Structure: Mary _MET_ Johnny Depp. __ (Subject - Verb - Complement)
Y - 1. Mary MET Johnny Depp?
OR - 2. Mary MET Johnny Depp or ROBBED Johnny Depp?
N - 3. Did Mary ROB Johnny Depp?
I - 4. WHAT did Mary do?
Add a detail by asking one of the following questions:
With whom... ?
What color... ?
How many... ?
What kind... ?
Where... ?
How...?
What size... ?
What brand... ?
Where... ?
When... ?
What time... ?
Why... ? (must have previous language skills)
Reading strategies Pre-Reading Strategies A. Preview vocabulary B. Prompt background knowledge C. Make predictions
While you read…/ A. Establish meaning B. Make connections C. Elicit engagement D. Teach grammar
Comprehension Strategies • Vocabulary meaning – ID key words – Make note of unknown vocabulary. • ID main ideas • ID Basic events
Activities for more advanced students:
Connections
• Do you personally identify with any of the
characters or events?
• Listen to this phrase: Which scene from the
story is this from? Does this phrase remind
you of any other stories.
– Describe a scenario in which you would
could use that phrase.
• What if a different character said ___? Would
you interpret it the same?
• What if you or your mom, friend, etc. said it?
• Creative and intuitive reasoning
– What do you think will happen next?
– What do you WANT to happen?
– How should it take place?
• Personal application
– If you were Character ‘A’, what would you…
– If you were in the same situation, what would
you…
• Side conversations
– Main character and a distant friend or relative
– Secondary character and a distant friend
– Add an imaginary character to story
– A letter to:
• A counselor
• a classmate
• friend
Foundation Week: FOC High School English (primero, segundo y tercero de bachillerato)
ESL Icebreaker Activities for high school intermediate-language learners: 12+ years
Who am I? is a super-fun game that most kids can relate to. Bring some Post-It notes to class and ask each student to write down the name of a famous person. Collect the Post-It notes and redistribute them among the classroom by putting a note on each student’s back or forehead. The game begins with a student asking yes-or-no questions about the name on his or her Post-It note. Me Too is a fun game that works well with small and large groups. Have everyone sit together in a circle. Everyone in the group gets 10 poker chips/pennies/paper clips etc. Start the game by saying something that you have done. For example: I have gone skating. Everyone who has gone skating throws one poker chip in the middle of the table and repeats the sentence. Go around the circle until everyone has had a chance to say something. Continue the game until someone runs out of poker chips.
(these activities originally found at http://www.myseveralworlds.com/teach-and-travel/esl-icebreaker-activities/ )
Last Letter
("Shiritori" in Japanese)
(vocabulary/spelling)
The last letter of the word must be the first letter of the next word.
You will need a ball, but a screwed up piece of paper is fine.
The teacher throws the ball to one student and says a word, such as "dog".
The student must reply with a word starting with "G," such as "girl".
When answered, the ball is thrown back to the teacher and it is then thrown to the next student, who continues.
The sequence may then be (for example):
girl, look, king, go, octopus, student ... and so on.
You can have the students throwing to each other.
i.e., student A = "Cat," throw to student B = "Today," throw to student C = "Yes," etc.
Please be warned, you may have some fastball pitchers in the class!
Chinese Whispers
Divide the class into even rows.
The last member of each row (at the back of the class) is taken out of the classroom. A "key" letter, word or sentence (depending on level) is given.
The students run back inside, and whisper the "key" to the next student in their row. It is whispered down through the row until the last member writes it on the board.
The first student to write it on the board correctly wins the point for their team/row.
Fast Words
The class is arranged into rows. The first person in each row is given a piece of chalk. The blackboard is divided into sections. No more than six teams.
The teacher calls a letter and the students must write as many words as they can beginning with that letter, in the allocated time. Their team-mates can call out hints, but be warned, this is very noisy.
Next, the second member gets the chalk and goes to the board and the teacher calls out a new letter.
The team with the most correct words is the winner.
Oral Charades
Write occupations and emotions on slips of paper: one each per student. Have students draw papers from a hat (or two) and have them describe the emotion and the job on the papers WITHOUT using those words.
The rest of the class must guess the emotion and the occupation,
e.g. "Happy Postman," "Frustrated Teacher."etc
Line up alphabetically
Heres a warm-up exercise to wake up a first or second class meeting. Have the students line up by alphabetically order. DON'T help them. DON'T organize it.
Have the students ask each other their names and figure it out together (In English). Then you check it.
Write the names on the board. Round Two, line up by Last name, alphabetically. Then check.
Other variations. Line up by Birthday, Language, Distance from School, Size of family. Avoid obvious things like physical size, weight, hair color, etc...
Two truths and a Lie
Word shark
picture of a man descending toward a shark. With each incorrect guess, shark eats part of him. Variation of Hangman
Student-led field trip
This idea is for overseas teachers. We all are familiar with the idea of taking ESL students on field trips in the USA. Why not ask your EFL students to take YOU on a field trip?
You can have the students work as a team or students can individually be responsible for a portion of the trip. his gives the students a chance to 'show off' their own town, and be the 'expert' on familiar territory. It also introduces you as the teacher, to places and facts in and about the town you are living in which you may never have otherwise looked at or realized.
Inventing sentences using adjectives
Objective
To get students to think about and practice adjective-noun combinations.
Level
This game works well with all levels. Lower level students can make up simple sentences and higher level students more complex ones.
The Game
The purpose of this game is to give students the chance to practice adjective-noun combinations. Begin by giving them a male or female first name. They must then invent a sentence similar to the following:
Albert likes awful apes.
Betty likes baby boys.
Linda likes little limes.
Richard likes roaring racecars.
Wendy likes wiggling worms.
The game should move fast, so you should be prepared with a list of names to fire at your students.
You should go through the list ahead of time to make sure that you can think of matching adjective-noun combinations within the vocabulary range of your students.
It is sometimes helpful to have a large list of alphabetized adjectives xeroxed off and ready to hand out,
especially for lower level students.
Following are names for every letter of the alphabet to get you started:
Andy, Betty, Carmine, Daniel, Ed, Francis, Grover, Harry, Ingrid, John, Kris, Linda, Mark, Norman, Orville, Patty, Quentin, Rachel, Sam, Tom, Ursula, Victor, William, Xavier, Yolanda, Zelda.
THE PICNIC (For Intermediate to Advanced Level Students)
This is a simple game that requires students to generate vocabulary in English. The class is asked to imagine that they are going on a picnic. Their job is to suggest things to bring along. The teacher says yes or no to each suggestion. What the students do not know is that the teacher says yes when a student suggests something whose first letter is the same as the first letter of the name of the student. The teacher says no if the first letter of the suggested object and the first letter of the name of the student do not match. For example:
Alicia: I want to bring apples.
Teacher: You can bring apples, Alicia. Alicia can bring apples. What do you want to bring, Marco?
Marco: I want to bring a radio.
Teacher: Sorry, you cannot bring a radio.
If students need a hint after a while you can interject something like:
Maria: I want to bring bananas.
Teacher: Sorry, you cannot bring bananas. Why not ask Barbara to bring bananas?
Usually someone figures out the game. Knowing the secret forces them to narrow their suggestions to words beginning with the same letter as their name.
This activity is based on an activity by Annalisa Trapani.
Post-it note Game Preparation: On several Post-It notes, write in large letters a single word of recently learned vocabulary.
The activity is easiest with simple nouns, though more advanced students can play it with any vocabulary.
Method: Students are put into groups of 3 or 4; 1 student is the 'subject' and sits facing the others.
Place a Post-It note on the forehead of the subject who then 'becomes' that item of vocabulary but,
not being able to see the note, does not know what they are.
To find out they must ask the other students in the group who can answer with reasonably helpful replies.
The activity is best played with a class who know each other well.
The teacher should be responsible for distributing the items of vocabulary as sometimes discretion should be shown in assigning vocabulary to students.
It is a fun activity ideal for a few minutes at the end of a lesson.
Songs/Music Cloze
Songs are a good way to teach in an "Edutainment" way because they incorporate all the language skills:
(1) Listening (to the song)
(2) Reading (following the lyrics to determine the words)
(3) Writing (filling in the blanks)
(4) Speaking (singing the song) Lower Level:
(1) The song sheet is handed out to the students.
(2) The teacher reads each word (at the bottom of the page) and the students repeat. This is done twice.
(3) The tape is played twice in a row, with the students trying to fill in the blanks.
(4) The students are invited to discuss it with their classmates for one minute.
(5) The song is played again and students complete the missing words.
(6) The teacher calls out the correct words. The students mark their papers themselves with a red pen, and record their scores.
(7) The students with a perfect score receive a round of applause.
(8) The song is played, one last time, with everybody singing. Medium Level:
The same system is used.
However, for the first playing the words are folded under, as shown on the song sheets.
Only at the second listening, are the words revealed. Note:
You can have a lot of fun seeing what the students come up with, before they are allowed to see the correct words. Higher Level: :
Complete sentences are deleted (liquid paper?), so more words must be recognised.
The words are folded under for the entire listening while the tape is played.
Only after all the listenings are the correct words revealed.
With a little experience, the teacher will easily be able to adjust to the level of difficulty required.
The songs have been chosen for their pronunciation and because they are familiar to most students.
Variety in the types of songs, for instance, rock, ballad and so forth, is supplied.
The song sheets (lyrics) have been made for the lower levels, and need to be modified for higher levels. Sample Song:
(Name:) "Bus Stop" (1)
(The Hollies) Bus Stop, wet day, she's there, I say, please share my (1)
Bus stop, bus goes, she stays,
Love grows, under my umbrella
All that summer we enjoyed (2) Wind and rain and shine That umbrella, we employed it By _(3) she was mine
Every morning I would see her waiting at the (4) Sometimes she'd shop And she would show me what she(5) All the people stared As if we were both quite insane Someday my name and her's are going To be the(6) That's the way the whole thing (7) Silly, but it's _(8) A thinking of a sweet romance Begin and end with you. Came the sun the ice was melting No more sheltering _(9) _(10) to think that that umbrella led me to a vow.
( Chorus)
Your score/10 ------- Fold here, for the first listening at higher levels ------- now, stop, nice, August, true, bought, it, same, umbrella, started
Let It Be (Lennon, McCartney) When I (1) myself in times of trouble
Mother Mary (2) to me
Speaking _(3) of wisdom, let it be.
And in my _(4) of darkness She(5)_(6) right in front of me _(7) words of wisdom, let it be. Let it be, let it be.
_(8) words of wisdom, let it be
And when the broken hearted _(9) _(10) in the world agree, There _(11)be an answer, let it be.
For though they may be_(12) there is
Still a chance that they will _(13) There will be an_(14), let it be. Let it be, let it be. Yeah There will be an answer, let it be. And when the night is _(15),
There is still a (16) that shines on me,
Shine on until (17), let it be.
I wake up to the sound of (18) Mother Mary comes to(19) Speaking words of _(20), let it be.
Let it be, let it be.
There will be an answer, let it be.
Let it be, let it be,
Whisper words of wisdom, let it be
Your score_/20
----------------------- fold line -------------------------
will, wisdom, see, Whisper, hour, light, me, parted, speaking words,
tomorrow, answer, living, standing, comes, music, cloudy, people, is, find
Edutainment- there's 100 pages of material
that you can use to lighten your teaching load and brighten your classroom,
and more importantly, make your English teaching more effective. No preparation required, all materials ready to photocopy !
Y - 1. Mary MET Johnny Depp?
OR - 2. Mary MET Johnny Depp or ROBBED Johnny Depp?
N - 3. Did Mary ROB Johnny Depp?
I - 4. WHAT did Mary do?
Add a detail by asking one of the following questions:
With whom... ?
What color... ?
How many... ?
What kind... ?
Where... ?
How...?
What size... ?
What brand... ?
Where... ?
When... ?
What time... ?
Why... ? (must have previous language skills)
http://www.tprstorytelling.com/index.php?option=com_docman&task=cat_view&gid=30&Itemid=63
Really good worksheets, handouts, activities, etc
Reading strategiesPre-Reading Strategies
A. Preview vocabulary
B. Prompt background
knowledge
C. Make predictions
While you read…/
A. Establish meaning
B. Make connections
C. Elicit engagement
D. Teach grammar
Comprehension Strategies
• Vocabulary meaning
– ID key words
– Make note of unknown
vocabulary.
• ID main ideas
• ID Basic events
Activities for more advanced students:
Connections
• Do you personally identify with any of the
characters or events?
• Listen to this phrase: Which scene from the
story is this from? Does this phrase remind
you of any other stories.
– Describe a scenario in which you would
could use that phrase.
• What if a different character said ___? Would
you interpret it the same?
• What if you or your mom, friend, etc. said it?
• Creative and intuitive reasoning
– What do you think will happen next?
– What do you WANT to happen?
– How should it take place?
• Personal application
– If you were Character ‘A’, what would you…
– If you were in the same situation, what would
you…
• Side conversations
– Main character and a distant friend or relative
– Secondary character and a distant friend
– Add an imaginary character to story
– A letter to:
• A counselor
• a classmate
• friend
Foundation Week: FOC High School English (primero, segundo y tercero de bachillerato)
ESL Icebreaker Activities for high school intermediate-language learners: 12+ years
Who am I? is a super-fun game that most kids can relate to. Bring some Post-It notes to class and ask each student to write down the name of a famous person. Collect the Post-It notes and redistribute them among the classroom by putting a note on each student’s back or forehead. The game begins with a student asking yes-or-no questions about the name on his or her Post-It note.Me Too is a fun game that works well with small and large groups. Have everyone sit together in a circle. Everyone in the group gets 10 poker chips/pennies/paper clips etc. Start the game by saying something that you have done. For example: I have gone skating. Everyone who has gone skating throws one poker chip in the middle of the table and repeats the sentence. Go around the circle until everyone has had a chance to say something. Continue the game until someone runs out of poker chips.
(these activities originally found at http://www.myseveralworlds.com/teach-and-travel/esl-icebreaker-activities/ )
Last Letter
("Shiritori" in Japanese)
(vocabulary/spelling)
The last letter of the word must be the first letter of the next word.You will need a ball, but a screwed up piece of paper is fine.
The teacher throws the ball to one student and says a word, such as "dog".
The student must reply with a word starting with "G," such as "girl".
When answered, the ball is thrown back to the teacher and it is then thrown to the next student, who continues.
The sequence may then be (for example):
girl, look, king, go, octopus, student ... and so on.
You can have the students throwing to each other.
i.e., student A = "Cat," throw to student B = "Today," throw to student C = "Yes," etc.
Please be warned, you may have some fastball pitchers in the class!
Chinese Whispers
Divide the class into even rows.The last member of each row (at the back of the class) is taken out of the classroom. A "key" letter, word or sentence (depending on level) is given.
The students run back inside, and whisper the "key" to the next student in their row. It is whispered down through the row until the last member writes it on the board.
The first student to write it on the board correctly wins the point for their team/row.
Fast Words
The class is arranged into rows. The first person in each row is given a piece of chalk. The blackboard is divided into sections. No more than six teams.The teacher calls a letter and the students must write as many words as they can beginning with that letter, in the allocated time. Their team-mates can call out hints, but be warned, this is very noisy.
Next, the second member gets the chalk and goes to the board and the teacher calls out a new letter.
The team with the most correct words is the winner.
Oral Charades
Write occupations and emotions on slips of paper: one each per student. Have students draw papers from a hat (or two) and have them describe the emotion and the job on the papers WITHOUT using those words.
The rest of the class must guess the emotion and the occupation,
e.g. "Happy Postman," "Frustrated Teacher."etc
Line up alphabetically
Heres a warm-up exercise to wake up a first or second class meeting. Have the students line up by alphabetically order. DON'T help them. DON'T organize it.
Have the students ask each other their names and figure it out together (In English). Then you check it.
Write the names on the board. Round Two, line up by Last name, alphabetically. Then check.
Other variations. Line up by Birthday, Language, Distance from School, Size of family. Avoid obvious things like physical size, weight, hair color, etc...
Two truths and a Lie
Word shark
picture of a man descending toward a shark. With each incorrect guess, shark eats part of him. Variation of Hangman
Student-led field trip
This idea is for overseas teachers. We all are familiar with the idea of taking ESL students on field trips in the USA. Why not ask your EFL students to take YOU on a field trip?
You can have the students work as a team or students can individually be responsible for a portion of the trip. his gives the students a chance to 'show off' their own town, and be the 'expert' on familiar territory. It also introduces you as the teacher, to places and facts in and about the town you are living in which you may never have otherwise looked at or realized.
Inventing sentences using adjectives
Objective
To get students to think about and practice adjective-noun combinations.
Level
This game works well with all levels. Lower level students can make up simple sentences and higher level students more complex ones.
The Game
The purpose of this game is to give students the chance to practice adjective-noun combinations. Begin by giving them a male or female first name. They must then invent a sentence similar to the following:
Albert likes awful apes.
Betty likes baby boys.
Linda likes little limes.
Richard likes roaring racecars.
Wendy likes wiggling worms.
The game should move fast, so you should be prepared with a list of names to fire at your students.
You should go through the list ahead of time to make sure that you can think of matching adjective-noun combinations within the vocabulary range of your students.
It is sometimes helpful to have a large list of alphabetized adjectives xeroxed off and ready to hand out,
especially for lower level students.
Following are names for every letter of the alphabet to get you started:
Andy, Betty, Carmine, Daniel, Ed, Francis, Grover, Harry, Ingrid, John, Kris, Linda, Mark, Norman, Orville, Patty, Quentin, Rachel, Sam, Tom, Ursula, Victor, William, Xavier, Yolanda, Zelda.
THE PICNIC (For Intermediate to Advanced Level Students)
This is a simple game that requires students to generate vocabulary in English. The class is asked to imagine that they are going on a picnic. Their job is to suggest things to bring along. The teacher says yes or no to each suggestion. What the students do not know is that the teacher says yes when a student suggests something whose first letter is the same as the first letter of the name of the student. The teacher says no if the first letter of the suggested object and the first letter of the name of the student do not match. For example:
Alicia: I want to bring apples.
Teacher: You can bring apples, Alicia. Alicia can bring apples. What do you want to bring, Marco?
Marco: I want to bring a radio.
Teacher: Sorry, you cannot bring a radio.
If students need a hint after a while you can interject something like:
Maria: I want to bring bananas.
Teacher: Sorry, you cannot bring bananas. Why not ask Barbara to bring bananas?
Usually someone figures out the game. Knowing the secret forces them to narrow their suggestions to words beginning with the same letter as their name.
This activity is based on an activity by Annalisa Trapani.
Post-it note Game Preparation: On several Post-It notes, write in large letters a single word of recently learned vocabulary.
The activity is easiest with simple nouns, though more advanced students can play it with any vocabulary.
Method: Students are put into groups of 3 or 4; 1 student is the 'subject' and sits facing the others.
Place a Post-It note on the forehead of the subject who then 'becomes' that item of vocabulary but,
not being able to see the note, does not know what they are.
To find out they must ask the other students in the group who can answer with reasonably helpful replies.
The activity is best played with a class who know each other well.
The teacher should be responsible for distributing the items of vocabulary as sometimes discretion should be shown in assigning vocabulary to students.
It is a fun activity ideal for a few minutes at the end of a lesson.
Songs/Music Cloze
Songs are a good way to teach in an "Edutainment" way because they incorporate all the language skills:(1) Listening (to the song)
(2) Reading (following the lyrics to determine the words)
(3) Writing (filling in the blanks)
(4) Speaking (singing the song)
Lower Level:
(1) The song sheet is handed out to the students.
(2) The teacher reads each word (at the bottom of the page) and the students repeat. This is done twice.
(3) The tape is played twice in a row, with the students trying to fill in the blanks.
(4) The students are invited to discuss it with their classmates for one minute.
(5) The song is played again and students complete the missing words.
(6) The teacher calls out the correct words. The students mark their papers themselves with a red pen, and record their scores.
(7) The students with a perfect score receive a round of applause.
(8) The song is played, one last time, with everybody singing.
Medium Level:
The same system is used.
However, for the first playing the words are folded under, as shown on the song sheets.
Only at the second listening, are the words revealed.
Note:
You can have a lot of fun seeing what the students come up with, before they are allowed to see the correct words.
Higher Level: :
Complete sentences are deleted (liquid paper?), so more words must be recognised.
The words are folded under for the entire listening while the tape is played.
Only after all the listenings are the correct words revealed.
With a little experience, the teacher will easily be able to adjust to the level of difficulty required.
The songs have been chosen for their pronunciation and because they are familiar to most students.
Variety in the types of songs, for instance, rock, ballad and so forth, is supplied.
The song sheets (lyrics) have been made for the lower levels, and need to be modified for higher levels.
Sample Song:
(Name:)
"Bus Stop" (1)
(The Hollies) Bus Stop, wet day, she's there,
I say, please share my (1)
Bus stop, bus goes, she stays,
Love grows, under my umbrella
All that summer we enjoyed (2)
Wind and rain and shine
That umbrella, we employed it
By _(3) she was mine
Every morning I would see her waiting at the (4)
Sometimes she'd shop
And she would show me what she (5)
All the people stared
As if we were both quite insane
Someday my name and her's are going
To be the (6)
That's the way the whole thing (7)
Silly, but it's _(8)
A thinking of a sweet romance
Begin and end with you.
Came the sun the ice was melting
No more sheltering _(9)
_(10) to think that that umbrella led me to a vow.
( Chorus)
Your score/10
------- Fold here, for the first listening at higher levels -------
now, stop, nice, August, true, bought, it, same, umbrella, started
Let It Be (Lennon, McCartney)
When I (1) myself in times of trouble
Mother Mary (2) to me
Speaking _(3) of wisdom, let it be.
And in my _(4) of darkness
She (5) _(6) right in front of me
_(7) words of wisdom, let it be.
Let it be, let it be.
_(8) words of wisdom, let it be
And when the broken hearted _(9)
_(10) in the world agree,
There _(11)be an answer, let it be.
For though they may be_(12) there is
Still a chance that they will _(13)
There will be an _(14), let it be.
Let it be, let it be. Yeah
There will be an answer, let it be.
And when the night is _(15),
There is still a (16) that shines on me,
Shine on until (17), let it be.
I wake up to the sound of (18)
Mother Mary comes to (19)
Speaking words of _(20), let it be.
Let it be, let it be.
There will be an answer, let it be.
Let it be, let it be,
Whisper words of wisdom, let it be
Your score_/20
----------------------- fold line -------------------------
will, wisdom, see, Whisper, hour, light, me, parted, speaking words,
tomorrow, answer, living, standing, comes, music, cloudy, people, is, find
Edutainment- there's 100 pages of material
that you can use to lighten your teaching load and brighten your classroom,
and more importantly, make your English teaching more effective. No preparation required, all materials ready to photocopy !
(all of above activities found at http://www2.gol.com/users/language/games.html )