Lost!
Interactive exercises to consolidate your students’ learning.
Writing a lost poster, seen through Ella's poster for her cat Biscuit: his name and age, what he looks like, what he likes and who to call. Pupils tick true or false, read the useful phrases, complete a poster with words from a box, then write a poster for a lost dog, school bag, bike or tortoise from a card or something of their own and tick a checklist; model poster and answer key included.
Documents to download (2)
- Worksheet In your teacher account
- Worksheet (black and white) In your teacher account
Teaching guide
Objective & content
This writing sheet teaches pupils to write a "lost" poster (LOST!, Have you seen our...?, His name is..., He's..., He has..., He likes..., Please look in..., Please call...). Pupils read Ella's poster for her cat, take its phrases and write their own. By the end, they can write a poster of 30 to 50 words that describes an animal or an object and asks for help.
Pedagogical guide
Page 1 has Ella's poster, with a photo of her cat. Biscuit is two years old, grey and white, with a red collar and a small bell; he's very friendly but shy, he likes fish and sleeping in sheds and garages. Ella asks people to look in their gardens, sheds and garages and to call her. The photo shows Biscuit without his collar, so pupils must take the details from the text, not the picture. Pupils tick true or false for six sentences, then read the useful phrases, set out in the order of the poster (title, name and age, looks, what he's like, likes, ask for help). Page 2 starts with four gaps in Sam's poster for his dog to fill with words from a box. Then pupils write a poster for a dog, a school bag, a bike or a tortoise from a card (each with its colours, a detail and a phone number) or for something of their own, and tick the checklist. The phone numbers are in a range kept for fiction. The answer key gives a model poster for the tortoise.
Suggested procedure
- (5 min) Ask "Have you ever lost something? What was it?" and write a few answers on the board.
- (10 min) Read Ella's poster aloud; pupils tick true or false.
- (5 min) Read the useful phrases with the class; pupils find "He's" and "He has" in the poster.
- (5 min) Page 2: pupils complete Sam's poster.
- (15 min) Pupils choose a card, write their poster and tick the checklist.
- (5 min) Pupils put their posters on the wall; the teacher describes a "found" animal and the class finds its poster.
Adaptations
[S] Pupils copy Ella's poster and change the details from a card.
[A] Pupils add where they saw it last: "He likes the park near the school."
Materials & prerequisites
One copy of pages 1 and 2 per pupil. Page 3 is the answer key, the model poster and the teacher notes: keep it. Pupils need be, have, likes, colours and numbers. To take it further, the class makes a wall of lost posters, with a drawing on each.
Possible adaptations
- Lower levels: Offer segmented listening and additional visual aids.
- Advanced levels: Encourage an oral summary and a debate in English on the theme.
- Large groups: Organise group work with differentiated roles.
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