This action might not be possible to undo. Are you sure you want to continue?
Stop, go back dictation
Submitted by TE Editor on 2 June, 2010 - 17:23 This is a dictation activity which pushes students to make sense of the language they hear by writing it down as accurately as possible. Different to traditional dictations, the learners themselves control the dictation, with learners asking the teacher to µstop¶ and µgo back¶, as many times as they want. My students particularly like this aspect which makes them feel in control of their learning. Suitable for classes of any level, this activity demands little teacher preparation. Preparation You will need a short text (not more than 50 words) which you think will be of value to your students. This could be to introduce some new language, for revision, or to expose students to a particular text type, such as a short note. Procedure
I draw on the board three symbols as they are on the classroom cassette machine: play, stop and go back (rewind). I then elicit or pre-teach these terms, telling the class that in a minute I will be their µcassette machine¶. I explain to students that I will be playing a short text that they should write down word per word. I will read at normal speed but at any time they can ask me to stop and go back to a particular point in the text: e.g. µstop, go back to "she was wearing¶¶. Once students are ready with pencil and paper I stand at the front of the class, without speaking. Students normally look at each other for a few seconds, then somebody thinks to shout out µplay¶ and I start reading! I usually read at a slow-normal speed, trying to read the sentences with natural intonation and linking between words, rather than uttering each word separately.
I let the class take complete control, stopping only when they ask me to using the µstop-go-back¶ formula, and if not, reading on until they do (it may take them a few goes before they understand how to successfully stop their µcassette machine¶). The dictation goes on until all the students feel satisfied with their text. I find that even when the slower / weaker students ask the teacher to go back, the fast / stronger students still feel this is useful for them as they use this to carefully check what they have written. Once everybody has the full text, students can then ask their µcassette machine¶ to read it through one more time. I give students a few minutes to compare their texts in pairs, and then hand out copies of the original for them to check against. An interesting alternative for feeding-back is for the students to re-dictate the text to the teacher. I make sure to write up the text exactly as they say it (i.e. keeping any mistakes). Once the whole text is on the board, I guide my students to identifying any areas that are not correct, and go over them. Rather than then finish with the text, it can be productive for learners to look at it more closely, be it for language focus, genre analysis or for a discussion of meaning. Having acquired the text themselves (through controlling the dictation), any work done at this stage can be particularly engaging for students, helping them to better understand and retain the language.
Marta J. Sabbadini, British Council, Cameroon
Submitted by Derek Spafford on 10 March, 2010 - 16:01 This activity is great for last lessons of a course, but could be used in other contexts too. It is influenced by an idea from Headway Pre-Intermediate. Preparation No preparation is really necessary for this activity. However it might be useful to have the situations below prepared on the board in advance. There is also a worksheet of how to say goodbye in different languages which you could print and copy. Procedure Elicit ways of saying goodbye. How do people say goodbye in different countries? Complete a matching activity of goodbyes and countries (see worksheet). Now present the situation that is likely to occur in the next hour or so. That is, you will say goodbye to each other. Elicit language from the students in order to build a dialogue between you and a student that climaxes in goodbye (or a variation).
Now write up different situations on the board. These could include the following but also encourage students to add their own:
y y y y y
A mother saying goodbye to her daughter on the first day of school A man saying goodbye to his wife as he goes to fight in a war A prisoner saying goodbye to his cellmate before he is released A president saying goodbye to another president after an important meeting A boy saying goodbye to a girl after they¶ve just broken up.
Now put the students into pairs and ask them to choose a situation but not tell anyone. Students then write a short dialogue for their situation. Monitor and help with language where necessary. Students can then act their dialogues out in front of the class. Encourage the other students to guess which situation they are acting out. It may be better to get them to write it down the situation they think is being acted. Extension Ask learners to share their dialogues with each other in order to act out more situations for further practice. You could also ask students to record their dialogues and create gapfill activities or jumbled dialogues. By Derek Spafford
Lucky number 6
Submitted by joanna_adkin on 3 March, 2010 - 12:19 This is a quick simple game that reviews question forms and can be used as a warmer or a filler at the end of the lesson with all students aged 7 ± 11. Preparation
Chop up the letters from the worksheet and put them in an envelope. Have enough dice for 1 per pair of students in the class.
Elicit the question words (which the students know) and put write them on the board e.g. what, where, when, how, who, which, whose? Put students in pairs and give each pair a dice. Elicit from students the numbers on a dice (1 - 6). Ask students which is the best/luckiest number (answer: 6). Tell students
to take turns throwing the dice and when they throw a six, put up their hands and shout your name. (At this stage depending on the age of the student you may want to check they can do this.)
Show the students your bag, or envelope. Get them to guess what is inside. Show/tell students that in your bag, envelope you have many letters. These are the prize. Explain that students throw a six, put up their hands, shout your name and this time, ask you a question. Refer them to the question words on the board if necessary. If the question is grammatically correct/interesting etc you give them a letter from your bag. Also answer the question. (e.g. student asks µWhat¶s your favourite colour? Teacher says µPink¶ and hands students a letter.) Continue the game for 5 minutes (or as long as necessary) handing out letters for correct questions. Extra letters can be handed out for more fantastic questions. At the end of the game, pairs will have a pile of letters. Tell them to spell as many words as possible using those letters or for higher levels try to get them to spell the longest word. The pair with the most words or the longest word is the winner.
Shopping at the minimarket
Submitted by joanna_adkin on 17 February, 2010 - 15:08 This speaking activity reviews uncountable and countable nouns (food), some/any and prices and is suitable for pre-intermediate 9 -11 year olds. Students draw their own shop and contents and write lists of things they want to buy. The teacher elicits a dialogue and then students mingle to go shopping at the shops to try to buy everything on their list. The activity also contains an element of mathematics as students add up how much they spend at the shops. The activity could be adapted for different kinds of shops (e.g. clothes). To set up the activity requires quite a lot of preparation. However, this activity can be repeated over future lessons as a review (using new shopping lists) and develops a number of skills (CLIL) and creates an appropriate context for students to communicate at this age. Materials Shopping at the minimarket student worksheet (1 per student) Colouring pencils Procedure
Draw a big diagram of the shop on the board or large piece of paper (see outline on students worksheet) but don¶t tell students what it is yet. Draw yourself in the shop. Draw a table and a cash till on it. Ask the following questions.
Who is this? (you)
Get students to put their own shops away. In teams students tell you what was in the shop (There are some/There aren¶t any «. Draw some apples on a table and elicit what is in the shop (e.) Elicit some prices for some of the foods in the shop. 1 bag of sugar etc.g. Tell the students there is a problem with the shop. Students then add prices to their own shops. However.g. On Board draw a second person in the shop.s). (Alternatively. Remind them to draw themselves as the shop assistant. (There are no prices. Draw a list on the board and elicit 5 items that he wants to buy. Ask the students µWho speaks first in the shop?¶ (The shop assistant). Students can draw as few or as many different items in the shops. Continue to elicit the whole dialogue (see dialogue example) until you have a whole dialogue on the board. you y . Ask µwhat has he got to help him remember?¶ A list. Draw some shelves and tables. At this point try to elicit the kinds of containers that items come in e. There are some apples). and give the shop a name. Jo¶s mini-market) Write the name of the shop in the top box. leave a space so that you have room to draw an extra person ± see stage 6).y y y y y y y y What¶s this (a cash till) So where am I? (in a shop) What is my job? (shop assistant) Whose shop is it? (mine). Write them on the list. It is good for the shops to be quite varied as it will help with the effectiveness of the mingle activity. there are some pears.g.g. What does the shop sell ? (food) Can you think of a name for my shop? (e. Give out worksheet and tell students to draw their own shops. Elicit what the problem is. there is some milk etc) and draw them in the shop until the shop is full. Elicit from the students what is in the shop (e. Give points for correct answers. 3 bottles of milk. Elicit what he/she says and write it up on the board. Hide or cover the shop. (Optional activity: Give students 2 minutes to memorise what is in the shop. Ask: y y y y y y y Who is this person?¶ (the customer) What does he want to do? (Buy something in the shop) y Tell students he is very forgetful and needs help to remember what he wants to buy. fill up the shelves. Uncover/reveal the shop to check the answers.
11:39 This is a simple pairwork activity that can be used with low level groups to provide practice in the present simple question form ± What does he/she do on«?. Ask the class as a whole µCan I help you?¶ and encourage them individually to shout out µYes. Highlight how when they buy something they need to write down how much it costs on their shopping list. Set a time limit for as long as you feel appropriate. days of the week. The first time the students mingle they may need the support of the dialogue on the board . At this point it is important that they get practice of the dialogue. on 25 February. Drill the dialogue.could chop up the dialogue worksheet and the students put it in order). Give students time to add up the total cost of what they bought. y Tell students that they are going to come to your shop to buy some food.¶ Go through the dialogue. times and leisure activities. Students mingle. Students swop roles.g. The other half are customers. Half of them are shop assistants in the shop. The customers go to all the shops to try to buy the items on their shopping list. Activity: Find out about the daily activities of another person Activity type: Information gap/exchange Level: Up to B1 Age: Adults or Senior YLs Preparation . Students complete their shopping lists on the worksheet. please. Demonstrate this first with your own shopping list. as students become more and more confident with the dialogue they can do it unsupported in future lessons. (Students may worry about the mathematics and slow down the activity. Remind them to try to include the amount (e. ... 2010 . 3 bags of sugar).. Was there anything they couldn¶t buy? Which shop was the most expensive? y y y y y y Pairwork: tai chi classes Submitted by Katherine Bilsb. Have you got any «. Monitor and tell students they can invent the approximate price if necessary). Split the class in two. Then hand over the role of shop assistant to a student and repeat.. Position the shop assistants around the class. The lesson is designed for adults but could also be used with older teenagers. ? / I¶d like some «. Feedback on what the students bought and how much they spent. Keep checking pronunciation and that they are using the correct forms of some/any etc.
A and B.11:38 This is a simple mingling activity that can be used with low level groups to provide practice in asking and answering questions. 2010 . By asking questions. One student in each pair is given a copy of sheet A. Explain that sheet A has information about half of Sonia and Nick¶s busy social and leisure agenda. Extension In the same pairs. Procedure y y y Put the students into pairs. and cut into two sheets. Explain that Sonia and Nick want to go to Tai Chi classes together but first they have to find a time and day when they are both free. the pairs complete the two agendas and try to find a time when both Nick and Sonia are free to go to Tai Chi classes..y y y Make one copy of the worksheet per pair. Help them using mime. and the other sheet B. Brainstorm vocabulary for leisure activities and write them on the board. Encourage the students to come up with leisure activities that they do. Activity: True or false? Activity type: Mingling ± asking and answering questions Level: Up to B1. Sheet B has the other half. The lesson is designed for adults but could also be used with older teenagers. They should not show their partner. on 10 February. drawings. B: What does Sonia do on Mondays? A: She goes to a cinema club from 7 o¶ clock to nine o¶ clock. descriptions or translation. Point out the times of the Tai Chi classes on the flyer which appears on both sheet A and B. Age: Adults or Senior YLs . For example A: What does Nick do on Mondays? B: He goes to Arabic class from 4 o¶ clock to six o¶ clock.. Mingling: True or false? Submitted by Katherine Bilsb. Ask students at random what they do in their leisure time: What do you do on Mondays/Tuesdays/Wednesdays«? etc. students ask each other about their leisure activities.
1 Have you got a bike? 2 Do you go to bed late? Invite another student to ask the first question to (Paulo). write true at the end of the statement. Extension . Repeat the process with the second question. write false. If (Paulo¶s) answer is yes. Explain the meaning of any unknown vocabulary as necessary and encourage students to work in pairs. asking and answering their questions and writing true or false. They should write everybody¶s name at least once. 1 (Paulo) has got a bike. anticipating the questions that they will need to ask. Elicit the questions that need to be asked. Students then unfold the handout and read through the statements. Explain that you want to find out whether these statements are true or false. Procedure Give each student a copy of the handout and tell them to fold it along the dotted line. They should not write their own name but they can include the teacher¶s name. 2 «««««« goes to bed late.Preparation Write these two incomplete statements on the board: 1 «««««« has got a bike. 2 (Jan) goes to bed late. you need to ask (Paulo) and (Jan) a question. At this stage you can elicit the first few questions and write them on the board: Do you read the newspaper every day? Do you like sushi? Can you make a cake? Students then mingle. Fill the gaps with the names of two students who are present. If the answer is no. Students complete the first column by writing the names of their classmates. In order to do that.
gets up early every day. if a student reads the newspaper every day. is vegetarian. 6 «««««««««. comes to class by bus. drinks coffee every morning. chats online every day. 12 «««««««««.... hasn¶t got a car. goes to the gym.. encourage them to ask for further information about each statement. 18 «««««««««.. ask: "Which newspaper do you read?" Downloadable worksheet Make one copy of the worksheet per student. . has got three brothers and a sister. can speak French. 16 «««««««««. 11 «««««««««. 14 «««««««««.. 13 «««««««««. 7 «««««««««. 2 «««««««««. 3 «««««««««.. 17 «««««««««... has got a pet. For example. 19 «««««««««. Names: 1 «««««««««.. loves The Beatles... 4 «««««««««. is very happy at the moment. thinks Madonna is great. 15 «««««««««. eats in a restaurant every week. 5 «««««««««. 9 «««««««««. likes sushi...For stronger groups. 10 «««««««««... can make a cake. 8 «««««««««. reads the newspaper every day. can juggle... plays a musical instrument..
Activity: To compare the contents of two fridges. A I¶ve got twelve eggs. and the other sheet B. Students ask and answer questions about their partner¶s fridge and try to find eight differences. their own fridge with all of its contents and their partner¶s empty fridge.. Put students into pairs or small groups and get them to write a list of five things they would expect to find in everybody¶s fridge. Age: Adults or Senior YLs Preparation Draw a picture of a fridge on the board. in the question structure ± How much « is there? /How many « are there? and the corresponding answers There is « / There are « and food vocabulary. By Katherine Bilsborough Pairwork: What¶s in the fridge? Submitted by Katherine Bilsb.. Get students to compare their lists with their classmates.13:50 This is a another simple pairwork activity that can be used with low level groups to provide practice in countable and uncountable nouns. Level: Up to B1. Elicit the word ³fridge´. Build the picture up slowly. One student in each pair is given a copy of sheet A. Eg A How many eggs have you got in your fridge? B I¶ve got six eggs in my fridge. can say ³Hello´ in five languages. Ask students to guess what you are drawing. 2010 . That¶s one difference! . Ask a few questions to introduce the structures ³How much «?´ and ³How many «?´ How many eggs have you got in your fridge? How much milk have you got in your fridge? Procedure Put the students into pairs.. Explain that each student has a picture of two fridges. line by line.20 «««««««««. The lesson is designed for adults but could also be used with older teenagers. Activity type: Information gap/exchange. They should not show their partner. on 3 February.
There are no right and wrong answers. Noah's Ark in Space Submitted by veronateflteacher on 27 January. get feedback from your students and write their choices on the board« y y y Follow-up activities y This activity can lead into a good class discussion about why animals are important. where they will be safe from the effects of the virus until it is safe for them to return to earth. Downloadable worksheet Make one copy of the worksheet per pair. which then also have to reach a decision regarding the animals selected for survival. o A plan has been devised: a space-craft is being built that will carry twenty male and female pairs of animals into outer space. Fortunately. and tragically many thousands of animals and birds have already died. The activity can be extended by combining groups after twenty minutes. but all other animals are at risk. 2010 . A and B.09:36 This is a small group. so that small groups become bigger groups. and it is hoped that small breeding colonies of the selected animals can be created in order to ensure the survival of the chosen species. Eventually. Put a time limit on the activity ± say about twenty minutes. Time: About thirty minutes. The ship will be crewed by experts in animal care and husbandry. human beings and fish seem to be immune from the virus. The ship will be ready in a few days« Explain the task: students must choose the twenty species which will go into space aboard µNoah¶s Ark¶. Ask your students to try and imagine a world without animals ± how would life be different? . in which students are asked to decide which animals should be selected to go aboard a spacecraft in order to safeguard their survival. free discussion activity aimed at pre-intermediate students and above. Procedure y Organise the students into small groups and introduce the topic. of course. and tell the students that you would like them to give you reasons for their choices.Extension Students write a list of everything their partner has got in their fridge. o Disaster! An unknown virus is rapidly killing all known animal species. At the end of the activity. Scientists are working hard to identify the virus. but they have predicted that many species face extinction if the virus cannot be identified and a remedy found quickly. it might be nice to get the whole class to try and decide on the chosen twenty. and cut into two sheets.
2010 . y Example structure: When I look into the future There 's/are« There 's/are. There 's/are« But there isn't/aren't any « . Firstly... you could begin by brainstorming topics related to the future through acrostic poems or pictures. Ask your students to imagine they're living in the year 2100.10:51 Here are some suggestions to help get your students writing poems based around the theme of the future.y A good homework follow up could be a little essay or assignment: Are Zoos Important? By David Done Poems for the future Submitted by TE Editor on 8 September. When I look into the future There's a memory stick in my head There's a tracking device under my feet There's a monitor behind my eyes But there isn't a computer. What's life like? What can they see around them? How far has space and technology advanced? Example poem: F lying saucers piter JU ime machines T ts AstronaU tians MaR ngineering GeneticE y You could use either of the poems below as a model for your students: When I look into the future There are robots There are aliens There are saucers in the sky But there aren't any birds.
. You could use this example as a model to elicit ideas from your students. British Council.. Play some relaxing background music and ask them to close their eyes and imagine the sensations as they think of different words. I'd like to play by moonlight And sunbathe in the sun. But I'll definitely« In my future life I'd like to be « I'd like to. Example: My / The future is« (yellow) It tastes like« (pasta) It smells like« (a lemon) It sounds like« (a mandolin) It feels like« (a cat) It looks like« (the sunrise) y Ask your child/students to complete the sentences below to generate ideas for a poem about their own future dreams. the future could be explored through the senses. I'd like to live-that's my last wish Please ban all dogs from Earth! You can also get your students to join a poetry competition for Younger learners at British Council LearnEnglish Kids Carolyne Ardron. In my future life I'd like to be a cat. Portugal .. I'd like to climb a palm tree And catch my tail for fun. And« Then« Please« Here's a poem on a lighter note as an example of what they could produce.y On a more personal note. I'd like to sleep for 12 hours Then dance around my flat. Here are two possible structures for their poems: In my future life I might « I could« I may«. I'd like to dine on fresh fish Then drink a sea of milk.
Ask if they know what a migrant is and explain if necessary. The activity uses a number of visuals of migrants and the students have to imagine they are the person in the picture. Ask them which person in each group they thought was the most interesting and why. Give them time to talk in their groups.15:07 This is a speaking task that encourages students to empathise with other people and try to understand them better. Tell the students that they are all at a party and that they should find out about the other people at the party. Tell them the person is a migrant. Try to get your students to imagine as much information as they can.opencities. Now give each student a picture. When they have finished ask them how it felt to be somebody else and ask if they were happy. Here are some question prompts to get them thinking. Now put them in groups so that each group has a person with a different one of the pictures.Put yourself in the picture Submitted by NikPeachey on 1 September. o How does the person feel? o What is s/he thinking about? o Where did s/he come from/ o What does s/he do now? o How long has s/he been away from their country? o How do they feel about the country they left? o How does s/he feel about the country s/he lives in now? o What problems did s/he have in the new country? o Why did s/he leave their country? o etc. The activity is based on themes from the British Council OPENCities project www. . You could follow this up by a discussion of some of the problems of moving to a new country. y Images worksheet (pdf 313k) Procedure y y y y y y y y y Choose one of the images to model the procedure. 2010 . Show the students the image of the person you have chosen. Give them some time to think about this and make notes if necessary.eu To find out more you can sign up for the OPENCities newsletter Preparation Download the worksheet with the images of the people and make enough copies so that each students can have one image. just let them use their imagination. Ask them to try to guess information about the person in the picture. it doesn¶t matter if it is correct or not. Tell them that they are the person in the picture and that they should try to imagine what their life is like.
Age: Teenage/adult Level: A2+ Timing: about 40 mins 'Chatty' magazine has sent one of its top reporters to interview Hollywood actor. reading comprehension and the ability to identify and correct factual mistakes in a text. ask students to put away worksheet A and then distribute copies of worksheet B. Next. giving help and support where appropriate. Students are provided with two worksheets. so each person gets to play Sam and the reporter respectively. Follow-up activity Ask students (for homework?) to do some research on their favourite actor.18:26 This is a pair-work reading. Make enough copies of both worksheets for each pair of students. Procedure y y y y y y Divide the class into pairs. The first (A) contains twenty two answers to questions asked during the interview. elicit the questions for each of the answers on the sheet from the class. Ask them to write a short profile in their own words of between eighty and one hundred words. with the magazine article based on the answers to the questions on worksheet A. 2010 . it could be a nice idea for students to practise their speaking ability by role-playing the interview with Sam. students are given a second worksheet (B). Explain the second task and then give students at least another fifteen minutes to identify and correct in writing the factual mistakes in the text. Circulate. Remind students that it¶s possible that an answer has more than one correct question. writing a correct example answer for each question on the board. Circulate and give help again. . In the second part of the exercise. Introduce the topic and then give students a good fifteen minutes to try and write down which questions were asked by the interviewer during the interview. Distribute copies of worksheet A.What's the question? Submitted by veronateflteacher on 7 July. Sam Jemson. Ask students to return to worksheet A to check their answers. Ask them to swap roles. It mainly practises question formation. Students are asked to put away worksheet A and then to identify and correct the mistakes made by the reporter in the finished article. There are a number of factual mistakes in the text. (speaking) and grammar-based activity for elementary students. At the end of the time allotted. Students working in pairs must try and work out what the questions were according to Sam¶s answers. Again. at the end of the task. elicit corrections from the class. Additionally.
someone gives a whole new idea of the context. 3 adjectives.. That way. someone combines 2 previous answers. I praise their comments. o The people in the story are. And we all benefit from this quite lively and competitive spirit in the class..g. 3 prepositions.. 2002 .Revising texts Submitted by TE Editor on 23 June. for each question I call for 3 different answers from 3 different students. I tell my students to read the first text we did for exactly 1 minute (I tell them not to read the whole text. y I prompt their answers by writing this next to the questions: o The story in the text is about. I tell them to close the books. even if they are simple. When the time is up. This is important because weaker students can easily get to grips with what I ask them to do... I had already written 5 questions they should answer: o What is the story in the text about? o Who are the people in the story? o What do they do? o What can we learn from the text? o What are the new words or expressions? o e. y Second.13:00 When it comes to revision. o They. I ask them to tell me 3 important verbs... Serbia . o We can learn that. On the board. After my students have worked on three texts in the textbook and done various comprehension and grammar exercises I use this activity to revise. this is an activity I've found time-effective and motivating... just to scan the main points). y Neskovic Milos. The activity goes like this: y First.. each student tries to give a better answer. but they may open their copybooks. yet more advanced students put their efforts into making more complex sentences.
By Chris Baldwin . working individually. to save paper. Procedure y y y y y y y y With pupils in groups. ³I eat lots of rice. using their list of food from stage 3 to help. The group with the most is the winner. It also has crosscurricular links to PE. Extension Pupils can write out a good daily diet based on the food pyramid. 2010 . Tell groups to read out their lists and add any that they hadn¶t thought of to their lists. don¶t tell them if they are right or wrong. Tell pupils to think of more food which fits into each group on the pyramid and write it on. balanced eating and provides practice of basic food vocabulary and the present simple tense. Check as a whole class and explain the concept of the pyramid ± food at the bottom is the most important and we food at the top the least important/healthy. e. At this stage. draw/project one large copy on the board and tell students to copy it. some vegetables like carrots and cabbage«´ You may need to give an example first.12:07 This activity aims to develop primary pupils¶ understanding of healthy. give them one minute to think of as many types of food as they can. Alternatively. either in class or for homework. Aims Content y Balanced eating Language y y y Lexis ± food Grammar ± present simple (and possibly quantifiers) Skills ± speaking and writing Preparation Prepare the worksheet for each pupil. Tell pupils to put their foods into two lists ± healthy food and unhealthy food. They could even keep track of what they eat over one week to see how healthily they really eat. Tell pupils to think about their eating habits and write what they usually eat in a day (using the present simple and possibly quantifiers). Pupils compare their eating habits and see who the healthiest eater in their group/class is.g. Give out the worksheet to pupils and tell them to match the labels to the correct part of the pyramid.CLIL PSHE: Healthy eating Submitted by chrisbaldwin on 11 June.
Prepare one worksheet per pupil. play the video again. 4.11:33 This activity uses a football training video from the BBC to help secondary pupils improve their football at the same time as their English listening skills. dribble and pass) Give out the worksheet. 6.CLIL PE: Football training Submitted by chrisbaldwin on 11 June. This video is the first in a series of football training videos. or alternatively project / write the questions on the board and tell pupils to copy them into their books. 3. let pupils read the questions without answering yet. 2. You could continue by showing your pupils more of these. y Procedure y y y y y y Ask pupils to brainstorm all the football words they know in English. Aims Content y football skills: control and first touch Language y y Lexis ± football terminology Skills ± Listening Preparation y This activity requires an internet connection in the classroom to watch the video.a. I suggest you downstream the whole video before the lesson begins so that it plays smoothly during the lesson. Check answers by playing the video and stopping before and after the answer to the question is given.b.b.c. although this is more general English than PE/CLIL related. By Chris Baldwin .b. Let pupils check/look up any unknown vocabulary in the questions. available on this page. (Football words in the video include: ball. If you are interested in football. using the newly studied language to give instructions. 5. Play the video again. If necessary. Pupils answer the questions whist watching. The answers are: 1. don¶t forget the excellent Premier Skills website. Play the video and ask pupils to listen for the football words they listed before.c Extension Go out and play. 2010 .
y y y y y Alternative Procedure y y Put the learners into teams depending on class size. while you do this learners check each other's answers and give the sheets back to the other groups. y y y y y . Teams score one point for each word and a bonus of five if they get all ten. The categories can be changed to suit the level and learner. Print out answer sheets for learners in groups. They will receive one point for every word that is the same as yours and a bonus of five if they get all ten. 2010 . Group A then have one minute to shout out the words you have written on the list. You can be as strict as you like on the spelling. Select a different category for teams B and C and repeat. Repeat the procedure with different categories. Preparation Make a list of ten words for a number of categories depending on your learners' needs (do this alphabetically as it will be easier to scan for answers if using procedure 2).Same as the teacher? Submitted by TE Editor on 9 June. Ask students to tell you the scores and keep a record of these on the board. Procedure 1 y y Put the learners into teams depending on the class size and distribute the answer sheets. Tell students the name of the first category and set a time limit. Read out your answers. The teacher then selects a category and tells group A his or her choice. Explain to the learners that they have one minute to think of and say words related to a category that you choose. There is an example attached of categories you could choose. The teacher says yes or no depending on the whether they are on the list or not. It generates lots of words and is a lot of fun. After the time is up tell the learners to stop. Ask the learners to swap their answer sheets so they can check each other's answers.10:38 This activity is designed to be used as a vocabulary review or test of existing knowledge of the learners' vocabulary. Explain to the learners that they have one minute to write down as many words as they can think of that relate to the category that you choose.
British Council. When the activities are over you could analyse the results and decide what lexical areas learners are strong in and what may need more work.. asking and answering questions. on 20 January. Written by Derek Spafford. answer them and write both the questions and the answers on the board. Age: Adults or Senior YLs Preparation Write this on the board: HARRY¶S HOLIDAY He went to« He went by« The weather was« Elicit simple ideas about Harry¶s holiday Explain to the students that you know the missing information for these unfinished sentences.y You could use the opposing teams as timekeepers and scorekeepers. particularly the question form. 2010 . You could also deal with any pronunciation areas that need work and any unfamiliar language that learners have been exposed to. Thailand Mingling: Terry¶s trip Submitted by Katherine Bilsb. As students come up with the questions. Activity: information gap Activity type: mingling. Where did Harry go? (He went to Benidorm) How did he go? (He went by plane) What was the weather like? (It was sunny) . The lesson is designed for adults but could also be used with teenagers. Level: Up to B1. Teacher & ICT Coordinator.14:16 Introduction This is a simple mingling activity that can be used with low level groups to provide practice in the past simple.. Elicit the questions needed to find out the missing information.
Where did Terry go? How did he go? Where did he stay? What did he eat? What did he drink? What did he take? What did he send? What did he buy? Where/What did he visit? What did he see? What was the weather like? What were the people like? What time did he get up? What time did he go to bed? What did he have? Who did he speak to? Who did he meet? What did he decide? . give more than one to each.Procedure Give each student a copy of µA¶. Explain to the students that they are going to ask questions to find out all the missing information about Terry¶s Trip ( µA¶). They should begin by filling in the information they already have on their strip(s) of paper. If you have less than 18 students. If necessary. If you have more than 18. Cut µB¶ into strips with individual sentences and hand them out. Then students mingle and find out all the missing information. elicit all the questions that the students will need to complete the activity. divide the students into groups of 9 and give them two strips each.
Then write: 2005 ± 2007 . in the same year. . Then write: BY PLANE ± BY SHIP ±BY BIKE Tell the students to choose one of these forms of transport. and one strip of Photocopiable B per 18 ss.. 3 He stayed in «««««... 3 strips for 6) Terry¶s trip (Photocopiable A) 1 He went to «««««. Tell the students to imagine that they went to their chosen place. 8 He bought «««««. 4 He ate «««««. Downloadable worksheet Make one copy of photocopiable A per student... 7 He sent «««««. Then write: IN A HOTEL ± AT A CAMPSITE ± WITH A FRIEND Tell the students to choose one of these places to stay. 5 He drank «««««. by the same means of transport and stayed in the same type of accommodation. 6 He took «««««...2009 Tell the students to choose one of these years. 9 He visited «««««.. Then by mingling and asking questions (questions?) the students have to try and find another person in the class that went to the same place. (2 strips for 9. in their chosen year by their chosen form of transport and stayed in their chosen type of accommodation.Extension Write on the board: PARIS ± NEW YORK ± TOKYO Tell the students to choose one of these places. 2 He went by ««««««.
12 The people were «««««.. He got up very early. He bought an Eiffel Tower keyring. 14 He went to bed «««««. 18 He decided «««««. He visited art galleries and museums. . He ate French fries and croissants... The weather was warm and sunny.. 16 He spoke to «««««. The people were friendly.. Terry¶s trip (photocopiable B) He went to Paris. He drank black coffee. 11 The weather was «««««.. 13 He got up «««««.. He took lots of photographs... He saw the Mona Lisa. 15 He had «««««. He sent postcards to his friends. 17 He met«««««. He went by plane. He stayed in a five-star hotel. He had a fantastic time.10 He saw «««««. He went to bed very late.
Submitted by swif on 13 January. 11. 2010 . 4. 12. y y Where was the robbery? When did it take place? How many robbers were there? Were they wearing disguises? Were they armed? How many robbers were there? What did the workers and customers do? Was anybody injured? What did the robbers take? How did they get away? Who called the police? When did the police arrive? Have the robbers been caught yet? Help students out with your own ideas if they are not very inspired at this point. 8. Elicit the kind of information the students think they would need to write the article and write questions up on the board as they give you ideas. 13. Make bilingual dictionaries available and move round the class assisting with vocabulary. Typical questions could be: 1.He spoke to lots of French people.13:08 I use this activity as practice for using narrative tenses. 5. 3. At this point the teacher formulates the questions as the focus is on the students creating the content of the story and not an exercise in grammar. Write these questions on one side of the board and leave them there as students will need them again in stage 5 of this activity. 9. In pairs or small groups ask students to answer each question using their imagination. 10. Procedure y y y Tell students they are going to write a newspaper article about a robbery in a public place. He met an old friend from home. . He decided to return to Paris one day. It is a very structured activity in which students write a short newspaper article about a robbery. 1. 2. 6. 7. By Katherine Bilsborough To Catch A Thief: Past simple and past continuous practice. particularly past simple and progressive/continuous with pre-intermediate students.
whether anyone was injured and whether the robbers have been caught. It was developed to help students practise narrative tenses and structures. The duration of the activity depends on the size of the class. talk about how the first paragraph would contain a summary of what the writer feels the reader would most like to know about the incident. At preintermediate level students can¶t be expected to write a perfect newspaper article but by giving them achievable aims within the task the teacher needs only mark the text against the criteria given and will not need to correct every mistake as this could be very demotivating. You can correct the use of the past simple and progressive/continuous and give them a grade or comment as to how clearly they told their story. . depending on your curriculum and the interest of the students. Get students to show their plan by drawing a box for each paragraph and putting key words in.13:20 This is a speaking and listening communication activity which is aimed at pre-intermediate students and above. you could get students to plan an article on a real news event in a future lesson. but will take at least twenty minutes for an average size class. Procedure Students form a µstoryline¶ chain where they pass and add part of a narrative to the next student in the class. You may want to ask them to choose a current event to talk about briefly in the next class and. y First you need to prepare a card or piece of paper for each student with a key word written on it. Take in the finished articles. The new group reads the article and answers the questions on the board that were produced in stage 1 of this activity. Ask students to write their texts and tell them that they should focus on communicating their story clearly and on using the past simple and past progressive/continuous correctly. you can discuss the organisation of the text. the most important/interesting facts may vary from story to story but would most likely be what the robbers took. In this way. the students construct a simple group narrative. 2010 . By Stuart Wiffin Storylines Submitted by veronateflteacher on 4 January. Of course. Give students a time limit of about 15 to 20 minutes for this task. This activity can be approached in several ways. y y Follow-up Activity y In open class ask students to talk about events that have been happening recently in the news. As this is a newspaper article. Students now swap round their finished texts with other groups.y Once the groups have the basic information for their story. and the rest of the article would tell the story in full.
get the students to sit in a circle and do the activity in the classroom. Give students help and encouragement where appropriate in order to keep the activity going and the story more-or-less on course. ask one student to remain in the classroom and invite the others to wait outside until you ask them to re-enter the room. It was nearly midnight when suddenly there was a loud knock at the door«¶ µAmanda stared at the man. Now tell student A the beginning of the story and give them a keyword card. Student A passes the story to student B with his/her addition to the narrative. tape student A and then invite feedback from the whole group« Story Beginnings y y y µWhen Peter finally reached the top of the mountain. Invite student B into the room. With larger. Then invite student C into the room and ask A to wait outside. ask the last student to tell the whole story to student A. finally ending with student A.. y y y With strong groups. This is a communication-based activity so don¶t worry too much about grammatical accuracy. there was a storm. Then.they must remember the story which is told them. relay it to the next student in the storyline and add a sentence or two to continue the narrative. go back through the group so that the story continues in reverse sequence. including the key word you give them on a card or piece of paper. Alternatively. something strange happened«¶ µIt was a terrible night.. Alternatively. arrange your students into pairs or small groups.y y y y y y y y Explain the task to your students . It began with a phone call after breakfast«¶ y y Follow-up activities There are numerous ways of following or adding to this activity. At the end of the exercise. It was him! It was definitely the man she had seen on TV«¶ µBen was having the best day of his life. arrange the students into small groups and ask them to work together to write down the story in a way which is as grammatically accurate as possible. then ask student A to tell the story to you« If you have access to a tape-recorder. With small groups or slightly weaker groups. give them each a new keyword card and then tell them they have fifteen minutes or so to write a short story containing the keyword. Explain to the final student that they must find a satisfactory end to the story. he couldn¶t believe his eyes«¶ µKate sat at her desk and turned on her computer. stronger groups. Get each pair to read their story to the class and then invite the class to guess what the keyword was« By David Done . Outside.
Students could then act out their dialogues in front of the class. I would choose the group size first then build a dialogue with this amount of people. You could do this as a mind map with different categories such as phrases. Mix it up with one side waiter/waitresses and one side the diners. 2009 . Put students in pairs to practise. Now put the students in groups to practise. Repeat the above stage until all the dialogue has gone. etc. Elicit language and vocabulary to the picture. After the students are comfortable with the dialogue omit a word or phrase and drill again. Put students into groups and ask them to write a similar dialogue for themselves. Elicit a dialogue taking place between the people. y y y y y y y y Extension If possible record the dialogues and play back. Depending on how many you have in your class and the size of your groups this could be 1 diner and 1 waiter/waitress or a family and 1 waiter/waitress. The data collected could be used to create a chart detailing the type of food students chose. It's a great way to consolidate the language and recycle the vocabulary. This time they have less of a written record and are required to remember the dialogue. The activity can be used with any level and any number of students. Monitor for pronunciation errors and correct as a class. furniture. It also becomes very personalised when students create their own dialogues in the final stage.Vanishing Dialogue Submitted by Derek Spafford on 19 December. As the drilling is done in groups it is non threatening and enjoyable.19:04 This activity practises language of ordering food in a restaurant although this can be adapted for any scenario. people. This time you can monitor more effectively and pick up on any individual errors learners may be making. With young learners I like to change the pitch of my voice and add silly voices to keep it lively and interesting. Swap roles and drill again. Monitor and check for language and pronunciation errors. Drill the dialogue. Written by Derek Spafford . y Show a picture of two people in a restaurant. This could also be done real time with students controlling the dialogues of each other. The procedure I have suggested below is designed to be used with Primary students. food vocabulary. Take into account the level of your learners and vary the length accordingly. While students are listening they could complete a worksheet and record what each student had to eat.
16:31 This is a simple activity to set up and gives Elementary level students plenty of opportunity to speak and practise using the past simple. two weeks ago. Give students a time limit. Change students into new groups and tell them to ask their questions and this time to write down the answers. Again you should choose these to suit your students but they may include µgo to the cinema?¶ µgo on holiday?¶ µgo shopping?¶ µvisit a relative?¶. The teacher moves round the groups helping and correcting the questions. Move students round to form new pairs or groups of threes and give each group another µWhen did you last«? Question. Last week. for the restaurant they might say: o Which restaurant did you go to? o Who did you go with? o What did you eat? o Did you like it? o Did you have dessert? o What did you talk about? Build up a list of as many questions as you can on the board.? Submitted by swif on 2 December. on my birthday etc.. µWhen did you last go the park?¶ or µWhen did you last go to the cinema?¶). say 5 or 10 minutes. in March. Make sure all students in the group write the questions as they will need them later. y y y y Proceedure y y y y y y y y Once you have a good number of questions on the board group students into two or threes and ask them to ask and answer questions together. As students ask you for help with vocabulary and phrases write these up on the board in your vocabulary section. 2009 . Ask students what other questions you could ask about this event eg. As in step 2 you can monitor and write up the vocabulary that students need. depending on how easily they can work with the target language. Monitor as the students speak but don¶t interrupt. Throw the question open to the whole class and write up time phrases that students need in your vocabulary part of the board eg. Further semi-controlled speaking practice. Bring students back together after about 10 minutes and go through any difficulties that you picked up with the use and form of the past simple during monitoring. Focus on students¶ use of the past simple and make a note of any problems or mistakes. Tell them they don¶t need to write anything as the aim of this activity is speaking practice. Draw a line all the way down the board to the right of this in which you can write vocabulary and phrases that students ask you for during the activity.When did you last. . and ask them to write as many questions as they can think of for the situation theyµve been given.. Preparation y Write up on the board: When did you last go to a restaurant? (or a similar question which best suits the age and culture of your students eg.
listening. the pair must work together to write a short article about µSir Peter¶. which became his home for a number of years. the other µSir Peter¶. Meanwhile. was an Iranian who arrived in Charles de Gaulle airport in France and for bureaucratic reasons. After a few minutes the teacher can go over any further past simple matters that came up during monitoring. correcting and making suggestions where appropriate for some good questions for the interview. in reality. Give the students a good twenty minutes to conduct the interview. By Stuart Wiffin An Interview with Sir Peter Submitted by Anonymous on 24 November. One student is a journalist. encourage Sir Peter to think about what life might be like for someone stranded at a busy airport without very much money ± where would they sleep? Where would they buy food? How would they pass their time? How could they keep in touch with their friends and family? Tell them to try and be as imaginative as possible during the interview ± there are no µright¶ or µwrong¶ responses. The story later inspired Steven Spielberg to make a movie based on his experience starring Tom Hanks: µThe Terminal. 2009 . but became a popular subject for TV and newspaper interviews. Monitor the journalists. It is a pair-work speaking.y At this stage students return to the group in which they wrote their questions and compare the answers they received. Topic Merhan Karimi Nasseri. Extension y Every student now has a set of answers to the questions they wrote before.¶ (worksheet A). They can be as serious or light-hearted as they want. who found himself unable to leave Charles de Gaulle airport in France. After the interview. giving help. During his period in the airport. His nickname at the airport was µSir Alfred¶ because he was unfailingly polite. The journalist has fifteen to twenty minutes to prepare questions (in note form) in order to interview Sir Peter for their magazine or paper. reading and writing exercise for students who are at a good intermediate level or above. . at least. They could use these to write a short text in the past simple either in class or at home. found himself unable to leave the airport.¶ Procedure y y y y y y y Give the students the background story of µSir Peter. Merhan became a popular subject for TV and newspaper journalists who came to interview him. Time: at least an hour.16:34 Introduction This activity is based on the real story of Merhan Karimi Nasseri. Explain to the students that they are going to work in pairs.
ask students to imagine µSir Peter¶s¶ first phone call from the airport to his wife Karla. in a subtle way. depending on the time available. if you want to simplify it. Give them no more than 3 minutes for this. (Merhan Karimi Nasseri). thus allowing people to travel freely around the world and live wherever they wanted? y y y y y By David Done The phone rang .essay planning Submitted by swif on 28 October. The first line is "He was running the vacuum cleaner when the telephone rang". (Stephen Spielberg). and feedback to you. in order to write their article about µSir Peter¶. it's a nice development after the activity to look at what Carver did with the line. Preparation y Ask the students to work in pairs and to make up a list of as many people as possible who could be telephoning. spelling. Additional writing practise could involve asking students in pairs to draft a letter from Dan to the president of Argonia. Now tell the students that they have half an hour. explaining his predicament and asking for help. Class discussion: what would happen if all travel restrictions were lifted. you can change it to "He was watching TV when the telephone rang. etc where appropriate." I like this activity because it encourages creativity. giving help with grammar.11:21 This idea comes from a short story by Raymond Carver called 'Put yourself in my shoes'. others will immediately launch into a list. These could then be displayed in the classroom. get students to do some research on the real µSir Peter¶. 2009 . Students read out their article to the whole class.y y y Encourage journalists to make notes during the interview ± these will be used as a basis for the article about µSir Peter¶. if you have east access to movies on dvd. At this stage. more if you think they need it. If you can find it. punctuation. This part of the activity could well be carried over to the next lesson. However. Role play: Again in pairs. Get students to critique the movie. If your class contains both . There is a reference to him on Wikipedia! You could also think about watching part of the movie µThe Terminal¶. Some students will look blank and need help. waiting at home in Argonia with their seven children! If you have internet access. monitor students writing. Follow-up activities y This activity can be extended by re-pairing the students thus allowing journalists and µSir Peters¶ to change place.
mother. if the students choose µmad scientist¶ write up all the possible reasons he or she could be calling. Procedure y y y y Ask a student to choose a letter at random. Finally students need to decide what the person who picks up the phone does in response to the call. Ask each student to choose their favourite reason the caller is calling and give them five minutes to note down as many possible endings as they can think of. mother-in-law. Mike. After the 3 minutes. medical doctor. following the same procedure as in groups and whole class. how do you think it could develop from there?´ I think it shows an essay doesn¶t have to be about bombs and explosions to be interesting. he would like to buy one of your bothers or sisters for a very high price for research that could save the human race. that is. using it as a noun or an adjective or even a phrase. Occasionally a student will suggest this as an idea and it¶s nice to say. etc. then ask each pair to choose the best. mad scientist. Encourage the students to be as inventive as possible with the letter m. he suspects you might be a superhero and would like you to come down to the lab for tests. she has forgotten her key and wants to know if you can let her in the building etc. monkey. Again.y types of student (as most classes do!) then you'll need to take a couple of suggestions from the faster students to help the slower ones. ask the pairs how many ideas they've come up with. the one that will easily develop into an interesting story. for a change of focus students could do this individually as they should be very comfortable with the process and be able to work alone. ³That is how the story starts. mystic. This should encourage any of your students who say. Ask them to agree on one of the callers from the list and then repeat the brainstorming process. Write these ideas on the board and then get the students to select the best choice. Extension Ask the students to write it up for homework or in class. she meant to call the prime minister to warn of an alien plot. Mr Matthews. For example. in the actual Carver story the caller is a wrong number. At first the students tend to think that this will be too difficult but they usually come up with a good list. (Thanks to David Brining for telling me about Raymond Carver) . Give the students 3 more minutes to come up with another list of callers. let's take M for example. Ask the students to decide why the caller is calling. mathematician. Mexican. and shows how spending a few minutes planning means the story almost writes itself. When the time is up get students into small groups to share their work and as a final round up ask a group member to share one of the story endings in open class. for example. model. "But I just don't know what to write!" Tips Finally. milkman. all beginning with that letter. for example. For a change of focus you can do this activity as a whole class.
2009 . For example. o Write the title of our story on the board. Where did they go? Why were they so sad when they left? What things went wrong? Why will they never return? o The aim is to get lots of different suggestions for each question to get students being as creative as possible. think up several examples of who µthey¶ could be and from where they are walking. Brainstorming for ideas/ creating the plot of the story (II) In groups. promising never to return again¶ Before class. suspense. and place emphasis on the creative part. They: students Where: the last day of their language course in the UK They: aliens Where: the Earth They: football team Where: after a match They: teenagers Where: a concert by their favourite band They: friends Procedure y Where: a party at another friend¶s house Giving the task purpose (this stage could be done in the students¶ own language) o Ask students what the purpose of writing a story is. a twist. They: students Where: the last day of their language course in another country o Choose one of their suggestions and ask questions to get students developing the idea: Eg. romance. Preparation This is the last line of our story.creative thinking Submitted by swif on 21 October. I think it is important to break the task down into small stages so students don¶t get discouraged. Ask students to think silently who µthey¶ might be and where they are leaving. o If they find this difficult you could give them one of your ideas. o Divide students into groups of 4 or 5. a moral Brainstorming for ideas/ creating the plot of the story (I) As a class. Answer: to entertain o Ask them for ways a writer can do this Possible answers: comedy. µThey walked away sadly. mystery.Story writing .08:20 Writing stories is an exciting and creative activity and yet students often seem resistant to undertaking this task. with direction. y y . Eg.
Cut up the words so one word is on a separate piece. I chose this as it contains a number of rhyming couplets. either from earlier student suggestions or your ideas. I would suggest leaving this activity at this point as the aim is to exercise students¶ creative side. you could now ask them to write the story either in class or as homework. It is available free from the following website http://freepoemsonline. tell them that they will need to choose which one of the other stories they like best and why . Give them five minutes to come up with a story based on these.com/2008/02/i -wish-my-husband-were-online.blogspot. Take out some of the rhyming couplets and write these words on a piece of card. Preparation y y y y Choose a suitable poem. The aim is creativity and a chance for students to use their imaginations. It can also be used to practise learners' pronunciation. Retype the words of the poem so it contains gaps where the rhyming couplets were. During the task the students will have had to use a wide range of vocabulary and I think this is challenge enough for any class. Extension y Take students back to the title you started with and discuss how many ideas came out of just one line.this will give students a good reason for listening. One that contains some rhyming couplets is ideal.16:43 I like to use this activity to introduce poetry into the classroom and to raise learners' awareness of the beauty and fun to be had with poetry.html. o Before this activity begins. France Gap fill poems Submitted by Derek Spafford on 2 October. Teacher. Encourage the groups to follow the same procedure as in step 2 and come up with lots of different stories before choosing their favourite. Procedure .o o o Each group chooses a different µthey¶ and µwhere¶. I chose a poem titled µI wish my husband were online'. The time limit is important to keep the activity moving. If you want to do this as a listening activity you could record the poem in advance. Of course. Stuart Wiffin. 2009 . The level and age of your learners will determine the type and length of poem you will be choosing. y Whole class feedback o Ask students to share their favourite stories with the class. however.
Most of my students love having the chance to use their language in a realistic way. You could use the poem as a springboard for discussion. Write these on the board. Each student has a 'role card' which details the information they need to find out from their partner and also the answers that they will give to their partner. age. The 'new student' needs to find out the address and directions to the school from the nearest train stop. their 'new identities' giving them the confidence to speak.y y y y y y y Make students aware of rhyming and what µto rhyme' means. of the new student. The 'receptionist' needs to find out the name. Learners listen and check. Learners use the words on the board to fill in the gaps. The receptionist's role card has a simple map which they must describe to the new student. This would be the person with a word that rhymes with theirs.) . telephone number etc. Make sure they write the words in pairs. Encourage learners to rhyme things with their name or hometown etc to personalise the activity. After they have found their partner they can write the words on the board. Level: Elementary and above Description Role-play is a great way for students to try out their English. (If photocopying is an issue. Students walk around and find their partner. Learners could then recite the poem to each other in groups.11:20 This is a role-play activity in which your students practise asking for and giving personal details and directions. Extension y y y Learners could make a list of words that rhyme with the couplets You could have learners add their own words to the poem to create a new poem. and often take the role-play much further than I would have thought possible! The quieter students also come out of themselves. ask your students to use their own notepads to jot down their answers rather than making these additional cards for them. 2009 . Written by Derek Spafford First published in August 2008 The new student role-play Submitted by TE Editor on 16 September. one student is the receptionist of a language school in London and the other is a new student. Registration cards and blank maps are provided for students to complete with the information they find out. Give out the poem. Give and elicit examples. Give each student one of the cut-up words. In this role-play.
I extend this section by getting the students to prepare the questions they will need to ask to find out this information. Your students can then compare the information they have written down with that on their partner's role card to see how well they did. o When doing this type of activity. for example. in some languages people introduce themselves with "I am _____". y y y y .Role cards 117k Procedure y Set the context for the role-play. by telling an anecdote. o All role-plays work better with props. Why? So they can't see each other (or read each other's role cards) . call time. When most of the students have finished. Set a time limit. If I want to do some specific language work. This may sound too obvious. If there is time. I get the students to work on question form and pronunciation. which of the following do you think is more appropriate? "Give me directions. and to smoothly reorganise pairings if I need to. Do a quick demonstration with one or two stronger students. This helps me to quickly see who has which role. showing a picture or posing some discussion questions. the students should ask their partner to repeat and/or speak up. As the students do the role-play. version 2' so that they have new information to give about the school. but. Put the students in pairs. I find it helps if you can photocopy the cards onto different colour paper: for example. and when they do get into role. You could also introduce the idea of 'register' . ask your students to swap roles.this is a telephone call. I ask them to sit back-to-back. The 'new student' card from the first role-play can be used again. as they would if they were really talking on the telephone." "Could you tell me how to get to the school. Give out the cards. rather than "This is _____". You can do this by describing the situation. after all! If they have trouble hearing their partner. With lower levels. perform better and have more fun. I often extend this section by getting my students to brainstorm the way we start and finish telephone calls in English. For example. o Highlight to the students that this is a telephone conversation.the degree of politeness that would be used in this conversation. For this role-play. walk around and listen. rather than turning round. I note down some of the problems with language they have and use these for a 'correction slot' afterwards. Explain the role cards. red for the receptionist and yellow for the students. o Once the context is clear. I ask my students to brainstorm the type of information the language school will need from the new student and what the new student will need to know before she/he goes to the school. please?" o Put the students in pairs. with a focus on sentence stress and intonation. Even simple props like cardboard phones will help students 'get into role'. Give the receptionists the 'receptionist role card. They could also swap partners for more variety. they invariably try harder.
I also try to encourage my students to talk about themselves as much as possible. When the context has been established. suggestion and negotiation. The students ask you for the card they have chosen after each discussion. y y . Students listen to or read what is written on the first card. I get students to self-correct the errors I noted down while they were doing the role-play. as well as specific language relating to holidays. which gives students different options and a variety of different holiday outcomes. if they don't. This can be done in pairs. You can set the context by describing the situation. telling an anecdote. in a genuinely 'communicative' activity. By Emma Pathare The holiday maze Submitted by TE Editor on 26 August. put the students in groups of 2 to 5 students.15:20 This is a reading and speaking activity. their experiences of different language courses or if they would like to go to London to study English. for example. fun way to practise the 'functional' language of agreement and disagreement.As a language follow up. Get them to talk about problems they had and things they enjoyed. You can also run the activity as independent group work. It can be used with any level from pre-intermediate to upper-intermediate and beyond. showing a picture or posing some discussion questions. with a set of cards for each group. The students are going on holiday together and want to have the best time possible. not being able to use gestures to help explain what they were saying.ask them about times they have been on holidays with friends. they will finish very quickly and will not have had the speaking practice that the activity is intended to provide. Don't only focus on language use though. Maze activity 62k pdf Procedure y Set the context for your students. The activity can be run as a whole-class activity with you using one set of cards.so you can use the activity several times with the same class. Students make decisions in pairs or groups with the aim of going on a successful holiday.g. I find that students love to talk about their experiences .different groups find themselves going on different holidays . It is based on a 'maze' principle. There isn't one 'correct' answer . It is absolutely vital that the students really discuss each option and its possible implications. groups or as a whole class. The important thing is to encourage as much discussion as possible. It is an excellent. They must then discuss the different options and come to an agreement about what to do. 2009 . They then read the next card until they reach a conclusion and find out if they had a successful holiday or not. Get your students to think about what it was like 'talking on the telephone' and any difficulties this posed e.
disagreeing and changing their minds. . You could give out magazines and scissors to students and ask them to cut out a number of people who they think look interesting. negotiating and making decisions. think carefully about how to group the students. . If groups are not really discussing much. Pictures of people 339k zip © All images are copyright Chris Tribble. They may also be arguing. . .' 'I've changed my mind.09:09 In this activity students create a profile for a group of people and imagine their relationships to each other. especially 'topic' vocabulary (i. King's College.' 'I don't agree with . students will be discussing.' 'What about . Read through the cards and make a list of words or phrases that you think your students may not know.' 'Let's . Before you start the activity. In this activity. it can be a good idea to pre-teach vocabulary which you know the students will need for the activity. .' Emma Pathare The soap opera Submitted by TE Editor on 17 August. pre-teach these words.e.' 'That's a good idea but . 2009 . holidays). These expressions may be useful y y y y y y 'I think we should . . .y Your role: walk around and listen to the groups. . ask questions about their reasons for their decisions and prompt them to discuss more. They then construct a soap opera based around the characters and write a scene from the soap opera. . It can really help the flow of conversation if students are confident in using functional language. London University and used with his kind permission. Preparation Download copies of the photographs here or cut some of your own out of a magazine. This activity can be completed in one lesson or divided across a number of lessons if you feel your students need more support and correction. Before the activity starts. . . How can you best encourage speaking? Especially at lower levels.
Try to get some examples of ones that they watch. hobbies.g. drama ± usually based around some kind of setting / workplace. if your students are confident enough. then give each group a copy of the pictures.16:42 Planning a simple composition This activity trains young learners to plan a very simple story by looking at the brainstorming process prior to writing. villains. so be sure to monitor closely. y y y y y Nik Peachey. ask them to choose characters and act out the scene from their soap opera. Preparation Find a picture of the hero of your story in a magazine or on the internet. Ask the students to try to imagine who the people are and what they are like.) Next tell the groups that they should write a short scene involving as many of their characters as possible. and guiding them to the actual writing of the story through a clearly staged plan. heroes. heroines. etc. You could video this and let them watch their performance or you could just take in the scripts and help to correct them.Procedure y y Put your students into groups of about 4 people. Try to get them to decide what kind of setting the soap opera takes place in (e.) Next tell the students that all of the pictures they are holding are of characters from the same soap opera. Procedure Stage 1: Brainstorming . Name. Writer. Morocco Anna's wet day out (copyright dude) Submitted by TE Editor on 23 July. in a hotel etc. You may well need to help out and input language for this. Freelance teacher trainer. Lastly. occupation.g.g. on a ranch. Materials designer. This might be easier for some students if you stick the pictures onto a sheet of paper and then write the headings for the information you want at the side (e. habits. then allowing them to select ideas. Next ask them if they can think of things that most soap operas have in common (e. age. character etc) Once they have done this ask them if they know what a soap opera is. Ask them to decide what the relationships between the people are and what role each of them has within the soap opera. 2009 . in an office. big enough for your teaching situation.
Each group chooses one they like to share with the class. France . get some ideas but don't write anything in the box. You can then ask them to choose one to write the story. Check students understand the meaning. Again brainstorm ideas. Day out. What happened and The end. Move on to the The end box and continue to ask for ways for the various stories to end. for example. Take students' plans in and mark them to show you consider the plan itself to be important and to give them any advice you think is needed. how did she get wet at the park? Did she fall in the pond? Why? Was she running away from a scary dog? etc. write down as many ideas as time allows. Once you have corrected this. Divide your board into four quarters and title these: Anna. The students will have the opportunity to finish the story themselves. Tell students Anna got wet on her day out and ask them how this happened. By now you should have several possible stories on the go.y y y y y y Write the title 'Anna's wet day out' at the top of the board. Guide them using as many of the ideas in Day out as you have time for eg.story plan Ask students to copy the grid from the board and then in each part to choose and copy just the information they want to include in their story. if they said she likes going to the park ask them to give concrete ideas such as a park they know and who she went with. Do they want their story to be funny? scary? exciting? Stage 3: Selection of ideas . Ask students how they would like to do this. Stuart Wiffin. Teacher. perhaps with illustrations if you feel this would be motivating. If story writing is Important in the students¶ curriculum you can repeat stages 1 to 4 with three or four other titles so students build up a number of plans. Show students the picture and ask the following questions: How old is she? Where is she from? What does she like doing in her free time? write down all the suggestions in the part entitled Anna. Their story ideas should improve greatly with practice and the resulting story should be a better one. students then work alone and each complete a final draft. Stage 2: Think about your audience Establish that the aim of a story is to entertain. Give them time and assistance to fill in the fourth part 'The end' as we left this blank in Stage 1. Again. Tell students Anna is going on a day out. Stage 4: Story feedback Ask students to tell their stories in small groups. guiding students using the ideas they gave in Anna. Stage 5: (Optional) Students choose a story from their group and write a first draft in the following class.
etc. activities. 2009 . Place the cards scattered on the floor in the middle of the classroom. y y y Cut up cards of different objects. Students swap pictures again and move on to talk to someone reporting the story they¶ve just listened to. The activity is performed as a mingle.Chain story telling Submitted by TE Editor on 22 July. Hamilton. New Zealand . y y y y y y y Arizio Moreira. Each student must tell their story for about one to two minutes only.14:16 In this speaking activity the students tell personal stories which are prompted by pictures. Students must then talk to another student and tell him/her the story of the person they last talked to. selected randomly. Tell the students to pick up a card from the floor which they think makes them remember one of the following: (a) a memorable event in their lives (b) a positive or negative past or recent experience or (c) a story about a friend/family member/acquaintance/etc that they would like to share with others. animals. Emphasise that they must ask the name of the person they were talking to before they move on to talk to another one. Round the activity off by asking individual students to report to the class the interesting things they¶ve learned about other people in class. Tell the students that they must find another in the class and tell them what the picture makes them remember and listen to the other person¶s story too. Students then must exchange pictures and find another student to talk to.