· 2005-08-02 · pearson education polska [email protected] longman teacher’s...

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Szanowni Państwo,

Witamy serdecznie w kolejnej edycji Longman Exclusive dla nauczycieli klas 4-6 korzystających z podręczników Longmana. W odpowiedzi na Państwa sugestie, w wydaniu jesiennym postanowiliśmy skupić się na kulturze krajów nie tylko anglojęzycznych. Oddajemy w Państwa ręce Globetrotter Cards i opracowane do nich ćwiczenia. Zachęcamy do przesyłania do nas Państwa pomysłów wykorzystania kart na lekcjach. Najciekawsze umieścimy na stronie internetowej Longmana.

W jubileuszowym roku 250-lecia słowników Longmana mamy dla Państwa także niezwykłą ofertę handlową, w ramach której będziecie Państwo mogli nabyć nowe wydania słowników w niezwykle przystępnej cenie. Jest mi tym bardziej miło poinformować o tej ofercie, iż jest ona skierowana wyłącznie do nauczycieli korzystających z podręczników wydawnictwa. O szczegółach tej oferty przeczytacie Państwo na tylnej okładce Longman Exclusive.

Dokładamy starań, aby materiały z Longman Exclusive były najwyższej jakości. Prosimy o przesyłanie oceny dotychczasowych materiałów oraz propozycji na kolejne edycje Longman Exclusive. Na wszystkie opinie czekamy pod wskazanym niżej adresem email oraz adresem pocztowym wydawnictwa.

Życzymy przyjemnej zabawy!

Marta MasłykPearson Education Polska [email protected]

Longman Teacher’s Companion

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GLOBETROTTER CARDS

The Globetrotter Cards set comprises 16 colour picture cards which cover the chosen countries (see above for the full list). These cards are an attractive and extremely useful tool for presenting and practising new language. At the same time they aim at raising children’s cultural awareness and encouraging their interest in other countries.Suggestions for how to use the cards are given below. They can be used to present or recycle vocabulary connected with countries and nationalities. They can also be useful for grabbing children’s attention and provide nice warm-ups and fi llers for any lesson. Here, then are some ideas for using Globetrotter Cards in your classroom.

LONDON

www.longman.com.pl

Great Britain Big Ben

WASHINGTON D.C.

www.longman.com.pl

the United States the Statue of Liberty

www.longman.com.pl

CAIRO

Egypt the Pyramids

NAIROBI

www.longman.com.pl

Kenya giraffes

AMSTERDAM

www.longman.com.pl

Holland tulips and clogs

BUENOS AIRES

www.longman.com.pl

Argentina tango

HELSINKI

www.longman.com.pl

Finland Santa Claus

MEXICO CITY

www.longman.com.pl

Mexico cactus

ROME

www.longman.com.pl

Italy pasta

CANBERRA

www.longman.com.pl

Australia boomerang

PARIS

www.longman.com.pl

France the Eiffel Tower

WARSAW

www.longman.com.pl

Poland stork

BEIJING

www.longman.com.pl

China rice

BERLIN

www.longman.com.pl

Germany Mercedes

TOKYO

www.longman.com.pl

Japan kimono

MADRID

www.longman.com.pl

Spain bullfi ght

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1 G E R M A N Y2 F I N L A N D

3 H O L L A N D4 G R E A T B R I T A I N

5 M E X I C O6 E G Y P T

7 F R A N C E8 P O L A N D

9 A U S T R A L I A10 I T A L Y

11 T H E U N I T E D S T A T E S12 A R G E N T I N A

13 S P A I N

Bring a map of the world to your class (you can use The Longman School Calendar 2005/2006). Show the cards to your students, elicit names of the countries and ask students to fi nd the countries on the map. They can revise countries and nationalities while pointing at the map. Example: Americans live in the United States.

Ask your students to classify the countries into different groups. Think of as many groups as possible.Examples: continents, visited/not visited (by students or their parents), poor/rich, English-speaking/other languages, want to visit this country/don’t want to visit

Students solve the crossword and discover the hidden clue. They have to guess the countries connected with the pictures (all countries and objects are based on Globetrotter Cards).

Answer key

ACTIVITY 1

ACTIVITY 2

EXTENSION

ACTIVITY 3

Ask your students to make lists of countries presented on the cards. Children defi ne the reason behind the order in which they place the countries on the list. Then, children read their lists and you or other students try to fi gure out the reason for such an order.

Examples: m alphabetical order, m from the largest to the smallest,

l the United States (3rd after Russia and Canada), China (4th), Australia (6th), Argentina (8th), Mexico (13th), Egypt (29th),Kenya (46th), France (47th), Spain (50th), Japan (60th), Germany (61st), Finland (63rd), Poland (68th), Italy (69th), Great Britain (the UK - 77th), Holland (132nd),

m from the most populous to the least populous,l China (1st), the United States (3rd), Japan (10th), Mexico (11th), Germany (14th), Egypt (15th), France (20th), Great Britain

(the UK - 21st), Italy (23rd), Spain (29th), Argentina (31st), Poland (32nd), Kenya (34th), Australia (52nd), Holland (58th), Finland (110th)

m from the coldest to the hottest, m from the closest to the farthest, m from the shortest name to the longest. Of course you wouldn’t expect children to know the order according to area or population. Nevertheless children can fi nd

compiling such lists interesting as special homework task.Source: http://en.wikipedia.org/wiki/List_of_countries_by_population; http://en.wikipedia.org/wiki/List_of_countries_by_area

Background note: Great Britain offi cially only includes England, Scotland and Wales and not Northern Ireland. The full, correct title of the country is the United Kingdom of Great Britain and Northern Ireland. But in less formal situations, Great Britain is often used to mean the same as the United Kingdom.


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Where would you fi nd these things? Write the name of the country in the crossword puzzle.

CROSSWORD

9

11

4

6

12

3

8

5

7

1

13

10

2

12

34

56

78

910

1112

13

Photocopiable

BUENOS AIRES

www.longman.com.pl

CANBERRA

www.longman.com.pl

BEIJING

www.longman.com.pl

www.longman.com.pl

CAIRO

HELSINKI

www.longman.com.pl

PARIS

www.longman.com.pl

BERLIN

www.longman.com.pl

LONDON

www.longman.com.pl

AMSTERDAM

www.longman.com.pl

ROME

www.longman.com.pl

TOKYO

www.longman.com.pl

NAIROBI

www.longman.com.pl

MEXICO CITY

www.longman.com.pl

WARSAW

www.longman.com.pl

MADRID

www.longman.com.pl

WASHINGTON D.C.

www.longman.com.pl

Students work in pairs. Each student gets slips of paper with countries’ names. Student A shows a country and Student B says the nationality and things associated with the country. Fast fi nishers can also add a capital, continent, fl ag’s colours etc. Example: Poland – Polish – stork – Warsaw – Europe – white and red. Students take turns. Points can be granted for every correct entry.

the United States France Kenya Argentina

Finland Germany Mexico China

Australia Great Britain Poland Italy

Egypt Holland Spain Japan

Students choose fi ve countries they would like to visit. Ask them to conduct a small research among their family and friends and fi nd out things associated with these countries. During the next lesson students compare their fi ndings and compile one list of countries and their associations. Example:

Student Country Things characteristic of the countryMaciek, Marek Turkey kebab, baklava

Ala Russia balalaika

Ask your students to think of other things characteristic of countries presented on the cards. Students make their own cards and explain why they would choose a different object. Students can ask you for help with unknown vocabulary.

Example: The French eat baguettes for breakfast.

Australia kangaroo, koalaChina kung-fu, noodles Egypt the SphinxFinland reindeer, sauna, ice hotelFrance baguette, Chanel, cheeseGermany Bavaria, October Fest Great Britain double-decker, Queen’s GuardHolland wind millItaly the Coliseum, pizzaJapan sumo, origamiKenya elephant, safari Mexico sombrero, tortillaPoland ChopinSpain fl amencothe US cowboy, McDonald’s, Coca-Cola

ACTIVITY 4

ACTIVITY 5

ACTIVITY 6

ACTIVITY 7Photocopy the cards for your students or ask students to use their own cards (from the previous exercise). Divide them into pairs. Each student should have one card. The task is to cover one half with a map and elicit from the partner the country and the nationality. Example: Americans live in the United States. If the answer is correct, the other student shows the country’s shape. Shuffl e the cards and have another round with your class.

double-decker, Queen’s Guard

cowboy, McDonald’s, Coca-Cola

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T: Argentina is a country in South America.F: Argentinians do not dance tango.

T: Australia is a country and a continent. F: English is not an offi cial language of Australia.

T: Over 1 billion people live in China. (1,306,313,812)F: China is bigger than Russia.

T: Egypt is in Africa.F: Egypt doesn’t have any beaches.

T: Santa Claus lives in Finland.F: It is very hot in Finland.

T: The French like baguettes and cheese.F: France is an island.

T: Germany is Poland’s neighbour.F: Germany doesn’t produce cars.

T: Great Britain offi cially is the name for England, Scotland and Wales.F: The United Kingdom includes only Northern Ireland and Scotland.

T: Holland is also called the Netherlands.F: The Dutch don’t come from Holland.

T: Most Italians like pizza and spaghetti.F: There are no mountains in Italy.

T: The Japanese eat a lot of fi sh.F: Japan doesn’t produce high tech products.

T: Kenya is famous for safaris.F: Kenya is in Asia.

T: Mexicans speak Spanish.F: Mexico is in Africa.

T: Polish fl ag is white and red.F: Poland has borders with 3 countries.

T: Spain is famous for fl amenco and bullfi ghts.F: You can’t pay in euros in Spain.

T: The United States is often called America.F: The United States is the poorest country in the world.

Show the cards one by one and say a short sentence that may or may not be true. If the sentence is true then the students repeat it. If it’s false they remain silent. You can divide the class and play this as a team game or turn it into a quiz. You can also ask students to write their own sentences and check one another if they know the answers. Examples of sentences:

Choose a country which you would like to visit most and pick up the appropriate card. Students predict how many questions they will need to identify the card. Students can ask you any questions which require a ‘yes’ or ‘no’ answer. Once the predicted number of questions is asked students have to guess the country you have chosen. You can also turn the activity into a game. A chosen student predicts the number of questions and asks them. Once they are asked the chosen student has to guess the country. If the chosen student is correct s/he gets 2 points. If s/he guesses correctly before, then s/he gets an extra mark for every question saved. The student only gets one guess.

ACTIVITY 8

ACTIVITY 9

ACTIVITY 10If you want your students to practise nationalities and spelling, give them the following task: You are a famous person. Say your nationality, the name of your capital city and spell your surname. Other guess who you are.

A: I’m American. The capital of my country is Washington. My surname is P-I-T-T.B: You’re Brad Pitt!

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· 2005-08-02 · pearson education polska [email protected] longman teacher’s...

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