Teacher's notes 4 Now you stop the game and ask the student to say the six verbs on his/her card that s/he has crossed out. (You can ask another student to monitor this, to avoid any cheating!) Check on your board that these verbs have been called out. 5 Ifa mistake has been made, continue with the game until someone wins. 6 You can then play again with different cards. You might even ask one of the students to be the caller! 3. Bingo: Things in the home Time: 10 minutes per game Type of activity: Teacherled picture bingo activity, with the students working, individually (or in pairs in larger classes). ‘Copy the eight students’ cards on pages 56-57 and cut them out — ‘one card per student {or per pair if the closs is large). If you plan to play the game twice, give each student hwo cards to start with. Also make one copy of the teacher's handout on page 55. {You will need to cut out the bottom half into small squares.) Preparation: Lexical area/Topic Things in the home bed, book, bottle, camera, chair, clock, cup, glass, knife, lamp, plate, spoon, table, telephone, television, unnbretia Method As Activity 2 above. 4 Matching pairs: My day Time: 25 minutes Type of activity: Pairwork activity, based on matching the correct verb (A-cards} with the correct drawing (B-cards} and then arranging them in the most logical order. Copy and cut up the verb cards {A) and the drawings (B) on pages Preparation: 58-59 — one set for each pair/group, plus one set of B- cards for yourself. Lexical orea/Topic Verbs to describe daily routines wake up, switch off the alarm clock, get up, go to the bathroom, brash my teeth, have a shower, ‘have breakfast, read the newspaper, drive to work, have lunch, come home, read my mail, make dinner, watch TY, go to bed, set the alarm clock, read in bed, switch off the light, fall asleep, dream Method 1 Divide the class into pairs (or groups of three). Give each pair a set of A- and B- cards. 2 Tell them they have to arrange them into twenty paits of words comprising an action (on the left) and a drawing (on the right). Tell them they also have to decide on a ‘correct’ or ‘logical’ order in which you would do these actions during a normal day. 2 Allow 15 minutes for this. Go tound and check that the pairs/groups have matched up the drawings correctly. 4° Check orally with the whole class. Do it this way. Shuffle the drawings (B-cards) and hold them up one at a time. Ask different paits/groups to give you the corresponding verbs. Next, ask one pair/group to give you their ‘daily’ sequence. Write it up on the board. Ask the others in the class if there's anything they disagree with. Encourage discussion, since there is more than one ‘correct’ answer. Key (also suggested ‘correct’ sequence) wake up — 6, switch off the alarm clock ~ 13, get up ~ 7, go to the bathroom ~ 16, brush my teeth ~ 8, have a shower ~ 19, have breakfast — 1, read the newspaper ~ 18, drive to work — 2, have lunch = 14, come home - 9, read my mail -12, make dinner — 3, watch TV ~ 15, go to bed - 4, set the alarm clock ~ 10, read in bed ~ 17, switch off the light 5, fall asleep — 20, dream — 113 Bingo: Things in the home Teacher's master sheet From Vocabulary Gomes and Activities 1 by Peter Watcyn-Jones © Penguin Books 2001 Picnic 553 Bingo: Things in the home Students’ cards Card3 Bingo: Things in the home From Vocabulary Gomes and Activities 2 by Peter Watcyn-Jones © Penguin Books 2001 Students’ cards Card 5 37