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This is a flipbook for Tejas TEACHER ACTIVITY GROUP RESOURCE BOOK YEAR - 1 which is useful for Tag Coordinators and Tag Teachers.

Keywords: Tejas TAG

TATA TRUSTS

Welcome

TEJAS

TEACHER
ACTIVITY
GROUP

RESOURCE BOOK - YEAR 1



TEJAS I TAG RESOURCE BOOK

CONTENTS 1
4
Acknowledgements 5
Introduction 6
My profile 7
Profile of my learners 8
Get to know your peers: find someone who 9
TAG Resource Book quiz 10
What is professional development? 11
Resources 12
TAG structure 13
TAG pledge
Useful language for taking part in discussions 15

Section 1 - Language development 67

Section 2 - Learning by reading 107

Section 3 - Learning by watching 133

Section 4 - Reflection and Action planning 158

Vocabulary organiser 162

Notes

© The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

ACKNOWLEDGEMENTS

The British Council would like to express our heartfelt thanks to all those who have helped us in
so many ways to design and create the TEJAS programme. We would like to thank the
Government of Maharashtra and Tata Trusts for their continuous support and effort in making
TEJAS an innovative project. In particular we would like to thank:

Mr. Vinod Tawde Minister of School Education, Government of Maharashtra

Mr. Nandkumar Principal Secretary, School Education and Sports Department,

Government of Maharashtra

Mr. Govind Nandede SCERT Director

Dr. Suvarna Kharat Deputy Secretary, School Education and Sports Department

Ms. Charushila Chaudhari Deputy Secretary, School Education and Sports Department

Mr. Subhash Kamble SIE Director

Mr. Kailas Datkhil Ex-SIE Director

Mr. Ranjit Deshmukh Project Officer, RMSA

Mrs Prachi Sathe Officer on Special Duty (OSD), School Education

Education team Tata Trusts

English Partnerships team British Council India

We would also like to thank everyone who has contributed to the development of
these materials.

1 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

‘ANAEDCUKCANTIOONWSYLSTEEMDIGS OENMLY ENTS

AS GOOD AS ITS TEACHERS.’

(UNESCO 2014: 9)

Teachers are major catalysts performing an enabling role for learners who are central to any
education system. A skilled and reflective teacher can harness a child’s potential towards creativity,
ambition and achievement.

The State Government of Maharashtra issued the ‘Pragat Shikshan Maharashtra’ Government
Resolution (GR) in 2015. The GR was a landmark resolution in the state education environment as it
laid the foundation for MSCERT Sakshamikaran, clearly highlighting the Government’s vision and
commitment to improving the quality of the education system. The GR facilitates the creation of a
quality circle of dedicated, committed and creative teachers by inculcating the habit of
self-learning amongst teachers using technology based support systems and demand driven
training as per their needs.

Tata Trusts is amongst India's oldest, non-sectarian philanthropic organisations that work in several
areas of community development. Since its inception, the Trusts have played a pioneering role in
transforming traditional ideas of philanthropy to make impactful sustainable change in the lives of
the communities served. Through focus on education, Tata Trusts aim to improve access of
underprivileged children and adolescents to quality education, while addressing concerns of equity,
through enhanced learning levels and opportunities. The Trusts’ emphasis on using technology as
an enabler in education, aims at bridging the digital divide and building on 21st century skills. The
initiatives reflect the contemporary global knowledge and views in the area of educational
technology, while laying emphasis on the central role of students and teachers in using technology
as a tool to augment teaching and learning experiences. This vision in the area of educational
technology blends with the Trusts' commitment to the marginalised sections of the Indian society.

British Council believes in an evidence-driven, innovative and solutions-oriented approach to
English language teacher education and development that brings about systemic transformation in
the quality of English language teaching and learning. The British Council has been working with the
State Government of Maharashtra since 2012 in the area of teacher training and continuing
professional development (CPD) of teachers. They bring on board their international expertise;
experience in and knowledge of the Indian context and a range of resources that are linked to
British Council’s ‘Teaching for Success’ impact model.1

¹www.britishcouncil.in/programmes/english-partnerships/partnership-opportunities/teaching-for-successour-approach

© The British Council, 2016 2
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

The tri-party partnership with the Government’s bold intent in the form of the Pragat Shikshan
Maharashtra GR, Tata Trusts’ objective of bringing about systemic change and the British Council’s
expertise in English Language Teaching took form of an innovative project.
TEJAS - Technology enabled education through joint action and strategic initiatives represents a
transition from the traditional cascade model of teacher training to a more sustainable internally-
supported approach which promotes holistic professional development through local communities
of practice.
Building the capacity of the State Institute of English (SIE) Aurangabad through the development of
a core team of English experts is central to this intervention and its sustainability. In addition, a
teacher training and development model focussing on building the capacity of the state to provide
appropriate CPD opportunities for teachers will be developed. This will be achieved through a
combination of face-to-face training, online learning through e-moderated and self-access courses,
Teacher Activity Groups (TAGs) at the cluster level, the creation of online communities through
popular social networking platforms and a teacher mentoring programme. All of these elements of
the project aim to improve the teachers’ professional understanding and practice and impact their
learners’ success.

3 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

INTRODUCTION

Dear teachers

Welcome to TEJAS! Thank you for joining this Teacher Activity Group (TAG). TAGs are an important
part of TEJAS and we are delighted that you have taken the time to join one.

The aims of TAGs are to help you to…

 gain more confidence in your ability to communicate effectively in English, especially in the
classroom

 learn new ideas and teaching techniques that you can use in your lessons
 share your own experiences of teaching and learning English with other like-minded teachers
 be able to support each other with challenges you face in your classrooms
 be better able to reflect on your own teaching and learning and make action plans to implement

new ideas in your lessons
 take responsibility for your own professional development
 have fun!

As part of TEJAS, teachers will join TAGs across nine districts in Maharashtra. These are Amravati,
Aurangabad, Beed, Gadchiroli, Hingoli, Nagpur, Nandurbar, Nashik and Yavatmal. Overall, there will
be around 750 TAGs across these nine districts with approximately 18,000 teachers attending
them. So, by joining this TAG you have become an important part of a large learning community for
teachers across the state.

We also hope that by using the new ideas and techniques you learn from the TAG
meetings in your lessons your learners will…

 become even more engaged, motivated and confident in using English in lessons
 enjoy their lessons and have fun learning English.

© The British Council, 2016 4
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

MY PROFILE

Name:
School:
District:
What Standards do you teach?
What do you like about teaching?

What do you want to improve?

What is your favourite teaching activity?

What are your hobbies?

What is your favourite quote?
5 © The British Council, 2016

The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

PROFILE OF MY LEARNERS

Think about the learners you teach. Complete the information below. Thinking about your learners’
strengths, skills and interests will help you when you are reflecting and making action plans for
activities to try out in your lessons.

How many learners are there in your school?

How many learners are in your class?

How many boys / girls are there in your class?

What are your learners interested in?

What are their dreams / hopes for the future?

What do they like to do in their lessons?

What are their strengths?

What do they find difficult in class?

How can you help them with these things?

What do you want your learners to achieve this year?

How do you think attending this TAG will help with this?

© The British Council, 2016 6
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

GET TO KNOW YOUR PEERS: FIND SOMEONE WHO…

Find out about your peers in your TAG. Think about what questions you will ask, then speak to as
many different people as you can. Complete the table below.

Find someone who Name and more information

1 …teaches the same Standard as you.
Question to ask: What Standards do you teach?

2 …has the same hobbies as you.
Question to ask: What are your hobbies?

3 …has an interesting favourite quote.
Question to ask:

4 …can tell you a fun activity you can use in
your lessons.
Question to ask:

5 …wants to improve the same area as you.
Question to ask:

6 …likes to drink tea.
Question to ask:

7 …took part in ELIPS in 2012–14.
Question to ask:

8 …has tried a new teaching activity recently.
Question to ask:

9 …has a large family.
Question to ask:

7 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

TAG RESOURCE BOOK QUIZ YOUR TIME
STARTS NOW!
1 How many sections are there in your TAG Resource Book?
2 What does TEJAS stand for?

3 Where can you find and write useful language to use in discussions?

4 How many districts will TEJAS cover? Write the names of the districts.

5 Write one question you have to answer in the Reflection and action planning section:

6 How many teachers will be able to take part in TEJAS?

7 Where can you find the Vocabulary organiser?

8 Where can you find articles to read? Write the names of two articles.

© The British Council, 2016 8
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

WHAT IS PROFESSIONAL DEVELOPMENT?

One definition of continuing professional development (CPD) is:

‘CPD is a planned, continuous and lifelong process whereby teachers try to develop their
personal and professional qualities, and to improve their knowledge, skills and practice, leading
to their empowerment, improvement of their agency and the development of their organisations
and their pupils.’

Padwad, Amol; Dixit, Krishna
Continuing Professional Development: An Annotated Bibliography (2011)

Task

Read the above quote. Write the key words in the box below.

a. What personal and professional qualities do you want to develop?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
b. What knowledge and skills do you want to improve?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
c. How will your development help your learners?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
9 © The British Council, 2016

The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

RESOURCES

This resource book has resources you can use in your Teacher Activity Group (TAG) meetings. You
will find three main resource sections followed by an action planning section. The sections are:

1 Language development
These are British Council language development worksheets. They focus on basic vocabulary
and grammar, followed by activities to improve your speaking fluency.

2 Learning by reading
These are British Council articles on topics related to English language teaching methodology.
They include topics such as lesson planning, teaching large classes and motivating learners.
These articles are followed up by group discussion and reflection tasks.

3 Learning by watching
These videos are short classroom films showing teachers from Maharashtra trying learner
centred activities in their lessons. These videos have worksheets to support you and help
you reflect on the activities.

4 Reflection and action planning
This section is for you to reflect on the ideas you have shared and activities you have taken
part in during your TAG meeting. At the end of your TAG meeting, note down what you want to
try out in your lessons over the next month in the action plan. Remember to complete the
reflection questions before your next TAG meeting.

How can you use this resource book?

The objective of TAG meetings is to bring motivated teachers like you together to develop your
language skills, enable you to discuss and reflect on your English language teaching and help you
plan your next steps to become an even better teacher.

© The British Council, 2016 10
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

TAG STRUCTURE

Follow these steps to make the most of the resources in this book!

1 30 Review action planning points from your last TAG

min meeting, then select one topic from each of the

following sections.

30 Language Learning Learning
development by watching
2 min by reading

Each

3 30 Fill in the action planning section with ideas you will try
min in the classroom and what you will do for your own
language development.

TRY NEW SHARE
IDEAS/RESOURCES ON
4 IDEAS IN CLASS

11 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

TAG PLEDGE

Discuss with the other teachers in your TAG and agree what will help make your TAG successful. For
example, We will respect and listen to each other during the meetings. Once you have agreed, write
your pledge below. You could make a TAG pledge poster and put it on the wall of your meeting
room. Remember to take a picture and post it on Facebook and WhatsApp!

OUR TAG PLEDGE

Signed by:

© The British Council, 2016 12
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

USEFUL LANGUAGE FOR TAKING PART
IN DISCUSSIONS

Here are some phrases you can use during discussions. Can you add any more?

Giving your opinions Asking for opinions

In my opinion… What do you think?
If you ask me, I think… What’s your opinion on…?
For me,… How do you feel about this?
I think… Does anyone want to add
anything else?

Agreeing Disagreeing

You’re right. I don’t agree with that.
That’s a good point. I don’t understand your point.
That’s true because… I don’t think that’s true because…

13 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

Asking for help Praising others

Can you help me with this, please? That’s great!
How do you say _____ in English? That’s a brilliant idea!
How do you spell _____? Excellent!
How do you pronounce this word? You’re right.
Can you say that again, please?
Sorry, I don’t understand.

© The British Council, 2016 14
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

WORLD’S
BEST
TEACHER

1015 © The British Council, 2016 © The British Council, 2016

The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

SECTION 1

LANGUAGE
DEVELOPMENT

© The British Council, 2016 16
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

OVERVIEW

In this section you will find English language practice worksheets with activities, comics and puzzles
for you to do in your TAG group. There are also some short discussion and extension activities for
you to practise your speaking skills. They will help you reflect on what you have learned and how
you can use similar activities with your learners.

In this section you will…

 practise speaking English with your peers
 develop confidence in your language skills
 learn new words and phrases for everyday situations
 use English and learn from each other
 think about how you can do similar activities with your learners
 have fun!

How can you use this section?

 We suggest you spend around 30 minutes on this section in each TAG meeting.
 Discuss with the whole group and choose one language practice activity to complete in the

meeting.
 Work in pairs or small groups and complete the tasks.
 If you have a problem, ask other TAG members. Remember to use the Useful language

section on pages 13–14.
 Role play! If there is a dialogue in the worksheet, read it aloud and practise acting it out!
 When you have finished the language practice worksheet and role play, you can

have a discussion about the topic of the activity with your partners.

17 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

LANGUAGE PRACTICE TOPICS

Decide with your group which topic you want to do. Then complete the worksheet and extra
practise activities together.

Topic Tick () and write the date when completed
1. Giving personal information

2. How much are the T-shirts?

3. When is the festival?

4. What’s the weather like?

5. Is there a bank near here?

6. There’s a train every hour

7. Simple message

8. Simple requests

9. Common dishes

10. Hotel rules

11. Tourist brochure

12. News reports

13. Fast food

14. Home alone

15. Working from home

16. At the flicks

17. Puzzles 18

© The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

GIVING PERSONAL INFORMATION Useful English

1) Read the conversation. 2) Match the questions and the answers. What’s your name?
How do you spell that?
It’s Vinod Patil 1) What’s your name? I’m 32.
2) How do you spell that? I’m from Gadchiroli.
3) Where are you from? I’m married / single.
4) What’s your phone number, please? @ = at
5) What’s your email address?

a) It’s 9960 373 706.
b) I’m from Gadchiroli.
c) [email protected]
d) Shobha – S-h-o-b-h-a – Tupe – T-u-p-e.
e) It’s Shobha Tupe.

3) Fill in the gaps.

a) Mumbai
b) 32

Hi, my name’s Prabhakar.
You can call me Prabhu.

It’s Vinod, V-I-N-O-D 4) Read again and answer these questions:
Patil, P-A-T-I-L
1) What’s his name? His name is_______.
Thank you, 2) Where is he from? He’s from ________.
Mr. Patil 3) Is he married? ______, he is.
4) How old is he? He’s _______.

5) What are these words? Answers

1) dmrriea 2) 1) e 2) d 3) b 4) a 5) c
2) ddaress 3) 1) b
3) lemai
4) enrumb 2) a
4) 1) Prabhakar / Prabhu

2) Mumbai
3) Yes
4) 32
5) 1) married 2) address

3) email 4) number

To find more English language activities visit www.britishcouncil.org/learnenglish © British Council 2016
Send your feedback to [email protected]

TEJAS I TAG RESOURCE BOOK

GIVING PERSONAL INFORMATION

Let’s practise!

Find a partner and introduce yourselves to each other. Listen to your partner’s answers and fill in
the table below. Ask and answer two extra questions.

a Name
Example question: What is your name?

b City
c School
d Standards you teach
e Favourite dish
f Favourite sport
g
h

Now introduce your partner to another person.
E.g. This is Geeta. She teaches Standard 4.

TRY THIS WITH YOUR LEARNERS!

Help your learners get to know and learn each other’s names and practise their introductions! Try
this Find someone who… activity.

Make copies of the table below and give one to each learner, or write the table on the board and
ask the learners to copy it into their notebooks.

Find someone… Name

who likes ice cream.

whose favourite vegetable is brinjal.

whose favourite sport is kho-kho.

who likes English.

who likes the colour red.

© The British Council, 2016 20
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

Reflection

a. Why do you think it’s a good idea to do an activity like this with your learners?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
b. How would you change these activities for your learners? Could you use pictures instead? How?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

21 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

HOW MUCH ARE THE T-SHIRTS? Useful English

1) Say these numbers. 5) Look at this activity and also activity 6) below. How much is this?
How much are the___________ ?
1 one 11 eleven cheap
expensive
2 two 12 twelve 7) Read the conversation.

3 three 13 thirteen cheap expensive These are Rs. 750 and those are Rs. 1200
4 four 14 fourteen
5 15 1) How much is a postcard?
6 six 16 fifteen 2) How much is the bag?
sixteen
The postcard is cheap. The bag is expensive.
6) Look at the prices.

7 seven 17 seventeen

8 eight 18 eighteen

9 nine 19 nineteen t-shirt Rs.1200 postcard Rs. 100
twenty
10 ten 20

2) Write the number. bag Rs. 450 sun cream Rs. 45 Rs. 50 each or 5 for Rs. 200
1) Which is cheaper?
e. g. three – 3
The sun cream is cheaper than the T-shirt.
1) seven
2) nine _________ is cheaper than _________.
3) eleven 2) Which is more expensive?
4) eighteen
5) twenty-six The bag is more expensive than the T-shirt.
______ is more expensive than ______.
3) Look. OK. Thank you.
That’s Rs. 1700
£pound 30 thirty please.
$dollar 40 forty
€euro 50 fifty 8) Answer the questions.
60 sixty
70 seventy 1) How much are the postcards?
80 eighty 2) How much are the cheap T-shirts?
90 ninety 3) What do they buy?
4) How much do they pay?

4) Write. b) _______________ Answers
seven dollars 2) 1) 7 2) 9 3) 11 4) 18 5) 26
twenty-five euros, 4) a) sixty-four pounds b) thirty-three euros
a) ______________ seventy-five
c) twenty-nine pounds, ninety-nine
sixteen dollars, ninety-five c) ________________ 5) 1) It’s Rs. 100 2) It’s Rs. 450
6) 1) The postcard is cheaper than the T-shirt.

2) The T-shirt is more expensive than the postcard.
8) 1) They are Rs. 100 each or 5 for Rs. 200

2) They are Rs. 750
3) They buy two cheap t-shirts and 5 postcards.
4) They pay Rs. 1700

To find more English language activities visit www.britishcouncil.org/learnenglish © British Council 2016
Send your feedback to [email protected]

TEJAS I TAG RESOURCE BOOK

HOW MUCH ARE THE T-SHIRTS?

Let’s practise!

Role play
a. Find three things you have with you e.g. a purse, pens, books, etc.
b. Decide a price for each object. You are going to sell these objects.
c. Get into groups of four. Assign letters A, B, C, D to each member of the group.
d. A and B are shopkeepers, C and D are customers. Shopkeepers can try to sell things they

already have. The customers ask questions about these products using vocabulary from the
worksheet. After one round, switch roles and do the activity again.

For example

How much is this watch?

That’s very expensive. How It’s 5000 rupees.
about 3000 rupees? 4000

Ok. I’ll buy it!
e. Now try this in your classroom!

Reflection

a. Why do you think it’s a good idea to do an activity like this with your learners?
___________________________________________________________________________
___________________________________________________________________________

b. How would you change this activity for your learners?
____________________________________________________________________________
____________________________________________________________________________

23 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

WHEN IS THE FESTIVAL? Useful English

When’s the…?
It’s on…

1) Say the months of the year. 2) Look and say. 3) Look.
fifth
January fourth tenth
February third ninth
March eighth
April second seventh
May first sixth
June
July
August
September
October
November
December

1) When is the birthday party?
2) When is your birthday?

4) Look at these posters.

A B 1) When is the festival in Australia?
2) When is the football final?
5) Read. What is she doing? 3) When is the festival in the USA?

6) Read again. Fill in the gaps C
with these words.
1) two 7) Fill in the gaps to spell the months
2) tickets correctly.
3) fifth
1) _ _ g _ st
I have tickets at Rs. 165, 2) J_n_ _ ry
here and here. 3) J_n_
4) _ct_b_r
For Thursday, I have 5) F_br_ _ ry
seats here in the middle 6) D_c_mb_r
of the circle for Rs. 100.
Can you put these months in the right order?

8) Don’t look at the picture in activity 2.
Write the words.

1) 1st
2) 2nd
3) 3rd
4) 6th
5) 9th

Answers

3) 1) 1st May 2) It’s on the ………..
4) 1) 5-15 February 2) 3rd November 3) 4th July
5) She is buying tickets for a show.
6) a) 2, b) 3, c) 1
7) 2) January 5) February 3) June 1) August

4) October 6) December
8) 1) first 2) second 3) third 4) sixth 5) ninth

To find more English language activities visit www.britishcouncil.org/learnenglish © British Council 2016
Send your feedback to [email protected]

TEJAS I TAG RESOURCE BOOK

WHEN IS THE FESTIVAL?

Let’s practise!

Work in pairs or groups. Think about your favourite festival. Write a few notes and prepare to tell
your partners about it. Talk for at least two minutes each.

You can talk about:
 what you like about this festival and why
 why the festival is important
 any special clothes you wear
 any special food you make.

Reflection

a. How could you do an activity like this with your learners? What changes would you make?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

b. What support will your learners need to do this activity?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

25 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

TRY THIS WITH YOUR LEARNERS!

Ask your learners to stand in a line in the order of the month of their birthday. For example, a
learner born in January will stand at the beginning of the line and somebody born in December at
the end. Ask two learners come to the front of the class and help you demonstrate the activity.

If you want to make it more challenging for your learners you could ask them to form a line
according to their full dates of birth i.e. the day, month and the year. For example, if two learners
have birthdays in May, the learner who has their birthday first will stand in front of the other learner.

Reflection

a. What language will the learners need to know to do this activity about birthdays?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

b. How will the activity above help your learners develop their thinking and collaboration skills?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

c. What other activities could you do for your learners to practise the vocabulary for days and
months?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

© The British Council, 2016 26
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

WHAT’S THE WEATHER LIKE? Useful English

What’s the weather like…?
It’s hot / cold.
It’s sunny / windy / raining / snowing.

1) Read. Match the text to the country.

1) Well, it rains a lot, more in the north than in the south. The south is warmer than the
north, but Britain isn’t usually hot. It always snows in the north of the country in the
winter and usually the south too. Winter is December, January and February and it is
really cold sometimes. Spring and autumn are very windy and, as I said, it rains a lot!

2) Match. 2) We have 4 seasons. In the summer, from December to March, it’s hot and humid. The
autumn is sometimes quite cold and windy. Around June, it starts to snow. On the South
Island, it gets very cold and very icy. Winter is my favourite season because I love
skiing! The spring is lovely. It’s usually warm with lots of rain. That’s why New Zealand is
so green!

3) Read the texts again. Can you find the names of the 4 seasons?

1) In Great Britain, winter is from a) December to March spring 1) __________ 2) __________ winter
2) In New Zealand, winter is from b) June to August Look.

4) What’s the weather like in New Zealand?

1) In spring, it’s usually warm with lots of _________.
2) It’s _____ and humid in the summer.
3) The autumn is sometimes quite ______ and windy.
4) Around June, it starts to ________.

5) Read and fill in the gaps with these words. cold hot

1) today
2) night
3) day

6) Read again. Answer these questions.

1) Where was he last week?
2) Where is he now?
3) What was the weather like during the day?
4) What was the weather like at night?
5) What is the weather like today?

7) What’s the weather like where you live?

It’s cold.
It’s hot.
It’s sunny.
It’s windy.
It’s raining.
It’s snowing.

6) 1) In the mountains. 3) 1) summer 4) 1) rain 5) a) 3 2) 1) a) 1) 1) B
2) At the beach. 2) autumn 2) hot b) 2 2) b) 2) A
3) Hot and sunny. 3) cold c) 1
4) Very cold. 4) snow
5) It’s going to rain. There’s going
to be a storm. It’s very windy.

Answers

To find more English language activities visit www.britishcouncil.org/learnenglish © British Council 2016
Send your feedback to [email protected]

TEJAS I TAG RESOURCE BOOK

WHAT’S THE WEATHER LIKE?

Let’s practise!

Charades
Work in a group of five people. Find another group of five. You are two teams now. In your team,
prepare a short weather report (see the example below). Then ask a member of the other team
read this report to their group. The volunteer has to act out this report without saying a word. Their
team needs to guess what the report is. The team that makes the most correct guesses wins!

Here’s an example of a weather report.
Mumbai has hit eight degrees. It’s very cold; unusual for Mumbai; the Sun has disappeared and it’s
cloudy!

Alternatively, the report could be more challenging. For example:

Today it will be sunny and cloudy during the day and it will be very windy in the afternoon. The city
will get light showers in the night and the temperature might fall to five degrees.

Reflection

a. Think about the activity you just did. How did it help you practise language about the weather?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

b. Do you think you can do an activity like this with your learners? How can you make it easier?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

© The British Council, 2016 28
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

TRY THIS WITH YOUR LEARNERS!

Remember! Do activities that use real life contexts that your young learners can relate to. This is
essential in making learning more relevant, fun and engaging.

Write different words related to the weather such as cloudy, sunny, rainy, windy, very hot on pieces
of paper; one on each piece.

Make one set for each group. To make it more challenging, you can ask the learners to make their
own list of words related to weather.

Make groups of five learners each and ask them to work with another group.

Ask the groups to open one piece of paper at a time and give that word to one learner from
another group. The learner then has to act out the word and their group has to guess what it is. Ask
the groups to continue until they finish acting out all words.

The group that guesses the most words correctly is the winner. Alternatively, learners can also draw
the word instead of acting it out.

Reflection

a. How will this activity help your learners build their vocabulary and confidence?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

b. What target language (new words/sentences/phrases) will they practise?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

c. At what stage of a lesson about weather could you do this activity?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

29 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

IS THERE A BANK NEAR HERE? Useful English

1) Look. Is there a bank near here?
Where is the nearest…?

stadium airport theatre museum statue

2) Look at the words again. What are 3) Read and fill in the gaps.
these words?
1) course
1) tauste 2) bank
2) reethat 3) Could
3) triapro
4) summue
5) daitums

4) Find these places on the map.
1) There is a restaurant next to the Art Gallery.
2) The shopping centre is opposite the Central Hotel.
3) The museum is opposite the statue.
4) The bank is next to the post office.

5) Now, find these places.
1) The________ is opposite the railway station.
2) The_________ is next to the bank.
3) The Town Park is opposite the________.
4) The___________is next to the White Hotel.
6) Look.

left right straight on 5) 1) White Hotel Answers
2) post office
7) Find these places on the map. Start from “You are here” 3) Art Gallery 2) 1) statue
4) Beach Café 2) theatre
1) Turn left, go straight on. It’s opposite the statue. 3) airport
2) Turn right, turn left, go straight on past the beach. Turn left. It’s on the right. 7) 1) the museum 4) museum
3) Turn left, turn left again. Go straight on. It’s next to the Beach Café. 2) the shopping centre 5) stadium
3) the White Hotel
8) Try this with a friend. Choose a place on the map. Give your friend directions. 3) a) 2
b) 3
c) 1

To find more English language activities visit www.britishcouncil.org/learnenglish © British Council 2016
Send your feedback to [email protected]

TEJAS I TAG RESOURCE BOOK

IS THERE A BANK NEAR HERE?

Let’s practise!

Work in pairs. Look at the map below. Imagine you have some treasure you want to hide. Decide
where to hide it on the map below and keep it in your mind. Don’t tell your partner!
Help your partner reach the treasure by giving him/her directions.

hospital police supermarket bus station
station book shop

SM Joshi Road SM Joshi Road
cinema theatre
Train station cafè Italian
restaurant

SV ROAD shop

MG Road MG Road
museum
post library
office YOU ARE HERE
factory

31 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

Reflection

a. Think about the activity you just did. How did it help you practise giving directions?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

b. Can you use an activity like this with your learners? What will you change?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

c. What instructions will you give to your learners before starting an activity like this?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

TRY THIS WITH YOUR LEARNERS!

Remember! Think about and plan what new words/phrases/expressions you want your learners to
practise. Plan different activities where learners can see, hear and practise saying these words or
phrases many times. This will help make learning new vocabulary fun and memorable.

Draw a simple map on the board. Label some buildings on the map. For example, a school, shops,
market, my house, etc.

Now draw an X on the map. Tell the learners you will now give directions starting from the X. They
need to listen and follow the directions you give. When you finish, they need to tell you where you
went to on the map.
Practise this a few times. Then put the learners in pairs. Ask them to give directions to each other.
After a few minutes, ask one or two of the learners to give directions to the whole class.

© The British Council, 2016 32
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

Reflection

a. What language will the learners need to know to do this activity?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

b. What language skills (e.g. reading, writing, listening, speaking) does this activity practise? How
can you include other skills?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

c. Why is it important to demonstrate with an example before starting any activity?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

33 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

THERE’S A TRAIN EVERY HOUR Useful English

1) Look. How far is it to __________?
When is the next bus to __________?
Is there a train to ___________ from
here?

a) bus b) plane c) car d) train e) ticket f) licence

2) Read the conversations and match them to a picture. 3) Put the words in order to make a
question.
1) A: How far is it to the city centre? 2) A: How do I get to the beach from here?
B: It’s about 75km. By car, it takes about B: There’s a train every hour at 20 past. 1) How far / to the city centre? / is it
an hour and 10 minutes. 2) to the beach / I get / from here? / How do
3) a flight / Is there / on Thursday?
4) the next bus? / When is

3) A: Is there a flight on Thursday? 4) A: When is the next bus?

B: There’s a flight to London every day, sir. B: In 5 minutes.

4) Match the questions in activity 3) to the 5) Read and fill in the gaps.
best answer below.
1) platform
a) In 15 minutes. 2) pay
b) It’s only about 20km. It takes 15 minutes 3) train
4) ticket
in a car.
c) You can walk to the beach from here.

It only takes 10 minutes.
d) No, there isn’t, but there are two flights

on Friday.

6) Put this conversation in order.

a) Which platform does it go from?
b) Yes, card or cash. No problem.
c) Can I pay by credit card?
d) There’s a train at 11.15. That’s in 10 minutes.
e) What time is the train to Luz?
f) Platform 3. You can buy a ticket from the machine.

6) e) What time is the train to Luz? 5) a) 1 4) 1) b 3) 1) How far is it to the city centre? 2) 1) c
d) There’s a train at 11.15. That’s in 10 minutes. b) 3 2) c 2) How do I get to the beach from here? 2) d
a) Which platform does it go from? c) 4 3) d 3) Is there a flight on Thursday? 3) b
f) Platform 3. You can buy a ticket from the machine. d) 2 4) a 4) When is the next bus? 4) a
c) Can I pay by credit card?
b) Yes, card or cash. No problem.

Answers

To find more English language activities visit www.britishcouncil.org/learnenglish © British Council 2016
Send your feedback to [email protected]

TEJAS I TAG RESOURCE BOOK

THERE’S A TRAIN EVERY HOUR

Let’s practise!

Role play
In pairs, practise the dialogue in (5) and (6). Stand up and practise the dialogue using appropriate
gestures to make it as real as possible.

When you have finished, write a similar short dialogue at a bus depot OR train station and practise
it with your partner.

Reflection

a. Think about the role play you just did. How did it help you practise language?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

b. What other situations do you think your learners could role play?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

c. How have you used role plays in your lessons?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

35 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

SIMPLE MESSAGE

By Ian Betteridge

CAN leave a simple message for host family saying, for example, where (s)he has gone,
what time(s) he will be back*

Preparation Match the words

1. activity 2. dentist 3. mall 4. note

a. कृ ती b. टीप c. शॉ पगं मॉल d. दंतवैद`य

© Mat Wright

1. Where are they? Match the person to the place. Do not use two.

Emma Tim Alex Letitia Adam
In a bookshop
in class in the airport in a supermarket
in london in the cinema in a car

2. Choose 3. Choose‘at,’ ‘on’ or‘Ø (no word)’

1. back at + day/ time/ soon 1. Gone to the swimming pool. Back at / on / Ø 5 o’clock
2. back + day/ time/ soon 2. Gone for lunch. Back at / on / Ø 3.30
3. back on + day/ time/ soon 3. Gone to Fiona’s house. Back at / on / Ø Tuesday
4. Gone for a game of tennis with Bob. Back at / on / Ø dinner time
5. Gone to the library. Back at / on / Ø soon

4. Use the information to write notes.

Name: Peter Name: Ahmed Name: Angela

Where/what: coffee with friends Where/what: the dentist’s Where/what: Oxford

Back: 19.00 Back: 14.30 Back: Thursday afternoon

Hi Hi
Gone out to
have .................................. ....................................................
with ..................................
Back at .................................. Back at ..................................

..................................

..................................

*The ALTE (Association of Language Testers in Europe) ‘Can Do’ project developed a simpli ed set of Activity 1 Answers
descriptors, in the form of ‘can-do statements’, each saying what a learner can do at each level. The Emma – in a supermarket
items in this series relate to ‘can-do statements’ for reading and writing skills at Basic User levels (CEFR Tim – in a car
A1 and A2). Alex – in London
Letitia – in class
Activity 4 Activity 3 Activity 2 Adam – in the cinema Preparation
1. Hi. Gone out to have coffee with friends. Back at 19.00. Peter. 1. at; 2. at; 3. on; 4. at; 5. ø 1. time; 2. soon; 3. day 1. a; 2. d; 3. c; 4. b
2. Hi. Gone to the dentist’s. Back at 14.30. Ahmed.
3. Hi. Gone to Oxford. Back on Thursday afternoon. Angela.

To find more English language activities visit www.britishcouncil.org/learnenglish © British Council 2016

TEJAS I TAG RESOURCE BOOK

SIMPLE MESSAGE

Let’s practise!

Guessing game: Where has he / she gone to?

You will play a guessing game in pairs or small groups. Write the names of different places (e.g.
school, market) in the two tables below. Don’t show your partner the words you write in the boxes!

Millie has gone to… Sachin has gone to…

1. 1.

2. 2.

3. 3.

In this game, you need to help your partners guess what places you have written in the boxes
above. But you cannot say the names of these places! Instead, you need to say a sentence about
what you do at these places.

For example,

Person 1: Millie is buying some fruit and vegetables
Person 2: She has gone to the market.
Person 1: Yes! That’s right!

Can your partners guess all the places in your list in less than one minute? Try it!

Reflection

a. What language does this activity help the learners to practise?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

b. How can you make it easier / more difficult for your learners?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

37 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

SIMPLE REQUESTS

By Engeli Haupt

CAN write a simple routine request to a colleague, of the 'Can I have 20 x, please?' type*

Preparation Match the words

1. ASAP (as soon as possible) 2. details 3. folder 4. leave 5. mouse
10. trip
6. order 7. pick up 8. presentation 9. still

a. अजुनिह b. सादरीकरण c. रजा d. पक अप e.श तत ा लवकर
f. फो र माऊस j. दौरा
g. मागवणे h. सव र
मािहती
© Mat Wright

1. Match the information on the left with the requests on the right. 4. Rewrite the following requests in the email to make it more polite.

1. I want to keep these papers in one a) Call Mark when you can — questions To: <Tanya>, <Ken>, <James>, <Keri>
place. about email. Date: 16 September
Subject: Plan for meeting with Busco
2. I need to speak to you before the b) Could you make seven copies of Hi everyone,
meeting tonight. this document, please? I'm still in Argentina, but we need to get ready for the meeting with the
bus company next week.
3. I need more copies of this c) Can you get me a folder, please? Tanya – email Busco, confirm meeting and number of people who will go
document for the meeting. d) Please plan meeting with Sarah for Ken – prepare a presentation about our company
James – talk to me about plan for prices
4. I need to see Sarah next week. me next week. Keri – make copies of documents. Plan taxi and lunch
5. Mark needs to speak to you about e) Please call me ASAP. All – meet at office 8 am Tuesday

the email you sent him. Michael

2. Use the following words to write sentences that ask for things.
Look at the examples above to help you.

1. details / you / me / Can / the Italy trip / please / email?
2. a / mouse / for / Please / the computer / in Mary's office. / buy / new
3. we / the factory / our meeting? / visit / Could / after / tomorrow
4. Helen / call / Please / when / you / here. / get
5. this week / you / Could / order / more paper / please?

3. Choose the best phrase to complete the following notes: To: <Tanya>, <Ken>, <James>, <Keri>
1. Can I / Could you please pick up some plastic folders on your way? Date: 16 September
2. Could we / Can I both meet with John on Tuesday? Subject: Plan for meeting with Busco
3. Please can call / call me when you get this message.
4. Can you / Please can email the phone company? Hi everyone,
5. Leave / You leave the documents on my desk, please.
I'm still in Argentina, but we need to get ready for the meeting with the
*The ALTE (Association of Language Testers in Europe) 'Can Do' project developed a simplified set of descriptors, bus company next week.
in the form of 'can-do statements', each saying what a learner can do at each level. The items in this series relate
to 'can-do statements' for reading and writing skills at Basic User levels (CEFR A1 and A2). Tanya – ________________________________________________
Ken – ________________________________________________
James – ________________________________________________
Keri – ________________________________________________
All – ________________________________________________

Michael

Activity 4 this week?
1. Can you/Could you email Busco to confirm the meeting and the number of people
more paper this week, please? / Please could you order more paper Answers
who will go, please? / Please email Busco to confirm the meeting and the number of
people who will go. 5. Could you please order more paper this week? / Could you order
2. Can you/Could you prepare a presentation about our company, please? / Please
prepare a presentation about our company. Activity 3 4. Please call Helen when you get here. 5. a Preparation
3. Please talk to me about the plan for prices. / Could you/Can you talk to me about the 1. Could you 1. e 6. g
plan for prices, please? / Could we talk about the plan for prices? 2. Could we visit the factory tomorrow after our meeting? 4. d 2. h 7. d
4. Please make copies of the documents and plan a taxi and lunch. / Could you/ Can 3. call me 3. f 8. b
you make copies of the documents and plan a taxi and lunch, please? 4. Can you 3. Could we visit the factory after our meeting tomorrow? / Could we 3. b 4. c 9. a
5. Could we all meet at the office at 8 am on Tuesday? / Could you/Can you all meet at 5. Leave 5. I 10. j
the office at 8 am on Tuesday? / Please meet me at the office at 8 am on Tuesday. 2. Please buy a new mouse for the computer in Mary's office. 2. e

1. Can you email me the Italy trip details, please? 1. c

Activity 1 Activity 2

To find more English language activities visit www.britishcouncil.org/learnenglish © British Council 2016

TEJAS I TAG RESOURCE BOOK

SIMPLE REQUESTS

Let’s practise!

Look at the classroom language in the boxes below. These are all words you and your learners
might use in the classroom during English lessons. Stand up and speak with your peers and
practise making requests. Use the words in the boxes below.

When you ask a question, the other person has to do the action. For example, Can you
open the door, please? (the other person then needs to open the door).

Speak to as many different people as you can. Continue until you have used all the verbs in the
boxes.

E.g.

A: Can you open your book, please?
B: Yes, ok. (B then opens her book – or pretends to open a book!)

draw open stand up
listen tell wash
sing read ask
give clean close
put away write
take out

When you have finished, sit down. Tell your partners who you spoke to and the questions you
asked.

39 © The British Council, 2016
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TEJAS I TAG RESOURCE BOOK

Reflection

a. What other classroom language do you often use in class?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

b. Why is it important for learners to know this kind of classroom language?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

c. What instructions will you give to your learners before doing the activity above? How will you
demonstrate the activity?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

d. How can you use this activity with your learners? What will you need to change?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

© The British Council, 2016 40
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

COMMON DISHES

By Ian Betteridge

CAN understand most descriptions of common dishes that are predictably available
in self-service and fast food establishments*

Preparation Match the words and phrases

1. add 2. crust 3. medium 4. order
5. seafood 6. side dishes 7. size 8. thick
9. thin 10. thirsty 11. topping 12. vegetarian

a. सोबतचा पदाथ b. c. प झा खा लल डे d. तहानलले ा
e. बा रक
f. समु ी खादय प ाथ g. जाड h. म म © Mat Wright
ऑडर l. शाकाहारी
j. प झा व रल` प ाथ k. साइज

1. Look at the pizza menu. Do you think this restaurant is cheap or 4. Order a pizza. Choose a–f.
expensive?
a Medium size, please.
2. Write the words in the correct place on the menu. b Yes. A green salad, please.
c A small bottle, please.
1. Size d Thin crust, please.
2. Toppings e Cola, please
3. Drinks f I want mushrooms, please.
4. Crust
5. Side dishes Hello. Can I order a pizza, please?
Yes, sir. Do you want thin crust or thick crust?
3. Three people are waiting for pizzas. Choose the right pizza
for each person. 1. …………………………………. …………………………. …………………………. …
What size?
Tim 1. Medium chicken pizza,
breadsticks and a large cola. 2. …………………………………. …………………………. …………………………. …
Very hungry. Does not eat meat. Yes, sir. What topping would you like?
Likes fruit drinks.
3. …………………………………. …………………………. …………………………. …
Clair 2. Large vegetarian pizza, orange Sure. Do you want any side dishes?
juice.
Not very hungry. Likes fish. Does 4. …………………………………. …………………………. …………………………. …
not like sweet drinks. OK. Do you want a drink?

Peter 3. Small seafood pizza, green salad 5. …………………………………. …………………………. …………………………. …
and a small bottle of water. Large or small?
Likes eating meat. Very hungry
and very thirsty. 6. …………………………………. …………………………. …………………………. …
Thank you, sir. Your meal will be ready in 30 minutes.
Thank you, goodbye.

5. Do you like pizza? Would you like to order from this restaurant? What
would you order? Practise the telephone conversation with a friend.

Activity 4 Activity 3 Activity 2 Answers
1. Peter 1. E
1. d 2. Tim 2. B
2. a 3. Clair 3. C
3. f 4. A
4. b 5. D
5. e
6. c
*The ALTE (Association of Language Testers in Europe) ‘Can Do’ project developed
a simplified set of descriptors, in the form of ‘can-do statements’, each saying what a
learner can do at each level. The items in this series relate to ‘can-do statements’ for
reading and writing skills at Basic User levels (CEFR A1 and A2).

To find more English language activities visit www.britishcouncil.org/learnenglish © British Council 2016
Preparation
1. b; 2. c; 3. h; 4. i; 5. f; 6. a; 7. k; 8. g; 9. e; 10. d; 11. j; 12. l

TEJAS I TAG RESOURCE BOOK

COMMON DISHES

Let’s practise!

Ordering food from a restaurant: role play
Imagine you own a restaurant. Complete the information below.

Name of the restaurant: ______________________________

Starter: Price
______________________________ _______________
______________________________ _______________
______________________________ _______________

Main course: _______________
______________________________ _______________
______________________________ _______________
______________________________
_______________
Dessert: _______________
______________________________ _______________
______________________________
______________________________

Work in pairs. Use the language from the Common dishes worksheet. One person is the
waiter/waitress, the other is the customer. The customer needs to ask about different food items
and place an order. The waiter needs to listen to what the customer wants and recommend
different dishes. Use the role play situations below.

Situation Customer Waiter / waitress
1 You can’t have salty food. You forget everything the customer
orders.
2 You are a vegetarian. You are in a hurry and need to take
You are very hungry and want the order as soon as possible.

3 something as soon as possible. You are feeling very sleepy.

© The British Council, 2016 42
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

Reflection

a. In the previous activity, you created your own restaurant name and decided what food would be
on the menu. Why didn’t we give you a menu that was already completed?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

b. What language would you need to teach your learners before the activity to help them do a
similar role play?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

c. How could you do this?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

d. How could you personalise this activity so it is more relevant for your learners?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

43 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

HOTEL RULES

By Andy Keedwell

CAN understand basic hotel rules and signs, and basic hotel information, e.g.,
times when meals are served*

Preparation Match the words or phrases.

1. cash / credit card 2. check in / out 3. entertainment © VisitBritain / Daniel Bosworth / East Midlands Tourism
6. welcome
4. guest 5. midnight
c. मनोरंजन
a. ागत b. कॅ श / े डीट काड
d. चके इन / आउट e. पा णे f.

You arrive at a small family hotel for your holiday. Peter and Helen want to stay at the hotel. They are
When you arrive you read this sign. telephoning the hotel. They have lots of questions!

Welcome to Sunnyside Hotel! 2. Match Peter and Helen’s questions to the hotel’s answers.

The best hotel for your holiday – Peter and Helen say… The hotel answers…
have a good stay!
1. Hello – is that the Sunnyside a. Esmeralda sings every night
Hotel? in the TV room.

2. How can we pay for our stay? b. No, sorry – they must leave by
ten o’clock.
3. Can we bring our dog on
holiday with us? c. Yes, there is.

4. Can we get into the hotel after d. Yes you can – we’ll give you
midnight? a key.

5. Can we have guests in our room e. By cash or credit card.
late at night?
f. Not at all – we’re always
happy to help.

6. Is there a television in our room? g. You can choose tea, coffee
or juice.
7. What is there to drink for
breakfast? h. No, sorry – no pets, please.

8. We like music! Where can we go? i. No, sorry – only in summer.

9. Can we go for a swim in winter? j. Yes, it is – how can we help you?

10. OK – thanks for the information.

1. You are staying in the hotel. Answer these questions about the sign. Do you think Peter and Helen will like this hotel? Why? / Why not?
1. What is the name of the hotel?
2. What time does the hotel close the front door? 3. Read the information about the Bluebridge Hotel and
3. Why do you need the red key? choose the correct answers.
4. What time is lunch?
5. What happens on Wednesday evening?. Bluebridge Hotel
6. Can you get internet in the hotel?
23 Brown Street, Bluetown – centre of the city, next to station
Tel: 364 36464.

Rules:
Check in: after 14.00, check out: before 13.00
Please: no pets
Please: no visitors in hotel rooms after 22.00
Children are welcome
TV room open from 18.00 each day
Visit the Taj Mahal restaurant: great Asian and European food! Open
18.00–22.00 each evening

Thursday evening: games in the TV room

1. The Bluebridge Hotel is easy/difficult to find.
2. You can/can’t bring animals into the hotel.
3. The Taj Mahal restaurant has/hasn’t got different kinds of food.
4. You can/can’t stay in the hotel all morning.
5. You can/can’t check in before two o’clock in the afternoon.
6. Children can/can’t stay in the hotel.
7. There is/isn’t a television room at the Bluebridge Hotel.

4. Which hotel would you like to stay in? Why?

*The ALTE (Association of Language Testers in Europe) ‘Can Do’ project developed a simplified set of descriptors, 6. Yes: there is Wi-Fi access
in the form of ‘can-do statements’, each saying what a learner can do at each level. The items in this series relate
to ‘can-do statements’ for reading and writing skills at Basic User levels (CEFR A1 and A2). 5. You can watch a DVD: ‘The Detectives’: Action film

4. twelve thirty to one thirty Answers

3. The red key is for the front door

2. eleven o’clock

Activity 3 1. j; 2. e; 3. h; 4. d; 5. b; 6. c; 7. g; 8. a; 9. i; 10. f 1. Sunnyside Hotel Preparation
1. easy; 2. can’t; 3. has got; 4. can; 5. can’t; 6, can; 7. is 1. b; 2. d; 3. c; 4. e; 5. f; 6. a
Activity 2 Activity 1

To find more English language activities visit www.britishcouncil.org/learnenglish © British Council 2016

TEJAS I TAG RESOURCE BOOK

HOTEL RULES

Let’s practise!

Small group discussion
Work in small groups. Discuss the following questions. You can make notes in the spaces below.
a. In your opinion, what are the top five rules for a Teacher Activity Group? Why?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

b. Do you have classroom rules in your school? How did you decide the rules?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

c. Why is it a good idea to ask the learners to work together with the teacher and create a list of
classroom rules?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Feedback to the group

Choose a team captain to report back to the group. Tell the group about the main points you
discussed.

45 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TOURIST BROCHURE

By Andy Keedwell

CAN understand key points, such as dates, departure times and costs, in a brochure
or leaflet in a tourist information centre*

Preparation Match the words or phrases.

1. century 2. countryside 3. deer 4. direction © VisitBritain / Britain on View
7. mix
5. fit 6. go hiking 11. viewpoint 8. parrot

9. trip 10. view c. िदशा 12. wildlife
g. म ण
a. गरीयारोहण b. ामीणभाग k. सहल d. त ू
e. व जीवन f. पहावयाचे िठकाण h. पोपट
I. शतक j. ह रण
l.

Mark is working at the Tourist Information 2. Here are some more of Mark’s answers: this time he’s giving the right
Centre and today is his first day. Some tourists information! Match the tourists’ questions 1-6 with Mark’s answers a-f.
are phoning the centre.
Tourists’ questions Mark’s answers
1. Read the tourists’ questions and Mark’s answers.
Are his answers right () or wrong (X)? 1. When does the museum open? a. Five altogether. You can just walk to two
2. Which bus goes to Rosetown? or three of them if you want to!
1. Tourist: When is the tourist information centre open? 3. How many viewpoints are there?
Mark: We’re open every day, seven days a week. 4. What kinds of wildlife can you see at b. At ten o’clock in the morning.
c. At the Victoria Restaurant.
2. Tourist: What time do you close? Rosetown Reserve? d. Usually at four o’clock in the morning.
Mark: We close at five o’clock in the afternoon. 5. What time do the clubs close? e. The number twenty-two.
6. Where can we try Sunset Island cooking? f. Wild horses, deer and parrots.
3. Tourist: Can you help me find a good place to stay?
Mark: No, I’m sorry. We don’t have any information about 3. Here is some information about six tourists who are staying on Sunset Island.
hotels. Which of the six things to do on Sunset Island will they enjoy most?

4. Tourist: Do you have any maps of the island? 1. Peter enjoys hiking in the countryside.
Mark: Yes we do, but they’re three pounds each. 2. Sally likes to go out at night, and enjoys meeting people and dancing.
3. Anna loves sailing and being out on the sea.
5. Tourist: Can I take a boat trip? 4. Harry enjoys trying new kinds of food.
Mark: Yes, boat trips leave every day. 5. Dave is interested in history and learning about the past.
6. Ruth enjoys taking photographs of wild animals.
6. Tourist: Is there a museum?
Mark: Yes, it’s great – but it’s closed today because it’s What would you enjoy most on Sunset Island? Why?
Wednesday.
4. Choose five places in your country that you think tourists will enjoy. What can
*The ALTE (Association of Language Testers in they do there? Why will they like these places? Write two to three sentences to
Europe) ‘Can Do’ project developed a simplified set describe each one.
of descriptors, in the form of ‘can-do statements’,
each saying what a learner can do at each level.
The items in this series relate to ‘can-do statements’
for reading and writing skills at Basic User levels
(CEFR A1 and A2).
Make friends with our wildlife 6. Ruth enjoys taking photographs of wild animals.

5. Dave is interested in history and learning about the past. Our island story Preparation
1. i; 2. b; 3. j; 4. c; 5. d; 6. a; 7. g; 8. h; 9. k
Sunset Island specials 4. Harry enjoys trying new kinds of food. 10. l; 11. f; 12. e Answers
Activity 1
See Rose Mountains 1. Peter enjoys hiking in the countryside. 1. X; 2. ; 3. X; 4. X; 5. ; 6. 
Exciting nightlife! 2. Sally likes to go out at night, and enjoys meeting
Activity 2
Boat trips around Lighthouse Island people and dancing. 1. b; 2. e; 3. a; 4. f; 5. d; 6. c
3. Anna loves sailing and being out on the sea.

Activity 3

To find more English language activities visit www.britishcouncil.org/learnenglish © British Council 2016

TEJAS I TAG RESOURCE BOOK

TOURIST BROCHURE

Choose three places in Maharashtra that you think tourists will enjoy visiting. What can they do
there? Why will they like these places?

Discuss with your partner and write two or three sentences for each place in the spaces below. You
can use words and phrases from the Tourist brochure worksheet.

1 ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2 ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3 ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

TRY THIS WITH YOUR LEARNERS!

Tell your learners about a place you like to visit in your area. Then ask your learners to tell the class
about their favourite places in their area. This could be a park, a market, shops, river, etc.

While the learners tell the class, write the names of the places on the board. Tell the learners to
choose one place. They are going to tell their friends about it! Encourage the learners to make
simple sentences about these places e.g. The park is big and beautiful. I go to the park on
Saturdays. I play in the park with my friends.

Next, tell the class they will make posters about their favourite places. Give the learners some
paper and colouring pencils. The learners draw their favourite places. Help the learners to write
some words about their picture. This could be just words such as park, fun, play. Encourage
stronger learners to write longer phrases and sentences.

When the learners have finished, ask them to show each other their work. They can take their work
home to show their family, or you can stick their work on the classroom walls to make a nice wall
display.

47 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).


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