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The little boy took the old watch apart to see how it worked.

‘I think we ought to take the car,’ he said to her.

This bloke always takes his problems to his mother.

‘We took the village without a shot being fired,’ she told him.

‘Take care’ the woman said, as she left home that morning.

He took charge of the planning team.

The woman asked what size shoes he took.

‘Yes I really take your point’ he told her.

‘If we go to a movie,’ she told her boyfriend, ‘it’ll really take you out of yourself.’

The news the boy brought really took the woman aback.

The chair asked him to take the minutes of the meeting.

‘You can take it from me, it’s worse than you think’

4. Ask the students to work in threes and compare their translations. Go round helping and checking.
5. Check that they’re clear about the usual direct translation of take into their language. Now ask them to mark all the translations where take is not rendered by its direct equivalent.

Problem Solving

A dictionary game

|Grammar: |Comparatives, it (referring back) |
|Level: |Elementary (or as a review at higher levels) |
|Time: |45 minutes |
|Materials:|One dictionary per two students |

Preparation

On the board write the following:

Abcdifghijklmnopqrstuvwxyz

It’s got more letters than…
It’s got fewer letters than…
It’s the same length as….
It’s earlier in the dictionary than…
It’s later in the dictionary than…
It’s further on…
Back a bit.
The first letter’s right
The first two/three/four letters are right
(or you could dictate this to the students if you want a quiet settling in period at the start of the class)

In class

1. Explain to the students that you’re going out of the room for a short time and they’re to select one word for you to guess when you come back.
They find the word in their dictionaries.
2. Go back in and have a first wild guess at the class’s word. The students should tell you whether their word is longer, shorter or the same length as your guess and whether it’s earlier or later in the dictionary. Here is an example (teachers can correct pronunciation as they go along ):

|teacher: |Middle |
|students: |It’s shorter. And it’s later in the dictionary. |
|teacher: |Train. |
|students: |It’s Earlier. It’s Got The Same Number Of Letters. |
|teacher: |Plane. |
|students: |It’s Later. |
|teacher: |Rains. |
|students: |It’s Later. It’s Got The Same Number Of Letters. |
|teacher: |Seat. |
|students: |It’s Longer.The First Letter Is Right. It’s Later In |
| |The Dictionary. |
|teacher: |Stops. |
|students: |It’s Earlier. |
|teacher: |Skirt. |
|students: |It’s Later |
|teacher: |Spend. |
|students: |The First Two Letters Are Right. It’s Later. |
|teacher: |Spine. |
|students: |It’s Later. |
|teacher: |Spore. |
|students: |The First Four Letters Are Right. You’re Really Warm |
| |Now. It’s A Bit Further On. |
|teacher: |Sport. |
|students: |Yes. |

3. You can write the words you guess and notes of the students’ answers on the board as you go along, to help you to remember where you are. At the beginning, you can prompt the students by asking questions such as ‘Is it shorter, longer or the same length as my word? Is it earlier or later in the dictionary?’ etc.
4. When the students have got the idea of the game, reverse the process; you think of a word (one from a recent lesson works well) and students guess. You give them information as to length, place in dictionary and any letters they’ve guessed right.
5. Now hand over the exercise to the students. They should scan their notes, textbooks and /or minds (but not dictionaries) and create a short wordlist. Then in pairs or small groups they can repeat the activity.

Rationale

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