and future. These can be given to students if they cannot think of their own questions (see 6). Examples: Present How often do you go shopping? When do you go? Where do you go? Who do you go with? Do you like shopping for clothes? 10

12 Past Did you go shopping last weekend? Where did you go? Who did you go with? What did you buy? How much did you spend? Future When are you next going to go shopping? Where are you going to go? Which shops are you going to look at? Who are you going to go with? What do you want to buy? In class 1. Tell the students that the ISE Foundation Speaking and Listening Test includes the Conversation task where the students are expected to hold a conversation for 2 minutes. Tell the students that one of the possible conversation topics is shopping. 2. Put students in pairs. Tell them to talk for 2 minutes about shopping. 3. Monitor and feedback on students performance. Common problems may be: students didn t ask each other questions, they couldn t think of questions to ask or each student spoke for a minute about shopping, with little or no interaction. 4. Remind students that at ISE Foundation level, they are expected to talk about the present, past and future. Elicit which forms they can use for each: Present remind students of the forms of the present simple tense including the third person s. Elicit how to form questions and how to give the negative form. Past remind students how to form the past simple tense of regular verbs and some common irregulars. Elicit how to form questions and how to give the negative form. Future remind students of how to form the going to future. Elicit how to form questions and how to give the negative form. 5. Elicit one question about shopping for each tense and write on the board. Examples: Do you like shopping? 11

13 When did you last go shopping? Are you going to buy anything this weekend? 6. Put students in pairs (or with larger classes, groups of 4/6) and ask them to write 6 more questions (two using the present, two using the past and two using going to future). Monitor and check the questions are grammatically correct. 7. Ask each pair/group for 2 questions and add them to the board. 8. Put the ask answer add model on the board. ask answer add 9. Choose a strong student to do an example with. Tell them to ask you a question about shopping. Answer the question, and then add some more information. Finally ask the strong student a related question and encourage him/her to follow the same process. Example Student: (Ask) Do you like shopping? Teacher: (Answer) Yes, I love shopping! (Add) I go shopping every weekend. (Ask) How often do you go shopping? Student: (Answer) About once a month. (Add) I usually go shopping in the city centre. (Ask) Where do you go shopping? 10. Tell students to have another 2 minute conversation about shopping using the ask answer add model. 11. Give feedback on students performance. Comment on things they did well, as well as what they could improve. Write up any common errors on the board. 12. If there is time, repeat steps 6-7 and with other conversation topics at ISEF. Change the pairs for each new topic. 12

14 Extension activity Ask students to write a set of 9 questions using present, past and future with going to for a different conversation topic area. Further support activity The weaker students can be told to write example answers to the questions. 13

15 At a glance Level: ISE Foundation Conducting a Class Survey about Food Focus: Conversation Task Aims: To conduct a class survey to find out the most commonly eaten and favourite food in the class Objectives: To practise using adverbs of frequency, ask and answer questions about likes/dislikes and to make comparisons. Topic: Food Language functions: Expressing likes and dislikes, asking and answering simple questions, expressing simple comparisons Grammar: Adverbs of frequency, formation of questions and use of question words, comparatives and superlatives Lexis: Food Materials needed: White/black board, pens, A3 sheets of paper (one per group), A4 sheets of paper (one per group), scissors and blu tack/sellotape. The students will need their notebooks or paper to write on. Time: 1 hour Procedure Preparation 1. You will need one sheet of A3 paper per group of students. Write the word FOOD in the centre. 2. You will need one A4 piece of paper per group. Cut the sheet up into 6 equal pieces. Carry out the same process for each group. In class 1. Divide your class into groups of 4-6 students and call them Group A, Group B, etc. 2. Give each group one sheet of A3 paper with the word FOOD written on it. 14

16 3. Tell the class they have to write as many food words as they can on the paper in 2 minutes. Give examples. For this exercise, you should ensure the students are writing down the plural forms of the food items, e.g. apples instead of apple, oranges instead of orange. 4. After 2 minutes, stop the groups and ask them to pass their paper to another group. 5. Repeat the process again, but tell the new group they cannot repeat any of the words already on the paper. 6. Now ask the students to look at the FOOD paper from a third group. Ask the group to read it to see if there are any words they do not know and to check the spelling. During this stage, monitor, correct and help as necessary. 7. Ask the students to pass the FOOD paper back to its original group. 8. Dictate the following adverbs of frequency to the class: always, never, often, sometimes and hardly ever. Ask the students to check the spelling of these words with their partner. Write up the correct spelling on the board. 9. Now give each group the 6 pieces of A4 which you cut up before the lesson. Ask the students, in their groups, to write one of the adverbs of frequency onto each piece of paper. 10. On the board, write: 100% yes 100% no 11. Invite selected students to come to the board and stick (with blu tack or sellotape) the pieces of paper with the adverbs written on them, onto the correct place on the line. Using one of the FOOD sheets of paper, ask one of the students: Do you like? (choose one of the food words written by students) How often do you eat? (point to the adverbs of frequency on the board and encourage the student to respond with one of them). Now ask the same student, What s your favourite food? 12. Write the questions on the board. Ask the whole class to repeat the questions to practise their structure and pronunciation. 13. Ask the students to practise asking and answering the same questions in their groups using the food items on their FOOD sheet of paper. 14. Working in groups, ask the students in their notebooks (or on pieces of paper) to write 5 questions related to how often they eat certain 15

17 food, which food is their favourite and which food they like/dislike. Tell the students to use the examples previously written on the board. Whilst the students are carrying out this task, monitor to check that the questions are grammatically correct. 15. Now, tell the class that they are going to carry out a class survey and that each group is going to ask their questions to a different group. Model an example with a group of students. Tell the students to write down the responses. 16. Give the group 2-3 minutes to interview a different group and then repeat the process with a different group. 17. Regroup the students into their original groups. Write the following on the board: Which food was eaten most often? Which 3 foods were the most popular? Which 3 foods were the least popular? 18. In their groups, the students discuss and compare their results using the superlative forms on the board. The overall results are written on the board either by the teacher or students. 19. Ask the students if any of the results surprised them or not. 16

18 Extension activity Ask the stronger students to write several sentences describing the survey s results using comparative and superlative adjectives. Further support activity Ask the weaker students to look at the food items on their FOOD sheet and to put each item into a category: like, dislike, my favourite. Ask the students to then write 6 sentences using these categories. For example, I like chocolate, I don t like pears, my favourite food is pasta, etc. You could then ask the students to pick three food items and to write three sentences stating how often they eat them. For example, I like chocolate and I often eat it. After class Ask your students to draw 3 graphs or pie charts showing the results of the class survey. In the next lesson, ask the students to present their results to their partner or to a group of students. 17

19 At the Sports Centre Independent Listening Task 1 At a glance Level: ISE Foundation Focus: Independent Listening Task 1 Aims: To develop listening skills Objectives: To identify places in a sports centre, to follow directions and to identify locations of places in a sports centre Topic: Places in a Sports Centre Language functions: Following directions and understanding the sequence of actions Grammar: Imperatives, modal verbs, present continuous, prepositions of location and sequence markers Lexis: Sports and places where sports are played Materials needed: Worksheets for learners (see below) and recording playing device Timing: minutes Procedure Preparation 1. You should insert pictures from the internet onto the worksheet which represent places in a sports centre. 2. If possible, record another teacher reading the audio script. If you are unable to do so, you will have to read the audio script to the class. When you read the audio script, make sure you do not face the class. 3. Print or copy the worksheets for the students to use. One worksheet per student. 4. Prepare a vocabulary list which includes a number of sporting activities and places to play sports. 18

20 In class 1. Tell the class about the aims of today s lesson. 2. Introduce the students to key vocabulary they will need for the activity. For instance sporting activities and places to play sport. Write up some of the ideas on the board. 3. Introduce directions e.g. go straight on, turn left/right, prepositions e.g. on the left/right, prepositions of sequence e.g. first of all, next, then and the verbs turn, open and close. 4. Carry out an activity with the students to practise these words and phrases. For example, you could do True or False activities, play hangman or jumble the words up to revise word-order. 5. Set up the listening activity. Tell the students they are going to listen to a recording about places in a sports centre. Give each student a worksheet which has the answer sheet and tell them they will need to identify the different places in the sports centre and complete the worksheet with numbers. Tell the students you will play the recording twice. 6. Go through the answer sheet with the students and show them how to complete it. 7. Read the teacher rubrics. Allow the students 15 seconds to look at the plan. 8. Play the audio recording once and then wait 15 seconds. Then play again. 9. Ensure the students have written their answers. 10. Put students in pairs and ask them to mark each other s answers. Read the answer out to the class and write up on the board if necessary. Go through any unknown vocabulary with the students. 19

21 Extension activity Task 1 - Gap-fill activity: Explain and practise the meaning of the vocabulary in the box. Ask students to read the passage and complete the gaps with reference to the original audio-script. Task 2 Matching beginnings to endings: Show the students how to read the beginning of each sentence and match it to the correct ending. Task 3 Grammar practice: Students have to choose the correct verb form from the verbs in brackets. Further support activity Task 1 - Matching activities and sports to location. Teach students two new sports and places where they are played. Show students how to match the sports to the location. Task 2 - Sequencing activity based on audio-script. Tell students to read the audio script and then show them how to put the sentences in the correct order. Task 3 - Gap-fill activities to check grammar and vocabulary. Students read the sentences and complete them using the correct word from the box. After class At home students can design their own sports centre using the same grid they have used in class with a wider variety of activities and places. In the next class, the students can practise in pairs telling their partner what they have in their sports centre. The teacher could give each student a blank grid and their partner could complete it while listening. Make sure when the students are explaining their sports centre that they use prepositions of place to direct their partner. 20

22 ISE Foundation Listening Task 1 Materials for teacher Teacher rubrics: This is a map of a sports centre in another country. Here is the Reception area. (Class teacher points to picture of reception area). You are going to hear another teacher talking about the centre. You will hear the teacher speak two times. These pictures are places in the sports centre. Each picture has a number. Write the correct number in the circles on the map. There s one circle you do not need. Here is an example. Have a look at the plan. You have 15 seconds. (Wait for 15 seconds). Are you ready? Play the audio script: This diagram shows a sports centre in another country. It is a simple ground floor building with only a few sports rooms. First of all, go into the reception to ask about sports. Then walk straight through the café where some people are drinking coffee and eating fruit. In front, you can see the volleyball court where there are two teams playing. On the right of the volleyball court, there are people who are taking lessons in the swimming pool. On the left of the volleyball court, there is a tennis court where there are a lot of young players learning with professional trainers. After the tennis court, there is a football pitch outside, where the college team is practising. You are here 2 21

23 Answers:

24 ISE Foundation Listening Activity Worksheet At the Sports Centre - Student s Activity Football pitch (Teacher to insert picture of footballers) Reception (Teacher to insert picture of Reception desk) Swimming pool (Teacher to insert picture of swimming pool) Volleyball court (Teacher to insert picture of volleyball players) Café (Teacher to insert picture of café) Tennis court (Teacher to insert picture of tennis court) This plan shows you some places in the sports centre. Listen to the tape twice. Write a number in the circles in the plan. One has been done for you. You will not need all the circles. Entrance You are here. 2 23

25 Extension Activity Task 1: Choose the correct word from the box. ONLY use the information from the listening activity swimmingpool café tennis court spa football pitch reception volleyball court dance studio spinning studio First of all, go into the 1. to ask about sports. Then walk straight through the 2. where some people are drinking coffee and eating fruit. In front, you can see the 3. where there are two teams playing. On the right of the 4., there are people who are taking lessons in the 5.. On the left of the volleyball court, there is a 6. where there are a lot of young players learning with professional trainers. After the tennis court, there is a 7. outside, where the college team is practising. 24

26 Task 2: Match the beginnings of the sentences with the endings. # Beginning Answer Ending 1 First of all, go into the reception A where there are two teams playing. 2 Then walk straight through the café B where the college team is practising. 3 In front, you can see the volleyball court C to ask about sports. 4 On the right of the volleyball court, D there is a tennis court where there are a lot of young players learning with professional trainers 5 On the left of the volleyball court, E where some people are drinking coffee and eating fruit. 6 After the tennis court, there is a football pitch outside, F there are people who are taking lessons in the swimming pool. 25

27 Task 3: Correcting grammatical errors - choose the correct word from the brackets to complete the sentences: 1. First of all, go into the reception to ask about sports. (going/ go/ have gone) 2. Then walk straight through the café where some people coffee and eating fruit. (drink/ is drinking/ are drinking) 3. In front, you the volleyball court where there are two teams playing. (could see/ see/ can see) 4. On the right of the volleyball court, there are people who lessons in the swimming pool. (taken/ is taking/ are taking) 5. On the left of the volleyball court, there is a tennis court where a lot of young players learning with professional trainers. (there are/ there is/ there are not) 6. After the tennis court, there is a football pitch outside, where the college team. (is practising/ practise/ to practise) 26

28 Answers Extension Activity Task 1 1. reception 2. café 3. volleyball court 4. swimming pool 5. tennis court 6. football pitch Task C 2. 2E 3. 3A 4. 4F 5. 5D 6. 6B Task 3 1. go 2. are drinking 3. can see 4. are taking 5. there are 6. is practising 27

29 Further Support Activities Task 1: Matching activities sports to location. Teach new sports tennis and table tennis and locations tennis court and table tennis table. Show students that they need to match the pictures of the sport to the place they are played. Task 2: Sequencing activity based on audio-script. Show students how to put the audio script in the correct sequence. Allow students to use the original audio script to help them. Task 3: Gap-fill activities to check grammar and vocabulary. Show the students how to read the sentence and choose the correct word from the box. 28

30 Further Support - Task 1 # Sport Answer # Location 1 Insert image of football player 1-D A Insert image of volley ball court 2 Insert image of swimmer B Insert image of tennis court 3 Insert image of volleyball players C Insert image of table tennis table 4 Insert image of tennis player D Insert image of football pitch 5 Insert image of table tennis bat E Insert image of swimming pool 29

31 Further Support - Task 2 Put these sentences in the correct order. Use the audio script to help you. Audio Script First of all, go into the reception to ask about sports. Then walk straight through the café where some people are drinking coffee and eating fruit. In front, you can see the volleyball court where there are two teams playing. On the right of the volleyball court, there are people who are taking lessons in the swimming pool. On the left of the volleyball court, there is a tennis court where there are a lot of young players learning with professional trainers. After the tennis court, there is a football pitch outside, where the college team is practising. # # Your answer A In front, you can see the volleyball court where there are two teams playing. B On the right of the volleyball court, there are people who are taking lessons in the swimming pool. C First of all, go into the reception to ask about sports. D On the left of the volleyball court, there is a tennis court where there are a lot of young players learning with professional trainers E After the tennis court, there is a football pitch outside, where the college team is practising. 1 First of all, go into the reception to ask about sports F Then walk straight through the café where some people are drinking coffee and eating fruit 6 30

32 Further Support - Task 3 Read the directions about the sports centre and complete them with the correct word. Choose your answer from the box. college - outside - court fruit reception through - on - sports - front - teams - in - left The first one has been done for you. A. First of all, go into the 1.reception to ask about 2.. B. Then walk straight 3. the café where some people are drinking coffee and eating 4.. C. In 5., you can see the volleyball court where there are two 6. playing. D. 7. the right of the volleyball court, there are people who are taking lessons 8. the swimming pool. E. On the 9. of the volleyball court, there is a tennis 10. where there are a lot of young players learning with professional trainers. F. After the tennis court, there is a football pitch 11., where the 12. team is practising. 31

33 Answers to Further Support Activities: Task D 2. 2E 3. 3A 4. 4B 5. 5C Task 2 1. First of all, go into the reception to ask about sports. 2. Then walk straight through the café where some people are drinking coffee and eating fruit. 3. In front, you can see the volleyball court where there are two teams playing. 4. On the right of the volleyball court, there are people who are taking lessons in the swimming pool. 5. On the left of the volleyball court, there is a tennis court where there are a lot of young players learning with professional trainers. 6. After the tennis court, there is a football pitch outside, where the college team is practising. Task 3 A. reception - sports. B. through - fruit. C. front - teams. D. On - in. E. left - court F. outside - college. 32

34 Listening: Sports Crazy At a glance Level: ISE Foundation Focus: Independent Listening Task 1 Aims: To develop listening strategies by identifying specific information and tenses in an audio Objectives: To listen for specific information by identifying which sports the speaker still does and which ones he doesn t do anymore, to listen for specific information by answering three comprehension questions and to listen for the tenses used by completing a gap-fill Topic: Sports Language functions: Giving personal information about present and past activities and expressing likes and dislikes Grammar: Present simple vs. past simple Lexis: Sports Materials needed: Whiteboard, audio script or audio recording and equipment, one student worksheet per student, audio script (one per pair), pens and blank paper Timing: Approximately one hour Procedure Preparation 1. Print one worksheet per student. 2. Pre-record the audio. If no equipment is available to record and/or play the audio, print out the audio script and read it to the class at a normal pace. In class 1. Explain to the class that they will be doing a listening activity and that this will help them to prepare for the listening task of the ISE Foundation exam. 33

35 2. Write Crazy about sports on the board and let students discuss in pairs what it may mean. Ask the groups to feedback and elicit responses. 3. Tell the class they are going to listen to someone who is sports crazy or really likes sports. 4. Put the following words on the board: football, basketball, swimming, tennis, badminton, table-tennis and fishing. Tell the students to put the sports into two categories: team sports and individual sports. Once the students have categorised the sports, feedback in class. 5. Practise the pronunciation of the sports by letting the class repeat after you. Drill the words chorally and individually. 6. Tell the students they are going to listen to a boy called Tom talking about sports. Give the students the worksheet and tell them they should tick the sports Tom still does and put a cross next to the sports he doesn t do anymore (Task A). Clearly announce when you are about to play the audio. If you were unable to pre-record the audio, read out loud the audio script at a normal pace and with appropriate pausing. 7. Ask the students to compare their answers in pairs. Do group feedback and write the answers on the board. Key: Tick ( ): tennis, badminton, swimming, fishing Cross ( ): football, basketball 8. Tell the students they are going to listen to the audio again and that this time they have to answer three questions (Task B). Once they have carried out the task, ask students to compare their answers in pairs. Then go over the answers as a class. Key: 1. Because he had an injury. 2. Because he has too much homework. 3. It s relaxing. 9. Tell the students they are going to listen to the audio again and this time they should fill in task C. Play the audio for a third time. 10. Ask the students to compare their answers in pairs. 11. Give the students a copy of the audio script to check their answers. 34

36 12. Now ask the students what the two tenses used are and ask for examples from the text. Write down present simple and past simple. Ask why these two tenses are used here. Review the form of the two tenses by focusing on question forms. 13. Write the following six questions on the board. How old are you? What sports did you like when you were younger? Why did you give up team sports? How often do you go swimming? Which club did you join? What s your favourite sport? Ask the students to take turns role playing Tom and an interviewer. Extension activity Ask the students to write down a list of activities they did in the past and activities they still do. Tell the students, working with a partner, to talk about their own present and past activities. Further support activity Allow students to listen again to the audio and tell them to follow the audio script with their finger while reading out loud the text at the same speed as the audio. After class Interview a friend or family member about their present and past activities in the field of sports. 35

37 STUDENT WORKSHEET LISTENING: SPORTS CRAZY A. Put a tick next to the sports Tom still does and a cross next to the ones he doesn t do anymore. Sports football basketball swimming tennis badminton fishing or B. Listen to the audio again and answer the questions. 1. Why did Tom give up football and basketball? 2. Why does Tom not play table-tennis? 3. What does Tom like about fishing? C. Listen to the audio again and fill in the missing verbs. I m Tom. I m 16 years old and I m crazy about sports. When I younger I really football, basketball and swimming. I an injury not that long ago and I team sports. I still swimming twice a week. I to play tennis and I also a badminton club. There are so many other sports I would like to do such as table-tennis but I too much homework to do. There are after all only 24 hours in a day. My favourite sport according to many people not really a sport though. It s fishing, so relaxing. 36

38 TEACHERS NOTES: AUDIO SCRIPT I m Tom. I m 16 years old and I m crazy about sports. When I was younger I really liked football, basketball and swimming. I had an injury not that long ago and I gave up team sports. I still go swimming twice a week. I started to play tennis and I also joined a badminton club. There are so many other sports I would like to do such as table-tennis but I have too much homework to do. There are after all only 24 hours in a day. My favourite sport is according to many people not really a sport though. It s fishing, so relaxing. Answer Key: A. Tick ( ): tennis, badminton, swimming, fishing Cross ( ): football, basketball B. 1. Because he had an injury. 2. Because he has too much homework. C. It s relaxing. C. was, liked, had, gave up, go, started, joined, have, is 37

39 Finding Places on the Map of New Zealand At a glance Level: ISE Foundation Focus: Independent Listening Task 1 Aims: To listen to statements about a country and locate simple geographical items on a map Objectives: To learn simple geographical vocabulary, to learn compass points, to listen to statements containing geographical items and compass points, to show understanding of key vocabulary through locating items on a map Topic: Geography of a country Language functions: Expressing comparisons, describing places Grammar: Superlatives, there is (there s), there are, present simple Lexis: Simple geographical terms, compass points Materials needed: Worksheet, a map of your country, a map of the world, a map of New Zealand, pictures of New Zealand Timing: 55 minutes Procedure Preparation Prepare a map of your country, the world and New Zealand. Prepare pictures of New Zealand. Pictures of New Zealand can be found here: &qpvt=pictures+of+new+zealand In class 1. Tell the class they are going to learn about places on a map. Get the map of your country. Ask the learners if they can name any of the towns, cities, the sea, mountains, a volcano, etc. in their country and to point to where they are on the map. Show any 38

40 young learners where their town or city is on the map. Show them one other important place, like a capital city or a big lake. 2. Explain, draw or show pictures of new vocabulary and write words on the board. Practise the pronunciation by getting the class to copy the words. Include some examples of superlatives like: the longest river, the biggest lake. 3. Draw a compass on the board indicating north, south, east and west. Then with the map of your country, point to a city in the north and say (name of city) is in the north, then point to a city in south and say (name of city) is in the south. Carry out the same process with a city in the east and west. 4. Ask the class questions about the places and cities on the map of their country. For example, you could ask the students, Where are the mountains? And the students respond, the mountains are in the north. Another question could be, Where is the capital city? and the students could respond, the capital city is in the west, etc. 5. Put the students in pairs. Ask one pair to ask and answer the same questions as an example. Then, tell the class to practise in their pairs. 6. Now, show the students a map of the world, point to Australia and New Zealand. Explain they are English speaking countries in the South Pacific. 7. Show the students a map of New Zealand. Ask the students about the number of islands. Explain the big top island is the North Island and the big bottom island is the South Island. Point to and say the north, the south, the west and the east. 8. Show pictures of New Zealand with lakes, hot pools, volcano etc. and ask the class about the pictures. For example you could ask, What can you do on a lake? What can you do in the mountains? Do the pools look hot or cold? What can you see on the top of the volcano? 9. Give out one worksheet per student and explain what the students are now going to do. Give students the following instructions. Say, Listen, Auckland is the biggest city. It s in the north of New Zealand. It has sea on both sides. This is number 1 on the map. Ask the class to point to 39

41 number 1 box on the sheet. Tell the class to read numbers 2-4 on the sheet. 10. Say Now listen and put numbers 2, 3 and 4 in the boxes. Read: In the centre of the North Island there s a big lake for fishing and sailing. (PAUSE) In the east there s a famous volcano with snow on the top. (PAUSE) Near the west coast, not far from the big lake, there are some hot pools. 11. Repeat the information and then ask students to check their answers with their partner. Once everyone has compared their answers with their partner, give the answers to the class. 12. Continue with the listening. Say Now listen and put numbers 5, 6 and 7 in the boxes. Read: Tourists travel from the North Island to the South Island by ferry boat. (PAUSE) Stewart Island is the smallest island in New Zealand. (PAUSE) There are beautiful, high mountains for skiing and other winter sports not far from the west coast of the South Island. (PAUSE). Check answers. 13. Ask the students to tell you five facts about New Zealand. For example, the students could say: There is a ferry boat or Auckland is the biggest city. Extension activity Decide if the sentences on the worksheet are True, False or Not Known. Further Support activity Complete numbers 2 & 3 on some worksheets so some learners only do numbers 4-7. Write the answer phrases on the board for these learners to copy, e.g. There are some hot pools. After class Homework: Look online or in a book, or ask someone, for 5 more facts about New Zealand. 40

42 PLACES ON THE MAP OF NEW ZEALAND WORKSHEET A. Fill in the numbers on the map Look at the map of New Zealand. There are some places you need to find on the map. Listen to your teacher give you an example. The biggest city, Auckland, is number 1 on the map. Read and listen to your teacher say numbers 2-4. number in the boxes on the map. Write a 2. A lake 3. A volcano 4. Hot pools Now complete numbers Ferry boat 6. The smallest island 7. Mountains B. Extension activity Look at the map and decide if these sentences are True or False or Not Known. Use your dictionary to help you with words you don t know. 1. The South island is bigger than the North Island. 2. There is a ferry boat between the South Island and the smallest island. 3. There is a peninsula in the east of the South Island. 4. New Zealand has a lot of coastline and beaches. 5. The north of New Zealand is very narrow. 41

43 Map of New Zealand 42

44 ANSWERS TO LISTENING TASK Answers to the Extension Activity: 1. True 2. Not Known 3. True 4. True 5. True Original sources:

45 Inventor of Modern Computer Science At a glance Level: ISE Foundation Focus: Independent Listening Task 2 Aims: To understand, make notes and give information about a short listening passage Objectives: To give further information about the topic when asked questions Topic: Modern inventions and the computer Language functions: Giving information about a person and object Grammar: Past simple Lexis: Biography and computers Materials needed: Audio script, paper, pen and board Timing: 30 minutes Procedure Preparation 1. If you are able to pre-record the audio script onto a computer or CD, this would be ideal. If not, print the audio script and be prepared to read it out. 2. Print the audio script (one copy per student/pair). In class 1. As a warm-up activity, ask the students what inventions they think are useful today and why? 2. Write computers on the board and ask the students to list words relating to this, for example; laptop, mouse, screen, expensive, useful, advantages, disadvantages, etc. Write all of the words on the board. 3. Explain to the class that they are going to listen twice to a short audio text about a famous inventor. 44

46 4. Tell the students that whilst they are listening the first time, they need to make notes on important information such as events, dates and places. Write these words on the board and check the students understanding of these words. 5. Play or read the recording the first time. 6. Ask the students to compare what they have written about events, dates and places with their partner. 7. Now ask the students to write down additional information that they hear the second time. 8. Play or read the recording a second time. 9. Ask students to list the 5 pieces of information they picked up from the recording, either choose students individually or they can work in pairs or small groups. 10. Ask students follow-up questions (see Mark sheet for questions), individually, in pairs or small groups. 11. Show students the audio script so they can check their answers. Extension activity Ask the more advanced students to research another famous inventor and write down important information about them. Ask students to read out this information to the class and then make notes After class 1. Students choose an important event from their lives including dates. Make notes on this. 2. Read this out to the class or to another student if they are working in pairs. 3. The other student(s) make notes on the dates. 45

47 ISE Foundation Task 2 Examiner rubric: You re going to hear a talk about a famous inventor called Alan Turing. The talk is about 50 seconds. You ll hear the talk two times. As you listen, write down some facts about what you hear about the inventor. Are you ready? Audio script: Biography slower than native speech (approx. 140 wpm) with regular pauses emphasis on bold words Alan Turing is considered to be the inventor of modern computer science. The concept of the modern computer was explained for the first time by Alan Turing in He was a computer scientist, mathematician and philosopher, born in London, England, in 1912 and is generally thought of as the father of theoretical computer science and artificial intelligence. He studied at Cambridge University, England from , graduating with a first-class honours degree in mathematics. After this he worked in the United States of America where he began work on the first digital computer programme called the Turing Machine, which can be considered a model of a general purpose computer. He died in Now, listen again. Then I ll ask you to tell me five facts about what you hear. Are you ready? Now tell me five facts about what you heard about Alan Turing. Note to teacher: While the candidate is responding, tick or cross the relevant box marked on the report form to note which facts the candidate has correctly and incorrectly reported. When the candidate has finished, select three follow-up questions from the list on the report form. Choose three questions which correspond to facts not already reported by the candidate. 46

48 Mark sheet Task 2 Student reported Right or X Follow-up question Right or X 1 Alan Turing / inventor of modern computer science Who was Alan Turing? 2 Modern computer explained for first time in 1936 What did he explain in 1936? 3 He was a computer scientist What was his profession? 4 Born in London, England in 1912 When/where was he born? 5 Studied at Cambridge University Where did he study? 6 Studied at Cambridge from When did he study at Cambridge? 7 Graduated with first class honours in mathematics What did he graduate in? 8 Worked in USA on first digital computer programme What did he do in the USA? 9 Developed Turing machine What is the Turing machine? 10 Died in 1954 When did he die? Total 47

49 Answers Student reported 1. Alan Turing was considered to be the inventor of modern computer science. 2. The modern computer was explained for the first time in He was a computer scientist. 4. He was born in London, England, in He studied at Cambridge University. 6. He studied at Cambridge University from He graduated with a first-class degree in Mathematics. 8. He worked in the USA on the first digital computer programme. 9. He developed the Turing machine. 10. He died in Follow-up questions 1. Alan Turing was the inventor of modern computer science/ an inventor. 2. In 1936 he explained the idea of the modern computer. 3. He was a computer scientist, (mathematician and philosopher). 4. He was born in London, England, in He studied at Cambridge University. 6. He studied at Cambridge from He graduated in mathematics. 8. He worked in the USA on the first digital computer programme 9. The Turing machine is a model of a (general purpose) computer. 10. He died in 1954 Sources used:

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