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Games for the ESL Students LETS HAVE FUN

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Games in the ESL Class !ntrodu"tion %hat are Games& 'e"iding %hi"h Game to Use The Ad(antages of Games Find Someone %ho... %hen to Use Games Using Games in Tea"hing English to -oung Learners Ho. to Choose a Game Hints and Suggestions The /0agi" 0at"h1o2/ Game Language Learning Games4 Got"ha 6 the S7elling 8ffi"e Got"ha 9e"urrent Pi"tures The S7elling 8ffi"er Si2 Games for the ESL Classroom %h< Use Games Some Ad(i"e Game +4 %his7er Cir"les Game 34 0at"h and Cat"h the 9iddle Game 54 Cra=< Stor< Game :4 0issing Headlines Game ;4 Find the 'ifferen"es Game 4 The Se"ret Code Con"lusion Games and A"ti(ities for the English as a Se"ond Language Classroom Cat"hing u7 on <our A>C?s Se"ret Code @'ifferent VersionA Cra=< Stor< !! Classroom 9ules4 0ust and 0ustn?t 'igital Camera S"a(enger Hunt Ta1oo >ee7 Game %ords >eginning .ith a Gi(en Letter Pg. Pg. Pg. Pg. Pg. Pg. Pg. #$ $ $#) * * # +,

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Counting Liar Game A"t 8ut an A"ti(it< Va"ation Cards Headmaster Game Can -ou Find %hat !s 'ifferent& Guess the Letter on -our >a"B Fold#o(er Stories 'es"ri7tions Guessing the %ord from a 'ra.ing 9e(ie.ing Tenses Find Parts of S7ee"h of %ords in a Senten"e ThinB FastC Al7ha1et Liar Game Sur(i(or S7elling Game %hat?s -our Name& Human >ingo # Getting to Dno. -ou A"ti(it< >all Game Getting to Dno. a Little 0ore a1out -oure Classmates 'ra. the Tea"her A"ting Ad(er1s Su77ose That Cut#U7 Senten"e Da1adi %riting !dea S7in Eone Pre7ositions Game 0artian Pun"tuation Game Good 0orning >alls Air#.rite Lost in a Fungle !ntonation Fun Truth or Lie& S<lla1le Game DaraoBe Getting To Dno. -ou E2treme Situations S7ot the 'ifferen"e Traffi" Light Guestions Tell 0e %h<& Listening E2er"ise @Song Pu==leA Four Letter %ords @Long and Short formA 0E089- GA0E @Long and Short formsA S7elling 9e(ie. Pronun"iation >ingo Sa(ed >< the >ell Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. 35 3: 3: 3; 3; 3; 3 3 3 3$ 3$ 3) 3) 3* 3* 5, 5+ 5+ 53 53 55 55 55 55 5: 5: 5: 5; 5; 5 5$ 5) 5* :, :, :+ :3 :3 :5 :5 :: :; :; : :$

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The Game of Truth !n(itation to an Annual 'inner 0o(ie 9e(ie. Stor< telling 6 0emor< Game Tea"her 0ini Pla<s A"ti(e >rainstorming A Variation on >ingo The 0iming Game >ingo Ada7ted Find Someone %ho... The Al7ha1et game Asso"iations Using the Su1Hun"ti(e 0ood 0aBing %ords from Letters in a Long %ord >etting I A"tion The >rag Game Adding to the Stor<4 8HPs in the "lassroom Grou7 'ialogue Present Continuous Videos T.ent< Guestions Essa< Planning 0ade Eas< The Grandfather 0ines Name the Pla"e Sto7 Ver1 9e(ie. Game Create -our 8.n Similes Finding the 1est 7erson for the Ho1 Village Fair %riting on Shirts Ad(i"e Animals for a 'a< AnimalsJ 8ur Friends 0<ster< 81He"t 9ole Pla<4 The E2"lusi(e Pi"ture >a"Bground4 3, True or False !tems %ord Gra1 .ith Songs !s -our Con(ersation St<le Feminine or 0as"uline& A Con(ersation !dea # 9ate the A77aratus A Con(ersation !dea # Ho. 'o -ou Dill Time& Tell me a1out m<self Peo7le %ho... Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. :) :) :* :* :* ;, ;+ ;3 ;3 ;5 ;5 ;: ;: ;: ;; ;; ; ; ;$ ;$ ;) ;* ;* , + + 3 3 5 5 5# : ;# $# ) * $, # $, # $+ $+ $3 $3 # $5 $: # $; $; # $ $$ $$ # $)

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FL- S%ATC Po7 Career Letters Learning 0onths of the -ear Personal Sur(e< 0< To.n Class 0i2er Add a %ord Time !ndi"ators Fli7 a Card >ingoC @%ith irregular (er1sA /Feo7ard</ Ad(er1ial Charades %ho am !&& Guess the 81He"t /Ti" Ta" Toe/ or /Noughts and Crosses/ Guestion and Ans.er Game A"ti(it< Dim?s Game on Video Video S"a(enger Hunt Con"entration Using an 8(erhead ProHe"tor Pro(e it %hat?s the %ord& T.ent< Guestions Simon Sa<s %his7ering Game Hangman Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. $* ), ), )+ )3 )5 ): ): ); ) )$ )$ # )) )) )) )) )* )* *, *+ *3 *3 *5 *5 *5 *5 *:

A Fun 9eading Gui= Game !ntrodu"tion Pro"edure Con"lusion

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Games in the ESL Class


One useful strategy to encourage language acquisition is using language games. When using games in the classroom, it is beneficial for teachers to have a complete understanding of the definitions of games, which usually are defined as a form of play concerning rules, competition, and an element of fun. Teachers should also consider the advantages of games: the ability to capture students' attention; lower students' stress; and give students the chance for real communication. astly teachers need to assess how to use games appropriately in the classroom. !t is important to choose an appropriate time and integrate them into the regular syllabus and curriculum. "owever, because of the limitations of the syllabus, games often cannot be used, as much as they should be. Therefore, it may be challenging for teachers to try to add some games in class in order to develop students' #nglish proficiency of the target language.

!ntrodu"tion
$ome teachers thin% that language games are a waste of time and prefer not to use them in classroom since games sometimes have been considered only for its one element that is fun. !n fact, games can provide #& and #$ students more than that. 'mong several strategies used to improve students' proficiency such as visual aids, (' )(omputer 'ssisted anguage earning*, drama, role+play, and so on, games are another useful strategy to promote students' language proficiency. This paper aims to give a clear understanding of what games are and why and how games are used in the classroom.

%hat are Games&


anguage games are not activities mainly aimed to brea% the ice between students or to %ill time. ,yrne )-../* gave the definition to games as a form of play governed by rules. They should be en0oyed and fun. They are not 0ust a diversion, a brea% from routine activities, but a way of getting the learner to use the language in the course of the game. $imilarly, 1ill "adfield )-..2* defined games as 3an activity with rules, a goal and an element of fun.3 Therefore, games involve many factors: rules, competition, rela4ation, and learning, in particular. The main focus of using game in class is to help students learn and have fun. "owever, to use games in classrooms, it is equally important that before playing the rules of the games are clearly e4plained and well understood by the students. There should be only a few, well+e4plained rules. 5emonstrations also can be very helpful because it can help students understand the game and help them follow the rules. Otherwise, they will misunderstand the purpose of the game and they may not get the benefits they should from the game. &or e4ample, if students do not understand the rules of the games called 35ictation 6ame3 and 0ust write without following the instructions, then it is 0ust an e4ercise in copying, and it doesn't help students with accuracy, pronunciation, or spelling at all.

!n playing games, competition is very important because it can stimulate and encourage students to participate in the activity since naturally they want to beat the other teams. 's it happens, in the dictation game students run as fast as possible, remember as much as they can and spea% as loudly and clearly as they can. They run quic%ly bac% and forth, trying to memori7e the content as much as possible. While playing, students have fun, rela4, e4ercise, and tease their friends. 'part from having fun, students learn at the same time. They acquire new vocabulary along with its spelling and pronunciation. $tudents begin to reali7e that they have to spea% or pronounce the words clearly if they want others to understand what they are saying.

'e"iding %hi"h Game to Use


There are a great number of language games. $o teachers have a variety of choices. "owever, in deciding which game to use in a particular class and which games will be most appropriate and most successful with their students, teachers must ta%e many factors into account. Teachers should first consider t he level of the game to fit their students' language level. They should choose the game that fits the purposes of that class or the content. 8oreover, teachers should consider students' characteristics: whether they are old or young, serious+minded or light+ hearted, and highly motivated to learn or not. They should also consider when the game should be used because there is a big difference between using the game in the morning or in the afternoon, on 8onday or &riday. !n addition to the factors mentioned, teachers should also be able to play and overact sometimes to help students feel comfortable and want to 0oin the activity. This means teachers should thoroughly understand the game and its nature and be able to lead the game. !t is quite difficult to find a game that meets all of the teachers' requirements. $ome games must be adapted in order to fit students' language level, natures, and characteristics. The most important factor is that games should be used when they can give students both fun and educational meaning otherwise they will be a waste of time.

The Ad(antages of Games


#ven though games are often associated with fun, we should not lose sight of their pedagogical values, particularly in second language teaching. 6ames are effective because they provide motivation, lower students' stress, and give them the opportunity for real communication. The main reason why games are considered effective learning aids is that 3they spur motivation and students get very absorbed in the competitive aspects of the games; moreover, they try harder at games than in other courses3. 9aturally when playing games, students are trying to win or to beat other teams for themselves or on the behalf of their team. They are so competitive while playing because they want to have a turn to play, to score points and to win. !n the class, students will definitely participate in the activities. Therefore, it is possible for a teacher to introduce students

to new ideas, grammar, and %nowledge and so on. 's in the dictation game, students are so competitive that they want to finish first and win. !t can be clearly seen that games can capture $tudents' attention and participation. They can motivate students to want to learn more. 8oreover, they can transform a boring class into a challenging one. 'nother reason why games are often used in language classes is that they lower students' stress in the classroom. !n conventional classrooms, there is a lot of stress put on students trying to master the target language. :It was once said that: 3...Stress is a major hindrance in language learning process. This process [Learning language in traditional way is by its nature time consuming and stress provoking... ... raise the stress level to a point at which it inter eres with student attention and e iciency and undermines motivation. ..... one method has been developed to make students orget that they are in class ....rela! students by engaging them in stress"reducing task #games *.3 There is a high level of stress in the classroom because students have to face unfamiliar or un%nown grammatical structures, words, te4ts and so forth. Therefore, students often feel uncomfortable and insecure in class, which inevitably affects their ability to learn. 's a result, games can help lower their an4iety, ma%e them feel comfortable, and want to learn more. !t is believed that when students play games, they rela4 and have fun. $ince students %now that they are playing games and want to communicate efficiently t hey do not worry about ma%ing mista%es and do not try to correct them in every single sentence. When students are free from worry and stress, they can improve their fluency and natural spea%ing styles. 9e4t, students learn without reali7ing that they are learning. &or instance, when playing a game called 3What Would ;ou 5o !f<3 students will have to pic% one hypothetical question from those that they have written in a bo4. They might get a question li%e 3What would you do if a lion came into this classroom<3 9e4t they have to pic% one answer that they have written before. The answer they get may be 3! would be a fly.3 =sually the question and the answer they get do not match each other, so students have to use their own imaginations to e4plain their bi7arre answer, and everyone has fun listening to it. The e4planation might be 3!f a lion came into this classroom, ! would be a fly because ! am a good person, so an angel would come and rescue me by turning me into a fly.3 While trying to e4plain, students do not worry too much about grammar mista%es because they want to communicate and to e4plain why it can happen. 'part from having fun, students do not worry about errors and punishment; moreover, they will learn a grammatical rule and have a chance to use it. Thus, they learn unconsciously+learn without reali7ing they are learning. $tudents stop thin%ing about language and begin using it in a spontaneous and natural manner within the classroom. 'nother advantage is increasing students' proficiency. >laying games in the classroom can enormously increase students' ability in using language because students have a chance to use language with a purpose in the situations provided. "adfield )-..2* confirms that :games provide as much concentrated practice as a traditional drill and more importantly, they provide an opportunity for real communication, albeit within artificially defined limits, and thus constitute a bridge between classroom and the real word.? i%e in a traditional classroom, students have an opportunity to drill and practice using grammatical rules and other functions. &or e4ample, loo% at the 3&ind $omeone Who3 game in which students have to as% classmate s the questions implied by the chart such as: 3(an you swim<3 35o you have a pet<3 etc. 8

Find Someone %ho...


i%es roc% music. (an sew. "as a big family. Watches T@ every day. oves watching movies. (annot swim. i%es green. !s having a good time. i%es to coo%. !s reading a novel. "ates durians. : "as visited three (ountries. "as a pet. oves chocolate. oves #nglish. (an spea% two languages.

$tudents have to mingle around the classroom to find whoever these statements apply to and then write their names in the appropriate places. Whoever can fill their page first will be the winner. While playing, students practice as%ing and answering questions. They may have to repeat the same question several times until they get to the right person. This provides the opportunity to drill and repeat as in a conventional classroom, but with playing games it is more communicative and meaningful. 8oreover, it will lin% students to the real world because they can actually spea% li%e this outside the classroom. Therefore, playing games in classroom does not only give students a chance to use #nglish, but it can also connect them to the real usage of language outside the class. Note4 ;ou can print out http:AAitesl0.orgA"andoutsABelly+(lassmates.html and duplicate it for your students.

%hen to Use Games


!t is necessary for those who want to use games as a learning aid to be concerned about how to use them. "adfield )-..2* suggested that 3games should be regarded an integral part of the language syllabus, not an amusing activity for &riday afternoon of for the end of the term.3 6ames can contribute to students' s%ills if they are incorporated into the classroom, particularly if they are used to reinforce or introduce a grammatical rule or structure. &or e4ample in the games called 3What Would ;ou 5o !f<3 and 3&ind $omeone Who...3 students do not only have fun in class but they learn about some grammatical rules; they also have a chance to practice and use it with purpose. !n 3What Would ;ou 5o !f<3 students learn about the conditionals. !n 3&ind $omeone Who,3 students learn how to form questions and answers. Therefore, as we have seen before, it is quite a good idea to incorporate games in daily classes. &or e4ample, if teachers are going to introduce present tenses or conditionals, instead of teaching them in a traditional way, )by simply telling them the rules, have them do some written e4ercises, drilling and answering questions*, teachers may help students understand these forms of grammar by playing games, which can also meet all the requirements of the traditional classes involving learning rules, drilling and repeating. 8oreover, students can ta%e this opportunity to use them in real communication.

"owever, even though games sometimes do not wor% since student have different learning styles and preferences, and some other factors such as being used in an inappropriate time, the nature of games themselves, and even the nature of teachers, it is still worth trying to us e them in class because they offer several good advantages to students. anguage games used in the classroom are very effective and supportive activities in contributing to students' language s%ills and proficiency. =nfortunately, because of limitations of time and curriculum, teachers normally have to cover all the content and materials, which students will be tested on, and it is not always easy to incorporate games into the class. 9evertheless, it can be seen that games are very useful and can be used to develop students' language learning and also provide the students an opportunity to practice communication. Therefore, it is recommended that teachers try some games that may be useful to their students in order to enhance students' proficiency and help them meet their goals, and at least to try new things in teaching.

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Using Games in Tea"hing English to -oung Learners


!. Ho. to Choose a Game
$tudents may wish to play games purely for fun. Teachers, however, need more convincing reasons. 'Teachers need to consider which games to use, when to use them, how to lin% them up with the syllabus, te4tboo% or program and how, more specifically, different games will benefit students in different ways. 'The %ey to a successful language game is that the rules are clear, the ultimate goal is well defined and the game must be fun. ,elow are some questions which we might consider as we choose a game:

Which language does the game target< Which s%ills does it practice< The language s%ill focus could be any one of the ma0or s%ills of listening, spea%ing, reading or writing. What type of game is it< What's the purpose for using it< 5oes it fit the students< "ow could ! simplify or ma%e it more comple4 if necessary< 8any games require modification in use when the students' needs are ta%en into consideration. "ow much interaction and participation is there< 8a4imum involvement is something we are pursuing. 5o ! li%e the game myself<

!!. Hints and Suggestions


When giving instructions to beginners, a few words in the mother tongue would be the quic%est way to ma%e everything clear. 8ore #nglish e4posure is needed at a later stage. 6ames are best set up by demonstration rather than by lengthy e4planation. !t is very important not to play a game for too long. $tudents will begin to lose interest. !t is best to stop a game at its pea%.

!!!. The /0agi" 0at"h1o2/ Game


This is a guessing game played by teams to practice numbers. E27onent: $ow many% There are& Additional 1enefits4 genuine communication; hidden drilling; teamwor% Language needed4 numbers - to - Time4 -2 to -/ minutes 0aterial4 - matchbo4; -- toothpic%s per person (onCt

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Pre7aration -. The teacher challenges the students to count the -- toothpic%s in hisAher hand. To model the game, the teacher then puts some into the matchbo4, sha%es it and as%s the students to guess how many are inside. D. The teacher e4plains how to play the game in the studentCs native language if necessary. E. The teacher divides the class into two teams, giving each team an #nglish name, e.g. the Foosters and the 8on%eys. Then the teacher writes the team names on the board for scoring during the game. G. !f the class has a large number of students, this is one way to get smaller teams. (hoose -2 players from each team by chanting together a 'choosing rhyme' such as the following: One, two, three, four, O+=+T, O=TH )The student chosen is the one you are pointing at on the word O=TH* /. #ach player secretly puts no more than -- toothpic%s into hisAher matchbo4. 'uring the Game -. The first player from the Foosters stands up, sha%es the matchbo4 in hisAher hand. "isAher team members shout together '"ow many<' The 8on%eys then give the answer by replying 'There areIC D. !f the guess is the correct number, the 8on%eys wins a point. !f not, the Foosters get the point. E. Then switch roles. This time the 8on%eys as% and the Foosters guess. G. The game continues until all the players get a turn. /. The teacher %eeps a record of the points on the board. The team with the most points wins.

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Language Learning Games4 Got"ha 6 the S7elling 8ffi"er Got"ha


;ou have been a teacher for some time and you can tell 'nn from 8ary but... do you really %now your students< 6etting to %now your students is as important as getting them to wor%. "ereCs your chance to do both things at the same time in a new and challenging way, thus supplementing the '!ntroduce ;ourself ' session or doing without it altogetherH $tudents draw pictures and write about themselves while you play the shrin% for a day or two. ' word of warning before we go on: the activity is roughly connected to some pro0ection tests psychologists give their patients to find out what is going on in the lettersJ minds at any given time. ;ou do not have to be an e4pert to do the activity and en0oy it. "owever, as deep feelings and odd situations are occasionally revealed )once ! learned that one of my students was a drug user*, you are e4pected to %eep your findings for yourself andAor refer them to a professional. The activity, though, is usually fun, as it gives the students and yourself a brea% from routine. ;ouCll certainly be surprised to see the great number of first+class artists sitting in front of you. %hat To 'o4

Tell students that for a few minutes they are to draw whatever thingAs come to their minds on a clean white sheet of paper. They had better not %now what your intentions are: otherwise some will cheat. To their eyes, the whole thing should appear as an ordinary class activity. 'llow K+-2 minutes for this stage, but don't tell them. 1ust say 'stopH' when time is up )when you see most of the students have produced quite a few things.* 'gain, this is to ensure that students let their minds +and their pencils+ fly as freely as possible. 5ictate or write on the blac%board the following questions )to be written down and answered on a separate piece of paper.* o a* What have you drawn< o b* Why have you drawn that< ',ecause you as%ed me to' is not a valid answerH o c* Write a story about that personAplaceAanimalAthing or whatever it is. !f you have not drawn anything, write a short composition on a topic of your choice. !n either case, use about ).2* words. (ollect the studentsJ output and, if there is still time, briefly show them to the class. oo% at the pictures and mar% the compositions in the usual way. 9ow for the most interesting of all: the interpretation of the studentsJ wor%s )to be done privately, while you mar% them.* Trust your intuition and good senses. The following is a very rough guide indeed. $ome of the pictures may not be clear; the answers to questions b* and c* help to refine your analysis. $ome students do not pay any attention to the activity. Watch themH They may be troublesome, or perhaps they are begging for a change in your methodology. 5o ma%e a few changes if there are many of these.

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' few students draw nothing at all. Their self+esteem andAor their concentration powers are often too low. Try motivating them. Fead their compositions anyway and wor% out why they chose that particular topic. >ay attention to what they say and do. + ' number of students 0ust copy their neighborCs pictures. They are probably la7y or unimaginative. Wa%e them upH Or perhaps they are simply chee%y. !f so, let them %now thereCs no %idding with youH There might be a group who rub their pictures out too often. ;ou can tell by the mar%s on the paper. These students find it difficult to ma%e up their minds or either they are rather perfectionist. ,oth e4tremes can cause problems, in class and in life.

9e"urrent Pi"tures

$ome students draw their teacher, their classmates or any ob0ect they have in front of them at the time. These are often the ones who do not wor% hard enough. They find the quic%est and easiest way to do things and do not want to be bothered with details or hear about ma%ing efforts. "obbies )music, computer science, sport* and personal situations )love, people the students admire, pets, characters from boo%s or the T@, favorite places* appear often. 8a%e these the topics of your following lessonsH ' few students show deep feelings )family life, religion or school* >ay attention to these philosophers. TheyCll give you a lot to thin% aboutH

's you will have understood, this is not a final character analysis, although the activity will no doubt enhance communication with your students if you play your cards right and, in any case, students do some writing in a new and original way.

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The S7elling 8ffi"er


'"ere today, gone tomorrowHC That is often said of street vendors, but it is also true of words and grammar: whatever we teach will be forgotten unless we do some revision from time to time. This includes simple things, such as the alphabet or basic vocabulary. "ereCs a simple activity to revise both. $tart by writing the alphabet from ' to L on the blac%board and as% students to read the letters in order a couple of times. Then do the following: (hoose a student to act as the 3$pelling Officer3. This student will read out the letters according to the list below. These are not in order but, conveniently arranged, they form a word. (hec% that the students have got the letters right, give them the accompanying clues and as% them for the words. When that has been done, as% the class to spell the words correctly. 'fterwards, practice with new categories and new words if you wish these can be ob0ects in the classroom, vehicles, drin%s, ad0ectives, toys, insects, adverbs, vegetables, and pieces of furniture. "appy spellingH >+ +!+=+T 8+!+1 ,+ +'+T+O+ +O+& 5+!+9+!+' 9+5+ +O+9+O +=+#+, '+6+F+!+O+ + #+T+(+F+'+T+!+"+( O+L+O 9+O+#+>+ +"+;+M+O "+'+5+# 9+#+=+#+N ' flower ' personCs name ' sport ' country ' big city ' color 'n animal ' 0ob ' place ' musical instrument ' part of the body 'n important person )T= !>* )1!8* )&OOT,' * )!95!'* ) O95O9* ), =#* )6OF! '* )'F("!T#(T* )LOO* )M; O>"O9#* )"#'5* )N=##9*

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Si2 Games for the ESL Classroom


Well+chosen games are invaluable as they give students a brea% and at the same time allow students to practice language s%ills. This paper provides some sample games that can be used in the language classroom.

%h< Use Games


anguage learning is a hard tas% which can sometimes be frustrating. (onstant effort is required to understand, produce and manipulate the target language. Well+chosen games are invaluable as they give students a brea% and at the same time allow students to practice language s%ills. 6ames are highly motivating since they are amusing and at the same time challenging. &urthermore, they employ meaningful and useful language in real conte4ts. They also encourage and increase cooperation.

Some Ad(i"e

6ames should be regarded as supplementary activities. The whole syllabus should not be based on games only ++ even for young learners. When choosing a game, the teacher should be careful to find an appropriate one for the class in terms of language and type of participation. Once the game has begun, the teacher should not interrupt to correct mista%es in language use. The teacher should not compel an individual to participate. $ome learners may not want to participate due to personal reasons. &orcing students to participate usually does not have successful results. ' game which loo%s wonderful on the paper may not wor% in the actual classroom setting. !f it is tiring or boring, it should be stopped. 6ive clear instructions. =nless the learners %now what he is e4pected to do and how to do it, the aim cannot be achieved, and the game cannot be played.

!n order to demonstrate how to use games in the classroom, some e4amples are provided below.

Game +4 %his7er Cir"les


Aim: $pea%ing )using a whisper*, pronunciation, listening, grammar )it ta%es ...to do ...* Notes: -. 5ivide the students into groups of O to -2. D. (hoose one leader from each group. 6ive the leaders the card which has the sentence 3!t ta%es about si4 seconds for something you drin% to reach your stomach.3 's% him to memori7e the sentence, go bac% to his group and whisper what he has read on the card to the person on his right. #ach person will whisper the sentence to the ne4t person and the sentence can be said only once. The last person will say the sentence out loud. !f the sentence is the same with the one written on the card, that group wins.

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Game 34 0at"h and Cat"h the 9iddle

Aim: Feading silently, reading aloud, pronouncing segmental and supra segmental features correctly, listening selectively, grammar )simple present tense*, linguistic and nonlinguistic reasoning. Notes: -. 5ivide the class into two groups: The N=#$T!O9 group and the '9$W#F group. D. 6ive the questions to the first group and the answers to the other group. E. #ach student in the first group is supposed to read the question he has aloud and whoever has the answer in the other group reads the answer aloud. G. !f the question and the answer match, put the students in pairs. !f they don't, continue till the right answer is found. #ach student can read his part only twice. When all questions and answers are matched as% the pairs to read the riddle they have 0ust for fun.

Some Suggested 9iddles


GUEST!8NS What animal is gray and has a trun%< What animal eats and drin%s with its tail< Why do mother %angaroos hate rainy days< ANS%E9S ' mouse going on vacation 'll do. 9o animal ta%es off its tail when eating or drin%ing. ,ecause then the children have to play inside.

"ow can you tell the difference between a can of chic%en soup Fead the label. and a can of tomato soup< Why is an eye doctor li%e a teacher< They both test the pupils. ,ecause he could not control his Why did the cross+eyed teacher lose his 0ob< pupils. Why is mayonnaise never ready< ,ecause it is always dressing. 5o you %now the story about the s%un%< 9ever mind, it stin%s. !f a papa bull eats three bales of hay and a baby bull eats one 9othing. There is no such thing as a bale, how much hay will a mama bull eat< mama bull. What does an envelope say when you lic% it< 9othing. !t 0ust shuts up. Why do cows wear bells< ,ecause their horns don't wor%. Why shouldn't you believe a person in bed< ,ecause he is lying. What is the best way to prevent mil% from turning sour< eave it in the cow. ,ecause no one else will wag it for Why does a dog wag his tail< him.

17

Game 54 Cra=< Stor<


Aim: Writing, reading aloud, listening, grammar )simple past tense, reported speech* Notes: -. >repare sheets of paper with si4 columns which bear the following titles at the top W"O< )a man's name* W"O8< )a woman's name* W"#F#< W"'T 5!5 "# $';< W"'T 5!5 $"# $';< W"'T 5!5 T"#; 5O< D. 5ivide the class into groups of P. 6ive each group one sheet of paper. 's% the first student to write under the first part and fold the paper so as to cover what he has written. Tell the student to pass the paper onto the ne4t person. 's each person writes, he should only loo% at his fold. When all students finish, one student from each group will be as%ed to read their story in the following format. ;ou can write the format on the blac%board. ............. 8et ............... inAat.............. "e said.............................................. $he said............................................. 'nd so they..........................................

Game :4 0issing Headlines


Aim: Feading silently, reading for specific information, spea%ing )discussing in pairs*. Notes: -. (ut out news items and their headlines from a newspaper. >aste the news and headlines on separate sheets of paper. >hotocopy them. D. 's% students to wor% in pairs. 6ive each pair the photocopies of the news and headlines. E. 's% them to match the headlines with the news items.

Game ;4 Find the 'ifferen"es


Aim: $pea%ing )describing people and actions*, listening, grammar )there isAare....., sAhe has ......., sAhe is .......ing, sAhe is Q ad0ective* Notes: -. &ind or draw two pictures which are the same e4cept for seven features. >hotocopy them on separate sheets of paper. D. 's% students to wor% in pairs. 6ive one copy of each picture to the pairs. The pairs are not supposed to show their copies to each other. >artner ''s will describe their copy and >artner ,'s will listen carefully and e4amine their own copy to find the differences. They can as% questions if they require more detailed information or need any clarification. The pair that finishes first wins the game.

18

Game 4 The Se"ret Code


Aim: $pelling, guessing by using linguistic clues, reading. Notes: -. 's% students to wor% individually. 6ive each student a sheet of paper which has the secret code on it. Tell them to translate it into #nglish. D. (lue: the first word is 'the'; the most frequently used word in #nglish. E. When they finish, as% them to write a secret message of their own to their friend. They can use the same symbols. !f they need new symbols, they can create their own.

Con"lusion
6ames are highly motivating because they are amusing and interesting. They can be used to give practice in all language s%ills and be used to practice many types of communication. The aim of this paper was to demonstrate some sample games. Teachers are encouraged to find other games which are suitable for hisAher students or develop hisAher own.

19

Games and A"ti(ities for the English as a Se"ond Language Classroom


Cat"hing u7 on <our A>C?s
Le(el4 'ny evel This game is short and simple. Write the alphabet on the board. Throw a bean bag to someone and say a word beginning with the letter '. This person must catch the bean bag, say a word beginning with the letter , and then throw it to another person this third person says a word beginning with the letter ( and so on. Obviously the game is meant to be played fast. !f played with higher level students you may not want to write the alphabet on the board. There are many ways to change the game to ma%e it adaptable to your level of students.

Se"ret Code
Le(el4 'ny evel ! sometimes give instructions to my students written in code that they have to interpret before completing tas%s. !'ve used this at various levels: "ere's an e4ample: to revise alphabet and simple present verbsAvocal.

Tell students the code e.g. each code letter represents the letter that comes before it in the alphabet a is b, m is n, 'dbu' is cat etc. Then they decode their message and do the tas%: o 4bml up uif cpbse + wal% to the board o %vnq ufo u0nft + 0ump ten times

To ma%e it more difficult, !Cve... used more comple4 codes, let them wor% the code out for themselves, have not defined where words end, have given more complicated tas%s or vocabulary Or given them half an instruction which they must decode and then find the classmate with the other half of their tas% information. This activity can be used to review or practice vocabulary or structure or simply be a different way to introduce the topic for the day's class ++ each student gets one or two words to decode and then the class wor% to put all the words together.

20

Cra=< Stor<
Le(el4 'ny evel This is an activity that will ma%e your students spea% in class and be creative.

's% students to write a word on a piece of paper and tell them not to show anyone. This word should be a verb )or whatever you'd li%e to review*. The teacher starts telling a story, then stops and chooses a student. That student will continue the story and must use hisAher word. This student then chooses the ne4t student to continue the story. The last student must end the story. 'fter the story is over, the students then try to guess what words each student has written on hisAher paper. The student who guesses the most words wins the game.

Classroom 9ules4 0ust and 0ustn?t


Le(el4 #asy to 8edium >repare small pieces of paper each with either one thing students must do or one thing students must not do. Tell the students that they are supposed to form sentences that e4plain classroom rules. 5ivide the class into groups )of G if possible, so that everyone gets a chance to spea%*. 6ive each group the pieces of paper. The winning group, the group that finishes first, reads their sentences aloud. )#ach student of the group reads one or two sentences depends on si7e of group.* !t's an easy game and the preparation does not ta%e too much time. ;ou can ma%e as many rules as you wish.

'igital Camera S"a(enger Hunt


21

Le(el4 #asy to 5ifficult This game may require students to leave the classroom depending on how you set it up. 8a%e a list of things students must ta%e photos of. Then put your students into teams, each with their own camera and have them go out and ta%e the photos. The team that comes bac% first with all the photos is the winner. $ome ideas for lists are:

,us, ta4i, car, bicycle, etc. Festaurant, post office, mail bo4, traffic light, etc. !n the classroom: pencil, pen, eraser, blac%board, etc. 'round the school: principal's office, copy machine, cafeteria, etc.

&or further review of vocabulary, have the students loo% at all the photos and identify other things that appear in each photo.

Ta1oo
Le(el4 8edium to 5ifficult This game is a simplified version of the board game 3Taboo3. ,efore class, create several inde4 cards. On each card write one word in a large font with a circle around it, and underneath write D+G related words in a smaller font. The goal is for students to get their teammates to guess the circled word. They can say anything they li%e to try to ma%e them guess, e4cept for the words written on the card. 5ivide the class into groups of two, and write each group on the board to %eep trac% of points. >lace a des% in the front of the room facing the class, so that someone sitting it has their bac% to the board and can't read it. >lace another des% in front of it, so the teammates are facing each other. >ic% a team to go first, and have them choose a card. "ave the teammates decide who will guess and who will tal%. The guesser sits with their bac% to the board. On the board, ma%ing sure the guesser can't see, write the circled word as well as the other taboo words. The tal%er then has to try to ma%e their partner guess the circled word without saying it, or any of the other words. 'fter they guess it have another group come up. When all the groups have gone, do it again and have the teammates switch roles. 8y students really en0oy this game, so much so that they often give the guesser clues even when it is not their teamH !t's a great way for students to practice forming sentences, and it forces them to use words and structures they might otherwise not use.

>ee7 Game
22

Le(el4 #asy to 8edium (hoose around -2 volunteers to come and stand in a line at the front of the classroom. The first student in line must begin counting from -, and each student in turn calls out the ne4t number. "owever, every Gth number must be replaced by the word 3beep3 )or bu77 etc.*. &ollowing a 3beep3 the ne4t student in line must call out the ne4t number, and not the number that has been replaced. &or e4ample, -, D, E, beep, /, P, O, beep, . etc. !f a student hesitates too much or ma%es a mista%e heAshe must sit down, so eventually only one student remains. Whenever a student sits down, begin from - again. $ee how far you can getH

%ords >eginning .ith a Gi(en Letter


Le(el4 8edium to 5ifficult The teacher chooses a letter from the alphabet. Then each student must say a word that begins with that letter. !f a student repeats a word that has already been said, then heAshe is out of the game. The game ends when only one student remains. That student is the winner. !n high level classes students lose if they say a past form of the verb. #4ample: see+saw. ;ou can increase the difficulty by adding a timer. Only allow each student / seconds to thin% of a word.

Counting Liar Game


Le(el4 'ny evel This game is similar to the 'lphabet iar game e4cept it deals with numbers and adding the 3$3 sound at the end of plural nouns, all you need is a dec% of cards. 5ivide the students into groups of G to P. 5eal all the cards from the dec% to the students. The player who has the D of $pades begins. This player puts down his D of spades and any other D he has in his hand &'(# 5OW9 in a pile and proceeds to say 3one D3 or 3two D'ssss3 then ne4t player proceeds to put down his E, then G, then / etc... et's say the player doesn't have the card he is supposed to put down, for e4ample a E, the player must try to 3lie3 or fool the other players into thin%ing he has the card so he can play... if other students have any doubt they shout 3liar3 if the player was lying he then pic% up the pile at the center of the table. !f the player who is accused of lying was telling the truth it is the player who accused him who must pic% up the pile in the center. 'll players 8=$T put down a card when it is their turn, even if they do not have the required card. The game is over when one of the players has no more cards. ! use this game to help practice the 3s3 sound at the end of plural nouns cause most students have a tendency to say 3there are D dog3 rather than 3there are D dogssssss3 this game really helps the message get through. RRR&or better e4planations see the alphabet liar game. RRR

A"t 8ut an A"ti(it<


23

Le(el4 #asy to 8edium This is a game+li%e activity to teach continuous tense. One student simply acts out some activity )e.g. coo%ing* and the other students guess what that student is doing. The student who guesses correctly acts out another activity...

Va"ation Cards
Le(el4 8edium to 5ifficult &or this activity you will need a dec% of cards, and an imaginative theme that could be crafted into some sort of story. &or e4ample, ! choose 3send the teacher on a vacation3. On the board or overhead pro0ector ma%e a list li%e the following. );ou could as% your student for input.*

'+e4citing D+depressing E+e4pensive G+heroic /+romantic P+fantastic O+sad K+almost fatal .+cheap -2+dramatic 1+happy N+weird B+change one option

>rompt the students a little to get them started; perhaps offer a beginning to the story. They then must continue ma%ing an oral story by drawing one card and continuing the story along those lines. &or e4ample, if they get G, then the teacherAprotagonist must do something heroic or some %ind of heroic event must occur. !f the students draw a B )or whatever card you stipulate*, then they can change one option. This seems to help %eep the momentum in the game. (ontinue through all cards, with the stipulation that the story must be concluded by the end of the dec%. Obviously there is a lot of room for variation here. ;our word list and theme could be related to your unit of study. 8y students really en0oyed this game; it is most interesting if you personali7e it and insert yourself or a student )assuming heAshe wouldn't mind*.

Headmaster Game
24

Le(el4 8edium to 5ifficult "ave each student ta%e out a piece of paper and their dictionary. Write on the board: ;ou are the new headmaster of this school. ;ou have two years to ma%e this the perfect school. ;ou can have as much money as you want, but you must spend it all in D years. What changes would you ma%e immediately< What changes must be gradual< What would you do to ma%e it a better school< What changes would you ma%e< ,e specific. &or e4ample, don't say hire better teachers. ;ou must say how you would find better teachers or what %ind of teachers you would hire. 'lso, remember you must thin% li%e a headmaster, not li%e a studentH 8a%ing school easy and letting the students do no e4ams or homewor% will not ma%e parents happyH 6ive the students -/ minutes to wor% alone. Then put them in groups of E+/ with a leader to organi7e their thoughts. #ach group's leader will give its 3report3 to the other students during the following class period. !f your students have a small vocabulary you can help them out by listing on the blac%board areas of discussion: teachers, buildings, classrooms, activities, dorms, lunchrooms, curriculum, sports, playground, library, bathrooms, schedules, music, art, etc. This is a great activity for all ages. We always run out of timeH

Can -ou Find %hat !s 'ifferent&


Le(el4 #asy 's% a volunteer to go out of the classroom. While the student is out of the room, the other students change their sweaters, shoes, coats and so on. ,ring the student who went out of the classroom bac% inside. "eAshe has to guess the differences )spea%ing in #nglish, of course.*

Guess the Letter on -our >a"B


Le(el4 #asy This game is used to practice the alphabet. 5ivide students into groups and as% them to stand in line and give the students in the front of the line a piece of chal% to write on the blac%board. Then write with your finger a letter on the bac% of the students at the end of the line. They must do the same with the student in front of himAher and so on. The students with the chal% try to guess the letter and write any word that begins with that letter on the board.

Fold#o(er Stories
25

Le(el4 'ny evel This is an old favorite. 6ive each student a sheet of blan% paper. Write the following words on the board in a vertical line: W"O, W"'T, "OW, W"#F#, W"#9, W";. #4plain that everyone will be writing a sentence story. Write an e4ample on the board, e4plain, as%ing for suggestions. -. Tell them to write someone's name at the top of their paper, i.e., their own, a classmate's, the teacher's, a famous person that everyone %nows; fold the paper over once so no one can see it, then pass the paper to the person on their right. D. Write on the received paper what the sub0ect did )suggest funny or outrageous actions*, fold it over and pass it on to the right. E. (ontinue to write one line, how they did it )adverbs*, fold and pass; where+pass; when+pass; and last of all, why )because...* and pass it one more time. G. "ave the students unfold their stories, and read them silently. "elp anyone who cannot read what the others wrote, or doesn't understand. /. 's% one student at a time to read 3their3 story aloud, or turn the stories in for the teacher to read. &unnyH

'es"ri7tions
Le(el4 8edium Write down names of every student in your class on pieces of paper. 6ive the names to students. Try to ma%e two students describe each other. 's% them to describe the person whose name is on the paper. 'fter they finish, give the description to the person who is described. "eAshe has to find any writing mista%es on the paper. $tudents wor% in pairs to correct the two papers.

Guessing the %ord from a 'ra.ing


Le(el4 'ny evel 's% one student to be in front of the class. 6ive himAher a word that can not be seen by other students. "eAshe will draw )on the blac%board* a picture e4pressing the concept of the word. The rest of the class has to guess the word. !f you are %eeping score, the one who drew the picture gets the point if the class can guess the word.

9e(ie.ing Tenses
Le(el4 'ny evel 26

>reparation:

>rint out three sentences )negative, positive, and question* of the tense you want to review. (ut each sentence into words.

The 'ctivity: $tudents wor% in groups. 6ive each group of studentCs words of a sentence and as% them to ma%e the sentence. 5raw a table on the board and as% students to tic% sentences at suitable positions, positive, negative, or question. 's% students to ma%e rules of the tense. #4ample: Three $entences: o ! am a student. o ! am not a student. o 're you a student< The Fules: o TO ,# at the present simple ! am a student. o >ositive: $ Q amAisAare Q O. ! am not a student. o 9egative: $ Q amAisAare Q not Q O. 're you a student< o Nuestion: )Nuestions words* Q amA is Aare Q $ Q O<

Find Parts of S7ee"h of %ords in a Senten"e


Le(el4 'ny evel >repare cards with parts of speech. 6ive these to your students. Write the sentences on the board. 's% your students to find parts of speech of words in the sentences. ;ou can divide the class into teams to ma%e the games more fun. #4ample: ;our sentence:
! W#9T TO $("OO ;#$T#F5';.

>ronoun verb preposition

noun

ThinB FastC
Le(el4 'ny evel ' game for revision )review*. !t also wor%s well for the last / minutes of class 27

The teacher prepares a list of items for revision e.g. word fields, grammar, facts. !n class heAshe e4plains the procedure. Three to five volunteers leave the classroom and wait till their turn has come. The teacher appoints a student to ta%e the e4act time and another to ta%e down a tic% for every correct answer. 9o repetitionsH )$et up or negotiate rules on pronunciation.* Then the first player is called in.

Teacher: ;ou have D2 second to name as many things as come to your mind. ;our topic: >arts of the body A ondon sights A plays by William $ha%espeare A the places in a town A traffic signs A wee%end shopping+list A etc. Feady, steady, go

Once all volunteers have done their bit, award a small pri7e )e.g. a stic%er* to the winner of the round. Then as% the class for additions before you pic% the ne4t item. Then pic% the ne4t item. 'llow more time )E2 or G2 seconds* for longer answers: What have you done so far today< A What did you do last wee%end< A $chool rules: What do students have to do< What are they not allowed to do< A etc. !f this game is played in groups, they should be evenly balanced.

Al7ha1et Liar Game


Le(el4 'ny evel Ta%e a pac% of letter cards, mi4ed up. !t is better if it is not a complete alphabet, and there are some duplicate cards. 5eal all the cards out to the players $tudents ta%e it in turns to play cards face down. They must go through the alphabet, starting from ''', playing one card face down and saying the letters in 'lphabetical order. #ven if they do not have the card to be played for that turn, they must play any card and pretend it is the card they said. $ay the sequence has gone ', ,. The ne4t player must play a card and say (, even if he has not got a (. !f any player does not believe that someone has played the real card, he can say: 3;ou're a liar3 and turns the card over. !f the card has the letter which was said, the challenger pic%s up all the cards. !f it is not, the liar pic%s up all the cards in the pile. The winner is the first one to finish all their cards.

Sur(i(or S7elling Game


Le(el4 'ny evel =se this activity to review vocabulary: 28

8a%e a list of vocabulary covered in previous lessons. "ave students stand. (all out a vocabulary word. The first student begins by saying the word and giving the first letter, the second student the second letter of the word, the third student the third letter, and so on until the word is spelled correctly. !f somebody ma%es a mista%e they must sit down and we start from the beginning again until the word is spelled correctly. The last student must then pronounce the word correctly and give a definition in order to stay standing. The student who is left standing is the 3survivor3 and wins the game. ! usually give them some type of pri7e. !f all the students remain standing we have a pi77a party at the end of the wee%. The students love it and it is a great way to practice vocabularyHHH

%hat?s -our Name&


Le(el4 #asy )Faw beginners* One student sits in the front of the classroom )usually in the teacher's comfortable chair* with his bac% to the other students. The teacher then points to students in the class and as%s 3What's your name<3 The student indicated must respond 38y name isSSSSSSSSSS3 with either his own name or the name of someone in the class. The student in the front cannot see who is spea%ing. The teacher says to him, 3!s itSSSSSSSSSSS<3 and he must say 3;es, it is3 or 39o, it isn't3. !f the student in front is correct, he gets to stay there, but if he's mista%en, he changes place with the student who fooled him. To ma%e the game more interesting, the students are encouraged to disguise their voices. ! always do this with my beginners at the beginning of the year, but always at the end of the class, and for not more than / to -2 minutes. )8y beginners are elementary age.*

Human >ingo # Getting to Dno. -ou A"ti(it<


Le(el4 'ny evel

29

"ave the students divide an K./3 4 --3 paper into . squares )two vertical lines A two hori7ontal lines. The middle square is the 3free3 space. 9e4t, put a list of / questions on the board )these can vary in difficulty*. &or e4ample: -. D. E. G. /. What is your name< Where are you from< "ow long have you been in the =$'< "at is the strangest thing you have eaten here< )they ma%e a question*

The students must then interview K different people in the class to fill in the bingo page. #ach square on the paper represents one person's answers. When they have written all the answers from one person, they go on to someone else until all of the bo4es on the paper are filled. When everyone has finished, the teacher uses the class list to call off names. &or e4ample, if the teacher says, 3Who has Fodrigo<? the students who interviewed Fodrigo would then provide the answers he gave to the bingo questions. !t's a fun game that gets students spea%ing right away. !t usually ta%es a while to complete.

>all Game
Le(el4 'ny evel 30

$tudents stand up in a circle around the teacher. ' ball is tossed to a student and the teacher as%s a question, e.g.: 3$ay a color3. The student then responds and throws the ball bac% to the teacher. The teacher then throws the ball to another student and as%s another question. &or higher levels, you can as% such questions li%e 36ive me the past participle of an irregular verb3. This is a fast game, and it is great for reviewing vocabulary.

Getting to Dno. a Little 0ore a1out -oure Classmates


Le(el4 'ny evel The teacher gives every student a piece of paper on which they write a sentence about their personal life. This sentence can be about school, family, music, friends, the last vacation, etc. &or e4ample 3! went to the beach last vacation3 or 3! always study for my e4ams3 or 3! have two brothers3 etc. When they finish writing their sentences they fold the paper and give it to the teacher. !t is very important to tell students before writing the sentence that the information they are going to write is 3a secret3 and not to show it to their classmates. !f they have a question about something, they should as% it to you instead of a classmate. Tell students to write their names on the papers. 'fter collecting all the papers, as% the students to write the numbers from one to -2 )or D2, depending on the number of students you have in that moment in the classroom* in their noteboo%s. 'fter that, the teacher reads the sentences in random order )without saying the name of the student*, and the students write the names of the people they thin% wrote sentences. 'fter reading all the sentences, say the question number and read the sentence again for each piece of paper and as% the students to name who they thought wrote it. Then tell the students the name from the student who wrote that sentence. $tudents should write )(* for correct guesses and )!* for incorrect guesses. This is one way for students to start %nowing a little more about their classmates.

'ra. the Tea"her


31

Le(el4 'ny evel This game helps to teach children the names of facial parts. 5ivide the class into two teams. Then draw D ovals shapes on the board. Then yell 35raw the teacher's eyesH3 and the two leading students from each team run up and draw your eyes on the oval. Then yell 39oseH3 which is drawn by the ne4t two students. 'nd so it goes. The student gets a ball out of this as they have permission to ma%e fun of their teacher, and your image can get to loo% pretty distorted. ;ou can add other features, such as nose or ear hairs. This will also wor% if you want to do body parts as well. 1ust draw the basic torso instead of ovals. !f the %ids are unsure as to which facialAbody part you're tal%ing about, 0ust point to it. 't the end say both images loo% pretty good and call it a tie. 'nother variation on this could be for naming parts of animals. The resulting picture would be a monster. i.e. peacoc%'s tail, sna%e's head, elephant feet, bat's wings, etc.

A"ting Ad(er1s
Le(el4 #asy to 8edium This activity is a great way to introduce the idea of how adverbs affect the way a verb action is done. 5ivide the blac%board in two and write as many verbs on one side and as many adverbs on the other as you can )get the class to come up with them*. 't this stage you can also teach how ad0ectives 'turn into' adverbs by writing down ad0ectives e.g. angry, happy, and adding the 'ily'. Then divide the class into two teams and perhaps give them goofy team names )! find they en0oy giving each other names*. Then get one team to choose a verb and adverb combination and the other team has to act it out, e.g. tal% cra7ily. 8y e4perience with this activity has been with younger learners where some %ind of reward is offered at the end li%e stamps or being the first team to leave at the end of class. ;ou can thin% of your own reward )or penalty* to motivate your class. !t can be a lot of fun with both the actors and the 'directors' en0oying ma%ing fools out of themselves or watching others ma%es fools of themselves.

Su77ose That
32

Le(el4 #asy to 8edium This wor%s well as a fluency activity -. D. E. G. ;ou are the blac% sheep of your family. #4plain to us why. ;ou won a motorcycle and you are planning to embar% on a voyage. #4plain where you go. ;ou arrive face to face with a person who you owe -22 dollars to. What do you say< ;ou help an old woman across the street. !t turns out that she is a magician. To than% you, she offers you four wishes. What do you as% for< /. ;ou arrive home at midnight, you open the door and......

Cut#U7 Senten"e Da1adi


Le(el4 'ny This is a combination of a basic T#& game and the !ndian )<* game Babadi)<*. >repare some cut up sentences from the grammar or vocabulary area you've been wor%ing on and place them on a table at the front of the class. 'rrange the students into teams, standing behind a line or mar%er. They have to run to the table and arrange the words into correct sentences; however, they are not allowed to breathe in. To prevent this, the students have to repeat '%abadi' over and over. !f they stop saying the word they have to return to their teams. The first team to correctly arrange all their sentences is the winner. This can get a bit wild but its fun.

%riting !dea
Le(el4 8edium to 5ifficult ! as%ed my students to write in their daily 0ournals what rules they would li%e to see implemented in our classroom and which rules they believed would benefit our class the most. ! then as%ed them to imagine how it would be if we had no rules in our class, in our school, and in the world. ! as%ed them to weigh the pros and cons of this idea and write whether or not they would li%e to e4perience or live in this type of environment.

S7in Eone
Le(el4 'ny #ach set of partners receives a top. One learner says as many sentences or words in the target language as he can before the top stops spinning. "is partner counts. The student who says the most words wins. We had fun letting the winners compete in 3spin offs3. ! li%e to give stic%ers to all and candy to the winnerH

Pre7ositions Game
33

Le(el4 8edium to 5ifficult >repare a te4t that contains prepositions. Ta%e out the propositions and print them on a separate sheet, then cut this sheet so that each preposition is on a piece of paper, then put all of them in an envelope. 5ivide the class into groups and give each group an envelope. Tell the students that you are going to read a te4t and whenever you raise your hand they should bring a suitable preposition and put it on your des% and that the fastest team would get points. Fead the te4t with each groups' order and cancel a point for each mista%e. &inally read the te4t with correct prepositions. ;ou can play this game with ad0. as well as a, the and, an.

0artian
Le(el4 8edium to 5ifficult Tell your class you are a 8artian and you inhabit a human body to study human ways. ;ou then as% about virtually anything in the room, and as% follow up questions: What is this< !t's a pen. What's a 3pen3< ;ou use it to write. What is 3write3< ;ou ma%e words with it on paper. What are 3words3< #T(... ;ou can ma%e it as difficult as possible for your higher level students; at some point, though, you'll need to say 3OB, ! understand3, and go to the ne4t ob0ect. #ven your best students will eventually get stuc% on this oneH

Pun"tuation Game
Le(el4 'ny evel ! came up with this game to help the students understand what the mar%s of punctuation are. 5raw a period ).*, a comma ),*, a question mar% )<*, e4clamation mar% )H*, and an apostrophe )'* on the board and leave a few inches between each symbol. Tell the students the name of each and have them repeat each name. When they are comfortable with the names, begin by pointing to each one in succession. Once they are proficient at this, speed up the pace. This is where it gets fun. Once they are able to say the names in order, change the order on them. $peed up each time through to get the %ids e4cited. 's a final tactic, have each student go through the names of the symbols at a slow pace and then speed up. ! give the one who can say the most right a piece of candy or a stic%er. "ave fun and you'll see a big improvement in their punctuation.

Good 0orning >alls


34

Le(el4 'ny evel -. ;ou have three different colored balls, )they should be very light weight, small balls*. D. 6et the class to ma%e a circle. E. Then give three people a ball. o Fed ,all + 6ood 8orning o 6reen ,all+ "ow are you< o ,lue ,all + &ine than% you and you< G. The class members pass or gently throw the balls and the person who receives them says the meaning of the balls. This is fun and gets the class going first thing in the morning.

Air#.rite
Le(el4 'ny evel One person 3writes3 letters, words, numbers, shapes etc: in the air and others guess what it is. (an be done in pairs, as a group, along a chain. (an also be played as bac%+write, that is, writing the letterAwordA... on the bac% of another and they guess what it is.

Lost in a Fungle
Le(el4 8edium to 5ifficult 35

This is a game suitable for a class of pre+intermediate and up. The game can be done in groups of three to si4 students. !t %eeps everyone involved even the quietest students. The Teacher prepares a list of say D2 items and writes the list on the board or gives copies to groups. This is a list of things that people may need if they're lost in the 0ungle and things that they may not need. &or e4ample:

' pac% of canned food /2 meters nylon rope Bnife Torch Tent (ellular phone P gallons of water >etrol 'lcohol ,lan%ets (andles 8atches ...

Then, the students in groups decide on / items on the list which seem essential to all of them. This usually ta%es a whole session since they all come up with different ideas. $ometimes a creative student chooses an item apparently irrelevant, but when heAshe e4plains how to use it, everyone agreesH

!ntonation Fun
Le(el4 8edium 36

=se this activity to underline the importance of intonation when your students, as they often do, tal% li%e robots. ,asically, get them to say the words in quotation mar%s in the conte4ts that follow. '"ello' to a friend to a friend you haven't seen for E years to a neighbor that you don't li%e to a P month old baby to someone you have 0ust found doing something they shouldn't to someone on the phone when you're not sure if they are still on the other end '6oodbye' to a member of your family as they are going through the boarding gate at the airport to someone who has been annoying you to a child starting his very first day at school '"ow are you<' to someone you haven't seen for D2 years to someone who has recently lost a member of the family to someone who didn't sleep in their own bed last night '! never go to pubs' by a person that totally disapproves of drin%ing alcohol to someone who often goes to pubs as a response to someone who has told you they sometimes go to pubs said before: 'Ibut ! quite li%e discos.' 'What have you done<' to someone who claims to have fi4ed your television only that now it's worse than before to someone who is scolding you for not doing anything when you suspect the same about them. To someone who has 0ust done something very bad and which has serious consequences

Truth or Lie&
Le(el4 'ny evel 37

This isn't really new. ! got the idea from a boo% and have e4panded on it a bit. !t can be used at any level from primary+ secondary. up. !t can be used 0ust for spea%ing practice but it's particularly useful if you're doing present perfect for past e4periences. !t wor%s soooo wellH The students 0ust love itH ots of question and past tense practice. #ven the quiet ones will tal%H ,ased on a group of three )it can be done in pairs, or fours if you write some more questions*, each student has a piece of paper with five questions on it )see below* and ta%es it in turns to as% the person on their left one of their questions. The student answering the question must answer ';es ! have.' regardless of the truth. The student who as%ed the question can then as% as many further questions as he li%es in order to help him decide whether the truth is being told or not. Obviously, sometimes they'll be telling the truth. The third student can also 0oin in with questions, thereby 'ganging up' on student ,. isten how students fabricate stories in an attempt to avoid questionsH When the first student feels he's heard enough he says '9o further questions' and writes 'True' or '&alse' ne4t to the question. The game then carries on )student , as%s a question to student ( and so on* When all the questions have been as%ed the papers are passed to the left for mar%ing i.e. the truth is revealed. The highest score out of five wins. This game will really open your eyes to people's ability to !#. "ere are the questions. ;ou can use different ones, obviously. "ave you everI spo%en to a famous person< danced on a table in a public place< been trapped in a lift< ta%en an illegal drug< sung %arao%e< "ave you everI appeared on television< left a bar or restaurant without paying< written graffiti on a wall< appeared in a photograph in a newspaper< chased a criminal< "ave you everI done a very dangerous sport< won a medal or trophy< missed a flight< stayed in a five+star hotel< swum na%ed in the sea< ' typical e4change might be something li%e: + "ave you ever swum na%ed in the sea< + ;es ! have. + Where did you do it< + #rma. On holiday in 8a0orca. + Who were you with< + $ome friends. + What were their names< + #rma...etc.

S<lla1le Game
Le(el4 8edium 38

Write a difficult word on the board for e4ample '((O88O5'T!O9. Then clap your hands while saying the word. Fepeat as necessary. Then as% them to count the claps in '((O88O5'T!O9. There are / handclaps. 6et students to clap and say '((O88O5'T!O9. Tell students these handclaps are called $; syllables. ,riefly practice saying 3syllables.3 ', #$ and that every word brea%s down into one or more

On the board underneath '((O88O5'T!O9 draw / medium si7ed bo4es. >ut the correct number underneath each bo4. (lap and say the first syllable of '((O88O5'T!O9 and as% your students which letters should go in bo4 -. They should say '( )some might say '((.*Fepeat this process until all of the letters are in the correct bo4es. $o now you should have ,o4- '( ,o4D (O8 bo4E 8O ,o4G 5' ,o4/ T!O9 Then choral drill the letters li%e this. Teacher: Which letters are in ,o4-< $tudents: '( Teacher: and in ,o4D< $tudents: (O8 (ontinue this until all / bo4es )syllables* have been covered. Then as% a student to give you the contents of ,OM- and D. Then as% another to give you the contents of bo4 D and E. Then E and G. then G and /. This gradual building of the word helps them not only to understand the rhythm and concept of syllables, but also helps them to fi4 the spelling in their minds. Once they grasp the concept of syllables, Write some E, D, single syllable words on the board and get the students to wor% out how many syllables the word has, and then get them to put the letters into the correct bo4es

DaraoBe
39

Le(el4 5ifficult +for larger classes >reparation: choose songs that are easy to understand and somewhat en0oyable. -. 5ivide the students up into groups of G+/ people. D. 6ive each group a different song. "ave them figure out all the words to the song. 8a%e sure that not 0ust one person is doing the wor%, but that it is a group effort. E. 6ive them the entire class )one hour* to wor% on it. 9e4t class, have them return to their groups to practice one time. G. ;ou then have the group as a whole, stand up and sing along with the recording. +this is fun for the students if they all participate and wor% together. +choose both popular and silly songs to %eep their attention and interest

Getting To Dno. -ou


Le(el4 8edium to 5ifficult +for larger classes -. 6ive each student an inde4 card D. "ave the studentCs pair up and write the name of their partner on their card. 6ive them five or si4 questions that they must as% each other such as: +Where were you born< +What is your favorite color and why< +What did you dream last night< E. 8a%e sure that they write down the answers to these questions on their card. When they are done, have them each choose a new partner. G. They will then tell their new partner about their old partner based on the questions answered. #ach person will record this information on the other side on the inde4 card )the inde4 card is only to help them remember everything*. /. Once they have finished, they each stand up in front of the class and tell everyone what they learned about one of their classmates. +this helps them to develop their communication s%ills and helps them get comfortable with spea%ing and interacting with all the students in the class

E2treme Situations
40

Le(el4 8edium to 5ifficult The point of this activity is to ma%e difficult questions involving choosing a course of action in e4treme situations. =sually these situations will involve feelings, pre0udices, ethics, etc. #4amples -: ;ou are on a deserted island. There is a motor boat and you are the only one who %nows how to drive it. !t is up to you to decide which people of the following people you are going to ta%e with you in the boat. There is space for only you and E more people. "ere they are:

a prostitute a drug addict a dying old man a doctor convicted of malpractice a child pornographer a convicted criminal )9ote: ;ou should ad0ust the list to suit the students in your class. 5elete some if you find them offensive. 'dd others that you thin% would generate good discussion.*

#4ample D: ;ou find a wallet with T/2,222 and the !5 of its owner. That money is e4actly the amount of money you need to cover the e4penses of a delicate operation for your daughter. $he needs that operation to survive. What would you do with the money< 'nd you can create new e4treme questions to challenge students to spea%.

SP8T THE '!FFE9ENCE


41

Le(el4 8edium to 5ifficult 5ivide the group in pairs. &or this activity you get two apparently equal pictures. ;ou can get these pictures in pu77le boo%s or internet. 6ive one of the pictures to a student and the counter+picture to hisAher partner. 8a%e the students sit far from hisAher partner in order to describe the picture without loo%ing at the counter picture. The point of the game is to detect the differences without using body language or loo%ing at the partner's counter+picture. The team that finds all the differences first is the winner. This activity is especially good for those students who are reluctant to spea%.

TRAFFIC LIGHT QUESTIONS


Level: Any Level This games wor%s especially with adult students who are reluctant to spea% about personal issues. >repare three cards )a green, a yellow, and a red one* with si4 questions each. The questions on the green card are easy and not personal, and the ones on the red card are more difficult and personal. #ach student throws a dice twice. The first time is to decide upon the color of the card )or D U green card; E or G U yellow card; / or P U red card* and the second time is to choose the question.

TELL 0E %H42

Le(el4 8edium to 5ifficult The point of this game is to try to answer questions. We often ta%e for granted many things but if we consider them carefully sometimes they are not necessarily logical. These questions are intended to ma%e students spea%. !n most of the cases there are no 3right3 or 3wrong3 answers. "ere are some e4amples: !f you're so W!$# can you tell me W";< $ome birds have wings but never & ;. 9ot all the mon%eys have a tail ,#"!95. eopards have spots and T!6#F$ $TF!>#$. 6rooms dress in blac% and ,F!5#$ in W"!T#. >eople wave their hands when they say good ,;#. The oceanCs blue and so is the $B;. Our #;#$ shed tears when we (F;. We must WF!T# letters from left to F!6"T. Foosters crow in the mornings at si4 or &!@#. >eople throw F!(# to the groom and ,F!5#. We stretch and yawn when we feel so T!F#5. 's you can see ! repeated the AaiAsound to create a special sensation to the ears. These questions can also help you to teach pronunciation and intonation if you read them with the proper rhythm.

L!STEN!NG EKE9C!SE @S8NG PUEELEA


Le(el4 8edium to 5ifficult ! really li%e this activity because it is easy and fun. $tudents will say #nglish is music to my earsH &or this e4ercise you will need the lyrics of a song in #nglish. ;ou will need several copies, one for each student .(ut the lines of the song .The students will try to put the song in order. ;ou will play the song as many times as necessary. The student who finishes first is the winner.

FOUR-LETTER-WORDS
43

Le(el4 'ny evel This game has nothing to do with offensive words. ! play it 0ust for fun and the students li%e it a lot. ;ou will be ama7ed to see how many different words can be generated from a single wordH -.+The teacher writes a four+letter word )not a bad word but word made up four letters* on the board. &or e4ample: The teacher writes on the board: T!8# D.+$tudents will ta%e turns generating words from the first one. The idea is to change only one letter but generate a meaningful word. T#'("#F.+T!8# $T=5#9T-.+5!8# E.+'ny letter can be change. Only one at a time, but not on the same place consecutively. #4ample: T#'("#F. + T!8# $T=5#9T-. + 5!8# $T=5#9TD. + !8# )Wrong you should change any other letter but not on the same place consecutively*. T#'("#F. + T!8# $T=5#9T-. + 5!8# $T=5#9TD. + 5O8# $T=5#9TE. + (O8# $T=5#9TG. + ('8# $T=5#9T/. + ('9# #tc. #tc. The teacher has to limit the time the students ta%e to write the words )may be D2 seconds*. The students score a point for each meaningful word they write. !f a student ta%es too much time he loses his turn. &inally the student who ma%es more points is the winner.

0E089- GA0E @Long and Short formsA


44

Le(el4 8edium to 5ifficult F= #$: The same rules as the regular memory games )the only difference is they are going to match the long forms with the sort forms*. &oreign students sometimes do not reali7e there are many reductions in #nglish. They feel frustrated when they are not able to understand spo%en #nglish. This is in part to because they are not aware of short forms. ' way to help them is by showing same e4pressions in both short and long forms. #4amples:
want to+ wanna going to+gonna ought to+outta because+'cause a lot of+ alotta see you+seeya got to+gotta let me+lemmi give me+gimmi what have+wattav etc.

! advise the teacher to read aloud the cards when the students pic% them up in order to encourage them to repeat and learn them.

SPELL!NG 9EV!E%
Le(el4 8edium This activity will ma%e students review spelling in a funny way. ;ou can create similar spellings as the following ones:
!.-.D.(.= U ! want to see you F.=.O.B< U 're you O.%.< !Js T U !ced tea !.(.N U ! see% you !.O.=. U ! owe you #.L. U #asy ,.L. U ,usy !.-.T U ! want tea !.K U ! ate =.D U you twoA you too. ;< U Why< (.=.V.. U $ee you at nine D#.L.G= U Too easy for you F.=.5.L< U 're you di77y< $tand ++++++ U ! understand !

P98NUNC!AT!8N >!NG8S
45

Le(el4 8edium to 5ifficult T"!$ ,!96O !$ &OF 9O=9+@#F, $TF#$$ ! came out with this idea while ! was teaching pronunciation in 8e4ico. The idea is to ma%e a bingo game contrasting the pronunciation of nouns and verbs with the same spelling. )=se a stress mar% )J*to show the students that nouns are stressed in the first syllable and verbs on the second*.#4amples: prWgress+progrXss prXsent+presXnt prWtest+protXst cWntract+contrYct dXsert+desXrt rXbel+rebXl sZspect+suspXct cWnsole+consWle cWnflict+confl[ct rXcord+recWrd cWnvict+conv[ct [nsert+insXrt pXrmit+perm[t etc. When you name the cards let the students listen to the words but not loo% at them. This way they will be able to distinguish the difference. ++++++++++++++++++++++++++++++++++++++++++++++++++++++ 8!9!8' >'!F$ ,!96O The same can be done to teach minimal pairs.#4amples: sit+seat but+bat bought+boat saw+so base+vase etc. >.5.8'B# T"!$ 6'8# !9T#F#$T!96 ,; 6!@!96 $8' >F!L#$ TO T"# W!99#F$.

SAVE' >- THE >ELL


46

Le(el4 8edium ! discovered this game while watching T.@. With some modifications the idea of the game is the same: -.+>lace a bu77 or bell inside a waste bas%et)a clean one, of course*. D.+6et a light ball that fits into the bas%et. E.+The student will ma%e a shot with the ball. !f the student scores the bell will ring )saved by the bell*, if the student fails an indiscreet question will have to be answered by himAher. G.+!n advance, prepare as many cards with indiscreet questions as possible. &or e4ample: "ave you ever cheated in a final test< "ave you ever stolen something< "ave you ever had two or more boyAgirlfriends at the same time< "ave you ever gotten a tic%et< !f so why< "ave you ever had a nic%name< !f so, which one< etc,etc. The point of this game is to practice as%ing and answering in a fun way. "owever, you have to be very careful with the questions you write on the cardsH )$ome questions may be very offensive if you are not careful*.

THE GA0E 8F T9UTH


47

Le(el4 8edium to 5ifficult ! learnt this game when ! was chatting with a ,ra7ilian girl. !t is a very simple but interactive game. 's you %now people always as the same questions in chats over and over again. What do you do< "ow old are you< etc. $he as%ed me if ! wanted to play T"# 6'8# O& TF=T". ! say yes of courseH "ere are the rules :) ! made some changes for the #nglish classroom* -.8a%e a lot of small cards with interesting topics written on them, such as: O@#,1#' O=$;,>!F'(;,8O9#;,$8OB!96,$#M,5!9B!96,( O99!96,,F!,!96,&F!#95$"! >,5#'T" >#9' T;,>";$!(' >=9!$"8#9T,&'8! ;,etc,etc. oo% for topics that ma%e students spea%. $ometimes even (O9TFO@#F$!' ones. D.+#very student in the class will ta%e turns in ta%ing a card. "e or she will tal% a little about the topic in the card he or she selected. &or e4ample: 8O9#;: for me money is very important, but is not the most important thing. !t is only a way to reach things. $uccess is not measure by the money you can get, etc, etc. E.+'llow student to e4press their feelings even if it is not their turn. Femember the main point of this game is to ma%e students spea%H "owever donCt lose the control of the class. >.5.!f you select very interesting topics ! guarantee everybody will try to answer the questions even when is not their own turn. This activity is e4cellent 3to brea% the ice3 and to help you %now each other in the classroom.

!n(itation to an Annual 'inner


Le(el4 'ny evel >re+activity: The teacher should have taught students about prepositions. 'ctivity: !n pairs, students are required to write a dialogue of about -D+-/ e4changes based on an invitation card given by the teacher. $ample invitation card: !9@!T'T!O9 TO #M#($ ,=$!9#$$ '99=' 5!99#F 5'T#: DG 1=9# D22> '(#: >' O8' ,' T!8#: O.E2 '8 'TT!F#: &OF8' FOO8, 5# >' 8' "OT#

'llow about half an hour to prepare the te4t and about E minutes to present it in class. 's% students to be as creative as possible. $tudents get to practice prepositions as well as Why+Who+questions. ! find that my students en0oying themselves while pretending to invite their friends to the annual dinner.

0o(ie 9e(ie.
48

Le(el4 'ny evel This could be carried out in pairs or in groups of E+G. >re+activity: The teacher should have taught students about ad0ectives and adverbs. 'ctivity: students can choose a favorite movie, cartoon or television series to review. They should tal% about the main plot, actors and actresses, provide a synopsis and tell why they have chosen that particular movie. Once they have discussed and edited their movie review, they would have to present in front of the others, and hand over a copy of the edited te4t to the teacher to be corrected. They may also include pictures to ma%e their movie review more interesting.

Stor< telling 6 0emor< Game


Le(el4 'ny evel 's% the children \at least / to P] to sit around in a circle 's% one child to say a sentence in a story form e.g. 3once there was a boy?. The ne4t child will have to repeat that sentence and add something more to it li%e 3once there was a boy whose name was 1ohn? !n this way the children %eep building up a story as well as remembering what the previous sentences were. The child who forgets a line will go out of the game. This game not only improves a child's memory but also encourages himAher to be creative in story telling.

Tea"her
Le(el4 'ny evel !'d li%e to wor% on games is classroom. ! have got students of any levels and games are a good practice to motivate students in classroom. !'d li%e to have more instructions of how to wor% with them and if there are more suggestions of the source. ,est wishes,

0ini Pla<s
49

Le(el4 8edium to 5ifficult The teacher ma%es up a little discussion which she reads or gives to a couple of children to read. #.g. 8um: ,ye, now. ,e carefulH 1ohn: ;es, 8om. ! will. 8um: 5onCt forget to write. 1ohn: 9o, 8om. !Cll write every day. 8um: (all me when you get there. 'nd then the teacher chooses one aspect to the plays that will be improvised based on this short discussion. #.g. 3;our plays must %now about a situation where somebody is leaving away. What happens< What do you say< ;ou have / minutes to practice a little play in groups of D+/.3 !n five minutes the plays will be presented and some vocabulary can be mar%ed, if you feel li%e it. The %ids love ma%ing plays and they are pretty good in improvising incredible plays even in few minutes.

A"ti(e >rainstorming
50

Le(el4 'ny evel This activity can be made to fit nearly any level, and wor%s in class si7es of P to G2. The aims are to not only to generate lists of relevant vocabulary around a theme, but to invigorate the class with a rather noisy and rambunctious activity. To begin with, the teacher must select three or four vocabulary subcategories within a theme, for e4ample with a theme of housingAdescribing rooms, the subcategories might be things found in a bedroom, a living room, and a %itchen; in a sports theme, there might be team, individual, and non+ competitive sports. $tudents are then paired up and as%ed to generate ideas together for each subcategory, preferably under a time limit to %eep things paced, much as in any brainstorming e4ercise. Then pairs should be grouped into D, E, or G larger teams )depending on class si7e, logistics, etc.* to shareAcompare ideas and lengthen their lists if possible. 9ow comes the wild part. The blac%Awhiteboard is divided into sections, one for each subcategory, and one student from each group is called up and handed a piece of chal% or a mar%er of a color assigned to each team. There must be one color per team, e.g. The blue team, the yellow team, and so forth. The designated writers for each team are not allowed to bring any paper up with them. !nstead, their team members must shout out ideas which can be put under eachAany subcategory, including the correct spelling of same. With all teams shouting at the same time, a seemingly out of control, but quite en0oyable atmosphere pervades. The ob0ect is to be the team with the most words on the board at the end. !t is best to stop every minute or two and change designated writers so that all can get a chance. 'lso, depending on how strict the teacher wishes to be, groups which use - might have their entries erased. !t is also a good idea in big classrooms to move the teams as far away from the board as possible, so as to increase the pandemonium. &inally, the teacher shouts 3$topH3, and the scores for each team are tabulated. This activity will ta%e between E2 and /2 minutes, has been used successfully with groups ranging in age from -P to P/, and would seem to suit younger learners as well. The only materials required are a rather large board and as many different color mar%ers or pieces of chal% as there are teams.

51

A Variation on >ingo
Le(el4 'ny evel !nstead of ma%ing the cards yourself, have your students ma%e them. -. 6et a set of review questions from your classes te4t boo% or trivia type stuff that they should %now. 8a%e sure the questions cover a variety of grammar points that you have studied. D. 6ive each student a blan% bingo grid. E. 6et the students to fill in the bingo grid with the proper answers to the questions. G. 6o over the answers 0ust to ma%e sure every one has got it right etc... /. 9ow start the bingo game, e4cept instead of reading off the answers, read the questions. This gets them thin%ing listening and writingAreading )three out of the G isnCt all bad eh<*

The 0iming Game


Le(el4 'ny evel This is a simple game which requires little preparation. 5ivide your students into groups of D people )there may be two groups or more*. 6ive each group a sentence that includes grammar andA or vocabulary already practiced, and underline the words that should be guessed e4actly. One of the students in the group has to mime the sentence and the other has to guess. Of course the other groups will also be allowed to guess, which will create competition.

52

>ingo Ada7ted
Le(el4 'ny evel =se basic ,ingo board )E4E 2r /4/ with the middle crossed out* -. $imple vocabulary bingo from the list of words the students )$s* are required to learn they select . )or DG*. Teacher to call ,ingo D or three times until everyone %nows their card. D. Teacher calls the words. $s with those words have to shout them out. Only the first one to shout gets to cover the square. E. 6rammar point or sentence structure. (all the words. The first student to shout out their word in the required structure gets to cover the square. e.g. To use the present perfect. 'fter practicing the vocabulary $s have to say !'ve been a nurse or never been a nurse. 9, the truth is not important. ! was happy with !'ve been a village once as long as they %new what was wrong. 6ets very competitive and noisy. 5o not do with a hangover unless you get the winning student to be the bingo caller.

Find Someone %ho...


Le(el4 'ny evel 6et some questions from: (onversation Nuestions for the #$ A#& (lassroom http:AAwww.aitech.ac.0pA^itesl0AquestionsA Write some of them on the board and as% students to tal% to each others as follows: &ind someone who... ..has already finished hisAher (hristmas shopping< etc. 'fter a given amount of time, have the students tell the rest of the class who they found.

53

The Al7ha1et game


Le(el4 'ny evel This game is used to practice alphabet and chec% their vocabulary. 5o as a competition. 5ivide $tudents into groups of five )it depends on the number of students you have* and as% them to stand in line. 6ive to the students of the front a mar%er to write on the whiteboard. Then draw with your finger an imaginary letter of the alphabet on the bac% of the students at the end of the line. They must do the same with the student in front of himAher and so on. The students with the mar%er are supposed to run to the board and write any word that begins with that letter. $tudents love itH

Asso"iations Using the Su1Hun"ti(e 0ood


Le(el4 8edium to 5ifficult This game is very useful to teach the sub0unctive mood. 'll your students ta%e part in this game. One of the students goes out of the room. 'll the rest thin% of one student )he or she should be present*. The student who went out of the room comes in and as%s 3!f this person were a vegetable )fruit, sweet, animal, car, nature, flower, city etc* what vegetable )fruit, sweet, animal etc* would he be<3 One of the students answers in a full sentence: 3!f he were an animal he would be a dog3 for instance 'fter some questions and answers the student who is as%ing the questions should guess who it is and the game begins again with another student going out of the room.

0aBing %ords from Letters in a Long %ord


Le(el4 8edium to 5ifficult This game is a good activity for learning new words and for reviving some word %nowledge and for giving a teacher time to prepare other tas%s for students. The class is to be divided into D+E+ teams. 6ive each team a dictionary and write on the board a long word. $tudents should compose different words from the letters of this word. 'fter some time, the teams give their words. The team that has the most correct words wins. &or e4ample: F#TF!,=T!O9 return tribute iron notion note tone rib tube bruit tent tribe bur button rent burin %nob bite burr run route tire tore bent bet bonnet rub nib net nub bin nut bit rube ruin rob rot unit union unite tier tie tin tint tone toe brute burn brunt butt butter riot tot tenet tenure terrier retro bone boot born bout totter tote tour bore Then you can as% them to learn these words. 54

>ETT!NGIAUCT!8N
Le(el4 'ny evel ( '$$ $!L#: G2 >F#>'F'T!O9 >repare a wor%sheet with D2 or so sentences using grammar points you have recently taught. DAE of the sentences should include a grammatical mista%e. 8a%e fa%e money, it is more realistic if you use the currency of whichever country they are living in. >'FT O9# 5ivide the students into teams of / or so. The students then have -2 minutes to study the wor%sheet and decide and mar% which sentences are correct )2* or incorrect )M*. >'FT TWO each team receives a set amount of money. The instructor)s* reads one sentence )select sentences from the list in random order*. The instructor begins to auction off the sentence. The students should try to buy only the correct sentences. The students bid and the instructor sells to the highest bidder. )This is really funH* The instructor tells whether or not the sentence is correct. !& the sentence is correct the team wins the amount which they bought if for. !f it is incorrect the team looses the amount which they bought it for. '9; team may win the lost money buy stating the incorrect sentence correctly. );O= W! ,# $"O(B#5 TO $## #@#9 T"# N=!#T $T=5#9T$ $(F#'8!96 &OF ;O=F 'TT#9T!O9*. !& the sentence is (OFF#(T and 9O O9# bids on it, ' T#'8$ must pay a fine. 'fter all the sentences have been read the team with the most money winsH The students seem to really en0oy this gameH

The >rag Game


Le(el4 8edium
This is a simple game !'ve made up to practice >resent >erfect. ;ou ma%e up about D2+E2 sentences in >resent >erfect describing various activities one would share to brag. &or e4ample: 3!'ve eaten lunch with 'l 6ore3. 3$pielberg has as%ed me to play in his ne4t movie3. $tudents draw a slip of paper with a statement li%e that, heAshe says it aloud to the group and they try to outdo himAher by thin%ing up a statement which would be more impressive. !t might loo% something li%e this: $tudent-: 3!'ve eaten lunch with 'l 6ore3 $D: $o what< !'ve eaten lunch with ,ill (lintonH3 $E: $o what< !'ve eaten lunch with 'l 6ore and ,ill (linton3 $G: $o what< !'ve eaten 6ore and (linton for lunch3 When they can't come up with something, they 0ust say WOW loo%ing impressed and move on to the ne4t statement. $-: $pielberg has as%ed me to play in his new movie. $D: $o what< !'ve as%ed $pielberg to play in 8; new movie. $E: WOW

55

They seemed to have fun with this game.

Adding to the Stor<4 8HPs in the "lassroom


Le(el4 'ny evel 'dding to the $tory: O">s in the classroom

,y: (hristine (anning+Wilson, #mail: christine.canningVhct.ac.ae

'im: To give students further practice in e4panding paragraphs. 8aterials 9eeded: O"> transparenciesApensA O"> machine $tage One: >hotocopy a bac%ground scene on to a transparency. 9e4t, put it up on the wall ne4t to the white board. 's% students to write down ideas about the place. 's% the students to predict what is going to happen today in the town, mountainside, etc.... ),efore the class, photocopy onto an O"> different people or animals that can be cut out and dropped into the scenery or the bac%ground* 9e4t, say 3perhaps3 to their suggestions and then begin to add a transparency character to the scene. #licit from the students information and questions about the person. Beep adding characters and letting students discuss possibilities and changes for the story. 'fter that, in groups as% students to write a story about the scene. 's% them to describe the environment and atmosphere in the first paragraph and to start to tell the story thereafter. When the students complete their stories, pass the papers around for other groups to read and peer edit before as%ing the original group to tell their story about the illustration.

Grou7 'ialogue
Le(el4 'ny evel &ollowing a simple warm+up where each person must say a word associated with the word mentioned by the person before him or her, ! have them repeat the same procedure but with complete sentences, as if it were a discussion between two people. &or e4ample: student -, 3"i how are you 1oe<? student D, 3Oh pretty good $ue. "ow about you<? student E, :Well, not so good.? student G, :Why not<? etc. The dialogue must proceed in such a way that the last person concludes the discussion and they bid each other goodbye. ;ou never %now where the conversation will lead and it's e4cellent for listening, even without a point systemH

56

Present Continuous Videos


Le(el4 'ny evel !'ve used this activity in 0ust about every class !'ve ever had, it's suitable for any age group and any level but the best thing about it is that it requires almost no preparation. ;ou'll need a video. ! usually use 8r. ,ean but anything will do as long as it isn't dialogue heavy and has a lot of action. The students will need a piece of paper and a pen. 'rrange students in two rows and seat them bac% to bac% so that the video can be seen by one row )watchers* but not by the other )writers*. #4plain to the watchers that they are to describe the action ta%ing place on the screen using the present continuous; they can also describe clothing, people, anything really but try to %eep the focus on the action. The writers have to listen carefully to the watcher sitting behind them and write down as much information as they can. Beep this going for about five or ten minutes )or as long as a 8r. ,ean s%etch* then get them to swap chairs and play a different s%etchAsegment for the new row of watchers. >ut the students into two groups according to row. They must now pool their notes and create their own version of events. 6ood past continuous practiceH ! usually get them to share their stories with the other group and then at the end let them watch both segments again and compare their version with what actually happened. ots of listening, spea%ing, writing and lots of fun.

T.ent< Guestions
Le(el4 'ny evel
=sing EM/ file cards ! cut and pasted a number of articles from a catalogue. ! write on the board questions such as: Would ! find this in the house< )!f not assume it is outside* 5oes it weigh more than -2 pounds< 5oes it have wheels< 5oes it have a motor< 5oes it ma%e noise< 5o you have one< Would you li%e one< (an you eat it< (an you wear it< !s it used in the summer< )!f not therefore it is used in winter* $tudents wor% in pairs and may answer only ;#$ or 9O and %eep trac% of the number of questions. ;ou can use many more questions perhaps using words that are new or different.

57

;our email address does not wor%HHHH

Essa< Planning 0ade Eas<


Le(el4 'ny evel 8y students find it hard to brainstorm ideas, plan what to write and present balanced opinions. This activity seems to help because it wor%s from a fun spea%ing base. =se big pieces of paper. Write a different word within a group on four pieces of paper and stic% in different corners of the room )e.g. animals: horse, elephant, dog, mon%ey* Tell the students to go and stand ne4t to the )animal* you li%e bestAfear mostAwant to be3 etc. $tudents go to corners and 0ustify their choice to other students. This can be done in various ways to suit the situation; ! sometimes end up with teams having to offer and counteract arguments publicly across the room. The topics can become more abstract, depending on the level of the students. &inally, bring the activity together by choosing the basis of an essay topic, eg 3The Fainforests3. #licit single words for the big pieces of paper, e.g. 'fuelAbuilding materialsA o4ygenAmedicines )the brainstorm* and stic% them on the board. Then invite students to sort them into two overarching groups; e.g. reasons for forest conservation or reasons for using the wood )the plan* Fepeat the verbal argument 'game' in teams but %eep notes of the submissions on the board or on paper )the body of the essay* &inally write a sentence on the board e.g.: 3'lthough it is important to SSS because SSS )give one reason* ! believe it is more important to SSS because )give two main reasons.3 $tudents then go to one of the two main groups they broadly agree with and produce their final pronouncement )the conclusion*. Feview the process overtly. 6et the students to write in groups ne4t time, and then go it alone with the same methods.

58

The Grandfather
Le(el4 'ny evel Ob0ective: to practice the numbers. >rocedure: $tudents are sitting in circle. Then, they are given a number. One of them or the teacher can be the 6randfather. The game goes li%e this. ': When the grandpa died, he left twenty cups of wine. )The person who has number D2 answers :* ,: why D2< ': $o, how many< ,: what about D< )The person with number D says :* (: why D< ,: $o, how many< (: what about E< )'nd so on...* The winner is the person who does not hesitate and ma%e a mista%e. 'dvanced students must play the game in #nglish. ,ut if you have beginners, the game can be played in the students_ mother tongue; however, numbers must be said in #nglish. $tudents need to be attentive, otherwise they are as%ed to leave the game.

0!0ES
Le(el4 #asy to 8edium T"!$ 6'8# !$ @#F; =$#&= TO >F'(T!(# >F#$#9T >FO6F#$$!@# $TF=(T=F#$. ;O= "'@# TO 6!@# TO #'(" $T=5#9T ' $8' ('F5 W!T" '9 '(T!O9 )i.e. ;O= 'F# 5'9(!96*. T"# $T=5#9T "'$ TO 8!8# T"# '(T!O9 !9 &FO9T O& T"# ( '$$ '95 #'(" $T=5#9T !9 T=F9 W! TF; TO 6=#$$ W"'T "#'$ 5O!96 >O$!96 ' N=#$T!O9 !B#: 3'F# ;O= 5'9(!96<? T"# $T=5#9T W"O 8!8#$ "'$ TO '9$W#F 3;#$ ! '83 OF 39O !'8 9OT3. T"!$ W'; >=>! $ >F'(T!(# '95 "'@# &=9H 6ood luc%HHH 6loria from !taly )gloO/Vhotmail.com*

59

NA0E THE PLACE


Le(el4 'ny evel &irst prepare a list of places about D2 on separate pieces of paper and then divide the students into groups of G+P. One member of the group chooses a piece of paper and between the groups they prepare a dialogue or mini+theatre based on their place. When all the groups have prepared their wor% they ta%e it in turns to read or play them out and the other students have to guess the name of the place it is ta%ing place. ' time limit can be based on the level of the students. ! find this wor%s very well with students who do not have enough confidence to 0ust spea% without preparation, but after the e4ercise they gain a lot of confidence by trying to spea% by not loo%ing. ' variation on the 39'8# T"# > '(#3 activity above is to do the same but put times of the day on the slips of paper. $tudents have to write a dialogue s%etch to get students to guess the time of day.

60

Stop
Level: Medium to Difficult STE 1! "n t#e to$ of % $%&e e%c# 'tudent ()ite' t#e follo(in&! c%te&o)y n%me'! *AME+ LA,E+ A,T-"*+ A*-MAL+ "./E,T+ %nd 012-T34E556 %nd T"TAL7 STE 2! Someone 't%)t' '%yin& t#e %l$#%8et+ A+ .+ ,777etc7 t#en 'omeone el'e inte))u$t' t#e %l$#%8et9telle) '#outin&! ST" ::: STE 3! Let u' 'u$$o'e t#e %l$#%8et9telle) (%' inte))u$ted on lette) ;<;7 All t#e $%)tici$%nt' in t#e &%me (ould t)y to find (o)d' t#%t 't%)t (it# ;<; to fill out t#e c%te&o)y c#%)t7 0o) e=%m$le one m%y ()ite! <%n'%' fo) ; LA,E;+ >o%l% fo) ;A*-MAL;+ >ey fo) ;"./E,T;+ >i(i fo) ;012-T; %nd 'o on7 STE 4! T#e $%)tici$%nt t#%t fini'#e' fillin& %ll c%te&o)ie' fi)'t '#out' ST" :: And %ll t#e ot#e)' '#ould 'to$ ()itin&7 STE 5! T#e $%)tici$%nt' com$%)e t#ei) (o)d'7 T#e (o)d' )e$e%ted 8y t(o $l%ye)' %)e (o)t# 50 $oint'7 T#e (o)d' )e$e%ted 8y t#)ee o) mo)e %)e (o)t# 257 T#e (o)d' t#%t %)e not )e$e%ted 8y %nyone %)e (o)t# 100 $oint'7 T#e em$ty c%te&o)ie' %)e ;0;7 E%c# $l%ye) %dd' u$ %ll t#e $oint' #e &ot fo) t#e lette) in tu)n %nd $ut t#e )e'ult in t#e ;T"TAL; At t#e end of t#e &%me %ll t#e 'u8tot%l' %)e %dded %nd t#e one (#o &et' t#e #i&#e't 'co)e i' t#e (inne)7

Verb Revie G!"e


Level: Any Level T#i' &%me c%n 8e $l%yed in te%m' o) individu%lly+ de$endin& on t#e 'i?e end >no(led&e of t#e 'tudent'7 Ste$ 1! T#e te%c#e) &ive' t#e 'tudent' 5 minute' to )evie( % li't of 8ot# )e&ul%) %nd i))e&ul%) ve)8'7 Ste$ 2! T#en t#e te%c#e) ()ite' 'omet#in& li>e t#i' on t#e 8o%)d! ;t#in&' (e do (it# ou) feet; Ste$ 3! T#e 'tudent' t#en #%ve e=%ctly one minute to ()ite %ll t#e ve)8' )el%ted to t#i' to$ic+ 'uc# %'! (%l>+ >ic>+ d%nce+ )un+ @um$+ etc7 Ste$ 4! Afte) t#e time i' u$+ t#e te%c#e) c#ec>' t#e 'tudent'A li't' of ve)8'7 E%c# ve)8 count' fo) one $oint7 Any ve)8' %$$e%)in& in mo)e t#%n one li't %)e elimin%ted7 T#en t#e te%c#e) ()ite' %not#e) to$ic on t#e 8o%)d+ ;t#in&' (e do (it# ou) mout#;+ fo) in't%nce7 T#e 'tudent o) te%m (it# t#e mo't $oint' i' t#e (inne)7 61

*"TE! T#i' &%me c%n 8e u'ed to )evie( to only ve)8' 8ut %l'o %d@ective'+ noun' etc7

Cre!te #o$r O n Si"ile%


Level: E%'y to Medium 17 )e'ent % fe( 'imile' %nd t#e '%m$le 'entence' to t#e cl%''7 B)ite t#e 'entence' (it# unde)line7 E=7 9 T#e 8%8yA' '>in (%' %' (#ite %' 'no(7 9 0ini'#in& u$ t#e $)o@ect 8y #im'elf+ t#e 8oy (%' %' 9 $)oud %' % $e%coc>7 27 )e$%)e fl%'#c%)d' (it# one %d@ective on e%c#7 Student' $ic> out one c%)d in tu)n %nd c)e%te 'imile' 8y u'in& t#e %d@ective on t#e c%)d7 Em$#%'i?e t#%t uniCue ide%' %)e (elcome7 -n't)ucto) '#ouldnAt 8e @ud&ment%l+ %nd %cce$t %ny 'imile' %' lon& %' t#ey %)e lo&ic%l7 E=7 9 %' 8i& %' Mt7 0u@i 3 %' 'oft %' % cotton c%ndy Student' com$%)e t#ei) ide%' %nd di'cu'' (#ic# one' %)e inte)e'tin& o) funny7 37 -f time %llo(' $l%y % 'on& (#ic# include' % 'imile+ fo) e=%m$le t#e @%?? 'on& ;A' dee$ %' t#e oce%n; %nd di'cu'' t#e u'%&e %nd effectivene'' of t#e 'imile7 T#i' %ctivity fo'te)' 'tudent'D c)e%tivity %nd encou)%&e' t#ei) %ctive $%)tici$%tion in t#e le''on7

Fin&in' t(e be%t per%on )or t(e *ob


Level: Any Level T#e ide% of t#i' %ctivity i' to )evie( o) le%)n $e)'on%lity %d@ective'7 Tell t#e 'tudent' t#%t t#ey %)e t#e o(ne)' of % c%fe %nd t#ey #%ve to c#oo'e % ne( (%ite)3(%it)e'' f)om % li't of fou) %$$lic%nt' fo) t#e @o87 T#e te%c#e)A' $)e$%)%tion involve' t#in>in& of fou) $e)'on%lity %d@ective' fo) e%c# %$$lic%nt7 5ive t#e %$$lic%nt' % n%me %nd % colo)7 "ne %$$lic%nt '#ould 8e ide%l fo) t#e @o8+ t(o neut)%l %nd t#e ot#e) tot%lly u'ele''7 Afte) t#i' t#e te%c#e) ()ite' e%c# %d@ective on % 'e$%)%te c%)d u'in& % diffe)ent colo) $en fo) e%c# %$$lic%nt7 0ou) %$$lic%nt'+ fou) colo)'+ 'i=teen %d@ective' %lto&et#e)7 T#e ne=t 'te$ i' to %))ive %t (o)> e%)ly 8efo)e t#e 'tudent' %nd #ide t#e c%)d' in 'i=teen diffe)ent $l%ce' %)ound t#e cl%'')oom7 B#en t#e cl%'' 't%)t'+ you e=$l%in t#e %ctivity 8y tellin& t#e 'tudent' t#ei) %im i' to decide (#ic# %$$lic%nt i' 8e't fo) t#e @o87 T#e)e %)e fou) %$$lic%nt'+ e%c# (it# t#ei) o(n colo) %nd % tot%l of 'i=teen (o)d'7 T#e $%i) t#%t find' %ll t#e (o)d' %nd c#oo'e' t#e 8e't %$$lic%nt fi)'t %)e t#e (inne)'7 .ut fi)'t t#ey #%ve to find t#e c%)d': %i) t#e 'tudent' off7 Student A 't%y' $ut (#ile 'tudent . 'e%)c#e' fo) t#e #idden (o)d'7 B#en % (o)d i' found . mu't )e%d it+ E(it#out %le)tin& t#e ot#e) 'e%)c#e)'F )etu)n to A %nd Cuietly '%y t#e (o)d7 A ()ite' t#e (o)d+ >ee$in& (o)d' of t#e '%me colo) to&et#e)7 -f . fo)&et' t#e (o)d o) t#e co))ect '$ellin&+ #e 3'#e #%' to )etu)n to t#e (o)d7 A %nd . '#ould '(%$ )ole' %fte) % num8e) of (o)d' #%ve 8een found7 At t#e end of t#e %ctivity 'tic> %ll t#e (o)d' on t#e 8o%)d+ in t#ei) colo) &)ou$'+ unde) t#e co))ect n%me7 All t#e 'tudent' c%n t#en di'cu'' (#y t#e %$$lic%nt' %)e3%)e not 'uit%8le fo) t#e @o87 62

T#e @o8 could 8e c#%n&ed de$endin& on (#%t 'o)t of %d@ective' you (ould li>e to focu' on %' could t#e num8e) %nd difficulty of t#e %d@ective'7

Vill!'e F!ir
Level: E%'y to Medium Aim! To $)%ctice inte))o&%tive'G 'u&&e'tion'G %cce$t%nceG )efu'%l etc7 E%c# 'tudent decide' (#%t (%)e' #e i' c%))yin& to m%)>et to 'ell7 Al'o (#%t #e (%nt' to 8uy to t%>e #ome7 MeleeD! Student' move %)ound cl%'')oom t)yin& to 'ell t#ei) (%)e'G #%&&lin& ove) $)ice'+ Cu%ntitie' etc7 t#ey u'e l%n&u%&e 'uc# %' Ho( %8out777I G ,ould you m%>e t#%t777I G T#%tA' % de%lG *o de%l etc7 End of 10 minute' %ll 'tudent' )e$o)t to )e't of cl%'' (#%t '%le' t#ey m%de+ (#%t t#ey couldnAt 'ell %nd (#%t t#ey 8ou&#t7 De$endin& on t#e $)oficiency of t#e cl%''+ l%n&u%&e #el$ m%y 8e $)ovided %t t#e 8e&innin&7

Writin' on S(irt%
Level: E%'y to Medium 17 T#e $u$il' '%y 'lo&%n'38le''in&'3funny $)ove)8'+ etc7 27 T#e te%c#e) ()ite' t#em on t#e 8l%c>8o%)d7 37 T#e $u$il' t#en ()ite t#ei) f%vo)ite 'lo&%n' (it# '$eci%l m%)>e)' on T9'#i)t'7

A&vi+e
Level: Medium to Difficult Aim'! To $)%ctice &ivin& %dvice %nd 'u&&e'tion'7 To t)i&&e) c)e%tive cont)i8ution'7 To &ene)%te inte)%ction f)om % 'im$le )%( m%te)i%l7 1 5et % 'tudent to '%y t#e fi)'t 'entence 8elo( to #i' nei&#8o)7 T#e l%tte) m%>e' % 'u&&e'tion+ %nd &oe' on to utte) t#e ne=t of my 'entence'+ %nd 'o on7 2 -f t#e 'tudent' %)e % 8it cold+ do t#e follo(in&G &et t#em %ll to ()ite do(n % $iece of %dvice fo) t#e fi)'t 'entence on % $%&e9&ive t#em time7 T#en+ you c%n &o %)ound t#e cl%'' en@oyin& t#e (ide v%)iety of cont)i8ution' (#ic# %)e 'u)e to en'ue7 E- %ctu%lly did t#e utte)in& of t#e 'entence'+ %nd %llo(ed t#e 'tudent' to $)o$o'e t#e %dviceF7 63

*ote! 0o) 'ome 'entence' you m%y &et )e%lly 8o)in& %n'(e)+ devoid of %ny t#ou&#t9&et t#em to modify it+ c#%n&e it % 8it+ '$ice it u$+ u'e c)e%tivity:

- HA4E A HEADA,HE7 - HATE B"1<-*57 - 0EEL SAD7 - BA*T T" 1"TE,T THE E*4-1"*ME*T7 - L"4E E" LE7 - AM ALBA6S LATE7 - <EE L"S-*5 M6 ,1ED-T ,A1D7 M6 01-E*DS D"*AT BA*T T" SEE ME7 - HA4E A 1ED *"SE7 - AM ALBA6S ,1ASH-*5 M6 ,A17 - B"2LD L"4E T" MEET S"ME E" LE7 -T B"2LD .E 51EAT T" .E 1-,H7 M6 ST"MA,H -S H25E - AM 4E16 -*TELLE,T2AL7 M"THE1 SA6S - AM ATT1A,T-4E7 6"2 SH"2LD J -*0-*-T-4E 6"2 "25HT T" J -*0-*-T-4E E0"1MALF -T B"2LD .E A 5""D -DEA -0 6"2 J AST S-M LE -0 - BE1E 6"2+ - B"2LD 777 6"2 HAD .ETTE1 777 J -*0-*-T-4E 6"2 B-LL HA4E T" J -*0-*-T-4E -T -S T-ME 6"2 J AST S-M LE BH6 D"*AT 6"2 777 J -*0-*-T-4E 6"2 ,"2LD ALBA6S 777 J -*0-*-T-4E HA4E 6"2 TH"25HT A."2T 777 J -*5 -M E1AT-4ES EDonAt 777 Do 777F 64

Ani"!l% )or ! D!,


Level: Medium to Difficult Activity A S#o( t#e 'tudent' % $#otoco$ied li't of m%ny diffe)ent %nim%l' Em%mm%l'+ %m$#i8i%n' 777F+ %nd %'> t#em to c#oo'e+ individu%lly %nd (it#out '$e%>in&+ %n %nim%l t#ey (ould li>e to 8e fo) % d%y7 5ive t#em % minute7 T#en E'omet#in& t#ey (onAt 8e e=$ectin&F+ &et t#em to ()ite % fe( 'entence'+ once %&%in (o)>in& %lone+ %8out t#ei) d%y+ o) t#ei) t#ou&#t'9%' t#e %nim%l t#ey #%ve c#o'en7 5ive t#em % fe( minute'7 *eedle'' to '%y+ you (ill 8e 'u)$)i'ed 8y t#e im%&in%tion of you) 'tudent'+ m%ny of (#om+ - 8elieve+ love to indul&e in moment' of e'c%$i'm9'omet#in& u' te%c#e)' >no( %ll %8out: 0o) e=%m$le+ - #%d % &)ou$ of five fem%le 'tudent'+ t#)ee of (#om c#o'e to 8e dol$#in'+ one %n e%&le+ %nd t#e l%'t % 8e%)7 B#%t - &ot f)om one &i)l! ;- %m % 8e%) %nd - live (it# my f)iend' in % mount%in7 - %m #%$$y+ 8ut (#en - 'ee % #unte) - %tt%c> #im+ 8ut (#en - 'ee % tou)i't - '#out %t #im;7 A 'econd! ;- %m % dol$#in+ 8ut - %m '%d 8ec%u'e t#ey #%ve $ut me into % $ool+ (#e)e c%nnot move li>e 8efo)e 777K Activity . *o(+ (#%t you c%n do i' &et t#e 'tudent' to )e%d3tell t#ei) 'to)y+ %ddin& in e=t)% 8it' %' t#ey &o %lon&7 Activity , *o(+ you c%n %'> t#em (#y t#ey c#o'e t#i' %nim%l+ %nd t#en &o on to $ic> u$ on (#%t t#ey '%id+ e=$%ndin& it into % 'e''ion of e=c#%n&e' 8et(een t#e 'tudent'+ involvin& you)'elf if you feel li>e it7

65

Activity D 5et % 8l%n> $%&e %nd d)%( % ci)cle in t#e cent)e7 T#en+ $l%ce t#e (o)d' ;%nim%l in c%$tivity; in'ide t#e ci)cle7 5ive e%c# 'tudent % co$y of t#e $%&e %nd tell t#em to do %n -*D-4-D2AL 8)%in'to)min& e=e)ci'e on t#e (o)d' in t#e ci)cle7 T#%t i'+ &et t#em to d)%( line' f)om t#e ci)cle+ e%c# line le%din& u$ to % (o)d o) im%&e 'u&&e'ted 8y t#e %nim%lA' 'itu%tion7 5ive t#em %ll % fe( minute' to do t#i'7 T#i'+ (e c%n c%ll % (o)d9m%$+ o) even % mind9m%$7 *e=t+ &et e%c# 'tudent to )e%d out t#e ide%' t#%t c%me '$ont%neou'ly into t#ei) #e%d' %' t#ey t#ou&#t7 6ou c%n %ll m%)vel %t t#e num8e) of diffe)ence'9o) 'imil%)itie' t#%t %)i'e+ %nd &o on to di'cu'' t#e m%tte) of c%$tive %nim%l'7 DonAt fo)&et to Cue'tion 'tudent' on (#y t#ey $ut in 'uc# %nd 'uc# % t#in&7 B%tc# out fo) 't)%n&e conce$t': ut %ll t#e $%&e' to&et#e) 'o t#%t t#e 'tudent' c%n 'ome#o( 'ee t#e (o)> c%))ied out 8y t#e )e't7 e)#%$' no(+ %' % &)ou$+ t#ey could %ll focu' on t#e m%in %'$ect' of %nim%l' in c%$tivity7 6ou could t#en move on to de8%te i''ue' li>e end%n&e)ed '$ecie'+ (#%le #untin&777 Activity E E.F T-5E1S <-LL T"21-STS E.F 5et t#e 'tudent' to de8%te+ o) )ole $l%y+ t#e follo(in& incident! T(o 5e)m%n $en'ione)' %li&#ted f)om t#ei) c%) in % S$%ni'# n%tu)e $%)> in o)de) to &et % 8ette) $ictu)e E,#)i't:F of t#e ti&e)'+ (#ic# (e)e )el%=in& in t#e '#%de of % t)ee %t t#e time7 T#ey (e)e+ 8luntly+ to)n %$%)t7 T#e)e (e)e 'i&n' u$ in m%ny l%n&u%&e' (%)nin& $eo$le to 't%y in t#ei) c%)'777 S#ould t#e %nim%l' 8e $ut do(nI S#ould t#ey 8e in n%tu)e )e'e)ve' in t#e fi)'t $l%ceI Etc 66

Activity 0 He)e+ you could mention t#e $)o' %nd con' of #%vin& % dome'tic %nim%l9% $et9%t #ome7

Ani"!l%- O$r Frien&%


Level: Medium to Difficult -n 0e8)u%)y of 1998+ % Some)'et E2<F m%n (%' t)%$$ed unde) % f%llen v%n #e #%d 8een )e$%i)in&7 A' #e c)ied fo) #el$ %nd d%)>ne'' fell it 'eemed #e (ould 8e left t#e)e %ll ni&#tG #i' le& #%d 8een c%u&#t 8ene%t# t#e (#eel'7 T#e %)e% (%' )%t#e) i'ol%ted %nd no8ody #e%)d #i' c)ie'9e=ce$t % $%))ot $e)c#ed on % c%)%v%n in % ne%)8y c%m$ 'ite7 T#e 8i)d mimic>ed t#e m%nA' c)ie'+ (#ic# i' %$$%)ently no)m%l 8e#%vio) fo) t#i' ty$e of %nim%l+ %nd %le)ted t(o men (o)>in& in t#e %)e%7 T#e'e )eve)'ed t#e v%n off t#e in@u)ed m%n+ (#o+ in t#e end+ only #%d 'li&#t in@u)ie'7 Activity A H%ve you eve) 8een in % 'imil%) 'itu%tionI H%' %n %nim%l eve) #el$ed you in 'ome (%yI Activity . Do you t#in> %nim%l' %)e nece''%)y fo) #um%n'I B#yI E=%m$le'! ,om$%ny )otection ,o'metic te'tin& 77777777777 77777777777 Activity , Li't t#e mo't #el$ful %nim%l'+ %nd (#y7 E=%m$le'! 1 T#e ele$#%nt c%n t)%n'$o)t u' %nd $ull t)ee' 2 Do&' >ee$ u' com$%ny 3 S$ide)' e%t flie' 4 ,o(' &ive u' me%t %nd le%t#e) 67

5 777777777777777777777 6 77777777777777777777777777

Activity D *e&%tive $oint' %''oci%ted (it# %nim%l' 1 T#ey 8ite #um%n' 2 T#ey %n'(e) t#e c%ll of n%tu)e %ny(#e)e 3 T#ey 8%)> %nd (%>e u' u$ %t ni&#t 4 7777777777777 577777777777777777 Activity E S#ould (e u'e %nim%l' to te't d)u&' %nd co'metic $)oduct' onI -f you) %n'(e) i' ;no;+ (#%t (%y do you 'u&&e't in'te%dI Hum%n'I 1o8ot'I Activity 0 B#en you %)e %t #ome+ 'tudyin& o) (%tc#in& T4 %nd you 'ee % fly o) % '$ide)+ (#%t i' you) fi)'t )e%ctionI Do you no)m%lly >ill itI B#yI

68

.,%ter, Ob*e+t
Level: Any Level - %m te%c#in& my Level 1 ()itin& 'tudent' #o( to de'c)i8e t#in&' 8y me%n' of $)oce'' E0i)'t 'econd t#enF+ e=tended definition Efo) in't%nce3com$%)e9cont)%'tF+ %nd di)ection' E*7S7E7B73)i&#t+ left+ etcF7 Be #%ve done t#e'e t#in&' one %t % time 8ut my 'tudent' %)e continu%lly m%>in& le%)nin& le%$' 8eyond t#e 'im$le %''i&nment' %nd - (%nt to )e(%)d t#em fo) t#ei) %8ilitie' (#ile m%>in& 'u)e t#ey #%ve t#e 8%'ic' do(n7 Al'o+ (e (ill 'oon 8e 'tudyin& t#e co))ect fo)m fo) $e)'on%l lette)' %nd - t#in> t#ey %)e )e%dy to move on7 Be did t#e'e t(o fun %''i&nment'! -m%&ine % te))i8le di'%'te) #%' 8ef%llen ou) cl%'' #e)e %t t#e 2nive)'ity EMon'oon+ e%)t#Cu%>e+ )%in'to)m+ 'no('to)m+ to)n%do+ flood+ etc7F B)ite me % lette) in (#ic# you de'c)i8e t#i' event %nd tell me e=%ctly #o( you )e'$onded E- )%n out t#e doo) %nd tu)ned left: - )%n 't)%i&#t %#e%d to t#e end of t#e #%ll %nd loo>ed )i&#t %nd left7 etc7F7 Be #%d 'uc# fun (it# t#i' %''i&nment: Eve)yone &ot into t#e d)%m%: E=citin& %''i&nment' li>e t#i' )e%lly te't t#e 8%'ic unde)'t%ndin& of 'entence con't)uction %' (ell %' '#o( t#em #o( %ll t#e'e fo)m' (o)> to&et#e) in % $%)%&)%$#7 -t (%' cle%) (#en t#ey 8e&%n to $ut %ll of t#e v%)iou' fo)m' to&et#e) t#%t 'ome of t#em #%d not com$letely unde)'tood di)ection' (#en t#ey (e)e not di)ectly connected (it# t#e 8oo> e=%m$le of 't)eet di)ection' E*o)t#+ Sout#+ %nd 1i&#t+ LeftF7 Afte) t#i' %dventu)e in c)e%tive ()itin&+ #o(eve)+ t#ey %ll felt t#%t eve)y 'o)t of de'c)i$tion (%' e%'y7 So+ (e (ent on to %not#e) %dventu)e t#%t (%' even mo)e fun: A''i&nment 2! B)ite me % lette) in (#ic# you tell me % (ild 'to)y o) %n out)%&eou' lie %8out you)'elf: EEve)yone loo>' u$ out)%&eou' in t#ei) diction%)yF7 - $)ovided t#em (it# 't%m$ed envelo$e' %nd t#e'e lette)' (e)e %ctu%lly m%iled to me 99 'o - #%d t#e %ddition%l fun of &ettin& $e)'on%l lette)' in t#e m%il7 T#e'e lette)' (e)e t#e 8e't ()itin& t#ey #%d done 'o f%) %nd (e)e+ in %ddition+ #y'te)ic%lly funny Eone of my Tu)>i'# 'tudent' (%)ned me t#%t #e (%' % '$%ce %lien %nd t#%t t#e info)m%tion #e (%' %8out to tell me (%' ;'$ecific %nd 'ec)et:;F7 T#e follo(in& (ee>+ - #el$ed e%c# 'tudent (it# &)%mm%) mi't%>e' %nd t#en )e%d t#e co))ected lette)' %loud in cl%''7 Eve)yone en@oyed t#i' E$%)ticul%)ly t#e $u8lic $)%i'e %nd %$$)eci%tive %$$l%u'eF %nd t#ey %l'o '%( t#%t t#e)e (e)e m%ny (%y' to tell % 'to)y %nd 'till u'e co))ect En&li'# ()itin& 'tyle7 T(o of my 'tudent' #%d difficulty (it# 'entence con't)uction (#en t#ey let t#ei) im%&in%tion' )un in t#i' (%y 'o t#ey (e)e $)ovided (it# % to$ic 'entence3'u$$o)tin& 'entence )evie( tool %nd t#ey t#en ()ote me % t#i)d lette) (#ile con't%ntly )efe))in& to t#ei) to$ic3'u$$o)tin& 'entence di%&)%m7 T#e im$)ovement in t#ei) ()itin& (%' %'toni'#in&7 - %l(%y' encou)%&e im%&in%tion' )unnin& (ildG t#e &)e%te't $o)tion of my 'tudentA' t)%inin& tend' to 8e inc)edi8ly focu'ed %nd det%il9o)iented %nd %n occ%'ion%l 't)etc# i' im$o)t%nt7 Al'o+ my f%t#e)+ (#o (%' %n 69

o)c#e't)% conducto)+ told me t#%t (#en you %)e %8out to 8e&in % ne( $iece (it# t#e o)c#e't)% you do not 't%)t 8y $)%cticin& e%c# 'ection %nd t#en+ (#en t#e 'ection' %)e $e)fect+ $uttin& t#em to&et#e)7 6ou 't%)t 8y $l%yin& t#e enti)e $iece t#)ou&#: 6ou tell eve)yone not to 8e conce)ned %8out t#ei) mi't%>e'+ 8ut @u't to t)y %nd >ee$ u$7 *%tu)%lly t#e'e fi)'t L't%&&e) t#)ou&#K 'ound' te))i8le: .ut t#e $'yc#olo&ic%l )e'ult i' t#%t (#en you %)e done eve)y mu'ici%n '%y' to #im'elf+ ;- c%n do t#i':; "8viou'ly+ t#ey do not (%nt to loo> 8%d in t#e &)ou$+ 'o t#ey (ill 'elf9di'ci$line t#em'elve' to im$)ove7

Role /l!,: T(e E0+l$%ive /i+t$re


Level: Medium to Adv%nced Time! "ne #ou)+ includin& follo(9u$ de8%te7 L%n&u%&e! A' m%ny '$eec# %ct' %' %)e $o''i8le7 ;Dive)&entK %$$)o%c# E'ee T#e -nte)net TESL /ou)n%l; fo) % &ood %)ticle 8y %t)ici% <7 Tom$>in'F7 ")&%ni?%tion! Sm%ll &)ou$ Ein my c%'e+ 7F7 B%)m9u$3 )e$%)%tion! E%c# 'tudent com$ile' % fictitiou' c#%)%cte) $)ofile Eo) me)ely t#in>' u$ % fe( ide%' on (#%t #e mi&#t '%y in t#e conte=tF7 )ocedu)e! Te%c#e) %'>' fo) voluntee)'+ o) %$$oint' t#em if t#e 'tudent' %)e 't%llin& too muc#7 1!+2'ro$n&: T#e edito) of % ne('$%$e)+ (#o'e '%le' %)e not &oin& (ell %t t#e moment+ #%' @u't )eceived % ve)y &)%$#ic $#oto of % #o))endou' %ccident involvin& % 'c#ool98u' %nd (#ic# occu))ed on % ne%)8y moto)(%y due to #e%vy fo&7 -n t#e $#oto+ you c%n 'ee t#e in@u)ed %nd de%d 't)e(n %)ound t#e c)%'# 'cene7 T#e )e't i' e%'y to im%&ine7 T#e $)o8lem i' (#et#e) to $u8li'# it o) not7 T#e im%&e could '#oc>+ %ll t#e mo)e 'o if it i' on t#e f)ont $%&e7 S#ould not t#e victim' 8e left in $e%ce+ %nd not %$$e%) on t#e cove) of % ne('$%$e)7 T#en %&%in+ $e)#%$' 8y $u8li'#in& t#i' $#oto+ t#e edito) 'ee>' to educ%te (ould98e c%)ele'' d)ive)'+ o) (ould98e d)in>9 d)ive)'7 "f cou)'e+ (#y '#ould t#e'e victim' 8e u'ed %' f)ee %dve)ti'in&I Al'o+ it i' ne('+ %nd no8ody c%n f%ult % @ou)n%li't fo) %i)in& % 'to)y %nd $#oto7 Mo)eove)+ t#e $#oto (ill %tt)%ct+ $e)#%$'+ ne( cu'tome)'G $eo$le #%ve % mo)8id inte)e't in t#e mi'fo)tune' of ot#e)'+ it i' '%id7 Role pl!,er%:

T#e edito)+ Cuite youn&7 T#e $#oto&)%$#e) (#o too> t#e '#ot+ 'in&le7 T#e %ccount%nt+ m%))ied (it# t(o c#ild)en7 A @ou)n%li't9)el%tive of one of t#e victim'9in f%vo) of $u8lic%tion+ M%))ied E(it# o) (it#out c#ild)enF7 A 'econd @ou)n%li't+ 'in&le+ (#o i' %&%in't $u8lic%tion7 Mo)e @ou)n%li't' f)om v%)iou' 'ection' of t#e $%$e)7

ET#e %&e' %nd m%)it%l 't%tu' m%y 8e %lte)ed %' you 'ee fitF7 F!+t% on ne %p!per:

Em$loy' fifty (o)>e)'+ mo't (it# c#ild)en7 70

-' on t#e ve)&e of clo'u)e7 Se)iou' ne('$%$e)7

Follo -$p: Te%c#e) collect' m%in %)&ument' )%i'ed %nd ()ite t#em do(n in o)de) to fully te%'e out (#%t (%' '%id+ t#e v%lidity3lo&ic of '%me7 A mo)e o$en Lc%'u%l; &)ou$ de8%te c%n en'ue in t#e (%>e of t#e )ole $l%y7 V!ri!tion: -n'te%d of % $#oto+ it could 8e % n%'ty 'to)y %8out % loc%l #e)o3$e)'on%lity7 O))-%(oot A+tivit,:

T#e )ole of ne('$%$e)' in 'ociety7 B#%t 'ell' ne('$%$e)I B#y do (e 8uy ne('$%$e)'I Bill t#ey di'%$$e%) in t#e futu)eI

34 Tr$e or F!l%e Ite"%


Level: E%'y to Medium )int t#i' out %nd &ive it to you) 'tudent'7 17 - neve) &o to 8ed %fte) 1 %m 27 - 'tudy En&li'# mo)e t#%n 2 #ou)' % (ee> 37 - #%d % &)e%t time %t 'econd%)y 'c#ool9- loved it 47 My %m8ition in life i' to &et % $e)m%nent @o8 57 My $%)ent' 't%)ted &ivin& me $oc>et money (#en - (%' five 67 - donAt mind (et d%y'+ t#e)e %)e 'till $lenty of t#in&' to do 77 - )e%lly 8elieve t#%t moto)8i>e' %)e d%n&e)ou' 87 %)ent' '$oil t#ei) c#ild)en no(%d%y' 97 T#e 8e%c# i' fo) )el%=in& %nd doin& not#in& 107 - %m %n %dventu)ou' $e)'on 117 - neve) )un fo) % 8u'9- c%n c%tc# t#e follo(in& one 127 -n t#e end+ mo't $eo$le %)e ve)y nice 137 - %8'olutely #%te Mond%y' 147 - #%ve neve) 'tolen %nyt#in&9neve) 157 eo$le (#o 'mo>e %)e c)%?y 71

167 T%ll men3(omen %)e mo)e inte)e'tin& t#%n 'm%ll one' 177 eo$le (#o (%tc# mo)e t#%n 2 #ou)' of T4 % d%y %)e (%'tin& time 187 S$endin& 4+000 $e'et%' on % $e)m%nent i' immo)%l 197 <ee$in& %nim%l' %t #ome i' c)uel 207 - %m intelli&ent

Wor& Gr!b it( Son'%


Level: Any Level T#i' i' % (onde)ful %ctivity if you t#in> you) cl%'' need' (%>in& u$ % little7 ,#oo'e % 'on& t#%t t#e 'tudent' #%ve o) #%ve not #e%)d 8efo)e7 ,#oo'e 10915 $iece' of voc%8ul%)y f)om t#e 'on& %nd ()ite t#em on 'e$%)%te $iece' of $%$e)7 Bit# lo(e) level &)ou$' you m%y (%nt to $)onounce t#e (o)d' (it# t#e 'tudent' fi)'t7 Stic> e%c# (o)d to t#e 8o%)d (it# $utty E8lue t%c>F7 ut t#e 'tudent' into 2 te%m' e%c# one in % line 8efo)e t#e 8o%)d7 l%y t#e 'on&7 B#en t#e 2 'tudent' %t t#e f)ont of t#ei) line #e%) % (o)d in t#e 'on& t#%t i' on t#e 8o%)d t#ey mu't )%ce e%c# ot#e) to &)%8 t#%t (o)d f)om t#e 8o%)d Et#i' c%n &et Cuite violent:F7 T#ey t#en &o to t#e 8%c> of t#e line %nd itA' u$ to t#e ne=t $%i)7 T#e te%m (it# t#e mo't (o)d' (in'7 - donAt u'u%lly 'to$ t#e t%$e 'o donAt c#oo'e (o)d' t#%t come one %fte) t#e ot#e)7 -f you (%nt to m%>e it mo)e difficult you c%n $ut )ed #e))in&' u$7 6ou c%n u'u%lly $l%y t#e 'on& % cou$le of time' until t#ey &et %ll t#e (o)d'7

I% #o$r Conver%!tion St,le Fe"inine or .!%+$line5


Level: Medium The following activity is loosely based on (onversation 'nalysis readings, so nothing is hard and fast doctrine. !t see%s to be thought+provo%ing and there may be a grain of truth in some of the statements below. Femember also that men and women e4press themselves differently according to the ma%e+up of the conversation group. That is, the group may be mi4ed gender, all male or all female, hence the type of e4changes will be different+the atmosphere too. &urthermore, the group may be friends, wor%+mates, academics, a meeting.... !f nothing else, it should generate chat. >ut yes );* or no )9* for the sentences below. 6enerally spea%ing, when ! converse with people ! %now:

! am a blunt person ! critici7e people ! am a little sarcastic ! as% a lot of questions in a conversation, to find out about people, their thoughts, etc ! rarely admit ! am wrong about something when ! am in a conversation ! ma%e eye+contact and use body language in conversations 72

! generali7e ! get personal with people in conversations; ! may even gossip about a mutual friend ! compliment people spontaneously ! use four+letter words, coarse language ! li%e to tal% about myself ! am a good listener ! prefer to tal% about non+personal topics, such as unemployment, the economy, current affairs ...

! usually tal% about personal problems, people, their way of being, hopes, desires, my family ... ! get personal when ! write a letter to someone, but not face to face in a conversation ! help to %eep a conversation flowing, ! am not provocative, controversial, confrontational ... ! li%e to get my say, get in a few comments, no matter what the topic ! don't assert something, but ! might preface a comment with 3! thin%, ! suppose, perhaps3 ! tal% a lot !f ! as% a question, it is generally a yes+no answer ! am loo%ing for ! don't mind tal%ing about a situation where ! was embarrassed, humiliated and so on

MM 1e'ult' MM EA $e)'on%l vie(F Men+ it i' '%id+ %)e mo)e %''e)tive+ '%)c%'tic+ lon&9(inded+ non9$e)'on%l %nd 'o on+ (#ile (omen %)e coll%8o)%tive+ $e)'on%l %nd #%$$y to t%>e % 8%c> 'e%t in m%ny c#%t'9it i' '%id7 So+ (o)>in& on t#e $)eviou' %''e)tion'9%nd mo)e9you c%n 'co)e t#e te't t#e follo(in& (%y! 4+ 6+ 8+ 9+ 12+ 14+ 16+ 18 %nd 21 (ould 8e mo)e feminine t)%it'9&ene)%lly '$e%>in& t#e )e't+ m%le7 "nce %&%in+ t#e %ctivity '#ould not &ive )i'e to %&&)e''ive e=c#%n&e'7

73

A Conver%!tion I&e! - R!te t(e App!r!t$%


Level: Medium Activity A T#e m%ny #ou'e#old %$$%)%tu'3m%c#ine'3&%d&et' (e u'e %t #ome m%>e life % little 8it e%'ie)G t#e mic)o9(%ve oven #e%t' t#in&' u$ Cuic>lyG t#e f)id&e >ee$' $e)i'#%8le &ood' f)e'#G t#e (%'#in&9m%c#ine cle%n' ou) clot#e' %nd '%ve' u' time7 So+ (#en $ut to t#e te't+ (#ic# of t#e'e m%c#ine'3%$$%)%tu' could (e do (it#out9-0 BE HAD T"I -n ot#e) (o)d'+ (#ic# of t#e'e m%c#ine' i' t#e mo't im$o)t%nt+ &ene)%lly '$e%>in&7 5et you) 'tudent' to m%>e % li't of ten common one'+ %nd t#en &et t#em to li't t#em in o)de) of $e)ceived nece''ity Efo) (%nt of % 8ette) (o)dF7 He)e i' % li't - &le%ned f)om my $u$il'+ donAt '#o( it to t#e $u$il' %t fi)'t7 1ef)i&e)%to) B%'#in& m%c#ine S#o(e) Toilet Te%3,offee m%>e) T4 1%dio Tele$#one Li&#t 8ul8 ,oo>e) "f cou)'e+ t#e'e item' mu't 8e )%ted %cco)din& to $e)ceived nece''ity+ %nd t#e )%tin& mu't 8e @u'tified7 1e%'on' fo) % c#oice mu't 8e &iven7 Student' (ill de8%te t#e ;to$; nece''ity %nd 'o on+ do(n to t#e le%'t im$o)t%nt item7 Activity . A)e t#e'e t#in&' nece''%)yI

74

T#e %ctivity A could 8)%nc# out into fu)t#e) item' (e u'e to m%>e life e%'ie) %nd+ $)e'um%8ly+ m%>e life 8ette)7 0o) e=%m$le! e)fume H%i) d)ie)' Mi))o)' B%l>m%n ,i&%)ette li&#te)' S$eci%l (ine &l%''e' Mo8ile tele$#one' ,u)t%in' E=$en'ive fu)nitu)e S(eet' %nd '%vo)ie' Etc777 T#e ide% i' not to em8%)> on %n et#ic%l c)u'%de+ 8ut 'im$le to &et $eo$le t#in>in& %nd '$e%>in& in En&li'#7 All of t#i' i'+ c)uci%lly+ 8%c>ed u$ 8y )e%li'tic )e%'on' fo) t#e comment' m%de7 Some of t#e item' %8ove %)e 8y no me%n' o)i&in%l+ 8ut t#ey %)e eve)yd%y t#in&' (#ic# %)e $%)t %nd $%)cel of ou) live'7 ,%n you t#in> of mo)e no)m%l+ common9o)9&%)den item' (#ic# could 8e di'$en'ed (it#I

A Conver%!tion I&e! - Ho Do #o$ 6ill Ti"e5


Level: Medium He)e i' % 'im$le ide% to &ene)%te c#%t %mon& you) 'tudent'7 Be %ll >no( t#%t t#e)e %)e moment' du)in& t#e d%y (#en (e #%ve not#in& to do+ no $l%n'7 0o) e=%m$le+ (#en you %)e (%itin& fo) % te%c#e)+ % f)iend %nd 'o on7 Ho( do (e occu$y t#e'e $e)iod' of time+ eit#e) ment%lly o) $#y'ic%llyI 0o) e=%m$le! Activity A B#%t do you do du)in& t#e T4 %dve)ti'ement'I M%>e % li't of (#%t t#e 'tudent' '%y EMy 'tudent' &ot t#e'eF T%l> to my 'i'te) - )e%d 'omet#in&+ %nyt#in& - &et u$ %nd do 'omet#in& - &o to t#e 8%t#)oom E:F - c#%n&e c#%nnel' - loo> fo) 'omet#in& to e%t o) )e%d - c%ll % f)iend - (%te) t#e $l%nt' 75

- $ut on 'ome food fo) t#e ne=t d%y - $#one i??% Hut - $ut t#e c#ild)en to 8ed - 8)u'# my teet# - unlo%d t#e (%'#in& m%c#ine3$ut clot#e' on line - )u'# to do t#e (%'#in&9u$ 6ou c%n %l'o &et t#e 'tudent' to tic> off t#e one' (#ic# t#ey )e&ul%)ly do %nd c#ec> t#e mo't common %ctivitie'

Activity . B%y' to $%'' t#e time3occu$y you) mind3'elf (#en you %)e! -n % 8u' Cueue B%itin& %t % 'u$e)m%)>et c#ec>9out -n % docto)A' (%itin&9)oom B%itin& fo) you) 8oy3&i)lf)iend on % cold d%y9outdoo)' -n % cinem%3t#e%t)e+ (%itin& fo) t#e film3$l%y -n % t)%ffic @%m -n %n %i)$o)t3t)%in 't%tion -n % lift3elev%to) 5ettin& you) #%i) done3cut Etc 777

76

Tell "e !bo$t ",%el)


Level: Any Level T#i' &%me (o)>' (ell (it# 'tudent' %t $)e9inte)medi%te level o) %8ove %nd c%n 8e %d%$ted %cco)din&ly7 -t i' %n o)i&in%l (%y of int)oducin& you)'elf E%' % te%c#e)F to % cl%'' fo) t#e fi)'t time+ 8ut could %l'o 8e u'ed l%te) on7 )e$%)e in %dv%nce+ on %n ove)#e%d t)%n'$%)ency o) (#ite98o%)d+ % mind m%$ of you)'elf7 -n'te%d of u'in& 'entence' to de'c)i8e you) life+ u'e 'in&le (o)d'+ num8e)'+ d%te'+ 'ym8ol' %nd illu't)%tion' (#e)e $o''i8le7 0o) e=%m$le - include info)m%tion %8out my life in En&l%nd+ n%me' of 'i8lin&'+ d%te of 8i)t#+ n%me of #ometo(n etc7 EMy #ometo(n i' Sto>e9on9T)ent (#ic# - t#en illu't)%te (it# % cu$ %nd '%uce) 9 t#e otte)ie'+ %nd % foot8%ll 9 Sto>e ,ity 0,7 -t >ee$' t#em &ue''in&7F - include info)m%tion %8out my #u'8%nd En%me %nd illu't)%tion of @o8F c#ild)en En%me'+ %&e'+ %nd 8i)t#d%y'F7 6ou c%n %dd you) '#oe 'i?e+ #ei&#t+ illu't)%tion' of you) #o88ie' etc7 - d)%( % needle %nd t#)e%d 9 'e(in&+ % $%i) of '>i' 9 - en@oy '>iin&+ %nd % $encil 9 d)%(in&7 Any >ind of info)m%tion c%n 8e included7 2'e you) im%&in%tion: - live in S(eden %nd d)%( % $ictu)e of % 'no(m%n (it# % c)o'' t#)ou&# it to illu't)%te t#%t - donDt li>e t#e (inte): 5et you) 'tudent' to tell you (#%t t#e info)m%tion me%n'7 0o) e=%m$le7

/uly 9 i' t#%t (#en you) 8i)t#d%y i'I Doe' t#e cu$ %nd '%uce) me%n you d)in> te%I

T)y %nd &et % &ood mi= of o8viou' %nd le'' o8viou' info)m%tion7 0o) e=%m$le+ (#en - d)e( % fi'# Eto illu't)%te t#%t - >e$t t)o$ic%l fi'#F it $)ovo>ed Cue'tion' li>e! Do you e%t % lot of fi'#I Do you en@oy fi'#in&I -' you) 't%) 'i&n i'ce'I 5ive t#em % clue if t#eyD)e #%vin& $)o8lem' &ue''in&7

77

T#i' &%me #%' (o)>ed (onde)fully fo) me in m%ny cl%''e' of v%)yin& level'7 To follo( u$+ &et you 'tudent' to t%>e % fe( minute' to $)e$%)e 'omet#in& 'imil%) individu%lly+ %nd t#en (o)> in $%i)' &ue''in& (#%t t#e info)m%tion me%n' %8out t#ei) $%)tne)7

/eople W(o777
Level: Any Level An %ctivity (#o'e %im i' to com$lete 'entence' %nd %l'o t%>e %dv%nt%&e of t#e cont)i8ution' in o)de) to &ene)%te de8%te %nd inte)%ction7 Ho(! /u't #%nd out t#e follo(in& '#eet (it# t#e #e%din& E" LE BH"777 And tell t#e 'tudent' t#ey #%ve to com$lete t#e 'entence' (it# )e%li'm9not @u't %ddin& on % &)%mm%tic%lly co))ect endin&7 A1< THE-1 ,A1S "* THE 0""T ATH777 BH" D"*AT A6 TAN777I BH" TH1"B L-TTE1 "* THE 51"2*D777I BH" 5-4E M"*E6 T" ,HA1-T-ES777I EAT ,1-S S AT THE ,-*EMA A1E777 BH" D1-*< A*D D1-4E777 BH" T1A4EL A L"T777I BH" SA4E L"TS "0 M"*E6777 BAT,H T4 ALL DA6777 78

5" T" THE " E1A777 EAT 01"5AS LE5S777 ,L-M. E4E1EST777 H2*T BHALES777 EAT T"" M2,H777 D1-4E T"" 0AST777 /2M O2E2ES777

BH-STLE AT 5-1LS777 SM"<E -* 2.L-, S A,ES777 EA1* A L"T "0 M"*E6777 TH1"B THE-1 "LD ,""<E1 -*T" A 0-ELD777 S*"1E777 Etc7777777777 EAdd mo)e:F *.! T#e ide% i' to &et $e)'on%l+ individu%l endin&'7 0o) e=%m$le+ fo) ; eo$le (#o e%t c)i'$' in t#e cinem% 777K - &ot! %nnoy me '#ould e%t t#em 8efo)e t#e '#o( m%>e % lot of noi'e #%ve % )i&#t to do 'o E:F A' you c%n 'ee+ eve)y8ody #%' % diffe)ent %n'(e)9%nd o$inion7 T#e l%tte) i' (#%t &ene)%te' t%l>7 So you >ill t(o 8i)d' (it# one 'tone! 6ou $)%ctice &)%mm%) %nd you &et 'tudent' t%l>in&7

FL# SWAT8
Level: Any Level 79

Divide you) cl%'' into 2 &)ou$'7 ,#oo'e 2 'tudent'7 %nd %'> t#em to &o to t#e 8%c> $%)t of t#e cl%'')oom %nd tu)n 8%c>7 Di'$l%y on t#e 8l%c>8o%)d 20 voc%8ul%)y (o)d' %nd ove) 10 of t#em $%'te ;flie'; m%de of c%)d8o%)d $%$e) (it# % $iece of 4elc)o on t#em7 5ive 8ot# 'tudent'7 A fly '(%tte) (it# t#e ot#e) 'ide of 4elc)o on t#em7 T#e o8@ective on t#e &%me i' t#%t you (ill '%y % (o)d %nd 'tudent'7 (ill tu)n 8%c> %nd )un to ;fly '(%t; t#e (o)d t#%t #%' t#e 8u& ove) it7 T#e 'tudent'7 B#o ;>ill'; t#e fly #%' to '$ell t#e (o)d %nd t#en #e (ill 'co)e % $oint fo) #i' te%m7 Bit# t#e fly '(%tte) %nd t#e 4elc)o flie'+ you c%n invent m%ny diffe)ent &%me'7 T)y it::: -Dve (o)>ed (it# 4+ 5 %nd 6 &)%de)' %nd t#ey love t#i' &%me7

/op
Level: Medium

N!"e Si0
Level: Any Level T#i' &%me i' fun %nd c#%llen&in& %t t#e '%me time7 -t c%n 8e %d%$ted fo) vi)tu%lly %ny 'u8@ect %nd %ny &)%de level7 -t %llo(' t#e 'tudent' to )evie( m%te)i%l t#eyAve le%)ned+ (it#out #%vin& to &et out % $encil %nd $%$e) %nd %n'(e) Cue'tion' f)om t#e te=t7

A))%n&e 6 c#%i)' in % ci)cle %nd c#oo'e one $e)'on+ t#e te%c#e) o) %not#e) 'tudent+ to 't%nd out'ide t#e ci)cle7 5ive 'omeone in t#e ci)cle % 'tuffed %nim%l+ t#e funnie) t#e %nim%l t#e 8ette): T#e $e)'on out'ide t#e ci)cle 't%te' (#%t t#e $e)'on #oldin& t#e %nim%l #%' to n%me 'i= of7 T#e $e)'on t#en 't%)t' movin& t#e %nim%l %)ound t#e ci)cle %nd t#e ot#e) $l%ye)' $%'' it %)ound7 T#e $l%ye) mu't n%me 'i= of t#e o8@ect' 8efo)e t#e %nim%l &et' 8%c> to #im o) #e)7

0o) e=%m$le+ letA' '%y t#%t you #%ve @u't fini'#ed % voc%8ul%)y unit on %nim%l'7 T#e $e)'on 't%ndin& out'ide t#e &)ou$ m%y '%y 'omet#in& li>e+K *%me 'i= %nim%l' t#%t #%ve fu)7; T#e $e)'on 'ittin& in t#e ci)cle 8e&in' n%min& 'i= %nim%l' %nd %t t#e '%me time+ t#e 'tuffed %nim%l i' 8ein& $%''ed %)ound t#e ci)cle7 -f t#e $l%ye) c%nnot n%me 6 %nim%l' (it# fu) 8y t#e time t#e 'tuffed %nim%l )e%c#e' #im+ #e #%' lo't %nd itA' #i' tu)n to 't%nd out'ide t#e &)ou$ %nd 'tunt t#e ot#e) 'tudent'7 My 'tudent' %8'olutely love t#i' &%me %nd 'o do - 8ec%u'e it )eCui)e' no $)e$ time:: -t m%y t%>e t#e 'tudent' % fe( time' 8efo)e t#ey 8ecome 'ucce''ful %t t#e &%me+ 8ut eventu%lly -Am 'u)e it (ill 8ecome one of t#ei) f%vo)ite'7 - #o$e you #%ve %' muc# 'ucce'' (it# *%me Si= %' - #%ve #%d7

C!reer Letter%
80

Level: Medium to Difficult My #i&# 'c#ool 'tudent' #%ve en@oyed t#i' %ctivity ve)y muc#7 -t #el$' t#em t#in> %8out mo)e $o''i8ilitie' fo) % futu)e c%)ee) %nd i' % &)e%t ()itin& %ctivity7 T#ey %l'o le%)n #o( to ()ite % 8u'ine'' lette) 8y ()itin& % )e%l lette)7 M%ny ESL 'tudent' #%ve limited >no(led&e of c%)ee) $o''i8ilitie'7 0%) too m%ny t#in> only in te)m' of 8ecomin& % mec#%nic o) % 'ec)et%)y7 So fi)'t you di'cu'' (it# t#em 'ome of t#e o$$o)tunitie' t#ey #%ve7 Student' c#oo'e % c%)ee) field %nd t#en ()ite % lette) to % 'c#ool )eCue'tin& info)m%tion %8out t#%t field7 -t could 8e %nyt#in& f)om %'t)onome) Eloc%l o) out9of9to(n unive)'ityF to elect)ici%n Etec#nic%l in'tituteF to t)%vel %&ent Eye'+ t#e)e %)e t)%vel %&ency 'c#ool':F 6ou #el$ t#em $e)fect t#e lette)' %nd m%il t#em out7 B#en t#ey &et % )e$ly+ '#%)e it (it# t#e cl%''7

Le!rnin' .ont(% o) t(e #e!r


Level: E%'y To te%c# youn&e) ESL 'tudent' E<93F t#e mont#' of t#e ye%)+ t%>e l%mented $ictu)e' )e$)e'entin& t#e mont#'! /%nu%)y9'no(m%n 0e8)u%)y9#e%)t M%)c#9'#%m)oc> A$)il9um8)ell%38unny3E%'te) e&& M%y9flo(e)' /une9'un3(%te)melon /uly9fl%& Au&u't9'%il8o%t3IIIII Se$tem8e)9%$$le3'c#ool#ou'e "cto8e)9$um$>in *ovem8e)9tu)>ey Decem8e)9,#)i'tm%' t)ee3Meno)%# H%ve t#e 'tudent' tell you (#ic# $ictu)e &oe' (it# e%c# mont#+ o) $ut t#e $ictu)e' in o)de) 8y mont#

81

/er%on!l S$rve,
Level: E%'y to Medium He)e i' % li&#t9#e%)ted ide% to &et $u$il' t%l>in& in conve)'%tion cl%''7 - #%ve %d%$ted %n ide% - found in % &o''i$ m%&%?ine7 TEA,HE1 T5et you) 'tudent' to fill out t#i' mini 'u)vey7 6ou c%n %'> t#em Cue'tion' %t t#e end of t#e e=e)ci'e o) &o t#)ou&# t#e %n'(e)' %' t#ey %)e m%de7 "8viou'ly+ you donAt d(ell on t#e ;c#ild#ood; Cue'tion too muc#9itA' me%nt to 8e % 8it of fun7 .ut you '#ould &et 'ome mile%&e f)om t#e ;(#ite lie'; one7 E1S"*AL S214E6 Did you #%ve % #%$$y c#ild#oodI B#en do you tell (#ite lie'I Tell u' one7 T#e mo't c%$%8le $e)'on in you) count)yI 0%vo)ite noveli'tI )oude't momentI Bo)'t momentI EL%'t (ee> if nece''%)yF Mo't #%ted 'on&3mu'ic %t t#e momentI T#e l%'t $iece of mu'ic you 8ou&#tI 82

Be)e you &ood %t 'c#oolI T#e &)e%te't influence on youI E %)ent'+ f)iend' 777F ,u))ent 8ed'ide )e%din& m%te)i%lI B#e)e (ill you &o (#en you dieI B#%t do you %dmi)e mo't %8out you)'elfI "ne of you) m%in f%ult'I A 'm%ll c)ime you once committedI EAnyt#in& %t %llF Mu'ic you (ould li>e $l%yed %t you) fune)%lI

., To n
Level: Any Level
Activity A Do you li>e t#e to(n3city you live inI B#yI B#y notI Activity . Te%c#e) m%>e' % li't of t#e $o'itive $oint' mentioned 8y t#e $u$il'7 Di'cu'' common %nd o)i&in%l comment'7 Activity , Te%c#e) m%>e' % li't of ne&%tive comment' %8out to(n'3citie' mentioned Activity D

THE E10E,T T"B*3,-T6!


T#e cl%'' no( m%>e' % li't of t#e c#%)%cte)i'tic' of % $e)fect to(n3city7 0o) e=%m$le+ t#e'e could include! .icycle $%t#' *o 'mo>e *o c%)' S$o)t' f%cilitie' *o violence .e%utiful 8uildin&' ,ultu)e

Activity E
,om$%)e you) to(n3city (it# %not#e) one you >no(+ %nd m%>e % li't of t#e comment'7 Some e=%m$le'!

83

My to(n i' noi'ie) t#%n N+ 8ec%u'e 777 My city i' mo)e 8o)in& t#%n 6+ 8ec%u'e777 6ou c%n &o on to mention %'$ect' 'uc# %' ollution ove)ty3Be%lt# 5)een %)e%' Amenitie' T)%n'$o)t He%lt# ,)o(din& ,o't of livin& Selfi'#ne''777

Activity 0 T#e 8e't to(n3city you #%ve eve) 8een to3'eenI

Cl!%% .i0er
Level: Any Level T#i' &%me c%n 8e $l%yed (it# % )%n&e of diffe)ent level'7 -t c%n 8e u'ed $u)ely %' % mi=e)3ice 8)e%>e) o) c%n 8e %d%$ted to )einfo)ce t%)&et &%m8it'+ &)%mm%) o) voc%8ul%)y 8y di)ectin& t#e Ac#%tA $o)tion of t#e &%me7 T#i' &%me i' e''enti%lly %n %do$tion of t#e old AB#o %m -IA &%me7 St%)t (it# % Ac#%tA eit#e) in )ot%tin& &)ou$' o) in %n inte)vie( fo)m%t7 T#i' $o)tion 'et' t#e level %nd focu' of t#e &%me7 0o) e=%m$le % lo( inte)medi%te cl%'' mi&#t 8e in't)ucted to %'> %ll of t#ei) cl%''m%te' % 'e)ie' of ;H%ve you eve)777I; Cue'tion'7 A mo)e %dv%nced &)ou$ mi&#t 8e told to t%l> to %ll t#ei) cl%''m%te' %8out % ce)t%in to$ic+ le%vin& t#e '$ecific Cue'tion' u$ to t#em7 Bit# % lo(e) level &)ou$ - find % note t%>in& fo)m to 8e u'eful7 Afte) t#e c#%t $o)tion+ do t#e A(#o %m -A &%me u'in& you) 'tudent'A n%me'7 T#ey mu't u'e t#e '%me t%)&et l%n&u%&e to %'> ye'3no Cue'tion' %nd find out (#o t#ey %)e7

A&& ! Wor&
Level: Any Level 1%tion%le! Student' $)%ctice &)%mm%) %nd 'ynt%=7 M%te)i%l'! *one7 Level'! All level'+ t#ou&# 8ette) fo) mo)e %dv%nced 'tudent'+ 8ec%u'e t#e &%me i' mo)e fun %t % Cuic> $%ce7 Met#od! "ne 'tudent 8e&in' % 'entence 8y '%yin& only one (o)d7 A 'econd 'tudent mu't '%y % (o)d (#ic# continue' t#e 'entence7 A t#i)d mu't continue+ %nd 'o on+ until 'omeone '%y' % (o)d t#%t doe' not fit 'ynt%ctic%lly o) &)%mm%tic%lly7 -f t#e 'entence come' to % lo&ic%l end (it#out e))o)+ t#e ne=t 'tudent m%y '%y ;$e)iod; %nd 8e&in % ne( 'entence (it# % ne( (o)d7 T#e te%c#e) m%y 'u&&e't % to$ic to &et t#in&' 't%)ted7 B#%t t#e 'tudent' '%y m%y %l'o 8e )eco)ded %nd $l%yed 8%c>+ 'o t#e cl%'' c%n di'cu'' t#e e))o) t#%t 'to$$ed t#e 'entence7 84

E=%m$le! Te%c#e)! T#e to$ic i' A$et'A7 0i)'t 'tudent! ;My 7 7 7; Second 'tudent! ;7 7 7 do&; T#i)d 'tudent! ;7 7 7 #%' 7 7 7; 0ou)t# 'tudent! ;7 7 7 '$ot' 7 7 7; 0ift# 'tudent! ;7 7 7 8)o(n 7 7 7; T#e 'entence (ould 'to$ #e)e7 T#e te%c#e) (ould %'> t#e 'tudent' (#y+ #o$in& 'omeone e=$l%in' t#%t t#e %d@ective A8)o(nA no)m%lly come' 8efo)e %nd not %fte) t#e noun A'$ot'A7

Ti"e In&i+!tor%
Level: Any Level 1%tion%le! Student' $)%ctice u'in& diffe)ent 'u8@ect $)onoun'+ ve)8 ten'e'+ %nd t#e time (o)d' %nd $#)%'e' t#%t &o (it# t#em7 T#ey mu't %l'o 8e %8le to )eco&ni?e diffe)ent fo)m' of t#e '%me ve)8+ e'$eci%lly i))e&ul%) ve)8'7 M%te)i%l'! *one7 Level'! All7 .e&inne)' c%n $l%y u'in& only fou) ve)8 ten'e' E$)e'ent+ $%'t+ futu)e+ %nd $)e'ent $)o&)e''iveF7 Mo)e %dv%nced c%n $l%y u'in& %ll t#e ten'e'7 Met#od! "ne 'tudent '%y' % time (o)d o) $#)%'e Ee7&7 ne=t ye%)+ % fe( d%y' %&oF7 A 'econd 'tudent mu't com$lete % 'entence u'in& t#e $)o$e) ve)8 ten'e7 T#%t 'tudent t#en '%y' % diffe)ent time (o)d o) $#)%'e7 A t#i)d 'tudent u'e' it to fo)m % 'entence+ 8ut m%y not u'e t#e '%me ve)8 o) 'u8@ect $)onoun t#e 'econd 'tudent u'ed7 4e)8 ten'e' m%y 8e )e$e%ted if nece''%)y+ 8ut ve)8' m%y not+ %nd 'u8@ect $)onoun' m%y 8e )e$e%ted only %fte) t#ey #%ve %ll 8een u'ed once7 T#e &%me c%n continue %' lon& %' t#e te%c#e) (%nt'+ t#ou&# t(o )un' t#)ou&# %ll t#e 'u8@ect $)onoun' i' %n %$$)o$)i%te len&t#7 T#e te%c#e) m%y ()ite t#e full 'entence' on t#e 8o%)d+ 8ut '#ould %t le%'t >ee$ t)%c> of (#ic# 'u8@ect $)onoun' %nd ve)8' #%ve 8een u'ed7 E=%m$le! 0i)'t 'tudent! ;At t#e moment 7 7 7; Second 'tudent! ;7 7 7 - %m 'ittin& in % cl%'')oom7; Second 'tudent! ;L%'t ye%) 7 7 7; 85

T#i)d 'tudent! ;7 7 7 t#ey (ent to Eu)o$e7; T#i)d 'tudent! ;Eve)y d%y 7 7 7; 0ou)t# 'tudent! ;7 7 7 '#e t%>e' t#e 8u' to (o)>7;

Flip ! C!r&
Level: Any Level 1%tion%le! Student' develo$ voc%8ul%)y %nd+ %t #i&#e) level'+ $)%ctice $)o$e) (o)d o)de) 8y fo)min& 'entence'7 M%te)i%l'! St%nd%)d dec> of $l%yin& c%)d'7 Met#od! 0o) e%c# c%)d f)om %ce to >in&+ %''i&n t(o lette)' of t#e %l$#%8et+ %nd ()ite t#e'e on t#e 8o%)d7 A''i&nin& lette)' c%n 8e done %t )%ndom+ 8ut it i' lo&ic%l to #%ve 'ome 'o)t of o)de)+ e7&7!
A A N 2 B O 3 C P 4 D Q 5 E R 6 F S 7 G 8 H ! 9 I " 10 J # J K $ Q L % K M &

0o) 8e&inne)'! 0li$ % c%)d7 T#e 'tudent mu't t#in> of % (o)d 8e&innin& (it# one of t#e lette)' t#%t c%)d )e$)e'ent'7 -f+ fo) e=%m$le+ t#e c%)d i' % 3+ t#e 'tudent mu't '%y % (o)d 8e&innin& (it# , o) 7 4%)i%tion! T#e (o)d mu't fit % c%te&o)y+ e7&7 %nim%l'+ occu$%tion'+ etc7 fo) #i&#e) 8e&inne)' %nd inte)medi%te! 0li$ % ce)t%in num8e) of c%)d'9'%y+ 'even7 E%c# 'tudent mu't ()ite do(n % 'entence u'in& (o)d' 8e&innin& (it# t#e &iven lette)'+ in o)de)7 -f t#e te%c#e) 'o (i'#e'+ t#e 'tudent' c%n (o)> in 'm%ll &)ou$'7 Student' t#en )e%d t#ei) 'entence' %loud7 0o) %dv%nced! T%>in& tu)n' (it# e%c# c%)d fli$$ed+ 'tudent' o)%lly fo)m &)%mm%tic%lly %nd 'ynt%ctic%lly co))ect 'entence'7 0o) e=%m$le!
C'()*+ A, Q, K, Q, K, 6, 8, 7, 5, 4, 4, 10, 2, K, 2, 2, 8, 9, A, 7S'./01 *1231241+ A 0o5106 .o2716 0'89:1) .1((;06, <o( :;* 9(112 E01/:'23 )('27 =8;4706 >:;01 o('291 ?1@('* @(o89:3 o51( :829(6, I23100;9123, 2'89:36 9;('<<1*-

86

1in'o8 9Wit( irre'$l!r verb%:


Level: E%'y T#e te%c#e) $)e$%)e' % 5=5 &)id (it# 25 i))e&ul%) ve)8' in t#e $%'t ten'e in e%c# 'Cu%)e7 M%>e enou&# v%)i%tion' of t#e'e &)id' 'o e%c# 'tudent #%' one t#%t i' 'li&#tly Eo) ve)yF diffe)ent7 T#e te%c#e) t#en c%ll' out t#e ve)8' in t#ei) $)e'ent ten'e fo)m until % 'tudent &et' five in % di%&on%l o) #o)i?ont%l )o(7 .in&o: B#ile it m%y 'eem time9con'umin& to m%>e t#e &)id'+ t#ey c%n 8e u'ed ove) %nd ove)7 T#i' &%me i' )eceived ve)y ent#u'i%'tic%lly 8ec%u'e often+ 'tudent' %)e %l)e%dy f%mili%) (it# it7 -t i' &)e%t %' % (%)m9u$ %ctivity %nd c%n #%ve m%ny v%)i%tion' E$%'t9$%)tici$le+ time of d%y+ voc%8ul%)yF

;<eop!r&,;
Level: Medium to Difficult Select 4 o) 5 c%te&o)ie' 9 eit#e) &ene)%l E- no)m%lly u'e count)ie'+ '$o)t'+ %nim%l'+ food %nd d)in> %nd n%me'F o) %)e%' f)om t#e te=t8oo> t#%t i' in u'e 9 %nd t#en divide t#e 8o%)d into t#)ee 9 %''i&nin& e%c# %)e% (it# % $oint 'co)e E100+ 200+ 300 9 etc777F7 Divide t#e cl%'' into te%m'+ o) &et t#em to (o)> individu%lly %nd %'> t#em to 'elect % c%te&o)y %nd % 'co)e7 ,ount)ie' S$o)t' Anim%l' 0PD *%me' QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ 1 87

0 0 QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ 2 0 0 QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ 3 0 0 QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ

Du)in& you) $)e$%)%tion time+ t#in> %8out t#e e%'ie't %nd #%)de't %n'(e)' fo) e%c# c%te&o)y %nd t#e level of t#e 'tudent' %nd con'ide) #o( m%ny $o''i8le %n'(e)' t#e)e %)e fo) e%c# lette) of t#e %l$#%8et Ein t#e c%'e of '$o)t'! A)c#e)y+ .%'>et8%ll+ ,)ic>et+ Divin&+ ECue't)i%n+ etcF7 -f % te%m o) individu%l i' un%8le to %n'(e) o) &ive' %n inco))ect )e$ly+ t#en t#%t lette) )em%in' in t#%t $oint )%n&e until 'omeone %n'(e)' co))ectly7 -f % 't%lem%te 'itu%tion eve) occu)' 9 &ive co))ect %n'(e)' %nd encou)%&e t#e 'tudent' to )e$e%t t#em % fe( time'+ 'o %' t#ey (ill )emem8e) t#em7 T#i' &%me i' lot' of fun+ %nd my 'tudent' %l(%y' (%nt to $l%y7 0o) v%)i%tion+ you c%n d)%( % 'occe) $%)> o) 8%'>et8%ll cou)t on t#e 8o%)d %nd %''i&n %)e%' in t#e '%me (%y7

A&verbi!l C(!r!&e%
Level: Any Level E%c# 'tudent i' &iven % c%)d (it# % f%mili%) %dve)8 on it99i7e7 Cuic>ly+ %n&)ily+ loudly+ #%$$ily7 T#en t#e cl%'' tell' t#e 'tudent to do 'omet#in& 'o t#ey c%n &ue'' (#%t %dve)8 i' on t#e c%)d7 T#ey c%n tell t#e 'tudent to do t#in&' in $%ntomime+ li>e d)in> % 8o(l of 'ou$+ o) )e%lly do it in cl%''+ li>e o$en % doo) o) t%>e % 8oo> f)om t#e te%c#e)7 E,%nAt )ec%ll (#e)e - )e%d t#i' ide%+ 8ut it i' fun %nd c%n 8e $l%yed in te%m'7F

W(o !" I55


Level: Any Level 6ou c%n u'e t#i' (it# %ny 'u8@ect7 B)ite t#e n%me' of f%mou' $eo$le Emi=ed n%tion%litie'F on 'm%ll $iece' of $%$e)7 T%$e % n%me on t#e fo)e#e%d of e%c# 'tudent7 T#e individu%l 'tudent '#ould not 'ee #i' o) #e) $%$e)+ 8ut t#e ot#e)' '#ould7 T#en+ li>e (it# 20 Cue'tion'+ only ye' o) no Cue'tion' '#ould 8e %'>ed7 e)#%$' 't%)t (it# you)'elf %nd %'> ;Am - %m m%nI; -f t#e %n'(e) i' ye'+ - c%n %'> %&%in+ 8ut if t#e %n'(e) i' no+ itA' t#e 88

ne=t $e)'onA' tu)n7 l%y until eve)yone #%' &ue''ed (#o #e o) '#e i': T#i' c%n 8e $l%yed (it# n%tion%litie'+ count)ie'+ #ou'e#old o8@ect'+ %nyt#in& %nd itA' % &%'+ e'$eci%lly fo) %dult 'tudent'::

G$e%% t(e Ob*e+t


Level: Any Level T#e te%c#e) $)e$%)e' cutout $ictu)e' t#%t %)e $%'ted o) t%$ed to inde= c%)d'7 "ne 'tudent 'elect' % c%)d %nd mu't de'c)i8e it in En&li'# until %not#e) 'tudent c%n &ue'' t#e o8@ect7 T#i' i' ve)y muc# li>e ;20 Oue'tion'; 8ut in'te%d of t#e c#%llen&e 8ein& to %'> Cue'tion'+ t#e 8onu' i' on t#e c%)d#olde) to ve)8%li?e t#e de'c)i$tion7 T#e te%c#e) '#ould 8e c%)eful to 'elect $ictu)e' t#%t )eflect t#e voc%8ul%)y level of t#e 'tudent'7 Sim$le o8@ect'+ li>e ;8%8y;+ ;doo); o) ;c%); %)e &ood fo) 8e&inne)'7 L%te) on+ mo)e com$lic%ted $ictu)e' t#%t 'u&&e't %ction'+ 'cene' %nd )el%tion'#i$' could 8e u'ed+ li>e! ;mot#e) 8%t#in& c#ild;7

;Ti+ T!+ Toe; or ;No$'(t% !n& Cro%%e%;


Level: Any Level T#i' i' % &ood &%me fo) % )evi'ion o) fo) % )e%de)A' di'cu''ion7 Divide t#e cl%'' into t(o &)ou$'7 D)%( % &)id of nine 'Cu%)e' on t#e 8o%)d %nd ()ite % num8e) on e%c# 'Cu%)e Ef)om 1 to 9F7 )e$%)e nine Cue'tion' %nd 'et one Cue'tion fo) e%c# num8e)7 T#e &)ou$' c%ll out t#e num8e)' %nd if t#ey %n'(e) t#e Cue'tion co))ectly+ t#ey &et t#e $oint7 T#e &o%l of t#e &%me i' to m%>e % line E#o)i?ont%l+ ve)tic%l o) di%&on%lF7

Q$e%tion !n& An% er G!"e A+tivit,


Level: Any Level 2'u%lly 'tudent' %n'(e) com$)e#en'ion Cue'tion' %fte) % )e%din&7 B#y not #%ve 'tudent' c)e%te t#ei) o(n com$)e#en'ion Cue'tion'I - #%ve %nd it (o)>' (ell+ e'$eci%lly if t#i' %ctivity i' tu)ned into % &%me7 - do t#i' 8y #%vin& 'tudent' in 'm%ll &)ou$' (o)> to&et#e) to ()ite Cue'tion' %8out t#e te=t7 "nly Cue'tion' (#ic# c%n 8e %n'(e)ed 8y t#e te=t %)e %llo(ed7 "$inion Cue'tion' %)e not %llo(ed7 Afte) &)ou$' fini'# ()itin& t#ei) Cue'tion'+ t#ey %'> t#ei) Cue'tion' to %not#e) &)ou$ (#ic# mu't %n'(e) (it#in % '$ecified %mount of time Et#e te%c#e) decide' t#e time %cco)din& t#e cl%'' levelF7 -f t#e %n'(e) i' co))ect %nd &iven (it#in t#e time $e)iod+ t#e %n'(e)in& te%m )eceive' % $oint7 -f t#e %n'(e) i' inco))ect o) not found (it#in t#e time $e)iod+ t#e Cue'tionin& &)ou$ )eceive' % $oint+ 8ut t#ey mu't info)m t#e ot#e) &)ou$ of t#e %n'(e)7 E%c# &)ou$ t%>e' tu)n' %'>in& %nd %n'(e)in& Cue'tion'7

89

6i"=% G!"e on Vi&eo


Level: Any Level T#e t)%dition%l ;<imA' 5%me; u'e' % t)%y full of o8@ect' to 't)etc# t#e memo)y %nd voc%8ul%)y of t#e $l%ye)'7 T#i' ve)'ion u'e' movin& $ictu)e'7 T#e)efo)e+ % l%)&e) )%n&e of voc%8ul%)y+ (o)d cl%''e'+ %nd $#)%'e' c%n 8e elicited7 To l%y 17 Select %ny 'eCuence t#%t 'c%n' ove) % l%)&e num8e) of o8@ect'+ $eo$le o) include' m%ny %ction'7 E=%m$le'!

T#e o$enin& of ;M%'te)$iece T#e%t)e; T#e o$enin& of ;Mi%mi 4ice; T#e toy 'to)e in ;Home Alone --; A di'$l%y of Cui? &%me $)i?e'

27 Allo( $l%ye)' to vie( t#e 'e&ment once7 T#ey %)e not %llo(ed to t%>e note'7 37 -ndividu%lly o) in &)ou$'+ fo)m % li't of %' m%ny of t#e o8@ect'+ $eo$le o) %ction' in t#e 'cene %' c%n 8e )emem8e)ed7 47 l%y t#e 'cene %&%in u'in& 'till f)%me' to c#ec> off t#e t#in&' on t#e li't7 Sco)e one $oint fo) e%c# co))ect item 8ut minu' one fo) %ny item on t#e li't t#%t i' not in t#e 'cene7 4%)i%tion 90

*%))o( t#e )%n&e of t#in&' %llo(%8le on t#e li't7 E=%m$le'! T#in&' t#%t 't%)t (it# E$ic> % lette) of t#e %l$#%8etF7 T#in&' t#%t %)e E$ic> % colo) o) Cu%lityF7 T#in&' m%de of E$ic> % m%te)i%lF7 T#in&' u'ed fo) E$ic> %n %ctionF7

Vi&eo S+!ven'er H$nt


Level: Any Level ,#oo'e % movie+ % 'e)ie' of T4 comme)ci%l' o) %ny ot#e) video9t%$ed )e'ou)ce t#%t you li>e o) t#%t le%)ne)' %)e f%mili%) (it# %nd com$ile li't' of t#in&' fo) vie(e)' o) li'tene)' to find7 -t i' %l'o $o''i8le to $)e$%)e % li8)%)y of film' %nd %llo( t#e $l%ye)' to 'e%)c# t#e t%$e'7 E%c# te%m &et' % diffe)ent li't7 -f only one m%c#ine i' %v%il%8le+ % time limit m%y 8e 'et %nd t#e te%m t#%t find' t#e mo't in t#e %llotted time (in'7 -t i' %l'o $o''i8le to %''i&n t#i' %' % (ee> lon& #unt Eon 'tudentA' o(n timeF7 -n 'uc# % c%'e+ one t%$e o) m%ny t%$e' c%n 8e u'ed7 He)e %)e 'ome 'u&&e'ted c%te&o)ie'! -nfo)m%tion! A'> $l%ye)' to find '$ecific f%ct' o) fi&u)e'7 T#e'e f%ct' m%y 8e ve)8%l o) vi'u%l7 -nfo)m%tion found on c#%)t'+ &)%$#' %nd in t#e clo'in& c)edit' of % film %)e &ood 'ou)ce'7 ,ount'! ,ount t#e num8e) of time' % ce)t%in (o)d i' '%id in % cli$7 ,ount t#e num8e) of $eo$le o) o8@ect' of % ce)t%in Cu%lity Ee7&7 $eo$le+ (#o %)e m%le+ o) $eo$le (e%)in& 8lue+ o) o8@ect' m%de of (oodF7 ,ount t#e num8e) of $eo$le doin& % $%)ticul%) %ctivity Ee7&7 $eo$le (#o t%l> to % $%)ticul%) c#%)%cte)+ $eo$le 'lee$in& in cl%''+ $eo$le 8o%)din& % t)%inF7 ,ount t#e num8e) of time' % $%)ticul%) %ction i' $e)fo)med Ee7&7 num8e) of time' % c#%)%cte) &oe' u$ %nd do(n 't%i)'+ c)o''e' % 8)id&e+ li&#t' % ci&%)etteF7 Scene'! 0ind % $%)ticul%) 'cene Ee7&7 % love 'ceneF+ loc%tion Ee7&7 % )ive)+ %)i'F+ vie( o) 'oci%l %ctivity Ee7&7 % $icnic+ % '$eec#F7

91

S$eec# Act'! 0ind %n e=%m$le of % '$eec# %ct7 EE7&7 invitin&+ )efu'in&+ )eCue'tin&+ m%>in& %n int)oduction+ %$olo&i?in&F7

Con+entr!tion U%in' !n Over(e!& /ro*e+tor


Level: Any Level T#i' i' % &%me fo) t#e ove)#e%d $)o@ecto)7 -t i' % ve)'ion of t#e &%me ;,oncent)%tion; in (#ic# 'tudent' fli$' ove) c%)d' of item' to find m%tc#in& $%i)'7 0o) t#e ove)#e%d $)o@ecto) you (ill need to m%>e % &)id of 'Cu%)e' on % t)%n'$%)ency7 0ive 'Cu%)e' %c)o'' 8y fou) do(n7 - m%>e t#e 'Cu%)e %8out 1725 inc#e' on % 'ide7 At t#e to$ of t#e &)id ()ite t#e lette)' TH-*<+ one lette) ove) e%c# column7 Do(n t#e left 'ide of t#e &)id ()ite t#e num8e)' 1234+ one num8e) to e%c# )o(7 M%>e % t)%n'$%)ency of you) &)id7 *e=t+ cut out c%)d8o%)d o) #e%vy $%$e) ;tent';! 'm%ll )ect%n&ul%) $iece' @u't l%)&e enou&# to cove) e%c# '$%ce7 - c%ll t#em tent' 8ec%u'e t#ey #%ve % little fl%$ (#ic# - u'e to $ic> t#em u$7 )e$%)e t#e &%me in %dv%nce7 6ou #%ve to t#in> of ten $%i)' of %ny item7 0o) e=%m$le+ ten $%i)' of o$$o'ite'+ ten $%i)' of i))e&ul%) $%'t ten'e fo)m' E&et+ &otF o) ten $%i)' of % $ictu)e %nd % (o)d7 B)ite Eo) d)%(F one (o)d o) $ictu)e in e%c# '$%ce in % )%ndom f%'#ion7 l%ce t#e t)%n'$%)ency on t#e "H E(it# t#e li&#t offF %nd cove) e%c# '$%ce7 B#en you tu)n t#e li&#t on+ t#e 'tudent' (ill 'ee t#e &)id 8ut e%c# im%&e o) (o)d (ill 8e d%)>7 E6ou (ill 8e %8le to 'ee t#e (o)d' %nd im%&e' illumin%ted t#)ou&# t#e $%$e)F T" LA6! -n't)uct t#e 'tudent' E%nd model of cou)'e t#e fi)'t timeF t#%t t#ey %)e to $ic> t(o 'Cu%)e' 8y c%llin& out % num8e) %nd % lette) fo) e%c# 'Cu%)e7 0o) e=%m$le T2 %nd *47 6ou uncove) t#e '$%ce' %' 'tudentD' c%ll' out t#e lette)7 -f t#e t(o '$%ce' uncove)ed %)e % m%tc# ()ite t#e 'tudentA' n%me in t#e '$%ce' (it# % m%)>e) %nd to'' t#em % $)i?e E% $iece of c%ndy 'e)ve' nicelyF7 -f t#e t(o '$%ce' %)e not % m%tc#+ cove) t#em 8%c> u$ %nd c%ll % diffe)ent 'tudent7 A' '$%ce' %)e uncove)ed+ e=citement 8uild' in t#e cl%'')oom until t#e l%'t t(o '$%ce'7 Since t#e'e %)e o8viou' (inne)'+ you c%n t%>e t#e o$$o)tunity fo) te%c#e) in'$i)ed #umo) %nd c%ll on eit#e) t#e cl%'' ;comic; m%>in& % 8i& di'$l%y of ;A)e you 'u)eI; o) %ny ot#e) individu%l (#o m%y8e #%d )e$e%ted inco))ect %n'(e)'7 92

An individu%l &%me u'u%lly t%>e' 8et(een 15 %nd 20 minute' to com$lete7 -f you >ee$ 'eve)%l t)%n'$%)encie' of t#e &)id #%ndy+ you c%n $)e$%)e % &%me $)etty f%'t fo) t#e l%'t $%)t of t#e cl%''7 -f you %)e doin& % unit on i))e&ul%) $%'t ten'e+ you c%n $)e$%)e % &)id u'in& t#e '$ecific ve)8' t#%t you )evie(ed in t#e le''on7 T#i' &%me (%' int)oduced to me 8y vete)%n Lo' An&ele' 2nified Sc#ool Di't)ict te%c#e) 4id% Hellm%n Eno( )eti)edF7

/rove it
Level: E%'y to Medium 5ive you) 'tudent' one o) mo)e 't%tement' to $)ove o) di'$)ove7 T#e 't%tement' c%n tie in (it# t#e to$ic o) t#e &)%mm%) $oint of t#e cl%''7 E=%m$le'! *o8ody in t#i' cl%'' li>e' (inte)7 Eve)yone #e)e c%n d)%( % 4ol>'(%&en .eetle c%)7 Student' t%l> to %' m%ny ot#e) 'tudent' %' $o''i8le to $)ove3di'$)ove t#e 't%tement'7 T#en t#ey &ive feed8%c> to t#e cl%''! AT#i' 't%tement i' not t)ue7 T#e)e %)e %t le%'t 5 $eo$le in t#i' cl%'' (#o li>e (inte)7

W(!t=% t(e Wor&5


Level: Medium to Difficult "n %n inde= c%)d+ ()ite % (o)d Ee=%m$le! 'c#oolF %nd ()ite 4 o) 5 >ey (o)d' t#%t c%nnot 8e u'ed to de'c)i8e t#%t $%)ticul%) (o)d7 EE=%m$le! te%c#e)'+ 8l%c>8o%)d'+ 'tudent'+ de'>'+ te't'F Any ot#e) (o)d' c%n 8e u'ed e=ce$t fo) t#e (o)d' ()itten on t#e inde= c%)d7 A '%m$le c%)d (ould loo> li>e t#i'! S,H""L te%c#e)D' 8l%c>8o%)d' 'tudentD' de'>' te't'

T ent, Q$e%tion%
Level: Any Level 0i)'t one mem8e) of t#e cl%'' c#oo'e' %n o8@ect+ %n occu$%tion+ o) %n %ction (#ic# eve) you decide7 T#en mem8e)' of t#e cl%'' t)y to di'cove) (#%t it i' 8y %'>in& Cue'tion' (#ic# c%n 8e %n'(e)ed 8y ;ye'; o) ;no; 0o) e=%m$le+ if t#e 'u8@ect i' ;occu$%tion'; t#en t#e Cue'tion' mi&#t 8e li>e t#e'e7 Do you (o)> in t#e evenin&'I 93

Do you (o)> %loneI Do you (o)> out'ideI

Si"on S!,%
Level: E%'y T#i' &%me (#ic# i' often $l%yed 8y n%tive9'$e%>e) c#ild)en i' ve)y u'eful in t#e ESL cl%'')oom7 T#e $e)'on c#o'en %' ;Simon; 't%nd' in f)ont of t#e cl%'')oom %nd i''ue' comm%nd'7 T#e )e't of t#e cl%'' only follo(' t#e'e comm%nd' if $)efi=ed (it# t#e (o)d' ;Simon '%y';7 -f 'omeone follo(' % comm%nd not $)efi=ed 8y ;Simon '%y';+ #e i' out of t#e &%me7 T#e l%'t $e)'on )em%inin& 8ecome' t#e ne=t ;Simon;7 Some e=%m$le' of comm%nd' %)e! 't%nd u$+ 'it do(n+ touc# you) left e%)+ %nd '%y ;ye';

W(i%perin' G!"e
Level: E%'y Divide t#e cl%'' into t(o te%m'7 Line u$ t#e $l%ye)'7 -f t#e)e %)e %n odd num8e) of $l%ye)'+ one c%n 8e t#e te%c#e)A' ;#el$e);7 T#e te%c#e) o) #i' #el$e) (#i'$e)' % me''%&e to t#e fi)'t $e)'on of 8ot# &)ou$ A %nd &)ou$ .7 T#e &%me only 't%)t' (#en 8ot# $l%ye)' >no( t#e me''%&e7 T#en e%c# $l%ye) (#i'$e)' t#e me''%&e to t#e ne=t $l%ye) in #i' &)ou$ 'ucce''ively until t#e l%'t $l%ye) &et' t#e me''%&e7 T#e te%m (#ic# c%n )e$e%t t#e me''%&e fi)'t %nd co))ectly )eceive' % $oint7 St%)t t#e &%me ove) (it# t#e 'econd 'tudent of e%c# &)ou$ 8ecomin& t#e fi)'t one' in line7

H!n'"!n
Level: Any Level Divide t#e cl%'' into t(o te%m'7 "n t#e 8l%c>8o%)d+ d)%( '$%ce' fo) t#e num8e) of lette)' in % (o)d7 H%ve t#e $l%ye)' &ue'' lette)' in t#e (o)d %lte)n%tin& 8et(een t#e te%m'7 -f % lette) in t#e (o)d i' &ue''ed co))ectly+ t#e te%c#e) ()ite' it into t#e co))ect '$%ce7 -f % lette) i' &ue''ed (#ic# i' not in t#e (o)d+ t#e te%c#e) d)%(' $%)t of t#e m%n 8ein& #%n&ed7 T#e te%m' (#ic# c%n &ue'' t#e (o)d fi)'t )eceive' % $oint t#en 't%)t t#e &%me ove)7

94

A F$n Re!&in' Q$i> G!"e


,ent)%l -n'titute of En&li'# %nd 0o)ei&n L%n&u%&e' 1e%din& i' 'een %' % 8o)in& t%'> fo) mo't 'tudent' %ttendin& l%n&u%&e cl%''e' on % $)ofe''ion%l cou)'e7 T#i' &%me '#o(' #o( )e%din& c%n 8e m%de %n e=citin& %ctivity if it i' $)e'ented in t#e fo)m of % Cui?7

Intro&$+tion
A l%c> of inte)e't in %ttendin& l%n&u%&e cou)'e' i' % $e)'i'tent $)o8lem t#%t mo't te%c#e)' te%c#in& En&li'# to 'tudent' en)olled in $)ofe''ion%l cou)'e' f%ce7 And (#en l%n&u%&e cl%''e' %)e %ttended+ t#e 8i&&e't c#%llen&e lie' in motiv%tin& 'tudent' to )e%d7 B#ile te%c#in& on % communic%tion' cou)'e to fi)'t ye%) en&inee)in& 'tudent'+ (e found t#%t one (%y of motiv%tin& 'tudent' to )e%d+ im$)ove t#ei) 'tudy '>ill' %nd $)omote $ee) te%c#in&3le%)nin& %nd &)ou$ dyn%mic' (%' to tu)n t#e )e%din& %ctivity into % Cui?7

/ro+e&$re
Student' (e)e $)ovided (it# % )e%din& te=t7 T#ey (e)e %'>ed to )e%d t#e enti)e te=t once individu%lly7 T#e 'tudent' (e)e t#en divided into t(o &)ou$'7 T#e te=t (%' %l'o divided into t(o 'ection' of %$$)o=im%tely eCu%l len&t#7 E%c# &)ou$ (%' %''i&ned one #%lf of t#e te=t7 T#e t(o &)ou$' (e)e in't)ucted to )e%d t#e $%''%&e' %''i&ned to t#em7 T#ey t#en #%d to f)%me Cue'tion' 8%'ed on t#e $%''%&e t#%t t#ey (ould 95

$o'e to mem8e)' of t#e o$$o'ite &)ou$7 T#e te%c#e) t#en l%id do(n % fe( &uideline' t#%t t#ey #%d to follo( (#ile $)e$%)in& t#e Cue'tion'7 T#e Cue'tion' f)%med #%d to include com$)e#en'ion Cue'tion'+ 8ot# &lo8%l %nd infe)enti%l+ voc%8ul%)y item' %nd &)%mm%) item'7 T#e 'tudent' (e)e told t#%t t#ey could u'e diffe)ent e=e)ci'e ty$e' 'uc# %' t)ue3f%l'e+ ye'3no+ $)ovidin& (o)d' f)om t#e te=t t#%t m%tc#ed % $%)ticul%) diction%)y me%nin&+ 'ynonym'+ %ntonym' %nd 'o on7 T#ey (e)e encou)%&ed to u'e t#e diction%)y (#ile f)%min& Cue'tion'7 E%c# mem8e) of t#e &)ou$ #%d to cont)i8ute %t le%'t t(o Cue'tion'7 Afte) #%vin& $)e$%)ed t#e Cue'tion' t#ey (e)e %'>ed to )e%d t#e ot#e) #%lf of t#e $%''%&e %' t#ey (ould #%ve to %n'(e) Cue'tion' 8%'ed on it Et#ey (ould 8e %'>ed Cue'tion' 8y t#e o$$o'ite &)ou$F7 "nce %ll t#e Cue'tion' #%d 8een $)e$%)ed %nd t#e &)ou$' (e)e )e%dy to 8e&in t#e Cui?+ t#e )ule' of t#e &%me (e)e l%id do(n7 E%c# $e)'on in % &)ou$ &ot % c#%nce to %'> % Cue'tion to % mem8e) of t#e o$$o'ite &)ou$7 T#i' (%' to en'u)e t#%t eve)y one &ot % c#%nce to %'> % Cue'tion %nd %n'(e) one %' (ell7 T#e $e)'on (#o %'>ed t#e Cue'tion (ould decide if t#e %n'(e) (%' t#e co))ect one7 -n c%'e of dou8t o) %ny di'%&)eement+ t#e te%c#e) (ould 'te$ in %nd medi%te7 E%c# co))ect %n'(e) (%' (o)t# one $oint7 E%c# te%m (%' &iven % time limit of t(o minute' to %n'(e) % Cue'tion7 )om$tin& % te%m mem8e) (%' di'cou)%&ed7 All t#e 'tudent' (e)e t#e)efo)e )eCui)ed to )e%d t#e te=t (ell7 T#e te%m (it# t#e m%=imum num8e) of $oint' (ould 8e decl%)ed t#e (inne)7

"nce t#e 'tudent' 8e&%n (o)>in& on t#e '$ecific te=t' %''i&ned to t#em (e found t#%t! T#ey en&%&ed (it# t#e te=t (it# % de&)ee of inten'ity %nd t#o)ou&#ne'' t#%t (e #%d not 'een e%)lie)7 T#ey u'ed t#ei) diction%)ie' to loo> u$ me%nin&' of ne( (o)d'7 Ent)ie' (it# multi$le me%nin&' (e)e loo>ed %t mo)e c%)efully %nd cl%)ific%tion' (e)e 'ou&#t f)om t#e te%c#e) %8out t#ei) u'e7 T#ey 8e&%n to $%y mo)e %ttention to 'ym8ol' %ccom$%nyin& t#e ent)ie' li>e H4+ -DM7 2'u%lly+ t#e 'tudent' i&no)ed t#e info)m%tion conveyed 8y t#e'e 'ym8ol'7 E%c# mem8e) of t#e &)ou$ $%)tici$%ted %ctively in t#e $)e$%)%tion of Cue'tion'7 Even t#o'e (#o (e)e &ene)%lly Cuiet in cl%'' too> inte)e't in t#e %ctivity7 o''i8le Cue'tion' (e)e 'u&&e'ted %nd (#ile 'ome (e)e %cce$ted ot#e)' (e)e )e@ected on t#e &)ound' t#%t t#ey (e)e too e%'y o) di)ect7 At %ll time'+ t#e ende%vo) (%' to $o'e c#%llen&in& Cue'tion' to mem8e)' of t#e o$$o'ite &)ou$7 "ne &)ou$ 'u8divided it'elf into 'm%lle) &)ou$' %nd e%c# &)ou$ too> u$ t#e )e'$on'i8ility of $)e$%)in& % 'et of Cue'tion' fo) diffe)ent e=e)ci'e ty$e'7 T#ey t#en &ot to&et#e) %nd com$iled t#e enti)e 'et of Cue'tion'7 5)ou$ mem8e)' en'u)ed t#%t t#e (e%>e) mem8e)' of t#ei) &)ou$ #%d loo>ed %t 'ome of t#e mo)e im$o)t%nt $oint' in t#e te=t c%)efully 'o t#%t t#ey (ouldnDt lo'e $oint'7 -n f%ct+ 'ome ve)y cove)t $)om$tin& did occu) until mem8e)' of t#e o$$o'ite &)ou$ o8@ected: T#e $oint (e (ould li>e to 't)e'' #e)e i' t#%t eve)yone (%' involved in t#e %ctivity %nd mo)e im$o)t%ntly t#e 'tudent' t#em'elve' did t#e te%c#in&3le%)nin&7 Due to t#e n%tu)e of t#e e=e)ci'e+ t#e 'tudent' (e)e )el%=ed7 Since it (%' $e)ceived of %' % &%me+ %n=iety level' (e)e lo( %nd %ll (e)e motiv%ted to $%)tici$%te7 -t i' in % (ell9>no(n f%ct t#%t % le%)nin& 'itu%tion t#%t #%' % Llo( %ffective filte)K E<)%'#en+ 1987F )educe' %n=iety %nd m%>e' le%)ne)' mo)e comfo)t%8le7 T#i' encou)%&e' t#em to u'e l%n&u%&e %nd le%)nin& 8ecome' mo)e effective ELittle(ood+ 1995F7 96

0in%lly %nd mo't im$o)t%ntly+ t#e 'tudent' )e%d % te=t enti)ely on t#ei) o(n (it#out )e%li?in& t#%t t#ey (e)e $e)fo)min& % t%'> t#%t mo't of t#em di'li>ed 9 1EAD-*57

Con+l$%ion
T#i' >ind of %ctivity i' one (%y of motiv%tin& 'tudent' to )e%d %nd 'u't%inin& t#ei) inte)e't in )e%din&7 B#en )e%din& 8ecome' % &%me it t%>e' %(%y t#e monotony t#%t t#ey %$$e%) to %''oci%te (it# t#e %ct of en&%&in& (it# t#e $)inted $%&e7 -n'te%d t#e &%me %'$ect come' to t#e fo)e&)ound7 T#e 'tudent 8elieve' #e i' $l%yin& % &%me Eof cou)'e 'ome 'm%)t one' )e%li?e (#%t i' %ctu%lly #%$$enin&:F %nd t#e te%c#e) 'ucceed' in &ettin& #im to )e%d (it#out #i' &ettin& 8o)ed7 A' t#e 'tudent' 't%)t )e%din& mo)e com$le= $%''%&e'+ t#e te%c#e) c%n modify t#e )ule' of t#e &%me to include mo)e c#%llen&in& e=e)ci'e ty$e'7 5)ou$' c%n 8e %'>ed to $)e$%)e e=e)ci'e' fo) t#ei) cl%''m%te' (#o c%n

97