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Places I Go A0

Places I Go A0

  • Level: A0
  • Topic: Places in a town
  • Learning Outcome: Can name places in a town and say how often they go there.
  • Grammar: Adverbs of frequency
Key Language:

Places in a town:  hairdresser’s, supermarket, café, bank, train station, library, playground, fast food restaurant, museum, school

Will is in the supermarket with Boosty helping with the shopping, but he has lost his Mum. Will thinks about the places she usually/sometimes/hardly ever/never goes. At the same time Will’s Mum is looking for Will. She thinks about the places that he usually/sometimes/hardly ever/never goes.
Can Will and Boosty find his Mum? Has Will put the right items in his trolley? Where do you always/sometimes/never go?

 

Transcript

Places I go_Transcript
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Aim of Activity

10 - 15 minutes

Follow up activity after watching Animation to check understanding.

Steps for Students

  1. Listen to the teacher and look at the pictures ACTIVITY 1
  2. Are the sentences true or false?
  3. If a sentence is false, what is the correct answer?

Click on the link: ACTIVITY 1

Students can answer the questions by:

  • saying ‘TRUE’ or ‘FALSE’
  • standing up if it’s TRUE and sit down if it’s FALSE
  • moving left if it’s TRUE and right if it’s FALSE

For online classes the Teacher can use the emoji function to correct

Questions:

  1. Boosty and Will are lost.
  2. Will’s Mum is in the supermarket.
  3. Boosty and Will don’t like spaghetti.
  4. Will’s Mum never goes to the Hairdresser.
  5. She likes to go to the café.
  6. She goes to the bank a lot.
  7. She always goes to the train station.
  8. She loves the playground.
  9. She is worried.
  10. They don’t like to eat fast food.
  11. Will usually goes to the pond with the ducks next to his school.
  12. The museum is across the street from the Supermarket.
  13. Will hates the library.
  14. Will has spaghetti in his shopping trolley.
  15. Will has a chocolate cake in his shopping trolley.

 

TIP! 

This activity could be done before the video is played or as a follow up activity. The teacher can put students in to teams and ask them to make True or False statements about themselves or members of their team: ‘True or False, Maria never goes to the Library’

  1. TRUE (but they think Will’s Mum is lost not them).
  2. TRUE
  3. FALSE – They always eat spaghetti.
  4. FALSE – She sometimes goes to the Hairdresser.
  5. TRUE – She always goes to the café.
  6. TRUE – She usually goes to the bank.
  7. FALSE – She rarely goes to the train station.
  8. FALSE – She never goes to the playground.
  9. TRUE – She lost Will.
  10. FALSE – They sometimes go to the fast food restaurant.
  11. TRUE
  12. TRUE
  13. TRUE – He never goes to the Library.
  14. TRUE
  15. TRUE – But this is not on his Mum’s shopping list!

Activity attachment

Places I Go A0 – Activity 1
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Aim of Activity

10 - 15 minutes

Target language reinforcement to provide students with a controlled practice of ‘ How often do you go to….?/ I always/sometimes/rarely/never go to ….’

Steps for Students

  1. Interview your partner and give them time to circle and choose their answer.
  2. Next, answer your partner’s questions and choose your answer.
  3. Share information about your partner with the class.
  1. Print out the worksheet or display on the Interactive Board
  2. Group children into pairs and ask then to read out the question to their partner.
  3. Tell them to circle the answer.
  4. After they can present information about their partner to the class.

TIP!

  • Listen for correct pronunciation of target language.
  • Are they using correct question forms?
  • Are they giving full answers?

individual answers

Activity attachment

Places I Go A0 – Activity 2
Download

Aim of Activity

10 - 15 minutes

To develop spoken interaction skills through a listening + pronunciation task.

Steps for Students

  1. Listen to song: ACTIVITY 3 
  2. Sing along to song with actions. 
  3. Can you think of any other words with ‘a’ sounds? (aunt/car/laugh/garden/market/heart/ask) 
  4. Make a picture with all the sounds included. 

Click on link: ACTIVITY 3 

  1. Read the words and help the students to understand the meaning through gestures and facial expressions. 
  2. Ask the students to read with you. 
  3. Play the song for them to listen to. 
  4. Play again and encourage them to sing along. 
  5. Try to sing again. 
  6. If students have access to a recording device they can record each other and listen back. This online site for recording works well too Vocaroo | Online voice recorder 

 

TIP! 

See more ideas about how to teach long vowel sounds here: 

13 Awesome Ways To Teach Long Vowel Sounds – Top Notch Teaching 

Not available

Aim of Activity

10 - 15 minutes

To connect topic to real life experience and teach vocabulary via a game format.

Steps for Students

  1. Watch the video and try to guess the place! ACTIVITY 4 
  2. Ask your partner ‘How often do you visit…..? 

Click the link: ACTIVITY 4 

  1. Put class into Teams 
  2. Play the Quiz. 
  3. Pause the screen if they need more time. 
  4. Ask the Teams for their answer. 
  5. Keep a score. 

 

TIP!

  • Video could be used with two teams winning team is the team with most correct answers. 
  • Pause the video and elicit the answer ‘What is this place?’. 

Answers are provided

Aim of Activity

20 minutes

To engage students creatively with target language through a joint project or pair work activity. 

Steps for Students

Click on this link: ACTIVITY 5

  1. Work in pairs or small groups
  2. Choose a city you would like to visit
  3. As you are getting around the city describe what you can see including all the buildings and where they are (on the left, on the right)
  4. In your group create a drawing about your journey and present it to the class.
    • There is a tree on the left. 
    • There is a supermarket on the right. 

Face-to-face class:

  • Play on IWB/Projector or ideally small groups work with tablets or other devices: ACTIVITY 5

Online class:

  • Share link and work on collaboratively as whole class or students can access in breakout rooms. 
  1. Click on the link ACTIVITY 5
  2. Next they can select the city they want to drive in.
  3. Ask them to make a note of what they see on the left and on the right and straight ahead. 
  4. Model the language first by selecting a journey and demonstrate:
    • There is a tree on the left.
    • There is a supermarket on the right.
    • There is a park straight ahead. 
  5. Ask them to work together to take a trip and make a drawing of their journey and present to the class. 

 

TIP!

Try a place that they know well first to build confidence 

Not available

The BOOST Project (Building Open Online Series for Teaching) aims to improve the digital readiness of teachers of English as a foreign language to students aged 8 -14 by providing an open-access series of engaging native-speaker content videos linked with a Resource Pack of ready-made activities to stimulate production of the language in online learning.

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