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basics Jill Hadfield CharlesHadfield Oxfordhasics SimpleWriting Activities ITLL H A D F I E L D C H A R LE S HA DF I E L D OXJ.ORD IJNIVERSITY PRESS Contents Foreword AL AN M AL EY Introductlon L Actlvities Greetingsand introductions 2 The alphabet 3 Numbers 4 Tellingthe time 5 Personalinformation 6 Countries 7 Nationalities 8 Locatingobjects 9 Feelings 10 Families tL Colours L2 Shapes 13 Partsof the body L4 Describingpeople 15 Clothes 16 Rooms L7 Furniture 18 In town 19 Directions 20 In the market 27. Shopping 22 Foodand drink 23 Leisureactivities 24 Daily routines 25 26 lobs Housework 27 Abilities 28 Rules 29 Describingactions1 30 Describingactions2 Foreword There is a formidable range of materials published worldwide for teachersof Englishas a ForeignLanguage.However,many of thesematerials,especiallythosepublishedin English-speaking countries,assumethat teachersusing them will be working with smallish classesand have abundant resourcesavailableto them. Also many, if not most, of thesematerials make implicit culturally-biasedassumptionsabout the beliefsand valuesof the teachersand learners. This situation is ironic in view of the fact that the vast majority of Englishas a ForeignLanguageclassroomsdo not correspondat all are large,resourcesare to theseconditions.Tlpically, classes limited, and teachershavevery few opportunitiesfor training and professionaldevelopment.Also, the cultural assumptionsof teachersand learnersin many parts of the world may vary quite significantlyfrom thoseof materialswriters and publishers. This book is an attempt to addressthis situation.The authors presentthirty lessonsat elementarylevel,eachwith the same methodological framework. The lessonsare explained in clear, accessible language,and none of them require sophisticated resources.Instead,they call on the basichuman resourceswhich all teachersand learnersbring with them to class.The language points coveredare onesfound in a typical elementarycourse,and the topics are those which form part of everybody'sdaily lives,for example,families,homes,and leisureactivities. Most importantly, however,the book offers a framework for teacherswho lack training and support.The hope and the expectationis that such teacherswill begin by following each step will of a lessonquite closely,but, astheir confidenceincreases, presented responding to the here, adapt and add to the techniques particular needsand abilitiesof their learners. This is an important book: one of the few attempts to addressthe problemsof the'silent majority' of teachersworldwide who have little or no training, and few resourcesto work with. AL AN M AL EY Assumption University Bangkok,Thailand lntroduction Englishis taught all over the world, by all sorts of teachersto all sortsof learners.Schoolsand classroomsvary enormouslyin their wealth and their provision of equipment.Learnersarevery different from placeto place.But, whateverthe conditionsin which you are working, there is one resourcewhich is universal and unlimited: the human mind and imagination.This is probablythe singlemost valuableteachingand learningresource we have.Nothing can replaceit. In eventhe most'hi-tech' environment,a lack of imagination and humanity will make the most up-to-dateand sophisticatedresourcesseemdull; conversely, the most simple r