9.1
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Objectives |
Asking accurately about arrival and departure times of various modes of transport to various places. |
Materials |
Timetable, similar to the one on page 84, with information on journeys by train, bus, ferry, and/or air. | |
Preparation |
You'll need to prepare two copies for each student, A and B, from your Master copy. |
1 Make two copies of your timetable. Keeping the original as the master copy, blank out some of the information from the other two, making sure that you don’t blank out the same information in both.
2 Ask learners to imagine they have spilt coffee over their timetables and there is now information missing from both of them. They ask each other questions to obtain the missing information, e.g.
3 When all the gaps are filled, A and B compare timetables which should be identical or you can conduct a whole class question and answer session.
The completed timetable can be retained as portfolio evidence.
This activity can also be carried out as a whole group information gap activity by giving each learner a timetable with only a small amount of selected information on it – so that everyone has different information to give out.
9.2
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Objectives |
Practice of making questions and statements about travel from the key phrases in Unit 9 |
Materials
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Board game for each group. | |
Preparation |
Also needed are four counters, a die and a number of
cue cards. On the cue cards should be different phrases, both questions and statements, of varying difficulty and length. (See model cue cards below) in both English and Greek. |
1 Play the game ‘The Odyssey’:
Each learner in a group of four starts from a different corner of the board, and the objective is to be the first to complete one circuit of the board and arrive at the island in the middle of the board.
Each player in turn throws the die and advances that number of spaces on the board, in a clockwise direction.
The person on the player’s right then picks a card from the top of the pile and reads out the question or statement in English.
The player then translates this into Greek (checked by the person holding the card)
The player must be absolutely correct in his/her translation otherwise s/he forfeits his/her next turn.
2 Tutors can devise their own variations of the game to suit their needs, e.g. the statements on the cards can be in Greek for translation into English (taken from those phrases the learners are more likely to need to hear and understand than produce themselves). The cards can be used independently of the board for either practice or assessment purposes.
9.3
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Objectives |
Practice in the form of an ‘alternative’ role play based on the language introduced in Unit 9 |
Preparation
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Prepare a dialogue for each pair of learners, split into two
roles, A and B. Learner A’s role card should have the prompts of the dialogue in the correct order, whereas learner B’s role card should have the responses out of order (see below). |
1 Learner A gives the prompts by starting the dialogue and learner B has to choose which of the responses on his/her card is appropriate.
2 The correct dialogue can be checked by referring to a master copy or by asking the learners to write out the whole dialogue as a homework exercise to be used as evidence of competence.
Unit 8 activities | What is Talk Greek? | Unit 10 activities