This action might not be possible to undo. Are you sure you want to continue?
(Can be used and formatted for any level)
The words will change depending on what their vocab is for that week. But the cards will either have a vocab word, in which case, they’d have to give me a definition of it in their own words, or it could have a definition on the card, and the student would have to respond with the word. Or, the card could have the word on it, and the student would have to use the word correctly in a sentence.
Make cards that have to do with the grammar we’re learning at the moment. Have the cards have multiple choice questions such as: She will _______my breakfast this morning a. cooks b. cooked c. cooking d. cook We ______ for our trip to the beach. a. pack b. packing c. packed d. packs What time does he _____ dinner usually? a. eats b. eat c. eaten d. ate e. eating
On each card put a few words and then have them write a sentence on the board properly using those words and correct grammar. -future, job, unless -dangerous, car, road -fruit, party, dice
Have a short reading passage on the card, which the other team will read to the team who’s turn it is, along with a question following about the passage. Susan likes to eat apples. She likes to eat big red apples. She likes to wear a blue hat. She wears a big blue hat on her head. She wears a hat and eats an apple. She drinks some water from a white cup. Susan drinks water and eats apples. She doesn’t cut the apple with a knife. A knife is sharp. She just eats the apple.
She holds the apple in her hand. She bites into the apple with her teeth. She licks her lips. She drinks more water. She wipes her mouth with her hand. **What type of apples does Susan like to eat? Answer: Red
Have cards with prompts on them with things such as “If I had a million dollars…” or questions they have to answer like, “Tell me about your favorite vacation”.
Have sentence scrambles that have to do with American holidays that they have to unscramble. -presents get Christmas give we and at. -trick children or at Halloween treat. -pilgrims at Thanksgiving celebrate we coming of the
STORY-A CHRISTMAS CAROL
(Intermediate to Upper intermediate) Link to the story: http://www.lang.nagoya-u.ac.jp/~matsuoka/cgibin/carol/hmt/carol.pdf? (I also have the text version of this story at home, in the case that the link disappears or doesn’t work.)
Write in the part of speech, come up with one or two synonyms and antonyms, then write your own sentence using the word correctly. 1 .Abyss ( )-bottomless hole, vast expanse or depth. Synonyms: Antonyms: Sentence: 2. Affable ( )-friendly, courteous, amiable. Synonyms: Antonyms: Sentence: 3. Beguile ( ): to deceive, to mislead. Synonyms: Antonyms: Sentence: 4. Boisterous ( ): rowdy and rough. Synonyms: Antonyms: Sentence: 5. Caustic ( ): Sarcastic or biting. Synonyms:
Antonyms: Sentence: 6. Desolate ( ): Deserted; without inhabitants; barren. Synonyms: Antonyms: Sentence: 7. Disdain ( ): Intense dislike. Synonyms: Antonyms: Sentence: 8. Elicit ( ): To bring about a response. Synonyms: Antonyms: Sentence: 9. Flaunt ( ): To show off or display. Synonyms: Antonyms: Sentence: 10. Hideous ( ): very ugly; offensive or shocking. Synonyms: Antonyms: Sentence: 11. Loathe ( ): to detest. Synonyms: Antonyms: Sentence: 12. Morose ( ): Being sullen or gloomy. Synonyms: Antonyms: Sentence: 13. Penitent ( ): Showing remorse. Synonyms: Antonyms: Sentence: 14. Protrusion ( ): something sticking out. Synonyms: Antonyms: Sentence: 15. Revere ( ): to honor or regard with respect. Synonyms: Antonyms: Sentence:
Fill in the blank with the correct preposition
time: after, at, before, during, past, since, till, to, until, upon location: about, above, across, after, against, along, among, around, at, behind, below, beneath, beside, between, beyond, by, down, from, in, inside, into, on, onto, out, outside, over, through, to, toward, under, underneath, up, upon. possession: by, of, to, with. other: despite, except, for, like, off, throughout.
1. He was ________ his stool in a jiffy; driving away ______his pen, as if he were trying to overtake nine o'clock. 2. As to you, nephew, I wonder why you don't go ______ Parliament. You talk enough nonsense. 3. And, ______ that, you can pop______ to Parthegill's and tell Ephrahaim Parthegill you've come ______ the seventeen shillings and sixpence he's owed me since Michelmas. And tell him I shall have a constable ______ there if he doesn't pay up at once. 4. If I could work my will, every idiot who goes______ with 'Merry Christmas' on his lips'd be boiled ______his own pudding, and buried _____ a stake of holly ______his heart. 5. I wear the chain I forged ______ life. I made it link ______link, and yard______ yard; ______ my own free will. 6. Bear but a touch _____ my hand ______ your heart, and you shall be upheld _____more than this. Come! Follow me! 7. It is required ________ every man that the spirit within him should walk abroad ________ his fellowmen, and travel far and wide, to witness what it cannot share, but might have shared ______ earth, and turned ______happiness. 8. He's been ______ church ______ Tiny Tim. They'll be ______ directly. 9. And that bleak building ______ there? 10. Belle, have I changed ________ you? 11. It's light pours _______ the homes _______ rich and poor alike. 12. At last he came. His hat was off, _______ he opened the door; his comforter
too. He was _______ his stool _______ a jiffy; driving away with his pen, as if he were trying _______ overtake nine o'clock.
Read the story as a class. Have everyone in the class take turns reading it.
Write about a favorite holiday from your own culture. answering.
The students will be required to answer the following questions to make sure they were listening while the story was being read. 1. List three things in part one that prove the setting of the story is England, 1843. 2. List three characters in the story and their relationship with Scrooge. 3. Explain how Scrooge's lifestyle is inconsistent with his wealth. 4. Who is Marley? What is Marley's relationship to Scrooge? 5. Using complete sentences, carefully describe the appearances of each spirit.
What physical change took place in the spirit of Christmas Present from his when he first appears in the story to when he leaves?
The spirit of Christmas present and Scrooge visit Bob Cratchit's home. Using complete sentences and specific details, describe the home, the children, and the dinner. 8. Why is the spirit of Christmas present a stranger to Scrooge? 9. Which spirit was the most frightening to Scrooge? Why? 10. Which spirit had the greatest effect on Scrooge? Why? 11. Scrooge says, "I am not the man I was." Why does he mean? What causes the change? 12. Explain why the visions of the future would convince Scrooge to alter his life. 13. How does Scrooge show he is sincere about his promise to keep Christmas all year?
14. Predict what Scrooge's future life will be like.
Split them up into groups and assign them a portion of the play to remake and act out themselves. They will not be able to read off of scripts but I’ll just give them enough time to be able to come up with their own version and then they’ll have to sort of talk as they go. Some ideas for parts of the play that they could reinvent: • Ghost of Christmas Past • Ghost of Christmas Present • Ghost of Christmas Future • Beginning of story in Scrooge’s business • End of the play when he realizes he hasn’t missed Christmas day. What I meant by reinvent is, put in their own words and put their own twist on the story. They could make it a more modern version, or make it so the ghost takes him to a different place, they can be creative as they’d like. They wouldn’t be allowed to write up scripts, so I’d be grading them on how well they were speaking, taking into consideration that they are being put sort of on the spot.
Bring in a short story from your own culture. Then I’ll have them get in groups, and share them with their groups and talk about the themes behind them and why those are important in their culture. Go to this website (http://www.santas.net/aroundtheworld.htm) and see and talk about the Christmas traditions of the countries where my students are from.
( intermediate and higher levels) This activity is centered around culture and traditions. The pictures represent traditions I have in my own family and also a cultural aspect as they show a number of cultural things about America.
Culture: If able, have each student bring 3 pictures that show or
depict their cultural traditions, or traditions they have just in their families. If it isn’t possible to bring in pictures like that, have them bring in something from home that represents the same. Writing: Write a paragraph about what their pictures represent and how even though they are living in America (if teaching in the U.S.) they plan on keeping these cultural or familial traditions alive. Speaking: Divide the class into groups and have them each research the culture and traditions of a specific country. Then have them give a presentation what they learned. Each student in the group will be required to participate and talk about an aspect of the country. Listening: I will talk about each of my three pictures shown above, explaining what they are, and the traditions that my family has. Along with that, I’ll give the students a worksheet with questions that they have to answer about what I’m talking about. Picture 1 1. Does my family use a fake Christmas tree or a real one? 2. About how tall is our Christmas tree each year? 3. Where do most of our Christmas ornaments come from? 4. What is one thing we do every Christmas eve? Picture 2 1. Who is in the picture with me? 2. What is the thanksgiving tradition pictured? 3. Why do I love that tradition so much? 4. Where is this race run each year? 5. What is my favorite part of running in this race? Picture 3 1. What is it that my family tries to do each year? 2. What are some places that we’ve been backpacking in the past? 3. Have we ever seen any bears? 4. Why does my family no longer do this tradition?
Reading: Have the students read this article on culture shock. Culture Shock
Kalvero Oberg was one of the first writers to identify five distinct stages of culture shock. He found that all human beings experience the same feelings when they travel to or live in a different country or culture. He found that culture shock is almost like a disease: it has a cause, symptoms, and a cure. Whenever someone travels overseas they are like "a fish out of water." Like the fish, they have been swimming in their own culture all their lives. A fish doesn't know what water is. Likewise, we often do not think too much about the culture we are raised in. Our culture helps to shape our identity. Many of the cues of interpersonal communication (body language, words, facial expressions, tone of voice, idioms, slang) are different in different cultures. One of the reasons that we feel like a fish out of water when we enter a new culture, is that we do not know all of the cues that are used in the new culture. Psychologists tell us that there are five distinct phases (or stages) of culture shock. It is important to understand that culture shock happens to all people who travel abroad, but some people have much stronger reactions than others. During the first few days of a person's stay in a new country, everything usually goes fairly smoothly. The newcomer is excited about being in a new place where there are new sights and sounds, new smells and tastes. The newcomer may have some problems, but usually accepts them as just part of the newness. They may find themselves staying in hotels or be with a homestay family that is excited to meet the foreign stranger. The newcomer may find that "the red carpet" has been rolled out and they may be taken to restaurants, movies and tours of the sights. The new acquaintances may want to take the newcomer out to many places and "show them off." This first stage of culture shock is called the "honeymoon phase." Unfortunately, this honeymoon phase often comes to an end fairly soon. The newcomer has to deal with transportation problems (buses that don't come on time), shopping problems (can't buy favorite foods) or communication problems (just what does "Chill out, dude." mean?). It may start to seem like people no longer care about your problems. They may help, but they don't seem to understand your concern over what they see as small problems. You might even start to think that the people in the host country don't like foreigners.
This may lead to the second stage of culture shock, known as the "rejection phase." The newcomer may begin to feel aggressive and start to complain about the host culture/country. However, it is important to recognize that these feelings are real and can become serious. This phase is a kind of crisis in the 'disease' of culture shock. It is called the "rejection" phase because it is at this point that the newcomer starts to reject the host country, complaining about and noticing only the bad things that bother them. At this stage the newcomer either gets stronger and stays, or gets weaker and goes home (physically, or only mentally). If you don't survive stage two successfully, you may find yourself moving into stage three: the "regression phase." The word "regression" means moving backward, and in this phase of culture shock, you spend much of your time speaking your own language, watching videos from your home country, eating food from home. You may also notice that you are moving around campus or around town with a group of students who speak your own language. You may spend most of this time complaining about the host country/culture Also in the regression phase, you may only remember the good things about your home country. Your homeland may suddenly seem marvelously wonderful; all the difficulties that you had there are forgotten and you may find yourself wondering why you ever left (hint: you left to learn English!). You may now only remember your home country as a wonderful place in which nothing ever went wrong for you. Of course, this is not true, but an illusion created by your culture shock 'disease.' If you survive the third stage successfully (or miss it completely) you will move into the fourth stage of culture shock called the "recovery phase" or the "at-ease-at-last phase." In this stage you become more comfortable with the language and you also feel more comfortable with the customs of the host country. You can now move around without a feeling of anxiety. You still have problems with some of the social cues and you may still not understand everything people say (especially idioms). However, you are now 90% adjusted to the new culture and you start to realize that no country is that much better than another - it is just different lifestyles and different ways to deal with the problems of life. With this complete adjustment, you accept the food, drinks, habits and customs of the host country, and you may even find yourself preferring some things in the host country to things at home. You have now understood that there are different ways to live your life and that no way is really better
than another, just different. Finally you have become comfortable in the new place. It is important to remember that not everyone experiences all the phases of culture shock. It is also important to know that you can experience all of them at different times: you might experience the regression phase before the rejection phase, etc. You might even experience the regression phase on Monday, the at ease phase on Tuesday, the honeymoon phase on Wednesday, and the rejection phase again on Thursday. "What will Friday be like?" Much later, you may find yourself returning to your homeland and - guess what? - you may find yourself entering the fifth phase of culture shock. This is called "reverse culture shock" or "return culture shock" and occurs when you return home. You have been away for a long time, becoming comfortable with the habits and customs of a new lifestyle and you may find that you are no longer completely comfortable in your home country. Many things may have changed while you were away and - surprise! surprise! - it may take a little while to become at ease with the cues and signs and symbols of your home culture.
Have the students write 3 short paragraphs. One about an experience they’ve had in the past, whether it be a trip they’ve taken and experience culture shock or a tradition they use to have. Another paragraph about a tradition they do now and the last about a tradition or cultural experience they’d like to have in the future. This will help them practice their past, present and future tenses of verbs.
circling 11. cue 12. idiom 13. slang
1. stage 2. culture 3. shock 4. disease 5. symptoms
6. cure 7. identity 8. honeymoon 9. phase
14. newcomer 15. adjust
1. Which of the following words means something that suprises or upsets you?
b. culture c. shock d. cure
2. This word refers to the history, language, art and food of a particular nation or people. a. disease b. identity c. culture d. phase 3. You can use this verb to talk about changing the channel or volume on your tv, changing the way you sit in your chair, or becoming more comfortable in a new culture. a. adjust b. phase c. symptom d. phase 4. Which of the following words means a signal or sign for you to do something? a. newcomer b. cue c. reaction d. adjust
5. If somebody arrives in a new country, that person is a foreigner; however, there is a friendlier, a better word we can use to describe someone from another country. What is it? a. culture b. honeymoon c. symptom d. newcomer
This action might not be possible to undo. Are you sure you want to continue?
We've moved you to where you read on your other device.
Get the full title to continue reading from where you left off, or restart the preview.