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Compiled from Refresher Course for Mentors
READING RACE Level: Any Level Skills: Reading Procedures: a. T divides the class into groups ( each group consists of three or four students) b. T asks students to decide their bells (e.g. Tit,Tat,Tot) c. T reads the reading text and asks the students to pay attention to how the words correctly pronounced d. T asks a student from a certain group to read the text, and asks the other students from other groups to pay attention to him/her and when they listen to a mispronounced word, they have to ring the bell and one of the students in that group continues reading the text. The procedure continues until the whole students get their turns. e. The group which has the fewest mistakes will be the winner THE TALKING CANDY It is a very simple method to encourage students to take part actively in the whole class activities. Prepare a pack of candies and give one to the students each time they can answer the question correctly from motivating strategies to skills practice. The more questions students can answer, the more candies they will get. The candies can be used to measure students’ participation and take their daily scores. At the end of the lesson, teacher asks the students to count the candies they have got. The winner is the student who gets the most candies. PICK THE WINNER Level : Any Level Objective : Teaching Grammar Procedures: 1. T prepares a set of sentences for students to analyze 2. T divides the students into groups of three 3. T shows a sentence to students 4. T allocates time to students to discuss with their groups whether the sentence is “a winner” (grammatically correct) or “ a loser” (grammatically incorrect) 5. Each group chooses a number, 0,25,50,75,100 6. Each group tells their decision whether the sentence is a winner or a loser 7. If the sentence is a winner, the number the chose will be added to their score. But if the sentence is a loser, their score will be subtracted by the number they choose. 8. The winner is the group with the highest score THE COLORFUL PAPER Level: any level Skill: Speaking Stage: Summing up T aids: List of questions, colorful paper Procedures:
1. T asks students to work in groups of three. T asks students to discuss/practice/talk the materials in the lesson. T asks students to close their books after having discussion. T introduces the colorful papers which are going to be used for scoring (e.g. Red – 10 points, Yellow‐ 15 points, Green – 20 points, Blue – 25 points). Then put the colors in a box 2. T tells students that they will have questions about the lesson. If they can answer the questions, they have to ring their bells ( animal sounds) 3. If they can answer correctly they may take the colorful paper in the box and it will be their score 4. The group with the highest score will be the winner GRABBING THE WORDS Level: any level Skills: Speaking, Reading Stage: Summing up Procedures: 1. T divides the students into groups of four 2. T distributes small paper to each group around 15 – 20 pieces 3. T dictates the words and asks students to write on the paper given, one paper for one word 4. When teacher finishes dictating the words, asks each group to sit in a circle with their chair touching each other 5. T asks students to spread the words on their chairs/tables, make sure that each student can read the whole words and can grab them 6. T sets the rules, all students should put their hands on their head, when they listen to the teacher mentioning one of the words students have to compete to grab the word 7. Students with the most words will be the winner TELEPATHY GAME Objective: Teaching conditional IF Procedures: 1. T teaches conditional IF 2. T asks the students to write their names on a piece of paper 3. T takes the papers and distribute them to other students, make sure that the names not belong to the students 4. T asks the students to make a question under the person’s name with conditional IF (the question is intended to the person) 5. If the students finish making the question, T asks the students to think what will be the answer of their friend’s question and asks them to write on the back side of the paper 6. T asks one of the students ( e.g. TONO) to read his answer 7. The student that has Tono’s name on the paper reads the questions 8. If the answer matches the question, T gives the student Candies CATCH THE CRIMINAL Level: Any level Skills: Speaking Lesson: Describing Physical Features Pre‐condition (Parts of the body, descriptive adjectives, participial adjectives, compound adjectives)
Procedures: 1. T puts the students in pairs. Together they have to make a dialog. Situation: One of them will be the Police Officer; the other is the victim of a crime. In the dialog, the victim is reporting to the Police Officer about the crime and describing the physical features of the criminal. The criminal must be one of their classmates from other groups. The Police Officer should identify the criminal from the description at the end of the dialog 2. The students perform the role‐playing in front of the class. At the end of the dialog, they are given 20 seconds to really catch the criminal. The other students should listen attentively to the dialogs and if they think that they are the criminals, they should run away. Only one student is allowed to get out from the room and if he is out for no reason, his team will get 10 point penalty. 3. Every team is given 20 seconds to catch the criminal and the time they will be transferred into scores. For example, the team needs 5 seconds to catch the criminal, so they will get 5 points and 15 points will be added into the criminal team. The winner of the game is the team with the least score. FIND YOUR PARTNER (EL4 lesson9 etc) Short description: To introduce some new words, T can ask students to match the words/phrases and their meaning/descriptions, by asking them to match the strips/cards containing these words & meaning... This activity can be done in Motivating stage. T should know whether the students can produce some expressions needed to conduct a dialog in asking and answering the questions. If not, T should equip them with the expressions needed, such as; what is your strip/card? What do you have? So, you’re my partner!! The answer : My strip/card is…., I have……, You’re right, you’re my partner, No, I don’t think you’re my partner etc.) Procedures: 1. T tells students that he’s going to give them some strips. Each student will get different color of strip. Some students will get blue strip/card containing a job title and some other will get red strip containing a job description (EL 4 lesson 9), T asks students to match the job title and its job description. 2. T asks students what questions they should ask in finding the match. T writes these prompts on the board. 3. Students are to match the strips by asking their friends. 4. T puts the students in pairs. Together they have to make a dialog. 5. Situation: One of them will be the Police Officer; the other is the victim of a crime. In the dialog, the victim is reporting to the Police Officer about the crime and describing the physical features of the criminal. The criminal must be one of their classmates from other groups. The Police Officer should identify the criminal from the description at the end of the dialog 6. The students perform the role‐playing in front of the class. At the end of the dialog, they are given 20 seconds to really catch the criminal. The other students should listen attentively to the dialogs and if they think that they are the criminals, they should run away. Only one student is allowed to get out from the room and if he is out for no reason, his team will get 10 point penalty. 7. Every team is given 20 seconds to catch the criminal and the time they will be transferred into scores. For example, the team needs 5 seconds to catch the criminal, so they will get 5 points and 15 points will be added into the criminal team. The winner of the game is the team with the least score. PASS THE MARKER Short description: Students learn some expressions such as introducing oneself (EL 1 ls 1), like & dislike (EL1 ls 6), extending & responding an invitation (ET8 ls 9), etc
To encourage students to use these expressions , T can do this technique. It can be done in Skill Practice or Assessment stage, Procedures: 1. T asks students to sit in circle. 2. T tells the students that he’s going to give a different color of markers (i.e. blue & red) to 2 students sitting on his right and left side. 3. Students are to pass the marker to the next student in the circle 4. While they’re passing the marker, T plays a music. 5. When T stops the music, a student who gets a red marker has to pose a question to a student who gets a blue marker. 6. The questions/answers said by the students should vary. So, they can’t use the same expression.
locations. we can modify using different prompts and different aids (2 examples) A. STUDENTS BUSINESS DISTRICT Students work as one big group to try out their knowledge on prepositions. INTERVIEW Description: Actually there are many kinds of interview technique. “What is your line of business?” . (“What business are you going to open?” 2. and negotiation (about good neighborhood) Students use question prompts 1.
After the students finish the interview. “What is your line of business?” d. an intersection with blank locations with the name of the streets and numbers for the address.“What are you going to name it?” “Where is it going to be located?”) Provided to help them do S‐S interaction. VACATION TIME. 6. As the final activity they can write about their friends’ vacations 5. “What business are you going to open?” b. 7. 2. Students are asked to put their own friends name on the grid to be interviewed. 10. After the presentation on grammar (for writing) WH question words and the related tenses teacher asks students to make a grid following the example on the white board. Procedures: 1. 5. “Where is it going to be located?” 9. Teacher calls students one by one to place and name the location of one of their friend’s business on the map on the white board. as many as the number of students present on that session. Each student will have to ask the friends this set of questions a. INFORMATION PLACE? TIME? DURATION? ACCOMODATIO N? TRANSPORT? COMPANY? ACTIVITIES? BUDGET SPENT? AGUS HENDRO ALI IDWAN WINDA 3. Students use question prompts “Where did you go on your last vacation?” “Who did you go with?” “Where did you stay?” etc Provided to help them do S‐S interaction. 4. “What are you going to name it?” c. The grid can always be modified accordingly. Students work as one big group to try out their knowledge on WH question words and the related tenses they are learning at the moment. Procedures Teacher provides a blank map. teacher can check by calling the students to ask the friends to tell about the other friends’ information they get on the grid 4. they will start interviewing once the grid is ready and they can always check how to ask the questions following the prompts 3. 8. . on the white board. After all the students place their business then they use the map to describe their district. B.
The aim of the game is for the students in the teams to describe that word. so they are facing their team‐mates and have their back to the board. As the teacher. definitions etc. The shape or the model of the car. HOT SEAT Short Description: The aim of the game is for the students in the teams to describe a word. T divides the class into a group of three. At the end. b. The purpose is that to make them know how a car is built so that they can design their own dream and future car and explain it to their friends as gallery visitors.GALLERY EXHIBITION Short Description: This activity is given after reading text in HI. 5. definitions etc. Then write the next word… PLAYING CARDS . 5. to their team mate who is in the hot seat ‐ that person can't see the word! Procedure: 1. Using less Indonesian language. each representative reports to the class and chooses the best presenter based on the criteria of: a. Having systematic explanation. 4. antonyms. 10. 7. Four students from 4 different groups are chosen to be the presenters. Take the first word from that list and write it clearly on the board. with a new member of each team taking their place in their team's hot seat. Then change the students over. The ideal capacity of that future car. snorkel. c. fishing rods. The fuel which has to be environmentally friendly. sunblock. they go back to their group to discuss the summary and get their opinion to judge the other groups. 3. to their team mate who is in the hot seat ‐ that person can't see the word! 8. Good pronunciation and intonation. c. 9. surfboard. 11. Procedures: 1. 6. antonyms. These chairs are the 'hot seats' 4. they have to discuss the design and the friendly environmental fuel first. helmet. but if you have a large class. any number could be used).2 lesson 5. T gives them time to discuss and then each appointed speaker has to find their strategic and comfortable place to exhibit and explain the design of their future car to the others. First. sailing boat. T distributes paper to each group and asks students to draw and describe their own dream and future car by considering a. Sit the students facing the board. etc. 3. 2. have a list of vocabulary items that you want to use in this game for instance: goggles. Then get one member from each team to come up and sit in that chair. using synonyms. The rest of the students interview and ask questions to the speakers related to their future car. The student in the hot seat listens to their team mates and tries to guess the word. split the class into different teams (two is best. Then take an empty chair ‐ one for each team ‐ and put it at the front of the class. facing the team members. b. However. using synonyms. The first hot seat student to say the word wins a point for their team. When they finish. 6. 2.
Procedures: 1. Procedures: 1. If the topic "Diamonds: money can buy a bed but not sleep" is selected. 4. Students write to respond their friends’ questions. 3. Spades: money can buy a medicine but not health d. CHAIN STORY .Short Description: This is a speaking activity which will give opportunity for students to communicate with each other in the target language. etc. 2. Give students an example of how to start. students ask open‐ended questions to each other so that they reply in complete sentences. Then give the papers back to the student who wrote the initial question and they can see how the chat developed. 7. Each student will ask the questions to the other people in the group. 5. T explains that each suit represents a topic. T distributes the cards to each member of the group. Is sleep or rest important in your life? Why? c. This could lead on to talking about the internet. students choose a card which represent a topic and write 3 questions about that topic to be asked to the other people in the group. In groups. here are some possible questions: a. As students have been writing quickly there will probably be lots of silly mistakes they can correct themselves. or chat rooms or you could use the text to do some error correction. Hearts: money can buy acquaintances but not friends c. 2. then write 3 questions about that topic. Each student will choose a card. 4. CHAT ROOM Description: This is a written form of “chatting”. Diamonds: money can buy a bed but not sleep b. Explain that the net has gone a little bit crazy and they can’t send messages to specific people. Clubs: money can buy a house but not a home 3. comments. Tell them they are going into a pre‐historic internet chat room so they all need to decide on a nickname. Tell students that you are going to be the net and you will need to stand in the middle of the circle to exchange the papers. Is money important in your life? Why? b. Pingu: How are you feeling today? 6. As students complete their questions they should hold the paper in the air and then you swap the papers over as if their messages are being sent. For instance: a. T divides the class into groups of 4. ideas. rather. If you have a big group ask a student or two to help you be the net in the middle. They then reply to the one they’ve just received and so it goes on until each student has a page full of ‘chat’. Eg. What do you think about being a millionaire? 5. However. 8. the teacher should state at the very beginning of the activity that students are not allowed to prepare yes‐no questions. Each student needs a blank piece of paper and a pen.
5. Procedures: 1. Students are divided into groups and are given different paragraphs. The best presenter is asked to answer questions given by other groups in turns. Procedures: 1. Students with pink. the group who asks the question will say the common expression like “gotcha” or “Bingo” which means he/she has to find help from the other groups like “phone a friend” or “give me a clue”. divides students into groups of 4 and distributes 4 different paragraphs to each student in a group. If students make mistakes. This famous technique is very helpful for students especially who are in High Intermediate levels. The question and answer session is over if students who are assigned to help cannot answer the question or there is no more questions to ask. 4. If a student cannot apply it. JIGSAW READING Short Description: To avoid the boredom because of the long passage. This time. 6. T. The first student is asked to mention one if clause sentence. Others listen and judge who deserves to be the best presenter due to the complete information and cluster he/she has. b. yellow. I will bring my friends. T. St. Students take turn to apply if conditional type 1 by paying attention to the last phrase or the will clause of the former student. 4. they work in pairs before joining into groups of five. Each presenter presents the story. Next.Short Description: It is only one solution among some techniques on how to apply if conditional type 1. St. divides students into group of four. The purpose is to make all students even the quiet ones speak or get the equal portion of sharing and giving opinions. 6. he/she has to say “pass”. has to make sure that all students get the chance to apply if conditional type 1. Procedures: . Students find the topic sentence and details or significant events in each and finally report to the other members of the group about their own. will do some correction by involving other students. 3. DEBATE/DISCUSSION IN A SMALL CIRCLE Short Description: It is good to be implemented in Intermediate and High Intermediate levels. C : If I go around the city. distributes cards of pictures. T. I will go around the city. 3. students should know first points of view to be discussed. T. T. The third and the rest will do the same so that all students get the chance to produce if clause sentence. Then they work together to find the main ideas by putting the topic sentence into big circle and the supporting details into small ones. St. a. Then. 7. T introduces the using of if clause sentence type 1. students can be given certain or each paragraph of the passage. 10. I will buy a car. Students return to their first group after finishing their task and report to each other. 5. He/she will get the chance again after the last student finishes his/her statement. Students who get a picture of a famous person are the presenters of each group. green and orange cards have to find their new groups with the same color. 8. 9. One student is appointed to be a traffic controller during question and answer session. The second student continues to make another if clause based on the “will” result. B : If I have a car. A : If I am rich. 2. c. 2. Students from the presenter side help him/her when he/she is stuck to answer. If the presenter can not answer correctly.
T. This continues in good turn A to B then to C and takes around ten minutes to practice. to practice and to improve the students’ skills in listening and speaking. 3.K to answer No as long as the student uses the same verb. Take for example. T. Guessing words will give students more chances to explore their vocabularies. there are five students. Student A asks student B a question who then has to answer “yes” in order that s/he makes a positive sentence by using verb 2. Let them talk with their pairs for about 10 minutes so that they get self confidence and additional information. appoints one student to be the starter. tax. 2. then pairs them up. GUESSING WORDS Short Description: It can be applied in all levels. The words are written in cards (one card is for one word) provided by teacher. 7. The score will be given to the group that can answer or guess the word at the first. For example. divides the class into two groups. By doing it. This activity is conducted in order to give students more chances to practice their speaking and listening skills at the same time. After 10 minutes. pair work is changed into group work (It is better to have 5 students in one group). 5. 6. He/she should start first to give his/her ideas. 8. 3. I came home to my uncle house”. lifestyle or religion points of view) 4. has each student prepare Y/N questions in simple past form using irregular verb. For example: A: “Did you come to Ani’s party last night?” 1. Procedure: 1. QUESTIONING ANSWERING Short Description: This technique is for students to remember irregular past form verb. 2. 6. there is a guesser‐ the one who guesses the words described by the other students in the group. The guesser is appointed in turn. 4. T. explains first the area or the focus of their attention they want to discuss. B:”Yes I came with Budi” It is actually O. 2. T’s role here is only as a facilitator. 5. In other words. 4. (If the title is about “Should smoking be banned?” students can talk from health. In a group of three or four. the word is umbrella. 8. divides the class into groups of three (four in a big class).” 7. So the describers are to give description or explanation about the word. students will improve both skills. So one of them as guesser and the other as describers who give description or explanation about the words. T. Procedure: 1. T.1. their function is as a controller. 9. gives students time to prepare themselves for about 5 minutes. The teacher walks to monitor only. ”it is round. There is a handle. 5. asks each group to perform this questioning answering. The flow of the debate or discussion is on the starter or his/her assistant’s hand. For example: “No. In each group. T. You need it when it rains. For example “I disagree if smoking should be banned because …” Others will automatically respond him/her. T. . a student answers simple past form questions asked by another student of his or her group. 3. T. The group that is able to use the most irregular verb is the winner. chooses an interesting topic and writes the title of the debate/discussion on the whiteboard. T.
Each group has 2 boxes. If they choose the story of “The Queen of the Southern Sea”. Procedure: 1. throw. One box has to be written subjects (I. And the procedure is still the same. visit. Procedures: 1. If the teacher wants to teach Passive Voice. King. Another box has to be written some verbs (play. he/she tells the answer to his/her group orally. On the surface of one box. She. The students (in a group of three) have to prepare 2 boxes. Therefore the student will say “She throws the ball”. 6. MAGIC BOXES Short Description: This technique is used to help the students to practice some tenses. INFORMATION GAP Short Description: This technique is good to be given to students in all levels. T. He. speaking and memorizing. T. Then. While waiting for his/her turn. and Sidapaksa’s father as a king. 4. writes “I. He. They can use colorful pens. Students create a script of drama based on the story that they have chosen. and Mataram King. 5. divides the students into a group of three. 3. 7. They. There is a secretary and 3 hunters in each group. divides students into groups of 4. Sri Tanjung. At last. We. The second hunter does the same thing after the first one goes back to his/her group. She. Procedures: 1. Ask them to develop the story with their own version to make an interesting story. The first hunter goes to the front class to find an answer. Queen Mayangsari. For example: “She” and “throw”. the third hunter helps the secretary to complete the task. They and You” while on the other box. study. Students in each group throw the boxes and are required to create a sentence based on the words appeared on each box. 2. A hunter has to find an answer from the text/information in front of the class. one more box is needed which shows the time signal. divides the students into groups of 4 if the topic is about “The Origin of Banyuwangi” because there are 4 characters such as Sidapaksa. 4. 2. You) on its surfaces. It trains their skill in listening. . T. We. 3. T. DRAMA (ROLE PLAY) Short Description: This activity is based on a lesson of Elementary 4 level but it is also applicable for all levels. students are divided into 5 characters namely Dewi Kadita as Princess. make). the secretary reports the result to the class. 2. It can enrich the student’s vocabularies and improve their pronunciation so that they can perform fluently. 3. watch. Sidapaksa’s mother as a queen. 4. Mistresses.
7. When they are done. Procedures: 1. 6. Ask them to perform the drama in front of the classroom. ` Changing aspects—then and now? Breadwinner Norms and values Family members’ roles Family members’ relationship Family types Extended family Nuclear family Children’s rights Parents’ authority . This activity targeted at higher levels’ students. The student who sits across from is his/her partner. The student who complete first is the winner. the gap that is expected to prompt the need to speak here is the possible different opinions on the various aspects of the topic as they believe in their own groups and among the groups. Each group is handed a mapping of ideas on a given topic. The others may check their answer. 3. 4. Give them time to practice the drama in groups. 2. Monitor them in order to help if they get trouble with vocabularies or tenses. Each group is given an incomplete dialog between 2 speakers (A and B). e. Teacher divides the class into groups of 3‐5. T. Group 1 has a complete part for A. SiBOIM (Speaking Based on Idea Mapping) Short description: Students in groups of 3‐5 discuss a mapping of ideas on a given topic as to how best to ‘read’ it—and thus speak their mind. compare. and after that give their version. 5.5. 7. Students are divided into 2 groups and they are given the incomplete form so that they can exchange the missing information. 6. Lot them in order to get the character mentioned in the story. 9. divides the students into two big groups. READING OUT LOUD Short Description: This technique is aimed at checking students’ pronunciation and spelling as well. the students in their own groups among themselves are expected to organize their ideas logically while using different language functions trying to ‘read’ the mapping. comment. In so doing. Each partner competes to complete the dialog and read his/her part loudly. together with the whole class decides the best actor and actress. T. Procedures: 1. 8. The winner reads the whole passage. 2.g. they—taking turns—report their ‘reading’ of the mapping while other groups listen. while Group 2 has a complete part for B.
e. Angelica In her childhood ‐ small girl ‐ shy ‐ not have many friends ‐ play with dolls a lot ‐ spend long hours playing 2. Teacher prepares a table of phrased ideas on a topic. comparing. e. When they are done. or explaining the relevant points now in full utterances. Procedures: 1. Conflicts of interest Generation gap Compromise 3. Teacher then hands to some student’s cards containing jumbled words to be arranged into questions addressed to chosen students. he or she sticks it on the whiteboard. MaRBle (Make Students ‘Read’ the Table) Short Description: Students arrange jumbled words into questions that they then ask their chosen friends to answer using relevant information given in phrased ideas in a table that they have to make up into full utterances. SWePT (Say What the Picture Tells) . In their respective groups. compare. He or she next asks one student with a card at a time to make up the question from the words available and address it to the chosen student. comment. what—you—tell—can—me—Angelica’s physical appearance—now and then— about—?) c. they—taking turns—report their ‘reading’ of the mapping while other groups listen.g.g. students discuss the mapping as to how best to organize the ideas. doing which they will employ different language functions. 4. Now ‐ big girl ‐ talkative ‐ have a good circle of friends ‐ hang out with friends ‐ spend more hours studying Shiren. the chosen student answers the question ‘reading’ the necessary information in the table relating. and after that give their version.
Each member (one by one) should come to teacher to memorize the words given by her/him. then he or she makes up his or her own idea of the second picture. greet show ID. This continues till it comes to the last student to tell the complete story. no matter whom the students are and what the grammar is but it is set‐up into a topic‐based package of questions. T asks one sudent and answers spontaneously by the help of teacher. Teacher sticks on the board a sequence of pictures that can describe an event. Teacher moves on with the second student. T divides the class into groups of 4‐7 (depends on the number of students) 2. d. they raise their flags to say the correct sentences 6. From zero English students to active students in short time with good pronunciation is the result of this technique (of course. After each member has the word(s). 3. c.g. The groups collect the word(s) from the members and arrange them into correct sentences 5. Procedures: 1. Teacher says a question loudly and students repeat one by one then together. The answers to each question are accumulated to be a short paragraph to be retold later orally . Teacher gives students some time to think of what all the pictures say. b. but rather. he or she has to repeat first the first student’s idea—not necessary to be exactly the same. or conjunctive adverbs. When the group knows the answer. students say what happens in a given set of pictures each with key words to be developed into complete ideas.. teacher plays important role here) Short description 1: Ss have a U‐sitting arrangement. man—come woman—appear. a process. This continues to the second student who first has to repeat the first student’s idea and then his or hers combining using appropriate conjunctions. utilizing the same strategy. students are not allowed to write. she/he has to come back to her/his group to say the word(s) 4. This is done in such a way that the first student beginning with the first picture says what the picture tells using the available key words he or she has to complete into a full utterance. tax officer a. transitional markers. e. adding other words or modifiers as necessary. Procedures: a. etc.Short Description: Taking turns. he or she says what the picture tells making a complete idea or utterance up from the given key words.. man—introduce. They get points when they make correct sentences GET THEM TO SPEAK This is a technique of teaching students to speak. LISTEN AND SAY! Level: Any level Description: Students work in groups and compete in arranging jumbled words into correct sentences. One member will have 1‐2 different word(s) to memorize 3. woman—allow in etc. ? ? ? ? ? 2. and he starts asking his friend sitting next to him/her same question and answers. This goes on this way till it comes to the last student to give a complete story. Yes same old technique “drill” but the result is nothing compared. Teacher asks one student to begin with the first picture. During this activity. an instruction. relatively similar.
St asks his friend sitting next to him question1 then answers. JUNIOR FREE CONVERSATION Content 1. My Tongue 9 12. Good morning/afternoon/evening 2. My Personal Information 1. Procedures: 1. Nice to meet/see you? 6. T reviews questions 1 to 10 several times 9. All answers are accumulated to be retold orally. My Friend 8 3. My Hands 12 14. My Hair 11 7. T asks questions 4.9. What’s your favorite color? 16. My Daily Activities 11 1. 3. My Eyes 10 9. T asks questions 7. Students read all questions loudly then each group starts asking and answering questions by the help of teacher. My Mouth 10 11. My House 16 5. What’s your name? 4. My Ears 9 8. 6. Where do you come from? 8. My Personal Information 24 2. My Teeth 11 13. When were you born? 14. T reads question 1 then ss repeat. What’s your phone number? 19. T combines all the answers to become a short paragraph for the students to retell. How do you do/how are you? 3.8.5. What’s you hobby? 17.3. My school 13 6. Are you tall? . How do you spell your name? 5. T reviews questions 1. 5.6 then reviews 7. 4.10 then reviews 8. T asks question2 then question3 sis do the same thing. Where do you study English? 15.2. Where were you born? 13. What grade are you in now? 12. My Nose 11 10. My Legs 11 15. Are a student? 10. 2. Where do you live? 7. Where do you go to school? 11. How old are you? 9.Short Description 2: Ss work in pair sitting face to face and teacher gives a package of questions. My Family 10 4. T asks a sudent question1 then he answers. Do you have any phone number ? 18.
My father is………. are they kind 6.elementary school in grade ……now. what color is it 5. how many people are there in your family 2. They are me.. They always/sometimes help me with my homework. I’m the first child in my family. what kind of house is it 6. how many brothers and sisters do you have 10. what is he 7. I’ve many friends but I’ve 2 closed friends. 4. Now I study English at Sweet English school. father. how many friends do you have 3. I sometimes play and do homework together. My Family 1. does your mother work 8. where do you take a shower 10. what do you usually do with your family 5. where do you eat . what do you usually do with your friends 8. do you love your family Summary: Now I want to tell you about my family. their names 11. how many rooms does your house have 7.years old.I’m a student of ………. How tall are you? Summary: Hello! Good morning/afternoon/evening. are you the first child in your family 4. I come from………. are they beautiful/handsome 7. can you mention them one by one 8.. mother. what are their names 5. There are ….years old. is it big 3.20.(spell). do you like them Summary: Now I want to tell you about my friends. ….23 ms tall. 3.years old. is it small 4. do your parents always help you with your homework 12. do you have house 2.It’s……. I like them very much. where do you sleep 9. what is she 9. I was born in…. does your father work 6. I live at…………(complete address). My Friend 1. I love my family very much.people in my family. I’m………. I usually chat and watch TV with them together.... and my sister’s name is……… She is ……. Thank you. My name’s…….and my mother is ………… My brother’s name is……. My House 1. Their names are …and… They are kind and beautiful/handsome. what is his/her name.brothers and…. do you any have friends 2. who are they 3. how many closed friends do you have 4.He is……. My favorite color is…and my hobby is…. 2.(place) in……(year).sisters.My phone number is … I’m 1. I want to introduce myself.
14. is your hair straight 4. My school’s name is……It’s far from (near) my house so I go to school by car (becak…. Sometimes I bring food and drink to school but I can not eat and drink in the classroom while studying. 13. what color is your hair 3. 12. what’s your school’s name 3. where’s your hair 2. My hair is not long but my hair is shot. who is your class teacher 9. what do you bring to school 11. can you eat and drink in the classroom 13. is your school building small 8. is eating and drinking in the classroom good Summary: Now I want to tell you about my school. My house has …rooms. I watch TV in the family room. I sleep in the bedroom. So I have to keep my house clean by sweeping and mopping it everyday 5. are you an elementary school student 2. is your hair kinky 7. pens. This is my hair. I look good and beautiful/handsome with my hair but I look ugly without my hair so I have to take good care of my hair by washing my hair 3 times a week and I comb it everyday. and kinky but my hair is wavy. 6. do you bring food and drink to school 12. 2 bathrooms. This is my house. I eat in the dinning room. My class teacher is Mr/Mrs……. It’s a one/two story house with white yellow. is your hair curly 6. where do you watch TV where do you study where do you pray where does your mother cook where does your father park his car how do you keep your house clean Summary: Now I want to tell you about my house. how do you go to school 6. do you look good and beautiful without your hair 11. 1 family room. do you look good and beautiful with your hair 10. and blue color.).. 15. My hair is not straight. curly.. is your hair long 8. 1 dinning room. My Hair 1. My house is big. is it far from your house 5.I bring school bag full of books and school utensils such as pencils. They are 3 bedrooms. how do you take good care of your hair Summary: Now I want to tell you about my hair. 1 kitchen and 1 garage. my mother cooks in the kitchen and my father parks his car in the garage. erasers. 16. My school building is big and spacious.11. is it near your house 4. is your school building big 7.My favorite subject is …. I take a shower in the bathroom. is your hair wavy 5. and sharpener. what’s your favorite subject 10. My School 1. . is your hair short 9.
reading books and watching TV. My Eyes 1. I have 2 eyes. I can not smell anything and breathe properly without nose. what is nose for 9. where is your left eyes 6. How do you take good care of your ears Summary: Now I want to tell you about my ears. This is my right ear. can you breathe properly without nose 11. 9.7. how many eyes does everybody have 4. I have 2 ears. So I have to take good care of my nose by washing the nostrils with water everyday. how many eyes do you have 3. Everybody has 2 eyes. 10. how do you take good care of your eyes Summary: Now I want to tell you about my eyes. where is your right eye 5. Can you hear something without ears 8. My Nose 1. These are my eyes. I can not hear anything and listen to the music without ears. can you watch TV without eyes 10. This is my nose. My Mouth 1. Where is your right ear 5. Where is your mouth 2. can you smell something without nose 10. I can not see anything. what are eyes for 7. This is my right eye. Ears are for hearing something and listening to the music. How many mouth do you have . Can you listen to the music without ears 9. is your nose big 7. how many noses does everybody have 4. Everybody has 1 nose. is your nose small 8. This is my left eye. What are ears for 7. So I have to take good care of my eyes by giving them an eye drops and wearing sunglasses. My Ears 1. Eyes are for seeing something. How many ears does everybody have 4. I have 1 nose. how many noses do you have 3. My nose is not big but my nose is small. how do you take good care of your nose Summary: Now I want to tell you about my nose. So I have to take good care of my ears by cleaning them with cotton bud at least once a week. Everybody has 2 ears. read books and watch TV without eyes. Where are your ears 2. This is my left ear. can you read books without eyes 9. can you see something without eyes 8. where are your eyes 2. My nose is not pug but my nose is pointed. These are my ears. Nose is for smelling something and breathing. 8. where is your nose 2. Where is your left ear 6. is your nose pointed 5. How many ears do you have 3. is your nose pug 6.
5. 7. So I have to take good care of my tongue by not drinking too much hot water and eating too much hot food. This is my mouth. 12. Are teeth very important for us 18. Are your teeth dirty and yellow 16. Have you ever got toothache 23. My teeth are not dirty and yellow but they are white and clean. speak properly and eat properly. I can not eat properly. I have ever (never) got toothache. 7. My Tongue Where is your tongue How many tongues do you have How many tongues does everybody have Is tongue very important for us What is tongue for Can you taste food without tongue Can you speak properly without tongue Can you eat properly without tongue How do you take good care of your tongue Summary: Now I want to tell you about my tongue. 5. What are teeth for 19. 9. speaking properly and eating properly. How many mouth does everybody have Is your mouth big Is your mouth small Is mouth very important for us Can you eat hamburger without mouth Can you speak English without mouth Can you whistle like a bird without mouth How do you keep your mouth fresh Summary: Now I want to tell you about my mouth. 3. biting apple and chewing bubble gum. Where are your teeth 14. speaking and whistling. Everybody has 1 tongue. 6. 6. speak English and whistle like a bird. My Teeth 13. bite apple and chew bubble gum without teeth. Can you chew bubble gum without teeth 22. Do you brush your teeth everyday 17. 1. 2. This is my tongue. I can not taste food. Tongue is very important for us. Tongue is for tasting food.3. Can you bite apple without teeth 21. These are my teeth. Teeth are for eating properly. Mouth is for eating. Are your teeth white and clean 15. 4. 10. I can not eat hamburger. 8. How do you take good care of your teeth Summary: Now I want to tell you about my teeth. Mouth is very important for me. 8. 4. I have 1 mouth. My mouth is not big but my mouth is small. . So I have to keep my mouth fresh by gurgling with water everyday or chewing bubble gum. I have 1 tongue. 9. So I have to take good care of my teeth by brushing them everyday and seeing the dentist regularly. 11. Teeth are very important for us. Can you eat properly without teeth 20. Everybody has 1 mouth.
Everybody has 2 legs. 8. Where is your left leg 6. Where are your legs 2. This is my left hand. write letters and wave without hands. this is my right leg. Where is your right hand 5. What are hands for 9. 6. 5. I’m a right/left‐handed person. I have 2 hands. Where are your hands 2. How many hands do you have 3. I do everything with my right/left hands. writing letters and waving. How many hands does everybody have 4. 15. How do you take good care of your legs Summary: Now I want to tell you about my legs. 1. My Daily Activities what time do you usually wake up in the morning do you always have breakfast what do you have for breakfast what time do you go to school how do you go to school what time do you go home from school do you always take a nap in the afternoon do you like watching TV in the afternoon . Where is your left hand 6. Legs are for running.13. Where is your right leg 5. How many legs does everybody have 4. My Legs 1. I can not run. Hands are for holding ball. This is my left leg. Legs are very important for us. Are legs very important for us 7. What are legs for 8. I can not hold ball. waking and kicking the ball. Can you run without legs 10. I have 2 legs. My hands 1. Can you write letter without hands 11. Can you walk without legs 9. How may legs do you have 3. 2. Can your wave without hands 12. Are hands very important for us 8. These are my hands. So I have to take good care of my legs by keeping them clean and wearing shoes or sandal. These are my legs. How do you take good care of your hands Summary: Now I want to tell you about my hands. walk and kick the ball without legs. 14. This is my right hand. 4. Hands are very important for us. Everybody has 2 hands. So I have to take good care of my hands and keep them clean by washing them with water everyday. 7. 3. Can you kick the ball without legs 11. Can you hold the ball without hands 10. Are you a right‐handed or left‐handed person 7.
Procedures: In the first class Give each student ten labels. 2. HEXAGONS GAME Procedures: If you look at the playing board image. The first letter to all the answers starts with the letter in each hexagon. Again the owner of the label describes the event. For homework ask the students to write one sentence on each label about important things that have happened to them in the past. what time do you go to bad Summary: Now I want to tell you about my daily activities. They are to read the sentences on the other two people’s labels and correct their grammar. September 1970 July 1972 I went by plane for the first time. I spent my first day at school. On each label they should also write the month and the year in which that thing happened. I take a bath. In group of three. E. 6. what TV program do you like to watch 10. e. If a player lands on a label already discussed. 5. you will see a block of hexagons with a letter in each hexagon. The game is played between two teams. The object of the game is for each team to make an unbroken line from either the top to the bottom or from on side to the other without being blocked by the other team. the yellow team . The activity ends when all the players have completed the course.for breakfast. Ask the students to stick the 30 labels in the sheet of paper in chronological order. dress up for school and have breakfast. 4.9. they correct the grammar and talk about the events. My favorite TV program is ……… I go to bed at ……after studying for tomorrow lessons. Next B throws the die and moves to the label indicated. After getting up. I have…….. etc. Ask the students to work in threes. Now student A in each threesome throws the die and moves to the label the number from the chronological beginning that his or her throw indicates. The person whose label it is speaks for one minute about the event described by the sentences on the label. OUR LIVES Short Description: Students write about important things that have happened to them in the past.g. pray..g. he or she moves on to the next undiscussed one. Give each threesome a large sheet of paper and a die. March 1978 My aunt died in hospital – she was 34. I like watching TV in the afternoon. 3. In the second class 1. do you always study in the evening 11. I go to school at………by…… I go home from school at…… After having lunch I sometimes take a nap. I usually get up at….
htm A Means the same as "over" Means the same as "scared" The capital of this country is Canberra The first man What comes after morning The eighth month of the year The fourth month A part of the body Past participle of "eat" Mountains in France near Mont Blanc C Transport with 4 wheels and an engine Where you leave your car Domestic animal ‐ a white one is lucky Furniture in the kitchen where you put things B A very young child The opposite of good Someone with no hair A room in the house where you wash Opposite of after Transport with 2 wheels and no engine An animal which flies The opposite of interesting The past participle of break A shop where you buy meat The past participle of buy D The opposite of light You start a letter with this word Copenhagen is the capital of this Past participle of do things . The teacher says “we drink it and it comes from cows" The red team are the first to say milk so the teacher colors the "M" hexagon in red. Make photocopies and get the students to play in small groups. The students must think of a sentence that contains two words that begin with the letter. Give each team a time limit to get from top to bottom (45 seconds). Playing Board 1. HEXAGONS QUESTIONS (Beginners level) J&S TEFL PITSTOP http://www. 4. 3.chooses to go from top to bottom. 2. They choose the letter "m”. 5. The students themselves think of the questions. The reds choose the next letter and so on. For a competitive version the team who gets across in the shortest time wins. You must accept their first answer. The teacher says the answer and the students must think of possible questions. If you can't understand these instructions just ask anybody who is British to explain it you as they are bound to have seen the TV program.lingolex. Variations 1.com/jstefl. If they get a wrong answer block them with another color.
apples etc.g. Larios Your daughter's daughter A color made from black and white Shop where you buy vegetables and fruit A musical instrument played by Andres Segovia A type of animal like a monkey Athens is the capital of this country Bottles are made of this Past participle of give The opposite of boy A very expensive material I Opposite of possible Opposite of out The Taj Mahal is in this country Violin. very small animal ‐ e. fly. pears. piano. flute are musical _____ A very.com/jstefl. each with 5 fingers Opposite of sad You are this when you haven't eaten Opposite of cold Opposite of low A type of animal with 4 legs you can ride A place where you go to exercise A building with rooms and a garden Opposite of goodbye If you go on holiday you may stay in one Opposite of love J The first month Type of trousers ‐ Levi's A sweet food you have on bread If you work you have one of these A type of martial arts . Europe. They swim in the sea and rivers Method of cooking Animal similar to a dog Musical instrument Part of the body ‐ we have 10 Opposite of slow Where Peugeot are made E You have 2 on the sides of your head Opposite of late What chickens produce Opposite of full London is the capital of this country You put a letter in this before you Opposite of beginning The language you are studying now A big grey animal from Africa or India Opposite of west You eat it HEXAGONS QUESTIONS (Beginners level) J&S TEFL PITSTOP http://www.htm G Wine is made from them Animal with a long neck Your father's father A color made from blue and yellow An alcoholic drink ‐ Beefeater. Africa are them Past participle of cost Your mother's brother's daughter The opposite of dirty The opposite of shallow You do this in bed This is where you look up words The opposite of life The twelfth month of the year Past participle of drive You go to him when you are ill Room in the house where you eat The people of Holland F Fifth day of the week Isabel's husband (Spanish history) Oranges.lingolex. spider H What you wear on your head You have two. Brie Festival in December ‐ Jesus was born It tells you the time Asia.Opposite of expensive Food made from milk ‐ Roquefort.
Someone who is never late is this Opposite of push . Mr. pork. Peter.13 etc. the damned. Past participle of lose Someone who doesn't work hard is this Opposite of right If you didn't have these you couldn't walk Opposite of dark Where you can borrow books from French.7. Clinton is one. live A type of music Tokyo is the capital of this country L Meat from sheep Opposite of first Opposite of early An old language that no one speaks. vela etc. lungs. cheap‐expensive Not closed N Not wide Between the head and shoulders Three times three Oslo is the capital The eleventh month Opposite of always Religious woman You smell with it 6. Susan.lingolex. rich‐poor. Spanish.9. lamb. They work in hospitals A type of synthetic fiber John.2. Esperanto etc. kidneys Big‐small. liver. Opposite of "a lot" HEXAGONS QUESTIONS (Beginners level) J&S TEFL PITSTOP http://www.You give this to someone if you want them to come to your party Frozen water Dublin is the capital of this country Opposite of out of The building where Eskimos live You are this if you have got a cold: opposite of well K An animal that lives in Australia Assassinate One thousand grams What you open a door with What Japanese people wear Don Juan Carlos is this person in Spain Past participle of know The middle part of your leg A room where you cook What you cut things with Past participle of keep One thousand meters The sixth month Another word for sweater The seventh month A short coat Where snakes etc.com/jstefl. Mary etc. P You wear them in bed Opposite of pull Young dog The sex pistols. stiff little fingers. It comes from cows You can see yourself in it Not less O Capital of Norway Opposite of under Opposite of in The first Heart.htm M Female pop singer She is your father's wife A very long running race The third month You do it in church Big city in the south of France You light cigarettes with them The fifth month Chicken.
Vegetable The smallest number Opposite of young Place where a secretary works It's black and petrol is made from it Q Not slow Opposite of answer Elizabeth the Second To divide into 4 equal parts Four footed animal Amount You find this mineral in watches Shaped like a circle Not noisy General knowledge test Protagonist in Cervantes novel To distribute a book Place where you drink alcohol You put your food on it Eastern European country Leader of the Catholic church R A flower It heats the house You listen to it The color of blood To save someone from danger A place where someone cooks for you Food ‐ small white grains Not common Moscow is its capital To say again A shape HEXAGONS QUESTIONS (Beginners level) J&S TEFL PITSTOP http://www.htm S Sixth day of the week You put it on your food Type of fish you can buy in a tin There is a lot of it at the beach Musical instrument Denmark. Where you go to learn Country in Britain After the first Small unit of time The sun does it Big boat It's white and cold U Country in South America Opposite of over The name of the metro in London Take your clothes off Without a job Opposite of down Perfect state Place where you learn T Animal of the cat family Person who makes clothes Opposite of short Water comes out of them You do it with the tongue A car that takes you where you want Hammer. Sweden etc. saw. spanner etc. Norway. A popular English drink You use them to eat with A game played with 2 people and a ball A finger Part of the leg A big number V You do this at an election Country in South America A planet Fear of heights Musical instruments Sixth sign of the zodiac Strong alcoholic drink Hot geological phenomena .lingolex.com/jstefl.
Continue until they get to the fifth student. speak. Then the teacher calls out an adjective and the students are to look for and cover up that adjective’s opposite. continue the game. . beans. Procedures: 1. The first person who covers five adjectives in a row is the winner. drink etc. the students cover up “soft”. T explains that when he/she calls out an adjective. programs Words Onion.V. Y W When 2 countries fight each other You look at it when you want to know the time Ceremony when a man and a woman get married Country in Britain Seven days A bicycle has got 2 Strong alcoholic drink Movement of air Cold season Past participle of write Opposite of lose Not cold Z Place where you see animals Nothing or naught A type of Buddhism A tribe from South Africa OPPOSITE‐ADJECTIVE BINGO A color 365 days Opposite of no Opposite of old Second person pronoun The day before A food made with milk A young person who is very rich The money in Japan Hindu system of meditation Black and white animal Every pair of trousers has one The last letter of the alphabet When the sun is at the highest point in the sky Short Description: Each student is given a bingo card with adjectives on it and markers to cover the words (paper squares. when the second student comes in. If the student has made a mistake. This activity is to check students’ understanding of adjective and its opposite. beans. students are to look for and cover up that adjective’s opposite. Check the answers. T tells a short story to the first student and then. if you call out “hard”. take. carrot. walk. etc). T gives each student a bingo card and markers to cover the words (paper squares. 2. potato etc. For example.You use it when it's raining Opposite of beautiful Not organized Unit of electrical force Way of copying T. the first student will tell him/her what the teacher has said. Give. etc). PASS IT ON Short description: T sends five students out and calls them back one at a time.
Preparation: Either have cards with action words ready. (25 of description: five of which have no corresponding photos). To play again. (25 set of topics: five of which have no corresponding cutouts). They are to match the descriptions of the photos they have by sticking one piece of description under its related photo. Method: . It goes on until the fifth student. 4. The class (and the teacher) will judge how well the story got passed along. The group must stick the topic under its corresponding newspaper cutout. teacher should select five different students and a different story to pass along. T puts some pictures on the board and asks students to describe the photo as if they were the photographer taking the picture. Let the group find the matching newspaper cutouts with the topic they have. “FREEZE” GAME Suitable for ET Ss Purpose: to review the past continuous i. 5.Procedures: 1. complete news cutouts. The description must match the photo. Having finished telling the story the teacher calls the second student. Purpose: Enabling the students speed reading by deciding the topic of a reading passage Procedures: 1. The group must stick the description under its corresponding newspaper photos. WALL READING Short Description: Students are to read newspaper cutouts. T allocates around 7 minutes for going around reading the 20 newspaper cutouts and sticking each topic under its corresponding news. One topic under one cutout. T sends five students out and the calls them back one at a time. Each group is given a set of topics related with the newspaper cutouts. REPORTING PHOTO Short Description: Students are to describe photos taken from newspaper.e. The group finishes the first with the most corrects wins. T allocates 5 minutes for sticking activity. The group finishing the fast with the correct topic wins. stuck on the classroom walls. T sticks 20 newspaper cutouts on the walls around the class. 4. For example: • Group A has green color for their set of topics. "They were playing basketball". T divides the class into groups of three students. Purpose: Enabling the students speed reading by matching a photo with its description Procedures: 1. 2. Then the first student tells the second student the story that he/she just listened to. The photos are stuck on the classroom walls. One description under one photo. Each group is given a set of description of photos. 3. 3. or use your text book to point to the actions they have studied in their book. 2. Let the group find the matching newspaper photos with the description they have. The group finishing the fast with the correct description wins. For assessment. The group finishes the first with the most corrects wins. They are to match the list of topics they have by sticking one piece of topic under its related newspaper cutouts. 5. 3. For example: • Group A has green color for their set of description. 2. Every set of the topic has different color.Every set of the description has different color. T divides the class into groups of three students. T tells a short story to the first student. • T sticks 20 newspaper photos on the walls around the class.
Have one team sit down and close their eyes. 4. 6. point or no point.1. The cards may contain prompts on one side or both sides. A successful guess gives them one point. divide the class into groups and make one copy of the worksheet for each group. With a large class. poor team one is patiently frozen. After all students guess once. This is important because double‐sized cards must be held in such a way that when students are talking to a partner. Once the kids are into it. That team silently acts out the action until you say FREEZE. 3. increase the level of difficulty by adding objects (not physical objects) to the sentences. 7. because it gives students the opportunity to repeat the same language with several different partners. or exchanging cards with another student. Choose a confident or extrovert student to demonstrate the activity with you. 3. 1. When you say FREEZE every member of the team freezes their current action and holds it. use simple sentences like "She was eating". perhaps deduct points for peeking. Show the other team an action verb like "playing basketball". 6. repeating the language structure or function with as many different partners as possible. "Was she playing tennis?" 2. In these mill drills tell the students that they should stop talking when you clap your hands and continue once they have made the necessary changes. ex. Photocopy the worksheet and the cards prepared by the teacher. As the name suggests. "She was eating spaghetti". 11. 5. Create a space where one team can sit in chairs together and the other team can stand up without tables in the way. play proceeds to the next team. Ask all the students to stand up and go round the class or group. TIPS: To get the game going at a good pace. the students stand up and ‘mill’ (circulate) around the class. 2. remember. 12. Explain that the students will practice the language structure or function according to the prompt on the card. Monitor that eye closed/no peeking rule. Procedures: 1. Note: Some mill drills have two stages involving either turning the cards round. HINT: Guessing should be fairly swift. using cards with picture or word prompts on one or both sides. Team one can now open their eyes and see the frozen actors. 10. Game ends at teacher's discretion. Procedures: . 4. MILL DRILLS A mill drill is an interactive way of drilling newly‐presented language. 7. 8. It fulfils the function of repetition and substitution drills. Show the students how to hold their cards. so that the students get the opportunity to make new responses. PAIR FORMING Pair forming is a way of putting students into pairs for another activity. interacting with several partners. 9. Cut out the cards as indicated. 2. or face the wall. Give each student a card. Each student from the seated team takes a guess at to what Team 2 was doing. 5. Divide the class into two teams. and using their cards as prompts. It is also an ideal way of providing controlled practice of a new structure or function after initial presentation. they are both able to see each other’s cards.
If they do not match. Procedures: 1. DRILLING TECHNIQUE Short Description: After explaining the expressions used in the lesson. Students can do it in pairs or in groups. If the two cards match. Ask the students to take it in turns to turn over one picture card and one sentence. and spread out the sentences face down. Procedures: Prepare word search puzzle postcards (as many as the number of pairs/groups). Ask students to stand up and go around the class. The winner is the student with the most cards. diagonally. T divides the class into groups of 4 or 5. 2. Make one set of cards (containing pictures) for each pair or small group of students and give each group the cards and an equal number of blank cards. When they find a word.1. horizontally. etc) in the middle. ask the students to spread out the pictures face down. 2. if there are 12 picture cards. Shuffle the cards and give them out to the students. the student can keep them. 4. Tell the students not to show their cards to anyone else. 3. WORD SEARCH This activity can be done to introduce the target words. T tells each student in the groups to say one expression taught every time he/she takes one item from the pile. and play again. or antonyms of the target words) on separated piece of paper. 6. asking and answering questions about their pictures until they find the student who has the identical picture. they circle or cross it. For example. . 5. students have to find the target words in the word search puzzle. 4. the group can start again from the beginning without looking at the book or the whiteboard. or even backwards among other randomly put letters. In this activity. T asks students in each group to put four items of their belongings (pen. the teacher can drill the expressions using this different technique of drilling that promotes S‐S interaction. 3. Procedures: 1. Prepare a set of cards of two identical pictures for each pair of students in the class. Ask the students to write a sentence on each blank card to match a picture card. PELMANISM Pelmanism is a matching game carried out in pairs or groups. Words can appear vertically. 2. The game continues this way until the all the cards have been used up. the teacher can ask the students to compete. After everybody has got his/her items back. synonyms. big enough to be read attached on the board and clues (definitions. For example: • It is a koala 4. give the group 12 blank cards. the student turns them back over. pencil. Encourage the students to state different expressions from the previous ones. When they have done. and the next player repeats the procedure. To make it more challenging. 3. The students can still look at the book or the whiteboard in case they forget the expressions. separately from the pictures.
T asks the students to write their own problem on a sheet of paper in turns. After group A gets the “Yes” answer from group B. 2. This technique can be used to teach “should” or “verb of urgency”. T distributes a card which is written “Refuse” or “Accept” on it to each student in group A. 3. It can be done as a competition. This can be done as the assessment or the post activity. . T divides the class into groups of 4 or 5. Put only one “”Accept” cards in one set of cards. or as a diagnostic for you to see what your learners need know. who should be encouraged to elaborate on the conversations and make them more natural. in the third turn they get 80. These cards can be exploited as practice after looking at telephone language. 2.GIVING ADVICE Short description: This is a combination of writing and speaking activity. The game starts again from the beginning. 4. 4. T divides S into 2 groups (Group A and Group B) and ask them to sit in two rows facing each other. TELEPHONE ROLE PLAYS Speaking English on the telephone is difficult for learners for many reasons and even high level students often feel uncomfortable with the unpredictability of telephone conversations. Put the learners into pairs. Before the class. If the student from group A say yes in the first turn. you will need to have prepared your students with some common telephone expressions 2. as a spontaneous speaking exercise. After all groups finish writing. What should I do? 3. each member of the group reads the advice. If it’s in the second turn then they get 90. T takes the paper and exchanges them. If you are using these cards as practice. For example: T asks each student in group B to choose one student from group A and to invite him or her to do something. Procedure 1. T asks the students to discuss the problem and to give advice to their friends 5. working in pairs. These role cards present a series of simple situations for pre‐intermediate and intermediate level learners. etc. For example: Fariz: I always get bad score in mathematics because I never like it. After ten minutes. then the cards go to group C. They could also be used for higher levels. prepare enough photocopies of the role cards for each pair of learners to try each role‐play situation ‐ there are 10 in all. Procedures: 1. Preparation 1. The winner is the group with the higher score. then group B get score of 100. Ask them not to show the cards to group B. INVITING GAMES Short Description: This activity is effective when the class is not that big. Procedure: 1.
Give help as needed. etc. Give out the sweets or lollipops wrapped with the slips of paper. family. Talk about your holidays") 7. It should take 15 ‐ 25 minutes. Tell them you'll play game called "Hidden message". if the class is lower level. Procedure 1. to each pair. As they finish one situation. 2.g. You can demonstrate by writing IJ on the board and you should have spelled out “HI". You may also write out the secret messages on slips of paper that are folded into various shapes. 3. Preparation You will need lollipops. This creative classroom aid is usable in multi‐level. If you can. 6. If not. Greet and welcome students to their first lesson. apologies. 5. . sweets with wrappers or slips of paper. Hand out pairs of role cards.2. 5. This means they cannot see their partners' faces or gestures. take the cards back and give them another. 4. Continue around the class until everyone has deciphered their messages. organise pairs of chairs back to back. that you will be playing a game called "Spies". animals and so on. This paper will have a hidden message which will have to be worked out by students if they want to eat their sweets or lollipops. Tell students that each letter used represents the previous letter in the alphabet (Note: Z comes before A). On the board. THE SECRET CODE GAME This is an ice‐breaker / warmer for the first time a class meets. e. Prior to the lesson write a secret message (the code is described below) on the wrappers or lollipops or another type of sweet. It also helps students develop their fluency and truly "breaks the ice "if students have just come back from a break or are just starting their studies. You can also tell them. Why it works • This game helps students learn each other's names and builds a sense of community at the beginning of the school year. • Variations Higher level students can be given hidden messages which review functions such as complaints. Teachers may include any topics they want students to talk about such as hobbies. 1a and 1b. ask learners to stand back to back. elicit the alphabet and write it 4. Ask your learners to role‐play each situation. large classes with limited resources as well as adaptable for elementary classrooms too. Demonstrate one situation with two volunteers if you wish. allow them two minutes to work out their messages individually. Keep this rolling role‐play going as long as you wish. Then. It is suitable for all ages and levels. The first one to find out the hidden message should read it out to the rest of the class and carry out the instructions on it. Don't worry if some pairs finish quickly ‐ some situations are shorter than others. Once students understand. 3. Monitor and note mistakes or interesting language for discussion afterwards if you can. See example below: TBZ ZPVS OBNF UBML BCPVU ZPVS IPMJEBZT (Decoded: "Say your name. if they are young learners.
4. Role‐play cards >> 53 k Procedure 1. Elicit or explain the concept of a gap year (between university and school) and ask students what they'd like to do if they had a free year. language. 5. Listen and make notes of any vocabulary or pronunciation problems. saucepan. Do plenary feedback with each group to see if they stayed in an expensive or cheap hotel etc. chop). THE COOKING TEST This is writing and speaking activity that is a lot of fun for students. The students then carry out role‐play 1. Preparation Your students will need to know vocabulary associated with food and cooking. 9. Give your students a minute to read their cue cards and then take them in. fry. There are a series of five small role‐plays and this activity works best with intermediate students. imperatives.g. The activities motivate the students to persuade and argue in a light‐hearted manner. Elicit travelling and hang up a large map of the world. where to go etc. 6. For example... You'll need one set for each group of three students. It helps them to practise food and cooking related vocabulary as well as how to give instructions.g. You also need to photocopy and cut up or make your own ingredients cards. 10. Get the students in their groups to think about any problems that might occur with such a trip. knife) and verbs connected with cooking (e. arguments over accommodation.g. Do the other role‐plays with quick feedback from each group and a little work on any language problems they have had each time. Hang world map on the board (or a globe) and ask each group to discuss where they'd like to go. quantifiers). they may write a short paragraph about what they learnt about their pals as a homework task. You might also like to teach some language you find in recipes (e. Tell the students they have a round the world air ticket valid for a year and they are going to go on an imaginary tour around the world with two friends.Follow‐up Once they have finished getting to know each other. 2. Tell the students they are now in the country they chose and they have to act out their roles as described in the cue cards. Put the students into groups of three. STAGED ROLE PLAY This is a series of engaging role‐plays based on the concept of the gap year / a round the world trip. Ingredient cards >> 36 k Strange ingredient cards >> 38 k Procedure . sequencers. 8. Preparation Download and make copies of the role‐play cards. You might like to pre‐teach some structures for expressing and asking for opinions. 3. 7. It is a good idea to teach them words for cooking utensils too (e.
Use the recipes to create a class cook book. Tell the students that you are going to have a cooking competition to decide who the best chefs in the class are. Ask the students to decide who is going to explain the recipe and who is going to listen to other people's recipes. Re‐ pair / group the students a number of times so that they have the chance to hear and tell about a number of recipes. the teacher fills paper bags with 5‐6 random objects. Seven or eight in total is usually enough. You could put the recipes up around the room and get students to vote for the best one. 2. (I don't recall the origins of this activity. Procedure 1. 4. The card was from Singapore. 2. You'll need one bag per group of four students. 6. Go for a combination of the unusual and the mundane. The first night she was there. they went to a play at a local theatre. and in it. The stories become very complex and creative in order to make each object a step in the plot. Put the students into pairs and give them a random selection of ingredients cards. "One morning Shelley received a postcard from her old college friend. 3. To make this activity interesting. I picked it up from some book or workshop at least ten years ago!) Preparation Before class. When they have thought of one. Young learners in particular love inventing horrible new meals. When they got home Louise tried to turn on the light. removes its objects and invents an oral story incorporating all the objects found in the bag. Instead student to student work the pairs could come to the front of the class and present their recipes. Variations 1." . Shelley flew to Singapore and met Louise. 5. STORY IN A BAG This oral story creating and relating activity works best with intermediate level and above learners. but there was no electricity. She lit a candle and ……etc. An example of a diverse content bag from my class is: a postcard from Singapore a can‐opener a candle a surgical mask a theatre playbill (program)a teddy bear. At a signal. give them a blank piece of paper and ask them to draw a picture of the meal and write the recipe below. It was a murder mystery and the ladies were feeling a bit nervous walking back to Louise's home after the show. Instead of using only food as ingredients. Louise. each group of students opens its bag. Put the students into new pairs with a different partner and ask the speakers to present their recipes to the new partner. you can also use strange ingredients such as 'a sock' or 'grass'. Ask the students to talk together and invent a new dish using all of the ingredients on their cards. 2. the objects should be diverse and unrelated to each other.1. Louise had invited Shelley to come for a visit. The students who have listened to all the recipes have to report back to their partner on what they have heard. Here's an example based on the bag items described above. 2. Follow up 1.
2. This allows spontaneous changes. Make yourself available to help the students with language for the stories and make notes for problem areas to work on during the final feedback session. . 5. Some group members may tell two parts. 6. Tell the students an interesting story about yourself and describe in detail what happened. When all in the group have told their stories. just an invented story that you are ready to tell. a can opener. conduct a feedback session and highlight the effective language that was used as well as the language that needs to be worked on. or two true and one false. for example. 'Professor Whatsit found dead under a picnic table. Ask each group in turn to come to the front and tell the rest of the class their stories. "The teddy bear had been ripped open. The teacher makes up a crime that has been committed." TRUE/ FALSE STORIES This speaking activity is very effective for practising the telling of stories and for learning fascinating things about the students in the class. 3. 2. 5. three groups together) to tell each other their stories. The groups are then told that the items in their bags are clues to the crime collected by a detective. it would be a good idea to match groups (e. ask the students to decide which are true and which are false. Buy how had the killer made it past the guard dogs? The can opener left on the kitchen counter was analysed and found to contain traces of dog food. in a pair one story must be true and one must be false. 4. to reveal a hiding place. Of course the story was untrue and now it's the students' turn to make up stories. the killer fed the dogs. Most of the talking is done in the creation of the story within the group. The detective realised it was the place where Professor Whatsit kept the key to his secret laboratory. Procedure 1. You may even let them make notes to use while telling the story. When the groups have finished. give them an opportunity to ask you questions about the story. It was now empty. In it she put a candle.3. Each student must have one story to tell. Each student in the group should tell one part and hold up the related object when it is mentioned in the story. reveal to the class the truth about the stories. Also." Variation 1. It's important that the story be oral and not written and then read. ask them to decide if they think the story is true or false. a teddy bear…etc. each group shares its story with the whole class. maybe even drugged them to keep them calm etc. give the students the opportunity to practise telling their stories to each other before they do them in front of the whole class. In a group of three you can have one true and two false. After each story is told. Lady Wigglebiggle's diamonds stolen from her bedroom drawer'. Variations It can be very intimidating and time‐consuming talking in front of a large class so if you feel it is appropriate. Preparation You don't need any materials for this. The story that the groups come up with then are the details of the crime. Watch out for those clever souls who would say "Shelley packed her suitcase for Singapore. the class can ask some questions. (This must be the first point at which you indicate it may not be true).g. When all the groups have finished their stories. and for group members to jump in and correct each other or add details in the final telling. Here is an example. Clearly. or tell one part that uses two objects‐ it doesn't matter. Finally. but try to avoid letting the write down the whole of the story. Put the students into groups of two or three and tell them to prepare two stories for the class. 4. At the end of the story. The important thing is that the false stories must be realistic and the true stories must be unusual. Finally.
It is a very simple picture for a low‐level beginner's class but this kind of activity can be adapted to any level of student. 4. If they have. You can do some variations. Tell the B students who didn't attend party to prepare their excuses for when they are asked for them. Tell A students who attended the party to ask B questions to find the reasons of not attending. PICTURE DICTATION This is a low preparation fun activity that works well with large classes. If you use this activity when you've just introduced a new structure that is appropriate here for example 'had to' or 'was/were'. Some guests were invited but some didn't come. If they didn't explain to them what a party is. such as excuses for not doing things on time or excuses for not keeping your word etc. Ask students if they've ever had parties. Tips for making the activity work well . that you are going to describe a picture to them and that all they have to do is simply listen and draw what they hear you describe. especially with young learners and teens. A student who attended the party and B students who didn't attend. The A students could also tell the B student about the party. Picture and description >> 69k PDF 3. Tell them to give a range of excuses in different ways. 2. You then describe a simple and easy to draw picture to them and they draw it. you will hopefully notice that students will use it without you having to prompt them. All your students need is a blank piece of paper and all the teacher needs is a little bit of imagination. Make sure you give students enough time to finish drawing one object before you move onto the next object and it is a good idea to walk around and look at the student's drawings as they are drawing them so that you can see how well they are understanding your descriptions and then you can adjust them accordingly and give them any support they need. Procedure 1. tell them to share experiences with the class. 5. When you are describing the picture it is best to describe one object at a time slowly and to repeat each description two or three times. 2. Notes 1. 6. Otherwise they repeat one excuse every time. WHY DIDN’T YOU COME TO THE PARTY? This speaking activity for higher level beginners up to upper intermediate involves students working in pairs to make up excuses. Be careful to keep the students changing partners. First of all explain to the students that they are going to do a picture dictation. 3. To help you with your first picture dictation you can use the picture on the accompanying worksheet and the description below it as a guide. Divide class into two parts. 2. Tell students to remember the last party they had. Simply change the content of the picture accordingly. 7. 4. Procedure 1.
the hill. behind. in the top/bottom/right/left hand corner of the piece of paper. such as house. suggestion and negotiation. 4. in a genuinely 'communicative' activity. Get students to colour the pictures in afterwards like a colour dictation. For lower‐levels. which gives students different options and a variety of different holiday outcomes. as well as specific language relating to holidays. 2. They must then discuss the different options and come to an agreement about what to do. or get students to label different objects by writing the name of the object underneath it. clouds. 5. There isn't one 'correct' answer ‐ different groups find themselves going on different holidays ‐ so you can use the activity several times with the same class. They then read the next card until they reach a conclusion and find out if they had a successful holiday or not. on top of etc. bird etc. You can also run the activity as independent group work. The activity can be run as a whole class activity with you using one set of cards. 3. telling an anecdote. Variations 1. The students are going on holiday together and want to have the best time possible. in front of. colour the door of the house red. put the students in groups of 2 to 5 students. It can be used with any level from pre‐intermediate to upper‐intermediate and beyond. Another good variation is to give students a list of objects and get them to draw their own pictures with all those object in them. You can set the context by describing the situation. Students listen to or read what is written on the first card. such as in the middle of the piece of paper. the house. with a set of cards for each group. birds and children skipping etc. 2. When the context has been established. Before starting the activity you may want to draw a square or rectangle to represent a piece of paper on the board and elicit vocabulary from the students that they will need to know for the activity. you may even want to draw pictures of the things. One student describes their picture to their partner and their partner draws what they hear. The students then work in pairs. 3. that will appear in the picture on the board before starting the activity to review vocabulary. for example. Get them to talk about problems they had and things they enjoyed. fun way to practice the 'functional' language of agreement and disagreement. The students ask you for the card they have chosen after each discussion. It is absolutely vital that the students . I find that students love to talk about their experiences ‐ ask them about times they have been on holidays with friends. It is based on a 'maze' principle. showing a picture or posing some discussion questions. How much pre‐teaching of vocabulary and language you do will depend on the level of your students. Set the context for your students . Maze activity >> 54k PDF Procedure 1. THE HOLIDAY MAZE This is a reading and speaking activity.1. The important thing is to encourage as much discussion as possible. Students make decisions in pairs or groups with the aim of going on a successful holiday. colour the roof of the house green. They then swap roles and afterwards they compare the pictures they drew with their original drawings pointing out the differences and usually having a giggle. You can also get students to write a description of the picture afterwards. It is an excellent. 2.
really discuss each option and its possible implications. It can really help the flow of conversation if students are confident in using functional language. . If groups are not really discussing much. "I would like to return this . Set the context for the role‐play. . . Each student has a role card with the information they need to give or find out from their partner. for example. holidays). students will be discussing. .e. by telling an anecdote. . by showing a picture or by posing some discussion questions. it can be a good idea to pre‐teach vocabulary which you know the students will need for the activity." SHOP SERVICE ROLE PLAY A role‐play in which your students practice making complaints and dealing with people in a shop. . You can do this in many ways. but the shop assistant knows their manager doesn't like returning money! The students need to resolve the situation. "Can I help you?" b. negotiating and making decisions. " "I've changed my mind. These expressions may be useful "I think we should . ." "That's a good idea but . . pre‐teach these words." "Let's . ." e. 4. Before you start the activity." "I don't agree with . and the answers that they will give their partner. . Your role: walk around and listen to the groups. especially 'topic' vocabulary (i. Before the activity starts. There are two versions of the customer role card so that the role‐play can be repeated using different information. for example: a. think carefully about how to group the students. . 2. . Read through the cards and make a list of words or phrases that you think your students may not know. the reasons why they did and what happened. . In this activity. ." . The customer has two items to return (one broken and the other the wrong size or colour). I ask the students to brainstorm the language that we would use in these situations. Description This is a lively role‐play in which one student is a customer returning goods to a shop and the other student is a shop assistant. they will finish very quickly and will not have had the speaking practice that the activity is intended to provide. you could ask your students talk about the times they have taken things back to a shop. . . The customer wants his or her money back . disagreeing and changing their minds. if they don't. . They may also be arguing. The receipt on their role card provides the information they will need to give to the shop assistant. "It is a very nice shirt/T‐shirt but the colour/size is not quite right. Variation 1. "I'm very sorry but . . In small groups or as a whole class. "There is a problem with this ." d. ask questions about their reasons for their decisions and prompt them to discuss more." "What about ." c. Once you have established the context. Procedure 1. by describing the situation. How can you best encourage speaking? Especially at lower levels.
The aim is for them to try and find a partner for the person in their picture. 3. as it is a temptation to show the pictures to friends in the class. Do a quick demonstration with one or two stronger students. Put a picture of a person on the board and ask the students to tell you his/her name. You may have to stress this. You should end up with a paragraph profile of the person. "I'm afraid that . Then follow the same procedure above to elicit a description of the person that they would like to meet. To finish. The students then have to write a description of the person in the picture and the person they would like to meet. Monitor and feed in language as they need it. ." Don't forget to get your students thinking about 'register' ‐ the degree of politeness they use in the role‐play. Explain the role cards. They need to talk to everybody and not just settle for the first person who comes along asking questions to ensure they find the right person. If there is time.2. age and job.(You could even bring some in to show them) 6. Then ask them to describe him/her physically (again write what they tell you on the board). Preparation You will need a selection of flashcards of people. Invite the other students. to comment. you could ask each group of shop assistants to describe their returned goods policy to the whole class. I note down some of the problems they have with language and use these for a correction slot afterwards. At the end of all this you should have two descriptions. ask your students to swap roles (and partners. Give me money back. group the students as you did after the first role‐play. Tell the students to leave their pictures face down on the table and to mingle. 6. for more variety). DATING GAME This is a great activity for getting students talking. character and interests. they can work in small groups to compare their experiences. f. Give out the cards. they will soon get the idea). It is also a good idea to play some romantic music in the background as they are mingling (Marvin Gaye or Stevie Wonder)." b. When most of the students have finished end the activity. 7. which of the following do you think would get a better response? a. " I extend this section by getting students to work on pronunciation. I have used it successfully with many different levels and age groups and have found that it is very effective at motivating teenagers to talk. Give the new customers the 'customer role card. "I would like to return this shirt because . Repeat this procedure for his/her character and hobbies. Tell the students that you see these kinds of descriptions in lonely hearts pages in magazines and newspapers. as customers. version 2'. focusing on sentence stress and intonation. (Note: at first they may be a bit confused and think that they should know the person. Put the students in pairs. At lower levels they can take the description with them as they mingle. . Read the description of the person and elicit from the students that he/she is not happy because they are single and would like to meet a man/woman. One person in each group can complete the policy form. 5. "This shirt is the wrong colour. 2. Write whatever they tell you on the board. The 'shop assistant' role card from the first role‐play can be used again. 7. As the students do the role‐play. Procedure 1. Ask the 'shop assistants' to get into small groups to discuss a good policy for returned goods. It is particularly useful for practising describing appearance. . Set a time limit. for example. 5. Point out that they can use the model on the board as a guide. . When they have finished. a mixture of ages and types. Give the customers a copy of the 'Customer Satisfaction Survey' and ask them to complete it individually. Give the students a picture each and tell them not to show it to anyone. 4. . walk around and listen. If I want to do some specific language work. 4. When the role‐play is finished. 3.
Example story and grid >> 55k PDF Another variation is to get students to create story grids for each other to use. stop the activity (if they are being very choosy give them a time limit and tell them they must compromise and find a partner). verbs. the best told story etc. First of all draw a grid on the board and then put one word in each box. treasure. robbery. After you have given them enough time to find partners. Conduct a feedback session and ask the students to tell the class about their invented character and the partner that they have found. theft. The aim of the activity is to get students to orally create a short story in small groups or pairs. or you can easily create your own story grid. Follow up activities and variations • At the end of the activity the class could vote on the best stories in different categories. 2. but to ensure that students can create a good story you should include a mixture of words. nouns. Students can use any vocabulary or grammar they want to but they have to include all the words in the story grid. If you do not have recording facilities you can get students to write their story as a short play and try to find them an audience who they can perform to such as another English teacher or another English class. the most interesting story. • Feedback on language use . love. broken hearted. STORYTELLING GRID This is a low preparation but high output activity which I have used successfully with teens and adults. 1. they can retell their story to you. 4.. for example the most creative story. etc. adjectives etc. and it is usually good to throw in words that might give the story a bit more spice. Again they can write descriptions of places they want to sell (of varying standards) and places they would like to buy. the funniest story. You can recycle vocabulary that students are currently working on in class in the story grid. This activity can also be easily developed into a creative writing activity. You can make your story grid any size you want but the bigger the grid is the more complicated the activity will become. such as people and place names. Another interesting spin‐off is to get students to rewrite their stories as a radio drama. such as crime. Variations You can change the context and replace the pictures of the people with pictures of houses/flats and ask the students to be either estate agents or buyers looking for a place to live. hate murder. Follow up ideas Students can write the story of the relationship or can write letters to the new partners.8. Next get the students to create their own stories in pairs or small groups and once the students have created their stories. The first time you do this activity you can use the example story grid and model the story telling part of the activity for the students and then give the students another example story grid from the worksheet to use. either individually as homework or as pair or group writing practice. Explain to the students that the aim of the activity is to create a story using all the words in the story grid. You can adapt the basic idea to suit many different topics. If you have recording facilities the students can perform and record their radio drama on a cassette to listen to in class. 3. the rest of the class or to other groups. mingle and try to find their dream homes. The class can then see the pictures for the first time and decide if they think it will be a successful relationship. accident.
4. tell the students you'll give them five minutes to speak in their own language at some point in the class. they have lost all their lives and forfeited their treat. GETTING TEENAGERS TALKING 2 Here are five useful ways that I have used to try to encourage my teenage learners to use more English in class.e. • I find interrupting students to correct their language use while they are telling the story dampens their creative mood and restricts their language use. for example). a group or the class as a whole. If the hangman is completed. Possible prizes could be: • Small fruits can be surprisingly popular (but messy) • Sweets and biscuits are a favourite (but bad for teeth) • Pencils and rubbers can work (but are expensive) • Points. they lose them for good. One hangman can be used to refer to a particular offender. which they make real by speaking English. What is 'enough' depends on you and the class ‐ one word may be all you want from a particularly quiet student. How far you want to extend this is up to you ‐ if it's relevant they can lose minutes for the following class. 2. Another way to use this technique is to give them potential minutes. 3. Time Out 1. Bribery The oldest trick in the book ‐ and not one to be over‐used. I get them to perform it to me again so I can help them with their language before they record it or perform it to an audience outside of the class. This time the bargaining material is minutes. The idea is simple. take in small prizes to give to students whenever they have spoken enough English. THE UNTROPHY . one life is lost ‐ indicated by a limb being added to the hangman. awarded to the class as a whole. Use this technique thoughtfully ‐ bear in mind the consequences of the hangman always or never dying (it may be seen either as an impossible task or an empty threat). 3. Each time they offend. if they use up the minutes before the designated time. not speaking English when you require them to. This is another way of using points to bribe the students to speak English. Remember to mark these on the board to avoid disputes and remind them of their progress (five circles that become happy faces. but this can be demotivating. This way round the class is promised a treat for the end of the class (e. Hangman 1. video. • If the students are going to record their story or perform it live. song or game) but they can lose lives by offending ‐ i. At the beginning of the class. 4. 2. However. with which they can 'win' watching 10 minutes of video. listening to an English song or playing a game of their choice.g. • I usually make notes of anything I would like to go over with students while they are telling the story.• I find it is best to give students individual or group feedback on their language use in a storytelling activity after the students have finished telling the story for the first time.
(This has no real pedagogical value. The offender chooses a topic. taking into account the reasons why a student has spoken very little English in the class. 3. • Draw a circle on a piece of paper and draw lines through the circle (one line for each sentence) so that the circle is divided into segments. The person holding it at the end of class has a forfeit ‐ extra homework. the teacher needs to keep track of where it is & indicate this on the board. this involves the students having some control over the penalty for not speaking English. This can be done in a number of ways. you can ask the students to connect all the crosses so that they form a shape and then stand up and mingle round the class to find the person in the class who has a similar shape to their own.1.) 4. Obviously this needs to be used sensitively. then make sure to copy enough so that each student has one. • At the end of each line. Once again. Once they have a partner to talk to. 2. they brainstorm topics that are hard to speak about in English. If real. 5. This is a trophy that is awarded to a person who is speaking the wrong language. A cross half way along the line can mean they are undecided. but can be a nice way to get students up and moving and get them to talk to other people in their class. The trophy can be a real or virtual object: 2. The students vote for the person who spoke the least English ‐ or this is decided by the teacher or some other method. 4. Procedure 1. This approach gives the students more of a supportive framework and a goal for their discussion. 3. staying late or simply being the last to leave. DISCUSSION WHEELS Discussion wheels are a good way of giving students time to think and formulate opinions before they do discussion work. 15 minutes before the end of class. The last word 1. 3. If you have time and the students are doing well they can discuss with a number of partners. the students can write their own forfeits & stick them onto the trophy. The student to receive it can then pass it on to the next person they hear speaking the wrong language. or you can show . Give each student out their own discussion wheel and get them to look at the sentences and put a cross on the line next to the sentence according to how much they agree or disagree with it. They work particularly well with areas of discussion which can have ranges of agreement or disagreement. If virtual. by choosing one of the slips of paper or throwing a ball at the board. Preparation • To create a discussion wheel you simply need 8 or 10 contentious sentences based around a theme which you would like the students to discuss. The easiest in terms of classroom management is for you to give them a partner to discuss with (the person next to them or on the table in front of them). write one of the sentences. He/she then has to speak about that topic for a certain amount of time (30 seconds or 1 minute) ‐ silence can be penalised by doubling the amount of time they have to speak or with some other forfeit. Once your students have had time to put crosses on each of the lines they can then start to discuss. A cross near the centre of the circle indicates strong disagreement and one near the edge of the circle can indicate strong agreement. 2. The topics are written on slips of paper or on the board. If you have the space though. get them to discuss and explain their opinions and see if they can convince their partner to change the position of the crosses.
put all the pictures on the floor at the front of the class and get the policemen to come to the front of the class and see if they can find the picture that the witness described.' TECHNOLOGY FREE CRIME SCENE Preparation If you don't have access to a video / TV you can do a 'low‐tech' version of this activity by cutting pictures out of a magazine. Once they've had a couple of minutes to look at the picture. Give each one a picture of a person to look at. put the students into pairs so that each of the police is with a witness. 2. Once they have their description. 2. one policeman and one witness. If you have artistic students you could also get them to work together on a picture of the criminal or a diagram of the crime scene reconstruction. The police should then interview the witness and get as much information as possible about the crime. To add an element of motivation you could also give a prize to the most accurate notes. 4. Put the students into pairs. 3. Their task is to work together with the other police and prepare questions that they will ask the witness. Procedure 1. They shouldn't let anyone else see the picture. Any crime scene will do. 4. and have the witness from each pair come to the front of the class. even extend the focus to reported speech: 'He told everyone to put up their hands. If you trust your students enough you could actually send 'the police' out of the class or to another classroom. 3. take all the pictures back and then send the witnesses back to their seats. 5. Their partner. Tell them that the person in the picture is a criminal. 6. Preparation The activity is based around a short video clip of a crime. the policemen. THE CRIME SCENE This is an activity that I've used with students of all levels to practice their ability to describe people and events and to produce questions. You'll need to have the classroom set up so that only the 'witnesses' can see the TV screen. Make sure that the police take notes as they listen. If you have a video that is in English you can play it with the sound on and. 5. Procedure 1. When the crime scene video clip has been played. then has to ask questions and make notes so that they build up some idea of what the person in the picture looks like. You should split the class into two groups and tell one half that they are going to be the police and they are going to interview the witness to a crime. Tell the other half of the class that they are going to witness a crime. You should make sure that the witnesses remain silent until all the policemen have 'arrested' the picture of their choice. It's also good for getting students to really listen to each other and to take notes or just for some fun. . to work on their questions while the witnesses watch the crime. for higher levels. The video doesn't even have to be in English as you can do it with the sound off.them your own discussion wheel with your crosses and see if they can convince you to move your crosses. Be sure to cut out enough for half the class to each have a picture and have a few extras to spare.
Tell the students to pick up a card from the floor which they think makes them remember one of the following: a. Students then must exchange pictures and find another student to talk to. animals. 8. activities. Place the cards scattered on the floor in the middle of the classroom. 6. Cut up cards of different objects. people / verbs / feelings etc. 2. Students swap pictures again and move on to talk to someone reporting the story they’ve just listened to. 10. a positive or negative past or recent experience or c. Play it a few times. Tell them that they are going to plan a class night out and give them a few minutes to think it over. 1. Each students must tell their story for about one to two minutes only. 4. Round the activity off by asking individual students to report to the class the interesting things they’ve learned about other people in class. This gives the students a chance to learn from any mistakes they may have made the first time round.) or easier by having a greater range of people. 5.7. To highlight words and phrases. (a) restaurant / bar (b) meet at the train station / in the square.g. selected randomly. 9. TASK BASED SPEAKING This is a speaking lesson on the theme of planning a night out that uses a listening exercise to provide language input. 3. 7. first time to select from the alternatives. Introduce the listening of two people planning a night out. 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. Preparation and materials You will need to record two people planning a night out on the town Pre‐task (15‐20min) Aim: To introduce the topic of nights out and to give the class exposure to language related to it. 1. Show students pictures of a night out in a restaurant / bar and ask them where they go to have a good night out. You can then try this again reversing the roles this time. You can make the activity more difficult by selecting pictures of people who look more similar (same age / sex etc. Write up different alternatives on the board to give them a reason for listening e. Students must then talk to another student and tell him/her the story of the person they last talked to. The activity is performed as a mingle. 3. a story about a friend/family member/acquaintance/etc that they would like to share with others. second time to note down some language. etc. CHAIN STORYTELLING ACTIVITY In this speaking activity the students tell personal stories which are prompted by pictures. a memorable event in their lives b. Emphasise that they must ask the name of the person they were talking to before they move on to talk to another one. Brainstorm words/phrases onto the board related to the topic. This activity can also be a very useful lead into discussions or vocabulary work on crime or description. . 2. 4.
g. 3. Pictures can come from Sunday supplements. travel brochures. Teacher walks around. Take 3‐4 large pictures/photos and stick them on card. Draw puzzle shapes on the back of each picture (4‐5 shapes) and cut out the picture pieces. even terms like widow. step‐family. They could hardly stop talking! I'm glad to say that this is one lesson which saw students continuing their discussion even after the bell rang. helps them if they need it and notes down any language points to be highlighted later.Task (10min) Students do the task in twos and plan the night. their task is to choose one of them. Note: You can go on the planned night out with your students. paternal and maternal sides etc. cartoons. cousins. Planning (10min) Each pair rehearses presenting their night out. film stills. siblings etc. Pictures specific to students’ interests will motivate them e. language for making suggestions. Hand out the tape script from the listening and ask the students to underline the useful words and phrases. They must not show their piece to anyone. magazine adverts etc. famous people. 2. Remember to set up and demonstrate these activities carefully before letting the class go ahead. Language Focus (20min) 1. . Teacher gives feedback on the content and quickly reviews what was suggested. I introduced my class of second language learners to the family tree and the different relationships between people in the family ‐ in‐laws. calendars. Highlight any language you wish to draw attention to e. Students vote and choose one of the nights out.g. They can be used with all levels because the language required to communicate is determined by the students. aunts. Match them with another pair to discuss their ideas and any similarities and differences.g. This can make it even more motivating for them. cousins. They can ask questions after the presentation. 4. GETTING THE WHOLE CLASS TALKING The following activities are designed to get everyone talking. 3. news stories. Students discuss the meaning and how to complete the sentences. Students write down any other language they wish to remember. giving 10 minutes each to tell and ask about a particular member in their family. famous paintings. 2. Then. Write on the board fives good phrases used by the students during the task and five incorrect phrases/sentences from the task without the word that caused the problem. e. widower and divorcee. Report (15 min) Class listen to the plans. grandparents. Jigsaw puzzle challenge 1. Give each student in the class a jigsaw piece. FAMILY TREE It's amazing how students can't stop telling their friends about themselves. collocations etc. I got them to draw their own family tree and share it with their friends.
Discussion envelopes 1. ghosts. Our families go to the same supermarket. Make a list of issues or topics which your students might find interesting. 2. 3. e.g. Explain that we can all find something in common with those around us. For example: 2. 4. The one who finds the most is the winner. Girls naturally want to play with dolls 4. Boys are usually better at Science subjects than girls. These activity ideas originally appeared on the British Council Language Assistant website IMPROVING DISCUSSION LESSONS Have you ever felt you were asking all the questions about students’ opinions? Do you find you are doing more talking in a discussion than your class? Here are some tips to 1. shift the task focus from you talking to them (they have to talk to each other) 2. early years. Divide the class into small groups. 3. Take a biography of a famous person and write each detail on strips of paper. The first complete picture puzzle wins. We all like Harry Potter 6. place of birth. club. 5. 6. The object of the game is to find all pieces and put together the jigsaw. Students then mingle and question each other about what is on their puzzle piece to try and find people with pieces of the same jigsaw. give them control of their own discussion 3. Students mingle and ask each other questions until they have as many details as possible about the person. They work through the topic in their group. famous for. 5. Draw a table on the board for students to copy and make notes e. taking turns to read aloud the statements found in the envelope and inviting comment and opinions. 2. 7. holiday place 9. they both went to see Robbie Williams in concert 5. Alternatively ask them to find five things and the first person to shout 'five' is the winner.g. if appropriate. 7. Photocopy each list of statements on different topics and put them in 3‐4 envelopes. Give out the strips (split the class in two if large and give out 2 sets) 5. Think of seven or eight statements on each issue which represent typical and widely opposing comments on the topic. noting suggestions. give them practice in formulating their opinions within a controlled framework. We both believe in love at first sight. You can ask each group to record their reactions to the issues for feedback at the end of the session. 11. 8. Create a biography 1. Each group selects an envelope. The object of this game is to discover as many things you have in common with fellow students. Topic: Are boys and girls the same? 3. We both have long‐haired cats 4. Give students a time limit to mingle and find out as many things they have in common. Take away the strips and put students in pairs or small groups to use their table of notes to write the biography. and god. Brainstorm examples with the whole class. church. Tell them the title of each topic. 10.4. Keep the identity secret so they have to guess.. 6. We both have a younger sister called Georgia 7. . You can limit this to 5 things in common. Something in common or 'give me five' 1. Our favourite colour is green 8.
Stop them talking after a minute (with gong. After each statement students have one minute to react in their group to what they have heard. Students must choose their objects/photos together and each member of the group describes it to the rest of the class or another group. detention. Use the feedback session at the end of the lesson to hear some of the “new” statements that each group has created. Re‐use the envelopes in another lesson. Act as conductor by reading aloud a statement on a list. Feedback on errors after speaking should be general: try to avoid drawing attention to individual students’ errors or they will be reluctant to speak next time. Explain why it is important and what it tells of life today. Keep to fairly short discussion activities (15 minutes): until you know what they like and they feel relaxed enough with you to talk freely.g. GETTING TEENAGERS TO TALK Here are some tips and three discussion ideas. Students’ modified sentence: We think school holidays are not long enough 6. Prepare a short description on cards (or board) of all the possible punishments in a UK school e. 2. Put students in small groups of 3 all facing each other. Topic: The school year 4. You also risk dominating the talk. Each group chooses a new topic and envelope. 1. Students must work through the statements and modify them to reflect their views as a group. This box will contain 5 photos (or objects) which will tell young people in the future about life at the start of the third millennium in their country and/or school. 5. 5. 2. Listen and react 1. Students hear you but must look at each other and tell each other what they think! Read and modify 1. writing lines. Teenage time capsule 1. 4. . Let the punishment fit the crime 1. This involves discussion on how they will re word the sentence or add a further clause to justify their position. agree. whistle. The main features of these topics are that they a) draw on students’ personal experience b) ask students to reflect on their own culture and attitudes c) give students a concrete decision to make with their peers. 3. Each group of students is going to bury a box in the ground for future generations to find. exclusion and ask students in pairs or groups to add anymore that are used in their own country. Give a list of statements on a set topic to each group in the class 2. Keep the conversation peer centred: plenty of pair or small group collaboration. For example: 3. disagree. Statement: School holidays are too long 5. Give them a concrete list of statements or opinions: help them to choose their own ideas. clap) and read the next statement on your list. comment etc. Avoid asking discussion questions around the class: this puts them in the spotlight and causes potential embarrassment in front of friends. one at a time. Discussion activities Here are some stimulating discussion topics which have worked well with teenagers. 2. all aimed at getting teenagers to speak. 3. Don’t expect them to have fully formed opinions on all things teenage! 4.9.
Each group of students must plan an itinerary. 2. 4. not completing homework for 3 weeks running. 2. imagine themselves using the language in real life situations. Ways to introduce improvisations 1. instructions and time to prepare. Then call out new roles or situations and say ”action”. 2. 3. the boyfriend) and give situations to try out (the night before she left. Give pairs roles (the girl. They have only got 10 days to find out about your students’ culture and see what is on offer. Keep to a non‐judgemental director role and do not intervene to correct language or discuss content. use their imagination. smoking in the toilet. The teacher does not give details or language phrases to use. Improvisations work best if students are given roles and situations and asked to react immediately. be creative with language. After each spontaneous dialogue/situation students sitting in the outer circle move one place to find a new partner. 2. This generates lots of discussion on what exactly constitutes unacceptable behaviour but also what the students and their schools think is acceptable punishment. the parents talking on finding her leaving note. 3.2. 5. Then give each group a list of wrong doings (5 or 6) and ask them to order each act according to how bad they think it is e. Improvisations encourage students to use whatever language they have available to: communicate. The 10 day trip 1. put students in a circle with an inner circle of students facing them. For example: She’s leaving home – The Beatles. bearing in mind the age of the visitors. Use a picture and photos of people speaking to each other: vary scenes and pass the pictures around. develop “thinking on your feet” skills and gain confidence in coping with the unexpected. Now each group can also discuss which type of punishment might suit the crime! 3. Allow students to feel free during the improvisation phase.g. Role play involves giving students role cards. fighting in the corridor. swearing at a teacher. Use a cartoon with no written dialogue. 3. 3. the telephone call home after a week away). . Assign roles so students form a ‘tableau’ if there are a variety of interactions going on in the photo/picture. the mother/father. get practice in instigating communication from nothing. In a whole class. IMPROVISATIONS How do improvisations work? 1. the boyfriend asking her to run away. Stress that students do not have to plan anything they would find boring. covered recently in class or very familiar to students). Students are the different characters and mimic the behaviour and imagine the conversation taking place. 4. It does not have to include all the tourist sights. A group of English teenagers are coming to stay in the country or region. such as all pictures of people in different parts of an airport or social situations. Use a song (just listened to. Focus on a theme. focus on getting the message across rather than on repeating dialogues parrot fashion. Hold feedback at the end. Classroom management 1. Improvisations can be introduced very briefly with a ‘warm up’. Each must agree on the best introduction to their country and region. Improvisations are more spontaneous. they could go to a concert to hear local music or have a meal with a family or visit a school.
This is important when they are going to perform. you have to find who killed her and why 2. husband. (Here you have 2 options. and how. Explain to students they are going to prepare a play and perform it (split them in 2 or 3 groups) while one group performs the other watches them. where were you staying? etc. A train timetable. or whatever comes to your mind.g. the students perform while the other group or groups watch and listen carefully to decide who the murderer is. 5. Preparation: give students enough time to prepare this and help them at this stage. Of course. My personal comment: I always ask for feedback. Use a video with sound off. her brother‐in‐law. but still let them decide who's who. 6. a bit of English currency and a list of exchange rates. 8 or 10. 6. Write on board a few relatives or friends e. (don't give them any help during the performance) Option a. 8. ‐ what were you doing yesterday at 7 o'clock etc.g. Write on board: Mrs. a musical instrument.g. a mask to wear or anything that makes them assume a new personality. They can also ask additional questions and clarification to the performers. 4. If you have a class of say. a hat or outfit.4.. or you can give them a few suggestions saying she was very rich. I'm always amazed at their imagination. or famous. although it works well with pre‐intermediate students too) 3. give them points or a round of applause. (At the end I always start clapping for the others to do the same and thank them for their performance) If the audience guesses right. Select scenes from a favourite show or film e. 5. They work in groups and they decide who the murderer is amongst themselves. and decide who will be the inspector as he or she has to prepare a few questions to ask the suspects. they can choose their own personalities and alibis. 7. McDonald was found dead in her house on Tuesday at eight in the morning.. I think the best one was when one group had decided it was suicide! Enjoy and good luck! BINGO MINGLE . Change performers and repeat from point 3. her sister. neighbour etc. The audience has to guess who the murderer is. FIND THE MURDERER Speaking and listening activity Level: Intermediate or advanced Target language: Past continuous 1.g. When they are ready. Use a prop (good with younger learners): a pair of finger puppets. divide them in two groups so that they don't know what the other group is planning.” what were you doing at . They prepare the play. especially using the past continuous e. Friends Students are assigned roles and act out what they think is taking place. Write on board some useful questions e.. if necessary.g. her niece.. b. teachers can use their own imagination or better still get the learners to invent the characters and alibis. inviting them to ask any additional questions or for clarification. depending on the level. Use a piece of realia: a real object to spark conversation e. up to now they have always really enjoyed it. Tell the students they are free to invent a story why she is dead. Just before the end of the play the performing group stops and ask their audience who they think the murderer is. a mobile phone. as the other group who's watching them has to guess who the murderer is just before the end. a menu (students must incorporate these object as part of their invented dialogue).
8. 2. 3. SUPERLATIVE QUESTIONS This activity practises the superlatives in questions. mobile phone. and generates a great deal of student speaking. Our top five TV programmes (restrict to English/American ones if appropriate). Our top five websites – for students who use the Internet a lot. This can include a description of the site. What's the most interesting country you have been to? b. Our top five authors/books/poets (not just English speaking) – students can be encouraged to say why they like the author. or ‘Has been to the cinema twice this month’ in each cell and so on until your grid is filled. its users and the reasons why it is so good. What subject are/were you worst at school? c. You might want to have different Bingo cards to create more variety. What is the greatest problem in the world today? 2. 2. 1. Our top five favourite English records/music videos (including a final presentation with their number one song or video or lyrics). The questions should all use the superlative form.g. Give each student two or three questions 4. Our top five designers/painters /paintings/buildings– including an oral description of. You can of course adapt this for many different language points. (Creating a row or column etc. 6. It is just like bingo. It a good way to introduce a game element in to the typical mingle or 'find someone who' activities. there is not any real need for extensive or time‐consuming research. Students will then mingle as a whole class and ask each other questions to try to fill the grid up. In a 4 or 5 by 5 grid write statements like 'Has never been to Colombia’. Good luck! SHORT PROJECTS TO GET THEM TALKING ‐LISTS There’s nothing like a group project to get students talking and they work well if: 1. a. 3. Our top five adverts (magazine or TV) with a final round up showing the ads and describing why they are effective. It is a highly personalised activity. Students in small groups work towards compiling a top five.In the event you have students who are stressed out or just plain bored by the dull approach to teaching grammar. there's a game you can play that will lure students into a communication approach to what is being taught. For example. Our top five teenage fashions/teenage status symbols (e. 4. give a description of the type of book or read an extract from a poem. asking the students to talk about their own experiences and opinions. One particularly successful format is based on our love of lists. 3. 1.. Who is the strangest person you have met? e. 2. You can design the questions so that they suit your class well. Prepare individual questions on slips of paper.. This works well with students studying business. moped). 7. Our top five discoveries/scientists/areas worthy of research – including discussion of the contributions made to the scientific field and to mankind. for example. 3. students can present their work orally to the rest of the class. 5. Examples of top five topics are. What is the tallest building you have been in? d. but involves the students mingling and asking questions. 1. the topic is centred on the learners’ interests. Standard Bingo rules apply about winning the game. I used this for teaching Present Perfect tense. Put the students in pairs. one painting. with answered questions) 4. .
After a while. 6. and in total the activity lasted one hour ‐ one hour of nearly non‐stop student talking time. Recently. cooking. Ask each group to select their favourite destination from the pictures you have given them. Ask them to take turns in describing the place in their picture: the climate. I did this activity with a class of 16 intermediate adult students. They interview each other ‐ encourage them to talk extensively in response to the questions After five to ten minutes (depending upon the amount of conversation). Use a holiday song to introduce the topic e. Each expert uses only one word at a time. but they don't know what the are experts about. the activities you can do there. Each group presents their choice to the class explaining why they have chosen this holiday. you had no idea what you would be asked.. 10.g. Expert 1: I . They are the experts. they should tell their neighbour about some of the answers they received. Example: They are experts about fashion. 8. The variety in the question topics also generated interest. Ask students to note down key words while you are speaking: This July I’m planning to work in my Uncle’s shop and I’m going to do some reading for my university course next year. why it is suitable. To round off. stop and swap Depending on the size and energy of the class. Ignore students who shout out 'sex' or 'kissing' or other unworkable topics. Go round the class and ask them to say why they would like to visit the place in the picture. The rest of the class choose the area of expertise ‐ e. 9. they of course heard differing answers because the questions were so personalised. a group of teenagers and a retired couple.g. Or ask them to use their pictures to pick a holiday for a honeymoon couple. Make sure you have a good contrast in climates/urban and rural/developed or very deserted places. So. INTERVIEW THE EXPERTS Three students sit in a line at the front of the class. ask the students to return to their original seats. Give each group a selection of 5‐6 places. Then either: a. The note taking will help them listen carefully. Every time you went to a new partner. car maintenance. trees. keep stopping and swapping. Cliff Richard’s Summer holiday or Madonna’s Holiday. swap the partners round The students interview their new partner. the location. I think the activity worked because although the students asked the same questions to each partner. all you need to do is think of enough questions for the students! SUMMER DESTINATIONS These are activities that encourage students to talk about their plans for the Summer Practise descriptions of places using photos from travel brochures. 11. Go round the class asking students to tell you about their partner’s plans. 7. Question: What colour will be fashionable next year. They swapped partners five times. call out 'STOP' Now. Ask students to do the same exercise in pairs. b. I would like to play a bit of tennis and spend some time with my friends.5. Focus on plans for the Summer (not just a holiday) and use them to preview the language needed to talk about plans. The other students then ask the experts questions and the experts answer them. Once you think you have stopped and swapped enough. 12.
This activity is suitable for any type of class and any age ‐ students like it and it is a chance for freer speaking practice that is also developmental. the teacher notes down problematic language 2. 3. ERASE THE DIALOGUE If you have students that aren't very confident or happy about speaking this is a good idea that always works for me. Day 2: The teacher inputs all the lexical items and phrases problematic for the students and feeds in any new items that would improve the task. Modifying the rules so that they can only tick off the phrase if they use it themselves means that all have to speak. Students re‐tell their improved version to a new group and are at the end given an individual feedback sheet which focuses both on problematic as well as good use of language and pronunciation. It's called 'discussion bingo' and I use it to get students using set phrases. Construct a 10 x 4 grid and in each square place a phrase often used in discussion ( Can you explain? Really!. 2.). Is that clear?. you have to change the phrases frequently ‐ but I've also modified it to accept any particular point I'm teaching ‐ great for vocabulary of course. An important consideration. It follows a Test‐Teach‐Test logic. C and D then ask questions about the content.Expert 2: think Expert 3: that Expert 1: blue Expert 2: will Expert 3: not (Expert 3 trying to hi‐jack the answer ‐ this is good!) Expert 1: be Expert: 2: unfashionable (Expert 2 trying to hi‐jack the answer back) A very simple and effective speaking activity which the rest of the class enjoys listening to. It works at the end of a week. Can I ask a question? etc. The object is to get the students talking and using the phrases. Day 1: Student A chooses a topic and talks for 3 to 4 minutes ‐ students B. MINI TALKS This (diagnostic) activity is designed to give students freer speaking practice in the form of mini‐talks. Procedure: 1. but also grammar. Where was I?. They have to listen as well ‐ each time a phrase is used they tick it off. 1. 3. . DISCUSSION BINGO I have an activity which I use with my intermediate / advanced students.You'll have to tailor the phrases to your group but I usually set a limit to how many have to be used. The first to tick them all (a pre‐set number) shouts Bingo! 4. The teacher then focuses on accuracy in the next day follow‐up activity and feedback sheet. or when they need to be livened up a bit. Of course.
Once started. Finally. FUN DISCUSSION OF CONTROVERSIAL TOPICS – THE TAP – IN DEBATE The 'Tap‐In Debate' is a fun way for students to discuss controversial topics. arrange your chairs so that there are two hot seats facing each other and then place chairs behind each of the two hot seats (enough for all of your students). Make up a dialogue of say about six or eight lines. 5. Then once we've been through this dialogue a few times I would begin to erase a few of the words from each line. 8. So the dialogue would go something like this ‐ A 'What are you doing this evening? B 'Nothing much. say. and then have to continue from their imagination. This is relatively simple English but the aim is to make it as lively and realistic and as natural as possible. The final practice could be done in pairs and the students should then write the dialogue down. Then we would go through the dialogue again. even if this is in mid sentence (they change places with the person in the hot seat). It could also be the beginning of a conversation. those who agree with the statement and those who disagree. which the students practise in this way. Goodbye' B 'See you later' 2. shall we say 6 o'clock?' B 'That'll be great. you then tap any two students on their shoulders during the conversation (Always one who is in a hot seat and one who isn't) Once they have been tapped on the shoulder they MUST stop the conversation and two new students must resume it exactly where the other two left it. for example.'. Then all the students try to say it all together and it's become fun and they're now concentrating on remembering and they're losing their inhibitions about speaking. why?' A 'Would you like to come and drink a cup of tea with me in the cafe?' B 'Yes. It is excellent for speaking and listening practice. Of course they're not allowed to write anything down during this ‐ they're not allowed to cheat and it becomes a bit of a game. They now prepare their arguments. Once you have established a controversial topic. you need a controversial topic to start. the first thing I would do is to write this dialogue on the blackboard and then I would drill it. this time with the class trying to remember the complete lines without me prompting them and then we would drill it again without those words. I get the whole class to repeat each line after me a number of times until they sound very natural.. You can use any dialogue you want. They must make it coherent and follow the previous opinions and statements! They must continue the sentence of the previous speaker exactly where the previous student in the hot seat left it! . Basically. So. See you then A 'OK. 7. Then I will erase some more words. a dialogue on making arrangements. The idea is that two students start the topic of conversation.1. What time?' A 'Hmm. you end up with more and more of it being rubbed off until you have the dialogue with just perhaps one or two words in each line as prompts. 3. so this time the first line might be 'What . 6. I'd love to. in the first line ‐ 'What are you doing this evening?' ‐ I would perhaps erase the words 'are' and 'doing' to focus on the grammar point. trying to defend their group's point of view. divide your students into two groups. 4. Once you have done this. for any situation. For example. See you later.
or in pairs. I think you are right. Colour in 5 slips of paper and write the words for these colours on the other slips. A popular. Crosswords: each group has some of the answers. When was the last time you…. or draw a picture). the learners aren't motivated by new language.. but I don't see why some of these basic principles can't be applied to learners of any age. and then let the students take over. The following example may be appropriate for more advanced students. 2 sets of directions for these missing places. I disagree. I call this activity 'Find someone who'. In my opinion. get them to sit back‐ to‐back to practise speaking on the telephone). ) Here are some possible examples. students write questions on small squares of paper using the target language. For the last couple of years. They can listen to the tape afterwards as a final check. Do this a couple of times. 4. Hopefully. with appointments already filled in. The student who guesses correctly takes over from me. The two groups need to exchange information to complete the task. The students then mingle and hopefully conversations are started. to practise colours. or ask appropriate questions. to be honest etc. At this age. Students ask each other "What colour have you got?" in order to find their partner. or need to speak in order to complete the activity. the students will be more concerned about completing the crossword. in which the students would normally listen to a tape in order to fill in the gaps. (The students can also use questions for this activity e. 1. 5. which apply to one or a combination of the above. The students again need to exchange information in order to complete their maps. Possible examples of tasks are: 2. The function of the language and use an authentic or near authentic task (e. Group vs. MOTIVATING SPEAKING ACTIVITIES The students must be motivated to speak. 2. For a listening text. 3. Information is written on slips of paper.?) . Secretly put an object in a paper bag (or hide it behind me. by asking an appropriate question.g. I've specialised in teaching children aged 6‐10 (mainly at beginner level). then the class mingle and exchange information in order to find their partner. In this type of the activity. Each student receives a paper. (The point of this activity from the students perspective is finding their partner. Each student writes the end of the sentence on their own piece of paper. They need to exchange information in order to agree when they can meet. they're motivated by an activity. which uses the language you want them to practise (e. It can be very difficult to get them to speak if they really don't see the point. 2. the vocabulary associated with the topic or which people use in debates e. or write the word. For example.g. Making an arrangement: each group has a diary. E. 1. then form the papers into a board game to be played using dice and counters. which can be matched in some way. well‐known type of activity is the information gap.g. A motivating task. They need to make up appropriate questions and then exchange. Why not give each group half of the answers? They are then given the opportunity to exchange information. for a group of 10 students. not necessarily the practice of the language.I like this activity especially because it involves all the students and they can't afford to sleep on the back seats because they know they will wreck the lesson if they do! One other point: pre‐teach some useful vocabulary they can use prior to doing it. Giving/receiving directions: 2 sets of maps. Find your partner. 1. rather than worrying about speaking.g. one group has half of the information required to complete the task and the other group has the other half (or pairs of students). group.g. You can approach this by focussing on the following.) 3. I then get the students to guess what's in the bag. Here are some examples of other activities I use with my younger learners. each with information missing.
Decide with your students how many points you will score if they send the ball (you can make a very simple ball with a piece of paper) into the basket (you could give 3 or 5 points. The aim is for one of the students in each pair to walk (or run!) to read the passage on the wall. While that person is out of the room you and the rest of the class decide on something very unusual that could have happened while they were out of the room. They quietly dictate what they remembered to their partner. to leave the room. if they can't. Now. depending on the student's ability to use the correct prepositions. They then swap roles. it often happens that a student scores more points when the ball doesn't go into the basket. In such a way. walking and remembering! 1. Ask a student. 2. They remember some of the passage and walk (or run!) back to their partner. The winning pair is the team that finishes first ‐ although you need to check for mistakes. books etc) at random and a small box or a bag that represents the basket.. I would've bought some flowers. Put the copies up around the walls of the classroom (or even the school building). "It is under the teacher's desk". I would have bought some flowers' 4. It's a good way to check spelling and fabulous for pronunciation ‐ and great memory training! . 1. Over several turns they will build the whole passage. A good idea is to teach them punctuation vocabulary beforehand if you want them to use the correct punctuation in English.THIRD CONDITIONAL GUESSING GAME This is a simple game for spoken practice of the third conditional.. the students should use the contracted form for the conditional grammar ‐ 'If this'd happened. speaking. What is fun is that each student. they must keep walking to check! 4. Choose a short passage or dialogue and make several copies. You can choose if you prefer to divide the class into teams or make an individual competition. basically whatever the students can suggest. Put the students in pairs or small groups. writing. And each student in turn answers in a full sentence for example.'] PREPOSITION BASKETBALL This is a lively activity to practise prepositions of place: "Let's play basketball!" Choose a spot in the classroom (a corner. [As this is for speaking practice. rubbers. will score one point for every correct description of the final location of the ball that he/she can say: "The ball is behind the red pen". This means they really do have to run back and forth because students will only remember three or four words at a time. who writes it down. even if he doesn't succeed in throwing the ball into the basket. Then. listening. A good example is two students get married. a volunteer hopefully. the person who has left the room comes back in and asks each student in turn only one question and the full question is 'What would you have done if this had happened?' 3. depending on how difficult it is). 'If this had happened. you can go round again with new answers.) and place there several different objects (pens. RUNNING DICTATION This is a lively activity that practises. etc. 3. 2. 5. If there are mistakes. Students have a lot of fun in practising this activity that is suitable for children and teenagers as well. they mustn't mention the names of anyone involved because at the end the student who is guessing has to work out what happened to whom and. the OHP explodes. the teacher's desk.
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