English vocabulary exercises
Describing military vehicles – resources for teachers
If you decide to use the presentation provided I suggest the following plan for the classes:
1) Show two sets of pictures – they depict different types of vehicles (slide #1, #2).
2) Give the students words and expressions from slide #3 – all of them cut out seperately.
3) Ask the students to assign each word to a vehicle it fits best, e.g. “family” should go to the picture of spacious, luxurious car with a family inside.
4) Then, ask them to desrcibe each vehicle and/or justify their choice of words. They should already know the vocabulary required for describing the striking features of each vehicle.
5) Now the positioning part of the lesson. Print slide #4 and #5 on the same sheet of paper, on different sides though (double side print mode). Cut it along the lines on slide #4.
6) Introduce basic expressions to position objects in space. Put special emphasis on collocations and definite articles: on the page, on the paper, in the picture, on the left/right, in the middle, in the centre, at the top, at the bottom, in the background/foreground, etc.
7) Give students the previously cut pieces and tell them to put it into the right space of 9-fields diagram (like in ‘noughts and crosses’ / ‘tic-tac-toe’ game).
8) If they are sure that all pieces went to the right place, ask them to turn over each piece – a smiling face should appear – a small reward for a well done exercise.
9) Now distribute the 9-fields empty diagrams from slide #6 (there are four diagrams to be cut out). They will be used for students’ notes.
10) There are two sets of pictures for working in pairs (slide #8 and #9, slide #10 and #11). The pairs of students will have the same set of vehicles, however, placed in differend cells of the table provided.
11) Tell students to discover the location of each vehicle from the partner’s diagram. Who completes the diagram first – he wins. Students do not have to answer to wrongly constructed questions. They cannot show their diagrams to the other students. While asking for a location they MUST use at least one word from the vocabulary provided on slide #3 and #7 (some new, useful expressions). Whenever any word is used, it cannot be used again, so with each question asked, the next person has a more limited choice of words to ask the question. This trick forces students to use new vocabulary. What’s more, to win this little competition, one should use as many words in his/her question as possible, limiting the opponent’s choice and chances.
12) Draw students’ attention to the fact they must be precise in describing vehicles they are asking about because there are pairs of vehicles similar to each other (2 bicycles, 2 quads, 2 howitzers, etc.).