.

0 (hodnocen0 x )

(3) Půjčeno:3x 

BK

1st publ.

Oxford : Oxford University, 1994

181 s.

ISBN 0-19-437095-X (brož.)

Resource books for teachers

Bibliografie: s. 178-181.

Angličtina - vyučování - hry - příručky

000091017

Contents // The author and series editor i // Foreword 3 // Introduction 5 // How to use this book 19 // 1 Preparing the ground Time 23 // Activity Level (minutes) Description // i.i Famous people Elementary 20 A guessing game in which 24 // upwards students adopt the roles of famous people. // 1.2 Roll-a-role Elementary 20 Students use cubes as 27 // upwards dice to set up a random role play situation. // 1.3 Where am I? Who Upper 20 Students improvise stock 28 // am I? elementary situations from prompts // upwards given by the teacher. // 1.4 What do I look like? Upper 10 Students try out props 29 // elementary and accessories to see how // upwards their appearance changes. // 1.5 What would you Lower 15 Students discuss what 30 // say? What would intermediate they would say, or would // you have said? upwards have said, in embarrassing // situations. // 1.6 Both sides of the Upper 25 Students explore the 32 // question elementar}’ different scenarios that // upwards can grow out of a conflictual situation. // 1.7 Reading the part Post- 30 Students select relevant 34 // elementary upwards information from articles. // 1.8 Listening in role Lower 20 Students select relevant 36 // intermediate information from a news // upwards bulletin. // 1.9 Guided role plays Elementary to 5-10 Students improvise a 38 // lower conversation by following // intermediate a flow-chart with functional labels. // 1.10 Picture role plays Upper 15 Students use photographs 40 // elementary to help them

identify with // upwards a specific person. // 1.11 Eye-witness Upper 20 Students fill in a 41 // accounts elementary questionnaire, in an // upwards interview situation. // 2 Off the cuff 45 // 2.1 Neighbours: may I Upper 10 Neighbours attempt to 46 // borrow... ? elementary borrow things they have run out of. // 2.2 Neighbours: would Lower 5-15 Students complain to 48 // you mind . . .? intermediate their neighbours who are // upwards disturbing them. // 2.3 More functional Elementary 5-15 These are simple 49 // role plays upwards situations which allow students to use specific functions. // 2.4 The scene of the Lower 20-30 Students read a short 52 // crime intermediate crime article, and relate // upwards the event as if they had just witnessed it. // 2.5 The journalist’s Intermediate 30-45 Students read about a 55 // investigation upwards strike and then imagine they are one of the strikers being interviewed. // 2.6 The panel Intermediate 30 Students read articles 59 // discussion: are zoos upwards expressing different // cruel? points of view and then adopt the opinions in a panel discussion. // 2.7 The phone-in Intermediate 20-30 Students phone a radio 63 // upwards programme to ask for advice. // 2.8 I’m going to write a Intermediate 15 Students talk about their 66 // letter to the upwards pet hates as if they were // newspapers going to write a letter to the newspapers. // 2.9 Story role plays Elementary 20-30 Students role play the 69 // upwards characters in a story

they have just read. // 2.10 Small talk Elementary 5-10 Students improvise in a 70 // upwards specific situation, but // with no particular purpose. // 2.11 Partner baiting: the Lower 15 One student tries to 72 // man from Mars intermediate explain something to // upwards another who refuses to understand. // 2.12 Partner baiting: Intermediate 15 Students are given 73 // optimists and upwards conflicting attitudes to a // pessimists topic. // 2.13 Group Upper 15-20 The whole class 75 // improvisation elementary upwards improvises a scene. // 2.14 Flashbacks Intermediate to 20 Students improvise 76 // advanced contrasted scenes from the present and the past. // 2.15 Role switching Intermediate to 15 Students role-play 78 // advanced conflictual situations in pairs. At a signal another student takes over one of the roles and continues. // 2.16 Hidden emotions Advanced 15 Students role-play scenes in which the hidden emotions must be guessed. 79 // 2.17 The party Elementary 15 Students write their own 80 // upwards role cards and improvise a party. // 3 Now tell me . . . 81 // 3.1 The lost property Elementary 15 Students attempt to claim 82 // office upwards back an object at the lost property office. // 3.2 The Orient Express Lower 15 Two students are being • 84 // intermediate questioned by the police // upwards about a crime that they saw being committed. // 3.3 Getting together Upper 10 Two people make an 87 // elementary arrangement to meet for // upwards lunch, or for dinner.

// 3.4 Reminiscing Lower 20 A discusses a town that he 88 // intermediate or she knew ten years // upwards ago, with ? who lives there today. // 3.5 The press Lower 25 Half the class who are 90 // conference intermediate parents, give a press // upwards conference to the other half, who are journalists. // 3.6 A tragic accident // 3.7 Religious sects // 3.8 Truth is stranger than fiction: radioactive crime // 3.9 Truth is stranger than fiction: the puzzling Paisley case // 3.10 The Cuban coffee caper // 3.11 The guided tour // 3.12 Room to let // 3.13 The expert // Lower 15 // intermediate // upwards // Intermediate 15 // upwards // Lower 30 // intermediate // upwards // Intermediate 30 // upwards // Upper 30 // intermediate // upwards // Upper 20 // elementary // upwards // Lower 20 // intermediate to upper intermediate // Intermediate 20 upwards // A newspaper article is 93 // used as a basis of a journalist’s interview. // Students prepare and 96 // then role-play part of a TV programme about an unknown religious sect. // A newspaper story is split 98 between several role cards so that students discover the different elements as they role-play a debate. // A spy story is split 103 // between several role cards so that students discover the different elements as they role-play a debate. // A newspaper story is split 110 between several role cards so that students discover the elements as they role-play a debate. // Students take a new 115 // pupil, or a new member of staff

on a guided tour of their school or place of work. // Students wish to let their 117 room, flat, or house. // They have put an advertisement in the newspaper, and are answering a telephone enquiry. // A student plays the role 119 of ‘expert’, and talks to the rest of the class on a subject he or she knows something about. // 4 Make up your mind 121 // 4.1 Mmmmm Elementary 5-10 Students role-play 122 // upwards agreement, disagreement, etc. through non-verbal means of communication. // 4.2 The advertising Upper 20 Students decide on a 123 // agency elementary product that they wish to // upwards advertise. // 4.3 The charity stunt // 4.4 The art gallery // 4.5 What shall we do with the money? // 4.6 How shall we use the land? // 4.7 Cities of the future // 4.8 Which tunnel? // 4.9 The town planners’ meeting // 4.10 Friends of the Earth // 4.11 After the earthquake // Upper 20 // elementary // upwards // Upper 20 // elementary // upwards // Intermediate 30 upwards // Intermediate 30 upwards // Lower 30 // intermediate // upwards // Intermediate 30 upwards // Lower 15 // intermediate // upwards // Lower 20 // intermediate // upwards // Lower 10-15 // intermediate // upwards // Students are fund-raisers 125 who have to decide on a stunt to raise money for charity. // The students are curators 126 of an art gallery with a certain sum of money to spend and must agree on new acquisitions. // The students have raised 128 a sum of money for aid to the Third World, and cannot decide

which project to devote the funds to. // Students are‘elders’in a 131 mountain village. They must decide what to do with their land. // Students are international 134 advisors who must decide whether to build a city on the moon, in space, or on water. // Information on proj ects 138 // taken from the press is presented to the students. // They must choose which of the options to build. // Students discuss 141 // proposed changes to a town and come to a compromise about what to change and what to keep as it is. // Students playing 143 // conservationists and the arms lobby, decide whether to put a ban on hunting in a country in southern Europe. // As a result of an 145 // earthquake disaster, the authorities of a Pacific island have decided to relocate the inhabitants. // They meet with local opposition. // 4.12 The Devil’s Intermediate 20 The class attempts to find 147 // footprints upwards the solution to a historical mystery. // 4.13 Who needs Turkish Intermediate 30 A meeting is held to 149 // Baths anyway? upwards decide whether to preserve or demolish a Turkish Bath. // 4.14 The job interview Lower intermediate upwards 30 Students write possible CVs for job advertisements for another group to role-play a personnel 155 // // // meeting. // 4.15 A mock election Intermediate upwards 30 Students form political parties, write a party manifesto, elect a party candidate, and finally vote in an election. 157 // 5 Simulations 159 // 5.1 Supermarket magic Upper 2 hours The simulation

is a 160 // intermediate to meeting to decide // advanced whether to introduce // subliminal messages onto taped supermarket music or not, in an attempt to fight shop-lifting. // 5.2 The design Lower 4 hours Guidelines for writing or 169 // competition intermediate adapting a simulation for // upwards or with your students. // 5.3 Whose turn next? Intermediate 1 week A simulation run during a 172 // upwards week-long intensive course in a company. // 5.4 ER V Ltd. Intermediate 3 months A three-month simulation 174 // upwards on running a company. // Annotated bibliography 178