Libro De Acatividades De Cold Feet

TEACHER’S NOTES BOOKLET

COLD FEET
ROD SMITH

CONTENTS
Activities before reading the story Activities while reading the story Activities after reading the story Extended writing Project Worksheets Key to Book Exercises 3 4 5 6 6 7 15

GRADING

SCHEME

L E V E L O N E (500 headwords)
present simple present continuous (present) going to (future) past simple imperative can (abilityand permission) would like (requests and offers) must (obligation) let’s, shall (suggestions) gerunds adverbs (time, manner and place) adjectives (comparatives and superlatives)

L E V E L T W O (800 headwords)
all of the above, plus present continuous (future) going to (intentions) present perfect past continuous past perfect passive (simple forms) will/shall (future, requests and offers)must/can’t (deduction) have to (obligation) should (advice) gerund as subject too/enough + adjective reported speech (with ask/tell/say) zero and first conditional defining relative clauses

L E V E L T H R E E (1200 headwords)
all of the above, plus present perfect continuous passive (all tenses excluding modals) was/were going to used to make/let may/might (possibility) reported speech

L E V EL F O U R (1800 headwords)
all of the above, plus past perfect continuous future perfect future continuous passive (modals) had better/would rather second and third conditionals

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F E E T

TO THE TEACHER
Welcome to the Teacher’s Notes for the Richmond Reader, Cold Feet. Here you will find a wide variety of activities based on the story. Materials for the students are givenon the worksheets on pages 7 - 14. There are eight worksheets. Photocopy them as you need them for your students. Each activity in the Teacher’s Notes that uses a worksheet indicates which worksheet to use after its title. All the activities have suggestions for class management. They are labelled as whole class, group, pair, individual tasks or a combination of these. You may want to assign theindividual activities for homework, but make sure that the students know exactly what to do before they start. Some of the activity types may be new to them. In discussion activities, decide whether you want your students to use English or their own language.

2 Talk about the cover No WS Whole class, groups or pairs • Give students the book. Ask them to study the cover. What kind of story dothey think this is? Ask them to make predictions about the story, based on the information they have from the chapter titles and the cover. Suggested questions: What do you think happened just before the • scene depicted on the cover? What happened next? • Give this picture a title. Write down three things you associate with this picture. 3 Character descriptions WS 1 Groups, pairs or individual •Students read the list of some of the characters in the story. Ask them to look at the pictures in the story. Can they work out the identity of the characters pictured? What do they learn about the characters, based on the pictures? Ask students to note down their ideas in the spider grams given. Then, as they read the story, they can confirm or change their ideas.

Activities before readingthe story
1 Prediction No WS Whole class, groups or pairs • Do not give students the book yet. • Write the first chapter title, The Man with no Shoes, on the board. Allow students time to read the title and think about its significance to the story. Encourage students to discuss the titles and their predictions about the story with their classmates or partners. • Then write the second chaptertitle, The Attack in Room 201, on the board and ask students to make more predictions about the story. Continue until all the chapter titles have been discussed. Although the students will have different ideas about the plot, they will probably all have worked out that it is a murder story with a consulate involved, and that it takes place in a Spanish-speaking country.

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